Psychology 3260: Adolescence

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Psychology 3260 Adolescence

• Don Hartmann
• Spring, 2006
• Lecture 1b Rules, success, etc

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Handout Summary

• 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.

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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)

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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.

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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 Paperso please
  print before next class

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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.

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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
  (0ugh, nothing 1little and not very
  interesting 2average or a bit more 3well
  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
  groups WEB discussions. All members of the
  class canand are encouragedto contribute to any
  discussion.

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Simple rules of etiquette

• Dont 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.

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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 classmatese.g., sharing notes,
  study guide answers
• Be dependable in your commitments to classmates
• Be sensitive to alternative values/life styles of
  your classmatescritical to maintaining a safe
  classroom

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Relations with the Professor

• Smile on occasionthis 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 medo 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 whenand then do it and record. Be
  organized!

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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

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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 doesnt 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 dont whine
• Keep old study guides corrected copies of
  previous quizzesin 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 dont 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 cant think of
  anything positive, lie!
• If the professor does favors for yousuch 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!
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Circles, squares arrows

• How we represent material conceptually in
  psychologyconstructs and their measurement
• How we use this approach to represent much of
  this class

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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
Harters Self-Conception Scale for Children
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Constructs and their Relationships

• Two-headed arrows simply indicate that constructs
  are related

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

• Two-headed arrows simply indicate that constructs
  are related

Athletic S-C
Physical self-concept
Social Self-concept
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!