Download Grading

Psych 413:
Social and Personality Development
Dr. Susan Birch
About Me
•
•
•
•
Recently received Ph.D. from Yale
New Assistant Professor at UBC
Primary interests in social cognition
From Prince Edward Island
About the TA
• Chris Newitt
• Ph.D student in the Developmental Program
• ***NOTE the correct e-mail address for Chris on
the syllabus should be:
[email protected]
About You
•
•
•
•
•
•
Name
Where from?
Year
Major
Interests
Anything else you’d like to add…
About the Course: Objectives
• To introduce key questions and research in social and
personality development.
• To help you think deeply and analytically about issues
in social and personality development.
• To be interesting!
2 Types of Development:
1) Human Development
2) Development of the Species
new world
old world
apes
humans
About The Course
Course Description:
Emphasis on social cognition = how people make sense of their social world—
i.e., how they perceive, represent, interpret, and remember information about
themselves and about other individuals and groups.
- methodology and ideology from Developmental, Social, and Cognitive
- comparative cognition (i.e. non-human animals) and clinical psychology (e.g.
autism, BPD, DID, APD).
Infancy: e.g. face perception, detection of social contingencies, imitation, and
naïve psychology
Preschoolers: e.g. theory of mind,language development, development of self,
attachment.
School children, adolescence, and into adulthood: e.g. peer-assessment, the
understanding of self, moral and prosocial development, gender development.
Course Mechanics
Text and Additional Readings
Hala, S. The Development of Social Cognition. (required)
Coursepack of additional articles (required)
Available at the Bookstore!!
*Lectures will have considerable overlap with the text and readings
on topics, but will typically include additional material.
Therefore, attending class is essential for doing well in this course!
Course Mechanics
Format
• Each week is devoted to a topic (see syllabus)
• Typically, Mon. Wed. are lecture-format and Fri. is
presentations/discussion
• Weekly readings to be read prior to first class on the topic
Course Requirements
Grading:
• 2 Quizzes each worth 30% of your grade.
• Final Paper worth 25% of your grade.
• Presentation/Outline + Class participation
worth 15%
• Grades will be curved!
Final Paper Assignment
• Due Dec 7th by Noon
• E-mail Chris an electronic copy and also provide him with a
hard copy.
Presentations
• Done in pairs
• You’ll find 1 article on your selected topic and summarize and discuss it for
your presentation (must be from a reputable journal)
• (~10 mins each member of the pair, ~3 pairs/presentation day)
• Graded for:
1) Clarity
2) Depth of Thought
Topics
#1) Early Precursors (Sept 17)
#2) Emotional Development (Sept 24)
#3) Attachment and/or BPD (Oct. 1)
#4) Theory of Mind (Oct. 8)
#5) Autism (Oct. 22)
#6) Social Development in Non-human animals (Oct 29)
#7) Gender Development (Nov 5)
#8) Moral and Prosocial Development (Nov 12)
#9) Antisocial Personality Disorder (Nov 19)
#10) Development of Self and/or Autobiographical Memory (Nov 29)
#11) Dissociative Identify Disorder (Dec. 1)
#12) Other topic in social and personality development (with approval)
Outlines
• E-mail me the outline by 10am the day before so I can print copies
• E-mail me the accompanying paper as well, or if an electronic copy is not
available bring a hard copy to class for me.
• Graded for:
1) Clarity
2) Depth of Thought
Research Article Format
Theoretical Article Format
-Article Reference
-Question of Interest
-Method
-Results
-Implications
-Limitations
-Thought Questions
Article Reference
Main Argument
Supporting evidence/arguments
Implications
Limitations
Thought Questions
Course Website
• http://www.psych.ubc.ca/~sbirch/Psych413
• Will contain lectures to view as Powerpoint slides or print as
handouts
What level of detail should you know?
You should know the 3Ws:
What the main findings are and the basics of the design
(not the trivial details), what it tells us about human
nature!
When (roughly) children reach certain milestones
*Why the research was done, why it is important to the
field!
Questions?
Today’s Topics
• Fundamentals and Themes
Types of Learning:
1) Operant Conditioning
• Operant conditioning is learning in which
changes in behavior are shaped by the
consequences of that behavior
• Basic Principle: rewarded Behavior is
repeated, unrewarded behavior, or punished
behavior, is not repeated.
Operant Conditioning
If a lever press is followed
by positive
reinforcement (e.g. food)
that behavior will increase
If it is followed by a
negative reinforcement
(e.g. electric shock) lever
pressing will decrease.
2) Classical Conditioning
John B. Watson in his experiment with Little Albert, an 11 month old baby, studied how
emotions are learned. He presented (A) a white rat (CS) and (B) a loud noise (US) to
Little Albert. After several pairings, Albert showed fear (CR) of the white rat. Later,
Albert generalized the fear to stimuli that were simular to CS, such as (C) a beard.
An example of classical conditioning…
Dentist's drill:
Unconditional Reflex
Conditional Reflex
UCS
drilling
CS
sound of drill
UCR
pain
CR
pain
3) Modeling
3) Modeling
Social Modeling of Aggression:
Bobo doll Video!