ࡱ>   {bjbj 4\__|B[[8L.x?!#"'#'#'#$%T?&,wwwwwww${}pw-k&$"$k&k&w[['#'#w)))k&H[8'#'#w)k&w)).mlHr`̻t'n@ww0.xn6~'6~rr6~9uHk&k&)k&k&k&k&k&ww(k&k&k&.xk&k&k&k&6~k&k&k&k&k&k&k&k&k& !: University of ݮƵ Department of Psychology Psychology 470 Applied Topics: Psychology of Intimate Relationships Fall 2020 Instructor: Dr. Uzma Rehman Associate Professor, Department of Psychology Office Hours: By appointment Email:  HYPERLINK "mailto:rehman@uwaterloo.ca" rehman@uwaterloo.ca Please include course code (Psych 470) in subject line Teaching Assistants and Office Hours: Jackson Smith Email: jackson.smith@uwaterloo.ca Office Hours: TBD Course Description: Although healthy intimate relationships offer a wide range of positive effects, including increased life satisfaction and improved physical and mental health, maintaining positive interpersonal bonds is an elusive goal for many individuals. In this course, we will use an attachment theory lens to investigate the mechanisms by which intimate relationships become distressed. We will examine how attachment theory can be applied to address real-world relational difficulties, such as communication problems in romantic relationships, family violence, and intergenerational experiences of trauma. Students will get hands-on training in applying attachment theory to interpersonal problems and will investigate the challenges of translating basic research to effective psychological interventions. Primary Learning Outcomes: This course is designed to help students meet the following goals: To understand the foundations and key principles of attachment theory To understand how attachment theory has guided empirical research on intimate relationships To articulate the ways in which attachment experiences shape our view of the self and our view of others To demonstrate knowledge of the influence of attachment on the neurobiological, behvavioural, relational, and physiological development of individuals across the lifespan To engage in critical thinking about attachment theory, research, and its applications All Course Information (Readings, Recorded Meetings, etc): The course webpage can be found on LEARN. Here, you will find links to the syllabus, assignments, recorded class meetings, discussion forums, and important announcements. It is your responsibility to check LEARN and your official university email address regularly for course updates. Weekly Virtual Meetings: There will be a weekly synchronous online meetings that will recorded and posted online for students who are not able to attend the synchronous sessions. In the meetings, (1) Dr. Rehman will highlight some important points from the assigned readings; (2) respond to questions and comments on the assigned readings (from posts on the discussion board); and, (3) have a live discussion around the implications of the readings. At the start of the semester, Jackson Smith (course TA), will be contacting you to find a time that works for our weekly synchronous meetings. We will select the time that works for most of the students in the class. The meetings will be recorded for students who are not able to attend the live session. The virtual meetings will be conducted using Zoom. Once we have scheduled a time for the virtual meetings, we will send you a link to access each meeting, as well as some suggestions for how to get the most out of the synchronous meetings. Evaluation: Your grade for the course will be based on: (1) Quizzes; (2) Discussion board participation; (3) Short papers; (3) Analysis of dyadic interactions; (4) A presentation (recorded); and (5) Peer review of presentation. Below are the due dates for each course requirement and a breakdown of how each requirement will be weighed to calculate your final grade in the course. A more detailed description of each class assignment is provided in the section below the table. Note that all quizzes and assignments are due by Sunday of each week. AssignmentDue DatePercentage of Final GradeQuizzes20% of final grade Quiz 1Sept. 13 Quiz 2Sept. 20 Quiz 3Sept. 27 Quiz 4Oct. 11 Quiz 5Oct. 25 Quiz 6Nov. 1 Quiz 7Nov. 15 Quiz 8Nov. 22Discussion Board ParticipationTBD5% of final gradeShort papers (1000 words)30% of final grade (15% for each paper) Short Paper 1Oct. 4 Short Paper 2Dec. 6Analysis of Dyadic Interaction Nov. 820% of final grade (10% for each interaction)Student presentationNov. 2920% of final gradePeer Review of Student PresentationDec. 65% of final gradeResearch Participationongoing4%TOTAL104% Weekly Quizzes (20%). You will complete quizzes on the weeks noted above. The quizzes will be made available at 10am on Friday morning and you will have until 11pm on Sunday to complete each quiz. Once you begin a quiz, you will have 30 minutes to complete it. There will be a total of eight quizzes and I will drop your lowest two quiz marks. In other words, your quiz marks will be based on your six best quizzes. The first quiz will be on the course syllabus and the readings assigned for the first week. The remaining seven quizzes will be based on the readings assigned for the course. Discussion Board Participation (5%). All students are welcome to use the discussion board at any time to ask questions about course readings, assignments, or any other aspect of the course. In addition, each week of the semester, a group of 2-3 students will be asked to post questions and/or comments on the assigned readings. At the start of the semester, each student will be assigned two weeks and will be responsible for posting two questions and/comments on the discussion board on those two weeks. Your questions and comments have to pertain to the readings assigned for that week. You will receive notification from Jackson Smith (course TA) regarding the two weeks to which you have been assigned. On the week that you are assigned, please post the questions/comments by noon Wednesday of the week you have been assigned. These do not have to be lengthy posts in fact, you are encouraged to keep them focused and concise. Dr. Rehman will review all student comments and questions in advance of the synchronous sessions and will address the questions during the synchronous sessions. Short Papers (30%). You will be asked to write two short papers on assigned topics. In the first short paper, you will be asked to write a newspaper editorial to argue against parenting advice that was published in the hypothetical newspaper. In the second short paper, you will apply the ideas we have discussed in the course to create or examine a narrative profile of an individual as they experienced and adjusted to the pandemic. In our weekly synchronous meetings and through our discussion board, I will provide you with more detailed information on how to complete each short paper assignment. Each short paper should be approximately 1000 words in length. There will be no penalty for papers that are within 100 words of the word limit in either direction (900 words 1100 words). However, if your paper is shorter or longer than these limits, points will be deducted. Assessment of Dyadic Interaction (20%). In weeks 8 and 9, we will be discussing how attachment influences interpersonal processes in intimate relationships. In this assignment, you will apply the information you learned through the readings for weeks 8 and 9 to describe the interpersonal dynamics of two couples discussing issues in their relationship. The videos will be posted on LEARN. You will watch each video and then answer a series of questions about the interaction you watched. In advance of this assignment, I will provide you with more detailed information about how to complete the assignment. Student Presentation (20%). You will be expected to complete a 15-minute videotaped presentation in which you will apply attachment theory to answer a real-world problem. In preparing your presentation, you will be asked to use current and available research to make an empirically-informed decision about the issue at hand. A list of possible presentation topics will be provided during the semester. You do not have to select a topic from this list. You must select your topic by November 16. You will use the Discussion Board to post your topic selections; this will help to ensure that the same topic is not selected by many students. Your presentation is expected to be about 15 minutes in length. You will be asked to video-record the presentation and to submit it by November 25. More information will be provided during the semester. Peer review of Student Presentations (5%). It is expected that all students will watch all student presentations. You will be asked to provide a peer review of five of your peers presentation. In your feedback, identify 2-3 strengths of the presentation and 2-3 areas for improvement. The grade you receive will be based on the overall quality of the feedback you give to your peers. Your will submit your feedback through LEARN and the course instructor and TA will compile the feedback and send to each student. Research Participation (4% bonus). Through your participation in psychological research studies, you can bump up your final marks in the course by an additional 4%. Further information is provided on the last page of the syllabus. Readings Assignments, and Due Dates Weeks and DatesReadingsWeek 1 Sept. 8 Sept. 11 Topic: Introduction to Course and Overview of Attachment TheoryFraley, R. C. (2020). Attachment through the life course. In R. Biswas-Diener & E. Diener (Eds),Noba textbook series: Psychology.Champaign, IL: DEF publishers. Retrieved from HYPERLINK "http://noba.to/s3kj9ufv" http://noba.to/s3kj9ufv Fraley, R. C., & Hudson, N. W. (2017). The development of attachment styles. InPersonality development across the lifespan(pp. 275-292). Academic Press. What is due this week? Quiz 1 (on syllabus) to be completed by September 13Week 2 Sept. 14 Sept. 18Topic: Attachment Through Development In what ways does attachment shape our view of the self and view of others? What is the stability of attachment over time? Simpson, J. A., Collins, W. A., Farrell, A. K., & Raby, K. L. (2015). Attachment and relationships across time: An organizational-developmental perspective. InBases of adult attachment(pp. 61-78). Springer, New York, NY. Collins, N. L., & Allard, L. M. (2001). Cognitive representations of attachment: The content and function of working models.Blackwell handbook of social psychology: Interpersonal processes,2, 60-85. Fraley, R.C. (2019). Attachment in adulthood: Recent developments, emerging debates, and future directions.Annual Review of Psychology, 70,401-422. What is due this week? Quiz 2 (on readings) to be completed by September 20Week 3 Sept. 21 Sept. 25Topic: Methodological Issues How do we measure attachment? How stable is attachment over the course of a lifetime? Mikulincer, M., & Shaver, P. R. (2007).Individual differences in attachment-system functioning: Development, stability, and change. In M. Mikulincer & P. R. Shaver (Eds.) Attachment in adulthood: Structure, dynamics, and change. Guilford Press. (pp. 109 144). Crowell, J., Fraley, R. C., & Shaver, P. R. (2008). Measures of individual differences in adolescent and adult attachment. In J. Cassidy & P. R. Shaver (Eds.), Handbook of attachment: Theory, research, and clinical applications (2nd Edition)(pp. 599-634). New York: Guilford Press. Fraley, R. C., & Spieker, S. J. (2003b). What are the differences between dimensional and categorical models of individual differences in attachment? Reply to Cassidy (2003), Cummings (2003), Sroufe (2003), and Waters and Beauchaine (2003). Developmental Psychology, 39, 423 429.  HYPERLINK "http://dx.doi.org/10.1037/0012-1649.39.3.423" http://dx.doi.org/10.1037/0012-1649.39.3.423 What is due this week? Quiz 3 (on readings) to be completed by September 27Week 4 Sept. 28 Oct. 2 Topic: Stress Reactivity and Neurobiological Sequelae of Attachment In what ways do early childhood experiences impact our stress responses? What are the biological mechanisms that underlie this association? Diamond, L. M. (2015). The biobehavioral legacy of early attachment relationships for adult emotional and interpersonal functioning. InBases of Adult Attachment(pp. 79-105). Springer, New York, NY. Nelson, C. A., Zeanah, C. H., & Fox, N. A. (2019). How Early Experience Shapes Human Development: The Case of Psychosocial Deprivation. Neural Plasticity, 112. doi: 10.1155/2019/1676285 What is due this week? Short Paper 1 due by October 4Week 5 Oct. 5 Oct. 9Topic: Attachment and Personality Fraley, R. C., & Shaver, P. R. (2008). Attachment theory and its place in contemporary personality theory and research.Handbook of personality: Theory and research,3, 518-541. TBD What is due this week? Quiz 4 (on readings) to be completed by October 11Week 6 Oct. 12 Oct. 16READING WEEKWeek 7 Oct. 19 Oct. 23 Topic: Attachment and Emotions Cassidy, J. (1994). Emotion regulation: Influences of attachment relationships.Monographs of the society for research in child development,59(2-3), 228-249. Mikulincer, M., & Shaver, P. R. (2005). Attachment theory and emotions in close relationships: Exploring the attachment related dynamics of emotional reactions to relational events.Personal relationships,12(2), 149-168. What is due this week? Quiz 5 (on readings) to be completed by October 25Week 8 Oct. 26 Oct. 30Topic: Attachment and Relational Processes in Intimate Relationships Part 1 (Focus on Support Processes and Power Dynamics) Collins, N. L., Ford, M. B., Guichard, A. C., Kane, H. S., & Feeney, B. C. (2010). Responding to need in intimate relationships: Social support and caregiving processes in couples. In Mario Mikulincer,Phillip R. Shaver Prosocial Motives, Emotions, and Behavior:The Better Angels of Our Nature Overall, N. C. (2019). Attachment insecurity and power regulation in intimate relationships.Current opinion in psychology,25, 53-58. Campbell, L., & Stanton, S. C. (2019). Adult attachment and trust in romantic relationships.Current opinion in psychology,25, 148-151. What is due this week? Quiz 6 (on readings) to be completed by November 1Week 9 Nov. 2 Nov. 6Topic: Attachment and Relational Processes in Intimate Relationships Part 2 (Focus on Interpersonal Conflict) Overall, N. C., & McNulty, J. K. (2017). What type of communication during conflict is beneficial for intimate relationships?.Current opinion in psychology,13, 1-5. Low, R. S., Overall, N. C., Cross, E. J., & Henderson, A. M. (2019). Emotion regulation, conflict resolution, and spillover on subsequent family functioning.Emotion,19(7), 1162. What is due this week? Analysis of Dyadic Interaction due on November 8Week 10 Nov. 9 Nov. 13 Topic: Attachment and Sex Birnbaum, G. E. (2015).Like a horse and carriage? The dynamic interplay of attachment and sexuality during relationship development.European Psychologist, 20(4), 265274. Diamond, L. M. (2013). Links and distinctions between love and desire.Human bonding, 226-250. Johnson, S., & Zuccarini, D. (2010).Integrating sex and attachment in emotionally focused couple therapy.Journal of Marital and Family Therapy, 36(4), 431445. What is due this week? Quiz 7 (on readings) to be completed by November 15Week 11 Nov. 16 Nov. 20 Topic: Clinical Applications of Attachment Theory Dansby Olufowote, R. A., Fife, S. T., Schleiden, C., & Whiting, J. B. (2020). How can I become more secure?: A grounded theory of earning secure attachment.Journal of marital and family therapy,46(3), 489-506. Berry, K., & Danquah, A. (2015). Attachment-informed therapy for adults: Towards a unifying perspective on practice. Psychology and Psychotherapy: Theory, Research and Practice, 89(1), 1532. doi:10.1111/papt.12063 What is due this week? Quiz 8 (on readings) to be completed by November 22Week 12 Nov. 23 Nov. 27 Topic: Student Presentations What is due this week? Student presentations are due November 29Week 13 Nov. 30 Dec. 4 Topic: Student PresentationsWhat is due this week? Student peer reviews are due December 6 Short Paper 2 due on December 6 Late Work Policy and Note on Course Requirements: You should organize your week knowing that a quiz or assignment is due each week of the semester. The course requirements are also designed such that only one assignment or quiz is due each week. That is, if there is an assignment due, there is no quiz that week and vice versa. Note the exception for December 6 when you will be submitting both you peer review and the final short paper of the semester. All course requirements (quizzes; written assignments; video presentation) are due by 11pm Sunday of each week. Please note that all assignments and quizzes are expected to be submitted/completed on time. Below is the late policy for this course: Quizzes. On the weeks that you have to complete a quiz, the quiz will be available on LEARN by 10am Friday morning of that week and will be available until 11pm that Sunday. Once you start a quiz, you will have 30 minutes to complete it. If you miss a quiz, you will lose two marks from the total points allocated for quizzes (total points allocated for quizzes = 20), unless you have missed the quiz for a reason outlines in the UW calendar (e.g., medical or family emergency). Written Assignments and Student Presentations: All late assignments will be penalized. For every day an assignment is lateincluding weekends5% will be deducted from your assignment grade. For example, if you received 100% on one of your short papers but handed it in one class late, 5% would be deducted from your final grade. If you encounter circumstances that you feel may cause you to be late in submitting a written assignment or the video presentation, you should contact me as soon as possible. You must be in contact with me at least 24 hours prior to the deadline to request an extension. An extension will only be given for reasons outlined in the UW calendar (e.g., medical or family emergency). Assignments more than 1 week late will not be accepted for any reason except those outlined in the UW calendar (e.g., medical or family emergency) Academic integrity, grievance, discipline, appeals and note for students with disabilities: Academic Integrity In order to maintain a culture of academic integrity, members of the University of ݮƵ are expected to promote honesty, trust, fairness, respect and responsibility. Check the  HYPERLINK "/academic-integrity/" Office of Academic Integrity website for more information. Discipline A student is expected to know what constitutes academic integrity to avoid committing an academic offence, and to take responsibility for his/her actions. [Check HYPERLINK "/academic-integrity/" the Office of Academic Integrityfor more information.] A student who is unsure whether an action constitutes an offence, or who needs help in learning how to avoid offences (e.g., plagiarism, cheating) or about rules for group work/collaboration should seek guidance from the course instructor, academic advisor, or the undergraduate associate dean. For information on categories of offences and types of penalties, students should refer to HYPERLINK "/secretariat-general-counsel/policies-procedures-guidelines/policy-71" Policy 71, Student Discipline. For typical penalties, check HYPERLINK "/secretariat-general-counsel/policies-procedures-guidelines/guidelines/guidelines-assessment-penalties" Guidelines for the Assessment of Penalties. Concerns about a Course Policy or Decision Informal Stage. We in the Psychology Department take great pride in the high quality of our program and our instructors. Though infrequent, we know that students occasionally find themselves in situations of conflict with their instructors over course policies or grade assessments. If such a conflict arises, the Associate Chair for Undergraduate Affairs (Richard Eibach) is available for consultation and to mediate a resolution between the student and instructor: Email: reibach@uwaterloo.ca; Ph 519-888-4567 ext. 38790 Grievance A student who believes that a decision affecting some aspect of his/her university life has been unfair or unreasonable may have grounds for initiating a grievance. Read  HYPERLINK "/secretariat-general-counsel/policies-procedures-guidelines/policy-70" Policy 70 - Student Petitions and Grievances, Section 4. When in doubt, please be certain to contact Richard Eibach, the Associate Chair for Undergraduate Affairs who will provide further assistance; reibach@uwaterloo.ca. Appeals A decision made or penalty imposed under Policy 70 - Student Petitions and Grievances (other than a petition) or Policy 71 - Student Discipline may be appealed if there is a ground. A student who believes they have a ground for an appeal should refer to  HYPERLINK "/secretariat-general-counsel/policies-procedures-guidelines/policy-72" Policy 72 - Student Appeals. Note for Students with Disabilities The  HYPERLINK "/disability-services/" AccessAbility Services office, located on the first floor of the Needles Hall extension (NH 1401), collaborates with all academic departments to arrange appropriate accommodations for students with disabilities without compromising the academic integrity of the curriculum. If you require academic accommodations to lessen the impact of your disability, please register with the AS office at the beginning of each academic term. If Using Turnitin in your Course Turnitin.com: Text matching software (Turnitin) may be used to screen assignments in this course. Turnitin is used to verify that all materials and sources in assignments are documented. Students' submissions are stored on a U.S. server, therefore students must be given an alternative (e.g., scaffolded assignment or annotated bibliography), if they are concerned about their privacy and/or security. Students will be given due notice, in the first week of the term and/or at the time assignment details are provided, about arrangements and alternatives for the use of Turnitin in this course. It is the responsibility of the student to notify the instructor if they, in the first week of term or at the time assignment details are provided, wish to submit alternate assignment. Cross-listed Course (if applicable) Please note that a cross-listed course will count in all respective averages no matter under which rubric it has been taken. For example, a PHIL/PSCI cross-list will count in a Philosophy major average, even if the course was taken under the Political Science rubric. Accommodation for course requirements for Psychology courses. Policies of the Psychology department pertaining to course requirements are available on the  HYPERLINK "/psychology/current-psychology-undergraduate-students/policies" department website. Mental Health Support All of us need a support system. The faculty and staff in Arts encourage students to seek out mental health support if they are needed. On Campus Due to COVID-19 and campus closures, services are available only online or by phone. Counselling Services:  HYPERLINK "mailto:counselling.services@uwaterloo.ca" counselling.services@uwaterloo.ca / 519-888-4567 ext. 32655  HYPERLINK "https://wusa.ca/services/uw-mates" MATES: one-to-one peer support program offered by the ݮƵ Undergraduate Student Association (WUSA) and Counselling Services Off campus, 24/7  HYPERLINK "https://good2talk.ca/" Good2Talk: Free confidential help line for post-secondary students. Phone: 1-866-925-5454 Grand River Hospital: Emergency care for mental health crisis. Phone: 519-749-4300 ext. 6880  HYPERLINK "https://here247.ca/" Here 24/7: Mental Health and Crisis Service Team. Phone: 1-844-437-3247  HYPERLINK "https://ok2bme.ca/" OK2BME: set of support services for lesbian, gay, bisexual, transgender or questioning teens in ݮƵ. Phone: 519-884-0000 extension 213 Full details can be found online on the Faculty of Arts  HYPERLINK "/arts/get-mental-health-support-when-you-need-it" website Download  HYPERLINK "/arts/sites/ca.arts/files/uploads/files/counselling_services_overview_002.pdf" UݮƵ and regional mental health resources (PDF) Download the  HYPERLINK "/watsafe/" WatSafe app to your phone to quickly access mental health support information. Territorial Acknowledgement We acknowledge that we are living and working on the traditional territory of the Attawandaron (also known as Neutral), Anishinaabe and Haudenosaunee peoples. The University of ݮƵ is situated on the Haldimand Tract, the land promised to the Six Nations that includes ten kilometres on each side of the Grand River. For more information about the purpose of territorial acknowledgements, please see the  HYPERLINK "https://www.caut.ca/content/guide-acknowledging-first-peoples-traditional-territory" CAUT Guide to Acknowledging Traditional Territory. Academic freedom at the University of ݮƵ  HYPERLINK "/secretariat/policies-procedures-guidelines/policy-33" Policy 33, Ethical Behaviour states, as one of its general principles (Section 1), The University supports academic freedom for all members of the University community. Academic freedom carries with it the duty to use that freedom in a manner consistent with the scholarly obligation to base teaching and research on an honest and ethical quest for knowledge. In the context of this policy, 'academic freedom' refers to academic activities, including teaching and scholarship, as is articulated in the principles set out in the Memorandum of Agreement between the FAUW and the University of ݮƵ, 1998 (Article 6). The academic environment which fosters free debate may from time to time include the presentation or discussion of unpopular opinions or controversial material. Such material shall be dealt with as openly, respectfully and sensitively as possible. This definition is repeated in Policies 70 and 71, and in the Memorandum of Agreement, Section SONA Participation and Research Experience Marks Information and Guidelines Experiential learning is considered an integral part of the undergraduate program in Psychology. Research participation is one example of this, article review is another.A number of undergraduate courses have been expanded to include opportunities for Psychology students to earn grades while gaining research experience. Since experiential learning is highly valued in the Department of Psychology, students may earn a "bonus" grade of up to 4% in this course through research experience. Course work will make up 100% of the final mark and a "bonus" of up to 4% may be earned and will be added to the final grade if/as needed to bring your final grade up to 100%. The two options for earning research experience grades; participation in research through online and remotely operated (replacing in-lab) studies, and article review; are described below. Students may complete any combination of these options to earn research experience grades. Option 1: Participation in Psychology Research Research participation is coordinated by the Research Experiences Group (REG). Psychology students may volunteer as research participants in remotely operated (replaces in-lab) and/or online (web-based) studies conducted by students and faculty in the Department of Psychology. Participation enables students to learn first-hand about psychology research and related concepts. Many students report that participation in research is both an educational and interesting experience. Please be assured that all Psychology studies have been reviewed and received ethics clearance through a University of ݮƵ Research Ethics Committee. How to earn extra marks for your Psychology course(s) this term by participating in studies ... You will earn "credits" which will be converted to "marks" (1 credit = 1%) You can schedule your remotely operated (replacing in-lab) and ONLINE studies using the "Sona" website. FOR THE FALL 2020 TERM ALL OF YOUR CREDITS can be earned through ONLINE AND REMOTELY/ ONLINE OPERATED (replacing in-lab) studies. Educational focus of participation in research To maximize the educational benefits of participating in research, students will receive feedback information following their participation in each study detailing the following elements: Purpose or objectives of the study Dependent and independent variables Expected results References for at least two related research articles Provisions to ensure confidentiality of data Contact information of the researcher should the student have further questions about the study Contact information for the Director of the Office of Research Ethics should the student wish to learn more about the general ethical issues surrounding research with human participants, or specific questions or concerns about the study in which s/he participated. Participation in remotely operated (replaces in-lab) studies has increment values of 0.5 participation credits (grade percentage points) for each 30-minutes of participation. Participation in ONLINE studies is worth .25 credits for each 15-minutes of participation. Researchers will record students participation and at the end of the term the REG Coordinator will provide the course instructor with a credit report of the total credits earned by each student. How to participate? Study scheduling, participation and grade assignment is managed using the SONA online system. All students enrolled in this course have been set up with a SONA account. You must get started early in the term. For instructions on how to log in to your SONA account and for a list of important dates and deadlines please, as soon as possible, go to: HYPERLINK "/research-experiences-group/welcome-research-experiences-group-and-sona/sona-information"Participating/SONA information: How to log in to Sona and sign up for studies *** Please do not ask the Course Instructor or REG Coordinator for information unless you have first thoroughly read the information provided on this website.*** More information about the REG program in general is available at:  HYPERLINK "/research-experiences-group/welcome-research-experiences-group-and-sona/sona-information" Sona Information on the REG Participants website or you can check the  HYPERLINK "/research-experiences-group/sites/ca.research-experiences-group/files/uploads/files/sona_faq_for_fall_2019.pdf" Sona FAQ on the REG website homepage for additional information. Option 2: Article Review as an alternative to participation in research Students are not required to participate in research, and not all students wish to do so. As an alternative, students may opt to gain research experience by writing short reviews (1 to 2 pages) of research articles relevant to the course. The course instructor will specify a suitable source of articles for this course (i.e., scientific journals, newspapers, magazines, other printed media). You must contact your TA to get approval for the article you have chosen before writing the review. Each review article counts as one percentage point. To receive credit, you must follow specific guidelines. The article review must: Be submitted before the  HYPERLINK "http://www.quest.uwaterloo.ca/undergraduate/dates.html" last day of lectures. Late submissions will NOT be accepted under ANY circumstances. Be typed Fully identify the title, author(s), source and date of the article.A copy of the article must be attached. Identify the psychological concepts in the article and indicate the pages in the textbook that are applicable. Critically evaluate the application or treatment of those concepts in the article. If inappropriate or incorrect, identify the error and its implications for the validity of the article. You may find, for example, misleading headings, faulty research procedures, alternative explanations that are ignored, failures to distinguish factual findings from opinions, faulty statements of cause-effect relations, errors in reasoning, etc. Provide examples whenever possible. Clearly evaluate the application or treatment of those concepts in the article. Keep a copy of your review in the unlikely event we misplace the original.     PAGE  PAGE 1 Psych 470 Course Outline 2020 There will be a discussion forum on the course website in LEARN where we will respond publicly to all course-related questions that are posted. 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