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The Accuracy and Inaccuracy of Perception

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The Accuracy and Inaccuracy of Perception

Order ID	53563633773
Type	Essay
Writer Level	Masters
Style	APA
Sources/References	4
Perfect Number of Pages to Order	5-10 Pages

Description/Paper Instructions

The Accuracy and Inaccuracy of Perception

Perception and Perception Checking

Introduction

“We usually see only the things we are looking for – so much that we sometimes see them where they are not.” Eric Hoffer

This lesson will help you deal with the challenge of communicating in the face of perceptual differences. A number of factors affect the way we select, organize, interpret, and negotiate information. We will begin by looking at some of the reasons why the world appears different to each of us. We will also explore the numerous influences on perception and practice the skill of perception checking.

It is important for us to remember that recognizing the perceptual differences outlined in this lesson won’t eliminate them, but it will make it easier to remember that another person’s preferences aren’t crazy, just different.

Learning Objectives

– perform perception checks to help prevent misunderstandings.

Influences on Perception

• Physiological
• Senses
• Differences in vision and hearing are the easiest to recognize, but even identical foods may taste differently to different individuals. Odors that please some people repel others. Temperature variations that leave some of us uncomfortable are inconsequential to others.
• Age
• Older people often view the world differently from younger ones because they have more experiences. Until the age of 7, most children aren’t able to understand another person’s point of view – this helps explain why children often seem egocentric.
• Health
• When you aren’t feeling well, you may behave differently.
• Fatigue
• Trying to deal with important issues when you are tired can get you into trouble.
• Hunger
• Trying to conduct important business when you are hungry can lead to problems.
• Biological cycles
• Are you a “morning person” or a “night person”? Each of us has a daily cycle that dictates our tolerance to stress, our mood, and alertness.

Now that you are aware of the physiological influences on perceptions, consider that it may be possible to manage your life so that you can deal with important issues at the most effective times.

Additional Influences on Perception

• Cultural
• Language translations
• General Motors was surprised when its Chevrolet Nova model did not sell well in Latin American countries. Officials from G.M. finally realized the problem: In Spanish, no vameans “does not go.”
• Value of talk
• Western cultures view talk as desirable with silence as negative since it may be interpreted as a lack of interest. Asian cultures perceive talk differently. They typically discourage the expression of thoughts and feelings. Silence is valued.
• Nonverbal behaviors
• Asian Cultures– South Korea, Vietnam, and Japan–direct eye contact is prohibited between people of differing status.  A person of lower status avoids eye contact with their superior as a sign of respect.
• Some Middle Eastern cultures, people stand very close together to smell one another’s breath. To smell one another’s breath is desirable.  In fact, to deny someone your breath communicates shame.
• In some Arab cultures, men hold hands as a sign of trust. Saudi businessmen often hold hands as a sign of trust. Saudi women, however, are not to be touched in public. Saudi Arabians typically enjoy getting very close, face to face, and engaging in direct eye contact.
• In many cultures the use of the left hand is forbidden. Kenya, Indonesia, and Pakistan forbid using the left hand for eating or serving food. In Iran, the left hand is used for cleaning and bodily functions and should never be used to receive gifts or other objects.
• Geography
• People living in southern latitudes of the U.S. are less tolerant of ambiguity, more likely to touch others, and more likely to verbalize their thoughts and feelings.
• A southerner whose relatively talkative, high-touch style seemed completely normal at home might be viewed as pushy and aggressive in a new northern home.
• Social Roles
• Gender roles
• Socially approved ways that men and women are expected to behave
• After members of a society learn these customary roles, they tend to regard violations as unusual or even undesirable.
• Occupational roles
• The kind of work we do often influences our view of the world.
• Self-Concept
• Judgments of others
• Extensive research shows that a person with high self-esteem is more likely to have a high opinion of others, whereas a person with low self-esteem is likely to have a low opinion of others.
• Judgments of self
• If you have low self-esteem, you may often be cynical and quick to ascribe the worst possible motives to others.

Social scientists use the term attribution to describe the process of attaching meaning to behavior. We attribute meaning both to our own actions and to the actions of others. Research has uncovered several perceptual tendencies that can lead to attribution errors.

The Accuracy and Inaccuracy of Perception

• We often judge ourselves more charitably than others.
• When theybotch a job, we might think they weren’t listening well or trying hard enough; when webotch a job, the problem was unclear directions or not enough time.
• We tend to favor negative impressions of others over positive ones.
• Research shows that when people are aware of both positive and negative personal characteristics, they tend to be more influence by the less desirable characteristics.
• We are influenced by what is most obvious.
• You might blame an unhappy working situation on the manager, overlooking other factors beyond their control such as a change in the economy, the policy of higher management, or demands of customers or other workers.
• We cling to first impressions.
• It is an almost unavoidable tendency to form first impressions, but remember to keep an open mind and be willing to change your opinion as events may prove you wrong.
• We tend to assume that others are similar to us.
• Others don’t always think or feel the way we do and assuming that similarities exist can lead to problems.

Perception checking provides a better way to handle your interpretations.

• Because the goal is mutual understanding, perception checking is a cooperative approach to communication.

A complete perception check has 3 parts:

1. Behavioral description
2. At least two possible interpretations of the behavior
3. A request for clarification about how to interpret the behavior

EXAMPLE

• “You said you really liked the job I did.” (Behavior)
• “On the other hand, there was something about your voice that made me think you may not like it.” (First interpretation)
• “Maybe it’s just my imagination, though.” (Second interpretation)
• “How do you really feel?” (Request for clarification)

Another Perception Checking Example

Description of behavior noticed When you walked out of the room without saying “goodbye…” Two possible interpretations of behavior “I didn’t know if you were mad at me” “or if you were in a hurry and forgot.” Request for clarification “What was up?”

Consider the following factors when deciding when and how to use this approach:

• Completeness – you can shorten the perception check
• “You haven’t dropped by lately. Is anything the matter?” (Single interpretation combined with request for clarification)
• Nonverbal Congruency
• succeeds only if your nonverbal behavior reflects the open-mindedness of your words
• Cultural Rules

Latin America and Asia value social harmony over clarity

Perception-check whenever possible, but don’t overuse it!

Perception Checking Practice

Practice your perception checking ability by developing three-part verifications for the following situations. Write each component as if you were actually speaking to the other person. No need to submit this assignment – it’s just for practice!

• You made what you thought was an excellent suggestion to your manager. The manager looked disinterested but said she would check on the matter right away. Three weeks have passed, and nothing has changed. You walk into her office and say . . .

1. Specific behavioral description:
2. Two possible interpretations of the behavior
3. A request for clarification about how to interpret the behavior

• A coworker “steals” your best ideas and presents them as his own during a weekly meeting. You walk into his office after the meeting and say . . .

1. Specific behavioral description:
2. Two possible interpretations of the behavior
3. A request for clarification about how to interpret the behavior

• Write your own perception check for a misunderstanding you would like to clarify at your workplace.

1. Specific behavioral description:
2. Two possible interpretations of the behavior
3. A request for clarification about how to interpret the behavior

RUBRIC QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points:  Student failed to submit the final paper. 20 points out of 50:  The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50:  The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately.  Elements of the required response may also be lacking. 40 points out of 50:  The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples.  The answer is complete. 50 points:  The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples.  No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points:  Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points:  Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points:  References to scholarly sources are occasionally given; many statements seem unsubstantiated.  Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points:  Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented.  APA 6th Edition is used with only a few minor errors.  There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points:  Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented.  APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points:  Student failed to submit the final paper. 5 points out of 20:  The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors  10 points out 20:  The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20:  The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points:  The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points:  Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements.  The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.

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