In the June 2022 edition of the APA Monitor on Psychology is an excellent article on the psychology of traffic safety. The article features David Strayer’s “four horsemen of death”: speed, impairment, fatigue, and distraction. Given the number and breadth of psychological concepts covered, this article provides fodder for a good end-of-term assignment. It may also save the lives of your students. Note that the journalist uses the term “crash” rather than “accident.” “Crash” is the preferred term by U.S. government agencies, such as the CDC and the National Highway Traffic Safety Administration (NHTSA). The word “accident” implies an incident that could not be avoided. The word “crash” does not carry that connotation. Giving the causes of traffic fatalities are due to driver decision-making, whether it be the driver of the vehicle or the driver of another vehicle, “crash” is a better descriptor than “accident.”   Ask students to read the article “Improving Traffic Safety” (Pappas, 2022), and then answer the following questions. How many people died on U.S. roadways in 2020? Speed. What percentage of the 2020 traffic fatalities were estimated to be caused by excessive speed? The article describes three ways that our environment can contribute to unsafe driving. Take a photo of a road in your area that illustrates one or more of these environmental hazards. Explain. The article also describes three ways that our environment can contribute to safe driving. Take a photo of a road in your area that illustrates one or more of these environmental benefits. Explain. In a survey of drivers at the beginning of the pandemic, researchers “saw an increase in respondents saying they were more likely to break the law because they knew they were less likely to be caught.” Explain this finding in terms of operant conditioning. With fewer people on the roads during the pandemic shut-down, researchers speculate that street racing may have increased. What Ontario law led to a reduction in street racing? Explain this effect in terms of operant conditioning. If you are primarily a driver, what can you do to reduce your chances of dying in a car crash due to speed? If you primarily a passenger, what can you do to reduce your chances of dying in a car crash due to speed? Impairment. What percentage of the 2020 traffic fatalities were estimated to be caused by impaired driving? Based on your reading of the article, describe the relationship between stress, alcohol, and driving while impaired. What Big Five personality trait is associated with a history of driving while impaired and reckless driving? Given your knowledge of this trait, why might that association exist? Fatigue. What percentage of the 2020 traffic fatalities were estimated to be caused by fatigue? Why might this number be an underestimation? Summarize what you learned in this course about the effects of sleep deprivation. Choose five effects, and for each, briefly explain how it could negatively effect driving.   According to the article, what have Australian highway authorities done to combat boredom on empty stretches of highway? Distraction. What percentage of the 2020 traffic fatalities were estimated to be caused by distracted driving? Explain how stress may contribute to distracted driving. Explain how the design of cars may contribute to distracted driving. Give at least one example. Conclusion. What was the most surprising thing you learned in this article? Explain. Identify at least one concept you learned in this course that could apply to speed, impairment, fatigue, or distraction but was not discussed in the article. Briefly describe the concept, and then explain how it could be a contributor to car crashes.   Reference Pappas, S. (2022, June). Improving traffic safety. Monitor on Psychology, 53(4), 46–55.       ... View more

When I first started teaching I was surprised at how exhausted I was at the end of the day. I grew up in working class family where I created my schema for work. Work was manual labor, and it was exhausting. Teaching was not manual labor, therefore teaching was not “work” as my young brain defined it. So why was I exhausted? When we cover cognition in Intro Psych, we spend a considerable amount of time on automatic cognition (Daniel Kahneman’s System 1). And rightly so. Our students need to know that we are cognitive misers—a term coined by Susan Fiske and Shelley Taylor in the 1980s. I’d like us to throw a little more love at controlled cognition (Daniel Kahneman’s System 2). Teaching is all about controlled cognition. Hour upon hour instructors are consciously thinking about what we’re saying and about what we’re going to say next. When a student asks a question, we have to consciously search our long-term memory for relevant information that can inform our response. With the question answered, we need to exert conscious effort to identify where we left off and get headed down our path again. If an hour later, we are teaching a different section of the same course, we have the added challenge of separating what happened in the earlier section with what is taking place in this section. “I know I’ve said this already, but was that in the earlier section or earlier in this section?” As an added challenge, teach three sections of the same course. Back to back to back. That is a lot of controlled cognition. Assuring our students that learning also requires a lot of controlled cognition and, therefore, is exhausting would help validate their experience. The human brain comprises about 2% of our body weight, but it uses about 20% of our energy. Unless we’re being grilled with math or interview questions, then the amount of energy our brain uses can increase by a third to almost half—or at least that was the case for one person (Gibbons, 2022). This apparent increase in the brain’s use of energy during controlled cognition may be why I ate my way through college and graduate school. And why I eat my way through grading. I know I’m not alone in this—looking at you, colleagues. Another cognitive-heavy activity is lying, especially if we haven’t planned and rehearsed the lie in advance. Every question we are asked, requires us to consciously decide if we are going to tell the truth or lie. If we choose lie, we have to consciously create a plausible story and monitor the reaction of the person we are telling the lie to (“Are they buying this?”). If they seem skeptical, we need to consciously amend our story. And then we need keep track of everything that we’ve said before. Given how poor we are at detecting lies, researchers wondered if they upped the cognitive load of lie-tellers, would we have an easier time telling truth from lie? They randomly assigned volunteers to tell the truth or tell a lie. These volunteers were then randomly assigned to do so under no additional cognitive load or while also remembering a 7-digit number. Reviewers blind to conditions found the lies told under the additional cognitive load less believable (Vrij et al., 2022). Another activity that requires a significant amount of controlled cognition is driving. When we are first learning to drive, the amount of controlled cognition is very high as we sort out which pedal is the gas and which is the brake, what turns on the windshield wipers, and how to turn on the turn signal—once we remember that we need to turn on the turn signal. It’s okay to turn right on red—unless the sign says we cannot. Once we have successfully learned the mechanics of driving, the general rules of the road, and the specifics of driving in our own areas, the amount of controlled cognition we need to use drops precipitously. When we are driving somewhere new, though, we may turn down the music or turn off the podcast so we can devote more cognition to navigation. And then if you find yourself driving in a country where they drive on the other side of the road, be prepared to find driving exhausting. It’s not bad as long as you are driving in a single direction. Right and left turns, though, require a lot of controlled cognition. When we were planning a trip from the U.S. to Australia, a friend with a lot of driving-on-the-other-side-of-the-road experience advised to make any turns the responsibility of everyone in the car. When turning, everyone in the car was required to say, “Stay left! Stay left!” As the driver, I very much appreciated off-loading some of this controlled cognition to my passenger, given the life and death consequences at stake. The Texas Department of Transportation began posting driving fatality numbers on highway dynamic message signs (DMS) one week a month starting in August 2021. The signs had a simple message, such as “79 TRAFFIC DEATHS THIS YEAR” (Ullman & Chrysler, 2022). Researchers wondered if this messaging would make drivers more cautious resulting in fewer crashes. It did not. In fact, the messages seem to have made things worse, causing a 1.52% increase in crashes within 5 km of the signs.   Our proposed explanation for this surprising finding is that these “in-your-face,” “sobering,” negatively framed messages seize too much attention (i.e., are too salient), interfering with drivers’ ability to respond to changes in traffic conditions. Supporting this explanation, we found that displaying a higher fatality count (i.e., a plausibly more attention-grabbing statistic) causes more crashes than displaying a small one, that fatality messages are more harmful when displayed on more complex road segments, that fatality messages increase multi-vehicle crashes (but not single-vehicle crashes), and that the impact is largest close to DMSs and decreases over longer distances (Hall & Madsen, 2022, p. 370). One last thought on traffic crashes and controlled cognition. In 2021, there were almost 43,000 traffic-related deaths in the U.S., the highest number in 16 years (National Center for Statistics and Analysis, 2022). Because of the pandemic lockdown, many of us did not drive much in 2020. As we began to re-emerge in 2021, did your driving skills feel as rusty as mine did? I found myself using much more controlled cognition than I did before or have since. This certainly is not the only explanation for the increase in traffic fatalities, but it can’t have helped. (Did more people take road trip vacations rather fly? That would put more people on the road and in unfamiliar locations.) To wrap up this blog post, I want to note that writing is also a cognitive-heavy activity. Right after posting, we are going to get into our car and drive to our local farmer’s market—and I’m going to try very hard to not think about traffic fatality statistics on our way there or back. Please stay safe.   References Gibbons, A. (2022). The calorie counter. Science, 375(6582), 710–713. https://doi.org/10.1126/science.ada1185 Hall, J. D., & Madsen, J. (2022). Can Behavioral Interventions Be Too Salient? Evidence From Traffic Safety Messages. Science, 376(6591), 370. https://doi.org/0.1126/science.abm3427 National Center for Statistics and Analysis. (2022). Early estimates of motor vehicle traffic fatalities and fatality rate by sub-categories 2021 (BOT HS 813 398; Crash Stats Brief Statistical Summary, p. 10). National Highway Traffic Safety Admistration. https://crashstats.nhtsa.dot.gov/Api/Public/ViewPublication/813298 Ullman, Gl., & Chrysler, S. (2022). How safe are safety messages? Science, 376(6591), 347–348. https://doi.org/10.1126/science.abq1757 Vrij, A., Deeb, H., Leal, S., & Fisher, R. P. (2022). The effects of a secondary task on true and false opinion statements. International Journal of Psychology and Behavior Analysis, 8(185), 1–8.       ... View more

Here’s a question for your students after covering the brain in Intro Psych: “How would you react if you learned, today, that you were missing your left temporal lobe?”  In 1987 at the age of 25, EG (not her real initials) happened to have an MRI scan, and her physicians—and I imagine, she—were surprised to see a blank spot where her left temporal lobe should be. EG is highly educated with strong language skills. Her missing left temporal lobe does not appear to be affecting her in any way (Tuckute et al., 2022). Unless we have had an MRI scan of our brain, we have no idea if we have a neurotypical brain or if we, too, are missing an entire cerebral lobe. In the research article (Tuckute et al., 2022), Figure 2a features MRI scans of EG’s brain from the right, the front, and the top. The images are worth sharing with your students. In early childhood, language processing is bilateral. It is only later that language specialization—for most of us—moves to the left cerebral hemisphere. EG does not recall any early childhood brain trauma, so it may be that EG’s missing left temporal lobe was congenital. In any case, EG’s brain had no problem turning language specialization over to her right hemisphere. While EG’s left frontal lobe is intact, it is her right frontal lobe that is language dominant, not left. Researchers speculate that it is the language specialization of the temporal lobe that drives the language specialization of the frontal lobe. If that specialization happens in the left temporal lobe, then the left frontal lobe also develops language specialization. Conversely, if that specialization happens in the right temporal lobe—as it did for EG—then the right frontal lobe also develops language specialization. EG’s experience is a good one to share with Intro Psych students, because it illustrates the remarkable flexibility of the human brain. The research article featuring EG opens with a statement from EG herself. She opens with how she came into contact with this group of researchers in 2016. Then EG reminds us that the language we use matters. “Though [the research team’s] studies answer some questions about how my brain is wired the same as or differently than a typical brain, it does not tell others who I am. Please do not call my brain abnormal, that creeps me out. My brain is atypical. If not for accidently finding these differences, no one would pick me out of a crowd as likely to have these, or any other differences that make me unique” (Tuckute et al., 2022, p. 1). With many of our Intro Psych students preparing for careers in healthcare, EG includes an important reminder that each patient is a person, not merely a collection of health conditions who should then fit into a particular health condition box. “In the past, several well-meaning but misguided healthcare professionals have told me that I should not have more than a 5th grade vocabulary, that I should have seizures, or that I should have other deficits and limitations. I do not. They seemed disappointed, even angry, that I did not have the limitations they unilaterally pronounced that I should have, without the benefit of any further investigation” (Tuckute et al., 2022, p. 1).   Reference 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   ... View more

The Confirmation Bias of Wordle Fans https://www.psychologytoday.com/intl/blog/misinformation-desk/202203/the-confirmation-bias-wordle-fans?fbclid=IwAR32p20dgZjxuBxp8yCOFR2q90iSGeO90S7_tNleBvQ_P64sZxTQQRoX0UU ... View more

When about to give birth, I would like my healthcare provider to make a recommendation for cesarean or vaginal delivery based on my particular set of circumstances and indicators, and mine alone. I would also like a pony. Both may be equally likely. Using 21 years-worth of data (2000 to 2020), Manasvini Singh* reviewed reports of “86,345 deliveries by 231 physicians” that occurred at two hospitals, one urban and one suburban (Singh, 2021). She discovered that if a particular physician delivered a baby say, via cesarean at 1pm and the birth had complications, then the next delivery overseen by that physician later that day would be more likely to be vaginal. Conversely, a vaginal birth with complications was more likely to be followed by a cesarean birth. Interestingly, the more experienced the physician, the more likely the physician was to make the switch. Similar results were found among physicians regarding colonoscopies. If a physician referred a patient for a colonoscopy, and the patient experienced serious complications, the rates of colonoscopy referrals from that physician decreased during the next quarter of the year (Keating et al., 2017). The same is true for prescribing drugs. Physicians who had a patient who had a bad reaction to a drug were less likely to prescribe that drug again (Choudhry et al., 2006). Now, the million-dollar question: why? The data, unfortunately, are silent on the matter. One possibility identified by Singh, Keating et al., and Choudhry is the availability heuristic. When it comes to making decisions about whether to recommend a vaginal or cesarean birth, whether to recommend a colonoscopy, and whether to recommend a particular drug, the physician may mentally flip through how things have gone in the past. Events that stand out—such as events with bad outcomes—will most easily come to mind. For the purposes of teaching Intro Psych, the availability heuristic is a perfectly fine explanation. For those who would like to split cognitive hairs, there are some other possibilities, such as the recency effect, the frequency illusion, or the affect heuristic. In my mind, those are all subtypes of the availability heuristic. I will concede that if this were my area of research, I might have a better appreciation for the nuance. If you would like to challenge your students while introducing them to even more cognitive biases, ask students to review the biases in one section of the Cognitive Bias Codex. Are there any other biases in that section that could possibly explain the physician decision-making described above? Explain.   * Singh’s website includes this tidbit: “My secret talent: If you send me your study, I’ll summarize the results in a limerick for you.” References Choudhry, N. K., Anderson, G. M., Laupacis, A., Ross-Degnan, D., Normand, S. L., & Soumerai, S. B. (2006). Impact of adverse events on prescribing warfarin in patients with atrial fibrillation: matched pair analysis. BMJ (Clinical research ed.), 332(7534), 141–145. https://doi.org/10.1136/bmj.38698.709572.55 Keating, N. L., James O'Malley, A., Onnela, J. P., & Landon, B. E. (2017). Assessing the impact of colonoscopy complications on use of colonoscopy among primary care physicians and other connected physicians: an observational study of older Americans. BMJ open, 7(6), e014239. https://doi.org/10.1136/bmjopen-2016-014239 Singh, M. (2021). Heuristics in the delivery room. Science, 374(6565), 324–329. https://doi.org/10.1126/science.abc9818   ... View more

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

Humor is a vital part of our lives (even more so now). So, what's the secret recipe that makes something funny? https://www.spsp.org/news-center/blog/warren-barsky-mcgraw-humor-theory ... View more

I haven’t given much thought to how check cashing stores and payday lending stores are designed, probably because I have not had occasion to go in one. I’m reading the book The 99% Invisible City, a collection of essays based on the popular podcast 99% Invisible. In one essay—"Reality Checks”—we learn that check cashing stores and payday lending stores have purposely designed their interiors to be similar to, say, a corner grocery or convenience store—think linoleum and displayed product prices—and employees in branded polo shirts. If you have experience with corner grocery/convenience stores, you have a schema for what corner grocery/convenience stores look like and how they work. When you walk into a check cashing store or payday lending store for the first time, your corner grocery/convenience store schema helps you feel less out of place. The essay goes on to tell us that banks, in contrast, have interiors that are designed very differently—think plush carpeting and ferns and tellers in suits. If you have experience with banks—perhaps as a child you tagged along with a parent or guardian who had business to conduct there—you have a schema for banks. Now, as an adult, you can walk into a bank with your bank schema and feel at ease. You know what a bank looks like and how it works. For someone who has never had experience with banks, walking into a bank with no bank schema can be a very scary experience. It can feel like you don’t belong. But with corner grocery/convenience store experience—thus a corner grocery/convenience store schema—check cashing stores and payday lending stores feel much more comfortable. Unfortunately, with high fees, there is a monetary charge for that feeling of comfort. Some banks are taking a page out of the check cashing/payday lending store interior design playbook, the essay reports, and are redesigning their interiors to, well, look less like the traditional bank. Some have even added coffee shops. In preparation for this class discussion on schemas, ask your students to listen to the 5-minute, March 4, 2011 episode of 99% Invisible—Check Cashing Stores—on which this essay was based. (The first 90 seconds of the episode is advertising.) Next, ask your students to visit a check cashing store or a payday lending store and to visit a bank (but only post-pandemic). As a cover story, students could ask for pamphlets that provide information on lending services. During their visits, students should note how each space is designed. Is there carpeting, tile, or linoleum? Are there plants? Are there other decorative elements? What are the employees wearing? What kind of information is on the signs? Next, ask your students to visit a corner grocery/convenience store.  Again, during their visits, students should note how the space is designed. Is there carpeting, tile, or linoleum? Are there plants? Are there other decorative elements? What are the employees wearing? What kind of information is on the signs? During their group discussion, ask students to compare what they saw in the check cashing store or a payday lending store with what they saw in the bank with what they saw in the corner grocery/convenience store. Would having a schema for a corner grocery/convenience be of help when first visiting a check cashing/payday lending store? Would having a schema for corner grocery/convenience help when first visiting a bank? You may also want to take this opportunity to introduce paradox of choice. In the 99% Invisible episode, the host, Roman Mars, and his guest, Douglas McGray, note that check cashing/payday lending stores provide a limited number of options. Banks, on the other hand, lead us to feel “paralyzed by the vast number of options available to” us. “And I [Roman Mars] for one always seem to leave with the feeling that I picked the wrong one.”   ... View more

In the Society for the Teaching of Psychology Facebook group, Maria Lechtreck shared a 15-minute Graham Shaw video that teaches us how to draw. After learning—in mere minutes—how to draw cartoon faces, I have been wondering how to work this into my Intro Psych course—the video, not the cartoon faces. The Intro Psych textbook I use (Myers and DeWall, Psychology in Everyday Life) opens with a short chapter titled “Student Success,” and the chapter contains all kinds of useful information on how to be, well, a successful student. I ask my students to reflect on what they read in this chapter, identify three suggestions they found most useful and why, and then identify their biggest challenges and what strategies they have in place to cope with those challenges. As a companion to that question, I’m considering adding this set of questions. *********** How confident are you in your ability to draw? Very? Somewhat? Not at all? Now, watch this 15-minute video. Participate along with the audience, drawing the characters as the presenter Graham Shaw draws them: Spike, Thelma, Jeff, Pam, and Albert Einstein. Draw a character of your own imagination. Take a photo of your collection of 6 drawings, and paste the photo here as part of your assignment. After watching the video and participating along with the audience, are you more confident in your ability to draw? Explain. At the end of the recording, Shaw asks us to consider what other beliefs we carry around about ourselves that may be causing us to limit what we can do. If someone believed that they are “not good at math,” for example, how could that belief limit the career paths they might take? Lastly, read “How praise came to be a consolation prize” in The Atlantic. What is meant by “fixed mindset?” What is meant by “growth mindset?” When someone says, “I can’t draw” or “I can’t do math” or “I can’t write,” are they exhibiting a fixed mindset or a growth mindset? Explain. Lastly, what is meant by “false growth mindset?” According to growth mindset, what’s the best way to react to a failure? ... View more

" Dissonance is most painful when evidence strikes at the heart of how we see ourselves—when it threatens our belief that we are kind, ethical, competent, or smart." Check out the great piece on cognitive dissonance from The Atlantic, by Worth author of the The Social Animal,   Elliot Aronson, plus Carol Tavris.  #psychstudentrss ... View more