心理学与生活-第118节

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NOTE　TO　STUDENTS　

Some　introductory　psychology　courses　include　a　laboratory　or　discussion　section　ponent　that　

supplements　the　basic　lecture　class。　We　have　designed　a　set　of　research　projects　that　acpany　this　edition　
of　Psychology　and　Life　for　use　in　those　courses。　If　you　are　in　such　a　course　and　your　teacher　plans　to　use　some　
or　all　of　our　research　projects；　then　you　should　bring　this　Study　Guide　to　class　meetings。　It　contains　the　
materials　necessary　for　carrying　out　the　research　projects；　such　as　instructions；　stimulus　materials；　tables　
and　charts　for　tabulating　your　data；　and　so　forth。　

Although　any　of　these　projects　may　be　worked　into　an　existing　course　syllabus　for　a　small　class；　they　were　
designed　to　be　the　core　exercises　in　separate　discussion　sections　led　by　instructors　or　teaching　assistants。　
Each　of　them　has　been　class…tested　and　refined　over　a　number　of　years　of　use　in　the　Introductory　Psychology　
discussion　sections　at　Stanford　University　and　in　other　colleges　as　well。　They　have　been　evaluated　as　
informative　and　enjoyable　by　both　teachers　and　students。　We　hope　you　will　also　find　them　a　valuable　

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addition　to　your　course。　

If　possible；　a　90…minute　class　period　should　be　allotted　for　each　discussion　section。　In　our　quarter…long　
course；　these　six　sections　are　supplemented　by　one　period　in　which　the　teacher　describes　his　or　her　current　
or　recent　research　interests。　In　addition；　the　class　chooses　the　final　topic　or　activity　from　a　set　of　options　
provided　by　the　teacher。　The　options　may　be　other　research　projects　covering　different　methodologies；　such　
as　field　observations　of　seating　patterns　at　a　campus　event；　interpersonal　distance　in　public　areas；　
nonverbal　munication；　and　so　on。　Alternatively；　they　may　consist　of　visiting　research　laboratories　in　the　
department　or　munity。　Sometimes　the　class　may　go　to　a　movie　or　play　that　has　a　psychological　theme　
and　discuss　it　afterward。　The　point　is　to　expose　the　class　to　a　meaningful　psychological　activity　or　exercise　
likely　to　simulate　further　interest　in　psychology。　

In　a　semester…length　course；　the　projects　here　will　have　to　be　extended　in　ways　consistent　with　your　course　
objectives。　That　may　include　either　adding　other　research　projects　or　alternating　class　sessions　between　
research　demonstrations　and　discussions　or　extensions　of　text　and　lecture　material。　

It　is　advisable　that　these　sections　be　coordinated　with　the　basic　lecture　course；　yet　maintain　an　identity　of　
their　own。　If　TAs　are　conducting　the　sections；　the　lecturer　should　meet　with　them　regularly　to　plan　the　
research　projects；　get　feedback　on　how　well　they　worked；　encourage　trying　out　variations　on　the　topics　
chosen；　and　reinforce　effective　teaching　performance。　Sitting　in　on　some　sections　also　offers　a　first…hand　look　
at　how　they　are　functioning。　

A　good　way　to　get　teaching　assistants　when　there　is　not　a　sufficient　budget　for　them　is　to　offer　a　credit　
course　entitled　Practicum　in　Teaching。　Thus；　advanced　students　get　credit　for　learning　how　to　teach；　and　
they　typically　learn　the　course　materials　more　thoroughly　than　they　did　as　“students。”　This　experience　
makes　an　excellent　addition　to　their　vita。　For　those　who　do　a　good　job；　the　incentive　of　a　letter　of　
remendation　is　often　potent。　We　may　offer　first…time　undergraduate　TAs　the　option　of　team…teaching　two　
sections　in　order　to　share　the　anxiety；　preparation　load；　and　classroom　activities。　

Typically；　undergraduates　at　Stanford　have　taken　sections　for　one　credit　beyond　the　units　for　the　lecture　
course。　When　the　sections　are　organized　around　research　projects；　the　grade　is　based　on　general　class　
performance　and　attendance；　not　on　any　exams。　We　have　found　that　making　sections　optional；　instead　of　
required；　decreases　the　number　of　unmotivated　students　who　register　for　them。　

EXPERIMENTS　AND　DEMONSTRATIONS　

DOMAIN　TITLE　

Social　Perception　（First　class　“icebreaker”）　Impression　Management　and　Formation　
Sensory　Perception　Coping　with　Being　Temporarily　Blind　
Methodology　Reaction　Times　Can　Be　Revealing　
Conditioning　Salivating　for　Pavlov　
Memory　and　Cognition　Strategies　for　Enhancing　Memory　
Motivation　and　Assessment　Detecting　Guilt　and　Deception　
Psychopathology　Suicide：　Intentions　and　Acts　
Ethics　and　Research　Evaluation　and　Research　Ethics　
Psychotherapy　Clinical　Interventions　

Both　graduate　and　undergraduate　student　TAs　report　that　being　able　to　use　this　set　of　materials　had　many　
benefits。　Among　them　they　noted：　lessening　of　anxiety　at　the　start　of　their　teaching　experience；　increased　
confidence　in　presenting　a　variety　of　topics　and　approaches；　and　saved　preparation　time。　Use　of　these　
materials　enabled　TAs　to　perform　different　functions　across　a　set　of　activities　and　generally　created　a　

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positive　feeling　among　their　students　that　something　worthwhile　was　happening　in　the　discussion　sections。　

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IMPRESSION　MANAGEMENT　AND　FORMATION　

OBJECTIVES　

1。　To　acquaint　class　members　with　one　another　and　to　provide　a　first…session　“icebreaker”　to　get　
students　talking。　
2。　To　stimulate　discussion　about　how　people　form　impressions　about　others　and　how　they　manage　
the　impressions　others　will　form　about　them。　
3。　To　examine　how　people’s　beliefs　influence　their　social　judgments。　
4。　To　demonstrate　how　interesting　questions　can　be　studied　experimentally　and　how　subjects’
responses　can　be　quantified　and　analyzed。
OVERVIEW　

In　the　short　time　that　the　class　has　assembled；　it　is　likely　that　two　processes　have　been　going　on：　impression　
management　and　impression　formation。　Impression　management　is　a　plex　set　of　verbal　and　nonverbal　
behaviors　that　a　person　engages　in　with　the　intent　to　appear　in　a　desired　way。　Impression　formation　is　the　
process　of　making　judgments　about　the　attributes　of　other　people。　In　this　section；　we　will　do　the　following：　

1。　Begin　by　going　around　the　room　and　having　the　students　introduce　themselves　by　answering　the　
question；　“Who　Am　I？”　The　“Who　Am　I？”　test　is　an　old　projective　test　that　repeatedly　asks　
respondents　to　answer　the　question　“Who　are　you？”　Answering　this　question　gets　students　to　self…
disclose　quickly。　After　you　have　gone　pletely　around　the　room　once；　go　around　the　room　again；　
having　the　students　answer　the　same　question。　You　will　find　that　each　time　you　go　around　the　
room；　students　self…disclose　more。　This　process　is　very　sensitive　to　your　initial　remarks；　and　you　can　
easily　direct　the　tone　of　students’　replies。　Go　around　the　room　as　many　times　as　practical。　This　
simple　activity　will　pay…off　by　creating　a　supportive；　friendly；　and　humane　environment　that　will　
last　for　the　entire　term。　
2。　As　each　student　speaks；　all　others　will　list　up　to　five　adjectives　that　they　think　are　probably
characteristic　of　this　person。
3。　For　three　students　chosen　arbitrarily；　list　on　the　chalkboard　the　adjectives　that　class　members　chose　
as　descriptive　of　each　person　in　question。　
4。　Ask　the　people　who　were　selected　whether　the　adjectives　that　the　class　members　chose　are　the　ones　
that　they　intended　to　generate。　
5　。　Ask　students　to　list　the　three　traits　they　each　think　are　most　characteristic　of　the　course　instructor。　
Pool　their　impressions　to　determine　the　frequency　of　each　trait　and　where　there　is　consensus　or　
disagreement。　Ask　students　for　behavioral　or　perceptual　evidence　they　used　to　infer　each　of　the　
traits　they　listed。　Ask　them　to　use　the　Impression　Formation　Tally　Forms　to　outline　their　
impressions。　
6。　Analyze　five　different　styles　of　self…presentation。　
GENERAL　INTRODUCTION　

In　social　encounters；　we　are　selective　in　what　we　tell　other　people　about　ourselves　and　in　what　we　look　for　
in　them。　We　engage　in　impression　management　by　giving　others　information　that　will　lead　them　to　form　
certain　conclusions　about　us。　We　also　engage　in　impression　formation　by　seeking　out　information　about　
others　in　ways　that　may　confirm　our　initial　impressions　about　them。　This　demonstration　examines　how　
people　manage　their　impressions　of　others　by　selectively　presenting　information　that　is　relevant　to　some　
goal…in　this　case；　getting　a　job。　It　also　explores　how　people　recruit　information　about　others　as　they　form　
impressions　about　them。　In　doing　this；　the　demonstration　provides　a　relatively　nonthreatening　means　for　

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students　to　bee　better　acquainted。　

SELF…PRESENTATION　STYLES　

Robert　Arkin　（Ohio　State　University）　improved　on　this　demonstration　by　adding　the　following　unit　on　
individual　styles　of　self…presentation。　See　the　taxonomy　chart　（from　a　research　article　by　Jones　and　Pittman；　
1982）　in　which；　for　each　of　four　types　of　self…presentation　styles；　there　are　four　columns　of　information：　a）　the　
emotion　that　the　actor　wants　to　arouse　（the　goal　of　the　interaction）；　b）　the　attributions　the　actor　seeks　to　elicit　
from　others　about　himself　or　herself；　c）　the　prototypical　actions　used　to　achieve　those　objectives；　and　d）　the　
risks　of　negative　attributions　being　made　instead　of　the　intended　one。　Read　the　chart　carefully　to　get　a　sense　
of　these　styles；　strategies；　and　consequences。　

1。　Begin　by　asking　the　class；　“Suppose　you　wanted　to　arouse　res