Download PSYCHOLOGY 105-UNIT I - Hazlet Township Public Schools

PSYC 105 Syllabus Page 1
PSYCHOLOGY 105
INSTRUCTOR ADDENDUM TO DEPARTMENT SYLLABUS
(Revised Fall, 2010)
INSTRUCTOR INFORMATION:
NAME:
TELEPHONE:
EMAIL ADDRESS:
COURSE INFORMATATION:
COURSE/SECTION:
DAY/TIME:
ROOM:
Other Important Contacts:
Eileen Lengyel (Social Sciences Office Assistant) - Phone: (732) 224-2545, e-mail: [email protected]
Amy Gingold (Psychology Department Learning Assistant) - Phone: (732) 224-2546, e-mail: [email protected]
WEEKLY CLASS SCHEDULE
PLEASE NOTE THAT YOUR INSTRUCTOR HAS THE RIGHT TO MODIFY THE SCHEDULE BELOW DUE TO UNFORSEEN
CIRCUMSTANCES. YOUR INSTRUCTOR MAY ALSO REQUIRE THE READING OF ADDITIONAL MATERIALS.
Week
Read
Class Topic/Activity
Introduction to the course; Begin Unit 1
The Story of Psychology & Careers in Psychology
1
Prologue & Appendix A
2
Chapter 1
Thinking Critically with Psychological Science
3
Chapter 3
Consciousness and the Two Track Mind
4
Review Prologue, Chapters 1 & 3,
and Appendix A; Read Chapter 2
UNIT 1 EXAM;
Begin Unit 2 - The Biology of Mind
5
Chapter 2
The Biology of Mind
6
Chapter 4 & 6
Nature, Nurture, and Human Diversity
Sensation and Perception
7
Chapter 6
Sensation and Perception
8
Review Chapters 2, 4, & 6;
Read Chapter 7
UNIT 2 EXAM;
Begin Unit 3 - Learning
9
Chapter 7
Learning
10
Chapter 7 & 8
Learning & Memory
11
Chapter 8
Memory
12
Review Chapters 7 & 8;
Read Chapter 9
UNIT 3 EXAM;
Begin Unit 4 - Thinking
13
Chapter 9
Thinking and Language
14
Chapter 10
Intelligence
15
Review Chapters 9 & 10
UNIT4/ CUMULATIVE FINAL EXAM
Due
UNIT 1
PAPER
UNIT 2
PAPER
UNIT 3
PAPER
UNIT 4
PAPER
PSYC 105 Syllabus Page 2
PSYCHOLOGY 105
Introduction to Psychology I
Course Description
Students will demonstrate an understanding of psychology as a science. They will complete exercises covering
fundamental areas of the discipline: history of psychology, scientific methods, sensation and perception,
learning and memory, intelligence and I.Q. testing. Students will gain the ability to examine these subjects
from a critical as well as a diverse point of view; the roles of gender, cultural and individual differences are
systematically explored.
Course Learning Outcomes (Core Competencies in parentheses):
Students successfully completing this course will be able to:
 Recognize scientific methods and manipulate some components of experiments, as well as gain
familiarity with basic statistical information and measurement requirements such as reliability and
validity (SCIENTIFIC REASONING).
 Explain how learning and thinking arise from the human nervous system, starting with neurons,
progressing to the brain itself, incorporating the sensory systems and concluding with the act of
perception (SCIENTIFIC REASONING).
 Investigate and explain the cognitive processes of learning, remembering, intelligence, judgment, and
decision making (CRITICAL THINKING; PERSONAL DEVELOPMENT).
 Analyze and critically evaluate information that is constantly flowing from the media through a
psychological framework (CRITICAL THINKING; HISTORICAL/SOCIETAL ANALYSIS).
Textbook:
Myers, D. G. (2010). Psychology (9th edition) – Custom version. New York, NY: Worth Publishers.
Important Notices regarding Policies, Opportunities, and Responsibilities
The following information is contained in the back of the Brookdale customized Myers (9th ed.) textbook:
 Psychology Department Grading System
 Notice regarding Attendance
 Notification for Students with Disabilities
 Notification regarding Student Conduct and Academic Honesty
 Appropriate Use of Technology
 General Guidelines about Papers
 Providing Proper References in Papers Written in Psychology
 Tips on How to Study Psychology
 Notification for Students Who Need Help in Psychology
 Club Opportunities
 A Collection of Original Writings by Members of the Psychology Department
It is your responsibility to read this material and be aware of Brookdale Policies, Psychology Department
Policies, Learning Assistant availability, and Student Activity opportunities.
PSYC 105 Syllabus Page 3
PRE-APPROVED PAPER TOPICS FOR ALL UNITS:
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Topic: Current Events- Find an article from a newspaper or magazine (Use the N.Y. Times, Wall Street Journal,
Time, Newsweek, U.S. News and World Report or similar legitimate news source ONLY) that reflects a topic
from something we are studying in class. Write a report that discusses the issues in relation to what you have
learned about this topic. Be sure to use as many terms as possible to show that you understand what is being
discussed. If possible find another article that states a different view or opinion. Attach a copy of the article(s).
Topic: Book or Video-at the end of each chapter there are several book and video suggestions that pertain to the
material in the chapter. Read/view one of these suggestions and write a report about how book or video
exemplifies what you have learned. Use at least TEN (10) terms/concepts from your textbook. Do NOT
summarize the book or video except to clarify your thoughts.
Topic: PsychNow! CD-ROM. This is a multimedia CD-ROM created by Professor Joel Morgovsky, et al. and
published by Brooks/Cole publishers. The Department has developed Worksheets to be completed for the activity
modules. Each Unit has appropriate activities reflected in the CD-ROM. The completion of TWO activities and
worksheets may be chosen ONE TIME ONLY as a choice for one of your written assignments. The CD-ROMS
are available in the library for use at home or in the computer labs on campus.
UNIT 1
HISTORY OF PSYCHOLOGY AND THE SCIENTIFIC METHOD;
STATES OF MIND AND THE NATURE OF CONSCIOUSNESS
(Prologue, Chapters 1 & 3, & Appendix A)
INTRODUCTION: You are beginning this course by studying the history of psychology and learning the details of
several scientific methods. You will learn today’s definition for psychology and know that it has taken many decades to
arrive at that definition. You will also learn the many areas of specialization psychologists pursue today.
We will continue this unit by studying the nature of consciousness, its cycles and the forms consciousness may take.
Studying modern psychology requires that you be knowledgeable about science and its methods. By the time this unit is
over, you will be able to design a workable experiment, although you will not actually carry it out.
Learning Objectives for Unit 1:
After completion of the learning experiences for this unit, the student will be able to:
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Define psychology.
Explain when, where, and how psychological science began.
Discuss how philosophy, biology, and psychophysics contributed to the evolution of the science of psychology.
Identify and distinguish between the early “schools of thought” within psychology.
Identify the founders of the historical psychological perspectives.
Summarize the evolution of psychology during the 20th century.
Discuss the contributions of famous women and minorities in the history of psychology.
Identify and distinguish between the modern psychological perspectives.
Explain the nature-nurture issue, and how this debate influences the modern psychological perspectives.
Comprehend the biopsychosocial level of analysis.
Recognize and distinguish between the subfields of modern psychology.
Explain the difference between basic research and applied research.
Identify which subfields of psychology primarily conduct basic research, and which subfields primarily conduct
applied research.
PSYC 105 Syllabus Page 4
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Compare and contrast the fields of psychiatry and psychology.
Explain the scientific method.
Distinguish between knowledge that arises through application of the scientific method, and common sense.
Discuss how theories advance psychological science.
Distinguish between theories and hypotheses, and understand their inter-relationship.
Explain the various methods that psychologists use to observe and describe behavior.
Explain how correlations enable prediction.
Distinguish between positive and negative correlations.
Comprehend and identify illusory correlations.
Explain how experiments establish cause and effect relationships.
Compare and contrast between correlations and experimentation.
Explain the value of random selection, random assignment, placebos, blind/double-blind studies, and replication
in psychological research.
Define and identify independent variables and dependent variables.
Explain operational definitions of variables.
Identify experimental conditions/groups and control conditions/groups.
Explain how measures of central tendency and variation can be used to describe and understand data.
Distinguish between statistical and practical significance.
Identify and explain the ethical standards that guide psychological research.
Define consciousness.
Explain “dual processing.”
Discuss the limitations of attention.
Describe how our biological rhythms influence our daily functioning.
Discuss the function of sleep and the impact of sleep deprivation.
Identify and describe the major sleep disorders.
Summarize the major theories of dreaming.
Explain the theories of how hypnosis works, and identify the uses/limitations of hypnosis.
Distinguish between drug tolerance, physical dependence, psychological dependence, addiction, and withdrawal.
Categorize psychoactive drugs based upon their effects, and know examples of drugs in each category.
Pre-approved Topics For Unit 1 Papers or Projects:
CHOICE A: Topic: Ethical issues in research. An important consideration for any experimental psychologist is the
ethical treatment of research subjects (animal or human). There are many potential research problems, such as deception
and invasion of subjects’ privacy, especially in studies using naturalistic observation. Using the library, find the
American Psychological Association’s formal statement of ethical guidelines for human and animals research and prepare
a report describing what you find. Do you think that the guidelines are good enough to help scientists achieve a proper
balance between the need to collect data and the rights of participants?
CHOICE B: Imagine yourself to be a psychologist. You are a member of an international board of scientists (engineers,
physicists, doctors). The purpose of the Board is to plan and supervise the colonization of a nearby planet. There is an
argument among the scientists over whether a psychologist should be included in the project. The major argument is that
psychology is not scientific and therefore not useful in this important task. Using what you have learned about
psychology and the details of how science gathers information, defend psychology!
CHOICE C: Find a news article that describes a psychological experiment. Summarize the article and discuss the
following issues:
1) What are the independent and dependent variables that were tested?
2) What hypothesis was being tested?
3) Does the research, as reported, seem consistent with what you’ve learned about science in this unit?
PSYC 105 Syllabus Page 5
CHOICE D: Structuralism and Functionalism are historical schools of psychology. Prepare a report in which you
attempt to explain what became of either of those original schools of thought. Using one of the books on the history of
psychology available in the library consider these questions as you do your research.
1) What were the major criticisms aimed at the “school”?
2) What point(s) of view rose to take its place?
3) Is there any remnant of it in modern psychology?
CHOICE E: Your friend is very involved in personal fitness and believes strongly that people who don’t exercise
regularly are slower mentally and not as “smart” on the job. In a detailed report, explain to your friend how to design an
experiment to test this assumption. As you go along, explain the importance of each of the steps in your experimental
design. Be sure to identify the variables, methods of control and operational definitions.
CHOICE F: Write a report that describes the cycles of everyday consciousness using examples from your own life to
demonstrate your understanding.
CHOICE G: In a report, explain and compare the theories of dreaming described in your textbook. Write about the
theory you find most appealing and tell why. Log on to http://www.dreamgate.com and write about three new things you
learned there.
CHOICE H: For millennia our ancestors have used alcohol, opium, cannabis, mescaline, coca, caffeine, and other drugs
to alter their perceptions of reality. What does your text book author suggest are reasons for this? Which view is closest to
your own and why? Discuss the major impact of psychoactive substances and some of the pros and cons of their usage.
BE SURE TO CHECK THE CHOICES AVAILABLE FOR ALL UNITS
UNIT 2
BIOPSYCHOLOGY, SENSATION AND PERCEPTION
(Chapters 2, 4, & 6)
INTRODUCTION: In this unit you will learn about the internal communication systems of the body, the way the brain
produces behavior, and how genes and environment influence behavior. We will then move to learning how humans take
raw information from the external world and use it to build personal experiences. You will learn many of the details
about neurons, our brain, the nervous system and sense organs.
Learning Objectives for Unit II:
After completing the learning experiences for this unit, the student will be able to:
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Describe the structure and function of the nervous and endocrine systems.
Identify the components and types of neurons.
Comprehend how neurotransmitters influence behavior, and how drugs influence neurotransmission.
Identify and distinguish between the various devices that psychologists use to study brain activity.
Identify the parts of the brainstem, limbic system, and cerebrum, as well as the functions of each part.
Explain neurogenesis and brain plasticity.
Distinguish between chromosomes, DNA and genes.
Explain how and why behavioral geneticists study heritability.
Discuss the advantages and ethical dilemmas involved in studying molecular genetics.
Explain how evolutionary psychologists use natural selection to explain behavioral tendencies.
Describe the impact of environmental stimulation and culture on development.
PSYC 105 Syllabus Page 6
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Investigate how nature and nurture influence gender, and how gender influences thoughts and behaviors.
Distinguish between sensation and perception.
Distinguish between bottom-up processing and top-down processing.
Explain and identify examples of absolute and difference thresholds.
Explain and identify examples of sensory adaptation.
Identify the anatomy of the seven sensory systems.
Explain how transduction of environmental stimuli into neural impulses occurs in the seven senses.
Discuss how the brain processes sensory information.
Explain how we perceive color, depth, motion, and pitch.
Identify and explain common impairments in the visual and auditory systems.
Distinguish between the Gestalt laws of perceptual organization.
Explain how perceptual constancies help organize sensations into meaningful perceptions.
Discuss the effects of sensory deprivation/restriction on sensation and perception.
Describe how expectations, contexts, and emotions influence perception.
Pre-approved papers and projects for Unit 2:
CHOICE A: Read the book Awakenings by Oliver Sacks, or see the video and write a report about the effects of the
neurotransmitter dopamine.
CHOICE B: According to Darwin’s theory of natural selection write a report that explains why many humans fear
heights, feel anxious, and become jealous if their mates are not faithful.
CHOICE C: Write a report about the Human Genome project and why it is important.
CHOICE D: The Automatic Machine Corporation is planning to build a robot that will be able to put together jigsaw
puzzles. The company hired you, a psychologist specializing in perception to explain to them what kinds of perceptual
organization the robot must perform. Prepare a report for them. The report should explain several concepts, including:
 The definition of perception
 The definition between sensing and perceiving
 At least three Gestalt laws governing perception, including reasons why the robot should be equipped with them
CHOICE E: You are watching a film at the movies. At one point, a very romantic love scene occurs and you are able to
feel yourself blushing. In a report, explain the sensory events that happened before the blushing response. Consider some
of these questions as you work:
 What events have occurred in the movie-goer’s eye?
 How did the information from the eye get to the brain?
 Is blushing a sensory or perceptual event?
CHOICE F: Magicians are masters of perception, especially illusion. If you know anything about magic tricks or how
magicians work, you may choose to write a paper discussing how they fool their audience by manipulating phenomena,
such as mental set, figure-ground, continuity, attention, and illusion.
CHOICE G: Choose a sport, and describe, in detail, the sensory and perceptual processes involved in playing that sport.
BE SURE TO CHECK THE CHOICES AVAILABLE FOR ALL UNITS
PSYC 105 Syllabus Page 7
UNIT 3
LEARNING AND MEMORY
(Chapters 7 & 8)
INTRODUCTION: While perception has been seen to shape our sensory impressions into experiences, learning can be
viewed as the process that organizes our experiences into relatively permanent ways of behaving toward the world. The
definition of learning used in this unit stresses actual behavior and how it becomes shaped into permanent patterns. You
will study the two great models for the learning process developed over the last 100 years: classical and operant
conditioning. You will also study a learning process that has been a focus of attention in the last forty years observational learning. It has been said that man is the most prolific learner of all the species on this planet. Certainly, our
capacity for learning is huge, and what each of us learns as we grow plays a role in shaping our individual personalities.
Because learning is relatively permanent, there must be some means for storing, keeping lessons we learn through life.
This mechanism is called memory and will be examined along with learning. You will discover what is currently known
about how human memory operates, why it sometimes fails, and how it can be improved. All in all, this unit on learning
and memory is of very real practical value in your life.
Learning objectives Unit 3:
After completing the learning experiences for this unit, the student will be able to:
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Define and explain learning.
Explain how the research of Pavlov, Watson, Garcia, and Skinner influenced behaviorism.
Demonstrate comprehension of the terminology and processes associated with classical conditioning.
Demonstrate comprehension of the terminology and processes associated with operant conditioning.
Compare and contrast classical conditioning and operant conditioning.
Explain how cognition and biology affect classical and operant conditioning.
Demonstrate comprehension of the terminology and processes associated with observational learning.
Identify applications of classical conditioning, operant conditioning, and observational learning.
Define and explain memory and its processes.
Define the following concepts and explain the distinctions between them:
o sensory, short-term, and long-term memories
o iconic and echoic memories
o short-term and working memories
o declarative and procedural memories
o semantic and episodic memories
o implicit and explicit memories
Distinguish between automatic and effortful processing.
Identify and explain automatic and effortful processing methods.
Explain how the distribution of practice influences retention.
Demonstrate comprehension of the duration and capacity of short-term and long-term memories.
Discuss the major brain structures (e.g. hippocampus and cerebellum) and processes (e.g. long-term
potentiation) involved in the neurobiology of memory.
Distinguish between recall, recognition, and relearning.
Explain how retrieval cues and priming influence memory retrieval.
Discuss how external contexts and internal emotions influence memory retrieval.
Explain the processes involved in forgetting.
Explain how misinformation, imagination, and source amnesia influences memory construction.
Discuss the controversy related to repressed and recovered memories.
PSYC 105 Syllabus Page 8
Pre-approved paper topics for Unit 3:
CHOICE A: When two people fall in love, it is easy to notice their behavior toward each other. Would it be fair to say
that, at first, they put themselves on 100%, continuous reinforcement? Sooner or later these behaviors begin to taper off,
but the couple is still in love. Perhaps “mature love” involves variable schedules of reinforcement, instead of the
continuous type? Think about this and then write a paper on this topic. Consider these points:
1. Describe lovers’ behaviors that fit the categories EARLY LOVE and MATURE LOVE. (Be discreet!)
2. Are these behaviors largely continuous at first and more intermittent later?
3. What are the reinforcers?
4. How do variable schedules effect behaviors generally (e.g. do they make the behaviors stronger or weaker)?
5. What kind of schedule of reinforcement is best over all?
CHOICE B: A friend says to you, “Remember this number, quick: 472.” After fifteen (15) minutes, she turns to you and
asks, “What was that number I asked you to remember?” You roll your eyes a little and say, dutifully, “4-7-2.”
Write a paper in which you describe, step-by-step, how you were able to perform that act of memory.
CHOICE C: Become aware of a behavior you perform that seems to be under the control of a conditioned stimulus (CS).
Use classical conditioning terminology to explain the process of how this behavior was learned.
CHOICE D: Write a paper in which you point out at least two (2) major differences between classical and operant
conditioning. Describe each difference in as much detail as possible and provide an example to illustrate what you’ve
described. Be sure to reference your text and any other books or publications you used to complete this assignment.
CHOICE E: Can you think of a specific behavior that someone close to you often does but which you find annoying or
unpleasant? Now that you’ve studied conditioning for a few weeks, describe how you would go about changing that
behavior – step-by-step. ** Note: It is not a requirement that you actually carry out your plan!
BE SURE TO CHECK THE CHOICES AVAILABLE FOR ALL UNITS
UNIT 4
THINKING and INTELLIGENCE/ PSYCHOMETRICS
(Chapters 9 & 10)
INTRODUCTION: Psychology is a science that moves forward on the basis of planned research and measurement.
Statistics is the type of math most often used by psychologists to organize and evaluate research data. In this unit you will
become familiar with basic terms used in statistics as they apply to the measurement of intelligence. In addition, we will
focus on the issues surrounding intelligence tests, especially the difference between I.Q. scores and intelligence itself.
Finally, we will discuss efforts to measure creativity and what has been learned from those efforts.
Learning Objectives for Unit 4:
After completing the learning experiences for this unit, the student will be able to:
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Define and explain cognition.
Define concepts and prototypes, and discuss how these influence thinking.
Discuss how algorithms, heuristics, and insight assist in problem solving.
Explain how confirmation bias, fixation, mental set, and functional fixedness hinder problem solving.
Comprehend how heuristics, overconfidence, belief perseverance, and framing effects influence decisions
and judgments.
Explain intuition.
PSYC 105 Syllabus Page 9
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Define language, and explain its function.
Identify and distinguish between the structural components of language.
Identify and discuss the milestones in language development.
Explain how we learn language according to operant conditioning and observational learning theories.
Discuss the role of biology in language development, including the concepts of a language acquisition
device, a critical period for language development, and brain structures associated with language.
Explain the relationship between language and thinking.
Investigate research on animal thinking and language.
Define intelligence, and explain how intelligence is measured.
Distinguish between the psychometric and multiple intelligence theories of intelligence.
Explain the specific intelligence theories of Spearman, Sternberg, and Gardner.
Discuss the evidence that argues in favor and against the concept of multiple intelligences.
Define creativity, and identify the factors that foster it.
Investigate emotional intelligence and its components.
Discuss the extent to which intelligence is related to brain anatomy and neural processing speed.
Investigate the contributions of Simon, Binet, Terman, and Wechsler with regard to intelligence test
development.
Distinguish between Simon-Binet, Stanford-Binet, and Wechsler intelligence tests (e.g. WISC, WAIS).
Distinguish between aptitude and achievement tests.
Comprehend the psychometric properties of intelligence tests (e.g. standardization, reliability, and validity).
Explain the normal curve distribution of intelligence scores.
Discuss the stability of intelligence across the lifespan.
Explain the evidence that suggests IQ scores have increased in each generation during the 20th Century.
Identify the traits of those at the low and high intelligence extremes.
Explain the causes and degrees of mental retardation.
Investigate the evidence regarding the influence of genes and environmental influences (e.g. early
stimulation, schooling) on intelligence.
Investigate factors involved in gender and racial group differences in mental ability scores.
Evaluate the evidence that suggests intelligence tests can be inappropriately biased.
Pre-approved papers and projects for Unit 4:
CHOICE A: A very attractive classmate comes to you asking for help because they don’t really understand what a
standard deviation is or what it tells us about a set of scores. You’d love to spend some time with this person and really
help them out, but you aren’t really sure about standard deviation either. Thinking fast, you set up a study session for next
week before class, and immediately set out for the Library to find out all about standard deviation. In a written report,
record what you would explain to your hope-to-be-friend about measures of variability in general, standard deviation in
particular, and a brief comment on z-scores.
CHOICE B: Francine is ten years old and was recently tested as having an I.Q. of 105. Last year she had also been tested
and her score then was 106. In both cases she was given a Wechsler intelligence test. Francine’s father is unhappy with
this and insists that the drop in I.Q. shows that she has not been working hard enough in school. He comes to school to
have a conference with you, the school psychologist. In a report, discuss some of these issues with Francine’s father:
 Offer him a definition(s) of intelligence
 Describe some of the actual abilities the intelligence test measures
 Explain what, if any, significance there is between Francine’s two (2) test scores
 Let him know whether Francine’s efforts in school work are related to her I.Q. scores
CHOICE C: Often, the expression is heard that “You can’t trust statistics, people lie with statistics.” Obviously, numbers
themselves cannot lie or tell the truth. So what does the expression “…to lie with statistics…” actually mean? Prepare a
report in response to this question in which you deal with some of these points.
 What do descriptive and correlational statistics really do?
PSYC 105 Syllabus Page 10
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Is lying with statistics the same as using them improperly?
Provide at least one example of how statistics could be used to misrepresent the data involved.
CHOICE D: I.Q. tests do not tap the full spectrum of intellectual competencies, including the child’s ability to use
environmental and personal resources in adapting to the world. For example, although interventions do not substantially
raise the I.Q.’s of mildly retarded individuals, “there is good reason to believe that interventions can enhance the
functional abilities, learning strategies, adaptive skills, and social competencies of children whose measured I.Q. is low.
Our goal should be to provide optimal environments to facilitate such learning and development” (Weinberg, 1989,
p.103). Identify and discuss the issues referenced in Weinberg’s statement.
Weinberg, R.A. (1989), Intelligence and I.Q.: Landmark issues and great debates. American Psychologists, 44, 98-04.