ch08

Psychology in Action

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creating sub-goals evaluation goal heuristics hypothesis incubation preparation production Step 1: _______________ Procedure: _______________________________________________________ _________________________________________________________________ Step 2: _______________ Procedure: _______________________________________________________ _________________________________________________________________ Step 3: _______________ Procedure: _______________________________________________________ _________________________________________________________________ Instructor’s Resource Guide Chapter  8  Page  267
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Ge nder and C ultural D iversity Gender and Cultural Diversity Activity 8.1 Objective: Examining gender stereotypes and their relationship to perceptions of intelligence. Materials: A checklist of objectives which might describe stereotypical views of male and female roles in America. Procedures: Divide your class into small groups (4-6 members each). Ask each group to make separate lists of the top five traits of an intelligent adult, an intelligent man, and an intelligent woman. Ask two or three groups to put their results on the board. Surprisingly enough, there will be a noticeable difference between the three lists. Now pass around Handout 7.1. This is a list of traits found by Broverman et al., (1970) that clinicians reported as being associated with a “mentally healthy adult male” and a “mentally healthy adult female.” Compare your class’s list of traits for intelligence to this list. Place check marks next to those traits found on both lists. Discussion: Ask students to explore the implications of their gender expectations. You’ll find that they have lots to say on this matter. Source: Broverman, I. K., Broverman, D. M., Clarkson, F. E., Rosenfrantz, P., & Vogel, S. R. (1970). Sex-role stereotypes and clinical judgments of mental health. Journal of Consulting and Clinical Psychology, 34 (1), 332-332. Instructor’s Resource Guide Chapter  8  Page  268
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H andout 8.1 - Gender and Cultural Diversity Mentally Healthy Adults MEN WOMEN _____ AGGRESSIVE _____ AGGRESSIVE _____ COMPETITIVE _____ COMPETITIVE _____ NURTURING _____ NURTURING _____ INDEPENDENT _____ INDEPENDENT _____ COMPASSIONATE _____ COMPASSIONATE _____ LOYAL _____ LOYAL _____ BRAVE _____ BRAVE _____ DEPENDENT _____ DEPENDENT _____ FEARFUL _____ FEARFUL _____ HOSTILE _____ HOSTILE _____ COMPETENT _____ COMPETENT _____ ENERGETIC _____ ENERGETIC _____ INCOMPETENT _____ INCOMPETENT Instructor’s Resource Guide Chapter  8  Page  269
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W riting P roject Writing Project - 8.1 Given the need for improved writing skills in college students and to respond to the call for "writing across the curriculum, " we offer writing projects for each chapter. In Chapter 8, we suggest a 2-3 page write up for the following activity. Recognizing the time involved in grading such writing projects, one alternative is occasionally to assign "peer grading." Collect the papers, remove student names, and assign each student a paper to grade. It helps to make their participation in peer grading a required part of the overall points for the writing project. This encourages a more thoughtful and responsible evaluation, as well as acknowledging and rewarding the additional work. Constructing a Subculture IQ Test Ask students to form groups of 3 to 4 . Tell them that their task is to develop a 10 to 15 item questionnaire to measure "intelligence" in their selected subculture. Ask them to think of subcultures that they currently belong to, or have experienced in the past (e.g., college student, psych major, housewife, househusband, commuter, "dormies," "surfers," "computer nerds," etc.). Have them pick one subculture and define what it
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  • Intelligence quotient, Wechsler Adult Intelligence Scale, Watchmen

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