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Discussion Questions for Exam Review

*The purpose of these Discussion Questions are to help you actively “get into” the lectures and
reading. As you answer your questions, I want you to think of yourself as a teacher. How can
you make this material understandable to one of your peers in the class? How could you
explain it to a peer in such a way that they would understand the material?

Assignment Three
Read: Chapter 3 - Consciousness and the Two-Track Mind - Myers 
Read: Chapter 6 – Sensation and Perception (read only page 224) - Myers
View: Lecture 1: The Brain and Consciousness
View: Lecture 2: Sleep and Dreams
View: Lecture 3: Consciousness and Hypnotherapy
View: Lecture 4: Drugs and Consciousness

The Brain and Consciousness

Dual Processing: The Two Track Mind / The Brain and Consciousness Lecture 1
1. Explain the concept of dual processing. How does this connect to the role of memory and
the effect of trauma by clarifying the difference between explicit memory and implicit memory
and the concept of the 90/10. Describe an experience or observation of a 90/10.

Selective Attention and Accidents / The Brain and Consciousness Lecture 1

2. Explain how selective attention works. How does selective attention pertain to accidents?
Describe how selective attention relates to an accident you have observed or experienced.

Sleep and Dreams

Circadian Rhythm / What Affects Our Sleep Patterns? / Sleep and Dreams Lecture 2
3. Describe the cycle of our circadian rhythm. Then, explain how light disrupts our sleep, and
explain the role of the suprachiasamtic nucleus and melatonin in sleep. Have you observed or
experienced the connection between bright lights (e.g., iphone screens) and trouble sleeping?

Sleep Stages and REM Sleep / Sleep and Dreams Lecture 2

4. Describe the stages of the sleep cycle (including REM sleep), and explain how they differ.

Effects of Sleep Loss / Sleep and Dreams Lecture 2

5. Describe differences in sleep duration and the effects of sleep loss, noting five reasons that
we need sleep.

Sleep Theories / Sleep and Dreams Lecture 2

6. Briefly explain why we have a need to sleep. In other words, what are sleep’s functions?
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Major Sleep Disorders / Sleep and Dreams Lecture 2

7. Briefly describe the major sleep disorders. Also describe any observations or experiences you
have had of people with sleep problems.

What We Dream and Why We Dream / Sleep and Dreams Lecture 2

8. Describe the most common content of dreams, and then compare the five major
perspectives on why we dream. Do you ever find meaning in your dreams? Explain.

Hypnosis

Frequently Asked Questions About Hypnosis / Consciousness and Hypnotherapy Lecture 3

9. Briefly answer the following questions about hypnosis: Can hypnosis work for anyone? Can
hypnosis help people remember forgotten events? Can hypnosis force people act against their
will? Does hypnosis provide any therapeutic benefit?

Explaining the Hypnotized State / Consciousness and Hypnotherapy Lecture 3

10. Is hypnosis an aspect of normal consciousness or is it an altered state? Explain your answer
by describing the two leading theories: Social Influence theory and Divided-consciousness
theory.

Drugs and Consciousness

Tolerance and Addiction / Consciousness and Drugs Lecture 4

11. Describe the difference between tolerance, withdrawal and dependence. Also, clarify the
difference between psychological alcohol withdrawal symptoms and physical alcohol
withdrawal symptoms. What is the treatment for alcohol withdrawal? Have you any
experience with anyone who has suffered withdrawal? Explain.

Misconceptions About Addiction / Consciousness and Drugs Lecture 4

12. Define addiction? Describe the three misconceptions about addiction: 1) addictive drugs
quickly corrupt, 2) addictions cannot be overcome voluntarily, without therapy, 3) we can
extend the concept of addiction to cover not just drug dependencies, but a whole spectrum of
repetitive, pleasure-seeking behaviors. Do you agree with these “misconceptions” of addiction?
What are you observations of addiction? Explain.

Depressants / Alcohol / Consciousness and Drugs Lecture 4

13. Define depressants as a category of drugs. With regard to alcohol, briefly explain what is
meant by alcohol + sex = the perfect storm, slowed neural processing, memory disruption, and
reduces self-awareness / self-control. Describe you observations and experiences that relate to
alcohol.
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Stimulants / Consciousness and Drugs Lecture 4

14. Define stimulants as a category of drugs. Briefly describe how nicotine is poisonous for the
nervous system. Then, explain nicotine withdrawal and how it keeps people smoking. Describe
the “favorable” effects of nicotine. How can people stop smoking i.e., what kind of intervention
is available? How long does it take for the acute craving and withdrawal symptoms gradually
dissipate? Describe your observation of people who smoke; what do they say about this
addiction? Do they wish they could stop? Explain.

Stimulants / Consciousness and Drugs Lecture 4

15. What is methamphetamine? What produces the intense euphoria, or “rush,” making this
drug so powerfully addictive? What is the effect of meth on the brain? Then, describe what
happens in the brain when a person uses cocaine. Briefly describe your observation /
experience of a person addicted to either meth or cocaine.

Hallucinogens / Consciousness and Drugs Lecture 4

16. What is marijuana? What are the potential medicinal effects of marijuana? What is the
downside of marijuana? Do you think it should be legalized? Explain.

Influences on Drug Use / Consciousness and Drugs Lecture 4

17. Briefly describe the biological, psychological, and social-cultural factors that contribute to
drug use. What does the research recommend in order to prevent drug problems? Do you
think we are doing enough in our country to prevent drug addiction and to treat people with
drug addiction? Explain.

Assignment Four
Read: Chapter 9 – Thinking, Language and Intelligence (read only pages 297 – 310 and 323 -
346) – Myers (note: we are covering Thinking and Intelligence only; we are not covering
Language)
View Lecture 1: Intelligence
View Lecture 1: Thinking
View Lecture 1: Wisdom – note: this lecture is not a reinforcement of material in the text; this is
additional information.

Thinking

Problem Solving: Strategies and Obstacles / Thinking Lecture

1. Describe and provide examples of the cognitive strategies that assist our problem solving by
focusing on algorithms, heuristics, and insight. Give an example of each strategy.
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2. Describe the obstacles to our problem solving by focusing on an ill-defined problem vs a

well-defined problem, confirmation bias, fixation, and mental set. Provide an example of each
obstacle.

Forming Good (and Bad) Decisions and Judgments / Thinking Lecture

3. What does your author mean by intuition? When we make decisions and form judgments
about other people or situations, we are prone to making cognitive (thinking) errors (often
based on our intuition). Then, reflect on some of the primary ways in which we make these
errors include the representativeness heuristic, availability heuristic, overconfidence, belief
perseverance, and framing. Describe in your own words each of these cognitive errors. Then,
describe an example of each from the text and / or lecture or from your own observations.

The Fear Factor / Do We Fear the Right Things? / Thinking Lecture

4. Most people reason dramatically, not quantitatively. Accidents kill as many people in one
week in the US as did terrorism with 2,527 worldwide deaths in all of the 1990s. More
Americans died of food poisoning in 2001 than died in 911, yet food poisoning scares few.
Explain the four influences on our intuition about risk by describing and giving an example for
each of the following from the lecture:

1) We fear what our ancestral history has prepared us to fear.

2) We fear what we cannot control.
3) We fear what is immediate.
4) We fear what is most readily available in memory.

The Perils and Powers of Intuition / Thinking Creatively / Intelligence Lecture

5. Explain the components of smart intuition from the textbook. Describe what aspects of the
components of smart intuition relate to your experience of having intuition. Next, describe the
difference between convergent thinking and divergent thinking. Then, briefly describe the five
components of creativity based on the lecture. Describe the most creative person you know.
How many of the five components of creativity relate to this person? Explain. Do you see
yourself as a creative person, why or why not? What can you do to increase your creativity?

Intelligence

What is Intelligence? / Intelligence Lecture

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6. Define intelligence. Then, describe the differences between general intelligence, multiple
intelligences, savant syndrome, and emotional intelligence. With regard to multiple
intelligences, which of the different intelligences do you see as your strengths? Explain.

Wisdom

Wisdom Lecture

7. Depending on the situation, practical intelligence requires that we do one of the following:
Adapt (adjust to the environment), Shape (make the environment more compatible with
ourselves), or Select (leave the environment and find a new one).  Wisdom demands that we
balance adaptation, selection, and shaping.  In pursuing human strengths, Dr. Bolt talks about
the importance of learning to strike an appropriate balance between knowing when to adapt
and when to select a new environment.  For example, it is important to know when to stay in a
marriage or romantic relationship.  You don’t leave after your first big fight in the relationship.

For this homework assignment, I would like for you to reflect on a situation in which you (or a
person you know) had a difficult choice to make; you had to choose to adapt, shape, or select.
Describes the situation and describe your thoughts and feelings that related to the situation. 
Describe your choice -- did you adapt, shape, or select? Looking back on the situation now,
would you have made a different choice? Remember, wisdom demands that we balance
adaptation, selection, and shaping. In retrospect, did you reflect on all three options in a serious
way before making your decision? Explain.

Wisdom Lecture

8. Describe what is meant by the Balance Theory of Wisdom. Describe a situation that did NOT
take into account the Balance Theory of Wisdom. This situation can be one that you observed in your
family, church, or workplace or it can be large scale i.e., at the level of the government or policy. What
was the outcome of this situation? Did any people get hurt? Then, describe a situation that did take
into account the Balance Theory of Wisdom.

Wisdom Lecture

9. The lecture on wisdom describes eight pathways to developing wisdom. After reviewing the
eight pathways, describe three of the eight pathways you would like to apply to your life? In
what ways can you actually apply these pathways to your life?
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Wisdom Lecture

10. Wisdom is distinct from intelligence as measured by IQ tests. Even well-educated people
can be susceptible to four fallacies that inhibit wise choices and actions.  These errors in
intuition involve the human capacity for self-deception or illusions. The four errors in intuition
described in the lecture on wisdom include The Egocentrism Fallacy, The Omniscience Fallacy,
The Omnipotence Fallacy, and The Invulnerability Fallacy. Describe each of the four errors in
intuition. Then, briefly describe an example of each that you have observed. Your examples
could be of yourself, people you know, and / or famous people in the news / media.

Assignment Five
Read: Chapter 7 - Learning – Myers
View: Lecture 1: Classical Conditioning
View: Lecture 2: Operant Conditioning and Observational Learning
View: Lecture 1: Self-Control - note: this lecture is not a reinforcement of material in the text;
this is additional information.

Learning

Classical Conditioning / Pavlov’s Experiments / Classical Conditioning Lecture 1

1. Define learning. Describe how classical conditioning works by describing the basic idea from
Pavlov’s famous experiment. Then, in order to see how this concept of classical conditioning is
practically applied in clinical psychology, describe the basic concepts of Trauma Conditioning.

Operant Conditioning / Shaping Behavior / Types of Reinforcers / Operant Conditioning and

Observational Learning Lecture 2

2. Explain the basic concept of operant conditioning. Then, describe how shaping works. How
could you use shaping to help you change a behavior? Another aspect of operant conditioning
involves different types of reinforcers. What is a reinforcer? What is the difference between a
positive reinforcer and a negative reinforcer? Give an example of each.

Operant Conditioning and Observational Learning Lecture 2

3. Based on the lecture on Operant Conditioning and Observational Learning, explain how you
can use operant conditioning to combat procrastination. Give an example of how you can
improve your time on task on a preferred behavior by using operant conditioning.

Punishment / Operant Conditioning and Observational Learning Lecture 2

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4. Define punishment. Briefly describe the drawbacks of using punishment in parenting. What
do psychologists recommend instead? What are your observations of punishment? Do you see
any drawbacks based on your observations? Explain.

Punishment / Time Out

5. Do a google search on Time Out with Children. Describe the purpose of Time Out. What is
the correct way to use it? What are the incorrect ways parents use it? What are the
advantages of Time Out over physical punishment? Do you use Time Out? Have you observed
parents use it effectively and ineffectively? Explain.

Applications of Observational Learning / Operant Conditioning and Observational Learning

Lecture 2

6. What is observational learning? Describe the impact of prosocial modeling and of antisocial
modeling.

Self-Control

Self-Control Lecture / Power of Immediate Rewards

7. Sometimes we are our own worst enemies in that self-control failures have one thing in
common. What is the one thing self-control failures have in common? Do you find this to be
true in your life and the life of others? Explain.

Then, explain what is meant by the Marshmallow Test. Describe the findings of this study as it
relates to tracking these kids across time i.e., as adolescents, high school graduates, and
adulthood.

Finally explain what is meant by the notion that self-control is the master virtue? In other
words, what are the advantages of self-control, according to the lecture? What are the risks of
not having self-control according to the lecture? Describe examples of the consequence of not
having adequate self-control based on your observations.

Self-Control Lecture / Procrastination: A Special Case of Misregulation

8. Based on the lecture, how is procrastination defined? How does self-control relate to
procrastination? Does research indicate any benefits to procrastination? Describe several of
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the insights into the challenge of self-control, and how understanding these insights can help us
to combat procrastination. Explain how you can apply this understanding in your own struggle
to overcome procrastination.

Fostering Self-Control / Self-Regulation Theory

9. According to the lecture on Self-Control, in order to promote self-control and make progress
on our goals we need to focus on the three components of Self-Regulation Theory: standards,
monitoring, and strength. Explain each of these components. Then, explain how these apply
to your attempt to increase your self-control and make progress on your goals. Then, explain
what it means that self-control is a limited resource. How can understanding that self-control is
a limited resource help us to increase self-compassion as we work toward our goals in life?
Finally, explain how we can replenish our strength, and why we need accurate self-knowledge
in order to be effective in self-management. In what ways do you replenish your strength? Do
you believe you have an accurate self-knowledge? Explain.

Self-Control / Behavioral Change Plan

10. A well-defined plan is critical in order to change a problem behavior. You need a well-
structured plan and strong motivation. Your objective here is to identify one behavior you want
to change. Examples of behavioral deficits include: poor study habits, lack of assertiveness,
poor time management, poor eating habits, lack of exercise, lack of public speaking skills, lack
of appropriate social skills, inability to relax, lack of positive thoughts. Examples of behavioral
excesses include: being overweight, smoking cigarettes, substance abuse (for example alcohol
abuse), negative thoughts, use of bad language, jealousy, overuse of caffeine, procrastination,
too much stress, test anxiety, poor budget management. 

After you identify one behavior you want change, your goal is to write out your behavior
change plan.  Remember to get specific and write out your plan for each step.  Your assignment
is to copy and paste each of the 7 steps below into your paper. Be sure you answer each of the
7 steps below in your paper. Break your paper into at least 7 paragraphs; do not make it one
long paragraph!

1. Set a target behavior that is realistic and measurable.

2. Identify the potential benefits of reaching your target. Also identify the costs of not reaching
the target!

3. Set up a daily schedule that utilizes your favorite activities as rewards.

4. Enlist social support from family and friends who - describe how, when, where?
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5. Identify the specific obstacles you're likely to encounter in reaching your target and construct
strategies for overcoming them. Remember that the hardest part is minimizing the influence of
immediate rewards and maximizing the impact of your rewards.

6. Use tracking (self-monitoring system) to keep you focused; describe what will your tracking
system look like? What can you do to make sure you stay on track with your goal?

7. If you slip, keep trying; remember that behavioral change takes time.  4 out of 5 people
experience backsliding.  It is worth the effort!

Assignment Six 
Read: Chapter 14 - Psychological Disorders – Myers
View: Lecture 1: Perspectives on Psychological Disorders
View: Lecture 2: Anxiety Disorders
View: Lecture 3: Other Psychological Disorders

Psychological Disorders

Classifying Disorders – and Labeling People / Perspectives on Psychological Disorders Lecture 1

1. What do we mean by the term “psychological disorder?” How did we think of psychological
disorders in the Middle Ages? Describe how the medical model got started. Then, describe the
advantages and disadvantages of classification (or labeling). After studying this issue, what is
your opinion of classification? Do you know of a person who has been “labeled?” What were
the effects (positive and/or negative) in this person’s case? Explain.

Risk of Harm to Self and Others

2. Each year over 800,000 people worldwide die by suicide. Summarize all of the variable
correlated with increased risk of suicide. What has been your experience or observation of this
issue? Explain. How can we respond in a helpful way to a person who is suicidal? Then, explain
what is meant by nonsuicidal self-injury. What factors are correlated with NSSI? What process
appears to drive NSSI? Does NSSI lead to suicide? Explain. What has been your observation /
experience of NSSI?

Anxiety Disorders, OCD, and PTSD / Anxiety Disorders Lecture 2

3. Anxiety is a part of life. None of us can avoid it completely. Fortunately, for most of us, our
occasional uneasiness is not intense and persistent. However, if our level of anxiety becomes
more intense, i.e., to the point that it is quite distressing and persistent, we may have
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developed an anxiety disorder. In order to help us recognize the differences between the
different anxiety disorders, briefly explain what is meant by Generalized Anxiety Disorder,
Panic Disorder, Phobia, Obsessive-Compulsive Disorder, and Posttraumatic Stress Disorder.
Describe one or more people you known who has suffered from one of these anxiety disorders.
Did they receive any form of help? Why or why not? Explain.

Anxiety Disorders, OCD, and PTSD / Anxiety Disorders Lecture 2

4. Explain how conditioning, cognition (observational learning), reinforcement, biology, and

fraying social support play a role in Anxiety Disorders.

Major Depressive Disorder / Bipolar Disorder / Other Psychological Disorders Lecture 3

5. Most of us, at one time or another will experience some symptoms of depression. It can be
difficult to know where to draw the line between life’s normal “downs” and major depression.
How do you distinguish between major depression and life’s normal “downs.” How do you
distinguish between major depressive disorder, dysthymia (persistent depressive disorder)
and bipolar disorder? Have you known anyone (including yourself) with one of these
disorders? What was their experience? Did they receive any form of help? How long should a
person wait to get help? What do you think keeps people from getting help?

Understanding Mood Disorders / Other Psychological Disorders Lecture 3

6. Describe the biological and the social-cognitive understanding of depression. Explain the role
of negative thoughts and negative moods. What does this perspective mean by having an
explanatory style? Then, describe what psychologists mean by depression’s vicious cycle.
Explain how the explanatory style and the vicious cycle relates to your own experience of
depressed mood or to another person you have observed with depression.

Symptoms of Schizophrenia / Other Psychological Disorders Lecture 3

7. Define Schizophrenia. Explain the symptoms of schizophrenia by focusing on disorganized /

delusional thinking, disturbed perceptions, and inappropriate emotions and actions. Also,
clarify what psychologists mean by positive symptoms, negative symptoms, chronic / process
development, and acute / reactive development.

Symptoms of Schizophrenia / Other Psychological Disorders Lecture 3

8. Nearly 1 in a 100 suffer from schizophrenia, and throughout the world over 24 million people
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suffer from this disease. In order to understand schizophrenia, briefly explain the brain
abnormalities involved by focusing on dopamine, brain activity, brain anatomy, prenatal
environmental risk, and genetic factors.

9. Describe Antisocial Personality Disorder. How does it typically begin and what does it look
like in the person over the lifespan? What are the known causes of APD? How is APD different
than Borderline Personality Disorder?

Assignment Seven
Read: Chapter 15 - Therapy – Myers

View: Lecture 1: Psychological Therapies (Psychoanalytic and Humanistic)

View: Lecture 2: Psychological Therapies (Behavioral, Cognitive, Group, and Family)
View: Lecture 3: Evaluating Psychotherapies
View: Lecture 4: The Biomedical Therapies and Prevention
View: Lecture: Hope - note: this lecture is not a reinforcement of material in the text; this is
additional information.

Therapy

Psychoanalysis and Psychodynamic Therapy / Humanistic Therapies / Psychological Therapies

(Psychoanalytic and Humanistic) Lecture 1

1. Define psychotherapy. Explain the basics of Psychoanalysis by describing the goal and the
techniques. Be sure to focus on free-association, resistance, interpretation, and transference.
Then, explain how Psychodynamic Therapy is similar and different from Psychoanalysis.

2. Another form of psychotherapy includes the Humanistic Therapies. Explain how the
Humanistic Therapies are different than Psychodynamic Therapy. Further, an example of a
Humanistic Therapy is Client-Centered Therapy. Describe two fundamental techniques used in
Client-Centered Therapy by focusing on active listening and unconditional positive regard.
Finally, briefly explain why an atmosphere of genuineness, acceptance, and empathy is
important not only for a therapy relationship but also for other relationships such as parent-
child, couples, and supervisor-supervisee?

Behavior Therapies / Psychological Therapies (Behavioral, Cognitive, Group, and Family) Lecture
2

3. Another form of psychotherapy is Behavior Therapy. Explain the basic approach of behavior
therapists. What do they focus on in their version of treatment? Also, explain how they utilize
classical conditioning techniques by describing the basic differences between
counterconditioning, exposure therapy, systematic desensitization, and aversive conditioning.
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Behavior Therapies / Psychological Therapies (Behavioral, Cognitive, Group, and Family) Lecture
2

4. Another type of behavior therapy is based on operant conditioning. Explain what is meant by
the fundamental concept of behavior modification. As an example of its application, explain
how this approach works with withdrawn, uncommunicative 3-yr-olds with autism? Then,
explain how a token economy can help patients improve their lives.

Cognitive Therapies / Group and Family Therapies / Psychological Therapies (Behavioral,

Cognitive, Group, and Family) Lecture 2

5. What is the fundamental goal of Cognitive Therapy? How is cognitive therapy different than
cognitive-behavioral therapy? In addition, describe three of the therapeutic factors of group
therapy that you found interesting from the lecture. Then, briefly explain the unique
perspective that family therapy has to offer.

Is Psychotherapy Effective / How Do Psychotherapies Help People?

6. A friend comes to you to talk to you about his mother who is experiencing a high level of
anxiety with panic attacks and serious problems in her relationship with her husband. Your
friend wants to help his mother, but he believes that therapy is a waste of time. He believes
that all they do in there is “just talk.” What kind of evidence could you give to your friend that
supports the notion that therapy is actually scientifically indicated to help his mother? Include
in your explanation what the Outcome Research says about the effectiveness of psychotherapy.
Then, describe the three elements shared by all forms of psychotherapy to help people.

Drug Therapies / The Biomedical Therapies and Prevention Lecture 4

7. Describe what antipsychotic drugs treat. How do they basically work? Then describe the
difference between the antianxiety drugs and the antidepressant drugs. Which
neurotransmitters are involved with the antianxiety drugs and the antidepressant drugs?
Then, explain what the mood-stabilizing medications are used to treat as well as the
neurotransmitters involved. Describe your observations / experienced of people who have
used any of these medications.
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Therapeutic Lifestyle Change / The Biomedical Therapies and Prevention Lecture 4

8. Describe the fundamental concept in therapeutic lifestyle change. Then, describe the 12-
week training program. Which of the 6 factors are you currently doing? Which of the 6 factors
do you want to include and / or improve in your life? Explain.

Creating Healthy Environments / The Biomedical Therapies and Prevention Lecture 4

9. Explain the difference between the psychotherapies / biomedical therapies view of the cause
of psychological disorders and the preventive view. Describe the social factors that lead to
psychological disorders. What can we do on a large scale to reduce these social factors that
lead to psychological disorders? In your opinion, what can a person do as an individual to help
with this cause? Explain.

Hope

Hope Lecture

10. Explain the advantages of having optimism with regard to psychological and physical well-
being. Describe optimism and pessimism in terms of explanatory style.  Describe an example
from our life that was stressful. Pretend you are a pessimist. Describe how you would talk to
yourself about your stressful life event with regard to Stable, Global, and Internal. Now,
pretend you are an optimist. Describe how you would talk to yourself about your stressful life
with regard to Temporary, Specific, and External.

Do you believe that you tend to lean more toward optimism or pessimism?  Explain what these
tendencies look like in your life.  Where do your tendencies come from? Explain your
understanding of periods of pessimism in your life. Describe in detail someone you know who
is pessimistic. What do you think caused these episodes of pessimism? How could you
increase optimism in your life?

Hope Lecture

11. What is the difference between the goals of low-hope people and hopeful people?
Describe the components of hope, according to the lecture on Hope (agency/willpower,
waypower). What is meant by threats to hope? Describe one thing you can do to potentially
increase your level of hope?

Assignment Eight
Read: REBT - Emotional Disturbance and Its Treatment in a Nutshell 
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Read: REBT - Toward an Egoless State of Being

Read: REBT - Overcoming Self-Esteem
View: Lecture 1: REBT and Mentalization In Stressful Life Situations (Part 1)
View: Lecture 2: REBT and Mentalization In Stressful Life Situations (Part 2)

1. In this assignment, follow the instructions in the Template (Steps 1 – 6) to complete the
REBT Analysis of a Stressful Situation. Below are the detailed instructions:

REBT Analysis of a Stressful Situation

In this Discussion Response, the objective is to apply what you have learned in the REBT
lectures. Be sure that you answer the questions in the Template below in paragraph
form and with complete sentences and proper grammar. Please use a spellchecker and
grammar checker on your answers. I recommend you look at the REBT Self-Help Form to
help you complete this exercise. You will find this REBT Self-Help Form by going to
lessons, and then click on supplemental Reading-REBT.

Also, study the example that I completed on a problem I had in the past for a model of
how to compete this assignment before you attempt this assignment! You will not
understand how to complete this project unless you study this model! To find this
model, go to Lessons, and then click on Dr. Kee’s Model of the REBT Discussion. When
you turn in your assignment, please follow the model and make sure your font color is
similar to the colors used in the model.

For Part 1, you will use the Template (Steps 1 – 6) to complete this assignment. Copy
and paste this Template (Steps 1 – 6) into your own file. After reviewing Step 1 and
Step 2, you are to answer the questions in Step 3, Step 4, Step 5, and Step 6. Be sure
you include the template and your answers to each question when you turn in your
final project.

Here is the Template (Steps 1 – 6) to use to complete this assignment. Follow these
steps to complete this assignment:

Step 1:
Briefly review the factors based on the REBT Lectures that define an unhealthy
negative emotion and a healthy negative emotion:

An unhealthy negative emotion A healthy negative emotion

1. Stems from an irrational belief
2. Leads to unconstructive behavior
3. Interferes with constructive attempts
to change the negative situation if it can
be changed
4. Leads to distorted thinking
1. Stems from a rational belief
2. Leads to constructive behavior
3. Promotes constructive attempts to
change the negative situation if it can
be changed
4. Leads to realistic thinking
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5. Interferes with problem solving 5. Promotes problem solving

6. Interferes with goal achievement 6. Aids goal achievement

Step 2:
Look over your notes regarding the Unhealthy Negative Emotions and the
Healthy Negative Emotions.

Unhealthy Negative Emotions Healthy Negative Emotion

Anxiety Concern
Depression Sadness
Guilt Remorse
Shame Disappointment
Hurt Sorrow
Unhealthy anger Healthy anger
Unhealthy jealousy Healthy jealousy
Unhealthy envy Healthy envy

Step 3:
Describe a stressful situation (Activating Event) in your life (in the present or in
the past) where you experienced an unhealthy negative emotion(s).

Label the unhealthy negative emotions (e.g., anxiety, depression, unhealthy

anger, etc.) that you were experiencing related to your stressful activating event.

Step 4:
Explain the cost to you for holding on to the unhealthy negative emotions. In
other words, in what ways was your behavior unhealthy or self-defeating? In
what way was your unhealthy negative emotions interfering with constructive
attempts to change the negative situation if it could be changed? In what way
was your unhealthy negative emotion interfering with problem solving and goal
achievement?

Step 5:
Go back to the stressful situation (Activating Event) that you were describing.
Recall the unhealthy negative emotion and the unhealthy behaviors that you
experienced related to that stressful situation. Now that you have had an
introduction to the Irrational (Unhealthy) Beliefs vs. Rational (Healthy) Beliefs,
describe one irrational (unhealthy) belief for each category of Irrational Beliefs
(Demandingness beliefs, Awfulizing beliefs, Low Frustration Tolerance beliefs,
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and Depreciation beliefs) that are true for your situation. The irrational
(unhealthy beliefs) that you write out are the thoughts you were thinking that
were creating your unhealthy negative emotions and your unhealthy behaviors.
(Hint: look for the “musts” and that “shoulds” in your thinking; these thoughts
will help you identify your unhealthy/irrational beliefs that are hurting you.)

Irrational Beliefs Rational Beliefs (Healthy Alternatives)

• Demandingness beliefs • Full Preference beliefs
• Awfulizing beliefs • Anti-awfulizing beliefs
• Low Frustration Tolerance beliefs • High frustration Tolerance beliefs
• Depreciation beliefs • Acceptance beliefs

Step 6
Now, copy and paste each of your irrational (unhealthy) belief for each category
of Irrational Beliefs that you completed in Step 5 into Step 6. Write out an
alternative rational (healthy) belief to counter each of your unhealthy irrational
beliefs. If you practice these rational (healthy) beliefs you’ll notice that your
stress will go down. For example, if I practice and integrate the rational (healthy)
beliefs, I will more likely feel sad instead of depressed, frustrated instead of
angry, concerned instead of depressed, angry, and anxious about failing the
chemistry exam; also, my behaviors will also be more self-helping. For example, I
will find a way to get better sleep, exercise, and eat more nutritiously if I’m
operating out of the healthy ways of thinking and behaving. I will also be better
able to problem solve the situation if I am not disturbing myself.

Assignment Nine
Read: Chapter 10 – Motivation and Emotion (read only pages 367-382, Theories and Physiology
of Emotion and Expressing and Experiencing Emotion) – Myers
Read: Chapter 11 – Stress, Health, and Human Flourishing – Myers

View: Lecture 1: Theories of Emotion

View: Lecture 2: Embodied Emotion
View: Lecture 3: Expressed Emotion
View: Lecture 4: Experienced Emotion
View: Lecture 5: Emotions (Stress and Health)
View: Lecture 6: Emotions and Promoting Health
View: Lecture: Happiness - note: this lecture is not a reinforcement of material in the text; this
is additional information.

Stress, Health, and Human Flourishing

Stress: Some Basic Concepts / Emotions (Stress and Health) Lecture 5

 17

1. Define stress. Explain what is meant by stress appraisal. Also, describe the basic differences
between the three major types of stress ie, catastrophes, significant life changes, and daily
hassles. Then, briefly explain the general adaptation syndrome (GAS). Describe your
observation / experience with people in each of the three stages of GAS.

Stress and Illness / Emotions (Stress and Health) Lecture 5

2. Define health psychology and psychoneuroimmunology. Explain the connection between

stress and the immune system. What evidence is there to support the notion that stress can
suppress the immune system? Further, in order to better understand the connection between
stress and the immune system, explain the role stress play in AIDS, cancer, and heart disease.
With regard to heart disease, be sure to include information on anger, type A, type B,
pessimism and depression. Describe any observations / experiences you have had with regard
to stress and illness.

Coping With Stress / Personal Control / Emotions and Promoting Health Lecture 6

3. Define coping. Explain the difference between problem-focused coping and emotion-
focused coping. Then, describe the evidence behind the fact that a perceived lack of personal
control leads to negative health outcomes. Also, what are the advantages of having an internal
locus of control? What are the disadvantages of having an external locus of control? Do
operate more out of an internal locus of control or an external locus of control? Explain.

Optimism Versus Pessimism / Social Support / Emotions and Promoting Health Lecture 6

4. Explain the connection of optimism, pessimism, and social support to health outcomes. Then,
reflect on a time when you have felt a high degree of (chronic) stress in your life. Explain your
situation in the following terms: 1) what resources were threatened?, 2) what stage did you
reach with regard to the general adaptation syndrome? Did you experience optimism or
pessimism with regard to your stressful period of time in your life? Did you have adequate
sources of social support during this stressful period? Explain.

Reducing Stress / Aerobic Exercise / Relaxation and Meditation / Faith Communities and
Health / Emotions and Promoting Health Lecture 6
 18

5. Explain how aerobic exercise, relaxation / meditation, and faith communities can help reduce
stress. What are your observations / experiences of these methods with regard to stress
reduction? Do you use any of these methods? Would you like to start using any of these
methods? Explain.

Happiness / What Affects Our Well-Being? / The Short Life of Emotional Ups and Downs /
Experienced Emotions Lecture 4

6. Describe the evidence to support the notion that our emotional ups and downs are short
lived. Do you feel that these findings are true in your life? Explain.

Happiness / What Affects Our Well-Being? / Wealth and Well-Being / Experienced Emotions
Lecture 4

7. “Yuppie Values” in fact tend not to lead to greater levels of happiness. (Yuppie values refer
to Yuppie (short for "young urban professional" or "young upwardly-mobile professional"). 
Yuppies are mocked for their conspicuous personal consumption and hunger for social status
among their peers.  As Myers points out, "They are into seeking money to prove themselves,
gain power, or show off rather than support their families.") Explain why psychological science
refutes this idea (that more money will make you a happier person). Incorporate the
adaptation-level phenomenon and relative deprivation into your explanation. Did you used
to believe that more money would make you happier? Explain how this applies to your life.

Happiness / What Predicts Our Happiness Levels? / Experienced Emotions Lecture 4 /

Happiness Lecture

8. Explain what predicts our happiness levels. Which factors are not predictive of happiness?
Now, reflect on your own level of happiness. Which factors from Myers and the lecture on
happiness would you like to incorporate into your life to increase your happiness level? Explain.

Happiness Lecture
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9. Based on the Happiness lecture, explain the relationship between personality and happiness.
Explain what kind of experiences do people find most satisfying? Then, in your own words,
what is meant by flow. Have you experienced flow? How would you know if you have
experienced it? Describe what that feeling is like for you. Describe how you can increase the
experience of flow in your life?

Happiness Lecture

10. Some people find happiness in everyday occurrences and others seem chronically unhappy.
Based on the Happiness lecture, explain the difference in these people by describing people
who tend to emphasize maximization. Who do you know falls in this category of maximization?
Describe this person – in what ways to they engage in maximization. Explain what a person
needs to understand in order to decrease his/her tendency toward maximization. How does
this concept of maximization relate to your life?

Happiness Lecture

11. According to the lecture and reading on happiness, what types of life experiences tend to
lead to greater levels of happiness? Do you find this explanation to be accurate for your life?
Explain. Then, review the recommendations in the lecture on happiness for increasing your
happiness. Which of the recommendations are you pursuing now? Which of the
recommendations are you not doing? Are there any you would like to incorporate into your
life? Explain what this would look like in terms of specific behavior.

Assignment Ten
Read: Chapter 4 - Developing Through the Lifespan – Myers
View: Lecture 1: Childhood Cognitive Development
View: Lecture 2: Childhood Social Development
View: Lecture 3: Adolescence
View: Lecture 4: Adulthood

Lifespan Development

Cognitive Development / Piaget’s Theory and Current Thinking / Childhood Cognitive

Development Lecture 1
 20

1. Piaget’s Stages of Cognitive Development: briefly describe the sensorimotor stage, including
a description of object permanence. Briefly describe the preoperational stage. Children at this
stage are still limited in their thinking. What does it mean that children at this stage have not
achieved conservation? Children at this stage are also egocentric; what does this mean? Also,
explain why children at this stage are at risk for child abuse. How could an understanding of
Piaget help decrease and prevent child abuse? Explain. Briefly describe the concrete
operational stage and the formal operational stage.

Origins of Attachment / Attachment Differences / Childhood Social Development Lecture 2

2. What is stranger anxiety and how does it relate to attachment? The elements that create
attachment include body contact, familiarity, temperament, and responsive parenting.
Describe how each of these factors help foster healthy attachment. Describe observations you
have of parents and children that connect to these factors of attachment.

Attachment Differences / Childhood Social Development Lecture 2

3. Early attachments form the foundation for our adult relationships. Describe the
characteristics in children of secure attachment, ambivalent attachment, and avoidant
attachment. Then, describe how each of these attachment styles affect adults. Based on your
observations / experience, briefly describe an adult person you know who fits each attachment
style.

Deprivation of Attachment / Childhood Social Development Lecture 2

4. What are the consequences of a deprivation of attachment for both monkeys and humans?
How does a deprivation in attachment relate to abusive parenting. Describe what is happening
in terms of neurotransmitters (serotonin) in animals and humans that are traumatized. Briefly
describe any observations / experiences you have had of the impact of a deprivation of
attachment on the development of a person.

Childhood Social Development Lecture 2 (Trauma and Attachment)

5. Based on the lecture, describe the relationship between trauma and attachment. What are
the negative effects of trauma? Explain the three levels of interpersonal involvement in
trauma. How does stress pileup relate to trauma and attachment? How can a person who has
experienced traumatic attachment learn how to heal? What is the connection between
 21

attachment and the regulation of physiological arousal. Briefly comment on any observations /
experiences you have had of a person who has experienced attachment trauma.

Parenting Styles / Childhood Social Development Lecture 2 (Child-Rearing Practices)

6. Describe the three parenting styles: authoritarian, permissive, and authoritative. Describe
the parenting style your parents used in raising you? Were they highly restrictive, permissive, or
more democratic? Describe your observations of a person who was raised with an
authoritarian parenting style. What impact has that style had on the person’s self-concept?

If you are a parent, do you tend to use the same parenting style as your parents? Explain. If
you are not a parent, do you believe you will use your parent’s style or a different style?
Explain.

How would you recommend helping parents develop a more authoritative parenting style?

Adolescence / Physical Development / Adolescence Lecture 3

7. Define puberty. Then, describe the advantages and the risks for boys who mature early.
Describe the risks for girls who mature early. Then, explain frontal lobe development in
adolescence, and its relationship to impulsivity and risk for smoking. Describe your
observations that connect to these factors in adolescence.

Social Development / Forming an Identity / Parent and Peer Relationships / Adolescence

Lecture 3

8. The chief task of adolescence is to solidify one’s sense of self (one’s identity). Explain the
difference between identity and role confusion. We commonly hear about the “stress and
storm” period in adolescence indicating that there is a great deal of conflict between
adolescents and their parents. Does the research support this commonly held belief? Describe
how parents and peers influence adolescents.

When you were an adolescent, who had the most influence on how you saw the world and
yourself? Was it your parents, your peers, or a best friend? Who has had the most lasting
influence?  
 22

Adulthood / Physical Changes in Middle Adulthood / Physical Changes in Later Life / Cognitive
Development / Adulthood Lecture 4

9. Describe the physical changes we can expect as we go through adulthood, including fertility,
sexuality, sensory abilities, immune system, and the brain. The, describe what we can expect to
change as we age with regard to our cognitive abilities. Describe any observations you have
that connect some of these factors of aging to real-life people you know.

Social Development / Adulthood’s Ages and Stages / Adulthood’s Commitments / Adulthood

Lecture 4

10. Does the research support the notion that as people enter their forties, they undergo a
midlife "crisis ” or transition, meaning that once they hit that age they are at greater risk for job
dissatisfaction, marital dissatisfaction, divorce, anxiety, and suicide? Explain.

Sigmund Freud is famous for saying that the healthy adult is one who can love and work.
Describe the two basic aspects of our lives that dominate adulthood according to Erik Erikson.
Then, describe several important themes related to love in adulthood including the advantages
of being married, cohabitation, and children. Do you think it is wiser to cohabitate before
getting married? Explain. With regard to work, describe why work is so significant for
adulthood; what is the connection between work and happiness?

Social Development / Well-Being Across the Life Span / Death and Dying / Adulthood Lecture 4

11. Explain how our well-being tends to change from early adulthood to midlife. Does the
research support the notion that levels of life satisfaction decrease in later life given all the
changes we have to face e.g., reduced income, work is often taken away, body deterioration,
recall fades, and energy wanes. Explain.

Also, explain how people in later life react to the loss of a spouse? What is meant by Erikson’s
final stage i.e., integrity vs despair. How can we improve our chances for developing integrity
into old age?
 
If death is a natural part of life -- it's a natural progression of life, birth, growth, maturity, aging,
and death -- then why do so many people regard death as bad? 
 23

Assignment Eleven
Read: Chapter 10 – Motivation and Emotion (read only pages 348 - 359, Basic Motivational
Concepts, Affiliation, and Achievement) – Myers
Read: Chapter 5 – Gender and Sexuality (read only pages 172 – 188 Human Sexuality) - Myers
View: Lecture 1: Motivation
View: Lecture 2: Sexual Motivation
View: Lecture: Love – note: this lecture is not a reinforcement of material in the text; this is
additional information.
Read: REBT - How to Stop Being a Love Slob 
Read: REBT - Self-Interest and Assertion

Motivation

Motivational Concepts / Instincts and Evolutionary Psychology / Drives and Incentives /

Optimum Arousal / Motivation Lecture 1

1. Define motivation. Define instinct. Explain why early instinct theory failed. After the
original instinct theory collapsed, drive-reduction theory was its replacement. What is the
fundamental concept behind drive-reduction theory?

As we have seen, some motivated behaviors aim to reduce a physiological need or minimize
tension (i.e., drive-reduction theory). On the other hand, other motivated behaviors aim to
increase arousal. What do we mean by optimal arousal? Explain optimal arousal in terms of
the optimum stress zone and the Yerks-Dodson law. Describe what you have learned in this
class to help you reduce or manage your stress so that you can live in the optimum stress zone
more of the time.

Motivational Concepts / A Hierarchy of Motives / Motivation Lecture 1

2. Explain what is meant by Maslow’s hierarchy of needs.

Maslow believes that the only reason that people would not move in the direction of self-
actualization is because of hindrances placed in their way by society i.e., discrimination, and
poverty. He thinks that education can be one of these hindrances. In what ways do you see our
education system actually hurting the self-actualization process? How might we make changes
from the usual person-stunting tactics to person-growing approaches? Primarily discuss your
own ideas here in addition to briefly summarizing the lecture on Maslow.
 24

Human Sexuality / The Physiology of Sex / Hormones and Sexual Behavior / The Sexual
Response Cycle / Sexual Dysfuctions / Sexually Transmitted Infections / Sexual Motivation
Lecture 2

3. Briefly describe the four stages of the sexual response cycle. Then, define sexual disorder
(sexual dysfunction). What percentage of marriages have some kind of sexual problem? Briefly
describe the four common sexual disorders. Explain what is happening to the rates of sexually
transmitted infections.

Based on your observations and experience, where do young people receive their knowledge
and education on sexuality? Do you believe most parents do a good job of teaching their
children? Explain. What can we do better as a society to increase sexual education?

What is the difference between estrogen and testosterone? Describe the difference between
hormonal effects in animals compared to humans. Explain the difference between normal
fluctuations of sexual hormones and the large hormonal shifts with regard to effect on sexual
behavior. What happens to our hormone levels as we age?

Human Sexuality / The Psychology of Sex / External Stimuli / Sexual Motivation Lecture 2

4. With regard to the psychology of sex, an external stimulus (e.g., observing something erotic
or touch) plays a very important role in triggering sexual arousal in men and women. Also,
women show nearly as much arousal to erotic material as men. Men show a more active
amygdala when viewing erotica. However, with repeated exposure, the emotional response to
any erotic stimulus often habituates or decreases. As a result, more stimulus is needed to
experience the previous level of emotional response. Describe some possible harmful
consequences of sexually explicit material. Do you think pornography is harmful to
relationships? Explain.

Human Sexuality / The Psychology of Sex / Sexual Motivation Lecture 2

5. American teens compared to European teens have 1) Lower rates of intercourse, 2) Lower
rates of contraceptive use, and 3) Higher rates of teen pregnancy and abortion. Only one third
of sexually active American male teens use condoms consistently. Why are American teens not
more motivated to use contraception? Research indicates that the following factors contribute
to teen pregnancy: 1) Ignorance, 2) Guilt related to sexual activity, 3) Minimal communication
 25

about birth control, 4) Alcohol use, and 5) Mass media norms of unprotected promiscuity.
Describe what is meant by these five factors.

After reviewing these five factors, explain what you would recommend that can be done
realistically to reduce teen pregnancy rates and teen STI rates. Come up with at least three
intervention factors that relate to multiple levels (i.e., individual level, peer level, family level,
and social level).

Sexual Orientation / Environmental and Sexual Orientation / Biology and Sexual Orientation /
Sexual Motivation Lecture 2

6. Define sexual orientation. What percentage of men are exclusively homosexual? What
percentage of women are exclusively homosexual? Describe several of the findings based on
consensus of the origins of sexual orientation. Were you surprised by any of these findings?
Explain. Then, briefly trace the biological evidence for sexual orientation by focusing on
evidence of homosexuality in other species, gay-straight brain differences, genetics, and
prenatal hormones.

Given all of this biological evidence, why do you think some continue to discriminate against
gays and lesbians? Do you think our country is moving in a direction of greater acceptance?
Explain.

REBT Articles

7. This structured discussion question is based on REBT: How to Stop Being A Love-Slob. Briefly
summarize the three common problems of being a Love-Slob? Briefly summarize in your own
words Love-Slob Attitude #1 and Love-Slob Attitude #2. Describe several rational thoughts to
help counter these unhealthy attitudes.

Do you see any "love-slob" in your personality? Or, are you the other extreme in that you are
fiercely independent, keeping yourself at a distance in your close/romantic relationships?  What
are your observations of others who show “love-slob” behavior or the other extreme of keeping
extreme distance? What is the healthy way to proceed in our romantic relationships?

8. This structured discussion question is based on REBT: Self-Interest and Assertion.  What is the
difference between self-interest and selfish? Describe the problem with guilt. Describe one
thing you got out of the article that you found helpful.
 26

Do you see yourself as assertive in your relationships with people in your work and in your
personal life? Or, do you tend to allow people to take advantage of you too much? Are there
aspects in these areas of your life you would like to change? Explain.

Love Lecture

9. Based on the Love Lecture, describe the types of romantic relationships: secure type,
avoidant type, and ambivalent/resistant type. Which form of attachment (secure, avoidant,
and anxious) best reflects your observations of yourself or a person you know? Does the
description of this form of attachment accurately reflect your experience? In what way does
this help you think about your close relationships with others?

10. Based on the Love Lecture, describe what is meant by consummate love. In your opinion,
how realistic is it for couples to experience and maintain consummate love? Explain. How
would this work? What are the barriers?

11. Before you listened to this lecture on Love, in your opinion, what do men and women look
for in a mate? Then, based on the Love Lecture, explain what men and women look for in a
mate? Do you observe differences in what men and women look for in a mate? Explain.

Then, describe (based on the lecture) the difference between passion, and intimacy. Describe
the factors that help facilitate intimacy according to the lecture. Do you believe it is a struggle
for many men in our culture to fully experience intimacy? Explain.

12. Based on the Love Lecture, describe the three types of commitment, and then describe the
functions of commitment. How do you feel about commitment? Why do you think it is so
important? Why does it seem to be difficult for many people to develop? How is commitment
different from passion and intimacy? How does commitment connect to equity?

13. Based on the Love Lecture, one of the strategies for building close relationships is Minding
Theory. I want you to think about how you would teach this theory to a friend. How would you
explain the three factors of Minding Theory: Foundation of Knowledge, Acceptance, and
Positive Attributions. Then describe your own reaction to this theory, meaning what do you
think about this strategy? How do you feel about this strategy? Does it help to enrich your life
or relate to your life? Does it increase your understanding of a particular issue? Did it change your
perspective in any way?
 27

14. Briefly summarize the specific strategies for building a loving relationship (carve out time to
talk, handle conflict constructively, express admiration, show affection, and create shared
meaning). Then describe your own reaction to these strategies. How do you feel about them?
Does it help to enrich your life or relate to your life? Does it increase your understanding of a
particular issue? Did it change your perspective in any way?

Assignment Twelve
Read: Chapter 13 - Social Psychology - Myers 
View Lecture 1: Social Thinking
View Lecture 2: Social Influence (Conformity and Obedience)
View Lecture 3: Social Influence (Group Influence)
View Lecture 4: Social Relations (Prejudice)
View Lecture 5: Social Relations (Aggression)
View Lecture 6: Social Relations (Attraction, Altruism, and Conflict)

Social Psychology
Social Thinking / The Fundamental Attribution Error / Social Thinking Lecture 1
1. Explain how the fundamental attribution error can affect our analysis of behavior as well as
our actions we take. Provide examples to explain your description.

Social Thinking / Attitudes and Actions / Actions Affect Attitudes / Social Thinking Lecture 1
2. Define attitudes. Explain how attitudes and actions affect each other by describing the foot-
in-the-door phenomenon, the power of roles by explaining what happened in the Stanford
Prison Experiment and how this study sheds light on what happened at Abu Ghraib.

Social Thinking / Actions Affect Attitudes / Social Thinking Lecture 1

3. How do people cope with the discomfort (dissonance) when their actions and attitudes
clash? Explain how people will use cognitive dissonance as a way to cope with this discomfort.
Provide a couple of examples.

Social Influence / Conformity: Complying with Social Pressures / Conformity and Social Norms /
Social Influence (Conformity and Obedience) Lecture 2

4. Describe Asch’s famous experiment on conformity. Then, explain why we conform by

describing normative social influence and informational social influence. What examples do
you see that relate to conformity and/or the price people pay for being different. Describe an
example where conformity can be dangerous.
 28

Social Influence / Obedience: Following Orders / Social Influence (Conformity and Obedience)
Lecture 2
5. Describe Milgram’s experiments on obedience. Under what conditions was obedience
highest? What do the Asch and Milgram experiments teach us about susceptibility to social
influence. How do these studies shed light on the development of evil acts? Explain.

Social Influence / Group Behavior / Social Influence (Group Influence) Lecture 3

6. Other powerful examples of social influence include how our behavior is affected by the
presence of others. Describe conditions in which the presence of others (group influence) is
likely to result in deindividuation, group polarization and groupthink. Provide examples to
illustrate your explanation. Then, describe how the power of the individual can influence the
majority.

Prejudice, Social Roots of Prejudice / Emotional Roots of Prejudice / Cognitive Roots of

Prejudice / Social Relations (Prejudice) Lecture 4

7. Describe the difference between prejudice, discrimination, and stereotypes. List some
examples of stereotypes based on culture or race, gender, and sexual orientation. Describe an
example of prejudice and/or discrimination that you have observed.

8. In order to understand the social roots of prejudice, explain the connection between
prejudice and social inequalities, including a focus on the just-world phenomenon. Also,
describe what is meant by ingroup, outgroup, and ingroup bias. Then, in order to understand
the emotional roots of prejudice, explain what is meant by scapegoat theory and its connection
to anger. In addition, describe the cognitive roots of prejudice by focusing on categorization
(forming categories), other-race effect, and vivid cases.

Aggression / The Biology of Aggression / Social Relations (Aggression) Lecture 5

9. Define aggression. Briefly describe the evidence of the role of biological factors (genetic,
neural, and biochemical) in aggressive behavior. One of the chemicals that unleashes
aggressive responses to frustration is alcohol. Describe your observation of a person who
became aggressive under the influence of alcohol.

Aggression / Psychological and Social-Cultural Factors in Aggression / Social Relations

(Aggression) Lecture 5

10. Briefly describe the evidence of the role of psychological and social-cultural factors
(frustration, aversive events, rejection, learning (reinforcement), modeling, self-control,
minimal father care, and disparity between rich and poor) in aggressive behavior.
 29

Then, briefly summarize the connection between violent video games and violence. Also, briefly
summarize the connection between sexual aggression and media. In your own observation /
experience, do you see any connection between an aggressive person and the psychological
and social-cultural factors? Explain.

Companionate Love / Social Relations (Attraction, Altruism, Conflict) Lecture 6

11. Do you see equity in the long-term relationships or marriages that you have observed? Do
you think relationships become less equitable after the couple becomes married or after they
have a child? Do you think most people struggle with self-disclosure in love relationships? Give
examples from your observations.

Altruism / Bystander Intervention / Social Relations (Attraction, Altruism, Conflict) Lecture 6

12. Briefly describe the Kitty Genovese story? Explain how the research on the bystander effect
explains the inaction of the people to respond to Kitty Genovese. How do we decrease the
bystander effect?

Conflict and Peacemaking / Elements of Conflict / Promoting Peace / Social Relations

(Attraction, Altruism, Conflict) Lecture 6

13. The world spends 2 billion every day for arms and armies. This money could have been
used for housing, nutrition, education, and healthcare. Social psychologists are interested in
understanding what it is about the human mind that causes destructive conflict. In order to
understand conflict describe the fundamental ideas behind social traps and mirror-image
perceptions. Then briefly describe how cooperation can be fostered through contact,
communication, and conciliation. Give examples from your observations.