CLIL Textbook(Content and Language Integrated Learning)on Psychology
Brian J Birdsell

Natusko Tatsuta

Hirosaki University

1

CLIL stands for “content and language integrated learning”.
The goal of a CLIL course is to teach a foreign language (e.g.,
English) through academic content, in this case, Psychology.
Therefore, this class has a dual-focus – improving your English skills
while learning more about the field of Psychology.
CLIL courses also focus on the following 4 C’s:

Content
Communication

CultureCognition
This book is divided into 3 sections (Growth & Motivation,
Cognitive Psychology, and Personality & Social Psychology). In
each section, there are 3 units, so we will cover a total of 9 units. We
will cover one unit each week. At the end of each section, you will doa short group presentation on a topic related to that section.

2

In each unit, there is a content module (the 1st C), which introduces
the academic material in a short reading passage. You will build up
your knowledge on a specific topic related to psychology. In
addition, you will watch a video related to this topic and then have tosummarize it to show that you comprehend the material.
There is also a communication module (the 2nd C), which
includes both open discussion questions related to the content and aconversation dialogue to practice talking about the content. You willcompare and contrast what you have learned in the content module toshow that you can analyze this new information. In addition, youwill compose and produce your own short group presentations on a
topic related to the section to show that you can synthesize what you
have learned. Finally, you will learn to evaluate and complete peer
reviews of other students’ presentations.
Knowledge

Comprehension

AnalysisLower Order
Thinking Skills

Synthesis

Evaluation

Higher Order
Thinking Skills

Therefore, the third pillar of a CLIL course is to develop yourcognition (the 3rd C), as indicated in the above highlighted words.
These are all part of the well-known taxonomy of thinking skills
developed by Paul Bloom.
Lastly, the final pillar of CLIL is to develop your knowledge ofculture (the 4th C), which means gaining a deeper understanding ofourselves and other cultures through learning and discussing thematerial in this textbook.

3

Throughout the textbook, there are dialogues related to the topic topractice your conversation. There are 3 individuals in these dialogues
studying psychology at an international university. Hiroshi is from
Hirosaki, JAPAN; Deborah is from Sicily, ITALY; and Marina isfrom Guadalajara, MEXICO.

Deborah

HiroshiMarina4

The outline of the textbook.
There are 3 sections based on a theme from the field of Psychology and eachsection has 3 units connected to this theme.
The goal is for you to come to class prepared to talk about the topic, instead of
the teacher standing and lecturing for the entire class. That means, each student
needs to actively complete the weekly homework assignments before class to
become familiar with the topic.
Each unit is divided into the following 4 Headings:
The “green headings” contain a short reading passage on the topic.

Content: Background Reading

Section **Week **The “grey headings” contain your homework. Each individual in your groupwill watch a different video and write a short summary of the video and also dosome vocabulary exercises.

Homework

Section **Week **The “blue headings” are the communication activities. During class, we will do
activities to practice English communication. For example, each student will
describe to the other students in the group the video from the above homework.
This is a jig-saw puzzle – each student helps the other students gain a deeper
understanding of the topic. In addition, there are discussion questions andpractice dialogues.

Communication Activities

Section **Week **

Finally, at the end of the 3 weeks, each group will do a short group presentation
on a topic they found interesting in that section.

Group Project for Section **5

Section **Week **

Table of Contents
SECTION 1: GROWTH & MOTIVATION ................................................... 7
UNIT 1: GROWTH THEORIES AND THE HIERARCHY OF NEEDS .......................... 8
UNIT 2: MOTIVATION – SELF DETERMINATION THEORY................................. 18
UNIT 3: EMOTIONS, LOVE & POSITIVE PSYCHOLOGY ..................................... 25
GROUP PROJECT FOR SECTION 1 ...................................................................... 36
SECTION 2: COGNITIVE PSYCHOLOGY ................................................ 37
UNIT 4: PERCEPTION & GESTALT PSYCHOLOGY ............................................. 38
UNIT 5: MEMORY ............................................................................................... 49
UNIT 6: CREATIVITY .......................................................................................... 58
GROUP PROJECT FOR SECTION 2 ...................................................................... 65
SECTION 3 PERSONALITY & SOCIAL PSYCHOLOGY ....................... 66
UNIT 7: PERSONALITY ....................................................................................... 67
UNIT 8: SOCIAL PSYCHOLOGY 1 ........................................................................ 76
UNIT 9: SOCIAL PSYCHOLOGY 2 ........................................................................ 82
GROUP PROJECT FOR SECTION 3 ...................................................................... 88
REFERENCES ................................................................................................. 89
ACKNOWLEDGEMENTS ............................................................................. 92
OTHER ONLINE RESOURCES ................................................................... 92(Written in collaboration with openai’s ChatGPT - https://chat.openai.com)

6Section 1: Growth & Motivation

7

Unit 1: Growth Theories and the Hierarchy of Needs
Key vocabulary
Tackle
取り組む・立ち向かう
Persistence
根気よさ・がんばり・粘り強さ

Repertoires
レパートリー・
能力範囲
Setbacks
障害

Resilience
レジリエンス:困難から迅速に回復する能力・タフさがある

Predetermined
前もって決められた

Content: Background Reading 1

Section 1
Week 2The broaden and build growth theory, proposed by Barbara Fredrickson, suggests that
positive emotions broaden people's thought-action repertoires, which in turn builds theirpersonal resources, allowing them to flourish and grow over time. According to the theory,
positive emotions such as joy, interest, contentment, and love, can broaden an individual's
cognitive, social, and physical resources, which can then be used to tackle new challenges
and explore new opportunities. The build component of the theory suggests that thedevelopment of resources over time can lead to greater resilience, well-being, and personal
growth (see Figure 1).

Figure 1: A diagram of the broaden and build growth theory
Notes (e.g., for new vocabulary):8

A related concept to the broaden and build growth theory is growth mindset, first introduced
by Carol Dweck. This theory argues that individuals who believe that their intelligence,creativity, and abilities can be developed through effort, persistence, and learning are more
likely to adopt a growth mindset. This mindset fosters a desire to learn and to overcome
challenges, leading to greater achievement and success in a variety of domains. In contrast,
individuals who hold a fixed mindset, believing that their abilities are predetermined andunchangeable, are less likely to take risks or engage in challenging activities, and may
become discouraged or give up more easily when faced with setbacks or obstacles. By
promoting a growth mindset in individuals, educators and parents can encourage thedevelopment of creativity, resilience, and a lifelong love of learning (see Figure 2).

Growth Mindset

Fixed Mindset

Avoids challenges

Embraces challenges
Persists in the face of obstacles

Gives up easily

Sees effort as the path to building
new skills

Sees effort as fruitless

Learns from criticism

Ignores useful feedback

Finds inspiration in others successIs threatened by others successFigure 2: A diagram of growth and fixed mindsets

Notes (e.g., for new vocabulary):

9

Key vocabulary
Hierarchy
階層

Physiological
生理的Security
安定

Belonging
所属感

Esteem尊敬

Self-respect
自尊心

Self-actualization
自己実現

Potential
潜在能力

Content: Background Reading 2

Section 1
Week 2

Maslow's Hierarchy of Needs is a theory of motivation that was first proposed bypsychologist Abraham Maslow in the 1940s. The theory suggests that people have different
types of needs that must be met in a certain order, with basic needs taking priority overhigher-level needs.
The hierarchy is usually depicted as a pyramid (see Figure 3), with the most basic needs atthe bottom and the higher-level needs at the top. The five levels of the hierarchy, in orderfrom bottom to top, are:
1. Physiological Needs: These are the most basic needs that humans have, such as food,water, shelter, and sleep. Without these needs being met, people cannot focus onanything else.
2. Safety Needs: Once physiological needs are met, people have a need for safety andsecurity. This includes things like financial security, physical safety, and a sense ofstability in life.
3. Love and Belonging Needs: After safety needs are met, people have a need for loveand belonging. This includes the need for friendship, family, and romantic
relationships.
4. Esteem Needs: Once love and belonging needs are met, people have a need for
esteem. This includes the need for self-respect, the respect of others, and the feelingof being valued and important.
5. Self-Actualization Needs: At the top of the pyramid are self-actualization needs.
This includes the need for personal growth and fulfillment, creativity, and realizing
one's potential.
Maslow's theory suggests that people must have their basic needs met before they can focus
on higher-level needs. However, it's important to note that not everyone will have the sameneeds, and some people may be able to focus on higher-level needs even if their basic needs
are not fully met. Additionally, people may move up and down the hierarchy depending on
their circumstances and life events.
Notes (e.g., for new vocabulary):10

Self-actualization needs(Self-expression, creativity, a sense of connectedness, morality,
spontaneity, problem solving, lack of prejudice, flow, peak experience)

I am ME
Esteem needs(Competence, self-esteem, confidence, achievement,
respect of others, respect from others)

I am RESPECTED & KNOWN
Belongingness needs(Acceptance & love, self-esteem, confidence,achievement, respect of others, respect from others)

I BELONG
Safety needs(Protection from dangers, security of body, of employment,of resources, of family, of health, of property)

I am SAFE
Physiological needs(Minimal essentials for life. breathing, food, water, sex, sleep, homeostasis)

I am COMFORTABLE
Figure 3: Maslow’s Hierarchy of Needs

Notes (e.g., for new vocabulary):

11

Content: Background Reading 3

Section 1
Week 2In the 1970s, Mihaly Csikszentmihalyi embarked upon one of the largest psychologicalsurveys ever, traveling around the world asking people about the times in their life when theyfelt their best and performed their best. If you were asked to be part of this survey, howwould you respond? When do you feel your best?
From this research, he published a book called “Flow”. This is now the term used byresearchers to talk about optimal states of consciousness. One might call this a “peakexperience”, where one is totally absorbed in that moment (e.g., doing a sport, learning
something, painting, etc.) and the sense of self vanishes, and time flies by. Flow occurs when
the challenge of the task meets the skill sets of the individual. For example, if the challenge ishigh and the skills are low, then the individual will experience anxiety and worry. In contrast,
if the challenge is low and the skills that the individual possesses are high, then the individual
will experience relaxation and boredom. The flow state is when the challenges and skills are
in an optimal state for the person to excel at the task (see Figure 4).

Figure 4: Csikszentmihalyi’s diagram of peak experiences called “Flow”
Notes (e.g., for new vocabulary):

12

Homework

Section 1
Week 2

At home: Watch the short video that you were assigned.

1
2
3

Sprouts: Maslow's Hierarchy of Needs
https://www.youtube.com/watch?v=O-4ithG_07Q
The School of Life: Why Maslow's Hierarchy Of Needs Matters
https://www.youtube.com/watch?v=L0PKWTta7lU
Khan Academy: Maslow's hierarchy of needs
https://www.youtube.com/watch?v=P6PEf9WtEvs

Then, write a 100-word summary of the video. Be prepared to come to class and share thissummary with your group members.

13

Vocabulary Exercises(1) Fill in the blank:
1. Despite several _________________________, the athlete remained focused on his goal.
2. In order to _______________ the problem, we need to approach it from a different angle.
3. The musician has an impressive ____________________ of songs from different genres.
(2) Match the word with its definition:
a. Resilienceb. Setbacksc. Persistence_____ Continuing to work towards a goal despite challenges.
_____ The ability to bounce back after difficult situations.
_____ Obstacles or problems that prevent progress.
(3) Translate the following words into Japanese:a. Tackle _______________
b. Repertoires _______________
c. Resilience _______________
d. Persistence _______________
e. Setbacks _______________
f. Predetermined _______________(4) Match the word with its synonym:
a.
b.
c.
d.
e.
f.

Setbacks
TackleResilience
Predetermined
Repertoires
Persistence_____ Flexibility_____ Overcome_____ Collection_____ Determination_____ Obstacles_____ Prearranged

14

(5) Match the word with its definition:_____ Hierarchy_____ Physiological_____ Security_____ Belonging_____ Esteem_____ Self-respect_____ Self-actualization_____ Potential
a.
b.
c.
d.
e.
f.
g.
h.

the need to feel good about oneself and one's abilities
the need to fulfill one's potential and achieve self-fulfillment
the need for basic physical needs such as food, water, and shelter
the need for respect and recognition from others
the need for a sense of belonging and acceptance in a groupthe need for love and affection from others
the capacity to develop into something in the future
the need for safety and protection from harm

Open-ended questions to think about before class (Use as discussion topics)(1) Maslow's Hierarchy of Needs posits that individuals have a range of needs that must
be met in order to achieve self-actualization. What are some of the practical
implications of this theory for everyday life? Can you think of any examples of how
people might act differently based on which level of the hierarchy they are currently
focused on?
(2) Flow Theory suggests that when we are deeply engaged in an activity, time seems to
fly by and we experience a sense of total immersion and focus. What are some of theconditions that are necessary to achieve a state of flow? Can you think of any
examples of when you have experienced flow in your own life? How did it feel?
(3) Growth Mindset, as developed by Carol Dweck, suggests that individuals whobelieve that their abilities can be developed through hard work and dedication are
more likely to achieve success than those who believe that their abilities are fixed.
What are some of the potential benefits of adopting a growth mindset? How might it
help individuals in different areas of their lives? Can you think of any strategies forcultivating a growth mindset?

15

Communication Activities

Section 1
Week 2

In class: Go around in a circle and have each student share his/her summary. Listen carefully
to the other students’ summaries. Then consider similarities and differences.
Similarities

Differences

In class: Choose one of the needs and discuss what would happen if this need was not
fulfilled. Then discuss how one can fulfill each of these needs.
Need

Not fulfilled

How one can fulfill this need?

Physiological needs

Safety needs

Belonging needs

Self-esteem needs

Self-actualization

Discuss your thoughts on the open-ended questions in the homework section.

16

Conversation PracticeIn the following conversation, 3 students are discussing human needs and growth theories.
Practice the dialogue with your group members.
Marina: Hey guys, have you heard about the growth mindset theory?
Hiroshi: Yes, I have. It's the belief that we can develop our abilities through hard work anddedication.
Deborah: I totally agree. I think it's an essential mindset to have, especially when facing
challenges.
Marina: Exactly, and it's also related to the concept of flow, where we are fully immersed inan activity and lose track of time. Have you ever experienced that?
Hiroshi: Yes, I have. When I'm painting or playing an instrument, I can spend hours withouteven realizing it.
Deborah: Same here. It's such a fulfilling feeling when we're in the zone.
Marina: And both of these concepts tie into Maslow's hierarchy of needs, where selfactualization is the ultimate goal.
Hiroshi: Yeah, self-actualization is about reaching our full potential and being the best
version of ourselves.
Deborah: And it all starts with having a growth mindset, seeking challenges, and pushingourselves out of our comfort zones.
Marina: Absolutely. And when we're in the flow, we're more likely to reach that selfactualization level.
Hiroshi: It's amazing how these theories all interconnect.
Deborah: I agree. It's fascinating to see how they all work together to help us reach our fullpotential.
Marina: That's why I like to study psychology. We can learn so much about ourselves andhow to become better versions of ourselves.
Hiroshi: I couldn't agree more.

Now try to produce your own dialogue about the topic of human needs andgrowth theories.

17

Unit 2: Motivation – Self Determination Theory
Key vocabularySelf-Determination
自己決定
Innate
生まれつき・本質的なAutonomy
自律性Competence
能力

Relatedness
関連性Intrinsic motivation
内発的動機付けExtrinsic motivation
外発的動機付けSustainable
持続可能性な

Content: Background Reading

Section 1
Week 3Self-Determination Theory (SDT) is a theory of human motivation that was developed bypsychologists Edward Deci and Richard Ryan in the 1980s. The theory proposes that there
are three innate psychological needs that must be satisfied for individuals to be motivated:autonomy, competence, and relatedness.
•••

Autonomy refers to the need to have a sense of control over one's actions andenvironment. When people feel that they have the ability to make choices that alignwith their interests and values, they are more likely to be motivated to engage in an
activity.
Competence refers to the need to feel capable and effective in one's actions. Whenpeople believe that they have the skills and abilities necessary to perform well in atask, they are more likely to be motivated to engage in that task.
Relatedness refers to the need to feel a sense of connection to others and to
experience positive interactions with them. When people feel that they are part of a
supportive community and have positive relationships with others, they are more
likely to be motivated to engage in activities with that community.

According to SDT, the satisfaction of these three needs is essential for intrinsic motivation,
which is the motivation that comes from within an individual rather than from external
rewards or pressures. Intrinsic motivation is characterized by feelings of enjoyment, interest,and engagement in an activity, and it is associated with better performance and persistence.
In contrast, extrinsic motivation is driven by external factors such as rewards, punishments,
or social pressure. Although extrinsic motivation can sometimes be effective in getting
people to engage in an activity, it is not as sustainable or satisfying as intrinsic motivation.
Figure 4 provides a diagram of motivation on a continuum from amotivation (or having no
motivation) to different types of extrinsic motivation to intrinsic motivation, which is when
the individual performs a task out of sheer enjoyment and pleasure. It is this type ofmotivation that leads to better outcomes and sustained performance over time. SDT has been
applied to a wide range of contexts, including education, healthcare, sports, and work. It
argues that environments that support the satisfaction of autonomy, competence, andrelatedness are more likely to foster intrinsic motivation and positive outcomes.

18

Figure 5: A diagram of intrinsic andextrinsic motivation based on SDT

Notes (e.g., for new vocabulary):

19

Homework

Section 1
Week 3

At home: Watch the short video that you were assigned.

1 Sprouts: Self-determination Theory23

https://www.youtube.com/watch?v=_juPDoa3GBY&t=157s
Sprouts: Extrinsic vs Intrinsic Motivation
https://www.youtube.com/watch?v=HLiasZwWTjA
Ted: Cultivating Intrinsic Motivation and Creativity in the Classroom | Beth Hennessey
https://www.youtube.com/watch?v=v2eRnhBvI_I&list=RDQMcMUaNIVSHMo&index=18

Then, write a 100-word summary of the video. Be prepared to come to class and share thissummary with your group members.

20

Vocabulary Exercises
Fill in the blank:(1) Developing new skills can increase a person's sense of ________________________.
(2) Being able to connect with others on a personal level is an important aspect of____________________________.
(3) Doing an activity because you enjoy it is an example of ______________ motivation.
(4) Completing a task to receive a reward is an example of _______________ motivation.
(5) The ______________ drive for social connection is a basic human need.
Match the term to its definition:_____Intrinsic motivation_____Self-determination_____Sustainable_____Autonomy_____Relatedness_____Innate_____Competence_____Extrinsic motivation
Definitions:a. The ability to make choices based on one's values and interests.
b. The natural internal drive for certain needs, such as food, water, and shelter.
c. The ability to connect with others on a personal level.
d. Having a sense of control over one's actions and environment.
e. The desire to engage in an activity for its own sake, rather than for an external reward.
f. The desire to engage in an activity for external rewards or to avoid punishment.
g. The ability to make choices based on one's own values and interests.
h. Creating a future that meets the needs of the present without compromising the abilityof future generations to meet their own needs.
Open-ended questions to think about before class (Use as discussion topics)(1) What are some potential drawbacks of relying on extrinsic motivation for our
behavior?
(2) How do feelings of competence impact our self-esteem and overall well-being?
(3) How can autonomy support in educational and work settings enhance individuals'
motivation and performance?
(4) What is the role of relatedness in motivation and well-being, and how can it befostered in various contexts like English as a foreign language?
(5) How do cultural and social contexts shape individuals' motivation and selfdetermination?

21

Communication Activities

Section 1
Week 3

In class: Go around in a circle and have each student share his/her summary. Listen carefully
to the other students’ summaries. Then consider similarities and differences.
Similarities

Differences

In class: Think specifically within the context of learning English as a foreign language.
What happens if these basic needs are not fulfilled? Do you think there could be a 4 th need?
Need

Not fulfilled

How can one fulfill this need?

Autonomy

Relatedness

Competence
What might a fourth need be?

Discuss your thoughts on the open-ended questions in the homework section.

22

Conversation PracticeIn the following conversation, 3 students are discussing motivation. Practice the dialogue
with your group members.
Marina: Good morning, everyone! I am leading the class discussion today, so let’s talk about
motivation. Can anyone tell me what motivation is?
Hiroshi: Motivation is what drives us to do things, right?
Marina: That's right, Hiroshi. Motivation is the reason why we do the things we do. Can you
give me an example of something that motivates you?
Deborah: Grades motivate me to study. I want to get good grades so that I can get into a
good university.
Marina: That's a great example, Deborah. So, what are the different types of motivation?
Hiroshi: There's intrinsic motivation and extrinsic motivation.
Marina: Excellent, Hiroshi. Intrinsic motivation is when you do something because you
enjoy it or find it personally fulfilling. Extrinsic motivation is when you do something
because you want to earn a reward or avoid a punishment. Can anyone give me an
example of each type of motivation?
Deborah: Playing sports for fun is an example of intrinsic motivation.
Hiroshi: And studying for a test to get a good grade is an example of extrinsic motivation.
Marina: Perfect. Now, let's talk about some of the theories of motivation. One of the most
famous theories is Maslow's Hierarchy of Needs. Can anyone tell me what that is?
Deborah: It's a theory that says that people have different needs, and that those needs have to
be met in a certain order.
Marina: Exactly. Maslow's hierarchy of needs suggests that people have basic needs likefood and shelter that have to be met before they can move on to higher level needs likelove and self-actualization. Any questions about that?
(Student raises hand)Marina: Yes, Hiroshi?
Hiroshi: What happens if someone's basic needs aren't met?
Marina: That's a great question. If someone's basic needs aren't met, it can be difficult forthem to focus on anything else. They might be too worried about finding food and shelterto think about higher level needs. However, it's important to note that everyone isdifferent, and some people might be able to focus on higher level needs even if their basic
needs aren't met.

23

Deborah: So, how would you explain Self-Determination Theory to someone in a very
simple way?
Marina: Self-determination theory is another popular theory of motivation. It suggests thatpeople have three basic needs that must be satisfied in order to be motivated: autonomy,competence, and relatedness.
Hiroshi: What do those terms mean?
Marina: Autonomy is the need to have control over your own life and decisions.
Competence is the need to feel capable and effective in what you're doing. And
relatedness is the need to feel connected to others and have meaningful relationships.
Hiroshi: That's interesting. Can you give us an example of how self-determination theory
works in real life?
Marina: Sure. Let's say you're working on a group project for class. If you feel like you havesome control over how the project is done, you're more likely to feel motivated to work on
it. If you feel like you're good at what you're doing and making progress, you'll also be
more motivated. And if you feel like you're working with a group of people you respectand enjoy being around, you'll be even more motivated.
Deborah: That makes sense. So, if we want to be motivated to do something, we need tohave autonomy, competence, and relatedness?
Marina: Yes, exactly. And the more you have of each of those things, the more motivated
you're likely to be. It's important to note that everyone has different needs and what
motivates one person may not motivate another. But understanding self-determination
theory can help us create environments that are more likely to foster motivation in
ourselves and others.
Hiroshi: Thank you for explaining that.
Marina: You're welcome, Hiroshi. And with that, our class discussion is officially over for
today!

Now try to produce your own dialogue about the topic of motivation.

24Unit 3: Emotions, Love & Positive Psychology
Key vocabulary
Disgust嫌気
Infants
幼児Contempt
軽蔑
Physiological
生理的な

Shame
恥
Simultaneously
同時に

Guilt
後ろめたい
Genuine
本物のContent: Background Reading 1

Section 1
Week 4The study of emotions has a rich history in psychology, with researchers such as Carroll Izard
and Paul Ekman making significant contributions to the field. Izard developed a theory of
emotion called the Differential Emotions Theory (DET), which argues that there are 10 basic
emotions that are universal across cultures and have evolved to help humans survive andthrive. These emotions include enjoyment, interest, surprise, sadness, anger, disgust,contempt, shame/shyness, guilt, and fear. Izard also developed a coding system formeasuring emotions in infants and young children, which has been widely used in researchon child development. Izard developed the differential emotions scale consisting of 30-itemswith 3-items each loading onto one of the above 10 factors.
Factor3-Items

I.

Interest•Attentive•

Concentrating

•

Alert

II.

Enjoyment•

Delighted

•

Happy

•

JoyfulIII.

Surprise•

Surprise•

Amazed•AstonishedIV.

Sadness•

Downhearted

•

Sad

•

Discouraged

V.

Anger

•

Enraged

•

Angry

•

Mad

VI.

Disgust•Feeling of distaste•

Disgusted•

Feeling revulsion

VII.

Contempt•

Contemptuous•

Scornful•

Disdainful

VIII.

Fear

•

Scared•Fearful•AfraidIX.

Shame/shyness•

Sheepish•Bashful

•

Shy

X.

Guilt

•

Repentant•

Guilty•Blameworthy

25

Paul Ekman, on the other hand, is known for his work on facial expressions of emotion. He
found that certain facial expressions, such as a genuine smile or a look of disgust, areuniversal and can be easily recognized by people from different cultures. (Look at Figure 6
can you describe the emotions simply from the facial expressions?).

Figure 6: Facial expressions for different emotions
In addition to these researchers, many others have contributed to our understanding of thepsychology of emotions. For example, the James-Lange theory of emotion proposes that we
experience emotions as a result of physiological changes in the body, whereas the CannonBard theory suggests that emotions and physiological changes occur simultaneously.

Lisa Feldman Barrett has been a prominent critic of the universality and categorical nature ofemotions proposed by Izard and Ekman. She argues that emotions are not universal or
biologically determined, but instead are culturally and socially constructed. For example, theemotion of happiness is associated with the facial expression, smiling, but there is no single
obligatory expression for happiness.

Barrett's theory, known as the theory of constructed emotion, asserts that emotions areconstructed from a combination of basic affective ingredients such as valence, arousal, andmotivational relevance, which are combined with sensory and contextual information. In
other words, emotions are not predetermined, but rather are constructed on the spot based on
the individual's perception of the situation.

26

She argues that emotions are not discrete entities that are hard-wired into the brain. Instead,emotions are constructed by the brain through a combination of various factors, including
past experiences, current context, and learned associations. According to Barrett, emotions
are constructed through a process that involves making meaning of internal and externalsensations, categorizing those sensations, and then using those categories to label emotions.
This process is influenced by a person's culture, language, beliefs, and experiences. For
example, what if a language does not have a word for a specific emotion. English does nothave a word for the German emotion “schadenfreude” – which means the pleasure derived
from another’s misfortune.

Barrett argues that the traditional view of emotions, which is based on the idea that emotions
are universal, biologically determined, and associated with specific facial expressions andphysiological responses, is incomplete. Instead, she suggests that emotions are much more
complex and that they vary across individuals and cultures.

Notes (e.g., for new vocabulary):

27

Key vocabulary
Companionate
仲間
Infatuation
心酔・夢中Consummate
完全なFatuous
愚かなContent: Background Reading 2

Oxytocin
オキシトシン
Attachment
愛着

Section 1
Week 4

Love is a complex and multifaceted emotion that has been extensively studied in the field of
psychology. Researchers have investigated various aspects of love, including its
physiological, psychological, and social correlates, as well as the different types of love that
individuals experience.
One popular theory of love is the triangular theory of love, proposed by psychologist Robert
Sternberg. According to this theory, love is composed of three components: intimacy,
passion, and commitment (see Figure 3). Different combinations of these components resultin different types of love, such as romantic love, companionate love, and consummate love.
Other researchers have focused on the physiological responses that occur when individuals
are in love. Studies have found that being in love is associated with increased levels of thehormone oxytocin, which is involved in social bonding and attachment. Love has also been
linked to changes in brain activity, particularly in areas associated with reward, motivation,and emotion.
Social factors also play a role in love, with research suggesting that cultural and societal
norms can influence the way individuals experience and express love. For example, some
cultures place a greater emphasis on familial love or love for the community, while othersprioritize romantic love.
Overall, the psychology literature on love provides valuable insights into the complex andmultifaceted nature of this emotion. Understanding the different components and types oflove, as well as the physiological and social factors that influence it, can help individuals
navigate their own experiences of love and build stronger, healthier relationships.
Notes (e.g., for new vocabulary):28

Figure 7: Robert Sternberg’s Triangular Theory of Love

Notes (e.g., for new vocabulary):

29

Key vocabulary
Flourishing
活躍する
Sense of Purpose
生きがい

Absorbed
没頭する
Cope with stress
ストレスに対処する

Bounce back from adversity
逆境を跳ね返す
Optimism
楽観的Content: Background Reading 3

Section 1
Week 4

Positive psychology is a relatively new field within psychology that focuses on studying thepositive aspects of human behavior, such as happiness, well-being, and flourishing.
Researchers in this field seek to understand the factors that contribute to positive outcomes,
and to develop interventions that can enhance individuals' lives.
One of the key concepts in positive psychology is the notion of "flow," or the state of being
completely absorbed in an activity that is challenging but not overwhelming. Researchers
have found that experiencing flow is associated with increased happiness and well-being, andthat individuals who engage in activities that promote flow tend to report greater satisfaction
with their lives.
Another important concept in positive psychology is resilience, or the ability to bounce backfrom adversity. Researchers have studied the factors that contribute to resilience, such associal support, optimism, and a sense of purpose, and have developed interventions to help
individuals build their resilience and cope with stress.
Positive psychology interventions have also been developed to promote happiness and wellbeing. These interventions can take many forms, such as gratitude exercises, mindfulness
meditation, and acts of kindness. Studies have found that these interventions can be effectivein enhancing individuals' happiness and well-being, and that the effects can be long-lasting.
Overall, the psychology literature on positive psychology provides valuable insights into thefactors that contribute to happiness, well-being, and flourishing. By studying these positive
aspects of human behavior, researchers have developed interventions that can help
individuals lead more fulfilling and meaningful lives.

Notes (e.g., for new vocabulary):30

Homework

Section 1
Week 4

At home: Watch the short video that you were assigned.

1 Test Prep Gurus: What is Positive Psychology?
23

https://www.youtube.com/watch?v=1qJvS8v0TTI
Psych2Go: Sternberg's Theory of Love: Intimacy, Commitment, Passion
https://www.youtube.com/watch?v=-Cxq7ZmnFLU
Ted: Are there universal expressions of emotion? - Sophie Zadeh
https://www.youtube.com/watch?v=-hr58Yu0yDs

Then, write a 100-word summary of the video. Be prepared to come to class and share thissummary with your group members.

31

Vocabulary Exercises
Match the word to the definition:a) Disgustb) Guiltc) Physiologicald) Simultaneouslye) Companionatef) Infatuationg) Attachmenth) Flourishingi) Absorbedj) Optimismk) Bounce back from adversityl) Sense of Purpose_____ A feeling of responsibility or remorse for a wrongdoing.
_____ Relating to the physical and biological processes in the body.
_____ At the same time.
_____ The ability to recover quickly from difficulties.
_____ A feeling of disrespect or scorn towards someone or something.
_____ A sense of direction, meaning or significance in life.
_____ Thriving or growing in a positive way.
_____ Love characterized by intimacy and commitment, but lacking in passion.
_____ A strong feeling of attraction or obsession towards someone.
_____ Fully engaged in an activity or task.
_____ The belief that things will turn out well or that good things will happen.
_____ A feeling of strong dislike or revulsion towards something.

Open-ended questions to think about before class (Use as discussion topics)(1) Can you describe the different types of love and how they influence relationships?
What are some of the challenges of “love” for your generation?
(2) How can we develop a more positive outlook on life and become more optimistic?
Why do you think it is important to study Positive Psychology, especially now?
(3) Describe an experience when you felt angry. What triggered this emotion? How did
your body react? How do different emotions impact our behavior and decisionmaking?

32

Communication Activities

Section 1
Week 4In class: Go around in a circle and have each student share his/her summary. Listen carefully
to the other students’ summaries and take notes below.
Summary 1

Summary 2

Discuss your thoughts on the open-ended questions in the homework section.

33

Conversation 1
In the following conversation, 3 students are discussing human emotions. Practice thedialogue with your group members.
Hiroshi: Hey guys, have you ever wondered why we experience emotions like happiness andsadness?
Deborah: Yeah, I have. I think emotions are a way for our brains to communicate with us
about what is going on around us.
Hiroshi: I agree. I think emotions are a way for us to respond to different situations and tocommunicate with others.
Marina: That's interesting. Have you guys heard of Paul Ekman? He's a psychologist who
has done a lot of research on emotions and facial expressions.
Deborah: Yeah, I've heard of him. He's the guy who came up with the idea that facial
expressions are universal, right?
Hiroshi: That's right. He identified six basic emotions that are expressed through facial
expressions: happiness, sadness, anger, fear, surprise, and disgust.
Marina: I think it's really fascinating how emotions can be communicated through nonverbal
cues like facial expressions.
Deborah: Definitely. It's also interesting to think about how our emotions can affect our
behavior and our interactions with others.
Hiroshi: Yeah, and I think that's why it's important to be aware of our own emotions and todevelop emotional intelligence.
Marina: That's a good point. Understanding our emotions and how to regulate them can help
us navigate difficult situations and build stronger relationships with others.
Deborah: Exactly. I think that's why studying emotions is so important in psychology. It canhelp us understand ourselves and others better, and ultimately lead to greater well-being andhappiness.

34

Conversation 2
In the following conversation, 3 students are discussing the psychology of love. Practice thedialogue with your group members.
Deborah: Hey guys, have you ever thought about what love really is?
Hiroshi: Of course, everyone thinks about love at some point in their lives. But it's hard to
define what love really is.
Marina: Yeah, that's true. Love means different things to different people. For some, it's
about physical attraction, for others it's about emotional connection, and for some it's a
combination of both.
Deborah: I agree. Love is such a complex emotion. There's no one-size-fits-all definition.
Hiroshi: That's why psychologists have been studying love for years. They've come up withdifferent theories and models to try and explain what love really is.
Marina: I've heard of Sternberg's Triangular Theory of Love. It suggests that love is made upof three components: intimacy, passion, and commitment.
Deborah: Yeah, I've heard of that too. It makes sense, because all three components areimportant in a long-lasting relationship.
Hiroshi: I think it's also interesting to think about how love changes over time. The intense
passion of a new relationship might not last forever, but the intimacy and commitment candeepen and grow stronger over time.
Marina: Definitely. And it's not just romantic love that psychologists study. They also lookat love between family members, friends, and even pets.
Deborah: That's true. Love is such an important part of our lives, and understanding it better
can help us have healthier relationships and lead more fulfilling lives.
Hiroshi: Absolutely. I think the more we can learn about love, the better equipped we are tonavigate the complex world of relationships.
Marina: And who knows, maybe someday we'll even be able to find a way to measure lovescientifically.

Now try to produce your own dialogue about the topic of love.

35

Group Project for Section 1

Section 1
Week 5

Group Project for Section 1
Use this page to brainstorm some ideas that you would like to explore for your 1st groupproject. Draw a mind map to help you organize your ideas.

In our next class, you will present this topic to the class. So, assign roles for each person inyour group. Everyone has to participate!

36Section 2: Cognitive Psychology

37

Unit 4: Perception & Gestalt Psychology
Key vocabulary
Perception
知覚
Blindness
盲目

Pay Attention
注意する
Succession
連続Content: Background Reading

Phenomenon
現像
Interpret
解釈する

Section 2
Week 6Perception is the process by which the cognitive system constructs an internal
representation of the outside world. It is an active process, not like a photograph, but more
like a painting. Visual perception allows us to interpret and make sense of the visual
information received by the eyes. The process of visual perception involves various stages,
including sensation, attention, and interpretation. However, our visual perception is notalways accurate, and we may miss important details or fail to detect changes in the visualenvironment. Two phenomena that demonstrate this are change blindness and inattention
blindness.
Change blindness refers to the phenomenon where people fail to notice changes in a visual
scene that occur unexpectedly or during a brief interruption, even if the changes are fairly
obvious. For example, if two similar images are presented in quick succession, and a small
but significant detail is changed between them, people often fail to notice the difference (seeGradual change blindness - https://www.youtube.com/watch?v=EARtANyz98Q,
Movie Perception Test – Conversation - https://www.youtube.com/watch?v=6JONMYxaZ_s,
Change blindness demonstration - https://www.youtube.com/watch?v=bh_9XFzbWV8). Thisoccurs because our visual system processes only a limited amount of information at any
given moment, and changes outside of our current focus of attention are not processed.
Inattentional blindness, on the other hand, occurs when people fail to notice an unexpected
object or event that is fully visible and right in front of them, simply because they are notpaying attention to it. The classic example is the "gorilla in the room" study (Simons andChabris, 1999), where participants were asked to watch a video of people passing abasketball and to count the number of passes. In the middle of the video, a person in a gorillasuit walked across the screen, but half of the participants did not notice it because they were
too focused on counting the passes (see Selective Attention Test https://www.youtube.com/watch?v=vJG698U2Mvo or the “Door” study https://www.youtube.com/watch?v=FWSxSQsspiQ , both by Daniel Simons).
Both change blindness and inattentional blindness highlight the limitations of our visualsystem and the importance of attention in perception.

38

Key vocabulary
Cognition
認知
Figure/ground
形と背景の法則

Law of Proximity
近接性の法則Law of Continuity
持続性の法則Law of Similarity
類似性の法則Law of Closure
閉鎖性の法則Content: Background Reading 2

Holistic
全体論のAbrupt
突然の

Section 2
Week 6

Gestalt psychology is a school of thought in psychology that originated in Germany in theearly 20th century. The word "Gestalt" is derived from the German word meaning "shape" or"form," and this approach focuses on the idea that the whole is greater than the sum of its
parts. In other words, perception and cognition are seen as holistic processes that involve theorganization of individual elements into meaningful patterns or structures.

Figure 8: An image that shows “the whole is greater than the sum of its parts”
Take for example the above image (see Figure 8). The image on the left is made up entirelyof the same parts as the image on the right. However, we see the image on the rightdifferently. This means, that the “whole”, in this case the bicycle, is greater than all of its
individual parts that make it.
Gestalt psychology has contributed to our understanding of a range of psychologicalphenomena, such as perception, learning, and problem-solving. For example, the principlesof Gestalt psychology explain how we perceive complex images or scenes, highlighting theimportance of context and the relationship between elements.
Gestalt Psychology examines the principles that govern how we perceive and organize
sensory information into meaningful patterns or structures. These laws are based on the ideathat perception is not just a passive process of receiving sensory input but an active processof organizing that input into coherent and meaningful representations.
There are several key laws of perception in Gestalt Psychology.

39

•The first is the law of proximity, which states that objects or elements that areclose together in space are perceived as belonging together. In Figure 9, we perceive
two distinct groups of circles based on how close they are to each other. In the image
in Figure 10, you can see how this works with logo design. The left image, we
perceive three elements that are not connected or belonging to each other, however inthe right image, based on proximity, we see the elements as being connected into one
whole.

Figure 9: An example of the law of proximity

Figure 10: An example of the law of proximity in a real-world logo design

Notes (e.g., for new vocabulary):40

•

the second is the law of similarity, which suggests that objects or elements thatshare similar physical features such as shape, size, or color are perceived as being
related. In Figure 11, we perceive 4 distinct and separate groups based on similarity
and in the second image we perceive the number 5 based on similarity of color.
Figure 12 shows again similarly (shape and color), but also the power of anomaly.
This means that your attention is focused on what is different (i.e., the frog). This canbe used to create a focal point in a design.

Figure 11: Two examples of the law of similarity

Figure 12: An example of similarity with a focal point (power of anomaly)
Notes (e.g., for new vocabulary):41

•the third is the law of closure, which refers to our tendency to fill in missing
information or gaps in perception to create a complete image. Look at the image in
Figure 13, I assume you have filled in the missing parts of this image and can see it asa bicycle. This can also appear in text. Take a look at Figure 14, again, reading thename of this city is quite effortless despite most of the text appearing completely
white (or blank on a white page). Also, think about the panda in the WWF logo, again
this is an example of closure.

Figure 13: An example of the law of closure

Figure 14: A second example of the law of closure

Notes (e.g., for new vocabulary):42•and the law of continuity, which suggests that the human eye tends to perceivesmooth, continuous lines rather than abrupt or irregular changes in order todetermine a relationship between design elements. This shows that the human eye
prefers to see a continuous flow of visual elements rather than separated objects. Takefor example, Figure 15.

Figure 15: An example of the law of continuity•

The last important concept in Gestalt’s principles of perceptual organization issomething called “Multistability” or Figure/Background. This happens when astimulus has “bistable percepts” or otherwise, an image that can be perceived in two
different ways, and these are called a figure and a ground. Below (see Figure16) are two classic examples of this. On the left is “Necker’s” cube, your perception
may alternate between what is front side and what is back side in this 3-D cube. On
the right is the “Rubin” vase or the “faces or vases” illustration. If interested in this
topic, search for M.C. Escher and how he used this concept to make many famous
drawings. Again, to see how common this concept is in design – visit the following
Zoo website and observe the logo on the top left (https://www.pittsburghzoo.org).

Figure 16: An example of figure/ground
There are more of these laws of perception in Gestalt Psychology, but these are main ones
and they provide a framework for understanding how we organize and interpret sensory
information, and they have been used to explain a range of perceptual phenomena, from how
we perceive complex images and scenes to how we recognize faces and objects. Gestalt
Psychology has had a significant impact on marketing and design, particularly in the field ofvisual communication. The principles of Gestalt psychology, which emphasize theimportance of perception and cognition in organizing sensory information, have been applied
to a range of marketing and design practices.
43Homework

Section 2
Week 6

At home: Watch the short video that you were assigned.

1 CrashCourse: Perceiving is Believing: Crash Course Psychology #7
2
3

https://www.youtube.com/watch?v=n46umYA_4dM
Art with Kunstler: Gestalt Principles. How psychology influences your design strategy
https://www.youtube.com/watch?v=G-xD1bDoNl4
Khan Academy: Gestalt principles | Processing the Environment
https://www.youtube.com/watch?v=20N53khArXA

Then, write a 100-word summary of the video. Be prepared to come to class and share thissummary with your group members.

44

Vocabulary Exercises
Match the word with its definition:a) Proximityb) Cognitionc) Perceptiond) Holistice) Abruptf) Blindnessg) Attentionh) Phenomenoni) Interpretj) Succession_____ The state of being unaware of one's surroundings.
_____ The way in which something is understood or regarded.
_____ The state of being close to or near.
_____ The ability to think and understand.
_____ The process of organizing and making sense of sensory information.
_____ The quality of being complete or unified.
_____ A surprising and sudden change.
_____ The act of being focused on something.
_____ A event or occurrence.
_____ A sequence or series of events.
Fill in the blank with the correct word:(1) ___________ is the mental action or process of acquiring knowledge and understanding
through thought, experience, and the senses.
(2) Our ___________ of the world around us is influenced by various factors.
(3) A ___________ approach to understanding a problem takes into account all of its aspects.
(4) The ___________ change in the image caught my attention.
(5) Inattention ___________ can occur when we fail to notice important details in ourenvironment.
(6) ___________ is the process of selectively concentrating on certain aspects of theenvironment.
(7) It can be difficult to ___________ the meaning of Picasso’s paintings.

45

Open-ended questions to think about before class (Use as discussion topics)(1) In what ways can we apply Gestalt principles to improve visual communication, suchas in advertising or graphic design? Choose a logo and describe how it uses principlesof Gestalt in its design.

(2) What are some limitations of our visual perception and how do these limitations affectour daily lives?

(3) Why do we tend to group objects together based on their proximity or similarity, andwhat evolutionary advantages might this have?

(4) How do designers use their knowledge of visual perception and Gestalt principles todesign more effective and engaging user experiences for digital media andtechnology?

46

Communication Activities

Section 2
Week 6

In class: Go around in a circle and have each student share his/her summary. Listen carefully
to the other students’ summaries. Then consider similarities and differences.
Similarities

Differences

Discuss your thoughts on the open-ended questions in the homework section.

47

Conversation
In the following conversation, 3 students are discussing visual perception. Practice thedialogue with your group members.
Hiroshi: Hi guys, what are you up to?
Marina: Just hanging out. How about you?
Hiroshi: I was reading about visual perception and I found it really interesting. Did you
know that our brain fills in the gaps in our visual perception?
Deborah: Really? That's pretty cool. Can you give an example?
Hiroshi: Sure. One famous example is the Kanizsa Triangle illusion. Even though thetriangle isn't physically there, our brain perceives it because it fills in the missing parts of theimage.
Marina: That's fascinating. What other illusions have you come across?
Hiroshi: Well, there's also the Müller-Lyer illusion where two lines of the same lengthappear to be different lengths because of the arrows on the end. And then there's the Ponzo
illusion where two lines that are the same length appear to be different because of the way
they're placed in relation to the converging lines.
Deborah: Wow, I had no idea there were so many different types of illusions.
Marina: Speaking of perception, have you guys heard of change blindness?
Hiroshi: Yeah, that's where we fail to notice a change in a visual scene because we're notpaying attention, right?
Marina: Exactly. It's like when you're watching a movie and you don't notice a character's
haircut has changed because you're so focused on the dialogue.
Deborah: That's interesting. What about inattention blindness?
Hiroshi: I think that's where we fail to notice something in a visual scene because we're
paying attention to something else, right?
Marina: Yes, like when you're driving and you don't see a pedestrian because you're focusedon the road.
Deborah: Wow, it's amazing how much our attention can affect our perception.
Hiroshi: Definitely. Visual perception is so complex and fascinating.

Now try to produce your own dialogue about the topic of visual perception.

48

Unit 5: Memory
Key vocabulary
Distractions
Epilepsy
Explicit
Implicit
気が散る
てんかん
明確な
暗黙な
Semantic Memories
Episodic Memories
意味記憶エピソード記憶Content: Background Reading

Amnesia
Phonology
記憶喪失
音声システムProcedural Memories
手続き記憶

Section 2
Week 7

Memory is an essential part of our lives, allowing us to retain and recall information from ourpast experiences. The brain's memory system is complex, and the process of encoding,storing, and retrieving information involves different parts of the brain and various cognitive
processes.
• The Encoding Process: The first step in the memory process is encoding. Encoding is
the process of transforming sensory information into a format that can be stored in thebrain. This process involves attention, which allows us to focus on relevant
information and ignore distractions. The information then moves into short-term
memory, where it is held temporarily.
• The Storage Process: Once information has been encoded, it moves into long-term
memory, where it is stored for future retrieval. Long-term memory has three main
components: procedural memory, which is responsible for motor skills and habits;
semantic memory, which contains general knowledge and concepts; and episodic
memory, which stores personal experiences and events (see Figure 17).

Figure 17: A diagram for long-term memory49

•The Retrieval Process: Retrieval is the process of accessing and using informationthat has been stored in memory. There are several factors that can influence theretrieval of information, including the context in which the information was encoded,
the strength of the memory, and the presence of cues that can trigger retrieval (seeFigure 18 for a diagram of these processes)

Figure 18: A diagram of the encoding, storage, and retrieval

The Story of H.M.
H.M. was an individual who played an instrumental role in advancing our understanding of
memory. In 1953, he underwent a surgical procedure to remove parts of his medial temporal
lobes in an attempt to treat his severe epilepsy. Unfortunately, the surgery led to severe
amnesia, leaving H.M. unable to form new long-term memories. Despite this, H.M. retained
his ability to learn and perform new motor skills, leading to the discovery of two different
types of memory: declarative (explicit) memory, which refers to conscious and intentional
memory for facts and events, and non-declarative (implicit) memory, which refers to memory
for skills, habits, and other non-conscious forms of memory (refer back to Figure 17). H.M.'s
case continues to provide valuable insights into the workings of memory and the importanceof the medial temporal lobes in the formation of long-term memories.
Notes (e.g., for new vocabulary):50

Memory Theories
Atkinson and Shiffrin Model
There have been several theories proposed to explain how memory works. One of the earliest
models was the Atkinson and Shiffrin model, which proposed that memory consisted of threestages: sensory memory, short-term memory, and long-term memory. According to thismodel, sensory memory briefly holds sensory information, short-term memory holds
information temporarily, and long-term memory stores information permanently.

Figure 19: A diagram of the Atkinson and Shiffrin Model of Memory
Miller’s Magical Number 7 +/- 2
One of the most famous findings in cognitive psychology related to memory is George
Miller's "magical number seven, plus or minus two." In his 1956 paper, Miller argued thatpeople's short-term memory capacity was limited to about seven items, plus or minus two.
This means that people can remember about 5 to 9 pieces of information in their working
memory at any given time. This finding has been supported by numerous subsequent studies,including Baddeley and Hitch's (1974) working memory model, which proposes that people
have a limited capacity to hold information in their short-term memory, but can use strategies
like chunking to increase their capacity. The magical number seven has important
implications for many aspects of daily life, such as remembering phone numbers or lists ofitems, and it is still an active area of research in cognitive psychology today.

Notes (e.g., for new vocabulary):51

Baddeley's Working Memory Model
Another influential theory is Baddeley's working memory model, which proposes thatworking memory is a system that allows us to hold and manipulate information in our minds
temporarily. This model suggests that working memory consists of several components,
including the central executive, the phonological loop, and the visuospatial sketchpad.

Figure 20: A diagram of Baddeley’s Working Memory Model

There are several factors that can affect memory. For example, stress and anxiety caninterfere with the encoding process, making it difficult to retain information. Recent research
has also been conducted that examines how physical movement before learning can also
facilitate memory retention. Sleep is also critical for memory consolidation, as it allows thebrain to process and store information from the day.
The memory system is a complex and dynamic process that involves different parts of thebrain and various cognitive processes. By understanding how the memory system works andthe factors that affect memory, we can improve our ability to encode, store, and retrieve
information, which can have significant implications for our academic, personal, andprofessional lives.
Notes (e.g., for new vocabulary):52

Homework

Section 2
Week 7

At home: Watch the short video that you were assigned.

1 https://www.youtube.com/watch?v=D-2p86FvqF4
2
3

Ted-Ed: Are all of your memories real? - Daniel L. Schacter
https://www.youtube.com/watch?v=Pq0aQAG0A3o
SciShow: How Do You Make Memories?
https://www.youtube.com/watch?v=pMMRE4Q2FGk
Khan Academy: Information Processing Model

Then, write a 100-word summary of the video. Be prepared to come to class and share thissummary with your group members.

53

Vocabulary Exercises
Match the following terms with their definitions:a. Distractions
b. Epilepsyc. Explicit
d. Implicite. Amnesia
f. Phonology
g. Semantic Memories
h. Episodic Memories
i. Procedural Memories______ The study of the sounds of a language.
______ Memories of events and personal experiences.
______ Memories for skills and habits.
______ Memories of factual information.
______ Loss of memory.
______ Seizures caused by abnormal brain activity.
______ Memories for the meanings of words and concepts.
______ Memories that are not consciously accessible.
Fill in the blanks with the appropriate words:(1) The patient suffered from ________________ and could not remember anything that
happened to him before the accident.
(2) When studying for an exam, it is important to avoid ____________________ that caninterfere with your ability to retain information.
(3) ______________ memories are memories that are consciously accessible, while_________________ memories are memories that are not consciously accessible.
(4) _______________________ refers to the ability to remember how to do something,such as riding a bike or typing on a keyboard.
(5) ________________________ memories are memories of personal experiences andevents, while __________________ memories are memories of factual information.
(6) _____________________ is a neurological disorder characterized by seizures caused
by abnormal brain activity.
(7) The study of the sounds of a language is known as _______________________,
which is an important aspect of language processing.
(8) ________________ memories are memories for the meanings of words and concepts.

54Choose the best word to complete the sentence:(1) When studying for an exam, it is important to avoid __________ that can interferewith your ability to retain information.
a. amnesia b. distractions c. phonology d. implicit(2) __________ memories are memories of personal experiences and events.
a. episodic b. semantic c. procedural d. implicit(3) The ability to remember how to do something, such as riding a bike or typing on a
keyboard, is known as __________ memory.
a. explicit b. implicit c. episodic d. semantic(4) __________ is a neurological disorder characterized by seizures caused by abnormal
brain activity.
a. amnesia b. epilepsy c. phonology d. procedural(5) Memories that are not consciously accessible are known as __________ memories.
a. explicit b. implicit c. episodic d. semantic

Open-ended questions to think about before class (Use as discussion topics)(1) How does culture influence the way we remember events and experiences?
(2) What is the role of emotion in the formation and retrieval of memories?
(3) How do false memories arise and what are the implications of such memories in legal
and criminal contexts?
(4) How can we improve our memory retention and retrieval?
(5) How does aging affect memory and what are some strategies to combat age-related
memory decline?
(6) How can technology be used to enhance memory and what are the potential risks andbenefits?
(7) What is the role of sleep in memory consolidation and how can we optimize our sleep
to improve memory retention?

55

Communication Activities

Section 2
Week 7

In class: Go around in a circle and have each student share his/her summary. Listen carefully
to the other students’ summaries and take notes below.
Summary 1

Summary 2

Discuss your thoughts on the open-ended questions in the homework section.

56

Conversation
In the following conversation, 3 students are discussing memory. Practice the dialogue withyour group members.
Hiroshi: Have you ever wondered how our memory works?
Marina: Yeah, it's amazing how we can remember so many things!
Deborah: I heard that there are different types of memory. Like, there's short-term memory
and long-term memory.
Hiroshi: That's right. Short-term memory is like our working memory, where we can holdonto information for a short amount of time, like a phone number or a shopping list.
Marina: And long-term memory is like the memories we have from our childhood or special
events in our lives, right?
Deborah: Yeah, but how does our brain know which memories to keep and which ones toforget?
Hiroshi: Well, there are different theories about that. One theory is the Atkinson-Shiffrin
model, which suggests that information first enters our sensory memory, then goes into ourshort-term memory, and if we rehearse it enough, it can go into our long-term memory.
Marina: But what about the magical number seven? I've heard that we can only remember
about seven things at a time.
Deborah: Yeah, I heard about that too. It's crazy to think that our memory has a limit.
Hiroshi: It is, but we can use techniques like chunking to help us remember more. Like if
we're trying to remember a long number, we can break it up into smaller chunks to make iteasier to remember.
Marina: That's a good idea. I always struggle to remember long numbers.
Deborah: Me too. It's fascinating to learn about how our memory works and all the different
strategies we can use to improve it.
Hiroshi: Definitely. Memory is such an important part of our lives, and understanding it
better can help us in so many ways.

Now try to produce your own dialogue about the topic of memory.

57

Unit 6: Creativity
Key vocabulary
Multifaceted
多面のLaypeople
一般の人

Fluency
流暢性
Flexibility
柔軟性Elaboration
精巧
for their own sake
自分のためにContent: Background Reading

Aesthetics
美のEmergent
新生の・現れる

Section 2
Week 8Creativity is a multifaceted construct that has intrigued psychologists and laypeople alike.
The concept refers to the ability to generate novel and useful ideas, products, or solutions toproblems. One of the earliest and most influential theories of creativity is the "four Ps" model
proposed by psychologist J.P. Guilford. This refers to “person”, “product”, “process”, and“press” (how the product is accepted in society) and how all four are necessary for creativity.
In the study of creativity, there is a distinction between "Big C" creativity and "little c"creativity. "Big C" creativity refers to the kind of creativity that produces novel andgroundbreaking ideas that have a major impact on a particular field or society as a whole.
This type of creativity is often associated with famous innovators and is relatively rare.
Examples include individuals like Leonardo da Vinci, Albert Einstein, and Steve Jobs. "Littlec" creativity, on the other hand, refers to the kind of creativity that is more common in
everyday life and involves coming up with new and useful ideas or solutions to problems.
This type of creativity is often seen in people's hobbies, personal projects, and work life.
While "little c" creativity may not have the same level of impact as "Big C" creativity, it isstill important for personal and societal development. The concept of "little c" creativity
highlights the idea that everyone has the potential to be creative and that creativity is not justlimited to a select few individuals.
Paul Torrance developed a famous test called the Torrance Test of Creative Thinking tomeasure creativity. However, recent criticisms argue that it measures something called“creative potential”, not necessarily creativity. This test has participants complete a set ofdivergent thinking tasks that require them to complete either a verbal (using language) or
figural (using drawings) task such as the following:• Verbal - The Unusual Uses Task: “Come up with as many different uses for a
cardboard box (PET bottle, paper clip, etc.)• Figural – The “O O” drawing: “You are given a piece of paper with many O O on it
and you have to draw as many pictures as you can.” (See Figure 21”)
Then, these tasks can be assessed using four key components: (1) fluency, or the ability togenerate a large number of ideas; (2) flexibility, or the ability to shift between different typesof thinking; (3) originality, or the ability to generate unique and unusual ideas; and (4)elaboration, or the ability to develop and refine ideas.

58

Figure 21: Example of a divergent thinking task (Figural – The “O O” drawing)
Another influential theory of creativity is the "componential model" proposed bypsychologist Teresa Amabile. According to this model, creativity involves three key
components: (1) domain-relevant skills, or expertise in a particular domain; (2) creativityrelevant processes, or the ability to use different thinking strategies to generate new ideas;and (3) intrinsic motivation, or the desire to engage in creative activities for their own sake.
Recent research has also highlighted the role of various cognitive and affective factors increativity. For example, studies have shown that individuals with high levels of openness toexperience are more likely to be creative, possibly because they are more receptive to new
and unconventional ideas. Other research has shown that positive affect, or a generally
positive mood, can enhance creativity by promoting flexible thinking and reducing cognitive
rigidity.
Other researchers examine creative cognition, or the mental process of generating new andoriginal ideas or solutions to problems. This involves a combination of divergent thinking(the ability to generate multiple ideas) and convergent thinking (the ability to select andrefine the best ideas). Creative cognition is not just limited to artistic or aesthetic pursuits,
but can also be applied to many different areas, such as science, technology, and business.
Some researchers believe that creative cognition is closely linked to other cognitive
processes, such as memory, attention, and executive function. It has been suggested thatcreative cognition involves the activation of neural networks in the brain that are involved in
the processing of novel information, the integration of information from different sources,
and the inhibition of pre-existing mental sets or schemas.

59

A key cognitive process for creativity is something called “conceptual blending” or theability of taking two or more different ideas or concepts and combining them into a new andpotentially useful mental representation. It is a way of generating novel and creative ideas byblending elements from different domains or mental spaces. According to the theory ofconceptual blending, when we blend different mental spaces, we create a new "blend" spacethat has its own emergent properties and structures. This process can lead to the creation of
new concepts, insights, and solutions to problems. The process of conceptual blending
involves a number of mental operations, including selecting inputs, mapping and integrating
them, and elaborating and revising the blend. Some researchers have suggested thatconceptual blending is a fundamental aspect of human cognition that underlies many of ourmost creative and innovative achievements. A common example of conceptual blending is
metaphor, which can include both linguistic metaphors, but also visual metaphors (commonly
found in advertisements).
Moreover, conceptual blending has been linked to the process of biomimicry, which involves
using nature as inspiration for solving human problems. Biomimicry has been used todevelop new technologies, products, and systems that are more sustainable and efficient, suchas using the structure of bird feathers to develop better airplane wings or the shape of sharkskin to create more effective swimming suits. Conceptual blending can be used to create newideas by blending different concepts, including those inspired by nature, to find solutions tocomplex problems. In fact, researchers have found that the use of conceptual blending canlead to more innovative and effective biomimicry solutions. Thus, the combination ofconceptual blending and biomimicry has the potential to lead to new breakthroughs in scienceand technology that are both innovative and sustainable such as the following examples:• Velcro: The idea for Velcro, a fastener made of two strips of fabric that stick together
when pressed, was inspired by the way burrs attached themselves to the fur of a dog.
Swiss engineer George de Mestral noticed this while hiking in the woods and became
curious about the mechanism behind it. He examined burrs under a microscope andfound that they contained tiny hooks that caught onto the loops of fabric in his pants.
This led him to create a similar mechanism for fastening things, which he called
Velcro.
• Wind turbines: Wind turbines are designed to harness the power of wind and convert
it into electricity. One challenge in designing wind turbines is reducing noise, which
can be a nuisance for nearby residents. To solve this problem, engineers turned tobiomimicry and studied the shape of owl wings. Owls have specialized feathers thatenable them to fly silently and hunt without being heard by their prey. Engineers used
this insight to design a new type of wind turbine blade that mimics the structure of
owl wings, resulting in a more efficient and quieter wind turbine.
Creativity plays an important role in society, both in terms of innovation and culturaldevelopment. Innovations in science, technology, and industry often require creative
solutions to complex problems. For example, the development of electric cars or the creationof new medical treatments requires the use of creative thinking. Creativity can also play arole in the arts, literature, and music, allowing for new expressions of culture and identity. In
addition, creative individuals can help bring new ideas and perspectives to societal issues,leading to progress and positive change. Moreover, creativity can help individuals improvetheir problem-solving skills, boost their self-confidence, and enhance their ability to adapt tochange. Therefore, nurturing and encouraging creativity can have a positive impact on
individuals and society as a whole.

60

Homework

Section 1
Week 8

At home: Watch the short video that you were assigned.

1 Harvard Professional Development: Convergent vs. Divergent Thinking
23

https://www.youtube.com/watch?v=xjE2RV6IQzo
Sprouts: Creative Thinking: How to Increase the Dots to Connect
https://www.youtube.com/watch?v=cYhgIlTy4yY
Academy of Ideas: The Nature of Creativity and The Courage to Create
https://www.youtube.com/watch?v=sLaBgT3zE-A&t=205s

Then, write a 100-word summary of the video. Be prepared to come to class and share thissummary with your group members.

61

Vocabulary Exercises
Fill in the blank:
1. The artist's ___________ in creating the painting is evident in the intricate details andcolor choices.
2. The presenter explained the research findings to the ___________ in a way that waseasy to understand.
3. In creative thinking, it's important to have ___________ in your approach to problemsolving.
4. In brainstorming, it's important to aim for ___________ rather than perfection.
5. The author's book was praised for its ___________ appeal and beautiful language.
Match the word to its definition:a. Flexibility
b. Multifacetedc. Emergent
d. Fluency
e. Aesthetics
f. Elaborationg. Laypeople______ The quality of being easily adaptable or responsive to change______ The visual, auditory, or tactile properties of an object or design______ The ability to generate many ideas quickly______ The process of adding detail or depth to an idea______ People without specialized knowledge or training in a particular field______ The characteristic of having many different aspects or dimensions______ A quality that arises unexpectedly or spontaneously
Open-ended questions to think about before class (Use as discussion topics)(1) What is your definition of creativity? Can it be taught, or is it an innate ability?
(2) What role does culture play in shaping our creativity?
(3) How do different creative domains (e.g. music, art) differ in their creative processes?
(4) What is the difference between convergent and divergent thinking?
(5) How does the concept of incubation relate to creative problem-solving?
(6) How might creativity be related to other cognitive processes, such as memory or
attention?

62

Communication Activities

Section 2
Week 8In class: Go around in a circle and have each student share his/her summary. Listen carefully
to the other students’ summaries. Then consider similarities and differences.
Similarities

Differences

Discuss your thoughts on the open-ended questions in the homework section.

63

Conversation
In the following conversation, 3 students are discussing creativity. Practice the dialogue withyour group members.
Marina: Hey guys, have you ever thought about how important creativity is nowadays?
Deborah: Definitely, I think it's becoming increasingly important in our fast-changing world.
Hiroshi: I agree. Many jobs today require creative problem-solving and thinking outside thebox.
Marina: Exactly! But do you think our education system is doing enough to develop ourcreativity?
Deborah: I don't think so. Our education system focuses more on memorization andregurgitation of information rather than encouraging us to think creatively and come up with
our own ideas.
Hiroshi: That's true. It seems like creativity is often seen as a "soft" skill, not as important asmath or science.
Marina: I think that's a big mistake. Without creativity, we wouldn't have some of theamazing innovations and inventions that we have today.
Deborah: Yeah, and it's not just about creating new products or technologies. Creativity canalso help us find new solutions to social and environmental problems.
Hiroshi: Agreed. It's a valuable skill that should be nurtured from an early age, but
unfortunately, our education system tends to stifle it.
Marina: We need to push for more creativity-focused education and encourage more handson, experiential learning.
Deborah: And we should also encourage students to take risks and think outside the box,
even if it means making mistakes along the way.
Hiroshi: Definitely. If we want to be successful in the future, we need to embrace creativity
and make it a priority in our education and in our lives.

Now try to produce your own dialogue about the topic of creativity.

64Group Project for Section 2

Section 2
Week 9Group Project for Section 2
Use this page to brainstorm some ideas that you would like to explore for your 1st groupproject. Draw a mind map to help you organize your ideas.

In our next class, you will present this topic to the class. So, assign roles for each person inyour group. Everyone has to participate!

65Section 3 Personality & Social Psychology

66Unit 7: Personality
Vocabulary list
Traits
特性
Extraversion
外向性Openness
開放性
Agreeableness
協調性

Conscientiousness
誠実性
Neuroticism
神経症傾向Content: Background Reading 1

Section 3
Week 10

There were several prominent theories of personality that attempted to explain humanbehavior and development. Here are a few examples:
1. Psychoanalytic theory: Developed by Sigmund Freud, this theory suggests that
personality is shaped by unconscious desires and conflicts. Freud believed that people
have three parts to their psyche: the id (representing instinctual drives), the ego(representing conscious thought and decision-making), and the superego (representing
internalized morals and values). The interplay between these three parts of the psyche
was believed to shape behavior and personality.
2. Behaviorist theory: This theory emphasizes the role of environmental factors inshaping personality. Behaviorists believe that behavior is shaped through learning andreinforcement, and that personality is largely a product of the environment. They
focus on observable behaviors and do not give much attention to internal thoughtprocesses.
3. Humanistic theory: This theory emphasizes individual growth and self-actualization.
Humanistic psychologists believe that people have an innate drive to grow anddevelop, and that they can achieve their full potential when given the right conditions.
They focus on the individual's subjective experience and believe that people haveunique strengths and qualities that make them who they are.
4. Trait theory: Trait theorists believe that personality consists of a set of consistent
traits or characteristics that can be measured and assessed. They focus on identifying
and describing these traits, and how they influence behavior. Trait theories were theprecursor to the Big Five model and other contemporary models of personality.
In the mid-20th century, researchers began to develop trait theories of personality, whichargue that personality consists of a set of consistent traits or characteristics. The most widely
accepted model of personality today is the Big Five, which describes personality in terms offive key traits: openness, conscientiousness, extraversion, agreeableness, and neuroticism.
The Big Five model has become a widely accepted way to describe human personality andhas been extensively researched in the field of psychology. The next reading section will go
into more detail of each of these traits and how they affect human behavior.

67

Content: Background Reading 2

Section 3
Week 10

It is easiest to remember the Big Five personality traits with this acronym – OCEAN –where each letter of this word stands for one of these traits. For example, we can start withthe personality trait “Openness”.

Openness
Research has shown a positive relationship between creativity and the personality trait ofopenness. Openness is characterized by:• a willingness to explore new ideas,• a preference for novelty and variety,• and an appreciation of aesthetics and the arts.
Studies have found that individuals who score high on measures of openness tend to be morecreative in a variety of domains, including music, visual arts, and creative writing.
Furthermore, individuals who are more open to new experiences tend to be more likely toengage in creative activities and to generate a wider range of ideas.
Research has suggested that the relationship between openness and creativity may bepartially explained by the fact that openness is associated with cognitive flexibility anddivergent thinking, which are important components of the creative process.

Conscientiousness
Conscientiousness is a personality trait that is characterized by:• self-discipline,• organization, and• a sense of responsibility.
Research has shown that individuals who score high on measures of conscientiousness tend
to exhibit a range of behaviors and outcomes.
Some of the behaviors and outcomes that have been correlated with conscientiousness
include:• Achievement: They are often diligent and hardworking, which can lead to academic
and occupational success.
• Organization: They may have a strong sense of routine and be able to manage theirtime and resources effectively.
• Responsibility: They may be seen as dependable and trustworthy, and they may bewilling to go above and beyond to meet their obligations.
• Health: They may be more likely to engage in health-promoting behaviors, such as
exercising regularly and eating a balanced diet.
• Longevity: This may be because they are more likely to engage in healthy behaviors,
avoid risky behaviors, and seek medical care when necessary.

68

Overall, conscientiousness is a trait that is associated with a range of positive behaviors andoutcomes, including achievement, organization, responsibility, health, and longevity. Thesetendencies can have positive effects on an individual's life and well-being.

Extraversion
Extraversion is a personality trait that is characterized by:• sociability,• assertiveness, and• enthusiasm.
Research has shown that individuals who score high on measures of extraversion tend to
exhibit a range of social and behavioral tendencies.
Some of the behaviors and outcomes that have been correlated with extraversion include:• Sociability: They often seek out opportunities to interact with others and enjoy being
in social situations.
• Positive emotions: They may be more likely to smile, laugh, or engage in otherbehaviors that signal positive affect.
• Risk-taking: This may include taking physical risks, such as participating in extreme
sports, or social risks, such as approaching strangers in a social setting.
• Leadership: They are often seen as confident, assertive, and persuasive, which canhelp them to inspire and motivate others.
• Sensation-seeking: They may enjoy trying new foods, traveling to new places, or
engaging in other activities that provide sensory stimulation.
Overall, extraversion is a trait that is associated with a range of social and behavioral
tendencies, including sociability, positive emotions, risk-taking, leadership, and sensationseeking. These tendencies can have both positive and negative consequences, depending on
the situation and the individual.

Agreeableness
Agreeableness is a personality trait that is characterized by:• a tendency to be cooperative,• kind, and• empathetic.
Research has shown that individuals who score high on measures of agreeableness tend to
exhibit a range of behaviors and outcomes.
Some of the behaviors and outcomes that have been correlated with agreeableness include:• Altruism: They may be more likely to help others and to show concern for the wellbeing of others.
• Interpersonal relationships: They may be more forgiving, more patient, and more
supportive of others.
• Teamwork: They may be more willing to compromise, more open to feedback, andbetter at resolving conflicts.
• Conformity: Agreeable individuals may be more likely to conform to the
expectations of others than less agreeable individuals.
69

Overall, agreeableness is a trait that is associated with a range of positive behaviors andoutcomes, including altruism, positive interpersonal relationships, teamwork, emotional
stability, and conformity. These tendencies can have positive effects on an individual's socialand emotional well-being.

Neuroticism
Neuroticism is a personality trait that is characterized by:• a tendency to experience negative emotions, such as anxiety, fear, and sadness.
Research has shown that individuals who score high on measures of neuroticism tend to
exhibit a range of behaviors and outcomes.
Some of the behaviors and outcomes that have been correlated with neuroticism include:• Emotional instability: They may be more likely to experience mood swings, andmay have a harder time coping with stressful situations.
• Anxiety: They may experience excessive worry, fear, or nervousness, and may have atendency to catastrophize or overthink negative events.
• Poor coping: They may be more likely to engage in maladaptive coping strategies,
such as substance use or avoidance, which can exacerbate their stress.
• Physical health: They may be more likely to experience chronic conditions such asheart disease, and may have a weaker immune system.
• Impulsivity: They may be more likely to engage in risky or impulsive behaviors,such as substance use, gambling, or dangerous driving.
Overall, neuroticism is a trait that is associated with a range of negative emotions, poor
coping strategies, and poorer physical health outcomes. However, it is important to note that
not all individuals who score high on measures of neuroticism will experience negative
outcomes, and that some degree of neuroticism is a normal part of the human experience.
The opposite of neuroticism is emotional stability or emotional resilience.
Some of the behaviors and outcomes that have been correlated with emotional stability
include:• Coping skills: They may be better able to regulate their emotions, and to employ
adaptive coping strategies, such as problem-solving or seeking social support.
• Positive emotions: They may have a more positive outlook on life and be more
resilient in the face of adversity.
• Life satisfaction:. They may be more likely to experience a sense of purpose,
meaning, and fulfillment in life.
• Mental health: may be less prone to mental health disorders such as anxiety anddepression, and may have better overall psychological well-being.
• Physical health: They may be less likely to experience chronic health conditions,such as heart disease or diabetes, and may have a stronger immune system.
Notes (e.g., for new vocabulary):70

Homework

Section 3
Week 10

At home: Watch the short video that you were assigned.

1 https://www.youtube.com/watch?v=Hxk6GCKUiZI
2
3

Khan Academy: Trait theory
https://www.youtube.com/watch?v=Pc8IDcRVPZ4Daniel Storage: The Big 5 Personality Traits, OCEAN
https://www.youtube.com/watch?v=IB1FVbo8TSs
Sprouts: The Big Five Personality Traits

Then, write a 100-word summary of the video. Be prepared to come to class and share thissummary with your group members.

71

Vocabulary Exercises
Match the following terms to their definitions:a. Traitsb. Opennessc. Conscientiousness
d. Extraversion
e. Agreeablenessf. Neuroticism_____ The degree to which someone is organized, dependable, and responsible.
_____ The degree to which someone is willing to experience new things and think inabstract ways.
_____ The degree to which someone is outgoing, assertive, and talkative.
_____ The degree to which someone is sympathetic, cooperative, and helpful.
_____ The degree to which someone is prone to anxiety, sadness, and emotional
instability.
_____ Characteristics or qualities that describe an individual's personality.
Complete the following sentences with the appropriate personality term:(1) ____________________ refers to the degree to which someone is outgoing, assertive,
and talkative.
(2) People high in ____________________ are often creative, curious, and willing toexperience new things.
(3) ____________________ refers to the degree to which someone is prone to anxiety,sadness, and emotional instability.
(4) Individuals high in _________________ are often sympathetic, cooperative, and helpful.
(5) ____________________ is the degree to which someone is organized, dependable, andresponsible.
Open-ended questions to think about before class (Use as discussion topics)(1) How would you describe your own personality traits? Do you feel that you align withany of the Big 5 traits in particular?
(2) In what ways do you think measuring personality traits could be useful in personal or
professional settings?
(3) How do you think your personality traits influence your creativity? Do you find thatcertain traits lend themselves better to creativity than others?
(4) Are there any limitations to relying solely on personality trait assessments tounderstand someone's personality? Are there other factors that should be taken into
account?
72

Communication Activities

Section 3
Week 10

In class: Go around in a circle and have each student share his/her summary. Listen carefully
to the other students’ summaries and take notes below.
Summary 1

Summary 2

Discuss your thoughts on the open-ended questions in the homework section.

73

Conversation PracticeIn the following conversation, 3 students are discussing personality. Practice the dialogue
with your group members.
Hiroshi: Hey guys, have you ever heard of the "Big Five" personality traits?
Deborah: Yeah, I remember studying that in my Intro to Psychology class last semester. It'sa model that psychologists use to describe personality traits, right?
Marina: I've never heard of it. What are the Big Five traits?
Hiroshi: There are five personality traits that are considered to be universal and consistentacross different cultures. They are openness, conscientiousness, extraversion,agreeableness, and neuroticism.
Deborah: That's right. Openness is about being imaginative, creative, and open to newexperiences. Conscientiousness is being organized, responsible, and reliable. Extraversion
is about being outgoing, social, and assertive. Agreeableness is being cooperative,
empathetic, and caring. And neuroticism is being anxious, moody, and emotionallyunstable.
Marina: That's really interesting. I wonder how these traits are measured?
Hiroshi: Well, there are several ways to measure them, but the most common method isthrough a personality test like the NEO Personality Inventory. It consists of a series ofquestions that assess each of the Big Five traits.
Deborah: Yeah, and the results of the test can give you a better understanding of your own
personality and how you interact with others.
Marina: I think I'd like to take the test. It sounds like a good way to learn more about myself.
Hiroshi: It's definitely worth a try.

Now try to produce your own dialogue about the topic of personality.

74Add-on50 more Key words related to Personality Traits (beyond the Big 5)
1. Resilience
2. Diligence3. Forgiveness4. Self-discipline

5. Perfectionism

6. Greed

7. Assertiveness8. Politeness9. Humility

10. Ambition

11. Modesty

12. Imagination

13. Flexibility

14. Impulsivity

15. Impatience

16. Empathy

17. Responsibility

18. Indecisiveness19. Honesty

20. Creativity

21. Inquisitiveness22. Introspection

23. Cynicism

24. Jealousy

25. Curiosity

26. Disagreeableness27. Laziness

28. Dependability

29. Enthusiasm

30. Narcissism

31. Pessimism

32. Timidity

33. Tactfulness

34. Playfulness

35. Trustworthiness

36. Thoughtfulness

37. Sadness

38. Warmth

39. Pessimism

40. Sensitivity

41. Stubbornness

42. Sociability

43. Assertiveness44. Cheerfulness

45. Gullibility

46. Idealism

47. Patience

48. Perseverance

49. Sincerity

50. Tolerance75Unit 8: Social Psychology 1
Key vocabulary
Imitation
見習うこと・真似すること

Loyalty忠誠

Reinforcement(Learning)
強化 （学習）Judgement
判断

Aggressive
攻撃的な

Punch
ぶん殴る

Trustworthy
信頼できるReplicate (results)

Content: Background Reading

同じ結果を再現する

Section 3
Week 11Social psychology is the scientific study of how people's thoughts, feelings, and behaviors are
influenced by the presence of others. The last two units in Section 3 cover a number ofimportant and famous experiments. In this week we will read about Bandura's social learningtheory and his study with bobo doll; the Robbers Cave experiment and social groups andintergroup conflicts; and the cognitive bias called the halo effect.
Bandura's social learning theory emphasizes the role of observation, modeling, andimitation in the acquisition and modification of behavior. According to this theory,
individuals learn through a process of observation and modeling, where they observe thebehavior of others and then imitate it. Social learning theory also emphasizes the role ofreinforcement and punishment in shaping behavior. Individuals are more likely to repeat
behaviors that are rewarded and less likely to repeat behaviors that are punished.
Albert Bandura's Bobo doll experiment is one of the most well-known and influential
studies in social psychology. The study aimed to investigate the role of social modeling inshaping aggressive behavior in children.
In the experiment, children were divided into three groups. The first group was shown avideo of an adult model aggressively attacking a Bobo doll, while the second group wasshown a video of an adult playing calmly with toys. The third group was used as a control
and not shown any video.
After viewing the video, each child was taken to a room with a Bobo doll and other toys.
Children who had seen the aggressive video exhibited much more aggressive behavior
towards the Bobo doll than those who had seen the non-aggressive or control videos. This
included hitting, punching, and kicking the doll, as well as using the same aggressive
language and actions that they had seen in the video.
The study demonstrated that children learn aggressive behavior through observation andmodeling of others, even when the behavior is not reinforced or rewarded. The study also
highlighted the importance of role models and the influence that they can have on children's
behavior.

76

The Bobo doll experiment has been widely replicated and has had a significant impact on
our understanding of social learning theory and the role of observation and modeling inshaping behavior.
The Robbers Cave experiment was a classic study conducted by social psychologist Muzafer
Sherif in the 1950s. The experiment was designed to investigate intergroup conflict andcooperation. The study involved dividing a group of boys into two groups and placing themin separate camps. The groups were then made to compete against each other in a series oftasks. The study found that the boys quickly developed a strong sense of group identity andloyalty, and that they were willing to engage in aggressive behaviors towards the members of
the other group. However, when the researchers introduced situations that required
cooperation between the two groups, the boys were able to work together and reduce
intergroup conflict.
The halo effect is a cognitive bias where people tend to make positive or negative judgments
about others based on a single characteristic or trait. For example, if a person is physicallyattractive, they may be perceived as more intelligent or trustworthy, even if there is noevidence to support these perceptions. The halo effect can have a significant impact on how
people are perceived and treated in various social settings, such as the workplace or ininterpersonal relationships. A classic study that demonstrates the halo effect is the "What is
Beautiful is Good" stereotype, in which individuals who are physically attractive are assumed
to have more positive personality traits. This study was conducted by Dion, Berscheid, andWalster in 1972. In the study, participants were shown pictures of people of varying levels ofphysical attractiveness and were asked to rate their personality traits. The results showed thatparticipants consistently rated the more physically attractive individuals as having morepositive personality traits.

Notes (e.g., for new vocabulary):77

Homework

Section 3
Week 11

At home: Watch the short video that you were assigned.

1 Sprouts: Social Learning Theory: Bandura’s Bobo Beatdown Experiments
2
3

https://www.youtube.com/watch?v=XHIhkM1cAv4
Sprouts: Realistic Conflict Theory: The Psychology of War and Peace (The Robbers
Cave Experiment)
https://www.youtube.com/watch?v=9W0Txe-bhFE
Khan Academy: Social perception - The Halo Effecthttps://www.youtube.com/watch?v=hx8bYUF30Gg

Then, write a 100-word summary of the video. Be prepared to come to class and share thissummary with your group members.

78

Vocabulary Exercises
Fill in the blank with the correct word:(1) When a child copies the behavior of their parents, it is an example of _____________.
(2) Positive _____________ is when a behavior is followed by a rewarding consequence.
(3) A person who uses physical force to get what they want is being ________________.
(4) He threw a ____________________ at the wall in a fit of anger.
(5) ___________________ to a group or cause can influence behavior.
(6) People often make ___________________ about others based on limited information.
(7) A person who keeps their promises and is reliable is considered _________________.
(8) Researchers attempt to ________________________ findings to ensure their validity.
Match the word to its definition:a. Imitation
b. Reinforcementc. Aggressived. Punche. Loyalty
f. Judgement
g. Trustworthy
h. Replicate______ The act of copying someone's behavior______ A consequence that increases the likelihood of a behavior being repeated______ Using physical force to get what you want______ A hard hit with the fist______ Devotion to a person or cause______ Forming an opinion about someone or something______ Dependable and honest______ Repeating an experiment to confirm the results
Open-ended questions to think about before class (Use as discussion topics)(1) How do you think social learning affects our behavior?
(2) What are some examples of groups that you are a part of and how do they influence
your behavior?
(3) How does the halo effect impact our perceptions of others?
(4) Can social learning theory explain why people imitate aggressive behaviors they see
in media?
(5) In what ways can group dynamics be positive or negative?

79Communication Activities

Section 3
Week 11

In class: Go around in a circle and have each student share his/her summary. Listen carefully
to the other students’ summaries and take notes below.
Summary 1

Summary 2

Discuss your thoughts on the open-ended questions in the homework section.

80

Conversation
In the following conversation, 3 students are discussing social psychology. Practice thedialogue with your group members.
Hiroshi: Hi, guys! What have you been studying lately?
Marina: We were talking about social psychology in class, specifically about some famous
experiments like the Bobo Doll experiment and the Halo Effect.
Deborah: Oh yeah, those are really interesting experiments. Do you guys remember what
Bandura's Bobo Doll experiment was all about?
Hiroshi: I do. It was an experiment where children watched a video of an adult aggressively
playing with a Bobo Doll, and then were given the chance to play with the doll themselves.
The children who watched the aggressive video were more likely to act aggressively towards
the doll themselves.
Marina: Right. And this experiment demonstrated Bandura's theory of social learning, where
people learn from observing and imitating others.
Deborah: Exactly. It also highlights the importance of media and the influence it has on our
behavior.
Hiroshi: That's true. And have you guys heard about the Halo Effect experiment?
Marina: Yes, that's where people form an overall positive or negative impression of someone
based on one or a few traits.
Deborah: That's right. I think the Halo Effect can be especially powerful when it comes tofirst impressions.
Hiroshi: Definitely. It's interesting to think about how much our first impression of someone
can impact how we view them overall.
Marina: It's also important to be aware of the Halo Effect in our own judgments and try to
avoid making snap judgments based on limited information.
Deborah: Agreed. It's a good reminder to always try to look at people and situations
objectively.
Hiroshi: These experiments and theories are really fascinating. It's amazing to think about
how much our behavior and perceptions can be influenced by the world around us.
Marina: Definitely. It makes me want to learn more about social psychology and the ways
we interact with each other.
Deborah: Same here. I think it's important to be aware of these psychological phenomena in
our daily lives and how they shape our perceptions and behavior.

Now try to produce your own dialogue about the topic of social psychology.

81Unit 9: Social Psychology 2
Key vocabulary
Diffusion of responsibility
責任の分散
Conform to social pressures
圧力に負ける

Beg
お願う・請うContradicts
矛盾するPrison
刑務所
Obedience
従う・服従Content: Background Reading

Intervene
干渉する・介入する

Confederate
実験に協力者

Section 3
Week 12This final week, we will cover some of the more infamous experiments done in the field ofsocial psychology, namely the Milgram obedience study, the Stanford prison experiment, thebystander effect, and the Asch conformity experiment.
One famous experiment that illustrates the power of social influence is the Milgram
obedience study. In this study, participants were asked to deliver increasing levels of electric
shocks to a "learner" whenever they answered a question incorrectly. Despite the "learner"
appearing to be in extreme pain and begging to stop the experiment, 65% of participants
continued to administer shocks all the way to the highest voltage level, simply because an
authority figure (the experimenter) instructed them to do so. This study highlights theimportant role of situational factors in shaping behavior.
Another famous experiment in social psychology is the Stanford prison experiment, which
aimed to investigate how people adapt to the roles of prisoner and prison guard. In this study,
college students were randomly assigned to play the role of either a prisoner or a guard in asimulated prison environment. The study had to be terminated after just six days due to theextreme and abusive behavior of the guards towards the prisoners, highlighting the power ofsituational factors to influence behavior and the importance of ethical considerations inresearch.
The bystander effect is another well-known phenomenon in social psychology. It refers to thetendency for individuals to be less likely to offer help to a person in distress when otherpeople are present. This is because the presence of other people creates a diffusion of
responsibility, where individuals feel less responsible for taking action because they assume
someone else will do so. The bystander effect was first studied in depth after the murder ofKitty Genovese in 1964 outside her apartment building in New York City, where it was
found that despite her cries for help, no one intervened or called for help.
The diffusion of responsibility refers to the tendency for individuals to feel less responsibility
for taking action in a group context. When others are present, individuals may assume thatsomeone else will take responsibility for a given situation, and as a result, they may not act
themselves. The diffusion of responsibility can also be influenced by factors such as groupsize and the perceived competence of others in the group.

82

When there is nobody else around, the bystander effect may not occur in the same way. In
fact, some research suggests that people may be more likely to intervene in emergency
situations when they are the only ones present. This is sometimes referred to as the "solobystander effect."One study conducted by Latané and Darley (1970) found that participants were much more
likely to intervene in an emergency when they were the only ones present. In this experiment,
participants were seated in a room when smoke began to fill the room. When participants
were alone, they were more likely to take action and investigate the smoke than when they
were in a group with others. In sum, when people are the only one’s present, they may feel agreater sense of responsibility to take action and help.
Research has shown that both the bystander effect and the diffusion of responsibility canhave significant consequences in emergency situations, leading to delays in seeking help andpotentially increasing harm to those in need. However, there are ways to combat theseeffects, such as emphasizing individual responsibility and encouraging bystanders to takeaction. Awareness campaigns and education can also be effective in reducing the bystander
effect and diffusion of responsibility.

The Asch conformity experiment is one of the most well-known and influential studies insocial psychology. Conducted by Solomon Asch in the 1950s, the experiment aimed to
explore the extent to which individuals conform to group pressure, even when it
contradicts their own perception of reality.
In the experiment, participants were presented with a simple task of comparing the lengths oflines on a card. They were placed in a group with several other participants, who wereactually confederates of the experimenter. The group was asked to indicate which line was
the longest, with each member giving their response aloud. The confederates were instructed
to give incorrect answers on a predetermined number of trials.
The results of the experiment were surprising. Despite the task being easy and the correct
answer being obvious, many participants conformed to the incorrect answers given by theconfederates. About 75% of the participants conformed at least once during the experiment,even though they knew that the answer was wrong. Some participants even went as far as
giving the same incorrect answer as the group, despite their own perception of the lines.
The Asch conformity experiment demonstrates the powerful influence that social pressure
can have on individuals. It has had a significant impact on the field of social psychology,
leading to further research on conformity, groupthink, and the effects of group dynamics on
individual behavior. The study has also highlighted the importance of independent thinking
and the need to resist group pressure, even in situations where it may be difficult to do so.
Social psychology research includes studies on obedience, conformity, group dynamics, andinterpersonal relationships. Through these studies, we can better understand how social
factors shape our thoughts, feelings, and behaviors and how we can apply this knowledge toreal-world situations.

83Homework

Section 3
Week 12

At home: Watch the short video that you were assigned.

1 Practical Psychology: The Stanford Prison Experiment2
3

https://www.youtube.com/watch?v=iXv91xFipLM
Eqivideos: Asch Conformity Experimenthttps://www.youtube.com/watch?v=TYIh4MkcfJA
Coolpsychologist: The Bystander Effecthttps://www.youtube.com/watch?v=OSsPfbup0ac&t=127s

Then, write a 100-word summary of the video. Be prepared to come to class and share thissummary with your group members.

84Vocabulary Exercises
Fill in the blank with the appropriate word:(1) After witnessing a crime, the bystander effect can cause ________________ ofresponsibility among onlookers.
Circle the correct word to complete the sentence:(2) The prisoner begged/contradicts for mercy, but the judge remained stern.
Rearrange the letters to form the correct word:(3) lnioebecde - _____________________________
Match the word to its definition:a. Intervene
b. Conform to social pressuresc. Obedienced. Diffusion of responsibility_____ The tendency to follow the actions or beliefs of others in a group.
_____ The act of stepping in to prevent or change something.
_____ Compliance with the instructions or orders of someone in authority.
_____ The belief that one is not personally responsible to take action in a groupsetting.

Open-ended questions to think about before class (Use as discussion topics)(1) What factors contribute to the bystander effect and how can they be mitigated?
(2) How does conformity influence behavior and decision-making in social situations?
(3) How can we promote individual responsibility in situations where there is diffusion of
responsibility?
(4) What are the potential dangers of blindly conforming to social pressures?
(5) In what ways can social media and technology impact social influence and behavior?
(6) How do cultural differences affect responses to social influence and conformity?

85

Communication Activities

Section 3
Week 12In class: Go around in a circle and have each student share his/her summary. Listen carefully
to the other students’ summaries and take notes below.
Summary 1

Summary 2

Discuss your thoughts on the open-ended questions in the homework section.

86

Conversation
In the following conversation, 3 students are discussing some famous social psychology
experiments. Practice the dialogue with your group members.
Hiroshi: Hi, guys! I was reading about the Asch conformity experiment in our social
psychology textbook. Have you heard about it?
Marina: Yes, I have. It's a classic experiment that demonstrated how people tend to conformto group pressure even if it goes against their own beliefs.
Deborah: That's right. The experiment was conducted in the 1950s and it showed that people
are more likely to go along with the group even if they know the group's answer is incorrect.
Hiroshi: That's fascinating. But why do people conform to group pressure in the first place?
Marina: One reason is that people want to fit in and be accepted by the group. They fear
rejection and criticism, so they conform to avoid standing out.
Deborah: And another reason is that people believe that the group must be right, especially if
it consists of experts or people with more knowledge than themselves.
Hiroshi: I see. That's interesting. Do you think this applies to everyday life situations as
well?
Marina: Definitely. For example, peer pressure can be a major influence on teenagers whenit comes to alcohol and drug use.
Deborah: And in the workplace, employees may conform to group norms even if it goesagainst their personal values, just to fit in and avoid conflict.
Hiroshi: It's amazing how powerful the influence of the group can be. It makes me wonder
how we can resist conformity and stay true to ourselves.
Marina: Well, having a strong sense of self-awareness and understanding our own values
and beliefs can help us resist conformity and make independent decisions.
Deborah: And cultivating a growth mindset, where we believe in our ability to learn andgrow, can also help us resist group pressure and make decisions that align with our personalgoals.
Hiroshi: This is really interesting. It's amazing how much we can learn from social
psychology.

Now try to produce your own dialogue about the topic of social psychology.

87

Group Project for Section 3

Section 3
Week 13

Group Project for Section 3
Use this page to brainstorm some ideas that you would like to explore for your 1st groupproject. Draw a mind map to help you organize your ideas.

In our next class, you will present this topic to the class. So, assign roles for each person inyour group. Everyone has to participate!

88References
Below are important references for the different units in this textbook. Go to Google Scholar
and paste the reference to find more in-depth materials on these topics.
Section 1: Unit 1 Growth Theories and the Hierarchy of Needs
Csikszentmihalyi, M., Abuhamdeh, S., & Nakamura, J. (2005). Flow. Handbook ofCompetence and Motivation, 598-608.
Dweck, C. (2015). Carol Dweck revisits the growth mindset. Education week, 35(5), 20-24.
Fredrickson, B. L. (2004). The broaden–and–build theory of positive emotions. PhilosophicalTransactions of the Royal Society of London. Series B: Biological Sciences, 359(1449),
1367-1377.
McLeod, S. (2007). Maslow's hierarchy of needs. Simply Psychology, 1(1-18).
Yeager, D. S., Hanselman, P., Walton, G. M., Murray, J. S., Crosnoe, R., Muller, C., ... &Dweck, C. S. (2019). A national experiment reveals where a growth mindset improves
achievement. Nature, 573(7774), 364-369.

Section 1: Unit 2 Motivation and Self-Determination Theory
Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs inmotivation, development, and wellness. Guilford Publications.
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a selfdetermination theory perspective: Definitions, theory, practices, and future
directions. Contemporary Educational Psychology, 61, 101860.
Section 1: Unit 3 Emotion, Love, and Positive Psychology
Barrett, L. F. (2006). Solving the emotion paradox: Categorization and the experience ofemotion. Personality and Social Psychology Review, 10(1), 20-46.
Barrett, L. F. (2017). How emotions are made: The secret life of the brain. Pan Macmillan.
Ekman, P. (1992). An argument for basic emotions. Cognition & Emotion 6, no. 3-4,169-200.
Gable, S. L., & Haidt, J. (2005). What (and why) is positive psychology?. Review of General
Psychology, 9(2), 103-110.
Izard, C. E. (2009). Emotion theory and research: Highlights, unanswered questions, andemerging issues. Annual Review of Psychology, 60, 1-25.
Sternberg, R. J. (1986). A triangular theory of love. Psychological Review, 93(2), 119.

89

Section 2: Unit 4 Perception and Gestalt
Simons, D. J., & Chabris, C. F. (1999). Gorillas in our midst: Sustained inattentional
blindness for dynamic events. Perception, 28(9), 1059-1074.
Simons, D. J., & Levin, D. T. (1998). Failure to detect changes to people during a real-worldinteraction. Psychonomic Bulletin & Review, 5, 644-649.
Wagemans, J., Elder, J. H., Kubovy, M., Palmer, S. E., Peterson, M. A., Singh, M., & von der
Heydt, R. (2012). A century of Gestalt psychology in visual perception: I. Perceptualgrouping and figure–ground organization. Psychological Bulletin, 138(6), 1172.

Section 2: Unit 5 Memory
Atkinson, R. C., & Shiffrin, R. M. (1968). Human memory: A proposed system and its
control processes. In Psychology of Learning and Motivation (Vol. 2, pp. 89-195).
Academic press.
Baddeley, A. D., & Hitch, G. J. (2019). The phonological loop as a buffer store: An
update. Cortex, 112, 91-106.
Miller, G. A. (1956). The magical number seven, plus or minus two: Some limits on ourcapacity for processing information. Psychological Review, 63(2), 81.

Section 2: Unit 6 Creativity
Amabile, T. M. (1982). Social psychology of creativity: A consensual assessment
technique. Journal of Personality and Social Psychology, 43(5), 997.
Beghetto, R. A., & Kaufman, J. C. (2007). Toward a broader conception of creativity: A casefor" mini-c" creativity. Psychology of Aesthetics, Creativity, and the Arts, 1(2), 73.
Birdsell, B. J. (2019). Creative cognition: conceptual blending and expansion in a generative
exemplar task. IAFOR Journal of Psychology & the Behavioral Sciences, 5(SI), 43-62.
Birdsell, B. J. (2014). Fauconnier’s theory of mental spaces and conceptual blending. The
Bloomsbury companion to cognitive linguistics, 72-90.
Kaufman, J. C., Plucker, J. A., & Baer, J. (2008). Essentials of creativity assessment. John
Wiley & Sons.
Kim, K. H. (2006). Can we trust creativity tests? A review of the Torrance Tests of Creative
Thinking (TTCT). Creativity Research Journal, 18(1), 3-14.

90Section 3: Unit 7 Personality
Cherry, K. (2019). What are the big 5 personality traits. Very well Mind. Retrieved fromhttps://www.verywellmind.com/the-big-five-personality-dimensions-2795422
Costa, P. T., Jr., & McCrae, R. R. (1992b). Revised NEO personality inventory (NEO-PI-R)
and NEO five-factor inventory (NEO- FFI) professional manual. Odessa, FL:
Psychological Assessment Resources.
McCrae, R. R., & Costa, P. T., Jr. (1987). Validation of a five-factor model of personality
across instruments and observers. Journal of Personality and Social Psychology, 52, 8190.

Section 3: Unit 8 Social Psychology 1
Bandura, A., & Walters, R. H. (1977). Social learning theory(Vol. 1). Prentice Hall:Englewood cliffs.
Bandura, A. (1978). Social learning theory of aggression. Journal of Communication, 28(3),12-29.
University of Oklahoma. Institute of Group Relations, & Sherif, M. (1961). Intergroupconflict and cooperation: The Robbers Cave experiment (Vol. 10, pp. 150-198). Norman,
OK: University Book Exchange.
Nisbett, R. E., & Wilson, T. D. (1977). The halo effect: Evidence for unconscious alterationof judgments. Journal of Personality and Social Psychology, 35(4), 250–256

Section 3: Unit 9 Social Psychology 2
Latané, B., & Darley, J. M. (1970). The unresponsive bystander: Why doesn't he help?.
Prentice Hall.
McLeod, S. A. (2007). The milgram experiment. Simply Psychology.
McLeod, S. (2018). Solomon Asch-Conformity Experiment. Simply Psychology, 28.
McLeod, S. (2020). Stanford prison experiment. Simply Psychology.
Zimbardo, P. G. (1973). On the ethics of intervention in human psychological research: With
special reference to the Stanford prison experiment. Cognition, 2(2), 243-256.
Zimbardo, P. G., Haney, C., Banks, W. C., & Jaffe, D. (1971). The Stanford prison
experiment. Zimbardo, Incorporated.

91

Acknowledgements
All the figures and images in the textbook were made by Brian Birdsell. The three sketches ofthe students on page 4 were made by the following AI image generator(https://www.craiyon.com).

Other Online Resources
Below is a list of useful website and podcasts that provide insight information on a wide
variety of Psychology related topics.
Websites
https://simplypsychology.org“Simply Psychology is an educational website that provides informative articles, images, andvideos to help you understand the academic theories in psychology, research methodology,
and the science of well-being, including mental health and relationships.”
https://www.verywellmind.com“Welcome to Verywell Mind, an award-winning resource for reliable, compassionate, andup-to-date information on the mental health topics that matter most to you. We are dedicatedto empowering you with the trustworthy evidence-based information you need for yourmental and emotional well-being. Our mission is to help you prioritize your mental healthand find balance amid the chaos of daily life.”
Podcasts
https://www.apa.org/news/podcasts/speaking-of-psychology“Speaking of Psychology is an audio podcast series highlighting some of the latest, mostimportant, and relevant psychological research being conducted today. Produced by theAmerican Psychological Association, these podcasts will help listeners apply the science of
psychology to their everyday lives.”
https://brainsciencepodcast.com“The host of Brain Science is Dr. Ginger Campbell. Dr. Campbell is an experienced
Emergency and Palliative Medicine physician with a long-standing interest in the brain andconsciousness. In this podcast she shares recent discoveries from the world of neurosciencein a way that people of all backgrounds can enjoy. Dr. Campbell believes that understanding
how the brain works gives us insight into what makes us human. She is also committed toshowing how the scientific method has unravelled many long-standing mysteries.”92