Psychology Syllabus
2012-2013 (Semesters Two)
Instructor: Mr. Womack
Email: Jeffrey.womack@chagrinschools.org
Website: http://www.chagrinschools.org/womack.aspx
Twitter: ChagrinWomack
Course Description
This course is a rigorous survey of the study of behavior and mental processes focusing on 20th
and 21st Century psychological research findings. Topics discussed included the early history
of psychology, research methods, the biology of behavior, sensation and perception, learning,
memory, cognition, motivation, emotion, life-span development of behavior, personality,
abnormal behavior and its therapies, social behavior and individual differences.
Daily Materials
1.
2.
3.
4.
5.
Textbook (cover by Monday)
Completed assignments for the day
Composition book
1” 3-ring binder
Dividers (7)
a. History
b. Biopsychology
c. Development
d. Sociocultural
e. Cognition
f. Individual Variation
g. Disorders/Treatment
Course Schedule
Each Domain listed on Mr. Woamck’s teacher website has a detailed schedule of course topics,
assignments, homework, projects and assessment dates.
Golden Rule
Respect, dignity, and courtesy are global initiatives. Our classroom is part of that international
movement.
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Assignment Policy
Not every assignment will be graded. We achieve our course statement goals through constant
practice by way of both implicit (personal accomplishments, increased confidence and
knowledge, etc.) and explicit (points, verbal praise, etc.) rewards.
Unexcused late work is not accepted for a grade. Absent work is due upon return
Plagiarism or Collaboration?
There is a difference between working together and stealing someone else’s intellectual
property (projects and assessents included). Working with others is highly encouraged on all
assignments. However, successful learning and completion means that your work is in your
own words, from your own mind. Copying is prohibited and school policy applies.
American Psychological Association (APA) Ethic Code
1. Beneficence and Nonmaleficence - Psychologists strive to benefit those with whom
they work and take care to do no harm. In their professional actions, psychologists seek
to safeguard the welfare and rights of those with whom they interact professionally and
other affected persons.
2. Fidelity and Responsibility - Psychologists establish relationships of trust with those
with whom they work. They are aware of their professional and scientific
responsibilities to society and to the specific communities in which they work.
Psychologists uphold professional standards of conduct, clarify their professional roles
and obligations, accept appropriate responsibility for their behavior and seek to manage
conflicts of interest that could lead to exploitation or harm.
3. Integrity - Psychologists seek to promote accuracy, honesty and truthfulness in the
science, teaching and practice of psychology. In these activities psychologists do not
steal, cheat or engage in fraud, subterfuge or intentional misrepresentation of fact.
Psychologists strive to keep their promises and to avoid unwise or unclear
commitments.
4. Justice - Psychologists recognize that fairness and justice entitle all persons to access to
and benefit from the contributions of psychology and to equal quality in the processes,
procedures and services being conducted by psychologists. Psychologists exercise
reasonable judgment and take precautions to ensure that their potential biases, the
boundaries of their competence and the limitations of their expertise do not lead to or
condone unjust practices.
5. Respect for People's Rights and Dignity - Psychologists respect the dignity and worth
of all people, and the rights of individuals to privacy, confidentiality, and selfdetermination. Psychologists are aware that special safeguards may be necessary to
protect the rights and welfare of persons or communities whose vulnerabilities impair
autonomous decision making. Psychologists are aware of and respect cultural,
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individual and role differences, including those based on age, gender, gender identity,
race, ethnicity, culture, national origin, religion, sexual orientation, disability, language
and socioeconomic status and consider these factors when working with members of
such groups.
Graded System
Graded Assignment
Quizzes
Tests1
Mini-projects
Written Response
Questions
Quantity
10 (10 points each)
6 (50 points each)
6 (25 points)
5 (10 points each)
100
300
100
50
Points
Total Points
550
Percentage
18%
56%
18%
9%
100%
Other Course Policies
1. Cell Phones - Cell phone use is permitted for in class learning as directed by the
instructor.
2. Food and Drinks - If you bring drinks in the room, respect the space around you and
throw away your garbage as soon as possible. Food is not permitted.
3. Nonscholastic Leave - Identify scheduling conflicts (vacations, holiday observations,
planned family events, etc.) as early as possible. This will help the instructor provide
you the tools to stay on track with the course.
4. Vision/Hearing Needs - Feel free to contact me before or after class about sensory
concerns so that we can provide you the best and safest learning environment.
5. Individual Concerns - Issue of an individual matter should not be discussed during
classtime. If you require a conversation about make-up work or related arrangements,
meet with the instructor before or after the period.
Online Materials and Access
1. Teacher website – www.chagrinschools.org/womack.aspx
2. EDU 2.0 - http://womack.edu20.org
Seniors leaving for Senior Project will complete a comprehensive test as a component of the fourth
quarter grade on their final Psychology class period.
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3
Date
Objectives
Reading Begin and
Project Due Dates
Domain – Scientific Inquiry
Tuesday,
January 22,
2013



Introduction to the Course
Syllabus
Marshmallow Experiment
Wednesday
, January
23, 2013
Thursday,
January 24,
2013
Friday,
January 25,
2013

Definition of Psychology

Pg. 5





Modern Psychology’s Roots
Psychology in the 20th Century
Psychology’s American Groundbreakers
Six Psychological Perspectives
Psychology in the 21st Century

6

14
Monday,
January 28,
2013
Tuesday,
January 29,
2013
Wednesday
, January
30, 2013
Thursday,
January 31,
2013
Friday,
February
01, 2013


Quiz – Module 1
Why is Research Important?

22


Observation and Bias

23

Case Studies

25





Correlation
Surveys
Longitudinal and Cross-Sectional Studies
Experiments
Ethics

29
Monday,
February
04, 2013

Scientific Inquiry Domain Test

Complete
Research Statistics
Crash Course
Domain - Biopsychology
Tuesday,
February
05, 2013
Wednesday
, February
06, 2013
Thursday,
February
07, 2013




Intro Mini-project
Neurons: The Building Blocks of the Nervous System
How Neurons Communicate
The Structure of the Nervous System

61

70




73
COMPUTER LAB
The Endocrine System
Lower-Level Brain Structures
4
Friday,
February
08, 2013


COMPUTER LAB
The Cerebral Cortex

84
Monday,
February
11, 2013
Tuesday,
February
12, 2013
Wednesday
, February
13, 2013
Thursday,
February
14, 2013
Friday,
February
15, 2013


Quiz – Modules 4 and 5
Basic Principles

95

The Visual System

100


Hearing
Other Senses

107

Gestalt Organizational Principles

118


Depth Perception
Perceptual Constancy

121
Monday,
February
18, 2013
Tuesday,
February
19, 2013
Wednesday
, February
20, 2013
Thursday,
February
21, 2013
Friday,
February
22, 2013

No School

Perceptual Set

130

Illusions

132





Quiz – Modules 6 and 7
Consciousness
Body Rhythms
Sleep and Sleep Deficit
Why we Sleep

139

141
Monday,
February
25, 2013
Tuesday,
February
26, 2013


Sleep Stages, REM Sleep and Dreaming
Sleep Disorders and Sleep Problems

145



Quiz – Module 8
What are Psychoactive Drugs
Alcohol: A Depressant

157
Wednesday
, February
27, 2013


COMPUTER LAB
Hallucinogens
Stimulants

167
Thursday,
February


Marijuana
Prevention

138
5
28, 2013
Friday,
March 01,
2013
Monday,
March 04,
2013
Tuesday,
March 05,
2013

States of Consciousness

175


Hypnosis
Relaxation and Meditation


176
Complete Miniproject

Biopsychology Domain Test
Domain – Development and Learning
Wednesday
, March 06,
2013
Thursday,
March 07,
2013
Friday,
March 08,
2013




Intro Mini-Project
The Beginnings of Life
Physical Development in Infancy and Childhood
Cognitive Development in Infancy and Childhood

191

198



COMPUTER LAB
Social Development in Infancy and Childhood
Three Key Developmental Issues

204
Monday,
March 11,
2013
Tuesday,
March 12,
2013
Wednesday
, March 13,
2013
Thursday,
March 14,
2013
Friday,
March 15,
2013








COMPUTER LAB
What is Adolescence?
Physical Development in Adolescence
Cognitive Development in Adolescence
Social Development in Adolescence
Three Key Developmental Issues
Early Adulthood Transitions and the Social Clock
Physical Changes and Transitions

214

218

232


Cognitive Changes and Transitions
Social Changes and Transitions

237




Quiz – Modules 11, 12, 13
Experiencing Classical Conditioning
Components of Classical Conditioning
Classical Conditioning Processes

249
Monday,
March 18,
2013
Tuesday,
March 19,
2013


Ivan Pavlov’s Discovery
Generalizations and Discrimination

253


COMPUTER LAB
John Watson and the Classical Conditioning of
Emotions
Cognition and Biological Predispositions
The Nature of Operant Conditioning

257

266
Tuesday,


6
March 19,
2013
Wednesday
, March 20,
2013
Thursday,
March 21,
2013

The Law of Effect









Reinforcement
Punishment
Reinforcement Procedures
Delayed Start
COMPUTER LAB
Schedules of Reinforcement
New Understandings of Operant Conditioning
The Nature of Observational Learning
Observational Learning in Everyday Life
Friday,
March 22,
2013
No School Mar. 25- Apr. 1  Spring Break
Tuesday,
 Observational Learning of Violence From the
April 02,
Media
2013
Wednesday
 Quiz – Modules 14, 15, 16
, April 03,
 Building Blocks of Language
2013
Thursday,
 Language Acquisition
April 04,
 Language Stages
2013
Friday,
 Development and Learning Domain Test
April 05,
2013

271

278

289

294

298


302
Complete miniproject
Domain – Sociocultural
Monday,
April 08,
2013
Tuesday,
April 09,
2013
Wednesday
, April 10,
2013
Thursday,
April 11,
2013
Friday,
April 12,
2013




Intro Mini-project
Social Thinking
Social Influence
Social Influence Continued

311

321


Attraction
Romantic Love

335


Altruism
Prejudice

341


Aggression
Cooperation

349
Monday,
April 15,
2013
Tuesday,
April 16,
2013


Quiz – Modules 18 and 19
Genetics in Brief

358


Nature and Individual Differences
Environment Matters

360
7
Wednesday
, April 17,
2013
Thursday,
April 18,
2013
Friday,
April 19,
2013


Culture
Individualism and Collectivism

371

Culture and Personality, Development, and
Attachment

376


Ethnocentrism
Culture and Gender


379
Complete Miniproject
Monday,
April 22,
2013

Sociocultural Domain Test
Tuesday,
April 23,
2013
Wednesday
, April 24,
2013
Thursday,
April 25,
2013
Friday,
April 26,
2013


Intro Mini-Project
Encoding

391





COMPUTER LAB
Storage
Retrieval
Forgetting as Encoding Failure
Forgetting as Storage Failure

399

411



COMPUTER LAB
Forgetting as Retrieval Failure
Memory Construction

414
Monday,
April 29,
2013
Tuesday,
April 30,
2013
Wednesday
, May 01,
2013
Thursday,
May 02,
2013
Friday,
May 03,
2013


Concepts
Problem-Solving

427

Problems Solving Problems

432


The Nature of Intelligence
Intelligence Testing

439


Test Construction
Group Differences in Intelligence Test Scores


450
Complete Miniproject

Cognition Domain Test
Domain - Cognition
Domains – Individual Variations and Applications of
Psychological Science
Monday,
May 06,
2013




Historical Explanations
Biological Explanations
Cognitive Explanations
8
461
Tuesday,
May 07,
2013
Wednesday
, May 08,
2013
Thursday,
May 09,
2013
Friday,
May 10,
2013
Monday,
May 13,
2013
Tuesday,
May 14,
2013
Wednesday
, May 15,
2013
Thursday,
May 16,
2013
Friday,
May 17,
2013
Monday,
May 20,
2013
Tuesday,
May 21,
2013
Wednesday
, May 22,
2013
Thursday,
May 23,
2013
Friday,
May 24,
2013


Clinical Explanations
Hunger: A Closer Look



471
Theories of Emotion
Fear: A Closer Look

479


The Expression of Emotion
Stress

488



Quiz – Modules 26 and 27
The Psychodynamic Perspective on Personality

495

The Humanistic Perspective on Personality

506

The Trait Perspective

513

The Socio-Cognitive Perspective

521






Quiz – Modules 28 and 29
Intro Mini-project
Defining Disorders
Understanding Disorders
Classifying Disorders
Labeling Disorders

533

539


Anxiety Disorders
Mood Disorders

549





COMPUTER LAB
Dissociative Disorders
Schizophrenic Disorders
Personality Disorders
Quiz – Modules 30, 31, 32

569

Psychoanalysis

587


Humanistic Therapies
Behavior Therapies

592
9
Monday,
May 27,
2013
Tuesday,
May 28,
2013
Wednesday
, May 29,
2013
Thursday,
May 30,
2013
Friday,
May 31,
2013

No School – Memorial Day







Cognitive Therapies
Family and Group Therapies

599
Drug Therapies
Electroconvulsive Therapy
Psychosurgery
Individual Variations and Applications of
Psychological Science Test


607
Complete Miniproject

Review for Final Exam (Domains 1 and 2)
Monday,
June 03,
2013
Tuesday,
June 04,
2013
Wednesday
, June 05,
2013
Thursday,
June 06,
2013
Friday,
June 07,
2013
Monday,
June 10,
2013

Review for Final Exam (Domains 3 and 4)

Review for Final Exam (Domains 5,6 and 7)

Practice Free Response Question
Exam Days – There is a Comprehensive Exam for this Course
(75 multiple choice questions, One 25-point DSM-IV Analysis and Treatment Written
Response)
10