Psychology 4606: Social Psychological Theories of The Self Maymester 2013 Prof. Bernadette Park D365C Muenzinger 492-1569 Office Hours: 12-1 M & W email: Bernadette.Park@colorado.edu TA: Katie Wolseifer E316 Muenzinger 12-1 T TH Katherine.Wolsiefer@Colorado.edu Course Overview and Format How Children Succeed, written by Paul Tough, presents research from social, cognitive, and clinical psychology arguing that self-regulation is a critical skill that allows us to control our impulses, stay on task, and generally have happier, more successful lives. Executive function capacity is essential to selfregulation. We will work our way through Tough’s book, reading many of the original empirical pieces on which his argument is based, along with other classic works on The Self from the social psychology literature. The class will be conducted as a seminar mixed with a lab. The primary work of the course will be: Completing all of the readings Taking notes on these Developing three questions/comments/observations for the reading assignment for each day Class attendance Class participation Completing a group research project An oral presentation with your group members to the class on your findings An individually written paper using APA style of your research project Readings: (all readings are required) Tough, P. (2012). How children succeed: Grit, curiosity, and the hidden power of character. Houghton Mifflin Harcourt (HMH). Articles. All of the assigned articles are posted on our course wiki. See below for the specific articles assigned for each day. Go to: http://psych.colorado.edu/wiki/doku.php?id=courses:park:4606:home username: 4606park pwd: self Grades as well as other important information will be posted on the wiki as we go along as well. Course Expectations and Assignments: 1. Reading notes. To help you process and remember the information in the articles, you will take notes on each article. These should have enough detail that you can easily reconstruct the argument in the paper, and if a study is presented, the design and findings from the study. Also, please provide some reactions to the papers in your notes (e.g., “That makes no sense, what about…”, or, “That reminds me a the availability heuristic I learned about in my judgment and decision making course,” or, “Well what about a situation when…”). The goal is to be an active thinker – what is your take on these ideas? Park/4606 Page 1 Maymester 2013 Your notes will be your ticket to gain admission to class each day – no notes, no ticket. This is because it is impossible to intelligently discuss that day’s topic without having completed the readings. Put your notes in our class dropbox on D2L by 8:00 a.m. each morning Name the file with your Lastname_date.docx or .pdf. For example, for tomorrow my file would be called Park_14.doc (given our class only takes place in May you just need the day) Put it in the folder for that day 2. Attendance. You are expected to attend class and this will constitute a portion of your grade. But there’s a catch – no notes, no ticket, no attendance for the day. 3. Participation. It will be a pretty boring seminar if the same 3 people talk each day. After class each day I’ll give each person a participation score for that day (0=didn’t say anything; 1=talked once; 2=contributed a few times; 3=contributed multiple times; 4=contributed a lot). 4. Daily Questions: As part of your preparation, please prepare three questions, comments, or observations for each class meeting. Include these as page 1 of your reading note file for that day. We will work our way through these as part of class. 6. Group Research Projects. Groups of 3 students will work on an original research project informed from a list we will provide to you. You will develop the project, the materials, and collect and analyze the data. As a group you will give a 15-20 min. class presentation using powerpoint on the project. These presentations will all happen the last day of class as our “Class Final”. We’ll spend part of each class working on these projects. 7. Research paper. Each person will be responsible for writing up his or her own version of your group research project using APA style. These papers will be 10-15 pages in length and are due the final day of class (May 31st). To Help Our Class Run Smoothly No cell phones out during class; Please put phones on silent at the beginning of class. You are welcome to use your phone during break but if I see them out during class you’ll automatically get a 0 for participation for that day You need to be on time for class and on time after break. If you are late, it will count against attendance points You can bring your computer/ipad/kindle to class to look at your notes and the articles but I’m asking each of you to make a commitment to only use them for course work except for during the break Plan for Class Meetings (roughly, tentatively) 9-10:45 Seminar discussion of readings for that day 10:45-11:00 Break 11:00-12:00 Research Projects (meet in D346; mix of mini lectures and in class work on projects) Park/4606 Page 2 Maymester 2013 Grading: Grades will be based on the following point breakdown. Source Total Points Notes on Readings 125 points 10 pts for each of 12 days 5 pts for in class exercise 1st day Percent of Grade 25% Attendance 10 pts for each of 12 days 5 pts on the last day 125 points 25% Participation 4 pts for each of 12 days 2 pts on the last day 50 points 10% Daily Questions 4 pts for each of 12 days 2 pts on first day 50 points 10% Group Research Project 25 pts Project Plan & Implementation 25 pts Data Collection & Analysis 25 pts Class presentation 75 points 15% Individual Write up of Group Research Project 75 points 15% 500 points 100% TOTAL Assigned Articles May 13th Introduction This American Life: Back to School; Episode #474; Aired September 16, 2012 Tough, P. (2010). How children succeed (pp. xi to xxiv) New York Times: Can the Right Kinds of Play Teach Self-Control by Paul Tough New York Times: Fast-Tracking to Kindergarten by Kate Zernike May 14th How children succeed Part 1 Tough, P. (2010). How children succeed (pp. 1-27). New York Times: Why Can Some Kids Handle Pressure While Others Fall Apart? By Bronson & Merryman Evans, G. W., & Schamberg, M. A. (2009). Childhood poverty, chronic stress, and adult working memory. Proceedings of the National Academy of Sciences, 106(16), 6545-6549. Steinberg, L. (2010). A behavioral scientist looks at the science of adolescent brain development. Brain and Cognition, 72(1), 160-164. doi:http://dx.doi.org/10.1016/j.bandc.2009.11.003 Center on the Developing Child at Harvard University. (2011). Building the Brain’s “Air Traffic Control” System: How Early Experiences Shape the Development of Executive Function. Working paper. Park/4606 Page 3 Maymester 2013 May 15th Stereotype-Threat and Self-Affirmation Baumeister, R. F. (1998). The self. In D. T. Gilbert, S. T. Fiske, & G. Lindzey (Eds.), Handbook of social psychology (Vol. 2, pp. 680-740). Boston, MA: Mcgraw-Hill. pp. 680-707 Steele, C. M. (1997). A threat in the air: How stereotypes shape intellectual identity and performance. American Psychologist, 52(6), 613-629. doi:10.1037/0003-066X.52.6.613 Sherman, D. K., & Cohen, G. L. (2006). The psychology of self-defense: Self-affirmation theory. In M. P. Zanna (Ed.), Advances in experimental social psychology (Vol. 38, pp. 183-242). San Diego, CA, US: Elsevier Academic Press. May 16th Self-Regulation Baumeister, R. F. (1998). The self. In D. T. Gilbert, S. T. Fiske, & G. Lindzey (Eds.), Handbook of social psychology (Vol. 2, pp. 680-740). Boston, MA: Mcgraw-Hill. pp. 707-740 Baumeister, R. F., Bratslavsky, E., Muraven, M., and Tice, D. M. (1998). Ego depletion: Is the active self a limited resource? Journal of Personality and Social Psychology, 74, 1252-1265. Higgins, E. T. (1998). Promotion and prevention: Regulatory focus as a motivational principle. Advances in Experimental Social Psychology, Vol 30, 30, 1-46. National Public Radio: East meets West May 17th How children succeed Part 2 Tough, P. (2010). How children succeed (pp. 27-52). New York Times: Seeking to Clone Schools of Success for Poor by Jodi Wilgoren Blair, C., Granger, D. A., Kivlighan, K. T., Mills-Koonce, R., Willoughby, M., Greenberg, M. T., Hibell, L.C., & Fortunato, C. K. (2008). Maternal and child contributions to cortisol response to emotional arousal in young children from low-income, rural communities. Developmental Psychology, 44(4), 10951109. doi:http://dx.doi.org/10.1037/0012-1649.44.4.1095 Bernard, K., Dozier, M., Bick, J., Lewis‐ Morrarty, E., Lindhiem, O., & Carlson, E. (2012). Enhancing attachment organization among maltreated children: Results of a randomized clinical trial. Child development, 83(2), 623-636. Raver, C. C., Jones, S. M., Li‐ Grining, C., Zhai, F., Bub, K., & Pressler, E. (2011). CSRP’s Impact on Low‐ Income Preschoolers’ Preacademic Skills: Self‐ Regulation as a Mediating Mechanism. Child Development, 82(1), 362-378. May 20th How children succeed Part 3 Tough, P. (2010). How children succeed (pp. 52-74). This American Life: Harper High School Part 1; Episode #487; Aired February 17, 2013 Duckworth, A. L., & Seligman, M. E. P. (2005). Self-discipline outdoes IQ in predicting academic performance of adolescents. Psychological Science, 16(12), 939-944. doi:http://dx.doi.org/10.1111/j.1467-9280.2005.01641.x Park/4606 Page 4 Maymester 2013 Mischel, W., Shoda, Y., & Rodriguez, M. L. (1989). Delay of gratification in children. Science, 244(4907), 933-933. Moffitt, T. E., Arseneault, L., Belsky, D., Dickson, N., Hancox, R. J., Harrington, H., . . . Caspi, A. (2011). A gradient of childhood self-control predicts health, wealth, and public safety. PNAS Proceedings of the National Academy of Sciences of the United States of America, 108(7), 2693-2698. doi:http://dx.doi.org/10.1073/pnas.1010076108 Time Magazine: Pay for Grades- Should Parents Bribe Kids in School? By Amanda Ripley New York Times: Teaching Johnny To Be Good by Roger Rosenblatt The New Yorker: The secret of self-control by Jonah Lehrer May 21st Self-Esteem and Well-Being Cialdini, R.B., Borden, R.J., Thorne, A., Walker, M.R., Freeman, S., & Sloan, L.R. (1976). Basking in reflected glory: three (football) field studies. Journal of Personality and Social Psychology, 34, 366– 375. Taylor, S. E., & Brown, J. D. (1988). Illusion and well-being: A social psychological perspective on mental health. Psychological Bulletin, 103, 193–210. Baumeister, R. (2005). Rethinking self-esteem: why nonprofits should stop pushing self-esteem and start endorsing self-control. Stanford Social Innovation Review, 34-41. New York Times: The Trouble With Self-Esteem, Lauren Slater May 22nd How children succeed Part 4 Tough, P. (2010). How children succeed (pp. 74-101). Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92(6), 1087-1101. doi:http://dx.doi.org/10.1037/0022-3514.92.6.1087 Luthar, S. S., & Latendresse, S. J. (2005). Children of the affluent: Challenges to well-being. Current Directions in Psychological Science, 14(1), 49-53. doi:http://dx.doi.org/10.1111/j.09637214.2005.00333.x Aronson, J., Fried, C. B., & Good, C. (2002). Reducing the effects of stereotype threat on African American college students by shaping theories of intelligence. Journal of Experimental Social Psychology, 38(2), 113-125. doi:http://dx.doi.org/10.1006/jesp.2001.1491 The New York Times: Social Class and Education in the United States of America by David Leonhardt The New York Times: U.S. Colleges Are Failing in Getting Students to Graduate by David Leonhardt The New York Times: Once a Leader, U.S. Lags in College Degrees by Tamar Lewin May 23rd Self-Esteem and Well-Being Park/4606 Page 5 Maymester 2013 Crocker, J., & Wolfe, C. T. (2001). Contingencies of self-worth. Psychological Review, 108(3), 593-623. doi:10.1037/0033-295X.108.3.593 Tesser, A. (1988). Toward a self-evaluation maintenance model of social behavior. In L. Berkowitz (Ed.), Advances in experimental social psychology (pp. 181-227). San Diego, CA: Academic Press. Greenberg, J., Solomon, S., Pyszczynski, T., Rosenblatt, A., Burling, J., Lyon, D., Simon, L., Pinel, E. (1992). Why do people need self-esteem? Converging evidence that self-esteem serves an anxietybuffering function. Journal of Personality and Social Psychology, 63(6), 913-922. doi: 10.1037/00223514.63.6.913 May 24th How children succeed Part 5 Tough, P. (2010). How children succeed (pp. 101-148). Diamond, A. (2012). Activities and Programs That Improve Children’s Executive Functions. Current Directions in Psychological Science, 21(5), 335-341. Kieras, J. E., Tobin, R. M., Graziano, W. G., & Rothbart, M. K. (2005). You can't always get what you want effortful control and children's responses to undesirable gifts. Psychological Science, 16(5), 391-396. Posner, M. I., & Rothbart, M. K. (1998). Attention, self–regulation and consciousness. Philosophical Transactions of the Royal Society of London. Series B: Biological Sciences, 353(1377), 1915-1927. May 27th Memorial Day: No Class May 28th Interpersonal Aspects of Selfhood This American Life: Harper High School Part 2; Episode #488; Aired February 24, 2013 Baumeister, R. F., & Leary, M. R. (1995). The need to belong: Desire for interpersonal attachments as a fundamental human motivation. Psychological Bulletin, 117(3), 497-529. doi:10.1037/00332909.117.3.497 Leary, M. R., Tambor, E. S., Terdal, S. K., & Downs, D. L. (1995). Self-esteem as an interpersonal monitor: The sociometer hypothesis. Journal of Personality and Social Psychology, 68, 518–530. Leary, M. R. (2003): Commentary on Self-Esteem as an Interpersonal Monitor: The Sociometer Hypothesis (1995), Psychological Inquiry: An International Journal for the Advancement of Psychological Theory, 14:3-4, 270-274 Hawkley, L. C., & Cacioppo, J. T. (2010). Loneliness matters: A theoretical and empirical review of consequences and mechanisms. Annals of Behavioral Medicine, 40, 218-227. doi: 10.1007/s12160010-9210-8 May 29th How children succeed Part 6 Tough, P. (2010). How children succeed (pp. 148-201). Duckworth, A. L., Quinn, P. D., & Tsukayama, E. (2012). What no child left behind leaves behind: The Park/4606 Page 6 Maymester 2013 roles of IQ and self-control in predicting standardized achievement test scores and report card grades. Journal of Educational Psychology, 104(2), 439-451. doi:http://dx.doi.org/10.1037/a0026280 Heckman, J. J., Moon, S. H., Pinto, R., Savelyev, P. A., & Yavitz, A. (2010). The rate of return to the HighScope Perry Preschool Program. Journal of Public Economics, 94(1), 114-128. The New York Times: Education Gap Grows Between Rich and Poor, Studies Show by Sabrina Tavernise The New York Times: What if the Secret to Success Is Failure by Paul Tough Chicago Tribune: Of 100 Chicago Public School Freshmen by Cohen & Little May 30th Self-Representation Markus, H. R., & Nurius, P. (1986). Possible selves. American Psychologist, 41, 954–969. Linville, P. W. (1987). Self-complexity as a cognitive buffer against stress-related illness and depression. Journal of Personality and Social Psychology, 52(4), 663-676. doi:10.1037/0022-3514.52.4.663 Donahue, E. M., Robins, R. W., Roberts, B. W., & John, O. P. (1993). The divided self: Concurrent and longitudinal effects of psychological adjustment and social roles on self-concept differentiation. Journal of Personality and Social Psychology, 64(5), 834-846. doi:10.1037/0022-3514.64.5.834 May 31st Research Conference Class presentations of group research projects Final Individual Write-up of Research Project Due Park/4606 Page 7 Maymester 2013