PSYCO 105: Individual and Social Behavior Section B1 (88096) – Winter 2020
Location: CCIS 1 430 Time: MWF 10:00 – 10:50 am Course website: Can be accessed through eClass
Instructor: Michael Sharp, Ph.D. Office: P-358
Office hours: TW 2:00 - 3:30 pm
Email: [email protected] (put PSYCO 105 B1 in subject of email)
TA: Lily Syfers Office: P-339
Office hours: By appointment Email: [email protected]
TA: Kennedy Fjellner Office: P-117
Office hours: By appointment Email: [email protected]
TA: Yunzhu Ouyang Office: P-339
Office hours: By appointment Email: [email protected] Course Materials
Required Textbook: Psychology 105: Individual and Social Behavior – Custom Publication for the University of Alberta (2019-2020), published by McGraw Hill Ryerson Ltd.
This is a custom text that includes selected materials from Psychology Frontiers and Applications (2017), 6th edition, by Passer, Smith, Atkinson, and Mitchell.
Connect: If you buy your textbook new from the bookstore, it will come with access to Connect (the online portal for the textbook). Connect contains sample questions on the material from the textbook, which is a great way to help you study and prepare for exams. If you are interested in practice tests, this will be your resource. Note: This component is not required for the course, however, it is highly recommended if you desire to do well.
eBook Website: https://connect.mheducation.com/class/m-sharp-psyco-105-fall-2019 Prerequisites: PSYCO 104 or SCI 100 or equivalent as approved by the Psychology department. Students who have not completed this prerequisite will not be given credit for completing PSYCO 105.
Important Dates:
First Day of Classes January 6th
Add/Drop Deadline January 17th
Fall Term 50% Refund Deadline February 5th Final Withdrawal Date (grade of W) April 1st
Last Day of Classes April 8th
Final Exam (tentative) April 15th (2:00 - 5:00 pm) Date of Deferred Final Exam May 4th (2:00 – 5:00 pm)
Course Overview
Course Description and Objectives: From the course calendar: Introduction to the study of human individuality, personality, and social psychological processes. Some aspects of normal and abnormal human development, psychological assessment and treatment may be reviewed.
Fulfillment of the ¼ laboratory credit typically entails serving as a research participant but can be fulfilled through the completion of alternative assignments. Prerequisite: PSYCO 104 or SCI 100. [Faculty of Arts]
This course is an introduction to the study of human individuality, personality, and social psychological processes. Some aspects of normal and abnormal human development,
psychological assessment and treatment may be reviewed. In addition to examining the research methods used in empirical investigations of psychology, we will cover several different topic areas of psychology, including: language and thought, intelligence, human development, personality and social psychology, and psychological disorders and their treatment. This course will also encourage scientific literacy and cover current empirical investigations into the nature and function of individual and social behavior, and how the psychological concepts described in the lectures and text may (or may not) be reflected in real world examples.
Please note: In this course we will discuss several examples of human behavior that are unpleasant and/or controversial (e.g., aggression, stereotyping/prejudice, deception, ethics, psychological disorders, gender differences, suppressed memories, controversies about race and intelligence). Additionally, discussions of the theories and empirical research may challenge your pre-existing beliefs about human behavior. Some students might find these topics or discussions uncomfortable or anxiety provoking. Nevertheless, all students will be responsible for all required topics, lectures, readings, assignments, and activities. I encourage concerned students to review the posted readings and slides in advance, so that they can anticipate the presentation of material they find discomforting.
Hopefully, by the end of the term you will have the skills to:
Objective Assessment
(1) Identify basic concepts and research findings, and give examples of psychology's integrative themes.
a. Psychological science relies on empirical evidence adapting as new data develop.
b. Psychology explains general principles that govern behavior, while recognizing individual differences.
c. Psychological, biological, social, and cultural factors influence mental processes and behavior.
d. Our perceptions filter experience of the world through an imperfect personal lens.
e. Applying psychological principles can change our lives in positive ways.
Exams, Reading Quizzes, Article Summary
Assignment, Psychological Disorder Assignment, and Future Plan Assignment
(2) Apply psychological principles to everyday life. Exams, Psychological Disorder Assignment, and Future Plans Assignment
(3) Draw appropriate, logical, and objective conclusions about behavior and mental processes from empirical evidence.
Exams, Article Summary Assignment, Psychological Disorder Assignment, and Reading Quizzes
The Course
Lecture: Three 50-minute lectures are (generally) scheduled for each week and the entire class period will largely be devoted to lecture. The purpose of the lectures is not to simply repeat the material covered in the text. I will also be introducing, clarifying, and elaborating on material, some of it in the text, but not all. I will also be using class activities, demonstrations, video clips, as well as examples from published research, and real life applications to supplement the text material. All of this material, in addition to the material in the text, readings, lecture notes, and eClass is eligible to be covered on the exams.
Lecture notes will be posted on eClass before class. However, these slides may be incomplete. That is, some of the definitions, descriptions, and examples discussed during class may not appear in the posted notes. In addition, descriptions of class activities, demonstrations, and video clips (and how they may be relevant to the course material) will also not be posted.
Allowing access to the slides is used to facilitate and supplement note taking, not eliminate it. Therefore, although students are encouraged to print and read the lecture notes before attending class if they wish, these activities will not be a sufficient alternative for attending class. If you miss lecture for any reason, you are strongly encouraged to not only review the lecture notes posted online, but also to (a) meet with another student to go through the notes and catch up on any supplemental material not included in the notes, and (b) attend office hours with the instructor to go over any questions or to clarify anything regarding the missed lecture. However, I will not simply administer the completed lecture slides via email if a student misses class. Therefore, completed lecture slides will not be given out for any reason. Nor will I re-administer a lecture (in whole or in part) during office hours for a student who misses class. If you miss a lecture, you are welcome to come to office hours to ask specific questions, but I will not give a private lecture for missed classes.
Lecture time is limited, so if material from the textbook is not covered in class, you will be responsible for it on your own. Just because it hasn’t been explicitly covered in the lecture does not mean that it won’t be on the exam. Students should complete the readings from the text before attending lecture. The tentative (i.e., subject to change) outline for the course, including exam dates and chapters of the text covered each week, is provided on the final page of this syllabus.
Assessments
Exams (75% total; 2x 20% midterms & 1x 35% final): There are three exams: Two midterm exams (each worth 20% of the final grade) and one final exam (worth 35% of the final grade).
The midterm exams will not be cumulative as they will only cover the lectures and course material covered in the weeks before that exam (which will be roughly one third of the material for each exam; see class schedule). Thus, Exam 2 will only cover material covered since Exam 1.
However, the Final Exam will be cumulative and cover material from the entire course but with a focus (~60%) on new material. The Final Exam is scheduled by the University exams office, and
is tentatively scheduled on Wednesday, April 15th, 2019 from 2:00 – 5:00 pm (note: students must verify the date and time on Bear Tracks when the Final Exam Schedule is posted).
The exams may consist of some combination of multiple-choice, fill in the blank,
true/false, labelling, matching, and short answer questions. The emphasis of the exams will be on identification, conceptual, definitional, and application questions. Students should know the material in three ways: (a) understand the technical language; (b) be able to word it in ordinary language; and (c) be able to recognize it in the real world. Students should also be familiar with the names of the key researchers, and be able to link these researchers to the topics and theories with which they are associated.
You will have the course period to complete the midterms (i.e., Exams 1 and 2). The final exam for this section of PSYCO 105 will be 2 hours in length, however, all students will be allowed up to 3 hours to complete the exam. For students registered with Accessibility Resources,
• If your ONLY accommodation is a 1.5 exam time multiplier, you will write your final exam with your classmates at the standard date, time, and location published by the Office of the Registrar. You DO NOT need to register this final exam in
ClockWork.
• If you have ANY other accommodations, you MUST register this exam in
ClockWork by the required deadline and write your exam in a location determined by the Accessibility Resources Exam Office.
• If you have any questions regarding this accommodation, please contact Accessibility Resources ([email protected]).
*Missed Midterm Exams: Students are expected to write all exams as scheduled; see the course outline above for the dates. There will be no make-up exams. If a midterm is missed due to a serious medical condition or other serious circumstances outside the student’s control, the weight of the exam will be transferred to the final exam. For this to happen, the instructor must be contacted within 24 hours of the scheduled test. Failure to contact the instructor within 24 hours will result in a grade of zero being applied to the missed test. Students are only able to transfer the weight of one midterm and will not be able to transfer the weight of both midterms to the final.
For an excused absence where the cause is religious belief, a student must contact the instructor within two weeks of the start of fall classes to request accommodation for the term.
Instructors may request adequate documentation to substantiate the student request. Deferral of term work or tests is a privilege and not a right; there is no guarantee that a deferral will be granted. Misrepresentation of facts to get a deferral is a serious breach of the Code of Student Behavior.
*Deferred Final Examination: In addition, students are expected to take the final exam as scheduled (see above for tentative date). Students have access to their final exam schedule through Bear Tracks and on the Registrar’s website well in advance. Multiple exams and/or closely scheduled final exams are not valid excuses for a deferral of one or more final exams. A student who cannot take the final exam due to incapacitating illness, severe domestic
affliction, or other compelling reasons must apply for a deferral through their Faculty Office since that exam is scheduled during the Final Examination Period. Students who failed at the start of the term to request exam accommodations for religious beliefs are expected to follow the normal deferral process. Such an application must be made to the student’s Faculty Office within
48 hours of the missed examination and must be supported by a Statutory Declaration (in lieu of a medical statement form) or other appropriate documentation
(http://calendar.ualberta.ca/content.php?catoid=20&navoid=4939#Attendance). Deferred examinations are a privilege and not a right; there is no guarantee that a deferred examination will be granted. Misrepresentation of facts to gain a deferred examination is a serious breach of the Code of Student Behavior.
If a student is granted a deferral for the Final Exam (with a valid reason), the deferred exam will be cumulative, and will consist entirely of short and long answer questions. The deferred examination will be held on Monday, May 4th from 2:00 – 5:00 pm in BS P-358.
Your student photo ID is required at exams to verify your identity. Students will not be allowed to begin a test after it has been in progress for 30 minutes, and students must remain in the classroom until at least 30 minutes has elapsed. Electronic equipment cannot be brought into testing classrooms and hats should not be worn.
Reading Assessment Quizzes (RQ; 6% total; best 6 of 8): Students will complete 6 of 8 possible reading assessment quizzes over the course of the term. These quizzes will make up 6%
of the final grade. These quizzes consist of 5 multiple choice questions regarding the material covered in the textbook chapter for each section of the course. Students will complete these quizzes through the appropriate “Quizzes” function on eClass. Once the student has begun the quiz, they will have 10 minutes to complete it. Students will only be allowed one attempt per quiz. Dues dates for these quizzes can be found on the lecture outline. The due dates generally coincide with the introduction of a new topic in the course. Quizzes must be completed by 10:00 am on the given due date. Late quizzes will not be accepted for any reason. The instructor will go over how to complete these quizzes during class, and instructions can be found on eClass. It is the student’s responsibility to ensure that they know how to access and complete these
assignments, and that they do so by the due date. Quizzes will be graded out of 5 points (1 per question). If students have questions about their performances on these quizzes, they should see the instructor during office hours. Because there are 8 quizzes, but students are only responsible for doing 6, this means that students can miss 2 quizzes (for whatever reason) without their grades being affected. It also means that if they receive a poor mark on one quiz, they will have the opportunity to make it up by competing one of the 2 additional quizzes, and therefore not have the poor mark count.
Assignments (9% total): Students will be expected to complete three assignments. Assignments will be submitted via eClass by their due date no later than 11:59 pm. Late submissions (i.e., 12:00 am the following day) will be accepted but will result in a 20% deduction for every day past the deadline, no exceptions. Try to submit your assignment a couple of hours before the deadline in case of any issues with eClass. If there is an issue submitting your file on eClass, email me (and if it is close to the deadline, submit your assignment as well—failure to do so may result in a late penalty). More detailed instructions for the assignments will be posted on eClass.
1) Article Summary Assignment: The purpose of this assignment is to (a) introduce students to reading empirical studies, (b) identify elements of research methods from the article, and (c) apply course material to reading the article. In this assignment, students will read a short empirical article and answer a series of questions about what they read based on course material. Further details and worksheet will be posted on eClass. Due:
January 31st
2) Psychological Disorder Assignment: The purpose of this assignment is to evaluate how media portrays psychological disorders and compare and contrast those depictions to course material. Students will find one example of a psychological disorder in some form of fictional media (tv, movies, newspaper, radio/podcasts, etc.) that is not accurate. After finding an inaccurate representation, students will then describe the media portrayal, explain the real nature of the psychological disorder, and compare/contrast the media portrayal with course material. Due: March 6
3) Psychology and Your Future Plans Assignment: The purpose of this assignment is for students to take concepts learned in class and apply them to their future plans. For this assignment, students will be asked to do the following: (a) pick three concepts (one each from different chapters), (b) define and describe each concept using the textbook or lecture notes, and (c) relate the three concepts to their (or a) future (desired) career/plan.
Further details and worksheet will be posted on eClass. If students decide to use the free alternative for participation marks, they cannot use the same concepts for both
participation and the assignment. Due: April 3rd
Research Participation (10%): This is the lab component of the course. Additional information regarding research participation will be supplied in class by the Research Participation
Coordinator, Gail Moroschan, on Wednesday, January 15th. The course instructor plays no role in designing or managing this component. If students have concerns or questions about research participation, the instructor should direct them to the Research Participation Coordinator, Gail Moroschan ([email protected]).
Grading Breakdown:
Component: Weight: Date: Final grades will be reported using letter grades. Final grades will be determined after combining scores for all components of the course into a percentage total for each student.
These percentages will then be converted into letter grades based on the following conversion system.
*Note: There is no possibility of a reexamination in this course.
Exam 1 20% February 3
Exam 2 20% March 13
Final Exam 35% April 15
Reading Quizzes 6% Throughout Assignments 9% January 31, March 6,
& April 3 Research
Participation 10% Whenever you schedule them
Total 100%
Grading Distribution**:
Distribution of Grades in Undergraduate Courses Letter
grade
A+ A A- B+ B B- C+ C C- D+ D F
% grade range
95- 100
90- 94.99
85- 89.99
80- 84.99
75- 79.99
70- 74.99
67- 69.99
63- 66.99
60- 62.99
55- 59.99
50- 54.99
0- 49.99 Grade
points
4.0 4.0 3.7 3.3 3.0 2.7 2.3 2.0 1.7 1.3 1.0 0
Descriptor Excellent Good Satisfactory Poor Minimal
Pass
Fail
*Note: This grade translation is approximate; the instructor reserves the right to use expert judgment to adjust the grades as necessary.
**Note: This is not a curved course and this is a guideline (i.e., the instructor reserves the right to revise grade cutoffs) for the conversion of percentage grades to the equivalent letter grade.
Cutoffs may be adjusted so that the proportion of students receiving each letter grade
corresponds to the University-suggested ranges, depending on class performance and clustering of scores, and will reflect your performance in relation to the rest of the class. Midterm and final exam grades will be posted under “My Grades” on eClass. Neither the midterms nor final exams will be passed back to the students. Should students wish to see their exam, they may view it with the TA during the exam viewings (to be scheduled at a later date) or during office hours.
Grades are unofficial until approved by the Department and/or Faculty offering the course.
Missing a significant portion of the course work will result in a “1” being applied to your final letter grade on your transcript (e.g., a student may receive a C1, indicating that they
received a C and missed significant course work). This notation will be applied to the grades of any students who have an unexcused absence from any of the exams or have missed any two exams, failed to complete at least one assignment, failed to complete at least one
reading quiz, or failed to complete at least one research credit.
Re-Marking Policy:
If you believe that there is a grading error, you must complete a Re-marking Request Form (available on the course website) where you will have an opportunity to outline the perceived error and refer to any evidence (e.g., reference to a statement from the readings, or a particular lecture slide). If granted, the instructor may re-mark the requested question or
assignment in full, which may result in one of three outcomes: a) an increased grade, b) no grade change, or c) a decreased grade (the instructor may have noticed an oversight from the initial marking and re-marked the question or assignment accordingly). Students will submit completed forms via email to the instructor (NOT the TA) whose decision will be final. Any requests for re- grading must be received no later than two weeks after the grade for the assessment in question is released or before the final exam, whichever occurs earlier.
Additional considerations…
Office Hours: Students are welcomed and encouraged to attend office hours. Appointments will only be made with students who cannot attend office hours. If your class schedule prevents you from attending the scheduled office hours, you should (a) log on to Bear Tracks and go to your schedule, (b) hit ALT Prt Scr, and paste the page into a Word document, and then (c) attach
that document to the email requesting a meeting. Students should feel free to ask questions during class and/or immediately before or after class. If you are having trouble understanding the course material, please see the instructor well in advance of the exams. Waiting until the last minute is an unwise strategy, as I am unable to help those students that do not take the initiative.
Discussion Board: If you have questions about the course, assignments, or course content, first check the syllabus or your course notes. If you are unable to find the answer to your question, please post questions on the discussion board in eClass. Additionally, before you post a question, make sure it has not already been posted as some of your classmates may have the same question and already asked the question. In general, the discussion board serves many purposes. First, it allows the opportunity for cooperative learning amongst students (which increases class
performance). If you are able to answer a question on the discussion board, do so! It may also be good to mention where you found the information as well. I will frequently check the discussion board to also answer questions and to correct any information that may need to be corrected.
This way everyone in the class has access to the same information. Second, students may have the same questions and this serves as a way to reduce repetitive emails. Third, some students may be too shy or nervous to ask a question and if they have a question that was already asked, they can review the answer. Lastly, if I feel a topic was not lectured well enough during class, I may post something providing a clearer discussion.
If your question is even somewhat intricate/complex, please see me during office hours or before/after class. Questions posted to the discussion board should be as specific as possible, so I can give an appropriate response quickly. Students who post vague, nonspecific, complex, or otherwise unclear questions or comments (e.g., “I don’t understand what random assignment is”) will be encouraged to attend office hours. So, rather than posting something vague (e.g., “I don’t understand what random assignment is”) students should first tell me what you know about the topic and then ask your specific question (e.g., “I know random assignment is important for experiments but I am not sure why. Could you explain?).
Please allow up to one business day for the instructor to respond to any messages. For questions regarding assignments, anything posted after 5:00 pm on the due date of the
assignment may not be responded to in time. Similarly, any questions posted after 5:00 pm the day before an exam may also not be responded to before the exam. Therefore, it is important to (a) not wait until the last second to ask a question, and (b) not study or start the assignment at the last minute.
Any questions emailed to the instructor regarding course content will receive a reply that requests the sender to post the question on the discussion board. Further, the discussion board is intended only as a forum for posting questions and discussing topics related to the PSYCO 105 course material. Messages pertaining to inappropriate topics like mark changes, course
complaints, or subjects unrelated to PSYCO 105 content will be deleted, and if any messages are deemed harassing, abusive, or insulting, disciplinary action will be taken. Of course, students who have questions or concerns related to their grades or their ability to meet the requirements of the course should email these private messages to the instructor or, better yet, discuss them with the instructor during office hours. In addition, questions related to the research participation portion of the course should not be posted on eClass, as the people in charge of those
components will not be reading the discussion board (see Research Participation section for who to contact regarding this component).
Email Policy: Although questions about course content are reserved for the discussion board, students may have questions about the course that is not about content and that they may wish their question remains private and/or the question is specifically relevant to them (e.g., grades or interest in furthering their education/experience in psychology). If so, the students may email the instructor
Note on email etiquette: In writing any email to the instructor or TA, students will be required to include the following information if they desire a response:
1. The student’s first and last name 2. Their student ID number
3. The course number/name (include B1)
4. If requesting a meeting outside office hours, provide at least 2 time windows you would be available to meet.
Failure to include this information may result in the email going unanswered.
Furthermore, any emails (anonymous or otherwise) sent to the instructor or TA that are aggressive, hostile, or harassing in nature will be reported to the Associate Chair of the
Undergraduate Program in Psychology, Dr. Cor Baerveldt, and will be investigated for violations of the Student Code of Conduct. Any students found to be in violation of the code will be
disciplined accordingly. If you have comments or concerns about the class, you are encouraged to see the instructor in person, make such comments on the course evaluations at the end of the term, or to see the Associate Chair. Disrespectful behavior (including emails) will not be tolerated.
Classroom etiquette: Students are expected to behave appropriately during class, reflecting respect for the instructor and their classmates. Students are expected to turn off or silence (not just vibrate setting) all cell phones, pagers, and music devices during class time. Laptops and tablets are only permitted for the purpose of note taking. Frequent talking or disruptions will not be tolerated. Students are free to ask questions during lecture, but please avoid discussing lecture material (or other topics) with other students during lecture time, except as part of a full- class discussion. Students who talk loudly or excessively during class will either (a) be called on to answer questions regarding the lecture or text material, or (b) be asked to leave the lecture.
Note: Audio or video recording, digital or otherwise, of lectures, labs, seminars or any other teaching environment by students is allowed only with the prior written consent of the instructor or as a part of an approved accommodation plan. Student or instructor content, digital or otherwise, created and/or used within the context of the course is to be used solely for personal study, and is not to be used or distributed for any other purpose without prior written consent from the content author(s). This includes uploading course content to third party websites.
CELL PHONES: Cell phones are to be turned off during lectures, labs and seminars. Cell phones are not to be brought to exams.
Student Resources
The best all-purpose website for student services is: https://www.ualberta.ca/current-students.
Accessibility Resources: (1 – 80 SUB): The University of Alberta is committed to creating work and learning communities that inspire and enable all people to reach their full potential.
Accessibility Resources promotes an accessible, inclusive, and universally designed environment.
For general information to register for services visit the Accessibility Resources webpage.
The Academic Success Centre: (1-80 SUB) The Academic Success Centre offers a variety of workshops on effective study and exam strategies. There are in-person and online sessions available for a modest fee.
The Centre for Writers: (1-42 Assiniboia Hall) The Centre for Writers offers free one- on-one writing support to students, faculty, and staff. Students can request consultation for a writing project at any stage of development. Instructors can request class visits and presentations.
Health and Wellness Support: There are many health and community services available to current students. For more information visit the Health and Wellness Support webpage.
Office of the Student Ombuds: The Office of the Student Ombuds offers confidential interviews, advice and support to students facing academic, discipline, interpersonal and financial difficulties.
Learning and working environment: The Faculty of Arts is committed to ensuring that all students, faculty and staff are able to work and study in an environment that is safe and free from discrimination and harassment. It does not tolerate behaviour that undermines
that environment.
The University of Alberta acknowledges that we are located on Treaty 6 territory, and respects the histories, languages, and cultures of the First Nations, Métis, Inuit, and all First Peoples of Canada, whose presence continues to enrich our vibrant community.
Policy about course outlines can be found in the Evaluation Procedures and Grading System section of the University Calendar.
Student Responsibilities
Academic Integrity: The University of Alberta is committed to the highest standards of academic integrity and honesty. Students are expected to be familiar with these standards regarding academic honesty and to uphold the policies of the University in this respect. Students are particularly urged to familiarize themselves with the provisions of the Code of Student Behaviour (online at www.governance.ualberta.ca) and avoid any behaviour which could potentially result in suspicions of cheating, plagiarism, misrepresentation of facts and/or participation in an offence.
Academic dishonesty is a serious offence and can result in suspension or expulsion from the University. All students should consult the Academic Integrity website. If you have any questions, ask your instructor. An instructor or coordinator who is convinced that a student has handed in work that he or she could not possibly reproduce without outside assistance is obliged, out of consideration of fairness to other students, to report the case to the Associate Dean of the Faculty.
See the Academic Discipline Process .
RECORDING AND/OR DISTRIBUTION OF COURSE MATERIALS: Audio or video recording, digital or otherwise, of lectures, labs, seminars or any other teaching environment by students is allowed only with the prior written consent of the instructor or as a part of an
approved accommodation plan. Student or instructor content, digital or otherwise, created and/or used within the context of the course is to be used solely for personal study, and is not to be used or distributed for any other purpose without prior written consent from the content author(s).
Policy about course outlines can be found in the University Calendar
(http://calendar.ualberta.ca/content.php?catoid=6&navoid=806&hl="syllabus"&returnto=search - Evaluation_Procedures_and_Grading_System).
Disclaimer: Any typographical errors in this Course Outline are subject to change and will be announced in class. The date of the final examination is set by the Registrar and takes
precedence over the final examination date reported in this syllabus.
Final note (disclaimer): Any errors (typographical or otherwise) in this Course Outline are subject to change and will be announced to the class. The date of the final examination is set by the Registrar and takes precedence over the final examination date reported in this syllabus.
Policy about course outlines can be found in the Evaluation Procedures and Grading System section of the University Calendar
COPYRIGHT: © Dr. Michael Sharp, Department of Psychology, Faculty of Arts, University of Alberta, 2020.
* Note: This is a tentative schedule and may be subject to change. The instructor reserves the right to make changes to this schedule as the course progresses. Any changes made to the chapters/topics covered will be announced to the class.
** Additional required readings for some sections will be posted on eClass at least one week before the corresponding lecture.
Week (Dates) Topics Covered Chapter(s)
from Text**
Week 1 (January 6- 10)
Syllabus Introduction to Course
Study Skills Week 2
(January 13-17)
Research Methods Statistics in Psychology January 13: RQ#1 Due
January 15: Research Participation Instructional Talk (G. Moroschan)
2, Stats Appendix
Week 3 (January 20-24)
Language and Thought January 20: RQ#2 Due
9 Week 4
(January 27-31)
Intelligence January 27: RQ#3 Due
10 Week 5
(February 3-7) February 3: Midterm #1 (Ch. 2, Stats Appendix, and 9- 10)
Psychological Disorders February 7: RQ#4 Due
16 Week 6
(February 10-14)
Psychological Disorders (cont.) 16 Week 7
(February 17-21)
READING WEEK Week 8
(February 24-28)
Treatment of Psychological Disorders
(Some material will be covered through videos on eClass) February 24: RQ#5 Due
17
Week 9 (March 2-6)
Development
(Some material will be covered through videos on eClass) March 2: RQ#6 Due
12
Week 10 (March 9-13)
Development (cont.)
March 13: Midterm #2 (12 and16-17) Week 11
(March 16-20)
Personality March 16: RQ#7 Due
14 Week 12
(March 23-27)
Personality/Social Psychology March 25: RQ#8 Due
14/13 Week 13
(March 30-April 3)
Social Psychology (cont.) 13
Week 14 (April 6-8)
Social Psychology (cont.)/Wrap-up
April 15 (2:00 – 5:00 pm): Final Exam (Chapters 2, 9- 10, 13-14, 16-7. and Stats Appendix)
13
Sample Multiple Choice, Fill-in-the-Blank, and Short Answer:
MULTIPLE CHOICE. Choose the one alternative that best completes the statement or answers the question.
1. Kathy's father was an abusive alcoholic and as a result of her early experience, Kathy has a distorted mental image of all fathers as being abusive people. According to a certain theory, there will be an unconscious influence on Kathy's future relationships with men.
This view is represented by the:
a. humanistic theory b. object relations theory
c. Erik Erickson's life-span development approach d. Bandura's social cognitive theory
2. According to Kelley’s covariation model, if your friend engages in a low distinctive behavior, you are more likely to make a(n) _____________ attribution?
a. situational b. external c. personal d. inaccurate
3. The 2-year old will speak using a sentence consisting of just a noun and a verb. This is referred to as
a. telegraphic speech.
b. a sensitive period.
c. babbling.
d. motherese.
e. a LAD.
4. John Bowlby studied ___________________________, which is the emotional bond between human infant and adult caregiver.
5. What are the characteristics that typically underlie a psychologists judgment of whether or not a behavior is abnormal?
