Date

Houghton College Syllabus

Department of Psychology and Sociology

Spring 1999

Introduction to Psychology - PSY-111 BR

Instructor: Daryl H. Stevenson, Ph.D. (Office: N322, Phone: 304, e-mail: dstevenson@houghton.edu)

Purpose

This course will provide a broad, general introduction to psychology—its basic subject matter, its approach to gathering and evaluating evidence about the causes and correlates of behavior, and the means by which psychological knowledge is (or can be) applied to improve the quality of individual and communal life.

Introduction to Psychology is the prerequisite to more advanced courses in the department, which, in general, develop in greater breadth and depth the chapter topics you will read about and discuss in this basic course.

Although it may seem a little overwhelming at first, let me share my objectives. When this course is completed, I would like to have increased your:

a) awareness of major psychological approaches to studying behavior;

b) awareness of some major problems and issues in psychology;

c) knowledge of psychology's origins and important contributors;

d) knowledge of basic findings, concepts, and terminology;

e) understanding of psychology's methodology and limitations;

f) understanding of scientific values and skills, including the ability to discriminate such values from non-scientific ways of knowing;

g) ability to apply this new knowledge to daily living by beginning to "think psychologically" about behavior and events;

h) competence in oral and written communication, problem solving and research skills, and critical analysis of life experiences; and

I) competence in navigating the Internet to find psychological information.

Requirements

1. a) Read and study the assigned chapters in the following text:

Hockenbury, D. H., & Hockenbury, S. E. (1997) Psychology, New York: Worth.

b) Use the following Student Guide to enhance your understanding of the main text:

Rea, C. (1997) Study Guide to accompany Psychology, by Hockenbury and Hockenbury, New York, Worth.

Although you are not required to complete all the activities in this book, I will use the matching exercises of the required chapters (we skip some chapters) as periodic quizzes, so keep up with the reading schedule, complete these sections, and bring your Study Guide to class each day. We will drop one of the quizzes, retaining only your best five (5) quizzes. Also, as incentive to use the Study Guide, I will include some of the multiple choice questions from the practice tests on each of the examinations.

2. Write 3 exams, consisting of multiple choice, identifications and short essays. All students will take the exams at the same time. Please DO NOT request altering the exam schedule (particularly the final exam). I cannot accommodate all the potential requests, so, to be fair, I must make this rather rigid rule. The only exceptions are for health reasons or traveling athletic teams, and I will need official documentation. Thank you for understanding.

3. Participation in one on-going research project within the Psychology and Sociology Department is strongly encouraged. If you choose not to be a participant, the alternative project described in this syllabus will need to be completed. Turn in a 1-2 page, double-spaced, accurately typed description and evaluation of your experience within one week of completion of your active participation near the end of the semester. Identify the student researcher, the purpose of the study, the hypothesis, any dependent and independent variables, and your reaction to your participation. (See Appendix A for further explanation). [NOTE: Do not confuse this activity with your involvement in the library research explained in point 4, which follows.]

4. Many of you are taking this class as your college-mandated research requirement. Appendix B explains the nature of an R-designated course more completely. Others will not need to complete the separate library instruction sessions associated with R-designated courses. However, all students will complete the research assignment and participate in the group presentations. Appendix C more fully explains the nature of this research assignment.

5. Complete the internet scavenger hunt assignment. A handout distributed near the beginning of the course will explain the details. Do this alone, without help from anyone. The assignment is due on February 5. Evaluation will be 20= superior, 17= good, 15= acceptable, 13= barely acceptable, 0= unacceptable.

6. To aid your mastery of psychology concepts you read about and hear about in class, the computer program PsychSim is available in all the labs on campus. (Unfortunately, laptop users, it is not yet on the campus wide network for even easier access.) PsychSim provides 19 different modules that relate to our text chapters.

Select any 5 modules to do. Each module has a rather brief worksheet to complete. Do more just for fun, but you receive no credit. Turn labs in within a week of the time you do the module. Be smart—spread them across the semester. Grading is based on completeness and accuracy.

Finding PsychSim on the lab computer: Once you log on using your password, point the arrow and click on "start" (lower left), go up to "PC lab programs," go right to "Psychology and Sociology," then go right again and click on "PsychSim." The program should set up for you. Do not panic if an error message appears in a window saying, "MV/audio will not work." Just click on "ok" and move on. If the window does not fill your screen, then point the arrow to the middle of the three buttons at the top right of the PsychSim window and click. To exit PsychSim, click on the upper right button marked X.

Finding the module lab sheets: Separate file folders containing lab sheets for each module are in the Reading Room (N303). They are in the top drawer of the small, light tan file cabinet. Take only one sheet for any module. You may want to read descriptions of each of the modules in the folder titled, "The PsychSim Modules-Descriptions," but do not remove the description sheet. Return it to the file folder and leave it in the front of the file drawer. Take sheets from folders only after you have decided to complete that module. This is an honor system, so let’s make it work. Do not be wasteful and do not plagiarize another student’s work. Work alone for better learning and greater satisfaction. Evaluation of PsychSim labs will be as follows: 10= superior, 8= acceptable, 6= barely acceptable, 0= unacceptable. These lab sheets are due no later than April 23.

7. The college is clear on its position regarding plagiarism: it is not tolerated. Borrowing without acknowledgement from other sources, including friends, is unethical. This is not the place for a definitive statement about what is and is not plagiarism, but if you have any questions, please ask. You are expected to do your own research and writing in every course, and you are expected to confront others you may see plagiarizing material. Be honorable and ethical. Help us maintain high ethical standards.

8. As a class, we will share a folder in GroupWise to share information between class periods and to carry on exchanges about information/issues/questions which I or any class member may post. Once the course is under way, a separate handout will explain more fully how this works, if you are not familiar with shared folders. Be sure you have an e-mail account, especially if you commute from off campus. It is important to check the folder at least once every 24 hours. You are responsible for messages sent via the folder--such as a call from me to bring your text to class the next class period or a tip that I will be giving a quiz next class (not all quizzes are announced, however). (Normally, you do not have to bring the main text, but you should always have the Study Guide with you.)

9. Good grammar and proper sentence construction are important. Therefore, a lack of these is considered poor form and intolerable. A good paper always goes through several drafts. Always proofread your work, and have someone else proofread it by reading it out loud to you, to double check for errors and "typos." There is no such thing as a paper with "good content" when the content is communicated poorly. If you need more help, you can go to the Writing Center.

Be sure to use the APA format for all papers—one inch margins, all but first pages are numbered, and appropriate citation format. All PsychSims and research participation reports should be submitted no later than 5 pm on April 23. Some penalties will result when turned in late.

10. Here are several ways by which you may gain some extra credit in this course.

a) Once in a while, some small assignments may be given, either completed during class or to be handed in the following class period. When these are unannounced, and when they do bear some credit, the points are figured into the final grade as extra or bonus points (i.e., added to your point total, NOT your final average).

b) You can get extra credit for attending class! We keep records of attendance every day, but six class periods will be selected randomly--three at mid-semester and three at the end. You will receive one point for each of those random days you were present, and, if you missed none of the six randomly selected days, you get a bonus of four points, for a total possible of 10 points extra credit. HOWEVER, if you miss more than four class periods for the entire semester, you forfeit all extra credit opportunities offered in this syllabus.

(NOTE: It is your responsibility to be sure you have signed the attendance sheet each day, even if you happen to arrive late. Once we have left the classroom, the attendance is decided for the day. Thus someone may not explain to me at the next class meeting that she really was present, but forgot to sign in. And while we are speaking about attendance, please know that your integrity is on the line and that the honor code should be followed when the sheet is passed around class. You must sign your own initials only--and for that day only.)

c) A third way to achieve extra credit is to participate actively in the GroupWise shared folder. Once we are all in the folder, I will initiate some questions or perhaps post a brief article for you to read and give a response. At times I will give a new web site and ask you to visit and give a brief comment on it, such as how the information found there could benefit you. At the end of the semester, those who have participated most actively will receive up to 10 extra credit points. Admittedly, these points will be somewhat subjectively assigned and they will be my judgment call. I will not just count up the number of times a student logs on and says anything. The contribution must be intelligible, error free, and thoughtful. For example, the following types of entries lead to zero points: "Yo, dudes, how y'all duen?"

11. This semester I will experiment with a new kind of incentive. For those who have a 94% or better average at the end of the semester, without including extra credit points, I will waive the final exam! Here is how it will work. During the last week of courses, if you think you may qualify for this little perk, please come see me. We will review your grades, add up all the points, and determine your status. Do not expect that I will be the one to take the initiative. You must keep track of your own points and make the determination as to whether you come close to the criterion. I will not add up your points until you have done so on your own--without getting the numbers from me. Otherwise, as you can imagine, I will be spending a lot of time reciting numbers to students out of my grade book, which I do not care to do. So, keep careful track of your points, and hopefully, you will qualify for the exemption. The form at the end of this syllabus is provided to help you keep track of your progress.

12. I want you to have a good semester in this course. If you experience academic or personal problems throughout the semester, please come see me.

Date	Topic	Readings & Due Dates
Jan. 13	Introduction
15	No Class	Work on the Scavenger Hunt
18	Psychological perspectives: So which is true?	Preface; Introduction; Ch. 1 Quiz Jan 18 on this syllabus!
20, 22	Psychological Methods: How do you know that?
25, 27, 29, Feb.1	Psychobiology: Mind or body?	Ch. 2
Feb. 3, 5	Perception: Do you see what I see?	Ch. 3b Internet Scavenger Hunt: due Feb.5
8, 10, 12	Consciousness and its variations: Me snore? No way!	Ch. 4
15	Exam #1 (Chs. 1, 2, 3b, 4)	EXAM #1
17, 19, 24, 26	Learning: Did I do that?	Ch. 5
March 1, 3	Memory: Say what? (Group #1 – March 3)	Ch. 6
5, 8, 10	Intelligence: Genes or environment? (Group #2 – March 8)	Ch. 7b
12,15,17,19,22	Lifespan development : Have things changed? (Group #3- March 22)	Ch. 9
24	Exam #2 (Chs. 5, 6, 7b, 9)	EXAM #2
26 April 7,9	Personality: Do you have one?	Ch. 11
April 12,14,16 19	Psychological disorders: Can you avoid them? (Group #4- April 19)	Ch. 14
21, 23, 26	Psychotherapies: Can we talk? (Group #5- April 26)	Ch. 15 All PsychSim labs due 4/23
28	Overview
29	Reading Day
April 30- May 5 May 5	Exams Exam #3: Wednesday 2:00-4:00	EXAM #3

Internet Resources

You will become somewhat familiar with psychology Internet and the World Wide Web sites during this course. You will use it for some of your bibliography research, the scavenger hunt, and just for browsing and exploring the field of psychology. In fact, if you find a psychology site that is interesting and has general appeal for first course psychology students, please tell the instructor for distribution to others. From time to time the instructor will share new sites in class.

It is not difficult to do a search and to explore a topic using the internet. One place to start is going to the Houghton home page, clicking on "Educational Technology," and then following the prompts to "Internet Resources."

Here are several interesting psychology sites which you may want to visit (my favorite is PsychWeb). The last I checked these sites were operational:

a) Entering the World Wide Web: Guide to Cyberspace (http://www.eit.com/web/www.guide/)

b) PsychWeb (http://www.psychwww.com)

c) American Psychological Association (http://www.apa.org)

d) Whole Brain Atlas (http://www.med.harvard.edu:80/AANLIB/home.html)

e) Psych-Link Directory (http://ecuvax.cis.ecu/academics/schdept/psyc/link.htm#G

f) Psychwatch (http://www.psychwatch.com)

Appendix A

Research Participation Requirement

(relates to point 3 on page one of this syllabus)

Participation in on-going psychological research is a useful, informative, and interesting means of enhancing your understanding of psychology. The traditional route to fulfilling this requirement—participating in an experiment—will typically involve about one hour actively in the research laboratory, and another hour preparing a brief report of your experience. (NOTE: You must be at least 18 years old to participate. If that is not the case, see your instructor.)

Current research in the department of psychology is primarily in the area of social psychology and learning, and at least three separate studies will be offered in which you may take part. Participation in any study is voluntary, and you may withdraw from any experiment at any time even after your role in the study is completed.

You will not be subjected to any painful or uncomfortable experiences. Investigators are obligated to treat you with respect and dignity, as a colleague in research. You will be given a brief description of the study when you arrive at the laboratory, and you may decline to participate without penalty or prejudice. Your behavior during the experiment and any information you provide will be held in confidence.

If you feel that you have been mistreated in any way as a result of this research requirement, you are encouraged to make your feelings known to the Department Chair or Associate Dean. If they are unable to settle the problem to your satisfaction, they will refer it to the Academic Dean.

Upon completing your participation, you are entitled to a full explanation of the study and of your role in it. You may ask questions, and you may expect a truthful answer. Occasionally, the researcher may wish to delay answering some of your questions—if this is the case, you will receive another opportunity at a later time, probably during a regular class session, if not immediately after your participation.

If for any reason you do not wish to participate in any experiment, you may elect one of these alternatives without penalty or prejudice:

1. Read two articles from any one psychological research journal. Write a synopsis of each. Total expected length: 2 pages.

2. Write a descriptive summary of two different experiments currently underway in the department of psychology: 2-3 pages

3. Outline the design of an experiment you would like to conduct, in any area of psychology: 2-3 pages.

4. Propose any similar assignment to which your instructor agrees.

If you choose to participate in an experiment, you will prepare a 1-2 page description of your participation, to be submitted to your instructor.

Fulfillment of any of the other assignments above yields course credit equal to that obtained from research participation.

Appendix B

Explanation of an R-Designated Course

Only students taking this course as the research requirement should be concerned with the information below. Any student having already completed the research requirement should move on to Appendix C. Although not required, all students could benefit from reviewing the APA pamphlet, "An Introduction to Library Research in Psychology." It is found on-line at <www.apa.org/science/lib.html>. See the Internet Resources section of this syllabus for further information.

Each Houghton student is required to fulfill a college-mandated research requirement by registering for an R-designated course and successfully completing all research related requirements. This includes completion of all requirements associated with outside library sessions, and successful completion of the research assignment described elsewhere in the syllabus.

Even if you have previously fulfilled the college-mandated research requirement you are still expected to complete the research project associated with this course. Prior completion of the research requirement simply means that you now have the information research skills necessary to complete both the individual and the group projects.

It is generally expected that you will fulfill this requirement by no later than the first semester of the sophomore year. If you have not done so, and had not planned to do so during this course, I strongly urge you to reconsider. Information gained in the six library sessions will be very helpful. Presumably, students who have previously met the research requirement are prepared for this course's research project. Students who have not met this requirement will gain the necessary research skills by completing the library sessions.

I will use the following procedure to certify that a student has fulfilled the research requirement at the end of the semester:

a) The librarians will provide me with a list of students at the end of the semester who have completed the outside library sessions.

b) If a student successfully completes the library sessions and the research project, I will certify to the Records Office that he or she has met the research requirement.

c) A student will not be certified as having met the research requirement unless he or she successfully completes all requirements associated with both the library sessions and the research project.

Appendix C

Guidelines for Individual Research and Group Project

Early in this course, you will be assigned to one of several projects with about five or six others. We want you to exercise the skills of library research, summary and annotation of sources, and information presentation. Three specific tasks are required:

a) individual research using a wide range of library resources to find the latest research on your topic,

b) a team solution to the problem (arguments to support alternative views) of how to answer the question posed by your project title,

c) your 15-20 minute team presentation on the designated date.

The dates and topics are as follows:

Group #1. Mar. 3 Is the recovery of repressed memories valid?

Group #2. Mar. 8 Is intelligence measurable?

Group #3. Mar. 22 Are parents responsible for how their children "turn out" as adults?

Group #4. Apr. 19 Does multiple personality syndrome really exist?

Group #5. Apr. 26 Does proof exist that psychotherapy works?

Individual Research Annotated Bibliography. Follow these directions very carefully. Each student will provide me with an annotated bibliography, which is due February 19. Let me explain the format. Read Appendix D thoroughly, as well.

a) Create a separate cover page. Include your name, the topic, date of submission, whether you are participating in the R-option, and the following sentence: "I hereby affirm that I completed all research related to this project without the aid of anyone except the librarian." Then, sign your name underneath this statement. All this information may be in any form on that cover page.

b) To answer your assigned question, you will need to define key terms and clarify what you believe the question is asking. Do this in several paragraphs as the introduction to your annotated bibliography. Be careful not to go astray and research a question that was not asked.

c) Select six bibliographic entries and summarize, in about 200 words, the essence of the article or book. Include a brief assessment of the source. You may single space within the annotation, but you should double space between paragraphs and between each citation and its annotation. Place each bibliographic citation just before each annotation. Place the six entries in alphabetical order by author’s last name. List all other citations you found at the end, starting alphabetically again. Do not list the citations again of your six annotated citations.

d) Be sure to indicate which side of the research issue the resource supports. Then add a brief description of your research procedures used to gain the information. (i.e., explain exactly where you found the resource’s title. Was it in another article’s bibliography? Was it found in Psychological Abstracts? Or in Reader’s Guide? Be specific for each source). This description is not part of the 200 word summary. The more diverse sources of material, the better. Do not get all of your resources from "online at the library." Do not cite your textbook or use popular magazines.

e) Please list all sources, but only 6 must be annotated. You will want to select your six best sources for annotation and leave relatively minor resources for citation only. All citations must be in APA format. A separate sheet showing this format is attached to this syllabus as Appendix D.

f) Photocopy just the first page of articles you annotate (the copyright page, if a book, or the abstract, if taken from an on-line search) and attach those 6 pages at the end of your document. You should not annotate a source unless you have the entire source in hand.

g) At the end of your bibliography, include a paragraph or two of ideas for how the 15-20 minute presentation might be structured. (See below for criteria of a good group presentation.)

h) Grading criteria: your individual research is worth 50 points toward the final grade. It will be based on the quality of your annotations, accuracy of the citations (you must use APA format as illustrated elsewhere in this syllabus), absence of errors (misspellings or bad grammar), quality of the search process (i.e., a wide variety of research sources was used), quality of sources obtained, quality of ideas proposed for the group presentation, and the degree to which you followed all instructions carefully.

g) I will return your annotated bibliographies (group by group, in the order of presentations), as soon as possible, with comments and a grade. Your next job is to meet as a group to decide how you wish to structure the 15-20 minute group presentation.

Group Presentation. At your earliest convenience, and probably at your first group meeting, you should

designate a liaison for your group. This person will be my major contact, in the event that I need to discuss information about your presentation.

Each group will provide a one to two page outline of your presentation, due at the beginning of your presentation, along with a "group annotated bibliography." This involves your group deciding which six sources are the key ones you have found to answer your question. Arrange those into an annotated bibliography, following all the guidelines for appropriate APA format, including the same font style. Each citation should be listed with each single spaced annotation immediately afterward. Be sure to arrange those six annotated sources in alphabetical order and to edit each for improvement over the first time it was submitted.

In addition to the outline and group bibliography, a separate page should be included describing each group member’s role and responsibilities, and include a list of all group meeting dates and attendance at those meetings.

The group presentation will be graded on a 50 point scale using the following criteria:

a) accuracy and clarity of information

b) evidence of critical thought (logical coherence of the presentation, important information presented, ability to handle questions thoughtfully, backing up points made)

c) evidence of linking presented ideas to the chapter in our text

d) creativity

e) awareness of student comprehension and retention (a mountain of facts will not do)

f) appropriate use of visual aids (handouts, overheads, PowerPoint presentation, etc.)

g) timely submission of all written reports

h) timely completion within the 15-20 minute period (no less, no more).

All group members will receive the same grade, unless there is significant evidence that one or more group members fell into "social loafing." If you have any difficulties with the assigned topic, please consult with me.

Appendix D

Citations and Annotations

This page is designed to assist you in developing further your skills in completing the annotated bibliography for your individual and group projects. You are to generate a list of sources that relate to your topic. Perhaps you will uncover 10 or 15, and you should cite all of them in your bibliography. However, you will select only six for annotation. Therefore, let me explain both aspects of bibliographic citation and annotation style:

1. Bibliographic citations. The following are examples of American Psychological Association (APA) style.

For further help, check the APA style manual "crib sheet" at the PsychWeb site listed in this syllabus.

a. Book.

Conway, D. A., & Munson, R. (1997). The careful writer: A modern guide to English usage (2nd ed.). Belmont, CA: Wadsworth.

b. Essay or chapter in a book

Stammpp, K. M. (1979). To make them stand in fear. In A. Weinstein, F. O. Gatell, & D. Sarasohn (Eds.), American Negro Slavery. New York: Oxford.

c. Magazine article

Tucker, R. A. (1995, February 5). In search of respectability. Christianity Today. pp. 14-17.

d. Journal article

Paivo, A. (1998). Perceptual comparison through the mind’s eye. Memory & Cognition, 3, 635-647.

e. Online references

Lloyd, M.A. (1997, August 28). Graduate school options for psychology majors. [Online]. Available: http://www.psychwww.com/careers/options.htm

Here are several APA principles for creating an accurate citation. Give careful attention to each point, because you lose credit when these guidelines are not followed exactly.

• Never use full first names, but only an initial or possibly a middle initial as well.

• Do not capitalize any letters in the title of a journal article or a book unless it is normally capitalized due to its being a proper noun, or because it is the first word of the title, or because it is the first word after a colon in the title.

• Always underline the volume number of a journal, but do not use "vol."

• Do not use "pp." in front of the page numbers unless it is a magazine citation.

• List all multiple authors of a journal last name first, and use an ampersand (&) before the last name of the multiple group of authors.

• Always indent five spaces from the left margin to begin the author’s name, but the second and/or third line should start at the left margin.

• Cite journals in alphabetical order according to the first author’s last name.

Arrange the six annotated citations alphabetically first and then start over with your alphabetical listing with all of your non-annotated citations.

• Always use page numbers on each page except the first.

2. Annotation format. Once you understand the citation format (and it is very important that you use this form exactly), then you can annotate six of your best sources. An annotation simply implies a summary with brief critique of the written piece. I am asking that you use no more than 200 words for this summary and it should be in several paragraphs. Do not just copy the abstract at the beginning of an article. Rather, read the article, work hard to understand its basic meaning, and summarize it in your own words. Your last paragraph should give the reader an indication of your overall view of the article and its usefulness. That is, be critical and place a value on its worth as a source. Summarizing only does not allow you or future readers to know whether the article or book chapter is worth looking up to read it in its entirety. Help a reader by guiding her with some evaluative statements near the end of your annotation.

Do not put this assignment off. There is a fairly early deadline for your annotated bibliography. You must get started very soon, and you should include the other information (cited in your syllabus) regarding where you found your sources. The more varied research strategy you can demonstrate, the better. As always, if you have difficulties, please see me. Do not wait until a day or two before the assignment is due.

Appendix E

Personal Record of Course Points

Introduction to Psychology

This form is for your convenience. There are 535 points in this course, with the possibility of some extra credit points. You can know exactly how you are doing in this course at any time. Remember, as noted earlier in this syllabus, if you have a 94% average of "actual" points (not counting the final examination, and without extra credit), you may see me to have the final examination waived. Your final grade would be an A. Remember that the denominator would be 435 points when figuring your average for final exam waiver.

Course Activities Possible Points Actual Points

Examination #1 100

Examination #2 100

Examination #3 100

Quiz 1 Quiz 2 Quiz 3

Quiz 4 Quiz 5 Quiz 6

(drop lowest quiz)

Total quiz points 50

Annotated bibliography 50

Group presentation 50

Research participation 15

Internet scavenger hunt 20

PsychSim labs 50

Total actual points

Extra credit points

Class activities (will vary)

Attendance 10

Shared folder participation 10

Actual points plus extra credits

Final average ( /535)