Hartmann Psychology 326 Spring, 1998 Personality and Social Development Instructor: Don Hartmann, S&BSc 602; Phone: (O) 581-8931, (H) 801-647-0430 or 581-0616; E-mail: donald.hartmann@m.cc.utah.edu Office hours: MTh 3:15-4:45 and by arrangement (call or E-mail). If you have difficulty contacting me, put a note on my office door, leave a message with my secretary at 1-8632, or leave a message on my office or home phone answering machine. Credits: 4 credits Class Time: TTh 1:10-3:00, S&BSc 101 Required Text: Shaffer, D. R. (1994). Social and personality development (3rd ed.). Pacific Grove, CA: Brooks/Cole. Ancillary Texts: (available at the Reserve Desk). Asher, S. R., & Coie, J. D. (1990). Peer rejection in childhood. New York: Cambridge University Press. Berndt, T. J., & Ladd, G. W. (1989). Peer relationships in child development. New York: Wiley. Grusec, J. E., & Lytton, H. (1988). Social development: History, theory, and research. New York: Springer-Verlag. MacDonald, K. B. (1988). Social and personality development: An evolutionary synthesis. New York: Plenum Press. Miller, S. A. (1987). Developmental research methods. Englewood Cliffs, NJ: Prentice-Hall. Park, R.D., & Ladd, G.W. (Eds.). (1992). Family-peer relationships: Modes of linkage. Hillsdale, NJ: Lawrence Erlbaum Associates. Perry, D. G., & Bussey, K. (1984). Social development. Englewood Cliffs, N. J.: Prentice-Hall. Schneider, B. H., Attili, G., Nadel, J., & Weissberg, R. P. (1989). Social competence in developmental perspective. Boston: Kluwer Academic Publishers. Course Description: This is an "advanced" undergraduate course in personality and social development, with special emphasis on the role of peer relations. As such, our emphasis will be less on the study of "facts," and more on theories which attempt to explain these facts and help us make decisions about relevant social issues involving children and adolescents. Because there is yet no widely accepted theory of personality and social development, a great deal of room is available for speculation, "playing" with ideas, and further theory development. My hope is that we will jointly embark on a journey of discovery through the accumulated data and arrive at a better understanding of the processes by which children become effective social beings. I emphasize group learning in this class. Thus, you will have ample opportunities to function in small work groups with your classmates (e.g., in panel presentations and preparation of research papers). I also encourage you to study together for all quizzes. To facilitate your contacting classmates, I ask that you fill out the "Student Locator" form (Name, interests, phone #s) that will be reproduced and made available to class members. Course Format: The substantive material of the course will be presented in the context of readings, lectures, class discussion, panel presentations, and individual inquiry. I will take responsibility for providing information and leading class discussion for the first 6-8 class periods -- during which we will review some of the classical theories of social development and the methods by which investigators study developmental phenomena. This introductory section of the course should provide you with a foundation of knowledge which will enable you to critically evaluate the specific topics relevant to social development. As the course progresses, you and your classmates will play a greater role in formal instruction. Because classes differ in style, please help me -- by asking questions, smiles and frowns -- to adjust the speed and difficulty of my lectures to suit your needs. [If anyone needs special attention -- e.g., longer exam time -- please check with me.] Information Sheet: In order to personalize the course, and also to help me learn your names, I ask you to complete the information requested on the "Information Sheet", and return the completed form to me by next Tuesday. You are not required to provide this information or to include a picture, and if you want the information sheet back at the end of the term, please put your name, address, and a stamp on the back of the form. Course Requirements: In order for this class to work -- for you, for your classmates, and for me -- you are expected to (1) schedule a 10-15 minute appointment with me during the first few weeks of the quarter -- any topic can be the focus of our meeting; (2) participate actively in each class period; (3) pass midterm and final exams; and (4) complete at least one of two class projects. Handouts will be forthcoming on all required work. Exams. We will have a midterm and a final exam that will include separate multiple-choice and essay components. Both exams will assess your understanding of the material presented in the text and required readings, in lectures, in class presentations/discussions, and in handouts (yes, it is important that you read the handouts). The questions will tend to focus on the theoretical positions and social policy implications emphasized during the course. The multiple-choice part of exams will only deal with the material covered since the last exam (or since the beginning of the quarter); the essay portion of the final exam will be cumulative (cover all of the reading). Prior exams are available on reserve in Marriott; sample exam questions will be handed out one week prior to the first exam. You may appeal in writing any exam question -- or for that matter, any project grading! [But please don’t make frivolous appeals. Frivolous appeals usually begin with “I think...;” “I have a friend who...; or “I once heard that....”] The lowest of your four exam components (2 essay and 2 multiple choice) will be discarded! [Note: many students are unpleasantly surprised when they perform poorly on the first exam as a result of not reading all of the assignments or not attending class. Forewarned is forearmed!] Projects. Panel presentations: After the first 4-5 weeks of the course, the final hour of about half of the class periods will be used for panel presentations. Each panel will be lead by a team of 2-4 classmates. The team will introduce the topic (3-4 minutes), make a short presentation (10 minutes per person), conclude their presentation (3-4 minutes) and then lead the discussion (10 minutes). Thus, a typical presentation by a panel of three class members should use no more than 45 minutes. The presentation should focus on some controversial or otherwise interesting topic on social/personality development (e.g., influence of the Mormon culture on social development; effects of incest on social development; censorship of TV or the Web during child-using times; effects of sibling relationships on peer relations; consequences of being a rejected child). The available time slots will be allotted on a first come-first serve and level of preparation bases. [There are only 5 panel time slots available so everyone cannot participate in panel presentations!] The available times are indicated on the tentative schedule of events -- which follows. If, for example, you choose to present during the week of April 19, then your panel topic should concern something from chapter 5 or 6. The specifics of the class presentations are as follows: -- select 1-3 partners and a general discussion topic -- the class location form (Names, interests, phone #s) handed out will help you do that. Thereafter, all further activities are team activities. -- talk to me of your choice of topic and partners, and be sure that a time period is available for that topic; -- A week prior to your scheduled presentation time, make an appointment with me (e.g., after class), and give me more detail about the specifics of your presentation, such as the sources you are using, the subtopics you intend to cover, etc.; -- conduct the presentation-discussion together with your partners; -- on the Tuesday following your presentation, each participant should hand in a packet of 6-10 pages that includes the following five items: (1) a cover page (similar to that used for a term paper); (2) 1-3 usable multiple-choice questions on the presentation; (3) a brief description on how you prepared for your presentation; (4) a typed copy of your presentation (2-3 pages) -- include everything you prepared, even if you did not have time to deliver all of it, including overheads, handouts, and the like; and (5) your evaluation of your experience as a panelist. [An example of the material to be handed in is available at the Marriott Reserve e Desk.] and/or Research Paper: Prepare a short paper (11-14 pages: cover + abstract + text + references + project evaluation), on some salient aspect of your social behavior/personality, relating this aspect to at least one theory of social development and some 3-6 experimental results. Topics that are near and dear to you (i.e., something about yourself) are likely to be more motivating and to promote reflection -- both admirable characteristics. I encourage you to work on this project with 1-2 other class members. That is, while you will write about your own personality/social behavior, you also will criticize the drafts of one another's papers, suggest tie-ins with our readings, correct grammatical mistakes and errors in style, punctuation and spelling, etc. Class Participation. Everyone is expected to participate in the class. In order to facilitate participation by everyone, I will prepare a deck of cards with each of your names written on a card, and use these cards in asking questions of the class members early in the quarter. Later in the quarter, participation will be voluntary. Because of my difficulty in learning names, please introduce yourself by first name with each comment/question you ask. You can also gain class participation credit by visiting me during my office hours, or some other mutually agreed upon time. Extra Credit: Students may earn extra credit in two ways: (1) by editing other individuals' research or presentation papers (up to a grade tick -- e.g., from a B- to an B -- on a presentation or research paper grade for each of 1-3 papers edited); and (2) by keeping a notebook of class relevant activities (up to one full grade -- e.g., from a B to an A -- on a presentation or research paper grade) of up to 20 pages in length. Editing. A short description of your editing work, and a copy of each version of the paper(s) you edited should be handed in along with a cover sheet (see other project descriptions). Notebook. Your notebook is your major method of tracking the following: -- additional class-relevant reading that you might undertake (not including text and presentation or research paper reading) and comment upon; -- cartoons relevant to the class content you might find; please indicate what class material the cartoon is relevant to [I should add that I dearly love cartoons, particularly those that are relevant to the class, and can be used as overheads.]; -- extended class evaluations (you might, for example, provide a running reaction to the class material on some topic(s) in your notes); -- etc., such as volunteer activities you engaged in specifically as ancillary to this class; class-related poems you wrote; reading that you would recommend to the class; and letters you wrote to congress members regarding legislation directly affecting children or adolescents. Notebooks may require hours of my reading time, so if you want your grade to be handed into the registrar on time, you must hand your notebook in a timely manner. Course Grades: Your grade will be based on the following weightings of your performance on class requirements: exams (45-60%) for the best 3 of the 4 exam components (e.g., the multiple-choice portion of the midterm is one component); paper/presentation (25-40%) for the best of either the paper or presentation (you need not do both); class participation (10-20%). If you have a very good excuse for missing an exam -- please check with me -- a missing exam component can be substituted for by completing both the class presentation and the term paper assignments. I will not grade on the curve, though I will adjust the distribution for each class component by giving the highest performer for that component a score of 100%. Average scores of 90% and above are in the A range, 80%-89% in the B range, etc. CLASS SCHEDULE Week of Material Day Topic Other Activities Presenter Mar. 29 Chpts. 1 (Introduction) Tuesday Introduction + Handouts DPH Thursday Theories and Social Implications DPH Apr. 05 Chapters 2 & 3 (Freudian Theory & Social Learning Theory) Sunday Last Day to Drop Tuesday Freud & Erickson DPH Thursday Skinner & Bandura DPH Friday End of Withdrawal Period I, etc. Apr. 12 Chapters 3 & 4 (Social Learning & Cognitive Developmental Theory) Tuesday Bandura DPH Thursday Piaget DPH Apr. 19 Chpts. 5 & 6 (Early Social & Emotional Development: I & II) Tuesday Emotions & Attachment DPH Thursday What monkeys can teach us DPH + Panel May be last day for committing to class panel Apr. 26 Chpts. 7 & 8 (The Self & Achievement) Tuesday How many selves are there? DPH Thursday Social Cognition & Achievement DPH + Panel Hand out sample quiz questions May 03 Chpts. 09 (Gender Development) Tuesday Midterm Quiz: Chpts. 1-8, class lectures & discussions, handouts, etc. Thursday Sex differences: wherefore art thou? DPH Friday End of Withdrawal Period II May 10 Chpt. 10 (Aggression) Tuesday Control of aggression DPH Thursday Dodge's Social Information-processing DPH + Panel May 18 Chpts. 11 & 12 (Altruism & Moral Development) Tuesday The contributions of sociobiology DPH Thursday The Effects of Induction Procedures DPH + Panel Draft of research paper due for classmate editors CLASS SCHEDULE (continued) Week of Material Day Topic Other Activities Presenter May 24 Chpts. 13 & 14 (The Role of the Family & Extrafamily Influences I: TV & Schooling) Monday Holiday: Memorial Day Tuesday The role of siblings; the family DPH Thursday The Wasteland: TV DPH + Panel May 31 Chpt. 15 (Extrafamilial Influences II: Peers) Tuesday Peer relations DPH Thursday Social competence DPH June 07 Monday Deadline for all class projects including research papers and notebooks. Please sign with the 6th floor secretary, Emily for each project you handed-in to her. Her office door (605) is locked at 4:30 PM. Final Exam (12:45-2:45 in regular classroom): Chpts. 9-15, class lectures & discussions, handouts, student presentations, etc. Psych. 326: Personality. & Social Development, (Hartmann, Sp’98), Syllabus, p. 7