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industrial organizational psychology understanding the workplace

Questions and Answers of Industrial Organizational Psychology Understanding The Workplace

Given that experiments (as a method) model inuence of one (independent) variable on another (dependent)variable, to what extent can experiments be used to study interaction, which is bidirectional?
Is it reductionist to study individuals outside the context of their interaction with others?
To what extent is it more difficult to study interaction between individuals as compared to individuals on their own?
Review the timeline of the development of play and peer interaction. Discuss when children are most vulnerable in terms of their cognitive and social development.What can go wrong? At what time can
Make a timeline of the development of play and peer interaction from infancy to adolescence.Mark the most important milestones.Compare your timeline with those of your classmates. Did you mark the
● Do you need to have friends in childhood in order to grow up socially adjusted?
● Does lack of interaction with peers in childhood lead to long-term consequences?
● What is the signicance of play for development?
● How does play change as a child is growingup?
This section has been organized historically: we gradually reviewed arguments about human attachment behaviours that were voiced as evidence was building up. The initial theories and hypotheses put
Do you think a relationship with a romantic partner is determined to a large extent by the patterns of interaction with your primary caregiver in infancy? Can you change these patterns of attachment
Based on the studies reviewed so far, would you say that attachment is predominantly biological, psychological or sociocultural?What are your arguments?
If you were to replicate a study using the “Strange situation paradigm”, what would you do to ensure that the study was conducted ethically? Think about the fact that you are creating distress in
Do these three types of attachment match with your real-life observations? What consequences do you think having one of these three types of attachment may have in later life, both behaviourally and
What are the ethical considerations involved in Harlow’s study? If you were on an ethics committee and Harlow presented his research proposal to you, would you approve it? What questions would you
We know that animal research may inform our understanding of human behaviour. The rationale for this is that we share the same biological structure and genotype with many animals, so presumably we
Before moving on, make sure that you remember these concepts and can clearly explain their meaning:environment, behaviourism, learning.
As Lorenz’s goslings spent the rst few hours of their lives with him rather than their mother, they imprinted on Lorenz (his boots, actually) and followed him around because they were mistaking
● What are the cultural differences in attachment?
● What are the individual differences in attachment?
● What happens if the parents do not reciprocate a child’s attachment?
● Is attachment to caretakers vital for further development?
● Do problems with attachment cause problems in cognitive development?
● What is the nature of children’s attachment to their parents? Is it purely biological or instinctive?
The existence of cross-cultural dierences in what is considered sex-appropriate behaviour, especially in three tribes located so close to each other and living in such similar conditions, suggests
Your child—a boy—prefers playing with dolls to playing with toy cars and action gures.What do you do as a parent?
Watch the short TED Talk by McKenna Pope, who at the age of 13 petitioned Hasbro to market its Easy-Bake Oven to boys as well as girls, and to make it available in gender-neutral colours, “Want to
What are the typical limitations of evolutionary explanations in psychology?In small groups, recall evolutionary explanations you studied in other parts of the course and identify their common
What are the ethical considerations involved in the study of eects of prenatal exposure to hormones on subsequent development? What are the costs and benets of conducting these studies with
Currently approximately 20% of the world’s population are able to identify themselves as“something else”—neither male nor female. In 2008, Nepal became the rst country to introduce a third
Reect on your own gender identity. How strong is it? Do you think it was mainly inuenced by biological variables, by the way you interpret the world, or by environmental factors? Did you grow
● Is the concept of gender-appropriate behaviour even justied?
● How do children understand what is genderappropriate behaviour?
● When and how do children acquire gender identity?
● Can someone who was born a boy be brought up as a girl (and vice versa)?
Is gender biological, cognitive or social?
Make a mind map or any other visual representation of the “dialogue” between the following researchers:Premack and Woodruff (1978)Povinelli and Eddy (1996)Buttelmann et al (2007)Call and
What is the signicance of theory of mind skills in various areas of knowledge? Is it important in:● the arts● religious knowledge systems● natural sciences?
Does the chimpanzee have a theory of mind? Write an answer to this question, using no more than 100 words.To help you, here is the overview of the main arguments mentioned so far.● Can the
Can you invent an experimental procedure that will allow you to see whether primates have a theory of mind? How will you test it? Come up with ideas in small groups and discuss in class.As you read
Make a timeline of the development of theory of mind in human children. As you read on, add important milestones on this timeline. You may want to use one of the many infographic tools available
● Where are children, adults and animals localized?
● How can these abilities be studied children, adults and animals?
● When do the abilities develop to children, adults and animals ?
● Can children, adults and animals take the perspective of others?
● Can children, adults and animals understand what others understand?
● Can children, adults and animals feel what others feel?
Contrast the theories of Piaget and Vygotsky.To do this, create a table with three columns.Name the rst column “Criteria of comparison”, and use the second and the third columns for the two
You might have heard how young children use the “running commentary” to accompany everything they do. They might play with some plastic blocks, for example, commenting on their own actions:
Piaget’s theory of cognitive development is sometimes referred to as “genetic epistemology”. In fact, it was Piaget’s intention to use systematic observation of children’s cognitive
There are many videos on YouTube of children being given a conservation task. Watch ve or six of those videos. Do you think the results of these studies depend on the way the instruction is worded?
You might have seen how amused young children are when adults play “peekaboo” with them. The adults hide their face with their hands, then pop back into the view of the child and say “Peekaboo,
What is a schema? Give a denition. Name ve key words (concepts) most closely linked with schema. Then check Unit 3 on the cognitive approach to behaviour to see if you are correct.
● Why do young children hide by covering their eyes?
● Why do infants nd “peekaboo” so amusing?
● Should education be designed to “push the limits” and require more than the child is currently capable of?
● How does children’s thinking differ from that of adults?
● What is the role of education in cognitive development—does it support biological maturation or does it lead the way?
● Can we distinguish clear-cut stages in a child’s cognitive development?
A topic for a TOK essay was: “Facts are needed to establish theories, but theories are needed to make sense of facts. Discuss this statement with reference to two areas of knowledge.”Does this
Chugani et al (2001) bring together several pieces of evidence, some of them from prior studies, to arrive at conclusions about structure–function interaction in brain development. Note that in
You have discussed various methods that can be used to study structure–function relationships, as well as these methods’potential advantages and disadvantages. As demonstrated by Kolb and Fantie
Imagine we have the following pieces of evidence.● Adults with restricted frontal lobe lesions are known to perform poorly on a certain task, unlike control subjects.● We see from fMRI scans that
The “use it or lose it” principle states that brain connections will be lost if they are not used. Given that infants have the largest number of connections, does this mean that infants must be
Development is not always a smooth, linear process.Think about various patterns of development that may be observed in dierent areas of knowledge. How are these patterns dierent? Here are some
What are the ways to study structure–function relationships? What research methods can be used and to what extent would they be useful for furthering our understanding of the role of maturation in
● How does deprivation affect brain development?
● What methods can be used to study the growing brain?
● When and how do brain cells die, and what are the consequences?
● Does a young brain function differently from a mature brain?
● How does this change of structure reect in a change of function?
What structural change does the brain go through as it is growing?
2. What kinds of social/cultural contexts would be friendly to female leadership? Have you ever had experience in such contexts?3. Do you think that women in different parts of the world think about
1. In your experience, do women and men use power differently? After reading this chapter, what explanations would you give for what you have observed?
3. What are the potential psychological effects on women of antifemale violence, even when they are not directly victimized themselves?
2. How does violence against women in North America compare in scope and seriousness to violence against women in other parts of the world? Can you see any underlying causes of antifemale violence
1. How vulnerable are you to violence in your own life? How much of that vulnerability is connected to your gender?
3. How rigid are the categories of sexual orientation? Can a person identify as a member of one category, such as heterosexual, and yet have feelings or engage in behaviors that do not fit that
2. How prevalent is the double standard in your social environment? Are women judged differently for sexual activity than men are?
1. What does the phrase “having sex” mean to you? Why do you think you define it the way you do? Did anything in this chapter make you rethink your definition?
3. How do financial considerations affect women’s experience of aging? What could be done about this?
2. Do you think menopause is socially constructed? How might the experience of menopause be made more positive for women in North America?
1. Could the negative stereotypes of older women be changing as the population ages? Have you seen any evidence, for example, that advertisers are promoting images of strong older women?
3. Are gender stereotypes dangerous to women’s health? If so, in what ways is this true?
2. Why do some diseases that afflict women, such as breast cancer, receive so much attention from the press and the medical research community, whereas others that kill more women(heart disease, lung
1. Why has the stereotype that women are physically weak persisted for so long? What role do women play in supporting this stereotype?
3. Can you imagine yourself living out your life without having children? Why or why not?What are the sources of encouragement or pressure on women in your own cultural group to have children?
2. What are the arguments for and against legalizing a couple relationship as marriage? Are these arguments the same or different with respect to heterosexual and lesbian couples?
1. What do you expect of an intimate couple relationship? How do your expectations mesh with the research findings on what others expect? On what such relationships are like? How has your own culture
5. How easy is it for women to form and maintain friendships across ethnic, class, racial, or cultural boundaries? What are some of the things that enhance the likelihood of such friendships?
4. How easy is it for a woman and a man to be “just friends”? What are some of the sources of difficulty?
3. How do women’s and men’s close friendships differ? How are they similar? Why might the answers to these questions differ across ethnic and cultural groups?
2. Is it important to use inclusive language (rather than, for instance, the generic man to mean humans)?
1. Have you observed a gendered pattern of interruptions in your conversations with friends? If so, does it fit the pattern described in this chapter?
4. What future do you predict for yourself, in terms of power and success? How do you think your predictions are influenced by your peers? Your school experiences? Your family? The media?
3. Why might girls from different ethnic groups in the United States show different patterns of changes in self-esteem at adolescence?
2. What role does socialization by peers play in the development of girls’ self-confidence? What kinds of changes might make a difference?
1. After reading this chapter, do you have any new ideas about why women make less money than men? About why there are relatively few women in positions of public leadership?
4. Do the media help to shape an individual’s identity and sense of possibility? What changes would you like to see in the media’s treatment of girls and women?
3. What factors help to determine which of our identities (e.g., gender, ethnicity, race, nationality)we feel to be most important or primary?

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