Psychology in Action

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Questions: 1. What do they have in common? 2. As you step into these scenarios can you separate the seeing from the feeling? 3. Do we see first and interpret second? 4. How does the brain’s perceptual system interact with its feeling associations? Instructor’s Resource Guide                              Chapter 4                                            Page   139                                                                            
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B rain- B ased L earning Brain-Based Learning Activity 4.1 - Cocktail Party You can demonstrate the necessity of sensory reduction by creating a “cocktail party” situation in your classroom. Ask your students to pair up and get to know one another better by talking with one another about any topic for a few minutes. This should result in many different conversations. After a few minutes, ask the students to stop talking and engage them in a class discussion about sensory reduction by asking questions, such as: Could you easily attend to your partner? Could you understand any of the other conversations? What was it that you attended to? Why is sensory reduction necessary? Brain-Based Learning Activity 4.2 - Locating the Blind Spot The blind spot is created because there are no receptor cells where the optic nerve leaves the eye. This demonstration will allow the student to observe the location of his/her own blind spot. In a dimly lit room, hold up a small flashlight. Have the students close their left eyes and slowly shift their gaze toward their noses (with their right eyes) away from the light. When the blind spot is at the same angle as the incoming light, the flashlight will disappear. Encourage the students to move their gaze around slowly and try to identify the size and shape of the blind spot. After the demonstration, lead a short discussion on why humans do not attend to the blind spot. Brain-Based Learning Activity 4.3 – Eye/Ear 3-D Model If your department owns anatomical models for the eye or for the ear, disassemble the pieces and have small groups of students put them together. After they have been successfully assembled, have them take the model apart and explain the steps of the process by which the physical stimulus is converted into a physiological/neuronal impulse, demonstrating the role of each component. Brain-Based Learning Activity 4.4 – Touch Mapping Each pair of students gets a penny, a nickel, and a dime. The student who is guessing must close his/her eyes and guess the identity of the coin. The presenting student places the coins in mixed sequence on a) the inside forearm close by the elbow, b) the back of the hand, c) the center of the palm, and d) the flat of the thumb. For each location, the presenting student keeps track of how many guesses are needed on average before correct identification. Discuss the relation of detector density to function.
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