Download course syllabus guide - CSI Social Science Department

CSI AND SOCIAL SCIENCE DEPARTMENT COURSE SYLLABUS GUIDE
GENERAL PSYCHOLOGY: PSYCH 101, BOI
CREDIT HOURS: 3.0
Semester/year: Fall 2009
Location: Blaine County Community
Center
Phone: 208-720-0044
Instructor: Nancy C. Kneeland, MS, MAC
E-Mail Address:
[email protected]
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.
Prerequisites: None
Required Textbooks and Supplies:
Ciccarelli, Saundra K., & Meyer, Glenn E. (2009,2006) Psychology (2nd Ed.). Saddle River, New Jersey:
Pearson Education, Inc.
The following are not required, but they are recommended:
American Psychological Association. (2002). Publication Manual (5th Ed.). Washington DC:
· Study Guide
Psychology: Concept Notes (Ciccarelli & Meyer, 2006) (ISBN: 0-13-228335-2).
· Notebook
A simple 100-page spiral notebook.
Prerequisite Skills:
· Literacy
· Assertiveness
· Persistence
· Open-mindedness
This course requires a high reading demand.
Nancy is a psychotherapist, 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
For every absence 5 points will be lost. Excused absences will not count against you.
Excused Absences:
 School-sanctioned and military-required absences if you provide advance written notice.
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). Specifically:
 Turn off your cell phones.
 There are no electronic devices allowed in class.
 Come on time, stay until the end of class, and pay attention.
Fall 2009 Psychology 101
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Examinations: There will be two exams covering material from classroom lecture and the textbook.
Remember! You are responsible for reading the information in the text. If it is not covered in lecture, it is risky
to assume that it will not show up on an exam. Missed exams due to scheduling conflicts must be personally
justified prior to the exam date. Students missing exams due to illness or other unexpected personal issues are
required to notify me by e-mail or telephone as soon as possible. A note from a physician or other authority will
be required to take the exam late.
Class Quizzes: There will be quizzes randomly “popped” throughout the semester over the material (both text
and lecture). The quizzes will help you keep up with the content and aid in educated participation in the
classroom. Falling behind in reading and lectures guarantees poor performance in the course. Each quiz is
worth 10 points. There are no makeup quizzes (attendance is thus advised).
Class Project: You will be required to present to the class a critical and scientific analysis of one of the major
topics discussed during the semester. The presentation is a review of the “peer-reviewed” literature. We will
discuss the nature of peer-reviewed work within the first few days of class. The presentation will be a minimum
of twenty minutes. Topics for your presentation should (but are not required) be reviewed via a one-to-one
conversation between you and I. This will assure you are on the right track. You take a risk by not discussing
your topic with me first. I will be available to help you with this assignment throughout the semester to give
feedback on your outlines, provided you use your semester efficiently. Thus, waiting until the eleventh hour to
start your project will result in a poor grade. The project is worth 300 points.
A Final Note about Honesty: Any forms of plagiarism or cheating are violations of campus policy and
professional ethics. If you plagiarize, cheat, or contribute to the cheating of another, you will receive a zero for
the work in question. In more extreme cases, you may be removed from the class and reported to the
department head for more extensive review.
*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.
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. She will gladly assist you in academic and career advisement to the
best of her 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
Fall 2009 Psychology 101
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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.
The CSI Mission Statement
The College of Southern Idaho, a comprehensive community college, provides quality educational, social,
cultural, economic, and workforce development opportunities that meet the diverse needs of the communities it
serves. CSI prepares students to lead enriched, productive and responsible lives in a global society.
General Education Criteria: This course satisfies all eight criteria for general education. It is designed to:
1.
2.
3.
4.
5.
6.
7.
8.
provide a broad-based survey of a discipline and show the interconnectedness of knowledge;
develop a discerning individual;
practice critical thinking and problem-solving skills;
promote awareness of social and cultural diversity in order to appreciate the commonality of mankind;
foster the balance between individual needs and the demands of society;
reinforce reading, writing, speaking, and/or quantitative skills;
encourage and inspire life-long learning; and
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:
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; and
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 4-year 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);
and
6.
be well-prepared for upper-division coursework in psychology (career-focused education plan).
Fall 2009 Psychology 101
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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
1, 4, 6, 7
1, 4, 6, 7
1, 2, 4, 6
perspectives, empirical findings, and historical trends in psychology
2. Understand basic research methods in psychology, including
2, 3, 7, 8
2, 3, 4, 7
2, 3, 4, 5
research design, data analysis, and interpretation
3. Respect and use critical and creative thinking, skeptical inquiry, and 2, 3, 6, 7, 8 All but 1 and
2, 3, 6
the scientific approach to solve problems related to behavior and
2
mental processes
4. Understand and apply psychological principles to personal, social,
All but 6
All but 1 and
2, 3, 6
and organizational issues
2
5. Be able to weigh evidence, tolerate ambiguity, act ethically, and
All but 6
All but 1 and 2, 3, 5, 6
reflect other values that are the underpinnings of psychology as a
2
discipline
Course Outcomes Aligned with Course Assessment Activities:
Chapter Quizzes
Unit Tests
1
Ψ
Ψ
2
Ψ
Ψ
3
Ψ
4
Ψ
5
Ψ
Fall 2009 Psychology 101
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Term Project
Ψ
Ψ
Ψ
Ψ
Absence Demerits
Ψ
Ψ




Topical Outline for the Course:
Unit 1: Chapter 1 – Introduction and Scientific
Method
Unit 2: Chapters 2, 3, & 4 – The Biological
Perspective
Unit 3: Chapters 5 & 6 – Learning and Memory
Unit 4: Chapters 7 & 8 – Development and
Cognition
The course is organized into seven units:
 Unit 5: Chapters 9 & 11 – Motivation, Emotion, &
Stress
 Unit 6: Chapters 12 & 13 – Personality/Social
Psychology
 Unit 7: Chapters 14 & 15 – The Clinical Perspective
WEEK
DATES
TASK AT HAND
1
August 24th
2
August 31st
Discussion of course objectives, exams, attendance, grading scale, late
policy, plagiarism, learning approaches, class project.
Introduction & Chapter I
Chapter II The Biological Perspective
3
September 7th
4
September 14th
LABOR DAY
Review of Chapter I and II
Chapter 3 Sensation and Perception
6
September 21st
Chapter 4 Consciousness: Sleep, Dreams, Hypnosis, and Drugs
7
September 28th
Chapter 5 Learning
8
October 5th
9
October 12th
10
October 19th 22nd
11
October 26th
Chapter 6 Memory
Class Presentation ideas submitted
COLUMBUS DAY HOLIDAY
Chapter 7 Development across the lifespan
Chapter & Development across the lifespan
Chapter 8 Cognition: Thinking, Intelligence, and language
Language Chapter 9 Motivation and Emotion
12
November 2nd
Chapter 11 Stress and Health
13
November 9th
Chapter 12 Theories of Personality;
14
November 16th
Chapter 13 Social Psychology
15
November 23rd
16
November 30th
Review and
THANKSGIVING HOLIDAY
Chapter 14 Psychological Disorders
17
December 7th
Chapter 15 Psychological Therapies
December 14th
Finals Week!!!! Comprehensive EXAM
The outline is tentative and not necessarily comprehensive. It is open to adjustment as the semester
progresses.
Fall 2009 Psychology 101
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

Detailed Course Schedule
Assessments, Reading Assignments and Focus Questions for study.
RA: What you should read before coming to class on the date specified.
Ψ – Questions you should answer in a notebook while reading. You might want to discuss these questions with
classmates or in study groups. (Hint: These are the questions that might be on the Unit Tests.)
Unit 1 (Chapter 1): Introduction and Scientific Method
General psychological approaches and how we study psychology
Week 1
8/24
Course Introduction / Syllabus Overview
RA: Introduction (pp. I-1 – I-13) & “Why Study” segments at start 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?
Week 2
RA: pp. 18-35 – The Scientific Method
Ψ How does the scientific method reduce bias and error in psychological research?
Ψ What are the strengths and weaknesses of naturalistic observation, laboratory observation, case studies, and
surveys, and how would you decide which to use in research?
Ψ What are the strengths and weaknesses of correlations and the experiment, and how would you decide which
to use in research?
Ψ How do independent variables, dependent variables, and confounding variables differ and relate?
9/7
Labor Day holiday
Unit 2 (Chapters 2, 3, and 4): The Biological Perspective
Physical foundations and the start of perception
Week 3
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?
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?
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?
Week 4
RA: pp. 108-118 – Perception
Ψ How do figure-ground and the 6 Gestalt principles (proximity, similarity, closure, continuity, contiguity, and
common region) 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) 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?
RA: pp. 124-142 – Consciousness
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 stimulants, depressants, narcotics, and hallucinogens differ and relate, and what is the difference
between hallucinations and illusions?
Week 5
Unit 3 (Chapters 5 and 6): Learning and Memory
Forming associations and the start of mental foundations
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 how might Gestalt principles explain
them?
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 how do they
apply to behavior modification?
Ψ How do ratio and interval schedules of reinforcement differ, and what role might expectation play in these
learning conditions?
Week 6
RA: pp. 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, and how might this relation help explain people’s
sometimes bizarre behavior?
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?
RA: pp. 208-218 – Memory Basics
Ψ How do the 3 processes of memory (encoding, storing, and retrieving) 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 how do implicit and explicit memories differ?
Ψ How do encoding specificity and retrieval cues relate in the 3 processes of memory, and how might levels-ofprocessing explain how semantic networks function?
Week 7
Columbus Day holiday
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-ofprocessing?
Ψ How do interference and amnesia differ, and how can someone suffer amnesia but still be able to talk
coherently?
Unit 4 (Chapters 7 and 8): Development and Cognition
Mental foundations and the start of environmental foundations
Week 8
RA: pp. 248-269 – Cognitive Development
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 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?
RA: pp. 292-305 – Concepts
Ψ How might natural concepts relate to the Gestalt principles and result in the four forms of problem-solving
(trial-and-error, algorithms, heuristics, and insight)?
Ψ How do functional fixedness, mental sets, and confirmation bias differ, and how does this relate to creativity?
Project Proposal due
Mid – Term
Week 9
RA: pp. 306-328 –Intelligence
Ψ How do Gardner’s multiple intelligences, Sternberg’s triarchic theory, and emotional intelligence differ, and
what might this mean to the validity and reliability of intelligence tests?
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)?
Unit 5 (Chapters 9 and 11): Motivation, Emotion, and Stress
Foundations of reciprocal determinism
RA: pp. 334-353 – Motivation
Ψ How do the drive-reduction, arousal, and incentive approaches differ, and how might extrinsic and intrinsic
motives be explained by them?
Ψ How do McClelland’s needs (nAch, nAff, and nPow) fit into Maslow’s hierarchy of needs?
Week 10
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 what does this mean about
the cause(s) of emotion?
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 of them?
Ψ How do pressure, uncontrollability, frustration, and conflict differ, and how do natural concepts play a part
in primary and secondary appraisals of them?
Ψ How do the four types of conflict (approach-approach, avoidance-avoidance, approach-avoidance, multiple
approach-avoidance) differ, and how do natural concepts play a part in primary and secondary appraisals
of them?
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 what role might cognitive
arousal theory play in primary and secondary appraisals among them?
Week 11
RA: pp. 430-436 – Coping
Ψ How do problem-focused and emotion-focused coping differ, and how might operant conditioning and
cognitive arousal theory influence them?
Ψ How do defense mechanisms and meditation differ, and how efficient are they in response to controllable
stressors?
Notes:
Unit 6 (Chapters 12 and 13): Personality and Social Psychology
Reciprocal determinism: Individual differences and social influences
Happy
Freudday!
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 why is the Oedipus complex so important and controversial?
Week 12
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 a
fully functioning person be explained within Bandura’s reciprocal determinism?
Ψ How do the five dimensions of OCEAN differ, and how might reciprocal determinism and self-efficacy
explain them?
RA: pp. 466-472 –Measuring Personality
Ψ How do interviews, projective tests, behavioral assessments, and personality inventories differ, 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?
Week 13
RA: pp. 478-488 – Social Influence
Ψ How do conformity, compliance, and obedience differ, and how might self-efficacy and reciprocal
determinism influence the person being persuaded?
Ψ How do the four common techniques of compliance differ, 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?
Thanksgiving Vacation holiday
Week 14
RA: pp. 488-498 – Attitude
Ψ How do the affective, behavioral, and cognitive components of attitude differ and relate, and how might
cognitive dissonance therefore be influenced by conformity, compliance, and obedience?
Ψ How do impression formation and attribution differ, and how might confirmation bias influence stereotypes
and the fundamental attribution error?
RA: pp. 498-513 – Social Behavior
Ψ How do stereotype, prejudice, and discrimination differ and relate, and how might social identity theory
produce self-fulfilling prophecy?
Ψ How do physical attractiveness, proximity, similarity, and reciprocity differ, and how do they combine to
form the three attitudes of Sternberg’s 7 loves (intimacy, passion, and commitment)?
Ψ How do social roles, attribution, and reciprocal determinism combine to influence the choice between
aggression and prosocial behavior?
Unit 7 (Chapters 14 and 15): The Clinical Perspective
Distortions and solutions
Week 15
RA: pp. 520-529 – Introduction to Abnormality
Ψ How do the statistical definition, social deviance, subjective discomfort, and maladaptive behavior differ in
distinguishing what is normal from abnormal, and how do the five dimensions of the DSM-IV-tr apply?
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?
RA: pp. 530-541 – Anxiety and Dissociative Disorders
Ψ How do the four anxiety disorders differ, and how might cognitive arousal theory help distinguish normal
anxiety from abnormal anxiety?
Ψ How do the three dissociative disorders differ relate, and how might reciprocal determinism and real and
ideal selves relate to them?
RA: pp. 541-553 – Mood Disorders, Schizophrenia, and Personality Disorders
Ψ How do major depression, bipolar disorder, and normal “mood swings” differ, and how might the
fundamental attribution error influence depression?
Ψ How do delusions, hallucinations, disturbed speech, and disturbed emotions and behavior differ 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 how might the Big 5 (OCEAN) and
reciprocal determinism relate to them?
Week 15
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 – Psychopharmacotherapy
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?
Finals