Chabot College: Final will be on Monday 12/17 from 10-11:50
Las Positas College: Final will be on Wednesday 12/19 from 7:30-9:20
Please bring a scan-tron and a #2 pencil.
Good luck studying!
Wednesday, December 12, 2007
Chapter 13 lecture outline
I.Theories of Emotion
a. What are emotions?
b. The James-Lange theory
c. Emotion and thought
i. Schachter’s Two-Factor Theory of Emotion
1. Robert Zajonc
II. The Physiology of Emotion
a. Arousal
b. Can we tell emotions apart from physiology?
c. Facial Expressions and emotion
III. Culture and emotion
IV. Experiencing Emotion
a. Anger
1. The catharsis hypothesis
2. Anger and stress
b. Happiness-- subjective well-being
1. The adaptation-level phenomenon
2. The relative deprivation principle
ii. Is happiness everything? What else might matter?
V. Stress and Health
a. Theories of stress
i. Stress response system--Walter Cannon (1929
ii. Hans Selye's general adaptation syndrome (GAS)
b. Stress and disease
c. Types of stress: catastrophes, life changes, and hassles
1. uplifts
d. Stress and appraisals
e. Perceived Control—primary vs. secondary control
VI. Promoting health
Essay Questions for Ch. 13
1. Describe three changes that take place in the body in response to emotion.
2. How is perceived control important to our experiences of stress? What is the difference between primary and secondary control?
a. What are emotions?
b. The James-Lange theory
c. Emotion and thought
i. Schachter’s Two-Factor Theory of Emotion
1. Robert Zajonc
II. The Physiology of Emotion
a. Arousal
b. Can we tell emotions apart from physiology?
c. Facial Expressions and emotion
III. Culture and emotion
IV. Experiencing Emotion
a. Anger
1. The catharsis hypothesis
2. Anger and stress
b. Happiness-- subjective well-being
1. The adaptation-level phenomenon
2. The relative deprivation principle
ii. Is happiness everything? What else might matter?
V. Stress and Health
a. Theories of stress
i. Stress response system--Walter Cannon (1929
ii. Hans Selye's general adaptation syndrome (GAS)
b. Stress and disease
c. Types of stress: catastrophes, life changes, and hassles
1. uplifts
d. Stress and appraisals
e. Perceived Control—primary vs. secondary control
VI. Promoting health
Essay Questions for Ch. 13
1. Describe three changes that take place in the body in response to emotion.
2. How is perceived control important to our experiences of stress? What is the difference between primary and secondary control?
Chapter 12 lecture outline
Chapter 12 –Treatment and Therapy
I. Psychological Therapies--Psychotherapy
A. Psychodynamic therapy
1. psychoanalysis—free association; resistance; transference
B. Humanistic Therapy
1. Rogers’ client-centered therapy; empathy and unconditional positive regard
C. Behavior Therapy
1. systematic desensitization, graduated exposure; flooding
2. Operant Conditioning in therapy: contingency management, behavioral self-monitoring, skills training
D. Cognitive Therapy
E. Cognitive-behavior therapy
II. Evaluating Psychotherapies
A. Is psychotherapy effective?
B. Commonalities among psychotherapies
III. The Biomedical Therapies
A. Drug Therapies--Psychopharmacology
1. Antipsychotic drugs (neuroleptics): Thorazine, Haldol, Clozaril, Risperdal
2. Tranquilizers: Valium and Librium
3. Antidepressants: MAOIs, tricyclic antidepressants, selective serotonin reuptake inhibitors
4. lithium carbonate
B. Electroconvulsive therapy (ECT) and psychosurgery.
IV. Preventing Psychological Disorders
Essay Questions:
1. Identify two possible drugs that a person might be prescribed to treat schizophrenia. How do these drugs work (what neurotransmitters are targeted)? What are some potential side effects?
2. Illustrate the differences between the psychodynamic approach to therapy and the cognitive behavioral approach by describing how a therapist from each approach might help someone who is experiencing depression.
I. Psychological Therapies--Psychotherapy
A. Psychodynamic therapy
1. psychoanalysis—free association; resistance; transference
B. Humanistic Therapy
1. Rogers’ client-centered therapy; empathy and unconditional positive regard
C. Behavior Therapy
1. systematic desensitization, graduated exposure; flooding
2. Operant Conditioning in therapy: contingency management, behavioral self-monitoring, skills training
D. Cognitive Therapy
E. Cognitive-behavior therapy
II. Evaluating Psychotherapies
A. Is psychotherapy effective?
B. Commonalities among psychotherapies
III. The Biomedical Therapies
A. Drug Therapies--Psychopharmacology
1. Antipsychotic drugs (neuroleptics): Thorazine, Haldol, Clozaril, Risperdal
2. Tranquilizers: Valium and Librium
3. Antidepressants: MAOIs, tricyclic antidepressants, selective serotonin reuptake inhibitors
4. lithium carbonate
B. Electroconvulsive therapy (ECT) and psychosurgery.
IV. Preventing Psychological Disorders
Essay Questions:
1. Identify two possible drugs that a person might be prescribed to treat schizophrenia. How do these drugs work (what neurotransmitters are targeted)? What are some potential side effects?
2. Illustrate the differences between the psychodynamic approach to therapy and the cognitive behavioral approach by describing how a therapist from each approach might help someone who is experiencing depression.
Chapter 11 lecture outline
CHAPTER 11
I. Perspectives on Psychological Disorders
A. What is a disorder (and not just a personality problem)?
B. Perspectives on psychological disorders
1. Medical Perspective.
2. Bio-Psycho-Social Perspective
3. The Vulnerability-Stress Model
C. Classifying Psychological Disorders--The American Psychiatric Association's Diagnostic and Statistical Manual of Mental Disorders (Fourth Edition), nicknamed DSM-IV
II. Anxiety Disorders
A. What are anxiety disorders?
Generalized anxiety, Panic disorder, Phobias (e.g., Social phobia), PTSD, Obsessive-compulsive disorder
B. Explaining Anxiety Disorders
a. The learning perspective views anxiety disorders as a product of
i. fear conditioning
ii. stimulus generalization
iii. reinforcement
iv. observational learning
b. The biological perspective emphasizes evolutionary, genetic, and physiological influences.
c. The vulnerability-stress model
III. Mood Disorders
A. Two forms: (1) major depressive disorder (and dysthymic disorder)
(2) bipolar disorder
B. The development of mood disorders
1. The biological perspective
2. The social- cognitive perspective
IV. Schizophrenia
positive symptoms and negative symptoms
Chronic, or process, schizophrenia vs. Acute, or reactive, schizophrenia
V. Personality Disorders (antisocial personality disorder, borderline personality disorder)
Exam #4 Essay Questions
1. Describe three major symptoms of schizophrenia.
2. Using the vulnerability-stress model, explain at least two factors that might make someone more vulnerable to depression.
I. Perspectives on Psychological Disorders
A. What is a disorder (and not just a personality problem)?
B. Perspectives on psychological disorders
1. Medical Perspective.
2. Bio-Psycho-Social Perspective
3. The Vulnerability-Stress Model
C. Classifying Psychological Disorders--The American Psychiatric Association's Diagnostic and Statistical Manual of Mental Disorders (Fourth Edition), nicknamed DSM-IV
II. Anxiety Disorders
A. What are anxiety disorders?
Generalized anxiety, Panic disorder, Phobias (e.g., Social phobia), PTSD, Obsessive-compulsive disorder
B. Explaining Anxiety Disorders
a. The learning perspective views anxiety disorders as a product of
i. fear conditioning
ii. stimulus generalization
iii. reinforcement
iv. observational learning
b. The biological perspective emphasizes evolutionary, genetic, and physiological influences.
c. The vulnerability-stress model
III. Mood Disorders
A. Two forms: (1) major depressive disorder (and dysthymic disorder)
(2) bipolar disorder
B. The development of mood disorders
1. The biological perspective
2. The social- cognitive perspective
IV. Schizophrenia
positive symptoms and negative symptoms
Chronic, or process, schizophrenia vs. Acute, or reactive, schizophrenia
V. Personality Disorders (antisocial personality disorder, borderline personality disorder)
Exam #4 Essay Questions
1. Describe three major symptoms of schizophrenia.
2. Using the vulnerability-stress model, explain at least two factors that might make someone more vulnerable to depression.
Tuesday, September 25, 2007
Chapter 4 Lecture Outline
Psychology 1
Chapter 4 Lecture Outline and Assignment Guidelines
I. Neural Communication
II. The Nervous System
III. The Brain—Review
Build a Brain Exercise: Together, your team will build a complete brain out of Play-Doh, highlighting different brain structures with a creative use of color. Team members will be responsible for teaching each other, and members of one other team, about the functions of each region of the brain. To better explain this, your team should decide on some activity that is complicated enough to involve each brain region in some way. On Day 1, you will choose teams, assign brain regions, and decide on the activity you will use to illustrate brain functions.
Before class on Day 2, you will research your brain region; you will be responsible for understanding your region’s location in the brain, general function, and role in the activity your group is discussing. Write about a page about this to turn in to me. On Day 2, your team will work together to build your brain, and then you will show off your model to one other team and take turns explaining the functions of brain regions using your chosen activity as an example.
Your main source of information will be your textbook, but you should also supplement your research with information from at least one other source. Popular internet sources, such as online encyclopedias, are fine, as long as they are reliable. Another possibility is http://health.howstuffworks.com/brain4.htm.
Brain Regions: You may assign 1-2 members of your group to each region; I recommend that two people take responsibility for the cerebral cortex, with each person covering two lobes. If you think you may not be in class on Day 2, let your group members know so that they can assign an additional person to your region. If a member of your group is absent on Day 2, you will still need to build that region as part of your model, but you will not be responsible for explaining its functions, and your team grade will not be affected.
A. The brainstem, thalamus, and cerebellum.
1. brainstem
a. pons
b. medulla
c. reticular activating system
2. thalamus
3. cerebellum
B. The limbic system
1. hippocampus
2. amygdala
3. hypothalamus
4. pituitary gland (part of the endocrine system)
C. The cerebral cortex
1. frontal lobes
a. motor cortex
b. Broca’s area
2. parietal lobes
a. somatosensory cortex
3. occipital lobes
a. visual cortex
4. temporal lobes
a. auditory cortex
b. Wernicke’s area
Essay Questions:
1. Draw a basic diagram of a neuron and label the five major parts.
2. Identify the four lobes of the cerebral cortex, and name one function carried out in each lobe.
Chapter 4 Lecture Outline and Assignment Guidelines
I. Neural Communication
II. The Nervous System
III. The Brain—Review
Build a Brain Exercise: Together, your team will build a complete brain out of Play-Doh, highlighting different brain structures with a creative use of color. Team members will be responsible for teaching each other, and members of one other team, about the functions of each region of the brain. To better explain this, your team should decide on some activity that is complicated enough to involve each brain region in some way. On Day 1, you will choose teams, assign brain regions, and decide on the activity you will use to illustrate brain functions.
Before class on Day 2, you will research your brain region; you will be responsible for understanding your region’s location in the brain, general function, and role in the activity your group is discussing. Write about a page about this to turn in to me. On Day 2, your team will work together to build your brain, and then you will show off your model to one other team and take turns explaining the functions of brain regions using your chosen activity as an example.
Your main source of information will be your textbook, but you should also supplement your research with information from at least one other source. Popular internet sources, such as online encyclopedias, are fine, as long as they are reliable. Another possibility is http://health.howstuffworks.com/brain4.htm.
Brain Regions: You may assign 1-2 members of your group to each region; I recommend that two people take responsibility for the cerebral cortex, with each person covering two lobes. If you think you may not be in class on Day 2, let your group members know so that they can assign an additional person to your region. If a member of your group is absent on Day 2, you will still need to build that region as part of your model, but you will not be responsible for explaining its functions, and your team grade will not be affected.
A. The brainstem, thalamus, and cerebellum.
1. brainstem
a. pons
b. medulla
c. reticular activating system
2. thalamus
3. cerebellum
B. The limbic system
1. hippocampus
2. amygdala
3. hypothalamus
4. pituitary gland (part of the endocrine system)
C. The cerebral cortex
1. frontal lobes
a. motor cortex
b. Broca’s area
2. parietal lobes
a. somatosensory cortex
3. occipital lobes
a. visual cortex
4. temporal lobes
a. auditory cortex
b. Wernicke’s area
Essay Questions:
1. Draw a basic diagram of a neuron and label the five major parts.
2. Identify the four lobes of the cerebral cortex, and name one function carried out in each lobe.
Tuesday, September 11, 2007
Chapter 3 Lecture Outline
Chapter 3—Human Development
I. Infancy and childhood
a. Cognitive development
i. Piaget
1. schemas: mental molds into which we pour our experiences.
2. stage model:
a. Sensorimotor stage: (birth to about 2)
i. Object permanence; stranger anxiety
b. Preoperational stage—(2-6 years)
i. Conservation; egocentrism; theory of mind
c. Concrete operational stage—(6-12)
d. Formal operational stage—(12 and up)
ii. Overview of Piaget—What do babies really know?
b. Social Development
i. Attachment.
1. Origins of attachment—
i. contact comfort--Harry Harlow (1950s)
ii. responsive parenting--Ainsworth’s strange situation experiment
a. secure attachment vs. insecure attachment
2. Effects of attachment
ii. Child-Rearing Practices
1. Authoritarian, permissive, authoritative, indifferent
iii. Morality Development
1. Kohlberg’s stages
2. power assertion vs. induction
II. Gender Development
III. Adolescence
IV. The Transition to Adulthood—When are you grown up?
V. Social Development during Adulthood—Erikson and others
a. trust vs. mistrust (to 1 year)
b. Autonomy vs. shame/doubt (1-2 years)
c. Initiative vs. guilt (3-5 years)
d. Competence vs. inferiority (6-puberty)
e. Identity vs. role confusion (adolescence to early adulthood)
f. Intimacy vs. isolation (young adulthood)
g. Generativity vs. stagnation (midlife)
h. Integrity vs. Despair (late life)
Parenting Scenarios:
1. Your three year old has become more aggressive with other children at her playgroup. She grabs toys, and hits or scratches other children when she becomes angry.
2. Your eleven year old has started to speak to you rudely and disrespectfully. She rolls her eyes when you talk to her, ignores your requests, and occasionally lashes out and yells at you or says she doesn’t care what you think.
3. Your seventeen year old came home from a party past curfew, and it was clear he had been drinking.
Terms and concepts to skip for Exam 1:
Ch. 1: Wilhelm Wundt through William James; arithmetic mean through meta-analysis
Ch. 2: Clara Thompson through illusion of causality; Gordon Allport, Raymond Cattell, Rollo May, existentialism
Ch. 3: parentese through critical period
Essay questions for chapter 3:
1. Briefly describe the four social and emotional tasks or conflicts of adulthood, as explained by Erikson. Give an example of how someone might successfully handle two of those tasks or conflicts (for example, identity and intimacy, or generativity and integrity).
2. Explain the difference between power assertion and induction, and give an example of each.
I. Infancy and childhood
a. Cognitive development
i. Piaget
1. schemas: mental molds into which we pour our experiences.
2. stage model:
a. Sensorimotor stage: (birth to about 2)
i. Object permanence; stranger anxiety
b. Preoperational stage—(2-6 years)
i. Conservation; egocentrism; theory of mind
c. Concrete operational stage—(6-12)
d. Formal operational stage—(12 and up)
ii. Overview of Piaget—What do babies really know?
b. Social Development
i. Attachment.
1. Origins of attachment—
i. contact comfort--Harry Harlow (1950s)
ii. responsive parenting--Ainsworth’s strange situation experiment
a. secure attachment vs. insecure attachment
2. Effects of attachment
ii. Child-Rearing Practices
1. Authoritarian, permissive, authoritative, indifferent
iii. Morality Development
1. Kohlberg’s stages
2. power assertion vs. induction
II. Gender Development
III. Adolescence
IV. The Transition to Adulthood—When are you grown up?
V. Social Development during Adulthood—Erikson and others
a. trust vs. mistrust (to 1 year)
b. Autonomy vs. shame/doubt (1-2 years)
c. Initiative vs. guilt (3-5 years)
d. Competence vs. inferiority (6-puberty)
e. Identity vs. role confusion (adolescence to early adulthood)
f. Intimacy vs. isolation (young adulthood)
g. Generativity vs. stagnation (midlife)
h. Integrity vs. Despair (late life)
Parenting Scenarios:
1. Your three year old has become more aggressive with other children at her playgroup. She grabs toys, and hits or scratches other children when she becomes angry.
2. Your eleven year old has started to speak to you rudely and disrespectfully. She rolls her eyes when you talk to her, ignores your requests, and occasionally lashes out and yells at you or says she doesn’t care what you think.
3. Your seventeen year old came home from a party past curfew, and it was clear he had been drinking.
Terms and concepts to skip for Exam 1:
Ch. 1: Wilhelm Wundt through William James; arithmetic mean through meta-analysis
Ch. 2: Clara Thompson through illusion of causality; Gordon Allport, Raymond Cattell, Rollo May, existentialism
Ch. 3: parentese through critical period
Essay questions for chapter 3:
1. Briefly describe the four social and emotional tasks or conflicts of adulthood, as explained by Erikson. Give an example of how someone might successfully handle two of those tasks or conflicts (for example, identity and intimacy, or generativity and integrity).
2. Explain the difference between power assertion and induction, and give an example of each.
Sunday, September 2, 2007
Psych 1 Ch. 1 Lecture Outline
Psych 1
Chapter 1 Outline
I. Introduction to class and each other
II. What is psychology and why should we care?
A. Psychology--The study of behavior and mental processes
B. Breadth of perspectives
i. Biological end: The biological perspective
ii. Philosophical end: The psychodynamic perspective, developed by Freud
iii. The evolutionary perspective considers how evolution influences behavior tendencies.
iv. The learning perspective examines how the environment and experience affect a person’s or animal’s actions.
v. The cognitive perspective studies how we process, store, and retrieve information.
vi. The social-cultural perspective examines how behavior and thinking vary with the situation and culture.
C. Types of psychological research and practice
i. Basic research
ii. Applied research
iii. Professional practice
III. What makes psychology more effective than common sense?
A. Common biases
i. false consensus effect
ii. hindsight bias
B. The scientific method
i. Relationship between theories, hypotheses, operational definitions and research
C. Types of research methodology
1. Descriptive research
a. case studies
b. surveys
c. naturalistic and laboratory observation
d. correlation
2. experimental research
a. random assignment
b. independent and dependent variables
c. limitations
3. Research ethics
Chapter 1 Essay Question for Exam #1
1. Name and explain three kinds of descriptive research methodology. How is descriptive research different from experimental research?
Chapter 1 Outline
I. Introduction to class and each other
II. What is psychology and why should we care?
A. Psychology--The study of behavior and mental processes
B. Breadth of perspectives
i. Biological end: The biological perspective
ii. Philosophical end: The psychodynamic perspective, developed by Freud
iii. The evolutionary perspective considers how evolution influences behavior tendencies.
iv. The learning perspective examines how the environment and experience affect a person’s or animal’s actions.
v. The cognitive perspective studies how we process, store, and retrieve information.
vi. The social-cultural perspective examines how behavior and thinking vary with the situation and culture.
C. Types of psychological research and practice
i. Basic research
ii. Applied research
iii. Professional practice
III. What makes psychology more effective than common sense?
A. Common biases
i. false consensus effect
ii. hindsight bias
B. The scientific method
i. Relationship between theories, hypotheses, operational definitions and research
C. Types of research methodology
1. Descriptive research
a. case studies
b. surveys
c. naturalistic and laboratory observation
d. correlation
2. experimental research
a. random assignment
b. independent and dependent variables
c. limitations
3. Research ethics
Chapter 1 Essay Question for Exam #1
1. Name and explain three kinds of descriptive research methodology. How is descriptive research different from experimental research?
Psych 1 Ch. 2 Lecture Outline
CHAPTER 2 Lecture Outline
I. The Psychoanalytic Perspective
1. Origins of Freud’s theories
2. Personality structure: id, ego, superego
3. Freud's psychosexual stages of development
o oral stage (0-18 months)
o anal stage (18-36 months)
o critical phallic stage (3-6 years); Oedipus complex
o The latency stage (6 years to puberty)
o genital stage (puberty on)
4. Defense Mechanisms
o repression
o regression
o reaction formation
o projection
o rationalization
o displacement and sublimation
II. The Humanistic Perspective
1. Maslow --self-actualization.
2. Rogers—unconditional positive regard
3. The Self and Self-Esteem
III. Trait Perspective
1. factor analysis
2. Big Five: emotional stability, extraversion, openness, agreeableness, and conscientiousness.
3. Person-Situation Controversy—are we consistent?
IV. The Nature and Nurture of Personality
1. heritability
2. behavioral genetics research
3. environmental influences
4. genetic-environmental correlation
V. The Social-Cognitive Perspective
1. reciprocal determinism
2. personal control and learned helplessness
Chapter 2 Essay Questions:
1. Briefly describe three defense mechanisms and give an example of each.
2. Glenn is very outgoing and easy to get along with, but doesn’t care much about school. What evidence is there that these characteristics may have something to do with genes? What evidence is there that they may have something to do with the environment?
Please answer the following by circling yes or no:
1. Did you do something with other people last night that was just for fun (for example, go out with friends, or go to a party)? Yes No
2. Think back to the last time someone asked you for a favor. Did you say yes?
Yes No
3. Did you finish reading Chapter 2 before class? Yes No
4. Have you been worried or anxious today? Yes No
5. Have you read a book for fun in the last week? Yes No
Big Five Inventory: Scoring Instructions
• Extraversion: First reverse the numbers placed in front of items 7, 19, and 33 (1 = 5, 2 = 4, 3 = 3, 4 = 2, 5 = 1), then add all the numbers for items 1, 7, 13, 19, 33, 39, 46, 49, and 53. Scores can range from 9 to 45, with higher scores reflecting greater extraversion.
• Agreeableness: First reverse the numbers placed in front of items 2, 15, 25, and 40 (1 = 5, 2 = 4, 3 = 3, 4 = 2, 5 = 1), then add all the numbers for items 2, 8, 15, 25, 28, 34, 40, 45, and 51. Scores can range from 9 to 45, with higher scores reflecting greater agreeableness.
• Conscientiousness: Reverse the numbers placed in front of items 10, 21, 29, and 52 (1 = 5, 2 = 4, 3 = 3, 4 = 2, 5 = 1), then add all the numbers in front of items 3, 10, 16, 21, 24, 29, 36, 42, and 52. Total scores can range from 9 to 45, with higher scores reflecting greater conscientiousness.
• Emotional Stability: Reverse the numbers placed in front of items 5, 17, 31, 37, and 47 (1 = 5, 2 = 4, 3 = 3, 4 = 2, 5 = 1), then add all the numbers in front of items 5, 11, 17, 22, 26, 31, 37, 43, and 47. Scores can range from 9 to 45, with higher scores reflecting greater emotional stability.
• Openness: Reverse the numbers in front of items 9, 14, 32, and 54 (1 = 5, 2 = 4, 3 = 3, 4 = 2, 5 = 1), then add the numbers in front of 4, 6, 9, 12, 14, 18, 20, 23, 27, 30, 32, 35, 38, 41, 44, 48, 50, and 54. Total scores can range from 18 to 90, with higher scores reflecting greater openness.
I. The Psychoanalytic Perspective
1. Origins of Freud’s theories
2. Personality structure: id, ego, superego
3. Freud's psychosexual stages of development
o oral stage (0-18 months)
o anal stage (18-36 months)
o critical phallic stage (3-6 years); Oedipus complex
o The latency stage (6 years to puberty)
o genital stage (puberty on)
4. Defense Mechanisms
o repression
o regression
o reaction formation
o projection
o rationalization
o displacement and sublimation
II. The Humanistic Perspective
1. Maslow --self-actualization.
2. Rogers—unconditional positive regard
3. The Self and Self-Esteem
III. Trait Perspective
1. factor analysis
2. Big Five: emotional stability, extraversion, openness, agreeableness, and conscientiousness.
3. Person-Situation Controversy—are we consistent?
IV. The Nature and Nurture of Personality
1. heritability
2. behavioral genetics research
3. environmental influences
4. genetic-environmental correlation
V. The Social-Cognitive Perspective
1. reciprocal determinism
2. personal control and learned helplessness
Chapter 2 Essay Questions:
1. Briefly describe three defense mechanisms and give an example of each.
2. Glenn is very outgoing and easy to get along with, but doesn’t care much about school. What evidence is there that these characteristics may have something to do with genes? What evidence is there that they may have something to do with the environment?
Please answer the following by circling yes or no:
1. Did you do something with other people last night that was just for fun (for example, go out with friends, or go to a party)? Yes No
2. Think back to the last time someone asked you for a favor. Did you say yes?
Yes No
3. Did you finish reading Chapter 2 before class? Yes No
4. Have you been worried or anxious today? Yes No
5. Have you read a book for fun in the last week? Yes No
Big Five Inventory: Scoring Instructions
• Extraversion: First reverse the numbers placed in front of items 7, 19, and 33 (1 = 5, 2 = 4, 3 = 3, 4 = 2, 5 = 1), then add all the numbers for items 1, 7, 13, 19, 33, 39, 46, 49, and 53. Scores can range from 9 to 45, with higher scores reflecting greater extraversion.
• Agreeableness: First reverse the numbers placed in front of items 2, 15, 25, and 40 (1 = 5, 2 = 4, 3 = 3, 4 = 2, 5 = 1), then add all the numbers for items 2, 8, 15, 25, 28, 34, 40, 45, and 51. Scores can range from 9 to 45, with higher scores reflecting greater agreeableness.
• Conscientiousness: Reverse the numbers placed in front of items 10, 21, 29, and 52 (1 = 5, 2 = 4, 3 = 3, 4 = 2, 5 = 1), then add all the numbers in front of items 3, 10, 16, 21, 24, 29, 36, 42, and 52. Total scores can range from 9 to 45, with higher scores reflecting greater conscientiousness.
• Emotional Stability: Reverse the numbers placed in front of items 5, 17, 31, 37, and 47 (1 = 5, 2 = 4, 3 = 3, 4 = 2, 5 = 1), then add all the numbers in front of items 5, 11, 17, 22, 26, 31, 37, 43, and 47. Scores can range from 9 to 45, with higher scores reflecting greater emotional stability.
• Openness: Reverse the numbers in front of items 9, 14, 32, and 54 (1 = 5, 2 = 4, 3 = 3, 4 = 2, 5 = 1), then add the numbers in front of 4, 6, 9, 12, 14, 18, 20, 23, 27, 30, 32, 35, 38, 41, 44, 48, 50, and 54. Total scores can range from 18 to 90, with higher scores reflecting greater openness.
Psych 1 Fall '07 Syllabus--LPC Revised
Psychology 1: General Psychology
Section: V01 Room: 2450 Days/Time: MW 8-9:15
Text: Wade & Tavris, Invitation to Psychology, Third Edition
Instructor: Wendy M. Welsh, Ph.D. e-mail: wendywelsh67@hotmail.com; wwelsh@laspositascollege.edu voicemail: (925) 424-1000 ext. 2125
Course Objectives:
This course is designed to introduce you to important topics, research, and theories in psychology; and to increase your understanding of how psychological research is conducted and how psychological theories are developed. The class covers a broad range of psychological topics, including the study of the brain, processes of human development and cognition, and personality, clinical, and social psychology. Through class discussions, written assignments, and exams, you will be expected to demonstrate your understanding of the information covered in class and in the text, to demonstrate critical thinking about psychological issues, and to apply psychological principles to human behavior.
Course Requirements, Expectations, and Grading:
Attendance and participation (100 points): Attendance and participation in classroom exercises are required. In accordance with Las Positas policy, I reserve the right to drop students who are absent for a total of four consecutive or six cumulative instructional hours. Please see me if you have a valid excuse for missing class or if you arrive late and miss the taking of attendance. I will consider a tardy (arriving in class after your name has been called during roll) as equal to 1/4 of an absence.
You will do better in this course, and class discussions will be more interesting and useful for everyone, if you come to class having read the material. Your participation grade will be based on written, in-class assignments (usually completed in pairs or small groups), and on the quality of your involvement in class. I expect you to contribute to class discussions by stating your points thoughtfully and respectfully, and by listening to the views of others. It is not acceptable to show disrespect to the instructor, or to other students, by talking while others are talking, or by making rude or insulting comments. This behavior will of course affect your participation grade, but in extreme cases you may be asked to leave class, and I will pursue disciplinary action by the college.
This class will include discussion of issues that some people consider controversial, and that may be personally meaningful to some students. There will be differences of opinion, and they are to be handled with mutual respect and consideration.
Class assignments (150 points): There will be four class assignments throughout the term; I will count your highest three assignment grades toward your final grade. These assignments will be graded based on your attendance and participation over the class sessions involved, your individual contribution to the assignment (in-class and at home), and your group’s overall product. You will receive detailed assignment guidelines for each assignment.
Exams (450 points): There will be four exams throughout the term. Please note that I give no make-up exams. Instead, I will count only your three highest exam grades toward your final grade. This allows you to miss one exam for any reason without a penalty, or to drop your lowest grade if you take all four exams. Exams will take place at the beginning of the class period, and will cover the textbook chapters noted on the syllabus. Exams will include a matching section, a multiple choice section, and a written section. Matching questions will cover terms highlighted in the text, and multiple choice and essay questions will cover concepts covered in the text and in class. You will have a list of potential essay questions to study before the exam. You are responsible for all material covered in the text or in lectures.
Course papers (Paper 1=100 points, paper 2=200 points; 300 points total): I will discuss the guidelines for the course papers in detail during the second class meeting. I strongly recommend that you wait to take this course until you are eligible for English 1A. If you do not have this level of proficiency in English, you may have difficulty completing these assignments (worth almost 30% of your grade) successfully.
Extra credit assignments (up to 50 points): Throughout the term, you will have the opportunity to earn extra credit by conducting research on your own to answer questions that are raised in class or to learn more about an area of interest. You may turn in two extra credit assignments, and points for each assignment will range from 15-25 depending on the quality of the writing and the research.
Late paper policy: To receive full credit, papers must be turned in within 10 minutes of the beginning of class on the date listed in the syllabus. Papers turned in more than 10 minutes late on the original due date will be accepted with a 5% reduction in points. I will accept assignments during the first ten minutes of the following class with a 10% reduction in points. Assignments will not be accepted past that point without a verified medical excuse. I do not accept papers via e-mail.
Academic integrity: I will strictly enforce all Chabot College regulations regarding academic dishonesty (cheating on exams or passing off the work of others as your own). If you feel pressure to cheat because you do not understand the material or the assignments, talk with me about how you can get extra help. Take special note of my policy on plagiarism, which is explained in detail on your paper guidelines. You will receive an “F” on any paper in which you copy material from another source without clearly crediting that source. In addition, all written assignments, including extra credit, must be completed independently (although you will develop class assignments with other students, any written reports of those assignments must be completed independently). Assignments that appear overly similar to other students’ work will be investigated as potential plagiarism, and may be given 0 points.
Adding and dropping: Although I reserve the right to drop you from the class for non-attendance (see above), it is your responsibility to monitor your status in the class. Do not rely on me to add you to the class, or to drop you from it. You can drop online until 9/3 without a “W” (and get a refund); you can drop with a “W” (no refund) until 11/9.
Course grades will be based on your overall course points, according to the standard 90%=A, 80%=B scale. You can determine your grade in the course at any time by keeping track of your points and calculating your percentage of the total points available to that point. Final course grades will be calculated as follows:
900-1000=A, 800-899=B, 700-799=C, 600-699=D, 0-599=F
Please note: This syllabus is an important guide to the course; keep it with your notes at all times. You will be held responsible for meeting the following deadlines even if I do not remind you of them. If you lose your syllabus, make sure to get another copy from me or from a classmate. I do, however, reserve the right to change this schedule somewhat if necessary (if, for example, a topic or assignment takes significantly more or less time than planned). I will announce any such changes in class.
Date Topic Chapter # Assignments
8/20-8-27 What is Psychology? 1 Class assignment
An introduction to the course and to the field of psychology. On 8/20 students will work in groups to design a simple study, for which you will individually collect observations. On 8/23 you will discuss your individual findings with your group, and you will work together to come to conclusions. On 8/27 you will present your group’s findings and conclusions to the class.
8/29-9/5 Theories of Personality 2 Class assignment report due
On 8/29 we will discuss APA style, and go over the assignments in greater depth, as well as beginning our discussion of personality. After our long weekend (no class on 9/3!), we will finish our study of personality psychology.
9/10-9/12 Human Development 3
We will discuss human development from conception through late life.
9/19 Exam 1: Chapters 1-3 Bring a scan-tron, #2 pencil, and paper
9/24-9/26 Neurons and the Brain 4 Class assignment; report due 9/26
We will make brains out of Play-Doh! We will prepare on Wednesday and work and present on Monday.
10/1 Consciousness 5 1st paper due on 10/1
We will discuss sleep and dreams, hypnosis and meditation, and consciousness-altering drugs.
10/3 Library Orientation; preparation for class assignment
We will meet in class briefly to prepare for next week’s class assignment, then go to the library for an orientation. I will allow time for you to begin your research for your final paper, so come prepared with ideas.
10/8-10/10 Sensation and Perception 6 Class assignment; report due 10/10
We will do a series of exercises to help illustrate and explain principles of sensation and perception. We will work on Monday and present on Wednesday.
10/15 Exam 2: Chapters 4-6 Bring a scan-tron, #2 pencil, and paper
10/17-10/22 Memory 8
We will discuss how we remember, misremember, and forget information.
10/24-10/29 Learning 9 Class assignment; report due 10/29
We will try teaching each other using classical conditioning, operant conditioning, and observational learning. We will prepare group exercises on Wednesday and participate in each other’s exercises on Monday.
10/31-11/7 Social Behavior 10 Final paper due on 11/5
We will discuss rules and roles, social influence, and group conflict and cooperation.
11/14 Exam 3 : Chapters 8-10 Bring a scan-tron, #2 pencil, and paper
No class on 11/12, so you have more time to study!
11/19-11/26 Psychological Disorders 11
We will discuss ways of understanding psychological disorders, and their symptoms. Enjoy your Thanksgiving Break; no class on 11/21.
11/28-12/3 Treatment and Therapy 12
We will discuss biological treatments for psychological disorders, and different forms of psychotherapy and their effectiveness.
12/5-12/12 Emotion, Stress, and Health 13
This chapter covers theories of emotion, stress, coping, and health.
12/19 7:30-9:20 Exam 4 : Chapters 11-13 Bring a scan-tron, #2 pencil, and paper
Exam 4 will be given according to the official final exam schedule (7:30 instead of 8:00), but the format and length of the test will be the same as for exams 1-
Section: V01 Room: 2450 Days/Time: MW 8-9:15
Text: Wade & Tavris, Invitation to Psychology, Third Edition
Instructor: Wendy M. Welsh, Ph.D. e-mail: wendywelsh67@hotmail.com; wwelsh@laspositascollege.edu voicemail: (925) 424-1000 ext. 2125
Course Objectives:
This course is designed to introduce you to important topics, research, and theories in psychology; and to increase your understanding of how psychological research is conducted and how psychological theories are developed. The class covers a broad range of psychological topics, including the study of the brain, processes of human development and cognition, and personality, clinical, and social psychology. Through class discussions, written assignments, and exams, you will be expected to demonstrate your understanding of the information covered in class and in the text, to demonstrate critical thinking about psychological issues, and to apply psychological principles to human behavior.
Course Requirements, Expectations, and Grading:
Attendance and participation (100 points): Attendance and participation in classroom exercises are required. In accordance with Las Positas policy, I reserve the right to drop students who are absent for a total of four consecutive or six cumulative instructional hours. Please see me if you have a valid excuse for missing class or if you arrive late and miss the taking of attendance. I will consider a tardy (arriving in class after your name has been called during roll) as equal to 1/4 of an absence.
You will do better in this course, and class discussions will be more interesting and useful for everyone, if you come to class having read the material. Your participation grade will be based on written, in-class assignments (usually completed in pairs or small groups), and on the quality of your involvement in class. I expect you to contribute to class discussions by stating your points thoughtfully and respectfully, and by listening to the views of others. It is not acceptable to show disrespect to the instructor, or to other students, by talking while others are talking, or by making rude or insulting comments. This behavior will of course affect your participation grade, but in extreme cases you may be asked to leave class, and I will pursue disciplinary action by the college.
This class will include discussion of issues that some people consider controversial, and that may be personally meaningful to some students. There will be differences of opinion, and they are to be handled with mutual respect and consideration.
Class assignments (150 points): There will be four class assignments throughout the term; I will count your highest three assignment grades toward your final grade. These assignments will be graded based on your attendance and participation over the class sessions involved, your individual contribution to the assignment (in-class and at home), and your group’s overall product. You will receive detailed assignment guidelines for each assignment.
Exams (450 points): There will be four exams throughout the term. Please note that I give no make-up exams. Instead, I will count only your three highest exam grades toward your final grade. This allows you to miss one exam for any reason without a penalty, or to drop your lowest grade if you take all four exams. Exams will take place at the beginning of the class period, and will cover the textbook chapters noted on the syllabus. Exams will include a matching section, a multiple choice section, and a written section. Matching questions will cover terms highlighted in the text, and multiple choice and essay questions will cover concepts covered in the text and in class. You will have a list of potential essay questions to study before the exam. You are responsible for all material covered in the text or in lectures.
Course papers (Paper 1=100 points, paper 2=200 points; 300 points total): I will discuss the guidelines for the course papers in detail during the second class meeting. I strongly recommend that you wait to take this course until you are eligible for English 1A. If you do not have this level of proficiency in English, you may have difficulty completing these assignments (worth almost 30% of your grade) successfully.
Extra credit assignments (up to 50 points): Throughout the term, you will have the opportunity to earn extra credit by conducting research on your own to answer questions that are raised in class or to learn more about an area of interest. You may turn in two extra credit assignments, and points for each assignment will range from 15-25 depending on the quality of the writing and the research.
Late paper policy: To receive full credit, papers must be turned in within 10 minutes of the beginning of class on the date listed in the syllabus. Papers turned in more than 10 minutes late on the original due date will be accepted with a 5% reduction in points. I will accept assignments during the first ten minutes of the following class with a 10% reduction in points. Assignments will not be accepted past that point without a verified medical excuse. I do not accept papers via e-mail.
Academic integrity: I will strictly enforce all Chabot College regulations regarding academic dishonesty (cheating on exams or passing off the work of others as your own). If you feel pressure to cheat because you do not understand the material or the assignments, talk with me about how you can get extra help. Take special note of my policy on plagiarism, which is explained in detail on your paper guidelines. You will receive an “F” on any paper in which you copy material from another source without clearly crediting that source. In addition, all written assignments, including extra credit, must be completed independently (although you will develop class assignments with other students, any written reports of those assignments must be completed independently). Assignments that appear overly similar to other students’ work will be investigated as potential plagiarism, and may be given 0 points.
Adding and dropping: Although I reserve the right to drop you from the class for non-attendance (see above), it is your responsibility to monitor your status in the class. Do not rely on me to add you to the class, or to drop you from it. You can drop online until 9/3 without a “W” (and get a refund); you can drop with a “W” (no refund) until 11/9.
Course grades will be based on your overall course points, according to the standard 90%=A, 80%=B scale. You can determine your grade in the course at any time by keeping track of your points and calculating your percentage of the total points available to that point. Final course grades will be calculated as follows:
900-1000=A, 800-899=B, 700-799=C, 600-699=D, 0-599=F
Please note: This syllabus is an important guide to the course; keep it with your notes at all times. You will be held responsible for meeting the following deadlines even if I do not remind you of them. If you lose your syllabus, make sure to get another copy from me or from a classmate. I do, however, reserve the right to change this schedule somewhat if necessary (if, for example, a topic or assignment takes significantly more or less time than planned). I will announce any such changes in class.
Date Topic Chapter # Assignments
8/20-8-27 What is Psychology? 1 Class assignment
An introduction to the course and to the field of psychology. On 8/20 students will work in groups to design a simple study, for which you will individually collect observations. On 8/23 you will discuss your individual findings with your group, and you will work together to come to conclusions. On 8/27 you will present your group’s findings and conclusions to the class.
8/29-9/5 Theories of Personality 2 Class assignment report due
On 8/29 we will discuss APA style, and go over the assignments in greater depth, as well as beginning our discussion of personality. After our long weekend (no class on 9/3!), we will finish our study of personality psychology.
9/10-9/12 Human Development 3
We will discuss human development from conception through late life.
9/19 Exam 1: Chapters 1-3 Bring a scan-tron, #2 pencil, and paper
9/24-9/26 Neurons and the Brain 4 Class assignment; report due 9/26
We will make brains out of Play-Doh! We will prepare on Wednesday and work and present on Monday.
10/1 Consciousness 5 1st paper due on 10/1
We will discuss sleep and dreams, hypnosis and meditation, and consciousness-altering drugs.
10/3 Library Orientation; preparation for class assignment
We will meet in class briefly to prepare for next week’s class assignment, then go to the library for an orientation. I will allow time for you to begin your research for your final paper, so come prepared with ideas.
10/8-10/10 Sensation and Perception 6 Class assignment; report due 10/10
We will do a series of exercises to help illustrate and explain principles of sensation and perception. We will work on Monday and present on Wednesday.
10/15 Exam 2: Chapters 4-6 Bring a scan-tron, #2 pencil, and paper
10/17-10/22 Memory 8
We will discuss how we remember, misremember, and forget information.
10/24-10/29 Learning 9 Class assignment; report due 10/29
We will try teaching each other using classical conditioning, operant conditioning, and observational learning. We will prepare group exercises on Wednesday and participate in each other’s exercises on Monday.
10/31-11/7 Social Behavior 10 Final paper due on 11/5
We will discuss rules and roles, social influence, and group conflict and cooperation.
11/14 Exam 3 : Chapters 8-10 Bring a scan-tron, #2 pencil, and paper
No class on 11/12, so you have more time to study!
11/19-11/26 Psychological Disorders 11
We will discuss ways of understanding psychological disorders, and their symptoms. Enjoy your Thanksgiving Break; no class on 11/21.
11/28-12/3 Treatment and Therapy 12
We will discuss biological treatments for psychological disorders, and different forms of psychotherapy and their effectiveness.
12/5-12/12 Emotion, Stress, and Health 13
This chapter covers theories of emotion, stress, coping, and health.
12/19 7:30-9:20 Exam 4 : Chapters 11-13 Bring a scan-tron, #2 pencil, and paper
Exam 4 will be given according to the official final exam schedule (7:30 instead of 8:00), but the format and length of the test will be the same as for exams 1-
Psych 1 Fall '07 Syllabus--Chabot
Psychology 1: General Psychology
Section: 003 Room: 520 Days/Time: MW 10:30-11:45
Text: Wade & Tavris, Invitation to Psychology, Third Edition
Instructor: Wendy M. Welsh, Ph.D. e-mail: wendywelsh67@hotmail.com; wwelsh@laspositascollege.edu voicemail: (925) 424-1000 ext. 2125
Course Objectives:
This course is designed to introduce you to important topics, research, and theories in psychology; and to increase your understanding of how psychological research is conducted and how psychological theories are developed. The class covers a broad range of psychological topics, including the study of the brain, processes of human development, and personality, clinical, and social psychology. Through class discussions, written assignments, and exams, you will be expected to demonstrate your understanding of the information covered in class and in the text, to demonstrate critical thinking about psychological issues, and to apply psychological principles to human behavior.
Course Requirements, Expectations, and Grading:
Attendance and participation (100 points): Attendance and participation in classroom exercises are required. In accordance with Chabot College policy, I reserve the right to drop students who are absent for a total of four consecutive or six cumulative instructional hours. Please see me if you have a valid excuse for missing class or if you arrive late and miss the taking of attendance. I will consider a tardy (arriving in class after your name has been called during roll) as equal to 1/4 of an absence.
You will do better in this course, and class discussions will be more interesting and useful for everyone, if you come to class having read the material. Your participation grade will be based on written, in-class assignments (usually completed in pairs or small groups), and on the quality of your involvement in class. I expect you to contribute to class discussions by stating your points thoughtfully and respectfully, and by listening to the views of others. It is not acceptable to show disrespect to the instructor, or to other students, by talking while others are talking, or by making rude or insulting comments. This behavior will of course affect your participation grade, but in extreme cases you may be asked to leave class, and I will pursue disciplinary action by the college.
This class will include discussion of issues that some people consider controversial, and that may be personally meaningful to some students. There will be differences of opinion, and they are to be handled with mutual respect and consideration.
Class assignments (150 points): There will be four class assignments throughout the term; I will count your highest three assignment grades toward your final grade. These assignments will be graded based on your attendance and participation over the class sessions involved, your individual contribution to the assignment (in-class and at home), and your group’s overall product. You will receive detailed assignment guidelines for each assignment.
Exams (450 points): There will be four exams throughout the term. Please note that I give no make-up exams. Instead, I will count only your three highest exam grades toward your final grade. This allows you to miss one exam for any reason without a penalty, or to drop your lowest grade if you take all four exams. Exams will take place at the beginning of the class period, and will cover the textbook chapters noted on the syllabus. Exams will include a matching section, a multiple choice section, and a written section. Matching questions will cover terms highlighted in the text, and multiple choice and essay questions will cover concepts covered in the text and in class. You will have a list of potential essay questions to study before the exam. You are responsible for all material covered in the text or in lectures.
Course papers (paper 1=100 points, paper 2=200 points; 300 points total): I will discuss the guidelines for the course papers in detail during the second week of class. I strongly recommend that you wait to take this course until you are eligible for English 1A. If you do not have this level of proficiency in English, you may have difficulty completing these assignments (worth 30% of your grade) successfully.
Extra credit assignments (up to 50 points): Throughout the term, you will have the opportunity to earn extra credit by conducting research on your own to answer questions that are raised in class or to learn more about an area of interest. You may turn in two extra credit assignments, and points for each assignment will range from 15-25 depending on the quality of the writing and the research.
Late paper policy: To receive full credit, papers must be turned in within 10 minutes of the beginning of class on the date listed in the syllabus. Papers turned in more than 10 minutes late on the original due date will be accepted with a 5% reduction in points. I will accept assignments during the first ten minutes of the following class with a 10% reduction in points. Assignments will not be accepted past that point without a verified medical excuse. I do not accept papers via e-mail.
Academic integrity: I will strictly enforce all Chabot College regulations regarding academic dishonesty (cheating on exams or passing off the work of others as your own). If you feel pressure to cheat because you do not understand the material or the assignments, talk with me about how you can get extra help. Take special note of my policy on plagiarism, which is explained in detail on your paper guidelines. You will receive an “F” on any paper in which you copy material from another source without clearly crediting that source. In addition, all written assignments, including extra credit, must be completed independently (although you will develop class assignments with other students, any written reports of those assignments must be completed independently). Assignments that appear overly similar to other students’ work will be investigated as potential plagiarism, and may be given 0 points.
Adding and dropping: Although I reserve the right to drop you from the class for non-attendance (see above), it is your responsibility to monitor your status in the class. Do not rely on me to add you to the class, or to drop you from it. You can drop online until 9/3 without a “W” (and get a refund); you can drop with a “W” (no refund) until 11/9.
Course grades will be based on your overall course points, according to the standard 90%=A, 80%=B scale. You can determine your grade in the course at any time by keeping track of your points and calculating your percentage of the total points available to that point. Final course grades will be calculated as follows:
900-1000=A, 800-899=B, 700-799=C, 600-699=D, 0-599=F
Please note: This syllabus is an important guide to the course; keep it with your notes at all times. You will be held responsible for meeting the following deadlines even if I do not remind you of them. If you lose your syllabus, make sure to get another copy from me or from a classmate. I do, however, reserve the right to change this schedule somewhat if necessary (if, for example, a topic or assignment takes significantly more or less time than planned). I will announce any such changes in class.
Date Topic Chapter # Assignments
8/20-8-27 What is Psychology? 1 Class assignment
An introduction to the course and to the field of psychology. On 8/20 students will work in groups to design a simple study, for which you will individually collect observations. On 8/23 you will discuss your individual findings with your group, and you will work together to come to conclusions. On 8/27 you will present your group’s findings and conclusions to the class.
8/29-9/5 Theories of Personality 2 Class assignment report due
On 8/29 we will discuss APA style, and go over the assignments in greater depth, as well as beginning our discussion of personality. After our long weekend (no class on 9/3!), we will finish our study of personality psychology.
9/10-9/12 Human Development 3
We will discuss human development from conception through late life.
9/17 Exam 1: Chapters 1-3 Bring a scan-tron, #2 pencil, and paper
9/19-9/24 Neurons and the Brain 4 Class assignment; report due 9/24
We will make brains out of Play-Doh! We will prepare on Wednesday and work and present on Monday.
9/26-10/1 Consciousness 5 1st paper due on 9/26
We will discuss sleep and dreams, hypnosis and meditation, and consciousness-altering drugs.
10/3 Library Orientation; preparation for class assignment
We will meet in class briefly to prepare for next week’s class assignment, then go to the library for an orientation. I will allow time for you to begin your research for your final paper, so come prepared with ideas.
10/8-10/10 Sensation and Perception 6 Class assignment; report due 10/10
We will do a series of exercises to help illustrate and explain principles of sensation and perception. We will work on Monday and present on Wednesday.
10/15 Exam 2: Chapters 4-6 Bring a scan-tron, #2 pencil, and paper
10/17-10/22 Memory 8
We will discuss how we remember, misremember, and forget information.
10/24-10/29 Learning 9 Class assignment; report due 10/29
We will try teaching each other using classical conditioning, operant conditioning, and observational learning. We will prepare group exercises on Wednesday and participate in each other’s exercises on Monday.
10/31-11/7 Social Behavior 10 Final paper due on 11/5
We will discuss rules and roles, social influence, and group conflict and cooperation.
11/14 Exam 3 : Chapters 8-10 Bring a scan-tron, #2 pencil, and paper
No class on 11/12, so you have more time to study!
11/19-11/26 Psychological Disorders 11
We will discuss ways of understanding psychological disorders, and their symptoms. Enjoy your Thanksgiving Break; no class on 11/21.
11/28-12/3 Treatment and Therapy 12
We will discuss biological treatments for psychological disorders, and different forms of psychotherapy and their effectiveness.
12/5-12/12 Emotion, Stress, and Health 13
This chapter covers theories of emotion, stress, coping, and health.
12/19 10-11:50 Exam 4 : Chapters 11-13 Bring a scan-tron, #2 pencil, and paper
Exam 4 will be given according to the official final exam schedule (10:00 instead of 10:30), but the format and length of the test will be the same as for exams 1-3.
Section: 003 Room: 520 Days/Time: MW 10:30-11:45
Text: Wade & Tavris, Invitation to Psychology, Third Edition
Instructor: Wendy M. Welsh, Ph.D. e-mail: wendywelsh67@hotmail.com; wwelsh@laspositascollege.edu voicemail: (925) 424-1000 ext. 2125
Course Objectives:
This course is designed to introduce you to important topics, research, and theories in psychology; and to increase your understanding of how psychological research is conducted and how psychological theories are developed. The class covers a broad range of psychological topics, including the study of the brain, processes of human development, and personality, clinical, and social psychology. Through class discussions, written assignments, and exams, you will be expected to demonstrate your understanding of the information covered in class and in the text, to demonstrate critical thinking about psychological issues, and to apply psychological principles to human behavior.
Course Requirements, Expectations, and Grading:
Attendance and participation (100 points): Attendance and participation in classroom exercises are required. In accordance with Chabot College policy, I reserve the right to drop students who are absent for a total of four consecutive or six cumulative instructional hours. Please see me if you have a valid excuse for missing class or if you arrive late and miss the taking of attendance. I will consider a tardy (arriving in class after your name has been called during roll) as equal to 1/4 of an absence.
You will do better in this course, and class discussions will be more interesting and useful for everyone, if you come to class having read the material. Your participation grade will be based on written, in-class assignments (usually completed in pairs or small groups), and on the quality of your involvement in class. I expect you to contribute to class discussions by stating your points thoughtfully and respectfully, and by listening to the views of others. It is not acceptable to show disrespect to the instructor, or to other students, by talking while others are talking, or by making rude or insulting comments. This behavior will of course affect your participation grade, but in extreme cases you may be asked to leave class, and I will pursue disciplinary action by the college.
This class will include discussion of issues that some people consider controversial, and that may be personally meaningful to some students. There will be differences of opinion, and they are to be handled with mutual respect and consideration.
Class assignments (150 points): There will be four class assignments throughout the term; I will count your highest three assignment grades toward your final grade. These assignments will be graded based on your attendance and participation over the class sessions involved, your individual contribution to the assignment (in-class and at home), and your group’s overall product. You will receive detailed assignment guidelines for each assignment.
Exams (450 points): There will be four exams throughout the term. Please note that I give no make-up exams. Instead, I will count only your three highest exam grades toward your final grade. This allows you to miss one exam for any reason without a penalty, or to drop your lowest grade if you take all four exams. Exams will take place at the beginning of the class period, and will cover the textbook chapters noted on the syllabus. Exams will include a matching section, a multiple choice section, and a written section. Matching questions will cover terms highlighted in the text, and multiple choice and essay questions will cover concepts covered in the text and in class. You will have a list of potential essay questions to study before the exam. You are responsible for all material covered in the text or in lectures.
Course papers (paper 1=100 points, paper 2=200 points; 300 points total): I will discuss the guidelines for the course papers in detail during the second week of class. I strongly recommend that you wait to take this course until you are eligible for English 1A. If you do not have this level of proficiency in English, you may have difficulty completing these assignments (worth 30% of your grade) successfully.
Extra credit assignments (up to 50 points): Throughout the term, you will have the opportunity to earn extra credit by conducting research on your own to answer questions that are raised in class or to learn more about an area of interest. You may turn in two extra credit assignments, and points for each assignment will range from 15-25 depending on the quality of the writing and the research.
Late paper policy: To receive full credit, papers must be turned in within 10 minutes of the beginning of class on the date listed in the syllabus. Papers turned in more than 10 minutes late on the original due date will be accepted with a 5% reduction in points. I will accept assignments during the first ten minutes of the following class with a 10% reduction in points. Assignments will not be accepted past that point without a verified medical excuse. I do not accept papers via e-mail.
Academic integrity: I will strictly enforce all Chabot College regulations regarding academic dishonesty (cheating on exams or passing off the work of others as your own). If you feel pressure to cheat because you do not understand the material or the assignments, talk with me about how you can get extra help. Take special note of my policy on plagiarism, which is explained in detail on your paper guidelines. You will receive an “F” on any paper in which you copy material from another source without clearly crediting that source. In addition, all written assignments, including extra credit, must be completed independently (although you will develop class assignments with other students, any written reports of those assignments must be completed independently). Assignments that appear overly similar to other students’ work will be investigated as potential plagiarism, and may be given 0 points.
Adding and dropping: Although I reserve the right to drop you from the class for non-attendance (see above), it is your responsibility to monitor your status in the class. Do not rely on me to add you to the class, or to drop you from it. You can drop online until 9/3 without a “W” (and get a refund); you can drop with a “W” (no refund) until 11/9.
Course grades will be based on your overall course points, according to the standard 90%=A, 80%=B scale. You can determine your grade in the course at any time by keeping track of your points and calculating your percentage of the total points available to that point. Final course grades will be calculated as follows:
900-1000=A, 800-899=B, 700-799=C, 600-699=D, 0-599=F
Please note: This syllabus is an important guide to the course; keep it with your notes at all times. You will be held responsible for meeting the following deadlines even if I do not remind you of them. If you lose your syllabus, make sure to get another copy from me or from a classmate. I do, however, reserve the right to change this schedule somewhat if necessary (if, for example, a topic or assignment takes significantly more or less time than planned). I will announce any such changes in class.
Date Topic Chapter # Assignments
8/20-8-27 What is Psychology? 1 Class assignment
An introduction to the course and to the field of psychology. On 8/20 students will work in groups to design a simple study, for which you will individually collect observations. On 8/23 you will discuss your individual findings with your group, and you will work together to come to conclusions. On 8/27 you will present your group’s findings and conclusions to the class.
8/29-9/5 Theories of Personality 2 Class assignment report due
On 8/29 we will discuss APA style, and go over the assignments in greater depth, as well as beginning our discussion of personality. After our long weekend (no class on 9/3!), we will finish our study of personality psychology.
9/10-9/12 Human Development 3
We will discuss human development from conception through late life.
9/17 Exam 1: Chapters 1-3 Bring a scan-tron, #2 pencil, and paper
9/19-9/24 Neurons and the Brain 4 Class assignment; report due 9/24
We will make brains out of Play-Doh! We will prepare on Wednesday and work and present on Monday.
9/26-10/1 Consciousness 5 1st paper due on 9/26
We will discuss sleep and dreams, hypnosis and meditation, and consciousness-altering drugs.
10/3 Library Orientation; preparation for class assignment
We will meet in class briefly to prepare for next week’s class assignment, then go to the library for an orientation. I will allow time for you to begin your research for your final paper, so come prepared with ideas.
10/8-10/10 Sensation and Perception 6 Class assignment; report due 10/10
We will do a series of exercises to help illustrate and explain principles of sensation and perception. We will work on Monday and present on Wednesday.
10/15 Exam 2: Chapters 4-6 Bring a scan-tron, #2 pencil, and paper
10/17-10/22 Memory 8
We will discuss how we remember, misremember, and forget information.
10/24-10/29 Learning 9 Class assignment; report due 10/29
We will try teaching each other using classical conditioning, operant conditioning, and observational learning. We will prepare group exercises on Wednesday and participate in each other’s exercises on Monday.
10/31-11/7 Social Behavior 10 Final paper due on 11/5
We will discuss rules and roles, social influence, and group conflict and cooperation.
11/14 Exam 3 : Chapters 8-10 Bring a scan-tron, #2 pencil, and paper
No class on 11/12, so you have more time to study!
11/19-11/26 Psychological Disorders 11
We will discuss ways of understanding psychological disorders, and their symptoms. Enjoy your Thanksgiving Break; no class on 11/21.
11/28-12/3 Treatment and Therapy 12
We will discuss biological treatments for psychological disorders, and different forms of psychotherapy and their effectiveness.
12/5-12/12 Emotion, Stress, and Health 13
This chapter covers theories of emotion, stress, coping, and health.
12/19 10-11:50 Exam 4 : Chapters 11-13 Bring a scan-tron, #2 pencil, and paper
Exam 4 will be given according to the official final exam schedule (10:00 instead of 10:30), but the format and length of the test will be the same as for exams 1-3.
Psychology 1 Assignment Guidelines--Papers 1 & 2
Psychology 1 Assignment Guidelines
Format and Writing Requirements. Both papers should be written in accordance with APA style, as discussed in class and explained in detail in the APA style handout. Please pay special attention to guidelines about the citation of sources and about the appropriate layout of your paper and references page.
Errors in grammar, spelling, and structure will affect your paper grade. Your paper is only effective if it is clear, readable, and well-organized. If writing is difficult for you (as it is for many people), please consider seeking help from writing tutors on campus. Please see me, or visit their office, for information. I am also happy to read drafts of papers or to discuss paper ideas, by appointment, with adequate notice.
Paper #1: Analysis of Personality or Human Development
Overview. In this assignment, you will use the information we are learning in class to better understand yourself or someone you know well. If you analyze someone you know well, you must have their consent and conduct a thorough interview to gather enough information to support your points with clear, relevant examples. This paper should demonstrate your understanding of some of the concepts covered in either Chapter 2 or Chapter 3 of the textbook. Your paper should be 3-4 pages, double-spaced.
Option #1--Personality Analysis: Choose two of the perspectives or theories covered in Chapter 2 (e.g., psychodynamic theory, trait theory, the social cognitive perspective, or the humanistic perspective), and use them to analyze your or your interview subject’s personality. Make sure to support your points or conclusions with examples or evidence from your interview. Is there information about your interview subject that you were unable to obtain that would have helped your analysis? Compare and contrast the two theories or perspectives. What are the strengths and weaknesses of each in helping you to understand your interview subject?
Option #2--Analysis of Development over the Life course: Choose two stages of life and analyze characteristics of each stage, and of the transition between those stages. Compare and contrast your or your interview subject’s experiences of those stages with what you have learned about those stages in Chapter 3. What factors may have influenced development during these stages?
Please note: A good paper will include a thoughtful analysis of the person you are studying, with solid examples or evidence to support your conclusions. A good paper will also incorporate concepts from Chapter Two or Chapter Three, making clear that you understand them and are able to apply them to your analysis.
References. At the end of your paper (starting on a new page), include a references page with a reference for the textbook in correct APA format. If you choose to supplement the textbook with other research sources, make sure to include them on your reference page as well.
Paper #2: Research-Based Analysis of Human Behavior
Overview. The final course paper should be 5-6 pages, double-spaced, and will include academic research as well as independent analysis. You may choose from the following three options:
Option #1—Case Study: Build on the analysis of personality or development from paper #1 by incorporating academic research. As in your first paper, you should include a thoughtful analysis of the person you are studying, with solid examples or evidence to support your conclusions. For this paper, some of this evidence will come from your research sources. You must demonstrate a solid understanding of the topic you have chosen to research as well as of the person you are studying.
If you choose, you may start from scratch for this paper, and develop a research-based analysis of someone’s personality or development that differs from your first paper. You may also choose to research a psychological disorder and its treatment options and apply your research to an analysis of the experiences of someone who has been diagnosed with, and treated for, that disorder. If you are writing about someone you know, you must of course have his or her full consent and cooperation in this project, and leave out identifying information if possible. For this topic, you may also write an analysis based on a memoir or autobiography written by a person who was diagnosed with, and treated for, a psychological disorder. Many excellent memoirs have been written about depression, substance abuse, and obsessive compulsive disorder, for example.
Option #2—Development of Group Research Assignment: Build on your group’s research assignment by incorporating academic research. Research about a question traditionally begins with a thorough review of past research in the area. Find at least two other studies that addressed questions similar to the question investigated by your group. What did they find? Were their results consistent with your group’s findings? Were they consistent with each other? What conclusions did they draw, and what conclusions would you draw from any similarities or differences between their findings and yours? If you would like to supplement your group’s original research on your own, you may, but you may also discuss any limitations of your group’s work and what that may have meant to your findings.
Research Requirements. You may get ideas about your psychological topic from the Wade and Tavris text or from psychology internet sites, but the research you present in your paper must come from at least two academic sources. One of these sources must be an article published in an academic psychology journal. The other source may be a well-researched academic study of your subject (not a popular psychology or self-help book). Internet sources are not acceptable, unless they are electronic versions of academic sources published elsewhere. Please submit the first page of any research article referenced and the title page of any other academic source referenced.
Your paper grade will not exceed “C” if you fail to meet the research requirements explained above. Feel free to check your sources with me to make sure they meet these requirements.
You will receive an “F” on your course paper if you include material taken directly from other sources without complete and accurate acknowledgement. All research sources must be cited correctly in your text and included in your references. All direct quotations must be enclosed in quotation marks, cited correctly, and included in your references. Feel free to discuss with me any questions you may have about this policy.
Please submit your paper in the following order: paper, reference page (separate sheet), interview questions and notes or other sources of information, first page of any research article referenced, title page of any other academic source referenced.
Extra Credit
Overview. Throughout the course, students will ask questions I can’t answer, or will raise issues we don’t have time to discuss thoroughly in class. Students who would like extra credit are welcome to pursue these issues (or other issues of interest) by researching the topic and writing up a 1-2 page summary and analysis of the results of this research. You must cite your sources using correct APA style.
Research Requirements. You may use as your source(s) any of the following:
➢ A well-researched, academic book on the subject
➢ An academic website (such as apa.org or nimh.org)
➢ An academic, peer-reviewed article retrieved from EBSCOHost
➢ An article from a reputable news source such as Time, Newsweek, or the New York Times. Remember, though, that these sources can overstate scientific findings! Make sure to analyze the coverage of the topic critically.
Please note: All extra credit assignments must be completed independently. Students may unintentionally draw from some of the same sources, but I expect that every summary and analysis will reflect the student’s individual perspective and writing style. Make sure to use your own words in summarizing and analyzing your research.
References. At the end of your paper (starting on a new page), include a references page with complete references for all of your sources in correct APA format.
Please submit copies of the first page of each of your reference sources (or the title page of any book used) along with your paper.
APA Style Guidelines
(Adapted from “APA Style Essentials,” by D. Degelman and M. L. Harris)
I. General Document Guidelines—Use margins that are one inch on all sides (top, bottom, left, right), 12-pt. font (Times Roman or Courier are acceptable typefaces), double spacing throughout the text. Use standard indentation for paragraphs. Center the title of your paper at the top of the first page, using the same font size as in the rest of your paper. Use uppercase and lowercase letters. Write your name in the upper right hand corner, directly underneath the page number. [Note: APA style requires a separate title page, but this is what I would prefer for course papers.] Begin your reference section on a new page. Do not change your margins, font, or spacing to make your paper look longer. It won’t work.
II. Text citations: Whenever you state a fact in your paper, you must make clear where you found your information. Source material (for example, books or journal articles) must be documented in the body of the paper by citing the author(s) and date(s) of the sources. If you are citing a source that does not have a listed author, use a shortened version of the title. If you are citing an undated electronic source, use the year of retrieval.
A. There are two ways to integrate this information correctly into your writing:
1. You can name the author or authors of the source when writing about the information, and insert the year of publication in parentheses after their names:
Ex: Latane and Darley (1970) found that the presence of bystanders made people much less likely to help a person in need.
2. You can state your point without naming the source of your information, and then include the author or authors’ names along with the date in parentheses after the relevant information:
Ex: Reviews of research on religion and health have concluded that at least some types of religious behaviors are related to higher levels of physical and mental health (Gartner, Larson, & Allen, 1991; Koenig, 1990; Levin & Vanderpool, 1991).
[Note: and is used when multiple authors are identified as part of the formal structure of the sentence, but “&” is used when multiple authors are listed in parentheses.]
B. Rules for multiple sources:
1. When a source has two authors, name both authors each time you cite the source.
2. When a source has three, four, or five authors, name all of the authors are the first time the source is cited. When that source is cited again, the first author's surname and "et al." are used.
Ex: Reviews of research on religion ... and health have concluded that at least some types of religious behaviors are related to higher levels of physical and mental health (Payne, Bergin, Bielema, & Jenkins, 1991).
Ex: Payne et al. (1991) showed that
3. When a source has six or more authors, use only the first author’s surname and “et al.” each time the source is cited. All of the authors' must be included in the reference on the reference page, however.
C. Try to cite only sources that you have actually read. When you need to include information that was taken from an article you did not read ("Grayson" in the following example) and cited in a source that you have read ("Murzynski & Degelman" in the following example), use the following format for the text citation and list only the source you have read in the References list:
Ex: Grayson (as cited in Murzynski & Degelman, 1996) identified four components of body language that were related to judgments of vulnerability.
D. You may base some of the information in your papers on personal interviews. Because this information cannot be recovered by others, you do not need to include it in your references list. Use the following format to cite the source of the information in the text of your paper:
Ex: Kenny (personal communication, 2007) emphasized the importance of his father’s influence in his life.
III. Quotations: When a direct quotation is used, always include the author, year, and page number as part of the citation. Please use direct quotations only when there is a strong reason to do so. Factual information from your research sources should be put into your own words.
A. A quotation of fewer than 40 words should be enclosed in double quotation marks and should be incorporated into the formal structure of the sentence. Consider the following example:
Bateson observed that her mother was not threatened by separation, noting her mother’s “willingness to be left, as well as the importance of being able to leave…” (Bateson, 1994, p. 135).
B. A lengthier quotation of 40 or more words should appear (without quotation marks) apart from the surrounding text, in block format, with each line indented five spaces from the left margin.
C. For electronic sources that do not provide page numbers, use the paragraph number, if available, preceded by the paragraph symbol or the abbreviation para. If neither paragraph nor page numbers are visible, cite the heading and the number of the paragraph following it to direct the reader to the location of the material.
(Myers, 2000, ¶ 5)
(Beutler, 2000, Conclusion section, para. 1)
IV. References Page: Please see the sample references below for examples of how to format your references, and of how to cite a variety of sources. Note that references are listed alphabetically by the last name of the first author, and that references are double-spaced throughout. Do not include bracketed information in your references. I added this to clarify what types of sources were being referenced. In your assignments, your references should begin on a new page.
Note: Sample references aren't available in this format. Please see me or the Chabot or LPC library website for guidelines on writing a reference page in APA style.
Format and Writing Requirements. Both papers should be written in accordance with APA style, as discussed in class and explained in detail in the APA style handout. Please pay special attention to guidelines about the citation of sources and about the appropriate layout of your paper and references page.
Errors in grammar, spelling, and structure will affect your paper grade. Your paper is only effective if it is clear, readable, and well-organized. If writing is difficult for you (as it is for many people), please consider seeking help from writing tutors on campus. Please see me, or visit their office, for information. I am also happy to read drafts of papers or to discuss paper ideas, by appointment, with adequate notice.
Paper #1: Analysis of Personality or Human Development
Overview. In this assignment, you will use the information we are learning in class to better understand yourself or someone you know well. If you analyze someone you know well, you must have their consent and conduct a thorough interview to gather enough information to support your points with clear, relevant examples. This paper should demonstrate your understanding of some of the concepts covered in either Chapter 2 or Chapter 3 of the textbook. Your paper should be 3-4 pages, double-spaced.
Option #1--Personality Analysis: Choose two of the perspectives or theories covered in Chapter 2 (e.g., psychodynamic theory, trait theory, the social cognitive perspective, or the humanistic perspective), and use them to analyze your or your interview subject’s personality. Make sure to support your points or conclusions with examples or evidence from your interview. Is there information about your interview subject that you were unable to obtain that would have helped your analysis? Compare and contrast the two theories or perspectives. What are the strengths and weaknesses of each in helping you to understand your interview subject?
Option #2--Analysis of Development over the Life course: Choose two stages of life and analyze characteristics of each stage, and of the transition between those stages. Compare and contrast your or your interview subject’s experiences of those stages with what you have learned about those stages in Chapter 3. What factors may have influenced development during these stages?
Please note: A good paper will include a thoughtful analysis of the person you are studying, with solid examples or evidence to support your conclusions. A good paper will also incorporate concepts from Chapter Two or Chapter Three, making clear that you understand them and are able to apply them to your analysis.
References. At the end of your paper (starting on a new page), include a references page with a reference for the textbook in correct APA format. If you choose to supplement the textbook with other research sources, make sure to include them on your reference page as well.
Paper #2: Research-Based Analysis of Human Behavior
Overview. The final course paper should be 5-6 pages, double-spaced, and will include academic research as well as independent analysis. You may choose from the following three options:
Option #1—Case Study: Build on the analysis of personality or development from paper #1 by incorporating academic research. As in your first paper, you should include a thoughtful analysis of the person you are studying, with solid examples or evidence to support your conclusions. For this paper, some of this evidence will come from your research sources. You must demonstrate a solid understanding of the topic you have chosen to research as well as of the person you are studying.
If you choose, you may start from scratch for this paper, and develop a research-based analysis of someone’s personality or development that differs from your first paper. You may also choose to research a psychological disorder and its treatment options and apply your research to an analysis of the experiences of someone who has been diagnosed with, and treated for, that disorder. If you are writing about someone you know, you must of course have his or her full consent and cooperation in this project, and leave out identifying information if possible. For this topic, you may also write an analysis based on a memoir or autobiography written by a person who was diagnosed with, and treated for, a psychological disorder. Many excellent memoirs have been written about depression, substance abuse, and obsessive compulsive disorder, for example.
Option #2—Development of Group Research Assignment: Build on your group’s research assignment by incorporating academic research. Research about a question traditionally begins with a thorough review of past research in the area. Find at least two other studies that addressed questions similar to the question investigated by your group. What did they find? Were their results consistent with your group’s findings? Were they consistent with each other? What conclusions did they draw, and what conclusions would you draw from any similarities or differences between their findings and yours? If you would like to supplement your group’s original research on your own, you may, but you may also discuss any limitations of your group’s work and what that may have meant to your findings.
Research Requirements. You may get ideas about your psychological topic from the Wade and Tavris text or from psychology internet sites, but the research you present in your paper must come from at least two academic sources. One of these sources must be an article published in an academic psychology journal. The other source may be a well-researched academic study of your subject (not a popular psychology or self-help book). Internet sources are not acceptable, unless they are electronic versions of academic sources published elsewhere. Please submit the first page of any research article referenced and the title page of any other academic source referenced.
Your paper grade will not exceed “C” if you fail to meet the research requirements explained above. Feel free to check your sources with me to make sure they meet these requirements.
You will receive an “F” on your course paper if you include material taken directly from other sources without complete and accurate acknowledgement. All research sources must be cited correctly in your text and included in your references. All direct quotations must be enclosed in quotation marks, cited correctly, and included in your references. Feel free to discuss with me any questions you may have about this policy.
Please submit your paper in the following order: paper, reference page (separate sheet), interview questions and notes or other sources of information, first page of any research article referenced, title page of any other academic source referenced.
Extra Credit
Overview. Throughout the course, students will ask questions I can’t answer, or will raise issues we don’t have time to discuss thoroughly in class. Students who would like extra credit are welcome to pursue these issues (or other issues of interest) by researching the topic and writing up a 1-2 page summary and analysis of the results of this research. You must cite your sources using correct APA style.
Research Requirements. You may use as your source(s) any of the following:
➢ A well-researched, academic book on the subject
➢ An academic website (such as apa.org or nimh.org)
➢ An academic, peer-reviewed article retrieved from EBSCOHost
➢ An article from a reputable news source such as Time, Newsweek, or the New York Times. Remember, though, that these sources can overstate scientific findings! Make sure to analyze the coverage of the topic critically.
Please note: All extra credit assignments must be completed independently. Students may unintentionally draw from some of the same sources, but I expect that every summary and analysis will reflect the student’s individual perspective and writing style. Make sure to use your own words in summarizing and analyzing your research.
References. At the end of your paper (starting on a new page), include a references page with complete references for all of your sources in correct APA format.
Please submit copies of the first page of each of your reference sources (or the title page of any book used) along with your paper.
APA Style Guidelines
(Adapted from “APA Style Essentials,” by D. Degelman and M. L. Harris)
I. General Document Guidelines—Use margins that are one inch on all sides (top, bottom, left, right), 12-pt. font (Times Roman or Courier are acceptable typefaces), double spacing throughout the text. Use standard indentation for paragraphs. Center the title of your paper at the top of the first page, using the same font size as in the rest of your paper. Use uppercase and lowercase letters. Write your name in the upper right hand corner, directly underneath the page number. [Note: APA style requires a separate title page, but this is what I would prefer for course papers.] Begin your reference section on a new page. Do not change your margins, font, or spacing to make your paper look longer. It won’t work.
II. Text citations: Whenever you state a fact in your paper, you must make clear where you found your information. Source material (for example, books or journal articles) must be documented in the body of the paper by citing the author(s) and date(s) of the sources. If you are citing a source that does not have a listed author, use a shortened version of the title. If you are citing an undated electronic source, use the year of retrieval.
A. There are two ways to integrate this information correctly into your writing:
1. You can name the author or authors of the source when writing about the information, and insert the year of publication in parentheses after their names:
Ex: Latane and Darley (1970) found that the presence of bystanders made people much less likely to help a person in need.
2. You can state your point without naming the source of your information, and then include the author or authors’ names along with the date in parentheses after the relevant information:
Ex: Reviews of research on religion and health have concluded that at least some types of religious behaviors are related to higher levels of physical and mental health (Gartner, Larson, & Allen, 1991; Koenig, 1990; Levin & Vanderpool, 1991).
[Note: and is used when multiple authors are identified as part of the formal structure of the sentence, but “&” is used when multiple authors are listed in parentheses.]
B. Rules for multiple sources:
1. When a source has two authors, name both authors each time you cite the source.
2. When a source has three, four, or five authors, name all of the authors are the first time the source is cited. When that source is cited again, the first author's surname and "et al." are used.
Ex: Reviews of research on religion ... and health have concluded that at least some types of religious behaviors are related to higher levels of physical and mental health (Payne, Bergin, Bielema, & Jenkins, 1991).
Ex: Payne et al. (1991) showed that
3. When a source has six or more authors, use only the first author’s surname and “et al.” each time the source is cited. All of the authors' must be included in the reference on the reference page, however.
C. Try to cite only sources that you have actually read. When you need to include information that was taken from an article you did not read ("Grayson" in the following example) and cited in a source that you have read ("Murzynski & Degelman" in the following example), use the following format for the text citation and list only the source you have read in the References list:
Ex: Grayson (as cited in Murzynski & Degelman, 1996) identified four components of body language that were related to judgments of vulnerability.
D. You may base some of the information in your papers on personal interviews. Because this information cannot be recovered by others, you do not need to include it in your references list. Use the following format to cite the source of the information in the text of your paper:
Ex: Kenny (personal communication, 2007) emphasized the importance of his father’s influence in his life.
III. Quotations: When a direct quotation is used, always include the author, year, and page number as part of the citation. Please use direct quotations only when there is a strong reason to do so. Factual information from your research sources should be put into your own words.
A. A quotation of fewer than 40 words should be enclosed in double quotation marks and should be incorporated into the formal structure of the sentence. Consider the following example:
Bateson observed that her mother was not threatened by separation, noting her mother’s “willingness to be left, as well as the importance of being able to leave…” (Bateson, 1994, p. 135).
B. A lengthier quotation of 40 or more words should appear (without quotation marks) apart from the surrounding text, in block format, with each line indented five spaces from the left margin.
C. For electronic sources that do not provide page numbers, use the paragraph number, if available, preceded by the paragraph symbol or the abbreviation para. If neither paragraph nor page numbers are visible, cite the heading and the number of the paragraph following it to direct the reader to the location of the material.
(Myers, 2000, ¶ 5)
(Beutler, 2000, Conclusion section, para. 1)
IV. References Page: Please see the sample references below for examples of how to format your references, and of how to cite a variety of sources. Note that references are listed alphabetically by the last name of the first author, and that references are double-spaced throughout. Do not include bracketed information in your references. I added this to clarify what types of sources were being referenced. In your assignments, your references should begin on a new page.
Note: Sample references aren't available in this format. Please see me or the Chabot or LPC library website for guidelines on writing a reference page in APA style.
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