Valeri Farmer-Dougan, Ph.D.

Associate Professor in the Departments of

Psychology and Biological Sciences

Illinois State University

Magnetic Resonance Imaging - Tools in Neuroscience!

PSY 111-02: Introductory Psychology

Fall 2006

MWF 9-9:50 AM Schroeder Hall 206

T 3:35-4:25 Schroeder Hall 138

General Information:
Office Hours     Required Text:   Learning_Objectives

     Notes and Slides:
Three controversies reading    Neuron slides   Anatomy slides Gestalt slides     Depth Perception Slides    Puzzle Page   Classical Conditioning Slides    Operant conditioning slides     Prenatal Slides    Developmental Slides
Lecture notes Test 1     Lecture notes Test 2     Lecture notes Test 3    Lecture notes Test 4
homework assignments

Assignments
Research Participation report form Library Assignment
Taking Sides Paper Assignments Children's Museum Assignment

Grades

Study guides
Study guide for test 1 Study guide for Test 2 Study guide for Test 3 Study guide for Test 4

Welcome to Introductory Psychology!

What this course is and is not.

This is not a course in how to be a psychologist. You will NOT learn how to be a therapist, learn how to diagnose people, or even learn counseling skills. Practicing psychology requires a graduate degree, and not just an introductory level course. Instead, this course is about introducing you to major concepts, history and theories critical to modern psychology.

The course is intended for students planning to major in psychology. It introduces students to major concepts and vocabulary that form the core from which the major will build. At times you might feel you are in a biology course rather than psychology. At times you might feel you are just learning facts and aren't "doing any psychology". At still other moments you might feel that we aren't focusing on you and your specific needs. This is because this course does not teach how to "do psychology", but what the discipline of psychology is, and how it fits into ways of knowing.

For those of you hoping to major in psychology- this should provide you with a framework to develop your studies. For those of you who continue on in other majors, this course should provide you with a general background to physiology of the brain, learning, child development, and other areas that may be of interest to you. Hopefully, it will help you begin to understand why humans think, act and feel the way they do.

One final caution: Even though this is a 100-level course, please do not allow yourself to get behind. Topics will build on one another over the course of the semester.

Keep this syllabus; it contains reading assignments, test dates, grade information, and other items that will be of use throughout the semester.

Required Text:

The books used in this course arel Nairne's Psychology: The Adaptive Mind, 4th Edition and Slife's Taking Sides, 14th Edition. They may be purchased in the various bookstores (e.g. University Bookstore, the Alamo II). Your books should look like this:

Learning Objectives:

In keeping with the spirit of good learning principles, the Psychology Department has determined that, as a result of participating in this course, you should meet the following objectives:

	Utilize your critical thinking skills in conjunction with knowledge of the scientific method to analyze theoretical viewpoints and data presented by contemporary psychology.
	Understand and critically analyze ways psychologists and their colleagues in related disciplines use to change human and animal behavior.
	Understand how people learn, think and remember.
	Address and critically analyze contemporary social issues such as the use of invasive methods of behavior change, evolutionary psychology to explain human behavior, and the ethics of behavior change and therapy, from the perspective of an individual informed on the specific issues and knowledgeable in the use of empirical study to test ideas.
	Understand the course and nature of human development and analyze how it applies to one�s own life and to the lives of those around you--peers, family, and other individuals with whom one works in a professional or personal context.
	Recognize the psychological processes involved in the interpretation of sensory input and evaluate the role that one's experiences play in this process.
	Be able to critically discuss societal issues such as the culture-specific definition of "adjustment" and the effects of labeling in the field of mental health.
	Become sensitive to the scientific evolution of thought by tracing the evolution of theories in such areas as intelligence, moral development, psychopathology, and therapeutic treatment.
	Become familiar with and critically discuss the ethics involved in research with human and non-human subjects and the legal and moral responsibilities of those individuals who work with both people and animals.
	Understand and critically analyze the personal dynamics of the individual within a social group and the resulting effect of the group on individual behavior.
	Demonstrate an understanding of critical analysis, the role of theory, and of human behavior by showing an ability to listen to and critically analyze contrasting opinions without ridiculing, taunting or reacting with hostility to contrasting opinions. Rather, an individual with such skills responds with sound argumentation, rational responses and tolerance towards others.

These Objectives are consistent with Educating Illinois document. Please see this document for further details.

Exams:

There will be four (4) exams. Each of these exams will be equally weighted. You will have the entire class period to complete each exam. No mandatory comprehensive final exam will be given; however, you will find that each test builds upon the last (that is, if you understood the material from the previous test, it will make each progressive test much easier). Each exam will contain short answer, compare and contrast questions, and several longer essay questions. Tests will cover material from both the text and lectures.

IF FOR ANY REASON you miss a test, please contact Dr. Farmer-Dougan immediately.

Tuesday Group Meetings:

Each week we will meet on Tuesday afternoons (3:35-4:50) to hear an expert speaker tell us about research in psychology. Sometimes we will also listen to panel discussion, view a special video, or discuss a relevant topic. Assignments will be given for each of these meetings, and attendance is required.

The schedule of lecture sessions may be found here: Large group meetings

Laboratory exercises and in-class assignments

We will spend several class sessions conducting laboratories in addition to our weekly large group meetings. Often, we will do the majority of each assignment as part of class, with you typing up the results and a discussion at home. These assignments will be tied to the assigned readings and classroom activities. Due dates and specifics about each assignment will be announced in class. These activities are worth a total possible 100 points.

Taking Sides papers:

You will be required to write three review papers on a topic in psychology as part of this course. You will be assigned at least one pro and con reading on the topic. Your task will be to take a position, and defend it using the information from the articles you have read. Importantly, you will be required to support your argument using evidence taken from the readings. Grading is based on how well you defend your position, use the available evidence, and show clarity of your argument. Deadlines will be announced in class for each of the assignments.

A complete description of the paper requirements may be found here: Taking Sides papers. The total possible points for the reaction papers will be 150 points (50 points per paper).

Research participation

You are required to participate in 5 hours of research. Four of these hours will be spent as a participant in ongoing research within our department, and one hour may be earned through research participation on the Web. A written report will be assigned after each research participation experience. These written reports are worth a total of 50 points (10 points each). The written report form may be found here: Research report form

If you choose NOT to participate in research, you may summarize one research article from the journal Psychological Science to replace each hour of research participation. A written summary report will be assigned for each of these readings, and may be found at: Psychological Science reports. The written report form may be found here: Research Article report form

Academic Dishonesty:

Any cheating will not be tolerated. Cheating or plagiarism will result in an F in the course and referral to the Student Code Enforcement Review Board (SCERB) for disciplinary action. Cheating INCLUDES (but is not limited to): plagiarism of both published and unpublished written work, having another individual take or assist you with an online exam, taking an exam for or assisting another individual with an online quiz, performing or completing a class assignment or quiz for another individual or having another individual perform or complete a class assignment or quiz for you. Cheating is thus defined generally as representing work that is NOT your own as your work or allowing your work to be represented as another�s' so that individual receives academic credit. Violators of this policy will receive a failing grade on that assignment or quiz, a possible failing grade for the course, and referral to the department chair and the SCERB for disciplinary action.

FINAL GRADES:

A total of 700 points (400 for exams, 150 points for the papers, 100 points for in- class activities and 50 points for research participation) are available in the course. Grades will be awarded on the following basis:

A: 630-700
B: 560-629
C: 490-559
D: 420-489
F: 419 or below

Special Needs or Problems:

If you have a disability, if English is your second language, you travel with a sports team, have unusual work circumstances, or you need other special considerations, please see one of us as soon as possible (that's before the first test!) to work out any special arrangements that might be needed. If you fail a test, please see me as soon as possible. We cannot help you after you have failed two or more tests!

Please Note: According to University Guidelines: Any student needing to arrange a reasonable accommodation for a documented disability should contact Disability Concerns at 350 Fell Hall, 438-5853 (voice), 438-8620 (TDD). They are there to ensure that you receive the help you need!!

Lecture and Lab schedule

The following is a tentative lecture schedule. PLEASE NOTE THE READING ASSIGNMENTS. You will understand the material better if you read the assigned material BEFORE the assigned date. Changes will be announced in class. You are responsible for any changes announced in class.

Date            Topic and reading assignent

What exactly IS psychology?
Reading: Ch 1,2
Aug 21     Intro to Psychology as a science
        22        Group Meeting: Introduction to the discipline
        23        Library Day: Meet in Milner 164D at 9 AM
        25        History of Psychology
        28        Psychology as a Science
       29        Group Meeting: Neuroscience
        30       Methods used to make Psychology a science

Can understanding the brain explain our behavior?
Reading: Ch 3
Sep 01      The neuron

SEPTEMBER 04 LABOR DAY NO CLASS

       05        Group Meeting: Visual Perception
        06        Neurochemistry and drugs
        08        Neuroanatomy: the spinal cord to midbrain
        11        Neuroanatomy: Cerebral cortex
        12        Group Meeting: Perception and Movement
        13        Biology and Psychology: Neuroscience
        15        TEST #1

Does seeing (or hearing or tasting or smelling or feeling) make it REAL?
Reading: Ch 5
         18       Vision: Anatomy of the Eye
        19        Group Meeting: Animal Behavior
        20        Perception I: Interpreting what we see
        22        Perception II
        25        Audition
        26        Group Meeting: False Memories
How do we learn and is biology involved?
Reading: Ch 7
        27       Introduction to learning
         29       Classical Conditioning
Oct   02       Operant conditioning
         03       Group Meeting: TBA
         04       More operant conditioning
         06       Biology and learning: Same or different?
         09        Modeling behavior
                    Taking sides paper #1 is due
        10         Group Meeting: Memory
        11        TEST #2

How do we think, reason and remember?
Readings: Ch 8,9
         13        Memory and you!
        16        Forgetting and memory failure
        17       Group Meeting: Understanding thinking
        18        Language
         20        Problem Solving and Reasoning
        23        A brief discussion of intelligence
        24        Group Meeting: The Psych Major

Who we are: Our Personality Alone versus Group behavior.
Readings: Ch 12
         25      Defining personality?
        27       Freud's interpretations
        30       Other interpretations of personality
         31       Group meeting: Adolescence

Where did we come from? Using development to explain behavior of the individual
Reading: Ch 4
Nov 01        How do we develop? The beginnings
                    Taking sides paper #2 is due
        03        Physical development birth to toddler
        06        More physical development
        07        Group Meeting: Childhood
        08      Cognitive development
                    Children's museum assignment is due!
       10        Social development
        13         TEST #3

Do we act differently in groups? Social Psychology
Reading: Ch 13
        14        Group Meeting: Psychology and the Real World
        15        Social Judgments
        17        Social Perceptions

Nov 20-24: Thanksgiving Break!!

Reacting to Change: Normal versus Abnormal?
Readings: Ch 16, 14, 15 (notice order)
         27        Stress
         28        Group Meeting: NAMI
         29        Anxiety and Stress disorders
Dec 01        Mood disorders
         04       Schizophrenia
         05       Group Meeting: Closing Panel
         06        Treating disorders
                    Taking sides paper #3 is due
         08        Treating problem behavior and class summary

Final Exam: Tuesday December 12th from 7:50-9:50 AM (ugh!) in SCH 206