PSY 110 Introduction to Psychology Participation Requirement

In PSY 110, you are required to fulfill a participation-in-research component to earn a grade for the course. You can obtain the current number of credits you need in one of three ways:

1. You can participate in ongoing research in the department. Sign up for the number of research studies you will need to meet the current semester’s requirements. To sign up, please sign into the StudyCanes systems here
2. Another way to obtain your research credits is by reading and writing about specific articles instead of participating in experiments. Below are the instructions.
3. You can earn some research credits in StudyCanes and some research credits by reading and writing about specific articles. For instance, if you have earned 4 credits by participating in research studies on StudyCanes and the total number of credits you need is 6, you can either complete two more credits in StudyCanes or you can read and write about 2 different articles, as each article is worth 1 point. You are free to do any number of research studies in StudyCanes and any number of articles—you just need to ensure the total is no less than what is required for the current semester.

If you choose to obtain research credits by reading and writing about specific articles instead of participating in experiments, here are your instructions:

For each article you are interested in, choose its link below to obtain a pdf of the article. Read the article and write a critique of it (i.e., summarizing the point of the article, including any opinions you have about what it says). Each critique should be approximately 1 and a half to 2 pages, double-spaced. Each critique is worth 1 credit point.

Print all of your critiques and take them to the teaching assistant for your section of Psychology 110. Do this BEFORE YOUR FINAL EXAM. Ask your TA if he or she would rather receive them all at once or one at a time.

Research Participation Articles

Baillargeon, R. (2004). Infants' Physical World. Current Directions in Psychological Science, 13(3), 89-94.

Baron, R. M., & Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51, 1173-1182.

Burger, J. M. (2009). Replicating Milgram: Would people still obey today? American Psychologist, 64 (1), 1-11.

Hagen, E. (2002). Depression as bargaining: The case postpartum. Evolution and Human Behavior, 23, 323-336.

Haney, C. & Zimbardo, P. (1998). The past and future of US Prison Policy: 25 years after the Stanford Prison Experiment. American Psychologist, 53 (7), 709-727.

Kahneman, D. & Tversky, A. (1984). Choices, values, and frames. American Psychologist, 39 (4), 341-350.

Liberman, Z., Woodward, A.L., & Kinzler, K.D. (2017). The origins of social categorization. Trends in Cognitive Science, 21(7), 556-568.

Milgram, S. (1963). Behavioral study of obedience. Journal of Abnormal and Social Psychology, 67 (4), 371-378.

Shepard, R. N. (1994). Perceptual-cognitive universals as reflections of the world. Psychonomic Bulletin & Review, 1(1), 2-28.

Sherry, D., & Schacter, D. (1987). The evolution of multiple memory systems. Psychological Review, 94, 439-454.

Sloane, S., Baillargeon, R., & Premack, D. (2012). Do infants have a sense of fairness? Psychological Science, 23(2), 196-204.

Sznycer, D. (2019). Forms and functions of the self-conscious emotions. Trends in Cognitive Science, 23(2), 143-157.

Turing, A. (1950). Computing machinery and intelligence. Mind, 49 (236), 433-460.

Wakefield, J. C. (1992). The concept of mental disorder: On the boundary between biological facts and social values. American Psychologist, 47(3), 373–388

Wertz, A. E. (2019). How plants shape the mind. Trends in Cognitive Science, 23(7), 528-531.