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the area of conformity and independence。 Includes Sherif s experiments on norm formation；
Asch’s experiments on group pressure； and Crutchfield’s variation； Milgram’s experiment on
action conformity； Kelman’s three processes of pliance； and Moscovici’s theoretical views。
Prejudice （1989）。 Insight Media； 30 minutes
Showing four scenarios of prejudiced behavior； this program explores stereotypes and emotions
underlying prejudice。 It discusses possible methods for reducing discrimination。
Productivity and the Self…Fulfilling Prophecy： The Pygmalion Effect （1976）。 （CRM） MCGFY； 28
minutes
This film illustrates self…fulfilling prophecies in several settings； including social science and
industrial management experiments。 Illustrations include placebo effects and bank runs during
the depression。
Reflections on 100 Years of Social Psychology。 （Available from California State University；
Fresno； Department of Psychology； 5310 N。 Campus Drive； Fresno； CA 93740…0011。）
An edited video of presentations by Elliot Aronson； Leonard Berkowitz； Morton Deutsch； Harold
Gerard； Harold Kelley； Albert Pepitone； Bertram Raven； Robert Zajonc； and Philip Zimbardo to
acpany a text memorating 100 years of experimental social psychology。
Social Psychology （1990）。 Insight Media； 30 minutes
Social psychology attempts to understand the myriad of social forces that influence our attitudes
and actions。 This program discusses several research studies and findings on stereotyping and
prejudice； attribution theory； and the power of social roles。 Philip G。 Zimbardo’s prison
experiments are described and analyzed。
War and Violence （1986）。 （FFHS）； 52 minutes
Demonstrates that poverty and violence go hand in hand。 Depicts inner…city Boston and a lesson
on walking away from a fight。 Includes an interview with a young Hispanic in Oakland who
talks about the machismo that underlies gang violence。 Explains that around the world violence
is fueled by religion； nationalism； or race and made worse by politicians’ rhetoric。 Looks at the
possibility of warfare today and the repercussion it has on the whole human race。 From the
Human Animal Series； hosted by Phil Donahue。
The Wave （1981）。 44 minutes
Observes as teacher Burt Ross re…enacts a 1967 social experiment in which a movement similar in
philosophy to that of the Nazi Third Reich is created。 Shows how the ideas of power； discipline；
and superiority were drilled into his students and how willingly most of them adopted these
ideas。 Illustrates the attitudes that allow people to deny responsibility for…and even knowledge
of…the injustices occurring around them。
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EXPERIMENTS AND DEMONSTRATIONS
BY PHILIP G。 ZIMBARDO
STRATEGIES FOR DISCUSSION SECTIONS： EXPERIMENTS AND
DEMONSTRATIONS
Having students bee directly involved in research is one of the best ways to put life into psychology。
Toward that goal； we have prepared a set of research projects to be conducted in class。 They are designed to
sample different areas of psychology； to illustrate various methodological approaches； and to offer a range
of activities that can engage the entire class。
Ideally； participating in these demonstration research projects should enable the student to get a feeling for
the exciting process of analyzing plex psychological problems； generating quantitative and qualitative
data； and drawing conclusions。 Indeed； it is precisely by experiencing this process of discovery that the
student will e to appreciate the products of psychological investigation that are presented in the text
and lectures。
When this experience works as intended； the student’s outlook is transformed from the passive： “What do I
need to know？” into the active mode： “How can I find out what I’d like to know？” Such a change in one’s
thinking about one’s relation to any body of knowledge fires the student’s intellectual curiosity to go
beyond acquiring what is given or required to challenging the given and to seeking the knowledge desired。
If this happens； even “ordinary students” may bee scholars and scientists who make extraordinary
contributions to society。
NOTE TO INSTRUCTORS
The two paragraphs above also appear in the student’s Study Guide for Psychology and Life； as does the
highlighted paragraph below。 The rest of this introduction and detailed descriptions of each project are
given only in this instructor’s manual。 It includes all the material necessary for each project。 This saves you
the time； effort； and expense involved in reproducing them。 In addition； it allows you to have better control
over how the material will be introduced and developed。
In the lecture that precedes the first demonstration； students should be alerted to the necessity of bringing
their Study Guide to class。 Nevertheless； not all students will have purchased the Study Guide by then； so
you may wish to reproduce some of the materials for that demonstration。 It will also be important to make
explicit how you will deal with the problem of students who fail to bring the required materials to sections。
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
377
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 fo