Psychology 5

Current Directions in Psychological Science 2015, Vol. 24(5) 374 –378 © The Author(s) 2015 Reprints and permissions: sagepub.com/journalsPermissions.nav DOI: 10.1177/0963721415593725 cdps.sagepub.com

The eyes’ pupils constrict (shrink) in brightness and dilate (expand) in darkness. This is the pupillary light response. The light response has been studied for more than a millennium (Loewenfeld, 1958) but was histori- cally considered a low-level reflex without any cognitive component. However, recent studies have shown that the light response is far more than a reflex, and reveals what you attend to, how you interpret what you see, and even what you think about. Here, we review these recent advances in our understanding of the pupillary light response. In addition, we discuss how changes in pupil size help to find the optimal balance between visual acu- ity (how sharp you can see) and sensitivity (how well you can detect faint stimuli) and are therefore a crucial aspect of how you perceive the world.

The Light Response Reflects Awareness, Interpretation, and Mental Imagery

Cognitive effects on the light response were first shown using binocular rivalry (e.g., Harms, 1937; Naber, Frassle, & Einhauser, 2011). In binocular rivalry, different stimuli are presented to each eye. When the stimuli are too different to be fused into a single percept, visual awareness flips back

and forth between the left and right eye. (You can experi- ence binocular rivalry by looking at your own nose. Although each eye sees your nose from a different angle, you consciously perceive your nose from only one angle.) With respect to the light response, something remarkable happens when images of different brightness are presented to each eye: The pupil constricts when the bright stimulus, relative to the dark stimulus, dominates awareness (see Fig. 1). The light response therefore reflects which stimulus you consciously perceive at a given moment.

Similarly, recent studies have shown that the pupil responds to the perceived brightness of pictures, which is not always the same as their actual brightness (Binda, Pereverzeva, & Murray, 2013b; Laeng & Endestad, 2012; Naber & Nakayama, 2013). For example, a picture of a sun is generally perceived as brighter, and elicits a stron- ger pupillary constriction, than a picture of an indoor scene—even when both pictures are really equally bright. Strikingly, your pupil even constricts when you imagine a bright stimulus, without any visual stimulation (Laeng &

593725CDPXXX10.1177/0963721415593725Mathôt, Van der StigchelPupil Size and Active Vision research-article2015

Corresponding Author: Sebastiaan Mathôt, Aix-Marseille University, CNRS, Laboratoire de Psychologie Cognitive, UMR 7290, 3 Place Victor Hugo, Centre St. Charles, Bâtiment 9, Case D, 13331 Marseille, France E-mail: s.mathot@cogsci.nl

New Light on the Mind’s Eye: The Pupillary Light Response as Active Vision

Sebastiaan Mathôt1 and Stefan Van der Stigchel2 1Laboratoire de Psychologie Cognitive, CNRS, Aix-Marseille University, Marseille, France, and 2Department of Experimental Psychology, Helmholtz Institute, Utrecht University

Abstract The eye’s pupils constrict (shrink) in brightness and dilate (expand) in darkness. The pupillary light response was historically considered a low-level reflex without any cognitive component. Here, we review recent studies that have dramatically changed this view: The light response depends not only on a stimulus’s brightness but also on whether you are aware of the stimulus, whether you are paying attention to it, and even whether you are thinking about it. We highlight the link between the pupillary light response and eye-movement preparation: When you intend to look at a bright stimulus, a pupillary constriction is prepared along with the eye movement before the eyes set in motion. This preparation allows the pupil to rapidly change its size as your eyes move from bright to dark objects and back again. We discuss the implications of these recent advances for our understanding of the subtle yet important role that pupillary responses play in vision.

Keywords pupil size, eye movements, visual perception, arousal

 

 

Pupil Size and Active Vision 375

Sulutvedt, 2014). Together, these studies show that the light response is not driven solely by the amount of light that enters the eye but is related to high-level vision and even mental imagery.

The Light Response Reflects Visual Attention

You always see multiple objects. While you work on your computer, you look at your screen but, from the corner of your eye, might also see your keyboard and cup of coffee. You do not fully process everything you see, but selectively attend to only a few objects at a time. If you attend to an object, you respond to it more quickly, and perceive it more clearly (Carrasco, 2011). A crucial ques- tion is whether attention affects vision even at the earliest possible stage: as light enters the eye through the pupil.

The effect of attention on the pupillary light response was recently tested in several studies (Binda, Pereverzeva, & Murray, 2013a; Mathôt, van der Linden, Grainger, & Vitu, 2013; Naber, Alvarez, & Nakayama, 2013). In one of

our experiments, participants looked at the center of a display that was divided into a bright and a dark half (Fig. 2a; Mathôt et  al., 2013). Participants identified a target stimulus that could appear on either side of the screen, on the bright or the dark background. We used a staircase procedure to ensure that there was no differ- ence in how easily the target could be identified on a dark or a bright background. Just before the target stim- ulus appeared, a cue (a voice saying “left” or “right”) indicated the probable location of the target. Participants used this information to anticipate the location of the target and shifted their attention to the cued side of the screen while keeping their eyes on the display center (i.e., covert attention).

Figure 2d shows the results of this experiment. First, overall pupil size increased over time, regardless of the brightness of the attended side. This was related to the effort that participants invested in the task, which affects pupil size in a way that is more or less independent of the light response (reviewed in Beatty, 1982; Goldwater, 1972; Laeng, Sirois, & Gredebäck, 2012). More impor- tantly, when participants attended to the bright side of the screen (orange line), their pupils constricted relative to when they attended to the dark side (blue line). This difference arose about 0.6 seconds after the cue was presented.

This experiment showed that your pupils adjust to an object if you attend to it, even if you do not look at it directly. This is important, because elements in a visual scene can differ strongly in brightness: Your keyboard might be dark, whereas your monitor might be bright. While looking at your monitor, you may covertly (i.e., without moving your eyes) attend to your keyboard to localize your fingers. As we will describe later in this review, perception benefits from an optimal pupil size, so if you attended to the keyboard with a pupil size that was tuned to the brightness of the monitor, this would result in suboptimal perception. Therefore, even though the benefit is presumably small, a link between the pupillary light response and visual attention is beneficial.

In the experiment described above, participants shifted their attention voluntarily. But attention can also be drawn involuntary toward a location. Such reflexive shifts of attention are typically studied by presenting a salient cue, such as a sudden movement, in your visual periph- ery (Fig. 2b). Even when this cue is irrelevant for the task, it still captures attention.

We recently showed that the pupillary light response is also affected by reflexive shifts of attention in the absence of eye movements (Mathôt, Dalmaijer, Grainger, & Van der Stigchel, 2014). As shown in Figure 2e, partici- pants’ pupils first constricted when the cue was pre- sented on a bright background (orange line), relative to a dark (blue line) background, but relatively dilated for longer intervals after cue presentation (i.e., the pupil- size difference, indicated in green, switched from

From Dark to Bright

From Bright to Dark

Time Since Reported Switch (s)

Pu pi

l S iz

e (z

s co

re )

2–2 0

0.0

0.2

–0.2

0.0

0.2

–0.2

Pupil-Size Difference

Fig. 1. The effect of visual awareness on the pupillary light response in a binocular rivalry experiment (Naber, Frassle, & Einhauser, 2011). When awareness switches from a dark stimulus (presented to one eye) to a bright stimulus (presented to the other eye), the pupil constricts (orange line). Conversely, when awareness switches from a bright to a dark stimulus, the pupil dilates (blue line). On the x axis, 0 seconds corresponds to the moment that the participant indicates that his or her awareness has switched. Error bands indicate standard errors.

 

 

376 Mathôt, Van der Stigchel

positive to negative). The early constriction reflects a rapid reflexive shift of attention to the cued location, whereas the later dilation reflects a phenomenon called inhibition of return. In a behavioral response-time task, inhibition of return refers to the finding that responses are slower when a target is presented at a cued location, relative to an uncued location, for long intervals between the cue and the target. This is likely a “been there, done that” mechanism that prevents attention from being drawn to the same location over and over again. Interestingly, participants who showed strong pupillary inhibition (i.e., the negative pupil-size difference in Fig.  2e) also showed strong inhibition of return (i.e., slowed responses to targets that appeared on the cued side of the screen).

Attention may be drawn not only to locations but also to features such as color and shape. For instance, while approaching a bookshelf looking for a specific red book,

you can attend to the red books only. Binda, Pereverzeva, and Murray (2014) showed that pupil size is also an index of feature-based attention. In their experiment, two sets of dots (one bright, one dark) were presented at the same location (Fig. 2c). Participants could therefore select the cued set of dots only on the basis of its brightness. Crucially, the pupil constricted when the bright dots, rela- tive to the dark dots, were attended. This shows that the pupil is not only an index of spatial attention but a proxy for various forms of selective attention: Whatever visual information is important (be it feature or location) will be echoed by the pupil.

The Light Response Reflects Eye- Movement Preparation

In the experiments described above, participants did not move their eyes. This is artificial, because in daily life you

Voluntary-Attention Results

Time Since Cue Onset (s)

Attend to DarkAttend to Bright

Pu pi

l S iz

e (n

or m

al iz

ed r

el at

iv e

to p

re -c

ue b

as el

in e)

Pupil-Size Difference

0.5

1.08

1.04

1.00

1 1.5 10 0 0.5 1.5 2

0.0 0.2

–0.2

Reflexive-Attention Results d e

Reflexive-Attention Experiment

Feature-Based Attention Experiment

“Attend White Dots”

“Attend Black Dots”

Voluntary-Attention Experiment

“Attend to Right”

“Attend to Left”

a b c

Fig. 2. The effect of covert visual attention on the pupillary light response. Panel (a) shows an example of a voluntary- attention experiment in which participants direct their attention to the left or right side of the screen based on an auditory cue (cf. Mathôt, van der Linden, Grainger, & Vitu, 2013). Panel (b) shows an example of a reflexive-attention experiment in which attention is drawn to the left or right by a sudden movement (cf. Mathôt, Dalmaijer, Grainger, & Van der Stigchel, 2014). Panel (c) shows an example of a feature-based-attention experiment in which participants attend to one of two intermingled sets of dots (cf. Binda et al., 2014b). The pupil is larger when attention is voluntarily directed at a dark (blue), relative to a bright (orange), surface (d; Mathôt et al., 2013). After a reflexive shift of attention, the pattern is initially similar (i.e., a larger pupil when attending to a dark surface) but inverses after about 1 second, corresponding to inhibition of return (e; Mathôt et al., 2014). Error bands correspond to 95% confidence intervals.

 

 

Pupil Size and Active Vision 377

usually look directly at what you attend to. Therefore, numerous researchers have proposed that attention and eye movements are linked (Rizzolatti, Riggio, Dascola, & Umiltá, 1987): Whenever you shift your attention, you also prepare an eye movement to the attended location. To come back to our daily-life example: When you look at your monitor but want to localize your fingers, you quickly make an eye movement to the keyboard. Before this eye movement is executed, attention has already shifted to the end point of the eye movement. However, the to-be-fixated object (the keyboard) might have a dif- ferent brightness than the currently fixated object (the screen). An important question is whether the pupil pre- pares for this change in brightness. We recently showed that this is indeed the case: When you prepare an eye movement toward a bright object, a pupillary constriction is prepared along with the eye movement itself, before the bright object has been fixated (Mathôt, van der Linden, Grainger, & Vitu, 2015). This is useful, because it reduces the effective latency of the light response, which is long (approximately 0.25 s). This way, preparation allows the pupil to track the rapid changes in visual input that occur as your eyes shift from dark to bright objects and back again.

A Balance Between Visual Acuity and Sensitivity

Although the light response is the primary determinant of pupil size, the pupil also dilates in response to arousal in a way that is independent of the light response. Here, we use “arousal” in its broadest sense, sometimes described as “the intensity dimension of thought” ( Just & Carpenter, 1993). In general, anything that increases arousal also elicits a pupillary dilation: sexy pictures, mental arithme- tic, keeping something in working memory, effortful lis- tening, etcetera (reviewed in Beatty, 1982; Goldwater, 1972; Laeng et al., 2012). Irene Loewenfeld, one of pupil- lometry’s pioneers, aptly summarized that “man may either blush or turn pale . . . but his pupils always dilate” (1958, p. 237).

But why does the pupil respond to arousal and light in this way? The same pupillary responses are found across many vertebrate species and have even evolved indepen- dently in squids and octopuses (Douglas, Williamson, & Wagner, 2005), strongly suggesting that they serve an important function. Although there is no definite answer, there are several credible hypotheses that each explain one aspect of the pupillary response. Below, we synthe- size these hypotheses to provide a comprehensive under- standing of the important role that pupillary responses play in vision.

One function of the light response is to find a balance between visual acuity (how sharp you can see) and sen- sitivity (how well you can detect faint stimuli). The eye’s

lens is imperfect and distorts light in ways that reduce acuity. The severity of these distortions depends on pupil size: the smaller the pupil, the sharper the image (Campbell & Gregory, 1960). Another benefit of a small pupil is that it sees sharply across a wide range of dis- tances (i.e., increased depth of field). However, a small pupil also has disadvantages: It does not capture much light, which leads to reduced sensitivity, and provides a slightly reduced field of view. Crucially, the optimal size of the pupil depends on how much light is available. In darkness, vision is limited by the scarcity of light, and the pupil therefore dilates to capture more light. In bright- ness, light is abundant, and the pupil therefore constricts to obtain the sharpest image. Plausibly, cognitive effects on the pupillary light response may serve to optimize pupil size specifically for objects that you attend to, or prepare an eye movement toward.

But why does arousal trigger a pupillary dilation, apparently perturbing the balance between visual acuity and sensitivity? This may be related to Aston-Jones and Cohen’s (2005) proposal that there are two modes of behavior, exploitation and exploration, that are linked to pupil size. During exploitation, arousal is low (compared to exploration), and you are focused on one task, such as reading a book, that requires fine visual discrimination. In this mode, visual acuity is more important than sensi- tivity, and the pupil therefore constricts. During explora- tion, arousal is high, and you are in a vigilant state, ready to detect mates, predators, and other things that require immediate action. In this mode, visual sensitivity is more important than acuity, and the pupil therefore dilates. Pupil dilation in the absence of light changes may thus reflect a shift from exploitation to exploration mode, and a concomitant shift in the optimal balance between visual acuity and sensitivity.

Taken Together . . .

. . . it is clear that the pupillary light response is far more than the low-level reflex that it was historically thought to be. The extent to which a bright stimulus triggers a pupil- lary constriction depends on many cognitive factors: visual awareness (are you consciously aware of the stim- ulus?), interpretation (how bright does the stimulus sub- jectively appear?), and visual attention (are you paying attention to the stimulus?). We have emphasized the link between pupillary responses and eye-movement prepa- ration: When you prepare to look at a bright stimulus, a pupillary constriction is prepared along with the eye movement itself. Preparation allows the pupil to rapidly adjust its size, as your eyes shift from dark to bright objects and back again.

We have highlighted the important role that pupillary responses play in vision. The pupillary response to light balances visual sensitivity, which is highest for large

 

 

378 Mathôt, Van der Stigchel

pupils, and acuity, which is highest for small pupils (Campbell & Gregory, 1960; see Woodhouse & Campbell, 1975, for other functions). The function of pupillary dila- tion in response to arousal is less clear but may be under- stood in the same way: Arousing situations are generally those that require enhanced visual sensitivity, and the pupil therefore dilates when aroused. In summary, the pupillary light response reflects mental state in exquisite detail. It is truly a mind’s eye.

Recommended Reading

Binda, P., Pereverzeva, M., & Murray, S. O. (2013a). (See References). Shows that the pupillary light response is affected by covert visual attention.

Laeng, B., Sirois, S., & Gredebäck, G. (2012). (See References). A review of recent advances in pupillometry that focuses mostly on pupillary dilation and arousal, and is therefore a useful complement to our review, which focuses mostly on the light response.

Loewenfeld, I. E. (1958). (See References). A classic but remark- ably current review of pupillary responses.

Mathôt, S., van der Linden, L., Grainger, J., & Vitu, F. (2015). (See References). Shows that the pupillary light response is linked to eye-movement preparation.

Naber, M., Alvarez, G. A., & Nakayama, K. (2011). (See References). A study using binocular rivalry to show that the pupillary light response is linked to visual awareness (see also Fig. 1 in this review).

Declaration of Conflicting Interests

The authors declared that they had no conflicts of interest with respect to their authorship or the publication of this article.

Funding

The research leading to these results has received funding from the People Programme (Marie Curie Actions) of the European Union’s Seventh Framework Programme (FP7/2007-2013) under Research Executive Agency Grant Agreement n° 622738 awarded to S. Mathôt. In addition, this research was funded by Vidi Grant 452-13-008 from the Netherlands Organization for Scientific Research to S. Van der Stigchel.

References

Aston-Jones, G., & Cohen, J. D. (2005). An integrative theory of locus coeruleus-norepinephrine function: Adaptive gain and optimal performance. Annual Reviews Neuroscience, 28, 403–450. doi:10.1146/annurev.neuro.28.061604.135709

Beatty, J. (1982). Task-evoked pupillary responses, process- ing load, and the structure of processing resources. Psychological Bulletin, 91, 276–292. doi:10.1037/0033- 2909.91.2.276

Binda, P., Pereverzeva, M., & Murray, S. O. (2013a). Attention to bright surfaces enhances the pupillary light reflex. Journal of Neuroscience, 33, 2199–2204. doi:10.1523/ JNEUROSCI.3440-12.2013

Binda, P., Pereverzeva, M., & Murray, S. O. (2013b). Pupil constrictions to photographs of the sun. Journal of Vision, 13(6), Article 8. doi:10.1167/13.6.8

Binda, P., Pereverzeva, M., & Murray, S. O. (2014). Pupil size reflects the focus of feature-based attention. Journal of Neurophysiology, 112, 3046–3052. doi:10.1152/jn.00502.2014

Campbell, F. W., & Gregory, A. H. (1960). Effect of size of pupil on visual acuity. Nature, 4743, 1121–1123. doi:10.1038/1871121c0

Carrasco, M. (2011). Visual attention. Vision Research, 51, 1484–1525. doi:10.1016/j.visres.2011.04.012

Douglas, R. H., Williamson, R., & Wagner, H.-J. (2005). The pupillary response of cephalopods. Journal of Experimental Biology, 208, 261–265. doi:10.1242/jeb.01395

Goldwater, B. C. (1972). Psychological significance of pupil- lary movements. Psychological Bulletin, 77, 340–355. doi:10.1037/h0032456

Harms, H. (1937). Ort und Wesen der Bildhemmung bei Schielenden. Graefe’s Archive for Clinical and Experimental Ophthalmology, 138(1), 149–210. doi:10.1007/BF01854538

Just, M. A., & Carpenter, P. A. (1993). The intensity dimension of thought: Pupillometric indices of sentence processing. Canadian Journal of Experimental Psychology, 47, 310– 339. doi:10.1037/h0078820

Laeng, B., & Endestad, T. (2012). Bright illusions reduce the eye’s pupil. Proceedings of the National Academy of Sciences, USA, 109, 2162–2167. doi:10.1073/pnas.1118298109

Laeng, B., Sirois, S., & Gredebäck, G. (2012). Pupillometry: A window to the preconscious? Perspectives on Psychological Science, 7(1), 18–27. doi:10.1177/1745691611427305

Laeng, B., & Sulutvedt, U. (2014). The eye pupil adjusts to imaginary light. Psychological Science, 25, 188–197. doi:10.1177/0956797613503556

Loewenfeld, I. E. (1958). Mechanisms of reflex dilatation of the pupil. Documenta Ophthalmologica, 12(1), 185–448. doi:10.1007/BF00913471

Mathôt, S., Dalmaijer, E., Grainger, J., & Van der Stigchel, S. (2014). The pupillary light response reflects exogenous attention and inhibition of return. Journal of Vision, 14(14), Article 7. doi:10.1167/14.14.7

Mathôt, S., van der Linden, L., Grainger, J., & Vitu, F. (2013). The pupillary response to light reflects the focus of covert visual attention. PLoS ONE, 8(10), e78168. doi:10.1371/journal .pone.0078168

Mathôt, S., van der Linden, L., Grainger, J., & Vitu, F. (2015). The pupillary light response reflects eye-movement preparation. Journal of Experimental Psychology: Human Perception and Performance, 41, 28–35. doi:10.1037/a0038653

Naber, M., Alvarez, G. A., & Nakayama, K. (2013). Tracking the allocation of attention using human pupillary oscillations. Frontiers in Psychology, 4(919). doi:10.3389/fpsyg.2013.00919

Naber, M., Frassle, S., & Einhauser, W. (2011). Perceptual rivalry: Reflexes reveal the gradual nature of visual awareness. PLoS ONE, 6(6), e20910. doi:10.1371/journal.pone.0020910

Naber, M., & Nakayama, K. (2013). Pupil responses to high- level image content. Journal of Vision, 13(6), Article 7. doi:10.1167/13.6.7

Rizzolatti, G., Riggio, L., Dascola, I., & Umiltá, C. (1987). Reorienting attention across the horizontal and vertical meridians: Evidence in favor of a premotor theory of attention. Neuropsychologia, 25(1A), 31–40. doi:10.1016/0028-3932(87)90041-8

Woodhouse, J. M., & Campbell, F. W. (1975). The role of the pupil light reflex in aiding adaptation to the dark. Vision Research, 15, 649–653. doi:10.1016/0042-6989(75)90279-5

Investigate Socializing Messages In Children’s Birthday Cards!

 

2 Pages due Saturday 10 am

You are going to investigate socializing messages in children’s birthday cards! Look at the two sets of children’s cards below. Sociologically analyze these cards, thinking carefully about gender and race socialization. You should mention all of the six cards in your paper and use the concepts from chapter 3  to argue your points. Hint: pages 80 – 84 of the textbook will prove especially helpful.

Your paper should be 2-3 pages double spaced in length with 1″ standard margins and standard font such as Times New Roman.  Please either upload a word document or cut and paste your paper into the text entry window.

“GIRL” CARDS:

CARD 1:

Screen Shot 2021-02-08 at 2.09.50 PM.png

CARD 2

Screen Shot 2021-02-08 at 2.10.01 PM.png

CARD 3:

Screen Shot 2021-02-08 at 2.10.16 PM.png

“BOY” CARDS:

CARD 4:

Screen Shot 2021-02-08 at 2.10.27 PM.png

CARD 5:

Screen Shot 2021-02-08 at 2.10.39 PM.png

CARD 6:

Screen Shot 2021-02-08 at 2.10.54 PM.png

For the Ebook Click on the below link:

https://digital.wwnorton.com/essentialsofsoc7 (Links to an external site.)

Select the E-Book option:
Username: kolot0075@gmail.com
Password: Kolo12041052
Use the free trial for now.

Rubric

SOC101 Model Course Assignment RubricSOC101 Model Course Assignment RubricCriteriaRatingsPtsThis criterion is linked to a Learning OutcomeIntroductionIf applicable, the introduction does not have to be very long, but there should be some evidence of an introduction. If not applicable simply award the 5 points.5 ptsFull Marks/ExcellentIntroduction refers specifically to the reading, addresses the questions directly, and has a clear thesis statement.4 ptsGoodIntroduction refers specifically to the reading, addresses the questions, and has a clear thesis statement.3 ptsFairIntroduction makes some reference to the reading, attempts to address the questions, and has a fairly clear thesis statement2 ptsPoorIntroduction makes little reference to the reading, poorly addresses the questions, and has an unclear thesis statement.0 ptsNo MarksNo introduction5 pts
This criterion is linked to a Learning OutcomeArgumentHow well does the student argue and answer the question in the main body of the text. Note: examples and use of concepts are graded as a separate criteria as is spelling, punctuation and grammar.40 ptsFull Marks/ExcellentBody paragraphs contain clear topic sentences, support the thesis, and are exceptionally well-organized. Language is precise and well-chosen; sentences are rich and varied.32 ptsGoodBody paragraphs have topic sentences, support the thesis, and are fairly organized. Language is well chosen; sentences are varied.28 ptsFairBody paragraphs support the thesis, attempt to address the topic, and are fairly organized. Language is fair; some sentence variety.24 ptsPoorBody paragraphs do not sufficiently support the thesis and are not organized. Language is poor, little sentence variety.0 ptsNo MarksNo argument OR no relevant argument40 pts
This criterion is linked to a Learning OutcomeMastery of Sociology ConceptsHow well does the student demonstrate understanding of the relevant sociological concepts from the course you would expect to see in the answer.40 ptsFull Marks/ExcellentNumerous examples are given that are specific, sufficient, and significant; they are clearly explained and connected directly to the thesis.32 ptsGoodTwo or more sociological concepts and examples are given which are specific, sufficient, and reasonably well explained; they support the thesis.28 ptsFairVague examples are given and were not fully developed. Explanations of sociological concepts are fair and/or insufficient; they provide some support to the thesis.24 ptsPoorLow number of examples OR unclear examples. Examples and explanations of concepts are unclear and insufficient; they provide little support to the thesis.0 ptsNo MarksNo sociological concepts are used OR all the sociological concepts are used incorrectly40 pts
This criterion is linked to a Learning OutcomeConclusionIf applicable, the conclusion does not have to be very long, but there should be some evidence of an conclusion. If not applicable, simply award the 5 points.5 ptsFull Marks/ExcellentConclusion clearly restates the thesis, reinforces the major points and makes a broader statement about the topic.4 ptsGoodConclusion sums up the thesis and reinforces it well.3 ptsFairConclusion does not fully sum up or reinforce the thesis.2 ptsPoorConclusion sums up the thesis poorly with little reinforcement.0 ptsNo MarksNo introduction5 pts
This criterion is linked to a Learning OutcomeSpelling, Grammar and PunctuationHow well does the student write?10 ptsFull Marks/ExcellentSpelling, grammar, and punctuation are accurate and nearly perfect.8 ptsGoodSpelling, grammar, and punctuation are mostly accurate with few errors.7 ptsFairSpelling, grammar, and punctuation are fair with some obvious errors.6 ptsPoorSpelling, grammar, and punctuation are poor with frequent errors.0 ptsNo Marks10 pts

Adolescents And Pornography By Peter And Valkenburg

  1. Read the above review article on Adolescents and Pornography by Peter and Valkenburg then answer the following prompts in around 1.5-2 pages total
    -Who did they find was the typical pornography user? Does that mean they are the only people who use porn?
    -What did the authors say about who the typical porn user would be if a culture normalized pornography?
    -What did the authors have to say about gender-stereotypical beliefs related to pornography?
    -How was porn use related to sexual behavior?
    -Were all the findings they reviewed consistent, why or why not, and what did they suggest as a result?

Unit5PeerResp2QDA

Unit5DiscPeerResp2QDA

Response Guidelines

Provide a substantive contribution that advances the discussion in a meaningful way by identifying strengths of the posting, challenging assumptions, and asking clarifying questions. Your response is expected to reference the assigned readings, as well as other theoretical, empirical, or professional literature to support your views and writings. Reference your sources using standard APA guidelines. Review the Participation Guidelines section of the Discussion Participation Scoring Guide to gain an understanding of what is required in a substantive response.

Peer 1 Response: Cait

Anderson & Bushman (2001) conducted the meta-analysis, Effects of Violent Video Games On Aggressive Behavior, Aggressive Cognition, Aggressive Affect, Physiological Arousal, and Prosocial Behavior: A Meta-Analytic Review of the Scientific Literature, which determined that there was a correlation between playing video games and aggressive behaviors. In a set of 21 controlled experimental studies, Anderson & Bushman (2001) concluded that there was a correlation between playing video games (x) and engaging in the aggressive behavior (y). Table 1 determined that aggressive behavior was measured at r= .19, therefore concluding that the correlation was statistically significant due to a large number of participants that were involved in the research study. Aggressive behavior in conjunction with playing violent video games was tested with 3,033 participants. If there was a smaller sample size (in this case, less than 3,033 participants), the correlation r=.19 may not have been as large or as significant. This result also yielded significant results because r=.19 is positive, rather than negative. In Table 1 it can also be determined that the results displayed significant results because of the homogeneity test. The homogeneity test determined an outcome of x2(32)  23.25, p > .05 (Anderson & Bushman, 2001). It was measured that the p score was 23.25, compared to the normal value used by SPSS and researchers, which is .05. Because the p-value was larger than .05, it yielded significant results for this research study. If the p-value was smaller than .05, it would not hold the same level of significance.

Reference

Anderson, C. A., & Bushman, B. J. (2001). Effects of violent video games on aggressive behavior, aggressive cognition, aggressive affect, physiological arousal, and prosocial behavior: A meta-analytic review of the scientific literature. Psychological Science, 12(5), 353–359.

Peer 2 Response: Teddick

A meta-analysis (Anderson & Bushman, 2001) reported that the average correlation between time spent playing video games (X) and engaging in aggressive behavior (Y) in a set of 21 well-controlled experimental studies was .19. This correlation was judged to be statistically significant. In your own words, what can you say about the nature of the relationship?

Warner (2013) explained that in a result of .19 will fall among the small (r<.10) and the medium (r<.30) and in less than the large (r<.50). This is an indicator that there is a compelling association, but this does not mean there is a causation between aggressive behavior and video games. Because of the insufficient information provided, we must consider every factor that contributes to the research, for example age of the gamer, time spent playing, time spent watching movies of violence, how much the parents are involved in their child’s life, if that person is involved with the wrong group of individuals, their surrounding neighborhood, and even their social and academic intellect. However, there still is a relationship of correlation on the meta-analysis, but does not necessarily means a causation. The meta-analysis shows a significant association on aggressive behavior being affected by playing violent video games, but does not prove or show that it causes the behavior. If anything it does encourage parents to look for more age appropriate video games and limit the access of violent-themed games for their kids (Anderson, C. & Bushman, B., 2001).

References:

Anderson, C. A., & Bushman, B. J. (2001). Effects of violent video games on aggressive behavior, aggressive cognition, aggressive affect, physiological arousal, and prosocial behavior: A meta-analytic review of the scientific literature. Psychological Science, 12(5), 353–359.

Warner, R. M. (2013). Applied Statistics: From Bivariate Through Multivariate Techniques (2nd ed.). Sage Publications.

Integration Paper Instructions

PSYC 420

Integration Paper Instructions

 

Description: This paper is the capstone project of the course, and it will describe your approach to the relationship between psychology and Christianity. You will classify your approach and note the strengths (3) and limitations (3) of your view as well as reflect on different factors that led to your position.

 

Purpose: This course has presented several models of the relationship between Christian faith and the discipline of psychology. Your view of the relationship between psychology and Christian faith will guide your practice of psychology, both professionally and personally. This paper provides an explicit avenue for you to articulate a coherent view of the relationship between psychology and Christianity.

 

Details:

1. Papers will be graded on the quality of thinking, defense, organization, clarity, and grammar…not on whether you agree with the instructor’s position.

2. Begin with an introductory paragraph that describes the importance of examining the relationship between psychology and Christianity. The last sentence of the introduction must be your thesis statement that guides the rest of your paper.

· Example: Upon consideration of the evidence from various disciplines of study, it seems like the (model chosen) best captures the relationship between psychological science and Christian faith.

3. In writing about your position (you will need to classify your approach), be sure to touch on the following (and remember to cite Entwistle when you use his ideas):

· What methods of knowing are appropriate for Christians and why (this will actually help you classify your approach);

· A thorough description of the model and how it views the relationship between psychology and Christianity;

· How your model views the two books concept;

· Strengths of the model (at least three);

· Limitations of the model (at least three); be sure to include critiques offered by those who hold other positions; and

· Remember to use transition statements as you move from one main idea to the next.

4. End with a conclusion.

5. Avoid using 1st person.

· Instead of saying “I think Christians should embrace psychology,” say “Christians should embrace psychology.”

· Instead of saying “My view corresponds with the Colonialist position,” say “The Colonialist position seems ….”

6. The instructor will not proofread papers, but it is acceptable for a friend to proofread for clarity, grammar, and spelling.

7. If you need assistance, contact The Online Writing Center.

 

Paper format:

· Paper text must be 5 pages, excluding references, title page, and abstract.

· Times New Roman, 12 point font, 1” margins.

· Sections:

· Title page

· Abstract on separate page, mentioning thesis and summary of the paper. To get the maximum points, be sure to clearly mention the thesis and provide a summary of the main ideas and conclusions. Tip: It is often easier to write your abstract at the end of your paper.

· Body (5 pages): See above; must use APA headings

· References:

· Make sure to use current APA format.

· Do not assume that the format presented by the Jerry Falwell Library search engine is correct.

· Be sure to cite Entwistle and the Bible (but remember that the Bible does not appear in the References section).

· Check the current APA style manual for details.

· You must use Microsoft Word.

· Submit your paper to SafeAssign in Blackboard.

 

Submit your Integration Paper by 11:59 p.m. (ET) on Monday of Module/Week 7.

Page 1 of 2

PowerPoint Of Personal Identity

Details:
Part 1: Personal Identity Collage

Based on the A-B-C Dimensions of Personal Identity, on one PowerPoint slide create a collage that exemplifies the three dimensions of your personal identity through photographs, graphics, and images of artifacts. Do not include any photographs of yourself.

Part 2: A-B-C Dimensions of Personal Identity

Discuss how your images exemplify the three dimensions of your personal identity in a 200-250 word rationale that defends your choices for each dimension consistent with
Arredondo’s theories and definitions.

Part 3: Personal Identity: Effect on the Classroom

Write a 200-250 word summary that discusses personal identity and the implications for a diverse classroom.  For example, based on your findings, how will your personal identity affect your classroom culture, religion, expectations, relationships, verbal and non-verbal communication, class materials, and assignments? Include both challenges and opportunities.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

2 Assignments

Sigmund Freud Case Study

QUESTIONS

1. Does the Freudian perspective indicate that Steve’s relationships with women are internally or externally motivated?

 

2. According to Freud, which state of consciousness is most involved in controlling Steve’s behavior?

 

3. Which component (id, ego, superego) of the personality structure is most involved in determining Steve’s behavior? Give an example(s) to support your answer.

 

4. At which stage of psychosexual development is Steve most likely fixated? Give an example(s) to support your answer.

 

CASE STUDY

Steve is sitting at a restaurant table waiting for his date to come bac from the restroom, As he waits, he imagines what the rest of the evening will be like. The restaurant they are eating at is one of those little Italian places with red-and-white checkered tablecloths and candles in Chianti bottles. A violin player strolls around the tables playing romantic music. Steve considers that these types of restaurants always work well for him. His date would be charmed by the atmosphere and begin to feel romantic. This would allow Steve to make his move, and typically, he and his date would end up at either his apartment or hers for a night of great sex.

Steve is 38, of Italian-American descent, and single: a bachelor by choice, but his friends worry about his happiness. They wonder if Steve is unable to form a long-term relationship, that he has a fear of commitment and an addiction to sex and the passion that marks the beginning of relationships. They also wonder whether Steve’s strained relationship with his mother is at least partly to blame for his behavior. Steve’s mother, while caring for his physical needs, was not openly affectionate and did not give Steve the demonstrative affection and loving interaction he craved. They wonder if his anger toward her and her negligent behavior toward Steve is being manifested as anger toward women in general.

Steve has been a flirt ever since puberty. In high school, he had a reputation for insincerity. Girls were attracted to him; he was handsome and spent a lot of time and money on his appearance. Unbeknownst to his friends, however, Steve secretly feared that he was unattractive, so he did what he could to improve his looks.

The girls he asked out always had a good time on their dates, but it soon became known that he would always pressure his dates for sex and, in many cases, tell them that he loved them to convince them to have sex. He was also rumored to have made one girl pregnant and then claimed that it was not his child. To his close male friends, he said that she was not going to tie him down, that “there were too many women and not enough time.” This pattern of relationships continued during college. He would date women, have sex with them a few times, and then break off the relationship. He estimated that by the time he was 21, he had sex with about eight dozen women. He bragged about this among his male friends.

After college, and through the present time, Steve also continued to form relationships with women that were based on sexual attraction and nothing more substantial. One by one, he watched his male friends settle down and commit to one woman. Every time this happened, he would express astonishment and disbelief, stating that his friends were being duped and that no one would make him live with one woman for the rest of his life. When women agreed to go out with him or go to bed with him, Steve felt attractive, and no one was going to take that away from him. In fact, Steve secretly feared that no woman would find him attractive enough to marry. He believed that these women went out with him initially to get a free meal and would soon want to break up with him when someone better came around. So, he broke up with them first.

His friends believed that Steve’s latest sexual interest, Diane, would be the one he would marry. She seemed to be all that any man could hope for. She was pretty, smart, caring, and had a good sense of humor. Steve had been dating her for a longer time than he typically dated women, and his friends thought that he was finally growing up and settling down. As it turns out, the relationship lasted longer than usual because she was reluctant to have sex with him. She finally did after a couple of months when she was convinced that Steve really loved her and was not just using her for sex. Unfortunately, Diane should have trusted her initial instincts. Steve broke up with her after they had sex on three different occasions.

His present date was a woman he met at the gym where he worked out. She was very attractive, with a great body. He used to date women he met at work, but after someone accused him of sexual harassment, he decided to no longer date women from work. He was angered by the specific accusation and the hype associated with sexual harassment in general. A man just couldn’t follow his instincts anymore without the possibility of losing his job. At least he could still meet women at other places.

Behaviorism And Neobehaviorism

· Identify one Russian or American Behaviorist or Neobehaviorist psychologist from this unit’s assigned readings.

· Analyze and summarize the individual’s major contributions to scientific or psychological thought.

· Explain how the individual’s ideas adhere to associationism, comparative psychology, objective psychology, physiological psychology, classical conditioning, behaviorism, neobehaviorism, materialism, hereditarism, environmentalism, purposive behaviorism, operationism, hypothetico-deductive system, applied behavior analysis, or radical behaviorism system of thought.

Assignment 2 Due Thursday 25 by Midnight CST

Each student will locate and read a peer-reviewed journal article found in the Park McAfee Online Library and published within the past five years that relates to the main points found in this unit’s assigned chapters.
Each student will summarize the article and provide the URL link to where it is located; identify any relationship between the research article and the main points of the assigned chapters; and discuss how it relates to any main point(s) in this unit’s assigned chapters. Article abstracts are not sufficient for analysis of relationships between the article and the assigned readings historical ideas main points. You must read the entire article to come to your conclusions.

Assignment 3 Due Thursday 25 by Midnight CST

Each student will write a research paper that discusses the development of scientific thought starting with the writings of the ancient Greek philosophers.
The student will move forward while critically analyzing: Modern Science, Empiricism, Sensationalism, Positivism, Rationalism, Romanticism, Existentialism, Physiology, Experimental Psychology, Voluntarism, Structuralism, Evolution, Functionalism, Behaviorism, Neobehaviorism, Gestalt Psychology, Psychoanalysis, & Humanism (19 categories).
The student will then discuss how the traditional schools and systems of psychology have influenced contemporary psychology and in turn affect the application of treatment.
The student also needs to address the ethics and values that have developed with the philosophical thought of human behavior.
The student will look at the role that contemporary psychology plays in different cutltures.
This paper will need to be written in APA style and will need at least 14 references from professional journals. Other references can be obtained from the internet or other means. This paper will be worth up to 200 points. The minimum word count required for the Core Assessment paper is 2700 words.

Paper Must: Differences and similarities between 3 or more schools or systems of psychology were outlined in comparison to the literature. Paper contains 15 or more references from the literature. The references were consistent with the topic being examined in the research paper.

The student identified how 3 or more schools and systems of psychology influenced contemporary psychology and the application of the arguable claim. The student addressed how ethics and values developed and how cultures impacted each school or system of psychology.

Differences and similarities between 3 or more schools or systems of psychology were outlined in comparison to the literature.

Psychology Paper

Each student will identify a movie or television show that you believe relates to one or more of the topics of we have studied this semester, and write a paper (approximately 5-8 pages) analyzing the themes related to the psychology of women explored within the show. The student will identify the movie/TV show, write a summary of the show in his/her own words, and then provide an explanation of the psychology themes evident in it. Please be sure this is your own analysis/opinion on this topic. I will be checking for any copied material.

This paper will be typewritten in APA format, double spaced and 12 point font, with proper spelling and grammar.

The paper must be written in APA format.

*The first page is a title page, and, in addition to a header should have a Running head in the top upper left. Otherwise, it only includes your name, the name of the course, and the date.

*The second page is an Abstract, which is a one paragraph summary of your paper. These first two pages do NOT count toward your official page count, though they are numbered.

*The third page is the first page of your actual paper. Your title will be first and then begin your writing, which should start with an introductory paragraph. At the conclusion of the paper you should have a summary paragraph to close.

*At the end please be sure to have a Reference page done in APA format.