Handout P1

Introductory Psychology Background Questionnaire

Please use pen and PRINT your answers clearly. Return this at the beginning of the next
class.
Name:___________________________________________Class : r._ !o._ "r_. !r._
#ther:
!tudent I$ %: _ _ _ _ _ _ _ _ _
Campus telephone: _____________ Campus address: ________________________
&'mail: ______________________________________
(ometown: __________________________
)hat is your primary reason for ta*ing this course+ ,Circle one.-
.. Interest in topic
/. $istribution re0uirement
C. Re0uirement for ma1or
$. Recommended by another student
&. Recommended by ad2isor or another faculty member
. #ther ,specify-
)hat topic in psychology interests you the most+ )hy+
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
)hat do you expect to learn from this course+
________________________________________________________________________
________________________________________________________________________
)hat are your hobbies3 interests3 and extracurricular acti2ities+
________________________________________________________________________
________________________________________________________________________
Please describe any recognition you ha2e recei2ed for any special accomplishments or
achie2ements3 either in high school or college:
________________________________________________________________________
________________________________________________________________________
)hat formal acti2ities are you in2ol2ed with in college ,e.g.3 athletic team3 music3 dance3
on'campus 1obs3 etc.-+
________________________________________________________________________
4
Handout 11
Psychologys Family Tree
Complete this table by listing the subfields included that address each 0uestion about
beha2ior and the areas of concern that are the focus of each subfield.
5uestions about /eha2ior !ubfields .reas of Concern
)hat are the biological
foundations of beha2ior+
(ow do people sense3
percei2e3 learn3 and thin*
about the world+
)hat are the sources of
change and stability in
beha2ior across the life
span+
(ow do psychological
factors affect mental health+
(ow do our social networ*s
affect beha2ior+
6
Handout 12
Where Psychologists Work
or each of the settings below3 indicate what type of wor* psychologists perform.
!etting Type of )or* Performed
Independent practice
7ni2ersities3 colleges3 and medical schools
(ospitals3 clinics3 and other human
ser2ices
8o2ernment
!chools and other educational settings
/usiness
9
Handout 13
Methods of Research
Research3 systematic in0uiry aimed at the disco2ery of new *nowledge3 is a central
ingredient of the scientific method in psychology. It pro2ides the *ey to understanding the
degree to which hypotheses ,and the theories behind them- are accurate. "ust as we can
apply different theories and hypotheses to explain the same phenomena3 we can use a
number of alternati2e methods to conduct research.
In this exercise3 you will learn more about se2eral methods of research that psychologists
use to gain new *nowledge about human beha2ior.
4. :ou are conducting research on sex differences in e'mails. :our hypothesis is that men
use more declarati2e statements and women use more 0uestions. .nswer each of the
following 0uestions.
)hat might be the ad2antages of using the archi2al method+
)hat might be the disad2antages of using the archi2al method+
6. Now imagine that you are conducting research on the length of time it ta*es customers
to select items in a grocery store. .ssume that your hypothesis is that people will spend
more time deciding on more expensi2e items than on cheaper items.
)hat might be the ad2antages of using naturalistic obser2ation+
)hat might be the disad2antages of using naturalistic obser2ation+
9. :ou ha2e decided to conduct a sur2ey on whether a gi2en political candidate will be
popular with ;atino 2oters.
)hat is an ad2antage of the sur2ey method+
)hat is a disad2antage of the sur2ey method+
<. :ou ha2e decided to use the case study method to in2estigate a mother=s experience in
raising a child with autism.
<
)hat is an ad2antage of the case study method+
)hat is a disad2antage of the case study method+
>
Handout 14
Correlational Research
Correlation and Causation
In correlational research3 the relationship between two sets of 2ariables is examined to
determine whether they are associated or correlated. )hen we find that two 2ariables are
strongly correlated with each other3 it is tempting to presume that one 2ariable causes the
other. The mere fact that two 2ariables occur together does not mean that one causes the
other. It is impossible to determine which 2ariable is the ?cause@ and which the ?result.@
In addition3 there may be other 2ariables not accounted for that are responsible for the
correlation. This principle is *nown as ?correlation is not causation.@
In this acti2ity you will ha2e the chance to learn for yourself about the problems in2ol2ed
in ma*ing conclusions about causality in correlational research.
Part 4
8R.P( .:
(ere is the correlation between the amount of stress hormones in the blood and the
ratings by participants of how much stress they are feeling.
A .xis: !tress hormones
: .xis: Percei2ed stress le2els
Is this correlation positi2e3 negati2e3 or Bero+
C
8R.P( /:
(ere is the correlation between the number of action mo2ies seen in the last 46 months
and a personality trait called fear of arousal.
A .xis: Number of action mo2ies
: .xis: .rousal personality trait
Is this correlation positi2e3 negati2e3 or Bero+
8R.P( C:
(ere is the correlation between intelligence and the en1oyment of popular music.
A .xis: Intelligence
: .xis: &n1oyment of pop music
Is this correlation positi2e3 negati2e3 or Bero+
#ut of the three graphs you 1ust saw3 which one showed the strongest ,closest to 4-
relationship+

Part 6
D
Now that you ha2e learned the basics of correlational studies3 let=s go on to examine ways
of interpreting the results of this type of research.
$r. Robert $en2er is conducting a study examining the relationship between Internet
surfing and self'esteem by using a telephone sur2ey of >E people selected randomly from
all o2er the country. (e hypothesiBes that Internet surfing can harm a person=s self'
esteem. &ach participant completed a sur2ey in2ol2ing 4E 0uestions on self'esteem3 a
0uestion as*ing for the number of hours per wee* they spent surfing the Internet3 and
other 0uestions as*ing for age3 occupation3 education3 salary3 and attitudes toward a
2ariety of current issues. The researcher finds that the amount of time spent Internet
surfing is negati2ely correlated with self'esteem.
$r. $en2er is excited about his findings and contacts his colleague3 $r. 8illigan3 to let
him *now.
(ere=s what he writes:
$ear $r. 8illigan3
.s you can see from the attached file of my data3 I ha2e shown that people who spend
many hours on the Internet each day are more li*ely to ha2e low self'esteem than those
who spend a little time on the Internet. This study pro2es that3 as we ha2e long suspected3
the Internet is psychologically harmful. People should try not to use it because if they do3
they will ha2e lower self'esteem. I expect to publish these findings 2ery soon in the
Journal of the Society of Scientists (J-SOS).
Than* you for your attention.
!incerely3
$r. Robert $en2er
$r. 8illigan writes bac*:
$ear $r. $en2er3
I ha2e loo*ed o2er your data3 but unfortunately I see that there is a serious problem with
your conclusions. It would be best if you would ta*e a more careful loo* at your findings
before you try to publish them3 especially in such a well'respected 1ournal as the J-SOS.
/est regards3
$r. )illiam 8illigan
Clearly3 $r. $en2er has made a serious error that caused $r. 8illigan to warn him not to
try to publish the findings. )hat was that error+
F
$r. $en2er made the classic error of failing to realiBe that correlation does not e0ual
causation. (is study cannot show cause and effect. Chec* off below all the possible
interpretations of $r. $en2er=s findings:
_ Internet surfing caused low self'esteem ,$r. $en2er=s conclusion-.
_ ;ow self'esteem caused Internet surfing.
_ . third factor caused people to engage in Internet surfing and to ha2e low self'esteem.
_ Gen were more li*ely to engage in Internet surfing and ha2e lower self'esteem.
_ )omen were more li*ely to engage in Internet surfing and ha2e lower self'esteem.
_ People without 1obs were more li*ely to ha2e low self'esteem and engage in Internet
surfing.
_ People with few friends are li*ely to ha2e low self'esteem and spend time surfing the
Internet because they ha2e fewer social acti2ities.
_ /eing ill could lead people to ha2e low self'esteem due to feeling unwell and to ha2e
more time to surf the Internet.
_ ;i2ing alone could cause people to ha2e low self'esteem because they are lonely and
spend more time on the Internet.
_ People who spend a great deal of time on the Internet may be wor*ing 2ery hard and
also feel stressed3 leading them to ha2e low self'esteem.
_ !pending many hours on the Internet could lead people to realiBe that they are not as
successful as other people and therefore ha2e low self'esteem.
_ People loo*ing for better housing may spend many hours on the Internet and become
frustrated that they cannot afford it3 lowering their self'esteem.
_ People with lower income ha2e lower self'esteem and are also less able to afford going
out3 so they spend more time on the Internet.
.s you can see3 there are many possible interpretations of the findings from $r. $en2er=s
study. ortunately3 he had many other 2ariables to explore3 allowing him e2entually to
eliminate factors such as health3 education3 employment status3 and lifestyle.
H
Handout 15
E!erimental "esign
The only way psychologists can establish cause'and'effect relationships through research
is by carrying out an experiment. In a formal experiment3 the relationship between two or
more 2ariables is in2estigated by deliberately producing a change in one 2ariable in a
situation and obser2ing the effects of that change on other aspects of the situation. In an
experiment3 then3 the conditions re0uired to study a 0uestion of interest are created by an
experimenter3 who deliberately ma*es a change in those conditions in order to obser2e
the effects of that change. The change that an experimenter deliberately produces in a
situation is called the ?experimental manipulation.@ &xperimental manipulations are used
to detect relationships between different 2ariables. In this acti2ity you will ha2e a chance
to explore the factors in2ol2ed in designing an experimental study.
:ou are the manager of GassChips3 a manufacturing plant that produces computer chips.
:our department=s production has been down lately3 and you want to find out how to
impro2e it. :ou hire $r. (. Thorne3 a noted industrial psychologist3 to help you sol2e this
problem. (ere is what he has to say.
.fter loo*ing o2er the situation3 I can see that3 ob2iously3 you need to impro2e the
conditions in this placeI irst3 you ha2e to impro2e the lighting. I am now going
to do research that will test the hypothesis that better lighting will lead to higher
producti2ity among your wor*ers.
If $r. Thorne is going to test his hypothesis that better lighting will lead to higher
producti2ity3 what should he do next+
Now that he has decided to do an experiment3 $r. Thorne has to define the independent
and dependent 2ariables. If $r. Thorne wants to impro2e producti2ity by turning up the
lights3 then
)hat is the independent 2ariable+
)hat is the dependent 2ariable+
$r. Thorne then mo2es on to the next phase of the experiment. (e hands out cards to the
wor*ers. (alf of the cards say3 ?8o to Room 4EF.@ The other half of the cards say3 ?8o to
Room 4EH.@ Room 4EF is brightly lit3 but Room 4EH has the same lighting the whole
factory had before. #2er the next two wee*s3 $r. Thorne=s research assistants will sit in
both rooms and count the number of computer chips that each group of wor*ers
produces.
)hat is the name for the group that will be wor*ing in Room 4EF+
4E
)hat is the name of the group that will be wor*ing in Room 4EH+
The next day3 $r. Thorne=s research assistants are sitting in each room3 counting the chips
as they come off the production line.
Two wee*s later3 the wor*ers are now all wor*ing in a brightly lit en2ironment. $r.
Thorne is holding a thic* report and is loo*ing pleased. (ere=s what he has to say.
)ell3 the experiment wor*edI Gy statistics show that the experimental group
,those in Room 4EF- were more producti2e than the control group ,those in Room
4EH-. (owe2er3 I noticed that the control group=s producti2ity went up as wellI .t
least GassChips will be ma*ing a profit now. I guess I can mo2e on to my next
assignment3 which I hope will be as successful as this one wasI

)hat can $r. Thorne conclude about lighting and producti2ity+
)hat step was important for $r. Thorne to ta*e in order to ensure that there were
no preexisting differences between the experimental and control groups that
would ha2e influenced the results of the experiment+
)hat $r. (. Thorne did not *now is that simply by obser2ing the wor*ers3 their
producti2ity would impro2e3 as was seen by the impro2ed performance of wor*ers in
Room 4EH ,the control room-. In fact3 the ?(awthorne effect3@ named after the
(awthorne plant of )estern &lectric3 was demonstrated in a series of studies conducted
by researchers from (ar2ard /usiness !chool. Production increased not as a conse0uence
of actual changes in wor*ing conditions introduced by the plant=s management but
because management demonstrated interest in the impro2ements. In the case of this
experiment3 ha2ing obser2ers watch both groups of wor*ers also added to the effect. The
(awthorne effect is now one of the *nown ris*s of research in2ol2ing li2e obser2ations
to obtain measures.This study also was considered the first in the rapidly growing field of
industrial'organiBational psychology.
44
Handout 21
Parts of the #er$ous %ystem
Identify each part of the ner2ous system.
&xerts control o2er all parts of the body
Controls all 2oluntary mo2ements3 thoughts3 and registration of incoming
information
The site where the processing of all central ner2ous system acti2ity ta*es place
Gain carrier of messages between the brain and the body
Registers information and controls mo2ements outside the central ner2ous system
Ta*es charge of the body=s in2oluntary functions outside conscious awareness
Increases the heart rate in an emergency situation
!timulates digestion of food when the body is in a state of rest
Coordinates incoming information from the senses and sends instructions to the
muscles and glands
46
Handout 22
Parts of the Endocrine %ystem
Identify each part of the endocrine system.
Ga1or chemical in the endocrine system
Regulates the pituitary gland
The body=s ?master gland@
(ormones in2ol2ed in sugar metabolism
emale reproducti2e organ
#rgan that produces hormones in2ol2ed in sugar metabolism
8land that controls the metabolic rate
Ner2ous system organ that is also in the endocrine system
Gale reproducti2e organ
Type of regulation in the endocrine system
8land in2ol2ed in controlling body siBe
In2ol2ed in regulating the body=s reaction to stress
49
Handout 23
Parts of the Brain
$escribe one daily routine you do that uses each of these parts of the brain ,you can use
one example or fi2e separate examples-.
4. Cerebellum.
6. (ypothalamus.
9. Reticular formation.
<. ;imbic system.
>. rontal lobes.
4<
Handout 24
&cti$ities in the Parts of the Brain
Identify the part of the ner2ous system associated with each of the following acti2ities.
/alancing on a tightrope
Clapping your hands
)a*ing up when the alarm goes off
eeling hungry
7nderstanding your psychology professor=s lecture
Planning your route to dri2e home
/ecoming enraged when someone cuts in front of you in line
Tal*ing on your cell phone
(earing your fa2orite music group on your iPod
eeling drops of rain on your face
!eeing a traffic light change color
/reathing while you sleep
Pushing the ?enter@ *ey on the computer when a page has downloaded
4>
Handout 25
'eft Brain(Right Brain Questionnaire
or each statement3 indicate ?T@ or ?@ to show whether it is true or false for you.
I always wear a watch.
I *eep a 1ournal.
I belie2e there is a right and a wrong way to do e2erything.
I hate following directions.
The expression ?;ife is 1ust a bowl of cherries@ ma*es no sense to me.
I find that stic*ing to a schedule is boring.
I=d rather draw someone a map than tell them how to get somewhere.
If I don=t *now which way to turn3 I let my emotions guide me.
I=m pretty good at math.
If I had to assemble something3 I=d read the directions first.
I=m always late getting places.
If I ha2e a tough decision to ma*e3 I write down the pros and the cons.
I=d ma*e a good detecti2e.
I am musically inclined.
If I ha2e a problem3 I try to wor* it out by relating it to one I=2e had in the past.
)hen I tal*3 I gesture a lot.
I belie2e there are two sides to e2ery story.
I *eep a ?to do@ list.
I feel comfortable expressing myself with words.
/efore I ta*e a stand on an issue3 I get all the facts.
I=2e considered becoming a poet3 a politician3 an architect3 or a dancer.
I lose trac* of time easily.
If I forgot someone=s name3 I=d go through the alphabet until I remembered it.
)hen I=m confused3 I usually go with my gut instinct.
I ha2e considered becoming a lawyer3 a 1ournalist3 or a doctor.
4C
.nswers To ;eft /rainJRight /rain 5uestionnaire
;
;
;
R
;
R
R
R
;
;
R
;
;
R
R
R
R
;
;
;
R
R
;
R
;
4D
Handout 31
%ensory &)ilities %ur$ey
.nswer True or alse to each item.
I ha2e trouble seeing at night.
I am color'blind.
I wear glasses for nearsightedness.
I wear glasses for farsightedness.
I wear a hearing aid for a hearing deficit.
I constantly experience ringing in my ears.
I am often the first person in a group to detect a new odor in a room.
I can usually detect e2en a tiny amount of seasoning in food.
I often get motion sic*ness when riding in airplanes3 ships3 or on amusement
rides.
I am often the first person in a group to notice a room temperature change.
4F
Feed)ack for *andout +(,
Current !ur2ey Results for C>F &ntries.
Percentages may not add up to 4EEK3 owing to rounding.
4. I ha2e trouble seeing at night.
True 6>H 9HK
alse 9D6 >CK
6. I am color'blind.
True 6H <K
alse CE4 H4K
9. I wear glasses for nearsightedness.
True 6HE <<K
alse 99H >4K
<. I wear glasses for farsightedness.
True 466 4FK
alse >E< DCK
>. I wear a hearing aid for a hearing deficit.
True 64 9K
alse CEC H6K
C. I constantly experience ringing in my ears.
True DE 4EK
alse >>F F<K
D. I am often the first person in a group to detect a new odor in a room.
True 96D <HK
alse 9E< <CK
F. I can usually detect e2en a tiny amount of seasoning in food.
True 99H >4K
alse 6H6 <<K
H. I often get motion sic*ness when riding in airplanes3 ships3 or on amusement rides.
True 4FD 6FK
alse <<6 CDK
4E. I am often the first person in a group to notice a room temperature change.
True 9<> >6K
alse 6F9 <9K
4H
Handout 32
-isual Information Processing
This figure illustrates the pathway from both retinas to the brain.
.nswer the following 0uestions:
)here in the cortex does an image on the right half of the 2isual field show up+
The right 2isual cortex or the left 2isual cortex+
)here in the cortex does an image on the left half of the 2isual field show up+
The right 2isual cortex or the left 2isual cortex+
)here does the information from the two hal2es of the 2isual field cross before
reaching the brain+
)here does information from the right retina show up in the cortex+
6E
Handout 33
&uditory Information Processing
Identify each part of the auditory system.
Tubeli*e passage that leads to the eardrum
#perates li*e a miniature drum3 2ibrating when sound wa2es hit it
Thin membrane leading to the inner ear that 2ibrates when sound wa2es hit it
!tructures in the middle ear that transmit 2ibrations and increase their strength
Coiled tube filled with fluid that can 2ibrate in response to sound
!tructure in the cochlea that contains hair cells
In2ol2ed in the sensation of balance
64
Handout 34
"eci)el 'e$els of -arious #oises
Indicate the decibel le2els of 4E noises in your en2ironment by using the following scale
as a rough guide:
;ea2es rustling 4E d/
)hispering 6> d/
Normal con2ersation CE d/
Car DE d/
.larm cloc* FE d/
Crying child HE d/
;e2el at which sustained exposure causes damage H> d/
!ubway train 4EE d/
)al*man at a2erage le2el 4EE d/
Power tools 44E d/
.uto horn 46E d/
Pain at exposure to noise 46> d/
.mplified roc* music at < to C feet 46E d/
Roc* music pea* 4>E d/
"et engine close up 4>> d/
Roc*et launching 4FE d/
$eath of hearing tissue 4FE d/
Noise $ecibel le2el
66
Handout 35
%mell.Rating &cti$ity
;oo*ing around you3 find 4E substances or ordinary ob1ects that you thin* will ha2e a
distinct odor. These could include3 for example:
a stic* of gum
a rollerball pen or highlighter
coffee or a soft drin*
a bottle of cologne
a bar of soap
a bottle of shampoo
a piece of food ,candy3 fruit3
bagel-
a leaf from an indoor plant
a blade of grass
a stuffed animal
a pillow
a wool sweater
a candle
sha2ing cream
Next3 you will smell each one. .s you pic* it up3 close your eyes and ta*e a deep whiff.
Then write onto the space indicated here the name of the ob1ect and words to describe its
smell. Then rate the pleasantness of the smell.
In between scents3 breathe in some clean air or3 if it is a2ailable3 some unroasted coffee.
!ource $escribe the smell in words Rate the pleasantness of this smell
,4 L not pleasant3 > L 2ery pleasant-
69
Handout 36
Taste.Rating &cti$ity
;oo*ing around you3 find 4E substances or ordinary ob1ects that you thin* will ha2e a
distinct taste. These could include3 for example:
!altyMpotato chip or pretBel
!weetMcandy or fruit
/itterMcoffee ,unsweetened-
!ourMlemon ,unsweetened-
7mamiMmeat or cheese
6<
In between tastes3 eat something bland so that you can fully sa2or the next bite.
Record your taste ratings here.
ood )hat is the primary taste+ (ow pleasant is this taste+
,4 L not pleasant3 > L 2ery pleasant-
Now3 randomly choose one of these foods3 except this time hold your nose while you=re
ta*ing a bite. Close your eyes while you chew.
Can you identify the food by fla2or+
Handout 37
The Moon Illusion
The actual cause of the moon illusion is not *nown3 but the theory of perceptual
constancy states that when the moon is near the horiBon3 the perceptual cues of
inter2ening terrain and ob1ects such as trees on the horiBon ma*e us thin* that it is farther
away than it is when it is high in the s*y3 where we ha2e no distance cues. .dding to this
is the perception of the s*y o2er our heads as being closer than the s*y at the horiBon. If
the moon is farther away at the horiBon but still reflects the same image onto our retina
,about a >K 2isual angle-3 it must be larger than the moon o2erhead.
In either case3 the explanation rests on the case that the brain percei2es the horiBon moon
as farther away and ad1usts the 2iewer=s perception to emphasiBe the fact that it must be
an enormous ob1ect to be so far away and still ta*e up so much of the s*y. This can be
seen below.
Interestingly enough3 although percei2ers may say that the horiBon moon appears closer
,not farther away-3 experiments measuring the perception of the horiBon moon=s apparent
distance 2alidate that people place the horiBon moon farther away than the o2erhead
moon. !ee www.space.comNscienceastronomyNsolarsystemNbigmoon_EEE4E>.html
:ou can try this illusion for yourself. Oeep in mind that the first lin* re0uires "a2a.
www.sandlotscience.comNGoonillusionNGoon_Illusion_$emo.htm
www.pnas.orgNcontentNHDN4N>EENsupplN$C4
The moon illusion is a misapplication of siBe constancy3 then3 in which we ad1ust our
perception of an ob1ect to ta*e into account its distance. (ere=s another example. )hen
we see a friend 6EE feet away3 this person will loo* small to our retinas. (owe2er3 our
brains ?*now@ that the person is actually > or C feet tall3 not 4 or 6 inches tall. )e
automatically ad1ust our perception to ?see@ our friend as ha2ing normal height3 not being
the siBe of a tiny doll.
Handout 41
What do you dream/
Chec* off each of the dreams that you ha2e:
Chased or pursued3 not in1ured
Physically attac*ed ,beaten3
stabbed3 raped-
Trying again and again to do
something
/eing froBen with fright
&ating delicious foods
.rri2ing too late ,e.g.3 missing a
class-
!wimming
/eing loc*ed up
!na*es
inding money
lying or soaring through the air
alling
/eing inappropriately dressed
/eing nude
/eing tied up3 unable to mo2e
(a2ing superior *nowledge or
mental ability
Creatures3 part animal3 part
human
:our teeth falling out
!eeing yourself in a mirror
(a2ing magical powers
loods or tidal wa2es
Tornadoes or strong winds
&arth0ua*es
Insects or spiders
/eing a member of the opposite
sex
/eing an ob1ect ,tree or roc*-
/eing *illed
!eeing yourself as dead
Pi2idly sensing a presence in the
room
/eing unable to find a toilet
!chool3 teachers3 studying
!exual experiences
;osing control of a 2ehicle
ire
. person now dead as ali2e
. person now ali2e as dead
/eing on the 2erge of falling
ailing an examination
/eing smothered3 unable to
breathe
)ild3 2iolent beasts
/eing at a mo2ie
Oilling someone
;unatics or insane people
/eing half awa*e and paralyBed
in bed
!eeing a face 2ery close to you
!eeing a 7#
!eeing extraterrestrials
Tra2eling to another planet or
2isiting another planet
/eing an animal
/eing a child again
!eeing an angel
&ncountering 8od in some form
$isco2ering a new room at home
!eeing an airplane crash
!omeone ha2ing an abortion
&ncountering an e2il force or
demon
$o you notice a pattern in your dreams+
)hich theory do you thin* best explains these dreams+
Handout 42
Com!aring Theories of "reaming
$escribe a recent dream you had. )ithout re2ealing more than you would li*e to in this
paper3 answer these 0uestions about the dream:
.nalyBe the dream based on reudian psychoanalytic ,wish'fulfillment- theory.
Include rele2ant dream symbols in this analysis.
.nalyBe the dream based on acti2ation synthesis theory.
)hich theory do you prefer in understanding this dream+ )hy+
Handout 43
Measure 0our %lee! "e)t
Rate each of the following situations using this scale:
4 L )ould ne2er doBe
6 L !light chance of doBing
9 L Goderate chance of doBing
< L (igh chance of doBing
!itting and reading
)atching TP
!itting3 inacti2e in a public place ,e.g.3 a theater or a meeting-
.s a passenger in a car for an hour without a brea*
;ying down to rest in the afternoon when circumstances permit
!itting and tal*ing to someone
!itting 0uietly after a lunch without alcohol
In a car3 while stopped for a few minutes in traffic
Interpretation:
E L :ou ha2e little or no sleep debt3 or are ta*ing the test at a time of pea* alerting.
F L :ou ha2e a manageable amount of sleep debt3 but you could feel some impro2ement
by wor*ing it off.
4C L $efinitely troublesome. :ou are li*ely to feel low energy during dips in the
circadian rhythm3 or when you are dri2ing or at rest.
6< L !e2erely sleep depri2ed3 0uite possibly because of a sleep disorder such as apnea or
insomnia. People with untreated narcolepsy score in this range.

Handout 44
Whats 0our %lee! IQ/
4. $uring sleep3 your brain rests.
6. :ou cannot learn to function normally with one or two fewer hours of sleep a
night than you need.
9. /oredom ma*es you feel sleepy3 e2en if you ha2e had enough sleep.
<. Resting in bed with your eyes closed cannot satisfy your body=s need for sleep.
>. !noring is not harmful as long as it doesn=t disturb others or wa*e you up.
C. &2eryone dreams e2ery night.
D. The older you get3 the fewer hours of sleep you need.
F. Gost people don=t *now when they are sleepy.
H. Raising the 2olume of your radio will help you stay awa*e while dri2ing.
4E. !leep disorders are mainly due to worry or psychological problems.
44. The human body ne2er ad1usts to night shift wor*.
46. Gost sleep disorders go away e2en without treatment.
Handout 45
Morningness(E$eningness Questionnaire
4. Considering only your own ?feeling best@ rhythm3 at what time would you get up if
you were entirely free to plan your day+
>:EEJC:9E ..G. ,> points-
C:9EJD:<> ..G. ,< points-
D:<>JH:<> ..G. ,9 points-
H:<>J44:EE ..G. ,6 points-
44:EE a.m.J46:EE ,noon - ,4 point-
6. Considering only your own ?feeling best@ rhythm3 at what time would you go to bed if
you were entirely free to plan your e2ening+
F:EEJH:EE P.G. ,> points-
H:EEJ4E:4> P.G. ,< points-
4E:4> p.m.J46:9E ..G. ,9 points-
46:9EJ4:<> ..G. ,6 points-
4:<>J9:EE ..G. ,4 point-
9. .ssuming normal circumstance3 how easy do you find getting up in the morning+
Not at all easy ,4 point-
!lightly easy ,6 points-
airly easy ,9 points-
Pery easy ,< points-
<. (ow alert do you feel during the first half hour after ha2ing awa*ened in the morning+
Not at all alert ,4 point-
!lightly alert ,6 points-
airly alert ,9 points-
Pery alert ,< points-
>. $uring the first half'hour after ha2ing awa*ened in the morning3 how tired do you
feel+
Pery tired ,4 point-
airly tired ,6 points-
airly refreshed ,9 points-
Pery refreshed ,< points-
C. :ou ha2e decided to engage in some physical exercise. . friend suggests that you wor*
out twice a wee* for an hour and the best time for him is D:EEJF:EE ..G. /earing in mind
nothing else but your own ?feeling best@ rhythm3 how do you thin* you would perform+
)ould be in good form ,< points-
)ould be in reasonably good form ,9 points-
)ould find it difficult ,6 points-
)ould find it 2ery difficult ,4 point-
D. .t what time in the e2ening do you feel tired and3 as a result3 in need of sleep+
F:EEJH:EE P.G. ,> points-
H:EEJ4E:4> P.G. ,< points-
4E:4> P.G.J46:9E ..G. ,9 points-
46:9EJ4:<> ..G. ,6 points-
4:<>J9:EE ..G. ,4 point-
F. :ou wish to be at your pea* performance for a test that you *now is going to be
mentally exhausting and will last for two hours. :ou are entirely free to plan your day3
and considering only your own ?feeling best@ rhythm3 which one of the following four
testing times would you choose+
F:EEJ4E:EE ..G. ,< points-
44:EE ..G.J4:EE P.G. ,9 points-
9:EEJ>:EE P.G. ,6 points-
D:EEJH:EE P.G. ,4 point-
H. #ne hears about ?morning@ and ?e2ening@ types of people. )hich one of these types
do you consider yourself to be+
$efinitely a morning type ,< points-
Gore a morning than an e2ening type ,9 points-
Gore an e2ening than a morning type ,6 points-
$efinitely an e2ening type ,4 point-
4E. )hen would you prefer to rise ,pro2ided you ha2e a full day=s wor*Meight hours- if
you were totally free to arrange your time+
/efore C:9E ..G. ,< points-
C:9EJD:9E ..G. ,9 points-
D:9EJF:9E ..G. ,6 points-
F:9E ..G. or later ,4 point-
44. If you always had to rise at C:EE ..G.3 what do you thin* it would be li*e+
Pery difficult and unpleasant ,4 point-
Rather difficult and unpleasant ,6 points-
. little unpleasant but no great problem ,9 points-
&asy and not unpleasant ,< points-
46. (ow long a time does it usually ta*e before you ?reco2er your senses@ in the morning
after rising from a night=s sleep+
EJ4E minutes ,< points-
44J6E minutes ,9 points-
64J<E minutes ,6 points-
Gore than <E minutes ,4 point-
49. Please indicate to what extent you are a morning or e2ening acti2e indi2idual.
Pronounced morning acti2e ,morning alert and e2ening tired- ,< points-
To some extent3 morning acti2e ,9 points-
To some extent3 e2ening acti2e ,6 points-
Pronounced e2ening acti2e ,morning tired and e2ening alert- ,4 point-
Total the scores from the 0uestions abo2e and use this guide to interpret the results:
<< or more L extreme morning person
9DJ<9 L moderate morning person
9EJ9C L no particular tendency
69J6H L moderate e2ening person
66 or less L extreme e2ening person
Extreme morning person:
True morning persons tend to get out of bed as early as four or fi2e ..G. and go to bed by
nine or ten P.G. Their periods of high alertness are about two hours earlier than people
with standard profiles3 and they do their best wor* of the day around eight or nine ..G.
Moderate morning person:
.lthough you exhibit some of the tendencies of an extreme morning person ,such as
rising early and going to sleep in the mid'e2ening hours-3 you are within the standard
circadian range ,wa*ing between se2en ..G. and eight ..G. and going to bed between
ele2en P.G. and midnight-. In between3 most people ha2e periods of high alertness in the
morning and early e2ening and experience a period of low alertness in the early
afternoon. Goderate morning persons may ha2e more trouble than most people in
maintaining alertness through the o2ernight hours.
No particular tendency:
:ou ha2e a standard circadian profile. The standard profile would find a person feeling
comfortable wa*ing up between se2en ..G. and eight ..G. and going to bed between
ele2en P.G. and midnight. In between3 most people ha2e periods of high alertness in the
morning and early e2ening and experience a period of low alertness in the early
afternoon.
Moderate evening person:
.lthough you may exhibit some of the tendencies of an extreme night person ,such as
lo2ing to sleep late in the morning and staying awa*e past midnight- and your circadian
rhythms are probably more flexible3 you are within the standard circadian range ,wa*ing
between se2en ..G. and eight ..G. and going to bed between ele2en P.G. and midnight-.
In between3 most people ha2e periods of high alertness in the morning and early e2ening
and experience a period of low alertness in the early afternoon.
Extreme evening person:
True e2ening persons lo2e to sleep into the late morning but ha2e no trouble staying
awa*e and alert past two or three ..G. Their periods of high alertness and sleepiness are
about two hours later than people with standard circadian profiles. &2ening persons ha2e
an easier time staying alert late at night. This is true in part because their times of
alertness start out more closely aligned with being awa*e at night. In addition3 e2ening
persons= circadian rhythms tend to be more flexible than those of people with standard or
morning profiles.
Adapted from Horne, J. A.,& Ostberg, O. 1!76". #A $e%f&Assessment 'uest(onna(re to
)eterm(ne *orn(ngness+,en(ngness (n Human -(r.ad(an /01t0ms.2,A,a(%ab%e a
333.%boro.a..u45departments5sse0s5resear.05.entres&(nst(tutes5s%eep5*+'627&
627paper627&627s.or(ng627on627p177.pdf
Handout 46
1Trance2 "iary
There are many 2ariations in the trance state3 ranging from ?highway hypnosis@ to a full'
blown dissociati2e episode. Thin*ing bac* o2er the past wee*3 chec* off which of the
following you experienced in that period.
Trance State About how often this
past week did you
experience this
/ecoming absorbed in your reading
;istening intently to a song
eeling as though you were in a mo2ie you were watching
Not hearing what was said in a con2ersation
&ating a meal without realiBing what you had eaten
orgetting whether you had ta*en a medication or not
Crying in a sad mo2ie
Played a sport and not been aware of obser2ers
Played a musical instrument without being aware of anyone
around you listening
8ardening or mowing the lawn
Playing with a pet
&ngrossed in a 2ideo game
#thers ,list-
Handout 47
Indicate whether each statement is true or false about hypnosis:
It=s all a matter of ha2ing a good imagination.
(ypnosis has been induced during 2igorous exercise.
Gany highly moti2ated sub1ects fail to experience hypnosis.
It is dangerous.
Responding to hypnosis is li*e responding to a placebo.
(ypnosis can enable people to ?reli2e@ the past.
)hen hypnotiBed3 people can remember more accurately.
(ypnotiBed sub1ects fully adhere to their usual moral standards.
(ypnotiBed people do not remember what happened during the session.
Performance following hypnotic suggestions for increased muscle strength3
learning3 and sensory acuity does not exceed what can be accomplished by
moti2ated sub1ects outside hypnosis.
!ource: .dapted from Nash3 G. R. ,6EE4-. ?The truth and hype of hypnosis.@ Scientific American,
"une3 pp. <DJ>>.

Handout 48
Binge "rinking on College Cam!uses
.ccording to the 7.!. go2ernment=s !ubstance .buse and Gental (ealth !er2ices
.dministration3 46E million .mericans aged 46 or older reported being current drin*ers
of alcohol in a 6EE6 sur2ey ,>4.EK-. .bout >< million ,66.HK- had participated in binge
drin*ing at least once in the 9E days before the sur2ey3 and 4>.H million ,C.DK- were
hea2y drin*ers. (ow much do college campus administrators try to pre2ent binge
drin*ing+ :ou can pro2ide some insights in this assignment:
4. )hat is your campus=s alcohol policy+
6. (ow are cases of alcohol abuse by students handled+
9. :ou ha2e probably witnessed at least one case of binge drin*ing in a friend or
ac0uaintance. )hat happened to the person in2ol2ed+ (ow did that person=s friends
react+
<. $o you thin* that there is any way that binge drin*ing can be controlled+ If so3 how
would you suggest it be handled+
Handout 4!
&lcohol &d$ertisements
or this assignment3 you need to find fi2e alcohol ads3 either in print or on tele2ision. ill
out the following chart based on these ads. Indicate your reaction to this ad in terms of
how it might affect people of college age.
Ad !ontent Target
Audience
"resumed
Effect
#our $eaction
Handout 417
&ttitudes To3ard "rugs
Indicate whether you belie2e each statement to be True or alse.
.lcohol is a dangerous drug.
Nicotine should be regulated by the federal go2ernment.
Caffeine helps *eep me alert.
Ritalin is too fre0uently prescribed for hyperacti2ity.
Cocaine is no more dangerous than caffeine.
Gari1uana should be legaliBed.
(allucinogens such as ;!$ are useful to relie2e boredom.
Nicotine helps relax people who are stressed.
There should be Bero tolerance for dri2ers who are drun*.
People should ha2e complete access to any drug they medically need.
Res!onses to the &ttitudes To3ard "rugs %ur$ey
/ased on >D6 entries.
4. .lcohol is a dangerous drug.
True <6C D<K
alse H6 4CK
6. Nicotine should be regulated by the federal go2ernment.
True 9<6 >HK
alse 4D> 9EK
9. Caffeine helps *eep me alert.
True 969 >CK
alse 4H9 99K
<. Ritalin is too fre0uently prescribed for hyperacti2ity.
True <44 D4K
alse 4E< 4FK
>. Cocaine is no more dangerous than caffeine.
True 4<6 6<K
alse 9FC CDK
C. Gari1uana should be legaliBed.
True 6F> <HK
alse 6C6 <>K
D. (allucinogens such as ;!$ are useful to relie2e boredom.
True 46E 6EK
alse <E9 DEK
F. Nicotine helps relax people who are stressed.
True 6H4 >EK
alse 66> 9HK
H. There should be Bero tolerance for dri2ers who are drun*.
True <4D D6K
alse 4EE 4DK
4E. People should ha2e complete access to any drug they medically need.
True 9EC >9K
alse 64> 9DK
rom Petti1ohn=s ?Connectext.@
Handout 51
Classical Conditioning
7sing the chart3 analyBe the experiences listed in terms of classical conditioning.
Experience %nconditioned
Stimulus
%nconditioned
$esponse
!onditioned
Stimulus
%nconditioned
$esponse
. song reminds
you of a former
friend or
romantic
partner.
:ou cringe
when you pass
the intersection
where you
nearly had a car
accident.
#pening a can
of pet food with
a can opener
leads your pet
to start 1umping
around.
)al*ing by the
gym where you
hurt yourself
wor*ing out
ma*es you
wince.
!melling a
perfume you
wore during a
great party
ma*es you
smile and feel
good.
Handout 52
%ha!ing and %uccessi$e &!!roimation
This is /arbie3 whom you are going to teach to use the hula'hoop. (owe2er3 the hula'
hoop is hidden behind a closet door.
:ou are going to train /arbie to use this hula'hoop by using reinforcement. /arbie *nows
that there is something you want her to do3 but she does not *now what that is. !he *nows
that as she gets closer to guessing what you want her to do3 you will gi2e her the
reinforcement of clapping. Put in order the steps that you would use to shape /arbie to
swing the hula'hoop around her waist.
4. !wing the hula'hoop around her waist.
6. ;oo* behind the door.
9. ind the hula'hoop.
<. )al* in the direction of the door.
>. ;oo* in the direction of the door.
C. #pen the door.
D. Put the hula'hoop up to her waist.
Now3 choose another complex beha2ior that you would li*e to train someone to perform.
)rite the beha2ior here: ______________________________
/rea* down into 4E steps what you would need to do to train this beha2ior:
4.
6.
9.
<.
>.
C.
D.
F.
H.
4E.
.s you can see3 shaping in2ol2es a 2ery complex analysis of beha2iors to brea* them
down into their simplest components.
Handout 53
%chedules of Reinforcement
Pro2ide an original example from your daily life for each of the following schedules of
reinforcement.
ixed ratio: rewards
gi2en after fixed
number of responses
&xample:
.
Pariable ratio:
rewards gi2en after
2arying number of
responses
&xample:
ixed inter2al:
rewards gi2en after
fixed period of time
Class example:
Pariable inter2al:
rewards gi2en after
2arying periods of
time
Class example:
Handout 54
Effects of Role Models
In the spaces below3 write down the names of se2en people who are important role
models for you ,they can be well'*nown people3 family3 or friends-. $escribe their most
stri*ing characteristics and summariBe the effects of their beha2ior on yours.
Name Most Striking
!haracteristics
Effects on #our &ehavior
Handout 55
Images in Music -ideos
)atch 9E minutes of music 2ideos on tele2ision. Note below the nature and fre0uency of
images that communicate messages about sex3 2iolence3 drugs3 and other dangerous
beha2iors.
Music 'ideo (mages Number of Times the
(mages )ccur

)hat can you conclude about the images in music 2ideos+
Handout 61
The %e$en %ins of Memory
/elow are the !e2en !ins of Gemory. /ased on the class discussion3 pro2ide for each one
an example from your own experience.
Transience
.bsentmindedness
/loc*ing
Gisattribution
!uggestibility
/ias
Persistence
Handout 62
Flash)ul) Memory Questionnaire
September **+ ,--*
.nswer each of the following 0uestions. .fter each one3 rate your confidence in your
answer3 using this scale:
4 L Not confident
6 L !omewhat confident
9 L airly confident
< L Pery confident
4. $escribe in detail what you were doing when you heard about the news of the terrorist
attac*s on the )orld Trade Center.
Confidence: __________
6. )hat was the exact time+
Confidence: __________
9. )ho was with you+
Confidence: __________
<. )hat was your first thought when you heard the news+
Confidence: ___________
>. Now recall what you were doing on !eptember 4>3 6EE4. $escribe in detail your most
2i2id memory:
Confidence: ____________
Handout 63
Theories of Forgetting
Choose one recent situation in which you forgot ,and later remembered- something
important and describe this situation. 7sing the grid below3 show how each of these
theories of forgetting would explain your memory lapse.
Theory .hy #ou /orgot 0ow #ou !ould 0ave
Avoided /orgetting
;e2els of processing
$ecay
Interference
Cue dependent forgetting
Handout 71
Conce!ts and Prototy!es
or each of the following concepts3 thin* of a prototype. Then as* a friend to gi2e you his
or her prototype for that concept.
!oncept #our "rototype !ompare with /riend1s
.cti2e sports
!pectator sports
"un* food
emale music stars
Gale music stars
(orror mo2ies
Oids= mo2ies
ast cars
Cheap cars
Clothing stores
Count how many of your prototypes match those of your friend. __________
)hat does this tell you about prototypes+
Handout 72
Pro)lem.%ol$ing Terms
$efine each term related to problem sol2ing and cognition in your own words and
pro2ide an example from your e2eryday life that fits the term.
4. .rrangement problem
6. unctional fixedness
9. Gental set
<. .2ailability heuristic
>. .lgorithm
C. GeansJend analysis
Handout 73
%te!s In$ol$ed in Pro)lem %ol$ing
Preparation
No
Well-
defined?
What kind?
How to
represent
and
organize?
Production
Judgment
Trial and
error
Meansend
u!goals
"nsight
#amiliar?
$es
Pro!lem
sol%ed?
&arrangement' transformation' inducing(
structure(
No
$es
TH) P*+,-)M-+-."N/ M01)
Handout 74
Elements of 'anguage in E$eryday 'ife
#2er the next day3 pro2ide examples for each of the following elements of language by
obser2ing others.
Element Example
Intonation
$ialect
(and gestures
acial expression
#dd use of language
?reudian slip@
.mbiguity
7nintended
humorous meaning
)hat do these examples tell you about language+
Handout 81
&!!lying Theories of Moti$ation
4. $escribe a recent goal you ha2e achie2ed ,academic3 personal3 social3 performance3 or
athletic-.
6. &xplain this achie2ement in terms of each of these theories or terms:
a. $ri2e reduction
b. IntrinsicJextrinsic
c. Gaslow=s hierarchy
6. )hich theory or term best accounts for your ha2ing achie2ed this goal+ )hy+
Handout 82
Maslo3s Theory of %elf.&ctuali4ation
Choose an original example of a person3 li2ing or dead3 whom you thin* meets the
criteria for self'actualiBation in Gaslow=s theory. .nswer these 0uestions about that
person:
4. )ho is this person+
6. "ustify why you thin* this person is self'actualiBed.
9. $o you thin* this person pro2es or dispro2es the idea that lower'order needs must
be satisfied in order to achie2e self'actualiBation+ )hy+
<. (ow do you thin* self'actualiBation differs from the need for achie2ement+
Handout 83
%elf.&ctuali4ation %cale
Geasurement of !elf'.ctualiBation3 by "ones and Crandall ,4HFC-.
.dminister this 0uiB in class.
ill out the following scale. 7se the scoring system below.
4 L $isagree 6 L !omewhat disagree 9 L !omewhat agree < L .gree
_____ 4. I do not feel ashamed of any of my emotions.
_____ 6. I feel I must do what others expect me to do.
_____ 9. I belie2e that people are essentially good and can be trusted.
_____ <. I feel free to be angry at those I lo2e.
_____ >. It is always necessary that others appro2e of what I do.
_____ C. I don=t accept my own wea*nesses.
_____ D. I can li*e people without ha2ing to appro2e of them.
_____ F. I fear failure.
_____ H. I a2oid attempts to analyBe and simplify complex domains.
_____ 4E. It is better to be yourself than to be popular.
_____ 44. I ha2e no mission in life to which I feel especially dedicated.
_____ 46. I can express my feelings e2en when they may result in undesirable
conse0uences.
_____ 49. I do not feel responsible to help anybody.
_____ 4<. I am bothered by fears of being inade0uate.
_____ 4>. I am lo2ed because I gi2e lo2e.
!C#RIN8 # !&;'.CT7.;IQ.TI#N !C.;&
or items 63 >3 C3 F3 H3 443 493 and 4<:
The assignment of points is < for an answer of 43 9 for an answer of 63 6 for an answer of
93 and 4 for an answer of <.
or all the remaining items:
The assignment of points corresponds to the answer ,4 point for an answer of 43 6 for an
answer of 63 etc.-.
The higher your score3 the more self'actualiBed you may be.
Handout 84
"ri$e $s5 Incenti$e Moti$ations in &d$ertisements
!elect ad2ertisements that fulfill either the dri2e ,filling a need- or incenti2e ,creating a
need- theories of moti2ation. or each one3 briefly describe the ad2ertisement3 list the
need it appeals to3 and indicate whether or not you thin* it is effecti2e.
Advertisement
2escription
Need (t Appeals To (s (t Effective
Handout 85
Cultural Contri)utions to Eating "isorders
!elect four magaBine articles that deal with weight or weight loss. $escribe and comment
on each article below.
Article Title !ontent of Article and 0ow
(t Treats the Topic of .eight
or .eight 3oss
0ow 2o #ou Think This
Article !onveys Social
Attitudes toward .eight
or .eight 3oss
Handout 86
"aily &cti$ity "iary
#2er the next 6< hours3 complete this chart. or each acti2ity3 indicate what might ha2e
moti2ated you to use more energy. or example3 if you dro2e from one end of campus to
the next3 indicate what would ma*e you more li*ely in the future to wal* that distance.
The first three lines are filled in to suggest way to complete the rest of the chart.
Time of
2ay
3ow4Energy
Activity
Alternate 0igh4
Energy Activity
.hat .ould Motivate #ou
to %se More Energy
H:EE ..G. Too* the ele2ator
fi2e flights
)al*ed the stairs .te piBBa last night
4:EE P.G. $ro2e to the
grocery store
)al*ed )ear comfortable shoes
CJF:EE
P.G.
)atched tele2ision )or*ed out ,for 9EJCE
minutes of that time-
)ant to feel energiBed
Handout 87
%elf.Ratings of #eeds
Indicate whether each of the items below is True or alse for you. There are no right or
wrong answers5
4. I wor* hard to accomplish my goals.
6. #ther people consider me to be a ris* ta*er.
9. )hen I ha2e a problem3 I tal* to other people.
<. I feel good when other people compliment me.
>. I ha2e trouble establishing new friendships.
C. #thers consider me to be friendly and outgoing.
D. I must ta*e responsibility for my own life.
F. I li*e directing other people.
H. I can most often be found with other people.
4E. I consider myself to be independent.
44. I en1oy influencing other people.
46. I en1oy wor*ing with others to sol2e problems.
49. I plan my life so I can be successful.
4<. People say that I am a good leader.
4>. !uccess is not as important as being popular.
4C. #ther people consider me to be ambitious.
4D. I compete whene2er gi2en a chance.
4F. I need others to appro2e of what I do.
4H. I need feedbac* on my performance.
6E. I li*e to be in charge of things.
64. riendship is 2ery important to me.
66. I set realistic goals so I can meet them.
69. (a2ing the ability to influence others is important.
6<. I en1oy going to parties and social e2ents.
6>. I am 2ery proud of my accomplishments.
6C. I am basically a competiti2e person.
6D. I prefer to a2oid conflict whene2er possible.
6F. !uccess in life re0uires time and effort.
6H. It is important to influence other people.
9E. I li*e to spend time with other people.
6E#
.chie2ement: 43 63 <3 D3 4E3 493 4<3 4C3 4D3 4H3 663 6>3 6F.
Power: >3 F3 443 6E3 693 6C3 6H.
.ffiliation: 93 C3 H3 463 4>3 4F3 643 6<3 6D3 9E.
Handout !1
Prenatal Influences
Complete this chart by indicating the nature of the influence3 its effect3 and the methods
of pre2ention.
(nfluence Effect on 2eveloping !hild 7enetic or Environmental
Rubella
Tay'!achs disease
.ddicti2e drugs
Phenyl*etonuria
.lcohol
!mo*ing
!ic*le'cell anemia
$own syndrome
Handout !2
E$eryday Eam!les of Conser$ation
7se the chart below to pro2ide examples from your daily life of Piaget=s concept of
conser2ation. or each type of conser2ation3 find two ob1ects that appear to ha2e different
0uantities but actually are the same.
Type of !onservation )b8ect * )b8ect ,
Number
!ubstance
;ength
.rea
)eight
Polume
8i2e an example of a time that you were fooled into thin*ing that ob1ects of the same
siBe3 weight3 or 2olume were different3 because they differed in one dimension.
If adults ha2e difficulty with conser2ation3 what does this say about Piaget=s theory+
Handout !3
6ohl)ergs Theory of Moral "e$elo!ment
or this assignment you will need to find another student3 a child3 or a teenager. .s* this
person to answer the ?(enry@ dilemma in the text. Read the following word for word:
In a &uropean country3 a woman is near death from a special *ind of cancer. The one drug that the
doctors thin* might sa2e her is a medicine that a medical researcher has recently disco2ered. The
drug is expensi2e to ma*e3 and the researcher is charging ten times the cost3 or R>3EEE3 for a small
dose. The sic* woman=s husband3 (enry3 approaches e2eryone he *nows in hopes of borrowing
money3 but he can get together only about R63>EE. (e tells the researcher that his wife is dying and
as*s him to lower the price of the drug or let him pay later. The researcher says3 ?No3 I disco2ered
the drug and I=m going to ma*e money from it.@ (enry is desperate and considers stealing the
drug for his wife. )hat would you tell (enry to do+
4. )rite down your sub1ect=s response and his or her age.
6. 7se the chart in the text to rate the stage this response fits in with.
9. "ustify why you rated the response as belonging to this stage.
Handout !4
&ttitudes To3ard &ging
.nswer ?True@ or ?alse@ to each of the following statements:
4. Cogniti2e functioning does not decline significantly in old age.
6. #ld people lose all interest in sex.
9. Gost older people are lonely and unhappy.
<. /elief in a religion usually significantly increases among old people.
>. The 2ast ma1ority of old people li2e in institutions.
C. #ld people rarely ta*e baths or wash their clothes.
D. ear of death increases significantly as a person grows older.
F. #ld people most often tend to be 2ictims of crime.
H. #ld people only want to tal* about the past.
4E. #ld people cannot effecti2ely contribute to society.
Res!onses to *andout 7(8
or 436H4 &ntries.
Percentages may not add up to 4EE percent owing to rounding.
4. Cogniti2e functioning does not decline significantly in old age.
True >DH <<K
alse C>C >EK
6. #ld people lose all interest in sex.
True 44< FK
alse 4346C FDK
9. Gost older people are lonely and unhappy.
True 64C 4CK
alse 43E64 DHK
<. /elief in a religion usually significantly increases among old people.
True F>F CCK
alse 9FE 6HK
>. The 2ast ma1ority of old people li2e in institutions.
True 4>C 46K
alse 43EDF F9K
C. #ld people rarely ta*e baths or wash their clothes.
True H> DK
alse 434<9 FFK
D. ear of death increases significantly as a person grows older.
True <<H 9<K
alse DF4 CEK
F. #ld people most often tend to be 2ictims of crime.
True CHC >9K
alse >9H <4K
H. #ld people only want to tal* about the past.
True 6C6 6EK
alse HD9 D>K
4E. #ld people cannot effecti2ely contribute to society.
True D< >K
alse 434CC HEK
Handout 171
"efense Mechanisms
or each defense mechanism3 pro2ide an example from your own experience ,either
yourself or someone else-.
2efense Mechanism "ersonal Example
Repression
Regression
$isplacement
RationaliBation
$enial
Pro1ection
!ublimation
Reaction formation
Handout 172
%elf.Efficacy %cale
Rate the statements below using this scale:
4 L $isagree strongly
6 L $isagree moderately
9 L Neither agree nor disagree
< L .gree moderately
> L .gree strongly
4. I am able to ma*e sure that my plans will wor*.
6. It is difficult for me to apply myself to my wor*.
9. If I can=t succeed at a 1ob the first time3 I *eep trying till I can.
<. Ga*ing friends is difficult for me.
>. (eredity plays the ma1or role in determining one=s personality.
C. It is difficult for me to ma*e new friends.
D. )hen I set important goals for myself3 I usually achie2e them.
F. I gi2e up on things before completing them.
H. If I see someone I would li*e to meet3 I go to that person rather than waiting for that
person to approach me.
4E. I feel that I wor* best when I am challenged.
44. If something loo*s too complicated3 I will not e2en bother to try it.
46. )hen I ha2e something unpleasant to do3 I stic* to it until I finish it.
49. )hen I decide to do something3 I go right to wor* on it.
4<. )hen trying to learn something new3 I soon gi2e up if I am not initially successful.
4>. I don=t handle unexpected problems 2ery well.
4C. I en1oy the challenge of trying to learn new things3 e2en if they seem difficult.
4D. ailure 1ust ma*es me try harder.
4F. I do not handle myself well in social gatherings.
4H. I feel insecure about my ability to do things.
6E. I feel that I am a self'reliant person.
64. I ha2e ac0uired my friends through my personal abilities at ma*ing friends.
66. I gi2e up easily.
69. I do not seem able to deal with most problems that come up in my life.
!coring:
.dd up your scores for the positi2e items ,Positi2e: 43 93 D3 H3 4E3 463 493 4C3 4D3 6E3 64-.
.dd up your scores for the negati2e items ,Negati2e: 63 <3 >3 C3 F3 443 4<3 4>3 4F3 4H3 663
69-. If your positi2e score is higher than your negati2e score3 then you ha2e a higher self'
efficacy. If the opposite is true3 then you ha2e a lower self'efficacy.
Handout 173
'ocus of Control %cale
Indicate for each statement whether it is True or alse for you. There are no right or
wrong answers5
I usually get what I want in life. ,I-
I need to be *ept informed about news e2ents. ,I-
I ne2er *now where I stand with other people. ,I-
I do not really belie2e in luc* or chance. ,I-
I thin* that I could easily win a lottery. ,&-
If I do not succeed on a tas*3 I tend to gi2e up. ,&-
I usually con2ince others to do things my way. ,I-
People ma*e a difference in controlling crime. ,I-
The success I ha2e is largely a matter of chance. ,&-
Garriage is largely a gamble for most people. ,&-
People must be the master of their own fate. ,I-
It is not important for me to 2ote. ,&-
Gy life seems li*e a series of random e2ents. ,&-
I ne2er try anything that I am not sure of. ,I-
I earn the respect and honors I recei2e. ,I-
. person can get rich by ta*ing ris*s. ,&-
;eaders are successful when they wor* hard. ,I-
Persistence and hard wor* usually lead to success. ,I-
It is difficult to *now who my real friends are. ,&-
#ther people usually control my life. ,&-
!coring: ;oo* at the letters in parentheses after each item. I L internal3 & L external. .dd
up the scores for & and I to indicate which locus of control3 if any3 is dominant.
Handout 174
90e 1Barnum Effect2
7se this scale for the initial personality ?test.@
T(& !&;'7N$&R!T.N$IN8 C;INIC.; R.TIN8 !C.;&
This is a test of personality dispositions or enduring tendencies. To complete this test3
answer each item True or alse3 mar*ing 4 if True and 6 if alse in the corresponding
space on the answer sheet.
$o not discuss your answers with anyone else. :ou will recei2e an interpretation of your
answers at a later date.
G.O& N# G.RO! #N T(I! !(&&T. I :#7 (.P& .N: 57&!TI#N!3 $IR&CT
T(&G T# T(& &A.GIN&R.
4. /efore 2oting3 I thoroughly in2estigate the 0ualifications of all the candidates.
6. I ne2er hesitate to go out of my way to help someone in trouble.
9. It is sometimes hard for me to go on with my wor* if I am not encouraged.
<. I ne2er ha2e intensely disli*ed anyone.
>. #n occasion I ha2e had doubts about my ability to succeed in life.
C. I sometimes feel resentful when I don=t get my way.
D. I am always careful about my manner of dress.
F. Gy table manners at home are as good as when I am eating out in a restaurant.
H. If I could get into a mo2ie without paying and be sure I was not seen I would
probably do it.
4E. #n a few occasions3 I ha2e gi2en up doing something because I thought too little
of my ability.
44. I li*e to gossip at times.
46. No matter who I=m tal*ing to3 I=m always a good listener.
49. I can remember ?playing sic*@ to get out of something.
4<. There ha2e been occasions when I too* ad2antage of someone.
4>. I=m always willing to admit when I ma*e a mista*e.
4C. I always practice what I preach.
4D. I sometimes try to get e2en rather than forgi2e and forget.
4F. )hen I don=t *now something I don=t at all mind admitting it.
4H. I am always courteous3 e2en to people who are disagreeable.
6E. .t times I ha2e really insisted on ha2ing things my own way.
64. There ha2e been occasions when I felt li*e smashing things.
66. I ne2er resent being as*ed to return a fa2or.
69. I ha2e ne2er been ir*ed when people expressed ideas 2ery different from my own.
6<. There ha2e been times when I was 0uite 1ealous of the good fortune of others.
6>. I ha2e almost ne2er felt the urge to tell someone off.
6C. I am sometimes irritated by people who as* fa2ors of me.
6D. I sometimes thin* when people ha2e a misfortune they only got what they
deser2ed.
6F. I ha2e ne2er deliberately said something that hurt someone=s feelings.
&&$/.CO:
:ou ha2e a great need for other people to li*e and to admire you. :our ha2e a tendency to
be critical of yourself. :ou ha2e a great deal of unused capacity that you ha2e not turned
to your ad2antage. .lthough you ha2e some personality wea*nesses3 you generally are
able to compensate for them. :our sexual ad1ustment has presented problems for you.
$isciplined and self'controlled outside3 you tend to be worrisome and insecure inside. .t
times you ha2e serious doubts as to whether you ha2e made the right decision or done the
right thing. :ou prefer a certain amount of change and 2ariety and become dissatisfied
when hemmed in by restrictions and limitations. :ou pride yourself as an independent
thin*er and do not accept others= statements without satisfactory proof. :ou ha2e found it
unwise to be too fran* in re2ealing yourself to others. .t times you are extro2erted3
affable3 and sociable3 while at other times you are intro2erted3 wary3 and reser2ed. !ome
of your aspirations tend to be pretty unrealistic. !ecurity is one of your ma1or goals in
life.
INT&RPR&T.TI#N # T(& !&;'7N$&R!T.N$IN8 C;INIC.; R.TIN8 !C.;&
)& .T TPT! .R& INT&R&!T&$ IN :#7R R&.CTI#N! T# T(& &&$/.CO
PR#PI$&$ /: T(I! R.TIN8 !C.;&. 7!IN8 T(& C.T&8#RI&! /&;#)3
P;&.!& R.T& T(& $&8R&& T# )(IC( T(& &&$/.CO R#G T(I! !C.;&
.CC7R.T&;: $&!CRI/&! :#7R P&R!#N.;IT:.
#R TPT! 7!& #N;:. $# N#T !(.R& T(I! IN#RG.TI#N )IT( #T(&R!.
4 L P&R: P##R3 $#&!N=T IT G& .T .;;.
6 L P##RS #N;: .PP;I&! T# G& . ;ITT;&.
9 L N&IT(&R 8##$ N#R P##R.
< L 8##$S $&!CRI/&! G& 57IT& )&;;.
> L &AC&;;&NTS R&.;;: $&!CRI/&! G& .CC7R.T&;:.
T(.NO :#7 #R :#7R (&;P.
T TPT!3 Inc. 4HHES 6EEF
Handout 111
Methods of Co!ing
or each of the following3 indicate whether it is a problem'focused or emotion'focused
method of coping3 and discuss whether it is a method that you would find useful.
Example Method of !oping
9problem focused+ emotion
focused+ or both:
%seful or Not .hy
;oo*ing at failure as ha2ing
taught you a useful lesson
Trying not to thin* about
the problem
.ccepting responsibility
when something went
wrong
!ee*ing help from other
people
8etting away from the
problemS ta*ing a brea*
eeling that you ha2e
benefited from
disappointment
acing a challenge by
brea*ing it down into
smaller components
Ta*ing a stand against a
difficult situation
Controlling your emotions
e2en though disappointed or
hurt
Handout 112
*o3 "o 0ou Co!e/
/riefly describe a situation that you experienced recently that you considered stressful.
.nswer these 0uestions:
)hat was the e2ent+
)hat made it stressful to you+
Rate each of the 4E statements below. Indicate by using this EJ9 scale which methods of
coping you found useful:
E L Not used
4 L 7sed somewhat
6 L 7sed 0uite a bit
9 L 7sed a great deal
____ 4. I tried to get the person responsible to change his or her mind. ,P-
____ 6. I tried to *eep my feelings to myself. ,&-
____ 9. I criticiBed or lectured myself. ,&-
____ <. I changed or grew as a person in a good way. ,&-
____ >. I stood my ground and fought for what I wanted. ,P-
____ C. I *new what had to be done3 so I doubled my efforts to ma*e things wor*. ,P-
____ D. I found new faith. ,&-
____ F. I made a plan of action and followed it. ,P-
____ H. I refused to belie2e it had happened. ,&-
____ 4E. I came up with a couple of different solutions to the problem. ,P-
!coring: .dd up the scores for P and &. ?P@ indicates a problem'focused approach. ?&@
indicates an emotion'focused approach. This scoring should indicate which method3 if
any3 you used most.
!ource: ol*man3 !.3 U ;aBarus3 R. ,4HF<-. Stress, Appraisal, and Coping. New :or*:
!pringer(andout 44J9
Ty!e & and Ty!e B Beha$ior In$entory
Indicate whether each statement is True or alse for you. T0E$E A$E N) $(70T )$
.$)N7 ANS.E$S5
)hen you are done3 gi2e yourself > points for e2ery item with an ,.- at the end that you
mar*ed as true. Then add these together. 7se the scoring system at the bottom of the
page to learn more about your personality type.
4. I don=t let people *now when I am angry. ,/-
6. Gost people are generally selfish and self'centered. ,.-
9. #ther people consider me a relaxed person. ,/-
<. I feel anxious whene2er I am idle. ,.-
>. I usually can trust the people I wor* with. ,/-
C. I thin* people are basically good. ,/-
D. I become irritated when I must wait for something. ,.-
F. I stay calm in emergency situations. ,.-
H. I am usually patient while waiting for someone. ,/-
4E. I tend to *eep my feelings to myself. ,/-
44. I en1oy wor*ing against deadlines. ,.-
46. It is important to ta*e 2acations regularly. ,/-
49. I tend to concentrate on one problem at a time. ,/-
4<. I really can=t trust other people. ,.-
4>. #ther people ha2e mentioned my hostility. ,.-
4C. I listen to the ideas of other people. ,/-
4D. I often race against time e2en when there is no reason to. ,.-
4F. I often feel suspicious toward others. ,.-
4H. I do not wor* well under deadlines. ,/-
6E. I try to relax when things slow down. ,/-
!coring: &ach Type . response recei2es > points.
EJ4>: $efinite Type /
6EJ9>: Type /
<EJCE: /oth Type . and Type / traits
C>JFE: Type .
F>J4EE: $efinite Type .
Handout 114
Message Framing in &d$ertising
ind two examples of both positi2e and negati2e message framing in ad2ertisements
,print or tele2ision-. or each3 write the example3 indicate what ma*es it positi2e or
negati2e3 and describe its effect on the message recipient.
Advertisement 9"ositive or
Negative:
Message Effect on Message
$ecipient
Positie messages
.d2ertisement %4:
.d2ertisement %6:
!egatie messages
.d2ertisement %4
.d2ertisement %6
Handout 121
-ie3s on Psychological "isorders
Indicate whether you belie2e each statement is True or alse.
____ Gental illness is mainly due to biochemical imbalances.
____ )e should eliminate the insanity plea in court cases.
____ Gost mentally ill indi2iduals could get well if they really tried.
____ Psychological disorders are uni2ersalS e2ery society has mentally ill indi2iduals.
____ People with se2ere psychological disorders should be steriliBed so that they cannot
pass on their problems to offspring.
____ )e should spend more tax money to help people with psychological disorders.
____ $epression is relati2ely rare in our society.
____ Gost people de2elop psychological disorders after a stressful or traumatic e2ent.
____ Gost psychological disorders are genetically transmitted.
____ )omen experience more psychological disorders than men do.
%ur$ey Res!onses to *andout ,9(,
!ur2ey Results for 436>E &ntries
4. Gental illness is mainly due to biochemical imbalances.
True >4F <4K
alse D9C >HK
6. )e should eliminate the insanity plea in court cases.
True 699 4HK
alse 43E4D F4K
9. Gost mentally ill indi2iduals could get well if they really tried.
True 4DF 4<K
alse 43EDE FCK
<. Psychological disorders are uni2ersalS e2ery society has mentally ill indi2iduals.
True CDF ><K
alse >D6 <CK
>. People with se2ere psychological disorders should be steriliBed so that they cannot
pass on their problems to offspring.
True 4C> 49K
alse 43EF9 FDK
C. )e should spend more tax money to help people with psychological disorders.
True >99 <9K
alse D46 >DK
D. $epression is relati2ely rare in our society.
True 99 9K
alse 4649 HDK
F. Gost people de2elop psychological disorders after a stressful or traumatic e2ent.
True ><9 <<K
alse DE< >CK
H. Gost psychological disorders are genetically transmitted.
True 9EC 6<K
alse H<9 DCK
4E. )omen experience more psychological disorders than men do.
True 43EDE 4<4K
alse 9HE >4K
Handout 122
&)normal Psychology in the Media
Choose an example from each category3 and analyBe whether or not it accurately portrays
psychological disorders.
Medium Name 2isorder Accurate or Not .hy or .hy
Not
Go2ie
No2el
Tele2ision
Gusic
#ther+

Handout 123
&ttitudes To3ard Psychothera!y
or each statement3 indicate whether you .gree or $isagree. )hen you are finished3 your
responses will be combined with those of other students who ha2e ta*en this sur2ey.
4. ________ Classical psychoanalysis is the most effecti2e *ind of psychotherapy.
6. ________ Psychotherapy does not really help people with psychological
problems.
9. ________ $rug therapy can be dangerous.
<. ________ /eha2ior therapy does not really help3 because it does not analyBe
unconscious moti2ation.
>. ________ Psychotherapists typically act in an unprofessional manner.
C. ________ $rug therapy is more effecti2e than psychotherapy.
D. ________ There is a social stigma attached to going to a psychologist for therapy.
F. ________ Psychotherapy is effecti2e only with 2ery se2ere psychological
disorders.
H. ________ Clients are often sexually attracted to their therapists.
4E. ________ #ften a psychological problem will go away without therapy.
%ur$ey Res!onses to *andout ,9(+
!ur2ey Results for 4CE &ntries
Percentages may not add up to 4EEK3 because of rounding.
4. Classical psychoanalysis is the most effecti2e *ind of psychotherapy.
True 9D 69K
alse 446 DEK
6. Psychotherapy does not really help people with psychological problems.
True 6< 4>K
alse 46C DFK
9. $rug therapy can be dangerous.
True 49E F4K
alse 6E 46K
<. /eha2ior therapy does not really help3 because it does not analyBe unconscious
moti2ation.
True 9F 69K
alse 444 CHK
>. Psychotherapists typically act in an unprofessional manner.
True 4C 4EK
alse 499 F9K
C. $rug therapy is more effecti2e than psychotherapy.
True 9C 66K
alse 449 DEK
D. There is a social stigma attached to going to a psychologist for therapy.
True 46< DDK
alse 6> 4>K
F. Psychotherapy is effecti2e only with 2ery se2ere psychological disorders.
True 49 FK
alse 49C F>K
H. Clients are often sexually attracted to their therapists.
True >H 9CK
alse H6 >DK
4E. #ften a psychological problem will go away without therapy.
True <C 6FK
alse 4E6 C9K
Handout 124
Com!arison of Thera!y Methods
Choose one disorder that interests you. or this disorder3 show how treatment would be
carried out according to each of the therapy methods.
Method Approach Application to This
Example
Psychoanalysis
/eha2ioral therapy
Cogniti2e therapy
(umanistic therapy
/iomedical therapy
Handout 131
The #eed for Cognition
.nswer ?T@ ,True- or ?@ ,alse -to each 0uestion. There are no right or wrong
answers. )hen you are done3 gi2e yourself one point for e2ery answer that matches
those on the answer *ey. Then add up the points. The higher your score3 the higher your
need for cognition.
4. ___ I really en1oy a tas* that in2ol2es coming up with new solutions to problems.
6. ___ I would prefer a tas* that is intellectual3 difficult3 and important o2er one that
is somewhat important but does not re0uire much thought.
9. ___ ;earning new ways to thin* doesn=t excite me 2ery much.
<. ___ The idea of relying on thought to ma*e my way to the top appeals to me.
>. ___ I only thin* as hard as I ha2e to.
C. ___ I li*e tas*s that re0uire little thought once I=2e learned them.
D. ___ I prefer to thin* about small3 daily pro1ects rather than long'term ones.
F. ___ I would rather do something that re0uires little thought than something that is
sure to challenge my thin*ing abilities.
H. ___ I find satisfaction in deliberating hard and for long hours.
4E. ___ I li*e to ha2e the responsibility of handling a situation that re0uires a lot of
thin*ing.
ANS.E$ 6E#:
44. ___ I really en1oy a tas* that in2ol2es coming up with new solutions to problems.
,T-
46. ___ I would prefer a tas* that is intellectual3 difficult3 and important o2er one that
is somewhat important but does not re0uire much thought. ,T-
49. ___ ;earning new ways to thin* doesn=t excite me 2ery much. ,-
4<. ___ The idea of relying on thought to ma*e my way to the top appeals to me. ,T-
4>. ___ I only thin* as hard as I ha2e to. ,-
4C. ___ I li*e tas*s that re0uire little thought once I=2e learned them. ,-
4D. ___ I prefer to thin* about small3 daily pro1ects rather than long'term ones. ,-
4F. ___ I would rather do something that re0uires little thought than something that is
sure to challenge my thin*ing abilities. ,-
4H. ___ I find satisfaction in deliberating hard and for long hours. ,T-
6E. ___ I li*e to ha2e the responsibility of handling a situation that re0uires a lot of
thin*ing. ,T-
Handout 132
The Effecti$eness of "ifferent Methods of &d$ertising
Choose four ad2ertisements ,from tele2ision or print media-3 contrasting the methods of
processing used.
Type of "rocessing Advertisement 0ow Effective .as (t
Peripheral
Central
#ne'sided
Two'sided
Handout 133
Methods of Com!liance
Pisit se2eral mall stores3 including a department store3 a 1ewelry store3 an electronics
store3 and one ?other@ store. or each store3 write down at least two examples of one of
their sales compliance techni0ues and pro2ide your reaction to that techni0ue below.
Type of Store Advertising or
Sales Tactic %sed
9Specific Example:
Type of
!ompliance
Method This
$epresents
#our $eaction
$epartment store
"ewelry store
&lectronics store
#ther
Handout 134
Identifying the Ty!es of 'o$e
or each of the following scenarios3 indicate the type of lo2e as described in !ternberg=s
theory that seems closest to the example.
Couple has been together for se2eral years3 still feel 2ery close and connected
emotionally3 but do not always feel the same passion toward each other as they
once did.
They ha2e a strong sexual dri2e and a need for physical and romantic contact with
each other but do not feel 2ery close to each other. They ha2e not planned for their
future together3 and in fact ha2e not e2en thought about any form of long'term
commitment.
They ha2e been married for a long time and still 2erbally proclaim their lo2e for
each other but admit to ha2ing lost much of the emotional connectedness3 as well
as the sexual desire that they once had.
.fter more than six years together3 this couple is as ?in lo2e@ as e2er. They remain
close and connected3 2ery sexually and romantically in sync3 and are completely
committed to each other and to their relationship.
This couple has been together for only a couple of months3 and although they feel
they ha2e become close and are connected emotionally3 they ha2e yet to become
passionately in2ol2ed or thin* about their future commitment.
They are in lo2e and both ha2e a strong sexual desire for each other3 and are 2ery
close and connected emotionally3 but they ha2e yet to discuss any future plans that
would include a decision to commit only to each other.
They ha2e been together for a while and are planning on staying together. They
continue to maintain a healthy and satisfying sex life3 but say they do not feel 2ery
closely connected where emotion is concerned.
Handout 135
'eadershi! %ur$ey
Indicate whether each statement is T ,True- or ,alse- for you. There are no right or
wrong answers5 )hen you are finished3 gi2e yourself > points for e2ery answer that
matches that of the answer *ey. Then add these points to determine your leadership
orientation.
4. ____ I try to moti2ate people to do their best.
6. ____ I ha2e an obligation to pro2ide progress reports.
9. ____ I en1oy *eeping others happy.
<. ____ $eadlines are essential for the success of a group.
>. ____ I try to help people relax and ha2e fun.
C. ____ I feel best when others are en1oying themsel2es.
D. ____ I feel I should point out errors in the wor* of others.
F. ____ I en1oy ha2ing responsibility for meeting goals.
H. ____ I listen and respond to the opinions of others.
4E. ____ People usually understand my point of 2iew.
44. ____ #thers loo* to me for direction and example.
46. ____ I always consult other people in a group.
49. ____ People are able to be at ease with me.
4<. ____ I usually spea* with authority.
4>. ____ I am upset when the group is inefficient.
4C. ____ I consider e2eryone3 including myself3 as e0ual.
4D. ____ It is important to ha2e goals and ob1ecti2es.
4F. ____ I usually tell others what to do.
4H. ____ I en1oy being with other people.
6E. ____ I li*e helping other people impro2e.
!coring:
EJ4> !trong social leader orientation
6EJ9> !ocial leader orientation
<EJCE Combination of both traits
C>JFE Tas* leader orientation
F>J4EE !trong tas* leader orientation
.N!)&R O&::
64. ____ I try to moti2ate people to do their best. ,T-
66. ____ I ha2e an obligation to pro2ide progress reports. ,T-
69. ____ I en1oy *eeping others happy. ,-
6<. ____ $eadlines are essential for the success of a group. ,T-
6>. ____ I try to help people relax and ha2e fun. ,-
6C. ____ I feel best when others are en1oying themsel2es. ,-
6D. ____ I feel I should point out errors in the wor* of others. ,T-
6F. ____ I en1oy ha2ing responsibility for meeting goals. ,T-
6H. ____ I listen and respond to the opinions of others. ,-
9E. ____ People usually understand my point of 2iew. ,-
94. ____ #thers loo* to me for direction and example. ,T-
96. ____ I always consult other people in a group. ,-
99. ____ People are able to be at ease with me. ,-
9<. ____ I usually spea* with authority. ,T-
9>. ____ I am upset when the group is inefficient. ,T-
9C. ____ I consider e2eryone3 including myself3 as e0ual. ,-
9D. ____ It is important to ha2e goals and ob1ecti2es. ,T-
9F. ____ I usually tell others what to do. ,T-
9H. ____ I en1oy being with other people. ,-
<E. ____ I li*e helping other people impro2e. ,-