Transcript Document
Here Will Be Your Wonderful Title Author(s) Prepare for These Psychology, St.Olaf College For the Psychology 130 History and Methods Poster Symposium, December, 2009, Northfield MN Introduction … Minimum size 34 font & bold A summary of the goals, procedures, important variables and concepts of the lab. … Minimum size 24 font Moral Ecologies Procedure Apparatus & Materials (the ONLY time you will ever see this head under Procedure rather than Method) The SHTUFF students AND preceptors need to complete your procedure. Procedure for Students Procedure for students, should include directions for how students will design the manipulations & measurements, collect the data, and interpret it. Should follow the design principles for procedures. Should be clear, include appropriate detail, and be easy to follow. Terms to Know External Control Personality Moral Skill Sets Be aware of this Teach These Integration of Morality into the Self System Influence this Personal Control Less Mutable More Mutable Procedure for Preceptors Should include explicit instructions for role of preceptors from beginning to end of lab, including pedagogical and logistic roles. Moral Skill Sets Integration of Morality in the Self System •Important term 1 •Important term 2 •Important term 3 •… •… • etc. PICTURE/DIAGRAM if applicable and necessary to your poster Affiliations & Relationships Elements of the temporally extended and contextually distributed self Motives & Strivings Personal Projects Stories & Defining Memories Roles, Life Tasks, Possible Selves Adapted from McGregor & Little (1998). Beliefs, Attitudes, & Values Past Behavior & Experience • Moral Imagination: projecting oneself into the perspective of others (e.g. collecting data about a socio-technical system). • Moral Creativity: generating solutions to moral challenges while responding to multiple constraints (e.g. crafting solutions that respond to multiple constraints) • Reasonableness: Gathering relevant evidence, listening to others, giving reasons, changing plans/positions based on reason (e.g. crafting communication strategies for proposed solutions). • Perseverance: planning moral action and responding to unforeseen circumstances while keeping moral goals intact (e.g. constructing and navigating ethical dissent processes). Learning Objectives Supporting Items Learning objectives that follow the design principles. Readings Annotated suggested readings that provide historical context, methodological information and that support the learning objectives. Discussion Questions Suggested discussion questions for before and after data collection. They should be annotated and connect to the learning objectives. (Include supplies with Procedure) Data Analysis & Logistics Data Analysis Data analysis that can be done within the time constraints of the lab. References Logistics Information on the timeline for ordering materials, organizing people, preparing materials, making materials available, cleaning up, etc. Blasi, A. (2005). Moral Character: A Psychological Approach. In D. K. Lapsley & F. C. Power (Eds), Character psychology and character education, (pp. 67-100). Notre Dame, IN: University of Notre Dame Press. Colby, A., & Damon, W. (1992). Some do care: Contemporary lives of moral commitment. New York: Free Press. Crisp, R., & Slote, M. (eds.) (1997). Virtue Ethics: Oxford readings in philosophy. Oxford, UK: Oxford Press. Hogarth, R. M. (2001). Educating Intuition. Chicago: University of Chicago Press Kohlberg, L. (1971). From is to ought: How to commit the naturalistic fallacy and get away with it in the study of moral development. In T. Mischel (Ed.), Cognitive development and epistemology (pp. 151-235). New York: Academic Press. McAdams, D. P., Reynolds, J., Lewis, M., Patten, A. H., Bowman, P. J. (2001). When bad things turn good and good things turn bad: Sequences of redemption and contamination in life narrative and their relation to psychosocial adaptation in midlife adults and in students. Personality and Social Psychology Bulletin, 27(4), 474-485. McGregor, I., & Little, B.R. (1998). Personal projects, happiness, and meaning: On doing well and being yourself. Journal of Personality and Social Psychology, 74, 494-512. Narvaez, D. (2005). The Neo-Kohlbergian Tradition and Beyond: Schemas, Expertise, and Character. In G. Carlo, & C. P. Edwards, (Eds). Moral motivation through the life span. Volume 51 of the Nebraska Symposium on motivation. (pp. 119163). Lincoln, NE: University of Nebraska Press. Peterson, C. & Seligman, M.E.P. (2004). Character strengths and virtues: a handbook and classification. New York: Oxford Press. Roberts, B. W., Walton, K. E. & Viechtbauer, W. (2006). Patterns of mean-level change in personality traits across the life course: A meta-analysis of longitudinal studies. Psychological Bulletin, 132, 3-27. Vohs, K., & Baumeister, R. (2004). Ego Depletion, Self-Control, and Choice. In J. Greenberg, S. L. Koole, & T. Pyszczynski (Eds). Handbook of Experimental Existential Psychology. (pp. 398-410). New York: Guilford Press.