心理学与生活-第104章
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。 Subjects who knocked over a stack of dissertation references agreed to help on a conservation
campaign 80 percent of the time as opposed to 45 percent of the time for nonguilty subjects。
MATERIALS
。 Data tally sheet of reactions to each of 30 stimulus words
。 Expressive Behavior Encoding Guide and table for summarizing data for each of two subjects。
。 Table of word association norms
。 Reaction Time summary table
。 Verdict slip
。 Stopwatch； if you have one
。 Letters in unmarked envelopes
。 Materials in “crime room”： 3 matches； bloodstained envelope to “Miss Chris” with woman’s photo in it；
signed “All my love”； a metal pan。
INSTRUCTIONS TO GUILTY SUSPECT
You have just brutally murdered a woman who has been trying to blackmail you。 She wanted you to buy a
promising letter you wrote her。 You refused to pay and； during a violent argument as you tried to get
away with the letter； you hit her over the head with a bat。 The red blood spurting from her crushed skull
covered the envelope。 Rushing out in fear； you took the letter and threw the blood…streaked envelope into the
trash basket。
Nevertheless； at this moment； you realize your fingerprints are on the envelope； and you feel there might be
something else inside the letter that might be damaging evidence against you。
You must destroy that evidence or be discovered。 You did not really want to kill her； but you did； and now
you do not want to spend the rest of your life in jail or be executed。 No one must know you are guilty。
Now （really） go to___________________ where you will find the trash basket。 In it will be the envelope
addressed to Miss Chris and something inside it。 After examining the contents of the envelope； burn
everything on the spot except this letter。 Light the Miss Chris envelope and its contents with one of the three
matches available； allowing them to burn in the pan on the floor。 Be sure they have burned to ashes。
Put this letter out of sight； quickly return to the classroom； knock on the door to indicate you are back； but
wait outside for further instructions。 Absolutely no one must know of anything you have done。 You know
you are guilty； but now you must try to conceal your guilt or you will be in serious trouble。 Try to act
natural。 It is important that you get into this role； to feel like a person who has mitted this crime。 Also
remember you do not want to be found guilty—your life depends on concealing your guilt。
INSTRUCTIONS TO INNOCENT STUDENT
You are to imagine you are very thirsty； so thirsty that you would even buy some water if you had to。 Find a
water fountain on the third or fourth floor and take some long gulps of water。 You are so thirsty that even if
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a bat flew overhead you would not stop。 Your hands are somewhat dirty and you notice you have left some
fingerprints on the water fountain； you erase these fingerprints with a handkerchief or this letter。
You don’t want to miss the next part of the demonstration； so wait about five minutes from the time you left
the classroom； put this letter out of sight； return； knock on the door to indicate you are back； but wait for
further instructions。 Do not talk to anyone or tell anyone about how you spent this time。 No one must know
what you did！
WORD LIST
*1。 School 11。 Lake 21。 Whistle
2。 Music 12。 Crushed （G） 22。 Red （G）
3。 Orange 13。 Street 23。 Light （G）
4。 Black （G） 14。 Pay （G） 24。 Dream
5。 Buy （G） （I） *15。 Heaven *25。 Work
*6。 Country 16。 Spot 26。 Burn （G）
7。 Letter （G） （I） 17。 Miss （G） 27。 Three （G）
8。 Tree 18。 Smooth *28。 Tattoo
9。 Boy 19。 Finger （G） （I） 29。 Ashes （G）
10。 Bat （G） （I） 20。 Water （I） 30。 Trash （G）
Premeasured words （5）
（G） = Critical words for guilty subject
（I） = Critical words for the innocent subject； one of which； water； or thirst； is the central theme of the
innocent letter。
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DATA SHEET
Suspect 1 Suspect 2
Stimulus Word
Response
Word
Reaction
Time
Expressive
Behavior
Response
Word
Reaction
Time
Expressive
Behavior
1。 school
2。 music
3。 orange
4。 black
5。 buy
6。 country
7。 letter
8。 tree
9。 boy
10。 bat
11。 lake
12。 crushed
13。 street
14。 pay
15。 heaven
16。 spot
17。 miss
18。 smooth
19。 finger
20。 water
21。 whistle
22。 red
23。 light
24。 dream
25。 work
26。 burn
27。 three
28。 tattoo
29。 ashes
30。 trash
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EXPRESSIVE BEHAVIOR ENCODING GUIDE
Code Letter Expressive Behavior
S Speech…disturbance behavior； such as stuttering； answering in an especially
low or loud voice； clearing throat； coughing； sighing； and so forth
P Physical movements； such as shifting in one’s seat； crossing and uncrossing
one’s legs； twisting； wringing hands； fidgeting with things； and so forth
F Facial expressions such as excessive smiling or frowning； wetting of the lips；
shifting of eyes； closing of eyes； and so forth
O Other unusual behavior you might notice and want to record that doesn’t fall
into the other categories
Expressive Behavior。 Tally the instances of expressive behavior in the following table。
Suspect 1 Suspect 2
Categories S P F O S P F O
Critical
Words
Neutral
Words
Is there a difference in frequency of expressive behavior for critical and neutral words for the two suspects？
Verbal Responses： Some word association norms for a selected set of words are given below for
parative purposes。 They were collected from a sample of 1000 respondents。1
Word Associations （by percentage）
dream sleep （45）； night （9）； nightmare （5）
light dark （65）； lamp （8）； bright （3）
boy girl （77）； man （4）； scout （4）
street avenue （19）； road （13）； cars （1）
music song（s） （18）； note（s） （17）； sound （12）
black white （75）； dark （5）； cat （3）
smooth rough （33）； soft （21）； hard （14）
whistle train （9）； noise （7）
red white （22）； blue （20）； black （12）； blood （3）
Judged by these norms； how mon or unusual and idiosyncratic were the word associations given by the
suspects？ Is there a difference in the quality of their responses to the critical versus neutral words？ Do the
1Kent； G。 H。； & Rosanoff； A。 J。 （1910）。 A study of association in insanity。 American Journal of Insanity； 67； 37…96；
317…390。 For a more recent discussion of these norms； see Woodworth； R。 S。； & Schlosberg； H。 （1954）。 Experimental
psychology （rev。 ed。）。 New York。 Holt。
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differences give you clues to who is guilty？ How？
Conclusion regarding verbal responses：
Reaction Time。 pute the mean RTs in the following table。
Categories Suspect Suspect
1 2
Premeasured neutral words
All neutral words
All critical words
Critical words in mon
Do the suspects’ mean reaction times give you clues as to which one is guilty？ Are there any extreme RTs
for individual words？ Do you see any differences on particular critical words that might indicate guilt？
Conclusion regarding reaction times：
Verdict
I believe the guilty person is
Using a scale from 0—100 where： 0 = no confidence；
5 = moderate confidence； and
10 = plete confidence
My confidence in this judgment is
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SUICIDE： INTENTIONS AND ACTS
OBJECTIVES
1。 To give students the opportunity to share experiences they or their friends might have had with
attempted suicide。
2。 To discuss what the criteria are for considering an act suicidal。
3。 To review many of the facts and monly held misconceptions about suicide so that students are
better able to detect and react to crises involving suicide。
OVERVIEW
The age group that has recently shown the sharpest increase in attempted suicide is 18… and 24…years…old
college…aged people。 Suicide now ranks second in leading causes of death for this age group； right behind
automobile accidents。 Because of the high incidence of suicide among college students； this section typically
elicits great interest from many of the students； and sometimes powerful emotions （see Pitfalls to Avoid）。 In
this section； we will：
1。 Begin by going around the room and sharing any close brushes students have had with suicide；
either personally or with another person who was experiencing difficulties。
2。 Discuss definitions students have for suicide and the discrepancies between these definitions and
some of the other factors that can plicate judgments of suicide。
3。 Take the Suicide Quiz （provided at the end of this section）。
4。 Read the 10 items and take a “hand count” of how many students believe each item is true or false。
5。 Discuss statistics on suicide rates； including differences according to gender； age； race；
socioeconomic status； and other variables。 At a minimum； this discussion will include the 10 items
that prise the Suicide Quiz。
GENERAL INTRODUCTION
Throughout the ages； people have held very different views of suicide。 The early Greeks often considered
suicide to be a natural solution to unhappy situations。 The Romans took a conditional position； suicide
induced by pain； sickness or grief was exempt from punishment； whereas suicide “without cause” was
unpardonable； especially when interests of the state were involved。 The advent of Christianity signaled a
departure from past laws concerning suicide。 In the fourth century； St。 Augustine placed suicide in a moral
framework and condemned it as a grievous sin。 Consequently； suicide became rare in the Middle Ages。
The Renaissance brought a reconsideration of suicide as a solution to life’s hardships。 Indeed；
Shakespeare’s eight tragedies contain fourteen suicides！ Gradually suicide became a topic of debate； and in
1777 the philosopher David Hume stated that suicide does not do society any harm—the individual merely
ceases to do good。 Still； it took until 1961 for England to repeal its law making attempted suicide a crime；
and until June 1972 for Canada。 The United States inherited its law from England； and to this day it is
illegal to attempt suicide in seven states； while in eighteen states； aiding and abetting suicide is a crime。
PROCEDURE
Materials
The Suicide Quiz。
Optional： Calculator for puting percentage of students who get each item correct。
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Subjects
Any number； but optimal with 10—25 students。
Time Required for Research
10—20 minutes for initial discussion and 5—10 minutes for first administration of the quiz。
Time Required for Discussion
10—20 minutes for a discussion of quiz material； 5—10 minutes for second administration of the Suicide
Quiz； and 5 minutes for a wrap…up to the section。
Method
1。 This section begins with students sharing and experiences they have had with suicide； personally
or with another person who was having trouble。 We strongly remend excusing any students
who feel that the topic of suicide is too emotional for them to discuss。 Few students will leave； but it
is important that they have that option available。
2。 Discuss differing definitions students have for suicide。 What are the discrepancies between these
definitions？ It should bee apparent that suicide is more than intentionally taking one’s life。
Nero； for example； ordered an attendant to kill him。 Seneca was ord
