DRA FORM___6_____

DRA FORM___6______

Date

Team No._________________

TEAM EXERCISE:ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ ________

Practicing Giving a Mini-Lecture

Purpose:ÊÊÊÊÊÊÊÊÊÊÊ to obtain annotations of experiences during the social occasion of giving a mini÷lecture or hearing one being given.

Step 1:ÊÊÊÊÊÊÊ Team agrees on two lecturers, each talking for five minutes. Lecturers participate in the decision.

Step 2:ÊÊÊÊÊÊÊ Team agrees on two of the 15 Phase II Charts to be the topic of the lectures and assigns them to the two lecturers. Lecturers participate in decision.

Step 3: Lecture 1 is given÷÷5 minutes; others listen. Donât laugh or fool around.

Step 4:ÊÊ Lecture 2 is given÷÷5 minutes; others listen. Donât laugh or fool around.

Step 5:ÊÊÊ Each of the 5 listeners comment on the two by naming two pieces of useful information obtained from it. Take turns talking. Summarize in not more than two minutes.

Step 6:ÊÊÊÊÊÊÊÊ Fill out top of ãStep 7ä Sheets; attach one for each student.

Names of Students: 1.ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 2.

ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 3.ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 4.

ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 5.ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 6. -

Names of Visitors: ______________________________________

HAND THIS IN TODAY ALONG WITH CLASS FEEDBACK FORM

Your I.D._______________

Date of exercise____________

Team No.________________

STEP 7 of DRA FORMÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ ________________

Annotations of Experiences:

Practicing Giving a Mini-LectureÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ __________________

Instructions: Take this sheet home, fill it out, and hand in at the next lecture.

TYPE BELOW THE AFTER-THOUGHTS OF THE CLASS ACTIVITY!

INDIVIDUAL EXERCISE:ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ DRA FORM 7.

DYADIC EXERCISE:

TEAM EXERCISE:ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ Your I.D.________

ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ Date Handed In_____

Theory-Building Extensions

of the Glossary Chart

Examine other glossary charts youâ re already familiar with, such as the library catalogue system, the index of a text, Rogetâs Thesaurus, table of contents, classification schemes or taxonomies, and so on. Youâ 11 notice they are ãhierarchical treesä with main branchings, sub÷ branchings, and sub÷sub÷branchings. Conceptual systems are topologically alike to vegetative growth systems.

Phase II of Glossary Chart study contains 245 boxed entries. Each boxed entry is a sub÷branch or sub÷sub÷branch of the overall, integrated chart of 245 components. This exercise consists in the practice of extending the glossary chart into any of the many directions possible. For example, let us take boxed entry number (2.1.b.1). It bears the title ãATTRIBUTION ERROR.ä After familiarizing yourself with the readings specified for that box~ you may decide to incorporate some of these ideas into a theory-building extension of that segment of the glossary chart:

___________________________________________________________________

PHASE IIÊÊÊÊ T I T L E SÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ Numerical

________________________________________________________________________________

SOCIAL PSYCHOLOGY:ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ PSYCH 222 (2)

STUDYING COMMUNITY-BUILDING FORCESÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ FALL 1979

SOCIAL ATTITUDES AND INTERPERSONAL RELATIONS:

REVITALIZING FORCESÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 2.0

COGNITIVE PROCESSESÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 2.1

CAUSAL ATTRIBUTIONSÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 2.1.b

___---_______________________________________________

ATTRIBUTION ERRORÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 2.1. b. 1

________________________________________________________________

DELUSIONAL ATTRIBUTIONÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 2.1 .b. 1.1

COMMUNICATIVE EFFECTIVENESSÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 2.1 .b. 1.2

ASSIMILATION TRAININGÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 2.1 .b. 1.3

PRESUMPTIONÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 2.1.b.1.4

OVER÷GENERALIZATIONÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 2.1 .b.1.5

__________________________________________________________________________________________

As you can see in this example, five conceptual extensions are proposed for ãattribution error.ä These appear below the doub] and receive numerical values as sub-category items of (2.1.b.1)

Next, we give examples of glossary annotations for the file titles, as follows:

DELUSIONAL ATTRIBUTION (2.1.b.1.1)

Expectations and pre÷judgments in social exchanges can cause ãdelusional attributionsä when the perceiver ãattributesä what is observed to the wrong causes.

COMMUNICATIVE EFFECTIVENESS (2.1. b. 1.2)

When two or more persons are engaged in an exchange, each individual may consider how ãeffectivelyä the participants are communicating with one another. ãCommunication effectivenessä will always be lower when one or more of the participants commit an ãattribution error.ä

ASSIMILATION TRAINING (2.1 .b. 1.3)

When the individual enters a new social setting ãassimilation trainingä takes place to the extent that the individualâs attempts to adapt to the new situation result in new daily round habits. ãAssimilation trainingä REDUCES ãattribution errorsä that are occasioned by social ignorance; that is, the pre÷assimilated individual has to learn to adapt by reducing ignorance of what leads to what in the new setting.

PRESUMPTION (2. 1.b.1.4)

To ãpresumeä means ãto assume ahead of time,ä often used with the implication that itâs wrong to have done it (similar to, ãPrejudgment.ä) If A says to B ãYouâre presuming that!ä then, A appears to believe that B has made an ãattribution error.ä

OVER÷GENERALIZATION (2.1. b. 1.5)

To ãgeneralizeä is to go beyond the particular and to make a Îgeneralâ statement, I ð e., a Statement applicable to other particulars. ãYou canâ t generalizeä is said when the speaker questions the applicability of the statement to a particular case in mind; here, we say that there is an ãover÷generalization.ä When A says to B, ãThatâs an over÷generalization.ä A appears to believe that B made an ãattribution error.ä

Note that the glossary annotations accomplish two necessary things:Ê (a) an explanation is given on meaning and usage; (b) an explicit connection is made between the new, proposed title and the main sub÷heading it falls under (in this example, the main sub÷heading is ãattribution errorä

Front Page: staple these instructions to the front of your report.

Part 1: Give table of extensions, as above.

Part 2: Give glossary chart annotations, as above.

Part 3: Annotate your annotations: evaluate their value; report discussions or other views expressed it your discussions; conclusions; recommendations

Note: If this exercise is done dyadically or in a team, each individual~ student submits their own report, giving the details from each individualâs own perspective. A student may submit up to 10 such reports for the semester, individually carried out or not, in any combination.

KEEP CARBON OR XEROX OF ALL YOUR WORK!

Important notice: experience shows that making a good recording is not easy. It requires pretesting. Youâll be surprised how the tape picks up sounds and noises that your hearing filters out. So this is a must:

check your recording every once in a while during the exchange, and eliminate or remove yourselves from the source of noise.

INDISTINCT TAPES WILL NOT BE ACCEPTED FOR THIS ASSIGNMENT. Good luck!

Format to be Used for Your Typed Report

Front Page: staple these instructions to the front of your report;

Part 1: Give circumstances of the recording you made: date, time, place, people, circumstances leading up to the recording, rationale for your choice, objectives (what you hoped to accomplish), how you prepared for it, how you contacted person, identity and background of person;

Part 2:ÊÊÊ Details of the recording: what happened in the following areas:

(a)ÊÊÊ what you planned vs. what actually took place,

(b) what surprised you about the person, about the topic, about you;

(c)ÊÊÊ anything else (e.g., quality of recording, etc.);

Part 3: ãListening to My Tapeä: listen to your recording alone and with

others, discuss it, think about it, analyze it:

(a)ÊÊÊ what were your initial reactions?

(b)ÊÊÊ what were your later reactions?

(c)ÊÊÊ what are your thoughts on the matter now?

Part 4:ÊÊÊ Discuss your report with others. Let them read Parts 1 through 3. Go back to the person and discuss your report. Summarize these developments.

Part 5: Conclusion. Evaluation. Recommendation.

Note: Submit tape with report. Both will be immediately deposited to the Psychology 222 DRA Tapes at the Listening Center of Sinclair Library. Keep Xerox or carbon of your report.

ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ W

Tutoring ServiceÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ I.D. No._______________

This exercise provides students with two special educational opportunities: one, for the direct study of the learning process and, two, for the direct study of the teaching process. This interactive activity works as follows: There is a ãsign÷up book for tutoring serviceä at the DRA Center. Students sign up for particular areas for either the pupil role or the tutor role. PUPIL CONTACTS TUTOR by phone and the two make the arrangements together. Each independently fills out this Form as the record of the exchange, which may be face÷to÷face or over the phone. This form prompts you to translate the experience into objective social data. Points are earned for demonstrating this transformation of personal experience into scientific data. A student may play each role up to 6 times during the semester, either with the same or different companions.

The following 8 tutoring areas are available for the Fall 1979

Generation:

A.Ê Tutoring on a particular topic or concept from class lectures

B.Ê Tutoring on a particular topic or concept from assigned readings

C.Ê Tutoring on the completion of a project

D.Ê Tutoring in the skills of making and reading graphs, tables, diagrams

E.Ê Tutoring in the skill of doing a professional typing job for course assignments

F.ÊÊÊÊ Tutoring in understanding glossary chart annotations

G.ÊÊÊÊ Tutoring in making conceptual extensions of glossary charts

H.Ê Tutoring in being able to give an academic presentation or mini-lecture on a glossary chart

2.ÊÊÊÊÊÊÊ Describe circumstances, place, time, date, and topic of encounter:

3.ÊÊÊÊÊÊÊ Annotate experience with your observations on the learning/teaching exchange: (a) What slows learning down?

(b)ÊÊÊÊ What is the role of tone of voice and appearance during exchanges?

(c)ÊÊÊÊ What facilitates learning?

(d)ÊÊÊÊ Is teaching straightforward? spontaneous? personal?

(e)ÊÊÊÊ Other observations.

(f)ÊÊÊÊ Recommendations.

ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ DYADIC EXERCISE:ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ DRA FORMÊ 10

ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ Date handed in_____________

Glossary Chart Practice Exchanges

ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ I.D. No.__________________

Purposes:ÊÊÊ to practice giving oral annotations for Glossary Chart titles; to promote each otherâs understanding through spontaneous talk. Nay be done face÷to÷face or over the phone. There is a sign÷up book for ãGlossary Chart Practice Exchangesä where students write their names if they wish to be called for this exercise. Consult it and write your own name on it so you may be called too. Also, feel free to call any of the names on the list to carry out this exercise.

Front Page:ÊÊÊÊÊÊÊÊÊ staple these instructions to your typed report. (Each student independently fills out his or her own Form.)

PartÊ 1: Date, time, place, and circumstances of the exchange. Identify the Chart÷titles discussed.

PartÊÊÊÊÊ 2: Describe the exchange as you witnessed it: was it ãdifficultä? Was it enjoyable? Was it informative? How? Were there incidental learnings not related to the topics?

Part 3: Conclusions. Recommendations. Anything else.

DYADIC EXERCISE:ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ DRA FORMÊÊÊ 11

Telephone Quiz

ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ Caller I.D._____________

ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ Called I.D._____________

The class as a whole is a telephone pool, as students have access to each other through the Social Registry (see p. IZ7). You may phone any student on the list, except for those names that are removed from this pool for personal or other reasons. The call may be ãsocialä and/or ãbusiness÷likeä within the call a segment should be set aside for a ãtelephone quiz.ä If the person called agrees, proceed as follows:

The caller selects 5 glossary chart titles in advance, records them on this Form, and has this ready for the call. The called receives about one minute for each title in which to dictate an annotation to the caller, who records it on this DRA form. The caller gives the DRA form to the called at next class; called signs it and hands it in. Both receive equal dyadic points. Each student may participate in a total of 10 telephone quiz exchanges for the semester (in either of the two roles or in both, in any combination).

Today the trend is towards faster and faster reading. There is room

f or speed reading or just plain fast reading, including silent reading of

a textbook. At the same time, there is room for reading out loud.

What for?

Reading out loud or ãreciting,ä contrasts with reading silently with the eyes. First, reading out loud or reciting involves one or more listeners (other than the self). This alters the social forces; you experience a dynamic change in the context of comprehension. Reading to yourself is one context or condition of learning; you are attempting to comprehend discourse with yourself alone present. But reading out loud to someone, or ãreciting,ä is a dyadic or collective context for comprehending what youâre reading.

The scientific hypothesis to be tested in this exercise is whether it is demonstrable that a collective comprehension context is superior to the solitary context for reading scientific discourse. To accomplish this, you are to compare the comprehension you attain for scientific reading matter under the two conditions of reading: solitary (silently or out loud) vs. collective (reciting out loud to one or more persons). You are to report your observations on this FORM, annotate them, and evaluate the possible conclusions.

Recitation practice refers to the repeated attempts to read a parÐticular passage out loud to others. You are to note your improvement in reciting by asking your listener to evaluate the ãdifficulty of the passageä youâre reading to them. If the ãdifficulty ratingsä decrease, youâve got the evidence that youâre improving in your recitations Finally, youâre to note whether reciting better improves your reading comprehension under solitary conditions. This would be evidence that there is a transfer effect or a generalization effect. In other words, by practicing recitation through collective shaping behavior, one finds an improvement in oneâs reading comprehension of scientific matter.

FORMAT TO BE USED FOR YOUR TYPED REPORT:

Front Page: staple these instructions to the front of your report.

Part 1: Circumstances of the first reciting (date, time, place, people, details)

Part 2:ÊÊ Circumstances of the second reciting, and all subsequent attempts.

Part 3:ÊÊÊÊÊÊ Results and Graph.

Reciting:

Difficulty Ratings (1O=extremely difficult;

ÊÊÊÊÊÊ XÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 1~extremely easy)

ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ 1Ê 2Ê 3Ê 4Ê 5 etc.

DYADIC EXERCISE:ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ DRA FORM__________________

(or:Ê ãTRIADICä)ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ Date handed in_____________

I.D. of

ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ Student÷Actor ______________

Would you be my SW?ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ I. D. of

ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ Student÷Witness_____________

ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ I.D. of Second

ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ Student÷Witness_____________

ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ (if TRIADIC)

Purposes:ÊÊÊÊÊÊÊÊÊÊÊÊ (i) to discover how mutuality leads to self÷objectivity (~2.2.c.4]); (ii) to practice objective reporting of social data through being a societyâs witness; (iii) to practice objective self÷observation on the daily round.

Instructions:ÊÊÊÊÊÊÊÊÊÊÊÊ (i) see Readina Sources for boxes, and especially; (ii) Find a partner in class by asking the person to be ãyour SW.ä You may do this exercise with ãtwo SWâsä; (iii) your SW (ãStudent÷Witnessä) as well as ãSocietyâs Witnessä!!) accompanies you wherever you go, and stays with you for three hours (maybe more, but not less); (iv) you both fill out Part A of this Form, then discuss each otherâs annotations; (v) you complete Part B and hand in your reports stapled together to this Form. Each student receives full points. The intent of the exercise is to practice being each otherâs social witnesses. Note the following sorts of observations: How does the person appear to be handling the social forces in the setting (people, things, events, places)? What sorts of things is the other person unaware of? Contrast the personâs way of managing with your own. You may both take notes, if feasible, or just the SW. Or you may dictate into a taperecorder. Always stick to information: what you notice and think; do not evaluate or criticize. Each person gains by getting information on how the other sees the things we do.

HOW TO WRITE UP YOUR TYPED REPORT

Front Page:ÊÊÊÊÊÊÊÊ Staple together in the following order: (a) these instructions; (b) Part A of the Student÷Actorâs typed report;

Part A: Student-Actorâs Report: How you got to pick your SW. What did you expect to happen? What did happen (date, place, time, sequence of events)? What did you think during the time of the exercise? What did you notice about yourself, your SW, the situation? How were you affected? What surprises were there? What conclusions do you draw?

Student-Witnessâ Typed Report: Why did you accept to be the SW? What did you expect to happen? What did happen? What did you think during the time of the exercise? What did you notice about yourself, the other person (ãStudent÷Actorä), the situation? How were you affected? What surprises were there? What conclusions do you draw?

Part B: Students discuss each otherâs typed reports. Give the other a Xerox or carbon, first, then have the discussion a day or two later (face÷to÷face or over the phone). After the discussion (one or more), each completes the following annotations, types them, and the whole is stapled together (as indicated previously) and handed in.

Annotations: What was your reaction to the report of the other person?

What were some surprises? What went on during the discussion?

What have you learned? What do you conclude? Recommendations.

Anything else.

Notes: (i) Naturally youâd want to see each otherâs Part B. Discuss it and continue your fruitful exchanges as ãsocial psychologists.ä You may want to report further developments in your Progress or Discharge Reports (see p.1~Q and p.f~7).

(ii)ÊÊÊÊ You may repeat this exercise up to three times for the semester, in either role.

INDIVIDUAL EXERCISE:ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ DRA FORM~

ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ Date Handed In

Repetition and

Re-Reading PracticeÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ Your I.D.______________

Ordinarily we read something only once. Once in a while, we reÐread a letter or a page of written instructions, and only in special circumstances do we read something over and over. These are all instances of spontaneous re-readings on the daily round.

When we try to memorize or learn by rote, re-reading occurs multiple times, but note that this kind of reading is ãmechanical recitation.ä There is a case where re-reading over and over again is neither sponÐtaneous nor mechanical. Instead, the practitioner tries to ãread with meaningä each time though there are many times! This is not unlike the ability of children to hear or read a story over and over again, and get meaning out of it each time.

Now itâs more than just ãget meaning out of it each time.ä You can get more meaning as you re-read, deeper meaning, new meaning, unusual meaning, astonishing meaning, exciting meaning, etc. etc. In other words, re÷readings of discourse allow multiple recastings of meaning. It is clear in the case of childrenâs stories that re-readings over the years adds meaning, brings out new meaning, and so on (think of Alice in Wonderland, Pinocchio, or The Little Prince!).

This exercise will produce a report which will, along with the reports of other students, offer scientific evidence on the phenomenon of the evolution of meaning, as discussed above (see also ãSemaTitic Satiationä and ãNeurosemanticsä in Reading Source ãB,ä Index). By reading the instructions below, youâll discover further specifications which will concretize the exercise for you.

FORMAT FOR REPORTING TYPED RECORDS

Front Page: staple these instructions to the front of your report. Part 1: identify re-read discourse, giving full reference (chapter; story;

book; letter; sentence; poem; mantra; Scripture; etc. etc.); attach Xerox or transcript, either in its entirety, or in part; describe circumstances of your history with this piece of discourse and why you selected it.

Part 2:ÊÊÊ details of the repetitions or re÷readings (a story might be reÐread two, three, four times ...; an aphorism or sentence or song may be repeated ten, twenty, thirty times ...; while a mantra, word, or incantation may be repeated hundreds, thousands, a million times...); attach TABLE showing /date, time, place/ of re-readings; add RESULTS you have on each (observations and annotations written down shortly after each re-reading or repetition); add anything else.

Part 3: Re÷read what youâve done thus far. Type it. Show it. Discuss it. Write annotations on this experience. Give conclusions. Recommendations.

Practicing Academic Literacy Skills:

The Lecture Synopsis

Date_____ Your I.D.

Purposes: (i) to gain practice in writing synopses, which is a form of writing that all academic fields use; (ii) to practice digesting or assimilating an unfamiliar lecture in psychology.

Instructions: Attend a lecture in any other psychology course on campus. Take notes.

HOW TO WRITE UP YOUR REPORT

Front Page: Staple these instructions to the front of your typed report.

Part 1: Circumstances of the lecture (date, place, time, lecturer, others present) and why you selected this particular one.

Part 2: SYNOPSIS OF THE LECTURE: see Reading Source ãB,ä for sample synopses at the end of each chapter; see also Reading Source ãEä:

many textbooks have ãSummariesä and ãOverviews,ä and the entire chapter is often written in the style of synopses. Remember: the reader of the synopsis knows nothing about what you heard in the lecture; therefore: the synopsis must be completely self-contained or self-explanatory. Use quotation marks whenever you write down a word or sentence or expression that was used by the lecturer. Reproduce diagrams, if any, as copied in your notes.

Part 3: Annotations: discuss your work with others (both students and friends or family or etc.). Describe your experience in completing this exercise (how long it took, what youâve learned, whatâ s next). Evaluate. Conclusions. Recommendations. Anything else.

Note:Ê This exercise may be done up to three times for the semester.

ÊÊÊÊÊ INDIVIDUAL EXERCISE:ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ DRA FORM_______________

ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ Date handed in___________

DRA Maintenance Work

ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ Your I.D.______________

Purposes:ÊÊÊ (i) to practice the skills in the maintenance of a social psychological field÷laboratory, maintained and run by the students of this course; (ii) to obtain information on how the DRA works, and how it helps you study social psychology, community÷management, and self÷growth; (iii) to accomplish work needed to be done to maintain the efficiency of the field÷laboratory and its accessibility to the students.

Instructions: Sign up for work with DRA Librarian. Hours are flexible. Some work is done at the DRA Center, Gartley 213; some work at the library or other campus facility, depending on work involved. Work includes: (a) indexing and tabulating; (b) binding, paginating, fixing; (c) annotating, cataloguing, labeling; (d) whatever else is needed to prevent a crisis. When you show up for work at the DRA Center (Gartley 213), the DRA Librarian or person in charge will hand you a DRA Work Sheet. This will specify what needs to be done that day. After explanations and discussions, you start. Often, others will be there and you may be asked to work in teams. Sign up for a minimum of 2 hours at a time (or more). You receive points for each DRA Work Sheet handed in. You may hand in up to 10 for the semester. (Each DRA Work Sheet covers a 2÷hour work period: if you work for a six÷hour period in one day, you may hand in 3 DRA Work Sheets for the 6 hours.)

ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ

INDIVIDUAL EXERCISE:ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ DRA FORM_______________

GenerationalÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ Date Handed In:

DRA AnnotationsÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ Your I D _______________

Purposes:ÊÊÊÊÊÊ to make contact with the generations that make up this community÷classroom; to leave behind something of yourself for future generations of students of this classroom÷community; to generate new social data in your role as a societyâs witness (÷ objective reporter of oneâs own scientific observations of the daily round forces that create social occasions).

Front Sheet: staple these instructions to the front of your typed report.

Part 1: date and time of reading DRA Volumes; first impressions--what did you think, how did you react, what did you conclude.

Part 2: identify one particular assignment by name; identify the samples you looked at; did you understand the assignment?; how did students carry it out?; do you have recommendations?

Part 3:ÊÊÊ describe your reactions to the data; are your reactions indicative of any social forces?; are the data indicative of social forces in the community we live in? are your own reactions, as reported on this DRA Form, themselves social data? when other students read your annotations, will they be able to derive social data from them? what about students 10, 20, 30 years from now??

Part 4:Ê Messages to the DRA Librarian.

Purposes:ÊÊÊÊÊÊÊÊ to report your observations on the materials in the Reading Sources (p. I Re) to reflect and inform; to share; to educate; to practice.

Front Page: staple these instructions to the front of your typed report.

Part 1:ÊÊÊÊÊÊÊÊ identify the materials, and page locations. Describe your reactions and give your interpretation. In what ways is this useful to you?

Part 2:ÊÊÊÊÊÊÊÊÊ re÷read your report thus far; discuss it with other people; annotate your comments in Part 1: are your reactions indicative of social forces? does your report serve as social data to other students? Conclusions. Recommendations. Anything else.

Note:ÊÊ this exercise may be done up to 10 times during the semester. From time to time the instructor may assign a particular reading for a particular lecture: use this Form to report on it.

Pollsters tell us that most people get their news mainly from the evening television news program. This degree of uniformity in inforÐmation processing is an entirely new experience in the history of comÐmunity, as we know it. Mass society modernism takes the form of a national consciousness of extremely restricted scope. This permits new collective forces to be activated. It is important to identify these social psychological forces; they affect us, and our community. But what are they?

This exercise will produce a report which, along with those of the other students, will constitute scientific evidence on the social psychological forces that stream into a speech community from the mass media. It is the arena of overlap between the national character, the local context and the individual consciousness. Additional ideas are given below.

FORMAT FOR IX)ING YOUR TYPED REPORT

Front Page: staple these instructions to the front of your typed report. Part 1: make up T.V. News Topical Log Table

Part 2: make annotations to a few of the numbered entries (5÷10): Was the topic a familiar one? What did you think of it at the time? How does it seem to you now? Can you remember details? Was all of it comprehensible? Did it go too fast, was it too short? How did the announcer relate to it: neutral, official, personal? What mood did it leave you in? etc.

Part 3:ÊÊÊ trace the subsequent history of these topics: Did it come up in your thoughts? Did you mention it? Was it discussed by others? Did it affect anything?

Part 4: Type what youâve got thus far. Re÷read it. Show it. Discuss it. Summarize this experience. Conclusions. Recommendations.

Note:Ê If this is done as a dyadic exercise, each individual is to write and submit an independent report.

T.V. News Topical Log Table (see DRA FORM

PROGRAM:Ê Channel 2 Eyewitness News and NBC Nightly News

DATE AND TIME:Ê August 11, 1979; 5:30÷6:30 p.m.

TOPICS:ÊÊÊÊÊÊÊÊÊÊ TITLES SEQUENTIALLY ARRANGED

1.Ê (Missed it)

2.Ê (Missed it)

3.Ê Announcing Merger of Bishop Trust and Crocker Bank

4.Ê Honolulu Police Crackdown on Open Trucks that Lose Litter

5.Ê Record Sales Are Dropping in Hawaii and Nationally

6.Ê Identiphoto: A New Service for Getting Your Photographic Inventory for Insured Belongings

7.Ê Videodisk Player: New Mass Modernism Product Soon in All Our Homes

8.Ê Doctors in Omaha Experiment with Insulin Body Pump Carried by Diabetes Patient on the Daily Round

9.Ê Free Rubella Clinics Set÷up in Hawaii for Women About to Get Married

10. Noontime Jazz Concert at Civic Center With Royal Hawaiian Band

11. Sports: Pacific Tournament Going On at Blaisdell; Interview With Young Girl Gymnast

12. Baseball Results

13. Results of First Round of Army Open Golf Tournament

14. Greater Hartford Open (Golf)

15. Bearsâ Linebacker Campbell (Football)

16. Tennis Tournament

17.Ê The Celticsâ Cowans (?) (Basketball)

18.Ê Local Soccer Championships

19.Ê Chimpanzee Interview at International Circus Appearing at Blaisdell

20.Ê Weather

(NOTE: commercials were inadvertently omitted; they should be included. See below.)

NATIONAL NEWS:

21.Ê Latest on White House Shake÷up: New Appointments and Staff Changes

22.Ê Latest Comments by Carter on Energy

23.Ê Commercials: Poly÷Grip (for Dentures)

Esoterica Medicated Cream

24.Ê Latest on Chrysler Corporationâs Financial Troubles: Interviews With Congressmen

25.Ê Possible Recall of Thousands of Capri Cars for Trouble With Seats Moving Forward and Other Terrible Things

26.Ê Bumper Crop in Farm States Worries Illinois Farmers Unless Soybean Prices Go Up

27.ÊÊÊÊÊ Latest and Greatest Oil Spill Disaster: Mexico Oil Leak Spreading on Texas Beaches and Threatening Florida

28.ÊÊÊÊÊ More Fires in National Forests Fought By Thousands of Firefighters

29.Ê Divorced Dentist Forced By Court to Finish Teeth Job on Ex÷Wife

30.Ê Dow Jones Averages

31.Ê Commercials: Samboâs

Skim American (Processed Cheese)

Almond Joy (Candy Bar)

32.Ê Shah of Iran Story: His Moneys

33.Ê IRA: Northern Ireland Keeps Fighting the British Army

34.Ê Sandenista Ambassador is Ex÷Drugstore Employee in Washington Appointed by New Nicaraguan Government

INDIVIDUAL EXERCISE:ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ DRA FORM______

ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ Date Handed In

Topic Domain Methodology

ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ I.D._________

Purposes: (i) to practice research techniques in ethnosemantics ( (2.1.c.1); (ii) to mine community information, producing neti maps for the DRA (2.].c.1) (1.3.b4) (1.2.c.4); (iii) to cre cross-reference system for the collective curriculum, for thi~ for future generations (1.3.c.4); (iv) to practice the gloss

INDIVIDUAL EXERCISE:ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ DRA FORMÊ 21

ÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ Date Handed In_____________

Reading Practice

Take-Home ExamÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊÊ Your I . D. _________________

Purposes: (i) to give you practice in reading social psychology textbook literature (1.2.c.1); (ii) to give you practice in paraphrasing social psychological literature (1.3.b.1); (iii) to become familiar with concepts and procedures in experimental social psychology today

(2.1) (4.1).

Instructions: We selected some of the better-known concepts and procedures from the index of one of the textbooks at the Reserve Desk (see Reading Source ãE,ä p.12~). Run your eyes up and down the list until you find two entries that intrigue you. Look them up in any two textbooks and note what each text says about these two topics. Contrast the two presentations in terms of presentation style, content, ease of understanding, and effect on you.

FORMAT FOR YOUR TYPED REPORT

Front Sheet:ÊÊÊÊÊÊÊ Staple the instructions to the front of your typed report.

Part 1:ÊÊÊÊÊÊÊ Identify the two topics, and the two textbooks (author, title, publisher, year, edition, page numbers). Give a paraphrase of the sections you read. Use quotation marks each time you employ a word, phrase, sentence that the textbook employs. Use charts or figures, if possible to explain what you read.

Part 2: Annotate the above by giving your evaluation of the two textbooksâ treatment of the topic: how do they contrast? Do they succeed in reaching you? what are you left with? can you apply the ideas to your everyday reality? etc.

Part 3:ÊÊÊ Assess this exercise. Conclusions. Recommendations. Anything else.

NATIONAL TRAINING LABORATORY ~IN GROUP DEVELOPMENT

PHENOTYPES

NATURALISTIC OBSERVATION

NEW YEARâ S RESOLUTIONS

NONVERBAL BEHAVIOR

NORMS AND HELPING BEHAVIOR

OBEDIENCE

OTHER DIRECTEDNESS

OVERCROWDING

PLACEBO

POLICE TRAINING

PERSON PERCEPTION

PERSUASION

PRISONERâS DILEMMA

COMMUNICATION NETWORK

DISCONFIRNED EXPECTANCIES

ROTTER I-E SCALE

F-SCALE

FEAR AROUSAL

GROTJPTHINK

MORAL REASONING

BARGAINING STRATEGIES

AUTOKINETIC EFFECT

INTENTIONALITY AND/OR

DEPERSONALIZATION

DESENSITIZATION

CATEGORY-BASED EXPECTANCY

CAUSAL ATTRIBUTION

CSR (GALVANIC SKIN RESPONSE)

HEDONIC RELEVANCE

NULL HYPOTHESIS

IMITATION

COERCIVE POWER

FORBIDDEN TOY EXPERIMENT

GANDHI BEHAVIOR

SELF÷FULFILLING PROPHESY

INSULTING

INVERTED-U RELATIONSHIP

JUSTIFICATION AND/OR

INSUFFICIENT DETERRENCE PARADIGM

ATTRIBUTIONAL INFERENCE

KHRUSCHEV BEHAVIOR

MACHIAVELLI (or:ÊÊÊÊ MACHIAVELLIAN BEHAVIOR)

MINNESOTA MULTIPHASIC PERSONALITY INVENTORY

INTERNALIZATION

(CASE OF) LITTLE HANS

MARTIAN INVASION DRAMA

INDUCED COMPLIANCE

LONELINESS

MORAL JUDGMENTS

MOST PROBABLE EXPECTED COALITION

SOCIAL LEARNING THEORY

LEARNED HELPLESSNESS

INOCULATION AGAINST PERSUASION

COGNITIVE MAPS

COLLECTIVE/COLLECTIVE MIND

COMMITMENT

PERSONAL SPACE

COMMUNITY

DEINDIVIDUATION

FREEDOM OF CHOICE

RISK TAKING

IMPRESSION MANAGEMENT

KANEHANEHA II

SEMANTIC DIFFERENTIAL

LOVE AND/OR LIKING BEHAVIOR

INTRAPERSONAL CONFLICT

INTERPERSONAL CONFLICT

COOPERATION

FRUSTRATION-AGGRESSION THEORY

GREAT MAN THEORY OF LEADERSHIP

HYPOTHESIS TESTING

INCENTIVE

FACE SAVING (FACE WORK)

EXCITATION TRANSFER Theory

ETHNOCENTRISM