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NOTE TO STUDENTS
Some introductory psychology courses include a laboratory or discussion section ponent that
supplements the basic lecture class。 We have designed a set of research projects that acpany this edition
of Psychology and Life for use in those courses。 If you are in such a course and your teacher plans to use some
or all of our research projects； then you should bring this Study Guide to class meetings。 It contains the
materials necessary for carrying out the research projects； such as instructions； stimulus materials； tables
and charts for tabulating your data； and so forth。
Although any of these projects may be worked into an existing course syllabus for a small class； they were
designed to be the core exercises in separate discussion sections led by instructors or teaching assistants。
Each of them has been class…tested and refined over a number of years of use in the Introductory Psychology
discussion sections at Stanford University and in other colleges as well。 They have been evaluated as
informative and enjoyable by both teachers and students。 We hope you will also find them a valuable
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addition to your course。
If possible； a 90…minute class period should be allotted for each discussion section。 In our quarter…long
course； these six sections are supplemented by one period in which the teacher describes his or her current
or recent research interests。 In addition； the class chooses the final topic or activity from a set of options
provided by the teacher。 The options may be other research projects covering different methodologies； such
as field observations of seating patterns at a campus event； interpersonal distance in public areas；
nonverbal munication； and so on。 Alternatively； they may consist of visiting research laboratories in the
department or munity。 Sometimes the class may go to a movie or play that has a psychological theme
and discuss it afterward。 The point is to expose the class to a meaningful psychological activity or exercise
likely to simulate further interest in psychology。
In a semester…length course； the projects here will have to be extended in ways consistent with your course
objectives。 That may include either adding other research projects or alternating class sessions between
research demonstrations and discussions or extensions of text and lecture material。
It is advisable that these sections be coordinated with the basic lecture course； yet maintain an identity of
their own。 If TAs are conducting the sections； the lecturer should meet with them regularly to plan the
research projects； get feedback on how well they worked； encourage trying out variations on the topics
chosen； and reinforce effective teaching performance。 Sitting in on some sections also offers a first…hand look
at how they are functioning。
A good way to get teaching assistants when there is not a sufficient budget for them is to offer a credit
course entitled Practicum in Teaching。 Thus； advanced students get credit for learning how to teach； and
they typically learn the course materials more thoroughly than they did as “students。” This experience
makes an excellent addition to their vita。 For those who do a good job； the incentive of a letter of
remendation is often potent。 We may offer first…time undergraduate TAs the option of team…teaching two
sections in order to share the anxiety； preparation load； and classroom activities。
Typically； undergraduates at Stanford have taken sections for one credit beyond the units for the lecture
course。 When the sections are organized around research projects； the grade is based on general class
performance and attendance； not on any exams。 We have found that making sections optional； instead of
required； decreases the number of unmotivated students who register for them。
EXPERIMENTS AND DEMONSTRATIONS
DOMAIN TITLE
Social Perception （First class “icebreaker”） Impression Management and Formation
Sensory Perception Coping with Being Temporarily Blind
Methodology Reaction Times Can Be Revealing
Conditioning Salivating for Pavlov
Memory and Cognition Strategies for Enhancing Memory
Motivation and Assessment Detecting Guilt and Deception
Psychopathology Suicide： Intentions and Acts
Ethics and Research Evaluation and Research Ethics
Psychotherapy Clinical Interventions
Both graduate and undergraduate student TAs report that being able to use this set of materials had many
benefits。 Among them they noted： lessening of anxiety at the start of their teaching experience； increased
confidence in presenting a variety of topics and approaches； and saved preparation time。 Use of these
materials enabled TAs to perform different functions across a set of activities and generally created a
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positive feeling among their students that something worthwhile was happening in the discussion sections。
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IMPRESSION MANAGEMENT AND FORMATION
OBJECTIVES
1。 To acquaint class members with one another and to provide a first…session “icebreaker” to get
students talking。
2。 To stimulate discussion about how people form impressions about others and how they manage
the impressions others will form about them。
3。 To examine how people’s beliefs influence their social judgments。
4。 To demonstrate how interesting questions can be studied experimentally and how subjects’
responses can be quantified and analyzed。
OVERVIEW
In the short time that the class has assembled； it is likely that two processes have been going on： impression
management and impression formation。 Impression management is a plex set of verbal and nonverbal
behaviors that a person engages in with the intent to appear in a desired way。 Impression formation is the
process of making judgments about the attributes of other people。 In this section； we will do the following：
1。 Begin by going around the room and having the students introduce themselves by answering the
question； “Who Am I？” The “Who Am I？” test is an old projective test that repeatedly asks
respondents to answer the question “Who are you？” Answering this question gets students to self…
disclose quickly。 After you have gone pletely around the room once； go around the room again；
having the students answer the same question。 You will find that each time you go around the
room； students self…disclose more。 This process is very sensitive to your initial remarks； and you can
easily direct the tone of students’ replies。 Go around the room as many times as practical。 This
simple activity will pay…off by creating a supportive； friendly； and humane environment that will
last for the entire term。
2。 As each student speaks； all others will list up to five adjectives that they think are probably
characteristic of this person。
3。 For three students chosen arbitrarily； list on the chalkboard the adjectives that class members chose
as descriptive of each person in question。
4。 Ask the people who were selected whether the adjectives that the class members chose are the ones
that they intended to generate。
5 。 Ask students to list the three traits they each think are most characteristic of the course instructor。
Pool their impressions to determine the frequency of each trait and where there is consensus or
disagreement。 Ask students for behavioral or perceptual evidence they used to infer each of the
traits they listed。 Ask them to use the Impression Formation Tally Forms to outline their
impressions。
6。 Analyze five different styles of self…presentation。
GENERAL INTRODUCTION
In social encounters； we are selective in what we tell other people about ourselves and in what we look for
in them。 We engage in impression management by giving others information that will lead them to form
certain conclusions about us。 We also engage in impression formation by seeking out information about
others in ways that may confirm our initial impressions about them。 This demonstration examines how
people manage their impressions of others by selectively presenting information that is relevant to some
goal…in this case； getting a job。 It also explores how people recruit information about others as they form
impressions about them。 In doing this； the demonstration provides a relatively nonthreatening means for
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students to bee better acquainted。
SELF…PRESENTATION STYLES
Robert Arkin （Ohio State University） improved on this demonstration by adding the following unit on
individual styles of self…presentation。 See the taxonomy chart （from a research article by Jones and Pittman；
1982） in which； for each of four types of self…presentation styles； there are four columns of information： a） the
emotion that the actor wants to arouse （the goal of the interaction）； b） the attributions the actor seeks to elicit
from others about himself or herself； c） the prototypical actions used to achieve those objectives； and d） the
risks of negative attributions being made instead of the intended one。 Read the chart carefully to get a sense
of these styles； strategies； and consequences。
1。 Begin by asking the class； “Suppose you wanted to arouse res