Top 10 Psychologies Humans Can’t Resist(2)

6, Hawthorne effect (Hawthorne effect)

　　Psychology of a kind of experimenter effect. 20-30 years of the 20th century, the United States researchers in the Chicago Western Electric Company Hawthorne plant working conditions, social factors and production efficiency relationship between the experiment found the experimenter effect, called the Hawthorne effect.
　　The first stage of the experiment was started from November 1924 working conditions and the relationship between production efficiency, set up as an experimental group and control group. As a result, the production of the experimental group rose regardless of increasing or controlling the illumination, and the production of the control group with constant illumination also increased. In addition, there is a test of wage compensation, rest time, length of daily work and the number of days of work per week and other factors, but also can not see these working conditions on the production efficiency of any direct effect. The second phase of the experiment was led by Mayo, a professor at Harvard University in the United States, focusing on the relationship between social factors and productivity, and it was found that the increase in productivity was mainly due to the great changes in the mental aspect of the subjects. Workers participating in the experiment were placed in specialized laboratories and led by researchers, their social situation changed and received attention from all sides, which resulted in the formation of a feeling of participation in the experiment and feeling that they were an important part of the company, which led to the workers being motivated from the aspect of the social perspective, promoting the rise of production.
　　This effect tells us that when a classmate or oneself is noticed or watched by the public, the efficiency of learning and interaction is greatly increased. Therefore, we should learn to be friendly with others in our daily life and understand what kind of behavior is accepted and appreciated by our classmates and teachers. Only when we continue to increase our good behaviors in our life and study can we be noticed and appreciated by more people, and we can also make continuous progress in our study and be full of self-confidence!

7, learned helplessness experiment
　　The learned helplessness effect was first discovered by Overmyer and Silligman, and has since been widely explored in animal and human studies. Simply put, many experiments have shown that, with training, a dog can cross a barrier or engage in other behaviors to escape the electric shocks inflicted on it by the experimenter. However, if the dog had previously been subjected to a shock that was unpredictable (not knowing when it was coming) and uncontrollable (e.g., the interruption of the shock did not depend on the dog’s behavior), when the dog later had the opportunity to escape from the shock they also became incapable of doing so. Furthermore, the dogs show other deficits such as feeling frustrated and depressed, reduced initiative, etc.
　　The dogs exhibited this condition because of a sense of helplessness learned early in the experiment. That is, they recognized that they could not control the termination of the electric shock no matter what they did. In each experiment, the termination of the shock was under the control of the experimenter, and the dog would have learned a sense of helplessness by recognizing that they had no ability to change this outside control.
　　A person who develops learned helplessness becomes one of deep despair and sadness. Therefore, we should learn and live in our own eyes in a little more open, see the real determinants behind the event, do not make ourselves into despair.

8. The Memory of the Witness 　　Witnesses, in our understanding, are usually people who provide some objective evidence, that is, people who tell the truth about what they have seen and heard with their own eyes and ears. However, psychological studies have proved that many witnesses provide testimony that is less than accurate or has a personal bias and carries with it a personal point of view and consciousness.
   　　The findings that witnesses’ confidence in their testimony does not determine the accuracy of their testimony are surprising. Psychologists Perfekt and Howlings decided to examine this finding in more depth. To examine whether there was something special about the witnesses’ testimony, they compared the witnesses’ memories with their memories of general knowledge.
   　　They had the subjects watch a short videotape of a case in which a girl had been kidnapped. The next day, the subjects were asked to answer some questions about what was in the video and were asked to state their level of confidence in their answers, and then they were given a recollection memory test. Next, the same method was used with general knowledge questions selected from encyclopedias and popular books.
   　　As had happened before, Perficott and Howlings also found that those with high confidence in their answers were not actually superior to those with no confidence in the accuracy of the witnesses’ recollections, but this was not the case for general knowledge, where those with high confidence recalled much better than those with low confidence.
   　　People are self-aware of their strengths and weaknesses in general knowledge. Therefore, the tendency is to modify their test results for confidence scales. General knowledge is a database that is shared among individuals, and it has recognized correct answers that subjects can measure for themselves. For example, people will know whether they are better or a little worse than others on sports issues. However, eyewitnessed events are not subject to this self-knowledge. For example, on the whole, they are unlikely to know whether they are better or worse than others at remembering the hair color of participants in an event.　　

9, Rosenthal effect

　　American psychologist Rosenthal and others did a famous experiment in 1968. They went to an elementary school, in grades one to six each selected three classes of children for the fuss “predicting the future development of the test”, and then the experimenter will think that there is “excellent development of the list of students may” notify the teacher. In fact, the list was not based on the results of the test, but was drawn at random. It was an “authoritative lie” to the teachers, thus mobilizing their expectations of the students on the list, and eight months later, the results of another smart test showed that the students on the list generally improved their grades, and the teachers gave them good behavioral ratings. This experiment achieved miraculous results, people put this through the teacher on the students’ psychological influence, so that the students to achieve the teacher’s desired progress of the phenomenon, known as the “Rosenthal effect”, customarily also known as the Pygmalion effect (Pygmalion is an ancient Greek myth of the king of Cyprus, who is a young girl). (Pygmalion was the king of Cyprus in ancient Greek mythology, who fell in love with a statue of a young girl, and his ardent desire eventually transformed the statue into a real person, and the two fell in love and bonded).
　　Educational practice also shows that: if teachers love certain students, they will hold high expectations for them, after a period of time, the students feel the teacher’s care, love and encouragement; often with a positive attitude towards the teacher, towards learning, as well as towards their own behavior, the students are more self-esteem, self-confidence, self-love, self-improvement, inducing a positive passion, these students often make the progress expected by the teacher. On the contrary, those students who are neglected and discriminated against by their teachers will, over time, feel the “favoritism” of their teachers from their teachers’ words, mannerisms, and expressions, and will treat their teachers and their studies with negative attitudes, ignoring or refusing to listen to their teachers’ requests; these students will often become worse day by day and will eventually fall into the undesirable elements of the society. These students often turn bad day by day and end up becoming undesirable members of society. Although there are some exceptions, this is the general trend, and it is also a wake-up call for teachers.

10, false consensus bias (false consensus bias)

　　We usually believe that our hobbies are the same as most people. If you like to play computer games, then it is possible to overestimate the number of people who like computer games. You also usually overestimate the number of people who vote for their favorite classmates, overestimate your authority and leadership in a group, and so on. Your tendency to overestimate the number of people who share your behaviors and attitudes is called “false empathy bias”. There are a number of factors that can affect the strength of your false empathy bias:
(1) When external attributions are stronger than internal ones;
(2) When the current behavior or event is very important to someone;
(3) When you are very certain or convinced of your opinion;
(4) When there is some kind of threat to your status or normal life and learning;
(5) When some positive quality or personality is involved;
(6) When you see other people as being similar to yourself.