Psychology 3260:
Adolescence
Don Hartmann
Spring, 2006
Lecture 1b: Rules, success, etc
1
Handout Summary
1. Syllabus
2. Inform. Sheet
3. Class Locator
4. TA Appl. Form
5. Class Participation HO
6. Lecture: #1b: Rules, etc.
7. HO: WEB discussions
8 Study Guide #1: Chpt. 1
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Handout*
Date
01/09
01/09
01/09
01/09
01/09
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WEB
Date
01/09
01/09
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01/09
01/10
01/10
01/10
*Handout date refers to the date the handout was distributed in class.
WEB date indicates the date the handout should have been included on 2
the class WEB site. A dashed line indicates that the handout either
Administrative Announcements:
Work Groups I
– Achievement (PD &/or TP): Reed Dow, Francesca Lees, Jeff
Sherlock, Tiffany Williams, & Holly Wride
– Aggression (PD &/or TP): Katie Borski, Brandon Denicke, Kevin
Nielsen, Sharilee Owen, & Niki Samakar
– Computers, TV, & Schools (PD &/or TP): Nathan Christensen,
Meggan Dyreng, Lacy Fawson, Annie Felt, & Michael Iwasaki
– Early Relationships (TP &/or PD): Amy Bregochi, Lindsey
French, Sarah Kingsley, Morgan McCall, & Jessica Thorup
– Family 1 (PD &/or TP): Rob Hjorth, Stacie Jackson, Emily
Liljenquist, Miki Liti, & Kyle Murdock (?)
– Family 2 (PD &/or TP): Kyle Murdock (?), Annie Nguyen, Leah
Priestaf, Christine Spencer, & Christine Steward
– Gender: (PD &/or TP): Alana Boscan, Alexis Brock, Neil Geer +
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Administrative Announcements:
Work Groups II
– Moral Development: (PD or TP): Lynn Adams, Melanie Combe,
Selma Hecinovic, Taylor Herrin, & Brett Wardle
– Peers 1 (PD or TP): Kim Endersen, Emilie Franchow, Rachel
Frakes, Blake Cosmano, & Nick Herrin (?)
– Peers 2 (PD or TP): Nick Herrin (?), Suzy MacKay, Jared
Lancoater, Rachel Samsel, & Cynthia Scoville
– Social Cognition & Identity 1 (PD &/or TP): Rebekah Bradford,
Alexa Christensen, Nikki Christensen, Sydnee Crocker, & Maria
Cueva
– Social Cognition & Identity 2 (PD &/or TP): Ryan Gibbs, Julie
Howard, & Loni Larsen, Maria Murguia, & Aaron Nielsen
Select a name for your group, a group leader, and begin
thinking about Panel Discussion (PD) or Term Paper (TP)
4
Other Administrative
Stuff
• Hand in Information Sheets.
• Fill out the Class Locator if you
have not already done so.
• Any issues about registration? If
so check with me after class.
5
Overview
•
•
•
•
Discussion of “WEB Discussions” HO
Rules
Success
Circles, squares, & arrows
– Definitions
– Representing most all of psychology
– Our focus this semester
• Next
– Lecture. #4a: Methods III
– Discussion of handout on “Term Paper”—so
please print before next class
6
WEB Discussions (1)
1.
2.
3.
As a first step, send me an email listing any changes in
the membership of your work group and a name for the
group. Be clever in selecting a name!
Approximately every 3rd week of the semester I will
assign a discussion topic to your group. Conduct the
discussion under the topic heading on the WEB. Any
class member can, of course, contribute to any WEB
discussion.
Assign a member of the group to the role of
coordinator/summarizer for that topic (begin with the
member whose last name has the lowest letter of the
alphabet). If that person is uninterested, the next
person (alphabetically) in the group can conduct the
summary.
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WEB Discussions (2)
4.
•
•
•
•
5.
6.
Three days after the end of the discussion period for that
topic, the coordinator is responsible for summarizing the
discussion, and handing in the summary that includes,
the name of the group, the name of the person who is doing the
summarizing, and the date the summary was due and when it was
handed in
the summary of the discussion
the list of contributors and their contributions (0=ugh, nothing; 1=little
and not very interesting; 2=average or a bit more; 3=well above average
a “copy & paste” version of the WEB discussion.
Each member of the group can earn up to 3 exam points for each
discussion assignment. The summarizer can earn 2 additional points.
The graded discussion summaries will be returned to the summarizer,
who is responsible for the sharing the feedback with discussion
participants.
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WEB Discussions (3)
• Note: You need not be a member
of a particular WEB discussion
group to contribute to that group’s
WEB discussions. All members of
the class can—and are encouraged—
to contribute to any discussion.
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Simple rules of etiquette
• Don’t allow classroom door to slam when
entering or exiting after class has begun.
• If you enter late, take a seat at the back
of the classroom.
• If you expect to leave class early, inform
me before class.
• Do not whisper/talk in a manner that
distracts your classmates or me.
• Turn off your cell phones.
10
Peer Relations
How to improve your relations with
classmates:
• Change seats so that you are exposed
to more classmates
• Introduce yourself to the people sitting around
you
• Be helpful to classmates—e.g., sharing notes,
study guide answers
• Be dependable in your commitments to classmates
• Be sensitive to alternative values/life styles of
your classmates—critical to maintaining a safe
classroom
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Relations with the
Professor
• Smile on occasion—this is not a darkened theatre
but instead is a community of individuals who
share a number of goals
• Interact with me, in class, between classes, and in
my office
• Consult with me about your panel discussion, term
paper, or anything else about the class! If you
are having difficulties with the class, consult with
me—do not use avoidance defenses!
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Performing Well:
Studying
Studying
• Read the text on a regular basis & in digestible
bits.
– Do not get behind in the readings
– Assume that disasters will happen (e.g., misplacement of
text, loss of girl friend, car breakdown)
• Keep track on a daily basis of what should be done
when—and then do it and record. Be organized!
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15
Performing Well: Class
Project
• Begin thinking about your choices early
in the semester
• Talk to professor. Also
– Check with him about references
– Send him abstract & a sample reference
• Read sample papers on reserve
• Check the “Evaluation Forms” included
with project handouts to see which
errors result in large point losses
16
Performing Well: The
Quizzes (1)
• Read the text with the study guide in hand
– Jot down text pages for answer on study guide
– Jot down study guide question number on relevant page
of text
• Use your work group as a study group
– Compare study guide answers with at least one member
of your work group well before quiz. Resolve
discrepancies by reference to text/lecture notes, and if
that doesn’t work, a third classmate.
– Have a member of your work group compare
answers with other class members during
class
review sessions--held prior to each midterm;
transmit that information to other members of
your work group
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Performing Well: The
Quizzes (2)
• Note that quizzes cannot be taken
early or late
• Appeal if appropriate, but don’t whine
• Keep old study guides & corrected
copies of previous quizzes—in case
you need to take the final
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Performing Well: Extra
Credit
• Unless you are an A student and almost always
perform well, get at least 5 extra-credit points.
– Participating in WEB discussions is a fairly painless
method of accruing extra-credit points
– Collecting cartoons suitable for the class can be an
enjoyable method of obtaining extra credit. Remember
to email them with a short description of the class
content for which they are appropriate
• If you don’t usually perform well and if you
performed poorly on the first quiz, get at least 10
extra-credit points
– Completing 2 class projects rather than just one is a
method of garnering a lot of extra-credit points.
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Perform Well:
Miscellaneous
• Download lectures on a regular basis
• Keep track of when handouts are available, and download
handouts soon after they are placed on the WEB
• Provide the instructor with prompt and useful feedback.
Try to include some positives along with critical feedback.
If you can’t think of anything positive, lie!
• If the professor does favors for you—such as scheduling
and attending review sessions, acknowledge the favor. In
general, reinforce behaviors that you like or that benefits
you
• Use exemplary models (assignments earlier completed that
were of high quality) whenever they are provided at
Marriott
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DLO
TNEDUTS
“Dam him with faint
praise!”
21
Circles, squares & arrows
• How we represent material
conceptually in psychology—
constructs and their measurement
• How we use this approach to
represent much of this class
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Constructs and their
measurement (indicators)
SelfConcept
Harter’s
Self-Conception
Scale for
Children
• Constructs are indicated
by circles.
• Measurements of
constructs (indicators) are
represented by squares.
• One-way directional arrows
indicate the direction of
causation.
• The construct
together with its
method of
measurement is called
the measurement
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model
Constructs and their
Relationships
• Two-headed arrows simply indicate that
constructs are related:
SelfConcept
Physical
Attract.
Social
Skills
IQ
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Constructs and their
Relationships
SelfConcept
Physical
Attract.
Social
Skills
IQ
25
Constructs and their
Relationships
Physical
Attract.
SelfConcept
Social
Skills
IQ
Time
26
Constructs over Time
Self-
Self-
Concept
Concept
Time
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Constructs and their
Relationships
• Two-headed arrows simply indicate that
constructs are related:
Athletic
S-C
Physical
selfconcept
Social
Selfconcept
Schol.
S-C
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Summary
•
•
•
•
The WEB discussion handout
Rules
Success
And the little circles, rectangles, and
arrows
• Next time:
– Lecture. #4a: Methods III
– Discussion of handout on “Term Paper”
• Go in Peace!
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