Psychology 3780G 001 FW24
Research in Social Psychology
If there is a discrepancy between the outline posted below and the outline posted on the OWL course website, the latter shall prevail.
Western University
London Canada
Department of Psychology
Winter 2024
Psychology 3780 G Section 001
RESEARCH IN SOCIAL PSYCHOLOGY
1 Calendar Description
An introduction to the methods and techniques used in the study of human social behavior. Students will conduct studies using a variety of procedures, and will develop an independent research proposal.
Antirequisites: Psychology 2780E
Prerequisites: Both Psychology 2801F/G (or one of Health Sciences 2801A/B, Psychology 2840F/G, Psychology 2855F/G) and Psychology 2811A/B (or one of Biology 2244A/B, Economics 2122A/B, Economics 2222A/B, Geography 2210A/B, Health Sciences 3801A/B, MOS 2242A/B, Psychology 2830A/B, Psychology 2850A/B, Sociology 2205A/B, Statistical Sciences 2035, Statistical Sciences 2141A/B, Statistical Sciences 2143A/B, Statistical Sciences 2244A/B, Statistical Sciences 2858A/B, the former Social Work 2207A/B), or both the former Psychology 2800E and the former Psychology 2810, and one of Psychology 2070A/B or Psychology 2720A/B, PLUS registration in third or fourth year Honours Specialization in Psychology or Honours Specialization in Developmental Cognitive Neuroscience. Third or fourth year Psychology Majors and Psychology Special Students who earn 70% or higher in both Psychology 2801F/G (or 70% or higher in one of Health Sciences 2801A/B, Psychology 2840F/G, Psychology 2855F/G) and Psychology 2811A/B (or 70% or higher in one of Biology 2244A/B, Economics 2122A/B, Economics 2222A/B, Geography 2210A/B, Health Sciences 3801A/B, MOS 2242A/B, Psychology 2830A/B, Psychology 2850A/B, Sociology 2205A/B, Statistical Sciences 2035, Statistical Sciences 2141A/B, Statistical Sciences 2143A/B, Statistical Sciences 2244A/B, Statistical Sciences 2858A/B, the former Social Work 2207A/B), or 70% or higher in the former Psychology 2820E (or 60% or higher in the former Psychology 2800E and the former Psychology 2810) also may enrol in this course.
2 lecture hours; 2 laboratory hours; Course Weight: 0.5
Unless you have either the prerequisites for this course or written special permission from your Dean to enrol in it, you may be removed from this course and it will be deleted from your record. This decision may not be appealed. You will receive no adjustment to your fees in the event that you are dropped from a course for failing to have the necessary prerequisites.
2 Course Information
Instructor: Dr. John Sakaluk
- Pronunciation: J-ahn Sack-Uh-Luck
- Pronouns: He/Him/HIs
Office & Phone: SSC 6312, ext. 87755
Office Hours: By appointment
(https://calendly.com/jsakaluk/psychol-3780-office-hours)
Email: Everyday inquiries: professor.sakaluk@gmail.com
Emergencies: jsakaluk@uwo.ca
- First point of contact re: lecture confusion
- First point of contact re: emergencies
- Second point of contact re: grading
Teaching Assistant: [TA information]
Office: [TA information]
Office Hours: [TA information]
Email: [TA information]
- First point of contact re: lab
- First point of contact re: grading of anything except midterm/final
Time and Location of Classes: see Student Centre for Timetable
Time and Location of Labs: see Student Centre for Timetable
For courses that include an online component, students must have a reliable internet connection and computer that are compatible with online learning system requirements.
3 Course Materials
No textbook will be used. Required readings will be sourced from popular media outlets, chapters in books, and peer-reviewed articles. See 7.1 READINGS SCHEDULE
4 Course Objectives and Learning Outcomes
The purpose of this course is to provide students with experience of navigating the possibilities and considerations in a program of social psychological research, from theory to data analysis. Students will develop fluency with selecting important research questions, appropriate research designs, and compelling measurement strategies. Students will also develop increased transferable skills, including research presentation, research writing, and scientific literacy.
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Learning Outcome |
Learning Activity |
Assessment |
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Depth and Breadth of Knowledge.
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Application of Knowledge.
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· Midterm exam · Final Exam · Research proposal · Lab activity participation |
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Communication Skills.
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Awareness of Limits of Knowledge.
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Autonomy and Professional Capacity.
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5 Evaluation
The evaluation and testing formats for this course were created to assess the learning objectives as listed in section 4.0 and are considered necessary for meeting these learning objectives.
The following assessments will be used to determine your grade:
- LAB ACTIVITY PARTICIPATION (8% of final grade): attendance, preparedness, and constructive contributions made to weekly lab
- MIDTERM EXAM (25% of final grade): multiple-choice questions covering Weeks 1-6,
- FINAL EXAM (30% of final grade): multiple-choice questions covering Weeks 8-13
- RESEARCH PROPOSAL (37% of final grade): through five subcomponents (a., b., c., and d.), students work towards a final written proposal for a social psychological research project that they would want to conduct:
- Brainstorming document (1 page): a brief description of 3 different research topics of interest to the student, including any preliminary research questions, predictions, and methodological considerations, due the first lab session (2.5% of final grade)
- Statement of the problem and prediction (500 – 750 words [not counting references]): a description of the topic chosen for the proposal, a succinct review of the theoretical perspective and research in the topical area, and a summary of the research question and prediction(s) (2.5% of final grade)
- Workshopping of complete rough draft of research proposal (Min: 2000 words [not counting references], Max: 3000 words [not counting references]): Students will share digital copies of their rough drafts (inclusive of an introduction, proposed methods, and limitations section) and spend the lab session of Mar. 24 giving and receiving feedback on their drafts with their classmates. (7% of final grade)
- One-page (single spaced, ~500 words) summary: students will also submit during the final lab session a one-page summary of their proposal, akin to a CGS application (5% of final grade)
- Final written research proposal (Min: 2000 words [not counting references], Max: 3000 words [not counting references]): students will submit their polished research proposal (following integration of feedback/edits from c.) and submit during the final lab session (20% of final grade)
The evaluation and testing formats for this course were created to assess the learning objectives as listed in section 4 and are necessary for meeting these learning objectives
Policy on Missing Coursework
My policies for missing each type of evaluations are below. Note that to ensure equity in grading, I cannot (and will not) selectively deviate from these policies on an individuating basis.
Students must familiarize themselves with the Policy on Academic Consideration –
Undergraduate Students in First Entry Programs
Students missing course work for medical, compassionate or extenuating circumstances can request academic consideration by completing a request at the central academic consideration portal. Students are permitted one academic consideration request per course per term without supporting documentation. Note that supporting documentation is always required for academic consideration requests for examinations scheduled by the office of the registrar (e.g. December and April exams) and for practical laboratory and performance tests typically schedule during the last week of the term. Students should also note that the instructor may designate one assessment per course per term that requires supporting documentation. This designated assessment is described elsewhere in this document. Please note that any academic considerations granted in this course will be determined by the instructor of this course, in consultation with the academic advisors in your Faculty of Registration, in accordance with information presented in this course outline. Supporting documentation for academic considerations for absences due to illness should use the Student Medical Certificate or, where that is not possible, equivalent documentation by a health care practitioner.
University policy on academic considerations are described here. This policy requires
that all requests for academic considerations must be accompanied by a self-attestation.
Further information about academic considerations, and information about submitting
this self-attestation with your academic consideration request may be found here.
Please note that any academic considerations granted in this course will be determined
by the instructor, in consultation with the academic advisors in your Faculty of
Registration, in accordance with information presented in this course outline.
Missed Lab Days (without due dates for in-class activities): Students are able to miss up to 2 lab sessions without it hurting their Lab Activity Participation grade, provided they are prepared and make constructive contributions during the bulk of the remaining lab sessions. Extensive absences, however, will inevitably hurt a student’s Lab Activity Participation, regardless of how otherwise prepared and constructive their remaining contributions are.
Missed Lab Days (with due dates for Research Proposal Parts A and C): Components of the Research Proposal are to be completed during lab sessions on Jan. 10 and Mar. 21. Students must be in lab on these scheduled dates unless you have a legitimate excuse recognized by the university administration. Valid reasons include medical or compassionate reasons, and must be substantiated by proper documentation (e.g., a medical certificate, which will be verified by the Office of the Dean). A student who misses one/both of these days with verified documentation justifying the absence will have the points for the missed activity rolled into the points to be awarded for the final written proposal (e.g., excused absence for the workshopping of a complete rough draft [10%] would be moved to the final proposal, which would then have a higher grade value [30%] than normal [20%]). A student who misses one/both of these days without verified documentation justifying the absence will be assigned a 0 for the component(s) they miss.
Research Proposal Part B and D (with Flexible Deadlines): This course employs flexible deadlines for these portions of the Research Proposal assignments. The assignment deadlines can be found in the course outline. For these portions of the Research Proposal assignment (and not the Parts A, C, and E), students are expected to submit the assignment by the deadline listed. Should illness or extenuating circumstances arise, students are permitted to submit their assignment up to 72 hours past the deadline without academic penalty. Should students submit their assessment beyond 72 hours past the deadline, a late penalty of 10% per day will be subtracted from the assessed grade. As flexible deadlines are used in this course for these portions of the Research Proposal assignment, requests for academic consideration will not be granted for these elements. If you have a long-term academic consideration or an accommodation for disability that allows greater flexibility than provided here, please reach out to your instructor at least one week prior to the posted deadline.
Research Proposal Part E (Requiring Supporting Documentation): Instructors are permitted to designate one assessment per course per term as requiring supporting documentation to receive academic consideration. For this course the following assessment has been designated as requiring supporting documentation:
Final Exam: Note that the policy also indicates that examinations scheduled by the Office of the Registrar during official examination periods (i.e., our Final Exam) Always require formal supporting documentation to receive academic consideration.
Because this is an essay course, as per Senate Regulations, you must pass the essay component to pass the course. That is, the average mark for your written assignments must be at least 50%.
This course is exempt from the Senate requirement that students receive assessment of their work accounting for at least 15% of their final grade at least three full days before the date of the deadline for withdrawal from a course without academic penalty.
The Psychology Department follows Western’s grading guidelines: https://www.uwo.ca/univsec/pdf/academic_policies/general/grades_undergrad.pdf
The expectation for course grades within the Psychology Department is that they will be distributed around the following averages:
70% 1000-level to 2099-level courses
72% 2100-2999-level courses
75% 3000-level courses
80% 4000-level courses
In the event that course grades are significantly higher or lower than these averages, instructors may be required to make adjustments to course grades. Such adjustment might include the normalization of one or more course components and/or the re-weighting of various course components.
Policy on Grade Rounding
Please note that although course grades within the Psychology Department are rounded to the nearest whole number, no further grade rounding will be done. No additional assignments will be offered to enhance a final grade; nor will requests to change a grade because it is needed for a future program be considered.
6 Assessment/Evaluation Schedule
Lab Activity Participation: Assessed continuously throughout semester
Midterm: During Lecture time, Mar. 1
Final Exam: During TBD slot of Exam Period, Apr. 13 – 30
Research Proposal Part A: Due in Lab, Jan. 10
Research Proposal Part B: Due in Lab, Feb. 14
Research Proposal Part C: Due in Lab, Mar. 21
Research Proposal Part D: Due in Lab, Mar. 28
Research Proposal Part E: Due by end of day (11:59PM) Apr. 4
7 Class Schedule
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Week |
Date |
Topic |
Assessment Due |
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1: Lec |
Jan. 8, 2024 |
What do social psychologists study? |
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1: Lab |
Jan. 10, 2024 |
Generating good research questions |
Research Proposal Part A |
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2: Lec |
Jan. 15, 2024 |
Social psychological theories |
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2: Lab |
Jan. 17, 2024 |
Constructing theories |
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3: Lec |
Jan. 22, 2024 |
Sampling considerations |
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3: Lab |
Jan. 24, 2024 |
Determining who and how many (sampling) |
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4: Lec |
Jan. 29, 2024 |
Intrapsychic constructs |
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4: Lab |
Jan. 31, 2024 |
Designing surveys |
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5: Lec |
Feb. 5, 2024 |
Implicit social cognition |
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5: Lab |
Feb. 7, 2024 |
Collecting data from implicit measures |
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6: Lec |
Feb. 12, 2024 |
Observation and behaviour |
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6: Lab |
Feb. 14, 2024 |
Collecting and coding behavioural data |
Research Proposal Part B |
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7: Lec |
Feb. 19, 2024 |
READING WEEK |
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7: Lab |
Feb. 21, 2024 |
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8: Lec |
Feb. 26, 2024 |
MIDTERM |
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8: Lab |
Feb. 28, 2024 |
Using Zotero for Reference Management |
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9: Lec |
Mar. 5, 2024 |
Design I: Experiments |
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9: Lab |
Mar. 7, 2024 |
Designing experimental manipulations |
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10: Lec |
Mar. 12, 2024 |
Design II: Non-experimental research |
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10: Lab |
Mar. 14, 2024 |
Writing about social psychological research |
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11: Lec |
Mar. 19, 2024 |
Analysing social psychological data |
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11: Lab |
Mar. 21, 2024 |
Factor analysis exposé and evaluating published results |
Research Proposal Part C |
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12: Lec |
Mar. 26, 2024 |
Quality-control in social psychology research |
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12: Lab |
Mar. 28, 2024 |
Evaluating published research |
Research Proposal Part D |
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13: Lec |
Apr. 2, 2024 |
Professional Development with Social Psychological Methods |
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13: Lab |
Apr. 4, 2024 |
Presenting social psychological research |
Research Proposal Part E |
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Apr. 7 – 30, 2024 |
Final Exam |
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7.1 READINGS SCHEDULE
Please consult How to Read (and Understand) a Social Science Journal Article for practical recommendations of how to navigate readings of this kind.
Week 1 (Jan. 8 & 10): What do social psychologists study? | Generating good research questions
- Berkman, E. T., & Wilson, S. M. (2021). So useful as a good theory? The practicality crisis in (social) psychological theory. Perspectives on psychological science, 16(4).
- Greenwald, A. G. (2012). There is nothing so theoretical as a good method. Perspectives on psychological science, 7(2), 99-108.
- Gergen, K. J. (1973). Social psychology as history. Journal of personality and social psychology, 26(2), 309-320.
- Morton, T. A., Haslam, S. A., Postmes, T., & Ryan, M. K. (2006). We value what values us: The appeal of identity‐affirming science. Political Psychology, 27(6), 823-838.
- Nelson, L. D., Simmons, J., & Simonsohn, U. (2018). Psychology's renaissance. Annual review of psychology, 69, 511-534.
Week 2 (Jan. 15 & 17): Social psychological theories | Constructing theories
- Van Lange, P. A. (2013). What we should expect from theories in social psychology: Truth, abstraction, progress, and applicability as standards (TAPAS). Personality and Social Psychology Review, 17(1), 40-55.
- Healy, K. (2017). Fuck nuance. Sociological Theory, 35(2), 118-127.
- Epstein, J. M. (2008). Why model?. Journal of artificial societies and social simulation, 11(4), 12.
- Gray, K. (2017). How to map theory: Reliable methods are fruitless without rigorous theory. Perspectives on Psychological Science, 12(5), 731-741.
Week 3 (Jan. 22 & 24 Sampling considerations | Determining who and how many (sampling)
- Syed, M. (2021). WEIRD Times: Three Reasons to Stop Using a Silly Acronym. Retrieved from https://getsyeducated.blogspot.com/2021/06/weird-times-three-reasons-to-stop-using.html.
- Funder, D. C., & Ozer, D. J. (2019). Evaluating effect size in psychological research: Sense and nonsense. Advances in Methods and Practices in Psychological Science, 2(2), 156-168.
- Schönbrodt, F. D., & Perugini, M. (2013). At what sample size do correlations stabilize?. Journal of Research in Personality, 47(5), 609-612.
- Simmons, J. (2014). MTurk vs. The Lab: Either Way We Need Big Samples. Retrieved from http://datacolada.org/18.
- Magnusson, K. (2021). Interpreting Cohen's d effect size: An interactive visualization (Version 2.5.1) [Web App]. R Psychologist. https://rpsychologist.com/cohend/
- Simonsohn, U. (2014). No-way Interactions. Retrieved from http://datacolada.org/17.
Week 4 (Jan. 29 & 31): Intrapsychic constructs | Designing surveys
- Fried, E. I. (2017). What are psychological constructs? On the nature and statistical modelling of emotions, intelligence, personality traits and mental disorders. Health psychology review, 11(2), 130-134.
- Ruscio, J., & Ruscio, A. M. (2008). Categories and dimensions: Advancing psychological science through the study of latent structure. Current Directions in Psychological Science, 17(3), 203-207.
- Schwarz, N. (1999). Self-reports: How the questions shape the answers. American Psychologist, 54(2), 93–105.
- Rosenbusch, H., Wanders, F., & Pit, I. L. (2020). The Semantic Scale Network: An online tool to detect semantic overlap of psychological scales and prevent scale redundancies. Psychological Methods, 25(3), 380–392.
- Flake, J. K., & Fried, E. I. (2020). Measurement schmeasurement: Questionable measurement practices and how to avoid them. Advances in Methods and Practices in Psychological Science, 3(4), 456-465.
Week 5 (Feb. 5 & 7): Implicit social cognition | Collecting data from implicit measures
- Greenwald, A. G., & Banaji, M. R. (2017). The implicit revolution: Reconceiving the relation between conscious and unconscious. American Psychologist, 72(9), 861–871.
- Greenwald, A. G., Brendl, M., Cai, H., Cvencek, D., Dovidio, J. F., Friese, M., ... & Wiers, R. W. (2021). Best research practices for using the Implicit Association Test. Behavior research methods, 1-20.
- Schimmack, U. (2021). The Implicit Association Test: A method in search of a construct. Perspectives on Psychological Science, 16(2), 396-414.
- Corneille, O., & Hütter, M. (2020). Implicit? What do you mean? A comprehensive review of the delusive implicitness construct in attitude research. Personality and Social Psychology Review, 24(3), 212-232.
Week 6 (Feb. 12 & 14): Observation and behaviour | Collecting and coding behavioural data
- Baumeister, R. F., Vohs, K. D., & Funder, D. C. (2007). Psychology as the science of self-reports and finger movements: Whatever happened to actual behavior?. Perspectives on psychological science, 2(4), 396-403.
- Humbad, M. N., Donnellan, M. B., Klump, K. L., & Burt, S. A. (2011). Development of the Brief Romantic Relationship Interaction Coding Scheme (BRRICS). Journal of Family Psychology, 25(5), 759–769.
- Mehl, M. R. (2017). The electronically activated recorder (EAR) a method for the naturalistic observation of daily social behavior. Current directions in psychological science, 26(2), 184-190.
- Dang, J., King, K. M., & Inzlicht, M. (2020). Why are self-report and behavioral measures weakly correlated?. Trends in cognitive sciences, 24(4), 267-269.
Week 9 (MAR. 5 & 7): Design I: Experiments | Designing experimental manipulations
- Mook, D. G. (1983). In defense of external invalidity. American psychologist, 38(4), 379-387.
- Chester, D. S., & Lasko, E. N. (2021). Construct validation of experimental manipulations in social psychology: Current practices and recommendations for the future. Perspectives on Psychological Science, 16(2), 377-395.
- Ejelöv, E., & Luke, T. J. (2020). “Rarely safe to assume”: Evaluating the use and interpretation of manipulation checks in experimental social psychology. Journal of Experimental Social Psychology, 87, 103937.
- Westlund, E., & Stuart, E. A. (2017). The nonuse, misuse, and proper use of pilot studies in experimental evaluation research. American Journal of Evaluation, 38(2), 246-261.
Week 10 (MAR. 12 & 14): Design II: Non-experimental research | Writing about social psychological research
- Campbell, D. T., & Stanley, J. C. (1963). Experimental and quasi-experimental designs for research. Chicago, IL: Rand McNally. (pp. 1-10 and Tables 1, 2, and 3)
- McCoach, D. B., & Adelson, J. L. (2010). Dealing with dependence (Part I): Understanding the effects of clustered data. Gifted Child Quarterly, 54(2), 152-155.
- McCormick, E. M., Byrne, M. L., Flournoy, J. C., Mills, K. L., & Pfeifer, J. H. (2021, December 7). The Hitchhiker’s Guide to Longitudinal Models: A Primer on Model Selection for Repeated-Measures Methods. https://doi.org/10.31234/osf.io/ga4qz
- Gernsbacher, M. A. (2018). Writing empirical articles: Transparency, reproducibility, clarity, and memorability. Advances in methods and practices in psychological science, 1(3), 403-414.
Week 11 (MAR. 19 & Mar. 21): Analysing social psychological data | Factor analysis exposé
- Del Giudice, M., & Gangestad, S. W. (2021). A traveler’s guide to the multiverse: Promises, pitfalls, and a framework for the evaluation of analytic decisions. Advances in Methods and Practices in Psychological Science, 4(1), 2515245920954925.
- Instead of the article itself, read this accompanying supplement: A Primer on Covariate Selection.
- Schönbrodt, F. D., & Wagenmakers, E. J. (2018). Bayes factor design analysis: Planning for compelling evidence. Psychonomic bulletin & review, 25(1), 128-142.
- Sakaluk, J. K., & Short, S. D. (2017). A methodological review of exploratory factor analysis in sexuality research: Used practices, best practices, and data analysis resources. The Journal of Sex Research, 54(1), 1-9.
Week 12 (Mar. 26 & 28): Quality-control in social psychology research | Evaluating published research
- Nelson, L. D., Simmons, J., & Simonsohn, U. (2018). Psychology's renaissance. Annual review of psychology, 69, 511-534.
- Hussey, I., & Hughes, S. (2020). Hidden invalidity among 15 commonly used measures in social and personality psychology. Advances in Methods and Practices in Psychological Science, 3(2), 166-184.
- Joel, S., Eastwick, P. W., & Finkel, E. J. (2018). Open sharing of data on close relationships and other sensitive social psychological topics: Challenges, tools, and future directions. Advances in Methods and Practices in Psychological Science, 1(1), 86-94.
- Cheung, I., Campbell, L., LeBel, E. P., Ackerman, R. A., Aykutoğlu, B., Bahník, Š., ... & Yong, J. C. (2016). Registered replication report: Study 1 from finkel, rusbult, kumashiro, & hannon (2002). Perspectives on Psychological Science, 11(5), 750-764.
8 Academic Integrity
Scholastic offences are taken seriously, and students are directed to read the appropriate policy, specifically, the definition of what constitutes a Scholastic Offence, at the following Web site: https://www.uwo.ca/univsec/pdf/academic_policies/appeals/scholastic_discipline_undergrad.pdf.
Possible penalties for a scholastic offence include failure of the assignment/exam, failure of the course, suspension from the University, and expulsion from the University.
Statement on Use of Electronic Devices
No electronic devices will be permitted during the Midterm or Final Exam.
Plagiarism Detection Software
All required papers may be subject to submission for textual similarity review to the commercial plagiarism detection software under license to the University for the detection of plagiarism. All papers submitted for such checking will be included as source documents in the reference database for the purpose of detecting plagiarism of papers subsequently submitted to the system. Use of the service is subject to the licensing agreement, currently between Western and Turnitin.com.
Use of AI
The use of generative AI tools such as ChatGPT to produce written work is not permitted unless permission is granted by the instructor for specific circumstances. Any work submitted must be the work of the student in its entirety unless otherwise disclosed. When used, AI tools should be used ethically and responsibly, and students must cite or credit the tools used in line with the expectation to use AI as a tool to learn, not to produce content.
Multiple Choice Exams
Computer-marked multiple-choice tests and/or exams will be subject to submission for similarity review by software that will check for unusual coincidences in answer patterns that may indicate cheating.
9 Academic Accommodations and Accessible Education
View Western’s policy on academic accommodations for student with disabilities at this link.
Accessible Education provides supports and services to students with disabilities at Western.
If you think you may qualify for ongoing accommodation that will be recognized in all your courses, visit Accessible Education for more information. Email: aew@uwo.ca Phone: 519 661-2147
10 Absence & Academic Consideration
View Western’s policy on academic consideration for medical illnesses this link
Find your academic counsellor here: https://www.registrar.uwo.ca/faculty_academic_counselling.html
Students must see the Academic Counsellor and submit all required documentation in order to be approved for certain academic considerations. Students must communicate with their instructors no later than 24 hours after the end of the period covered SMC, or immediately upon their return following a documented absence.
Medical Absences
Submit a Student Medical Certificate (SMC) signed by a licensed medical or mental health practitioner to Academic Counselling in your Faculty of registration to be eligible for Academic Consideration.
Nonmedical Absences
Submit appropriate documentation (e.g., obituary, police report, accident report, court order, etc.) to Academic Counselling in your Faculty of registration to be eligible for academic consideration. Students are encouraged to contact their Academic Counselling unit to clarify what documentation is appropriate.
Religious Consideration
Students seeking accommodation for religious purposes are advised to contact Academic Counselling at least three weeks prior to the religious event and as soon as possible after the start of the term.
11 Other Information
- Office of the Registrar: https://registrar.uwo.ca
- Student Development Services: sdc.uwo.ca
- Psychology Undergraduate Program: https://www.psychology.uwo.ca/undergraduate/index.html
Students who are in emotional/mental distress should refer to Health and Wellness@Western https://www.uwo.ca/health/ for a complete list of options about how to obtain help.
Please contact the course instructor if you require material in an alternate format or if you require any other arrangements to make this course more accessible to you.
If you wish to appeal a grade, please read the policy documentation at: https://www.uwo.ca/univsec/pdf/academic_policies/appeals/appealsundergrad.pdf. Please first contact the course instructor. If your issue is not resolved, you may make your appeal in writing to the Undergraduate Chair in Psychology (psyugrd@uwo.ca).
Copyright Statement
Lectures and course materials, including power point presentations, outlines, videos and similar materials, are protected by copyright. You may take notes and make copies of course materials for your own educational use. You may not record lectures, reproduce (or allow others to reproduce), post or distribute any course materials publicly and/or for commercial purposes without the instructor’s written consent.
12 Land Acknowledgement
We acknowledge that Western University is located on the traditional territories of the Anishinaabek, Haudenosaunee, Lūnaapéewak, and Chonnonton. Nations, on lands connected with the London Township and Sombra Treaties of 1796 and the Dish with One Spoon Covenant Wampum. This land continues to be home to diverse Indigenous Peoples (First Nations, Métis and Inuit) whom we recognize as contemporary stewards of the land and vital contributors of our society.
