Deze samenvatting de leerstof voor het tweede tentamen van het vak 'Psychologie van de communicator'. Op de eerste pagina zie de inhoud van de samenvatting. Literatuur geschreven in het Engels, heb ik ook in het Engels samengevat. Literatuur geschreven in het Nederlands, heb ik ook in het Nederland...
Samenvatting literatuur Psychologie van
de communicator (tentamen 2)
Inhoud
Social psychology and human nature: Chapter 7 Attudes, beliefs, and consistency............................4
What are attudes and why do people have them?...........................................................................4
What is the real attude?...............................................................................................................5
How attudes are formed?.................................................................................................................5
Consistency.........................................................................................................................................5
Money maters: Would you sell your soul for 1$?..........................................................................6
Food for thought: Would you eat a bug or a worm?......................................................................6
Do attudes really predict behaviors?................................................................................................6
The social side of sex: A-B inconsistency and erotc plastcity........................................................7
Social psychology and human nature: Chapter 8 Social infuence and persuasion.................................7
Two types of social infuence..............................................................................................................7
Techniques of social infuence............................................................................................................8
Persuasion..........................................................................................................................................9
Food for thought: Convert communicators and health messages................................................11
The social side of sex: Scared into safe sex?.................................................................................12
Resistng social infuence techniques...............................................................................................12
What makes us human? Putng the cultural animal in perspectve.................................................12
Social psychology and human nature: Chapter 14 Groups...................................................................12
What groups are and do...................................................................................................................12
The social side of sex: Is a marriage a group?...............................................................................13
Tradeofs: Diversity in groups.......................................................................................................13
Groups, roles and selves...................................................................................................................13
Group acton.....................................................................................................................................13
Conditoning and learning....................................................................................................................14
Two types of conditoning................................................................................................................14
Useful things to know about classical conditoning..........................................................................15
Useful things to know about instrumental conditoning..................................................................16
Putng classical and instrumental conditoning together.................................................................17
Observatonal learning.....................................................................................................................17
Eyewitness testmony and memory biases...........................................................................................17
What is eyewitness testmony?........................................................................................................17
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, Why is eyewitness testmony an important area of psychological research?...................................17
Misinformaton.................................................................................................................................17
Identfying perpetrators...................................................................................................................18
Kinds of memory biases....................................................................................................................18
False memory...................................................................................................................................18
Factors infuencing learning..................................................................................................................18
Introducton......................................................................................................................................18
Learners............................................................................................................................................18
Encoding actvites............................................................................................................................19
General principles of learning...........................................................................................................19
Forgetng and amnesia........................................................................................................................19
Causes of forgetng..........................................................................................................................19
Adaptve forgetng...........................................................................................................................20
Amnesia............................................................................................................................................20
Memory (encoding, storage, retrieval).................................................................................................20
Varietes of memory.........................................................................................................................20
Three stages of the learning/memory process.................................................................................20
Encoding...........................................................................................................................................21
Storage.............................................................................................................................................21
Retrieval...........................................................................................................................................22
Putng it all together: Improving your memory...............................................................................22
Conformity and obedience...................................................................................................................23
Conformity........................................................................................................................................23
Obedience........................................................................................................................................23
Hoofdstuk 7 Onthouden en vergeten (Brysbaert)................................................................................23
7.1 Achtergrond................................................................................................................................24
De bevindingen van Ebbinghaus in de 19 de eeuw.........................................................................24
Het geheugen bestaat uit verschillende geheugentypes..............................................................24
De drie stappen in het herinneringsproces...................................................................................24
7.2 Het geheugenmodel van Atkinson en Shifrin.............................................................................25
De sensorische geheugens............................................................................................................25
Het kortetermijngeheugen (KTG).................................................................................................25
Het langetermijngeheugen (LTG)..................................................................................................25
7.3 Verder ontwikkelingen in de geheugentheorieën......................................................................25
Van KTG naar werkgeheugen........................................................................................................25
Het werkgeheugen als een onderdeel van het LTG?....................................................................26
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, Een realistscher kijk op de informateoverdracht van KTG naar LTG...........................................26
7.4 Informate verwerven.................................................................................................................26
Het belang van hercodering en organisate..................................................................................26
Verwerkingsniveaus......................................................................................................................27
Geheugensteuntjes.......................................................................................................................27
7.5 Informate opslaan en bewaren..................................................................................................28
Gedistribueerde representates....................................................................................................28
Inhoud-gebaseerde in plaats van adres-gebaseerde organisate..................................................28
7.6 Informate oproepen..................................................................................................................29
Oproepingaanwijzingen................................................................................................................29
Interferente bij het oproepen......................................................................................................29
De hypothese van de codeerspecifciteit......................................................................................29
Distncte als een hulp bij het herinneren.....................................................................................30
7.7 Herinnering is reconstructe.......................................................................................................30
Organisateschema’s.....................................................................................................................30
Ooggetuigenverklaringen.............................................................................................................30
Reconstructe en verdrongen herinneringen................................................................................30
7.8 Amnesie en het impliciete geheugen..........................................................................................31
Types van amnesie.......................................................................................................................31
De ontdekking van het impliciete geheugen................................................................................31
Hoofdstuk 8 Taal (Brysbaert)................................................................................................................32
8.1 Spreken.......................................................................................................................................32
Van brabbelen naar zinnen...........................................................................................................32
Van pre-verbale boodschap naar spraakklanken..........................................................................32
Kenmerken van de normale spraak..............................................................................................33
Afasie............................................................................................................................................33
8.2 Luisteren en lezen.......................................................................................................................33
Gesproken taal begrijpen.............................................................................................................33
Lezen............................................................................................................................................34
Dyslexie.........................................................................................................................................34
8.3 Van woorden naar conversates.................................................................................................35
Moeilijke en gemakkelijke woorden.............................................................................................35
Wie doet wat en met wie?............................................................................................................35
Van losse zinnen een verhaal maken............................................................................................36
Betekenis en context (het belang v.d. pragmatek)......................................................................36
8.4 Betekenis communiceren...........................................................................................................36
3
, De organisate van het semantsche systeem...............................................................................36
Stmuli categoriseren....................................................................................................................37
Betekenissen combineren tot proposites....................................................................................38
8.5 Bijkomende taalvormen.............................................................................................................38
Gebaren en taal............................................................................................................................38
Meertaligheid...............................................................................................................................38
In de kijker: Kunnen dieren taal leren gebruiken?........................................................................38
Artkel: Fictonality and perceived realism in experiencing stories: A model of narratve
comprehension and engagement.........................................................................................................39
Artkel: Moral percepton.....................................................................................................................42
Artkel: Right or wrong? The brainss fast response to morally objectonable statements....................43
Social psychology and human nature: Chapter 7
Attitudes, beliefs, and consistency
What are attitudes and why do people have them?
Attudes versus beliefs: Attudes difer from beliefs:
Beliefs: pieces of informaton aaout something; facts or opinions.
Attitudes: gloaal evaluatons tooard some oaject or issue.
Dual attudes: Dual attitudes are defned as diferent evaluatons of the same attude or oaject:
- An automati attitude: Very fast evaluatve ‘gut-level’ responses that people don’t think a
great deal aaout.
- A deliberate attitude: Refectve responses that people think more carefully aaout.
Why people have attudes: People need far more attudes than most animals. Attudes help deal
with the complex social world: They help us adjust to new situatons (seeking out those things in our
environment that reward us and avoiding those things that punish us). Attudes are mainly used to
sort things into ‘good’ and ‘bad’ categories. As soon as you know what something is, you start to
know whether you like or dislike it (in the frst microsecond of thought). Although people can easily
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