Walking in nature is good for us, but what if we’re looking at our phones while we’re walking in nature? Is that walk still beneficial? Researchers Randi Collin and Elizabeth Broadbent at the University of Auckland recognized that this was an empirical question (Collin & Broadbent, 2023). If you’d like to give your students some experimental design practice when you cover stress and coping, ask your students to work in small groups to design an experiment that would test one of Collin and Broadbent’s hypotheses: “phone walking would cause stooped posture, slower walking, lower arousal, and worse mood and affect than walking without a phone.” Students should identify their dependent variables and the experimental and control conditions of their independent variable, including operational definitions. Because this is an experiment, remind students that in their proposed study, participants will need to be randomly assigned to conditions. Invite each group to share their designs. As a take-home assignment, ask students to read Collin and Broadbent’s freely available research paper and answer these questions: The researchers had two hypotheses. One we discussed in class: “phone walking would cause stooped posture, slower walking, lower arousal, and worse mood and affect than walking without a phone.” What was their second hypothesis? What was the study’s independent variable? Identify the experimental and control conditions. What operational definitions for each did the researchers use? When identifying participants for their study, researchers had two requirements that participants had to meet. What were they? When identifying participants for their study, researchers had two things that would exclude a volunteer from their study. What were they? From the “measures” section of the article, identify all of the dependent variables the researchers measured. What operational definitions for each did the researchers use? For each dependent variable, describe whether the researchers found any statistically significant differences between the two conditions. (The article refers to significant differences, but it is understood that they mean statistically significant differences.) Near the end of the discussion section, the researchers identify several limitations in this study. Each limitation is effectively a hypothesis and an invitation to other researchers to test these hypotheses. Choose one of their identified limitations, create a hypothesis based on that limitation, and then design an experiment to test that hypothesis. Identify your dependent variables and the experimental and control conditions of your independent variable. Be sure to include operational definitions.     Reference Collin, R., & Broadbent, E. (2023). Walking with a mobile phone: A randomised controlled trial of effects on mood. Psych, 5(3), 715–723. https://doi.org/10.3390/psych5030046     ... View more

My favorite conference activity is attending poster sessions. I love talking with students. They are always enthusiastic about their research. The poster topic doesn’t matter to me, although I tend to favor the topics I know very little or nothing about. The student presenters get to experience what it’s like to be the experts and in a position to teach someone else not only about their study but about the topic more generally. Last week, I attended the Southeastern Psychological Association (SEPA) conference. Whenever I had free time, I popped into the posters and wandered around until I found a poster where the presenters were not currently speaking with anyone. “Hi! Tell me about your poster,” I say. The first poster I went to, the students surprised me, though. One student looked at my name badge, and said, “Oh! Sue Frantz. We read a couple of your papers.” I haven’t published much in journals and what I have published was not related to their poster topic, so this was especially surprising. Of course, I asked what they had read. It took them a bit to remember, but they got there. One was a paper on how Intro Psych can dispel myths (McCarthy & Frantz, 2016), and the other was the Intro Psych pillars article (Gurung et al., 2016). Once we had that sorted, I asked why they read those articles. They said that their professor asked them to read one to three articles written by each of the invited speakers in preparation for coming to SEPA. Brilliant! I quickly looked at their poster to find their affiliation: Covenant College. I asked for the name of their professor: Carole Yue. Later that afternoon, I gave my talk on the need to give careful consideration to what we cover in Intro Psych. After the talk, two students came up to me. They said that they needed to interview one of the invited speakers and would I be willing to take 10 to 15 minutes to answer their questions? My first thought was, “I have no idea what questions you are going to ask, but there is no way I can answer them in 15 minutes.” And that was okay by me since I had nowhere in particular I needed to be. But what I said was, “Are you from Covenant College?” Yes, yes, they were. After our conversation—which took at least 30 minutes—I asked that if they see me and their professor, Dr. Yue, in the same room, to please introduce me. I remember my very first conference: Eastern Psychological Association (EPA), Buffalo, NY, 1989. Or at least I’m pretty sure about the location, but the year could have been 1988. That was a long time ago. Anyway, I remember seeing someone whose work I had been reading for a research project I was working on. I wanted to say hi, but I didn’t have any words for after “Hi.” Yue’s students have something to say after “Hi.” The next day, Carole Yue found me, and I learned more about what she does to ensure her students get the most out of their conference experience. I was so impressed, I asked her to email me with what she does because I wanted to share it with all of you. At Covenant College, students can enroll in Psy310: Psych Field Trip. This course was created decades ago by Yue’s predecessor, Mike Rulon. Yue reports that Rulon graciously shared everything with her when she took over the course, and she has since revised it. Here’s the catalog description. The psychology department arranges and sponsors field trips to various professional psychology conventions. The conventions attended in the past have included the Southeastern Psychology Association (SEPA), the Christian Association for Psychological Studies (CAPS) and the Society for the Scientific Study of Religion (SSSR). By these means, students are able to gain a wide sampling of the range of topics, issues, controversies and personalities in psychology today. A travel fee is individually set for each field trip (based on distance, housing, etc.).   This year’s trip fee was $600, “but presenters get a 50% scholarship. We've been fortunate that the administration has been willing to largely subsidize the trip for students (over half the total cost)” (C. Yue, personal communication, March 18, 2024). For context, Covenant College is near Chattanooga, an 8.5-drive to Orlando where this year’s SEPA conference was held.   Students needed to prepare for SEPA by doing the assigned readings (one to three articles by each invited speaker) and discussing some of those articles with one to three other SEPA attendees. Yue ensures students get exposure to what’s new in a breadth of topics. She divides psychology into eight broad areas (e.g., clinical/counseling/addiction/therapies, neuroscience/cognitive neuroscience/neurology, industrial-organizational/human factors/forensic). Students need to identify one session in at least five of those eight categories that they plan on attending. Yue writes, While at the conference, students check in with me around 8am and receive their per diem for food…They conference all day, and we meet for dinner each night…We then have debriefing meetings after dinner where each student shares about their day. Even though it makes the days very long, students also generally appreciate having the debriefing because they get to reconnect and hear about talks they didn't get to, unusual experiences, or interview/presentation tips. At some point during those two days, students need to find and interview (or have a substantial conversation with) a psychologist. I give them some interview guidelines and suggested questions/topics, but I do encourage them to think of it as a professional fact-finding mission and tailor questions to their own interests (C. Yue, personal communication, March 18, 2024). After the conference, students write about their experiences. Yue writes, Their post-SEPA writings are reflections/summaries of their experiences…I've divided it up into one for each day (Thursday and Friday), as well as a summary of their concentration…They do a summary of their interview, and they do a final reflection of the trip in the style of a letter to a future student who might be considering attending SEPA… Students also submit a list of "Five 5's" in which they tell me 5 things they thought were unusual or surprising (behavioral or content-based), 5 applications they want to implement, 5 memorable events, 5 ideas/concepts they want to remember, and 5 suggestions to me.  Since we have the evening debriefs and the long bus ride home, we won't meet again this week. I think one of the appealing aspects of the course is that after the trip is done, they're done with the class (C. Yue, personal communication, March 18, 2024).  Based on the interactions I had with four of Yue’s students, there is no doubt in mind that they were well-prepared for attending SEPA. After Yue shared with me how she prepared them, I understood why. Conferences can be overwhelming, especially for first-time attendees. Yue’s students are familiar with the conference program and the invited speakers, and they have goals they want to accomplish. What an amazing experience it must be for them—and for their professor. Yue adds, “[T]his course is only possible because the students really jump into the work, and they're amazing. It's such a privilege to see them stretch themselves and grow into themselves as psychologists” (C. Yue, personal communication, March 19, 2024) If you are interested in exploring similar assignments or a similar course for your students, please download Yue’s Psy310 syllabus, pre-SEPA requirements checklist, concentration plan, and breadth requirements.   References 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 McCarthy, M. A., & Frantz, S. (2016). Challenging the status quo: Evidence that Introductory Psychology can dispel myths. Teaching of Psychology, 43(3), 211–214. https://doi.org/10.1177/0098628316649470 Yue, C. (2024, March 18). Re: SEPA student assignment [Personal communication]. Yue, C. (2024, March 19). Re: SEPA student assignment [Personal communication].   ... View more

If I were a manager or business owner needing to hire someone, the number one characteristic I would want in a new employee is conscientiousness. That Big Five trait predicts job performance in, well, just about every job (Wilmot & Ones, 2021). I was reminded of this after reading a recent Ars Technica article about spreadsheet errors (Thorne, 2024). More accurately, the article is about humor errors in spreadsheets that led to, well, bad things. While the article cited several examples, the one that made me choke on my coffee happened at Crypto.com in 2021 (Taylor, 2023). Thevamanogari Manivel moved from Malaysia to Australia in 2015 to escape “controlling relationship with her husband.” By 2018, she had saved up enough money to bring her oldest of three children to Australia. In 2020, she met Jatinder Singh who became her boyfriend. He was interested in cryptocurrency. He signed up for a Crypto.com account, but used Manivel’s bank account information to transfer $100 (AUD) into his Crypto.com account. Crypto.com said—and rightfully so—because the name on the bank account does not match the name on the Crypto.com account, we can’t accept this payment. So far so good. A Crypto.com employee was tasked with issuing the refund. Before I continue, please put down your coffee or other beverage. You should also swallow that bite of biscotti. Ready? In the Excel spreadsheet, instead of entering “100” in the refund box, the employee entered Manivel’s bank account number. Now, let’s all take a minute to look at our bank account number. Starting from the right and working left, count in two numbers and enter a period. Count in three numbers, and enter a comma. Repeat. Read that number out loud.  Manivel woke up one day to find approximately $10,470,000.00 AUD in her account. This discovery triggered a number of events. When Manivel asked her Singh some version of WTH, he said he won the money in a Crypto.com contest. Singh then said let’s move this money out of this account into an account with a different bank. (Perhaps the other bank had a better interest rate?) And then they begin spending it. Well, sure. Seven months later, during a routine audit, Crypto.com discovers the error. This probably says more about how much money is flowing through Crypto.com than anything else. Over 10 million dollars goes missing, and no one notices. For. Seven. Months. So, what does Crypto.com do? They contact Manivel’s bank asking for the money back. The money’s not in that account anymore. (No, I don’t know why Manivel’s bank didn’t ask questions earlier, like when the $10 million suddenly appeared in an account that likely had no more than maybe a few thousand in it at any given time.) Manivel said she thought scammers were trying to get their mitts on the dough. (Not her wording. But maybe she enjoys a good 1940s noir detective novel like I do. Or maybe not. The sexism can make for a challenging read.) Long story short, Manivel and Singh were arrested and the money was recovered. Manivel was sentenced to 200 hours of community service for her “opportunistic crime” plus time served (209 days). She had been held in custody awaiting trial because she was deemed a flight risk. Given that she was arrested at the Melbourne airport carrying $10,000 cash and a one-way ticket to Malaysia, that wasn’t a difficult call (Beatty, 2023a). Singh, the now-former boyfriend, pled guilty to the theft charge and as of early February, 2024 is awaiting sentencing (Beatty, 2023b). There is no word, however, on what happened to the Crypto.com employee who made the $10 million error. I bet they are no longer employed by Crypto.com. Maybe they are a highly conscientiousness employee who made this error while temporarily distracted. Mistakes happen. And there should certainly be processes in place to catch errors of this magnitude. I cannot even quit MS Word without being prompted to ask if I’d like to save my file before closing it. Having a little pop-up that says, “You’re about to refund $10 million dollars. Are you sure that’s what you want to do?” wouldn’t be hard to program. It also seems that for refunds of any size, a second person should have to approve it. Unless Crypto.com is continually shuffling millions of dollars around accounts. And they may very well be. In any case, all of this* could have been avoided if an employee with a high degree of conscientiousness had—after entering the account number in the refund amount box—reviewed their work before submitting it. Only if they had reviewed their work before submitting it—just as we ask our students to do. There is some evidence that we can up our conscientiousness game. In one study, Nathan Hudson (2021) gave participants a list of 50 challenges and asked the participants to choose up to four challenges for the week, such as “organize and clean up your desk” and “show up 5 min early for a class, appointment, or other activity” (p. 5). (For the complete list of challenges, see the appendix in Hudson et al., 2019). At the end of 16 weeks, those who completed more challenges had a greater increase in conscientiousness. Could such an intervention work with our students? Create a list of, say, 20 course-based challenges that target conscientiousness, such as “show up 5 min early for a class,” “submit a class assignment 24 hours early,” “complete the assigned reading before class,” “attend every class session this week,” “do not look at your phone during any class session this week.” If you’d like to involve your students in creating the list, give them Nathan Hudson’s list of 50, and invite students to work in small groups to choose items off his list (verbatim or revised) and create one or more of their own. Each week, ask students to choose two challenges and report those to you. At the end of the week, ask students to report if they successfully completed one or both of their challenges. Repeat each week. As a dependent measure, you could do a pre-test/post-test conscientiousness score from the Big Five Inventory. Or if you want to go for behavioral impact, choose an assignment from early in the course—before you implemented the challenges—and record when each student submitted the assignment as it relates to the assignment deadline. For example, if an assignment was due at 5pm, assignments that were submitted an hour would get a +60 (minute) score. Assignments that were submitted a half hour late would get a -30 (minute) score. For the week that your last assignment is due, do not run any challenges and calculate the “deadline score” for each of our students. Next, calculate a “deadline progress score” by subtracting the first assignment’s deadline score from the last assignment’s deadline score. A student who submitted their last assignment two hours early (+120) but submitted their first assignment 10 minutes early (+10), would have a difference score of +110, meaning they picked up 110 minutes worth of conscientiousness from the start of the challenges to the end. Similarly, a student who submitted their first assignment 15 minutes late (-15) and submitted their last assignment 15 minutes early (+15) picked up 30 min worth of conscientiousness. If you decide to do this research in your class, follow your institution’s IRB guidelines and report your findings in the Teaching of Psychology, Scholarship of Teaching and Learning in Psychology, or at conference, such as the Society for the Teaching of Psychology’s Annual Conference on Teaching.     References Beatty, L. (2023a, September 8). Thevamanogari Manivel: $10m landed in mum’s bank after Crypto.com bungle. News.Com.Au. https://www.news.com.au/national/victoria/courts-law/thevamanogari-manivel-10m-landed-in-mums-bank-after-cryptocom-bungle/news-story/e5900a5b0a2d89f0f2c6d2b2bad0a19d Beatty, L. (2023b, December 18). Jatinder Singh: Crypto enthusiast ‘knew’ $10m windfall was a mistake, court told. News.Com.Au. https://www.news.com.au/finance/jatinder-singh-crypto-enthusiast-knew-10m-windfall-was-a-mistake-court-told/news-story/8cc90e827e75a9119259d4ea3a7d79d3 Hudson, N. W. (2021). Does successfully changing personality traits via intervention require that participants be autonomously motivated to change? Journal of Research in Personality, 95, 104160. https://doi.org/10.1016/j.jrp.2021.104160 Hudson, N. W., Briley, D. A., Chopik, W. J., & Derringer, J. (2019). You have to follow through: Attaining behavioral change goals predicts volitional personality change. Journal of Personality and Social Psychology, 117(4), 839–857. https://doi.org/10.1037/pspp0000221 Taylor, J. (2023, September 24). A crypto firm sent a disability worker $10m by mistake. Months later she was arrested at an Australian airport. The Guardian. https://www.theguardian.com/australia-news/2023/sep/24/a-crypto-firm-sent-a-disability-worker-10m-by-mistake-months-later-she-was-arrested-at-an-australian-airport Thorne, S. (2024, January 28). We keep making the same mistakes with spreadsheets, despite bad consequences. Ars Technica. https://arstechnica.com/science/2024/01/we-keep-making-the-same-mistakes-with-spreadsheets-despite-bad-consequences/ Wilmot, M. P., & Ones, D. S. (2021). Occupational characteristics moderate personality–performance relations in major occupational groups. Journal of Vocational Behavior, 131, 103655. https://doi.org/10.1016/j.jvb.2021.103655   *”All of this” includes—but is not limited to—the hours spent by employees at Crypto.com and Manivel’s bank trying to recover the money, the hours spent by the police tracking down Manivel and Singh, the resources spent to keep them in jail while awaiting their time before the judge, the hours spent by the employees of the court system.   ... 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The Freakonomics Radio podcast aired an episode on scientific fraud. While the title of the episode leans toward hyperbole, the discussion is a bit more nuanced. We don’t actually know how much fraud there is, but we know that researchers have many reasons to be tempted to cheat—just like students have many reasons to be tempted to cheat. Here are some discussion or assignment questions based on the podcast. Shout out to Ellen Carpenter for the prompting. *** Listen to or read the transcript of this Freakonomics Radio podcast, Episode 527: Why is there so much fraud in academia? (Dubner, 2024). The podcast host, Stephen J. Dubner, says: “I rarely do this, but today I’m going to start by reading a couple sentences from Freakonomics, which Steve Levitt and I published in 2005: ‘Cheating,’ we wrote, “may or may not be human nature, but it is certainly a prominent feature in just about every human endeavor … Cheating is a primordial economic act: getting more for less.’” Perhaps you have cheated at least once in school, at work, or in a relationship. You certainly know people who have. Describe one of those cheating incidents in terms of “getting more for less.” Explain cheating behavior in terms of positive reinforcement. Brian Nosek, founder of the Center for Open Science, explains why academic fraud is so problematic. One reason he gives is the impact fraudulent research can have on public policy. The reach is greater than that, however. Describe how fraudulent research can affect public views on a topic and how it can affect other researchers in their decisions on what to research. Nosek says, “Publication is the currency of advancement. I need publications to have a career, to advance my career, to get promoted…The reality here is that there is a reward system, and I have to have a career in order to do that research. And so, yes, we can talk all about those ideals of transparency and sharing and rigor, reproducibility. But if they’re not part of the reward system, you’re asking me to either behave by my ideals and not have a career or have a career and sacrifice some of those ideals.” Is the motivation any different from the one that students have to cheat? Explain. While the podcast host tries to pin Nosek down into saying that there is more fraudulent research in psychology—social psychology in particular—than other sciences. Nosek points out that this perception of greater academic fraud in social psychology may be due to two factors. What are they? The issue of academic fraud is certainly not limited to psychology. For example, the journal Science has been addressing this issue. Recent editorials include how “errors, intentional or not erode confidence in science” and how researchers should be able to correct unintentional errors in their published work without stigma (Thorp, 2023, p. 743), the use of an AI tool to detect duplications of or manipulations in images submitted for publication so that questions can be addressed before publication (Thorp, 2024), and the challenges involved in identifying scientific misconduct (Oransky & Redman, 2024).   5. Briefly describe the research that was published in the sign-at-the-top paper. What data had Max Brazerman concerned? How were his concerns about that data alleviated? How did Data Colada know to look at the sign-at-the-top paper? What in the paper concerned Data Colada? 6. What reasons does Simine Vazire give for why a researcher may falsify or misrepresent research data? 7. At state universities, legislatures have substantially cut funding (Marcus, 2019). Colleagues—especially those at R1 and R2 universities—report that they are under a lot of pressure to bring in grant money. To compete for the limited amount of grant dollars available, researchers must have an active research program that produces results. Would there be as much temptation to cheat if everyone could do their research without pressure to publish? Similarly, would students feel less temptation to cheat if their work was lower stakes? 8. The American Psychological Association’s (APA’s) Ethical Principles of Psychologists and Code of Conduct clearly addresses falsification of data in 8.10 “Reporting Research Results” (American Psychological Association, 2017). APA can only hold members of APA accountable for their code of ethics. Frankly, the worst that APA can do is expel members who have been found in violation of the code (American Psychological Association, 2016). Universities have their own ethics committees and wield more power in the sense that faculty found in violation of the ethics code could, ultimately, be fired. What could professional associations or universities do to ensure ethical research practices before fraudulent research is published?     References American Psychological Association. (2016). 2016 APA Ethics Committee rules and procedures. https://www.apa.org/ethics/code/committee-2016 American Psychological Association. (2017). Ethical principles of psychologists and code of conduct. https://www.apa.org/ethics/code Dubner, S. J. (2024, January 10). Why is there so much fraud in academia? Freakonomics. https://freakonomics.com/podcast/why-is-there-so-much-fraud-in-academia/ Marcus, J. (2019, February 26). Most Americans don’t realize state funding for higher ed fell by billions. PBS NewsHour. https://www.pbs.org/newshour/education/most-americans-dont-realize-state-funding-for-higher-ed-fell-by-billions Oransky, I., & Redman, B. (2024). Rooting out scientific misconduct. Science, 383(6679), 131–131. https://doi.org/10.1126/science.adn9352 Thorp, H. H. (2023). Correction is courageous. Science, 382(6672), 743–743. https://doi.org/10.1126/science.adm8205 Thorp, H. H. (2024). Genuine images in 2024. Science, 383(6678), 7–7. https://doi.org/10.1126/science.adn7530       ... View more

I had a colleague who was a reading teacher. She told me the greatest teaching challenge she had was in finding articles for her students to read that her students found relevant and compelling. I feel the same way about teaching research methods, including the research methods chapter in Intro Psych. There are a lot of studies that will illustrate psychology’s different research methods, but finding studies that students will find relevant and compelling can be a challenge. If we pick the right studies, however, we can get a two-fer: students learn about research methods and they learn about the study’s content. In the In Brief section of the November/December 2023 Monitor on Psychology was a blurb on an observational study that might grab the attention of students—particularly our students from working class backgrounds. In this freely available article, researchers wondered if pre-school students from different socio-economic backgrounds would show different degrees of participation during all-class discussions (Goudeau et al., 2023). In the article’s introduction, the authors cite two reasons as to why students from low socioeconomic status (SES) backgrounds might participate less. The first is a cultural mismatch between a low SES student’s homelife and school, a mismatch that does not exist for middle- and high- SES students. For example, working class parents are less likely to encourage their children to publicly express opinions. Cultural psychologist Alana Conner grew up in a working-class family in Memphis. When she went to Yale for college, her grandmother gave her a poster with this adage, “Better to remain silent and be thought a fool than to speak and remove all doubt.”* Conner experienced culture shock her first semester as the (middle- and high-SES) students in her classes seemed to have no issues with sharing their thoughts and opinions. When I heard Conner speak about this at a conference, I had an “Aha!” moment. I, too, grew up in a working-class family, and I said very little in my classes—kindergarten through grad school. In my family, we didn’t talk about ideas. Another possible contributor to this cultural mismatch is the activities families from different SES backgrounds tend to engage in. Middle- and high- SES families are more likely to read books and go to museums than low-SES families. “As a result, these students have more ‘cultural capital’ to contribute during whole-class discussions relative to low-SES peers with similar language proficiency. Teachers may also perceive middle- and high-SES students as having more ‘relevant’ or ‘appropriate’ things to contribute to discussions, so they may provide these students with more opportunities to speak relative to low-SES students with similar language proficiency” (Goudeau et al., 2023, p. 3). In addition to cultural mismatch, stereotype threat may also contribute to decreased class discussion participation from low-SES students. The low-SES stereotype says that low-SES students are not as academically competent as middle- and high-SES students. Out of fear of confirming the stereotype, low-SES students may choose to remain silent (Goudeau et al., 2023). Unfortunately, this silence may actually contribute to the stereotype. Researchers wondered if a difference in class participation by SES status could be observed as early as preschool. If time allows, ask your students how we could approach designing a study like this. Where would we find our participants? Whose permission would we need to observe classes? How would we observe them? How many times would we observe them? How would we operationalize participation? The researchers identified preschool classes that had the highest SES diversity as determined by parental occupation. They asked the teachers for permission to video record their classes. For the teachers that said yes, the researchers then asked the caregivers of the teachers for permission for their child to participate. Three to five days of recording were done for the classes for four preschool teachers. Four video cameras were used to record each class. The students were told that their class was being recorded. The researchers wrote, “We coded each preschooler’s contributions to whole-class discussions along two dimensions: frequency and duration… [and] we coded for five different types of contributions: (a) speaking after being called on by the teacher; (b) speaking after being called on again for follow-up; (c) speaking without being called on by the teacher; (d) speaking by interrupting another child; and (e) speaking by interrupting the teacher” (Goudeau et al., 2023, p. 6). Two coders watched the recording and coded the behaviors. Coders discussed all disagreements to reach consensus. The researchers found that low-SES students were much less likely to speak during all-class discussions, and when they did, they spoke for less time than did their middle- and high-SES peers. Low-SES students were also much less likely to interrupt the teacher or their peers, and if they did, they spoke for less time as compared to the middle- and high-SES students (Goudeau et al., 2023). Lastly, does participation matter? In a follow-up study, researchers found that the preschoolers believe that students who participate more in class discussions are more intelligent, better liked, and nicer (Goudeau et al., 2023).   If time allows or as a follow-up assignment, ask your students to design a study that assessed class participation by SES and peer perceptions of those who participated more that could be conducted in a college class. How might participation be operationally defined in a face-to-face class, in an asynchronous online class, or in a class conducted in Zoom or Microsoft Teams? As a bonus research project, assess whether discussing this research in your class increases whole-class discussion participation from your low-SES students. Learning about such research may have encouraged me to up my class participation. In college, I remember hearing about a study that found that when driving a vehicle men tended to look farther into the distance than did women. That ticked me off, so when driving, I started looking farther into the distance. I, of course, had no idea how my distance-viewing compared to other women or men. I might have already been looking farther ahead than anybody else. Didn’t matter. I was going to show them. Not that anyone was actually evaluating how far into the distance I looked when driving. Does learning about this study result in real changes for your low-SES students? It’s an empirical question.     *It is unknown who first spoke these exact words, but the sentiment can be found in Proverbs 17:28 (O’Toole, 2010).   References Goudeau, S., Sanrey, C., Autin, F., Stephens, N. M., Markus, H. R., Croizet, J.-C., & Cimpian, A. (2023). Unequal opportunities from the start: Socioeconomic disparities in classroom participation in preschool. Journal of Experimental Psychology: General, 152(11), 3135–3152. https://doi.org/10.1037/xge0001437 O’Toole, G. (2010, May 17). Better to remain silent and be thought a fool than to speak and remove all doubt. Quote Investigator. https://quoteinvestigator.com/2010/05/17/remain-silent/   ... View more

After covering experiments, ask your students to work in small groups to design an experiment that would test this hypothesis: If patients are able to schedule their own mammograms, they are more likely to actually get a mammogram. For their design, ask students to identity the independent variable (experimental and control conditions) and dependent variable. They should be sure to include operational definitions. Once discussion seems to have died down, invite a volunteer from each group to share their design. In this freely available article, researchers conducted such a study using archival data (Waddell et al., 2023). Consider sharing this study with your students. Because the study was archival, it was quasi-experimental—participants were not randomly assigned to conditions. In this particular healthcare system, patients were not able to self-refer for a mammogram; a physician had to order it, say, during an office visit. The healthcare system implemented a new electronic health record portal that gave patients the ability to schedule their mammograms without having to call the clinic. Some patients were not active in the portal so they were considered the control group. Patients who were active in the portal (operationally defined as having logged into the system at least once in the twelve months prior to the visit with their physician who ordered the mammogram)—and therefore could electronically schedule their appointments—were in the experimental group. The dependent variable was an easy one to measure. Did the patient get a mammogram within six months of the doctor’s appointment when the mammogram order was issued? Approximately 73% of the experimental group got a mammogram within six months as compared to approximately 54% of the control group. There was one big confounding variable, however. Those who were active in the portal (experimental group) received a reminder email after their doctor’s visit to schedule a mammogram. Those who did not use the portal (control group) did not receive a reminder. There is no way for us to know, then, if the differences seen in the dependent variable were due to being able to electronically schedule a mammogram or due to receiving an email reminding them to schedule. If you share this study with your students, ask students to consider what other confounding variables there may be. The researchers identify a few others in the “Limitations” section of the article’s discussion. For example, might there be a difference between those who logged into the electronic health record portal and those who hadn't? Would the experiments your students designed address these confounds? Conclude this activity by reminding students that while each type of research method has its limitations, the more types of methods we use to address a hypothesis, the more confidence we have in the overall results. As an out-of-class assignment, consider asking your students to generate other hypothesis about patients and healthcare behavior. How would they design an experiment or quasi-experiment using archival data to test one of those hypotheses?   Reference Waddell, K. J., Goel, K., Park, S.-H., Linn, K. A., Navathe, A. S., Liao, J. M., McDonald, C., Reitz, C., Moore, J., Hyland, S., & Mehta, S. J. (2023). Association of electronic self-scheduling and screening mammogram completion. American Journal of Preventive Medicine, S0749379723004440. https://doi.org/10.1016/j.amepre.2023.11.002         ... View more

The New York Times has noted new data showing a rise in pedestrian deaths (Leonhardt, 2023). The article offers several possibilities for this increase. One reason may be that drivers are paying more attention to their phones than to the road and what’s going on around them. I’ll add built-in car displays in that category. With a physical knob or dial, adjusting music/audiobook volume or in-cabin temperature could easily be done by touch. With screens, drivers have to look away from the road to make these adjustments. The article also suggests that the greater availability of marijuana and opioids has more people driving under the influence of something. Additionally, more people are living in areas where sidewalks and crosswalks are less common. When people walk on the road, it stands to reason that their chances of being hit by a driver increase. Lastly, the article notes that with more people living on the streets, there are more opportunities for people and cars to collide. I’d add one more possibility. It seems like cars are quieter than they used to be—electric vehicles certainly are. If pedestrians rely on sight and sound to help with vehicle awareness, quiet cars reduce those sensory modalities by half. The New York Times article makes excellent points. What is missing from this discussion, however, is pedestrian behavior. In my informal observations of pedestrians—both as a driver and as a fellow pedestrian, some pedestrians seem pretty cavalier about occupying the same space as cars. Here are a few examples I’ve experienced in the last two weeks. There is a fairly busy rural road near my home that has a few rolling hills. There is no sidewalk. It’s possible to walk on the side of the road, but with the rocks, it looks like it would be tough trekking. I’ve seen one person on two different occasions walking on the road, walking with traffic, and wearing over-the-ear headphones. It’s not difficult for me to imagine a car cresting one of those hills and not seeing this person in time to avoid them—especially if there is oncoming traffic. The person would have no chance since they can neither see nor hear oncoming traffic. Just yesterday I was leaving our local post office when a person crossed the street in front of me. They did not look either direction before crossing. They were wearing a big hood that functioned just like blinders. If I had been any closer, they would have walked into the side of my car. Actually, a couple weeks ago, I was the passenger in a car when a person who had not looked for oncoming cars, stepped off the curb and came very close to walking into the side of our car. The car was a red Camaro. It was not easy to miss. Not paying attention to surroundings is as much of a problem for pedestrians as it is for drivers. While a pedestrian who steps into a crosswalk when the lighted guy turns green is in the right and the inattentive driver who hits them is in the wrong, being right does not make the pedestrian any less dead. Have pedestrians become less attentive? I don’t know. If we are, I can imagine several reasons why. Just like drivers, phones have pedestrians’ attention. I also wonder if today’s pedestrians have less experience being pedestrians than pedestrians of the past. For example, stranger danger pushed kids indoors, giving them less experience on streets. Furthermore, more of my students today do not know how to drive as compared to my students in the past. Does less experience behind the wheel make it harder for pedestrians to see the world through a driver’s eyes? This could be the basis of an interesting observational study for your students. Can your students devise measurements that would quantify pedestrian or driver attentiveness? For example, does a randomly selected pedestrian look both ways before stepping into the street? Or does a randomly selected driver stopped in an intersection, look both directions before proceeding into the crosswalk? How would your students select the intersections to conduct their observations? Does your city have data on the busiest intersections? Does your local police department have data on where the car/pedestrian crashes occur? What days or times of day would your students choose? As a way to expand student engagement with psychology or as alternative activity, consider asking students to use the persuasive strategies they learned about in their Intro Psych social chapter to design a public ad campaign While the primary goal of the observational study activity is to give students practice designing and conducting an observational study and the primary goal of the public ad campaign is to give students practice putting their knowledge of social psychology to work, the secondary goal for both activities is to increase student traffic safety awareness—both as drivers and as pedestrians.   Reference Leonhardt, D. (2023, December 11). The rise in U.S. traffic deaths. The New York Times. https://www.nytimes.com/2023/12/11/briefing/us-traffic-deaths.html   ... View more

The New York Times published a freely-available 5-minute opinion piece on credit cards that offer rewards. They argue that the money rewards cards give back has to come from somewhere, and that somewhere is from the transaction fees the credit card companies—most notably Visa and Mastercard—charge business owners. They believe that using rewards cards ultimately hurts those in the lower economic strata who are less likely to use rewards cards and so don’t reap their benefits while still paying the higher prices the businesses have to charge to cover the transaction fees. The economists and public policy experts at the International Center for Law and Economics have a different opinion. I am not an economist, but I understand enough to know that this is all more complicated than it may first appear. I am also not so naïve as to believe that if we all stopped using cash-back credit cards, Visa and Mastercard would reduce these transaction fees. As a consumer, however, I have been encountering the reinforcement and punishment of credit card use. I have a credit card that gives me 5% back on gas purchases. Our local gas stations will give me 10 cents off per gallon if I pay with cash. With gas at $3.00 a gallon, when I use this credit card, I get 15 cents off per gallon. I am reinforced with money for using the credit card. The price of gas would need to drop to $2.00 per gallon for the 10 cents for cash equals the 5% back on my credit card. Now let’s imagine a fantasy world where gas is less than $2.00 per gallon. Even if it would cost me less to pay cash, the hassle of walking into the gas station, standing in line, and waiting for the cashier to make change would make using the credit card at the pump or using the app on my phone a more desirable option. And that’s not even calculating the cost of the snacks I’m more likely to purchase if I walk in. In short, the use of this particular credit card at gas stations is reinforced. I also have a credit card that give me 3% back on restaurant purchases. Because of the credit card transaction fees, our favorite local restaurant started adding a 3.5% credit card use fee to all credit card transactions. On a $30 bill (including tip), that’s $1.5, but we would only get 90 cents back from our credit card. Sixty cents isn’t much, but it doesn’t require any extra effort on our part to pay cash—it takes just as long to wait to for server to return with change as it does to wait for them to return with a credit card receipt to sign—so we pay cash and save the 60 cents, thank you very much. In other words, at this restaurant, our credit card use is punished with an extra cost, so we don’t use it. I wonder, though, if customers at this restaurant would be even more likely to pay cash if what we were charged initially included the 3.5% credit card use fee and they framed it as a 3.5% discount for using cash. It’s an empirical question! If you’d like to give your students some experimental design practice, ask them how they would go about testing that hypothesis. Last example. We have a rewards card that gives us 1.5% back on all purchases. We had to have the thermostat replaced on our car. Our mechanic recently started passing the 3.5% cost of the credit card transaction fee onto their clients. On a bill of a few hundred dollars, I would be punished in the form of having to pay many dollars for using my credit card. This was an easy decision. I kept the credit card in my wallet and paid by check. And, no, I don’t remember the last time I wrote a check. As more businesses adopt this strategy, I look forward to the development of the handheld printer that will print checks. It’ll connect via Bluetooth to an app on my phone. I enter the business name and amount, and it prints out the check for me to sign. Ask students if they have a cashback rewards card and if they decide when to use it based on whether businesses explicitly pass the transaction fees solely onto credit card users. My examples may be specific to me—what I find reinforcing and punishing. I can see where some people choose to use the credit card regardless—either because they’ve decided that the convenience of using a card (or app) always outweighs the dollar cost or because they don’t have the cash available so need to put the purchase on credit. ... View more

In a May 2023 Scientific American article, I was introduced to the concept of recreational fear (Martinez-Conde & Macknik, 2023). Of course, we’re all familiar with it. It was the term that was news to me. People who are into recreational fear do things that are scary—for fun: roller coasters, bungee jumping, haunted houses, horror movies. You get the idea. I’ve been on a bobsled (twice) and have been zip lining over some pretty impressive gorges (twice), but horror movies and haunted houses are not my bag. Researchers wondered if being with friends would lessen the intensity of the fear in these recreational settings (Tashjian et al., 2022). Sometimes when we are with others in fear-inducing situations, social buffering occurs. The presence of others reduces our fear. But sometimes we experience social contagion. The presence of others increases our fear. In instances of recreational fear, which is it? Here’s a little experimental design practice for the social psych chapter in Intro Psych. Ask students to work in small groups to design an exploratory study. Since we don’t know (or at least your students don’t know yet) whether the presence of others increases or decreases fear—and we can make a good case for either one, we won’t have an hypothesis. The question is “Does the presence of others in a recreational fear situation increase or decrease fear?” Your students will have a few problems to solve in designing this study. First, the independent variable. Will they focus on the effect of the presence of friends, strangers, or both? Will they investigate the impact of group size? Does the presence of five others have more of an impact than, say, one other person? There is also the challenge of the recreational fear situation itself. Even though your students are not actually going to conduct this study, potential IRB ethical concerns should be considered. I doubt that your IRB would approve of you scaring the bejesus out of your participants. Is there someplace in your community or nearby environs where people pay to be scared? Ask your students to design a study where they would solicit volunteers from those paying customers. And now the dependent variable. How would your students operationally define fear? Invite groups to share their designs with the class. To close this activity, tell students about the Tashjian et.al study (Tashjian et al., 2022). The researchers elicited the help of the good folks at The 17th Door, a haunted house experience now located in Buena Vista, CA. The research article includes a summary of what happens in each of the 17 scenes. I read through them. Here is the researchers’ concise summary. “Each of the 17 contiguous rooms involved distinct threats, including the inability to escape an oncoming car, mimicked suffocation, actual electric shocks, and being shot with pellets by a firing squad while blindfolded” (Tashjian et al., 2022, p. 238). In an understatement for the win, they write, “[T]his type of immersive threat manipulation is not replicable in the lab” (Tashjian et al., 2022, p. 238). The “immersive threat manipulation” lasted 30 minutes. I’ve been on a bobsled and been ziplining over deep gorges. As far as recreational fear goes, I’m pretty sure The 17th Door is not for me. The researchers recruited participants after they paid the admission fee and signed the waiver required by The 17th Door. Participants went through in groups of eight to ten. The researchers asked the volunteers how many friends were in their group. Everyone went through with at least one friend. Some groups were comprised entirely of friends. As a measure of fear intensity, each volunteer wore a wrist sensor that measured skin conductance. The groups of participants are led through the experience by an employee of the The 17th Door on a precisely timed schedule. That allowed the recorded sensor activity to be aligned precisely with the events. Now for the results. Social contagion won out over social buffering. The more friends people had with them, the greater the fear they experienced as measured by skin conductance. The authors acknowledge that because changes in skin conductance are due to sympathetic nervous system arousal, the increase in skin conductance could be caused by factors other than fear, such as excitement or nervousness. To close out this activity, tell students that there is a Recreational Fear Lab at Aarhus University in Denmark run by Mathias Clasen and Marc Malmdorf Andersen. If the photo on their “people” page is accurate, their research assistants get lab coats that read on the back “Horror Research Team.” I’m a little jealous. These are the Recreational Fear Lab’s research questions for 2020-2023:     What is recreational fear, and what can it be used for?     What characterizes engagement with recreational fear across the lifespan?     What psychological and physiological characteristics are associated with recreational fear?     When does recreational fear turn into real fear? I’m particularly intrigued by the last question. There is a boundary, but how do we identify it—both as researchers and as a terrified person? In The 17th Door, participants can yell “Mercy” to signal that they want to opt of a scene or opt out of the entire event. What factors contribute to a person making that decision? Is that caused by crossing the line between recreational fear and real fear? Which research question do your students find the most interesting and why?   References Martinez-Conde, S., & Macknik, S. (2023, May). Friends can make things very scary. Scientific American, 328(5), 80. Tashjian, S. M., Fedrigo, V., Molapour, T., Mobbs, D., & Camerer, C. F. (2022). Physiological responses to a haunted-house threat experience: Distinct tonic and phasic effects. Psychological Science, 33(2), 236–248. https://doi.org/10.1177/09567976211032231   ... View more

In the (freely available) editorial that opened the June 2, 2023 edition of Science, H. Holden Thorp, Editor-in-Chief of Science, reminds us that “it matters who does science” (Thorp, 2023, p. 873). His point is that scientists are human, humans make mistakes, therefore scientists make mistakes. And we should just own that. Science is riddled with mistakes. Thorp urges us to use the phrase “trust the scientific process,” because it suggests that “science is what we know now, the product of the work of many people over time, and principles that have reached consensus in the scientific community through established processes of peer review and transparent disclosure” (Thorp, 2023, p. 873). Science is the process, not just a collection of known facts—or a collection of theories that tie the known facts together into a (semi-)coherent whole.   Thorp also notes that when a working group of scientists all have the same preconceived notions, their biases may affect the research questions they ask, how they try to the answer those research questions, and how they may interpret the results. However, when people with different lived experiences and cultural backgrounds are part of the research process, “scientific consensus can be reached faster and with greater reliability” (Thorp, 2023, p. 873).  Yes, science is riddled with mistakes, but the greater diversity of experiences we bring to science the faster we can rid ourselves of these mistakes and reduce the number of mistakes we make going forward. I’m reminded of some of my favorite psychologists whose lived experiences led them to ask the research questions they are now famous for. Mamie and Kenneth Clark asked young Black children to choose the doll they would like to play with: a Black doll or a white doll. The children chose the white doll. That research, which was presented to the U.S. Supreme Court by Thurgood Marshall, influenced the outcome of what we now know as Brown vs. Board of Education. Anyone could have done that research, but only Black psychologists thought to ask the question. Lillian Gilbreth, the mother of industrial/organizational (I/O) psychology, became interested in efficient kitchens after 1920s sexism resulted in dropped business contracts after her husband’s death. Again, anyone could have done research into how to create an efficient kitchen, but only a female psychologist thought to ask the question. In a more recent example, researchers have been uncovering the factors that contribute to racial disparities in sleep quality, such as racial disparities in shift work, exposure to light and air pollution, and acculturation stress. Sure, we can tell people to get better sleep, they need to sleep in a quiet, dark, cool room, but what if they live in an urban environment with plenty of middle-of-the-sirens, ambient street lighting, and no air conditioning? And what if they work the night shift? What if what’s keeping them awake is worrying about whether their boss’s racism is keeping them from getting raise or promotion? Researchers who are asking these questions include Girardin Jean-Louis, Dayna Johnson, Carmela Alcántara, and Alberto Ramos (Pérez Ortega, 2021). After covering research methods in Intro Psych, ask your students to read Thorp’s editorial. Next, invite your students to consider their own lived experiences. What research questions would they ask?   References Pérez Ortega, R. (2021). Divided we sleep. Science, 374(6567), 552–555. https://doi.org/10.1126/science.acx9445 Thorp, H. H. (2023). It matters who does science. Science, 380(6648), 873. https://doi.org/10.1126/science.adi9021   ... View more

Last month (August 2023) I wrote a blog post with suggestions on how we can embed financial literacy education into the Intro Psych course (Frantz, 2023). If I had not been behind on my science periodicals reading, I would have seen the excellent interview piece with financial psychologist Wendy De La Rosa in the Monitor on Psychology (Fairbank, 2023). De La Rosa and her colleague Stephanie Tully have been researching subjective wealth perceptions. “A person’s perception of their financial situation is often more important than their objective financial status” (p.33) (Fairbank, 2023). If you believe that you’re in dire financial straits—whether you actually are or not—the stress of that belief will interfere with your sleep, your concentration, and your health. One study found a statistically significant .32 correlation between household income and subjective financial situation (Gasiorowska, 2014). In other words, yes, the higher one’s household income, the higher one tends to rate their subjective financial situation—defined as “perceived financial situation, ability to make ends meet and adequacy of income to fulfill needs and wants” (Gasiorowska, 2014, p. 72). But a correlation of .32 is well below a perfect 1.0 correlation. After covering correlations, ask students what other variables they think may affect how one evaluates their own financial situation such that there would be a mismatch between how much money one actually has and their perception of how much money they have. The biggest mediator the researchers found was financial control (Gasiorowska, 2014). The more control a person has over their finances, the better able they are to align their actual income with their perceptions of that income. This reminds me of a couple I knew. He handled all of the finances, because she didn’t want to. However, she had high anxiety around how much money they had. She was certain they were going to be destitute any minute. He would assure her that they had plenty of money to make ends meet and then some. He would show her the bank statements and the bills. It would allay her fears for a bit, and then the anxiety would come roaring right back. While this study was not done with children or adolescents, I have to wonder how much of a disconnect there might be between their family’s actual household income and their subjective wealth perception. I wonder how many caregivers bring their children and adolescents into financial discussions. For example, “This is how much money we have coming in every month. Here is how much everything costs: utilities, cell phones, Internet, groceries, entertainment. This is how much we’re able to save.” In the Monitor article, we learn that Wendy De La Rosa’s mother did not speak English, so as a child De La Rosa translated financial documents for her mother, such as bank notices and credit card statements. De La Rosa had a front row seat to her family’s financial situation. With such early training on the inner workings of household finances, I imagine De La Rosa entered adolescence with an understanding of household money-management that many children don’t have. De La Rosa and Tully appear to have found another variable that helps create a mismatch between actual income and subjective wealth perceptions: pay frequency. “[G]etting paid more frequently increases subjective wealth perceptions and as a result, we tend to spend more than if we got paid less frequently” (Fairbank, 2023, p. 34). This really underlines the importance of creating a household budget and sticking to it. It will be hard to pay rent if the money is going out as fast as it’s coming in.   De La Rosa has a TED series called “Your Money and Your Mind.” There are eight videos, all less than five minutes long. This could make for an interesting online discussion prompt: Watch the eight videos created by financial psychologist Wendy De La Rosa. Which video is the most important one for your friends to watch? Why? Lastly, what was the most interesting thing you learned from that video? Explain. Lastly, I wonder how many students would enroll in a Financial Psychology course. It would be a fun one to teach!   References Fairbank, R. (2023, June). 5 questions for Wendy De La Rosa. Monitor on Psychology, 54(4), 33–34. Frantz, S. (2023, August 10). Increasing financial literacy through Intro Psych: Anchoring & operant conditioning. Macmillan and BFW Teaching Community. https://community.macmillanlearning.com/t5/psychology-blog/increasing-financial-literacy-through-intro-psych-anchoring-amp/ba-p/19235 Gasiorowska, A. (2014). The relationship between objective and subjective wealth is moderated by financial control and mediated by money anxiety. Journal of Economic Psychology, 43, 64–74. https://doi.org/10.1016/j.joep.2014.04.007     ... View more

As of June 2023, recreational cannabis use is legal Canada (Department of Justice, Canada, 2021) and in 23 U.S. states, the District of Columbia, Guam, and the Northern Mariana Islands (Reuters, 2023). Not that it has to be legal for people to use it. In a 2022 national survey, researchers asked people about their marijuana use. Of full-time college students between the ages of 19 and 22, 22.1% reported that they used marijuana at least once in the last 30 days, whereas only 4.7% reported that they used it daily. Both numbers were lower than for age-matched non-college students (28.2% monthly and 14.5% daily). That 30-day percentage of 22.1% for college students is about where the numbers have been since 2013. To see these kind of numbers for marijuana use, we have to go back to the early 1980s. In 1980, a whopping one-third (34.8%) of college students reported using marijuana in the previous 30 days (Patrick et al., 2023). Why do college students use marijuana? In one qualitative study, one reason participants gave was that they used it for a boost in creativity (Kilwein et al., 2022). But does marijuana actually make users more creative? Or do they just think they are more creative? After covering experimental design, give your students this hypothesis: Cannabis use increases creativity. Ask students for the independent variable (including an experimental group and a control group) and the dependent variable(s). For all variables, ask for operational definitions. After students have had a couple minutes to consider this on their own, ask students to work in small groups to create their experimental design. If time allows, ask students how or where they would find volunteers for their study. What are the ethical concerns that they need to take into consideration? After group discussion dies down, ask a volunteer from each group to share their design. Now share with students how researchers investigated this same question (Heng et al., 2023). To recruit participants, researchers posted flyers in recreational cannabis dispensaries in Washington (a state where such use is legal) and on Craigslist. Users who smoked one joint no more than a few times a week were selected to participate. Anyone who reported being pregnant was excluded. Participants were mailed cannabis test kits and emailed the study information. Participants who successfully completed the study received a $25 gift card. Participants were randomly assigned to one of two conditions: high during the creativity test or not high during the creativity test. “High” was operationally defined as having used marijuana in the last 15 minutes. The researchers note that the participants had to supply their own cannabis. “Instead of stipulating a specific time to complete the study, participants were asked to begin the study within 15-min of their volitional cannabis use. This addressed the IRB restriction of not instructing cannabis use” (Heng et al., 2023, p. 637). Now we need an operational definition for creativity. “Participants were asked to generate as many creative uses as they could for a brick in 4 min” (Heng et al., 2023, p. 637). They also rated their brick ideas based on how creative, original, and novel they thought they were on a 5-point scale.  Then they used the saliva test kit and mailed it back to the researchers. What did the researchers find? Participants who used cannabis before doing the creativity task thought they were more creative than did those in the control group. But were they really more creative” The researchers asked a couple research assistants who were blind to conditions to evaluate the creativity of the answers, and they also asked participants on Prolific to do the same. Neither the research assistants nor the Prolific participants saw any difference in creativity between the groups. There was a bit more to the research design if you’d like to share this with your students as a way to conclude this activity. The researchers also asked the participants how happy and joyful they were. The researchers found that it was this mood state that mediated creativity evaluations. Cannabis use was more likely to result in higher creativity ratings if the person was happy while high.     References Department of Justice, Canada. (2021, July 7). Cannabis legalization and regulation. https://www.justice.gc.ca/eng/cj-jp/cannabis/ Heng, Y. T., Barnes, C. M., & Yam, K. C. (2023). Cannabis use does not increase actual creativity but biases evaluations of creativity. Journal of Applied Psychology, 108(4), 635–646. https://doi.org/10.1037/apl0000599 Kilwein, T. M., Wedell, E., Herchenroeder, L., Bravo, A. J., & Looby, A. (2022). A qualitative examination of college students’ perceptions of cannabis: Insights into the normalization of cannabis use on a college campus. Journal of American College Health, 70(3), 733–741. https://doi.org/10.1080/07448481.2020.1762612 Patrick, M. E., Miech, R. A., Johnston, L. D., & O’Malley, P. M. (2023). Monitoring the Future Panel Study annual report: National data on substance use among adults ages 19 to 60, 1976-2022 (Monitoring the Future Monograph Series). Institute for Social Research, University of Michigan. https://monitoringthefuture.org/wp-content/uploads/2023/07/mtfpanel2023.pdf Reuters. (2023, June 1). U.S. states where recreational marijuana is legal. Reuters. https://www.reuters.com/world/us/us-states-where-recreational-marijuana-is-legal-2023-05-31/     ... View more

To begin this online or face-to-face discussion, ask your students to read this brief introduction to Institutional Review Boards (IRBs) on the American Psychological Association website (APA, 2023). Next, ask students to read the section on the “criteria for IRB approval of research” in the U.S Code of Federal Regulations. (If you are outside the United States, refer to the regulations in your country.) Students are to imagine that they are the community representative serving on their institution’s IRB. Give students this information: A research proposal from a group of researchers at your institution is now up for review. Imagine that the IRB has received the following proposal. (The text comes from the introduction section of a recently published study. The bracketed text has been added to change the verb tense.) Study 1 [will test] whether couples’ financial arrangements can mitigate the corrosive effect of time on relationship quality. Using a longitudinal field experiment, we [will] randomly [assign] couples to merge their money in a joint bank account, to keep their money in separate bank accounts, or to a condition where they [will receive] no instructions about how to structure their finances. We [will recruit] only engaged or newlywed couples for this experiment, since those couples’ relationship dynamics are not yet set in stone and are presumably responsive to intervention (Huston et al. 2001; Joel and Eastwick 2018). We [will follow] these couples for 2 years, conducting six waves of data collection across the connubial crucible [the newlywed years]. We [will measure] changes in relationship quality and financial harmony (i.e., the extent to which partners are satisfied with how they handle and discuss money). We [expect to] find that couples who transition to a joint bank account [will be] buffered against the normative decline in relationship quality observed within longitudinal research on marriage, an effect due in part to positive changes in financial harmony (Olson et al., 2023, p. 3). One challenge for IRBs is how to weigh potential risks to participants against potential benefits to participants and the value of the knowledge gained from the research. What risks to participants can you envision? What benefits to participants? What is the value of the knowledge that may be gained from this study? Would you say that the potential risks are worth the potential reward? Explain. What questions do you have for the researchers about the ethics of this study? (Refer to the section on the “criteria for IRB approval of research” in the U.S Code of Federal Regulations to frame your response.) What answers to your questions would you need to see in order to give your okay for this study? Explain. If there are risks to participants, IRBs may allow a study to be conducted if the participants in the study are made aware of the risks. What information would you need to see in the informed consent form in order to allow this study to move forward? Explain. This study did indeed receive IRB approval and was conducted—as you undoubtedly guessed since it was published. Students may wonder about the results. The researchers found that their no-intervention control group and separate-money condition both experienced a similar decline in relationship quality over the 2-year period. The researchers noted, however, that 72% of the couples in the control group maintained separate accounts throughout the entire time period. Of those in the control group who did opt to merge their money did so in the second year. In other words, the no-intervention group, in practice, looked very similar to the separate-account group. In contrast, the participants in the joint-money condition experienced a boost in their relationship quality (Olson et al., 2023). If time allows, give students the opportunity to generate their own research questions regarding the connection between finances and relationship quality.   References APA. (2023, August). Frequently asked questions about institutional review boards. https://www.apa.org/advocacy/research/defending-research/review-boards Olson, J. G., Rick, S. I., Small, D. A., & Finkel, E. J. (2023). Common cents: Bank account structure and couples’ relationship dynamics. Journal of Consumer Research, ucad020. https://doi.org/10.1093/jcr/ucad020   ... View more

The ‘R’ in the PERMA model of happiness is relationships (Madeson, 2021). In this New York Times article Maura Kelly tells us that following a break-up, she was feeling lonely. A friend advised her to become a regular somewhere (Kelly, 2023). [Cue the theme song from the sitcom Cheers.] Her friend’s advice was solid. All relationships matter, even the casual ones. During the COVID lockdown, I wrote about the importance of weak ties (Frantz, 2021).  For students who are starting college this fall away from home, they may be away from their family and high school friends for the first time in their lives. Their weak ties are gone, and their strong ties may be more challenging to maintain. Loneliness is to be expected. In Intro Psych, we can use the research methods chapter to normalize loneliness and provide students some strategies for reducing it. After covering surveys in the research methods chapter, ask students to read this article on a survey about loneliness done with older adults (Lam et al., 2023), and then answer these questions: Explain the difference between strong and weak ties. Give examples of each. [Background section] Where did the researchers find their survey participants? [Study section] What was the response rate for this survey? [Study section] Explain what is meant by the term response rate. How many participants were included in the researchers’ subsample? What was the purpose of the subsample? [Study section] According to the results of this study, which is more important: strong ties, weak ties, or a mix of both? [Conclusion section] The researchers argue that there are three reasons weak ties are important. What are they? [Conclusion section] While this study was about older adults, would you expect similar findings for first-year college students? Why or why not? Give an example of at least one weak tie that you have. How do you know this person? How often do you see them? Identify at least one thing you can do to increase the likelihood of developing more weak ties. A couple of years ago, we moved across the country. In our new community, we’ve been building our network of weak ties. From that network we’ve created some strong ties, too. For example, we visit our favorite local coffee shop once or twice a week. Over time, we have gotten to know the owners, the baristas, and many of the regular patrons. At our favorite restaurant, the servers now greet us with hugs. Weak ties, yes, but powerful weak ties. It is difficult to not feel a sense of community when you’re hugged just for going out to dinner. Assure your students that to develop weak ties, they do not need to be an extravert. Encourage your students to find a place where they like the atmosphere—a coffee shop, a comfy spot in the student union, a corner of the public library. Tell them to visit their chosen spot frequently. Assure them that the mere exposure effect will work in their favor. As your students begin to see faces that are now familiar, encourage your students to nod or smile in recognition of these others who are also regulars, and, over time, chat about something innocuous, like the weather. Face-to-face classes can be another source of weak ties, but since time in the classroom is limited, students may need to work a little faster to develop those ties. However, weak ties may be easier to develop with other students who are in the same major because they may see the same students in multiple courses. Loneliness is very real. Using this survey example in the Intro Psych research methods chapter is one way to encourage students to expand their network of weak ties.   References Frantz, S. (2021, February 2). Watercooler conversations: Weak-ties matter. Macmillan and BFW Teaching Community. https://community.macmillanlearning.com/t5/psychology-blog/watercooler-conversations-weak-ties-matter/ba-p/13702 Kelly, M. (2023, August 11). Where everybody knows your name. The New York Times. https://www.nytimes.com/2023/08/11/well/become-a-regular-loneliness.html Lam, J., Broccatelli, C., & Baxter, J. (2023). Diversity of strong and weak ties and loneliness in older adults. Journal of Aging Studies, 64, 101097. https://doi.org/10.1016/j.jaging.2022.101097 Madeson, M. (2021, June 12). Seligman’s PERMA+ model explained: A theory of wellbeing. https://positivepsychology.com/perma-model/       ... View more

Omega-3 fatty acids are important for brain health (Barnes et al., 2021; Lange, 2020; Thomas et al., 2021). Nuts—particularly walnuts—are high in omega-3 fatty acids (The Nutrition Source, n.d.). After covering experimental design or as a experimental design booster in the lifespan chapter, give students this hypothesis, and then ask them to work in small groups to design an experiment that would test it. Hypothesis: Eating walnuts will enhance the neuropsychological and behavioral development of adolescents. Ask the groups to identify the independent variable—both experimental and control conditions—and the dependent variables. Students should also provide operational definitions of all variables. Before deciding on operational definitions, encourage students to consider what information they may be lacking. For example, has previous research revealed how many grams of walnuts a day may be needed? How many days or weeks may the walnuts need to be eaten to see any effects? What kinds of dependent measures might reveal effects? This is a good opportunity to explain the importance of a lit review. Knowing what other researchers have done and have discovered can inform how we design our study. After groups have had an opportunity to design their studies, invite a representative from each group to share their design. As an out-of-class assignment, ask students to read this freely available Lancet article on an experiment conducted in a dozen high schools in Barcelona (Pinar-Martí et al., 2023) and to answer these questions: What was the independent variable? Identify both the experimental and control conditions. What was the operational definition used for the experimental condition? What were the dependent variables? Hint: there were four neuropsychological variables and two behavioral variables. When the researchers removed from their data analysis those in the experimental group who did not eat the amount of walnuts as requested, what results did they find?   References Barnes, S., Chowdhury, S., Gatto, N. M., Fraser, G. E., & Lee, G. J. (2021). Omega‐3 fatty acids are associated with blood–brain barrier integrity in a healthy aging population. Brain and Behavior, 11(8), e2273. https://doi.org/10.1002/brb3.2273 Lange, K. W. (2020). Omega-3 fatty acids and mental health. Global Health Journal, 4(1), 18–30. https://doi.org/10.1016/j.glohj.2020.01.004 Pinar-Martí, A., Gignac, F., Fernández-Barrés, S., Romaguera, D., Sala-Vila, A., Lázaro, I., Ranzani, O. T., Persavento, C., Delgado, A., Carol, A., Torrent, J., Gonzalez, J., Roso, E., Barrera-Gómez, J., López-Vicente, M., Boucher, O., Nieuwenhuijsen, M., Turner, M. C., Burgaleta, M., … Julvez, J. (2023). Effect of walnut consumption on neuropsychological development in healthy adolescents: A multi-school randomised controlled trial. EClinicalMedicine, 59, 101954. https://doi.org/10.1016/j.eclinm.2023.101954 The Nutrition Source. (n.d.). Omega-3 fatty acids: An essential contribution. Harvard School of Public Health. Retrieved August 10, 2023, from https://www.hsph.harvard.edu/nutritionsource/what-should-you-eat/fats-and-cholesterol/types-of-fat/omega-3-fats/ Thomas, A., Baillet, M., Proust‐Lima, C., Féart, C., Foubert‐Samier, A., Helmer, C., Catheline, G., & Samieri, C. (2021). Blood polyunsaturated omega‐3 fatty acids, brain atrophy, cognitive decline, and dementia risk. Alzheimer’s & Dementia, 17(3), 407–416. https://doi.org/10.1002/alz.12195   ... View more