THE UNIVERSITY OF TEXAS AT DALLAS

Social & Personality Development

SPRING 2005
Dr. Huxtable-Jester PSY 3332.001
Office: GR 4.522 Tues & Thurs 12:30-1:45
Office hours: MW 12:30-1:30, T 11-12 GR 4.301
Phone: 972-883-6434
Email: DrKarenHJ@UTDallas.edu

I. Course description
This course examines how people come to be who they are, and how change and continuity work
together over time. We will study the infant's first social relationship, and we will try to
understand the connection between early temperament and mature personality. Basic concepts of
developmental theory also will be reviewed. Next we examine how children function within
increasingly complex and varied social environments. Topics covered include children’s
interactions with others and how this influences their development in such areas as parent-child and
peer relationships, self-concept and identity, motivation, moral development, and aggression. We
will consider the family and peer systems in which children develop. We will ask how all three
systems (self, peer, and family) make it through the adolescent transition. This course assumes an
introductory background in child or life span development (3 credits, call number 13689).

II. Texts & materials

A. Shaffer, D.R. (2005). Social & personality development (5th ed.). Belmont, CA:
Wadsworth.
B. The optional textbook website appears at http://psychology.wadsworth.com/shaffer5e/.
C. Additional chapters and journal articles will be assigned to complement, elaborate on, or
contradict the text. More details about this will be discussed in class.
D. You must use the APA style guide at http://www.wisc.edu/writing/Handbook/DocAPA.html.
E. You should have internet access, including your UTD e-mail account. Important: Please put
SPDEV in the subject line of your message, or I will not realize it is from you, and probably
will not read it. Feel free to get in touch with me via email any time. I want to get to know
you, so please also sign your messages with your first and last name. University regulations
restrict me from revealing your personal information via email. I will not be able to send your
grades to you—you will receive your exam and assignment grades in class on designated days.
If you need to see me privately, please come to my office.
F. Pick up 3 Exam System II #229630 answer sheets for exams, available free at the off-campus
bookstore. You MUST bring an answer sheet (and your #2 pencils, of course) to each
scheduled exam.
G. UTD course syllabi may be seen at www.utdallas.edu/syllabus.
H. Take a proud step toward independence and buy yourself your very own stapler. Please staple
all papers that you give me.

III. Course requirements

A. Readings and class participation.
1. To get the most benefit from your time in this class, please keep up with the readings as
indicated in the course calendar. You will find classes to be much more interesting and
involving if you come prepared to discuss each day's topic. Advance preparation also
enables you to understand the material, to be prepared to ask questions to clarify the day's
PSY 3332 ? Social & Personality Development ? Spring 2005 2

material, and to put the material into context with material covered earlier.
2. Class attendance and participation are an important indication of your commitment and
professionalism, and are critical to your success in this course. Classes will consist of
lectures, discussions, and demonstrations, and frequently will cover content not found in
the texts. Attendance (or the lack of it) will be seriously considered when assessing final
grades. Participation includes asking and responding to questions and contributing to class
discussions, and also is considered in the grading.
3. Please come to class on time and stay for the duration of the class session. You should be
seated and ready to begin on time. Coming in late or leaving early is disruptive and
distracting. Repeated absences and/or disruptions will result in a significant reduction of
your final course grade.
4. It is YOUR RESPONSIBILITY to acquire missed lecture notes, assignments, handouts,
and announcements from a classmate. You are responsible for all information given
in class. This includes any changes to the syllabus, content and format of quizzes,
and details given regarding assignments.

B. Exams
1. Three non-cumulative exams focusing on the assigned readings and lecture material will
be given to assess your mastery of the material in each section of the course. Exams will
be based on materials from the readings, lectures, class discussions, and videos. Format
will be discussed in class.
2. You must be present for exams. If you might miss an exam, notify me at 972-883-6434
IMMEDIATELY. I must hear from you before the scheduled time of the exam. If you
wait to talk to me at the next class meeting, you will not be able to make up the exam.
Make-up exams will be given only if: (a) you were seriously ill and have documentation
from a physician, or (b) you were detained the day and time of the exam (and have
appropriate documentation), or (c) you made arrangements prior to the exam to attend an
urgent family affair (e.g., funeral). In any of these cases, you must notify me in advance
of the scheduled time of the exam (call and leave a voice-mail message if you can do
nothing else). Otherwise, you will receive an F (0 points). It is your responsibility to
make sure that an exam is made up within one week of the scheduled time. Beware,
make-up exams are designed to be more difficult to compensate for having more study
time.
3. Exams will be returned during class time once only. If you miss class on the day exams
are returned you must come to my office. Privacy regulations prohibit me from emailing
your grades to you!
4. See me early if you need help preparing for an exam. It is helpful (but not required) to
study first, and then come with a list of specific questions or areas of concern. Also, if you
feel that you worked hard studying for an exam, but received a much lower grade that you
anticipated, come see me so that we can determine where your study strategies went
wrong. Coming to ask me what you can do to improve your grade makes sense if you
come early in the semester, but is pointless if you come late in the semester (e.g., after
the 4th exam)—at that point there is nothing you can do.
5. Preparing for an exam is an important part of the learning process—it takes weeks of
preparation, not days or hours. Learning and understanding the material are the best
preparation for the exams. Keeping up with the readings pays off. Plan to spend at least
9 hours per week outside of class on reading and writing assignments for this course.
PSY 3332 ? Social & Personality Development ? Spring 2005 3

C. Evaluative Summary of Research

1. In preparation for writing the structured literature review, you will evaluate an original
report of developmental research by writing a one-page critical review of research
literature. Additional details appear later in this syllabus and will be discussed in class.
2. The References page and citation format for this summary will follow the format approved
by the American Psychological Association as described in the APA Publication Manual.
Use of the website http://www.wisc.edu/writing/Handbook/DocAPA.html is
REQUIRED. I suggest that you acquaint yourself with the information to be found here
early in the semester—waiting until you have finished writing your paper is likely to be too
late.

D. Critical review of research literature: Structured Research Review

1. You will prepare a critical review of the research literature in an area of interest to you.
Essentially, the review will consist of four evaluative summaries (one of which was your
first evaluative summary) with an introduction, a synthesis/discussion, and a references
page.
2. I can help you find topics corresponding to material discussed in class, or you may look
through your textbook or in professional publications for ideas. Additional details appear
later in this syllabus and will be discussed in class. All topics must be approved by
January 25, 2005.
3. The references page and citation format for this term paper will follow the format
approved by the American Psychological Association as described in the APA Publication
Manual. Use of the website http://www.wisc.edu/writing/Handbook/DocAPA.html is
REQUIRED.
4. The quality of your writing DOES COUNT. Please use correct grammar and punctuation,
and a clear, coherent writing style. Details about grading criteria will be discussed in
class.

E. Additional notes:
1. Policy on ACADEMIC DISHONESTY: Students who violate University rules on
scholastic dishonesty are subject to disciplinary penalties, including the possibility of
failure in the course and/or dismissal from the University. Since such dishonesty harms
the individual, all students, and the integrity of the University, policies on scholastic
dishonesty will be strictly enforced. Written policies may be found on the UTD website
under “Student Life.”
2. All assignments must be handed in by class time on the day they are due. Late
assignments will be subject to the LOSS OF 10 PERCENTAGE POINTS (one full
letter grade) FOR EACH DAY LATE for 10 calendar days (a paper turned in after
class has begun will be counted as late). Assignments will not be accepted 10 calendar
days after the due date (therefore, for example, a paper due on the 18th will not be
accepted after the 28th). Absolutely NO assignments can be accepted after the last day
of class (the day of the 4th exam).
3. In addition to submitting a hard copy of each written assignment in class, you will
submit your papers online at www.turnitin.com. Details about how to set up your
account will be discussed in class.
4. Special educational needs: The University of Texas at Dallas proudly supports a very
diverse student body. Among our students are those with learning disabilities or other
special needs. If you have a learning, sensory, or physical reason for special
accommodations in this class, please contact Kerrie Tate at 972-883-2098. Personnel in
PSY 3332 ? Social & Personality Development ? Spring 2005 4

Disability Services (SU 1.610) will provide the documentation to pass on to me so that I
can accommodate your needs.
5. University rules stipulate that a grade of "Incomplete" may be given only under extreme
circumstances outside of the student's control, and only after at least 70% of the course
work has already been completed (that’s everything but one exam). All requests for an
incomplete grade must have written approval from the College Master before I will
consider them.
6. If you find that for ANY REASON you are unable to attend three (or more) classes, you
should withdraw from the course. Come talk to me.
7. Absolutely no individualized extra credit will be available. Students concerned about
their grades are encouraged to contact me as soon as possible.
8. I am always available to answer questions about grades and assignments. Please come
to see me early to clear up points of confusion rather than waiting, which may simply
add to your frustration and decrease your learning efficiency.

A. NEW UTD ADD/DROP POLICY

Deadlines for Adding or Dropping a Class
Prior to the Census Day (1/26) students may drop or add a course by submitting a Drop/Add
form to the Office of the Registrar. Classes may not be added after January 14. Any
courses dropped through Census Day will not show on the student’s transcript. Students
may not add courses after Census day without the consent of the instructor and the Dean of
Undergraduate Education.

From 1/27 through 2/13 students may drop classes by completing a drop form and having it
signed by their academic advisor and course instructor. A grade of “W” (withdrawn) will
appear on the student’s transcript.

From 2/14 through 3/14, students who submit a completed drop form will receive a grade of
“WP” (withdrawn passing) or “WF” (withdrawn failing) depending on the student’s
performance in the class. On the drop form containing the advisor’s and instructor’s
signatures, the instructor is required to record the student’s academic progress in the class to
that point.

After 3/14, a student may only drop a class for nonacademic reasons (see below).

The student should retain copies of all add and drop forms for at least one year following the
end of the semester in which the student initiates a drop or add course action.
Non-academic Drops
Students wishing to drop a class for nonacademic reasons must have a drop form completed
by the academic advisor and course instructor and prepare a written petition detailing the
nature of the request and including verifying documentation. These documents must be
submitted to the Director of Undergraduate Student Advising (MP 2.240). The Director will
distribute the petition to three academic advisors who will independently judge the validity of
the request and return their decisions to the Director. The Director will inform the student of
the outcome. If the petition is approved, the student will receive a grade of “W” for the
course, otherwise the student must continue enrollment in the class. Therefore, it is
extremely important that students petitioning to drop a class continue to attend and perform
in the class until the petition request is resolved.
PSY 3332 ? Social & Personality Development ? Spring 2005 5

V. Grading. The basis for assigning grades in this course will be as follows:
Points % of final grade
Exams (3 @ 60 pts each) 180 72%
Evaluative summary of research 20 8%
Structured research review 50 20%
TOTAL 250 100%

Attendance and participation adjustment

Attendance records will be kept. When the time comes to assign final grades, I will review your
record of attendance and adjust your score higher for excellent attendance and participation, or
lower for poor attendance and lack of preparation. If you find that for ANY REASON you are
unable to attend three or more classes, you should drop or withdraw from the course. Come talk to
me! Additional details will be discussed in class.

Assignment of letter grades is as follows:

Points earned Percent Letter grade
232-250 93-100% A
224-231 90-92% A-
219-223 88-89% B+
207-218 83-87% B
199-206 80-82% B-
194-198 78-79% C+
182-193 73-77% C
174-181 70-72% C-
169-173 68-69% D+
162-168 65-67% D
0-161 0-64% F

You can record your grades here:

Exam 1 _____/60
Exam 2 _____/60
Exam 3 _____/60
Evaluative Summary _____/20
Application Paper _____/50
TOTAL _____/250

VI. Office hours

Please feel free to stop by, email, or call any time. I always return your messages, so if you don’t
hear back from me within a reasonable amount of time (24 hours), you should assume that I did
not get the message and try contacting me again (IMPORTANT: put SPDEV in the subject line of
your e-mail messages). Please feel free to get in touch with me any time you have a question or
concern about anything relating to assignments, exams, or anything else you can think of.
Although I can send documents to you, it is not possible for me to receive files as
attachments via e-mail. You are welcome to e-mail me any time, but please do not send
assignments via e-mail, even in the body of the e-mail message. I am happy to look over a hard
copy of any writing assignment on which you would like some extra help, but please remember that
PSY 3332 ? Social & Personality Development ? Spring 2005 6

to have time for everyone (and to get it back to you in time to rewrite it a few more times) I need to
receive your draft at least 3 class days or 10 calendar days before it is due (no emailed
submissions, please). Also, I can help you more if you bring me your best effort, not a first (or
even second) draft!
The Graduate Teaching Assistant is Kristin Atchison. She may be contacted via email at
katchison@student.utdallas.edu.
PSY 3332 ? Social & Personality Development ? Spring 2005 7

VII. Course Calendar—TUESDAY &THURSDAY SESSIONS

JAN 11 JAN 13
Course overview & introduction Ch. 1: Introduction to developmental theory

JAN 18 JAN 20
Ch. 1 continued: Developmental research methods Ch. 2: Classical theories of development

JAN 25—PAPER TOPIC DUE JAN 27

Ch. 2 continued: Cognitive aspects of social & Ch. 3: Recent perspectives on development
personality development
FEB 1 FEB 3
Ch. 3 continued: Influences of culture & context EVALUATIVE SUMMARY DUE
Film: Rock-a-Bye Baby Ch. 5: Attachment theory
FEB 8 FEB 10
Ch. 5 continued EXAM 1: Chs. 1, 2, 3, 5

FEB 15 FEB 17
Ch. 11: Family influences Ch. 11 continued

FEB 22 FEB 24
Ch. 4: Emotional development Ch. 4 continued: Temperament

MAR 1 MAR 3
Ch. 6: Self-concept and self-esteem Ch. 6 continued: Identity and social cognition
Film: Among Equals
MAR 8 MAR 10
NO CLASSES during Spring Break Enjoy your Spring Break!
MAR 15 MAR 17
Ch. 13: Peer influences Ch. 13 continued

MAR 22 MAR 24
EXAM 2: Chs. 11, 4, 6, 13 Ch. 7: Achievement

MAR 29 MAR 31
Ch. 8: Sex differences and gender roles STRUCTURED RESEARCH REVIEW DUE
(skip pp. 261-266) Film: The Pinks and the Blues Ch. 8 continued
APR 5 APR 7
Ch. 9: Aggressive behavior Ch. 9 continued

APR 12 APR 14
Ch. 10: Altruism Ch. 10 continued: Moral development
Film: Listening to Children: A Moral Journey Course evaluations
with Robert Coles
APR 19 APR 21
Ch. 14: Major themes in social & personality EXAM 3: Chs. 7, 8, 9, 10, 14
development Course grades will be ready May 4
PSY 3332 ? Social & Personality Development ? Spring 2005 8

Evaluative Summary Assignment

This writing assignment is intended to help you to refine your ability to summarize and critically evaluate
reports of original research in social and personality development. You also will learn how to cite your
sources and list your references using APA style. Select a research report from one of the 2002-2005
issues of the journals Child Development or Developmental Psychology. This should be a report of an
original investigation (with method, results, etc.) rather than a review of the literature. Be sure that the
topic addresses some aspect of social and/or personality development and is interesting to you, because this
will be the topic for your next paper as well. Strategies for defining a topic and finding relevant research
will be discussed in class.

Reading and understanding reports of original research

Make a photocopy or printout of the entire article. Just as if you were planning to write a traditional term-
paper using this article as one of your sources, you will need to take notes to help you remember and
organize what you read. Use the guidelines for organizing your evaluative summary (see page 9) to
take notes on this research report.
Write a brief critical summary of the research investigation you read about. Remember, you are
not writing about an article, you are writing about someone’s research, about their attempt to ask and then
answer an interesting or important question. Anyone reading your one-page paper should know exactly
what the article was about without having to read it. Your summary should be one double-spaced page in
length, using 12-point font (Times Roman) and 1-inch margins, with the page number appearing in the top
right corner ½ inch from the top of the page, and probably will have 3-4 paragraphs. You are writing in
APA style, so please do not use first person.

Learning objective: Identify, summarize, and evaluate the main sections of a research report, and
cite your source appropriately
In one double-spaced page, summarize and evaluate the research that was done. Cite the source you are
discussing using APA style (check the APA format website again if you are unsure of how to do this—
using a correct citation and references page is worth 25% of the grade on this assignment—if you omit
them or have errors, you will not earn more than a C for this paper).

Citing your source means that you indicate where your information comes from. You do this as part of
your paper (in the body of the text) instead of using footnotes or endnotes. All APA style in-text citations
must include the authors’ last names and the work’s date of publication. If you were to use a direct
quotation you also would give the page number, but do not use any quotations in this paper. Also, because
this paper is only one double-spaced page in length, and you are only using one source, it will be sufficient
to cite your source one time only, near the beginning of your summary. Examples of the three possible
APA style citation formats (with the matching reference, which would go on a separate page) look like this:

Researchers have found that children enrolled in didactic, highly academic preschools and

kindergartens demonstrate negative outcomes on several measures of motivation as compared to

children in child-centered programs (Stipek, Feiler, Daniels, & Milburn, 1995).

Stipek, Feiler, Daniels, and Milburn (1995) discovered that the type of instructional

programming (didactic vs. child-centered) significantly influenced the achievement of basic skills
PSY 3332 ? Social & Personality Development ? Spring 2005 9

and the motivation of 227 4- to 6-year-olds.

In 1995, Stipek, Feiler, Daniels, and Milburn examined the impact of two types of

instructional approaches on the academic achievement and motivation of children in preschool and

kindergarten.

References

Stipek, D., Feiler, R., Daniels, D., & Milburn, S. (1995). Effects of different instructional

approaches on young children’s achievement and motivation. Child Development, 66,

209-223.

Use one of the three possible APA style citation formats—don’t name the article or the journal in which it
appears (or the authors’ first names, initials, or affiliation…) in your summary. Also, be sure to
paraphrase your source without using direct quotations. Your organization guidelines will be very handy,
here. Do not write a title on your summary page, and do not use subheadings (you won’t have room).
The purpose of this exercise is to help you learn how to include discussion of others’ research in
the papers you write (and, ultimately, in the decisions you make!). Very briefly and clearly, you should
be able to explain the purpose of the study, how it was conducted, what was found, and what it
means. When you are writing a critical review of research literature, you need to be able to discuss the
research in terms of examining the question that the investigators asked and how they went about answering
it, rather than simply accepting their results (or worse, their conclusions) as the only part of the article
worth reading.

Listing references
Create a References page for the article that you are evaluating. At the top of the page, write the word
“References,” but without the quotation marks (or bold type, or italics, or underlining, or fancy font). On
the next line, begin your list of references (in this case, only one reference will be listed). Use APA style,
as indicated on page 9 (this is described in detail on the website listed in the syllabus).
For the source information for the article you read for this assignment, list the original primary
source as indicated on the first page of the article (don’t worry about the format for electronic sources, for
example, even if you retrieve the article online). Notice that only authors’ last names and initials are
needed. The author element ends with a period. The year of publication is placed in parentheses, and this
element also ends with a period. Capitalize only the first word of the title of the article and end the
article title element with a period. Use capital letters for the title of the journal, followed by a comma, the
volume number and issue (if the issue number is needed), and the pages on which the article appears, and
end this element with a period. The title of the journal and the volume number both should be either
underlined or italicized, but the issue number (the number in parentheses) is not italicized. Remember, the
references should appear in your list in alphabetical order (when you have more than one reference—for the
evaluative summary you only have one), but don’t change the original order in which authors appear on
each article.
PSY 3332 ? Social & Personality Development ? Spring 2005 10

What to turn in:

1. Title page—this should include the name of the assignment (e.g., Evaluative Summary), your name,
course name, my name, semester and year
2. One-page evaluative summary with one-inch margins, double-spaced, 12-pt Times Roman font
3. References page (be sure to number all of your pages, including your references page, in the top right
corner)

Guidelines for Organizing your Evaluative Summary

To organize your summary of the research, make note of the following (by paraphrasing):
1. ARTICLE TYPE: For example, is this a correlational study, a descriptive study, a review of the
literature, a survey, an experiment? You don’t need to be sure to mention this in your summary,
but you should be aware of it as you interpret and evaluate the research.
2. PROBLEM: What was the purpose of this investigation? What issue was addressed? You’ll find
this in the introduction.
3. HOW INVESTIGATED: How did they go about answering their question? You’ll find this in the
method section. (Not how did you locate this article.)
4. RESULTS: What did they find out? Look in the results section.
5. INTERPRETATION: What does it mean? What are the implications for practical application to
real-world problems? You’ll find this in the discussion section.
6. CRITICISM: What are the limitations of this study? What do the authors say should have been
done differently, for example? What do you think about this study? Are the authors’ conclusions
warranted?
7. DIRECTIONS FOR FUTURE RESEARCH: What should be done either to try again to answer
the initial question posed here, or what questions were raised by these findings that should be
answered next?

For your References page, be sure to make a note of the following information:
1. AUTHOR(S): Who wrote this article that you are reviewing? Be sure to list the authors in the
original order in which they appear.
2. YEAR: In what year was this article published?
3. ARTICLE TITLE: What is the complete title of the article?
4. JOURNAL TITLE: In which journal did you find this article?
5. VOLUME: In which volume of the journal did this article appear?
6. ISSUE: Is a particular issue within that volume indicated? Or is it possible to use page numbers
alone to locate that article?
7. PAGES: On which pages is the article to be found? (Not how many pages long is the article.)

NOTE: Two sample evaluative summaries are on reserve in the library. I strongly suggest
that you take a look at them. Ask for them at the Reserve desk under my name rather than
the course name.
PSY 3332 ? Social & Personality Development ? Spring 2005 11

How to find articles in the library when you already know what you want:
1. Go to www.utdallas.edu
2. Click on LIBRARY near the top of the page (the 3rd choice under the green bar)
3. Click on Connect from Home in the bottom right corner
4. Click on Connect From Home again.
5. Enter your Comet Card Number and click on Submit Query
6. Click on McDermott Library Catalog
7. Click on Basic Search, which is your first choice
8. Type in the name of the journal you are looking for and click on Search
Example: journal of personality and social psychology
9. Select the journal you need, if necessary, then scroll down and click the link under ejournal
available full text (it likely will indicate a range of volume numbers)
Example:
Location: eJournal: From off campus use
http://libproxy.utdallas.edu
Available Full
vol. 55- (July 1988-)
Text:
10. Type in key words for the specific article you are looking for
Example: self-handicapping
11. Scroll through the results and select the article you need, or enter more search terms to limit your
results
12. Click on PDF Full Text
13. Print your article

How to find articles in the library when you do NOT know what you want:
14. Go to www.utdallas.edu
15. Click on LIBRARY near the top of the page (the 3rd choice under the green bar)
16. Click on Connect from Home in the bottom right corner
17. Click on Connect From Home again.
18. Enter your Comet Card Number and click on Submit Query
19. Click on McDermott Library Electronic Databases
20. Click on O-P, then scroll down to PsycInfo
21. Type in the key words for the topic that interests you
Example: self-handicapping
22. Scroll through the results and select the article you need, or enter more search terms to limit your
results. Choose only Peer Reviewed journals, Linked Full Text.
23. Click on PDF Full Text
24. Print your article
PSY 3332 ? Social & Personality Development ? Spring 2005 12

Structured Research Review Paper Assignment

Just as the evaluative summary is similar to writing one component of a traditional term paper, the
structured research review is similar to writing several of the components of a traditional paper, but not
quite taking the final step of integrating all of the components. The purpose of this assignment is to help
you to narrow down a topic, find reports of research that relate to your topic, and combine them to create a
critical review of research literature in social and personality development.

Begin by gathering three new research reports that relate to the topic you selected for your evaluative
summary. These articles also must be reports of orginal research from peer-reviewed journals, but do not
necessarily have to be published in Child Development or Developmental Psychology. The four articles
you ultimately use should all relate to one another in some way, as well as to your overall topic. In other
words, your topic will be very clearly focused. Write an evaluative summary of each of the three new
articles, and re-write your summary of the first article if necessary. The following elements should be
included in your structured research review:

Page 1:
The title should describe the particular area covered by the paper. A good title will summarize the main
idea of the paper. It should be fully explanatory when standing alone.

Page 2:
The introduction should present the main topic of the paper, a clarification of the topic and why it is
important, and a brief overview of the psychological issues and applications to be presented (hint: do not
list the articles to be discussed!). If you use information from one of your sources in this (or any other)
section of your paper, be sure to cite your source appropriately.

Pages 3-6:
Instead of a traditional literature review (which would include a more detailed description of the topic area
and an organized presentation of the pertinent psychological issues, describing what research has been done
in this area), you will have four evaluative summaries, one per page, presented in a logical order.

Page 7:
The application/discussion section allows you to evaluate and interpret the implications of the findings you
presented. You may wish to qualify or criticize the results of the research studies and draw inferences from
their findings.

The summary/conclusion should draw conclusions based upon the research presented. Depending on the
way in which you organize your discussion of the problem, you may wish to use this section to answer the
question of why this issue is important for professionals in your field. It often works well to put your
conclusions before your recommendations because you can present it as "this is what we know so far, so
where should we go from here?" (but don't use those exact words).

Recommendations should be a thoughtful consideration of the future direction of research on the topic.
Possible recommendations should be listed with appropriate justifications for each. What don't we know
about this area? What has been neglected in previous research?

Page 8:
All references should be typed on a separate page at the end of the outline, according to APA format. You
must have a reference for every source you cite, and your reference list should include only those four
PSY 3332 ? Social & Personality Development ? Spring 2005 13

articles that you cite. Be sure to use recent articles—those published since 2000.

Also, please attach photocopies of the first page of each of the four articles you use, in the order in which
they appear in your paper (these will be pages 9-12).

What to turn in (12 pages, stapled):

1. Title page—this should include the name of the assignment (i.e., paper title), your name, course name,
my name, semester and year
2. One-page introduction with your paper’s title listed at the top, skip one line, then begin introduction
(indent each paragraph ½ inch, of course)
3. One-page evaluative summary of first article
4. One-page evaluative summary of second article
5. One-page evaluative summary of third article
6. One-page evaluative summary of fourth article
7. One-page discussion/conclusion/recommendations
8. References page (be sure to number all of your pages, including your references page, in the top right
corner). You will have four references listed on this page, in alphabetical order by first author.
9. Photocopies of first page only of each of the four articles reviewed (please do not print a copy of the
abstract from some other source).

REMEMBER: Please use one-inch margins, double-spaced, 12-pt Times Roman font.
Space is tight, so do not skip spaces between paragraphs.
PSY 3332 ? Social & Personality Development ? Spring 2005 14
PSY 3332 ? Social & Personality Development ? Spring 2005 15

Please tell me about yourself. Tear off this sheet and return it to me at the end of class today.

Name: ____________________________________________________________________________

Phone number where I may reach you, if necessary: _________________________________________

Email address: ______________________________________________________________________

Academic major/minor: _______________________________________________________________

How long have you been at UTD? _______________________ When will you graduate? ___________

What psychology courses have you taken?

What other related courses have you taken?

Relevant work experience:

Future job expectations:

Anything else about you that is relevant to this course:

Personal expectations for this course:

Course content that appears of greatest interest and value to you:

Course content that appears of least interest and value to you:

Additional comments: