a review of IDS Skincare… by a skincare noob (#3)

Welcome back to the final chapter in Gwyneth’s three-month journey towards her #Beautiful Bare Face with IDS! This will be the third and final post detailing my collaboration with IDS, a leading aesthetic clinic in Singapore fulfilling the dreams of women like me all around. If you’re new, head on over to the first and second posts where I detail the skincare regime they initially prescribed me, and my skin’s response following their facial Hydro-Therapeutics Treatment (HTT).

In this review, I will recap my third visit to IDS, describing my experience undergoing one session of their legendary laser therapy. Thereafter, I will summarise the changes to my skin condition over the past three months since my first visit to IDS, and share my thoughts as our journey together comes to an end.

Mandatory disclaimer: I received services from IDS in exchange for this review. Nonetheless, I will strive to provide a fair evaluation of what worked for me and what didn’t, where applicable. Although I am a skincare noob, rest assured I compensate for it with my research skills.

unfiltered to illustrate the natural radiance IDS has given me.

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a review of IDS Skincare… by a skincare noob (#2)

Welcome back to Gwyneth’s conquest towards her #BeautifulBareFace. My journey is a three-part series detailing my collaboration with IDS, and this is the second post. If you’re new, head on over to the first post where I detail the skincare regime they initially prescribed me and my skin’s subsequent response.

This round, I will recap my second visit to IDS, which included adjustments to my skincare regime and a luxurious facial worth as much as my soul. I will also review my skin condition after 4 weeks of exclusive commitment to their products, because I am now a Changed Woman who can commit to healthy habits.

Mandatory disclaimer: I received products and services from IDS in exchange for this review. Nonetheless, I will strive to provide a fair evaluation of what worked for me and what didn’t, where applicable. Although I am a skincare noob, rest assured I compensate for it with my research skills.

Select Page 2 below to continue reading.

How to Win the NTU Star Wars… and other FAQs

Update 20/7/22


I get a lot of questions from juniors in NTU, so I made this FAQ which should serve to answer most of your questions. I will continually update this list as new questions come along. If you have any questions, leave a comment below and I’ll get back to you!

How do I win the NTU STAR WARS?

Here’s what worked for me (I got virtually every mod I wanted as an undergraduate).

Prepping for War

  • Split your modules into three plans.
    • The first two plans will ONLY have your cores and major electives. GER-Cores come under here too.
    • The first is your plan A, and you should populate it with your first-choice modules. Make sure they do not clash and that you do not have more AUs than you should have (people who hoard modules are trash). If you want to maximise your chances of getting the mods you want, consider selecting those with less popular tutorial timeslots. At least you’re in the module – you can swap indexes later.
    • The second is plan B, which contains the modules that you’re willing to settle for – there should be no overlaps with A. Plan B’s actually optional, because even if you lose the first round, you can play the waiting game to get all the modules you want eventually.
    • The third plan, the “essential afterthought”, consists of everything else – GER-PEs, UEs, or ICCs/BDEs as they now call it. Speed does not matter for these modules because ballotting, so just take your time to rank and submit after you’ve recovered from the initial shock of submitting Plan 1 and 2.
  • Use time.is – the STARS system is well-aligned with it.
  • In your free time or let’s say about 20-30 minutes before the actual war, practice holding the button from around XX:XX:55 onwards and release just as the clock turns to XX:XX:00. The system will indicate to you the time – if you’re in the “next minute”, you’ve succeeded. Practice releasing as early as possible while not being too early, because a mistake later during the actual bidding will cost you.
  • Sit really close to your Wi-Fi source, or use a desktop PC (those ethernet-wired ones). It worked for me, especially with the latter, but it might be a placebo effect.
  • Load up the page about 10 minutes before the actual timing and keep loading your modules in intervals of 30s. I am paranoid so I was loading every 15s LOL. This is so the page doesn’t expire by the time you submit your mods.
  • I read online that some people use two devices i.e. a computer and their phone to bid at the same time. I think that is hilariously dramatic and I did not need to do that, but whatever works amirite?

The What War?

  • When you submit Plan 1/2, another page will launch asking you to rank the modules. You do not need to rank the modules. Just locate and select the button at the bottom to submit.
  • The page may freeze. DO NOT close it. That’s what I did once when I panicked and I lost big time. Just wait, even though your heart wants to jump out of your chest and your mind is SPINNING.
  • … [processing] …
  • If you win, congratulations! No further action is required on your part. Do your little victory dance, submit Plan 3, and text your friends.
  • If/when you lose, DO NOT PANIC. Do NOT launch your email application in a fruitless attempt to complain to your school office – they will not be able to do anything for you at this point.
    • Speaking of which, keep an eye out for emails from your admin. They will usually be around to resolve any cohort issues (but not your individual ones, so don’t waste their time).
    • More slots for your modules are likely to be released periodically through the remainder of the day. Some say it is 5-10pm, but check back every 15 minutes anyway. It’s not as if you’ll be able to focus on anything else.
    • If you have a group chat with your coursemates, start posting your deets to exchange mods. First-come-first-serve!

The Aftermath

  • Contrary to popular opinion(?), THIS is actually the stage where I got most of the modules I wanted.
  • Sometimes I wrote to the office and pulled the 2nd major/exchange card (scientia potentia est, ladies and gentlemen).
  • Most other times I simply waited for the add/drop period and camped religiously at the STARS planner page. I would check back every 30 minutes or so waiting for people to drop the modules through the first and second week (esp. following the first lessons). I checked during class, outside class, when I woke up, before I slept. I usually got my modules by the end of the first week. Yeah so kinda anticlimactically, for me it was really just patience and persistence that sealed the deal.
  • I know some students write directly to professors, but it depends on the prof’s personality. I never used this method because I didn’t want to inconvenience others (the admin who has to accommodate extra slots, and the other students and professor who may have to bear the brunt of an overloaded class) and I don’t like it.
  • Even if you don’t get the modules you want, try something else and you might find yourself in for a surprise! I do have modules I regret taking (everyone does), and I can’t help but wonder what if I experimented and found something else in the process? You never know.
  • Be kind to your fellow peers and help them out. You never know if they might return the favour. People are more prone to helping friends when it comes to this kind of thing like swapping modules and all.

Check out my guide to NTU Psych Modules here.

Other FAQs

What’s the average grade for module X / FYP?

Assume all modules, including FYP, follow the bell curve. This means that your performance is graded relative to how your cohort did, rather than the absolute score you got on your assignments/exams. Let’s say you got 40/50 for a recent test. It’s a 80%, but if the cohort average is 45/50 then you’re unlikely to be getting an A for that test.

This image has an empty alt attribute; its file name is normal_curve-1ftn8yh.gif
pictured: a representation of the normal distribution, or the “bell curve”.

The next question you might have is: how many % of students get a certain grade? Well, nobody knows, because it is not disclosed for obvious reasons. My PERSONAL guess (so don’t quote me to the office) of the grade proportions are:

  • 15-20% of students will get any A (A+/A/A-).
  • 70-75% will get any B (B+/B/B-).
  • 10% get C and below or dabao.

A further EXAMPLE to illustrate. Referring to the diagram above, most students will get a B+/B (the blue regions). A smaller proportion of students will get A- and B- (e.g. the red regions). The smallest proportion of students will get A/+ and below B- (yellow). So on and so forth. Again, this is only an example.

Suffice it to say: the average is a B+. You are most likely to get a B+. “But I am a genius and work really hard,” you lament. Sure – you’re still most likely to get a B+, based on the principle of regression to the mean. My estimate is a B+ because I notice most people around me in HASS graduating with a Distinction, which is a cGPA of 4.0-4.49. It may also be a B in certain courses. Finally, note that a minority of modules (smaller classes?) may be exempted from the bell curve. Nothing’s ever for certain in this murky bureaucracy.

There’s a variant of this question that I also get: is the bell curve steep? Huh? Bell curve differs meh? I don’t know. I assume all modules are curved in the same proportion. Surely there must be some guideline, or students in different schools would be graduating with different proportions of honours.

For more information, see this post written by the incumbent NUS President Prof Tan Eng Chye for an illustration of how the bell curve grading system works.

Is X course/module competitive? (Or: what’s the vibe of the course?)

Yes, it is. It is competitive. I mean, what answer were you expecting? Students fight tooth and nail every year to secure a spot in your course at NTU, NUS, and all the other universities. Why would you think that it would get easier after you’re admitted? But that doesn’t mean you have to be [only] a slave to the rat race. Make the best of your time by focusing on discovering yourself and pursuing what you love.

Do you have Past Year Papers to share?

Past year papers of all courses in NTU can be accessed here (under E-Resources). If it’s not available there, it doesn’t exist. To the NTU Psych students reading this: the Psychology programme does not provide PYPs. Thank you.

Are NTU and NUS different? Which one should I choose?

Nah, not to me. Tbh I bet people couldn’t tell the difference between a NTU and NUS student, ceteris paribus – they’re “functionally equivalent”. (Fun activity to try the next time you’re in a group interview – “Guess the Uni!”) The biggest inter-university difference comes with SMU imo, because students there are trained to make themselves heard. You might hear some casual comments like “NUS is more rah rah” or “NTU is more laidback” but dig a bit more and you’ll find that there are no specifics to these statements. The two universities are more similar than different. But which university do the really outstanding students pick, you ask? Neither – they’re overseas in the US or UK under government scholarships ASLDJSKFJS

Pick the course that you’re more interested in, not based on the abstract “culture” of the school. See my NTU vs NUS Psych post for a comparison of the two programmes.

Is Uni as stressful as poly / JC?

Uni is like Poly+. Same thing at a higher difficulty. More stressful, because the cohort has been further “pruned”. To underestimate the poly students in uni is to make a mistake. We’re very good at what we do, or we wouldn’t be here, because the bar is higher for us.

I feel like JC is a long-distance marathon while Uni is closer to a series of sprints. I think the stakes are higher for the A levels because you basically only have one chance to make it or break it. In Uni you arguably have multiple chances, and the system is a lot more flexible than people give it credit for (e.g. S/U, dabao, 1st sem invulnerability). Not sure about the stress, but JC students are free to leave their comments below.


Update 20/7/22

a review of IDS Skincare… by a skincare noob (#1)

Everyone wants good skin, and I am no exception.

And so on the fateful day that IDS(!) reached out to me for this collaboration, I took on the challenge towards achieving a #Beautiful Bare Face. This will be a three-part series, and you are reading the first post. Here, I will chronicle my initial visit to the legendary IDS and review the skincare products they recommended me.

The big question: So, did my skin improve? The answer, for now, is a tentative yes – but why take my word for it? See for yourself and decide!

Mandatory disclaimer: I received products and services from IDS in exchange for this review. Nonetheless, I will strive to provide a fair evaluation of what worked for me and what didn’t, where applicable. Although I am a skincare noob, rest assured I compensate for it with my research skills.

look at how they sparkle! OwO

A brief about the test subject before we begin:

  • My goal is to have a Beautiful Bare Face (BBF hereon). I aim to function without makeup as much as possible. Currently, I use makeup only for important events, which is at most 6-8x a month (not even on dates – my man has to contend with my natural beauty). Everything else is filters and facetune.
  • I don’t have good sleeping habits (see: eye bags). As a maximiser, I masochistically occupy myself with multiple responsibilities, e.g. research, doing an internship, leadership responsibilities, and writing this blog. So, sleep is a luxury. This also means I spend the bulk of my time exposed to blue light from screens, which could spell trouble for both my sleep and my face.
  • I don’t (didn’t?) have great skincare habits either. Admittedly, I know a lot less about skincare than I should, considering my face is my asset. Hell, I don’t have good habits in general. Read on to see me get lectured by Dr Ian… (sniffle)

Select Page 2 below to continue reading.

Gwyn’s Guide to NTU Psych Modules (or: PSYCcess)

welcome to SUCCESS

Hello to all my fans. This post is a comprehensive review of modules I have taken in NTU. For each I briefly discuss the lecturer’s style, content, assessments, and personal tips if any. Ctrl-F is your friend here – enter either the year/semester (e.g. Y1S1), course code (e.g. HP1000), module name (e.g. Introduction to Psychology) to jump to the relevant section directly. I also indicate the type of module (Core/Major-PE/Ger-Core/Ger-PE/UE) and number of AUs. All the psych mods are presented first, followed by the GER-PEs/UEs/BDEs.

Background: I majored in Psychology with a 2nd Major in Sociology. That’s a normal workload for psychology + 35AUs in sociology courses substituted from my UEs.

Disclaimer: Module syllabus differs by year and is especially contingent on the lecturer so what you read here may not be what you get. My module trajectory is not a guideline – I just did whatever I wanted. It is your responsibility to do your due diligence. Just because I said a module was easier for me doesn’t mean it’s easy to score because of how the bell curve works, and just because I said something was hard doesn’t mean I didn’t do well. I discourage selecting modules based on how easy they seem; I recommend selecting topics that interest you.

PSA: You can find most course syllabi at this page (under the courses block).

If my posts helped you and you’d like to show your appreciation, you can buy me a coffee! It keeps my blog running and my energies focused on writing LOL. You will contribute to my monthly subscriptions to Share The Meal.

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compassion in teamwork?

Part 2 of teamwork, or lack thereof

I was interviewed by a therapist a few months back for some program. (Not for therapy, but I’ll get there.) She was a genteel lady who spoke as if soothing a newborn, yet I could sense iron will beneath that demeanour. And that intimidated me. I felt that she could see the weaknesses of my being: when her gaze penetrated me, I found myself wringing my hands under the table.

We started with the typical questions. Tell me one interesting fact about yourself. How did you become interested in psychology? What are your career goals? The two other interviewees flanking me answered with practised ease: well, I’ve always been interested in counselling…

Everything was manageable up to the pièce de résistance. Having sat silently beside her until then, her assistant peered at his notes as he recited the question.

I'm sure all of you have had to work in teams in the course of your study. Can you share one instance where you had a teammate who did not participate as much as you would have liked, and what you did in response?

Unsurprisingly, nobody had issues answering. We shared our misadventures with our own flair. I started with an academic definition of social loafing, which her assistant noted with some alarm; someone detailed a more placative approach, and the other had a heartwarming ending to their story. But the details were irrelevant: deconstructed, our stories were identical. There is a slacker, there is retaliation, and perhaps reconciliation.

I thought the interview would end following our earnest sharing. But I was wrong. She leaned forward, her body language incongruent with the killer blow she was about to deliver.

What are your thoughts about… showing compassion to these people? 

Just like that, I was ensnared.

My mind was racing. I’d never encountered a question like that before. Whilst I spluttered trying to parse together a coherent response in real-time, my psyche was going through a saga of civil war. Tons of if-then sequences, buts, and rebuttals to those buts battled each other.

Should slackers be shown compassion? Do they deserve compassion? Who’s to say who deserves what? Isn’t it right to show compassion to all, for better or for worse? Everyone’s bound to make mistakes, and the least we could do is be understanding, right? Isn’t that what I’d want from others – empathy in difficult times? But what about situations where someone leeches off the team the whole term with a shitty work ethic? And what if it happens most of the time? What about the others left shouldering the burden of work then?

What about me?

My first instinct was to reject the notion of compassion. Being primed with the thought of slackers already brought forth ugly memories from the recesses of my mind. To further expect me to swallow that resentment and extend loving acceptance to those who brought me suffering? If received offhandedly, the question could even be construed as an insult to those who actually put in effort (or, if I dare say, one could “take umbrage” at the statement). We bear the brunt of the work, they get the grade we worked for with minimal contribution, and we still have to extend compassion to them? Am I supposed to benevolently and passively endure as people take advantage of me for the rest of my life? To accept such an arrangement would be absurd. I can’t help but bitterly wonder if graders consider our feelings when we raise such instances of injustice only to hear “it’s just like that; get used to it”.

I should qualify my statements with a disclaimer that I don’t think of myself as The Most Valued Contributor Of All Time. I have done less than what I could potentially do, once in a while, albeit never regularly. Nevertheless, I continue to find myself appalled when I repeatedly encounter instances where people simply do not seem to care. They’re not even pretending to try. And others become notorious for making loafing a habit and their defining characteristic. I may not have the complete picture – thing is, nobody ever does – but I sure as hell can tell when you’re making an effort.

I’d be happy to extend compassion to everyone if it meant that loafers would actually start pulling their weight in projects, except I don’t recall that working out. Pragmatically speaking, compassion is a lofty ideal only attainable to the enlightened who have unlimited patience and time. And in this pressure cooker of a society, we have neither to spare. I have neither to spare.

Why then, indeed, should we show slackers compassion?

I guess that her counterpoint was designed to be discovered within that internal tirade. Her argument was that with sufficient support and unconditional positive regard, anyone could be motivated to contribute. Keywords: anyone, unconditional. I must admit that this optimistic view doesn’t sit well with my assumptions of human nature, which tend to lean toward the direction of self-centredness. But that could very well be a distortion manifesting from my personal insecurities. If there’s anything I’ve learnt from group work, it’s that our expectations of others are projections of our expectations of ourselves. I demand from others as much as I demand from myself, and I inevitably find myself disappointed because I am chasing unattainable perfection. And expecting others to act in the way we want is maladaptive at worst and naive at best.

It’s easy to attribute this dysfunction to the environment. We exist in a system that pits people against each other, and where the default mode of exchange is transactional rather than relational. My corresponding preoccupation with equal contributions bleeds into everything I think about and do when it comes to work. And my self-centredness hurt me and the people around me in the process. I’d immediately dismissed compassion as a fruitless endeavour on the basis that it wasn’t tangibly productive because I think only in terms of results when it comes to this issue. In this view, people are only worth as much as they can contribute to the outcome – precisely what she was attempting to challenge when she presented us with that thorny question.

Of course, resentment at inequitable contributions is instinctive and natural. But we can choose to rise above those. At least theoretically. And it’s not a have to, as she reiterated – nobody is obligated to show compassion to another. But perhaps we would be better off doing so. In extending compassion to others, we could be doing the same for ourselves – something we often neglect in the pursuit of conventional success. In fact, we probably need this compassion more than ever during these difficult times. Still, I believe we can further advance the conversation by considering other layers of the issue, including distributive justice, and I look forward to encountering more nuanced takes in the future. 

NTU vs NUS Psychology: The Lowdown

Updates 20/7/22:

  • I am currently offering psychology tuition for any education level. Register your interest here (no obligations!)
  • I recently started a Patreon community where I offer exclusive content and tailored advice for members and my fans! I would love to have you with us. Click here to join!

Considering Psychology as a degree, but can’t decide between NTU and NUS Psychology? We’ve got you covered! With 4 friends from NTU and NUS Psychology, we answer 10 frequently asked questions about the experience as a psychology student in both institutions. We also provide the nitty-gritty details, and offer some tips on how to thrive if you do choose to pursue Psychology in either university!

copped from @nus_memes

Questions to be answered (Ctrl-F to jump to the question straight, e.g. “Q3”)

  • Q1. Did you choose NTU/NUS Psych, and why?
  • Q2. What were your expectations for the Psych course when you first entered? How has the actual experience been similar and different?
  • Q3. What is the process for getting modules in NTU/NUS Psych like, and how has the experience been for you?
  • Q4. What are your favourite modules so far, and what modules have you not taken but want to?
  • Q5. (Because NUS allows seeing grades before S/U) How has the S/U function helped you? For NTU students, what are your opinions on this? 
  • Q6. Share one favourite memory you made in university.
  • Q7. If you could give your younger self one piece of advice before entering university, what would it be?
  • Q8. What research opportunities are available for students in your batch, and have you taken up any of them? How was the experience like?
  • Q9. What career opportunities have you been exposed to? 
  • Q10. What resources do you recommend for incoming students to your university’s Psych programme?

Profiles of our guest interviewees (names tagged to social media profiles)

Gwyneth (NTU): Year 4 doing Psychology and Sociology as a 2nd Major at NTU. Spends all her free time blogging or reading specific genres of manga (yes very boring). PLEASE support her by sharing this post/blog with ALL your friends. Find her @gwynethtyt everywhere.

Tarif (NTU): Year 2 NTU Psychology Major, pursuing a minor in Youth Work and Guidance. In his free time, Tarif enjoys taking long walks amidst nature and scrolling through TikTok and Facebook for funny content. A pragmatic idealist, Tarif can often be caught contemplating life, seeking greater meaning in the work that he does. Beyond his musings, he lives by the phrase: all is well!

Terance (NUS): Year 2 NUS Psychology undergraduate. Doesn’t like balloons.

Ye Rui (NUS): Year 2 NUS Psychology undergraduate. Enjoys watching shows, gaming, and playing soccer. HATES cucumbers.   

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weekly jam, #11

I have a sacred duty to share this song with as many people as I can. The moment the opening chords hit, I was compelled by an external force to drop everything I was doing and simply close my eyes and feel my existence channeled via every note of this melody. I have NO doubt that it was a spiritual experience (the last time I felt this way was watching John Mayer live). Good night and may we all find our good places within ourselves through this song.

the (briefer) art of thinking clearly

I read The Art of Thinking Clearly by Rolf Dobelli a while back. It already is a summarised version of 99 common thinking errors, but I took it upon myself to simplify it even further. So here we are. I haven’t completed it, though, so we’re only up to 30 for now.

  1. Survivorship bias: success cases are over-represented, leading us to overestimate our chances of success
  2. Swimmer’s body illusion: selection factors are confused with results
  3. Clustering illusion: tendency to perceive patterns where there are none
  4. Social proof: predisposition to follow others’ behaviours, esp. in uncertain situations. Combat with being skeptical and challenging norms
  5. Sunk cost fallacy: reluctance to abandon an undertaking due to incurred costs, though that has no relevance to future outcomes (irrational). Consider only the latter
  6. Reciprocity bias: social predisposition to respond to actions in a similar manner (e.g. kind behaviour is returned, so is hostility)
  7. Confirmation bias: we disproportionately focus on evidence that confirms prior beliefs and disregard contradicting information. Seek out disconfirming evidence and clarify milestones to ensure we do not overlook failures.
  8. Authority bias: information with authority is perceived as more credible/influential
  9. Contrast effect: the effect of an object is enhanced/diminished when perceived in relation to another, though it should have no bearing (beware discounts, cheap add-ons, beauty standards).
  10. Availability heuristic: evaluation of a concept is determined by how readily examples come to mind, which distorts actual risks and decisions made. Make effort to consider relevant but less accessible information, e.g. alternative views.
  11. Narrative bias: illusion of causality; tendency to connect disjointed, random occurrences into a cohesive, controlled narrative (stories). Consider omitted elements (via negativa) and be wary if the bias encourages risky decisions.
  12. Hindsight bias: hindsight is 20/20; we modify our cognitions after an event such that the event seemed inevitable and logical, although we are poor forecasters in reality
  13. Overconfidence effect: person’s subjective confidence in his/her judgements is reliably greater than objective accuracy of those judgements – even pessimists.
  14. Chaffeur knowledge: vs. real knowledge – people who have invested time and energy to genuinely understand a topic. Chaffeurs merely repeat it without real understanding. Know your circle of competence and recognise when you fall outside.
  15. Illusion of control: tendency for people to overestimate their ability to control events
  16. Incentive super-response tendency: people respond to incentives by changing their behaviour (e.g. if you pay per hour, people prolong their work). Reward both intent and result, and watch out for ways people may exploit the system.
  17. Regression to mean: the natural tendency for phenomena to even out towards the average. If an extreme event happens, it is likely to return to the average in time (think normal distribution).
  18. Outcome bias: tendency to evaluate a decision based on its outcome (good/bad) rather than the decision-making process. This is an error because no decision-maker in the past ever knows for sure how the risk will turn out. To avoid the influence of outcome bias, one should evaluate a decision by ignoring information collected after the fact and instead focus on the quality of the factors at play.
  19. Paradox of choice: more choices decreases quality of decision-making, and leads to lower satisfaction. Set a list of criteria and stick to them; recognise that perfection is unattainable; and learn to love what you choose. 
  20. Liking bias: the more we like someone, the more likely we are to trust and help that person. Influenced by 1) attractiveness, 2) similarity to us, and 3) they like us too. To maximise this benefit: send people compliments and make them think you like them.
  21. Endowment effect: people’s willingness to pay for a new object is typically lower than the amount they are willing to accept to give up the object. e.g. people lowball for textbooks on Carousell but sell it at high prices. Related to loss aversion. Related to mere ownership effect – owning an item makes one evaluate it more positively. Endowment effect applies even to near-ownership circumstances. Don’t cling to things and consider whether the relationship you have to those items really matter.
  22. Groupthink: phenomenon where desire for harmony in an ingroup leads to dysfunctional decision-making processes and irrationality. Symptoms include: illusion of invulnerability, illusion of unanimity, pressures toward conformity.Question tacit assumptions and always appoint a devil’s advocate to break consensus.
  23. Neglect of probability: we respond well to the magnitude of an event, but lack intuitive grasp of its likelihood (probability). Zero-risk bias: we prefer 0% risk even when the alternative may have better outcomes. When faced with emotional topics or serious threats, we respond more poorly to risk reduction stats.
  24. Scarcity error: tendency to place higher value on an object that is scarce and lower value on those that are in abundance. The more difficult an item is to acquire, the more value that item is perceived to be. Arises from social proof and commitment. Reactance: when we are deprived of an object, we deem it more attractive. To counteract, assess products solely based on their qualities. And remember that most things will come back – like sales.
  25. Base-rate neglect: when people are given generic information (e.g. statistics) and then specific information (e.g. anecdotes), the mind tends to focus on the latter. Disregard of fundamental distribution levels. Specificvariant of extension neglect – cognitive bias whereby people ignore size of the set during an evaluation in which the size of the set is logically relevant, e.g. ignoring sample size and variability.Watch out for anecdotal information.
  26. Gamblers’ fallacy: the erroneous belief that if a particular event happens more often than normal in the past, it will “balance out” by occurring less in the future. This is problematic if the events are statistically independent, e.g. a dice roll. What happened in the past is unrelated to the future.
  27. Anchoring bias: cognitive bias whereby an individual relies too heavily on an initial piece of information offered (the “anchor”) to make subsequent judgements. Once this initial value is considered, subsequent negotiations and decisions will align towards it while dissimilar values are discarded. The more uncertain the value of something, the more susceptible people are to anchors. Use anchors to elevate your value, but also be wary of them when it comes to sales.
  28. Induction problem: inductive thinking is the tendency to draw universal generalisations from specific observations. However, these generalised certainties are always provisional – think Black Swan event.
  29. Loss aversion (Daniel Kahneman): people fear loss much more than they value gain, and are much more motivated to avoid loss even when this comes at the expense of potential gain. Exploit this when advertising by appealing to how a product may help you avoid losses/disadvantages.
  30. Social loafing: the tendency for individual effort to depreciate when in a team setting. Groups’ total productivity is less than the sum of its individual members working separately. Increases proportionally with group size, due to diffusion of accountability and deindividuation. Combat this by making individual contributions visible (measurement), and motivation. Related to risky shift.