The time has come for the 2018 Psych 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; email@example.com) by Wednesday November 14, 2018 by 4:00 PM.
- Nominee is contacted by the Faculty Awards Committee and asked to prepare a nomination packet to be submitted by Friday November 30, 2018.
- 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 Friday December 7, 2018.
- Awards given out on Thursday December 13, 2018 at the end of the Research Methods in Psychology Poster Session at 4:30 PM
1. When will you graduate?
2. What are your career plans?
I hope to become a Mental Health Counselor and work in a drug and alcohol rehabilitation center.
3. Why did you major in psychology?
I never really had an interest in school and I often struggled in math and science classes.This made me feel like I wasn’t smart enough to succeed in school. My sophomore year of high school I took a psychology class and I really enjoyed it. It was the first time I felt invested in a class and wanted to learn more. I knew growing up that I wanted to help people and better the world and counseling will allow me to do that.
4. What do you do for fun?
I like to work out at the Kress, participating in my sorority, hanging out with friends, and the occasional Netflix binge.
5. What academic experience or accomplishment are you most proud of?
Making honor roll every semester and being inducted into Psi Chi.
6. What’s your favorite movie, book, and TV show related to psychology?
My all-time favorite book is Clockwork Orange by Anthony Burgess. The book is written in English and Russian slang so if that is not your thing the movie adaptation directed by Stanley Kubrick is also great.
7. What single thing do you hope to accomplish at UWGB before graduating?
I hope to make a positive impact on the psychology department and the students within it. I have so many peers and faculty members that I look up and admire and I hope I can set that kind of example to even one student here on campus.
8. What else do you want people to know about you?
I enjoy playing the ukulele and singing.
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.
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.