Department of Psychology and Sociology
Fall 1997
Introduction to Psychology - PSY-111 CR
Instructor: Daryl H. Stevenson, Ph.D. (Office: N305, Phone: 304, e-mail: dstevenson@houghton)
Research Participation Requirement
Explanation of an R-Designated Course
Guidelines for Individual Research and Group Project
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 a 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 on 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) basic competence in navigating the Internet to find psychological information.
1. Read and study the assigned chapters in the following text:
Hockenbury, D. H., & Hockenbury, S. E. (1997) Psychology , New York: Worth.
2. Write 3 exams, consisting of multiple choice, identifications and short essays. All students will take the exams at the same time. (See "notes" section for the only exceptions)
3. Participation in an 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 one page, double-spaced, accurately typed description and evaluation of your experience within one week of completion of your active participation. 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 research explained in point 4, which follows.]
4. Most of you are taking this class as your research requirement. Appendix B explains the nature of an R-designated course more completely. Others of you 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 October 10.
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 C spread them across the semester.
Finding PsychSim on the lab computer: Once you log on using your password, point the arrow and click on Astart@ (lower left), go up to APC lab programs,@ go right to APsychology and Sociology,@ then go right again and click on APsychSim.@ The program should set up for you. Do not panic if an error message appears in a window saying, AMV/audio will not work.@ Just click Aok@ 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 , 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.
7. Other small assignments may be added periodically to the above. I mention this here to avoid cries of "foul" when a short writing or homework assignment is given for the next class. Such work will be figured into your final grade as bonus points. However, you must be in class the day an activity is assigned for the next class, unless you talk to me before that class period.
8. Attendance in classes and participation in the discussions will affect gradingCespecially as I contemplate borderline grades at the end of the semester. If you know you must miss a class, see me beforehand.
| Exams | 3 X 100 | 300 |
| Individual research annotation report | 1 X 50 | 50 |
| Group presentation | 1 X 50 | 50 |
| Research participation | 1 X 15 | 15 |
| Internet scavenger hunt | 1 X 20 | 20 |
| PsychSim modules | 5 X 10 | 50 |
| Attendance/participation | +/- factor |
Class Outline
| Date | Topic | Readings & Due Dates |
| Sep. 3 | Introduction/orientation | |
| 5, 8 | History, systems and paradigms | Preface; Introduction |
| 10, 12 | Film: The Psychologist and the Experiment | Ch. 1 |
| 15, 17, 19, 22 | Psychobiological foundations | Ch. 2
Internet Scavenger Hunt due Sep. 22 |
| 24, 26, 29 | Consciousness and its variations | Ch. 4 |
| Oct. 1 | Exam #1 (Chs. 1, 2, 4) | EXAM #1 |
| 3 | NO CLASS--Founders' Day Convocation | |
| 6, 8, 10 | Learning | Ch. 5 |
| 13, 15, 17 | Memory | Ch. 6
Annotated bibliography due Oct. 15 |
| 21, 22 | Intelligence. . .(Group #1 - Oct. 22) | Ch. 7b |
| 24, 27, 29 | Motivation & Emotion. . . . . .(Group #2 - Oct. 29) | Ch. 8 |
| 31 | Exam # 2 (Chs. 5, 6, 7b, 8) | Exam # 2 |
| Nov. 3, 5, 7, 10 | Lifespan development . . . (Group # 3 - Nov. 10 | Ch. 9 |
| 11 | Special note: view a classic film at ______pm at ___________. | |
| 12 | NO CLASS | |
| 14, 17 | Gender and Sexuality. . . . (Group # 4 - Nov. 17) | Ch. 10 |
| 19, 21, 24 | Personality. . . . (Group # 5 - Nov. 24) | Ch. 11 |
| Dec. 26, 3, 5, 8 | Psychological disorders. . . (Group #6 - Dec. 5) | Ch. 14 |
| 10, 12 | Psychotherapies . . . (Group #7 - Dec 12) | Ch. 15 |
| 18 | Exam #3 (Chs. 9, 10, 11, 14, 15) |
(1) Good grammar and proper sentence construction are important. Therefore, a lack of these is considered poor form and intolerable. 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 improperly. If you need more help, you can go to the Writing Center.
(2) 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) Be sure to use the APA format for all papers: one inch margins, all but first pages are numbered, and appropriate citation format. All worksheets and reports should be turned at the designated due date (if one exists), and all must be submitted no later than 5 pm on the last day of actual classes. Nothing is accepted at the final exam. Some penalties will result when turned in late, but no credit results when turned in later than 5 pm on Dec. 12.
(4) 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.
You will become somewhat familiar with psychology Internet and 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. It is not difficult to do a search and to explore a topic using the internet. One place to start is to go to the Houghton home page, click on Athe library,@ and then follow the prompts to the on-line information resources (SearchBank). Or, you can click on the AInternet@ on the home page, then click on Asearching the WWW,@ and use any of the search engines listed there. Type in a person=s name or use key words for your topics. You will usually find only the abstract (short summary) of an article or book there. Perhaps it will be in our library or you can get it on inter-library loan. Speak to the librarians about this.
Here are several interesting psychology sites which you may want to visit (my favorite is PsychWeb):
a) PsychWeb (http://www.gasou.edu/psychweb/psychweb.html)
b) American Psychological Association (http://www.apa.org)
c) Whole Brain Atlas (http://www.med.harvard.edu:80/AANLIB/home.html)
Appendix A
(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 requirementCparticipating in an experimentCwill typically involve about one hour actively in the research laboratory, and another hour preparing a brief report of your experience.
Current research in the department of psychology is primarily in the area of 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 you wish, and you may expect a truthful answer. Occasionally, the researcher may wish to delay answering some of your questionsCif this is the case, you will receive another opportunity at a later time, probably during a regular class session.
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 three articles from any one psychological research journal. Write a synopsis of each. Total expected length: 2-3 pages.
2. Write a descriptive survey of three separate 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. Prepare any similar assignment to which your instructor agrees.
If you choose to participate in an experiment, you will prepare a one-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
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, AAn 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 lower-level 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 lower-level research requirement (e.g., you took Library Research and Writing, or another R-designated course) 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 the group project.
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 lower-level research requirement at the end of the semester:
a) Linda Doezema (your library instructor) will distribute a separate syllabus explaining the library sessions. A separate sign-up sheet will be distributed for the six meetings.
b) Linda Doezema will provide me with a list of students at the end of the semester who have completed the outside library sessions.
c) 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 lower-level research requirement.
d) A student will not be certified as having met the lower-level research requirement unless he or she successfully completes all requirements associated with both the library sessions and the research project.
Appendix C
Early in this course, you will be assigned to one of seven projects with about five 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,
b) a team analysis of 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. Oct. 22 Is intelligence measurable?
Group #2. Oct. 29 Are eating disorders more culturally or physiologically determined?
Group #3. Nov.10 Are parents responsible for how children "turn out" as adults?
Group #4. Nov. 17 Can sexual orientation be changed?
Group #5. Nov 24 Is "personality" genetic?
Group #6. Dec. 5 Does multiple personality syndrome really exist?
Group #7. Dec. 12 Does psychotherapy really work?
Individual Research Annotated Bibliography. Each student will provide me with an annotated bibliography, which is due October 15. Let me explain the format:
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) Select six bibliographic entries and summarize, in about 200 words, the essence of the article or book. You may single space within the annotation, but you should double space between paragraphs and between each citation and its annotation. Place the bibliographic citation just before each annotation, and then place the six entries in alphabetical order by authors= last name.
c) 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 Aonline at the library.@
d) Please list all sources, but only 6 must be annotated. Naturally, you will probably 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.
e) 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 cannot annotate a source unless you have the entire source in hand.
f) 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.)
g) Grading criteria: your individual research is worth 50 points toward the final grade. It will be based on the quality of your annotations, 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.
h) I will return your annotated bibliographies 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 Agroup annotated bibliography.@ This involves your group deciding which half-dozen or so sources are the key ones to this literature. Arrange those in 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.
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.
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, 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
This handout is designed to assist you in developing further your skills in completing the annotated bibliography for your individual and group project. You are to generate a list of sources that relate to your topic. Perhaps you will uncover 20 or 25, 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 Acrib sheet@ at the PsychWeb site listed in this syllabus.
a. Book.
Conway, D. A., & Munson, R. (1990). 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. (1990, February 5). In search of respectability. Christianity Today. pp. 14-17.
d. Journal article
Paivo, A. (1975). Perceptual comparison through the mind's eye. Memory & Cognition, 3, 635-647.
Here are several APA principles for creating an accurate citation.
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.
Last updated: 1 September, 1997