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social science
psychology 2e
Social Psychology 2nd Edition Robbie Sutton, Karen Douglas - Solutions
3. Many parents blame children for encopresis. To what extent is encopresis volitional? How might blaming or punishing children exacerbate the problem?
4. The treatment of insomnia in infants and toddlers typically involves extinction through planned ignoring. Why might some parents have difficulty implementing this treatment? How might parents’social and cultural backgrounds affect their willingness to use planned ignoring?
5. One of the Five Cs of pediatric psychology is “collaboration.” Why is it important that pediatric psychologists collaborate with parents, teachers, physicians, and other health care providers? Give two examples of how collaboration might be critical to the treatment of children with chronic
Based on what you have read so far, and based on your own intuitions, what do you believe wisdom to be?
How do you believe intelligence is related to wisdom?
How do you believe creativity is related to wisdom?
Why is wisdom emphasized so little in education?
What do you see as the major impediments to wisdom being implemented in everyday life?
Suppose that Chelsea is an expert coder – she understands how to achieve whatever computer programming task you put in front of her. She can tell quickly after looking at some code what it will do or why it is not doing what someone wants. Using the definition of theoretical wisdom given in this
Some psychologists study the “need for cognition,” which could be described as the inclination or desire to engage in challenging cognitive tasks (such as studying philosophy!).Is the need for cognition a prescriptive ideal? Why or why not?
Suppose that someone offers the following descriptive claim as evidence for a prescriptive conclusion:Driving while drunk puts you and others at increased risk of injury (descriptive premise).Therefore, you should not drive while drunk (prescriptive conclusion).What prescriptive premise would you
According to the account described in this chapter, a virtue is a stable and admirable disposition to respond in the right ways, at the right times, and for the right reasons in some important area of human choice. Compassion, for instance, can be described as the disposition to respond to threats
Suppose that someone defines the virtue of loyalty as the tendency to be partial to people, groups, or causes that one cares about. Using what you have learned in this chapter, give examples that help to explain why this is not a good definition of the virtue of loyalty.
Below is a quote from the ancient Chinese philosopher Mengzi. Read the quote and then explain how Mengzi’s archery analogy illustrates the ways in which wisdom is a master virtue.(Hint: suppose that by the term “sagacity” Mengzi means having the character virtues.)Wisdom may be compared to
This chapter described at least two reasons why wisdom is necessary for virtue. First, wisdom helps a person to grasp what a particular virtue (such as compassion) requires in situations where a person with less wisdom would be befuddled (for example, the case of Gloria in Section ..).
Is theoretical wisdom a prescriptive ideal in the same sense that practical wisdom is? Why or why not?
Section . of this chapter uses the case of Glenda to illustrate why having theoretical wisdom is not sufficient for having practical wisdom – you can be theoretically wise without being practically wise. But is having theoretical wisdom necessary for having practical wisdom? In other words,
Some wisdom scientists study people’s conceptions of wisdom (sometimes called implicit theories of wisdom). They study non-scientists’ views about who is wise and what wisdom is like (Weststrate et al., ). See Chapter of this book for an overview of that research. Given what you
Think about someone whom you believe is wise. Explain some specific reasons why you think they are wise. Does the core philosophical conception described in Section . of this chapter do a good job of explaining the sense in which they are wise? Why or why not?
Section . of this chapter describes a puzzle concerning how to tell which character traits are virtues and which are not. Suppose that someone offered this answer: virtues are the character traits that would contribute to a human being reproducing and passing on their genetic material. Would
Select one of the puzzles described in Section . of this chapter. Write down (clearly, precisely, and in your own words) the question that the puzzle raises. If there are others with whom you can have a discussion, divide into debate groups, each of which defends a different answer to the
In your own words, how would you define wisdom? What characteristics, qualities, abilities, or skills do you think are essential to wisdom? How does wisdom differ from intelligence, creativity, and morality?
If you were asked to nominate both a person from your life and a public figure as exemplars of wisdom, whom would you choose and why? What might these nominations tell you about your own conception of wisdom?
Thinking about your own life, how did you come to understand the concept of wisdom?What factors shaped your understanding of wisdom? Were there particular influences that now stand out as you look back?
What is the difference between folk conceptions of wisdom and formal theories of wisdom?What are the possible relationships between these two approaches to the study of wisdom?
How would you summarize the research literature on folk conceptions of wisdom? What are some of the major themes emerging from this literature? To what degree do the folk conceptions reviewed in this chapter align with your own understanding of wisdom? How are they different?
Describe the three main approaches to studying folk conceptions of wisdom. What are the strengths and limitations of each approach? If you were going to design a study on folk conceptions of wisdom, which approach would you choose and why?
Which definition(s) reviewed in the first part of this chapter do you find most convincing, and why?
Try to come up with your own personal definition of wisdom. You can draw elements from all of the models reviewed in this chapter. You can also add elements if you think something is missing.
One important question in wisdom psychology is how we can prove that a theory is valid –that is, that it really describes wisdom. How could you test whether your personal definition is really a good description of wisdom?
Think about a difficult life problem that you or someone close to you has encountered. Can you identify the six Ps with respect to that problem, as in Table .? What could a wise solution (i.e., the product of wisdom) have been?
In the light of the theories of wisdom presented in this chapter, what can a person do to enhance their own wisdom?
What are the key differences between essentialist and constructivist views? How are they supported by current research?
What are some of the issues with modern wisdom measurements, in terms of dispositional versus situational approaches to wisdom?
What are the potential implications of wisdom research for everyday life? Is wisdom trainable?
Can you think of an instance where someone acted with uncharacteristic wisdom? What did they do, and why was it particularly wise of them to do this in that particular situation?
How do you think your wisdom has been fluctuating over time? Do you notice any changes when you compare your wisdom today with how you were a few years ago?
Discuss examples of naive realism in real life. How does it affect your perception of other people and of yourself?
Imagine that someone paid you a lot of money to develop an ultra-brief wisdom measure. It is supposed to consist of no more than three questions or items. Which questions or items would you choose to capture the essence of wisdom? If you find it hard to come up with items of your own, look at the
Pick three of the wisdom measures that were introduced in this chapter. For each of them, try to come up with one research question for which you would want to use this particular measure. Why is this measure particularly suited to answering this question?
Explain the main problems with self-report wisdom scales using examples of your own.
Explain the main problems with performance measures of wisdom using concrete examples.
“Ecological validity” is the extent to which a measure of a psychological construct predicts people’s behavior in real life. A good measure of wisdom should be able to predict a person’s real-life wisdom. Think of a typical situation in which people need a lot of wisdom. Can you think of a
Imagine that you are starting a long-term study of how wisdom develops, in which people’s wisdom gets measured every year over a period of years. Which measure(s) of wisdom would you use in this study? Why
Consider a situation involving an ethical dilemma. For example, imagine a situation in which a person must break a common law so as to benefit another person or group (e.g., stealing to feed a hungry person), or perhaps a situation in which helping one disenfranchised group involves harming another
People can have different conceptions of wisdom. How do you imagine a wise person?Imagine a highly wise person, a highly intelligent person, and a highly creative person. What do these three individuals have in common? In what respects do they differ? Does your image match with the perspectives of
As mentioned above, some scholars define creativity as being a construct that is only morally good. Other scholars include the idea of malevolent creativity. Which idea makes more sense to you? Can you think of a highly creative person from history or fiction who intentionally harmed other people?
In this chapter, the dimension of time and perspective were not necessarily considered in relation to how we judge whether a certain behavior is more good or more evil. Can creative or intelligent behavior that was once considered morally good come to be seen as malevolent after a period of time?
We have discussed studies that linked higher creativity with lower integrity and a more flexible morality. Historically, Korean Buddhist monks fought on the battlefield to defend their community, allowing themselves to violate their canonical rule, “Do not kill living things.” How can you
Do you think intelligence, creativity, and wisdom can be taught over time as in the WICS model? If not, why do you think this? If you think they can be taught over time, how do you think we can teach them?
Try to think of a difficult moral dilemma that a person might be facing nowadays – a problem that involves conflicting moral rules and that requires people to balance their own needs with those of others. How would people at the three levels of Kohlberg’s model of moral reasoning think about
Are there domains in which you have strong moral intuitions – things that people may do that just feel deeply wrong to you, where even the thought of people doing them makes you deeply angry or disgusted? Try to think of an example. Where do you think these moral intuitions come from? Are they
Can you remember a situation in which you had a strong moral intuition but then changed your mind – perhaps because you found out more about the issue or someone convinced you of a different view? To what extent do you typically question your immediate intuitions?
Which values from Schwartz’s model do you consider as most important for yourself? Are they moral values? Do you consider being an ethical person as a central part of your identity?Why do you think you have these values, and why is being an ethical person so central or not central to your
Can you recall a moral dilemma that you have faced in your own life? Did you end up doing what you thought was right? Go through Sternberg’s eight-step model and try to reconstruct whether and how you took each step. If you ended up not doing what was right, on which step did you stumble? If you
Think about a person who is very knowledgeable. What are the characteristics that make this person knowledgeable? Think about a person who is wise. What are the characteristics that make this person wise? What are the major differences between the characteristics of a knowledgeable person and a
Compare and contrast the lives of Mr. Howard and Mr. Palmer. How did Mr. Howard’s life exemplify practical wisdom? What could Mr. Palmer have done to lead a more flourishing life?
Why might psychiatric therapy not have helped Mr. Palmer to alleviate his anxiety and depression? What might have prevented Mr. Palmer from experiencing contentment and growth in wisdom?
In what ways do practical wisdom and a wise personality contribute to human flourishing and a good life?
Do you believe that prosocial behavior and compassion are integral aspects of wisdom?Explain why you do or do not believe this.
Do you believe that wisdom is a quality of old age or do you think that individuals have the ability to be wise earlier in life? Explain why you do or do not believe this.
What is the importance of humor in life? Create one scenario that illustrates the concept of approaching life with humor, and one scenario without humor. Compare and contrast the two scenarios. What are some ways that we can incorporate humor into our lives?
What emotional competencies were mentioned in this chapter? Describe them again in your own words.
Describe in your own words the two wisdom models proposed by Ardelt and Webster. Then discuss the similarities and differences between these two models. In your view, is one model more useful than the other? Give reasons for your answer.
Can a person be very wise and yet often experience strong and prolonged negative emotions?Give reasons for your answer.
In your view, what are the emotional competencies available to a wise person? Are there also emotional competencies that are completely atypical of a wise person? Give reasons for both your answers.
Gather arguments for and against the position that emotions and emotional competencies are correlates of wisdom, but not elements of wisdom.
Think about what resources a person needs in order to become wise over the course of a lifetime. How important do you think emotional competencies are?
Summarize, in your own words, the most important psychological and situational resources that help people to grow wiser.
Think about the resources you have identified in your answer to Question . If our goal is to make people wiser, could there be ways to foster some of these resources (a) through parenting, (b) in schools and other educational contexts, and (c) in wisdom interventions for adults? Choose one
Go back to the wise person you interviewed for Box .. Ask them to tell you the story of a challenging experience they have had in their life. Can you identify some of the MORE resources in the way they talk about that experience?
Think about a recent difficult event (such as a conflict) from your own life, and how you dealt with it. Could you have handled that event better if you had used the MORE resources? Or did you use some of them anyway?
What are the most important insights you have gained from your own life experiences?What would the developmental trajectory of your own wisdom look like?
What does it mean to successfully teach for wisdom? How will these students be different from those who have received a typical education? (This chapter provides some suggestions, but include your own thoughts on the topic as well.)
What are some factors that can help teachers to develop wisdom? Have you had a wise teacher? What do you think made them wise?
Are there any students whom teachers should avoid teaching for wisdom in a typical classroom setting (e.g., people who have had traumatic life experiences). Should they be taught in this way, or do they need clinical support to develop wisdom?
Are wisdom education programs more likely to be successful in early education, or at university level? In other words, are elementary students better able to develop the six wisdom connections, because they are young and still developing? Or are university students better candidates, because they
Is it really the place of mainstream schools to be teaching for wisdom, or is this something that requires alternative educational schools, or maybe clinical therapy? Suggest some arguments both for and against these ideas.
Among the wisdom skills that professionals need to do their work well are the capacity for perception, empathy, reflection, and deliberation. From your reading or your own experience with professionals, give a concrete example of why each of these is important in the everyday decisions that a
Among the character traits or habits that professionals need to be motivated to choose well in their work with clients, patients, or students are courage, patience, self-control, empathy, anger at wrongdoing, loyalty, and caring. From your reading or your own experience with professionals, give a
In figuring out how to balance autonomy and paternalism, how, if at all, should a professional consider factors such as the culture the patient comes from, their gender, their class, and their race?
When you have to make a moral judgment, people commonly say “Forget your feelings, be objective” or “Don’t let your feelings interfere with your judgment” or “Be rational, don’t be emotional.” Why does such advice limit good decision making by professionals? Give at least one
For professionals to be able to help their clients, patients, or students make good decisions about their health or well-being they often have to balance the ethical principle “Always be honest” with the need to give their client, patient, or student hope. Why is this often difficult? What are
Professionals need to respect the freedom of choice of their clients, patients, or students(client “autonomy”), but they also want to use their expertise to service their clients’, patients’, or students’ best interests (professional “beneficence” or paternalism). Give an example of
For lawyers there is often a tension between being an advocate for a client and counselling them. Explain why this is so, by giving an example. Why is practical wisdom critically important for resolving this tension? Can you think of a similar tension in other professions or in your own life?
Institutions such as schools are in a bind – they need rules, standards, common curriculum, and testing to direct the activities of teachers and students. Yet these very rules and structures can discourage or erode the practical wisdom that teachers and students need to do their work well.
Teachers like Mrs. Dewey have to continually make tough decisions about how to distribute their scarce time among their students. Why is this difficult? What are the kinds of things that a good teacher needs to balance? How does the emphasis that this school system places on “bubble kids”
Professionals, like people in many other lines of work, earn money, gain power and influence, and achieve glory or prestige. Choose one of these three major human motivations with regard to work – monetary gain, power, or glory – and explain how this aim can potentially undermine the very
How could someone convince you that they know how to be wise, and how would you assess them?
To what extent should leaders develop self-awareness and self-knowledge? Why?
Do some leadership theories present leaders as too good to be true and, if so, what problems might the too-good-to-be-true situation cause?
What would you need to work on to become a wise leader?
How could leadership research address the lack of leadership diversity? Do you think that leadership theory and practice hinder or advance women and members of minority groups?
How should organizations deal with psychopathic and narcissistic leaders? What problems would you anticipate when dealing with them?
What are the twenty-first-century macroproblems and macro-opportunities that social policy leaders and citizens need to address?
What are some of the causes of twenty-first-century macroproblems?
What are some important characteristics of wise minds?
How can citizens and socioeconomic-political leaders come to understand the twenty-firstcentury context and ensure that their decision making becomes more ethical and effective?
How can we use creative and critical thinking strategies to strengthen our wisdom?
=+Is it true, as noted by a common English idiom, that familiarity breeds contempt? Or, do birds of a feather flock together?
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