2nd Sem 2025 Lesson for understanding the self .pptx

Understanding the self lesson 1

1. Units and Modules Midterm : Points of View on the Self Tripartite Composition of Self Bio-Ecological Perspective Socio-Anthropological Perspective Psychological Perspective Cultural Concept of the Self Finals : Facets of the Self Physical Self Sexual Self Spiritual Self Material Self Digital Self Political Self

2. SELF : DEFINED is complex and has been explored by various disciplines, including philosophy, psychology, sociology, and neuroscience. The self - refers to the individual as an integrated and distinct entity, possessing a unique identity and consciousness.

3. SELF : DEFINED Here are key aspects that contribute to a comprehensive definition of the self: Subjective Experience: The self encompasses the subjective experience of being, including thoughts, feelings, perceptions, and personal awareness. It is the locus of consciousness where one's thoughts and experiences are processed.

4. SELF : DEFINED 2. Identity: The self includes a sense of identity, which is a stable and continuous awareness of one's individuality. This includes a person's awareness of their personal history, values, beliefs, and roles within various social contexts.

5. SELF : DEFINED 3. Individuality: The self represents an individual's distinctiveness from others. This distinctiveness can be shaped by personal characteristics, experiences, memories, and the unique combination of genetic and environmental factors. 4. Consciousness: The self is closely tied to consciousness, which involves awareness, attention, and the ability to perceive and reflect upon one's own mental processes. Consciousness allows individuals to introspect and have a sense of self-awareness .

6. SELF : DEFINED . 5. Agency: The self is associated with a sense of agency, the capacity to act and make choices. It involves the ability to set goals, make decisions, and engage in purposeful actions, contributing to a sense of autonomy and control. 6. Social Dimension : The self is not isolated but exists within a social context. Social interactions and relationships play a crucial role in shaping and influencing the self. The way others perceive and interact with an individual contributes to the development and maintenance of their self-concept.

7. SELF : DEFINED . 7. Developmental Aspect: The self is not static but undergoes continuous development throughout a person's life. Factors such as maturation, personal experiences, and social interactions contribute to the evolution of the self over time. 8. Multifaceted Nature: The self is multifaceted and can be examined from various perspectives, including the physical, psychological, emotional, and social dimensions. Different theories and disciplines offer unique insights into different aspects of the self.

8. UNDERSTANDING THE SELF Understanding the self - is a complex and dynamic process that involves the integration of various cognitive, emotional, and social factors. Different philosophical traditions and psychological theories may emphasize different aspects of the self, contributing to a rich and nuanced understanding of this fundamental concept.

9. THE SELF “I think therefore I am” which means that a rational thinking person and being self conscious is the proof that there is a self. Rene Descartes “conscious awareness and memory of precious experiences are the keys to understanding his self”. John Locke The self is nothing else but a bundle of impressions . If one tries to examine experiences, he finds that they can all be categorized into two: impressions and ideas . David Hume

10. Tripartite Composition Of the Self Thoughts Feelings Behaviors The Self of… To understand the self as a holistic being with interconnected thoughts, feelings, and behaviors.

11. THE THINKING SELF PONDER ON THESE… WHAT’S ON YOUR MIND? WHY DO YOU THINK ABOUT IT? HOW DO YOU ASSESS ABOUT HOW YOU THINK?

12. THE THINKING SELF Your nephew describes his new girlfriend as a student who is artistic and loves poetry. With no other information to go on, it is more likely that she is studying: A.) Chinese Literature B.) Business Management How did you arrive at that thought? *Even if every female student of Chinese Literature is artistic and loves poetry, the population of Business Management students is so much larger. (Burkeman , 2011)

13. THE THINKING SELF Imagine you’re a doctor, faced with the choice of operating on a cancer patient or recommending a course of radiation instead. In the long term, operating is best. But in this case, there is a 10% risk of mortality in the first month following the operation. Will you take the risk? Why? *Only half the doctors asked a similar question would operate. But when the 10% mortality rate was rephrased as “90% survival rate,” 85% of the doctors chose to operate. (Burkeman , 2011)

14. THINKING DANIEL KAHNEMAN’S TWO THINKING SYSTEMS -SYSTEM ONE -SYSTEM TWO Israeli-American psychologist and Nobel Laureate Daniel Kahneman is the founding father of modern behavioral economics. His work has influenced how we see thinking, decisions, risk, and even happiness. In  Thinking, Fast and Slow , his “intellectual memoir,” he shows us in his own words some of his enormous body of work. Part of that body includes a description of the “machinery of … thought,” which divides the brain into two agents, called System 1 and System 2, which “respectively produce fast and slow thinking.”

15. THINKING Daniel Kahneman is best known for his work in behavioral economics, particularly for developing the prospect theory. Prospect theory is a psychological theory that describes how people make decisions under uncertainty and how they evaluate potential losses and gains.

16. SYSTEM ONE Fast Intuitive Emotional Requires less cognitive effort (due to practice) Will not take a lot of time in trying to figure out what to do Requires minimum attention Automatic SYSTEM ONE System 1 is capable of making quick decisions , based on very little information. Fleeting impressions, and the many other shortcuts you’ve developed throughout your life, are combined to enable System 1 to make these decisions quickly, without deliberation and conscious effort.

17. SYSTEM ONE

18. SYSTEM ONE

19. SYSTEM ONE

20. SYSTEM TWO SYSTEM TWO Slow Deliberate Reflective Analytical Complex Effortful Requires more attention Intense focusing System 2 is usually engaged in types of decisions that require attention and slow, effortful, considered responses. Situations like choosing which college to attend, which house to buy, or whether to change careers would likely require a much more thoughtful and rational approach than just using your gut feeling

21. SYSTEM TWO

22. SYSTEM TWO

23. SYSTEM TWO

24. STROOP EFFECT

25. ARE THE HORIZONTAL LINES STRAIGHT OR NOT?

26. TWO SYSTEMS OF THINKING

27. INTERACTION OF SYSTEMS 1 & 2

28. When making decisions or judgments, we often use mental shortcuts or "rules of thumb" known as  heuristics . For every decision, we don't always have the time or resources to compare all the information before we make a choice, so we use heuristics to help us reach decisions quickly and efficiently. Sometimes these mental shortcuts can be helpful, but in other cases, they can lead to errors or cognitive biases.

29. COGNITIVE BIASES • Thinking may be prone to systematic errors. • Some beliefs might not be based on evidence, but we continue to consider them as “truths.” • Even though you know what the objective reality is, it does not change the way you see the lines .

30. COGNITIVE BIASES People judge an experience largely based on how they felt at its PEAK and its END... The total sum of pleasantness or unpleasantness is entirely disregarded! “When people assess an experience, they tend to forget or ignore its length. Instead, they seem to rate the experience based on two key moments: (1) the best or worst moment, known as the peak and (2) the ending [...] 1. PEAK END RULE

31. COGNITIVE B IAS: DEFINED Cognitive bias refers to systematic patterns of deviation from norm or rationality in judgment, often influencing individuals' perceptions, decision-making, and interpretations of information. These biases can lead to deviations from objective standards, and they often occur as a result of mental shortcuts, heuristics, or emotional factors.

32. COGNITIVE B IAS: DEFINED Cognitive biases can affect various aspects of human cognition, including memory, attention, and problem-solving. They may impact how people interpret information, make decisions, and interact with the world around them. Some common examples of cognitive biases include confirmation bias (favoring information that confirms preexisting beliefs), availability heuristic (relying on readily available information rather than complete data), and anchoring bias (relying too heavily on the first piece of information encountered).

33. A classic example is childbirth. If you attend a concert with poor sound quality or performance, yet the concert ends with your favorite song, your memory of the experience overall will be more positive. 1. PEAK END RULE A bad flight experience on the way home from a vacation can take away from the overall trip, even if the vacation was essentially positive. A breakup of a relationship is also a common example, as we may vividly recall a heartbreaking or painful breakup.

34. ◦ Short period of intense joy or long period of moderate happiness ◦Short period of intense, but tolerable suffering or longer period of moderate pain Which would you rather go through?

35. COGNITIVE BIASES When people are asked to judge the probability that an object or event belongs to a category Assumption that any object (or person) sharing characteristics with the members of a particular category is also a member of that category. "the probability that Steve is a librarian is assessed by the degree to which his is  representative  of, or similar to, the stereotype of a librarian," (Tversky and Kahneman) 2. REPRESENTATIVENESS

36. COGNITIVE BIASES When we make  decisions  based on representativeness, we may be likely to make more errors by overestimating the likelihood that something will occur. Just because an event or object is representative does not mean its occurrence is more probable. 2. REPRESENTATIVENESS

37. PONDER ON THIS… Tom is a college student in a state university. He is of high intelligence, although lacking in creativity. He has a need for order and clarity, and for neat and tidy systems in which every detail finds its appropriate place. His writing is rather dull and mechanical, occasionally enlivened by corny puns and flashes of imagination of the sci-fi type. He has a strong drive for competence. He seems to have little sympathy for others & does not enjoy interaction with others. But he does have a deep moral sense. What course in Tom most likely enrolled in?

38. PONDER ON THIS… -Consider how members of a jury might determine a defendant's guilt or innocence because of his/her physical appearance. -A farmer, for example, might be seen as hard-working, outdoorsy, and tough. -A librarian, on the other hand, might be viewed as being quiet, organized, and reserved.

39. COGNITIVE BIASES “How old is person A?” / “What is person A’s weight?” “Was Mahatma Gandhi more or less 144 years old when he died?” Decision is based on: - ANCHOR based on the given reference point. - ADJUST the anchor (either higher or lower) ◦ In making judgments under uncertainty, people start with a certain reference point (anchor), then adjust it insufficiently to reach a final conclusion. 3. ANCHORING AND ADJUSTMENT

40. Imagine that you are buying a new car. You read online that the average price of the vehicle you are interested in is $27,000 dollars. When you are shopping at the local car lot, the dealer offers you the same vehicle for $26,500, which you quickly accept—after all, it's $500 less than what you were expecting to pay. Except, the car dealer across town is offering the exact same vehicle for just $24,000, a full $2,500 less than what you paid and $3,000 less than the average price you found online. 3. ANCHORING AND ADJUSTMENT The anchoring effect as a powerful  impact on the choices we make , from decisions about the things we buy to daily preferences about how to live our lives. So the next time you are  trying to make an important decision , give a little thought to the possible impact of the anchoring bias on your choices.

41. THE FEELING SELF

42. EMOTION   a conscious mental reaction (such as anger or fear) subjectively experienced as a strong feeling.

43. PAUL EKMAN “Emotions are a process, a particular kind of automatic appraisal influenced by our evolutionary and personal past, in which we sense that something important to our welfare is occurring, and a set of psychological changes and emotional behaviors begins to deal with the situation." - Paul Ekman, PhD Dr. Ekman travel ed to Papua New Guinea to study the nonverbal behavior of the Fore people. He chose these people as they were an isolated, Stone Age culture located in the South East Highlands. Ekman's research provided the strongest evidence to date that  facial expressions are universal . https://www.paulekman.com/about/paul-ekman/

44. EMOTION James-Lange theory of emotion ( 1880s ) proposed that bodily changes come first and form the basis of an emotional experience. Thus, emotions are caused by bodily sensations (you become happier when you smile, you are afraid because you run). Cannon-Bard theory of emotion , we react to a stimulus and experience the associated emotion at the same time. The physical reactions are not dependent upon the emotional reaction, or vice versa. Schachter-Singer theory , emotions are a result of two factors: Physical processes in the body (such as activation of the sympathetic nervous system, for example), which researchers refer to as “physiological arousal.” These changes can include things like having your heart start beating faster, sweating, or trembling. A cognitive process, in which people try to interpret this physiological response by looking at their surrounding environment to see what could be causing them to feel this way.

45. EMOTION

46. EMOTION

47. EMOTION

48. EMOTION

49. EMOTION REGULATION Emotion regulation may be broadly defined as the way in which a person uses emotional experiences to provide for adaptive functioning (Thompson, 1994).

50. EMOTION REGULATION Skills necessary for effective Emotion Regulation flexibility and responsiveness to changing situational demands (Cole et al., 1994; Thompson, 1994). Awareness of one’s emotional state, the capacity to detect emotions in other people, knowledge of cultural display rules for emotions, and the ability to empathize with others’ emotional states ( Saarni , 1990; cited in Underwood, 1997).

51. EMOTION REGULATION Indicators for Adaptive Emotion Regulation a high self-esteem (Haney & Durlak , 1998; Zimmerman, Copeland, Shope , & Dielman , 1997), a positive self-concept and stable sense of identity (Harter, 1990; Nurmi, 1997), a high level of ego development (Allen, Hauser, Bell, & O’Connor, 1994; Hauser & Safyer , 1994), social competence ( Bustra , Bosma , & Jackson, 1994; Gullotta , Adams, & Montemayor, 1990), a positive mood or emotional tone (Larson & Richards, 1994; Petersen et al., 1993), school engagement (Sandler, Ayers, Suter, Schultz, & Twohey , in press; Wigfield & Eccles, 1994), and feelings of attachment to parents and friends (Allen, Moore, Kuperminc , & Bell, 1998; Greenberger & McLaughlin, 1998; Paterson, Pryor, & Field, 1995)

52. COGNITIVE BEHAVIORAL THERAPY The cognitive model hypothesizes that people’s emotions and behaviors are influenced by their perceptions of events. It is not a situation in and of itself that determines what people feel but rather the way in which they construe a situation’ (Beck, 1964). 

53. COGNITIVE BEHAVIORAL THERAPY

54. COGNITIVE BEHAVIORAL THERAPY

55. COGNITIVE BEHAVIORAL THERAPY

56. COGNITIVE BEHAVIORAL THERAPY

57. COGNITIVE BEHAVIORAL THERAPY

58. COGNITIVE BEHAVIORAL THERAPY

59. ACTIVITY Write about a personal challenge you are experiencing at present - this may be a challenge in a relationship, in school, at work, or some other problem that is affecting your thoughts, feelings, and behavioral responses or actions. Its about YOU