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Can anyone think of personal experiences or observations to
support their beliefs? What about empirical data that might support a given hypothesis?
2. Zimbardo and Gerrig propose that sleep may have evolved because it gave animals an
opportunity to conserve energy at those times when they did not need to be searching for
food or a mate. Given that we as humans no longer engage in these activities under the
same constraints as animals, ask the class if they think it possible that we may eventually
evolve out of the need for sleep.
3. According to Zimbardo and Gerrig, there appears to be a developmental timetable for
dreams that parallels our cognitive developmental pathway, with children being the
example given. If this premise is valid, what sort of dreams might we expect to see at the
opposite end of the spectrum, during old age?
4. Ask your students if they have ever had a lucid dream. Have students share their lucid
experiences. Students find this subject fascinating, and the topic often leads to lively
discussion concerning the nature of consciousness and the nature of reality. How would
students use the extra time of consciousness while they are lucid in their dreams? Would
they use it differently than they would normal consciousness? Why or why not?
5. Most sleep researchers argue that people need an average of 8 hours of sleep per day to be
fully rested and alert. First, you might ask students why they think this is, as most people
today do not physically exert themselves enough to require 8 hours of sleep to physically
recharge themselves. Second, you might ask students how much sleep they are getting each
night. My guess is most of them are not getting the recommended 8 hours per night. But
many of them are probably not feeling overtired or sleep deprived. While the average
amount of required sleep is 8 hours, many people function quite well on 6 or 7 hours per
night, while others need 9 or 10 hours per night. I had a professor in graduate school who
functioned quite effectively for years on only 3 or 4 hours per night! The important thing for
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students to know is that not everyone needs the average, but knowing how much sleep
your body needs and adjusting your schedule so that you are getting what you need is
crucial to feeling rested.
6. Many people sleep somewhat more when they are mildly depressed or experience mild to
moderate stress. Some students who are juggling school, work, and family/social life find
that they are nodding off every time they sit down or relax, but are still consistently
exhausted. If they add up all the hours they are “napping,” it can add up to 11 or 12 hours
a day. Of course, it is not good quality sleep, which means it doesn’t help them feel
“recharged” or well rested. When I was a psychology intern at a university counseling
center, it was such a common phenomenon we began calling it “student sleep syndrome.”
Often, students feel even worse when this occurs because they begin to wonder what’s
wrong with them, which compounds their stress. Most students are relieved to know that
this condition is common and often disappears when stress levels are reduced. Usually,
when a student takes a term off or cuts back on his or her schedule, the condition
disappears. However, as with any dramatic or prolonged change in energy level or
physical condition, students should get a complete physical examination from their
physician before assuming it is just a symptom of stress.
7. Ask students to describe what they do to fall asleep and how long it usually takes them.
You will usually find that those students who get a reasonable amount of physical exercise
during the day, allow themselves at least an hour of “winding down time” before they go to
bed, and go to bed at similar times each night will tend to go to sleep faster than those who
do not exercise, have erratic schedules, and too many presleep activities. Often, insomnia
can be managed just by changing their daily schedules and presleep routines.
8. Ask students what they do when they have bouts of insomnia. I've heard everything from
counting sheep to having sex. Clearly there is no one technique that works for everyone.
But there are many techniques that work well for at least some people. You can discuss
how many techniques, such as progressive relaxation, deep breathing, and fantasy, can be
used to induce a relaxed state compatible with sleep induction. Some insomnia is caused
because people, go to bed hungry or “wired” from drinking beverages loaded with caffeine.
Eating a snack so that you are not experiencing hunger pains, and making sure what you
eat is not loaded with caffeine and sugar, can also induce drowsiness and relaxation.
While sleeping pills are an option, as the text suggests, they are usually not an ideal option
because of side effects and people’s tendency to become dependent on them.
SUPPLEMENTAL LECTURE MATERIAL
Unattended Information and the “Cocktail Party Phenomenon”
It has happened to all of us. You are at an office party, a Christmas party, or a gathering of friends
at the home of a neighbor and you are engaged in conversation with a friend about the merits of
Golden Retrievers compared to German Shepherds. More people are talking behind you, but you
are not paying attention to their conversation. Suddenly, you hear your name mentioned by one of
the individuals engaged in the conversation behind you. You become unable to concentrate on the
puppy discussion, because you are too busy trying to hear what the other people are saying about
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you. You know you were not deliberately eavesdropping on this conversation, but you know that
you heard your name. Is it possible that you were unconsciously eavesdropping?