SUNY-Oneonta Department of Psychology PSYC 267 Course Outline, Spring 2009
PSYCHOLOGICAL
PERSPECTIVES ON ADVERTISING
(PSYC 267) - Spring 2009
I ESSENTIAL COURSE INFORMATION
Steven J. Gilbert
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http://employees.oneonta.edu/gilbersj/267spring2009/Syllabus.htm | ||||||
Office |
Fitz 127A (Psychology Department Office) | ||||||
Course Meetings |
Tue & Thu 4:00 - 5:15 PM, FITZ 319 | ||||||
How to reach me |
Phone: 2557 /// EMAIL: gilbersj@oneonta.edu | ||||||
Office hours |
Mon 1:00; Tue 10:00; Wed
1:00; Thu 11:00 | ||||||
Textbook |
None | ||||||
Essential hyperlinks |
Link to Electronic Reserve System (ERS) Purdue University Guide to Writing Better Web Survey for declaring project: (to be activated at appropriate time) | ||||||
Guides to writing papers in APA style |
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College Catalog
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Applies psychological theories and research to the nature and effects of advertising. Intended for students of all backgrounds. | ||||||
III Evaluation |
VI |
Welcome to Psychological Perspectives on Advertising. Get ready! We'll be reading, thinking, and talking about perspectives, theories, and studies on the psychology of advertising. In addition, we'll be viewing and analyzing a good number of print advertisements, radio and television commercials, and videos about advertising. Here’s what you are expected to do. 1. Reading and Tests. You will read 14 articles and demonstrate thorough understanding and mastery via 3 objective tests. The readings are available via the Milne Library’s ERS (Electronic Reserve System). Links to the reading list and ERS can be found above. 2. Major Project. In a group of 3 or 4 students, you will write an on-line, PowerPoint article that (a) summarizes the key ideas of one of the readings (3-14) above; (b) explores the reading’s implications for advertising; (c) presents links to multiple print, television, and/or internet advertisements; and (d) explicitly explains how these ads exemplify (or contradict) the tenets of the article. The article should be equivalent to a 10 to 15 page paper. At the appropriate time, the group will do a class presentation of this article. 3. Britt Propositions. In conjunction with Article #2 (Britt), and the list of 98 propositions from Britt’s text, you will team up with 3 other students, and become an expert on one of Britt’s propositions. On the appropriate “Britt Day,” you and your group will do a brief class presentation (supported by appropriate media) in which you: (a) a review of the proposition and research support for it identified by Britt in his text; and (b) show several advertising illustrations. You will do this 3 times (with 3 different groups) during the course of the semester.
Attendance. You are expected to come to every class, having read and studied assigned material. Pro-social behavior and active participation in class activities and discussion are assumed (please deactivate all cell phones, pagers, MP3 players, PDAs, Blackberries, Geiger counters, Tricorders, and Phasers prior to entering class). Table 3 (below) describes the system I use to consequence attendance. |
My basic objective in this course is to help you become more sophisticated about advertising, by helping you learn and understand a wide variety of relevant psychological perspectives and empirical findings. Your progress toward this goal will be measured by your performance on three unit tests that evaluate your understanding of the assigned readings, lecture material, and class discussions. In addition, the sophistication of your thinking about advertising will be measured by an evaluation of your work on the major project, and the Britt proposition presentations. A point breakdown for these activities and a final grading chart, appear in Tables 1 and 2, respectively. Table 3 describes the attendance incentive. |
Table 1. Points Awarded for Class Activities
Activity |
Points |
|
Test 1 |
60 |
180 (40%) |
Test 2 |
60 |
|
Test 3 |
60 |
|
Major Project |
180 |
180 (40%) |
Britt Presentation #1 |
30 |
90 (20%) |
Britt Presentation #2 |
30 |
|
Britt Presentation #3 |
30 |
|
|
|
|
TOTAL |
450 |
450 (100%) |
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Table 2. Grades Awarded for Points Earned
Points |
% |
|
Grade |
420 |
93.33% |
|
A |
405 |
90.00% |
|
A- |
390 |
86.67% |
|
B+ |
375 |
83.33% |
|
B |
360 |
80.00% |
|
B- |
345 |
76.67% |
|
C+ |
330 |
73.33% |
|
C |
315 |
70.00% |
|
C- |
300 |
66.67% |
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D+ |
285 |
63.33% |
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D |
270 |
60.00% |
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D- |
Table 3. Attendance Incentive
I expect perfect class attendance. The table shows bonuses (and penalties) that will be awarded based upon the number of class absences (for any reason).
BONUS/
Absences
Debit
Absences
Debit
0
+5
11
-16
1
+4
12
-32
2
+3
13
-64
3
+214
-100
4
+1
15
-100
5
0
16
-100
6
0
17
-100
7
-1
18
-100
8
-2
19
-100
9
-4
20
-100
10
-8
21
-100
Database for over 7000 historical advertisements Archive of print advertisements: 1940-present. Database of great commercials, old & new Advertising Education Foundation Resource for advertising information Advertising Resources: Television Commercials A large database of contemporary commercials Extensive bibliography Computer modeling of the components of beauty 150 non-traditional anti-Bush political commercials Eisner Museum of Advertising & Design Special advertising exhibits with large image library Emergence of Advertising: 1850-1920 Archive of 9000 advertisements and historical database 19th Century advertisements from Harper's Weekly Advertising soap in America: 1838-1998 Library of Congress: American Memory Six historical collections of advertising Images and database of health advertising: 1910s-1950 Presidential Campaign Commercials, 1952-2004 From the American Museum of the Moving Image Commercial archives from the 1970s - 1990s World War II in posters ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Here are syllabi from two graduate courses dealing with advertising. Both contain extensive references.
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