Thursday, April 24, 2008
Reference info. for Casebook in Abnormal Psychology (used in case study assignment)
Brown, T. A., & Barlow, D. H. (2007). Bulimia Nervosa. In Casebook in abnormal psychology (3rd ed., pp. 155-169). Belmont, CA: Thomson Wadsworth.
Monday, April 14, 2008
Case Study Analysis Guidelines
General Psychology
Case Study Analysis Guidelines
Overview. For the case study analysis, you will be required to summarize and analyze one of the abnormal psychology case studies I have placed on reserve for the class. The goal of the assignment is to demonstrate your ability to understand and summarize the major points of the case study, and to expand on one area of the case study using outside research. Your final paper should be 4-5 pages, double-spaced, 12-point font. Your paper should summarize the background and symptoms, diagnosis, case formulation, and treatment of the patient in the case study you have chosen by answering the questions below about each section.
In addition, you should find an academic research article that will add to your understanding of one of these areas and use it to add depth to your analysis of that area. Your overall analysis, then, should cover all of the following points in a well-organized essay format, with considerably more emphasis on the area you have chosen to research. For example, if you found an article about therapeutic exposure in the treatment of social phobia, you would summarize the major points of the case study about symptoms, diagnosis, and case formulation, but discuss treatment in more depth; perhaps adding updated information or discussion of an alternative approach. Make sure to cite your case study and your research article using correct APA style whenever you refer to information from these sources.
Background and symptoms. Wade and Tavris (2008) define a mental disorder as “any behavior or emotional state that causes a person great suffering, is self-destructive, seriously impairs the person’s ability to work or get along with others, or endangers others or the community” (p. 371). Using these criteria, what symptoms experienced by the patient make clear to you that this is a mental disorder requiring treatment? What symptoms seem most bothersome to the patient?
Diagnosis. Explain the diagnosis or diagnoses given, and the reasons for that diagnosis. If the patient received more than one diagnosis, what factors made one diagnosis stand out as more central than the others?
Case formulation using the integrative model. A case formulation may be thought of as a hypothesis about the factors that may have contributed to the patient’s psychological disorder(s). It is also the first step in developing a treatment plan that takes into account all of the complexities of a patient’s history, needs, and circumstances. The authors of this casebook use the integrative model to develop case formulations; this is a variation of the vulnerability-stress model (also known as the diathesis-stress model) described in your textbook. Using this section, along with background information from other sections, as a guide, explain the authors’ hypothesis about what factors may have led to the patient’s current condition.
Treatment. What course of treatment did the therapist and patient decide to pursue? What reasons were given for that choice? Explain how the treatment was carried out, and how the patient responded to treatment. Do you believe it was successful?
Research Requirements. Your additional source for this paper must be an article published in an academic psychology journal. Internet sources are not acceptable, unless they are electronic versions of academic sources published elsewhere. Please submit the first page of any research article along with your portfolio.
Your paper grade will not exceed “C” if you fail to meet the research requirements explained above. Feel free to check your source with me to make sure it meets 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.
References. At the end of Portfolio #2, include a references page with a reference for your case study and your supporting research article in correct APA format.
Grading: This assignment is worth 100 points, including 10 points for participation in the small group discussion of your case study. Full credit will require that you have prepared for the discussion by having read the article carefully. The remaining points will be awarded based on the quality of the writing (10 points), citation of sources using APA style (10 points), summary and analysis of the article (40 points), and use of outside research source to expand on case study (30 points).
Case Study Analysis Guidelines
Overview. For the case study analysis, you will be required to summarize and analyze one of the abnormal psychology case studies I have placed on reserve for the class. The goal of the assignment is to demonstrate your ability to understand and summarize the major points of the case study, and to expand on one area of the case study using outside research. Your final paper should be 4-5 pages, double-spaced, 12-point font. Your paper should summarize the background and symptoms, diagnosis, case formulation, and treatment of the patient in the case study you have chosen by answering the questions below about each section.
In addition, you should find an academic research article that will add to your understanding of one of these areas and use it to add depth to your analysis of that area. Your overall analysis, then, should cover all of the following points in a well-organized essay format, with considerably more emphasis on the area you have chosen to research. For example, if you found an article about therapeutic exposure in the treatment of social phobia, you would summarize the major points of the case study about symptoms, diagnosis, and case formulation, but discuss treatment in more depth; perhaps adding updated information or discussion of an alternative approach. Make sure to cite your case study and your research article using correct APA style whenever you refer to information from these sources.
Background and symptoms. Wade and Tavris (2008) define a mental disorder as “any behavior or emotional state that causes a person great suffering, is self-destructive, seriously impairs the person’s ability to work or get along with others, or endangers others or the community” (p. 371). Using these criteria, what symptoms experienced by the patient make clear to you that this is a mental disorder requiring treatment? What symptoms seem most bothersome to the patient?
Diagnosis. Explain the diagnosis or diagnoses given, and the reasons for that diagnosis. If the patient received more than one diagnosis, what factors made one diagnosis stand out as more central than the others?
Case formulation using the integrative model. A case formulation may be thought of as a hypothesis about the factors that may have contributed to the patient’s psychological disorder(s). It is also the first step in developing a treatment plan that takes into account all of the complexities of a patient’s history, needs, and circumstances. The authors of this casebook use the integrative model to develop case formulations; this is a variation of the vulnerability-stress model (also known as the diathesis-stress model) described in your textbook. Using this section, along with background information from other sections, as a guide, explain the authors’ hypothesis about what factors may have led to the patient’s current condition.
Treatment. What course of treatment did the therapist and patient decide to pursue? What reasons were given for that choice? Explain how the treatment was carried out, and how the patient responded to treatment. Do you believe it was successful?
Research Requirements. Your additional source for this paper must be an article published in an academic psychology journal. Internet sources are not acceptable, unless they are electronic versions of academic sources published elsewhere. Please submit the first page of any research article along with your portfolio.
Your paper grade will not exceed “C” if you fail to meet the research requirements explained above. Feel free to check your source with me to make sure it meets 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.
References. At the end of Portfolio #2, include a references page with a reference for your case study and your supporting research article in correct APA format.
Grading: This assignment is worth 100 points, including 10 points for participation in the small group discussion of your case study. Full credit will require that you have prepared for the discussion by having read the article carefully. The remaining points will be awarded based on the quality of the writing (10 points), citation of sources using APA style (10 points), summary and analysis of the article (40 points), and use of outside research source to expand on case study (30 points).
Wednesday, February 20, 2008
Chapter 3—Human Development
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.
Essay question for chapter 3:
1. 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.
Essay question for chapter 3:
1. Explain the difference between power assertion and induction, and give an example of each.
Tuesday, February 12, 2008
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 Question:
1. Briefly describe three defense mechanisms and give an example of each.
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
(Note: I have extra copies of this inventory, but it's not yet available on my blog.)
• 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 Question:
1. Briefly describe three defense mechanisms and give an example of each.
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
(Note: I have extra copies of this inventory, but it's not yet available on my blog.)
• 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.
Quiz Reminder!
Don't forget to study for your first quiz (and bring a scan-tron and pencil)!
Chapters 1&2; focus on key terms for the matching portion, and concepts for the multiple choice
LPC: Postponed to 2/19
Ohlone: 2/13
Chapters 1&2; focus on key terms for the matching portion, and concepts for the multiple choice
LPC: Postponed to 2/19
Ohlone: 2/13
Monday, January 28, 2008
Psych 101 Ohlone Syllabus
Psychology 101: General Psychology
Section: 07 Room: NC2100 Days/Time: MW 11:30-1:05
Text: Wade & Tavris, Invitation to Psychology, Fourth Edition
Instructor: Wendy M. Welsh, Ph.D. e-mail: wendywelsh67@hotmail.com; wwelsh@ohlone.edu
Website: www.wwpsych.blogspot.com Office hours: Wed. 10:30-11:15 location TBA and by appt.
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 Ohlone College policy, I reserve the right to drop students who are absent for a total of six consecutive or nine 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.
Written assignment portfolios (340 points): There will be five written assignments during the term; you will turn them in during the first and second halves of the semester as two portfolios. In some cases you will have class time to work on and discuss these assignments in small groups, but your written work will be completed and graded individually. You will receive detailed guidelines for each assignment in class. Point values of assignments will vary depending upon their difficulty, and will be specified in the assignment guidelines. All written assignments must be typed, double-spaced, with one-inch margins and 12-point font.
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. Past that point, portfolio #1 may be turned in up to the date of the midterm for a 25% reduction in points, and portfolio #2 may be turned in up to the date of the final for a 25% reduction in points. I do not accept papers via e-mail.
Quizzes (160 points): There will be three quizzes throughout the term. Please note that I give no make-up quizzes. Instead, I will count only your two highest quiz grades toward your final grade. This allows you to miss one quiz for any reason without a penalty, or to drop your lowest grade if you take all three quizzes. Quizzes will take place at the beginning of the class period, and will cover the textbook chapters noted on the syllabus. Quizzes will include a matching section and a multiple-choice section. Matching questions will cover terms highlighted in the text, and multiple-choice questions will cover concepts covered in the text and in class. You are responsible for all material covered in the text or in lectures.
Midterm and Final Exams (400 points): There will be a midterm exam covering the first half of the course, and a final exam covering the second half of the course; each will be worth 200 points. The midterm will take an entire course period, and the final will take place according to the official final exam schedule. The midterm and the final will follow the same format: matching and multiple-choice questions similar to those on the quizzes, and short essay questions. You will be given a list of potential essay questions to study before the midterm and final.
Extra credit assignments (up to 30 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 10-15 depending on the quality of the writing and the research.
Academic integrity: I will strictly enforce all Ohlone 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 zero points 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 2/10 without a “W” (and get a refund); you can drop with a “W” (no refund) until 5/25.
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
1/28-2/4 What is Psychology? 1 Portfolio assignment
An introduction to the course and to the field of psychology. On 1/28 students will work in groups to design a simple study, for which you will individually collect observations. On 1/30 you will discuss your individual findings with your group, and you will work together to come to conclusions. On 2/4 you will present your group’s findings and conclusions to the class.
2/6-2/11 Theories of Personality 2 Portfolio assignment
On 2/6 we will discuss APA style, and go over the assignments in greater depth, as well as beginning our discussion of personality. On 2/11, we will continue our discussion of personality, and work in groups on the personality analysis assignment.
2/13-2/20 Quiz 1/ Human Development 3 Quiz on chapters 1-2
Holiday on 2/18. We will discuss human development from conception through late life.
2/25-2/27 Neurons and the Brain 4 Portfolio assignment
We will make brains out of Play-Doh! We will prepare on Wednesday and work and present on Monday.
3/3-3/5 Quiz 2/ Consciousness 5 Quiz on chapters 3-4
We will discuss sleep and dreams, hypnosis and meditation, and consciousness-altering drugs.
3/10-3/12 Memory 8 Portfolio #1 due 3/10
We will discuss how we remember, misremember, and forget information.
3/17 Midterm Review
3/19 Midterm Exam: Chapters 1-5, 8 Bring a scan-tron, #2 pencil, and paper
3/24-3/26 Spring Break!
3/31 Social Behavior Human Behavior Experiments video
This video relates significant social psychology experiments to real situations. We will have time to discuss the issues raised in the video at the end of class.
4/2 Social Psychology Article Review Portfolio assignment
A selection of social psychology articles is on reserve in the library. You are responsible for copying the article of your choice and coming to class prepared to discuss it in a small group. This discussion will help prepare you for a written assignment analyzing your article.
4/7-4/9 Social Behavior 10
We will discuss rules and roles, social influence, and group conflict and cooperation.
4/14 Clinical Psychology Case Study Review Portfolio assignment
A selection of clinical case studies is on reserve in the library. You are responsible for copying the article of your choice and coming to class prepared to discuss it in a small group. This discussion will help prepare you for a written assignment analyzing your case study, and expanding on it using your own library research. We will also discuss how to use the library’s electronic databases to access academic research in psychology.
4/16-4/21 Psychological Disorders 11
We will discuss ways of understanding psychological disorders, and their symptoms.
4/23-4/28 Treatment and Therapy 12 Portfolio #2 due 4/28
We will discuss biological treatments for psychological disorders, and different forms of psychotherapy and their effectiveness.
4/30-5/5 Quiz 3/ Emotion, Stress, and Health 13
This chapter covers theories of emotion, stress, coping, and health.
5/7-5/12 Learning 9
We will teach each other using classical conditioning, operant conditioning, and observational learning
5/14 Final Review
5/23 9:30-11:30 Final Exam: Chapters 9-13 Bring a scan-tron, #2 pencil, and paper
The final exam will be given according to the official final exam schedule (9:30-11:30), but the format and length of the test will be the same as for the midterm exam.
Section: 07 Room: NC2100 Days/Time: MW 11:30-1:05
Text: Wade & Tavris, Invitation to Psychology, Fourth Edition
Instructor: Wendy M. Welsh, Ph.D. e-mail: wendywelsh67@hotmail.com; wwelsh@ohlone.edu
Website: www.wwpsych.blogspot.com Office hours: Wed. 10:30-11:15 location TBA and by appt.
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 Ohlone College policy, I reserve the right to drop students who are absent for a total of six consecutive or nine 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.
Written assignment portfolios (340 points): There will be five written assignments during the term; you will turn them in during the first and second halves of the semester as two portfolios. In some cases you will have class time to work on and discuss these assignments in small groups, but your written work will be completed and graded individually. You will receive detailed guidelines for each assignment in class. Point values of assignments will vary depending upon their difficulty, and will be specified in the assignment guidelines. All written assignments must be typed, double-spaced, with one-inch margins and 12-point font.
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. Past that point, portfolio #1 may be turned in up to the date of the midterm for a 25% reduction in points, and portfolio #2 may be turned in up to the date of the final for a 25% reduction in points. I do not accept papers via e-mail.
Quizzes (160 points): There will be three quizzes throughout the term. Please note that I give no make-up quizzes. Instead, I will count only your two highest quiz grades toward your final grade. This allows you to miss one quiz for any reason without a penalty, or to drop your lowest grade if you take all three quizzes. Quizzes will take place at the beginning of the class period, and will cover the textbook chapters noted on the syllabus. Quizzes will include a matching section and a multiple-choice section. Matching questions will cover terms highlighted in the text, and multiple-choice questions will cover concepts covered in the text and in class. You are responsible for all material covered in the text or in lectures.
Midterm and Final Exams (400 points): There will be a midterm exam covering the first half of the course, and a final exam covering the second half of the course; each will be worth 200 points. The midterm will take an entire course period, and the final will take place according to the official final exam schedule. The midterm and the final will follow the same format: matching and multiple-choice questions similar to those on the quizzes, and short essay questions. You will be given a list of potential essay questions to study before the midterm and final.
Extra credit assignments (up to 30 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 10-15 depending on the quality of the writing and the research.
Academic integrity: I will strictly enforce all Ohlone 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 zero points 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 2/10 without a “W” (and get a refund); you can drop with a “W” (no refund) until 5/25.
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
1/28-2/4 What is Psychology? 1 Portfolio assignment
An introduction to the course and to the field of psychology. On 1/28 students will work in groups to design a simple study, for which you will individually collect observations. On 1/30 you will discuss your individual findings with your group, and you will work together to come to conclusions. On 2/4 you will present your group’s findings and conclusions to the class.
2/6-2/11 Theories of Personality 2 Portfolio assignment
On 2/6 we will discuss APA style, and go over the assignments in greater depth, as well as beginning our discussion of personality. On 2/11, we will continue our discussion of personality, and work in groups on the personality analysis assignment.
2/13-2/20 Quiz 1/ Human Development 3 Quiz on chapters 1-2
Holiday on 2/18. We will discuss human development from conception through late life.
2/25-2/27 Neurons and the Brain 4 Portfolio assignment
We will make brains out of Play-Doh! We will prepare on Wednesday and work and present on Monday.
3/3-3/5 Quiz 2/ Consciousness 5 Quiz on chapters 3-4
We will discuss sleep and dreams, hypnosis and meditation, and consciousness-altering drugs.
3/10-3/12 Memory 8 Portfolio #1 due 3/10
We will discuss how we remember, misremember, and forget information.
3/17 Midterm Review
3/19 Midterm Exam: Chapters 1-5, 8 Bring a scan-tron, #2 pencil, and paper
3/24-3/26 Spring Break!
3/31 Social Behavior Human Behavior Experiments video
This video relates significant social psychology experiments to real situations. We will have time to discuss the issues raised in the video at the end of class.
4/2 Social Psychology Article Review Portfolio assignment
A selection of social psychology articles is on reserve in the library. You are responsible for copying the article of your choice and coming to class prepared to discuss it in a small group. This discussion will help prepare you for a written assignment analyzing your article.
4/7-4/9 Social Behavior 10
We will discuss rules and roles, social influence, and group conflict and cooperation.
4/14 Clinical Psychology Case Study Review Portfolio assignment
A selection of clinical case studies is on reserve in the library. You are responsible for copying the article of your choice and coming to class prepared to discuss it in a small group. This discussion will help prepare you for a written assignment analyzing your case study, and expanding on it using your own library research. We will also discuss how to use the library’s electronic databases to access academic research in psychology.
4/16-4/21 Psychological Disorders 11
We will discuss ways of understanding psychological disorders, and their symptoms.
4/23-4/28 Treatment and Therapy 12 Portfolio #2 due 4/28
We will discuss biological treatments for psychological disorders, and different forms of psychotherapy and their effectiveness.
4/30-5/5 Quiz 3/ Emotion, Stress, and Health 13
This chapter covers theories of emotion, stress, coping, and health.
5/7-5/12 Learning 9
We will teach each other using classical conditioning, operant conditioning, and observational learning
5/14 Final Review
5/23 9:30-11:30 Final Exam: Chapters 9-13 Bring a scan-tron, #2 pencil, and paper
The final exam will be given according to the official final exam schedule (9:30-11:30), but the format and length of the test will be the same as for the midterm exam.
Monday, January 21, 2008
Chapter 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
III. What makes psychology more effective than common sense?
A. Common biases
i. false consensus effect
ii. hindsight bias
iii. confirmation 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
IV. What are the dominant perspectives in psychology?
A. 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.
B. Types of psychological research and practice
i. Basic research
ii. Applied research
iii. Professional practice
Chapter 1 Essay Question for Midterm Exam
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
III. What makes psychology more effective than common sense?
A. Common biases
i. false consensus effect
ii. hindsight bias
iii. confirmation 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
IV. What are the dominant perspectives in psychology?
A. 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.
B. Types of psychological research and practice
i. Basic research
ii. Applied research
iii. Professional practice
Chapter 1 Essay Question for Midterm Exam
1. Name and explain three kinds of descriptive research methodology. How is descriptive research different from experimental research?
Psych 1 Spring '08 LPC Syllabus
Psychology 1: General Psychology
Section: V06 Room: 202 Days/Time: TTh 8-9:15
Text: Wade & Tavris, Invitation to Psychology, Fourth Edition
Instructor: Wendy M. Welsh, Ph.D. e-mail: wendywelsh67@hotmail.com; wwelsh@laspositascollege.edu
website: www.wwpsych.blogspot.com
Office hours: Tues. 9:30-10:30 location TBA, and by appointment
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.
Written assignment portfolios (340 points): There will be five written assignments during the term; you will turn them in during the first and second halves of the semester as two portfolios. In some cases, you will have class time to work on and discuss these assignments in small groups, but your written work will be completed and graded individually. You will receive detailed guidelines for each assignment in class. Point values of assignments will vary depending upon their difficulty, and will be specified in the assignment guidelines. All written assignments must be typed, double-spaced, with one-inch margins and 12-point font.
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 up to the following class day with a 10% reduction in points. Past that point, portfolio #1 may be turned in up to the date of the midterm for a 25% reduction in points, and portfolio #2 may be turned in up to the date of the final for a 25% reduction in points. I do not accept papers via e-mail.
Quizzes (160 points): There will be three quizzes throughout the term. Please note that I give no make-up quizzes. Instead, I will count only your two highest quiz grades toward your final grade. This allows you to miss one quiz for any reason without a penalty, or to drop your lowest grade if you take all three quizzes. Quizzes will take place at the beginning of the class period, and will cover the textbook chapters noted on the syllabus. Quizzes will include a matching section and a multiple choice section. Matching questions will cover terms highlighted in the text, and multiple choice questions will cover concepts covered in the text and in class. You are responsible for all material covered in the text or in lectures.
Midterm and Final Exams (400 points): There will be a midterm exam covering the first half of the course, and a final exam covering the second half of the course; each will be worth 200 points. The midterm will take an entire course period, and the final will take place according to the official final exam schedule. The midterm and the final will follow the same format: matching and multiple choice questions similar to those on the quizzes, and short essay questions. You will be given a list of potential essay questions to study before the midterm and final.
Extra credit assignments (up to 30 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 10-15 depending on the quality of the writing and the research.
Academic integrity: I will strictly enforce all Las Positas 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 zero points 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 work on some 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 2/10 without a “W” (and get a refund); you can drop with a “W” (no refund) until 4/11.
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, or check online at www.wwpsych.blogspot.com. 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
1/22-1/29 What is Psychology? 1 Portfolio assignment
An introduction to the course and to the field of psychology. On 1/22 students will work in groups to design a simple study, for which you will individually collect observations. On 1/24 you will discuss your individual findings with your group, and you will work together to come to conclusions. On 1/29 you will present your group’s findings and conclusions to the class.
1/31-2/7 Theories of Personality 2 Portfolio assignment
On 1/31 we will discuss APA style, and go over the assignments in greater depth, as well as beginning our discussion of personality. On 2/5 and 2/7, we will continue our discussion of personality, and work in groups on the personality analysis assignment.
2/12-2/21 Quiz 1/ Human Development 3 Quiz on chapters 1-2
We will discuss human development from conception through late life.
2/26-2/28 Neurons and the Brain 4 Portfolio assignment
We will make brains out of Play-Doh! We will prepare on 2/26 and work and present on 2/28.
3/4-3/6 Quiz 2/ Consciousness 5 Quiz on chapters 3-4
We will discuss sleep and dreams, hypnosis and meditation, and consciousness-altering drugs.
3/11-3/13 Memory 8 Portfolio #1 due 3/11
We will discuss how we remember, misremember, and forget information.
3/18 Midterm Review
3/20 Midterm Exam: Chapters 1-5, 8 Bring a scan-tron, #2 pencil, and paper
4/1 Social Behavior Human Behavior Experiments video
This video relates significant social psychology experiments to real situations.
4/3 Discussion of video/ Social Psychology Article Review Portfolio assignment
A selection of social psychology articles is on reserve in the library. You are responsible for copying the article of your choice and coming to class prepared to discuss it in a small group. This discussion will help prepare you for a written assignment analyzing your article.
4/8-4/10 Social Behavior 10
We will discuss rules and roles, social influence, and group conflict and cooperation.
4/15 Library Orientation
We will focus on how to use the library’s databases of academic research in psychology, so that you can conduct the research for your next assignment.
4/17 Clinical Psychology Case Study Review Portfolio assignment
A selection of clinical case studies is on reserve in the library. You are responsible for copying the article of your choice and coming to class prepared to discuss it in a small group. This discussion will help prepare you for a written assignment analyzing your case study, and expanding on it using your own library research.
4/22-4/24 Psychological Disorders 11
We will discuss ways of understanding psychological disorders, and their symptoms.
4/29-5/1 Treatment and Therapy 12 Portfolio #2 due 5/1
We will discuss biological treatments for psychological disorders, and different forms of psychotherapy and their effectiveness.
5/6-5/13 Quiz 3/ Emotion, Stress, and Health 13 Quiz on chapters 10-12
This chapter covers theories of emotion, stress, coping, and health.
5/15-5/20 Learning 9
We will try teaching each other using classical conditioning, operant conditioning, and observational learning
5/22 Final Review
5/27 7:30-9:20 Final Exam: Chapters 9-13 Bring a scan-tron, #2 pencil, and paper
The final exam 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 the midterm exam.
Section: V06 Room: 202 Days/Time: TTh 8-9:15
Text: Wade & Tavris, Invitation to Psychology, Fourth Edition
Instructor: Wendy M. Welsh, Ph.D. e-mail: wendywelsh67@hotmail.com; wwelsh@laspositascollege.edu
website: www.wwpsych.blogspot.com
Office hours: Tues. 9:30-10:30 location TBA, and by appointment
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.
Written assignment portfolios (340 points): There will be five written assignments during the term; you will turn them in during the first and second halves of the semester as two portfolios. In some cases, you will have class time to work on and discuss these assignments in small groups, but your written work will be completed and graded individually. You will receive detailed guidelines for each assignment in class. Point values of assignments will vary depending upon their difficulty, and will be specified in the assignment guidelines. All written assignments must be typed, double-spaced, with one-inch margins and 12-point font.
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 up to the following class day with a 10% reduction in points. Past that point, portfolio #1 may be turned in up to the date of the midterm for a 25% reduction in points, and portfolio #2 may be turned in up to the date of the final for a 25% reduction in points. I do not accept papers via e-mail.
Quizzes (160 points): There will be three quizzes throughout the term. Please note that I give no make-up quizzes. Instead, I will count only your two highest quiz grades toward your final grade. This allows you to miss one quiz for any reason without a penalty, or to drop your lowest grade if you take all three quizzes. Quizzes will take place at the beginning of the class period, and will cover the textbook chapters noted on the syllabus. Quizzes will include a matching section and a multiple choice section. Matching questions will cover terms highlighted in the text, and multiple choice questions will cover concepts covered in the text and in class. You are responsible for all material covered in the text or in lectures.
Midterm and Final Exams (400 points): There will be a midterm exam covering the first half of the course, and a final exam covering the second half of the course; each will be worth 200 points. The midterm will take an entire course period, and the final will take place according to the official final exam schedule. The midterm and the final will follow the same format: matching and multiple choice questions similar to those on the quizzes, and short essay questions. You will be given a list of potential essay questions to study before the midterm and final.
Extra credit assignments (up to 30 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 10-15 depending on the quality of the writing and the research.
Academic integrity: I will strictly enforce all Las Positas 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 zero points 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 work on some 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 2/10 without a “W” (and get a refund); you can drop with a “W” (no refund) until 4/11.
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, or check online at www.wwpsych.blogspot.com. 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
1/22-1/29 What is Psychology? 1 Portfolio assignment
An introduction to the course and to the field of psychology. On 1/22 students will work in groups to design a simple study, for which you will individually collect observations. On 1/24 you will discuss your individual findings with your group, and you will work together to come to conclusions. On 1/29 you will present your group’s findings and conclusions to the class.
1/31-2/7 Theories of Personality 2 Portfolio assignment
On 1/31 we will discuss APA style, and go over the assignments in greater depth, as well as beginning our discussion of personality. On 2/5 and 2/7, we will continue our discussion of personality, and work in groups on the personality analysis assignment.
2/12-2/21 Quiz 1/ Human Development 3 Quiz on chapters 1-2
We will discuss human development from conception through late life.
2/26-2/28 Neurons and the Brain 4 Portfolio assignment
We will make brains out of Play-Doh! We will prepare on 2/26 and work and present on 2/28.
3/4-3/6 Quiz 2/ Consciousness 5 Quiz on chapters 3-4
We will discuss sleep and dreams, hypnosis and meditation, and consciousness-altering drugs.
3/11-3/13 Memory 8 Portfolio #1 due 3/11
We will discuss how we remember, misremember, and forget information.
3/18 Midterm Review
3/20 Midterm Exam: Chapters 1-5, 8 Bring a scan-tron, #2 pencil, and paper
4/1 Social Behavior Human Behavior Experiments video
This video relates significant social psychology experiments to real situations.
4/3 Discussion of video/ Social Psychology Article Review Portfolio assignment
A selection of social psychology articles is on reserve in the library. You are responsible for copying the article of your choice and coming to class prepared to discuss it in a small group. This discussion will help prepare you for a written assignment analyzing your article.
4/8-4/10 Social Behavior 10
We will discuss rules and roles, social influence, and group conflict and cooperation.
4/15 Library Orientation
We will focus on how to use the library’s databases of academic research in psychology, so that you can conduct the research for your next assignment.
4/17 Clinical Psychology Case Study Review Portfolio assignment
A selection of clinical case studies is on reserve in the library. You are responsible for copying the article of your choice and coming to class prepared to discuss it in a small group. This discussion will help prepare you for a written assignment analyzing your case study, and expanding on it using your own library research.
4/22-4/24 Psychological Disorders 11
We will discuss ways of understanding psychological disorders, and their symptoms.
4/29-5/1 Treatment and Therapy 12 Portfolio #2 due 5/1
We will discuss biological treatments for psychological disorders, and different forms of psychotherapy and their effectiveness.
5/6-5/13 Quiz 3/ Emotion, Stress, and Health 13 Quiz on chapters 10-12
This chapter covers theories of emotion, stress, coping, and health.
5/15-5/20 Learning 9
We will try teaching each other using classical conditioning, operant conditioning, and observational learning
5/22 Final Review
5/27 7:30-9:20 Final Exam: Chapters 9-13 Bring a scan-tron, #2 pencil, and paper
The final exam 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 the midterm exam.
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