Being apart of a group or crowd can change behavior because individuals form attitudes based on the collective nature of the group. According to Branscombe (2016), deindividuation indicates a psychological state characterized by reduced self-awareness, brought on by external conditions such as being an anonymous member of a large crowd. Many people just want to fit into the crowd, which makes them act in a way to be accepted by the crowd. In most cases, no one wants to feel like the odd ball in crowd. Deindividuation leads to greater normative behavior, for instance, when we are part of a large crowd we are more likely to obey the norms of this group (Branscombe, 2016). Deindividuation can lead to positive outcomes if the group is non destructive. If a person attaches themselves to a productive group with positive influence, it could be a good thing for the members involved. Experiencing deindividuation does not necessarily lead to negative or harmful behaviors, It simply increases the likelihood that crowd members will follow the norms of the group, which might be of “showing respect” (Branscombe, 2016). A way to encourage members of a crowd to behave in line with their normal values, is by reminding them that their true responses could indeed influence another in the group to gain a more positive perspective. After viewing an individual’s performance over different questions, some people are more likely to be affected by social influence than others (Granovskiy, 2015). To ensure they are not affected in a less than positive way, being themselves will assist them in not be influenced heavily.

 

7-2 KK (200 words with 1 reference)

Deindividuation is a term utilized to express a psychological state described by decreased self-awareness created on by foreign conditions such as being a unidentified representative of a vast group (Branscombe & Baron, 2016). Originally, deindividuation represented that being in a vast crowd causes individuals unidentified and causes them appear less guilty for their efforts which can support standoffish conduct; however, more recent analysis indicates that deindividuation actually contributes to higher normative action (Branscombe & Baron, 2016). When we are a part of a vast group, we are very inclined to adhere to the rules of that group, nevertheless what those rules might be. Being a part of a vast group and having individuation appears not necessarily mean that negative results will derive from it and the text gives examples of being in vast crowds that are looking at times of silence for someone or groups of individuals demonstrating appreciation and quietly weeping (ie: mass murder sites like school shootings) (Branscombe & Baron, 2016). Alternative examples the text gives as a case is serious events and working with one another to achieve a goal-rescuing individuals trapped in a construction (Branscombe & Baron, 2016). We can inspire members of a crowd to act in line with their typical values when we keep each individual liable for their acts and make it known that they will be.

 

7-1 KK (200 words with 1 reference)

Groupthink takes place when a group of well-intentioned individuals create unreasonable or non-optimal choices that are driven by the impulse to comply or the discouragement of resistance. This ambiguous or incomplete consent may be incited by a plan or solely because group members value peace and integrity above logical understanding. In a groupthink case, group members avoid expressing fears and judgments or disagreeing with the harmony. In the interest of establishing a judgment that promotes their group purpose, members may avoid any proper or moralistic consequences. The variables across individual conflicts among people have the qualities that individuals have toward hostility (Cherry, 2018).

Several elements can affect this psychological experience. It tends to take place more in cases where group members are particularly similar to one another and it is very feasible to take place when a forceful and appealing leader directions the group. Cases where the group is put under severe stress or where moral problems occur further raise the manifestation of groupthink (Cherry, 2018).

Invite individuals from diverse divisions, specifically those who will be influenced by results being carried out. Even if they can’t show up to the session, contact others within the company to learn their criticism – they won’t be affected by the group’s views and may be extremely inclined to give independent points of view and suggestions.

Plan for it, any risk strategy should consist of a means to observe and cut developing groupthink. It doesn’t mean you expect the group will break down – but that it’s desirable to deal with the issue right away rather than avoid it.

For this assignment, you are going to gather some data and discuss your results. Interview or survey 10 people and ask each person the first three terms or words that come to mind when they think of each of these age groups (so each interviewee will give you 12 words):

• Children
• Teenagers
• Middle-Aged Adults
• Senior Citizens

After completing your survey, you should then have 30 words for each age group. (Some will be repeats.) Look at each word and determine what kind of connotation it has: Is it positive (P), negative (N), or neutral (O)? Mark each word. Look at the frequency of the most used terms and also the distribution of P, N, & O.

Discuss the results of your survey. Include answers to the following questions:

• Which words were mentioned most frequently for each age group? Were they mostly P, N, or O?
• Do the words get more negative as you move from children to senior citizens or more positive? Or is there no change as you move up each age group?
• Many of these words will be stereotypes to describe each age group. Where do these stereotypes come from? Cite from your readings and/or outside sources (include APA formatted, in-text citations) to support your statements.
• How do negative stereotypes affect individuals in each stage of life? Provide an example and cite your source(s) with APA-formatted, in-text citations.

Your assignment should consist of one page with your survey results and another 2 pages in which you discuss your results, for a total of 3 pages, double-spaced. You also need to include an APA-formatted reference page.

 

based on your researched literature review, you will evaluate further the extent of the problem related to your research topic. Choose which educational tool would be appropriate to address your research problem to an audience either by presenting a training (train) or webinar (inform). You will consider the topic issue, the purpose, and the target audience to illuminate. Designing a training or webinar is like mapping out a road trip or creating a journey.

Once you have determined which method you will present, submit your proposal for this presentation to address some questions accordingly.

To do this, you will start by considering the information you plan to cover in your presentation.

Be sure to consider the following questions as you develop your outline:

1. Indicate the purpose of the presentation.
   1. Identify your target audience and provide rationalization of this selection (how it fits the problem and purpose; consider if there are any inclusion or exclusion criteria; and if they do exist, determine why they exist).
2. Identify the need/issue/gap.
   1. Address how developing a training or webinar on the issue can satisfy this need/issue/gap.
   2. Determine how the response to this issue will affect the design of the webinar or training activities and content exploration strategies.
3. Identify the outcomes expected from the presentation.
   1. To train others to be trainers? (Capacity building)
   2. To train/educate agencies or organizations on an emerging trend (assessments, tools, laws, change practices, EBP, etc.) or issue?
   3. To add to the body of prospectus around a certain subset of the issue?
   4. Other reasons?
4. Identify potential implications of your presentation for the audience and other systems involved (value and need for this presentation).

Then, you will create a comprehensive outline that you will use to develop your final presentation. Provide enough detail that a reader may discern the overall ideas your presentation will address. Answer the following questions to complete this assignment:

• General theme and subthemes: What knowledge and skill areas will be the focus of the training or webinar?
• Goals and objectives: What do you want participants to learn during the training or webinar? What will they leave knowing more about, or what new skills will they have acquired?
• Essential questions: What central questions should participants answer as the training or webinar unfolds?
• Summary of participant activities (this is more typical/applicable to training): How will participants accomplish training objectives and answer the questions in numbers 2 and 3 above? (e.g., small group discussions and projects, lectures, role-playing)
• Resources: What resources might you use to help participants accomplish the training or webinar objectives? (e.g., current research, discussions, encouragement)
• Assessment activities: How will others determine if participants a) have reached curriculum objectives identified in number 2 above, and b) can answer the questions in number 3?

Length: 2-3 pages, not including title and reference pages

References: Include a minimum of 10 scholarly resources.

The completed assignment should address all of the assignment requirements, exhibit evidence of concept knowledge, and demonstrate thoughtful consideration of the content presented in the course. The writing should integrate scholarly resources, reflect academic expectations and current APA standards, and adhere to Northcentral University’s Academic Integrity Policy.

Based on what you have learned in class thus far and on the research on the WEB, write a unified and clear discussion. You are expected to consult outside sources to go beyond what has been presented in class.

 

 

1. Post your answer as established by your instructor on the course calendar. Your comments must be written in your own words. You can offer examples and quotes to support your proposals. Citations of other authors must be adequately documented (author’s name, title, date, etc.).

 

1. Your reaction may be based on personal experiences, study material, or additional information obtained from the  Online Library (Links to an external site.)  or others and may include:

· Some understanding is received from what is published that synthesizes the information and offers new perspectives or suggestions.

· The validation or rejection of the idea (supported by your experience or research).

· New information broadens, adds, or contrasts perspectives (based on reading and evidence).

2. Remember that your work must be original and not contain material copied from books or the internet. You must respect the intellectual property of the authors and not commit plagiarism.

3. Examine the criteria used to evaluate your assignment to find out how to get the highest grade for your work. The assignments are graded or evaluated through rubrics or the distribution of points.

4. Before submitting your entry, read your message several times. This will ensure that it contains the exact information you want to communicate.

 

· Contribute a minimum of 200 words to the initial post. It should include at least one academic source, formatted and cite in APA.

This week we will discuss the concept of ‘Theory of Mind.’

Read this article and watch the associated videos:  https://nobaproject.com/modules/theory-of-mind#abstract

1. Now, recall a situation in which you tried to infer what a person was thinking or feeling but you just couldn’t figure it out, and recall another situation in which you tried the same but succeeded. Which tools were you able to use in the successful case that you didn’t or couldn’t use in the failed case?

2. In the near future we will have robots that closely interact with people. Which theory of mind tools should a robot definitely have? Which ones are less important? Why?

 

 

 

 

 

Classmate 1

This topic is pretty apropos for a situation I encountered tonight. I was in the kitchen making dinner, and my daughter came up to me and just stood there and stared at me. It was after school, before dinner, but after a small snack. I knew what she was about to ask me, and I said, “no.” I thought she would ask if she could watch TV before dinner, and I preemptively said no. She just looked at me confused and said, “what?” “No, you cannot watch TV right now,” I said. She replied, “I was just going to ask what was for dinner.” I felt pretty small, but I felt like I had been in that situation before and knew exactly what she would say. When she said something different, I was pretty shocked. I had misread her goal, what was for dinner. The context around the situation led me to believe the goal was TV.

There have been other times when I have been on a team for a long time when we could look at each other and know exactly what to do next. Projection is likely the culprit in this instance. My teammates and I are seeking the same goal, have had the same background (in that situation and context), and are placed in the same environment.

Empathy is something that robots would need to have. I was trying to cancel a contract that my mother-in-law had, and I told the “person” on the other end of the chat that she was no longer with us. That person then asked if she had considered a different plan. After saying the same thing back to the person, a similar response came back. It was not until the third time that there was a distinct difference in the reply, and I could tell it was a human. Sympathy and empathy were exuded from the text, and the tone changed completely. If robots cannot understand emotions, humans will feel sensitivities, which will create distrust between the two. I think joint attention would be hard to achieve; the robots and humans can look or hear the same thing, but it will be processed differently.

 

 

Classmate 2

Week 5 Memory

1. Now, recall a situation in which you tried to infer what a person was thinking or feeling but you just couldn’t figure it out, and recall another situation in which you tried the same but succeeded. Which tools were you able to use in the successful case that you didn’t or couldn’t use in the failed case?

In the cases where I have been successful in inferring a person’s thoughts and feelings, I have engaged automatic empathy and simulation. By pausing to access my own feelings when interacting with someone I can differentiate my mood prior to interacting with a person and during the interaction. This can give a baseline to how a person is feeling. Simulation has helped me to draw on my own mental state to frame what another person may be feeling given a specific situation. When I have “misread” or misunderstood a person, many times it has been a result of projection. Too often, I have made assumptions about a person’s perceptions of an issue or situation and ended up causing embarrassment, tension, or offense.

2. In the near future we will have robots that closely interact with people. Which theory of mind tools should a robot definitely have? Which ones are less important? Why?

As artificial intelligence and robotics advance and applications become more accessible and common in the world, many of the theory of minds tools are important to the robot/person interaction but much depends on the role or job of the robot. First, the robot must have humanlike features for the person to begin a humanlike interaction with this accomplished the robot should be able to identify agents and recognize the agent’s goals. It less important that a robot differentiate between intentional and unintentional if the robot is performing a service like making coffee or assisting with grocery checkout. Mimicry and synchrony can put a person at ease and build connection this would be important if a robot’s function was to help in a medical settling such as taking blood pressure and temperature. Automatic empathy seems so distinctively human and except for chimpanzees, other animals do not demonstrate this behavior. It would be unnecessary for a robot to have this tool. Joint attention is important for a robot who is interacting in more complex ways with humans because of shared engagement and an understand of an object meaning. Stimulation and projection are tools that robots would benefit from not having because it without them. There is a sense of objectivity and lessens misinterpretations. Finally, it is not a robot’s job to be able understand by inference a person’s mental state. This can be achieved by asking questions and processing data.