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Article Reviews (Classic Studies in Psychology) Be aware that these articles have been published in professional journals; therefore, some of the language and terminology will be difficult. For each Classic Study you choose from the list below, write a 2-3 page Article Review (i.e., type written, double spaced, one inch margins, 12 point font) that includes, and has clearly labeled, the following sections: Critique and Analysis. Provide a critique and analysis of the article that demonstrates that you understood it, thought about it, and reacted to it. Below you will find a list of topics that you may want to discuss in your critique and analysis (you may come up with your own as well). Keep in mind, however, that these are just examples and you are not expected, nor is it desirable, to address all of these items. Instead, it is far more desirable to address a couple of issues in more depth rather than attempting to briefly comment on everything. ♦ What is your overall reaction to the article (and/or to the main themes, issues, theories, conclusions drawn, etc.)? ♦ What did you learn? ♦ How does the article relate to what you are studying in PSY101? ♦ What questions did the article raise in your mind? Why? ♦ What are the implications (or relevance) of the article for the field of psychology and/or society in general? ♦ Why do you think this article is considered a classic study in the field of psychology? ♦ (For research-based articles) What are the strengths and weaknesses of the experimental design? Comment on any ethical issues involved? What further research do you think is needed? Extra credit for Article Reviews – a maximum of 2 points will be awarded for each Article Review, based on your grade (i.e., 2 points for a grade of A or A-, partial credit for all other passing grades, NO credit for failing grades) Note that copies of the articles are available either online at the SCCC Library website or from the instructor, as indicated below. Asch, S.E. (1953). Opinions and social pressure. Scientific American, 193, 31-35. (Note: demonstrated that a person`s behavior could be manipulated by applying group pressure to conform; available from the instructor.) Bandura, A., Ross, D., and Ross, S.A. (1961). Transmission of aggression through imitation of aggressive models. Journal of Abnormal and Social Psychology, 63, 575-82. (Note: demonstrated that aggressive behavior can be learned through simply observing and imitating the behavior of others; available online.) Darley, J.M., and Latane, B. (1968). Bystander intervention in emergencies: Diffusion of responsibility. Journal of Personality and Social Psychology, 8, 377-83. (Note: demonstrated that bystander apathy is largely determined by the number of people who witness an event rather than indifference to the victim; available online.) Harlow, H.F. (1959). Love in infant monkeys. Scientific American, 200, 68-74. ((Note: using monkeys, demonstrated that the need for love and affection, as defined by contact comfort, are primary needs just as strong as or even stronger than those of hunger and thirst; available from the instructor.) Holmes, T.H., and Rahe, R.H. (1967). The social readjustment rating scale. Journal of Psychosomatic Research, 11, 213-18. (Note: developed a written scale to measure life stress and then demonstrated how life stress is related to a person`s health; available from the instructor.) Loftus, E.F. (1979) The malleability of human memory. American Scientist, 67(3), 312-20. (Note: summarizes a series of experiments that demonstrated that human memories can be altered by new, sometimes false and misleading information; available from the instructor.) Milgram, S. (1963). Behavioral study of obedience. Journal of Abnormal and Social Psychology, 67, 371-78. (Note: demonstrated that people have a tendency to obey authority figures, even if it involves harming others and violating their own codes of moral and ethical behavior; available online.) Rosenhan, D.L. (1973). On being sane in insane places. Science, 179, 250-58. (Note: demonstrated that mental health providers were not able to identify perfectly normal ‘pseudopatients` who were voluntarily hospitalized; available from the instructor.) Rosenthal, R., and Jacobson, L. (1968). Teachers` expectancies: Determinates of pupils` I.Q. gains. Psychological Reports, 19, 115-18. (Note: the famous “Pygmalion study` which demonstrated that not only performance in school, but actual IQ scores of children, can be influenced by the expectations of teachers; available from the instructor.) Watson, J.B. and Rayner, R. (1920). Conditioned emotional reactions. Journal of Experimental Psychology, 3, 1-14. (Note: demonstrated that Little Albert could be conditioned to fear a rat and other furry animals and objects; available online.) Directions for finding articles online: a. Go to the SCCC Home Page/Library/Periodicals b. Under Select database, use the pull down menu and select psychARTICLES. c. Log in with your username and password. d. Once you`re at the EBSCO Host (Research Databases) page, use the search feature at the top of the page. Enter the last name of the author and the year that the article was published, and select author and date of publication respectively from the drop down menus. e. Click on Search and the article should be listed. f. Once you find the article you are searching for, click on “PDF Full Text” for a copy of the complete article.
Name:Course:Lecturer:Date:Topic: Darley, J.M., & Latane, B. (1968). Bystander intervention in emergencies: Diffusion of responsibility. Journal of Personality and Social Psychology, 8: 377-83. (Note: demonstrated that bystander apathy is largely determined by the number of people who witness an event rather than indifference to the victim; available online.) Department of PsychologyThe article mainly deals with the characteristics of the norms that affects people in the society by such social issues as misbehavior, obedience and failure t help others when they are in need just or the because we do not know them. The human being has been structured in such a way that they first work to develop themselves then tend to work at helping others. The sources of cognitive behavioral achievement are such that there is a general inhibition in the way that people react to emergencies that have been occasioned on strangers. Behavior and judgment creates a paradigm that people are able to associate with and increasingly holds one to different types of behavior. Social cognition is such that help those in need. It also shows the difficulty for example that exists when it comes to authority and helping people in need. There are different ways that different persons and traits have a link with their social behavior though affected by different phenomenon that makes the selfish nature exist for many persons and a different attitude to others. It is key to now that there ways in which people behave can be induced by different forms of social set ups and upbringing. There are two traditions that have been used for the social psychology and these are classic behavior and cognitive behavior based on the history of psychology...

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