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心理学与生活-第127节

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something else inside the letter that might be damaging evidence against you。 

You must destroy that evidence or be discovered。 You did not really want to kill her; but you did; and now 
you do not want to spend the rest of your life in jail or be executed。 No one must know you are guilty。 

Now (really) go to___________________ where you will find the trash basket。 In it will be the envelope 
addressed to Miss Chris and something inside it。 After examining the contents of the envelope; burn 
everything on the spot except this letter。 Light the Miss Chris envelope and its contents with one of the three 
matches available; allowing them to burn in the pan on the floor。 Be sure they have burned to ashes。 

Put this letter out of sight; quickly return to the classroom; knock on the door to indicate you are back; but 
wait outside for further instructions。 Absolutely no one must know of anything you have done。 You know 
you are guilty; but now you must try to conceal your guilt or you will be in serious trouble。 Try to act 
natural。 It is important that you get into this role; to feel like a person who has mitted this crime。 Also 
remember you do not want to be found guilty—your life depends on concealing your guilt。 

INSTRUCTIONS TO INNOCENT STUDENT 

You are to imagine you are very thirsty; so thirsty that you would even buy some water if you had to。 Find a 
water fountain on the third or fourth floor and take some long gulps of water。 You are so thirsty that even if 

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a bat flew overhead you would not stop。 Your hands are somewhat dirty and you notice you have left some 
fingerprints on the water fountain; you erase these fingerprints with a handkerchief or this letter。 

You don’t want to miss the next part of the demonstration; so wait about five minutes from the time you left 
the classroom; put this letter out of sight; return; knock on the door to indicate you are back; but wait for 
further instructions。 Do not talk to anyone or tell anyone about how you spent this time。 No one must know 
what you did! 

WORD LIST 

*1。 School 11。 Lake 21。 Whistle 

2。 Music 12。 Crushed (G) 22。 Red (G) 
3。 Orange 13。 Street 23。 Light (G) 
4。 Black (G) 14。 Pay (G) 24。 Dream 
5。 Buy (G) (I) *15。 Heaven *25。 Work
*6。 Country 16。 Spot 26。 Burn (G)
7。 Letter (G) (I) 17。 Miss (G) 27。 Three (G) 
8。 Tree 18。 Smooth *28。 Tattoo 
9。 Boy 19。 Finger (G) (I) 29。 Ashes (G) 
10。 Bat (G) (I) 20。 Water (I) 30。 Trash (G) 
Premeasured words (5) 

(G) = Critical words for guilty subject 
(I) = Critical words for the innocent subject; one of which; water; or thirst; is the central theme of the 
innocent letter。 
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DATA SHEET


Suspect 1 Suspect 2 
Stimulus Word 
Response 
Word 
Reaction 
Time 
Expressive 
Behavior 
Response 
Word 
Reaction 
Time 
Expressive 
Behavior 
1。 school 
2。 music 
3。 orange 
4。 black 
5。 buy 
6。 country 
7。 letter 
8。 tree 
9。 boy 
10。 bat 
11。 lake 
12。 crushed 
13。 street 
14。 pay 
15。 heaven 
16。 spot 
17。 miss 
18。 smooth 
19。 finger 
20。 water 
21。 whistle 
22。 red 
23。 light 
24。 dream 
25。 work 
26。 burn 
27。 three 
28。 tattoo 
29。 ashes 
30。 trash 

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EXPRESSIVE BEHAVIOR ENCODING GUIDE 

Code Letter Expressive Behavior 

S Speech…disturbance behavior; such as stuttering; answering in an especially 
low or loud voice; clearing throat; coughing; sighing; and so forth 
P Physical movements; such as shifting in one’s seat; crossing and uncrossing 
one’s legs; twisting; wringing hands; fidgeting with things; and so forth 
F Facial expressions such as excessive smiling or frowning; wetting of the lips; 
shifting of eyes; closing of eyes; and so forth 
O Other unusual behavior you might notice and want to record that doesn’t fall 

into the other categories 

Expressive Behavior。 Tally the instances of expressive behavior in the following table。 

Suspect 1 Suspect 2 
Categories S P F O S P F O 
Critical 
Words 
Neutral 
Words 

Is there a difference in frequency of expressive behavior for critical and neutral words for the two suspects? 

Verbal Responses: Some word association norms for a selected set of words are given below for 
parative purposes。 They were collected from a sample of 1000 respondents。1 

Word Associations (by percentage) 
dream sleep (45); night (9); nightmare (5) 
light dark (65); lamp (8); bright (3) 
boy girl (77); man (4); scout (4) 
street avenue (19); road (13); cars (1) 
music song(s) (18); note(s) (17); sound (12) 
black white (75); dark (5); cat (3) 
smooth rough (33); soft (21); hard (14) 
whistle train (9); noise (7) 
red white (22); blue (20); black (12); blood (3) 

Judged by these norms; how mon or unusual and idiosyncratic were the word associations given by the 
suspects? Is there a difference in the quality of their responses to the critical versus neutral words? Do the 

1Kent; G。 H。; & Rosanoff; A。 J。 (1910)。 A study of association in insanity。 American Journal of Insanity; 67; 37…96; 
317…390。 For a more recent discussion of these norms; see Woodworth; R。 S。; & Schlosberg; H。 (1954)。 Experimental 
psychology (rev。 ed。)。 New York。 Holt。 

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differences give you clues to who is guilty? How? 
Conclusion regarding verbal responses: 

Reaction Time。 pute the mean RTs in the following table。 

Categories Suspect Suspect 
1 2 
Premeasured neutral words 
All neutral words 
All critical words 
Critical words in mon 

Do the suspects’ mean reaction times give you clues as to which one is guilty? Are there any extreme RTs 
for individual words? Do you see any differences on particular critical words that might indicate guilt? 

Conclusion regarding reaction times: 

Verdict 

I believe the guilty person is 

Using a scale from 0—100 where: 0 = no confidence; 
5 = moderate confidence; and 
10 = plete confidence 

My confidence in this judgment is 

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SUICIDE: INTENTIONS AND ACTS 

OBJECTIVES 

1。 To give students the opportunity to share experiences they or their friends might have had with 
attempted suicide。 
2。 To discuss what the criteria are for considering an act suicidal。 
3。 To review many of the facts and monly held misconceptions about suicide so that students are 
better able to detect and react to crises involving suicide。 
OVERVIEW 

The age group that has recently shown the sharpest increase in attempted suicide is 18… and 24…years…old 
college…aged people。 Suicide now ranks second in leading causes of death for this age group; right behind 
automobile accidents。 Because of the high incidence of suicide among college students; this section typically 
elicits great interest from many of the students; and sometimes powerful emotions (see Pitfalls to Avoid)。 In 
this section; we will: 

1。 Begin by going around the room and sharing any close brushes students have had with suicide; 
either personally or with another person who was experiencing difficulties。 
2。 Discuss definitions students have for suicide and the discrepancies between these definitions and 
some of the other factors that can plicate judgments of suicide。 
3。 Take the Suicide Quiz (provided at the end of this section)。 
4。 Read the 10 items and take a “hand count” of how many students believe each item is true or false。 
5。 Discuss statistics on suicide rates; including differences according to gender; age; race; 
socioeconomic status; and other variables。 At a minimum; this discussion will include the 10 items 
that prise the Suicide Quiz。 
GENERAL INTRODUCTION 

Throughout the ages; people have held very different views of suicide。 The early Greeks often considered 
suicide to be a natural solution to unhappy situations。 The Romans took a conditional position; suicide 
induced by pain; sickness or grief was exempt from punishment; whereas suicide “without cause” was 
unpardonable; especially when interests of the state were involved。 The advent of Christianity signaled a 
departure from past laws concerning suicide。 In the fourth century; St。 Augustine placed suicide in a moral 
framework and condemned it as a grievous sin。 Consequently; suicide became rare in the Middle Ages。 

The Renaissance brought a reconsideration of suicide as a solution to life’s hardships。 Indeed; 
Shakespeare’s eight tragedies contain fourteen suicides! Gradually suicide became a topic of debate; and in 
1777 the philosopher David Hume stated that suicide does not do society any harm—the individual merely 
ceases to do good。 Still; it took until 1961 for England to repeal its law making attempted suicide a crime; 
and until June 1972 for Canada。 The United States inherited its law from England; and to this day it is 
illegal to attempt suicide in seven states; while in eighteen states; aiding and abetting suicide is a crime。 

PROCEDURE 

Materials 

The Suicide Quiz。 

Optional: Calculator for puting percentage of students who get each item correct。 

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Subjects 

Any number; but optimal with 10—25 students。 

Time Required for Research 

10—20 minutes for initial discussion and 5—10 minutes for first administration of the quiz。 

Time Required for Discussion 

10

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