Psychological Science

INSTRUCTOR’S RESOURCE MANUAL

FOURTH EDITION

Michael S. Gazzaniga • Todd F. Heatherton • Diane F. Halpern

Sue Frantz Highline Community College

B W • W • NORTON & COMPANY • NEW YORK • LONDON W. W. Norton & Company has been in de pen dent since its founding in 1923, when William Warder Norton and Mary D. Herter Norton fi rst published lectures delivered at the People’s Institute, the adult education division of New York City’s Cooper Union. The fi rm soon expanded its program beyond the Institute, publishing books by celebrated academics from America and abroad. By midcentury, the two major pillars of Norton’s publishing program— trade books and college texts— were fi rmly established. In the 1950s, the Norton family transferred control of the company to its employees, and today— with a staff of four hundred and a comparable number of trade, college, and professional titles published each year— W. W. Norton & Company stands as the largest and oldest publishing house owned wholly by its employees.

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1 2 3 4 5 6 7 8 9 0 CONTENTS

v PREFACE

Dear Instructor: will generate an interesting dialogue. If you ask your students to write a blog, many of these questions can provide Welcome to the Instructor’s Resource Manual! appropriate material for that assignment. Whether you are new to teaching or a veteran, you will fi nd Demos and handouts. Including some hands-on activities within these pages many great ideas to bring into your course. will bring the science of psychology alive as students can Each chapter of the manual is broken down by resource type. see the concepts in action. Within each chapter, you will fi nd: Films/readings/Web resources. This part of the manual con- Concept map. This is an outline of the main topics covered tains video suggestions (many available free online); lists of in the chapter. Each element and suggested activity in this additional readings that you can assign to your students if chapter of the Instructor’s Manual is keyed to a portion of you would like them to get a bit more information on a topic; this outline using a Concept Number (e.g., I.A.i) so you can and Web resources (most are interactive Web sites that will easily skim for activities on specifi c topics. give students more experience with psychological concepts). The suggested videos and web resources are appropriate as Sample lectures. These suggest possible sequences for using out-of- class assignments if you would rather not devote class the suggested activities that follow as part of a 50-minute or time to them. 70-minute lecture. If you fi nd something within these pages that works very Chapter summary. This is an overview of the chapter in the well for you or does not work at all, please let us know. Your textbook. suggestions for additions to this manual and for variations Lecture ideas. These suggest ways to elaborate on the mate- on the lectures, discussions, and everything else that we rial in the textbook. already cover are most welcome. Discussion questions. Do you want to get your students Looking forward to hearing from you! more involved? Posing these questions to your class, as a whole, in small groups, or on an online discussion board, Sue Frantz

vii CHAPTER 5 Consciousness

CONCEPT MAP C. Left hemi sphere interpreter: i. makes sense of actions. Each element and suggested activity in this chapter of the ii. speculates about other actions. Instructor’s Manual is keyed to a portion of this outline D. Right brain experiences the world: using a Concept Number (e.g., I.A.i). Please refer back to i. with images. this outline to determine what concept each Concept Num- ii. spatially. ber refers to. iii. without narrative. The following Concept Map is a text-only adaptation of the Visual Summary provided on StudySpace, the student IV. Unconscious Pro cessing Infl uences Behavior Web site. The Concept Map is also reprinted in the Study A. Much behavior occurs automatically. Guide and Instructor’s Manual. B. Information can be pro cessed subliminally. C. Unconscious information processing may pro- I. Consciousness Is a Subjective Experience duce better decisions than conscious processing. A. Consciousness: i. is moment-by- moment subjective experience. V. Sleep Is an Altered State of Consciousness ii. results from activation of groups of neurons. A. Characterized by four stages of increasingly slower brain activity. II. There Are Variations in Conscious Experience B. REM sleep is: A. Variations in consciousness range from: i. characterized by rapid eye movements. i. automatic to controlled pro cessing of ii. typifi ed by increased brain activity, body information. paralysis, and dreaming. ii. per sis tent vegetative states to minimal C. Common sleep disorders include insomnia, consciousness to full consciousness. apnea, narcolepsy, and REM behavior disorder. B. Consciousness: i. allows per for mance of complex actions VI. Sleep Is an Adaptive Behavior with input from multiple parts of brain. A. Three models explain adaptive nature of sleep: ii. helps people connect by sharing thoughts i. restorative theory: sleep allows brain to and feelings. restore itself. iii. is required for complicated thinking. ii. circadian rhythm theory: sleep limits activity of animals at times of day when III. Brain Activity Gives Rise to Consciousness threats of harm are greatest. A. Global workspace model: level of conscious- iii. facilitation of learning: sleep promotes ness depends on which brain region is active. strengthening of neural connections. B. Severing of corpus callosum leads to split B. Sleep deprivation leads to: brain: two in de pen dently functioning half i. problems in mood and cognitive brains. per for mance.

68 Consciousness | 69

ii. problems with immune system. B. Change the brain’s neurochemistry by activat- iii. eventually, death. ing neurotransmitter systems. VII. People Dream while Sleeping XII. Stimulants A. Non-REM sleep → brain deactivation + A. Interfere with reuptake of dopamine. mundane dreams. B. Increased release of dopamine → increased B. REM sleep → brain activation + vivid, intense behavioral and mental activity. dreams. XIII. People Use—and Abuse—Many Psychoactive Drugs C. Three theories of dreaming: A. Marijuana activates cannabinoid receptors → i. Freudian: dreaming reveals unconscious enhanced mental activity, memory impairment, confl icts with manifest content and latent and altered pain perception. content; there is no evidence to support B. Cocaine prevents reuptake of dopamine → this theory. confi dence, alertness, and sociability. ii. activation- synthesis theory: dreams result C. Amphetamines (e.g., methamphetamine): from mind’s attempts to make sense of i. block reuptake of dopamine. random neural activity. ii. eventually damage frontal lobes. iii. evolved threat- rehearsal theory: dreams D. MDMA (ecstasy): are rehearsals of strategies for coping with i. is associated with serotonin release. threatening events. ii. may lead to memory impairment. VIII. Hypnosis Is Induced through Suggestion E. Opiates increase plea sure by binding with opi- A. Consciousness can be altered through hypnosis, ate receptors and activating dopamine meditation, and immersion in activity. receptors. B. Hypnosis: XIV. Alcohol Is the Most Widely Abused Drug i. is a social interaction in which a person A. Alcohol: responds to suggestion. i. activates dopamine receptors. ii. involves hypnotic induction and ii. interferes with memory. posthypnotic suggestion. B. Cross- culturally, men consume more alcohol iii. can be useful for pain management. than women: C. Two theories of hypnosis: i. women do not metabolize alcohol as i. sociocognitive theory: person “acts” quickly. hypnotized. ii. because of body size, women consume ii. dissociation theory: hypnosis is a less alcohol to achieve same effect. trancelike state where awareness is C. Expectations about impact of alcohol affect separated from other aspects of behavior while under infl uence of alcohol. consciousness; there is signifi cant evidence to support this theory. XV. Addiction Has Physical and Psychological Aspects A. Addiction: compulsive drug use despite nega- IX. Meditation Produces Relaxation tive consequences. A. Meditation: B. Tolerance: need for more of drug to get same i. focuses attention on external object effect. (concentrative) or sense of awareness C. Withdrawal: when failing to ingest an addictive (mindfulness). substance leads to physiological and psycholog- ii. leads to relaxation as well as physical and ical symptoms. psychological benefi ts. D. Dependence: need for continued use of drug to X. People Can Lose Themselves in Activities avoid withdrawal. A. During fl ow: E. Addiction: i. person becomes absorbed in activity (e.g., i. is likely caused by dopamine activity in religion, exercise). limbic system. ii. consciousness is altered. ii. may be related to gene tic components and/ B. Escapist pursuits can reduce self- awareness, but or personality traits (high sensation can have negative results. seeking). F. Infl uences on drug abuse include: XI. Psychoactive Drugs i. observing others modeling use of drugs. A. Are mind-altering substances. ii. social context in which drug use occurs. 70 | Chapter 5

SAMPLE LECTURES 15 min Demo: Split-brain demonstration on page 74. (Sec- tion 5.1; Concept II.B.) These sample lectures refer back to the Concept Map and 5 min Debrief demo. 10 min Lecture idea: Conscious Awareness on page 72. suggest possible sequences for using the suggested activities (Section 5.1; Concept II.) that follow. Please refer to the indicated pages for an expla- 22 min Films/Readings/Web Resources: Dan Dennett on nation of each activity. Our Consciousness on page 75. (Section 5.1; Con- cept II.) 3 min End of class refl ection: On an index card, have students identify the three most important concepts they learned in this class session. 50-MINUTE LECTURES Time Activity 3 min Class opener: Summarize previous class; ask for Time Activity questions from previous class. 2 min Session introduction. 3 min Class opener: Summarize previous class; ask for 15 min Course content: questions from previous class. Defi ne consciousness. (Section 5.1; Concept I.) 2 min Session introduction. Discuss the left hemisphere as the interpreter. 20 min Course content: (Section 5.1; Concept III.) Provide an overview of sleep, including the stages Explain the split brain procedure. (Section 5.1; of sleep and the role of sleep. (Section 5.2; Con- Concept II.B.) cept V–VII.) 15 min Demo: Split-brain demonstration on page 74. 10 min Discussion: REM and Non-REM Sleep on page 73. (Section 5.1; Concept II.B.) (Section 5.2; Concept VII.) 5 min Debrief demo. 15 min Lecture idea: Sleep deprivation on page 72. (Section 5 min Lecture idea: Conscious Awareness on page 72. 5.2; Concept V.C.) (Section 5.1; Concept II.) 15 min Discussion: Sleep deprivation on page 73. (Section 5 min End of class refl ection: On an index card, have 5.2; Concept VI.) students identify the three most important con- 5 min End of class refl ection: On an index card, have stu- cepts they learned in this class session. dents identify the three most important concepts they learned in this class session.

Time Activity 3 min Class opener: Summarize previous class; ask for questions from previous class 2 min Session introduction. CHAPTER SUMMARY 10 min Course content: Provide an overview of sleep, including the stages This chapter summary is also printed at the end of Chapter 5 of sleep, and the role of sleep. (Section 5.2; Concept V–VII.) of the student textbook. It is reprinted here with Concept 15 min Lecture idea: Sleep deprivation on page 72. (Section Numbers from the Concept Map above for your conve nience 5.2; Concept V.C.) and planning. 15 min Discussion: Sleep deprivation on page 73. (Section 5.2; Concept VI.) 5.1 What Is Consciousness? 5 min End of class refl ection: On an index card, have students identify the three most important concepts Consciousness Is a Subjective Experience. Consciousness is they learned in this class session. diffi cult to study because of the subjective nature of our experience of the world. Brain imaging research has shown that par tic u lar brain regions are activated by par tic u lar 70- MINUTE LECTURES types of sensory information. Concept: I. Time Activity Keywords: Consciousness 3 min Class opener: Summarize previous class; ask for questions from previous class. There Are Variations in Conscious Experience. Conscious- 2 min Session introduction. ness is each person’s unifi ed and coherent experience of the 10 min Course content: world around him or her. At any one time, each person can Defi ne consciousness. (Section 5.1; Concept I.) be conscious of a limited number of things. A person’s level Discuss the left hemisphere as the interpreter. (Section 5.1; Concept III.) of consciousness varies throughout the day and depends on Explain the split brain procedure. (Section 5.1; the task at hand. Whereas people in a per sis tent vegetative Concept II.B.) state show no brain activity, people in minimally conscious Consciousness | 71 states show brain activity. That activity indicates some Keywords: Dreams, Sleep, Freud, Activation- Synthesis, awareness of external stimuli. Evolution Concept: II. Keywords: Consciousness, Coma 5.3 What Is Altered Consciousness? Brain Activity Gives Rise to Consciousness. The global Hypnosis Is Induced through Suggestion. Scientists have workspace model maintains that consciousness arises from debated whether hypnotized people merely play the role they activity in different cortical areas. The corpus callosum are expected to play or whether they experience an altered connects the brain’s two sides; cutting it in half results in state of consciousness. Consistent with the latter view, brain two in de pen dently functioning hemi spheres. The left hemi- imaging research has demonstrated changes in brain activity sphere is responsible primarily for language, and the right among hypnotized subjects. hemi sphere is responsible primarily for images and spatial Concept: VIII. relations. The left hemisphere strives to make sense of expe- Keywords: Hypnosis, Consciousness, Altered States riences, and its interpretations infl uence the way a person Meditation Produces Relaxation. The goal of meditation, views and remembers the world. particularly as it is practiced in the West, is to bring about a Concept: III. state of deep relaxation. Studies suggest that meditation can Keywords: Consciousness, Corpus Callosum, Split- Brain have multiple benefi ts for people’s physical and mental health. Unconscious Processing Infl uences Behavior. Research Concept: IX. fi ndings indicate that much of a person’s behavior occurs Keywords: Meditation, Altered States automatically, without that person’s conscious awareness. People Can Lose Themselves in Activities. Exercise, reli- Thought and behavior can be infl uenced by stimuli that are gious practices, and other engaging activities can produce a not experienced at a conscious level. state of altered consciousness called fl ow. In this state, people Concept: IV. become completely absorbed in what they are doing. Flow is Keywords: Consciousness, Unconscious Pro cessing experienced as a positive state. In contrast to activities that generate fl ow, activities used to escape the self or reduce 5.2 What Is Sleep? self- awareness can have harmful consequences. Sleep Is an Altered State of Consciousness. Sleep is charac- Concept: X. terized by stages that vary in brain activity. REM sleep is Keywords: Flow, Consciousness, Altered States marked by rapid eye movements, dreaming, and body paralysis. Sleep disorders include insomnia, sleep apnea, and 5.4 How Do Drugs Affect Consciousness? narcolepsy. People Use—and Abuse—Many Psychoactive Drugs. Stimu- Concept: V. lants, including cocaine and amphetamines, increase behav- Keywords: Sleep, Dreaming, Insomnia, Sleep Apnea, Nar- ioral and mental activity. THC (the active ingredient in colepsy, Sleep Disorders marijuana) produces a relaxed state, an uplifted mood, and Sleep Is an Adaptive Behavior. Sleep allows the body, includ- perceptual and cognitive distortions. MDMA, or ecstasy, pro- ing the brain, to rest and restore itself. Sleep also protects duces energizing and hallucinogenic effects. Opiates produce animals from harm at times of the day when they are most a relaxed state, analgesia, and euphoria. susceptible to danger, and it facilitates learning through the Concept: XIII. strengthening of neural connections. Keywords: Drugs, Cocaine, Stimulants, Amphetamines, Concept: VI. THC, MDMA, Ecstasy, Opiates, Altered States, Drug Abuse Keywords: Sleep, Cognitive Per for mance Alcohol Is the Most Widely Abused Drug. Alcohol impairs motor processes, informational processing, mood, and mem- People Dream while Sleeping. REM dreams and non-REM ory. Research has demonstrated that, across the globe, males dreams activate and deactivate distinct brain regions. Sig- consume more alcohol than females. A drinker’s expectations mund Freud believed that dreams reveal unconscious con- can signifi cantly affect his or her behavior while under the fl icts. Evidence does not support this view. Activation- synthesis infl uence of alcohol. theory posits that dreams are the product of the mind’s efforts Concept: XIV. to make sense of random brain activity during sleep. Evolved Keywords: Drugs, Alcohol, Memory, Gender, Altered threat-rehearsal theory maintains that dreaming evolved as States, Drug Abuse a result of its adaptive value. That is, dreaming may have enabled early humans to rehearse strategies for coping with Addiction Has Physical and Psychological Aspects. Physi- threatening events. cal dependence occurs when the body develops tolerance for Concept: VII. a drug. Psychological dependence occurs when someone 72 | Chapter 5 habitually and compulsively uses a drug or engages in a assignment on sleep deprivation and the importance of behavior despite its negative consequences. sleep to our normal function. Concept: XV. Concept: V.C. Time: 5 minutes Keywords: Drugs, Addiction, Physical Dependence, Psy- Keywords: Sleep, Sleep Deprivation chological Dependence, Altered States, Drug Abuse 4. Personality and Sleep. Incorporate into your lecture some of the research on personality and sleep. This material can include the personality correlates with morningness and SUGGESTED ACTIVITIES eve ningness (Randler, 2008), personality and susceptibil- ity to sleep deprivation (Killgore, Richards, Killgore, Suggested activities for use in the classroom and as outside Kamimori, & Balkin, 2007), and whether personality is a assignments are broken up into four sections: Lecture Ideas, factor in cognitive per for mance after sleep deprivation Discussion Questions, Demos and Handouts, and Films/ (Taylor & McFatter, 2003). Readings/Web Resources. Concept: V, VI, VII. Time: 10 minutes Keywords: Sleep, Sleep Deprivation, Personality, Cog- Lecture Ideas nitive Per for mance, Correlations The following activities suggest ways to elaborate on the 5. Altered States of Consciousness. Two articles that present material in the textbook. and try to resolve some of the more controversial issues regarding altered states of consciousness are Vaitl et al. 1. Near- death Experiences. An interesting topic to incorpo- (2005), which is a review of the psychobiology of altered rate into your lecture is the theory and research on near- states of consciousness, and Kallio and Revonsuo (2003), death experiences as an altered state of consciousness. which presents a multilevel framework for the description People who have had near- death experiences report a feel- and explanation of hypnosis as an altered state of con- ing of the self separated from the body. Research shows sciousness. Review and summarize these articles for your that people ingesting drugs such as ketamine, which is an students to provide them with greater understanding of animal tranquilizer, also report the same sensations and the issues involved in altered states of consciousness the- experiences (Jansen, 2004). You might also incorporate ory and research. into your lecture the psychological transformation/growth Concept: VII. Time: 5 minutes that appears to coexist with a near- death experience and Keywords: Hypnosis, Consciousness, Altered States the extent to which it correlates with Buddhist philosophy regarding consciousness. 6. East versus West. There is a difference between the West- Concept: II. Time: 5 minutes ern, scientifi c view of consciousness and the Eastern, reli- Keywords: Eastern Philosophy, Death gious view (i.e., Buddhism). The former perspective focuses on examining the physiological aspects of and the 2. Conscious Awareness. When discussing the nature of empirical evidence for consciousness. The latter perspec- conscious awareness, students often bring up the topic of tive emphasizes the spiritual and transformational nature what it means to be “brain dead.” This issue is complex of consciousness. Incorporate into your lecture these dif- and a constant source of debate. A good 5- minute lecture fering views of consciousness and discuss with the class opener is to discuss the difference between coma and whether the two perspectives can be integrated. sleep and to present information on how decisions are Concept: IX. Time: 5 minutes made regarding when the brain has died, and thus the Keywords: Eastern Philosophy person is not expected to ever show conscious behavior. The American Association of Critical Care Nurses ( www 7. The Health Belief Model. The Health Belief Model of .aacn .org) and the Journal of the American Medical Asso- attitude change suggests there are two steps to encour- ciation (http:// jama .ama -assn .org/ ) provide numerous age individuals to change unhealthy behaviors. The fi rst articles addressing the complex nature of defi ning death step is to address individuals’ perceptions about health, in our modern, technological world. including their general health values, specifi c beliefs Concept: II. Time: 5 minutes about vulnerability, and beliefs about the consequences Keywords: Consciousness, Coma, Death of the disorder. The second step is to show how changing the targeted behavior will reduce its threat to one’s 3. Sleep Deprivation. In 1965, college student Randy Gard- health. This goal can be achieved by believing that a ner remained awake for 11 days, seemingly without harm. health practice will be effective and by evaluating the This famous case makes for a good lecture addition, and costs of the unhealthy behavior versus the benefi ts of the it can be used to segue into a longer discussion or class healthy behavior. Incorporate this model into the lecture, Consciousness | 73

focusing specifi cally on how it might be used on college b. Are sleep- impaired drivers dangerous? (1) Com- campuses to reduce drinking, smoking, or both. mercial drivers, such as bus and truck drivers, must Concept: XIV, XV. Time: 10 minutes by law have adequate sleep. Should regular drivers Keywords: Alcohol, Drugs, Drug Abuse be required to sleep after some number of hours on the road? (2) If cars could be made impossible to operate if the driver were sleep impaired, would that Discussion Questions be a good or bad idea? Whether face- to- face or online, these questions are designed Concept: VI. Time: 15 minutes to prompt thought and discussion. Most of these questions are Keywords: Sleep, Sleep Deprivation appropriate for a class-wide or small group discussion. The 4. Can Long Commutes Cause Sleep Disorders? Ask stu- times are rough estimates. How much time you want to devote dents about the longest work commutes that they or their to any partic u lar discussion is entirely dependent on your parents have ever had. The answers may surprise you: goals and time constraints. For discussions that begin in a Many adults devote considerable time and distance to face-to- face class, consider continuing the discussion online. commuting each day. Ask the students: If you commute for a total of two hours each workday, how much time Debating the Issue of Life Support and Comas. 1. Divide does that add up to? (The answer is 500 hours per year, or the class into several groups, and have each group almost 21 days per 50- week work year.) Have a calculator address this issue from one of the following positions: handy so you can do the math for the longest commute scientifi c evidence, religious values, emotional reason- in the class. Ask students to discuss whether they or their ing, and health care cost. families found long commutes to be stressful, and if so, Concept: II. Time: 20 minutes why. What could be done about that stress? Keywords: Coma Concept: VI. Time: 10 minutes Keywords: Sleep Deprivation, Sleep, Sleep Disorders 2. Factors Infl uencing Sleep. Students often report that they have sleep diffi culties because of the demands and 5. Altered States. Some would argue, and there is research stressors of college. Start a discussion with your students to support this notion, that during the course of the day about sleeping by asking them to write examples of when we experience continual states of altered consciousness it was easy for them to fall asleep and when it was more as our bodies fl uctuate between the cycle of circadian diffi cult. Ask them to list the factors they believe were rhythms and the sleep cycles. However, our awareness involved in each experience. Discuss whether, given the of these changes is not as heightened as would be our demands of being a college student, it is possible to awareness of an altered state of consciousness brought develop good sleep habits during college. on by the more vivid phenomenon of hypnosis. Discuss Concept: VI. Time: 15 minutes with students whether mild changes in consciousness Keywords: Sleep, Sleep Deprivation and drastic changes in consciousness constitute what is meant by altered states. 3. Sleep Deprivation. Students are all too familiar with Concept: VII. Time: 10 minutes sleep deprivation. Ask them to tell you, by a show of Keywords: Consciousness, Altered States hands, their average number of hours of sleep on an average weeknight, starting at 4 to 5 per night and going up 6. REM and Non- REM Sleep. As indicated in the text, there to 10 to 12. Ask how many students have “pulled an all- is a difference between REM and non- REM sleep in terms nighter” this term to prepare for an exam. The chapter of dream content. In addition, there is debate regarding discusses three explanations for sleep: restoration, circa- what dreams actually tell us about the individual who is dian cycles, and consolidation of memory. Although having them. Investigate these issues with students by sleep is not well understood, the consequences of sleep having them keep a dream journal for 2 to 3 days. Ask deprivation have been extensively explored. The follow- them to bring their journals to class and incorporate the ing discussion openers will get students talking and following questions into your discussion: reading the chapter with renewed interest. a. Differentiate between REM dreams and non- REM a. Is sleep deprivation similar to alcohol impairment? dreams. Students often go without sleep during exams and b. Examine the dreams’ content based on Freud’s the- then drive home right after their last exam, or try to ory of manifest and latent content. drive all night with their friends to a resort area for c. Discuss the dreams’ content based on the activation- spring break. Have them use the search term “sleep synthesis hypothesis. deprivation” in an online news source, such as cnn . d. Discuss the dreams’ content based on the evolved com. threat- rehearsal strategies. 74 | Chapter 5

Concept: VII. Time: 20 minutes chair, and each should put his or her “outside” hand Keywords: Sleep, Dreams behind his or her back. 7. Making Illegal Drugs Legal? Debate the issue of mak- The student sitting on the left represents the left hemi- ing currently illegal drugs legal. Include in the discus- sphere of the brain. The student sitting on the right rep- sion the issues regarding abuse of alcohol, a legal drug. resents the right hemi sphere of the brain. The students Concept: XIII, XIV. Time: 15 minutes should place their inner hands on the desk crossing over Keywords: Drugs, Alcohol each other ( just as the right side of the brain controls the left hand and vice versa). 8. Physical versus Psychological Addiction. Discuss with students whether it is more or equally diffi cult to break a Place a shoe in front of the volunteers and ask them to tie physical addiction or a psychological addiction to drugs. the laces using only their inner hands. Only the volunteer Concept: XV. Time: 10 minutes using the right hand may talk. Students should experience Keywords: Addiction, Drugs diffi culty tying the shoe with two “unrelated” hands. This activity can be used to discuss the left hemi sphere’s role Demos and Handouts in language, the role of practice in improving per for- mance after surgery, and the common experience of These demonstrations can be adapted to fi t your goals and “numbness” that split brain patients feel immediately time constraints. after surgery. Concept: II.B. Time: 15 minutes 1. Multitasking. Many students believe, most likely incor- Keywords: Split- Brain rectly, that they can perform one task, such as driving, while doing a multitude of other things, such as talking on the phone, listening to music, and putting on make- up. This class exercise is designed to show students the extent to which they are fully able to pay attention to RL one task when engaged in other tasks as well. You will need candy (enough for each person in the class, and additional candy to toss to them), music, and summaries of two sections of the textbook that you have not yet presented in class. For the fi rst phase of this activity, tell students you are going to read one of the section summaries to them, and ask that they pay attention. When you are done reading, tell students to write down all the information they can recall from the passage. For the second phase, hand out the candy to the students. Tell students that once you begin reading the other section summary, they are to hand their piece of candy to the student on the right, and to continue to do so until you are done reading. In addition, tell students you will be tossing pieces of candy to them, which you want them to try to catch, while you are reading the summary. Finally, before you start reading, turn on the music. After you are fi nished reading the summary, turn off the music and tell students to write down all the information they can recall. Ask students under which conditions they remem- bered more information. Discuss with students the rami- 3. Disassociation Theory. There is strong evidence pre- fi cations of doing multiple tasks at one time rather than sented in the text for the disassociation theory of hypno- focusing on a specifi c task. sis, particularly regarding the use of hypnosis for pain Concept: II. Time: 20 minutes alleviation. Is this theory as effective an explanation for Keywords: Consciousness, Multitasking other behaviors targeted by hypnosis, such as dieting or 2. Split- Brain Demonstration. After introducing the con- smoking, or is the sociocognitive theory of hypnosis a cepts of split brain surgery and postsurgical function- more logical argument? Have your students debate these ing, ask for two volunteers to sit next to each other at a two theories in terms of the issues of the use of hypnosis table that faces the class. The students should share one to reduce pain and to assist with dieting and smoking Consciousness | 75

cessation. Also ask them to consider other problematic nal gorilla-amongst- the- basketball- players research behaviors that might be targeted through the use of video. hypnosis. URL: http:// www .youtube .com/ watch ?v =oSQJP40PcGI Concept: VIII. Time: 15 minutes Shortened URL: http:// goo .gl/ 1FHw Keywords: Hypnosis Concept: II. Time: 2 minutes Keywords: Consciousness, Multitasking 4. Meditation. Figure 5.21 of the text encourages students to try meditating for 20 minutes using either concentra- 4. Color- Changing Card Trick. Watch the card trick in the tive or mindfulness methods. Bring this activity into the fi rst half of the video. In the second half, see what you classroom and help students investigate whether medi- missed. tating, even briefl y, can help them develop an increased URL: http:// www .youtube .com/ watch ?v=voAntzB7EwE sense of calmness. Before starting the meditation exer- Shortened URL: http:// goo .gl/ otQP cise, ask students to list their current thoughts and feel- Concept: II. Time: 4 minutes ings. Next, select one of the two forms of meditation for Keywords: Consciousness, Multitasking the class to try. Have them meditate for 10 minutes (this 5. Test Your Awareness: Whodunnit? A quick, powerful will seem like a long time). Finally, ask students again example of change blindness. to write down their immediate thoughts and feelings. URL: http:// www .youtube .com/ watch ?v =ubNF9 Discuss with students any differences that might have QNEQLA occurred after meditating. Shortened URL: http:// goo .gl/ 7CGhd Concept: IX. Time: 20 minutes Concept: II. Time: 2 minutes Keywords: Meditation Keywords: Consciousness, Multitasking 6. Paralyzed by Love. When he feels strong emotions of Films/Readings/Web Resources love, this man experiences a narcoleptic attack. Depending on your goals and time constraints, these addi- U R L : h t t p : / / a b c n e w s . g o . c o m / N i g h t l i n e / v i d e o / d i s e a s e tional resources could be used as in-class activities or be -mind-11433765 referenced in lecture to provide students with resources to Shortened URL: http:// goo .gl/ x2zb2 refer to outside of class. They could also form a strong basis Concept: V.C. Time: 8 minutes for additional outside assignments. Keywords: Narcolepsy, Sleep, Sleep Disorders 1. Simon Lewis: Don’t Take Consciousness for Granted. 7. The Other Big Defi cit: Many Teens Fall Short on Sleep. “After a catastrophic car accident that left him in a In this 2011 NPR story, we learn that “most high school coma, Simon Lewis found ways to recover— physically students are chronically tired. They juggle school, sports, and mentally— beyond all expectations. At the INK homework, chores, friends and family. To meet all of Conference he tells how this remarkable story led him these demands, surveys show, high schoolers usually stay to concern over all threats to consciousness, and how to up close to midnight on school nights. And then they have overcome them.” to get up early the next morning, typically around 6 or U R L : h t t p : / / w w w . t e d . c o m / t a l k s / s i m o n _ l e w i s _ d o n _ t _ 6:30 a.m., to get to school on time, as most high schools t a k e _ c o n s c i o u s n e s s _ f o r _ g r a n t e d . h t m l start classes around 7:30 a.m.” Shortened URL: http:// goo .gl/ kvabe URL: http:// www .npr .org/ 2011/ 05/ 16/ 136275658/ late -to Concept: II. Time: 23 minutes - b e d - e a r l y - t o - r i s e - m a k e s - a - t e e n - s l e e p y Keywords: Consciousness, Coma Shortened URL: http:// goo .gl/ X2h5U Concept: VI. Time: 5 minutes 2. Dan Dennett on Our Consciousness. “Phi los o pher Dan Keywords: Sleep, Sleep Deprivation Dennett makes a compelling argument that not only 8. Jessa Gamble: Our Natural Sleep Cycle. “In today’s don’t we understand our own consciousness, but that world, balancing school, work, kids and more, most of half the time our brains are actively fooling us.” us can only hope for the recommended eight hours of U R L : h t t p : / / w w w . t e d . c o m / i n d e x . p h p / t a l k s / d a n _ d e n n e t t sleep. Examining the science behind our body’s internal _on _our _consciousness .html clock, Jessa Gamble reveals the surprising and substan- Shortened URL: http:// goo .gl/ TBeEu tial program of rest we should be observing.” Concept: II. Time: 22 minutes U R L : h t t p : / / w w w . t e d . c o m / t a l k s / l a n g / e n g / j e s s a _ g a m b l e Keywords: Consciousness _how _to _sleep .html 3. The Awareness Test. Created as a UK public ser vice Shortened URL: http:// goo .gl/ RJ7s announcement to help drivers become more aware of Concept: VI. Time: 4 minutes bicyclists, this video is an updated version of the origi- Keywords: Sleep, Sleep Deprivation 76 | Chapter 5

9. Women’s Circadian Rhythms Beat Faster than Men’s. In Kallio, S., & Revonsuo, A. (2003). Hypnotic phenomena and altered this 2011 NPR story, we learn that women, on average, states of consciousness: A multilevel framework of description have a longer circadian rhythm than do men. and explanation. Contemporary Hypnosis, 20, 111– 164. URL: http:// www .npr .org/ 2011/ 05/ 03/ 135954176/ womens Killgore, W., Richards, J. M., Killgore, D. B., Kamimori, G. H., -circadian -rhythm -beats -faster -than -mens Balkin, T. J. (December 2007). The trait of Introversion– Shortened URL: http:// goo .gl/ oNRUf Extraversion predicts vulnerability to sleep deprivation. Journal of Sleep Research. 16(4), 354– 363. Concept: VI.A.ii. Time: 4 minutes Randler, C. (July 2008). Morningness– eveningness, sleep– wake Keywords: Circadian Rhythm, Sleep variables and big fi ve personality factors. Personality and Individual Differences, 45(2), 191- 196. Taylor, D. J., & McFatter, R. M. (2003). Cognitive perfor mance BIBLIOGRAPHY after sleep deprivation: Does personality make a difference? Personality and Individual Differences, 33, 1179– 1193. Jansen, K. (2004, December 1). Ketamine: Dreams and Realities. Vaitl, D., Birbaumer, N., Gruzelier, J., Jamieson, G. A., Kotchoubey, Santa Cruz, CA: The Multidisciplinary Association for B., Kubler, A., et al. (2005). Psychobiology of altered states of Psychedelic Studies (MAPS). consciousness. Psychological Bulletin, 131, 98– 127.