PSYC 107H -- INTRODUCTION TO PSYCHOLOGY FALL 2000



PSYC 107H—INTRODUCTION TO PSYCHOLOGY FALL 2005

Instructor: Ludy T. Benjamin, Jr.

Office: Psychology Bldg. 286 (or 284)

Office Hrs.: Tu & Th 8:30-9:30; Tu 2:15-3:15

Other times by appointment

Phone: 845-2540 (office); 693-0066 (home)

E-mail: LTB@psyc.tamu.edu

TEXTS: A textbook will be loaned to you for the semester.

Krakauer, J. (1997). Into the Wild. New York: Anchor Books.

COURSE GOALS: In addition to gaining a solid background in the content of psychology, it is hoped that you will acquire an understanding of the rationale for the scientific study of behavior and an appreciation of both its immense promise and its limitations. One of the important goals of this course is to prepare you to read and judge intelligently the ideas that psychologists, and others who offer explanations of behavior, are attempting to convey. In this course, considerable attention will be devoted to the improvement of your ability to think critically and to write. And much of our class time will be spent in active learning exercises. Above all, it is hoped that this course will convey the excitement of psychology as a discipline that is attempting the most difficult task of understanding the complexities of human behavior. The initial portion of this course will emphasize fundamental research methodologies used in psychology, including some material on basic descriptive and inferential statistics. Major content of the course will focus on the myriad of variables that are involved in the basic processes of human behavior: perception, learning, cognition, and motivation. Other primary topics include biopsychology, human development, personality, psychological assessment, sleep and dreaming, social behavior, and the nature and treatment of abnormal behavior.

YOUR TEXTBOOK: There are probably 40-50 different introductory psychology textbooks in print today. They tend to be encyclopedic in their coverage, cost around $100, and are generally indistinguishable from one another, which is to say, the content from one book to another is quite similar. You will be provided with one of these textbooks, on loan for the semester. It should be returned to me at the end of the semester. Feel free to highlight, underline, or otherwise mark the book in ways that help you study. IMPORTANT: It is your responsibility to read the appropriate chapters in your text that correspond to the course outline in this syllabus. If at any point you are not sure what you should be reading, please bring your book and ask me. A list of terms is provided at the end of this syllabus as a guide for what you should be learning from your book. If some of those names or terms are not covered in your textbook or in lecture, then it is your responsibility to seek that information from other texts. To that end I have placed six different introductory psychology textbooks on 24-hour reserve in the Evans Library for this course. They are located in the reserve area reading room on the 2nd floor of the main Evans Library building.

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ASSIGNMENTS AND EVALUATION POLICIES: You are responsible for knowing all of the terms and ideas listed at the end of this syllabus as well as all materials covered in class in the way of lectures, discussions, and other class exercises. In order to facilitate understanding of the lecture material, you are advised to read the textbook material prior to the classes on those topical areas. There will be three exams in the course. Each exam will be worth 100 points and will be comprised of fifty multiple-choice questions and one essay question. Make-Up exams will not be given except in those cases where you can show proof of a university-recognized excused absence as specified in the Texas A&M University Regulations, 2005-2006. When given, make-up exams will consist entirely of short answer and essay questions. Occasionally an exam may be taken early with the instructor’s approval. The remainder of your grade will be determined by two short papers worth 50 points each (see “Short Papers” section below) and a slightly longer paper worth 100 points.

Total points possible for the course = 500. Listed below are the required minimum scores for each letter designation in the grading system.

A 450 points C 350 points F any score

below 300

B 400 points D 300 points points

SHORT PAPERS: Throughout the semester you will be required to write TWO brief papers on topics assigned to you. These papers are intended both as “learning to write” exercises as well as “writing to learn” exercises. That is, they should help improve your skills as a writer and also improve your understanding of psychology. The nature of these papers will differ and further instructions will be given about each of them.

These short papers should be no more than three pages in length each, not counting references. They should be printed double-spaced on 8 &1/2 x 11 inch paper. I will write directly on the papers so if you want a clean copy you should photocopy the papers before you give them to me.

The papers will be due at the BEGINNING of class (9:35 a.m.) on those days shown on the course outline. Papers turned in after those times will be late and assessed a penalty of minus 5% for each 24-hour period beyond the deadline. You are being given sufficient advance notice for these papers, thus there should be no excuses for late papers. Penalties for late papers are intended to ensure fair treatment for all students.

Short Paper Topics:

1. Design an experiment to determine if taking a nap improves a person’s mood. Describe your experimental design in detail. Identify your independent and dependent variable(s) and operationally define them. What kinds of subjects will you use and how will you select them? What control procedures will you use including some method to reduce experimenter bias? How can you determine if napping actually affects mood? (Due: September 15)

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2. Write a critical analysis of the research and arguments on the controversial topic of repressed memories/false memory syndrome (also called recovered memories). Base your account on psychological research and theory. Your research sources should come from scientific journals and NOT popular literature. (Due: October 13)

FINAL PAPER: The final paper is intended to allow you to apply what you have learned in this course to the analysis of a tragic, real-life story. This paper is based on Jon Krakauer’s book, Into the Wild, which you should be able to find in paperback at most bookstores. The book is about an “idealistic young man, Christopher Johnson McCandless, from a well-to-do family who, after graduating from college, gives away his savings account of $25,000, later abandons his car, and eventually hikes into the wilderness of Alaska. His decomposed body is found months later by a moose hunter.” This compelling story of an all-too-brief life raises more questions than it provides answers. It is a psychological drama of considerable complexity. Your task in this paper is to provide an interpretation of the young man’s behavior, grounded in some psychological theory or principles. Your grade on this paper will largely be determined by the plausibility of your arguments and the data that you provide in support of those arguments. (Limited to a MAXIMUM of 6 double-spaced pages; worth 100 points; due at the beginning of class on December 9).

ATTENDANCE POLICY: Attendance will not be taken in this class and no penalties will be assessed for absences. The decision to attend class rests entirely with the student. Although attendance is not required, examinations will consist of material not covered in the text that is presented in lecture, thus attendance is encouraged. When you come to class I ask that you come on time.

A FEW CLASS RULES: 1) Please be on time; late-comers are frowned upon. 2) Don’t pack up your belongings early; I promise to end class promptly at 10:50. To keep you longer would mean that I would have to charge you extra tuition. 3) Unless you are expecting an emergency phone call, please silence cell phones, pagers, wristwatches, and other devices that might disturb the flow of class. 4) Ours is a classroom of ideas and the free exchange of those ideas. Please be respectful of your fellow students. Know the difference between critical commentary and personal attacks. 5) Did I mention to be on time to class?

MAKING BETTER GRADES: Introductory psychology courses always contain students in their first year of college. Only a small percentage of those are likely to be well-prepared for college courses in terms of study skills and other variables that bear on making good grades. I have placed an 18-page article on reserve in the Texas A&M Library entitled “Study Skills: Gaining Mastery Over Your Coursework.” I recommend that you read that during the first week of class.

STUDENTS WITH DISABILITIES: The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights protection for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring an accommodation, please contact the Department of Student Life, Services for Students with Disabilities in Room 126 of the Koldus Building, or call 845-1637.

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EXAM SCHEDULE AND READING ASSIGNMENTS

CLASS DAYS TOPIC & READING ASSIGNMENTS

Aug 30 Course Introduction

Sept 1 Research Methods & Statistics

Sept 6 Research Methods & Statistics

Sept 8 Research Methods & Statistics

Sept 13 Biopsychology

Sept 15 Biopsychology

Paper on Napping Experiment Due

Sept 20 Sensation and Perception

Sept 22 Sensation and Perception

Sept 27 EXAM I

Sept 29 Sleep and Dreaming

Oct 4 Learning

Oct 6 Learning

Oct 11 Memory

Oct 13 Memory

Paper on Repressed Memory Due

Oct 18 Development

Oct 20 Development

Oct 25 Motivation

Oct 27 EXAM II

Nov 1 Personality

Nov 3 Personality

Nov 8 Psychological Testing

Nov 10 Abnormal Psychology

Nov 15 Abnormal Psychology

Nov 17 Psychological Treatment

Nov 22 Psychological Treatment

Nov 24 HOLIDAY

Nov 29 Social Psychology

Dec 1 EXAM III

Dec 6 What does it all mean? Psychology and Our Future.

Dec 9 Friday: Lunch and discussion of Krakauer Papers at the Faculty Club, Rudder Tower, 11th Floor (12:30-2:30)

Final Paper Due

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*********************IMPORTANT NOTE****************************

All multiple choice exam questions will be based on lectures, discussions, and other in-class activities, as well as the term sheets that follow. If the textbook that you are using does not cover a particular term/concept/theory/name that is included on the term sheet, it is your responsibility to locate that information in another source.

Essay questions will usually cut across chapters, integrating material from multiple subjects. Essay answers will draw on both text and lecture material.

Terms/People/Concepts/Theories You Should Know

INTRODUCTION, HISTORY, RESEARCH METHODS, AND STATISTICS

(Note: Some of this material may be in an appendix in your textbook.)

psychology Wilhelm Wundt

John Watson empiricism

behaviorism psychoanalysis

Sigmund Freud biological approach

behavioral approach cognitive approach

psychoanalytic approach developmental psychology

clinical psychology cognitive psychology

school psychology counseling psychology

social psychology industrial/organizational psych.

experiment hypothesis

theory sample

population independent variable

dependent variable operational definition

experimental group control group

placebo double-blind procedure

randomization case study method

survey method naturalistic observation method (field study)

correlational study ex post facto method (quasi experiment)

descriptive statistics inferential statistics

central tendency measures mode

median mean

variability standard deviation

range frequency distribution

normal distribution skewed distribution

statistical significance

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BIOPSYCHOLOGY

brain spinal cord

neuron dendrite

axon action potential

resting potential depolarization

threshold refractory period

myelin sheath neurotransmitters

all-or-none response endorphins

terminal buttons inhibition/excitation

synapse central nervous system (CNS)

peripheral nervous system autonomic nervous system

parasympathetic system sympathetic system

somatic nervous system brain stem

cerebrum frontal lobes

parietal lobes occipital lobes

temporal lobes motor cortex

sensory cortex association cortex

Broca’s area Wernicke’s area

cerebellum hippocampus

limbic system reticular system

hypothalamus thalamus

amygdala corpus callosum

split brain endocrine system

hormones pituitary gland

SENSATION AND PERCEPTION

senses perception

absolute threshold difference threshold

receptor sensory adaptation

vision cornea

pupil lens

retina rods and cones

bipolar and ganglion cells optic nerve

fovea blind spot

accommodation convergence

acuity summation

color trichromatic color theory

opponent process color theory hue

brightness saturation

color blindness dark adaptation

depth perception monocular cues

binocular cues retinal disparity

interposition (superposition) linear perspective

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aerial perspective texture gradient

convergence visual cortex

audition (hearing) tympanic membrane

ossicles cochlea

basilar membrane hair cells

auditory nerve auditory cortex

place theory of hearing frequency hearing theory

Bekesy’s hearing theory taste receptors

olfactory receptors touch receptors

kinesthesis vestibular sense

perceptual constancy perceptual organization

closure stroboscopic movement

selective attention divided attention

perceptual set (mental set)

SLEEP AND DREAMING

circadian rhythm NREM sleep

REM sleep slow wave sleep (delta sleep)

paradoxical sleep jet lag

sleep deprivation sleep apnea

narcolepsy insomnia

somnambulism (sleep walking) nightmare

latent dream content manifest dream content

lucid dreaming dream

LEARNING

learning classical conditioning (Pavlovian)

conditioned stimulus (CS) unconditioned stimulus (US or UCS)

conditioned response (CR) unconditioned response (UR or UCR)

extinction spontaneous recovery

generalization discrimination

blocking effect contiguity vs. contingency

higher-order conditioning (also called second-order conditioning)

operant conditioning shaping (successive approximations)

reinforcement punishment

primary reinforcer secondary reinforcer

positive reinforcement negative reinforcement

continuous reinforcement partial reinforcement

partial reinforcement effect ratio schedules

interval schedules latent learning

learned helplessness cognitive maps

observational learning (modeling, imitation)

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MEMORY

memory encoding

storage retrieval

sensory memory (sensory register) short-term memory (working memory)

long-term memory

chunking serial position effect

primacy effect recency effect

episodic memory semantic memory

procedural memory explicit memory

implicit memory flashbulb memory

anterograde amnesia retrograde amnesia

recall recognition

retroactive interference proactive interference

repression levels of processing

mnemonic methods Tip of the Tongue phenomenon

state-dependent memory context-dependent memory

eidetic imagery

DEVELOPMENT

development maturation

longitudinal study cross-sectional study

nature-nurture cohort effects

embryo fetus

dizygotic twins monozygotic twins

teratogens fetal alcohol syndrome

cognitive development Jean Piaget

sensory-motor stage preoperational thinking

concrete-operational thinking formal-operational thinking

assimilation accommodation

object permanence egocentrism

reversibility of operations conservation problems

attachment secure attachment

avoidant attachment resistant attachment

stranger anxiety life-span development

temperament

Lawrence Kohlberg’s three levels of moral development

Erik Erikson’s eight stages of social development

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MOTIVATION

motivation drive

homeostasis instinct

drive-reduction intrinsic motivation

extrinsic motivation biological motives

learned motives arousal and performance

hunger hyperphagia

anorexia nervosa bulimia nervosa

set-point hypothesis achievement motivation

Abraham Maslow’s hierarchy of needs

PERSONALITY

personality “Big Five” personality traits

psychoanalytic theory Sigmund Freud

unconscious id

ego superego

defense mechanisms projective testing

external locus of control internal locus of control

self concept self-esteem

MMPI Thematic Apperception Test (TAT)

personality testing approaches Rorschach Inkblot Test

PSYCHOLOGICAL TESTING

validity reliability

standardization norms

objective tests projective tests

intelligence tests personality tests

achievement tests aptitude tests

interest tests trade tests

power tests speed tests

social desirability

ABNORMAL PSYCHOLOGY

abnormal behavior biomedical model

cognitive model behavioral model

psychoanalytic model etiology

symptom syndrome

treatment DSM-IV

hallucination delusion

anxiety disorders phobias

somatoform disorder post-traumatic stress disorder/PTSD

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conversion disorder obsessive-compulsive disorder (OCD)

dissociative disorders dissociative identity disorder

major depression bipolar disorder

mood disorders schizophrenias

personality disorders antisocial personality disorder

seasonal affective disorder (SAD)

TREATMENT OF PSYCHOLOGICAL DISORDERS

psychotherapies psychoanalysis

behavior therapies cognitive therapies

drug therapies psychosurgery

electroconvulsive therapy (ECT) aversive conditioning

systematic desensitization client-centered therapy

family therapy implosive therapy

antipsychotic drugs antidepressant drugs

antianxiety drugs lithium carbonate

SOCIAL PSYCHOLOGY

social psychology attitude

attribution theory fundamental attribution error

person attribution situation attribution

self-serving bias self-fulfilling prophecy

social cognition cognitive dissonance theory

social facilitation deindividuation

stereotype prejudice

discrimination impression formation

group polarization groupthink

group norms

roles prosocial behavior (altruism)

bystander intervention pluralistic ignorance

diffusion of responsibility conformity

obedience Stanley Milgram

Robert Sternberg’s triangular theory of love

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