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Psychology Lab Think Hard, Think Logical? Need for Cognition and Rational Style
Activity Description Students complete the Need for Cognition Scale (NCS-6) and the Rational-Experiential Inventory (REI) Rational Thinking subscale, then pool paired scores from 9 classmates to compute a Pearson r. The lab examines whether people who enjoy thinking hard also tend to rely more on logical analysis. Students explain the psychological mechanism linking the motivation to think carefully (NFC) to the actual thinking style used (rational vs. experiential), and evaluate a fictional c
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Think Harder, Believe Less? Need for Cognition & Conspiracy
Think Harder, Believe Less? Need for Cognition and Conspiracy Beliefs Students complete the Need for Cognition Scale (NCS-6) and the Generic Conspiracist Beliefs Scale (GCBS), then pool data to calculate a Pearson r. The lab explores research showing that analytic thinking is associated with lower conspiracy belief and invites students to examine how critical thinking may serve as a buffer against conspiratorial reasoning. Discussion distinguishes healthy skepticism from conspiracist thinking
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Loving to Think: Does It Go With Logic or Nerd Identity More?
Students complete the Need for Cognition Scale NCS-6 (X), the REI Rational Thinking subscale (Y), and the Nerdy Personality Attributes Scale NPAS (Z), then collect all three scores from 9 classmates and run two correlations: Need for Cognition vs. Rational Thinking and Need for Cognition vs. Nerdiness. The lab distinguishes between need for cognition's link to an active thinking style (rational, analytical) versus its link to a broader identity and interest cluster (nerdiness). Students evaluate
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Target Toss Regression Lab: Linear/Exponential/Power Models (AP Stats/Precalc)
Aim - Toss - Model: Target Toss Lab for Linear, Exponential & Power (AP Precalculus, Algebra 2, AP Statistics)Bring regression to life in AP Statistics and Precalculus with this target toss lab! Students collect real data, then compare linear, exponential, and power models using log transformations, residuals, and r². It's a hands-on, data-rich investigation. In this safe “candy toss” lab, students collect data at increasing distances, compute success rates as proportions, and use log transfo
9th - 12th
Algebra 2, PreCalculus, Statistics
Psychology Lab Hope Optimism and Self-efficacy Collection
Hope, Optimism, and Self-Efficacy: A Psychology Lab Collection for High School Students This collection gives high school psychology students hands-on experience measuring, comparing, and critically analyzing hope, optimism, and self-efficacy using validated psychological instruments. Students take real psychometric scales online, collect class data, and run statistical analyses using free web-based calculators, making positive psychology constructs personal and testable. The collection includ
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Collection Do You Know Yourself? Exploring Self Esteem
Do You Know Yourself? A Self-Esteem Lab Collection for High School Psychology This collection gives high school psychology students hands-on experience measuring, comparing, and critically analyzing self-esteem and self-concept using validated psychological instruments. Students take real psychometric scales online, collect class data, and run statistical analyses using free web-based calculators, making abstract constructs concrete and personally meaningful. The collection includes 10 lab a
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Weber's Law and Hearing: How Much Louder to Notice a Difference?
Students apply Weber's Law (ΔI = k × I, where k = 0.1 for hearing) to calculate the just noticeable difference (JND) in loudness for ten stimulus intensities ranging from 20 to 110 dB. After completing the data table, students plot intensity on the x-axis and JND on the y-axis, identify the linear relationship, and explain in everyday language how the JND grows proportionally with intensity. A real-world application problem asks students to calculate the minimum loudness increase a concert-goer
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Weber's Law and Smell: How Much Stronger Before You Notice?
Students apply Weber's Law (ΔI = k × I, where k = 0.05 for smell) to calculate JNDs for ten odor concentrations ranging from 20 to 500 AU (arbitrary units). After completing the data table and plotting the graph, students describe the linear intensity-JND relationship and explain how the olfactory system's sensitivity relates proportionally to baseline concentration. A real-world problem asks students to calculate the minimum odor increase a fragrance evaluator named Parfumia would detect at 120
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Weber's Law and Taste: How Much Saltier Before You Notice?
Students apply Weber's Law (ΔI = k × I, where k = 0.20 for saltiness) to calculate JNDs for ten salt concentrations ranging from 1 to 40 g/L. The relatively high k value for taste (compared to vision and kinesthesis) gives students data that demonstrates taste's lower sensitivity to proportional changes. After graphing, students describe the linear relationship and explain what the larger k value implies about gustatory discrimination. A real-world problem asks students to calculate the minimum
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Weber's Law and Temperature: How Hot Before You Feel the Diff.
Students apply Weber's Law (ΔI = k × I, where k = 0.07 for temperature) to calculate JNDs for ten temperatures ranging from 10 to 55°C. The lab introduces students to thermal sensation as a measurable, Weber's Law-governed sensory modality. After graphing and identifying the linear relationship, students explain how the JND for temperature grows with baseline temperature. A real-world problem asks students to calculate the minimum temperature increase a hot tub enthusiast named Chilldaddy would
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Weber's Law and Touch: How Much Pressure Before You Feel More?
Students apply Weber's Law (ΔI = k × I, where k = 0.14 for touch/pressure) to calculate JNDs for ten pressure intensities ranging from 50 to 1500 g. The wide range of values — from light touch to heavy pressure — gives students data that clearly illustrates the proportional scaling of JND across a broad sensory range. After graphing, students describe the linear relationship. A real-world problem asks students to calculate the minimum pressure increase a massage therapist named Squishy would nee
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Weber's Law and Vision: How Much Brighter Before Your Eye Notices
Students apply Weber's Law (ΔI = k × I, where k = 0.02 for brightness) to calculate JNDs for ten light intensities ranging from 100 to 3000 candelas (cd). The very low k value for vision — the lowest in the collection alongside kinesthesis — demonstrates that the visual system is among the most sensitive to proportional changes, requiring only a 2% change for detection. After graphing, students note the linear relationship and discuss the implications of the small k value. A real-world problem a
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Weber's Law and Kinesthesis: How Much Heavier Before You Feel It?
Students apply Weber's Law (ΔI = k × I, where k = 0.02 for kinesthesis) to calculate JNDs for ten lifted weights ranging from 100 to 5000 g. Sharing the same k value as vision (0.02), this lab allows for cross-modal comparison of sensitivity and demonstrates that the kinesthetic system — despite sensing a very different type of stimulus — matches visual sensitivity in proportional discrimination. After graphing, students describe the linear relationship. A real-world problem asks students to cal
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Bundle: Three-Scale Correlation 1 - 40 Comparative Pearson r
Three-Scale Correlation Psychology Lab Bundle: 40 Comparative Pearson r Activities Description Which matters more for predicting anxiety — poor sleep or procrastination? Does self-esteem connect more strongly to optimism about the future or satisfaction with the present? This bundle of 40 labs elevates the standard correlation activity by having students run two Pearson r correlations per lab instead of one. Each lab uses three validated psychological scales: one anchor construct (X) is correlat
9th - 12th, Adult Education, Higher Education
Psychology, Statistics
Psychology Lab Introversion vs. Extraversion: Do Juniors or Seniors Score Higher
Students complete the Introversion/Extraversion Test at similarminds.com and record their Introversion score, which reflects preference for solitary activities, internal processing, and lower social stimulation. Students contribute their scores to a class dataset organized by grade level. Junior and senior Introversion scores are then entered into an independent samples t-test at socscistatistics.com to evaluate whether differences between grade levels are statistically significant. Students com
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Bouba Kiki Bird Fish lab Cognition Language
According to Dr. Ramachandran, commenting on synesthesia and the bouba-kiki effect, the effect extends to human names for objects. According to research he cites in Tell Tale Brain, people can pick out words for birds and fish with reliability above chance in other languages. We will explore whether or not this is observed in our population. Survey 24 non-psych friends. For each of the words have them indicate whether each word is either a bird or a fish. This is cool because my students almost
9th - 12th, Adult Education, Higher Education
Psychology, Statistics
Psychology Lab Belonging Needs in Juniors vs. Seniors: A Maslow t-Test Lab
Students complete the Maslow Test at similarminds.com and record their Belonging/Love score, which reflects the strength of unmet needs for social connection and group membership as described in Maslows hierarchy of needs. Students contribute their scores to a class dataset organized by grade level, then enter junior and senior scores into an independent samples t-test at socscistatistics.com to evaluate whether differences in belonging needs are statistically significant. Students compare group
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Nerd Culture in High School: Juniors vs. Seniors t-Test Lab
Students complete the Nerdy Personality Attributes Scale (NPAS) at openpsychometrics.org, a validated measure of nerdiness traits such as intellectual curiosity, enthusiasm for niche interests, and preference for academic engagement over social activities. Students record their total scores and pool data with classmates organized by grade level. Junior and senior scores are entered into an independent samples t-test to evaluate whether nerdiness differences between grade levels are statistically
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Narcissistic Traits: Do Juniors or Seniors Score Higher? A t-Test
Students complete the Narcissism Test at similarminds.com, a self-report measure of narcissistic personality traits including self-centeredness, entitlement, and a need for admiration. Students record their total scores and contribute to a class dataset organized by grade level. Junior and senior scores are entered into an independent samples t-test at socscistatistics.com to determine whether differences in narcissistic traits between grade levels are statistically significant. Students compare
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Attachment Avoidance in Juniors vs. Seniors: A t-Test Lab
Students complete the Attachment Style Test at similarminds.com and record only their Avoidant score, which reflects discomfort with emotional closeness and a preference for self-reliance over intimacy. Students pool Avoidant scores with classmates organized by grade level, then enter junior and senior scores into an independent samples t-test at socscistatistics.com to evaluate whether attachment avoidance differs significantly between grade levels. Students compare group averages, interpret st
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Does Vocabulary Predict Curiosity or Intellect? A 3-Scale
Students complete three validated scales: the Vocabulary IQ Test (VIQT) as their X variable, the RIASEC Investigative Interests scale as their Y variable, and the Need for Cognition Scale (NCS-6) as their Z variable. After collecting scores from nine classmates, students run two Pearson r correlations — Vocabulary vs. Investigative Interests and Vocabulary vs. Need for Cognition — using socscistatistics.com. Students compare the strength and direction of both correlations, explain the psychologi
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Bubble Gum Lab: Intro to Scientific Method and Statistics
This is a great review of the scientific process and introduction to statistical analysis. Students test two different brands of bubble gum to see which is best for blowing bigger bubbles. The lab is left open-ended for variability for different tests to be run and students to design the experiment themselves for more practice and control.
10th - 12th, Higher Education
Biology, General Science, Statistics
Psychology Lab Analytical Thinking Style — Predicts Nerdiness or Cognitive Enjoy
Students complete the Open Extended Jungian Type Scales (OEJTS) Thinking subscale as their X variable, the Nerdy Personality Attributes Scale (NPAS) as their Y variable, and the Need for Cognition Scale (NCS-6) as their Z variable. After collecting scores from nine classmates, students run two Pearson r correlations — Jung Thinking Style vs. Nerdiness and Jung Thinking Style vs. Need for Cognition — expecting positive relationships with both. Students compare which correlation is stronger, expla
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
AP Stats Regression & Modeling Bundle: Labs, Worksheets, Mazes, Error Analysis
Save 25% with this AP Statistics Regression & Modeling Mega Bundle! Includes labs, worksheets, mazes, and error analysis activities covering slope, intercept, r, r², residuals, and model comparisons. Perfect for AP Statistics, AP Precalculus, or Algebra 2, this set combines four unique resources: 1. Sticky Note LSRL Lab — “How Tall Is ONE Sticky Note?” -- Students measure stacked sticky notes, create scatterplots, fit an LSRL, interpret slope, y-intercept, and make predictions.
9th - 12th
Algebra 2, PreCalculus, Statistics
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