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PSYC 102 PSYCHOLOGY FOR EVERYDAY LIVINGSTUDY GUIDEPSYC 102PSYCHOLOGY FOR EVERYDAY LIVINGSTUDY GUIDEFor Undergraduates Level 1002014/15 – 2016/17 Academic YearDr. Paul Narh Doku, Department of Psychology, University of Ghana AcknowledgementsMany thanks to the Mr. Ampah Kwame Valentine, the Teaching Assistant who played a critical role in the development and editing of this study guide and the development of the course slides and presentation of the course module on the University of Ghana Sakai Learning Management System. CONTENTS TOC \h \z \t "Heading 1,2,Heading 2,3,Heading 3,4,Title,1" COURSE DESCRIPTION PAGEREF _Toc402155085 \h 51.COURSE WEBSITE PAGEREF _Toc402155086 \h 52.INSTRUCTORS PAGEREF _Toc402155087 \h 53.Support Contact Information PAGEREF _Toc402155088 \h 55.PROBLEM-BASED LEARNING APPROACH PAGEREF _Toc402155089 \h 67.LEARNING OUTCOMES PAGEREF _Toc402155090 \h 77.1KNOWLEDGE PAGEREF _Toc402155091 \h 77.2SKILLS PAGEREF _Toc402155092 \h 77.3COMPETENCE PAGEREF _Toc402155093 \h 78.ASSESSMENT PAGEREF _Toc402155094 \h 88.1Individual Assignments PAGEREF _Toc402155095 \h 88.2Group Term Paper PAGEREF _Toc402155096 \h 89.RECOMMENDED TEXT PAGEREF _Toc402155097 \h 8DETAILED CLASS SCHEDULE PAGEREF _Toc402155098 \h 910.SCHEDULE OF SESSIONS PAGEREF _Toc402155099 \h 911.SESSION 0 – INTRODUCTION TO PSYC 102 PAGEREF _Toc402155100 \h 911.1Overview PAGEREF _Toc402155101 \h 911.2Goals and Objectives PAGEREF _Toc402155102 \h 911.3Activities and Assignments PAGEREF _Toc402155103 \h 912.SESSION 1 – PSYCHOLOGY OF LEARNING-PART 1 PAGEREF _Toc402155104 \h 1012.1Overview PAGEREF _Toc402155105 \h 1012.2Goals and Objectives PAGEREF _Toc402155106 \h 1012.3Activities and Assignments PAGEREF _Toc402155107 \h 1013.SESSION 2 – PSYCHOLOGY OF LEARNING-PART 11 PAGEREF _Toc402155108 \h 1013.1Overview PAGEREF _Toc402155109 \h 1013.2Goals and Objectives PAGEREF _Toc402155110 \h 1013.3Activities and Assignments PAGEREF _Toc402155111 \h 1014.SESSION 3 – PSYCHOLOGY OF MEMORY-PART 1 PAGEREF _Toc402155112 \h 1114.1Overview PAGEREF _Toc402155113 \h 1114.2Goals and Objectives PAGEREF _Toc402155114 \h 1114.3Activities and Assignments PAGEREF _Toc402155115 \h 1115.SESSION 4 – PSYCHOLOGY OF MEMORY-PART 11 PAGEREF _Toc402155116 \h 1115.1Overview PAGEREF _Toc402155117 \h 1115.2Goals and Objectives PAGEREF _Toc402155118 \h 1115.3Activities and Assignments PAGEREF _Toc402155119 \h 1216.SESSION 5 – SOCIAL PSYCHOLOGY -PART 1 PAGEREF _Toc402155120 \h 1216.1Overview PAGEREF _Toc402155121 \h 1216.2Goals and Objectives PAGEREF _Toc402155122 \h 1216.3Activities and Assignments PAGEREF _Toc402155123 \h 1217.SESSION 6– SOCIAL PSYCHOLOGY -PART 11 PAGEREF _Toc402155124 \h 1217.1Overview PAGEREF _Toc402155125 \h 1217.2Goals and Objectives PAGEREF _Toc402155126 \h 1217.3Activities and Assignments PAGEREF _Toc402155127 \h 1318.SESSION 7 – DEVELOPMENTAL PSYCHOLOGY-PART 1 PAGEREF _Toc402155128 \h 1318.1Overview PAGEREF _Toc402155129 \h 1318.2Goals and Objectives PAGEREF _Toc402155130 \h 1318.3Activities and Assignments PAGEREF _Toc402155131 \h 1319.SESSION 8 – DEVELOPMENTAL PSYCHOLOGY-PART 11 PAGEREF _Toc402155132 \h 1419.1Overview PAGEREF _Toc402155133 \h 1419.2Goals and Objectives PAGEREF _Toc402155134 \h 1419.3Activities and Assignments PAGEREF _Toc402155135 \h 1420.SESSION 9 – EMOTIONS PAGEREF _Toc402155136 \h 1420.1Overview PAGEREF _Toc402155137 \h 1420.2Goals and Objectives PAGEREF _Toc402155138 \h 1420.3Activities and Assignments PAGEREF _Toc402155139 \h 1521.SESSION 10 – MOTIVATION- PART 1 PAGEREF _Toc402155140 \h 1621.1Overview PAGEREF _Toc402155141 \h 1621.2Goals and Objectives PAGEREF _Toc402155142 \h 1621.3Activities and Assignments PAGEREF _Toc402155143 \h 1622.SESSION 11 – MOTIVATION- PART 11 PAGEREF _Toc402155144 \h 1622.1Overview PAGEREF _Toc402155145 \h 1622.2Goals and Objectives PAGEREF _Toc402155146 \h 1622.3Activities and Assignments PAGEREF _Toc402155147 \h 1623.SESSION 12 – HEALTH PSYCHOLOGY PAGEREF _Toc402155148 \h 1723.1Overview PAGEREF _Toc402155149 \h 1723.2Goals and Objectives PAGEREF _Toc402155150 \h 1723.3Activities and Assignments PAGEREF _Toc402155151 \h 17APPENDIX A PAGEREF _Toc402155164 \h 19COURSE DESCRIPTION COURSE WEBSITE. Paul Narh DokuDept. of PsychologyUniversity of Ghana P. O. Box LG 84Legon, AccraEmail: pndoku@ug.edu.ghSupport Contact InformationSchool of Continuing and Distance EducationUniversity of Ghana P. O. Box XXXXXXXLegon, AccraPhone: XXXXXXXXXEmail: XXXXXXXXXXXXOVERVIEWPsychology is the study of cognitions, emotions, and behavior. Practitioner-psychologists work with individuals, couples, families, and small groups to help them feel less depressed, less anxious, become more productive or motivated, and overcome issues which prevent them from living up to their potential. In this course you will learn how to apply psychology to everyday human behaviour in general and how psychological issues and principles can be applied to enhance human life. You will be expected to apply the principles and theories you will learn to everyday phenomena. The core essence of this course is not to try to make you an expert in psychology but rather, to let you appreciate the usefulness of psychological principles and theories, and how they can be applied to your daily life.PROBLEM-BASED LEARNING APPROACHProblem-based learning (PBL) is a student-centered pedagogy in which students learn about a subject through the experience of problem solving. The goals of PBL are to help the students develop flexible knowledge, effective problem solving skills, self-directed learning, effective collaboration skills and intrinsic motivation. This course will use a problem-based learning approach. Working in groups, students identify what they already know, what they need to know, and how and where to access new information that may lead to resolution of the problem. The role of the instructor/lecturer/tutor is to facilitate learning by supporting, guiding, and monitoring the learning process. The tutor will help build students' confidence to take on the problem, and encourage the students, while also stretching their understanding.COURSE FORMATThe course content will be delivered online through the SAKAI Learning Management System (Sakai LMS). The Sakai LMS will be used to deliver Video Lecture SessionsSession Slides Session Reading MaterialsTutorials at your designated CenterAssessments – Tests, Quizzes and Assignments (including a Problem-based Term Paper)Group activities – Discussions and Presentations Announcements will be posted to the course website and/email accordingly. It is the responsibility of students to check on announcements made in class, on the Course Website, and through email.LEARNING OUTCOMESThe learning outcomes for the course are outlined along three strands: knowledge, skills and outcomes. KNOWLEDGEUpon successful completion of this course, students will be able to identify, describe, and communicate the major concepts, theoretical perspectives, empirical findings, and historical trends in psychology. Specifically, students must have knowledge on; Ethical issues in psychological research and professional practiceThe practical applications of the principles of various learning theoriesThe structure and working of the human memoryThe reasons why forgetting occurs in humansHow the improve the human memory retentionThe influences that groups have on the individualsThe interplay between our biological make up, psychological, social and environmental factors and health behavioursThe changes that take place in us from conception to deathSKILLSUpon successful completion of this course, students must be able to………Critical Thinking Skills in Psychology – Students will be able to use critical and creative thinking, skeptical inquiry, and a scientific approach to address issues related to behavior and mental processes.Application of Psychology – Students will be able to apply psychological principles to individual, interpersonal, group, and societal issues.Application of Psychology – Students will be able to apply psychological principles of various learning theories in advertising, marketing and in business organizations.Application of Psychology – Students will be able to apply psychological principles to enhance their memory retention and performance.Values in Psychology – Students will value empirical evidence, tolerate ambiguity, act ethically, and recognize their role and responsibility as a member of societyCommunicate term project results and processes in a coherent, structured, and understandable manner, both in writing, verbally and PETENCEStudent should in the future be able toAppreciate the researches upon which the knowledge of human thought and behaviorare basedDevelop critical thinking skillsBecome a cautious and analytical consumer of information that is proclaimed to beScientific or based on researchEngage in a dialogue on research gaps in which a basic knowledge of research is assumed. Optimize own participation in a group-based project and make a joint presentation of the project results.Have a greater understanding and accepting of him/herself and othersDescribe and apply psychological theories and principles in some areas of his/her lifeASSESSMENTThe assessment for this course has been designed to help all students to maximize their individual and group/team learning opportunities. A summary of the assessment tasks is provided below.ITEMFORM OF ASSESSMENTDELIVEREDMARKSIndividual AssignmentsMultiple Choice Questions (MCQs)Short EssaysTerm Paper/PresentationAlongside Sessions20%Reading ResponsesEssayAlongside Sessions10%Written ExaminationSemester ExaminationEnd of semester70%Total 100%Individual AssignmentsIndividual assignments will be provided at end of sessions. These assignments may be in the form of Multiple Choice Questions (MCQs), Short Essays and/or a Term paper or presentation. Deadlines will be provided for each assignment with respect to scheduling of the sessions. Group Assignment – A list of topics for the various groups the further instructions are provided in Appendix A to complete the Group Term PaperSubmission Guidelines: Each Group Term Paper should be presented with a cover page which should state out the title of the topic and also outline the name, index number and email address of the students in the group. The paper should be single-spaced, font-size 12, at least 3 pages, and in Times New Roman. Submit online through Sakai LMS by the end of the 10th Week.Each assignment, therefore, should be carefully edited for grammar, typos, and/or spelling mistakes. Appropriate citations should be provided using the American Psychological Association (APA) format. The following website offers information about writing and formatting papers in the APA style including general format, reference of the works of others in your texts, reference list, examples, notes, and additional resources: ResponsesEach student is required to submit on a weekly basis a reading response. Starting from the third week or session of class, you will submit a short reading response every week. This is a summary of what was covered in the week – the materials read, lecture slides watched/studied, etc. These responses will be graded pass/fail. There are ten responses, but you are allowed to skip or fail one of them without penalty (you only need to pass 9 of them). Details will be discussed in Sakai.RECOMMENDED TEXT Pastorino, E., and Doyle-Portillo, S. (2006). What is psychology? Thompson wadsworthWeiten, W. (2007). Psychology: Themes & variations (7thed).Nairne, S. J. (2014). Psychology (6th ed). Wadsworth, Cengage learningCoon, D. and Mitterer, O. J (2012). Psychology: modules for active learning (13th ed). Cengage learningKalat, W. J. (2014). Introduction to psychology (10th ed). Wadsworth, Cengage learningBernstein, A. D. (2014). Essentials of psychology (6th ed). Wadsworth, Cengage learningCoon, D. and Mitterer, O. J (2013). Introduction to Psychology (13th ed). Wadsworth Cengage learningFeldman, S. R, Collins, J. E. and Green, M. J (2005). Essentials of understanding psychology (2nd ed). McGraw-Hill RyersonKosslyn, M. S, and Rosenberg, R. (2006). Psychology in context. PearsonWeiten, W. (2009). Psychology: Themes and variations (8th ed). cengage learningRelevant session notes will be provided for each sessionDETAILED CLASS SCHEDULEThe course is organized into 13 SESSIONS along the following lines: (1) Overview; (2) Goals and Objectives; and (3) Activities and Assignments. SCHEDULE OF SESSIONSWeekSession1Sessions 0 2Session 13Sessions 24Sessions 3 5Session 46Session 57Session 68Session 79Session 810Session 911Session 1012Session 1113Session 12SESSION 0 – INTRODUCTION TO PSYC 102OverviewIntroductions and orientation to the use of the Sakai Learning Management System (LMS) and the available tools for the course.Goals and ObjectivesAt the end of the session, the student will Understand the subject matter of this course – Psychology for everyday living and how the course is organized Become familiar with the tools in the Sakai LMS to be used in the course. Do self-introductions and discuss the expectations for the course in the Chat RoomActivities and AssignmentsThis week, complete the following tasks:Log onto the UG Sakai LMS course site: the Video for Session 1 - Course IntroductionVisit the Chat Room and introduce yourself while discussing expectations for the courseExplore the online tools available in Sakai. SESSION 1 – PSYCHOLOGY OF LEARNING IOverview Learning plays a critical role in our lives. This session introduces learners to the principles of learning and behavior by surveying relevant theoretical and empirical approaches within learning psychology. The following topics will be reviewed: Meaning and scope of learning, classical conditioning and its practical applications, operant conditioning and its applications, observational learning and its applications, cognitive learning and its applications, transfer of learning and the factors that affect transfer of learning. Understanding these learning theories and principles is an integral part of psychology and other domains of human behavior, such as marketing, sports, health, education and relationships.Goals and ObjectivesAt the end of the session, the student willExplain learning is and contrast it from what cannot count as learning.Identify the various types of learning theoriesExplain the applications of the principles of classical conditioning in our everyday livingExplain the applications of the principles of operant conditioning in our everyday livingExplain the applications of the principles of observational conditioning in our everyday livingExplain the applications of the principles of cognitive conditioning in our everyday livingExplain the factors that affect the transfer of learningActivities and AssignmentsThis week, complete the following tasks:Log onto the UG Sakai LMS course site: the pages indicated for each of the following Recommended Text:Coon, D. and Mitterer, O. J (2013). Introduction to Psychology (13th ed). Wadsworth Cengage learning. Pp. 206-232Feldman, S. R, Collins, J. E. and Green, M. J (2005). Essentials of understanding psychology (2nd ed). McGraw-Hill Ryerson. pp. 154-179Kosslyn, M. S, and Rosenberg, R. (2006). Psychology in context. pearson. Pp. 235-271Weiten, W. (2009). Psychology: Themes and variations (8th ed). cengage learning. Pp. 232-259Watch the Videos for Session 1 – PSYCHOLOGY OF LEARNING-PART 1Review Lecture Slides: Session 1 – PSYCHOLOGY OF LEARNING-PART 1Visit the Chat Room and discuss the Forum question for Session 1Complete the Individual Assignment for Session 1Complete the Reading Responses for Session 1 SESSION 2 – PSYCHOLOGY OF LEARNING IIOverview Learning plays a critical role in our lives. This session introduces learners to the principles of learning and behavior by surveying relevant theoretical and empirical approaches within learning psychology. The following topics will be reviewed: Meaning and scope of learning, classical conditioning and its practical applications, operant conditioning and its applications, observational learning and its applications, cognitive learning and its applications, transfer of learning and the factors that affect transfer of learning. Understanding these learning theories and principles is an integral part of psychology and other domains of human behavior, such as marketing, sports, health, education and relationships.Goals and ObjectivesAt the end of the session, the student willExplain learning is and contrast it from what cannot count as learning.Identify the various types of learning theoriesExplain the applications of the principles of classical conditioning in our everyday livingExplain the applications of the principles of operant conditioning in our everyday livingExplain the applications of the principles of observational conditioning in our everyday livingExplain the applications of the principles of cognitive conditioning in our everyday livingExplain the factors that affect the transfer of learningActivities and AssignmentsThis week, complete the following tasks:Log onto the UG Sakai LMS course site: the pages indicated for each of the following Recommended Text:Coon, D. and Mitterer, O. J (2013). Introduction to Psychology (13th ed). Wadsworth Cengage learning. Pp. 206-232Feldman, S. R, Collins, J. E. and Green, M. J (2005). Essentials of understanding psychology (2nd ed). McGraw-Hill Ryerson. pp. 154-179Kosslyn, M. S, and Rosenberg, R. (2006). Psychology in context. pearson. Pp. 235-271Weiten, W. (2009). Psychology: Themes and variations (8th ed). cengage learning. Pp. 232-259Watch the Videos for Session 2 – PSYCHOLOGY OF LEARNING-PART 11Review Lecture Slides: Session 2 – PSYCHOLOGY OF LEARNING-PART 11Visit the Chat Room and discuss the Forum question for Session 2Complete the Individual Assignment for Session 2Complete the Reading Responses for Session 2SESSION 3 – PSYCHOLOGY OF MEMORYOverview While we might take?memory?for granted, it is actually a complex process that allows us to learn and recall vast amounts of information every moment of every day. Memory is the term given to the?structures?and?processes?involved in the storage and subsequent retrieval of information. Memory is essential to all our lives. Without a memory of the past we cannot operate in the present or think about the past or plan for the future.? Without memory we could not learn anything. This session will introduce you to the three stages of the human memory, the distinction between the human memory and computers, how information is processed in the memory system, how information is retrieved from the memory system, reasons why forgetting occurs and how to enhance the human memory.Goals and ObjectivesAt the end of the session, the student willBe able to draw a clear distinction between the human memory and a computer.Be able to explain the three stages of memory and highlight the features of each.Explain the reasons why forgetting occurs in humansExplain how human retrieval is measuredDistinguish between the two types of memory loss (amnesia)Explain how information is processed in through the three memory stagesIdentify and explain various ways by which our memory can be improvedActivities and AssignmentsThis week, complete the following tasks:Log onto the UG Sakai LMS course site: the pages indicated for each of the following Recommended Text:Coon, D. and Mitterer, O. J (2013). Introduction to Psychology (13th ed). Wadsworth Cengage learning. Pp. 241-268Feldman, S. R, Collins, J. E. and Green, M. J (2005). Essentials of understanding psychology (2nd ed). McGraw-Hill Ryerson. pp. 187-212Kosslyn, M. S, and Rosenberg, R. (2006). Psychology in context. pearson. Pp. 278-315Weiten, W. (2009). Psychology: Themes and variations (8th ed). cengage learning. Pp. 277-305Watch the Videos for Session 3 – PSYCHOLOGY OF MEMORYReview Lecture Slides: Session 3 – PSYCHOLOGY OF MEMORYVisit the Chat Room and discuss the Forum question for Session 3 Complete the Individual Assignment for Session 3Complete the Reading Responses for Session 3SESSION 4 – PSYCHOLOGY OF MEMORY- PART 11Overview While we might take?memory?for granted, it is actually a complex process that allows us to learn and recall vast amounts of information every moment of every day. Memory is the term given to the?structures?and?processes?involved in the storage and subsequent retrieval of information. Memory is essential to all our lives. Without a memory of the past we cannot operate in the present or think about the past or plan for the future.? Without memory we could not learn anything. This session will introduce you to the three stages of the human memory, the distinction between the human memory and computers, how information is processed in the memory system, how information is retrieved from the memory system, reasons why forgetting occurs and how to enhance the human memory.Goals and ObjectivesAt the end of the session, the student willBe able to draw a clear distinction between the human memory and a computer.Be able to explain the three stages of memory and highlight the features of each.Explain the reasons why forgetting occurs in humansExplain how human retrieval is measuredDistinguish between the two types of memory loss (amnesia)Explain how information is processed in through the three memory stagesIdentify and explain various ways by which our memory can be improvedActivities and AssignmentsThis week, complete the following tasks:Log onto the UG Sakai LMS course site: the pages indicated for each of the following Recommended Text:Coon, D. and Mitterer, O. J (2013). Introduction to Psychology (13th ed). Wadsworth Cengage learning. Pp. 241-268Feldman, S. R, Collins, J. E. and Green, M. J (2005). Essentials of understanding psychology (2nd ed). McGraw-Hill Ryerson. pp. 187-212Kosslyn, M. S, and Rosenberg, R. (2006). Psychology in context. pearson. Pp. 278-315Weiten, W. (2009). Psychology: Themes and variations (8th ed). cengage learning. Pp. 277-305Watch the Videos for Session 3 – PSYCHOLOGY OF MEMORYReview Lecture Slides: Session 3 – PSYCHOLOGY OF MEMORYVisit the Chat Room and discuss the Forum question for Session 3 Complete the Individual Assignment for Session 3Complete the Reading Responses for Session 3SESSION 5 – SOCIAL PSYCHOLOGYOverview This session offers a broad introduction to social psychology, the scientific study of human social influence and interaction.??The session will explore the various ways people think about, affect, and relate to one another.??The session will cover topics such as the attitudes, conformity, helping behavior, compliance, obedience, social judgement (attribution), social presence and group dynamics or processes.??Goals and ObjectivesAt the end of the session, the student will be able toDiscuss the processes through which people perceive and attempt to understand others (attribution theory).Explain how attitudes are formed and changed, and how they are related to behaviour.Discuss the various negative influences that being in a group exerts on the individual (deindividuation, groupthink, social norms, group polarisation, etc);Outline the basic methodology, results and main findings, and impact of classical research studies in social psychology (e.g., Milgram’s study, Asch’s study, Festinger’s study, etc.);Discuss how the presence of others can influence and individual’s performance;Identify factors that affect a person’s decision to help or not help other people; andDescribe how social psychology can be applied to health, law, business, and environmental issues.Activities and AssignmentsThis week, complete the following tasks:Log onto the UG Sakai LMS course site: the pages indicated for each of the following Recommended Text:Coon, D. and Mitterer, O. J (2013). Introduction to Psychology (13th ed). Wadsworth Cengage learning. Pp. 547-591Feldman, S. R, Collins, J. E. and Green, M. J (2005). Essentials of understanding psychology (2nd ed). McGraw-Hill Ryerson. pp. 457-482Kosslyn, M. S, and Rosenberg, R. (2006). Psychology in context. pearson. Pp. 732-781Weiten, W. (2009). Psychology: Themes and variations (8th ed). cengage learning. Pp. 664-699Watch the Videos for Session 4 – SOCIAL PSYCHOLOGYReview Lecture Slides: Session 4 – SOCIAL PSYCHOLOGY Visit the Chat Room and discuss the Forum question for Session 4 Complete the Individual Assignment for Session 4Complete the Reading Responses for Session 4SESSION 6 – SOCIAL PSYCHOLOGY-PART 11Overview This session offers a broad introduction to social psychology, the scientific study of human social influence and interaction.??The session will explore the various ways people think about, affect, and relate to one another.??The session will cover topics such as the attitudes, conformity, helping behavior, compliance, obedience, social judgement (attribution), social presence and group dynamics or processes.??Goals and ObjectivesAt the end of the session, the student will be able toDiscuss the processes through which people perceive and attempt to understand others (attribution theory).Explain how attitudes are formed and changed, and how they are related to behaviour.Discuss the various negative influences that being in a group exerts on the individual (deindividuation, groupthink, social norms, group polarisation, etc);Outline the basic methodology, results and main findings, and impact of classical research studies in social psychology (e.g., Milgram’s study, Asch’s study, Festinger’s study, etc.);Discuss how the presence of others can influence and individual’s performance;Identify factors that affect a person’s decision to help or not help other people; andDescribe how social psychology can be applied to health, law, business, and environmental issues.Activities and AssignmentsThis week, complete the following tasks:Log onto the UG Sakai LMS course site: the pages indicated for each of the following Recommended Text:Coon, D. and Mitterer, O. J (2013). Introduction to Psychology (13th ed). Wadsworth Cengage learning. Pp. 547-591Feldman, S. R, Collins, J. E. and Green, M. J (2005). Essentials of understanding psychology (2nd ed). McGraw-Hill Ryerson. pp. 457-482Kosslyn, M. S, and Rosenberg, R. (2006). Psychology in context. pearson. Pp. 732-781Weiten, W. (2009). Psychology: Themes and variations (8th ed). cengage learning. Pp. 664-699Watch the Videos for Session 4 – SOCIAL PSYCHOLOGYReview Lecture Slides: Session 4 – SOCIAL PSYCHOLOGY Visit the Chat Room and discuss the Forum question for Session 4 Complete the Individual Assignment for Session 4Complete the Reading Responses for Session 4SESSION 7 – DEVELOPMENTAL PSYCHOLOGY IOverview This session introduces you to the field of Developmental Psychology; that area of psychology that concerns itself with human development across the entire life span. It involves both research and application. Developmental psychologists are fundamentally concerned with change and growth and the determinants of change and growth across the entire human life span. The focus of this session will be on individual development from conception to death, thus adopting a life-span approach to developmental psychology. This session gives you perspectives on biological, physical, cognitive, emotional, linguistic, sociocultural and spiritual changes across the life span, from prenatal and birth through the major stages of childhood, adolescence, adulthood and death. Goals and ObjectivesAt the end of the session, the student willRecognize, Compare and contrast recent theoretical perspectives on human development and identify the contributions of major theorists, such as Freud, Erikson, Piaget, Bowlby, Vygotsky, Kohlberg. Recognize commonly used methods in research on human development, identifying strengths and limitations of each.Recognize teratogens and other maternal factors that affect the fetus, and identify evidence supporting the harmful impact of each. Recognize factors that contribute to aging and to declines in physical and emotional functioning. Recognize causes and contributing factors in common health problems in late adulthood.Explain the death cycle and some beliefs about death and dying.Activities and AssignmentsThis week, complete the following tasks: Log onto the UG Sakai LMS course site: the pages indicated for each of the following Recommended Text:Coon, D. and Mitterer, O. J (2013). Introduction to Psychology (13th ed). Wadsworth Cengage learning. Pp. 83-115Feldman, S. R, Collins, J. E. and Green, M. J (2005). Essentials of understanding psychology (2nd ed). McGraw-Hill Ryerson. pp. 289-330Kosslyn, M. S, and Rosenberg, R. (2006). Psychology in context. pearson. Pp. 528-580Weiten, W. (2009). Psychology: Themes and variations (8th ed). cengage learning. Pp. 440-475Watch the Videos for Session 5 – DEVELOPMENTAL PSYCHOLOGY-PART 1Review Lecture Slides: Session 5 – DEVELOPMENTAL PSYCHOLOGY-PART 1Visit the Chat Room and discuss the Forum question for Session 5 Complete the Individual Assignment for Session 5Complete the Reading Responses for Session 5SESSION 8 – DEVELOPMENTAL PSYCHOLOGY IIOverview This session introduces you to the field of Developmental Psychology; that area of psychology that concerns itself with human development across the entire life span. It involves both research and application. Developmental psychologists are fundamentally concerned with change and growth and the determinants of change and growth across the entire human life span. The focus of this session will be on individual development from conception to death, thus adopting a life-span approach to developmental psychology. This session gives you perspectives on biological, physical, cognitive, emotional, linguistic, sociocultural and spiritual changes across the life span, from prenatal and birth through the major stages of childhood, adolescence, adulthood and death. Goals and ObjectivesAt the end of the session, the student willRecognize, Compare and contrast recent theoretical perspectives on human development and identify the contributions of major theorists, such as Freud, Erikson, Piaget, Bowlby, Vygotsky, Kohlberg. Recognize commonly used methods in research on human development, identifying strengths and limitations of each.Recognize teratogens and other maternal factors that affect the fetus, and identify evidence supporting the harmful impact of each. Recognize factors that contribute to aging and to declines in physical and emotional functioning. Recognize causes and contributing factors in common health problems in late adulthood.Explain the death cycle and some beliefs about death and dying.Activities and AssignmentsThis week, complete the following tasks: Log onto the UG Sakai LMS course site: the pages indicated for each of the following Recommended Text:Coon, D. and Mitterer, O. J (2013). Introduction to Psychology (13th ed). Wadsworth Cengage learning. Pp. 83-115Feldman, S. R, Collins, J. E. and Green, M. J (2005). Essentials of understanding psychology (2nd ed). McGraw-Hill Ryerson. pp. 289-330Kosslyn, M. S, and Rosenberg, R. (2006). Psychology in context. pearson. Pp. 528-580Weiten, W. (2009). Psychology: Themes and variations (8th ed). cengage learning. Pp. 440-475Watch the Videos for Session 6 – DEVELOPMENTAL PSYCHOLOGY-PART 11Review Lecture Slides: Session 6 – DEVELOPMENTAL PSYCHOLOGY-PART 11Visit the Chat Room and discuss the Forum question for Session 6 Complete the Individual Assignment for Session 6Complete the Reading Responses for Session 6SESSION 9 – EMOTIONSOverview We’ve all been mad, sad, happy, and disgusted. Some of us get nostalgic at times, and some of us are easily embarrassed. We’ve been feeling these emotions nearly our whole lives, and this makes us all emotion experts of a sort. This session will introduce students to a diverse array of theoretical and empirical issues related to the study of human emotion. Some questions the session will address include: What are our emotions? What purpose do they serve? How do emotions relate to our thoughts, memories, and behaviors towards others? What happens when our emotional responses go awry? Goals and ObjectivesAt the end of the session, the student willAppreciate the scientific explanation of emotionsExplain the James-Lange and Cannon-Bard theories of emotionExplain the Two-factor theory of emotionApply critical and analytical thinking skills to the examination of? topics in psychology of emotionAppreciate the cultural and gender differences in the expression of emotions?Activities and AssignmentsThis week, complete the following tasks:Log onto the UG Sakai LMS course site: the pages indicated for each of the following Recommended Text:Coon, D. and Mitterer, O. J (2013). Introduction to Psychology (13th ed). Wadsworth Cengage learning. Pp. 350-361Feldman, S. R, Collins, J. E. and Green, M. J (2005). Essentials of understanding psychology (2nd ed). McGraw-Hill Ryerson. pp. 277-283Kosslyn, M. S, and Rosenberg, R. (2006). Psychology in context. pearson. Pp. 426-448Weiten, W. (2009). Psychology: Themes and variations (8th ed). cengage learning. Pp. 419-428Watch the Videos for Session 8 – EMOTIONReview Lecture Slides: Session 8 – EMOTION Visit the Chat Room and discuss the Forum question for Session 8Complete the Individual Assignment for Session 8SESSION 10 – MOTIVATIONOverview Motivation is about human strivings, wants, desires, and aspirations. This session will introduce you to the factors that motivate humans. To fully appreciate human motivation, this session will explore all those conditions in the person, environment, and culture that explain why we want what we do. Special emphasis will be placed on helping the student develop an understanding of how biological, psychological, and environmental principles interact to motivate human behavior and thought. A variety of topics will be covered including drive, hunger motivation, types of motivation, Maslow’s hierarchy of needs and management theory of motivation (theory X, theory Y).Goals and ObjectivesAt the end of the session, the student will gain a better understanding of the field of motivation psychologyUnderstand Maslow’s hierarchy of needs theory of motivationUnderstand how different perspectives (e.g., evolutionary, cultural, social, psychological and biological) explain human motivation Discuss current empirical research relevant to theories of motivation.Explain management theories of motivation – theory X and theory YActivities and AssignmentsThis week, complete the following tasks:Log onto the UG Sakai LMS course site: the following pages indicated for each Recommended Text listed below:Coon, D. and Mitterer, O. J (2013). Introduction to Psychology (13th ed). Wadsworth Cengage learning. Pp. 332-349Feldman, S. R, Collins, J. E. and Green, M. J (2005). Essentials of understanding psychology (2nd ed). McGraw-Hill Ryerson. pp. 257-276Kosslyn, M. S, and Rosenberg, R. (2006). Psychology in context. pearson. Pp. 449-474Weiten, W. (2009). Psychology: Themes and variations (8th ed). cengage learning. Pp. 396-417Watch the Videos for Session 7 – MOTIVATIONReview Lecture Slides: Session 7 – MOTIVATIONVisit the Chat Room and discuss the Forum question for Session 7Complete the Individual Assignment for Session 7APPENDIX ARESEARCH PAPER In this paper, choose a topic covered in class or in the text relating to psychology. Be prepared to discuss how the topic is relevant to present day social issues, and offer multiple perspectives on the issue/topic. The paper should also address how human behavior is a product of the interaction of culture, environment, and social institutions (e.g., values, norms, traditions, legal systems, governments, family, corporations, languages, religions, etc). A few example topics are: alcohol abuse and college achievement, discrimination and violence in society, effectiveness of a type of therapy for a given disorder, etc.?Please check with me about your topic at least two weeks before it is due.The paper should be between 1,000 to 2,000 words, which is 3-5 pages in length (250 words is average per double-spaced page). The paper must have at least four (4) references.? You will be informed in sakai on when the paper is due for submission. Five (5) points will be deducted for each day an assignment is late (it becomes a day late if not given at the time of our class on due date).? An assignment is considered late if a hard copy is not turned in by the end of the class period it is due.MAXIMUM LENGTH of the paper is 5 PAGES OF TEXT, excluding item 4 (i.e., title page) and item 5 (i.e., reference page) from the STRUCTURE SECTION. Structure?for Research PaperYour paper needs to be organized - you should be developing a central idea in each section and the reader should be able to follow the logic of your argument. Each paragraph should have a coherent theme and paragraphs should follow each other in an organized manner. Read over your papers to be sure that there is a logical order to them.?Watch for grammatical errors, particularly sentence fragments and run-on sentences. More than five spelling or grammatical errors will result in points deducted from final grades. I encourage you to have your paper proof read.Your papers will be typewritten, double-spaced, one-inch margins, using Times New Roman (or VERY similar) font. On a sheet attached to the front of all your papers, type the Title of your paper. In addition you must include Name, Course, Course Number, Semester/Year, and Due Date. Citations/references included in your paper are to be done according to APA style as described in the Publication Manual of the American Psychological Association, 5th Edition, which is available in the library, the campus bookstore, and on-line.? You should have at least 2 references for every paper and they will be listed on a separate sheet of paper attached to the back of your assignment.APPENDIX BGROUP PRESENTATION (SLIDE SUBMISSION) In groups of 5, students will work together to prepare a 15-minute class presentation on a prominent figure or theory within psychology. No two groups can present on the same figure or theory. Please submit your group’s choice to me as soon as possible to reserve your selection. In the presentation you should discuss the figure’s or theory’s contribution(s) to the following areas: (1) the field of psychology, (2) our view/understanding of behavior, emotion, and/or cognition, and (3) society as a whole. Contributions can be any or all of the following: research contributions, theoretical contributions, mental health treatment contributions, etc. The presentation should also include a discussion of the historical context of the figure or theory, along with an assessment of how the figure or theory does or does not account for multicultural issues. Furthermore, the presentation should include your opinions about what is most and least useful about the contributions, as well as any disadvantages. Grading: members will be given the same grade as their fellow group members unless other members report disproportionate contributions by certain members. You will rate each other, which will affect your final grade. ................
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