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PSY2012.522S15: Introduction to Psychological Science – University of South Florida Sarasota-Manatee
Version 1; Last updated January 3, 2015
Instructor: Dr. Jennifer Gillespie, Adjunct Professor / Non-resident Faculty Member, Department of Psychology,
University of South Florida Sarasota-Manatee USF-SM, 8350 N. Tamiami Trail, SMC, Sarasota, FL 34243;
jzgillespie@sar.usf.edu and drjzgillespie@gmail.com; CV: http://usfsm.edu/college-of-arts-sciences/adjunct-faculty/
Format and course website: Online and asynchronous (own time and place). All course materials posted on CANVAS.
First Day Attendance: Please email me by January 10. Otherwise I am required to drop you from the course. Thank you!
Overview: Introduction to Psychological Science provides a survey of various psychological disciplines, theories, and
applications. This course is designed for both psychology majors and non-majors. It emphasizes key findings in the field
of psychology (see pages 6-7). It explains what psychological science has shown about human behavior in the last
century, emphasizing links between a given scientific claim and its supporting evidence. Students are asked to consider
the relations between claims from psychological science and everyday life.
Textbook: Second edition required. It has 44 chapters, each of which is organized around a single scientific claim about
human behavior (see key findings in the field of psychology, pp. 6-7). For instance, chapter 34 is titled, “Emotions, like
thoughts, arise in the brain (Or why you get goose bumps).” Each chapter is then further organized according to the
evidence in support of that claim, such as, “There are only a few basic emotional states.” Each chapter concludes with a
section called, “Going beyond the information given” that contains questions linking the material to the world around
us. Students are expected to submit a response to a “GBIG” question for every chapter as homework.
Mynatt, C.R. & Doherty, M.E. (2002). Understanding human behavior.2/E. Boston: Allyn & Bacon.
Lectures: Online lectures are posted on CANVAS under “Files.” The lectures show PowerPoint slides with audio; lectures
are posted in a Windows Media Video (WMV) that students may preview/play online or download to a computer. Also
available are lectures in Portable Document Format (PDF) that can be used for printing and note-taking if desired.
Objectives, learning outcomes, and relation to assessment: Please see pages 4-5.
Major requirements: In addition to reading the textbook modules and attending online lectures, the major course
requirements are as follows: exams (400 points), GBIG homework (88 points), and research requirement (12 points).
These requirements are detailed in the following sections and then summarized in a schedule of assignments on page 8.
Exams (4 exams × 100 points = 400 points): Each of the four online exams will have 50 questions and is worth 100
points. Details will be announced on CANVAS. Students are required to take the exam online during the stated exam
period or to email me in advance to make alternative arrangements.
Exam deadlines and chapters covered
Exam #1 (Ch. 1-11): January 22 – January 29
Exam #2 (Ch. 12-23): February 18 – February 25
Exam #3 (Ch. 24-33): March 19 – March 26
Exam #4 (Ch. 34-44): April 15 – April 22
GBIG homework (44 chapters X 2 points = 88 points): For each chapter, students are to choose a GBIG question and
email the response to me at drjzgillespie@gmail.com. It is required that students use a separate email for each question;
also, please avoid attachments. Each email is worth 2 points. Deficient posts will be given half credit, whereas posts that
are correct, complete, and clear will be awarded full credit. Due dates for homework are shown on the next page (see
page 2). Late homework is accepted with a 50% per day penalty. Students have two “free passes” redeemable when
they email me in advance of the deadline and note for which chapter they want each free pass to be used.
PSY2012.522S15
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Homework # 1 (Ch. 1)
Homework # 2 (Ch. 2)
Homework # 3 (Ch. 3) – Ch. 1-3 due January 8
Homework # 4 (Ch. 4)
Homework # 5 (Ch. 5)
Homework # 6 (Ch. 6)
Homework # 7 (Ch. 7) – Ch. 4-7 due January 14
Homework # 8 (Ch. 8)
Homework # 9 (Ch. 9)
Homework # 10 (Ch. 10)
Homework # 11 (Ch. 11) – Ch. 8-11 due January 21
Homework # 12 (Ch. 12)
Homework # 13 (Ch. 13) – Ch. 12-13 due February 2
Homework # 14 (Ch. 14)
Homework # 15 (Ch. 15)
Homework # 16 (Ch. 16) – Ch. 14-16 due February 5
Homework # 17 (Ch. 17)
Homework # 18 (Ch. 18)
Homework # 19 (Ch. 19) – Ch. 17-19 due February 10
Homework # 20 (Ch. 20)
Homework # 21 (Ch. 21)
Homework # 22 (Ch. 22)
Homework # 23 (Ch. 23) – Ch. 20-23 due February 17
Homework # 24 (Ch. 24)
Homework # 25 (Ch. 25) – Ch. 24-25 due February 27
Homework # 26 (Ch. 26)
Homework # 27 (Ch. 27)
Homework # 28 (Ch. 28)
Homework # 29 (Ch. 29) – Ch. 26-29 due March 12
Homework # 30 (Ch. 30)
Homework # 31 (Ch. 31)
Homework # 32 (Ch. 32)
Homework # 33 (Ch. 33) – Ch. 30-33 due March 18
Homework # 34 (Ch. 34)
Homework # 35 (Ch. 35) – Ch. 34-35 due March 30
Homework # 36 (Ch. 36)
Homework # 37 (Ch. 37)
Homework # 38 (Ch. 38) – Ch. 36-38 due April 2
Homework # 39 (Ch. 39)
Homework # 40 (Ch. 40)
Homework # 41 (Ch. 41) – Ch. 39-41 due April 9
Homework # 42 (Ch. 42)
Homework # 43 (Ch. 43)
Homework # 44 (Ch. 44) - Ch. 42-44 due April 14
PSY2012.522S15
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Research requirement (12 points): By May 1st students are expected to fulfill a Research requirement. Students may
choose to participate in Sona Research Studies (SRS; details below) and/or to write Research Summaries of Classic
Articles in Psychology (details below).
Sona Research Studies (SRS; 4 class points per in-person hour; 2 class points per online hour): You may choose
to participate in Sona Research Studies (SRS) being conducted at USFSM. Participation in SRS is completely
voluntary, and you will not be penalized in any way should you choose not to participate in SRS. Opportunities to
participate in SRS can be found on the Sona website (https://usfsm.sona-systems.com) and instructions for
accessing and using the Sona website can be found in the getting started module on CANVAS. Per Sona Guidelines
you can earn 1 “Sona Point” for every 30 minutes of participation in an in-person SRS and ½ “Sona Point” for
every 15 minutes of participation in an in-person SRS. For studies administered solely online, you can earn ½
“Sona Point” for every 30 minutes of participation in an online SRS. The time allocated for a SRS is established by
the researcher and is based on the estimated time needed to participate. Please note that every 1 “Sona Point”
is worth 2 points in my class PSY2012.522.S15; earn 4 class points for every 60 minutes of participation in an inperson study and/or 2 class points for every 30 minutes of participation in an online study.
Research Summary of Classic Article (4 points each summary; see options a-d below): Another way to fulfill the
research requirement is to email to me at drjzgillespie@gmail.com by May 1st a 1-2 page summary of a classic
article in Psychology. Please explain the Method and Results. Each summary is worth a total of 4 points. There is
a number of ways to select your one to three articles:
a.
b.
c.
d.
You may select an article from the textbook or from lecture
You may also select an article from this database: http://psychclassics.yorku.ca/
You may select a different article and get it approved by me in advance
I recommend this article by Dr. Panksepp that you may select as well:
http://www.journalofplay.org/sites/www.journalofplay.org/files/pdf-articles/1-1-article-panksepp-playadhd.pdf
Grading (500 points): All scores and grades will be posted on CANVAS. There is no extra credit. This course is graded on
the plus-minus grading system (e.g., B+,B, B-). The grades will be derived using the table shown on the next page. For
borderline grades, I will look at percentage to the first decimal (e.g., 97.6% vs. 97.4%) and GBIG homework grades.
Lower %
Higher %
98%
100%
93%
97%
90%
92%
88%
89%
83%
87%
80%
82%
78%
79%
73%
77%
70%
72%
68%
69%
63%
67%
60%
62%
0%
59%
Grade
A+
A
AB+
B
BC+
C
CD+
D
DF
Point Range
490
500
465
485
450
460
440
445
415
435
400
410
390
395
365
385
350
360
340
345
315
335
300
310
0
295
PSY2012.522S15
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Course objectives and learning outcomes: Upon completion of this course students should be able to demonstrate:
(1) An educational understanding and appreciation of psychological phenomena occurring around us in daily life.
(2) Critical and creative thinking, especially as it relates to being clear about the relationship between claims of
knowledge and supporting evidence.
(3) Knowledge of psychological claims that are relatively well-established and have external validity.
(4) Apply concepts and theories in at least 4 areas of psychology (e.g., developmental, social, cognitive, clinical,
behavioral, physiological, evolutionary, applied, health), and relate them to the scientific study of behavior and
mental processes, or to real-world problems (Psychology Department – see Note below).
(5) Recognize the impact of human diversity (gender, race, ethnicity, socio-economic status, sexual orientation,
culture, age, religion, disabilities) on behavior and mental processes (Psychology Department – see Note below).
(6) Communication: Write effectively by producing work in the APA style and standards (Psychology Department –
see Note below).
(7) The ability to examine behavioral, social, and cultural issues from a variety of points of view (General Education
Florida, Statewide Social Sciences Outcome #1).
(8) An understanding of basic social and behavioral science concepts and principles used in the analysis of
behavioral, social, and cultural issues, past and present, local and global. (General Education Florida, Statewide
Social Sciences Outcome #2).
(9) An integrated understanding of the complexity of elements important to various cultures, groups, beliefs, and
practices (USFSM Pillars of Intellectual Engagement Outcome #3).
Note: The curriculum for a Psychology degree from USF Sarasota-Manatee prepares graduates for the many occupations (e.g., human services,
community or public relations, administration, and advertising and market research) and post-graduate degree programs open to Psychology
majors. By the time our majors are ready to graduate, they are equipped with two vital skill sets. First, our majors are familiar with numerous
factors influencing behavior and mental processes, and the interactions among them. These factors range from the molecular (communication in
the brain) to the cultural (human diversity). Second, our majors have developed the critical thinking skills necessary for the consumption and
production of psychological research. These skills include writing and familiarity with the ethics of conducting psychological research. Students will
have the opportunity to take a capstone course that allows them to demonstrate these competencies.
CANVAS: Canvas Support is available through USFSM E-Learning staff from 9am to 5pm Monday through Friday.
Please call or email Carlos Montoya | cmmontoya@sar.usf.edu| 941-359-4295. The USF Tampa IT Helpdesk provides 24
hour support for CANVAS. Please call 813-974-1222 or email: help@usf.edu if you need assistance outside of USFSM’s ELearning hours. Additionally, CANVAS tutorials can be found in the Student Quickstart Guide at
http://guides.instructure.com/m/8470.
PSY2012.522S15
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Assessment:
1
Objectives and learning outcomes
An educational understanding and
appreciation of psychological phenomena
occurring around us in daily life.
2
Critical and creative thinking, especially
as it relates to being clear about the
relationship between claims of
knowledge and supporting evidence
3
Knowledge of psychological claims that
are relatively well-established and have
external validity
Apply concepts and theories in at least 4
areas of psychology (e.g., developmental,
social, cognitive, clinical, behavioral,
physiological, evolutionary, applied,
health), and relate them to the scientific
study of behavior and mental processes,
or to real-world problems.
4
Example of Assessment
 Homework, exam questions that focus on relation between
information presented in course and everyday life experiences
 Participating in psychological research studies that have
implications for everyday life experiences
 Attending research symposium about psychological research
studies that have implications for everyday life experiences
 Homework, exam questions that focus on the relation between
claims of knowledge and supporting evidence
 Homework, exam questions that focus on the relation between
general and specific claims of knowledge
 Writing research summaries that focus on the relation between
claims of knowledge and supporting evidence
 Homework, exam questions that focus on claims of knowledge
 Writing clear summaries of classic research articles



Homework, exam questions that focus on relation between
information presented in course and everyday life experiences
Participating in psychological research studies that have
implications for everyday life experiences
Attending research symposium about psychological research
studies that have implications for everyday life experiences
Recognize the impact of human diversity
(gender, race, ethnicity, socio-economic
status, sexual orientation, culture, age,
religion, disabilities) on behavior and
mental processes.

6
Write effectively by producing work in
the APA style and standards.

Writing clear summary of classic research articles with APA style
in-text citations (see Paiz, et al., 2013)
7
The ability to examine behavioral, social,
and cultural issues from a variety of
points of view
An understanding of basic social and
behavioral science concepts and
principles used in the analysis of
behavioral, social, and cultural issues,
past and present, local and global.
An integrated understanding of the
complexity of elements important to
various cultures, groups, beliefs, and
practices

Homework, exam questions that focus on a different perspective
or timeframe other than one’s self in the present moment

Homework, exam questions that focus on scientific claims of
knowledge
Homework, exam questions that ask students to consider the
implications of scientific research for behavioral, social, and/or
cultural issues.
Homework, exam questions that ask students to consider the
importance of variation
Homework, exam questions that ask students to consider the
implications of scientific research for cultural and/or diversity
issues
5
8
9




Homework, exam questions that ask students to consider the
importance of variation
Homework, exam questions that ask students to consider the
implications of scientific research for cultural and/or diversity
issues
Paiz, J.M., Angeli, E., Wagner, J., Lawrick, E., Moore, K., Anderson, M., Soderlund, L., Brizee, A., & Keck, R. (2013, November 13). Intext citations: The basics. Retrieved from https://owl.english.purdue.edu/owl/resource/560/02/
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Key findings in the field of psychology by chapter (Mynatt & Doherty, 2002):
Ch.
1
2
General claims of knowledge
Science works.
3
4
Our basic human nature arises from our
evolutionary past.
5
6
7
8
Our minds form highly adaptive (but imperfect)
representations of the world.
9
How we see the world is determined both by what’s
outside the environment and by what’s inside us.
We learn to perceive the world.
There is no credible evidence for extrasensory perception.
10
11
12
Exam 1
Our present behavior is influenced by our past
experience.
13
14
15
16
17
18
19
20
Our minds form highly adaptive (but imperfect)
representations of the past.
We think and reason in highly adaptive (but
imperfect) ways.
21
22
23
24
25
26
Specific claims of knowledge
Science works.
A powerful way to investigate human behavior is by
making measurements and looking for correlations among
them.
A powerful way to investigate human behavior is by
changing the environment and then observing what
happens.
Much human behavior is the result of both long-term and
short-term adaptations.
Understanding the brain is the foundation for
understanding the mind.
The properties of the mind arise from specific circuits in
the brain.
Some male-female differences are the result of long-term
adaptations.
We respond to change, but we adapt to lack of change.
Exam 2
We change over time.
The brain is programmed to form associations.
Reward has powerful, predictable effects on behavior.
Punishment has powerful, often unpredictable effects on
behavior.
Behavior is flexible, but it isn’t infinitely flexible.
Television has substantial negative effects on beliefs and
behavior.
Working memory is involved in many cognitive activities,
but has a very limited capacity.
Long-term memory is vast, powerful, and fallible.
The more you know the easier it is to learn new things.
Intuitive judgments about things having to do with
numbers are often wrong.
Beliefs are supported by powerful biases.
Behavior affects beliefs.
People are not always consciously aware of the causes of
their behavior.
Early experience has a major impact on later behavior.
A child is not a miniature adult.
Humans have a biologically programmed capacity for
language.
PSY2012.522S15
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27
We are powerfully affected by other people.
28
29
30
We are all different.
31
32
33
34
35
36
37
Exam 3
We are strongly affected by our feelings.
Most of us function pretty well; some of us do
not.
38
39
40
41
Psychological research can illuminate many
aspects of every- day life.
42
43
44
Social influence is one of the most powerful determinants
of human behavior.
The more presence of other people has a substantial effect
on behavior.
Cooperation can happen even when everyone is looking out
for themselves.
It is difficult, but not impossible, to develop meaningful
psychological tests.
Behavior can be predicted from personality measures – but
imperfectly.
Intellectual ability has a substantial impact on many aspects
of people’s lives.
Many individual differences have a strong genetic
component.
Emotions, like thoughts, arise in the brain.
Stress can seriously affect your health.
Happiness is more strongly related to how people live their
lives than to material circumstances.
Psychological health means behaving appropriately to the
situation.
Psychotherapy can help many people who behave
inappropriately to the situation.
Schizophrenia, the most serious form of mental illness, is a
brain disease.
Mood disorders, the most common form of severe mental
illness, are highly treatable.
People’s beliefs about why things have happened to them
can have a big impact on their lives.
Expectations have substantial effect on behavior.
Good decision making requires knowing the world and
knowing yourself.
Many machines are harder to use than they ought to be.
Exam 4
Epilogue: Psychology and human values
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Schedule of assignments and other important dates:
1
January 5
2
January 12
3
January 19
4
January 26
5
February 2
6
February 9
GBIG Homework
Ch. 1-3 due
January 8
Ch. 12-13 due
February 2
Ch. 14-16 due
February 5
Ch. 17-19 due
February 10
February 16
8
February 23
Ch. 24-25 due
February 27
9
March 9
Ch. 26-29 due
March 12
10
March 16
Ch. 30-33 due
March 18
11
March 23
12
March 30
13
April 6
15
April 20
16
April 27
(Finals Week)
Important dates
January 10: Deadline to
email me for First Day
Attendance
Exam 1 (Ch. 1-11)
due January 29
7
April 13
Research
Ch. 4-7 due
January 14
Ch. 8-11 due
January 21
Ch. 20-23 due
February 17
14
Exams
Ch. 34-35 due
March 30
Ch. 36-38 due
April 2
Ch. 39-41 due
April 9
February 17-24: 10002000 Level Instructors
Submit Midterm Grades
Exam 2 (Ch. 12-23)
due February 25
March 21: Last day to
drop with a “W” (no
academic penalty; no
refund)
Exam 3 (Ch. 24-33)
due March 26
April 17: Student
Assessment of
Instruction begins
Ch. 42-44 due
April 14
Exam 4 (Ch. 34-44)
due April 22
Research due May 1
PSY2012.522S15
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USF Sarasota-Manatee Policies and Procedures
Academic Dishonesty
The University considers any form of plagiarism or cheating on exams, projects, or papers to be unacceptable behavior. Please be
sure to review the university’s policy in the USFSM Catalog and the USF Student Code of Conduct. Current and archived catalogs may
be found at: http://usfsm.edu/academics/ and the USF Student Code of Conduct can be found at
http://www.sa.usf.edu/srr/page.asp?id=88
Academic Disruption
The University does not tolerate behavior that disrupts the learning process. The policy for addressing academic disruption is included
with Academic Dishonesty in the USFSM Catalog and the USF Student Code of Conduct. Current and archived catalogs may be found
at: http://usfsm.edu/academics/ and the USF Student Code of Conduct can be found at http://www.sa.usf.edu/srr/page.asp?id=88
Contingency Plans
In the event of an emergency, it may be necessary for USFSM to suspend normal operations. During this time, USFSM may opt to
continue delivery of instruction through methods that include but are not limited to: Canvas, Elluminate, Skype, and email messaging
and/or an alternate schedule. It’s the responsibility of the student to monitor Canvas site for each class for course specific
communication, and the main USFSM and College websites, emails, and MoBull messages for important general information. The USF
hotline at 1 (800) 992-4231 is updated with pre-recorded information during an emergency. See the Campus Police Website for further
information. The USF hotline at 1 (800) 992-4231 is updated with pre-recorded information during an emergency.
Disabilities Accommodation
Students are responsible for registering with the Office of Students with Disabilities Services (SDS) in order to receive academic
accommodations. Reasonable notice must be given to the SDS office (typically 5 working days) for accommodations to be arranged. It
is the responsibility of the student to provide each instructor with a copy of the official Memo of Accommodation. Contact Information:
Disability Coordinator: 359-4714; email: disabilityservices@sar.usf.edu
and website: http://usfsm.edu/disability-services/
Counseling and Wellness Center Services
The Counseling and Wellness Center is a confidential resource where a student can talk about incidents of sexual harassment and
gender-based crimes including sexual assault, stalking, and domestic/relationship violence. Students can receive assistance in
confidence. This confidential resource can help students without having to report their situation to either the Office of Student Rights
and Responsibilities (OSRR) or the Office of Diversity, Inclusion, and the Equal Opportunity (DIEO), unless you request that they make
a report.
Please be aware that educators must report incidents of sexual harassment and gender-based crimes including sexual assault,
stalking, and domestic/relationship violence. If a student discloses any of these situations to an instructor personally, he/she is
required to report it to OSRR or DIEO for investigation. The Deputy Coordinator for USFSM is Mary Beth Wallace, AVP for Student
Enrollment, Engagement and Success, 941-359-4330 or marybeth@sar.usf.edu.
Counseling and Wellness Center 941-487-4254
Victim Advocate (24/7) 941-504-8599
Fire Alarm Instructions
At the beginning of each semester please note the emergency exit maps posted in each classroom. These signs are marked with the
primary evacuation route (red) and secondary evacuation route (orange) in case the building needs to be evacuated. See information
available on the USFSM student and faculty webpages at www.usfsm.edu
PSY2012.522S15
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Religious Observances
The University recognizes the right of students and faculty to observe major religious holidays. Students who anticipate the necessity
of being absent from class for a major religious observance must provide notice of the date(s) to the instructor, in writing, by the second
week of classes. http://generalcounsel.usf.edu/policies-and-procedures/pdfs/policy-10-045.pdf
Emergency Preparedness
It is strongly recommended that you become familiar with the USF Sarasota-Manatee Emergency Action Plan on the Safety
Preparedness: See information available on the USFSM student and faculty webpages at www.usfsm.edu
Web Portal Information
Every newly enrolled USF student receives an official USF e-mail account. Students receive official USF correspondence and Canvas
course information via that address. Therefore it is the student’s responsibility to check their USF email regularly.
Instructor Copyright
Students may not sell notes or other course materials.
PSY2012.522S15