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

Exciting news! The latest episode of PsychSessions features an interview with Macmillan Learning intro psych author, Dan Schacter (Harvard University). Dan's journey from Brooklyn, NY to Cambridge, MA is filled with adventures and achievements. Join podcast host Garth Neufeld and guest host Jane Halonen (University of West Florida) us as they dive into his fascinating story!   Check it out at https://psychsessionspodcast.libsyn.com/e186-dan-schacter-memory-cognition-expert-golfer-prolific-author-did-we-mention-golfer  ... View more

The Introduction to Psychology course is the hardest course to teach because we do not have expertise in the vast majority of the material. When you teach Intro Psych for the very first time, you get used to saying, “I don’t know.” As the years have rolled by, I’ve accepted that “I don’t know” is just part of my Intro Psych teaching lexicon. For me, however, it’s not the not knowing that’s problematic. It’s all of the information that I thought I knew, but, alas, did not. Finding out that I’ve gotten something wrong makes me wish I could contact all of my previous students and say, “Hey! Remember that thing I told you about? No, you don’t remember? Well, anyway, it turns out I was wrong. Here’s the right information. Or at least here’s the right information as we know it today.” Okay, maybe it’s best that I can’t contact my previous students. In some cases, the scientific research has given us updated information. For example, research published a week ago in Nature reveals that the motor cortex is not all about motor control (Gordon et al., 2023). There are pockets of neurons in between the motor control sections of the motor cortex that connect with other parts of the body. “As a result, the act of, say, reaching for a cup of coffee can directly influence blood pressure and heart rate. And the movement is seamlessly integrated into brain systems involved in planning, goals and emotion” (Hamilton, 2023). This is a beautiful example of the first of APA’s overarching themes for Intro Psych: “Psychological science relies on empirical evidence and adapts as new data develop” (Halonen et al., 2022) In some cases what I got wrong was me just not understanding. For example, if you used to teach that the cat running to the sound of the can opener was classical conditioning, you can identify with what I’m saying. (See this 2016 blog post for the explanation as to why this is not classical conditioning, but operant conditioning.) While I don’t have any suggestions on how we can speed up science, I do have some suggestions on how we can mitigate how much stuff we don’t understand, and, thus, mis-teach to our students. Here are some excellent books that will expand your Intro Psych knowledge. Most are written by experts in the field. Others were written by people who got deeply interested in the topic. If you have books that you have found useful for expanding your Intro Psych knowledge, please add them to the comments. Thanks! Neuroscience The tale of the dueling neurosurgeons: The history of the human brain as revealed by true stories of trauma, madness, and recovery written by Sam Kean Incognito: The secret lives of the brain by David Eagleman Livewired: The inside story of the ever-changing brain by David Eagleman Sensation and Perception An immense world: How animal senses reveal the hidden realms us by Ed Yong Perception: How our bodies shape our minds by Dennis Proffitt and Drake Baer Consciousness Why we sleep: Unlocking the power of sleep and dreams by Matthew Walker Buzzed: The straight facts about the most used and abused drugs from alcohol to ecstasy, 3e by, Cynthia Kuhn, Scott Swartzwelder, and Wilkie Wilson Development Breaking the age code: How your beliefs about aging determine how long and well you live by Becca Levy The gardener and the carpenter: What the new science of child development tells us about the relationship between parents and children by Alison Gopnik Memory The memory illusion: Remembering, forgetting, and the science of false memory by Julia Shaw Moonwalking with Einstein: The art and science of remembering everything by Joshua Foer Cognition Thinking fast and slow by Daniel Kahneman The undoing project: A friendship that changed our minds by Michael Lewis Emotion Aroused: The history of hormones and how they control just about everything by Randi Hutter Epstein Why zebras don’t get ulcers: the acclaimed guide to stress, stress-related diseases, and coping, 3e by Robert M. Sapolsky Stumbling on happiness by Daniel Gilbert Social Aggression and violence: A social psychological perspective by Brad J. Bushman Kitty Genovese: The murder, the bystanders, and the crime that changed America by Kevin Cook Personality Quiet: The power of introverts in a world that can’t stop talking by Susan Cain   References 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. https://doi.org/10.1038/s41586-023-05964-2 Halonen, J., Thompson, J. L. W., Whitlock, K. H., Landrum, R. E., & Frantz, S. (2022). Measuring meaningful learning in Introductory Psychology: The IPI student learning outcomes. In R. A. R. Gurung & G. Neufeld (Eds.), Transforming Introductory Psychology: Expert advice on teacher training, course design, and student success (pp. 57–80). American Psychological Association. Hamilton, J. (2023, April 20). An overlooked brain system helps you grab a coffee—And plan your next cup. NPR. https://www.npr.org/sections/health-shots/2023/04/20/1171004199/an-overlooked-brain-system-helps-you-grab-a-coffee-and-plan-your-next-cup         ... View more

My favorite version of Jolene is Dolly Parton performing with Pentatonix. I know I’m not alone in thinking that. They won the 2017 Grammy for Best Country Duo/Group Performance for it. Or perhaps your favorite is this one by Parton’s goddaughter Miley Cyrus. Or maybe it’s this Parton/Cyrus duet. Or maybe your new favorite is the Parton/Cyrus duet from Cyrus’s recent New Year’s Eve party. Or maybe you prefer Parton’s 1974 performance on the Porter Wagoner Show. Maybe not, but it’s worth a watch just to see how Parton’s stage presence has developed. The words night and day come to mind. If you can find it, check out the Parton/Cyrus/Pentatonix performance of Jolene on The Voice. What I recently learned was that the lyric “Jolene, Jolene, Jolene, Jolene” was the result of maintenance rehearsal. Parton writes: There was a little girl at one of the shows when I was touring with Porter [Wagoner in the early 1970s]. We used to sign autographs after the shows. She came up to the stage and said, "Would you sign this 'To Jolene'?" I said, "Jolene, that's a beautiful name. I bet you're named after your daddy. Is his name Joe?" She said, "No, it's just Jolene." I said, "Well, I love that name, and if you ever hear a song with it, you'll know it's about you." So I just kept it in my mind. To remember the name, I went "Jolene, Jolene, Jolene, Jolene" until I could get back to the bus and write it down. Which is when I thought, "I'll just start the song like that, because that's how I remembered the name, and I'll add to that." So then I came up with a story that I knew women could relate to (Parton & Oermann, 2020). Parton’s initial remembering of the name Jolene took maintenance rehearsal, but as my wife observed, “I’m pretty sure she remembers it now.” It has been stored in Parton’s—and our—long-term memory for quite some time. As a side note, it’s entirely possible that Parton wrote I Will Always Love You and Jolene on the same day. Parton said that when they were going through her old cassettes of her working recordings to digitize them they found a cassette where she recorded those two songs back to back. Dolly Parton turns 77 later this month. Reread my last blog post on ageism in emotion research, and then rewatch Parton/Cyrus duet from Cyrus’s New Year’s Eve party of two days ago.   Reference Parton, D., & Oermann, R. K. (2020). Dolly Parton, songteller: My life in lyrics. Chronicle Books.         ... View more

What can cab drivers tell us about Alzheimer's Disease? Quite a lot, it turns out. London Cabbies' Brains Analyzed for Alzheimer's Research https://www.washingtonpost.com/lifestyle/2021/11/01/london-taxi-driver-alzheimers-research/ ... View more

Lady Gaga’s Born This Way Foundation is promoting intentional acts of kindness this September (#BeKind21) with a goal toward better mental health for everyone. Every day, from September 1 to September 21, let’s engage in purposeful acts of kindness to others and ourselves. I encourage you and your students to sign up.   Zara Abrams (2021) provides a nice summary of the research on kindness, emphasizing its benefits to both our physical and mental health. Even small acts, such as bringing a colleague coffee, counts. Buying me a beer also counts. Without too much difficulty, we can tie acts of kindness into what students are learning in their Intro Psych course. Here are a few examples. Biopsych chapter: Which neurotransmitters are most likely to be released in our brains when we do good deeds for others? Explain Development chapter: What are developmentally-appropriate good deeds we could perform for each group: toddlers, middle-schoolers, high-schoolers, middle-aged adults, older adults? Explain. Learning chapter: Identify at least three acts of kindness you have engaged in. Was your act positively reinforced? Explain. Memory chapter: We tend to have stronger memories for events that are emotional. Based on the emotional reaction of those who were on the receiving end of your kindness, will any of your acts of kindness be remembered years from now by one of your recipients? After September 21st, give your students an opportunity to reflect on their experience. What was especially good about engaging in intentional acts of kindness? Were there any surprises? Will they continue to be intentionally kind?   References Abrams, Z. (2021, August). The case for kindness. American Psychological Association. https://www.apa.org/news/apa/kindness-mental-health ... 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

Learning how to learn assignment My father used to get so frustrated with one of my brothers. My father would say, with great exasperation, “I talk to you until I’m blue in the face…” Even though my father’s “talk” was—apparently—not very effective, it didn’t keep him from talking. Over and over again. Until he was blue in the face. How many of us instructors are like my father? We tell our students about the best study strategies until we are blue in the face, and it feels like most of our students continue to use less effective methods. Maybe we should take a different approach. Carolyn R. Brown-Kramer (2021) asked her Intro Psych students to read one of four research articles where each article investigated the effectiveness of a study strategy. Two articles were about more effective study strategies: distributed practice (Seabrook et al., 2005) and practice testing (McDaniel et al., 2011). Two articles were about less effective study strategies: rereading (Rawson & Kintsch, 2005) and forming mental images (Schmeck et al., 2014). Students were instructed to “write a three- to four-page paper summarizing and analyzing [their assigned article] critically” and then “drawing specific connections to how they study, how they could use the article’s results to improve their studying behavior, and their plans to adopt (or not to adopt) the strategy about which they had read.” (Contact Brown-Kramer for assignment instructions and scoring rubric.) What impact did this assignment have on students? Over the course of the term, students reported using more of the more effective strategies and fewer of the less effective strategies. Students who read the practice testing article (McDaniel et al., 2011) did much better on the exams following this assignment than students who read the other three articles. Students who were given this assignment did better on the exams following this assignment and in the course overall than students from an earlier term who were not given this assignment. Students who reported using the more effective study strategies and using them more frequently did better on the exams and in the course overall. Brown-Kramer (2021) has provided us with some pretty compelling evidence that there is something we can do as instructors that will help students change their study strategies. I wonder what component of this assignment is key. For example, would the application piece be enough, or is the analytic section crucial? Or perhaps the analytic section ensures that students are reading the article carefully. In that case, would some other assignment instructions that would also ensure careful reading—such as answering a few targeted questions about different sections of the article—be just as effective? Brown-Kramer’s assignment would fit as part of your coverage of research methods or memory. If you use it as part of your memory coverage, the research methods review would be a terrific application of distributive practice.   References Brown-Kramer, C. R. (2021). Improving students’ study habits and course performance with a “learning how to learn” assignment. Teaching of Psychology, 48(1), 48–54. https://doi.org/10.1177/0098628320959926 McDaniel, M. A., Agarwal, P. K., Huelser, B. J., McDermott, K. B., & Roediger, H. L. (2011). Test-enhanced learning in a middle school science classroom: The effects of quiz frequency and placement. Journal of Educational Psychology, 103(2), 399–414. https://doi.org/10.1037/a0021782 Rawson, K. A., & Kintsch, W. (2005). Rereading effects depend on time of test. Journal of Educational Psychology, 97(1), 70–80. https://doi.org/10.1037/0022-0663.97.1.70 Schmeck, A., Mayer, R. E., Opfermann, M., Pfeiffer, V., & Leutner, D. (2014). Drawing pictures during learning from scientific text: Testing the generative drawing effect and the prognostic drawing effect. Contemporary Educational Psychology, 39(4), 275–286. https://doi.org/10.1016/j.cedpsych.2014.07.003 Seabrook, R., Brown, G. D. A., & Solity, J. E. (2005). Distributed and massed practice: From laboratory to classroom. Applied Cognitive Psychology, 19(1), 107–122. https://doi.org/10.1002/acp.1066   ... View more

As of this writing, Jeopardy! champion James Holzhauer has won 24 games for a total of $1,867,142.00. A lot of people are wondering how he has done it. The next time you cover memory in Intro, ask your students to work in pairs or small groups to use what they learned in the memory chapter to guess at some strategies Holzhauer has used to remember such a vast amount of information and to be able to recall it. Did your students come up with self-testing? Spaced practice? Elaboration? Interleaving? Dual coding? Ask your students how they would use these techniques to prepare for their own Jeopardy! run. The Philadelphia Inquirer wanted to know how James Holzhauer has done, so they asked Penn psychology professor Michael J. Kahana and Utah ed psych professor Michael Gardner—and James Holzhauer (Avril, 2019). First, Holzhauer has learned a lot of content in different contexts. In addition to whatever knowledge he acquired through general reading or through school was learned again through his reading of children’s books—books that can cover a lot of ground in an easy-to-digest way. If Holzhauer learned about Napoleon in high school, for example, and then learned about Napoleon in a children’s book, he has that many more retrieval cues to recall what he knows about Napoleon—information that was learned at different times and different places. And, of course, since the task in playing Jeopardy! is retrieving information, it’s important to practice that retrieval through self-testing. Holzhauer confirms that he has indeed self-tested. Holzhauer uses priming to his advantage, both in unexpected and expected ways. If Final Jeopardy is a finite category, he mentally flips through possible answers. As an example, he cites the category “European Capitals.” By thinking about Budapest, Rome, Warsaw, Paris, Oslo, Brussels, he is firing up the neurons in his “European Capital” neural network, making it easier to retrieve the correct answer when the question finally comes. Outside of Final Jeopardy, Holzhauer says the game moves too fast to do this. When contestants choose all the questions from the same category one right after the other, though, everyone gets to stay within the same neural network. That’s not Holzhauer’s strategy, though. He jumps from category to category selecting all of the $500 answers first—to amass a good chunk of money that he can wager on a Daily Double. While he doesn’t have time to think through a list of possible answers, but since he knows which category he is going to select before he voices it, his brain does have a few seconds lead time over his competitors in accessing the right neural network. Interestingly, younger people can more quickly retrieve content from a new category than those of us who are older. That jumping from category to category likely gives him an advantage over older contestants. Then there is buzzer strategy. Is it better to wait until you know you know the answer and then buzz in? Or, is it better to buzz in and hope your brain can find the answer in those few seconds? Holzhauer uses the former strategy. Buzz in first and hope your working memory is able to quickly retrieve the answer from long-term memory. End this discussion by informing your students that if any of them go on to win on Jeopardy!, your cut is 10%.   Reference Avril, T. (2019, May 16). Can ‘Jeopardy!’ whiz James Holzhauer be beaten? The science of memory and recall, explained. The Inquirer. Retrieved from https://www.philly.com/science/jeopardy-champ-james-holzhauer-speed-psychology-20190516.html ... View more

In my previous blog post, I wrote, “All 25,000+ entries of the American Psychological Association (APA) Dictionary of Psychology are now freely available online. You may just want to let your students know that this resource exists and may be more trustworthy than other sources of definitions for psychological terms students find through a Google search.” Then I described an activity where students would look up terms and identify the most interesting ones to share with the class. The APA Dictionary of Psychology can also be used for source terms in a popular ice breaker. In the Name Game ice breaker, when introducing themselves, the student says their first name and some word in a given category that starts with the first initial of their first name. If the category is animals, I would introduce myself as Sue the Snake. If the category is adjectives, I would introduce myself as Surprising Sue. If the category is hobbies, I would introduce myself as Skydiving Sue. No, I haven’t skydived, but I bet people would remember my name, though! The idea is to attach some imagery or emotion to a person and their name that will act as a retrieval cue later. Students may not remember “Sue,” but if they remember snake, surprising, or skydiving, the “s” may be enough of a retrieval cue to recall “Sue.” (If you do the Name Game ice breaker, consider revisiting why it works when you get to the memory chapter.) For the Intro Psych Name Game ice breaker, students are to look up, using their web-enabled device, APA Dictionary of Psychology terms that start with the first letter of their first name. Students are looking for something in the definition of the term that connects with themselves. When students introduce themselves to the class (or introduce themselves to a group if you have a large section), students need to explain the term and why they chose it. Use this opportunity to talk more about the concept and what chapter it will appear in if it’s covered in your course. If it’s not a term your course covers, you can talk about what chapter it would appear in or what advanced psychology course it may appear in. (If your students are introducing themselves in groups, mingle with the groups to listen for the terms that they use. After groups are done with their introductions, share some of the terms you heard with the class as a whole.) Before turning students loose to do this activity, use yourself as an example. Here are some examples I could use for me. I’ve specifically chosen these terms because I cover them in my course. Somatosensory Area Sue. Soma means body. The somatosensory area of the brain is responsible for things like the sense of touch and kinesthesia (knowing where my limbs are positioned). It allows me to feel this marker and know that my arm is raised. We’ll cover the somatosensory area in the neuroscience chapter. Sleep Hygiene Sue. Sleep hygiene is doing what you need to do in order to get good sleep. I chose it because getting good sleep is incredibly important. We’ll cover sleep in the neuroscience chapter. Social Learning Sue. Social learning is the learning that “is facilitated through social interactions with other individuals.” I chose it because in this course, you’re going to be working a lot in groups and learning with and through your peers. We’ll cover social learning in the learning chapter. Social Psychology Sue. Social psychology is about how we influence others and how others influence us. I chose it because my degree is in social psychology. That means that I’m not a psychotherapist. We’ll cover social psychology in the… wait for it… social psychology chapter. As I wrote in the previous blog post on using the , “With over 25,000 terms in this dictionary, it’s likely that students will come up with something you’ve never heard of. Now is a good time to practice the humility that’s necessary when teaching Intro Psych. Students generate a lot of questions in this course. The chances that they will ask something you don’t know about is very likely. It’s okay to say, ‘I don’t know.’ If it’s in the area of something that you do know, add what you do know.” The conclusion is the same as the previous post. “Through this activity, students will get a sense of how broad of a field psychology is and how much area the Intro Psych course is going to cover, and you will learn a bunch of new concepts. What’s not to love about that?” ... View more

Change is hard. Once you’ve learned to do something one way, it can be very difficult to do it a different way, even when you know that that different way would be better. Heck, we all know we should exercise more, eat better, and sleep – both more and better. Physicians used to think that all they had to do was educate their patients, and their patients would make those changes. People, of course, are not that simple. That’s one reason that integrated healthcare is becoming popular. Having a psychologist on the team – someone who understands behavior – can make a big difference in someone’s health outcomes. We know what good study strategies look like (Dunlosky, Rawson, Marsh, Nathan, & Willingham, 2013). We share these with our students, our students think they are all good ideas, but how many students actually make the change? It’s a risky move to give up a less-than-ideal study strategy that will probably get a C for a never-tried study strategy. We’re psychologists. We know that an effective route to behavioral change is through baby steps, foot-in-the-door, if you will. Toshiya Miyatsu and colleagues (2018) have identified some of the most popular study strategies that students are already using and have made recommendations of how students can tweak them to use them more effectively. Below is a summary of their recommendations. Rereading, used by 78% of students in the studies identified by Miyatsu, et al. (2018). Because rereading is usually passive, we expect poorer learning outcomes. If students are going to reread, they should space out their rereading (spacing effect), and before rereading they should try to recall all that they remember from their last reading session (retrieval practice). Underlining and highlighting, used by 53% of students in the studies identified by Miyatsu, et al. (2018). This strategy can also be passive. Lesser-skilled readers have a hard time identifying what is important in a text resulting in too much or too little underlined or highlighted. Teaching students how to identify the important information in a text makes a difference. Students should wait until their second reading to underline/highlight. After reading a chapter or a section of a chapter, it’s easier to identify the important content (elaborative processing). Also, teach students how to see the structure of the text (see outlining next). Outlining, used by 23% of students in the studies identified by Miyatsu, et al. (2018). If instructors give the outline or give a partial outline, students do better. If the students create the outline, they don’t do better as compared to other study techniques, unless they received training in how to outline. Seeing the structure of the text helps readers find the key points. After having the outline, students can use it for it retrieval practice, e.g., “What were the supporting ideas for point B in this section?” Remind students to look at the outline at the beginning of the chapters of their textbooks. Taking 30 seconds to read through it will give the students a framework that will help them structure what they will be reading. Note-taking, used by 30% of students in the studies identified by Miyatsu, et al. (2018). The big questions about note-taking are how students take notes and whether they are permitted to review their notes before recall. If notes are hand-written, students tend to condense what they are learning and convert it into their own words – fewer notes, but more elaborative processing. If notes are typed on a computer, students tend to transcribe – more notes, but less elaborative processing. On recall tests where the notes are not reviewed, the hand-written note-takers out-perform the typists. If the note-takers are permitted to review their notes prior to recall, the typists may or may not out-perform the hand-writers. Because the research in this area is still pretty scant, the best recommendation to students is, “Review your notes.” Flash cards, used by 55% of students in the studies identified by Miyatsu, et al. (2018). Flash cards are all about retrieval practice. Students should continue to practice recalling items they’ve already learned. Flash card sessions should be spaced out (spacing effect). Message to students: You’ve been using “My Study Strategies v. 1.0.” You don’t have to throw those out if you’re not ready to, but it is time to use your study strategies more effectively. Up your game to “My Study Strategies v. 2.0” by heeding these recommendations.   References Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, Supplement, 14(1), 4–58. https://doi.org/10.1177/1529100612453266 Miyatsu, T., Nguyen, K., & McDaniel, M. A. (2018). Five popular study strategies: Their pitfalls and optimal implementations. Perspectives on Psychological Science, 13(3), 390–407. https://doi.org/10.1177/1745691617710510 ... View more

In an earlier post, I offered my nominee for psychology’s most misunderstood concept: negative reinforcement (which is not a punishing, but a rewarding event—withdrawing or reducing something aversive, as when taking ibuprofen leads to relief from a headache).  Second place on the most-misunderstood list went to heritability. Students often wrongly think that if intelligence is 50 percent heritable then “half of our intelligence is due to our genes.” Actually, 50 percent heritability would mean that, within the population studied, half of the variation among individuals is attributable to genes. Now my bronze medal award in the most-misunderstood competition: short-term memory. The misuse of the word appeared repeatedly in an otherwise excellent talk I recently heard on care for people with early-stage Alzheimer’s. For example, we were told that “They often have good long-term memory for their earlier life, but have lost their short-term memory for what they did yesterday.” The presenter, in very good company, didn’t understand that psychologists define short-term memory as the seconds-long memory of, for example, the phone number we’re about to enter in our phone, or of an experience we’ve just had and are processing for long-term storage. The dementia-related memory problem described was not the result of short-term memory loss. Rather, it demonstrated an inability to transfer short-term memories into long-term storage, from which the person could retrieve the experience an hour or a day later. (Our memory of yesterday is a long-term memory.) Negative reinforcement, heritability, and short-term memory are my gold, silver, and bronze medal winners among psychology’s popularly misunderstood concepts. Perhaps you have other nominees from your experience? ... View more

Just two days after the Parkland, Florida high school shooting, a colleague appeared at my office door on the Highline College campus and said, “I just heard 6 to 8 shots and people screaming.” We waved people into our small office building, and then secured the doors. And waited. Campus Security sent out periodic computer pop-ups, texts, and emails with updates – 8 in all, from the first alert to the all-clear. The communication was welcome. A colleague locked in a classroom with her students had a live feed from a local news station playing on the classroom computer. After dozens of police officers spent two and a half hours going over the college’s 80 acres with a fine-tooth comb – no fewer than 8 rifle-bearing officers looked through the shrubbery in front of our building – no victim(s) and no shooter were found. One campus rumor says that it was lunar new year firecrackers, but I haven’t seen anything that looks like an official report yet. Less than an hour after my colleague came to my door, I got a text from a friend in Harrisonburg, VA asking if I was okay. Harrisonburg is 2,804 miles away; Google Maps says I can drive there in “41 hours without traffic.” I did a news search about halfway into our lockdown and found a report by a UK news outlet. While I understand that we no longer rely on the Pony Express to deliver news, I was still surprised at the speed the news traveled. Especially when there were no known victims. Just the promise of tragedy was enough to send the news around the world. What happens when you barricade a bunch of social science faculty in a small space? You get an impromptu interdisciplinary panel discussion on gun violence courtesy of a political scientist, sociologist, and psychologist. I imagine this would make for a popular course. In my Intro Psych class for this coming week, the topics happen to include the availability heuristic and priming. The availability heuristic tells us that hearing about every mass shooting (or non-shooting as it was on my campus) affects our estimates of violence. Our own non-shooting prompted more than one student or family member of a student to report to journalists that they are considering enrolling only in online classes. Being primed with the Parkland shooting likely influenced the perception of the pops heard on my campus as gunshots and the beginnings of a mass shooting. (The pops may have very well been gunshots and not firecrackers, although the police reported finding no shell casings.) Even though, in the end, it appears that the students and employees of Highline College were never in any danger, that doesn’t erase the terror that so many felt at the time. One student emailed her professor the next day to say that she hasn’t been able to concentrate on studying because of the trauma of running for her life. About 24-hours later, I received a text from a colleague suggesting what we should do differently if we were to experience this again; she’s still processing it. Normal responses. “Resources for dealing with a school shooting” The Society of Clinical Child and Adolescent Psychology (SCCAP; Division 53 of the American Psychological Association) has created a wiki page of resources. They’re working on putting together a Wikipedia page, but in the meantime you can find their resources for professionals, caregivers, educators, and the public on this Wikiversity page. Several of the resources are curated from The National Child Traumatic Stress Network (NCTSN). Here’s a direct link to the NCTSN “School Shooting Response” page. The SCCAP Wikiversity page is a work in progress; check it periodically for updates. ... View more

After covering the memory chapter, provide this excerpt from the Michigan Supreme Court case #155245, People vs. Elisah Kyle Thomas, to your students. One evening, as the complainant [victim] walked to a nearby restaurant, he passed a man he did not know.  About 15 minutes later, after leaving the restaurant, the complainant was approached by the man he had passed by earlier.  The man pointed a gun at the complainant and demanded that he empty his pockets.  The complainant handed over $10 but the robber wanted more.  The complainant threw a soda can at the robber and ran. The robber followed, firing multiple shots, one of which struck the complainant in his leg. The complainant went to a nearby church and the pastor called 9-1-1.    In the ambulance, the complainant gave an officer a description of the robber. Another officer canvassed the area and saw the defendant Elisah Kyle Thomas, who matched the description. The officer stopped the defendant but let him go after learning that he had no outstanding warrants. Before letting the defendant go, however, the officer took a photograph of him with her cell phone.  The officer immediately went to the hospital and asked the complainant to describe the robber.  After the complainant gave a description, the officer showed him the photo and asked “was this him?”  The complainant started to cry and said “that’s him.”    And then add: The victim “remembered both that the assailant’s weapon was ‘a black and gray nine millimeter handgun and that the assailant held it in his right hand,’” “the identification occurred approximately a half hour to an hour after the crime,” and “the victim identified the person in the photograph as the assailant within a few seconds of seeing the photograph.” [Note, not to be read aloud to your students: these quotes are from the APA amicus brief. I’d cite it, but citing an amicus brief in APA style is not a straightforward affair. For those of you who love that sort of thing – you know who you are – feel free to figure it out and email it to me at sfrantz@highline.edu. I’ll update this blog post with any version that looks like it could be right.] Now, ask students to take a couple minutes and consider how much they trust the eyewitness’ memory of the robber. If you use a classroom responses system, ask students to render a verdict based on the evidence given: guilty, not guilty, not sure. In pairs or small groups, ask students to identify why they trust/don’t trust the eyewitness’ memory. Invite volunteers to share their thoughts. What happened with this case? The trial court found that the “single-suspect lineup” and asking “was this him?” was suggestive and dismissed the charges. The Michigan Court of Appeals disagreed and allowed the evidence. The Michigan Supreme Court, however, agreed with the trial court and also – and for good – dismissed the charges (Beattey & Calkins, 2018). The American Psychological Association (APA) filed an amicus brief to the court (read the summary here; read the full amicus brief here) explaining why the identification was suspect: “[t]he victim observed the assailant for a very short time,” “[t]he victim had only a partial view of the defendant’s features,” “[t]he assailant was a stranger to the victim,” and “[t]he robbery was a highly stressful situation.” The reasoning the Court of Appeals gave for reinstating the charges was based on some common misunderstandings of memory. The APA amicus brief addressed these as well: “[t]he victim’s detailed memory of the assailant’s weapon makes his memory less reliable, not more,” “[m]emories degrade very quickly,” and “[t]he victim’s confidence does not indicate that his memory was accurate.” If your students were ready to convict based on the eyewitness testimony, review what the research tells us about memory as it applies to this court case before leaving the chapter. References Beattey, R. A., & Calkins, C. (2018, February). The legal system follows the empirical evidence on eyewitness identification. Monitor on Psychology, 29. Retrieved from http://www.apamonitor-digital.org/apamonitor/201802/MobilePagedReplica.action?pm=2&folio=28#pg31   ... 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