PSY 443: HISTORY & THEORY
Fall 2013  Syllabus
GENERAL INFORMATION: COURSE & INSTRUCTOR
Description
& Credits
Meeting Time(s)
General Education
Requirement
Major/Minor
Requirement
Prerequisite(s)
Instructor & Title
Office Location
Office Hours
Contact Details
Teaching
Philosophy
This course (for advanced Psychology students) explores the history of psychology, focusing on the
work done from the field’s philosophical prehistory, to its initial founding in 1879, and on through the
present time. By looking at both major individuals and events influencing psychology during these
eras, this course will allow you to arrive at an understanding of the major schools of thought within
psychology, as well as the intellectual and cultural forces that gave rise to different explanations
concerning the mechanisms of human behavior. In addition, being that a major task for historians involves
understanding past trends to make better-informed decisions regarding modern issues, this course will focus on developing
this skill as it pertains to behavioral issues. 3 credits.
Tuesdays & Thursdays, 9:30-10:50 am
Writing Process. The writing component of this course will require students to reflect on a topic,
conduct research on it, and finally produce one tentative draft of a major writing assignment on their
chosen issue before arriving at the finished product. I will guide this process by providing instruction
into various content and style elements of the required writing for this course, and will provide written
or oral feedback on students' papers. Furthermore, College guidelines mandate that students in Writing
Process courses will write a minimum of 3,000 words in formal, out-of-class essays; the ESSAY EXAMS in
this course meet these requirements.
Psychology Major Capstone Requirement
all of PSY 111, 112, 211, & 212, and Junior standing as a PSY major/minor
Dr. Lou Manza, Professor & Chair of Psychology
Lynch 287A
Mondays, Wednesdays, & Fridays, 8:00-8:45 & 10-10:45 am, and by appointment
717.867.6193 (office); 717.269.3001 (cell); 717.867.6894 (fax); manza@lvc.edu
My approach to teaching is modeled heavily after the work of John Dewey (an early psychologist
working in the late 1800s and early 1900s), who argued for the then-radical idea that students learn best
by being actively engaged in their education, and not passively receiving information from their
teachers. The work in this course reflects this idea, and is complemented by the following thoughts:
“Teaching is never telling . . . Real understanding [is something that] occurs through engagement in . . . problem solving,
inference making and investigation, resolving contradictions, and reflecting. Learners need to be empowered to think and
to learn for themselves . . . learning [is] something a learner does, not something that is done to a learner.”
 undated/anonymous quote from COOPERATIVE AND COLLEGE TEACHING NEWSLETTER
“It is one of the principal tasks of education, I think . . . to discomfort students . . . to prod them out of comfortable,
settled places and to nudge them into zones that don’t feel quite right, where . . . they must recalibrate their intellectual
and social and moral gyroscopes . . . stripping away of things unexamined and taken for granted. And this is followed by
the essential reconstruction: the guided, disciplined appendage of a new intellectual cloak, one designed by students
themselves and woven together by them from fabrics of their own choosing.”
 Dr. Stephen MacDonald, LVC PRESIDENTIAL INAUGURAL ADDRESS, April 30, 2005
“High impact practices [have the most meaningful influence on students’ lives and] correlate to the most powerful learning
outcomes. [Courses providing these experiences require] collaborative assignments, research, investing time and effort,
interacting with faculty and peers, reflecting and integrating learning, and real-world application.”
 Randy Bass, “The Problem of Learning in Higher Education,” EDUCAUSE REVIEW, March/April 2012
Taking these ideas into consideration, this course is designed to meet the stated learning objectives by
engaging you in activities that will (a) enhance your ability to think and communicate in a critically
constructive manner, (b) challenge you to acquire a deep understanding of course content by
integrating diverse concepts, and (c) foster interactive and intellectually challenging activities during
PSY 443, Fall 2013  Page 1 of 25
class meetings and out-of-class work.
STUDENT LEARNING OBJECTIVES & OUTCOMES: INSTRUCTOR- AND IDEA-BASED. The objectives below reflect
the goals of the course, and the evidence of their attainment will be noted by the degree to which students attain the noted
outcomes.A,B,C
Instructor Objectives
Instructor Outcomes
1a. connecting historical themes in psychology to current,
1b. successful engagement in participation behaviors, and
real-world contexts
successful completion of the Essay Exams and Oral
Presentation
2a. integrating ideas from different schools of thought on
2b. successful engagement in participation behaviors, and
behavior in order to develop a comprehensive
successful completion of the Essay Exams and Oral
understanding of the history of psychology
Presentation
3a. explore controversial and mainstream ideas about
3b. successful engagement in participation behaviors, and
psychology from a variety of perspectives, to appreciate the successful completion of the Essay Exams and Oral
complexity involved in the historical analysis of behavior
Presentation
4a. analyzing quantitative data
4b. successful completion of the Oral Presentation (as both
presenter and audience member)
5a. actively participating in classroom-based exercises
5b. successful engagement in participation behaviors
6a. attending to details of assigned work, to enable their
6b. completing assignments according to stated criteria and
effective completion
avoiding penalties associated with erroneous work
IDEA Objectives
7a. learning to apply course material, to improve thinking,
problem solving, and decisions) (obj. #3)
8a. developing skill in expressing myself orally or in writing
(obj. #8)
9a. learning to analyze and critically evaluate ideas,
arguments, and points of view (obj. #11)
IDEA Outcomes
7b. successful engagement in participation behaviors, and
successful completion of the Essay Exams and Oral
Presentation
8b. successful engagement in participation behaviors and Peer
Reviews, and successful completion of the Essay Exams and
Oral Presentation
9b. successful engagement in participation behaviors and Peer
Reviews, and successful completion of the Essay Exams and
Oral Presentation
ACollectively,
these objectives meet the goals of the College’s General Education program that requires coursework (a) “[to] deepen
[students’] knowledge—in terms of both content and method—across a broad range of disciplines in the liberal arts, including history, the social sciences, the natural
sciences, mathematics, literature, the fine arts, religion and philosophy,” (b) “[to] enhance [students’] intellectual and practical skills, including critical inquiry and
analysis, effective written and oral communication, quantitative reasoning, information literacy, and the ability to draw upon and integrate both content and method
from different academic disciplines when considering particular problems or issues,” and (c) “[where the] evaluation of writing quality [is] an important factor in the
course grade” and faculty “teach the principles of clear and effective communication and provide opportunities to practice and refine them throughout a student’s
college career.”
BCollectively, these objectives meet the goals of the College’s Mission that require experiences that (a) “enable [students] to become people of
broad vision” and “enhance [students’] sensitivity to and appreciation of differences among human beings” and (b) “enable [students] to become capable of making
informed decisions,” (c) “cultivate wisdom that is the capacity of judging rightly in matters of life and conduct ,” (d) “help [students] acquire the knowledge, skills,
attitudes and values necessary to live and work in a changing, diverse and fragile world,” (e) “develop [students’] abilities to think logically & communicate
effectively,” and (f) “give [students] practice in precise analysis and effective performance.”
CCollectively, these objectives meet the goals of the Psychology Department’s curriculum that require students to (a) “demonstrate
understanding of historical trends and major recurring themes in psychology” (Obj. 1.3), (b) “use using psychological tools, including language, concepts, and
theories, to interpret psychological phenomena” (Obj. 1.4), (c) “collect, analyze, and interpret data using appropriate statistical strategies” (Obj. 2.4), (d)
“synthesize psychological literature to answer specific questions in psychology” (Obj. 3.1), (e) “evaluate the quality of empirical and speculative evidence according to
accepted standards in psychology” (Obj. 4.1), (f) “evaluate the strengths and weakness of psychological methods and theories as a basis for inquiry” (Obj. 4.3),
and (g) “create connections among diverse findings and theories, and their application to everyday life” (Obj. 4.4).
COURSE ASSIGNMENTS. The requirements below represent the different activities that students will complete during the
semester, in order to meet the designated learning objectives and allow for grade determination.
Requirement Description
Assessment Criteria
Class
Active learning is at the center of my approach Class Participation will be assessed during every
Participation
to teaching, and attaining this objective requires class period, with each student assigned a score
PSY 443, Fall 2013  Page 2 of 25
Weight
20%
(200 pts.)
a commitment from students to play an
involved role in their education, going beyond
mere class attendance. Along these lines, we
will be engaging in discussions and activities
during every class period that are designed to
(a) encourage a deep understanding of course
content, (b) enhance students’ ability to analyze
and integrate information, and (c) develop
effective listening and speaking skills that can
be applied both in and out of the classroom.
All students are expected to participate on a
daily basis, and additional information about
this requirement can be found in Appendix A.
Current Event Students will identify a current event issue that
Historical
represents a problem concerning human
Analysis
behavior, and investigate potential motivations
Project:
underlying the behavior, as well as solutions to
this problem, by way of integrating and
Essay
applying the work of individuals working in
Exams
both psychology’s past and present era. A
portion of the work within this project will be
displayed in a written manner, where students
will be evaluated according their effectiveness
in completing three 3-4 page take-home essay
exams concerning their chosen issue. Material
for these evaluations will arise from class
discussions, the Pinker and Hergenhahn texts,
and the Original Historical Source articles;
additional details about this requirement can be
found in Appendix B.
Current Event In addition to their written analyses of their
Historical
selected current event problem, students will
Analysis
present their research to the entire class in the
Project:
form of an interactive oral presentation
requiring audience participation. This portion
Oral
of the project requires an integration of
Presentation & students’ written work with the results of a
Discussion
self-constructed public opinion poll on their
topic. Additional details are in Appendix C.
from 0 (absent, or present but
disruptive/disengaged) to 3 (present, and
participating frequently). ANY absence will
result in a score of 0 for that class, and students
that are absent for more than 25% of scheduled class
meetings and fail to produce written documentation
explaining such excessive absences will receive an F as
their course grade.
Each exam will be divided into several
subsections, with the work within each of these
evaluated according to a scale ranging from 0
(required elements not addressed at all or completely
erroneous) to 5 (ALL requirements addressed, with
minimal/no major weaknesses), according to the
degree to which the work addresses the
required CONTENT using elements of effective
writing STYLE and MECHANICS. The grade
assigned to this work will be determined by
calculating the percentage of points (of all
subsections) earned across all exams.
65%
(650 pts.)
Presentations will assessed by measuring the
degree to which the work addresses the
required CONTENT using elements of effective
speaking STYLE. The same 0-5 scale
mentioned earlier (within the Essay Exams
section) will be utilized to evaluate student
performance, with the percentage of points
earned across all elements determining the
grade for this work assigned to each student.
15%
(150 pts.)
OVERALL COURSE GRADE CRITERIA. Course grades will be assigned based on the specific number of Total Earned
Points earned, as noted below. Furthermore, grades are determined by my evaluation of the quality of the work you submit,
and not the effort that is put in to the production of that work.
Total Earned Points
Requirement Average
Assigned Course Grade
930-1000
93.0-100.0
A
900-929
90.0-92.9
A870-899
87.0-89.9
B+
830-869
83.0-86.9
B
800-829
80.0-82.9
B770-799
77.0-79.9
C+
730-769
73.0-76.9
C
700-729
70.0-72.9
C670-699
67.0-69.9
D+
630-669
63.0-66.9
D
PSY 443, Fall 2013  Page 3 of 25
600-629
000-599
60.0-62.9
00.0-59.9
DF
READING MATERIALS. The following items will be utilized during the semester.
Source
Hergenhahn, B.R. & Henley, T.B. (2014). An introduction to the history of psychology (7th Ed.). Belmont, CA:
Wadsworth Cengage Learning (ISBN 978113395809).
 When reading the Hergenhahn text, in preparation for the class discussion of each assigned chapter, students should (1) make
sure to be able to define critical ideas that appear within the portion of the course outline associated with the reading, and (2)
identify [and be prepared to comment on] some aspect of the work that raised unanswered questions, impacted you personally, or
you found to be intriguing/controversial/flawed in some manner.
Pinker, S. (2002). The blank slate: The modern denial of human nature. New York, NY: Viking/Penguin Group (ISBN
9780142003343).
 When reading both the Pinker text in preparation for the class discussion of each assigned work, students should (1) note at
least 3 primary points/arguments that the author makes within the reading, (2) identify [and be prepared to comment on] some
aspect of the work that raised unanswered questions, impacted you personally, or you found to be intriguing/controversial/flawed
in some manner, and (3) rate [on a scale from 1 (very unfavorable) to 5 (very favorable)], and provide a rationale for, your
overall view towards the validity of the primary arguments made by the author.
Original Historical Sources. At various points during the semester, we will go beyond modern historians’
perspectives on the ideas of famous psychologists, opting instead to review such information in the authors’ own
words, by evaluating content of their original publications. All of these are available on BlackBoard, but most can also be
found at http://psychclassics.yorku.ca/author.htm, the CLASSICS IN THE HISTORY OF PSYCHOLOGY website, developed by
Christopher D. Green (York University, Toronto, Ontario).
Darwin, C. (1874). The descent of man (2nd Ed.). London: J. Murray. [chapters 1-7]
Szasz, T. S. (1960). The myth of mental illness. American Psychologist, 15, 113-118.
Galton, F. (1865). Hereditary talent and character. Macmillan's Magazine, 12, 157-166, 318-327.
Watson, J. B. (1913). Psychology as the behaviorist views it. Psychological Review, 20, 158-177.
Breland, K. & Breland, M. (1961). The misbehavior of organisms. American Psychologist, 16, 681-684.
Skinner, B. F. (1990). Can psychology be a science of mind? American Psychologist, 45 (11), 1206-1210.
Lilienfeld, S. O. (2012). Public skepticism of psychology: Why many people perceive the study of human
behavior as unscientific. American Psychologist, 67 (2), 111-129.
Status
Required
Required
Required
 When reading these materials in advance of the class discussion of each assigned work, students should prepare responses to the
same 3 points referenced above in relation to the Pinker text.
Presentation Abstracts. These documents, available in the second half of the semester, will be prepared by
each presenting team and will summarize each group’s Current Event Historical Analysis project.
 See Appendix C for guidelines concerning what audience members need to note within these documents in order to be prepared
to participate in each discussion.
Landrum, R. E. (2012). Undergraduate writing in psychology: Learning to tell the scientific story (Revised/2nd Ed.).
Washington, DC: American Psychological Association (ISBN 9781433812163).
Nicol, A. A. M. & Pexman, P. M. (2010). Displaying your findings: A practical guide for creating figures, posters, and
presentations. Washington, DC: American Psychological Association (ISBN 9781433807077).
3Oral
Required
Optional
Optional
COURSE CALENDAR.
 For reading assignments, H and P denote the Hergenhahn and Pinker texts, respectively; the numbers
refer to the chapter(s) (and, when necessary, page numbers). OS denotes an Original Source (along with the author of each
article).  When reviewing reading material in preparation for class meetings, treat all multiple Hergenhahn chapter listings for
each assigned topic as a single, large chapter; do the same for all Pinker chapters  Required work is due at the start of class on
the days noted; students must bring hard copies of work to class, unless otherwise noted.
DATE
Tue, 8/27
Thu, 8/29
ACTIVITY/TOPIC
READING ASSIGNMENTS
Course Overview
The German Birth of Modern Psychology
Writing Review: Grammar & Mechanics
Writing Review: Complex Sentences
Writing Review: Redundant Phrasing
PSY 443, Fall 2013  Page 4 of 25
 H: 9  P: 1-2 (Philosophy & History)
Tue, 9/3
Thu, 9/5
Tue, 9/10
Thu, 9/12
Tue, 9/17
Thu, 9/19
Tue, 9/24
Thu, 9/26
Tue, 10/1
Thu, 10/3
The German Birth of Modern Psychology
Current Event Historical Analysis: Source/Topic Identification
The German Birth of Modern Psychology
The German Birth of Modern Psychology
Peer Reviewers Assigned (Exam 1)
The Challenge from Evolution
Writing Review: Transitions
Writing Review: Definitions & Elaborations
Writing Review: Conclusions & Rationales
The Challenge from Evolution
The Challenge from Evolution
Functionalism: The Americanization of Psychology
Peer Reviews (Exam 1)
Functionalism: The Americanization of Psychology
Essay Exam #1 [German Birth & Evolution]
Functionalism: The Americanization of Psychology
Peer Reviewers Assigned (Survey)
Applied Psychology I: Treating Mental Illness
 H: 10 (pp. 279-288)  P: 3-5 (Biology,
Culture & Thought)  OS: Darwin
 H: 11  P: 8 (Discrimination & IQ)
 H: 15-16  P: 10 (Free Will &
Criminality)  OS: Szasz
Tue, 10/8
Fall Break — LVC Closed
Thu, 10/10 Applied Psychology I: Treating Mental Illness
Applied Psychology I: Treating Mental Illness
Peer Reviewers Assigned (Exam 2)
Applied Psych. II: Intelligence Tests & Eugenics
Thu, 10/17
Peer Reviews (Survey)
Applied Psych. II: Intelligence Tests & Eugenics
Tue, 10/15
Tue, 10/22
Thu, 10/24
 H: 10 (pp. 288-313)  P: 9 & 11
(Morals & Ethics)  OS: Galton
Current Event Historical Analysis: Survey Submission (e-mail .DOCX format)
Applied Psych. II: Intelligence Tests & Eugenics
Current Event Historical Analysis: Survey Pack Distribution
Applied Psych. II: Intelligence Tests & Eugenics
Tue, 10/29 Current Event Historical Analysis: Survey Pack Return
Peer Reviews (Exam 2)
The Rise of Behaviorism
Thu, 10/31
Essay Exam #2 [Functionalism, Mental Illness, & Intelligence]
Tue, 11/5 The Rise of Behaviorism
The Rise of Behaviorism
Thu, 11/7
Peer Reviewers Assigned (Exam 3)
 H: 12-13  P: 19 (Children)  OS:
Watson  OS: Skinner
 H: 17-18  P: 18 (Gender)  OS:
Breland
Anti-Behaviorism II: The Cognitive Revolution
 H: 14 & 19  P: 12-13 (Reasoning &
Current Event Historical Analysis: Abstract Submission (e-mail .PDF format) Stereotypes)  OS: Lilienfeld
Anti-Behaviorism II: The Cognitive Revolution
Current Event Historical Analysis: Presentations 1 & 2
 Abstracts 1 & 2
Peer Reviews (Exam 3)
Current Event Historical Analysis: Presentations 3 & 4
 Abstracts 3 & 4
Essay Exam #3 [Behaviorism, Humanism/Psychobiology, & Cognitive]
Tue, 11/12 Anti-Behaviorism I: Humanism & Psychobiology
Thu, 11/14
Tue, 11/19
Thu, 11/21
Tue, 11/26
Thu, 11/28
Tue, 12/3
Thu, 12/5
Thanksgiving Break — LVC Closed
Current Event Historical Analysis: Presentation 5
To Be Announced
PSY 443, Fall 2013  Page 5 of 25
 Abstract 5
Thu, 12/12
Final Exam Period (if necessary); 2-5 pm
COURSE POLICIES. The following policies pertain to various administrative elements of the course, and must be adhered
to.
Attendance
Lateness &
Makeups
Attendance during class periods is required and detailed within the COURSE ASSIGNMENTS section above.
 I expect all assignments to be completed on time. Work due for certain classes must be submitted in
person at the start of those classes; any work submitted via e-mail or fax will NOT be accepted, unless I (a) request
that an assignment is submitted in this manner or (b) am provided with a compelling reason for this form of
submission prior to the work’s deadline. If any work is submitted via e-mail or fax (assuming appropriate
permission has been granted), the time printed on the submission must be prior to the start of the class
period to be considered on time.
 The only valid reasons for turning in assignments late or requesting an alternative due date/submission
mode for required work are: (a) a medical situation, (b) a death in your family, (c) your participation in an
event off-campus where you are representing Lebanon Valley College (as either a class assignment or as a
member of an athletic team), or (d) a work-related/family situation. Any/all of these instances MUST be
supported by valid, written documentation (e.g., a physician’s note/receipt, a memo from another professor, etc.; I
will assess the validity of all such paperwork), which must be submitted within 24 hours of the initial due
date (unless other arrangements are made with me). Furthermore, having assignments due in other classes,
or being confused about due dates on the Course Calendar will NOT be accepted as a valid reasons for
turning in an assignment late and/or a reason to grant an alternative due date for an assignment.
 Assignments can only be handed in late, without penalty, if you are absent on a given day and meet any of
the 4 reasons provided above for missing class (plus, these acceptable late assignments must be handed in at
the start of the first class following your absence). ANY WORK SUBMITTED AFTER ITS DUE DATE (WITHOUT AN
ACCEPTABLE LATENESS EXCUSE) WILL BE PENALIZED AT THE RATE OF -25% OF THE WORK’S VALUE (ROUNDED TO
THE NEAREST WHOLE NUMBER) PER EACH 24-HOUR PERIOD LATE.
Extra Credit
There are several ways to earn extra credit (EC) toward your course grade. You may participate in
Psychology Department-sponsored faculty/student research and receive EC points at the rate of 2 points
per 1/2 hour of experiment participation (see APPENDIX E). In addition, there may be speakers, coming on
campus this semester, who will be addressing course-related issues; your attendance at these talks, with my
prior approval, can allow you to earn up to 3 EC points per talk. THE MAXIMUM NUMBER OF EXTRA-CREDIT
POINTS YOU MAY EARN TOWARD YOUR COURSE GRADE IS 40.
BlackBoard
Academic
Honesty
Turnitin
THERE WILL BE NO EXCEPTIONS TO THIS POLICY!!
The BlackBoard program will be used to facilitate electronic communication within the course; you should
become familiar with our course page and check it frequently for required updates.
 The providing and/or receiving of any unauthorized assistance related to course requirements is absolutely
prohibited, and, as such, will not be tolerated. Students shall neither hinder nor unfairly assist the efforts of
other students to complete their work. All individual work that a student produces and submits as a course
assignment must be the student's own. Cheating and plagiarism are acts of academic dishonesty.
 Cheating is an act that deceives or defrauds. It includes, but is not limited to, looking at another's exam or
quiz, using unauthorized materials during an exam or quiz, colluding on assignments without the permission
or knowledge of the instructor, and furnishing false information for the purpose of receiving special
consideration, such as postponement of an exam, essay, quiz or deadline of an oral presentation.
 Plagiarism is the act of submitting as one's own the work (the words, ideas, images, or compositions) of
another person or persons without accurate attribution. Plagiarism can manifest itself in various ways: it can
arise from sloppy note-taking; it can emerge as the incomplete or incompetent citation of resources; it can
take the form of the wholesale submission of other people's work as one's own, whether from an online,
oral or printed source. Additional details concerning plagiarism can be found within APPENDIX D in this
syllabus, and any student who submits plagiarized work will be subject to the penalties described in the
Student Handbook and outlined in LVC’s “Academic Honesty Policy” (http://www.lvc.edu/catalog/acad-regprocedures.aspx). This code asks each student to do his/her own work in his/her own words.
 Students who take part in violations such as cheating or plagiarism are subject to a meeting with the
Associate Dean of Academic Affairs, who has the authority to take further action, up to and including
expulsion from the College.
In this course you may be asked to submit some or all of your assignments for review by an on-line
plagiarism service. This service will compare the content of your work to content found on the internet and
PSY 443, Fall 2013  Page 6 of 25
Disabilities
several proprietary databases. Any work submitted to this service may become part of the service’s
permanent collection of submitted papers. After your work is submitted, the service will generate an
originality report which will be sent to your instructor. Any student who submits plagiarized work will be
subject to the penalties outlined in LVC’s Academic Honesty Policy found in the Student Handbook.
If you have a physical, medical, psychological, or learning disability that is going to impact your attendance
or require accommodation, please let me know. In order to ensure that your learning needs are appropriately
met, you will need to provide documentation of your disability or medical condition to the Director of
Disability Services. The Office of Disability Services (located in the Humanities Building, room 04; the
Director may be reached by phone at 717-867-6071) will then provide a letter of verification of disability
that describes the accommodations needed for this class. THESE ACCOMMODATIONS ARE NOT RETROACTIVE, SO
I MUST BE NOTIFIED OF ANY DISABILITIES PRIOR TO SUCH REQUESTS.
Classroom
Conduct
Requirement
& Policy
Changes
I expect students to maintain proper classroom etiquette in order to ensure an environment that fosters
learning and development.
 Unless exceptions are asked for and granted, I expect students to arrive on time for class meetings,
prepared for each day’s work, and remain in class until formal dismissal.
 Students must treat all class members, including myself, with respect. Civil discourse within the classroom
will be promoted by allowing for a free exchange of ideas, with students listening to the comments made by
others and not interrupting speakers; if you wish to respond to comments made by others, wait until they
have finished talking. Along these lines, constructively criticizing classmates’ ideas is acceptable behavior,
but making personal attacks (verbal or otherwise) on others will not be tolerated.
 Students must refrain from any activities that can disrupt learning; these include, but are not limited to,
having personal conversations with classmates, making random noise, sleeping, reading materials not
related to our class, and utilizing personal electronic devices for purposes unrelated to classroom activities.
Cell phones must be set to vibrate or turned off; if one is required to use their phone due to an emergency,
such utilization must occur outside of our classroom.
 Students who are found to violate these policies will be required to leave the classroom and not return
until the next scheduled class period; repeated violations may be brought to the attention of the Dean of
Academic Affairs for more severe consequences, assessed on an individual basis (and, potentially, through
the College’s Judicial Code).
Any and all of the course objectives, assignments, schedules, grading criteria, and policies described in this
course syllabus are subject to change due to extenuating circumstances. In the event that such changes
become necessary, you will be notified of the course adjustments as soon as possible.

APPENDIX A: Class Participation
 OVERVIEW. As mentioned earlier, I approach my courses from the perspective where student learning occurs most vividly
by having individuals engage in intellectual activities in an active manner, as opposed to being passive recipients of knowledge.
This is an essential course objective that requires a commitment from students to play an involved role in their education,
going beyond mere class attendance. Class sessions are structured around activities that require students to be prepared for
each meeting by critically reading the required material assigned for that day, and then engaging with presented course content
in both individual and peer-interactive manners, with goals being to not only obtain a deep understanding of course material
(which can then be applied to other assessed course requirements), but to develop students’ (a) ability to analyze and integrate
information, and (b) listening and speaking skills that can be applied both in and out of the classroom.
 PEER REVIEWS. Prior to the submission of several major assignments (noted within the Course Calendar), students will
engage in a Peer Review of a draft of that work. This process is an essential component during the development of scholarly
work, and will facilitate students in completing their assignments more effectively relative to receiving no feedback on their
efforts. These reviews will be guided by a detailed scoring rubric (to be distributed prior to each activity’s deadline), with
comments addressing both the content and presentation style of the assigned work. Furthermore, each review will proceed in
the following manner: I will assign students to Peer Review groupings during class time, and then it is up to each pair to meet
outside of class to review one another’s work (if you’re having difficulty working with a peer and cannot resolve the issue on your own, feel
free to contact me to help mediate the situation; students need to be flexible when working with others, but also realize that your being unprepared/
unwilling to complete the peer review process hinders not only your work/grade, but your classmate’s as well). Once each review is complete,
PSY 443, Fall 2013  Page 7 of 25
students must make one copy of the document they evaluated, along with their score sheet, and submit (by the noted deadline)
the originals of these 2 items to the author and the reproductions to me.
1. Contacting Me for Feedback on Required Work. If students have questions about their work that they want me to address,
feel free to contact me for such feedback. However, these inquiries need to be actual questions/problems you are having
in terms of completing the assignment, as opposed to requests for me to grade your work prior to its final submission or
review it to make sure it contains all required elements; this syllabus (and, at times, other class materials or discussions)
clearly describes the content of each assignment, making it incumbent on each student to review their own work for such
details.
 GRADING. I will assess student participation on a daily basis, according to the rubric below; with the criteria below in mind,
students can increase their participation grade by more frequently engaging in the activities at the EXCELLENT level, and
avoiding behaviors that are at the lower levels of the rubric. Peer Reviews, although completed out of class, will be scored using this same
rubric, treated as an additional class period; any of these evaluations submitted after their assigned deadlines will receive a grade of 0.
SCORE
3
PARTICIPATION
LEVEL
Regular/
Frequent
[excellent]
2
Sometimes/
Occasional
[good]
1
Nonexistent or
Disruptive/
Disengaged
[poor]
Student is present and not disruptive/disengaged, AND
 responds when called on, but also makes frequent voluntary efforts to participate;
 provides questions/comments that are creative & insightful, advancing discussion in
novel manners;  demonstrates active and consistent peer engagement
Student is present and not disruptive/disengaged, AND
 responds when called on, but also makes occasional voluntary efforts to participate;
 provides questions/comments that are relevant & clear, elaborating on material;
 demonstrates moderate but inconsistent peer engagement
Student is present and not disruptive/disengaged, AND
 responds when called on, but rarely makes voluntary effort to participate;  provides
comments that are fairly short/nonelaborative;  poses questions that are fact-driven as
opposed to insightful (e.g., “what does term x mean?”);  demonstrates limited or no peer
engagement
Rare/
Sporadic
[weak]
0
CRITERIA
Student is absent, or present in class BUT
 engages in disruptive behavior, including (but not limited to) talking privately yet loudly
to others, making rude/inappropriate comments, showing disrespect to
professor/students, talking on cell phone, etc.;  demonstrates disengaged behavior,
including (but not limited to) sleeping during class, noticeable and persistent daydreaming,
making off-topic comments, working on tasks not related to class, using cell phone, etc.
APPENDIX B:
Current Event Historical Analysis Project—Exam Information
 ESSAY EXAM OVERVIEW. Students (working in teams with their classmates1) will identify a single real-world
psychological / behavior-related problem, and then, over the course of 3 separate essay exams (completed as individuals—the
exams are NOT group efforts), evaluate this problem by way of reviewing different historical figures’ possible views as to the
motivations underlying the observed behavior(s), and also provide a solution to the problem. The collective, broad, goal
of the three essays is to arrive at the single, best causal element for the behavior, as well as solution to the problem. The
ideas developed across the three exams, in addition to the results of a public opinion poll on the issue (discussed below)
will also be presented to the class as part of a group-based oral presentation and discussion of the topic.
PSY 443, Fall 2013  Page 8 of 25
1When
the class size is relatively small (approximately 8 or fewer students), or taught as a Tutorial Study,
this will be an INDIVIDUAL project; the final determination of along these lines will be made at the start of the
semester. When differences arise in the structure of the assignment depending on whether it is a group or
individual activity, it is noted below. Furthermore, while many of the different activities for this task are described
as TEAM-based, if this is an Individual activity, simply replace “Team” with “Student.”
The issue that you select MUST be culled from at least 2 different articles appearing in mass-media sources (i.e., a
newspaper [e.g., The New York Times], magazine [e.g., Time], or an Internet site), and must have been reported in your
sources anytime from 2 months prior to the start of the semester to the day of the first exam’s deadline. Furthermore, the
problem/issue discussed within the sources must be focused on a real-world situations/event(s); it cannot be a report on
scientific research that has appeared in a journal.
Any ambiguities as to whether or not a selected issue is appropriate for this assignment will be handled on a case-by-case
basis, and I will be the sole authority in determining if the chosen topic is relevant to the scope of the assignment. Furthermore,
no 2 teams can use the same current issue as their primary topic, so it would be to your advantage to secure your topic as soon as possible before the
first exam’s deadline. This must be done by presenting me with the (minimum) two required mass-media sources and a brief
written description of the specific problem that will be addressed across the three essays; the deadline for identifying topics
and sources (this is NOT graded) is noted within the COURSE CALENDAR. Furthermore, the following topics are not permissible for this
assignment: steroids & sports, military/athletic suicides, sex abuse & priests, gun control, marijuana legalization, bullying.
1. Essay #1 Content. Your selected real-world issue at the center of this assignment must be discussed within a series of
5 distinct paragraphs.
A) PARAGRAPH 1: SUMMARY OF REAL-WORLD PROBLEM.
Begin the essay by describing 3 main ideas/arguments that
are made within the required mass-media sources, making sure to clearly (a) define any technical terms and (b) explain
why this issue is a psychology-related problem in need of a solution.
B) PARAGRAPHS 2-3: ADDRESSING THE ISSUE VIA EARLY PSYCHOLOGY.
Across 2 separate paragraphs, comment on
how different individuals, who developed ideas during the formative years in psychology’s history, would have
attempted to understand the motivations underlying the modern-day problem, via applying their specific contributions
to the issue2. Each paragraph must focus on one of the 2 topics discussed during UNIT 1 of the course: (1) THE
GERMAN BIRTH OF MODERN PSYCHOLOGY and (2) THE CHALLENGE FROM EVOLUTION. Furthermore,
within each paragraph, at least 2 different historical ideas must be applied to your selected issue (e.g., when discussing
the German Birth of Psychology, Hergenhahn discusses concepts such as mediate experiences, pure introspection, creative
synthesis, mental chronometry, the principle of contrasts, stimulus errors, the Clever Hans phenomenon, imageless thought, etc.). In
addition to noting these motivational elements, you must also explain which of the 2 influences (within each
paragraph) you see as the stronger force, making sure to include why the lesser element is viewed as it is.
Sourcing Requirements. Furthermore, within each paragraph, a minimum of one of the 2 noted concepts MUST
refer to an idea discussed during class periods (prepared by me, and noted within the course outline; those concepts
must be cited by referring to me and the specific date the material was covered in class, e.g., Manza, 6-15-2011).3 If
you opt to utilize material external to our class meetings, that information must appear within the Hergenhahn text
chapter(s) associated with the topic (see the Course Calendar), and in this case, you must cite the source by referring
to the author and the specific page number where the material was found, e.g., Hergenhahn, p. 59; PLEASE NOTE
THAT THE CITATION FORMATS REQUIRED FOR THE EXAMS DEVIATE FROM PROPER APA CITATION STYLES.
2For
example, let’s say that the problem you selected focused on the Son of Sam serial killer that stalked New York
City residents in the 1970s, and you were utilizing ideas from Sigmund Freud (clearly not appropriate for Exam 1!) to
address this issue, and, furthermore, the specific problem that was being looked at was how to identify serial killers
before they committed their crimes. You might suggest that Freud would argue that people who commit these actions
are motivated by id-based unconscious impulses; if you were to simply refer to Freud suggesting that one’s personality played a role,
that would be too vague.
3For
a Tutorial class, ignore this specific requirement; instead, the 2 concepts must simply be found within the
assigned course readings within the Hergenhahn text or Original Source articles.
PSY 443, Fall 2013  Page 9 of 25
C) PARAGRAPH 4: PINKER’S ADDRESSING OF THE ISSUE.
Comment on how 2 ideas developed by Steven Pinker (in
The Blank Slate) could also be applied towards understanding the motivations underlying the modern-day problem.
Furthermore, as with the historical sources, explain which of these 2 influences you see as the stronger force, making
sure to include why the lesser element is viewed as it is. Pinker’s concepts MUST have been brought up during one of
our in-class discussions4 of his text that occurred within the context of the 2 issues at the center of the preceding two
paragraphs (i.e., Psychology’s German Birth and Evolution), and cited by referring to Pinker, the chapter (and page number)
of his book, and the specific date the material was covered in class, e.g., Pinker, chapter 7, page 125, 9-15-2011.
4For
a Tutorial class, ignore this specific requirement; instead, the 2 concepts must simply be found within the
assigned course readings within the Pinker text.
D) PARAGRAPH 5: CONCLUSION.
Taking together all of the critical analyses that you engaged in for this assignment,
come to a decision (and include your rationale) as to which of the 3 best motivational influences (i.e., the best from
each of the German Birth, Evolution, and Pinker paragraphs) is the strongest overall, making sure to also include reasons
why the remaining ideas were not as strong. Then, using that concept as a foundation, identify a potential solution to
the modern problem, and evaluate that solution by commenting on its viability and likelihood5 (making sure to
provide actual numerical ratings and your rationales as well).
5For
VIABILITY, 1 = the solution is very weak, as the means that are necessary to implement it do not exist, 3 = neutral, and 5
= the solution is very strong, with current technology easily available to implement it; for LIKELIHOOD, 1 = the solution will
most likely not be implemented any time soon, 3 = neutral, and 5 = the solution is very likely to be implemented in the near
future.
2. Essay #2 Content. This is a continuation of your exploration of the modern issue at the center of Exam 1, except
now you must develop additional motivational influences based on other historical sources; this will be accomplished
within a series of 6 distinct paragraphs.
A) PARAGRAPH 1: SUMMARY OF REAL-WORLD ISSUE & BEST INFLUENCE/SOLUTION SO FAR.
As with Exam #1
(but revised based on my comments), begin the essay by describing 3 main ideas/arguments that are made within the
required mass-media sources (citing them properly), making sure to clearly (a) define any technical terms and (b)
explain why this issue is a psychology-related problem in need of a solution. In addition, using the information within
the final paragraph of Exam #1, review which potential historical influence was seen as the strongest overall (and
why; however, mentioning the other ideas that were seen as weaker is not needed), and what was the potential
solution to the modern problem that stemmed from this force (but the evaluation of that idea is not needed).
B) PARAGRAPHS 2-4: ADDRESSING THE ISSUE VIA EARLY PSYCHOLOGY.
As with Exam #1 (but now across 3
separate paragraphs), comment on how different individuals, who developed ideas during the formative years in
psychology’s history, would have attempted to understand the motivations underlying the modern-day problem, via
applying their specific contributions to the issue. Each paragraph must focus on one of the 3 topics discussed during
UNIT 2 of the course: (1) FUNCTIONALISM: THE AMERICANIZATION OF PSYCHOLOGY, (2) APPLIED
PSYCHOLOGY I: TREATING MENTAL ILLNESS, and (3) APPLIED PSYCHOLOGY II: INTELLIGENCE TESTS &
EUGENICS. Furthermore, once again, within each paragraph, at least 2 different historical ideas must be applied to
your selected issue, and in addition to noting these motivational elements, you must also explain which of the 2
influences (within each paragraph) you see as the stronger force, making sure to include why the lesser element is
viewed as it is. The identical Sourcing Requirements for Exam #1 must be utilized here as well.
C) PARAGRAPH 5: PINKER’S ADDRESSING OF THE ISSUE.
As with Exam #1, comment on how 2 ideas developed by
Steven Pinker (in The Blank Slate) could also be applied toward understanding the motivations underlying the modernday problem. Furthermore, as with the historical sources, explain which of these 2 influences you see as the stronger
force, making sure to include why the lesser element is viewed as it is. Pinker’s concepts MUST have been brought up
during one of our in-class discussions of his text that occurred within the context of the 3 issues at the center of the
preceding three paragraphs (i.e., Functionalism, Mental Illness, and Intelligence Testing), and cited by referring to Pinker, the
chapter (and page number) of his book, and the specific date the material was covered in class, e.g., Pinker, chapter
7, page 125, 9-15-2011.
PSY 443, Fall 2013  Page 10 of 25
D) PARAGRAPH 6: CONCLUSION.
As with Exam #1, taking together all of the critical analyses that you engaged in for
this assignment, come to a decision (and include your rationale) as to which of the 4 best motivational influences (i.e.,
the best from each of the Functionalism, Mental Illness, Intelligence Testing and Pinker paragraphs) is the strongest overall,
making sure to also include reasons why the remaining ideas were not as strong. Then, using that concept as a
foundation, identify a potential solution to the modern problem, and evaluate that solution by commenting on its
viability and likelihood (making sure to provide actual numerical ratings and your rationales as well). In addition,
comment on which of the now 2 best motivational influences & related solutions (the best one from this Exam, noted
previously within this paragraph, as well as the factor noted as the best within the Conclusion of Exam #1) is the
more preferred, and why, making sure to note why the other is not as valid.
3. Essay #3 Content. This is the final installment of your exploration of the modern issue at the center of the preceding
two essays, except, again, now you must develop additional concepts based on other historical sources; this will be
accomplished within a series of 6 distinct paragraphs.
A) PARAGRAPH 1: SUMMARY OF REAL-WORLD ISSUE & BEST INFLUENCE/SOLUTION SO FAR.
As with Exams #1
and 2 (but revised based on my comments), begin the essay by describing 3 main ideas/arguments that are made
within the required mass-media sources (citing them properly), making sure to clearly (a) define any technical terms
and (b) explain why this issue is a psychology-related problem in need of a solution. In addition, using the
information within the final paragraph of Exam #2, review which potential historical influence was seen as the
strongest overall (and why; however, mentioning the other ideas that were seen as weaker is not needed), and what
was the potential solution to the modern problem that stemmed from this force (but the evaluation of that idea is not
needed).
B) PARAGRAPHS 2-4: ADDRESSING THE ISSUE VIA EARLY PSYCHOLOGY.
As with Exams #1 and 2 (but now across 3
separate paragraphs), comment on how different individuals, who developed ideas during the formative years in
psychology’s history, would have attempted to understand the motivations underlying the modern-day problem, via
applying their specific contributions to the issue. Each paragraph must focus on one of the 3 topics discussed during
UNIT 3 of the course: (1) THE RISE OF BEHAVIORISM, (2) HUMANISTIC & PSYCHOBIOLOGY, and (3) THE
COGNITIVE REVOLUTION. Furthermore, once again, within each paragraph, at least 2 different historical ideas
must be applied to your selected issue, and in addition to noting these motivational elements, you must also explain
which of the 2 influences (within each paragraph) you see as the stronger force, making sure to include why the lesser
element is viewed as it is. The identical Sourcing Requirements for Exams #1 and 2 must be utilized here as well.
C) PARAGRAPH 5: PINKER’S ADDRESSING OF THE ISSUE.
As with Exams #1 and 2, comment on how 2 ideas
developed by Steven Pinker (in The Blank Slate) could also be applied toward understanding the motivations
underlying the modern-day problem. Furthermore, as with the historical sources, explain which of these 2 influences
you see as the stronger force, making sure to include why the lesser element is viewed as it is. Pinker’s concepts
MUST have been brought up during one of our in-class discussions of his text that occurred within the context of the
3 issues at the center of the preceding three paragraphs (i.e., Behaviorism, Humanism & Physiology, and Cognitive), and
cited by referring to Pinker, the chapter (and page number) of his book, and the specific date the material was covered
in class, e.g., Pinker, chapter 7, page 125, 9-15-2011.
D) PARAGRAPH 6: CONCLUSION.
As with Exams #1 and 2, taking together all of the critical analyses that you
engaged in for this assignment, come to a decision (and include your rationale) as to which of the 4 best motivational
influences (i.e., the best from each of the Behaviorism, Humanism & Physiology, Cognitive and Pinker paragraphs) is the
strongest overall, making sure to also include reasons why the remaining ideas were not as strong. Then, using that
concept as a foundation, identify a potential solution to the modern problem, and evaluate that solution by
commenting on its viability and likelihood (making sure to provide actual numerical ratings and your rationales as
well). In addition, comment on which of the now 2 best motivational influences & related solutions (the best one
from this Exam, noted previously within this paragraph, as well as the factor noted as the best within the Conclusion
of Exam #2) is the more preferred, and why, making sure to note why the other is not as valid.
 FORMATTING SPECIFICATIONS. Each essay must be 3-4 pages in length (in reference to the text only; the cover page does
not factor into these totals, and a Reference section is not required), typed, double-spaced, with 12-point Times New Roman
font and 1-inch margins; any deviation from these guidelines will result in penalties, described below. Begin each section of each essay
PSY 443, Fall 2013  Page 11 of 25
with the section title (i.e.,“Summary of Real-World Problem,” etc.) on a separate line, centered on the line, and bolded in a plain
typeface. Start the actual section on the next double-spaced line. As your paper moves through each of the required
paragraphs, make sure that your lead-in to each new section flows in a logical manner from the preceding section, and make
sure that your work addresses the critical elements of each section; failing to structure any paper properly will lead to a
reduction in the paper’s grade, the severity of which will be determined on an individual basis. In addition, make sure that that
the ideas within each section are connected to one another in a fluid/logical manner.
1. Penalties & Miscellaneous Formatting Details.
• Paper Length. The length of your writing assignments for this course, described earlier, must be adhered to.
These lengths refer only to the primary text of the papers, and do not include the cover page, References, or any
Tables/Figures/Appendices inserted into any part of a paper. If any written work just makes it onto the minimum
page length, it must have a complete page worth of material on that page to avoid a penalty. IF YOU GO OUTSIDE
OF THE LENGTH RANGE FOR ANY WRITTEN WORK, EITHER TOO LONG OR TOO SHORT (EVEN IF ONLY BY 1
LINE), YOUR PAPER WILL BE ASSESSED A PENALTY OF -25% OF THE WORK’S VALUE FOR EACH PAGE
OVER/UNDER (FOR EXAMPLE, BEING OVER/UNDER BY .01-1.0 PAGE = -25%; OVER/UNDER BY 1.01-2.0 PAGES
= -50%, ETC. PLEASE TAKE THIS ASPECT SERIOUSLY, AS IT WILL BE ENFORCED!!
• Direct Quoting. YOU MUST NOT USE ANY QUOTES IN YOUR WRITTEN WORK! When presenting the ideas of
other writers, summarize their thoughts in your own words, and reference the material properly (see below). One of
the goals of the written work for this course is for you to work on your writing skills, not present me with someone
else’s writing ability. Quoted passages will be severely penalized, and the size of the deduction will depend on the
nature of the offense.
• Page numbers should be in the UPPER RIGHT-HAND CORNER OF ALL PAGES (including the cover page).
• Margins. ALL margins must be 1 INCH. Any other-sized margins will result in an automatic 10% POINT
DEDUCTION, per inch outside of this limit, from the paper’s earned point total.
• Font size. Papers should appear in 12-POINT TIMES NEW ROMAN FONT; deviations will result in an automatic
10% POINT DEDUCTION from the earned point total of the paper.
• Line spacing. ALL pages must be DOUBLE-SPACED; deviations will be converted to this format and then any
length penalties will be assessed.
• Print quality. Papers must be typewritten; HANDWRITTEN PAPERS WILL NOT BE ACCEPTED FOR ANY
REASON!!
 GRADING. Each paragraph within each essay will be evaluated according to the 0-5 scale below, according to the degree to
which the criteria below! are met; the CONTENT of each answer is the most essential element (with content presented by
paraphrasing the cited information; DO NOT include direct quotes from your sources, as such writing WILL be penalized), but STYLE and
MECHANICS will also be evaluated, so craft answers carefully. When you submit each essay, include a cover page with your
name, date, course name and exam number, and then begin the essay at the top of the next page. It is expected that you will
complete the work by yourself, without receiving assistance from any other individual. Failure to adhere to this requirement will result in a grade of 0
for the entire exam.
!
CONTENT & CLARITY: Does each section contain the information it should, as described in the syllabus? Are ideas presented in a
clear/coherent and factually correct manner? Are half-empty comparisons avoided? Are statements presented with proper logical support, with
similar concepts developed in a logically consistent manner? Are concepts defined clearly and/or fully developed? Are ideas presented in a
succinct, non-redundant manner? Are irrelevant details omitted?  STYLE & ORGANIZATION: Are compound sentence structures used
properly, as opposed to choppy ideas? Are transitions from sentence-to-sentence and paragraph-to-paragraph fluid and logical? Are paragraph
breaks in the proper location? Could awkward writing be adjusted by rephrasing ideas?  MECHANICS: Are complete sentences utilized, in
grammatically correct manners? Is there agreement between nouns/pronouns & subjects/verbs? Are independent & dependent clauses
presented accurately? Are verb tenses correct? Are words spelled correctly? Is punctuation properly utilized? Are references presented properly?
Are general formatting issues (such as bolding, italics, underlining, fonts, capitalization, numbers/decimals, spacing/margins, etc.) handled
accurately?
SCORE
5
4
CATEGORY
Excellent
Good
CRITERIA
ALL requirements addressed, with minimal/no major weaknesses
MOST requirements addressed, with some weaknesses present
PSY 443, Fall 2013  Page 12 of 25
3
2
1
0
Weak
Poor
Very Poor
Unacceptable
SOME requirements addressed, but substantial weaknesses present
VERY FEW requirements addressed, with weaknesses in almost all areas
ALMOST NO requirements addressed, with weaknesses present in all areas
required elements not addressed at all or completely erroneous
1. Assessment Codes. I will utilize a shorthand coding system to allow me to comment on your written work in an
efficient manner; the codes that will appear within your work appear in the left column below; their explanations are
detailed within the right column.
CODE
A
B
C
CI
D
DP
E
F
G
I
IN
IT
L
M
NN
OT
R
REF
S
SI
SR
T
U
UN
V
W
WC
WL
WRITING ASSESSMENT CODES (STUDENT VERSION)
EXPLANATION
AWKWARD PHRASING. Your thoughts need to be expressed in a clearer/more fluid manner.
BOLDING ISSUE. Bolded font is needed if absent, or should be removed if present.
CHOPPY WRITING. Ideas are listed one after the other; rephrase using longer/more complex sentence structures.
CAPITALIZATION ISSUE. Word capitalizations needed to be edited here to better reflect APA style.
DEFINE TERM(S). Idea need to be defined to better understand your point.
DECIMAL PROBLEM. Number of decimal places are inconsistent, erroneous, etc.
ELABORATION PROBLEM. Add detail to (i) convey your point more effectively or (ii) explain why you’re stating this.
FONT ISSUE. The font size should be altered for a better visual effect, or has changed unexpectedly.
GRAMMAR/PUNCTUATION PROBLEMS. Errors here with your usage of grammar/ punctuation need to be corrected.
INCORRECT STATEMENT/DEFINITION. Idea isn’t expressed as factually correct, or is somewhat questionable.
INCONSISTENT IDEAS. Noted ideas are inconsistent with one another; clarification needed to convey accurate intent
ITALICS ISSUE. Italics are needed if absent, or should be removed if present.
LOGIC WEAKNESS. The logic behind this statement is not entirely clear; additional details are required.
MISSING DETAILS. Information required to completely address this question/issue is missing.
NOT NEEDED. Idea is not necessary, as it doesn’t add anything to your argument or is redundant with other ideas.
OFF TOPIC. This idea/material does not pertain to the required element, and should be removed.
REDUNDANT PHRASING. Term/idea has been stated already; rephrase or combine ideas in a nonrepetitive manner.
REFERENCE PROBLEM. You need to cite a source to support this idea, or reference format is incorrect.
SPELLING ERRORS. Terms are misspelled, and need to be corrected.
SPACING ISSUE. Edit spatial placement of this material and/or margins for a more visually-effective display.
SPECIFY RESULTS. The described results need to be explained in a more specific manner.
TRANSITION PROBLEM. The connection(s) between ideas needs be better developed.
UNCLEAR PHRASING. The point you’re trying to convey is a bit vague, and needs to be stated more directly.
UNDERLINING ISSUE. Underlining is needed if absent, or should be removed if present.
VERB TENSE ERROR. The verb tense here is wrong or inconsistent.
WORDY PHRASING. This idea can be expressed more effectively in a briefer manner.
WORD CHOICE PROBLEM. This is the wrong word to convey your point.
WRONG LOCATION. This material should be moved to a more appropriate location.
APPENDIX C:
Current Event Historical Analysis Project—Oral Presentations & Class Discussions
 ASSIGNMENT SUMMARY. The real-world issue and psychology-based influences/solutions at the center of the essay
exams for this class form the core of an in-class oral presentation and discussion that each team will mediate. Going
beyond the work for the exams, which focus on discussing the issue and its potential solutions, each team will also
develop and administer a survey on their issue, analyze the information obtained from respondents, and present their
PSY 443, Fall 2013  Page 13 of 25
results to the class. The necessary steps to complete this assignment are as follows.
 SURVEY DEVELOPMENT. The following steps must be taken to develop surveys that will meet the goals of this
assignment.
1. Determining the Best Causal Elements. Over the course of the first 2 essay examsA this semester, students will
identify, individually, 7 different “best” motivational factors (one from each of the German Birth, Evolution,
Functionalism, Mental Illness, and Intelligence Testing, topics, and 2 from Pinker’s “The Blank Slate”) to their selected realworld problem. Once these are in place, teammates need to come to an agreement on the best factor from each of
these 7 areas. For example, let’s say there are 3 students on a given team. STUDENT 1 states that their German Birth
influence is Concept X, STUDENT 2 argues that their German Birth influence is Concept Y, and STUDENT 3 suggests that
their German Birth influence is Concept Z. After reviewing the three factors, the three students arrive at an agreement
that Concept Y is the best idea, and they then write a survey item focused on that idea; the other two are discarded.
The same process is then completed for the remaining 6 motivational forces.
AThe
elements that are identified within Exam #3 are not included here, since they will most likely not be
developed until students are very close to having to make their oral presentations to the entire class, which would leave
very little time to incorporate these into their survey and get completed measures back from respondents in time for the
in-class discussion. However, students may do some advanced research and identify influences from Unit 3, and then
include these on their surveys, or discuss them in other ways during their in-class presentation.
2. Converting Influences to Survey Items. Once all 7 concepts have been selected, teams need to prepare these
ideas as survey-based items that the general public will be able to evaluate as to their strength. Using the example
cited earlier about Freud, when discussing why serial killers engage in murder, let’s say that the team identified idbased unconscious impulses as being a critical motivator. The team would then convert this into the following survey
statement:
Serial killers engage in their murderous behaviors as a result of unconscious impulses that control their thoughts and compel them
to take the lives of others.
3. Determining the Best Solution. Over the course of the first 2 essay examsB this semester, students will identify,
individually, 2 potential solutions to their problem, based upon the “best” motivational factors identified within the
each of Exams 1 and 2. As with identifying the best causal elements to include within their surveys, teams need to
come to an agreement as to which of these two solutions is the best, and then write a survey item focused on that
idea; the other is discarded.
Serial killers can be prevented from killing by having clinicians identify people who have murderous unconscious impulses and
then placing those individuals into psychiatric hospitals before they commit any crimes.
BAs
with the “best causes,” students may do some advanced research on a solution related to ideas from Unit 3, and
then potentially include that idea within their survey, or discuss such an idea in other ways during their in-class
presentation.
4. Determining Grouping Variables. When analyzing the data from your survey, students must look at the data
across different demographic features of the individuals who responded to each team’s items. More specifically, each
team must develop at least 2 such categories (more can be included, if you choose, but all must be analyzed in some way), and
these items will also be included within your survey. For example, let’s say that a team has determined that one’s
degree of education may be related to how people might perceive their selected issue; as a result, one might ask
respondents to categorize their highest level of educational attainment (e.g., High School graduate or less, some College but no
diploma, or College graduate). Furthermore, if the issue is also related to religious ideas, one may also warrant the
inclusion of an item inquiring into one’s religious preference (e.g., leaning more Religious or leaning more non-Religious).
Only 1 of these categorical variables will actually be analyzed; the team can make this decision after reviewing the obtained data.
PSY 443, Fall 2013  Page 14 of 25
5. Developing the Final Survey. The final survey, which cannot exceed 1 page in length, that each team will prepare must
contain several key items. First, all teams must inquire into respondents’ age, sex, and student status (other categorical
variables are permissible, if desired, but are not required), with the following items appearing at the top of the survey:
 Please complete the following items as they pertain to you today.
1. Sex (circle 1): Male
Female
2. Age (in years):
3. Current Student Status (circle 1): Attending
Not Attending
Following these items, each team needs to include their 2 (at least; other categorical variables are permissible, if desired, but are
not required) topic-specific categorical factors; using the example highlighted above, these would appear as follows:
4. Education:
5. Religious Preference:
High School graduate or less
leaning more Religious
Some College but no diploma
leaning more non-Religious
College graduate
Following these items, each team needs to include a description of their real-world issue; the text here would be
similar to what appears in the first paragraph of Essay Exam #1, and make sure to state why the situation is a problem
in modern society. In addition, follow this statement with an item inquiring into how severe the respondents perceive
this issue to be. So, for example, you’d have text such as:
 Please read the following statement before continuing with this survey.
Over the past few months, someone has been stalking random individuals within various New York City neighborhoods, and
killing them via the use of a handgun [some additional details would follow] . . . This is a problem because . . .
6. Please rate the severity of this problem (by circling one number on the scale below), where 0 = this situation is not at all
severe, and no action needs to be taken on it, 5 = neutral, and 10 = this situation is an extremely severe problem that requires
an immediate solution.
0 – 1 – 2 – 3 – 4 – 5 – 6 – 7 – 8 – 9 – 10
At this point, the team’s chosen motivational forces would appear, prefaced by a 5-point strength scale; the
numbering of the items is continuous with what has appeared earlier within the survey.
 The items that follow are potential motivational influences underlying the problem stated above. Please rate each of the items
(by placing your rating on the space appearing to the right of each idea) according to the following scale: 1 = the factor plays a very
weak role in causing the stated problem, 3 = neutral, and 5 = the factor plays a very strong role in causing the stated problem.
Rating
7. Serial killers engage in their murderous behaviors as a result of unconscious impulses that control their
thoughts and compel them to take the lives of others.
[proceed here to include the remaining 6 elements]
Finally, the team’s chosen solution would appear, prefaced by two separate 5-point scales – one for Viability and the
other for Likelihood – all appearing as follows.
 Please rate the following potential solution to the above problem as to both its Viability and Likelihood (by placing your
ratings on the spaces appearing to the right of the item) according to the following scales:
For VIABILITY, 1 = the solution is very weak, as the means that are necessary to implement it do not exist, 3 = neutral, and
5 = the solution is very strong, with current technology easily available to implement it
PSY 443, Fall 2013  Page 15 of 25
For LIKELIHOOD, 1 = the solution will most likely not be implemented any time soon, 3 = neutral, and 5 = the solution is
very likely to be implemented in the near future
13. Serial killers can be prevented from killing by having clinicians identify people who have
murderous unconscious impulses and then placing those individuals into psychiatric hospitals
before they commit any crimes.
Viability
Likelihood
 SURVEY DATA ANALYSES. Once each team has received the completed copies of their survey, group members must
input their data into a computer program (Microsoft Excel is recommended), allowing for the generation of basic
descriptive statistics (i.e., Mean and Standard Deviation) of survey responses, as well as visual displays of the data that
need to appear as follows. The following 3 displays are required of all teams.
1. Bar Graph of Severity Ratings. The frequencies at which individuals rated the severity of your problem, within
each level of your single, selected, grouping factor, must appear in a single bar graph. For example:
Frequency of Responses
50
40
Religious
non-Religious
30
20
10
0
0
1
2
3
4
5
6
7
Problem Severity Ratings
8
9
0=not severe, 10=very severe
Or (with the information appearing on the X and Y axes switched) . . .
PSY 443, Fall 2013  Page 16 of 25
10
10
0=not severe, 10=very severe
Problem Severity Ratings
9
8
7
6
5
4
non-Religious
3
Religious
2
1
0
0
10
20
30
Frequency of Responses
40
50
2. Bar Graph of Causal Element Ratings. The Means of each motivational influence, within each level of your
identified grouping factor, must be appear within a single bar graph. Make sure that the different labels of the Causal
Influence Factors are ordered in the same way as they appear on your survey, to enable effective interpretation of the figure. Furthermore,
similar to the above examples, you could alter what appears on the X and Y axes here; only one style is illustrated, however.
0=weak role, 5=strong role
Mean Causal Strength Rating
5
4
Religious
non-Religious
3
2
1
0
Causal Influence Factors
3. Bar Graph of Solution Ratings. The Means of the Viability and Likelihood scores of each solution, within each
level of your identified grouping factor, must be appear within a single bar graph. For example:
PSY 443, Fall 2013  Page 17 of 25
Mean Solution Ratings
both from 1-5; higher scores = more viable/lijkely
5
Religious
non-Religious
4
3
2
1
0
Viability
Likelihood
Evaluative Factor
4. Optional Figures. Although not required, teams are free to construct additional graphic displays of their data,
incorporating the required Sex, Age, and/or Student Status items (as well as any additional items teams have the
option of including).
 SURVEY ADMINISTRATION. After each survey has been approved (and any corrections have been made per my
comments on your proposed survey), each team must submit 1 final copy of their survey to me; I will then assemble all of
the surveys into a single mass-testing survey packet. Each class member will receive approximately 10 copies of this
packet, and complete one of these themselves. All remaining copies must be completed by volunteers obtained by each
student, and then all completed packets must be returned to me; after receiving these packets, each team will have their
completed surveys returned to them. As for grading this element, if students return all of their surveys completed, there will be no
penalties involved; failure to do so, however, will result in an individual student receiving a -50% penalty on their Oral Presentation--Primary
Content grade (discussed elsewhere).

This number may be altered depending on the size of the class, to ensure an adequately representative data sample.
 GRADED ASSIGNMENTS. The following elements, based on the work done for this assignment, will be evaluated for a
grade.
1. Presentation Abstract. To provide class members (who will be in the audience during others’ presentations) with
sufficient information to participate in the discussion of each team’s presentation, each presenting TEAM must submit
information (which they intend to utilize during their presentation) about their topic no later than the date noted within
the Course Calendar. This information, within a single document, MUST be sent to me, via e-mail in .pdf format. In terms of
grading, each Abstract will be evaluated as part of the Primary Content element that is scored within each oral
presentation (see below); each team member will receive the same grade.
A) The 2 mass-media sources that provide the foundation for the issue.
B) The final version of the TEAM’S survey.
C) Graphic displays (i.e., the 3 required bar graphs, as well as additional figures prepared
survey data.
by the team) of all analyzed
2. Teamwork. To encourage students to work cooperatively with one another as you prepare for your group
presentations, each student will evaluate each member of their team based on the 0-5 scale mentioned earlier. These
evaluations will be based upon the degree to which each student meets the following criteria: The student was an effective
team member during the preparatory stages of the project, working with others in a cooperative/flexible manner and responsibly
PSY 443, Fall 2013  Page 18 of 25
participating in activities by taking on an equitable amount of the assignment workload. I will compute the average score attained
by each student, and then factor this evaluation into each student’s oral presentation Organization & Preparation
score. Averages from 4.5-5 will cause no change in my overall O&P grade; averages from 4.0-4.49 will lower my O&P grade by 1
point; averages from 3.5-3.99, 3.0-3.49, and 0-2.99 will lower my O&P grade by 2, 3, and 4 points, respectively.
3. Presentation . Each TEAM’S research will culminate in an interactive presentation (lasting at least 30 minutes, but
no longer than 40 minutes), with about 20 minutes of this time arising from the actual presentation and the remaining
period stemming from audience participation; prepare your work with these guidelines in mind. The content to be
addressed in each presentation (which must utilize some type of visual media; PowerPoint is ideal) is concerned with
the lettered/plain font items below (i.e., elements A-F but each student’s grade for the presentation is based upon the scores they
receive for the GRADED elements noted below, with each factor evaluated according to the 0-5 scale described earlier. The italicized
items (i-iv) following Content Elements A, D, E and F will be addressed by audience members (students should be
prepared to volunteer responses to these items) and when preparing presentations, teams should make sure to pause
their talk appropriately to allow for whole-class discussion of the issues within the presentation, and presenters should
also be prepared to respond to the comments made by their classmates during the discussions. It is up to each team
to determine which members will present each Content element, but each presenting student is expected to (a) present some
aspect of either the Severity, Causal Element Strength, or Viability/Likelihood data from the survey (items D, E, and F, respectively,
below) and (b) respond, at some point(s) in each presentation, to my and their classmates’ comments that arise during these discussions.
CONTENT ELEMENTS
A) Describe 3 main ideas/arguments, made within the required mass-media sources, that will allow the
audience to understand the essence of the societal issue at the center of the presentation, and state why
this topic was selected for the project.
(i) Identify (including a page number) and comment on some aspect of the source material that raised unanswered questions or
impacted you personally, or you: disagree with; believe to be flawed in some manner; or found to be intriguing or controversial.
B)
Explain why this issue is a psychology-related problem in need of a solution, and provide the team’s
perception as to the severity of the problem, using the same 0 (not at all severe) to 10 (extremely severe)
scale within the group’s survey.
C)
Provide sample sizes for each level of the Sex, Current Student Status, and group-specific categorical items
within the survey, as well as the M/SD of respondents’ Ages. INCLUDE SIMILAR INFORMATION FOR ANY ADDITIONAL
CATEGORICAL VARIABLES ADDED TO THE TEAM’S SURVEY AT THIS TIME AS WELL.
D)
Present the required Severity data from the public opinion survey, and comment on whether or not any
element of it was found to be intriguing in some way. Note if this data is different from the team’s opinion, and if
so, provide an explanation for the discrepancy. ANY ADDITIONAL ANALYSES OF THESE SCORES PREPARED BY THE
TEAM SHOULD BE PRESENTED/EXPLAINED AT THIS TIME AS WELL.
(ii) Rate the Severity of the problem (using the same 0-10 scale on the survey) from your own perspective, and explain your
rationale for taking this view. Furthermore, if this is different from the survey data, comment on why this gap exists.
E)
Present the required Causal Element Strength data from the public opinion survey, and comment on whether
or not any element of it was found to be intriguing in some way. Note if this data is different from the team’s
opinion, and if so, provide an explanation for the discrepancy. ANY ADDITIONAL ANALYSES OF THESE SCORES
PREPARED BY THE TEAM SHOULD BE PRESENTED/EXPLAINED AT THIS TIME AS WELL.
iii) Rate each of the causal elements within the team’s survey from your own perspective, according to the same 1-5 scale within
the survey. Note which of the 7 you’ve selected as the strongest and weakest, and explain your rationales. Furthermore, if your
conclusions are different from the survey data, comment on why this gap exists.
F)
Present the required Viability & Likelihood data from the public opinion survey, noting whether or not any
aspect of this data was found to be intriguing in some way. Note if this data is different from the team’s opinion,
PSY 443, Fall 2013  Page 19 of 25
and if so, provide an explanation for the discrepancy. ANY ADDITIONAL ANALYSES OF THESE SCORES PREPARED BY
THE TEAM SHOULD BE PRESENTED/EXPLAINED AT THIS TIME AS WELL.
iv) Rate the solution within the team’s survey from your own perspective, according to the same 1-5 viability and likelihood scales
within the survey; and note your rationales. Furthermore, if your conclusions are different from the survey data, comment on why
this gap exists.
GRADED ELEMENTS
G) Primary Content. All required information is included, conveyed in a factually-correct manner; irrelevant and
inaccurate details omitted; sources are reliable/appropriate; ancillary materials (e.g., visual displays, auditory clips,
etc.) are clear, uncluttered, & easy to understand; Presentation Abstract includes all required items; Survey Packs
administered & returned.
H)
Language. Ideas stated in an intelligible and well-defined style, with vague/confusing phrasing avoided;
sentence structures are grammatically correct; ideas presented in a concise (but thorough) manner, with overly
brief/excessive expressions avoided.
I)
Organization & Preparedness. Ideas are grouped and sequenced in a way that makes the presentation easy to
follow; noticeable pauses/confusion are avoided; effective responses are made to questions and/or comments;
presentation completed within the assigned time range; speaker was viewed as an effective team member during the
preparatory stages of the project.
J)
Delivery. Speaker appears comfortable (gesturing, standing, and moving with authority), with nervous/shy
behavior absent; speaker faces, and maintains eye contact with, the audience, with note-referencing avoided;
clear verbalization at a conversational pace; slow/fast speech and verbal fillers (e.g., “umm,” “uh,” etc.) avoided.
APPENDIX D: Miscellaneous Writing Guidelines & Policies
CLARITY & STYLE. Good writing involves many different elements, but some of the critical ones involve having fluid
sentence structures and writing clearly. The following passage omits these elements...
Life expectancies are changing. In 1900, Americans could expect to live for 47 years. In the 1990s, the average life expectancy is 76
years. Some day we may live to be over 100 years old, on average. Medical breakthroughs allow for such a possible increase.
Cryopreservation may increase one’s age. Survival instincts are very powerful in certain animals (Kluger, 1996).
Huh? The ideas here are vague, and are listed, as opposed to being communicated in a flowing and clear style. These
problems could be avoided by rephrasing this passage in the following manner...
Kluger (1996) argues that trends in life expectancy are showing a pattern suggesting that Americans are living longer than ever before. As
a result of medical advances in the ongoing fight against disease, the average American life expectancy has increased from 47 years in 1900
to our current expectancy of 76 years. One possible medical process aiding humans in this fight against time is cryopreservation. This
process, which has been touted by some scientists as being a possible way to circumvent the aging process, involves freezing dead tissue
samples, body parts, or even entire organisms, with the intent to revive them at a later time. In a related attempt at extending humans’
lives, some scientists believe that a reduction in one’s caloric intake will lead to an increased life expectancy. Animal studies in this area of
research have shown that when placed on a restricted diet, an animal’s metabolism slows down. In order to compensate their bodies for the
lack of food, the animal’s metabolism changes its primary function from one of growth to one of survival. Such a change in physiology has
resulted in animals living almost 40% longer than animals that are not placed on a restricted diet; this finding suggests that survival
instincts are very powerful in certain animals, and if the results can be extended to humans, we may eventually expect to live for over 100
years (Kluger, 1996).
CITING SOURCES WITHIN A PAPER. When presenting ideas within your written work, you must cite the sources of ideas
that are not your very own (basically, if you are not talking about your own opinion, you obtained that idea from somewhere-that source must be cited). Several ideas are essential to understand when citing sources.
PSY 443, Fall 2013  Page 20 of 25
• Plagiarism. Plagiarism occurs when a writer presents another writer’s ideas as their own, without proper reference (APA,
1994). At the very least, this is unethical, and in my courses, will result in various penalties against your paper’s grade (and
possibly even against you), depending on the severity of the plagiarism. What follows here is an explanation of how I’m
defining different types of plagiarism, how you will be penalized for plagiarism in this course, and how to avoid committing
this act. The examples should make it very clear as to what plagiarism is (and is not). Avoid plagiarism at all costs! When
you are using another’s ideas in your own work, give those other authors credit by referencing their work in the proper
manner. To begin, let’s say that you have found the following passage, and you think that this idea is perfect for your paper.
“Enthusiasts claim that DHEA gives them more energy, restores muscle tone, boosts their cognitive abilities and perks up their libido” (Kluger,
1996, p. 94).
Copying Material Verbatim. One way of plagiarizing another’s work, which is the worst type, is to simply use a
passage, unquoted and word-for-word, without citing the source. I consider this to be a severe academic offense; its
occurrence will result in a grade of F for your paper, and you may be brought up on Academic Dishonesty charges.
The above passage, plagiarized in this manner, would appear as follows.
Enthusiasts claim that DHEA gives them more energy, restores muscle tone, boosts their cognitive abilities and perks up
their libido.
Strong Paraphrasing (without citation). Another form of plagiarism involves an attempt at paraphrasing
(rephrasing another’s idea in one’s own words) that, although different from the original source, is not referenced.
Any paraphrased thought that you put into your written work that is not a novel idea from your own mind must have
originated from another source; you must refer to this source at either the start or immediate conclusion of the
paraphrased section within the text to avoid this type of plagiarism. The penalty for this type of infraction will vary
based on the severity of the plagiarism, ranging from a minor deduction from the paper’s grade (e.g., -5%) to a failing
grade for the paper, and additional, formal, Academic Dishonesty charges. Using the example above, this type of
plagiarism could appear as follows.
Those that believe in the positive effects of DHEA hold that this substance can energize an individual, make them more
muscular, and increase their intellectual and sexual prowess.
Weak Paraphrasing (without citation). When paraphrasing correctly, you need to make sufficient modifications to
the initial material to make it clear to the reader that you have attempted to put the original material in your own
words. If you just change a word or two here-and-there, with the final product too close to the original, that is still
considered copying the material verbatim. Such plagiarism will be punished in the same manner as verbatim copying,
mentioned above, and would appear as follows (the changed portions are underlined).
People claim that DHEA gives them extra energy, restores weakened muscle tone, boosts their cognitive skills and enhances
their libido.
Paper writing. Another type of a plagiarism-related offense involves submitting an entire paper that was written by
someone other than you. The written work you submit for this course must be YOUR work. You may discuss any
paper-related issues with me, fellow students, and/or faculty members if you desire, but paper-writing must be done
individually. If you submit work that was written by someone else, you WILL receive a grade of F for the paper, you
WILL receive an F for your course grade, and you WILL be brought up on Academic Dishonesty charges.
• Avoiding Plagiarism. The simplest way to avoid a plagiarism charge is to properly cite your sources. If you ever have any
doubt as to whether or not you need to cite a source, it is better to err on the side of caution and provide the citation, as
opposed to risking a plagiarism offense. The proper way to cite your sources depends on the manner in which you presented
the source in your written work.
Paraphrasing With Citation. Referring to the strong paraphrased citation from above, while this passage is
reworded from the original source, the lack of a reference suggests that this is the author’s own idea, when, in all
actuality, it is not. To avoid plagiarism in this case, the writer needs to add the proper reference, giving credit to the
original author. When paraphrasing someone else’s work, only use an author’s last name (no first names, and no titles,
such as Dr., Ph.D., etc.) and the year of publication, either as part of the sentence or in parentheses. Also, DO NOT
include the title of a book, journal article, etc., in the text of your paper, and page numbers are reserved for direct
quotes. For example ...
PSY 443, Fall 2013  Page 21 of 25
Although recent work by Bornstein and D’Agostino (1992) has shown that positive emotional states can be facilitated as a
result of repeated exposure to experimental stimuli, other work (Murphy, Monahan, & Zajonc, 1995) has found that increased
positive affect did not differ according to the duration of one’s exposure to stimuli.
Paraphrasing A Secondary Source. If you write about an author’s work as it appears in a secondary source (not
the original work of the author), both the primary and secondary sources are cited within the text of your paper. Let’s
say that you are reading a text authored by Hergenhahn, and published in 1997, and within this text you come across a
reference from Kant, published in 1781, that you would like to place into your paper. Hergenhahn is a secondary
source, and since you physically possess this material, this would count as 1 of your scholarly references. Although
the Kant reference is in Hergenhahn’s text, you CANNOT use Kant as another one of your references, because you
do not physically have Kant’s original work. The proper way to refer to the Kant passage in your paper would be...
Kant set out to describe the causal basis of thought by postulating the existence of categories of thought (Kant, 1781, as cited in
Hergenhahn, 1997).
In the Reference section, you would only include the Hergenhahn (1997) source, NOT Kant (1781).
Direct Quoting. REMEMBER--DIRECT QUOTING IS PROHIBITED IN THIS COURSE. THE FOLLOWING
DETAILS ARE PROVIDED AS GENERAL INFORMATION. When you use another’s material word-for-word,
the proper way to cite the material is to place the entire passage in quotation marks, and place the author’s name,
publication date, and page number of the material in parentheses at the end of the passage. For example...
“Enthusiasts claim that DHEA gives them more energy, restores muscle tone, boosts their cognitive abilities and perks up their
libido” (Kluger, 1996, p. 94).
• Citation Styles. When citing sources within the text of a paper, APA style dictates that a specific style is utilized,
depending on the type of citation.
When work is cited directly in a passage of text and there are 1-2 authors, all last names are identified for all
citations of that source (e.g., Scott and Monesson (2009) suggested . . .). If there are 3-5 authors, the first citation
would mention all authors (e.g., The work of Mauro, Pierro, Mannetti, Higgins, and Kruglanski (2009) focused on . . .), but
subsequent citations of that same source must utilize the “et al.” shorthand (e.g., The results of the current study support
the conclusion of Mauro et al. (2009), in that . . .). If there are six or more authors, the “et al.” notation should be
used for all citations of that source.
When sources are cited in parentheses following a statement, the same basic formats outlined in the
previous paragraph are followed, although use “&” instead of “and,” and the year of the citation is not placed in
parentheses (e.g., The results of the current study support conclusions found elsewhere (Scott & Monesson, 2009), in that . . .).
In addition, if two or more sources are cited within the same parentheses, list the citations in alphabetical order by
first author, and separate each source with a semi-colon (e.g., The results of the current study support conclusions found
elsewhere (Mauro et al., 2009; Scott & Monesson, 2009), in that . . .).
If there is no individual author(s) for a source, the only deviation from the formats outlined above would be to
place the first 2-3 words of the title, in quotation marks, where the author(s) name would appear (e.g., The recent death of
an individual (“Helmetless rollerblader dies,” 1996), has prompted city officials to . . . ). However, if the author is a group of
individuals, the entire group name would be cited where the author name would typically appear (e.g., Mnemonic devices
have been developed by a variety of individuals (NASA Cognition Lab, 1999), but these methods . . .).
• Reference Section Format. Here are a few ideas to keep in mind when writing your Reference section. This portion
of the paper appears on its own page, immediately following the last page of the text of the paper (place the word
“References” at the top of this page, centered and bolded).
The entire Reference section, with its page number in the upper right corner, is double-spaced, with citations
appearing in alphabetical order according to the first author’s last name.
The first line of each reference is flush with the left margin, and all subsequent lines of each citation should be
indented about 5 spaces.
The only sources that appear in the Reference section are those that were cited in the body of the paper.
PSY 443, Fall 2013  Page 22 of 25
“Edited” books will generally have a statement on one of the first pages of the text that says something like “Edited
by [the author’s name].” If there is not a line to this effect, then the source is NOT an “edited” text; it is just an
authored book. Virtually all texts will have a listing of different editors (such as Production, Manuscript, and
Permissions editors); these people are not considered editors in terms of authorship credit.
When citing sources in the Reference section, make sure to cite the entire source, not just the part you used. The
following example illustrates this error...
Martindale, C. (1991). Cognitive psychology: A neural-network approach (pages 37-53). Pacific Grove, CA:
Brooks/Cole Publishing Company.
The correct form of citation would simply eliminate the “(pages 37-53)” element.
If there is no individual author(s), place the name of a group in the space where the author’s name would appear,
then follow the rest of the directions for that source type (if a group name is not available, place the title of the article
in the space where the author’s name would appear (but don’t place the article title/group name in the citation more
than in that initial location!).
In terms of how to actually write each citation within the “References” section, the following guidelines should be
followed, with each source containing certain specific pieces of information, as follows; these are consistent with the
scientific format known as APA style.
(1) author: provide the last name, followed by first/middle initials, for all authors (use organization name for
material without a specific author, or the title of the work for sources without group names); each name should be
separated by a comma (2) year of publication: • for scholarly journals or books, provide the year of publication •
for class notes, as well as newspaper, magazine, and web-based articles, provide the year, followed by (if available)
the exact month and day of publication; if no date is provided, place “n.d.” in parentheses (3) article / edited
book chapter / class notes TITLE: provide the full title in plain font; capital letters are provided only for the
first letter of the first word of the title and any subtitle, as well as any proper nouns (4) journal / book /
newspaper / magazine / website NAME: italicize the entire name • for journals, websites, newspaper, and
magazines, use capital letters for the first letter of all primary words (excluding articles, prepositions, conjunctions,
etc., such as a, an, of, for, and, etc.) • for books, use capitals only for the first letter of the first word of the title and
any subtitle, as well as any proper nouns; also enclose additional publication information (e.g., edition, report
number, etc.) in parentheses following the title, in plain font (5) publication information: • for books, provide
(in plain font) the location (city and state within the United States, city and country for sources outside the United
States) of the publisher, and the publisher name; if the author is also the publisher, place the term “Author” (in
plain font) where the publisher name would typically appear; location and name are separated by a colon • for
journals, provide the volume number, italicized (if available, also provide the issue number immediately following
it, but issue numbers are not italicized, and are within parentheses) and page numbers (in plain font); elements are
separated by a comma • for newspapers/magazines, provide the volume number (if known) and page numbers
(and for newspapers alone, precede page numbers by p. or pp. to denote one or multiple pages) • if the source is
an internet-based website, provide the phrase “Retrieved from http://www.[include the full website address]” in plain font;
make sure to fit long addresses on citation lines (i.e., avoid long empty spaces within references) by inserting blank
spaces after punctuation marks within web addresses, and do not place a period at the end of the address • if the
source is class notes, use the format “Class Notes from [Department Name: Course Number: Course Title (Name of
school)]” in plain font (6) Electronic Databases: if journal-based sources are retrieved from online archives (e.g.,
EBSCO Host, PsycINFO, etc.), do not cite the name of the archive—just follow the formatting elements as if
you had obtained an actual hardcopy of the journal (7) Digital Object Identifiers: Publishers of scholarly work
began assigning Digital Object Identifiers (DOIs) to electronic articles published sometime after the year 2000;
these numbers typically appear on the first page of each article and database landing pages. If an article contains a
DOI, it should be the last element within a citation, following the page numbers, cited (in plain font) as “doi:
[provide all elements of doi]”
Examples of the different reference types follow. This list illustrates some of the more common citations that
appear in student papers, but is not exhaustive; consult the Publication Manual of the American Psychological Association for
a complete list.
JOURNAL ARTICLE (W/OUT DOI)
PSY 443, Fall 2013  Page 23 of 25
Ball, T. S., & Alexander, D. D. (1998). Catching up with eighteenth century science in the evaluation of
therapeutic touch. Skeptical Inquirer, 22 (4), 31-34.
JOURNAL ARTICLE (W/DOI)
Molden, D.C., Lucas, G.M., Finkel, E.J., Kumashiro, M., & Rusbult, C. (2009). Perceived support for promotionfocused and prevention-focused goals: Associations with well-being in unmarried and married couples.
Psychological Science, 20 (7), 787-793. doi: 10.1111/j.1467-9280.2009.02362.x
BOOK (COMPLETE)
Randi, J. (1982). Flim-flam: Psychics, ESP, unicorns, and other delusions. Amherst, NY: Prometheus Books.
BOOK CHAPTER
Manza, L., & Reber, A.S. (1997). Representing artificial grammars: Transfer across stimulus forms and modalities.
In D.C. Berry (Ed.), How implicit is implicit learning? (pp. 73-106). Oxford, UK: Oxford University Press.
BOOK (EDITED)
Munger, M.P. (Ed.). (2003). The history of psychology: Fundamental questions. New York, NY: Oxford University
Press.
BOOK (GROUP AUTHOR/PUBLISHER)
American Psychological Association (2010). Publication manual of the American Psychological Association (6th Ed.).
Washington, DC: Author.
WEBSITE (GROUP AUTHOR)
NASA Cognition Lab (1999). Mnemonic devices. Retrieved from http://olias.arc.nasa.gov/cognition/tutorials/
index. html
WEBSITE (INDIVIDUAL AUTHOR)
Young, J.R. (2009, July 20). When computers leave classrooms, so does boredom. The Chronicle of Higher
Education. Retrieved from http://chronicle.com/article/Teach-Naked-Effort-Strips/47398/print
WEBSITE (NO DATE)
Eharmony (n.d.). Scientific matching. Retrieved from http://www.eharmony.com/why/science
MAGAZINE ARTICLE
Park, A. (2008, October 13). The forgotten plague. Time, 172(15), 55-61.
NEWSPAPER ARTICLE
Farley, S. & Courogen, C.A. (2009, July 28). Killing suspect captured after hunt. The Patriot-News, pp. A1, A16.
NEWSPAPER ARTICLE (NO AUTHOR)
Police release 911 call in arrest of black Harvard scholar (2009, July 28). The Patriot-News, p. A9.
CLASS NOTES
Manza, L. (2000, December 4). Alternative medicine II: Health and nutritional quackery. Class Notes from DSP
370: Paranormal Phenomena--A Critical Examination (Lebanon Valley College).
APPENDIX E: Research Participation Information (FOR EXTRA CREDIT)
Research participation is not required for this course, but you may participate in Department-sponsored investigations and earn extra credit towards
your course grade. The LVC Psychology Department faculty appreciate your willingness to contribute your time and energy to these studies; without
your help, we could not carry on a vigorous program of psychological research. Listed below are the rules and regulations governing research
participation of which you need to be aware.
RESEARCH REQUIREMENT
1. Different studies will last for different amounts of time (e.g., ½-hour, 1-hour, 1.5 hours, etc.), and you will earn 2 extra
credit points for each ½ hour of research participation.
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2. Research will generally not be conducted during finals week, so to avoid difficulty fitting research in during the end-ofsemester “crunch,” it would be wise to complete any participation efforts as early as possible in the semester.
3. To sign-up for studies you will need to create an account on our Participant Management System. Follow the steps
below:
a. Log onto the SONA-system at http://lvc.sona-systems.com/default.asp
b. Click “Request An Account Here,” located in the bottom left-hand corner of the homepage. This will open up an
account-creator page.
c. Enter your first and last name in the appropriate boxes.
d. Enter a username. Your username should be your LVC-Email-suffix. For example, if your email is
“ags001@lvc.edu”, then enter your username as “ags001” (without the quotes). Enter this username twice.
e. Select the course (or courses) that either require research credit or for which you will earn as extra credit. Be sure to
select the correct course(s) (e.g., PSY 112 or PSY 111) and the correct section number (e.g., 01 or 02). Remember that
many of the courses have several sections.
f. Select the “Request Account” button at the bottom of the page. Students will then receive an email with your
username (i.e., your LVC-Email-suffix) and a randomly generated password.
g. Students should log-in and change their password to something they are comfortable using. This can be done by
logging onto the system and clicking “My Profile.”
HOW TO SIGN-UP FOR STUDIES
Once you have created an account, you can log in. You will have to read the privacy/human subjects information and then
indicate that you have read it by clicking “Yes” at the bottom of the page. You will only need to do this once. Once you enter
your account, you can manage your account by adding or deleting classes for which you want or need to earn research credit
(under “My Profile”), change your password (under “My Profile”), you can see the number of credits you have earned and
need to earn (under “My Schedule and Credits”), you can see the studies you have signed up for (under “My Schedule and
Credits”), and of course, you can sign-up for studies by following the steps below:
1. After you have logged into your account, click “Studies”. The page—by default—shows all available studies. You will see a
list of the available studies, along with a brief description of the study. You can adjust this by specifying which date you want
to sign-up for a particular study.
2. Click on the study for which you want to participate. Students will be presented with more information about the study
(e.g., length of study, description of the study, etc.).
3. Click “View Timeslots For Study” at the bottom of the page. Students will be presented with available times. You can
specify which class you want the research credit to be credited to. Click “Sign-Up” for the time-slot you choose.
4. Students will immediately receive a confirmation email and a reminder email 24-hours before the study.
RULES & NOTES FOR PARTICIPATING IN RESEARCH
• You may participate in a study one time only. The system will not allow you to use to sign-up for the same study twice.
• Students are responsible for arriving on time for any study for which they volunteer.
• If you need to cancel your participation in a study for which you have already agreed to participate, you should log onto
your account, go under “My Schedule and Credits” and click “Cancel” next to the study you signed-up for. This must be done
24 hours before the study.
• Students are responsible for making sure that their participation is credited properly. You can check your credit by selecting
“My Schedule and Credits” in your account. If you failed to receive credit for a study you participated in, contact the
researcher or give your information to Dr. Michael Kitchens (ext. 6197; kitchens@lvc.edu), who is the Faculty Coordinator of
the Research Requirement.
• In the unlikely event that you arrive and the researcher fails to show-up, please, contact Dr. Michael Kitchens (ext. 6197;
kitchens@lvc.edu) to receive credit.
• If you have any questions regarding the Psychology Research Requirement, speak with your instructor or Dr. Michael
Kitchens (Lynch 287G; ext. 6197; kitchens@lvc.edu).
• Students that are below the age of 18 are not able to participate in research requirements, or must have their guardian’s
consent.
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