FORMAT FP-3

(Re-do questions 2-7 if you're on Campus. Use your own Form)

1. Response Type: WILLING _______ NOT WILLING _______

(Note: if "not willing," fill out questions 8 by guessing)

2. Can you give me the names of some streets on Oahu?_________________

_______________________________________________________

3. Can you give me the names of some hotels on Oahu? _________________

_______________________________________________________

4. Can you give me the names of some beaches on Oahu? _______________

_______________________________________________________

5. Can you give me the names and characters of some neighborhoods on

Oahu? _________________________________________________

6. How far is it, in miles, from Waikiki to the following places:

(i) (ii) (iii) (iv) (v) (vi) (vii) (viii) (ix) (x)

State Capital _____________________ Ala Moana Shopping Center?____________________ Polynesian Cultural Center? _____________________ Honolulu International Airport? ____________________ The Zoo? _____________________ Downtown Honolulu? _____________________ Hawaii Kai? _____________________ Haleiwa? _________________ ____ Makaha? _____________________ Around the Island and Back? ____________________

---

FORMAT FP-3 (Continued)

7 Here is a map of Oahu. (May use Campus map.) Tell me the names of the

numbered areas.

1. ____________________	6. _____________________
2. ____________________	7. _____________________
3. ____________________	8. _____________________
4. ____________________	9. _____________________
5. ____________________	10. ____________________

---

FORMAT FP-3 (Continued) -

8. Demographic Variables:

Age: ______________________ Sex: ______________________

Nationality or Ethnicity: __________________________________

Dress: ________________________________________________

Home Town & State: ____________________________________

Length of Time Here: _____________________________________

Alone or With Whom: ____________________________________

Place: ________________________________________________

Time and Date: _________________________________________

9. Your Own Demographic Characteristics:

Age:__________ Sex: __________

Ethnicity: ____________________

Dress: _____________________

10. Comments You Have:

---

FIELD PROJECT NO. 4

Title: Extending Handshake to Strangers.

Objectives: To determine different patterns in behavior towards strangers between

tourists and local residents. To identify demographic factors related to

these differences.

Instructions: (1) Go down to Waikiki (may also be done on Campus); (2) Approach

a stranger, smile, say "Hello, " and extend your hand. (3) Engage the

stranger in talk. Try to find out their nationality, or ethnicity, their

approximate age, their home town and State. If stranger declines to be

interviewed, fill in as much information as you can guess from visual

appearance alone. (4) After the encounter, fill out the Form below.

(5) Repeat as many times as is practicable, using a separate Form for

each encounter. (6) Repeat with local residents in a non-tourist area.

(7) Type, make a Xerox, and hand in original.

---

FORMAT FP-4

1. Response Type:
(give a score of "+2" for a ready response;

"+1" for a positive but hesitant response;

"-2" for total non-responsiveness or for unfriendly response;

"-1" for some responsiveness but short of reciprocating hanshake.)

2. Demographic Variables:

Age: ______________________ Sex: ______________________

Nationality or Ethnicity: __________________________________

Dress: ________________________________________________

Home Town & State: ____________________________________

Length of Time Here: _____________________________________

Alone or With Whom: ____________________________________

Place: ________________________________________________

Time and Date: _________________________________________

3. Your Own Demographic Characteristics:

Age:__________ Sex: __________

Ethnicity: ____________________

Dress: _____________________

4. Comments You Have:

---

FIELD PROJECT NO. 5

Title: The Neurosemantics of T. V. Watching.

KEY CONCEPTS:

NEUROSEMANTICS	MASS MEDIA
CONDITIONING	IMPRESSION FORMATION
E MOTIONS	TOPICALIZATION
SOCIODYNAMICS	DRAMATIZING
AWARENESS

Objectives: To assess the extent of one's involvement during regular T. V. watching.

To identify the range and intensity of impressions received. To observe the

operation of sociodynamic forces upon one's reactions to social stimuli.

Read pages 61-66.
Instructions: (1) Have attached Form with you while watching. You'll no doubt

want to have a number of copies to record several incidents. (2) As soon

as you become aware of an intense involvement, observe its manifestations

and record it as soon as possible giving the details suggested on the Form.

(3) Do this for as many incidents as you become aware during a program, or

evening of watching (or any over time). (4) Further developments, such

as flashbacks you experience over the next few hours or days, or talking

about it to others, etc. may be added later ("Additional Comments").

(5) Type, make a Xerox, and hand in original.

---

FORMAT FP-5

Your Name: _____________________________ Date Handed In: ______________

TYPE OF INFORMATION REPORTED	DETAILS OF THE OBSERVATION
1. Physical sensations (breathing, muscle tightnings, eyes tearing, etc.) 2. Thoughts, feelings, impressions, imaginings, interior dialog 3. Things you said out loud about it 4. Descriptive of T.V. event referred to (i.e., Program, Time, data, participants involved, and circumstances) 5. Additional Comments

---

Special Exercises. The following Instructions and Forms are to be used for all
special exercises, except as modified in discussion with the instructor. For criteria
of judgment, see the Note on Field Projects.

SPECIAL EXERCISE NO. 1

(Max. Value = 50) (You may submit up to 10 for the semester. )

Title: DRA Annotations

Key Concepts: Titles of Sections -- see

Table of Contents, p. 1.

Objectives: To practice deriving social psychological facts from specially prepared

documentary evidence.

Instructions: (1) Read Section 12 in textbook. (2) Browse through the DRA Volumes for

items that illustrate any statement made in the textbook either for or against

it. For example, p. 69 in the text depicts three types of conflicts: browsing

through the DRA you find evidence of one or all of these types of conflicts.

You then report the finding using the Form below. Another example: on p. 78

you see a chart contrasting types of birds on a variety of activities, and on

p. 79, a formula for calculating overlap or degree of similarity between types.

Browsing through the DRA, you can contrast "types of people" along a variety

of behaviors as evidenced from the data in the DRA. (e. g., text, p. 96 shows

relation of age, sex, ethnicity, to one's connections as reported in DRA

data). (3) Report each finding on a separate form (up to total of 10). Make

sure your presentation of evidence is sufficient to explain to the reader what

social facts are being illustrated. (4) Keep Xerox copy and hand in original.

---

FORMAT FP-5

Your Name:_______________________________ Date Handed In: ________________

TYPE OF INFORMATION REPORTED	DETAILS OF THE OBSERVATION
1. Physical sensation (breathing, muscle tightening, eyes tearing, etc.) 2. Thoughts, feelings, impressions, imaginings, interior dialogue 3. Things you said out loud about it 4. Description of T.V. event referred to (i.e., Program, Time, date, participants involved, and circumstances) 5. Additional Comments

---

Special Exercises? The following Instructions and Forms are to be used for all special excersices, except as modified in discussion with the instructor. For criteria of judgment, see the Note on Field Projects.

SPECIAL EXERCISE NO 1

(Max. Value = 50) (You may submit up to 10 for the semester.)

Title: DRA Annotations

Key Concepts: Titles of Sections - see

Tables of Contents, p. 1.

Objectives: To practice deriving social psychological facts from specially prepared

documentary evid ence.

Instructions: (1) Read Section 12 in textbook. (2) Browse through the DRA Volumes for

items that illustrate any statement made in the textbook either for or against

it. For example, p. 69 in the text depicts three typ es of conflicts: browsing

through the DRA you find evidence of one or all of these types of conflicts.

You then report the finding using the Form below. Another example: on p. 78

you see a chart contrasting types of birds on a variety of a ctivities, and on

p. 79, a formula for calculating overlap or degree of similarity between types.

Browsing through the DRA, you can contrast "types of people" along a variety

of behaviors as evidenced from the data in the DRA. (e.g., text, p . 96 shows

relation of age, sex, ethnicity, to one's connections as reported in DRA

data). (3) Report each finding on a separate form (up to total of 10). Make

sure your presentation of evidence is sufficient to explain to the reader what

social facts are being illustrated. (4) Keep Xerox copy and hand in original.

---

FORMAT E-1

Your Name:_______________________________ Date Handed In: ________________

1. Relevant textbook pages: ___________________

Title of Section: ____________________________________________________
2. Source of DRA Data Segment: ____________________________________________

(vol. No., report title, volume page no.)

3. Presentation of Evidence:

---

SPECIAL EXERCISE NO. 2

(Max. Value = 100)

Title: Writing Synopses

Key Concepts: ACADEMIC LITERACY SKILLS

QUIZ BEHAVIOR

READING SKILLS

Objective: To practice certain writing skills related to reading comprehension in

the academic register (or "style") and dealing with social psychology topics.

Instructions: (1) Read Sections 6 (pp. 74-77) and 14 (pp. 184-189).

(2) Underline or highlight main propositions. And/or: take notes or make

a CHART as you go along. (3) Write out a synopsis for both sections using

a style similar to the other synopses in the book (for page location, see

SYNOPSES in Concordance Index). (4) Type on attached Form and hand in.

Keep a Xerox copy.

---

FORMAT E-2

Your Name:_______________________________ Date Handed In: ________________

Number and Title of Section: ________________________________________________

(must be either Section 6 or 14 or both)

Synopsis: (TYPE)

---

SPECIAL EXERCISE NO. 3

(Max. Value = 100)

Title: Making up a Quiz

Key Concepts:

ACADEMIC LITERACY SKILLS

QUIZ BEHAVIOR

PSYCHOLOGY OF KNOWLEDGE

GRE PREPARATION

Objective: To practice study and comprehension skills relating to social psychological

concepts. As well, to provide other students with study questions for more

effective learning.

Instructions: (1) You may cover any page or pages, not necessarily sequentially.

For example, while reading, studying, or meditating, a good question may

pop into your head. Write it down and save it! (2) Use any format of the

forced-choice and objective type of quiz: sets of alternatives, true/false,

fill in missing word, graph or table plus inference, etc. (3) Type questions

numbering them sequentially, in the usual, familiar format. (4) Attach

a KEY for answers and page references in the book where answer may be

found. This is essential. (5) Type your Name and Date Handed in on top

of front sheet. (6) Keep Xerox copy, and hand in original.

---

SPECIAL EXERCISE NO. 4

(Max. Value = 100)

Title: Indexical Reconstruction of Topic

Key Concepts:

STUDY TECHNIQUES

PROFESSIONALIZATION

COMPREHENSION

ACADEMIC LITERACY SKILLS

CONCEPTUAL UNITY

THEORY BUILDING

Objective: To earn points while studying text and preparing for quizzes.

To practice tying concepts together and to form issues in social

psychology. To facilitate one's verbalizing skills with regards

to topics in social psychology.

Instructions: (1) Look up a concept or name in the concordance Index.

Pick one that interests you or promises to be interesting.

(2) Check each page location indicated and mark the relevant sen-

tences on each indicated page. (3) Paraphrase in your own words.

Add page numbers in your paraphrases to indicate source. (4) Add

chart, diagram, overall comment, or conclusion. (5) Type, make

xerox, and hand in original.

---

SPECIAL EXERCISE NO. 5: TEAM PROJECT

(Max. Value = 200 for each participating member)

Title: Psych 222 Sociomap

Key Concepts:

GROUP SPACE COMMUNITY VITA SOCIALIZATION PRACTICES DEMOGRAPHIC STIGMA

ETHNICITY PERSONALITY VITA SLOGANS

Objective: To practice ethnographic techniques for characterizing a com-

munity. To develop a "sociomap" for this Psych 222 class community.

To practice graphic and mapping techniques for representing socio-

psychological data.

Instructions: (1) Fill out Forms E-5i, E-5ii, E-5iii, and E-5iv.

(2) Type, make xerox, and hand in original.

---

FORMAT E-5i

FIRST IMPRESSIONS TRAIT CHECKLIST

Your Name:_______________________________ Date Handed In: ________________

Check the adjectives that apply to your initial reactions to the person.
Person's name:

P1 ____________________________________ Date _____________

P2 ____________________________________

P3 ____________________________________

P4 ____________________________________

	P1	P2	P3	P4
Generous	.	.	.	.
Wise	.	.	.	.
Happy	.	.	.	.
Good-natured	.	.	.	.
Humorous	.	.	.	.
Sociable	.	.	.	.
Popular	.	.	.	.
Reliable	.	.	.	.
Important	.	.	.	.
Humane	.	.	.	.
Good-looking	.	.	.	.
Persistent	.	.	.	.
Serious	.	.	.	.
Restrained	.	.	.	.
Altrustic	.	.	.	.
Imaginative	.	.	.	.
Strong	.	.	.	.
Honest	.	.	.	.
Shy	.	.	.	.
Quiet	.	.	.	.
Anxious	.	.	.	.
Talkative	.	.	.	.
Neat	.	.	.	.
Attractive	.	.	.	.
Beautiful	.	.	.	.
Smart	.	.	.	.
Responsibility	.	.	.	.
Athletic	.	.	.	.
Creepy	.	.	.	.
Rich	.	.	.	.
Gross	.	.	.	.
Intelligent	.	.	.	.
Dull	.	.	.	.
Aggressive	.	.	.	.
Outspoken	.	.	.	.
Sexy	.	.	.	.
Rude	.	.	.	.
Sloppy	.	.	.	.
Obsene	.	.	.	.
Talkative	.	.	.	.
Handsome	.	.	.	.
Fat	.	.	.	.
Self-confident	.	.	.	.
Short	.	.	.	.
Tall	.	.	.	.
Others?	.	.	.	.
.	.	.	.	.
.	.	.	.	.
.	.	.	.	.
.	.	.	.	.

---

FORMAT E-5ii

Cognitive Map of Oahu
Your Name:_______________________________ Date Handed In: ________________

Major _______________________________ Year ________________________
How long have you lived on Oahu? ________ in Hawaii? __________ elsewhere? _______
1. The three most complicated places ti get to? ___________________________________
______________________________________________________________________
2. The place that

is windiest? _______________	is noisiest? _______________
is hottest? ________________	is most romantic? __________
is driest? _________________	has best view? ____________
is wettest? ________________	is quietest? _______________
is coldest? ________________	other? __________________
is highest? ________________	________________________

3. Beaches: best during weekend. __________________________________________

worst during weekend _____________________________________________

other? __________________________________________________________
4. Favorite places for buying

gifts ______________________	clothes ____________________
shoes ______________________	books _____________________
records ____________________	browsing ___________________
cars _______________________	local food __________________
other? _____________________

5. Ideal place to live? ___________________________________________________

Why? __________________________________________________________
6. Schools you'd like your children to go to? __________________________________

_______________________________________________________________

Why? __________________________________________________________

---

FORMAT E-5ii (p. 2)
7. Favorite resturants you'd recommend?

	Reasons, if any:
after a date ________________________	_________________________________
for breakfast _______________________	_________________________________
for lunch __________________________	_________________________________
for dinner _________________________ with tourist ___________________ with parents __________________ with best friends _______________ boy/girlfriend _________________ other (specified) _______________	_________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________

8. How many restaurants on Oahu have you every been to? _____________ Which

ones would you really like to go? _______________________________________
9. Hangouts ____________________________________________________________
______________________________________________________________________
10. Other favorites; comments; etc. ___________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

---

FORMAT E-5iii

Psy 222 Self-Description Profile (DRA Items)

INSTRUCTIONS: Circle the number that is most accurate of you on the answer sheet provided, FORMAT E-5iii.

0 = the statement is never true to me

1 = the statement is rarely true to me

2 = the statement is regularly true to me

3 = the statement is particularly true of me

1. If you want to lose weight you have to eat everything only moderately.

0

1

2

3

2. Some people get me really upset and I feel so angry that I want to do

something but I have learned to control my temper.

0

1

2

3

3. If I see someone that I don't want to see or someone that is really

nosey, I avoid them by going through another path.

0

1

2

3

4. I carry kleenex around me all the time because my nose is always runny.

0

1

2

3

5. My umbrella is very important to me because the rain here in Honolulu

especially in Manoa is so unpredictable that you need to be prepared

all the time.

0

1

2

3

6. I wear my sun glasses a lot so I carry it around with me all the time.

0

1

2

3

7. I always carry my checkbook because I'm one person that can go through

checks like water.

0

1

2

3

8. I usually do not give much thought to my inner dialogs and various daily

activities, which occur throughout each day's event.

0

1

2

3

---

9. I often say to myself "Hurry up stupid!" when I am taking longer to

complete a task than I had originally expected to.

0

1

2

3

10. I love to go to the beach to bask in the sunlight and read a good book

or magazine, go for a swim, and to watch people.

0

1

2

3

11. I felt uncomfortable in an elevator being with so many strangers in

such a limited area of space.

0

1

2

3

12. My boyfriend (or: girlfriend) and I love to go to the movies and eat

popcorn when there is an especially good movie playing.

0

1

2

3

13. I love to window-shop and see what's new in the fashion world.

0

1

2

3

14. My family and I enjoy dining out at least once a week - it breaks the

monotony of the week.

0

1

2

3

15. I enjoy small gatherings with just a few close friends, rather than

really large parties.

0

1

2

3

16. Some mornings when I get up I look horrible.

0

1

2

3

17. I often worry too much or think too hard about my problems; in this

way I enlarge the problems.

0

1

2

3

18. Like everyone else, I want to help and get involved with whatever

concerns me, but try not to get involved unless I am asked to do so.

0

1

2

3

19. I believe it is necessary to confide in others and to have others

confide in you.

0

1

2

3

---

20. I personally feel that the less things a person feels that he has to hide

about himself, the better off he is.

0

1

2

3

21. I see my friends only occaionally so that when we do meet we try to catch

up on news about each other in a short period of time.

0

1

2

3

22. Feelings such as happiness change as a person's goals and outlook on

life change, so I wish I had more time to really know my friends again.

0

1

2

3

23. Night time is always the time of loneliness but as long as I study I

will be fine.

0

1

2

3

24. I love to dream. It's like at night I go to bed to go home and dream

about my friends and family back home.

0

1

2

3

25. When I feel I've eaten to much and haven't exercised for awhile, I say

to myself, "I ought to exercise. My stomach is protruding."

0

1

2

3

26. Whenever I would worry about something I say to myself I say to myself, "I'm just not

going to worry about it' in order to ease my mind.

0

1

2

3

27. I feel heavy and chubby and my chin feels double.

0

1

2

3

28. I am very outgoing on a one-to-one basis with people.

0

1

2

3

29. In situations where I must speak in front of large groups, I freeze up

and become insecure and shy.

0

1

2

3

30. I enjoy listening and talking to people.

0

1

2

3

---

31. People seem to come to me for advice or comforting in troubled time.

0

1

2

3

32. I have a good sense of humor and smile and laugh readily and often.

0

1

2

3

33. In social situations, especially with people I am comfortable with, I

talk a lot and joke around all the time.

0

1

2

3

34. I think of myself as honest, responsible, reliable, and casual.

0

1

2

3

35. I hope to acquire a degree in elementary education B.A.

0

1

2

3

36. I hope to become a teacher of an elementary school, own my own house,

maybe get married.

0

1

2

3

37. I don't believe in any one religion but I do believe in God.

0

1

2

3

38. I think everyone was put on this earth for a certain purpose or reason and

it's everyone's goal to seek his/her purpose for living.

0

1

2

3

39. I like to go to different beaches all the time, with friends and just

by myself.

0

1

2

3

40. Even if it takes me 10 years, someday I will get a degree.

0

1

2

3

41. One thing that I have noticed as I have grown older, I have less duties

and responsibilities put upon me.

0

1

2

3

42. I hate yogurt.

0

1

2

3

---

43. I hate mushrooms.

0

1

2

3

44. One of my ambitions is to be a pro-baseball player.

0

1

2

3

45. I always get depressed cause I always somehow make my problems bigger

than they are and dwell upon them for long periods of time.

0

1

2

3

46. One of my accomplishments is learning to play the violin.

0

1

2

3

47. I see almost everyone doing the same thing as me.

0

1

2

3

48. I know I can get an A in this class if I really try hard.

0

1

2

3

49. I get off my bed and discover that all my bed sheets are lying on

the floor.

0

1

2

3

50. I hate getting up in the morning.

0

1

2

3

51. I won't answer the phone.

0

1

2

3

52. I usually keep my hair rather short and I notice that it's past

my neckline.

0

1

2

3

53. In the morning, it always takes me a long time to decide what to wear

because I have so much clothes.

0

1

2

3

54. I think I'm the happiest person in the world.

0

1

2

3

---

55. I cannot live without these rollers.

0

1

2

3

56. In the morning, when I brush my teeth it really refreshes me and makes me feel good.

0

1

2

3

57. I have to get rid of some of my clothes.

0

1

2

3

58. Whenever I wear something, I like to have the colors coordinated and

match so that it will look nice.

0

1

2

3

59. My skin is quite smooth but occasionally I'll get a pimple and I really

worry about that because I don't like to have pimples.

0

1

2

3

60. My friends and I usually go down to Hotel Street on weekends or after

a hard night of studying to have fun.

0

1

2

3

---

FORMAT E-5iii
Supplement to PSYCH 222 Self-Description Profile (DRA ITEMS)
Your Name:_______________________________ Date Handed In: ________________

Attach this to the questionnaire. Add 10 statements that are not on the current
list and which are particularly true of you.

---

1.


2.


3.


4.


5.


6.


7.


8.


9.


10.

---

FORMAT E-5iv

Consciousness Checklist:*

The Behavioral Dispositions
of the Brahman
(The Dhammapada)

understanding	1	banished impurities	21
tranquility	2	religious recluse	22
insight	3	capable of self-protection	23
fearless	4	protective of enemies	24
unshackled	5	resisting of the allurement of life	25
meditative	6	non-offensive in body	26
blameless	7	non-offensive in word	27
settled	8	non-offensive in thought	28
dutiful without passions	9	worshipping sacrifice	29
attained of the highest end	10	truthful	30
putting away evil	11	righteous	31
walking quietly (in life)	12	free from attachments	32
ascetic(ism)	13	endures bonds	33
endures reproach	14	dutiful	34
free from anger	15	virtuous	35
subdued	16	without burden	36
knowing the end of suffering	17	possesses wisdom	37
without desires	18	possesses deep knowledge	38
withholds punishments	19	tolerant with the intolerant	39
does not kill or cause slaughter to any creatures	20	free from greed	40

---

mild among the violent	41	without lust	53
takes only what is given	42	without hatred	54
without longings	43	without pride	55
free from doubt	44	without envy	56
above merit and demerit	45	without inclinations	57
free from grief	46	immersed in the Immortal	58
without vanity	47	blameless	59
		pure	60
free from content	48	serene	61
free of all the bondage	49	clear	62
happy	50	free from pleasure	63
awakened	51	free from pain	64
attained perfection	52	owns nothing	65
		has reached the end of reincarnation	66

* For each item, rate your current degree of attainment:

0 = none; 1 = somewhat along the line; 2 = well along the line;

3 = almost there.
NAME: _______________________________ DATE: ________________

---

ANSWER SHEET
Your Name:_______________________________ Date Handed In: ________________

For FORMAT E-5iii

1.	________	31.	________
2.	________	32.	________
3.	________	33.	________
4.	________	34.	________
5.	________	35.	________
6.	________	36.	________
7.	________	37.	________
8.	________	38.	________
9.	________	39.	________
10.	________	40.	________
11.	________	41.	________
12.	________	42.	________
13.	________	43.	________
14.	________	44.	________
15.	________	45.	________
16.	________	46.	________
17.	________	47.	________
18.	________	48.	________
19.	________	49.	________
20.	________	50.	________
21.	________	51.	________
22.	________	52.	________
23.	________	53.	________
24.	________	54.	________
25.	________	55.	________
26.	________	56.	________
27.	________	57.	________
28.	________	58.	________
29.	________	59.	________
30.	________	60.	________

For FORMAT E-5iv

1.	________	31.	________
2.	________	32.	________
3.	________	33.	________
4.	________	34.	________
5.	________	35.	________
6.	________	36.	________
7.	________	37.	________
8.	________	38.	________
9.	________	39.	________
10.	________	40.	________
11.	________	41.	________
12.	________	42.	________
13.	________	43.	________
14.	________	44.	________
15.	________	45.	________
16.	________	46.	________
17.	________	47.	________
18.	________	48.	________
19.	________	49.	________
20.	________	50.	________
21.	________	51.	________
22.	________	52.	________
23.	________	53.	________
24.	________	54.	________
25.	________	55.	________
26.	________	56.	________
27.	________	57.	________
28.	________	58.	________
29.	________	59.	________
30.	________	60.	________
31.	________	61.	________
32.	________	62.	________
33.	________	63.	________

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2. SOCIAL DISTANCE AND PENETRATION

Let us now explore Lewin's definition of social distance in-terms of field theory. In the following diagram, based on Lewin (1948, p. 21), the two circular regions are set to represent two persons, Pl and P2. Pl has a personality type different from P2 as can be observed by the differences in their structure.

Person 1 is a region differentiated by five independent zones separated by boundaries. Person 2 similarly has five boundaries, but the shaded area covers up layers 2 through 5 instead of layer 5 only. Now set the meaning of shading or covering up to represent accessibility of layers interpersonally, i.e. from Pl to P2, and vice versa. The diagram specifies that Pl is more accessible to P2 than P2 is to P1, and it shows the degree of non-reciprocity in exact numerical terms. Thus, Pl is more "open" to P2 in that the first 4 peripheral layers are accessible; only the central layer (5) is inaccessible. For example, assume each layer of P stands for an interpersonal parameter such as intimacy, liking, or closeness. Then Pl can share certain information with P2 that concerns the outer, peripheral layers of his personality or self, but would not share "core" intimacies. Person P2, on the other hand, would only share the most superficial region, the outermost layer, and would keep inaccessible, covered up, the other regions of the self.

The idea that persons and personalities behave towards others (interpersonally) in conformance to their "internal regions" (psychological space) is a basic formulation that sets up the cognitivist paradigm in social psychology. Internal regions translate psychodynamically into the wholistic entity of personality. Lewin set himself the strict task of plotting, mapping, diagrammlng, and expressing mathematically the form, structure, and dynamics of personality. Of particular interest to him, and to us, is the notion of the permeability of the boundaries (membranes) within the social organization of the layers of personality. In the diagram, you can note that there is a thick boundary separating region 5 from the other regions in Pl where the boundaries are thin (for P2, the thick boundary is between 1 and 2). The thickness of the boundary line-stands for degree of resistance to penetration;

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the open personality structure allows for greater penetration and motion across the layers. The closed personality structure indicates greater resistance to "invasion" from outside, less penetration, and less "communication" between layers within (more than one thick line could be drawn). For instance, with the same amount of penetration energy, effort, or work--say W--one could reach inside the third layer of Pl, but only the first layer of P2, since Pl offers less resistance than P2. More complex relations may hold in that resistance to penetration into the central region (5) may be greater for Pl than for P2. this is because the thickness of boundary layer 2 in P2 is less, given-its peripheral location, in absolute terms than the thickness of boundary 5 in Pl, given its central location. This would mean that it takes greater effort initially to communicate with P2, but once region 2 is penetrated, one gets easily to the central layer; while in Pl, though there is less resistance initially, there is greater difficulty encountered later when penetration of the central region is attempted.

The idea of resistance or ease of social penetration has been developed in another context by Barker's field theory in ecological psychology, as shown by the following diagram (1968, p. 51):

Barker calls these layers "zones of penetration into 6ehavior settings." A person's degree of involvement and responsibility in a setting (zone) varies according to his role: occupants near the periphery have a less active position or role ("onlookers" and "visitors") than those who penetrate the setting more deeply, occupying a more central role ("active members" and "leaders").

Still another application of field theory concepts is illustrated in the following diagram based on Jakobovits (1970, p. 171):

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*size and density of rectangle = degree of proficiency or amount of learning

overlap = interference effects


To be able to read the diagram, we need to know the meaning of the notation system used. As you can see, there are four pairs of rectangles appearing in regions al, a2, bl, and b2. Let al and a2 stand for two stages in the acquisition of a learning task, say the pronunciation of words in a foreign language; let bl and b2 stand for the two stages of learning another foreign language skill, say vocabulary knowledge. Let the pairs of rectangles stand for the two languages, Ll or the native language and L2, the foreign language. Let the size and density of the rectangle represent degree of proficiency or amount of learning. We are now ready to read the dynamic relations depicted in the diagram. In regional, the person is at the first stage of learning the grammar of the foreign language. The diagram shows the person's psychological state: the target or foreign language (L2) is smaller in size than Ll (native language)--a state known as "language dominance," the native language dominates the target language. As well, L2 is wholly contained within Ll indicating that, at this stage, one expects a- great deal of interference between one's old grammar and the new one must acquire. At stage 2, the psychological region (a2) has changed: L2 is not only bigger (more grammatical knowledge), but it overlaps less with Ll leading to the expectation of greater independence between the learner's two grammatical systems. Similarly, with bl and b2 which depicts the changes over time in the person's psychological state. Thus, at bl, the person's vocabulary knowledge in L2 is largely independent of Ll and of a fair size; at b2, the vocabulary know- ledge in L2 is now equivalent in size to that of Ll, showing excellent progress. Note, however, that there is still some overlap leading to the expectation of some interference between the two languages (e.g., mixing up

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partially overlapping meanings). By representing the process of language learning as a movement in psychological space, and by further specifying the parameters affecting this movement, one is able to make predictions about additional features of the setting that may be important for better strategies of teaching and learning (dominance; interference; rate; quantity).

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Synopsis 2: Social Distance and Penetration.

A person is viewed as a region or space with boundaries set up, as in concentric circles. Penetration from peripheral (outer) to central (inner) regions indicates greater accessibility of the person (as in intimate relations). Personality is indexed by the characteristics of these inner regions, fields, and boundaries ("psychological space"). Similarly, the concentric circles can represent layers of penetrating social settings: the outermost layer might be that of an onlooker; then a guest, etc., with the leaders in the central region. Thus "role" is partly a function of the person's degree of penetration of a social setting. In field theory, diagrams depict dynamic relations which otherwise would not be evident.
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