Description
Discussion 2: Social Change As Moskowitz notes, there exist “…general forces that shape social cognition, even though we remain naïve to their influence” (Moskowitz, 2005, p. 233). Social psychologists continue to study the social “forces” that influence how one thinks and in turn, how such thoughts impact behavior. This course has covered several areas of social cognition including the following: Presence of both conscious and unconscious processing Memory processes; conceptualization of the self Attempts to understand causality in the social world Accuracy of personal cognitive processing Attitude formation Stereotypes and prejudice behavior Impact of gender, culture, and emotion on cognitive processing Behavior change through social cognitive channels How might one or more of these elements of social cognition inform your attempts at social change or your daily interactions? For this Discussion, consider ways you might use your knowledge of social cognition for social change in your future role. Reference: Moskowitz, G. B. (2005a). Attribution. In Social cognition: Understanding self and others (pp. 233–266). New York, NY: Guilford Press. By Day 4 With these thoughts in mind: Post by Day 4 a brief explanation of two ways you might use social cognition to promote social change. Then, explain how you might incorporate social cognition into your future practice or research. Finally, explain how you might use an element of social cognition in your daily interactions with others. Be specific and use examples. Be sure to support your postings and responses with specific references to the Learning Resources. Read a selection of your colleagues’ postings. By Day 7 Respond by Day 7 to at least two of your colleagues’ postings in one or more of the following ways: Ask a probing question. Share an insight from having read your colleague’s posting. Offer and support an opinion. Validate an idea with your own experience. Make a suggestion. Expand on your colleague’s posting. Return to this Discussion in a few days to read the responses to your initial posting. Note what you have learned and/or any insights you have gained as a result of the comments your colleagues made.
CATEGORY
EXCELLENT
GOOD
FAIR
POOR
SCORE
Main
Discussion Posting Content
(60% of possible points) 6 points
Discussion posting demonstrates an excellent understanding of all of the concepts and key points presented in the text/s and Learning Resources. Posting provides significant detail including multiple relevant examples, evidence from the readings and other scholarly sources, and discerning ideas.
50-60% (5–6 points)
Discussion posting demonstrates a good understanding of most of the concepts and key points presented in the text/s and Learning Resources. Posting provides moderate detail (including at least one pertinent example), evidence from the readings and other scholarly sources, and discerning ideas.
45-50% (4.5–5 points)
Discussion posting demonstrates a fair understanding of the concepts and key points as presented in the text/s and Learning Resources. Posting may be lacking or incorrect in some area, or in detail and specificity, and/or may not include sufficient pertinent examples or provide sufficient evidence from the readings.
35-45% (3.5–4.5 points)
Discussion posting demonstrates poor or no understanding of the concepts and key points of the text/s and Learning Resources. Posting is incorrect and/or shallow and/or does not include any pertinent examples or provide sufficient evidence from the readings.
0-30% (0–3 points)
Reply Post & Peer Interaction
(20% of possible points) 2 points
Student interacts frequently with peers. The feedback postings and responses to questions are excellent and fully contribute to the quality of interaction by offering constructive critique, suggestions, in-depth questions, use of scholarly, empirical resources, , and stimulating thoughts and/or probes.
20% (2 points)
Student interacts moderately with peers. The feedback postings and responses to questions are good but may not fully contribute to the quality of interaction by offering constructive critique, suggestions, in-depth questions, use of scholarly, empirical resources,, and stimulating thoughts and/or probes.
17.5% (1.75 points)
Student interacts minimally with peers or the feedback postings, and responses to questions only partially contribute to the quality of interaction by offering insufficient constructive critique or suggestions, shallow questions, or providing poor quality additional resources.
15% (1.5 points)
Student does not interact with peers (0 points) or the feedback postings and responses to questions do not contribute to the quality of interaction by offering any constructive critique, suggestions, questions, or additional resources.
0-10% (0-1points)
Writing
(20% of possible points) 2 points
Postings are well organized, use scholarly tone, contain original writing and proper paraphrasing, follow APA style, contain very few or no writing and/or spelling errors, and are fully consistent with graduate level writing style.
20% (2 points)
Postings are mostly consistent with graduate level writing style. Postings may have some small organization, scholarly tone, writing, or APA style issues, and/or may contain a few writing and spelling errors.
17.5% (1.75 points)
Postings are somewhat below graduate level writing style. Postings may be lacking in organization, scholarly tone, APA style, and/or contain many writing and/or spelling errors, or show moderate reliance on quoting vs. original writing and paraphrasing.
15% (1.5 points)
Postings are well below graduate level writing style expectations for organization, scholarly tone, APA style, and writing, or show heavy reliance on quoting.
0-10% (0-1points)
Instructor comments:
Total Score (10 possible points):
points
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