Introduction
1. What is a Learning Journal?
A learning journal is a document that is maintained by the student on a regular basis as a learning process progresses. In it, entries for each particular subject of interest are created, allowing the student to reflect on what they have learned, how it affects them, what fascinates them about the material and so on. It provides a record of my own learning, one which I can fall back on when I am confused about a subject or wish to compare my past learning to my current learning.
2. Why am I completing a Learning Journal as part of my study of social psychology?
I am completing a Learning Journal in order to provide myself with a running record of the subjects that I am learning in this course, particularly related to social psychology. With each new theory or concept examined, I can thoroughly detail my experience with it, my opinions on it, and how I feel this knowledge will help me in my future studies or career.
3. What do I hope to learn from this assignment?
Reflective Learning Journal
1. Which aspect of the topic has interested me most? Why?
What makes us human is a fundamental question that everyone asks: who are we? why are we here? What happens when we die? The concept of the afterlife often is predicated on the idea that, unlike all other organisms, human beings have a place they go after they pass on. Why is this? We have the same organs, tissue, muscle and matter that a dog or any other mammal does; why do they not get a heaven and we do? The idea of self-awareness has interested me greatly, due to the fact that it is something that everyone has in varying degrees. Many interpersonal conflicts can come about when someone operates with a decided lack of awareness of a person as an individual separate from everyone else. I am incredibly interested in self-awareness, as it is one of the things that comprise sentience - what separates us from the animals. Part of our humanity is recognizing what we are; self-awareness is a fundamental part of that.
2. What are the main ideas, concepts and evidence related to this aspect?
Self-awareness comes from the ability to be introspective and look within oneself in order to recognize that they are an individual with their own thoughts and feelings. The old adage "I think, therefore I am" is a perfect example of self-awareness: knowing that one is a sentient being, with a beginning and an end. Environmental cues are vital to self-awareness, like mirrors, seeing oneself in a recording, or having an audience. All of these things contribute to the ability to perceive oneself as an individual, separate from everyone else (Duval, 2001).
3. What short quote from the text or reading illustrates an important point related to this aspect?
John Locke has a firm concept of self-awareness: "depends on consciousness, not on substance" (Locke, 1689). Nietzsche says of self-awareness that " ...the psychology of conscience is not 'the voice of God in man'; it is the instinct of cruelty ... expressed, for the first time, as one of the oldest and most indispensable elements in the foundation of culture" (Nietzsche, p. 244).
4. How is this aspect relevant to my social world?
There is also the concept of social self-awareness, which is recognizing exactly when to pick up on positive or negative social cues when interacting with others. This can make the difference between finding conversation or other interactions stimulating or abrasive. Someone making off-color jokes, or behaving in a way that does not allow another person space or attention can be negative. A lack of self-awareness can lead to incredible character flaws, like being too obnoxious or not recognizing when your actions are being perceived in a negative way.
1. Which aspect of the topic has interested me most? Why?
When attempting to deal with the major issues of prejudice and discrimination, I am always drawn to figuring out exactly what makes people learn how to hate those who are different from them. Realistic conflict theory presents a reasonable, detailed explanation for these factors that can lead to discrimination. I have always wondered why racism happens, why people are so angered by those who do not agree with them. I feel as though there is enough room for all colors, creeds, philosophies, and perspectives - they do not have to be in direct conflict with each other. However, I have known people who "simply don't like the look of that guy." This makes me wonder - just what makes the human brain rejects what is unlike them?
2. What are the main ideas, concepts and evidence related to this aspect?
According to realistic conflict theory, conflicts happen between different groups of people because of resources - having to fight over a finite amount of resources can lead to resentment and deeply ingrained notions of hatred and discrimination against the other group, which threatens to take resources from them. As a result of this fundamental limit to resources, it is natural for numerous types of people to resent each other and teach each other to hate those who would be different. Sherif et al. (1954) discusses the Robbers Cave Experiment, which examined the origins of prejudice. In this study, the ingroup was formed of three different groups, with a friction phase that split the groups apart as they got to know who was part of their group and who wasn't. There was no real reason to oppose each group if not for the fact that they simply did not like that they were not in the group.
3. What short quote from the text or reading illustrates an important point related to this aspect?
"The two types of conflict are competition with an equal group...[and] domination of the outgroup by the ingroup" (Duckitt, pp. 54, 56). This showcases the different types of ways that people compete and establish differences between each other.
4. How is this aspect relevant to my social world?
Realistic conflict theory is extremely helpful, as it provides me with a great way to determine the cause of hatred and prejudice. Once I recognize the fundamental reasons why people hate other people, the difference between in-group and out-group, I can understand exactly what drives people to prejudice. It does not excuse this behavior, mind you; however, it does permit for a greater level of understanding, which can foster communication and, hopefully, reconciliation.
1. Which aspect of the topic has interested me most? Why?
It has always fascinated me what drives people to be attracted to each other. Whether it is in my own romantic or social life, or in others, I am not quite sure what that 'it' factor can be. I have witnessed many unhappy couples who still stay together despite fundamental incompatibilities in interests and personality, and I wonder why they got together in the first place. However, with the help of the exposure effect, I feel as though I can understand what draws people together.
2. What are the main ideas, concepts and evidence related to this aspect?
The exposure effect states that, as people spend more time around other people or things, they become more familiar with them, and that colors their preference towards that phenomenon. Basically, the more time someone spends with someone, the more attractive that person is to them. This comes into play very often in dating and interpersonal relationships; part of the development of a relationship comes from one's comfort level with another person increasing. This stems from knowing more about the person, how they will behave, their past and their aspirations. People are naturally wary of what is unfamiliar or different; having that recognizability, that familiarity, can go a long way toward ingratiating a person towards another.
3. What short quote from the text or reading illustrates an important point related to this aspect?
Zajonc's research concluded that "preferences need no inferences" (Zajonc, p. 151).This means that the exposure effect can take place subconsciously. One does not have to be aware that they prefer something for that preference to occur. Zajonc continues to say "...the form of experience that we came to call feeling accompanies all cognitions, that it arises early in the process of registration and retrieval, albeit weakly and vaguely, and that it derives from a parallel, separate, and partly independent system in the organism" (Zajonc, p. 173). This means that thought and feeling are very different things, which leads to the exposure effect occurring without anyone knowing about it.
4. How is this aspect relevant to my social world?
The exposure effect is incredibly relevant, if not vital, to my social life. It is one of the primary tools by which friends and lovers are made; I often find myself gravitating toward the familiar and the known. I do not often go out and make new friends, instead choosing to cultivate relationships with a select few who make my acquaintance. This is also true in my dating world as well: whenever I meet someone new, the more time I spend with them I feel more attracted to them. This is because I know more about them, I know what they like, and as a result feel more likely to do things that will please them. By the same coin, I also feel as though they will do things that will please me. They have done so in the past, and that leads me to think they can do it again.
Conclusion
1. What value has this journal been for my learning of social psychology?
This journal has been extraordinarily helpful in my education of social psychology. By keeping track of the fundamental tenets of these types of theories and ideas, my understanding of human behavior can be expanded. Writing down my thoughts in the journal helps me to apply these theories to my everyday life, which then extends to my understanding of human behavior. When I recognize someone who does not realize what they are doing, I can recognize self-awareness; I also am more cognizant of what makes people different from any other mammal (our sense of consciousness).
2. What are the strengths and weaknesses of my Journal?
Overall, I am satisfied with my journal as an introduction to many of these theories that I am interested in, and as a rough reference for my own education. However, I feel I could have gone into greater detail, and tied these concepts into my own life more clearly. I also think I could have tied more of the readings into the entries, but I wished to focus on supplementing the course material with my own research.
3. Did I get out of this assignment what I hoped for (tie to introduction)?
I believe that, in the end, I did get what I hoped for out of the journal. While it is a bit basic, and I could have gone into greater depth, I do believe that this is a nice supplement to my own thoughts, allowing myself to synergize my own opinions on these theories with what has been learned from them in the course. When all is said and done, I believe this journal will help to shed some light on these unique theories of social psychology.
Works Cited
Demetriou A., & Kazi S., 2001, Unity and modularity in the mind and the self: Studies on the
relationships between self-awareness, personality, and intellectual development from
childhood to adolescence. London: Routledge.
Duval TS, 2001, Self-Awareness and Causal Attribution, Springer.
Schacht S, 1994, Nietzsche, Genealogy, Morality, University of California Press.
Sherif M, Harvey OJ, White BJ, Hood WR, Sherif CW, 1961,
"Intergroup Conflict and Cooperation: The Robbers Cave Experiment", Classics in the
History of Psychology.
Zajonc, RB, 1968, "Attitudinal Effects Of Mere Exposure". Journal of Personality and Social
Psychology 9 (2, Pt.2), 1–27.
