learning assignment psychology

Resources: Course Assignments

Assignment: Learning

Conditioning project.

STEP 1 : Your assignment is to choose one of your OWN behaviors that you would like to modify, using the conditioning principles you learned about in the text. Consider bad habits you might be interested in changing, such as biting your nails, procrastinating, not exercising, etc. You can utilize principles of classical or operant conditioning, recruit others to help you, employ successive approximations and shaping and modify schedules of reinforcement in order to improve your life.

You must spend at least 10 solid days devoted to this project in order to see solid results. Please get started right away.

STEP 2 : Write a 2-3 page paper (500-800 words) about your project that explains your project, the type of conditioning you used, and the methods and procedures used to execute your project. You should explain the process of shaping the behavior and utilize any or all appropriate vocabulary. Finally, include a discussion of the results and an analysis of recommendations for improvement or future changes.

CC licensed content, Original

Conditioning Project. Provided by : Lumen Learning. License : CC BY: Attribution

Share This Book

Bipolar Disorder
Therapy Center
When To See a Therapist
Types of Therapy
Best Online Therapy
Best Couples Therapy
Best Family Therapy
Managing Stress
Sleep and Dreaming
Understanding Emotions
Self-Improvement
Healthy Relationships
Student Resources
Personality Types
Guided Meditations
Verywell Mind Insights
2023 Verywell Mind 25
Mental Health in the Classroom
Editorial Process
Meet Our Review Board
Crisis Support

What Is the Psychology of Learning?

Learning in psychology is based on a person's experiences

Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

James Lacy, MLS, is a fact-checker and researcher.

The psychology of learning focuses on a range of topics related to how people learn and interact with their environments.

Are you preparing for a big test in your psychology of learning class? Or are you just interested in a review of learning and behavioral psychology topics? This learning study guide offers a brief overview of some of the major learning issues including behaviorism, classical, and operant conditioning .

Let's learn a bit more about the psychology of learning.

Definition of Learning in Psychology

Learning can be defined in many ways, but most psychologists would agree that it is a relatively permanent change in behavior that results from experience. During the first half of the 20th century, the school of thought known as behaviorism rose to dominate psychology and sought to explain the learning process. Behaviorism sought to measure only observable behaviors.

3 Types of Learning in Psychology

Behavioral learning falls into three general categories.

Classical Conditioning

Classical conditioning is a learning process in which an association is made between a previously neutral stimulus and a stimulus that naturally evokes a response.

For example, in Pavlov's classic experiment , the smell of food was the naturally occurring stimulus that was paired with the previously neutral ringing of the bell. Once an association had been made between the two, the sound of the bell alone could lead to a response.

For example, if you don't know how to swim and were to fall into a pool, you'd take actions to avoid the pool.

Operant Conditioning

Operant conditioning is a learning process in which the probability of a response occurring is increased or decreased due to reinforcement or punishment. First studied by Edward Thorndike and later by B.F. Skinner , the underlying idea behind operant conditioning is that the consequences of our actions shape voluntary behavior.

Skinner described how reinforcement could lead to increases in behaviors where punishment would result in decreases. He also found that the timing of when reinforcements were delivered influenced how quickly a behavior was learned and how strong the response would be. The timing and rate of reinforcement are known as schedules of reinforcement .

For example, your child might learn to complete their homework because you reward them with treats and/or praise.

Observational Learning

Observational learning is a process in which learning occurs through observing and imitating others. Albert Bandura's social learning theory suggests that in addition to learning through conditioning, people also learn through observing and imitating the actions of others.

Basic Principles of Social Learning Theory

As demonstrated in his classic Bobo Doll experiments, people will imitate the actions of others without direct reinforcement. Four important elements are essential for effective observational learning: attention, motor skills, motivation, and memory.

For example, a teen's older sibling gets a speeding ticket, with the unpleasant results of fines and restrictions. The teen then learns not to speed when they take up driving.

The three types of learning in psychology are classical conditioning, operant conditioning, and observational learning.

History of the Psychology of Learning

One of the first thinkers to study how learning influences behavior was psychologist John B. Watson , who suggested in his seminal 1913 paper Psychology as the Behaviorist Views It that all behaviors are a result of the learning process. Psychology, the behaviorists believed, should be the scientific study of observable, measurable behavior. Watson's work included the famous Little Albert experiment in which he conditioned a small child to fear a white rat.

Behaviorism dominated psychology for much of the early 20th century. Although behavioral approaches remain important today, the latter part of the century was marked by the emergence of humanistic psychology, biological psychology, and cognitive psychology .

Other important figures in the psychology of learning include:

Edward Thorndike
Ivan Pavlov
B.F. Skinner
Albert Bandura

A Word From Verywell

The psychology of learning encompasses a vast body of research that generally focuses on classical conditioning, operant conditioning, and observational learning. As the field evolves, it continues to have important implications for explaining and motivating human behavior.

By Kendra Cherry, MSEd Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

Top Courses
Online Degrees
Find your New Career
Join for Free

Introduction to Psychology

Taught in English

Some content may not be translated

Financial aid available

478,897 already enrolled

Gain insight into a topic and learn the fundamentals

Instructor: Steve Joordens

Included with Coursera Plus

(5,005 reviews)

Skills you'll gain

Psychological Issues

Social Psychology

Mental illness, details to know.

Add to your LinkedIn profile

See how employees at top companies are mastering in-demand skills

Earn a career certificate

Add this credential to your LinkedIn profile, resume, or CV

Share it on social media and in your performance review

There are 12 modules in this course

This course will highlight the most interesting experiments within the field of psychology, discussing the implications of those studies for our understanding of the human mind and human behavior. We will explore the brain and some of the cognitive abilities it supports like memory, learning, attention, perception and consciousness. We will examine human development - both in terms of growing up and growing old - and will discuss the manner in which the behavior of others affect our own thoughts and behavior. Finally we will discuss various forms of mental illness and the treatments that are used to help those who suffer from them.

The fact of the matter is that humans routinely do amazing things without appreciating how interesting they are. However, we are also routinely influenced by people and events without always being aware of those influences. By the end of this course you will have gained a much better understanding and appreciation of who you are and how you work. And I can guarantee you that you'll learn things that you'll be telling your friends and family about, things that will fundamentally change the way you think of yourself and others. How can you resist that?!

Welcome and Orientation to the Course

This section is about your orientation to the Coursera interface and the logistics of the course.

What's included

2 readings • total 20 minutes.

Course Logistics • 10 minutes
Links to Outside Resources • 10 minutes

History & the Scientific Method

This section is about exploring the introduction to the Science of Psychology. At the end of this first section you'll be able to identify and discuss some of the major movements in the Science of Psychology.

7 videos • Total 107 minutes

Lecture 1 - Psychology Emerges... (14:38 min) • 14 minutes • Preview module
Lecture 2 - Before Freud (17:46 min) • 17 minutes
Lecture 3 - Freud (14:26 min) • 14 minutes
Lecture 4 - After Freud (16:25 min) • 16 minutes
Lecture 5 - Truth Seeking (12:35 min) • 12 minutes
Lecture 6 - Knowledge Association (15:49 min) • 15 minutes
Lecture 7 - Knowledge by Contrast (15:23 min) • 15 minutes

The Matter of the Mind

There was a time when one could study Psychology without linking phenomena back to the brain itself, but those days are slowly disappearing. Now every Psychology student, yourself included, is expected to have at least a general knowledge of brain organization and structure. At the end of this section you will be able to locate structures of the brain and discuss its organization.

8 videos • Total 121 minutes

Lecture 1 - Brain Matter (20:20 min) • 20 minutes • Preview module
Lecture 2 - Your Light Switch (12:40 min) • 12 minutes
Lecture 3 - Subcortical Regions (13:27 min) • 13 minutes
Lecture 4 - The Occipital Lobe (10:59 min) • 10 minutes
Lecture 5 - The Temporal Lobe (14:51 min) • 14 minutes
Lecture 6 - The Parietal Lobe (16:07 min) • 16 minutes
Lecture 7 - The Frontal Lobe (18:10 min) • 18 minutes
Lecture 8 - Split Brain (14:40 min) • 14 minutes

Sensation, Perception, Attention and Awareness

This section is all about the systems our brain uses to get input from the world ... you will be able to recognize what those things around us are and where they are ... and be able to interpret who we are and how we fit.

8 videos • Total 132 minutes

Lecture 1 - Outside In (14:26 min) • 14 minutes • Preview module
Lecture 2 - Point of Contact (20:24 min) • 20 minutes
Lecture 3 - Perceiving What: Part 1 (18:38 min) • 18 minutes
Lecture 4 - Perceiving What: Part 2 (17:50 min) • 17 minutes
Lecture 5 - Perceiving Where (17:35 min) • 17 minutes
Lecture 6 - Selection (16:38 min) • 16 minutes
Lecture 7 - Self Awareness (13:21 min) • 13 minutes
Lecture 8 - Theory of Mind (13:40 min) • 13 minutes

This section is all about learning and behaviourism. When you're done the videos you'll be able to name and describe the topic of learning and behaviour in contexts such as flirting and gambling!

8 videos 1 quiz

8 videos • Total 117 minutes

Lecture 1 - Forces of Nature (15:18 min) • 15 minutes • Preview module
Lecture 2 - Rise of Behaviorism (15:59 min) • 15 minutes
Lecture 3 - Learning (14:09 min) • 14 minutes
Lecture 4 - Learning by Consequence (17:32 min) • 17 minutes
Lecture 5 - How to Flirt (17:38 min) • 17 minutes
Lecture 6 - Conditioned Superstition (10:02 min) • 10 minutes
Lecture 7 - Passing the Test (14:40 min) • 14 minutes
Lecture 8 - Observational Learning (11:52 min) • 11 minutes

1 quiz • Total 30 minutes

Midterm Test • 30 minutes

This topic is Memory, and it's a big topic, and one I know a fair amount about. It was hard to figure out what to present and what to leave out. I tried to include some of the most interesting stuff. I hope you agree. After this section you'll be able to define and summarize topics such as False Memory and Amnesia.

8 videos • Total 125 minutes

Lecture 1 - Memory is Not Singular: Part 1 (15:55 min) • 15 minutes • Preview module
Lecture 2 - Memory is Not Singular: Part 2 (24:34 min) • 24 minutes
Lecture 3 - Reconstructive Memory (13:18 min) • 13 minutes
Lecture 4 - False Memory (9:40 min) • 9 minutes
Lecture 5 - Deja Vu (19:23 min) • 19 minutes
Lecture 6 - Familiarity (12:33 min) • 12 minutes
Lecture 7 - Amnesias (15:45 min) • 15 minutes
Lecture 8 - What is Not Forgotten (14:39 min) • 14 minutes

The Social Mind

This topic is Social Psychology and it features some of the most controversial experiments in psychology. Some of these will having you thinking very deeply for a long time after you see them. You'll have time to analyze and interpret our experience with conformity and authority.

8 videos • Total 128 minutes

Lecture 1 - Conformity (13:51 min) • 13 minutes • Preview module
Lecture 2 - Authority (16:29 min) • 16 minutes
Lecture 3 - Protecting the Self (15:04 min) • 15 minutes
Lecture 4 - Good People Do Bad (16:25 min) • 16 minutes
Lecture 5 - Bystander Interference (12:00 min) • 12 minutes
Lecture 6 - Schemas, Stereotypes and Prejudice (16:16 min) • 16 minutes
Lecture 7 - Competition, Ignorance, Fear and Prejudice (18:28 min) • 18 minutes
Lecture 8 - Attraction (20:15 min) • 20 minutes

This topic is Clinical Psychology and you'll learn both about various clinical disorders, and about the therapies commonly used to treat them.You'll be able to extend this knowledge to different disorders. Be careful to not start diagnosing all your friends or family (or yourself!)

8 videos • Total 162 minutes

Lecture 1 - Diagnosis (21:22 min) • 21 minutes • Preview module
Lecture 2 - Anxiety Disorders (21:58 min) • 21 minutes
Lecture 3 - Disorders of Emotion (20:32 min) • 20 minutes
Lecture 4 - Schizophrenia (22:24 min) • 22 minutes
Lecture 5 - Personality Disorders (15:48 min) • 15 minutes
Lecture 6 - Insight Therapies (17:53 min) • 17 minutes
Lecture 7 - Cognitive Behavioural Therapy (20:30 min) • 20 minutes
Lecture 8 - Biological Treatments (21:44 min) • 21 minutes

Videos by Request

This module is all about you and is about extending our foundational knowledge in the field of psychology so you can discover and describe to others more of what's interesting to you. These curated videos are based on past course requests. We will add new ones as well from time to time as new cohorts make requests.

8 videos • Total 220 minutes

Lecture 1 - Sleep (24:59 min) • 24 minutes • Preview module
Lecture 2 - Dreams (20:58 min) • 20 minutes
Lecture 3 - Hypnosis (38:49 min) • 38 minutes
Lecture 4 - Stages of Development (26:21 min) • 26 minutes
Lecture 5 - Parent-Child Relationships (27:14 min) • 27 minutes
Lecture 6 - Intelligence (27:29 min) • 27 minutes
Lecture 7 - PTSD (23:20 min) • 23 minutes
Lecture 8 - Love (31:19 min) • 31 minutes
Final Exam • 30 minutes

Final Assignment

Final Peer Assessment Assignment

1 peer review

1 peer review • Total 60 minutes

Relating the Class to World Events • 60 minutes

Links to Outside Resources

This reading item has links to resources referenced in the course

1 reading • Total 10 minutes

Links to Resources • 10 minutes

Super Optional Videos

These are extras and side videos that you are not tested on. Feel free to watch if you're interested.

8 videos • Total 108 minutes

MOOC2 - Week 1 - Side Dish 1 • 13 minutes • Preview module
DanVoyer • 23 minutes
Complex Brains working and not • 12 minutes
Halloween Side Dish Treat • 24 minutes
Synesthesia Side Dish • 7 minutes
Anthony Rucco Interview • 13 minutes
Jessica Dere Interview • 13 minutes
Until Next Time Beans! • 1 minute

Instructor ratings

We asked all learners to give feedback on our instructors based on the quality of their teaching style.

Established in 1827, the University of Toronto is one of the world’s leading universities, renowned for its excellence in teaching, research, innovation and entrepreneurship, as well as its impact on economic prosperity and social well-being around the globe.

Recommended if you're interested in Psychology

Yale University

Wesleyan University

The University of Sydney

Positive Psychiatry and Mental Health

Coursera Project Network

Crea formularios con React Hooks y MUI

Guided Project

Why people choose Coursera for their career

Learner reviews

Showing 3 of 5005

5,005 reviews

Reviewed on Feb 8, 2019

it was quite an interesting course, the instructor was entertaining yet delivered the course intensively. i had a good time even though i felt some lectures could have been shorter. kudos!

Reviewed on Nov 28, 2021

Perfect start. This motivates me to learn more. Prof. Steve is my favorite teacher now. Couldn't have asked for a better person to teach me. Scratched the surface pretty well, now time to dive deeper.

Reviewed on Feb 14, 2017

Professor Steve Joordens is beyond awesome!! He made the Introduction to Psychology MOOC both interesting and fun. I would highly recommend this course to everyone. I give it a five-star rating!

New to Psychology? Start here.

Open new doors with Coursera Plus

Unlimited access to 7,000+ world-class courses, hands-on projects, and job-ready certificate programs - all included in your subscription

Advance your career with an online degree

Earn a degree from world-class universities - 100% online

Join over 3,400 global companies that choose Coursera for Business

Upskill your employees to excel in the digital economy

Frequently asked questions

When will i have access to the lectures and assignments.

Access to lectures and assignments depends on your type of enrollment. If you take a course in audit mode, you will be able to see most course materials for free. To access graded assignments and to earn a Certificate, you will need to purchase the Certificate experience, during or after your audit. If you don't see the audit option:

The course may not offer an audit option. You can try a Free Trial instead, or apply for Financial Aid.

The course may offer 'Full Course, No Certificate' instead. This option lets you see all course materials, submit required assessments, and get a final grade. This also means that you will not be able to purchase a Certificate experience.

What will I get if I purchase the Certificate?

When you purchase a Certificate you get access to all course materials, including graded assignments. Upon completing the course, your electronic Certificate will be added to your Accomplishments page - from there, you can print your Certificate or add it to your LinkedIn profile. If you only want to read and view the course content, you can audit the course for free.

What is the refund policy?

You will be eligible for a full refund until two weeks after your payment date, or (for courses that have just launched) until two weeks after the first session of the course begins, whichever is later. You cannot receive a refund once you’ve earned a Course Certificate, even if you complete the course within the two-week refund period. See our full refund policy Opens in a new tab .

Is financial aid available?

Yes. In select learning programs, you can apply for financial aid or a scholarship if you can’t afford the enrollment fee. If fin aid or scholarship is available for your learning program selection, you’ll find a link to apply on the description page.

Resources for Teachers of Psychology

The Society for the Teaching of Psychology (STP) curates and distributes teaching and advising materials to all teachers of psychology (e.g., 4-year instructors, 2-year instructors, and high-school teachers). The resources available below are documents that can pertain to any aspect of teaching. (NOTE: Syllabi have their own listings under Project Syllabus .)

Instructors have generously shared classroom activities, annotated bibliographies, film guides, lab manuals, advising aids, textbook compendiums, and much more. Notations indicate those that developed from Instructional Resource Awards .

Guidelines for Authors and Reviewers of Prospective Resources

All of These Resources are Peer-Reviewed

Did you know that all of the resources on this site are peer-reviewed before they are accepted for distribution? In this way, STP attempts to encourage teaching as scholarship and to provide an endorsement of such work to heighten its value at the local level. Our peer-review process requires all submissions to describe how the resource is based on evidence-based practices.

Please note: Because we require all resources on this page to undergo our peer-review process, we do not include links to any resources available from other websites that have not first undergone our peer-review process.

Do you have an idea for a teaching or advising resource that we could distribute? If you are interested in discussing an idea for a possible project, please contact Ashley Waggoner Denton, STP's Editor of Best Practices in Teaching and Learning, at [email protected] .

Request for Volunteers

Would you like to volunteer to review new teaching resource submissions? Reviewing resources is a great way to contribute to STP with a modest time commitment. If you would like to join the reviewer pool, please send the following information to Ashley Waggoner Denton, STP's Editor of Best Practices in Teaching and Learning, at [email protected] . 1) Complete contact information, especially e-mail address, phone number, and institution(s) where you teach 2) A list of courses you teach 3) Other areas that you feel competent to review (e.g., Advising, Careers, Ethics, Film, Practica/Internships, Technology)

Abnormal/Clinical/Counseling Return to Index

An experiential approach to teaching counseling skills: instructional modules for undergraduate and graduate students in psychology (2020).

Note: 2019 Instructional Resource Award

Educating Students about Professional Licensure in Health Service Psychology (2016)

Dsm-5: using key changes to highlight critical teaching points for undergraduate psychology instructors (2014), why does johnny tantrum (2014).

Introduction to narration (Word)
Why Does Johnny Trantrum (PowerPoint)

Author: Ennio Cipani Affiliation: National University Description: The PowerPoint file provides an introductory narrated presentation (under 8 min.) on a functional behavioral perspective on human behavior, especially explaining why challenging problem behaviors occur. Dr. Cipani contrasts this approach to understanding human behavior with a more traditional approach. The Word document suggests how to use the narration to stimulate class discussion.

Advising Return to Index

Developing and enhancing students’ job search skills and motivation: an online job search intervention training module (2018).

STP Best Practices Author: Christopher J. Budnick & Larissa K. Barber Affiliation: Southern Connecticut State University & Northern Illinois University Description: This 47-page online training program provides a flexible, low labor, and low cost approach to implementing undergraduate student job search skills and motivation training into psychology courses. Designed to be easily modifiable, this module can be presented via online survey software (e.g., Qualtrics, SurveyMonkey) and housed/deployed using learning management systems. Although this resource should be useful for any instructor wishing to embed job search training in their courses, it will likely especially benefit internship advisors, psychology instructors teaching career-focused courses, and industrial-organizational psychology instructors discussing application and selection processes.

Note: 2016 Instructional Resource Award

Interpersonal Helping Skills Instruction in Undergraduate Psychology Internship Courses (2017)

Part 1: Introduction to Resources and Background
Part 2: Student Handouts
Part 3: Instructor’s Guide

Author: Melissa J. Himelein Affiliation: University of North Carolina, Asheville Description: This 3-part resource advocates a curriculum focused on the instruction of interpersonal helping skills, defined as communication strategies that demonstrate a listener’s attention, interest, understanding, self-awareness, and ability to help. The resource provides instructors with the tools needed to integrate a helping skills curriculum into practicum-centered courses. Part 1 summarizes research establishing the theoretical and empirical basis of a helping skills curriculum. Part 2 provides a set of handouts, which can be distributed to students, summarizing each of 10 specific helping skills. Part 3 offers an instructor’s guide for faculty teaching internship courses containing background information, pedagogical strategies, and resource suggestions pertinent to the teaching of each skill.

Creating a Successful Career in Art Therapy: Advising Guide for Psychology Faculty and Students (2017)

An online career-exploration resource for psychology majors (2018).

For Faculty: A Formal Introduction to the Resource For Students: An Online Career-Exploration Resource for Psychology Majors For Departments: An Online Career-Exploration Resource for Psychology Majors (Poster) - 2016.pptx (Version for modifying to suit your needs) For Departments: A n Online Career-Exploration Resource for Psychology Majors Poster - PDF (Version for printing or viewing on a mobile device) For High School Teachers: An Online Vocational-Exploration Resource for High School Psychology Students

Author: Drew C. Appleby Affiliation: Indiana University Purdue University Indianapolis

Description: This resource is composed of the following four parts.

The first (for faculty) is a formal introduction containing ways to use the resource to promote student success and lists of printed and online sources to aid faculty in their career-advising activities.
The second (for students) consists of more than 2,400 hotlinks psychology majors can use to explore 300 careers they can prepare to enter that have been organized into 15 broad occupational categories to facilitate searching. Persons employed in 57 of these careers are psychologists who must hold the appropriate graduate degree. The remaining 243 psychology-related careers (i.e., those that require the demonstration of psychological knowledge and skills, but which do not carry the title of psychologist) are divided almost equally into two categories: those that can be entered with a bachelor’s degree and those that require a graduate degree.
The third is a poster departments can print and post. Faculty, advisors, and administrators can use this resource in classes, advising sessions, and departmental websites to help psychology majors begin the process of accomplishing Goal 5: Professional Development of APA’s Guidelines for the Undergraduate Psychology Major: Version 2.0 by acquiring an understanding of the “settings in which people with backgrounds in psychology typically work,” thus helping them to “develop meaningful professional directions.”
The fourth is a poster that high school teachers can use to help their students begin the process of accomplishing the Vocational Applications component of APA’s National Standards for High School Psychology Curricula by identifying “careers in psychological science and practice,” “careers related to psychology,” and “degree requirements for psychologists and psychology-related careers.”

Three New Ways to Bring Students’ Attention to the Kisses of Death in the Graduate School Application Process (2015)

Psychology career advice videos (2015), internship supervision resources for developing student employability (2015), educating prospective students of professional psychology about the supply-demand internship crisis (2013), a job list of one's own: creating customized career information for psychology majors (2009), doctor of psychology programs today: location, accreditation, administration, specialization (2007), undergraduate preparation for graduate training in forensic psychology (2006), so your students want to be sport psychologists (2003), a student's guide to careers in the helping professions (1999), position opening: professor--is college teaching a career you should consider (1992), writing letters of recommendation for students: how to protect yourself from liability (1991), what departments and faculty can do to assist their undergraduate students with their graduate school planning (1990), capstones return to index, work-integrated learning internships in psychology (2023), child development return to index, the benefits of incorporating a community project in a child development course (2021).

Authors: Jason McCartney and Rhyannon Bemis

Lev’s Research Legacy: A Developmental Psychology Research Methods Activity (2016)

Punishment on trial: a resource guide to child discipline (2009), curriculum guide for instruction in child maltreatment (2007), cognitive psychology return to index, cognitive psychology games day manual (2024), conference hosting return to index, how to host an undergraduate twitter poster conference (2021), how to host a student psychology conference at your college: a model from the national office of psi beta (1999), diversity return to index, social justice pedagogy in psychology: advocating for access to mental health care for youth (2019), increasing inclusiveness and awareness: disability in introductory psychology (2019), presidential taskforce on diversity education (ptde) (2012).

Author: Mary Kite, Ball State University, Chair, Rosemary Blieszner, Virginia Polytechnic Institute and State University, James E. Freeman, University of Virginia, Ladonna Lewis, Glendale Community College, Jeffery Scott Mio, California State Polytechnic University Description: The APA Task Force on Diversity Education Resources was established by the 2006 APA President Gerry Koocher. The group’s mission was to provide support for instructors who want to address diversity issues in their classrooms. The Task Force compiled annotated bibliographies of teaching resources, including books, book chapters, journal articles, films, websites, and other media. Topics (noted on the navigational bar on the left of this page) included cross-cutting issues, such as assessment, institutional support for diversity education and, power and privilege and specific categories such as Race/Ethnicity, Religion, Gender/Sex, Sexual Orientation, and Age. The resources were developed for teachers of psychology at the high school, undergraduate, graduate, and post-graduate level. The Division 2 Diversity Committee will continue the PTDE's work by making yearly updates to these resources.

Diversity Related Bibliography and Resources (2008)

Understanding and expanding multicultural competence in teaching: a faculty guide (2005), psychology of peace and mass violence -- genocide, torture, and human rights: informational resources (2004), psychology of peace and mass violence -- war, ethnopolitical conflict, and terrorism: informational resources (2004), psychology of peace and mass violence: instructional resources (2004), simulation of a world congress of sexology symposium on aids (2001), informational resources for teaching cross-cultural issues in psychology (1998), activities and videos for teaching cross-cultural issues in psychology (1998), including gay, lesbian, and bisexual students on campus: a short annotated reading list (1994), environmental psychology return to index, teaching psychology for sustainability: a manual of resources (2006), ethical issues return to index, plagiarism prevention tutorial: how to avoid common forms of plagiarism (2020, revised).

Introduction to Plagiarism Prevention Tutorial
Plagiarism Prevention Tutorial
Plagiarism Prevention Quiz Questions
Plagiarism Prevention Quiz Key (requires login)

Tutoriel sur la prévention du plagiat : comment éviter les formes communes de plagiat. [French translation] (2023, Revised)

Présentation du tutoriel
Tutoriel sur la prévention du plagiat
Questionnaire sur la prévention du plagiat
Corrigé du questionnaire

Auteure: Kosha Bramesfeld Affiliation: Humber College Description : Le tutoriel de 79 diapositives traite des erreurs fréquentes pouvant mener au plagiat, incluant (a) ne pas citer ses sources correctement; (b) copier les mots ou la structure du travail d’autres auteurs; (c) surutiliser le travail d’autres auteurs, aux dépens de sa propre contribution. Les étudiants apprennent comment corriger ces erreurs au fur et à mesure de leur progression à travers les cinq sections du tutoriel : (1) Qu’est-ce que le plagiat; (2) Citer ses sources selon les normes de l’APA; (3) Reformuler; (4) S’assurer que votre travail vous appartient; (5) Mettre en forme une liste de références. Les ressources disponibles comprennent une description du tutoriel et une banque de questions de type vrai ou faux et de questions à choix de réponses multiples. Le corrigé du questionnaire est accessible sur la section du site réservée aux membres ou en contactant l’auteure par courrier électronique. La traduction par: Marie-Claude Richard & Sophie Dubé (Université Laval) Note : La ressource suivante a été traduite du texte original en anglais vers le français avec la permission de la Division 2 de l’Association américaine de psychologie. La Division 2 ne garantit pas l’exactitude de la traduction qui n’est pas un produit officiel de la Division 2 de l’Association américaine de psychologie. Pour tout renseignement concernant cette ressource ou toute autre publication de la Division 2 de l’Association américaine de psychologie, veuillez envoyer un courriel à [email protected].

IRBs and Research on Teaching and Learning (2014)

Activities guide: teaching ethics in the introduction to psychology course (2013), beyond milgram: expanding research ethics education to participant responsibilities (2012), educating students about plagiarism (2012), scientific misconduct: an annotated bibliography of articles selected for their lecture development value (1994), sensitizing undergraduate students to the nature, causes, scope, and consequences of research fraud: preliminary report (1993), ethical issues in teaching and academic life: annotated bibliography (1993), faculty development return to index, video clips of elements of master teaching (2013), peer review of teaching: an overview (1998), film in psychology return to index, documentary films for teaching psychology (2011), films illustrating psychopathology (2009), films illustrating character strengths and virtues (2008), using film to teach psychology: a resource of film study guides (2006), history of psychology return to index, women in psychology (2003), human sexuality return to index, the development of sexual orientation: a teaching resource (2007 – module 8 added in 2009), industrial/organizational psychology return to index, materials for incorporating i/o into an introductory psychology course (2013), international psychology return to index, taking psychology abroad: resources for designing your study abroad course (2009), international psychology: a compendium of textbooks for selected courses evaluated for international content (2002), international psychology: annotated bibliography, relevant organizations, and course suggestions (2002), introductory psychology return to index, introductory psychology scientific reasoning modules (for small classes) (2019).

Table of Contents
ZIP file with Resources

Accessible Modules for Improving Scientific Reasoning in Large Introductory Psychology Classes (2019)

Game-based experiential learning in introductory psychology (2016).

Instructor's Guide
Student's Guide

Author(s): Jaclyn Spivey Affiliation: York College Description: This resource introduces a game-based approach to out-of-class activities for Introductory Psychology students. The 16-page instructor’s guide provides background and implementation advice; the 4-page students’ guide lists 9 individual and 6 small-group activities. Because of the asynchronous nature of the activities and required social media documentation, these activities can be used in traditional as well as online settings. Note: 2015 Instructional Resource Award

Writing to Learn, Reciting to Remember: Applying Learning and Memory Principles to Flashcards (2015)

Author(s): Mark L. Mitchell and Janina M. Jolley Affiliation: Clarion University Description: This resource is a tutorial (using PowerPoint®) for students to help them understand, retain, and apply both effective concept learning strategies and effective memory strategies, primarily by creating and then studying from flashcards. Following the presentation of material, students can take a quiz and print out their results to turn in to their instructor. In addition, a 5-page document summarizes for instructors what students will be learning.

Statistical Literacy in the Introductory Psychology Course (2014)

Psychology major learning goals
Introductory Psychology learning goals
Literacy resources

Author(s): STP Statistical Literacy Taskforce 2012

Description: The Taskforce created two sets of statistical literacy standards: one for Introductory Psychology at both the high school and college levels and one for undergraduates majoring in basic and applied psychological science. In addition they created a 40-page annotated list of resources that provides examples of the kinds of resources that might be useful for instructors who want to implement the learning goals. Those resources are organized around the topics of general statistical literacy issues, general teaching resources, specific activities and assignments, technology, assessment, websites with more general resources, and ethics/research methods.

Scientific Literacy in a Psychology Curriculum Module (2013)

Instructional Materials
Student Materials
PowerPoint Slides (If using internet explorer, ignore the username/password box that appears when you click on "open")
Undercover.pptx

Flashcards-Plus: A Strategy to Help Students Prepare for Three Types of Multiple-Choice Questions Commonly Found on Introductory Psychology Tests (2013)

Introductory Article
PowerPoint Slides (If using internet explorer, ignore the username/password box that appears when you click on "open")

Author: Drew C. Appleby Affiliation: Indiana University-Purdue University Indianapolis (Retired) Description: The purpose of this resource is to provide students with a research-based study strategy (creating flashcards) designed to help them understand, prepare for, and take multiple-choice tests more successfully. The 32 slides that accompany the introductory article familiarize students with three types of cognitive processes their instructors will commonly ask them to use in their classes and then invite them to model the behavior of their instructors by creating flashcards. Their flashcards should contain verbatim definitions for retention questions, accurate paraphrases for comprehension questions, and realistic examples for application questions.

Integrating Mnemonics into Psychology Instruction (2011)

A compendium of introductory psychology texts (2003-2006) (2006), frequently cited concepts in current introduction to psychology textbooks (2006), principles of psychology: experimental foundations laboratory manual (2002), learning and memory return to index, writing to learn, reciting to remember: applying learning and memory principles to flashcards (2015), learning and memory strategy demonstrations for the psychology classroom (2014), cases in negative reinforcement (2010), media psychology return to index, teaching scientific literacy and public engagement with social media (2018), instructor resources for media psychology (2010), taking it to the streets: how to give psychology away and become a local media hero (2009), national standards return to index, national standards for the teaching of high school psychology (2011), principles for quality undergraduate education in psychology (2011), apa guidelines for the undergraduate psychology major (2007), open educational resources return to index, a primer on open educational resources (oer) for psychology instructors: background, resources, and materials (2017), outcomes return to index, the employable skills self-efficacy survey: an assessment of and resource for fostering skill development (2017), an electronic workbook for assessing the dunn et al. (2007) “quality benchmarks in undergraduate psychology programs" (2008), measuring the varied skills of psychology majors: a revision and update of the academic skills inventory (2013), a guide to writing learning objectives for teachers of psychology (2012), goals and objectives for the undergraduate psychology major: recommendations from a meeting of california state university psychology faculty (2000), physiological / biological psychology return to index, authentic assessments for biopsychology: encouraging learning and retention by applying biopsychological knowledge in real-world contexts (2019), enhancing the physiological psychology course through the development of neuroanatomy laboratory experiences and integrative exercises (2013), interactive teaching activities for introductory biopsychology (2012), positive psychology return to index, positive psychology teaching tools: supplemental readings to core texts (2012), psychology and law return to index, psychology and law: a teaching resource (2005), sensation and perception return to index, build-your-own sensation and perception lab kits: a compilation of inexpensive, accessible activities (2022), sensation and perception: activities to enhance learning (2017), using the drawing and animation tools in powerpoint® to build your own visual perception demonstrations (2010), problem-based group activities for a sensation & perception course [english version] (2009), actividades grupales basadas en problemas para un curso sobre sensación & percepción [spanish translation] (2009), social psychology return to index, “c’est la vie: the game of social life: a role-playing game for teaching about privilege, oppression, and intersectionality” (2015).

Author: Kosha D. Bramesfeld Institution: Ryerson University Description: This resource is an empathy-based privilege and oppression awareness intervention that can be used to help students engage in difficult dialogues surrounding the issues of privilege, oppression, and intersectionality. The materials include (a) 64 character profiles and game sheets that describe the demographic characteristics and resources assigned to each player’s character, (b) a strategy game that presents students with a variety of different decision scenarios that interact with their character’s resources (described in a 33-slide presentation), and (c) an instructor’s guide that covers the development of the game, its recommended uses, and a debriefing and discussion points that help students reflect on the outcomes of the game, its connections with real life inequality, and the role that privilege and oppression might play in the students’ own lives.

Activities for Teaching about Prejudice and Discrimination (2013)

Statistics and research methods return to index, writing testable research hypotheses: a guided student activity (2023).

Writing Testable Research Hypotheses: A Guided Student Activity (DOCX)
Hypothesis Activity Instructional Slides: PDF
Hypothesis Activity Instructional Slides: Powerpoint Slides
Hypothesis Activity Instructional Slides: Powerpoint Slides (Accessible Version)
Hypothesis Activity Student Handout (PDF)
Hypothesis Activity Student Handout (DOCX)

Author: Kate G. Anderson Affiliation: Presbyterian College Description: This three-part resource describes an activity for teaching students how to write testable research hypotheses. Through this scaffolded activity, students are introduced to the structure of a testable hypothesis and are given the opportunity to practice writing operational definitions and testable correlational and experimental hypothesis. Suitable for use in an introductory research methods class, this activity can be also used by instructors looking to review these fundamental skills in any course. The resource includes an instructor guide, ready-to-use instructional slides, and a student handout.

Making Research Reproducible (2022)

Making Research Reproducible: Teaching Guide
Making Research Reproducible: Powerpoint Slides
Music and Room Color Data

Authors: Jason McCarley & Raechel Soicher Affiliations: Oregon State University Description: This 32-page resource (plus supplementary materials) provides instructors with the resources they need to teach analytical reproducibility to undergraduate students. It includes an introduction to the concept of reproducibility and its importance, a discussion of the challenges researchers face when trying to reproduce others' work, and an activity that teaches students how to prepare their materials in a reproducible way (with step-by-step instructions for both JASP and R users). Instructors will also benefit from a set of ready-to-use PowerPoint slides. Note: 2021 Instructional Resource Award

Evaluating Research Summaries (2021)

Answers & Explanations (PDF)

Authors: Keith Millis 1 , Diane Halpern 2 , Katja Wiemer 1 , Patricia Wallace 1 Affiliations: 1 Northern Illinois University, 2 Claremont McKenna College Description: This two-part resource, geared toward undergraduate and high school students, provides students with opportunities to learn ways research may be flawed or limited. The first document includes 16 research summaries that contain one or more methodological flaws (e.g., no control group, small sample size). Students must identify which of the 12 possible flaws could be limiting the research presented. Answers and explanations are provided in the second document.

An Exercise to Assess Student Understanding of Bottleneck Concepts in Research Methods (2018)

Statistics that stick: embedding humor in statistics related teaching materials (2016), poker chip people: using manipulatives in a college level statistics course (2015).

Instructor Manual
Male Face Labels
Female Face Labels
Back labels: Page 1 - Page 2

Instructor Materials for Teaching Research Methods Using a Consulting Model (2015)

Increasing graphing literacy and graphing ability in undergraduate psychology majors through active learning based exercises (2014) .

Author: Meridith Pease Selden Affiliation: Yuba College Description: This 63-page resource is designed to increase students’ ability to read graphs and to create a variety of types of graphs in Microsoft’s Excel program. In-class activities and detailed instructions (including screen shots) are appropriate primarily for the graphing unit in a statistics or research methods class, but other instructors who want to help students read primary sources can select particular stand-alone activities from the set provided. Note: 2010 OTRP Instructional Resource Award

Statistical Literacy Taskforce Learning Goals and Resources (2014)

Instructor's guide to using research methods and statistics concept maps (2013), research readings and statistical exercises using spss and excel (2012), statistics assignments using excel(r) (2010), factorial research design (2010), a template paper with comments for illustrating the 6th edition of apa style (2010), why and how to write apa-style citations in the body and reference section of your papers (2010), exemplar studies for teaching research methodology (2010), yes, you can write in a statistics class: an instructional tool to reduce anxiety and improve statistics performance (2010), statistics decision aids [english version] (2009), ayudas para la decisión estadística [spanish translation] (2009), assessing student learning: a collection of evaluation tools (2009), a self-scoring exercise on apa style and research language (2008), teaching statistics and research methods: a collection of hands-on activities and demonstrations (2008), a student-faculty research agreement (2007), guidelines for preparing posters using powerpoint presentation software (2001), an instructor's guide to electronic databases of indexed professional literature (2000), publication and award opportunities for undergraduate students (1998), teaching tools / programs return to index, effective study strategies exercises in online or blended delivery (2023).

Powerpoint Slides (.pptx)

Authors: Sue Morris 1 , Jacquelyn Cranney 1 , and Carolyn Elizabeth Alchin 2

Affiliations: 1 School of Psychology, University of New South Wales, Sydney, 2 School of Psychology and Wellbeing, University of Southern Queensland, Toowoomba, Australia

Description: This 17-page resource provides instructors with resources and activities they can use to help students reflect on their own study strategies and understand which study strategies are supported by research and which are not. Task instructions, sample rubrics, PowerPoint slides, and links to additional instructional resources (e.g., videos) are provided. The resource also includes a helpful table for instructors wishing to connect the material to key learning and memory concepts.

Teaching Students to Synthesize Research Articles: An Online Interactive Tutorial (2023)

Powerpoint Lecture (.pptx)

Authors: Nikole D. Patson 1 , Emily S. Darowski 2 , and Elizabeth Helder 3

Affiliations: 1 Ohio State University at Marion, 2 Brigham Young University, 3 Augustana College

Holding Space for Reflection: Bringing Current Events into the Classroom (2022)

Authors: Amy Maslowski

Affiliation: University of North Dakota

Description: This 25-page resource provides guidance for instructors on how to incorporate the discussion of current events into their psychology classes. It outlines the potential benefits of addressing current events before the start of class and offers advice on how instructors can best structure and plan for these discussions. A sample syllabus statement is provided, as well as specific tips for facilitating these conversations and dealing with challenges that may arise. The resource concludes with a call for more research on the potential effects of including open spaces for discussion in the classroom.

Instructor Guide
Fillable PDF Form
Multiple Courses
Sample Final

Authors: Ashley Waggoner Denton

Affiliation: University of Toronto

Description: This 12 page resource and accompanying documents is a resource designed to help psychology students better identify and understand how what they have learned within their courses will transfer to their career and life after graduation. More specifically, this resource helps students be able to articulate the professional skills they have acquired in their psychology courses and understand the competencies that are the basis of these skills. A sample worksheet is provided along with the worksheets that can be utilized with psychology students as they examine either an individual course or when examining multiple courses.

Note: 2021 Instructional Resource Award

Sequential Assignments to Critically Evaluate Psychological Journal Articles (2020)

Authors: Suzanne Wood and Vanessa Chan Affiliations: University of Toronto Description: This 24-page resource contains a series of assignments to teach students the skills needed to interpret and critically evaluate original psychological research (APA Goal #2: Scientific Inquiry and Critical Thinking.) There are five separate activities varying in complexity according to Bloom’s taxonomy. Each assignment includes an overview, guidelines, and a suggested rubric for grading. The individual assignments are hyperlinked in the table of contents to assist in navigation. Note: 2019 Instructional Resource Award

Critical Thinking in Psychology (& Life) Workshop Series: Instructional Materials (2018)

Authors: Ashley Waggoner Denton and Thalia Vrantsidis Affiliations: University of Toronto Description: This 17-page resource describes the first workshop from a newly developed series of critical thinking workshops aimed at early undergraduate students. This initial workshop, Setting the Stage: An Introduction to Good Thinking , introduces students to the notion of actively open-minded thinking and emphasizes the idea that critical thinking involves habits, skills, and mindsets that can be developed and continually improved with practice. The purpose of this resource is to offer instructors a brief, effective, and freely available guide that will enable them to incorporate lessons on critical thinking into their existing courses or allow them to run their own critical thinking workshop. The resource includes a list of learning outcomes for the workshop, corresponding lessons and activities, as well as potential assessment strategies. Throughout the resource, the authors also offer insight into which strategies or activities have worked particular well for them, and offer suggestions for alternatives or variations that may work well for others. Note: 2016 Instructional Resource Award

A Guide to Incorporating Social-Emotional Learning in the College Classroom: Busting Anxiety, Boosting Ability (2018)

Authors: Kristel M. Gallagher and Shevaun L. Stocker Affiliation: Theil College and University of Wisconsin - Superior Description: This 69-page comprehensive teaching manual describes a novel application of social-emotional learning in the college classroom. It describes an easy-to-implement and scientifically-driven intervention targeting the stress and anxiety experienced by students both within and outside of the classroom. The program includes 15 short, weekly activities that promote key mindfulness and anxiety-reduction practices. Included in the manual are all program materials (including a detailed narrative describing the implementation of the program), as well as an empirical assessment of the efficacy of the program, ideas for possible variations of the program, and a summary of key background research with accompanying references and recommended readings. Note: Note: 2017 Instructional Resource Award

This Class is a Joke! Humor as a Pedagogical Tool in the Teaching of Psychology (2015)

Authors: Dan J. Segrist and Stephen D. A. Hupp Affiliation: Southern Illinois University Edwardsville Description: This 31-page annotated bibliography provides a representative and relatively comprehensive list of articles, book chapters, and books on the use of humor in teaching psychology, including using humor as a teaching tool, on exams, and in online teaching, and students' perceptions of instructor humor. Note: 2012 OTRP Instructional Resource Award

Instructor Resources for Psychology: Learning to Blog -- Blogging to Learn (2011)

Student Response Systems ("Clickers") in the Psychology Classroom: A Beginner's Guide" (2009)

Traveling psychology fair: learner-centered outreach activities to stimulate interest in psychology (2006), building community in the classroom through ice-breakers and parting ways [english version] (2004), construyendo un sentido de comunidad en clase a través de estrategias para “romper el hielo” y estrategias de cierre [spanish translation] (2004).

Teaching Tips

I’d Like to Use Active Learning… But What Can I Do?

To experience an important psychological phenomenon, carefully follow these instructions:

Pick a number between 1 and 50 and write it on a piece of paper

Fold the paper in half so that you cannot see the number

Hold the paper at eye level about 2 feet out from your face

Tilt your head to the right at a 45 degree angle and while concentrating on the number hum the national anthem

Solve the rebus below (answer at end of article).

O.K., so I could have started this article off by simply talking about obedience research (i.e., how readily people obey commands or, if you didn’t follow the instructions, the conditions under which people defy “authority”) or divergent thinking (i.e., solving the rebus). Instead, these simple demonstrations got you involved with the material (it’s okay to stop tilting your head and humming the national anthem now).

Demonstrations like these are more than just gimmicks for capturing students’ attention and introducing material — each provides an opportunity for active learning. According to Bonwell and Eison (1991), active learning entails involving students beyond passively absorbing information and focuses on engaging them in critical thinking, skill acquisition, and the examination of their belief system. Miserandino (1999) also points out that active learning can be fun for students and instructors. The varied content within and across psychology courses provides multiple opportunities for instructors to involve students with hands-on experiences both inside and outside of class. Here are some ideas for activities that share the common goal of getting students actively involved with their learning.

Introduction to Psychology

Because you told us to… This idea is similar to the demonstration at the beginning of this article. Walk into class on the first day and without introducing yourself immediately tell the students to stand up. Follow this directive with a few silly commands (e.g., face the back wall, point to the wall with your right hand, rotate your right arm in a clockwise direction while singing the theme song from Gilligan’s Island ). After the class does this, ask them why they behaved as they did. They will likely respond, “Because you told us to.” Point out that for all they know you could be a student, an office worker, a custodian, or a member of the community who just walked into class and decided to pull a prank (if you’re feeling particularly devious you can sit in the class posing as a student and have a graduate assistant or office worker come into the class to give the commands as if they were the instructor). Emphasize how easily they obeyed your instructions despite not really knowing who you were. Ask them if they would have obeyed the commands if a fellow student had given them, or if you had told them to do something potentially harmful to the student next to them. You can also ask what effect it might have had if one or two students refused to obey. This is a good opportunity to generate interest about the portion of the course in which you address obedience and conformity and you will later be able to remind the class how easily they obeyed.

There’s a library on campus?! Construct a list of citations for journal articles that are available in your campus library. Put these citations into a fishbowl and have students select as many as you want them to find. Their job is to locate the article, make a copy of it, and answer a few questions about it (e.g., title, authors, results). Because many articles are available through full-text searches another option is to incorporate articles that can be found online. This activity can be modified in many ways. For example, if an instructor wants to emphasize how researchers might use references in one article to locate other key articles, students could be required to find at least one other article by using the reference section of the original article. This activity can help familiarize students with the campus library, the psychology resources available there, and the process of using citations to locate articles. It also introduces the diversity of content areas in psychology.

Personality Theories

Give me a dozen healthy infants… This activity can highlight the tenets and criticisms of radical behaviorism and the nature-nurture debate. After reviewing operant conditioning or Skinner’s radical behaviorism, present the class with Watson’s (1924/1930) quote as a prompt:

Give me a dozen healthy infants, well-formed, and my own specified world to bring them up in and I’ll guarantee to take any one at random and train him to become any type of specialist I might select — doctor, lawyer, artist, merchant-chief, and yes, even beggar man and thief — regardless of his (sic) talents, penchants, tendencies, abilities… (p. 104)

Divide the class into small groups and inform the groups that they are about to discover a baby left in a basket on their doorstep. Distribute handouts to each group that include a picture of the baby along with a set of instructions from the parents informing the group of what they would like their child to become (e.g., “Please raise Samantha to become an anxiety-prone mail carrier who is a good writer”). Inform students that they are only to use operant conditioning principles in raising the baby. After giving the groups 10-15 minutes to work on this, have each report back to the class as to how they used operant conditioning and manipulated the environment to “engineer” the infant’s personality. Pose questions to the class regarding the degree to which they think these principles alone can shape personality and what problems they might expect with this approach. Mixing up “negative” and “positive” personality characteristics provides an opportunity to discuss the notion that Skinner and Watson would say that both are developed in the same way — through reinforcement and modification of the environment.

I’ve heard of the id, ego, and superego, but I always forget which is which. Have three groups of volunteers come to the front of the classroom and assign each group the role of the instructor’s id, ego, or superego. Present them with a situation that involves intra-psychic conflict (e.g., the instructor is hungry and is walking down the snack food aisle at the grocery store). Give them a few minutes to strategize what their group — as the id, ego, or superego — would “say” in this situation (e.g., id: “Who cares if you haven’t paid, I want that chocolate NOW!!!”; superego: “You should be ashamed of yourself for even thinking of eating that chocolate without paying for it first! Besides it’s not good for you!”; ego: “Eat the chocolate now, but keep the package in the cart and we’ll pay on the way out”) and have them perform the role play for the class. Modifications include having the students place the groups at varying distances from the instructor to reflect how conscious Freud thought each component was. Also, the class can vote on which group was the “loudest” and discuss what this says about the instructor’s personality. For example, if the id group is the most vocal, this may suggest that the instructor is rash and self-indulgent. Another option is to involve everyone in role plays by dividing the class into triads and presenting each triad with a conflict scenario. Additionally, students could take turns enacting each role.

So what you’re saying is… Carl Rogers’ conceptualization of empathy entails non-judgmentally listening to another person and showing an understanding of the corresponding emotions. Although a show of hands will likely indicate that many students consider themselves empathic listeners, this activity demonstrates that what they consider good listening may not be consistent with Rogers’ notion of empathic listening. Divide the class into groups and have them discuss an issue that involves strong opinions (e.g., gun control). After a few minutes stop the discussion and ask how many students felt that others in the group were really listening to them. Follow up by asking what verbal and non-verbal behaviors made them feel they were not being heard. Ask students what was going through their minds as their fellow students talked. Chances are they will admit that they were formulating rebuttals — and not listening closely — while others were talking. After describing Rogers’ view of empathy, have students re-engage in their discussions (or pick a new topic) with the following guideline (Rogers, 1961): each person can talk only after summarizing the ideas and feelings of the previous speaker accurately and to that speaker’s satisfaction. Allow this discussion to go on for a few minutes. Then debrief with the class about how this discussion differed from the first one and what makes true empathic listening challenging.

What’s factor analysis? Where do trait theories of personality come from? Fill a fishbowl with hypothetical questionnaire items (e.g., I am easily bored ) or items from an established factor-analyzed personality measure. Pass the bowl around the room and have each student select one item. Then have students move around the room forming groups with other students they feel have items related to their own. Once groups have formed, have each group come to a consensus on an appropriate label for their group — one they feel reflects the theme of their items. While students are still in groups, discuss the process of factor analysis. Emphasize how the number of items in the fishbowl has now been reduced to a smaller number of “factors.” Include some reverse-keyed items so that students experience the idea that items can be negatively related to the others in a particular factor. I have used this activity in Theories of Personality when I cover the development of trait theories. It could also be relevant in a Tests and Measurements class. If you use items from an established scale, you can compare the class’ factor solution to that of the original scale.

You put your left foot in… In my Personality Theories course, I cover social learning theory immediately after covering trait theories. When covering trait theories I have students complete the IPIP web version of the NEO-PI-R and print out their results. I ask them to keep these results with them for the next few classes. After coverage of trait theories, but before introducing social learning theory, I invite students to the front of the class to dance the Hokey Pokey with me (so far no one has taken me up on it). I play the song and dance the Hokey Pokey in front of the class. Afterwards, I ask them to look at their NEO results and raise their hands if their Extraversion score was high — typically a significant portion of the class. I ask them why they did not join me in the front of the class to dance as their scores might suggest they would. They express a variety of reasons that usually involve being embarrassed in the situation. I point out to them that my NEO Extraversion score is low and would suggest that I would not dance the Hokey-Pokey in front of class. I use this as a way to introduce Mischel’s criticisms of trait theories — chiefly that traits are not always predictive of behavior and that situational factors influence behavior and the expression of traits.

Careers in Psychology

You be the judge. As an activity in a Careers in Psychology course, collect resumes from students and randomly distribute them to the class. Have students anonymously review a few resumes and fill out a review sheet that asks them to critique each resume as if they were a personnel director making a decision — based only on the resume — about whether or not to interview the student. Among other things, students can rate how well organized and written the resume is, note formatting problems, and indicate what they like best about the resume as well as what could improve it. If you’re teaching a class with advanced students who are applying to graduate programs, you can tailor the activity to that process.

Child Development

What’s in a game? To get students thinking about the cognitive abilities that characterize various stages of child development, bring in an assortment of children’s puzzles and games with the age ranges obscured. If the game is unfamiliar to the class describe the format and objectives of the game. Ask the class what the appropriate age-range is for the game and why they think that is the appropriate range. Additionally, ask them to indicate what skills the game requires of the child (e.g., reading, logical problem solving, cooperation). To make the activity more fun, you can solicit volunteers to demonstrate some of the games in front of class.

Abnormal Psychology

Imagine you have been diagnosed… One of my goals in teaching abnormal psychology is to have students reflect on the personal experience of mental illness. An early activity I use involves randomly distributing papers that indicate that each student has just been diagnosed with a particular disorder (e.g., schizophrenia, major depression, generalized anxiety disorder, anorexia, antisocial personality disorder). Each student responds in writing to a series of questions about what types of symptoms they think they might experience, what they think it would be like to have this disorder, and how friends and family members might react to them once they have been diagnosed. In the next class, students find the other students “diagnosed” with the same disorder and discuss their answers (with the caveat that they not self-disclose information they are not comfortable sharing). Groups then report to the class what types of symptoms they think the disorder entails and how this disorder might impact a person’s life. This can also serve to dispel misconceptions, provide information about disorders, and preview material that will be covered in the course.

Gender Identity Disorder. Using small groups to discuss topics can be particularly useful when covering topics that spark strong opinions. For example, an activity I have used when discussing gender issues involves presenting small groups with prompts similar to the following:

Your 5-year-old niece likes to dress up in Daddy’s clothes and act like Daddy. Is this a problem? Why or why not?

Your 5-year-old nephew likes to dress up in Mommy’s clothes and act like Mommy. Is this a problem? Why or why not?

You can create additional prompts varying the ages of the children. After groups briefly discuss their prompt engage the entire class in discussion. It is likely that scenarios involving the “nephew” are likely to be seen by students more problematic than those involving the “niece.” Asking students to explain specifically why they see the behavior as problematic encourages them to think critically about the social construction of gender as well as their own biases and assumptions about gender. It also provides the opportunity to clarify misconceptions. For example, students often confound sexual orientation with gender identity (e.g., the nephew must be gay) and this activity facilitates the clarification that sexual orientation and gender identity are two distinct concepts.

Physiological Psychology

The Oscar for best neurotransmitter in a dramatic role goes to… In teaching students about neurotransmitters, develop short skits that involve students enacting the roles of neurotransmitters, enzymes, and psychotropic medications. Using hokey, scripted dialogue can make this more fun. For example, a student on one side of the room can be the sending neuron while a student on the other side acts as the receiving neuron. A student acting as the action potential delivers an urgent message (e.g., an envelope) which the sending neuron reads aloud. The message states that it is time for his or her neurotransmitters to leave home and go out into the synapse (Sending neuron: “Oh my. I can hardly believe it’s time to release my neurotransmitters out into the synapse. It seems like only yesterday they were amino acids.”). A handful of students acting as neurotransmitters (e.g., serotonin) walk out into the “synapse” — the space between the volunteer neurons — and find the receiving neuron (e.g. a student on the other side of the room). Each neurotransmitter gives the sending neuron a message (e.g., a handout with the word “FIRE!” on it). Eventually, the sending neuron calls the neurotransmitters home (e.g., Sending neuron: “Sara! Toni! Time to come home!”), and they come back (i.e., reuptake). These skits can also be used to demonstrate how psychotropic medications work. For example, students playing the role of Lexapro could block serotonin reuptake, holding up STOP signs and insisting that the serotonin “neurotransmitters” not come back until they have introduced themselves to the receiving neuron (e.g., shake hands with the “receiving neuron” volunteer). To involve all students in the plays, the instructor could divide the class into groups and turn this into a contest allowing the class to vote on which group gets the Oscar for the best re-enactment.

These are only a handful of active learning activities — there are countless ways to incorporate active learning into psychology classes. A willingness to experiment, a fishbowl, and a little fun can go a long way in engaging students actively in their learning, making information memorable, helping students make meaningful connections, and exciting them about the field of psychology. In any case…

References and Resources

Benjamin, L.T., & Lowman, K.D. (Eds.). (1981). Activities handbook for the teaching of psychology (Vol. 1). Washington, DC: American Psychological Association.

Benjamin, L.T., Nodine, B.F., Ernst, R.M., & Broeker, C.B. (Eds.). (1999). Activities handbook for the teaching of psychology (Vol. 4). Washington, DC: American Psychological Association.

Bonwell, C.C., & Eison, J.A. (1991). Active learning: Creating excitement in the classroom (ASHE-ERIC Higher Education Report No. 1). Washington, DC: George Washington University, School of Education and Human Development.

Hamilton, S.B. (1985). The colossal neuron: Acting out physiological psychology. Teaching of Psychology, 12 , 153-156.

International item pool representation of the NEO-PI-R . Retrieved April 2, 2008, from http://www.personal.psu.edu/j5j/IPIP/

Makosky, V.P., Sileo, C.C., & Whittemore, L.G. (Eds.). (1990). Activities handbook for the teaching of psychology (Vol. 3). Washington, DC: American Psychological Association.

Makosky, V.P., Whittemore, L.G., & Rogers, A.M. (Eds.). (1988). Activities handbook for the teaching of psychology (Vol. 2). Washington, DC: American Psychological Association.

Meyers, C., & Jones, T.B. (1993). Promoting active learning: Strategies for the college classroom. San Francisco, CA: Jossey-Bass.

Miserandino, M. (1999). Those who can do: Implementing active learning. In B. Perlman, L.I. McCann, & S. McFadden (Eds.), Lessons learned (Vol. 1): Practical advice for the teaching of psychology (pg. 109–114) . Washington, DC: Association for Psychological Science.

Perlman, B., McCann, L.I., & McFadden, S. (Eds.). (1991, 2004, 2008). Lessons learned: Practical advice for the teaching of psychology (Vols. 1-3). Washington, DC: Association for Psychological Science.

Reardon, R., Durso, F.T., & Wilson, D.A. (1994). Neural coding and synaptic transmission: Participation exercises for introductory psychology. Teaching of Psychology, 21 , 96-99.

Rogers, C.R. (1961). On becoming a person: A therapist’s view of psychotherapy . New York: Houghton-Mifflin.

Segrist, D.J. (in press). What’s going on in your professor’s head? Demonstrating the id, ego, and superego. Teaching of Psychology.

Segrist, D.J., & Pawlow, L.A. (2007). The mixer: Introducing the concept of factor analysis. Teaching of Psychology , 34 , 121-123.

Silberman, M. (1996). Active learning: 101 strategies to teach any subject. Needham Heights, MA: Allyn & Bacon.

Sutherland, T.E., & Bonwell, C.C. (1996). Using active learning in college classes: A range of options for faculty. San Francisco, CA: Jossey-Bass.

Watson, J.B. (1924/1930). Behaviorism . New York: Norton.

First rebus answer: I just participated in active learning. ♦

Thanks for taking the time to put these together, they’re fantastic!

These activities has been of a great help to provide an activity learning for the topic I am to train

thanks! I was looking for these. I did not find the answers to the rebus at the end of the article

These are all excellent! I was looking for some engaging activities for my Theories of Personality course so thank you. I especially love the factor analysis activity, definitely going to use that!

I so appreciate these ideas! I will be using most in my Intro to Psychology class this semester–it is so very necessary to involve students in learning.

Thanks so much for your time!

Brillaint! Really useful, thanks!

I am super encouraged by this…thank you. I am a first year teacher. 🙂

APS regularly opens certain online articles for discussion on our website. Effective February 2021, you must be a logged-in APS member to post comments. By posting a comment, you agree to our Community Guidelines and the display of your profile information, including your name and affiliation. Any opinions, findings, conclusions, or recommendations present in article comments are those of the writers and do not necessarily reflect the views of APS or the article’s author. For more information, please see our Community Guidelines .

Please login with your APS account to comment.

About the Author

Dan Segrist received his PhD in Clinical Psychology in 2000. He is an assistant professor in the Psychology department at Southern Illinois University Edwardsville and teaches both undergraduate and graduate courses. His primary scholarly interests include addictive behaviors and the teaching of psychology. Please send any comments or inquiries to Dan Segrist, PhD, Department of Psychology, Alumni Hall, Southern Illinois University Edwardsville, Edwardsville, IL 62026; phone: (618) 650-3159; e-mail: [email protected]

Student Notebook: Five Tips for Working with Teaching Assistants in Online Classes

Sarah C. Turner suggests it’s best to follow the golden rule: Treat your TA’s time as you would your own.

Teaching Current Directions in Psychological Science

Aimed at integrating cutting-edge psychological science into the classroom, Teaching Current Directions in Psychological Science offers advice and how-to guidance about teaching a particular area of research or topic in psychological science that has been

European Psychology Learning and Teaching Conference

The School of Education of the Paris Lodron University of Salzburg is hosting the next European Psychology Learning and Teaching (EUROPLAT) Conference on September 18–20, 2017 in Salzburg, Austria. The main theme of the conference

Privacy Overview

Introduction to Psychology: Reflective Journal Assignment

How to Use This LibGuide
Reflective Learning Journal Assignment
How to Develop Search Terms and Strategies
Databases for Psychology Research
How to Find and Use Scholarly/Peer-Reviewed Articles
Video: 7 Tips for Submitting Your Intro to Psych Paper
Writing Center Resources
Learning Commons and Library Support

Student Learning Librarian

Reflective Learning Journals

What is reflective learning.

Our default way of tackling almost anything - assignments, projects, and even life - tends to be more like a checklist. We "tick the boxes" when we've finished a task and move on. How often do we REALLY stop to think, question, or reflect on what we've read or learned, or what we've learned. Mostly we're just glad to be done!

Watch the video below to learn a better approach. The concept of reflection - deciding how to make use of knowledge, information, or experience is a significant part of the learning process.

What is a Reflective Learning Journal?

A learning journal is about writing that's done for the purpose of learning. You are writing to learn. There is no single right way or wrong way to write a reflective learning journal. You simply write down, using your own personal everyday language, what you thought about or what you felt or experienced as you engaged with the reading or other course materials. Reflective writing or reflective practice help you develop the skills to be an independent learner.

Reflective Learning Journal Ideas A learning or reflective journal is a steadily growing document that you write to record the progress of your learning. This type of journal is not simply a summary of the course material; it should also include your reactions , your thoughts, your feelings and your questions about what you've learned. There is no right or wrong way to do this.

If You're Stuck....

How to get un-stuck when writing .

Your instructor explained her expectations in the guidelines she provided to the class, but you may still find yourself stuck when encounter that blank page. Here are some idea that might help you get unstuck:

Write as though talking to yourself or a friend. This puts you in touch with your writing voice and helps you express your thoughts which in turn, helps you connect what you're learning to the ideas or experiences meaningful to you.
Don't censor what you are thinking ahead of time. Don't judge what you are writing.Something that might seem silly or stupid at first may just be the seed that turns into something strong and focused as you continue to work with it.
Don't be afraid to express a negative reaction to something you read. Again, as you work with it, you will begin to understand why you responded the way you did. You may learn something about yourself, you didn't expect to.
Start to look for connections in the theories you are reading about to knowledge you have in other areas whether your personal life, other courses, your job or workplace, your family life, relationships etc. Notice patterns that may begin to emerge. This expands your learning and understanding in a real-world context.

Still stuck? Maybe some of the Student Reflection Question listed in the link below willhelp jump start your thinking.

Student Reflection Questions
<< Previous: How to Use This LibGuide
Next: How to Use Western Library Databases (Short Videos) >>
Last Updated: Apr 18, 2024 2:04 PM
URL: https://westerntc.libguides.com/ReflectiveJournal

school Campus Bookshelves
menu_book Bookshelves
perm_media Learning Objects
login Login
how_to_reg Request Instructor Account
hub Instructor Commons
Download Page (PDF)
Download Full Book (PDF)
Periodic Table
Physics Constants
Scientific Calculator
Reference & Cite
Tools expand_more
Readability

selected template will load here

This action is not available.

2.5: Assignments

Last updated
Save as PDF
Page ID 59799

The assignments in this course are openly licensed, and are available as-is, or can be modified to suit your students’ needs. Selected answer keys are available to faculty who adopt Waymaker, OHM, or Candela courses with paid support from Lumen Learning. This approach helps us protect the academic integrity of these materials by ensuring they are shared only with authorized and institution-affiliated faculty and staff.

If you import this course into your learning management system (Blackboard, Canvas, etc.), the assignments will automatically be loaded into the assignment tool, where they may be adjusted, or edited there. Assignments also come with rubrics and pre-assigned point values that may easily be edited or removed.

The assignments for Introductory Psychology are ideas and suggestions to use as you see appropriate. Some are larger assignments spanning several weeks, while others are smaller, less-time consuming tasks. You can view them below or throughout the course.

You can view them below or throughout the course.

Discussion Grading Rubric

The discussions in the course vary in their requirements and design, but this rubric below may be used and modified to facilitate grading.

Licenses and Attributions

CC licensed content, Original

Assignments with Solutions. Provided by : Lumen Learning. License : CC BY: Attribution
Pencil Cup. Authored by : IconfactoryTeam. Provided by : Noun Project. Located at : https://thenounproject.com/term/pencil-cup/628840/ . License : CC BY: Attribution

Digital Offerings
Biochemistry
College Success
Communication
Electrical Engineering
Environmental Science
Mathematics
Nutrition and Health
Philosophy and Religion
Our Mission
Our Leadership
Accessibility
Diversity, Equity, Inclusion
Learning Science
Sustainability
Affordable Solutions
Curriculum Solutions
Inclusive Access
Lab Solutions
LMS Integration
Instructor Resources
iClicker and Your Content
Badging and Credidation
Press Release
Learning Stories Blog
Discussions
The Discussion Board
Webinars on Demand
Digital Community
Macmillan Learning Peer Consultants
Macmillan Learning Digital Blog
Learning Science Research
Macmillan Learning Peer Consultant Forum
The Institute at Macmillan Learning
Professional Development Blog
Teaching With Generative AI: A Course for Educators
English Community
Achieve Adopters Forum
Hub Adopters Group
Psychology Community
Psychology Blog
Talk Psych Blog
History Community
History Blog
Communication Community
Communication Blog
College Success Community
College Success Blog
Economics Community
Economics Blog
Institutional Solutions Community
Institutional Solutions Blog
Handbook for iClicker Administrators
Nutrition Community
Nutrition Blog
Lab Solutions Community
Lab Solutions Blog
STEM Community
STEM Achieve Adopters Forum
Contact Us & FAQs
Find Your Rep
Training & Demos
First Day of Class
For Booksellers
International Translation Rights
Permissions
Report Piracy

Digital Products

Instructor catalog, our solutions.

Macmillan Community

Learning how to learn assignment

Subscribe to RSS Feed
Mark as New
Mark as Read
Printer Friendly Page
Report Inappropriate Content
Research Methods and Statistics

You must be a registered user to add a comment. If you've already registered, sign in. Otherwise, register and sign in.

Abnormal Psychology 19
Achievement 3
Affiliation 1
Behavior Genetics 2
Cognition 40
Consciousness 35
Current Events 28
Development Psychology 16
Developmental Psychology 34
Evolution 3
Evolutionary Psychology 5
Gender and Sexuality 6
Genetics 12
History and System of Psychology 5
History and Systems of Psychology 7
Industrial and Organizational Psychology 50
Intelligence 8
Learning 68
Motivation 14
Motivation: Hunger 1
Nature-Nurture 7
Neuroscience 42
Personality 29
Psychological Disorders and Their Treatment 21
Research Methods and Statistics 98
Sensation and Perception 43
Social Psychology 128
Stress and Health 55
Teaching and Learning Best Practices 58
Thinking and Language 16
Virtual Learning 26
« Previous
Next »

Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.

Assignment: Learning

Conditioning project.

You must spend at least 10 solid days devoted to this project in order to see solid results. Please get started right away.

CC licensed content, Original

Conditioning Project. Provided by : Lumen Learning. License : CC BY: Attribution

Share This Book

What Is Learning?

Learning objectives.

Recognize and define three basic forms of learning—classical conditioning, operant conditioning, and observational learning

Birds build nests and migrate as winter approaches. Infants suckle at their mother’s breast. Dogs shake water off wet fur. Salmon swim upstream to spawn, and spiders spin intricate webs. What do these seemingly unrelated behaviors have in common? They all are unlearned behaviors. Both instincts and reflexes are innate behaviors that organisms are born with. Reflexes are a motor or neural reaction to a specific stimulus in the environment. They tend to be simpler than instincts, involve the activity of specific body parts and systems (e.g., the knee-jerk reflex and the contraction of the pupil in bright light), and involve more primitive centers of the central nervous system (e.g., the spinal cord and the medulla). In contrast, instincts are innate behaviors that are triggered by a broader range of events, such as aging and the change of seasons. They are more complex patterns of behavior, involve movement of the organism as a whole (e.g., sexual activity and migration), and involve higher brain centers.

Both reflexes and instincts help an organism adapt to its environment and do not have to be learned. For example, every healthy human baby has a sucking reflex, present at birth. Babies are born knowing how to suck on a nipple, whether artificial (from a bottle) or human. Nobody teaches the baby to suck, just as no one teaches a sea turtle hatchling to move toward the ocean.

Learning , like reflexes and instincts, allows an organism to adapt to its environment. But unlike instincts and reflexes, learned behaviors involve change and experience: learning is a relatively permanent change in behavior or knowledge that results from experience. In contrast to the innate behaviors discussed above, learning involves acquiring knowledge and skills through experience. Looking back at our surfing scenario, Julian will have to spend much more time training with his surfboard before he learns how to ride the waves like his father.

Learning to surf, as well as any complex learning process (e.g., learning about the discipline of psychology), involves a complex interaction of conscious and unconscious processes. Learning has traditionally been studied in terms of its simplest components—the associations our minds automatically make between events. Our minds have a natural tendency to connect events that occur closely together or in sequence. Associative learning occurs when an organism makes connections between stimuli or events that occur together in the environment. You will see that associative learning is central to all three basic learning processes discussed in this module; classical conditioning tends to involve unconscious processes, operant conditioning tends to involve conscious processes, and observational learning adds social and cognitive layers to all the basic associative processes, both conscious and unconscious. These learning processes will be discussed in detail later, but it is helpful to have a brief overview of each as you begin to explore how learning is understood from a psychological perspective.

In classical conditioning, also known as Pavlovian conditioning, organisms learn to associate events—or stimuli—that repeatedly happen together. We experience this process throughout our daily lives. For example, you might see a flash of lightning in the sky during a storm and then hear a loud boom of thunder. The sound of the thunder naturally makes you jump (loud noises have that effect by reflex). Because lightning reliably predicts the impending boom of thunder, you may associate the two and jump when you see lightning. Psychological researchers study this associative process by focusing on what can be seen and measured—behaviors. Researchers ask if one stimulus triggers a reflex, can we train a different stimulus to trigger that same reflex? In operant conditioning, organisms learn, again, to associate events—a behavior and its consequence (reinforcement or punishment). A pleasant consequence encourages more of that behavior in the future, whereas a punishment deters the behavior. Imagine you are teaching your dog, Hodor, to sit. You tell Hodor to sit, and give him a treat when he does. After repeated experiences, Hodor begins to associate the act of sitting with receiving a treat. He learns that the consequence of sitting is that he gets a doggie biscuit (Figure 1). Conversely, if the dog is punished when exhibiting a behavior, it becomes conditioned to avoid that behavior (e.g., receiving a small shock when crossing the boundary of an invisible electric fence).

A photograph shows a dog standing at attention and smelling a treat in a person’s hand.

Observational learning extends the effective range of both classical and operant conditioning. In contrast to classical and operant conditioning, in which learning occurs only through direct experience, observational learning is the process of watching others and then imitating what they do. A lot of learning among humans and other animals comes from observational learning. To get an idea of the extra effective range that observational learning brings, consider Ben and his son Julian from the introduction. How might observation help Julian learn to surf, as opposed to learning by trial and error alone? By watching his father, he can imitate the moves that bring success and avoid the moves that lead to failure. Can you think of something you have learned how to do after watching someone else?

All of the approaches covered in this module are part of a particular tradition in psychology, called behaviorism. However, these approaches you’ll be introduced to do not represent the entire study of learning. Separate traditions of learning have taken shape within different fields of psychology, such as memory and cognition, so you will find that other sections of this book will round out your understanding of the topic. Over time these traditions tend to converge. For example, in this module you will see how cognition has come to play a larger role in behaviorism, whose more extreme adherents once insisted that behaviors are triggered by the environment with no intervening thought.

For a sneak peak and overview of the main different types of learning, watch the CrashCourse psychology below. We’ll learn about each of these topics in greater depth throughout this module.

https://youtube.com/watch?v=qG2SwE_6uVM%3Flist%3DPL8dPuuaLjXtOPRKzVLY0jJY-uHOH9KVU6

You can view the transcript for “How to Train a Brain: Crash Course Psychology #11” here (opens in new window) .

Think It Over

What is your personal definition of learning? How do your ideas about learning compare with the definition of learning presented in this text?
What kinds of things have you learned through the process of classical conditioning? Operant conditioning? Observational learning? How did you learn them?

attributions

What is Learning ?. Authored by : OpenStax College. License : CC BY: Attribution .

How to Train a Brain – Crash Course Psychology #11 . Provided by : CrashCourse. License Terms : Standard YouTube License

unlearned, automatic response by an organism to a stimulus in the environment

unlearned knowledge, involving complex patterns of behavior; instincts are thought to be more prevalent in lower animals than in humans

change in behavior or knowledge that is the result of experience

form of learning that involves connecting certain stimuli or events that occur together in the environment (classical and operant conditioning)

Introduction to Psychology Copyright © by Utah Tech University Psychology Department is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

Share This Book

Study Guides
Homework Questions

SEL ITL 510 Revised

Assignments

The assignments in this course are openly licensed, and are available as-is, or can be modified to suit your students’ needs. Answer keys are available to faculty who adopt Waymaker, OHM, or Candela courses with paid support from Lumen Learning. This approach helps us protect the academic integrity of these materials by ensuring they are shared only with authorized and institution-affiliated faculty and staff.

If you import this course into your learning management system (Blackboard, Canvas, etc.), the assignments will automatically be loaded into the assignment tool.

You can view them below or throughout the course.

IMAGES

5 Ways to Write Psychology Assignments That Increase Student's Grades
Assignment of Personality Psychology
Educational psychology.docx assignment
Get Psychology Assignment Help & Know How To Work On it?
Psy 103 week 5 learning team assignment influences on behavior and
Psychology Assignment Help Australia

VIDEO

AP Psych Unit 2 Descriptive Research Methods
Unit 4 Intro to Learning Notes (AP Psychology) #1
psychology assignment 2023-27 Semester 2nd#learning
Assignment: Psychology and Society: A Multifaceted Exploration of Identity 1.2.5
How you talk about your assignment submission after earning an A on it
Psychology of Learning

COMMENTS

Assignment: Learning
STEP 1: Your assignment is to choose one of your OWN behaviors that you would like to modify, using the conditioning principles you learned about in the text. Consider bad habits you might be interested in changing, such as biting your nails, procrastinating, not exercising, etc. You can utilize principles of classical or operant conditioning ...
Assignments
Assignment: Social Psychology —Designing a Study in Social Psychology. Create a shortened research proposal for a study in social psychology (or one that tests common proverbs). *larger assignment, possibly the largest assignment. Could be broken into multiple parts and given advanced notice. Personality.
Assignment: Learning
Assignment: Learning. STEP 1: Your assignment is to choose one of your OWN behaviors that you would like to modify, using the conditioning principles you learned about in the text. Consider bad habits you might be interested in changing, such as biting your nails, procrastinating, not exercising, etc. You can utilize principles of classical or ...
What Is the Psychology of Learning?
The psychology of learning encompasses a vast body of research that generally focuses on classical conditioning, operant conditioning, and observational learning. As the field evolves, it continues to have important implications for explaining and motivating human behavior. By Kendra Cherry, MSEd. Kendra Cherry, MS, is a psychosocial ...
3.10: Assignment- Learning
Conditioning Project. STEP 1: Your assignment is to choose one of your OWN behaviors that you would like to modify, using the conditioning principles you learned about in the text. Consider bad habits you might be interested in changing, such as biting your nails, procrastinating, not exercising, etc.
Introduction to Psychology
There are 12 modules in this course. This course will highlight the most interesting experiments within the field of psychology, discussing the implications of those studies for our understanding of the human mind and human behavior. We will explore the brain and some of the cognitive abilities it supports like memory, learning, attention ...
Assignment: Learning
Introduction to Psychology. Resources: Course Assignments. Search for: Assignment: Learning. Step 1: To view this assignment, click on Assignment: Learning. Step 2: Follow the instructions in the assignment and submit your completed assignment into the LMS. Contribute!
TOPSS Classroom Activities
Quickly search over 100 activities from our popular Teachers of Psychology in Secondary School (TOPSS) unit lesson plans. Choose from popular topics like biological basis of behavior, memory, research methods and more. Be sure to check back regularly as activities will be added as they become available.
Society for the Teaching of Psychology
Assignments include a wide variety of social media and digital activities including: Twitter, Electronic Portfolios, Reddit, and Hypothes.is. ... the Traveling Psychology Fair enlivens the teaching and learning of introductory psychology concepts by engaging undergraduate psychology majors in the facilitation of interactive, learner-centered ...
I'd Like to Use Active Learning… But What Can I Do?
Pick a number between 1 and 50 and write it on a piece of paper. Fold the paper in half so that you cannot see the number. Hold the paper at eye level about 2 feet out from your face. Tilt your head to the right at a 45 degree angle and while concentrating on the number hum the national anthem. Solve the rebus below (answer at end of article).
Reflective Learning Journal Assignment
A learning or reflective journal is a steadily growing document that you write to record the progress of your learning. This type of journal is not simply a summary of the course material; it should also include your reactions , your thoughts, your feelings and your questions about what you've learned.
2.5: Assignments
The assignments for Introductory Psychology are ideas and suggestions to use as you see appropriate. Some are larger assignments spanning several weeks, while others are smaller, less-time consuming tasks. ... Assignment: Learning—Conditioning Project. Spend at least 10 days using conditioning principles to break or make a habit. *requires ...
Learning how to learn assignment
Learning how to learn assignment My father used to get so frustrated with one of my brothers. My father would say, with great exasperation, "I talk to you until I'm blue in the face…" Even though my father's "talk" was—apparently—not very effective, it didn't keep him from talking. Over and over aga...
Assignment: Foundations of Psychology
Assignment: Foundations of Psychology. Topics in Psychology. STEP 1: Visit the TED Talks website and search for a talk on the subject matter of psychology. Watch one of the talks that interests you, as long as it is a minimum of 8 minutes in length. At the top of your response, include the title of the TED Talk, the name of the presenter, when ...
Assignment: Learning
STEP 1: Your assignment is to choose one of your OWN behaviors that you would like to modify, using the conditioning principles you learned about in the text. Consider bad habits you might be interested in changing, such as biting your nails, procrastinating, not exercising, etc. You can utilize principles of classical or operant conditioning ...
What Is Learning?
Learning, like reflexes and instincts, allows an organism to adapt to its environment. But unlike instincts and reflexes, learned behaviors involve change and experience: learning is a relatively permanent change in behavior or knowledge that results from experience. In contrast to the innate behaviors discussed above, learning involves ...
Learning Assignment
PSYC-101 Learning Assignment (30 pts) The purpose of this assignment is for students to show an understanding of Classical conditioning and the terms associate with it. Students must then apply this understanding to a specific example. To successfully complete this assignment, students must: Answer every question in complete sentences!
Assignments
The assignments for Introductory Psychology are ideas and suggestions to use as you see appropriate. Some are larger assignments spanning several weeks, while others are smaller, less-time consuming tasks. ... Learning: What I Learned Write examples of something learned through classical, operant, and observational learning:
Week 1 Learning Style assignment post
Learning Style Assessment. Tammy Graham Department of Psychology, Keiser University. Course Code: PSY1012G3-1: Introduction to Psychology. Dr. Wellman July 11, 2021. The Results. The ILS (Individual Learning Style) assessment results show the type of learning style best suited for how I learn.
SEL ITL 510 Revised (docx)
Article 3 Dailey Bilenski. Psychology document from National University College, 2 pages, Assignment SEL Cognition and Learning ITL 510 Introduction Through the lens of Social Emotional Learning, we will examine Cognition and Learning. By acknowledging how we teach and the impact on how children receive and process information, teachers can en.
Assignment: Memory
Assignment: Memory. Step 1: To view this assignment, click on Assignment: Memory. Step 2: Follow the instructions in the assignment and submit your completed assignment into the LMS. Contribute!
Assignments
Assignments. The assignments in this course are openly licensed, and are available as-is, or can be modified to suit your students' needs. Answer keys are available to faculty who adopt Waymaker, OHM, or Candela courses with paid support from Lumen Learning. This approach helps us protect the academic integrity of these materials by ensuring ...

Assignment: Learning

Share This Book

What Is the Psychology of Learning?

Definition of Learning in Psychology

3 Types of Learning in Psychology

Classical Conditioning

Operant Conditioning

Observational Learning

Basic Principles of Social Learning Theory

History of the Psychology of Learning

A Word From Verywell

Introduction to Psychology

Skills you'll gain

Social Psychology

See how employees at top companies are mastering in-demand skills

Earn a career certificate

There are 12 modules in this course

Welcome and Orientation to the Course

What's included

History & the Scientific Method

7 videos • Total 107 minutes

The Matter of the Mind

8 videos • Total 121 minutes

Sensation, Perception, Attention and Awareness

8 videos • Total 132 minutes

8 videos • Total 117 minutes

1 quiz • Total 30 minutes

8 videos • Total 125 minutes

The Social Mind

8 videos • Total 128 minutes

8 videos • Total 162 minutes

Videos by Request

8 videos • Total 220 minutes

Final Assignment

1 peer review • Total 60 minutes

Links to Outside Resources

1 reading • Total 10 minutes

Super Optional Videos

8 videos • Total 108 minutes

Instructor ratings

Recommended if you're interested in Psychology

Positive Psychiatry and Mental Health

Crea formularios con React Hooks y MUI

Why people choose Coursera for their career

Learner reviews

New to Psychology? Start here.

Open new doors with Coursera Plus

Advance your career with an online degree

Join over 3,400 global companies that choose Coursera for Business

Frequently asked questions

What will I get if I purchase the Certificate?

What is the refund policy?

Is financial aid available?

More questions

Resources for Teachers of Psychology

All of These Resources are Peer-Reviewed

Request for Volunteers

Abnormal/Clinical/Counseling Return to Index

Educating Students about Professional Licensure in Health Service Psychology (2016)

Advising Return to Index

Interpersonal Helping Skills Instruction in Undergraduate Psychology Internship Courses (2017)

Creating a Successful Career in Art Therapy: Advising Guide for Psychology Faculty and Students (2017)

Three New Ways to Bring Students’ Attention to the Kisses of Death in the Graduate School Application Process (2015)

Lev’s Research Legacy: A Developmental Psychology Research Methods Activity (2016)

Diversity Related Bibliography and Resources (2008)

Tutoriel sur la prévention du plagiat : comment éviter les formes communes de plagiat. [French translation] (2023, Revised)

IRBs and Research on Teaching and Learning (2014)

Accessible Modules for Improving Scientific Reasoning in Large Introductory Psychology Classes (2019)

Writing to Learn, Reciting to Remember: Applying Learning and Memory Principles to Flashcards (2015)

Statistical Literacy in the Introductory Psychology Course (2014)

Scientific Literacy in a Psychology Curriculum Module (2013)

Flashcards-Plus: A Strategy to Help Students Prepare for Three Types of Multiple-Choice Questions Commonly Found on Introductory Psychology Tests (2013)

Integrating Mnemonics into Psychology Instruction (2011)

Activities for Teaching about Prejudice and Discrimination (2013)

Making Research Reproducible (2022)

Evaluating Research Summaries (2021)

An Exercise to Assess Student Understanding of Bottleneck Concepts in Research Methods (2018)

Instructor Materials for Teaching Research Methods Using a Consulting Model (2015)

Statistical Literacy Taskforce Learning Goals and Resources (2014)

Teaching Students to Synthesize Research Articles: An Online Interactive Tutorial (2023)