Binary Code Activities - Page 12
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Psychology Lab Anxious and Awake: Does Anxiety Predict Poor Sleep Quality?
Activity Description Students complete the GAD-7 General Anxiety scale and the Groningen Sleep Quality Scale (GSQS), then pool paired scores from 9 classmates to calculate a Pearson r. The lab examines whether feeling more anxious predicts poorer sleep quality. Students explain the mechanism by which anxiety (hyperarousal, worry, racing thoughts) disrupts sleep onset and quality, and evaluate a fictional claim that the brain simply shuts off when you close your eyes. The lab connects clinical
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Lost in Your Head and Lonely: Rumination and Social Disconnection
Activity Description Students complete the Rumination Response Scale and the Three-Item Loneliness Scale (TILS), then pool paired scores from 9 classmates to compute a Pearson r. The lab examines whether dwelling on negative thoughts relates to feeling socially disconnected. Students explain the psychological mechanism linking ruminative thinking to loneliness — including how inward-focused negative thought may interfere with social engagement — and evaluate a fictional claim that rumination r
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab High on Yourself, High on Life? Self-Esteem and Optimism
Activity Description In this peer data collection lab, students complete the Rosenberg Self-Esteem Scale and the Life Orientation Test–Revised (LOT-R) Optimism scale, then pool paired scores from 9 classmates to calculate a Pearson r correlation. The lab investigates whether people who feel better about themselves also tend to expect better outcomes from the future. Students interpret the strength and direction of their r-value in everyday language, explain the psychological mechanism linking
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Wired Differently or Just Introverted? ASD Traits and Introversio
Activity Description Students complete the Autism Spectrum Quotient (AQ) and an Introversion scale (MIES), then pool paired scores from 9 classmates to calculate a Pearson r. The lab examines whether people higher in autism-spectrum-like tendencies also tend to score higher in introversion. Students explain the overlapping mechanisms — social processing differences in ASD traits and energy-drain from social interaction in introversion both produce preference for limited social engagement — whi
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Living Your Best Life: Self-Actualization and Positive Feelings
Activity Description Students complete the Maslow Need Satisfaction Scale's Self-Actualization subscale and the Scale of Positive and Negative Experience Positive subscale (SPANE-P), then pool paired scores from 9 classmates to calculate a Pearson r. The lab examines whether having one's highest-order needs met is associated with more frequent positive emotional experience. Students explain the mechanism by which living authentically and growing toward one's potential generates sustained posit
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Spacing Out and Stressed Out: Dissociation and Manifest Anxiety
Activity Description Students complete the Dissociative Experiences Scale (DES) and the Taylor Manifest Anxiety Scale (TMAS), then pool paired scores from 9 classmates to calculate a Pearson r. The lab examines whether people who more frequently feel detached from reality also experience more trait anxiety. Students explain the psychological mechanism — dissociation often co-occurs with anxiety as a protective response to overwhelming stress, and chronic anxiety can precipitate dissociative st
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Do Two Scales Agree? Testing Convergent Validity in Depression
Activity Description Students complete two different validated depression scales — the Major Depression Inventory (MDI) and the Clinically Useful Depression Outcome Scale (CUDOS) — and pool paired scores from 9 classmates to calculate a Pearson r. Unlike other labs, this one is explicitly about convergent validity rather than two distinct constructs. If both scales truly measure depression, they should correlate strongly. Students explain why high convergence is expected when two instruments m
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Worry About Everything, Including Your Health: Trait Worry and HA
Activity Description Students complete the Penn State Worry Questionnaire (PSWQ) and the Short Health Anxiety Inventory (HAI-18), then pool paired scores from 9 classmates to calculate a Pearson r. The lab examines whether chronic worriers tend to also worry more about having a serious illness. Students explain how trait worry — a generalized cognitive style of apprehensive rumination — extends naturally into health-focused domains, producing elevated health anxiety. They evaluate a fictional
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Tough Minded and Aggressive? Eysenck's P Dimension and Aggression
Activity Description Students complete the Buss-Perry Aggression Questionnaire (BPAQ) and the Eysenck Psychoticism subscale, then pool paired scores from 9 classmates to calculate a Pearson r. The lab examines whether more aggressive people tend to score higher on Eysenck's Psychoticism dimension — which measures tough-mindedness, non-conformity, and low empathy rather than clinical psychosis. Students explain the biological personality mechanism linking high-P scorers (low socialization, high
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Embrace the Nerd: Does Nerdiness Predict Vocabulary?
Activity Description Students complete the Nerdy Personality Attributes Scale (NPAS) and an online Vocabulary IQ Test (VIQT), then pool paired scores from 9 classmates to calculate a Pearson r. The lab examines whether people with nerdier personality attributes tend to have a larger vocabulary. Students explain the mechanism — including intellectual curiosity, extensive reading habits, and intrinsic motivation for knowledge accumulation — linking nerdiness to verbal knowledge. They also evalua
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Feel Good, Be Well: Positive Affect and Mental Health
Activity Description Students complete the PANAS Positive Affect subscale and the Mental Health Continuum Short Form (MHC-SF), then pool paired scores from 9 classmates to calculate a Pearson r. The lab examines whether experiencing more positive emotions is associated with better overall mental health across emotional, psychological, and social well-being dimensions. Students explain the broaden-and-build mechanism linking positive affect to mental health, and evaluate a fictional claim that
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab The Sensitive Narcissist: Covert Narcissism and Paranoid Thinking
Activity Description Students complete the Hypersensitive Narcissism Scale (HSNS) measuring covert narcissism and the Ideas of Social Reference subscale of the Green et al. Paranoid Thoughts Scale (GPTS), then pool paired scores from 9 classmates to calculate a Pearson r. The lab examines whether people who are hypersensitive about their self-image tend to be more suspicious of others' motives. Students explain the mechanism — covert narcissists' fragile self-esteem makes them hypervigilant fo
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Secure or Suspicious? Attachment Style and Romantic Jealousy
Activity Description Students complete the Secure subscale of the Attachment Anxiety and Avoidance Measure (SAAM) and the Short-Form Multidimensional Jealousy Scale (SF-MJS), then pool paired scores from 9 classmates to calculate a Pearson r. The lab examines whether people who feel more securely attached in their relationships experience less romantic jealousy. Students explain the psychological mechanism linking secure attachment (trust, felt security, confidence in partner commitment) to lo
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab In Control or Overwhelmed? Locus of Control and Stress
Activity Description Students complete Rotter's Locus of Control scale (where higher scores indicate more external locus — less personal control) and the Perceived Stress Scale (PSS), then pool paired scores from 9 classmates to calculate a Pearson r. The lab examines whether people who feel less in control of their lives also feel more stressed. Students explain the psychological mechanism — including learned helplessness, appraisal theory, and coping efficacy — and evaluate a fictional claim
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Trust No One? Conspiracy Beliefs and Interpersonal Trust
Activity Description Students complete the Generic Conspiracist Beliefs Scale (GCBS) and the Interpersonal Trust scale, then pool paired scores from 9 classmates to calculate a Pearson r. The lab examines whether believing in conspiracies tends to go along with trusting others less. Students explain the psychological mechanism — including paranoid ideation, epistemic vigilance, and social cynicism — linking conspiracy belief to low interpersonal trust, and evaluate a fictional claim that consp
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Know It to Control It: Emotional Intelligence and Reappraisal
Activity Description Students complete the Emotional Intelligence scale and the Emotion Regulation Questionnaire (ERQ) Cognitive Reappraisal subscale, then pool paired scores from 9 classmates to compute a Pearson r. The lab examines whether people who are better at understanding emotions also tend to regulate them more effectively through reappraisal. Students explain the mechanism linking emotional knowledge to effective cognitive regulation, and evaluate a fictional claim that knowing about
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Inside the Dark Triad: Does the Full Score Predict Psychopathy?
Activity Description Students complete the Short Dark Triad (SD3) scale summing all three subscales (narcissism, Machiavellianism, psychopathy) and the Hare Psychopathy Checklist (PCL-22), then pool paired scores from 9 classmates to calculate a Pearson r. The lab examines whether the full Dark Triad composite score predicts standalone psychopathy scores — a test of internal construct consistency. Students explain why psychopathy is embedded in the Dark Triad, distinguish between scale overlap
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Shy or Scared? Unpacking Social Anxiety and Shyness
Activity Description Students complete the Social Phobia Inventory (SPIN) and the McCroskey Shyness Scale (MCSS), then pool paired scores from 9 classmates to calculate a Pearson r. The lab carefully distinguishes social anxiety (fear and avoidance of evaluation) from shyness (discomfort in social situations) and tests whether the two track together. Students explain the psychological overlap while maintaining the conceptual distinction, and evaluate a fictional claim that the two are complete
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Hard Work Pays Off? Work Ethic and Belief in Yourself
Activity Description Students complete the Protestant Work Ethic (PWE) scale and the Generalized Self-Efficacy Scale (GSE), then pool paired scores from 9 classmates to compute a Pearson r. The lab examines whether valuing hard work is associated with stronger belief in one's ability to succeed. Students explain the psychological mechanism — including mastery experiences and behavioral confirmation of capability — and evaluate a fictional claim that work ethic and self-efficacy are negatively
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
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 The Best Medicine? Affiliative Humor and Loneliness
Activity Description Students complete the Humor Styles Questionnaire (HSQ) Affiliative Humor subscale and the UCLA Loneliness Scale (UPLAS), then pool paired scores from 9 classmates to calculate a Pearson r. The lab examines whether using humor to connect with others predicts feeling less lonely. Students explain the social bonding mechanism linking affiliative humor to reduced loneliness, and evaluate a fictional claim that funny people are always lonelier because they use jokes to hide the
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Dark Moods and Dark Mirrors: Depression and Body Esteem
Activity Description Students complete the PHQ-9 Depression scale and the Body Esteem Scale (BES), then pool paired scores from 9 classmates to calculate a Pearson r. The lab explores whether experiencing more depressive symptoms is associated with feeling worse about one's body. Students explain the bidirectional psychological mechanism — depression can distort body perception, and poor body esteem can maintain and deepen depression — and evaluate a fictional claim that depression and body es
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Count Your Blessings: Does Gratitude Predict Life Satisfaction?
Activity Description Students complete the Gratitude Questionnaire (GQ-6) and the Satisfaction With Life Scale (SWLS), then pool paired scores from 9 classmates to compute a Pearson r. The lab examines whether people who feel more grateful also feel more satisfied with their lives. Students explain the psychological mechanism linking gratitude to life satisfaction — including attention to positive experiences and social bonding — and evaluate a fictional claim that being thankful doesn't chang
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
Psychology Lab Thrill Seekers and Risk Takers: Sensation Seeking and Impulsivity
Activity Description Students complete the Arnett Inventory of Sensation Seeking (AISS) and the Barratt Impulsiveness Scale (BIS), then pool paired scores from 9 classmates to calculate a Pearson r. The lab examines whether craving novel stimulation and acting without thinking are linked traits. Students explain the neurological and personality basis connecting sensation seeking to impulsivity — both rooted in low inhibition and reward sensitivity — and evaluate a fictional claim that the two
8th - 12th, Adult Education, Higher Education
Health, Psychology, Statistics
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