ch10

Psychology in Action

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woman in the audience and ask the class what they think she would say if you asked her age. Once the "rudeness" of this question is established, follow up with "Would she feel complimented if I said she really looked much younger than her actual age?" Students will generally agree that this is complimentary. It is very effective at this point to turn to an attractive minority student and ask "Would you feel complimented if I said, you're really handsome or beautiful, you don't look African American (or Mexican, Chinese, etc.)?" Amidst protests that this "isn't the same thing," you can initiate a lively discussion of the overt and covert examples of ageism in our culture. Instructor's Resource Guide                               Chapter 10                                          Page  68        
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  B rain- B ased L earning Brain-Based Learning Activity 10.1 - Feeling Your Age It is often difficult for a class of mostly younger students to appreciate the different world many elderly people live in. To give the students an actual experience of what it is like to live with reduced sensory and mobility capacity the following techniques can be useful: Vision Loss : Have the students wear Vaseline smeared glasses or swim goggles Hearing Loss: Put cotton balls or ear plugs into the ears Taste Loss: Wear a nose clip and taste bland, pureed or baby food Touch Loss: Wear mittens or extra large gloves Mobility Loss: Wear shoes a size too small (corns!) and wrap elbow and knee joints with bandage Allow each student to select some or all of the above artificial impairments and have him or her perform some "simple" daily tasks. Walking, talking, opening doors or pill bottles, eating, climbing stairs, reading the newspaper, looking at traffic lights etc. During the de-briefing encourage the students to talk about what it was like to lose their taken-for- granted sensory acuity. How would they drive if they had to endure such restrictions? How would they change their life to accommodate these reduced abilities? Brain-Based Learning Activity 10.2 - What's Your Social Clock? Ask your students to make a list of the following numbers: What's the best age to marry for men? What is the best age to marry for women? What is the best age to enter the job market? What is the best age to select a career? What is the time of peak earning years? What is the best age to start having grandchildren? What is the best age to retire? Instructor's Resource Guide                               Chapter 10                                          Page  69        
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Discuss how much agreement there is among the class in their choice of best times. If this agreement is more than "coincidence", what other factor could explain this amazing consensus?
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