ch12

Psychology in Action

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If the emotion or expression of anger was allowed for some but not allowed for others in their home, then the student can choose to write the emotion on both sides of the line. After you have finished the list, give the students a minute or two of quiet time to reflect on the pattern of emotion allowed or forbidden in their homes. Encourage them to pay attention to their inner reactions as they consider the pattern. In the next step you ask the students to pool their data (either out loud, or via anonymous submission) on which emotions where allowed. In most all classes you will find that ALL emotions were allowed in some homes and forbidden in other homes. Copy the layout of the student's pages on the blackboard and write all emotions on both sides of the table. Then ask the students to look at the resulting pattern and ask them what conclusions can be drawn from this apparently contradictory finding. Which household is right? Could it be that all emotions are nothing but energy in motion and that it is only our personal or family judgments that weigh them down with approval/disapproval? Instructor’s Resource Guide              Chapter 12                                     Page   131
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Brain-Based Learning Activity 12.2 - Can You Spot a Lie? Tying into the research of Paul Ekman presented in the section on Facial Expressions, ask for a couple of volunteers. Take them aside and ask each of them to prepare 4 one-minute statements about an aspect of their personal lives they feel strongly about (someone they admire a lot, a person in the family they feel close to or angry at, something that happened in their love life, etc.) Two of these statements should be truthful. For the other two the students should describe their positions as opposite of what they really feel. The task of the class is to spot the false statements (lies) and to attempt to isolate which aspect of facial or body or voice behavior they were decoding the information from. Tabulate whether the students' truth detection ratings exceed the chance level. Reference: Ekman, P., O' Sullivan, M. & Frank, M. (1999, May). A Few Can Catch a Liar , Psychological Science, Vol 10 (3), pp.263-266. Brain-Based Learning Activity 12.3 - Why Am I Here and What Can I Do About It? Begin by asking the students to generate a list of reasons why they are at your school/class. Sort their reasons according to Maslow's Hierarchy of needs. (survival/safety, self esteem, need for meaning or contribution, social connection, physical needs of food, sex, exercise, pleasure). Have the students rank which three reasons give them the most amount of motivation on those difficult days when the going gets tough. Next ask them to assess how motivated another student in this class is. What cues would they use to discern this unknown student's commitment level? Make a list. (e.g. attendance, homework done, class participation, body language, attitude, test performance etc.) Then have them apply the criteria on this list to their own behavior. Based on only these criteria how would they rank their own level of
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