Individual & Group Differences in Learning and Behavior

Individual & group
DIFFERENCES
in learning and behavior
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Compare the “The third wave”, “Little Albert” and “The Stanford Pris
on Experiment”. What are the common things of them?
All these experiments have in common the external influence and the external pressure towards indiv
idual or towards group. By understanding human weaknesses, we can design a series of offensive ex
ploits or devise a campaign of influence to subvert and subdue the human willpower and cognition. A
s well, defensive measures to detect, react and rectify, can be designed to defuse and disarm the ex
ploits.
History had told us that Goebbels and Bernays et al had implemented exploits to reach their political
and commercial objectives. Humans, unbeknownst of their own flaws and vulnerabilities, can be led t
o fulfill the agendas of those who can engineered them either malicious or out of beneficence. In eith
er case, we must be vigilantly aware and guarded.
This should also lead us to question and re-question ourselves if we really are `who` we think we are,
or merely `what` the society had made us to fit in order to be.
What is the meaning of polarization processes?
In psychological terms, polarization processes describe movement in individuals'

views toward opposite extremes. ... That movement to more extreme positions is
said to reflect polarization because each side has moved to a more extreme pole
or endpoint on the relevant continuum.
What are the common things and main differences betw
een the Stanford and the Third Wave psychological exper
iments?
Differences
The purpose was different
( Stanford - explaining how important t he social roles are and the power of t
he situation
Third wave - mainly explaining how everyone can obey to an authority)
Subjects
( Stanford – people who were paid to do that
Third wave – students )
Similarities
Cronology – both experiments lasted due to 5 and 6 days.
Conclusions are similar
What does responsibility and autonomy mean in psychology? In y
our opinion, why these terms are controversial?
In developmental psychology and moral, political, and bioethical philosophy, a
utonomy is the capacity to make an informed, uncoerced decision. ... Autonom
y can
also be defined from a human resources perspective, where it
denotes a (relatively high) level of discretion granted to an
employee in his or her work.
Psychological Responsibility is a responsibility that organisations place on each

individual in the workforce to remain psychologically well and to ensure they d
o no
psychological harm to anyone else. ... The aim is for the individual to remain
psychplogically well.
In my opinion, these terms are controversial because everyone understands the

m differently, therefore, everyone behaves differently according to them.
Read the post of Cherry (2019) “Individualistic Cultures a
nd Behavior ” https://www.verywellmind.com/what-are-in
dividualistic-cultures-2795273 . Describe the main differe
nces in learning and behavior of people, those backgrou
nd is in individualistic cultures and compare them with p
eople from collectivist cultures.
A few common characteristics of individualistic cultures include:
Individual rights take center stage
Independence is highly valued
Being dependent upon others is often considered shameful or embarrassing
People tend to be self-reliant
The rights of individuals tend to take a higher precedence
People often place a greater emphasis on standing out and being unique
Uniqueness
Independence
Self-sufficiency
Autonomy
A few common traits of collectivistic cultures include:
Social rules focus on promoting selflessness and putting the community need
s ahead of individual needs
Working as a group and supporting others is essential
People are encouraged to do what's best for society
Families and communities have a central role
Greater emphasis on common goals over individual pursuits
List the names, scope, objectives and outcomes of the classical psychological expe
riments. You can find more information on https://www.verywellmind.com/classic-
psychology-experiments-2795257
Name Scope Objectives Outcomes

Harlow’s Rhesus Monkey infant monkeys were separated importance of love for healthy maternal bonds were about
from their mothers immediately childhood development much more than simply
after birth and placed in an providing nourishment and that
environment where they had
comfort and security played a
access to either a wire monkey
major role in the formation of
"mother" or a version of the faux-
mother covered in a soft-terry attachments.
cloth.
Pavlov’s Classical Pavlov was actually studying the certain responses could be Pavlov's experiments with dogs
digestive systems of dogs when he conditioned by associating a established classical
Conditioning noticed that his subjects began to previously neutral stimulus with conditioning.
salivate whenever they saw his lab
a stimulus that naturally and
assistant.
automatically triggers a
response.
The Asch Conformity students were told that they demonstrate the powers of
conformity could be both a
were taking a vision test and conformity in groups
were asked to identify which of powerful and subtle influence
Name Scope
Objective Outcomes
Skinner's Operant the Skinner Box where an how behavior can be behavior can be reinforced to
animal, often a rodent, would reinforced to be repeated or be repeated or weakened to
Conditioning
be given a food pellet or an weakened to be extinguished be extinguished
electric shock. A rat would
learn that pressing a level
delivered a food pellet. Or, the
rat would learn not to press
the lever if doing so delivered
an electric shock.
Milgram’s Obedience In Milgram's experiment, how far people were willing to 65 percent of participants
participants were asked to go in order to obey the were willing to deliver the
deliver electrical shocks to a commands of an authority maximum level of shocks
"learner" whenever an figure despite the fact that the
incorrect answer was given. In learner seemed to be in
reality, the learner was actually serious distress or even
a confederate in the unconscious.
experiment who pretended to
be shocked.
The Stanford Prison cast regular students in the behaviors are heavily behavioral expectations placed
roles of prisoners and prison influenced by the power of on people cast in different
the situation roles.
How do you think, are the clasical psychological experim
ents actual in our days? If yes or/and no, please prove yo
ur arguments.
I think that they are actual because the general behavior of people didn’t change
Through history. And classical experiments help us to find out why do people do
the things they do? What factors influence how personality develops? And how d
o our behaviors and experiences shape our character?And experimental methods
allow researchers to create and empirically test hypotheses. By studying such que
stions, researchers can also develop theories that enable them to describe, explai
n, predict, and even change human behaviors.
For example, researchers might utilize experimental methods to investigate why p
eople engage in unhealthy behaviors. By learning more about the underlying reas
ons why these behaviors occur, researchers can then search for effective ways to
help people avoid such actions or replace unhealthy choices with more beneficial
ones.

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Individual & group

ALLPPT.com _ Free PowerPoint Templates, Diagrams and Charts

In psychological terms, polarization processes describe movement in individuals'

Psychological Responsibility is a responsibility that organisations place on each

In my opinion, these terms are controversial because everyone understands the

Name Scope Objectives Outcomes

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