Description
Touchstones are projects that illustrate your comprehension of the course material, help you refine skills, and demonstrate application of knowledge. You can work on a Touchstone anytime, but you can’t submit it until you have completed the unit’s Challenges and Milestones. Once you’ve submitted a Touchstone, it will be graded and counted toward your final course score.
It may be hard to know how to handle a problem with a coworker or friend. For this reason, the psychological concepts you have learned thus far in this course are so important. Understanding how the human brain works will help you master your problem-solving and self and social awareness skills in your personal and professional life. And whether at home or work, you may have developed the ability to apply these skills in order to read the social cues of others and recommend strategies that are based on psychological concepts and principles.
In this final touchstone, you will use your problem-solving and self and social awareness skills to look beyond the opinions of others and figure out the cause of the problem in order to better assist a coworker in making a correct and proper decision.
Touchstone 4: Mindset
SCENARIO: Mark works with Monica and Jennifer. He likes to make people laugh but often jokes about his struggles to learn new programs and technology.
The company recently informed the team that there will be a compliance test on new safety policies, which employees will need to pass in order to keep their jobs. The company has provided materials to study, as well as optional practice exams.
Monica, Jennifer and Mark are having lunch in the break room, and Monica and Jennifer mention that they have already signed up to take the first practice test. Mark comments about how hard it is for him to learn a different way of doing the jobs that he has been doing for years. However, later in the day, he stops by Monica’s desk to find out how she is preparing for the test and asks for advice. Given that they have a month until the compliance test, Monica is confident that she can help Mark prepare.
ASSIGNMENT: Using your problem solving and self and social awareness skill and the information that you have learned about the plasticity of the nervous system and motivation and mindset, answer the questions in this case study assignment to help Monica offer strategies to improve Mark’s chances for doing well on the compliance test.
In order to foster learning and growth, all essays you submit must be newly written specifically for this course. Any plagiarized or recycled work will result in a Plagiarism Detected alert. Review this tutorial for more about plagiarism and the Plagiarism Detected alert: Touchstones: Academic Integrity Guidelines. For guidance on the use of generative AI technology, review Ethical Standards and Appropriate Use of AI.
A. Assignment
DIRECTIONS: To complete the assignment, you will answer the following questions:
What kind of mindset does Mark need to embrace to be successful? Describe the impact of mindset on success.
What type of mindset does Mark currently have, and how does it affect his brain? Explain how mindset affects learning.
What advice should Monica give to Mark, and why? Describe a specific strategy that Monica can suggest to Mark to improve his memory and better prepare for the compliance test.
If Mark were your coworker, what important aspects of the situation would you want to keep in mind when offering advice and strategies to him? Why do you think this is important? Explain the importance of tailoring advice and strategies directly to Mark’s situation
Unformatted Attachment Preview
PSY1010 – Touchstone 3.1
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Type Your Name Here
Smarter Decisions through Psychology
Date here
Using what you have learned about the adolescent brain and social development, answer the
questions in this case study assignment. Your goals are to help Monica understand why her son
makes the choices he does and recommend some strategies that may help solve the problem.
For each question, you should write a paragraph-length response (5–7 sentences) to receive
credit for this assignment. You may use your Sophia tutorials as a resource.
Question 1: What happens inside the brain of a teenager that makes it difficult for Jordan to
weigh the risks and rewards of his behavior? Describe how the adolescent brain weighs risk and
reward.
Question 2: Why does it appear that Jordan values the opinion of his peers more than the
opinion of his mother? Explain the psychological concepts that may account for why Jordan
places value on his peers’ opinions.
Question 3: What advice would you give Jordan’s mother, Monica, that would teach him how to
make better choices and decisions? Discuss a specific strategy that Monica may implement to
help her son make better decisions.
Question 4: If you were in Monica’s shoes, how would you feel? Explain why a better
understanding of Monica’s perspective could result in more constructive advice.
Forgetting
by Sophia
WHAT’S COVERED
This lesson will cover the reasons why information is not remembered. Our discussion breaks down
as follows:
1. Forgetting
Memory isn’t necessarily perfect. Sometimes a person doesn’t remember things well or forgets information
that they had previously learned. Forgetting literally means not remembering. Put another way, forgetting
means that a person is not able to retrieve information from their memory.
There are two types of memory:
Short-term memory
Long-term memory
1a. Short-Term Memory
Short-term memory stores information in small amounts for short periods of time. In other words, forgetting is
part of the process of short-term memory. Any information that we want to remember further doesn’t stay in
our short-term memory; it moves into our long-term memory.
Information can be kept for longer in our short-term memory if we repeat or rehearse it. This reinstates the
information into our short-term memory for several seconds. Then, however, unless it is encoded and stored
in the long-term memory, it’s forgotten.
TERM TO KNOW
Repetition/Rehearsal
A way of keeping information in a person’s short term memory, where the person says it to himself or
herself and practices it, which puts it back into the short-term memory for longer times.
1b. Long-Term Memory
However, typically when a person says that they are forgetting something, they are referring to losing it from
long-term memory. How does this work exactly? In 1885, a psychologist named Hermann Ebbinghaus
performed some of the first psychological experiments on memory and forgetting. He tested his own memory
retention by trying to memorize three-letter nonsense syllables, like w-o-l (wol), or g-e-x (gex).
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He tested his ability to remember them over different periods of time. This led him to create thecurve of
forgetting, a graph that is still used today to understand how forgetting works. It shows that people begin to
immediately forget information up to a few minutes, or even a few hours, after encoding.
There’s a drastic change in how much we remember within a relatively short period of time. Ebbinghaus found
that within a day or two, his forgetting started to level off, until about six days. This was when it basically
leveled off, at around 30% retention for the nonsense syllables that he was learning.
After that, forgetting remains relatively stable, and our long-term memory is almost permanent in certain ways.
This is particularly true with meaningful information, versus the nonsense syllables that Ebbinghaus was
learning.
TERM TO KNOW
Curve of Forgetting
A graph created by Herman Ebbinghaus that shows that people immediately begin forgetting large
amounts of information up to 2 days after learning; then, forgetting slows down between 6 and 31
days, after which, it remains relatively stable.
2. Reasons for Forgetting
Now, the amount of information that can be retained is even higher than 30%, and it can be a lot more stable.
Why do we actually forget? Psychologists have found that there are several different reasons, and they relate
to the process of creating memories in the first place.
2a. Encoding
Creating memories means first encoding the information so that we can understand it, then storing that
information in our brains, and finally retrieving it later for usage.
One reason that we forget something can be anencoding failure. This refers to an inability to actually form
the memory in the first place, and to put it within long-term memory.
In an experiment done by Nickerson and Adams, some people were asked to identify what a penny actually
looks like, out of a series of images containing multiple fake ones and one correct one.
They found it was difficult, because people don’t pay attention to a lot of the details that make up a penny, like
which direction Lincoln’s head is facing, or where the information is placed on either side of him. Humans only
encode the things that they actually need to remember—like what a penny basically is and how it’s different
from other coins. This was an example of an encoding failure, because people didn’t pay attention to those
details and move them into long-term memory.
TERM TO KNOW
Encoding Failure
The inability to form a memory and store it in the long-term memory.
2b. Decay Theory
The idea of “use it or lose it” is also true for memory. When memory is formed and encoded into storage,
something called memory traces are created. These are new connections and changes within the neurons of
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the brain.
The decay theory states that over time, these connections begin to fade and disappear unless they are
repeated or rehearsed. Unless we use that memory in some way, eventually it will disappear from our longterm memory. This creates what is called a storage failure, although many memories stay with us for a longer
period of time, so decay theory isn’t absolute.
EXAMPLE Sometimes we can remember things from our childhood that we haven’t thought about
for a very long time.
2c. Retrieval Failure
Retrieval failure is another reason for forgetting. This occurs when there is some interference in retrieving
information. Certain memories, either new or old, can compete with each other and make it difficult to
remember specific information that we have. A person is not able to access memories within their mind,
because other ones are getting in the way.
2d. Suppressing/Repressing
A person can also intentionally forget memories. This can happen either consciously, by suppressing the
information, or unconsciously, by repressing the memories. This is especially applicable to very unhappy or
unpleasant memories from different periods of life that a person may want to forget. The memory is
unconsciously put to the back of memory storage; it is still there, but it’s something that the person doesn’t
want to think about.
SUMMARY
Forgetting literally means not remembering, and it is the inability to retrieve information. Forgetting is
a natural part of short-term memory; most of the information processed by short-term memory is
forgotten. When a person says they have forgotten something, they are usually referring to
information from their long-term memory. There are several reasons for forgetting information: an
encoding failure, lack of use, retrieval failure, or suppression/repression.
Good luck!
Source: THIS TUTORIAL WAS AUTHORED BY SOPHIA LEARNING. PLEASE SEE OURTERMS OF USE.
TERMS TO KNOW
Curve of Forgetting
A graph created by Herman Ebbinghaus that shows that people immediately begin forgetting large
amounts of information up to 2 days after learning; then, forgetting slows down between 6 and 31 days,
after which, it remains relatively stable.
Encoding Failure
The inability to form a memory and store it in the long-term memory.
Repetition/Rehearsal
A way of keeping information in a person’s short term memory, where the person says it to himself or
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Page 3
herself and practices it, which puts it back into the short-term memory for longer times.
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The Decision-Making Process
by Sophia
WHAT’S COVERED
By the end of this session, you will be able to: define decision making, define and explain schemas,
and demystify the decision-making process. We will break this down into the following topics:
1. Decision Making
Decision making is a component of problem solving and entails the making of a choice. Decision making does
not always result in problem solving. It involves cognition—communication, thinking, memory, and knowledge.
Beliefs are often formed via the development of a prototype—a mental category of a given example. A
concept is how one mentally groups ideas, individuals, objects, etc…
TERMS TO KNOW
Prototype
A mental example of a category.
Concept
A mental grouping of ideas, objects, people, or other similar things.
2. Schemas
Schemas are the mental framework that we use to shape our experiences. Schemas assist us in organizing
our knowledge base categorically via aligning sensory information with outcomes. When explaining the
employment and adjustment of schemas, Piaget proposed the concepts of assimilation and accommodation.
Assimilation is the utilization of one’s current comprehension to interpret new experiences.
EXAMPLE A young child may refer to a squirrel as a dog if they assimilate all furry animals to be
dogs.
Accommodation involves the refinement of new information that enters our body of knowledge.
EXAMPLE A child alters their belief that all furry animals are dogs after they encounter many other
furry animals that do not look like a dog.
There are multiple types of schemas:
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Person schemas are centered around the understanding of specific people.
Social Schemas enable people to know how to behave in a social situation.
Self-Schemas assist us in understanding ourselves. They represent our being in the past, present, and
future.
Event schemas (scripts) contain the sequence of behaviors that one is expected to go through during an
event.
WATCH
As you continue to learn about the science behind our decision processes, watch the following video to
hear how writer, actor, and father, Omar Epps, guides you through his intellectual and emotional journey
and his struggles in the decision to become a father who’s in the present.
TERMS TO KNOW
Schema
The mental framework we use to shape our experiences.
Assimilation
The use of one’s current comprehension to interpret new experiences.
Accommodation
The refinement of new information that enters one’s body of knowledge.
3. Demystifying the Decision-Making Process
Why does the process of decision making pose such a problem for so many? Individuals often fall prey to the
following:
Not making a decision to avoid mistakes. Refusal to make a decision is a decision in and of itself and is
potentially a poor one.
Only one right answer exists. This is a flawed schema that contributes to the anxiety associated with
decision making.
Being certain of a decision prior to making it. Due to our complexity as humans, this is virtually impossible.
We can never be 100% sure of any outcome.
What can be done to assist decision making?
Clearly define the existing problem.
Brainstorm options.
Examine the pros and cons associated with each choice.
Utilize your feelings and intuition, as well as knowledge to finalize the decision.
SUMMARY
In this tutorial, you learned about the decision-making process and how schemas impact that process.
Schemas allow us to shape and frame up the way we see the world, so we can follow an orderly
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decision-making process. We react to new information by either assimilating that information into an
existing schema we have or accommodating the schema and adjusting it to address the new
information.
A strong decision-making process involves clearly defining the problem, brainstorming options,
assessing the pros and cons of the options, then using knowledge and intuitions to finalize a decision.
Good luck in your learning!
Source: THIS TUTORIAL WAS AUTHORED BY SOPHIA LEARNING. PLEASE SEE OURTERMS OF USE.
TERMS TO KNOW
Accommodation
The refinement of new information that enters one’s body of knowledge.
Assimilation
The use of one’s current comprehension to interpret new experiences.
Concept
A mental grouping of ideas, objects, people, or other similar things.
Prototype
A mental example of a category.
Schema
The mental framework we use to shape our experiences.
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Self-Regulation
by Sophia
WHAT’S COVERED
By the end of this session, you will be able to: define self-regulation and differentiate it from
motivation; define self-organization and understand its components; and define goal-orientations and
understand types of learning goals. These will break down into the following topics:
1. Self-Regulation
Self-regulation relates to an individual’s ability to adjust their own behavior. This is often related to an
academic work context. This behavioral change often occurs in response to societal or internal expectations.
Although similar to motivation, the terms are quite different. As was discussed previously, motivation
describes the wants or needs that direct behavior toward a goal.
Zimmerman views academic self-regulation as requisite for survival due to the social acceptance that it affords
within educational settings. Baumister & Vohs interpret academic self-regulation as indicative of health and
reflective of prosperity or failure within many facets of educational life.
Self and Social Awareness: Skill Tip
A big part of self-regulation is using your self and social awareness skills to understand the kinds of
situations that may call for a behavioral change and then being able to take the steps needed to have
a positive outcome.
TERM TO KNOW
Self-Regulation
An ability to adjust one’s own behavior.
2. Self-Organization
Self-organization is defined as “the process of achieving a goal by identifying the most efficient path for doing
so, while acknowledging the available skills, knowledge, and resources. Self-organization demands active
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experimentation in terms of approaches, continuous adjustment and the obtainment of lessons from all
failures.” Baumister & Vohs stress that people with an aptitude for academic self-organization tend to have
increased psychological health and possess greater levels of success at school, work, and in relationships.
Self-organization is comprised of four primary elements:
Standards – Self-regulation transpires when behavioral adjustments fail to meet the criteria imposed
internally or by society. Thus, behavior must be adjusted to meet these criteria.
Monitoring – Self-regulation is an ongoing process necessitating feedback for the integration of
adjustments. Achievement of efficient self-organization requires observation and following of behaviors.
The Power of Self-Organization (aka Will Power) – The process of self-change is challenging and requires
both strength and determination. All individuals have a reservoir of willpower. When depleted, selfregulation declines.
Self-Esteem – Persistent in both youth and middle age, this continually decreases throughout the lifespan
in response to variations in health, cognition, and socioeconomic status.
TERM TO KNOW
Self-Organization
The process of achieving a goal by identifying the most efficient path to do so.
3. Goal Orientations
Harackiewicz, Barron, & Elliot define goal orientations as “cognitive representations of the things we seek to
accomplish, which guide us and to provide the energy of behavior and determine our attitudes.” Dweck
proposed two types of learning goals—performance and mastery. Performance goals relate to performing
competence relative to other people. Mastery goals deal with developing competence via the mastering of
tasks.
Performance
To look smart
Goal or purpose
To avoid looking dumb
To outperform peers
Types of tasks students
choose
Student response when
encountering challenging
work or failure
Impact of “You’re smart”
message
Impact of “You won’t do well”
message
Effort expended
Tasks that are easy for
the student but difficult for
others
Helpless response
Self-denigration
Lowered problem-solving
ability
Mastery
To increase competence
To learn, understand, master
Tasks that are challenging and promote
learning
Mastery-oriented
Persistence in trying various problem-solving
strategies
Increase persistence
Remain mastery-oriented
Helpless response
Remain mastery-oriented
Low
High
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Example of how teacher
This activity will evaluate
This activity will help you learn some important
statements can encourage
how well you can do
things that you will need to know for your
goal type
[some].
profession.
TERM TO KNOW
Goal Orientation
A cognitive representation of a thing we seek to accomplish.
SUMMARY
In this tutorial, you learned about the importance of self-regulation in academic work and how it
differs from motivation. The four elements of self-organization were identified as standards,
monitoring, will-power, and self-esteem. Also, the two goal orientations of performance and mastery
were introduced. Recognizing these elements of our own behavior help us to become stronger in our
self and social awareness skill.
Good luck with your learning!
Source: THIS TUTORIAL WAS AUTHORED BY SOPHIA LEARNING. PLEASE SEE OURTERMS OF USE.
TERMS TO KNOW
Goal Orientation
A cognitive representation of a thing we seek to accomplish.
Self-Organization
The process of achieving a goal by identifying the most efficient path to do so.
Self-Regulation
An ability to adjust one’s own behavior.
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Psychology and Workplace Skills
by Sophia
WHAT’S COVERED
This lesson will help you apply an understanding of psychology to learning job skills. You will also
note how problem solving skills support development of workplace skills. You will do this by covering:
1. Workplace Skills
If you lived and worked in colonial times in the United States, what skills would you need to be gainfully
employed? What kind of person would your employer want you to be? What kinds of skills would you need to
run your own farm or small business? And how different would your skills and aptitudes be then, compared to
today?
Many industries that developed during the 1600s–1700s, such as health care, publishing, manufacturing,
construction, finance, and farming, are still with us today. And the professional abilities, aptitudes, and values
required in those industries are many of the same ones employers seek today.
For example, in the health care field then, just like today, employers looked for professionals with scientific
acumen, active listening skills, a service orientation, oral comprehension abilities, and teamwork skills. And in
the financial field then, just like today, employers looked for economics and accounting skills, mathematical
reasoning skills, clerical and administrative skills, and deductive reasoning.
Why is it that with the passage of time and all the changes in the work world, some skills remain unchanged
(or little changed)?
The answer might lie in the fact there are two main types of skills that employers look for: hard skills and soft
skills.
Hard skills are concrete or objective abilities that you learn and perhaps have mastered. They are skills
you can easily quantify, like using a computer, speaking a foreign language, or operating a machine. You
might earn a certificate, a college degree, or other credentials that attest to your hard-skill competencies.
Obviously, because of changes in technology, the hard skills required by industries today are vastly
different from those required centuries ago.
Soft skills, on the other hand, are subjective skills that have changed very little over time. Such skills
might pertain to the way you relate to people, or the way you think, or the ways in which you behave—for
example, listening attentively, working well in groups, and speaking clearly. Soft skills are sometimes also
called transferable skills because you can easily transfer them from job to job or profession to profession
without much training. Indeed, if you had a time machine, you could probably transfer your soft skills from
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one time period to another!
TERMS TO KNOW
Hard Skills
Concrete or objective abilities that you learn and you can easily quantify, like using a computer.
Soft Skills
Subjective skills that have changed very little over time; they pertain to the way you relate to people,
the way you think, or the ways in which you behave.
2. What Employers Want
Employers want individuals who have the necessary hard and soft skills to do the job well and adapt to
changes in the workplace. Soft skills may be especially in demand today because employers are generally
equipped to train new employees in a hard skill—by training them to use new computer software, for instance
—but it’s much more difficult to teach an employee a soft skill such as developing rapport with coworkers or
knowing how to manage conflict. An employer might rather hire an inexperienced worker who can pay close
attention to details than an experienced worker who might cause problems on a work team.
In this lesson, we look at ways of identifying and building particular hard and soft skills that will be necessary
for your career path. We also explain how to use your time and resources wisely to acquire critical skills for
your career goals.
3. Specific Skills for Your Career Path
A skill is something you can do, say, or think right now. It’s what an employer expects you to bring to the
workplace to improve the overall operations of the organization.
The table below lists four resources to help you determine which concrete skills are needed for all kinds of
professions. You can even discover where you might gain some of the skills and which courses you might
take.
Spend some time reviewing each resource. You will find many interesting and exciting options. When you’re
finished, you may decide that there are so many interesting professions in the world that it’s difficult to choose
just one. This is a good problem to have!
Resource
Description
Career
This U.S. Department of Labor Career Interest test helps you match your skills to a particular
Interest
career that’s right for you. Take 5 minutes to answer about 30 questions and learn which careers
Test
fit your interests.
Use this U.S. Department of Labor Skills Profiler test to create a list of your skills and match your
Skills
Profiler
skills to job types that use those skills. Plan to spend about 20 minutes completing your profile.
You can start with a job type to find the skills you need for a current or future job. Or if you are
not sure what kind of job is right for you, start by rating your own skills to find a job type match.
When your skills profile is complete, you can print it or save it.
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This U.S. government website helps job seekers answer two of their toughest questions: “What
jobs can I get with my skills and training?” and “What skills and training do I need to get this job?”
O*Net
Browse groups of similar occupations to explore careers. Choose from industry, field of work,
OnLine
science area, and more. Focus on occupations that use a specific tool or software. Explore
occupations that need your skills. Connect to a wealth of O*NET data. Enter a code or title from
another classification to find the related O*NET-SOC occupation.
4. Transferable Skills
Transferable (soft) skills may be used in multiple professions. They include, but are by no means limited to, the
skills listed below:
Agility
Communication
Initiative
Innovation
Problem solving
Productivity
Results driven
Relationship-building
Self and social awareness
Tech-savvy
These skills are transferable because they are positive attributes that are invaluable in practically any kind of
work. They also do not require much training from an employer—you have them already and take them with
you wherever you go. Soft skills are a big part of your “total me” package.
So, identify the soft skills that show you off the best, and identify the ones that prospective employers are
looking for. By comparing both sets, you can more directly gear your job search to your strongest professional
qualities.
5. Acquiring Necessary Skills
Lifelong learning is a buzzphrase in the twentieth-first century because we are awash in new technology and
information all the time, and those who know how to learn, continuously, are in the best position to keep up
and take advantage of these changes. Think of all the information resources around you: colleges and
universities, libraries, the Internet, videos, games, books, films—the list goes on.
With these resources at your disposal, how can you best position yourself for lifelong learning and a strong,
viable career? Which hard and soft skills are most important? What are employers really looking for?
The following list was inspired by the remarks of Mark Atwood, director of open-source engagement at
Hewlett-Packard Enterprise. It contains excellent practical advice.
Learn how to write clearly. After you’ve written something, have people edit it. Then rewrite it, taking into
account the feedback you received. Write all the time.
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Learn how to speak. Speak clearly on the phone and at a table. For public speaking, try Toastmasters.
“Meet and speak. Speak and write.”
Be reachable. Publish your email so that people can contact you. Don’t worry about spam.
Learn about computers and computing, even if you aren’t gearing for a career in information technology.
Learn something entirely new every six to twelve months.
Build relationships within your community. Use tools like Meetup.com and search for clubs at local
schools, libraries, and centers. Then, seek out remote people around the country and world. Learn about
them and their projects first by searching the Internet.
Attend conferences and events. This is a great way to network with people and meet them face-to-face.
Find a project and get involved. Start reading questions and answers, then start answering questions.
Collaborate with people all over the world.
Keep your LinkedIn profile and social media profiles up-to-date. Be findable.
Keep learning. Skills will often beat smarts. Be sure to schedule time for learning and having fun!
After you’ve networked with enough people and built up your reputation, your peers can connect you with job
openings that may be a good fit for your skills. Consider the following tips:
Get involved in part-time work
Get involved in extracurricular activities
Get involved with employment and career development
⭐
BIG IDEA
Get involved. There are so many opportunities and open doors for you.
SUMMARY
You can use psychology to understand and develop workplace soft skills that help you in whatever
career you pursue. Hard skills change from career to career and many employers will train you in on
those skills, but key soft skills are relevant in any career and across your whole lifetime.
Using tools provided by experts and government agencies, you can assess your own career interests,
and how career choices can fit your personal psychological make-up. You can combine that analysis
with an understanding of 10 key transferable soft skills to improve your chances at finding a
rewarding career. Finally, an approach of lifelong learning helps you adapt and acquire necessary
skills across your entire career.
Good luck!
Source: THIS TUTORIAL WAS AUTHORED BY SOPHIA LEARNING. PLEASE SEE OURTERMS OF USE.
TERMS TO KNOW
Hard Skills
Concrete or objective abilities that you learn and you can easily quantify, like using a computer.
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Soft Skills
Subjective skills that have changed very little over time; they pertain to the way you relate to people, the
way you think, or the ways in which you behave.
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