Introduction to Psychology
Psychology 401-Section 05-
Spring 2013-CRN 51873
M,W,F 12:10-1:00, Conant 101
Instructor: Bonnie Barlow
Contact: Nesmith 324, phone: 2-1619, TTY Users: 7-1-1 or 800-735-2964 (Relay NH)
email: bai2@unh.edu (Email is the best way to reach me.)
Office Hours: Mon. 1:10-2:10 and Wed. 9:10-10:10
Required Text: Myers, David (2013) Psychology (10e). NY:Worth. and accompanying Launch Pad
Benson, Herbert (2000) The Relaxation Response. NY:Harper
Objectives: The American Psychological Association (APA, 2007) has identified ten objectives for undergraduate psychology education. I have chosen four of those to focus on in this course. The first of those goals is knowledge. At the end of the semester you should have a broad working knowledge of basic psychology, of psychological terms, and understand basic concepts. For this objective, I will focus on information that is both part of our culture and information that is foundational to many areas of psychology. The second objective is the ability to apply classical principles of psychology to yourself and others, to understand and improve relationships with yourself and others. To achieve this objective, I will focus on information that is useful in your everyday life. Third, you should be able to identify your own values as applied to the area of psychology. We will have several discussions that will require you to examine your own values. Fourth, you should be able to effectively express your knowledge and ideas in the area of psychology. Class participation counts to 10% of your grade. Most importantly, you will gain insight into yourself and others.
Grading Scheme:
1. Thirty-three online Learning Curve® activities (Launch Pad®) – 15% These assignments must be completed before the class associated with the material. The activity is a means to help you to be prepared for class discussion.
2. Three in-class multiple choice exams (10% each) – 30%
3. Two response papers (10% each) – 20 %
4. One cumulative final exam – (15%)
5. Research participation – (10%)
6. Class Participation – (10%)
7. Extra credit – (up to 3%): You must complete the entire activity, there is no partial credit. You must sign in with either Health Services or CFAR.
a. Participate in CFAR’s Individual Academic Coaching to learn study strategies. Write a one-page summary of how you will apply the strategies you learned in studying for psychology exams, and how the strategies are related to concepts we learned in our section on cognition. (completion of 4 week coaching = 1%) http://www.cfar.unh.edu/mentors.html
b. Write a summary of every week’s (a total of 16) lecture and how you could apply the knowledge to something pertaining to your professional life (school/career). Next, submit it to the journal section of Blackboard. (1%)
c. Visit health services – Complete the 15 week biofeedback program at health services. Write a one page double spaced paper on the biofeedback program. http://unh.edu/health-services/ohep/biofeedback (1%)
Learning Curve® Activity: Learning curve is a component of the online portion of your text. The Learning Curve ® for each section must be completed before the associated lecture (please see the Learning Curve online activity for specific due dates. The Learning Curve® activity is self-paced, but you must complete the entire activity to receive credit. The more you know from reading the quicker the activity will go. If you try to learn all of the information from the activity without reading, the activity will take substantially more time.
Exams: All three exams and the final exam are multiple choice, Scantron graded exams, require that you bring and use a #2 pencil. The exam questions will cover all assigned information from the book, class periods and the Learning Curve activities.
Final exam: The final exam will be cumulative.
Exam reviews: The class period after the exam will be devoted to exam review. During the exam review, I will split the class into 7-10 groups. Each group will pick an exam question which they think might have an alternative answer. Groups will discuss why they think the alternative answer should be given credit. After discussion, the group will write their justification for their alternative answer. Justifications would include references (page numbers) from the book or class notes. I will read your suggestions and decide if I think that your justification has merit. I retain the right to refuse an answer I judge to be incorrect. If I accept the justification for an alternative answer, everyone in the class will be given credit for that answer. The purpose of exam reviews is to help you to understand and remember the material, and as preparation for the final exam.
Missed Exams: There are no make-up exams or in-class activities. If you miss an exam, it will count as a zero. If you have a contagious illness (flu etc.) or an emergency, you must provide documentation from the appropriate professional in order for me to make arrangements for missed exams. If you miss more than three weeks of work for illness etc., I recommend that you speak with the dean’s office to make arrangements for missed work.
Written Assignment: The goal of this assignment is to give you an opportunity to apply what you learn in class to an everyday problem (stress).
After reading the appropriate section of the supplemental reading, please explain how information and concepts that we have learned in class help you to understand this information in more depth. The entire paper should be between 250-275 words. You are required to read chapters 1,3,4 and 6 before the first essay is due. For the first essay answer either
- Summarize the “fight or flight” process described in The Relaxation Response. How does information from the book and class help you to understand this process? Be sure to talk about hormones, neurotransmitters, the sympathetic nervous system and areas of the brain, and their affect upon the body.
- Describe Dr. Benson’s use of the scientific method. How did he try to obtain evidence for the effects of the relaxation response? What were the precautions he took during his research? What were some of the challenges he faced and how did he overcome those challenges?
For the second essay answer either
- How does information from the course and the text help you to understand the states of consciousness described in The Relaxation Response? How and why did the practice of the relation response effect recreational drug use by participants?
- How does information from the course or text deepen your understanding of emotions, anxiety, depression and psychotherapy?
You will be graded on the clarity of your writing and the depth of thought that went into your writing. Please see rubric below.
| Characteristic | Number of Points awarded | ||||
| The writing is clear and understandable. | 0 | .5 | 1 | 1.5 | 2 |
| Information from the course was used to explain information in the supplemental reading. | 0 | .5 | 1 | 1.5 | 2 |
| Grammar, punctuation, spelling and formatting are in the correct form. | 0 | .5 | 1 | 1.5 | 2 |
| Information from both the text and the supplemental reading is correctly cited. Please include page numbers from both the book and supplemental material. | 0 | .5 | 1 | 1.5 | 2 |
| The paper is well organized. | 0 | .5 | 1 | 1.5 | 2 |
| Total | 10 | ||||
Class Participation: Everyone starts with a grade of C for participation. It is up to you to either raise or lower your score. You can raise your score by participating in class discussions and class activities. This course is part of your professional training; you may need a recommendation from a faculty member for a job or graduate school application. Remember that we will determine your level of professionalism based on your behavior. I have the expectation that you will treat each other and me in a professional manner (sarcasm, ridicule, demeaning or other aggressive actions). I reserve the right to lower your score for unprofessional behavior. This course requires participation in in-class discussion, writing and other activities.
| Class Participation Rubric | |
| A | You were in class most of the time and did the in class activities. While in class you acted in a professional manner. You frequently volunteered in class and/or answered difficult questions and/or were particularly insightful. |
| B | You were in class most of the time and did the in class activities. While in class you acted in a professional manner. You often volunteered in class. |
| C | You were in class most of the time and did the in class activities. While in class you acted in a professional manner. You answered questions that were asked of you. |
| D | You were not in class that often, did not participate in class activities or did not act in a professional manner. |
| F | You never showed up to class/ you refused to change unprofessional manners. |
Research Participation – You are required to participate in research. See the attached handout for further instructions.
Grading: I will use the UNH grading scheme to assign grades. Each assignment is assigned a percentage and that percentage has an associated grade.
| Grade Scores | Will equal |
| 94-100 | A |
| 90-93 | A- |
| 87-89 | B+ |
| 84-86 | B |
| 80-83 | B- |
| 77-79 | C+ |
| 74-76 | C |
| 70-73 | C- |
| 67-69 | D+ |
| 64-66 | D |
| 60-63 | D- |
| Below 63 | F |
Missed Class Work: I do not take attendance. I trust that as adults, you are mature enough to determine what is in your best interest. However, I will not provide class notes or give you a repeat of the lecture. Please write down the names of two classmates who would be willing to explain what happened in class, and will allow you to copy their notes.
| Information | Person 1 | Person 2 |
| Name: | ||
| Phone: | ||
| Email: |
Late Assignments: All assignments should be turned in on the due date in class. If you forget to bring your assignment to class, you may slip your assignment under my door before 5PM of the due date. Each day the assignment is late I will deduct 10 percentage points until the maximum grade for the assignment is a 50%. All written work should be submitted to Blackboard by class time on the due date. Written work submitted to Blackboard, but not accompanied by a hard copy, will be given a maximum grade of 50%.
Cheating and Plagiarism: The penalties for plagiarism and cheating are grave. They can include failing the assignment, failing the course or being expelled from the university. Do not take the chance of meeting such grave consequences. Do not even appear to engage in these activities. If you are not clear about plagiarism, please see the COLA tutorial, http://www.unh.edu/liberalarts/plagiarism/plagiarismHome.cfm.
Students with Disabilities: If you have a documented disability and you need accommodations, please contact Disability Services: http://www.unh.edu/disabilityservices/
If you have already contacted Disability Services and have accommodation letters, please make an appointment as soon as possible so that I can speak with you in private. I strive to maintain the privacy of all my students. After class, is not a situation that is private.
Syllabus Modification: The syllabus is meant as a travel guide. I will endeavor to follow the course it sets out, but I reserve the right to change any part or parts of the syllabus.
References
American Psychological Association (2007). APA Guidelines for the Undergraduate Psychology Major. Washington D.C.: Author. Retrieved from www.apa.org/ed/resources.html/
Halpern & Hakel (2003). Applying the Science of Learning to the University and Beyond. Change
Svinicki, (1991). Practical Implications of Cognitive Theories. New Directions in Teaching, 45, 275-282.
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Itinerary |
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| Week | Dates | Topic/Activity | Reading |
| 1 | W-Jan. 22 | Syllabus -Study Skills | xxxiv-xxxvii |
| F-Jan. 24 | Intro – Studying and Building Memories, LC Prologue a, b | 1-15, 299-308 | |
| 2 | M- Jan. 27 | Storage and retrieval, LC 8-a,b | 308-318 |
| W-Jan. 29 | Forgetting and memory construction, LC 8-c,d | 318-333 | |
| F- Jan. 31 | Thinking, LC 9-a | 336-348 | |
| 3 | M-Feb. 3 | Intelligence, LC 10-a,b | 366-382 |
| W-Feb. 5 | Research Strategies – | 16-45 | |
| F-Feb. 7 | Neural and Hormonal, LC 2-a,b | 46-60 | |
| 4 | M-Feb. 10 | Brain, LC 2-c | 61-71 |
| W-Feb. 12 | Brain – | 72-83 | |
| F-Feb. 14 | Exam 1 | – | |
| 5 | M-Feb. 17 | Exam Review | – |
| W- Feb. 19 | Genetics and Evolutionary Psych, 4-a,b | 128-148 | |
| F-Feb. 21 | Dual Processing, Sleep and Dreams – Essay 1 due, LC 3a | 84-105 | |
| 6 | M-Feb. 24 | Hypnosis, LC 3-b | 109-112 |
| W-Feb. 26 | Drugs, LC 3-c | 113-123 | |
| F-Feb. 28 | Infancy, LC 5-a | 166-171, 172-182 | |
| 7 | M-Mar. 3 | Adolescence, LC 5-b | 190-200 |
| W-Mar. 5* | Adulthood, LC 5-c | 201-215 | |
| F-Mar.7 | Exam 2 | – | |
| 8 | M-Mar. 10 | NO CLASS – Spring Break | – |
| W-Mar. 12 | NO CLASS – Spring Break | – | |
| F-Mar. 14 | NO CLASS – Spring Break | – | |
| 9 | M-Mar. 17 | Exam 2 Review | |
| W-Mar. 19 | Sensation, LC 6-a | 216-226 231-236 240-244 | |
| F-Mar. 21 | Touch, LC 6-c | 248-252 | |
| 10 | M-Mar. 24 | Classical Conditioning, LC 7-a | 264-274 |
| W-Mar. 26 | Operant Conditioning – Essay 2 due, LC 7-b | 275-284 | |
| F-Mar. 28 | Biology of Cognition and Learning, LC 7-c | 285-295 | |
| 11 | M-Mar. 31 | Exam 3 | |
| W-Apr. 2 | Exam 3 Review | ||
| F-Apr. 4 | Social Thinking and Social Influence, LC 14- a, b | 552-570, 584-585 | |
| 12 | M-Apr. 7 | Prosocial Behaviors – | 593-603 |
| W-Apr. 9 | Motivation, LC 11-a | 402-419 | |
| F-Apr.11 | Motivation and Emotion, LC 11-d | 434-454 | |
| 13 | M-Apr. 14 | Motivation and Emotion (Passover), LC 12-c | 460-507 |
| W-Apr. 16 | Emotion, LC 12-d | 512-518 | |
| F-Apr. 18 | Classical Personality (Good Friday), LC 13-a | 518-526 | |
| 14 | M-Apr. 21 | Classical Personality, LC 13-b | |
| W-Apr.23 | Recent Personality, LC 13-c | 526-535 | |
| F-Apr. 25 | Recent Personality | 535-551 | |
| 15 | M-Apr. 28 | Psych Disorders and Schizophrenia, LC 15-c | 604-620 |
| W-Apr. 30 | Therapy, LC 16-a | 620-649 | |
| F-May 1 | Therapy, LC 16-c | 651-675 | |
| 16 | M-May 5 | Therapies | 675-687 |
| Final | May 12 | ||
* LC= Learning Curve Activity