Psychology 1230: Psychology
of Adolescence
Don Hartmann
Summer 2004
Lecture 11: © (Social)
Information Processing
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Quiz 1 Information
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80% of the multiple choice items will come
from the study guides. The MC portion of
the quiz will contain 30-40 items from the
following sources:
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3-5 questions from each chapter,
1-2 items from each lecture, and
0-1 questions from each handout.
The essay portion will include 3-5 relatively
brief essay questions taken from the study
guides. You will have some choice over which
questions you can choose to answer
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Discussion Topic #9
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II: #1. IQ Myths: Whippets II: (SummaryEvaluation due on Monday, October 3rd ):
Our culture has a substantial number of myths
regarding IQ testing and the nature of what IQ tests
measure. What are some of these myths? Do the
myths have any truth to them? Are there any
issues we should be particularly sensitive to if we
were teaching a high school course in psychology
while discussing IQ (Feel free to use your own
experiences)? Also feel free to comment on other
discussants’ comments.
3
Discussion Topic #10
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II: #2. Modifying Self-Esteem: 4♀+1♂ II
(Summary-Evaluation due on Tuesday,
October 4th ): Both the text and the lecture
discuss methods of modifying self-esteem.
We have all had personal experiences in
which our self-esteem was either
substantially raised or lowered. Describe
one of those experiences, and how it fits in,
if at all, with the material on self-esteem in
our text. Also feel free to comment on other
discussants contributions.
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Discussion Topic #11
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#11. Best Things Teens do: Hotties II (SummaryEvaluation due on Wednesday, October 5th): The
Friels have written about the best and worst things
teens do. The list of Best things include the
following: Become competent; master your feelings;
break the silence: It takes so much energy to
silently scream; get healthy power; face the serious
stuff; find an identity; and start learning to stake out
the extremes. How might you as a parent (or a
teacher) facilitate these “Best things?” Comment
on at least one of these “Best Things” in your
response, and feel free to critically comment on the
comments of others.
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WEB Discussion Process
Group
Whippets
Hotties
4♀+1♂
GypsyMafia
JusticeLeague
Psyched
PithHelmets
MAJACS
#1 due
09/12 (09/19)
09/13 (No takers)
09/19 (09/19)
09/20
09/21
09/22
09/23
09/26
#2 due
10/03
10/05
10/04
#3 due
#4 due
#5 due
---------Note: Anyone can contribute to any WEB discussion; group members are responsible to
summarizing the discussion. The last day to contribute to any discussion is 3 days before the
due date. Dates in parenthesis indicate the date handed in.
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Handout Summary
Handout
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14.
15.
16.
17.
18.
19.
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21.
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23.
WEB
Date
Date
HO-Completing a Film Review*
HO-Preparing a Book Review
Completed Class Locator
08/31
Lect. #4: Introduction to Theory
Lect. #5: Bandura
Supplemental Lecture: Termpaper
Lect. #6: Method I
Lect. #7: Method II
Lect. #8: Puberty
Lect. #9: Piaget
08/14
08/14
09/02
09/02
09/06
09/07
09/09
09/13
09/16
----*Indicates handouts discussed in class.
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Overview:
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Goals: To acquaint you with some of the notions of
the information processing model and how they
might change with development, and to show how
such models may be applied to social phenomena
Overlap with text, pp. 134-144 & pp. 357-358
Outline
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Introduction to Information Processing model
Illustration: Dodge’s SIP applied to aggression
Next: Lecture 10: Social Cognition
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Lecture Resources
Crick, N. R., & Dodge, K. A. (1994). A review and
reformulation of social information processing
mechanisms in children’s social adjustment.
Psychological Bulletin, 115, 74-101.
Dodge, K. A. (1986). A social information
processing model of social competence in
children. In M. Perlmutter (Ed.), Minnesota
symposia on child psychology (vol. 18).
Hillsdale, NJ: Erlbaum.
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Introduction
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Text discusses basic information processing
model—speed of processing; attention; short-term,
working, and long-term memory; etc.
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Information Processing: An
introduction (1)
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Adolescents have more cognitive resources
available to them because of
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automaticity,
increased information processing capacity, and
greater familiarity with a range of content
knowledge.
Short-term, working-, and long-term memory
are all part of the information processing
armamentarium. Each improves with age,
perhaps into young adulthood
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Information Processing: An
introduction (2)
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Decision making improves with age, at
least into adulthood.
Critical thinking improves with age—
perhaps substantially into adulthood
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Introduction (2)
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We will explore how that general information
processing model has been applied to social
phenomena—specifically aggression.
Dodge’s Social Information
Processing (SIP) model
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Basic Processes in Dodge’s
SIP Model
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Encoding Cues
Interpret Cues
Formulation of Goals
Generate Responses
Evaluate Responses
Enact a Response
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The Dodge Model
Diagrammatically
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Reactive Aggressors
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Have history of bickering with peers.
Have hostile attribution bias.
More likely to become angry.
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Short circuit search.
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Respond aggressively.
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Aggression Comes in Many
Forms
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Focus on Interpretation
(attributions)
influence
influence
Social cues
surrounding
harmdoing
Attributions
about
intentionality
influence
Anger
Aggressive
response
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Situational
Inferences
of hostile
intent
Aggressive
Child’s
Expectancies
about Hostile
Peer Intent
which triggers
Aggressive
retaliation
which leads to
Yield to biased scanning of
social cues, yielding
Where oh where shall we start?
which reinforces
Hostile
CounterAttack & Peer
Rejection
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Strengths & Weakness of
Dodge’s SIP Model
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Strengths:
 Useful in predicting aggressive
responding
 Highlights variables that are important in
changing behavior
 Dynamic
 Weakness
o Not developmental
o Does not explicitly deal with emotions
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Summary of Social Cognition
Lecture
Information Processing Model
 Social Information Processing
Model of Dodge
 Next: Lecture #10: Social
Cognition
 Go in Peace
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