I’m a fan of infusing research methods throughout the Intro Psych course. We introduce psychology’s most common research methods early in the course, but we should revisit them every now and again in the context of psychology’s content to help make them stick. Think spacing effect.   First, a note on getting journal articles. For college and university faculty, accessing journal articles through their library’s databases is usually a pretty easy process. If your library doesn’t have it, you can request it through interlibrary loan (ILL). For high school teachers, getting research articles can be challenging. Some journals will make some articles freely available. Some authors make their articles freely available to download via ResearchGate. You will need a ResearchGate account, but it is free to join. Other authors—or the same authors, but different journal articles—will give you the option to contact them via ResearchGate for a copy of their article. If the author isn’t on ResearchGate, email them directly to ask for a copy of their article. Provide a full citation. Researchers may publish several articles on the same topic in the same year. Wherever you find an abstract, you can often find the email address of the lead author. If you can’t find the email address, you can usually find their affiliation. An Internet search of their name and affiliation will usually yield a page at their institution that includes an email address. Do not ever feel shy about contacting researchers to request a pdf of an article or to ask questions about their research. The vast majority of researchers, frankly, are thrilled to learn that someone is interested in their research. I’m not kidding. Interlibrary loan (ILL) may be another option for you. Ask your public library librarians if they do ILL for journal articles. Also, don’t be afraid to ask your friends who are college or university faculty. Just be sure to rotate your requests through your network. You don’t want to wear out your welcome with one person with a single request for a dozen articles! Finally, be aware that some of the classic case studies discussed in Intro Psych textbooks are not good examples, such as Phineas Gage. “Recent historical work, however, suggests that much of the canonical Gage story is hogwash, a mélange of scientific prejudice, artistic license, and outright fabrication,” writes one of my favorite science writers, Sam Kean (Kean, 2014). (If you have not yet read Kean’s book The Tale of the Dueling Neurosurgeons, I highly recommend it. Kean dives into each major area of the brain, discussing both its history and current research.) Below are some case study examples, organized by pillar (Gurung et al., 2016). As with all research articles, you don’t have to understand every word to get the point. That’s probably a message worth communicating to our students. Researchers write journal articles for other researchers who are doing research in their same area. They are not writing for a general audience. Even researchers who work in other areas of the field may not grasp every word. And that’s okay! If you can get enough of the big picture to share the research with students—even if it’s in broad strokes—you are good to go. Here's an example of where I needed help with the big picture. I wrote a blog post recently on how the mapping of the motor cortex that we’ve taught for decades is wrong (Frantz, 2024). It was based on fMRI findings researchers published in the journal Nature (Gordon et al., 2023); the article is freely available. The lead author, Evan M. Gordon, is a radiologist at the Washington University School of Medicine. I am absolutely certain radiologists would understand just about every word in that article. I, however, am not a radiologist. I’m not even a biopsychologist; my background is in social psychology. With a rudimentary understanding of biology, however, I could grasp most of the article, but there were places where I struggled enough that I could not quite see the big picture. So, I did the only reasonable thing. I emailed Gordon. He replied very quickly—and graciously. It took an exchange of just a few emails for me to get it. The result was that blog post.   Biological Stevens, J. A., Cole, W. G., & Vishton, P. M. (2012). Using touch or imagined touch to compensate for loss of proprioception: A case study. Neurocase, 18(1), 66–74. https://doi.org/10.1080/13554794.2011.556124. [Download full text via ResearchGate.] Feinstein, J. S., Adolphs, R., Damasio, A., & Tranel, D. (2011). The human amygdala and the induction and experience of fear. Current Biology, 21(1), 34–38. https://doi.org/10.1016/j.cub.2010.11.042. [Full text available.] Tuckute, G., Paunov, A., Kean, H., Small, H., Mineroff, Z., Blank, I., & Fedorenko, E. (2022). Frontal language areas do not emerge in the absence of temporal language areas: A case study of an individual born without a left temporal lobe. Neuropsychologia, 169, 108184. https://doi.org/10.1016/j.neuropsychologia.2022.108184. [Download full text via ResearchGate.]   Cognitive Linden, M. V. (1996). Semantic memory and amnesia: A case study. Cognitive Neuropsychology, 13(3), 391–414. https://doi.org/10.1080/026432996381953. [Download full text via ResearchGate.] Gould, C., Froese, T., Barrett, A. B., Ward, J., & Seth, A. K. (2014). An extended case study on the phenomenology of sequence-space synesthesia. Frontiers in Human Neuroscience, 8. https://doi.org/10.3389/fnhum.2014.00433 [Download full text.]     Developmental Kocabaş-Gedik, P., & Ortaçtepe Hart, D. (2021). “It’s not like that at all”: A poststructuralist case study on language teacher identity and emotional labor. Journal of Language, Identity & Education, 20(2), 103–117. https://doi.org/10.1080/15348458.2020.1726756 [Request full text from the authors via ResearchGate.] Nelis, P., Pedaste, M., & Šuman, C. (2023). Applicability of the model of inclusive education in early childhood education: A case study. Frontiers in Psychology, 14, 1120735. https://doi.org/10.3389/fpsyg.2023.1120735 [Download full text.]     Social & Personality Herrick, S. S. C., Rocchi, M. A., & Couture, A. L. (2020). A case study exploring the experiences of a transgender athlete in synchronized skating, a subdiscipline of figure skating. Journal of Sport and Social Issues, 44(5), 421–449. https://doi.org/10.1177/0193723520919816. [Request full text from the authors via ResearchGate.]   Ferguson, D., & Martin-Dunlop, C. (2021). Uncovering stories of resilience among successful African American women in STEM. Cultural Studies of Science Education. https://doi.org/10.1007/s11422-020-10006-8. [Request full text from the authors via ResearchGate.] Leporelli, E., & Santi, G. (2019). From psychology of sustainability to sustainability of urban spaces: Promoting a primary prevention approach for well-being in the healthy city designing. A waterfront case study in Livorno. Sustainability, 11(3), 760. https://doi.org/10.3390/su11030760. [Download full text via ResearchGate.] Hu, X., Sidhu, G. K., & Lu, X. (2022). Exploring positive psychology factors in the quality of English as a foreign language classroom life: A case study. Environment-Behaviour Proceedings Journal, 7(22), 17–22. https://doi.org/10.21834/ebpj.v7i22.4153. [Download full text via ResearchGate.]   Mental & Physical Health Black, Z. A., & McCarthy, P. (2020). A case study of a trainee sport psychologist adopting a person-centred approach with a professional basketball player. Sport & Exercise Psychology Review, 16(2), 74–83. https://doi.org/10.53841/bpssepr.2020.16.2.74. [Author’s accepted manuscript.] Borg, M. B. (2002). The Avalon Gardens Men’s Association: A Community health psychology case study. Journal of Health Psychology, 7(3), 345–357. https://doi.org/10.1177/1359105302007003226. [Request full text from the author via ResearchGate.] Blackwell, S. E., & Holmes, E. A. (2017). Brightening the day with flashes of positive mental imagery: A case study of an individual with depression. Journal of Clinical Psychology, 73(5), 579–589. https://doi.org/10.1002/jclp.22455. [Download full text.]     References Frantz, S. (2024, July 20). The classic motor cortex map is wrong. Macmillan and BFW Teaching Community. https://community.macmillanlearning.com/t5/psychology-blog/the-classic-motor-cortex-map-is-wrong/ba-p/21746 Gordon, E. M., Chauvin, R. J., Van, A. N., Rajesh, A., Nielsen, A., Newbold, D. J., Lynch, C. J., Seider, N. A., Krimmel, S. R., Scheidter, K. M., Monk, J., Miller, R. L., Metoki, A., Montez, D. F., Zheng, A., Elbau, I., Madison, T., Nishino, T., Myers, M. J., … Dosenbach, N. U. F. (2023). A somato-cognitive action network alternates with effector regions in motor cortex. Nature, 617(7960), 351–359. https://doi.org/10.1038/s41586-023-05964-2 Gurung, R. A. R., Hackathorn, J., Enns, C., Frantz, S., Cacioppo, J. T., Loop, T., & Freeman, J. E. (2016). Strengthening Introductory Psychology: A new model for teaching the introductory course. American Psychologist, 71(2), 112–124. https://doi.org/10.1037/a0040012 Kean, S. (2014, May 7). Phineas Gage, neuroscience’s most famous patient. Slate. https://slate.com/technology/2014/05/phineas-gage-neuroscience-case-true-story-of-famous-frontal-lobe-patient-is-better-than-textbook-accounts.html ... View more

This is the most horrifying thing I have read in some time: Nearly two-thirds of women in [Indiana University’s Debby Herbenick’s] most recent campus-representative survey of 5,000 students at an anonymized “major Midwestern university” said a partner had choked them during sex (one-third in their most recent encounter). The rate of those women who said they were between the ages 12 and 17 the first time that happened had shot up to 40 percent from one in four [from four years ago] (Orenstein, 2024). Nearly two-thirds of the women at this “major Midwestern university.” Let’s say that your students are no different than these “major Midwestern university” students. Let’s say you have 500 students a year. About 60% of college students are women (National Center for Education Statistics, 2023a). During the 2020-2021 academic year, 80% of bachelor’s degrees went to women (National Center for Education Statistics, 2023b). If you teach mostly Intro Psych, the number of women in your classes may be closer to 60%. If you teach mostly upper division courses for the psych major, the number of women in your classes may be closer to 80%. For illustration purposes, let’s split the difference and say that 70% of your 500 students are women. That means that you teach 350 women each year. If “nearly two-thirds” of those women have been choked during sex, that comes out to 231 of your students. “Nearly” half of your students. Are being choked. Actually, the number is likely higher than that. “[W]hile undergrads of all genders and sexualities in Dr. Herbenick’s surveys report both choking and being choked, straight and bisexual young women are far more likely to have been the subjects of the behavior; the gap widens with greater occurrences” (Orenstein, 2024). Men, too, have been choked, just not in the same numbers. “[W]hile the act is often engaged in with a steady partner, a quarter of young women said partners they’d had sex with on the day they’d met also choked them” (Orenstein, 2024). I had just gotten accustomed to a world where apps like Tinder make it easy for complete strangers to have sex—and that many young people were, indeed, using those apps to do just that. But 25% of the women in those same-day sexual encounters are being choked?! “No wonder that, in a separate study by Dr. Herbenick, choking was among the most frequently listed sex acts young women said had scared them, reporting that it sometimes made them worry whether they’d survive” (Orenstein, 2024). No wonder, indeed. Also, oxygen deprivation is bad for the brain. According to the American Academy of Neurology, restricting blood flow to the brain, even briefly, can cause permanent injury, including stroke and cognitive impairment. In M.R.I.s conducted by Dr. [Keisuke] Kawata [an early researcher on NFL concussions and CTE] and his colleagues (including Dr. Herbenick, who is a co-author of his papers on strangulation), undergraduate women who have been repeatedly choked show a reduction in cortical folding in the brain compared with a never-choked control group. They also showed widespread cortical thickening, an inflammation response that is associated with elevated risk of later-onset mental illness. In completing simple memory tasks, their brains had to work far harder than the control group, recruiting from more regions to achieve the same level of accuracy (Orenstein, 2024). And while we’re here, despite what students might have seen on TikTok, “There is no safe way to strangle someone” (Orenstein, 2024). Believing that there is a safe way to choke would be an Internet fact, not an actual fact (Frantz, 2024). “Among girls and women [Orenstein had] spoken with, many did not want or like to be sexually strangled” (Orenstein, 2024). I guess that’s the good news. But why is it so dang common—and becoming more popular? Here’s where I suggest we turn this article into a class or small group discussion (in person or online) as part of the social psych chapter in Intro Psych. Instructions: Read this New York Times opinion piece of April 12, 2024 titled “The Troubling Trend in Teenage Sex” by Peggy Orenstein, and then answer the following questions. From the article, quote a sentence that illustrates the social pressure women feel to allow choking during sex. Have you seen this social pressure within your own friend group? If so, give an example. From the article, quote a sentence that illustrates the social pressure men feel to engage in choking during sex. Have you seen this social pressure within your own friend group? If so, give an example. From the article, describe how choking during sex became popularized through observational learning, starting with its beginning in porn. The article describes how oxygen deprivation can negatively impact the brain. Identify at least five of those effects. Which one do you find the most concerning? Why? The article suggests language that sexual partners can use to make clear what is okay and what is not okay during sex. What is that language? Consider a friend of yours. Do you believe they would be comfortable saying that to a sexual partner? Why or why not? In BDSM, consent—and the ability to withdraw consent (commonly with a safe word)—is paramount. Is choking someone because you think they want to be choked enough to establish consent? Why or why not? If someone gives their consent to be choked but then decides to withdraw their consent, can they do that if they cannot breathe and are losing consciousness? Why or why not? If someone has not given their consent to be choked, can the person doing the choking be charged with assault? Why or why not? If the person being choked experiences permanent damage to their brain or dies, can the person doing the choking be held liable? Why or why not? What was the most surprising thing you learned from this article? Explain.     References Frantz, S. (2024, March 22). “Internet fact or actual fact?” Macmillan and BFW Teaching Community. https://community.macmillanlearning.com/t5/psychology-blog/internet-fact-or-actual-fact/ba-p/19976 National Center for Education Statistics. (2023a). Postbaccalaureate enrollment. Condition of Education. https://nces.ed.gov/programs/coe/indicator/chb National Center for Education Statistics. (2023b). Undergraduate degree fields. Condition of Education. https://nces.ed.gov/programs/coe/indicator/cta/undergrad-degree-fields Orenstein, P. (2024, April 12). The troubling trend in teenage sex. The New York Times. https://www.nytimes.com/2024/04/12/opinion/choking-teen-sex-brain-damage.html   ... View more

APA’s Division 44: Society for the Psychology of Sexual Orientation and Gender Diversity has created some excellent resources. For this blog post, I want to focus on two of this division’s documents: nonbinary fact sheet (large print) and pronouns fact sheet (large print). If you do not currently cover gender identity, this activity would fit well in the development chapter as part of a larger discussion on identity. Explain that in western cultures, we have a history of sorting people into one of two boxes: man or woman. Ask students to draw on a piece of paper and label those two boxes. Explain that over time, psychological scientists have come to appreciate that things are just not that simple. Ask students to read the “What does nonbinary mean?” section of the nonbinary fact sheet. Starting with the two boxes students have drawn, ask students to add to their diagram the experiences of others who do not neatly fit in one those two boxes. After a few minutes of working on their diagrams, invite students to share their diagrams with others in a small group. Ask the groups to create a new diagram compiling the best contributions from each individual. This activity will help students think outside the boxes. If you do the previous activity as part of a discussion on identity, it may make sense to continue the thread by talking about pronouns. Just as our name is an important part of who we are, the pronouns we use may also be important to us. Ask students to take a look at their diagrams again. What pronouns would they attach to each part of their diagram? Confusion will likely be the modal response. Point out that pronouns are an individual decision, and that even if we could look at someone and place them in the diagram (which we cannot), there is no way for us to know what pronouns a person uses. Give students a few minutes to read the pronoun fact sheet. Invite students to form small groups and using the suggestions in the “how do I ask about pronouns” section of the fact sheet, ask others in their group about the pronouns they use—if they are comfortable sharing. If time allows, do a short role play to give students practice with what they learned in the “when and how should I correct others?” section of the fact sheet. Before class, ask a couple students with whom you have a good rapport if they’re okay with you asking them during class for the pronouns they use. And then ask them—for the purpose of a class activity—if they would be okay with you purposefully using different pronouns. With their permission in hand, let the class know that you are going to give them the opportunity to correct your pronoun errors. Ask your confederates for the pronouns they use. And then for one the students purposefully use the wrong the pronouns. For example, “I really appreciate that [wrong pronoun] shared their pronouns.” Pause to give the rest of the class an opportunity to formulate and share a correction. Thank the person who corrects you, and then apologize to the student whose pronoun you flubbed. “I apologize for using the wrong pronoun. I promise I’m working on getting it right.” And then move on with other chapter content. If another opportunity presents itself, intentionally flub the pronouns of your other confederate. Pause again to give the rest of your students another opportunity for a correction. Through this activity students will get practice at correcting someone who mistakenly uses the wrong pronouns while also normalizing errors and modeling recovering from those errors.   References Conover, K. J., Matsuno, E., & Bettergarcia, J. (2021). Pronoun fact sheet [Fact sheet]. American Psychological Association, Division 44: The Society for the Psychology of Sexual Orientation and Gender Diversity. https://www.apadivisions.org/division-44/resources/pronouns-fact-sheet.pdf Matsuno, E., Webb, A., Hashtpari, H., Budge, S., Krishnan, M., & Basam, K. (n.d.). Nonbinary fact sheet [Fact sheet]. American Psychological Association, Division 44: The Society for the Psychology of Sexual Orientation and Gender Diversity. https://www.apadivisions.org/division-44/resources/nonbinary-fact-sheet.pdf         ... View more

In many areas, people are giving serious consideration to how the language we use influences how we see ourselves and how we see others. As a bit of background, Peanut—a social networking site for mothers and those hoping to become mothers—launched in 2017. The goal was to foster friendships among those who felt isolated and in need of social support. And then something remarkable happened. “After thousands of women on Peanut came forward to share the hurtful terms they’ve experienced throughout fertility and motherhood, it was clear to us that something needed to change. The #RenamingRevolution glossary, created with linguists and medical professionals, aims to redefine the negative terms that are too often used during the most vulnerable times in women’s lives.” Visit the #RenamingRevolution: The Motherhood and Fertility Glossary. The glossary is divided into five sections: fertility, loss, pregnancy, birth, and motherhood. I confess that before reading the glossary, I thought, “I am happy to use whatever language you would like, but how bad can the existing language be?” I was not too far into the glossary when I started feeling pretty beat up, and I’m pretty disconnected from motherhood and all things motherhood-related. How would you like to be told that you are barren or that you have a hostile uterus, an incompetent cervix, or a lazy ovary? Or that you are a habitual aborter? Or that at the age of 35, you are looking at a geriatric pregnancy? Or that when you have been in labor for so many hours that exhaustion has set in and the healthcare providers note your “poor maternal effort”? When covering the development chapter in Intro or teaching the developmental psych course, it may be valuable to use this glossary not only to help us revamp our own terminology, but also as a way to encourage students to think about the impact the language we use can have. In this case, it is an especially important lesson for all of our students who are preparing for careers in healthcare. If you would like a print copy of the glossary, fill out their form. If you would like to include the glossary in a page in your learning management system, this embed code should work for you. <p><iframe style="border: none; width: 750px; height: 750px;" src="https://issuu.com/teampeanut/docs/210317_ma_chrissy_teigen_glossary_of_terms_final/1?ff" sandbox="allow-top-navigation allow-top-navigation-by-user-activation allow-downloads allow-scripts allow-same-origin allow-popups allowfullscreen="></iframe></p> ... View more

I have used some of my free time this summer learning more about some areas where, well, I could learn more. Hormones would be one of those areas. To give me some current information and a bit of historical background, I turned to Randi Hutter Epstein’s book, Aroused: The History of Hormones and How They Control Just About Everything. For an overview, it is an informative and entertaining read. This for example: Beginning in the 1920s, and for nearly twenty years, [Vienna physiologist, Eugen] Steinach pioneered one of the most popular and controversial rejuvenation treatments. He claimed that vasectomies boosted sex drive, intellect, energy, and just about anything else that withered with age. Steinach believed that blocking the exit of manly juices (which is what a vasectomy does) prompted a congestion of them, much the way a traffic jam causes a pile-up of cars. If you rate success by the quantity and quality of scientific evidence, vasectomies for rejuvenation don’t rank high. If, on the other hand, you rate success by testimonials plus the number of paying customers, the practice was a global sensation. It was so popular, in fact, that Steinach’s name became a verb: to Steinach meant to do a rejuvenating vasectomy. Sigmund Freud was Steinached. William Butler Yeats, the poet, was Steinached. (pp. 72-73) Raise your hand if you were familiar with that bit of Freudian trivia. You will want to remember this, because I would not be surprised if this is the topic of a Stephen Chew trivia question at the National Institute on the Teaching of Psychology (NITOP). ["At what age was Freud Steinached?" Answer: 67.]  If nothing else, you can give "Steinached" as your answer to any trivia question you don't know. It would give you the opportunity to talk about Freud's vasectomy, which you certainly must be itching to do.  As for Freud, if you live by speculation in lieu of data... Steinach did not perform vasectomies, however, he did guarantee that your vasectomy would be rejuvenating if he was present to supervise. No word on whether Steinach supervised Freud’s vasectomy (he probably did since they were friends) or if Freud found his vasectomy rejuvenating (he probably did since he provided a testimonial).   One last comment before we can all stop thinking about Freud and his testicles. There is something strangely beautiful about testimonials driving that vasectomy-for-rejuvenation craze. The words testimonial and testis share the same etymological root, a root that means “witness.” Not all witnesses are created equal, however. I prefer my witnesses to have data derived from established research methods. Or at least that would be my standard before I allowed anyone near my testicles. If I had testicles. ... View more

For women, perceptions of intelligence and morality change based on how much makeup they're wearing: https://www.psypost.org/2021/05/study-suggests-that-women-wearing-heavier-makeup-are-perceived-as-having-less-mental-capacity-and-less-moral-status-60837 ... View more

A couple years ago, I wrote a blog post about how to use The Gender Unicorn to help students understand the differences between gender identity, gender expression, sex assigned at birth, physical attraction, and emotional attraction. Through this activity, students can begin to grasp the complexity of sex, gender, and attraction. Matt Goldenberg, through the Society for the Teaching of Psychology Facebook group, posted this 4-minute video that provides a nice introduction to a deeper discussion and The Gender Unicorn. (The recording is audio-described for the visually impaired and captioned for the hearing impaired.) Before showing the video, ask students to work in pairs or small groups to describe the ways in which people express their gender. In other words, when you see someone, how do you know what gender, if any, that person identifies with? Or, how do parents show the gender of their infants? Ask students to volunteer what they came up with; record these where students can see them. If you have time, ask students to consider how the concept of gender differs across cultures. This article from Independent Lens includes a map of places around the world that look at gender differently than people do in the West. Click on each pin to learn more. After watching the recording and discussing gender across cultures, launch The Gender Unicorn activity.   A quick note about terminology. The prefix “cis” is Latin for “on the same side of;” and “trans” is Latin for “on the other side of.” For those who identify as cisgender, the gender they were assigned at birth and the gender they identify with now are in agreement—they’re on the same side. For those who identify as transgender, the gender they were assigned at birth and the gender they identify with now are in disagreement—they’re on different sides. This language is misleading because there really aren’t any sides. Those who identify as non-binary are saying that they don’t identify themselves according to a side. ... View more