Transcript poster template - St. Olaf College

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.