PSYC 2301

Welcome!

2010-01-08T01:11:00.000-06:00

This blog space is intended to be an electronic forum for my General Psychology (PSYC2301) classes at Hill College.

The purpose of the blog is to give students a space to get answers to questions and for the instructor to post class information as a backup for when BlackBoard is down and as a place to keep our favorite videos handy. Please ask questions by posting comments and I will answer them as soon as reasonably possible. Comments are moderated, so any comments are emailed directly to me. Flaming and other general nastiness will not be tolerated, so play nice.

Additionally, if you find articles or websites of interest to the group that are relevant to the scope and content of the course, please feel free to send me the link and I will post it in the area marked "Of Interest," and give you one point of extra credit.

It is my hope that you will find the course enjoyable.

Speaking of Descartes

2010-01-08T01:00:00.000-06:00

Okay, so Descartes walks into a bar.

The bartender says, "Can I get you a drink?"

Descartes says, "I think not," and promptly disappears.

And from the "Don't Try This At Home, Kids" file, here's a little video on trepanation.

Preview of Chapter 2 - Biological Bases of Behavior

2010-01-07T18:05:00.000-06:00

You don't have to know the names of all the real brain parts mentioned in the song, I just thought it was funny and wanted to share.

Impact of Brain Injuries

2010-01-07T17:00:00.000-06:00

What happens during a stroke from the inside out? Note that Dr. Jill Bolte Taylor is a neuroscientist!

Here is an example of a man who graduated in the top 10% of his law class who had a stroke in the frontal lobe:

More on Frontal Lobe Dysfunction

Living Without Memory: Clive Wearing

Oliver Sacks on Clive Wearing

More from Oliver Sacks circa 1986 (love this guy!)

Betty Dodson on Female Genitalia

2009-10-26T07:00:00.000-06:00

Chapter 9 Motivation

2009-10-21T18:09:00.000-06:00

Maslow's Heirarchy of Needs

McCaslin's Heirarchy of Needs

Unconscious Motivation (1949)

Motivation & Reward (1948)

From the late Professor Randy Pausch (I can't watch this without getting a little teary-eyed):

Couldn't help myself...;o)

Chapter 9 Emotion

2009-10-21T18:08:00.000-06:00

Duke University Research

Cannon-Bard Rap

Emotions and the Brain

Chapter 9 - The Fun Part - Sex

2009-10-21T18:07:00.000-06:00

Sex Education for Girls - Part 1 (1950's)

Sex Education for Girls - Part 2 (1950's)

ABC's of Sex Education for Trainables (1970's)

Granted it's way past un-PC but it's a great look into the Zeigteist of 30 years ago.

Reeg is a wuus.

Homosexuality in Animals

...and insects

...and birds

...and monkeys

Feral Children & Language Development

2009-10-15T18:17:00.000-06:00

Chapter 8 - Development

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A little about Jean Piaget.

Chapter 8 - Development

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Erik Erikson

Chapter 8 - Development

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Vygotsky's developmental theories.

Brain Development & Neuroplasticity

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More yummy brain stuff. Love me some brains, I do.

Mary Ainsworth and Attachment Theory

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Harlow's Monkeys

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20/20 Report: Stupid in America

2009-10-05T18:16:00.000-06:00

Noam Chomsky

2009-10-05T18:15:00.000-06:00

Give your mind a treat and explore the work of Noam Chomsky. Seriously, the guy is amazing, and at age 78 he's not only still going strong but still brilliant.

This video shows Dr. Chomsky discussing language and the mind. Yes, his speaking style is a little dry but the ideas are way juicy. Bon appetit.

Chapter 7 Cognition, Language and Intelligence

2009-10-05T05:56:00.000-06:00

What is the opposite of intelligence? Stupidity. Unfortunately our society appears to value stupidity above all things these days.

Prof. Kevin Warwick on Intelligence in humans and animals:

Steven Pinker of MIT on intelligence:

Chapter 6 - Memory

2009-10-02T06:18:00.000-06:00

Understanding Memory

Stress and Memory

And from Carl Sagan, whose quiet brilliance on this planet is deeply missed The Persistence of Memory

Preview of Chapter 5 - Learning

2009-09-19T18:19:00.000-06:00

Pavlov - ring a bell?

B. F. Skinner

More Skinner

Yep, more Skinner

John Watson & "Little Albert"

Sleep Disorder: Narcolepsy

2009-09-14T18:20:00.002-06:00

No discussion of states of consciousness and sleep disorders would be complete without addressing narcolepsy.

Chapter 3 - More on Sensation & Perception

2009-09-05T11:00:00.000-06:00

Check out the sensation & perception tutorials page at Hanover College.

Alzheimer's Disease

2009-08-22T15:27:00.002-06:00

Here are some nicely done videos about Alzheimer's dementia.

Who Needs an iPod?

2009-06-13T18:21:00.000-06:00

Okay, admittedly I'm addicted to my iPod but as a musican and one who is a bit OCD (big surprise, right?), I almost always have music of some sort running in my head and have for as long as I can remember. This phenomenon of having music "stuck in the head" is known as "earworms."

At any rate, the Wikipedia site does a good job covering it and has loads of related links though so just click here for more information. (remember, Wikipedia isn't a scholarly reference, but if you scroll to the bottom of most Wikipedia articles, you can usually find some there).

You can also check out WordSpy.com's entry on the subject by clicking here.

Here's what Oliver Sacks has to say about them:

What are your thoughts on earworms?

More on Narcolepsy

2009-06-10T18:20:00.000-06:00

Doggie Narcolepsy

Rusty

In Her Own Words (okay, her voice is a little irritating but she speaks frankly of her own experiences with the disorder)

Course Schedule - Spring 2009

2009-01-11T01:05:00.000-06:00

Monday, January 12, 2009 – First class day
General Introductions

Wednesday, January 14
Begin Chapter 1: Introduction to Psychology

Friday, January 16
Complete Chapter 1
Syllabus Compliance Statement Due in Blackboard

Monday, January 19
MLK Holiday – No Class

Wednesday, January 21
Begin Chapter 2: Biology and Behavior
Chapter 1 Homework Due

Friday, January 23
Complete Chapter 2

Monday, January 26
Discussion re: Term Project & Writing Guidelines
Begin Chapter 3: Sensation and Perception
Chapter 2 Homework Due

Wednesday, January 28
Continue Chapter 3

Friday, January 30
Complete Chapter 3
Teams/General Topics for Projects Due in Class

Monday, February 2
Begin Chapter 4: States of Consciousness
Chapter 3 Homework Due

Wednesday, February 4
Continue Chapter 4

Friday, February 6
Complete Chapter 4

Monday, February 9
Begin Chapter 5: Learning
Chapter 4 Homework Due

Wednesday, February 11
Complete Chapter 5

Friday, February 13
Exam 1 Review – Chapters 1-5
You may take the exam in the Testing Center any time between the review and Thursday February 19 at 6:30pm. You must set an appointment to do so.

Monday, February 16
Begin Chapter 6: Memory
Chapter 5 Homework Due

Wednesday, February 18
Complete Chapter 6

Friday, February 20
Hill College Closed for TCCTA Meeting

Monday, February 23
Begin Chapter 7: Cognition, Language and Intelligence
Chapter 6 Homework Due

Wednesday, February 25
Continue Chapter 7

Friday, February 27
Complete Chapter 7
Short Project Statement w/Tentative Bibliography Due in Class

Monday, March 2
Begin Chapter 8: Human Development
Chapter 7 Homework Due

Wednesday, March 4
Complete Chapter 8

Friday, March 6
Begin Chapter 9: Motivation, Emotion and Human Sexuality

Monday, March 9
Continue Chapter 9
Chapter 8 Homework Due

Wednesday, March 11
Continue Chapter 9

Friday, March 13
Continue Chapter 9

March 16-20
Spring Break!

Monday, March 23
Exam 2 Review – Chapters 6-10
Chapter 9 & Chapter 10 Homework Due
You may take the exam in the Testing Center any time between the review and Thursday, March 26 at 6:30pm. You must set an appointment to do so.

Wednesday, March 25
Begin Chapter 11: Personality Theory and Assessment

Friday, March 27
Complete Chapter 11

Monday, March 30
Begin Chapter 12
Chapter 11 Homework Due

Wednesday, April 1
Complete Chapter 12

Friday, April 3
Chapter 13
Chapter 12 Homework Due

Monday, April 6
Begin Chapter 14
Chapter 13 Homework Due

Wednesday, April 8
Complete Chapter 14
Chapter 13 Homework Due
Project Outline/Mock-Ups Due in Class

Friday, April 10
HJC Closed – Easter Holiday

Monday, April 13
HJC Closed – Easter Holiday

Wednesday, April 15
No Class - Project Work Day

Friday, April 17
No Class – Project Work Day

Monday, April 20
Chapter 14 Homework Due
Exam 3 Review – Chapters 11-14
You may take the exam in the Testing Center any time between the review and Thursday April 23 at 6:30pm. You must set an appointment to do so.

Wednesday, April 22
Project Presentations

Friday, April 24
Project Presentations

Monday, April 27
Project Presentations

Wednesday, April 29
Project Presentations
Final Exam Review for students with an average <90%

Friday, May 1 - 8-10 AM
Final Exam – Chapters 1-14 – 9AM MWF Class

Monday, May 4 - 8-10 AM
Final Exam – Chapters 1-14 – 8AM MWF Class

Chapter 12 - Psychological Disorders

2008-11-09T18:02:00.002-06:00

Mental Disorders

Drugging our Kids

More on drugging our kids

Bipolar Disorder

ADHD Diagnoses and the True Nature of Children

Eating Disorders - Part 1 of 3

How Antidepressants Really Work

Antipsychotic Drugs

Hallucinations, Schizophrenia & Extreme States of Mind

Social Anxiety Disorder

Xanax Addiction from a Former Pharmaceutical Rep

What does a really good post look like?

2008-08-29T14:10:00.002-06:00

Hello Everyone,

This morning, some students asked me what a "really good" response to these chapter questions looks like, so they'll know how to formulate their own responses. Remember that a good post includes your opinion, interpretation and integration of the material from the text and lectures with relevant aspects of your life experience.

This summer I had a student who was very articulate and gave me some really good responses. If I could have given him a grade higher than an A, I would have.

It is with his permission that I'm sharing some of his chapter responses with you here:

Chapter 3:
I've considered this question before, and I've always had trouble coming up with an answer. Recently, on "Dancing with the Stars," which is one of my favorite TV shows (don't laugh...), Marlee Matlin danced REALLY well and made it several weeks into the competition. She was deaf. It was really amazing to watch.

Based on this, I think that I could learn to live without my hearing. I've also never been too huge on smell, so I'm throwing that one out the window, as well. I'm the first to admit that touch is really awesome, but, in the end, I'm a visual person.

I don't know what I would do if I couldn't see. I'm an aspiring filmmaker and an amateur classic film buff. If I couldn't see the amazing images that I study hours and hours over, I'd lose much of my reason for living. I need to see these things. It's part of me.

Now in order to see these things I already have to have really high-powered contacts, but that's another story...

Chapter 7:
There were several ideas that really struck a chord with me in today's class. I've actually spent time thinking about how I think before, so this was an interesting lecture for me. Plus, I loved the "Stupidity" video, particularly the section on Bush because I HAVE SO ARGUED that he was elected (well, elected in stretching it) because the "stupid" population felt he was one of them. Also, you know he didn't buy that ranch in Crawford UNTIL right before he starting his campaign... I could go on for days about that awful man. Anyway...

I think someone who is intelligent is not necessarily book smart. I agree with the idea we discussed today that intelligence is someone who is smart when it comes to picking up ideas quickly and problem-solving. That is, in my opinion, basic intelligence. I think many people perceive intelligence to be someone who is educated, when I would just group these people as individuals who are testing their intelligence. Most people have the capacity to live up to the public perception of intelligence, they just choose not to do so.

Chapter 11:
I really thought that Allport's theory was fairly reasonable and realistic. I think the idea of central and secondary traits makes a whole lot of sense. I believe what made me relate to it so well was the comparison you made to a recommendation letter. Allport nailed right on the head what the "central" traits were because that is how we describe people. I thought that was all very interesting.

I was surprised to find how much I disliked Freud's theory. It really is very stupid and I just don't understand how he ever came to the conclusion that all young boys want their moms and hate their dads and all young girls have "penis envy." That all seemed a bit much. I don't think there's that ridiculous of a process to kids... they're just kids after all. Now I know why I hated "Oedipus Rex" so much...

Chapter 13:
I personally think the most effective method would be the humanistic approach. If I were to go to therapy, I believe that I would respond better to a sympathetic therapist. I tend to hole up when I'm not comfortable, so I do not think the other forms of therapy would work well with me. I also have had a lot of success drawing information out of people by being the sympathetic friend.

But I do see that there are weaknesses. For instance, some people might feel its easier to get away with lying about themselves with the humanistic approach. Others might be able to steer the therapy more on their comfort level, and for some that would probably not get a lot done.

Still, I would prefer this approach to all the others.

Course Schedule - Fall 2008

2008-08-25T12:51:00.000-06:00

Monday, August 25, 2008 - First class day
General Introductions

Wednesday, August 27
Begin Chapter 1: Introduction to Psychology

Friday, August 29
Complete Chapter 1

Monday, September 1
Labor Day Holiday – No Class

Wednesday, September 3
Begin Chapter 2: Biology and Behavior
Chapter 1 Homework Due

Friday, September 5
Complete Chapter 2

Monday, September 8
Discussion re: Term Project & Writing Guidelines
Begin Chapter 3: Sensation and Perception
Chapter 2 Homework Due

Wednesday, September 10
Continue Chapter 3

Friday, September 12
Complete Chapter 3
Teams/General Topics for Projects Due in Class

Monday, September 15
Begin Chapter 4: States of Consciousness
Chapter 3 Homework Due

Wednesday, September 17
Continue Chapter 4

Friday, September 19
Complete Chapter 4

Monday, September 22
Begin Chapter 5: Learning
Chapter 4 Homework Due

Wednesday, September 24
Complete Chapter 5
Exam 1 Review – Chapters 1-5

Friday, September 26
Exam 1 – Chapters 1-5

Monday, September 29
Begin Chapter 6: Memory
Chapter 5 Homework Due

Wednesday, October 1
Continue Chapter 6

Friday, October 3
Complete Chapter 6

Monday, October 6
Begin Chapter 7: Cognition, Language and Intelligence
Chapter 6 Homework Due

Wednesday, October 8
Continue Chapter 7

Friday, October 10
Complete Chapter 7
Short Project Statement w/Tentative Bibliography Due in Class

Monday, October 13
Begin Chapter 8: Human Development
Chapter 7 Homework Due

Wednesday, October 15
Continue Chapter 8

Friday, October 17
Complete Chapter 8

Monday, October 20
Begin Chapter 9: Motivation, Emotion and Sexuality
Chapter 8 Homework Due

Wednesday, October 22
Continue Chapter 9

Friday, October 24
Continue Chapter 9

Monday, October 27
Complete Chapter 9
Chapter 10: Health and Stress
Chapter 9 Homework Due

Wednesday, October 29
Begin Chapter 11: Personality Theory and Assessment
Exam 2 Review – Chapters 6-10

Friday, October 31
Exam 2 – Chapters 6-10

Monday, November 3
Continue Chapter 11
Chapter 10 Homework Due

Wednesday, November 5
Complete Chapter 11

Friday, November 7
Begin Chapter 12: Psychological Disorders
Chapter 11 Homework Due

Monday, November 10
Complete Chapter 12

Wednesday, November 12
Begin Chapter 13: Therapies
Chapter 12 Homework Due

Friday, November 14
Complete Chapter 13

Monday, November 17
Begin Chapter 14: Social Psychology
Chapter 13 Homework Due

Wednesday, November 19
Complete Chapter 14
Exam 3 Review – Chapters 11-14
Project Outline/Mock-Ups Due in Class

Friday, November 21
No Class – Project work day

Monday, November 24
Chapter 14 Homework Due
Exam 3 – Chapters 11-14

Wednesday, November 26
No Class – Thanksgiving Holiday

Friday, November 28
No Class – Thanksgiving Holiday

Monday, December 1
Project Presentations

Wednesday, December 3
Project Presentations
Final Exam Review for students with a class average below 90 – Chapters 1-14

Friday, December 5 - 8-10 AM
Final Exam – Chapters 1-14 – 9AM MWF Class

Monday, December 8 - 8-10 AM
Final Exam – Chapters 1-14 – 8AM MWF Class

Chapter 9 - Wrap It Up!

2007-06-22T18:06:00.000-06:00

Chapter 10 - Stress and Health

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Chapter 11 - Personality Theories

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Unless, of course, y'all would rather have more sex videos ;o)

heehee *snort*

...and from the "We Totally Just Made This Up" department...

More Chapter 11 - Psychological Assessment

2007-06-22T18:03:00.000-06:00

There just aren't many serious videos available on YouTube/Google Video on the topic of psychological assessment. Of course, the tests are very tightly controlled and only people with the proper training can buy them (theoretically). Although neither of theses are particularly good, here's what I could dig up:

Chapter 13 - Therapies

2007-06-22T18:01:00.000-06:00

The "Gloria" tapes - depicting real therapy with a real woman.

Albert Ellis with Gloria:

Fritz Perls with Gloria:

Dr. Thomas Szasz - I love this guy! Read whatever you can get your hands on by him.

Fritz Perls - The founder of Gestalt Psychology - Another one I highly recommend.

A poem by Fritz:

Carl Rogers

Carl Jung

Chapter 14 - Social Psychology

2007-06-22T06:00:00.000-06:00

The Power of the Situation

Freud's Influence on Social Psychology (for a dead guy he sure shows up a lot)
Part I

Part II

Part III

Part IV

Bob Newhart Therapy

2007-06-22T05:13:00.001-06:00

Chapter 1 Blog Post

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Please answer the following questions in a couple of paragraphs no later than Tuesday, June 10 2008. Remember to engage your critical thinking and tell me why you think what you think!

Which of the three major schools of thought in psychology (behaviorism, psychoanalysis or humanistic psychology) appeals to you most and which least? Why?

All comments are moderated, so they are emailed straight to me. This protects your privacy by keeping your homework from being publicly viewed by anyone on the Internet. Have a great week.

Chapter 2 Blog Post

2007-05-29T08:27:00.001-06:00

Answer the following questions in no more than a few paragraphs by Wednesday, June 11, 2008.

How would your life change if you had a massive stroke in the left hemisphere of your brain? How would it alter your life if if the stroke damaged your right hemisphere? Which stroke would be more tragic for you personally and why?

Chapter 3 Blog Post

2007-05-29T08:26:00.001-06:00

Please answer the following in no more than a couple of paragraphs by Thursday, June 12, 2008.

How would your life change if you lost one of your five senses (sight, vision, taste, smell or touch)? Which of your senses would you find most traumatic to lose? Why?

Chapter 4 Blog Post

2007-05-29T08:25:00.001-06:00

Answer the following, no later than Monday, June 16, 2008.

Suppose you have been hired by a sleep clinic. List 10 questions you would include on an intake questionnaire.

Chapter 5 Blog Post

2007-05-29T08:24:00.002-06:00

Answer the following in a few paragraphs, no later than Tuesday, June 17, 2008.

Think of a behavior of a friend, family member, or professor that you would like to change. Using what you know about classical conditioning, operant conditioning and observational learning, formulate a plan for changing the targeted behavior.

Chapter 6 Blog Post

2007-05-29T08:23:00.001-06:00

Please answer the following in a few paragraphs no later than Wednesday, June 18, 2008.

Some studies cited in this chapter involved only one or a very few participants.

a. Select two of these studies and discuss the possible problems in drawing conclusions based on results from so few participants.

b. Suggest some possible explanations for the findings other than those proposed by the researchers.

Chapter 7 Blog Post

2007-05-29T08:22:00.001-06:00

Please answer the following in a few paragraphs before Thursday, June 19, 2008.

Which of the theories of intelligence we went over in class best fits your personal notion of intelligence? Why?

Chapter 8 Blog Post

2007-05-29T08:21:00.001-06:00

Answer the following in a few paragraphs no later than Monday, June 23, 2008.

Which of the developmental theories presented in this chapter makes the most sense to you and why?

Chapter 9 Blog Post

2007-05-29T08:20:00.001-06:00

Please answer the following in a few paragraphs no later than Thursday, June 24, 2008.

What are the various factors that have been suggested as determinants of gay or lesbian sexual orientation? Which one makes the most sense to you?

Chapter 10 Blog Post

2007-05-29T08:19:00.001-06:00

Answer the following in a few paragraphs, no later than Wednesday, June 25, 2008.

In your opinion, which is more effective for evaluating stress: the Social Readjustment Rating Scale or the Hassle Scale? Why? Explain the advantages and disadvantages of each.

Chapter 11 Blog Post

2007-05-29T08:18:00.001-06:00

Answer the following in no more than a couple of paragraphs, no later than Thursday, June 26, 2008.

In your opinion, which of the major personality theories in this chapter is the most accurate, reasonable and realistic and why? Which is the least accurate, reasonable and realistic and why?

Chapter 12 Blog Post

2007-05-29T08:17:00.001-06:00

Answer the following in a few paragraphs, no later than Monday, June 30, 2008.

There is a continuing debate over whether many psychological disorders are biological in origin (nature) or result from learning, experience and maladaptation (nurture). Choose one disorder from the chapter and present both sides of the argument for that disorder.

Chapter 13 Blog Post

2007-05-29T08:16:00.001-06:00

Answer the following in a few paragraphs, no later than Tuesday, July 1, 2008.

Which therapeutic approach listed in the chapter which do you think would be the most effective? Why? List its strengths and weaknesses.

Chapter 14 Blog Post

2007-05-29T08:15:00.001-06:00

Answer the following in a few paragraphs no later than Wednesday, July 2, 2008.

Describe an incidence when you experienced cognitive dissonance. Of the four methods listed in the chapter for reducing cognitive dissonance, which one(s) did you employ? How did it turn out?

Don't Make Me Put a Check By Your Name

2007-05-26T01:10:00.000-06:00

First things first: This. Is. College. This is NOT 13th grade. It is my expectation that you behave accordingly. These are my personal class rules. They are not suggestions. Following them will help ensure that everyone in the class enjoys an optimal learning environment and may spare you from blatant public humiliation, at which I am highly skilled.

Be prompt. Class begins at 8am. If you are not seated and prepared to begin at 8am, you are late. Period. The door will be locked very soon after class begins and latecomers will not be admitted. Yes, you paid to be here, but so did everyone else. Your tardiness disrupts the workflow of the rest of the group and as such is deemed unacceptable. If you cannot arrive in a timely fashion, seriously consider rescheduling your classes for later in the day or secure an occupation in a field that allows one to come and go as one pleases - if you can find one.

With the exception of a laptop computer to be used for note-taking, turn off all electronics and communication devices before entering the classroom. This includes, but is not limited to cellular telephones, Blackberries, pagers, iPods, PDAs, et cetera. If you are experiencing some life-altering emergency that cannot wait one hour and twenty minutes without communication, please go away and tend to that, as you will be unable to concentrate in class. You will still be responsible for course content for that day.

If you choose to use a laptop computer to take notes (not surf the internet, play solitaire or similarly unrelated pursuits), please mute the speakers and type quietly so that you do not disrupt the learning processes of others around you. It is not necessary to bang the keyboard as if playing "Whack-A-Mole."

This is not a picnic area. Do not eat in class. The sound of your Chee-tos bag rattling is distracting to others, as is the crunching, which has the added benefit of making one appear rather like that person in the cereal commercial who has no idea that he is being fired, and continues ignorantly chewing anyway. Just don't.

Pick up after yourself.

Respect one another. The scope of this course tends to open up long-standing debates about the nature of many concepts. Agree to disagree and move on. Life does not begin when everyone agrees with you.

If I am talking, you should be listening - and taking notes. There will be plenty of time for class interaction, but this is not the time for idle chitchat with your neighbors about who's dating whom, he said/she said, his baby mama, the price of corn or anything else. It is distracting and exceedingly rude. Unless you are experiencing spontaneous combustion or a limb has fallen off your body and you are gushing great gouts of blood all over the floor, it can wait until class is over. Offenders will be publicly humiliated by being openly directed to leave the room.

The Real World does not accept late work. Neither do I. There are no acceptable "reasons" for late work, only excuses. The full course schedule is posted online in this forum and everyone will have copies from the first day of class so there should be no surprises about what is due and when. If you are on your deathbed/having car trouble/sick kid/dead grandma/dog ate homework/ or whatever and cannot possibly bring your work to class, send it with a friend, email or fax it to me directly. I also use Yahoo! or Google chat when asked nicely. If your computer has failed, call me and give the answers over the phone or text message me. Use smoke signals if necessary - whatever it takes. A properly motivated person gets their work turned in on time.

We are now firmly in the 21st century. All word processing software comes with spell and grammar check. Use it before submitting any written work to me. I will stop grading at 5 spelling and/or grammatical errors and your grade will be considered based upon that amount of work, even if all 5 errors occur within your opening sentence.

You are responsible for all content included in the textbook, whether I specifically address it in class or not. The scope of this course is quite broad and cannot be fully addressed in the three hours per week we are allotted, so it will behoove you to thoroughly read the chapters and review the chapter-end review materials, vocabulary words, et cetera. Any or all of it could show up on an exam, so prepare accordingly. You are responsible for the material whether you are in attendance or not. You are also responsible for additional resources that are addressed in class, whether you are in attendance or not. If you miss a class, obtain notes from a class colleague, but prepare to return the favor or pay it forward. If you do not have friends, consult the class blog for course content for that day. Do NOT telephone, email, text message or otherwise contact me to ask, "What did we do in psych class today?" My answer will probably not be to your liking.

Every college course you take will include a "major project." This one is no different. The topic and scope of the project will be announced in class, then posted here. Presentations will be toward the end of the semester, during the last few class meetings before we review for the final exam. You may choose to do the project in groups of 2 to 4 or you may elect to complete it alone. If you choose a group project and have a "slacker" on your team, the entire team will be graded accordingly. Choose wisely.

There are several opportunities to earn extra credit. There will be 1-3 bonus questions on each exam, worth up to 5 points each, depending upon the difficulty of the bonus item. You may also bring in a relevant article to briefly present and discuss with the class for one extra credit point. Up to 10 points extra credit may be earned by performing community service, at the rate of one point per hour served. To claim community service points, please have the supervisor print a note on agency letterhead with their name and contact information, so that I may verify your service hours. This document may be turned after all 10 hours are served and is due no later than the last class day. No exceptions.

Finally, if you have ever seen me for psychotherapy, psychological assessment, or neuropsychological assessment, please keep it to yourself. I am not going to out you, so don't out yourself. If the outcome of your previous assessment was not to your liking, it is too late to do anything about it now. Take it up with the agency that ordered the assessment. They were the ones who made the final decision about the outcome.

What it is.

2007-05-26T01:09:00.000-06:00

What this class is:

A very broad, generalist view of the field of psychology.
Necessary for the attainment of almost any degree at almost any institution of higher learning in the United States.

What this class is not:

Your personal therapy
Training for you to "do" therapy, so don't even try.
A venue for you to analyze Crazy Aunt Hattie, your mother-in-law, spouse, kids, et cetera.
Your personal social outlet.
Your project to "convert"everyone over to your pet whatever (religion, multilevel marketing scheme, diet craze, ad nauseum). Life does not begin when everyone agrees with you.

What I am:

Your instructor.
Direct.
Assertive.
Intolerant of BS.

What I am not:

Your mother.
Your friend.
Your therapist.
Responsible for you.
Tolerant of BS.

How to Post a Comment

2007-05-26T01:08:00.001-06:00

Click "Comments" at the bottom of the entry to which you wish to post.
If you have a Google/Blogger account, please sign in (it's free if you want to set up and account).
Click "anonymous" if you do not have a Google/Blogger account and do not wish to set one up.
Enter your text in the comments box.
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If all else fails, email it to my Gmail address, found on the front sheet of your syllabus, call or text it to me (using real language, of course.)

Questions & Comments

2007-05-26T01:07:00.000-06:00

If you have burning questions or comments unrelated to the chapter homework, but relevant to the course, post them as comments here.

Project Guidelines

2007-05-26T01:06:00.002-06:00

Project Purpose:

Deepen students’ understanding about psychology topics that pique their individual interests
Sharpen students’ investigative & critical thinking skills
Introduce students to APA style
give students an opportunity to exhibit competence outside of the written examination paradigm

Project Overview:

Pick a topic in psychology that is of interest to you or your group.
Prepare a 10-15 minute presentation in the manner of your choice to present to the class at the end of the semester.
Include a complete bibliography formatted in APA style.
Choose a presentation style that you think best captures the essence of your topic.
Tell me what YOU think. Don’t just regurgitate what “they” said.

Scoring Criteria:

Creativity: 20 points max
Content: 20 points max
Clarity: 20 points max
Bibliography: 20 points max
Participation: 20 points max

Project Timeline:

Identify teams & topics Thursday, June 12, 2008
Short statement/Bibliography Thursday, June 19, 2008
Outlines/Mockups Thursday, June 26, 2008
Presentations Wednesday, July 2, and Thursday, July 3, 2008

Presentation Format:

approximately 10-15 minute presentation by all team members
approximately 5 minutes question/answer
time boundaries will need to be strictly monitored so that everyone has time to present

Some Topic Ideas:

The Nature/Nurture Debate
Daycare: Beneficial or harmful to child development?
What is intelligence and how do we measure it?
Is the nursing home environment detrimental to aging people?
Compare/Contrast famous theorists (Erickson/Piaget, et cetera)

Some Project Ideas:

Poster presentation
PowerPoint/Keynote presentation
Make up a game/study aid & demonstrate
Write a song
Perform a skit
Movie/Picture montage

Important Points to Remember:

Use proper spelling and grammar
Cite everything!
Have fun & be creative

APA style (light - very light)

Basic page setup:
1" Margins
Times New Roman or similar font (no fancy/fun/weird fonts)
Same font throughout
Font size 12 throughout

Citations:
Journal Articles:
Author, J. B. & Another, T. C. (2007). Title of the journal article. Title of the Journal, (volume#)issue#, 134-145.

Books:
Author, J. B. & Another, T. C. (2007). Title of the Book. City: Publisher.

Websites:
Author, J. B. & Another, T. C. (2007). Webpage Title. Available: http://psyc2301.blogspot.com. Accessed January 17, 2007.

Common writing pitfalls!
Know the Difference!

There - They’re - Their
There - someplace away from the speaker, as in “over there”
They’re - a contraction meaning, “They are.”
Their - a possessive pronoun meaning, “Something belonging to them."

Its - It’s
It’s - a contraction meaning, “It is.”
Its - a possessive pronoun meaning, “something belonging to it.”

Official Course Syllabus

2007-01-11T01:10:00.000-06:00

Course Syllabus
Spring 2009

Course Prefix and Number PSYC 2301
Course Title General Psychology

Instructor Nerdwina Braininac, PhD
Room Instructional Building, Room 215

Catalog Description
The course is a descriptive survey of the field of psychology. Topics surveyed will include: theory and research development, perception, learning, thinking, emotions, motivation, sexuality, personality, descriptions and treatment of mental illness.

Lecture Hours: 3
Lab Hours: 0
Semester Credit Hours: 3
Prerequisite: None

Introduction and Purpose
The purpose of this course is to develop student awareness of the psychological processes that influence individual behavior and provide students with an adequate background for specific and advanced courses in psychology. This course can be used to partially fulfill core curriculum and Hill College degree requirements and can be transferred to senior institutions.

Instructional Materials
Textbook: Mastering the World of Psychology. (3rd ed., 2007), Wood, Wood & Boyd; Allyn & Bacon Longman Publishers.

Supplies and additional materials: Proper note-taking materials and at least one hemisphere of your brain. Open minds and willingness to explore different ideas are a plus.

Objectives
At the completion of this course, the student should be able to:
1. Demonstrate an awareness of the scientific method as it relates to understanding psychology by completing test items related to the scientific method with a minimum of 60% accuracy.

2. Demonstrate knowledge of basic core concepts and terms relating to the areas of the history of psychology, biological psychology, development, sensation and perception, consciousness, learning, memory, thought and language, intelligence and creativity, social psychology, motivation and emotion, personality, abnormal psychology, psychotherapy and health psychology by correctly answering test items with a minimum of 60% accuracy on major tests and the final exam.

3. Demonstrate an understanding of the major theoretical perspective used in psychology by comparing and contrasting at least three of these perspectives within specific topic areas in an essay or discussion questions on major exams with at least 60% accuracy.

4. Apply psychological theories and concepts by analyzing journal articles in professional psychology journals and completing term papers/projects with at least 60% accuracy.

5. Employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition as it relates to psychology.

6. Develop and communicate alternative explanations or solutions for contemporary social issues related to human behavior.

7. Identify and understand the differences and commonalities of psychological processes within diverse cultures.

Methods of Instruction
The methods of instruction for this class include: Lecture, class discussion, class activities, video, guest speakers, homework assignments, special project.

Method of Evaluation
Grades in this course will be based on the following evaluative criteria:

3-5 tests containing both objective and essay questions 30%

Comprehensive final 20%

Homework Assignments 20%

Special Project 15%

Classroom participation 15%

Class Policies and Course Requirements

A. Class Policies
1. Regular and punctual attendance is expected and required.

2. "Excused" and "unexcused" absences are treated in exactly the same way as far as attendance policy is concerned except that excused absences allow the student to make up the work missed. (Refer to handbook for these policies).

3. Warnings may be issued after:

a. 3 consecutive hours or
b. a total of 4 hours absent

4. If a student misses more than 20% of the class, the student may be dropped with a grade of "F."

5. It should be remembered that absences always result in work being missed and that in spite of the best efforts of both the instructor and the student, this usually means grades will suffer.

6. In case of illness or similar emergency, a grade of incomplete (I) may be given. If course requirements are not competed during the next long semester, the grade of "I" will become an "F."

7. The College expects all students to engage in all academic pursuits in a manner that is beyond reproach. Students will be expected to maintain complete honesty and integrity in their experiences in the classroom. Any student found guilty of dishonesty in academic work is subject to disciplinary action. The College and its official representatives may initiate disciplinary proceedings against a student accused of any form of academic dishonesty including but not limited to the following:

a. Scholastic dishonesty includes, but is not limited to cheating on academic work, plagiarism and collusion.

b. cheating on academic work includes:

1. Copying from another student's test paper or other academic work.
2. Using, during a test, materials not authorized by the person giving the test.
3. Collaborating, without authority, with another student during an examination or in preparing academic work.

4. Knowingly using, buying, selling, stealing, transporting or soliciting, in whole or in part, the contents of an unadministered test.

5. Substitution for another student, or permitting another student to substitute for oneself, to take a test or prepare other academic work.

6. Bribing another person to obtain an unadministered test or information about an administered test.

8. Plagiarism means the appropriation of another’s work and the unacknowledged incorporation of that work in one’s own written work offered for credit.

9. Collusion means the unauthorized collaboration with another person in preparing written work offered for credit.

10. Students should not expect to receive credit for any assignment completed after the announced deadline, except with the express permission of the instructor.

11. Procedures for discipline due to academic dishonesty shall be the same as in any other disciplinary action reviewed by the faculty member.

B. Course Requirements
1. Mastery of material with a 60% accuracy minimum for earned credit.
2. Reading as assigned.
3. Writing assignments.
4. Class participation, both group and individual, as assigned.