1. SSC107
Individual in Society
SSC107R
25 November 2010
7:30p.m. – 9:30p.m. (Thursday)
Main Ref:
Coon, D., & Mitterer, J.O. (2009). Psychology:
Modules for active learning (11th ed.).
Belmont, CA: Wadsworth/Thomson Learning
REVISION SLIDES 2010 1
2. REVISION MATERIAL
• Course Text
• Study Units
• SEP
• Past Exams
– January 2010
– July 2009
2
3. SSC107 Jan 2010 Exam
SECTION A (Total 48 marks)
You must answer Question 1 in this section
• Question 1
• Briefly describe the importance of any FOUR of the following
six concepts using your own examples to illustrate your
understanding of the concepts.
• (a) Authoritative parents (12
marks)
• (b) Latent learning (12
marks)
• (c) Emotional intelligence (12
marks)
• (d) Fight or flight (12
marks) 3
4. SECTION B (Total 52 marks)
Answer any TWO of the following three questions.
• Question 2 (26 marks)
• The three basic ways to gain compliance are
foot-in-the-door effect, door-in-the-face
effect, and the lowball technique.
• (a) Describe, with examples, how each of the
three strategies listed above can be used to get
people to voluntarily comply with a request.
(20 marks)
• (b) What are the benefits of knowing these
strategies? (6 marks)
5. Question 3 (26 marks)
• A mother wants her 10-year-old son to reduce
the amount of time he spends playing on his
hand-held game and to spend more time
reading a book or doing his schoolwork.
• (a) How can the mother make use of the
principles of operant conditioning to achieve
the desired behavioural outcome? (20
marks)
• (b) Discuss the importance of the timing of
reinforcement. (6 marks)
5
6. Question 4 (26 marks)
• The behaviour of outstanding artists, scientists, athletes,
educators, and leaders is best understood in terms of social
motives, such as their need for achievement (nAch). Need for
achievement is a desire to meet an internalized standard of
excellence.
• (a) How does the need for achievement differ from
the need for power? (8 marks)
• (b) McClelland (1965) found that those who scored
high in nAch (need for achievement) tended to be
moderate risk takers. In other words, when faced
with a problem or a challenge, they avoid goals that
were too easy to achieve. Why is this so? (8m)
• (c) Discuss the importance of cultivating intrinsic
motivation in children and the problems associated 6
with the constant use of extrinsic rewards. (10m)
7. SSC107 July 2009 Exam
SECTION A (Total 48 marks)
You must answer Question 1 in this section
• Question 1
• Briefly describe the importance of any FOUR of the following
six concepts using your own examples to illustrate your
understanding of the concepts.
• (a) Intelligence quotient (12
marks)
• (b) Operant reinforcer (12
marks)
• (c) Separation anxiety (12
marks)
• (d) Homeostasis (12
marks) 7
8. SECTION B (Total 52 marks)
Answer any TWO of the following three questions.
• Question 2 (26 marks)
• Behavioural theories place great emphasis on learned
behaviour patterns.
• (a) Provide examples of how learned behaviour is
acquired through classical and operant learning,
observational learning, reinforcement, extinction,
generalization, and discrimination. (16 marks)
• (b) Darren has been a bully since Primary school and
eventually got expelled from Secondary school. He
joined a gang and started getting into trouble with the
law. Describe some of the external causes
(situational determinants) of Darren’s behaviour.
(10 marks)
9. Question 3 (26 marks)
• Through the observation of his own children, Jean Piaget
believed that all children mature through a series of distinct
stages in cognitive development.
• (a) Piaget was convinced that intellectual development took
place through several processes of mental adaptation. Explain
the processes of assimilation and accommodation. (8
marks)
• (b) Object permanence is said to emerge during the
Sensorimotor Stage (0 – 2 years) while the concept of
conservation is mastered during the Concrete Operational
Stage (7 – 11 years). Discuss these two stages of cognitive
development. (12 marks)
• (c) We sometimes see parents forcing their children to learn
reading, math, gymnastics, swimming, or music at an
accelerated pace. Why do you think Piaget would discourage
parents from ‘hothousing’ (forced teaching) their children? 9
10. Question 4 (26 marks)
• Eating disorders amongst young women and men
are becoming more prevalent today; and those
suffering from eating disorders are reluctant to seek
help on their own, especially for men, as eating
disorders are widely perceived to be a female
disorder.
• (a) What is the difference between anorexia nervosa
and bulimia nervosa? (6 marks)
• (b) Women and men who suffer from eating disorders
are extremely dissatisfied with their bodies. Discuss
the causes of eating disorders? (10 marks)
• (c) Most people suffering from eating disorders will not
seek help on their own. How can eating disorders be 10
treated? (10 marks)
11. SU: Ch. 3 Learning and Socialization
• Course Text: Ch.6. Mod 6.1, 6.3, 6.4, 6.5 & 6.6
• What is learning? What are the principles of
learning?
• What is classical conditioning?
• What is operant conditioning?.
• What is cognitive learning (modelling and
observational learning)?
• Explain the importance of the concepts
associated with various types of learning—
reinforcement, punishment, modelling and
observational learning.
11
13. SU: Ch.2 Human Development
• Course Text :Ch. 3. Modules 3.1, 3.3, 3.4, 3.5,
3.6, 3.7
• What is developmental psychology?
• What is lifespan perspective?
• Explain the various theories of human
development: Piaget’s four stages of cognitive
development, Erikson’s life stages.
• What are the contributions of ‘nature’ and
‘nurture’ to human development?
• Discuss the importance of emotional
attachment. 13
16. SU: Ch.2 Human Development
Piaget’s four stages of Cognitive Development
16
17. SU: Ch.2 Human Development
Erik Erikson’s Life-stage theory:
17
18. SU: Ch. 4 Intelligence & Creativity
• Course Text: Ch.8. Modules 8.1, 8.4
• What is intelligence? What are the different
conceptions of intelligence? Multiple
intelligence?
• How can intelligence be measured? What do
intelligence tests measure?
• Is intelligence influenced by the environment or
is it hereditary?
18
20. SU: Ch. 4 Intelligence & Creativity
• Intelligence tests:
– Individual tests: Stanford-Binet V (SB5), Wechsler
Adult Intelligence Scale – III (WAIS-III), Wechsler
Intelligence Scale for Children - IV (WISC-IV)
– Group Tests: SAT
• The Mentally Gifted
• Intellectual Disability
20
21. SU: Ch. 5 Motivation & Emotion
• Course Text: Ch.9. Modules 9.1, 9.2, 9.3, 9.5
• What are the ‘push’ and ‘pull’ forces of motivation?
• What are the physiological drives of hunger, thirst and
pain?
• What is
• What are the causes of eating disorders? What are
the ways to overcome them?
• What are learned motives?
• What are emotions? What is a physiological arousal?
• What are the theories of emotions? What is the role of
facial expressions?
21
22. SU: Ch. 5 Motivation & Emotion
• Homeostasis
• Eating disorders: Anorexia Nervosa, Bulimia Nervosa, Obesity
• Learned motives
• Social motives (need for achievement vs need for power)
Primary motives Secondary motives
• Arousal theory
22
24. SU: Ch. 5 Motivation & Emotion
• The Physiology of Emotion—What happens to our
bodies when we’re excited, angry or terrified?
SU (p. 72/ text (p. 396)
• Theories of emotion: The James-Lange theory, The
Cannon-Bard theory, Schachter’s cognitive theory
24
25. SU: Ch. 6 Health, Stress and Coping
• Course Text: Ch.11. Modules 11.1, 11.2, 11.3, 11.4,
11.5
• From a psychological perspective, what is health and
wellness?
• What are the conditions that give rise to stress?
• Identify various coping mechanisms available to help
individuals reduce stress?
• What is ‘general adaptation syndrome’ (GAS)?
• Discuss the relationship between stress, illness and
the immune system.
• What are the three conflict producing situations?
What are the ways to resolve them?
• What are the various defence mechanisms explored in
25
the text?
28. SU: Ch. 7 Social Behavior
• Course Text: Ch.15. Modules 15.1, 15.2, 15.3, 15.4, 15.5, 15.6
• What is social psychology?
• What are the factors that influence interpersonal
attraction?
• Provide an overview on the attribution process. What
are the potential attribution errors?
• Describe Asch’s experiment on conformity. What are
the factors that influence degree of conformity?
• Describe Milgram’s study on obedience. What are the
variables that may reduce obedience?
• What are the methods of compliance? Provide e.gs.
• Explain the applications of selected persuasion
techniques.
• What are the factors that influence helping behavior?
28
29. Social Behavior
• Overview of attribution process
• Fundamental attribution error
• Actor-observer bias
• Asch experiment
• Milgram’s study of Obedience (1963)
• Conformity, obedience, compliance
• Foot-in-the-door
• Door-in-the-face
• Lowball Technique
• Cognitive dissonance theory
• Bystander apathy
• Bystander intervention
29
