WEEK/LESSON/TIME

MAIN DOT POINTS

LESSON ACTIVITIES ADDITIONAL INFORMATION
RESOURCES
REQUIRED
HOMEWORK
Week 1, Lesson 1.

The concept of
intelligence and
factors that affect
intelligence,
including the
interaction of
genetic and
environmental
factors.
Students will conduct a think-pair-share of what
they think intelligence involves and come up with a
definition for intelligence. Students answers will be
noted on the board (10 minutes).

Students will read pages 458-459 Ways of
Describing Intelligence and pages 495-498 Factors
that Influence Intelligence and discuss whether this
new information changes their previous answers
(10 minutes).

Using their textbooks, students need to define the
terms; intelligence, genetic factors (including
examples) and environmental factors (including
examples) (15 minutes).

The class will be divided into two groups one
advocating for genetic factors and the other for
environmental factors. After coming up with
strategies and arguments as a team, a debate will
occur discussing the factors that influence
intelligence (35 minutes).

Students will complete Learning Activity 11.31
Media Response Heredity and Environment on
page 502 of their textbooks (30 minutes).
Intelligence is influenced by;
- Age-related factors.
- Cultural background.
- Heredity and environmental factors:
which has the greater influence is
difficult to determine.
- Genes set the limits for intelligence and
the environment determines where in
these limits intelligence lies.

Not all psychologists agree on one
definition of intelligence.

Is it a single ability or a combination of
separate cognitive abilities?

It is difficult to measure because it cannot
be directly observed. Instead, we rely on
behaviour that we associate with
intelligence.

INTELLIGENCE involves the ability to learn
from experience, acquire knowledge, to
reason, and solve problems, to deal with
people and objects and to adapt effectively
to the environment.

It is culturally and socially determined.

Grivas, J. &
Carter L.,
2010,
Psychology
for the VCE
Student:
Units 1 & 2
(5
th
edition),
John Wiley
and Sons,
Australia.
If students
have not
completed
the Learning
Activity, they
need to do so
for
homework.
WEEK 1, LESSON 1 Learning Activity 11.31 Review Questions
Consider the above cartoon and briefly describe how heredity and environment, separately and in
combination, can influence intelligence throughout the lifespan.
1. Explain the meaning of the cartoon with reference to one or more examples of hereditary
and environmental factors.
2. Does this cartoon accurately reflect the influence of heredity and environment on
intelligence? Explain with reference to research findings, particularly from correlational
studies.
ANSWERS
1. The man in the cartoon is stating that intelligence is affected by environmental and heredity
factors and that environmental factors make up 70% of the factors which influence our
intelligence.
2. The cartoon is not an accurate reflection as it is impossible to complete separate the effects
of environment and heredity. However, it is generally believed that inherited genes set the
limits of intellectual capabilities and environmental factors play a role in determining
whether individuals will reach their full intellectual ability. This has been demonstrated by
Lewotin (1976) who grew a mixture of seeds in different kinds of soil.
Time Dot Point Introduction Main Lesson Points Resources Extra Information
Week 1,
Lesson
2, 50
minutes.
Classic and
contemporary
approaches to
describe
intelligence:
Howard
Gardners
Theory of
Multiple
Intelligences.
Students will
view photos of
selected
famous people,
and will rank
them according
to their
intelligence
and discuss
their rankings,
strengths and
weaknesses
(10 minutes).
Students write some notes from the
PowerPoint on Multiple Intelligences and
Savant Syndrome (10 minutes).

Students will read the handout on
Gardners Multiple Intelligences and
identify where one of their strengths and
one of their weaknesses lies (10 minutes).

Students will view three brief videos of
savants: Stephen Wiltshire (6 minutes)
and Daniel Tammet (6 minutes), Kim Peek
(3 minutes, 30 seconds). After each clip,
students need to identify one intellectual
strength and weakness of the savant using
Gardners Multiple Intelligences (20
minutes).
PowerPoint Presentation:
Gardners Multiple Intelligences

YouTube Clip Stephen Wiltshire
The Human Camera:
https://www.youtube.com/watc
h?v=a8YXZTlwTAU

YouTube Clip Savant Learns
Icelandic in a Week:
https://www.youtube.com/watc
h?v=_GXjPEkDfek

YouTube Clip Kim Peek: Idiot
Savant (Rain Man):
https://www.youtube.com/watc
h?v=dhcQG_KItZM
Savant syndrome is a
condition in which an
individual has a low
overall IQ, but displays
an isolated, exceptional
skill.

Each intelligence is
independent of one
another.

All people possess all
the intelligences.

All individuals have a
unique combination of
different intelligences.
WEEK 1, LESSON 2 Savants Intellectual Strengths and Weaknesses Using Gardners Multiple Intelligences
Intellectual Strengths Intellectual Weaknesses
Stephen Wiltshire Visual-spatial remembers the layout of the city.
Logical-mathematical able to logically layout his drawing.
Bodily Kinaesthetic very skilled in drawing.
Linguistic slow, hesitant
speech.
Daniel Tammet Linguistic learnt a new language from scratch in a week.
Logical-mathematical ordered learning the language in steps of grammar and comprehension.
Interpersonal interacts with others in an easy way.

Kim Peek Photographic memory.
Visual-spatial formed mental images of the pages of books.
Bodily-kinaesthetic needed
assistance when walking
downstairs.




Time Dot Point Introduction Main Lesson Points Resources
Lesson
3, 75
minutes.
Classic and
contemporary
approaches to
describe
intelligence:
Howard
Gardners Theory
of Multiple
Intelligences.
Students will
read pages 461-
465 of their
textbooks
Gardners
Theory of
Multiple
Intelligences (5
minutes).
Students will visit the attached website (BGfL Multiple
Intelligences) (by Googling BGFL Multiple Intelligences Test)
and complete the multiple intelligences test (10 minutes).
Students will then graph their MI test scores, using a bar
chart (Model on the board) (20 minutes).
Students will write a paragraph detailing what they think
about their results (20 minutes).

Students will create a table for Gardners Multiple
Intelligences, using the headings: Defintion of Approach,
Explanation of Components, and Examples for each of the
Components (20 minutes).
Grivas, J. & Carter L., 2010, Psychology
for the VCE Student: Units 1 & 2 (5
th

ed.), John Wiley and Sons, Australia.

Gardners Multiple Intelligences Test:
http://www.bgfl.org/bgfl/custom/reso
urces_ftp/client_ftp/ks3/ict/multiple_i
nt/questions/questions.cfm

Definition of
Approach
Explanation of Components Examples for Components
Gardners
Multiple
Intelligences
Howard Gardner
proposes that we
have multiple
intelligences.

All people
possess all these
intelligences, and
all individuals
have a unique
combination of
the different
intelligences.
LINGUISTIC use of language and words.
MUSICAL understanding pitch, rhythm, timbre. Etc.
LOGICAL-MATHEMATICAL using a sequence of logical steps in
solving a problem.
SPATIAL mentally forming and using accurate visual images of
real objects.
BODILY-KINAESTHETIC using ones body in highly specialised and
skilled ways.
INTRAPERSONAL ability to understand ones own feelings and
use them to guide behaviour.
INTERPERSONAL ability to read others moods, motivation, and
intentions and effectively act on this knowledge.
NATURALISTIC ability to recognise and categorise natural
objects.
EXISTENTIAL ability to raise and consider basic questions about
existence, life and death.
Written and spoken language.
Playing an instrument.
Reordering objects.

Mentally rotating objects in 3-D space.

Athletes, dancers.

Reflect on feelings.

Read other people and act
appropriately.
Knowing different types of trees and
birds.
Thinking about religion or what
happens after we die.
6

Week 1,
Lesson
4, 50
minutes.
Classic and
contemporary
approaches to
describe
intelligence:
Robert
Sternbergs
Triarchic
Theory of
Intelligence.
Students will read out
loud pages 466-468
Sternbergs Triarchic
Theory of Intelligence
from their textbook and
watch the YouTube clip
of Sternberg speaking
about his concept of
intelligence (15 minutes).
Students will complete questions 1,
2, and 3 from Learning Activity 11.8
Review Questions (15 minutes).

Using the same graphic organiser
from the previous lesson, students
need to define and explain the
components (with examples) of
Sternbergs Triarchic Theory of
Intelligence (20 minutes).
YouTube Clip
Triarchic Theory
of Intelligence:
http://www.you
tube.com/watch
?v=L7C7qIRYiv0


WEEK 1, LESSON 4 Learning Activity 11.8 Review Questions
1. Name and briefly describe the three parts of intelligence in Sternbergs theory? Give an example of
each part of intelligence, using examples different from those in the text.
ANALYTICAL the ability to complete academic, problem-solving tasks, such as knowing which number
comes next in a sequence. CREATIVE the ability to successfully deal with new and unusual situations by
drawing on existing knowledge and skills, such as needing to use an object for something other than its
specified purpose. PRACTICAL the ability to adapt to everyday life by drawing on existing knowledge and
skills, such as using skills learnt at work in school.
2. According to Sternberg, what is the relationship between the three parts of intelligence? How
stable or fixed are the three parts?
Each intelligence involves abilities that are differed, separate and not fixed (they can change). One
component may be stronger than the others.
3. What is successful intelligence? When can it be said that a person has successful intelligence?
What is a characteristic that may distinguish individuals with successful intelligence? In what way
does successful intelligence enable an individual to adapt to different environments?
When all the intelligence components are in balance, successful intelligence has been achieved.
Successfully intelligent individuals have the ability to achieve success according to their own definition of
success, within their social and cultural environment. They have the ability to apply their mental abilities it
achieve their goals and ambitions in everyday life situations.
4. In what way is Sternbergs theory similar to and different from Gardners theory?
Stenberg and Gardner are similar in that they both incorporate different abilities into their concept of
intelligences which individuals possess unique amounts of, and they are different in that they place
different emphasis on the specific abilities they believe comprise intelligence.
WEEK 1, LESSON 4 Graphic Organiser Sternbergs Triarchic Theory of Intelligence

Sternbergs
Triarchic
Theory of
Intelligence
Sternberg believes
that the focus on
specific types of
measurable, mental
abilities is too narrow.

States that there are
three parts to
intelligence.
ANALYTICAL the ability to complete
academic, problem-solving tasks.
CREATIVE the ability to successfully deal
with new and unusual situations by
drawing on existing knowledge and skills.
PRACTICAL the ability to adapt to
everyday life by drawing on existing
knowledge and skills.
What number
comes next in this
series: 3, 5, 8, 12,
17?
Writing a short
story.

Being street smart.
7

YEAR 11 LESSON PLAN
TOPIC/UNIT/AREA OF STUDY: RECAP OF INTERPERSONAL BEHAVIOUR
Lesson Length: 100 minutes (double period).
Aims for the Lesson:
To recap the intelligence topics that we have covered this year and quiz the students on what they
covered in the previous Outcome of Interpersonal and Group Behaviour.
Learning Outcomes:
Students will take a quiz, then create an intelligence test.
Resources Used/Attached:
Interpersonal and Group Behaviour Quiz.
Introduction:
n/a.
Body of the Lesson:
Students will take a quiz on the previous outcome Interpersonal and Group Behaviour. The class will
be split into two-three groups (50 minutes).
Students will then work together as a class to create an intelligence test for:
- Gardners Multiple Intelligences Theory; and
- Sternbergs Triarchic Theory of Intelligence.
Conclusion:
n/a.













8

ROUND 1 ANSWERS CHAPTER 8: ATTITUDE FORMATION AND CHANGE
1. A
2. D
3. A
4. C
5. B
6. C
7. D
8. C
9. A
10. B
11. C
12. A
13. A
14. B
15. A
16. D
17. C
18. B
19. D
20. B
ROUND 2 ANSWERS CHAPTER 9: SOCIAL INFLUENCES ON THE INDIVIDUAL
1. D
2. B
3. A
4. D
5. C
6. B
7. D
8. C
9. C
10. A
11. A
12. C
13. B
14. D
15. B
16. D
17. D
18. A
19. B
20. A
ROUND 3 ANSWERS CHAPTER 10: PRO-SOCIAL AND ANTI-SOCIAL BEHAVIOUR
1. A
2. A
3. B
4. D
5. C
6. C
7. A
8. B
9. D
10. C
11. C
12. C
13. A
14. D
15. B









9

ROUND 1 QUESTIONS CHAPTER 8: ATTITUDE FORMATION AND CHANGE
1. When conducting research using a questionnaire, a briefing statement is used to inform
participants about
a. their rights.
b. ethical and unethical questions that will be asked.
c. the types of answers that maintain confidentiality.
d. how to complete the questions quickly and efficiently.

2. The relationship between behaviour and attitudes tends to be
a. indirect.
b. consistent.
c. direct.
d. Inconsistent.

3. Which of the following factors influences repeated exposure in attitude formation?
a. Learning
b. Prejudice
c. Discrimination
d. Attitude strength

4. Rating scales use _____ questions or statements for attitude measurement.
a. free-response
b. open-ended
c. fixed-response
d. quantitative

5. When two rival groups have equality of status, then prejudice
a. is more difficult to reduce.
b. is easier to reduce.
c. will probably result in discrimination.
d. will probably result in intergroup conflict.

6. When used to reduce prejudice, a cognitive intervention strategy will involve
a. use of legislation.
b. formation of stereotypes.
c. changing the way in which prejudiced people think about others against whom they are
prejudiced.
d. a goal that is unattainable by any one group alone and overrides existing goals which
each prejudiced group may have

7. Prejudice is a/an ______; whereas discrimination is a/an ______.
a. stereotype; behaviour
b. attitude; stereotype
c. behaviour; attitude
d. attitude; behaviour

10

8. Which of the following is not a self-report measurement device?
a. Questionnaire
b. Survey
c. Observation of behaviour
d. Interview

9. Prejudice between two rival groups is most likely to be reduced when the groups
a. are mutually interdependent on each other.
b. are in contact with each other.
c. compete in activities for which rewards are given to the winners.
d. have increased contact in non-competitive situations.

10. A stigma is a negative _____ that may arise through stereotyping.
a. feeling
b. label
c. evaluation
d. behaviour

11. A person who is opposed to Japanese whaling is more likely to do something that is consistent
with their attitude if he or she
a. reads a very informative article about the cruelty of Japanese whaling.
b. watches a news items on TV which clearly establishes the excessive slaughter of whales
by Japanese whaling fleets.
c. has a very strong attitude against Japanese whaling.
d. has a prejudiced attitude towards Japanese people.

12. Lucio is on vacation in Alice Springs and observes an Aboriginal adult being ejected from a
hotel. He assumes that the person is probably an alcoholic and caused trouble. Lucio is
unaware that the Aboriginal person is a non-drinker who had attended the hotel to forcibly
take home his brother who is actually an alcoholic and often gets into trouble when he gets
drunk. Lucio's assumption about the ejected Aboriginal person is best explained by
a. the just world hypothesis.
b. modern prejudice.
c. the fundamental attribution error.
d. the non-contact hypothesis.

13. Which of the following behaviours best indicates old-fashioned prejudice?
a. Making negative comments about the sexual preferences of a male nurse
b. Being unconcerned about the appointment of a female to a position not traditionally
held by females
c. Publicly expressing a view that all people should have equal rights
d. Publicly expressing a view that all people should have equal rights, but privately being
against equal rights for all people

14. An essential feature of an attitude is that it involves
a. an opinion.
b. evaluation.
11

c. prejudice.
d. behaviour that can be observed, either directly or indirectly.

15. Which of the following attitude measurement methods is best for collecting qualitative data?
a. A questionnaire with open-ended questions
b. A rating scale with fixed-response questions
c. A questionnaire with closed-ended questions
d. An interview with fixed-response questions

16. Jane, who is working full time, applies for a credit account with a department store. She is told
that she cannot have an account unless her husband acts as a guarantor. The store does not
require male employees to have a guarantor. This is an example of
a. a superordinate goal established by the department store.
b. equal opportunity.
c. anti-discrimination.
d. Discrimination

17. Which of the following statements best describes discrimination?
a. Discrimination involves positive action to support someone in a minority group.
b. Discrimination involves negative action against someone in a minority group.
c. Discrimination involves either positive or negative action towards someone in a minority
group.
d. Discrimination involves stereotyping of all individuals in a minority group whilst
overlooking individual differences.

18. An attitude is more likely to predict behaviour when the attitude is
a. formed in a social context.
b. strongly held.
c. under perceived control.
d. learned through cognitive intervention.

19. Which of the following statements best describes a superordinate goal?
a. A goal that everyone agrees with
b. A goal that everyone believes is achievable
c. A goal that everyone agrees with and everyone believes is achievable
d. A goal that cannot be achieved by any one group alone and overrides other existing
goals which each group may have

20. An ingroup is best described as a group
a. with members who have common attitudes.
b. to which someone belongs.
c. to which people of a similar age or with common attitudes wish to belong.
d. with members who avoid intergroup conflict.
TOTAL CORRECT: _________________/20

12

ROUND 1 ANSWERS CHAPTER 8: ATTITUDE FORMATION AND CHANGE
1. When conducting research using a questionnaire, a briefing statement is used to inform
participants about
e. their rights.
f. ethical and unethical questions that will be asked.
g. the types of answers that maintain confidentiality.
h. how to complete the questions quickly and efficiently.

2. The relationship between behaviour and attitudes tends to be
e. indirect.
f. consistent.
g. direct.
h. Inconsistent.

3. Which of the following factors influences repeated exposure in attitude formation?
e. Learning
f. Prejudice
g. Discrimination
h. Attitude strength

4. Rating scales use _____ questions or statements for attitude measurement.
e. free-response
f. open-ended
g. fixed-response
h. quantitative

5. When two rival groups have equality of status, then prejudice
e. is more difficult to reduce.
f. is easier to reduce.
g. will probably result in discrimination.
h. will probably result in intergroup conflict.

6. When used to reduce prejudice, a cognitive intervention strategy will involve
e. use of legislation.
f. formation of stereotypes.
g. changing the way in which prejudiced people think about others against whom they
are prejudiced.
h. a goal that is unattainable by any one group alone and overrides existing goals which
each prejudiced group may have

7. Prejudice is a/an ______; whereas discrimination is a/an ______.
e. stereotype; behaviour
f. attitude; stereotype
g. behaviour; attitude
h. attitude; behaviour

13

8. Which of the following is not a self-report measurement device?
e. Questionnaire
f. Survey
g. Observation of behaviour
h. Interview

9. Prejudice between two rival groups is most likely to be reduced when the groups
e. are mutually interdependent on each other.
f. are in contact with each other.
g. compete in activities for which rewards are given to the winners.
h. have increased contact in non-competitive situations.

10. A stigma is a negative _____ that may arise through stereotyping.
e. feeling
f. label
g. evaluation
h. behaviour

11. A person who is opposed to Japanese whaling is more likely to do something that is consistent
with their attitude if he or she
e. reads a very informative article about the cruelty of Japanese whaling.
f. watches a news items on TV which clearly establishes the excessive slaughter of whales
by Japanese whaling fleets.
g. has a very strong attitude against Japanese whaling.
h. has a prejudiced attitude towards Japanese people.

12. Lucio is on vacation in Alice Springs and observes an Aboriginal adult being ejected from a hotel.
He assumes that the person is probably an alcoholic and caused trouble. Lucio is unaware that
the Aboriginal person is a non-drinker who had attended the hotel to forcibly take home his
brother who is actually an alcoholic and often gets into trouble when he gets drunk. Lucio's
assumption about the ejected Aboriginal person is best explained by
e. the just world hypothesis.
f. modern prejudice.
g. the fundamental attribution error.
h. the non-contact hypothesis.

13. Which of the following behaviours best indicates old-fashioned prejudice?
e. Making negative comments about the sexual preferences of a male nurse
f. Being unconcerned about the appointment of a female to a position not traditionally
held by females
g. Publicly expressing a view that all people should have equal rights
h. Publicly expressing a view that all people should have equal rights, but privately being
against equal rights for all people

14. An essential feature of an attitude is that it involves
e. an opinion.
f. evaluation.
14

g. prejudice.
h. behaviour that can be observed, either directly or indirectly.

15. Which of the following attitude measurement methods is best for collecting qualitative data?
e. A questionnaire with open-ended questions
f. A rating scale with fixed-response questions
g. A questionnaire with closed-ended questions
h. An interview with fixed-response questions

16. Jane, who is working full time, applies for a credit account with a department store. She is told
that she cannot have an account unless her husband acts as a guarantor. The store does not
require male employees to have a guarantor. This is an example of
e. a superordinate goal established by the department store.
f. equal opportunity.
g. anti-discrimination.
h. Discrimination

17. Which of the following statements best describes discrimination?
e. Discrimination involves positive action to support someone in a minority group.
f. Discrimination involves negative action against someone in a minority group.
g. Discrimination involves either positive or negative action towards someone in a
minority group.
h. Discrimination involves stereotyping of all individuals in a minority group whilst
overlooking individual differences.

18. An attitude is more likely to predict behaviour when the attitude is
e. formed in a social context.
f. strongly held.
g. under perceived control.
h. learned through cognitive intervention.

19. Which of the following statements best describes a superordinate goal?
e. A goal that everyone agrees with
f. A goal that everyone believes is achievable
g. A goal that everyone agrees with and everyone believes is achievable
h. A goal that cannot be achieved by any one group alone and overrides other existing
goals which each group may have

20. An ingroup is best described as a group
e. with members who have common attitudes.
f. to which someone belongs.
g. to which people of a similar age or with common attitudes wish to belong.
h. with members who avoid intergroup conflict.
TOTAL CORRECT: _________________/20

15

ROUND 2 QUESTIONS CHAPTER 9: SOCIAL INFLUENCES ON THE INDIVIDUAL
16

1. As group size increases, conformity by an individual to the group's behaviour tends to
a. stay the same.
b. decrease.
c. increase.
d. increase, but only up to a group size of four.

2. If someone in a group has legitimate power, then they have the _______ to direct or influence
the behaviour of other group members.
a. social skills
b. right
c. expertise
d. information

3. An individual's ability to control or influence someone else's behaviour is best described as
a. power.
b. status.
c. a role.
d. pro-social behaviour.

4. The term social influence best describes
a. Someone's behaviour when they socially interact with others.
b. The way in which someone interacts with others in different social situations.
c. The influence of someone's personal thoughts and feelings on how they can best behave
in a group.
d. How the presence or actions of others can affect someone's behaviour.

5. Which of the following is not a characteristic of a group?
a. There are two or more people.
b. There is interaction between members.
c. The members do not share a common goal.
d. Different members can influence one another.

6. Which of the following behaviours best describes conformity?
a. following the commands of someone in authority
b. adjusting one's actions so that they are consistent with those of group members
c. giving an incorrect answer when all other group members give the correct answer
d. giving the correct answer when all other group members give an incorrect answer

7. The results of Milgram-type experiments that have been conducted in many different
countries with participants from all kinds of backgrounds indicate that
a. most people refuse to be obedient when they become distressed.
b. there are significant sex differences in obedience.
c. there are significant age differences in obedience.
17

d. obedience in a Milgram-type experimental situation seems to occur regardless of sex or
age.
8. An analysis of the results of Asch-type experiments in many different countries found that
a. people in North America and Western Europe show the highest levels of conformity to
group pressure.
b. people in collectivist cultures are less likely to conform to group pressure than people in
individualistic cultures.
c. people in individualist cultures are less likely to conform to group pressure.
d. people in all cultures seldom conform to group pressure.

9. Lee is taking up surfing. She buys a surfboard with two fins rather than one fin on the advice of
a surfer friend. This is an example of conformity due to
a. normative influence.
b. unanimity.
c. informational influence.
d. culture.

10. Which of the following is a source of power in a group?
a. having information that group members need
b. low status
c. having the ability to be punished by others in the group
d. a loss of individuality.

11. A clique is best described as a
a. Relatively small group of friends who are about the same age.
b. Relatively small group of adolescents.
c. Gathering of people who have minimal interaction.
d. Gathering of people in the same location engaged in a common activity.

12. A key finding of Zimbardo's Stanford Prison Experiment is that
a. power can be used to influence someone else's behaviour but status cannot.
b. status can be used to influence someone else's behaviour but power cannot.
c. role expectations can lead people to behave differently from the way in which they
would normally behave.
d. all participants in the experiment did their best to behave as the experimenter wanted
them to behave.

13. In one experiment on obedience, 22 hospital nurses were telephoned one at a time
throughout the day by an unknown doctor who ordered them to give a patient an obvious
overdose of a drug. All but one nurse complied without delay (until they were intercepted on
their way to the patient). Although not all nurses are so compliant, these nurses probably
obeyed due to
a. ethical issues involved in disobeying a doctor.
b. the doctor's legitimate authority over them.
18

c. the social proximity of the doctor.
d. group pressure to obey.

14. Sam is upset by an unfair request by a teacher to clean up the classroom, but obeys the
teacher despite being upset. The teacher then makes the same request to Sara and Luke who
refuse to obey. When Sam observes this, he also decides to disobey and stops cleaning. Sam's
change of mind about complying with the teacher's request is best explained by
a. ethical issues that are involved when teachers make unfair requests of students.
b. the realisation that the teacher is not a legitimate authority figure.
c. the social proximity of Sara and Luke.
d. the presence of group support.

15. The importance of an individual's position or standing in a group, as viewed by members of
the group, is best described as
a. power.
b. status.
c. peer pressure.
d. peer influence.

16. A peer group is best described as a
a. Friendship group.
b. Two-way group.
c. Group whose members interact.
d. Group whose members share common characteristics.

17. Research findings indicate that disobedience during warfare is rarer among those ordered to
kill from a distance with a missile than close-up with a knife. These findings suggest that may
influence obedience.
a. friendship
b. legitimacy of the authority figure
c. social proximity
d. group pressure

18. Which of the following behaviours best describes obedience?
a. following the commands of someone in authority
b. choosing to do as the rest of the group does, even when not in agreement with the
group
c. exerting power and influence over someone
d. exerting power and status over someone

19. Risk-taking behaviour is best described as behaviour that
a. influences someone to do the wrong thing.
b. involves potential positive or negative consequences.
c. is harmful.
19

d. is anti-social.

20. Jake conforms because he wants to be liked and accepted by the group. This is an example of
conforming due to
a. normative influence.
b. unanimity.
c. informational influence.
d. culture. TOTAL CORRECT: _________________/20
20

ROUND 2 ANSWERS CHAPTER 9: SOCIAL INFLUENCES ON THE INDIVIDUAL
21. As group size increases, conformity by an individual to the group's behaviour tends to
e. stay the same.
f. decrease.
g. increase.
h. increase, but only up to a group size of four.

22. If someone in a group has legitimate power, then they have the _______ to direct or influence
the behaviour of other group members.
e. social skills
f. right
g. expertise
h. information

23. An individual's ability to control or influence someone else's behaviour is best described as
e. power.
f. status.
g. a role.
h. pro-social behaviour.

24. The term social influence best describes
e. Someone's behaviour when they socially interact with others.
f. The way in which someone interacts with others in different social situations.
g. The influence of someone's personal thoughts and feelings on how they can best behave
in a group.
h. How the presence or actions of others can affect someone's behaviour.

25. Which of the following is not a characteristic of a group?
e. There are two or more people.
f. There is interaction between members.
g. The members do not share a common goal.
h. Different members can influence one another.

26. Which of the following behaviours best describes conformity?
e. following the commands of someone in authority
f. adjusting one's actions so that they are consistent with those of group members
g. giving an incorrect answer when all other group members give the correct answer
h. giving the correct answer when all other group members give an incorrect answer

27. The results of Milgram-type experiments that have been conducted in many different countries
with participants from all kinds of backgrounds indicate that
e. most people refuse to be obedient when they become distressed.
f. there are significant sex differences in obedience.
g. there are significant age differences in obedience.
21

h. obedience in a Milgram-type experimental situation seems to occur regardless of sex
or age.
28. An analysis of the results of Asch-type experiments in many different countries found that
e. people in North America and Western Europe show the highest levels of conformity to
group pressure.
f. people in collectivist cultures are less likely to conform to group pressure than people in
individualistic cultures.
g. people in individualist cultures are less likely to conform to group pressure.
h. people in all cultures seldom conform to group pressure.

29. Lee is taking up surfing. She buys a surfboard with two fins rather than one fin on the advice of a
surfer friend. This is an example of conformity due to
e. normative influence.
f. unanimity.
g. informational influence.
h. culture.

30. Which of the following is a source of power in a group?
e. having information that group members need
f. low status
g. having the ability to be punished by others in the group
h. a loss of individuality.

31. A clique is best described as a
e. Relatively small group of friends who are about the same age.
f. Relatively small group of adolescents.
g. Gathering of people who have minimal interaction.
h. Gathering of people in the same location engaged in a common activity.

32. A key finding of Zimbardo's Stanford Prison Experiment is that
e. power can be used to influence someone else's behaviour but status cannot.
f. status can be used to influence someone else's behaviour but power cannot.
g. role expectations can lead people to behave differently from the way in which they
would normally behave.
h. all participants in the experiment did their best to behave as the experimenter wanted
them to behave.

33. In one experiment on obedience, 22 hospital nurses were telephoned one at a time throughout
the day by an unknown doctor who ordered them to give a patient an obvious overdose of a
drug. All but one nurse complied without delay (until they were intercepted on their way to the
patient). Although not all nurses are so compliant, these nurses probably obeyed due to
e. ethical issues involved in disobeying a doctor.
f. the doctor's legitimate authority over them.
g. the social proximity of the doctor.
22

h. group pressure to obey.

34. Sam is upset by an unfair request by a teacher to clean up the classroom, but obeys the teacher
despite being upset. The teacher then makes the same request to Sara and Luke who refuse to
obey. When Sam observes this, he also decides to disobey and stops cleaning. Sam's change of
mind about complying with the teacher's request is best explained by
e. ethical issues that are involved when teachers make unfair requests of students.
f. the realisation that the teacher is not a legitimate authority figure.
g. the social proximity of Sara and Luke.
h. the presence of group support.

35. The importance of an individual's position or standing in a group, as viewed by members of the
group, is best described as
e. power.
f. status.
g. peer pressure.
h. peer influence.

36. A peer group is best described as a
e. Friendship group.
f. Two-way group.
g. Group whose members interact.
h. Group whose members share common characteristics.

37. Research findings indicate that disobedience during warfare is rarer among those ordered to kill
from a distance with a missile than close-up with a knife. These findings suggest that may
influence obedience.
e. friendship
f. legitimacy of the authority figure
g. social proximity
h. group pressure

38. Which of the following behaviours best describes obedience?
e. following the commands of someone in authority
f. choosing to do as the rest of the group does, even when not in agreement with the
group
g. exerting power and influence over someone
h. exerting power and status over someone

39. Risk-taking behaviour is best described as behaviour that
e. influences someone to do the wrong thing.
f. involves potential positive or negative consequences.
g. is harmful.
h. is anti-social.
23


40. Jake conforms because he wants to be liked and accepted by the group. This is an example of
conforming due to
e. normative influence.
f. unanimity.
g. informational influence.
h. culture. TOTAL CORRECT: _________________/20
24

ROUND 3 QUESTIONS
1. A key characteristic of pro-social behaviour is that it
a. helps or benefits another person, group or society.
b. always maximises social profits and minimises social losses.
c. increases the sense of responsibility people have towards others.
d. decreases the sense of responsibility people have towards others.

2. Which of the following examples involves bullying?
a. A year 10 student keeps picking on a year 7 boy who annoys him.
b. A teacher gives one week's detention to a student who has seriously misbehaved.
c. A girl verbally abuses another student who shut the door on her fingers.
d. A boy tells another student that he'll dob him in if he doesn't return the CD he believes
was stolen from him.

3. The reciprocity principle explains social interaction in terms of
a. mutual respect.
b. giving and receiving.
c. having and not having.
d. not wanting to owe anything to anybody.

4. Social norms are best described as
a. rules.
b. laws.
c. instinctive ways of behaving.
d. known ways of behaving.

5. Jake is driving to a fancy dress party wearing a Superman outfit. While waiting at a red traffic
light, he sees an elderly lady collapse on the footpath. Although Jake is competent in first aid
and has plenty of time to help, he drives off when the traffic light turns green because he is
afraid he will look stupid to other motorists and pedestrians if he gets out and helps. Jake's
failure to help is best explained by
a. anti-social thoughts.
b. the social responsibility norm.
c. audience inhibition.
d. bystander intervention.

6. Dominic decides not to stop and help an elderly lady with a flat tyre because stopping to help
will make him late for a job interview and he may get his suit dirty. As Dominic drives past, he
feels a bit guilty but consoles himself with the understanding that since the lady is a stranger,
he will probably never see her again. Dominic's failure to stop and help is best explained by
a. social norms.
b. social influence.
c. shift in attention.
d. costbenefit analysis.
25


7. Brain-related factors that may influence aggressive behaviour are commonly classified as
_____ influences.
a. biological
b. social learning
c. situational
d. environmental

8. A car accident that occurs at a busy intersection during peak hour is witnessed by several
pedestrians. No-one is injured, but it is not until 45 minutes later that the police arrive to
redirect traffic and clear the road. The police did not arrive earlier because no-one reported
the accident. The failure of anyone to report the accident is best explained by
a. bystander intervention.
b. diffusion of responsibility.
c. deindividuation.
d. the social responsibility norm.

9. The four conditions for observational learning, in the correct sequence are
a. modelling, remembering, motivation, reproduction.
b. remembering, motivation, reinforcement, reproduction.
c. attention, motivation, reproduction, modelling.
d. attention, remembering, reproduction, motivation.

10. Being in a good mood typically increases the likelihood of helping, whereas being in a bad
mood
a. can increase the likelihood of helping.
b. can decrease the likelihood of helping.
c. can increase or decrease the likelihood of helping.
d. has no affect on the likelihood of helping.

11. Sam was bullied throughout primary school and knows what it feels like to be bullied. During
lunchtime, she sees a student being bullied by others. She immediately reports this to the
teacher on playground duty and the teacher stops the bullying. Sam's motivation for helping is
best explained by
a. her noticing the incident.
b. her sex.
c. her empathy.
d. the reciprocity norm.

12. As the number of people who witness an incident in which help is required _____, the sense of
responsibility to help that is felt by each person tends to _____.
a. increases; increase
b. increases; not change
c. increases; decrease
26

d. decreases; decrease

13. The motivation of someone with a broken arm who races into a blazing house to save a total
stranger is best explained by
a. altruism.
b. instinct theory.
c. neural influences.
d. social learning.

14. One characteristic often used to distinguish altruism from other types of pro-social behaviour
is that altruism involves helping someone else
a. when there is a risk of personal harm or loss.
b. when other people are also present but are unlikely to help.
c. when a person or group does not ask for help.
d. when no personal gain or reward is involved.

15. Behaviour that is disruptive or harmful to the wellbeing or property of another person is
commonly called _____ behaviour.
a. pro-social
b. anti-social
c. unhelpful
d. instinctive

TOTAL CORRECT: _________________/15



27

ROUND 3 ANSWERS
16. A key characteristic of pro-social behaviour is that it
e. helps or benefits another person, group or society.
f. always maximises social profits and minimises social losses.
g. increases the sense of responsibility people have towards others.
h. decreases the sense of responsibility people have towards others.

17. Which of the following examples involves bullying?
e. A year 10 student keeps picking on a year 7 boy who annoys him.
f. A teacher gives one week's detention to a student who has seriously misbehaved.
g. A girl verbally abuses another student who shut the door on her fingers.
h. A boy tells another student that he'll dob him in if he doesn't return the CD he believes
was stolen from him.

18. The reciprocity principle explains social interaction in terms of
e. mutual respect.
f. giving and receiving.
g. having and not having.
h. not wanting to owe anything to anybody.

19. Social norms are best described as
e. rules.
f. laws.
g. instinctive ways of behaving.
h. known ways of behaving.

20. Jake is driving to a fancy dress party wearing a Superman outfit. While waiting at a red traffic
light, he sees an elderly lady collapse on the footpath. Although Jake is competent in first aid and
has plenty of time to help, he drives off when the traffic light turns green because he is afraid he
will look stupid to other motorists and pedestrians if he gets out and helps. Jake's failure to
help is best explained by
e. anti-social thoughts.
f. the social responsibility norm.
g. audience inhibition.
h. bystander intervention.

21. Dominic decides not to stop and help an elderly lady with a flat tyre because stopping to help
will make him late for a job interview and he may get his suit dirty. As Dominic drives past, he
feels a bit guilty but consoles himself with the understanding that since the lady is a stranger, he
will probably never see her again. Dominic's failure to stop and help is best explained by
e. social norms.
f. social influence.
g. shift in attention.
h. costbenefit analysis.
28


22. Brain-related factors that may influence aggressive behaviour are commonly classified as _____
influences.
e. biological
f. social learning
g. situational
h. environmental

23. A car accident that occurs at a busy intersection during peak hour is witnessed by several
pedestrians. No-one is injured, but it is not until 45 minutes later that the police arrive to
redirect traffic and clear the road. The police did not arrive earlier because no-one reported the
accident. The failure of anyone to report the accident is best explained by
e. bystander intervention.
f. diffusion of responsibility.
g. deindividuation.
h. the social responsibility norm.

24. The four conditions for observational learning, in the correct sequence are
e. modelling, remembering, motivation, reproduction.
f. remembering, motivation, reinforcement, reproduction.
g. attention, motivation, reproduction, modelling.
h. attention, remembering, reproduction, motivation.

25. Being in a good mood typically increases the likelihood of helping, whereas being in a bad mood
e. can increase the likelihood of helping.
f. can decrease the likelihood of helping.
g. can increase or decrease the likelihood of helping.
h. has no affect on the likelihood of helping.

26. Sam was bullied throughout primary school and knows what it feels like to be bullied. During
lunchtime, she sees a student being bullied by others. She immediately reports this to the
teacher on playground duty and the teacher stops the bullying. Sam's motivation for helping is
best explained by
e. her noticing the incident.
f. her sex.
g. her empathy.
h. the reciprocity norm.

27. As the number of people who witness an incident in which help is required _____, the sense of
responsibility to help that is felt by each person tends to _____.
e. increases; increase
f. increases; not change
g. increases; decrease
h. decreases; decrease
29


28. The motivation of someone with a broken arm who races into a blazing house to save a total
stranger is best explained by
e. altruism.
f. instinct theory.
g. neural influences.
h. social learning.

29. One characteristic often used to distinguish altruism from other types of pro-social behaviour is
that altruism involves helping someone else
e. when there is a risk of personal harm or loss.
f. when other people are also present but are unlikely to help.
g. when a person or group does not ask for help.
h. when no personal gain or reward is involved.

30. Behaviour that is disruptive or harmful to the wellbeing or property of another person is
commonly called _____ behaviour.
e. pro-social
f. anti-social
g. unhelpful
h. instinctive

TOTAL CORRECT: _________________/15



30

Week 2,
Lesson 2,
50
minutes.
Classic and
contempor
ary
approaches
to describe
intelligence
: Peter
Salovey and
John
Mayers
Ability-
based
Model of
Emotional
Intelligence
.


Check students table of Sternbergs
Triarchic Theory that they should have
completed for homework last lesson (5
minutes).

Students will take notes on the Salovey and
Mayers Ability-based Model of Emotional
Intelligence from a PowerPoint Presentation
(25 minutes).

Students will watch a short clip on the
Emotional Intelligence Test and its
applicability to the real world (5 minutes)
and complete some sample questions from
the MSCEIT.

Students will begin a Media Response on an
article about Naomi Campbell Analysing
Emotional Intelligence (15 minutes).

For homework, students will complete a
table defining the approach, explain the
components and give an example for each. If
they have not finished their media response,
this also needs to be completed for
homework.

Onetest Emotional
Intelligence Test
(MSCEIT):
http://www.youtube.
com/watch?v=CTdT1
c_M4Dw

PowerPoint
Presentation Peter
Salovey and John
Mayers Ability-based
Model of Emotional
Intelligence



31


32

Media Response Analysing Emotional Intelligence
Read the below article and analyse model Naomi Campbells behaviour with reference to each of
the four ability areas (branches), in Salovey and Mayers Sbility-based Model of Emotional
Intelligence. Suggest possible reasons for her behaviour with reference to the article.


Naomi Campbell Assistant Recalls BlackBerry Assault Trauma
The personal assistant who was allegedly attacked with a Blackberry by supermodel Naomi Campbell
has appeared on US TV to give the full details of the incident.
Amanda Brack, 20, entertained audiences with claims that the supermodel attacked her three times,
spat on her face and threw away her passport.
The infamous PDA incident, Brack claims, occurred in Mexico when Campbell allegedly cornered
her against a wall over problems with flights and luggage. Brack recalled She got really, really
upset and slammed her Blackberry into my face.
Brack went on to claim that the only thing which saved her from being beaten by the model was
Campbells hairdresser, who intervened and pulled Campbell off Brack.
Brack also claims that Campbells international occurrences of abuse, including launching a friends
mobile phone at her head, spitting in her face, and cutting up her passport and throwing it in a
swimming pool.
Campbells other alleged escapades encompass, throwing a mobile phone at the head of her
housekeeper, causing 30,000 worth of damage to her former partners yacht, and causing a scene
outside her former partners London flat at 3.30am.
Yesterday, Campbell arrived in Australia for a private engagement. She landed in Sydney aboard
Qantas flight and verbally abused flight attendants. The model mistakenly believed that Qantas had
informed the media about her arrival in Australia. In reality, the member of the press was waiting for
another VIP arrival. Ms Campbell was heard to make comments such as, Respect my privacy,
Leave me alone and I am never flying Qantas again!
Campbell is currently awaiting trial in New York for second degree assault.

33





34

Friday
Period 1
Strengths and
limitations of
scientific
methodologies
used to
measure
intelligence:
Intelligence
Quotient (IQ),
the Stanford-
Binet Test, and
Wechslers
Intelligence
Scales.

Have students conduct two different
types of intelligence tests

Remind students what we have looked at
so far during the intelligence unit;
- Gardners Multiple Intelligences.
- Sternbergs Triarchic Theory.
- Salovey and Mayers Theory of
Emotional Intelligence.

Students will complete a logical test
(included in the PowerPoint
Presentation) consisting of six questions.
Ask students whether they think this is an
accurate measure of their intelligence.

Students will take notes on the first
theorists of intelligence Alfred Binet
and David Wechsler. These theories are
being learnt last of the approaches
because their tests are still widely used
and accepted today.

Give students a basic introduction to
intelligence tests.

PowerPoint
Presentation
Measuring
Intelligence.














35

Intelligence Test Questions
1. A boy went for a car ride with his father. The car hit a pole and
the father was killed. The injured boy was taken to hospital. In
the operating room of the hospital, the surgeon took one look at
the boy and said I cannot operate on this boy, he is my son.
Explain.
____________________________________________________________
2. Why cant a man living in the USA be buried in Canada?
____________________________________________________________
3. If there are three apples and you take away two, how many do
you have?
____________________________________________________________
4. What word describes a woman who does not have all her fingers
on one hand?
____________________________________________________________
5. What is the most common four-letter word, the last three letter
of which are E N Y?
____________________________________________________________
6. You can start a fire if you have alcohol, petrol, kerosene, paper,
candle, coke, a full matchbox and a piece of cotton wool. What is
the first thing you light?
____________________________________________________________
36





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