PSYC
1101 - INTRO TO PSYCHOLOGY
I. Catalog Description - Psyc 1101
(3-0-3)
- Prerequisite - None
A study of Psychology as the scientific
study of behavior. A broad survey of the major
topics in psychology including, but
not limited to, research methodology, biological
and social factors influencing behavior,
development, learning, memory, motivation,
intelligence, personality, and abnormal
behavior/therapy.
II. Course Goals
1. To trace the emergence of
psychology
as a behavioral science with historical
perspectives
in philosophy and physiology.
2. To develop an understanding
of how behavior is a function of neural and chemical
activities
within the human body.
3. To demonstrate that the
functions
of sensory processes are to produce sensation,
trigger
bodily responses to stimuli, and effectively guide behavior.
4. To convey that all behavior
is mediated by states of consciousness which produce and
set limits
for a variety of responses within the behavior repertoire.
5. To develop an understanding
of how learning can shape, maintain and modify
responses
emitted by the organism. To indicate that divergent behavior is a
product
of
learning.
6. To demonstrate how memory or
information processing defines stimuli from the
external
world and predisposes the organism to respond in typical ways.
7. To explain how internal
language
and thought develop from relatively primitive stage to
very
complex
operations that produce skills such as problem solving, decision making
and
creativity.
8. To show that intelligence is
a measure of the quality of behavior in terms of the
organism's
adaptiveness across situations.
9. To stress that all behavior
is energized and directed by motives and/or emotion.
10. To outline behaviors in the cognitive,
physical, social and emotion development of the
organism
from the parental environment through late adulthood.
11. To demonstrate that the total of an
organism's
behavior can be described and even
predicted
in terms of several personality models.
12. To communicate that much of what the
organism
responds to can be classified as stress
and that
the response itself is appropriately labeled as the organism's attempt
to adjust
to the
stressful condition.
13. To provide and understanding that abnormal
behavior is relative to the norms for the
subject,
the situation, the environment, and the element of time.
14. To assist the student in becoming aware
of how psychologists intervene to treat
emotional
or disordered states of mind.
15. To intimate that as social beings, our
behavior is in effect a product of our social milieu.
16. To enhance student communication skills,
both oral and written.
17. To develop both scientific and personal
reasoning skills.
18. To promote cultural and social awareness.
19. To develop aesthetic perspectives.
20. To develop social and personal skills
that will help the student be successful in his/her chosen field.
III. Class Attendance
The student is expected to attend all regularly scheduled classes. The College's attendance policy indicates that a student who misses 20% of scheduled classes may be dropped from the course with a grade of WF . Roll will be taken each class period. In order to receive credit for attendance, you must arrive at class on time and remain until class ends.IV. Grades and Grading
A. Letter grades will be assigned on the basis of the following numerical values:A = 90 - 100 D = 60 - 69Borderline grades will be determined by class participation and classroom etiquette.
B = 80 - 89 F = less than 60
C = 70 - 79
B. Four hourly exams and a comprehensive final will be given. Exams will consist of multiple choice, true-false, and short answer essays.
SEE ATTACHED READING AND EXAM SCHEDULE.
C. Library assignments consist of a critique of an article related to a subject or topic covered by one of the areas listed below. A total of four critiques is required. Each critique should identify publication data, a statement of the purpose or intent of the author, a summary of the content, and your critique (pro and/or con) of the article. Each critique should be appropriately subdivided and be at least two, full typewritten pages. (See critique format below and also the handout on "How to Critique an Article"). One critique will be due on the date of each hourly exam test date.
D. Four Internet assignments will be completed. One critique will be due on the date of each hourly exam test date. The assignments and internet links are given below.INTERNET ASSIGNMENTS
First assignment - Take Career Key Test at http://www.livecareer.com/
Second assignment - Take an IQ test at http://www.iqtestclub.com/ (Take the Model IQ Test)
Third assignment - Take a Personality test at http://www.humanmetrics.com/cgi-win/JTypes1.htm
Fourth assignment - Take a Personality Disorder test at
http://www.4degreez.com/misc/personality_disorder_test.mv
DO NOT PAY FOR ANYTHING ON
THESE
WEBSITES! If a website asks you to pay, please let me know.
These
web sites should be FREE.
E. The instructor has the option of giving periodic short exams which may or may not be announced ahead of time. These will be averaged in with the hourly exams.
F. Learning about behavior and its consequences is an important concept in this course. Looking at classroom participation will give you an opportunity to assess your behavior in this area and learn about the consequences of your behavior. Class participation includes participation and behavior in the classroom. Please also see classroom etiquette. This portion of the grade will also be determined by attendence, excessive absences (see class attendance policy), and arriving late for classes. Participation in the classroom, including classroom etiquette and attendance, will count 10% of your final grade. See attached rubric.
G. Make-up work will be conducted on an individual basis, however, there will generally be no make-up will be considered for unexcused absences . If the student is sick on the day of the exam or day when work is due, or will have to miss the exam due to circumstances beyond their control, the student is required to call the instructor for permission to miss the exam. Make-up tests will be taken in the Academic Support Center’s Testing Lab and will be essay tests. Students who have permission to miss a test will have one week to take a makeup.
H. Any time a student is absent, the student is still responsible for the material covered in class and any class assignment given that day.
I. Deadlines will be met and work will be of a standard reasonably expected from WC students. The last day of class will be the deadline for all work to be turned in or made up.
J. Incompletes - The grade of incomplete is given to students who for reason of illness or accident are unable to complete a segment of the course. At least 75% of the course requirements must be met with a passing grade Before an incomplete will be considered. In no case will the grade of Incomplete be given as a means to avoid a failing grade.
K. The contribution of the four exams, the final, and the library and internet assignments, and class participation are shown by the grade percentages below:Hourly Exams ........................ ........60%
L. DROPPING A COURSE WITHOUT PENALTY :V. Classroom Etiquette:
In order to officially drop a course without penalty, a student must obtain and fill out a Drop/Add form from the Registrar's Office, acquire appropriate signatures, and return the completed form to the Registrar's office before the designated date published in the Academic Calendar in the Waycross College Catalog.
An atmosphere of mutual respect will be maintained in the classroom. Please do not hold conversations with classmates whenever the instructor or another student is speaking. Also refrain from writing and passing notes or participating in other distractive behavior. Your undivided attention in class is a must. The student is expected to come to class with his/her textbook and writing materials and be prepared to take notes. The student should not be doing work from other courses while in psychology class. The instructor reserves theright to request students who engage in disrespectful conduct and/or disruptive behavior to leave the class and if the behavior persists in future classes the instructor will drop the students from the class. Please turn off cell phones during class. If the instructor sees a student using his/her cell phone for text messaging during class, the instructor will confiscate the student’s cell phone. Classroom etiquette will also be figured into the class participation portion of the final grade.VI. Plagiarism
Plagiarism is
prohibited. Plagiarism is defined by Webster as the stealing and
passing
off of
the ideas or
words of another as one's own. Further, the MLA Handbook
states,
"Plagiarism
may take the form of repeating another's sentences as your own,
adopting
a
particularly
apt phrase as your own, or even presenting someone else's line of
thinking
in
the development
of a thesis as though it were your own." For further information about
plagiarism,
see Lester, Writing Research Papers. Alleged violations
involving
plagiarism
and other
academic
misconduct will be handled according to the procedures outlined in the
Waycross
College Student Handbook.
VII. Academic Support Center
The Academic
Support Center (ASC) was created to offer supplemental assistance to
students
enrolled
in all courses at the College. The ASC offers a variety of services at
all
levels, ranging
from personal tutoring in math, reading, and composition skills to
providing
handouts and
supplementary materials on writing research papers and critiques,
taking
essay and
objective
tests, and developing effective study techniques. Through audiovisual,
computerized,
self-paced, and one-to-one tutorial work, the ASC assists students in
developing
strengths
and eliminating deficiencies. Students may be referred by instructors
or may
independently
seek additional help. In addition to the webpage for this course,
practice tests,
outlines, and study guides are in the ASC.
VIII. ADA STATEMENT
"The College
is committed to providing accessibility to all students in accordance
to
ADA/504
guidelines.
Students should contact the Director of Student Life regarding
accessibility."
IX. Instruction Goals and Learning Objectives By Chapter
In conjunction with the "Think About It" questions given in the text at the beginning of each chapter, students should be prepared for the additional chapter objectives.
AREA ONE
GOAL A: To trace the emergence of psychology as a behavioral
science with historical
perspectives in philosophy and physiology.
OBJECTIVES: Chapter 1: The Science of Psychology
1. Students will be able to identify the schools that characterized
the growth of psychology from
the latter part of the 19th century to the present.
2. Students will demonstrate knowledge of the various specialties of
psychology and the
respective behavioral emphasis for each specialty.
3. Students will show understanding of the methods used to collect
research data for theoretical
and applied purposes within the discipline of
psychology.
GOAL B: To develop an understanding of how behavior is a
function
of neural and chemical
activities within the human body.
OBJECTIVES: Chapter 2: The Biological Basis of Behavior
1. Students will identify the components of the endocrine and
nervous
systems and state the bodily
area(s) in which each component is located.
2. Students will show knowledge of the subdivision of the nervous
system,
the components of
each subdivision, and the nervous system's
inter-action
with the endocrine system to provide
the organism with a variety of response potential
are used in personality assessment.
3. Students will become aware of the role that heredity plays in
determining
how characteristics
will influence behavior.
GOAL C: To demonstrate that the functions of sensory
processes
are to produce sensation,
trigger bodily responses to stimuli, and effectively guide behavior.
OBJECTIVES: Chapter 3: Sensation and Perception
1. Students will be able to trace the flow of the sensory process
from
the energy source to the
resultant behavioral experience.
2. Students will identify the components of the five sense organs and
know how each component
contributes to the sensory experience.
3. The student will be able to describe how the brain operates upon
the raw data from the sensory
experience to provide meaningful patterns called
perception.
GOAL D: To convey that all behavior is mediated by states of
consciousness which produce and
set limits for a variety of responses within the behavior repertoire.
OBJECTIVES: Chapter 4: States of Consciousness
1. Students will demonstrate an understanding of neural and
physiological
changes within the body
during unconscious and conscious states.
2. The student will become aware of the sources for and the control
of complex and novel
behavior under states of altered consciousness.
3. The student will acquire knowledge of symptoms, associated
behaviors,
and a variety of effects
that are produced by drug-altered consciousness.
GOAL E: To develop an understanding of how learning can
shape,
maintain and modify
responses emitted by the organism. To indicate that divergent behavior
is a product of
learning.
AREA TWO
OBJECTIVES: Chapter 5: Learning
1. The student will show how classical conditioning forms bases for
ongoing behavior. This will be
demonstrated by the correct listing of the stage
process in the conditioning paradigm.
2. Students will describe the principles and generalizations that
specify
how operant (or
instrumental)
conditioning exerts influence and control over
behavior.
3. Students will be able to explain how cognitive learning theory,
so cial learning theory, and
contingency theory assist in our understanding,
prediction, and control of behavior.
GOAL F: To demonstrate how memory or information processing
defines
stimuli from the
external world and predisposes the organism to respond in typical ways.
OBJECTIVES: Chapter 6: Memory
1. The student will identify the structural components of memory,
their
capacities, and their
function.
2. The student will discuss the concepts of rehearsal, retention,
recall,
recognition and retrieval.
3. The student will become knowledgeable of how memory interacts with
perception and ongoing
behavior.
GOAL G: To explain how internal language and thought develop
from relatively primitive stage to
very complex operations that produce skills such as problem solving,
decision
making
and creativity.
OBJECTIVES: Chapter 7: Cognition
1. The student will trace the progress of language from sensory
images
to expressive language
according to major theories on language
development.
2. Students will gain practical knowledge of problem solving techniques
and describe the
mechanics of each technique.
3. The student will describe how mental operations or cognition
determine
our view of and
response to the external world.
GOAL H: To show that intelligence is a measure of the quality
of behavior in terms of the
organism's adaptiveness across situations.
OBJECTIVES: Chapter 8: Intelligence and Mental Abilities
1. Students will distinguish among the formal theories of
intelligence
and the operations that
characterize each theory.
2. Students will describe the content and administration of the major
intelligence tests.
3. Students will understand the role of heredity and environment as
determinants of intelligence.
GOAL I: To stress that all behavior is energized and directed by motives and/or emotion.
OBJECTIVES: Chapter 9: Motivation and Emotion
1. Students will show understanding of how behavior is triggered,
i.e.,
in a stepwise fashion
according to models on motivation.
2. Students will learn to identify typical behaviors which accompany
needs and drives.
3. Students will show how varying levels of arousal and specific
emotions
affect performance and
behavior.
GOAL J: To outline behaviors in the cognitive, physical,
social
and emotion development of the
organism from the parental environment through late adulthood.
AREA THREE
OBJECTIVES: Chapter 10: Life Span Development
1. Students will demonstrate knowledge of developmental stages
beginning
at the parental phase.
The focus will involve physical and motor maturation
in addition to perceptual, memory,
cognitive and social development.
2. Students will be able to list the cognitive tasks which accompany
the major stage theories.
3. Students will provide accurate descriptions of the stresses incurred
in the transition from
adolescence to adulthood emphasizing physical,
social,
personal, and interpersonal
development.
4. The student will show familiarity with changes that accompany
development
from young
adulthood through late adulthood noting responses
to stress and crisis handling.
GOAL K: To demonstrate that the total of an organism's
behavior
can be described and even
predicted in terms of several personality models.
AREA FOUR
OBJECTIVES: Chapter 11: Personality
1. The student will describe the concepts, principles and
generalizations
relative to major theories
personality.
2. Students will show how personality tests and other techniques are
used in personality
assessment.
3. Students will be able to identify the methods or strategies used
for personality assessment by
the major theoretical disciplines.
GOAL L: To communicate that much of what the organism
responds
to can be classified as stress
and that the response itself is appropriately labeled as the organism's
attempt to adjust
to the stressful condition.
OBJECTIVES: Chapter 12: Stress and Health Psychology
1. Students will show mastery in defining and exemplifying the
concepts
of stress, frustration,
pressure, defense mechanisms, coping, and
adjustment.
2. Students will learn typical behaviors that are associated with
varying
stress levels according to
models provided in the text.
3. Students will be able to discuss the key components of the models
which describe the
organism's attempt to adjust.
GOAL M: To provide and understanding that abnormal behavior
is
relative to the norms for the
subject, the situation, the environment, and the element of time.
OBJECTIVES: Chapter 13: Psychological Disorders
1. Students will demonstrate knowledge of how normal, and abnormal
behavior
varies on a
continuum across time, person, and situations.
2. Students will learn how abnormal behavior is classified according
to the four major models in
the text and the current Diagnostic and Statistical
Manual (DSM-IV).
3. Students will have an understanding of and be able to identify the
behavioral and cognitive
disorders associated with abnormality.
GOAL N: To assist the student in becoming aware of how
psychologists
intervene to treat
emotional or disordered states of mind.
OBJECTIVES: Chapter 14: Therapies
1. The students will learn the several modes of treatment and
therapies
available for specific
disorders of cognition and behavior.
2. The student will become aware of the relative success rates for
different treatment alternatives,
including ECT psychotherapy, psychosurgery,
and drug therapy.
3. Students will understand the role and implications for the
institutionalization
of the mentally
disordered.
GOAL O: To intimate that as social beings, our behavior is in effect a product of our social milieu.
OBJECTIVES: Chapter 15: Social Psychology
1. The student will learn and be able to define the concepts in
social
psychology which infer how
individuals' perceptions and behaviors are
influenced
and even controlled by the social environ.
2. The student will be able to describe the social phenomena that
characterizes
attribution,
conformity, altruism, etc.
3. The student will show understanding of how behavior is mediated
by personal space, crowding,
noise, and other environmental factors.
Psychology 1101 - Article Critique Format Requirements
Students are expected to follow the
following
format.
If the following format is not followed,
points will be deducted for each criteria not met.
1). The length of the critique must be between 2 and 5 full, typewritten pages.
2). The critique must be double-spaced. The margins must be
one
inch at the top, bottom, and both sides.
12 point font is required. Each page
must be numbered.
3). No cover page is necessary. The pages of the
critique
must be stabled together BEFORE you come to
class. Staple in upper left-hand corner.
4). On the top line, right side, of the first page put your name. Skip two spaces and then put the bibliography. Skip two more lines and put the heading of "SUMMARY." Summarize the article in about one and one half to three pages. The next heading should be "CRITIQUE." In the critique portion, tell what you thought about the article. This will include your thoughts, feelings, ideas, and opinions on the article and the subject of the article. The critique must be at least one half page. Be sure to label all headings. (See examples below)
5). In the very first paragraph of the summary section, state what chapter the article related to according to the assigned chapters in the syllabus and how and/or why the article relates to this chapter. Also in the first paragraph of the summary section, state the purpose or intent of the author.
6). The articled critiqued must be current, no more than one year old. (Be careful with internet articles concerning the copyright date)
7). The article to be critiqued must be at least one full, standard journal page in length. A copy of the article that was critiqued must be stapled to the back of your critique.
8). One critique will be due at the beginning of class on the date of each hourly exam test date.
9). Students should get permission to turn in late papers and points will be deduced for late papers that are approved.
|
Your Name
Bibliography Summary 1 |
. . . . . . . . Critique 2 |
HOW
TO CRITIQUE AN ARTICLE
I. READ
CRITICALLY
A.
Definition and description of critical reading
1. Critical reading is the process
of questioning and evaluating printed material.
2. The reader must understand the
writer’s message, question it, and react to it in
terms of his own knowledge and experience; he is probing,
comparing, and
reflecting as he thinks with the writer about the ideas
expressed.
B.
Mental attitude toward article
1. Understand the writer’s message. Approach the
reading with an open mind and
a willingness to accept new ideas or
another point of view. Avoid letting personal biases or
prejudices interfere
with clear thinking and objectivity.
2. Be aware of the author’s
prejudices and your own as you make judgments about the material.
C. How to
evaluate the author’s purpose and credibility
1. Begin by questioning the author’s
purpose; is he trying to persuade or inform?
2. Does the author tell only one
side?
3. Does he make statements that are
based on facts?
4. Does he use highly emotional
words and phrases? You may suspect the author is shading the facts when
he uses
such words as “overwhelmingly,” “savagely,” “shocking,” “brutal,”
“plunge,” or
“destroy.”
5. Is the author biased because of
sex, religion, political inclinations, or geographic background?
6. Is the author an authority on the
subject? How do you know? How can you find out?
D. How to
evaluate the factual content of the article
1. Can you determine fact
from opinion, or are they woven together? (Facts can be
verified by
checking the information in a reputable publication, getting
confirmation from
a respected individual, or observing for yourself.) Certain words and
phrases
can help you by indicating that the statement is likely to be an
opinion,
(e.g., I believe, he thinks, apparently, it seems as though, probably,
may,
should, it appears that, in the author’s judgment, chances are,
obviously,
possibly, it is likely.)
2. Does the author use slogans or
clever combinations of words, which are chosen for their emotional
appeal? They
may say little or actually be misleading, but constant repetition makes
an
impression.
3. Are statements based on
assumptions that are not necessarily true? (e.g., The following
sentence
contains an assumption followed by a statement based on that
assumption. “Since
we are a nation of sheep, a powerful leader can shape the minds of all
the
people within the country.”)
II. OUTLINE THE
ARTICLE (approximately 1 ½ page)
III. REACTION
TO THE ARTICLE
IV. WRITE THE
CRITIQUE
V. STYLE
A.
At the top of the first page, list bibliographical information, single
spaced, as per
the
following example:
Smith, Jerry. “Women in the South.”
In The
Ed. A. W.
Ward and A. R. Waller.
(Single Space)
B.
Double space the body of the critique.
References:
1.
Roe and Ross. Developing Power in
PSY 1101 –
SPRING 2009 TENTATIVE
10 March
9
Test Chap 9 -
Chap 10
March 17 Advisement
and Registration Day/Regents Test – No Classes
(Use this day for Early Registration)
May 4-6
FINALS
Spring Semester 2009 |
|
|
January 5, 2009 |
Registration |
|
January 7, 2009 |
First day of classes -
Last day for 100% refund |
|
January 13, 2009 |
Last day to register or
change a class |
|
January
19, 2009 |
Holiday
- Martin Luther King, Jr., Day (faculty,staff, students) College closed |
|
March 2, 2009 |
Mid-Semester - Last day
to drop a class or withdraw from College without penalty |
|
March 13, 2009 |
Regents' Test for
retesters only - classes in session |
|
March 17, 2009 |
Advising Day/Regents'
Test for new testers - No classes |
|
March 23 - 27, 2009 |
Spring Break (students,
faculty) |
|
March 30 -
April 1, 2009 |
Sophomores
Only - Early Registration for Summer/Fall 2009 |
|
April 2 -
10, 2009 |
All
Students - Early Registration for Summer/Fall 2009 |
|
April 30, 2009 |
Last day of classes |
|
May 4 - 6, 2009 |
Final Examinations |
|
Friday, May 8, 2009 |
Graduation |
|
Friday, May
8, 2009 at 12:00 noon |
Last day to
pay pre-registration fees for Summer 2009 |
Name_____________________________________________ Grade ________
Class___________________________________ Semester ________________
The rubric presented here contains some
common items, both positive
and negative, that professors
regard as contributing to (or distracting from) class
participation.
I will use this sheet to record how
well I see your fulfillment of these expectations. To help you
assess your own behavior, you will write
one too. If there's a question about the participation
grade, we will compare these forms and have a
conversation on these items where we differ significantly in our
judgments.
Classroom participartion
will count 10% of your final grade.
POSITIVE ATTRIBUTES
1. Enters into class discussion
ALMOST
FREQUENTLY
OCCASIONALLY SELDOM
ALMOST
ALWAYS
NEVER
5
4
3
2
1
2. When something is not clear,
asks questions to clarify
ideas
ALMOST
FREQUENTLY
OCCASIONALLY SELDOM
ALMOST
ALWAYS
NEVER
5
4
3
2
1
3. Reads and studies textbook
ALMOST
FREQUENTLY
OCCASIONALLY SELDOM
ALMOST
ALWAYS
NEVER
5
4
3
2
1
4. Takes notes
ALMOST
FREQUENTLY
OCCASIONALLY SELDOM
ALMOST
ALWAYS
NEVER
5
4
3
2
1
5. Has positive attitude
ALMOST
FREQUENTLY
OCCASIONALLY SELDOM
ALMOST
ALWAYS
NEVER
5
4
3
2
1
NEGATIVE ATTRIBUTES
6. Absent
ALMOST
FREQUENTLY
OCCASIONALLY SELDOM
ALMOST
ALWAYS
NEVER
1
2
3
4
5
7. Shows up late
ALMOST
FREQUENTLY
OCCASIONALLY SELDOM
ALMOST
ALWAYS
NEVER
1
2
3
4
5
8. Sleeps in class
ALMOST
FREQUENTLY
OCCASIONALLY SELDOM
ALMOST
ALWAYS
NEVER
1
2
3
4
5
9. Exhibits disruptive behavior
ALMOST
FREQUENTLY
OCCASIONALLY SELDOM
ALMOST
ALWAYS
NEVER
1
2
3
4
5
10. Talks inappropriately (This
includes the use of Text Messaging in class)
ALMOST
FREQUENTLY
OCCASIONALLY SELDOM
ALMOST
ALWAYS
NEVER
1
2
3
4
5
Additional Comments: