Psychology in Action 9th Edition

Psychology in Action

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The envelope for Group 1 will say "OPINIONS" The envelope for Group 2 will say "SCIENTIFIC FACTS" Have them break into small groups and discuss: Why is Group 2's pile higher? Why did it take so much longer and involve so much more effort? Why does it take 1,000 pages to rise 4 inches? Why have we learned more in the last 100 years, than in the previous 10,000 years of human history? What central feature of science has made this explosion of knowledge possible? Instructor's Resource Guide               Chapter 1                                 Page 39
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Brain-Based Learning Activity 1.3 - What's in a Face? Break students into small groups and give them 3 to 4 minutes to list the MAJOR emotions that human beings show in their faces. Each group should pick one or two emotions that they will model for the class. The other students should guess what emotion the face is demonstrating. Ask them to come up with a list of interesting questions a researcher might ask about emotions and the face, and to predict how much time it would take to study these questions scientifically. Then give them Handout 1.3 – Brain-based Learning, Paul Ekman – 30 Years of Research. Each group of 3-4 students is to find the major directions in which the research has branched out over the years. Sometimes the scientific language of the titles can be intimidating but every group can come up with some themes. To get their attention I will ask them to find which research theme the CIA is most interested in (How to catch a Liar?). Highlight how the research questions evolved from first devising an objective facial coding system to discovering how many basic emotions there are, to whether they are culture specific or universal, to understanding the underlying physiognomy of the face, to the connection between facial expressions and brain physiology and lateral specialization, to facial expressions in theater, to differences between fake emotions and genuine ones, to detecting liars, to modeling facial emotional expression through computer programs. It is important to point out that Ekman and his colleagues were part of a larger community that tested their findings and challenged their explanations. In turn, Ekman’s group was reacting to all the other advances that took place in the disciplines associated with measuring and explaining non-verbal behavior. The lesson is to make science a process that can be accessible and meaningful to students, to show it as a powerful paradigm that takes a lot of effort, money and time; but that allows the accumulation of a very strong and ever expanding base that each successive generation inherits. Brain-Based Learning Activity 1.4 - Role Playing an Early Psychologist If you are a good actor, you might want to dress up like Wundt, Wertheimer, Freud or any of the other early psychologists, and give a lecture as if you were actually one of them. The drama people might be able to help you with costumes and makeup. If you are not a good actor, it might be possible to get a drama student to play the part while you interview him. If you do the interview, you should
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