Psych. 11/12

• This week is an introduction to the course. We looked at a series of creepy and unsettling studies that occurred outside the parameters of ethical boundaries. Groups looked at some of the current ethical violations that occurred in their top studies and handed in their responses. 

• Notes: Introduction to Psychology

• Presentation: Early Philosophers of Psychology 

• Notes: Approaches in Psychology: Psychodynamic Approach 

• I attached a note page with all of the approaches we will explore in the unit. Taking notes on how each approach will help you recognize differences that exist among theories, psychologists, and studies that are well known in each category.  

• Free Association Activity: Read the "Self-Exploration" attachment and complete the activity on the front. Try to record the first thing that enters your mind but within the parameters of being appropriate for school. After, flip to the back and select 5 questions to respond to using details from your free association questions on the front, while explaining your symbolic or metaphorical association. Please hand in when completed. 

• "Little Hans" Case Study Questions: Below is the reading and questions for the case study that reflects the psychodynamic approach and free association. Please hand in when completed.

• TED Talk Presentation: With a partner or on your own, find a TED Talk that you find interesting and relates to psychology to share with the class. Create an activity for the class that applies similar concepts from the TED Talk. Read over the handout below for more details. There is a sign-up sheet in class. 

• Notes: We looked at notes on two more approaches: behaviourism and humanism 

• "Little Albert" Case Study Questions: Below is the reading and reflective questions on behaviourism - will discuss on Monday. 

• Humanism Activity: Below is a self-assessment activity to apply Carl Roger's Theory of Congruence. Follow the steps in order. 

• This week we will be learning about three more approaches in psychology: cognitive, sociocultural, and psychobiological (case study: Phineas Gage). Below are the notes on each approach. 

• Designed a positive ethical conditioning experiment. Fill out the proposal and run it by me first to ensure it meets the requirements. You will be taking notes on your research question everyday for 12 days. At the end. you will write a formal report on your results and conclusions. 

• On Wednesday, the class watched about 30 minutes into the episode "The Gift of Giving." Link: https://www.cbsnews.com/video/the-gift-kindness-goes-viral-steve-hartman/ 

  • TASK: Pick one of the individual's being interviewed and respond to the questions from each of the following approaches: behavioural, psychodynamic, humanist, sociocultural, and cognitive. 

  • With each approach, explain what is motivating the behaviour (kindness) of the individual and include an example from the video. 

  • Example: If working from the behaviourist approach, what is the positive or negative reinforcement that is increasing or decreasing the behaviour? Hand in by the end of the week. 

  • Friday: Groups will have the class to find a TED Talk for their presentation, collaborate (if working with a partner) and plan an activity for the class to highlight the connection to psychology. 

Week 5: 

• The class had time to complete the Approaches in Psychology Project and wrote a quiz on the different approaches. 

Week 6:

• We are moving into the Research Methods Unit and completed some questions from Chapter 2 in the textbook. 

• The class discussed and practiced identifying different variables in studies. Respond to the handout below. 

• Watch "The Power of the Placebo Effect" by Emma Bryce www.youtube.com/watch?v=z03FQGlGgo0  and respond to the handout below. 

• The class looked at different types of variables: independent, dependent, and control variables. Complete the variables handout below. 

• On Tuesday, the class wrote up the formal report of their conditioning experiment. Instructions are included on the last page of the booklet with the criteria you need to include. 

• We combined data from the statistics activity and discussed how selecting samples can impact data collection. Selecting samples notes are included below as well as the statistics notes from last week. 

•  Later in the week, students completed additional questions from Lesson 2 in Chapter 2 of the textbook (Research Methods): 

1.  Compare and contrast double blind and single blind experiments

2.  Define self-fulfilling prophecy. Read the case study on Hans and answer the “drawing     conclusions” question.

3.  In the Hawthorne Study, explain what improved production?

4.  Define cultural bias in research and include a scenario that would skew results.

5.  Read the Milgram experiment and answer the “guiding questions” and “drawing conclusions”.

• We started this week with applying the terms collected from the textbook questions and sampling notes from last week, to the handout included below. In the assignment Research Design, pick 5 scenarios and answer the questions on the back. 

• To get you thinking about your major research project for the semester, fill in the brainstorming page in the Term Project Proposal Template. No need to find academic journals just yet! 

• On Wednesday, the class started notes on the different parts and functions of the brain. 

• Quiz Thursday on terms used in Research Methods unit (check out terms collected from textbook questions, sampling, and research methods). 

• On Monday, the class answered some questions from Ch. 6 of the textbook and did a quick review handout to label the limbic system, midbrain, forebrain and hindbrain (attached). 

• We watched a video "The Behaving Brain w Phillip Zimbardo": www.youtube.com/watch?v=3s8cfD4oy2M  and took notes (handout included). 

• The class constructed a brain hat and labelled the different lobes; instructions and brain template attached.

• For Halloween, we watched The Blair Witch Project and analyzed how one of the character's brain would have been activated throughout different parts of the film (handout included). 

Week 10: 

• The class had time in the library to combine information from researched articles and websites and put together a formal proposal and literature review. Sources need to me listed in APA format. Review the APA in a Nutshell handout for details. 

• We discussed and took notes on the endocrine and nervous system (notes and diagram attached). To apply some of this information, students worked with a group or independently and selected a well-known character from a movie and drew a diagram noteing what parts of the brain and endocrine and nervous system would be affected (assignment included below). 

Week 11: 

• We looked at finishing off the brain by putting creating an educational brain injury pamphlet. You will need to include three different credible sources and include a reference page on the back of the pamphlet. I included some readings from one website that provide information to the questions. This can work as one of your three sources. More details are included in the assignment attached below. 

• This week we started a new unit on sensations and perceptions. Check out the notes in the PowerPoint, read the article and respond to the attached questions. 

• There are more notes on how stimuli in the environment reacts with out senses and how they are are communicated to the brain. Be aware of the different systems and parts involved in the process. 

• To test our own sensory thresholds, students paired up and collected data and then constructed their own homunculus. If you missed the lab, see me if you need supplies and find a friend, sibling, or family member to collect information and complete the lab.  

• We watched a video that explained how the brain processes information and causes optical illusions and explains how the auditory system can decipher different sounds in the environment. To view the episode, click the link (notes included below): https://www.dailymotion.com/video/x2aisbs 

Week 13: 

• Respond to questions from Chapter 8 on Gestalt principles. Answers to the questions can be found in the textbook and perception notes below. Questions are attached below. 

• Before creating a multisensory advertisement of your own, find three commercials on YouTube and take notes on the handout explaining how each work to engage multiple senses. Keep in mind how these approaches help sell or promote the product. 

• On Friday, the class started brainstorming ideas for their own commercial. This can be presented live similar to shows like Dragons Den, or you can make a video that sells the product while activating viewers multiple senses. 

Week 14:  

• The class had multiple days to put together the commercial. Be ready to present Monday. 

• We did some review for the test on sensations and percpetions. The test is Monday and if there's time after, groups will present their commercials. 

• On Friday, students started constructing surveys for the major research project. Instructions are included below. Before posting your survey around the school, send me the link to preview and approve. 

Week 15: 

• Students had a day to review for the test and wrote the Sensations and Perceptions Unit Test. Once completed, students worked on completing their online surveys for the major research project. 

• We started the next unit on states of consciousness (PowerPoint notes), completed a sleep survey and responded with strategies for better sleeping habits. 

• Students were given a copy of the dream journal assignment if some wanted to complete it before the holiday break. There are more details in the handout but essentially, take notes on at least three dreams (only share what you are comfortable sharing) then analyze what each could reflect of your unconscious mind. 

• On Friday, the class participated in a "dining in the dark" experience and recorded any changes in sensations or perceptions through the experience in a journal response (attached). 

Week 16:  

• Students watched "What Would Happen if You Didn't Sleep" (Ted Ed), completed the handout, and worked on Ch. 7 questions.  https://www.youtube.com/watch?v=dqONk48l5vY 

• The class took some notes on sleep cycles (PowerPoint) and worked on completing the "Mouse Party" handout. 

• The class explored some of the pseudoscience that existed in psychology such as inkblots and naturally altering one's state of consciousness. We created inkblots to psychoanalyze each others subconscious and the participated in different activities to challenge theories through seated yoga and a guided meditation. Notes were recorded to indicate any differences in resting heart rates (handout attached).