35 - FAMILIAR BODY ACHES & PAINS (I)

NECK

SHOULDERS

SMALL OF BACK

VERTEBRAE

KNEE (S)

UPPER ARM

EYES

ANKLES

TOES

SOLES OF FEET

CALF

HEADACHE

HOT PIS

BLOCKED PIS

BLADDER

Kidneys

Simulated Heart attack

When turning or tilting, painful and bruised; slight swellings.

Blades, between and under, when moving or stationary, sharp steady pain, difficult to localize precisely.

Dull, steady, distracting, deep ache or “weakness” causing search for relief through changes in position.

: Dis-aligned, slipped, or “bruised” and painful in some positions; always there; freaky pain.

Extreme, freaky pain at times for a few seconds, as if tear in ligaments.

: “Rheumatic” or “arthritic” pulsating pain deep inside flesh.

Burning, itching, swelling, watery.

: Weakness and fatigue that gets relieved through rest; swelling and painful to touch or pressure.

: Ingrown nails or excessive sensitivity to pressure on them, especially sideways pinching.

Ligament hard, taut and painful.

“Shortened,” painful, bruised, especially walking or upon touching.

Several places, (forehead, back of neck, back of ears, side of head, “inside”) and several types, (pulsating, steady, sharp, dull, “pressure,” etc.).

Sharp, burning when urinating.

: Inability or difficulty in urinating while bladder is full.

Pressure

Sensitive to touch or pressure

“Charlie Horse” cramp in chest area

Familial Body Aches and Pains (ii)

HAIR ~ SCALP

EYELIDS

SINUS

EARS

SKIn

FINGERNAILS

HAND(S)

PINCHED NERVE

LIPS

ANU S

LOINS

SCROTUM

CAUDAL BONE

TEETH

MOUTH

THROAT

JAW

LUNGS

: Excessive sensitivity to touch.

: “Hot” and heavy, red appearance.

: “Burn” or “pressure”,

: Inner pain, pressure.

: Sensitive spots or areas, painful to touch or to rubbing.

: “Raw burn” on skin around nail ends, (tip, sides).

: Pain upon moving or using, cracked, red, sore.

:Any number of places and sharp, intense, periodic pain, (neck, shoulder, elbow, thighs, etc.),

: Dry, chafed.

: Itchy, sensitive.

: Rubbed red and painfully sensitive between ass cheeks.

: Painful pulling of area, relieved with support.

: Sore upon sitting, relieved when lying or standing.

: Pain varies depending on cause. : Sores inside.

: Painful upon swallowing, swelling, dry, irritated.

: Ache or cramps lasting a few seconds.

: Slight “burn” upon inhalation, coughing

upon sudden deep inhalation.

22 - INDIGESTION SYMPTOMS

Wet burp (slight throw-up, acid taste). Heartburn (“acid burn” in upper track).

Bloating (uncomfortable hardness and swelling of belly.

“Gas” (lower track).

Belly cramps (sharp intense, intermittent).

Stomach Flutter or “weak feeling”.

Dizzy (“spinning”).

High blood pressure (temples; behind ears).

Nauseous.

Stomach (solar plexus) pain or “sensitivity to touch”.

Constipation (inability or difficulty in passing).

Diarrhea (frequent watery discharge).

Hot shit (anus “burn”).

Hemorrhoidal pain (“swelling”).

“Hard feces” (sharp, tearing pain in anus).

Breaking out in sweat.

Shivering (intermittent).

Frequent yawning.

Hunger pangs but no appetite.

Vomiting.

Insatiable thirst.

Swelling of tongue (sides and tip painful, “pinched feeling”).

HANDOUT: RR 2 Alternative B ALL FOUR

Task 1. INTERPERSONAL RELATIONS

Read several reports asking yourself the question: “What are the bases for differentiating SEX ROLES or SEX—TYPED BEHAVIORS? Document your observations on the data by referring specifically to one or more of the 4.3. Areas (see Handout A). Next do the same with PERSONALITY TRAITS, and any others you’re interested in

Task 2. SOCIAL ATTITUDES

This task will be done in class: pick a person after examining the whole group.

Ask the person’s folder number. Dc, not have further exchanges with that person.

It must be a person you don’t usually see outside class. Look up person’s report.

Discuss where and how the person you picked fits your expectations and where not.

____________I think this person is similar to me in attitudes and habits.

____________I think this person and I would feel competitive with each other.

____________I would like to get acquainted with this person.

____________I don’t think this person and I would like each other. Discuss as veil how data in PR 1 should be collected to improve this task. Task 3. GPO1W DYNMICS

This task will be done in class: Monitors will form their committees and group for twenty minutes. Non-monitors will form random groups of matching sizes. Committee groups will discuss progress, diagnosis, and recommendations for the future. lion— committee groups will attempt to achieve unanimity as to what are the three most important communication problems in couples such as those you are or have been member of. At the beginning, get each other’s folder numbers. Keep notes as the discussion proceeds. Afterwards, look up each person’sRreportl. Discuss in your PR 2 how the group interaction and forces you’ve noted during the twenty—minute exchange can be traced to some of the information found in the data in RR 1. You might consider the following areas for discussion: (a) Conformity and Pear of Deviance; (b) Cooperativeness and Trust; (c) Involvement and effort; (d) Individual Self—confidence; (~) Group Morale and Cohesiveness; (f) Leadership style and Effectiverness; (g) Communication Network; (h) Conflicts.

Task 4. INTERGROUP RELATIONS (Cultural Influences)

Go through the folders for RR1 and pick individuals varying in SEX, EthNICITY, STATUS, HABITS, MATURITY, and etc. Note the differences you observe as well as the similarities. Keep track of your observations and the source of the data by individual and by one of the 43 areas. What are the factors that contribute to such things as: (a) Class Mobility, Statue, Prestige; (b) Sepregation, Inequality, Conflict; (c) Communicatjon, Trust, Relationship; (d) others. Discuss causes and consequences.

Note: In completion these tasks and their write—up as RR 2, you may use any knowledge you have. your class notes, your prior exchanges with the people in question, any .Literiture source, etc.

Title

Sample Page based on James/Gordon: Workbook for the Study Psychology of Social, 1978.

SUMMARY TABLE: PR #1, Section 4: Data Presentation/Analyses.

Zone 5: Territoriality in Biographic ~Record.

Sub-Part Title Examples of types

I. (V) Epithets -family sayings: pet peeves

Self and others):-personal(s & o):

Nicknames: -regularized references

Time, place events, etc.

II. (Y) Hang-outs & Group activities -places I go to: -circumstances of

Of crowding-with

III. (G) Slogans about my -personal apperance: -health;

Exercise; -food; -folk; -wisdom

IV. (B1) Declarations I have about my… -personal appearance; -health

V (Br) Transactional strategies; episodes when I … - lied; -avoided; -persued, etc

VI Bk) Regular Lists & Belongings -invitaitons: -announcements; etc.

TABLE xx

territoriality in Biograpti~.c Record: Part I: Epithets

Data Segment

Source

Type

Annotations

“Ingyen elo”

Childhood memory

Personal epithet

Hungarian, means “freeloader’ or “lazy, good—for—nothing”. Said by my father to indicate his dioapprval of what he called

“natural lazIness.

“Gotta remember to take the garbage out”

Current d.r.

Pet peeve (self)

I use this to announce my despair about not being able to avoid the situation of having forgotten to do it on the morning after

Etc. etc

COURSE ANNOUNCEMENT

Psychology 222 Sect. 2 Fall 79 Social Psychology (Pre Psy 100)

Tuesday & Thursday 12:00 - 1:15 Art Auditorium 132

Instructor: Leon A. Jakobovits, Professor Phone: 261-4909

Resource Person: Br. Ba~~bara V. Gordon

DRA Librarian: Diane Nahi 732-5668

~, ENGINEERING STUDENT

We need your talents In this course...

COMMUNITY CLASSROOiI

---TOPOLOGY?

--NOTATION SYSTEM?

--COMPUTER PROGRAIt4ING PROJECTS?

-—DESIGN CONTESTS?

-TALKING MACHINES?

--SCIENTIFIC CONCEPTS?

-—MOBIUS STRIP?

--HEXAGRAM?

--COGNITIVE ATLAS?

-MULTI-DIMENSIONAL MODELS OF THE DAILY RObND?

--SPECIAL TEACHING APPROACH

-—COMMUNITY CLASS ENVIRONMENT

--POINT SYSTEM OF GRADING

--EXERCISES, PRACTICE QUIZZES, FIELD PROJECTS

—- SMALL TEAM MEETINGS

.4ECTURE NOTES SUPPLIED

--SOCIALIZING ACTIVITIES IN CLASS

--EFFORT TO USE EVERYONE’s TALENTS

--SPECIAL LECTURES FACILITATE LEARNING

--REVIEW LECTURES

-—TAPES OF ALL LECTURES AVAILABLE

--REQUIRED AUENDA1~1CE

-- INTENTIONAL COMMUNITY

--GENERATIONAL APPROACH

SCIENTIFIC FIELDS Research Topics

A. SOCIO BIOLOGY Territoriality

DYNAMICS Social Organizations

Literary and Competence

B. PSYCHO ~ BIOLOGY Consciousness and identity

DYNAMICS neurosemantics

Attribution process

nutrition and health

C. ASTRO BIOLOGY future-making and evolution

DYNAMICS praying behavior

See; James & Gordon, Society’s Witnesses, 1978.

Discussion Issues for the class visit with Dr. Uttal (author of The Psychobiology of Mind and other works)

1. How do you relate perception to social perception?

2. How do you relate social perception to witnessing?

3. How do you relate selective perception to witnessing, and its implications for:

The DRA Methodo1ogy

1: Development of Prompts (Forms) (see ESNOSYS, CCP Series)

2: Witnesses make reports using prompts (Issues: objectivity;

raw data; functional literacy--”RRRs” (see: CCP Series))

3: Indexers — annotaters identify and cluster units of text (utterances, expressions——”orthographs”)

Methods of Indexing-Annotating

A: Field Exercises: produce lists

Theoretical use Applications: building familiarity

ES Taxonomy of with particular settings for use in

Social Settings Education, training, guidance,

therapy and growth

B: Field Projects: produce witnessing reports

Theoretical use Application

understanding dynamic Community management (see

forces for use in techniques ~ mining in—

Social Psychology and formation)

Library Science

C: Field Experiments: test hypotheses

Advances in Social

Psychology and

Library Science

Theory

Program evaluation in businesses, education, self, etc.

premises of the DRA method

1: The Witnesses and the Indexers-Annotaters must belong to the same daily round community.

corollary 1A:

lA: To the extent that they are not, to that extent cultural bias and ethnicity-are exhibited (see Application 1)

2: Only DRA SW contributors may be Indexers—Annotaters. (“generational approach”)

3: Contributors must be members of a particular Generational Cohort in a Community Classroom conducted within the locality of the DRA.

corrollary 3A:

Individual, solitary, non—cohort, non-generational data an individual may contribute have unknown sampling error and are therefore unacceptable (e.g., survey data, case history data, ethnographi~s, oral history, interviews, experimental data, field observations, content analysis of documents--all of these are excluded).

(Note: The DRA is a ‘barometer of events’ occurring in its locality and thus insures against faked, illusory, fabricated or other type of non—genuineness in the reports. Personal non—genuineness is also discouraged within a living interpersonal group climate where DRA data are directly shared. Thus it is that Premis. 3 insures a viable witnessing methodology for social science, since the validity and reality of the information contained in the witnesses’ reports are con—. strained within common sense standards in force within the community from which the data spring and which the data describe.)

A Foreword and an Explanation .

The Artistic element in community—life engenders in both the artist and the consumer, a more concrete experience of universal facts. In the humdrum, familiar, and safe regularity of the daily round of everyday life there is to be found facts and phenomena of our collective evolution The artistic expression or performance concretizes the psycho—spiritual. Both artist, or performer, and consumer or processor of the artistic performance as a witness, are enobled by the artistic exchange: there is the appearance of enobling virtues of community—life in all successful and

genuine artistii criationi. The Mystery Play has served as a modality of artistic expressions of the daily round of everyday life sinc, times immemorial.

On contemporary stage and drama, the Mystery Play prospers on metaphysical and religious themes. To our knowledge, thi. is the first attempt to use the Mystery Play as an artistic—scientific experiment. Community— Classroom forms the socio—cultural and soci—psychological context for this innovative use of a hallowed and ancient

artform. ~

The Birth of Aleph launches this social psychology

generational experiment. By its selection of themes, as portrayed in the Mystery Play, the student is challenged to become conscious of community-awakening forces that dwell within the socialized person. These themes are echoed in the 240 titles of the Glossary—Chart. The Glossary—Chart is the conceptual representation of the forces of community in everyday life. Each generation of students grapples with this artistic Glossolid, and attempts to conquer it. The intentionality of the SI’ Mystery Play is to portray this conquest as witnessed by each generation, and to transmit it as an inheritance to the next generation.

Each generation of Community—Classroom has it’s own interpretation of this conceptual conquest, its own presentation, and its own representation. The latter takes the form of written Reviews&Couzuents and taped discussions (in the DRA Collection). The attempt is made by each generation to observe and witness and record one’s own version of The Birth of Aleph. The ‘birth’ of the New Beginning is witnessed by each student as he or she achieves personal cognitive mastery over the conceptual organization and collective significance of the Glossary.Chart (i.e. its artistic—scientific Glossolid—configuration).

page 2

The SP’ Mystery Play is thus a generational portrayal of a collective conceptual conquest – the mastery of objective biographical witnessing through collectivel~y focused experiences (see: L.A. James and B.Y. Gordon, Social Psychology: The Study of Community—Building Forces

and Society’s Witnesses: Experiencing Formative Issues in Social Pavcho1o~y both are bound Lecture Notes a~ilable at both UR Libraries).

The generational portrayal of this renewed and seasonal representation in writing and on tape, in the form of reviews, comments, annotations, analyses, and discussions —— i.e., its processing, as a speech—community ritual —— forms an excellent artistic—scientific channel of social psychological investigation of the living for~as of community life. The artistic element in the scientific context opens up new cultural sensations these make up a ‘soil’ for the concrete forces of community—awakening. The Social Psychology Mystery Play conducted as an activity within the social coitext of Community—Classroom is thus an instructional device for p~romoting~ renewed consciousness of generationali~~

It is with deep feelings that we inaugurate the public

life of the SP Mystery Play, the 101st instructional

feature of Community—Classroom.

Leon A. Jakobovits, Professor

and Barbara Y. Cordon, Visiting

Colleague,

Ksilua, December 1979.

Your Name -Lecture Tite

Date

I. OBSERVATIONS OF PREVIOUS LEC¹IURE_CONCEPTS THAT HAVE AFFECTED ME AND IN WHAT WAY~¹
Concept Learned	When	Where	Who	How

Time:	l~	l2~l5
III.	ANNOTATIONS OF EACH

l241l~5

l~OO

li.

1~15

Team No.___

Lecture#____

II. MY INVOLVEMENT IN CLASS TODAY GRAPH

TIME: 12 12:15 12:30 12:45 1:00 1:15

ANNOTATIONS OF EACH POINT

IV • MY IMPRESSION OF THE COMMUNITY AND OUR INVOLVMENT

V. MY TOTAL AMOUNT OF POIN~ AS OF TODAY

VI. Messages to instructor of things that don’t work

(Department of Psychology, University of Hawaii) Professor L.A-.. James(December 1977)

The Daily Round Archives - DRA

(1.) The following Index describes the materials contained in the “DRA” which is a collection of social psychological data on this community’s sociocultural resources--the “daily round” of people living here.

(2.) The data covers many dimensions of socialized life: activities (as recorded through logs kept by people of their movements from getting-up time to going to sleep time); talk (as recorded on tape, transcribed, and annotated); interior dialogue (as reported in notes taken by people on their thinking process in various situations); annotations (or comments, reactions, and interpretations of particular sociaUy Important “noticings” in the form of “microdescriptions” people offer and which reveal “community cataloguing practices,” i.e., beliefs, logic, and implicit theories (attribution of cause, ethnicity, stereotypes, reasoning, etc.); and others, as described in the Index.

The materials in the DRA are produced by undergraduate students special sequence in Social Psychology with Leon A.

Psychology, University of Hawaii, namely:

Psych 222 Section: ( 2 ) Introduction to Social Psychology

9 - 12 Psych 397: Applied Psycholinguistics in Social Psychology credits Psych 499: Individual Research in Applied Social Psychology

A student may keep his own work, as in any course, but most students choose to contribute to the DRA as they,are interested in learning about.naturalistic data gathering procedures, and see the value in objectifying the self (or, one’s perceptions of data about the self). Student evaluations are uniformly high and their statements about the educational value of this approach detail the learning features that occur. (These materials may be examined upon request.)

(4.) The DRA collections are primarily educational that Is, they are essentially course work assignments produced and perused by the students enrolled in the above sequence, as well as by graduate students following the Social-Personality Program leading to a Ph. D. in Applied Social Psychology, Psycholinguistics, and Ethnosemantics. The theoretical framework of this specialization is being described In a six-volume series called Community Cataloguing Practices, co-authored by L. A. Jakobovits and Dr. ~ a Visiting Colleague at the University of Hawaii (draft copie available upon request.)

In t1~.is ph.tlo~ophy, educational experience is believed to be furthered by the excitement of “real research,” as well as the opportunity to contribute to some on-going tradition that may have a very real value In the future. That is, “daily round data” on people’s lives is now largely fictitious: novels, T. V. serials, imaginings about a setting, or subjective assessments culled from memory and recorded as “answers” to “survey questions.” Daily Round data thus rectify a major deficiency of social psychology today by providing objective data, recorded on the spot by cumulative records, and appropriately annotated by the “Witness,” i.e., the person.

(5.) The analysis, indexing and classification of the DRA data is accomplished through a methodology called “ethnosemantics.” The intent of this formalized theory is to achieve an empirically derived notation system for the description of a “social occasion.” At the present, one can transcribe thoughts and utterances given the convenient and pragmatic notation system we know as writin_g. But no such notation system exists for the transcription of social occasions. We have informal means such as narratives and microdescriptions, with which science and the community must somehow manage. The Daily Round data is potentially the source of such a notation system. In the meantime, its use remains chiefly educational.

(6.) Students and colleagues who are interested in collaborative teaching and research efforts based on the Daily Round Data approach may contact Prof. Jakobovits (leave messages at 948-7614, Psychology Department office, Gartley Hall). This project and approach to methodology is deeply interdisciplinary with theoretical significance for clinical psychology, the psychology of individual variation, language teaching, literacy, psychohistory, ethnicity, sociolinguistics, ethnomethodology, communication theory, pedagogy, management science, environmental studies—-In short, wherever there is a special and systematic interest in the ethnodynamics of social occasions.

DRA INDEX

TITLE: Transcript from TV or Movie

REFERENCE NUMBER: S76//(Q)

DESCRIPTION: Students recorded a TV program and transcribed a 10-minute section of dialogue. The reports included an introduction, a description of the notation system used in transcribing, stage directions, an analysis (turntaldng, transactional idioms, topical content, participant activities), and an interpretation.

TITLE: Microdescription of Handshake Episode

REFERENCE NUMBER: F75//(R)

DESCRIPTION: Immediately after shaking hands with the person next to them in class, students wrote a detailed description of the event.

TITLE: Paraphrase Outline of Erving Goffman’s Frame Analysis

REFERENCE NUMBER: F75//(S)

DESCRIPTION: Working in groups of five each student paraphrased in outline form chapters of Frame Analysis and prepared revisions

responsive to Dr. Jakobovits’ written comments.

TITLE: Objectifying Autobiographical Record

REFERENCE NUMBER: F75//(T)

DESCRIPTION: Students prepared an autobiographical analysis using the Social Psychological concepts outlined in Erving Goffman’s Frame Analysis. Students made revisions based on professor’s comments.

TITLE: Glossary

REFERENCE NUMBER: S75//(U)

DESCRIPTION: Students compiled a glossary based on the lectures, including paragraphs of definitions, examples, relationships of terms, and dIagrams.

SEMESTER: Spring 1974

TITLE: IS (Instructional Statement) Pages

REFERENCE NUMBER: S74//V/W

DESCRIPTION: Students prepared 10 “IS” pages based on Erving Goffman’s “On face-work: An Analysis of Ritual Elements,” and Edward Sampson’s Social Psychology. IS pages refers to a method of objectifying the perspective of a writer.

Dra Index

TITLE: Interior Dialogue Accompanying a Talking Exchange ,~ ~

REFERENCE NUMBER: F76//E

DESCRIPTION: Students prepared from memory a brief transcript of a talking episode in four columns: 1) transcript lines, 2) stage directions, 3) Interior dialogue of the- student, 4) interior dialogue of the other person.

TITLE: Qitline of Textbook: Social Psychology of Contemporary Society by Edward Sampson

REFERENCE NUMBER: F76//F

DESCRIPTION: Students prepared a handwritten outline of the text using chapter titles, section headings, and italicized terms.

TITLE: Transcript of a 10 Minute Segment of Conversation

REFERENCE NUMBER: F76//G

DESCRIPTION: Students recorded an hour-long conversation in which they participated, and transcribed a 10-minute segment with

annotations.

TITLE: Students’ Transcript Analysis

REFERENCE NUMBER: F76//H

DESCRIPTION: Each student analyzed transcripts prepared by other students.

TITLE: Ocean School Report

REFERENCE NUMBER: F76//I

DESCRIPTION: Students were instructed to spend a half-hour daily in the ocean for two weeks and to record their observations within the framework of the Reacculturation Hexagram.

TITLE: Weekly Round of Activities

REFERENCE NUMBER: F76//J

DESCRIPTION: Students prepared a 24-hour log of their daily conversations for a 7—day period. Each entry specified the time of occurrence, duration, and activity.

TITLE: Black Evaluation

REFERENCE NUMBER: F76//K

DESCRIPTION: At the end of the semester students prepared a list of assertions evaluating the course.

DRA INDEX

SEMESTER: Spring 1976

TITLE: Impressions and Observations about the First Class and Corrections to Assignment

REFERENCE NUMBER: S76//L

DESCRIPTION: Students reported their impressions and observations of the first day of class. Dr. Jakobovits wrote comments on each paper, and students prepared responsive “corrections.”

TITLE: Discourse Thinking Report -

REFERENCE NUMBER: S76//M

DESCRIPTION: Students prepared a transcript with in.formation arranged in

four columns: 1) the transcript, 2) stage directions, 3) dis- ~. (

course thinking of the student, 4) discourse thinking of the other person.

TITLE: Comic Strip Interior Dialogue

REFERENCE NUMBER: 576//N

DESCRIPTION: Students prepared a transcript of a comic strip sequence with information arranged in four columns: 1) the comic strip dialogue, 2) stage directions, 3) the imagined interior dialogue of one character, 4) the imagined interior dialogue of the second character. -

TITLE: a. Questions that Occurred to Oneself During the Class Period

b. Questions Asked Aloud During a Day

c. Discussion of Questions Asked Aloud During a Day

REFERENCE NUMBER: S76//0

DESCRIPTION: Students recorded the questions that occurred to them during the class period, all the questions that they found themselves asking aloud during the day, and added their comments.

TITLE: Transcript ~

REFERENCE NUMBER: S76//P

DESCRIPTION: Students recorded an hour-long conversation in which they participated and transcribed a 10-minute segment. The reports included an introduction, a description of the notation system used in transcribing, stage directions, an analysis (turntaklng, transactional idioms, topical content, participant activities), and an interpretation.

DRA INDEX

SEMESTER: Spring 1977

TITLE: My Talk

REFERENCE NUMBER: S77//A

DESCRIPTION: Students prepared a transcript segment of a dinner table conversation in which they were a participant, and annotated the transcript.

TITLE: My Daily Round

REFERENCE NUMBER: 577//B

DESCRIPTION: Students prepared a log of their activities during a 24-hour period, from the time they got up in the morning till the following morning. Each entry contained the following information: When? How long? Where? Who? Occasion?

Nature of activity?

TITLE: My Standardized Imaginings

REFERENCE NUMBER: 577//C

DESCRIPTION: This assignment is divided into the following five sections:

1) Interior Dialogue, 2) Feeling Arguments, 3) Fantasy!

Daydream Episodes, 4) The Elevated Register, 5) Routine

Concerns: Selected Inventories. Students prepared paragraph

descriptions from events on their daily round.

(Cf. N012 Instructions for Assignments, Psy 322, SprIng 1977)

TITLE: My Community of ReLationships

REFERENCE NUMBER: S77//D

DESCRIPTION: This assignment is comprised of the following four sections:

1) Noticing Observations, 2) Descriptions of Transactions,

3) Reporting Joint Activities, 4) Non-Joint Activities. Students

prepared paragraph descriptions of their activities on their

daily round.

(Cf. N012 Instructions for Assignments, Psy 322, Spring 1977)

DRA INDEX

TITLE: Daily Feedback Sheets (“DFS”)

REFERENCE NUM~ER: F77//FF

DESCRIPTION: After every class students completed a form reporting (1) % ratings for a) Preparation, b) Comprehension, C) Satisfaction, and d) Intrinsic Interest; and (2) their answers to questions asked by Dr. Jakobovits during the lectures; and (3) their comments and messages to the professor.

TITLE: Messages on Research Reports

REFERENCE NUMBER: F77//GG

DESCRIPTION: Students read each others’ research reports and wrote reactions and messages to the authors.

TITLE: Lecture Outlines

REFERENCE NUMBER: F77//HH

DESCRIPTION: Students listened to tape recordings of class lectures, and outlined the lectures.

TITLE: Extra Projects

REFERENCE NUMBER: F77//II

DESCRIPTION: Miscellaneous projects planned jointly by professor and

SEMESTER: Fall 1977

TITLE: Research Report 1 - Daily Round Sociomap

REFERENCE NUMBER: F77//JJ

DESCRIPTION: Students in Psychology 397 prepared a Daily Round Log and drew a map representing their comings and goings for the day.

TITLE: Research Report 2 and 3-

REFERENCE NUMBER: F77//KK

DESCRIPTION: Students in Psychology 397 surveyed several of their courses by filling out Daily Feedback Sheets (DFS) during five consecutive lectures. Data include overall personal ratings (preparation, comprehension, satisfaction, intrinsic Interest) and various comments on the lecture. Students analyzed and discussed the data.

TITLE: Inventory Questionnaire (397)

REFERENCE NUMBER: F77//LL

DESCRIPTION: (see ref. # F77//EE)

TITLE: Daily Feedback Sheets (DFS) (397)

REFERENCE NUMBER: F77//MM

DESCRIPTION: (see ref. # F77//FF)

TITLE: Messages on Research Reports

REFERENCE NUMBER: F77//NN

DESCRIPTION: (see ref. # F77//GG)

TITLE: Lecture Outlines

REFERENCE NUMBER: F77//OO

DESCRIPTION: (see ref. # F77//HH)

TITLE: Extra Projects

REFERENCE NUMBER: F77//PP

DESCRIPTION: (see ref. # F77//II)