1 Psychology 3260: Adolescence Don Hartmann Spring, 2007 Lecture 1b: Rules, success, etc

2 Other Administrative Stuff Hand in Information Sheets. Any issues about registration? If so check with me after class. Get your TA application form in to me pronto.

3 Handout Summary Handout* WEB Date Date 1. HO: Syllabus 01/0801/04 2. HO: Inform. Sheet01/0801/04 3. HO: Class Locator01/ HO: TA Appl. Form 01/0801/04 5. HO: Class Particip.01/0801/04 6. Lect. #1a: Intro /04 7. Study Guide # /04 8. HO: WEB Discussions / *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.

4 Class Presentation Schedule MembersTopicDate Feb. 14 Feb. 21 Feb. 28 Mar. 07 Apr. 04 Apr. 11 Apr. 18

5 For your Developmental Amusement

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) 1.As a first step, captains send me an with a name for the group. Be clever in selecting a name! 2.Approximately every 3rd week of the semester I will assign a discussion topic to your group. Any class member can contribute to any WEB discussion—and no one has to contribute. 3.Assign a member of the group to the role of summarizer for that topic (begin with the captain). Thereafter, the next person (alphabetically) in the group can conduct the next summary for the group, etc.

8 WEB Discussions (2) 4.On the due date for that topic, the coordinator is responsible for summarizing the discussion, and ing it to me. The material to be includes is as follows: the name of the group, the name of the person who is doing the summarizing, the date the summary was due and when it was handed in the summary of the discussion (.5-1 page in length), 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. 5.Each member of the group can earn up to 3 exam points for each discussion assignment. The summarizer can earn 2 additional points. 6.The graded discussion summaries will be returned to the summarizer, who is responsible for the sharing the feedback with discussion participants.

9 WEB Discussion Group Composition First Group (Get your group name to me ASAP) –Akela Bellazetin* –Kendall Ence –Danika Grove –Amanda MacDonald –F. Joseph Rattie –Cynthia Scoville *Indicates captain

10 WEB Discussion Topic #1 IA. Good, bad or neutral infants? First Group. Summary due on Monday, Jan. 22 nd. It has been variously argued that infants enter this world as sinners (Hobbes), as innately good (Rousseau), or as “tabula rasa.” (Locke). How might you enter this fray or otherwise counter any of these positions. Feel free to comment upon the contributions of other commentators.

11 WEB Discussion Summary GroupDue Date First01/22 Note: Contributions can be made to a discussion up to 2 days prior to the due date.

12 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.

13 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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15 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!

16 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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18 Performing Well: Class Project Begin thinking about your choices early in the semester Talk to me. Also –Check with me about references –Send me 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

19 ___CONTENT (0-40)Comments: ___introduction: sensible selection of social behavior (0-5) ___theory (0-5) ___evidence cited (0-5) ___logic or analysis (0-10) ___integration of personal experiences, theory, and research findings (0-10) ___conclusion (0-5) ____STRUCTURE (0-50)Comments: ___cover sheet (0-2) ___abstract (0-2) ___paper edited, editors identified, and edited versions included (0-7) ___proofreading (0-4) ___spelling, grammar, and construction (0-10) ___appropriate length (0-5) ___body citations (0-5) ___organization (0-10) ___evaluation of project included and thoughtful (0-5) ____REFERENCES (0-10) Comments: ___number & relevance (0-4) ___form (0-6)

20 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 WEB 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

21 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

22 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 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.

23 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 a 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

24 DLO TNEDUTS “Dam him with faint praise!”

25 Supplementary References Pedhazur, E. J., & Pedhazur ‑ Schmelkin, L. (1991). Measurement, design, and analysis: an integrated approach. Hillsdale, NJ: Lawrence Erlbaum.

26 Circles, squares & arrows How we represent material conceptually in psychology— constructs--their measurement and relationships Periodically we will use this approach to represent the material of this class

27 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

28 Constructs and their Relationships with other constructs Two-headed arrows simply indicate that constructs are related or correlated: Self- Concept Physical Attract. Social Skills Acad. Comp.

29 Constructs and their Causal Relationships Self- Concept Physical Attract. Social Skills Acad. Comp.

30 Constructs and their Causal Relationships Self- Concept Physical Attract. Social Skills Acad. Comp. T i me

31 Constructs over Time: Relevant to Personality & Development Self- Concept Time Self- Concept T k T k+1

32 Types of Consistency Stability of individual differences (IDs): indexed by correlation (stability) coefficient –Lower with increasing delays between assessments, and higher with older individuals Does self-esteem change across time? Are there mean changes across time, so that, for example, adolescents score differently than children? –there appears to be a decline from pre-adolescence (9-10) through late adolescents (20), a recovery and stabilization throughout adulthood, and then a decline with old age Stability of the construct: Does the meaning of self-esteem change across time? –Complexity of construct increases with age

33 Constructs over Time: Model abstracted from much more complete model Self- Concept Time Self- Concept T k T k+1

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35 Constructs and their Inner- Relationships: Relevant to Personality Self- Concept Physical Attract. Social Skills Acad. Comp. T i me

36 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!