All of us have an understanding about our society and we are able to predict successfully the behavior of others. So if we all already know about the psychology of other beings, why should anyone study social psychology! There are of course several good reasons why it seems useful to study social psychology:

1. Although we are all social psychologist, we are imperfect social psychologists. We can be surprisingly accurate in understanding and predicting the behavior of others, but there are obviously many instances when we are inaccurate. Have you ever bought together two mutual friends who have common interests and similar personalities, predicting that they would really “hit it off,” only to discover later that neither one could tolerate the other? Our discover courts are packed with couples whose problem can often be traced to a gross failure in their ability to predict and understand their behavior and interaction. Many social programs whose aim is to relieve poverty, reduce prejudice and crime and develop harmony among people have been catastrophic failures because their originators had a woefully inadequate understanding of the basic principles of social interaction.

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2. Even if one could be accurate in understanding and predicting the behavior of a given individual, understanding social behavior is much more difficult because of interaction. Knowing separate individuals is not the same as knowing how these individuals will interact. When two persons come together, they may use their separate knowledge and skills to outsmart one another, or their mutual concern may lead to an imperfect outcome for both. When three persons interact, prediction and understanding are even more difficult: two persons can form a coalition against the third, or one person can play the other two off against each other, or the three can unite or compete in any of various combinations. How many times have small retail stores failed because each owner tried to increase profits by lowering prices there by starting a price war and a pattern of accelerating mutual loss? How many life boats lowered from a sinking ship have capsized because too many passengers – each acting is desperation – tried to climb on board? Many committees made up of relatively mediocre persons have produced a superior product, while other committees made up of outstanding persons have produced disasters. To understand these successes and failures, some of the tools provided by social – psychological theory and research are helpful.

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3. The fact that some people are more effective than others in understanding and predicting social behavior is a matter of considerable political and social importance. There is always the danger that those who acquire great social – psychological skills will use them selfishly or to harm others. At times such social – psychological skills are misused by a manipulator who mistakenly believes he or she is acting in the best interests of everyone. Another reason for studying social psychology is thus to acquire a better understanding of the methods used by more powerful or knowledgeable individuals and groups to influence others. By developing a systematic statement of our social – psychological knowledge – using scientific data – we can encourage the widespread sharing of social skills for the benefit of all.

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4. Finally a great deal of satisfaction can be gained by developing a clear statement of how people affect one another – giving structure and substance to our understanding of one another. We hope that a careful presentation of social – psychological theory and research can offer some of the same satisfaction that comes from an exciting novel, a well executed painting, or a carefully constructed musical composition that provide beauty, pleasure and fresh insight.

So if you feel you can be the one go ahead as the country needs you.

Tags BEHAVIOR FEELINGS INTERACTIONS PSYCHOLOGY SOCIAL THOUGHTS

What is social psychology?

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• Metaphor (redirect from Tenor and Vehicle)

  contorted and barren shape, evoking a feeling of strain and distress. Nonlinguistic metaphors may be the foundation of our experience of visual and musical

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• Body language (section Cultural equivalence model)

  language, but also in other areas. The idea behind using it is as a nonlinguistic input. It can be used to guide, hint, or urge a student towards the

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• Symbolic communication (section Models of Communication)

  communication as well as symbolic. While nonverbal communication is nonlinguistic and does not make use of words, there are certain systems designed for

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• Nonverbal communication (redirect from Nonverbal and Gestural Communication)

  Nonverbal communication (NVC) is the nonlinguistic transmission of information through visual, auditory, tactile, and kinesthetic (physical) channels. Nonverbal

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• P600 (neuroscience)

  "language-specific," but "can be elicited in nonlinguistic (but rule-governed) sequences." Dependencies and complexity Some studies have found a P600 elicited

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• Bootstrapping (linguistics) (section Prosodic cues for clauses and phrases)

  verbally and through nonlinguistic cues. They include hand gestures, eye movement, a speaker's focus of attention, intentionality, and linguistic context

  34 KB (4,472 words) - 23:49, 12 October 2019.

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• Eye movement

  page in fixations and saccades, picking up and processing coded meanings. However, music is nonlinguistic and involves a strict and continuous time constraint

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The National Science Foundation (NSF) is a United States government agency that supports fundamental research and education in all the non-medical fields of science and engineering. Its medical counterpart is the National Institutes of Health. With an annual budget of about US$7.8 billion, the NSF funds approximately 24% of all federally supported basic research conducted by the United States' colleges and universities. In some fields, such as mathematics, computer science, economics, and the social sciences, the NSF is the major source of federal backing.

the social sciences,

fields, such as

mathematics, computer science, economics, and

the social sciences, the NSF

The National Science Foundation (NSF)

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See also

• Systems science portal

• Philosophy portal

• Psychology portal

• Education portal

• Creative problem-solving

• Critical systems thinking

• Conceptual model

• Double-loop learning

• Fallacy of misplaced concreteness

• Function model

• Higher order thinking

• Knowing and the Known

• Mental model

• Metamodeling

• Model-dependent realism

• Pattern language

• Pedagogical patterns

• Perspective (cognitive)

• Problem solving

• Structure chart

• Systems analysis

• Systems theory

• Theory of everything § Arguments against a theory of everything

• View model

• World Hypotheses

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• DSRP (section Tactile manipulatives and DSRP diagrams)

  knowledge more effectively when information is presented in linguistic and nonlinguistic formats.[citation needed] With continued use, the method is supposed

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• Eye movement in music reading (section Peripheral visual input)

  system of music nonlinguistic; it involves what is apparently a unique combination of features among human activities: a strict and continuous time constraint

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• Motor theory of speech perception (section Origins and development)

  observed with door slams. The McGurk effect can also be achieved with nonlinguistic stimuli, such as showing someone a video of a basketball bouncing but

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• Temporal envelope and fine structure

  J. (August 2010). "Cochlear Implant-Mediated Perception of Nonlinguistic Sounds". Ear and Hearing. 31 (4): 505–514. doi:10.1097/AUD.0b013e3181d99a52.

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Presentation Transcript

1. Nonlinguistic Representations Tommy Galletta Justin Henderson Erin Morris Leigh Daley

2. Research on Learners • 18% are auditory learners • 32% are visual learners • 25% are tactile learners • 25% are kinesthetic learners which means that greater than 50% of learners are nonlinguistic

3. Brain Enrichment Variables • Challenge • Novelty • Feedback • Coherence • Time

4. QUESTIONS • What is nonlinguistic representation? • What are the six patterns of nonlinguistic representation? • How do we teach nonlinguistic representation to our students?

5. What is nonlinguistic representation? • It is an imagery mode of representation • The imagery mode is expressed as mental pictures and physical sensations such as smell, taste, touch, kinesthetic association, and sound • A way to raise percentiles by 27 points

6. How to Use Nonlinguistic Representation • Graphic organizers • Make Physical Models • Generate Mental Pictures • Draw Pictures and Pictographs • Engage in Kinesthetic Activity

7. Descriptive Patterns Time-Sequence Patterns Process/Cause-Effect Patterns Episode Patterns Generalization/Principle Patterns Concept Patterns Patterns of nonlinguistic representation

8. Descriptive Patterns • They can be used to represent facts about specific persons, places, things, and events. • The information does not need to be in any particular order.

9. FACT FACT TOPIC FACT FACT FACT

10. Time-Sequence Patterns • Organize events in a specific chronological order

11. Event Event Event Event Event

12. Process/Cause-Effect Patterns • Organize information into a casual network leading to a specific outcome or into a sequence of steps leading to a specific product

13. EFFECT

14. Episode Patterns • Organize information about specific events including: - a setting (time and place) - specific people - specific duration - specific sequence of events - particular cause and effect

15. DURATION PLACE TIME EPISODE EFFECT CAUSE PERSON PERSON PERSON

16. Generalization/Principal Patterns • Organize information into general statements with supporting examples

17. Principle Example Example Example

18. Concept Patterns • The most general of all patterns • Organize information around a word or phrase that represents entire classes or categories of persons, places things, and events

19. Example CHARACTERISTIC CONCEPT CHARACTERISTIC CHARACTERISTIC Example Example Example Example Example Example

20. Make Physical Models • Concrete representation of the knowledge that is being learned • Souvenirs/tokens • 3D models – dioramas • File folder reviews

21. Draw Pictures and Pictographs • Symbolic pictures that represent the knowledge that has been learned • Flip books • Illustrate vocabulary

22. Engage in Kinesthetic Activity • Physical movement associated with knowledge generates a mental image of the knowledge in the mind • Finger plays • Role playing/charades • Elkonin boxes • Hand/body movements

23. QUESTIONS ?

24. Resources • Organizers Galore!!http://www.eduplace.com/kids/hme/k_5/graphorg/index.html • Interactive organizers http://www.readwritethink.org/materials/storymap/ • Souvenirs http://classroom.jc-schools.net/read/Souvenirs.htm • Amazing stuff http://home.att.net/~teaching/langarts.htm

25. Bibliography • Heidorn, P.Bryan, “Image Retrieval as Linguistic and Nonlinguistic Visual Model Matching” Library Trends, Vol. 48 n2, pages 303-325, Fall 99. • Leonard, Laurence B. “Language Impairment in Children” Merrill-Palmer Quarterly, Vol. 25 n3, page 205-232, July 1979. • Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development.

26. “Actions speak louder than words”