Chapter 1

What Is Psychology?

RESOURCE GUIDE

Learning Objectives (p. 3)Lecture Outline (p. 4)Ideas for Instruction (p. 13)Did You Know? (p. 56)Annotated Bibliography (p. 57); Films/Videos (p. 59); Websites (p. 59)

I. Psychology as a Science (p. 13)Lecture Topic 1: Preparing for a Future Class Lecture Topic 2: Student Expectations Lecture Topic 3: The Preview Classroom Demonstration 1: Great Scientists and Thinkers Classroom Demonstration 2: Media Examples Classroom Demonstration 3: Generalizing Psychological Concepts to Daily Life Student Project 1: American Psychological Society Student Project 2: Defining Psychology Student Project 3: What is Psychology? Journal Prompt 1: What does psychology mean to you? Journal Prompt 2: The Splitting of Mind and Body Journal Prompt 3: Consciousness

II. What Psychologists Do—Something for Everyone? (p. 20)Lecture Topic 1: Guest Speaker Lecture Topic 2: APA Graduate Studies Lecture Topic 3: A Day in the Life of a Psychologist Classroom Demonstration 1: Career and Academic Options: An Advisor’s

Perspective Classroom Demonstration 2: Career and Academic Options: Student’s Perspective Classroom Demonstration 3: Discovering Psychology Student Project 1: American Psychological Association (APA) Student Project 2: Campus Resources Student Project 3: Internet Research Journal Prompt 1: Sports Psychology Journal Prompt 2: Do You Know A Psychologist? Journal Prompt 3: Industrial and Organizational Psychology

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III. Where Psychology Comes From: A History (p. 26)Lecture Topic 1: Who Is the Founder of Psychology? Lecture Topic 2: Culture and Society: The Influence on PsychologyLecture Topic 3: Freud and His Contributions Classroom Demonstration 1: The Missouri Sex Scandal Classroom Demonstration 2: Landmarks in Psychology Classroom Demonstration 3: Human Nature Student Project 1: APA Division 26 Student Project 2: Today in Psychology Student Project 3: 1900-1949 Journal Prompt 1: Where Would We Be? Journal Prompt 2: Which One? Journal Prompt 3: Know Thyself

IV. How Today’s Psychologists View Behaviour and Mental Processes (p. 33)Lecture Topic 1: The Six Views of Modern Psychology Lecture Topic 2: Forensic Psychology Lecture Topic 3: A Modern Approach Classroom Demonstration 1: Current Perspectives in Psychology Classroom Demonstration 2: Perspectives on Psychology Classroom Demonstration 3: Issues in Psychology Student Project 1: Evolutionary Psychology Student Project 2: 1950s to Our Day Student Project 3: About Psychology Student Project 4: Are You Different? Journal Prompt 1: Therapy at a Distance Journal Prompt 2: Television Psychologists Journal Prompt 3: Which One? Part II Journal Prompt 4: Evolution

V. How Psychologists Study Behaviour and Mental Processes (p. 40)Lecture Topic 1: The Correlational Method Lecture Topic 2: Hypotheses Lecture Topic 3: Teaching Scientific Methodology Lecture Topic 4: Ethics in Psychology Lecture Topic 5: Ethical Controversy at Yale Lecture Topic 6: New Journal Lecture Topic 7: Controversy in Psychology Classroom Demonstration 1: Cookies! Classroom Demonstration 2: The Truth Classroom Demonstration 3: Star Trek Classroom Demonstration 4: Case Studies Classroom Demonstration 5: Research Ethics Classroom Demonstration 6: Research with Animals Classroom Demonstration 7: College Students as Subjects Classroom Demonstration 8: How accurate is it? Student Project 1: Surveys

Full file at http://testbanksite.eu/Psych-SolutionStudent Project 2: Naturalistic Observation Student Project 3: Samples from Populations Student Project 4: Ethical Issues in Effectiveness Research Student Project 5: APA Ethical Guidelines Student Project 6: Fast Food Student Project 7: Pseudoscience, dangerous? Journal Prompt 1: Statistics and Research Journal Prompt 2: What Would You Like to Research? Journal Prompt 3: The Placebo, Control Group Journal Prompt 4: Media Diary Journal Prompt 5: What If? Journal Prompt 6: Animal Research Journal Prompt 7: What Do You Think?

LEARNING OBJECTIVES

After exploring Chapter 1, students should:

1. Understand the concept of theories and the relationship theory has to the field of psychology.

2. Understand the various fields of psychology; what the main focus is of each division within psychology.

3. Understand the history of psychology; what the significant contributions to the field were and who made them. The major three “forces” of psychology should also be known.

4. Understand the theoretical perspective of modern day psychologists. What are the current contributions, what added understanding do we now have, and how are the contributions different from the historical perspectives?

5. Understand the various research methods that psychologists use to enhance our understanding of human behaviour and mental processes. This includes an understanding of the scientific model and the importance of this model to the field of psychology.

6. Understand the ethical considerations that psychologists use in both research and practice.

7. Understand the difference between science and pseudoscience. Student should also have an understanding of critical thinking.

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LECTURE OUTLINE

I. Psychology as a Science1. Psychology is defined as the scientific study of behaviour and mental

processes.2. Theories: formulations of apparent relationships among observed

events. Allows for prediction.

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II. What Psychologists Do—Something For Everyone?A. What Psychologists Do:

1. Pure research: no immediate application, research for its own sake.2. Applied research: designed to find solutions to specific personal or

social problems.3. Practice psychology: applying psychological knowledge to help

individuals change their behaviour.4. Teaching: share psychological knowledge in classrooms, seminars,

and workshops.B. Fields of Psychology: From the Clinic to the Courtroom

1. Clinical psychologist: help people with psychological disorders adjust to the demands of life. Largest subgroup of psychologists.

2. Counselling psychologists: similar to clinical psychologist but clients typically have adjustment problems and not serious psychological disorders. More than half of all doctoral students are in programs of clinical or counselling.

3. School psychologists: employed by school systems to assist students with problems that interfere with learning. One focus is that of placement of students in special classes.

4. Educational psychologists: like school psychologists, attempt to facilitate learning but focus on course planning, instructional methods. They focus on motivation, intelligence, testing, and student and teacher behaviour.

5. Developmental psychologists: study the changes, physical, cognitive, social and personality, that occur throughout the life span.

6. Personality psychologists: focus on identifying and measuring human traits, determining influences on human thought processes, feelings, and behaviour and explaining psychological disorders.

7. Social psychologists: primarily concerned with individual’s thoughts, feelings, and behaviour in social situations.

Full file at http://testbanksite.eu/Psych-Solution8. Environmental psychologists: study the ways in which people and the

environment influence one another. 9. Experimental psychologists: conduct experiments and specialize in

basic processes such as the nervous system, sensation and perception, learning and memory, thought, motivation, and emotion.

10. Industrial psychologists: focus on the relationship between people and work.

11. Organizational psychologists focus on the relationship between people and organizations such as business.

12. Human factors psychologists: provide suggestions and create technical systems such as dashboards, computer keyboards, etc. to be more user-friendly.

13. Consumer psychologists: study the behaviour of shoppers in an effort to predict and influence their behaviour.

14. Health psychologists: examine the ways in which behaviour and mental processes are related to health.

15. Sport psychologists: help people improve their performance in various sports.

16. Forensic psychologists: apply principles of psychology to the criminal justice system.

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III. Where Psychology Comes From: A HistoryA. Philosophical Contributions

1. Aristotle (384-322 BCE) a. Wrote a book titled “Peri Psyches” covering topics such as

personality, sensation, perception, thought, intelligence, needs, motives, feelings, emotions and memory. All of these topics are covered in this text.

b. Argued that human behaviour is like the movement of the stars and the seas, subject to rules.

2. Democritus (around 400 BCE) a. Suggested that we could think of behaviour in terms of a body and

mind (interaction of biological and mental processes).b. Behaviour is influenced by external stimulation. c. One of the first to raise the question of free will vs. choice

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3. Socrates (c. 470-399 BCE)a. Suggested a research method still used today, introspection

i. Know thyselfb. We should rely on rational thought and introspection to achieve

self knowledge. c. People are social creatures who influence each other.

B. 19th Century Contributions1. Gustav Theodore Fechner (1801-1887)

a. Published his landmark book titled “Elements of Psychophysics” in 1860, which showed how physical events (light and sounds) are related to psychological sensations and perceptions. Some consider this to be the beginning of psychology.

2. Wilhelm Wundt (1832-1920) a. Most historians give the credit for being the founder of psychology

when in 1879 he established the first psychological laboratory in Leipzig, Germany.

C. Structuralism: The Elements of Experience1. School of thought founded by Wundt and his students.2. Structuralism: attempts to break conscious experience down into

objective sensations such as sight, or taste, and the subjective feelings such as emotional responses. They believed that the mind functions by combining objective and subjective elements of experience.a. Wundt was considered to be a Structuralist.

D. Functionalism: Making Psychology a Habit1. William James (1842-1919)

a. Major figure in the development of psychology. b. James was the founder of functionalism or the idea that in the

study of individuals the focus should be on behaviour as well as the mind and consciousness. Functionalist look at how experience helps us function more adaptively in our environments.

c. They also turned to the laboratory for direct observation as a way to supplement introspection.

d. James was also influenced by Charles Darwin’s (1809-1882) theory of evolution; the fittest survive.

e. Functionalists adapted this theory suggesting that adaptive behaviour patterns are learned and maintained. Maladaptive behaviour patterns tend to drop out.

E. Behaviourism: Practicing Psychology in Public1. Behaviourism is the school of psychology that focuses on learning

observable behaviour.

Full file at http://testbanksite.eu/Psych-Solution2. John Broadus Watson (1878-1958)

a. Considered to be the founder of American Behaviourism. Functionalism was the dominant view in psychology. Watson believed that if psychology wanted to be a science then it must limit itself to observable, measurable events- behaviour- and nothing else.

3. B.F. Skinner (1904-1990)a. Believed that organisms learn to behave in certain ways because

they have been reinforced for their actions. Behaviour that has a positive outcome will tend to be repeated.

b. Demonstrated that laboratory animals can be trained to carry out behaviours through strategic use of reinforcers.

c. In principle, human behaviours can be explained in terms of thousands of instances of learning through reinforcement.

F. Gestalt Psychology: Making Psychology Whole1. Gestalt psychologists focused on perception and on how perception

influences thinking and problem solving. 2. Wertheimer (1880-1943), Koffka (1886-1941), and Kohler (1887-

1967); the three founders of Gestalt psychology. 3. Gestalt translates to “pattern” or “organized whole.” 4. Demonstrated that learning is accomplished by insight, not by

mechanical repetition.5. Much learning can be accomplished by insight, not by mechanical

repetition. Perceptions are more than the sums of their parts. G. Psychoanalysis: Digging Beneath the Surface.

1. Psychoanalysts believe that much of our lives are governed by unconscious ideas and impulses.

2. Founded by Sigmund Freud (1856-1939) who was a physician. Often called psychodynamic.

3. Focus on the unconscious - a seething cauldron of conflicting impulses, urges and wishes.

4. People are motivated to gratify these impulses. Also motivated to see themselves as decent and thus may delude themselves about their true motives.

5. Freud’s method of therapy (psychoanalysis) aimed to help patients gain insight into many of their deep-seated conflicts and to find socially acceptable ways of expressing and gratifying needs.

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IV. How Today’s Psychologists View Behaviour and Mental Processes

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A. The Evolutionary and Biological Perspectives: It’s Only Natural1. Focus on the evolution and heredity in behaviour and mental

processes.a. Human behaviour has a hereditary basis.

2. Genes can be transmitted from generation to generation.a. Instincts or inborn behaviour patterns

3. Biological perspective seeks the links between the electrical and chemical activity of the brain. Use of PET and CAT scans.a. Trying to understand the nervous systems, especially the brain. b. Looking at heredity on one hand and behaviour and mental

processes on the other. B. The Cognitive Perspective: The Realm of Mental Processes

1. Venture into the realm of mental processes to understand human nature.

2. Cognitive psychologists study those things we refer to as the mind.3. Investigate how we perceive and mentally represent the world. 4. The focus is also on learning, memory, planning, decision making,

language and problem solving. C. The Humanistic-Existential Perspective: The Search for Meaning

1. Humanism stresses the human capacity for self-fulfillment.2. Existentialism views people as free to choose and be responsible for

choosing ethical conduct.3. Humanistic-Existential psychologists stress the importance of

subjective experience. This includes self awareness, experience, and choice which all help us to invent ourselves. a. We are free to choose.

4. Abraham Maslow (1970) and Carl Rogers (1951); two prominent psychologists in this area.

D. The Psychodynamic Perspective: Still Digging1. Freud’s influence continues to be felt though contemporary

psychodynamic theorists would likely call themselves neoanalysts.2. Famous neoanalysts include Karen Horney (1885-1952) and Erik

Erikson (1902-1994). a. Focus less on the unconscious and more on conscious choice and

self direction. E. Perspectives on Learning: From the Behavioural to the Cognitive

1. Study the effects of experience on behaviour. 2. Learning through repetition and reinforcement.3. Learning is essential in describing, explaining, predicting and

controlling behaviour. 4. Social-cognitive theorists suggest that people can modify or even

create their environments.

Full file at http://testbanksite.eu/Psych-Solution5. Intentional learning by observing others.6. Gained influence in the areas of personality, development,

psychological disorders and psychotherapy.F. The Sociocultural Perspective: How Do You Complete the Sentence “I

Am …”?1. Addresses the many ways in which people differ from one another,

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V. How Today’s Psychologists View Behaviour and Mental ProcessesA. Critical Thinking: Sorting Out Truth from Fiction

1. Critical thinkinga. Taking nothing for grantedb. Not believing just because things are in print or were uttered by

authorityc. It is not necessarily healthy to express all of your feelings just

because a friend in therapy urges you to do so.2. Principles of Critical Thinking

a. Be skeptical.b. Insist on evidence.c. Examine definitions of terms.d. Examine the assumptions or premises of arguments. e. Be cautious in drawing conclusions from evidence.f. Consider alternative interpretations of research evidence.g. Do not oversimplify.h. Do not overgeneralize.i. Apply critical thinking to all areas of life.

B. The Scientific Method: Putting Ideas to the Test1. Scientific method is an organized way of using experience and testing

ideas in order to expand and refine knowledge.2. Begin by formulating a research question. 3. Hypothesis: is a specific statement about behaviour or mental

processes that is tested through research.4. Test the hypothesis through controlled methods such as the

experiment.5. Try not to confuse correlations (association) with cause and effect. 6. Selection Factor is a source of bias that may occur when subjects are

allowed to choose for themselves a certain treatment in a scientific study.

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C. Samples and Populations: Hitting the Target Population1. Samples must be drawn so that they accurately represent the

population. This allows for generalization or extending results from samples to populations.

2. Individuals who are studied are referred to as a sample. A sample is a segment of the population. The population is the group targeted for study.a. Problems in generalizing from psychological research: many

factors must be considered in interpreting the accuracy of results of scientific research.

b. Random and Stratified Sampling.i. Random sample: each member of the population has an equal

chance of being selected to participate.ii. Stratified sample: selection is made so that identified

subgroups in the population are represented proportionately in the sample.

c. Volunteer bias: people who volunteer as participants differ systematically from people who do not.

D. Methods of Observation1. The Case Study

a. Information collected about individuals and small groups. b. Typically unscientific accounts of people’s behaviour referred to as

anecdotes.c. Provide compelling portraits but may have factual inaccuracies.

i. People’s memories have gaps (Loftus, 2004) ii. Interviewers may have expectations.

2. The Surveya. Used to study individuals who cannot be observed in the natural

setting or studied scientifically. b. Employs questionnaires and interviews. Also uses the examination

of public records.c. Famous Kinsey survey results: Sexual Behaviour in the Human

Male (1948) and Sexual Behaviour in the Human Female (1953).d. Have also have sources of inaccuracy. May recall memories with

inaccuracies, they may lie, may respond in a good light or try to anticipate what the researcher wants them to say.

e. May also have the inaccuracy of social desirability, subjects tell the interviewer what they think the interviewer wants to hear (a problem in case study as well).

3. Naturalistic Observationa. Observe people in their natural habitats.b. Unobtrusive measures are used to avoid interfering with the

behaviours that are being observed.c. Jane Goodall observed the behaviour of chimpanzees in their

natural environment.

Full file at http://testbanksite.eu/Psych-SolutionE. Correlation: How Things Go Together-Or Not

1. Investigates whether one observed behaviour or trait is related to (correlated with) another.

2. Mathematically expressed as a correlation coefficient; a number that varies between +1.00 and -1.00.

3. Positive correlation: the higher scores on one variable tend to correspond with higher scores on the second variable. Low with low. (E.g. Intelligence test scores and academic performance).

4. Negative correlation: Higher scores on one variable tend to correspond with lower scores on the second. (E.g. Amount of experience stress and functioning of the immune system).

5. Correlational studies may suggest but do not prove cause and effect.F. The Experimental Method

1. The preferred method for answering questions about cause and effect.a. Allow psychologists to control the experiences of subjects and

draw conclusions about cause and effect. b. Independent and Dependent Variables

i. Independent variable: manipulated by the experimenters so that the effects of various levels may be determined.

ii. Dependent variable: the measured outcome or result.c. Experimental and Control Groups

i. Experimental groups obtain the treatment.ii. Control groups do not receive the treatment.

d. Blind and Double Blind Experimentsi. Placebo fake treatment or “sugar pill.”ii. Blind: control for the expectations of effects by creating

conditions where the subjects are unaware of the treatment.iii. Double blind: neither the subjects nor the experimenters know

who has obtained the treatment.G. Ethics of Research with Humans

1. The Canadian Code of Ethics for Psychologists (2000) includes the following four principles:a. Respect for the Dignity of Persons: This includes basic human

rights, fair treatment, informed consent, privacy and confidentiality of participants.

b. Responsible Caring: This includes competence and self-knowledge, maximizing benefits, minimizing risks/harm analysis for participants.

c. Integrity in Relationships: This includes honesty, objectivity, and avoidance of conflict of interest. See box on “Deception”.

d. Responsibility to Society: This includes respect and development of society through psychological research.

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2. Lang et al., (1975) study on alcohol and aggression. Subjects were misinformed about the beverage they were drinking and misled into believing they were giving other subjects electric shocks. What do you think? Was it ethical to deceive participants in the Lang study as to what they were drinking? Why or why not?

H. Ethics of Research with Animals1. Psychologists use animals to conduct research that cannot be carried

out with humans (effects of early separation from mother)2. Psychologists generalize to humans the results of research conducted

with animals.3. Animals may be harmed only when there is no alternative and

researchers believe that the benefits of the research justify the harm.

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Full file at http://testbanksite.eu/Psych-SolutionIDEAS FOR INSTRUCTION

I. Psychology as a Science

Lecture Topic 1: Preparing for a Future Class

End the first lecture by playing a tape of some unique music and invite students to sample a distinct aroma or taste as they file out. Provide numerous small samples of fresh basil leaves on top of summer tomatoes. Present this as simply something that is enjoyable and that you want the students to experience. Do not mention the purpose until the beginning of the unit on Memory, when you again play the music at the start of a class. If this works you will have several students spontaneously mentioned their association with the basil tomato taste, and then you are off and running, having established associations as the basis for conditioning. (Note this demonstration should work with any combination of novel and/or strong sensory stimuli.)

Lecture Topic 2: Student Expectations

Before going over the definition of psychology, break the students into groups and allow them to discuss the following questions:What is psychology?What would you like to learn in psychology?After giving them time to come up with their answers, have a member from each group report to the class what the group came up with. Write all their ideas on the board and discuss each concept. This helps students preview the course content and find out what they will learn versus what they wish they could learn.

Lecture Topic 3: The Preview

To help your students anticipate the wide range of material that you will be covering in this course, develop a true and false quiz of some of the basic points in psychology you will be covering. After explaining the syllabus and conducting any other icebreaker activities, have your students take the quiz. This will probably be difficult for them but if you include items that are common misconceptions (who is considered to be the father of psychology?) this can be fun. You may want to include those items on the final exam to see if they remember.

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Classroom Demonstration 1: Great Scientists and Thinkers

As you discuss the scientific method and introduce the idea that psychology is a science, students often have stereotypical views as to what science is and who scientists are. In this classroom activity you will help students understand that some of the great thinkers and scientists of our time are psychologists.

Preparation: Prepare yourself for this discussion by visiting the following website:

http://www.time.com/time/time100/scientist/index.html

This site contains the results of a survey to determine the top 100 scientists and thinkers of the 20th century.

To begin the activity, have students describe the stereotypical scientist, including physical appearance, behaviours, and cognitive functioning. List these characteristics on the white board. Next, have the students name famous scientists and thinkers from the 20th century. List these famous individuals on the white board as well (such notables as the Wright brothers, Einstein, and Philo Farnsworth might make the list). When a sufficient list has been generated, describe the TIME Magazine survey and report the results of the survey which indicate that psychologists made the list including Sigmund Freud and Jean Piaget, two “great thinkers/scientists” that they will be studying in more depth this semester.

Classroom Demonstration 2: Media Examples

The first day of class can be a mundane experience for many students. The review of the syllabus, questions about how many examines there will be, etc. typically leave students with necessary information, but hardly engaged. In an effort to break from this rut Hollander (2003) suggests utilizing popular press items as icebreakers. Hollander suggests that an instructor find brief articles from newspapers, popular magazines, etc. that have stories related to the course. Psychology is all around us and finding articles is not difficult. Hollander suggests that students find these sources of information less threatening, as they can relate to the source (versus the daunting task of reading a journal article). Presenting the articles to the class can encourage discussion and an exchange of ideas. This is a great opportunity to establish the ground rules that will be followed throughout the rest of the semester as well. Students will leave the first day of class with enthusiasm for the course.

Full file at http://testbanksite.eu/Psych-SolutionTo see the full teaching tip suggested by Hollander, visit the APS website at:

http://www.psychologicalscience.org/teaching/tips/tips_0500.html

Other suggested readings:

Kramer, T.J., & Korn, J.H. (1996). Class discussions: Promoting participation and preventing problems. APS Observer, 9, 24-25, 27.

Classroom Demonstration 3: Generalizing Psychological Concepts to Daily Life

To help your students begin to notice the concepts of psychology in their everyday life, read an article titled “Skill Building Exercises and Generalizing Psychological Concepts to Daily Life” written by Watson, Hagihara, and Tenney (1999). In this article the authors discuss an activity that will take place over the semester. The authors conducted a research study and found that if students were assigned to provide real-life examples of concepts that they learned that it helped improve their scores when quizzed on that material. This research study can be presented to your students and then you can explain the assignments that you will give throughout the semester that will support this.

Student Project 1: American Psychological Society

The field of psychology has a governing body and many professional organizations that psychologists can join. Perhaps the most popular (largest) professional organization is the American Psychological Association (APA). In the definition of psychology presented by your textbook author the word science is found. It wasn’t long ago when some psychologists became disenchanted with the focus of the APA and left to form an organization called the American Psychological Society (APS). They have a website that you can find at:

http://www.psychologicalscience.org

Access this website and answer the following questions:What is the mission of the APS?When was the APS established?How many people are currently members of APS?How much does it cost a student to become a member of APS?Where is the location of the next conference that APS will be hosting?

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Student Project 2: Defining Psychology

This activity will help you clearly define what psychology is. For some students the concept of psychology involves providing therapy and helping those with psychological disorders. Though this is an important area in psychology it is not all we do. Many students are surprised to learn that psychology is considered to be a science. For this project access the Merriam-Webster dictionary on-line. This can be found at:

http://www.merriam-webster.com/

There is one entry for psychology with seven more entries for related areas in psychology. Write down the eight areas defined by Merriam-Webster and the respective definitions of each. There is also a link on this page to the 10 most popular sites for “psychology.” Explore one of these sites and provide a summary of what you learned.

Student Project 3: What is Psychology?

One of the many resources available to students is the Internet. For this project, you will conduct a general Internet search using the term “psychology” to explore various aspects of psychology. As you explore this term, create a definition of “psychology” based on what you find and bring it to class. We will discuss these in class the next time we meet.

Full file at http://testbanksite.eu/Psych-SolutionPsychology as a Science Journal Prompt 1: What does psychology mean to you?

Many students take their first psychology course early in their educational pursuit. Often, a student will not think much about the specifics of the course but take it based on the recommendations of a peer, because of a high school psychology class they’ve had, or because of the brief introduction to the field through some other means. For this first journal prompt take a few minutes and write down what you believe psychology is all about. Think about the possible career options, the theories and practices that psychologists explore and promote and any other connections that you can make to the field. This exercise needs to be what you think before exploring the field in depth. After writing your thoughts begin reading the first chapter and see how close you actually are.

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Psychology as a Science

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Journal Prompt 2: The Splitting of Mind and Body

An interesting dilemma that medical doctors and psychologists alike face is that of getting paid by the various health maintenance organizations (HMO) that exist. Often there are lengthy approval of services processes, preadmission approvals, and preferred provider issues. For this next journal prompt explain whether or not you agree or disagree with the system as it now exists. Do you believe that patients are receiving the best care with this system or could it be better? Do you believe that the current system prevents some from seeking services that really could benefit their life?

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Psychology as a Science

Full file at http://testbanksite.eu/Psych-SolutionJournal Prompt 3: Consciousness

Your task for this journal entry is to write an entry focusing on “the stream of consciousness: fluid and continuous” as William James proposes. Prior to digital movies, a movie would seem continuous due to our perception, but we know intellectually that this is an illusion created from the still frames. How might our perception of fluid consciousness be an illusion? Have you ever thought that life was an illusion?

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II. What Psychologists Do—Something For Everyone?

Lecture Topic 1: Guest Speaker

One of the best ways to illustrate what psychologists do is to share your own personal experience in the field. Talk about how you decided to pursue psychology, your graduate school experience, and what your career has been. This is also a great way for your students to get to know you better.

Lecture Topic 2: APA Graduate Studies

As part of your lecture on what psychologists do, you may want to take to class a copy of the reference book “Graduate Studies in the Field of Psychology” published by the APA. One of the appendices in this book lists all of the graduate programs in North America listed by area of study. The list contains more options than what most students would anticipate. This can help students understand that there are many options (besides counselling) when choosing psychology as a career option.

Lecture Topic 3: A Day in the Life of a Psychologist

Preparation: You will need a TV, VCR/DVD player and the video titled “A Day in the Life of a Psychologist.”

There are many ways to approach the topic of what psychologists do. After sharing with your class your views on this subject, you may want to show the class the video titled “A Day in the Life of a Psychologist” (available from Insight Media). This video, in an interview format, profiles several psychologists, following them as they perform the wide variety of activities that fill their days.

Classroom Demonstration 1: Career and Academic Options: An Advisor’s PerspectiveArrange with your psychology department’s academic advisor to visit the class. This important person will be the academic planner for students who are interested in majoring in psychology. Have the advisor discuss with the class career and academic options that are available to the student in psychology. Often the advisor will have handouts appropriate for such a presentation. Not only will the students learn more about the opportunities in psychology, but they will have a face and name to go with the position of “advisor.”

Full file at http://testbanksite.eu/Psych-SolutionClassroom Demonstration 2: Career and Academic Options: A Student’s Perspective.

Make arrangements with approximately five of your upper division/graduate students to attend your class and formally discuss their academic and career goals. Often students are in the same undergraduate degree program but their long term academic and career goals are vastly different. Have each student spend five minutes presenting their goals followed by a question and answer period. This demonstration has proven effective in that students can relate to students and better see the end results of hard work.

Classroom Demonstration 3: Discovering Psychology

Preparation: You will need a TV, VCR/DVD player and the Discovering Psychology video series (you will need to select the appropriate tapes to show throughout the semester).

To help bring to life the material that you have covered so far, utilize the Discovering Psychology video series. Hosted by Philip Zimbardo, these tapes include footage of classic experiments, interviews with leading theorists, visits to laboratories, mental hospitals and clinics. The Discovering Psychology series is available from Insight Media.

Student Project 1: American Psychological Association (APA)

One of the best resources on the web is the American Psychological Association’s website which can be found at:http://www.apa.org

This extensive website has a plethora of information on psychology from the largest professional organization in psychology. Your textbook author discusses 15 areas of study within the field of psychology. This will often pique the interest of the beginning student and often this leads to the question, “What career opportunities are there in psychology?” The APA website can help answer this question. Access the website at the above address. Once there, click on the “students” link and then the “careers” link. Then you will be able to click on the “subfields” link. You could go directly to the careers sight by goinghttp://psyccareers.apa.org/Once you access this site you will see career options listed and short explanations of each. Please select five of these career options and explain each in your own words.

Student Project 2: Campus Resources

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Many students take their first psychology course early in their educational pursuits. Not only are they not familiar with the course, but they may not be familiar with all of the campus resources that are available to aid students in having a successful college experience. One resource that campuses have is that of student health. Often a component of this resource is that of psychological services. To familiarize yourself with these services, please access the health centre’s online information or make a personal visit to the student health center and find information to answer the following questions:

What psychological services does the campus provide?Does your school offer academic counselling?Does your school offer career counselling?Does your school offer personal counselling?Does your school offer group counselling?Does your school have a referral service for psychiatric consultation?Does your school provide seminars or workshops that focus on such topics as depression, anxiety, eating disorders, etc.?Does your school provide testing to assess for learning disabilities?How much does it cost for these services?

Student Project 3: Internet Research

Now that you are familiar with the various subfields in psychology assume that you were going to become a psychologist. Having made that choice, do an Internet search and try to find more information about your chosen field. Write a one-page job description for this job.

Full file at http://testbanksite.eu/Psych-SolutionWhat Psychologists Do-Something For Everyone?Journal Prompt 1: Sports Psychology

An interest that many students have regarding psychology is that of Sports Psychology. You may have heard how sport psychologists have worked to improve the performance of athletes from free throw shooting in basketball to track and field events including the high jump. Many methods are used to help athletes in their respective events including visualizations and behaviour modifications to name two. To further explore this area conduct a general Internet search using the key terms “sports psychology.” See what information you can find about his interesting career area and write a journal entry about your likes and dislikes of a possible career in sports psychology.

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What Psychologists Do—Something For Everyone?Journal Prompt 2: Do You Know A Psychologist?

As individuals you may have had the opportunity to meet a psychologist. If you do know a psychologist, describe what this person does in their career. What is their specialty? Counselling? If so with what age group? Family counselling? Group counselling? If you do not know a psychologist ask around and see if you can find someone you know who knows a psychologist. Then find the same information. Document this and bring the information to class. You may get an opportunity to share what you know.

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Full file at http://testbanksite.eu/Psych-SolutionWhat Psychologists Do-Something For Everyone?Journal Prompt 3: Industrial and Organizational Psychology

An area of psychology often overlooked by students is that of industrial and organizational psychology. This field is the applied of psychology in the world of business. As you think about this, do you think that psychology does have a role in the world of business? Write a journal entry discussing the role of psychology in business and industry.

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III. Where Psychology Comes From: A History

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Lecture Topic 1: Who Is the Founder of Psychology?

Throughout the short history of psychology the question of who the founder of psychology is has been debated. Often the response to this question is Wilhelm Wundt who was conducting formal research studies in his Leipzig laboratory in 1879. The author of the text points out that perhaps Fechner should be given the credit due to his book titled Elements of Psychophysics which was published in 1860. To further the debate, read the article titled “Network theories of memory: Before Wundt and Herbart” written by Thom Verhave. This article brings to light the existence of lectures that were presented by William Hamilton at the University of Edinburgh in 1836-1837 more than 20 years before Fechner’s book. The focus of the lectures: metaphysics. Hamilton argued, “the mind exerts energies, and is the subject of modifications, of neither of which it is conscious.” Looked at as just another philosopher, Hamilton’s ideas were lost among the many theoretical/philosophical positions that were being proposed at the time. The article suggests that historians of psychology have a lot of catching up to do.

Lecture Topic 2: Culture and Society: The Influence on Psychology

Most psychologists would accept the fact that psychology does not exist within a bubble and would accept that psychology is a dynamic field of study which attempts to understand individuals as they exist with multiple environmental and biological contributors to the behaviour and mental processes studied. An article written by George Mandler (1996) titled “The situation of psychology: Landmarks of choicepoints” attempts to take this paradigm and apply it to the understanding of the field of psychology. Similar to people, the field of psychology has been influenced by the prevailing culture and society of the time. Mandler uses three major periods of change in theoretical and experimental psychology, relating those changes to the culture and society exhibited at the time, to make his argument. Mandler focuses on 1) Wundt’s experimental methods; 2) Behaviourism; and 3) the Cognitive revolution. This in-depth article is not meant to be a history but rather an attempt to illustrate the influence that culture and society has on the field of psychology. For example, Mandler points out that Wundt was influenced by the split that characterized Germany, radical, idealism on one hand and Prussian rational militarism on the other. Mandler makes the connection by explaining that Wundt had a duality approach in his psychology between a tightly reasoned experimental approach and an observational attitude towards products of the mind. Mandler promotes the idea that there is no “value free” psychology. Psychology is influenced by the values of society

Full file at http://testbanksite.eu/Psych-Solutionand these values have a social and historical context. The three examples provided illustrate this influence.

Lecture Topic 3: Freud and His Contributions

Many students wrongly assume that Freud is the founder of psychology. Though he did make many contributions to the field, he is not considered to the founder. Students have probably heard about some of Freud’s theory. They may even be somewhat skeptical of learning anything about him. To help alleviate this concern, briefly discuss the influence of psychoanalytic thought in psychotherapy today. When discussing Freud, it is important to mention his theories in the context of his times. When discussing his perspectives and his personal background, one need not agree with his ideas to see how he would have arrived at them.

Classroom Demonstration 1: The Missouri Sex Scandal

Preparation: Find a picture of past APA president O. Hobart Mowrer. (Available through the Internet)

To help bring the field of psychology alive for you students, it is sometimes helpful to share stories from psychology’s past. The textbook that the students are reading describes John Watson’s love affair with his student Rosalie Rayner. But Max F. Meyer is considered by some to be the founder of behaviourism not Watson. Meyer had something else in common with Watson as well. Meyer was the victim of puritanical attitudes of the late 19th and early 20th centuries regarding sex. In what seems to have been a purely accidental situation, Meyer offered to help a student with a research project. At the time, the student was in a sociology course and created a questionnaire to study the economic aspects of women. There were a number of questions, but three dealt with premarital sex. Meyer provided some suggestions about wording and allowed the student to use some envelopes from the department of psychology. However when news of this “sex study” reached the St. Louis newspaper they made a great scandal out of it. Meyer was suspended for a year without pay and the student was dismissed from the institution. The student survived an actually became president of the APA.

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Classroom Demonstration 2: Landmarks in Psychology

Preparation: You will need a TV, VCR/DVD player and the videotape titled “Landmarks in Psychology” (available from Insight Media).

This video tape includes sill image highlights of the contributions of Freud, Jung, Adler, Pavlov, Sullivan, Horney, Maslow, Watson, and Skinner. The theories explored are interpersonal, behavioural, humanistic, and existential approaches.

Classroom Demonstration 3: Human Nature

Preparation: You will need a TV, VCR/DVD player, and a videotape titled “What Is Human Nature” (available from Insight Media).

What is human nature? Is human nature what psychologists study? Early philosophers attempted to answer this question, which influenced early thinkers in the field of psychology. To help your students understand this early beginning, show the video titled “What Is Human Nature.” This video explores the definition and substance of human nature. The video contrasts traditional Greek and Judeo-Christian views with post-Darwinian and existential explanations.

Student Project 1: APA Division 26

The American Psychological Association has many subdivisions. One of these is the history of psychology, division 26. For this assignment, access the website of Division 26 found at:

http://apa.org/about/division/div26.html

After accessing the website, search through the site and find something in it that you find interesting. Write a summary of what you fine.

Student Project 2: Today in Psychology

For this project you will be investigating an interesting website at which you can type in any date and the site will provide you information on what happened in psychology on that day. The website can be found at:http://www.cwu.edu/~warren/today.htmlThis is the homepage for a website called Today in Psychology. After accessing this site, type in a date that interests you (the date you did the assignment, your birthday, etc.) and write down what it was that happened on that day.

Full file at http://testbanksite.eu/Psych-SolutionStudent Project 3: 1900-1949

Over a century ago, the field of psychology was alive and progressing. Though in its infancy, interesting things were taking place. For this project, access a website which can be found at:http://www.geocities.com/Athens/Delphi/6061/en_linha3.htmThis website provides happenings in the field of psychology throughout history. For this assignment, click on the 1900-1949 link. Find an interesting happening during this time period and write a one-page response paper focusing on what you learned.

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Where Psychology Comes From: A History

Journal Prompt 1: Where Would We Be?

For this journal entry, imagine a world where the field of psychology had not been developed. The historical contributions were all gone. This will take some imagination. Write your journal entry focusing on how the world might be different.

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Full file at http://testbanksite.eu/Psych-SolutionWhere Psychology Comes From: A HistoryJournal Prompt 2: Which One?

As you have learned about the various historical perspectives in psychology, if you had lived during that time, which theoretical perspective would have interested you? Write a journal entry discussing why you would choose that particular perspective.

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Where Psychology Comes From: A HistoryJournal Prompt 3: Know Thyself

Socrates gave the advice to “Know thyself.” For this journal entry, write about this topic. How well do you know yourself? You may want to write about your own behaviours, cognitions (thinking) and affect (emotions). This introspective task will help you as you progress through the material this semester. ____________________________________________________________

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Full file at http://testbanksite.eu/Psych-SolutionIV. How Today’s Psychologists View Behaviour and Mental Processes

Lecture Topic 1: The Six Views of Modern Psychology

Explain that contemporary psychology does not follow schools of thoughts, but instead has six broad perspectives: biological, cognitive, humanistic-existential, psychodynamic, learning, and sociocultural. Present the six viewpoints, emphasizing their differences. After doing this, identify an issue, such as abnormal behaviour, and lead the class through the different ways each viewpoint would consider the causes/development of the abnormal behaviour. Biological: neural damage, biochemical imbalances, genetic, etc. Cognitive: irrational beliefs, self-defeating thought, etc. Humanistic-existential: failure to stay in touch with our true thoughts and feelings, failure to self-actualize, etc. Psychodynamic: unconscious conflict, repressed childhood experiences, etc. Learning: conditioned fears, reinforced inappropriate actions, copying of others’ inappropriate behaviour, etc. Sociocultural: different sociocultural expectations, copying behaviour for different culture, etc. This added activity will help solidify these psychological perspectives for your students.

Lecture Topic 2: Forensic Psychology

For this lecture topic, discuss with your students the topic of Forensic Psychology. This topic is typically not covered in an introductory text but is an area of interest to students. Forensic psychologists apply the modern approaches to psychology in the area of law. Psychologists in this field may focus such things as the design of correctional facilities, interrogation methods and examination of eye witness testimony. To help your students understand this interesting, modern approach to psychology, access the American Academy of Forensic Psychology webpage at:http://www.abfp.com/

Lecture Topic 3: A Modern Approach

For this lecture topic, discuss with your students the popular radio and television shows in which psychologists discuss problems with people who either call in or come on the show. Some of the more popular psychologists utilizing these formats are Dr. Phil McGraw who calls himself a “life strategist” and Dr. Laura Schlessinger who has a radio program.

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You can learn more about these individuals at:http://www.biography.com

This is the website for the television show “Biography.”

Classroom Demonstration 1: Current Perspectives in Psychology

This classroom activity works better after you have presented on the current perspectives in psychology. Between classes create paper signs that you can hang on the walls in the classroom. On class day hang the signs on the walls around the room. Have the students stand in the center of the room and then ask them, “If you had to pick one perspective to study and explain behaviour which would it be?” Have the students move to the appropriate sign hanging on the wall. After all of the students have made their decision, have each group defend why they chose that perspective. This can lead to some fun group discussions.

Classroom Demonstration 2: Perspectives on Psychology

Preparation: You will need a television, VCR/DVD, and the videotape titled “Understanding Psychology: Perspectives on Psychology.”

For this classroom demonstration, show the video Understanding Psychology: Perspectives on Psychology. This video addresses modern day approaches to psychology including the biological approach. The video compares and contrasts major perspectives.

Classroom Demonstration 3: Issues in Psychology

Preparation: You will need a television, VCR/DVD, and the videotape titled “Issues in Psychology.”

For this classroom demonstration, show the video titled Issues in Psychology. This video is a discussion with leading psychologists and teachers on important issues in the field of psychology.

Student Project 1: Evolutionary Psychology

For this project, you will be exploring a relatively new area in the field of psychology, evolutionary psychology. To learn more about this interesting field, access a website at:http://www.anth.ucsb.edu/projects/human/evpsychfaq.html

This website is a “frequently asked questions” website about evolutionary psychology. After accessing this site, choose one of the frequently asked

Full file at http://testbanksite.eu/Psych-Solutionquestions and learn more about evolutionary psychology. Write a one page response paper summarizing what you learned.

Student Project 2: About Psychology

An interesting website available is called “About Psychology.” There are number of links on this site that will allow you to explore various areas of interest in psychology. For the project access this site at: http://psychology.about.comFor this project, write a one-page response paper describing what you learn about psychology from this site.

Student Project 4: Are You Different?

The author of your textbook states that “the sociocultural perspective addresses many of the ways in which people differ from one another.” Part of these differences include ethnicity, gender, culture, and socioeconomic status. For this student project, write a paper describing yourself in each of the above named categories (ethnicity, gender, culture, and socioeconomic status). Then think of somebody you know who is different than you in at least two of those categories and describe them as well. Finally, describe whether or not these differences translate into behavioural differences that you have observed.

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How Today’s Psychologists View Behaviour and Mental Processes Journal Prompt 1: Therapy at a Distance

Because of the expansion of the Internet, many people now have access to numerous websites that contain a plethora of information. One possible use of the Internet would be to deliver therapy via your computer. For this journal entry, discuss the pros and cons of Internet-delivered therapy.

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Full file at http://testbanksite.eu/Psych-SolutionHow Today’s Psychologists View Behaviour and Mental Processes Journal Prompt 2: Television Psychologists

Many students have seen television psychologist attempting to conduct therapy with individuals who are part of the program. For this journal entry, discuss your thoughts regarding the benefits of this type of activity.

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How Today’s Psychologists View Behaviour and Mental Processes Journal Prompt 3: Which One? Part II

As you learn about the modern day approaches to psychology, which one would you choose to pursue if you were to major in psychology? For this journal entry, write about your choice and explain why you would make that choice.

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Full file at http://testbanksite.eu/Psych-SolutionHow Today’s Psychologists View Behaviour and Mental Processes Journal Prompt 4: Evolution

There is often a great deal of controversy surrounding the topic of evolution and natural selection. Based on what you know about this topic, write a journal entry describing what you know about evolution and the possibility that humans evolved.

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V. How Psychologists Study Behaviour and Mental Processes

Lecture Topic 1: The Correlational Method

Discuss with your students the correlation method. Ask students to give examples of studies that could be conducted using the correlation method. Often in class the limitations of correlations can be pointed out by using examples of correlations that are obviously not causational. One that demonstrates this would be the correlation between ice cream consumption and crime. Does eating ice cream cause criminal behaviour or could there be another factor influencing both? Another that works is the correlation between felons apprehended at home and milk in the refrigerator. These obvious examples can help your students understand the correlational method and some of the limitations.

Lecture Topic 2: Hypotheses

As you begin your discussion of the scientific method applied to psychology, discuss the meaning of hypothesis. Why is it important in research? Ask students to pick a topic of research (e.g., Do children reared in day-care centers have more developed social skills? Do drivers of various makes of cars use their turn signal more than other drivers?) Have them brainstorm various ideas for a hypothesis. Students are often creative and have an interest in a variety of behaviours. Make sure that their hypotheses are measurable. Then discuss again why the hypothesis is an integral part of the scientific method.

Lecture Topic 3: Teaching Scientific Methodology

To facilitate student understanding of scientific methodology, the American Psychological Society has included eight suggestions presented by Proctor and Capaldi in their “teaching tips.” Proctor and Capaldi report that early research methods texts attempts at teaching scientific methodology focused on experimental methodology, statistics and the philosophy of science. Proctor and Capaldi suggest that the third element of this focus, philosophy of science, has been neglected. They suggest nine teaching tips for improving the teaching of science: 1) Emphasize that contemporary philosophy of science takes a naturalistic approach; 2) Demonstrate the inadequacy of the foundational approach; 3) Demonstrate how even inadequate methodological principles may be employed if better than available alternatives; 4) Discuss problems associated with hypothesis testing; 5) Inform students of the advantages and the disadvantages of introducing auxiliary hypotheses; 6) Discuss alternatives to hypothesis testing; 7) Convey the idea to students that accepted methodological principles may be modified or supplanted by newer

Full file at http://testbanksite.eu/Psych-Solutionmethodological principles; 8) Provide concrete examples of how scientists have behaved in a variety of circumstances; and 9) Demonstrate the importance of research traditions in science. Though some of these teaching tips may be beyond the scope of an introductory course, some of the suggested tips can aid in making the crucial connection between psychology and science. The teaching tips are elaborated in the full article and can be found at:

http://www.psychologicalscience.org/teaching/tips/tips_0103.html

Lecture Topic 4: Ethics in Psychology

As you begin your lecture on ethics with your students, note that there are ethical dilemmas even in the use of control groups when it is strongly suspect that the treatment groups are getting beneficial treatment. For example, is it ethical to try out a new teaching strategy on half of a group of third-graders when research suggests that the control subjects will not catch ups even if they are exposed to the new strategy after a time delay? The concept may be more powerfully presented with a medical example, such as the testing for new drugs to prolong the lives of people with cancer, or AIDS, and so on.

Lecture Topic 5: Ethical Controversy at Yale

To introduce your students in controversy in psychology discuss with them the research conducted by Stanley Milgram at Yale University in the 1960s. This research was conducted prior to any ethics review committees or institutional review boards. In 1964, psychologist Dian Baumrind published an article reviewing the lack of ethics in Milgram’s research (see Baumrind, 1964). Milgram responded to her criticisms in the same journal issue and basically said that he had discovered something that was counter-intuitive and thus the results were worth the methodology (see Milgram, 1964). After explaining this to your students, survey them and on a five-point scale have your students rate the ethicality of Milgram’s study. You can later calculate the mean score for the class.

Lecture Topic 6: New Journal

Because of the scientific focus of the field of psychology critical thinkers evaluate various claims and methods that have been made/used throughout the short history of psychology. Claims and methods that have been unsubstantiated or proven less than meritorious through rigorous research processes have earned the less than glamorous label of “pseudoscience.” Some of these unsubstantiated claims and methods have included the Rorschach Inkblot Test, hypnosis used to recover repressed memories, and various forms of controversial therapy. In a recent article in the journal the

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“Skeptical Inquirer” Lilienfeld (2002) describes the establishment of a new journal titled “The Scientific Review of Mental Health Practice” which will focus on “critically examining novel, controversial, and unorthodox claims in clinical psychology, psychiatry, social work and related disciplines.” This will be a peer-reviewed journal published twice a year. Other areas of focus for the journal will be promising new treatments and assessment methods that have some empirical support. This information can be presented to the class demonstrating the fact that critical thinking and the scientific method is alive and well in psychology.

Lecture Topic 7: Controversy in Psychology

Is it ethical for psychologist to deceive research participants about the methods and objectives of their research?

To help your students better understand some of the ethical dilemmas that are encountered in the field of psychology, present and discuss with them the research project presented in the textbook conducted by Lang (1975). The study involves deceiving participants into thinking they had drunk only tonic water when they had actually been given vodka and vice versa. The APA’s ethical standards are as follows:APA’s Ethical Principles of Psychologists and Code of Conduct.

a. May deceive only when the benefits of the research outweigh the potential harm.

b. The individuals would have been willing to participate if they had understood the benefits.

c. Subjects are debriefed-meaning that the purposes and methods of the research are explained afterward.

This can be a fun discussion for your students as they debate the benefits derived from research compared to the “price” that some subjects pay.

Classroom Demonstration 1: Cookies!

To conduct this activity you will need to purchase different brands of chocolate chip cookies (approximately 5) in different price ranges. After you have purchased the cookies, calculate the per cookie cost. Cut the cookies into bite size pieces and place them in separate, marked (with a number) bags. Ask for some volunteers to come forward and sample the cookies. Have the volunteers rate the cookies on a scale of 1 to 5 for quality and taste. Get the ratings from each of the students on each of the cookies and create a bar graph to represent the results. After the graph has been created then discuss what information is conveyed by the graph. Which cookie appears to be “king?” Then after the discussion, report brand name and pricing and see if the volunteer ratings support the price

Full file at http://testbanksite.eu/Psych-Solutionper cookie cost. This simple demonstration can be expounded upon to illustrate more complex studies that take place in psychology.

Adapted from Moore, J. (October, 1994). Cookie Rating Activity. http://www.dartmouth.edu/~chance/teaching_aids/cookies/rating_activity.html

Classroom Demonstration 2: The Truth

To conduct this demonstration you will need to obtain a psychological journal, a copy of a tabloid magazine and a copy of the local newspaper. Take these to class and display them for the students to see. Have the students answer and discuss the following questions: 1) What types of methods to the authors of the articles use to gather their information? 2) Have the students rank the three sources of information according to credibility. Why did they choose the order they did? 3) Does each of the sources of information have some truth to it? If so, how do you tell? These questions can spawn discussion and help demonstrate the need for the scientific method and for critical thinking.

Classroom Demonstration 3: Star Trek

Preparation: You will need to have copies of “Star Trek” and “Star Trek: the Next Generation” episodes that have the captains as the predominant character. Students may have their own copies.

An interesting way to teach students the various aspects of research methods is to use an interesting methodology suggested by Herreinger (2000). His suggestions are found in the Teaching of Psychology journal (found in most institution libraries) and focus on the television series “Star Trek” and “Star Trek: the Next Generation.” Herreinger has students watch episodes of each and analyze the personalities of Captain Kirk and Captain Picard. Students are instructed to use information that is reliable, objective, and which typically involves operationally defining variables. This fun activity can help students apply the concepts of research methods.

Classroom Demonstration 4: Case Studies

In efforts to include the discussion of ethics in psychology, we have many examples of unethical behaviour in research setting. These examples can be found in many beginning research textbooks. Not limited to research situations, examples also exist that illustrate unethical behaviour in clinical settings as well. Rather than focus on these real life examples in the beginning chapter, save them for the subject specific chapters and utilize the case studies that the American Psychological Society has provided in their teaching tips. The APS has provided six case studies (from Nagy,

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2000; Kitchener, 2000; Koocher, and Keith-Spiegel, 1998) with the intent that they can be used to “provoke wide-ranging discussion.” The case studies begin with single ethical predicaments and increase to complex issues. The case studies can be found on the APS website at:

http://www.psychologicalscience.org/teaching/tips/tips_0902.html

Select the case studies that you feel would be appropriate for your class discussion and then either divide the class on the issue, or you can play the “devil’s advocate.” This is a great way to encourage critical thinking skills while introducing the ethics of psychology.

Classroom Demonstration 5: Research Ethics

Preparation: You will need a TV, DVD player, or a computer. You will need the Digital Video Library from Wadsworth. Activity: Does marijuana affect memory?

This activity will allow you to teach two concepts at the same time. The video is an animation of individuals who are participating in a study to assess if marijuana can impact memory. The video was created to demonstrate the experimental design. After reinforcing the concepts of the experimental design, you can move to the ethics involved in conducting research with illegal substances. This can lead to a discussion of other ethical situations encountered in psychological research. After viewing the short clip you may want to ask the following questions:

1. What is the active ingredient in marijuana?2. Briefly describe the results of this research.3. What was the control group and what was the experimental group in

this research?4. Do you think that this research definitively demonstrates that

marijuana impairs memory? Why or why not?5. Design a study to research the question of whether marijuana affects

memory. How would you choose your subjects, and how would you conduct the research? What would you expect to find?

Full file at http://testbanksite.eu/Psych-SolutionClassroom Demonstration 6: Research with Animals

To help your students understand the difficulty in ethical concerns, give your students a list of 5 to 10 examples of different species of animals, ranging from mammals to insects. On a five point rating scale, have the students rate their willingness to involve each type of animal in a potentially harmful study to find a cure for AIDS. After tabulating the results, the mean willingness to expose the animals to harm should increase the less the animals have in common with humans. This will give them empirical evidence for what they may have intuitively come to anyway.

Classroom Demonstration 7: College Students as Subjects

Preparation: None.

For this classroom demonstration, discuss with your students how a number of psychological studies use college students as their subject pool. This is typically done because of the availability of students. There are some institutions which require students taking a general psychology course to participate in research projects being conducted by the psychology department. But are college students the best choice of subjects? Do they represent the population to which the results need to be generalized? Have your students answer these questions as well as create a list of characteristics in which they might differ from the normal population (IQ, younger, etc.). This can lead to a discussion in which you present early research efforts conducted in the field of psychology which typically used male participants. Can research conducted with male subjects be generalized to females? This discussion should help your students understand the importance of proper subject selection.

Classroom Demonstration 8: How accurate is it?

Astrology remains a popular activity in spite of most people acknowledging that it isn’t accurate. The textbook author quotes statistics from a study conducted by the National Science Foundation that indicate 60% of Americans reject astrology but 43% still check their horoscopes from time to time. As a pseudoscience, astrology still piques the curiosity of many. To demonstrate how accurate astrology is (or is not) distribute the Astrology handout found at the end of the chapter. Explain to the students that many people use astrology as a form of psychology by attempting to determine personality characteristics. Explain to the students that each number on the handout represents the positive and negative traits associated with each astrological sign. The individual must pick the number that they feel best represents themselves and thus their sign. Write the astrological signs on the white board while students are working on

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determining their sign. The signs are as follows: Aries, Taurus, Gemini, Cancer, Leo, Virgo, Libra, Scorpio, Sagittarius, Capricorn, Aquarius, and Pisces. After giving the students sufficient time, ask for all Aries to stand up and then to indicate which of the numbers they chose. Write down each number given under Aries on the board. Proceed through each of the signs. Then provide the correct answers to see the results. This exercise is a great icebreaker for students as well as a great demonstration of pseudoscience.

Student Project 1: Surveys

One of the most common research methodologies used in psychology to determine people’s attitudes toward various topics is that of surveys. Most students have participated in at least one survey, even something as simple as completing a survey to evaluate your service at a fast food restaurant, or completing a survey via a telephone to get a discount on your next purchase. Both of these examples are attempts to find out your attitude towards a service or product. Are you going to eat there again? Are you going to buy their product? Surveys have also been used to determine election outcomes, television program ratings, and even evaluations of your course and instructor. A new method of survey research has gained acceptance, and that is survey research via the Internet. This project will give you the opportunity to participate in real research that is being conducted online. Please go to the following website:

http://www.survey.net

There you will be presented with a survey that you can take. An example of a survey that they are conducting focuses on the debate of whether or not there is too much sex, violence, and inappropriate material online and in the media. After completing the survey you will have the opportunity to view the survey results up to that point in time. View the results and write a brief summary of what you find. This may include your surprise by the results or a confirmation of what you indicated.

Student Project 2: Naturalistic Observation

Preparation: You may want to read an article titled “Using a Dining Facility as an Introductory Psychology Research Laboratory” written by Koschmann and Wesp (2001).

Because of the large number of students that enrol in introductory psychology courses, having access to actual laboratory research can be limited. A suggested option for students is to have them conduct a naturalistic observation in the school’s dining area. The activity involves sending teams of students to the dining area to observe behaviours of

Full file at http://testbanksite.eu/Psych-Solutioninterest. Students should be encouraged to select those behaviours of interest. Students then record their findings and come back to class prepared to report their results.

Student Project 3: Samples from Populations.

As you learn more about research methods used in psychology, you will find that much of the research is conducted using samples of people. This is commonly seen in election years when polling data is reported or if you see the results of a public opinion poll. You may ask yourself, "Do samples used in research reflect human diversity (the whole population)? Why?” For this project, bring in articles from newspapers or magazines, etc. that report research using samples. Be prepared to discuss the basic methods used in the research.

Student Project 4: Ethical Issues in Effectiveness Research

For this project you will write a one page, typed essay answering the following question: A good experiment has both an experimental group that receives the treatment and a control group that does not receive the treatment. In research into the effectiveness of a new non-medical therapy for a particular disorder, participants are randomly divided into the experimental and control groups. If one is doing the research because one believes that the new therapy will prove more effective than current therapies for the disorder, is it ethical to withhold the experimental treatment from the ill people in the control group? Why or why not?

Student Project 5: APA Ethical Guidelines

The American Psychological Association has an extensive website. As part of that website, they have pages dedicated to ethics. Ethics plays a vital role in the field of psychology, both in the applied and research areas. For this assignment, access the APA ethical guidelines, which can be found at:http://www.apa.org/ethicsOn this page are the ethics codes online. Write a one page, typed summary of the ethical codes of APA.

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Student Project 6: Fast Food

This student project will provide an opportunity for you to conduct a naturalistic observation research project, which your textbook author suggests. The next time you eat at a fast food restaurant, look around. Pick out different types of people (slender people, overweight people, young old, etc.) and observe whether or not they eat differently, even when they select the same food. While you are conducting your observation, record your answers to the following questions: Of the various individuals you observe, who eats more rapidly? Who leaves food on their plate? What types of food do they eat? Do they eat or are they preoccupied visiting with their partner? What conclusions can you draw from this observation? Be prepared to discuss your results in class.

Student Project 7: Pseudoscience, dangerous?

Areas of inquiry within the broad area of pseudoscience include such popular techniques and topics as UFOs, astrology, and studies of the paranormal. Though popular with the mainstream press and with readers of all ages, ethnicities, and educational levels, these areas have yet to be proven of real value. Are these phenomenon limited to people living in the United States? The answer is a resounding NO! In a recent article published in the “Skeptical Inquirer” titled “Why is pseudoscience dangerous?” Edward Kruglyakov (2002) explores this issue further. Read the article and provide a summary of the information. Answer a variation of the question posed in the article title, “Is pseudoscience dangerous, why or why not?”

Full file at http://testbanksite.eu/Psych-SolutionHow Psychologists Study Behaviour and Mental Processes Journal Prompt 1: Statistics and Research.

Many students do not think about statistics and research methods when they sign up to take a course in psychology. After reading the first chapter, you now see how important the scientific method is to psychology. Nonetheless you still may not appreciate having to learn the various methodologies and statistics. For this journal entry write a response explaining your reaction to research methods and statistics.

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How Psychologists Study Behaviour and Mental Processes Journal Prompt 2: What Would You Like to Research?

Many students are interested in some of the everyday observations of life. Perhaps you have found yourself wondering why that person drives so crazy, or why do some people carry backpacks and others do not. For this journal entry create your own research hypothesis, a research interest that, if you had the time, you would study.

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Full file at http://testbanksite.eu/Psych-SolutionHow Psychologists Study Behaviour and Mental Processes Journal Prompt 3: The Placebo, Control Group

If you volunteered to be part of a research study and later learned that the treatment you were given was a placebo and you were part of the control group, how would you react? Would it concern you that you had been deceived? Write a journal entry addressing this issue.

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How Psychologists Study Behaviour and Mental Processes Journal Prompt 4: Media Diary

One suggested way to become more aware of ethical issues that are part of life is to keep a media diary. For this assignment keep a journal of ethically problematic situations that are faced by people in television programs, movies or other types of media. Ideally these individuals and situations would involved psychologists (there are some great movies with psychologists in them). Be prepared to share your findings with the class.

Adapted from Balough’s article found at: http://www.psychologicalscience.org/teaching/tips/tips/0902.html

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Full file at http://testbanksite.eu/Psych-SolutionHow Psychologists Study Behaviour and Mental Processes Journal Prompt 5: What If?

What if you had volunteered to be a research subject in an experiment that required you to provide electrical shocks to a fellow subject as they were attempting to memorize a list of words? Would you continue with the experiment? Would it make a difference if participation were required for a course you were taking? For this journal entry discuss the dilemma you would be in, or would it be?

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How Psychologists Study Behaviour and Mental Processes Journal Prompt 6: Animal Research

For this journal entry, discuss the controversy surrounding animal research. Though many people think that animal research is conducted predominantly in the field of medicine, there is animal research conducted in the area of psychology. What are your thoughts regarding this type of research?

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Full file at http://testbanksite.eu/Psych-SolutionHow Psychologists Study Behaviour and Mental Processes Journal Prompt 7: What do you Think?

For this journal entry, write your response to the whole topic of pseudoscience. Do you think that there is a “sucker born every minute” or are there just truths yet to be discovered?

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DID YOU KNOW?

More than 2000 years ago, Aristotle wrote a book on psychology, with contents similar to the book you are now holding.

Kissing on the lips, as a greeting, is used by chimpanzees.

Men who thought they were drinking alcohol behaved more aggressively even though they weren’t given alcohol.

The first Canadian psychology lab was opened in 1891 at the University of Toronto.

Deception is still used in many experiments; in these experiments, neither the subject not the researchers know who is receiving the real treatment and who is not.

Full file at http://testbanksite.eu/Psych-SolutionANNOTATED BIBLIOGRAPHY

Baumrind, D. (1964). Some thoughts on the ethics of research: After reading Milgram’s “Behavioral Study of Obedience”. American Psychologist, 19, 421-423. This article is Baumrind’s thoughts regarding Milgram’s classic obedience study.

Beagan, B., & McDonald, M. (2005, Spring-Fall). Evidence-based practice of research ethics review? Health Law Review, 13, 62-68.

Chalmers, D. (2004, Winter). Research involving humans: A time for change? (The public's health and the law in the 21st century: Third annual partnership conference on public health law). Journal of Law, Medicine & Ethics, 32, 583-595.

Herringer, L.G. (2000). The two captains: A research exercise using Star Trek. Teaching of Psychology, 27, 50-51. This article describes an activity to teach research methods utilizing “Star Trek” episodes.

Koschmann, N., & Wesp, R. (2001). Using a dining facility as an introductory psychology research laboratory. Teaching of Psychology, 28, 105-108. This article discusses using an institution’s dining facility as a research laboratory.

Kramer, T.J., & Korn, J.H. (1996). Class discussions: Promoting participation and preventing problems. APS Observer, 9, 24-25, 27. This article discusses ways in which an instructor can encourage participation in class.

Kruglyakov, E. (2002). Why is pseudoscience dangerous? Skeptical Inquirer, 26, 33-36. This article discusses the dangers of pseudoscience and the need for actual science.

Lilienfeld, S. (2002). New journal dedicated to distinguishing science from pseudoscience in mental health. Skeptical Inquirer, 26, 7-8. This is an article describing a new journal that will be focus on the unorthodox claims in the social sciences.

Lowen, J. (1993, Summer). Is everything permitted? Reconnecting psychology and ethics: Is religion a form of insanity? Free Inquiry, 13, 22-23.

Mandler, G. (1996). The situation of psychology: Landmarks of choicepoints. American Journal of Psychology, 109, 1-35. This article suggests that social sciences are embedded in the culture and society which exist at the time.

Milgram, S. (1964). Issues in the study of obedience: A reply to

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Baumrind. American Psychologist, 19, 848-852. This article is Milgram’s reply to Baumrind’s criticisms.

Needle, T.K., & Lecker, M.J. (1997, Spring). Psychoethics: A discipline applying psychology to ethics. Review of Business, 18, 30-34.

Redman, B.K., & Caplan, A.L. (2005, Summer). Off with their heads: The need to criminalize some forms of scientific misconduct. Journal of Law, Medicine & Ethics, 33, 345-348.

Roesler, T. (2001). Modern HMOs try to split the mind and the body. The Brown University Child and Adolescent Behavior Letter, 17, 8. This article discusses the problem of separating mind and body as some HMOs are attempting to do.

Sports psychology techniques. (2002). IDEA Personal Trainer, 13, 56. This article discusses how psychological techniques can help improve performance in sports.

Verhave, T. (1993). Network theories of memory: Before Wundt and Herbart. The Psychological Record, 43, 547-552. This article suggests that research was being conducted in the field of psychology prior to common perception.

Watson, D.L., Hagihara, D.K., & Tenney, A.L. (1999). Skill building exercises and generalizing psychological concepts to daily life. Teaching of Psychology, 26, 193-195. This article describes a research study which required students to relate psychological concepts to real life and the added benefits from doing so.

What is psychology? (1993, Fall). Monkeyshines on Health & Science, p. 1. This article discusses the field of psychology and defines what psychology is.

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A Day In The Life Of A Psychologist. This video profiles several psychologists and their daily activities. Available from Insight Media. (http://www.insight-media.com)

Discovering Psychology. This series of video tapes includes 30 minute segments focusing on the field of psychology. Hosted by Philip Zimbardo. Available from Insight Media. (http://www.insight-media.com)

Issues in Psychology. This video is a discussion with leading psychologists and teachers on important issues in the field of psychology. Available from Coast Community College District Telecourses.

Landmarks in Psychology. This video includes information focusing on the contributions of Freud, Jung, Adler, Pavlov, Sullivan, Horney, Maslow, Watson, and Skinner. Available from Insight Media. (http://www.insight-media.com)

Understanding Psychology: Perspectives on Psychology. This video explores major perspectives in psychology. Available from Insight Media. (http://www.insight-media.com)

What is Human Nature? This video explores the definition of human nature. Examining traditional Greek and Judeo-Christian views with post-Darwinian and existential explanations. Available from Insight Media. (http://www.insight-media.com)

WEBSITES

General psychology issues:

1. http://www.psychologicalscience.org Official website for the American Psychological Society.

2. http://www.apa.orgOfficial website for the American Psychological Association

2. http://apa.org/about/division/div26.html This website will provide access to Division 26, History of Psychology, of the American Psychological Association.

3. http://www.merriam-webster.com/Website for the Merriam-Webster dictionary.

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4. http://www.cwu.edu/~warren/today.htmlThis is the homepage for a website called Today in Psychology.

5. http://www.anth.ucsb.edu/projects/human/evpsychfaq.htmlThis website is a “frequently asked questions” website about evolutionary psychology.

6. http://psychology.about.com/This website explores various areas of interest in psychology.

7. http://www.abfp.com/ American Academy of Forensic Psychology webpage.

8. http://www.biography.comThis is the website for the television show “Biography.”

9. http://www.time.com/time/time100/scientist/index.html This website lists TIME Magazine’s top 100 scientists.

Teaching Tips:

10. http://www.psychologicalscience.org/teaching/tips/tips_0500.html This website contains teaching tips that can be used in a psychology course written by Hollander suggesting using popular media in the classroom.

11. http://www.psychologicalscience.org/teaching/tips/tips_0103.html Teaching tips from the APS written by Proctor and Capaldi suggesting integrating science into the curriculum.

Research Methods:

12. http://www.apa.org/ethics This website contains information about the ethical guidelines suggested by the American Psychological Association.

13. http://www.dartmouth.edu/~chance/teaching_aids/cookies/rating_activity.html A website describing an activity of cookie rating to illustrate research methodology.

14. http://www.survey.net A website that is conducting actual survey research in which students can participate.