Department of Psychology
 
 

FALL 1999 12:15-1:30 TR SCI S311
 
 
 

I. COURSE DESCRIPTION: We will explore the structures and functions that generate, underlie and characterize human behavior: environmental and biological bases, consciousness, attention, perception, skills development, memory, thought, language, motivation, emotion, social skills development, assessment of skills, adaptations to stressful factors, maladaptation, treatment approaches, and social behavior.
 

Upon completion of the course, each student should have met the following objectives: Be able to answer questions, speak, and write meaningfully about:
 

· each of the listed structures and functions that characterize human behavior and that correspond to the content areas of psychology

· some of Its assumptions, hypotheses, observational and descriptive techniques, data, research methods, and explanatory models and paradigms

· at least one valid descriptive paradigm or conceptual structure

· the relationship and relevancy of main concepts to his/her daily life

· the descriptive validity and reliability of main concepts, and paradigms

· the diversity of approaches in the field
 

Be able to use computer library research techniques.
 
 
 

II. REQUIRED TEXTS: Available at Beck's Book Store.
 

Text: Halonen & Santrock (1999) Psychology: Context and Applications, 3rd Ed., New York: McGraw-Hill.
 

Critical Thinking Text: Gilovich, T., How We Know What Isn't So: The Fallibility Of Human Reason In Everyday Life. The Free Press, 1991.
 
 
 
 
 
 
 
 
 
 
 
 
 

Intro to Psychology Dolezal
 

Ill. PLAN FOR THE COURSE:
 

1. Read one chapter from each book weekly.
 

2. Lectures will focus on selected listed structures and functions that characterize human behavior. Lectures may or may not correspond to textbook materials.
 

3. Classroom time may be allotted for individual presentations and group projects.
 
 
 

IV. COURSE REQUIREMENTS:
 

1. Class Attendance: Required.
 

2. Tests: Three multiple-choice. 100 Qs each. 1/3 of Halonen & Santrock each. Non- cumulative.
 

3. ORAL CHAPTER SUMMARIES: Summarize one chapter in Halonen & Santrock (text) and Gilovich (critical thinking): Each student is responsible for presenting, before the class, one chapter in each book: 5-10 minute presentation, 5 minutes for questions.
 

4. LIBRARY RESEARCH: Each student will perform a search for one relevant article (topic to be announced), using one of the databases, e.g., ERIC; PSYCHLIT. Find that article, copy it, read it, and write a 150-word abstract describing the contents. Each student will:
 

1. go through one session of computer search training at the library. This is best done with your study group. Submit verification. Credit: 50 points.

2. submit one article from a refereed journal with its citation and with your 150-word abstract.

3. submit your computer printout containing citations and abstracts for additional relevant articles on the topic.
 

Due Date: 4 sessions prior to last class session.
 

NOTE: THIS ASSIGNMENT MUST BE SUBMITTED TO PASS THE COURSE.
 
 
 
 
 
 
 
 
 
 
 

Intro to Psychology Dolezal
 
 

Office #: S307B
 

Office Hrs: TR 1:30-2:00; 5:00-7:00 Also by appointment
 

Office Phone: 1-773-794-2584 (has voice mail.) Dept. Office Phone: 773-794-2595
 

When you leave a message with the Psychology Department (secretarial) staff, or voice mail, please leave, (1) your name: spell it; (2) your phone number(s) with area code; (3) when you can be reached, (4) the purpose of your call.
 

Attendance: 10 points per full period class attendance become part of total points (base) earnable in the course.
 

Tests: You will have 3 tests, Each test assumes assigned material up to the date of the test have been read, performed, and mastered. Tests are designated as 1,2, 3.
 

Grading: 90% of all points that can be earned yields a course grade of 'A". Thus, 80-89% = B; 70-79% = C; 60-69% = D; < 59% = F. Therefore, 900+ points = A; 800+ points B; 700+ points = C; 600+ points = D; 599- points = F. No "curving" is practiced.
 

Example. Course total/base = 1000 points

Example Actual

Attendance: 15 x 20 points= A 300 _____ _____

Test 1: T1 100

Test 2: T2 100

Test 3: T3 100 _____ _____

Text/Chapter Summaries: Oral Presentations OP 200 _____ _____

Library Research Training: LR 50

Research Articles and Abstracts: RA 50

Other: Class Participation: CP 100
 

TOTAL 1000 points
 

Progress: It is your responsibility to check with the instructor in class at least two class periods before the final drop date if you wish to know your grade up to that point.
 
 
 

Intro to Psychology Dolezal
 

GOALS: 1. To learn to apply the analytic skills of the scientist to any area of human knowledge.

2. To understand -- demonstrated by use -- the main principles and methods, i.e., the "content" of Psychology: Context and Applications
 

METHODS FOR ACHIEVING THESE GOALS:

1. Prepare yourself, expect to work

2. Take advantage of available resources

3. Learn how to study
 

1. PREPARE YOURSELF:

Read the syllabus thoroughly; reread.

Spend time overviewing the text; to overview means to read the preface, opening summary, main headings, and the closing summary In each chapter.

Expect to work and you will be pleasantly surprised.

Believe that there is a direct relationship between your effort and your benefits from them.
 

2. TAKE ADVANTAGE OF ALL AVAILABLE RESOURCES

Lectures and discussions; text; lecture notes; library readings; classmates; instructor. Remember that the goal is mastery and with work and optimum use of resources you will achieve it.
 

3. LEARN HOW TO STUDY

There are no shortcuts. Plan ahead and stay on top of the assigned material. It's much easier to learn b staying current than having to play catch-up/dig-out. Your calendar should be marked out for specific study "slots". 6-9 hrs/wk/course of study time is typical for highly successful students.
 

Exams and writing assignments are designed to find out what you know, how much you understand, and how well you can apply your understanding.
 

(a) MULTIPLE CHOICE QUESTIONS. Typically the easiest form of testing understanding. Since all the information, including the correct answer, is on paper the student's task Is mostly one of recognition or identification.
 

Methods of Study:

1. Survey, read, and reread Important sections of the text(s) at least once again.

2. List all unfamiliar terms and concepts and write out their definitions.

3. Learn them by memorizing them. It is a great mistake to scoff at memorizing terms, graphs, etc. There no substitute, no magic, no osmotic process that somehow "puts" information In your head without memorizing. You cannot be competent In ANY profession without a fund of available (read memorized) factual Information. To memorize unfamiliar terms and concepts is essential to integrating ideas. You cannot, for example, answer questions that ask you the relationship among independent,
 
 
 

Intro to Psychology Dolezal
 

dependent, and organismic variables without first knowing (read = having understood = memorized) the meaning of each of these terms, can you? The workbook has

answers to all questions in the back but to simply copy them is not as productive as trying to answer them first and then checking to see where your areas of strength and weakness are; then go back to rethink and rehearse what you remembered and memorize what you've missed. Thus: 1. Write out the answer from what you know; 2. Compare; 3. Modify your answer if necessary so that it is factually correct, logically consistent & reasonable complete; 4. Rewrite the answer from memory; 5. Compare again. You want a meaning-match not a word for word copy. Thus, learning a language (read: memorizing the definitions) of Psychology: Context and Application is the grass-roots job you must do before you can begin to take off. Much like putting a tiger in your tank.
 

(b) DEFINITIONS: Tougher job because you must produce or reproduce what's in your head. (May appear on any exam.)

Methods of Study: Again:

1. List all unfamiliar terms.

2. Write them out or study them on a review sheet.

3. Memorize them: read, audio-play; rehearse in your head.

4. Think about how they are related to one another; draw diagrams showing relationships.

5. Most importantly: rewrite them from memory to test your grasp and compare your version with original 12 hours after you have last seen it.

6. Repeat steps 3-5.

7. Apply these definitions in talking in class and in talking to classmates.
 

(c) CHAPTER SUMMARIES/ ORAL PRESENTATIONS: Here are the requirements for a summary in essay format. A more fluid style of communication is desired. Ideas should be related and integrated. A level of conceptual integration is required beyond naming and listing of basic information; such integration reflects a more sophisticated level of understanding.
 

Methods

1. Read the chapter carefully, ponder what It means and be able to paraphrase what is said.

2. Discuss with group members, write the 1st draft, using all materials (text, lecture notes, review sheets, library readings) at your disposal.

3. Reread your draft in group to make sure it Is clear and complete. Revise.

4. Write revised draft, noting any discrepancies in factual accuracy, continuity of logic, completeness or mismatches of meaning.

5. Repeat steps 3 & 4 until you achieve a good match between the original version and the version produced.

6. PRACTICE YOUR ORAL PRESENTATIONS REPEATEDLY
 

The evidence shows that time spent In thinking about material and in actively producing and reproducing material (talking and writing) is many times more profitable than rereading (a more passive activity) the same material over and over. If you have read this far without great lapses in concentration, you're on your way.