Transcript CHAPTER ONE
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!