Society's Witnesses

What it took to prepare this book:	INDIVIDUAL'S CONTRIBUTIONS*
					ACKNOWLEDGEMENTS
	A	B	C	D	E	F	G	H	I	J
Typing Drafts Scheduling Typing of Drafts Typing Final Copy Corrections Typing Tables Drawing Diagrams Reducing Diagrams Coordinating Production Duplicating Arrangements Cover Design Availability Alphabetizing Index Aloha Spirit Binding DRA Volumes Paginating DRA Volumes Supervising Volunteers	* * * *	* * * * * *	* * * *	* * * * * * * * * * *	* * * * *	* * * * *	* * * * * * *	* * *	* *	* * * * *

A = Lei AHSING
B = Karen KATAYAMA
C = Anthony LOUI
D = Diane NAHL
E = Marion NAKAMURA

F = Sandra NAKAZAKI
G = Irene SAKODA
H = Julie TAKAHASHI
I = Christine WINSKOWSKI
J = Sharon YOSHIDA

OTHER WORKS BY THE AUTHORS
(available at UH Library)

Workbook for the Study of Social Psychology (Second Ed. ), 1978. (James and

Nahl)

Community Cataloguing Practices (Series I through VI), 1975-78. (James and

Nahl)

I.
I.
I.
I.
II.
II.
III.
III.
IV.
V.
VI.
VI.
(VI.

VI.

Vol. 1.
Vol. 2.
Vol. 3.
Vol. 4.
Vol. 1.
Vol. 2.
Vol. 1.
Vol. 2. & 3.
Vol. 1.
Vol. 1.
Vol. 1.
Vol. 2.
Vol. 3. & 4.

Vol. 5.

Cumulative Record of the Daily Schedule.
The Categories of Autobiography.
Experiments in Neurosemantics.
DRA Selections.
The Cross-cultural Study of Community Information.
Educational Linguistics and Cognitive Development.
The Functional Analysis of the Verbalizing Community.
(by D. Nahl and C. Winskowski)
Principles of Ethnosemantics.
Philosophical Foundations of Radicalism
Principles of Performative Teaching (in preparation).
James Reprints: 1958-1978.
Workbook for the Study of Social Psychology,
1st and 2nd Eds., (see above)).
Society's Witnesses: Formative Issues in Social Psychology (this textbook).

PREFACE

To "Educate", according to Webster's (New World Dictionary of the American Language), is "to form and develop (one's taste, etc. ). " The origin of the word derives from Latin educare = "to bring up, rear, or train. " If we dig deeper into Webster's etymology, we find out that "educare" in Latin comes from "[. . . e- = out + ducare = to lead, draw, bring: see DUKE]. " Digging further, we find that "duke" ("a prince who rules an independent duchy") comes from a reconstructed, hypothetical language called "Indo-European" (or "IE" in dictionaries). This IE word that gave [duke ~> ducare ~> educate ~> is *deuk- = "to pull, whence TEAM, TUG". Putting it all together, we have inherited from the past the idea that people's tastes, knowledge, or behavior can be formed and developed, and this amounts to training, guiding, and teaching, i. e. education.

The instructional process is therefore a team process that uses pulls and tugs to guide the student towards the stages of knowledge. The context of the instructional process insures that the instructor is empowered by authority and can exercise "pulls and tugs" upon the student. Witness such familiar things as grades, exams, homework, punishment, rules, procedures, and so on. These are the processes that function as pulls and tugs upon the student. This is the way a person gets processed in the role of "the student. "

"Course organization" and "instructor's policy" refer to the way a person gets processed in the role of "the instructor. " Thus, it is best for all of us "persons" concerned to recognize at the outset that "both sides" are being processed within an institutional context--i. e. both students and instructor.

Working within our institutionally given channels, we've explored for a dozen years the most serviceable methods of pulling-tugging students from lecture 1 to the end of a semester--and in some cases beyond. We've learned a few principles. Among the most important we may identify:

(i) The instructor is unaware of where the students are and therefore

regular feedback is essential.

(ii) The students are unaware of where the instructor is and therefore

active exchange with him are essential.

(iii) Students are unaware where they each are and therefore interaction

and team work are essential activities for the classroom.

(iv) Active participatory involvement, which is sometimes called experiential

learning, is essential to develop lmderstanding of scientific issues.

(v) Reading, memorization, verbal rehearsal, and copying quotations are

effective mnemonic devices for retaining verbal materials. This is

essential for the process of accumulating systematic knowledge, i. e.

advancing towards ever higher levels of inquiry on an issue.

(vi) Commenting on and discussing your readings are essential practice stages.

Annotating sentences and paragraphs you are studying is essential for

understanding them. Reconstructing topics through exercises such as

writing about them or answering questions, is an essential activity for

learning to communicate within the scientific or academic register (or

language) .

(vii) Rules and procedures for grading ought to be positively reinforcing rather

than negatively. That is, all grading should be based on accumulated

points earned for the demonstrated mastery of specified skills, or the

successful completion of specified activities.

(viii) The work of students should be such as to have a value beyond it merely

being an exercise, test, or exam. This policy intrinsically motivates the

person, legitimizes self-worth, and is useful to the community since it

creates by-products out of the student's work and effort.

To see how we have applied these eight principles to this course, look at the following table: (see next page)

PSYCH 222/Tue-Thur

PRINCIPLES (see above)	APPLICATIONS (Fall 1978 Semester)
(i) REGULAR FEEDBACK (ii) ACTIVE EXCHANGES (iii) INTERACTION and

TEAM WORK

(iv) EXPERIENTIAL

LEARNING

(v) RETAINING

VERBAL MATERIALS

(vi) ANNOTATING

READINGS & TOPICS

(vii) POSITIVE

REINFORCEMENT

(viii) VALUE OF

STUDENT WORK

Students fill out a Daily Feedback Form (see p. ).

Students do special class exercises in pairs,
following each Tuesday lecture. Students form
work teams and meet during Thursday "lab"
hour (see p. ).

[see (ii) above]

Students read lecture notes presenting social
psychology as the study of self-in-community
(natural history methodology and daily round
approach--see p. ).

Students read, study, memorize textbook materials
and take team and individual quizzes (see p.

Special exercises (see p. ) help students
comment on and reconstruct topics.

Students don't worry about exams, tests, dead-
lines; no bad surprises at the end. Grade = total
accumulated mastery points. You get points for
Daily Feedback Form (see (i) above)~ for team
work, for individual work, for all sorts of activities
designed to practice specific skills (see p. ).

Students do field projects and self-reports on
Forms which remain in an archival collection
for Psychology 222 and are used by students of
succeeding semesters as sociopsychological data
about community and self. Daily Round Archives
is valuable to community as source of sociopsy-
chological information about itself (see p. ).

PSY 222/F 78 (Tue/Thu) CLASS FEEDBACK FORM
Your name__________________________ Date____________ Lecture No.____________

ME as a student during this class... good ___:___:___:___:___:___:___ bad effective ___:___:___:___:___:___:___ ineffective strengthened ___:___:___:___:___:___:___ weakened illuminated ___:___:___:___:___:___:___ confused attentive ___:___:___:___:___:___:___ distractive stimulated ___:___:___:___:___:___:___ uninvolved	New Concepts and Insights Acquired: HOW USEFUL TO YOU? (most) 5 4 3 2 1 (least) How? Why?
ME on my daily round today... happy ___:___:___:___:___:___:___ down efficient ___:___:___:___:___:___:___ inefficient strong ___:___:___:___:___:___:___ weak centered ___:___:___:___:___:___:___ edgy energetic ___:___:___:___:___:___:___ sleepy stimulated ___:___:___:___:___:___:___ uninvolved	THINGS I SAID TO MYSELF OR THOUGHT OF

MESSAGES TO THE INSTRUCTOR

As you can surmise from the above sketch of this course, the strategies we've evolved over the years as educators will create a classroom atmosphere that is distinctive in its orientation. We like the term community classroom to designate the character of the social milieu created by the rules and principles described above. A community classroom has several advantages for the Psychology 222 student. Dyadic exercises, team work, and field projects neutralize the effects of the large class and provide serviceable opportunities: practicing verbal inter- action skills; experiencing the laws of group dynamics; learning about the views of classmates; investigating social laws through systematic observations made on one's daily round, from setting to setting, and from role to role. The pount-system of economics provides a positively reinforcing method for earning grades, and for their objective determination through mastery of skills and completion of activities. Finally, the community classroom provides a natural and authentic milieu for the objective study of the self and the community. The natural history methodology of the Daily Round Approach, as applied in this course, is novel and local in content. Though it took us a dozen years of teaching introductory social psychology to arrive at this form of instruction, we feel that this method of teaching a large undergraduate class can profitably be adopted in other courses as well. But particular for social psychology, we feel that the large introductory course Provides an unusual and exciting opportunity. The college sophomore and junior has acquired special academic skills over the many years of schooling. We feel that these skills should be used usefully, both for the student and for the community. The Daily Round Archives, prepared by the students comulatively over the semesters is also used by students each new semester to study local community conditions. In this manner, studying social psychology advances knowledge in social psychology. That is, the students become producers of investigations and of data, leading to better understanding of social psychological principles for the student, and also leading to better knowledge of social conditions in this community. In both aspects the local community will benefit!

You will notice as soon as you begin reading this text that it is not in the usual textbook style. For the most part, your experience with textbooks has been a linear method of topic presentation. That is, the initial chapters are supposedly simpler than the later ones as the topic builds in depth and in extension. However, this method of presentation is easier to apply effectively in fields whose character is either formal (as in math, chemistry, linguistics, business, biology) or practical (social work, medicine, management, law, art). But in our experience, the linear method is not as easily applicable to social psychology since it tends to encourage surface treatment of a large number of semi-related topics. This is also known as the "introductory survey course. " We are fortunate here at UHM in that we can offer both methods for the study of social psychology (M/W/F Section offers students the other approach).

The alternative to this linear-surface presentation is the cyclical-depth presentation. Many long-standing centuries-old methods of study and scholarship use the cyclical-depth approach. In this mode of learning, the student acts as an "apprentice" to an advanced teacher. The teacher has evolved over years of

experience and research, and now is ready to transmit standard academic skills to the student-apprentice. The content of the skills to be acquired by the student should be those that the teacher himself has already mastered. Teaching and research thus go hand in hand, in simultaneous harmony. The best way to learn is to practice building that which one attempts to learn. Acquire knowledge of social psychology by building the facts of social psychology--that might be the motto for this course! This approach does not lend itself well to the linear-surface presentation, at least at the current stage of its educational development. Ultimately it may be possible to eliminate the distinction by programming topical presentation and computerizing exercises, projects, and the DRA data bank. But even then, the in-depth approach to a limited number of topics is, we feel, preferable. We strongly advise students to make use of the concordance index we've prepared and which appears in the usual place at the end of the book. This is not an ordinary index (which, in any case, is not usually prepared by the authors of the book)~ We designed it as an aid in your study of the reading materials, following the basic scholastic idea of other concordance indices (Bible, literary works, law books, etc. ). The indexical entries represent particular topic areas. These topic areas are to be mastered. Each area can be "reconstructed" by looking up the sentences and paragraphs on the designated pages that go with each topical area. As well, the topical areas are inter-penetrated. The conceptual relations are thus recoverable. By following a particular topic area through the concordance index, you practice inductive reasoning, an essential form of activity to the scientist (see Exercise , p. ).

It might be best to read sections of the book in its current forward order first. You may skip around, getting a "feel" for the content and style of presentation. Next, you may use the concordance index to reconstruct a particular topic (see p. ). Meanwhile, lectures and team discussions amplify these topics at the verbal exchange level. As well, topics are viewed concretely in that field projects and exercises apply content to self and community.

Since in-depth, cyclical presentation of topic reduces the overall number of topics to be dealt with, it is necessary to select judiciously. We've selected a few central issues which will give you an overall grasp of the method, theory, and application of social psychology, as we see it. Not everyone may agree with our choices. This is partly a matter of opinion, partly tradition or uniformity, and partly trial and error. Hopefully, with experience, we are learning the topics that are of most value to students at UHM. Two criteria played a prominent part in this selection. One is that the topics relate theory and method directly to the student's own world (the "experiential" aspect). The second is that the topics overlap with the content of other psychology courses at IJHM. This is to insure cumulative growth towards advanced or specialized concepts in the social sciences. In addition, dealing with the topics of UH psychology professors gives you the opportunity of advancing intellectual growth through direct interaction with the authors of these topics and approaches to science. You may visit them in their offices and take their courses. Thus, there is a double local feature in this: local content for data (DRA) and local content for topics, methods, and approaches. You'll find the names o~ UHM psychology professors in the Name Index marked by an asterisk. The asterisk marks their names throughout the text, for your convenient identification and reminder. Do go and talk to them!! This is your campus !!

You'll note the prominence of topics relating to behaviorism. This is the current dominant school in psychology, especially where psychology serves the community: in education, in clinical practice, in social action, in industrial management, in applied social psychology, etc. Behaviorism, however, offers a broad spectrum: from Watson's strict elementalism, to Skinner's community classrooms, to Lewin's social and industrial field dynamics. This course explores these, but goes further. We see ourselves as extending behaviorism to natural, subjective life: to consciousness, to witnessing, to praying, wishing, knowing, and to spiritual awareness. We felt that social psychology belongs to the community and therefore, consciousness, spirituality, and intellect go hand in hand with behavior, society, and science. We hope you'll find this course a worthwhile and useful experience.

The Formative Issues. Social Psychology is still a new field but its roots are old and well established. For thousands of years since the beginnings of written records, social philosophers and thinkers have analyzed society, community, and self. As a student of social psychology you ought to get in touch with this background context. Without it, the current work is likely to be misconceived. The topics you'll find in this book are the result of our own distillation of these historical and formative issues. The following chart presents the topics of this book and their organization around the nine formative issues which our distillation effort has produced. Study this chart before you begin reading the book and use it as an overall guiding frame for your studies throughout the semester. It would be best if you rehearsed, reading it repeatedly as you would a poem you're trying to memorize, regularly for a few weeks. In this manner you'll have available a conceptual "skeleton" (or frame) upon which to hang the accumulated knowledge and understandings as you work your way through the book from beginning to end.

TOPICAL ORGANIZATION CHART

Part 1. Group Dynamics and Personality

FORMATIVE ISSUES:

I. How diagrams and other instrumental techniques can be

used to represent and investigate social psychological

forces acting on the person.

II. How the self and others may be viewed objectively for

scientific investigations.

TOPICS:

Social Distance and Penetration (Section 2)

Interpersonal Attitudes (Section 3)

Behavior Influence and Personality (Section 4)

Neurosemantics (Section 4)

Conflict: A Field Dynamic Concept (Section 5)

The Group as a Social Milieu (Section 6)

Group Values and Social Space (Section 6)

Clique Structure in Groups (Section 6)

Field Dynamic Theory (Section 7)

Topological Features of Group Space (Section 7)

Boundaries in Field Theory (Section 7)

Multiple Membership in Groups (Section 7)

Social Organization (Section 8)

Role Behaviors (Section 8)

Status: Role Position and Role Setting (Section 8)

Communication Networks (Section 8)

Structures of Interpersonal Relationships (Section 9)

Sociometry (section 9)

Interaction Process Analysis (Section 9)

Part 2. Daily Round witnessing Techniques

FORMATIVE ISSUES:

III. How a community relies on keeping-track methods

for its functioning and historical survival

IV. How objective observations of one's own daily round

can lead to the social psychological study of the

community and its functioning

TOPICS:

Community as Shared Daily Round (Section 10)

Community vs. Society (Section 10)

The Subject as witness (Section 10)

Social Behaviorism (Section 11)

The Nature of DRA Data (Daily Round Archives) (Section 12)

Testimony as Data in Social Psychology (Section 12)

The Daily Round Archives--DRA (Section 13)

The DRA Index (Section 13)

Browsing Through the DRA (Section 13)

Part 3. The Determination of Behavior Influences

FORMATIVE ISSUES:

V. How to idealize the individual as a learning organism

whose complex behavior is analyzed into measurable

effects

VI. How to discover the cause-effect relations between

environmental stimuli and particular behaviors of a

person

VII. How to re-introduce natural phenomena of consciousness

into the scientific study of the self and community

TOPICS:

The Social Dependency of Behavior (Section 14)

Cognitivist and Behavioristic Approaches (Section 14)

The Social Influencing Process (Section 14)

Social Behaviorism and Sociopsychology (Section 14)

Individual Differences and Variability (Section 15)

Psychological Aspects of the Family Setting (Section 15)

The Psychology of Aging (section 15)

The Community Classroom and Principles of

Environmental Control (Section 16)

Operant Learning: The Skinnerian Model (Section 16)

Learning Interventions (Section 16)

Arranging for Effective Control Systems (Section 16)

The Technology of Teaching (Section 16)

Cumulative Record of Individual Behavior (Section 16)

Self-Modification of Behavior (Section 16)

The Evolution of Consciousness (Section 17)

Objective Biography (Section 17)

Towards a Behavioral Technology of Praying (Section 18)

The Positive Bias (Section 18)

Astrodynamics and Consciousness (Section 18)

Witnessing and Consciousness (Sction 18)

Topological Applications: Future-Making (Section 19)

The Sociodynamics of Praying (Section 19)

Topological Surrealism (Section 19)

Part 4: The Psychodynamics of Attribution and Evaluation

FORMATIVE ISSUES:

VIII. How to analyze people's reasonings by analyzing the

verbal descriptions they give

TOPICS:

Psychodynamics-1: Attribution (Section 20)

Causal Attributions in Natural Talk (Section 20)

Psychodynamics-2: Evaluation/Assessment (Section 21)

The Social Context of Student Course Evaluations at UHM

(Section 21)

Subjective-Summative Reports (Section 21)

Annotated-Summative Reports (Section 21)

Summative -Witnessing Reports (Section 21)

Psychodynamics-3: Judgment (Section 22, not included)

Part 5: Historical Issues

FORMATIVE ISSUES:

IX. How current methods and concepts are outcomes of the

writings of earlier centuries

TOPICS:

Meta-Language in Science (Section 23)

Objective vs. Subjective (Section 23)

Environmental vs. Inherent Factors (Section 23)

Continuity vs. Discontinuity (Section 23)

General vs. Particular (section 23)

Hypothesis Testing (Section 20)

The Doctrine of Interactionism (Section 23)

The Historical Context of Behaviorism (Section 23)

Physiological Determinants of Behavior (Section 23)

Associationism (Section 20)

Motivation and Emotions (Section 23)

Mental Measurement (Section 20)

Ethnocultural Humanism (Section 23)

Natural History Methodology (Section 23)

Morphogenesis and Empiricism (Section 23)

1. ORIENTATION

Welcome to the study of social psychology. This book was written with a particular purpose in mind--to introduce you to the most important themes and concepts of social psychology: group dynamics, personality, interpersonal relations, and attitudes, social processes of behavior influence, individual variability, attribution and evaluation, self-modification of behavior, the evolution of consciousness, and others.

Because we've taught this course more than a dozen times, we have had occasion to experiment with various methods of teaching and textbook materials. At the beginning we followed a traditional approach by selecting one of the variety of textbooks in social psychology, lecturing on the topics therein, and administering an exam or some standard-type quizzes. Later, we added a variety of exercises such as take-home work and reports. However, in the more recent past (roughly, the past half-dozen semesters), we have departed from this mode of teaching inasmuch as we felt that current textbooks present but a brief and cursory overview of the "experimental" literature. We came to the conclusion that an introductory course should bring the student in contact with the major issues in social psychology at the experiential level of learning, not just at the intellectual reading level. Some textbooks come with "exercises" the students are to perform, but these are actually in the form of mini-experiments that are designed to replicate many of the wellknown experimental paradigms. It was our thesis that the exercises and readings should instead allow the student to experience the "formative" issues in social psychology as these intersected with the student's own life. Only by establishing such a personal correspondence can the abstract methods of experimentalism be understood rather than merely regurgitated or imitated. As a result, we found it desirable to write our own text and tailor student exercises to achieve the experiential learning approach.

In choosing the materials for inclusion in this book, we focused on the historical and methodological issues that have occupied the thinking of major writers in the 19th century and their survival in the writings of contemporary social psychologists. though the experimental literature is vast, the underlying issues which form their background are relatively few:

What are the causes of behavior?
Is behavior a function of physiological/genetic determinants or is it a function of learning and "socio-cultural" factors ?
Is behavior learned by classical or operant conditioning?
Is personality an inner "cognitivist" concept or is it a resultant of sociodynamic forces operating in the setting?
Can consciousness be investigated from the behavioral point of view?
How is one to study one's natural habitat in an objective manner?
What is the language and method of science?

These and other basic issues are to be dealt with at the experiential level so that the concepts of science can be assimilated and applied to the understanding of one's own behavior. We call this "the daily round approach" to the study of social

psychology.

More technically, we might refer to it as "the natural history methodology" in contrast to the "experimental. "

witnesses (participant- observers )	SOURCE OF DATA	subjects
witnesses handle data themselves	PROCESSING OF DATA	subjects are not involved
natural habitat during actual (real) involvement of witness	CONTEXT FOR OBTAINING DATA______________	simulation and deception (so as not to "contaminate" results)
direct, internal relation between data and actual experience	OBJECTIVITY AND VALIDITY	indirect, external relation between data and actual experience
deals centrally with individual case history	REPLICABILITY	deals mostly with averages and group trends
graphic tools of representation and induction	NATURE OF EXPLANATIONS	statistical inference and hypothetical theory

This table outlines the major contrasts between two varying methodologies. The beginner students of the study of social psychology need to understand this contrast as they will encounter it in all future and more advanced study.

In addition to the problem of determining content, there arises the issue of teaching approach. For the past few semesters we've gradually introduced new participatory techniques which were designed to proliferate the variety of student work. Thus, in addition to the usual quizzes, we've provided a variety of exercises such as "research reports, " "field projects, " and "reading annotations. " Each activity represented an enlargement of the types of skills students had to practice and for which they received a pre-determined amount of "points. " The student's

grade was calculated by adding up all the points that were earned throughout the semester. This point-system of economics was well-liked by students and provided them with a variety of skills to be practiced and learned. In its latest format, the current point-system of economics provides for:

(1) quizzes to test reading literacy skills,

(2) field work exercises that provide a ready frame for collecting data

on your own behavior,

(3) procedures for analyzing and interpreting data collected by previous

students on their local community experiences, and

(4) as well, some points are earned for individual work, while others are

determined on the basis of team work.

Organization of the Course. The twice-weekly meeting times are divided into two parts: lectures on Tuesdays, and a lab on Thursdays. Within-meeting times are further subdivided as follows. Tuesday lectures begin with the textbook materials assigned for that week, as reviewed by the lecturer, followed by a general discussion during which students ask questions and react to the topics. Thursday meetings begin with small-group discussions, each student being a member of a "team" of five students. A student retains membership in the team for six consecutive labs after which there is a re-grouping, forming a second team that stays together also for six weeks. In this manner, every student gets to know at least eight other class members on a regular basis. The teams discuss the readings, plan and prepare assigned exercises, and work jointly on "team quizzes" (for which members of a team earn the same amount of points).

The Thursday lab teams meet for half-an-hour, after which a number of scheduled activities take place, such as interviewing students and visitors, and taking individual quizzes whose earned points accrue to the individual student. Students report exercises on pre-specified "Forms" and keep track of their ac- cumulated points over the semester. Since all work is optional, the student has a chance of selecting from a variety of point-getting exercises, accumulating enough points to earn a particular grade according to a pre-arranged scale (see below).

The Point-System of Economics. The following table lists the activities for which points are earned; this is followed by a brief description of their nature.

PSYCHOLOGY 222 - Fall 1978
Point-System of Economics

	Activity	Maximum Point Value Per Item
1. 2. 3. 4. 5. 6. 7. 8. 9.	Class Feedback Forms Team Quizzes Individual Quizzes Field Projects DRA Indexing Tuesday Luck of the Draw Professor's Bag Class Mini-Presentations Special Exercises	20 100 100 200 100 10 200 50 (50-100) varaible

1. Class Feedback Forms. (Max. Value = 20, per Form)

Students are given five minutes at the end of each class (Tuesdays and Thursdays) to fill out a Class Feedback Form. You receive 20 points for each completed Form (26 classes x 20 = 520 Max. possible for the semester).

2. Team Quizzes. (Max. Value = 100, per team quiz)

Every student is a member of two teams (N=5) during the semester. Teams meet during the first half-hour of each Thursday class. You form the first team on the first lab day (9/7/78) and meet for six weeks. You form the second team on 10/19/78, and meet for six weeks. Each team is allowed to take two different team quizzes, each member receiving the same number of points for them. Absent members do not receive points. Ask T.A. Alan Yang for desired Quiz Form at the beginning of any Thursday Lab meeting. Fill out Quiz as a team, and hand in.

	Team Quiz Forms Available	Textbook Pages Covered
1. 2. 3. 4. 5.	Group Dynamics and Personality Daily Round witnessing Techniques The Determination of Behavior Influences The Psychodynamics of Attribution and Evaluation Historical Issues in Social Psychology	50-112 113-183 184-261 262-310 311-326

3. Individual Quizzes. (Max. Value = 100, per individual quiz)

A student may ask the T. A. for an individual Quiz Form to be taken in class on any Thursday, during the second half-hour. You may take up to 5 quizzes for the semester, receiving a maximum of 100 points, per quiz. In addition, you may retake a quiz at any time, receiving up to 50 points for each retake. Only one retake per quiz form is allowed (i.e., up to 5 retakes, one for each quiz).

	Individual Quiz Forms Available	Textbook Pages Covered
1. 2. 3. 4. 5.	Group Dynamics and Personality Daily Round witnessing Techniques The Determination of Behavior influences The Psychodynamics of Attribution and Evaluation Historical Issues in Social Psychology	50-112 113-183 184-261 262-310 311-326

4. Field Projects. (Max. Value = 200, per project)

A field project requires the student to collect data from one's daily round. Forms are used to report observations and analyses. Projects are planned and discussed in the Thursday Lab team meetings. Team members may collaborate in a project but students are to submit their own Form reports. If you wish to carry out a project other than those suggested, discuss your proposal with the instructor who will be available for this on Thursdays. You may do up to 5 field projects for the semester. (For criteria of judgment, see the Note below).

5. DRA Indexing. (Max. Value = 100, per project)

This involves searching the DRA materials for the purpose of cross-indexing the data. Contact Diane Nahl (in class) and arrange for an appointment in Gartley 213. You will be given detailed instructions from that point on. Count on spending approximately 4-5 hours per project in Gartley 213 or at Sinclair Library.

6. Tuesday Luck of the Draw. (Max. Value = 10, per draw)

At the end of every Tuesday lecture, a student will be chosen at random from the audience and given 10 points.

7. Professor's Bag. (Max. Value = 200)

Your instructor may choose to award a student up to 200 points for some special exercise or activity. Talk to the instructor if you have any proposals.

8. Class Mini-Presentations. (Max. Value = 50, per presentation)

The second half-hour of the Thursday Lab is devoted to scheduled activities. During this time, a student may request 5 minutes for making a "mini-presentation" to the class. This may be anything from a story, to a "skit, " to a "speech" or "mini-paper. " After the presentation, the audience awards the student any number of points up to 50. The purpose is to give students practice in making a presentation to an audience--and its attendant opportunities for sociopsychological observations-- as well as to provide opportunities for creating solidarity among classmates. Up to three people may participate in a presentation, each student receiving his or her own points up to 50. You may participate in up to 3 mini-presentations for the semester .

9. Special Exercises (Variable Value: 50-100, per exercise)

This category of activity provides you with additional opportunities to practice special skills and obtain points for this. Each exercise is worth a certain maximum value, depending on the nature of the task involved. Details and instructions are given below.

Grading. Your grade will be calculated according to the total number of points you've accumulated over the semester. You may use the following approximate distribution:

BELOW 1,500 ~>"F"

ABOVE 1,500 ~> "C" and "CR"

ABOVE 1,700 ~> " B"

ABOVE 2,000 ~> "A"
This is approximate, but we believe it is "fair, " given the amount of work represented and the skills required for their successful completion. T.A. Alan Yang is the book-

keeper and you may checkwithhimfor periodic reports on your accumulated points.To avert mistakes and misunderstandings, students should follow these two simple rules:
RULE 1: ALWAYS keep a Xerox record of ALL WORK handed in.
RULE 2: Keep your own bookkeeping !

Your work will be evaluated as soon as is practicable after being handed in--hope- fully not later than one week. If you execute your chosen activities early and/or regularly, you'll have the end of the semester free of worry, as far as this course is concerned, and as well, you'll know your grade "in advance. " Isn't that a nice feature ?

Classroom Atmosphere. As discussed in the text (see p. 200ff. ), this course is using an instructional approach that recognizes the classroom as a community. The following features are designed to create a classroom community atmosphere.

(i) Point-system of economics. The student keeps track of total points earned. This allows you to pace your work in a predictable fashion.

(ii) Participatory organization. Thursday Lab Team discussions and joint work plan give you an opportunity to participate individually to learn team work, and to increase solidarity among classmates.

(iii) Guided projects and exercises. Written instructions and Forms are supplied making sure you know what to do.

(iv) Quizzes. Both team and individual quizzes are available at your own discretion. Quizzes help you study the textbook material and prepare you for more advanced academic work. Re-takes provide you with more practice and additional points .

(v) Bonus points. Tuesday Luck-of-the-Draw, Professor's Bag, and Class Mini-Presentations provide additional sources for earning points, and increase the variety and interest of activities.

(vi) Class Feedback Form. This not only allows you to gain points for attendance, but also provides you with the opportunity to communicate with the instructor, who reads all feedback forms after each class.

(v) Experiential approach. Topics treated in textbook and lectures emphasize personal and local content. DRA data collected by previous generations of Psychology 222 students are used for studying local community facts. Your own work gets deposited into the DRA collection; this way, you are participating in and contributing to a generational process that establishes community feeling, increases solidarity, and adds value to your work by promoting the development of the natural history methodology in social psychology.

Field Projects. The following instructions and Forms are to be used for all field projects, except as modified in discussion with the instruction.

Note. The following criteria of judgment will be used to award the available
points: effort = 50%

neatness = 25%
creativity, utility, value= 25%

Note that 75% of the available points are awarded on fairly "visible" criteria, as both neatness and effort are apparent from the report. The remaining 25% are admittedly subjective, but not, hopefully, arbitrary, in the sense that "interest value" operates

in education within accepted even if, imprecise, standards. In accordance with the practice in scientific, business, and other community settings, reports must be neatly typed and must follow general standards of university-level work. Untyped reports will be returned to the student. Typewriters for the use of students are available in Sinclair, Campus Center, and some departmental offices. Students who don't type should learn this valuable skill. In the meantime, however, class- mates could be persuaded to type for you, in return for some other academic or personal service. Don't be shy to ask around! Undoubtedly you'll have some skills and special talents that would be appreciated by the classmate who types your report.

T.A. Alan Yang has extra Forms, but if you run out, you may either Xerox a blank Form or type out yourself the fairly simple Format. Whenever you need more room than is available on a Form, use extra blank pages.

FIELD PROJECT NO. 1

Title: Daily Round Witnessings of Ten Emotions
Key Concepts:

OBJECTIVE PSYCHOLOGY
SELF-STUDY
OBSERVATIONS
AWARENESS

PERSONALITY
EVOLUTION OF
CONSCIOUSNESS
DEAUTOMATIZATION

Objectives: To verify Ouspensky's thesis that the negative emotions are automated

manifestations of personality. Observation and recording of their

occurrences in daily life is expected to de-automatize emotional life

sufficiently to enhance our awareness of the conditions that occasion

them. Ouspensky asserts that the struggle against negative emotions

takes the form of "self-remembering" which is defined as "objective

psychology. "

List of Ouspensky's Ten Negative Emotions:

VIOLENCE
DEPRESSION
SELF-PITY
ANGER
SUSPICION

FEAR
ANNOYANCE
BOREDOM
MISTRUST
JEALOUSY

RESENTMENT
EMBARRASSMENT
COVETING (look up
im dictionary
FEAR-OF-X OTHER

Instructions: (1) Read Section 21 in text; (2) Study the List of Ten Negative

Emotions by thinking of remembered episodes during which you experienced

each such emotion; (3) Stay alert for the next occurrence(s) of any of the

ten emotions you may witness in the course of your day. Record experience

immediately using attached Form; (4) You may record several events for

each emotion. Use separate Forms for reporting each event; (5) Type all

your written Forms. Make a Xerox for your file as evidence of your work

and for later study, and hand in the original.

FORMAT FP-l

You Name:__________________________________ Date Handed In:______________

Type of Information Reported	DETAILS OF THE WITNESSING
1. Name of Emotion	.
2. Date it Occurred	.
3. Time	Experience Occurred at: _____________________ Recorded at: ______________________________
4. Location Experi- ence Occurred	.
5. Circumstances

Surrounding

Experience

and Leading

Up to it

6 . Related

Imaginings

During

the

Emotion

7. Reactions

Emergence:

Immediate

and

Delayed

Immediate:
Delayed:

FIELD PROJECT NO. 2

Title: Interviewing Tourists and Local Residents.

Objectives: To determine differential behaviors of tourists in willingness to be

interviewed by a stranger and to relate these to their demographic

characteristics. Also, to relate demographic variables to impressions

about Oahu and contrast these for tourists and local residents.

Instructions: (1) Go down to Waikiki. (You may use another location. ) (2) Approach

a stranger, smile, say "Hello" and explain you're conducting a survey for

your social psychology class at the University of Hawaii. Ask stranger if

he or she is willing to be interviewed. Assure person that interview will

take only "two minutes. " (3) If stranger declines, say "Sorry for bothering

you, " smile, and walk away. If you don't get a chance to interview the

person, fill out as much information as you can from visual appearance

alone. If willing to be interviewed, proceed with your questions. (4) Record

information obtained on Form below. (5) Repeat with as many interviews

as is practicable. (6) Type, make a Xerox, and hand in original.

FORMAT FP-2

1. Response Type

willing____

not willing____
(If not willing, fill out Q. 3 by guessing

2. Compared to other places you've visited, haw do you rank Oahu in terms of

the following g factors:

(i) visual beauty ?_____________________________________

(ii) pace of life?______________________________________

(iii) friendliness of people ?______________________________

(iv) desirability for residence ?___________________________

(v) cost of living?_____________________________________

(vi) other ?_________________________________________

(Obtain answers in terms of "High," "Medium," or "Low" judgments.)

3. Demographic Characteristics:

What is your age ? _______

Sex: ___________

Nationality or Ethnicity: ______________________________

Home Town & State: _______________________________

Length of Time in Hawaii: ____________________________

4.

Dress of person: _______________________________________________

Alone or With Whom? __________________________________________

Place of review:________________________________________________

Time and Date: ________________________________________________

5. Your Own Demographic Characteristics:

Age: ___________Sex: __________

Ethnicity: _____________________

Dress: _______________________
6. Your Comments:

FIELD PROJECT NO. 3

Title: Cognitive Map of Oahu (or UH Campus)

Objectives: To determine the differences between tourists and local residents

regarding their conception of Oahu's geographic topology. To relate these

differences to demographic factors.

Instructions: (1) Go down to Waikiki (or stay on Campus); (2) Approach a stranger,

smile, say "Hello, " and explain you're conducting a survey for your social

psychology class at the University of Hawaii. Ask stranger if he or she is

willing to be interviewed. Assure person the interview will take "only two

minutes." (3) If stranger declines, say "Sorry for bothering you," smile,

and walk away. If you cannot interview the person, fill out as much infor-

mation as possible from visual appearance alone. If willing to be inter-

viewed, proceed with your questions. (4) Record information obtained on

following Form. (5) Repeat with as many strangers as practicable. (6) Repeat

whole process with local residents in a non-tourist area. (7) Type, make a

Xerox, and hand in original. (8) Note: the key to the map on the Form is

as follows--in case you don't already know: 1. Waikiki; 2. Koko Head;

3. Waimanalo; 4. Kailua, 5. Kaneohe; 6. Late; 7. Sunset Beach; 8. Makaha;

9. Barber's Point; and 10. Pearl Harbor.

Go To Pages 13-54

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