Psychology 3260: Adolescence

1. Psychology 3260: Adolescence Don Hartmann Spring, 2006 Lecture 1b: Rules, success, etc

2. Handout* WEB Date Date 1. Syllabus 01/09 01/09 2. Inform. Sheet 01/09 01/09 3. Class Locator 01/09 ------ 4. TA Appl. Form 01/09 01/09 5. Class Participation HO 01/09 01/09 6. Lecture: #1b: Rules, etc. ------ 01/10 7. HO: WEB discussions ------ 01/10 8 Study Guide #1: Chpt. 1 ------ 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 the class WEB site. A dashed line indicates that the handout either was not distributed in class or was not placed on the WEB. Handout Summary

3. 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 +

4. 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)

5. 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.

6. 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

7. WEB Discussions (1) • 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.

8. WEB Discussions (2) • 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.

9. 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.

10. 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.

11. 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

12. 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!

14. 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!

16. 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

17. 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

18. 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

19. 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.

20. 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

21. DLO TNEDUTS “Dam him with faint praise!”

22. 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

23. Constructs and their measurement (indicators) • 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 model Self- Concept Harter’s Self-Conception Scale for Children

24. Two-headed arrows simply indicate that constructs are related: Constructs and their Relationships Self- Concept Physical Attract. Social Skills IQ

25. Constructs and their Relationships Self- Concept Physical Attract. Social Skills IQ

26. Constructs and their Relationships Physical Attract. Self- Concept Social Skills IQ Time

27. Self- Concept Self- Concept Constructs over Time Time

28. Two-headed arrows simply indicate that constructs are related: Constructs and their Relationships Athletic S-C Physical self-concept Social Self-concept Schol. S-C

29. 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!