Download Introduction to Psychology

DISCOVERING PSYCHOLOGY
TELECOURSE
When you set your VCR, be sure you set it for the correct day, at 2 AM
(after midnight). The programs are shown on PBS, Channel 12.
Instructor: Malinda Jo Muzi
Department of Psychology
Office: W3-6
Phone: 215-751-8570
Email: [email protected] or [email protected]
(This is the best way to contact me).
Discovering Psychology Website:
http://faculty.ccp.cc.pa.us/faculty/mmuzi/index.html
Welcome to the world of psychology, the study of human behavior. In choosing
to take this telecourse, you have presented yourself with a challenge, one that
will require great discipline and hard work. As your instructor, I am here to help
you ever step of the way. We will get together on a number of occasions and I
will correspond with you throughout the semester. Feel free to call me or come
to my office or e-mail me at any time.
Text: Psychology and Life
Publisher: Allyn and Bacon
Authors: Gerrig and Zimbardo
Study Guide: Psychology and Life Telecourse Study Guide by Franklin
Companion Website for Review and Quizzes
The Grading System
The exams will be worth 80% or the course grade. The term paper will count for
20%.
Exams: There will be a midterm and a final exam. Each will be preceded by a
review session. Each exam will consist of 60 questions, based on the videos and
the text. The Midterm will cover the content of the program and reading
assignments for programs 1 through 13. The final will cover the content of the
programs and reading assignments from programs 14 through 26.
Term Paper: A paper will be handed in on the night of your final exam. It
should consist of a brief summary of each program watched. After watching
each program, discuss one main thing you learned from that program. Note one
experiment that was of particular interest to you in each program.
Grades: The exams will be worth 80% or the course grade. The term paper will
count for 10%. Coming to the review sessions will be worth 10%.
Before I outline the course for you, you need to get he meeting dates. They
are online on the Distance Education web pages. To get to these pages, follow
these simple steps in your web browser:
1. Go to the College Home Page at http://www.ccp.edu
2. Scroll down about ½ a screen. You will see the Distance Education link. Click on it.
3. At the distance education pages, click on the “Courses” menu selection. Then you
will see links to meeting schedules as well as CH 12 and CH 53 broadcast schedules.
Mark these on your calendar immediately. Don’t forget. Telecourses are
not easy. In fact it takes a lot of discipline and dedication to get through all the
films and the text.
IT IS IMPERATIVE THAT YOU ATTEND THE REVIEW SESSIONS, AS
THIS WILL HELP YOU PASS THE COURSE. IT IS MY EXPERIENCE THAT
STUDENTS WHO DO NOT ATTEND THE REVIEW CLASSES HAVE A
MUCH MORE DIFFICULT TIME PASSING THE COURSE.
If you want your midterm or final grades sent to you after taking the
exams, send me an email message asking for the grade and I will send it to you
through cyberspace.
BRING A NO. 2 PENCIL TO THE MIDTERM AND FINAL!!!
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Here is a list of the 26 half-hour programs and their corresponding textbook
pages.
THE TELEVISION PROGRAMS
1. Past, Present, and Promise - Pages 1- 17
An introduction to psychology as a science at the crossroads of many fields of
knowledge, from philosophy and anthropology to biochemistry and artificial
intelligence.
2. Understanding Research - Pages 18-46
An examination of the scientific method and the ways in which data are collected
and analyzed-in the lab and in the field-with an emphasis on sharpening critical
thinking regarding research findings.
3. The Behaving Brain - Pages 47-81
The structure and composition of the brain: how neurons function, how
information is collected and transmitted, and how chemical reactions determine
every thought, feeling, and action.
4. The Responsive Brain - Pages 47-81
How the brain controls behavior, and conversely how behavior and environment
influence the brain's structure and functioning.
5. The Developing Child - Pages 317-336
The nature versus nurture debate, and how developmental psychologists study
the contributions of both heredity and environment to the development of
children.
6. Language Development - Pages 336-340
The development of language, and how psychologists hope to discover truths
about the human mind, society, and culture by studying how children use
language in social situations.
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7. Sensation and Perception, Pages 82-151
How visual information is gathered and processed, and how our culture,
previous experiences, and interests influence our perceptions.
8. Learning - Pages 179-214
Explains the basic principles of learning and the methods psychologists use to
study and modiy behavior. Demonstrates how cognitive proceses such as
insight and observation influence learning.
9. Remembering and Forgetting - Pages 215-251
Explores complex mental process that allows us to store and recall previous
experiences. Looks at the ways cognitive psychologist investigate memory as an
information processing task. Discusses the way neurobiologists study how the
structure and functioning of the brain affect what we remember and why we
forget.
10. Cognitive Processes - P. 252-280
The study of mental processes and structures – perceiving, reasoning, imagining,
anticipation, and problem solving.
11. Judgment and Decision Making, - Pages 280-288
Explores the decision-making process and the psychology of risk taking. Reveals
how people arrive at good and bad decisions. Looks at the reasons people lapse
into irrationality and how personal biases affect judgment.
12. Motivation and Emotion - Pages 362-405
Delves into the psychological study of motives and emotion. Explains the
different motives people have for the same behavior.
13. The Mind Awake and Asleep - Pages 152-178
Describes how psychologists study the nature of sleeping, dreaming, and altered
states of conscious awareness. Explores the way we use consciousness to
interpret, analyze, and even change behavior.
14. The Mind Hidden and Divided - Pages 152-178
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Considers the evidence that our moods, behavior, and even our health are
largely the result of multiple mental processes, many of which are out of
conscious awareness.
15. The Self - Pages 430-465
How psychologists systematically study the origins of self-idenity and selfesteem, social determinants of self-concepts, and the emotional and motivational
consequences of beliefs, about oneself.
16. Testing and Intelligence - Pages 289-316
The field of psychological assessment and the efforts of psychologists and other
professionals to assign values to different abilities, behaviors, and personalities.
17. Sex and Gender - Pages 355-356 and pages 375-383.
The ways in which males and females are similar and different, and how sex
roles reflect social values and psychological knowledge.
18. Maturing and Aging - Pages 340-354
What really happens, physically and psychologically, as we age, and how society
reacts to the last stages of life.
19. The Power of the Situation - Pages 534-544 and pages 550-558 and pages 564595
How social psychologists attempt to understand human behavior within its
broader social context, and how our beliefs and behavior can be influenced and
manipulated by other people and by subtle situational forces.
20. Constructing Social Reality - Pages 544-550 and 558-563
The factors that contribute to our interpretation of reality and how
understanding the psychological processes that govern our behavior can help us
to become more empathetic and independent members of society.
21. Psychopathology - Pages 466-501
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The major types of mental illness, including schizophrenia, anxiety, affective and
manic-depressive disorders, and the major factors that influence them-both
biological and psychological.
22. Psychotherapy - Pages 502-533
The relationships among theory, research, and practice, and how treatment of
psychological disorders has been influenced by historical, cultural, and social
forces.
23. Health, Mind, and Behavior - Pages 405-429
How research is forcing a profound rethinking of the relationship between mind
and body-a new biopsychosocial model is replacing the traditional biomedical
model.
24. Applying Psychology in Life - Pages 161-165, pages 246-247, pages 583-595
This program looks at some of the innovative ways psychology is being applied
to practical situation and professions in area concerning human factors, law, and
conflict negotiations.
25. Cognitive Neuroscience - Pages 55-81
Cognitive neuroscience represents the attempt to understand mental processes at
the level of the brain’s functiong and not merely from information processing
models and theories. It relies heavily on an emprical analysis of what is
happening in the brain and where, when a person thinks, reasons, decides,
judges, encodes information, recalls information, learns, and solves problems.
26. Cultural Psychology - Pages 456-457, 576-578. and 589-593.
What is culture, and how does it affect who we are? This program ex[;pres the
mutual interactions between culture, interpersonal interactions, and individual
experience.
___________________________________________________
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NOTE-TAKING TIPS
The goal of note-taking is to record information in a way that will help you
gain a clarification and understanding of the ideas and concepts of a particular
subject. This information will come to you through lectures, from readings, by
watching films, from power point presentations, from discussions and by way of
many other educational avenues. This task is not as easy as it may seem because
note-taking occurs while you are doing something else, such as listening to an
instructor or reading a textbook. Many students do not like to take notes. They
choose instead to read and highlight their textbooks or class materials. This
leads to the rereading and rereading and sometimes rereading again of material,
but it doesn’t help draw out the information that is most important. While
learning how to take notes requires effort on your part, rest assured, once you get
proficient at note-taking, you will see how beneficial this skill will be in school,
work and even your personal life.
There are a number of methods of note-taking. They are not mutually
exclusive, which means that you can use one, two, or all of them, depending on
the subject you are interested in. The most popular methods are:
1.
2.
3.
4.
the traditional outline
the question method
the Cornell system
the concept map
Tradition Outline
A traditional outline summarizes key points in a subject. As such it is
quite broad. It creates a series of major headings, followed by subheadings and
points. Some students use letters and numbers to delineate points. Others prefer
simply to indent. You do not necessarily have to choose one outline method over
another. You may find that in taking down classroom notes an indentation
methods works best, but when studying your textbook, a number system is most
beneficial. Try different ways of outlining to see which ones work most to your
advantage.
The Question Method
The question method requires you to consider the material you are
studying as answers to questions designed to reflect this material. It forces you
to think carefully about the information you are learning. This method if very
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helpful in preparing you for exams, particular in courses where concepts are
difficult.
To use this method, draw a vertical line on each sheet of paper you use,
creating a wide column on the left. Record notes from class or your readings in
the larger space to the right. Write a question or two in the margin that can be
answered by reading the material in the larger area.
Questions can be factual, such as “What are the effects of punishment on
behavior?” They might also been interpretative, as in “What is the difference
between discipline and punishment?”
The Cornell System
The Cornell System, also known as the T- note system for its design,
developed by Walter Pauk at Cornell University, is an extremely efficient way to
record notes. To prepare for this kind of note-taking, obtain a large, loose-leaf
notebook and lined pages. Draw a vertical line 2 1/2 inches from the left side of
you paper. This will be your recall column. Draw a horizontal line two inches
from the bottom of the page. This will be your summary area. This leaves a
large space for outlining the information you hear or read about The recall
section enables you to jot down comments and questions related to the main text.
Here is where you can clarify meanings, draw diagrams, write in definitions, add
examples, and make other notes that help you understand the material. It is best
to use this space when you are reviewing your outline rather than while you are
in class or reading materials. Left -handed students may find it easier if the left
vertical line is moved to the right.
Once you have designed your page, follow these four rules.

Record your notes in the main space of the page, adding the most
important ideas of facts. Write legibly enough so that you can
understand what you’ve put down without struggling later to figure it
out. Use the abbreviation system you have developed.

Reduce your notes. Summarize and clarify what you have learned
and fill in the recall column and summary space.

Recite the important ideas and facts of your outline in your own
words after reading the recall column. Then read the outline to see
how accurate you are.

Reflect on the course material after reading over your notes. Consider
the meaning of this information and the way it relates to other courses
and your life.
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Concept Maps
Concept maps represent information visually. They provide a very
effective way to connect ideas and organize information. Concept maps work
particularly well for students who prefer to interpret material in visual ways and
students who like to draw.
There are a number of kinds of concept maps. The spider map begins
with a main idea - a topic, word or phrase - written at the center of a page.
Move outward from here, using lines or arrows to connect points emanating
from this central place. A hierarchy map presents information in a descending
order of importance. The most important information is placed on the top.
Internet Links
Research Methods in Psychology
http://psy1.clarion.edu/mm/General/Methods/Methods.html
Psychological Testing
http://www.psychologicaltesting.com/
Work in Mental Health
http://www.mentalhelp.net/joblink/
Women in Psychology
http://teach.psy.uga.edu/dept/student/parker/PsychWomen/wopsy.htm
The History of Psychology
http://www.unb.ca/web/units/psych/likely/psyc4053.htm
The Brain
www.brain.com/
The Genome Project
www.ornl.gov/hgmis/
Music and the Brain
http://www.2-life.com/meyc/brain.htm
Ivan Pavlov: A Biography
http://almaz.com/nobel/medicine/1904a.html
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The B.F. Skinner Foundation
www.bfskinner.org/
Albert Bandura: A Biography
www.emory.edu/EDUCATION/mfp/bandurabio.html
Child Development Scales
www.babycenter.com
Jean Piaget Society
www.piaget.org/
Erik Erikson’s Theory
www.idealist.com/children/erk.html
Anxiety Disorders Association of America
www.adaa.org/aboutanxietydisorders/
National Alliance for Research on Schizophrenia and Depression
www.mhsource.com/narsad/
Depression
www.depression.about.com/health/depression/mbody.htm
National Clearinghouse on Child Abuse and Neglect Information
www.calib.com/nccanch/
National Institute on Aging
www.nih.gov/nia/
Alzheimer’s Association
www.alz.org/
Today in the History of Psychology
Go to the following site and look up your birth date. Something special
happened that day in the world of psychology
www.cwu.edu/~warren/today.html
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Topic Emphasis
Review Subjects
Concentrate on the following subjects and you will do well in the exam. There is
a lot of material to cover so take your time, outline the material, and study daily.
Have your significant other make meals, send the kids to Granny’s, and don’t
worry about the dust in your house. Do well in this exam. Email me with any
questions you may have no matter how trivial.
Defining Psychology
1. Define psychology
2. Goals of psychology
3. Types of psychologists
Research Methods
4. Scientific Method
5. Types of research
Biology
6. The neuron
7. Types of neurons
8. Neurotransmitters
9. How neurons work
10. The cerebral hemispheres
11. Lobes of the brain
Human Development
12. Prenatal development and heredity
13. Drugs and prenatal development
14. Emotional development in infancy
15. Cognitive development in infancy: Piaget’s Studies
16. Erik Erikson’s theory of psychosocial development
Consciousness
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17. What is consciousness
18. Circadian rhythms
19. REM sleep
20. Sleep deprivation
21. Proactive Drugs
Learning
22. What is learning
23. Pavlov’s experiments
24. Conditioning: UR, US, CR, CS
25. Stimulus generalization
26. Stimulus discrimination
27. Higher-order conditioning
28. Shaping
29. Systematic desensitization
30. Schedules of reinforcement
31. Law of effect
32. Observational learning
33. Punishment
Motivation and Emotion
34. Theories of motivation
35. Hunger
36. Sexuality
Intelligence
37. Theories of Intelligence
38. IQ Controversary
39. Gardner’s Theory
40. Sternberg’s Theory
41. Emotional Intelligence
42. Decision Making and Problem Solving
43. Creativity
Personality
44. Id, Ego and Superego
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45. Defense Mechanisms
46. The Conscious and the Unconscious
Stress and Health
47. Sources of Stress
48. Conflict
49. Type A Behavior
50. General Adaptation Syndrome
51. Stress and the Immune System
Psychological Disorders
52. Define abnormal behavior
53. Anxiety reactions
54. Depression
55. Phobias
56. Personality Disorders
Social Psychology
57. Attitude and attitude change
58. Obedience
59. Conformity
60. By-stander behavior
61. Prejudice and Discrimination
62. Aggression
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A Little Help Never Hurts
Discovering Psychology
Midterm Review Questions
If you know the answers to the following questions you will do well in the
midterm. The midterm is on Units 1 thru 12. Feel free to email me at
[email protected]
______________________________________________________
1. What is the definition of psychology?
2. What are the steps in the scientific method?
3. Why is psychology considered a science?
4. What is the case study method of research?
5. What is the naturalistic observation method of research?
6. What is the survey method of research?
7. What is the experimental method of research?
8. What does a clinical psychologist do?
9. What does an educational psychologist do?
10. What does a developmental psychologist do?
11. What does a counseling psychologist do?
12. What does a physiological psychologist do?
13. What happened to Phineas Gage?
14. What are the parts of the neuron and what does each do?
15. What is a neurotransmitter?
16. What are the major neurotransmitters and what do they do?
17. What are the functions of the frontal, parietal, temporal and occipital lobes of
the brain?
18. How is “consciousness” defined?
19. What is an altered state of consciousness?
20. What are circadian rhythms? How do they work?
21. What are the various stages of sleep? What happens in each stage?
22. How do patterns of sleep change as we age?
23. What are the effects of sleep deprivation?
24. How is learning defined?
25. What did Pavlov show with his experiments in regard to learning?
26. What is the difference between a conditioned and an unconditioned
stimulus?
27. What is the difference between a conditioned and an unconditioned
response?
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28. What do we mean by “generalization”?
29. What did John Watson and Mary Cover Jones show with their studies of
Albert and Peter?
30. What is the premise behind operant conditioning?
31. Why is reinforcement the key to operant conditioning?
32. What is shaping and how does it occur?
33. What is extinction?
34. What are the four schedules of reinforcement? How are they different?
35. How is punishment used in operant conditioning?
36. What are the three basic temperamental types in children?
37. How is “attachment” defined?
38. What did the Harlow studies show?
39. What is the difference between stranger anxiety and separation anxiety?
40. What is the “strange situation” experiment?
41. What behaviors are associated with the securely attached child?
42. What behaviors are associated with the avoidantly attached child?
43. What behaviors are associated with the resistant child?
44. What behaviors are associated with the disorganized child?
45. What happens in Piaget’s sensorimotor stage?
46. What does Piaget mean by “conservation?”
47. What is the most advanced cognitive level a person can reach, according to
Piaget?
48. What is Vygotsky’s sociocultural view of cognitive development?
49. What do we mean by socialization?
50. What are Erikson’s stages of psychosocial development?
51. What are the major parenting styles and how do they differ from each other?
52. What are the general behaviors of children based on specific parenting styles?
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Discovering Psychology
Final Review Questions
If you know the answers to the following questions you will do well in the final.
The final is on Units 13 thru 26. Feel free to email me at [email protected]
1. Define consciousness.
2. What are circadian rhythms?
3. What are the stages of sleep? How do they differ?
4. What purpose does each stage of sleep serve?
5. Why do we dream?
6. What are the three main processes of memory?
7. What mechanisms allow information to be stored in memory?
8. How long is information held in each memory system?
9. What did Ebbinghaus discover about forgetting?
10. What causes memory failure?
11. How reliable is eyewitness testimony?
12. What did Elizabeth Loftus’s research on the remembering of traumatic
experiences show?
13. Define intelligence according to the APA.
14. What is the “g” factor of intelligence?
15. What are Howard Gardner’s seven intellectual abilities?
16. What is Robert Sternberg’s triarchic theory of intelligence?
17. What does the Wechsler scale measure?
18. What is the heredity-environment controversy?
19. What do the twin studies show in terms of inherited intelligence?
20. What is the Flynn effect?
21. Are there gender differences in intelligence?
22. What does Goleman mean by “emotional intelligence?”
23. What are the components of emotional intelligence?
24. What are Baumrind’s three parenting styles? What are the outcomes of each?
25. When does puberty begin for boys and girls?
26. What are the outcomes of early or late maturing for boys and girls?
27. What physical changes become evident in middle adulthood? When does
this begin?
28. What are the results of the Seattle Longitudinal Study?
29. What is arousal theory?
30. What is instinct theory?
31. What is drive-reduction theory?
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32. What is the difference between intrinsic and extrinsic motivation?
33. What are the stages of Maslow’s hierarchy of needs?
34. What are the characteristics of anorexia nervosa and bulimia?
35. What are the four phases of the human sexual response cycle?
36. What are the differences between male and female sexual response?
37. What are the underlying causes of homosexuality?
38. What is the definition of personality?
39. Describe the levels of awareness according to Freudian theory: conscious,
preconscious, and unconsciousness.
40. What is the libido?
41. What are the id, ego and superego?
42. What is the purpose of defense mechanisms?
43. What are the major defense mechanisms?
44. How is abnormality defined?
45. What is the psychodynamic perspective of abnormal behavior?
46. What is the biological perspective of abnormal behavior?
47. What is the cognitive perspective of abnormal behavior?
48. What is the learning perspective of abnormal behavior?
49. What is the humanist perspective of abnormal behavior?
50. What is the DSM -IV?
51. What is an anxiety disorder? What are the symptoms of the major panic
disorders?
52. What are the symptoms of post-traumatic stress disorder?
53. What are the symptoms of depression?
54. What is the difference between a delusion and an hallucination?
55. What are the symptoms of schizophrenia?
56. What is dysthymia?
57. What do twin studies tell us about depression?
58. What effects does serotonin and dopamine play in mental illness?
59. What is attribution theory?
60. What is the false consensus effect?
61. What is self-serving bias?
62. What is fundamental attribution error?
63. What is reciprocal liking?
64. What most attracts one person to another?
65. What was the Asch experiment on line judgments? What did it prove?
66. What is the Milgram experiment with electric shock and learning? What did
it prove?
67. What is the Zimbardo experiment on prison life? What did it prove?
68. What was Sherif experiment at a boy’s camp? What did it prove?
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