Department PSYCHOLOGY
AREAS OF
INQUIRY
Course Number 311 .
Course Name: How to think about Psychological Science
INFORMAL AND
FORMAL
REASONING
This form must be submitted to the Faculty Council on Liberal Learning and Academic Life as part of the
submission process.
Please attach a proposed syllabus for this course and the Undergraduate Curriculum Course Proposal Form.
DEADLINE FOR PROPOSALS: 17 December 2004
Please answer the following questions:
Check Only One:
� This course is an existing course (in the current curriculum) that we are now proposing for this
Area of Inquiry.  This is a new course that we are now proposing for this Area of Inquiry.
1.
1. Name and contact information for the department chair administrating this course.Dr.
Timothy R. Marshall, Chair, Psychology Department, tmarshal@cnu.edu, 594-7994
2.
2. In any given semester, how many sections of this course is your department willing to
offer? One section.
3.
3.
Why is this course being offered/what is it designed to achieve (Course
purpose/goal)?
PSYC 311: How to Think About Psychological Science: This course provides An examination of the
manner in which psychologists use scientific reasoning. Students learn the fallibility of relying upon
intuition and “common sense” as means of explaining behavior. Critical thinking techniques are applied
to teach students to recognize and evaluate pseudoscientific claims. Specific emphasis is given to
testability & falsifiability, converging operations, and certain experimental methodologies and statistical
techniques used in the study of behavior.
4.
Check at least three objectives below that the course will address. �Demonstrate
competence in the evaluative strategies of inductive and/or deductive reasoning � Distinguish
between formal and informal methods of reasoning and apply each to solve a problem 
Compare various methodologies of proof  Critique a fallacious argument � Articulate the
structure of, limitations of, and/or comparisons between languages (can include artificial
languages, natural languages, or both)
 Explore the structure of scientific reasoning and/or cognition
2.
5.
Briefly explain how this class addresses the above objectives. A course may
cover more than three objectives.
a.) Compare various methodologies of proof. Students will learn the fallibility of relying upon
intuition and
“common sense” as means of explaining behavior, and learn to apply scientific reasoning,
experimental
methodologies and statistical reasoning to explain behavior. These informal, intuitive
methodologies will
necessarily be compared to the more formal methodologies to illustrate the differences
between these
explanations for behavior.
b.) Critique a fallacious argument. Critical thinking techniques will be applied to teach
students to recognize
and repudiate pseudoscientific claims. Students will each be required to criticize a
pseudoscientific claim,
indicating the non-scientific aspects and invalidity of the claim. Finally, students will be
required to design
an experiment to test the validity of pseudoscientific claims.
c.) Explore the structure of scientific reasoning and/or cognition. Students will learn the basis
for scientific
reasoning and will be required to compare and contrast this with pseudoscientific or
fallacious reasoning.
6. Course Assessment: Identify how this course will accomplish the above objectives
(choose at least one).
 Participating in class discussion and debate
�Engaging in teamwork and other collaborative exercises
 Writing analytical or evaluative papers, perhaps incorporating original research
 Making oral presentations
�Creating an artistic product or a performance
�Participating in fieldwork
� Other means – please identify: written examinations of course content.
7.
Attach a proposed syllabus, which includes a statement of purpose, course
objectives, and how these objectives will be accomplished.
See attached.
2.
8. Please identify and explain if this course contributes to the Foundations of Liberal
Learning expectations for:
�Oral Communication Literacy: Students will be required to prepare Statements of
Critical Significance (SOCS) for each class meeting and come prepared to communicate their
ideas to the class. Additionally, students will each be required to facilitate discussion for one
class meeting.
�Information Literacy: Students will learn to be critical consumers of information, as
they will learn to question that scientific validity of arguments.
� Writing Literacy: Students will be required to write SOCS for each set of class
readings and to complete written examinations on course content. Additionally, students
will be required to prepare longer, formal essays on topics related to course content.
9. Explain how this course connects to Vision 2010 – the CNU Strategic Plan
This course connects to the Vision 2010 Priority I, A Vital Curriculum, specifically with respect to Goal B,
Strategies 1 and 2, which focus on the vibrant and changing nature of knowledge and developing analytical
and integrative thinking in students. This course will enable students to understand how to analyze
information on human behavior in systematic, scientific ways. This process will also enable students to be
more critically analytical of information on human behavior. This course also connects to the Vision 2010
Priority II, A Culture of Student Learning and Engagement, specifically with respect to Goal E, Strategy 2,
which is to prepare learned, disciplined and skilled graduates to meet the rapidly changing challenges of a
professional life. As the amount of available information has grown (e.g., the internet), the amount of
misinformation has also grown. By providing students the ability to critically evaluate arguments for
scientific merit, they will be better prepared for advanced study as well as better prepared consumers of
information.
Submission Checklist:
By the deadline, submit a packet with the following documents to the Assistant Dean for Liberal
Learning. Please
submit in electronic and hard copy form.
____ Area of Inquiry Course Proposal Form
_____ Syllabus for the Course
_____ Undergraduate Curriculum Committee Course Proposal Form
UNDERGRADUATE CURRICULUM COMMITTEE NEW COURSE PROPOSAL FORM
Does this proposal affect Liberal Learning requirements? Yes _____ No _____
1.
Title of Course: How to Think about Psychological Science
Proposed Course Number (cleared with Registrar): 311
Prerequisite Courses: PSYC 300: Statistical Applications in Social Science Research
(with a minimum grade of C-)
Catalogue Description (including credits, lecture, and lab hours): (3-3-0)
An examination of the manner in which psychologists use scientific reasoning. Students learn
the fallibility of relying upon intuition and “common sense” as means of explaining behavior.
Critical thinking techniques are applied to teach students to recognize and evaluate
pseudoscientific claims. Specific emphasis is given to testability & falsifiability, converging
operations, and certain experimental methodologies and statistical techniques used in the
study of behavior.
Is the course cross-listed? If so, what is the number of the other course?
No.
**A proposed syllabus, including complete text and/or reference information, as well
as any relevant information to this decision, must be appended.
NOTE: All affected department chairs must sign approval on last page.
2.
For whom is the course primarily intended? Explain why it should be added to the
curriculum.
Students who are interested in scientific reasoning, students who may wish to pursue a
Liberal Learning Emphasis in Informal and Formal Reasoning, and students who may
wish to pursue graduate study in one of the sciences would all benefit from such a course.
3.
If this course is required, append a description of how the course fits into the
curriculum. Indicate how it affects hours required for graduation.
Not required.
4.
Has this course been offered previously as a special topics course? If so, when? What
course number was used?
No.
5.
Has this course, or one closely related to it, been offered at CNU previously? If so, is that
course currently being offered? How does the proposed course differ? When is the last term
the old course will be offered?
Dr. Andrew Velkey offered a similar course as a junior-level Honors Seminar in
Social Science for the CNU Honors Program (a one-time offering)
6.
What is the anticipated enrollment per offering for the next three years? 30
During which term will this course first be offered?
Fall 20__ Spring 2007___ Summer 20___
2.
7.
How will the course be staffed?
Dr. Andrew J. Velkey will teach this course.
8.
Does the course involve a particular classroom, special equipment, or costs beyond those
usually associated with a course at CNU? If so, please explain.
No.
9.
Is the course repeatable for additional credit? If so, is there a limit to the number of times the
course can be repeated? (e.g., applied music courses)
No.
10. If this course is for an Area of Inquiry
.a. Identify the Area of Inquiry _______Formal and Informal Reasoning ____________________
.b. Demonstrate how your course will meet the objectives of this Area of Inquiry
See attached Aof I proposal form
This course was approved by:
(Liberal Learning core courses must be reviewed by BOTH academic Deans.) Concur Do Not
C
oncur** Date:
Department(s): (1)
(2)
_9/15/2005____
Date: ________
College Curriculum
Committee: Date: ________
Dean:
Date: ________
Dean:
Date: ________
Undergraduate Curriculum Committee: Date: ________
Changes to the Liberal Learning requirements must be reviewed by the Faculty Senate.
Faculty Senate President: Date: ________ Provost Date: ________
Distribution by Provost Office following approval: Department Chair(s),
UCC Chair, Deans, Registrar
** If “Do Not Concur” is checked, please attach a statement of explanation.Rev. 09/22/04
How to Think about Psychological Science
PSYC 311 (3-3-0)
Andrew J. Velkey, Ph.D.
PREREQUISITES
This course requires that the student has successfully completed PSYC 300 with a grade of C- or
better. I will assume in lecture and on assignments that each student has a fundamental understanding
of the language of Psychology.
COURSE DESCRIPTION An examination of the manner in which psychologists use scientific
reasoning. Students learn the fallibility of relying upon intuition and Acommon sense@ as means of
explaining behavior. Critical thinking techniques are applied to teach students to recognize and
evaluate pseudoscientific claims. Specific emphasis is given to testability & falsifiability, converging
operations, and certain experimental methodologies and statistical techniques used in the study of
behavior.
COURSE OBJECTIVES
$ Foster the development of students= skills in
the Analysis and Critical Evaluation of
scientific arguments. $ Develop students=
appreciation of the role of scientific
Principles and Theories in understanding
behavior. $ Challenge students to take a
more active role in their learning by
empowering students to Ask their Own
Questions and Seek Answers to those
questions.
STATEMENT ON ACADEMIC INTEGRITY
Students at Christopher Newport University are expected to be scrupulously honest. Dishonesty such as
cheating or plagiarism, or furnishing false information, including forgery, alteration or misuse of
university documents, records or identification, will be regarded as a serious offense subject to severe
penalty, including, but not limited to loss of credit and dismissal from the university. See the 2004-2005
CNU Student Handbook for specific information regarding the academic Honor Code at Christopher
Newport University. Copies of the Student Handbook are available in the Office of Student Life in the
Student Center. This information is also available on the CNU web site
The Honor Code that all members of the CNU community pledge to uphold
AOn my honor, I will maintain the highest possible standards of honesty, integrity, and personal
responsibility. That means I will not lie, cheat, or steal, and as a member of this academic community, I
am committed to creating an environment of respect and mutual trust@
Students are responsible for understanding the meaning of academic integrity and the Honor Code.
Failure to meet this responsibility will in no way lessen any penalties earned by the dishonest student.
Particularly, students should be aware that the act of plagiarism is not based on intent; AI didn=t know
it was plagiarism@ is not a justification for misrepresenting the thoughts, words, ideas, etc. of another
entity as your own. Any student who plagiarizes content for ANY assignment in this course will receive
the severest of penalties possible under university policy.
COURSE TOPICS
Psychology as a science, and psychology students as science majors
Falsifiability and Occam=s Razor: Discerning the truth by getting a closer shave.
Operationism and Essentialism: What does it Areally@ mean?
Levels of investigation: The unfortunate Apower@ of the single case.
Correlation and Causation
Otto Pfungst and Clever Hans...why what you see is not what you get.
So what if it=s artificial...@natural@ isn=t a necessary (or even sufficient) condition for
understanding
behavior. Connections, Convergence, and Consensus...the importance of multiple
approaches. Levels of Causation. Probabilistic reasoning and Bayesian inference...how to
avoid the Gambler=s fallacy. Chance and Coincidence; why thinking you=re in control is
often more dangerous than not being in
control. ALemme tell ya, I can=t get no respect.@ ...Why Psychology has an image
problem.
The need for Critical Thinking in the emerging AAge of Gullibility@ will be scattered throughout our
discussion this semester.
INSTRUCTIONAL METHODS Instruction for this course will consist of lectures, computer
demonstrations, class discussions and activities, writing assignments, and evaluation
ASSIGNMENTS AND EVALUATION
Preparation of Statements of Critical Significance (SOCS)
The assignment for each week is the preparation of SOCS. This preparation will involve a thorough
study of the week=s readings prior to coming to class. As the name indicates, SOCS are statements you
make which are of critical significance within the specific reading. These are three types of SOCS:
1.
1. STATEMENTS REPRESENTING SUBSTANTIVE CONTENT OF THE READING (SOCS-A):
These type of statements will express one coherent idea (not a summary of ideas) which reflects the
substantive content (essence/spirit) of the specific reading. These SOCS are useful in learning how to
capture the substantive content of a reading.
2.
2. STATEMENTS REGARDING THE NATURE OF CHOICE AND SELF-CONTROL BASED
UPON THE RELATIONSHIP BETWEEN SUBSTANTIVE CONTENT OF DIFFERENT READINGS
(SOCS-B): Because the overarching goal of the course is to help develop an understanding of psychological
science, it is desirable that you make statements regarding the nature of psychological science as it emerges
through various readings. The relationships (comparisons, contrasts, similarities, connections, etc.) between
examples, people, and events presented in the readings should be pursued in order to develop a deeper
understanding of the nature of psychological science.
3.
3. STATEMENTS PRESENTING IMPLICATIONS (SOCS-C): These statements represent actionlevel thinking on your part once you have begun to understand a particular aspect of psychological science.
They are statements regarding what you think should be done, e.g., these may be implications as they relate
to the formulation of theories of psychology, research methodologies, education and instruction of students,
the training in various professions, or more general statements about society=s progress within science and
other endeavors.
For each week=s readings, you must prepare 3 SOCS. Individual SOCS should be short (<120 words).
Each SOCS must be clearly labeled as to the kind (type A, B, , or C) and the source of the reading (chapter,
etc.) SOCS are primarily intended for guiding discussion. Hence, you must carefully check your SOCS for
clarity and comprehension prior to coming to class. 8 Sets of SOCS will be randomly selected for grading.
Because SOCS are designed to provide a framework for discussion, you should bring a copy of your SOCS
to every class meeting. Students are will keep a notebook of all of their SOCS and to bring this notebook
to every seminar meeting. When graded, each SOCS will be graded on a scale from 1 to 25 (75 points total
for each set of SOCS).
[SOCS
Total:
600
points]
During the semester, you will write two essays on various topics from the course. The specific instructions
for each essay will be provided in class. These essay assignments will be designed to provide students with
opportunities to reflect upon and integrate concepts and ideas presented in class and in various readings.
Each essay assignment should be written in the appropriate style, and students= essays will normally be 4
or 5 pages long. Each essay will be worth 50 points.
[Essays
total:
100
points]
Students will complete a mid-term examination of their understanding of the course material from the first
half of the course.
[MidTerm:
100
points
]
Students will complete a comprehensive final examination of their understanding of the course material
from the entire
course.
[Final Exam: 200 points]
COURSE GRADE SCALE
925-1000 points (92.5% 100%)
A-895-924 points (89.5% - 92.4%)
B+ 865-894 points (86.5% - 89.4%)
B 825-864 points (82.5% - 86.4%)
B-795-824 points (79.5% - 82.4%)
C+ 765-794 points (76.5% - 79.4%)
A
C 725-764 points (72.5% - 76.4%)
C-695-724 points (69.5% - 72.4%)
D+ 665-694 points (66.5% - 69.4%)
D 625-664 points (62.5% - 66.4%)
D-595-623 points (59.5% - 62.3%)
F 0-594 points (0.00% - 59.4%)
OTHER COURSE INFORMATION
A) CONTACTING THE INSTRUCTOR:
Students wishing to contact me in regard to this course or any other matter may do so in a variety of ways:
�Office: 206 Wingfield Hall, office hours MWF 08:00 - 09:00, MWF 11:00 - 12:00 (other times are
always
available by appointment). � Phone: 5947927, or a message may be left with the Psychology Office
at 594-7094. In case of an academic emergency, please call
my home line at 591-2401. �e-mail: avelkey@cnu.edu.
Please include APSYC 3xx" in your subject line.
B) NOTE ON ACCOMMODATIONS:
ANY STUDENT WHO NEEDS AN ACCOMMODATION BASED ON A DISABILITY SHOULD
MAKE AN
APPOINTMENT TO DISCUSS SPECIFIC NEEDS. IN ORDER TO RECEIVE ACCOMMODATION,
YOUR
DISABILITY MUST BE ON RECORD IN THE OFFICE OF ACADEMIC ADVISING (Room 125 in the
Administration
Building, phone number: 594-7047)
C) SPECIAL NOTES:
! The last day to add this course is <ADD DATE> . The last day to drop this course is <DROP DATE>.
! If you have any questions or needs about anything, not just this course, please do not hesitate to call on
me. Students are
often unaware of the vast multitude of services that Christopher Newport University provides, many of
them free or at
reduced cost to students.
D) CLASSROOM BEHAVIOR:
The lecture section of the course is scheduled to meet at <SCHEDULED TIME>. Students should arrive
for lecture on time
and be prepared for discussion at the beginning of the period. Students who arrive late to class will be
considered tardy.
INSTRUCTIONAL MATERIALS AND BIBLIOGRAPHY
A/V materials, required text, handouts, and library reserve materials
Text (required)
Stanovich, K. E. (2004). How to Think Straight about Psychology (7 ed.). Boston: Allyn and Bacon.
th
DUE TO THE DYNAMIC NATURE OF THIS CLASS AND THE TOPICS ADDRESSED (AS WELL AS OTHER
UNFORSEEN EVENTS), THE SCHEDULE AND PROCEDURES OF THIS COURSE AS OUTLINED IN THIS
DOCUMENT ARE SUBJECT TO CHANGE IN THE EVENT OF EXTENUATING CIRCUMSTANCES.
COURSE CALENDAR FOR PSYC 311
Date
Reading
Week 1
Ch. 1 in Stanovich
Week 2
Ch. 2 in Stanovich
Week 3
Special Topic: Ethics
Week 4
Ch. 3 in Stanovich
Week 5
Ch. 4 in Stanovich
Week 6
Ch. 5 in Stanovich
Week 7
Ch. 6 in Stanovich
Week 8
Special Topic
Week 9
Ch. 7 in Stanovich
Week 10
Ch. 8 in Stanovich
Week 11
Ch. 9 in Stanovich
Week 12
Ch. 10 in Stanovich
Week 13
Ch. 11 in Stanovich
Week 14
Ch. 12 in Stanovich
Week 15
Recapitulation