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A good way to get teaching assistants when there is not a sufficient budget for them is to offer a credit
course entitled Practicum in Teaching。 Thus； advanced students get credit for learning how to teach； and
they typically learn the course materials more thoroughly than they did as “students。” This experience
makes an excellent addition to their vita。 For those who do a good job； the incentive of a letter of
remendation is often potent。 We may offer first…time undergraduate TAs the option of team…teaching two
sections in order to share the anxiety； preparation load； and classroom activities。
Typically； undergraduates at Stanford have taken sections for one credit beyond the units for the lecture
course。 When the sections are organized around research projects； the grade is based on general class
performance and attendance； not on any exams。 We have found that making sections optional； instead of
required； decreases the number of unmotivated students who register for them。
EXPERIMENTS AND DEMONSTRATIONS
DOMAIN TITLE
Social Perception （First class “icebreaker”） Impression Management and Formation
Sensory Perception Coping with Being Temporarily Blind
Methodology Reaction Times Can Be Revealing
Conditioning Salivating for Pavlov
Memory and Cognition Strategies for Enhancing Memory
Motivation and Assessment Detecting Guilt and Deception
Psychopathology Suicide： Intentions and Acts
Ethics and Research Evaluation and Research Ethics
Psychotherapy Clinical Interventions
Both graduate and undergraduate student TAs report that being able to use this set of materials had many
benefits。 Among them they noted： lessening of anxiety at the start of their teaching experience； increased
confidence in presenting a variety of topics and approaches； and saved preparation time。 Use of these
materials enabled TAs to perform different functions across a set of activities and generally created a
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positive feeling among their students that something worthwhile was happening in the discussion sections。
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IMPRESSION MANAGEMENT AND FORMATION
OBJECTIVES
1。 To acquaint class members with one another and to provide a first…session “icebreaker” to get
students talking。
2。 To stimulate discussion about how people form impressions about others and how they manage
the impressions others will form about them。
3。 To examine how people’s beliefs influence their social judgments。
4。 To demonstrate how interesting questions can be studied experimentally and how subjects’
responses can be quantified and analyzed。
OVERVIEW
In the short time that the class has assembled； it is likely that two processes have been going on： impression
management and impression formation。 Impression management is a plex set of verbal and nonverbal
behaviors that a person engages in with the intent to appear in a desired way。 Impression formation is the
process of making judgments about the attributes of other people。 In this section； we will do the following：
1。 Begin by going around the room and having the students introduce themselves by answering the
question； “Who Am I？” The “Who Am I？” test is an old projective test that repeatedly asks
respondents to answer the question “Who are you？” Answering this question gets students to self…
disclose quickly。 After you have gone pletely around the room once； go around the room again；
having the students answer the same question。 You will find that each time you go around the
room； students self…disclose more。 This process is very sensitive to your initial remarks； and you can
easily direct the tone of students’ replies。 Go around the room as many times as practical。 This
simple activity will pay…off by creating a supportive； friendly； and humane environment that will
last for the entire term。
2。 As each student speaks； all others will list up to five adjectives that they think are probably
characteristic of this person。
3。 For three students chosen arbitrarily； list on the chalkboard the adjectives that class members chose
as descriptive of each person in question。
4。 Ask the people who were selected whether the adjectives that the class members chose are the ones
that they intended to generate。
5 。 Ask students to list the three traits they each think are most characteristic of the course instructor。
Pool their impressions to determine the frequency of each trait and where there is consensus or
disagreement。 Ask students for behavioral or perceptual evidence they used to infer each of the
traits they listed。 Ask them to use the Impression Formation Tally Forms to outline their
impressions。
6。 Analyze five different styles of self…presentation。
GENERAL INTRODUCTION
In social encounters； we are selective in what we tell other people about ourselves and in what we look for
in them。 We engage in impression management by giving others information that will lead them to form
certain conclusions about us。 We also engage in impression formation by seeking out information about
others in ways that may confirm our initial impressions about them。 This demonstration examines how
people manage their impressions of others by selectively presenting information that is relevant to some
goal…in this case； getting a job。 It also explores how people recruit information about others as they form
impressions about them。 In doing this； the demonstration provides a relatively nonthreatening means for
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students to bee better acquainted。
SELF…PRESENTATION STYLES
Robert Arkin （Ohio State University） improved on this demonstration by adding the following unit on
individual styles of self…presentation。 See the taxonomy chart （from a research article by Jones and Pittman；
1982） in which； for each of four types of self…presentation styles； there are four columns of information： a） the
emotion that the actor wants to arouse （the goal of the interaction）； b） the attributions the actor seeks to elicit
from others about himself or herself； c） the prototypical actions used to achieve those objectives； and d） the
risks of negative attributions being made instead of the intended one。 Read the chart carefully to get a sense
of these styles； strategies； and consequences。
1。 Begin by asking the class； “Suppose you wanted to arouse respect in someone for one of your recent
acplishments； what would be the impression you would want to create？” （Refer the students to
their charts。）
2。 Then； for each of the four styles； mention the emotion to be elicited and have the students infer the
appropriate style。
3。 Get the students to generate the attribution sought in order to arouse each emotion。
4。 Next； have the students give specific actions that would produce the desired emotion （e。g。；
“Casually mention to your date that； when you were chatting at dinner the other evening at your
parents’ home in Monaco； she/he told you that”）。 This is； naturally； the fun part。 The examples can
be wacky。 At some point； work in the name of the style （in this case； self…promotion）。 In addition； the
fact that one risks making a poor impression （negative attributions risked） can also be fun。 In the
example above； one could be accused of being a name…dropper or a place…dropper。
5。 For a lively discussion； ask if there are any sex differences in the use of these styles。 You should；
however； be aware of sexist stereotypes and use them to advantage as part of the psychology of
false impression formation。
PITFALLS TO AVOID
Because this is the first research section； you will have to strike a difficult balance between encouraging
students to self…disclose and keeping a lively pace so that there is time to plete the demonstration。
DISCUSSION； EXTENSIONS； AND EXPERIMENTAL VARIATIONS
To bring the impression formation idea to life； you can use the following exercise to good effect。 First； ask
students to guess the basic rules of impression formation。 With reference to a job interview； for instance； ask
what would be a mon and basic rule to use in making a good impression on the interviewer （or anyone
else for that matter）。 Students will almost ce