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Transcript
1 SOCIOLOGY SYLLABUS Instructor: Mr. Luis Gonzalez Class Location: Room 322 Conference Period: 1stth period – 8:25 – 10:00am Textbook: Sociology: The Study of Human Relationships The purpose of this Psychology class is to introduce students to the systematic and scientific study of the behavior and mental processes of human beings and other animals. Students are exposed to the psychological facts, principles, and phenomena associated with each of the major subfields within psychology. Course Objectives 1. Students will prepare to do acceptable work on Psychology Examinations. 2. Students will study the major core concepts and theories of psychology. They will be able to define key terms and use them in their everyday vocabulary. 3. Students will learn the basic skills of psychological research and be able to apply psychological concepts to their own lives. 4. Students will develop critical thinking skills. Textbook (Primary) Understanding Psychology – Holt Homework Expectations Ample notice will be given for any assignment, quiz, or exam. The amount of work depends on the unit being covered in class. There are assigned pages to read in the textbook every night. Vocabulary terms are also given for each unit. Quizzes are administered frequently, at least once a unit. The quizzes range from using fill-in-the-blank, short answer, and/or multiple-choice questions. Exams will be given at the end of each unit and will consist of multiple-choice questions and one free-response question. Other assignments given to students are class presentations, group projects and papers. These assignments vary with the unit being covered. Psychology is not a Texas Core Curriculum class and thus has no guidelines from the Texas Department of Education. So this class will follow the American Psychology Association’s standards. Course Outline Unit I: History, Approaches and Research Methods A. Logic, Philosophy, and History of Science B. Approaches/Perspectives 2 C. Experimental, Correlation, and Clinical Research D. Statistics E. Research Methods and Ethics Objectives Students will: • Define psychology and trace its historical development. • Compare and contrast the psychological perspectives. • Identify basic and applied research subfields of psychology. • Identify basic elements of an experiment (variables, groups, sampling, population, etc.). • Compare and contrast research methods (case, survey, naturalistic observation). • Explain correlation studies. • Describe the three measures of central tendency and measures of variation. • Discuss the ethics of animal and human research. Major Assignments: 1. Compare/Contrast Schools of Thought essay 2. Case Study: How to conduct an experiment Essential Questions: 1. What is psychology and how did it grow? 2. Why don’t all psychologists explain behavior in the same way? 3. How does your cultural background influence your behavior? 4. How can critical thinking save you money? 5. What does it mean when scientists announce that a research finding is “significant”? 6. Do psychologists deceive people when they do research? Key Terms/Vocabulary behavioral approach biased sample biological approach biological psychologists case studies clinical and counseling psychologists cognitive approach cognitive psychologists community psychologists confounding variable consciousness control group correlation critical thinking culture data dependent variable developmental psychologists double-blind design educational psychologists empiricism engineering psychologists environmental psychologists evolutionary approach experimenter bias forensic psychologists health psychologists humanistic approach hypothesis independent variable industrial psychologists naturalistic observation operational definitions personality psychologists placebo psychodynamic approach psychology quantitative psychologists random assignment random sample random variables reliability sampling school psychologists social psychologists sociocultural variables sport psychologists statistically significant 3 experiment experimental group surveys theory validity variables Unit II: Biological Basis of Behavior A. Physiological Techniques (e.g., imagining, surgical) B. Neuroanatomy C. Functional Organization of Nervous System D. Neural Transmission E. Endocrine System F. Genetics Objectives Students will: • Describe the structure of a neuron and explain neural impulses. • Describe neuron communication and discuss the impact of neurotransmitters. • Classify and explain major divisions of the nervous system. • Describe the functions of the brain structures (thalamus, cerebellum, limbic system, etc.). • Identify the four lobes of the cerebral cortex and their functions. • Discuss the association areas. • Explain the split-brain studies. • Describe the nature of the endocrine system and its interaction with the nervous system. Major Assignments: 1. Psychologist Report-narrative essay over a random psychologist. 2. Draw a neuron and label parts Essential Questions: 1. What are neurons, and what do they do? 2. How do biochemicals affect my mood? 3. How is my nervous system organized? 4. How is my brain “wired”? 5. How can my hormones help me in a crisis? Key Terms/Vocabulary Action potential Amygdale Association cortex Autonomic nervous system Axon Biological psychology Central nervous system Cerebellum Cerebral cortex Corpus callosum medulla midbrain motor cortex nervous system neurons neurotransmitter nuclei parasympathetic nervous system peripheral nervous system plasticity 4 Dendrites Endocrine system Fiber tracts Fight-or-flight syndrome Forebrain Glands Glial cells Hindbrain Hippocampus Hormones hypothalamus reflexes refractory period reticular formation sensory cortex somatic nervous system spinal cord sympathetic nervous system synapse thalamus Unit III: Developmental Psychology A. Life-Span Approach B. Research Methods C. Heredity–Environment Issues D. Developmental Theories E. Dimensions of Development F. Sex Roles, Sex Differences Objectives Students will: • Discuss the course of prenatal development. • Illustrate development changes in physical, social, and cognitive areas. • Discuss the effect of body contact, familiarity, and responsive parenting on attachments. • Describe the benefits of a secure attachment and the impact of parental neglect and separation as well as day care on childhood development. • Describe the theories of Piaget, Erikson, and Kohlberg. • Describe the early development of a self-concept. • Distinguish between longitudinal and cross-sectional studies. Major Assignments: 1. Case Studies over Freud’s Psychosexual Stages of Development, Piaget’s Cognitive Stages of Development, Erikson’s Psychosocial Stages of Development and Kohlberg’s Moral Stages of Development 2. Case Study: James Marcia’s Identity Achievement Chart Essential Questions: 1. What does genetic influence mean? 2. Why should pregnant women stay away from tobacco and alcohol? 3. How do babies think? 4. How do infants become attached to their caregivers? 5. What threatens adolescents’ self-esteem? 6. What developmental changes occur in adulthood? Key Terms/vocabulary Accommodation Assimilation Attachment Authoritarian parents gender roles generativity genes identity crisis 5 Authoritative parents Behavioral genetics Chromosomes Concrete operations Conservation Conventional Critical period Deoxyribonucleic acid Developmental psychology Embryo Ethnic identity Fetal alcohol syndrome Fetus Formal operational period information processing maturation midlife transition object permanence permissive parents postconventional preconventional preoperational period puberty reflexes schemas sensorimotor period socialization temperament Teratogens Terminal drop Unit IV: States of Consciousness A. Sleep and Dreaming B. Hypnosis C. Psychoactive Drug Effects Objectives Students will: • Describe the cyclical nature and possible functions of sleep. • Identify the major sleep disorders. • Discuss the content and possible functions of dreams. • Discuss hypnosis, noting the behavior of hypnotized people and claims regarding its uses. • Discuss the nature of drug dependence. • Chart names and effects of depressants, stimulants, and hallucinogenic drugs. • Compare differences between NREM and REM. • Describe the physiological and psychological effects of depressants, stimulants, and hallucinogens. Major Assignments: 1. Critical Thinking exercise: Can subliminal messages change your behavior? 2. Case Study: Subliminal messages in rock music. Essential Questions: 1. Can unconscious thoughts affect your behavior? 2. Does brain activity stop when you are asleep? 3. Can you be hypnotized against your will? 4. How do drugs affect the brain? Key Terms/vocabulary Addiction Agonists Altered state of consciousness Antagonists Blood-brain barrier Circadian rhythm Conscious level Consciousness psychoactive drugs psychological dependence psychopharmacology rapid eye movement sleep REM behavior disorder role theory sleep apnea sleepwalking 6 Depressants Dissociation theory Hallucinogens Hypnosis Hypnotic susceptibility Insomnia Jet lag Lucid dreaming Narcolepsy Night terrors Nonconscious level Opiates Preconscious level slow-wave sleep state of consciousness state theory stimulants subconscious substance abuse sudden infant death syndrome tolerance unconscious withdrawal syndrome Unit V: Sensation & Perception A. Thresholds B. Sensory Mechanisms C. Sensory Adaptation D. Attention E. Perceptual Processes Objectives Students will: • Contrast the processes of sensation and perception. • Distinguish between absolute and difference thresholds. • Label a diagram of the parts of the eye and ear. • Describe the operation of the sensory systems (five senses). • Explain the Young-Helmholtz and opponent-process theories of color vision. • Explain the place and frequency theories of pitch perception. • Discuss Gestalt psychology’s contribution to our understanding of perception. • Discuss research on depth perception and cues. Major Assignments: 1. Case Study: Attention and the Brain Essential Questions: 1. What is the difference between sensation and perception? 2. How does information from my sensory organs to my brain? 3. How do sensations become perceptions? 4. What determines how I perceive my world? 5. Can you “run out” of attention? Key Terms/Vocabulary Absolute threshold Accessory structures Accommodation Adaptation Amplitude Analgesia Attention Auditory nerve Basilar membrane olfactory bulb opponent-process theory optic nerve papillae perception perceptual constancy pheromones photoreceptors pinna 7 Binocular disparity Blind spot Bottom-up processing Brightness Cochlea Coding Cones Convergence Cornea Dark adaptation Depth perception Eardrum Feature detectors Figure Fovea Frequency Gate control theory Ground Hue Internal noise Iris Just-noticeable difference Kinesthesia Lens Light intensity Light wavelength Looming Loudness pitch place theory proprioceptive pupil receptors response criterion retina rods saturation schemas sensations sense sense of smell sense of taste sensitivity signal-detection theory somatic senses sound stroboscopic motion timbre top-down processing transduction trichromatic theory vestibular sense visible light visible sense volley theory wavelength Weber’s Law Unit VI: Learning A. Classical Conditioning B. Operant Conditioning C. Cognitive Processes in Learning D. Biological Factors E. Social Learning (Observational Learning) Objectives Students will: • Describe the process of classical conditioning (Pavlov’s experiments). • Explain the processes of acquisition, extinction, spontaneous recovery, generalization, and discrimination. • Describe the process of operant conditioning, including the procedure of shaping, as demonstrated by Skinner’s experiments. • Identify the different types of reinforcers and describe the schedules of reinforcement. • Discuss the importance of cognitive processes and biological predispositions in conditioning. • Discuss the effects of punishment on behavior. • Describe the process of observational learning (Bandura’s experiments). Major Assignments: 1. Linking exercise: Learning and Consciousness 8 2. Case Study: The “I can’t do it” attitude 3. Critical Thinking exercise: Does watching violence on television make people more violent? Essential Questions: 1. How did Pavlov’s experiments help teach psychologists about learning? 2. How do reward and punishment work? 3. Can people learn to be helpless? 4. What should teachers learn about learning? Key Terms/vocabulary Avoidance conditioning Classical conditioning Cognitive map Conditioned response Conditioned stimulus Discriminative stimuli Escape conditioning Extinction Habituation Insight Latent learning Law of effect Learned helplessness Learning Negative reinforcers Observational learning Operant Operant conditioning partial reinforcement extinction effect positive reinforcers primary reinforcers punishment reconditioning reinforcer second-order conditioning secondary reinforcers shaping spontaneous recovery stimulus discrimination stimulus generalization unconditioned response unconditioned stimulus vicarious conditioning Unit VII: Memory A. Memory Objectives Students will: • Describe memory in terms of information processing, and distinguish among sensory memory, short-term memory, and long-term memory. • Distinguish between automatic and effortful processing. • Explain the encoding process (including imagery, organization, etc.). • Describe the capacity and duration of long-term memory. • Distinguish between implicit and explicit memory. • Describe the importance of retrieval cues. Discuss the effects of interference and motivated forgetting on retrieval. • Describe the evidence for the constructive nature of memory. Major assignments: 1. Critical thinking exercise: Can traumatic memories be repressed, then recovered? 2. Linking exercise: Memory in the courtroom Essential Questions: 1. How does information turn into memories? 2. What is one most likely to remember? 3. How do we retrieve stored memories? 9 4. 5. 6. 7. How accurate are memories? What causes us to forget things? How does the brain change when it stores a memory? How much can the brain remember? Key Terms/vocabulary Acoustic codes Anterograde amnesia Brown-Peterson procedure Chunks Context-dependent memories Decay Elaborative rehearsal Encoding Encoding specificity principle Episodic memory Explicit memory Immediate memory span Implicit memory Information-processing model Interference Levels-of-processing model Long-term memory Maintenance rehearsal Method of savings Mnemonics parallel distributed processing primacy effect proactive interference procedural memory recency effect retrieval retrieval cues retroactive interference retrograde amnesia schemas selective attention semantic codes semantic memory sensory registers short-term memory spreading activation state-dependent memory storage transfer-appropriate processing model visual codes Working memory Classtime: 1. It is very important for a student to report to class on time. During the first few minutes of class almost all explanations are given and pertinent information about that day's class is presented. If you are late, you will miss important information. Students may be given 2 (two) or more trivia questions per day to answer. If they are absent from school; they must stay after school (minimum of 1 hour) and complete an alternative assignment to make up the points; or they can choose to fore go the assignment and lose the points. 2. Students are expected to be in their assigned seats before the last bell rings. Being in the room but not in your seat is considered being tardy. Tardiness will result in after school detentions (see handbook). 3. Students are expected to bring to class daily: A. Assignments B. Sociology Notebook C. Supplies-- pen (blue or black ink only), pencil, and notebook paper . D. Textbook CLASSTIME- Class time is valuable and important and there should be no reason to leave class after the bell rings. 10 DISMISSAL FROM CLASS- Students will be dismissed from class by me not by the bell. CLASSWORK-Classwork will be regularly assigned. If you work in class-you will not have as much homework. Since I consider my class and the subject I teach as very important you will work hard and I will expect you to do your best at everything you do. Your classwork is very important so avoid absenteeism unless absolutely necessary. It is the student’s responsibility to find out any work they missed due to absence and make it up If a student fails to complete the work in a limited time (depending on the length and reason for the absence), it will be entered in the gradebook as a “0” and averaged as such. If you are absent on the day a test is given, you must plan to stay after school on the day you return to make up the test; or you will be given a zero (0) for the test score. Tests cannot be made up during the school day- if you absolutely cannot stay after school, you can talk to me about taking the test during lunch- only if the test is short enough that you can complete it during the lunch time alloted. Make-up tests will not be the same as the one given in class; also information provided in class such as word banks, open book/ open note may not be provided on make-up tests. (If you are absent more than one day, you have the same number of days you were absent to make up the test after school.) REMEMBER: Students are not allowed more than 10 days absences per semester. Students that are a bsent more than ten (10) days per semester will receive no credit for each class in which they are absent more than ten (10) days per semester. Students must obtain an admit slip from the principal’s o ffice before being admitted to class. The admit slip must be picked up by the student before the first bell I n the morning. If a student is late to class, you must go to the office or tardy station and get a tardy slip from the office and you will be counted absent. LATE ASSIGNMENTS-All late assignments will be graded and recorded with a 35% penalty unless students have been absent and notification has been given to the teacher. If students were sick, please inform the teacher of any work that may have been done during the previous days absent in order to make up the assignments. CHEATING Cheating on the examinations or the in-class essays will result in an “F” grade for the course. Cheating on homework or in-class assignments will result in an “F” on the assignment for all parties involved in the cheating. Cheating includes: looking at another student's examination paper; at lecture or study notes, at summaries, or at the textbook during the examination. Giving another student answers to questions or failing to prevent another student from copying off of your examination paper or assignment also constitutes cheating. Having someone else take an examination, or do an assignment for you is cheating. Copying material directly from the Internet and claiming that it is your own work product is also cheating unless on the assignment you are allowed to use this material and work cite it. PARENT'S SIGNATURE: _______________________________________ Students Signature: _______________________________________ Date: