This resource aims to gather tools, exercises, and skills for instructors to utilize in order to prepare students for college success. College preparation programs in high schools are also recommended to use these resources. 

Are you able to use empathy to relate to others? Do you engage with others in a compassionate way? How do you feel about interacting with others in your personal life and in workplace settings? Learn more about compassionate collaboration and how to prioritize meaningful connection in your personal and professional life. Join us in Compassionate Collaboration.

Footage: Pexels.com

Learn how you can build your compassion and collaboration skills in this course. Footage: pexels.com

Because of its ability to determine cause-and-effect relationships, the laboratory experiment is traditionally considered the method of choice for psychological science. One downside, however, is that as it carefully controls conditions and their effects, it can yield findings that are out of touch with reality and have limited use when trying to understand real-world behavior. This module highlights the importance of also conducting research outside the psychology laboratory, within participants’ natural, everyday environments, and reviews existing methodologies for studying daily life.

Do you know how to resolve conflicts in your personal and professional life? Do you act as a mediator between different parties in conflicts? Learn how to assess and address situations of conflict in this micro course.

We often change our attitudes and behaviors to match the attitudes and behaviors of the people around us. One reason for this conformity is a concern about what other people think of us. This process was demonstrated in a classic study in which college students deliberately gave wrong answers to a simple visual judgment task rather than go against the group. Another reason we conform to the norm is because other people often have information we do not, and relying on norms can be a reasonable strategy when we are uncertain about how we are supposed to act. Unfortunately, we frequently misperceive how the typical person acts, which can contribute to problems such as the excessive binge drinking often seen in college students. Obeying orders from an authority figure can sometimes lead to disturbing behavior. This danger was illustrated in a famous study in which participants were instructed to administer painful electric shocks to another person in what they believed to be a learning experiment. Despite vehement protests from the person receiving the shocks, most participants continued the procedure when instructed to do so by the experimenter. The findings raise questions about the power of blind obedience in deplorable situations such as atrocities and genocide. They also raise concerns about the ethical treatment of participants in psychology experiments.

This YouTube channel hosts a series of short (about 15 min) talks and performances for the Pavlov/Tertis Project, which explores connections between music and psychology. The talks were written and delivered by Michael Domjan, Professor of Psychology at the University of Texas, who is an internationally recognized expert in conditioning and learning. Dr. Domjan also received training as a violist in the preparatory division of the Juilliard School of Music. In this series of videos, he combines his knowledge of psychology with his knowledge of music. Topics include How is psychology relevant to music, Neuroscience and music, Habituation and sensitization in the music of J. S. Bach, Types of memory in musical performance, Why is it harder to teach playing the violin. than playing baseball, What is a Tertis viola?, How is Pavlovian conditioning relevant to music?, Talent vs practice in musical expertise, Why is it important to practice a musical instrument, and What I learned in a music conservatory that made me a better scientist.

Humans are social animals. This means we work together in groups to achieve goals that benefit everyone. From building skyscrapers to delivering packages to remote island nations, modern life requires that people cooperate with one another. However, people are also motivated by self-interest, which often stands as an obstacle to effective cooperation. This module explores the concept of cooperation and the processes that both help and hinder it.

The attached file is a short essay that can be read in one sitting that explains the things that sometimes prevent cooperation from happening and provides advice for how to overcome them. The essay is aimed at advanced high school students, college students, and anyone else who is interested in fostering cooperation in any setting. The author, Lee Cronk (Rutgers University, anthropology) is an expert on cooperation. Much of what is contained in this essay is distilled from this book that he co-authored:Cronk, Lee, and Beth L. Leech. 2013. Meeting at Grand Central: Understanding the Social and Evolutionary Roots of Cooperation. Princeton: Princeton University Press.

Students are asked to count the vowels in a list of 15 words. They are then asked to write down as many WORDS as they can remember. They can usually remember only 3 - 4.
Next students are told to look at the list of words and asked to memorize them. They can usually remember about half of them after trying to memorize the words.
Finally, students are told that the words are listed in a certain way, with a guiding concept to the arrangements. They readily understand the words are listed according to number. After spending 30 seconds to memorize the words this time, students generally tend to remember 12 or more.
Metacognitive components of the activityStudents learn that considering the organization of informaton is important to remember it.
Metacognitive goals for this activity:To show students that they can significantly and immediately improve their learning.
Assessing students' metacognitionStudents tell us in verbal or email communication that they have now "stopped counting vowels" and are learning information.

This is an online course in experimentation as a method of the empirical social sciences, directed at science newcomers and undergrads. We cover topics such as:
- How do we know what’s true?
- How can one recognize false conclusions?
- What is an experiment?
- What are experiments good for, and what can we learn from them?
- What makes a good experiment and how can I make a good experiment?

The aim of the course is to illustrate the principles of experimental insight. We also discuss why experiments are the gold standard in empirical social sciences and how a basic understanding of experimentation can also help us deal with questions in everyday life.

But it is not only exciting research questions and clever experimental set-ups that are needed for experiments to really work well. Experiments and the knowledge gained from them should be as freely accessible and transparent as possible, regardless of the context. Only then can other thinkers and experimenters check whether the results can be reproduced. And only then can other thinkers and experimenters build their own experiments on reliable original work. This is why the online course Open for Insight also discusses how experiments and the findings derived can be developed and communicated openly and transparently.

An idea or solution is considered creative if it is original, useful, and surprising. However, depending on who actually judges these three criteria, we must distinguish personal “little-c creativity” from consensual “Big-C Creativity.” In any case, psychologists who investigate creativity most often adopt one of three perspectives. First, they can ask how creators think, and thus focus on the cognitive processes behind creativity. Second, they can ask who is creative, and hence investigate the personal characteristics of highly creative people. Third, they can ask about the social context, and, thereby, examine the environments that influence creativity. Although psychologists have made major advances in the study of creativity, many exciting and important questions remain to be answered.

This resource is of Wikipedia discusses on the historical aspects of Criminology , Different Schools of Criminological Thoughts including Sociological,Psychological, Marxism Theories, Labelling Theories, Routine Activity Theory, Biologilcal thoeries .

This source also discusses the definition and types of Crime.

Thus , the Wikipedia is the original source, it is shared in this OER platform to share the insights on Criminology to many of the people. Hence, I deserve no right on this resource , other than sharing it.

Although the most visible elements of culture are dress, cuisine and architecture, culture is a highly psychological phenomenon. Culture is a pattern of meaning for understanding how the world works. This knowledge is shared among a group of people and passed from one generation to the next. This module defines culture, addresses methodological issues, and introduces the idea that culture is a process. Understanding cultural processes can help people get along better with others and be more socially responsible.

Culture, Embodiment, and the Senses will provide an historical and cross-cultural analysis of the politics of sensory experience. The subject will address western philosophical debates about mind, brain, emotion, and the body and the historical value placed upon sight, reason, and rationality, versus smell, taste, and touch as acceptable modes of knowing and knowledge production. We will assess cultural traditions that challenge scientific interpretations of experience arising from western philosophical and physiological models. The class will examine how sensory experience lies beyond the realm of individual physiological or psychological responses and occurs within a culturally elaborated field of social relations. Finally, we will debate how discourse about the senses is a product of particular modes of knowledge production that are themselves contested fields of power relations.

How do people’s cultural ideas and practices shape their emotions (and other types of feelings)? In this module, we will discuss findings from studies comparing North American (United States, Canada) and East Asian (Chinese, Japanese, Korean) contexts. These studies reveal both cultural similarities and differences in various aspects of emotional life. Throughout, we will highlight the scientific and practical importance of these findings and conclude with recommendations for future research.

This open resources textbook contains 10 Units that describe and explain the main concepts in statistical analysis of psychological data (managing data, measures of central tendency, measures of spread, correlations, simple linear regression). In addition to conceptual descriptions and explanations of the basic analyses for descriptive statistics, this textbook also explains how to conduct those analyses with common statistical software (Excel) and open-source free software (R). This book is directed to undergraduates studying basic statistics, especially basic statistics in psychological research.

By encouraging and requiring that authors share their data in order to publish articles, scholarly journals have become an important actor in the movement to improve the openness of data and the reproducibility of research. But how many social science journals encourage or mandate that authors share the data supporting their research findings? How does the share of journal data policies vary by discipline? What influences these journals’ decisions to adopt such policies and instructions? And what do those policies and instructions look like? We discuss the results of our analysis of the instructions and policies of 291 highly-ranked journals publishing social science research, where we studied the contents of journal data policies and instructions across 14 variables, such as when and how authors are asked to share their data, and what role journal ranking and age play in the existence and quality of data policies and instructions. We also compare our results to the results of other studies that have analyzed the policies of social science journals, although differences in the journals chosen and how each study defines what constitutes a data policy limit this comparison.We conclude that a little more than half of the journals in our study have data policies. A greater share of the economics journals have data policies and mandate sharing, followed by political science/international relations and psychology journals. Finally, we use our findings to make several recommendations: Policies should include the terms “data,� “dataset� or more specific terms that make it clear what to make available; policies should include the benefits of data sharing; journals, publishers, and associations need to collaborate more to clarify data policies; and policies should explicitly ask for qualitative data.