I have been reading with interest about how national chain pharmacies have started to offer mental health services: Therapy on Aisle 7 (NY Times, 5/7/21), CVS to Offer In-Store Mental Health Counseling (NPR, 4/29/21). While some pharmacies, such as CVS, are offering in-store or virtual mental health counseling, other pharmacies, such as Walgreens, connect customers to third-party therapy providers. These recent developments could be fodder for some very interesting class discussions or a stand-alone assignment following your coverage of psychotherapy. Here are some possible questions. What are some reasons that pharmacies, like CVS, may be interested in offering mental health services? Identify at least 3 positive things about pharmacies offering mental health services. Identify at least 3 concerns you may have about pharmacies offering mental health services. As one should when hiring anyone to provide any kind of service, what questions should you ask in your first meeting? This New York Times article, Therapy on Aisle 7 (5/7/21), offers some suggestions. For more questions you may want to ask, visit the How to Choose a Psychologist page on the American Psychological Association website. Once you have your list of questions to ask, for each question identify at least one answer you would want to hear and at least one answer you would not want to hear. Would you, personally, go to a pharmacy for mental health services? Why or why not? What other kinds of places might people quickly and easily access mental health services if they were available? ... View more

Have you spend time reading or binge-watching your favorite shows this year? Research suggests that those beloved characters mean as much to us as our friends, at least if we are immersed in the fictional environment: https://www.psychologytoday.com/us/blog/time-travelling-apollo/202104/mind-melding-our-favorite-fictional-characters ... View more

Great example of epigenetics: Male bearded dragon embryos will hatch as females if the eggs are too warm - the heat overrides their genes to make them change sex!  https://www.newscientist.com/article/2274481-heat-overrides-genes-to-make-bearded-dragon-embryos-change-sex/?utm_term=Autofeed&utm_campaign=echobox&utm_medium=social&utm_source=Twitter#Echobox=1618516391 ... View more

The planning fallacy tells us that everything will take longer than we think it will (Kahneman & Tversky, 1982). In a fun—and unpublished—study, MIT graduate student Kaley Brauer, tells us about what they learned about the planning fallacy—albeit never named as such—when a “small group of postdocs, graduate students, and undergraduates inadvertently formed a longitudinal study contrasting expected productivity levels with actual productivity levels.” It all started in an effort to be more productive by holding each other accountable. Once a week this group would get together to declare what tasks they wanted to accomplish for the following week and report on what they had accomplished the previous week. As part of this accountability, each person was asked to predict how long each task would take and then report on how long each task actually took. Nine months and “559 self-reported tasks” later, the data are interesting if not surprising. “The actual number of hours required to complete a task is, on average, 1.7x as many hours as expected (with a median multiplier of 1.4x).” The worst estimates were for tasks related to writing and coding. The best estimates were for tasks that had a set deadline. To help ourselves overcome the planning fallacy, there are three things we can do. First, break the task down into its component parts and estimate how long each component will take. When we do this, our predicted times to completion are more accurate (Forsyth & Burt, 2008; Kruger & Evans, 2004). Second, make a plan. When we decide when and where we are going to do these subtasks, we are more likely to complete them in the time predicted (Koole & van’t Spijker, 2000). Lastly, when we are working on the task, getting rid of distractions and interruptions—phones set to silent!—will help us finish the darn thing in the time we predicted (Koole & van’t Spijker, 2000). After sharing information with your students about the planning fallacy and how to mitigate it, ask your students to take a look at the assignments remaining in your course. Send students into small groups to break down each assignment into smaller, component parts, and provide a time estimate on how long they think each part would take to complete. As a “deliverable,” ask each student to submit a work plan for each component. For each remaining assignment (or, perhaps, just one large assignment), for each subcomponent, note how long they think it will take to complete and identify where and when they will do this subcomponent task. If you’d like to do a follow-up, ask students to keep track of how long it actually takes them to complete each subcomponent task, and submit this information when they submit their assignment(s). Giving students some practice with this skill now may benefit them enormously in the long run.   References Forsyth, D. K., & Burt, C. D. B. (2008). Allocating time to future tasks: The effect of task segmentation on planning fallacy bias. Memory and Cognition, 36(4), 791–798. https://doi.org/10.3758/MC.36.4.791 Kahneman, D., & Tversky, A. (1982). Intuitive prediction: Biases and corrective procedures. In D. Kahneman & A. Tversky (Eds.), Judgment Under Uncertainty: Heuristics and Biases (pp. 414–421). Cambridge University Press. https://doi.org/10.1017/CBO9780511809477.031 Koole, S., & van’t Spijker, M. (2000). Overcoming the planning fallacy through willpower: Effects of implementation intentions on actual and predicted task-completion times. European Journal of Social Psychology, 30(6), 873–888. https://doi.org/10.1002/1099-0992(200011/12)30:6<873::AID-EJSP22>3.0.CO;2-U Kruger, J., & Evans, M. (2004). If you don’t want to be late, enumerate: Unpacking reduces the planning fallacy. Journal of Experimental Social Psychology, 40(5), 586–598. https://doi.org/10.1016/j.jesp.2003.11.001 ... View more

The Neural Basis of Empathy via Knowing Neurons (and check out some of their other easy-to-digest articles for students while you're there!): https://knowingneurons.com/2021/03/29/neural-basis-of-empathy/ ... View more

Unlike chimps, who are aggressive and competitive, bonobos excel at cooperation and community. Some scientists think that these differences can tell us a lot about our own evolution of empathy and kindness. https://www.npr.org/sections/goatsandsoda/2021/03/20/978868116/some-generous-apes-may-help-explain-the-evolution-of-human-kindness?fbclid=IwAR10gH9W6WxUVPf9XsBijPVtdlHjz7-QvqWOAymBjSVoNBORYkq9ag1r-mI ... View more

In Intro Psych, the sense of smell typically takes a distant backseat to vision and hearing. Part of that short shrift is due to the comparatively sparse research into our sense of smell and smell’s close relative, taste. With temporary loss of smell being one of the common symptoms of Covid-19, thousands of people have gained a new appreciation for this often-taken-for-granted sense. (See this blog post for more information--Covid-19 and a loss of smell: Discussion topic.) During your coverage of the memory chapter, ask your students to consider common odors associated with food: freshly baked cookies or bread, curry, fish, kimchi, etc. Or the smell of the cologne or perfume worn by a loved one. Or the smell of cigarette smoke. Do any of these odors invoke strong memories?  In a small-group—synchronous or asynchronous—discussion, ask your students to share the odor and any associated memories they are comfortable sharing. When you bring students back together as a class, ask the following question using your favorite polling tool: How strong was your memory? Very strong Somewhat strong Neither strong nor weak Somewhat weak Very weak I didn’t have a memory This tendency for odors or tastes to act as retrieval cues for strong autobiographical memories is known as the Proust phenomenon or Proust effect, named for Marcel Proust. In the first book of his 7-book tour-de-force, In Search of Lost Time (also sometimes titled, Remembrance of Things Past), Proust writes of how a madeleine—a buttery cookie—dipped in tea evoked a powerful childhood memory. A recent fMRI study (Zhou et al., 2021) found a strong connection between our sense of smell and our hippocampus—a connection that is much stronger than that for touch, hearing, or vision. The researchers posit that while the pathways for touch, hearing, and vision were all rerouted—over the course of our evolution—to the cerebral cortex before heading back to the hippocampus, that did not happen for smell. Our sense of smell has maintained its direct connection to the hippocampus—the brain structure most associated with the creation of new memories.   Reference Zhou, G., Olofsson, J. K., Koubeissi, M. Z., Menelaou, G., Rosenow, J., Schuele, S. U., Xu, P., Voss, J. L., Lane, G., & Zelano, C. (2021). Human hippocampal connectivity is stronger in olfaction than other sensory systems. Progress in Neurobiology, February. https://doi.org/10.1016/j.pneurobio.2021.102027     ... View more

In the 2021 Netflix three-episode documentary, Murder Among the Mormons, we learn about the exploits of forger and murderer Mark Hofmann. Hofmann had a lot people snookered; people believed that the documents about the origin of the Church of Latter Day Saints he had in his possession were real. And once so decided, it was hard for them to change their minds and see Hofmann and his documents for what they were. After three bombings that took place on Oct 15 and 16, 1985 that killed two people and injured two—including Hofmann—police immediately began an investigation of Hofmann. News outlets interviewed a number of people regarding the case. One such interview was with historian Brent Metcalfe, a colleague of Hofmann’s. Metcalfe said at the time, “I have a great deal of doubt that Mark [Hofmann] is involved in any way at this point…I just have no reason to believe, despite the assertions that have been made, that Mark was involved in any kind of forgery of this kind.” In episode 3 of Murder Among the Mormons at the 14:05 mark, in addition to clips from that 1985 interview, a much older Brent Metcalfe talks with the producers of this documentary about what he said in that interview, and, more generally, what he thought at the time and why. After covering cognitive dissonance, share with your students a little background about Mark Hofmann and his forgeries. (Watch Murder Among the Mormons or read the Wikipedia entry for more information). Ask your students to put themselves into Brent Metcalfe’s shoes. “You are a colleague of Mark Hofmann’s. You believe him—you believe that the documents he had in his possession and collected over the previous five years were genuine. And now there were these bombings that killed and injured people connected to Hofmann. The third bomb injured Hofmann himself. The police are investigating Hofmann. As Hofmann’s colleague, would you continue to believe him as you have for the last five years? How easily would you be able to say, ‘Boy, was I ever wrong about him!’” Divide students into groups, and ask them to identify which two of Metcalfe’s thoughts were in conflict. How might Metcalfe reduce this dissonance? Would Metcalfe immediately say, “Well, I sure was wrong about him!” or would Metcalfe be more likely to hold onto his belief? Explain. Bring students back together, and ask groups to report their predictions. Brent Metcalfe, in an interview 36 years after the 1985 bombings, said, Part of the reason I maintained my belief in Mark Hofmann’s innocence is because, again, I felt like, what does that mean for me as a person?... I could not accept that I had no suspicion whatsoever. That was almost unacceptable to me, because it went right to the heart of who I am. And that frightened me, that I could be that deceived by someone.   Sum up your discussion of cognitive dissonance with an explanation of how Metcalfe’s comments exemplify this concept. A small, but important, concluding note: Showing this clip to your students in a real or virtual classroom setting is a violation of Netflix’s terms of use. You can describe, you can quote, you can encourage your students to watch it on their own time using their own Netflix account, but you cannot show them the clip yourself. ... View more

We know that sugar doesn't make kids hyper, but can it make us anxious? This study found a link between sugary, processed foods and anxiety disorders, but remember that correlation does not equal causation! https://bigthink.com/surprising-science/anxiety-diet?utm_term=Autofeed&utm_medium=Social&utm_source=Twitter#Echobox=1615566168 ... View more

Fascinated by serial killers? Check out this article on the research looking at brain differences in psychopathy https://bigthink.com/mind-brain/what-is-a-psychopath?utm_term=Autofeed&utm_medium=Social&utm_source=Twitter#Echobox=1615204146 ... View more

APRIL 22nd | 3:00 PM ET Research in social psychology reveals a myriad of ways that implicit biases contribute to group disparities, but teaching students about these biases can be challenging. Professor Schmader will discuss a variety of class exercises that can be used, not just to teach students about the science of implicit bias, but also to help them apply this knowledge in a way that will help them foster greater inclusion in their social world. WATCH THE RECORDING ... View more

After covering correlations and experiments, share the February 17, 2021 edition of the PC and Pixel comic strip with your students. In the first panel, one of the characters reads a research finding: “It’s reported here that unhappy people watch more TV than happy folks.” Ask your students if they think this is correlational research or experimental research, and ask them to explain why. In the next two panels of the comic strip, the characters wonder if it’s that unhappiness leads to more TV watching or if more TV watching leads to unhappiness. Point out that since this is correlational research, we don’t know which is true. Either or both could be true. We just don’t know. Ask your students to generate some possible third variables that could influence both happiness and TV watching separately. For example, feelings of loneliness could lead to both feelings of unhappiness and greater TV watching (as a source of company, say). Explain that researchers may take correlational research, and use it to generate hypotheses that could be tested by conducting an experiment. If people are made to feel unhappier, they will watch more TV. If people are made to watch more TV, they will be unhappier. If people are made to feel lonely, they will be both unhappier and watch more TV. Working in small groups, ask your students to design experiments that would test each of these hypotheses. “Be sure to identify the independent variable and its levels and the dependent variable. Be sure to describe how they would operationalize the variables.” Bring the class back together, and ask one group to share their design for testing the first hypotheses. Invite other groups to share how they operationalized the independent variable and dependent variable. Take a minute to walk students through what the different results from each test of the hypothesis would tell us. Point out that there is no right or wrong way to operationalize a variable. In fact, if the hypothesis is supported across experiments that operationalized the variables different, the more confident we are in the findings. Next, ask your students if they have any concerns about intentionally trying to make people feel unhappier, either as the independent variable or as the dependent variable. Invite students to share their concerns. If you haven’t already, introduce students to the APA’s Ethical Principles of Psychologists and Code of Conduct. The first of the five general principles is beneficence and nonmaleficence. This principle reads, in part: Psychologists strive to benefit those with whom they work and take care to do no harm. In their professional actions, psychologists seek to safeguard the welfare and rights of those with whom they interact professionally and other affected persons, and the welfare of animal subjects of research. The third of the principles—integrity—is also relevant here. This principle reads in its entirety: Psychologists seek to promote accuracy, honesty, and truthfulness in the science, teaching, and practice of psychology. In these activities psychologists do not steal, cheat or engage in fraud, subterfuge, or intentional misrepresentation of fact. Psychologists strive to keep their promises and to avoid unwise or unclear commitments. In situations in which deception may be ethically justifiable to maximize benefits and minimize harm, psychologists have a serious obligation to consider the need for, the possible consequences of, and their responsibility to correct any resulting mistrust or other harmful effects that arise from the use of such techniques. Given these ethical principles, are students more comfortable with some of the experimental designs they created than others? For example, are experiments that bring about temporary and mild unhappiness better than designs that are, say, more intense? Does the knowledge that these experiments would bring—and the good it would mean for humanity—outweigh the harm they may cause in the short-term? Be sure to describe the purpose of a debriefing. Conclude this discussion by emphasizing that these are the ethics questions every researcher and every member of an Institutional Review Board struggle with. No one takes these questions lightly. If you’d like to give your students some library database practice, ask your students to find three to five peer-reviewed research articles on the connection between happiness and TV watching. For each article, students should identify if the research reported was correlational or experimental (and how they know) and provide a paragraph summarizing the results. ... View more

In 2017, I wrote a blog post about an activity designed to help students see how the number of drug overdose deaths have changed since 1968 using this interactive article from the New York Times. Carolyn Brown Kramer, via the Society for the Teaching of Psychology Facebook group, asked for updated drug overdose statistics. After having your students complete the activity from that initial blog post, provide students with the most current drug overdose death data presented below. The Centers for Disease Control and Prevention (CDC) provides a “Drug Overdose Deaths” statistics dashboard that is updated monthly based on the best available data. Keep in mind that the best available data are several months old. As I write this in March 2021, the latest data are for July 2020. Line graph Each data point in the line graph is a 12-month rolling total. For example, the number of drug overdose deaths reported for July 2020 are the number of drug overdose deaths that occurred between August 1, 2019 and July 31, 2020. The number of such deaths reported for June 2020 occurred between July 1, 2019 and June 30, 2020. Mouse over a data point to see the numbers. In the line graph you will see both “predicted” data (circles) and “reported” data (solid line). As they explain on the dashboard page, “Drug overdose deaths often require lengthy investigations, and death certificates may be initially filed with a manner of death ‘pending investigation’ and/or with a preliminary or unknown cause of death.” For “reported” data, the investigation is complete. The “predicted” data include deaths that are “pending investigation.” Both reported and predicted data will change as those investigations are completed. Ask your students to predict how the number of drug overdose deaths have changed in your state or District of Columbia, then change the jurisdiction to your location to show students the data. Map For easy visual comparisons between states/District of Columbia, the map displays data by location based on the number of drug overdose deaths for the most recent month for which data are available compared to the data from a year earlier. At the time of this writing, the comparison is between July 2019 and July 2020. The colors depict percentage change between those two months. North Dakota and North Carolina were the only two states with a decrease in the number of reported drug overdose deaths, down 2.3% and 1.7%, respectively. Alaska reported no change. All other states reported an increase. The District of Columbia had the biggest change during that time period with an increase of 56.8% in number of reported drug overdose deaths (308 to 483). Data Tables Sortable data tables of the line graph data and the map data are available directly below the map. Whatever you have selected as the jurisdiction for the line graph, those are the data that will be displayed in the first data table. A word of caution As you cover this very important topic with your students, remember that some—perhaps many—of your students has had someone they know die from a drug overdose. Or perhaps some of your students themselves came close to dying from a drug overdose. Always remembering that I’m talking about experiences my students have had helps me use language that is sensitive to the people behind the statistics. ... View more

This is a whole new level of walking in someone else's shoes! Virtual Body Swapping With Friend Can Alter Your Sense of Self https://psychcentral.com/news/2020/08/31/virtual-body-swapping-with-friend-can-alter-your-sense-of-self?utm_source=twitter&utm_medium=social&utm_campaign=owned&utm_content=2021-02-24#1 ... View more

Have a few minutes? Listen to this APA podcast episode discussing why human infants have such long periods of growth and what this means for the development of our society! https://www.apa.org/research/action/speaking-of-psychology/childrens-amazing-brains ... View more