Crows are smart. Never underestimate a crow. Comparative psychology is “the study of nonhuman animal behavior with the dual objective of understanding the behavior for its own sake and furthering the understanding of human behavior” (American Psychological Association, n.d.). The better that we understand how crows behave, think, communicate, and solve problems, the better we will understand both crows and ourselves. I have a short written assignment that my Intro Psych students do. After its completion, students have a greater appreciation for the crows around them. John Marzluff, a University of Washington zoologist, has made studying crows his life’s work. In his 22-minute TEDx talk, Marzluff shares what he thinks everyone should know about crows. I assign this during the thinking chapter in Intro Psych, after we’ve covered neuroscience and learning. It makes for a nice review of previously covered content. Here are the questions I ask my students to address: What three factors does Marzluff cite for the crow's problem-solving ability? Explain how each contributes to problem-solving skills. How do the brain areas of crows map onto the human brain? What do those brain areas do and why are they important? How do their brains differ from those of humans? Give an example from his talk of how the birds' behavior changed due to positive reinforcement. Give an example from his talk of how the birds' behavior changed due to observational learning. What is your reaction to this video?      Video Link : 2348   Reference American Psychological Association. (n.d.). Comparative psychology. Retrieved December 26, 2018, from https://dictionary.apa.org/comparative-psychology ... View more

At the end of each term, I ask my Intro Psych students for their top ten list of important concepts they learned in the course. Last fall, interestingly, none of my students put parenting styles in their top ten lists. This term, a quarter of my students did. The only difference between those classes is that this term I asked my students to read an Atlantic article on distracted parenting (Christakis, 2018). In our coverage of development I asked students, after they had read the article, whether they thought this is a new “parenting style” or if it fits one of the existing four: authoritarian, authoritative, permissive, or neglectful. (Most students called it neglectful, but many weren’t quite ready to go all the way there and called it a “new branch” or a “type” of neglectful parenting.) The article makes for an excellent discussion starter for small groups after you’ve covered parenting styles in class. The discussion of the impact distracted parenting has on children will be meaningful to students since you would have just covered child development. Later when you cover operant conditioning – if you haven’t already done so – you can refer back to this section of the article. Young children will do a lot to get a distracted adult’s attention, and if we don’t change our behavior, they will attempt to do it for us; we can expect to see a lot more tantrums as today’s toddlers age into school. But eventually, children may give up (Christakis, 2018) If the adult drops the phone and attends to the child’s tantrum, the child’s tantrum behavior has been positively reinforced by getting attention, and the adult’s dropping-the-phone behavior has been negatively reinforced by stopping the tantrum. If the adult’s phone is more attention-grabbing than the child’s tantrum, then the adult will ignore the child. The result? Extinction. The child will no longer throw tantrums – or, perhaps, any other behavior that is a plea for adult attention. The author of the article cites two research studies. If you’d like to challenge your students’ research skills, ask them to find those studies. The study that took place in Philadelphia is a pretty easy find because the article’s author gives us the names of the researchers. The Boston research article is a little more challenging because we don’t have clues to the citation. I don’t want to give the reference here because it would make it too easy for your Googling students to find. I can give you a hint, however: it was published in 2014 in a highly-respected peer-reviewed journal. And, if you email me (sfrantz@highline.edu), I would be happy to send you either or both references – as long as I don’t think you’re a student. If you’d like to extend this activity, ask students to assess how well the article’s author did at describing those studies. Did the author hit the important high points? Was there other information in the research articles that would be important for a reader of The Atlantic to know? Reference Christakis, E. (2018). The dangers of distracted parenting. Retrieved August 29, 2018, from https://www.theatlantic.com/magazine/archive/2018/07/the-dangers-of-distracted-parenting/561752/ ... View more

A young man, raising funds for his high school football team, knocked on the door of a Chronic Traumatic Encephalopathy (CTE) researcher. And not just any CTE researcher: a CTE researcher who looks specifically at teenage brains. The two sat down, and the young man learned about how concussions are not necessary to trigger CTE; repeated shots to the head will do it. The young man listened, and, in fact, chose CTE as his research project in English. When I read this NPR story, I was hoping for a better ending. And what did the young man decide about playing football? He’s still going to play. “This is something I love. I dedicate myself to [this]. This makes me healthier physically, mentally. I'm doing what I love, making friends, there's a lot of great experiences that I'm having from this.” He did decide, however, to cut back on boxing, so that’s something. When I read this article I was immediately struck by the power of immediate reinforcement over the potential of bad things happening at some unknown time in the distant future. [As an operant conditioning bonus, in the very first paragraph, the student gives us a great example of discriminative stimuli. “He’d look for lights on and listen for kids’ voices.” Those stimuli signaled a greater likelihood of receiving a donation.] But the reinforcement aside, I wondered about the social psychology of playing an intense team sport, like football. The student said, “I’m doing what I love, making friends, there’s a lot of great experiences that I’m having from this.” In Sebastian Junger’s book, War, the author writes about his experience spending 15 months with a U.S. Army platoon in Afghanistan. Once, when out on patrol, the platoon got into a firefight along a road, taking cover behind a rock wall. Afterwards, Junger asked one of the soldiers if he was scared. He said he was. Junger asked why he didn’t run. He said he stayed because the soldier on his left stayed and the soldier on his right stayed.   While still considering the power of groups, my news feed produced a fascinating article on identity fusion. Research “suggest[s] that extreme self-sacrifice is motivated by 'identity fusion', a visceral sense of oneness with the group resulting from intense collective experiences (e.g. painful rituals or the horrors of frontline combat) or from perceptions of shared biology.” Once a person fuses their identity with the group, all it takes is a threat to the group to lead the person to self-sacrifice. And those groups need to be “local” groups, like a team or a platoon. “Extended fusion” to bigger groups like one’s country can happen, but it looks like it can only happen after “local fusion.” Those who have experienced identity fusion with a local group describe the others in the group as family. It’s common to hear teammates and platoon-mates describe each other as brothers (Whitehouse, 2018). What sacrifices are you willing to make for your family?   References Whitehouse, H. (2018). Dying for the group: Towards a general theory of extreme self-sacrifice. Behavioral and Brain Sciences. https://doi.org/10.1017/S0140525X18000249 ... View more

I recently finished Sam Kean’s (2012),  The Violinist’s Thumb the history, the present, and the future of DNA research. Kean writes, “Genes don’t deal in certainties; they deal in probabilities.” I love that – and I’m using it the first day of Intro Psych next term: “Psychology doesn’t deal in certainties; it deals in probabilities.” I already talk about correlations as probabilities. The stronger the correlation, the higher the probability that if you know one variable, you can predict the other variable. In the learning chapter, it’s not unusual for a student to say, “I was spanked, and I turned out okay.” Now I can repeat, “psychology doesn’t deal in certainties; it deals in probabilities.” When children are spanked, it increases the probability of future behavioral problems (Gershoff, Sattler, & Ansari, 2017). It is not a certainty. Whenever aggression comes up as a topic, a student will say, “I play first-person-shooter games, and I’ve never killed anybody.” Again, “psychology doesn’t deal in certainties; it deals in probabilities.” Playing violent video games increases the chances of being aggressive. Watching violent movies increases the chances of being aggressive. Listening to violent-themed music increases the chances of being aggressive. (List is not exhaustive.) The more of those factors that are present, the greater the probability of behaving aggressively (Anderson, C, Berkowitz, L, Donnerstein, E, Huesmann, L, Johnson, J, Linz, D, Malamuth, N, & Wartella, 2003). It is not a certainty. A student says, “I was deprived of oxygen when I was being born, and I haven’t developed schizophrenia” (McNeil, Cantor-Graae, & Ismail, 2000). (Okay, I have never had a student say this, but I wanted one more example.) Being deprived of oxygen at birth increases the probability of developing schizophrenia. It is not a certainty. Any time a student reports an experience that does not match what most in a research study experienced, I can say “Like genetics, psychology doesn’t deal in certainties; it deals in probabilities.”   References Anderson, C, Berkowitz, L, Donnerstein, E, Huesmann, L, Johnson, J, Linz, D, Malamuth, N, & Wartella, E. (2003). The influence of media violence on youth: . Psychological Science In The Public Interest (Wiley-Blackwell), 4(3), 81–110. https://doi.org/10.1111/j.1529-1006.2003.pspi_1433.x Gershoff, E. T., Sattler, K. M. P., & Ansari, A. (2017). Strengthening Causal Estimates for Links Between Spanking and Children’s Externalizing Behavior Problems. Psychological Science, 95679761772981. https://doi.org/10.1177/0956797617729816 Kean, S. (2012). The Violinist’s Thumb. New York City: Little, Brown, and Company. McNeil, T. F., Cantor-Graae, E., & Ismail, B. (2000). Obstetric complications and congenital malformation in schizophrenia. In Brain Research Reviews (Vol. 31, pp. 166–178). https://doi.org/10.1016/S0165-0173(99)00034-X ... View more

One of the great joys of attending conferences – in this case, the American Psychological Association convention – is the conversations with both new and old friends. This morning I had breakfast with Linda Woolf (Webster University; an old friend). She posed an interesting question, and before my first full cup of coffee, it was a little unfair. She noted that in our professional circles we frequently talk about psychology books we think psychology majors should read. She wondered what non-psychology books I’d recommend. That’s both an easy and a difficult question. It’s easy to find book that contain psychology, but difficult in deciding of all the books out there, what books I’d recommend. The two that came pretty quickly to mind were: The Boys in the Boat by Daniel Brown. About the University of Washington men’s crew who rowed in the 1936 Olympics in Berlin, the book gives us a healthy does of prejudice and perseverance. The Day the World Came to Town by Jim DeFede. On 9/11/2001 when the U.S. airspace closed, planes flying west across the Atlantic had to land in Canada. Thirty-eight of them landed in Gander, Newfoundland. Almost 7,000 visitors literally dropped into a town of 9,000 for five days. DeFede restores our faith in humanity with story after story of altruism. The musical Come From Away expands on those stories including coverage of prejudice, stress and coping, and ingroups/outgroups. (Honestly, the book may do the same, but it’s been years since I’ve read it.) After having had my full dose of coffee and a few more hours to reflect – and a chance to review my Goodreads books, here are some more non-psychology books recommended for psychology majors. Born a Crime by Trevor Noah Noah grew up in South African as “colored,” the South African term for half white/half black. His experience gets wrapped up in ingroups/outgroups, both sorting out what that means for him and being on the receiving end of other people’s assumptions about his group membership. The Warmth of Other Suns by Isabel Wilkerson Starting with World War I, African Americans started in earnest to move out of the south to points west and north. Spotlighting three people who left different places at different times for different locales, Wilkerson helps her readers understand the prejudice and discrimination that drove African Americans from the south to the different-looking prejudice and discrimination of their new homes. Sally Ride by Lynn Sherr Becoming the first U.S. woman in space had its challenges. More prejudice, discrimination, and perseverance in this book. When asked at a crew press conference in 1982 “Dr. Ride, apart from the obvious differences, how do you assess the differences in men and women astronauts?” Dr. Ride replied, “Aside from the obvious differences, I don’t think there are any.” Grandma Gatewood’s Walk by Ben Montgomery Emma Gatewood in 1955 and at the age of 67 decided to hike the 2,050-mile Appalachian Trail. Alone. This one will make students rethink their assumptions about gender and age. The Man Who Loved Only Numbers by Paul Hoffman Paul Erdös (pronounced air-dish) was a mathematical genius. But his biography is less about intelligence than it is about… well, it’s tough to describe. Being comfortable in your own skin, may be a good descriptor. Erdös was unapologetically Erdös. He couch-surfed from the home of one mathematician to another. His hosts didn’t know when he was coming until he appeared on their doorsteps, and they didn’t know when he was leaving until he left. He would ask strangers to tie his shoes. He offered cash to grad students to solve mathematical problems. The more difficult the problem, the greater the cash award. And Erdös published prolifically. Mathematicians have an Erdös number. If you published a paper with Erdös, your number is one. If you published with someone who published a paper with Erdös, your number is two. And so on. Addiction by Design by Natasha Dow Schüll [This book may not technically meet the requirements of the category given the amount of psychology in it.] This book contains everything you wanted to know about slot machines and then some. If you’re teaching that pushing buttons on a slot machine is an example of positive reinforcement, you’re wrong for a healthy chunk of slot machine users. Negative reinforcement would be a better characterization. Regular users of slot machines play not to win but play to enter the zone where they don’t have to think about problems at work, with their spouse, or with their kids. Winning just means being able to not think even longer. I managed to give you a list that is all nonfiction. Please share your recommendations in the comments – and I’d love to see some fiction in the list! ... View more

Originally posted on Quartz on July 2, 2017. I'm often asked how I was able to go from inactive academic to participating in invitation-only ultramarathons.  While it's no small feat, the three components of self-control--standards, monitoring, and strength--fortified my self-discipline. With those factors, and the additional and necessary support from my close relationships, practicing self-control ensured my success and gave me the opportunity to grow.  Read more about my running journey the factors of self control here.  ... View more

Here’s an interesting example of classical conditioning being applied to help solve a serious problem. The Military Suicide Research Consortium at Florida State University received a Department of Defense grant to find ways to prevent suicides by military members (Joiner, 2017). One avenue of research looked at ways of strengthening marriages, reasoning that those with stronger relationships are less likely to take their own lives (Improving marriages…, n.d.). Military marriages face a number of challenges, including lengthy deployments. While many factors influence decisions to divorce, spending months away from one’s partner is a likely contributing culprit. “[S]erving lengthy deployments increases the risk of divorce and that the longer the deployment, the greater the risk of divorce” (Improving marriages…, n.d.). Female military service members are almost three times as likely to divorce as their male counterparts. In 2016, for example, 7.7% of female Marines divorced compared to 2.8% of male Marines. Overall, 3.1% of military personnel divorced in 2016 (Bushatz, 2017).    Let’s make a quick digression to talk about divorce rates. “The military divorce rate is calculated by comparing the number of troops listed as married in the Pentagon's personnel system at the beginning of the fiscal year with the number who report divorces over the year” (Bushatz, 2017). These numbers cannot be compared to national data since the Centers for Disease Control and Prevention (CDC) calculates divorce differently. Forty-five state health departments send the number of divorces in their states to the CDC. Because researchers at the CDC don’t know how many marriages were in each of those states to begin with, they can’t calculate a percentage of divorces like the military can. Instead, because the CDC researchers know the population of those 45 states, they can calculate a divorce rate per 1,000 people. In 2015, for example, those 45 reporting states had a combined population of 258,518,265. The number of divorces that year in those 45 states? 800,909. That works out to a divorce rate of 3.1 per 1,000 people (Centers for Disease Control and Prevention, 2017). Now, back to helping marriages succeed. Is there a low-cost way to strengthen relationships even when the marriage partners are separated by thousands of miles for months at a time? James McNulty, Michael Olson, and colleagues (2017) thought that classical conditioning could work. Couples, 144 of them, were randomly divided into an experimental group and a control group. Every three days for a total of 13 sessions, participants experienced 225 trials where images or words flashed on a computer screen either singly or paired. Participants were to hit the spacebar when something related to relationships appeared, such as a wedding cake. Embedded within those 225 trials were 25 trials where the participant’s partner’s photo was paired with another photo. Those in the experimental condition always saw the partner’s photo paired with positive stimuli, such as photos of puppies. Those in the control condition always saw the partner’s photo paired with neutral stimuli, such as photos of buttons.   Every two weeks from the start of the conditioning trials to two weeks post conditioning, participants completed a series of dependent measures. A priming task timed how quickly participants associated positive words with their partners. And researchers, well, just asked participants how they felt about their marriages. On the priming task, those in the experimental condition reacted faster when positive words were associated with their partner than those in the control condition. And the faster those reaction times, the more likely the participant was to say they were happy in their marriages.   Classical conditioning in the experimental condition                                 positive photos (UCS) --> positive feelings (UCR) partner photos --> positive photos (UCS) --> positive feelings (UCR) partner photos (CS) -----------------------------> positive feelings (CR) The researchers are careful to note that while looking at photos of puppies, sunsets, and other positive imagery paired with images of our partners boosts positive feelings toward our partners, this classical conditioning will not make us have positive feelings towards someone we really dislike. In other words, classical conditioning is not a panacea for fixing badly damaged relationships.  Consider using this experiment as another example in your classical conditioning lecture. Or provide students a summary of the research and ask them to work in pairs or small groups to identify the UCS, UCR, CS, and CR.     References Bushatz, A. (2017, April 28). Female troop divorce up slightly, male rate largely unchanged. Retrieved from http://www.military.com/daily-news/2017/04/28/female-troop-divorce-up-slightly-male-rate-largely-unchanged.html Centers for Disease Control and Prevention. (2017, January 13). Marriages and Divorces. Retrieved June 23, 2017, from https://www.cdc.gov/nchs/nvss/marriage-divorce.htm Improving marriages to decrease suicide risk. (n.d.). Retrieved June 23, 2017, from https://msrc.fsu.edu/funded-research/improving-marriages-decrease-suicide-risk Joiner, T. (2015, October). Military Suicide Research Consortium (Rep. No. W81XWH-10-2-0181). Retrieved http://www.dtic.mil/dtic/tr/fulltext/u2/a622687.pdf McNulty, J. K., Olson, M. A., Jones, R. E., & Acosta, L. M. (2017). Automatic associations between one’s partner and one’s affect as the proximal mechanism of change in relationship satisfaction: Evidence from evaluative conditioning. Psychological Science. doi:10.1177/0956797617702014 ... View more

In Improving How Universities Teach Science: Lessons from the Science Education Initiative, Carl Wieman—a Stanford physicist, Nobel laureate, and Carnegie U.S. University Professor of the Year (but let’s not feel intimidated)—advocates active learning, which in a recent NPR interview, he describes as teaching the thinking that you really want students to learn. How does a physicist think about a problem, or a chemist, and so on, and what decisions do they make, and then you break that problem down into student, bite-sized pieces. You give them to the students to work on. They usually work in small groups. The instructor is monitoring how the students are thinking. What's right, what's wrong. And then will periodically pull them back together every five or 10 minutes to discuss how they are coming along. Give them feedback on what thinking is right or wrong.   Mark Zuckerberg has a similar vision for public schools—for engaging students in self-directed learning, with guiding teachers at their sides.   The benefits of active learning are well-known to teaching psychologists. As Nathan DeWall and I note in our forthcoming Psychology, 12 th Edition, To master information you must actively process it. Your mind is not like your stomach, something to be filled passively; it is more like a muscle that grows stronger with exercise. Countless experiments reveal that people learn and remember best when they put material in their own words, rehearse it, and then retrieve and review it again.   For Psychology, 12 th Edition, and all of our texts, active learning—via “Concept Practice,” “Immersive Learning,” and “Assess Your Strengths” exercises, and also via simulations and adaptive quizzing—forms the heart of our online resources.   So take it from a Nobel laureate/professor of the year . . . or Mark Zuckerberg . . . or just from Dave and Nathan: To learn deeply and remember enduringly, learn actively. ... View more

National Geographic gives you 8 different scenarios in which you have (hypothetically) lied. Choose the most likely reason you lied. As a research methods booster have students discuss the validity of this measure – a measure that has not been used in formal research to the best of my knowledge. The basis for this quiz was recent research on lying. Communication Studies professor Timothy Levine and colleagues (2016) asked participants from five countries to recall a recent occasion when the participants had lied and then write about what took place. Trained coders read the accounts and categorized the motivation for lying. Levine, et.al. found that the most common reason was lying to gain something (45%) – to reap financial benefits (16%), to reap non-financial benefits (15%), to make a good impression (8%), to be humorous (5%). Another 36% lied for self-protection; 22% did so because of a personal transgression and another 14% did so to dodge people they didn’t want to interact with. The least common type of lying (11%) was designed to affect others in some way – to help them (5%), to hurt them (4%), to be polite (2%). Some lying appeared to be “without apparent motive or purpose, lies out of obvious delusion, or lying with blatant disregard for reality and detection consequences” (2%). The remaining 7% of participants didn’t give enough information to code the motive (5%) or the motive didn’t fit one of these categories (2%).   After covering operant conditioning, have students work in pairs or small group to identify if the teller of each of these kind of lies has been positively reinforced, negatively reinforced, positively punished, or negatively punished. Ask students to assume that the person has told this kind of lie before; perhaps this person has told this kind of lie many times before. Lied to cover up a personal transgression, e.g. lied to keep an affair from becoming public Lied to avoid someone, e.g., lied to get off the phone with someone you don’t want to talk to Lied for financial gain, e.g., lied on a tax return to get a bigger tax refund Lied for non-monetary benefits, e.g., lied to get people to vote for you Lied to make a good impression, e.g., lied on an online dating profile so people will view you as very attractive Lied to be polite, e.g., lied about liking someone’s shirt to avoid making the person feel bad After students have completed their discussion and if you use an audience response system, ask students to click in to vote for the type of operant conditioning associated with each kind of lie. Walk students through thinking about each type of lie to identify its type of reinforcement. This short activity will help students see that our behavior is often reinforced in unintended ways. References Levine, T. R., Ali, M. V., Dean, M., Abdulla, R. A., & Garcia-Ruano, K. (2016). Toward a Pan-cultural Typology of Deception Motives. Journal of Intercultural Communication Research, 45(1), 1–12. https://doi.org/10.1080/17475759.2015.1137079 ... View more

One of my favorite sources for examples of psychological concepts are comic strips. Some of them get worked into lectures, others show up on exams, and sometimes I’ll offer them for a couple points extra credit, especially for new comics that harken back to content covered earlier in the course. Here are some May 14, 2017 comic strips that may be worth adding to your stable of examples. The Betty comic strip gives us a wonderful example of change blindness. Junior, Betty’s son, is dinking around on his phone while explaining his generation’s amazing ability to multitask. During his explanation, Betty calls in her husband to take her place. When Junior’s attention is returned to his parent, he sees his dad and is completely unaware that he had replaced his mom. In Frank and Ernest Frank has a young person working out on his farm. The young person, upon hearing “crop,” thinks cropping photos instead of crops that are planted. For someone who spends a lot of time in the digital world instead of a farming world, that person would be primed to interpret “crop” as photo manipulation. Frazz gives us commentary on the positive reinforcement provided by smartphones. Pick up your smartphone to get a jolt of pleasure in some form – text messages, phone calls, games, social media updates. Caulfield, the boy in the strip, says that his dad “calls them dopamine pumps.” (If you want to dive deeper into smartphone use, I wrote a post on stress and smartphones a few months ago.) Bonus comic strip. My favorite classical conditioning comic strip comes from Lio (November 14, 2009). A monster replaces Pavlov’s dogs, “Monsta Treats” replace meat powder, and the sound of a ripping bag replaces the tone. Do you have any favorite comic strips that illustrate psychological concepts?   ... View more

In today’s tech world, many students come equipped with laptops for “taking notes.” Actually, as I noted in an earlier blog post, Pam Mueller and Daniel Oppenheimer have found that when it comes to remembering and applying concepts, “the pen is mightier than the keyboard.” With laptops, it is easy to take verbatim notes. When writing longhand, students more actively process the material, summarize it in their own words, and learn it more deeply. FatCamera/Getty Images  And as students sitting near the back of the classroom can vouch, their peers often aren’t taking notes. They’re checking Facebook, playing games, messaging, online shopping, and information searching (stimulated by the class, we can hope). So, does this multitasking during class time exact a cost?      When surveyed, students “report little or no effect of their portable device use on learning class material,” report Susan Ravizza, Mitchell Uitvlugt, and Kimberly Fenn from prior studies.   Really? To assess that presumption, Ravizza et al. secured the permission of 84 Michigan State introductory psychology students to have their class-time Internet use monitored. (The students afterward reported that their use was unaffected by the confidential monitoring.)   The results: During the 110 minute class, the average student did nonclass-related Internet browsing for 37 minutes. And the more the Internet use, the lower the final exam score—even after controlling for students’ intelligence (ACT score), motivation, and course interest.   The bottom line: “These findings raise questions” about encouraging students to bring laptops to class when not essential to class activities. ... View more

I confess that for many years in my Intro Psych course I didn’t cover sleep or stress. In retrospect, I’m sorry that I didn’t use that opportunity to give those students that information they could use to live better lives. While I can’t go back and change the past, I can make sure that the students I have today – and hopefully, my students’ families and friends – have this information.   The cover story to the March 2017 Monitor on Psychology is on “how smartphones are affecting our health and well-being, and points the way toward taking back control.” The article cites 2015 data from the Pew Research Center that said 72% of U.S. adults have a smartphone (Weir, 2017). In 2016, that number jumped to 77%. If you’re between 18 and 29, 92% of your cohort has one. For those of us 50 to 64, 74% of our peers have one – last year, only 59% of people in this age group owned a smartphone (Smith, 2017). Ask your students to raise their hands if they own a smartphone. After almost all of the hands go up, ask students to take a couple minutes to jot down a few ways in which their phones help them and a few ways in which their phones interfere with their lives. Ask students to share their lists in pairs or small groups, adding other ideas as they come up. Ask groups to identify one student as the recorder. After a few minutes of discussion, starting on one side of the room, ask the recorder from each group to share one benefit their group identified. If it was a benefit other groups had on their list, they should cross it off. List the benefits on the board/computer screen. Repeat this process for the ways smartphones interfere with their lives. One of the interferences cited in the article is lack of sleep – due to blue light disrupting the circadian rhythm, due to getting worked up reading email and text messages before bed, due to waking up to answer phone calls or respond to text messages. Lack of sleep can cause all sorts of problems, including making it harder to cope with stress or poorer school or work performance thus upping stress levels. As a clicker question, ask students: Imagine that you didn’t have your phone for an hour. How freaked out would you be? I’d be fine. A little nervous. Pretty anxious. Totally freaked out. As a research methods booster, describe Nancy Cheever, Larry Rosen, and colleagues’ quasi-experiment (2014) described in the Monitor article. They asked participants to estimate how much time they spent each day on their phones doing various activities, e.g., “send and receive email,” “play video games.” I’m not sure how good any of us are at making such estimates. Given that the range of responses they got was from 1 hour a day to 64.5 (?!) hours a day, I’m even less confident in our ability to make such ratings. (If time allows, give students a few minutes to brainstorm other ways phone usage could be estimated or tracked.) The researchers soldiered on and divided participants into three groups: low smartphone usage (1 to 7 hours a day), moderate usage (7,5 to 16.5 hours a day), and heavy usage (17 or more hours a day). And then the researchers took away the participants’ phones. Participants completed the State/Trait Anxiety Inventory after 10 minutes, after 35 minutes, and after 60 minutes. The low usage participants were fine the entire time. The moderate users were fine after 10 minutes, but by 35 minutes they were a little anxious, and they were still just as anxious after an hour. The high users though were already anxious by the 10-minute mark, and their anxiety continued to climb through 35 minutes and was even higher by 60 minutes. Ask students to take a look at the benefits and interference lists you have on the board/screen, and invite students to hypothesize why the heavy smartphone users would be so freaked out.   Part of what may be driving that anxiety is FOMO – a fear of missing out. “What are my friends texting me? Are they thinking I’m mad at them because I’m not responding? What’s happening on Facebook? On Instagram? On Twitter? On Snapchat?” That gives you a good opportunity to revisit operant conditioning. The Monitor article notes that checking one’s phone provides instant reinforcement. If you check your phone to relieve anxiety, phone-checking is negatively reinforced. If you check your phone to see a loving text message from your sweetie, then your phone-checking is positively reinforced. The stress chapter in your Intro Psych textbook likely talks about the importance of feeling like we have control over our lives. Have our smartphones taken over control? Notifications tell us to look now (discriminative stimulus – “If you look now, I’ll reinforce your looking behavior with a new text message, information about who liked your most recent Facebook status update, or that you have a new life in that game that you started playing”). Can we resist the buzz, the blinking lights, the special text notification sound we assigned to our new love? Constantly ducking into our phones takes time and cognitive energy. If we’re reading, writing, or studying, every time we check the latest buzz, we take our minds away from what we’re doing. When we are done with the phone, it takes time to figure out what we had been doing and refocus… only for another buzz to take us away. While this may interfere with our productivity, greatly increasing how long it takes to do what we need to do, at least it’s not going to kill us. But when we engage in exactly that same behavior when driving, it may very well kill us or cause us to kill someone else. “A newly released survey shows that cell phone use is the greatest cause of distracted driving in Washington state and that fatalities from distracted driving have increased dramatically over a one-year period” (KOMO Staff, 2017). This is not just a Washington state problem. “After steady declines over the last four decades, highway fatalities last year [2015] recorded the largest annual percentage increase in 50 years. And the numbers so far this year are even worse. In the first six months of 2016, highway deaths jumped 10.4 percent to 17,775, from the comparable period of 2015” (Boudette, 2016). Also, as a bonus, if a driver is sleep deprived because of the phone interrupting their sleep, they don’t need to check a phone while driving to get killed. They can fall asleep while driving. Since we know that dramatic stories or footage are a more powerful persuasive tool than mere statistics, here are some car crashes. The view out the car window is on the left, and the view of the driver is on the right. Point out to students how little time it takes for a crash to happen. Video Link : 1947 While the video shows drivers looking at their phones instead of the road, the distracted driving research makes it clear that mentally doing something else while driving, like talking on the phone, is just as dangerous. If your mind is not on driving, you’re at risk of crashing. Crashing. Not having an accident, but crashing. An accident makes it sound like something that could not be avoided, after all, accidents happen. Crashes, however, can be avoided. This change in terminology, recommended by the National Traffic Safety Administration, is to help drivers take more responsibility for the havoc they can cause (Richel, 2016). I don’t know that there are any data to support this, but here’s a blog post by a linguist that explains why it should make a difference. Conclude this activity by asking students to take a minute to reflect on what they can do to regain control from their phones. Ask students to share in pairs or small groups, then ask volunteers to share some of their suggestions. Here are seven suggestions from the Monitor on Psychology article. “Make choices.” Decide what you are going to use your phone for. I know several people who have uninstalled the Facebook app from their phones specifically because it was sucking up too much of their time. “Retrain yourself.” Gradually wean yourself off habitual phone-checking. Don’t look at it first thing in the morning or the last thing at night. “Set expectations.” Let everyone know that you’re not going to respond to their text message or email immediately. Assure them that it’s about you, not about them. “Silence notifications.” If you don’t need to know NOW, turn off the notifications. Push notifications for my work email are turned off between 6pm and 8am and all day on the weekend. I made that change the night I was at a play and during intermission I was reading work email. I thought, “What am I doing?!” I changed the notifications then and there. “Protect sleep.” My phone automatically sets itself to silent between 9pm and 8am. When I still couldn’t resist the urge to check it when I woke up in the middle of the night, I started leaving it in a different room. “Be active.” When on social media, participate. That’s more likely to make us feel connected to others. “And, of course, don’t text/email/call and drive.” If you can’t stay off your phone, lock it in the trunk. References Boudette, N. E. (2016, November 15). Biggest spike in traffic deaths in 50 years? Blame apps. Retrieved from https://www.nytimes.com/2016/11/16/business/tech-distractions-blamed-for-rise-in-traffic-fatalities.html Cheever, N. A., Rosen, L. D., Carrier, L. M., & Chavez, A. (2014). Out of sight is not out of mind: The impact of restricting wireless mobile device use on anxiety levels among low, moderate and high users. Computers in Human Behavior, 37, 290-297. doi:10.1016/j.chb.2014.05.002 KOMO Staff. (2017, February 13). New survey: Distracted driving deaths up 32 percent; cell phone use a key factor. Retrieved from http://komonews.com/news/local/new-survey-distracted-driving-deaths-up-32-percent-cell-phone-use-blamed Richtel, M. (2016, May 22). It's no accident: Advocates want to speak of car 'crashes' instead. Retrieved from https://www.nytimes.com/2016/05/23/science/its-no-accident-advocates-want-to-speak-of-car-crashes-instead.html Smith, A. (2017, January 12). Record shares of Americans now own smartphones, have home broadband. Retrieved from http://www.pewresearch.org/fact-tank/2017/01/12/evolution-of-technology Weir, K. (2017, March). (Dis)Connected. APA Monitor on Psychology. Retrieved from http://www.apa.org/monitor/2017/03/cover-disconnected.aspx ... View more

You have likely heard of the classroom demonstration where the students condition the instructor or a student volunteer to do some behavior by clapping (positive reinforcement) whenever the person gets closer to the behavior. Jon Skalski, Joel Lynch, and Amy Martin (2017) from Rockford University take this demo up a notch by modifying it to help students understand not only shaping, but also positive/negative reinforcement/punishment.   Skalski (personal communication, January 19, 2017) explains: I have a student volunteer step outside the classroom. The class selects a behavior that they would like to shape in his/her absence (like standing the corner and/or scratching the head).  The volunteer returns to the room. I place a backpack loaded with textbooks on his/her shoulders. Then, I remove a couple books when the student starts doing something that approximates what the class has selected for the volunteer to do (as a form of negative reinforcement).  I add books (as a form of positive punishment) when the student is not doing what I am trying to shape. I add skittles to a cup (positive reinforcement) and also take skittles away from the cup (negative punishment) to shape approximations of the desired outcome. Thus, the demonstration involves rewarding (both positively and negatively) and punishing (both positively and negatively) at the same time, at least in shaping a single behavior, and it is quite vivid and memorable. I then help students to process and think about the demonstration in order to make distinctions about positive and negative forms of reinforcement and punishment.   During the demonstration, Skalski changes which technique he is using from moment to moment. In doing so, students can see the impact each change has on the volunteer’s behavior. After successfully training the volunteer to do the selected behavior. Skalski recaps what the students just saw. Shout out to Jon Skalski for this clever demonstration! REFERENCE Skalski, J., Lynch, J, & Martin, A. (2017, January). Teaching negative reinforcement; it’s not punishment. Poster session presented at the National Institute on the Teaching of Psychology, St. Petersburg Beach, FL. ... View more

It can be an eye-opener for a parent when their child starts to mimic their behavior in the form of pretend play. Even more so when what is being portrayed is pre-divorce arguments and the stand-ins are Mary, Joseph, and Jesus. After covering observational learning (learning) or pretend play (development), share with students this example courtesy of Carol Weis and the New York Times (2016). Weis and her soon-to-be ex-husband had had a number of arguments leading up to their decision to divorce. It was near Christmas, and the house decorations included a nativity set. The parents explained to their then-5-year-old daughter that they were separating. Following her father’s moving out, the child began to play with the nativity set. “Through her thoughtful manipulation, Mary and Joseph carried on arguments with each other, similar to the ones she’d witnessed between her dad and [her mom].” In the category of observational learning, I had a student years ago who said one day when she was picking up her 3-year-old son from preschool, the staff asked to speak with her for a minute. That day at recess, her son was near the top of the slide waiting for another child to slide down. He got impatient and yelled, “Too slow b****! Get the **** out of my way!” My student, somewhat sheepishly, said to the class, “I have a problem with road rage.” If you discuss the nativity example during observational learning, give students an opportunity to share their favorite examples of observational learning. They could be their own experiences or what they witnessed in younger siblings or their own children. If you discuss the nativity example during development, give students an opportunity to share their favorite examples of pretend play. Again, they could be their own experiences or what they witnessed in younger siblings or their own children.   In either case, consider using think-pair-share. Give students a minute or two to consider their examples, then a couple minutes to share with a neighbor, then ask for a few volunteers to share their examples.   REFERENCE Weis, C. (2016, December 23). Working through divorce with Mary and Joseph. Retrieved December 27, 2016, from http://www.nytimes.com/2016/12/23/well/family/working-through-divorce-with-mary-and-joseph.html ... View more

“A cat comes running at the sound of the can opener, that’s classical conditioning, right?” No, no it is not. “Remember,” you say to the student who asks this question, “classical conditioning is involuntary. Since running is a voluntary behavior, it’s operant conditioning.” (The sound of the can opener is a discriminative stimulus that cues the cat. “If I run in there right now, my voluntary running behavior will be reinforced with cat food!”) After explaining to his students that classical conditioning results in an involuntary response and operant conditioning needs a voluntary behavior, but before getting into the specifics of each, Bart Thompson (Salem Hills High School in Salem, Utah) gives his students practice at sorting involuntary responses from voluntary behaviors. Thompson divides his class into small group. Each group gets 40 slips of paper; each slip of paper includes an example of classical or operant conditioning. Students are tasked with sorting the examples into two stacks: involuntary response and voluntary behavior. There are two things that I really like about this approach (which I’m using next term!). First, it gets students thinking in terms of involuntary responses and voluntary behaviors immediately. This seems to be such a sticking point for some students later, that (literally!) sorting this out early should help that. Second, it’s a wonderful application of interleaving. If we want students to know the difference between classical and operant conditioning – and we do – students need practice seeing both kinds of learning and identifying which is which. If you don’t have 40 examples of classical and operant conditioning, you can scour the internet. Be careful though. There were some examples I found that the author said were classical conditioning but were actually operant conditioning. Alternatively, ask your students this term to submit, say, three examples of each. You could ask students to label the classical conditioning components and identify whether the operant conditioning examples are positive/negative reinforcement/punishment (and explain their choices). This could be an extra credit assignment or an optional for-points assignment. Once groups have their 40 slips of paper sorted, ask groups to pair up and compare their sorts. Were there any that they had sorted differently? Can they resolve their differences? Circulate among the groups. For any that groups appear to be stuck on, make a note to discuss as a class. As you move your coverage into the specifics of classical and operant conditioning, you can come back to these 40 examples. ... View more