psychology assignments

TOPSS Classroom Activities

Are you looking for an activity or lesson plan to use tomorrow in class? Quickly search over 100 activities from our popular Teachers of Psychology in Secondary School (TOPSS) unit lesson plans. Choose from popular topics like biological basis of behavior, memory, research methods and more. Be sure to check back regularly as activities will be added as they become available. These activities were originally available to TOPSS members only but in response to the COVID-19 pandemic, they have been made publicly available in order to benefit any teacher. Teachers are still encouraged to join TOPSS . 

Search Activities

Search dozens of activities created and vetted by classroom teachers.

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Lab Exercises

Also included are laboratory exercises for high school psychology teachers, originally printed in the Society for the Teaching of Psychology (STP; APA Div. 2) e-book "Promoting Psychological Science: A Compendium of Laboratory Exercises for Teachers of High School Psychology" (Miller, 2018). 

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Featured Activity

Sampling or Assignment?

Students often confuse the terms “sampling” and “assignment.” For each of the scenarios described in this activity, students should indicate which process is being discussed and how you can tell.

Activities are available for the following topics. Click on the topics below to find the full TOPSS unit lesson plan.

• Biological Bases of Behavior (PDF, 333KB)
• Careers, Education and Vocational Applications in Psychology (PDF, 290.2KB)
• Cognition 1
• Consciousness (PDF, 342.48KB)
• Critical Thinking 1
• Emotion (PDF, 442.17KB)
• Intelligence 1
• Learning (PDF, 319.01KB)
• Life Span Development (PDF, 409.09KB)
• Memory (PDF, 711.51KB)
• Motivation (PDF, 171.01KB)
• Personality (PDF, 394.62 KB)
• Perspectives in Psychological Science (PDF, 305.01 KB)
• Positive Psychology (PDF, 163.45 KB)
• Psychological Disorders (304.7 KB)
• Research Methods and Statistics (PDF, 623.84 KB)
• Sensation and Perception (PDF, 252.48 KB)
• Social Psychology (PDF, 429.34 KB)
• Stress and Health Promotion (PDF, 311.99 KB)
• Treatment of Psychological Disorders (PDF, 305.85 KB)

TOPSS has also made two-day lesson plans available from recent past winners of the APA TOPSS Charles T. Blair-Broeker Excellence in Teaching Awards. These include activities that are not included in the search feature above.  

1 These topics can be found in the STP e-book.

Miller, R. L. (Ed.). (2018).  Promoting psychological science: A Compendium of laboratory exercises for teachers of high school psychology . Retrieved from the  Society for the Teaching of Psychology

CSN Library Services

Get the facts, psychology assignments 101.

Research assignments for CSN psychology classes can be among the most varied and challenging you will encounter. For certain class assignments your instructor will ask you to locate empirical research to help you examine a specific assigned topic. You may have to examine peer-reviewed journals. Occasionally, you are asked to select your own topic based on something you care about. You may have to prepare an oral presentation in addition to the paper. You may have a group project component to the assignment – or some combination of all of the above. It is always a good idea to start by first carefully reading your assignment and ask what exactly does my instructor want? How long does the paper or presentation have to be? What types of resources are required or permitted. Do you need books, peer-reviewed journals, DSM-5 , free-web sources? Is there a date range for acceptable resources? What are your due dates? Are there multiple due dates for the different components of the assignment? Is a draft expected? Be sure to ask your instructor if you are unsure of anything in the assignment. Most important – start preparing early in the semester!

If you have a group project, you should all take time to organize goals and tasks. Appoint a group leader. Exchange contact information, review due dates, create a calendar, and find an online workspace. For oral presentations, prepare visual aids in advance and rehearse for timing. You will also want to gather your APA information and review the title, pagination, in-text, and reference page formats.

Investigate

In psychology, ongoing research accomplished by behavioral scientists establishes valid scientific conclusions or claims. As part of the psychological research process, scientists in the field carefully evaluate the methods, evidence, and resulting conclusions reported. The research is then accepted or rejected – along with any claims made. It is only after this rigorous process that academic or professional journals publish certain research reports. These authoritative published research reports should form the core of your research investigations for most assignments. Additionally, you may need to use the DSM-5 , the cornerstone of diagnostic classification in mental health, to locate professional definitions of specific disorders and current treatments. Your best bets for basic psychology research include:

• ProQuest Central – An interdisciplinary collection of full-text articles from outstanding academic/professional journals. APA citations are available for every article in ProQuest . Be sure to filter for date range. While especially strong in the behavioral sciences, the interdisciplinary selection of scholarly articles found in ProQuest can also offer new ways of seeing problems, ideas or theories in other related fields.
• PsycARTICLES – A database of full-text peer-reviewed articles published by APA and affiliated journals. Includes current journal coverage as well as historical content.
• DSM-5 – The Diagnostic and Statistical Manual of Mental Disorders – Fifth Edition. A handbook used by healthcare professionals in the US and around the world as the authoritative guide to the definitions and diagnosis of mental disorders. Our online DSM-5 Library includes the Diagnostic and Statistical Manual of Mental Disorders , the Handbook of Differential Diagnosis , and the DSM-5 Clinical Cases . Be sure to see a Librarian if you need assistance using this resource.

As you read reports of research in your topic area, be sure to focus on the hypothesis and ask yourself why the study is important to your topic? Ask who are the subjects, how and why were they selected? How was the study conducted and under what conditions? What were the results of the study and was there anything inconclusive? Ask your instructor if you encounter problems in understanding the research presented and its relevance to your topic. For effective online searching, you may also Ask a Librarian for help finding good keywords to express your topic, and for assistance in using these resources and recommendations for others.

For anyone working in psychology, the Publication Manual of the American Psychological Association is the definitive style guide. APA format can be challenging, and, as you work gathering resource citations generated in an online environment, it is important to be consistent with your reference page citations. Using a database like ProQuest or PsycArticles will allow you to locate scholarly resources from across various disciplines in the behavioral sciences, while at the same time maintaining consistency from citation to citation. If you’re also consulting and then citing information from resources found in the DSM-5 or other databases, go online to the APA Style Guide located under Research Help on the Libraries webpage – or check the APA Style Quick Guide found in paper in each campus Library. We also have a complete sample APA paper found by clicking Research Help , then How to Cite , and Additional Citation Resources on the Libraries webpage. APA uses a system of DOI’s or Digital Object Identifiers to help the reader identify the exact article used. All DSM-5 online information has a DOI associated with it. For assistance with editing or formatting an APA assignment, visit a CSN Writing Center or a Campus Library . We are all happy to help!

Understanding psychology starts with an understanding of scientific research methods. In order to be valid, opinions and claims all have to start with a scientific perspective of skeptical analysis of evidence and an understanding of how knowledge grows from the chain of research. For you, it all starts with Psychology 101, the classes that follow that course, and working your way through these first assignments.

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Personality Pedagogy

A compendium of resources for the teaching of personality psychology

Assignments, Exercises and Activities

Louis Sergent, 16, who is in his first year at high school, does his homework. Both he and his father are determined… – NARA – 541288 by Russell Lee – U.S. National Archives and Records Administration. Licensed under Public Domain via Wikimedia Commons

10 Easy Activities Science Has Proven Will Make You Happier Grounded in research, these activities including practicing gratitude, controlling counter-factual thinking and others may be used to spark discussion or to introduce topics in stress, resilience, cognition, emotion, and positive psychology.

10 Fun Activities for Adjectives of Personality Originally designed for English teachers to help their students understand and describe nuances of character, this site offers 10 activities exploring adjectives helping students to describe the personality of themselves and others. Includes links to positive personality adjectives and negative personality adjectives. Good for an ice breaker or as a class exercise to introduce trait theory.

Activities Guide: Teaching Ethics in the Introduction to Psychology Course The Office of Teaching Resources in Psychology (OTRP) is pleased to announce this new resource for teachers by Ana Ruiz and Judith Warchal of Alvernia University (2013). This 23-page guide presents 17 activities related to ethics for each chapter in a typical Introduction to Psychology text as it integrates the APA Learning Goals and Outcomes for ethics into that course. For each chapter, the activity lists the student learning outcome, instructions for conducting the activity, materials needed, approximate time required, and a method of assessment. Activities most relevant to the personality class include APA Ethics code Jeopardy, Research Methods, Personality Testing, and Debating controversial topics.

Analytical Paper Marc W. Patry from Saint Mary’s University in Halifax, Nova Scotia, Canada submitted this creative assignment in which students basically have to select and digest a study related to personality psychology and to connect it to the assigned reading, to current events, and to something about yourself. Details and grading guidelines are provided.

Art and Personality Does the art you enjoy match your personality? Research by Stian Reimers in conjunction with the BBC suggests that there is a relationship between the kind of art people prefer (e.g. Impressionism, Abstract, Japanese, Islamic, Northern Renaissance, and Cubism) and one’s personality (emotional intelligence, the five-factor model, and sensation-seeking). Click here to read more about the findings, art, personality, or to participate in this online.

Assessing Assumptions About Gender This exercise by Amy Taylor, won Honorable Mention for the 2009 Social Psychology Network Action Teaching Award. In this activity, students read a dialog between a man and a women and report their impressions of the characters. Half the class have the genders of the characters switched. According to Taylor, the objectives of this activity are to: (1) illustrate how subtle gender biases can influence social perceptions, (2) help students recognize their own implicit assumptions about gender, and (3) explore the implications these biases may have for gender equality.

Attachment Theory: Teaching Students About the Science of Romantic Attachment Nathan DeWall and David Myers describe a series of activities to help students think about attachment and why our romantic partners may get under our skin. Includes background reading, self-assessment, an out-of-class activity, and discussion topics.

Barnum Effect Feedback Take this test to remind yourself why good personality tests should provide specific feedback…and why horoscopes are so much fun! See also this explanation of the Barnum Effect.

The Bechdel Test For Media Bias According to the Feminist Frequency website by media critic Anita Sarkeesian, The Bechdel Test is a simple way to gauge the active presence of female characters in Hollywood films and just how well rounded and complete those roles are. It was created by Allison Bechdel in her comic strip Dykes to Watch Out For in 1985 . The test is: (1) Does the film have at least two [named or otherwise central character] women in it, (2) who talk to each other, (3) about something besides a man? (runs 2 minutes, 3 seconds). You and your students can use this test to see how popular movies, especially those winning Oscars or other top awards, fares. Click here for a discussion of similar tests for other types of bias in the media.

Big Five, Happiness: Beyond the Purchase From the website We know that the effects of our spending choices often last beyond the place or moment of a purchase. Sometimes those effects are beneficial, leading to enjoyment, happy memories, or feelings of belongingness. At other times those effects may be financially or emotionally detrimental. We developed Beyond The Purchase to explore happiness and the quality of life, and the outcomes of different purchasing and money-management choices, as well as the motivations behind them. Psychologist Ryan Howell and colleagues created this site to help people make more informed choices. The site features personality tests, research findings, and a special section for incorporating their ideas into your classroom including a demonstration and slides on the Big Five personality traits and teaching central tendency using the Big Five. Follow the BtP in your classroom link.

Cognitive Behavioral Therapy (CBT) Worksheets Free downloadable cognitive behavioral therapy (CBT) worksheets, formulations, and self-help resources including blank formulations, thought records, cognitive restructuring worksheets, diaries/data gathering sheets, mechanisms, information sheets, techniques/procedures, useful tools, forgiveness tools, and formulations for specific disorders, all in PDF format.

Coming Out Exercise Barry A. Schreier of Purdue University developed this exercise to assist individuals with the experience of loss that is often associated with Coming Out. Loss can come in many ways from the loss of a job, the loss of friends and family members, the loss of autonomy, loss of affiliation with others, and so on. This exercise is used to access the vital emotional components of participants’ belief and attitude systems in the efforts of creating greater inclusivity in attitude and belief for people who are Gay, Lesbian, or Bisexual.

Conditioning at Mickey D’s “What do parents do, at a fast food restaurant, to encourage desirable behaviors and discourage undesirable behaviors? Are the principles of operant conditioning being used?” Check out Raymond Rogoway’s clever assignment for understanding and applying principles of conditioning.

Culture: Barnga This game teaches participants about inter-cultural awareness: In Barnga, participants experience the shock of realizing that despite many similarities, people of differing cultures perceive things differently or play by different rules. Players learn that they must understand and reconcile these differences if they want to function effectively in a cross-cultural group. Essentially, the game induces feelings of culture shock in the limited (and safe) environment of a classroom. Opens in PDF. Also available here.

Cultural Identity: The Cultural Circles Exercise Phani Radhakrishnan, University of Toronto, designed the Cultural Circles Exercise to help students in her Diversity in the Workplace class become more aware of cultural identity. Students discuss their own heritage and cultural background one-on-one with others in the class and identify sources of pride in their own culture.

Debriefed Stories: How to Conduct a Debriefing Discussion According to trainer and games guru Sivasailam Thiagi Thiagarajan People don’t learn from experience. They learn from reflecting on their experience. In this interactive story, he presents six questions for debriefing which facilitators can use to help participants reflect and learn from their experience. Very useful for teachers, trainers, facilitators, group leaders, and others who like to use experiential learning in their work. From the Thiagi Gameletter , October 2014.

Defense Mechanisms Randall E. Osborne, Indiana University East, first presented these two interactive exercises for the personality psychology course at the 9th Annual Conference on Undergraduate Teaching of Psychology: Ideas and Innovations, in 1995. In the second exercise, What’s my Defense Mechanism?, students must guess the defense mechanism depicted in a brief skit presented by their classmates. (In the first exercise, the Personality Collage, students and someone who knows them well each create a collage of the student’s personality. Students compare and contrast the two collages by answering various questions and come to understand the differences between self-view and other’s view of themselves.) Opens in PDF format.

Defense Mechanisms John Suler, Rider University, maintains the excellent Teaching Clinical Psychology website. For learning about defense mechanisms, he offers a handout [which] I give to students that we use to discuss some of the typical defense mechanisms. After the discussion, I break the students down into small groups so that can develop role plays that demonstrate these defenses. Instructions for these role plays are described at the end of the handout.

Extroversion and Introversion: The Eysenck Lemon Juice Experiment The BBC website provides instructions and a simple way to replicate this classic experiment.

Emotions: Spot the Fake Smile Can you tell which smiles are genuine and which are fake? Take this 10-minute test, based on the research of Paul Ekman, in which you watch brief video clips of 20 people smiling.

Erikson’s 8 Stages of Development Visit this page to see classroom activities submitted by high school and college teachers. Submit your own activities for inclusion here — or elsewhere on Personality Pedagogy — to [email protected].

Erikson’s Stages of Development Ages in Stages: An Exploration of the Life Cycle based on Erik Erikson’s Eight Stages of Human Development. Margaret Krebs-Carter designed this activity for High School English or Developmental Psychology classes and gives this description: How does age make a difference in the way we act/think/feel? Erik Erikson, the well-known teacher and psychiatrist who popularized the term “identity crisis” claims that we are greatly affected by the developmental changes that we undergo as we mature. This curriculum unit pursues the question of age differences by focusing on Erik Erikson’s theory of human development—the eight stages. Included in this unit are: 1) brief explanations of the eight stages; 2) recommended readings—short stories, plays, and novels—that illustrate the emotional crises that occur during these eight stages; 3) activities to introduce the new concepts; 4) suggestions of theoretical material for students to read; 5) a description of how to structure the classroom in order to teach a class in which group participation is encouraged.

Erikson’s Stages of Development: The Soundtrack of Your Life Describes an activity where students identify eight major events in their lives (e.g., deaths, first car, entering high school, etc.) and find songs (music and lyrics) to correspond to these events, designing an imaginary soundtrack of their lives. Students write about the experience, submit their compilations, and/or present a song to the class with an explanation of its import. Originally designed to be a writing assignment, with some additional guidance this activity can be used to illustrate narrative psychology, the self, Erikson’s stages, and other theories of personality psychology.

Necker’s cube by Me (Stevo-88) – Own work – my representation of a well known optical illusion. Licensed under Public Domain via Wikimedia Commons

Extroversion and Introversion: The Necker Cube Experiment This brief on-line experiment, devised by the Open University in conjunction with the BBC was developed by Dr Peter Naish. Their hypothesis is that because of their varying response to stimulation, extroverts and introverts will perceive a Necker cube differently.

The Facebook Experiment: Reaction From Psychologists According to former psychology professor Michael Britt in his podcast The Psych Files : You’ve probably heard about the controversy over the Facebook manipulation of user’s News Feeds and the (possible) effect this had on user’s emotions. In the latest episode of The Psych Files I summarize the study and my conclusions about it. Also included on the website is a (large) concept map that also summarizes the study, links to references and Facebook’s official response. Also included in the map and the episode: suggestions for students regarding how a proper informed consent form might have been written and presented to students. Episode 22, July 1, 2014. Runs 33 minutes and 16 seconds.

Five Factor Model James W. Pennebaker maintains this page of a dozen or so online research projects. Most of them involve taking a brief survey or by completing short exercises. Feedback and insight into one’s personality is provided. Topics include TAT, Big Five questionnaire, perceptual style, spirituality, depression and more.

Five Factor Model: Research Tool Demonstrates How Your Facebook Likes Reveal Your Personality Eric Ravenscraft, writing for LifeHacker , discusses a tool developed by researchers at the University of Cambridge to analyze your Facebook like to reveal what people can learn about you. Click here to try it out for yourself.

Five Factor model and e-perceptions The You Just Get Me website asks visitors Do you get people, even if you just met them? Do the people in your life truly get you? Using the Five-Factor model, respondents answer 43 questions about their personality and try to guess the personality of other visitors. Based on the research of Vazire & Gosling (2004).

Freud, Sigmund: That’s My Theory! Sigmund Freud and two other personality psychologists are guests on this online game show developed by PBS. Can you discover the who the real Sigmund Freud is though the answers he gives? Can you guess who the other two guests are?

Freud, Sigmund: Wrestling with Sigmund Freud ‘Ya gotta see it to believe it.

Freud: Online Activities: Dream analysis, Word Association, Ink Blot Generator The National Museum of Science and Industry , in the UK, sponsors this amazing website on Making the Modern World , which includes learning modules on all sorts of topics. One in particular, on Measuring the Unmeasurable , aims to take the user through various aspects of psychiatry and the study of mental illness. It looks at the treatment, diagnosis and methods used in psychiatry as well as the investigation of mental illness from a historical and socio-cultural perspective. This module includes 4 pages on Sigmund Freud: Freud and Psychoanalysis, Freud’s concept of the Personality, Freud’s theory of psychosexual development, and Freudian Techniques of psychoanalysis. The module on Psychoanalysis includes online activities on dream analysis, the Word Association Test, and Ink Blot Generator.

Freudian Dream Analysis Worksheet by Chris VerWys , Rensselaer Polytechnic Institute See also the Dream Analysis Survey Results .

Gender Stereotypes: According to Jim . These days, I find that my students are a little reticent to talk about gender stereotypes, especially since my classes are often very much skewed in one direction. To help the discussion along, I like to show the episode Jim Almighty from the ABC television show According to Jim , staring Jim Belushi. In this episode Jim thinks that he can design women better than the creator did. In the course of the show, many gender stereotypes are depicted and reinforced (and some are even abandoned). I instruct my students to keep track and write down all of the stereotypes for men and for women that are mentioned in the show. I put them on the blackboard and classify them into physical, sexual, personality, social, and emotional and discuss if they are accurate, inaccurate, or an exaggeration of a true difference. I may even have the class vote on what they think the distributions look like (e.g. normal curves with a lot of overlap, a little overlap or something in between). This is a good way to set up a discussion of gender similarities and differences in personality using Hyde’s work on meta-analysis. Note that the episode, while a family situation comedy which originally aired during prime time, does make scatological and sexual references and features the actor Lee Majors playing The Almighty (stereotyped as a Texan). I offer students who think they may be offended by the set-up an alternative activity, although nobody has taken this option. In discussions with the class, even religious students find the depiction of The Almighty funny and not at all offensive, but you should review this episode before showing your class in case your students are different from mine. This episode originally aired in January of 2008, season 7 episode 1, ( S07E01 ) and is available on You Tube here (21:19). Note: If the video has been removed from You Tube, try searching for it. If you are still unable to find it, it is available for streaming from Amazon.com for $1.99 if you have an Amazon Prime Account.

Genetically Engineer Your Own Child This somewhat creepy, satirical website allows visitors to create a genetically engineered child by selecting various characteristics such as gender, eye color, and sexual orientation. Once you find out the genetic code of your offspring, you can choose to have certain characteristics and disorders altered, if you are willing to spend the money. In the process, the visitor is forced to think about the value society places on certain attributes (e.g. IQ, musical ability, sexual orientation, AIDS, ADHD and others) and the ethicality of genetic engineering. The site was created as a piece of performance art and is not a real institution despite its authentic look and feel.

Genetics: Do Your Hands Have Family Traits? Check out these two projects from Science Buddies : In these hands-on genetics projects and activities, students investigate a family pedigree to see if they can determine whether traits are dominant or recessive. Do you and some (or all) of your family members share certain physical traits? Is a widow’s peak passed down from generation to generation? Find out!

Genetics: Six Creative Ways to Teach Genetics A selection of creative ways to help students of all ages and abilities understand genes and genetic disorders. From The Guardian , September 7, 2015.

Genetics: Your Family Health History: A DNA Day Activity This PDF describes how to create a family tree or pedigree documenting medical conditions which may run in families, but you can easily adapt the activity to focus on personality traits.

Genetics and Gender Differences in Ideal Mate Selection. Scott Bates, Utah State University, does the following exercise to introduce the topic of Genetics to his students: On the second day of class, I collect data via a survey (these data provide good lecture material throughout the course). One of the questions that I ask is this: List the top three characteristics of an IDEAL MATE (a person with whom you would like to spend the rest of your life). Use adjectives. If you’ve already married (or found) your ideal mate, then list the three most important characteristics that attracted you to him/her. I then have a TA code the responses into categories (e.g., physical appearance, social status, etc). Then, when I get to the topic of genes/environment, or evolution, I introduce human mate-selection and present material on evolutionary/genetic influences. The compelling part is that I present students’ data, by category, by sex. Males have always listed physical characteristics (e.g., pretty, hot, nice looking) more often than women. Women have always listed loyalty (e.g., faithful, trustworthy) and social status (e.g., ambitious, good job prospects) more often than men. (from the PSYTEACH discussion list, January 22, 2009).

Happiness The October issue of the Thiagi Gameletter ( Seriously fun activities for trainers, facilitators, performance consultants, and managers , see their homepage here ) describes an activity (which they call a jolt ) to demonstrate how our current emotions are influenced by our thoughts about the past.

Here’s a Quick Way to Figure Out What You Should Do With Your Life, Based on Your Personality Check out this colorful flow chart, based on the work of John Holland, which asks a series of questions to help you find your ideal career. From The Muse , July 13, 2015.

Hetereosexist Bias Lesson Plan and Questionnaire The Advocates for Youth website provides this lesson plan To give straight people an opportunity to experience the types of questions that are often asked of gay, lesbian, and/or bisexual people . Students answer a questionnaire and discuss the experience in small groups. Takes about 40 minutes. Includes questions for discussion.

Heterosexual Privilege The Student Counseling Center at Texas Tech University features a number of activities, handouts and other resources on their website. In this activity, students answer 32 questions that illustrate heterosexual privilege in ways straight people do not have to think about. For example, questions range from I can, if I wish, legally marry my life partner to My sexual orientation is represented in the media and I don’t feel excluded.

Homosexuality: A Values Clarification Exercise John Suler, Rider University, maintains the excellent Teaching Clinical Psychology website. To make students aware of their preconceptions and subtle attitudes towards homosexuality, he puts 10 statements on the board and students discuss the statements in a group. He then tallies the group votes and leads the class in a discussion of their own preconceptions, along with theory and research evidence.

The Grinch (That Stole Christmas) by Source (WP:NFCC#4). Licensed under Fair use via Wikipedia

How the Grinch Stole Psychology Class After watching the 25 minute video of the classic Christmas story by Dr. Seuss, students analyze the Grinch’s personality and change of heart using theories and terms from personality including Freud, Adler, Horney, Maslow, and Rogers. A great end-of-the-semester review.

Ice Breakers and Team Builders Find tons of activities for groups for icebreaking, team building, name games, trust-building, self-awareness, multicultural awareness, and fun.

Idiogrid: Developing and managing self-report data James W. Grice of Oklahoma State University developed software for his idiographic research which he is currently offering for free to instructors and researchers. From the website: Idiogrid is software for administering, managing, and analyzing different types of self-report data [e.g. attitude scales, personality questionnaires, trait profiles, values test]. It was originally designed around George Kelly’s repertory grid technique but has been developed to include person-centered and questionnaire methodologies employed by researchers from a wide variety of domains (e.g., personality psychologists, self-concept researchers, clinical psychologists, market researchers, and sociologists). The site provides extensive support and resources for using the software for clinical, organizational and classroom demonstrations and assignments.

Intelligence Fellows of the Yale-New Haven Teachers Institute developed these 12 lesson plans on Human Intelligence: Theories and Developmental Origins .

I Scream, You Scream In this exercise students learn about the importance of validity and reliability by deconstructing the Ice Cream Personality Test . Miserandino, M. (2006). I Scream, You Scream: Teaching Validity and Reliability Via the Ice Cream Personality Test. Teaching Psychology. 33(4) , 265-68. Opens in PDF.

Jung: The Shadow Exercise As part of the Teaching Clinical Psychology webpage, John Suler, Rider University, includes this exercise on the shadow. Students reflect on a person they don’t like very much and consider if the traits they dislike in another reflects traits they don’t like in themselves.

Life Story When discussing intake interviews and psychotherapy, John Suler, Rider University, point[s] out that clients engage in a process of exploring their life story, usually at first by describing the most important “facts” about themselves. In this exercise, described on his Teaching Clinical Psychology website, students write down four important facts about themselves and one lie. Others in the class read each list and the class discusses patterns which they see.

Mask-Making Activity The Archdiocese of St.Louis sponsors special programs to reach out to teens. On their REAP website they describe a mask-making activity designed to help teens: recognize the masks he/she might wear, recognize the masks that others put upon him/her [and] view other students with more compassion in regards to the masks they wear.

Maslow’s Hierarchy of Needs of Maslow’s hierarchy of needs, including newer 7- and 8- stage models. Also includes links to PDF and MSWORD illustrations of the hierarchies.

• Hierarchy of Needs Original 5 stage model in PDF format.
• Hierarchy of Needs Modified 7-stage model from the 1970s in PDF format.
• Hierarchy of Needs Modified 8-stage model from the 1990s in PDF format.
• Self-test Quick self-test based on the 5-stage model of the hierarchy of needs in PDF format.
• Self-test Quick self-test based on the modified 8-stage model of the hierarchy of needs in PDF format.

Maslow, Abraham: That’s My Theory! Sigmund Freud and two other personality psychologists — Skinner and Maslow — are guests on this online game show developed by PBS. Learn about all three theorists through the answers they give.

Mind Habits According to the website: ‘ MindHabits is based on scientifically tested and demonstrated tools that help reduce stress and boost confidence of players using principles from the new science of social intelligence. Research demonstrated benefits from playing just five minutes each day. Give it a try for free and see if it works for you!’ Trial version is free.

Multicultural Activities Group activities to make people aware of the impact of the culture on themselves and others.

Participate in Online Research The Social Psychology Network , maintained by Scott Plous, Wesleyan University, lists over 150 web-based experiments, surveys, and other social psychological studies. Click on the section labels Personality and Individual differences to find links to studies on various topics such as the Five Factor Model, birth season, motivation, anxiety and more.

Perceptual Style James W. Pennebaker maintains this page of a dozen or so online research projects. Most of them involve taking a brief survey or by completing short exercises. Feedback and insight into one’s personality is provided. Topics include TAT, Big Five questionnaire, perceptual style, spirituality, depression and more.

Licensed under the Creative Commons

Personality Collage Randall E. Osborne, Indiana University East, first presented these two interactive exercises for the personality psychology course at the 9th Annual Conference on Undergraduate Teaching of Psychology: Ideas and Innovations, in 1995. In the Personality Collage students and someone who knows them well each create a collage of the student’s personality. Students compare and contrast the two collages by answering various questions and come to understand the differences between self-view and other’s view of themselves. (In the second exercise students must guess the defense mechanism depicted in a brief skit presented by their classmates.) Opens in PDF format.

Positive Psychology: 7-day unit plan for high school psychology Amy C. Fineburg, Homewood High School, Birmingham, Alabama, created this document for Teaching of Psychology in the Secondary Schools. Includes critical thinking activities (daily mood, satisfaction with life scale, creating flow experiences, measuring optimism, the hope scale and much more) interspersed with lesson plans for the high school psychology course.

Positive Psychology: Five -Ful Envelopes In this activity, by Barbara Frederickson, participants explore the positive emotions of hopeful, joyful, peaceful, playful, and thankful, and brainstorm ways of increasing the frequency and intensity of these positive emotions in their lives. From the January 2010 issue of the Thiagi Gameletter ( Seriously fun activities for trainers, facilitators, performance consultants, and managers , see their website here ).

Positive Reinforcement: A Self-Instructional Exercise Athabasca University devised this on-line exercise to teach students the concept of positive reinforcement and also to provide an idea of the kind of self-instructional exercises used in many Athabasca University course packages

The Religious Experience: East, West, Everywhere John Suler, Rider University, maintains the excellent Teaching Clinical Psychology website. He suggests the following exercise: Many psychologists, philosophers, and theologians talk about how some people have an intense, sudden, usually unexpected experience of a “higher reality” or “higher power” beyond what we normally experience. Some say it is the experience of “God.” Here are how William James (one of the greatest American psychologists) and D.T. Suzuki (one of the greatest Japanese Zen philosophers) described religious experiences in their cultures. Are there any similarities between east and west?

The Self: The Soundtrack of Your Life Describes an activity where students identify eight major events in their lives (e.g., deaths, first car, entering high school, etc.) and find songs (music and lyrics) to correspond to these events, designing an imaginary soundtrack of their lives. Students write about the experience, submit their compilations, and/or present a song to the class with an explanation of its import. Originally designed to be a writing assignment, with some additional guidance this activity can be used to illustrate narrative psychology, the self, Erikson’s stages, and other theories of personality psychology.

Self-Esteem Games Mark Baldwin and his colleagues at McGill University have developed games to help people increase their self-esteem based on psychological research. Visit this site to play one of three self-esteem games, to participate in their online research or to learn more about what they do.

Sex and the Brain From the BBC sponsored website: Find out more about “brain sex” differences by taking the Sex ID test, a series of visual challenges and questions used by psychologists in the BBC One television series Secrets of the Sexes . Get a brain sex profile and find out if you think like a man or a woman, see if you can gaze into someone’s eyes and know what they’re thinking, find out why scientists are interested in the length of your fingers, see how your results relate to theories about brain sex.

Sexual Orientation: The Complexity of Sexual Orientation The Understanding Prejudice website has a special section on college classroom activities. In this activity, students fill out a Sexual Orientation Identification sheet (on the website) which describes the behaviors and attractions of various hypothetical people. Students must decide if the person described is lesbian, gay, bisexual, or straight. The items are designed to provoke differences of opinion to spark a discussion as to what defines sexual orientation: behavior, desire, self-identification, or some combination of all three. Includes discussion questions.

Sexual Trichotomy Model An explanation of the trichotomy of sexual identity, sexual behavior, and sexual orientation. Students discuss how this trichtomy might apply to 6 hypothetical people and in the process discover how sexuality is fluid and how a person’s identity, orientation and behavior can change throughout life.

Skinner, B.F.: That’s My Theory! Sigmund Freud and two other personality psychologists — Skinner and Maslow — are guests on this online game show developed by PBS. Learn about all three theorists through the answers they give.

Teaching Students About How Simple, Positive Activities Can Increase Well-Being Nathan DeWall and David G. Myers offer their advice and guidance about teaching an area of research recently highlighted in Current Directions of Psychological Science . In this column for the May/June 2013 APS Observer they discuss numerous classroom activities to illustrate the effect—how simple activities can increase well-being—and spark discussion.

Teaching Students About the Sunny Side of Stress Nathan DeWall and David G. Myers offer their advice and guidance about teaching an area of research recently highlighted in Current Directions of Psychological Science . In this column for the May/June 2013 APS Observer they discuss how people can use arousal reappraisal to lessen the experience of stress in both mind and body.

Thematic Apperception Test James W. Pennebaker maintains this page of a dozen or so online research projects. Most of them involve taking a brief survey or by completing short exercises. Feedback and insight into one’s personality is provided. Topics include TAT, Big Five questionnaire, perceptual style, spirituality, depression and more.

Theorists Table See how the work of 32 major personality theorists — from Adler to Zuckerman with Freud, Maslow, McAdams , and Skinner in between — relates to the Five Factor Model. Includes references and links.

The Trait Paper Assignment: Fostering Critical Thinking in Personality Psychology . (Also available here). Hittner, J. B. (1999). Fostering critical thinking in personalty psychology. Journal of Instructional Psychology, 26, 92-97. From the abstract: A personality trait-based term paper assignment that is appropriate for use in personality psychology courses and that is designed to foster critical thinking skills is introduced. The extent to which the trait questions correspond to generic critical thinking questions is considered, the specific thinking skills induced by each trait question are discussed, and potential limitations of the assignment are noted. Preliminary data are also presented which suggest that the trait-based term paper assignment stimulates critical thinking and enhances knowledge about personality traits. It is hoped that the ideas presented and issues discussed in the present article will encourage academic psychologists from all subdisciplines to develop writing assignments that foster critical thinking skills. This assignment is not rooted in a particular model of traits and so is adaptable to any model.

Validity and Reliability Mark Mitchell and Janina Jolley for the Research Design Explained website provide these materials for students to administer a pencil-and-paper version of the Ice Cream Personality Test to a friend. Based on Miserandino, M. (2006). I scream, you scream: Teaching validity and reliability via the ice cream personality test. Teaching of Psychology, 33 , 265-268.

Want to Be Happier Right Now? The Think Positive! Experiment Reflecting on the 3 best events over the course of a week, as opposed to the three worst, colors our overall judgement of how the week was.

What’s In A Name? First Day of Class Ice Breaker What’s in a name? John Suler, Rider University, suggests this ice breaker in his Teaching Clinical Psychology website. Students state their name, and explain how they got their name. This is an especially powerful exercise for small classes or for classes where students work closely with each other over the course of a semester.

Who Am I? – Famous Psychologists Quiz Test your knowledge of important figures in psychology with this quiz. The expert level has 13 questions, which increase in difficultly. Ten of the questions are about personality psychologists including: Sigmund Freud, Carl Jung, Karen Horney and Erik Erickson.

Why? A Happiness Activity The September (2008) issue of the Thiagi Gameletter ( Seriously fun activities for trainers, facilitators, performance consultants, and managers , see http://www.thiagi.com/ ) describes a series of Happiness Activities as part of their Tool Kit to demonstrate how most of our current goals when reduced to their most fundamental form — by repeatedly asking the question Why? have happiness at its core.

Why Self-Control and Grit Matter —- And Why It Pays to Know the Difference C. Nathan DeWall , writing for the Teaching Current Directions in Psychological Science column in the APS Observer , presents this five-minute activity on the Duckworth and Gross (2014) study of Self-Control and Grit.

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Resources for Teachers of Psychology

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

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

Guidelines for Authors and Reviewers of Prospective Resources

All of These Resources are Peer-Reviewed

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

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

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

Request for Volunteers

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

Abnormal/Clinical/Counseling   Return to Index

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

Note: 2019 Instructional Resource Award

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

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

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

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

Advising    Return to Index

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

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

Note: 2016 Instructional Resource Award

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

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

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

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

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

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

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

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

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

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

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

Authors: Jason McCartney and Rhyannon Bemis

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

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

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

Diversity Related Bibliography and Resources (2008)

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

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

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

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

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

IRBs and Research on Teaching and Learning (2014)

Activities guide: teaching ethics in the introduction to psychology course (2013), beyond milgram: expanding research ethics education to participant responsibilities (2012), educating students about plagiarism (2012), scientific misconduct: an annotated bibliography of articles selected for their lecture development value (1994), sensitizing undergraduate students to the nature, causes, scope, and consequences of research fraud: preliminary report (1993), ethical issues in teaching and academic life: annotated bibliography (1993), faculty development    return to index, video clips of elements of master teaching (2013), peer review of teaching: an overview (1998), film in psychology    return to index, documentary films for teaching psychology (2011), films illustrating psychopathology (2009), films illustrating character strengths and virtues (2008), using film to teach psychology: a resource of film study guides (2006), history of psychology    return to index, women in psychology (2003), human sexuality    return to index, the development of sexual orientation: a teaching resource (2007 – module 8 added in 2009), industrial/organizational psychology    return to index, materials for incorporating i/o into an introductory psychology course (2013), international psychology    return to index, taking psychology abroad: resources for designing your study abroad course (2009), international psychology: a compendium of textbooks for selected courses evaluated for international content (2002), international psychology: annotated bibliography, relevant organizations, and course suggestions (2002), introductory psychology    return to index, the psychological myth project: research and application (2024), introductory psychology scientific reasoning modules (for small classes) (2019).

• Table of Contents
• ZIP file with Resources

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

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

• Instructor's Guide
• Student's Guide

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

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

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

Statistical Literacy in the Introductory Psychology Course (2014)

• Psychology major learning goals
• Introductory Psychology learning goals
• Literacy resources

Author(s): STP Statistical Literacy Taskforce 2012

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

Scientific Literacy in a Psychology Curriculum Module (2013)

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

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

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

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

Integrating Mnemonics into Psychology Instruction (2011)

A compendium of introductory psychology texts (2003-2006) (2006), frequently cited concepts in current introduction to psychology textbooks (2006), principles of psychology: experimental foundations laboratory manual (2002), learning and memory    return to index, writing to learn, reciting to remember: applying learning and memory principles to flashcards (2015), learning and memory strategy demonstrations for the psychology classroom (2014), cases in negative reinforcement (2010), media psychology    return to index, teaching scientific literacy and public engagement with social media (2018), instructor resources for media psychology (2010), taking it to the streets: how to give psychology away and become a local media hero (2009), national standards    return to index, national standards for the teaching of high school psychology (2011), principles for quality undergraduate education in psychology (2011), apa guidelines for the undergraduate psychology major (2007), open educational resources    return to index, a primer on open educational resources (oer) for psychology instructors: background, resources, and materials (2017), outcomes    return to index, psychology for the public: a project to foster good science communication (2017).

• ZIP Folder Containing All Resources

Authors: T.M. Vanessa Chan and Jamie M. Trost Affiliation: University of Notre Dame Description: Over the past few years, the media frenzy around our evolving understanding of COVID-19 and its vaccines has highlighted the need for people being trained in the sciences to not only understand the research process, but also be able to explain research to others without the same background and education. While the fields of science journalism and science communication have grown, they are still not well known to students, nor do they preclude the imperative for all students to learn how to talk about what they have learned in an accessible manner. This instructional resource introduces a media project in cognitive psychology / neuroscience, in which students write a press release for a scholarly article and then present the article in a creative media format. Throughout the project, students are invited to think about how the media portrays science and practice communicating without jargon. In this way, the project will not only expose students to the media process, it will also make them more equipped to take scholarly research out of the ivory tower. This resource includes assignment instructions, suggestions for facilitating science communication in psychology, and rubrics for evaluating materials. Note: 2024 Instructional Resource Award

The Employable Skills Self-Efficacy Survey: An Assessment of and Resource for Fostering Skill Development (2017)

An electronic workbook for assessing the dunn et al. (2007) “quality benchmarks in undergraduate psychology programs" (2008), measuring the varied skills of psychology majors: a revision and update of the academic skills inventory (2013), a guide to writing learning objectives for teachers of psychology (2012), goals and objectives for the undergraduate psychology major: recommendations from a meeting of california state university psychology faculty (2000), physiological / biological psychology    return to index, authentic assessments for biopsychology: encouraging learning and retention by applying biopsychological knowledge in real-world contexts (2019), enhancing the physiological psychology course through the development of neuroanatomy laboratory experiences and integrative exercises (2013), interactive teaching activities for introductory biopsychology (2012), positive psychology    return to index, positive psychology teaching tools: supplemental readings to core texts (2012), psychology and law    return to index, psychology and law: a teaching resource (2005), sensation and perception    return to index, build-your-own sensation and perception lab kits: a compilation of inexpensive, accessible activities (2022), sensation and perception: activities to enhance learning (2017), using the drawing and animation tools in powerpoint® to build your own visual perception demonstrations (2010), problem-based group activities for a sensation & perception course [english version] (2009), actividades grupales basadas en problemas para un curso sobre sensación & percepción [spanish translation] (2009), social psychology    return to index, “c’est la vie: the game of social life: a role-playing game for teaching about privilege, oppression, and intersectionality” (2015).

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

Activities for Teaching about Prejudice and Discrimination (2013)

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

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

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

Making Research Reproducible (2022)

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

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

Evaluating Research Summaries (2021)

Answers & Explanations  (PDF)

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

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

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

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

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

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

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

Statistical Literacy Taskforce Learning Goals and Resources (2014)

Instructor's guide to using research methods and statistics concept maps (2013), research readings and statistical exercises using spss and excel (2012), statistics assignments using excel(r) (2010), factorial research design (2010), a template paper with comments for illustrating the 6th edition of apa style (2010), why and how to write apa-style citations in the body and reference section of your papers (2010), exemplar studies for teaching research methodology (2010), yes, you can write in a statistics class: an instructional tool to reduce anxiety and improve statistics performance (2010), statistics decision aids [english version] (2009), ayudas para la decisión estadística [spanish translation] (2009), assessing student learning: a collection of evaluation tools (2009), a self-scoring exercise on apa style and research language (2008), teaching statistics and research methods: a collection of hands-on activities and demonstrations (2008), a student-faculty research agreement (2007), guidelines for preparing posters using powerpoint presentation software (2001), an instructor's guide to electronic databases of indexed professional literature (2000), publication and award opportunities for undergraduate students (1998), teaching tools / programs    return to index, transferable skills assessments (2024).

Authors: Michael B. Madson, Eric R. Dahlen, Kruti Surti, Mark J. Huff, Kelsey Bonfils, & Marisa Alawine

Affiliation: University of Southern Mississippi

Description: This 14-page resource includes instructions and materials for two skills-related assessments. The first assessment is designed to measure students' perceptions of which transferable skills (from the Skillful Psychology Student ) are emphasized within a course and their perceived value and benefit (e.g., "I understand how the skills emphasized in this course will be valuable to my career"). The second assessment is intended as a program or department level measure of how much students are exposed to skills throughout their degree (as described in Madson et al., 2023). The resource includes advice on how to best implement each assessment, and instructors are encouraged to adapt the items and measures to their own unique context. Note: 2023 Instructional Resource Award

Effective Study Strategies Exercises in Online or Blended Delivery (2023)

• Powerpoint Slides (.pptx)

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

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

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

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

• Powerpoint Lecture (.pptx)

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

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

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

Authors: Amy Maslowski

Affiliation: University of North Dakota

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

• Instructor Guide
• Fillable PDF Form
• Multiple Courses
• Sample Final

Authors: Ashley Waggoner Denton

Affiliation: University of Toronto

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

Note: 2021 Instructional Resource Award

Sequential Assignments to Critically Evaluate Psychological Journal Articles (2020)

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

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

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

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

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

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

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

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

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

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

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Course info.

• Prof. John D. E. Gabrieli

Departments

• Brain and Cognitive Sciences

As Taught In

• Cognitive Science

Learning Resource Types

Introduction to psychology, assignments.

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Resources: Course Assignments

Assignment: Social Psychology

Designing a study in social psychology.

For this assignment, you will design your very own psychology experiment or study. You will be creating a research proposal, modeled after actual research proposals (like the one found here ), although yours will not need to be as long. Your finished product should be between 4-6 pages in 12 pt. font.

STEP 1 : Pick a topic. Consider a topic within social psychology that interests you. Think of how you could design an experiment to test this theory. If you have a hard time thinking of an experiment, think of common proverbs or sayings and consider ways to test these proverbs. Possible proverbs to test include:

• Absence makes the heart grow fonder
• Opposites attract
• Birds of a feather flock together
• Love is blind
• There’s no such thing as love at first sight
• A friend in need is a friend indeed
• Familiarity breeds contempt
• Spare the rod and spoil the child
• You scratch my back and I’ll scratch yours
• Too many cooks spoil the broth
• True love never grows old
• You can’t please everyone
• Good fences make good neighbors
• Honesty is the best policy
• Actions speak louder than words

PART 1 : Introduction/Abstract. Write a paragraph or two as an overview about your research proposal. Include the theory you are testing as well as your hypothesis.

PART 2 : Literature Review/Background. Provide context for why you chose this topic and how your study will build off of other research. Find an academic study that has already been done related to your topic. Write a summary of what you learn from the article. You need to do this with at least TWO peer-reviewed journal articles. Peer-reviewed articles come from journals like those at the APA website , and not from simple Google searches or news websites. Most journals require a paid subscription but you can typically access them through your school library free of charge. Proper APA citations should be included. This should be roughly 1-2 pages in length.

PART 3 : Method. Consider all of the questions below as you write out this main section of your research proposal. This should be roughly 1-2 pages in length.

• Who will participate in your study?
• What will you sampling process be?
• How will you control against bias?
• If an experiment, what are the independent and dependent variables?
• What is a participant in the study going to do?
• How will you collect the data?

PART 4 : Results/Conclusion/Discussion. Write a summary paragraph about how you could and would utilize the results of your experiment.

• How will you analyze your results?
• What kind of statistical analysis will you need to do?
• What results would either confirm or disprove your hypothesis?
• In what way will the results of this study be beneficial?

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• Designing a Study in Social Psychology. Provided by : Lumen Learning. License : CC BY: Attribution

General Psychology Copyright © by OpenStax and Lumen Learning is licensed under a Creative Commons Attribution 4.0 International License , except where otherwise noted.

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Resources: Discussions and Assignments

Assignment: foundations of psychology, topics in psychology.

STEP 1 : Visit the TED Talks website and search for a talk on the subject matter of psychology. Watch one of the talks that interests you, as long as it is a minimum of 8 minutes in length. At the top of your response, include the title of the TED Talk, the name of the presenter, when it was filmed, along with a link to the video.

STEP 2 : In an essay of between 200-400 words, respond to the following:

• Give a summary of the TED talk, emphasizing the speaker’s main points
• What did you find most interesting about the talk, and what will you most likely remember from the talk?
• What type of data or evidence did the presenter show to back up their information?
• Read the biographical information and do some basic background research on the presenter. What area of psychology do they work in? More specifically, which psychological perspective would you say best fits the type of work they do? Why?
• What other questions would you have for this presenter if you could have a conversation with them? What else would you like to know about the topic?

• Ted Talk Perspectives Assignment. Provided by : Lumen Learning. License : CC BY: Attribution

What this handout is about

This handout discusses some of the common writing assignments in psychology courses, and it presents strategies for completing them. The handout also provides general tips for writing psychology papers and for reducing bias in your writing.

What is psychology?

Psychology, one of the behavioral sciences, is the scientific study of observable behaviors, like sleeping, and abstract mental processes, such as dreaming. Psychologists study, explain, and predict behaviors. Because of the complexity of human behaviors, researchers use a variety of methods and approaches.  They ask questions about behaviors and answer them using systematic methods. For example, to understand why female students tend to perform better in school than their male classmates, psychologists have examined whether parents, teachers, schools, and society behave in ways that support the educational outcomes of female students to a greater extent than those of males.

Writing in psychology

Writing in psychology is similar to other forms of scientific writing in that organization, clarity, and concision are important.  The Psychology Department at UNC has a strong research emphasis, so many of your assignments will focus on synthesizing and critically evaluating research, connecting your course material with current research literature, and designing and carrying out your own studies.

Common assignments

Reaction papers.

These assignments ask you to react to a scholarly journal article.  Instructors use reaction papers to teach students to critically evaluate research and to synthesize current research with course material.  Reaction papers typically include a brief summary of the article, including prior research, hypotheses, research method, main results, and conclusions. The next step is your critical reaction. You might critique the study, identify unresolved issues, suggest future research, or reflect on the study’s implications.  Some instructors may want you to connect the material you are learning in class with the article’s theories, methodology, and findings. Remember, reaction papers require more than a simple summary of what you have read.

To successfully complete this assignment, you should carefully read the article. Go beyond highlighting important facts and interesting findings. Ask yourself questions as you read: What are the researchers’ assumptions? How does the article contribute to the field? Are the findings generalizable, and to whom?  Are the conclusions valid and based on the results?  It is important to pay attention to the graphs and tables because they can help you better assess the researchers’ claims.

Your instructor may give you a list of articles to choose from, or you may need to find your own.  The American Psychological Association (APA) PsycINFO database is the most comprehensive collection of psychology research; it is an excellent resource for finding journal articles.  You can access PsycINFO from the E-research tab on the Library’s webpage.   Here are the most common types of articles you will find:

• Empirical studies test hypotheses by gathering and analyzing data. Empirical articles are organized into distinct sections based on stages in the research process: introduction, method, results, and discussion.
• Literature reviews synthesize previously published material on a topic.  The authors define or clarify the problem, summarize research findings, identify gaps/inconsistencies in the research, and make suggestions for future work. Meta-analyses, in which the authors use quantitative procedures to combine the results of multiple studies, fall into this category.
• Theoretical articles trace the development of a specific theory to expand or refine it, or they present a new theory.  Theoretical articles and literature reviews are organized similarly, but empirical information is included in theoretical articles only when it is used to support the theoretical issue.

You may also find methodological articles, case studies, brief reports, and commentary on previously published material. Check with your instructor to determine which articles are appropriate.

Research papers

This assignment involves using published research to provide an overview of and argument about a topic.  Simply summarizing the information you read is not enough. Instead, carefully synthesize the information to support your argument. Only discuss the parts of the studies that are relevant to your argument or topic.  Headings and subheadings can help guide readers through a long research paper. Our handout on literature reviews may help you organize your research literature.

Choose a topic that is appropriate to the length of the assignment and for which you can find adequate sources. For example, “self-esteem” might be too broad for a 10- page paper, but it may be difficult to find enough articles on “the effects of private school education on female African American children’s self-esteem.” A paper in which you focus on the more general topic of “the effects of school transitions on adolescents’ self-esteem,” however, might work well for the assignment.

Designing your own study/research proposal

You may have the opportunity to design and conduct your own research study or write about the design for one in the form of a research proposal. A good approach is to model your paper on articles you’ve read for class. Here is a general overview of the information that should be included in each section of a research study or proposal:

• Introduction: The introduction conveys a clear understanding of what will be done and why. Present the problem, address its significance, and describe your research strategy. Also discuss the theories that guide the research, previous research that has been conducted, and how your study builds on this literature. Set forth the hypotheses and objectives of the study.
• Methods:   This section describes the procedures used to answer your research questions and provides an overview of the analyses that you conducted. For a research proposal, address the procedures that will be used to collect and analyze your data. Do not use the passive voice in this section. For example, it is better to say, “We randomly assigned patients to a treatment group and monitored their progress,” instead of “Patients were randomly assigned to a treatment group and their progress was monitored.” It is acceptable to use “I” or “we,” instead of the third person, when describing your procedures. See the section on reducing bias in language for more tips on writing this section and for discussing the study’s participants.
• Results: This section presents the findings that answer your research questions. Include all data, even if they do not support your hypotheses.  If you are presenting statistical results, your instructor will probably expect you to follow the style recommendations of the American Psychological Association. You can also consult our handout on figures and charts . Note that research proposals will not include a results section, but your instructor might expect you to hypothesize about expected results.
• Discussion: Use this section to address the limitations of your study as well as the practical and/or theoretical implications of the results. You should contextualize and support your conclusions by noting how your results compare to the work of others. You can also discuss questions that emerged and call for future research. A research proposal will not include a discussion section.  But you can include a short section that addresses the proposed study’s contribution to the literature on the topic.

Other writing assignments

For some assignments, you may be asked to engage personally with the course material. For example, you might provide personal examples to evaluate a theory in a reflection paper.  It is appropriate to share personal experiences for this assignment, but be mindful of your audience and provide only relevant and appropriate details.

Writing tips for psychology papers

Psychology is a behavioral science, and writing in psychology is similar to writing in the hard sciences.  See our handout on writing in the sciences .  The Publication Manual of the American Psychological Association provides an extensive discussion on how to write for the discipline.  The Manual also gives the rules for psychology’s citation style, called APA. The Library’s citation tutorial will also introduce you to the APA style.

Suggestions for achieving precision and clarity in your writing

• Jargon: Technical vocabulary that is not essential to understanding your ideas can confuse readers. Similarly, refrain from using euphemistic phrases instead of clearer terms.  Use “handicapped” instead of “handi-capable,” and “poverty” instead of “monetarily felt scarcity,” for example.
• Anthropomorphism: Anthropomorphism occurs when human characteristics are attributed to animals or inanimate entities.  Anthropomorphism can make your writing awkward.  Some examples include: “The experiment attempted to demonstrate…,” and “The tables compare…”  Reword such sentences so that a person performs the action: “The experimenter attempted to demonstrate…”  The verbs “show” or “indicate” can also be used: “The tables show…”
• Verb tenses: Select verb tenses carefully. Use the past tense when expressing actions or conditions that occurred at a specific time in the past, when discussing other people’s work, and when reporting results.  Use the present perfect tense to express past actions or conditions that did not occur at a specific time, or to describe an action beginning in the past and continuing in the present.
• Pronoun agreement: Be consistent within and across sentences with pronouns that refer to a noun introduced earlier (antecedent). A common error is a construction such as “Each child responded to questions about their favorite toys.” The sentence should have either a plural subject (children) or a singular pronoun (his or her). Vague pronouns, such as “this” or “that,” without a clear antecedent can confuse readers: “This shows that girls are more likely than boys …” could be rewritten as “These results show that girls are more likely than boys…”
• Avoid figurative language and superlatives: Scientific writing should be as concise and specific as possible.  Emotional language and superlatives, such as “very,” “highly,” “astonishingly,” “extremely,” “quite,” and even “exactly,” are imprecise or unnecessary. A line that is “exactly 100 centimeters” is, simply, 100 centimeters.
• Avoid colloquial expressions and informal language: Use “children” rather than “kids;” “many” rather than “a lot;” “acquire” rather than “get;” “prepare for” rather than “get ready;” etc.

Reducing bias in language

Your writing should show respect for research participants and readers, so it is important to choose language that is clear, accurate, and unbiased.  The APA sets forth guidelines for reducing bias in language: acknowledge participation, describe individuals at the appropriate level of specificity, and be sensitive to labels. Here are some specific examples of how to reduce bias in your language:

• Acknowledge participation: Use the active voice to acknowledge the subjects’ participation. It is preferable to say, “The students completed the surveys,” instead of “The experimenters administered surveys to the students.”  This is especially important when writing about participants in the methods section of a research study.
• Gender: It is inaccurate to use the term “men” when referring to groups composed of multiple genders. See our handout on gender-inclusive language for tips on writing appropriately about gender.
• Race/ethnicity: Be specific, consistent, and sensitive with terms for racial and ethnic groups. If the study participants are Chinese Americans, for instance, don’t refer to them as Asian Americans. Some ethnic designations are outdated or have negative connotations. Use terms that the individuals or groups prefer.
• Clinical terms: Broad clinical terms can be unclear. For example, if you mention “at risk” in your paper, be sure to specify the risk—“at risk for school failure.”  The same principle applies to psychological disorders. For instance, “borderline personality disorder” is more precise than “borderline.”
• Labels: Do not equate people with their physical or mental conditions or categorize people broadly as objects. For example, adjectival forms like “older adults” are preferable to labels such as “the elderly” or “the schizophrenics.” Another option is to mention the person first, followed by a descriptive phrase— “people diagnosed with schizophrenia.”  Be careful using the label “normal,” as it may imply that others are abnormal.
• Other ways to reduce bias: Consistently presenting information about the socially dominant group first can promote bias. Make sure that you don’t always begin with men followed by other genders when writing about gender, or whites followed by minorities when discussing race and ethnicity. Mention differences only when they are relevant and necessary to understanding the study. For example, it may not be important to indicate the sexual orientation of participants in a study about a drug treatment program’s effectiveness. Sexual orientation may be important to mention, however, when studying bullying among high school students.

Works consulted

We consulted these works while writing this handout. This is not a comprehensive list of resources on the handout’s topic, and we encourage you to do your own research to find additional publications. Please do not use this list as a model for the format of your own reference list, as it may not match the citation style you are using. For guidance on formatting citations, please see the UNC Libraries citation tutorial . We revise these tips periodically and welcome feedback.

American Psychological Association. n.d. “Frequently Asked Questions About APA Style®.” APA Style. Accessed June 24, 2019. https://apastyle.apa.org/learn/faqs/index .

American Psychological Association. 2010. Publication Manual of the American Psychological Association . 6th ed. Washington, DC: American Psychological Association.

Landrum, Eric. 2008. Undergraduate Writing in Psychology: Learning to Tell the Scientific Story . Washington, DC: American Psychological Association.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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Writing in Psychology Overview

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Psychology is based on the study of human behaviors. As a social science, experimental psychology uses empirical inquiry to help understand human behavior. According to Thrass and Sanford (2000), psychology writing has three elements: describing, explaining, and understanding concepts from a standpoint of empirical investigation.

Discipline-specific writing, such as writing done in psychology, can be similar to other types of writing you have done in the use of the writing process, writing techniques, and in locating and integrating sources. However, the field of psychology also has its own rules and expectations for writing; not everything that you have learned in about writing in the past works for the field of psychology.

Writing in psychology includes the following principles:

• Using plain language : Psychology writing is formal scientific writing that is plain and straightforward. Literary devices such as metaphors, alliteration, or anecdotes are not appropriate for writing in psychology.
• Conciseness and clarity of language : The field of psychology stresses clear, concise prose. You should be able to make connections between empirical evidence, theories, and conclusions. See our OWL handout on conciseness for more information.
• Evidence-based reasoning: Psychology bases its arguments on empirical evidence. Personal examples, narratives, or opinions are not appropriate for psychology.
• Use of APA format: Psychologists use the American Psychological Association (APA) format for publications. While most student writing follows this format, some instructors may provide you with specific formatting requirements that differ from APA format .

Types of writing

Most major writing assignments in psychology courses consists of one of the following two types.

Experimental reports: Experimental reports detail the results of experimental research projects and are most often written in experimental psychology (lab) courses. Experimental reports are write-ups of your results after you have conducted research with participants. This handout provides a description of how to write an experimental report .

Critical analyses or reviews of research : Often called "term papers," a critical analysis of research narrowly examines and draws conclusions from existing literature on a topic of interest. These are frequently written in upper-division survey courses. Our research paper handouts provide a detailed overview of how to write these types of research papers.

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What Is Educational Psychology?

Studying the Process of How People Learn Most Effectively

• Major Perspectives
• Topics of Study

Frequently Asked Questions

Educational psychology is the study of how people learn and retain information. It mainly focuses on the learning process of early childhood and adolescence; however, learning is a lifelong endeavor. People don't only learn at school; rather, they learn through all of their life experiences, including at home, with friends, at work, through social media, and through culture.

Educational psychologists study the biological, cognitive, emotional, and social factors involved in learning and deepen our understanding of instructional strategies, individual learning styles, and the importance of the environmental context. They may specialize in children with specific learning challenges and develop teaching methods that help students succeed in school.

Educational psychology incorporates several other psychology disciplines , including developmental psychology , behavioral psychology , and cognitive psychology . Over time, five main schools of thought have emerged, including behaviorism, cognitivism, constructivism, experientialism, and social contextual learning theories.

This article discusses some of the different perspectives taken within the field of educational psychology, topics that educational psychologists study, and career options in this field.

8 Things to Know About Educational Psychology

Perspectives in educational psychology.

As with other areas of psychology, researchers within educational psychology tend to take on different perspectives when considering a problem. These perspectives focus on specific factors that influence learning, including thoughts, emotions, behaviors, experiences, and more.

Five main schools of thought dominate this field of research, including behavioral, developmental, cognitive, constructivist, and experiential perspectives.

The Behavioral Perspective

This perspective suggests that all behaviors are learned through conditioning, such as positive reinforcement . Psychologists who take this perspective rely firmly on the principles of operant conditioning to explain how learning happens.

For example, teachers might reward learning by giving students tokens that can be exchanged for desirable items such as candy or toys. The behavioral perspective operates on the theory that students will learn when rewarded for desirable behavior and punished for bad behavior.

While such methods can be useful in some cases, the behavioral approach has been criticized for failing to account for internal processes such as attitudes , emotions, and intrinsic motivations for learning.

The Developmental Perspective

The developmental perspective includes studying biological, cognitive, emotional, and social development throughout the lifespan. This perspective focuses on how children acquire new skills and knowledge as they grow and develop.

For developmental psychologists, there is a balance between nature and nurture in the learning process. This means that as the brain develops, the capacity for learning, problem-solving, and memory increases, and at the same time, life experiences with family, playmates, teachers, and mentors facilitate the learning process and acquisition of knowledge.

Jean Piaget's stages of cognitive development are one example of an important developmental theory that examines how children grow intellectually.

By understanding how children think at different stages of development, educational psychologists can better understand what children are capable of at each point of their growth. This can help educators create instructional methods and materials aimed at specific age groups.

The Cognitive Perspective

The cognitive approach has become much more widespread, mainly because it accounts for factors such as thinking, attention, information processing, and memory formation.

Cognitive psychologists value constructs such as individual beliefs, perspectives, emotions , and motivations that contribute to the learning process. This theory supports the idea that a person learns because of their own intrinsic motivation , not because of external rewards as a behaviorist would view it.

Cognitive psychology aims to understand how people think, learn, remember, and process information.

Educational psychologists who take a cognitive perspective are interested in understanding how kids become motivated to learn, how they remember the things that they learn, and how they solve problems, among other topics.

The Constructivist Approach

This perspective focuses on how we actively construct our knowledge of the world. Constructivism accounts for the social and cultural influences that affect how we learn.

Those who take the constructivist approach believe that what a person already knows significantly influences how they learn new information. This means that new knowledge can only be added to and understood in terms of existing knowledge.

This perspective is heavily influenced by the work of psychologist Lev Vygotsky , who proposed ideas such as the zone of proximal development and instructional scaffolding.

Experiential Perspective

This perspective emphasizes that a person's life experiences influence how they understand new information. This method is similar to constructivist and cognitive perspectives in that it considers the learner's experiences, thoughts, and feelings.

This method allows someone to find personal meaning in what they learn instead of feeling that the information doesn't apply to them.

Different perspectives on human learning can be helpful when looking at topics within the field of educational psychology. Each school of thought provides a unique perspective that adds to our overall understanding of the learner and the learning environment.

Topics in Educational Psychology

From the materials teachers use to the individual needs of students, educational psychologists delve deep to more fully understand the learning process. Some of these topics of study in educational psychology include:

• Educational technology : Looking at how different types of technology can help students learn
• Instructional design : Designing effective learning materials
• Special education : Helping students who may need specialized instruction
• Curriculum development : Creating coursework that will maximize learning
• Organizational learning : Studying how people learn in organizational settings, such as workplaces
• Gifted learners : Helping students who are identified as gifted learners

Careers in Educational Psychology

Educational psychologists work with educators, administrators, teachers, and students to analyze how to help people learn best. This often involves identifying students who may need extra help, developing programs for struggling students, and even creating new learning methods.

• School system . Many educational psychologists work directly with schools . Some are teachers or professors, while others help teachers try new learning methods for their students and develop new course curricula.
• Counselor . An educational psychologist may even become a counselor, directly helping students cope with learning barriers.
• Research . Other educational psychologists work in research. For instance, they might work for a government organization such as the U.S. Department of Education, influencing decisions about the best resources and programs for kids to learn in schools nationwide.
• Administration . In addition, an educational psychologist may work in school or university administration. In each of these roles, they can influence educational methods and help students learn in a way that best suits them.

A bachelor's degree and master's degree are usually required for careers in this field; if you want to work at a university or in school administration, you may also need to complete a doctorate.

Educational psychologists often work in schools to help students and teachers improve the learning experience. Other professionals in this field conduct research to investigate the learning process and evaluate programs designed to foster learning.

History of Educational Psychology

Educational psychology is a relatively young subfield that has experienced tremendous growth. Psychology did not emerge as a separate science until the late 1800s, so earlier interest in educational psychology was largely fueled by educational philosophers.

Many regard philosopher Johann Herbart as the father of educational psychology.

• Johann Herbart. He believed that a student's interest in a topic had a tremendous influence on the learning outcome. He believed teachers should consider this when deciding which type of instruction is most appropriate.
• William James. Psychologist and philosopher William James made significant contributions to the field. His seminal 1899 text "Talks to Teachers on Psychology" is considered the first textbook on educational psychology.
• Alfred Binet. In the early 1900s, French psychologist Alfred Binet was developing his famous IQ tests. The tests were originally designed to help the French government identify children who had developmental delays and create special education programs.
• John Dewey. In the United States, John Dewey had a significant influence on education. Dewey's ideas were progressive; he believed schools should focus on students rather than on subjects. He advocated active learning, arguing that hands-on experience was an important part of the process.
• Benjamin Bloom. More recently, educational psychologist Benjamin Bloom developed an important taxonomy designed to categorize and describe different educational objectives. The three top-level domains he described were cognitive, affective, and psychomotor learning objectives.

Other Significant Figures

Throughout history, several additional figures have played an important role in the development of educational psychology. Some of these well-known individuals include:

• John Locke : Locke is an English philosopher who suggested the concept of tabula rasa , or the idea that the mind is essentially a blank slate at birth. This means that knowledge is developed through experience and learning.
• Jean Piaget : A Swiss psychologist best known for his highly influential theory of cognitive development, Piaget's influence on educational psychology is still evident today.
• B.F. Skinner : Skinner was an American psychologist who introduced the concept of operant conditioning, which influences behaviorist perspectives. His research on reinforcement and punishment continues to play an important role in education.

Educational psychology has been influenced by a number of philosophers, psychologists, and educators. Some thinkers who had a significant influence include William James, Alfred Binet, John Dewey, Jean Piaget, Benjamin Bloom, and many more.

Final Thoughts

Educational psychology offers valuable insights into how people learn and plays an important role in informing educational strategies and teaching methods. In addition to exploring the learning process itself, different areas of educational psychology explore the emotional, social, and cognitive factors that can influence how people learn. If you are interested in topics such as special education, curriculum design, and educational technology, then you might want to consider pursuing a career in the field of educational psychology.

A master's in educational psychology can prepare you for a career working in K-12 schools, colleges and universities, government agencies, community organizations, and counseling practices. A career as an educational psychologist involves working with children, families, schools, and other community and government agencies to create programs and resources that enhance learning. 

The primary focus of educational psychology is the study of how people learn. This includes exploring the instructional processes, studying individual differences in how people learn, and developing teaching methods to help people learn more effectively.

Educational psychology is important because it has the potential to help both students and teachers. It provides important information for educators to help them create educational experiences, measure learning, and improve student motivation.

Educational psychology can aid teachers in better understanding the principles of learning in order to design more engaging and effective lesson plans and classroom experiences. It can also foster a better understanding of how learning environments, social factors, and student motivation can influence how students learn.

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

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The American Psychological Association approximates that there have to do with 105,000 certified psychologists in the United States. Psychology is a broad field that checks out a range of concerns about actions, ideas, and sensations. Psychologists ask such concerns as: “How do we see, hear, odor, taste, and feel? What can our dreams inform us about our desires, requirements, and desires? Why do we like the individuals we like? Why are some individuals bashful and others not shy at all? Psychology is carefully associated to the life sciences of biology. Psychology is likewise related to the social sciences of sociology and sociology, which deal with individuals in society. Like sociologists and anthropologists, psychologists examine the mindsets and relationships of human beings in social settings. Psychologists look for an unbiased understanding of these procedures, and this leads us to determine elements of behaviour and, progressively, to examine the brain in action..

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School Psychologist on Special Assignment at Baldwin Park Unified School District

In-house vacancy - internal candidates only.

This position is only available to current employees of this school district. Applications submitted by job seekers not currently employed by the school district will not be considered.

Application Deadline

8/23/2024 4:00 PM Pacific

Date Posted

Number of openings, add'l salary info, length of work year, employment type, fringe benefits, about the employer.

MISSION Ensure High Achievement for ALL Learners. VISION In a culture of high expectations and academic rigor and an environment of support, understanding, and emotional safety, all Baldwin Park Unified School District students will graduate with a valued and highly respected diploma, prepared with the relevant skills, knowledge, and personal attributes necessary for success in a university or other institution of higher education and/or any post-secondary options of their choice. CORE VALUES -- Learning FIRST Family: Collaboration, Community, Culture, Diversity Integrity: Honesty, Respect, Transparency, Trustworthiness Rigor: Achievement, Action, Risk-Taking, Solution-Driven Service: Accountability, Advocacy, Dedication, Support Thrive: Creativity, Passion, Positivity, Vision

Requirements / Qualifications

The Baldwin Park Unified School District is seeking a School Psychologist on Special Assignment in Student Services to plan, organize, coordinate, and provide leadership in the area of expanding tiered system of support such as psychological services, crisis counseling & procedures, suicide prevention, mental health awareness activities, coordination of social-emotional curriculum, student study teams, and coordinates Section 504 for students in the district. For more information, please select the "View Job Description" button. QUALIFICATION REQUIREMENTS To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. EDUCATION AND EXPERIENCE Education: -Masters’ Degree from an accredited university or college in the field of clinical services, school psychologist or psychology, social work, counseling education or human services field Experience: -Five (5) years of experience as a credentialed school psychologist in a K-12 district REQUIRED LICENSES AND/OR CERTIFICATES -Possession of a valid and appropriate California Driver's License, the availability of private transportation or the ability to provide transportation between job sites -Pupil Personnel Services Credential/School Psychology

PREFERENCES: -Supervisory and management level experience -School setting mental health and crisis management experience The following MUST be submitted with the application: -Ed-Join Employment Application -A cover letter addressed to Human Resources with the following: •Explain the relevance of your career history and goals to the requirements of this position. •Why do you want this position? •What makes you a great fit for this position? -A detailed resume outlining your qualifications for this position -Copy of college or university transcripts (official transcripts will be required if hired) -Copy of ALL required certifications and/or credentials -Copy of Pupil Personnel Services Credential/School Psychology This recruitment may be used to fill future vacancies. We reserve the right to reopen, re-advertise, delay, or cancel filling this position. Priority consideration may be given to internal candidates (District employees); however, external candidates are highly encouraged to apply. Baldwin Park Unified School District offers an exceptional benefits package (medical, dental, vision, and membership in the Cal PERS/Cal STRS retirement system).

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