Course Guide for Introduction to Psychology PS 101

Transcription

Course Guide
for
Introduction to Psychology
PS 101
Sponsored by the U.S. Department of Education Title III Grant 2010-2015
Student Success Initiatives
www.massbay.edu/title3
Published Spring 2013
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OVERVIEW
Entitled Improving Engagement and Retention, the MassBay Title III project is designed to address low
student retention and graduation rates with a particular focus on low course completion rates in targeted
classes, high numbers of students on academic probation, and the needs of growing numbers of
underprepared and disabled students. To improve student success, the project proposes a four-pronged
approach which addresses expanded faculty and professional staff development, improved student
engagement in the classroom, increased capacity for online registration, advising and scheduling, and
increased institutional research to monitor student engagement and success. Over the course of the fiveyear effort, the faculty and staff seek to increase successful course completion in targeted courses by 5
percent, decrease the numbers of students on academic probation by 6 percent, increase retention and
completion by 5 percent, and increase student satisfaction with active and collaborative learning by 4
percent.
INTRODUCTION
A key focus of the Title III initiative is to improve student engagement by “changing the way instruction is
provided on campus”. Our efforts will “foster high-quality teaching through effective pedagogy,
differentiated instruction, formative and summative assessment “.
To improve student engagement in the classroom the Title III Course Redesign Initiative brings together
faculty in cohorts, or “Design Teams,” to design, implement, and assess activities in the redesigned
courses. Under the leadership of the Title III Instructional Designer, this work focuses on deepening
learning in engaging and innovative ways. Over the course of a semester the teams engage in collaborative
work to examine instructional approaches and revise outmoded instructional practices where appropriate.
Faculty members considered universal design principles and create activities designed to improve
performance, participation, attention, and focus, for the success of all learners. In the semester following
the development, faculty pilot the new approaches, identifying connections between actions and
outcomes and engage in critical reflection and collegial dialog to improve instructional approaches. The
resulting deliverable for the project is a course-specific guide that includes a course content summary with
learning objectives, sample lessons, classroom strategies, and assignments and assessments geared to
faculty new to teaching in this way. Through this coordinated and collaborative effort to instructional
design we aim to revise the greatest number of courses/sections and in turn impact the greatest number
of students. The grant provides resources to support faculty professional development related to designing
and piloting new approaches to teaching and learning. The resources provided by the grant offer an
exciting opportunity for our community to work together to develop strong partnerships, programs and
services that will increase student success.
TEAM MEMBERS
Joan Alegi-Feeney
[email protected]
Nancy Levine
[email protected]
Ruma Mishra
[email protected]
Christine Turnheim
[email protected]
Fran Eth
[email protected]
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TABLE of CONTENTS
Introduction & Student Learning Outcomes........................................................................................ 1
Sample Syllabus ................................................................................................................................. 2
Grid of Topics..................................................................................................................................... 6
HISTORY/RESEARCH
TITLE: Chapter 1 – Research Methods ................................................................................................. 8
BIOPSYCHOLOGY – BRAIN/NERVOUS SYSTEM
TITLE: Nervous System ..................................................................................................................... 10
TITLE: Two Part Jeopardy Lesson for chapters on Biopsych & Sensation/Perception .......................... 12
CONSCIOUSNESS
TITLE: Consciousness/Drug Assigment .............................................................................................. 19
TITLE: Sleep Diary............................................................................................................................. 21
TITLE: Consciousness – Dream Interpretation ................................................................................... 25
LEARNING
TITLE: Operant Conditioning – Reinforcement/Punishment .............................................................. 30
TITLE: Brief Activities on operant & classical conditionaing & social learning ..................................... 33
TITLE: Learning – Application of operant & classical conditioning principles to real life scenarios ...... 36
TITLE: Learning – How we acquire food aversions, and/or fears and phobias .................................... 40
MEMORY
TITLE: Memory ................................................................................................................................. 42
COGNITION/INTELLIGENCE
TITLE: Cognition/Intelligence – Decision-Making .............................................................................. 44
TITLE: Cognition/Intelligence – Automatice/Effortful Thinking .......................................................... 50
TITLE: Cognition/Intelligence – Thought Substitution ........................................................................ 52
HUMAN GROWTH & DEVELOPMENT
TITLE: Human Growth & Development ............................................................................................. 55
TITLE: Case Study on a Specific Age Group – Human Development.................................................... 57
TITLE: Personality/Motivation I ........................................................................................................ 59
TITLE: Personality/Motivation II ....................................................................................................... 62
PSYCHOLOGICAL DISORDERS
TITLE: Psychological Disorders .......................................................................................................... 66
APPENDIX A
Introduction to Psychology Websites ............................................................................................... 68
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INTRODUCTION
As a result of the TIII project, an Introduction to Psychology resource guide has been established to aid both
full-time and part-time faculty in the increase use of collaborative and active learning activities in the
classroom.
COURSE DESCRIPTION
This course is designed to provide a basic understanding of human behavior. General topics will include the
history of psychology, research, human growth and development, biological processes of behavior,
sensation and perception, consciousness, learning, memory, cognition/intelligence and personality
development. In addition, the course explores emotions and how stress influences people’s lives.
STUDENT LEARNING OUTCOMES
1. Demonstrate knowledge of major psychological concepts, historical and theoretical perspective,
research findings and current trends.
2. Identify, understand and apply the different research methods in Psychology and be able to analyze
and interpret research results.
3. Through both oral and written communication students will demonstrate critical thinking, identify and
interpret different arguments and persuasive appeals.
4. Conduct online research, assess the value of the sources and honor intellectual copyright.
5. Understand how interaction between different individuals/cultures can change current understanding
of psychological principles.
GRADUATION COMPETENCIES ADDRESSSED IN THIS COURSE
Written and oral communication – Including the ability to explain, persuade, advocate, and
argue effectively when engaged with a variety of audiences.
Quantitative skills – Including the use of statistical and other mathematical tools and the
ability to use mathematical reasoning to solve problems and analyze complex challenges.
Technological/information science – facility Including the abilities to understand, use, and
evaluate technology and the information it provides.
Knowledge about the physical and natural worlds – Including the way scientific knowledge
is acquired, tested, validated, and revised.
Knowledge about human cultures – Including knowledge about world and American
histories, philosophical traditions, religions, artistic and cultural legacies, and economic and
political forces.
Critical thinking and informed decision-making – Including problem-solving, ethical
reasoning, integrative/systems thinking, creative thinking, and analyzing from multiple
perspectives.
Personal, social, and civic responsibility – Including the ability to take responsibility for
one’s actions, to exercise self-assessment and self-advocacy, developing group interaction
skills, and developing community and civic awareness.
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SAMPLE SYLLABUS
MASSBAY COMMUNITY COLLEGE
INTRODUCTION TO PSYCHOLOGY-PS 101 SPRING 2012
INSTRUCTOR
Jane Doe (credentials/degrees)
OFFICE HOURS
Monday 11:30-12:30, Tuesday 11:00-12:00,
Wednesday 10:00-11:00, and Thursday 11:30-12:30.
OFFICE
Rm. XXX
MAILBOX
5th floor, Wellesley
TELEPHONE
781-239-XXXX
EMAIL ADDRESS
[email protected]
COURSE DESCRIPTION
This course is designed to provide a basic understanding of human behavior.
General topics will include the history of psychology, research, human growth and
development, biological processes of behavior, sensation and perception,
consciousness, learning, memory, cognition/intelligence and personality
development. In addition, the course explores emotions and how stress influences
people’s lives.
REQUIRED TEXT
TEXT SUGGESTIONS
Discovery Series: Introduction to Psychology, Rod Plotnik and Haig Kouyoumdjian,
2012, Wadsworth Cengage Learning. ISBN # 13: 9781111347024 or 10:1111347026
Visualizing Psychology, 2nd edition, Siri Carpenter and Karen Huffman, Wiley.
ISBN 978470410172
Name of text, edition, author, publisher, ISBN #’s.
TEACHING METHODS
The main method of instruction will be lectures, accompanied by PowerPoint slides,
videos, case studies, reading and writing assignments, group activities and classroom
discussions.
COURSE OUTCOMES
1. Demonstrate knowledge of major psychological concepts, historical and theoretical perspective,
2. Identify, understand and apply the different research methods in Psychology and be able to analyze
and interpret research results.
3. Through both oral and written communication students will demonstrate critical thinking, identify and
interpret different arguments and persuasive appeals.
4. Conduct online research, assess the value of the sources and honor intellectual copyright.
5. Understand how interaction between different individuals/cultures can change current understanding
of psychological principles.
2
COURSE OBJECTIVES
Upon completion of this course, the student will be able to:
1. Define psychology and become familiar with the major perspectives of psychology
2. Discuss the history of modern day psychology
3. Discuss the various methods used in performing psychological research
4. Name the basic unit of the nervous system and describe how it functions
5. Differentiate between the central and peripheral nervous system
6. Discuss the structure and function of the brain
7. Define sensation and perception and describe how stimuli result in sensory responses - sight, sound,
smell, touch and taste
8. Discuss human growth in terms of physical, cognitive, social and moral development
9. Differentiate between conscious and unconscious behavior
10. Discuss the different stages of sleep
11. List common psychoactive drugs – stimulants, depressants, opiates and hallucinogens
12. Describe how “learning” occurs and differentiate between classical and operant conditioning and
social learning
13. List and describe basic systems of memory
14. Define intelligence and discuss various theories related to intelligence
15. Discuss how cognitive patterns are involved in decision making
16. Describe Maslow’s Hierarchy of Needs
17. Discuss the structure and development of personality
18. Recognize signs and symptoms related to anxiety and depression
COURSE EXPECTATIONS
ATTENDANCE
The success of this course depends on regular attendance and active class participation. Although
much of the information discussed in class can be found in the textbook, lectures also include
information from outside the text. In the event of an absence it is the student’s responsibility to log
onto Blackboard, MassBay email and/or contact a fellow student to check for new assignments or
changes in the syllabus. Specific questions concerning the material missed can be addressed with the
instructor during posted office hours, however, office hours will not be used to present a missed class
in its entirety.
Consistent with the attendance policy outlined in the College Catalog, excessive absences can result
in a student being withdrawn from the course. (IF STUDENT ABSENCES EXCEED 5 CLASS HOURS,
THE INSTRUCTOR MAY WITHDRAW HIM/HER FROM THE COURSE...)
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SUGGESTED GRADING POLICY
A combination of assessment tools should be used to calculate a student’s performance in the course.
Suggestions include: journal writing, portfolios, written assignments, group work, class participation,
multiple quizzes (face to face and online) and midterm/final.
Policy on Missed Quizzes/Exams/Written Assignments
Suggest giving multiple quizzes and dropping the lowest score or allow 1 make-up per semester, with the
make-up being offered at the end of the semester.
In general, late written assignments are NOT accepted.
SUGGESTED NUMBER OF INSTRUCTIONAL HOURS TO BE DEDICATED TO EACH SUBJECT
HISTORY/RESEARCH
4
BRAIN/NERVOUS SYSTEM
5
SENSATION/PERCEPTION
2.5
CONSCIOUSNESS
4
LEARNING
4
MEMORY
4
2
GROWTH AND DEVELOPMENT
5
PERSONALITY
3
3
The remaining class time can be used to elaborate on areas of your choice, along with exams, quizzes,
presentations, etc.
ACADEMIC INTEGRITY
Please note: “The material found in this course are only for the use of students enrolled in this course
and for purposes associated with this course and may not be further disseminated.”
All students must abide by the Code of Student Conduct outlines in the Student Handbook. Any
dishonest academic behavior may be subject to disciplinary action, which may include dismissal from
the college.
Cheating includes but is not limited to: (1) use of any unauthorized assistance in taking quizzes, tests or
examinations, (2) dependence upon the aid of sources beyond those authorized by the instructor in
writing papers, preparing reports, solving problems, or carrying out other assignments; or (3) the
acquisition, without permission, of test or other academic material belonging to member of the College
faculty or staff.
Plagiarism includes, but is not limited to, the use, by paraphrase or direct quotation, of the published or
unpublished work of another person without full and clear acknowledgement.
Cheating and plagiarism will NOT be tolerated. Should the instructor have cause to suspect that any
student is either giving or receiving assistance during an exam/assignment; both the giver and recipient
of such assistance may receive a grade of “0” for that examination/assignment.
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ADA ACCOMMODATION STATEMENT
"Students with physical or learning disabilities who may require accommodations
are encouraged to contact the counseling office. After disclosing the nature
of the disability, students are urged to discuss their needs with individual instructors.
This should be done at the beginning of each semester. Instructors, in conjunction
with appropriate college officials, will provide assistance and/or accommodations to
those students who have completed this process." If you have questions about the available support
services, contact the office of Disability Resources.
If you require any accommodations, either with the presentation of course material or with testing,
please see me within the first two weeks of classes.
CLASSROOM ETIQUETTE
TO EARN RESPECT YOU MUST GIVE RESPECT!
 All cell phones, beepers and other electronic devices must be turned off before the start of class.
 Refrain from entering class late and leaving in the middle of class for it disturbs others in the room
and is disrespectful.
 Raise your hand to contribute to class discussion and to ask questions.
 When someone is speaking in the classroom, refrain from talking amongst yourselves.
 During class discussions, there may be times when students disagree with each other’s point of
view. There will be times we will need to agree to disagree!
 It is expected that each student will treat peers and faculty professionally with regard to both
conduct and attitude.
 Laptops in the classroom may only be used to record notes. Misuse of a laptop in the classroom
may result in the student being marked absent for that particular class.
MassBay’s grading system is as follows
LETTER GRADE
A
AB+
B
BC+
C
CD+
D
F
APPROXIMATE %EQUIVALENT
94-100
90-93
87-89
83-86
80-82
77-79
73-76
70-72
67-69
63-66
62 or below is Failing
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GRID of TOPICS
CHAPTER 1
HISTORY/RESEARCH
-SUBSPECIALTIES
-HISTORICAL FIGURES: WUNDT, TITCHENER,
JAMES, WATSON, SKINNER, PAVLOV, GESTALT, FREUD
-PRESENT DAY PERSPECTIVES
- RESEARCH GOALS
-TYPES OF RESEARCH: CASE STUDY, SURVEY, CORRELATIONAL,
EXPERIMENTAL, NATURALISTIC OBSERVATION
-RESEARCH ETHICS
CHAPTER 2
BIOPSYCHOLOGYBRAIN/NERVOUS SYSTEM
-PARTS, TYPES NEURONS
-NEURAL SIGNAL/DEPOLARIZATION
-NEUROTRANSMITTERS: ACETYLCHOLINE, DOPAMINE, SEROTONIN,
ENDORPHINS
-CNS AND PNS
-REFLEX ARC
-BRAIN:MEDULLA, CEREBELLUM, RETICULAR FORMATION,
CEREBELUM, CEREBRUM, CEREBRAL CORTEX, RIGHT/LEFT BRIAN,
LOBES OF CC
-LIMBIC AREA
-THALAMUS
-HYPOTHALAMUS
-BRAIN PLACTICITY
- ENDOCRINE SYSTEM
CHAPTER 3
-HOW WE SEE-ANATOMY OF THE EYE
-COLOR LIMITATION/BLINDNESS
-HOW WE HEAR-ANATOMY OF EARS
-HEARING LOSS
-TASTE/SMELL
-TOUCH- PAIN
-PERCEPTUAL SET
-TOP-DOWN/BOTTOM UP PROCESSING
-DEPTH PERCEPTION
-GESTALT-REVERSIBLE FIGURE
-GESTALTS LAW OF ORGANIZATION
-ILLUSIONS
CHAPTER 4
CONSCIOUSNESS
-ALTERED STATES OF CONSCIOUSNESS
-SLEEP STAGES
-PROBLEMS OF SLEEP: NARCOLEPSY, SLEEP APNEA, NIGHTMARES,
TERRORS, SLEEP WALKING
-CIRCADIAN RHYTHMS
-DRUGS: STIMULANTS, DEPRESSANTS, HALLUCINOGENS, OPIATES
-HYPNOSIS- IF TIME ALLOWS
6
CHAPTER 5
LEARNING
CHAPTER 6
MEMORY
CHAPTER 7
CHAPTER 9
GROWTH AND
DEVELOPMENT
CHAPTER
12
PERSONALITY/MOTIVATION
CHAPTER
13
-HABITUATION
-CLASSICAL CONDITIONING
-OPERANT CONDITIONING
-EXTINCTION, GENERALIZATION, DISTICTION, SPONTANEOUS
RECOVERY
-PHOBIAS
-SHAPING
-SCHEDULES OF REINFORCEMENT
-COGNITIVE LEARNING- INSIGHT, LATENT LEARNING AND
OBSERVATIONAL LEARNING
-ENCODE
-STORAGE: SENSORY (ICONIC/ECHOIC) , STM, LTM (DECLAR/NONDEC)
-TECHNIQUES TO IMPROVE MEMORY
-PROSPECTIVE MEMORY
-RETRIEVAL
-REPRESSED/PSEUDO MEMORIES
-PIAGET’S THEORY OF COGNITIVE DEVELOMENT
-COGNITIVE BEHAVIORAL THERAPY
-DECISION MAKING/AUTOMATIC THOUGHTS
-HISTORY OF INTELLIGENCE TESTING-BINET
-AVERAGE, GIFTED, GENIUS
-THEORIES RELATED TO INTELLIGENCE:
MULTIPLE INTELLIGENCE
TYPES OF RESEARCH: CROSS SECTIONAL LONGITUDINAL
-GENES
-PRENATAL DEVELOPMENT
-NEWBORN REFLEXES
-MOTOR DEVELOPMENT
-SOCIAL DEVELOPMENT
-PARENTING STYLES
-PIAGET’S THEORY OF COGNITIVE DEVELOPMENT
-VYGOTSKY
-ERIC ERIKSON
-ADOLESCENT CHANGES: PERSONAL FABLE
IMAGINARY AUDIENCE, EGOCENTRIC
-CHANGES AS WE AGE
-FREUD-ID/EDO/SUPEREGO, PSYCHOSEXUAL STAGES
-BIG 5 THEORY
-TYPE A AND B
-COGNITIVE BEHAVIORAL VIEW
-HUMANISTIC VIEW
-MASLOW’S HIERACHY OF NEEDS
-DSM CRITERIA
-DEPRESSION/ANXIETY
7
Title III: Student Success Initiatives
Lesson/Activity Plan
TITLE
Chapter 1/Research Methods
HISTORY/RESEARCH
DESCRIPTION Collaborative work on creating a survey or an experimental design
GRADUATION COMPETENCIES ADDRESSSED
X
X
X
X
political forces.
perspectives.
COURSE OUTCOMES ADDRESSED
X
X
X
X
Demonstrate knowledge of major psychological concepts, historical and theoretical perspective,
Identify, understand and apply the different research methods in Psychology and be able to
analyze and interpret research results.
Through both oral and written communication students will demonstrate critical thinking,
identify and interpret different arguments and persuasive appeals.
Conduct online research, assess the value of the sources and honor intellectual copyright.
Understand how interaction between different individuals/cultures can change current
understanding of psychological principles.
8
OBJECTIVES
Students gain the knowledge of various methods used in Psychological research.
PREREQUISITE KNOWLEDGE/SKILLS/ACTIVITIES
Knowledge of different research methods used in Psychology.
TIME ALLOTTED
25-30 minutes
MATERIALS/EQUIPMENT/HANDOUTS
Worksheet on research methods
WEBSITES
http://www.massbay.edu/Academics/Library/Research-Tools.aspx
PROCEDURES
Students are explained the different research methods used in the field of psychology and the basic
statistics like mean, median and mode to analyze the date. This is covered a week before this
activity. Students are then asked to form small groups of 4. They together come up with a topic of
choice to work on. Students then have the flexibility to either create a survey consisting of minimum
of 10 questions or to create an experimental design [Hypothesis, Independent and dependent
variable, sample etc] to test their hypothesis. A written document is submitted at the end of the
activity.
EXTENSION AND REMEDIATION
Students can go to info-trac to find a research article related to Chapter 2.
They then have to summarize the article, specify the research methods used and the variables.
ASSESSMENT
This is a 10 point class work. Students are assessed on the accuracy of their answers.
9
TITLE
Nervous System
BIOPSYCHOLOGY-BRAIN/NERVOUS SYSTEM
DESCRIPTION Demonstrates how electrical and chemical impulses travel in the nervous system.
X
X
political forces.
perspectives.
X
X
OBJECTIVES
Name the basic unit of the nervous system and describe how it functions. Differentiate
between the central and peripheral nervous system.
10
Knowledge of the anatomy of the nervous system- Neurons-parts and types/transmission of
impulses – both electrical and chemical.
TIME ALLOTTED
20 minutes
MATERIALS / EQUIPMENT/HANDOUTS:
Laminated 8X10 prints of a foot, neurons (6), spinal cord and brain, squirt gun.
WEBSITES
N/A
PROCEDURES
 Place the cards on the front board lip in no particular order. Be sure that the neuron cards are not all
facing the appropriate way and the brain and spinal cord cards should not be placed next to one
another.
 Tell the students to imagine that they have just stepped on a nail and you want them to outline the
route the impulse will take to the spinal cord and brain.
 Ask someone in the class to come up and put the pictures in the appropriate order. At times they will
need help from the class.
 Highlight the neuron and ask the students to discuss in small groups how the electrical message
crosses the neuron from the dendrite to axon. Resting Potential, Depolarization, Repolarization.
 Ask the students to name the different pathways- sensory and motor.
 Use the squirt gun to activate the adjacent neuron. It is a silly exercise but they will NOT forget the
squirt guns and remember that a chemical messenger is needed to communicate between neurons.
 Reiterate that reflexes are controlled by the spinal cord but the sensation of pain comes from the
brain, parietal lobe.
Students can view the video “Animated Neuroscience”
ASSESSMENT
These concepts will be addressed on a quiz made up of multiple choice and essay questions.
11
Lesson/Activity Plan: Biopsych & Sensation/Perception Chapters
TITLE
Two Part Jeopardy Lesson for chapters on Biopsych & Sensation/Perception.
Biopsych Chapter:
Review major terms in Biopsych as preparation for a traditional quiz.
Sensation/Perception Chapter:
student groups develop the game that serves as an alternative quiz Sensation/Perception.
DESCRIPTION
Part I: the instructor develops the Jeopardy game to review Biopsych terms
(a completed Biopsych game and file attached).
Part II: Groups of 5 students develop a PowerPoint Jeopardy game (20 answers/questions) to
review Sensation/Perception terms (see categories below).
Here’s the website (www.elainefitzgerald.com/Jeopardy1Template.ppt) for a blank
Jeopardy PowerPoint template. The Jeopardy game the groups develop on
Sensation/Perception counts as a quiz grade (alternative assessment to a traditional in-class
quiz) since students must collaborate as a group, complete the project by a specified
deadline, utilize the book to develop the answer/questions, and are actively engaged with
the content.
To encourage more competitiveness, the group that develops the best game can have their
game played in class and everyone in the group receives 1-2 extra credit points.
The categories for Part II are determined according to chapter objectives:
Anatomy of the Eye, Anatomy of the Ear, Smell, Taste & Touch, Perception.
x
x
x
x
political forces.
perspectives.
12
x
x
OBJECTIVES
Upon successful completion of these two chapter activities, the student will be able to:
 Name the basic unit of the nervous system and describe how it functions
 Differentiate between the Central Nervous System and Peripheral Nervous System
 Discuss the structure and function of the brain
 Define sensation/perception and describe how stimuli result in sensory responses – sight,
sound, smell, touch, and taste
Read both chapters before completing activities.
Part I: knowledge of key terms in the Biopsych chapter;
Part II: a brief overview of how to set up the game on the computer (sample template attached)
TIME ALLOTTED
Part I: 20-25 minutes;
Part II: must start the activity in class (group selection, going over format, and allow time to for
groups to figure out how to divide up work tasks); The winning group’s game should be played the
next class.
Part I: BioPsych Jeopardy attached;
Part II: templates attached; computers in class or computer lab time makes Part II more efficient.
WEBSITES
Easy blank jeopardy template: www.elainefitzgerald.com/Jeopardy1Template.ppt
Other recommended website: www.jeopardylabs.com
PROCEDURES
Part I should be followed by a quiz;
Part II should be started in class and completed by next class
13
ASSESSMENT
Part I does not have a formal assessment because it is followed by a traditional chapter quiz;
Part II is an alternative for a traditional chapter quiz since developing a Jeopardy game requires
thorough knowledge of the material.
Assessment criteria
Everyone in the group receives the same grade by completing the following questions:
Name of all members in the group
 Specific contributions of each group member (material and/or technology skills)
 Anyone not making sufficient contributions can be kicked out by a unanimous group vote and
receive no credit for the project
 Project was completed on time
 Best project receives 2 extra credit points
 Partially completed projects receive partial credit based on number of completed
answers/questions out of 20 total answers/questions
14
Part II: Handout for each Student - Categories for Sensation/Perception and how to set up Jeopardy
Write out brief notes for each cell before you go to the actual template (otherwise it’s easy to get columns
and rows mixed up when you set up the game on the template)
Site with the easiest template:
www.elainefitzgerald.com/Jeopardy1Template.ppt or www.jeopardylabs.com
Basic Set Up
Anatomy of the Eye
Anatomy of the Ears
Smell, Taste & Touch
Perception
$100
$100
$100
$100
R1 C1
$200
R1 C2
$200
R1 C3
$200
R1 C4
$200
R2 C1
$300
R2 C2
$300
R2 C3
$300
R2 C4
$200
R3 C1
$400
R3 C2
$400
R3 C3
$400
R3 C4
$400
R4 C1
$500
R4 C2
$500
R4 C3
$500
R4 C4
$500
R5 C1
R5 C2
R5 C3
R5 C4
15
Choice1
Choice 2
Choice 3
Choice 4
100
100
100
100
200
200
200
200
300
300
300
300
400
400
400
400
500
500
500
500
(Type the question for 1,2 here.)?
Type the answer for 1,2 here.
Row 1, Col 1
1,2
1,3
1,4
2,1
2,2
16
2,3
2,4
3,1
3,2
3,4
3,3
4,1
4,2
17
4,4
4,3
5,2
5,1
5,4
5,3
BIOPSYCHJEOPARDY
TITLE3.pptx
Neurons
Brain
Neurotransmitters
Potpourri
100
100
100
100
200
200
200
200
300
300
300
300
400
400
400
400
500
500
500
500
Open this document to view an example of classroom jeopardy.
18
Consciousness/Drug Assignment
TITLE
DESCRIPTION Research and report on a drug and respond to a government article:
“What You Need to Know About Drug Testing in Schools.”
X
X
X
X
X
political forces.
perspectives.
X
X
X
X
OBJECTIVES
Differentiate between conscious and unconscious behavior and list common psychoactive
drugs – stimulants, depressants, opiates and hallucinogens
Knowledge of altered states of consciousness, drug categorization and performing research
using the web
TIME ALLOTTED
Homework
19
Distribute the following assignment:
Student Name
Chapter 4 – Consciousness Assignment
PART 1
Based on information obtained from your textbook and/or the websites listed below, answer the following
questions regarding a drug you choose to research. (If you use additional websites to obtain information,
you must document your sources).
http://www.ncjrs.gov/ondcppubs/publications/pdf/drug_testing.pdf
http://www.whitehousedrugpolicy.gov/drugfact/faqs.html#1
http://drugabuse.gov/DrugPages/Clubdrugs.html
http://drugabuse.gov/nidahome.html
DRUG:
Categorize the drug as being a stimulant, depressant, opiate, or hallucinogen.
1. What are common street names for the drug? (Name at least 3)
2. How can the drug administered?
3. What are the effects of the drug on the body and mind?
4. What are the dangers/risks associated with taking the drug?
PART 2
Log onto http://www.ncjrs.gov/ondcppubs/publications/pdf/drug_testing.pdf
Read the article “What You Need to Know About Drug Testing in Schools.”
Answer the following questions:
1. What are the various ways that individuals can be tested for drug use?
(Be sure to discuss the length of time drugs can be detected after use with the various testing modes).
2. What are some problems associated with drug testing
3. What are your thoughts regarding drug testing in high school?
WEBSITES
http://www.whitehousedrugpolicy.gov/drugfact/faqs.html#1
http://drugabuse.gov/DrugPages/Clubdrugs.html
http://drugabuse.gov/nidahome.html
PROCEDURES Distribute the assignment in class or post on Blackboard
Class discussion on drugs and the impact drugs have on society and individuals using.
ASSESSMENT
Students are graded on the homework assignment. In addition, questions regarding the effects of
drugs will be covered on the subsequent quiz.
RECOMMENDATION
Students do a short presentation on the drug they researched; debate whether drug testing in
schools should be allowed
20
TITLE
SLEEP DIARY
DESCRIPTION
The attached sleep log (based on NIH, Office of Science Education) will help students
determine the amount of sleep they are getting for a one- week period. There is also a quick
pretest quiz on sleep and snoring. If class time permits, the NIH website contains activities
for diagnosing sleep disorders and states of consciousness in case studies. Students will log
their own sleep patterns for 3 specified weeks during the semester.
X
X
X
X
political forces.
perspectives.
X
X
X
21
OBJECTIVES: (#9 & 10 on syllabus)
 Differentiate between conscious and unconscious activity
 Discuss the different stages of sleep
Read chapter on Consciousness
TIME ALLOTTED
Sleep logs are completed at home; a brief explanation of the activity is needed during class.
30 minutes if students want to diagnose case studies on the NIH website in class.
3 sleep logs for each student; Sleep and Snoring Quiz
WEBSITEShttp://science.education.nih.gov/supplements/nih3/sleep/guide/nih_sleep_masters.pdf
PROCEDURES
Try to complete 3 sleep logs – 1st log: the first week to serve as a baseline; 2nd week prior to
midterms; 3rd week spent on the chapter. Analyze and discuss changes in the data during
the chapter on Consciousness. There will be enough data to graph changes in sleep
patterns, amount of exercise and amount of stress in the time periods selected. Students
are also encouraged to find research articles on the effects of sleep deprivation.
Students are encouraged to meet the instructor during office hours and take self-tests in the
chapter on Consciousness.
ASSESSMENT Students will be assessed on completed sleep logs and graphing of sleep patterns, exercise
and stress levels.
22
SLEEP DIARY
NAME:
DATE BEGUN:
Note: for the period MON/Tuesday, indicate your bedtime Monday night and your wake time Tuesday
morning (round to the nearest quarter hour). Treat other time periods similarly: day in bold for bedtime;
day in italics for wake time. Half hours are recorded as .50 (11:30 = 11.5); quarter hours .25 or .75 (11:15 =
11.25 and 11:45 = 11.75).
MON
Tues
TUES
Wed
WED
Thurs
THURS
Fri
FRI
Sat
SAT
Sun
SUN
Mon
Grades on
tests/quizzes
Bedtime
To nearest
quarter hour
Wake time
To nearest
quarter hour
Total Sleep Time
(hours)
# times awaken/
night
How tired did you
feel during the
day on a scale of
1-5 (5 very tired)
How stressful
would you rate
your day on a
scale of 1-5 (5
very stressful)
caffeinated
drinks (#)
Amt exercised
(minutes)
Average bedtime:
1. Add up all the bedtimes recorded for the week:_____
2. Number of bedtimes recorded:_______
3. Average bedtime:________
Average wake time:
1. Add up all the wake times recorded for the week:______
2. Number of wake times recorded:________
3. Average wake time:________
*adopted from NIH Office of Science Education & Healthwise, Inc.
23
What Do You Know about Sleep & Snoring*
Name:
Part I: Indicate whether the following questions are true or false.
1. Everyone has a biological clock.
2. Drinking coffee cures drowsiness.
3. Safe drivers don’t have to worry about being sleepy.
4. Nearly everyone gets enough sleep.
5. Being sleepy makes it hard to think straight.
6. Most teenagers need at least 9 hours of sleep per night.
7. Driving makes you sleepy.
8. Sleep is time for the body and brain to shut down for rest.
9. The body quickly adjusts to different sleep schedules.
10. Getting one hour less sleep per night than I need will not have any effect on my daytime
performance.
Part II: Short answers.
11. How common is snoring?
12. What is snoring?
13. Is snoring a normal part of sleeping or is it an indication of a medical problem?
14. Is snoring associated with sleep disorders?
15. Are sleep disorders life threatening or just annoying?
16. Have you are a family member ever experienced a sleep disorder?
*NIH, Office of Science Education
Other activities in this website
http://science.education.nih.gov/supplements/nih3/sleep/guide/nih_sleep_masters.pdf
 Astronaut Scenario (Diagnose the Astronauts) – using supplied biomedical data figure what state of
consciousness the three astronauts are in
 Diagnose 5 case histories of subjects with sleep problems
 Michel Siffre: a brief case study of the French subject who slept in a cave for 2 months
 Answers to the Sleep and Snoring quiz
Note: Students with advanced technology may want to consider using a smartphone app to track sleep
patterns as an alternative to sleep diaries.
24
TITLE
Consciousness – Dream Interpretation
DESCRIPTION Prepare students for the topic by having them complete the attached Dream Journal for 1-3
nights as homework assignment. In class, present the fragment of a remembered dream to
students (see attached handout). Ask them to apply the method of “Free Associations” to
the elements of the dream and then to identify what the dream could mean to them.
Provide article “A dream’s worth” (attached handout) and discuss.
X
X
X
Written and oral communication – Including the ability to explain, persuade,
advocate, and argue effectively when engaged with a variety of audiences.
Quantitative skills – Including the use of statistical and other mathematical tools and
the ability to use mathematical reasoning to solve problems and analyze complex
challenges.
Technological/information science – facility Including the abilities to understand, use,
and evaluate technology and the information it provides.
Knowledge about the physical and natural worlds – Including the way scientific
knowledge is acquired, tested, validated, and revised.
histories, philosophical traditions, religions, artistic and cultural legacies, and economic
and political forces.
perspectives.
one’s actions, to exercise self-assessment and self-advocacy, developing group
interaction skills, and developing community and civic awareness.
X
X
X
25
OBJECTIVES
Become familiar with the major perspectives of psychology and differentiate between
conscious and unconscious behavior.
Students should have completed assigned readings about sleep and dreams and “Dream
Journal” homework (1-3 nights). In class, do a brief lecture or have a student presentation
about Freud’s dream theory and the statement “Dreams are the royal road to the
unconscious mind”. Briefly introduce Freud’s book “Dream analysis”, the method of “Free
association” and the terms manifest and latent content.
TIME ALLOTTED
20-45 minutes, depending on how many other dream theories are introduced
Handouts “Dream Journal” and “A Dream’s Worth” are attached
WEBSITES
http://users.rider.edu/~suler/dreamworth.html
PROCEDURES This activity can be done with the entire class.
First, ask if students are willing to share their dreams. Let them describe what these dreams mean
and how they interpret them. Ask by show of hands how many students believe that dreams have a
deeper meaning. (Normally the majority of students will raise their hands). Introduce Freud’s work
about dreams and discuss with students the statement “Dreams are the royal road to the
unconscious mind”, “Free association” and the terms manifest and latent content. Then let them try
free association on the following dream fragment:
"I was wearing a white shirt and a purple tie."
Free associations can be made for example to the elements: white, white shirt, purple,
purple tie. Students will come up with a wide range of associations. Discuss why the
elements of the dream, for example the color white, could have totally different meaning for
different people. If time, discuss the validity of dream dictionaries. Handout article “A
dream’s worth” and let students read or at least, provide brief summary and ask students for
feedback. (Some students have a strong emotional response to the article).
Introduce other theories, for example the “Extension of waking life” theory or the ‘ActivationSynthesis theory”. The Activation synthesis theory often evokes strong emotional responses from
students who believe that dreams have a deeper meaning. On the other hand, students who are
skeptic in regards to the meaning of dreams feel validated. As consequence, the two groups may
start a lively debate at this point about the merit of dreams.
ASSESSMENT
No formal assessment
26
DREAM JOURNAL
1. How many hours of sleep did you get last night?
2. How many hours do you usually need?
3. What dream(s) did you have last night? How many and what happened? What people or animals were present?
4. Did you appear as a character in the dream(s)?
Yes
No
Realistic
Bizarre
6. Did you wake up immediately after the dream?
Yes
No
7. Did your dream(s) arouse strong emotions?
Yes
No
8. Did you learn something about yourself or about others?
Yes
No
9. Did you dream in color?
Yes
No
5. Would you describe your dream as realistic or bizarre?
10. What where you doing or thinking about immediately before going to bed?
11. What significant experiences did you have yesterday or in the last few days?
12. Are you anticipating any important events today or in the next few days? What are they?
13. Do you believe that your dream(s) has/have a meaning and if yes, how do you interpret the dream?
27
Article, retrieved from “Teaching Clinical Psychology” http://users.rider.edu/~suler/dreamworth.html
A Dream's Worth
by John Suler, Ph.D., Department of Psychology, Rider University, NJ
A picture is worth a thousand words. You've heard it so many times that it sounds trite. But a picture really
IS worth a thousand words. And if a dream is a very special kind of picture, how much is IT worth? Maybe
more? What about very simple pictures and very simple dreams? No doubt they're worth a little bit less
than complex, elaborate ones. Or are they?
In my psychotherapy course one day, I presented my undergraduate students with these questions. "Here's
a very simple dream from a psychotherapy client I worked with years ago. I won't tell you anything about
the client. I'll just tell you his dream, and then let’s see what we can discover about him by exploring it......
O.K? Here's the dream:"
"I was wearing a white shirt and a purple tie."
The students just stare at me, expecting more to come. "No," I explain, "that's it. That's the dream. Now
let's start to explore it."
I then lead them through a group process of free associating to the dream (much like I describe on the
Working and Playing with Dreams Page). "Just let your imagination go. Take every element of the dream
and just let your mind wander on it. Whatever comes to mind. Don't censor anything, that's important.
There is no right or wrong. It can be a fun, playful exercise – although the results sometimes may be serious
and powerful. Freud thought that free association bypasses the defenses of rational, logical thinking and
unlocks deeper links within the unconscious. It opens one up to fantasy, symbolism, and emotion - the very
place from which dreams spring."
Here is a list of some of the associations the students come up with. For the purpose of this article I've
organized them somewhat, whereas during the actual exercise the ideas surface in a much more
freewheeling stream of consciousness:
PURPLE....royalty, bruises, choking, holding one's breath, grief, a combination of blue and pink,
goes well with black, The Color of Purple
TIE....formal attire, going to work, phallic symbol, tied up, being tied to something, chokes the neck,
confining
PURPLE TIE....unconventional, stands out, rebellious, showing off
WHITE....clean, pure, unstained, "good," light
SHIRT....the top part, covered up, tucked in, stuffed shirt, where are the pants?
WHITE SHIRT....conventional, boring, going to work, going to church, corporate America
WHITE SHIRT AND PURPLE TIE....unusual combination, contradictory combination, very unconventional,
tie really stands out
28
DEPLETION?....there's nobody else in the dream, it's so static, there's nothing happening,
where are the feelings?
After we finish this free associating, I then describe the client to the class.
At the time Dan had the dream, he was 23 years old. I would describe him as a quiet, held-back person who
was very confined (the tie) in how he talked, behaved, and felt towards others. Put bluntly, people found
him rather boring to be with (white shirt). His emotional and interpersonal life were choked (the tie). He
had almost no friends and felt little connection to his family (the tie again). Other than going to his tedious
job (white shirt) as a low level technician for a computer company, essentially nothing was happening in his
static, uneventful life (depletion).
Dan was also very limited in understanding anything but the most surface, top-level (shirt) characteristics of
his personality. Although outwardly conventional in how he dressed and acted at his job (white shirt),
secretly he felt rebellious against authority (purple tie on white shirt) and generally superior (purple) to
most people. He liked to think of himself as a political activist who firmly believed in the rights of abused
(purple) people and felt more tied to them than anyone else. Comparing outside to inside, he was a bit of a
contradiction (white shirt on purple tie).
But none of these issues is what consciously drove him to therapy. What he most desperately needed to
discuss and resolve was the fact that he was homosexual (purple tie). Yet he didn't know whether he
wanted to come out of the closet or not (the tie). Part of him wanted to let everyone know, to even show
off and parade the fact that he was gay (purple tie on white shirt), to escape the feeling that his identity
was being restrained and choked (more tie). His rebellious, unconventional side liked that idea. He
sometimes did indeed bravely experiment with revealing his gay identity by wearing a purple triangle,
which to him symbolized being homosexual (a combination of pink and blue).
But another side of him (purple tie versus white shirt) was afraid to come out. He sometimes felt dirty,
tainted, sick, for being gay. That part of him wanted to be somehow cleansed and redeemed (white shirt).
Part of the problem was that sex in general was a very unpleasant issue for him. When he was young he
had had surgery on his genitals. He still felt insecure and "bruised" (purple) down there. He was so
conflicted about sex that I sometimes wondered if he had been sexually abused as a child (purple tie?,
suffocating tie?).
A dream, even a simple one, is worth at least a thousand words. Freud thought that there was no limit to
how much you could analyze a dream. You can always go further and further into the symbols, the links of
associations, and the memories that generate a dream. At some deep unconscious level, any dream fans
out into the infinite horizon of emotion and thought that constitute the individual psyche... that even
transcends the individual psyche and constitutes us all.
Bibliography: Suler, J. (1996). A Dream's Worth. Retrieved May 30, 2012, from Teaching Clinical
Psychology: http://users.rider.edu/~suler/dreamworth.html
29
TITLE
Operant Conditioning – Reinforcement/Punishment
and Schedules of Reinforcement LEARNING
DESCRIPTION Classroom demonstration on Operant Conditioning
X
X
X
political forces.
perspectives.
X
X
OBJECTIVES
From syllabus – 12. Describe how “learning” occurs and differentiate between classical and
operant conditioning and social learning
Be familiar with the following: Operant Conditioning/Reinforcement/ Punishment/
Schedules of Reinforcement
30
TIME ALLOTTED
20 Minutes total
10 minutes to complete the worksheet on Schedules of Reinforcement
10 minutes to demonstrate and discuss the concepts related to operant learning
Worksheet on Schedules of Reinforcement, Candy dispenser, candy (Skittles and
M&Ms), water bottle, granola bar
PROCEDURES
Instruct students to work in groups identifying different types of schedules of reinforcement.
(Distribute worksheet to students)
While the students are talking in their groups set up the candy dispenser with a 1/3 of a small bag of
skittles. Next to the candy dispenser place a water bottle and a granola bar.
When done with the worksheet, students are asked to raise their hands as you go over each item to
clarify the correct answer. When the first student provides the correct answer you invite them up
to be rewarded. Most students will press the lever on the candy dispenser.
Continue to do this until the candy is gone but do not announce this to the students.
When the next person comes up and finds no candy left you begin with the questions.
What will happen to your participation now that the candy is gone?
R:
We will stop answering.
What is that called?
R:
Behavior has been extinguished.
Replace candy dispenser with M&M’s. What is going to happen now?
R:
Start participating again.
What is this called?
R:
Spontaneous Recovery – Extinguished behavior reemerges
Generalization- (Doesn’t matter to most what type of candy it is. For those who
state they don’t like Skittles or M&M's point out the importance of making sure the
reinforcer works for the individual. This can also be discussed if a student takes the
water or granola bar over the candy.
What type of schedule of Reinforcement is being used?
R:
Continuous
What schedule of reinforcement is this called?
R:
Fixed Ratio
What would happen if you tasted the candy and it was stale and tasted awful?
R:
Stop participating. You have been punished.
These are just a few example questions for discussion. For early morning classes bring donuts but they
don’t go over as well as the candy
31
WEBSITES
N/A
Review the general concepts and use additional examples.
OR – Place students in small groups and instruct them come up with examples for each of
the concepts demonstrated with the candy machine.
ASSESSMENT
Students are assessed on their general knowledge of ‘Learning’ concepts on a quiz that
includes multiple choice, fill ins and short essays.
32
Brief Activities on Operant and Classical Conditioning and Social Learning
TITLE
DESCRIPTION Attached is a sheet of activities on the three theories that can be assigned 1 theory/activity
per group. There should be 2 groups for each theory (6 groups total). Each group then
explains and demonstrates their theory/activity to the class. The instructor will need to
consult with each group on difficult concepts and project completion.
X
X
X
political forces.
perspectives.
X
X
OBJECTIVES
Upon successful completion of these activities students will be able to:
 Describe how “learning” occurs and differentiate between classical and operant conditioning
and social learning (#12 from syllabus)
33
Read chapter on Learning
TIME ALLOTTED
30 minutes to complete activities; 30 minutes for all the groups to explain activity/theory
See attached activities worksheets; some groups will need access to the internet and camera
phones. Instructor provides jar of Country Time lemonade mix & small paper cups; and
individual starburst.
WEBSITES
Some activities have specific websites
PROCEDURES Each activity has specific procedures
Students will be encouraged to see instructor during office hours if unsure of specific terms;
self-tests are also in textbook
ASSESSMENT
Students will work in groups to complete project in 20-30 minutes; Students will effectively
and actively listen to all groups presenting an activity/theory. Students will be required to
pass an end of chapter quiz on all three theories (multiple-choice & short-answer questions).
GROUP 1: Classical Conditioning & Country Time Lemonade
 Jar of Country Time lemonade mix;
 1 person is the experimenter the rest are subjects;
 Each subject gets a small amount of lemonade mix in a Dixie cup
 Experimenter rings a buzzer (free app on any iPhone) & subject lick a small amount of lemonade mix
 Experimenter repeats this 15-20 times
 Experimenter rings buzzer one final time (no lemonade mix) – did students salivate?
 The group explains how the experiment can be applied to key concepts of classical conditioning
34
GROUP 2: Classical Conditioning & Media
The entire group finds 3 – 4 appropriate movie/TV/commercial examples of classical conditioning using
various search engines. The group explains how one of these clips display keep concepts of Classical
Conditioning.
Extra Group on Classical Conditioning: Train Pavlov’s Dog Game
The Nobel Prize Official Website with interactive video and activities
http://www.nobelprize.org/educational/medicine/pavlov/
The group explains the different highlights of Pavlov’s theory located on this website
GROUP 3: Operant Conditioning & Increasing Specific Word Use
One Interviewer, One Subject (the subject cannot know the purpose of the experiment so must step
away from the group), 2-3 Observers/Recorders: One subject is “interviewed” for 3 minutes while the
observer/recorders mark the number of times the subjects says an agreed upon common word such as,
“I.” During the next 3 minutes, every time the subject says the agreed upon word the Experimenter
gives the subject a Starburst (or other small candy). The Observers/Recorders determine whether there
is a change in the amount of times a subject uses the agreed upon word. If time allows, roles can be
changed around as long as the word is changed.
The group explains how this demonstration can be applied to key concepts of Operant Conditioning
GROUP 4: Operant Conditioning – Practical Applications on Campus
This group walks around the school and takes pictures on their smart phones of different types of
reinforcers and reinforcement schedules that are common on campus.
That group will explain how these common activities are based on Operant Conditioning including
reinforcement schedule.
GROUP 5: Social Learning Theory & Bobo Doll Experiment
This group will research Bandura’s Bobo Doll experiment and present the information to class.
The group will also discuss the experiment’s relevance to 2012.
Classics in the History of Psychology
Christopher Green, York University, Toronto Canada
http://psychclassics.yorku.ca/author.htm
Bobo Doll Experiment Link (5:02):
http://video.google.com/videoplay?docid=-4586465813762682933
GROUP 6: Social Learning Theory & Media
This group finds examples of relevant TV/movies/commercials that demonstrate the principles of Social
Learning Theory.
The group will discuss how the clips are relevant to key concepts of Social Learning Theory
35
TITLE
Learning – Application of operant and classical conditioning principles
to possible real life scenarios.
DESCRIPTION Distribute worksheets. Students discuss, analyze and identify answers to presented
scenarios in groups. When finished, discuss and compare group answers with entire class.
X
X
X
X
challenges.
perspectives.
X
X
36
OBJECTIVES
From syllabus: 12. Describe how “learning” occurs and differentiate between classical and
Students must be familiar with conditioning terms through reading/lecture
TIME ALLOTTED
30 minutes
WEBSITES
Handout attached
N/A
PROCEDURES
Distribute worksheets, students work in groups and instructor walks from group to group,
offering assistance and feedback.
Ask students to come up with own examples where they experienced behavior change due
to conditioning and let them analyze what happened using conditioning terms. – or, go over
principles again in class using examples or videos. (Example: positive reinforcement and
shaping during the training of a service dog. Dog learns to switch light off and on:
http://www.youtube.com/watch?v=6DWbV5VKZxc, approx. 4 minutes)
ASSESSMENT
No formal assessment though possible to provide points for correct answers. Activity serves
as preparation for traditional chapter quiz respectively midterm or final exam; for example in
exam, students match case scenarios with the correct operant conditioning principle.
37
Handout to Accompany Classical conditioning
In the following examples identify the UCS, UCR, CS and CR and if applicable, also extinction,
generalization and spontaneous recovery.
1. A few years ago, the telephone rang with news of my grandfather's death. Then, my uncle died, and
again the news was telephoned. A few days later, the tax department phoned to tell my mother that
she owed $3,000. Whenever I heard the phone after that I felt a sense of fear and panic. Since then,
of course, I have heard the phone ring many times and gradually my sense of fear and panic has
reduced, although occasionally I still react with fear and panic to the sound of the telephone ringing.
2. Bob was given tickets to a series of concerts devoted to the works of Beethoven. Bob enjoyed the first
concert and decided to continue to go to the series.
Halfway through the second concert Bob developed a bad allergic reaction. He didn't realize he was
allergic to the fur of the coat worn by the lady sitting next to him. Unfortunately this lady also had
tickets to the series of concerts. Bob sat next to her at each concert. Each time (except the first when
it was too warm) the lady wore the fur coat, and each time the fur elicited Bob's allergic reaction.
Shortly after the concert series was over, Bob was traveling home for midterm break when
Beethoven's fifth symphony came on the car radio. After listening for a few minutes, Bob developed
an allergic reaction.
3.
My sister had a bladder ailment when she was a little girl and, as a result, had to visit the doctors in
Sydney every week. Each time she had to go through a lot of discomfort in the treatments, which
made her cry and feel afraid. She developed a fear of the doctors who wore white coats, and would
cry whenever she saw them. One day my family decided to eat at a restaurant that happened to have
waiters who wore white jackets. My sister acted fearful and cried the minute she saw them.
The treatments stopped but my sister still had to go for weekly check-ups. At these check-ups there
was no painful treatment, and eventually my sister stopped crying whenever she saw a doctor in a
white coat.
4.
An individual receives frequent injections of drugs, which are administered in a small examination
room at a clinic. The drug itself causes increased heart rate but after several trips to the clinic, simply
being in a small room causes an increased heart rate.
5.
You eat a new food and then get sick because of the flu. However, you develop a dislike for the food
and feel nauseated whenever you smell it.
6.
Every time someone flushes a toilet in the apartment building, the shower becomes very hot and
causes the person to jump back. Over time, the person begins to jump back automatically after
hearing the flush, before the water temperature changes.
7.
Whenever you go to bed you fall asleep very quickly. One week you have a lot of stress and instead of
falling asleep you lie awake several nights in a row. Now, even though the stress is gone, you have
difficulty sleeping in your bed. Eventually, after several nights without stress, you fall to sleep quickly.
38
OPERANT CONDITIONING
For each scenario below, identify whether the behavior is likely to increase or decrease in the future, and
identify the principle of operant conditioning being used (positive reinforcement, negative reinforcement,
(pos.) punishment, or response cost/ neg. punishment).
1.
Every time Joey makes his bed his mother gives him a star sticker. Joey then uses these stars to buy
“TV time.” Is Joey more likely or less likely to make his bed in the future?
Increase or decrease:
2.
Molly loses her glasses while playing at the park. Her parents spank her for being careless. Molly is
less likely to lose her glasses in the future.
3.
Principle:
A teacher tells her bored class that if everyone participates during the discussion she will let them out
early for recess. The children happily participate in order to get out of the boring class early. Are the
children likely to participate in class discussions in the future?
7.
Principle:
When getting a shot at the doctor’s office, Sean is asked to stay still. After staying still for the shot,
Sean is given a lollipop for good behavior. Sean will most likely stay still for shots in the future.
6.
Principle:
Additional question: When Duchess returns to the yard, the shock stops. Is Duchess more likely or less
likely to return to the yard? What is the principle being used for returning to the yard?
5.
Principle:
Duchess is a dog in a suburban neighborhood. Duchess’s owners are trying to train her to stay in the
yard by using an electric collar that administers an electric shock whenever she leaves the perimeter
of the yard. Shortly after the owners begin this program, Duchess runs out into the street and
receives a painful shock that does not stop until she returns to the yard. Duchess is less likely to run
into the street in the future.
4.
Principle:
Principle:
Mitch plays roller hockey in front of his neighbor’s house. In a goal attempt his hockey puck breaks
the neighbor’s window. His father yells at him and demands that he take on an afterschool job to earn
the money to replace the neighbor’s window. Mitch is less likely to play hockey in front of the
neighbor’s house in the future
Principle:
39
TITLE
Learning – How we acquire food aversions, and/or fears and phobias
DESCRIPTION Ask students to share own experiences with classical conditioning related to food, emotions
and fears. Students then analyze examples and apply classical conditioning terms.
X
X
X
challenges.
perspectives.
X
X
OBJECTIVES
From syllabus: 12. Describe how “learning” occurs and differentiate between classical and
Students must be familiar with conditioning terms through reading/lecture
40
TIME ALLOTTED
30 minutes
WEBSITES
Handout attached
N/A
PROCEDURES
This activity can be done in groups of 4 to 5 students, or in smaller classes with the entire class:
Ask students to share:
1. A learned food aversion that they or someone close to them experienced. Let them analyze and
discuss how the principles of classical conditioning (unconditioned stimulus, unconditioned response,
conditioned stimulus, and conditioned response) applied to the food aversion experience.
2. An adolescent emotional experience that involves classical conditioning, such as being embarrassed
in school or on a date, getting your first kiss, or having your feelings tied up in a song. Let them
analyze and discuss how the principles of classical conditioning (unconditioned stimulus,
unconditioned response, conditioned stimulus, and conditioned response) applied to the emotional
experience and how the experience affected their behavior.
3. A fear or phobia that they have that was learned through classical conditioning. Let them analyze and
discuss how the principles of classical conditioning (unconditioned stimulus, unconditioned response,
conditioned stimulus, and conditioned response) contributed to the learning of the fear or phobia.
Normally, many students share readily food aversions. Emotional experiences or fears are a bit
trickier but usually there are one or two students who share also these. Students can also be
encouraged to think of observations they made with friends or relatives.
Ask students to come up with examples how advertising often tries to associate the product being
sold with a particular mood or feeling. Students could as homework assignment analyze an ad in a
magazine.
ASSESSMENT
No formal assessment. Activity serves as preparation for traditional chapter quiz respectively
midterm or final exam; for example in exam, students could be asked to analyze a case of learned
food aversion using the principles of classical conditioning (unconditioned stimulus, unconditioned
response, conditioned stimulus, and conditioned response).
41
TITLE
Memory
DESCRIPTION Demonstration of encoding and short term memory, its capacity and how we can improve
the STM through chunking.
X
X
X
political forces.
perspectives.
X
X
X
OBJECTIVES
List and describe the basic systems of memory.
PREREQUISITE KNOWLEDGE/SKILLS/ACTIVITIES:
Knowledge of memory systems, encoding, ways to improve memory.
TIME ALLOTTED
20 minutes
42
MATERIALS/EQUIPMENT/HANDOUTS: Power points.
PROCEDURES
In the beginning of the class, a slide is left open while I’m taking attendance and making some
announcements. Nothing is mentioned about the slide. I then proceed to start a new chapter –
Memory.
Lecture is given on Ebbinghaus, his experiments, stages of memory formation and types of memory.
Students are then asked if they remember anything that was posted on a slide before we started
the Memory chapter.
Most students cannot recall any thing, while some raise their hand. One student is selected to come
and write the word on the board. If the student remembers the word somewhat correctly [usually
they remember it as THUNDERSTORM] they are then asked to think why they could remember the
word while others couldn’t. The explanation given by the student is then related to ENCODING and
factors that help in encoding.
For STM I tell the students I’m going to say a series of numbers or words and they have to recall
them in the same order as presented. A volunteer is selected who can recall the items shown or
mentioned by me. Student loses track after 8-9 words. They are then reminded how Miller
mentioned the capacity of STM as being 5 to 9 items. I then say the same list again but this time the
items are divided into meaningful chunks. The volunteer tries to recall. The result is usually better
this time. This proves how chunking can improve the capacity of STM.
Students can watch the following videos that can help them understand concepts covered in class.
http://www.youtube.com/watch?v=0J9J_yD4-1k&feature=player_embedded#!
http://www.sciencedaily.com/releases/2009/12/091223125125.htm
STM [Man with a 30 second memory]
http://www.youtube.com/watch?v=WmzU47i2xgw&feature=player_embedded
ASSESSMENT
Activity serves as a preparation for traditional quiz on this chapter.
43
TITLE
Cognition/Intelligence – Decision-Making
DESCRIPTION Activities to demonstrate common biases in decision making. Go over general principles of
decision making/ problem solving briefly in lecture including algorithms and heuristics and
then discuss common biases – see attached handout. Activities relate to Priming, Availability
heuristic/ representative heuristic and overconfidence bias.
X
X
X
challenges.
perspectives.
X
X
X
OBJECTIVES
From sample syllabus: Become familiar with the major perspectives of psychology
(cognitive), differentiate between conscious and unconscious behavior (effortful/
automatic), and discuss how cognitive patterns are involved in decision making.
44
Students should have completed assigned readings about thoughts, language and intelligence.
TIME ALLOTTED
20-30 minutes
WEBSITES
Handouts “Common Biases and errors” for instructor.
www.mindtools.com – check out “toolkits”.
See also attached handout Title III-Cognition website with links to several activities.
PROCEDURES:
1. Priming: (about 5 minutes)
Divide the class into two groups. Ask one group to think about cleaning their apartment/room or
doing laundry/ washing dishes. The other group is asked to think about food, for example what they
would like to eat after class or what they had yesterday for dinner. Then write on the board “SO__P “.
Ask all students to fill in the blank and write the completed word down. When everyone is done, write
on the board “Group 1/Cleaning” and “Group 2/ Food”. Ask the members of the group what they
wrote and put it on the board. Most in group 1 will have completed the word to SOAP and most in
group 2 will have SOUP. Follow up with discussion why they made their discussion and whether they
noticed before completing the word how their thinking was primed toward their decision. Most will
admit that they were not aware of the priming effect. Students then could come up with examples of
other areas in life where priming may be at work, e.g. their purchase choices ….
2. Availability heuristic/ Bias: (5 – 10 minutes)
This activity helps to demonstrate that heuristics can be very useful tools for decision-making. Tell
students that you will demonstrate now that psychologists are in fact able to read the minds of
unsuspecting people (this will get you their attention). Tell them that the activity has several steps
and involves simple math. (The math is only to distract them and to exhaust their effortful thinking so
that they are more likely to use automatic thinking) They can use a calculator if they want.
1st step: Students should think of a number between 1 and 9 which will be their SECRET number.
2nd step: They need to multiply their secret number by 9 which results in a new SECRET number.
3rd step: They need to add the digits of their new secret number. Some may not understand this step,
so I give them examples, using numbers that are NOT the result of a multiplication by 9 (to
throw them off if they begin to understand the trick here. If they have done the math
correctly, they should ALL end with the number 9. To explain: 2x9=18; 1+8= 9; 3x9 = 27;
2+7=9 etc).
4th step: They now must subtract 4 from the last result. (Tell them they can write it down, but only so
that classmates next to them can’t see the number)
5th step: Now they need to translate the number into a letter according to the order of the alphabet.
1 becomes A, 2 becomes B, 3 C,… As all should have ended with 5, they all should now think
of the letter E.
45
6th step: Ask them to now think of an animal that starts with the letter they ended up with and to
write it down. Remind them to write down the first animal that pops into their mind.
Last step: Tell them that you will proof now that you can read their mind and write ELEPHANT on the
board. Most students will have elephant.
Follow up with discussion what happened. Some students will have figured it out. Explain how you
used availability heuristics (due to the limited number of animals that start with E and children
books about elephants, this animal is more available in our memory than for example eel, emu or
eagle) to make a “good” decision.
3. Representative heuristic/bias (5 minutes)
Ask the class to make a judgment: If you meet a slim, short, man who wears glasses and likes poetry,
what do you think his profession would be? An Ivy League professor of classic literature or a truck
driver? Most students will answer: Professor. Then explain how they judged the likelihood in terms of
how well they seem to represent, or match, a particular prototype. However, their decision is wrong.
Careful consideration of base rate information would produce a different conclusion.
Explain:
a. How many Ivy League universities are there? Approx. 8
b. How many Classics Professors at each? Perhaps 4, so in total perhaps 32 Profs as baseline
c. How many of those Classics professors are short and slim? Let’s assume 50% to go with a higher
end number, so we have 16
d. How many of those short, slim, Classics professors like to read poetry? Even if again 50 % would
like poetry, we end up with only 8 professors who fit the description.
Now Truck Drivers:
a. How many truck drivers are there? In the US, approx. 400,000
b. How many are short and slim? Let’s go with a low number here, only 1/8, = 50 000
c. How many of those short, slim truck drivers like to read poetry? Again, low number, only 10 %, and
we have 5000 truck drivers that fit the description versus 8 professors. Even if we would say, only 1
% like poetry, we still would end up with 50 truck drivers versus 8 professors that fit the
description, hence considering the base rate information students should have said that the
likelihood is greater that the person is a truck driver.
Conclusion: Representativeness can also explain the Gambler's Fallacy
(the belief that an event -e.g., red on a roulette table- is likely to come up now because it
is “due” e.g., after a run of black).
4. Overconfidence Bias (5 minutes)
Give the following task: A bat and a ball cost $ 1.10; The bat cost one dollar more than the ball. How
much does the ball cost? Most students will answer that the ball costs 10 cents. It takes them a while
to understand that they are wrong and to come up with the correct answer of 5 cents. They made the
wrong decision because of the law of least effort -we have a tendency to use automatic thinking first
before effortful thinking, here then also ignoring the ‘social cue” that it’s not very likely that this task
is that easy meaning, being overconfident.
ASSESSMENT
Add discussion how to avoid these biases
No formal assessment.
46
RATIONAL DECISION-MAKING
The six step rational decision-making model
1.
2.
3.
4.
5.
6.
Define the problem
Identify decision criteria
Weight the criteria
Generate alternatives
Rate each alternative on each criterion
Compute the optimal decision
COMMON BIASES & ERRORS
1. Bounded Rationality
Due to the limited capacity of the mind to be fully rational; decision makers construct simplified
models to extract the essential features from complex problems Individuals can then behave
rationally within the limits of the simple model.
Example:
Once a problem is identified, the search for criteria and alternatives begins. But the list of criteria is
likely to be incomplete because we tend to focus on criteria that are easy to find and that tend to be
highly visible. In most cases, they will represent familiar criteria and previously tried-and-true
solutions. Once this limited set of alternatives is identified, the decision maker will begin reviewing
them. But the review will not be comprehensive—not all of the alternatives will be carefully
evaluated. Very often the decision maker proceeds to review alternatives only until he or she
identifies an alternative that is "good enough"—one that meets an acceptable level of performance.
The first alternative that meets the "good enough" criterion ends the search.
In our day-to-day life we have often to deal with well-defined problems (e.g. when you have locked
your keys in the car) and sometimes with ill-defined problems. We can now try to solve the problem
or to make a decision using Heuristics, which are “rules of thumb” that provides a good chance of
finding a solution/ making a good decision. For example, assume you flip a coin and you had five times
head in a row. Most people would say that it is now more likely that you will get the next time head
though actually the chance is each time 50:50.
You see, using heuristic may allow systematic biases and errors to creep into judgments. Heuristics are
one way to shortcut the decision process. To minimize effort and avoid difficult trade-offs, people
tend to rely also too heavily on experience, impulses, and gut feelings. In many instances, these
shortcuts are helpful. However, they can lead to severe distortions from rationality. The following
highlights the most common distortions.
2. Overconfidence Bias
The overconfidence bias makes us think we know more than we actually do. Research shows that
those individuals whose intellectual and interpersonal abilities are weakest are most likely to
overestimate their performance and ability. As managers and employees become more
knowledgeable about an issue, the less likely they are to display overconfidence.
47
3. Anchoring Bias
The anchoring bias is a tendency to fixate on initial information as a starting point. Once set, we then
fail to adequately adjust for subsequent information. The anchoring bias occurs because our mind
appears to give a disproportionate amount of emphasis to the first information it receives. So initial
impressions, ideas, prices, and estimates carry undue weight relative to information received later.
(Example: first impressions)
4. Confirmation Bias
The rational decision-making process assumes that we objectively gather information. But we don't.
We selectively gather information. The confirmation bias represents a specific case of selective
perception. We seek out information that reaffirms our past choices, and we discount information
that contradicts past judgments. We also tend to accept information at face value that confirms our
preconceived views, while being critical and skeptical of information that challenges these views.
Therefore, the information we gather is typically biased toward supporting views we already hold.
This confirmation bias influences where we go to collect evidence because we tend to seek out places
that are more likely to tell us what we want to hear. It also leads us to give too much weight to
supporting information and too little to contradictory information.
5. Availability Bias
The availability bias is the tendency for people to base their judgments on information that is readily
available to them. Events that evoke emotions, that are particularly vivid, or that have occurred more
recently tend to be more available in our memory. As a result, we tend to be prone to overestimating
unlikely events like an airplane crash. The availability bias can also explain why managers, when doing
annual performance appraisals, tend to give more weight to recent behaviors of an employee than to
behaviors of six or nine months ago.
6. Representative Bias
The representative bias describes the tendency to assess the likelihood of an occurrence by trying to
match it with a preexisting category. Example: if three graduates from the same college were hired
and turned out to be poor performers, managers may predict that a current job applicant from the
same college will not be a good employee.
7. Escalation of Commitment Error
Escalation of commitment refers to staying with a decision even when there is clear evidence that it's
wrong. Research shows that individuals escalate commitment to a failing course of action when they
view themselves as responsible for the failure. That is, they "throw good money after bad" to
demonstrate that their initial decision wasn't wrong and to avoid having to admit they made a
mistake.
8. Randomness Bias
Decision making becomes impaired by the randomness bias; that is, when we try to create meaning
out of random events. One of the most serious impairments caused by random events is when we
turn imaginary patterns into superstitions. These can be completely contrived ("I never make
important decisions on a Friday the 13th") or evolve from a certain pattern of behavior that has been
reinforced previously ("I always wear my lucky tie to important meetings"). Although we all engage in
some superstitious behavior, it can be debilitating when it affects daily judgments or biases major
decisions.
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9. Hindsight Bias
The hindsight bias is the tendency for us to believe falsely that we'd have accurately predicted the
outcome of an event, after that outcome is actually known. When something happens and we have
accurate feedback on the outcome, we seem to be pretty good at concluding that this outcome was
relatively obvious. For instance, a lot more people seem to have been sure about the inevitability of
who would win the Super Bowl on the day after the game than they were the day before.
Intuition
Intuitive decision making is an unconscious process created out of experience. It doesn't necessarily
operate independently of rational analysis; rather, the two complement each other. Experience
allows the expert to recognize a situation and draw on previously learned information associated with
that situation to arrive at a decision choice quickly. The result is that the intuitive decision maker can
decide rapidly with what appears to be very limited information.
When are people most likely to use intuitive decision making?
Eight conditions have been identified:
1. When a high level of uncertainty exists;
2. When there is little precedent to draw on;
3. When variables are less scientifically predictable;
4. When "facts" are limited;
5. When facts don't clearly point the way;
6. When analytical data are of little use;
7. When there are several plausible alternative solutions from which to choose, with good arguments
for each; and
8. When time is limited and there is pressure to come up with the right decision.
(Source for handout: Essentials of Organizational Behavior; Stephen P. Robbins, 8 ed., Pearson/ Prentice
Hall, 2005)
49
TITLE
Cognition/Intelligence – Automatic/Effortful Thinking
DESCRIPTION Attached PowerPoint includes a few brief class activities to let students experience firsthand
the effects of automatic and effortful thought and the differences between these two
“thinking systems”.
X
X
X
challenges.
perspectives.
X
X
X
OBJECTIVES
From sample syllabus: To become familiar with the major perspectives of psychology
(cognitive), differentiate between conscious and unconscious behavior (effortful/
automatic), and discuss how cognitive patterns are involved in decision making.
50
Students should have completed assigned readings about thoughts, language and intelligence.
TIME ALLOTTED
20-30 minutes
PowerPoint “Two Thinking Systems” attached
WEBSITES
N/A
PROCEDURES
In class, do a brief “interactive” lecture about automatic and effortful processing by
incorporating the activities. (Some students need more for the “dot inside or outside
of the cube” activity as they find it difficult at first to switch between inside and
outside).
Students could be asked to come up with own examples where they noticed
automatic/effortful thought processing.
ASSESSMENT
51
TITLE
Cognition/Intelligence – Thought Substitution
DESCRIPTION This activity can also be done as an extension to “Two Thinking Systems” or it would fit to
the unit “Psychological disorders/ Therapies” to illustrate the cognitive-behavioral
technique. The goal of this activity is to make students aware of possible automatic selfstatements in problem situations and to come up with a variety of positive statements that
could be used instead. Depending on time, students could complete the activity in groups
during class time or create the positive statements individually as homework assignment and
then compare and discuss these in groups during class. As an extension to this activity,
students could also add new problem situations that they have faced and self-statements. It
is important that students get to share their positive self-statements as they seem to learn a
lot from the perspectives and approaches of class mates.
X
X
X
challenges.
perspectives.
X Demonstrate knowledge of major psychological concepts, historical and theoretical perspective,
X Through both oral and written communication students will demonstrate critical thinking,
X Understand how interaction between different individuals/cultures can change current
52
OBJECTIVES
From sample syllabus:
1. … become familiar with the major perspectives of psychology (cognitive behavioral)
9. Differentiate between conscious and unconscious behavior (effortful/ automatic)
15. Discuss how cognitive patterns are involved in decision making
17. Recognize signs and symptoms related to anxiety and depression (particularly, identify thinking
patterns that contribute to anxiety/depression)
Students should have completed assigned readings about thoughts, language and intelligence. In
class, do a brief lecture about automatic and effortful processing. Introduce/ repeat the cognitive –
behavioral approach and briefly explain the relationship between thought patterns and mental wellbeing.
TIME ALLOTTED
20-30 minutes.
MATERIALS / EQUIPMENT/HANDOUTS
Handout “Thought Substitution” attached
WEBSITES
N/A
PROCEDURES
Students form groups and receive the handout “Thought Substitution” with six problem situations
and a typical negative self-statement. The task is to come up with 3-4 realistic and positive
statements to use instead of the negative statement. In conclusion of the activity, groups could
share their answers.
Students could be asked to come up with situations and negative self-statements they have
encountered and then work on positive statements. The discussion could also address how difficult
it is to change a long-standing internal self-dialogue and how much practice it will take. Research
about the effectiveness and efficiency of CBT could be introduced.
ASSESSMENT
53
THOUGHT SUBSTITUTION EXERCISE
For each negative, irrational thought below, write 3 or 4 alternative positive, rational statements that are
optimistic and adaptive. Your positive statements should be directly related to the situation and be
realistic. For example, if your brand-new car was stolen, it would not be realistic to say “I don’t need the
car.”
Situation (Negative Self-Statement)
Positive Self-Statements
1. Having a long, difficult assignment due
the next day. (“I’ll never get this work
done by tomorrow.”)
2. Getting into an accident in a friend’s
car. (“Oh no, s/he will never speak to
me again.”)
3. Moving away from friends and family.
(“My whole life is left behind.”)
4. Breaking up with a person you love. (“I
have nothing left to live for, S/he was
all I had.”)
5. Not getting into graduate school. (“I
guess I really am dumb.
I don’t know what I’ll do.”)
6. Having to participate in a class
discussion. (“Everyone else knows
more than I do, so what’s the use of
saying anything.”)
54
TITLE
Human Growth and Development
DESCRIPTION Activity focusing on Diana Baumrind’s parenting style and its effects on children’s socioemotional development. Also how cultural differences plays a role in parenting style.
X
X
X
X
political forces.
perspectives.
X
X
X
OBJECTIVES
Discuss human growth in terms of physical, cognitive, social and moral development.
Class lecture on parenting style followed by an interactive discussion on students cultural back
ground, parenting style used by their parents and their thoughts about parenting style used by
other cultures. Students are then told to bring a story book that focuses on discipline or parenting
style for the next class. Students must be familiar with parenting styles.
55
TIME ALLOTTED
1 50 minute class period.
Story books, hand out on personal reflection.
PROCEDURES
Students form small groups of 4-5 students. They then share the story books they brought
and the reason they selected that particular story book. Each member of the group gets a
chance to share. They then have to decide on one story book they will work on for group
presentation.
The students prepare a write up that should include the followingTarget Age group
Summary of the Story
Discipline style used- connecting it with Diana Baumrind’s theory
Pros and Cons of the discipline style used.
How would have their parents handled similar situation
Role of culture in parenting style.
Students can submit a written analysis of the story book instead of classroom presentation.
Students can also check the following websites for additional informationhttp://www.aboutourkids.org/articles/parenting_styleschildren039s_temperaments_match
http://ceep.crc.uiuc.edu/eecearchive/digests/1999/darlin99.pdf
http://www.activeparenting.com/Parents-Parenting_Style_Quiz
ASSESSMENT
Students are assessed on their Personal reflection of parenting style and a group classroom
presentation on the story book they selected. Grades are part of class participation.
-----------------------------------------HUMAN GROWTH & DEVELOPMENT
PERSONAL REFLECTION
Describe an interaction between you and your parents that went out of control.
What do you think about the parenting style used by your parents and how would you have handled the
situation?
56
TITLE
Case Study on a Specific Age Group – Human Development
DESCRIPTION The class is divided into 6 age groups based mostly on who can observe/interview the
following age groups: Toddler (2-5 years); Elementary School (6-11 yrs); Adolescent (13-17
yrs); Young Adult (early 20’s); Middle Age; Elderly. Students will determine and apply two
key concepts of Erikson’s, Piaget’s and Vygotsky’s theory. Each group will decide on 5
appropriate tasks and/or questions and practice interviews will take place in class. Each
group will be encouraged to interview subjects from ethnic and cultural backgrounds that
are different from their own. The instructor will assist each group to determine a minimum
of 5 relevant tasks and/or questions so all theories can be applied. Each student will write up
responses and the group will present findings to the entire class and discuss how theories
are applied to each age group and subjects from various cultural backgrounds.
X
X
X
X
political forces.
perspectives.
X
X
X
57
OBJECTIVES
#8 from syllabus: Discuss human growth in terms of physical, cognitive, social and moral
development
Read chapter on Human Development.
TIME ALLOTTED
40 minutes to divide the class into groups, have them develop age appropriate tasks and
questions, and practice mock interviews
WEBSITES
N/A
N/A
PROCEDURES
Divide the class into groups based on who can interview subjects in various age groups and
cultural backgrounds.
Students are encouraged to meet with the instructor during office hours and take the review
tests in the book
ASSESSMENT
Students will be graded two ways: 1) on the individual write-up of their interview and 2) and
the contributions they made to the group presentation. This assignment will be an
alternative assessment to a traditional chapter quiz.
58
Lesson/Activity Plan - Personality/Motivation
TITLE
Personality/Motivation I
DESCRIPTION A web-based exercise that encourages students to seek self information and to engage in
self reflection
X
X
X
political forces.
Critical
x
thinking and informed decision-making – Including problem-solving, ethical
perspectives.
Personal,xsocial, and civic responsibility – Including the ability to take responsibility for
X
X
X
X
OBJECTIVES
1. This exercise provides students with the opportunity to apply theoretical information to their
own lives.
2. The exercise is designed to help students differentiate between “pop” psychology on the web
and scientifically based psychology.
3. Illustration of Barnum effect.
59
Familiarity with the major theories of personality and motivation.
TIME ALLOTTED
Students complete the personality tests on their own time
WEBSITES
Computer access; Questionnaire
Similarminds.com/personality_tests.html
PROCEDURES
Students review text book unit and class discussion about personality theories. Students go to
internet to access a minimum of 2 personality tests that are scientifically based (e.g.: Maslow
Inventory Test and Jung Test) and a minimum of 2 personality tests they find themselves on the
internet from general pop psychology sites (e.g.: http://www.personalityquiz.net/). Students
complete a short assignment (handout questionnaire) that describes compares and contrasts the
results. Class discussion of student outcomes and reactions helps to demonstrate validity of
standardized tests and Barnum effect.
Students are encouraged to seek instructor, tutoring or peer support if having difficulty in
understanding the major theories.
ASSESSMENT
Assessed as a homework assignment.
60
Handout for PERSONALITY/MOTIVATION Unit
Student Name:
Date:
For each Personality test you take, please answer the following questions:
1. What is the name and web address for this personality measure?
2. What was the purpose of the personality measure?
(e.g., help in deciding about careers, relationship compatibility, etc.)
3. Having completed the personality measure, do you believe that the results were accurate for you?
4. Do you trust the results of this personality measure? Why or why not?
Now, look up your horoscope for today and copy it here:
Once you have completed all 4 personality tests and read your horoscope, answer the following
questions:
1. Which test(s) do you believe yielded the most accurate representation of you? Why?
2. How accurate is your horoscope?
Do you believe your horoscope is more or less accurate than the standardized personality tests?
3. Do you believe your horoscope is more or less accurate than the “pop” psychology test?
4. What influence does the Barnum effect seem to have on your interpretation of your tests?
61
Lesson/Activity Plan – Personality/Motivation
TITLE
Personality/Motivation II
DESCRIPTION This activity is designed to demonstrate the concepts of continuity and change of change
throughout the lifespan.
X
X
X
X
political forces.
perspectives.
COURSE OUTCOMES ADDRESSED:
X Demonstrate knowledge of major psychological concepts, historical and theoretical perspective,
X Identify, understand and apply the different research methods in Psychology and be able to
X Through both oral and written communication students will demonstrate critical thinking,
OBJECTIVES
1. To develop interview and case study skills.
2. To demonstrate continuity of Personality traits over the lifespan.
3. To familiarize students with Trait theory.
62
Students will have read the textbook material regarding personality theory and class review
(guided note-taking) occurs simultaneously with this activity.
TIME ALLOTTED
This is an activity that occurs mostly outside of class.
20 minutes are allotted in class for discussion of trait theory and conclusions drawn from
completing this activity.
MATERIALS / EQUIPMENT/HANDOUTS
Handout
PROCEDURES
Students complete the activity outside of class. Class discussion focuses on findings gained from the
activity and conclusions are drawn as a full class discussion.
The instructor is available to help students individually (as needed) to think through and formulate
the case study.
ASSESSMENT
This is graded as a 10 point homework assignment
63
PERSONALITY
This activity is designed to help us understand the concepts Trait theory and personality continuity and
change throughout the lifespan. The completed project must be handed in, word-processed, and will form
the basis of our class discussion.
Think about yourself as far back as you can remember. Make some notes about your perception of
yourself. Then, talk to a parent, grandparent, favorite aunt or uncle -someone who has known you well
since you were born -- and try to determine what about you has stayed the same and what has changed
(how and when) since childhood. The following list of traits is designed to be used as a guide to help you
focus and organize your thoughts about yourself and your "interview". The list is not exhaustive: there may
well be things about you that do not appear here. Please include anything else about you that comes up.
TRAITS
open-to-experience
suspicious
conventional
good-natured
creative
"neurotic"
lazy
comfortable
punctual
extroverted
talkative
agreeable
imaginative
irritable
uncreative
soft-hearted
negligent
worrying
late
unemotional
affectionate
loner
down to earth
trusting
original
ruthless
conscientious
calm
hardworking
self-conscious
reserved
quiet
joiner
FOCUSING QUESTIONS
These questions will help you develop your own “case” study and can be asked and
answered both by yourself and by your interviewee.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Do you/did I often long for excitement?
Do you/did I stop and think things over before doing anything?
Are you/was I usually carefree?
Would you/did I do almost anything on a dare?
Do you/did I often do things on the spur of the moment?
Generally, do you/did I prefer reading to meeting people?
Do you/did I prefer to have few but special friends?
When shouted at, do you/did I usually shout back?
Are you/was I usually lively?
Are you/was I mostly quiet when in the company of other people
64
Please pay attention to the different phases of the lifespan as you proceed with the "interview", i.e.
did some traits apply earlier, some disappear, some develop at later phases, etc.
1. As a baby (up to 1 year old)
2. As a pre-school child
3. As an elementary school child
4. As a middle-school child
5. As a high-schooler
6. As a post-high school to present time young adult?
THE ASSIGNMENT
Write a paper in which you:
1. Briefly describe your own assessment of personality continuities and changes,
(self-perception).
2. Report on your "interview" with a significant other with regard to personality continuities and
changes.
3. Compare the self- and other- perceptions and draw some conclusions about the
stability/continuity of personality traits throughout the lifespan.
(You should be able to accomplish this task in the neighborhood of two pages.)
THE "MECHANICS"
1. All work must be word-processed. (Keep a copy for yourself- either hard or on disk- of everything
you hand in!!!!!)
2. All work should be double-spaced in a 12-point font.
3. Use a simple print font; no fancy fonts please, they’re very hard to read!
4. 1" margins all around.
5. No title pages or binders please; your name, course and section number, project # and date you
hand it in should be in the upper left hand corner of page 1.
65
TITLE
Psychological Disorders
DESCRIPTION This lesson is designed to demonstrate an understanding of psychological disorders.
X
X
X
Knowledge about the physical and natural worlds – Including the way scientific knowledge is
acquired, tested, validated, and revised.
political forces.
perspectives.
Personal, social, and civic responsibility – Including the ability to take responsibility for one’s
actions, to exercise self-assessment and self-advocacy, developing group interaction skills,
and developing community and civic awareness.
X
X
OBJECTIVES
To identify anxiety disorders by their predominant symptoms
66
Students will have read the textbook material regarding anxiety disorders and class
review (guided note-taking) has occurred prior to this activity.
TIME ALLOTTED
20 minutes
None necessary:
Examples can be read aloud and/or displayed one by one on PowerPoint
WEBSITES
http://www.learner.org/vod/vod_window.html?pid=778
http://www.learner.org/vod/vod_window.html?pid=1518
PROCEDURES
Students work in small groups of 4-5. Instructor reads the case scenario aloud
(and may display it simultaneously via overhead projector/PowerPoint). Students
discuss case and raise hand when the group comes to a conclusion.
Answers (correct and incorrect) are discussed as whole class once a group has
provided a response.
ASSESSMENT
As outlined above
67
APPENDIX A
INTRODUCTION to PSYCHOLOGY WEBSITES
HISTORY/RESEARCH
Correlation & Causality
Khan Academy
http://www.khanacademy.org/math/statistics/v/correlation-and-causality?playlist=Statistics
Discovering Psychology
Annenberg Learner
 History of Psychology
http://www.learner.org/series/discoveringpsychology/history/history_flash.html
 Research Methods
http://www.learner.org/series/discoveringpsychology/methods/index.html
BRAIN/BIOPSCH
The Brain Museum (lots of cool portals, esp. brain development & brain functions)
http://www.brainmuseum.org/
Discovery Psychology
Annenberg Learner
 The Human Brain
http://www.learner.org/series/discoveringpsychology/brain/index.html
Ted Talks
 Jill Bolte Stroke of Insight
http://www.ted.com/talks/jill_bolte_taylor_s_powerful_stroke_of_insight.html
 Michael Merzenich on Rewiring the Brain
http://www.ted.com/talks/jill_bolte_taylor_s_powerful_stroke_of_insight.html
 Christopher deCharms Looks Inside the Brain (fMRI)
http://www.ted.com/talks/lang/en/christopher_decharms_scans_the_brain_in_real_time.html
ProHooper YouTube
BBC’s Brain Story (need clarification if it is legal to show in class)
68
RadioLab (podcast)
Strangers in the Mirror
http://www.radiolab.org/blogs/radiolab-blog/2010/jun/15/strangers-in-the-mirror/
Helen A Blind Monkey Who Sees Everything
http://video.google.com/videoplay?docid=4458348561341395694
LEARNING
YouTube
 Skinner (original footage)
http://www.youtube.com/watch?v=TtfQlkGwE2U

BF Skinner’s Operant Conditioning Chamber – Saieed Hasnoo (overview of Pavlov, Watson, &
Skinner – w/ some original footage)
http://www.youtube.com/watch?v=SUwCgFSb6Nk&feature=related
TEDTalks
Marshmallow Study-Joachim de Posada
http://www.ted.com/talks/lang/en/joachim_de_posada_says_don_t_eat_the_marshmallow_yet.html
MEMORY
RadioLab
 Limits of the Mind
http://www.radiolab.org/2010/apr/05/limits-of-the-mind/
Brain Observatory UCSD
Patient HM & PKMZeta (Andre Fenton)
http://thebrainobservatory.ucsd.edu/content/video-scientia-nova-memory
Fluid Intelligence
http://www.lumosity.com/
N-Back tests (app store on iPhone)
INTELLIGENCE
Claude Steele on Stereotype Threat (Can stereotype/prejudice affect intelligence)
http://www.youtube.com/watch?v=vvwvvbiwRk
69
GROWTH & DEVELOPMENT
Talking Twin Babies
http://www.youtube.com/watch?v=_JmA2ClUvUY
Visual Cliff
http://www.youtube.com/watch?v=1VPaBcT1KdY
Piaget’s tasks (all stages)
http://www.youtube.com/watch?v=TRF27F2bn-A
The Aging Brain – Charlie Rose (w/ Brenda Milner)
http://www.charlierose.com/view/interview/10929
PERSONALITY
Big 5 Personality Test
http://www.outofservice.com/bigfive/
FINAL VIDEO
TEDtalks – Dan Gilbert asks, Why are we Happy (evolutionary psychology)
http://www.ted.com/talks/dan_gilbert_asks_why_are_we_happy.html
70
MassBay Community College
Center for Teaching, Learning, & Technology Innovation
Room 327 – Wellesley Hills Campus
781-239-3147
Resources Include:
Faculty Development for incorporating education technology,
universal design, and professional development in teaching &
learning strategies.
Title III Grant – Student Success Initiatives 2010-2015
Sponsored by the U.S. Department of Education
www.massbay.edu/title3
71

Course Guide for Introduction to Psychology PS 101

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