Hockenbury Discovering Psychology 5th txtbk

Appendix C: APA Goals and Outcomes C-97.2 Demonstrate effective oral communication skills in variousformats (e.g., group discussion, debate, lecture)and for various purposes (e.g., informing, defending,explaining, persuading, arguing, teaching).• In addition to writing responses to thought-provoking questionsthat conclude the Critical Thinking in-text boxes that appearthroughout the text, students also have the opportunity torespond to those questions orally in order to explain, persuade, orinform listeners.• The Instructor’s Resource Manual, available to all instructors usingDiscovering Psychology, also presents numerous classroom activitiesthat work to develop students’ oral communication skills. Suggestedactivities include role-playing scenarios, presentations, groupdiscussions and exercises, and debates, among other formats. Forexample, a group decisions and stereotyping activity on page 22 ofChapter 12 in the Instructor’s Resource Manual proposes a difficultscenario, then asks students to attempt to gain consensus about itamong members of their group.7.3 Exhibit quantitative literacy.a. Apply basic mathematical concepts and operations tosupport measurement strategiesb. Use relevant probability and statistical analyses to facilitateinterpretation of measurementsc. Articulate clear and appropriate rationale for choice ofinformation conveyed in charts, tables, figures, and graphsd. Interpret quantitative visual aids accurately, includingshowing vigilance about misuse or misrepresentation ofquantitative information• (7.3a) Hockenbury & Hockenbury provides Appendix A (Statistics:Understanding Data) on pp. A-1–A-14 to introduce mathematicsthat researchers use to organize and interpret data.• (7.3b) Appendix A contains graphic presentations of data (fromhistograms and frequency polygons to standard normal curvesand scatter diagrams). This appendix includes “A FrequencyDistribution Table” on p. A-3 and a “Calculating the StandardDeviation” table on p. A-7.• (7.3c–d) Appendix A ends with a discussion of inferential statisticsin which the author cautions students of the “. . . small but realpossibility of erroneously concluding that study results aresignificant.” (p. A-13)7.4 Demonstrate effective interpersonal communicationskills.a. Listen accurately and activelyb. Use psychological concepts and theory to understandinteractions with othersc. Identify the impact or potential impact of their behaviors onothersd. Articulate ideas thoughtfully and purposefullye. Use appropriately worded questions to improveinterpersonal understandingf. Attend to nonverbal behavior and evaluate its meaning inthe communications contextg. Adapt communication style to accommodate diverseaudiencesh. Provide constructive feedback to colleagues in oral andwritten formats• (7.4b–c) In Chapter 8 (Motivation and Emotion), Hockenburydiscusses how people who rate high in emotional intelligence“are able to understand and use their emotions” to help motivatethemselves (p. 345).• (7.4d–e) Pages 21–22 point out how articulated ideas andappropriately worded questions are part of naturalisticobservation.• (7.4e) The Enhancing Well-Being with Psychology featurethroughout the text promotes interpersonal understanding aswell as self-understanding that can be articulated. For instance,the Enhancing Well-Being with Psychology feature titled “UsingLearning Principles to Improve Self-Control” on pp. 226–227provides students with strategies that work as short-term andlong-term reinforcers to help attain a behavior goal.• (7.4f) Chapter 8 (Motivation and Emotion) includes a sectiontitled “The Expression of Emotion” on pp. 351–355 that focuseson nonverbal behavior communicated by people (universalexpressions and cultural expressions) and animals—the latter ofwhich is the topic of a Critical Thinking in-text box titled“Emotion in Nonhuman Animals: Laughing Rats, Silly Elephants,and Smiling Dolphins?” on pp. 352–353.7.5 Exhibit the ability to collaborate effectively.a. Work with groups to complete projects within reasonabletimeframesb. Solicit and integrate diverse viewpointsc. Manage conflicts appropriately and ethicallyd. Develop relevant workplace skills: mentoring, interviewing,crisis management• Hockenbury & Hockenbury discusses competence and achievementmotivation in Chapter 8 (Motivation and Emotion).• In Appendix B (Industrial/Organizational Psychology) on pp. B-1–B-15, Hockenbury & Hockenbury presents issues and conceptsrelated to collaborative efforts in the workplace. In particular,leadership roles are addressed in the section on OrganizationalBehavior on pp. B-7–B-10, with an In Focus in-text box feature titled“Servant Leadership: When It’s Not All About You” on p. B-10.• For students who hope to affect how people work together,Appendix B offers a detailed exploration about the professions ofindustrial/organizational (I/O) psychology.