Unit V Consciousness

Unit VI Learning

AP Psychology

AP P Unit V&VI Day 1

New Seats

Who has not taken the Unit IV Test (Go outside)

Correct the Unit IV Free Response (20 Minutes)

Take Quiz 1 (10 Minutes)

Review the steps to Progressive Relaxation & Dream Journals

Reading for tonight

Discuss Module 22:

Consciousness & Hypnosis

Progressive Relaxation (10-15 Minutes)

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Graded

Grader

Total: /16

Number 1-16, Chose one of the following options below for each point.

1 If they answered it correctly

A Not complete sentence

B Not in the situation of a high school student

C Incorrect information

D Illegible

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Learning Targets

• I can explain the difference between Pre Consciousness, Consciousness, Sub (un) consciousness, & Non-consciousness
• I can explain how the theory of Hypnosis and the myths and facts in regards to Hypnosis
• I can explain the steps of Progressive Relaxation and what potential benefits can be derived from Pro Rel.

Progressive Relaxation

Lack of Sleep

Improve Studying

Relieve Anxiety

Relax Muscles

Problem Solving

Waking Consciousness

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• Levels of information Processing
• Parallel processing– subconscious/nonconscious information processing occurs simultaneously on many parallel tracks.
• Serial processing– conscious processing takes place in sequence

No one can be hypnotized to do something they wouldn’t do anyway.

Hypnosis

Hypnosis is a state of relaxation. Attention is focused on certain objects, acts, or feelings.

Anton Mesmer believed power came from magnetism.

Hypnotic results really come from the power of suggestion to focus or block.

Trances are periods of deep relaxation.

Waking Consciousness

• Fantasy-prone personalities

someone who imagines and recalls experiences with lifelike vividness and who spends considerable time fantasizing

Module 22 Opener

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Facts and Falsehoods

1. Can hypnosis work for anyone?
2. Can hypnosis enhance recall of forgotten events? Age regression – relive an earlier experience
3. Can hypnosis force people to act against their will?
4. Can hypnosis be therapeutic?
5. Can hypnosis alleviate pain?

Hypnosis

• Hypnosis
• a social interaction in which one person (the hypnotist) suggests to another (the subject) that certain perceptions, feelings, thoughts, or behaviors will spontaneously occur
• Posthypnotic Amnesia
• supposed inability to recall what one experienced during hypnosis
• induced by the hypnotist’s suggestion

Hypnosis

• Unhypnotized persons can also do this

Hypnosis

• Orne & Evans (1965)
• control group instructed to “pretend”
• unhypnotized subjects performed the same acts
• Posthypnotic Suggestion
• suggestion to be carried out after
• used by some clinicians to control undesired symptoms and behaviors
• Dissociation or Divided Consciousness
• a split in consciousness
• allows some thoughts & behaviors simultaneously

Explaining Hypnosis

Figure 22.3 Levels of analysis for hypnosis

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Figure 22.1 States of consciousness

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AP P Unit V&VI Day 2 Plan

You can register late for the AP Test in March

Questions about Modules 23-24

Quiz 2

Work on your Dream Assignment

Review Projects: Dream Journal & Meditation Log

Consciousness

Sleep, Disorders, Dreams

Progressive Relaxation

Lack of Sleep

Improve Studying

Relieve Anxiety

Relax Muscles

Problem Solving

Levels of Consciousness

Preconscious - It contains thoughts and ideas just out of our awareness. “What did you do yesterday.” (MEMORY)

Un(Sub)conscious - Thoughts & desires that we hide from that cause us feel anxiety, embarrassment, shame, or guilt

Consciousness - awareness of, or possibility of knowing what is happening inside or outside itself

Nonconscious – Many of our basic biological functions exist on this level. Fingernails growing, pupils dilating.

Figure 22.1 States of consciousness

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Altered States of Consciousness

Learning Targets

• I can explain the different stages of sleep and why sleep is important
• I can define and describe sleeping disorders
• I can explain the different theories as to why we dream

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Module 23 Opener

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What are some of the reasons why sleep is important?

All the reasons why sleep is important?

Better athletic performance (quicker reaction time)

More physical growth

More creative

Better Memory

Better ability to make connections

Helps store memories

Restores and repairs muscles and neurons

Protects us

The right amount decreases anxiety and depression

For 71% of Pop, less than 5 hours = higher risk for depression

Happier and more satisfied

Better physical health

Less likely to gain weight

Less likely to get sick

More intelligent

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Reality Check

More than money, most value less time pressure & a good night’s sleep

30% of Americans say the don’t feel rested most days

69% of College students report feeling tired & having little energy

28% of High School students report falling asleep at least once a week

Sleep debt makes you Stupid

What works?

8-9 Hours of uninterrupted sleep (Can’t afford to lose REM)

Parent enforced bedtimes

No technology at bedtime

Pushing back school start times

What are the two biological rhythms or cycles associated with sleep?

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1. 24-25 Hour Circadian rhythm

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2) 90 Minute Sleep Cycle

The human body has a natural rhythm or cycle of sleep and wakefulness of 25 hours. Contrast this to the light-dark cycle of 24 hours.

The human circadian rhythm is based on an entrained 24-hour cycle. Most people’s low points (temperature, blood pressure, and weakness ) generally fall between 3 a.m. and 5 a.m.

Circadian Rhythms

Figure 23.5 The biological clock

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Sleep and Dreams

• Sleep
• periodic, natural,

reversible loss of

consciousness

Sleep and Dreams

• REM (Rapid Eye Movement) Sleep
• vivid dreams

-“paradoxical sleep”

• muscles are generally

relaxed, but other

body systems are

active

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Sleep and Dreams

Figure 23.1 Measuring sleep activity

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Brain Waves and Sleep Stages

• Beta Waves
• Wide awake waves
• Alpha Waves
• slow waves of a relaxed, awake brain
• Delta Waves
• large, slow waves of deep sleep
• Hallucinations
• false sensory experiences
• Sleep Spindles
• Begin during stage 2 sleep

Figure 23.3 The moment of sleep

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Figure 23.2 Brain waves and sleep stages

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• Hallucinations
• false sensory experiences

Figure 23.4 The stages in a typical night’s sleep

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The Nature of Sleep and Dreams

Stages in a Typical Night’s Sleep

Stages in a Typical Night’s Sleep

Stages of Sleep

• Upon reaching stage 4 and after about 80 to 100 minutes of total sleep time, sleep lightens, returns through stages 3 and 2
• REM sleep emerges, characterized by EEG patterns that resemble beta waves of alert wakefulness
• muscles most relaxed
• rapid eye movements occur
• dreams occur
• Four or five sleep cycles occur in a typical night’s �sleep; less time is spent in slow-wave, more is spent �in REM

Sleep Theories: �Why do we Sleep?

• Sleep Protects
• Sleep helps us recuperate
• Sleep helps restore and rebuild fading memories of the day’s experience
• Sleep feeds creative thinking
• Sleep supports Growth

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Figure 23.6 Animal sleep time

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Do some people need more sleep than others?

Genes

Age

Levels of Activity

Other

How does Culture/Technology impact sleep?

Functions of Sleep

• Restoration theory —body wears out during the day and sleep is necessary to put it back in shape
• Adaptive theory— sleep emerged in evolution to preserve energy and protect during the time of day when there is little value and considerable danger

Sleep Across the Lifespan

Module 24

Sleep Deprivation, Sleep Disorders, Dreams

Safety in numbers?

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Sleep Deprivation

Sleepless and suffering

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Sleep Deprivation

Table 24.1

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Module 24 Opener

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Sleep Deprivation

Sleep Deprivation

Sleep Deprivation

• Effects of Sleep Loss
• fatigue
• impaired concentration
• Difficulty studying
• Diminished productivity
• More mistakes
• depressed immune system (3x more likely)
• Irritability
• greater vulnerability to accidents
• Increase weight gain

Sleep Depreivation

• Sleep Debt: 2 weeks
• 12 – 14 hours, eventually 7.5-9
• Left to sleep, most adults sleep 9 hours
• 63% of people say Sleep = Very Satisfied
• Sleep loss is a predictor of depression
• 5 or less hours = 71% higher risk of depression
• Parentally enforced bedtimes help
• Can lead to weight gain (ghrelin vs. Leptin)
• Immune System

56

Figure 24.2 How sleep deprivation affects us

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Sleep Deprivation

• Has little effect on

tasks of physical

skill or intellectual

judgment

• Hurts performance on simple, boring tasks more than challenging ones

Sleep Deprivation

Individual Differences �in Sleep Drive

• Some people need more and some less
• Nonsomniacs—sleep far less than most, �but do not feel tired during the day
• Insomniacs—has a normal desire for �sleep, but is unable to and feels tired �during the day

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Sleep Disorders

• Insomnia
• persistent problems in falling or staying asleep
• Narcolepsy
• uncontrollable sleep attacks
• Sleep Apnea
• temporary cessation of breathing
• momentary reawakenings

Now I lay me down to sleep

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Table 24.2 Some Natural Sleep Aids

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AP P Unit V&VI Day 2.5

Sleep & Dreams for 12 Minutes

Progressive Relaxation 12 Minutes

Extra Credit Opportunity: Grade Free Responses

AP P Unit V&VI Day 3

Adjustments to the Unit Plan / Grades

Questions about Module 25

Quiz 3

Work on Dream Dictionary or Drug Extra Credit

Review Sleep, Disorders, & Dreams

Drug Discussion

-Why do people use?

-Addiction

-What do they use?

Sleep Disorders

• REM sleep disorder— sleeper acts out his or her dreams
• Night terrors— sudden arousal from sleep and intense fear accompanied by physiological reactions (e.g., rapid heart rate, perspiration) that occur during slow-wave sleep
• Nightmares– a vivid dream depicting frightening disturbing, anxiety-provoking events.

Possible causes of Night terrors

• Sleep deprivation: Not getting enough sleep or having a disrupted sleep schedule can trigger night terrors.
• Stress: Feeling anxious, worried, or stressed can cause night terrors.
• Sickness: Being unwell or having a fever can cause night terrors.
• Medications: Some types of medications can trigger night terrors.
• New environments: Sleeping in a new place or away from home can cause night terrors.
• Loud noises: Sudden noises at night can disrupt deep sleep and trigger night terrors.
• Needing to urinate: Needing to urinate during the night can disrupt deep sleep and trigger night terrors.

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Sleep Disorders

Practical Issues in Sleep

Many people walk and talk in their sleep. It is normal. It is not dangerous to awaken a sleepwalker, as long as the person feels safe and secure.

Sleepwalking (somnambulism)

About 25% of all children have at least one episode of sleepwalking. It typically occurs during the first three hours of sleep.

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Table 24.3 Dream Theories

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The Psychology of Dreams

Usually dreams contain everyday occurrences such as interactions with family, friends, school teachers, and so on. They also contain ideas about fears and inadequacies.

Everyone dreams...

Usually contain imagined conquests

Take place outdoors more than indoors

May be recurrent

Usually involve running or jumping

Usually involve strong emotions

Contain visual, auditory, and even taste sensations. (About 50% of our dreams are in color. No one knows why.)

Dream Content

Dreams: Freud

• Sigmund Freud--The Interpretation of Dreams (1900)
• wish fulfillment
• discharge otherwise unacceptable feelings
• Manifest Content
• remembered story line
• Latent Content
• underlying meaning

Manifest Content

Monsters On Bikes

• I have this recurring dream of being chased by a gang of monsters on bikes. I know the neighborhood that I am in because I used to live there. I am on foot trying to get away and hiding in places that I know are safe. But they keep finding me. I also know it is Halloween, because I am in costume and so is everyone else. I am screaming for help, but the people around me, and the people whose doorbells I am ringing keep telling me that there is no one after me. They ask me if I want some candy to calm myself down. Then they start taking guns and shooting at me, but they miss. Finally, I can't run anymore, and they catch up to me, and grab me by my nose when I wake up.��Thank you!�Jessica�October 1, 2000

Latent Content

Hi Jessica,��Chase dreams are quite common and often reflect a situation that you are afraid in confronting. Being chased by a gang of monsters sounds quite frightening. You indicated that in your dream it was Halloween. These monsters were probably really people dressed in their own mask and costumes. The scenario of your dream and being that it is Halloween, furthers my belief that you are truly afraid in directly confronting a particular situation. Disguises and costumes protect and shield your real self. Behind a mask, you adapt a new persona and and feel freer in releasing your inhibitions. The costume/mask provides some sort of barrier against your vulnerabilities. It protects you from being hurt.��Another significant aspect of your dream is that the people you turn to for help turns against you. Does this parallel a situation in your waking life where you felt betrayed or that your trust was undermined? Next time you have another chase dream, turn around and confront the chasers. You may be surprised to find that what you are running from is not all that frightening. In doing so, you will even find that your recurring chase dreams will occur less often.��Best Regards,�Steve

Dreams

• As Information Processing
• helps facilitate memories
• REM Rebound
• REM sleep increases following REM sleep deprivation

Drugs (Lucy in the Sky with Diamonds)

What do you know?

Why do people use?

Addiction

What do they use?

Drugs: Why do people use? (Cocaine & Times of Trouble)

Medicators

Operant Conditioning

Thrill Seekers

Motivational Theory

Sheep

Principles of Conformity

Module 25 Opener

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Table 25.2 A Guide to Selected Psychoactive Drugs

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Drugs that Mimic (Agonist)

Drugs that Block (Antagonist)

Figure 25.4 Cocaine euphoria and crash

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Drugs: Addiction (Comfortably Numb)

Physical reasons

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Social reasons

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Emotional reasons

Table 25.1 When Is Drug Use a Disorder?

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Figure 25.1 Drug tolerance

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A social networking addiction?

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Figure 25.2 Disordered drinking shrinks the brain

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Figure 25.3 Where there’s smoke . . . : The physiological effects of nicotine

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Nic-A-Teen

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AP P Unit V&VI Day 4

Questions about Module 26

Quiz 4

Dream Interpretation, Med Log or Drug Extra Credit

Questions about Quiz

Finish Drug Discussion

-Results

Discuss

Classical Conditioning

Drugs: Addiction (Comfortably Numb)

Physical reasons

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Social reasons

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Emotional reasons

Table 25.2 A Guide to Selected Psychoactive Drugs

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Drugs: Results (Drugs or Me)

Individual (My Brother)

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Family (My Parents & Wife)

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Friends (Dan)

Dramatic drug-induced decline

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Go to Canvas to see several other examples of what Drugs can do to you over time!

Classical Conditioning

Module 26

What does it mean to learn something?

What does it mean to learn something?

Def: process of acquiring new and relatively enduring information or behaviors.

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Ex: Learning how to ride a bike or speak a language

Learning

• We learn to expect events that will help us survive or avoid those that will hurt us
• We repeat what we get rewarded for
• We avoid what gets us punished
• We can watch others and copy their successful (rewarded) behaviors
• We read or hear about other’s experiences off reward (success) or punishment (failure)

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“We learn by association”

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66 Days to form a habit

What does it mean to be conditioned?

What does it mean to be conditioned?

Def: Learned association or associative learning. Conditioned = Learned

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“We learn by association”

“We adapt to our environment in order to survive.”

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Ex: Sea slug, squirt of water followed by a shock

Ex: Seal performs a trick and receives fish as a reward

History

• Ivan Pavlov: Father of Classical Conditioning
• Pavlov’s Dog
• John Watson: Behaviorism (ignore the mind)
• Little Albert
• John Garcia: Conditioned Taste Aversion

Ivan Pavlov

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John B. Watson

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Key Terms

• Associating stimuli that leads to lasting change

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• Unconditioned Stimulus (US) - Unconditioned Response (UR)
• Turn a Neutral Stimulus (NS) into a Conditioned Stimulus (CS)
• Conditioned = Learned
• CS-US-UR
• CS-CR

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• Acquisition
• Extinction
• Spontaneous Recovery
• Generalization
• Discrimination

Figure 26.1 Classical conditioning

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Classical Conditioning

YouTube Clips

• Pavlov’s Dog
• Little Albert
• The Office
• Dad and Little Girls
• Taste Aversion

Figure 26.4 Pavlov’s classic experiment

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Little Albert

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Conditional Training: Albert and Peter

Mary Cover Jones used an

early form of desensitization

to prove that fears (phobias)

could be unlearned.

Peter, a young boy, had an extreme fear of rabbits. Jones gave Peter his favorite food while slowly bringing the rabbit closer and closer. Eventually Peter no longer panicked around rabbits.

Mary Cover Jones

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Figure 26.6 Idealized curve of acquisition, extinction, and spontaneous recovery

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Biological Predispositions

• John Garcia

Conditioned taste aversions

• Not all neutral stimuli can become conditioned stimuli.
• Internal stimuli—associate better with taste
• External stimuli—associate better with pain
• Biological preparedness

Nausea Conditioning in Cancer Patients

Other Examples

• Onion breathe
• Being afraid of cats
• Sound of an artillery round
• Smell, sound, sight of a traumatic event
• Smell, sound
• Look on your parents face before you get hit

AP P Unit V&VI Day 5

Questions about Module 27-28

Quiz 5

Dreams, Med Log, Day in the Life of Op Con

Questions about Quiz

Review

Classical Conditioning

Discuss

Operant Conditioning

Key Terms

• Associating stimuli that leads to lasting change

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• Unconditioned Stimulus (US) - Unconditioned Response (UR)
• Turn a Neutral Stimulus (NS) into a Conditioned Stimulus (CS)
• Conditioned = Learned
• NS-US-UR
• CS-CR

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• Acquisition
• Extinction
• Spontaneous Recovery
• Generalization
• Discrimination

Figure 26.5 An unexpected CS

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Why should we care?��How does this make the world a better of worse place?

Applications

• Drug Addicts
• Associate people and places with a desire to get high.
• Medications
• Just a taste can influence your immune system

Real Life Examples

1. Fear of Dogs (Phobia Development)
2. Advertising and Consumer Behavior
3. Developing Taste Aversions
4. Doctor's Office and Anxiety
5. Training Pets
6. Music and Mood
7. School Bell and Pavlovian Responses in Children
8. Child and Parental Voice
9. Traffic Lights and Reaction to Them

A Day in the Life of�Operant Conditioning

B. F. Skinner

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Operant Conditioning

• Reinforcement
• A consequence that strengthens the behavior it follows
• Punishment
• A consequence that weakens the behavior it follows

Operant Conditioning

• Positive
• What you have been taught to believe
• Something good
• What it means in the world of Psychology
• To give a desirable or undesirable stimulus
• Negative
• What you have been taught to believe
• Something bad
• What it means in the world of Psychology
• To take away a desirable or undesirable stimulus

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Figure 27.2 A Skinner box

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Video Examples

Operant Conditioning Processes

Primary Reinforcement

Unlearned, usually necessary for survival

Ex: Food

Secondary (Conditioned) Reinforcement

Anything that comes to represent a primary reinforcer

Ex: praise, gold star

Schedules of Reinforcement

• Immediate Reinforcers
• To our detriment, small but immediate reinforcements are sometimes more alluring than big, but delayed reinforcements
• Continuous Reinforcement
• reinforcing the desired response each time it occurs
• Partial (Intermittent) Reinforcement
• reinforcing a response only part of the time
• results in slower acquisition
• greater resistance to extinction

In shaping, successively closer versions of a desired response are reinforced (as in learning to play tennis).

In chaining, each part of a sequence is reinforced; the different parts are put together into a whole (as in learning the steps to a dance).

Operant Conditioning

Table 27.2 Schedules of Reinforcement

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Schedules of Reinforcement

• Fixed Ratio (FR)
• reinforces a response only after a specified number of responses
• faster you respond the more rewards you get
• very high rate of responding

Ex: piecework pay, Buy 10 get 1 free

Schedules of Reinforcement

• Variable Ratio (VR)
• reinforces a response after an unpredictable number of responses

Ex: gambling, fishing

• very hard to extinguish because of unpredictability

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Schedules of Reinforcement

• Fixed Interval (FI)
• reinforces only after a specified time has elapsed
• response occurs more frequently as the anticipated time for reward draws near

Ex: Tuesday Discount prices, Monthly, Quarterly, Annual Reviews

Schedules of Reinforcement

• Variable Interval (VI)
• reinforces a response at unpredictable time intervals
• produces slow steady responding

Ex: pop quiz, Checking your Facebook, Texts, or Email

Schedules of Reinforcement

AP P V&VI Unit Day 6

Questions about Module 29-30

Quiz 6

Work on your Day in the Life of…

Questions about quiz

Finish Op Con

Discuss Observational Learning

Review Classical & Operant Cond.

Classical

US=UR

NS (CS) + US = UR (CR)

CS = CR

Operant

Positive vs Negative

Reinforcement vs. Punishment

Table 27.2 Schedules of Reinforcement

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Which one is the fastest method for creating a behavior?

(Ratio) Which one lasts longer?

(Interval) Which one leads to more consistent behavior?

Punishment

• Punishment
• aversive event that decreases the behavior that it follows
• powerful controller of unwanted behavior

Punishment

Problems with Punishment

• Does not teach or promote alternative, acceptable behavior
• May produce undesirable results such as hostility, passivity, fear
• Likely to be temporary
• Teaches discrimination
• May model aggression

When “might” swating be effective

1. Other milder efforts fail

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• Combined with a generous dose of reasoning and reinforcing

Better ways to parent

Stop doing that (undesirable behavior) or I will take that (something they want) away

Vs.

If you do this desirable behavior, I will give you something you want

“Punishment tells you what not to do, reinforcement tells you what to do.”

A Day in the Life of Operant Conditioning

• School

​

• Work

​

• Home

A Day in the Life of Operant Conditioning

• School: immediate feedback, now what
• Work: reward specific, achievable behaviors immediately
• Home: look for good & reward it. Don’t yell or hit, explain wrong and right, enforce the consequence

Self Improvement

1. State a measurable goal, announce it
1. Gym 1 hour a day
2. Track your progress
• Create a gym log
3. Reinforce the desired behavior
• Buy yourself a treat
4. Reduce the rewards gradually
• Make the act itself a reward

Module 29

Limits to Classical Conditioning: “an animals capacity for conditioning is constrained by biology.”

Fill in the Blank: animals are predisposed to learn associations that enhance _______.

Red & Reproduction

Blushing

Wearing Read

Red Background of a picture

Valentines

Red light District

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Limits to Operant Conditioning

• Many psychologists criticized Skinner for underestimating the importance of cognitive and biological constraints.

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Ex: Pigeons wings/shock, peck/food does not work the other way around.

“Learn associations that are naturally adaptive”

Cognitive Approach

This approach emphasizes abstract and subtle learning that could not be achieved through conditioning or social learning alone.

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Some learning is not intentional, but occurs almost accidentally—a situation called latent learning. Learning that occurs, but is not apparent until there is an incentive to demonstrate it

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Expectancies are beliefs about our ability to perform an action and to get the desired reward. Expectancies affect learning.

Latent Learning

Cognition & Operant Conditioning

• Overjustification Effect
• the effect of promising a reward for doing what one already likes to do
• the person may now see the reward, rather than intrinsic interest, as the motivation for performing the task

Ex: Go out for a treat on our way home from skiing. Money for goals.

Cognition and Operant Conditioning

• Intrinsic Motivation
• Desire to perform a behavior for its own sake and to be effective
• Extrinsic Motivation
• Desire to perform a behavior due to promised rewards or threats of punishments

Learning & Personal Control

Cope:

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Problem-focused coping: When we believe we have control or power to change the situation

Ex: Home, Family, Friends

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Emotion-focused coping: When we don’t believe we have control or power to change the situation

Ex: Job, Sports, Bullies

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Learned Helplessness: Created by uncontrollable threats

Ex: Dog experiment

Learning & Personal Control

Locus of Control: Perception of Control

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External Locus of Control: Victim mindset

Extremes: Low self esteem or Learned Helplessness

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Internal Locus of Control: achieved more in school, work, more independent, better health, less depressed

Extremes: Arrogant or Depressed

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Depleting and Strengthening Self-Control: it takes literal energy

Self Control: requires attention and engery

Op vs. Class Conditioning

Module 30

Social Learning Theory

Albert Bandura

Bobo Doll Experiment

Observational Learning

Modeling

Prosocial behavior

Social Learning Theory���

• Observational Learning
• learning by observing & imitating
• Modeling
• process of observing and imitating a specific behavior
• Prosocial Behavior
• positive, constructive, helpful behavior
• opposite of antisocial behavior

Albert Bandura

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This series of photographs shows children observing and modeling aggressive behavior.

Albert Bandura’s Bobo Doll Experiment

Mirror neurons at work?

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Observational Learning

• Mirror Neurons
• frontal lobe neurons that fire when performing certain actions or when observing another doing so
• may enable imitation, language learning, and empathy

Ex: Watch Movie clip video

Figure 30.4 Experienced and imagined pain in the brain

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Prosocial Behavior

Def: positive, constructive, helpful behaviors

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Ex: Gandhi, MLK Jr., Parents who model service and sacrifice

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Do what I say, not what I do—

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This will teach you to hit your brother—

​

Why do you do that, you know you get in trouble for it—

Famous last words???

Figure 30.5 Heavy exposure to media violence predicts future aggressive behavior

David G. Myers: Myers’ Psychology for AP^®, Second Edition�Copyright © 2014 by Worth Publishers

Antisocial Behavior

Variables: viewing attractive people committing violent acts that go unpunished; prolonged exposure.

Ex: Viewing violent porn = decreased sympathy for Domestic Violence

Ex: Violent movie = not helping an injured woman pick up her crutches