Psychology in Action

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Active Learning Activity 12.6 - "Emotional Genie" Reread the description of the "Motivational Genie" (Activity 12.1). This time inform the class that you are the "Emotional Genie," and you can offer them full control of any ONE emotion. Break the class into groups according to their preferred "emotional control" group--either joy, love, fear, sadness, or anger. Given that the text discusses male/female differences in these five basic emotions, it works well to limit their choices to these emotions. Once students are in their groups, ask them to discuss their choices and then to list their shared reasons on the board at the front of the room. While they are making their lists, take note of any gender differences in the choices. The text mentions that on four of the five emotions women report more intense and frequent reactions--anger was the one exception. Discuss why they think men "outperform" women on this one emotion. Also discuss how these gender differences might affect intimate relationships, friendships, and business interactions. Active Learning Activity 12.7 - Startle Reaction At the beginning of class, ask students to check and record their individual pulse rates. Begin your discussion or lecture for the day and after approximately ten minutes, have a prearranged loud noise sound (alarm clocks, loud radios, etc.). Ask students to take their pulse rate again and record it. Forewarn them that the next noise will come in five minutes. After the second noise, take another pulse rate and compare it to the first and second. This simple exercise is very effective in demonstrating the role of cognitive processes in emotional responses. Expand on this topic and discuss how these same principles apply to prepared childbirth, advance discussion before surgery, and so on. Active Learning Activity 12.8 - Facial Feedback Hypothesis Using the demonstration on page 439, ask one half the class to put a pencil crosswise between their teeth with their mouth closed. Have the other half of the class hold a pencil crosswise with their mouth open and teeth showing. Continue lecturing for several minutes. Now ask the students to privately write down their primary feeling at that moment, including the words "mouth closed" or "mouth open." Collect their papers, "shuffle" them, and redistribute. Then ask for a show of hands for those with papers for "mouth open" who had emotions listed that would be described as pleasant. Put this number on the board. Now ask for a show of hands for those who had papers from the "mouth closed" group and listings of pleasant emotions. Research suggests that the mouth open should produce more pleasant emotions. Discuss your results and the implications of the facial feedback hypothesis. Active Learning Activity 12.9 - Cultural Differences and Similarities in Emotions The text discusses cultural differences and similarities in emotions in the “Gender and Cultural Diversity” section of the text (pp. 432-434). This is a perfect opportunity to ask students from other cultures to participate in a panel discussion. Ask them a few days ahead of time if they would be
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