PSY202A Intro to Psychology - Part 2
Surveys the major concepts, theoretical perspectives, empirical findings, and historical trends in personality theory, psychological disorders, therapy, emotion, motivation, intelligence, health psychology, and social psychology. Provides an overview of popular trends, examines the overarching themes of heredity vs. environment, stability vs. change, and free will vs. determinism, and emphasizes the sociocultural approach which assumes that gender, culture, and ethnicity are essential to understanding behavior, thought, and emotion. Psychology 202A is the second term of a two-term sequence in introductory psychology. Recommended: PSY 201 or 201A. Prerequisite: WR 115, RD 115 and MTH 20 or equivalent placement test scores. Audit available. (For detailed information, see the Course Content and Outcome Guide ).
Distance Education: Web Course Information
- From the Instructor:
- Intro to Psychology - Part 2 - PSY 202A CRN: 40813 Duration: 22 September - 14 December, 2014 Michael S. Swett, Ph.D., Instructor Fall Term, 2014 4 Credit Hours Portland Community College
- Course Specific Requirements:
- Course Description This is the second quarter of a two quarter sequence in general psychology, covering emotion, motivation, intelligence and personality theory, psychopathology and psychotherapy, and social psychology. This course will be taught from a sociocultural perspective, which assumes that study of gender, culture, and ethnicity are essential to understanding human behavior, emotion, and thought. This course meets cultural diversity requirements for Associates Degrees. Instructor email: email@example.com. PCC voicemail: 971.722.3911. Recommended: Completion of Psy 201 or 201A. Prerequisite: Eligibility for WR 121. A Few Course Process Notes: Please take a look around at the course features and give them a try. Then go to the 'Introduction and Hello's'discussion board and introduce yourself to the rest of the class- tell us who you are, what you are currently doing, and what you expect to get out of the course. Please check out (and I strongly suggest that you print it out and put it on your wall) the Course Schedule: it will help you to organize your reading and writing assignments. The Assignment Pages for each unit explain fully what you need to do for each assignment; they are accessible through the Course Schedule and under the Course Content heading on the homepage. Please note that this course includes some working in groups; the online Course Information Page in the PCC Schedule of Classes mentions this for this class, as does the syllabus. You will be working with a team of others to produce four short essays on selected topics. Please keep in mind that each study group is bound to have at least one person in it who really wants to get stuff done on time and for everyone to do their fair share! Getting one's contribution together at the last minute does not make life easy for most group members. If working in groups does not work for you, you might consider taking an alternative course to this one. Details on the group work are also presented in the assignment pages. Remember, this is a writing-intensive course carrying four hours of transferable college credit; we'll be moving through the course material with dispatch, and how you manage your time will make all the difference to your success in this course... A few course process notes: I usually return work a week after the date it's due. I tend to take weekends off. The Assignment Drop Box is where you will be submitting your individual essays. Please note that the Assignment Drop Box marks papers late that are submitted after 11:59PM on the due date. Late papers are docked One Full Grade for each day they are late! Please follow EXACTLY the instructions listed in the Desire 2 Learn Orientation pages and the course assignment pages (as well as the syllabus) for submitting material to the Assignment Drop Box, failure to do so can cause you some frustration. Your individual essays should be at least 750 words long, with 12 pt type in Ariel font, double spaced. Also, please use only the classroom email (and not my personal or PCC email address) to contact me: the classroom email operates in a secure environment so all your private correspondence is safe from prying eyes. Please write your essay to either Word (doc or docx file extensions) or in Rich Text Format on your favorite word processor, or in HTML. Group essays appearing on the main discussion board should be posted in Rich Text Format (.rtf) so everyone can read them. For all individual essay assignments, please use the filename: First Initial, Last name (e.g. Joe Doaks would be Jdoaks). This makes my record keeping much easier- a submitted filename of 'assignment 1,' for example, could belong to anybody. If you are using a Mac please be sure you save your file in rich text format or Word or html. Remember, assignments (with my comments written on them) will be returned to you via the Assignment Drop Box usually by ONE WEEK AFTER THE DUE DATE. Textbooks The textbook for this course is Psychology, 10th edition by David G. Myers, published by Worth. The ISBN is 13:978-1-4641-0217-2. The other textbook required for this class is Cross-Cultural Perspectives in Introductory Psychology, fourth edition by W.F. Price and R.H. Crapo, Brooks/Cole Publishing, ISBN 0-534-54653-6: available at the PCC bookstore. Recommended, but not required, is the study guide written to accompany the Myers text. Extended Course Description This course has been designed especially for delivery over the Internet, consequently the 'feel' of the course will be quite a bit different than a class offered in a traditional classroom. During the first few days, I want you to experiment with the 'course shell,' called Desire 2 Learn, which this course is packaged in. The 'front' of this course is called the 'homepage' which contains a number of 'buttons' or 'icons' which you click on to access. You will notice a number of features in this course package, the first of which is the discussion board, which will be the primary vehicle for communication between all of us. It's sort of a 'virtual classroom' which allows everyone to be heard on an equal basis. One thing you will notice right away is that you have no idea of what anybody in this course looks like, or whether they are paying attention at a particular moment in time. The advantage of this medium of instruction is that every person has an equal chance to be 'heard,' and that a few talkative students don't monopolize class discussion. And we do away with first impressions of our fellow students (and the instructor, too) based on physical appearance. This enables us to get directly to the business of learning, (from the text, the lessons, and each other) which is what this course is about. Please take the Desire 2 Learn Orientation if this learning system is new to you. You will be sending me your individual essays by way of the Assignment Drop Box, or via the class mail if your assignment is late and the dropbox has closed out after the deadline for submissions has passed. Students in the class will be randomly assigned to study groups of about six people, each group will have a private discussion board for collaborating as a team on their group projects, which will consist of short (2-page) reports on the group assignments. How you delegate the work in your study group is up to you, you could rotate the responsibility of writing the report among your group members, or you could all collaborate on the study group report. It's really, really important that all group members collaborate on these group projects as a team. If you don't like group work, or have a habit of waiting until the last minute to connect with your group members, then please consider taking an alternative course to this one, for the sake of the other people in the group who want to get the group assignments done with a minimum of hassle. Study groups will post their 2-page reports for everybody to see on the discussion board for the unit we are covering so members of the class can respond to them. We will be going through at least three chapters per unit in the textbooks. I'll be posting some discussion questions for each unit on the 'main discussion board' for you to respond to, and you are free to add your input. A couple of ground rules to follow here, as well as in the private discussion board you will be using for your group projects and in the chat rooms: 1) no personal attacks on others; and 2) no offensive language. There are five units in the course, each unit will consist of two or more chapters of readings in the text, an online lesson or 'lecture' by the instructor, a three page individual essay on each unit to be sent to your instructor by way of the assignment drop box, and one 2-page report from each group which will be posted on the main discussion board for the unit in question. There will be no group report for the first course unit because I want to wait until the second week of class to form the study groups- this is because it typically takes a few days to a week for a course to 'stabilize;' and I want to allow time for this stabilization process before I randomly assign people to study groups of about six people each. Teaching Philosophy and Methodology Students will be expected to communicate on a regular and timely basis with the instructor and each other through the several channels offered in the Desire 2 Learn environment. Class participation is a must, this electronic medium is unable to convey visual cues to others about your level of interest, understanding or puzzlement, as you would have available to you in the classroom. Therefore it is very important that you communicate with your classmates and/or your instructor at least once every other day. I check into the site at least once a day. You should check in to the class site on a daily basis to keep up with what's going on. Students will receive two grades for each unit (with the exception of the first, which has only one assignment): a grade on the personal report, and a grade on the group report. Reports will be graded on their content (How much relevant material is included) and organization (The degree to which the subject matter presented in a logical, coherent manner). On one unit of their choice, students have the option of submitting a three-paragraph statement of what they have learned from the unit in question, in lieu of the three page essay. To get full credit for a given unit, either an individual essay OR the three paragraph option MUST be completed. The three paragraph option will not be letter- graded, but returned with my comments. More about how I grade essays later in this syllabus. I'm asking for individual and group efforts in this class, and am assigning grades on each. I want to measure your grasp of the subject matter in individually produced reports on the one hand, and measure your contribution to the class learning environment by way of the group reports. You have the option of turning in three paragraphs describing what you learned in this unit in lieu of the three page essay for a given unit; you can do this only once. I'll return your paragraphs with my comments on them. You won't receive essay points for your statement of what you learned, but you must turn it in. Your individual essay grade will be calculated using the average of the four individual essays you turn in. Students' course grades will be calculated using the five individual essays, the four group essays and a grade based on the number of discussion items a student contributes. Course grades will be calculated using the following rubric: The point system is as follows: 100 points for each of the five individual essays, 25 points for each group essay, and 25 points for participation on the main discussion boards for a total of 625 points in the course. The letter grade breakdown is as follows: 562 =A; 500 = B; 437 = C; 375=D. I expect you to learn not only from my activity, but from each other as well. Each of us has something to say and this electronic medium eliminates the superficiality of place, time and appearance, giving us a level playing field on which to conduct the class. So, I expect everyone to contribute to this learning environment because your participation enriches us all. Keep in mind that on the Internet, you may be a mouse click away from material that you may deem offensive. Neither the instructor or the educational institution is responsible for what you might find when you click on a site which lies outside the links embedded in the lesson material. You are required to make at least two postings each week to the Main Discussion Board. This is a course requirement. Your 3-page individual report will be due on the Monday following the end of each two week unit (for all courses except summer term) - for instance, if the course starts on Monday, March 27th, the individual 3-page report will be due on Monday, April 10th. Note: essays that are past due will be docked one full grade for each day they are late! This gives you the weekend (in most cases) to do the paper and get it to me in the assignment drop box. The Assignment Drop Box Assignments are to be submitted by way of the assignment drop box. This feature will automatically notify you that your assignment has been delivered to the instructor if you type an email address where you can be reached in the space indicated. Most folks use their personal email address to receive this confirmation message. When you submit your file, please use the following formula for your filename: first initial, last name (all in lower case) followed by the file extension 'doc' or 'docx' if your word processor is a Microsoft product. For example, if your name was Joe (or Josephine) Smith, and you had a Microsoft word processor, your assignment's filename would be: jsmith.doc If you follow this formula, the assignment drop box should work. If your assignment is more than three days late, you will have to send it to me by way of my email box in this course. Please do not send any of your work to my personal email address. This is to ensure your privacy: this course operates in a password protected, secure environment. An email sent outside this course can be read by anybody with rudimentary tools, it's just like sending a post card through regular 'snail mail' Starting the third week of the course, you will be randomly assigned to a study group of about six people, and you will be issued your own private discussion board for your study group. To find what I want you to do for the next two weeks in your study groups, please check the Assignment page for the unit in question (We will start doing this in Unit 2.). Please post study group related messages on your group's private discussion board and get the feel of it as a tool for you to put together your group projects, which are addressed in the Assignment pages. When you are ready to post your group report, Please post it on the 'Main Discussion Board' so everyone can see it. Also, please put the names of everyone who contributed to the group report on the top of the page before you post it to the Main Discussion Board. There are no minimum posting requirements for your private discussion board, I leave it up to group members to decide who gets credit for the group report; those doing the work put their names at the top of each report. If group members want to put the name of a non-working member on the report to get credit for it, that's up to the members of the group. Sometimes groups will rotate the responsibility of writing the group report among members, so that everyone gets time off for a couple of weeks if they agree to carry a bigger share of the load on the next report. If one student writes the report for a given week, then each group member is required to make a timely contribution to the person writing the group paper for that unit; everybody must participate in each group paper. To get credit for the discussion group essay, you have to have your name on the document posted on the main discussion board for the class to read and comment on. Sometimes people in study groups wind up not getting along for one reason or another. However, I will have to be convinced that there are valid, persistent, extreme and irreconcilable differences between group members to make a change in course guidelines about the production of the group essays. Prior to making such a change in course guidelines, all of the parties involved would be asked to meet in a private forum where we could get whatever issues of contention there are into the open. Then we would brainstorm ways to resolve these differences. Once we got some ideas to work with, we would evaluate them and eliminate the ones that won't work. What we would be left with will be our solution. And we would all have to agree to meet at a later date to follow up on how our plan went. Learning Outcomes 1. Acquisition of the basic principles of the psychological study of human development, sensation and perception, learning theory, memory, language, and cognition. 2. An understanding of the history of psychology to include the contributions of women and people of color. 3. Comprehension and application of the principles of the scientific method in studying psychology. 4. Development of critical thinking skills in order to assess the validity and applicability of scientific principles of behavior vs. unscientific or unsubstantiated assumptions. 5. A basic understanding of the structure and function of the brain, neurotransmitters, and the nervous system. 6. An understanding of the role of genetics and the relative contribution of the environment in influencing psychological mechanisms of behavior and development. 7. In each of the above mentioned topics, students will demonstrate an appreciation for individual differences which may take into account sex, sexual orientation, gender, race, class, age, culture, ability, and disability. 8. Students will also demonstrate the ability to access, use, and critically evaluate library and electronic resources, including the internet and multimedia resources for the course. Outcome Assessment Strategies: Students will demonstrate achievement of these outcomes by any of the following: 1. Written assignments designed to promote integration of class material with personal reflection and experience. 2. Written or oral assignments designed to stimulate critical thinking. 3. Multiple choice, short answer, and essay questions that require integration, application, and critical examination of material covered in class. 4. Active participation in class discussion. 5. In-class participation in individual and group exercises, activities, or class presentations. 6. Design and completion of research projects. 7. Service learning activities. 8. Participation in online discussions and/or completion of assignments through electronic media. Competencies and Skills * Describe what psychology is currently and how it differs from common sense. * Describe the historical development of the field of psychology, including the contributions of women and people of color. Recognize the impact of ideas about race, class and gender on early psychologists as well as modern psychologists. * Compare and contrast the major schools of psychology, their proponents and their ideas about what the field of psychology should study. * Distinguish between applied and basic psychology. * Compare and contrast the modern research areas in psychology as well as today's clinical/applied specialties. * Recognize and describe the impact of cognitive psychology, evolutionary psychology and biopsychology on the field of psychology today. * Describe the emergence of evolutionary psychology as theoretical perspective in psychology. Define the basic premise of evolutionary psychology. Describe the relationship between evolutionary psychology and functionalism. Identify the criticisms of evolutionary psychology. * Identify the skills necessary to be a good critical thinker and apply these skills to specific examples. * Distinguish among empiricism and common sense. * Compare hypotheses and theories. Explain what makes a hypothesis testable and why that is important. * Describe how the scientific method works, the steps involved, and why it is important in psychology. * Compare and contrast the basic descriptive/correlational research methods in terms of their procedures and advantages/disadvantages. * Explain what makes a sample representative, and discuss the problem of sampling bias * Describe the basic elements of an experiment and problems that can invalidate experimental results, such as lack of control, experimenter bias, subject bias, and placebo effects. * Compare the experimental method to /descriptive correlational methods of research. * Design an original experiment that could be carried out in the real world with proper ethical standards. * Understand and calculate the basic descriptive statistics, including measures of central tendency such as the mode, median and mean, and measures of variability, including the range and standard deviation. Discuss correlation in relation to prediction and causation. Explain the meaning of statistical significance. * Recognize the limitations of generalizing the results of experimental and descriptive research. * Describe how human participants in research experiments are safeguarded by ethics. Discuss the use of deception in psychological research and the conditions that must be met when deception is used. * Explain why animals are used in research and how they are safeguarded by ethics. * Describe what a neuron is, what it looks like, what parts all neurons have and what functions these parts have. Describe how an action potential works and its important properties. * Identify common neurotransmitters and how they affect behaviors. * Describe the organizational structure of the human nervous system and the functions of each component. * Compare and contrast the hindbrain, midbrain, and forebrain. Describe the hindbrain structures and their functions. Describe the midbrain structures and their functions. Describe the forebrain structures and their functions including the cerebral cortex, limbic system, hypothalamus, and thalamus. * Compare hormones and neurotransmitters. Describe the endocrine system and how it is linked to the central nervous system. Explain how the major glands in the endocrine system affect behavior. * Describe basic genetic principles such as chromosomes, genes, DNA, dominant and recessive genes, and genetic relatedness. Differentiate genotype and phenotype. * Compare the following research methods used to investigate hereditary influence: family studies, twin studies, and adoption studies. Define heritability. * Describe Darwin 's principles of natural selection and fitness. Explain the importance of genetic variations. * Define learning and conditioning. * Compare and contrast classical conditioning, operant conditioning and observational (social) learning in terms of their proponents, major concepts and limitations. * Apply classical conditioning to personal experiences and identify the components of classical conditioning. * Apply operant conditioning to personal experiences and generate examples of positive reinforcement, negative reinforcement, primary re-enforcers, secondary re-enforcers and punishment. * Describe and give examples of the schedules of reinforcement. * Recognize the strengths and limitations of punishment as an agent of behavior change. * Describe and apply the principles of observational learning. * Understand the role of different parts of the brain and different neurotransmitters in learning . * Explain biological constraints on learning and describe the evolutionary perspective on learning. * Identify and apply the perceptual and behavioral effects of basic principles of psychophysics, including thresholds, signal detection theory, sensory adaptation and overload, and selective attention. * Explain the process by which sensory input travels from the physical world to the brain, including sense receptors, sensory neurons, and the basic structures of the eye and ear. * Describe the most common principles of perceptual organization, including basic visual illusions, Gestalt principles, constancies, binocular and monocular cues, and apply these principles to real-life examples of perceptual errors. * Describe the physiological and psychological processes involved in the perception of pain. * Identify and discuss cultural and social influences on perception. * Distinguish between popular opinion and scientific evidence regarding subliminal perception and extra-sensory perception. * Understand the challenges involved in defining consciousness. * Discuss the impact of circadian rhythms on alertness and performance. * Describe the stages of sleep, the physiological, cognitive, and emotional benefits of sleep, along with common problems associated with sleep deprivation, and apply this information to one's own sleep patterns and performance. * Describe the four most popular theories of dreaming, including supporting evidence for the theories where applicable. * Identify and explain the physiological and psychological components (including cultural expectations) of various altered states of consciousness, such as hypnosis, meditation, and out-of-body experiences. * Distinguish among the various classifications of psychoactive drugs, along with the physiological and psychological (including cultural) effects of each. * Understand the complex interaction of nature and nurture in human development. * Trace the progress of physical development through infancy into childhood and adolescence. * Describe the major theories and milestones in cognitive development (including language) from birth through adolescence. * Discuss attachment, gender identity, and moral reasoning as elements of social development. * Discuss the physiology and the psychology (including cultural components) of adolescence and aging. * Understand the role of life transitions in healthy development. * Understand the reconstructive nature of memory and its applications to real-life issues such as eyewitness testimony and false memory. * Identify and describe the various physiological processes and structures involved in memory. * Apply concepts in encoding, memory consolidation, and forgetting to everyday memory tasks (such as studying). * Discuss current evidence and arguments on both sides of the recovered memory controversy. * Describe and apply the basic psychological biases that can interfere with rational thought and sound decision-making. * Explain the major theories of language acquisition, the structure of language, and the major milestones in language development. * Discuss research on animal language, and connect the evolutionary significance of animal language to that of human language. Assessment and Evaluation The following rationale will influence the assignment of grades for essays: A Clear and specific answers, directed at questions posed; detailed understanding of the readings: sound organization; few or no mechanical errors; clear, unambiguous sentences, perhaps with a touch of elegance. In an 'A' essay, a lively, intelligent voice seems to speak. It has something interesting to say, says it clearly and gracefully to an appropriate audience, and supports it fully. B Clear and specific answers, directed at questions posed; organization and continuity; probably some minor mechanical errors, but no major ones; slightly awkward style may be present at times; ideas are reasonable and grounded in the readings. In a 'B' essay, work and thought have obviously gone into the essay; the writer has a definite point to make and makes it in an organized and competent way. C Weak, fuzzy or trivial answers; a certain amount of confusion about what the readings actually say; many minor mechanical errors and perhaps a few major ones (such as incomplete sentences or consistent misuse of apostrophes); examples given for their own sakes or to demonstrate only that the writer has read rather than to prove a particular point; unclear organizational structure; words misused; diction is inconsistent; proofreading is weak; the intended audience is unclear. A 'C' essay contains some good ideas, but the writer needs help and work to make them clear to the reader. D Answers partial or missing; major mechanical problems; poor organization; serious misinterpretation of readings; stretches of logic; narrative account of the readings with no apparent purpose; essay shorter than the assigned length or otherwise written with disregard for instructions. In a 'D' essay, the writer doesn't really have a point to make and has some serious problems writing. F The essay is plagiarized in part or as a whole, reveals that the writer has probably not read, or shows general weaknesses even greater than those of a 'D' essay. Assignments To see the assignments and due dates for each unit, please see the Class Calendar (which will link you to the assigment pages, or the assignment pages in each unit. A Word about Plagiarism Computer technology and the Internet make it possible to harvest vast amounts of information in a very short time, and to paste this information into one's essay and call it one's own (or 'my documents'). Don't do it. Please see the PCC Student Code of Conduct about penalties for plagiarism. Please use only the classroom email to contact me. This is to ensure privacy as the classroom email is password protected. If the classroom email is down, you can contact me at: firstname.lastname@example.org. My PCC voicemail is 971.722.3911. Institutional Policies Academic Integrity Policy: Students are expected to be honest and ethical in their academic work. Cheating, Plagiarism, falsifying, and working with others to cheat are all forms of academic dishonesty. Please see the PCC Code of Student Conduct for more information on what's expected of students when it comes to academic honesty. Students with Disabilities PCC is committed to supporting all students. If you plan to use academic accommodations for this course, please contact me as soon as possible to make arrangements. Accommodations are not retroactive, but begin when the instructor receives the OSD Approved Academic Accommodations form from the student (this form may be submitted via email). To request academic accommodations for a disability, please contact a counselor in the Office for Students with Disabilities (OSD) on any PCC campus. Office locations, phone numbers and additional information can be located on the OSD website: www.pcc.edu/resources/disability. PCC Registration/Drop Policy Students may attend this course only if registered. Students who are unable to attend must drop the course online or through the registration office. To have tuition charges removed, the course must be dropped by the student before the drop deadline posted on MyPCC and in the Class Schedule. Students who never attend, or stop attending without dropping, may receive a W or a failing grade and will be required to pay for the course. Class Participation I value class participation on the discussion boards; students who contribute meaningful material frequently to the class discussions, and who are on the borderline between two letter grades for the course, will likely be awarded the higher of the two letter grades for the course as a consequence of their contributions to the learning experience of their classmates.
- Web Technical Requirements:
- Please be sure to read the Technical Requirements for this delivery mode.
- Students with Disabilities:
- Students with disabilities should notify their instructor if accommodations are needed to take this class. For information about technologies that help people with disabilities in taking Web based distance learning classes please visit the Office for Students with Disabilities website.
- To register, you need the CRNs (ex. 22398) of your selected classes.
- Please note that for many courses, additional fees may apply.
- To find textbooks, you need the CRN, Campus, Term & Course Number (ex. BA101).
|CRN||Campus / Bldg / Rm||Time||Days||Dates|
|WEB »||40813||-||22-Sep-2014 thru 13-Dec-2014|
Instructor: Michael S Swett
Tuition: credit Fees: $20.00
For information, contact Cascade
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