1.  Tardy procedure  Absent procedure (we will use notes from Thursday 8/13)  Remind101  Objectives and essential questions  Website Mr. Baird's website (with articles and such)Mr. Baird's website Happy Monday!

2.  Putting people down sends a message to the world that you are more bothered by your competition than you are by your own progress.  Ew.  This is a safe environment where we will blossom to new levels intellectually, and become better people as we wake up to the world around us….. together. Class Rules Review w/ guided notes

3.  Did you have a general question?  Where do these come from?  Did you have a hypothesis?  Testable?  Did you have a procedure?  Detailed?  Did you have data?  Graphs, charts, notes?  Did you have a CONCLUSION? (YOU BETTER!)  Is your hypothesis correct?  What does your data mean to you and the world around you?  If someone performs the same procedure will they come to the same conclusion?  Bias? Errors?  More questions? (if so…. Back to the top!) Stranger Observations

4.  Usually I will have questions to pose after reading an article to help open up discussion.  Conducting experiments to find “truth” is very important to psychology, but reading and analyzing experiments is just as important to finding “truth”.  1. Who is being tested?  2. What is being tested?  3. How is it being tested?  4. What are the conclusions? Article Response

5. Didn’t use next 2 slides

6.  “The intuitive mind is a sacred gift and the rational mind is a faithful servant. We have created a society that honors the servant and has forgotten the gift.”  Albert Einstein  LET YOUR MIND RUN WILD AND FREE Let Your Mind Run Free

7. FREE YOUR MIND

8.  Your mind is a POWERFUL gift, do not force your mind to always be rational; sometimes our best ideas stem from our wildest dreams! Moral of the Story

10.  On a slice of paper answer the following true or false questions:  1. In general, we only use about 10% of our brains  2. Most brain activity stops during sleep  3. Police departments often use psychics to help solve crimes  4. Punishment is the most effective way to change behavior  5. Eyewitness testimony is often unreliable  6. Polygraph tests can accurately and reliably reveal whether a person is lying  7. People who threaten suicide seldom follow through with it  8. As the number of bystanders increases, your chances of getting help decreases.  9. Similarity is one of the best predictors of long-term relationships.  10. hello Bell Ringer

11.  What if I told you that by taking one class you would:  Increase your understanding of yourself and others  Better your social relationships  Enhance your career  Broaden your general education  Improve your critical thinking  Become possibly psychic…maybe  ???????????? Why Psychology?

12.  Psychologists have found that even if you are in a bad mood, you can instantly lift your mood by forcing yourself to smile…. SO SMILE AND LOVE LIFE!  What if I told you that psychology can also---  Get what you want! Get what you want! ***Bonus Material***

13.  Psychology studies YOUR behavior and YOUR mind.  ****BrAiNsToRm!*****  List all the ideas you have about the---  traits/functions you believe to be associated with the word psychologist. What is Psychology?

14.  Using the ideas we have come up with together, complete this sentence on your own…  A psychologist is a person who___________________________________________ __________________________________. $$Remember these ideas as we progress through the unit.$$ Complete the Sentence

16.  HYPOTHESIS  If (THIS HAPPENS) then (IT WILL CAUSE THIS TO HAPPEN).  Create an If ________________then_____________ statement that will test the following question  “Will people conform to the physical movements of the majority in a social situation?”  Example of the question-> There’s a group of people and 8 of the 10 cross their legs, will the other 2 cross their legs also? Bell Ringer

17.  Please write down your question you came up with last night. (if you didn’t do the homework, you better do it RIGHT NOW)  Using the question you thought of about behavior last night, create an if________________ then_______________ statement.  EXAMPLE  Question- Are people more likely to help others if they have recently been helped?  Hypothesis-If person (a) holds the door for person (b) then person (b) will help person (c) when asked for directions.  (experimental, control->graphs, charts, analyzing) Using your observations

18.  How will you use it? How will you use it?  Think about your time in school, you’re here ALL THE TIME!!!  Are we wasting time here, in this class? Time Wasted, or Time Well Spent?

20.  Imagine you are a psychologist investigating why students are signing up for psychology class.  Write interview questions you will ask your peers about WHY they want to study psychology.  Have fun with this and don’t just not try.  Good question example  “If you were to decide NOT to take psychology class what would be your main reason?” Time to use our Imaginations!

22.  Yesterday I gave you the QUESTION and asked for the hypothesis……  Right now I would like you to:  Write a GENERAL question about behavior that would lead to creating the following hypothesis…. Write  “IF a teacher rewards a student for proper classroom behavior THEN the proper classroom behavior of that student will occur more often.”

23.  4 groups split up into circles  Ask your interview questions to a selected person from your circle  We will implement more to these circles as we progress through the semester. Discussion Circles

24.  You will be able to:  Describe and apply methods that develop psychology as a science  How we will accomplish this:  Defining psychology  Identifying the GOALS of psychology  Explaining the different psychological perspectives (or lenses) for analyzing data.  Using scientific research methods for psychological inquiry and data analysis. Unit Trailer

25. TOO EASY!

26.  Psychology  The scientific study of behavior and mental processes.  BREAK THIS DOWN  What is:  scientific study?  Behavior?  Mental processes? sahy-kol-uh-jee

27.  From the recently presented objectives, what is the next thing you can expect to learn in psychology class?  Identifying the GOALS of psychology  I have your back!  Informed on what WE will learn, why we will be learning it, and how to apply it to OUR lives. What’s Next?

28.  Observe-  Describe-  Explain-  Predict-  Control/change-  Let’s break down a behavior! Goals of Psychology

29.  Observe- People watch  Describe- being as objective as possible and AS DETAILED AS POSSIBLE!  Explain- try to explain the (WHY) of the behavior using a psychological perspective (or lens); in some cases using prior theories to explain.  Example- why do you get up when the bell rings?  Predict- If you can predict the behavior then understanding why the behavior occurs will be easier.  Q and H  Control/change- try to influence outcomes, or instances like therapy. (used in applied psychology) Goals of Psychology

30.  Create a mnemonic device for the goals of psychology  Observe  Describe  Explain  Predict  Control Homework

32.  Please fill out the 2 charts on your guided notes.  The FIRST chart is asking for the goals of psychology  The SECOND chart is asking for the steps of the scientific method. Bell Ringer

33.  Tight Race Tight Race Friday Pick-Me Up

34.  Observe- People watch  Describe- being as objective as possible and AS DETAILED AS POSSIBLE!  Explain- try to explain the (WHY) of the behavior using a psychological perspective (or lens); in some cases using prior theories to explain.  Example- why do you get up when the bell rings?  Predict- If you can predict the behavior then understanding why the behavior occurs will be easier.  Q and H  Control/change- try to influence outcomes, or instances like therapy. (used in applied psychology) Goals of Psychology

35. Quagmire Helped Peter Detonate Charges

36. Question -Researcher forms this after observing a behavior (people watching) Hypothesis Involves the independent variable (IV) and the dependent variable (DV) and is a TESTABLE (outcomes are interpretable- happy is not interpretable) statement about the experiment being performed. EX- If I give a plant 2x more sun then the plant will grow 2x more than a plant given a normal light cycle. Procedure -Detailed, VERY, VERY detailed, step-by-step guide of how to exactly perform the experiment Data Presented in graphs or charts to easily be read- scientist will check for patterns and things that stand out with their data. Conclusions - Data is analyzed through a perspective of psychology. The analysis has to declare if the hypothesis is correct or incorrect, and how this research can be applied to real life. Scientific Method Details

37. Why do Mnemonics Work?

39.  Cordycep puts the FUN in fungus. Cordycep puts the FUN in fungus.  Studying the invasive behavior of the cordycep fungi fill out the following  Question (the only one you should possibly complete DURING the video)  Hypothesis- a testable statement that will give you answers to your question  Procedure- DETAILS! Zombie Take Over!!!

40.  Enjoy the 80 degree weather!  Get outside  Love life  Spend time with family and friends  People watch  BE OBSERVANT Weekend Homework

41.  Psychological research is categorized as a science by applying the _______________________, which is:  1.  2.  3.  4. (this one needs to include GRAPHS or CHARTS so the info can be easily read by anyone)  5. Bell Ringer

42. Quagmire Helped Peter Detonate Charges

43. Question -Researcher forms this after observing a behavior Hypothesis Involves the independent variable (IV) and the dependent variable (DV) and is a TESTABLE (outcomes are interpretable- happy is not interpretable) statement about the experiment being performed. EX- If I give a plant 2x more sun then the plant will grow 2x more than a plant given a normal light cycle. Procedure -Detailed, VERY, VERY detailed, step-by-step guide of how to exactly perform the experiment Data Presented in graphs or charts to easily be read and also includes DATA ANALYSIS!! (pretty much like annotating your graphs and charts- is there patterns? Anything interesting that you noticed? Any errors? Did you mess up one of the tests? Etc… Conclusions - Data is analyzed through a perspective of psychology. The analysis has to declare if the hypothesis is correct or incorrect, and how this research can be applied to real life. Scientific Method Details

44.  Psychology studies observable behavior and mental processes  5 goals of psychologists observing behaviors are:  Observe  People watch  Describe  Observe the behavior and record it with detail/patterns.  Explain  Explain the behavior using a perspective of psychology  Predict  Under given circumstances can we consistently and correctly, predict future behaviors  Control  Use information and apply it to life, hopefully for good. Goals of Psychology

45.  Two different types of psychology are:  Research Psychology  Thinking about the 5 goals of psychology, what 2 goals do you think are associated with research & applied psychology  _________________  Applied Psychology  _____________________ I Aint Gotta Type

46.  Cordycep puts the FUN in fungus. Cordycep puts the FUN in fungus.  Question (Think of right now.)  Hypothesis- a testable statement that will give you answers to your question (during the video)  Procedure- DETAILS! Zombie Take Over!!!

48.  QUESTION  1. Re-write your QUESTION you created about the cordycep fungus.  HYPOTHESIS  2. Write down an If______________ then___________ statement that when tested will give you answers to your above question.  **Clarify homework** Bell Ringer

49.  observe any BEHAVIOR. Doesn't have to be someone in particular, it can be anyone doing anything. You will be testing a behavior not a person. You will be doing an experiment to test a behavior– RECORD YOUR OBSERVATIONS and note any patterns or interesting findings!!!  example- I observe teachers giving out panther bucks at school and I noticed that students really enjoyed receiving these incentives. The students were also more likely to follow classroom structure when they were rewarded with a panther buck for doing something correctly in class.  QUESTION  "Does positive reinforcement really increase the frequency of a behavior?“  HYPOTHESIS  If a person is given a reward for a certain behavior then the behavior that was rewarded will occur more often from this person.  - What are some different ways I could test this??????  Volunteers to share their test questions? Summative H.W. Clarification

50.  Take out your question from homework OR write it down on your notes from yesterday RIGHT NOW.  Write down what observations led you to think of this question. Bell Ringer

51.  With a partner, switch papers and read THEIR question.  If you believe the GENERAL QUESTION needs to be re-written to be GENERAL do so NOW.  * be ready to explain WHY you are revising their question* Partner in Crime

52.  This is your FIRST experiment- it should be FULL of curiosity.  If you are curious about the affects of different music genres on a person’s ability to play football you should also test them doing something mental like memorizing words with different genres of background music.  This will give you results that show the affects of music on different tasks  THEN, after numerous tests, data and conclusions you might begin to be very curious about the affects of music on just ONE CERTAIN task—such as memorizing.  AND ALWAYS REMEMBER YOUR CONTROL GROUP!!!!!!  Example of a person who has done a lot of tests and is now focused on just the affects of music on ONE TASK Example of a person who has done a lot of tests and is now focused on just the affects of music on ONE TASK Why so GENERAL?

53.  BACK TO THE CORDYCEPS!!! And your guided notes..  If I expose humans to the cordycep fungus for a 30 year time period THEN the cordycep fungus will adapt to the human body and begin zombifying them similar to the ant species. The David Reimer Experiment  Be smart with your experiments  Don’t hurt people  If your subject wants to stop, STOP  Results are private Let’s Get Ethical

54.  If you are really stressing for experiment ideas I heard that google still has a whole bunch of ideas!  Question- Are name brand items worth their price?  1. create a hypothesis that would hypothetically give me results to this question.  Hypothesis- If a group of humans sample a name brand soda and a generic brand soda then the majority of people will perceive the name brand soda to taste better. Bell Ringer

55.  Question  Does social conformity affect our decision making?  Hypothesis-  If a group of people do a taste test on what they believe to be 2 different soda pops (a &b) and the first person makes a clear decision on which soda is better THEN the majority of people who taste the soda after this person will conform to the decision from the initial tester. Control Group  The group of test subjects left untreated or unexposed to some procedure and then compared with treated subjects in order to validate the results of the test.  Could we understand our results without a control group?  Examples Examples The Power of the Control Group

56.  I want to know, “How does the desire to get into college affect the attitude of high-school juniors and seniors?”  Who should I include in my test sample?  Must be representative of the population being questioned  i.e.- not just testing the varsity athletes (this is biased) Samples

57.  Random selection  Pick every 20 th name on the school roster  Put all names of potential test subjects and pull names from a hat  Deliberately pick individuals (most likely what you’ll use)  Picking people of both sexes  Various ages  Various social classes  Various races  Etc. Options for Sample Subjects

58.  Tips for the summative:  When thinking of an experiment set up, consider behavioral correlations such as:  Positive correlation +/+ -/-  High IQ scores usually relate with high GPA  Low IQ scores usually relate with low GPA  Negative correlation +/--/+  The more a person smokes cigarettes relates with the lower amount of years the person might live  The less a person sleeps relates with higher risk of heart disease  Any other ideas? Correlations and Explanations

60.  Test the subjects in a controlled environment where you can manipulate the situation and observe the results  Try to NOT let the test subject know what you are testing.  The more unaware they are, the better your results will be  If you are doing a memory test, or testing a video game, do not let the person know exactly what results you are looking for. Experiments THIS IS OUR SUMMATIVE

61.  HYPOTHESIS  Independent variable  “The Cause”  This will be changed throughout the experiment  On a graph it’d be the X axis  Dependent variable  “The Effect”  This is what is being measured  Changes DEPENDING on what I DO with the independent variable  The independent variable causes the dependent variable.  If a plant is exposed to sunlight, then it will grow more than a plant without sunlight. Experiment Research

62.  In an experiment you could to have 2 different test groups  Control group  This group is NOT subject to the independent variable (changing sunlight)  Experimental group  This group is subjected to the independent variable  Could an experiment yield quality results without a control group?  YES- if you are COMPARING variables such as gender, or verbal vs non-verbal communication then you will NOT need a control group. Experiment Research

63. The Exam

64.  1. Your homework tonight is to forget the number 207 and monitor your breathing. This is on the Summative

67. #MCM B.F. Skinner Behaviorist

68.  Believed we can use behaviorism approaches to “shape” human behavior.  Shaping could change the negative course of humankind.  Successful perspective when treating people with observable problems (phobias, addictions, classroom structure)  “Behaviorism has the possibility to lead to utopia but our society reinforces the wrong behaviors.”  -what does this mean? B.F. Skinner 1904-1990

69.  Back in the day it was ghosts and witches but now its zoomed in on and broken down further  Different approaches are different lenses for reviewing DATA and creating CONCLUSIONS  Help you look at different aspects of the same behavior Modern Approaches

70.  Behaviorist  Biological  Humanist  Cognitive  Psychoanalytic The Approaches

71.  Once you have written a question, a testable hypothesis, a step-by-step detailed procedure, and collect your data (results) you need to come to a conclusion  Use the approaches as a guide to understanding your results from different angles. How do we use the approaches?

72.  Believes that a person’s behavior is determined by the actions that were rewarded or punished. People associate rewards and punishments with behaviors that are good or naughty.  Focuses on:  Connection between stimulus and response  Behaviors and rewards/punishments  Role of the environment on behavior  Example- Mr. Baird is very depressed and can’t get out of his funk. His significant other has been with him all week trying to comfort him and he just can’t get out of his funk.  Why won’t Mr. Baird’s behavior change? How can we change it? Behaviorist Approach PANTHER BUCKS

73.  Behavior observed:  I observe teachers giving out panther bucks at school and I noticed that students really enjoyed receiving these incentives. The students were also more likely to follow classroom structure when they were rewarded with a panther buck for doing something correctly in class. I became very curious if the panther bucks were the reason the students were creating behavior habits.  QUESTION  "Does positive reinforcement really increase the frequency of a behavior?“  HYPOTHESIS  If a student is rewarded a panther buck for a completing homework then the student will turn in homework more frequently. Reinforcing to Create Habits

74.  Participants  6 students (all juniors/seniors, Psychology Honors students at RLHS)  Girls- A B C  Boys D E F  Girls  A- junior, Hispanic, athlete, 1 st hour  B- junior, African-American, Band, 1 rd hour  C- Senior, Caucasian, works 3 jobs, 3 rd hour  Boys  D- Senior, Hispanic, no after school activities 3 rd hour  E- junior, Caucasian, choir 7 th hour  F-junior, African-American, has a job, 7 th hour  Control group= Students A, D, E  Experimental group= B, C, F Procedure

75.  Control group (students B,C,F)  1. Assign the class a simple homework assignment (A.A.)  *All assignments attached with lab report*  2. Inform the class the assignment is due the following day and will be collected.  3. Start class the next day, collect homework (AA), end class by assigning assignment (AB)  4. Repeat steps 1-3 for the next 8 class periods assigning homework lessons every other day and collecting them the next day (lessons- AC day 4, AD day 6, AE day 8)  5. Record who turned the assignments on time for each of the assignments Procedure cont’d

76.  Experimental Group (students A, D, E)  1. Assign the class a simple homework assignment (A.A.)  *All assignments attached with lab report*  2. Inform the class the assignment is due the following day and will be collected.  3. Start class the next day, collect homework (AA)  4. As students hand in the homework immediately reward them with a panther back and let the student know it is being rewarded to them for turning in their homework on time.  5. Repeat steps 1-3 for the next 8 class periods assigning homework lessons every other day, collecting them the next day and rewarding the students who have turned it in on time each day. Remember to always inform them on what behavior you’re rewarding (lessons- AC day 4, AD day 6, AE day 8)  6. Record who turned the assignments on time for each of the assignments Procedure Cont’d

77. Data

78.  I noticed that the control group and experimental group had the same number of students (1) turn in homework the first day.  After just 1 reward the experimental group was up to 2 assignments turned in (assignment AB) and control remained at 1.  Student F of the exp. Group did not turn in homework AB but said he had to close that night and would have it in by end of the day.  After the 2 nd reward was given to the exp. Group they did not miss another assignment throughout the experiment.  The control group had varied quantities of assignments turned in with no pattern or trend developing. Data Analysis

79.  Throughout the experiment it was clear that the students receiving rewards for turning in their assignments were more frequently repeating this behavior. After lesson AB, every student in the experimental group turned in every assignment. Looking at the data through a behaviorist perspective it is clear that the behavior of turning in homework, when rewarded with a panther buck, will in fact occur more often. This occurs because the students learned to associate turning in their homework with receiving a panther buck.  My hypothesis seems correct when looking at the data, but before I can claim any theory I will need to perform many more tests and collect much more data on rewards and punishments.  I can apply my findings to real life by continuing to reward the behaviors my students do that help the classroom atmosphere such as: raising their hands, working on the bell ringers, re-organizing the room after class, paying attention to psychology class while in psychology class, etc. Conclusion

80.  I chose to use the behaviorist perspective to analyze my data because of the way I set up the experiment. I knew I was using rewards in an attempt to reinforce the behavior of turning in homework. With this in mind I had hoped that I could condition the students to meet my expectations. It worked out a lot better than using any of the other perspectives because I set up the entire experiment based of the rewards portion of behaviorism. Perspective Used

81.  Biological  Humanist  Cognitive  Psychoanalytic Back to the Perspectives

82.  Believes that biological factors influence behavior  Focuses on:  Genetics  Brain (neurons)  Nervous system  Medical history Charles Darwin “Life is survival of the fittest” Biological Approach

83.  Believes that people are in control of their own destiny. Also, believes that a person constantly tries to satisfy their own needs until reaching self-actualization.  Focuses on:  The realization of our potential as unique human-beings  Accepting yourself and striving to grow  The value people place on themselves  The value people place on the individual Humanist Approach

84. Abraham Maslow’s Hierarchy of Needs.

86.  Believe that people develop ideas of the world and base their judgments upon these perceptions.  Focus on:  Mental processing of an individual  Perceptions of reality  Our thoughts “voice(s) in our head”  EXAMPLE- paranoid schizophrenic might be perceived to have a cognitive disorder because of false perceptions leading to their paranoia Cognitive Approach

87.  Change your thoughts, change your world. You become the things you think about and do everyday

88.  Believe that a person’s behavior is determined by primal (animal instincts) drives and the experiences of early childhood.  Focus on:  Unconscious mind (uncontrolled)  Feelings  Memories and past experiences  Early childhood experiences  Social and cultural conflicts  Still based of Freud’s ideas, but based a lot less around sex. Psychoanalytic Approach

89. Come Out of the Gutter Freud!

90.  Psychologist vs Psychiatrist  ologist- trained to observe and analyze behavior patterns, to develop theories on behavior, and to apply what they know in influence behavior  Iatrist- speciality of medicine.  Counseling Psychologist- usually work in schools or industrial firms, advising and assisting people with everyday life problems.  Clinical Psychologist- help people deal with their personal problems. Work mainly in private offices, mental hospitals, prisons and clinics. Try to determine if a person needs treatment and if so, what kind.  Psychiatrist- prescribe medicine to help their patients deal with emotional difficulties Treating Behavior

92.  Part A  Read all the approaches together on the “Ways to View Behavior” reading.  Part B  Write your assigned approach on the top of your page under your NAME  Alone, answer the questions from the perspective of the approach you have been assigned. R & R

93.  As a group:  Describe what characteristics your approach focuses on  Come to a consensus on each answer for questions 1-3  Elect a speaker to present your intel Get with your group!

94.  There is more than 1 way to skin a cat, and there’s more than 1 way to collect data!  There are numerous ways to collect data, but the following research types will allow you to not COLLECT DATA, but actually CREATE DATA! Types of Research

95.  There is more than 1 way to skin a cat, and there’s more than 1 way to collect data!  There are numerous ways to collect data, but the following research types will allow you to not COLLECT DATA, but actually CREATE DATA! Types of Research

96.  Observing an individual or group in their natural habitat, typically with as little interference as possible  Acting as a SPY, your sneaky techniques need to go unnoticed!  a.k.a. the "fly on the wall" technique Naturalistic Observation

97.  Follows a (usually large) group of people over a long period of time Longitudinal Study

98.  Tests groups of people from different groups (age groups, gender, socio-economic status, race, religion)  Give the same experiment to different people and compare group to group data. Cross-Sectional Studies

99.  An extensive and in depth look at a single individual  Billy in the case study you read for homework!  Tusko the elephant Case Studies

100.  Ask a series of questions to a number of people Surveys

101.  Test the subjects in a controlled environment where you can manipulate the situation and observe the results  If a plant is exposed to sunlight, then it will grow more Experiments

102.  Independent variable  I CONTROL AND CHANGE this variable  Dependent variable  Changes DEPENDING on what I DO with the independent variable  A good hypothesis will contain both the independent and dependent variables, often in an "if (IV), then (DV)" format Experiment Research

103.  In an experiment you need to have 2 different test groups  Control group  This group is NOT subject to the independent variable (changing sunlight)  Experimental group  This group is subjected to the independent variable Experiment Research

104.  Be smart with your experiments  Don’t hurt people  If your subject wants to stop, STOP  Results are private Let’s Get Ethical

105.  Follows a (usually large) group of people over a long period of time  Very $$$$$$  Think of my cordycep hypothesis Longitudinal Study

106.  Observing an individual or group in their natural habitat, typically with as little interference as possible  Acting as a SPY, your sneaky techniques need to go unnoticed!  a.k.a. the "fly on the wall" technique Naturalistic Observation

107.  Tests groups of people from different groups (age groups, gender, socio-economic status, race, religion)  Give the same experiment to different people and compare group to group data. Cross-Sectional Studies

108.  An extensive and in depth look at a single individual  Jean Piaget studied his own children when he wrote his theory on cognitive development  Sigmund Freud studied many of his patients one at a time while writing his theory on personality development.  Results are very biased because they are all single cases  Great for gathering in-depth data that can be used to create new hypothesis Case Studies

109.  Ask a series of questions to a number of people  Interviews  Questionnaires  Subjects can often give the answers they think the researcher WANTS to hear…  Drug and alcohol surveys in schools…. Surveys