Every year, students have ideas for little experiments, tests, and correlations that they want to try out at Arundel. Here is the spot for that. General rules of course would be that these have to be ethical and have to be sound research.

INSTRUCTIONS
  1. After finishing your assigned readings, pick a term/concept that made you think of a way that we could test this out at Arundel and write it below by clocking edit and completing the statement "We could test this out at Arundel by..." Like the examples below.
  2. ALWAYS USE PSYCHOLOGICAL TERMS FROM PSYCHLOPEDIA IN YOUR EXAMPLES.
  3. Link to the term that you used with the link button.


Chapter 3: Biopsychology

  • We could test out the difference between students phenotype and genotype at Arundel if we had some sort of gene sequencer. If we could compare what we see when we decode (or read) their genes to what we see when we physically observe them then we could see how experiences (Like dyeing your hair or getting surgery to fix a crooked back) have shaped people. Maybe we could end up finding a certain percentage of difference between how their genes say they should look and how they actually look.
  • We could test confirmation bias out at Arundel by asking students who they think will win the football game: Arundel and Old Mill. This can be tested because the students at Arundel will say that Arundel will win even if Old Mill has the better team this year; they are ignoring the possibility that Old Mill might beat them.
  • We could test out what GABA (neurotransmitter) does to students at Arundel by testing out their reaction times to different situations (pinch, punch, etc.).
  • We could test the effect of sleep deprivation on the everyday life of a teenager at Arundel by administering surveys to a random sample group asking how much sleep they got. Then, observations could take place on classroom behavior, observations, and grades could take place. We could try to find a correlation between students who got enough sleep or too little sleep.
  • We could test out the effect pons have on students falling asleep in classes at Arundel by hooking wires up to students brains, and watching the activity of the pons when the student begins to sleep.
  • We could test the affect endorphins have on kids at Arundel by evaluating reactions students have when receiving back a test grade. We could evaluate the way endorphins determine the way we react to our results.
  • We could test the fluid intelligence Arundel students' frontal lobes by having them play duel-n-back in one test, then see how that score improves with practice (fifteen minutes a day) as opposed to a control group that would only play duel-n-back once.
  • We could test how large a persons parietal lobes are by having a person stand at different distances and then having the test subject take an educated guess on how far that person is from them.
  • We can test out how effective the reticular formation is for students at Arundel by setting up a classroom experiment that deals with incoming stimuli, and judging how the students can discriminate between irrelevant background stimuli. If they cannot make such a discrimination, then their reticular formation may be faulty.
  • We could test if the color yellow is associated with caution due to emotional memories in the amygdala and the color yellow representing caution such as in driving.

Chapter 4: Sensation and Perception

  • We could test people's absolute threshold to sound by playing the high pitched "mosquito ringtone" and seeing who can identify it.
  • We could test out student's difference threshold by increasing the volume of the [intercom] announcements a bit every day, and see how much of an increase it takes for students to notice the change in 'loudness' or amplitude.
  • We could test the placebo effect by telling people if they drink this special brain boosting drink (that is just a regular drink), they will be more focused and their memory recall will be boosted when they take a test. If students do better then the placebo effect worked, and the "power of positive thinking" has awesome effects!
  • We could test out sensation at Arundel by setting out a plate of cookies and seeing what students are attracted to it because of either how they look, smell, or taste.
  • We could test out perceptual set at Arundel by having some classroom doors closed and the lights off and see if people wait outside the room or not based off the assumption no one is in there.
  • We could test out change blindness at Arundel by having two aids come to class rooms. One would ask a question then when the teacher looks away the aids would switch and the second aid would ask a second question. You would then see if the teacher noticed the switch.
  • We could test out perceptual set at Arundel by having student aides switch on teachers; One aide could ask a question and switch when the teacher isn't looking, while the other responds to the teacher when he/she turns around.
  • We could test out signal detection theory at Arundel, by having a camera in class to watch students and tally every time they look at their phone and see if it was a hit or miss
  • We could test absolute threshold at Arundel by turning up the volume on a tv and having students identify when they actually hear the TV on.
  • We could test Signal detection theory at Arundel by having a teacher instructing class with windows behind him/her than have some other person dressed as big foot and quickly run pass the window and see which students maybe saw him pass.
  • We could test out the Gestalt Laws of Perceptual Grouping by showing a person a paper with (the cat) missing the(h) in the and the(a) in cat and the person still can read what it says is a example of the gestalt law.
  • We could test out ambiguous figures at Arundel by putting up perceptual illusions in the hallway and having students tally how they visualize the image.
  • We could test out closure at Arundel by opening the AP Psychology book and turning to the page with the broken line and tallying how many people look at the broken line and fill in the gap automatically.

Chapter 5: States of Consciousness

  • We could test out withdrawal at Arundel by giving every student an iPad to use for a semester, then take it away and observe how they react or what happens to their grades.
  • We could test out Circadian Rhythms at Arundel by recording how many students fall asleep in their classes throughout the day and compare that to their sleeps patters at night, then finding the average Circadian Rhythm of the school.
  • We could test hypnosis out at Arundel by seeing how many students believe they are falling.
  • We could test stimulus generalization out at Arundel by showing students a big spider and a little spider, and seeing how their reactions vary between the two.
  • We could test manifest content and latent content at Arundel by asking students to interpret their dreams and give examples of objects in their dreams along with the meanings of the objects.

Chapter 6: Learning

  • We could test out operant conditioning at Arundel by giving cookies to all students who get A's on their tests, and see if it motivates them enough to keep getting A's on tests.
  • We could test out mere exposure effect by giving some one the choice of an IPhone or Android and seeing which one they chose.
  • We could test out an operant chamber at Arundel by controlling every aspect of reinforcement and punishment that happened in the cafeteria, although some confounding variables might be the sheer size of the student body that shows up for lunch there every day, and the fact that controlling every reinforcement or punishment would be easier if there were only one student in the cafeteria at a time.
  • We could test out a fixed ratio schedule at Arundel by making the amount of time allowed for Wildcat hour determined every month by a certain number of average GPA's over 3.0
  • We could test out Tolman's cognitive maps at Arundel by having students travel to their classes in the dark or block a certain hallway so that they have to take a detour. The idea is that they have a mental "map" in their head that allows them to know where to go, despite the circumstance (maybe except for a new student or freshmen just coming into the school).
  • We could test out insight when answering questions on a multiple choice test if your first guess is right more times than wrong by giving an experimental test to students and each time they second guess themselves to write down the answer on the side, and later seeing which is right.
  • We could test out fixed interval if we give kids $100 if they get A's on a test but we dont do it everytime we do it randomly so they could keep wanting to try and get A's.

Chapter 7: Cognition

  • We could test out the capacity and duration of working memory or short term memory at Arundel by having a list of 16 letters and have students look at it briefly, then ask them to recall how many letters they remember.
  • We could test out infantile amnesia at Arundel by asking students what their first memory ever was, and what age they were. Based on studies done, they shouldn't remember anything before three years of age without suggestibility.
  • We could test out implicit memory at Arundel by doing priming. That means we'll give the students a list of words to look at for a couple of seconds, and then a while later give them another list of words and ask them how many they recognize from the earlier list. Finally, we show the students words with missing letters, and ask them to fill in the blanks. The idea is that the words the students saw in the list before will be easier to fill in, while completely new words will be harder. The reason is because the students had been "primed" with the words in the list, and they more easily "popped out" in their consciousness than the words that had not been primed. (See example in book, page 253). Ex; Say silk 20 times...what do cows drink?...water
  • We could test out Mood-congruent memory at Arundel by failing a group of students and asking them what kind of memories they are experiencing, and see if they relate to anger or sadness emotions caused by their failure.
  • We could test out at Arundel to see if recognition or recall is better by giving out multiple choice tests and short written answer tests to each student and see what the average grades were.
  • We could test out persistence at Arundel by teaching the students information in their first period class, and seeing if they remember the information by the end of the day in their fourth period class.
  • We could test transience out at Arundel by giving students an exam the day before break and the day they come back to compare it to the score when we test them 2 consecutive days in a row.
  • We could test out the Language Acquisition device by putting a 6 year old and a 16 year old in the same Spanish 1 class and giving them a test at the end of the course to see who learned more.
  • We could test out suggestibility at Arundel by bringing students to the principal's office after a fight happened and having Corporal Freeman suggest to them that they were involved in the fight. If the student is interrogated so much and actually admits to being involved (even though they weren't), then they have suffered suggestibility.
  • We could test out the mental development of telegraphic speech at AHS by asking the preschool students to describe events that had happened in the class that day and see if they are developed enough to use grammar rules or if they are still using short, choppy sentences.
  • We could test out anchoring bias by conducting the experiment in the book. A few students would take a quick look at the math problem 1 X 2 X 3 X 4 X 5 X 6 X 7 X 8 = ? and take a guess at what the answer would be. A few other students would take a quick look at the math problem 8 X 7 X 6 X 5X 4 X 3 X 2 X 1 = ? and take a guess at what the answer would be. It should be the first group has a lower answer than the second group. It is because the students "anchor" their thinking to the higher or lower numbers that appear at the beginning of the problem. Think about it. How would you answer the math problems above if you only had five seconds to look at the problem and take a guess at what the answer would be?
  • We could test out functional fixedness by giving students tools to try and fix or put together an object that aren't normally associated with that object.
  • We could test out heuristics by testing Arundel's basketball team players best way to get to the basket.
  • We could test out algorithms by asking Arundel math students to use the given formulas and check if they get the right answer.
  • We could test out recall and recognition by having students first read a couple of sentences, then have them write down as many sentences as they remember. Next, have them read a list of words from those sentences, and see how many sentences they remember from those words.
  • We could test distributed learning at Arundel by spacing out learning in classes to make the learning periods shorter, but not cramping all of the information.

Chapter 8: Emotion and Motivation

  • We could test out Individualism and Collectivism at Arundel by doing an opinion survey that asked (in various ways) about whether you place more value in individual achievement versus collective achievement (or group loyalty and pride) and see how it differed between different cultural backgrounds.
  • We could test out whether one of the display rules differs across cultures by seeing if two cultures use grins for different emotions.
  • We could test out the Marshmallow Test with the pre-school kids at Arundel to see which kids wait for the second marshmallow and see if those kids end up doing better in school later on.
  • We could test out the Cannon- Bard Theory by putting someone in a whole bunch of different situations and see if their emotions and actions occur at the same time.
  • We could test out the polygraph at Arundel by using it during school incidents to see if a person was lying or not from their physical arousal.
  • We could test peoples emotions by attempting to capture their expressions after passing or failing the test and then seeing if others can tell how good they did based of their expression.
  • We could test out need for achievement (n Ach) at Arundel by giving students the Thematic Apperception Test (TAT) like Murray and McCllelad did.
  • We could test out polygraphs to see if they really measure lies or physical arousal by using one on someone who is not lying, yet is aroused.
  • We could test if students have intrinsic motivation or extrinsic motivation by asking them how and why they study.
  • We could test the effects of extrinsic motivation on students by paying some to earn good grades and not paying others. But, still telling them that they should try and earn good grades and then we could compare the grades and most likely see that the kids that were paid money, or extrinsically motivated, earned higher grades.
  • We could test out overjustification at Arundel by giving students rewards for getting honor roll and seeing if more students get good grades.
  • If we payed students athletes like pros they might be there motive to always be on time and be ready to play in games.

Chapter 9: Psychological Development

  • We could test out the theory of mind at Arundel by observing the interactions between two or more strangers of different religions, ethnicity's, or social groups in their interactions compared to the same people reactions to strangers who are similar to themselves.
  • We could test out Kohberg's moral stages by asking students to respond to moral dilemmas and WHY they chose to do what they did.
  • We could test out the nature-nurture issue at Arundel the same way psychologists before us have. We would have to find identical twins separated at birth and raised in different environments. To measure the affect of nature and nurture on behavior and mental processes, we would give each twin a test that would determine what decisions they would make in given situations. We would later compare the twins' choices against each other and search for similarities. Similarities in responses would indicate that nature, or genetics (shared by the twins because they have the same parents and DNA), played a role in behavior and mental processes. Differences in responses would indicate that nurture, or environment (not shared by the twins because they were separated and raised differently), played a role in behavior and mental processes. This would be a good test for the nature-nurture issue because it compares how the combined effects of the environment and genetics impact who you are.

Chapter 10: Personality

  • We could test out the balance between people's id, ego, and superego at Arundel by having someone drop cash in the hallways and observing how other people respond to it.
  • We could test out personality types by having students at Arundel take the Myers-Briggs Type Indicator (MBTI).
  • We could test out which ego defense mechanism is used most often by having students record which one they used each time they got a referral, suspension or fight.
  • We could test observational learning at Arundel by having the all of the teachers run down the hallways to see if the students find it acceptable after they have seen them, and run down the hallway as well.
  • We could test out savant syndrome by seeing if a person is extremely bad at sports but good at school or vise versa.
  • We could test out who is an introvert and who is an extravert by placing the people in groups and seeing how much work they accomplish in a group setting.
  • We could test the savant syndrome out at Arundel by giving a randomly selected group of kids a test with common knowledge questions and college level questions.
  • We could test out subjective tests by looking at any of the thematic apperception tests.
  • We could test out projective test out at Arundel by having a group of students look at the clouds and telling eachother what they see and compare the results.
  • We could test out test-retest reliability at Arundel by looking at the re-do policy and comparing original grades to re-do grades because test-retest reliability would cofirm if the students actually gained the knowledge or just memoriezed information to pass a test in one day.
  • We could test out denial at a baseball game by asking a batter each time he strikes out what the reason was for him striking out and seeing what his response is each time.
  • we could test nature vs. nuture by seeing the difference in flowers that were identically taken care of.

Chapter 11: intelligence
  • We could test face validity out at arundel by giving students an article and then a short multiple choice test that has nothing to do with the reading and see if they notice and address the test giver.
  • We could test out the self-fulfilling prophecy at Arundel by telling students a test is hard and difficult and then analyzing their results. This test would be vaild because by telling students a test is difficult their normal response is to be nervous which will affect their tests result
  • We could test out test-retest reliability through nurses taking CPR classes. Every nurse is required to learn CPR & must go through their required classes. When it is time to be renewed, they must test their abilities out again because they must prove they still have the ability to give CPR to patients .

Chapter 13: Treatment of Psychological Disorders
  • We could test out systemantic desensitiation at Arundel by doing an experiment with students who have a fear of blood. For example, these students can be shown images of blood and watch other people who donate blood for a good cause to decrease the fear.


Chapter 14: Social Psychology

  • We could test out the fundamental attribution error by having a sample of people read made up biographies with stereotypical names on them for the varying races then having a group of actors that would physically look like they matched that stereotype and see how many people matched the actors' physical attributes to the sterotypical name (i.e. a Mexican actor being matched to the name Pablo, a African American actor being matched to the name Tyrone..).
  • We could test out self-serving bias by giving a group of kids two tests but make it a group test and if the group does bad then their is going to say that it isnt their fault that the group did bad it was another group member. But if the group did very well then that one person would take all the credit.(takes credit for success but no blame for failure).
  • We could test the bystander effect out at Arundel by having a volunteer student lay on the floor in a classroom acting like he/she is having a ceisure while one student is taking a redo after school. Another day, we could have the same volunteer student act the same way in a hallway of a bunch of students walking to class. This will test whether or not the students at Arundel will fall intothe bystander effect.