Picture credit: Stock image: Woman shouting at a man. 

Presentation: One of the things I've learned, which we discussed, is that "common sense" is often wrong, especially when it comes to psychology. People tend to believe things that feel true, even if the research says otherwise. An Example was the idea that "women talk more than men," which turns out to be a myth. A study actually showed that men and women talk about the same amount each day. This made me realize how easily social stereotypes can shape our thinking, even if they lack factual backing.

Figure 12.22 Women now have many jobs previously closed to them, though they still face challenges in men-dominated occupations. (credit: "The National Guard"/Flickr) 

The Text: Sexism is prejudice and discrimination toward individuals based on their sex. Typically, sexism takes the form of men holding biases against women, but anyone can show sexism toward their own or the other sex. Sexism includes people’s expectations for how members of a gender group should behave. For example, women are expected to be friendly, passive, and nurturing. When women act in an unfriendly, assertive, or neglectful manner, they often are disliked for violating their gender role (Rudman, 1998). Women are usually told they "Talk too much," and mostly just because they are a female. We now know that the statement is a myth, and it's just people being sexist towards women specifically. 

Do women really talk more than men? Scientists have a surprising answer in huge new replication study.

Artifact: This article breaks down the results of studies showing that men and women speak about the same number of words per day. It challenges a widespread belief and ties into the theme of how social assumptions and sexism affect our thinking. The results show that both men and women discuss similar topics. This is still a hot topic that will always get a mix of different opinions. We know that if you stick to the fact's sexism might one day disappear from people's social assumptions. 

Photo credit: https://practicalpie.com/wp-content/uploads/2021/11/the-monster-study.jpg.

The Presentation: This week, we learned about a study called the Monster Study. It is a stuttering experiment done on orphaned children in 1939 by a man named Wendell Johnson. In the study, the researchers told some of the children that they had a stutter even though they did not. Telling the children this made some of them actually develop anxiety and speech problems. Learning about this study really shocked me and made me realize how powerful words can truly be, especially when the words come from adults or people with authority. I chose this topic because it made me think about how easily children can be coerced into thinking anything. I truly understand why we now have extremely strict rules to protect children in research. 

Photo credit: Evaluating Sources and Research Methods - Lectures: Principles of Psychology - PSY.200.N04C.FA25.

The Text: Something that stood out to me about the Monster Study was the importance of researchers treating people, especially children, with respect. All Participants should be treated with care and respect. The study aimed to determine whether stuttering is a learned behavior or an innate trait. Unfortunately, it ended up causing real harm to the children who were told they had a stuttering problem when they didn’t. Some of the children became quiet, withdrawn, and even developed speech issues just because of how they were treated. It made me realize how powerful words and labels can be, and why ethics in psychology matter so much. 

Photo credit: https://youtu.be/h5yPwWybgD4.

The Artifact: This video talks about the serious ethical problems in the Monster Study. It shows how using negative labels, feedback, and lying to the children caused real harm, even to kids who didn’t have any speech issues before. The study caused some children to become anxious, quiet, or develop speech problems. The video also explains how this study led to better rules in psychology research, such as obtaining permission from participants and their guardians, and ensuring no one gets hurt. This study shows how psychology has changed over time to better protect children/people in the studies. 

Photo credit: 1-the-difference-between-sensation-and-perception-02.png (1100×496) 

The Presentation: This week, I learned that our brains do not take in the world precisely as it is; it shapes what we see and notice. For example, we all have a blind spot in our vision, but our brains will fill in the missing space, and we don’t even realize it. I also found it interesting that our expectations can influence what we actually see. This helped me understand why two different people might describe the same picture or event in two different ways. It showed me that perception isn’t perfect, but instead it’s a mix of what’s really there and what our brains add. It's important because it also connects to our memory. If I’m not really paying attention, I’m less likely to remember something later. 

Photo credit: Cerebral Cortex Areas, Illustration Photograph by Gwen Shockey - Fine Art America. 

The Text: I learned that different kinds of memory work differently and can be affected by many factors. One part that stood out to me was how short-term memory is very limited, which is why it’s easy to forget things if we don’t rehearse or pay attention to them. I also learned that sleep plays a significant role in removing memories from short-term to long-term memories. I added this because it helps me understand why rest is essential for learning and remembering. As a new college student, this made me think about my own study habits and how staying up too late might actually hurt my memory. It also connects with my perception, because what I notice in the moment could impact what gets stored in my memory. 

Photo credit: https://youtu.be/ghxy9YTm5-s.

The Artifact: I chose a YouTube video from The Royal Society called Consciousness in humans and other things with Anil K Seth (2024). In the video, neuroscientist Anil Seth explains how consciousness is shaped by the way our brains process sensory information, like sight and sound. I picked this video because it made me realize that consciousness isn’t just about being awake, but about how the brain makes sense of what we perceive. It also connects to memory, since what we are conscious of is more than likely to be remembered later. I also chose this artifact because it ties all the topics together: sensation, perception, memory, and consciousness. This topic also left me thinking about how animals might experience consciousness differently from humans.

Photo credit: Cognition and Problem Solving Lecture: Principles of Psychology - PSY.200.N04C.FA25 

The Presentation: This week, I learned about the differences between algorithms and trial-and-error. Algorithms are step-by-step instructions, much like following a recipe. If you follow the recipe correctly, you are guaranteed a solution. Trial and error, on the other hand, is more flexible. You keep trying different things until something works out. I included this because it effectively demonstrates how problem-solving can take different forms depending on the situation. Sometimes you don’t have a clear set of steps, so trial-and-error is the best option. I’ve definitely used this myself when I’ve had tech problems and just tried one thing after another until something finally worked.

Photo credit: Cognition and Problem Solving Lecture: Principles of Psychology - PSY.200.N04C.FA25 

The Text: Reading the text discusses trial-and-error as a way to solve problems by testing one solution after another until you get it right. The example of Sheila’s computer breaking down really stood out to me. She first tries Ctrl-Alt-Delete, then restarts and unplugs it, scans it for viruses, and uninstalls programs until she finds the solution. I chose this example because it’s a realistic example that we all face. This is exactly what most of us do when things stop working on our computers. It’s not the fastest method, but it works when you don’t know the exact cause of the problem.

Photo credit: https://youtu.be/xktF76m98Wk?feature=shared

The Artifact: I found a YouTube video called “What Is Trial And Error For Problem Solving”? (2021). The video clearly explains trial and error and demonstrates how it works when solving everyday problems. I included it because it connects directly to what we’ve been learning in class. It showed me that trial-and-error isn’t just random guessing because you’re learning from the results each time you try something. I liked how the video used simple examples that made the idea easy to understand. It showed me that trial and error is a method people use all the time, especially kids, when they’re learning and trying to figure things out.

Photo credit: IQ - History of Intelligence Testing, EI/EQ - Emotional Intelligence Lecture: Principles of Psychology - PSY.200.N04C.FA25 

The Presentation: I learned that emotional intelligence is different from regular IQ because it focuses on how well people understand and manage emotions. Emotional intelligence includes things like self-awareness, empathy, motivation, and self-control. I thought it was interesting that someone can be “smart” in school but struggle with relationships if they have low emotional intelligence. This made me realize that success is not just about grades or good test scores. I thought this was interesting because it helped me see that our emotions play a big role in how people think and act.

Photo credit: IQ - History of Intelligence Testing, EI/EQ - Emotional Intelligence Lecture: Principles of Psychology - PSY.200.N04C.FA25 

The Text: I learned that emotional intelligence means being able to recognize emotions in ourselves and others and how to manage them in healthier ways. People with strong emotional intelligence are often better at handling stress, solving problems with others, and staying motivated. I think it's great that emotional intelligence can be learned and we can improve over time. That makes it different from IQ, which doesn’t change much over time. I didn't realize how much our emotions affect our behavior and relationships.

Photo credit: https://www.youtube.com/watch?v=auXNnTmhHsk 

The Artifact: I chose an educational video that explains how emotional intelligence works in everyday life. It talks about how people with higher emotional intelligence are better at communication, leadership, and handling conflict. The video also explains that emotional intelligence can matter more than IQ in some situations. I picked this because it connects what we learned in class with real examples. It helped me understand why emotional intelligence is extremely important in school, work, and relationships.

Photo credit: Social Psychology Lecture 2: Principles of Psychology - PSY.200.N04C.FA25 

The Presentation: I learned that stereotypes, prejudice, and discrimination are related but not the same. Stereotypes are beliefs, prejudice is how someone feels, and discrimination is how they act. I also learned that people can show bias without even realizing it. This is known as implicit bias. We also covered cognitive dissonance, which is the uncomfortable feeling we get when our actions don’t match what we believe. One thing that surprised me was the minimal group effect, where people started favoring their group even if it was assigned randomly. I included this because it helped me understand why people sometimes act unfairly without meaning to. 

Photo credit: Social Psychology Lecture 2: Principles of Psychology - PSY.200.N04C.FA25 

The Text: The reading helped me understand cognitive dissonance. When people feel guilty or uncomfortable about a choice, they usually try to make themselves feel better by changing how they think about it. Instead of admitting they were wrong, they often justify it. For example, someone who smokes might say “it relaxes me” rather than quit. The reading explained that dissonance is strongest when we see ourselves as “good people,” but do something that doesn’t match that image. I included this because it showed me why people defend their actions so strongly.

Photo credit: https://youtu.be/kGd_4En1z34?si=ZXhFO6toAlJZqLZJ

The Artifact: I chose a video called “Social Identity Theory: The Science of ‘Us vs. Them’” by Andy Luttrell because it explains how people naturally divide into groups and why we tend to favor our own side. The video includes insight from a real psychology professor, which makes it feel more trustworthy and research-based. It helped me understand why group behavior shows up in everyday life, like in school cliques, sports rivalries, or even online arguments. The examples were simple, but they made the science easy to connect with.

Photo credit: Personality Theory - Perspectives and Assessments Lecture: Principles of Psychology - PSY.200.N04C.FA25 

The Presentation: I learned that our personality is made up of our thoughts, feelings, and behaviors that tend to stay consistent over time. I also learned about different ways psychologists explain personality. Freud described them using the id, ego, and superego. While behaviorists focused on habits we learn. Humanists focus on free will and the desire to grow, while the trait perspective looks at consistent qualities like the Big Five traits. Each theory explains a different part of who we are. I found it interesting that both genetics and life experiences shape personality. I included this because it showed me that there isn’t just one correct answer. All the different theories work together to build a fuller understanding of personality. 

Photo credit: Personality Theory - Perspectives and Assessments Lecture: Principles of Psychology - PSY.200.N04C.FA25 

The Text: The reading explained temperament, which is the natural traits we are born with, like being easygoing or shy. Over time, our environment shapes these traits into a larger personality. It also talked about the self-concept from the humanistic view, the “real self” (who we think we are) and the “ideal self” (who we want to be). When the two are close, we feel confident; when they’re far apart, we may feel stressed or anxious. I included this because it helped me understand why people may feel good about themselves at some times and then struggle at other times.

Photo credit: https://youtu.be/VJQcFEMo7Ew?si=3ENIp1wgH3lPCp1Q

The Artifact: I found a video from UC Berkeley Psychology that explains the Big Five personality traits: openness, conscientiousness, extraversion, agreeableness, and neuroticism. The video shows how these traits appear in real life and why they are useful for understanding people. I liked it because it makes trait theory easy to connect to our own lives instead of just being abstract definitions. It also links back to what we learned about the trait perspective in class. I included it because it shows that personality science is still very relevant today. 

Photo credit: Theories of Emotion, Theories of Motivation Lectures: Principles of Psychology - PSY.200.N04C.FA25 

The Text: I learned about affective forecasting, which is when we try to predict how we will feel in the future. The interesting part is that people are usually wrong about how long or how strongly an emotion will last. We assume good things will make us happy forever, and bad things will ruin us. Most of the time, our feelings settle back to normal faster than we expect. This made me realize that emotions are temporary, even if they feel intense in the moment. Knowing this can help reduce stress when life feels or gets overwhelming.

Photo credit: https://www.youtube.com/watch?v=Z81_eF-D8JA

The Artifact: I used a 2023 YouTube video called “Misattribution of Arousal (Definition + Examples)”. The video explains how people can mistake one emotion for another just because of the way their bodies are reacting. For example, someone might feel their heart pounding from something like exercise or fear but assume it means attraction. This connects directly to the Schachter–Singer Theory, which says we experience arousal first and then label it based on the situation. Watching the video helped me understand how easily emotions can get misread. It made me realize that sometimes it’s not the feeling that’s confusing it’s how we label it.

Photo credit: Theories of Emotion, Theories of Motivation Lectures: Principles of Psychology - PSY.200.N04C.FA25 

The Presentation: I learned that emotions have three parts working together: body arousal, inner awareness, and outward behavior. The Schachter–Singer theory stood out because it says arousal comes first, and then we use context to label it. That explains why the same fast heartbeat can feel like fear on a shaky bridge but excitement on a roller coaster. We also learned about misattribution of arousal, which is when we blame the wrong thing for how we feel. Affective forecasting was another significant point: we’re decent at guessing which emotion we’ll feel, but we overestimate how long and how strongly it will last. Overall, the lecture showed me that thoughts and context shape our feelings more than I realized. 

Photo credit: Theories of Emotion, Theories of Motivation Lectures: Principles of Psychology - PSY.200.N04C.FA25 

The Text: The reading clarified the difference between emotions and moods in a way that finally clicked. Emotions are tied to a specific trigger, while moods hang around without a clear cause. It also explained how similar body signals can be labeled differently depending on our thoughts and culture. I liked the idea that emotions act like feedback, nudging us to repeat helpful behaviors and avoid harmful ones. The reading also tied in learning by showing how we adapt faster than we expect, which is why our emotional predictions are often off. All of this helped me see emotion as a useful, teachable process not just something that happens to us. 

Photo credit: https://youtu.be/_59YUlIQhhM?si=qb-OoLojrqs7NiRJ

The Artifact: I chose this video because it explains the three main emotion theories in a simple and clear way. It uses examples, like being scared by a prank or feeling excited before an event, to show how emotions and body reactions are connected. The visuals helped me understand that in the James-Lange theory, the body reacts first, while in the Cannon-Bard theory, the reaction and feeling happen together. The Schachter-Singer theory was interesting because it showed how our thoughts and surroundings affect how we label emotions. I liked this video because it matched what we learned in class and made the ideas easier to remember. 

Photo credit: Theories of Emotion, Theories of Motivation Lectures: Principles of Psychology - PSY.200.N04C.FA25 

The Presentation: This lecture connected feelings to the body in a very direct way. I learned how the autonomic nervous system speeds us up during stress and then settles us down afterward. James–Lange fits here by saying the body reaction comes first and the emotion label follows. Cannon–Bard pushed back, arguing that the brain sends signals that creates the feelings and the body changes at the same time. We also talked about the amygdala and why some cues can trigger fast, strong reactions. The biggest takeaway for me is that calming the body can help calm the mind, which makes emotions feel more manageable. 

Photo credit: Theories of Emotion, Theories of Motivation Lectures: Principles of Psychology - PSY.200.N04C.FA25 

The Text: The reading emphasized that emotions come from networks, not a single “emotion center.” The amygdala, hypothalamus, and prefrontal cortex work together to detect, feel, and regulate. That helped me understand why two people can react so differently to the same situation. It also explained why skills like reappraisal and paced breathing actually work. The thinking parts of the brain can help settle the reactive parts. I liked that the reading connected emotion to memory, which is why intense moments stick. Overall, it gave me a practical map of how the body and brain create what I feel. 

Photo credit: https://youtu.be/MWIQK9aRcwQ?si=hUTG5AVPRVXCQqxP

The Artifact: I picked this video because it clearly shows how the amygdala helps detect threats and shape emotional memory. The visuals made the pathways feel real, not just vocabulary words. It also linked the brain to the body by showing how fear activates the “fight or flight” response. I appreciated the part on changing reactions through practice, like exposure, breathing, and reframing. That fits perfectly with our lecture message that emotions are biological and trainable. It left me feeling like I can understand and influence my own reactions better. 

Photo credit: Theories of Emotion, Theories of Motivation Lectures: Principles of Psychology - PSY.200.N04C.FA25 

The Presentation: I learned that motivation is the process by which activities are started, directed, and continued so that physical or psychological needs and wants are met. Physical needs like hunger, thirst, and warmth push us to act to stay alive. Psychological needs like achievement, affiliation, and power drive emotional and social behavior. The drive-reduction theory helps explain how people act to reduce internal tension and return to homeostasis. I also learned that biological needs and psychological wants work together to influence what we do every day. These ideas showed how motivation connects our body, emotions, and goals. It helped me see that motivation keeps our behavior focused and balanced. 

Photo credit:  Theories of Emotion, Theories of Motivation Lectures: Principles of Psychology - PSY.200.N04C.FA25 

The Text: Humans meet their needs in a pattern, described by Maslow’s Hierarchy of Needs. At the base are physiological needs like food, sleep, and safety. Once those are met, we seek belonging, esteem, and self-actualization. Maslow believed that people can’t move to higher needs until the lower ones are satisfied. Although sometimes people still feel fulfilled through social and esteem needs even during hardship. I liked how this theory connected motivation to everyday life decisions. It helped me understand that what we focus on depends on which needs are strongest at the time. 

Photo credit: https://youtu.be/O-4ithG_07Q?si=4csYRjunnUZlMnVs

The Artifact: This video clearly explains Maslow’s Hierarchy of Needs using visuals and real-life examples. It matches our lecture by showing how physiological, safety, belonging, esteem, and self-actualization needs influence behavior. I liked how it showed that motivation shifts as we meet or lose different needs. The video helped me better understand humanistic theory, which says people are driven to reach their maximum potential unless blocked by obstacles. It reinforced what I learned about how needs and motivation shape decision-making. This made the theory more relatable and easier to remember. 

Photo credit: Theories of Emotion, Theories of Motivation Lectures: Principles of Psychology - PSY.200.N04C.FA25 

The Presentation: I learned that stress is our physical, emotional, cognitive, and behavioral response to events that are seen as threatening or challenging. The nervous system triggers a fight-or-flight response, causing increased heart rate, slowed digestion, and higher blood sugar to prepare the body for action. Some stress is normal and even helpful, but chronic stress can lead to health problems like high blood pressure or a weakened immune system. The lecture also explained that stress can come from both positive and negative experiences, like planning a wedding or losing a job. Learning this helped me see that stress is part of life, but how we cope with it matters most. 

Photo credit: Theories of Emotion, Theories of Motivation Lectures: Principles of Psychology - PSY.200.N04C.FA25 

The Artifact: Coping strategies are actions we take to master, tolerate, or reduce stressors. Problem-focused coping tries to eliminate the source of stress through direct action, while emotion-focused coping changes how we feel about the situation. The reading also described the panic button effect, showing that simply believing we can control a situation reduces stress. It emphasized how social support from friends and family provides comfort and helps us think more positively. I learned that our personality and how we appraise stressors influence our health and emotions. This showed me that staying optimistic and connected to others can protect us from the harmful effects of stress. 

Photo credit: https://youtu.be/a4opDJOCEKA?si=rjDnaY3zEaxKefv5

The Artifact: I picked this video because it explains how stress affects both the brain and the body, which fits exactly with our lecture. It shows the fight-or-flight response, the release of stress hormones, and how long-term stress harms health. The video also connects to what we learned about coping, explaining that social support and positive thinking can lower stress levels. I liked that it used examples and visuals to make the science easy to follow. Watching it helped me understand why stress management is important for both mental and physical health. It matched perfectly with our class lessons on stress and coping.