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Introduction to Social Psychology: Administrative Manual [And] Student Manual [And] Unit Study Guide

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Introduction to Social Psychology: Administrative Manual [And] Student Manual [And] Unit Study Guide DOCUMENT REsumE ED 129 707 SO 009 504 AUTHOR Rankin, Robert E. TITLE Introduction to Social Psychology: Administrative Manual [And] Student manual [And] Unit Study Guide. INSTITUTION Central Michigan Univ., Mount pleasant. Inst. for Personal and career Development. PUB DATE 75 NOTE 348p. AVAILABLE FROM Institute for Personal and Career Development, Central Michigan University, Mt. Pleasant, Michigan 48859 (study guide $6.95, student manual $0.93, write for ordering information on other items) EDRS PRICE MF-$0.83 Plus Posta ge. HC Not Available from EDRS. DESCRIPTORS Adult Education; Aggression; Attitudes; Behavior; Course Objectives; Diagnostic Tests; *External Degree Programs; Group Behavior; Higher Education; *Independent study; Instructional Materials; *Learning Modules; Post Secondary Education; Socialization; *Social psychology; Supplementary Reading Materials; 13nits of Study (Subject Fields) ABSTRACT This learning package is a three-semester-hour, independent-study course in social psychology designed for postsecondary, external degree students. Keyed to the commercially published textbook "Social Psychology : Explorations in Understanding" (Del Mar, CA: CRM, 1974) , the packa ge consists of an administrator manual, a student manual, and a student unit study guide. The manuals describe the course and outline the roles and tasks of the tutor/grader and student. The study guide, which serves as the student's instructor telling him what material should be read, when to read it, and how to evaluate his Progressr contains specific objectives, diagnostic tests and keys, and supplementary readings for the seven units which comprise the course. Among these are an introduction to the field of social psychology, socialization and its consequences, interpersonal behavior, attitudes and attitude change, influencing and helping others gro ups and organization, and aggression and collective behavior- Students read the specific objectives of each unit and take a diagnostic pretest. They are referred to textbook and supplementary reading assignments for items missed. Students check their comprehension of the readings and their mastery of stated objectives with exercise questions and posttests. They are required to take seven end -of-unit tests. Hard copies of the learning package, with or without the textbook and including the final examinations, are available from the Institute for Personal and Career Development.(Author/RM) Documents acquired by ERIC include many informal =published materials not available from other sources. ERIC makes every effort to obtain the best copy available. Nevertheless, items of marginal reproducibility are often encountered and this affects the quality of the microfiche and hardcopy reproductions ERIC makes available via the ERIC Document Reproduction Service (EDRS). EDRS is not responsible for the quality of the original docunlent. Reproductions supplied by EDRS are the best that can be made from the odginal. U S DEPARTMENT OF HEALTH. PERMISSION TO REPRODUCE THIS EDUCATION & WELFARE COPYRIGHTED MATERIAL BY MICRO. NATIONAL INSTITUTE OF FICB&ONLY HAS VEEN.GRANIc0 BY EDUCATION rivesx &Ipfr, THIS DOCUMENT HAS BEEN REPRO DUCE() EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGIN TO [RIC AND ORGANIZATIONS OPERA) ATING IT POINTS OF VIEW OTT OPINIONS UNDER AGREEMENTS WITH THE NA STATED DO NOT NECESSARILY REPRE TIDNAL INS 7) lUTE OF EDUCAT ION SENT OFFICIAL NATIONAL INSTITUTE OF UPTITER REPRODUCTION OUTSIDE EDUCATION POSITION OR POLICY THE ERIC SYSTEM REQUIRES FERMIS 01 THE .-OPYRIT.HT DWNE INTRODUCTION TO SOCIAL PSYCHOLOGY Administrative Manual Robert E. Rankin, Ph.D. Institute for Personal and Career Development Central Michigan University Mount Pleasant, Michigan 48859 Preface 2 1975 by Central Michigan University All rights reserved No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of duly authorized agents of Central Michigan University. Persons wishing to adapt or adopt these materials for their own use or programs may do so by special agreement and payment of royalties. Inquiries are welcomed and should be sent to the DIRECTOR, INSTITUTE FOR PERSONAL AND CAREER DEVELOPMENT, CENTRAL MICHIGAN UNIVERSITY, MT. PLEASANT, MICHIGAN 48859. Printed in the United States of America Contents Preface v An Explanation of Self-Instructional Materials 1 Possible Problem Areas in the Course 4 The Tutor: Roles, Tasks, and Functions 10 iii Preface The course, Psychology 330, as provided in this self-instructional package is equivalent to the course provided at Central Michigan University in the Depart- ment of Psychology and provides the same number of credit hours. The seven units of study are: 1. Introduction To The Field of Social Psychology 2. Socialization and Its Consequences 3. Interpersonal Behavior 4. Attitudes and Attitude Change 5. Influencing and Helping Others 6. Groups and Organizations 7. Aggression and Collective Behavior NOTE: In many instances throughout the manual, either pronoun "he" or "she" may be used alone,for succinctness, and are intended to refer to both females and males. 1 I An Explanationof Self-Instructional Materials Students receive a student manual to explain the instructional procedures, a study guide to direct them to appropriate study material, and a textbook. The textbook is the primary instructional resource for the course, with the study guide serving as an aide in studying the textbook material. Students can attain all performance objectives for the course through proper use of these materials. After studying the Student Manual, the learner reads the incroduction to the course in the Study Guide where the procedures for success in the course are explained in detail. In reading the Study Guide, the students also learn about the sequence of learning which is de- signed into the course and observe a "study map" in the introduction to the course. The procedure for completing each unit is best ex- plained by the map on page three (also found in the Study Guide for student use). The following procedure should be followed by the student in completing each unit. First he should ex- amine the performance objectives for the unit. If he thinks he has enough of an understanding of an objective to pass the end-of-unit test for that objective, he should attempt the pretest item for that objective and check his answer with that provided in the pretest answer key in the Study Guide to determine the correct- ness of his answer. If he answers the item satisfactorily, he need not study the materials for that objective. If his answer is not satisfactory, he should use the Study Directory for each unit, which keys both textbook and study guide materials to specific objectives. However, regardless of his performance on the pretest, he will be expected to complete all items on an end-of-unit test. 6 _2 ADMINISTRATIVE MANUAL The student's time will be utilized most efficiently if he reads the objectives, then attempts to answer only those items on the pretest which he is reasonably sure he can answer correctly. Since answering a pretest item correctly only assists the student in identifying sections of the material which need not be studied, or which need not be studied as carefully as material for other objec- tives, he will gain little from devoting a lot of time attempting to answer questions over objectives which are new to him. If the student, after examining the objectives and pretest, believes he knows little of the material, he can use the pretest as a study guide. He should read enough of the keyed material to answer each pretest question in order. By checking his answers and restudying appropriate materials, he should be able to proceed through the unit with little difficulty. When the student completes the study of a unit, he is directed to take the unit self-diagnostic test. He should not take the self-diagnostic test until he feels sure he has studied all materials for the unit sufficiently. If he misses any item on the self-diagnostic test, he should use the Study Directory to restudy the material for that objective. Test items on both the pretest and the self-diagnostic test are numbered to correspond to the list of objectives at the beginning of each unit, as well as to the objective numbers in the Study Directory, so the student should have no difficulty locating relevant materials for each objective. If the student uses the self-diagnostic exam correctly, he should be able to pass the formal end-of- unit examination. Therefore, instructors should remind those who fail unit exams or do poorly on them to take self-diagnostic exams only when they feel sure they can pass them. Students frequently use these exams as exercises for practice and this pattern spoils the self-diagnostic value of the exams. SELFINSTRUCTIONAL MATERIALS 3 UNIT STUDY MAP 6b. Consult Study Directory to locate needed materials Yis 7. Read Study Suggestions in 4. Attempt Unit Study pretest items Guide over any objectives you think you know 8. Use Supplemental materials, if necessary 5. Check Answers 9. Take Self- diagnostic Test 6. 10. Check Correctly Answers No nswer test item on objec- tive? 11. Correctly No answer each item? Yes i 6a. Additional study probably Yes not needed on 1 that objective before taking end-of-unit Posttest 8 Possible Problem Areas in the Course The following comments are concerned with specific portions of the course to forewarn the tutor possible problem areas for students. The tutor is expected to report further problems to the Institute for Personal and Career Development at the time he or she submits evaluation reports. INTRODUCTION TO THE COURSE 1. Format: The student reads the "How to Use" section in the Study Guide, which explains the procedure for progressing through the course, and sees a Unit Study Map and general descrip- tions of Unit Goals. 2. Possible problems: a. The student may fail to read the Student Manual prior to starting the Study Guide.
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