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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