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INSTRUCTOR’S RESOURCE MANUAL

to accompany

COPYRIGHT © 2010 by Nelson Education Ltd. Nelson Education Ltd. is a registered trademark used herein under license. For more information contact Nelson Education Ltd., 1120 Birchmount Road, Toronto, Ontario, M1K 5G4. Or you can visit our Internet site at http://www.nelson.com. ALL RIGHTS RESERVED. No part of this work covered by the copyright herein may be reproduced, transcribed, or used in any form or by any means—graphic, electronic, or mechanical, including photocopying, recording, taping, Web distribution, or information storage and retrieval systems—without the written permission of the publisher.

INSTRUCTOR’S RESOURCE MANUAL

to accompany

PREPARED BY

Randolph A. Smith

Ouachita Baptist University

Sara L. Pawson Herrington Kwantlen University College

SECOND CANADIAN EDITION REVISED BY

C. Darren Piercey University of New Brunswick

With Contributions from

G. William Hill IV Jane A. Jegerski

Joseph C. Lowman Michael B. Reiner

Michael Shapiro Susan J. Shapiro

Michael R. Snyder Russell J. Watson

TABLE OF CONTENTS v

TABLE OF CONTENTS PART 1: INSTRUCTOR’S MANUAL RANDOLPH A. SMITH, SARA L. PAWSON HERRINGTON, AND C. DARREN PIERCEY

INTRODUCTION .........................................................................................................................1

CHAPTER 1 THE EVOLUTION OF PSYCHOLOGY ........................................................................ 9

CHAPTER 2 THE RESEARCH ENTERPRISE IN PSYCHOLOGY ...................................................... 33

CHAPTER 3 THE BIOLOGICAL BASES OF BEHAVIOUR .............................................................. 59

CHAPTER 4 SENSATION AND PERCEPTION ................................................................................... 91

CHAPTER 5 VARIATIONS IN CONSCIOUSNESS ............................................................................. 121

CHAPTER 6 LEARNING ............................................................................................................... 153

CHAPTER 7 HUMAN MEMORY .................................................................................................... 185

CHAPTER 8 LANGUAGE AND THOUGHT ...................................................................................... 217

CHAPTER 9 INTELLIGENCE AND PSYCHOLOGICAL TESTING ........................................................ 251

CHAPTER 10 MOTIVATION AND EMOTION ..................................................................................... 277

CHAPTER 11 HUMAN DEVELOPMENT ACROSS THE LIFE SPAN ................................................... 309

CHAPTER 12 PERSONALITY: THEORY, RESEARCH, AND ASSESSMENT ........................................ 345

CHAPTER 13 STRESS, COPING, AND HEALTH .............................................................................. 377

CHAPTER 14 PSYCHOLOGICAL DISORDERS .................................................................................. 411

CHAPTER 15 TREATMENT OF PSYCHOLOGICAL DISORDERS ........................................................... 439

CHAPTER 16 SOCIAL BEHAVIOUR ................................................................................................ 467

APPENDIX B STATISTICAL METHODS ............................................................................................ 501

APPENDIX C INDUSTRIAL/ORGANIZATIONAL PSYCHOLOGY ............................................................ 507 PART 2: ESSAYS FOR TEACHING INTRODUCTORY PSYCHOLOGY STRATEGIES FOR EFFECTIVE TEACHING ................................................................................................ 515 JOSEPH C. LOWMAN AV MEDIA FOR INTRODUCTORY PSYCHOLOGY ..................................................................................... 533 RUSSELL J. WATSON CROSSING BORDERS/CONTRASTING BEHAVIORS: USING CROSS-CULTURAL COMPARISONS TO ENRICH THE INTRODUCTORY PSYCHOLOGY COURSE .............................................. 595 G. WILLIAM HILL IV AND MICHAEL B. REINER INTEGRATING WRITING INTO INTRODUCTORY PSYCHOLOGY ................................................................... 639 JANE A. JEGERSKI

INSTRUCTOR’S RESOURCE MANUAL vi

TEACHING INTRODUCTORY PSYCHOLOGY WITH THE WORLD WIDE WEB ............................................... 657 MICHAEL R. SNYDER THE USE OF COMPUTERS IN TEACHING INTRODUCTORY PSYCHOLOGY ................................................ 683 SUSAN J. SHAPIRO AND MICHAEL SHAPIRO USING INFOTRAC IN INTRODUCTORY PSYCHOLOGY ................................................................................ 711 RANDOLPH A. SMITH

Introduction

1

Introduction This instructor’s manual has been specifically designed for you to use with Weiten & McCann’s textbook Psychology: Themes and Variations (Second Canadian edition). It presents chapter-by-chapter suggestions for lecture and discussion topics, demonstrations and activities that can be done during class sessions, suggested readings for each chapter, and handout and transparency masters to supplement lectures or demonstrations/activities. Specifically, each chapter in this manual contains the following sections: • Lecture/discussion topics: These sections provide additional topics to supplement material

covered in the related textbook chapter. The topics were chosen for both instructional value and student interest. It is important to do things in class to force students out of a passive, receptive mode and into an active, thinking one. Classroom discussions are good vehicles for stimulating students to actively process material and put their thoughts into words.

• Demonstrations/activities: One drawback to classroom discussion is that, typically, only a small portion of the class becomes involved in the discussion. Class-tested demonstrations are included with each chapter of the manual so you can involve the entire class in active learning and give them some personal contact with psychological information. The demonstrations and activities here have been chosen for their ease of conduct, interest and relevance to students, and high level of potential success. Most require little or no equipment. Many do involve scales, which are provided. Often a good demonstration or activity is relevant to more than one chapter, so you may wish to preview the entire manual before you begin your course and decide which exercises you want to use in which chapter.

• References for additional demonstrations/activities: A multitude of good demonstrations and activities emphasizing specific points and principles in psychology have been published. The journal Teaching of Psychology is an excellent resource for such exercises, as are the Activities Handbooks published by the American Psychological Association and the Society for the Teaching of Psychology (Division Two of APA). A listing of some of these references appears at the end of each chapter (other than Chapter 1).

• Suggested readings: In case you need to brush up on specific topics, a list of suggested readings is provided for each chapter. These sources (many of which are classics) contain useful information and are easy to obtain.

• Handout masters and transparency masters: Many of the Lecture/Discussion Topics and Demonstration/Activity sections refer to information that is not in the text. The handout and transparency masters provide that information in a form you can use to amplify your presentation. In the manual, HM refers to handout masters, and TM refers to transparency masters.

INSTRUCTOR’S RESOURCE MANUAL 2

This manual does not tell you how to prepare effective lectures, construct good exams, assign grades fairly, or conduct the first class meeting. For that type of information, you can consult an excellent book by W. J. McKeachie: Teaching Tips, 11th ed. (Boston: Houghton Mifflin, 2002). Whether you are a beginning teacher or a seasoned veteran, McKeachie’s book is a wise investment.

Another general resource you should be aware of is Teaching of Psychology, the official journal of the Society for the Teaching of Psychology (Division Two of the American Psychological Association). Teaching of Psychology is devoted to improvement of the teaching/learning process at all educational levels, from secondary school through college and graduate school to continuing education. The journal includes empirical research on teaching and learning; studies of teacher and student characteristics; subject matter or content reviews for class use; investigations of student, course, and teacher assessment; discussion of the professional problems of teachers; essays on teaching; innovative course descriptions and evaluations; curriculum designs; bibliographic material; demonstrations and laboratory projects; examples of computer uses in teaching; media reviews; news items; and readers’ commentaries. Many teachers have found this journal to be their single best teaching resource. Its low cost makes it even more attractive. A subscription is included with membership in the Society for the Teaching of Psychology (see information in the next paragraph). Individual subscription information may be obtained from the publisher at the following address: Journal Subscription Department

Lawrence Erlbaum Associates, Inc. 10 Industrial Drive Mahwah, NJ 07430-2262

The Society for the Teaching of Psychology is an important support group for teachers. Its goals

are to promote teaching excellence, foster scholarship, and help teachers of psychology achieve a professional identity. APA membership is not a requirement to join the Society. Membership includes a subscription to Teaching of Psychology at a lower cost than a subscription directly from Erlbaum. Current membership information may be obtained from Thomas Pusateri

Department of Psychology Loras College Dubuque, IA 52001 e-mail: [email protected]

A final note: Don’t forget to check http://www.themesandvariations2ce.nelson.com/instructor/

for downloadable resources for this text, including an electronic version of this Manual, PowerPoint® slides, Lecture Outlines, and additional guidelines and resources.

Introduction

3

Acknowledgements

Thanks to Wayne Weiten and Doug McCann for writing an excellent textbook and providing helpful suggestions about the instructor’s manual.

There is no better way to lead into this manual than to leave you with a message of admonition and inspiration from Professor Charles L. Brewer, who can give such a message with a style unmatched. Dr. Brewer, Editor Emeritus of Teaching of Psychology and a past president of Division Two, has graciously consented to allow his “Ten Commandments” to be reprinted in this manual. We thank him for his permission and inspiration.

Randolph A. Smith Ouachita Baptist University

Sara L. Pawson Herrington

Kwantlen University College

SECOND CANADIAN EDITION REVISED BY C. Darren Piercey

University of New Brunswick


Teaching Effectively: Brewer’s Ten Commandments

Number 1 Be clear about what your own educational objectives are, and be sure that your students are clear about them as well. If you do not know where you are going, the likelihood that you will get there borders on randomness. Number 2 Know the facts thoroughly, but go beyond the facts. Emphasize concepts and principles that have wider applicability than isolated facts. Many students will not remember all the facts for the final examination. If they do, they will have forgotten most of the facts two weeks after the final exam. The attitudes and principles that they have learned, or might later discover, will serve them better. Remember Brewer’s Fourth Law: Everything is related to everything else. And its corollary: You can’t really know anything until you know everything. Number 3 Be willing to say “I don’t know,” but try to decrease the frequency with which it is necessary to do so. Remind yourself of James Thurber’s sage observation: “It’s better to ask some questions than to know all the answers.” Number 4 Communicate with clarity and conciseness. It is a simple task to make things complex, but a complex task to make things simple. Heed Thoreau’s advice and simplify, simplify, simplify. Number 5 Be genuinely interested in and excited about what you are doing, if you expect your students to be interested in and excited about what you want them to do. Number 6 Be impeccably fair with every one of your students. Be friendly with all of your students, but familiar with none of your students. Here I am reminded of Abelard and Heloise. In the 12th century, Abelard was severely punished for his love affair with Heloise, whom he had been hired to tutor. Heloise’s guardian uncle discovered their romance and had Abelard castrated forthwith, thus presumably ending their salacious affair. Abelard became a monk and Heloise became a nun. I also recall the physically less cruel fate of John B. Watson at Johns Hopkins University in 1920, after his romantic involvement with his graduate student, Rosalie Rayner.

At the same time, recognize that you will not like some students as much as you like other students. I am strongly biased in favour of capable students who work assiduously to learn the facts, concepts, and principles that I consider important. I would be less than candid if I said otherwise. Do you have any biases in this connection?

Introduction

5

Number 7 Strive to maintain appropriately rigorous academic standards. Emerson probably came close when he said that “our chief want in life is someone to make us do what we can.” Don’t expect perfection from your students but strive for steady improvement, with a religious fervour. A common problem of beginning teachers is their almost pathological need to be liked or loved by their students. I suggest that being respected is far more important and desirable. I don’t know many respected teachers whose classes are flooded with mediocre students who always get A’s without doing any serious academic work.

In the obituary he wrote for a psychologist whom some of you will recognize, Ben Underwood remarked: “Extraordinary teachers are those who influence the lives of students in profound, irreversible ways. These teachers need not be nondirective; they need not take a poll among the students to determine what should be covered in a course; they need not hold hands with students in a circle in the hope that somehow, something beyond the midbrain will be stimulated. The master teacher views intellectual pursuits as tough and exacting challenges of the highest order and expects the students to view them in the same way. Art Melton was one such teacher.” Number 8 Maintain close ties with colleagues of all ages. You will learn a lot from them. From the older ones, you will learn valuable lessons about perspective and Zeitgeist. From the younger ones, you will learn how to stay intellectually alive and to have a healthy scepticism about traditional ways of doing things. When you find yourself agreeing with the majority of your colleagues, it is probably time to change your mind! Number 9 Stan Ericksen was right when he said that “the most important influence the teacher can have on students is to help them learn how to learn independently.” I believe that self-education is the only kind of any lasting consequence. The very best teacher is the one who has no students, because they would have learned how to learn without the aid of their teacher.

Professor Ludy Benjamin has recently highlighted the unusual career of an exceptional teacher of undergraduates. Let me mention a few things about Harry Kirke Wolfe, because he exemplified some of the qualities that make for greatness as a teacher. Wolfe received his Ph.D. from the University of Leipzig in 1886, working in Professor Wilhelm Wundt’s laboratory. Beginning in 1889, Wolfe taught philosophy and psychology for a number of years at the University of Nebraska in Lincoln.

As an historical figure, Wolfe was an obscure psychologist. Although he was an active researcher, his work is seldom cited today. At the same time, his influence as a teacher was impressive and unforgettable. He has the unique distinction of serving as the undergraduate mentor of three students who later became president of the APA, Walter Pillsbury, Madison Bentley, and Edwin R. Guthrie.

Pillsbury described Wolfe as “an indefatigable worker (who) gave so many courses and spent so much energy on them that he had no time for publication. Wolfe’s influence was exerted personally as well as in the classroom. He was always available for conversation, as he usually sat in the room where the reference works were. . . . His viewpoint in psychology was liberal. He was more anxious that his students should think rather than that they should hold any particular point of


view. He was a firm believer in experimentation, and made a session a week a requirement for each student in the elementary course.”

Hartley Burr Alexander, a student of Wolfe’s who later became president of the American Philosophical Association, described Wolfe’s classes as “notoriously difficult; there was no room for the slacker there; but there was never an uninteresting lecture hour, and year after year the students filed in, willing to venture the work for the sake of the zest.”

Another former student said: “Those of us who attended his lectures will ever recall H. K. Wolfe appreciatively as the inspiring teacher. He could put abstruse philosophy into terms of everyday life. He was able to translate it from the formal jargon in which every science is written into the common vernacular of the ordinary Nebraska boy. He exploded bombs under us to make us think. He prodded us with humour and sarcasm. He got under the skin of more than one of us. The source of Professor Wolfe’s power as a teacher was his frank bid for the pupil’s interest. He descended to the student’s mental plane, took him by the hand, and led him as a friend back to his own mountain heights.”

Still another student summarized his former professor as follows: “There are few qualities which the teacher should possess which he did not own in exalted measure: Keenness and kindness, unfailing humour and patience and generosity of soul, and the power to inspire, all these were his; and he was loved by those under his influence as few men are loved.”

Harry Kirke Wolfe and his inspiring career can tell us a lot about the essence of learning and teaching! Number 10 Be willing to work very hard for intangible rewards that often don’t come until years after students graduate. In important ways, Henry Adams was right when he said that teachers affect eternity; they never know where their influence stops. But you must learn to be patient, to be patient, to be patient . . . with your students and yourself. In fact, one of the most frustrating things about teaching is that you never know what you are doing. I sometimes hope to be a housepainter or bricklayer in my next reincarnation. Why? Because they can more easily quantify the results of their work. My experience suggests that, if 5% of your students really become engaged with the learning process, you can consider yourself a smashing success! That’s a depressingly low proportion, isn’t it?

Will our pedagogical journeys end with J. Alfred Prufrock?

I grow old . . . I grow old . . . I shall wear the bottoms of my trousers rolled. Shall I part my hair behind? Do I dare to eat a peach? I shall wear white flannel trousers, and walk upon the beach. I have heard the mermaids singing to each. I do not think that they will sing to me. I have seen them riding seaward on the waves Combing the white hair of the waves blown back

Introduction

7

When the wind blows the water white and black We have lingered in the chambers of the sea By sea-girls wreathed with seaweed red and brown Till human voices wake us, and we drown.

Or, will we be buoyed by the more hopeful sign in Lord Byron’s Childe Harold’s Pilgrimage? (Third Canto, lines 1049–1057)

I have not loved the world, nor the world me, — But let us part fair foes; I do believe, Though I have found them not, that there may be Words which are things, — hopes which will not deceive, And virtues which are merciful, nor weave Snares for the failing: I would also deem O’er others’ griefs that some sincerely grieve — That two, or one, are almost what they seem, — That Goodness is no name — and Happiness no dream.

And that completes my list. It might have had 100 more points on it, but our time is limited.

Despite incredibly hard work, low social status, vows of poverty, disappointments, and variable or delayed reinforcement, teaching is the most interesting, the most stimulating, the most challenging, the most rewarding, and the most joyous thing I have ever done. I simply cannot imagine doing anything else! I am like the inveterate Clerk of Oxford in the prologue to the Canterbury Tales about whom Chaucer said: “And gladly would he learn and gladly teach.” I HOPE THAT YOU WILL, TOO!

1: THE EVOLUTION OF PSYCHOLOGY 9

Chapter One: The Evolution of Psychology Chapter Outline Lecture/Discussion Topic: Student Conceptions of Psychology ...................................................................10 Psyk.Trek: A Multimedia Introduction to Psychology ..................................................................................11 Demonstration/Activity: The Realm and Scope of Psychology ....................................................................11 Demonstration/Activity: Misconceptions About Psychology .......................................................................11 Lecture/Discussion Topic: Systems of Psychology .......................................................................................12 Demonstration/Activity: The Stimulus Error ................................................................................................13 Demonstration/Activity: Psychologists’ Family Trees ..................................................................................13 Lecture/Discussion Topic: B. F. Skinner .......................................................................................................14 Lecture/Discussion Topic: Animal Research ................................................................................................15 Demonstration/Activity: Psychological Perspectives ....................................................................................15 Demonstration/Activity: Psychology in Canada and Worldwide...................................................................15 Demonstration/Activity: Practising the Research Process..............................................................................16 Lecture/Discussion Topic: Psychology Comes of Age as a Profession .........................................................16 Lecture/Discussion Topic: Careers in Psychology ........................................................................................17 Demonstration/Activity: What Type of Psychologist Am I? .........................................................................17 Demonstration/Activity: The Clinical Bias Within Psychology ....................................................................17 Lecture/Discussion Topic: Seven Key Themes .............................................................................................18 Demonstration/Activity: The Interaction of Heredity and Environment .......................................................20 Demonstration/Activity: The Subjectivity of Experience .............................................................................20 Lecture/Discussion Topic: Improving Academic Performance .....................................................................21 Demonstration/Activity: Active Learning .....................................................................................................21 Demonstration/Activity: Learning to Take Multiple-Choice Tests ...............................................................22 Suggested Readings for Chapter 1 .................................................................................................................23 Handout Masters (HM) ..................................................................................................................................24 Transparency Master (TM) ............................................................................................................................32


LECTURE/DISCUSSION TOPIC:

STUDENT CONCEPTIONS OF PSYCHOLOGY

The first day of class is always a good time to gather data that can be used throughout that first day, while covering the first chapter, or even during the entire semester. Although most students have some basic knowledge about biology, grammar, or music when they enrol for such a course, students who enrol in introductory psychology usually lack an understanding of the topic. Thus, an interesting exercise for the initial class meeting is to pass out index cards and ask students to write their name and their definition of psychology. You can also ask them to note three topics that they expect to cover during the course.

You can use this information in various ways:

1. Contrast students’ definitions of psychology with the definition in the text: “the science that studies behaviour and the physiological and cognitive processes that underlie it, and it is the profession that applies the accumulated knowledge of this science to practical problems.” Student definitions (and anticipated topics) often centre on the professional aspect of psychology but not the scientific. Use “Demonstration/Activity: The Clinical Bias Within Psychology” to further illustrate the one-sided view of psychology that students have brought with them. This is also a good time to begin to indoctrinate them with Theme 1 of the text (Psychology is empirical).

2. Point out to students that, although their definitions may not match that specified in the book, psychology is an ever-evolving discipline whose definition has changed considerably over the years. Consider the definitions given by some of psychology’s pioneers:

Psychology is the Science of Mental Life, both of its phenomena and their conditions. (James, 1890, p. 1) Psychology is the science of mind . . . the science of that which thinks, feels, and wills, in contrast with physics as the science of that which moves in space and occupies space. (Hoffding, 1893, p. 1) Psychology, the science of mental facts or mind, . . . deals with the thoughts and feelings of human beings and seeks to explain the facts of intellect, character and personal life. (Thorndike, 1907, p. 1)

Psychology is more exactly defined as science of the self in relation to, or conscious of, its environment. (Calkins, 1919, p. 1) Psychology is that division of natural science which takes human activity and conduct as its subject matter. It attempts to formulate through systematic observation and experimentation the laws and principles which underlie man’s reactions. (Watson, 1919, p. 1) Psychology is the science which deals with the activities commonly known as mental, the processes of perceiving, of remembering, of thinking, and particularly with the acts of the individual. (Pillsbury, 1922, p. 1)

Point out to your students that these early psychologists “missed the boat,” just as the students probably did. They, too, left out one side of psychology, the applied side. This observation will set the stage for an important point made in Chapter 1: Applied psychology was slow to develop compared to psychology as a science.

3. Save the index cards until late in the course. At that time, pass out new cards and ask students to complete the exercise again, this time defining psychology and listing the three most memorable topics covered during the term. Then give them their original cards from the first day of class. Discuss the changes in their definitions. Are the topics that they remember vividly the same that they expected to cover in the course?

Calkins, M. W. (1919). A first book in psychology (4th ed.). New York: Macmillan. Hoffding, H. (1893). Outlines of psychology. London: Macmillan. James, W. (1890). The principles of psychology. New York: Holt. Pillsbury, W. B. (1922). The fundamentals of psychology (2nd ed.). New York: Macmillan. Thorndike, E. L. (1907). The elements of psychology (2nd ed.). New York: A. G. Seiler. Watson, J. B. (1919). Psychology from the standpoint of a behaviorist. Philadelphia: Lippincott.


PSYK.TREK: A MULTIMEDIA INTRODUCTION TO PSYCHOLOGY

The Psyk.Trek CD-ROM is an exciting addition to the ancillary package for Weiten and McCann’s text. The CD applies some of the latest technology to the pedagogical enterprise in a package that should appeal to today’s visually- and technology-oriented students. As far as this manual is concerned, the most important feature of Psyk.trek is a series of 65 interactive learning modules (divided into 12 units) and 10 simulations that assist students in mastering the material from the text. Each module consists of information that reinforces text material in a variety of eye-catching and attention-getting presentation modes. The modules also include concept checks, reviews, and a quiz. The simulations allow students to participate in data-gathering exercises that give in-depth experience with an important concept, present experimental approaches to psychology, and are interesting and entertaining. In each chapter of the manual, I offer brief comments about the modules and simulations (if applicable) that are relevant to that chapter. To aid student learning, there is much more than the modules and simulations. Psyk.trek also contains an interactive study guide, a multimedia glossary (often with pronunciation key, picture, or video for entries), and a Web link. There is a guided tour function that is worth using to learn about all of the CD’s features and how to use them. There is only one Psyk.trek module from Unit 1 that is relevant to Chapter 1. Module 1a (Psychology’s Timeline) presents a retrospective from 1879 and Wundt’s laboratory in Leipzig through the 1980s and the rise of interest in cross-cultural psychology. Although historical information is not particularly well suited to the computer, there are various video clips that allow students to see Pavlov and his dogs, as well as Rogers and Skinner. DEMONSTRATION/ACTIVITY: THE REALM AND SCOPE OF PSYCHOLOGY

HM 1-1 is a true/false test that was passed along to me by a former colleague and supplemented by Bragiel (1990). It can be used effectively to introduce the discipline of psychology and to disabuse students of the notion that all they will study in psychology is abnormal behaviour and therapy. You can use it not only to show students how broad the discipline is, but also to demonstrate that what they think they already know about psychology may not be correct. The “correct” answer for each item is false. But some of the items may stimulate a lively classroom discussion because students know someone who is an exception to the rule or have experienced an exception themselves. This is a good time to reinforce Theme 1 (psychology is empirical); point out that research allows us to generalize, so we don’t have to rely on observations of single cases. Bragiel, R. M. (1990, October). True/false quiz for intro psychology. Paper presented at the Mid-America Conference for Teachers of Psychology, Evansville, IN. DEMONSTRATION/ACTIVITY: MISCONCEPTIONS ABOUT PSYCHOLOGY

Students will bring a number of misconceptions about psychology to your course. You may want to tap these false beliefs for your own information or for a lively discussion in class. You can determine what some of the misconceptions are in at least two different ways:

1. Pass out a blank index card to each student at the beginning of the first class session. Tell the students to write down five things they already know about psychology. Be sure to tell them not to put their name on the card. Anonymity will encourage students to be more candid, giving you a larger number and wider range of misconceptions. You can discuss the misconceptions as soon as the cards have been turned in, but it may be better to wait until the next class period so you have time to sort through the cards and ascertain any major trends. A discussion of your students’ misconceptions will give you the opportunity to set a more realistic foundation for your course.

2. Give your students a paper-and-pencil test concerning common misconceptions in psychology. Griggs and Ransdell (1987) identified a set of 15 misconceptions that have received at least 50% true responses in at least two of the four studies cited (Gardner & Dalsing, 1986; Griggs & Ransdell, 1987; Lamal, 1979; Vaughan, 1977). Their list of 15 misconceptions can be obtained from Teaching of Psychology at http://www.leaonline.com/doi/pdf/10.1207/s15328023top1404_4 for a fee (check to see if your institution has a subscription). You can use all of them or merely a sample. The items are rank ordered from those most often rated as true to those least often rated as true. Remember, however, that even the lowest ranked items still received at least 50% true responses in at least two studies.


Should your students become distressed over endorsing a high percentage of these items as true, you can point out that Griggs and Ransdell (1987) found that students who had taken a high school psychology course performed no better on this test than students who had not taken such a course. Also, Gardner and Hund (1983) found that faculty members (primarily those teaching subjects other than social science and those with MA degrees) found this test to be a difficult task. Psychology is a difficult subject that deals with controversial topics. Challenge your students to question what they read and not to blindly accept “facts” at face value. Gardner, R. M., & Dalsing, S. (1986). Misconceptions about psychology among college students. Teaching of Psychology, 13, 32–

34. Gardner, R. M., & Hund, R. M. (1983). Misconceptions of psychology among academicians. Teaching of Psychology, 10, 20–22. Griggs, R. A., & Ransdell, S. E. (1987). Misconceptions tests or misconceived tests? Teaching of Psychology, 14, 210–214. Lamal, P. A. (1979). College students’ common beliefs about psychology. Teaching of Psychology, 6, 155–158. Vaughan, E. D. (1977). Misconceptions about psychology among introductory psychology students. Teaching of Psychology, 4,

138–141. LECTURE/DISCUSSION TOPIC: SYSTEMS OF PSYCHOLOGY

Schools of psychology are mentioned, but not really defined, in the text. Most students have no idea what a school of thought is and are not used to having their thought process guided by a theoretical orientation. They expect to receive “black-and- white” answers to their questions about psychology. By explaining schools of thought and theoretical orientations fully, you can better prepare students for the controversies, uncertainties, and gray areas they will encounter as they proceed through the introductory course. Such a presentation should help prepare the students for Theme 2 (Psychology is theoretically diverse) and Theme 4 (Behaviour is determined by multiple causes). Reading the definitions of psychology given by pioneers of the discipline (see “Lecture/Discussion Topic: Student Conceptions of Psychology”) may help students understand that different people have different ideas about concepts as basic as what constitutes psychology. You might liken schools of thought to religious, political, or national systems that are so pervasive that every item of information is interpreted in light of one’s belief system.

Heidbreder (1933) had this view of the subject: Systems of psychology are to be regarded not as statements of scientific knowledge, but as tools by which scientific knowledge is produced; not as accounts of scientific fact, but as means of acquiring scientific fact. They are the scaffolding within which the structure of the science of psychology is being erected, as necessary as the scaffolding and as impermanent; not to be identified with the structure itself, which however could not exist without it. They are the tools by which knowledge is extracted, but as different from knowledge as are the instruments from the ore that they expose. They provide zeal for the work, but are as different from work as inspiration is from production. They offer a specific and sometimes glamorous program of action, but the program is not to be confused with accomplishment. It is difficult to know which to emphasize more: the indispensability of the instrument or the fact that it is an instrument. (pp. 13–14)

Heidbreder listed seven systems of thought in psychology: • Titchener and structuralism • The psychology of William James • Functionalism and the University of Chicago • Behaviourism • Dynamic psychology and Columbia University • Gestalt psychology • Freud and the psychoanalytic movement

You can point out to students that these systems, listed about 60 years ago, have stood the test of time. Almost all

are covered in Chapter 1 of the text.

Heidbreder, E. (1933). Seven psychologies. New York: Appleton-Century-Crofts.


DEMONSTRATION/ACTIVITY: THE STIMULUS ERROR

Wight (1989) developed a teaching activity designed to help students understand the introspective process and some of its pitfalls. As the text points out, structuralist psychology, as conceived by E. B. Titchener, used the method of introspection to study the functioning of the mind. It is easy to define introspection as the method of self-report. But it is much more difficult to carry out the procedure.

Titchener set down some rigid rules for the proper use of introspection: • The introspectionist must be able to determine when the test stimulus has been introduced and when the

process of introspection is to be started. • The introspectionist must be in a state of “strained attention.” • The introspectionist must be able to repeat the observation several times. • The stimuli must be manipulable.

Additionally, Titchener would not allow his subjects to use common, everyday words. The subject was to describe

hues, brightness, and spatial characteristics when introspecting about a new automobile, for example. Words describing the object itself, like “Ford” or “Chevrolet,” were not acceptable. According to Titchener, anyone who used these everyday words committed the “stimulus error.”

Wight’s classroom activity is to let students practice the art of introspection, trying to adhere to all of Titchener’s rules as closely as possible. Give each student a Hershey’s Chocolate Kiss®. Tell the students to unwrap their candy and place it on their tongue (no biting or chewing allowed). Then ask them to describe the “elemental sensations” that they experience. Someone will typically note that the candy is sweet (which is correct). Responses of “chocolate” or “good” are not acceptable, because they are either a description or a value judgment—examples of committing the stimulus error. Other possible responses that are acceptable include “creamy,” “grainy” (if the Kisses are old), and “bitter.”

Wight, R. D. (1989, April). Kissing up to introspection. Presented in Council of Teachers of Undergraduate Psychology Teaching

Activities Exchange at the meeting of the Southwestern Psychological Association, Houston, TX.

DEMONSTRATION/ACTIVITY: PSYCHOLOGISTS’ FAMILY TREES

After learning of the academic genealogy of one or more psychology faculty members, students seem to have a better understanding of psychology’s roots. Hillix and Broyles (1980) undertook a similar exercise by tracing the dissertation directors of psychology professors to construct genealogies of theoretical orientations (see HM 1-2). They traced San Diego State University professors of 1979–80 back to such early pioneers of psychology as Wundt, James, and Stumpf. Asking current faculty members at your school about their dissertation directors and their dissertation directors and so on should soon produce a match with a lineage in Hillix and Broyles’s table. Should your students require additional assistance, you may want to refer them to Boring’s (1950) classic text.

Through the use of personal interviews, correspondence, and telephone calls, students can construct a genealogy for your department’s faculty. This project should not involve a great deal of effort or time. Simply instruct small groups that they are to trace the lineage of a selected faculty member as far back as they can. The students should acquire as much information as possible from faculty at their own school before starting to make telephone calls and writing letters. One or more of the “family trees” constructed by your students should have at its roots one of the founding fathers of psychology.

The results of this project could be duplicated and distributed to the entire class or prepared in a large poster format and displayed in the classroom. You may want to focus only on your own genealogy in class. Ask students to describe the different historical influences that they can identify in the genealogy. Is only one school of thought represented in your own background, or do different historical influences appear?

If you view this task as too burdensome for your students as a normal class activity, you could use it as a laboratory task or an extra-credit assignment. If these are not possibilities, perhaps your department’s history of psychology class could take on the task (Goodwin, Dingus, & Petterson, 2002; Terry, 1980; Weigel & Gottfurcht, 1972). For other ideas on incorporating history of psychology into the introductory course, see Jim Goodwin’s interview of Ludy Benjamin (1997).

A similar family tree Canadian psychologists could be included as well. (A good starting point could be The Great Canadian Psychology Website at http://www.psych.ualberta.ca/~tcpeters/great_can_ws/). The American family tree is still important because of so many schools of thought that affect psychology worldwide.

Boring, E. G. (1950). A history of experimental psychology (2nd ed.). New York: Appleton-Century-Crofts.


Goodwin, C. J. (1997). The vital role of psychology’s history in introductory courses: An interview with Ludy T. Benjamin, Jr. Teaching of Psychology, 24, 218–221.

Goodwin, C. J., Dingus, M., Petterson, S. (2002). The genealogy project: Tracing academic roots in the history and systems course. Teaching of Psychology, 29, 61-63.

Hillix, W. A., & Broyles, J. W. (1980). The family trees of American psychologists. In W. G. Bringmann & R. D. Tweney (Eds.), Wundt studies: A centennial collection (pp. 422–434). Toronto: C. J. Hogrefe.

Terry, W. S. (1980). Tracing psychologists’ “roots”: A project for history and systems course. Teaching of Psychology, 7, 176–177. Weigel, R. G., & Gottfurcht, J. W. (1972). Faculty genealogies: A stimulus for student involvement in history and systems.

American Psychologist, 27, 981–983. LECTURE/DISCUSSION TOPIC: B. F. SKINNER

Few contemporary psychologists have had the impact of B. F. Skinner. His death may mark a new era in psychology, in which no individual has such an enormous influence on the field. Unfortunately, his passing also leaves the discipline without a major figure who is recognized by the population at large. Students may find a focus on Skinner and his work interesting simply because he lived recently and continued to influence the discipline in recent years, unlike the other historical figures portrayed in Chapter 1. Ask students if they have heard of B. F. Skinnner and what they have heard about him and his work. The discussion about how research can be misunderstood and misinterpreted can lead into some of the sources below.

Because of Skinner’s relatively recent death (compared to other figures in Chapter 1), many retrospectives of his life and work are available. If you are not very familiar with his work, you can consult the following sources:

• The November 1990 issue of American Psychologist contains an “Editorial Tribute to Skinner” (p. 1203), the text of Skinner’s citation for Outstanding Lifetime Contribution to Psychology (p. 1205), and Skinner’s keynote address to the American Psychological Association (“Can Psychology Be a Science of Mind?”), presented on August 10, 1990, only eight days before his death (pp. 1206–1210).

• The November 1992 issue of American Psychologist focused on Skinner’s contributions to psychology and society. This issue contains 24 articles on Skinner’s work and its various applications.

• The October/November 1990 issue of Science Agenda, published by the Science Directorate of the American Psychological Association, published a transcript of an interview with Skinner on National Public Radio, which was broadcast on July 27, 1990 (pp. 10–12).

• APA sells a videotape of Skinner’s 1990 keynote address to the APA, as well as audiotapes of earlier Skinner presentations. Audiotapes available include “Whatever Happened to Psychology as a Science of Behavior?” “The Operant Side of Behavior Therapy,” “The Origins of Cognitive Thought,” “The Behavior of Organisms at Fifty,” “Cognitive Psychology: What’s Inside?” “Programmed Instruction Revisited,” “What Is Wrong with Daily Life in the Western World?” and “Keynote: Lifetime Scientific Contribution Remarks.” The videotape and audiotapes may be ordered from:

Order Department American Psychological Association 750 First Street, NE Washington, DC 20002-4242

For further information concerning B. F. Skinner’s views, consult Nye (1992). Nye, R. D. (1992). The legacy of B. F. Skinner: Concepts and perspectives, controversies and misunderstandings. Pacific Grove,

CA: Brooks/Cole.


LECTURE/DISCUSSION TOPIC: ANIMAL RESEARCH

In discussing behaviourism’s contribution to the rise of animal research, the text mentions control as the primary reason that researchers use animals as subjects. What does “control” mean in the area of animal research? Students may be likely to assume that it means researchers can use cruel procedures that they would not use with humans. Students need to learn that other factors make animals good research subjects, such as similarity to human physical structures, faster reproduction rates (for new generations) than humans, and fewer extraneous variables. Also, the behaviourists strongly believed that through their animal experiments they were going to discover general laws that would apply to all organisms equally, so there was really no difference whether a researcher used animals or humans. Many principles from animal research, primarily behavioural research, are used in applied settings, notably educational and therapy settings. See Chapter 2 in this manual for more ideas for dealing in class with the issue of animal research. DEMONSTRATION/ACTIVITY: PSYCHOLOGICAL PERSPECTIVES

Choose a current event of some prominence, one that the majority of students will have heard about. A bizarre crime or public scandal may be a good choice. Ask students to hypothesize about the reasons for the person’s behaviour. An example would be to ask why Ben Johnson jeopardized his future as a sprinter by taking performance enhancing steroids. Another example would be to ask why Janet Gretzky would risk ruining her reputation and her husbands hockey career by taking part in illegal gambling. After you get a few answers, ask the students to explain the behaviour from the perspective of Skinner or Watson, Freud, and Rogers. Ask students to focus on the motives behind the behaviour and how they might have developed.

You can accomplish several objectives with this exercise: • Describing a single event from different viewpoints allows students to quickly grasp the similarities and

differences among the perspectives. • Describing an event in terms of a theoretical perspective forces students to think carefully and critically rather

than jump to a conclusion. • Contrasting their first answers with their theoretical answers allows students to see that their thinking about

behaviour and its antecedents may be somewhat simplistic. • Participating in this exercise shows students the validity of Theme 2 (Psychology is theoretically diverse).

DEMONSTRATION/ACTIVITY: PSYCHOLOGY IN CANADA AND WORLDWIDE

On the first or second day of classes, students can introduce themselves and say what country they are from. This can be done orally or by putting sticky tabs on a world map. If they were born locally, then they should tell what country their parents or grandparents were from. This makes everyone aware of the international makeup and influences in Canadian classes. Students could then do a search in the PsycINFO database for research done in their country of origin to see if it differs from research interests in Canada and the United States (see the next “Demonstration/Activity: Practising the Research Process”). They could share the information orally in class, or do a short write-up. The topic of psychology in Canada could also be part of the family history of some department members, as mentioned earlier in “Demonstration/Activity: Psychologists’ Family Trees”. The discussion of the international nature of the class can lead to discussion about bullying as it relates to racism or national prejudices in students’ own experiences. Students could divide into groups based on the continent they or their family comes from and discuss bullying. This activity ties into the impact of diversity in Canada and ethnic ancestry by generational status (see Figure 1.4 in the text). Most students have seen or heard of bullying at their schools. They can relate their experiences to the research in the text, and look at similarities and differences. Students could use this topic to find other research done on bullying to present in class.


DEMONSTRATION/ACTIVITY: PRACTISING THE RESEARCH PROCESS We feel it is a valuable process for students to do database searches, find academic journal articles, and present them in class. The library in your college or university may do library orientations for students to become comfortable using PsycINFO and other full-text online databases. Students can do an APA reference and an annotated bibliography to hand to you before they present their article(s). The goal is to get them to think about their interests, find related research, read it, put it in their own words, and present to their classmates in an interesting way. They then encourage discussion of the research. This need only take 5 to 15 minutes of class time. The written bibliography is handed in first. Make your comments on it and give it back as soon as the student is finished. Immediate feedback! Students’ oral presentation skills improve rapidly if you don’t allow them to read from notes. They should be familiar enough to tell in their own words what the article is about. They should also be able to formulate some simple discussion openers. LECTURE/DISCUSSION TOPIC: PSYCHOLOGY COMES OF AGE AS A PROFESSION

Today, the public tends to think of psychologists as practitioners rather than scientists or academics. Your students may share this stereotype. To get a better idea of their picture of psychologists, refer to the data you collected about students’ expectations of topics to be covered in the course (see “Lecture/Discussion Topic: Student Conceptions of Psychology”).

If your students are like most, you will need to point out that in the past most psychologists were academicians and researchers and that the emergence of practising psychologists has been rather recent. In “The Changing Face of American Psychology,” Howard et al. (1986) shed some interesting light on the makeup of the profession. These researchers found a dramatic rise in the number of PhDs granted in the Health Service Provider subfield and a decline in the Academic/Research subfield, beginning only in 1972. They also found that the American Psychological Association has become more appealing to professional psychologists than to academics and researchers. This split within APA led academics and researchers to establish the American Psychological Society. A similar shift of focus lead to the formation of the Canadian Society for Brain, Behaviour and Cognitive Science (CSBBCS), as distinct from the Canadian Psychological Society (CPA). By 1991, 1879 applied psychology doctorates (clinical, counselling, school) were awarded in the United States of the total of 3240; only 194 were awarded in the fields of experimental, physiological, and comparative psychology (Pion et al., 1996). Ask students to discuss the potential problems for psychology if the applied and scientific sides of the discipline continue to drift apart. For example, where will the data come from for efficacy studies of different therapeutic treatments?

Howard et al. (1986) also provided interesting information about the gender distribution for PhDs in psychology and for undergraduates who are majoring in psychology. Since 1976, the number of women awarded PhDs had been approaching that of men, and by 1984 the numbers were nearly equal. Similarly, the number of women awarded baccalaureates caught up with that of men in about 1974 and now far surpasses the number of men. Over two-thirds of psychology baccalaureates in the United States were awarded to women in 1982. Pion et al. (1996) reported that women earned 72% of the psychology baccalaureates and 62% of psychology doctorates in the U.S. in the early 1990s. Another library assignment is to check the same data for Canada and also for the most current year available.Boatswain et al. (2001) indicated that women are now in the majority in Canadian graduate programs in psychology. Again, class discussion can focus on the implications of this gender shift for psychology. If, as Keyes and Hogberg (1990) maintained, female-oriented occupations are devalued by society, what does psychology have to look forward to?

Another interesting point: Are these two trends, which seem to have occurred simultaneously, related? Is there any truth to the notion that women are less likely to become scientists? If so, is it possible that the increasing numbers of women in psychology almost dictates an upsurge in the number of psychologists in helping professions? These questions could lead to an interesting discussion of sex-role stereotypes and their impact on behaviour, but you may want to save it for later. Boatswain, S., Brown, N., Fiksenbaum, L, Goldstein, L, Greenglass, E.R., Nadler, E., & Pyke, S. (2001). Canadian

feminist psychology: Where are they now? Canadian Psychology, 42, 276-286. Howard, A., Pion, G. M., Gottfredson, G. D., Flattau, P. E., Oskamp, S., Pfafflin, S. M., Bray, D. W., & Burstein, A. G.

(1986). The changing face of American psychology: A report from the Committee on Employment and Human Resources. American Psychologist, 41, 1311–1327.


Keyes, B. J., & Hogberg, D. K. (1990). Undergraduate psychology alumni: Gender and cohort differences in course usefulness, postbaccalaureate education, and career paths. Teaching of Psychology, 17, 101–105.

Pion, G. M., Mednick, M. T., Astin, H. S., Hall, C. C. I., Kenkel, M. B., Keita, G. P., Kohout, J. L., & Kelleher, J. C. (1996). The shifting gender composition of psychology: Trends and implications for the discipline. American Psychologist, 51, 509–528.

LECTURE/DISCUSSION TOPIC: CAREERS IN PSYCHOLOGY

Because many students come into the course with the view that psychologists provide only clinical or counselling services, you may want to amplify the text’s discussion of seven research areas (developmental, social, experimental, physiological, cognitive, personality, psychometrics) and four professional specialties (clinical, counselling, educational and school, industrial and organizational). Students will probably wonder what makes each of these areas different and unique.

The American Psychological Association published an online brochure, Psychology: Scientific Problem Solvers—Careers for the 21st Century, which specifically addressed most of the areas listed above and mentioned several additional areas. The brochure’s table of contents lists topics of interest to most students in introductory psychology, whether or not their major is psychology: 1. What Psychology Is 2. Job Outlook 3. What Psychologists Do 4. Getting Ready to Work in Psychology 5. APA Resources for Students

Psychology majors are often recruited from the introductory course, so students may benefit from knowing what types of jobs are available for a person with a degree in psychology. The issue of state certification as a psychologist may be of interest to students as well. The brochure covers all of these topics and more: www.apa.org/students/brochure/index.html. There is also a video version of the brochure available for sale online. DEMONSTRATION/ACTIVITY: WHAT TYPE OF PSYCHOLOGIST AM I?

After discussing the research areas and professional specialties in psychology, play a variation on the old game of Twenty Questions. Tell students that you want them to discover what your specialty within psychology is by asking you yes-or-no questions. Their goal is to identify your specialty within 20 questions.

For further drill on this concept, tell students that you are thinking of other psychologists (one at a time), and play Twenty Questions to identify those people’s specialties. Students will soon be able to identify the characteristics that distinguish the various types of psychologists. DEMONSTRATION/ACTIVITY: THE CLINICAL BIAS WITHIN PSYCHOLOGY

Korn and Lewandowski (1981) introduced the term clinical bias to explain why graduate clinical psychology programs have so many more applicants than spaces available. They suggested that “this bias exists because of the popular image of psychologist as clinician, an image which has not been corrected by undergraduate education” (p. 149).

In introducing students to the discipline of psychology, you may want to attempt to dispel this one-sided view of the field. Smith (1982) suggested a clever exercise to illuminate the extent of the problem to your students. First, ask your students to list five traits that are typical of a scientist. Then ask the students to list five traits typical of a psychologist. Have students share their descriptions with the class, or, if shyness overwhelms them, collect the papers and read the descriptions anonymously. The difference between the two groups of adjectives is usually overwhelming; students do not see psychologist and scientist as overlapping terms. At this point, you can use the text’s table of contents to demonstrate the diversity of scientific topics to be covered throughout the semester. Only a few chapters deal with the topics that students expect to see. During the semester, you can continue to stress Theme 1 (Psychology is empirical) to reinforce the point of this demonstration. Korn, J. H., & Lewandowski, M. E. (1981). The clinical bias in the career plans of undergraduates and its impact on students and

the profession. Teaching of Psychology, 8, 149–152.


Smith, G. F. (1982). Introducing psychology majors to clinical bias through the adjective generation technique. Teaching of Psychology, 9, 238–239.

LECTURE/DISCUSSION TOPIC: SEVEN KEY THEMES

Many teachers using the Weiten and McCann text may simply skip over the pages in Chapter 1 devoted to explication of the book’s seven key themes, assuming that students will read them on their own. This is likely a faulty assumption, and it probably shortchanges students as well. Students commonly complain that the introductory psychology course is disjointed, that it does not hold together in any coherent way. Each chapter is seen as separate and distinct from the others. As psychologists, we know that this is not true but typically have a difficult time getting the point across to students. The themes provide a vehicle for presenting a unified concept of psychology to students. If the students learn the themes at this point, you will be able to make some important points throughout the course in a fashion that students more readily understand. Consider the following examples:

• Theme 1: Psychology is empirical. If students understand the necessity for acquiring knowledge through systematic observation rather than intuition, common sense, or speculation, they will better understand some of the difficulties that psychologists have with extrasensory perception. ESP is not covered in the text, but it always comes up when we cover “Variations in Consciousness.” This theme also gives students a better background for understanding some of the problems with Freudian theory.

• Theme 2: Psychology is theoretically diverse. Many students come into the course expecting or wanting “black-and- white” answers to all of their questions about psychology. In many instances, of course, the discipline simply does not provide clear-cut answers. Warn your students that approaching psychology in that manner may blind them to potential solutions to problems. A good example is in Chapter 4, which covers the theories of colour vision. The trichromatic and opponent process theories of colour vision seem contradictory, thus leading to the common question, “Which one is right?” The answer in this case is that both are correct. Careful explanation helps students understand why. Understanding the concept of theoretical diversity paves the way for comprehension of other difficult concepts.

• Theme 3: Psychology evolves in a sociohistorical context. This is another difficult theme for students to understand, often because they have no appreciation of history. If an event didn’t happen in their lifetime, then it must not be important. Clearly, this approach is dangerous, both in psychology and in general. All of us are prone to the “I-knew-it-all-along phenomenon” (Myers, 2002, p. 14). It is much easier to understand the correct answer to a problem than to determine what the correct answer is. In psychology, the “I-knew-it-all-along phenomenon” may occur if one does not appreciate the sociohistorical context of a finding, an experiment, or a theory. For example, students often deride behaviourism in favour of cognitive psychology because it is so obvious, to them, that a strict behaviouristic interpretation of the world simply “can’t be right.” Before they jump to conclusions, it is important for them to understand the context of behaviourism and how much it once dominated thinking in psychology.

• Theme 4: Behaviour is determined by multiple causes. Students often enter introductory psychology with the question “Why does so-and-so do the things that he or she does?” Students are interested in the “cause” of behaviour. Note that we used the word cause in the singular. Students tend to look for a simple answer (one cause) rather than a more complex, but more accurate, answer (multiple causation). To help them understand the concept and importance of multiple causation, ask them why they made the score that they did on their college entrance exam (ACT or SAT). Students often think that their score is too low. They are usually unwilling to consider intelligence or achievement as the sole “cause” of their score. Many attribute their low score to the 8:00 a.m. Saturday testing time. Some attribute it to being ill at the time of taking the exam. You can use students’ ideas about the “cause” of their test score as a springboard for discussing the importance of understanding multiple causation. Another good example of multiple causation is students’ high school or college grade point average. Again, few will feel that their GPA is an accurate indication of their intelligence and will allow that other variables have helped to “cause” that GPA.

• Theme 5: Our behaviour is shaped by cultural heritage. This theme recognizes that the typical coverage of psychology is quite ethnocentric. Although a common definition of psychology is “the science that studies behaviour,” one might assume the definition implies a restricted range of behaviour based on what is typically covered in texts. In terms of coverage, you could argue that psychology must be the “science of Westerners’ behaviour,” “the science of males’ behaviour,” or “the science of Caucasians’ behaviour.” As a discipline,


psychology is attempting to correct these “sins of omission” and address a wide range of diversity issues. The inclusion of this theme will help you address some of those diversity issues throughout the course. You will find this new theme showing up in many of the remaining content chapters, so you can expect to encounter this topic frequently. You should be prepared to make some of your generalities about human behaviour a little less broad than in the past as you encounter this cultural information. Understanding human behaviour, in many cases, requires us to know something about the cultural history and background of the human with whom we are dealing.

• Theme 6: Heredity and environment jointly influence behaviour. Theme 6 is simply a specific extension of Theme 4. If you have convinced your students to accept the notion of multiple causation, it should not be too difficult to convince them that their heredity and their environment are two sources of influence. The simplest example to document is intelligence. Studies of twins have done a great deal to convince psychologists that both nature and nurture have a role in determining intelligence. Figure 9.12 in the text does a good job of showing how both factors influence IQ. (Make sure that students actually understand what the figure shows. Many students are not particularly good at extracting information from graphical displays.) Students will find this topic (heredity versus environment) of great interest if you mention some of the data from recent twin studies. The media initially over-reported some “astounding” similarities between identical twins who were separated early in life (see, for example, Discover, September 1987; Newsweek, November 23, 1987; Readers Digest, March 1988). Also, see the related demonstration in Chapter 12 (“Demonstration/Activity: Sensationalizing Separated-Twin Research”).

• Theme 7: People’s experience of the world is highly subjective. Students tend to be convinced that their own interpretation of the world and its events is the correct one and that everyone either does or should interpret the world in the same way. This erroneous belief will lead students to many misunderstandings in the future and to a blindness to the value of research in psychology. Only when one appreciates the need to overcome subjectivity can one appreciate the research approaches highlighted in Chapter 2 and referred to throughout the introductory course. If you can convince students that even basic perceptions are subjective, you should be able to convince them that complex behaviours built on those perceptions could also be quite subjective. Vokey and Read (1985) have demonstrated that people cannot make any sense of a music or speech recording that is played backward unless they are primed to hear a certain message. Once they have been warned about the message they should hear, virtually all hear it. This demonstration, of course, capitalizes on the recent “backward masking” hype and is quite effective in class. When they originally published the article, if you sent the authors a blank cassette tape, they would send you the appropriate backward and forward passages as well as directions for the demonstration (they may still be willing to fulfill such requests). Request Technical Report No. 85-01. Mail your request and blank tape to: John R. Vokey Department of Psychology University of Lethbridge Lethbridge, Alberta T1K 3M4 Canada

This theme can also be illustrated with “Demonstration/Activity: The Subjectivity of Experience” in this chapter of the manual.

A reminder about the seven key themes: The goal of this approach is to give introductory psychology some unity, some cohesiveness. Providing this sense of unity is difficult if you emphasize the themes in your introductory class meetings and then never mention them again as you go through the course. Students typically cannot pull the course concepts together without help, so it helps if you emphasize the relevant themes as you cover each chapter. The opening topic of each chapter in this manual discusses the set of themes that is relevant to that text chapter. Myers, D. G. (2002). Social psychology (7th ed.). Boston: McGraw-Hill. Vokey, J. R., & Read, J. D. (1985). Subliminal messages: Between the devil and the media. American Psychologist, 40, 1231–1239.


DEMONSTRATION/ACTIVITY:

THE INTERACTION OF HEREDITY AND ENVIRONMENT

Miller (1988) suggested an interesting demonstration of how heredity and environment interact (Theme 6). Miller uses cooking as a metaphor for development, using flour to represent genes and using other ingredients and different cooking methods to represent environmental factors. Different food items (or developmental outcomes) result: Flour + salt + water, when fried on a griddle, yield a flour tortilla. Flour + salt + water, when baked without shortening, yield matzo. Flour + salt + water + yeast, when baked, yield bread. Flour + salt + butter + cocoa + sugar, when baked, yield brownies.

Miller suggested actually mixing the ingredients in class and discussing the developmental process (cooking technique) involved in each case. Then you can pull from a sack the developmental outcome of each interaction. Alternatively (and with less mess), you can conduct the entire demonstration at home and take slides of the various steps in the process.

Miller noted several important outcomes of this demonstration. For example, because of the ingredients used, there are constraints on development: There is no way to end up with meat loaf. Also, you may note that the flour (genes) is not coded for any specific outcome; the outcome depends on the interaction with the environmental factors. Furthermore, the final product cannot be partitioned into inherited and environmental components; there is only a finished product. Finally, the finished product does not allow you to look backward to determine the starting point. “You cannot look at the brownie and see the individual ingredients or the nature of the transactions of those ingredients that occurred throughout the brownie’s ontogeny” (p. 148). Although this demonstration highlights the relationship of heredity and environment, it also makes some points that you can refer to when you cover the chapter on human development. The discussion could also include reference to the international makeup of the class, and how cultural background adds to the outcome. Examples from different cultures could be expanded according to cultures in each class. Miller, D. B. (1988). The nature-nurture issue: Lessons from the Pillsbury doughboy. Teaching of Psychology, 15, 147–149. DEMONSTRATION/ACTIVITY: THE SUBJECTIVITY OF EXPERIENCE

In addition to the Vokey and Read (1985) demonstration on “backward masking,” which appears in “Lecture/Discussion Topic: Seven Key Themes,” you might try a simpler demonstration of the subjective nature of human experience, designed by Nikels (1987). This demonstration requires an audiotape of the word cogitate repeated in a normal tone of voice for 5 to 6 minutes. On the second day of class, tell students that you plan to talk about consciousness and make a few introductory remarks. Then ask students to listen to the tape, writing down every word they hear, remaining serious at all times, and not disturbing others by talking or laughing. Nikels reported a mean of 13.04 words reported by 75 students, with a range from 3 to 28 words. Nikels’s article provided a list of all 978 words and phrases “heard” by his class.

The beauty of this demonstration is the variety of topics that it opens for discussion: Sensory deprivation studies, states of consciousness, projective techniques, and the effects of various states on perception are just a few. Of prime importance is Theme 7 (Our experience of the world is highly subjective). Differences in students’ “perceptions” can be investigated in an attempt to determine what predisposed a student to “hear” a certain word. Be certain not to violate students’ privacy if they are reluctant to share their perceptions with the class; anonymous written lists, turned in to you, may get around this problem. Nikels, K. W. (1987). An introductory demonstration for introductory psychology. In V. P. Makosky, L. G. Whittemore, & A. M.

Rogers (Eds.), Activities handbook for the teaching of psychology: Vol. 2 (pp. 277–280). Washington, DC: American Psychological Association.

Vokey, J. R., & Read, J. D. (1985). Subliminal messages: Between the devil and the media. American Psychologist, 40, 1231–1239.


LECTURE/DISCUSSION TOPIC: IMPROVING ACADEMIC PERFORMANCE

The most important Personal Application section in the text may be the one in Chapter 1. Many undergraduates are not ready to face the rigors of university life. Many do not know how to study. They often confuse running their eyes over the text or over their notes with truly encoding information.

Ask students whether they systematically apply all (or most) of the study techniques suggested in the Chapter 1 Personal Application. Ask them to speculate on the reasons why some students don’t apply effective learning strategies. Discuss possible solutions for each reason they give. Often, students do not even realize that they have poor study habits, so it may be helpful for you to gather some data about their study behaviours. Weiten (2000) developed the study habit questionnaire reproduced in HM 1-3. After you have students complete the questionnaire, there are several ways in which you could use the data, such as discussing approaches to studying in class. A better approach, however, might be to involve students who you already know to be successful students. For example, if you use students as discussion group leaders, having them discuss study habits with their students may lead to students paying more attention than if you, as the teacher, make such a presentation. Regardless of the approach you take, having students think about their study habits is likely to pay dividends for them.

You could use this opportunity to point out the general costs and benefits involved in exercising control over one’s life or to emphasize students’ responsibilities for their own education. Give blank schedules like the one in the text (see HM 1-4) to students. Encourage them to develop their own study schedule and stick to it. Point out that, although work may be important to help them stay in school, if they ignore school in favour of work, they are wasting their time in school.

Point out to students that many of their peers who did not choose to attend university are now out in the “real world,” working and making money. Those peers are typically working 40-hour weeks, whereas the students may be enrolled in 12 to 18 hours of classes. Although this may seem like an “easy” schedule to your students, they need to realize that they will find the term extremely tough if they don’t devote at least 40 hours a week to academics.

You can use “Demonstration/Activity: Active Learning” to reinforce the notion that studying and learning are much more effective if students take an active, rather than a passive, approach. Weiten, W. (2000). Personal explorations workbook for Weiten and Lloyd’s Psychology Applied to Modern Life. Pacific Grove,

CA: Brooks/Cole. DEMONSTRATION/ACTIVITY: ACTIVE LEARNING

As pointed out in “Lecture/Discussion Topic: Improving Academic Performance,” many students do not know how to study when they come to university. They often use such passive strategies as skimming over the text or their notes rather than more active learning strategies. DeRosa (1987) designed an exercise, based on the levels-of-processing notion, that shows students the value of active learning.

To conduct the exercise, you will need two lists of words, like these:

List A List B coin skate shade desk church fork money pitch trunk pocket garden hammer trail flower dress horse clock bank month door paint time belt train deep bird count fire sample move song bureau rain pipe foot magic fish coat short motor metal travel story coal grass soap dinner monkey

Tell the students to rate the words that you read to them, using a 10-point scale of pleasantness, with 1 being very

unpleasant and 10 very pleasant. Ask them to concentrate on the task of rating the pleasantness of each word. Then


read the words in List A at 5-second intervals. After finishing the list, wait for about a minute and then ask students to recall the words they have rated. When they have finished, go through List A again so students can score their ability to recall the words.

For List B, have students note the number of occurrences of the letter e in each word as you read it. If there is no e, they should skip the line. Again, inform them that they must concentrate on the task of counting every e. Read the words at 5-second intervals, stall for a minute, and then have the students score their ability to recall the words.

If you think that recalling the first list will give students a cue for performance on the second list, you could divide the class in half and give each half different instructions (that is, rating pleasantness or counting every e) on a slip of paper. Another variation might be to score students’ ability to recall the words only after both lists have been processed. You might even tell the students ahead of time that you will test their recall of the words.

You will invariably find that students recall more words from the list that they process more actively (pleasantness ratings). Hyde and Jenkins (1969) found that participants recalled about twice as many of the words rated for pleasantness as words used to count the letter e, whether the purpose of the task was spelled out ahead of time or not. Students will typically be impressed that they “learned” so many more words merely by processing them in a different manner. DeRosa, D. V. (1987). How to study actively. In V. P. Makosky, L. G. Whittemore, & A. M. Rogers (Eds.), Activities handbook for

the teaching of psychology: Vol. 2 (pp. 72–74). Washington, DC: American Psychological Association. Hyde, T. S., & Jenkins, J. J. (1969). Differential effects of incidental tasks on the organization of recall of a list of highly associated

words. Journal of Experimental Psychology, 82, 472–481. DEMONSTRATION/ACTIVITY: LEARNING TO TAKE MULTIPLE-CHOICE TESTS

The text provides a list of tips for taking multiple-choice tests (see Chapter 1 Personal Application). Giving your students a chance to put these tips to use may be a positive experience with benefits throughout their university career. Weiten has developed a Testwiseness Scale (TWS) that can be used to illustrate several common flaws in multiple-choice exams (Weiten, Clery, & Bowbin, 1980). A copy of the TWS appears in HM 1-5. The TWS is both reliable (internal reliability coefficients in the .70–.80 range) and valid (scores on the scale correlate with performance on multiple-choice exams). Also, instruction in testwiseness has been found to positively affect TWS scores.

You may wish to administer the TWS twice, before and after you inform the class about the common flaws in multiple-choice items. Or you can divide the class in half, and show one group the flaws, and the other group doesn't see them. Give the TWS and score it. Then show all students the flaws. The scoring and flaws can be on overheads, but you need individual copies of the TWS for each student. Students should then be able to see the effect of testwiseness. This demonstration also works for second and third year students. The eight flaws incorporated into the TWS (Weiten, 2000) appear on TM 1-1 so you can display them to the class.

In the scoring key on page 23, the correct answer for each item and the number of the flaw (from the Transparency Master) that was featured in the item are given. The score on the TWS is the number of items answered correctly. For undergraduates who have not had any training in testwiseness, 17–24 is a high score, 9–16 is an intermediate score, and 0–8 is a low score.

Scoring Key 1. A (5) 5. A (8) 9. D (3) 13. C (4) 17. C (3) 21. C (1) 2. C (6) 6. A (4) 10. A (3) 14. C (7) 18. B (7) 22. B (8) 3. A (5) 7. D (6) 11. C (1) 15. D (2) 19. B (5) 23. D (7) 4. C (2) 8. C (1) 12. A (2) 16. B (8) 20. B (4) 24. D (6)

Weiten, W. (2000). Personal explorations workbook for Weiten and Lloyd’s Psychology Applied to Modern Life. Pacific Grove,

CA: Brooks/Cole. Weiten, W., Clery, J., & Bowbin, G. (1980, September). Testwiseness: Its composition and significance in educational

measurement. Paper presented at the meeting of the American Psychological Association, Montreal.


SUGGESTED READINGS FOR CHAPTER 1

Ash, M. G. (Ed.). (1987). Psychology in twentieth century thought and society. Cambridge, MA: Cambridge University Press. A superb edited volume with chapters on a diverse array of issues in the history of psychology.

Benjamin, L. T. (Ed.). (1988). A history of psychology: Original sources and contemporary research. New York: McGraw-Hill. A collection of original articles by such influential thinkers as Wundt, James, Galton, Hall, Cattell, Watson, Skinner, Freud, and many others, with excellent introductions by Benjamin.

Boring, E. G. (1950). A history of experimental psychology. New York: Appleton-Century-Crofts. The classic text on the history of psychology, which has been read by thousands upon thousands of undergraduate and graduate students. It provides particularly strong coverage of psychology’s intellectual roots in the 18th and 19th centuries.

Buxton, C. E. (Ed.). (1985). Points of view in the modern history of psychology. Orlando, FL: Academic Press. An excellent edited volume with strong chapters on functionalism, behaviorism, Gestalt psychology, and psychoanalysis.

Gilgen, A. R. (1982). American psychology since World War II: A profile of the discipline. Westport, CT: Greenwood Press. Focuses on recent events in the history of psychology, which most other history books ignore.

Hilgard, E. R. (1987). Psychology in America: A historical survey. San Diego: Harcourt Brace Jovanovich. A thorough overview of psychology’s evolution in America, written by a scholar who personally knew many of the leading figures in the field. Organized by subfields of psychology, this book is saturated with fascinating anecdotes about influential early psychologists.

Kimble, G. A., & Schlesinger, K. (Eds.). (1985). Topics in the history of psychology (Vols. 1–2). Hillsdale, NJ: Erlbaum. A two-volume collection of overviews of progress in specific subfields of psychology. The chapters are very uneven in quality and level, but many contain useful information.

Longman, D. G., & Atkinson, R. H. (1991). College learning and study skills. St. Paul, MN: West. Discusses a variety of issues related to academic success (planning curriculum, choosing a major, writing papers), as well as study techniques. There are many sound books designed to enhance students’ study skills, but this one stands out as one of the finest.

Scarborough, E. S., & Furumoto, L. (1987). Untold lives: The first generation of American women psychologists. New York: Columbia University Press. A very interesting look at the careers of various female pioneers in psychology, whose contributions to the field have often been overlooked.

Watson, R. I. (1978). The great psychologists. Philadelphia: Lippincott. Provides well-written profiles of most of psychology’s early intellectual giants, including Wundt, Binet, and James.

Wertheimer, M. (1987). A brief history of psychology. New York: Holt, Rinehart & Winston. A very brief, accessible overview of the contours of psychology’s history. The book includes excellent sketches of the major schools of thought that shaped psychology’s growth.

Woods, P. J., & Wilkinson, C. S. (Eds.). (1987). Is psychology the major for you? Washington, DC: American Psychological Association. A very readable book that discusses the pros and cons of majoring in psychology.


COPYRIGHT © 2010 Nelson Education Ltd.

HANDOUT MASTER 1-1: PRETEST OF PSYCHOLOGICAL KNOWLEDGE

Read each statement below and decide whether you think it is true or false.

___ 1. People of high intelligence are more likely to suffer mental illness than people of average

intelligence.

___ 2. The people who threaten suicide are rarely the ones who actually commit suicide.

___ 3. Drug addiction is a major cause of violent crimes, such as murder.

___ 4. Most cases of colour blindness can be cured by diet.

___ 5. Competition is instinctive in human nature.

___ 6. Alcohol, taken in proper dosage, is a stimulant to clear thinking.

___ 7. The study of mathematics improves the ability to solve nonmathematical problems.

___ 8. Slow learners remember what they learn better than fast learners.

___ 9. Cats can see in complete darkness.

___ 10. When physicians refer to an illness as psychosomatic, they mean that the symptoms exist only in

the patient’s imagination.

___ 11. The image of the moon is magnified by the atmosphere when the moon is low in the sky.

___ 12. When hypnotized, people can be made to perform feats of strength that would ordinarily be

impossible.

___ 13. Intelligence is completely inherited from one’s parents.

___ 14. If your car breaks down, you are more likely to get help from a passerby on a busy highway than on

a lightly traveled country road.

___ 15. Punishment is the most effective way to reinforce the learning of new habits.

___ 16. A one-eyed man could not land an airplane effectively.

From “True/False Quiz for Intro Psychology,” adapted by R. M. Bragiel, October 1990. Paper presented at the Mid-America Conference for Teachers of Psychology, Evansville, IN. Reprinted by permission.



HANDOUT MASTER 1–2: AMERICAN PSYCHOLOGISTS’ FAMILY TREES

This “family tree” reads from left to right. For example, G. S. Hall and J. R. Angell were students of William James; L. M. Terman was Hall’s student, and so on. The first date under each name is the year the PhD was awarded; the others are life dates. The names of San Diego State University faculty (1979–1980) are italicized. Wilhelm Wundt H. Münsterberg R. M. Yerkes C. Louttit J. B. Rotter H. M. Schroder J. W. McDavid H. Harari (1856; 1832-1920) (1885; 1863-1916) (1902; 1876-1956) (1928; 1901-1956) (1941; 1916- ) (1954; 1923- ) (1957; 1933- )

(1964; 1925- )

K. Spence D. Ehrenfreund P. Badia R. H. Defran (1933; 1907-1967) (1947; 1917- ) (1961; 1930- ) (1971; 1943- )

M. U. Eninger R. Penn (1949; 1920- ) (1955; 1926- )

K. Dunlap J. C. Coleman J. R. Smith (1903; 1875-1949) (1942; 1914- ) (1955; 1924- )

B. T. Baldwin B. L. Wellman G. G. Thompson M. Powell N. Kass (1905; 1875-1928) (1925; 1895-1952) (1941; 1914- ) (1952; 1924- ) (1960; 1934- )

R. M. Elliot K. MacCorquodale E. Segal (1913; 1887-1969) (1946; 1919- ) (1958; 1932- )

J. M. Cattell R. S. Woodworth H. E. Jones D. T. Campbell B. E. Collins F. W. Hornbeck (1886; 1860-1944) (1899; 1869-1962) (1923; 1894-1960) (1947; 1916- ) (1963; 1937- ) (1969; 1940- )

A. T. Poffenberger H. E. Garrett M. C. Sand (1912; 1885- ) (1923; 1894-1973) (1939; 1913- )

J. P. Seward C. K. Staats R. L. Karen (1931; 1905- ) (1957; 1931- ) (1965; 1925- )

W. F. Dearborn L. Carmichael K. U. Smith C. T. Morgan F. A. King R. Plotnick (1905; 1878-1955) (1924; 1898-1973) (1935; 1907- ) (1939; 1915- ) (1956; 1925- ) (1966; 1936- )

E. L. Thorndike H. A. Toops H. A. Edgerton E. S. Bordin D. Rigler J. J. Spinetta (1898; 1874-1949) (1921; 1895-1972) (1928; 1904- ) (1942; 1913- ) (1956; 1921- ) (1972; 1938- )

V. A. C. Henmon C. L. Hull C. Hovland F. D. Sheffield G. Mandler M. Borges (1905; 1877-1950) (1918; 1884-1952) (1936; 1912-1961) (1946; 1914- ) (1953; 1924- ) (1973; 1940- )

J. L. Freedman J. Price (1961; 1937- ) (1971; 1944- )

K. H. Kurtz S. Mollenauer (1953; 1928- ) (1968; 1942- )

H. Yamaguchi J. M. Grossberg (1949; 1921- ) (1956; 1927- )

F. Graham J. Brown (1942; 1918- ) (1975; 1947- )

E. W. Scripture C. E. Seashore J. H. Tiffin D. Lewis A. M. Barch J. R. Levine (1891; 1864-1945) (1895; 1866-1949) (1930; 1905- ) (1933; 1902-1972) (1952; 1924- ) (1964; 1934- )

G. D. Stoddard D. D. Feder W. D. Kinnon (1925; 1897- ) (1934; 1910- ) (1955; 1927- )

C. Buxton W. Grings H. Kimmel R. Yaremko (1937; 1912- ) (1946; 1918- ) (1958; 1927- ) (1969; 1943- )

E. B. Titchener W. B. Pillsbury C. R. Brown R. J. Anderson E. F. O’Day, Jr. (1892; 1867-1927) (1896; 1872-1960) (1928; 1892- ) (1950; 1918- ) (1956; 1925- )

M. Bentley J. McVicker Hunt R. H. Schulte (1898; 1870-1955) (1933; 1905- ) (1964; 1938- )

G. M. Stratton O. L. Bridgman O. J. Kaplan (1896; 1865-1957) (1915; 1886-1974) (1940; 1915- )

J. W. MacFarlane F. G. Orr C. L. Winder L. C. Johnson (1922; 1894- ) (1948; 1919- ) (1949; 1921- ) (1954; 1925- )

W. Hunrichs (1955; 1924- )

D. Byrne R. D. McDonald (1958; 1931- ) (1962; 1933- )

R. Pintner D. G. Paterson W. A. Owens B. Bryson (1913; 1884-1942) (1915; 1892-1961) (1940; 1914- ) (1970; 1943- )

J. J. Jenkins C. F. Dicken


(1950; 1923- ) (1957; 1929- ) H. Rosen W. K. Graham (1957; 1922- ) (1966; 1939- )

William James G. S. Hall L. M. Terman D. G. Marquis J. W. Atkinson W. A. Scott R. Heslin J. B. Bryson (1869; 1842-1910) (1878; 1844-1924) (1905; 1877-1956) (1932; 1908- ) (1950; 1923- ) (1954; 1926- ) (1966; 1936- )

(1970; 1943- )

M. Merrill James C. W. Eriksen T. J. Spencer D. Saccuzzo (1923; 1888- ) (1950; 1923- ) (1968; 1940- ) (1973; 1947- )

G. L. Paul A. J. Litrownik (1964; 1935- ) (1971; 1945- )

J. R. Angell J. Peterson L. H. Lanier L. Karlin P. Bakan B. T. Leckart (1893; 1869-1949) (1907; 1878-1935) (1926; 1903- ) (1950; 1917- ) (1954; 1928- ) (1965; 1940- )

L. L. Thurstone P. Horst E. F. Alf (1917; 1887-1955) (1931; 1903- ) (1956; 1928- )

H. A. Carr W. T. Heron R. B. Loucks F. P. Leukel (1905; 1873-1954) (1924; 1897- ) (1930; 1908- ) (1955; 1922- )

M. E. Bunch M. H. Marx W. A. Hillix (1934; 1902- ) (1943; 1919- ) (1958; 1927- )

Carl Stumpf M. Meyer A. P. Weiss S. Renshaw L. I. O’Kelly J. W. Koppman (1868; 1848-1936) (1896; 1873-1967) (1916; 1879-1931) (1925; 1892- ) (1939; 1913- ) (1963; 1934- )

O. C. Irwin M. A. Wenger K. B. Little C. Nakamura M. J. Rodin (1929; 1891- ) (1935; 1907- ) (1951; 1918- ) (1956; 1921- ) (1960; 1936- )

C. C. Spiker G. N. Cantor L. Fenson (1951; 1925- ) (1954; 1927- ) (1968; 1940- )

K. Lewin D. P. Cartwright H. H. Kelly P. A. Gallo, Jr. (1914; 1890-1947) (1940; 1915- ) (1948; 1921- ) (1963; 1935- )

L. Festinger A. R. Cohen R. Baron J. P. Sheposh (1942; 1919- ) (1953; 1927-1963) (1963; 1936- ) (1967; 1933- )

H. S. Langfeld G. Allport L. W. Doob I. L. Child J. Grosslight R. Radlow (1909; 1877-1958) (1922; 1897-1967) (1934; 1909- ) (1939; 1915- ) (1947; 1921- ) (1955; 1929- )

S. Feshbach R. D. Singer R. M. Kaplan (1951; 1925- ) (1960; 1931- ) (1972; 1947- )

R. L. Feierabend (1955; 1926- )

J. R. P. French, Jr. B. Raven S. Himmelfarb R. G. Graf (1940; 1913- ) (1953; 1926- ) (1964; 1937- ) (1968; 1941- )

Benno Erdmann R. Dodge E. Hilgard M. Smith R. C. Harrison (1873; 1851-1921) (1896; 1871-1942) (1930; 1904- ) (1947; 1917- ) (1955; 1921- )

R. C. Fagot E. Lynn (1956; 1921- ) (1965; 1928- )

Alexus Meinong F. Heider J. M. Sattler (1878; 1853-1920) (1920; 1896- ) (1959; 1931- ) George A. Coe G. B. Watson C. R. Rogers V. C. Raimy S. M. McCordick (1891; 1862-1951) (1925; 1899- ) (1931; 1902- ) (1943; 1913- ) (1969; 1941- )

A. W. Combs E. L. Cowen A. E. Jones L. R. Franzini (1945; 1912- ) (1950; 1926- ) (1957; 1929- ) (1968; 1941- )

William McDougall W. F. Vaughan A. I. Rabin W. R. Stevens (1898; 1871-1938) (1926; 1901-1962) (1939; 1912- ) (1958; 1925- ) Francis M. Urban S. W. Fernberger J. A. Gengerelli C. E. Parker (1902; 1878-1964) (1912; 1887-1956) (1928; 1905- ) (1966; 1933-1978) Earnest A. Hooten S. L. Washburn D. G. Lindburg P. A. Scollay (1911; 1887-1954) (1940; 1911- ) (1967; 1932- ) (1970; 1944- ) Henry A. Murray S. Rosenzweig S. Sarason M. C. Hillyard (1927; 1893- ) (1932; 1903- ) (1942; 1919- ) (1971; 1942- )

D. W. MacKinnon T. T. Psomas (1933; 1903- ) (1957; 1931- )

From “The Family Trees of American Psychologists,” by W. A. Hillix and J. W. Broyles. In W. G. Bringman and R. D. Tweney (Eds.), Wundt Studies: A Centennial Collection. Copyright © 1980 by Hogrefe & Huber Publishers, Box 2487, Kirkland, WA. Reprinted by permission.



HANDOUT MASTER 1–3: STUDY HABITS QUESTIONNAIRE

Do you usually complete your class assignments on time? YES

NO Do you usually find time to prepare adequately for your exams? YES NO Do you frequently delay schoolwork until the last minute? YES NO When do you usually study (mornings, evenings, weekends, etc.)? Do you write out and follow a study schedule? YES NO Are your study times planned for when you’re likely to be alert? YES NO Do you allow time for brief study breaks? YES NO Where do you usually study (library, kitchen, bedroom, etc.)? Do you have a special place set up for studying and nothing else? YES

NO What types of auditory, visual, and social distractions are present in your study areas? Can you suggest any changes to reduce distractions in your study areas? From Personal Explorations Workbook for Weiten and Lloyd’s Psychology Applied to Modern Life (p. 7), by W. Weiten, 2000, Pacific Grove, CA: Brooks/Cole.



HANDOUT MASTER 1–4: WEEKLY ACTIVITY SCHEDULE

Monday

Tuesday Wednesday

Thursday

Friday

Saturday

Sunday

8 a.m.

9 a.m.

10 a.m.

11 a.m.

noon

1 p.m.

2 p.m.

3 p.m.

4 p.m.

5 p.m.

6 p.m.

7 p.m.

8 p.m.

9 p.m.

10 p.m.

11 p.m.

midnight



HANDOUT MASTER 1–5: TESTWISENESS SCALE

Below you will find 24 history questions for which you are not expected to know the answers. However, you should be able to make a good guess for each of the questions if you can spot the flaws that exist in them. Each question is flawed in some way so as to permit solution by testwise examinees. Circle what you think is the correct alternative for each item. 1. The Locarno Pact

a. is an international agreement for the maintenance of peace through the guarantee of national boundaries of France, Germany, Italy, Belgium, and other countries of Western Europe.

b. allowed France to occupy the Ruhr Valley. c. provided for the dismemberment of Austria-Hungary. d. provided for the protection of Red Cross bases during wartime.

2. The disputed Hayes-Tilden election of 1876 was settled by an

a. resolution of the House of Representatives. b. decision of the United States Supreme Court. c. Electoral Commission. d. joint resolution of Congress.

3. The Factory Act of 1833 made new provisions for the inspection of mills. This new arrangement was important

because a. the inspectors were not local men and therefore they had no local ties that might affect the carrying-out of

their job; they were responsible to the national government rather than to the local authorities; and they were encouraged to develop a professional skill in handling their work.

b. the inspectorate was recruited from the factory workers. c. the inspectors were asked to recommend new legislation. d. the establishment of the factory inspectorate gave employment to large numbers of the educated middle class.

4. The Ostend Manifesto aimed to

a. discourage Southern expansionism. b. prevent expansion in the South. c. aid Southern expansionism. d. all of the above

5. The august character of the work of Pericles in Athens frequently causes his work to be likened to that in Rome of

a. Augustus b. Sulla c. Pompey d. Claudius 6. The Webster-Ashburton Treaty settled a long-standing dispute between Great Britain and the United States over

a. the Maine boundary. b. numerous contested claims to property as well as many other sources of ill will. c. damages growing out of the War of 1812 and subsequent events. d. fishing rights on the Great Lakes and in international waters.

7. Men who opposed the “Ten Hour Movement” in British factory history

a. was a leader in the dominant political party. b. is convinced that shorter hours of work are bad for the morals of the laboring classes. c. is primarily motivated by concern for his own profits. d. were convinced that intervention would endanger the economic welfare of Britain.


8. The career of Marius (157–86 B.C.), the opponent of Sulla, is significant in Roman history because a. he gave many outstanding dinners and entertainments for royalty. b. he succeeded in arming the gladiators. c. he showed that the civil authority could be thrust aside by the military. d. he made it possible for the popular party to conduct party rallies outside the city of Rome.

9. The Locarno Pact

a. was an agreement between Greece and Turkey. b. gave the Tyrol to Italy. c. was a conspiracy to blow up the League of Nations building at Locarno. d. guaranteed the boundary arrangements in Western Europe.

10. The first presidential election dispute in the United States to be settled by an appointed Electoral Commission was

a. the Hayes-Tilden election. b. the Jefferson-Madison election. c. the John Quincy Adams–Henry Clay election. d. the Garfield-McKinley election.

11. The first of the alliances against the “Central Powers” that ended in World War I is to be found in

a. the defensive treaty between China and Japan. b. the dual alliance of Mexico and the United States. c. the dual alliance of France and Russia. d. India’s resentment toward the Boer War, and her ensuing alliance with Japan.

12. The Proclamation of 1763

a. forbade colonists to settle territory acquired in the French and Indian wars. b. encouraged colonists to settle territory acquired in the French and Indian wars. c. provided financial incentives for settlement of territory acquired in the French and Indian wars. d. all of the above

13. About what fraction of the 1920 population of the United States was foreign-born?

a. less than 5% b. between 14% and 28% c. 25% d. between 30% and 50%

14. The Alabama claims were

a. all settled completely and satisfactorily. b. claims against Jefferson Davis for seizure of all of the property in the state during wartime. c. claims of the United States against Great Britain. d. claims of every citizen of Alabama against every citizen of Georgia.

15. During the Italian Renaissance

a. the papacy gained political power. b. there were frequent changes in government. c. the papacy became more important in Italian political affairs. d. all of the above

16. The 12th century was distinguished by a “real European patriotism” that expressed itself in

a. the flowering of lyrical and epical poetry in the vernacular. b. great patriotic loyalty to the undivided unit of European Christendom. c. recurring attempts to form a world with a centralized administration. d. proposals to remove the custom barriers between the different countries of the time.


17. The dispute between Great Britain and the United States over the boundary of Maine was settled by a. the Treaty of Quebec. b. the Treaty of Niagara. c. the Webster-Ashburton Treaty. d. the Pendleton-Scott Treaty.

18. In the Dartmouth College case the United States Supreme Court held

a. that the courts had no right under any circumstance ever to nullify an Act of Congress. b. that a state could not impair a contract. c. that all contracts must be agreeable to the state legislature. d. that all contracts must inevitably be certified.

19. The accession of Henry VII marked the close of the

a. Crusades. b. War of the Roses, between rival factions of the English nobility. c. Hundred Years’ War. d. Peasants’ Revolt.

20. The Magna Carta was signed

a. before the Norman invasion. b. in 1215. c. after the opening of the 17th century. d. about the middle of the 14th century.

21. The Progressive Party in 1912

a. favored complete protective tariffs. b. favored an appointed Congress. c. favored the creation of a nonpartisan tariff commission. d. favored the restriction of the ballot to certain influential persons.

22. The first systematic attempt to establish the Alexandrian synthesis between Christian religious belief and Greek

civilization was undertaken at a. Rome. b. Alexandria. c. Athens. d. Jerusalem.

23. The Bland-Allison Act

a. made all forms of money redeemable in silver. b. standardized all gold dollars in terms of silver and copper. c. made none of the paper money redeemable in silver. d. directed the Treasury Department to purchase a certain amount of silver bullion each month.

24. The famed Bayeaux Tapestry is a

a. enormous re-creation of the Magna Carta scene. b. extremely large impression of the Edict of Nantes. c. immense picture of the Battle of Tours. d. large representation of the Norman Conquest of England.

From Testwiseness: Its Composition and Significance in Educational Measurement, by W. Weiten, J. Clery, and G. Bowbin, September 1980. Presented at the meeting of the American Psychological Association, Montreal (reprinted from Personal Expolorations Workbook for Weiten and Lloyd’s Psychology Applied to Modern Life (pp. 3–5), by W. Weiten, 2000, Pacific Grove, CA: Brooks/Cole).



TRANSPARENCY MASTER 1-1: COMMON FLAWS IN MULTIPLE-CHOICE ITEMS

FLAW #1 The incorrect options are highly implausible.

FLAW #2 Equivalence and/or contradictions among options allow one to eliminate the incorrect options.

FLAW #3 Content information in other items provides the answer.

FLAW #4 The correct option is more detailed and/or more specific than all the other options.

FLAW #5 The correct option is longer than all of the other options.

FLAW #6 There is grammatical inconsistency between the stem and the incorrect options but not the correct option.

FLAW #7 The incorrect options include certain key words that tend to appear in false statements (such as always, must, never, and so on).

FLAW #8 There is a resemblance between the stem and correct option but not the incorrect options. From Personal Explorations Workbook for Weiten and Lloyd’s Psychology Applied to Modern Life (p. 4), by W. Weiten, 2000, Pacific Grove, CA: Brooks/Cole.

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