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| ====== PSYC2020 in-class experiments ====== | ====== PSYC2020 in-class experiments ====== | ||
| - | ===== Week #1: ===== | + | Generally helpful materials: |
| + | * Dan Ariely flashcards about irrationality biases [[http://advanced-hindsight.com/wp-content/uploads/2018/02/CAHFlashcards01.pdf|Collection1]] / [[http://advanced-hindsight.com/wp-content/uploads/2018/02/CAHFlashcards2.pdf|Collection2]] | ||
| + | |||
| + | ===== Week #1: Replication Crisis ===== | ||
| + | |||
| + | Resources: | ||
| + | - Course reading: Book chapter: Replication Crisis in Psychology | ||
| ===== Week #2: Morality ===== | ===== Week #2: Morality ===== | ||
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| ===== Week #5: Persuasion and manipulation ===== | ===== Week #5: Persuasion and manipulation ===== | ||
| + | |||
| + | - Influence tactics | ||
| + | - The 6 influence tactics by Robert Cialdini | ||
| + | - Effects | ||
| + | - Contrast Effect | ||
| + | - Scarcity Principle - importance of loss aversion and competition | ||
| + | - Consensus Principle - importance of similarity | ||
| + | - Consistency Principle - importance of active and public commitment | ||
| + | - Reciprocity Principle - importance of tailored, significant, and unexpected | ||
| + | - Manipulation techniques | ||
| + | - Foot-in-the-door [FITD] (Freedman & Fraser, 1966) | ||
| + | - Door-in-the-face [DITF] (Cialdini) | ||
| + | - Low-balling [LB] (Cialdini) | ||
| + | - That’s not all [TNL](Burger, 1986, 1999) | ||
| + | - Creating similarity [CS] | ||
| + | - Nudging | ||
| + | - Defaults (Opt in opt out in organ donations) | ||
| + | - Focusing attention (urinals) | ||
| + | - Perception and context (plate size) | ||
| + | - Social information (tax compliance) | ||
| + | - [[https://www.youtube.com/watch?v=OaLGg1wYztk|Video from Richard Thaler]] | ||
| + | |||
| + | Resources: | ||
| + | - Course reading: Book chapter: Persuasion | ||
| + | - Book: [[http://www.nytimes.com/2011/11/27/books/review/thinking-fast-and-slow-by-daniel-kahneman-book-review.html|Thinking fast and slow by Daniel Kahneman]] | ||
| + | - Book: [[https://www.amazon.com/Nudge-Improving-Decisions-Health-Happiness/dp/014311526X|Nudge by Richard Thaler and Cass Sunstein]] | ||
| ===== Week #6: Cooperation ===== | ===== Week #6: Cooperation ===== | ||
| + | |||
| + | - Economic games | ||
| + | - The homo-economicos hypothesis - actors are fully rational | ||
| + | - Game theory games to study economics and show deviation from the neo-classic economics hypothesis | ||
| + | - Dictator game | ||
| + | - Dictator (giving) game (the classic) | ||
| + | - Social change 1: Dictator (taking) game | ||
| + | - Social change 2: Dictator (giving) game (the classic), but public | ||
| + | - Social change 2: Dictator (taking) game, but public | ||
| + | - Ultimatum game | ||
| + | - Social change: Ultimatum game, but public | ||
| + | - Trust game | ||
| + | - Prisoner's dilemma | ||
| + | - Social change 1: Prisoner's dilemma, but with a judge | ||
| + | - Social change 2: Multiple rounds (learning, adjusting) | ||
| + | - Demos | ||
| + | - [[http://www.mtv.com/news/2218741/psych-professor-trick-extra-credit-question/|Psychology professor who did this in class]] | ||
| + | - Example of one analysis, there are many others: [[https://mindyourdecisions.com/blog/2015/07/14/an-awesomely-evil-test-question-and-its-mathematical-answer-game-theory-tuesdays/|An Awesomely Evil Test Question And Its Mathematical Answer – Game Theory Tuesdays]] | ||
| + | - [[https://www.youtube.com/watch?v=DWrjc5IEvc8|Live demonstration in class]] | ||
| + | |||
| + | Resources: | ||
| + | - Course reading: Book chapter: Cooperation | ||
| + | |||
| + | ===== Class #7: Helping / Prosocial behavior ===== | ||
| + | |||
| + | - Misalignment between what we expect from society/others and ourselves | ||
| + | - Misalignment between causes of deaths (people affected) and funding to address. | ||
| + | - Differences in helping between countries - not what you thought | ||
| + | - Ruining a 1000US$ suit to help a drowning child versus donating 1000US$ to save a girl from South America | ||
| + | - The importance of relatability, statistics versus faces/names/people | ||
| + | - Risking your life to help others | ||
| + | - The bystander effect (Darley & Latané, 1968) | ||
| + | - Hurdles to helping those in crisis | ||
| + | - Biases | ||
| + | - Identifiability | ||
| + | - Compassion fade & psychic numbing (Slovic, 2007; Västfjäll, Slovic, Mayorga, & Peters, 2014); | ||
| + | - Scope neglect (Desvousges, Johnson, Dunford, Boyle, Hudson, Wilson, 1992) | ||
| + | - Proportion over number (Slovic et al., 2002) | ||
| + | - Futility thinking (Fetherstonhaugh, Slovic, Johnson, & Friedrich, 1997) | ||
| + | - Videos: | ||
| + | - [[https://www.youtube.com/watch?v=MpzpItB6rXw|Trump says he would have run unarmed into Florida school]] | ||
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