Download psychological foundations and research

1
Psychology Syllabus ~ 2010
South Effingham High School
Kristen Denney -Instructor
Introduction
I am pleased to have the opportunity to teach you this semester. As we progress through the course, I
hope you will find the course challenging and meaningful. The course is a survey course in Psychology.
It is an academic elective that will introduce students to the history of Psychology, concepts,
methodology, and vocabulary. Psychology is the scientific study of behavior and mental processes. It is
a unique science that often necessitates the use of special measurements and research methods. The
course has four sections: psychological foundations and research; biological foundations; change in
behavior and cognition; and variability of behavior among individual and groups.
I look forward to working with you as you strive toward success.
ASK QUESTIONS when you don’t understand. Never leave the class without a clear understanding of
what was discussed in class or what you have for an assignment. I will be available to assist you after
school. Please let me know if you want to arrange a tutoring session.
Do not wait until the end of the semester to improve a failing grade! It is the student’s
responsibility to keep track of their missing assignments and grade on Infinite campus.
Contact Information
Parents- please feel free to contact me at any time by email at [email protected] or by
calling SEHS and leaving a message for me. I will be more than happy to discuss your child’s progress
with you. If you have a question about your child’s grade, please contact me ASAP. Please do not wait
until it is too late into the semester for your child to improve his or her grade.
To keep up to dates on assignments view my website at
http://www.effinghamschools.com/10772092619286357/site/default.asp .
Absences
One of the most important tips is to COME TO CLASS! Trying to make up work you have missed
and keep up with all newly presented material can be overwhelming, so please only stay out if it is
a true emergency. Upon returning it is your responsibility to check the “while you were out” binder
to obtain your missed assignments. Remember that it is your responsibility to obtain any
missed assignments and have them completed within the allotted time. Return make-up work
to Ms. Denney by its scheduled due date or it will not be accepted. I DO NOT EXCEPT LATE
WORK!
*** If a student wishes to make up a “0” they may do so by completing a make-up
contract. All work will be make up on scheduled afternoon’s while the material is
still being taught or in Homework opportunity club. Once we move past a
particular subject or chapter the student has lost the opportunity to make up the
“0”. *****
Restroom Passes/Breaks
Students will be given a maximum of 12 passes total during the semester. They will have 6 restroom
passes the first nine weeks and 6 restroom passes the second nine weeks. Leaving to use the restroom
will be at the teacher’s discretion. Students are NOT guaranteed the right to all 12 passes or the right to
use the passes to leave without the teacher’s permission. Students must have a note from a doctor to
exceed the 12 restroom passes. If your child needs to exceed the 12 passes he/she must present a doctors
note.
Tardies to Class
Students who are tardy to class miss valuable instruction time and sometimes graded assignments. An
excused tardy requires an approved excuse note {see student handbook} Consequences for tardiness are
2
outlined in the Student Handbook. A discipline referral will be sent to the office after student
has three Tardies.
Notebook
STAY ORGANIZED!! I will assist you in developing your organizational skills by requiring you to keep a
notebook for this class. This skill is one that will benefit you not only in this class, but also in all of your
future endeavors. You should have a three-ring binder (at least 2 inches).
Classroom Conduct
(1) All policies and procedures in the Student Handbook apply in this room.
(2) Be in your seat when the bell rings and begin your assignment quietly. Do not wait to be told to
start.
(3) Bring all books and materials to class daily.
(4) No personal grooming during class time.
(5) Those with assigned seats must sit in them daily.
(6) Follow all directions the first time they are given.
(7) Show respect for yourself, others, and our school. At no time will a student be allowed to
interfere with the learning environment by being disruptive, verbally or non-verbally.
I do not tolerate disrespect to the teacher or peer students!!!
Reports
Progress reports are sent out half way through the semester. These reports will be signed by your
parents and returned. I WILL SEND A PROGRESS REPORT HOME WITH EVERY
STUDENT!!!
Each student will receive a report card from the school at the end of the nine-week period. Remember
that you must have a passing term grade in order to receive credit for the course.
Grading System
1st Nine weeks:
Daily Grades:
Quizzes, class-work, participation
Homework
40%
10%
Quizzes will count as a homework and daily grade.
Tests
50%
**Note: most projects will be counted as test grades!
Final Exam LEOCT
15 %
***********************************************************
Content covered under Georgia Performance Standards: Standards with an asterisk(*) are
recommend for a one semester course.
Psychology Foundations and Research
*SSPFR1: The student will explain selected historical and contemporary perspectives and practices of
psychologists.
a. Define the field of psychology.
b. Identify key figures in the history of the field of psychology and their major contributions; include
Wundt, Freud, Skinner, James, Watson and Rogers.
c. List and describe the major occupations and subfields of psychology.
*SSPFR2: The student will explain the research methods and the types of statistics used in the field of
psychology.
a. Explain how psychologists conduct research to describe, explain, predict, and control behavior.
3
b. Describe the types of research methods used by psychologists; include experiment, survey, case
study, and observation.
c. Identify the basic elements of an experiment; include independent and dependent variables, types of
experimental control (blind/double-blind procedures, placebo controls).
d. Explain the differences between a correlation and an experiment.
e. Classify the types and uses of statistics in psychological research; include descriptive statistics and
inferential statistics.
f. Interpret graphic data representations.
g. Explain ethical issues in psychological research.
Biological Foundations
*SSPBF1: The student will explain the development, structure, and function of biological systems and
their role in behavior, cognition, and emotion.
a. Discuss the major divisions and sub-divisions of the nervous system and their role in behavior;
include central (brain and spinal cord) and peripheral [autonomic (sympathetic and parasympathetic)
and somatic].
b. Identify the components and function of a neuron.
c. Explain the process of neurotransmission; include action potentials and synaptic transmission.
d. Identify the major structures and functions of the brain.
e. Describe the methods used to analyze neural form and function; include the MRI, fMRI, PET, CAT,
and EEG.
f. Examine the role of genetics in the development of behaviors.
SSPBF2: The student will compare different states of consciousness.
a. Describe the sleep cycle and circadian rhythm,
b. Explain why we sleep and dream.
c. Investigate the validity of hypnosis as a state of consciousness.
d. Analyze the physical and psychological issues associated with addiction.
e. Explain how the major drug classes (stimulants, depressants, and hallucinogens) affect
neurotransmission and behaviors.
SSPBF3: The student will discuss the components of stress.
a. Categorize and explain the different physiological and psychological reactions to stress.
b. Identify strategies to deal with stress that promote health; include coping strategies and behavioral
modification.
SSPBF4: The student will describe how the physical world is translated into a psychological experience.
a. Describe the basic structures of the eye and ear, the associated neural pathways, and the process of
sensory transduction.
b. Recognize causes which can lead to hearing and vision deficits; include environmental causes, aging,
genetics, diet, disease, and trauma.
c. Describe the major theories associated with visual and auditory sensation and perception; include
opponent process theory, trichromatic theory of vision, frequency theory, volley theory, and place
theory of hearing.
d. Analyze different perceptual illusions and describe why illusions are important for our understanding
of perception.
e. Compare top-down and bottom-up processing.
SSPBF5: The student will identify major theories and concepts related to motivation and emotion.
a. Compare and contrast the biological, cognitive/learning, and humanistic perspectives of motivation.
b. Compare and contrast theories of emotion; include James-Lange, Cannon-Bard, and SingerSchacter’s Two Factor.
4
Change in Behavior and Cognition
*SSPBC1: The student will identify the characteristics of and major approaches to learning.
a. Identify learning as a relatively permanent change in behavior based on experience.
b. Explain the behavioral approach to learning.
c. Compare and contrast the paradigms of classical and operant conditioning.
d. Describe changes in behavior using the social learning theory.
SSPBC2: The student will analyze key concepts associated with information processing.
a. Describe the components of the human information processing system; include working memory,
long term memory, sensory memory, and attention.
b. Evaluate strategies that enhance memory; include mnemonics, rehearsal, and elaboration.
c. Analyze theories of forgetting; include loss of access, interference, displacement, and decay.
d. Explain the phenomena involved in problem solving and decisionmaking; include heuristics,
algorithms, biases, expectancies, and mental set.
*SSPBC3: Describe behavioral, social, and cognitive changes from the prenatal period throughout the
life span.
a. Chart physical changes of a human being from conception through late adulthood.
b. Explain the developmental models of Freud, Piaget, Kholberg, and Erikson.
c. Compare and contrast the theories of language and language acquisition; include Chomsky, Skinner,
and Whorf.
d. Describe the role of critical periods in development.
Variability of Behavior among Individuals and Groups
SSPVB1: The student will analyze concepts related to the measurement and nature of intelligence.
a. Differentiate between general and multiple intelligences.
b. Explain how intelligence may be influenced by heredity and environment.
c. Evaluate the reliability, validity, and standardization of historical and contemporary intelligence
tests.
d. Evaluate the implications of measurement of intelligence on the individual and culture.
*SSPVB2: The student will evaluate assessment tools and theories in personality.
a. Evaluate Psychodynamic Theory and its impact on contemporary psychology.
b. Evaluate the Humanistic Perspective.
c. Analyze the purpose and theories of the Trait Perspective of personality.
d. Analyze the Social-Cognitive Perspective of personality.
*SSPVB3: The student will identify abnormal behavior and treatment.
a. Identify criteria that distinguish normal from disordered behavior; include the criteria of distress,
deviance, and dysfunction.
b. Describe methods used to diagnose and assess abnormal behavior; include the current version of the
Diagnostic and Statistical Manual, the MMPI, and projective tests.
c. Compare anxiety disorders, mood disorders, personality disorders, and schizophrenia and describe
appropriate treatments for these disorders.
d. Analyze the challenges associated with labeling psychological disorders and the impact of diagnosis
on patients.
e. Compare the biomedical, psychoanalytical, cognitive, and behavioral approaches to the treatment of
psychological disorders.
Social Psychology *SSPSP1: The student will analyze the impact of the social environment on behaviors
and attitudes.
5
a. Explain phenomena that result from the influence of the social environment on the individual and
vice versa; include obedience, social facilitation, social loafing, bystander apathy, conformity,
groupthink, group polarization, and deindividuation.
b. Analyze attribution and cognitive dissonance theories pertaining to social judgments and attitudes.
c. Explain the factors that contribute to affiliation and attraction; include proximity, mere-exposure
effect, and similarity.
d. Analyze and evaluate the ethics of experimentation in social psychology; include Milgram’s
experiment of obedience and Zimbardo’s Stanford Prison Experiment.
Homework
Students will have homework each day. If they do not have a written assignment, they will need to read
the next section in the textbook, review their notes, work on a project, or study for a test.
Extra Help
Our textbook- Understanding Psychology - has several valuable resources. The books website is ~
http://www.glencoe.com/sec/socialstudies/psychology/psych2001/index.php.
Psychology Student Supply List
Bring to Ms. Denney:
1. One box of markers
2. One glue stick
3. Box of tissues
What you need:
1. 2 ½ inch notebook
2. Pens/Pencils
3. One ½ inch note book for book of self
Student Signature: ______________________________
Parent Signature: ______________________________
6
Curriculum Waver
Curriculum synopsis for Ms. Denney’s Classes – Psychology ~ Students will be exposed to
multiple intelligence curriculum design. Within these classes students will be exposed to lecture notes,
integrated art, music, film, and projects. In all classes From time to time various films and film clips will
be integrated into the lesson to support and build upon the learning experience. These movies/ or
documentaries may broach sensitive topics such as war, violence, mental illness, death, prejudice,
conflict resolution, art, and ageism. Our students are young adults but parental awareness is a must for
me as an educator. I would greatly appreciate your support and encourage an open door policy in
reference to your child’s education.
I support this curriculum and agree for my child to view delicate art, music, documentaries/ movies or
clips to enhance their learning
____________________________
print child’s name
________________________
date
course
____________________________
print parent or guardian name
________________________
signature
I do not support this curriculum design and do not want my child to view documentaries/ movies or clips
to enhance their learning.
* An alternate assignment will be substituted and it is the child’s responsibility to adhere to the
parent/guardian’s wishes and request assignments, etc.
____________________________
print child’s name
________________________
date
course
____________________________
print parent or guardian name
________________________
signature
7
Potential Movies to Be Viewed in Psychology
*This list is subject to change video’s may be added or removed*
Various United Streaming videos
A Beautiful Mind
The Giver
The Milligram study
Various clips on phobias
Cybil
Harry Harlow short clip
Little Albert short clip