The Georgia Social Studies Journal
Fall 2011, Volume 1, Number 2, pp. 14-23.
Georgia Council for the Social Studies
Incorporating Free Online Videos into the High School
Psychology Curriculum
Michael R. Findley
Gwinnett County Public Schools
Incorporating free online videos to the high school psychology curriculum provides a level of
differentiated instruction necessary to meet the diverse learning needs of today’s student. The purpose
of this article is to examine the audio and visual aspects found in videos and relate these components
to the transfer of information from working memory to long term storage. Finally, two specific areas;
developmental and social psychology, are highlighted to show how videos can be incorporated into the
instructional process.
The lights are dimmed; the overhead LCD projector is on. A black screen appears before the
class of 34 Advanced Placement (AP) Psychology students. “This is an awareness test” is the
message students see and hear as they watch the opening seconds of the video clip. Wondering
what is next, students see several athletes standing in a line wearing black and white shirts with
one individual holding a basketball. The video’s narrator asks the viewer to count how many times
the basketball is passed between members wearing the white t-shirts. A few seconds of ball
passing go by when the video stops for the narrator to ask if the viewer saw the moon walking bear.
The moon walking bear? As the class responds with questions, confusion, and disbelief, the video
automatically rewinds and replays again. The second time around most of the students catch the
elusive moon walking bear (it parades across the screen in plain sight). Sure, the instructor could
simply explain the concept of “inattentional blindness” – the concept that we often miss visible
objects in plain sight when our attention is focused elsewhere – but the use of this thirty-second
clip will go much further in developing a true understanding of the concept.
For me, teaching high school psychology has been a rewarding experience. Students are
continually exposed to relevant course content that is applicable to everyday life. Like many
psychology teachers, one of my primary challenges is the selection of the best resources,
demonstrations, and class discussions that can develop student awareness of the field. Fortunately,
there is a wealth of information and teacher resources to guide the instructional planning process.
However, one area that is lacking involves multimedia resources such as videos. As such, the
purpose of this article is to consider videos and explore their application to developmental and
social psychology.
Multimedia Learning
Videos have the ability to meet the needs of visual and auditory learners, while supporting
critical thinking and fostering effective class discussion. Multimedia learning allows for the
auditory and visual cognitive systems to become engaged in the learning process. Students
experience a certain challenge when they watch videos. Specifically, they are confronted with the
difficult task of selecting information that is relevant while organizing it into a workable mental
model. This mental model must then tie into the student’s prior knowledge. Additionally, the
student must develop a new understanding of the concept introduced. Videos are especially
The Georgia Social Studies Journal
beneficial in this learning because of the audio and visual components found within them (Pace &
Jones, 2009).
The human information processing system breaks video content into two separate
channels. First, the visual/pictorial channel processes pictorial representations and visual input.
As this occurs, an auditory/verbal channel handles and processes verbal representation and
auditory input. Simultaneously, these two channels can handle a limited amount of information as
described in the cognitive load theory (Chandler & Sweller, 1991) and components of working
memory (Baddeley, 1992, 2001, 2002).
Incorporating short psychology videos within instruction helps students develop and build
a knowledge base. For instance, the teacher might introduce a given topic by providing a brief
background on the concept. Doing so develops the knowledge base in which the video will
assimilate. A class discussion occurring after the video can help reinforce the concept and build a
more effective understanding. Meaningful learning occurs when the presented material is mentally
organized and placed in the context of existing knowledge (Mayer & Moreno, 2009).
As Baddeley (1992, 2001, 2002) describes, the working memory includes auditory and
visual-spatial elements. This working memory “involves conscious, active processing of incoming
auditory and visual-spatial information and of information retrieved from long-term memory”
(Myers, 2007, p. 353). These are coordinated by the central executive processor. This processor
allows for the simultaneous processing of words and images. For instance, this is why humans can
talk and drive at the same time while not being able to sing one song while remembering another
(Myers, 2007).
Incorporating videos into the psychology classroom differentiates instruction which is
needed in today’s diverse classroom. Using this method of instruction is not only engaging and
interesting for the student, but is also backed by research on memory and learning. Quality
instructional design, that may or may not include videos, is what matters in terms of student
performance and overall motivation. As a specific medium, videos are no more or less effective
than conventional instructional methods. According to Clark (1983), “media are mere vehicles that
deliver instruction but do not influence student achievement any more than the truck that delivers
our groceries causes change in our nutrition” (p. 2). No conclusions are being made that videos are
any more or less effective than other media or strategies employed in the typical high school
classroom. Rather, online videos should be seen as tool to aid in learning outcomes. For instance, if
an instructor finds an appropriate video clip to aid in achieving the learning outcome, then it should
be incorporated into the instruction. Effective instructional design is the key component that will
impact learning, not the media. With that stated, free online psychology videos can be an effective
tool if used in the right situation.
The following sections shift away from the research to explain practical applications for
psychology video integration. Two specific areas, developmental psychology and social psychology,
demonstrate how psychology videos can be used to supplement daily instruction.
Developmental Psychology
Developmental psychology is one area that lends itself well to video integration.
Specifically, students enjoy learning about Piaget’s (1932, 1983) stages of cognitive development.
What’s enjoyable about teaching this section is that students are often able and eager to test the
concepts out on their younger siblings. For instance, one year a student was so interested that she
video-taped her four year old cousin in attempt to see if he understood the law of conservation.
What was interesting was how the student completed her video exactly how the researcher did in
the short clip we watched in class. Her attempt probably would not have been as successful if she
did not watch the video we saw in class to serve as a guide.
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Findley, M. R.
When introducing Piaget’s four stages (sensorimotor, preoperational, concrete, and formal
operational), it is useful to tie a short video clip into each area to emphasize how the stages work
(see Appendix A). At the sensorimotor stage, infants under the age of one have a difficult time with
object permanence or the idea that when something is out of sight it is out of mind. This first clip
demonstrates object permanence with several infants
(http://www.youtube.com/watch?v=ue8y-JVhjS0&feature=related). Students tend to understand
the concept of object permanence better after watching the infant in the video play peek-a-boo or
search for a missing doll under a blanket. The video also challenges some of Piaget’s beliefs in
terms of the age at which a child can perform simple mental operations.
Demonstrating the preoperational child’s understanding of the principle of conservation is
one student’s find interesting. The following clip
(http://www.youtube.com/watch?v=GLj0IZFLKvg&feature=related) allows the class to see how a
girl in the preoperational stage understands changing volume, shape, and size. The first segment of
the video emphasizes the girls lack of understanding that the amount of liquid remains the same
even when the liquid is transferred to a different shaped container. Next, when asked to examine
two equal lines of coins (in length and number) the child knows both lines are equal. But when one
of the lines of coins is stretched the child believes there are more coins in the longer, stretched out
row. The final segment is usually the most interesting for my students. In this demonstration the
experimenter presents the child with one graham cracker while giving herself two crackers. The
preoperational child clearly knows that they are not sharing the graham crackers evenly. When the
experimenter breaks the child’s graham cracker in two, the girl now thinks both are sharing evenly.
In almost every class there is a student who tells me that he or she is going to try this out on a
sibling when they get home.
The concept of egocentrism also falls within the preoperational stage. When teaching this
topic I usually block and stare at the white board while students are trying to take notes. After a
few seconds some students get annoyed and ask me to move. Once that occurs I tie what I was
doing to how an egocentric child acts. An egocentric child believes that others see the environment
as they do. This can be demonstrated by the following segment between an egocentric child and
researcher (http://www.youtube.com/watch?v=OinqFgsIbh0&feature=related).
By the concrete operational stage children understand the principle of conservation. The
following clip (http://www.youtube.com/watch?v=gA04ew6Oi9M) demonstrates how an eight or
nine year old child not only grasps the concept but can also go into depth on why the volume of
liquid remains the same.
At the final, formal operational stage, a child around age 12 should be able to think
abstractly. This short clip presents an impossible scenario to both a concrete operational child and
a formal operational child to demonstrate the different thought processes
(http://www.youtube.com/watch?v=zjJdcXA1KH8&feature=related). In another example, formal
operations are demonstrated with a scenario that asks students what life would be like without
thumbs (http://www.youtube.com/watch?v=lw36PpYPPZM). This clip usually gets a few laughs
from the class because of the abstract response provided by the formal operational child describing
a life without thumbs. Both are effective at giving students a good idea of what this stage looks and
sounds like compared to simply seeing a picture, hearing an instructor explain the concept, or
reading a textbook.
Social Psychology
Students typically enjoy studying the field of social psychology. In my classes, they often
wonder how people would conform to a situation that is clearly wrong to the outside observer.
They doubt they would simply walk by an individual in distress as demonstrated by the bystander
effect and diffusion of responsibility. Nor can they understand how attitude can affect action such
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The Georgia Social Studies Journal
as the sadistic abusive roles taken by college student as prison guards during Zimbardo’s (1972)
Prison Experiment. As with other units of study, incorporating video clips of these concepts can go
far beyond a lecture or assigned reading. Two specific areas, the bystander effect and conformity,
lend themselves well to video incorporation.
The bystander effect is defined as “the tendency for any given bystander to be less likely to
give aid if other bystanders are present” (Myers, 2007, p.766). To develop understanding beyond
the typical class discussion or assignment, the following videos are effective means to supplement
the instruction. To demonstrate the bystander effect, the following clip
(http://www.youtube.com/watch?v=OSsPfbup0ac&feature=related) sets up a scenario outside of a
busy subway station where an actor is lying on the ground, clearly in pain, asking for help. Students
will notice how both male and female actors are ignored for quite some time before an individual
decides to help. This concept is easily related to students experiences in the halls the high school.
Most students can relate to the situation of dropping a personal item(s) in a busy hall where very
few students would offer to help compared to dropping personal item(s) in the hall when only one
student is near. Students express that more assistance is provided when fewer people are around.
This diffusion of responsibility is also evident in the next short video involves the behavior
of people as they walk by an unattended car with a baby inside
(http://www.youtube.com/watch?v=2OdKow7IAuw&feature=related). Once again, this video
encourages discussion and debate and is readily connected to everyday life. To make the video
viewing a transformative learning experience, students can be instructed to write an explanation
about how and where they have seen or been involved with this concept in real life. The smoke
filled room study demonstrates the principle of the bystander effect and the concept of diffusion of
responsibility (http://www.youtube.com/watch?v=KE5YwN4NW5o). Both videos can be useful
when probing for understanding and attempting to make a connection to everyday life aids in
making the learning meaningful. Besides the bystander effect, many other videos can be found to
emphasize concepts such as conformity.
Research conducted by Asch (1955) provides an excellent visual representation on why
individuals conform to group decisions. When teaching the psychological concept of conformity
and Solomon Asch, there are several that are to demonstrate the research. The first introduces the
study and provides an overview of the line study research
(http://www.youtube.com/watch?v=iRh5qy09nNw), while the second segment demonstrates
variations of the study on conformity
(http://www.youtube.com/watch?v=TYIh4MkcfJA&feature=related).
To place a humorous spin on the concept of conformity, students enjoy watching a clip from
the classic show, Candid Camera (http://www.youtube.com/watch?v=ge6wmDfsHXA). In this clip,
the unknowing subjects in the elevator follow the lead of their confederates to turn around and face
the back of the elevator. The Candid Camera clip can serve as an effective “hook” if shown to
students when they walk in the door. Not only is the video funny but the instructor can use it to
lead in a discussion on why the subjects in the video would conform and follow the lead of the
others. In many cases, students are excited after watching the clip and decide to try out the concept
on their own.
Practical Application in the Classroom
Incorporating short free online psychology videos allows the instructor to differentiate
instruction while providing novelty to students. In terms of practical application, students tend to
look forward to viewing the video clips that correspond with the main forms of instruction during a
class period. Since the clips tend to be short (most between 2-4 minutes) it is possible to provide
several learning transitions within one class. This helps in holding the students attention and focus
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Findley, M. R.
for a standard 50-60 minute class period.
Figure 1. “Give Me Five”
4. Prediction
3. Inference
5. Summarization/
Conclusion
2. Connections
1. Visualization
Name:_______________
Topic: _______________
Video:_______________
1. Visualization – What mental picture do I see?
2. Connections – What does this remind me of?
3. Inference – What do I know now, even though I wasn’t told the information in the video?
4. Prediction – What might happen next?
5. Summarization/Conclusions – What was this mostly about?
Besides showing the video, the teacher must take steps to ensure video integration is
meaningful and transformative in the learning process. Depending on the context, several
instructional methods could be used. A short video clip could serve as a ticket in-the-door activity
where student can be introduced to the concept for the first time. In this instance, the teacher could
play the video as students first come to class. As they watch, students could be asked to compare
how the scene presented related to real life. As a summarizing tool, a video clip could be shown
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The Georgia Social Studies Journal
after a class discussion or assigned reading. In this case, students could complete the Give Me Five
(Carr, 2010) formative assessment that might be applied to almost any psychology video because of
the open-ended nature of the assignment (see Figure 1).
Showing many online videos might have a potential downside. Not all online videos are
created equal and just because a video is online does not make it effective or appropriate for the
classroom. The instructor must consider the educational merit of the video and determine if and
how it helps to achieve the learning outcomes that have been established.
Free Online Video Resources
The developmental and social psychology videos examples are the tip of the iceberg in
regards to free video resources on the internet. Unfortunately, there is no one stop shop to find free
online videos. Sites like YouTube, or http://clipsforclass.com may be effective places to start a
search. Often the best strategy is to simply search online for whatever the concept is that you are
looking for. While time consuming, the payoff can be worth the investment and can be used for
years to come. Appendix A includes a list of many free resources that psychology teachers can
incorporate into the classroom.
Psychology videos can be a definite asset in the instructional process. The challenge of
using the many free online videos is finding them in the first place. Taking the time to look can be
challenging but definitely worth the investment. As shown with the examples provided in the fields
of developmental and social psychology, videos can help to bring concepts to life. Beyond the
psychology classroom other social studies subject areas can benefit from the incorporation of short
video clips. Short video clips that emphasize a historical point or economic concept for instance can
be just as beneficial as in when used the psychology course. Incorporating short video clips into
social studies instruction can be seen as one additional resource an educator can integrate into
daily instruction. Whether used as introductory a topic, a transition piece between topics, or as a
summarizing strategy students will appreciate and enjoy the differentiated instruction provided in
the course.
References
Asch, S. E. (1955). Opinions and social pressure. Scientific American, 193(5), 31-35.
Baddeley, A. D. (1992). Working memory. Science, 255, 556-569.
Baddeley, A. D. (2001). Is working memory still working? American Psychologist, 56, 849-864.
Baddeley, A. D. (2002). Is working memory still working? European Psychologist, 7, 85-89.
Carr, S. (2010, October). Differentiating classroom instruction. Presentation at Norcross High
School, Norcross, GA.
Chandler, P., & Sweller, J. (1991). Cognitive load theory and the format of instruction. Cognition and
Instruction, 8(4), 293-332.
Clark, R. E. (1983). Reconsidering research on learning from media. Review of Educational Research,
43(4), 445-59.
Mayer, R., & Moreno, R. (2003). Nine ways to reduce cognitive overload in multimedia learning.
Educational Psychologist, 38(1), 43-52.
Myers, D. G. (2007). Psychology (8th ed.). New York: Worth.
Piaget, J. (1932). The moral judgement of the child. New York: Harcourt, Brace and World.
Piaget, J. (1983). "Piaget's Theory". In P. Mussen (Ed.) Handbook of child psychology. Wiley.
Pace, B. G., & Jones, L. C. (2009).Teaching with web based videos: Helping students grasp the
science in popular online resources. The Science Teacher, 76(1), 47-50.
Zimbardo, P. G. (1972). Pathology of imprisonment. Transaction/Society, 9(6), 4-8.
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Findley, M. R.
Appendix A
Topic
Neurons
Neuroscience
http://www.pbs.org/wgbh/nova
/sciencenow/3204/01.html
Length
13:48
Brain
http://psychfiles.com
Many
clips
Mirror
Neurons
Brain
http://www.pbs.org/wgbh/nova
/body/mirror-neurons.html
http://www.ted.com/talks/lang/
eng/jim_fallon_exploring_the_mi
nd_of_a_killer.html
http://video.nationalgeographic.
com/video/player/science/healt
h-human-body-sci/humanbody/brain-bank-sci.html
http://www.pbs.org/wgbh/page
s/frontline/shows/teenbrain/vie
w/
http://www.cbsnews.com/video
/watch/?id=6820615n
14:00
Brain
6:29
Brief Description
NOVA series on mirror neurons. Special
circuitry in our brain may help us
understand how we interact with each
other and situations.
Video clips from this site provide
methods for remembering the various
parts of the brain.
Mirror neurons help us understand the
action of others. PBS.
Jim Fallon: Exploring the mind of a
killer. From TED Talks.
3:02
Harvard University’s brain bank
presented by National Geographic.
60:00
Frontline Series: Inside the Teenage
Brain.
2:31
Alarming increase in child concussions.
From CBS News.
http://www.cbsnews.com/video
/watch/?id=2369546n#ixzz0yB
GwRH9V
http://www.pbs.org/wgbh/nova
/body/mice-memory.html
http://www.youtube.com/watch
?v=BTYCv1ObZrI
3:54
Exercising Your Brain- Plasticity. From
CBS News.
12:00
Twins Studies
http://www.youtube.com/watch
?v=0yTCShemS_0
2:15
Gender/Social
Expectations
http://www.youtube.com/watch
?v=kIKsQ127BWM
1:40
Topic
Piaget’s Stages
of
Development
Piaget’s Stages
of
Development
Piaget’s Stages
of
Development
Developmental Psychology
http://www.youtube.com/watch
?v=gA04ew6Oi9M&feature=relat
ed
http://www.youtube.com/watch
?v=OinqFgsIbh0&feature=related
Length
1:46
Mice placed in enriched environments
can recover lost memories
This clip examines why researchers are
interested in identical twins (nature v.
nurture).
Interview with two identical twins
separated at birth and reunited 35
years later.
Modern video recreation (made to look
old) of the Good Wife’s Guide from
Housekeeping Monthly, 13 May, 1955.
Brief Description
The testing of Piaget’s stage of
development. Concrete operational
child.
The testing of Piaget’s stage of
development. Egocentrism.
http://www.youtube.com/watch
?v=ue8y-JVhjS0&feature=related
1:03
Teenage Brain
Teenage Brain
Injury
Brain
Plasticity
Neural/Brain
Development
Twins Studies
20
2:12
1:29
Piaget - Stage 1 - Sensorimotor, Object
Permanence.
The Georgia Social Studies Journal
Piaget’s Stages
of
Development
Piaget’s Stages
of
Development
Piaget’s Stages
of
Development
Harry Harlow
http://www.youtube.com/watch
?v=YtLEWVu815o
2:15
Piaget - Stage 2 - Preoperational - Lack
of Conservation.
http://www.youtube.com/watch
?v=gA04ew6Oi9M&feature=relat
ed
http://www.youtube.com/
watch?v=lw36PpYPPZM
0:56
Piaget - Stage 3 - Concrete –
Reversibility.
0:59
Piaget - Stage 4 - Formal - Deductive
Reasoning.
2:06
Topic
Inattentional
Blindness
http://www.youtube.com/watch
?v=KlfOecrr6kI
Sensation & Perception
http://www.youtube.com/watch
?v=Ahg6qcgoay4
Taste and
Smell
http://www.youtube.com/watch
?v=-jeVvEutgnQ
8:35
Topic
Hypnosis
States of Consciousness
http://www.youtube.com/watch
?v=Fuek5RM1IDk
Learning
http://www.youtube.com/watch
?v=LbmbQkX7czo
http://www.youtube.com/watch
?v=jWsxfoJEwQQ
http://blogs.cornell.edu/gp08ha
1115/2010/04/04/93/
Length
4:15
http://www.youtube.com/watch
?v=gQmHgBZhlwc
Memory
http://www.learner.org/resourc
es/series150.html#
http://www.ted.com/talks/lang/
eng/daniel_kahneman_the_riddle
_of_
experience_vs_memory.html
http://www.learner.org/resourc
es/series142.html?pop=yes&pid
=1588
1:02
Footage of Harlow’s monkeys and
social attachment.
Brief Description
Have students count the number times
the ball is being passed. Do students see
the moon walking bear?
Hell's Kitchen Season 7 Episode. Chef
Gordon Ramsey on the importance of
smell and vision when tasting.
Brief Description
Dentist uses hypnosis to complete
painful dental procedures.
Brief Description
News story on Skeeter the narcoleptic
dog.
Original footage of the Bobo Doll study.
Narrated by Albert Bandura.
The principles of operant conditioning
at work being employed during the TV
show The Big Bang Theory.
Jim classically conditioning Dwight
during an episode of The Office.
Brief Description
The Mind Series: Clive Wearing.
Thinking and Language
http://www.youtube.com/watch
?v=mDntbGRPeEU
http://www.youtube.com/watch
?v=RuMdIxKnqz8
http://www.youtube.com/watch
Topic
Sleep
Disorders
Observational
Learning
Operant
Conditioning
Classical
Conditioning
Topic
Clive Wearing
Experience vs.
Memory
Super
Memory/
Study Tips
Topic
Problem
Solving
Babbling Baby
Animal
21
Length
1:03
Length
2:48
5:03
4:30
Length
20:07
Daniel Kahneman: The riddle of
experience vs. memory.
9:54
Rajan Mahadevan’s amazing memory.
Mahadevan has the ability to recall and
recite any part of pie (3.14) From The
Mind series.
Length
:30
Brief Description
A Pigeon solves the box-and-banana
problem.
Funny video of a babbling baby in the
backseat of a car.
Chimp demonstrates the ability to use
:26
1:02
Findley, M. R.
Thought
?v=ySMh1mBi3cI
Language
Development
http://www.ted.com/talks/lang/
eng/steven_pinker_chalks_it_up_t
o_the_blank_slate.html
20:00
Steven Pinker explains how language is
a blank slate. From TED Talks.
Language and
Thought
http://www.ted.com/talks/lang/
eng/steven_pinker_on_language_
and_thought.html
20:00
Stephen Pinker on Language and
Thought. From TED Talks.
Topic
Emotions
Length
Brief Description
Paul Ekman
http://www.youtube.com/watch
?v=IA8nYZg4VnI
56:08
Conversations in History with Paul
Ekman.
Recognizing
Emotions
Detecting
Emotion
Detecting
Emotion
Nonverbal
Communicatio
n
Detecting
Emotions
Positive
Psychology
http://www.youtube.com/watch
?v=MbKddhq8s_A
http://www.youtube.com/watch
?v=E3PAW7zjgPw
http://www.youtube.com/watch
?v=GLL3wtgBiFA
http://www.youtube.com/watch
?v=5X7fKZTmZa4
2:13
http://www.youtube.com/watch
?v=qGQf9O61cww
http://www.ted.com/talks/lang/
eng/martin_seligman_on_the_stat
e_of_psychology.html
Abnormal Psychology
http://www.youtube.com/watch
?v=VP-BplZP-vw
http://abcnews.go.com/WN/am
erican-soldiers-turningprescription-drugs-treatpsychologicaldistress/story?id=10193849
http://www.youtube.com/watch
?v=4LScZZOkeIs
Social Psychology
http://www.ted.com/talks/phili
p_zimbardo_on_the_psychology_o
f_evil.html
1:44
Duke’s research on the processing of
emotional facial expressions.
Short local news story on how to detect
a liar.
Michael Shermer tests the polygraph
and explains lie detection.
Expert Jan Hargrave discusses the
importance of nonverbal
communication and body language.
Short clip where Paul Ekman discusses
lying.
Martin Seligman on positive
psychology. From TED Talks
http://www.youtube.com/watch
?v=r2YniMB51Rw
http://www.pbs.org/wgbh/page
s/frontline/shows/divided/
4:00
Topic
Humanistic
Therapy
Psychological
Distress
Schizophrenia
Topic
Power of the
situation
Skin color bias
Prejudice
water to solve a problem.
22
2:46
8:23
9:33
23:45
Length
4:58
2:35
3:18
Length
23:10
60:00
Brief Description
Original footage from a counseling
session with Carl Rogers.
ABC News examines the growing
number of soldiers turning to
perception drugs.
20/20 story on virtual reality
hallucinations.
Brief Description
Philip Zimbardo explains how the
power of the situation and how
ordinary people can do both good or
evil. Be advised- some graphic content.
From TED Talks.
Study white and black children biased
toward lighter skin - CNN.com
Jane Elliot’s Brown Eye, Blue Eye Study.
A class divided.
The Georgia Social Studies Journal
About the Author
Michael R. Findley teaches Advanced Placement and International Baccalaureate Psychology for
Gwinnett County Public Schools. He is a National Board Certified Teacher and holds an Ed.D. in
instructional technology and distance education. He can be reached at mfindley4@gmail.com.
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