Unit 2: Psychology

Your Attention, Please

Prepared By:
Dr. Marine Milad
Your Attention, Please
In this unit, you will:
• Read about research on two activities that affect human
performance.
• Learn to watch for “pivot” words to help find the main idea.
• Learn to differentiate between cause and effect.
• Increase your understanding of the target academic words for
this unit.
benefit evident issue negate require
complex identify lecture normal research
consistent instruct mediate psychology whereas
 Self-Assessment of Target Words
• Read the target words of this unit in the objectives box above. Think
carefully about how well you know each word. Then, write each word in
the appropriate column in this chart. When you have finished this unit,
come back and reassess your knowledge of the target words.
I have never I have seen I understand I have tried I use the I use the
seen the the word but the word to use the word with word with
word before I am not sure when I see or word, but I confidence in confidence
what it hear it in a am not sure I either both in
means sentence am using it speaking or speaking and
correctly writing writing
Reading 1:
Before You Read
• Read these questions. Discuss your answers in a
small group.
1. Can you concentrate on two things at the exact
same time?
Try this:
Think about the taste of ice cream
while you add the numbers 71 and 56.

71 + 56 =
Reading 1:
Before You Read
• Read these questions.
Discuss your answers in a
small group.
2. Picture in your mind the
faces of two people you
know.
Can you see them at the
same time, or do you
switch back and forth?
Reading 1:
Before You Read

• Read these questions.

Discuss your answers in a
small group.
3. Are you more productive
when you work on a single
project or when you work
on several projects at the
same time?
Reading 1:
Before You Read Say the Name of Each Shape

square
square

circle
circle

triangle
triangle

star star

7
Reading 1:
Before You Read Say the Color

YELLOW BLUE ORANGE

BLACK RED GREEN
PURPLE YELLOW RED
ORANGE GREEN BLACK
BLUE RED PURPLE
GREEN BLUE ORANGE
8
Reading 1: Read
“May I Have 30% of Your Attention, Please?
• This article is about a behavior that seems to be
increasing in our digital world.

http://www.youtube.com/watch?v=8Hb09FwdvNY
After You Read
Reading Comprehension Activities
• Mark each sentence as T (true) or F (false) according to the
information in reading 1. Use dictionary to help you
understand new words .
........ 1. Some of the research on which this article was based
predates the age of digital technology.
........ 2. The writer believes that the human brain can be trained
to multitask effectively like a computer .
........ 3. Processing two sets of stimuli simultaneously diminishes
the chance for error .
........ 4. Multitasking is possible when the tasks are routine and
very simple .
After You Read
Reading Comprehension Activities
• Mark each sentence as T (true) or F (false) according to the
information in reading 1. Use dictionary to help you
understand new words .
...... 5. Multitasking can have detrimental effects on a person's
memory over time .
...... 6. When multitaskers perform poorly; it is purely due to
switching delays .
...... 7. 'frying to do two complicated jobs at the same time leads
to an increase in brain activity.
....... 8. The people who developed the digital tools we use today
probably had to multitask in order to do so.
After You Read
Reading Comprehension Activities
• Mark each sentence as T (true) or F (false) according to the
information in reading 1. Use dictionary to help you
understand new words .
Answer Key:
Reading Strategy: Finding the Main Idea –
Reading Past the “Pivot”
• Writers can begin an article using different
strategies:
• A news story might state the point of an article early.
• Example:
A study reported in the Journal of Experimental
Psychology reveals that multitasking can actually
waste time, especially when one of the tasks is
complicated. These findings are particularly relevant
in an age when switching between tasks is greatly
facilitated by digital technology.
Reading Strategy: Finding the Main Idea –
Reading Past the “Pivot”
• Writers can begin an article using different
strategies:
• Other articles might begin by providing background
and context before getting to the main point or the
real news featured in the article.
• They might even first present an idea that is counter
to the true main point of the article. The transition or
shift to the main idea is often indicated by a pivot
word like, but,yet, however, or nevertheless.
Reading Strategy: Finding the Main Idea –
Reading Past the “Pivot”
• Writers can begin an article using different strategies:
• Example:
"Let's talk about this while we do the dishes." In the
idiom of the digital world, we might call this an
invitation to "multitask." The shared assumption?
Dishwashing is so routine that even a serious
discussion is possible while we finish the chore.
However, what happens when we try to do two tasks
that require more intense concentration? Do we save
time? Psychologists are beginning to have doubts.
Finding the Main Idea – Reading Past the
“Pivot” Activities
A. Circle the pivot word in this paragraph. Underline
the main idea.
Experimental psychology has a large body of work
exploring how humans perform on repetitive or
individual tasks requiring both cognitive and motor
skills. Yet, humans in daily life are often required to
manage two or more tasks simultaneously. Our
interest concerns how the human brain manages
multiple tasks simultaneously and factors that
inhibit the successful completion of these tasks.
Finding the Main Idea – Reading Past the
“Pivot” Activities
A. Circle the pivot word in this paragraph. Underline
the main idea.
A. Answer Key:
Finding the Main Idea – Reading Past the
“Pivot” Activities
B. Look again at Reading 1 and find a pivot.
– What information comes before the pivot?
– What information comes after the pivot?
– What point is the author making?
Compare answers with a partner.
• Pivot word: ................................................................ .
• Before pivot: …………………………………………………………….
• After pivot: ……………………………………………………………..
• The author's point: ………………………………………………….
Finding the Main Idea – Reading Past the
“Pivot” Activities

B. Answer Key:
After You Read
Vocabulary Activities
After You Read
Vocabulary Activities
A. Read these comments on multitasking. Fill in the blank with a target
word from the chart on page 21 that completes the sentence in a
grammatical and meaningful way. Be sure to use the correct form.

1. Many in the working world today complain that multitasking is

a ................................................ for anyone who wants to get ahead.
2. Despite ................................................ that multitasking wastes time, a
great number of workers say they are expected to work on many tasks at
once.
3 ................................................. suggests that the human brain cannot match
a computer's ability to switch back and forth between tasks.
4. An outside party was brought in to ................................................ the
dispute.
After You Read
Vocabulary Activities
A. Read these comments on multitasking. Fill in the blank with a target
word from the chart on page 21 that completes the sentence in a
grammatical and meaningful way. Be sure to use the correct form.

5 ................................................. are interested in studying what the human

brain is doing while multitasking.
6. Multitasking can be ................................................ when tasks are routine
and relaxing.
7. One ................................................ effect of multitasking is a diminished
ability to perform each task.
8. Researchers have found that learning new things
has ............................................... . benefits for older people, improving
their brain function and their outlook on life.
After You Read
Vocabulary Activities

A. Answer Key:
After You Read
Vocabulary Activities
After You Read
Vocabulary Activities
B. Read the statements and identify an issue that each one might be
addressing. Write a direct question that you could use to begin a
discussion of the issue.
1. College tuition has been rising steadily.
Issue: how people afford college.
Q: What should we do about college tuition? Or why is college tuition rising?

2. Several factors have contributed to a decline in violent crime.

3 . Raising the driving age to r7 will have several noticeable effects.
4. Students should be careful when posting personal information on social
websites.
5. Parents need to monitor the violent content of video games more closely.
6. Disputes between workers and managers can damage businesses.
After You Read
Vocabulary Activities
B. Answer Key:
After You Read
Vocabulary Activities
After You Read
Vocabulary Activities
C. Here is an excerpt from Reading 2. Fill in the blanks with
whereas, but, or nothing (Ǿ). Experiment with different
possibilities. When you finish, compare sentences with a partner.
How does the use of whereas or but affect the meaning?
Consistently failing to get enough sleep is the biological equivalent
of consistently spending more money than you make. Napping
can help reduce a sleep debt, (1) ................................................
there are also long-term benefits to maintaining consistent,
predictable sleep patterns. (2) ................................................ naps
do improve cognitive functioning after periods of sleep
deprivation, (3) ................................................ they do little to
repair the negative mood that results from sleep loss.
After You Read
Vocabulary Activities

Find the excerpt in paragraph 4 of Reading 2.

How does it compare with your answers?

C. Answer Key:
Reading 2:
Before You Read
Reading 2:
Before You Read
• Read these questions. Discuss your answers in a
small group.
1. What is your typical sleeping schedule? Do you
regularly take naps?
2. How much sleep do you need? Would you be more
effective if you got more sleep?
3. The reading uses the term “sleep dept.” what do you
think it might mean?
Reading 2:
You Are Getting Very Sleepy
• This article from the website of the American
Psychology Association explains how more sleep
would make most people happier, healthier, and
safer.

http://www.youtube.com/watch?v=_SQMmLbGiLY
Reading 2:
You Are Getting Very Sleepy
Examine the following statements: How do you react
to each one?
“Sleep is important.”
“Laboratory experiments provide evidence that
failing to get enough sleep dramatically impairs
memory and concentration.”

33
Reading 2:
You Are Getting Very Sleepy
Examine the following statements: How do you react
to each one?
“People with fewer than 8 hours’ sleep per night
show pronounced cognitive and physiological
deficits.”
“These deficits include memory impairments, a
diminished ability to make decisions, and dramatic
lapses in attention.

34
Reading 2:
You Are Getting Very Sleepy
Examine the following statements: How do you react
to each one?
“You may also be a danger to other people.”
“The National Highway Traffic Safety Administration
estimates that drowsy or fatigued driving leads to more
than 100,000 motor vehicle crashes per year.”

35
Reading 2:
You Are Getting Very Sleepy
Examine the following statements: How do you react to each
one?
“Moreover, people who chronically fail to get enough sleep
may be cutting their lives short.”
“A lack of sleep taxes the immune system and may even lead
to disease so and premature aging.”
 There is some truth in the old saying
“Early to bed and early to rise, makes us healthy,
wealthy and wise.”

Next time you start to argue about your bedtime,

remember your body needs a break.
After You Read
Reading Comprehension Activities
• Mark each sentence as T (true) or F (false) according to the
information in reading 2. Use dictionary to help you
understand new words .
........ 1. In David Dinges's experiment, the subjects stayed in bed
for more than 14 hours a day.
........ 2. Research suggests that most people need more than 7-9
hours of sleep .
........ 3. It is the rare individual who can function effectively on
fewer than 6 hours of sleep per night .
........ 4. H we are seriously deprived of sleep, a nap may help us
think more clearly.
After You Read
Reading Comprehension Activities
• Mark each sentence as T (true) or F (false) according to the
information in reading 2. Use dictionary to help you
understand new words .
........ 5. Sleep deprivation affects not only a person's cognitive
ability but also their mood .
........ 6. An enhanced immune system is one benefit of sleep
deprivation .
........ 7. Studies have shown that people drink more when they
are sleep deprived .
........ 8. Sleep deprivation is having an effect on the U.S.
economy.
After You Read
Reading Comprehension Activities
• Mark each sentence as T (true) or F (false) according to the
information in reading 2. Use dictionary to help you
understand new words .

Answer Key:
Reading Strategy: Isolating Causes & Effects
Reading Strategy: Isolating Causes & Effects
A. Reading 2 discusses the effects of two conditions-getting adequate sleep
and chronic sleep deprivation. Without referring to the reading, mark the
phrases AS (effects of adequate sleep) or CD {effects of chronic
deprivation). Then, review the reading to check your answers .
• ........ improves memory
• ........ increases concentration
• ........ strengthens the immune system
• ........ decreases accidents
• ........ impairs memory
• ........ disrupts the body's metabolism
• ........ improves cognitive functioning
• ........ cuts their lives short
• ........ taxes the immune system
• ........ wreaks havoc on human safety
Reading Strategy: Isolating Causes & Effects

A. Answer Key:
Reading Strategy: Isolating Causes & Effects
Reading Strategy: Isolating Causes & Effects
B. Fill in the blanks with lead to or show.

1. Chronic sleep deprivation can ..................................... pronounced cognitive

and physiological deficits.
2. People who get Jess than 8 hours of sleep per night...................... a greater
susceptibility to motor vehicle accidents.
3. People who get adequate sleep········improved cognitive functioning.
4. Not getting enough sleep can ............... dramatic lapses in attention.
5. Getting adequate sleep ................................... Improved memory.
6. According to laboratory experiments, people who are sleep
deprived................................... increased levels of stress hormones.
Reading Strategy: Isolating Causes & Effects

B. Fill in the blanks with lead to or show.

Answer Key:
1. Chronic sleep deprivation can lead to pronounced cognitive and
physiological deficits.
2. People who get Jess than 8 hours of sleep per night show a greater
susceptibility to motor vehicle accidents.
3. People who get adequate sleep show improved cognitive
functioning.
4. Not getting enough sleep can lead to dramatic lapses in attention.
5. Getting adequate sleep lead to Improved memory.
6. According to laboratory experiments, people who are sleep
deprived show increased levels of stress hormones.
Reading Strategy: Isolating Causes & Effects

C. Referring to the reading and the

preceding tables, write a brief
paragraph that summarizes the
dangers of sleep deprivation.
Reading Strategy: Isolating Causes & Effects

Answer Key:
After You Read
Vocabulary Activities
After You Read
Vocabulary Activities
A. Read this information on sleep deprivation. Circle C (count)
or U (un-count) for each underlined noun.
The National Sleep Foundation provides information (C I U) on
the health consequences (C I U) of sleep deprivation. It offers
practical suggestions (C I U) on how to get more sleep and
advice(C I U) on how to take advantage of the benefits (C I U)
that sleep provides. The organization believes that greater
knowledge (C I U) and understanding (C I U) of sleep and sleep
disorders will increase public health (C I U) and safety (C I U).
To this end, it promotes the study (C I U) of sleep and sleep
disorders.
After You Read
Vocabulary Activities
A. Read this information on sleep deprivation. Circle C (count)
or U (un-count) for each underlined noun.

A. Answer Key:
After You Read
Vocabulary Activities
After You Read
Vocabulary Activities
B. Read this description of a crime. Then, discuss the questions
that follow in a small group.

The sole employee of a small dress shop claimed that an

armed robber stole all the cash while the owner was out
running an errand. A few minutes before the owner returned,
a witness sitting at a nearby cafe noticed a young man in a
blue jacket leave the store and walk calmly but quickly away.
The witness said he behaved normally, and there was nothing
remarkable about his appearance.
After You Read
Vocabulary Activities
B. Read this description of a crime. Then, discuss the questions that follow in a small
group.

The police then questioned the employee and collected these statements:
• I was cleaning the mirrors near the dressing rooms when the robber grabbed me from
behind.
• He had a knife. I wanted to scream. but he had his hand over my mouth the whole time.
• He told me to take the money from the cash register and hand it to him.
• I gave him the money. He put it in a plastic bag and stuffed it in his jacket.
• He pushed me down and ran out before I could get a good look at him.
• The suspect's face was never toward me. I think he was very tall.
• I could not tell what color jacket the suspect was wearing.
• I know it was not a blue jacket.
• I didn't call the police because I wanted to wait for the owner.
After You Read
Vocabulary Activities
B. Read this description of a crime. Then, discuss the questions
that follow in a small group.

l. Do you find the employee's statements logically consistent

with each other or are they inconsistent?
2. Is there anything unusual or abnormal in the employee's
behavior?
3. Are the employee's statements consistent with what the
witness said?
4. Do you think the man in the blue jacket committed the
crime? Why or why not?
After You Read
Vocabulary Activities

C. Fill in the blanks with a target vocabulary word

from the box. Use the plural form where necessary.
After You Read
Vocabulary Activities

C. Answer Key:
After You Read
Vocabulary Activities
D. The verb identify means to name or recognize something.
To identify with someone means that you understand their
feelings, thoughts, or values.
Moviemakers want their audience to identify with the
characters on screen. Which of these characters do you think
are easy for people to identify with? Put a check (√) next to
them.
In a small group, discuss your choices. Why are these
characters easy to identify with? Why are the others not?
What would need to happen in the story to make the
audience identify with them?
After You Read
Vocabulary Activities
After You Read
Vocabulary Activities
E. Working with a partner, use these words to make a single
sentence. Refer to the chart above for sentence patterns.
1. evident I constant I beneficial
• The study claims t hat constant exposure to TV violence is not
beneficial to a child's development.
2. benefit from I psychological
3. consistent with I research
4. required I maintain
5. evidence I negatively
6. evident I beneficial
After You Read
Vocabulary Activities
E. Answer Key:
After You Read
Vocabulary Activities
After You Read
Vocabulary Activities
F. The previous chart shows some common collocations, or
word partners, for selected target vocabulary. Refer to the
chart as you write sentences that contain the given words
and at least one collocation.
1. strong I suggest I negative
• There is strong evidence suggesting that sleep deprivation has
many negative effects.
2. fulfill/ strict I in order to qualify for
3. provide /long-term
4. gather I compelling I against the claim that multitasking
5. carry out I on the negative I of chronic sleep deprivation
After You Read
Vocabulary Activities
F. Answer Key:
WRITING AND DISCUSSION TOPICS
Research Assignment
Each student should choose one of the
research questions on page 32 to write
a short research paper and present it 1
to 2 minutes the next session during
the 10 minutes reading enrichment.

Thank you