PSY 630
Seminar in Social Psychology
Fall Semester, 1999
R. Sherman
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...we are in the middle of the most transforming technological event since the capture of fire.@ (Barlow et al., 1995)
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...we are lying to ourselves about the renaissance the computer will bring. It will bring nothing. What it means is that the neocortex is finally eating itself.@ (Robert Bly, 1996)
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...cyberspace isn=t a world all its own like Jupiter or Pluto -- it=s a funhouse mirror of the society that breeds it.@ (Bruce Sterling, 1997)
Focus & Content
As the above quotes illustrate, social commentators on the impact of internet technology are not in agreement as to either the magnitude or the valence of changes that computerization is bringing. This seminar will explore ways that social psychological principles can help us understand the implications of the computer revolution. In particular we bring social psychological theory and research to bear on two related aspects of computer-mediated interaction in modern society: changes in the nature of self identity and reflections of those changes in the quality of social relationships and interactions.
Topics will include:
attribution and social cognition in computer-mediated communication
the development of norms in virtual communities
the dynamics of on-line communication
the social and personal implications of electronic gender-switching and identity shifting
the impact of internet use on family relationships
issues of gender and race in cyberspace
disinhibiting effects of the internet on social behavior
computer-mediated group problem solving and decision-making
the development of online intimate relationships
Format
At each meeting one or more participants will act as session leaders by summarizing the material and leading a discussion of it (you may be called upon to do this more than once during the semester. "Summarizing material" does not mean delivering a lecture. Rather, the main issues, concepts, research findings, etc., should be presented in a manner that stimulates discussion and critical thought. Some possible techniques for accomplishing this are given below. The remaining participants are responsible for having read and carefully considered the material, and for preparing an "IP" (Important Point) paper for any ten of the assigned articles. IP papers are short (maximum 1 page) identifications of something you consider to be one of the article's major points, with a brief explanation of your choice (i.e., why you think it is important).
The IP papers will be turned in at the end of each session, and will be graded on a 0/T/+ (unacceptable/acceptable/really good) scale.
Each of you will also produce a term paper which may be either a research proposal or a critical/theoretical review of literature relevant to some topic related to the seminar. The topic of either alternative need not necessarily be one specifically covered in seminar meetings. The research proposal should follow the general style of an APA manuscript, but with a somewhat expanded introduction section, and a discussion section which explores the possible results, the importance of alternative outcomes, and the implications of the various alternatives. The method section should be detailed enough for you to establish (and me to evaluate) the adequacy of your proposal for answering the questions posed in the introduction. The research should be "do-able" with the resources normally available to graduate students. The review/theoretical paper should be patterned after Psychological Bulletin or Psychological Review papers of the same general type, though I would expect it to be somewhat less ambitious in scope and length. Consult with me no later than November 8th as to the exact nature of your term project.
Evaluation
The basis for evaluating your performance will be (a) the quality of your contributions to weekly discussions, (b) the quality of your presentations and leadership of discussions, and (c) the clarity, thoroughness, rigor , and creativity of your term paper. The IP's are a required component of the course, but will not be used in a formal way to determine your overall grade in the course. The class contributions and presentations will count 50% of your grade, and the term project will count the remainder. Please see me at any time during the semester if you wish interim feedback about your performance. First-year students and students not in social should meet with me at least a couple of times to discuss their progress.
Hints for Leading Discussions
1. Prepare a set of discussion questions which bring out the main points of the reading, link it to previous material, raise methodological or logical concerns, etc. Either distribute these in advance or at the beginning of the class session.
2. Prepare overheads and/or handouts in conjunction with #1.
3. In your own mind have an idea of the major points you would like to see emphasized. However, try to get other people to do the emphasizing.
4. Despite #3, be sensitive to the way the discussion is going. It may take a very beneficial turn that you had not anticipated.
5. Try to provide a summary of the discussion at the end. Also, if things seem to be getting disorganized or way off the track, attempt to summarize at various points during the discussion as well.
Hints for Discussion Participants
1. As you prepare for the session, take notes regarding points that you think are particular salient, relate to other relevant topics, are important or interesting, etc., and be prepared to share these ideas with the class. It is likely this will be the basis for your IP papers, also.
2. Whenever possible and appropriate, try to move the discussion to some resolution of a point, or to the development of some "researchable" idea.
3. Assume a mental set that is "constructively critical" toward the material.
Psy 630 Miami University. Last revised: . This document has been accessed times since Sept 20, 1999. Comments & Questions to R. Sherman . Also See: Social Psychology at Miami University