Download General Psychology - Social Science

General Psychology (PSYC 101)
3.0 credit hours
Semester: Spring 2007
Instructor: Dr. Simonson
Email Address: [email protected]
Office: Aspen 129
Office Hours: 11:00-11:50 daily
Office Phone: (208) 732-6858
Prerequisites: None
Required Textbooks and Supplies:
· Course Text
Psychology (Ciccarelli & Meyer, 2006) (ISBN: 0-13-183959-4).
· Notebook
A simple 100-page spiral notebook.
Recommended Textbooks and Supplies:
· Study Guide
Psychology: Concept Notes (Ciccarelli & Meyer, 2006) (ISBN: 0-13-228335-2).
Prerequisite Skills:
· Literacy
· Assertiveness
· Persistence
· Open-mindedness
This course requires a high reading demand and a moderate writing demand.
Dr. Simonson is a psychologist, not a psychic; you must be active in your education.
This course is demanding and rigorous (but not impossible) if offered and received properly.
It is not required that you change your mind, but you must be willing to do so.
Policies and Procedures:
Attendance
You are required to post to the In-Class Recitations (see below) on the course website’s
Discussion Board at least 3 times each week (each time on a different day of the week) of the semester.
 Each week begins each Monday morning at 12:01AM and ends each Sunday at midnight.
 This means that from August 21st through December 10th, you will post at least 48 times.
 For every “absence” after 6, you will lose 10 points. Excused absences will not count against you.
Excused Absences:
 School-sanctioned and military-required absences if you provide advance written notice.
 Medical-, legal-, or family-related emergencies per my discretion.
Behavior Any conduct that disrupts the educational experience of other students will not be tolerated. Violations
of CSI behavioral policies will result in appropriate disciplinary actions including zero credit, classroom expulsion, and
disenrollment (see CSI catalog).
Late Policy
Late policies differ for each course component:
 Chapter Quizzes and Papers are not available late unless you have a documented Excused Absence.
 Unit Tests are available late upon arrangement.
o A 10% penalty applies unless you have a documented Excused Absence for the original test day.
 In-Class Recitations Postings cannot be made up due to their “real-time” nature.
Grading Practices: Your course grade will be computed by your performance on In-Class Recitations (ICR) Postings, 14
Chapter Quizzes, 7 Unit Tests, and a research paper.
In-Class Recitation For each reading assignment, you are required to take notes in a notebook. You must re-word
what you read into your own words. Each week, you are to post to your ICR Group’s Discussion Board at least 3
times (each time on a different day of the week) of the semester.. You will review what you have written in your
notebook with 3-4 peer students. In-Class Recitation Postings are worth 100 points.
Chapter Quizzes
You will complete a multiple-choice quiz at the completion of each chapter. These quizzes are
offered online and are due by 12:00NOON on their respective due dates. Each of the 14 quizzes is worth 10 points.
Unit Tests
You will complete a 4-item short answer test for each unit, worth 80 points each. You will be
graded for Thoroughness, Depth, Clarity/Penmanship, and Accuracy. These tests are offered online and are due by
12:00NOON on their respective due dates.
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Research Paper
You will write one paper, worth 200 points (100 points for a preliminary Reference section and
100 points for the final paper). Instructions will be given on the course website for these papers, and they are due by
12:00NOON on their respective due dates.
Honesty Policy
If you receive, give, or otherwise use information with dishonest intent, you are guilty of
academic dishonesty. Plagiarized or cheated assessments will be awarded zero credit.
Grading Scale
ICR
Chapter Quizzes
Unit Tests
Research Paper
Total points available
100
140
560
200
1,000
(10%)
(14%)
(56%)
(20%)
900 & up pts = A (Outstanding)
800 - 899 pts = B (Above-average)
700 - 799 pts = C (Average)
600 - 699 pts = D (Below-average)
0 - 599 pts = F* (Unsatisfactory)
*The grade of "I" (incomplete) will only be granted if, by the last day of finals week, 1) more than half of all your coursework is
received by me, and 2) you request the grade of “I” in writing.
Extra Credit
There will be no opportunities for extra credit. You must concentrate on putting your best
academic foot forward from the outset and keeping current on your coursework through to the end of the semester.
Library Use: The paper assignment will require use of the CSI library. I will offer advice upon request.
Outcomes Assessment (OA): OA is an essential element of continuous improvement. There are three steps to the cycle
of outcomes assessment: gathering data, interpreting data, and implementing changes based on data interpretation.
Gathering Data
Data will derive from the Unit Tests. Each Unit Test includes a survey of your study habits.
Interpreting Data
Data will be analyzed via path analysis to identify relationships between your study habits,
course design and dynamics, and your course performance.
Implementing Change
I will use these results to advise you and to detect areas of need for instructional improvement.
Online Course Evaluations: As part of the Outcomes Assessment for CSI, each student is requested to complete an
online class evaluation form at the end of the semester. Students will access the evaluation at http://evaluation.csi.edu.
The name and password is the same as for network email and Blackboard. It is important to complete these evaluations
so we can continually improve courses.
Disabilities: Any student with a documented disability may be eligible for related accommodations. To determine
eligibility and secure services, students should contact the coordinator of Disability Services at their first opportunity
after registration for a class. Student Disability Services is located on the second floor of the Taylor Building on the
Twin Falls Campus. (208)732-6250(voice) or (208)734-9929 (TTY), or email [email protected].
Psychotherapeutic Resources: The content and nature of this course often lead students to inquire after individual
counseling with the instructor. He will gladly assist you in academic and career advisement to the best of his ability;
however, the instructor is ethically and legally not allowed to cross boundaries by offering psychotherapeutic advice of
any kind. The Center for New Directions (CND) offers individual counseling free to CSI students. The CND is located
on the west side of campus south of the tennis courts and behind the Quality Assurance Lab. You may contact the CND
at 732-6680.
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The College of Southern Idaho Mission Statement
The College of Southern Idaho, a comprehensive community college, provides educational, social and cultural
opportunities for the diverse population of South Central Idaho. In this rapidly changing world, CSI encourages our
students to lead enriched, productive and responsible lives.
General Education Criteria: This course satisfies all eight criteria for general education. It is designed to:
1. provide a broad-based survey of a discipline and show the interconnectedness of knowledge.
2. develop a discerning individual.
3. practice critical thinking and problem-solving skills.
4. promote awareness of social and cultural diversity in order to appreciate the commonality of mankind.
5. foster the balance between individual needs and the demands of society.
6. reinforce reading, writing, speaking, and/or quantitative skills.
7. encourage and inspire life-long learning.
8. encourage creativity.
Social Science Department Mission Statement
The mission of the Social Science Department is to provide educational, social, and cultural opportunities which
encourage enriched, productive and responsible lives primarily by instructing students to understand, interpret, and apply
Social Science discipline coursework.
Social Science Department Goals: This course addresses the following Social Science Department goals, which are to:
1. help students understand important facts, concepts and theories of Social Science subjects.
2. help students acquire techniques and methods used to gain new knowledge in the disciplines.
3. help students learn to distinguish between fact and opinion.
4. teach students to use evaluation, analysis and synthesis to interpret and solve problems.
5. teach students to use different perspectives from the social sciences to make better-informed decisions
6. help students acquire an informed understanding of various cultures.
7. prepare students to transfer to a university.
Psychology Program Mission Statement
The mission of the CSI Psychology Program is primarily to prepare graduates to transfer as Junior-level students to 4year universities.
Psychology Program Objectives: Students will…
1. gain mastery of a breadth of knowledge of the discipline of psychology (breadth of knowledge).
2. gain mastery of a depth of knowledge of the discipline of psychology (depth of knowledge).
3. be well practiced as a critical consumer of information (critical thought).
4. be well practiced in professional written communication (professional writing).
5. be well- prepared as a potential contributor to scientific discovery in psychology (scientific capability).
6. be well-prepared for upper-division coursework in psychology (career-focused education plan).
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PSYC Catalog Course Description: This survey course is an introduction to psychology. Psychology is the scientific
study of thinking, emotion, and behavior. This course introduces students to the diverse research areas of psychology
such as psychobiology, motivation, learning, cognitive and social processes, personality, and abnormality, emphasizing
empirical findings of the discipline.
Course Outcomes Aligned with GE Criteria (GE), Social Science Goals (SS) and Program Objectives (PSYC):
Students will…
GE
SS
PSYC
1. Demonstrate familiarity with the major concepts, theoretical perspectives,
1, 4, 6, 7
1, 4, 6, 7
1, 2, 4, 6
empirical findings, and historical trends in psychology
2. Understand basic research methods in psychology, including research
2, 3, 7, 8
2, 3, 4, 7
2, 3, 4, 5
design, data analysis, and interpretation
3. Respect and use critical and creative thinking, skeptical inquiry, and the
2, 3, 6, 7, 8 All but 1 and 2
2, 3, 6
scientific approach to solve problems related to behavior and mental
processes
4. Understand and apply psychological principles to personal, social, and
All but 6
All but 1 and 2
2, 3, 6
organizational issues
5. Be able to weigh evidence, tolerate ambiguity, act ethically, and reflect
All but 6
All but 1 and 2 2, 3, 5, 6
other values that are the underpinnings of psychology as a discipline
Course Outcomes Aligned with Course Assessment Activities:
1
2
3
4
5
Chapter Quizzes
Unit Tests, In-Class Recitation
Research Paper
Absence Demerits
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Ψ
Ψ
Ψ
Ψ
Ψ
Ψ
Ψ
Ψ
Ψ
Ψ
Topical Outline for the Course: The course is organized into seven units:
 Unit 1: Chapter 1 – Introduction and Scientific Method
 Unit 5: Chapters 9 & 11 – Motivation, Emotion, & Stress
 Unit 2: Chapters 2, 3, & 4 – The Biological Perspective  Unit 6: Chapters 12 & 13 – Personality/Social Psychology
 Unit 7: Chapters 14 & 15 – The Clinical Perspective
 Unit 3: Chapters 5 & 6 – Learning and Memory
 Unit 4: Chapters 7 & 8 – Development and Cognition
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
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Detailed Course Schedule
Assessments, Reading Assignments and Focus Questions for study.
RA: Reading Assignment
Ψ – These are the questions you will discuss for In-Class Recitation and that will be on the Unit Tests.
Unit 1 (Chapter 1): Introduction and Scientific Method
General psychological approaches and how we study psychology
1/16 –
1/23
RA: Introduction (pp. I-1 – I-13) & “Why Study” segments at beginning of each chapter - Orientation
Ψ What is psychology, and why is its scientific nature important to your college education?
Ψ How does learning style relate to SQ3R, taking notes, and studying for exams?
Ψ How do all 14 of the “Why Study” segments combine into a coherent picture of an individual?
RA: pp. 2-18 – General Theories of Psychology
Ψ How do structuralism, functionalism, and Gestalt differ and relate, and which do you prefer and why?
Ψ How do psychoanalysis, behaviorism, and humanism differ and relate, and which do you prefer and why?
Ψ How do the biopsychological, cognitive, sociocultural, and evolutionary perspectives differ and relate, and
which do you prefer and why?
1/24
1/26
RA: pp. 18-35 – The Scientific Method
Ψ How does the scientific method reduce bias and error in psychological research?
Ψ How do naturalistic observation, laboratory observation, case studies, and surveys differ and relate, and how
would you decide which to use in research?
Ψ In terms of strengths and limitations, how do correlations and the experiment differ and relate, and how would
you decide which to use in research?
Ψ How do independent variables, dependent variables, and confounding variables differ and relate?
Assessment: Chapter 1 Quiz due
Assessment: Unit 1 Test due
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Unit 2 (Chapters 2, 3, and 4): The Biological Perspective
Physical foundations and the start of perception
1/27 –
1/30
1/31
2/1 –
2/4
2/5
2/6 –
2/8
2/9
2/12
RA: pp. 42-59 – The Nervous System (Microneurology and the Peripheral Nervous System)
Ψ What “happens” with the neural impulse from dendrite to axon and then from axon to dendrite, and how does
this apply to psychology?
Ψ How do the somatic and autonomic nervous systems differ and relate during stressful situations?
Ψ Considering the advice on page I-9 regarding physical needs, how can neurotransmitters and the autonomic
nervous system help or hinder your college education?
RA: pp. 60-75 – The Brain
Ψ How do the 4 parts of the brain stem (medulla, pons, reticular formation, and cerebellum) interact during
stressful situations?
Ψ How do the 4 parts of the limbic system (thalamus, hypothalamus, hippocampus, and amygdala) interact
during stressful situations?
Ψ How can the advice given on pages I-2 and I-3 concerning learning styles be explained by the interaction of
the lobes and hemispheres of the brain?
Assessment: Chapter 2 Quiz due
RA: pp. 82-107 – The Senses (Psychophysics)
Ψ Referencing figures 3.4(b) on page 89 and 3.6 on page 92, make an argument against the saying “seeing is
believing” and then apply your argument to support critical thinking.
Ψ How are amplitude, wavelength, and frequency interpreted differently by the occipital and temporal lobes?
Ψ How do the vestibular and kinesthetic senses differ from the others, and how does this difference define the
important purpose(s) of sensation?
RA: pp. 108-118 – Perception
Ψ How do figure-ground and the 6 Gestalt principles (proximity, similarity, closure, continuity, contiguity, and
common region) differ and relate, and how do they influence the perception of illusion?
Ψ How do the 6 pictorial depth cues (linear perspective, relative size, overlap, aerial perspective, texture
gradient, motion parallax) differ and relate, and how do the Gestalt principles relate to them?
Ψ How do perceptual expectancies result in illusions, and how might top-down processing explain prejudice?
Assessment: Chapter 3 Quiz due
RA: pp. 124-142 – Sleep and Dreams
Ψ How would the theories of sleep (adaptive and restorative) each explain the effects of sleep deprivation?
Ψ How do the stages of wakefulness and sleep differ from and relate to REM and NREM sleep?
Ψ How do the theories of dreams (Freud’s wish fulfillment and Hobson’s activation-information-mode) differ
and relate, and what might it mean to people’s beliefs about dreams?
RA: pp. 142-158 – Altering Consciousness
Ψ How do the theories of hypnosis (dissociation and role-playing) differ and relate, and what might the
difference(s) mean to people’s beliefs about hypnosis?
Ψ How do physical and psychological dependence on psychoactive drugs influence consciousness?
Ψ How do stimulants, depressants, narcotics, and hallucinogens differ and relate, and what is the difference
between hallucinations and illusions?
Assessment: Chapter 4 Quiz due
Assessment: Unit 2 Test due
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Unit 3 (Chapters 5 and 6): Learning and Memory
Forming associations and the start of mental foundations
2/11 –
2/20
RA: pp. 164-174 – Classical Conditioning
Ψ How do UCS, UCR, CS, CR, and NS differ and relate? (Apply them to a habit or fear)
Ψ How do stimulus generalization and stimulus discrimination differ and relate, and how might Gestalt
principles explain them?
Ψ What might be the role of expectation in higher-order conditioning and conditioned emotional responses?
RA: pp. 175-192 – Operant Conditioning
Ψ How do primary and secondary reinforcers relate to higher-order conditioning, and how might this relation
help explain people’s sometimes bizarre behavior?
Ψ How do positive and negative reinforcement and positive and negative punishment differ and relate, and how
do they apply to behavior modification?
Ψ How do ratio and interval schedules of reinforcement differ and relate, and what role might expectation play in
these learning conditions?
2/21
2/22 –
2/27
RA: 192-201 – Cognitive and Observational Learning
Ψ How does learned helplessness apply to depression, and how might shaping be used to treat it?
Ψ How might latent learning explain insight learning?
Ψ How do the 4 elements of observational learning (attention, memory, imitation, and motivation) relate, and
how would you prevent a child’s latent learning of undesirable behaviors from television?
Assessment: Chapter 5 Quiz due
RA: pp. 208-218 – Memory Basics
Ψ How do the 3 processes of memory (encoding, storing, and retrieving) differ and relate among the 3 stages of
memory (sensory, STM, and LTM), and what is the role of selective attention throughout?
Ψ How do levels-of-processing and rehearsal apply to the SQ3R method (pp. I-4-I-6) to improve study habits?
Ψ How does chunking relate to the “magical number 7±2,” and what does this imply about selective attention in
memory processes?
RA: pp. 218-230 – Memory Systems
Ψ How do semantic and episodic memories differ and relate, and how do implicit and explicit memories differ?
Ψ How do levels-of-processing and parallel distributed processing (PDP) both explain how semantic networks
function?
Ψ How do encoding specificity and retrieval cues differ and relate in the 3 processes of memory?
2/28
3/2
RA: pp. 230-241 – Retrieval Difficulties
Ψ How might expectations influence hindsight bias and the misinformation effect, and what might this mean to
people’s beliefs about eyewitness testimonies?
Ψ How might proactive and retroactive interference be explained by selective attention and levels-of-processing?
Ψ How do interference and amnesia differ and relate, and how can someone suffer amnesia but still be able to
talk coherently?
Assessment: Chapter 6 Quiz due
Assessment: Unit 3 Test due
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Unit 4 (Chapters 7 and 8): Development and Cognition
Mental foundations and the start of environmental foundations
3/3 –
3/6
3/7
3/8 –
3/11
3/12
3/14
RA: pp. 248-269 – Cognitive Development
Ψ How do critical periods and teratogens relate, and what might this mean to the Nature/Nurture controversy?
Ψ In terms of what children can and cannot cognitively do, how do Piaget’s 4 stages (Sensorimotor,
Preoperational, Concrete Operations, and Formal Operations) differ and relate?
Ψ How do Vygotsky’s scaffolding and Zone of Proximal Development (ZPD) relate, and why should parents and
teachers need to be familiar with a child’s language development to be helpful?
RA: pp. 270-285 – Social Development
Ψ How might the 4 attachment styles (secure, avoidant, ambivalent, and disorganized-disoriented) differ in terms
of the 3 temperament styles (easy, difficult, and slow to warm up)?
Ψ How do Erikson’s first 4 crises of childhood (p. 273) accumulate to a sense of identity, and how do his last 3
crises of adulthood (p. 281) reflect the need to hold on to a sense of identity?
Ψ How do formal operational thought and the 3 stages of moral development (Preconventional, Conventional,
and Postconventional) contribute to Erikson’s crisis of adolescence?
Assessment: Chapter 7 Quiz due
RA: pp. 292-305 – Concepts
Ψ How might chunking and top-down processing influence the development of concepts, and what might this
mean to scaffolding efforts and cultural differences?
Ψ How might natural concepts relate to the Gestalt principles and result in heuristics?
Ψ How do functional fixedness, mental sets, and confirmation bias differ and relate in terms of natural concepts,
and how does this relate to creativity?
RA: pp. 306-328 – Intelligence
Ψ How does the formal concept of intelligence on page 306 differ from what most people think it is, and what
might this mean to the validity and reliability of intelligence tests?
Ψ How do Gardner’s multiple intelligences, Sternberg’s triarchic theory, and emotional intelligence differ and
relate?
Ψ How might linguistic relativity (p. 324) explain differences in giftedness and developmental delay, and what
does this mean to the Nature/Nurture controversy (considering language is cultural)?
Assessment: Chapter 8 Quiz due
Assessment: Unit 4 Test due
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Unit 5 (Chapters 9 and 11): Motivation, Emotion, and Stress
Foundations of reciprocal determinism
3/15 –
3/18
3/19 –
3/23
3/26
3/27 –
4/1
RA: pp. 334-353 – Motivation
Ψ How do the drive-reduction, arousal, and incentive approaches differ and relate, and how do McClelland’s
needs (nAch, nAff, and nPow) fit into these approaches?
Ψ How do McClelland’s needs (nAch, nAff, and nPow) fit into Maslow’s hierarchy of needs?
Ψ How do extrinsic and intrinsic motives contribute to the development of obesity, anorexia nervosa, and
bulimia nervosa?
RA: pp. 353-364 – Emotion
Ψ How does cognitive arousal theory improve upon the James-Lange and Cannon-Bard theories of emotion, and
what might it mean to people’s beliefs of emotion?
Ψ How do cognitive arousal theory and the facial feedback hypothesis differ and relate, and what does this mean
about the cause(s) of emotion?
Ψ How does the advice on happiness (pp. 363-364) apply to cognitive arousal theory and the facial feedback
hypothesis?
Spring Vacation – No ICR Postings
Assessment: Chapter 9 Quiz due
RA: pp. 404-419 – Stressors
Ψ How do catastrophes, major life changes, and hassles differ and relate, and how do natural concepts play a part
in primary and secondary appraisals?
Ψ How do pressure, uncontrollability, frustration, and conflict differ and relate, and how do natural concepts
play a part in primary and secondary appraisals?
Ψ How do the four types of conflict differ and relate, and how do natural concepts play a part in primary and
secondary appraisals?
RA: pp. 419-430 – Stress and Personality
Ψ How does the General Adaptation Syndrome (GAS) combine with cognitive arousal theory to explain why so
many Type A people develop hostility-based coronary heart disease (CHD)?
Ψ How do personality Types A, B, and C and the hardy personality differ and relate, and what role might
cognitive arousal theory play in primary and secondary appraisals among them?
Ψ How might social support influence primary and secondary appraisals and result in an optimistic explanatory
style, and how might this be applied to study groups?
4/2
4/6
RA: pp. 430-436 – Coping
Ψ How do problem-focused and emotion-focused coping differ and relate, and how might operant conditioning
and cognitive arousal theory influence them?
Ψ How do defense mechanisms and meditation differ and relate, and how efficient are they in response to
controllable stressors?
Ψ How do natural concepts of culture (including religion) influence emotion and stress?
Assessment: Chapter 11 Quiz due
Assessment: Unit 5 Test due
Last Day to Drop
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Unit 6 (Chapters 12 and 13): Personality and Social Psychology
Reciprocal determinism: Individual differences and social influences
4/7 –
4/10
RA: pp. 442-455 – Psychoanalysis
Ψ How do the id, ego, and superego differ and relate, and what might the differing levels of consciousness mean
to the pleasure, reality, and morality (superego) principles?
Ψ How do Freud’s psychosexual stages differ and relate, and why is the Oedipus complex so important and
controversial?
Ψ How do the neo-Freudians’ perspectives differ and relate in explaining human anxiety?
RA: pp. 455-466 – Social Cognitive, Humanistic, and Trait Theories
Ψ How might reciprocal determinism and self-efficacy influence personality Types A, B, and C and the hardy
personality?
Ψ How might real and ideal selves and conditional positive regard be explained by Freud, and how might
reciprocal determinism explain a fully functioning person?
Ψ How do the five dimensions of OCEAN differ and relate, and how might reciprocal determinism and selfefficacy explain them?
4/11
4/12 –
4/19
RA: pp. 466-472 – Measuring Personality
Ψ How do interviews, projective tests, behavioral assessments, and personality inventories differ and relate, and
what might trait-situation interaction mean to their reliability and validity?
Ψ How might the halo effect bias interviews and projective tests, and why might behavioral assessments and
personality inventories therefore be preferred?
Ψ Why might interviews and projective tests be preferred over behavioral assessments and personality
inventories?
Assessment: Chapter 12 Quiz due & Research Paper due
RA: pp. 478-488 – Social Influence
Ψ How do conformity, compliance, and obedience differ and relate, and how might self-efficacy and reciprocal
determinism influence them?
Ψ How do the four common techniques of compliance differ and relate, and how might self-efficacy and
reciprocal determinism influence the person being persuaded?
Ψ How might groupthink be conceptualized as coercive conformity, and how might McClelland’s needs (nAch,
nAff, nPow; pp. 339-340) influence groupthink?
RA: pp. 488-498 – Attitude
Ψ How do the affective, behavioral, and cognitive components of attitude differ and relate, and how might
conformity, compliance, and obedience influence persuasion?
Ψ How do reciprocal determinism, real and ideal selves, and conditional positive regard combine in resolving
cognitive dissonance?
Ψ How do impression formation and attribution differ and relate, and how might the magical number 7±2 and
confirmation bias combine to influence stereotypes and the fundamental attribution error?
4/20
4/23
RA: pp. 498-513 – Social Behavior
Ψ How do stereotype, prejudice, and discrimination differ and relate, and how might social identity theory
combine with cognitive dissonance to produce self-fulfilling prophecy?
Ψ How do physical attractiveness, proximity, similarity, and reciprocity differ and relate, and how do they
combine to form the attitudes of Sternberg’s 7 loves?
Ψ How do social roles, attribution, and reciprocal determinism combine to influence the choice between
aggression and prosocial behavior?
Assessment: Chapter 13 Quiz due
Assessment: Unit 6 Test due
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Unit 7 (Chapters 14 and 15): The Clinical Perspective
Distortions and solutions
4/24 –
4/29
RA: pp. 520-529 – Introduction to Abnormality
Ψ How do the statistical definition, social deviance, subjective discomfort, and maladaptive behavior differ and
relate in distinguishing what is normal from abnormal?
Ψ How do the models of psychoanalysis, behaviorism, and the cognitive perspective differ and relate, and how
might each be influenced by the biological model of abnormality?
Ψ How do the five dimensions of the DSM-IV-tr differ and relate, and how do they relate to the formal concept
of abnormality?
RA: pp. 530-541 – Anxiety, Somatoform, and Dissociative Disorders
Ψ How do the four anxiety disorders differ and relate, and how might cognitive arousal theory help distinguish
normal anxiety from abnormal anxiety?
Ψ How do the three somatoform disorders differ and relate, and how might operant conditioning relate to them?
Ψ How do the three dissociative disorders differ and relate, and how might reciprocal determinism and real and
ideal selves relate to them?
4/30
5/1 –
5/3
5/4
5/9
RA: pp. 541-553 – Mood Disorders, Schizophrenia, and Personality Disorders
Ψ How do major depression, bipolar disorder, and normal “mood swings” differ and relate, and how might
cognitive dissonance and attribution combine to influence depression?
Ψ How do delusions, hallucinations, disturbed speech, and disturbed emotions and behavior differ and relate
among paranoid, catatonic, and disorganized schizophrenia, and how might reciprocal determinism relate to
the stress-vulnerability model?
Ψ How do antisocial and borderline personality disorders differ and relate, and how might the Big 5 (OCEAN)
and reciprocal determinism relate to them?
Assessment: Chapter 14 Quiz due
RA: pp. 560-576 – Psychotherapy
Ψ How do insight, action, and biomedical therapies differ and relate, and how might reflection, unconditional
positive regard, empathy, and authenticity be necessary for all types of psychotherapy?
Ψ How might analysis of transference and resistance be similar to cognitive therapies? (Since psychoanalysis is
an insight therapy, make an argument for cognitive therapies to be insight rather than action.)
Ψ How can the different forms of behavior therapy be used in conjunction with unconditional positive regard?
RA: pp. 576-590
Ψ Considering reciprocal determinism and cognitive dissonance, how might Eysenck’s “placebo effect” findings
on the effectiveness of psychotherapy be explained in light of the general client self-report that
psychotherapy has helped them?
Ψ Considering unconditional positive regard, authenticity, and the therapeutic alliance, what is the importance of
true listening?
Ψ How might psychopharmacotherapy influence disorders caused by misunderstandings of someone’s motives or
actions, and what might such biomedical therapy do to someone who is misdiagnosed?
Assessment: Chapter 15 Quiz due
Assessment: Unit 7 Test due
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