Category: Clinical & Abnormal Psychology

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November 6, 2026
[Solved] Psychology Homework

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Part I **Part I: WHAT? (Who Am I?)** Based on the assessments and activities, discuss what you discovered about yourself. Address the following: Identity – What are five words you would use to describe yourself? – Which of these words best represents who you are? Why? – Which word do other people se…

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Assignment Prompt & Instructions

Part I

**Part I: WHAT? (Who Am I?)**

Based on the assessments and activities, discuss what you discovered about yourself.

Address the following:

Identity

– What are five words you would use to describe yourself?
– Which of these words best represents who you are? Why?
– Which word do other people see most often? Is it the same word?

Surprises

– Describe one assessment result that felt accurate.
– Describe one assessment result that surprised you, challenged you, or did not fully fit your self-image.
– Why do you think you reacted that way?

Life Experiences

Choose two important life experiences that have shaped who you are today.

For each experience:

– What happened?
– How did it affect the way you view yourself?
– How has it influenced your relationships with others?

Chapter 3 Connection

Select **two concepts from Chapter 3** that helped you better understand yourself.

Examples may include:

– Self-concept
– Self-esteem
– Self-awareness
– Possible selves
– Identity
– Perception

For each concept:

– Explain it in your own words.
– Explain how it connects to your life.

**Part II: SO WHAT? (Why Does This Matter?)**

Reflect on why these discoveries are important.

Self-Understanding

– What did this assignment teach you about yourself?
– What strengths became more obvious to you?
– What challenges became more obvious to you?

Relationships

Think about your relationships with family, friends, coworkers, classmates, or partners.

– How does your view of yourself affect the way you interact with others?
– What patterns do you notice in your communication with people?
– Are there situations where your self-perceptions help you?
– Are there situations where they get in your way?

Human Services Connection

– Why is self-awareness important for helping professionals?
– What could happen if a human services professional lacks self-awareness?
– Why is understanding yourself important before trying to help others?

**Part III: NOW WHAT? (Future Growth)**

Growth Areas

Identify two areas you would like to improve in yourself.

For each area:

– Why is this important to you?
– What barriers might make change difficult?
– What specific steps could you take to grow?

Future Self

Imagine yourself five years from now.

Describe:

– The type of person you hope to become.
– The values you hope to maintain.
– The qualities you would like to strengthen.

Professional Development

– How do you hope your self-awareness will help you as a future human services professional?
– How will you continue learning about yourself throughout your career?

**Reflection Requirement**

**Most Important Insight**

Answer this question:

What was the single most important thing you learned about yourself while completing this assignment, and why?

– a month ago

November 6, 2026
[Solved] PSY 200/SOC 200: Social Psychology//Social Psychology

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see attachement – a month ago **files (41)** – ## Instructionsmiile4.docx – ## KeyTakeaways4.html – ## fa-regular-400.svg – ## KeyTakeaways6.html – ## FollowtheLeadermini-lecture.html – ## timers.js – ## Instructionsmiile4.docx – ## fa-brands-400.svg – ## scripts.min.js – ## TableofContents.html – #…

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Assignment Prompt & Instructions

see attachement

– a month ago

**files (41)**

– ## Instructionsmiile4.docx

– ## KeyTakeaways4.html

– ## fa-regular-400.svg

– ## KeyTakeaways6.html

– ## FollowtheLeadermini-lecture.html

– ## timers.js

– ## Instructionsmiile4.docx

– ## fa-brands-400.svg

– ## scripts.min.js

– ## TableofContents.html

– ## WillweconformtoANYTHINGmini-lecture.html

– ## Leadershiptextexcerpt.html

– ## KeyTakeaways5.html

– fa-solid-900.woff2
– fa-regular-400.woff
– fa-regular-400.ttf
– fa-solid-900.eot
– fa-solid-900.ttf
– File_cbte7m6a1u5e753d3vy1hscfkv62h37c00118070297.jpg
– fa-brands-400.woff2
– fa-brands-400.woff
– fa-brands-400.ttf
– fa-brands-400.eot
– fa-solid-900.woff
– fa-regular-400.woff2
– fa-regular-400.eot
– PsychologicalReactancetextexcerpt.html
– fa-solid-900.svg
– ZimbardoandtheStanfordPrisonExperimenttextexcerpt.html
– TypesofPowertextexcerpt.html
– MilgramStudiestextexcerpt.html
– SituationalDeterminantsofConformitytextexcerpt.html
– ResearchonConformitytextexcerpt.html
– PersonalGenderandCulturalDifferencestextexcerpt.html
– custom.css
– styles.min.css
– popper.min.js
– bootstrap.min.js
– all.min.css
– jquery-3.3.1.slim.min.js
– bootstrap.min.css

**## Instructionsmiile4.docx**

**Instructions**

**Milestone 4 Assessment**

Submit a document answering each of the following questions.

**Each** answer should be 200-250 words long and
**refer specifically to content from this section with in-text citations*.**

You should NOT be using any external resources.

1. Describe a time when you conformed to the opinions or behaviors of others. Interpret the conformity in terms of the concepts discussed in this section.

2. Provide an example of someone who has each of the types of power discussed in this section.

3. What are your opinions about the COVID pandemic? Consider and discuss how social psychological research may inform your interpretations of this event.

4. Discuss an example where your resisted or had trouble with conformity. Discuss what factors influenced that resistance (personal, gender, culture, psychological reactance)

*For this class, you can reference text excerpts like this:
(Jhangiani & Tarry 2022).

All text excerpts are from Jhangiani, R., & Tarry, H. (2022). If there is a quote or reference within a text excerpt; you include both the original author and year and the author and year of the work where quote/idea was found in the in-text reference. Add "as cited in" before the author in the in-text reference. For example – (Deutsch & Gerard, 1955, as cited in Jhangiani & Tarry, 2022).

Mini lectures/Key Takeaways like this:
(Leduc, Summer 2026)

And videos like this
(
_Title_ _of Video_, Youtube 2026)

**## KeyTakeaways4.html**

– Social influence creates conformity.
– Influence may occur in more passive or more active ways.
– We conform both to gain accurate knowledge (informational conformity) and to avoid being rejected by others (normative conformity).
– Both majorities and minorities may create social influence, but they do so in different ways.
– The characteristics of the social situation, including the number of people in the majority and the unanimity of the majority, have a strong influence on conformity.

![](https://www.sweetstudy.com/questions/psy-200soc-200-social-psychologysocial-psychology)

**## fa-regular-400.svg**

Created by FontForge 20190112 at Tue Jun 4 15:16:44 2019
By Robert Madole
Copyright (c) Font Awesome

**## KeyTakeaways6.html**

– Although some person variables predict conformity, overall situational variables are more important.
– There are some small gender differences in conformity. In public situations, men are somewhat more likely to hold their ground, act independently, and refuse to conform, whereas women are more likely to conform to the opinions of others in order to prevent social disagreement. These differences are less apparent when the conformity occurs in private.
– Conformity to social norms is more likely in Eastern, collectivist cultures than in Western, independent cultures.
– Psychological reactance occurs when people feel that their ability to choose which behaviors to engage in is eliminated or threatened with elimination. The outcome of the experience of reactance is that people may not conform at all and may even move their opinions or behaviors away from the desires of the influencer.

![](https://www.sweetstudy.com/questions/psy-200soc-200-social-psychologysocial-psychology)

**## FollowtheLeadermini-lecture.html**

One of the most basic types of behavior is following the rules, or the majority. Social Psychologists emphasize that we learn in interaction with others and we will often mirror attitudes/beliefs/behaviors of those we associate with.

Sometimes conformity is good, it definitely serves a function in our society. But do humans have the potential to be the proverbial 'lemmings jumping off the cliff' in our attempts to fit in?

Social Psychology has a breadth and depth of research looking into the effects of persuasion and conformity on our behaviors

![](https://www.sweetstudy.com/questions/psy-200soc-200-social-psychologysocial-psychology)

**## timers.js**

function startTimer(duration, display) {
var timer = duration, minutes, seconds;

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startTimer(fifteenMinutes, display15);

var twentyMinutes = 60 * 20, display20 = document.querySelector('#time20');
startTimer(twentyMinutes, display20);

var oneMinutes = 10 * 1, display1 = document.querySelector('#time1');
startTimer(oneMinutes, display1);
};

**## Instructionsmiile4.docx**

**Instructions**

**Milestone 4 Assessment**

Submit a document answering each of the following questions.

**Each** answer should be 200-250 words long and
**refer specifically to content from this section with in-text citations*.**

You should NOT be using any external resources.

1. Describe a time when you conformed to the opinions or behaviors of others. Interpret the conformity in terms of the concepts discussed in this section.

2. Provide an example of someone who has each of the types of power discussed in this section.

3. What are your opinions about the COVID pandemic? Consider and discuss how social psychological research may inform your interpretations of this event.

4. Discuss an example where your resisted or had trouble with conformity. Discuss what factors influenced that resistance (personal, gender, culture, psychological reactance)

*For this class, you can reference text excerpts like this:
(Jhangiani & Tarry 2022).

All text excerpts are from Jhangiani, R., & Tarry, H. (2022). If there is a quote or reference within a text excerpt; you include both the original author and year and the author and year of the work where quote/idea was found in the in-text reference. Add "as cited in" before the author in the in-text reference. For example – (Deutsch & Gerard, 1955, as cited in Jhangiani & Tarry, 2022).

Mini lectures/Key Takeaways like this:
(Leduc, Summer 2026)

And videos like this
(
_Title_ _of Video_, Youtube 2026)

**## fa-brands-400.svg**

Created by FontForge 20190112 at Tue Jun 4 15:16:44 2019
By Robert Madole
Copyright (c) Font Awesome

**## scripts.min.js**

$.each($(".component-sample"),(function(){var t=$(this).html(),e={"<":"<",">":">"," ":""};t=t.replace(/<|>| /gi,(function(t){return e[t]})),$(this).append('<pre class="code-sample copy-this card bg-light"><code>'+t+'</code></pre><p><button class="btn copy-btn" data-toggle="tooltip" data-placement="top" title="Copy Code To Clipboard">Copy Code</button></p>')})),$(".copy-btn").on("click",(function(){var t=$(this).parent().prev(".copy-this"),e=String(t[0].textContent),n=document.createElement("textarea");n.value=e,document.body.appendChild(n),n.select(),document.execCommand("copy"),document.body.removeChild(n),$(this).html("Code Copied")})),$.each($(".accordion"),(function(t){$(this).attr("id","accordion_"+parseInt(t+1))})),$.each($(".accordion > .card"),(function(t,e){var n=t+1;$(e).children(".card-header").attr("id","heading_acc_"+n),$(e).find(".card-header > .card-title").wrapInner('<button class="btn btn-link" type="button" data-toggle="collapse" aria-expanded="false"></button>'),$(e).find(".card-header > .card-title > button").attr({"data-target":"#collapse_acc_"+n,"aria-controls":"collapse_acc_"+n}),$(e).children(".collapse").attr({id:"collapse_acc_"+n,"aria-labelledby":"heading_acc_"+n})}));for(var bgImgWrapper=document.getElementsByClassName("bg-img-wrapper"),bgImgIndex=0;bgImgIndex<bgImgWrapper.length;bgImgIndex++){var bgImgWrapperId="bg-img-wrapper-"+parseInt(bgImgIndex);document.querySelectorAll(".bg-img-wrapper")[bgImgIndex].setAttribute("id",bgImgWrapperId);var bgImg=document.getElementById(bgImgWrapperId).getElementsByTagName("img")[0].src;document.querySelectorAll(".bg-img-wrapper")[bgImgIndex].setAttribute("style","background-image: url("+bgImg+");")}for(var links=document.querySelectorAll("a"),downloadIndex=0,newWindowIndex=0,linkIndex=0;linkIndex<links.length;linkIndex++){var srTxtWrapper=document.createElement("span");if(srTxtWrapper.classList.add("sr-only"),links[linkIndex].classList.contains("download")){links[linkIndex].setAttribute("download",""),links[linkIndex].setAttribute("id","download-file-"+downloadIndex),links[linkIndex].setAttribute("title","download file"),links[linkIndex].setAttribute("data-toggle","tooltip");var srTxt=document.createTextNode("(this link downloads a file)");srTxtWrapper.appendChild(srTxt),links[linkIndex].appendChild(srTxtWrapper),downloadIndex++}else if(links[linkIndex].classList.contains("new-window")){links[linkIndex].setAttribute("target","_blank"),links[linkIndex].setAttribute("id","new-window"+newWindowIndex),links[linkIndex].setAttribute("data-original-title","opens in new window/tab"),links[linkIndex].setAttribute("data-toggle","tooltip");srTxt=document.createTextNode("(this link opens in a new window/tab)");srTxtWrapper.appendChild(srTxt),links[linkIndex].appendChild(srTxtWrapper)}}$.each($(".list-group"),(function(t){$(this).attr("id","list-tab_"+parseInt(t+1))})),$.each($(".list-group > .list-group-item"),(function(t,e){var n=t+1;$(e).attr({id:"list-"+n+"-list",href:"#list-"+n,"aria-controls":"list-"+n})})),$.each($(".tab-content"),(function(t){$(this).attr("id","nav-tabContent_"+parseInt(t+1))})),$.each($(".tab-content > .tab-pane"),(function(t,e){var n=t+1;$(e).attr({id:"list-"+n,"aria-labelledby":"list-"+n+"-list"})}));

**## TableofContents.html**

| |
| — |
| |
| PSY 200/SOC 200: Social Psychology//Social Psychology (2026 Fall) – Learning Outcome 4 – Group Behavior and Conformity<br> <br>[1. Follow the Leader? (mini-lecture)](https://www.sweetstudy.com/questions/Follow%20the%20Leader%20(mini-lecture).html)<br>[2. Research on Conformity (text excerpt)](https://www.sweetstudy.com/questions/Research%20on%20Conformity%20(text%20excerpt).html)<br>[3. Situational Determinants of Conformity (text excerpt)](https://www.sweetstudy.com/questions/Situational%20Determinants%20of%20Conformity%20(text%20excerpt).html)<br>[4. Key Takeaways/Mini-Lecture](https://www.sweetstudy.com/questions/Key%20Takeaways4.html)<br>[5. Will we conform to ANYTHING? (mini-lecture)](https://www.sweetstudy.com/questions/Will%20we%20conform%20to%20ANYTHING%20(mini-lecture).html)<br>[6. Milgram Studies (text excerpt)](https://www.sweetstudy.com/questions/Milgram%20Studies%20(text%20excerpt).html)<br>[7. Zimbardo and the Stanford Prison Experiment (text excerpt)](https://www.sweetstudy.com/questions/Zimbardo%20and%20the%20Stanford%20Prison%20Experiment%20(text%20excerpt).html)<br>[8. Types of Power (text excerpt)](https://www.sweetstudy.com/questions/Types%20of%20Power%20(text%20excerpt).html)<br>[9. Leadership (text excerpt)](https://www.sweetstudy.com/questions/Leadership%20(text%20excerpt).html)<br>[10. Key Takeaways/Mini-Lecture](https://www.sweetstudy.com/questions/Key%20Takeaways5.html)<br>[11. Personal, Gender and Cultural Differences (text excerpt)](https://www.sweetstudy.com/questions/Personal,%20Gender%20and%20Cultural%20Differences%20(text%20excerpt).html)<br>[12. Psychological Reactance (text excerpt)](https://www.sweetstudy.com/questions/Psychological%20Reactance%20(text%20excerpt).html)<br>[13. Key Takeaways/Mini-Lectures](https://www.sweetstudy.com/questions/Key%20Takeaways6.html) |

**## WillweconformtoANYTHINGmini-lecture.html**

Looking at Social Psychology research on conformity, one might think we have no free will. Would each of us conform to the majority or the influential and even go against our own morals/beliefs/values?

Well, once again researchers have put this to the test…and the results are disconcerting to say the least

![](https://www.sweetstudy.com/questions/psy-200soc-200-social-psychologysocial-psychology)

**## Leadershiptextexcerpt.html**

### Leaders and Leadership

One type of person who has power over others, in the sense that they are able to influence them, are leaders. Leaders are in a position in which they can exert leadership, which is the ability to direct or inspire others to achieve goals (Chemers, 2001; Hogg, 2010). Leaders have many different influence techniques at their disposal: In some cases they may give commands and enforce them with reward or coercive power, resulting in public conformity with the commands. In other cases they may rely on well-reasoned technical arguments or inspirational appeals, making use of legitimate, referent, or expert power, with the goal of creating private acceptance and leading their followers to achieve.

Leadership is a classic example of the combined effects of the person and the social situation. Let’s consider first the person part of the equation and then turn to consider how the person and the social situation work together to create effective leadership.

### Personality and Leadership

One approach to understanding leadership is to focus on person variables. Personality theories of leadership are explanations of leadership based on the idea that some people are simply “natural leaders” because they possess personality characteristics that make them effective (Zaccaro, 2007).

One personality variable that is associated with effective leadership is intelligence. Being intelligent improves leadership, as long as the leader is able to communicate in a way that is easily understood by his or her followers (Simonton, 1994, 1995). Other research has found that a leader’s social skills, such as the ability to accurately perceive the needs and goals of the group members, are also important to effective leadership. People who are more sociable, and therefore better able to communicate with others, tend to make good leaders (Kenny & Zaccaro, 1983; Sorrentino & Boutillier, 1975). Other variables that relate to leadership effectiveness include verbal skills, creativity, self-confidence, emotional stability, conscientiousness, and agreeableness (Cronshaw & Lord, 1987; Judge, Bono, Ilies, & Gerhardt, 2002; Yukl, 2002). And of course the individual’s skills at the task at hand are important. Leaders who have expertise in the area of their leadership will be more effective than those who do not.

Because so many characteristics seem to be related to leader skills, some researchers have attempted to account for leadership not in terms of individual traits but in terms of a package of traits that successful leaders seem to have. Some have considered this in terms of charisma (Beyer, 1999; Conger & Kanungo, 1998). Charismatic leaders are leaders who are enthusiastic, committed, and self-confident; who tend to talk about the importance of group goals at a broad level; and who make personal sacrifices for the group. Charismatic leaders express views that support and validate existing group norms but that also contain a vision of what the group could or should be. Charismatic leaders use their referent power to motivate, uplift, and inspire others. And research has found a positive relationship between a leader’s charisma and effective leadership performance (Simonton, 1988).

Another trait-based approach to leadership is based on the idea that leaders take either transactional or transformational leadership styles with their subordinates (Avolio &Yammarino, 2003; Podsakoff, MacKenzie, Moorman, & Fetter, 1990). Transactional leaders are the more regular leaders who work with their subordinates to help them understand what is required of them and to get the job done. Transformational leaders, on the other hand, are more like charismatic leaders—they have a vision of where the group is going and attempt to stimulate and inspire their workers to move beyond their present status and to create a new and better future. Transformational leaders are those who can reconfigure or transform the group’s norms (Reicher & Hopkins, 2003).

![](https://www.sweetstudy.com/questions/psy-200soc-200-social-psychologysocial-psychology)

**## KeyTakeaways5.html**

– Social power can be defined as the ability of a person to create conformity, even when the people being influenced may attempt to resist those changes.
– Milgram’s studies on obedience demonstrated the remarkable extent to which the social situation and people with authority have the power to create obedience.
– One of the most influential theories of power was developed by French and Raven, who identified five different types of power—reward power, coercive power, legitimate power, referent power, and expert power. The types vary in terms of whether their use is more likely to create public conformity or private acceptance.
– Although power can be abused by those who have it, having power also creates some positive outcomes for individuals.
– Leadership is determined by person variables, situational variables, and by the person-situation interaction. The contingency model of leadership effectiveness is an example of the latter.

![](https://www.sweetstudy.com/questions/psy-200soc-200-social-psychologysocial-psychology)

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**## Instructionsmiile4.docx**

**Instructions**

**Milestone 4 Assessment**

Submit a document answering each of the following questions.

**Each** answer should be 200-250 words long and
**refer specifically to content from this section with in-text citations*.**

You should NOT be using any external resources.

1. Describe a time when you conformed to the opinions or behaviors of others. Interpret the conformity in terms of the concepts discussed in this section.

2. Provide an example of someone who has each of the types of power discussed in this section.

3. What are your opinions about the COVID pandemic? Consider and discuss how social psychological research may inform your interpretations of this event.

4. Discuss an example where your resisted or had trouble with conformity. Discuss what factors influenced that resistance (personal, gender, culture, psychological reactance)

*For this class, you can reference text excerpts like this:
(Jhangiani & Tarry 2022).

All text excerpts are from Jhangiani, R., & Tarry, H. (2022). If there is a quote or reference within a text excerpt; you include both the original author and year and the author and year of the work where quote/idea was found in the in-text reference. Add "as cited in" before the author in the in-text reference. For example – (Deutsch & Gerard, 1955, as cited in Jhangiani & Tarry, 2022).

Mini lectures/Key Takeaways like this:
(Leduc, Summer 2026)

And videos like this
(
_Title_ _of Video_, Youtube 2026)

**## KeyTakeaways4.html**

– Social influence creates conformity.
– Influence may occur in more passive or more active ways.
– We conform both to gain accurate knowledge (informational conformity) and to avoid being rejected by others (normative conformity).
– Both majorities and minorities may create social influence, but they do so in different ways.
– The characteristics of the social situation, including the number of people in the majority and the unanimity of the majority, have a strong influence on conformity.

![](https://www.sweetstudy.com/questions/psy-200soc-200-social-psychologysocial-psychology)

**## fa-regular-400.svg**

Created by FontForge 20190112 at Tue Jun 4 15:16:44 2019
By Robert Madole
Copyright (c) Font Awesome

**## KeyTakeaways6.html**

– Although some person variables predict conformity, overall situational variables are more important.
– There are some small gender differences in conformity. In public situations, men are somewhat more likely to hold their ground, act independently, and refuse to conform, whereas women are more likely to conform to the opinions of others in order to prevent social disagreement. These differences are less apparent when the conformity occurs in private.
– Conformity to social norms is more likely in Eastern, collectivist cultures than in Western, independent cultures.
– Psychological reactance occurs when people feel that their ability to choose which behaviors to engage in is eliminated or threatened with elimination. The outcome of the experience of reactance is that people may not conform at all and may even move their opinions or behaviors away from the desires of the influencer.

![](https://www.sweetstudy.com/questions/psy-200soc-200-social-psychologysocial-psychology)

**## FollowtheLeadermini-lecture.html**

One of the most basic types of behavior is following the rules, or the majority. Social Psychologists emphasize that we learn in interaction with others and we will often mirror attitudes/beliefs/behaviors of those we associate with.

Sometimes conformity is good, it definitely serves a function in our society. But do humans have the potential to be the proverbial 'lemmings jumping off the cliff' in our attempts to fit in?

Social Psychology has a breadth and depth of research looking into the effects of persuasion and conformity on our behaviors

![](https://www.sweetstudy.com/questions/psy-200soc-200-social-psychologysocial-psychology)

**## timers.js**

function startTimer(duration, display) {
var timer = duration, minutes, seconds;

setInterval(function () {
minutes = parseInt(timer / 60, 10)
seconds = parseInt(timer % 60, 10);

minutes = minutes < 10 ? "0" + minutes : minutes;
seconds = seconds < 10 ? "0" + seconds : seconds;

if (–timer < 0) {

display.textContent = "00:00" ;

}
else
{

display.textContent = minutes + ":" + seconds;

}
}, 1000);
}

window.onload = function () {
var sixtyMinutes = 60 * 60, display = document.querySelector('#time60');
startTimer(sixtyMinutes, display);

var tenMinutes = 60 * 10, display10 = document.querySelector('#time10');
startTimer(tenMinutes, display10);

var fifteenMinutes = 60 * 15, display15 = document.querySelector('#time15');
startTimer(fifteenMinutes, display15);

var twentyMinutes = 60 * 20, display20 = document.querySelector('#time20');
startTimer(twentyMinutes, display20);

var oneMinutes = 10 * 1, display1 = document.querySelector('#time1');
startTimer(oneMinutes, display1);
};

**## Instructionsmiile4.docx**

**Instructions**

**Milestone 4 Assessment**

Submit a document answering each of the following questions.

**Each** answer should be 200-250 words long and
**refer specifically to content from this section with in-text citations*.**

You should NOT be using any external resources.

1. Describe a time when you conformed to the opinions or behaviors of others. Interpret the conformity in terms of the concepts discussed in this section.

2. Provide an example of someone who has each of the types of power discussed in this section.

3. What are your opinions about the COVID pandemic? Consider and discuss how social psychological research may inform your interpretations of this event.

4. Discuss an example where your resisted or had trouble with conformity. Discuss what factors influenced that resistance (personal, gender, culture, psychological reactance)

*For this class, you can reference text excerpts like this:
(Jhangiani & Tarry 2022).

All text excerpts are from Jhangiani, R., & Tarry, H. (2022). If there is a quote or reference within a text excerpt; you include both the original author and year and the author and year of the work where quote/idea was found in the in-text reference. Add "as cited in" before the author in the in-text reference. For example – (Deutsch & Gerard, 1955, as cited in Jhangiani & Tarry, 2022).

Mini lectures/Key Takeaways like this:
(Leduc, Summer 2026)

And videos like this
(
_Title_ _of Video_, Youtube 2026)

**## fa-brands-400.svg**

Created by FontForge 20190112 at Tue Jun 4 15:16:44 2019
By Robert Madole
Copyright (c) Font Awesome

**## scripts.min.js**

$.each($(".component-sample"),(function(){var t=$(this).html(),e={"<":"<",">":">"," ":""};t=t.replace(/<|>| /gi,(function(t){return e[t]})),$(this).append('<pre class="code-sample copy-this card bg-light"><code>'+t+'</code></pre><p><button class="btn copy-btn" data-toggle="tooltip" data-placement="top" title="Copy Code To Clipboard">Copy Code</button></p>')})),$(".copy-btn").on("click",(function(){var t=$(this).parent().prev(".copy-this"),e=String(t[0].textContent),n=document.createElement("textarea");n.value=e,document.body.appendChild(n),n.select(),document.execCommand("copy"),document.body.removeChild(n),$(this).html("Code Copied")})),$.each($(".accordion"),(function(t){$(this).attr("id","accordion_"+parseInt(t+1))})),$.each($(".accordion > .card"),(function(t,e){var n=t+1;$(e).children(".card-header").attr("id","heading_acc_"+n),$(e).find(".card-header > .card-title").wrapInner('<button class="btn btn-link" type="button" data-toggle="collapse" aria-expanded="false"></button>'),$(e).find(".card-header > .card-title > button").attr({"data-target":"#collapse_acc_"+n,"aria-controls":"collapse_acc_"+n}),$(e).children(".collapse").attr({id:"collapse_acc_"+n,"aria-labelledby":"heading_acc_"+n})}));for(var bgImgWrapper=document.getElementsByClassName("bg-img-wrapper"),bgImgIndex=0;bgImgIndex<bgImgWrapper.length;bgImgIndex++){var bgImgWrapperId="bg-img-wrapper-"+parseInt(bgImgIndex);document.querySelectorAll(".bg-img-wrapper")[bgImgIndex].setAttribute("id",bgImgWrapperId);var bgImg=document.getElementById(bgImgWrapperId).getElementsByTagName("img")[0].src;document.querySelectorAll(".bg-img-wrapper")[bgImgIndex].setAttribute("style","background-image: url("+bgImg+");")}for(var links=document.querySelectorAll("a"),downloadIndex=0,newWindowIndex=0,linkIndex=0;linkIndex<links.length;linkIndex++){var srTxtWrapper=document.createElement("span");if(srTxtWrapper.classList.add("sr-only"),links[linkIndex].classList.contains("download")){links[linkIndex].setAttribute("download",""),links[linkIndex].setAttribute("id","download-file-"+downloadIndex),links[linkIndex].setAttribute("title","download file"),links[linkIndex].setAttribute("data-toggle","tooltip");var srTxt=document.createTextNode("(this link downloads a file)");srTxtWrapper.appendChild(srTxt),links[linkIndex].appendChild(srTxtWrapper),downloadIndex++}else if(links[linkIndex].classList.contains("new-window")){links[linkIndex].setAttribute("target","_blank"),links[linkIndex].setAttribute("id","new-window"+newWindowIndex),links[linkIndex].setAttribute("data-original-title","opens in new window/tab"),links[linkIndex].setAttribute("data-toggle","tooltip");srTxt=document.createTextNode("(this link opens in a new window/tab)");srTxtWrapper.appendChild(srTxt),links[linkIndex].appendChild(srTxtWrapper)}}$.each($(".list-group"),(function(t){$(this).attr("id","list-tab_"+parseInt(t+1))})),$.each($(".list-group > .list-group-item"),(function(t,e){var n=t+1;$(e).attr({id:"list-"+n+"-list",href:"#list-"+n,"aria-controls":"list-"+n})})),$.each($(".tab-content"),(function(t){$(this).attr("id","nav-tabContent_"+parseInt(t+1))})),$.each($(".tab-content > .tab-pane"),(function(t,e){var n=t+1;$(e).attr({id:"list-"+n,"aria-labelledby":"list-"+n+"-list"})}));

**## TableofContents.html**

| |
| — |
| |
| PSY 200/SOC 200: Social Psychology//Social Psychology (2026 Fall) – Learning Outcome 4 – Group Behavior and Conformity<br> <br>[1. Follow the Leader? (mini-lecture)](https://www.sweetstudy.com/questions/Follow%20the%20Leader%20(mini-lecture).html)<br>[2. Research on Conformity (text excerpt)](https://www.sweetstudy.com/questions/Research%20on%20Conformity%20(text%20excerpt).html)<br>[3. Situational Determinants of Conformity (text excerpt)](https://www.sweetstudy.com/questions/Situational%20Determinants%20of%20Conformity%20(text%20excerpt).html)<br>[4. Key Takeaways/Mini-Lecture](https://www.sweetstudy.com/questions/Key%20Takeaways4.html)<br>[5. Will we conform to ANYTHING? (mini-lecture)](https://www.sweetstudy.com/questions/Will%20we%20conform%20to%20ANYTHING%20(mini-lecture).html)<br>[6. Milgram Studies (text excerpt)](https://www.sweetstudy.com/questions/Milgram%20Studies%20(text%20excerpt).html)<br>[7. Zimbardo and the Stanford Prison Experiment (text excerpt)](https://www.sweetstudy.com/questions/Zimbardo%20and%20the%20Stanford%20Prison%20Experiment%20(text%20excerpt).html)<br>[8. Types of Power (text excerpt)](https://www.sweetstudy.com/questions/Types%20of%20Power%20(text%20excerpt).html)<br>[9. Leadership (text excerpt)](https://www.sweetstudy.com/questions/Leadership%20(text%20excerpt).html)<br>[10. Key Takeaways/Mini-Lecture](https://www.sweetstudy.com/questions/Key%20Takeaways5.html)<br>[11. Personal, Gender and Cultural Differences (text excerpt)](https://www.sweetstudy.com/questions/Personal,%20Gender%20and%20Cultural%20Differences%20(text%20excerpt).html)<br>[12. Psychological Reactance (text excerpt)](https://www.sweetstudy.com/questions/Psychological%20Reactance%20(text%20excerpt).html)<br>[13. Key Takeaways/Mini-Lectures](https://www.sweetstudy.com/questions/Key%20Takeaways6.html) |

**## WillweconformtoANYTHINGmini-lecture.html**

Looking at Social Psychology research on conformity, one might think we have no free will. Would each of us conform to the majority or the influential and even go against our own morals/beliefs/values?

Well, once again researchers have put this to the test…and the results are disconcerting to say the least

![](https://www.sweetstudy.com/questions/psy-200soc-200-social-psychologysocial-psychology)

**## Leadershiptextexcerpt.html**

### Leaders and Leadership

One type of person who has power over others, in the sense that they are able to influence them, are leaders. Leaders are in a position in which they can exert leadership, which is the ability to direct or inspire others to achieve goals (Chemers, 2001; Hogg, 2010). Leaders have many different influence techniques at their disposal: In some cases they may give commands and enforce them with reward or coercive power, resulting in public conformity with the commands. In other cases they may rely on well-reasoned technical arguments or inspirational appeals, making use of legitimate, referent, or expert power, with the goal of creating private acceptance and leading their followers to achieve.

Leadership is a classic example of the combined effects of the person and the social situation. Let’s consider first the person part of the equation and then turn to consider how the person and the social situation work together to create effective leadership.

### Personality and Leadership

One approach to understanding leadership is to focus on person variables. Personality theories of leadership are explanations of leadership based on the idea that some people are simply “natural leaders” because they possess personality characteristics that make them effective (Zaccaro, 2007).

One personality variable that is associated with effective leadership is intelligence. Being intelligent improves leadership, as long as the leader is able to communicate in a way that is easily understood by his or her followers (Simonton, 1994, 1995). Other research has found that a leader’s social skills, such as the ability to accurately perceive the needs and goals of the group members, are also important to effective leadership. People who are more sociable, and therefore better able to communicate with others, tend to make good leaders (Kenny & Zaccaro, 1983; Sorrentino & Boutillier, 1975). Other variables that relate to leadership effectiveness include verbal skills, creativity, self-confidence, emotional stability, conscientiousness, and agreeableness (Cronshaw & Lord, 1987; Judge, Bono, Ilies, & Gerhardt, 2002; Yukl, 2002). And of course the individual’s skills at the task at hand are important. Leaders who have expertise in the area of their leadership will be more effective than those who do not.

Because so many characteristics seem to be related to leader skills, some researchers have attempted to account for leadership not in terms of individual traits but in terms of a package of traits that successful leaders seem to have. Some have considered this in terms of charisma (Beyer, 1999; Conger & Kanungo, 1998). Charismatic leaders are leaders who are enthusiastic, committed, and self-confident; who tend to talk about the importance of group goals at a broad level; and who make personal sacrifices for the group. Charismatic leaders express views that support and validate existing group norms but that also contain a vision of what the group could or should be. Charismatic leaders use their referent power to motivate, uplift, and inspire others. And research has found a positive relationship between a leader’s charisma and effective leadership performance (Simonton, 1988).

Another trait-based approach to leadership is based on the idea that leaders take either transactional or transformational leadership styles with their subordinates (Avolio &Yammarino, 2003; Podsakoff, MacKenzie, Moorman, & Fetter, 1990). Transactional leaders are the more regular leaders who work with their subordinates to help them understand what is required of them and to get the job done. Transformational leaders, on the other hand, are more like charismatic leaders—they have a vision of where the group is going and attempt to stimulate and inspire their workers to move beyond their present status and to create a new and better future. Transformational leaders are those who can reconfigure or transform the group’s norms (Reicher & Hopkins, 2003).

![](https://www.sweetstudy.com/questions/psy-200soc-200-social-psychologysocial-psychology)

**## KeyTakeaways5.html**

– Social power can be defined as the ability of a person to create conformity, even when the people being influenced may attempt to resist those changes.
– Milgram’s studies on obedience demonstrated the remarkable extent to which the social situation and people with authority have the power to create obedience.
– One of the most influential theories of power was developed by French and Raven, who identified five different types of power—reward power, coercive power, legitimate power, referent power, and expert power. The types vary in terms of whether their use is more likely to create public conformity or private acceptance.
– Although power can be abused by those who have it, having power also creates some positive outcomes for individuals.
– Leadership is determined by person variables, situational variables, and by the person-situation interaction. The contingency model of leadership effectiveness is an example of the latter.

![](https://www.sweetstudy.com/questions/psy-200soc-200-social-psychologysocial-psychology)

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**## Instructionsmiile4.docx**

**Instructions**

**Milestone 4 Assessment**

Submit a document answering each of the following questions.

**Each** answer should be 200-250 words long and
**refer specifically to content from this section with in-text citations*.**

You should NOT be using any external resources.

1. Describe a time when you conformed to the opinions or behaviors of others. Interpret the conformity in terms of the concepts discussed in this section.

2. Provide an example of someone who has each of the types of power discussed in this section.

3. What are your opinions about the COVID pandemic? Consider and discuss how social psychological research may inform your interpretations of this event.

4. Discuss an example where your resisted or had trouble with conformity. Discuss what factors influenced that resistance (personal, gender, culture, psychological reactance)

*For this class, you can reference text excerpts like this:
(Jhangiani & Tarry 2022).

All text excerpts are from Jhangiani, R., & Tarry, H. (2022). If there is a quote or reference within a text excerpt; you include both the original author and year and the author and year of the work where quote/idea was found in the in-text reference. Add "as cited in" before the author in the in-text reference. For example – (Deutsch & Gerard, 1955, as cited in Jhangiani & Tarry, 2022).

Mini lectures/Key Takeaways like this:
(Leduc, Summer 2026)

And videos like this
(
_Title_ _of Video_, Youtube 2026)

**## KeyTakeaways4.html**

– Social influence creates conformity.
– Influence may occur in more passive or more active ways.
– We conform both to gain accurate knowledge (informational conformity) and to avoid being rejected by others (normative conformity).
– Both majorities and minorities may create social influence, but they do so in different ways.
– The characteristics of the social situation, including the number of people in the majority and the unanimity of the majority, have a strong influence on conformity.

![](https://www.sweetstudy.com/questions/psy-200soc-200-social-psychologysocial-psychology)

**## fa-regular-400.svg**

Created by FontForge 20190112 at Tue Jun 4 15:16:44 2019
By Robert Madole
Copyright (c) Font Awesome

**## KeyTakeaways6.html**

– Although some person variables predict conformity, overall situational variables are more important.
– There are some small gender differences in conformity. In public situations, men are somewhat more likely to hold their ground, act independently, and refuse to conform, whereas women are more likely to conform to the opinions of others in order to prevent social disagreement. These differences are less apparent when the conformity occurs in private.
– Conformity to social norms is more likely in Eastern, collectivist cultures than in Western, independent cultures.
– Psychological reactance occurs when people feel that their ability to choose which behaviors to engage in is eliminated or threatened with elimination. The outcome of the experience of reactance is that people may not conform at all and may even move their opinions or behaviors away from the desires of the influencer.

![](https://www.sweetstudy.com/questions/psy-200soc-200-social-psychologysocial-psychology)

**## FollowtheLeadermini-lecture.html**

One of the most basic types of behavior is following the rules, or the majority. Social Psychologists emphasize that we learn in interaction with others and we will often mirror attitudes/beliefs/behaviors of those we associate with.

Sometimes conformity is good, it definitely serves a function in our society. But do humans have the potential to be the proverbial 'lemmings jumping off the cliff' in our attempts to fit in?

Social Psychology has a breadth and depth of research looking into the effects of persuasion and conformity on our behaviors

![](https://www.sweetstudy.com/questions/psy-200soc-200-social-psychologysocial-psychology)

**## timers.js**

function startTimer(duration, display) {
var timer = duration, minutes, seconds;

setInterval(function () {
minutes = parseInt(timer / 60, 10)
seconds = parseInt(timer % 60, 10);

minutes = minutes < 10 ? "0" + minutes : minutes;
seconds = seconds < 10 ? "0" + seconds : seconds;

if (–timer < 0) {

display.textContent = "00:00" ;

}
else
{

display.textContent = minutes + ":" + seconds;

}
}, 1000);
}

window.onload = function () {
var sixtyMinutes = 60 * 60, display = document.querySelector('#time60');
startTimer(sixtyMinutes, display);

var tenMinutes = 60 * 10, display10 = document.querySelector('#time10');
startTimer(tenMinutes, display10);

var fifteenMinutes = 60 * 15, display15 = document.querySelector('#time15');
startTimer(fifteenMinutes, display15);

var twentyMinutes = 60 * 20, display20 = document.querySelector('#time20');
startTimer(twentyMinutes, display20);

var oneMinutes = 10 * 1, display1 = document.querySelector('#time1');
startTimer(oneMinutes, display1);
};

**## Instructionsmiile4.docx**

**Instructions**

**Milestone 4 Assessment**

Submit a document answering each of the following questions.

**Each** answer should be 200-250 words long and
**refer specifically to content from this section with in-text citations*.**

You should NOT be using any external resources.

1. Describe a time when you conformed to the opinions or behaviors of others. Interpret the conformity in terms of the concepts discussed in this section.

2. Provide an example of someone who has each of the types of power discussed in this section.

3. What are your opinions about the COVID pandemic? Consider and discuss how social psychological research may inform your interpretations of this event.

4. Discuss an example where your resisted or had trouble with conformity. Discuss what factors influenced that resistance (personal, gender, culture, psychological reactance)

*For this class, you can reference text excerpts like this:
(Jhangiani & Tarry 2022).

All text excerpts are from Jhangiani, R., & Tarry, H. (2022). If there is a quote or reference within a text excerpt; you include both the original author and year and the author and year of the work where quote/idea was found in the in-text reference. Add "as cited in" before the author in the in-text reference. For example – (Deutsch & Gerard, 1955, as cited in Jhangiani & Tarry, 2022).

Mini lectures/Key Takeaways like this:
(Leduc, Summer 2026)

And videos like this
(
_Title_ _of Video_, Youtube 2026)

**## fa-brands-400.svg**

Created by FontForge 20190112 at Tue Jun 4 15:16:44 2019
By Robert Madole
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**## scripts.min.js**

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**## TableofContents.html**

| |
| — |
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| PSY 200/SOC 200: Social Psychology//Social Psychology (2026 Fall) – Learning Outcome 4 – Group Behavior and Conformity<br> <br>[1. Follow the Leader? (mini-lecture)](https://www.sweetstudy.com/questions/Follow%20the%20Leader%20(mini-lecture).html)<br>[2. Research on Conformity (text excerpt)](https://www.sweetstudy.com/questions/Research%20on%20Conformity%20(text%20excerpt).html)<br>[3. Situational Determinants of Conformity (text excerpt)](https://www.sweetstudy.com/questions/Situational%20Determinants%20of%20Conformity%20(text%20excerpt).html)<br>[4. Key Takeaways/Mini-Lecture](https://www.sweetstudy.com/questions/Key%20Takeaways4.html)<br>[5. Will we conform to ANYTHING? (mini-lecture)](https://www.sweetstudy.com/questions/Will%20we%20conform%20to%20ANYTHING%20(mini-lecture).html)<br>[6. Milgram Studies (text excerpt)](https://www.sweetstudy.com/questions/Milgram%20Studies%20(text%20excerpt).html)<br>[7. Zimbardo and the Stanford Prison Experiment (text excerpt)](https://www.sweetstudy.com/questions/Zimbardo%20and%20the%20Stanford%20Prison%20Experiment%20(text%20excerpt).html)<br>[8. Types of Power (text excerpt)](https://www.sweetstudy.com/questions/Types%20of%20Power%20(text%20excerpt).html)<br>[9. Leadership (text excerpt)](https://www.sweetstudy.com/questions/Leadership%20(text%20excerpt).html)<br>[10. Key Takeaways/Mini-Lecture](https://www.sweetstudy.com/questions/Key%20Takeaways5.html)<br>[11. Personal, Gender and Cultural Differences (text excerpt)](https://www.sweetstudy.com/questions/Personal,%20Gender%20and%20Cultural%20Differences%20(text%20excerpt).html)<br>[12. Psychological Reactance (text excerpt)](https://www.sweetstudy.com/questions/Psychological%20Reactance%20(text%20excerpt).html)<br>[13. Key Takeaways/Mini-Lectures](https://www.sweetstudy.com/questions/Key%20Takeaways6.html) |

**## WillweconformtoANYTHINGmini-lecture.html**

Looking at Social Psychology research on conformity, one might think we have no free will. Would each of us conform to the majority or the influential and even go against our own morals/beliefs/values?

Well, once again researchers have put this to the test…and the results are disconcerting to say the least

![](https://www.sweetstudy.com/questions/psy-200soc-200-social-psychologysocial-psychology)

**## Leadershiptextexcerpt.html**

### Leaders and Leadership

One type of person who has power over others, in the sense that they are able to influence them, are leaders. Leaders are in a position in which they can exert leadership, which is the ability to direct or inspire others to achieve goals (Chemers, 2001; Hogg, 2010). Leaders have many different influence techniques at their disposal: In some cases they may give commands and enforce them with reward or coercive power, resulting in public conformity with the commands. In other cases they may rely on well-reasoned technical arguments or inspirational appeals, making use of legitimate, referent, or expert power, with the goal of creating private acceptance and leading their followers to achieve.

Leadership is a classic example of the combined effects of the person and the social situation. Let’s consider first the person part of the equation and then turn to consider how the person and the social situation work together to create effective leadership.

### Personality and Leadership

One approach to understanding leadership is to focus on person variables. Personality theories of leadership are explanations of leadership based on the idea that some people are simply “natural leaders” because they possess personality characteristics that make them effective (Zaccaro, 2007).

One personality variable that is associated with effective leadership is intelligence. Being intelligent improves leadership, as long as the leader is able to communicate in a way that is easily understood by his or her followers (Simonton, 1994, 1995). Other research has found that a leader’s social skills, such as the ability to accurately perceive the needs and goals of the group members, are also important to effective leadership. People who are more sociable, and therefore better able to communicate with others, tend to make good leaders (Kenny & Zaccaro, 1983; Sorrentino & Boutillier, 1975). Other variables that relate to leadership effectiveness include verbal skills, creativity, self-confidence, emotional stability, conscientiousness, and agreeableness (Cronshaw & Lord, 1987; Judge, Bono, Ilies, & Gerhardt, 2002; Yukl, 2002). And of course the individual’s skills at the task at hand are important. Leaders who have expertise in the area of their leadership will be more effective than those who do not.

Because so many characteristics seem to be related to leader skills, some researchers have attempted to account for leadership not in terms of individual traits but in terms of a package of traits that successful leaders seem to have. Some have considered this in terms of charisma (Beyer, 1999; Conger & Kanungo, 1998). Charismatic leaders are leaders who are enthusiastic, committed, and self-confident; who tend to talk about the importance of group goals at a broad level; and who make personal sacrifices for the group. Charismatic leaders express views that support and validate existing group norms but that also contain a vision of what the group could or should be. Charismatic leaders use their referent power to motivate, uplift, and inspire others. And research has found a positive relationship between a leader’s charisma and effective leadership performance (Simonton, 1988).

Another trait-based approach to leadership is based on the idea that leaders take either transactional or transformational leadership styles with their subordinates (Avolio &Yammarino, 2003; Podsakoff, MacKenzie, Moorman, & Fetter, 1990). Transactional leaders are the more regular leaders who work with their subordinates to help them understand what is required of them and to get the job done. Transformational leaders, on the other hand, are more like charismatic leaders—they have a vision of where the group is going and attempt to stimulate and inspire their workers to move beyond their present status and to create a new and better future. Transformational leaders are those who can reconfigure or transform the group’s norms (Reicher & Hopkins, 2003).

![](https://www.sweetstudy.com/questions/psy-200soc-200-social-psychologysocial-psychology)

**## KeyTakeaways5.html**

– Social power can be defined as the ability of a person to create conformity, even when the people being influenced may attempt to resist those changes.
– Milgram’s studies on obedience demonstrated the remarkable extent to which the social situation and people with authority have the power to create obedience.
– One of the most influential theories of power was developed by French and Raven, who identified five different types of power—reward power, coercive power, legitimate power, referent power, and expert power. The types vary in terms of whether their use is more likely to create public conformity or private acceptance.
– Although power can be abused by those who have it, having power also creates some positive outcomes for individuals.
– Leadership is determined by person variables, situational variables, and by the person-situation interaction. The contingency model of leadership effectiveness is an example of the latter.

![](https://www.sweetstudy.com/questions/psy-200soc-200-social-psychologysocial-psychology)

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November 6, 2026
[Solved] Principles of Applied Behavior

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see attachment – a month ago **files (2)** – ## Unit5part1.docx – ## Unit5details.docx **## Unit5part1.docx** Unit 5 **Operant Conditioning and Learning by Contingencies** This assignment assesses the following Course Outcomes: **PS560-1:** Summarize the relationship between fundamental concepts in …

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Assignment Prompt & Instructions

see attachment

– a month ago

**files (2)**

– ## Unit5part1.docx

– ## Unit5details.docx

**## Unit5part1.docx**

Unit 5

**Operant Conditioning and Learning by Contingencies**

This assignment assesses the following Course Outcomes:

**PS560-1:** Summarize the relationship between fundamental concepts in Applied Behavior Analysis and goals of applied practice.

**PS560- 2:** Explain how respondent conditioning paradigms influence an organism's behavior.

**PS560-3:** Explain how operant conditioning paradigms influence an organism’s behavior.

**PC 6.2:** Communicate the critical thinking process by which one arrives at a conclusion.

[Assignment Directions](https://purdueglobal.brightspace.com/content/enforced/399848-042-2604C-PS560-07-2677647/Unit%205%20Assignment.html?ou=399848&d2l_body_type=3) [Assignment Details](https://purdueglobal.brightspace.com/content/enforced/399848-042-2604C-PS560-07-2677647/Unit%205%20Assignment.html?ou=399848&d2l_body_type=3)

**Part 1: Supporting Areas of ABA Practice**

Using Figure 1.3 ("Improving People's Quality of Life from A to Z") in Chapter 1 of Cooper et al. (2020), select three different areas of practice where Applied Behavior Analysis (ABA) can be effectively used to enhance the quality of life in real-world settings. You will use
[**this template**](https://kapextmediassl-a.akamaihd.net/artsSCi/PS560/2405C/PS560_U5_AtoZTemplate.docx), formatted like an Annotated Bibliography, to organize your information. For each area selected, locate and summarize a recent peer-reviewed journal article (not included in the course readings) that illustrates how an ABA-based intervention improved an individual's quality of life.

Under each article summary, refer to your course readings to briefly discuss at least three specific key points that support how the intervention's procedures and results reflect the application of fundamental ABA principles in producing behavior change.

**Part 2: Respondent/Operant Conditioning Analysis**

You will create a 6-8 slide PowerPoint presentation to guide your discussion of each of the outlined sections. Your presentation will be a narrated screen recording using Kaltura, which will be uploaded into the Unit 5 Assignment Dropbox, along with a copy of your PPT slide deck. Your PPT presentation should include a Title Slide and end with a reference slide formatted in APA.

Using the scenario of
[**"Cindy and the Magician,"**](https://kapextmediassl-a.akamaihd.net/artsSCi/PS560/2405C/PS560_U5_Cindy%20and%20the%20Magician.docx) you will analyze the respondent and operant conditioning relationships in the scenario and discuss their implications using behavior-analytic terms. Then, you will establish a simple plan that considers schedules of reinforcement and the use of various possible differential reinforcement procedures to support a change in Cindy’s behavior.

**Instructions:**

·
**Identify the respondent conditioning relationships** in the scenario (i.e., stimulus-response pairs) using behavior-analytic vocabulary.

·
**Discuss the elements of time and environment** that influence Cindy’s respondent behavior.

·
**Explain how the reflexive stimulus-response relationship** could be reversed, providing examples of extinction or counterconditioning.

· Create a
**diagram** that visually represents the respondent conditioning relationships in the scenario.

·
**Identify the operant conditioning relationships in the scenario** (i.e., stimulus – response – stimulus relations) using behavior analytic vocabulary.

· Discuss the process of operant learning that occurred that maintained Cindy’s behaviors.

·
**Establish a simple plan,** providing examples of how different schedules of reinforcement (including the matching law) and a variety of differential reinforcement methods could be used to change Cindy’s behaviors. Also, discuss which methods would not be suggested and why.

· If punishment were an option,
**describe, with a rationale, how you might implement a punishment procedure,** identifying the anticipated outcome.

Submit a 4–5-minute narrated Kaltura video of yourself, your slides, and any diagrams to discuss key concepts.

Please review and follow the assignment requirements in the next tab titled Assignment Details.

**## Unit5details.docx**

Unit 5

**Operant Conditioning and Learning by Contingencies**

This assignment assesses the following Course Outcomes:

**PS560-1:** Summarize the relationship between fundamental concepts in Applied Behavior Analysis and goals of applied practice.

**PS560- 2:** Explain how respondent conditioning paradigms influence an organism's behavior.

**PS560-3:** Explain how operant conditioning paradigms influence an organism’s behavior.

**PC 6.2:** Communicate the critical thinking process by which one arrives at a conclusion.

[Assignment Directions](https://purdueglobal.brightspace.com/content/enforced/399848-042-2604C-PS560-07-2677647/Unit%205%20Assignment.html?ou=399848&d2l_body_type=3) [Assignment Details](https://purdueglobal.brightspace.com/content/enforced/399848-042-2604C-PS560-07-2677647/Unit%205%20Assignment.html?ou=399848&d2l_body_type=3)

You will submit each of the following into the Unit 5 Assignment Dropbox:

1. The article summary document

2. A PowerPoint presentation with at least 6-8 slides, not including the title and reference slides.

3. A 4-5 minute narrated Kaltura audio/video presentation of your PowerPoint, recording yourself (on screen) with your PPT content simultaneously.

**Your PowerPoint should include the following elements:**

·
**Title slide:** Provide your name, title of assignment, course and section number, and date.

·
**Content slides:** Answer all the questions, reflecting appropriate personal and professional insights.

· The assignment must be written in Standard English and demonstrate superior organization, including a highly developed viewpoint and purpose. Your responses should reflect professional writing standards, using proper tone and language. The writing and writing style should be accurate and reflect knowledge of skills and practice in the professional field.

· Presentations are visual; therefore, use clear, concise bullet points and avoid crowded slides. You may include the use of graphics and SmartArt to streamline information in a memorable manner. Additionally, images and diagrams are wonderful presentation tools, but be sure to include all required citations. Please review the
[**Creating Effective PowerPoint Presentations**](https://campus.purdueglobal.edu/article/creating-effective-powerpoint-presentations) resource for tips and suggestions. Submissions must be in .pptx format and no larger than 40 MB.

·
**Note:** Visual effects and some dark-colored themes, such as Slate, may prevent Turnitin from fully processing a PowerPoint file and, consequently, from generating a Similarity Report. Review the
[**file requirements**](https://help.turnitin.com/feedback-studio/turnitin-website/student/submitting-a-paper/file-requirements.htm) to ensure a report will be generated.

·
**Reference slide:** Sources listed in current APA format.

· Include a
**minimum of five scholarly or academic sources** to support your responses and conclusions.

· Use Arial or Times New Roman 24-point font.

· Use current APA formatting and citation style.

· Please use this helpful video resource,
[**APA Style Formatting in PowerPoint**](https://purdueglobalwriting.center/apa-style-formatting-in-powerpoint/), to format a PowerPoint by applying current APA style to a title slide; body slides using bullet points, figures, tables, and copyright statements; and a reference list with hanging indentations.

**Your Video Recording**

The video recording should be in Standard English and communicate clear and logical information to the audience. Please aim to keep your video file between 4-5 minutes. You may use the Kaltura tool to create your video presentation, recording yourself and your content simultaneously. Please follow the Kaltura Capture instructions below.

· Your video recording should consist of you narrating and sharing your screen of your presentation. Your narration should share key ideas expanding on the bullet points located in your presentation.

· Draw from the course material and briefly elaborate on the concepts covered.

· Be sure to convey an academic tone throughout that can easily be understood by speaking slowly, clearly, and confidently.

· Speaks loudly enough to be heard and clearly enough that the message is conveyed.

· Use clear enunciations and minimize any background noises or interference.

· Your video should also include professional insights, displaying proper word choice, exceptional content, organization, and style, leading your audience to a dynamic and supported conclusion.

· The communication of your thoughts must be highly ordered, logical, and unified.

· The recording should not be read, though you can write it down and practice it and/or use key information from the summary file to guide your recording. Additionally, please use the
[**Speaking Effectively**](https://campus.purdueglobal.edu/article/speaking-effectively) and the
[**10 Tips for Skillful Audio and Video Presentations**](https://kapextmediassl-a.akamaihd.net/artsSCi/global/StudentResources/10_Tips_for_Skillful_Audio_and_Video_Presentations.pdf) resources to help with preparing for your presentation.

**NOTE:** Record your video following the directions given for
**Kaltura Capture**.

· Please refer to the “Kaltura Help Resources for Students” section found under the “Help” menu in the top navigation of your course. This section provides helpful guides and videos to prepare you for using the tool. Refer to the videos for help with recording and uploading your assignment.

· In the Kaltura Video section, watch the video titled “Kaltura Capture” to get started.

· Then, watch the video titled “Uploading video or audio to Kaltura for assignment submissions.”

**Submitting your Video and PowerPoint Presentation**

· Save your files in a location and with a name that you will remember.

· By the end of the unit, submit the PowerPoint to the
**Unit 5 Assignment Dropbox** via the “Add a File” button.

· Submit your Kaltura video via the textbox by selecting “Insert Stuff” and then choosing “Insert Kaltura.”

**Assignment Resources**

·
[**How to submit an assignment to the Dropbox**](https://sites.google.com/purdueglobal.edu/brightspacestudentguide/brightspace/assignments)

·
[**Writing with Integrity: Expectations for Academic Research and Professional Writing**](https://library.purdueglobal.edu/writingcenter/plagiarisminfo)

·
[**Purdue Global Writing Center**](https://campus2.purdueglobal.edu/page/writing-center)

![logo](https://www.sweetstudy.com/questions/principles-of-applied-behavior)

## image1.png

**## Unit5details.docx**

Unit 5

**Operant Conditioning and Learning by Contingencies**

This assignment assesses the following Course Outcomes:

**PS560-1:** Summarize the relationship between fundamental concepts in Applied Behavior Analysis and goals of applied practice.

**PS560- 2:** Explain how respondent conditioning paradigms influence an organism's behavior.

**PS560-3:** Explain how operant conditioning paradigms influence an organism’s behavior.

**PC 6.2:** Communicate the critical thinking process by which one arrives at a conclusion.

[Assignment Directions](https://purdueglobal.brightspace.com/content/enforced/399848-042-2604C-PS560-07-2677647/Unit%205%20Assignment.html?ou=399848&d2l_body_type=3) [Assignment Details](https://purdueglobal.brightspace.com/content/enforced/399848-042-2604C-PS560-07-2677647/Unit%205%20Assignment.html?ou=399848&d2l_body_type=3)

You will submit each of the following into the Unit 5 Assignment Dropbox:

1. The article summary document

2. A PowerPoint presentation with at least 6-8 slides, not including the title and reference slides.

3. A 4-5 minute narrated Kaltura audio/video presentation of your PowerPoint, recording yourself (on screen) with your PPT content simultaneously.

**Your PowerPoint should include the following elements:**

·
**Title slide:** Provide your name, title of assignment, course and section number, and date.

·
**Content slides:** Answer all the questions, reflecting appropriate personal and professional insights.

· The assignment must be written in Standard English and demonstrate superior organization, including a highly developed viewpoint and purpose. Your responses should reflect professional writing standards, using proper tone and language. The writing and writing style should be accurate and reflect knowledge of skills and practice in the professional field.

· Presentations are visual; therefore, use clear, concise bullet points and avoid crowded slides. You may include the use of graphics and SmartArt to streamline information in a memorable manner. Additionally, images and diagrams are wonderful presentation tools, but be sure to include all required citations. Please review the
[**Creating Effective PowerPoint Presentations**](https://campus.purdueglobal.edu/article/creating-effective-powerpoint-presentations) resource for tips and suggestions. Submissions must be in .pptx format and no larger than 40 MB.

·
**Note:** Visual effects and some dark-colored themes, such as Slate, may prevent Turnitin from fully processing a PowerPoint file and, consequently, from generating a Similarity Report. Review the
[**file requirements**](https://help.turnitin.com/feedback-studio/turnitin-website/student/submitting-a-paper/file-requirements.htm) to ensure a report will be generated.

·
**Reference slide:** Sources listed in current APA format.

· Include a
**minimum of five scholarly or academic sources** to support your responses and conclusions.

· Use Arial or Times New Roman 24-point font.

· Use current APA formatting and citation style.

· Please use this helpful video resource,
[**APA Style Formatting in PowerPoint**](https://purdueglobalwriting.center/apa-style-formatting-in-powerpoint/), to format a PowerPoint by applying current APA style to a title slide; body slides using bullet points, figures, tables, and copyright statements; and a reference list with hanging indentations.

**Your Video Recording**

The video recording should be in Standard English and communicate clear and logical information to the audience. Please aim to keep your video file between 4-5 minutes. You may use the Kaltura tool to create your video presentation, recording yourself and your content simultaneously. Please follow the Kaltura Capture instructions below.

· Your video recording should consist of you narrating and sharing your screen of your presentation. Your narration should share key ideas expanding on the bullet points located in your presentation.

· Draw from the course material and briefly elaborate on the concepts covered.

· Be sure to convey an academic tone throughout that can easily be understood by speaking slowly, clearly, and confidently.

· Speaks loudly enough to be heard and clearly enough that the message is conveyed.

· Use clear enunciations and minimize any background noises or interference.

· Your video should also include professional insights, displaying proper word choice, exceptional content, organization, and style, leading your audience to a dynamic and supported conclusion.

· The communication of your thoughts must be highly ordered, logical, and unified.

· The recording should not be read, though you can write it down and practice it and/or use key information from the summary file to guide your recording. Additionally, please use the
[**Speaking Effectively**](https://campus.purdueglobal.edu/article/speaking-effectively) and the
[**10 Tips for Skillful Audio and Video Presentations**](https://kapextmediassl-a.akamaihd.net/artsSCi/global/StudentResources/10_Tips_for_Skillful_Audio_and_Video_Presentations.pdf) resources to help with preparing for your presentation.

**NOTE:** Record your video following the directions given for
**Kaltura Capture**.

· Please refer to the “Kaltura Help Resources for Students” section found under the “Help” menu in the top navigation of your course. This section provides helpful guides and videos to prepare you for using the tool. Refer to the videos for help with recording and uploading your assignment.

· In the Kaltura Video section, watch the video titled “Kaltura Capture” to get started.

· Then, watch the video titled “Uploading video or audio to Kaltura for assignment submissions.”

**Submitting your Video and PowerPoint Presentation**

· Save your files in a location and with a name that you will remember.

· By the end of the unit, submit the PowerPoint to the
**Unit 5 Assignment Dropbox** via the “Add a File” button.

· Submit your Kaltura video via the textbox by selecting “Insert Stuff” and then choosing “Insert Kaltura.”

**Assignment Resources**

·
[**How to submit an assignment to the Dropbox**](https://sites.google.com/purdueglobal.edu/brightspacestudentguide/brightspace/assignments)

·
[**Writing with Integrity: Expectations for Academic Research and Professional Writing**](https://library.purdueglobal.edu/writingcenter/plagiarisminfo)

·
[**Purdue Global Writing Center**](https://campus2.purdueglobal.edu/page/writing-center)

![logo](https://www.sweetstudy.com/questions/principles-of-applied-behavior)

## image1.png

**## Unit5part1.docx**

Unit 5

**Operant Conditioning and Learning by Contingencies**

This assignment assesses the following Course Outcomes:

**PS560-1:** Summarize the relationship between fundamental concepts in Applied Behavior Analysis and goals of applied practice.

**PS560- 2:** Explain how respondent conditioning paradigms influence an organism's behavior.

**PS560-3:** Explain how operant conditioning paradigms influence an organism’s behavior.

**PC 6.2:** Communicate the critical thinking process by which one arrives at a conclusion.

[Assignment Directions](https://purdueglobal.brightspace.com/content/enforced/399848-042-2604C-PS560-07-2677647/Unit%205%20Assignment.html?ou=399848&d2l_body_type=3) [Assignment Details](https://purdueglobal.brightspace.com/content/enforced/399848-042-2604C-PS560-07-2677647/Unit%205%20Assignment.html?ou=399848&d2l_body_type=3)

**Part 1: Supporting Areas of ABA Practice**

Using Figure 1.3 ("Improving People's Quality of Life from A to Z") in Chapter 1 of Cooper et al. (2020), select three different areas of practice where Applied Behavior Analysis (ABA) can be effectively used to enhance the quality of life in real-world settings. You will use
[**this template**](https://kapextmediassl-a.akamaihd.net/artsSCi/PS560/2405C/PS560_U5_AtoZTemplate.docx), formatted like an Annotated Bibliography, to organize your information. For each area selected, locate and summarize a recent peer-reviewed journal article (not included in the course readings) that illustrates how an ABA-based intervention improved an individual's quality of life.

Under each article summary, refer to your course readings to briefly discuss at least three specific key points that support how the intervention's procedures and results reflect the application of fundamental ABA principles in producing behavior change.

**Part 2: Respondent/Operant Conditioning Analysis**

You will create a 6-8 slide PowerPoint presentation to guide your discussion of each of the outlined sections. Your presentation will be a narrated screen recording using Kaltura, which will be uploaded into the Unit 5 Assignment Dropbox, along with a copy of your PPT slide deck. Your PPT presentation should include a Title Slide and end with a reference slide formatted in APA.

Using the scenario of
[**"Cindy and the Magician,"**](https://kapextmediassl-a.akamaihd.net/artsSCi/PS560/2405C/PS560_U5_Cindy%20and%20the%20Magician.docx) you will analyze the respondent and operant conditioning relationships in the scenario and discuss their implications using behavior-analytic terms. Then, you will establish a simple plan that considers schedules of reinforcement and the use of various possible differential reinforcement procedures to support a change in Cindy’s behavior.

**Instructions:**

·
**Identify the respondent conditioning relationships** in the scenario (i.e., stimulus-response pairs) using behavior-analytic vocabulary.

·
**Discuss the elements of time and environment** that influence Cindy’s respondent behavior.

·
**Explain how the reflexive stimulus-response relationship** could be reversed, providing examples of extinction or counterconditioning.

· Create a
**diagram** that visually represents the respondent conditioning relationships in the scenario.

·
**Identify the operant conditioning relationships in the scenario** (i.e., stimulus – response – stimulus relations) using behavior analytic vocabulary.

· Discuss the process of operant learning that occurred that maintained Cindy’s behaviors.

·
**Establish a simple plan,** providing examples of how different schedules of reinforcement (including the matching law) and a variety of differential reinforcement methods could be used to change Cindy’s behaviors. Also, discuss which methods would not be suggested and why.

· If punishment were an option,
**describe, with a rationale, how you might implement a punishment procedure,** identifying the anticipated outcome.

Submit a 4–5-minute narrated Kaltura video of yourself, your slides, and any diagrams to discuss key concepts.

Please review and follow the assignment requirements in the next tab titled Assignment Details.

**## Unit5details.docx**

Unit 5

**Operant Conditioning and Learning by Contingencies**

This assignment assesses the following Course Outcomes:

**PS560-1:** Summarize the relationship between fundamental concepts in Applied Behavior Analysis and goals of applied practice.

**PS560- 2:** Explain how respondent conditioning paradigms influence an organism's behavior.

**PS560-3:** Explain how operant conditioning paradigms influence an organism’s behavior.

**PC 6.2:** Communicate the critical thinking process by which one arrives at a conclusion.

[Assignment Directions](https://purdueglobal.brightspace.com/content/enforced/399848-042-2604C-PS560-07-2677647/Unit%205%20Assignment.html?ou=399848&d2l_body_type=3) [Assignment Details](https://purdueglobal.brightspace.com/content/enforced/399848-042-2604C-PS560-07-2677647/Unit%205%20Assignment.html?ou=399848&d2l_body_type=3)

You will submit each of the following into the Unit 5 Assignment Dropbox:

1. The article summary document

2. A PowerPoint presentation with at least 6-8 slides, not including the title and reference slides.

3. A 4-5 minute narrated Kaltura audio/video presentation of your PowerPoint, recording yourself (on screen) with your PPT content simultaneously.

**Your PowerPoint should include the following elements:**

·
**Title slide:** Provide your name, title of assignment, course and section number, and date.

·
**Content slides:** Answer all the questions, reflecting appropriate personal and professional insights.

· The assignment must be written in Standard English and demonstrate superior organization, including a highly developed viewpoint and purpose. Your responses should reflect professional writing standards, using proper tone and language. The writing and writing style should be accurate and reflect knowledge of skills and practice in the professional field.

· Presentations are visual; therefore, use clear, concise bullet points and avoid crowded slides. You may include the use of graphics and SmartArt to streamline information in a memorable manner. Additionally, images and diagrams are wonderful presentation tools, but be sure to include all required citations. Please review the
[**Creating Effective PowerPoint Presentations**](https://campus.purdueglobal.edu/article/creating-effective-powerpoint-presentations) resource for tips and suggestions. Submissions must be in .pptx format and no larger than 40 MB.

·
**Note:** Visual effects and some dark-colored themes, such as Slate, may prevent Turnitin from fully processing a PowerPoint file and, consequently, from generating a Similarity Report. Review the
[**file requirements**](https://help.turnitin.com/feedback-studio/turnitin-website/student/submitting-a-paper/file-requirements.htm) to ensure a report will be generated.

·
**Reference slide:** Sources listed in current APA format.

· Include a
**minimum of five scholarly or academic sources** to support your responses and conclusions.

· Use Arial or Times New Roman 24-point font.

· Use current APA formatting and citation style.

· Please use this helpful video resource,
[**APA Style Formatting in PowerPoint**](https://purdueglobalwriting.center/apa-style-formatting-in-powerpoint/), to format a PowerPoint by applying current APA style to a title slide; body slides using bullet points, figures, tables, and copyright statements; and a reference list with hanging indentations.

**Your Video Recording**

The video recording should be in Standard English and communicate clear and logical information to the audience. Please aim to keep your video file between 4-5 minutes. You may use the Kaltura tool to create your video presentation, recording yourself and your content simultaneously. Please follow the Kaltura Capture instructions below.

· Your video recording should consist of you narrating and sharing your screen of your presentation. Your narration should share key ideas expanding on the bullet points located in your presentation.

· Draw from the course material and briefly elaborate on the concepts covered.

· Be sure to convey an academic tone throughout that can easily be understood by speaking slowly, clearly, and confidently.

· Speaks loudly enough to be heard and clearly enough that the message is conveyed.

· Use clear enunciations and minimize any background noises or interference.

· Your video should also include professional insights, displaying proper word choice, exceptional content, organization, and style, leading your audience to a dynamic and supported conclusion.

· The communication of your thoughts must be highly ordered, logical, and unified.

· The recording should not be read, though you can write it down and practice it and/or use key information from the summary file to guide your recording. Additionally, please use the
[**Speaking Effectively**](https://campus.purdueglobal.edu/article/speaking-effectively) and the
[**10 Tips for Skillful Audio and Video Presentations**](https://kapextmediassl-a.akamaihd.net/artsSCi/global/StudentResources/10_Tips_for_Skillful_Audio_and_Video_Presentations.pdf) resources to help with preparing for your presentation.

**NOTE:** Record your video following the directions given for
**Kaltura Capture**.

· Please refer to the “Kaltura Help Resources for Students” section found under the “Help” menu in the top navigation of your course. This section provides helpful guides and videos to prepare you for using the tool. Refer to the videos for help with recording and uploading your assignment.

· In the Kaltura Video section, watch the video titled “Kaltura Capture” to get started.

· Then, watch the video titled “Uploading video or audio to Kaltura for assignment submissions.”

**Submitting your Video and PowerPoint Presentation**

· Save your files in a location and with a name that you will remember.

· By the end of the unit, submit the PowerPoint to the
**Unit 5 Assignment Dropbox** via the “Add a File” button.

· Submit your Kaltura video via the textbox by selecting “Insert Stuff” and then choosing “Insert Kaltura.”

**Assignment Resources**

·
[**How to submit an assignment to the Dropbox**](https://sites.google.com/purdueglobal.edu/brightspacestudentguide/brightspace/assignments)

·
[**Writing with Integrity: Expectations for Academic Research and Professional Writing**](https://library.purdueglobal.edu/writingcenter/plagiarisminfo)

·
[**Purdue Global Writing Center**](https://campus2.purdueglobal.edu/page/writing-center)

![logo](https://www.sweetstudy.com/questions/principles-of-applied-behavior)

## image1.png

**## Unit5part1.docx**

Unit 5

**Operant Conditioning and Learning by Contingencies**

This assignment assesses the following Course Outcomes:

**PS560-1:** Summarize the relationship between fundamental concepts in Applied Behavior Analysis and goals of applied practice.

**PS560- 2:** Explain how respondent conditioning paradigms influence an organism's behavior.

**PS560-3:** Explain how operant conditioning paradigms influence an organism’s behavior.

**PC 6.2:** Communicate the critical thinking process by which one arrives at a conclusion.

[Assignment Directions](https://purdueglobal.brightspace.com/content/enforced/399848-042-2604C-PS560-07-2677647/Unit%205%20Assignment.html?ou=399848&d2l_body_type=3) [Assignment Details](https://purdueglobal.brightspace.com/content/enforced/399848-042-2604C-PS560-07-2677647/Unit%205%20Assignment.html?ou=399848&d2l_body_type=3)

**Part 1: Supporting Areas of ABA Practice**

Using Figure 1.3 ("Improving People's Quality of Life from A to Z") in Chapter 1 of Cooper et al. (2020), select three different areas of practice where Applied Behavior Analysis (ABA) can be effectively used to enhance the quality of life in real-world settings. You will use
[**this template**](https://kapextmediassl-a.akamaihd.net/artsSCi/PS560/2405C/PS560_U5_AtoZTemplate.docx), formatted like an Annotated Bibliography, to organize your information. For each area selected, locate and summarize a recent peer-reviewed journal article (not included in the course readings) that illustrates how an ABA-based intervention improved an individual's quality of life.

Under each article summary, refer to your course readings to briefly discuss at least three specific key points that support how the intervention's procedures and results reflect the application of fundamental ABA principles in producing behavior change.

**Part 2: Respondent/Operant Conditioning Analysis**

You will create a 6-8 slide PowerPoint presentation to guide your discussion of each of the outlined sections. Your presentation will be a narrated screen recording using Kaltura, which will be uploaded into the Unit 5 Assignment Dropbox, along with a copy of your PPT slide deck. Your PPT presentation should include a Title Slide and end with a reference slide formatted in APA.

Using the scenario of
[**"Cindy and the Magician,"**](https://kapextmediassl-a.akamaihd.net/artsSCi/PS560/2405C/PS560_U5_Cindy%20and%20the%20Magician.docx) you will analyze the respondent and operant conditioning relationships in the scenario and discuss their implications using behavior-analytic terms. Then, you will establish a simple plan that considers schedules of reinforcement and the use of various possible differential reinforcement procedures to support a change in Cindy’s behavior.

**Instructions:**

·
**Identify the respondent conditioning relationships** in the scenario (i.e., stimulus-response pairs) using behavior-analytic vocabulary.

·
**Discuss the elements of time and environment** that influence Cindy’s respondent behavior.

·
**Explain how the reflexive stimulus-response relationship** could be reversed, providing examples of extinction or counterconditioning.

· Create a
**diagram** that visually represents the respondent conditioning relationships in the scenario.

·
**Identify the operant conditioning relationships in the scenario** (i.e., stimulus – response – stimulus relations) using behavior analytic vocabulary.

· Discuss the process of operant learning that occurred that maintained Cindy’s behaviors.

·
**Establish a simple plan,** providing examples of how different schedules of reinforcement (including the matching law) and a variety of differential reinforcement methods could be used to change Cindy’s behaviors. Also, discuss which methods would not be suggested and why.

· If punishment were an option,
**describe, with a rationale, how you might implement a punishment procedure,** identifying the anticipated outcome.

Submit a 4–5-minute narrated Kaltura video of yourself, your slides, and any diagrams to discuss key concepts.

Please review and follow the assignment requirements in the next tab titled Assignment Details.

**## Unit5details.docx**

Unit 5

**Operant Conditioning and Learning by Contingencies**

This assignment assesses the following Course Outcomes:

**PS560-1:** Summarize the relationship between fundamental concepts in Applied Behavior Analysis and goals of applied practice.

**PS560- 2:** Explain how respondent conditioning paradigms influence an organism's behavior.

**PS560-3:** Explain how operant conditioning paradigms influence an organism’s behavior.

**PC 6.2:** Communicate the critical thinking process by which one arrives at a conclusion.

[Assignment Directions](https://purdueglobal.brightspace.com/content/enforced/399848-042-2604C-PS560-07-2677647/Unit%205%20Assignment.html?ou=399848&d2l_body_type=3) [Assignment Details](https://purdueglobal.brightspace.com/content/enforced/399848-042-2604C-PS560-07-2677647/Unit%205%20Assignment.html?ou=399848&d2l_body_type=3)

You will submit each of the following into the Unit 5 Assignment Dropbox:

1. The article summary document

2. A PowerPoint presentation with at least 6-8 slides, not including the title and reference slides.

3. A 4-5 minute narrated Kaltura audio/video presentation of your PowerPoint, recording yourself (on screen) with your PPT content simultaneously.

**Your PowerPoint should include the following elements:**

·
**Title slide:** Provide your name, title of assignment, course and section number, and date.

·
**Content slides:** Answer all the questions, reflecting appropriate personal and professional insights.

· The assignment must be written in Standard English and demonstrate superior organization, including a highly developed viewpoint and purpose. Your responses should reflect professional writing standards, using proper tone and language. The writing and writing style should be accurate and reflect knowledge of skills and practice in the professional field.

· Presentations are visual; therefore, use clear, concise bullet points and avoid crowded slides. You may include the use of graphics and SmartArt to streamline information in a memorable manner. Additionally, images and diagrams are wonderful presentation tools, but be sure to include all required citations. Please review the
[**Creating Effective PowerPoint Presentations**](https://campus.purdueglobal.edu/article/creating-effective-powerpoint-presentations) resource for tips and suggestions. Submissions must be in .pptx format and no larger than 40 MB.

·
**Note:** Visual effects and some dark-colored themes, such as Slate, may prevent Turnitin from fully processing a PowerPoint file and, consequently, from generating a Similarity Report. Review the
[**file requirements**](https://help.turnitin.com/feedback-studio/turnitin-website/student/submitting-a-paper/file-requirements.htm) to ensure a report will be generated.

·
**Reference slide:** Sources listed in current APA format.

· Include a
**minimum of five scholarly or academic sources** to support your responses and conclusions.

· Use Arial or Times New Roman 24-point font.

· Use current APA formatting and citation style.

· Please use this helpful video resource,
[**APA Style Formatting in PowerPoint**](https://purdueglobalwriting.center/apa-style-formatting-in-powerpoint/), to format a PowerPoint by applying current APA style to a title slide; body slides using bullet points, figures, tables, and copyright statements; and a reference list with hanging indentations.

**Your Video Recording**

The video recording should be in Standard English and communicate clear and logical information to the audience. Please aim to keep your video file between 4-5 minutes. You may use the Kaltura tool to create your video presentation, recording yourself and your content simultaneously. Please follow the Kaltura Capture instructions below.

· Your video recording should consist of you narrating and sharing your screen of your presentation. Your narration should share key ideas expanding on the bullet points located in your presentation.

· Draw from the course material and briefly elaborate on the concepts covered.

· Be sure to convey an academic tone throughout that can easily be understood by speaking slowly, clearly, and confidently.

· Speaks loudly enough to be heard and clearly enough that the message is conveyed.

· Use clear enunciations and minimize any background noises or interference.

· Your video should also include professional insights, displaying proper word choice, exceptional content, organization, and style, leading your audience to a dynamic and supported conclusion.

· The communication of your thoughts must be highly ordered, logical, and unified.

· The recording should not be read, though you can write it down and practice it and/or use key information from the summary file to guide your recording. Additionally, please use the
[**Speaking Effectively**](https://campus.purdueglobal.edu/article/speaking-effectively) and the
[**10 Tips for Skillful Audio and Video Presentations**](https://kapextmediassl-a.akamaihd.net/artsSCi/global/StudentResources/10_Tips_for_Skillful_Audio_and_Video_Presentations.pdf) resources to help with preparing for your presentation.

**NOTE:** Record your video following the directions given for
**Kaltura Capture**.

· Please refer to the “Kaltura Help Resources for Students” section found under the “Help” menu in the top navigation of your course. This section provides helpful guides and videos to prepare you for using the tool. Refer to the videos for help with recording and uploading your assignment.

· In the Kaltura Video section, watch the video titled “Kaltura Capture” to get started.

· Then, watch the video titled “Uploading video or audio to Kaltura for assignment submissions.”

**Submitting your Video and PowerPoint Presentation**

· Save your files in a location and with a name that you will remember.

· By the end of the unit, submit the PowerPoint to the
**Unit 5 Assignment Dropbox** via the “Add a File” button.

· Submit your Kaltura video via the textbox by selecting “Insert Stuff” and then choosing “Insert Kaltura.”

**Assignment Resources**

·
[**How to submit an assignment to the Dropbox**](https://sites.google.com/purdueglobal.edu/brightspacestudentguide/brightspace/assignments)

·
[**Writing with Integrity: Expectations for Academic Research and Professional Writing**](https://library.purdueglobal.edu/writingcenter/plagiarisminfo)

·
[**Purdue Global Writing Center**](https://campus2.purdueglobal.edu/page/writing-center)

![logo](https://www.sweetstudy.com/questions/principles-of-applied-behavior)

## image1.png

November 6, 2026
[Solved] CMA POST 3 RESPONSE

✓ Verified Academic Solution Available

Executive Solution Overview

– a month ago **files (1)** – ## CMAPOST3RESPONSE.docx **## CMAPOST3RESPONSE.docx** Access the Symptom Media Library: [Film Library](https://wilkes.idm.oclc.org/login?url=https://learn.symptommedia.com/film-library/) Go to film library section of the Symptom Media platform and review the Psychodynam…

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Assignment Prompt & Instructions

– a month ago

**files (1)**

– ## CMAPOST3RESPONSE.docx

**## CMAPOST3RESPONSE.docx**

Access the Symptom Media Library:
[Film Library](https://wilkes.idm.oclc.org/login?url=https://learn.symptommedia.com/film-library/)

Go to film library section of the Symptom Media platform and review the Psychodynamic Therapy film. How does early life experience with relationships influence the present? How do Freud's psychosexual stages of development influence contemporary understanding of human behavior and personality development?

Posts are a minimum of 250 words, scholarly written, APA formatted (with some exceptions due to limitations in the D2L editor), Reply to at least one classmate's initial discussion post by Friday at 11:59 PM ET.

STUDENT’S POST:

The health and development of young children depend on ongoing interactive adaptation that begins at conception and extends throughout the course of life (Shonkoff et al., 2021). Early relationship with parents, siblings and caregivers can provide a model for what to expect in relationship and how individuals perceive relationships to work. Early life experiences, memories and conflicts can stay in the unconscious mind into adulthood and influence an individual’s thoughts, emotions, behavior and relationships (Traylor et al., 2022). At the unconscious level, these contents are beyond reach of the conscious mind and therefore the unconscious mind operate independently. According to Freud, most of human behavior is driven directly by the unconscious mind that individuals are not fully able to control. This can sometimes lead to consequences that a person would strongly prefer to avoid. Evidence also suggests that the content on unconscious mind from our early life experiences are probably even more in charge of our actions and behaviors.

Freud’s psychosexual stages of development have influenced contemporary understandings of human behavior and personality development. Freud’s psychosexual stages of development hypothesized that a sexual instinct or drive directs individuals toward his action (Lantz et al., 2025). He proposed that sexual instincts and nature of early nurturing relationships play a role in the development of psychiatric problems, and that early life sexual stimulation exerts a predominant force i.e. libido, on mental activity throughout life. In each psychosexual stage, children’s pleasure-seeking urges, coming from id are focused on different areas of the body known as erogenous zones (Traylor et al., 2022). Freud proposed five stages of psychosexual development: oral, anal, phallic, latency, and genital. At each phase, children encounter different psychological conflicts that may be influenced by factors such as improper nurturing or parenting, and if those conflicts remain unresolved, it could result in fixation which could potentially influence personality and behavior later in life (Traylor et al., 2022). Freud’s broader ideas continue to influence contemporary psychology and psychotherapy. His emphasis on childhood experiences, internal conflicts, unconscious processes and early-life experiences remains important to psychodynamic therapy. Furthermore, contemporary psychodynamic therapy incorporates more current perspectives on attachment, interpersonal relationships and lifelong development. This highlights why understanding a patient’s childhood experiences, developmental history and relationship history can be important when assessing mental health difficulties and determining appropriate interventions.

**References:**

Lantz, S. E., Kaur, J., & Ray, S. (2025).
_Freud's developmental theory_. In
_StatPearls._ StatPearls Publishing.
[https://www.ncbi.nlm.nih.gov/sites/books/NBK557526/](https://www.ncbi.nlm.nih.gov/sites/books/NBK557526/)

Shonkoff, J. P., Slopen, N., & Williams, D. R. (2021). Early childhood adversity, toxic stress, and the impacts of racism on the foundations of health.
_Annual Review of Public Health_,
_42_(1), 115-134.
[https://www.annualreviews.org/content/journals/10.1146/annurev-publhealth-090419-101940](https://www.annualreviews.org/content/journals/10.1146/annurev-publhealth-090419-101940)

Traylor, J., Overstreet, L., & Lang, D. (2022). Psychodynamic theory: Freud.
_Individual and Family Development, Health, and Well-being_.
[https://iastate.pressbooks.pub/individualfamilydevelopment/chapter/freuds-psychodynamic-theory/](https://iastate.pressbooks.pub/individualfamilydevelopment/chapter/freuds-psychodynamic-theory/)

**## CMAPOST3RESPONSE.docx**

Access the Symptom Media Library:
[Film Library](https://wilkes.idm.oclc.org/login?url=https://learn.symptommedia.com/film-library/)

Go to film library section of the Symptom Media platform and review the Psychodynamic Therapy film. How does early life experience with relationships influence the present? How do Freud's psychosexual stages of development influence contemporary understanding of human behavior and personality development?

Posts are a minimum of 250 words, scholarly written, APA formatted (with some exceptions due to limitations in the D2L editor), Reply to at least one classmate's initial discussion post by Friday at 11:59 PM ET.

STUDENT’S POST:

The health and development of young children depend on ongoing interactive adaptation that begins at conception and extends throughout the course of life (Shonkoff et al., 2021). Early relationship with parents, siblings and caregivers can provide a model for what to expect in relationship and how individuals perceive relationships to work. Early life experiences, memories and conflicts can stay in the unconscious mind into adulthood and influence an individual’s thoughts, emotions, behavior and relationships (Traylor et al., 2022). At the unconscious level, these contents are beyond reach of the conscious mind and therefore the unconscious mind operate independently. According to Freud, most of human behavior is driven directly by the unconscious mind that individuals are not fully able to control. This can sometimes lead to consequences that a person would strongly prefer to avoid. Evidence also suggests that the content on unconscious mind from our early life experiences are probably even more in charge of our actions and behaviors.

Freud’s psychosexual stages of development have influenced contemporary understandings of human behavior and personality development. Freud’s psychosexual stages of development hypothesized that a sexual instinct or drive directs individuals toward his action (Lantz et al., 2025). He proposed that sexual instincts and nature of early nurturing relationships play a role in the development of psychiatric problems, and that early life sexual stimulation exerts a predominant force i.e. libido, on mental activity throughout life. In each psychosexual stage, children’s pleasure-seeking urges, coming from id are focused on different areas of the body known as erogenous zones (Traylor et al., 2022). Freud proposed five stages of psychosexual development: oral, anal, phallic, latency, and genital. At each phase, children encounter different psychological conflicts that may be influenced by factors such as improper nurturing or parenting, and if those conflicts remain unresolved, it could result in fixation which could potentially influence personality and behavior later in life (Traylor et al., 2022). Freud’s broader ideas continue to influence contemporary psychology and psychotherapy. His emphasis on childhood experiences, internal conflicts, unconscious processes and early-life experiences remains important to psychodynamic therapy. Furthermore, contemporary psychodynamic therapy incorporates more current perspectives on attachment, interpersonal relationships and lifelong development. This highlights why understanding a patient’s childhood experiences, developmental history and relationship history can be important when assessing mental health difficulties and determining appropriate interventions.

**References:**

Lantz, S. E., Kaur, J., & Ray, S. (2025).
_Freud's developmental theory_. In
_StatPearls._ StatPearls Publishing.
[https://www.ncbi.nlm.nih.gov/sites/books/NBK557526/](https://www.ncbi.nlm.nih.gov/sites/books/NBK557526/)

Shonkoff, J. P., Slopen, N., & Williams, D. R. (2021). Early childhood adversity, toxic stress, and the impacts of racism on the foundations of health.
_Annual Review of Public Health_,
_42_(1), 115-134.
[https://www.annualreviews.org/content/journals/10.1146/annurev-publhealth-090419-101940](https://www.annualreviews.org/content/journals/10.1146/annurev-publhealth-090419-101940)

Traylor, J., Overstreet, L., & Lang, D. (2022). Psychodynamic theory: Freud.
_Individual and Family Development, Health, and Well-being_.
[https://iastate.pressbooks.pub/individualfamilydevelopment/chapter/freuds-psychodynamic-theory/](https://iastate.pressbooks.pub/individualfamilydevelopment/chapter/freuds-psychodynamic-theory/)

November 6, 2026
[Solved] Discussion 5

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Executive Solution Overview

– a month ago **files (1)** – ## Analyzingyourlearningisacrucialcomponentofbeingactive.Short.md **## Analyzingyourlearningisacrucialcomponentofbeingactive.Short.md** Analyzing your learning is a crucial component of being active. Short reaction papers that use the material you are reading and discus…

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– a month ago

**files (1)**

– ## Analyzingyourlearningisacrucialcomponentofbeingactive.Short.md

**## Analyzingyourlearningisacrucialcomponentofbeingactive.Short.md**

Analyzing your learning is a crucial component of being active. Short reaction papers that use the material you are reading and discussions in class are a great way to accomplish that. You can integrate the readings with (a) class discussions, (b) something you read in the news, (c) something you are learning in another course, or (d) something that actually happened to you in the reaction papers. Each paper should have at least 3 journal sources. An empirical study can be created to test a hypothesis. You may look up Alabama laws and report on what you find. You can present two arguments on different sides of an issue. Critical thinking must be clearly through your presentation of the dilemma and your argument. Each reaction paper should be between 750-1000 words, double-spaced, and typed in a 12-point Times New Roman font using APA formatting. Choose one of the topics below:
**A. Student Disclosure of Personal Information-**Considering the ethical guidelines outlined for psychologists and students in training (section 7.04- Student disclosure of personal informaton), how can psychology programs strike the right balance between respecting students' privacy and autonomy while also ensuring that personal disclosure is appropriately required when it is deemed necessary for the well-being of the students and those they may interact with professionally? What practical steps can programs take to implement these guidelines effectively, creating a supportive and ethical learning environment?
**B. Mandatory Individual or Group Therapy- **Given the ethical guideline that allows students to choose therapy practitioners unaffiliated with the program when therapy is a requirement, how can psychology programs ensure that this choice is truly voluntary and not influenced by academic pressures or biases? What steps can institutions take to safeguard students' autonomy and privacy in such situations while maintaining academic rigor and fairness in evaluation?

**## Analyzingyourlearningisacrucialcomponentofbeingactive.Short.md**

Analyzing your learning is a crucial component of being active. Short reaction papers that use the material you are reading and discussions in class are a great way to accomplish that. You can integrate the readings with (a) class discussions, (b) something you read in the news, (c) something you are learning in another course, or (d) something that actually happened to you in the reaction papers. Each paper should have at least 3 journal sources. An empirical study can be created to test a hypothesis. You may look up Alabama laws and report on what you find. You can present two arguments on different sides of an issue. Critical thinking must be clearly through your presentation of the dilemma and your argument. Each reaction paper should be between 750-1000 words, double-spaced, and typed in a 12-point Times New Roman font using APA formatting. Choose one of the topics below:
**A. Student Disclosure of Personal Information-**Considering the ethical guidelines outlined for psychologists and students in training (section 7.04- Student disclosure of personal informaton), how can psychology programs strike the right balance between respecting students' privacy and autonomy while also ensuring that personal disclosure is appropriately required when it is deemed necessary for the well-being of the students and those they may interact with professionally? What practical steps can programs take to implement these guidelines effectively, creating a supportive and ethical learning environment?
**B. Mandatory Individual or Group Therapy- **Given the ethical guideline that allows students to choose therapy practitioners unaffiliated with the program when therapy is a requirement, how can psychology programs ensure that this choice is truly voluntary and not influenced by academic pressures or biases? What steps can institutions take to safeguard students' autonomy and privacy in such situations while maintaining academic rigor and fairness in evaluation?

November 6, 2026
[Solved] psychology

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– a month ago **files (1)** – ## REACTIONPAPER1.docx **## REACTIONPAPER1.docx** **Short reaction papers that use the material you are reading and discussions in class are a great way to accomplish that. You can integrate the readings with (a) class discussions, (b) something you read in the news, (c…

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– a month ago

**files (1)**

– ## REACTIONPAPER1.docx

**## REACTIONPAPER1.docx**

**Short reaction papers that use the material you are reading and discussions in class are a great way to accomplish that. You can integrate the readings with (a) class discussions, (b) something you read in the news, (c) something you are learning in another course, or (d) something that actually happened to you in the reaction papers. Each paper should have at least 3 journal sources. An empirical study can be created to test a hypothesis. You may look up Alabama laws and report on what you find. You can present two arguments on different sides of an issue. Critical thinking must be clearly through your presentation of the dilemma and your argument. Each reaction paper should be between 750-1000 words, double-spaced, and typed in a 12-point Times New Roman font using APA formatting.**

**TOPIC:**

**A. Student Disclosure of Personal Information-Considering the ethical guidelines outlined for psychologists and students in training**(section 7.04-
**Student disclosure of personal information), how can psychology programs strike the right balance between respecting students' privacy and autonomy while also ensuring that personal disclosure is appropriately required when it is deemed necessary for the well-being of the students and those they may interact with professionally? What practical steps can programs take to implement these guidelines effectively, creating a supportive and ethical learning environment?**

**Section 7.04 -STUDENT DISCLOSURE OF PERSONAL INFORMATION**

Psychologists do not require students or supervisees to disclose personal information in course- or program-related activities, either orally or in writing, regarding sexual history, history of abuse and neglect, psychological treatment, and relationships with parents, peers, and spouses or significant others except if (1) the program or training facility has clearly identified this requirement in its admissions and program materials or (2) the information is necessary to evaluate or obtain assistance for students whose personal problems could reasonably be judged to be preventing them from performing their training- or professionally related activities in a competent manner or posing a threat to the students or others.

**GRADING GUIDE**

**Content: Topic Background (10 points):** __________

• Topic background and connection to course content (lecture notes, text) are covered thoroughly, clearly, and accurately.

• 3 peer-reviewed journal articles pertaining to reaction paper used

**Content: Opinions & points of view (10 points):** __________

• At least three key points addressed thoroughly, clearly, and accurately

**Content: New info learned (10 points): __________**

• At least three new pieces of information were described

• Personal opinion/reactions to journal articles or the question, along with reasons for your opinion

**Writing (10 points): __________**

• Grammar, punctuation, and spelling are correct

• Logical progression of sentence structure and paragraph structure

**Format (10 points): __________**

•APA Formatting & Style (Paper is typed, 12-point font, 1-inch margins, etc.)

• Paper is at least 2 pages (excluding title, name, etc.)

**NO AI MUST BE SUBMITTED THRU TURNITIN.COM**

**## REACTIONPAPER1.docx**

**Short reaction papers that use the material you are reading and discussions in class are a great way to accomplish that. You can integrate the readings with (a) class discussions, (b) something you read in the news, (c) something you are learning in another course, or (d) something that actually happened to you in the reaction papers. Each paper should have at least 3 journal sources. An empirical study can be created to test a hypothesis. You may look up Alabama laws and report on what you find. You can present two arguments on different sides of an issue. Critical thinking must be clearly through your presentation of the dilemma and your argument. Each reaction paper should be between 750-1000 words, double-spaced, and typed in a 12-point Times New Roman font using APA formatting.**

**TOPIC:**

**A. Student Disclosure of Personal Information-Considering the ethical guidelines outlined for psychologists and students in training**(section 7.04-
**Student disclosure of personal information), how can psychology programs strike the right balance between respecting students' privacy and autonomy while also ensuring that personal disclosure is appropriately required when it is deemed necessary for the well-being of the students and those they may interact with professionally? What practical steps can programs take to implement these guidelines effectively, creating a supportive and ethical learning environment?**

**Section 7.04 -STUDENT DISCLOSURE OF PERSONAL INFORMATION**

Psychologists do not require students or supervisees to disclose personal information in course- or program-related activities, either orally or in writing, regarding sexual history, history of abuse and neglect, psychological treatment, and relationships with parents, peers, and spouses or significant others except if (1) the program or training facility has clearly identified this requirement in its admissions and program materials or (2) the information is necessary to evaluate or obtain assistance for students whose personal problems could reasonably be judged to be preventing them from performing their training- or professionally related activities in a competent manner or posing a threat to the students or others.

**GRADING GUIDE**

**Content: Topic Background (10 points):** __________

• Topic background and connection to course content (lecture notes, text) are covered thoroughly, clearly, and accurately.

• 3 peer-reviewed journal articles pertaining to reaction paper used

**Content: Opinions & points of view (10 points):** __________

• At least three key points addressed thoroughly, clearly, and accurately

**Content: New info learned (10 points): __________**

• At least three new pieces of information were described

• Personal opinion/reactions to journal articles or the question, along with reasons for your opinion

**Writing (10 points): __________**

• Grammar, punctuation, and spelling are correct

• Logical progression of sentence structure and paragraph structure

**Format (10 points): __________**

•APA Formatting & Style (Paper is typed, 12-point font, 1-inch margins, etc.)

• Paper is at least 2 pages (excluding title, name, etc.)

**NO AI MUST BE SUBMITTED THRU TURNITIN.COM**

November 6, 2026
[Solved] PSY SOCIAL PSYCHOLOGY MILE 5

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SEE ATTACHMMENT – a month ago **files (13)** – ## KeyTakeaways7.html – ## KeyTakeaways8.html – ## milestone5ins.docx – ## TableofContents.html – ## IsCategorizationGoodorBadtextexcerpt.html – ## SocialCategorization-TheGoodtheBadandtheDangerousmini-lecture.html – ## Definitionstextexcerpt.html – Cat…

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SEE ATTACHMMENT

– a month ago

**files (13)**

– ## KeyTakeaways7.html

– ## KeyTakeaways8.html

– ## milestone5ins.docx

– ## TableofContents.html

– ## IsCategorizationGoodorBadtextexcerpt.html

– ## SocialCategorization-TheGoodtheBadandtheDangerousmini-lecture.html

– ## Definitionstextexcerpt.html

– Categorizationtextexcerpt.html
– Recategorizationtextexcerpt.html
– WhenFavoritismDoesNotOccurtextexcerpt.html
– IngroupFavoritismandPrejudicetextexcerpt.html
– Stereotyping.html
– ReducingPrejudiceandDiscriminationtextexcerpt.html

**## KeyTakeaways7.html**

– Beliefs about the characteristics of the groups and the members of those groups are known as stereotypes.
– Prejudice refers to an unjustifiable negative attitude toward an outgroup.
– Stereotypes and prejudice may create discrimination.
– Stereotyping and prejudice begin from social categorization—the natural cognitive process by which we place individuals into social groups.
– Social categorization influences our perceptions of groups—for instance, the perception of outgroup homogeneity.
– Once our stereotypes and prejudices become established, they are difficult to change and may lead to self-fulfilling prophecies, such that our expectations about the group members make the stereotypes come true.
– Stereotypes may influence our performance on important tasks through stereotype threat.

![](https://www.sweetstudy.com/questions/psy-social-psychology-mile-5)

**## KeyTakeaways8.html**

– Ingroup favoritism is a fundamental and evolutionarily functional aspect of human perception, and it occurs even in groups that are not particularly meaningful.
– Ingroup favoritism is caused by a variety of variables, but particularly important is self-concern: We experience positive social identity as a result of our membership in valued social groups.
– Ingroup favoritism develops early in children and influences our behavior toward ingroup and outgroup members in a variety of ways.
– Personality dimensions that relate to ingroup favoritism include authoritarianism and social dominance orientation—dimensions that relate to less ingroup favoritism include a desire to control one’s prejudice and humanism.
– There are at least some cultural differences in the tendency to show ingroup favoritism and to stereotype others.
– Changing our stereotypes and prejudices is not easy, and attempting to suppress them may backfire. However, with appropriate effort, we can reduce our tendency to rely on our stereotypes and prejudices.
– One approach to changing stereotypes and prejudice is by changing social norms—for instance, through education and laws enforcing equality.
– Prejudice will change faster when it is confronted by people who see it occurring. Confronting prejudice may be embarrassing, but it also can make us feel that we have done the right thing.
– Intergroup attitudes will be improved when we can lead people to focus more on their connections with others. Intergroup contact, extended contact with others who share friends with outgroup members, and a common ingroup identity are all examples of this process.

![](https://www.sweetstudy.com/questions/psy-social-psychology-mile-5)

**## milestone5ins.docx**

**Instructions**

**Milestone 5 Assessment**

Submit a document answering each of the following questions.

**Each** answer should be 200-250 words long and
**refer specifically to content from this section** **with in-text citations***.

You should NOT be using any external resources.

You submission must be in a .doc or .docx format which can be created through google docs

1. On which (if any) social categories do you categorize others? Why do you (or don’t you) categorize? Is your behavior fair or unfair to the people you are categorizing?

2. Consider some of the important social groups to which you belong. Do your group memberships lead to ingroup favoritism or even prejudice?

3. What are some of the ways that prejudice can be combated? Which do you think would be most successful? Why?

4. Have you ever confronted or failed to confront a person who you thought was expressing prejudice or discriminating? Why did you confront (or not confront) that person, and how did doing so make you feel?

*For this class, you can reference text excerpts like this:
(Jhangiani & Tarry 2022).

All text excerpts are from Jhangiani, R., & Tarry, H. (2022). If there is a quote or reference within a text excerpt; you include both the original author and year and the author and year of the work where quote/idea was found in the in-text reference. Add "as cited in" before the author in the in-text reference. For example – (Deutsch & Gerard, 1955, as cited in Jhangiani & Tarry, 2022).

Mini lectures/Key Takeaways like this:
(Leduc, Fall 2026)

And videos like this
(
_Title_ _of Video_, Youtube 2026)

**AI Use Disclosure**

Any use of AI must be disclosed with submissions

You should review
[UMPIs ACADEMIC AND ETHICAL GUIDELINES FOR AI USE](https://docs.google.com/document/d/1a-YO_XMW_K9wk2kUAHMDDsj6nsM6Abr8N-Tow25xzww/edit?tab=t.0)

The use of generative AI tools (e.g. Gemini, Co-Piot, ChatGPT, Dall-e, etc.) is permitted in this course for the following activities:

· Brainstorming and refining your ideas;

· Fine-tuning your research questions;

· Finding information on your topic;

· Drafting an outline to organize your thoughts and

· Checking grammar and style

**The use of generative AI tools is NOT permitted** in this course for the following activities:

· Impersonating you in classroom contexts, such as by using the tool to compose discussion board prompts assigned to you or content that you put into a Zoom chat.

· Completing group work that your group has assigned to you, unless it is mutually agreed upon that you may utilize the tool.

· Writing a draft of a writing assignment.

· Writing entire sentences, paragraphs or papers to complete class assignments.

**## TableofContents.html**

| |
| — |
| |
| PSY 200/SOC 200: Social Psychology//Social Psychology (2026 Fall) – Learning Outcome 5 – Stereotypes, Prejudice and Discrimination<br> <br>[1. Social Categorization – The Good, the Bad, and the Dangerous (mini-lecture](https://www.sweetstudy.com/questions/Social%20Categorization%20-%20The%20Good,%20the%20Bad,%20and%20the%20Dangerous%20(mini-lecture.html)<br>[2. Definitions (text excerpt)](https://www.sweetstudy.com/questions/Definitions%20(text%20excerpt).html)<br>[3. Categorization (text excerpt)](https://www.sweetstudy.com/questions/Categorization%20(text%20excerpt).html)<br>[4. Is Categorization Good or Bad? (text excerpt)](https://www.sweetstudy.com/questions/Is%20Categorization%20Good%20or%20Bad%20(text%20excerpt).html)<br>[5. Stereotyping (text excerpt)](https://www.sweetstudy.com/questions/Stereotyping.html)<br>[6. Key Takeaways/Mini-Lecture](https://www.sweetstudy.com/questions/Key%20Takeaways7.html)<br>[7. Ingroup Favoritism and Prejudice (text excerpt)](https://www.sweetstudy.com/questions/Ingroup%20Favoritism%20and%20Prejudice%20(text%20excerpt).html)<br>[8. When Favoritism Does Not Occur (text excerpt)](https://www.sweetstudy.com/questions/When%20Favoritism%20Does%20Not%20Occur%20(text%20excerpt).html)<br>[9. Reducing Prejudice and Discrimination (text excerpt)](https://www.sweetstudy.com/questions/Reducing%20Prejudice%20and%20Discrimination%20(text%20excerpt).html)<br>[10. Recategorization (text excerpt)](https://www.sweetstudy.com/questions/Recategorization%20(text%20excerpt).html)<br>[11. Key Takeaways/Mini Lecture](https://www.sweetstudy.com/questions/Key%20Takeaways8.html) |

**## IsCategorizationGoodorBadtextexcerpt.html**

### The Benefits of Social Categorization

The tendency to categorize others is normally quite useful. In some cases, we categorize because doing so provides us with information about the characteristics of people who belong to certain social groups (Lee, Jussim, & McCauley, 1995). If you found yourself lost in a city, you might look for a police officer or a taxi driver to help you find your way. In this case, social categorization would probably be useful because a police officer or a taxi driver might be particularly likely to know the layout of the city streets. Of course, using social categories will only be informative to the extent that the stereotypes held by the individual about that category are accurate. If police officers were actually not that knowledgeable about the city layout, then using this categorization would not be informative.

It has been argued that there is a kernel of truth in most stereotypes, and this seems to be the case. There is a correlation between how group members perceive the stereotypes of their own groups and how people from other groups perceive those same stereotypes (Judd & Park, 1993; Swim, 1994). This truth may come in part from the roles that individuals play in society. For instance, the stereotypes (which are held by many people) that women are “nurturing” and that men are “dominant” may occur in part because, on average, men and women find themselves in different social roles within a culture (Eagly & Steffen, 1984). In most cultures, men are more likely to be in higher-status occupations, such as doctors and lawyers, whereas women are more likely to play the role of homemakers and child-care workers. In this sense, the stereotypes are at least partly true for many of the members of the social category, in terms of their actual behaviors. Because men are more likely to be leaders than are women, they may well be, on average, more dominant; and because women are more likely to take care of children, they may, on average, act in a more nurturing way than do men.

On the other hand, we sometimes categorize others not because it seems to provide more information about them but because we may not have the time (or the motivation) to do anything more thorough. Using our stereotypes to size up another person might simply make our life easier (Macrae, Bodenhausen, Milne, & Jetten, 1994). According to this approach, thinking about other people in terms of their social category memberships is a functional way of dealing with the world—things are complicated, and we reduce complexity by relying on our stereotypes.

### The Negative Outcomes of Social Categorization

Although thinking about others in terms of their social category memberships has some potential benefits for the person who does the categorizing, categorizing others, rather than treating them as unique individuals with their own unique characteristics, has a wide variety of negative, and often very unfair, outcomes for those who are categorized.

One problem is that social categorization distorts our perceptions such that we tend to exaggerate the differences between people from different social groups while at the same time perceiving members of groups (and particularly outgroups) as more similar to each other than they actually are. This overgeneralization makes it more likely that we will think about and treat all members of a group the same way. Tajfel and Wilkes (1963) performed a simple experiment that provided a picture of the potential outcomes of categorization. As you can see in
[Figure 12.4 “Perceptual Accentuation”](https://open.lib.umn.edu/socialpsychology/chapter/12-1-social-categorization-and-stereotyping/#stangorsocial_1.0-ch12_s01_s03_f01), the experiment involved having research participants judge the length of six lines. In one of the experimental conditions, participants simply saw six lines, whereas in the other condition, the lines were systematically categorized into two groups—one comprising the three shorter lines and one comprising the three longer lines.

Figure 12.4 Perceptual Accentuation

![Perceptual Accentuation: Lines C and D were seen as the same length in the noncategorized condition, but line C was perceived as longer than line D when the lines were categorized into two groups.](https://open.lib.umn.edu/app/uploads/sites/12/2015/04/a199519029ecfb91cbc46843f0028524.jpg)

Lines C and D were seen as the same length in the noncategorized condition, but line C was perceived as longer than line D when the lines were categorized into two groups. From Tajfel (1970).

Tajfel found that the lines were perceived differently when they were categorized, such that the differences between the groups and the similarities within the groups were emphasized. Specifically, he found that although lines C and D (which are actually the same length) were perceived as equal in length when the lines were not categorized, line C was perceived as being significantly longer than line D in the condition in which the lines were categorized. In this case, categorization into two groups—the “short lines group” and the “long lines group”—produced a perceptual bias such that the two groups of lines were seen as more different than they really were.

![](https://www.sweetstudy.com/questions/psy-social-psychology-mile-5)

**## SocialCategorization-TheGoodtheBadandtheDangerousmini-lecture.html**

In the sections in this module you will be exposed to some inconvenient and uncomfortable truths about being a social being. We can be really horrible to each other! Social Psychology has quite a lot to say about this.

Social Categorization serves an important purpose for us. Know who is us vs them gives us purpose, makes us comfortable and teaches important things. But in the worst case scenario (which unfortunately actually happens very frequently) it devolves into
[tribalism](https://www.merriam-webster.com/dictionary/tribalism)

When we categorize, we often tend to
[stereotype](https://www.merriam-webster.com/dictionary/stereotype) members of other groups. This is making broad sweeping assumptions about them. It is a short cut to what we believe to be knowledge about them.

Stereotypes can easily move on to
[prejudice](https://www.merriam-webster.com/dictionary/prejudice) wherein we develop negative feelings about members of another group. And then, that prejudice translates in
[discrimination](https://www.merriam-webster.com/dictionary/discrimination), behaviors that treat that group unfairly.

Categorization is grouping similar people together

Stereotyping is making assumptions of all members of a group

Prejudice is negative feelings about members of a group based on faulty information

Discrimination is action based on prejudice and stereotyping that has a negative effect on members of a group

![](https://www.sweetstudy.com/questions/psy-social-psychology-mile-5)

**## Definitionstextexcerpt.html**

Contemporary increases in globalization and immigration are leading to more culturally diverse populations in the United States and in many other countries. People from minority groups now account for over one third of the U.S. population, as well as most of the growth in its labor force. Older people are working longer, women are becoming more equally represented in a wide variety of jobs, and the ethnic mix of most occupations is also increasing (U.S. Census Bureau, 2011).

These changes will create many benefits for society and for the individuals within it. Gender, cultural, and ethnic diversity can improve creativity and group performance, facilitate new ways of looking at problems, and allow multiple viewpoints on decisions (Mannix & Neale, 2005; van Knippenberg & Schippers, 2007). On the other hand, as we have seen in many places in this book, perceived similarity is an extremely important determinant of liking. Members of culturally diverse groups may be less attracted to each other than are members of more homogeneous groups, may have more difficulty communicating with each other, and in some cases may actively dislike and even engage in aggressive behavior toward each other.

The principles of social psychology, including the ABCs—affect, behavior, and cognition—apply to the study of stereotyping, prejudice, and discrimination, and social psychologists have expended substantial research efforts studying these concepts (
[Figure 12.1](https://open.lib.umn.edu/socialpsychology/part/chapter-12-stereotypes-prejudice-and-discrimination/#stangorsocial_1.0-ch12_f01)). The cognitive component in our perceptions of group members is the stereotype—the positive or negative beliefs that we hold about the characteristics of social groups. We may decide that “Italians are romantic,” that “old people are boring,” or that “college professors are nerds.” And we may use those beliefs to guide our actions toward people from those groups. In addition to our stereotypes, we may also develop prejudice—an unjustifiable negative attitude toward an outgroup or toward the members of that outgroup. Prejudice can take the form of disliking, anger, fear, disgust, discomfort, and even hatred—the kind of affective states that can lead to behavior such as the gay bashing you just read about. Our stereotypes and our prejudices are problematic because they may create discrimination—unjustified negative behaviors toward members of outgroups based on their group membership.

Although violence against members of outgroups is fortunately rare, stereotypes, prejudice, and discrimination nevertheless influence people’s lives in a variety of ways. Stereotypes influence our academic performance (Shapiro & Neuberg, 2007), the careers that we chose to follow (Zhang, Schmader, Forbes, 2009), our experiences at work (Fiske & Lee, 2008), and the amount that we are paid for the work that we do (Jackson, 2011; Wood & Eagly, 2010).

Figure 12.1

![The ABCs of social psychology (Affect, Behavior, and Cognition)](https://open.lib.umn.edu/app/uploads/sites/12/2015/04/bd4241eb08da4de692e6b975647f75a0.jpg)

Relationships among social groups are influenced by the ABCs of social psychology.

Stereotypes and prejudice have a pervasive and often pernicious influence on our responses to others, and also in some cases on our own behaviors. To take one example, social psychological research has found that our stereotypes may in some cases lead to stereotype threat—performance decrements that are caused by the knowledge of cultural stereotypes. Spencer, Steele, and Quinn (1999) found that when women were reminded of the (untrue) stereotype that “women are poor at math” they performed more poorly on math tests than when they were not reminded of the stereotype, and other research has found stereotype threat in many other domains as well. We’ll consider the role of stereotype threat in more detail later in this chapter.

In one particularly disturbing line of research about the influence of prejudice on behaviors, Joshua Correll and his colleagues had White participants participate in an experiment in which they viewed photographs of White and Black people on a computer screen. Across the experiment, the photographs showed the people holding either a gun or something harmless such as a cell phone. The participants were asked to decide as quickly as possible to press a button to “shoot” if the target held a weapon but to “not shoot” if the person did not hold a weapon. Overall, the White participants tended to shoot more often when the person holding the object was Black than when the person holding the object was White, and this occurred even when there was no weapon present (Correll, Park, Judd, & Wittenbrink, 2007; Correll et al., 2007).

Discrimination is a major societal problem because it is so pervasive, takes so many forms, and has such negative effects on so many people. Even people who are paid to be unbiased may discriminate. Price and Wolfers (2007) found that White players in National Basketball Association games received fewer fouls when more of the referees present in the game were White, and Black players received fewer fouls when more of the referees present in the game where Black. The implication is—whether they know it or not—the referees were discriminating on the basis of race.

I’m sure that you have had some experiences where you found yourself responding to another person on the basis of a stereotype or a prejudice, and perhaps the fact that you did surprised you. Perhaps you then tried to get past these beliefs and to react to the person more on the basis of his or her individual characteristics. We like some people and we dislike others—this is natural—but we should not let a person’s skin color, gender, age, religion, or ethnic background make these determinations for us. And yet, despite our best intentions, we may end up making friends only with people who are similar to us and perhaps even avoiding people whom we see as different.

![](https://www.sweetstudy.com/questions/psy-social-psychology-mile-5)

**Categorizationtextexcerpt.html**

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**Recategorizationtextexcerpt.html**

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**WhenFavoritismDoesNotOccurtextexcerpt.html**

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**IngroupFavoritismandPrejudicetextexcerpt.html**

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**ReducingPrejudiceandDiscriminationtextexcerpt.html**

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**## KeyTakeaways7.html**

– Beliefs about the characteristics of the groups and the members of those groups are known as stereotypes.
– Prejudice refers to an unjustifiable negative attitude toward an outgroup.
– Stereotypes and prejudice may create discrimination.
– Stereotyping and prejudice begin from social categorization—the natural cognitive process by which we place individuals into social groups.
– Social categorization influences our perceptions of groups—for instance, the perception of outgroup homogeneity.
– Once our stereotypes and prejudices become established, they are difficult to change and may lead to self-fulfilling prophecies, such that our expectations about the group members make the stereotypes come true.
– Stereotypes may influence our performance on important tasks through stereotype threat.

![](https://www.sweetstudy.com/questions/psy-social-psychology-mile-5)

**## KeyTakeaways8.html**

– Ingroup favoritism is a fundamental and evolutionarily functional aspect of human perception, and it occurs even in groups that are not particularly meaningful.
– Ingroup favoritism is caused by a variety of variables, but particularly important is self-concern: We experience positive social identity as a result of our membership in valued social groups.
– Ingroup favoritism develops early in children and influences our behavior toward ingroup and outgroup members in a variety of ways.
– Personality dimensions that relate to ingroup favoritism include authoritarianism and social dominance orientation—dimensions that relate to less ingroup favoritism include a desire to control one’s prejudice and humanism.
– There are at least some cultural differences in the tendency to show ingroup favoritism and to stereotype others.
– Changing our stereotypes and prejudices is not easy, and attempting to suppress them may backfire. However, with appropriate effort, we can reduce our tendency to rely on our stereotypes and prejudices.
– One approach to changing stereotypes and prejudice is by changing social norms—for instance, through education and laws enforcing equality.
– Prejudice will change faster when it is confronted by people who see it occurring. Confronting prejudice may be embarrassing, but it also can make us feel that we have done the right thing.
– Intergroup attitudes will be improved when we can lead people to focus more on their connections with others. Intergroup contact, extended contact with others who share friends with outgroup members, and a common ingroup identity are all examples of this process.

![](https://www.sweetstudy.com/questions/psy-social-psychology-mile-5)

**## milestone5ins.docx**

**Instructions**

**Milestone 5 Assessment**

Submit a document answering each of the following questions.

**Each** answer should be 200-250 words long and
**refer specifically to content from this section** **with in-text citations***.

You should NOT be using any external resources.

You submission must be in a .doc or .docx format which can be created through google docs

1. On which (if any) social categories do you categorize others? Why do you (or don’t you) categorize? Is your behavior fair or unfair to the people you are categorizing?

2. Consider some of the important social groups to which you belong. Do your group memberships lead to ingroup favoritism or even prejudice?

3. What are some of the ways that prejudice can be combated? Which do you think would be most successful? Why?

4. Have you ever confronted or failed to confront a person who you thought was expressing prejudice or discriminating? Why did you confront (or not confront) that person, and how did doing so make you feel?

*For this class, you can reference text excerpts like this:
(Jhangiani & Tarry 2022).

All text excerpts are from Jhangiani, R., & Tarry, H. (2022). If there is a quote or reference within a text excerpt; you include both the original author and year and the author and year of the work where quote/idea was found in the in-text reference. Add "as cited in" before the author in the in-text reference. For example – (Deutsch & Gerard, 1955, as cited in Jhangiani & Tarry, 2022).

Mini lectures/Key Takeaways like this:
(Leduc, Fall 2026)

And videos like this
(
_Title_ _of Video_, Youtube 2026)

**AI Use Disclosure**

Any use of AI must be disclosed with submissions

You should review
[UMPIs ACADEMIC AND ETHICAL GUIDELINES FOR AI USE](https://docs.google.com/document/d/1a-YO_XMW_K9wk2kUAHMDDsj6nsM6Abr8N-Tow25xzww/edit?tab=t.0)

The use of generative AI tools (e.g. Gemini, Co-Piot, ChatGPT, Dall-e, etc.) is permitted in this course for the following activities:

· Brainstorming and refining your ideas;

· Fine-tuning your research questions;

· Finding information on your topic;

· Drafting an outline to organize your thoughts and

· Checking grammar and style

**The use of generative AI tools is NOT permitted** in this course for the following activities:

· Impersonating you in classroom contexts, such as by using the tool to compose discussion board prompts assigned to you or content that you put into a Zoom chat.

· Completing group work that your group has assigned to you, unless it is mutually agreed upon that you may utilize the tool.

· Writing a draft of a writing assignment.

· Writing entire sentences, paragraphs or papers to complete class assignments.

**## TableofContents.html**

| |
| — |
| |
| PSY 200/SOC 200: Social Psychology//Social Psychology (2026 Fall) – Learning Outcome 5 – Stereotypes, Prejudice and Discrimination<br> <br>[1. Social Categorization – The Good, the Bad, and the Dangerous (mini-lecture](https://www.sweetstudy.com/questions/Social%20Categorization%20-%20The%20Good,%20the%20Bad,%20and%20the%20Dangerous%20(mini-lecture.html)<br>[2. Definitions (text excerpt)](https://www.sweetstudy.com/questions/Definitions%20(text%20excerpt).html)<br>[3. Categorization (text excerpt)](https://www.sweetstudy.com/questions/Categorization%20(text%20excerpt).html)<br>[4. Is Categorization Good or Bad? (text excerpt)](https://www.sweetstudy.com/questions/Is%20Categorization%20Good%20or%20Bad%20(text%20excerpt).html)<br>[5. Stereotyping (text excerpt)](https://www.sweetstudy.com/questions/Stereotyping.html)<br>[6. Key Takeaways/Mini-Lecture](https://www.sweetstudy.com/questions/Key%20Takeaways7.html)<br>[7. Ingroup Favoritism and Prejudice (text excerpt)](https://www.sweetstudy.com/questions/Ingroup%20Favoritism%20and%20Prejudice%20(text%20excerpt).html)<br>[8. When Favoritism Does Not Occur (text excerpt)](https://www.sweetstudy.com/questions/When%20Favoritism%20Does%20Not%20Occur%20(text%20excerpt).html)<br>[9. Reducing Prejudice and Discrimination (text excerpt)](https://www.sweetstudy.com/questions/Reducing%20Prejudice%20and%20Discrimination%20(text%20excerpt).html)<br>[10. Recategorization (text excerpt)](https://www.sweetstudy.com/questions/Recategorization%20(text%20excerpt).html)<br>[11. Key Takeaways/Mini Lecture](https://www.sweetstudy.com/questions/Key%20Takeaways8.html) |

**## IsCategorizationGoodorBadtextexcerpt.html**

### The Benefits of Social Categorization

The tendency to categorize others is normally quite useful. In some cases, we categorize because doing so provides us with information about the characteristics of people who belong to certain social groups (Lee, Jussim, & McCauley, 1995). If you found yourself lost in a city, you might look for a police officer or a taxi driver to help you find your way. In this case, social categorization would probably be useful because a police officer or a taxi driver might be particularly likely to know the layout of the city streets. Of course, using social categories will only be informative to the extent that the stereotypes held by the individual about that category are accurate. If police officers were actually not that knowledgeable about the city layout, then using this categorization would not be informative.

It has been argued that there is a kernel of truth in most stereotypes, and this seems to be the case. There is a correlation between how group members perceive the stereotypes of their own groups and how people from other groups perceive those same stereotypes (Judd & Park, 1993; Swim, 1994). This truth may come in part from the roles that individuals play in society. For instance, the stereotypes (which are held by many people) that women are “nurturing” and that men are “dominant” may occur in part because, on average, men and women find themselves in different social roles within a culture (Eagly & Steffen, 1984). In most cultures, men are more likely to be in higher-status occupations, such as doctors and lawyers, whereas women are more likely to play the role of homemakers and child-care workers. In this sense, the stereotypes are at least partly true for many of the members of the social category, in terms of their actual behaviors. Because men are more likely to be leaders than are women, they may well be, on average, more dominant; and because women are more likely to take care of children, they may, on average, act in a more nurturing way than do men.

On the other hand, we sometimes categorize others not because it seems to provide more information about them but because we may not have the time (or the motivation) to do anything more thorough. Using our stereotypes to size up another person might simply make our life easier (Macrae, Bodenhausen, Milne, & Jetten, 1994). According to this approach, thinking about other people in terms of their social category memberships is a functional way of dealing with the world—things are complicated, and we reduce complexity by relying on our stereotypes.

### The Negative Outcomes of Social Categorization

Although thinking about others in terms of their social category memberships has some potential benefits for the person who does the categorizing, categorizing others, rather than treating them as unique individuals with their own unique characteristics, has a wide variety of negative, and often very unfair, outcomes for those who are categorized.

One problem is that social categorization distorts our perceptions such that we tend to exaggerate the differences between people from different social groups while at the same time perceiving members of groups (and particularly outgroups) as more similar to each other than they actually are. This overgeneralization makes it more likely that we will think about and treat all members of a group the same way. Tajfel and Wilkes (1963) performed a simple experiment that provided a picture of the potential outcomes of categorization. As you can see in
[Figure 12.4 “Perceptual Accentuation”](https://open.lib.umn.edu/socialpsychology/chapter/12-1-social-categorization-and-stereotyping/#stangorsocial_1.0-ch12_s01_s03_f01), the experiment involved having research participants judge the length of six lines. In one of the experimental conditions, participants simply saw six lines, whereas in the other condition, the lines were systematically categorized into two groups—one comprising the three shorter lines and one comprising the three longer lines.

Figure 12.4 Perceptual Accentuation

![Perceptual Accentuation: Lines C and D were seen as the same length in the noncategorized condition, but line C was perceived as longer than line D when the lines were categorized into two groups.](https://open.lib.umn.edu/app/uploads/sites/12/2015/04/a199519029ecfb91cbc46843f0028524.jpg)

Lines C and D were seen as the same length in the noncategorized condition, but line C was perceived as longer than line D when the lines were categorized into two groups. From Tajfel (1970).

Tajfel found that the lines were perceived differently when they were categorized, such that the differences between the groups and the similarities within the groups were emphasized. Specifically, he found that although lines C and D (which are actually the same length) were perceived as equal in length when the lines were not categorized, line C was perceived as being significantly longer than line D in the condition in which the lines were categorized. In this case, categorization into two groups—the “short lines group” and the “long lines group”—produced a perceptual bias such that the two groups of lines were seen as more different than they really were.

![](https://www.sweetstudy.com/questions/psy-social-psychology-mile-5)

**## SocialCategorization-TheGoodtheBadandtheDangerousmini-lecture.html**

In the sections in this module you will be exposed to some inconvenient and uncomfortable truths about being a social being. We can be really horrible to each other! Social Psychology has quite a lot to say about this.

Social Categorization serves an important purpose for us. Know who is us vs them gives us purpose, makes us comfortable and teaches important things. But in the worst case scenario (which unfortunately actually happens very frequently) it devolves into
[tribalism](https://www.merriam-webster.com/dictionary/tribalism)

When we categorize, we often tend to
[stereotype](https://www.merriam-webster.com/dictionary/stereotype) members of other groups. This is making broad sweeping assumptions about them. It is a short cut to what we believe to be knowledge about them.

Stereotypes can easily move on to
[prejudice](https://www.merriam-webster.com/dictionary/prejudice) wherein we develop negative feelings about members of another group. And then, that prejudice translates in
[discrimination](https://www.merriam-webster.com/dictionary/discrimination), behaviors that treat that group unfairly.

Categorization is grouping similar people together

Stereotyping is making assumptions of all members of a group

Prejudice is negative feelings about members of a group based on faulty information

Discrimination is action based on prejudice and stereotyping that has a negative effect on members of a group

![](https://www.sweetstudy.com/questions/psy-social-psychology-mile-5)

**## Definitionstextexcerpt.html**

Contemporary increases in globalization and immigration are leading to more culturally diverse populations in the United States and in many other countries. People from minority groups now account for over one third of the U.S. population, as well as most of the growth in its labor force. Older people are working longer, women are becoming more equally represented in a wide variety of jobs, and the ethnic mix of most occupations is also increasing (U.S. Census Bureau, 2011).

These changes will create many benefits for society and for the individuals within it. Gender, cultural, and ethnic diversity can improve creativity and group performance, facilitate new ways of looking at problems, and allow multiple viewpoints on decisions (Mannix & Neale, 2005; van Knippenberg & Schippers, 2007). On the other hand, as we have seen in many places in this book, perceived similarity is an extremely important determinant of liking. Members of culturally diverse groups may be less attracted to each other than are members of more homogeneous groups, may have more difficulty communicating with each other, and in some cases may actively dislike and even engage in aggressive behavior toward each other.

The principles of social psychology, including the ABCs—affect, behavior, and cognition—apply to the study of stereotyping, prejudice, and discrimination, and social psychologists have expended substantial research efforts studying these concepts (
[Figure 12.1](https://open.lib.umn.edu/socialpsychology/part/chapter-12-stereotypes-prejudice-and-discrimination/#stangorsocial_1.0-ch12_f01)). The cognitive component in our perceptions of group members is the stereotype—the positive or negative beliefs that we hold about the characteristics of social groups. We may decide that “Italians are romantic,” that “old people are boring,” or that “college professors are nerds.” And we may use those beliefs to guide our actions toward people from those groups. In addition to our stereotypes, we may also develop prejudice—an unjustifiable negative attitude toward an outgroup or toward the members of that outgroup. Prejudice can take the form of disliking, anger, fear, disgust, discomfort, and even hatred—the kind of affective states that can lead to behavior such as the gay bashing you just read about. Our stereotypes and our prejudices are problematic because they may create discrimination—unjustified negative behaviors toward members of outgroups based on their group membership.

Although violence against members of outgroups is fortunately rare, stereotypes, prejudice, and discrimination nevertheless influence people’s lives in a variety of ways. Stereotypes influence our academic performance (Shapiro & Neuberg, 2007), the careers that we chose to follow (Zhang, Schmader, Forbes, 2009), our experiences at work (Fiske & Lee, 2008), and the amount that we are paid for the work that we do (Jackson, 2011; Wood & Eagly, 2010).

Figure 12.1

![The ABCs of social psychology (Affect, Behavior, and Cognition)](https://open.lib.umn.edu/app/uploads/sites/12/2015/04/bd4241eb08da4de692e6b975647f75a0.jpg)

Relationships among social groups are influenced by the ABCs of social psychology.

Stereotypes and prejudice have a pervasive and often pernicious influence on our responses to others, and also in some cases on our own behaviors. To take one example, social psychological research has found that our stereotypes may in some cases lead to stereotype threat—performance decrements that are caused by the knowledge of cultural stereotypes. Spencer, Steele, and Quinn (1999) found that when women were reminded of the (untrue) stereotype that “women are poor at math” they performed more poorly on math tests than when they were not reminded of the stereotype, and other research has found stereotype threat in many other domains as well. We’ll consider the role of stereotype threat in more detail later in this chapter.

In one particularly disturbing line of research about the influence of prejudice on behaviors, Joshua Correll and his colleagues had White participants participate in an experiment in which they viewed photographs of White and Black people on a computer screen. Across the experiment, the photographs showed the people holding either a gun or something harmless such as a cell phone. The participants were asked to decide as quickly as possible to press a button to “shoot” if the target held a weapon but to “not shoot” if the person did not hold a weapon. Overall, the White participants tended to shoot more often when the person holding the object was Black than when the person holding the object was White, and this occurred even when there was no weapon present (Correll, Park, Judd, & Wittenbrink, 2007; Correll et al., 2007).

Discrimination is a major societal problem because it is so pervasive, takes so many forms, and has such negative effects on so many people. Even people who are paid to be unbiased may discriminate. Price and Wolfers (2007) found that White players in National Basketball Association games received fewer fouls when more of the referees present in the game were White, and Black players received fewer fouls when more of the referees present in the game where Black. The implication is—whether they know it or not—the referees were discriminating on the basis of race.

I’m sure that you have had some experiences where you found yourself responding to another person on the basis of a stereotype or a prejudice, and perhaps the fact that you did surprised you. Perhaps you then tried to get past these beliefs and to react to the person more on the basis of his or her individual characteristics. We like some people and we dislike others—this is natural—but we should not let a person’s skin color, gender, age, religion, or ethnic background make these determinations for us. And yet, despite our best intentions, we may end up making friends only with people who are similar to us and perhaps even avoiding people whom we see as different.

![](https://www.sweetstudy.com/questions/psy-social-psychology-mile-5)

**Categorizationtextexcerpt.html**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/categorizationtextexcerpt-html)

**Recategorizationtextexcerpt.html**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/recategorizationtextexcerpt-html)

**WhenFavoritismDoesNotOccurtextexcerpt.html**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/whenfavoritismdoesnotoccurtextexcerpt-html)

**IngroupFavoritismandPrejudicetextexcerpt.html**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ingroupfavoritismandprejudicetextexcerpt-html)

**Stereotyping.html**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/stereotyping-html)

**ReducingPrejudiceandDiscriminationtextexcerpt.html**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/reducingprejudiceanddiscriminationtextexcerpt-html)

**## KeyTakeaways7.html**

– Beliefs about the characteristics of the groups and the members of those groups are known as stereotypes.
– Prejudice refers to an unjustifiable negative attitude toward an outgroup.
– Stereotypes and prejudice may create discrimination.
– Stereotyping and prejudice begin from social categorization—the natural cognitive process by which we place individuals into social groups.
– Social categorization influences our perceptions of groups—for instance, the perception of outgroup homogeneity.
– Once our stereotypes and prejudices become established, they are difficult to change and may lead to self-fulfilling prophecies, such that our expectations about the group members make the stereotypes come true.
– Stereotypes may influence our performance on important tasks through stereotype threat.

![](https://www.sweetstudy.com/questions/psy-social-psychology-mile-5)

**## KeyTakeaways8.html**

– Ingroup favoritism is a fundamental and evolutionarily functional aspect of human perception, and it occurs even in groups that are not particularly meaningful.
– Ingroup favoritism is caused by a variety of variables, but particularly important is self-concern: We experience positive social identity as a result of our membership in valued social groups.
– Ingroup favoritism develops early in children and influences our behavior toward ingroup and outgroup members in a variety of ways.
– Personality dimensions that relate to ingroup favoritism include authoritarianism and social dominance orientation—dimensions that relate to less ingroup favoritism include a desire to control one’s prejudice and humanism.
– There are at least some cultural differences in the tendency to show ingroup favoritism and to stereotype others.
– Changing our stereotypes and prejudices is not easy, and attempting to suppress them may backfire. However, with appropriate effort, we can reduce our tendency to rely on our stereotypes and prejudices.
– One approach to changing stereotypes and prejudice is by changing social norms—for instance, through education and laws enforcing equality.
– Prejudice will change faster when it is confronted by people who see it occurring. Confronting prejudice may be embarrassing, but it also can make us feel that we have done the right thing.
– Intergroup attitudes will be improved when we can lead people to focus more on their connections with others. Intergroup contact, extended contact with others who share friends with outgroup members, and a common ingroup identity are all examples of this process.

![](https://www.sweetstudy.com/questions/psy-social-psychology-mile-5)

**## milestone5ins.docx**

**Instructions**

**Milestone 5 Assessment**

Submit a document answering each of the following questions.

**Each** answer should be 200-250 words long and
**refer specifically to content from this section** **with in-text citations***.

You should NOT be using any external resources.

You submission must be in a .doc or .docx format which can be created through google docs

1. On which (if any) social categories do you categorize others? Why do you (or don’t you) categorize? Is your behavior fair or unfair to the people you are categorizing?

2. Consider some of the important social groups to which you belong. Do your group memberships lead to ingroup favoritism or even prejudice?

3. What are some of the ways that prejudice can be combated? Which do you think would be most successful? Why?

4. Have you ever confronted or failed to confront a person who you thought was expressing prejudice or discriminating? Why did you confront (or not confront) that person, and how did doing so make you feel?

*For this class, you can reference text excerpts like this:
(Jhangiani & Tarry 2022).

All text excerpts are from Jhangiani, R., & Tarry, H. (2022). If there is a quote or reference within a text excerpt; you include both the original author and year and the author and year of the work where quote/idea was found in the in-text reference. Add "as cited in" before the author in the in-text reference. For example – (Deutsch & Gerard, 1955, as cited in Jhangiani & Tarry, 2022).

Mini lectures/Key Takeaways like this:
(Leduc, Fall 2026)

And videos like this
(
_Title_ _of Video_, Youtube 2026)

**AI Use Disclosure**

Any use of AI must be disclosed with submissions

You should review
[UMPIs ACADEMIC AND ETHICAL GUIDELINES FOR AI USE](https://docs.google.com/document/d/1a-YO_XMW_K9wk2kUAHMDDsj6nsM6Abr8N-Tow25xzww/edit?tab=t.0)

The use of generative AI tools (e.g. Gemini, Co-Piot, ChatGPT, Dall-e, etc.) is permitted in this course for the following activities:

· Brainstorming and refining your ideas;

· Fine-tuning your research questions;

· Finding information on your topic;

· Drafting an outline to organize your thoughts and

· Checking grammar and style

**The use of generative AI tools is NOT permitted** in this course for the following activities:

· Impersonating you in classroom contexts, such as by using the tool to compose discussion board prompts assigned to you or content that you put into a Zoom chat.

· Completing group work that your group has assigned to you, unless it is mutually agreed upon that you may utilize the tool.

· Writing a draft of a writing assignment.

· Writing entire sentences, paragraphs or papers to complete class assignments.

**## TableofContents.html**

| |
| — |
| |
| PSY 200/SOC 200: Social Psychology//Social Psychology (2026 Fall) – Learning Outcome 5 – Stereotypes, Prejudice and Discrimination<br> <br>[1. Social Categorization – The Good, the Bad, and the Dangerous (mini-lecture](https://www.sweetstudy.com/questions/Social%20Categorization%20-%20The%20Good,%20the%20Bad,%20and%20the%20Dangerous%20(mini-lecture.html)<br>[2. Definitions (text excerpt)](https://www.sweetstudy.com/questions/Definitions%20(text%20excerpt).html)<br>[3. Categorization (text excerpt)](https://www.sweetstudy.com/questions/Categorization%20(text%20excerpt).html)<br>[4. Is Categorization Good or Bad? (text excerpt)](https://www.sweetstudy.com/questions/Is%20Categorization%20Good%20or%20Bad%20(text%20excerpt).html)<br>[5. Stereotyping (text excerpt)](https://www.sweetstudy.com/questions/Stereotyping.html)<br>[6. Key Takeaways/Mini-Lecture](https://www.sweetstudy.com/questions/Key%20Takeaways7.html)<br>[7. Ingroup Favoritism and Prejudice (text excerpt)](https://www.sweetstudy.com/questions/Ingroup%20Favoritism%20and%20Prejudice%20(text%20excerpt).html)<br>[8. When Favoritism Does Not Occur (text excerpt)](https://www.sweetstudy.com/questions/When%20Favoritism%20Does%20Not%20Occur%20(text%20excerpt).html)<br>[9. Reducing Prejudice and Discrimination (text excerpt)](https://www.sweetstudy.com/questions/Reducing%20Prejudice%20and%20Discrimination%20(text%20excerpt).html)<br>[10. Recategorization (text excerpt)](https://www.sweetstudy.com/questions/Recategorization%20(text%20excerpt).html)<br>[11. Key Takeaways/Mini Lecture](https://www.sweetstudy.com/questions/Key%20Takeaways8.html) |

**## IsCategorizationGoodorBadtextexcerpt.html**

### The Benefits of Social Categorization

The tendency to categorize others is normally quite useful. In some cases, we categorize because doing so provides us with information about the characteristics of people who belong to certain social groups (Lee, Jussim, & McCauley, 1995). If you found yourself lost in a city, you might look for a police officer or a taxi driver to help you find your way. In this case, social categorization would probably be useful because a police officer or a taxi driver might be particularly likely to know the layout of the city streets. Of course, using social categories will only be informative to the extent that the stereotypes held by the individual about that category are accurate. If police officers were actually not that knowledgeable about the city layout, then using this categorization would not be informative.

It has been argued that there is a kernel of truth in most stereotypes, and this seems to be the case. There is a correlation between how group members perceive the stereotypes of their own groups and how people from other groups perceive those same stereotypes (Judd & Park, 1993; Swim, 1994). This truth may come in part from the roles that individuals play in society. For instance, the stereotypes (which are held by many people) that women are “nurturing” and that men are “dominant” may occur in part because, on average, men and women find themselves in different social roles within a culture (Eagly & Steffen, 1984). In most cultures, men are more likely to be in higher-status occupations, such as doctors and lawyers, whereas women are more likely to play the role of homemakers and child-care workers. In this sense, the stereotypes are at least partly true for many of the members of the social category, in terms of their actual behaviors. Because men are more likely to be leaders than are women, they may well be, on average, more dominant; and because women are more likely to take care of children, they may, on average, act in a more nurturing way than do men.

On the other hand, we sometimes categorize others not because it seems to provide more information about them but because we may not have the time (or the motivation) to do anything more thorough. Using our stereotypes to size up another person might simply make our life easier (Macrae, Bodenhausen, Milne, & Jetten, 1994). According to this approach, thinking about other people in terms of their social category memberships is a functional way of dealing with the world—things are complicated, and we reduce complexity by relying on our stereotypes.

### The Negative Outcomes of Social Categorization

Although thinking about others in terms of their social category memberships has some potential benefits for the person who does the categorizing, categorizing others, rather than treating them as unique individuals with their own unique characteristics, has a wide variety of negative, and often very unfair, outcomes for those who are categorized.

One problem is that social categorization distorts our perceptions such that we tend to exaggerate the differences between people from different social groups while at the same time perceiving members of groups (and particularly outgroups) as more similar to each other than they actually are. This overgeneralization makes it more likely that we will think about and treat all members of a group the same way. Tajfel and Wilkes (1963) performed a simple experiment that provided a picture of the potential outcomes of categorization. As you can see in
[Figure 12.4 “Perceptual Accentuation”](https://open.lib.umn.edu/socialpsychology/chapter/12-1-social-categorization-and-stereotyping/#stangorsocial_1.0-ch12_s01_s03_f01), the experiment involved having research participants judge the length of six lines. In one of the experimental conditions, participants simply saw six lines, whereas in the other condition, the lines were systematically categorized into two groups—one comprising the three shorter lines and one comprising the three longer lines.

Figure 12.4 Perceptual Accentuation

![Perceptual Accentuation: Lines C and D were seen as the same length in the noncategorized condition, but line C was perceived as longer than line D when the lines were categorized into two groups.](https://open.lib.umn.edu/app/uploads/sites/12/2015/04/a199519029ecfb91cbc46843f0028524.jpg)

Lines C and D were seen as the same length in the noncategorized condition, but line C was perceived as longer than line D when the lines were categorized into two groups. From Tajfel (1970).

Tajfel found that the lines were perceived differently when they were categorized, such that the differences between the groups and the similarities within the groups were emphasized. Specifically, he found that although lines C and D (which are actually the same length) were perceived as equal in length when the lines were not categorized, line C was perceived as being significantly longer than line D in the condition in which the lines were categorized. In this case, categorization into two groups—the “short lines group” and the “long lines group”—produced a perceptual bias such that the two groups of lines were seen as more different than they really were.

![](https://www.sweetstudy.com/questions/psy-social-psychology-mile-5)

**## SocialCategorization-TheGoodtheBadandtheDangerousmini-lecture.html**

In the sections in this module you will be exposed to some inconvenient and uncomfortable truths about being a social being. We can be really horrible to each other! Social Psychology has quite a lot to say about this.

Social Categorization serves an important purpose for us. Know who is us vs them gives us purpose, makes us comfortable and teaches important things. But in the worst case scenario (which unfortunately actually happens very frequently) it devolves into
[tribalism](https://www.merriam-webster.com/dictionary/tribalism)

When we categorize, we often tend to
[stereotype](https://www.merriam-webster.com/dictionary/stereotype) members of other groups. This is making broad sweeping assumptions about them. It is a short cut to what we believe to be knowledge about them.

Stereotypes can easily move on to
[prejudice](https://www.merriam-webster.com/dictionary/prejudice) wherein we develop negative feelings about members of another group. And then, that prejudice translates in
[discrimination](https://www.merriam-webster.com/dictionary/discrimination), behaviors that treat that group unfairly.

Categorization is grouping similar people together

Stereotyping is making assumptions of all members of a group

Prejudice is negative feelings about members of a group based on faulty information

Discrimination is action based on prejudice and stereotyping that has a negative effect on members of a group

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**## Definitionstextexcerpt.html**

Contemporary increases in globalization and immigration are leading to more culturally diverse populations in the United States and in many other countries. People from minority groups now account for over one third of the U.S. population, as well as most of the growth in its labor force. Older people are working longer, women are becoming more equally represented in a wide variety of jobs, and the ethnic mix of most occupations is also increasing (U.S. Census Bureau, 2011).

These changes will create many benefits for society and for the individuals within it. Gender, cultural, and ethnic diversity can improve creativity and group performance, facilitate new ways of looking at problems, and allow multiple viewpoints on decisions (Mannix & Neale, 2005; van Knippenberg & Schippers, 2007). On the other hand, as we have seen in many places in this book, perceived similarity is an extremely important determinant of liking. Members of culturally diverse groups may be less attracted to each other than are members of more homogeneous groups, may have more difficulty communicating with each other, and in some cases may actively dislike and even engage in aggressive behavior toward each other.

The principles of social psychology, including the ABCs—affect, behavior, and cognition—apply to the study of stereotyping, prejudice, and discrimination, and social psychologists have expended substantial research efforts studying these concepts (
[Figure 12.1](https://open.lib.umn.edu/socialpsychology/part/chapter-12-stereotypes-prejudice-and-discrimination/#stangorsocial_1.0-ch12_f01)). The cognitive component in our perceptions of group members is the stereotype—the positive or negative beliefs that we hold about the characteristics of social groups. We may decide that “Italians are romantic,” that “old people are boring,” or that “college professors are nerds.” And we may use those beliefs to guide our actions toward people from those groups. In addition to our stereotypes, we may also develop prejudice—an unjustifiable negative attitude toward an outgroup or toward the members of that outgroup. Prejudice can take the form of disliking, anger, fear, disgust, discomfort, and even hatred—the kind of affective states that can lead to behavior such as the gay bashing you just read about. Our stereotypes and our prejudices are problematic because they may create discrimination—unjustified negative behaviors toward members of outgroups based on their group membership.

Although violence against members of outgroups is fortunately rare, stereotypes, prejudice, and discrimination nevertheless influence people’s lives in a variety of ways. Stereotypes influence our academic performance (Shapiro & Neuberg, 2007), the careers that we chose to follow (Zhang, Schmader, Forbes, 2009), our experiences at work (Fiske & Lee, 2008), and the amount that we are paid for the work that we do (Jackson, 2011; Wood & Eagly, 2010).

Figure 12.1

![The ABCs of social psychology (Affect, Behavior, and Cognition)](https://open.lib.umn.edu/app/uploads/sites/12/2015/04/bd4241eb08da4de692e6b975647f75a0.jpg)

Relationships among social groups are influenced by the ABCs of social psychology.

Stereotypes and prejudice have a pervasive and often pernicious influence on our responses to others, and also in some cases on our own behaviors. To take one example, social psychological research has found that our stereotypes may in some cases lead to stereotype threat—performance decrements that are caused by the knowledge of cultural stereotypes. Spencer, Steele, and Quinn (1999) found that when women were reminded of the (untrue) stereotype that “women are poor at math” they performed more poorly on math tests than when they were not reminded of the stereotype, and other research has found stereotype threat in many other domains as well. We’ll consider the role of stereotype threat in more detail later in this chapter.

In one particularly disturbing line of research about the influence of prejudice on behaviors, Joshua Correll and his colleagues had White participants participate in an experiment in which they viewed photographs of White and Black people on a computer screen. Across the experiment, the photographs showed the people holding either a gun or something harmless such as a cell phone. The participants were asked to decide as quickly as possible to press a button to “shoot” if the target held a weapon but to “not shoot” if the person did not hold a weapon. Overall, the White participants tended to shoot more often when the person holding the object was Black than when the person holding the object was White, and this occurred even when there was no weapon present (Correll, Park, Judd, & Wittenbrink, 2007; Correll et al., 2007).

Discrimination is a major societal problem because it is so pervasive, takes so many forms, and has such negative effects on so many people. Even people who are paid to be unbiased may discriminate. Price and Wolfers (2007) found that White players in National Basketball Association games received fewer fouls when more of the referees present in the game were White, and Black players received fewer fouls when more of the referees present in the game where Black. The implication is—whether they know it or not—the referees were discriminating on the basis of race.

I’m sure that you have had some experiences where you found yourself responding to another person on the basis of a stereotype or a prejudice, and perhaps the fact that you did surprised you. Perhaps you then tried to get past these beliefs and to react to the person more on the basis of his or her individual characteristics. We like some people and we dislike others—this is natural—but we should not let a person’s skin color, gender, age, religion, or ethnic background make these determinations for us. And yet, despite our best intentions, we may end up making friends only with people who are similar to us and perhaps even avoiding people whom we see as different.

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attached – a month ago **files (1)** – ## UnitVIIIJournal.docx **## UnitVIIIJournal.docx** Unit VIII Journal Choose an occupational field (e.g., counseling, forensics, assessment), and discuss how you would use psychology as a professional in that field today. Locate a professional organization onli…

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– a month ago

**files (1)**

– ## UnitVIIIJournal.docx

**## UnitVIIIJournal.docx**

Unit VIII Journal

Choose an occupational field (e.g., counseling, forensics, assessment), and discuss how you would use psychology as a professional in that field today. Locate a professional organization online that is dedicated to your chosen field and report briefly on its mission. What history from Units I–VII helped to shape your chosen branch of psychology?

Your journal entry must be at least 200 words in length. No references or citations are necessary.

**## UnitVIIIJournal.docx**

Unit VIII Journal

Choose an occupational field (e.g., counseling, forensics, assessment), and discuss how you would use psychology as a professional in that field today. Locate a professional organization online that is dedicated to your chosen field and report briefly on its mission. What history from Units I–VII helped to shape your chosen branch of psychology?

Your journal entry must be at least 200 words in length. No references or citations are necessary.

November 6, 2026
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