Hellenistic Age

 

After learning about the Hellenistic Age (Chapter 4 lecture), answer the following question. Follow the directions carefully in order to receive full credit.

Chapter 4 Lecture Question:

What was the Hellenistic Age and how did it come to be?

Directions for Answering the Question:

Using information from the lecture,

Explain what the Hellenistic Age was by offering a brief definition and the years during which it took place
Make sure to include both a definition and dates. You can combine this information in one sentence.
Discuss who first established the Hellenistic Age
Hint- It was not Philip!!
Describe at least ONE way he/she spread Greek culture in conquered areas
Think about what he did that made people “want” to be Greek-like
Explain how far (geographically) culture in the Hellenistic Age reached
Hint- it stretched all the way to where the founder of this age and their troops stopped and turned around to go back home.

 

Sample Solution

The three centuries of Greek history between the death of the Macedonia King Alexander the Great in 323 B.C.E. and the rise of Augustus in Rome in 31 B.C.E. are collectively known as the Hellenistic period. For some purposes the period is extended for a further three and a half centuries, to the move by Constantine the Great of his capital to Constantinople (Byzantium) in 330 CE. Greek art and life had always been influenced by other cultures, but the expansion in territory during Alexander the Great`s conquest brought greater possibilities for mutual cultural exchanges. These exchanges led to a new cosmopolitanism in the Greek world and influenced the desire to understand, appreciate, and represent the diversity of individual peoples.

when predicting attitude stability and the corresponding behavior and judgments of those behaviors. Moreover, Gantman and Van Bavel (2014) found evidence for a moral pop-out effect, such that participants were more likely to recognize moral words over nonmoral words in a lexical decision task.

 

 

With regard to group evaluations, it has been shown that moral judgments of one’s ingroup are more important than judgments of competence or sociability (Leach, Ellemers, & Barreto, 2007). Perceiving one’s ingroup as moral has been shown to lead to more positive outcomes of a group’s self-concept, such that positive moral evaluations of one’s ingroup leads to less distancing from that group and greater group identification (Leach et al., 2007). This line of research further extends to the evaluation of outgroups, with the main finding that moral traits are weighted more heavily when members of one group form impressions about an outgroup (Brambilla et al., 2013a). A limitation of this line of research is its focus on conscious, controlled perceptions of morality. Unconscious perception enjoys an extensive influence on social behavior (e.g., Greenwald & Banaji, 1995), and as such studying morality at the unconscious level may reveal interesting differences in explicit versus implicit evaluations of outgroups.

While previous research has provided a solid foundation for understanding just how important moral judgments are to individuals, more work needs to be done to fully examine how quickly moral judgments are made. Limited work has studied the role of implicit cognition in moral judgments, though there is reason to believe that moral judgments may be susceptible to nonconscious influences (e.g., Ma, Vandekerckhove, Baetens, Van Overwalle, Seurinck, & Fias, 2012; Willis & Todorov, 2006). Given that judgments of morality are deemed to be more relevant than other traits when judging whether a target represents a threat (Brambilla et al., 2013b; Willis & Todorov, 2006), we contend that research into the implicit attribution of moral personality traits is warranted to delineate whether morality is attributed automatically or through cognitive processes. This led to our first hypothesis, which predicts that participants will be more likely to recognize moral (versus nonmoral) traits

Spontaneous Trait Inferences

A spontaneous trait inference (STI) occurs when an individual makes a nonconscious, unintentional judgment about the character of another individual (Winter & Uleman, 1984). These inferences occur

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