Originally posted on July 1, 2014. In all of recent psychological science, there has been, to my mind, no more provocative studies those by Benjamin Libet.  His experiments have seemingly shown that when we move our wrist at will, we consciously experience the decision to move it about 0.2 seconds before the actual movement. No surprise there. But what startled me was his reporting that our brain waves jump about 0.35 seconds before we consciously perceive our decision to move! This “readiness potential” has enabled researchers (using fMRI brain scans) to predict participants’ decisions to press a button with their left or right finger. The startling conclusion: Consciousness sometimes appears to arrive late to the decision-making party. And so it has also seemed in Michael Gazzaniga’s reports of split-brain patients who readily confabulate (make up and believe) plausible but incorrect explanations for their induced actions. If Gazzinga instructs a patient’s right brain to “Walk,” the patient’s unaware left hemisphere will improvise an explanation for walking: “I’m going into the house to get a Coke.”  The conscious left brain is the brain’s public relations system—its explanation-constructing “interpreter.” So, do Libet’s and Gazzaniga’s observations destroy the concept of free will?  Does our brain really make decisions before our conscious mind knows about them?  Do we fly through life on autopilot?  Are we (our conscious minds) mere riders on a wild beast? Not so fast.  Stanislas Dehaene and his colleagues report that brain activity continuously ebbs and flows, regardless of whether a decision is made and executed.  The actual decision to move, they observe, occurs when the brain activity crosses a threshold, which happens to coincide with the average “time of awareness of intention to move” (about 0.15 second before the movement).  In their view, the mind’s decision and the brain’s activity, like a computer’s problem solving and its electronic activity, are parallel and virtually simultaneous. The late neuroscientist Donald MacKay offered a seemingly similar idea:  “When I am thinking, my brain activity reflects what I am thinking, as [computer’s] activity reflects the equation it is solving.”  The mind and brain activities are yoked (no brain, no mind), he argued, but are complementary and conceptually distinct.  As my colleague Tom Ludwig has noted, MacKay’s view—that mental events are embodied in but not identical to brain events—is a third alternative to both dualism and materialism (physicalism). ... View more

Originally posted on July 24, 2014. Some recent naturalistic observations illustrated for me the results of longitudinal studies of human development—studies that follow lives across time, noting our capacities for both stability and change. My procedure, though time-consuming, was simple: Observation Stage 1:  Attend a small college, living on campus with ample opportunity to observe my many friends. Intervening experience:  Let 50 years of life unfold, taking us to varied places. Observation Stage 2:  Meet and talk with these friends again, at a college reunion. Time and again, researchers have documented the remarkable stability of emotionality, intelligence, and personality across decades of life.  “As at age 7, so at 70” says a Jewish proverb. And so it was for my friends (with names changed to protect identities).  Thoughtful, serious Joe was still making earnest pronouncements.  Driven, status-conscious Louise continues to visibly excel.  Exuberant Mark could still talk for ten minutes while hardly catching a breath.  Gentle, kind Laura was still sensitive and kindhearted.  Mischievous, prankster George still evinced an edgy, impish spirit.  Smiling, happy Joanne still readily grinned and laughed.  I was amazed:  a half century, and yet everyone seemed the same person that walked off that graduation stage. In other ways, however, life is a process of becoming.  Compared to temperament and to traits such as extraversion, social attitudes are more amenable to change.  And so it was for us, with my formerly kindred-spirited dorm mates having moved in different directions . . . some now expressing tea partyish concerns about cultural moral decay and big government, and others now passionate about justice and support for gay-lesbian aspirations.  Before they opened their mouths, I had no idea which was going to be which. And isn’t that the life experience of each of us—that our development is a story of both stability and change.  Stability, rooted in our enduring genes and brains, provides our identity . . . while our potential for change enables us to grow with experience and to hope for a brighter future. (For more on the neurobiology that underlies our stable individuality, and on the brain plasticity that enables our changing, see Richard Davidson’s recent Dana Foundation essay.) ... View more

Originally September 7, 2014. My wife loves me, despite smirking that I am “boringly predictable.”  Every day, I go to bed at pretty much the same time, rise at the same time, pull on my khaki pants and brown shoes, frequent the same coffee shops, ride the same old bicycle, and exercise every weekday noon hour.  As I walk into my Monday-Wednesday-Friday breakfast spot, the staff order up my oatmeal and tea.  I’ll admit to boring. But there is an upside to mindless predictability.  As my colleagues-friends Roy Baumeister, Julia Exline, Nathan DeWall and others have documented, self-controlled decision-making is like a muscle.  It temporarily weakens after an exertion (a phenomenon called “ego depletion”) and replenishes with rest. Exercising willpower temporarily depletes the mental energy needed for self-control on other tasks.  It even depletes the blood sugar and neural activity associated with mental focus. In one experiment, hungry people who had resisted the temptation to eat chocolate chip cookies gave up sooner on a tedious task (compared with those who had not expended mental energy on resisting the cookies). President Obama, who appreciates social science research, understands this.  As he explained to Vanity Fair writer Michael Lewis, “You’ll see I wear only gray or blue suits. I’m trying to pare down decisions. I don’t want to make decisions about what I’m eating or wearing. Because I have too many other decisions to make.”  Lewis reports that Obama mentioned “research that shows the simple act of making decisions degrades one’s ability to make further decisions,” noting that Obama added, “You need to focus your decision-making energy. You need to routinize yourself. You can’t be going through the day distracted by trivia.” So, amid today’s applause for “mindfulness,” let’s put in a word for mindlessness.  Mindless, habitual living frees our minds to work on more important things than which pants to wear or what breakfast to order.  As the philosopher Alfred North Whitehead argued, “Civilization advances by extending the number of operations which we can perform without thinking about them.” ... View more

Originally posted on December 16, 2014. The December APS Observer is out with an essay by Nathan on “The Neural Greenhouse:  Teaching Students How to Grow Neurons and Keep Them Alive.” Our brains are like greenhouses, he notes, with new neurons sprouting daily, “while others wither and die.” To take this neuroscience into the classroom, he offers three activities. In the same issue, I say, “Let’s Hear a Good Word for Self-Esteem.” Mindful of recent research on the perils of excessive self-regard—of illusory optimism, self-serving bias, and the like—I offer a quick synopsis of work on the benefits of a sense of one’s self-worth. I also offer Google ngram figures showing sharply increased occurrences of “self-esteem” in printed English over the last century, and of decreasing occurrences of “self-control.” ... View more

Originally posted on June 30, 2015. From the daily information stream that flows across my desk or up my computer screen, here is a recent new flashes: How marital support gets under the skin. A mountain of research shows that good marriages predict better health and longer life. But why? In a longitudinal study, Richard Slatcher and colleagues found that the perceived responsiveness of one’s partner predicted healthier stress hormone levels ten years later. “Our findings demonstrate that positive aspects of marriage—not only partner responsiveness but also provision of emotional support—may help shape the HPA axis in beneficial ways, potentially leading to long-term changes in cortisol production.” (The HPA axis is the hypothalamic–pituitary–adrenal network that controls our reactions to stress.) ... View more

Originally posted on October 27, 2015. Phantom limb sensations are one of psychology’s curiosities. Were you to suffer the amputation of a limb, your brain might then misinterpret spontaneous activity in brain areas that once received the limb’s sensory input. Thus, amputees often feel pain in a nonexistent limb, and even try to step out of bed onto a phantom leg, or to lift a cup with a phantom hand. Phantoms also haunt other senses as the brain misinterprets irrelevant brain activity. Therefore, those of us with hearing loss may experience the sound of silence—tinnitus (ringing in the ears in the absence of sound). Those with vision loss may experience phantom sights (hallucinations). Those with damaged taste or smell systems may experience phantom tastes or smells. And now comes word from the Turkish Journal of Psychiatry that 54 percent of 41 patients who had undergone a mastectomy afterwards experienced a continued perception of breast tissue, with 80 percent of those also experiencing “phantom breast pain.” As I shared this result (gleaned from the Turkish journal’s contents in the weekly Current Contents: Social and Behavioral Sciences) with my wife, I wondered: Is there any part of the body that we could lose without the possibility of phantom sensations? If an ear were sliced off, should we not be surprised at experiencing phantom ear syndrome? The larger lesson here: There’s more to perception than meets our sense receptors. We feel, see, hear, taste, and smell with our brain, which can experience perceptions with or without functioning senses. ... View more

Originally posted on February 2, 2016. You’ve likely heard the NPR ads for brain fitness games offered by Lumosity. “70 Million brain trainers in 182 countries challenge their brains with Lumosity,” declares its website. The hoped-for results range from enhanced cognitive powers to increased school and work performance to decreased late-life cognitive decline or dementia. But do brain-training games really makes us smarter or enlarge our memory capacity? In our just-released Exploring Psychology, 10th Edition, Nathan DeWall and I suggest “that brain training can produce short-term gains, but mostly on the trained tasks and not for cognitive ability in general.” As an earlier TalkPsych blog essay reported, Zachary Hambrick and Randall Engle have “published studies and research reviews that question the popular idea that brain-training games enhance older adults’ intelligence and memory. Despite the claims of companies marketing brain exercises, brain training appears to produce gains only on the trained tasks (without generalizing to other tasks).” And that is also the recently announced conclusion of the Federal Trade Commission (FTC), when fining Lumosity’s maker, Lumos Labs, $2 million for false advertising. As FTC spokesperson Michelle Rusk reported to Science​, “The most that they have shown is that with enough practice you get better on these games, or on similar cognitive tasks...There’s no evidence that training transfers to any real-world setting.” Although this leaves open the possibility that certain other brain-training programs might have cognitive benefits, the settlement affirms skeptics who doubt that brain games have broad cognitive benefits. ... View more

Want to add a little psychopathy to your neuroscience or emotion lectures? Or add a little emotion and neuroscience to your psychopathy lecture? Kevin Dutton (University of Oxford), in a 5-minute video, presents a couple versions of the trolley problem and explains the role of emotion in responding to the dilemma. He notes that psychopaths respond in a purely utilitarian way, without emotion getting in the way. In the first video below, Dutton describes a scenario in which five people will die if a trolley continues on its path but where flipping a switch will send the trolley down a different track killing one person. Pause this video at the 49-second mark and give students an opportunity to think about their decision. Ask students to decide, but not reveal their response. If you use a student response system, ask students to click in with, say, A once they’ve made their decision. Return to playing the video. Dutton changes the scenario so that now you are faced with a different decision. The trolley, again, on its current course will kill five people. But now there is a “large stranger” in front of you. If you shove this person to their certain death in front of the trolley, the trolley will stop and the five people will be saved.  Pause the video at the 1:38 mark and give students time to mull over their decision. Again, ask students to decide, but not reveal their response. As before, if you use a student response system, ask students to click in with A once they’ve made their decision. Dutton goes on to say that the first decision involves primarily the cerebral cortex. But when it comes to the second decision of whether to physically push someone to their death, for most people the emotion-heavy amygdala becomes involved and the decision is much more difficult. What about psychopaths? The amygdala stays quiet, and psychopaths don’t feel a difference between the two dilemmas. The decision to shove the stranger feels no different than the decision to flip the switch. Video Link : 1665 If you have time and wish to continue the topic, Dutton has another 5-minute video that expands on this one. To introduce it, ask students if there are any benefits to having someone who is willing and able to sacrifice one person, regardless of circumstances, to save many people? If time allows, ask students to discuss in pairs or small groups, and then ask for volunteers to share their responses. Now, play this video. Video Link : 1666 After this, students will have a lot to think about and may not be able to focus on anything else you have to say. It may be best to time this activity so it ends when your class session ends. ... View more

The coverage of epigenetics in Intro Psych textbooks appears to be slowly on the rise. And with good reason. If you're not familiar with epigenetics, this 9-minute student-friendly video is a nice introduction Video Link : 1576 For a more scholarly introduction to epigenetics, this 2016 article from Child Development will get you up to speed. In Intro Psych, your textbook may give an overview of the topic wherever it covers genetics and revisit epigenetics again during coverage of psychology disorders. Research is stacking up. Our experiences influence the turning on and off of genes that are linked to psychological disorders. For example, "Exposure to stressful or traumatic life events, especially early in life (early life stress (ELS)), is one of the strongest risk factors for a number of psychiatric disorders, ranging from post-traumatic stress disorder (PTSD) over depression to bipolar disorder and schizophrenia. Over the past decade, an ever growing body of evidence indicates that exposure to stressful life events can lead to long lasting changes in a number of systems including the endocrine system, the immune system and brain structure and function" (Provencal & Binder, 2015). If a cause of psychological disorders is related to epigenetics, the effectiveness of treatments may also reside in epigenetics. Electroconvulsive therapy, for example, may alter epigenetic tags (Jong, et.al., 2014). Psychiatric drugs may also work this way (Boks, et.al., 2012). For Intro Psych, the specifics of epigenetics is probably not that important, but a broad overview and the implications of the research are certainly worth the time. References Boks, M. P., de Jong, N. M., Kas, M. J. H., Vinkers, C. H., Fernandes, C., Kahn, R. S., … Ophoff, R. A. (2012). Current status and future prospects for epigenetic psychopharmacology. Epigenetics, 7(1), 20–28. http://doi.org/10.4161/epi.7.1.18688 Jong, J. O., Arts, B., Boks, M. P., Sienaert, P., Hove, D. L., Kenis, G., . . . Rutten, B. P. (2014). Epigenetic effects of electroconvulsive seizures. The Journal of ECT, 30(2), 152-159. doi:10.1097/yct.0000000000000141  Lester, B. M., Conradt, E. and Marsit, C. (2016), Introduction to the Special Section on Epigenetics. Child Development, 87: 29–37. doi: 10.1111/cdev.12489 Provencal, N., & Binder, E. B. (2015). The neurobiological effects of stress as contributors to psychiatric disorders: Focus on epigenetics. Current Opinion in Neurobiology, 30, 31-37. doi:10.1016/j.conb.2014.08.007  ... View more

I was looking at how my students did on my Intro Psych exam questions this past fall. One item on split-brain jumped out at me. I have such a question on the first exam and another on the final. Both questions posit that something is briefly shown in the left visual field and another something is briefly shown in the right visual field of someone who has had split brain surgery. The answer choices ask the student to identify what the person can do, e.g., use their right hand to point at the first something, say what the other something was. Last fall, how did my students do on the split brain questions? Not so well. On the module exam, about 50% of my students got the question right. On the final exam, about 20% did. I know this is a tricky concept. Initially I was thinking I could do some sort of in-class demo to help students see the difference. I had some ideas that involved student volunteers, but then when it came time to do it in class, I thought, "There is no way this is going to work. They're going to leave being more confused." So I didn't do it. At my next department meeting, I said that I was trying to find a way to help students grasp split brain and was wondering if anyone had ideas. Rod Fowers said that he had created a worksheet [download here] that helps students think it through. He acknowledged that a 2-page worksheet for this concept may feel like overkill, but he was also trying to model to students how to break something that is complex into smaller chunks to make it more digestible. That makes sense. I sent the worksheet to my students as a 5-point extra credit opportunity (over 600 points in the course) via our course management system on Friday. The instructions were to print it out (or manipulate it digitally), follow the instructions (which includes drawing), and get it to me by the beginning of class on Monday (day of their first exam, an exam that included a split brain question). About half of my students completed the worksheet correctly. (Only one student who turned it in didn't earn credit for it.) How did they do on that first exam split brain question? Of the 26 who successfully completed the worksheet, 69% answered the question correctly. Of the 28 who didn't do the worksheet, 25% answered the question correctly. I can see that difference even without a statistical test. Now, I know what you're thinking. "But Sue, it's the students who tend to do better on tests who do the extra credit." I removed the split brain question from my students' total exam scores. Was there a difference in their adjusted exam scores? Nope. Next up is the final exam. Will I see an increase in performance on that split brain question as well? I'll let you know in a couple months. I have data at this point to include this split brain worksheet in my classes next term as a required assignment. I may even make it part of an in-class small group activity like my colleague Ruth Frickle did yesterday. Although I will probably modify the worksheet, removing the questions about how each eye is halved since that's a bit more than I really want my students to know. If you try this worksheet, I'd love to hear how it works for you! ... View more

When I first started teaching, not as a grad student, but as real live instructor out on my own, I was 24 years old. I was a part-time instructor at a community college near Kansas City. Thinking I had to look the part, I bought some new clothes -- khakis and button-down shirts. It probably didn’t take me more than a couple weeks to realize that wasn’t going to work for me. Most of the students in my classes were older than I was, some by a full generation or two. And a lot of them were scared. They had never been in a college class before, but life circumstances gave them an opportunity – or forced them – to be here. A lot was riding on their being able to do well. Trying to project some sort of authority didn’t mesh with how I walked in the world, and, frankly, I didn’t think it would help my students. Instead, I decided to go where they were. I traded in my new khakis for new jeans. And over time the button-down shirts were gradually replaced by t-shirts. My overarching philosophy to teaching psychology boiled down to this: I know the theory and the research, and you have the life experience; let’s merge them together and see what we can learn from each other. Long ago I moved on to full-time teaching, currently up here in the Pacific Northwest, and I finally caught up to and then surpassed the average age of my students. Even though I’m now older and my students are now younger, I know that many of them are still afraid. I want to lighten the mood. Over the last 15 years, I have amassed a t-shirt collection suitable for Intro Psych. Frankly, I don’t know if wearing these t-shirts in class makes me more approachable. I do know that it’s common for students to look forward to seeing the day’s shirt. And if the connection to the material isn’t immediately obvious, they are on the edge of their seats waiting for the connection to become clear. Okay, maybe no one is quite on the edge of their seats, but I have heard audible “Oh!”s after explaining the relevance of the shirt. Besides, knowing what I’m going to wear on most every class day -- my classes meet on Mondays and Wednesdays -- eliminates having to decide what to wear. I typically wear a denim shirt or a light fleece over top, and then reveal the shirt when it’s relevant to what I’m discussing. This post will feature nine shirts. Next week will feature an additional ten. [Read that post here.] First day -- It's in the syllabus I debated about getting this one. I was concerned it would sound snarkier than I meant it to be. Snarkiness is not the tone I’m after upon meeting my students for the first time. I carefully frame it by asking, by a show of hands, for whom is this their first college term. I explain that I remember by first college term. As I went from class to class, the professors were all talking about the syllabus – a word I had never heard before. Finally I figured out they were referring to these pieces of paper they were handing out.  “Any time you have questions about anything related to the course, the answer is probably in the syllabus.” Completely anecdotally, when I wear the shirt on the first day, I seem to get many fewer questions about the course later on. Biopsych – Serotonin and the Dopamines: The Happiness Tour In Intro, I don’t spend oodles of time on neurons, but this shirt is a handy reminder of the role neurotransmitters play in our everyday lives. Besides, what better way to remember that serotonin and dopamine influence feelings of happiness? Biopsych - Brain Sometimes, when teaching, it helps to have an extra brain. Memory – Les Déspicables I admit that when I first saw this one, it cracked me up so much I just wanted it. And then I figured out where to fit it into Intro. I use it in the memory chapter when talking about retrieval cues. The image retrieves both memories of Les Misérables and minions from the Despicable Me movies. The juxtaposition of such different memories makes this funny. Thinking – Penguin experiencing insight  When you have wings, you think you should be able to use them to fly. And this young penguin flaps and flaps, all to no avail. And then with what is apparently a flash of insight given the presence of the lightbulb in panel 8, the penguin dons a jetpack. Easy peasy. Operant or classical conditioning – Exercise: Some Motivation Required I love this shirt for both operant and classical conditioning. For operant conditioning, the behavior is running. The t-rex is being positively reinforced (running faster gets t-rex closer to a tasty morsel), and the person is being negatively reinforced (running faster gets the person further away from the t-rex).  For classical conditioning, being chased is the unconditioned stimulus and fear is the unconditioned response. Seeing a t-rex in the future would be the conditioned stimulus, and fear at seeing the t-rex is the conditioned response. Stress or classical conditioning – Godzilla destroying city If Godzilla destroys your city, you will likely experience stress. For classical conditioning, Godzilla destroying your city would be the unconditioned stimulus and fear would be the unconditioned response. Seeing Godzilla in the future would be the conditioned stimulus and fear at seeing Godzilla would be the conditioned response. Stress or operant conditioning – Procrastination… just one more game For stress, this is a nice example of emotion focused coping. As long as you are playing the game, you can avoid thinking about all the homework you need to do. For operant conditioning, game play is one big variable ratio schedule of reinforcement. You never know when you’re going to win, but the more you play, the faster you’ll get to that next win. Attention – Car Talk inattentive driving [Currently on clearance. Not available much longer.] When covering attention, the back of this shirt nicely illustrates how we really can’t do two things at once. ... View more

As a psychology instructor it is clear to you the myriad ways in which psychology can be used to both understand social issues and speak to solutions. In fact, the APA Guidelines for the Major (2013; see below) encourages us to help our students see the same. Debra Mashek (2016) suggests a few assignments that provide our students opportunities to connect psychology with today’s social issues. Integrative essay The instructor chooses three articles (interesting, nifty methodology, and not too difficult for students to understand – but on the surface may not have anything obviously to do with each other), and assigns one of those articles to each student, i.e. 1/3 of the class gets article A, 1/3 gets article B, and 1/3 gets article C. Each student writes a one-page summary of their assigned article and brings that with them to class. The class breaks up into groups of three, where the groups are composed of students who have all read different articles. In a jigsaw classroom format, the students tell the others in their three-person group about their article. Students then “articulate an applied question that invites application of ideas from all the articles.” Each 3-person group then co-authors a short paper (two to three pages) that identifies their applied question and how each of the three articles speak to that question. Persuasion research activity Right after Hurricane Katrina, Mashek decided she wanted her Intro Psych students to experience psychological research firsthand while also contributing to the relief effort. Mashek gave a brief lecture on foot-in-the-door, door-in-the-face, and reciprocity. She randomly assigned ¼ of students to foot-in-the-door, ¼ to door-in-the-face, ¼ reciprocity (she gave these students lollipops to hand to people before asking for a donation), and ¼ to a command condition (“give money”). During that same class period students were sent out in pairs to different areas of campus to return an hour later. Thirty-five students collected $600. Students reported a greater connection to the victims of Katrina after they returned than they reported before they left. Mashek used this experience as a leaping off point for discussing research methodology in the next class session. Current headline classroom discussion Pick a current headline. Break students into small groups, perhaps as an end of class activity, and give them one or two discussion questions based on the current chapter you are covering that are relevant to the headline. For example, if you are covering the social psychology chapter in Intro Psych, give students this headline from the January 9, 2016 New York Times: “Gov. Paul LePage of Maine Says Racial Comment Was a ‘Slip-Up’.” This is a short article, so you could ask students to read the article itself. Sample discussion questions: (1) What evidence is there of ingroup bias? (2) Do Gov. LePage’s comments illustrate stereotyping, prejudice, and/or discrimination? Explain. If time allows, student groups can report out in class. Alternatively, this could be a group writing assignment or a scribe for the group could post a summary of the group’s responses to a class discussion board. Students will gain an appreciation of the scope of psychology and how it is relevant to today’s social issues. This activity throughout the course should help students, after the course, to continue to see psychology at play. The APA Guidelines for the Major (2013) include these indicators related to social issues: 1.3A Articulate how psychological principles can be used to explain social issues, address pressing societal needs, and inform public policy 3.3c Explain how psychology can promote civic, social, and global outcomes that benefit others 3.3C Pursue personal opportunities to promote civic, social, and global outcomes that benefit the community. 3.3d Describe psychology-related issues of global concern (e.g., poverty, health, migration, human rights, rights of children, international conflict, sustainability) 3.3D Consider the potential effects of psychology-based interventions on issues of global concern American Psychological Association. (2013). APA guidelines for the undergraduate psychology major: Version 2.0. Retrieved from http://www.apa.org/ed/precollege/undergrad/index.aspx Mashek, D. (2016, January 4). Bringing the psychology of social issues to life. Lecture presented at National Institute on the Teaching of Psychology in Tradewinds Island Grand Resort, St. Petersburg Beach. Seelye, K. Q. (2016, January 9). Gov. Paul LePage of Maine Says Racial Comment Was a 'Slip-up'. The New York Times. Retrieved January 9, 2016, from http://www.nytimes.com/politics/first-draft/2016/01/08/gov-paul-lepage-of-maine-denies-making-racist-remarks ... View more