Faculty Resources
Assignments
The assignments in this course are openly licensed, and are available as-is, or can be modified to suit your students’ needs. Selected answer keys are available to faculty who adopt Waymaker, OHM, or Candela courses with paid support from Lumen Learning. This approach helps us protect the academic integrity of these materials by ensuring they are shared only with authorized and institution-affiliated faculty and staff.
If you import this course into your learning management system (Blackboard, Canvas, etc.), the assignments will automatically be loaded into the assignment tool, where they may be adjusted, or edited there. Assignments also come with rubrics and pre-assigned point values that may easily be edited or removed.
The assignments for Introductory Psychology are ideas and suggestions to use as you see appropriate. Some are larger assignments spanning several weeks, while others are smaller, less-time consuming tasks. You can view them below or throughout the course.
You can view them below or throughout the course.
Explain behavior from 3 perspectives. | Watch a TED talk | |
Describe and discuss a PLOS research article. | Compare a popular news article with research article | |
Describe parts of the brain involved in daily activities. | Create a visual/infographic about a part of the brain
| |
Describe sleep stages and ways to improve sleep. | Track and analyze sleep and dreams. Record sleep habits and dreams a minimum of 3 days.
| |
Demonstrate cultural differences in perception. *If used in conjunction with the “Perception and Illusions” assignment, this post could ask students to bring in examples/evidence from the illusion task. | Apply Food Lab research and the Delbouef Illusion to recommend plate size and dinner set-up.
Apply an understanding of Martin Doherty’s research on developmental and cross-cultural effects in the Ebbinghaus illusion. Find an illusion, describe it, and explain whether or not it may show cross-cultural effects. | |
Choose to respond to two questions from a list. | Describe 3 smart people and analyze what contributes to their intelligence.
Examine an experiment about cognitive overload and decision-making when given many options. | |
Create a mnemonic and explain an early childhood memory. | Apply knowledge from module on memory, thinking and intelligence, and states of consciousness to help a struggling student. | |
Write examples of something learned through classical, operant, and observational learning. | Spend at least 10 days using conditioning principles to break or make a habit.
| |
Pick an age and describe the age along with developmental theories and if you agree or disagree with the theoretical designations. | Find toys for a child of 6 months, 4 years, and 8 years, then explain theories for the age and why the toys are appropriate. | |
Pick one question to respond to out of 4 options. | Create a shortened research proposal for a study in social psychology (or one that tests common proverbs).
| |
Use two of the theories presented in the text to analyze the Grinch’s personality. | Take two personality tests then analyze their validity and reliability.
Examine various types of validity and design a new way to test the validity of the Blirt test. | |
What motivates you to do your schoolwork? | Demonstrate the James-Lange, Cannon-Bard, Schachter-Singer, and cognitive-mediational theories of emotion.
Take a deeper look at the Carol Dweck study on mindset and analyze how the results may appear different if the control benchmark varied. | |
Pick a favorite I/O topic or give advice on conducting an interview. | Investigate and reflect on KSAs needed for future job. | |
Diagnose a fictional character with a psychological disorder. | Research one disorder and create an “At-a-Glance” paper about the main points. | |
Choose to respond to one of four questions. | Describe 3 different treatment methods for the fictional character diagnosed for the “Diagnosing Disorders” discussion.
| |
Give advice on managing stress or increasing happiness. | Pick from three options to do things related to tracking stress and time management.
|
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General Psychology Copyright © by OpenStax and Lumen Learning is licensed under a Creative Commons Attribution 4.0 International License , except where otherwise noted.
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Faculty Resources
Assignments.
The assignments in this course are openly licensed, and are available as-is, or can be modified to suit your students’ needs. Selected answer keys are available to faculty who adopt Waymaker, OHM, or Candela courses with paid support from Lumen Learning. This approach helps us protect the academic integrity of these materials by ensuring they are shared only with authorized and institution-affiliated faculty and staff.
If you import this course into your learning management system (Blackboard, Canvas, etc.), the assignments will automatically be loaded into the assignment tool, where they may be adjusted, or edited there. Assignments also come with rubrics and pre-assigned point values that may easily be edited or removed.
The assignments for Introductory Psychology are ideas and suggestions to use as you see appropriate. Some are larger assignments spanning several weeks, while others are smaller, less-time consuming tasks. You can view them below or throughout the course.
You can view them below or throughout the course.
âPerspectives in Psychology Explain behavior from 3 perspectives | Watch a TED talk | |
âAnalyzing Research Describe and discuss a PLOS research article | âPsychology in the News Compare a popular news article with research article | |
âUsing Your Brain Describe parts of the brain involved in daily activities | âBrain Part Infographic Create a visual/infographic about a part of the brain
| |
âSleep Stages Describe sleep stages and ways to improve sleep | Track and analyze sleep and dreams. Record sleep habits and dreams a minimum of 3 days.
| |
âCultural Influences on Perception Demonstrate cultural differences in perception. *If used in conjnuction with the “Perception and Illusions” assignment, this post could ask students to bring in examples/evidence from the illusion task | âApplications of the Delbouef Illusion Apply Food Lab research and the Delbouef Illusion to recommend plate size and dinner set-up. Apply an understanding of Martin Doherty’s research on developmental and cross-cultural effects in the Ebbinghaus illusion. Find an illusion, describe it, and explain whether or not it may show cross-cultural effects. | |
Thinking about Intelligence Choose to respond to two questions from a list | âWhat Makes Smarts? Describe 3 smart people and analyze what contributes to their intelligence. âThe Paradox of ChoiceExamine an experiment about cognitive overload and decision-making when given many options. | |
âExplaining Memory Create a mnemonic and explain an early childhood memory | âStudy Guide Apply knowledge from module on memory, thinking and intelligence, and states of consciousness to help a struggling student. | |
âWhat I Learned Write examples of something learned through classical, operant, and observational learning | âConditioning Project Spend at least 10 days using conditioning principles to break or make a habit.
| |
âStages of Development Pick an age and describe the age along with developmental theories and if you agree or disagree with the theoretical designations | âDevelopmental Toys Assignment Find toys for a child of 6 months, 4 years, and 8 years, then explain theories for the age and why the toys are appropriate. | |
âThinking about Social Psychology Pick one question to respond to out of 4 options | âDesigning a Study in Social Psychology Create a shortened research proposal for a study in social psychology (or one that tests common proverbs).
| |
âPersonality and the Grinch Use two of the theories presented in the text to analyze the Grinch’s personality | âAssessing Personality Take two personality tests then analyze their validity and reliability. âPersonalityâBlirtatiousnessExamine various types of validity and design a new way to test the validity of the Blirt test. | |
âWhat Motivates You? What motivates you to do your schoolwork? | âTheories of Emotion Demonstrate the James-Lange, Cannon-Bard, Schachter-Singer, and cognitive-mediational theories of emotion. âGrowth Mindsets and the Control ConditionTake a deeper look at the Carol Dweck study on mindset and analyze how the results may appear different if the control benchmark varied. | |
âThinking about Industrial/Organizational Psychology Pick a favorite I/O topic or give advice on conducting an interview | â KSAs Assignment Investigate and reflect on KSAs needed for future job. | |
âDiagnosing Disorders Diagnose a fictional character with a psychological disorder | âDisorder At-a-Glance Research one disorder and create an “At-a-Glance” paper about the main points. | |
âThinking about Treatment Choose to respond to one of four questions | âTreating Mental Illness Describe 3 different treatment methods for the fictional character diagnosed for the “Diagnosing Disorders” discussion.
| |
âThoughts on Stress and Happiness Give advice on managing stress or increasing happiness | âTime and Stress Management Pick from three options to do things related to tracking stress and time management.
|
Discussion Grading Rubric
The discussions in the course vary in their requirements and design, but this rubric below may be used and modified to facilitate grading.
Response is superficial, lacking in analysis or critique. Contributes few novel ideas, connections, or applications. | Provides an accurate response to the prompt, but the information delivered is limited or lacking in analysis. | Provides a thoughtful and clear response to the content or question asked. The response includes original thoughts and novel ideas. | __/4 | |
Includes vague or incomplete supporting evidence or fails to back opinion with facts. | Supports opinions with details, though connections may be unclear, not firmly established, or explicit. | Supports response with evidence; makes connections to the course content and/or other experiences. Cites evidence when appropriate. | __/2 | |
Provides brief responses or shows little effort to participate in the learning community. | Responds kindly and builds upon the comments from others, but may lack depth, detail, and/or explanation. | Kindly and thoroughly extend discussions already taking place or poses new possibilities or opinions not previously voiced. Responses are substantive and constructive. | __/4 | |
Total | __/10 |
- Assignments with Solutions. Provided by : Lumen Learning. License : CC BY: Attribution
- Pencil Cup. Authored by : IconfactoryTeam. Provided by : Noun Project. Located at : https://thenounproject.com/term/pencil-cup/628840/ . License : CC BY: Attribution
Employing the Principles of Positive Psychology
“Employing the Principles of Positive Psychology” is a four-page PDF guide that introduces the foundational concepts of positive psychology, focusing on enhancing mental health and well-being by cultivating positive emotions, engagement, relationships, meaning, and accomplishmentsâcollectively known as the PERMA model. This assignment encourages individuals to assess their current status in each of these areas and apply positive psychology principles to foster personal growth, resilience, and happiness. Through reflective exercises and practical strategies, this guide supports the development of a more fulfilling and optimistic approach to life, particularly in the context of recovery and personal development.”
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A step-by-step guide for creating and formatting APA Style student papers
The start of the semester is the perfect time to learn how to create and format APA Style student papers. This article walks through the formatting steps needed to create an APA Style student paper, starting with a basic setup that applies to the entire paper (margins, font, line spacing, paragraph alignment and indentation, and page headers). It then covers formatting for the major sections of a student paper: the title page, the text, tables and figures, and the reference list. Finally, it concludes by describing how to organize student papers and ways to improve their quality and presentation.
The guidelines for student paper setup are described and shown using annotated diagrams in the Student Paper Setup Guide (PDF, 3.40MB) and the A Step-by-Step Guide to APA Style Student Papers webinar . Chapter 1 of the Concise Guide to APA Style and Chapter 2 of the Publication Manual of the American Psychological Association describe the elements, format, and organization for student papers. Tables and figures are covered in Chapter 7 of both books. Information on paper format and tables and figures and a full sample student paper are also available on the APA Style website.
Basic setup
The guidelines for basic setup apply to the entire paper. Perform these steps when you first open your document, and then you do not have to worry about them again while writing your paper. Because these are general aspects of paper formatting, they apply to all APA Style papers, student or professional. Students should always check with their assigning instructor or institution for specific guidelines for their papers, which may be different than or in addition to APA Style guidelines.
Seventh edition APA Style was designed with modern word-processing programs in mind. Most default settings in programs such as Academic Writer, Microsoft Word, and Google Docs already comply with APA Style. This means that, for most paper elements, you do not have to make any changes to the default settings of your word-processing program. However, you may need to make a few adjustments before you begin writing.
Use 1-in. margins on all sides of the page (top, bottom, left, and right). This is usually how papers are automatically set.
Use a legible font. The default font of your word-processing program is acceptable. Many sans serif and serif fonts can be used in APA Style, including 11-point Calibri, 11-point Arial, 12-point Times New Roman, and 11-point Georgia. You can also use other fonts described on the font page of the website.
Line spacing
Double-space the entire paper including the title page, block quotations, and the reference list. This is something you usually must set using the paragraph function of your word-processing program. But once you do, you will not have to change the spacing for the entirety of your paperâjust double-space everything. Do not add blank lines before or after headings. Do not add extra spacing between paragraphs. For paper sections with different line spacing, see the line spacing page.
Paragraph alignment and indentation
Align all paragraphs of text in the body of your paper to the left margin. Leave the right margin ragged. Do not use full justification. Indent the first line of every paragraph of text 0.5-in. using the tab key or the paragraph-formatting function of your word-processing program. For paper sections with different alignment and indentation, see the paragraph alignment and indentation page.
Page numbers
Put a page number in the top right of every page header , including the title page, starting with page number 1. Use the automatic page-numbering function of your word-processing program to insert the page number in the top right corner; do not type the page numbers manually. The page number is the same font and font size as the text of your paper. Student papers do not require a running head on any page, unless specifically requested by the instructor.
Title page setup
Title page elements.
APA Style has two title page formats: student and professional (for details, see title page setup ). Unless instructed otherwise, students should use the student title page format and include the following elements, in the order listed, on the title page:
- Paper title.
- Name of each author (also known as the byline).
- Affiliation for each author.
- Course number and name.
- Instructor name.
- Assignment due date.
- Page number 1 in the top right corner of the page header.
The format for the byline depends on whether the paper has one author, two authors, or three or more authors.
- When the paper has one author, write the name on its own line (e.g., Jasmine C. Hernandez).
- When the paper has two authors, write the names on the same line and separate them with the word âandâ (e.g., Upton J. Wang and Natalia Dominguez).
- When the paper has three or more authors, separate the names with commas and include âandâ before the final authorâs name (e.g., Malia Mohamed, Jaylen T. Brown, and Nia L. Ball).
Students have an academic affiliation, which identities where they studied when the paper was written. Because students working together on a paper are usually in the same class, they will have one shared affiliation. The affiliation consists of the name of the department and the name of the college or university, separated by a comma (e.g., Department of Psychology, George Mason University). The department is that of the course to which the paper is being submitted, which may be different than the department of the studentâs major. Do not include the location unless it is part of the institutionâs name.
Write the course number and name and the instructor name as shown on institutional materials (e.g., the syllabus). The course number and name are often separated by a colon (e.g., PST-4510: History and Systems Psychology). Write the assignment due date in the month, date, and year format used in your country (e.g., Sept. 10, 2020).
Title page line spacing
Double-space the whole title page. Place the paper title three or four lines down from the top of the page. Add an extra double-spaced blank like between the paper title and the byline. Then, list the other title page elements on separate lines, without extra lines in between.
Title page alignment
Center all title page elements (except the right-aligned page number in the header).
Title page font
Write the title page using the same font and font size as the rest of your paper. Bold the paper title. Use standard font (i.e., no bold, no italics) for all other title page elements.
Text elements
Repeat the paper title at the top of the first page of text. Begin the paper with an introduction to provide background on the topic, cite related studies, and contextualize the paper. Use descriptive headings to identify other sections as needed (e.g., Method, Results, Discussion for quantitative research papers). Sections and headings vary depending on the paper type and its complexity. Text can include tables and figures, block quotations, headings, and footnotes.
Text line spacing
Double-space all text, including headings and section labels, paragraphs of text, and block quotations.
Text alignment
Center the paper title on the first line of the text. Indent the first line of all paragraphs 0.5-in.
Left-align the text. Leave the right margin ragged.
Block quotation alignment
Indent the whole block quotation 0.5-in. from the left margin. Double-space the block quotation, the same as other body text. Find more information on the quotations page.
Use the same font throughout the entire paper. Write body text in standard (nonbold, nonitalic) font. Bold only headings and section labels. Use italics sparingly, for instance, to highlight a key term on first use (for more information, see the italics page).
Headings format
For detailed guidance on formatting headings, including headings in the introduction of a paper, see the headings page and the headings in sample papers .
- Alignment: Center Level 1 headings. Left-align Level 2 and Level 3 headings. Indent Level 4 and Level 5 headings like a regular paragraph.
- Font: Boldface all headings. Also italicize Level 3 and Level 5 headings. Create heading styles using your word-processing program (built into AcademicWriter, available for Word via the sample papers on the APA Style website).
Tables and figures setup
Tables and figures are only included in student papers if needed for the assignment. Tables and figures share the same elements and layout. See the website for sample tables and sample figures .
Table elements
Tables include the following four elements:Â
- Body (rows and columns)
- Note (optional if needed to explain elements in the table)
Figure elements
Figures include the following four elements:Â
- Image (chart, graph, etc.)
- Note (optional if needed to explain elements in the figure)
Table line spacing
Double-space the table number and title. Single-, 1.5-, or double-space the table body (adjust as needed for readability). Double-space the table note.
Figure line spacing
Double-space the figure number and title. The default settings for spacing in figure images is usually acceptable (but adjust the spacing as needed for readability). Double-space the figure note.
Table alignment
Left-align the table number and title. Center column headings. Left-align the table itself and left-align the leftmost (stub) column. Center data in the table body if it is short or left-align the data if it is long. Left-align the table note.
Figure alignment
Left-align the figure number and title. Left-align the whole figure image. The default alignment of the program in which you created your figure is usually acceptable for axis titles and data labels. Left-align the figure note.
Bold the table number. Italicize the table title. Use the same font and font size in the table body as the text of your paper. Italicize the word âNoteâ at the start of the table note. Write the note in the same font and font size as the text of your paper.
Figure font
Bold the figure number. Italicize the figure title. Use a sans serif font (e.g., Calibri, Arial) in the figure image in a size between 8 to 14 points. Italicize the word âNoteâ at the start of the figure note. Write the note in the same font and font size as the text of your paper.
Placement of tables and figures
There are two options for the placement of tables and figures in an APA Style paper. The first option is to place all tables and figures on separate pages after the reference list. The second option is to embed each table and figure within the text after its first callout. This guide describes options for the placement of tables and figures embedded in the text. If your instructor requires tables and figures to be placed at the end of the paper, see the table and figure guidelines and the sample professional paper .
Call out (mention) the table or figure in the text before embedding it (e.g., write âsee Figure 1â or âTable 1 presentsâ). You can place the table or figure after the callout either at the bottom of the page, at the top of the next page, or by itself on the next page. Avoid placing tables and figures in the middle of the page.
Embedding at the bottom of the page
Include a callout to the table or figure in the text before that table or figure. Add a blank double-spaced line between the text and the table or figure at the bottom of the page.
Embedding at the top of the page
Include a callout to the table in the text on the previous page before that table or figure. The table or figure then appears at the top of the next page. Add a blank double-spaced line between the end of the table or figure and the text that follows.
Embedding on its own page
Embed long tables or large figures on their own page if needed. The text continues on the next page.
Reference list setup
Reference list elements.
The reference list consists of the âReferencesâ section label and the alphabetical list of references. View reference examples on the APA Style website. Consult Chapter 10 in both the Concise Guide and Publication Manual for even more examples.
Reference list line spacing
Start the reference list at the top of a new page after the text. Double-space the entire reference list (both within and between entries).
Reference list alignment
Center the âReferencesâ label. Apply a hanging indent of 0.5-in. to all reference list entries. Create the hanging indent using your word-processing program; do not manually hit the enter and tab keys.
Reference list font
Bold the âReferencesâ label at the top of the first page of references. Use italics within reference list entries on either the title (e.g., webpages, books, reports) or on the source (e.g., journal articles, edited book chapters).
Final checks
Check page order.
- Start each section on a new page.
- Arrange pages in the following order:
- Title page (page 1).
- Text (starts on page 2).
- Reference list (starts on a new page after the text).
Check headings
- Check that headings accurately reflect the content in each section.
- Start each main section with a Level 1 heading.
- Use Level 2 headings for subsections of the introduction.
- Use the same level of heading for sections of equal importance.
- Avoid having only one subsection within a section (have two or more, or none).
Check assignment instructions
- Remember that instructorsâ guidelines supersede APA Style.
- Students should check their assignment guidelines or rubric for specific content to include in their papers and to make sure they are meeting assignment requirements.
Tips for better writing
- Ask for feedback on your paper from a classmate, writing center tutor, or instructor.
- Budget time to implement suggestions.
- Use spell-check and grammar-check to identify potential errors, and then manually check those flagged.
- Proofread the paper by reading it slowly and carefully aloud to yourself.
- Consult your university writing center if you need extra help.
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Request copies of the APA's Ethical Principles of Psychologists and Code of Conduct from the APA Order Department, 750 First St. NE, Washington, DC 20002-4242, or phone (202) 336-5510. The modifiers used in some of the standards of this Ethics Code (e.g., reasonably, appropriate, potentially) are in-cluded in the standards when they would (1 ...
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The course number and name are often separated by a colon (e.g., PST-4510: History and Systems Psychology). Write the assignment due date in the month, date, and year format used in your country (e.g., Sept. 10, 2020). Title page line spacing. Double-space the whole title page. Place the paper title three or four lines down from the top of the ...
Positive psychology focuses on character strengths and behaviors that allow individuals to build meaningful lives, go beyond merely surviving and live a fulfilling existence. However, positive psychology puts a high premium on deeper meaning and satisfaction, not just fleeting pleasure.
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