Ms Beland's Classes



AP PSYCHOLOGY 2018-19April 5, 2019Today’s Agenda (Day 139)Homework: Unit 14 Cornell Notes Unit 14 VocabularyClass Activity Unit 14 Test HOMEWORK:Reread Units 1-4Prepare study guide of “Significant People” of PsychologyReview Vocabulary for Units 1-4Review the “Facts and Falsehoods” for each unit to gain an understanding of the extent of your retained informationREMINDERS:Study for AP Psych Final Exam May 9, 2019 (pm)AP PSYCHOLOGY 2018-19CLASS ACTIVTYHandout 74-1: Fact or Falsehood? T F 1. If someone doesn’t say hello to you in the hall, then you are likely to believe he or she is a snob. T F 2. If you get someone to agree to a small request, then you can likely get them to do just about anything. T F 3. If you behave in a way that is contrary to your beliefs, then you will say you were only pretending and your beliefs will stay the same. T F 4. Nice people who were told to act like prison guards eventually treated “prisoners” cruelly during a simulated prison experiment. Handout 75-1: Fact or Falsehood? T F 1. Even if you resolve not to smoke, if your friends are smokers, you are more likely to light up. T F 2. People are likely to conform to a group only if that group has no less than 20 people in it. T F 3. People will not conform to an authority figure’s request to shock a person to death. T F 4. People feel happier around happy people and less happy around depressed people. T F 5. Social conformity is universally valued as important. T F 6. People are more likely to comply with the orders given from someone associated with Harvard University than with Hewitt-Trussville High School. Handout 76-1: Fact or Falsehood? T F 1. People do worse on a task they are good at if they perform it in front of a large group of people. T F 2. People in a group tend to exert more effort than when they work alone. T F 3. When people are in a crowd, they are more likely to do things they would not do alone. T F 4. People who are prejudiced become less prejudiced if they discuss their feelings with others who are also prejudiced. T F 5. When a group needs to make a decision, it is not necessary to appoint someone to play the “devil’s advocate.” Handout 77-1: Fact or Falsehood? T F 1. Among young adults in the US, 9 out of 10 say they would be all right if a family member married someone of another race. T F 2. Prejudice can be expressed as having low expectations of people from another race. T F 3. Ninety-five percent of children in Chinese orphanages are girls. T F 4. People judge their own group as more diverse and people in other groups as more homogeneous. T F 1. The biological source of aggression can be found in the semiparticulate nucleus in the parietal lobe of the brain. Handout 78-1: Fact or Falsehood? T F 2. Baseball pitchers are more likely to hit a batter with a pitch if their teammate had been hit by a pitch in the previous half-inning. T F 3. Societies that emphasize “manly honor” are more likely to use arms to protect their property. T F 4. There have not been any credible studies that show a connection between playing violent video games and aggression. T F 5. If you believe you will fail math, you may not study, which would cause you to fail a math testT F 6. Minority groups cannot sway majority opinion, no matter how firm they are. Handout 79-1: Fact or Falsehood? T F 1. The most powerful prediction of friendship is physical attractiveness. T F 2. Seeing the same person over and over again is a powerful predictor of whether you will like that person. T F 3. Average-looking people are considered the most attractive. T F 4. Attractive people are considered happier, healthier, more sensitive, and more successful. T F 5. The more opposite people are, the more their liking endures. T F 6. Adrenaline makes the heart grow fonder. T F 7. The chances for sustained and satisfying companionate love are good if the people have deep passion for each other. Handout 80-1: Fact or Falsehood? T F 1. People only help others when they first notice the incident taking place. T F 2. Happy people are helpful people. T F 3. Highly religious people, even if they are poor, are more likely to give to charity. T F 4. People often forego their own self-interest for the betterment of society. T F 5. Friendly contact typically encourages improved attitudes towards others. T F 6. If people are forced to work together on a shared goal, they tend to become competitive and hostile. Handout 74-3 Attribution Scale Directions: For each of the following 20 pairs of traits, circle the one trait in each pair that is most characteristic of ________. If neither of the traits in a trait pair is the most characteristic, indicate that by circling “depends on the situation.” serious merry depends on the situation subjective analytic depends on the situation future oriented present oriented depends on the situation energetic relaxed depends on the situation unassuming self-asserting depends on the situation lenient firm depends on the situation reserved emotionally expressive depends on the situation dignified casual depends on the situation realistic idealistic depends on the situation intense calm depends on the situation skeptical trusting depends on the situation quiet talkative depends on the situation cultivated natural depends on the situation sensitive tough-minded depends on the situation self-sufficient sociable depends on the situation steady flexible depends on the situation dominant deferential depends on the situation cautious bold depends on the situation uninhibited self-controlled depends on the situation conscientious happy-go-lucky depends on the situation Handout 74–4 Attribution Scale Directions: For each of the following 20 pairs of traits, circle the one trait in each pair that is most characteristic of ________. If neither of the traits in a trait pair is the most characteristic, indicate that by circling “depends on the situation.” serious merry depends on the situation subjective analytic depends on the situation future oriented present oriented depends on the situation energetic relaxed depends on the situation unassuming self-asserting depends on the situation lenient firm depends on the situation reserved emotionally expressive depends on the situation dignified casual depends on the situation realistic idealistic depends on the situation intense calm depends on the situation skeptical trusting depends on the situation quiet talkative depends on the situation cultivated natural depends on the situation sensitive tough-minded depends on the situation self-sufficient sociable depends on the situation steady flexible depends on the situation dominant deferential depends on the situation cautious bold depends on the situation uninhibited self-controlled depends on the situation conscientious happy-go-lucky depends on the situation Module 75 Student Activity: Violating a Social Norm Concept: Stanley Milgram has described this original idea for a class project you might try with your students. Materials: none Description: Ask your students to violate a simple social constraint. Some suggestions are included below: to get on a subway (or city bus) and ask another passenger for his or her seat to board a bus and start singing out loud to stand on an escalator step with another person to face the rear of an elevator with passengers on it to sit in the empty chair at an occupied table in a restaurant to break in line at a checkout counter to call an authority figure by his or her first name to skip instead of walk through a store while shopping to speak in a loud voice to a salesperson to speak to someone within four to six inches of his or her face Have students write down their experiences. You may want to assign students in pairs and have one student be the social norm violator while the other observes the behavior of the student and those around them. The social norm violators should write about how they felt when they broke the norm and the observers should comment on how they felt for the violator and his or her victims. Handout 77-2 Measuring Stereotypes Directions: For each of the following characteristics, provide your best estimate or guess of the percentage of ___________ who possess the trait. kind ______ % not easily influenced ______ % competitive ______ % aware of others’ feelings ______ % dominant ______ % makes decisions easily ______ % independent ______ % understanding ______ % never gives up easily ______ % helpful ______ % aggressive ______ % warm ______ % self-confident ______ % stands up well under pressure ______ % able to devote self to others ______ % active ______ % Handout 77-4 Institutional Discrimination Directions: Answer the following four questions in regard to each of the examples below. Is discrimination present? Against what group or groups does the practice discriminate? What is the intended purpose of each practice? If the intended purpose is a valid one, how else might this purpose be achieved? A corporation only pays for mothers to take maternity leave after a child is born. A Caucasian actress is cast to play the role of a Native American woman. A business decides to promote from “within” rather than advertise the position widely in the community. Children of alumni receive special scholarships and consideration for admission to a highly selective university. A high school’s community service organization is only open to females. A high school requires an oral presentation about a research topic in order to graduate. Handout 77-5 Just World Scale (JWS) Directions: Indicate your degree of agreement or disagreement with each of the following statements in the blank space next to each item. Respond to every statement by using the following code. 5 = strongly agree 4 = moderately agree 3 = slightly agree 2 = slightly disagree 1 = moderately disagree 0 = strongly disagree _____ 1. I’ve found that a person rarely deserves the reputation he has. _____ 2. Basically, the world is a just place. _____ 3. People who get “lucky breaks” have usually earned their good fortune. _____ 4. Careful drivers are just as likely to get hurt in traffic accidents as careless ones. _____ 5. It is a common occurrence for a guilty person to get off free in American courts. _____ 6. Students almost always deserve the grades they receive in school. _____ 7. Men who keep in shape have little chance of suffering a heart attack. _____ 8. The political candidate who sticks up for his principles rarely gets elected. _____ 9. It is rare for an innocent man to be wrongly sent to jail. _____ 10. In professional sports, many fouls and infractions never get called by the referee. _____ 11. By and large, people deserve what they get. _____ 12. When parents punish their children, it is almost always for good reasons. _____ 13. Good deeds often go unnoticed and unrewarded. _____ 14. Although evil men may hold political power for a while, in the general course of history, good wins out. _____ 15. In almost any business or profession, people who do their job well rise to the top. _____ 16. American parents tend to overlook the things most to be admired in their children. _____ 17. It is often impossible for a person to receive a fair trial in the USA. _____ 18. People who meet with misfortune have often brought it on themselves. _____ 19. Crime doesn’t pay. _____ 20. Many people suffer through absolutely no fault of their ownHandout 78-2 Aggressiveness Questionnaire Directions: Circle the number of each statement that describes aggression. A spider eats a fly. Two wolves fight for the leadership of the pack. A soldier shoots an enemy at the front line. The warden of a prison executes a convicted criminal. A juvenile gang attacks members of another gang. Two men fight for a piece of bread. A man viciously kicks a cat. A man, while cleaning a window, knocks over a flowerpot, which, in falling, injures a pedestrian. A girl kicks a wastebasket. Mr. X, a notorious gossip, speaks disparagingly of many people of his acquaintance. A man mentally rehearses a murder he is about to commit. An angry son purposely fails to write to his mother, who is expecting a letter and will be hurt if none arrives. An enraged boy tries with all his might to inflict injury on his antagonist, a bigger boy, but is not successful in doing so. A man daydreams of harming his antagonist, but has no hope of doing so. A senator does not protest the escalation of bombing to which he is morally opposed. A farmer beheads a chicken and prepares it for supper. A hunter kills an animal and mounts it as a trophy. A dog snarls at a mail carrier, but does not bite. A physician gives a flu shot to a screaming child. A boxer gives his opponent a bloody nose. A girl scout tries to assist an elderly woman, but trips her by accident. A bank robber is shot in the back while trying to escape. A tennis player smashes his racket after missing a volley. A person commits suicide. A cat kills a mouse, parades around with it, and then discards it. Handout 78-3 Driving Behavior Directions: Circle each number that describes a behavior you have engaged in while driving. mentally condemning other drivers verbally denigrating other drivers to a passenger in your vehicle closing ranks to deny someone entering your lane because you’re frustrated or upset giving another driver “a dirty look” to show your disapproval speeding past another car or revving the engine as a sign of protest preventing another driver from passing because you’re mad tailgating to pressure a driver to go faster or get out of the way fantasizing physical violence against another driver honking or yelling at someone through the window to indicate displeasure making a visible obscene gesture at another driver using your car to retaliate by making sudden, threatening maneuvers pursuing another car in chase because of a provocation or insult getting out of the car and engaging in a verbal dispute, on a street or in a parking lot carrying a weapon in the car in case you decide to use it in a driving incident deliberately bumping or ramming another car because you are angry trying to run another car off the road to punish the driver getting out of the car and beating or battering someone as a result of a road exchange trying to run someone down whose actions angered you shooting at another car killing someoneHandout 79-2 Love Attitudes Scale Directions: Listed below are several statements that reflect different attitudes about love. For each statement, fill in the response that indicates how much you agree or disagree with that statement. The items refer to a specific love relationship. Whenever possible, answer the questions with your current partner (boyfriend or girlfriend) in mind. If you are not currently dating anyone, answer the questions with your most recent partner in mind. If you have never been in love, answer in terms of what you think your responses would most likely be. Indicate how strongly you agree or disagree by choosing the appropriate number from the scale below and placing it in the space provided. 5 = strongly agree with the statement 4 = moderately agree with the statement 3 = neutral, neither agree nor disagree 2 = moderately disagree with the statement 1 = strongly disagree with the statement _____ 1. My partner and I have the right physical “chemistry” between us. _____ 2. I feel that my partner and I were meant for each other. _____ 3. My partner and I really understand each other. _____ 4. My partner fits my ideal standards of physical beauty/handsomeness. _____ 5. I believe that what my partner doesn’t know about me won’t hurt him/her. _____ 6. I have sometimes had to keep my partner from finding out about other partners. _____ 7. My partner would get upset if he/she knew of some of the things I’ve done with other people. _____ 8. I enjoy playing the “game of love” with my partner and a number of other partners. _____ 9. Our love is the best kind because it grew out of a long friendship. _____ 10. Our friendship merged gradually into love over time. _____ 11. Our love is really a deep friendship, not a mysterious, mystical emotion. _____ 12. Our love relationship is the most satisfying because it developed from a good friendship. _____ 13. A main consideration in choosing my partner was how he/she would reflect on my family. _____ 14. An important factor in choosing my partner was whether or not he/she would be a good parent. _____ 15. One consideration in choosing my partner was how he/she would reflect on my career. _____ 16. Before getting very involved with my partner, I tried to figure out how compatible his/her hereditary background would be with mine in case we ever had children. _____ 17. When my partner doesn’t pay attention to me, I feel sick all over. _____ 18. Since I’ve been in love with my partner, I’ve had trouble concentrating on anything else. _____ 19. I cannot relax if I suspect that my partner is with someone else. _____ 20. If my partner ignores me for a while, I sometimes do stupid things to try to get his/her attention back. _____ 21. I would rather suffer myself than let my partner suffer. _____ 22. I cannot be happy unless I place my partner’s happiness before my own. _____ 23. I am usually willing to sacrifice my own wishes to let my partner achieve his/hers. Handout 80-2 Volunteer Functions Inventory Directions: If you have done volunteer work before or are currently doing volunteer work, please use the 7-point scale below to indicate how important or accurate each of the following possible reasons for volunteering is for you. If you have not been a volunteer before, please use the 7-point scale below to indicate how important or accurate each of the following reasons for volunteering would be for you. Place a number from 1 to 7 before each statement using the following scale: 1 2 3 4 5 6 7 not at all important/ extremely accurate important/accurate _____ 1. Volunteering can help me get my foot in the door at a place where I would like to work. _____ 2. My friends volunteer. _____ 3. I am concerned about those less fortunate than myself. _____ 4. People I’m close to want me to volunteer. _____ 5. Volunteering makes me feel important. _____ 6. People I know share an interest in community service. _____ 7. No matter how bad I’ve been feeling, volunteering helps me to forget about it. _____ 8. I am genuinely concerned about the particular group I am serving. _____ 9. By volunteering, I feel less lonely. _____ 10. I can make new contacts that might help my business or career. _____ 11. Doing volunteer work relieves me of some of the guilt over being more fortunate than others. _____ 12. I can learn more about the cause for which I am working. _____ 13. Volunteering increases my self-esteem. _____ 14. Volunteering allows me to gain a new perspective on things. _____ 15. Volunteering allows me to explore different career options. _____ 16. I feel compassion toward people in need. _____ 17. Others with whom I am close place a high value on community service. _____ 18. Volunteering lets me learn through direct “hands on” experience. _____ 19. I feel it is important to help others. _____ 20. Volunteering helps me work through my own personal problems. _____ 21. Volunteering will help me succeed in my chosen profession. _____ 22. I can do something for a cause that is important to me. _____ 23. Volunteering is an important activity to the people I know best. _____ 24. Volunteering is a good escape from my own troubles. _____ 25. I can learn how to deal with a variety of people. _____ 26. Volunteering makes me feel needed. _____ 27. Volunteering makes me feel better about myself. _____ 28. Volunteering experience will look good on my resume. ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download