Psyc. 105 Syllabus Page 1
INSTRUCTOR ADDENDUM
PSYCHOLOGY 105-006RL
Instructor: Lance P. Schmelz
Email Address: lschmelz@brookdalecc.edu
Phone: home: 732-747-8325 Late or early call -> 732-224-2901 x6412 (not checked
regularly)
Web Page: http://www.brookdalecc.edu/fac/cos/lschmelz/
(www.brookdalecc.edu->Department Pages->Faculty Pages-> Schmelz, Lance>Psych->Psych105)
Psychology Dept Web Page: http://www.brookdalecc.edu/fac/psychology/
(www.brookdalecc.edu->Department Pages-> Psychology)
Psychology Book Web Stie : http://bcs.worthpublishers.com/myersinmodules7e
PSYCH ARTICLES DATABASE:
http://www.brookdalecc.edu/library/bysubject.php at bottom of page.
Location:
MAN-201
Day/Time: Mon/Wed 11:30-12:50PM
OFFICE ASST.:
Adeline Griffin~ Phone: (732) 224-2545 E-mail: agriffin@brookdalecc.edu
PSYCHOLOGY DEPARTMENT LEARNING ASSISTANT:
Amy Gingold~ Phone: (732) 224-2546 E-mail: agingold@brookdalecc.edu
TEXTBOOK: PSYCHOLOGY/7th EDITION IN MODULES BY DAVID G. MYERS
Class #
Date
Topic
1
UNIT 1 MODULES 1,2,17, 18,19
Wednesday 9/7
Introduction to Course/Scientific Psychology
2
Monday 9/12
Perspectives Psychologists Use Today
3
Wednesday 9/14
What Do Psychologists Do?
4
Monday 9/19
The Nature of Consciousness
5
Wednesday 9/21
Other Forms of Consciousness
WRITTEN ASSIGNMENT # 1 DUE (topics below)
6
Monday 9/26
7
Wednesday 9/28
UNIT 1 EXAM
Psyc. 105 Syllabus Page 2
UNIT 2 MODULES 3-6 AND 11-16
8
Monday 10/3
Biopsychology: Genes, Evolution and Internal Communication
9
Wednesday 10/5
10
Monday 10/10
11
Wednesday 10/12
12
Monday 10/17
How Does Stimulation Become Sensation?
13
Wednesday 10/19
WRITTEN ASSIGNMENT # 2 DUE
14
Monday 10/24
Perception
15
Wednesday 10/26
UNIT 2 EXAM
The Brain
UNIT 3 MODULES 20-27
16
Monday 10/31
Learning: Classical & Operant Conditioning
17
Wednesday 11/2
18
Monday 11/7
19
Wednesday 11/9
20
Monday 11/14
Memory: What Is It? How Does It Work?
21
Wednesday 11/16
WRITTEN ASSIGNMENT # 2 or #3 DUE
22
Monday 11/21
Memory Processing
23
Wednesday 11/23
UNIT 3 EXAM
Cognitive Psychology
UNIT4 MODULES 28-32
24
Monday 11/28
25
Wednesday 11/30
26
Monday 12/5
Intelligence
27
Wednesday 12/7
WRITTEN ASSIGNMENT # 3 DUE
28
Monday 12/12
Statistics and Psychology
29
Wednesday 12/14
30
Monday 12/19
Important dates:
What Are the Components of Thought? Judging and Making Decisions
UNIT 4 FINAL EXAM (*Includes all topics*)
November 24-27
Thanksgiving Break
December 1
Last day to withdraw
Psyc. 105 Syllabus Page 3
PLEASE NOTE THAT THE ABOVE SCHEDULE MAY NEED TO BE CHANGED
DUE TO UNFORSEEN CIRCUMSTANCES
NUMBER TO LETTER GRADE CONVERSION:
90-100=A
85-89=B+
80-84=B
75-79=C+
70-74=C
65-69=D
UNDER 65=F
PSYC 105
Introduction To Psychology I
Course Syllabus
Course Description
The Psychology Department at Brookdale offers two, independent entry, introductory
Psychology courses. Independent entry means that neither course is prerequisite to the
other; students may chose to fulfill their general education requirements with either. In
this course, students will learn how to recognize scientific methods and manipulate some
components of experiments. Associated with this core knowledge is familiarity with basic
statistical information and measurement requirements such as reliability and validity.
Students will also learn how thinking and personality arise from the human nervous
system, starting with neurons, progressing to the brain itself, incorporating the sensory
systems and concluding with the act of perception. In this course the processes of
learning and remembering are examined in detail. Intelligence, its measurement,
judgment, and decision-making are also studied in this exciting course. We strongly
believe that these topics are crucial for college-educated people to study and master
because, they contribute to the development of critical and analytical thinking about
information flowing constantly from the media. Students who are Psychology majors are
required to take both PSYC 105 and PSYC 106.
Textbook:
Myers, D. G. (2004). Psychology: Seventh Edition in Modules
Worth Publishers.
Psyc. 105 Syllabus Page 4
General Education Core Competencies
For full description of these competencies see the College Catalog.
Communication skills:
1.1 communicate information and ideas clearly and effectively in written form
1.5 demonstrate effective listening skills
1.6 demonstrate effective reading skills
Critical Thinking and Problem Solving – the student will be able to:
2.1 identify a problem and analyze it
2.2 create or develop hypotheses
Historical Perspective:
3.1 recognize the historical and political development of civilization
3.2 understand the influence and impact of historical and political events, ideas and cultures
Mathematical Skills:
4.1 be able to analyze, discuss and use quantitative information.
Scientific Perspective:
5.1 develop appropriate skills in observation and experimentation to solve problems
5.2 be able to analyze and interpret scientific data
Societal Perspective:
6.1 understand human behavior within a larger societal context
6.2 understand the importance of taking responsibility for one’s behavior
6.4 think critically about controversial societal issues
6.5 understand the relationship between the individual and society
Information and Technological Literacy:
7.2 conduct and complete effective research
7.3 assess, use, document and present information objectively and effectively
7.4 use appropriate technologies and services to access and process information
Personal Wellness:
8.1 understand the multiple dimensions of health and wellness
8.2 identify risk factors in activities of daily living and describe how these factors can be
minimized
8.3 understand ethical dilemmas in health and wellness
Diversity and Global Perspective:
10.4 understand the differences and commonalties in people’s backgrounds and their impact on
American society
If you have a documented disability and would like to request accommodations and/or
academic adjustments, contact the Disability Services Office (formerly Adaptive
Services) at 732-224-2730 or TTY 732-842-4211.
The by-laws of the Board of Trustees, Section 1.2024(m) authorizes a Student Conduct
Code (College Regulation 63000R). Students should be aware that the standards of
conduct specifically prohibit cheating or plagiarism in connection with an academic
program. The enforcement procedures regarding the Student Conduct Code are fully
explained in the Student Handbook. Any questions concerning this matter should be
directed either to your Student Development Counselor or to the Director of Student Life
and Activities.
Psyc. 105 Syllabus Page 5
EVALUATION:
PSYCHOLOGY DEPARTMENT GRADING SYSTEM
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There is a minimum of three (3) UNIT exams. The average of these exams will
comprise 50% of your grade in the course. NOTE: Additional testing instruments
may be utilized per instructor.
Make-up exams and re-testing for a failure on a test is at the discretion of your
instructor. Deadlines for re-testing and/or make-ups will be utilized on a class-byclass basis.
Written assignments are worth 30% of your grade. Your instructor will advise
you as to the nature of these assignments. Some assignments may be web-based.
The Final Examination is worth 20% of your grade.
Instructors may assign “extra credit” at their discretion but this is not a
requirement of the department.
Exams may be scheduled in-class or in the Testing Center at the discretion of your
instructor.
ATTENDANCE
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Attendance is expected and contributes significantly to performance in this
course.
You are responsible for any work done in class that you miss.
Class will begin and end on time. Lateness or early departure is not acceptable
behavior, nor is walking in and out of the classroom during class time. Instructors
may penalize such activities.
Instructors may set a limit on the number of absences allowed.
Appropriate Use of Technology
BCC Psychology Department
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During lecture, periods of class explanation, and when fellow students are
speaking to the class, students are expected to use proper courtesy and refrain
from using technologies.
ALL Cell Phones and Beepers must be turned OFF during class time.
Students are not permitted to use CD players or computers, etc… to play music
during class time.
The use of IRC, AIM and other instant messaging (chat) programs are not
permitted during a class.
E-mail must be professional and well written. As this is a college-level course it
is expected that text messages are concise and prepared in full sentence form.
Any e-mail that does not fully disclose the name of the student will be
automatically interpreted as SPAM (unwanted junk mail) and be deleted
unopened.
Copying and pasting from the internet without a reference as well as purchasing
materials online and misrepresenting them as your own work is considered
plagiarism and is contrary to the BCC student conduct code.
Psyc. 105 Syllabus Page 6
Some General Guidelines about Papers
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We require you to use standard page formats with 1” margins, 12-point fonts, and
standard typefaces such as Times New Roman or Arial.
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It is helpful to imagine that the person reading your paper knows NOTHING about
Psychology. By doing so you will not leave things out because of the assumption that
your professor knows what you mean. Explain everything that's important to your
reader.
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We require that you always identify your source materials; failure to do this
constitutes plagiarism, which is a form of academic dishonesty. Your instructor may
reject papers in which the sources have not been identified. Papers in which
plagiarism is suspected may be challenged and you might be asked to supply
additional work. Use the guidelines that follow to make proper citations. You might
also like to buy a copy of the APA Style Manual or an MLA usage guide.
PRE-APPROVED PAPER TOPICS FOR ALL UNITS:
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Topic: Current Events- Find an article from a newspaper or magazine (Use the
N.Y. Times, Wall Street Journal, Time, Newsweek, U.S. News and World Report
or similar source ONLY) that reflects a topic from something we are studying in
class. Write a report that discusses the issues in relation to what you have learned
about this topic. Be sure to use as many terms as possible to show that you
understand what is being discussed. If possible find another article that states a
different view or opinion. Attach a copy of the article(s)
Topic: Book or Video-at the end of each chapter there are several book and video
suggestions that pertain to the material in the chapter. Read/view one of these
suggestions and write a report about how book or video exemplifies what you
have learned. Use at least TEN (10) terms/concepts from your textbook. Do NOT
summarize the book or video except to clarify your thoughts.
Topic: PsychNow! CD-ROM. This is a multimedia CD-ROM created by
Professor Joel Morgovsky, et. al. and published by Brooks/Cole publishers. The
Department has developed Worksheets to be completed for the activity modules.
Each Unit has appropriate activities reflected in the CD-ROM. The completion of
TWO activities and worksheets may be chosen ONE TIME ONLY as a choice for
one of your written assignments. The CD-ROMS are available in the library for
use at home or in the computer labs on campus.
Providing Proper References in Papers Written in Psychology
It is very important that you properly reference the source materials you use in writing
your papers in this course. Certainly plagiarism is an academic “crime” for which strong
penalties could be exacted, but, more importantly, knowing how to correctly reference
research materials is expected of college educated persons. Learn how to do this
relatively simple task and practice the skill at every opportunity. A few examples are
provided on this sheet, but your instructor will provide more detailed guidance in this
matter if you ask.
Psyc. 105 Syllabus Page 7
When
Whenever you use or refer to the data, words, or even general ideas of others, you must
identify the source(s) in the body of your paper and provide a complete listing of sources
in a bibliography. As you might expect, APA (American Psychological Association)
citation style is preferred for papers you will write in this course. We recommend a
simple approach in the examples that follow but be sure to ask your instructor for more
information on this topic if you need it.
How
An easy and accepted approach to citing a source in the body of your paper is to enclose
the entire citation in parentheses, like this:
“A recent survey on Internet usage in community colleges (Morgovsky, 1998)
revealed that….”
If you are quoting exactly from your source, be sure to include the page numbers from
which the quotation was taken immediately following the author’s last name and the
publication date. For example:
“those who champion freedom and dignity do not, of course, confine themselves
to punitive measures, but they turn to alternatives with diffidence and timidity”
(Skinner, 1971, p.78).
What
A list of your references should be added as a separate page at the end of your paper. It
should include every reference you have cited in your paper, but no others. The entries on
your reference page should be listed alphabetically by the author’s last name (or an
organization’s name if no author, i.e. American Psychological Society would be listed as
an “A” entry). Here is an example of a proper journal article listing:
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Journals
Edwards, K. (1998). The Face of Time: Temporal Cues in Facial Expressions of
Emotion. Psychological Science, 9, 270 – 276.
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Magazines
If you need to cite a magazine article, use this format:
Cowley, G., & Underwood, A (1998, June 15). Memory Newsweek, pp. 48 – 54.
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Books
If you are citing material from a book, follow this format:
Skinner, B.F. (1971) Beyond Freedom & Dignity. New York: Bantam Books.
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Internet
Psyc. 105 Syllabus Page 8
Citations for Internet sources in APA format should (a) list complete information on
author, date, and title of article or larger work title, in the same format as for print
sources. Then (b) give a complete citation of the Internet address or the URL site, with
protocol identifications (for example, http, FTP, telnet, Gopher). Preserve slashes,
mechanics, and spaces within the address, without adding any final period. Following this
(c) add any additional archival addresses, file numbers, or retrieval path information.
Finally (d) add the date of access within parentheses.”
Example for a Web site:
Welty, E. (1994). Place in fiction. In Collected essays. New York: Harcourt. Electronic
Text Center (13 Nov. 1995). http://darwin.clas.virginia.edu/%7etsawyer/DRBR/welty.txt
(24 Mar. 1996)
From: Rosen, Leonard J., Decisions: A Writer’s Handbook, Allyn & Bacon, Boston,
1998, pg. 122-123.
Psyc. 105 Syllabus Page 9
PSYCHOLOGY 105-UNIT I
HISTORY OF PSYCHOLOGY AND THE SCIENTIFIC METHOD
STATES OF MIND AND THE NATURE OF CONSCIOUSNESS
INTRODUCTION: You are beginning this course by studying the history of
psychology and learning the details of several scientific methods. You will learn today’s
definition for psychology and know that it has taken many decades to arrive at that
definition. You will also learn the many areas of specialization psychologists pursue
today.
We will continue this unit by studying the nature of consciousness, its cycles and the
forms consciousness may take.
Studying modern psychology requires that you be knowledgeable about science and its
methods, since psychology is a science. By the time this unit is over, you will be able to
design a workable experiment, although you will not be called on to actually carry it out.
Reading Assignments: Modules 1 –2 and 17-19 in your textbook.
Learning Objectives for Unit 1:
After completion of the learning experiences for this unit, the student will:
1.
Be able to identify a contemporary definition of psychology and know how it
evolved from earlier efforts to define the discipline.
2.
Be able to identify four major “schools” (or theoretical developments) of
psychology that emerged after 1879.
3.
Be able to identify a few critical milestones from psychology’s origins in
philosophy and physiology over several centuries.
4.
Be able to identify and describe these major research methods:
a. naturalistic observation
b. case study method
c. survey method
d. correlational studies
e. experiments
5.
Be able to describe and discuss ethical issues in research:
a. Deception
c. debriefing
b. informed consent
d. confidentiality
Psyc. 105 Syllabus Page 10
6. Be able to define the following terms pertaining to the scientific method:
a. Hypothesis
h. operational definitions
b. independent variable
i. Single/double blind designs
c. dependent variable
j. sources of bias
d. confounding variables
k. pure (basic) vs. applied research
e. control group
f. control condition
g. experimental group
g. Be able to construct a testable hypothesis and outline the experimental
procedure required to test it. (Unit 1 Lab)
h. Be able to identify and describe several major perspectives in psychology,
particularly:
a. biological/biopsychology
b. evolutionary psychology
c. psychodynamic psychology
d. behavioral psychology
e. sociocultural psychology
f. humanistic psychology
g. cognitive psychology
7. Identify and describe the two main “kinds” of psychology and their specialties.
a. experimental
b. applied
8. Be able to define the following terms pertaining to consciousness:
a. consciousness
b. cognitive neuroscience
c. structures of consciousness
d. daydreaming
e. circadian rhythms
f. jet lag
g. sleep cycle
h. sleep debt
i. sleep disorders
j. hypnosis
k. meditation
l. psychoactive drugs
m. dependence
n. addiction
11. Be able to describe theories of dreaming
12. Be able to describe altered states of consciousness.
Psyc. 105 Syllabus Page 11
Pre-approved Topics For Unit 1 Papers or Projects:
CHOICE A: Topic: Ethical issues in research. An important consideration for any
experimental psychologist is the ethical treatment of research subjects (either animal or
human). There are many potential research problems, such as deception and invasion of
subjects’ privacy, especially in studies using naturalistic observation. Using the library,
find the American Psychological Association’s formal statement of ethical guidelines for
human and animals research and prepare a report describing what you find there. Do you
think that the guidelines are good enough to help scientists achieve a proper balance
between the need to collect data and the rights of participants?
CHOICE B: Imagine yourself to be a psychologist. You are a member of an
international board of scientists (engineers, physicists, doctors). The purpose of the
Board is to plan and supervise the colonization of a nearby planet. There is an argument
among the scientists over whether a psychologist should be included in the project. The
major argument is that psychology is not scientific and therefore not useful in this
important task. Using what you have learned about the history of psychology and the
details of how science gathers information, defend psychology!
CHOICE C: Keep your eye on newspapers for reports concerning scientific work in
psychology. When you find one, summarize its contents and then discuss the following
issues:
1) Can you identify the independent and dependent variables in the research?
2) What hypothesis was being tested?
3) Does the research, as reported, seem consistent with what you’ve learned
about science in this unit? Give examples.
CHOICE D: Structuralism and Functionalism are schools of psychology that are no
longer active; Thus, a part of history. Only Behaviorism survives today as a recognizable
“school” of Psychology championed by certain universities. Prepare a report in which
you attempt to explain what became of either of those now-gone points of view. Using
one of the books on the history of psychology available in the library consider these
questions as you do your research.
1) What were the major criticisms aimed at the “school”?
2) What point(s) of view rose to take its place?
3) Is there any remnant of it in modern psychology?
CHOICE E: Your friend is very involved in personal fitness and believes strongly that
people who don’t exercise regularly are slower mentally and not as “smart” on the job.
In a detailed report, explain to your friend how to design an experiment to test this
assumption. As you go along, explain the importance of each of the steps in your
experimental design. Be sure to identify the variables, methods of control and
operational definitions.
Psyc. 105 Syllabus Page 12
CHOICE F: Complete TWO PsychNow! activities that relate to this unit. When
finished complete the PsychNow! Worksheets and submit them to your instructor.
Remember this CHOICE can be taken in any unit but only ONE time per semester.
(PsychNow! is a multimedia CD-ROM with many copies available in the library for use
at home or in computer labs on campus. It will run on PC’s or MACS).
CHOICE G: Write a report that describes the cycles of everyday consciousness using
examples from your own life to demonstrate your understanding.
CHOICE H: In a report, define and compare the theories of dreaming as described in
your textbook. Write about the theory you find most appealing and tell why. Log on to
http://www.dreamgate.com and write about three new things you learned there.
CHOICE I: For millennia our ancestors have used alcohol, opium, cannabis, mescaline,
coca, caffeine, and other drugs to alter their perceptions of reality. What do your text
book authors suggest are reasons for this? Which view is closet to your own and why?
Discuss the major impact of psychoactive substances and some of the pros and cons of
their usage.
BE SURE TO CHECK THE CHOICES AVAILABLE FOR ALL UNITS
Psyc. 105 Syllabus Page 13
PSYCHOLOGY 105-UNIT II
BIOPSYCHOLOGY
SENSATION AND PERCEPTION
INTRODUCTION: In this unit you will learn how genes and behavior are linked and
the internal communication system of the body. The fascinating information about the
way the brain produces behavior will be studied. We will then move to learning how
humans take raw information from the external world and use it to build personal
experiences. You will learn many of the details about neurons, our brain, the nervous
system and sense organs.
Reading Assignments: Modules 3-6 and 11-16 in your textbook.
Learning Objectives for Unit II:
1. After completing the learning experiences for this unit you will:
Be able to define and explain the following:
a) biopsychology
b) innate
c) neuroscience
d) evolution
e) Charles Darwin
f) DNA
g) genes
h) chromosomes
i) phenotype
j) mutations
k) natural selection
2. Know and be able to explain the body’s two communication systems, the nervous
system, the endocrine system and how they function. Specifically define:
a) neurons (structure)
c) Peripheral Nervous System
e) Autonomic Nervous System
g) Sympathetic division
i) neurotransmitters
k) resting potential
m) myelin sheath
o) plasticity
b) Central Nervous System
d) Somatic Nervous System
f) reflexes
h) Parasympathetic division
j) action potential
l) glial cells
n) synapse
3. Know the hormonal functions of major endocrine glands, specifically:
a. anterior pituitary
c. thyroid
e. pancreas
g. ovaries
b. posterior pituitary
d. parathyroid
f. adrenal glands
h. testes
4. Know about the many specialized and interconnected modules that work together
to create mind and behavior, specifically:
a. major structures of the brain
b. EEG
c. Brain waves
Psyc. 105 Syllabus Page 14
d. Brain scans
5. Be able to define sensation and describe how it occurs in each of the major
sensory systems:
a. vision
b. hearing
c. balance (vestibular)
d. taste (gustatory)
e. smell (olfactory)
f. kinesthetic
6. Know these terms associated with psychophysics:
a. thresholds: absolute and difference
b. Just Noticeable Difference
c. Sensory adaptation
7. Know the function of several parts of the eye and physical properties of light,
specifically:
a. retina
b. photoreceptors/rods and cones
c. fovea
d. blind spot
e. cornea
f. visual cortex
g. optic nerve
h. color/color blindness
8. Know the functions of several parts of the auditory system and the properties of
sound, including:
a. cochlea
c. hair cells
e. incus (anvil)
g. auditory nerve
i. loudness/pitch/timbre
b. basilar membrane
d. malleus (hammer)
f. stapes (stirrup)
h. tympanic membrane
j. auditory cortex
9. Be able to describe the operating principles and parts of the chemical and balance
senses: taste (taste buds, tongue, and gustatory cells); smell (olfaction, olfactory
neurons. Olfactory bulbs: and balance/vestibular sense, semicircular canals.
10. Be able to define the term transduction and explain how and where it takes place.
11. Be able to define sensation and perception and explain the differences between
them.
12. Be able to define a variety of Gestalt laws of perceptual grouping.
a. law of similarity
b. law of proximity
c. law of continuity
d. law of common fate
Psyc. 105 Syllabus Page 15
e. law of pragnanz
13. Know the meaning of the following terms about perception:
a. Perceptual set
b. Context and expectations
c. Learning based inference
Pre-approved papers and projects for Unit 2:
CHOICE A: Read the book Awakenings (by Oliver Sacks), or see the video and write a
report about the effects of the neurotransmitter dopamine.
CHOICE B: According to Darwin’s theory of natural selection write a report that
explains why many humans fear heights, feel anxious, and become jealous if their mates
are not faithful.
CHOICE C: Write a report about the Human Genome project and why it is important.
CHOICE D: The Automatic Machine Corporation is planning to build a robot that will
be able to put together jigsaw puzzles. The company hired you, a psychologist
specializing in perception to explain to them what kinds of perceptual organization the
robot must perform. Prepare a report for them. The report should explain several
concepts, including:
 The definition of perception
 The definition between sensing and perceiving
 A minimum of three Gestalt laws governing perception, including reasons why
the robot should be equipped with them
CHOICE E: You are watching a film at the movies. At one point, a very romantic love
scene occurs and you are able to feel yourself blushing. In a report, explain the sensory
events that happened before the blushing response. Consider some of these questions as
you work:
 What events have occurred in the movie-goer’s eye?
 How did the information from the eye get to the brain?
 Is blushing a sensory or perceptual event?
CHOICE F: Magicians are masters of perception, especially illusion. If you know
anything about magic tricks or how magicians work, you may choose to write a paper
discussing how they fool their audience by manipulating some of these phenomena:
 Set
 Figure-ground
 Continuity
 Attention
 Illusion
CHOICE G: Complete TWO PsychNow! Activities from the Brain and Consciousness
or Sensation and Perception categories. When finished complete the worksheets and
submit to your instructor. Remember, the Psych Now! Option can be chosen ONE time
only per semester.
Psyc. 105 Syllabus Page 16
BE SURE TO CHECK THE CHOICES AVAILABLE FOR ALL UNITS
PSYCHOLOGY 105 – UNIT III
LEARNING AND MEMORY
INTRODUCTION: While perception has been seen to shape our sensory impressions
into experiences, learning can be viewed as the process that organizes our experiences
into relatively permanent ways of behaving toward the world. The definition of learning
used in this unit stresses actual behavior and how it becomes shaped into permanent
patterns. You will study the two great models for the learning process developed over the
last 100 years: classical and operant conditioning. You will also study a learning process
that has been a focus of attention in the last forty years - observational learning. It has
been said that man is the most prolific learner of all the species on this planet. Certainly,
our capacity for learning is huge, and what each of us learns as we grow plays a role in
shaping our individual personalities.
Because learning is relatively permanent, there must be some means for storing, keeping
lessons we learn through life. This mechanism is called memory and will be examined
along with learning. You will discover what is currently known about how human
memory operates, why it sometimes fails, and how it can be improved. All in all, this
unit on learning and memory is of very real practical value in your life.
Reading Assignments: Modules 20-27 in your textbook.
Learning objectives Unit 3:
After completing the learning experiences for this unit the student will be able to perform
the following tasks.
1. Outline and describe the Classical Conditioning model, including these terms:
a. Unconditioned stimulus (US)
b. Unconditioned response (UR)
c. Conditioned stimulus (CS)
d. Conditioned response (CR)
e. Conditioned taste aversion
2. Outline and describe the Operant (instrumental) Conditioning model and these
particular terms:
a. Positive reinforcement
b. Negative reinforcement
c. Punishment
d. Shaping
e. Primary reinforcers
f. Conditioned/secondary reinforcers
g. Partial reinforcement schedules FR/FI/VR/VI
h. Premack principle
3. Define the following terms that apply to the conditioning models:
a. Extinction
Psyc. 105 Syllabus Page 17
b. Spontaneous recovery
c. Stimulus generalization
d. Discrimination learning
4. Describe Albert Bandura’s observational learning and how it differs from
classical and operant conditioning.
5. Be able to describe the contributions of these psychologists to our understanding
of learning and memory.
a. Pavlov
b. Watson – “Little Albert”
c. Skinner
d. Bandura
6. Define and describe these terms from your study of memory:
a. Encoding
g. Long term memory
b. Storage
h. Types of rehearsal
c. Retrieval
i. Semantic memory
d. Sensory memory
j. Procedural memory
e. Short term memory
k. Episodic memory
f. Chunking
l. Mnemonic devices
7. Be able to describe these phenomena associated with forgetting:
a. Serial position effect
b. Retroactive/proactive interference
c. Recall/recognition
d. Amnesia
e. Motivated forgetting (repression)
Pre-approved paper topics for Unit 3:
CHOICE A: When two people fall in love, it is easy to see them begin behaving in
particular ways toward each other. Would it be fair to say that, at first, they put
themselves on 100%, continuous reinforcement? Each perceives the other as perfect.
Sooner or later these behaviors begin to taper off, but the couple is still in love. Perhaps
“mature love” involves variable schedules of reinforcement, instead of the continuous
type? Think about this…then, write a paper on this topic. Consider these points:
1. Describe lovers’ behaviors that fit the categories EARLY LOVE and MATURE
LOVE. (Be discreet!)
2. Are these behaviors largely continuous at first and more irregular later?
3. What are the reinforcers?
4. How do variable schedules effect behaviors generally (for example: do they make
the behaviors stronger or weaker)?
5. What kind of schedule of reinforcement is best over all?
Psyc. 105 Syllabus Page 18
CHOICE B: A friend says to you “Remember this number, quick: 472.” After fifteen
(15) minutes, she turns to you and asks, “What was that number I asked you to
remember?” You roll your eyes a little and say, dutifully, “4-7-2.”
Write a paper in which you describe, step-by-step, how you were able to perform that act
of memory.
CHOICE C: Become aware of a behavior you perform that seems to be under the control
of a conditioned stimulus (CS). Describe the way you think this behavior was learned by
completing this diagram:
____ CS (__________) ------ > CR (___________)
---> UCS (__________) -----> UCR (___________)
Be sure to completely write out how these four (4) parts worked together during learning.
** Note: You may use someone else, as an example if you cannot identify such a
behavior in yourself
CHOICE D: Write a paper in which you point out at least two (2) major differences
between classical and operant conditioning. Describe each difference in as much detail
as possible and provide an example to illustrate what you’ve described. Be sure to
reference your text and any other books or publications you used to complete this
assignment.
CHOICE E: Can you think of a specific behavior that someone close to you often does
but which you find annoying or unpleasant? Now that you’ve studied conditioning for a
few weeks, how would you go about changing that simple behavior? Describe your plan
and explain how you would carry it out – step-by-step.
** Note: It is not a requirement that you actually carry out your plan!
CHOICE G: Complete two PsychNow! Activities from the Learning and Cognition
category. When finished, complete the PsychNow! worksheet questions and submit
them to your instructor. The recommended modules for Unit 3 are:




Classical Conditioning
Operant Conditioning
Memory Systems
Forgetting
Please remember that the PsychNow! Option can be used only one time per
semester.
Psyc. 105 Syllabus Page 19
PSYCHOLOGY 105-UNIT IV
THINKING and INTELLIGENCE/ PSYCHOMETRICS
INTRODUCTION: Psychology is a science, after all, and moves forward on the basis
of planned research and measurement. Statistics is the type of math most often used by
Psychologists to organize and evaluate research data. In this unit you will become
familiar with the basic terms used in descriptive statistics and correlational statistics.
Many of you may have already undergone psychological testing to measure your
intelligence and to describe major features of your personality.
Finally, we will focus more sharply on the issues surrounding intelligence tests,
especially the difference between I.Q. scores and intelligence itself. A side issue will
concern efforts to measure creativity and what has been learned from those efforts.
Reading Assignments: Modules 28-32
Learning Objectives for Unit 4:
After completing the learning experiences for this unit, you will:
1.
Be able to explain the uses for descriptive statistics and these specific terms:
a. measures of central tendency
1. mean
2. median
3. mode
b. measures of dispersion (variability)
1. range
2. standard deviation
c. frequency distributions
d. normal curve
2.
Be able to explain the uses for predictive/inferential statistics and these
specific terms:
a. inferential statistics
b. correlation
c. positive correlation
d. no correlation
e. negative correlation
f. correlation coefficient
3.
Be able to differentiate between these kinds of psychological tests:
a. intelligence tests
b. tests of cognitive ability
c. personality tests
4.
Know the meaning of these terms related to judging and making decisions:
a. confirmation bias
Psyc. 105 Syllabus Page 20
b.
c.
d.
e.
hindsight bias
anchoring bias
representative bias
availability bias
5.
Be familiar with the history of intelligence testing and these particulars:
a. Alfred Binet and Theodore Simon
b. Stanford-Binet I.Q. test
c. the formula: I.Q. = MA/CA X 100 (L. Terman)
d. D. Wechsler
e. WAIS
f. Jensen Controversy
g. Social Class and I.Q.
6.
Be able to identify these concepts related to measurement of mental abilities:
a. extremes of intelligence
b. Sternberg’s Triarchic Intelligence
c. creativity: convergent/divergent
d. nature vs. nurture and intelligence
e. savant syndrome
f. crystallized intelligence
g. fluid intelligence
h. Gardner’s Seven Intelligences
Pre-approved papers and projects for Unit 4:
CHOICE A: a very attractive classmate of yours comes to you asking for help because
they don’t really understand what a standard deviation is or what it tells us about a set of
scores. You’d love to spend some time with this person and really help them out, but you
aren’t really sure about standard deviation either. Thinking fast, you set up a study
session for next week before class, and immediately set out for the Library to find out all
about standard deviation. In a written report, record what you would explain to your
hope-to-be-friend about:



Measures of variability in general
The standard deviation in particular
A brief comment on z-scores
CHOICE B: Francine is ten years old and recently was tested as having an I.Q. of 105.
Last year she had also been tested and her score then was 106. In both cases she was
given a Wechsler intelligence test. Francine’s father is unhappy with this and insists that
the drop in I.Q. shows that she has not been working hard enough in school. He comes to
school to have a conference with you, the school psychologist. In a written report, discuss
some of these issues with Francine’s father:
 Offer him a definition(s) of intelligence
 Describe some of the actual abilities the intelligence test measures
 Explain what, if any, significance there is between Francine’s two (2) test scores
 Let him know whether Francine’s efforts in school work are related to her I.Q.
scores
Psyc. 105 Syllabus Page 21
CHOICE C: Often, the expression is heard that “You can’t trust statistics, people lie
with statistics.” Obviously, numbers themselves cannot lie or tell the truth. So what does
the expression “…to lie with statistics…” actually mean? Prepare a report in response to
this question in which you deal with some of these points.
 What do descriptive and correlational statistics really do?
 Is lying with statistics the same as using them improperly?
 Provide at least one example of how statistics could be used to misrepresent the
data involved.
CHOICE D: The Range of Skills. I.Q. tests do not tap the full spectrum of intellectual
competencies, including the child’s ability to use environmental and personal resources in
adapting to the world. For example, although interventions do not substantially raise the
I.Q.’s of mildly retarded individuals, “there is good reason to believe that interventions
can enhance the functional abilities, learning strategies, adaptive skills, and social
competencies of children whose measured I.Q. is low. Our goal should be to provide
optimal environments to facilitate such learning and development” (Weinberg, 1989,
p.103). Identify and discuss the issues referenced in Weinberg’s statement.
Weinberg, R.A. (1989), Intelligence and I.Q.: Landmark issues and great debates. American Psychologists,
44, 98-04.
BE SURE TO CHECK THE CHOICES AVAILABLE FOR ALL UNITS