UTS reviewer Sensory memory is the initial, momentary, very

brief (about two seconds) recall of a sensory

Cognition - is a term referring to the experience, such as what we just saw or heard.
mental processes involved in gaining
knowledge and comprehension. Short-term memory is the temporary holding
room for information that come from sensory
These cognitive processes include memory. It has limited capacity and can hold
information for 30 seconds and can be
thinking, knowing, remembering, judging, and extended using memory techniques such as
problem-solving. These are higher-level chunking and maintenance rehearsal. Research
functions of the shows that an average normal person has a
maximum digit span of about 7 plus or minus 2
brain and encompass language, imagination,
(Feldman, 2018).
perception, and planning.

Long-term memory is the final storehouse of

Cognitive Psychology. Cognitive processes affect
information. It has very large capacity and
every aspect of life, from school to work to
encompasses memories that range from a few
relationships. Some specific uses for these
days to decades.
cognitive processes include learning new things,
forming memories and making decisions Declarative memory is recall of factual
(Feldman, 2018). information such as dates, words, faces, events,
and concepts. Declarative memory is of two
types:
Memory
Episodic memory – recall of personal
Memory refers to the processes that are used facts. Remembering the name of your parents
to acquire, store, retain, and later retrieve uses episodic memory.
information.
Semantic memory – recall of general
Encoding is the act of getting information into facts. Remembering the rules in playing
our memory system through automatic or volleyball uses semantic memory.
effortful processing.

Storage is retention of the information, and

Procedural memory is accessed without
retrieval is the act of getting information out of
consciousness or implicitly through
storage and into conscious awareness through
performance rather than recollection.
recall, recognition, and relearning.
Intelligence is defined as the ability to perceive
The Encoding Specificity Principle of memory
or infer information, and to retain it as
provides a general theoretical framework for
knowledge to be applied towards adaptive
understanding how contextual information
behaviors within an environment or context.
affects memory.
An intelligence quotient or IQ is a score derived 7. Verbal-linguistic intelligence: Well- developed
from a set of standardized tests developed to verbal skills and sensitivity to the sounds, meanings,
measure a person's cognitive abilities and rhythms of words
("intelligence") in relation to their age group. 8. Visual-spatial intelligence: The capacity to think in
images and pictures, to visualize accurately and
abstractly

B. Triarchic Theory of Intelligence by Robert

1. Componential intelligence: the ability assessed by

intelligence tests (verbal, mathematical, reasoning,
logic)

2. Experiential intelligence: the ability to adapt to

new situations and produce new ideas

3. Contextual intelligence: “street smart”; ability to

Multiple Intelligence Model by Howard Gardner apply knowledge to the real world

One of the more recent ideas to emerge is Howard

Gardner's theory of multiple intelligences.
Stages of Cognitive Development by Jean Piaget
1. Bodily-kinesthetic intelligence: The ability to
Jean Piaget proposed a theory that explains the
control your body movements and to handle objects
mechanisms and processes by which the infant, and
skilfully
then the child, develops into an individual who can
2. Interpersonal intelligence: The capacity to detect reason and think using hypotheses.
and respond appropriately to the moods,
1. Sensorimotor (0 – 2 years) Children
motivations, and desires of others
experience world through senses and
3. Intrapersonal intelligence: The capacity to be self- actions (looking, touching, mouthing,
aware and in tune with inner feelings, values, beliefs, grasping). They learn to execute simple goal
and thinking processes directed plans. The main achievement
during this stage is object permanence -
4. Logical-mathematical intelligence: The ability to knowing that an object still exists, even if it
think conceptually and abstractly, and the capacity is hidden
to discern logically or numerical patterns 2. Pre-operational (2 – 7 years) during this
stage, young children can think about things
5. Musical intelligence: The ability to produce and symbolically. This is the ability to make one
appreciate rhythm, pitch, and timbre thing - a word or an object - stand for
something other than itself. Thinking is still
6. Naturalistic intelligence: The ability to recognize
egocentric, and the infant has difficulty
and categorize animals, plants, and other objects in
taking the viewpoint of other.
nature
3. Concrete operational (7 – 11 years) This
stage is a major turning point in the child's
cognitive development because it marks the
 beginning of logical or operational thought. f. Cultural factors such as religion and social class
This means the child can work things out (Tomas, et al., 2019).
internally in their head (rather than
physically try things out in the real world).
Children can conserve number (age 6), mass
Impulsive buying (or impulsive purchase) is the
(age 7), and weight (age 9). Conservation is
tendency of a customer to buy goods and services
the understanding that something stays the
without planning in advance.
same in quantity even though its
appearance changes Online shopping is a form of electronic commerce
4. Formal operational (11 years and up) which allows consumers to directly buy goods or
during this time, people develop the ability services from a seller over the Internet using a web
to think about abstract concepts, and browser.
logically test hypotheses. People at this
stage can become concerned with the Needs are the elemental things that you need to
hypothetical, the future, and ideological survive.
problems
Wants is something that a person desires, either
immediately or in the future. Unlike needs, wants
are those that differ from one person to another.
CONSUMER BEHAVIOR

Consumer behavior refers to the consumption or

purchase of goods and services to satisfy the
personal needs and wants of an individual or to
satisfy the needs and wants of others. Individual
consumers come in all ages, life stages and social
background.

Factors that can influence consumer behavior

There are several factors that can influence Utility is the quality of appropriateness in use. It is
consumer behavior, these would include: concerned with how things work, of the degree to
which design serves practical purposes and provides
a. Marketing factors such as product design, price, affordances or capabilities.
promotion, packaging, positioning and distribution.
Significance, on the other hand, is concerned with
b. Personal factors such as age, gender, education the meaning assigned to the object.
and income level,

c. Psychological factors such as buying motives,

perception of the product and attitudes towards the SOCIO-DIGITAL SELF
product.
Social media is defined as computer-mediated
d. Situational factors such as physical surroundings technologies that make it easier for us to create and
at the time of purchase, social surroundings and time share information, ideas, and career interests.
factor.
Through the use of social media, online
e. Social factors such as social status, reference disembodiment takes place. This is when people
groups and family.
act differently since conversation is not face to face ▪ Expression of personality – one’s personality is
and there is no physical presence. mirrored through social media.

MANAGING RESPONSIBLE ONLINE BEHAVIOR

DIGITAL INDENTITY Amidst the technological and online landscapes, it is

important to regulate one’s online behavior. A
Digital identity is defined as a network or online number of people have been victims because of
identity a person claims in cyberspace. It allows a irresponsible online behavior. How can one manifest
person to be part of a virtual community that goes responsible online behavior. These are some
beyond physical and geographical boundaries. suggestions:

People tend to resort to this creating of fake digital 1. Don’t post or send anything embarrassing
identities that will empower them to act in an
unacceptable manner, without being identified. This 2. Avoid posting statement when experiencing
is the nature of online disinhibition. strong emotions

When people adopt fake identities, they are likely to 3. Don’t hang out with “wrong crowd” online
engage in behaviors that they would not do in face
to face interactions. This phenomenon is known as 4. Be careful about over-sharing especially
online disinhibition. confidential information that may be use
irresponsibly

5. Respect other people in the online community

Benign Disinhibition occurs when people tend to
self- disclose more on the internet than they would
do in real life.
CULTURAL SELF
Toxic Disinhibition occurs when people use rude
Culture is defined as the complex whole which
language, threats, bully others in the online
includes knowledge, belief, law, art, moral, custom,
platform, and go to website they normally do not
and other capabilities and habits acquired by man as
visit using their fake identities.
a member of society.
According to Suler (2004), people engage in online
Culture is composed of both non-material and
disinhibition due to a number of factors, including:
material things. The non-material aspects of culture
▪ Advantage of Anonymity – virtual invisibility include the values and beliefs, language,
communication, and practices that are shared in
▪ Asynchronous communication – you don’t have to common by a group of people.
deal with the person’s reaction or feedback
immediately Culture is made up of our knowledge, common
sense, assumptions, and expectations. It is also the
▪ Personal introjection – people tend to assign an rules, norms, laws, and morals that govern society;
identity to the other person that is also a reflection the words we use as well as how we speak and write
of their own self them; and the symbols we use to express meaning,
ideas, and concepts (like traffic signs and emojis, for
▪ Equalizing social class – in cyberspace, there are no example).
social classes; one can easily come in contact with
others regardless of their social status in life
 EASTERN AND WESTERN CULTURE

Each society is unique and exhaustive with its own

set of customs and practices. The people follow and
embody a culture that is inherent to them.

The differences between Eastern and Western

cultures are numerous, because Eastern and
Western people not only live in different
environments but also are educated in distinctively Networking
different ways.
Asian families are known for their extensive family
ties. This culture extends to their business dealings
and connections. Whereas, the western businesses
Handling of problems
and family units are much smaller.
While most western societies tackle problems head-
on, Asians will try to avoid it as much as possible. If
they can do away with bad situations and unpleasant

Expressing Anger

In most western societies, it is perfectly acceptable

to express anger, frustration, and other strong
emotions. Asians are more reserved and do not
readily show their emotions. And it is inherent to the
Punctuality eastern culture to maintain harmony and avoid
conflict at all cost.
Westerners strictly observe punctuality and expect
others to be just as reliable. It is considered rude and
unprofessional to be late for an appointment or to
keep others waiting. Punctuality isn’t as clear cut in
the eastern societies. The higher and more powerful
the position, the less stringent it is to observe
promptness. It is acceptable for the boss to be late,
but not for the subordinate.
Lifestyle

Western families are smaller compared to their

eastern counterparts. In Canada, USA, and most
European countries, adult children are expected to
live independently. People in the east keep their
families close. Multigenerational and multifamily
homes are not uncommon.

Party Manners

Aligned with their independent and exclusive

lifestyle, western parties are broken into several and
more intimate smaller groups. Parties in the east are
one large and all-inclusive events.

Seniors in the Society

Seniors are honored, respected, and highly-regarded

members of most eastern societies. Their opinions
and advice are sought-after. In contrast, the elderly
in western nations are marginal members of the
community. They often live in elderly facilities and
no longer have an active and influential role in Giving Opinions
society.
In the west, people will express their opinions
candidly – short, curt, direct. Their eastern
counterparts will also give an honest opinion, but
will give it in a long circuitous manner, especially
when they’re giving a negative reply. They might
sugar coat the fact or include explanations in the
hope of softening the blow.

Rearing Children

Western families are small exclusive units that

include the parents and the children. The
responsibility of rearing the children rests squarely
on their parents’ shoulders. Asian families are
extended, and raising children are shared by the
parents, grandparents, relatives, and their
immediate neighbours.
INDIVIDUALISM FAMILY

An orientation which focuses on individual attributes Parents are the first teachers. From them we
and personal distinctiveness. create…

People who are individualistic are observed to be - Initial impressions of the world beyond our homes
more competitive, self-reliant, likely to be
independent in achieving personal interests. - Our first barometer in determining which acts are
good and rewarded and those that are not
COLLECTIVISM acceptable

An orientation which values relationships and Siblings are first friends and playmates. Our
harmony. relationship with them harness our socialization
skills.
People who are collectivistic prioritize their
relationships, suppress their personal interests, likely SCHOOLS
to be conforming, respectful of other people and
cooperative in tasks. WHERE WE…

INDIVIDUALISM-COLLECTIVISM  Get exposed to more people and a formal

set of standards
(MARKUS & KITAYAMA, 1991)  Are expected to meet a certain criteria of
achievement and in collaborative learning
Our social self is directly influenced by society and condition.
standards. Membership to our social groups impact
 Harness the knowledge we get from
our thoughts and values and have consequence on
mentors
our social behavior.
 Apply the socialization skills we got from
our families through relationship with
school peers.
 COLLABORATIVE LEARNING CONDITIONS
Helps us to be exposed to the insights of
our learning peers, values of social
harmony, emotional sensitivity to the needs
of other people and behavior with regard to
personal spaces of others in our
environment.

COMMUNITIES

Our culture beliefs and practices are influenced by

what our communities and societies dictates.

 Values
- Faith in God
- Respect for the elderly
- Task persistence and dedication
- Love for country

 Practices
 - going to church, hearing mass,
- avoiding conflict and strife with
others,
- Rituals and rites: wedding,
baptism, religious activities,
graduation
 Religion, politics, media, education and
government are social institutions that have
direct impact as we are constantly exposed
to their presence.