Sunday, 12 December 2010
Why Do We Join Groups?
Group: Collection of people who interact, share common goals, and influence how members think and act.
People who congregate but do not interact are not a group, but an aggragate.
Interaction = key factor in group formation.
Task Functions: Activities directed toward getting a job done.
Social Functions: Responses directed toward satisfying the emotional needs of members.
(It is hard to separate the two)
Family Feud
Why do we join task oriented groups?
- They satisfy our need to belong.
- We must compare ourselves to others who are similar to us.
- We use group members as standards against which we evaluate ourselves.
- Groups reduce our uncertainty.
- Group members may offer us support in trying times.
- Groups provide us with companionship.
- Groups provide comfort and lesson our anxiety.
- Groups help us accomplish things that we could not do alone.
Social Norms:
Formal: Traffic Laws
Informal: Greeting friends
Shaking hands at the end of game
Ideology: Set of principles, attitudes and defined objectives for which a group stands.
Types of Groups:
In-Group - members who identify with their group
Out-Group - everyone who is not a member of the in-group
Primary Group - interact daily face to face (ie family members), often interactions are emotionally charged.
Secondary Group - Larger group of people with whom you have more impersonal relationships (ie class)
Social Facilitation: Tendency to perform better in the presence of a group.
Social Inhibition: Tendency to perform poorly in front of a group.
Group Think: When groups emphasize sticking together and fail to adequately appraise alternative courses of action. When engaged in 'groupthink', groups do not make the best decisions.
(ie Kennedy - invasion at the Bay of Pigs) - Analysts wanted to please Kennedy and present a united front. As a result they failed to critically examine Kennedy's decision.
How to avoid 'groupthink'. Leads should avoid strongly advocating their own views and instead, encourage group discussion.
Sociogram: Diagram that represents relationships within a group, especially likes and dislikes of members for other members.
3 Leadership Styles: Authoritatian/ Democratic/ Laissez-faire
People who congregate but do not interact are not a group, but an aggragate.
Interaction = key factor in group formation.
Task Functions: Activities directed toward getting a job done.
Social Functions: Responses directed toward satisfying the emotional needs of members.
(It is hard to separate the two)
Family Feud
Why do we join task oriented groups?
- They satisfy our need to belong.
- We must compare ourselves to others who are similar to us.
- We use group members as standards against which we evaluate ourselves.
- Groups reduce our uncertainty.
- Group members may offer us support in trying times.
- Groups provide us with companionship.
- Groups provide comfort and lesson our anxiety.
- Groups help us accomplish things that we could not do alone.
Social Norms:
Formal: Traffic Laws
Informal: Greeting friends
Shaking hands at the end of game
Ideology: Set of principles, attitudes and defined objectives for which a group stands.
Types of Groups:
In-Group - members who identify with their group
Out-Group - everyone who is not a member of the in-group
Primary Group - interact daily face to face (ie family members), often interactions are emotionally charged.
Secondary Group - Larger group of people with whom you have more impersonal relationships (ie class)
Social Facilitation: Tendency to perform better in the presence of a group.
Social Inhibition: Tendency to perform poorly in front of a group.
Group Think: When groups emphasize sticking together and fail to adequately appraise alternative courses of action. When engaged in 'groupthink', groups do not make the best decisions.
(ie Kennedy - invasion at the Bay of Pigs) - Analysts wanted to please Kennedy and present a united front. As a result they failed to critically examine Kennedy's decision.
How to avoid 'groupthink'. Leads should avoid strongly advocating their own views and instead, encourage group discussion.
Sociogram: Diagram that represents relationships within a group, especially likes and dislikes of members for other members.
3 Leadership Styles: Authoritatian/ Democratic/ Laissez-faire
Saturday, 4 December 2010
Love and Marriage
Class Generated Debate Questions
Why does love die?
* Who do you thin divorce affects the most?
* Would you divorce your spouse over their appearance flaws?
* Would you marry your wife only because she is pregnant?
If your spouse is sad a lot, do you get annoyed or try to help?
* Can people with different religious backgrounds be happy together?
* Does being a single parent effect the child?
* Is sex outside of marriage wrong?
* Should family and friends influence your decision about how to peruse a relationship with?
Does divorce affect future relationships?
* Should you get married because your girlfriend is pregnant?
* If you have sex with your partner before marriage will the relationship fail?
* Should couples live together before marriage?
* Should people of the same gender be able to get married?
* Is it right or wrong to get divorced?
How long should you date before getting married (ie is it okay to date for under a year?)
* Is it better to have a relationship with someone who is compatible to you, or different than you?
Does it take a passionate or compassionate marriage to last forever?
* Do children before marriage cause a problem?
* Should gay marriages be allowed?
Should marriage have an age limit?
(See 'instructions' 'rubric' 'scorecard' in folder)
Monday, 29 November 2010
Freud Id Ego Superego
http://www.readwritethink.org/classroom-resources/lesson-plans/superego-seuss-800.html
Lesson using The Cat in the Hat
Lesson using The Cat in the Hat
Sunday, 28 November 2010
Sweet Links to Studies
Summaries of Major Psychological Studies
http://lukeprog.com/science/studies_that_changed_psychology.html
More Studies
http://www.spring.org.uk/2007/02/top-ten-psychology-studies.php
http://lukeprog.com/science/studies_that_changed_psychology.html
More Studies
http://www.spring.org.uk/2007/02/top-ten-psychology-studies.php
Monday, 22 November 2010
Group Behaviour
? Think of groups to which you belong - your family, your friends, the band, a sports team, and so.
What effect do these groups have on how you think, act and feel? Pick one group to which you belong and describe any influences this group has over you. (group behaviour question!)
What are groups?
How are Groups held together?
Types of Groups
Social Facilitation vs Social Inhibition
Interactions within Groups
Conformity and Obedience
Group Pressure to Conform
Obedience to Authority
Milgram Experiment
Zimbardo Experiment
Conflict and Cooperation
Aggression
Group conflict vs group cooperation
Gangs
Altruism
Individual Interactions
(But I also need to do some sessions on Freud)
Attribution Theory
http://www.sparknotes.com/psychology/psych101/socialpsychology/section3.rhtml
Non-verbal communication
Parent-child relationships
Erik Erikson
"If a young infant's first relationship with a caregiver is loving, responsive, and consistent, the child will develop a trust in the ability of other people to eet his or her needs."
"However, a child how has experience unresponsive, inconsistent, or unaffectionate care in infancy will most likely be more wary of mistrustful of other people."
Watch ABC study.
? What factors are important in people's deciding whether or not to help ?
? Think of groups to which you belong - your family, your friends, the band, a sports team, and so.
What effect do these groups have on how you think, act and feel? Pick one group to which you belong and describe any influences this group has over you. (group behaviour question!)
Love and Marriage
The idea of love without marriage is no longer shocking.
A couple developing a close and intimate relationship or even living together does not necessarily mean they are considering marriage.
The idea of marriage without love remains unpopular to most Canadians.
Marrying for convenience, companionship, financial security, or any reason that does not include love strikes most of us as impossible or at least unfortunate.
Exaggerated ideas about love may also help to explain the growing frequencies of divorce.
Love
Passionate Love - Intense, sensual and all consuming. It has a feeling of great excitement and of intense sexuality. There also seems to be an element of danger that it may go away at any moment.
Compassionate Love - Includes friendship, liking someone, mutual trusting and wanting to be with them. This love is a more stable love which includes commitment and intimacy.
Marriage
Couple decides to make a formal and public commitment to each other.
Will they live 'happily ever after?'
Their chances are good if they come from similar cultural and economic backgrouds, same education and practice (or fail to) the same religion.
Better still if their parents are happily married, they had happy childhoods and they maintain good relations with their families.
Marital Problems and Divorce
Healthy adjustments to marriage seems to depend on three factors:
- Whether the couples needs are compatible
- Whether the husband and wife's images of themselves coincide with their images of each other.
- Whether they agree on the husband and wife's roles in the marriage.
External factors may make it impossible for one or both to live up to role expectations.
A man who is unemployed cannot be the good provider he wants to be and may take out his frustrations on his family.
A woman trying to hold a job and raise a family in a slum tenement may have trouble keeping clean the kitchen with a broken sink, providing good meals for her family, or keeping her children safe.
Debate
Each team must prepare strategies to debate the following question:
What is the ideal relationship to which people should aspire - passionate love or compassionate love?
Each team will not be informed of the position they will argue until the day of the debate, therefore, prepare arguments both for and against each kind of love relationship.
On debate day, a coin toss will determine which position each team will take.
NOTE: ALL OF THE ABOVE IS IN A POWERPOINT 'LOVE AND MARRIAGE'
Attribution Theory
http://www.sparknotes.com/psychology/psych101/socialpsychology/section3.rhtml
Non-verbal communication
Parent-child relationships
Erik Erikson
"If a young infant's first relationship with a caregiver is loving, responsive, and consistent, the child will develop a trust in the ability of other people to eet his or her needs."
"However, a child how has experience unresponsive, inconsistent, or unaffectionate care in infancy will most likely be more wary of mistrustful of other people."
Watch ABC study.
? What factors are important in people's deciding whether or not to help ?
? Think of groups to which you belong - your family, your friends, the band, a sports team, and so.
What effect do these groups have on how you think, act and feel? Pick one group to which you belong and describe any influences this group has over you. (group behaviour question!)
Love and Marriage
The idea of love without marriage is no longer shocking.
A couple developing a close and intimate relationship or even living together does not necessarily mean they are considering marriage.
The idea of marriage without love remains unpopular to most Canadians.
Marrying for convenience, companionship, financial security, or any reason that does not include love strikes most of us as impossible or at least unfortunate.
Exaggerated ideas about love may also help to explain the growing frequencies of divorce.
Love
Passionate Love - Intense, sensual and all consuming. It has a feeling of great excitement and of intense sexuality. There also seems to be an element of danger that it may go away at any moment.
Compassionate Love - Includes friendship, liking someone, mutual trusting and wanting to be with them. This love is a more stable love which includes commitment and intimacy.
Marriage
Couple decides to make a formal and public commitment to each other.
Will they live 'happily ever after?'
Their chances are good if they come from similar cultural and economic backgrouds, same education and practice (or fail to) the same religion.
Better still if their parents are happily married, they had happy childhoods and they maintain good relations with their families.
Marital Problems and Divorce
Healthy adjustments to marriage seems to depend on three factors:
- Whether the couples needs are compatible
- Whether the husband and wife's images of themselves coincide with their images of each other.
- Whether they agree on the husband and wife's roles in the marriage.
External factors may make it impossible for one or both to live up to role expectations.
A man who is unemployed cannot be the good provider he wants to be and may take out his frustrations on his family.
A woman trying to hold a job and raise a family in a slum tenement may have trouble keeping clean the kitchen with a broken sink, providing good meals for her family, or keeping her children safe.
Debate
Each team must prepare strategies to debate the following question:
What is the ideal relationship to which people should aspire - passionate love or compassionate love?
Each team will not be informed of the position they will argue until the day of the debate, therefore, prepare arguments both for and against each kind of love relationship.
On debate day, a coin toss will determine which position each team will take.
NOTE: ALL OF THE ABOVE IS IN A POWERPOINT 'LOVE AND MARRIAGE'
Wednesday, 17 November 2010
Average Salary Related to Degree
http://www.earnmydegree.com/online-education/learning-center/education-value.html
This seems like a fairly convincing chart.
This seems like a fairly convincing chart.
Tuesday, 16 November 2010
Aggression, the Self, Relationships, Conformity
I almost think this site should be the source of my course outline next year.
http://jonathan.mueller.faculty.noctrl.edu/crow/examples.htm
http://jonathan.mueller.faculty.noctrl.edu/crow/examples.htm
Wednesday, 10 November 2010
Good Will Hunting
http://www.associatedcontent.com/article/422573/cognition_in_good_will_hunting.html?cat=72
Begin with an introduction to 'Cognitive Dissonance' and Aesop's story of 'Sour Grapes'.
Cognitive Dissonance with examples: http://en.wikipedia.org/wiki/Cognitive_dissonance
Once upon a time, a hungry fox was roaming around here and there searching for food. Because of hunger, he was feeling weak and tired. Fortunately, he came to a garden where he saw a grape-vine laden with bunches of grapes they looked quite ripe and juicy.
The fox looked at the grapes with longing eyes and licked his chops. But the bunches were too high for him and he was feeling weak. So he sat down for a while to take some rest. On feeling refreshed, he jumped as high as he could, to get at the grapes. But he failed to reach them.
Then he again rested for some time and made another bold attempt, but was unlucky for the second time.
Forced to give up trying anymore, he just walked away and instead of accepting his failure, he remarked �the grapes appeared to be ripe and juicy, but now I see them to be quite sour.�
This story, thus, proves that, people generally hate what they can�t get.
Article about cognition in Good Will Hunting
http://www.associatedcontent.com/article/422573/cognition_in_good_will_hunting.html?cat=72
List of older Social Psych, black and white related video
http://www.qualityinformationpublishers.com/teensocialpsychologyandtroubledyouthfilmsdvd1951-1962.aspx
Social Psychology and Film (University Course Syllabus)
http://www1.psych.purdue.edu/~willia55/392F/index.htm
See handout. It is a little bit annoying that the language in this film is going to result in backlash. Argh. This probably means not using this movie next year.
Project:
Begin with an introduction to 'Cognitive Dissonance' and Aesop's story of 'Sour Grapes'.
Cognitive Dissonance with examples: http://en.wikipedia.org/wiki/Cognitive_dissonance
THE GRAPES ARE SOUR
Once upon a time, a hungry fox was roaming around here and there searching for food. Because of hunger, he was feeling weak and tired. Fortunately, he came to a garden where he saw a grape-vine laden with bunches of grapes they looked quite ripe and juicy.
The fox looked at the grapes with longing eyes and licked his chops. But the bunches were too high for him and he was feeling weak. So he sat down for a while to take some rest. On feeling refreshed, he jumped as high as he could, to get at the grapes. But he failed to reach them.
Then he again rested for some time and made another bold attempt, but was unlucky for the second time.
Forced to give up trying anymore, he just walked away and instead of accepting his failure, he remarked �the grapes appeared to be ripe and juicy, but now I see them to be quite sour.�
This story, thus, proves that, people generally hate what they can�t get.
Article about cognition in Good Will Hunting
http://www.associatedcontent.com/article/422573/cognition_in_good_will_hunting.html?cat=72
List of older Social Psych, black and white related video
http://www.qualityinformationpublishers.com/teensocialpsychologyandtroubledyouthfilmsdvd1951-1962.aspx
Social Psychology and Film (University Course Syllabus)
http://www1.psych.purdue.edu/~willia55/392F/index.htm
See handout. It is a little bit annoying that the language in this film is going to result in backlash. Argh. This probably means not using this movie next year.
Project:
500 Word Essay
a) Linear Outline
Possible Topics to discuss:
Cognitive Dissonance in Good Will Hunting
Empathy
Fear as a motivating factor
Psychotherapy
Currere
Effects of childhood on adulthood
Tuesday, 9 November 2010
Sunday, 7 November 2010
Social Psychology November - December
Use pp 516 - 600 as a guideline in the yellow psych book. Consider:
a) Individual Interactions
- Interpersonal Attraction
- Social Perception
- Personal Relationships
b) Group Interactions
- Group behaviour
- Conformity and Obedience
- Conflict and Cooperation
c) Attitudes and Social Influence
- Attitude Formation
- Attitude Change and Prejudice
- Persuasion
a) Individual Interactions
- Interpersonal Attraction
- Social Perception
- Personal Relationships
b) Group Interactions
- Group behaviour
- Conformity and Obedience
- Conflict and Cooperation
c) Attitudes and Social Influence
- Attitude Formation
- Attitude Change and Prejudice
- Persuasion
Tuesday, 2 November 2010
Unit List
I just need to figure out how to open the files:
http://college.cengage.com/psychology/brehm/social_psychology/4e/students/netlabs.html
(Files in above do not work - but good information is available here:
http://college.cengage.com/psychology/brehm/social_psychology/6e/instructors/mmresources/ch04.html)
http://college.cengage.com/psychology/brehm/social_psychology/4e/students/netlabs.html
(Files in above do not work - but good information is available here:
http://college.cengage.com/psychology/brehm/social_psychology/6e/instructors/mmresources/ch04.html)
Perception
http://www.pppst.com/psychology.html
Series of powerpoints useless as presentations but containing helpful information/examples
Textbook: p78 and p105-115 (115 #1,2,3)
Series of powerpoints useless as presentations but containing helpful information/examples
Textbook: p78 and p105-115 (115 #1,2,3)
Define the following terms:
Sensation:
Perception:
Threshold:
Difference Threshold:
Sensory Adaptation:
Signal-Detection Theory:
Gestalt:
Constancy:
Illusions:
Figure-Ground Perception:
What are the Gestalt Principles?
(Good explanation of hte Gestalt Principles)
http://graphicdesign.spokanefalls.edu/tutorials/process/gestaltprinciples/gestaltprinc.htm
Canadian artist who paints illusions:
www.robgonsalves.com/ArtistGallery.asp?artist_id=23&category_id=2
(Good explanation of hte Gestalt Principles)
http://graphicdesign.spokanefalls.edu/tutorials/process/gestaltprinciples/gestaltprinc.htm
Canadian artist who paints illusions:
www.robgonsalves.com/ArtistGallery.asp?artist_id=23&category_id=2
Thursday, 28 October 2010
Motivation
BBC Article
Case A and B:
Hand in a one page write up including the following elements:
a) State the problem
b) Solutions
c) Rationale related to Maslow's Hierarchy of Needs, The video, and Theory X Theory Y
d) Explain how the workers will change because of your solutions
Theory X and Theory Y http://www.netmba.com/mgmt/ob/motivation/mcgregor/
Video + Videos of Google office.
NEXT STEP:
Instinct Theory
Drive-Reduction Theory
Incentive Theory
Cognitive Theory
- Extrinsic motivation
- Intrinsic motivation
Overjustification Effect: When people are given more extrinsic motivation than necessary to perform a task, their intrinsic motivation declines.
ie If someone started paying you to read books, you might enjoy reading books less.
Dead Poet's Society?
TED Talk connected to work to live vs live to work and workplace productivity.
http://www.ted.com/talks/shawn_achor_the_happy_secret_to_better_work.html
Case A and B:
Hand in a one page write up including the following elements:
a) State the problem
b) Solutions
c) Rationale related to Maslow's Hierarchy of Needs, The video, and Theory X Theory Y
d) Explain how the workers will change because of your solutions
Theory X and Theory Y http://www.netmba.com/mgmt/ob/motivation/mcgregor/
Video + Videos of Google office.
NEXT STEP:
Instinct Theory
Drive-Reduction Theory
Incentive Theory
Cognitive Theory
- Extrinsic motivation
- Intrinsic motivation
Overjustification Effect: When people are given more extrinsic motivation than necessary to perform a task, their intrinsic motivation declines.
ie If someone started paying you to read books, you might enjoy reading books less.
Dead Poet's Society?
TED Talk connected to work to live vs live to work and workplace productivity.
http://www.ted.com/talks/shawn_achor_the_happy_secret_to_better_work.html
Thursday, 21 October 2010
Ambition
Discussion 'What is Ambition?'
Claim that this is my psychology project. Students are my subjects.
Brings up Maslow's hierarchy of needs
? What are your ambitions ?
Be specific?
2011 - 2015?
Do you want to live here?
What kind of job will make you happy?
Why are some people 'more' motivated than others?
Try to tie in previous learning related to Social Conditioning and the Brain.
Claim that this is my psychology project. Students are my subjects.
Brings up Maslow's hierarchy of needs
? What are your ambitions ?
Be specific?
2011 - 2015?
Do you want to live here?
What kind of job will make you happy?
Why are some people 'more' motivated than others?
Try to tie in previous learning related to Social Conditioning and the Brain.
Monday, 18 October 2010
The Brain cont'd
http://school.discoveryeducation.com/lessonplans/activities/mindovermatter/
(Activity for Thursday - mnemonic device)
Einstein's brain - including an npr link:
http://www.npr.org/templates/story/story.php?storyId=126229305
Something to shoot for from p 70 of the Psychology and You textbook
1. How does the lower brain differ from the cerebral cortex?
2. What are the main parts of the lower brain, and what is the function of each part?
3. (Applied) Jenny's basketball coach gets kicked out of the game. Jenny, the captain, must take over. Describe the various duties of the different parts of the ower brain in this situation.
(Activity for Thursday - mnemonic device)
Einstein's brain - including an npr link:
http://www.npr.org/templates/story/story.php?storyId=126229305
Something to shoot for from p 70 of the Psychology and You textbook
1. How does the lower brain differ from the cerebral cortex?
2. What are the main parts of the lower brain, and what is the function of each part?
3. (Applied) Jenny's basketball coach gets kicked out of the game. Jenny, the captain, must take over. Describe the various duties of the different parts of the ower brain in this situation.
Wednesday, 13 October 2010
Cognitive Psychology
Four page handout including parts of the brain to be coloured
(how do I solidify this information?)
http://www.bbc.co.uk/science/humanbody/mind/index_surveys.shtml (personality tests etc)
Welcome to Your Brain
http://www.welcometoyourbrain.com/
Brain Handout
Colour the Brain
Article from The Source about procrastinating
Video - parts of the brain
- explanation of Phineus Gage
(Write a summary of the Phineus Gage case study. Why is this relevant to psychology? - We learn that by removing a part of the brain, we can change a persons personality. )
Right Brain vs Left Brain
Do the survey - which are you?
Check the descriptions - circle the ones that describe you.
Following question = how can knowing that you are right or left brained help you learn?
(how do I solidify this information?)
http://www.bbc.co.uk/science/humanbody/mind/index_surveys.shtml (personality tests etc)
Welcome to Your Brain
http://www.welcometoyourbrain.com/
Brain Handout
Colour the Brain
Article from The Source about procrastinating
Video - parts of the brain
- explanation of Phineus Gage
(Write a summary of the Phineus Gage case study. Why is this relevant to psychology? - We learn that by removing a part of the brain, we can change a persons personality. )
Right Brain vs Left Brain
Do the survey - which are you?
Check the descriptions - circle the ones that describe you.
Following question = how can knowing that you are right or left brained help you learn?
Thursday, 7 October 2010
Order of Ideas Idea
Meet and Greet | |
Intro to Social Psychology | Chapter 1 |
Self in a Social World | Chapter 2 |
Social Beliefs | Chapter 3 |
EXAM #1 | Chapters 1, 2, 3 |
Attitudes & Behavior | Chapter 4 |
Prejudice | Chapter 9 |
EXAM #2 | Chapters 4, 9 |
FALL BREAK | (NO CLASS OCT. 12) |
Conformity | Chapter 6 |
Persuasion | Chapter 7 |
Group Influence | Chapter 8 |
EXAM #3 | Chapters 6, 7, 8 |
Genes, Culture, & Gender | Chapter 5 |
THANKSGIVING BREAK | (NO CLASS NOV. 25) |
Attraction & Intimacy | Chapter 11 |
Helping | Chapter 12 |
FINAL EXAM | Chapters 5, 11, 12 |
Thursday, 30 September 2010
Project Idea
This project idea may be more useful for a 'Leadership class'
http://www.socialpsychology.org/action/2010honor2.htm
Social Psychology Ideas
http://www.socialpsychology.org/teaching.htm#smallgroup
http://www.socialpsychology.org/action/2010honor2.htm
Social Psychology Ideas
http://www.socialpsychology.org/teaching.htm#smallgroup
Project Idea
This project idea may be more useful for a 'Leadership class'
http://www.socialpsychology.org/action/2010honor2.htm
http://www.socialpsychology.org/action/2010honor2.htm
Operant Conditioning
Handout (Use for note-taking teaching)
Videos
List all of the examples of Operant Conditioning employed in school
Circle the ones that work
Reflection ?
- Do you think the use of operant conditioning in schools is a good idea? Why or why not?
If not, how should we design a school that encourages cooperative behaviour without the castrating use of conditioning methods?
INSERT PAGE NUMBER AND ARTICLE TITLE HERE.
In study of SOCIAL CONDITIONING start looking at some specific real life examples. This is the perfect place to insert a study.
Videos
List all of the examples of Operant Conditioning employed in school
Circle the ones that work
Reflection ?
- Do you think the use of operant conditioning in schools is a good idea? Why or why not?
If not, how should we design a school that encourages cooperative behaviour without the castrating use of conditioning methods?
INSERT PAGE NUMBER AND ARTICLE TITLE HERE.
In study of SOCIAL CONDITIONING start looking at some specific real life examples. This is the perfect place to insert a study.
Sunday, 26 September 2010
Classical Conditioning
Purpose: The learner will see the effect of classical conditioning in their everyday life.
Objective: The learner will be able to define classical conditioning and identify its four parts.
I. Cue-Set:
Have a student sit in a desk in the front of the classroom, facing the class.
The teacher will stand behind the student with a yardstick in hand.
The teacher will tap the desk three times then tap the student once on the head.
The teacher does this three times, and on the fourth time taps the desk, but not the student's head.
The class is able to see the student's reaction.
II. Classical Conditional Experiment:
a) Students will pair up and decide who will be the subject and who will be the experimenter.
The subject will sit and relax for 2 minutes.
He will then take his pulse for 30 seconds, multiply by two, and record this as his "resting pulse."
b) The experimenter will tap a pencil five times on the desk and immediately have the subject stand up and hop on one leg for 30 seconds.
He will take his pulse rate again, double it and record it as "Hop #1."
This procedure will be repeated four more times, and data recorded each time.
c) Now the subject will sit and relax until his pulse returns to the initial resting pulse rate.
The experimenter will then tap the pencil five times and the subject will take his pulse without having to hop. He will record the data.
Tying It All Together: The students and teacher will then discuss the experiments and answer the question
"What is classical conditioning?" and identify:
- unconditioned stimulus,
- unconditioned response,
- conditioned stimulus
- conditioned response.
Follow up with Pavlov video.
Learning Sheet.
Little Albert Case and Video
Operative Conditioning Video
Little Albert Case and Video
Operative Conditioning Video
Monday, 20 September 2010
Cliques
a) Clique Handout with questions
Discuss answers: Groups respond to this statement:
"Hague High is a very cliquie".
I agree - I disagree.
Compile results
b) Handout assignment details with specific expectations.
ARE THERE ANY EXPERIMENTS THAT EXPLORE THE CLIQUE TOPIC?
See Clique section of textbook
Discuss answers: Groups respond to this statement:
"Hague High is a very cliquie".
I agree - I disagree.
Compile results
b) Handout assignment details with specific expectations.
ARE THERE ANY EXPERIMENTS THAT EXPLORE THE CLIQUE TOPIC?
See Clique section of textbook
Thursday, 16 September 2010
Week 4
Write proposal
Handouts for survey, experiment, interview, topical research, observation
(Note: Find better examples for next year)
Article and questions 'Cliques'
To consider: Individual vs Group choices
(where am I going with this?)
Due date for the project will be next Friday.
Establish minimum requirements for those doing research.
Monday:
- Making better survey questions (should be able to do this by going over the handout given)
- How to analyse data
- Analysing sources, summarising through the creation of an annotated bibliography.
(in ela 8, don't forget to return to the idea of diction/edit work from Thursday/Friday)
- e-mail Kevin requesting name of Hero's Journey Book.
Consider using Film to change the tide in this course.
Methodology type question that students should be able to answer:
Handouts for survey, experiment, interview, topical research, observation
(Note: Find better examples for next year)
Article and questions 'Cliques'
To consider: Individual vs Group choices
(where am I going with this?)
Due date for the project will be next Friday.
Establish minimum requirements for those doing research.
Monday:
- Making better survey questions (should be able to do this by going over the handout given)
- How to analyse data
- Analysing sources, summarising through the creation of an annotated bibliography.
(in ela 8, don't forget to return to the idea of diction/edit work from Thursday/Friday)
- e-mail Kevin requesting name of Hero's Journey Book.
Consider using Film to change the tide in this course.
Methodology type question that students should be able to answer:
The dependent variable in the experiment is the
a) amount of aggressive behaviour exhibited by the children
b) amount of time that each child spent interacting with the other children
c) group in which each child was originally placed
d) violent cartoon
e) nonviolent cartoon
Monday, 13 September 2010
Ideas
http://www.devpsy.org/teaching/language/language_game.html
Lots of Ideas Here:
http://jonathan.mueller.faculty.noctrl.edu/crow/activities.htm
Resource:
http://teacher2.smithtown.k12.ny.us/gallucci/index_files/Page2733.htm
Video Links:
http://cnx.org/content/m19526/latest/
Check it:
http://userwww.sfsu.edu/~psych200/unit3/32.htm
Check PBS "In the Mix"
Link Page:
http://www.raleighcharterhs.org/faculty/akoch/classpage/resources.asp
Video Links + Ideas
http://www.psychexchange.co.uk/type/6/
Lots of Ideas Here:
http://jonathan.mueller.faculty.noctrl.edu/crow/activities.htm
Resource:
http://teacher2.smithtown.k12.ny.us/gallucci/index_files/Page2733.htm
Video Links:
http://cnx.org/content/m19526/latest/
Check it:
http://userwww.sfsu.edu/~psych200/unit3/32.htm
Check PBS "In the Mix"
Link Page:
http://www.raleighcharterhs.org/faculty/akoch/classpage/resources.asp
Video Links + Ideas
http://www.psychexchange.co.uk/type/6/
Thursday, 9 September 2010
Handouts and matching excercise related to research methodology
Creation of own research questions
Introduction of the scientific method
Writing a research proposal (minimum 400 words)
From red Psych text (title?)
Story of the horse leading to 'What is bias'?
(What sort of biases may be problematic in your inquiry?)
Gender and video game example from text
(Note this is a good example of a write up of a study)
Creation of own research questions
Introduction of the scientific method
Writing a research proposal (minimum 400 words)
From red Psych text (title?)
Story of the horse leading to 'What is bias'?
(What sort of biases may be problematic in your inquiry?)
Gender and video game example from text
(Note this is a good example of a write up of a study)
Wednesday, 1 September 2010
Sunday, 29 August 2010
- Quotation: "It takes a village to raise a child"
Explain
What do you think this quotation means? (min. half page)
- See "What is Social Psychology" interview file.
Day time talk show, interviewer and interviewee
Audience must underline the important information
- Article "Diet of Fish can Prevent Teen Violence"
http://www.guardian.co.uk/politics/2003/sep/14/science.health
1. Do the results of the research support the claim? Explain.
a) Teach annotation.
b) Answer the question.
- Query: Isn't Social Psychology just common sense?
Explain
What do you think this quotation means? (min. half page)
- See "What is Social Psychology" interview file.
Day time talk show, interviewer and interviewee
Audience must underline the important information
- Article "Diet of Fish can Prevent Teen Violence"
http://www.guardian.co.uk/politics/2003/sep/14/science.health
1. Do the results of the research support the claim? Explain.
a) Teach annotation.
b) Answer the question.
1. Is the headline descriptive, correlational, or causal? Explain.
2. Was an appropriate type of structured observation used to test the hypothesis that diet of fish can prevent teen violence? Explain.
3. Did the results of the research support the claim? Explain.
- Query: Isn't Social Psychology just common sense?
Common Sense Quiz |
True or False? |
| 1. By conducting a well-designed correlational study, psychologists can demonstrate cause and effect relationships between independent and dependent variables. |
| 2. Promising, and delivering, rewards to people for doing an enjoyable activity should, in the long run, make them enjoy the activity even more. |
| 3. Focusing on a person’s voice is a better way to detect whether someone is telling a lie than focusing on the person’s face. |
| 4. People tend to underestimate the extent to which other people share most of their opinions, attitudes, and behavior. |
| 5. We tend to see the people in our own groups as more diverse and different from each other than we see people in other groups. |
| 6. Seeing a picture of a person from a stereotyped group for only a fraction of a second can trigger thoughts of the stereotype. |
| 7. If people tell a lie for a reward, they are more likely to come to believe the lie if they are given a small reward rather than a large reward for telling the lie. |
| 8. People in a sad mood are less likely to help others than are people in a neutral mood. |
| 9. If ten people are all telling you the same thing you are more likely to conform publicly to their opinion than if just five people are all telling you the same thing. |
| 10. People in West Africa and |
| 11. Once people have rejected a large request, they become more likely to agree to a smaller request. |
| 12. Once people have agreed to a small request, they become more likely to agree to a larger request. |
| 13. Even if an authority figure instructed people to torture another person, few people would comply. |
| 14. When like-minded people discuss an issue, their opinions tend to converge toward the middle. |
| 15. Simply having other people around tends to make individuals perform better on easy tasks. |
| 16. The greater the cohesiveness or solidarity of a group, the better its decisions will be. |
| 17. Physically attractive individuals are usually seen as less intelligent than physically unattractive individuals. |
| 18. Women tend to value and seek economic status in a mate more than men do. |
| 19. The more often that people are exposed to a neutral stimulus, the more positively they evaluate that stimulus. |
| 20. Women are more likely to reveal intimate facts and feelings to someone else than are men. |
| 21. Our ability to know the causes of our own emotions is so limited that when we are aroused because of physical exercise, we may misinterpret that arousal as a sign that we are romantically attracted to someone nearby. |
| 22. "Birds of a feather flock together" holds true in interpersonal attraction (i.e., people are generally attracted to those similar to themselves). |
| 23. People are less likely to be aggressive if they recently released their tensions by aggressing than if they did not aggress. |
| 24. People are more likely to be aggressive when it’s hot outside than when it’s cool. |
| 25. Exposure to aggressive models in the media increases aggressive behavior among viewers of the aggression. |
| 26. Male-to-female relationship violence is much more common than female-to-male relationship violence. |
| 27. Believing that bad things happen to other people more than they happen to you is actually associated with better health and well-being. |
| 28. People with few friends tend to live shorter, less healthy lives than people with lots of friends. |
| 29. Very wealthy people (e.g., lottery winners) are happier than most other people. |
| 30. Women "fall in love" more quickly than do men. |
| 31. Women "fall out of love" more quickly than do men. |
| 32. "Putting on a happy face" (i.e., smiling when you are really not happy) will not make you feel more positive. |
| 33. Parental disapproval for a relationship (e.g., Romeo and Juliet) increases the chance that the partners will stay together. |
Monday, 23 August 2010
Week 2
Link Values to history and events described in life chart and interview.
- What is important to you?
Preservation of the natural world.
Freedom of the individual
Winter and leisure
Friends
Mutual Respect
Give an example for each.
- What are the beliefs and values of you and your family?
-
- What is important to you?
Preservation of the natural world.
Freedom of the individual
Winter and leisure
Friends
Mutual Respect
Give an example for each.
- What are the beliefs and values of you and your family?
-
Day 1 & 2
Life Maps. I wish I still had one of mine to use as an example.
Chart the main events of your life, use appropriate symbols to signify major events.
Other ideas include the components of my OEE application. ie - an artifact that represents yourself with accompanying explanation (typed and edited).
An interview (self-created or done in pairs as interviewee and interviewer)
Note: Learning goal here is - "All peoples, places and things have sources of origin, or roots." Further, history, culture and people are in continual flux. Life, history and culture are fluid.
(Note: This year as I go along, it is important to scan examplars into my blog to go with instructions. This will save me a ridiculous amount of time in the future. Do I need to make a life map as a way of introducing myself?)
Probably a good idea. It can be used in all of my classes. Digital - or otherwise?
Chart the main events of your life, use appropriate symbols to signify major events.
Other ideas include the components of my OEE application. ie - an artifact that represents yourself with accompanying explanation (typed and edited).
An interview (self-created or done in pairs as interviewee and interviewer)
Note: Learning goal here is - "All peoples, places and things have sources of origin, or roots." Further, history, culture and people are in continual flux. Life, history and culture are fluid.
(Note: This year as I go along, it is important to scan examplars into my blog to go with instructions. This will save me a ridiculous amount of time in the future. Do I need to make a life map as a way of introducing myself?)
Probably a good idea. It can be used in all of my classes. Digital - or otherwise?
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