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PSYC3102 - HSA3 > Week 4 > Flashcards

Week 4 Flashcards

1
Q

Field Theory

A
  • Kurt Lewin
  • Social Theory 1950s applied concepts from physics to psychology
    Importance of:
  • Concepts of force, tension, constraint and context
  • Experimental methods - Wood & Kroger 1998
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2
Q

3 Criticisms of Experimental Social Psychology

A
  1. Deception is necessary tool for research - unethical; if you say what the research is for it changes the nature of the study
  2. Demand Characteristics - Peculiar experiments where stress demand not selected independent variables Implemented (Stanford Prison Experiment)
  3. Absence of everyday language consideration - “Interesting” has many different subjective conotations
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3
Q

Two Books That Show Shift in Language Study

A
  1. How to do Things with Words - Austin 1962
  2. The Explanation of Social Behaviour - Harre and Secord 1972
    * Encouraged the Philosophy of Language
    * Steered away from Positivism
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4
Q

Label & Describe

A
  • Initially assumed that language was unambiguous
  • Labels - Internal states (I’m happy)
  • Descriptions - External Reality (It’s cold outside)
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5
Q

Language as a Mirror

A
  • Potter 1996 & Freesmith (ND) use this metaphor to describe perspective
  • Language simply reflects reality
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6
Q

Social Performance 1960s

A
  • Fixed language was challenged
  • Language was viewed as Productive
  • Constructs ‘versions’ of social reality
  • Achieves - Language actively changes social spaces
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7
Q

Language as a Construction Yard

A
  • Potter 1996 & Freesmith (ND)
  • Language is used to construct versions of ideas and events
  • Words are Never simple or neutral versions of reality
  • They are Influential Choices
  • Represent reality in selective ways
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8
Q

Critique of Cognitivism

A
  • All things can be described many ways
  • This creates our knowledge of the world
  • Present and Represent our own reality our own way
  • Social psychologists began to critique Cognitivism
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8
Q

Critique of Cognitivism

A
  • All things can be described many ways
  • This creates our knowledge of the world
  • Present and Represent our own reality our own way
  • Social psychologists began to critique Cognitivism
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9
Q

Cognitivism

A
  • Focus of inquiry is the study of Mental Representations
  • Rules that control Cognitive Mediation of input from the environment
  • Assumes these rules are universally true
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10
Q

Discursive Psychology

A
  • The focus on language and critique of cognitivism led to discourse
  • Re-thinking of cognitive models
  • Assumes phenomena of interest are created socially in and through discussions
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11
Q

Discursive Psychology

A
  • Language is Not Just a Tool to describe or communicate
  • Is a Social Practice and way of doing things
  • The World Runs on Talk - Wood & Kroger 1998
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12
Q

Discourse Practices

A
  • What people do with language
  • How we use Discoursive Resources to acheive group objectives and social interactions
  • Potter & Wetherell created Overt/Covert Racism
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13
Q

Epistemological View of Discursive Pschology

A
  • Hall 2018
  • We all try to accuse others and defend ourselves
  • It is a learned process
  • Emphasises the Performative Aspects of discourse
  • Discourse = Words
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14
Q

Discourse Analysis

A
  • Uses natural language - talk and text
  • How we are accountable in day to day life
  • Are unsolicited
  • Take place within familiar settings
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15
Q

Aims of Discourse Analysis

A

Seeks to find:
1. Performative Force of words
2. Penetrate Beyond common sense appearance of a social interaction to deconstruct what is said

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16
Q

Three Fundamental Assumptions of Discourse Analysis

A
  1. Analysis of Discourse comes first before coding data
  2. Take Apart in many ways
    * Don’t build codes into abstract
    * What does it consist of?
    * How is it put together to accomplish different outcomes
    3 . Elucidate Social Functions and consequences of discourse
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17
Q

Discourse Analysts look at 2 Things:

A
  1. Style, Structure & Content
  2. How the above work together
    * How are functions acheived? - Justification, rationalising, naming, blaming
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18
Q

Discursive Actions are conceptualised

A
  • Concerned with Memory, identity, attitudes and emotions
  • These are concepts and considered Discursive Actions
  • We construct in speech rather that as cognitive process
  • How do we maintain our personal interests by talking about them
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19
Q

Discourse Analysis - Functions and Consequences

A
  • Find references to phenomena that occur naturally
  • How these affect actions and results and behaviour
    e.g. Toxic Positivity
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20
Q

Discourse Analysis ToolKit

A
  • Interpretive Repertoires
  • Speech Acts
  • Grammatical and semantic features
  • Rhetorical.
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21
Q

Interpretive Repertoires

A
  • Can be seen as building block for constructing verbal actions
  • Derived from key metaphors and figures of speech
    e.g. worth or value of romantic love
  • Similar to Foucauldian Discourse Analysis or Superordinate themes
  • What discourse is, How it functions and its consequence
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22
Q

Two Primary Functions of Interpretive Repertoires

A
  1. Formulating the Nature of the phenomena
  2. Characterise and Evaluate actions or events
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23
Q

Speech Acts

A

Single utterances that accomplish something
e.g I’m sorry = apoligy

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24
Q

Grammatical Features

A

Modals - Should
Conditionals - If
Intensifier adverbs - Really
Metaphors - Have Syntax & Semantecs

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25
Q

Rhetorical Strategies

A
  • Ways in which language is used to persuade
  • Derived from Aristotle where he outlines method to construct persuasive arguments
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26
Q

Rhetoric: Building up Credibility

A
  • Category Entitlement
  • Concession
  • Consensus
  • Disclaimer
  • Stake Management
  • Active Voice
  • Categorisation
  • GerryMandering
  • Making Evidence
  • Pronoun Selection
  • Used of Statistics
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27
Q

Category Entitlement

A
  • Using Experts to build a case
  • Back up position with voices that carry weight
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28
Q

Concession

A
  • “I see your point but . . . “
  • Set up person to be fair and reasonable
  • Still sets them up to be dismissed
29
Q

Disclaimer

A
  • “I am not a racist but . . . “
  • Person pre-emptivley rejects criticism
30
Q

Stake Management

A
  • Confession & Innoculation
  • Protects against critique for unsubstantiated claim
  • “I’m no doctor but . . . “
31
Q

Credentialling

A

Using experts with titles to back up a position
Similar to Category Entitlement
“the doctor told me . . “ or “the doctor said”

32
Q

Consensus

A
  • Using the majority to make a claim indisputable
  • “We all feel that . . .”
33
Q

Active Voice

A
  • Claims responsiblity for the arguement
  • “I conducted this study . . . “
34
Q

Passive Voice

A
  • “This study was conducted . . .”
  • Instead of “I conducted this study”
  • Attempts to write the author out of the narrative
  • Projecting objective, unbiased opinion
35
Q

Categorisation

A

Reveals philosophical positioning
Terrorist vs Freedom Fighter

36
Q

Gerrymandering

A
  • Selective cases used to stake a claim
  • “Election of a black president means there is no more racism”
37
Q

Make Evidence “Speak for Itself”

A
  • “Obvoiusly that was not my intention . . . “
  • Pre-Emptive Innocultion
  • Obviously, Clearly, The facts show etc
  • Presenting case with little explanation making it hard to dispute
38
Q

Pronoun Selection

A
  • Us vs Them
  • We are the same
  • We are different
39
Q

Use of Statistics

A
  • “50% Increase” may only be 3 people in a sample of 6
  • The majority or minority as key words
  • Any numerical references
  • Seems evidence based but may not be
40
Q

Eliciting Emotion

A
  • When we stir up emotions it makes people want to side with us
  • Repetition
  • Rhetorical Quesltions
  • Falacies
  • Three part lists are particulary effective
41
Q

Tricolon

A
  • Rhetorical term for a series of three parallel words or phrases
  • Also known as a triadic sentence
  • Life, liberty, and the pursuit of happiness
  • Wine, Women and Song
42
Q

Fallacies

A
  • Ways to Elicit Emotions that are not built on solid arguments
43
Q

Exemplum

A
  • Example or model
  • Story told to illustrate a moral point.
44
Q

Discourses

A
  • Textual writings that are connected by writing or speech
  • Concerned with the role of languag
  • Epistemology of Social Constructionisom
45
Q

Discourses

A
  • Textual writings that are connected by writing or speech
  • Concerned with the role of languag
  • Epistemology of Social Constructionisom
46
Q

Focauldian Discourse Analysis

A
  • A form of Social Constructionism
  • Michel Foucault - 1926-1984
  • Language is used to shape knowledge and power
  • Historian that sought to challenge wasy of knowing
  • Seek to find what worked in the past
47
Q

Foucault - Knowledge & Power

A
  • Power is all encompassing reality
  • We are all trapped there and carticipate
  • Studied punishment practices of our legal system
  • Corporal punsihment replace by new forms of sanitised punishment
48
Q

Foucault - New forms of Punishment

A
  • Centralised Surveillance
  • Self Surveillance
  • Decentralised Surveillance
49
Q

Panopticon

A
  • A Central observation tower placed within a circle of prison cells.
  • Every cell can be seen
  • Inmates never know whether if they are being watched.
  • Induce a state of conscous visibility that causes inmates to behave
50
Q

Knowledge & Power Panopticon

A
  • Knowledge is put to work via discourse
  • Patriarchy results in men controlling female narrative
  • Discourse becomes second nature - Common Sense
  • People then self regulate behaviour based on narrative
    e.g. Womxn narrative
51
Q

Foucauldian Discourse - Subject Position

A
  • The Speaker as the Subject
  • Who or what is spoken about is the object
  • Replaces the idea of a Coherent Subject like the ‘Self’ existing before discourse
  • Notion of stable, fixed unchangeable subject like Identity is challenged
52
Q

Positioning

A
  • Central to Foucauldian Discourse Analysis
  • In medicine those who are sick are the subject and are passive
  • In 19th century homosexuality was constructed as sick, illegal and needing punishment
  • When Position is deconstructed our understanding of sexual orientation changes.
53
Q

Critical Methodology

A
  • Used terms like Archaeology (History of Madness) & Genealogy (Discipline and Punish)
  • Captured Criticial Methodology this way
54
Q

Foucault’s 5 Procedures of Critical Methodology

A
  1. Reversal
  2. Marginality
  3. Discontinuity
  4. Materiality
  5. Specificity
54
Q

Foucault’s 5 Procedures of Critical Methodology

A
  1. Reversal
  2. Marginality
  3. Discontinuity
  4. Materiality
  5. Specificity
55
Q

Foucault’s 5 Procedures of Critical Methodology - Reversal

A
  • Take a standards historical perspective
  • Overturn it as a way of refuting it
  • Requires critical unpacking
    e.g Australia Day vs Invasion Day
56
Q

Foucault’s 5 Procedures of Critical Methodology - Marginality

A
  • Examine aspects of culture and history that have been excluded
  • Foucault was interested in morality - Difference between religion and morality
    e.g. The notion of what is normal
57
Q

Foucault’s 5 Procedures of Critical Methodology - Discontinuity

A
  • Looking for gaps, breaks and catastrophes
  • Not just focus on a lineary human progress
  • Look at significant moments in time
  • Critique moments of progress that caused disruption
    e.g. COVID
58
Q

Foucault’s 5 Procedures of Critical Methodology - Materiality

A
  • Look at concrete practices instead of belief systems and ideologies
  • Purity Balls - Father as the boyfriend
59
Q

Foucault’s 5 Procedures of Critical Methodology - Specificity

A
  • Focus on single instances
  • Illuminate larger points and claims
  • Idiographic
  • Small Data Sets
60
Q

Henriques 1984 - Changing the Subject: Psychology, social regulation and subjectivity

A
  • Critical Reflection with post structuralus theory perspective
  • Examines the role in constructing objects and subjects they claim to explain
61
Q

Epistemological Framework - Foucault

A
  • Role of Language in social life
  • What kinds of objects and subjects are constructed through discourse
  • What ways of being does discourse make available
  • Words have power to drive our conduct
  • What is appropriate according to the language rulebook?
62
Q

Epistemology - Discursive Resources

A
  • Ways to construct Subjectivity, Selfhood and Power Relations
  • This makes Foucauldian Discourse different from Discoursive Analysis
  • FDA is Critical Social Constructionism
63
Q

FDA Questions of Power

A
  1. What is Knowledge?
  2. How did it arise?
  3. Whose interests are served by this knowledge?
  4. Whose interests does the knowledge oppress?
    e.g. terms Victim vs Survivor position the Object differently in the dialogue
    * Terms impact our social reality in different ways.
64
Q

Dallos Dallos 1997

A
  • Discourses are Shared Assumptions about how the world works
  • Assumptions are taken for granted
  • Used to negotiated Power Relations - Reproduction/Resistance
  • Statements must have been spoken at some stage
  • Therefore Discourse involves language
65
Q

Dominant Discourses

A
  • Discourse creates expectations and consequently influences behaviour
  • Implicated in excerise of power and domination
    e.g. Neoliberal Discourse
    affords privelage to sections of society that sanction the discourse
66
Q

Regimes of Truth

A
  • Some discourse become so embedded in culture it is difficult to change them
    e.g. biological issues of Gender identity and Gendered society
67
Q

Rules of Right

A
  • Whoever holds the right to act holds the power
  • Traditionally Religion, Sovereignty, Governemnt
  • Then Colonial Powers like - Whiteness, patriarchy, medicine and law
  • Knowledge is produced by those with the Right to Act
  • This then becomes truth
  • Foucault says Power Produces Reality
68
Q

Changing Discourses

A
  • Discourses are not stable or predetermined entities
  • Exist in action, comversation and institutional practice
  • Evolve, Disapear and are Contested
  • Counter Discourse can and do emerg
69
Q

Discourses Within Groups

A
  • Can appear to cross race, age, gender class
  • Similar assumptions are simultaneously held by people with similar backgrounds
  • In this way assumptions are maintained and difficult to challenge

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PSYC3102 - HSA3 (12 decks)

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