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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!!! 2 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. 3 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 4 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 5 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. ___________________________________________________ 6 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 7 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. 8 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 9 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 10 11 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 12 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 13 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 14 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? 15 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? 16 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? 17 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? 18 19