Martin, R. C. (2018). Anger in the classroom: How a supposedly negative emotion can enhance learning. In H.L. Schwartz & J. Snyder-Duch (Eds.), Teaching and Emotion: New Directions for Teaching and Learning, 153, 37-44.
This chapter describes some of the common reasons why teachers become angry (e.g., students failing to follow directions, students being disrespectful) and outlines different approaches to using that anger in a productive way.
Weinschenk, Aaron, Costas Panagopoulos, Karly Drabot, and Sander van der Linden. Forthcoming. “Gender and Social Conformity: Do Men and Women Respond Differently to Social Pressure to Vote?” Social Influence.
We re-analyzed data from a large-scale field experiment (N=344,084) on voter turnout in order to determine whether men and women respond differently to social pressure aimed at voter mobilization. On the whole, our analyses confirm prior findings that social pressure increases voter turnout but uncover little to no evidence of gender differences in receptivity to social pressure cues in the context of political participation.
The time has come for the 2017 Psychology Star Awards! Below is a list of the awards and how to be nominated.
|Psych Research Star||A declared Psychology Major and Research Assistantship, Independent Study or Honors||Evidence of outstanding research efforts. Quality and quantity including: concept, execution, and final product|
|Psych Service Star||A declared Psychology Major and Activities in support of other students, the department, UWGB, and/or the community
|Level of involvement, amount of effort, impact of the activity.
|Psych Rising Star||A declared Psychology Major and First-Year through Junior status and minimum 3.5 cumulative GPA overall||Evidence of emerging academic achievement, conscientiousness, interpersonal skills, motivation, intellectual curiosity, work ethic, and involvement/leadership in the Psych Major
|Psych Rock Star||A declared Psychology Major and Senior status and minimum 3.5 GPA in Psychology Major
|Evidence of academic achievement, conscientiousness, motivation, intellectual curiosity, work ethic, and involvement/leadership in the Psych Major
Award Selection Process
- Self, Peer or Faculty Nomination which would include 2-3 sentences on the merit of the nominee for the award criteria submitted to the Faculty Awards Committee (email Georjeanna Wilson-Doenges) by Wednesday November 15, 2017 by 4:00 PM.
- Nominee is contacted by the Faculty Awards Committee and asked to prepare a nomination packet to be submitted by Wednesday November 29, 2017.
- Nomination Packets will include:
- General Info about credits taken, year in school and cumulative and Psychology GPA
- A 1-page (double spaced) essay expressing how the nominee meets the criteria of the award.
- The name of a faculty member who has agreed to serve as a reference for the nominee.
- Faculty Award Committee will decide winners and notify them by December 4, 2017.
- Awards given out on Thursday December 7, 2017 at the end of the Research Methods in Psychology Poster Session at 4:30 PM
In this article, we argue that a growing body of evidence from developmental neuroscience suggests the role of basic processes, namely attention and approach/avoidance build to form more complex social abilities, like morality.
Cowell, J. M., Calma-Birling, D., & Decety, J. (2017). The developmental social
neuroscience of prosocial thought and behavior. Current Opinions in Psychology.
This is the first developmental neuroscience article to explicitly differentiate between different aspects of empathy neutrally in children. In particular, we find differences when children see another individual in pain and are asked to consider how much pain they are feeling (cognitive empathy) and when children are asked how sorry they feel for that individual (empathic concern/sympathy). These two processes work on different timescales in the preschool child’s brain. Interestingly, preschool children’s neural responses of empathic concern and sympathy are related to their parents’ own empathy.
Decety, J., Meidenbauer, K., & Cowell, J. M. (2017). The development of cognitive empathy and concern in preschool children: A behavioral neuroscience investigation. Developmental Science.
Together with Jean Decety (U of Chicago), we argue for the primacy of perceiving harm as a fundamental component of morality. Recent evidence from social neuroscience highlights the shift from the basic aspect of perceiving potential harm to the self (something infants are capable of) towards a mapping of this harm-to-self understanding towards harm-to-other. This transition, coupled with the development of perspective-taking, attention, and self-control lead to adult-like moral judgments.
Decety, J. & Cowell, J. M. (2017). Interpersonal harm aversion as a necessary foundation for morality: A developmental neuroscience perspective. Development & Psychopathology.