Assignment 1(psy) (amerru l)
- 1. ASSIGNMENT 1 NAME MUHAMMADAMERRULBIN MOHDSANISHAM TIME ID NO 012020020141 CODE BSY20103 TOPIC ACADEMIC SESSION FEBRUARY2020 DATE LECTURER MADAM NOOR ADILA BINTI MOHAMAD ALWI CRITERIA 4 3 2 1 MARKS PRESENTATION SKILLS Regular/constant eye contact, The Most members spoke to majority of Members focused on only part of audience. Minimal eye contact by more than one ( _ X 5) 20 audience was engaged,and presenters held the audience; steady eye contact. The audience was Sporadic eye contact by more than one presenter. member focusing on small part of audience.The audience’s attention. engaged by the The audience was audience was not Appropriate speaking volume & body language. presentation. Majority of presenters spoke at a suitable distracted. Speakers could be heard by only half of engaged.Some of presenters spoke too quickly or quietly volume. the audience. making it difficult to Some fidgeting by member(s). . Body language was distracting. understand. Inappropriate/disint erested body language. COMPLETENESS ( -X 4) 16 Presentation provides good depth and detail; ideas well developed; facts have adequate background; presentation is within specified length Presentation provides adequate depth; few needed details are omitted; major ideas adequately developed; presentation is within specified length Additional depth needed in places; important information omitted or not fully developed; presentation is too short or too long Presentation does not provide adequate depth; key details are omitted or undeveloped; presentation is too short or too long DELIVERY ( _ X 5) 20 Good volume and energy; proper pace and diction; avoidance of distracting gestures; professional appearance; visual aids used effectively Adequate volume and energy; generally good pace and diction; few or no distracting gestures; professional appearance; visual aids used adequately More volume/energy needed at times; pace too slow or fast; some distracting gestures or posture; adequate appearance; visual aids could be improved Low volume or energy; pace too slow or fast; poor diction; distracting gestures or posture; unprofessional appearance; visual aids poorly used GRAPHICS/SUPPOR T MATERIALS ( _ X 3) 12 All graphics are attractive (size and colors) and support the topic of the presentation All graphics are attractive but a few do not support the topic of the presentation Severalgraphics are unattractive AND detract from the content of the presentation No graphics and unattractive during presentation LENGTH OF PRESENTATION ( _ X 2) 8 Within 15 minutes of allotted time +/- Within 10 minutes of allotted time +/- MORE than 15 minutes/ LESS than 10 mins of allotted time Too long more than 20 mins and or too short less than 5 mins from the allotted time. ORGANIZATION ( _ X 2) Clearly organized in into a logical sequence.Excellent Adequate evidence of a logical sequence of information. Good use Minimal or no outline followed. No logical Unclear and confusing. No
- 2. 8 introduction and conclusion. of an outline. Satisfactory introduction and conclusion. organization, some digressions. Unclear, confusing. No introduction. introduction and no conclusion. QUESTIONS AND ANSWERS ( _ X 3) 12 Demonstrates extensive knowledge of the topic by responding confidently, precisely and appropriately to all audience questions and feedback. Demonstrates knowledge of the topic by responding accurately and appropriately to questions and feedback. Demonstrates some knowledge of the topic by responding accurately and appropriately to questions and feedback. Demonstrates incomplete knowledge of the topic by responding inaccurately and inappropriately to questions and feedback. DRESS ATTIRE ( _ X 1) 4 Business attire Business casual attire Casualattire Below standard (wearing round neck shirt/slipper/ short pants/cap) TOTAL /100 Remarks SUMITTED BY: RECEIVED BY: ……… … …… … …… … …… … …… …… … . (signature & date) DATE OF SUBMISSION:
- 3. REPORT WRITING FORMAT: A) FONT TYPE: TIMES NEW ROMAN B) FONT SIZE : 12 point C) SPACING : 1.5 D) PARAGRAPH: JUSTIFY CRITERIA&MARKS 5 4 3 2 1 MARKS CONTENT ( _ X 5) 25 Thoroughly and clearly states the main points and precise details that are accurately focused on the topic. Adequately states the main points and details that are accurately focuses on the topic. States the most of the main points and details that focus on the design topic. May include some unnecessary information. States fewmain points and details that focus on the project, or information does not relate to topic. Main point and/or argument confused/unclea r. Irrelevant information, no transition between ideas. ORGANIZATION ( _ X 2) 10 Clearly organized in into a logical sequence. Excellent introduction Adequate evidence of a logical sequence of information. Good use of an outline. Satisfactory introduction. Fair evidence of a logical sequence of information. Some use of outline. Weak introduction. Minimal or no outline followed. No logical organization, some digressions. Unclear, confusing. No introduction. Unclear and confusing. No introduction. SPELLING ( _ X 1) 5 Negligible errors. Minor errors Severalerrors Numerous errors. Frequently misspells homonyms. QUALITY OF INFORMATION ( _ X ) 25 Supporting details specific to subject. Rephrase the statement from references. Some details are non- supporting to the subject. There are some quotes from references and rephrasing the statement. Few details are non-supporting to the subject. There are some quotes from references and paste as he/she content. Details are somewhat sketchy. Do not support topic. Unable to find specific details. Copy from other sources and paste as he/she content. CONCLUSION ( _ X 3) 15 Outstanding topic review; strong sense of closure Satisfying review of highlights Acceptable work needing additional development Abrupt,ending without connection to subject No conclusion NEATNESS ( _ X 1) 5 Typed; clean; neatly bound in a report cover; illustrations provided. Legible writing, well-formed characters; clean and neatly bound in a report cover. Legible writing, some ill-formed letters, print too small or too large; papers stapled together. Illegible writing; loose pages Lack of data at all. REFRENCES ( _ X 3) 15 Information is gathered from multiple electronic and n0n-electronic sources and cited properly. Information is gathered from multiple electronic and n0n-electronic sources. NA Information is gathered from limited electronic and n0n-electronic sources and cited properly. Information is gathered from non-electronic or electronic sources only. TOTAL /100
- 4. 1. INTRODUCTION 1.1 WHAT IS DEFENCE MECHANISM? Defence mechanisms are psychological mechanisms aimed at reducing anxiety. They were first discussed by Sigmund Freud as part of his psychoanalytic theory and further developed by his daughter, Anna Freud. Alfred Adler and others also identified additional mechanisms. Often unconscious, defence mechanisms are used to protect an individual from psychological pain or anxiety. While such mechanisms may be helpful in the short term, alleviating suffering that might otherwise incapacitate the individual, they can easily become a substitute for addressing the underlying cause and so lead to additional problems. The solution, therefore, is to address the underlying causes of the pain these mechanisms are used to defray. The ideal, however, would be for individuals to grow and live in a healthy psychological environment, in a society that cares for and nurtures each person, so that the use of these defence mechanisms is not necessary. 1.2 DEFINITION Defence mechanisms are unconscious mechanisms aimed at reducing anxiety that arises from three different scenarios: When the id impulses are in conflict with each other; When the id impulses conflict with superego values and beliefs; When an external threat is posed to the ego.
- 5. 2. CONTENT Sigmund Freud was the first person to develop the concept of defence mechanisms, however it was his daughter, Anna Freud, who clarified and conceptualized them. She described ten different defence mechanisms: denial, displacement, intellectualization, projection, rationalization, reaction formation, regression, repression, sublimation, and suppression. Later researchers have added some more defence mechanisms to the list: compensation (first described by Alfred Adler), dissociation, fantasy, identification, undoing, and withdrawal. There is no theoretical consensus on the number of defence mechanisms. Classifying defence mechanisms according to some of their properties (i.e. underlying mechanisms, similarities or connections with personality) has been attempted.
- 6. There are many defence mechanisms, defence mechanisms work by changing unacceptable impulses into acceptable forms, or by unconsciously blocking such impulses, and thus reducing anxiety. and the one I choose to elaborate is Rationalization In psychology, rationalization is the process of constructing a logical justification for a decision that was originally arrived at through a different mental process. This process can range from fully conscious (e.g. to present an externa l defence against ridicule from others) to mostly subconscious (e.g. to create a block against internal feelings of guilt). Simply put, rationalization is making excuses for one's mistakes, and by doing so avoiding self-condemnation or condemnation by others. There are two types of rationalization. One is "sour grapes," a term from Aesop's fable about the fox who said that the grapes too high to reach were sour anyway. For example, a person after failing to get into a law school may justify himself by saying: "I would have hated being a lawyer anyway." The second, more productive type of the rationalization is the "silver lining," an assumption that everything happens for the best, so one should try to find the blessing in disguise. "So, I didn't get into law school, but now I can really focus on finding my true vocation." Rationalization is a post-hoc (after the fact) defence mechanism, connected to the self-serving bias: failure is ascribed to outside factors, whereas success comes from oneself.
- 7. 3. CONCLUSION There are two main ways for a person to cope with threats: avoiding, repressing, denying, looking away, escaping from the situation, or letting someone else take the blame; approaching, learning more, and taking charge. The first method may include the use of defence mechanisms such as denial, repression/suppression, withdrawal, or projection. The second method may involve use of the defence mechanisms of rationalization, sublimation, identification, compensation, and undoing. However, approaching and taking charge of the situation may still be done in unhealthy ways. Generally, the first way reduces stress, while the second increases chances for coping with the situation. Thus, the first way is more effective when the situation is beyond our control, the second way works when there is something that can be done about the problem. Most people use both ways depending on the situation, but also tend to have a preferred way. Each has its own disadvantages: more stress and worry for the "approaches" and lack of awareness for the "avoiders."
- 8. 4. REFERENCES 1. http://psychology.about.com/od/cognitivepsychology/ 2. Book: - Cognitive psychology and its implications / John R. Anderson 6th edition. 3. Everyday Science Article: – http://www.sciencedaily.com/articles/c/cognition.html 4. Journal: Experimental and Cognitive Psychology, Academic Press INC. 5. Cybernetics: Control and Communication in the Animal & the Machine by Norbert Wiener. 6. Neisser (1967). Appleton-Century-Crofts: New York, Cognitive psychology. 7. Newell, A., & Simon, H. (1972) Prentice-Hall, Human/individual problem solving. 8. Miller, G. A. (1956). The magical number of seven, plus or minus two: some strictures on our capability for processing information/knowledge. 9. American Psychological Association (2013). Appendix of psychological terms 10. Willingham, D. T. (2007) Perception: The thinking animal (3rd edition.). Upper Saddle River, NJ: Pearson/Prentice Hall 11. https://kappanonline.org/agarwal-roediger-lessons-for-learning-how-cognitive-psychology-informs- classroom-practice/ 12. https://www.researchgate.net/publication/273592956_Applying_Cognitive_Psychology_to_Education_Tr anslational_Educational_Science/link/586c016708ae8fce4919e237/download