The Psychology of Deception in Communication
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 Psychology of Deception in Communication
Deception in communication refers to the intentional manipulation of information shared between people with the aim of influencing or misleading them. Deception can take many forms, from lying and exaggeration to omission and concealment. The psychology of deception is a complex and multi-faceted topic that encompasses a range of cognitive, emotional, and social factors. In this article, we will explore some of the key aspects of the psychology of deception in communication.
One of the most important factors underlying deception is the ability to control one’s own behavior and emotions. This is often referred to as self-regulation, and it is crucial for successfully deceiving others. To deceive effectively, a person must be able to manage their own thoughts and emotions to create a false impression. This can be particularly challenging, as the act of deception can trigger feelings of guilt, anxiety, or fear of being caught. Successful deceivers are often skilled at compartmentalizing their emotions and maintaining a convincing facade.
Another important factor in the psychology of deception is the ability to read and interpret social cues. People often rely on nonverbal communication, such as facial expressions and body language, to assess the truthfulness of others. Deceivers are often skilled at controlling their own nonverbal behavior to create a false impression, but they must also be able to accurately read the social cues of their target audience to ensure that their deception is successful.
Cognitive factors also play a role in the psychology of deception. Deceivers must be able to create a convincing narrative that is consistent with the information they are trying to conceal or manipulate. This requires a certain degree of cognitive flexibility and creativity, as well as the ability to remember and recall details from past interactions. Deceivers may also use a range of cognitive strategies, such as distraction, redirection, and minimization, to divert attention away from the truth.
Emotional factors can also be important in the psychology of deception. Deceivers may experience a range of emotions, such as guilt, anxiety, and fear, as they engage in deception. These emotions can be both a source of motivation and a potential obstacle to success. Some deceivers may be motivated by a desire to protect themselves or others, while others may be driven by more malicious intentions, such as a desire for power or control. Deceivers may also experience emotional arousal, which can impair their ability to think clearly and make sound decisions.
Social factors also play a key role in the psychology of deception. Deception is often motivated by social pressures, such as a desire to fit in, gain approval, or avoid conflict. Deceivers may also be influenced by social norms and expectations, which can shape their attitudes and behaviors. The social context of deception can also affect its success, as the target audience may be more or less skeptical depending on their relationship with the deceiver and the context in which the deception takes place.
In conclusion, the psychology of deception in communication is a complex and multifaceted topic that involves a range of cognitive, emotional, and social factors. Successful deceivers must be able to manage their own behavior and emotions, read social cues, use cognitive strategies, and navigate social pressures and norms. Understanding the psychology of deception can help us to better detect and prevent deception in our own lives, and to develop more effective strategies for communicating honestly and openly with others.
The Psychology of Deception in Communication
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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