Winter 2000
This information effective for Winter 2000.
Check with instructor the first day of class for any changes.
Winter 2000
This information effective for Winter 2000.
Check with instructor the first day of class for any changes.
McLaughlin, mclaugh@cats.ucsc.edu
Winter 2000
In this course, we will examine the logic, strategies, and fundamental techniques of descriptive statistics, and of inferential statistics. And we will try to show you how research designs and strategies relate to statistical strategies and techniques. This course has also been designed as a prerequisite to intermediate Psychology courses in experimental design, statistical methods, and statistical programs aimed at those psychology majors who will eventually do their own research.
We have designed this course to help all prospective psycho- logy majors develop skills and acquire knowledge necessary to comprehend intelligently and evaluate critically reports of psychological research. On the basis of past experience, we strongly urge you to keep up on the reading--read the chapters before they are discussed in class. In this way, the material will make more sense when it is discussed in class.
Those of us teaching this course want to help each of you learn as many statistical and methodological concepts as possible so that you can intelligently and independently evaluate psychological research you subsequently encounter. We also want to be able to assure our colleagues on the Psychology Board that when you passed this course you understood concepts necessary to interpret intelligently the research they will be presenting to you in their own courses. Another central goal of the course is to help you understand when to use which statistic and how to apply statistics intelligently.
To this end, we have minimized computation. You will have problems to solve by hand for homework, so that you learn the logic of the statistics. However, there will be only minimal computation required for examinations. You will learn to use computer software to analyze data (Excel).
Each of you will acquire your own data set, so that you can see how statistics are applied to real data. We will help you analyze that data set using the various techniques we learn in the course. The goal is to make statistics concrete and even, possibly, exciting.
Sections: to be announced
Exams: to be announced
Introductory Statistics for the Behavioral Sciences, 4th Edition, Joan Welkowitz, Robert B. Ewen, & Jacob Cohen, Academic Press, 1991.
Study Guide to Accompany Introductory Statistics for the Behavioral Sciences, 4th Edition, Robert B. Ewen, Academic Press, 1991.
Manual for Psychology Two. Available at Copy Center.
1. Read and understand the basic statistics text and the Handbook. To assist your understanding of the materials, you are expected to attend sections.
2. Consolidate and continuously monitor your understanding of this statistical material by completing and turning in homework assignments in a timely manner.
3. Pass the exams.
Attendance at sections is optional but strongly recommended. If your overall performance is weak but you have attended all sections, this will be noted in your evaluation.
Homework is required and whether you complete the homework assignments will be noted on your evaluation.
Professor: Barbara Rogoff
307 SocSci II, email: brogoff@cats
The course examines the cultural basis of human development, and cultural variations and similarities in human development in different communities around the world. The approach is interdisciplinary, drawing especially on psychology, anthropology, linguistics, sociology, and history, to examine varying and universal goals of development and participation of children and their families in cultural practices and institutions. Ethnographic films during class give a more in-depth idea of human development in varying communities (historical and current) around the world.
Big ideas for broader understanding of human development
Development as participation in cultural activities
Individuals in generations, developing cultural communities
Childrearing in families and communities
Developmental transitions in individuals' roles in their communities
Interdependence and autonomy
Thinking with the tools and institutions of culture
Learning through guided participation in cultural endeavors
Cultural change and relations among communities
Lab sections are required. The course includes lab exercises focusing on methods for learning about cultural aspects of human development through interviews and observations.
The class format includes a great deal of writing, presentations and discussion led by the professor and TAs, and student presentations. Students also exchange comments on each others' writing. This course fulfills the T and E requirements, and also can count as a Writing Intensive course for the W requirement. (All students have the same writing assignments, whether they are taking the course for the W requirement or not.)
Rogoff, The Cultural Nature of Human Development &emdash; Book Draft
Collected Readings for Psych 80D
Briggs, Never in Anger
Comer, Maggie's American Dream
**This course requires students to attend and participate in class and required lab section meetings, keep up with the reading and complete several writing assignments per week, make an oral presentation, be willing to be interviewed by classmates on cultural practices of their own community, and exchange comments on their writing with classmates.**
McLaughlin, mclaugh@cats.ucsc.edu
Winter 2000
Office Hours: W. 2-3:30 and by appointment
Social Science 2, room 347
This course will be devoted to second language learning in children and adults. It will follow a seminar format in which there will be student presentations as well as presentations by the teacher.
It is expected that all students will have done the reading assignments prior to the class and will be able to participate in the discussion. Evaluations will be based on the following requirements as well as class participation and evidence of having read and understood the assigned readings.
1. To demonstrate knowledge of the readings by passing pop quizzes. Students who miss more than two of these quizzes will need to do an additional short paper (or papers) to pass the course.
2. To participate in in-class and field projects. In several instances, these projects will require brief written reports.
3. During the quarter, there will be debates on controversial issues in second- language learning. Each student will be involved in two debates. Students will be expected to work in teams defending one side of a controversial issue in the field. For this, students will read literature supporting the particular position. This will require library research. The debates will involve short presentations by each of the team members and a period for rebuttals.
4. There will be a final examination on the course material on the last day of class. The questions will be drawn from a list of questions given out a week before the exam.
Gass, S. M. & Selinker, L. (1994). Second language acquisition: An introductory course. Hillsdale, NJ: Lawrence Erlbaum.
Grosjean, F. (1982). Life with two languages: An introduction to bilingualism. Cambridge, MA: Harvard University Press.