University of Western Sydney: The Individual in Society Reflection

This assignment presents a reflection on the levels of analysis framework, as applied to the student's personal learning experiences within a university setting. The student discusses the biological, psychological, and environmental levels of analysis, drawing on course material from 'The Individual in Society' module. The reflection includes personal observations on adapting to university life, interacting with diverse student populations, and the impact of the learning environment on behavior and mindset. The student references course lectures and readings, demonstrating an understanding of how the levels of analysis framework shapes individual behavior and perceptions. The assignment highlights the student's journey of self-discovery and personal growth through the application of psychological principles.

1. The levels of analysis framework: understanding human behavior
Every individual behaves according to his own perspectives which are not comprehended
rationally by the other human. Passer, Smith, and Norris developed the level of analysis
framework in 1916. This leads to better perceptual comprehension of certain activities a human
performs and this further provides the scope for a better life.
(Passer, Smith and Norris, 2016) assert that psychology’s six prime frames of references can be
broadly classified into three levels of analysis.
The biological level of analysis considers the processing of the brain and the role of genetics as
the major influencers of behavior (Passer, M.W., Smith, R.E., & Norris, K. 2016). This ascribes
corporal interpretation of an individual’s behavior. The major factors shaping human behavior
according to the biological level of analysis are structures of the brain, hormonal activity, and
eugenics. This level of analysis has helped the neuroscientists to decipher how neurons and
different structures of the brain shaped civilizations (Young, 2015).
The psychological level of analysis considers the cognitive or the mental processing of our
general surroundings according to prior experiences or predispositions (Kim, 2015). This kind
of analysis looks out for a reason leading to a behavior within the cognitive map of our
personality (Passer, M.W., Smith, R.E., & Norris, K. 2016). This level of analysis holds great
importance in the research associated with the study of adolescent behavior, early childhood
behaviors with the help of experimental settings, neuro-imaging, and interviews.
The environmental level of analysis is based on the role of environment and socio-cultural
factors in constructing a human’s behavior (Passer, M.W., Smith, R.E., & Norris, K. 2016). This
lets us comprehend human behavior based on four major principles. These are: a sense of

belongingness, the existence of social self for every human, the influence of culture and
resistance towards change.
2. Levels of analysis framework: reflection on my experiences of studying and learning.
Visiting any university at Australia provides with the opportunity to interact with students and
faculty from across the globe and cultures. Joining this course at the university transformed my
overall perception towards the way I saw the world till now. In lecture topic 1.3, Tim Griffin
discussed ‘Psychological Perspectives for understanding human behavior’. This further helped
me answer questions like evaluating people’s behavior, the rationale causing such kind of
behavior. I learned that answers to all these questions help us to have a better and positive
understanding of other culture.
I joined the university after a long vacation. Vacation implies not very disciplined approach
toward life. I had lost track of the schedule I used to follow prior to the vacation. After so many
years of following a strict schedule, now I had the choice of not spending the time in a
productive manner. I found that very exciting. When the academic session commenced at the
university, I had mixed feelings. I was enthusiastic about pursuing a course that I had dreamt of
since long, but once again following a time-bound schedule was discouraging me. The challenge
was to foresee positive and long-term outcomes.
I found difficult to interact with students from different cultural and ethnic backgrounds. I have
been a shy and introvert person throughout. I had certain inhibitions and could not attend the
social discussions related to the unit. I did not express my opinions and acted judgmental on
many occasions. As we progressed through the course gradually I started getting answers to my
own questions related to self-doubt. I had started to follow a schedule by then. Soon I realized

the essence of the biological level of analysis. The brain responded the way I scheduled my day.
I felt better and relaxed with proper exercise and sleep (Passer, Smith & Norris 2016). I am now
participating in social discussions at university. I feel studying at the library was motivating as
the environment acted as the stimuli. This is the cognitive level of analysis. I overcame my
biggest fear of interacting with such a versatile group of students who belonged to the different
cultures. Under socio-cultural level analysis, I gained insights on behavior driven by different
cultural values and norms. Today I have my closest set of friends from Japan, India and
Indonesia. I value their opinions and they reciprocate that by respecting mine. We study together
availing the resources in the library. University has transformed into a place where along with
studying and learning, I have re-discovered myself to lead a healthy, happy and productive life.

REFERENCES
Griffin, T 2018, Lecture Topic 1.3: Psychological Perspectives for understanding human
behavior, lecture notes, The Individual in Society 101557, University of Western Sydney,
delivered 5 March 2018.
Kim, S 2015, ‘4 Timeless Ways to Boost Your Intelligence’, 15 November. Blog. Available
from <http://www.pickthebrain.com/blog/4-timeless-ways-boost-intelligence/> [1, April,
2019].
Passer, MW, Smith, RE & Norris, K 2016, ‘The science of psychology’, in T Griffin (ed.)
101557: The individual in society, 3rd edn, McGraw-Hill Australia, North Ryde, Australia, pp.
13-27.
Young, C 2015, ‘Don’t forget the science of memory is key to helping students learn’, The Guardian
(Teacher Network) 21 December.
<http://www.theguardian.com/teacher-network/2015/dec/01/dont-forget-science-memory-key-
students-learn> [1, April, 2019].