Extra Credit Over Break

Extra Credit for over Christmas Break looks like this:

Extra Credit Project:

* Research a person, place or thing that is important to the study of Psychology. After researching, for 25 pts. you may do one of the following:

A. Write a 5 page paper explaining what this topic is about. Explain why knowledge of this topic is important to the study of psychology.

B. Write a 2 page paper and do Do a 15 slide PPT. 

A bibliography is necessary to validate your research. (2 Sources Minimum--using APA format)
Aformal presentation to the class on the date which we return 

For 15 pts. you may do one of the following:

1. Watch a psychology movie or documentary about a topic relevant to psych (do not use a movie from the class) and write up a review (1-2 pages typed).  APA Format.
2. Read an article from a newspaper or periodical that is significant and write up a summary (with article attached)---1 to 2 pages typed. APA Format

12/19 UNIT 6 EXAM--Biological bases of Behavior

Module 9-15 EXAM

Intro to Consciousness

12/18 Jeopardy Review

12/17 Phenotypes

12/16 Evolutionary Psychology and the Nature vs. Nurture issue

Natural Selection

Module 15

12/15 Module 15--Behavior Genetics

Inside Out--Behavior Genetics

Heritability

12/11-12 Mod 13 --split brain

Homework:

Questions from the Strive for 5 Notebook:

1. What is lateralization, and why is it important in the way our brain functions.
2. What is meant by the term split brain?  Is it correct to refer to this condition as "having two brains"?
3. Chart out Left Hemisphere Functions to Right Hemisphere Functions
4. Why do the tasks listed above lend themselves to the myth that we are "right" or "left"-brained?  Using the information regarding the brain structures and association areas you learned in the last two modules, address why this myth is erroneous.
5.  What role does the corpus callosum play in relation to the two hemispheres?
6. Using figures 13.2 and 13.3, and your knowledge of brain structures, explain step-by-step why Gazzaniga's patients were able to:
a. say the word "ART"
b. Point to the word "HE" with their left hand
7. What is the relationship between handedness and speech processing?
8. How does the split-brain research help us to understand the functions of our two brain hemispheres?

13-2
1. How is cognitive neuroscience changing the way we understand mental processes?
2. How does consciousness help humans survive?
3. What is dual processing?  Give an example from the text of dual processing.  Give an example from your own life of dual processing.
4. How does the example of the hollow face illusion demonstrate dual processing?

Mod. 14
What is the analogy for the relationship between genes, chromosomes and DNA?

12/10 Cerebral Cortex

Naming the areas of the cerebral cortex and explaining the function of each.

For Homework:

1.Trace your profile on a piece of 11 x 14 inch white construction paper and then cut them out.

2.Your profile should look like you, including ponytails, bangs, or other features that are unique to your own face.

3.On one side of your profile draw and label parts of the cortex, including the frontal lobe  (pre-frontal, pre-motor, and motor cortexes), parietal lobe (including the sensory cortex), occipital lobe, temporal lobe, Wernicke’s area, Broca’s area, central fissure, and lateral fissure.

4.On the other side draw and label the parts of the lower brain, including the medulla, pons, cerebellum, reticular formation, and thalamus.  Also on this side, draw and label the mid brain: hippocampus, amygdala, and hypothalamus.

5.Along with a label, each brain area must also include a visual representation of its primary function (e.g., a picture of eyes to represent the occipital lobe). These visual representations can be neatly drawn or taken from magazines or clip art.

12/9 Hindbrain and Limbic System

Using a worksheet--labeling, identifying location and explaining the function of the brain stem and the limbic system.

12/8 Intro to the Brain

FRQ Practice from Modules 9 & 10

1. Explain the role of each of the following plays in sending a message through a neuron:
a. Dendrites b. Axon c. Myelin Sheath

2. While walking barefoot, you step on a piece of glass.  Before you have a chance to consciously process what has happened, you draw your foot away from the glass.  Identify and explain the three types of neurons that deal with information regarding this painful stimulus.

3. Name and describe the components and subcomponents of the Peripheral Nervous System (PNS) --4pts.

Handout on Brain---
3 components of brain study:

Name the structure:
Identify Location:
Explain its function

12/5 Endocrine System

Strive for 5 Questions from p. 53:

1. In what ways are the endocrine and nervous system act similarly?  In what ways are they different?
2. How does the endocrine system's release of hormones influence us?

Chart the function of each:
Hypothalumas
Ovaries
Testes
Pituitary Gland
Pineal Gland
Andrenal Gland
Testes
Pancreas
Thyroid
Parathyroid

4. Why is the pituitary gland referred to as the "master gland"?

p. 54.
1. Explain a simple reflex like pulling our hand away from a burning stove.
2. Which system is at use when you stand and recite the Pledge of Allegiance?
3. Which system controls your heartbeat?
4. Explain the physical reactions of the sympathetic nervous system.
5. Contrast the physical reactions in question 4 to the parasympathetic nervous system.

12/4 Neuroscience and Behavior

Inside Out on Neuroscience and Behavior

Neuron Labeling and Neurotransmitter Chart
Cognitive Mapping of the Nervous System.

12/3 Neurons and the All or None Response

Explain the following from flushing a toilet at home:

Explain the resting potential.

What is the action potential?

Explain the All or  None response.

Explain the Refractory Period from the flushed toilet.

What is the reuptake?

12/2 The Speed of Neurons

Simulations and Experiments on the Speed of Neurons

Sensory Neurons---Interneurons--Motor Neurons

Catching the Ruler.....

12/1 Intro to Neuroscience and Behavior

Read Module #9 p. 76-84

Define the following terms:
biological psychology myelin sheath action potential
neuron refractory period threshold
dendrites all-or-none response synapse
axon neurotransmitters reuptake
endorphins agonist antagonist

Answer the following:
Why are psychologists concerned with human biology?
What are the parts of a neuron, and how are neural impulses generated?
How do nerve cells communicate with other nerve cells

11/20-21 Unit 5 EXAM ---Motivation/Emotion and Stress

                FRQ's for the EXAM---You may work on them before the EXAM.....

       After your AP psychology teacher announces that everyone in class passed the last test, your              friend  Marco jumps up on the table and does a victory dance. When the laughter dies down, you        start to wonder why Marco is so extraverted and impulsive.

Discuss how the following concepts may or may not be useful in explaining Marco's impulsive behavior.

• Drive-reduction theory

• Incentive theory

• Hierarchy of needs

• Instinct

• Operant conditioning

• Genetic predisposition

            2.   Sue was feeling a little sad and didn't feel like volunteering at the homeless shelter as she had promised. But then she remembered that, earlier in the day, her friend Rob got his foot stuck in a wastebasket, took one step, and fell over. When she thought about this episode, she smiled and felt a little better. She started to feel a bit happier, so she went to the shelter to help out.

Explain how a psychologist might use the following concepts to explain how Sue remembered this episode and the relationship between this memory, Sue's behavior, and her emotions.

• Automatic encoding

• Explicit memory

• Mood-congruent memory

• Two-factor theory

• Facial feedback

Emotion 11/17-19

Module 41 and 42 Reading

Mod. 41 Questions
What are the three components of emotion?
How do arousal and expressive behaviors interact in emotion?
To experience emotion, must we consciously interpret and label them?
What is the link between emotional arousal and the autonomic nervous system?
Do different emotions activate different physiological and brain-pattern responses?

Mod. 42 Questions
How do we communicate nonverbally?  How do the genders differ in this capacity?
How are nonverbal expressions of emotion understood within and across cultures?
How do our facial expressions influence our feelings?

FRQ Practice --

Lynn's boyfriend has not replied to her last three text messages.  Lynn is experiencing anger, increased blood pressure and rapid breathing.  Analyze this situation using both the James-Lange and the Cannon-Bard theories of emotion.


Name four pieces of evidence that suggest women are more empathic than men.

Motivation--Mod. 38-40 11/10-14

11/10 Intro to Motivation

We discussed the 4 theories of motivation in class and took Cornell Notes on Mod. 37.

Homework for Mon/Tues--Mod. 38

How does semi-starvation reinforce the heirarchy of motives?
P. 397--What did Washburn and Cannon discover?
p. 398-99---List and define the 5 appetite hormones.
What is our set point?  Can it slowly be changed?
Describe our basic metabolic rate.
How does cognition influence our eating patterns?--cite the example from the tricksters p. 399
Explain why hot cultures like hot spices.
What are 3 situational influences on our eating---p. 400-401.
How do genetics play in our body weight? p. 402

11/7Language/Cognition/Development EXAM

11/5 FRQ Prep and Child raising and Psychology

FRQ Practice
Adolescence has been called a time of “storm and stress.” Describe how each of the following brain areas or psychological concepts might contribute to this storm and stress.
Limbic system activity
Frontal lobe development
Formal operational abilities
Erikson’s identity versus role confusion stage
Early physical maturation for girls

Piaget, Erikson, and Kohlberg described several cognitive, social, and moral reasoning stages of adolescence. Illustrate each of the following stages.
Concrete operational
Formal operational
Identity versus role confusion
Intimacy versus isolation
Conventional level
Postconventional level

Article to Read

Three Huge Mistakes We Make Leading Kids…and How to Correct Them

February 15, 2013 —Tim Elmore / www.GrowingLeaders.com

 

Recently, I read about a father, Paul Wallich, who built a camera-mounted drone helicopter to follow his grade-school-aged son to the bus stop. He wants to make sure his son arrives at the bus stop safe and sound. There’s no doubt the gizmo provides an awesome show-and-tell contribution. In my mind, Paul Wallich gives new meaning to the term “helicopter parent.”

While I applaud the engagement of this generation of parents and teachers, it’s important to recognize the unintended consequences of our engagement. We want the best for our students, but research now shows that our “over-protection, over-connection” style has damaged them. Let me suggest three huge mistakes we’ve made leading this generation of kids and how we must correct them.

1. We Risk Too Little

We live in a world that warns us of danger at every turn. Toxic. High voltage. Flammable. Slippery when wet. Steep curve ahead. Don’t walk. Hazard. This “safety first” preoccupation emerged over thirty years ago with the Tylenol scare and with children’s faces appearing on milk cartons. We became fearful of losing our kids. So we put knee-pads, safety belts and helmets on them…at the dinner table. (Actually I’m just kidding on that one). But, it’s true. We’ve insulated our kids from risk.

Author Gever Tulley suggests, “If you’re over 30, you probably walked to school, played on the monkey bars, and learned to high-dive at the public pool. If you’re younger, it’s unlikely you did any of these things. Yet, has the world become that much more dangerous? Statistically, no. But our society has created pervasive fears about letting kids be independent—and the consequences for our kids are serious.”

Unfortunately, over-protecting our young people has had an adverse effect on them.

“Children of risk-averse parents have lower test scores and are slightly less likely to attend college than offspring of parents with more tolerant attitudes toward risk,” says a team led by Sarah Brown of the University of Sheffield in the UK. Aversion to risk may prevent parents from making inherently uncertain investments in their children’s human capital; it’s also possible that risk attitudes reflect cognitive ability, researchers say.” Sadly, this Scottish Journal of Political Economy report won’t help us unless we do something about it. Adults continue to vote to remove playground equipment from parks so kids won’t have accidents; to request teachers stop using red ink as they grade papers and even cease from using the word “no” in class. It’s all too negative. I’m sorry—but while I understand the intent to protect students, we are failing miserably at preparing them for a world that will not be risk-free.

Psychologists in Europe have discovered that if a child doesn’t play outside and is never allowed to experience a skinned knee or a broken bone, they frequently have phobias as adults. Interviews with young adults who never played on jungle gyms reveal they’re fearful of normal risks and commitment. The truth is, kids need to fall a few times to learn it is normal; teens likely need to break up with a boyfriend or girlfriend to appreciate the emotional maturity that lasting relationships require. Pain is actually a necessary teacher. Consider your body for a moment. If you didn’t feel pain, you could burn yourself or step on a nail and never do something about the damage and infection until it was too late. Pain is a part of health and maturity.

Similarly, taking calculated risks is all a part of growing up. In fact, it plays a huge role. Childhood may be about safety and self-esteem, but as a student matures, risk and achievement are necessities in forming their identity and confidence. Because parents have removed “risk” from children’s lives, psychologists are discovering a syndrome as they counsel teens: High Arrogance, Low Self-Esteem. They’re cocky, but deep down their confidence is hollow, because it’s built off of watching YouTube videos, and perhaps not achieving something meaningful.

According to a study by University College London, risk-taking behavior peeks during adolescence. Teens are apt to take more risks than any other age group. Their brain programs them to do so. It’s part of growing up. They must test boundaries, values and find their identity during these years. This is when they must learn, via experience, the consequences of certain behaviors. Our failure to let them risk may explain why so many young adults, between the ages of 22 and 35 still live at home or haven’t started their careers, or had a serious relationship. Normal risk taking at fourteen or fifteen would have prepared them for such decisions and the risks of moving away from home, launching a career or getting married.

2. We Rescue Too Quickly

This generation of young people has not developed some of the life skills kids did thirty years ago because adults swoop in and take care of problems for them. We remove the need for them to navigate hardships. May I illustrate?

Staff from four universities recently told me they encountered students who had never filled out a form or an application in their life. Desiring to care for their kids, and not disadvantage them, parents or teachers had always done it for them.

One freshman received a C- on her project and immediately called her mother, right in the middle of her class. After interrupting the class discussion with her complaint about her poor grade, she handed the cell phone to her professor and said, “She wants to talk to you.” Evidently, mom wanted to negotiate the grade.

A Harvard Admissions Counselor reported a prospective student looked him in the eye and answered every question he was asked. The counselor felt the boy’s mother must have coached him on eye-contact because he tended to look down after each response. Later, the counselor learned the boy’s mom was texting him the answers every time a question came in.

A college president said a mother of one of his students called him, saying she’d seen that the weather would be cold that day and wondered if he would make sure her son was wearing his sweater as he went to class. She wasn’t joking.

This may sound harsh, but rescuing and over-indulging our children is one of the most insidious forms of child abuse. It’s “parenting for the short-term” and it sorely misses the point of leadership—to equip our young people to do it without help. Just like muscles atrophy inside of a cast due to disuse, their social, emotional, spiritual and intellectual muscles can shrink because they’re not exercised. For example, I remember when and where I learned the art of conflict resolution. I was eleven years old, and everyday about fifteen boys would gather after school to play baseball. We would choose sides and umpire our games. Through that consistent exercise, I learned to resolve conflict. I had to. Today, if the kids are outside at all, there are likely four mothers present doing the conflict resolution for them.

The fact is, as students experience adults doing so much for them, they like it at first. Who wouldn’t? They learn to play parents against each other, they learn to negotiate with faculty for more time, lenient rules, extra credit and easier grades. This actually confirms that these kids are not stupid. They learn to play the game. Sooner or later, they know “someone will rescue me.” If I fail or “act out,” an adult will smooth things over and remove any consequences for my misconduct. Once again, this isn’t even remotely close to how the world works. It actually disables our kids.

3. We Rave Too Easily

The self-esteem movement has been around since Baby Boomers were kids, but it took root in our school systems in the 1980s. We determined every kid would feel special, regardless of what they did, which meant they began hearing remarks like:

·                     “You’re awesome!”

·                     “You’re smart.”

·                     “You’re gifted.”

·                     “You’re super!”

Attend a little league awards ceremony and you soon learn: everyone’s a winner. Everyone gets a trophy. They all get ribbons. We meant well—but research is now indicating this method has unintended consequences. Dr. Carol Dweck wrote a landmark book called, Mindset. In it she reports findings about the adverse affects of praise. She tells of two groups of fifth grade students who took a test. Afterward, one group was told, “You must be smart.” The other group was told, “You must have worked hard.” When a second test was offered to the students, they were told that it would be harder and that they didn’t have to take it. Ninety percent of the kids who heard “you must be smart” opted not to take it. Why? They feared proving that the affirmation may be false. Of the second group, most of the kids chose to take the test, and while they didn’t do well, Dweck’s researchers heard them whispering under their breath, “This is my favorite test.” They loved the challenge. Finally, a third test was given, equally as hard as the first one. The result? The first group of students who were told they were smart, did worse. The second group did 30% better. Dweck concludes that our affirmation of kids must target factors in their control. When we say “you must have worked hard,” we are praising effort, which they have full control over. It tends to elicit more effort. When we praise smarts, it may provide a little confidence at first but ultimately causes a child to work less. They say to themselves, “If it doesn’t come easy, I don’t want to do it.”

What’s more, kids eventually observe that “mom” is the only one who thinks they’re “awesome.” No one else is saying it. They begin to doubt the objectivity of their own mother; it feels good in the moment, but it’s not connected to reality.

Further, Dr. Robert Cloninger, at Washington University in St. Louis has done brain research on the prefrontal cortex, which monitors the reward center of the brain. He says the brain has to learn that frustrating spells can be worked through. The reward center of our brains learns to say: Don’t give up. Don’t stop trying. “A person who grows up getting too frequent rewards,” Cloninger says, “will not have persistence, because they’ll quit when the rewards disappear.”

When we rave too easily, kids eventually learn to cheat, to exaggerate and lie and to avoid difficult reality. They have not been conditioned to face it. A helpful metaphor when considering this challenge is: inoculation. When you get inoculated, a nurse injects a vaccine, which actually exposes you to a dose of the very disease your body must learn to overcome. It’s a good thing. Only then do we develop an immunity to it. Similarly, our kids must be inoculated with doses of hardship, delay, challenges and inconvenience to build the strength to stand in them.

Eight Steps Toward Healthy Leadership

Obviously, negative risk taking should be discouraged, such as smoking, alcohol, illegal drugs, etc. In addition, there will be times our young people do need our help, or affirmation. But—healthy teens are going to want to spread their wings. They’ll need to try things on their own. And we, the adults, must let them. Here are some simple ideas you can employ as you navigate these waters:

1.                  Help them take calculated risks. Talk it over with them, but let them do it. Your primary job is to prepare your child for how the world really works.

2.                  Discuss how they must learn to make choices. They must prepare to both win and lose, not get all they want and to face the consequences of their decisions.

3.                  Share your own “risky” experiences from your teen years. Interpret them. Because we’re not the only influence on these kids, we must be the best influence.

4.                  Instead of tangible rewards, how about spending some time together? Be careful you aren’t teaching them that emotions can be healed by a trip to the mall.

5.                  Choose a positive risk taking option and launch kids into it (i.e. sports, jobs, etc). It may take a push but get them used to trying out new opportunities.

6.                  Don’t let your guilt get in the way of leading well. Your job is not to make yourself feel good by giving kids what makes them or you feel better when you give it.

7.                  Don’t reward basics that life requires. If your relationship is based on material rewards, kids will experience neither intrinsic motivation nor unconditional love.

8.                  Affirm smart risk-taking and hard work wisely. Help them see the advantage of both of these, and that stepping out a comfort zone usually pays off.

Bottom line? Your child does not have to love you every minute. He’ll get over the disappointment of failure but he won’t get over the effects of being spoiled. So let them fail, let them fall, and let them fight for what they really value. If we treat our kids as fragile, they will surely grow up to be fragile adults. We must prepare them for the world that awaits them. Our world needs resilient adults not fragile ones.

11/4 Adolescence to Adulthood

Questions--Things to Know--Module 48-54
Attachment Critical Period Temperament
Self Concept Gender Roles Gender typing
social learning theory Adolescence
Identity emerging adulthood


Adulthood’s Commitments—Love on p. 544-45  Explain why studies show that cohabitating  adults before marriage seem to have marriages that fail....
Read Day Care p. 494 and answer--How does day care affect children
Describe the 3 parenting styles.
On p. 529-531 Explain What factors influence teen sexual behaviors.

10/30-11/3 Attachment/Stage Theories

10/29 Cognition and Language

Module 34-36  Things to Know: Cognition and Language

Definitions:
cognition  
concepts 
prototypes  
creativity  
convergent thinking
divergent thinking 
algorithms  
heuristics  
insight
confirmation bias  
fixation  
mental set  
intuition 
representative heuristic
availability heuristic 
belief perserverance  
framers language  
Phonemes
Morphemes 
Grammar 
babbling stage  
one-word stage 
two-word stage  
telegraphic speech 
critical period  
Aphasia 
Broca’s Area  
Wernicke’s Area 
linguistic determinism

What are the five components of creativity?  p. 357-358
What are four ways to boost your own creativity? p. 359
Why do we fear the wrong things? p. 366
What is the relationship between language and thinking, and what is the value of thinking in images? p. 379-382

10/27-28 Piaget--Cognitive Development

Mod 46 and 47
Note Sheet in Class

10/24 Module 45

Read Module 45 p. 462.

Explain what the issue is in developmental psych and also what some examples of big issues in these areas are.

Nature and Nurture

Continuity and Stages

Stability and Change

Define and explain:

zygote

embryo

fetus

FAS

Habituation and Maturation

Explain what research tells us about newborns

10/23 Development Intro

10/22 EXAM 3--Learning and Memory

10/20 Memory

Memory--5 in 5 from Module 32.

Finish Video--explain LTP


Homework for Monday Night:

Module 33 Things to Know:

anterograde amnesia
retrograde amnesia
Herman Ebbinghaus--The forgetting curve
Interference--proactive and retroactive
positive transfer
repression
misinformation effect
source amnesia (source misattribution)
deja vu
What are the 7 ways from p. 353 to improve your memory?

10/17 Memory--Overview Continued

Module 31 Reading Quiz

Inside Out Video on Memory

Homework for the Weekend:

Module 32 --Memory Storage and Retrieval
Where does the brain store memories?--like a library or not?
Hippocampus
How does sleep effect memory consolidation?
Cerebellum and Implicit memory formation--explain the connection.
Basal ganglia--explain it's importance to memory.
Infantile amnesia---define and explain 2 reasons why it happens.
Amygdala--explain its purpose to memory.
flashbulb memories
LTP--long term potentiation
What is a safe memory enhancer that all people can afford?
Copy the chart of 32.5 for your notes
recall
recognition
relearning
retrieval cues
priming
context-dependent memory
state-dependent memory
serial position effect---primacy and recency effect

10/16 Intro to Memory

Module 31 Intro:  Read and Take Cornell Notes on the following terms/concepts from Module 31

Homework
Terms/Questions from Module 31 to Know:
Memory
Encoding
Storage
Retrieval
parallel processing
sensory memory
short-term memory
Why is short-term memory called "working memory"
long-term memory
explicit memories and effortful processing
implicit memories and automatic processing
3 things that are automatically processed
iconic memory
echoic memory
Effortful Processing Strategies:
Explain Chunking, mnemonics, Hierarchies
Distributed Practice--Spacing Effect, testing effect
Levels of Processing---
Shallow vs. Deep processing
How does making something personally meaningful improve understanding?

10/15 Career Day

Social Learning 10/14

10/9 Pop Quiz on Learning

10/6-9 Operant Conditioning

Operant Conditioning and reinforcement

Reinforcement Schedules Wkst. in Notes
Punishment/Reinforcement Wkst in Notes

Intro to Observational Learning and Cognitive Effects on Learning

9/30-10/3 Associated Learning

Module 26 reading and Strive for 5 work--due on 10/3

9/29 Unit 2 EXAM

9/26 Inferential Statistics

Cornell Notes on how to discover Statistical Significance
Review of Statistics and Research in Psychology

9/25 Experiments in Psychology

Experimental Psychology:

Welcome to discovering about experiments in the field of psychology.  This class period is designed with the student objective of becoming more familiar to experiments done in psychology as a way to broaden your thinking and create ideas for future experimentation.

Your answers will be completed on a separate sheet of paper.  To get started, go to the following website:

http://psychology.about.com/od/researchmethods/u/psychology-experiments.htm#s1

We will start by looking at the oldies:

1.      Read about Pavlov’s experiment:

 http://psychology.about.com/od/classicalconditioning/a/pavlovs-dogs.htm

Explain what Pavlov’s background was and what he discovered.  How did he influence the field of psychology even to today?

2.      Read about the Little Albert experiment:

http://psychology.about.com/od/classicpsychologystudies/a/little-albert-experiment.htm

Explain what Watson discovered.  What were criticisms of his research procedures?  How is this deemed unethical today?  What ever happened to Baby Albert?

3.      Read about the Asch Conformity experiments:

 http://psychology.about.com/od/classicpsychologystudies/p/conformity.htm

What were the findings of the experiment?  Is this an experiment that could be replicated here at Sprague?

4.      Read about Harlow’s experiment with Rhesus monkeys:

http://psychology.about.com/od/historyofpsychology/p/harlow_love.htm

What were the findings?  What has been the impact of his work?

5.      Read about Milgram’s study:

http://psychology.about.com/od/historyofpsychology/a/milgram.htm

What were the findings?  How was this study controversial?  How did this study overcome basic beliefs in our society?

6.      Read about the Stanford Prison Experiment:

http://psychology.about.com/od/classicpsychologystudies/a/stanford-prison-experiment.htm

What did Zimbardo find about the issue of setting on behavior?  Did Zimbardo fall victim to this also?  How does this experiment not fit the ethical standards of today?

Next:  Read about the types of research and issues with experimentation:

7.  From this site:

http://psychology.about.com/od/researchmethods/ss/expdesintro.htm

What are the three types of research?

           

8. What effect does time have on psychological research?

http://psychology.about.com/od/researchmethods/ss/expdesintro_3.htm

9. What does causal relationship among variables mean?

http://psychology.about.com/od/researchmethods/ss/expdesintro_4.htm

10.    What does correlational relationship among variables mean?

http://psychology.about.com/od/researchmethods/ss/expdesintro_5.htm

11.    What is validity?  What are the three types of validity?  What are the implications about validity in psychological research?

http://psychology.about.com/od/researchmethods/f/validity.htm

12.    What is reliability?  What does it measure?

http://psychology.about.com/od/researchmethods/f/reliabilitydef.htm

13.    What are the different theories of intelligence?  Why is this knowledge important in constructing intelligence tests?

http://psychology.about.com/od/cognitivepsychology/p/intelligence.htm

14.    Take the research methods quiz.

http://psychology.about.com/library/quiz/bl_researchmethods_quiz.htm

Do all 15 questions.  Take the quiz until you get a perfect score.  On your answer sheet, tell me how many times it took you to get a perfect score.

15.    Pick any other area that you read on this site:

http://psychology.about.com/

For your answer, describe what area you went to and what you learned that will help you in the class.

9/24 Placebo Effect and Stats

Placebo Effect Described.  60 Minutes on Placebo Effect

Descriptive vs. Inferential Statistics

FRQ on Stats
The following data set includes information from survey research in a psychology course regarding how many hours each individual in the class spent preparing for the exam.
Student Amount of hours reported studying
1 2
2 3
3 6
4 8
5 9
6 9
7 21
Examine the data and respond the following:
a. What is the middle score in this distribution?  What term is used to describe the middle score?
b. What would be the most useful statistic for measuring the variation of hours spent studying?  Why is this statistic a better measure of variation than the range?


Homework---Due on 9/25

Part I: Design an Experiment that would be a double blind experiment
Identify the following:
a. Hypothesis
b. Control Group and Experimental Group
c. Independent Variable and Dependent Variable
d. Results expected to get.

Part 2: Design an Experiment that would be a single blind experiment
Identify the following:
a. Hypothesis
b. Control Group and Experimental Group
c. Independent Variable and Dependent Variable
d. Results expected to get.

9/22-23 Experiments and Statistics

Identifying Independent Variables and Dependent Variables

For the following statements create a hypothesis (Your hypothesis should, theoretically, be testable).  Then identify the IV and DV.

1.      Blondes have more fun.

Hypothesis: Changing people’s hair color to blonde will increase the amount of fun that they have.

IV ____________________ DV __________________

2.   A rolling stone gathers no moss.

     Hypothesis: _________________________________________________

     IV ____________________ DV __________________

3.   Familiarity breeds contempt.

     Hypothesis: _________________________________________________

     IV ____________________ DV __________________

4.   When the cat’s away, the mouse will play.

     Hypothesis: _________________________________________________

     IV ____________________ DV __________________

5.   Absence makes the heart grow fonder.

     Hypothesis: _________________________________________________

     IV ____________________ DV __________________

6.   An apple a day keeps the doctor away.

     Hypothesis: _________________________________________________

     IV ____________________ DV __________________

7. Fences make good neighbors.

     Hypothesis: _________________________________________________

     IV ____________________ DV __________________

8. The early bird catches the worm.

     Hypothesis: _________________________________________________

     IV ____________________ DV __________________

Name the IV, DV, control group, and experimental group for each of the following scenario.

1. A researcher is interested in how the activity level of 4-year-olds is affected by viewing Teenage Mutant Ninja Turtles.  He shows one group a 30-minute video of Teenage Mutant Ninja Turtles and another group a 30-minute video of Barney.

IV:____________________________DV:_____________________________

Experimental group:_______________________________

Control group:_____________________________________

2. A researcher wants to test a new drug designed to increase the ability of teenagers with ADHD to take accurate notes in class.

IV:____________________________DV:_____________________________

Experimental group:_______________________________

Control group:_____________________________________

3. A physiological psychologist wants to know whether exposure to testosterone in adult female rats increases their aggressive behavior.

IV:____________________________DV:_____________________________

Experimental group:_______________________________

Control group:_____________________________________

4. A social psychologist is interested in whether people will enjoy a video game more if they are paid for playing it.

IV:____________________________DV:_____________________________

Experimental group:_______________________________

Control group:_____________________________________

5. An industrial psychologist wants to see if cooling the room temperature may have an impact on productivity of workers on an assembly line.

IV:____________________________DV:_____________________________

Experimental group:_______________________________

Control group:_____________________________________

Start/Finish Worksheet

Term	Define the term in your own words	Give an example:
Discrete Variable
Dichotomy
Trichotomy
Continuous Variable
Continuum
Measures of Central Tendency
Mode
Median
Mean
Measures of Variability
Range
Standard  Deviation
Distribution
Histogram
Normal  Curve
Skew
Outlier