Answer of ailiens seeing world: We look at things from a cognitive

perspective, meaning we want to explain the unexolainable. Or you can

explain it from an social pt perspective; geloof can play a role.

Train uman study: when norms are broken, people follow and start
breaking the norm there also.

Kurt Lewin, behavior is a function of the person and their environment.(B

= f(p*E)

Social psychology part of the lectures:

Collaboration, stereotypes, social rules, conformity, aggression where

talked about from an personal perspective in the class intro to pt. This
time we thinking about how it impacts your environment.

Social psychology: scientific study of ways in which people’s behavior and

mental processes are shaped by the real or imagined presence of others.

Social psychology includes:

- Attraction
- Attitudes (evaluatins of people and events (us vs them/ me vs them
OR similar/ dissimilair viewing points)
- Peace and conflict
- Social influence (influencing another thinking and behavior)
- Social cognition (thinking about other people)

Today the history of the topics is discussed

Wilhem wundt:

- Devides psychology in two branches

- Physological psychology
- Social psychology

Late 1800’s  Norman Tripllet’s landmark study (first scientific study):

Children bycling better when people are watching

1850’s: rise of behaviorism (how person behaves and using that to explain
how people think)

More theories that came along the decades:

Attitude to describe evaluatings of things, events and people(goldon

allport)
Social cognition theory; ability to interpret and predicts other’s behavior in
social cognition (albert bandura). (adults aggressive to dulls -> children
copy)

Behavior is a fucntio n of the person and the environment (kurt Lewin)

People are motivated to maintain cognitive consistency (leon Festinger)

(boring puzzle, giving participants 1 dollar to explain to the next person
that the puzzle was fun. 1 dollar more likely to convince people it is fun,
because if they only give me 1 dollar it must not be hard to convince
someone, seeing the puzzle as fun).

Environmental psychology:

What is important from the book is also in the slides for the environmental
part of this course. But the book will help with understanding
environmental psychology.

Two starting points/ fundamental ideas:

Human behavior is better explained by understanding the

environment they’re in than by understanding the person.

Another theory from slides here: …………………………………..

The roots of environmental psychology:

Places can have a meaning for you.

Atomism: (table; understand hardness of who by zooming in in the

elements (molecules)).

Gestalt psychology: the whole is other (something else) than the sum of
its parts)
  Students are expected to read all chapters of the books. The reading
of the chapters will take approximately 90 hours in total.

In de planning staat welke hoodstukken we moeten leren, maar hier staat

(in course information) staat dat we alle hoofstukken moeten leren.
Social and environmental psycholgy

The study load within the course is distributed as follows.

 Attendance to all lectures, including the presentation session, will

take about 32 hours.

 Students are expected to read all chapters of the books. The reading
of the chapters will take approximately 90 hours in total.

 In addition, students need to work on one assignment, which is

estimated to take about 10.5 hours. Students also have to prepare
one presentation, also estimated to take about 5 hours, leading to a
total of 15.5 hours for the assignment and the presentation.

All of this adds up to 137.5 hours, equivalent to 5 ECTS.

Linear algebra course:

Background information 2DRR00, 2024 Welcome to 2DRR00: Linear

algebra and applications! This course treats many interesting, important,
and fun linear algebra topics, useful for many applications in Computer
Science, Data Science, web analytics, artificial intelligence, machine
learning, robotics, etc etc. 1. In person educational activities. • Lectures: –
Tuesdays 8.45 – 10.30 in Auditorium 03 – Fridays 13:30 – 15.15 in
Auditorium 03 • Instructions: – Tuesdays 10:45 – 12:30 in Auditorium 10 –
Fridays 15:30 – 17:15 in Auditorium 10 Teaching team: Jemima M. Tabeart
(Responsible lecturer/instructor – [email protected]) and Ren´e K¨ohle
(Instructor – [email protected]) 2. Deadlines/important dates:. • Register for
a group on canvas (or join the ‘Reuse my previous groupwork’ group):
23:00 on 23/11 • Peer review session for groupwork: 03/12/24 during the
instruction • SOWISO bonus mark deadline (complete first 3 quizzes with a
grade of 6/10 or higher): 12:00 on 06/12/24. • Deadline to submit
groupwork: 08:00 on 14/01/25 • Deadline SOWISO tests: 22:00 on
19/01/25 • Final exam: 09:00 – 12:00 on 24/01/25 3. Assessment. The
passing grade of this course is 5.5/10 averaged across 3 components. Your
final grade consists of 3 parts: (1) Final exam (3 hours, 60%): date: 24th
January 2025 . No books, or notes are allowed. A standard scientific
calculator is allowed, without graphical, storage, or matrix functions. The
exam consists of 25 multiple choice questions with (maximal) 5 options.
The grade for the final exam is (number of correctly answers questions –
5) / 2 You need grade ≥ 5 out of 10 for the final exam, and in addition ≥
5.5 average for the entire course to pass. Hence, you pass the final exam
with ≥ 15 questions correct. (2) Individual online tests (20%). Deadline:
22:00 19th January 2025 This is organised through SOWISO and consists
of 9 quizzes: 7 multiple choice and 2 open tests. You can attempt each
quiz infinitely many times, with the best score on a TEST level counting
towards your final grade. Bonus marks are available (0.25/2) if you
complete the quizzes LAA MC Class 1-2, LAA MC Class 3-4 and LAA MC
Class 5-6 before 12:00 on Friday 6th December and score at least 6/10 for
all three quizzes. If you are resitting 2DRR00 or 2DBI00 then your SOWISO
score will be carried forward automatically. It is recommended to still use
SOWISO to practice – the best 1 overall score on the course level will
count towards your final grade. (3) Group work in groups of 4–6 (20%).
Deadline: 08:00 16th January 2025 Register your group on Canvas before
23:00 on 23rd November 2024. You can use Discord or the instructions to
find group members. Submit a PDF via Canvas before the deadline. You
can update your submission as many times as you like until the final
deadline. The assignments and more details are in the file groupwork-
2DRR00.pdf on Canvas. The grading is explained in the file
rubric2DRR00.pdf on Canvas. If you have done the groupwork in a
previous year, it is strongly recommended to carry forward your previous
grade. In this case, join the ‘Please use my previous groupwork’ group on
Canvas. 4. Homework. During the instructions we will mainly focus on
formative homework exercises. These are for training purposes and will
not count towards your overall grade. Practising with these questions is
excellent preparation for the exam, and will help improve your learning.
Solve all questions by hand, unless it explicitly says: solve by computer.
The reason for this is that you have to be able to solve the exercises by
hand on the final exam. Answers to the homework questions will appear
on Canvas. For didactical reasons, they are uploaded with a delay; usually
the same evening. Please be warned: only look at the answers after you
have tried the exercises yourself for some time. You only learn math by
doing, trying, and working. The work load for this class is 140 hours. Also
work and practice at home, only attending class and instructions is not
sufficient. 5. Questions. • If you have any questions about this course,
please first ask for help at the instructions or (if applicable) to your fellow
students. • If this does not solve the problem, Discord offers a 24h
helpdesk! Here you can help your fellow students, or receive input from
the teaching team. • You can always contact the lecturer. 6. Study
materials. • The slides of the classes, available on Canvas, are the basis of
the course. (NB: all materials come with copyright, it is not allowed to
upload them to third-party sites.) • Book: Matrix Methods in Data Mining
and Pattern Recognition, by Lars Eld´en, SIAM 2007. This book should be
available for free (chapter by chapter) with a TU/e internet address
http://epubs.siam.org/doi/book/10.1137/1.9780898718867. 2 Table 7.1
Weekly schedule Week Date Class/Topic ILO 1 12/11 1. Vectors and
matrices 1 15/11 2. Vector and matrix norms 1 2 19/11 3. Google
Pagerank, Markov chains 8 22/11 4. Linear systems 2 3 26/11 5. Linear
algebra on computers 3 29/11 6. Inverse matrices 4 4 03/12 7.
Determinants 2, 4 06/12 8. Eigenvalues and eigenvectors 4, 5 5 10/12 9.
Clustering, SPD 5, 6, 9 13/12 10. Orthogonality, basis, rank 4, 6 6 17/12
11. SVD, data mining 5, 8 20/12 12. Least squares, fitting 8 7 07/01 13.
Rotations, projections 7 10/01 14. Splines, TSVD, low rank 5, 8 7. Course
content. Intended learning outcomes 1. Compute basic operations with
matrices and vectors. 2. Solve and classify linear systems according to the
number of solutions. 3. Implement linear algebra methods on a computer
and understand algorithmic complexity and the differences between finite
and infinite precision. 4. Determine whether a matrix is non-singular and
recall the corresponding theoretical consequences. 5. Compute
eigenvalues and eigenvectors and singular values and singular vectors
and interpret the results. 6. Understand and apply linear algebra notions
of rank, low rank, orthogonality, independence and positive definiteness.
7. Compute rotations, reflections and projections in 2D. 8. Formulate real-
world problems as a linear system and select an appropriate linear
algebra technique to find the solution. 3
1st assignment:

5 minute presentation

Find a interesting topic, try to find a ‘toepassing’ within the field of human
technology (steps on canvas). Content of the presentation is judged by
pdh students (rubric on canvas), there also is a person grading you on
how you are presenting. 15% of your final grade.

2nd assignment:

Group up to 6 students, video of applied theory in real world environment.

If the theory is difficult to find in real world: act. 3 minute long file. 15% of
your final grade.

Final test:

70% of your final grade. Multiple choice questions (equal amount of

questions for each lecture). Only one answer per question. Most likely
guessing correcting is being applied. One final exam, because this is a
new course. The things talked about in lectures are the most important
information.

Lecture 2:

Exercise 1, write 5 things about yourself:

- Social
- Tennis
- dance
- Talkative
-

Exercise 2, how many activities include other people:

Question lecture: How would you describe ‘the self’?

Your own unique characteristics, based on your beliefs and previous

experiences and genes.
What is the self?  Difficult to define, some say it is an illusion.

But the self’s main job/ parts are:

A social actor

A motivated agent

A .....................................

A Social actor: were are social: we survived an flourished by our ability

to live and work together in complex social groups.

We strive to have a good relationship with each other, we care

deeply about our social acceptance and social status.

Example: the lecturer dressing professional to act like a professor.

Levels of analysis for analysing social identity: Social roles, traits,

and cultural context. The levels can overlap and influence each other.

Social animal vx Cultural Animal

Social actor: sense of self as social actor emerges around 18 months. “If
you try to change yourself, you may aim at your social reputation, then
change traits to become a better social actor.” OR “changing social roles
is directly more successful: What role can I play to become a better...”

Self presentation: behaviours that convey an image the others include

a wide range of actions.

- Explicit statements about the self (if forgive but don’t forget).
- How you dress
- Making excuses or threats
- Hide fear of anger so others think that you are not as emotional as
you are.

Social comparison: examine the difference between yourself and

another person.

- Learning what self-knowlegde means in the context of what other

people are like.
- comparison with people in the same general category is more
helpful than with other categories.

Lecture question: social comparison can be upward or downward. Which

is better?

Upward is beneficial if it helps you improve, but bad if you think bad
of yourself.
 Downward is beneficial if it helps you think good of yourself, but bad
if you lose motivation since you feel better than the other person.

Motivational agent: express what they want and why they are the person
that they are. The motivated agent

Parents act with purpose, it is said that age 1 toddlers tend to copy
the intentional behaviours rather that the radom ones.

Theory of mind? Seeing the self as a motivating agent.

After that we work towards success in achieving goals boosting our

self-esteem.

When you try to change your traits or roles, you do this as a social
actor; when trying to change values or life goals, you do this as
motivated agent.

Self-esteem: how favourably someone evaluates themselves.

People with high self-esteem: competent, likely (nothing more than

a false belief that one is superior.)

People with low self-esteem: incompetent, unlikable

Question lecture: what are benefits and downsides of high self-

esteem?

If you have low self-esteem and you get a compliment you feel
better then when you already have more self-esteem. And higher
self-esteem makes you feel better about yourself, you feel more
confidence/ competent so you can reach more in future. Downside
to high self-esteem: more predudjuged, more anti-social actions,
persistence in the face of failure, could lead to narcissim (excessive
self-love)

Pursuing self-esteem

Harmful consequences of pursuing self-esteem:

- taking the easy road to ensure success

notes incomplete form here on out

- .............................

Autobiographical author...........................................

Attitudes: .............................................................
Social attribution and attitudes

Disagreement often happens in the way how we reach our goals/beliefs

not our beliefs themselves.

Theme presentation: woman role in research, how social media impacts

the view that scientists are more likely male.

How can one person have different attitudes towards the same attitude
object?

Implicit bias in daily life: implicit biases impact our interactions, often
unconsciously influencing decisions.

While IAT measures implicit ssociations these biassis subtly shape

judgements an choices in everyday context.

Affective forecasting: involves predicting future emotional responses. We

often make decisions based on how we expect to feel in certain social
situations, which impacts our attitudes.

Lecture 4 - week 2

Social and environmental psychology

Slides are course material – not everything is in the book

‘I think therefore i am’ – decarte

Spinoza: “reason is actually shot through emotion.” The mind exists purely
for the bodies sake. In his time he was ignored for thinking this.

Charles Darwin, Sigmund Freud, William James were later on studying

feelings and emotions.

Behaviourism 20th century

What are emotions?

Paul Ekman: he found out that people have common basic emotions, all
around the globe. (he meant universal emotions).

 Each of the universal emotions has distinctive signals,

physiologies and timelines.
 Emotions can vary in looks on different people, but they
typically don’t last more than an hour.
 If an emotion persists for an extended amount of time without
interruption, this can most of the time be categorized as a
mood.
o Blind babies also show emotions. Blind judo players still
have a similar way of expressing themselves when they
lost or won.

Components of emotions:

 feeling state
 behavioural aspect (body language)
 neural changes (related to oldest parts of our brain, the limbic
system, including amygdala, the hypothalamus and the thalamus).
o Pre-cognitive preconscious route; for example when you see a
deathly snake in front of you (you get scared and act super
fast).
 Physiological aspect: these changes prepare the organism for action
(flight response)

Which component comes first:

1. James-Lange Theory (2 researchers)
2. Cannon-bard Theory
These states have little to do with each other, they interact separately.

Dutton & Aron (1974)

Interoception: the feeling of knowing what is happening in your body.

Are basic emotions really universal and innate?
“Emotions are guesses”. They are guesses that your brain constructs in
the moment. – Lisa Feldman Barret.
“Emotions are psychological experiences that each of us constructs
based on our unique personal history, physiology, and environment” –
Lisa Feldman Baret

There are no hard-wired circuits for specific emotions. Instead we have

a basic core affect system and cognitively construct our emotions. –
lisa Feldman Barret.

There is a small difference between cultures in how you express

emotions.

Core affect
The affective system evolved to guide an organism toward hospitable
and away from hostile events. – Cacioppo et al 2004
Lecture 5
Therapeutic and restore environments

Chapter 6 (Donald textbook)

Environments that undermine mental health

Environmental conditions may interfere with optimal human

functioning (population density, noise, heat, air pollution).

Newborns continuously exposed to noise in neonatal IC units:

modest hearing impairment, slower growth and development.

Environments can acgt asl trigger to past traumatic events (e.g., similar
environments or elements with what was present during trauma).
Environment can trigger phobias (e.g. agoraphobia, i.e. fear of situations
where the person
perceives/.........................................................................................

Environments for therapy: where therapy takes place

Environments that are therapy: make an active contribution to or support

the help/therapy

Models of therapeutic environments:

1. Custodial model: (custody = imprisonment): individuals and

community are separated from one another. Only for separating, not
for helping, just no causing harm.
2. Medical model: e.g. hospitals, people who are unhealthy
3. Prosthethic model: e.g. use of handrails, ramps, elevators,
wheelchair lifts. Physical or mental deficits are compensated
through physical or social prothesis. This could also be a human that
helps an elderly. Or a special chair or spoon to help you eat easier.
4. Enhancement model: e.g. access to gardens in prisons; rather than
counteracting ‘deficiencies’ in users (prosthetic), design aims to
counteract deficiencies in institutions & environments. For example
there is no nature interacting when people are in a prison, so
counter
5. Normalisation model: e.g. group homes, aim to prevent the
dependence on prostheses and help people develop everyday living
skills and retain autonomy and control.
6. Growth model: group homes that allow development of new skills
e.g.. Environment provides conditions for its users to develop and
grow and setting can develop with user needs. E.g. when a person is
disabled.

Example: design of prisons

- Dominant model: costudian; aims to separate inmates

Design follows goals of institution: what the constitution does is really in

the name. Most prison environments have negative effect on inmates
(crowding, lack of privacy, and personal space). (see privacy lecture).

From costudial to enhancement model: growing access to nature in a

prison.

Use of gardeners and gardening in prisons to improve wellbeign and

to reduce recidivism (tendency of a convicted criminal to reoffend)

Gardens and gardening reduces self-harm and stress

Second example: Design of prisons: Shift in perspective

From custodial to normalisation model: recent interest in attempts to

make prison environment more ‘normal’. Such as in Norway where
prisoners have there own bungalow and jobs, they aim to have the
prisoners learn a new skill when in prison to be able to work in the society
when leaving.

Desing of mental health facilities:

Dominant model: custodial (danger to each other or themselves) and

medical (treat illness).

Our physiological state also influences or mental health (visiting hours,

clean and sterile).

Conflict between custodial and medical model: high security requirements

can negatively influence quality of life.

Recurring issue: high levels of aggression, since people need to stay

wether the want or not for example in an hospital.

1. Reduce crowding stress: single patient room, private changing and

bathrooms, having access to nature and light.
2. Reduce environmental stress: reduce noise
3. Reduce stress through distractions: access to views nature and
daylight
4. Good visibility of communal areas and bedroom doors from central
area.

Lower levels of aggression -> staff less stressed -> better environment.
You might are improving the place for patients, but then you are also
improving the environment for staff.

Another study showed the opposite effect: opposite effects of higher

aggression when there is more space and more staff available.

Design for people with dementia:

Prevalence of 1.3% for oeple aged 60-65 to 32% for age of 95

280K persons with dementia in NL

Symptons:

Memory impairment
 Varied symptoms: inability to speak, disorder of motor planning,
reduction in executive cognition

Wayfinding ones way in an area:

Stages of wayfinding:

1.
2.
3.
4.

Features that support way finding indoors for people with dementia:

1.
2.
3.
4.
5.

Similarities with kaplan’s preference matrix (legibility & coherence): aim

to improve understanding.

Features that hinder wayfinding indoors for people with dementia:

1.
2.
3.

Environmental cues such as signage (names or photographs (toilet here or

photograph of toilet or photograph of the people that live in that room to
help people find their room) help; to much signage is a problamatic
(information clutter; e.g. 199 or 991 or all same floorplans.)

For people with dementia living in their own homes there is a point where
the user can no longer adapt to their environment and the environment
must change to meet their needs. Normalisation model & prosthetic
model

Normalisation model: aim to continue living at home

Prosthetic model: support through prosthetics (stair lifts ect..)

......................................

Design for people with autism:

Autism spectrum order: neurodevelopment disorder

- Spectrum: it can manifest differently in each person

 - Can include problems in social communication and interaction
- Repetitive or restricted behaviors or interest,
- Hypo and hyper ....................................................

.................................................

Neurotypical approach (normalisation model):

Environment should not adapt, that is just how it is.

Sensory- centric approach (enhancement model):

Environment changes to help students learn better and help to adapt with
daily struggles, while seeing what they struggle with. Reduce
overwhelming amount of sensory information make spatial organisation
predictable. Provide spaces that allow management of sensory imbalance.

Show to be beneficial.

................................................

Stress responses (see lecture by Yvonne)

Restoration: Psychological and/or physiological recovery and return to a

state of wellbeing

Effects of nature on emotions, stress and attention

- Evidence from systematic reviews:

- Lower negative emotions (e.g., anger, sadness)
- Lower anxiety and fatigue, improved energy
- Effects on physiology less consistent (e.g., blood pressure, cortisol)
- Improvement in some measures of attention

Evidence from (more recent) systematic reviews:

Consistent moderate effect on positive affect & smaller decrease in

negative affect in nature

Seated relaxation and walking in nature improved HRV (showing lower

arousal) Inconsistent effects on cortisol level
Attention restoration Theory:

Basic idea: many activities require concentration, or directed voluntary

attention.

- Directed attention used to perform a task or solve a problem and to

also deal with distraction (inhibition = prevention).
- Directed attention is under voluntary control (“top down” process)
and plays central role in achieving focus. Not resting leads to
directed attention fatigue (DAF).

Directed attention fatigue (DAF):

More common for tasks with constant monitoring or decision making (e.g.
doctors)

Leads to increased errors, irritability and aggressiveness, reduced socially

appropriate behaviour.

Occurs also for pleasant tasks.

Slides 51 till 54 not payed attention

Lecture 6:

Group: is a collection of at least two people who are doing or being

something together.

A group is more ‘group-like’ when individuals:

- Are interdependent (remember your onw self-constructual?)

- Share common identity (and use logos or signs for this)
- Have a group structure (like a hierarchy or other organization) w