Psychology 1101 Introduction to Psychology

Instructor: Professor Israel, ABD

Tuesday-Thursday Classes-Fall 2009

 

Instructor: Professor Israel

                    Gordon College

                   jisrael@gdn.edu

 

Course Description: Introduction to Psychology provides a broad survey of the major topics in psychology including research methodology, biological and social factors influencing behavior, development, learning, memory, personality and abnormal psychology.

 

     Psychology is the art and science of studying why people do, think, and feel, what they do, think, and feel. Some of what you will learn may seem like ‘common sense’ or at the very least familiar to you because you will be learning about topics that you can relate to. However, one of the most important things you will learn is that some of what we believe to be ‘common sense’ is not true at all, and that even common sense principles should be evaluated scientifically. You will learn about psychology from several different viewpoints; psychology as an academic science; psychology in life (yours); and psychology in the larger, global world. All course assignments and materials are designed to bring psychology to you from these different perspectives.

 

     You may be entering this course thinking it will be ‘easy,’ interesting, and maybe fun. Well, you’re right about the last two, but not the first. A survey course like ours covers a great deal of material and contrary to all of your motions about what psychology is, much of it is challenging. Each of your chapters in the text is actually its own specialty area in psychology and psychologists and researchers will spend their entire working lives on one area. So there is a lot of material to cover and you will get a ‘taste’ of each major area in psychology. Personal values, memories, and reflections are an important part of learning about psychology. However, you will learn that understanding the material cannot just be done from a personal perspective. You must also learn the material from a scientific point of view so we will work together in developing your critical thinking and writing skills.

 

     Ultimately, this course is about you and others. With this in mind, it is my goal to help you better understand yourself so that you can better understand others and incorporate this knowledge into your current and future relational and vocational choices. Let us honor one another as we undertake our learning journey into self and other awareness.

 

Textbook: Myers, David. (2008). Exploring psychology in modules (7th Ed.). NY: Worth.

 

Syllabus: This syllabus is our contract. It clearly states your obligations to me and mine to you. Attendance in class beyond the first day indicates to me that you are making a commitment to learning at your highest level of participation and cooperation. It is my task to assist you in upholding this commitment to yourself.

 

Course Expectations: Students must…

  1. Be able to read and comprehend basic college level material, complete homework assignments that apply the material presented in class, and participate in class discussion in an open and respectful way. Perfection is not expected; I am here to assist you in your learning. We learn as we go, together.
  2. Attend all class sessions, arriving on time and prepared to learn. I expect students to stay for the entire length of class, and come with a positive attitude, ready to participate in in-class exercises. Any absence is an absence. You cannot participate in class discussions if you aren’t in the class. As this is college and you are an adult, I do not provide lecture notes or handouts to students who miss class. Record your scores for homework and exams as I do not carry this data with me to class. Students will sign in at each class session to verify attendance.
  3. Read the textbook as indicated on the Course Map. Readings should be done prior to attending the class sessions. Lectures and activities are designed to enhance readings; students should not expect lectures to substitute for readings. Be prepared to discuss the readings and share your views about the materials presented in the lectures, during activities, and in the textbook.
  4. Complete all assignments on time and as directed. No late work is accepted so plan your daily and weekly scheduled ahead of time and accordingly.
  5. Show respect for the class. Turn off cell phones during class time and eat before coming to class. If a cell phone goes off in class you will be asked to leave and therefore will be at risk for losing class discussion points/ quiz points, etc. An unrelated private conversation or sleeping during class is disruptive to the teaching/learning process-please conduct these conversations and behaviors outside the class.
  6. Practice Academic Honesty. Plagiarism Warning: Plagiarism and cheating are not tolerated in collegiate level classes. Cheating includes the actual giving or receiving of any unauthorized aid or assistance or the actual giving or receiving of any unfair advantage on any form of academic work or attempts thereof. The student will be given a zero for that assignment or exam followed by an interview to discuss this behavior. Please refer to the Gordon College Student Code of Conduct which is found online at http://www.gdn.edu/admissions/catalog/section/student_conduct_code/pdf#code.
  7. Students with disabilities who have or may need accommodation letters are encouraged to see the Office of Disability services as soon as possible to ensure that accommodations are implemented in a timely manner.
  8. Students are required to keep track of their own grades and in the event of an absence are responsible for getting lecture notes from a classmate. Students must be present for each examination. If a student is ill and a note is received from the student’s PCP physician, an exam can be made up during Finals Week at the end of the semester.
  9. Check your Gordon College email frequently. It is the most efficient way for me to communicate with the class. In the rare event that I must miss a class due to illness, I will know the night before or very early that morning and I will email the entire class. I do not respond to emails from an address other than Gordon College. As an opportunity to practice email etiquette, make sure that all emails to Gordon College professors begin with a greeting and are signed with a ‘thank you’ and the student’s name.
  10.  Understand that your psychology instructor is not here to provide learning that is entertaining. My task is to help you learn how to learn so that you can understand the course content and make application of the content in your daily living. The collegiate experience is a new endeavor for most of you and therefore requires you to pay attention, ask questions, be prepared for class and take effective class notes.

 

Course Objectives:

As a result of completing this course the student will be able to

1. Explain the differences and similarities between the psychodynamic, behavioral, cognitive, humanistic, socio-cultural, biological and transpersonal perspectives as well as the current perspective on the relative influences of heredity and environment on human behavior.

2. Describe, compare and provide examples for each of the major research methods used in psychology, including strengths, limitations, and key terminology associated with each, including how descript statistics are used to analyze data.

3. Identify ethical issues in psychology.

4. Describe in detail the functioning of the nervous system, including the divisions of the nervous system and their functions, the major structures of the brain and their functions, the types and parts of the neuron, the process of neurotransmission, the role and functions of the major neurotransmitters.

5. List and define the elements of the hormonal and endocrine system that impact communication between the human body and brain.

6. Define learning and describe identify, compare and contrast the major features and principles of operant conditioning, classical conditioning and social learning.

7. Describe the major theories of memory, including factors that contribute to the retention, retrieval, and forgetting of information.

8. Describe the social psychological findings regarding: conformity, obedience, diffusion or responsibility, groupthink, social loafing, prejudice, stereotyping, and discrimination.

9. Describe relevant theories and research on prenatal and peri-natal development and psychology, temperament, child, adolescent and adult development and aging and compare, contrast, and evaluate the viewpoints of major developmental theorists including the following:

McCardy-prenatal and perinatal theory

Freud-psychoanalytical

Erikson-psychosocial

Harlow & Ainsworth-attachment theory

Piaget-cognitive theory

Kohlberg & Gilligan-moral reasoning

10. Outline the basic principles of psychoanalytic, humanistic, cognitive-behavioral, biological and trait theories of personality. Compare and contrast these theories.

11. Identify what determines health-related behavior and evaluate the inter-relatedness of psychological process, stress, and physical illness.

12. Articulate various stress management approaches for health maintenance.

13. Compare and contrast various criteria that can be used to identify a person’s behavior as ‘abnormal.’ Describe the current classification system and its strengths and weaknesses.

14. Compare and contrast the major theories on the etiology of psychological disorders, including psychoanalytic, behavioral, cognitive, humanistic, biological, socio-cultural and transpersonal.

15. List the major characteristics of 1) anxiety disorders, 2) mood disorders, 3) dissociative disorders, 4) schizophrenic disorders. Identify the specific disorders that are grouped in each class.

16. Identify the major theorists and goals associated with the newer schools of positive psychology and transpersonal psychology.

 

 

Methods of Evaluation: All exams, including the cumulative final, are multiple choice and short answer in nature and are completed on a scantron and supplied note paper. They are timed, begin at the start of class and must be completed in the allotted time. If you are absent due to illness with a medical doctor’s note, the missed exam will be made up during Finals Week along with other final exams. Once an exam begins, late comers will not be allowed to enter the classroom and take the exam. Tardiness is rude and disruptive to the testing process. Bring your own pencils to take exams. Plan!!

Four (4) exams are worth 15% each for 60%, the cumulative final exam is worth 15%, the combined projects are worth 15% and homework worth 10%. Homework assignments are given in class and are due the next class period.

 

            90-100 = A

            80-89.99 = B

            70-79.99 = C

            60-69.99 = D

            Less than 60 = F

 

Projects:

                                                “PowerPoint Presentation”

Create a PowerPoint presentation listing the five following theorists, the key elements of their theories and their possible responses to the man in the following scenario.

 

     You are a psychologist seeing a client who gets extremely anxious whenever he is near a woman with red hair like his mother’s. Explain his feelings to him as Freud, Erikson, Skinner, Rogers and Maslow would.

 

Bring a copy of the PowerPoint presentation in disc form to be given to instructor after the presentation. Dress appropriately and exhibit professional behaviors during the presentation. Do not ‘read’ your PowerPoint to the class. Research on the internet how to best present presentations using Powerpoints. (i.e.: no more than six lines of data per slide and no more than six words per line; use creativity, etc.) Must be present in class to make the presentation. Worth 10%. To be presented in class on 11/24 and 12/1.

                                        

 

 

                                                 “Create a Brochure”

Act as if you are a helping care professional at a new health center here on campus. You are aware that students are inconsistent in their use of birth control or use nothing even though they are sexually active. Design a 2-sided, tri-fold educational brochure which provides information to improve birth control on our campus. Worth 5%. Due on or before 10/29.

 

 

 

 

                                             Course Map of Learning Units

 

Unit 1: Introduction to Class                      8/18, 8/20

           How to Study and Manage Life Events in College

            Online dictionary: http://www.dictionary.com

            Psych Web Resources: http://www.psywww.com.index.html

            American Psychological Association: http://www.apa.org

            http://www.internet4classrooms.com/on-line_powerpoint.htm

            http://www.cyberbee.com/powerpoint.html

 

Unit 2: History and Systems of Psychology                    8/25

            Resources: Module 1;

            All about Psychology: www.psychspot.net

            http://psych.athabascau.ca/html/aupr/history.html

 

Unit 3: Types of Research Used in Psychology             8/28

            Resources: Module 2

            Methods in Behavioral Research: http://www.methods/fullerton.edu

            How make your own surveys: www.surveymonkey.com

 

Unit 4: Physiological Psychology                         9/1, 9/3, 9/8

            Resources: Modules 3-6

            http://psych.hanover.edu/KRantz/neurotut.html

            http://www.med.harvard.edu/AANLIB/home.html

 

                - - - - - - - - - - - - EXAM ONE- - - - - - - - - - - -                              9/10

 

Unit 5: Developmental Psychology                      9/15, 9/17, 9/22                                            

            Prenatal and Perinatal Psychology

            Resources: www.birthpsych.com

            Child and Adolescent Psychology

            Resources: Modules 7-9

            Erik Erikson: http://www.ship.edu/~cgboeree/erikson.html

            Abraham Maslow: http://psychclassics.yorku.ca/Maslow/motivation.htm

            Dr. Bartholomew’s Attachment Page: http://web.uccs.edu/ahanisch/introduc.htm

            Theories of Development: http://classweb.gmu.edu/awinsler/ordp/theory.html

            Attachment: http://www.psychology.sunysb.edu/attachment

            Child and Human Development: http://www.nich.nih.gove/publications

            Attachment Theory:             http://www.psychology.sunysb.edu/attachment/online/online_index.html

            Adulthood and Aging

            Resources: Module 10

            The Johari Window: A Graphic Model of Awareness in Interpersonal Relations:

            http://www.12manage.com/methods_luft_ingham_johari_window.html

 

                     - - - - - - - - - - - EXAM TWO- - - - - -   9/24

 

Unit 6: Learning                   9/29, 10/1

            Resources: Modules 18-20

 

Unit 7: Memory                     10/6, 10/8

            Resources: Modules 21 & 22

 

                      - - - - - - - - - FALL BREAK- - - - - -     10/13 No class. J

 

Unit 8: Health Psychology             10/15, 10/20

            Resources: Modules 31 & 32

 

                 - - - - - - - - - - - EXAM THREE- - - - - - - - -    10/22

 

Unit 9: Personality Psychology                 10/27, 10/29             

            Resources: Modules 33-35

            Online Personality Tests: http://www.outofservice.com/bigfive

            Assessment of Self Concept:        http://chiron.valdosta.edu/whuitt/files/selfconcept.html

            Tests: http://www.yourpersonality.net

 

Unit 10: Positive Psychology & Transpersonal Psychology                11/3

            Signature Strengths: www.authentichappiness.com

            Video:

             http://www.npr.org/templates/story/story.php?storyId=5295168

 

Unit 11: Abnormal Psychology- Psychological Dis-orders and Dis-orders of Living and their Treatment                        11/5, 11/10               

            Resources: Modules 36-42

            Mental Help Net: http://www.mentalhelp.net/

            National Mental Health Association: www.nmhi.org

            Psychiatry Online including DSM: http://www.psychiatryonline.com/

 

Unit 12: Social Psychology                        11/12, 11/17

            Resources: Modules 43-45;

            The Social Psychology Network: http://www.socialpsychology.org

            The Milgram Experiment: http://www.new-life.net/milgram.htm

            The Stanford Prison Experiment: http://www.prisonexp.org

 

                - - - - - - - - - - - - -EXAM FOUR- - - - - - - - - - -     11/19

 

Unit 13: Presentations                    11/24, 12/1 (No class on 11/16-Thanksgiving Holiday)

 

                     - - - -Review for Cumulative Final exam- - - - - - -    12/3

 

           - - - - - - - - - - - - FINAL EXAM- - - - - - - - - - -    12/8

                                                       2:00 class = 12:30-2:30 p.m.

                                                                   3:30 class = 2:45-4:45 p.m.

 

 

Note: This course map is subject to change depending upon the needs of the class. Students are responsible for keeping up with possible course map changes.