CurricuWeb - PSYCH 101



Modesto Junior College | |

|PSYCH 101 Course Outline |

|Effective Date: 05/05/2008 |

|Printed On: 9/10/2007 12:58:36 PM |

|I. COURSE OVERVIEW |

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|The following information is what will appear in the MJC 2008-2009 Catalog. |

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|PSYCH 101 - General Psychology           3 Unit(s) |

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|Advisories: Before enrolling in this course, students are strongly advised to meet the eligibility requirements for ENGL 101. |

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|Introduction to the areas, concepts, methods, and facts of the science of psychology as they relate to the understanding of |

|behavior. |

|A-F and CR/NC. Approved for online, hybrid, and telecourse instruction. Applicable to the Associate Degree. Transfer to CSU and |

|UC. MJC-GE - B; CSU-GE - D9; IGETC - 4I. |

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|II. LEARNING CONTEXT |

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|   Given the following learning context, the student who satisfactorily completes this course should be able to achieve the goals|

|specified in section III: Desired Learning. |

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|1. COURSE CONTENT |

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|A. REQUIRED |

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|Psychology's roots, perspectives, and subfields |

|History of discipline |

|Contemporary psychology |

|The scientific method |

|Critical thinking |

|Neuroscience and behavior |

|Neural communication |

|The nervous system |

|The brain |

|The endocrine system |

|Nature and nurture of behavior |

|Behavior genetics |

|Environmental influences |

|Gender issues |

|Human development |

|Prenatal development and the newborn |

|Infancy and childhood |

|Adolescence |

|Adulthood |

|Developmental issues |

|Sensation and perception |

|Vision |

|Other senses |

|Audition |

|Touch |

|Pain |

|Taste |

|Smell |

|Body position |

|Organization of perceptual systems |

|States of consciousness |

|Attention |

|Sleep and dreaming |

|Hypnosis |

|Psychoactive drugs |

|Learning |

|Classical conditioning |

|Operant conditioning |

|Observational learning |

|Memory |

|Encoding |

|Storage |

|Retrieval |

|Memory construction |

|Improving memory |

|Language and intelligence |

|Language development |

|Animal models |

|Intelligence |

|IQ testing |

|Genetic and environmental influences |

|Motivation |

|Motivational concepts |

|Drives and incentives |

|Hierarchy of motives |

|Hunger |

|Sexual motivation |

|Need to belong |

|Achievement motivation |

|Emotion, Stress and Health |

|Theories of emotion |

|Physiology of emotion |

|Expressing emotion |

|Experiencing emotion |

|Stress and health |

|Personality |

|Historic perspectives |

|Contemporary research |

|Psychological disorders |

|Defining and classifying |

|Anxiety disorders |

|Dissociative and personality disorders |

|Mood disorders |

|Schizophrenia |

|Therapy |

|Psychological therapies |

|Group and family therapies |

|Evaluating therapies |

|Biomedical therapies |

|Social Psychology |

|Social thinking |

|Social influence |

|Social relations |

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|2. ENROLLMENT RESTRICTIONS |

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|Advisories: |

|Before enrolling in this course, students are strongly advised to meet the eligibility requirements for ENGL 101.. |

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|3. HOURS OF INSTRUCTION PER TERM |

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|Prorated Hours and Units |

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|TYPE of HOURS |

|TERM HOURS |

|UNITS EARNED |

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|Lecture/Discussion |

|52.5 |

|3 |

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|Total Units Earned: |

|3 |

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|4. TYPICAL METHODS OF INSTRUCTION |

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|Instructors of this course might conduct the course using the following methods: |

|Face-to-face education - |

|Lecture |

|Discussion |

|Videotapes or films |

|Handouts |

|Demonstrations |

|Guest speakers |

|Multimedia presentations |

|Computer simulations |

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|Online Education - |

|Lecture |

|Videoclips |

|Web-based activities |

|Written reports |

|Reading online materials |

|Asynchronous discussion |

|Synchronous chat |

|E-mail |

|Orientation sessions |

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|For this distance-education modality, effective instructor-student contact will be established and/or maintaned as follows: |

|Students will have access to the instructor through e-mail, telephone, office hours, synchronous chat, and online threaded |

|discussion.  Students will also receive written feedback and evaluation of their exams, essays, and discussion postings by the |

|instructor. |

|Hybrid Education - |

|Face-to-face course components include lecture-based presentation of the material and distance education includes examinations, |

|assessments, and research. |

|Methods used to present course material: |

|Face-to-face |

|Lecture |

|Guest speaker |

|Group discussion |

|Videoclips or films |

|Distance education |

|Exams |

|Quizzes |

|Web-based research or activities |

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|Telecourse Education - |

|Videotaped lectures |

|Videotaped demonstrations |

|Written reports |

|Orientation sessions |

|Proctored examinations |

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|For this distance-education modality, effective instructor-student contact will be established and/or maintaned as follows: |

|For a telecourse modality, students will have access to the instructor through e-mail, telephone, office hours, and postal mail |

|correspondence.  Written feedback and evaluation of the students' work will be given by the instructor. |

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|5. TYPICAL ASSIGNMENTS |

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|A. Quality: Assignments require the appropriate level of critical thinking |

|Typical assignments to aid in the development of critical thinking skills: |

|Essays |

|Written analysis of published research reports |

|Example essay prompts and decision-making scenarios: |

|Kathy does not want to become a psychologist because she has no interest in analyzing emotionally disturbed people. Use your |

|knowledge of psychology's subfields and perspectives to expand Kathy's limited understanding of career opportunities for |

|psychologists. |

|Design an experiment to test whether alcohol consumption influences human aggression. Be sure to specify your experimental |

|hypothesis and identify your dependent and independent variables, as well as your experimental and control conditions. Identify |

|any experimental procedures that would help to ensure the validity of your research. |

|Describe how a therapist might use both aversive conditioning and operant conditioning techniques in order to help a client |

|overcome a compulsive smoking habit. |

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|B. Quantity: Hours spent on assignments in addition to hours of instruction (lecture hours) |

|Weekly readings. |

|Exam preparations through study guides, questions, practice quizzes, reviewing notes, and completion of projects. |

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|6. TEXTS AND OTHER READINGS |

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|A.Required Texts: Exploring Psychology, 7 Edition, Myers, 2008 |

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|B. Other reading material: |

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|III. DESIRED LEARNING |

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|A. COURSE GOAL |

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|As a result of satisfactory completion of this course, the student should be prepared to: |

|describe and discuss the scientific study of behavior and mental processes by applying basic research methodologies to the |

|following areas: brain function, human development, states of consciousness, learning and memory, emotion, personality, |

|psychological disorders and their treatment, and social influences on individual and group behavior.  The student will satisfy a |

|transfer requirement for the Psychology major as well as the meeting the behavioral and social sciences requirement for the |

|Associate of Arts degree. |

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|B. STUDENT LEARNING GOALS |

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|Mastery of the following learning goals will enable the student to achieve the overall course goal. |

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|REQUIRED LEARNING GOALS |

|Upon satisfactory completion of this course, the student will be able to: |

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|Describe and discuss the history, perspectives, and subfields of psychology. |

|Identify, evaluate, and apply the basic research methods used by psychological scientists. |

|Differentiate the basic functions of the nervous system as applied to human behavior. |

|Explain the interaction of nature and nurture in shaping behavior. |

|Describe and compare the stages of human development from birth to late adulthood. |

|Discuss and evaluate different states of consciousness. |

|Identify and contrast methods of associative, operant, and observational learning. |

|Explain basic memory processes and techniques for improving memory. |

|Compare and contrast theories of emotion and personality. |

|Classify and explain the causes and symptoms of psychological disorders. |

|Describe and apply different therapeutic approaches in the treatment of psychological disorders. |

|Evaluate the role of social thinking, influence, and relations in individual and group behavior. |

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|IV. METHODS OF MEASURING STUDENT PROGRESS |

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|A. FORMATIVE ASSESSMENT: |

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|Objective quizzes and exams  |

|Essays and other analytical assignments  |

|Student projects, such as experiments |

|Oral presentations |

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|B. SUMMATIVE ASSESSMENT: |

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|Objective final exams  |

|Final oral presentations  |

|Research or term papers  |

|Written analysis of published research reports in Psychology |

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