PY 110, Introduction to Psychology
Fall 2007, Monday 6:30pm-9:15pm, Room 306
Instructor: Teresia Davidson-Griffith
E-Mail Address: Teresia.Griffith@leslie.kyschools.us
Phone: (606)374-7383
Course Description:
A survey course in general psychology designed to give the student an introduction to the history, methods, and
content of modern psychology. Topics include the history and systems of psychology, psychological research,
physiological psychology, psychological processes, development psychology, personality, abnormal behavior and
social psychology.
Prerequisites:
None
Required Texts:
Coon, Dennis. Psychology: A Journey Wadsworth, 2002 2nd edition.
Course Competencies:
The American Psychological Association has published a list of ten recommended goals for the psychology major,
along with suggestions for assessing learning outcomes associated with these goals. This list of learning outcomes is
quite extensive. Since most students in an introductory psychology course are not planning to become psychology
majors, and since these learning objectives are assessed over a four-year period, this course will assess student
learning outcomes in a much more limited way.
In this course our attention will be focused on only five of the ten primary goals from the original APA list
of ten. The other five APA competencies are covered under the General Education competencies.
1.
Knowledge Base of Psychology
 Demonstrate familiarity with the major concepts, theoretical perspectives, empirical findings,
and historical trends in psychology.
 Assessment: Scores earned on all chapter exams will assess this learning.
2.
Research Methods in Psychology
 Understand and apply basic research methods in psychology, including research design, data
analysis, and interpretation.
 Assessment: Scores earned on the chapter one exam will assess understanding; scores earned
on the assignment #1 on research methods will assess application.
3.
Critical Thinking Skills in Psychology
 Respect and use critical and creative thinking, skeptical injury, and, when possible, the
scientific approach to solve problems related to behavior and mental processes.
 Assessment: Assignment #2 on para psychology; assignment #3 on dream analysis;
assignment #4 on classical conditioning will assess this competency.
4.
Application of Psychology
 Understand and apply psychological principles to personal, social, and organizational issues.
 Assessment: Understanding and application to organizational issues will NOT be assessed.
Scores earned on assignment #4 on disorders and assignment #5 on attitudes will assess
learning.
5.
Personal Development
 Develop insight into their own and other’s behavior and mental processes and apply effective
strategies for self-management and self-improvement
 Assessment: Exam #4 scores pertaining to Chapter 11 on stress management and chapter 13
on Theories will assess learning.
General Education Competencies:
I.
Communicate Effectively:
1. Read and listen with comprehension.
2. Speak and write clearly using standard English.
3. Interact cooperatively with others using both verbal and non-verbal
4. Demonstrate information processing through basic computer skills.
In PY 110- Students demonstrate comprehension in both reading and listening skills through tests,
assignments over specific concepts and discussion. Students will demonstrate their writing skills
through written assignments which cover a variety of topics.
Students will demonstrate computer skills in some of their assignments pertaining to internet sites.
II.
Think Critically:
1. Make connections in learning across the disciplines and draw logical conclusions.
In this class, students will cover a variety of subjects in their activities. In every area, students will
demonstrate accuracy and understanding of the subject covered. For example, if a student refers to
statistical data in making a point, he or she may accurately present that data and interpret it
appropriately.
III.
Learn Independently:
1. Make choices based upon awareness of ethics and differing perspectives/ideas.
Ethics is very important to PY 110. Students will demonstrate this through assignment #1, complete
research using the ethical codes set forth by psychologists.
IV.
Examine Relationships in Diverse and Complex Environments:
1. Develop an awareness of self as an individual member of a multicultural global community.
Many of the topics covered in PY 110 will take a cross-cultural perspective. ie. How perception differs
around the world, developmentally psychology issues around the world, AIDS- its worldly impact.
Along with topics covering students will demonstrate a sense of multiculturalism through assignments
that will make them more aware, such as: specific disorders and how they are handled around the
world.
Evaluation Criteria:
1.
Exams: There will be four exams over the course of the semester. Each exam will cover the material
in the text up to the date of the exam and will include information from the class lectures/discussions.
Exam format will be made up of multiple choice, matching, short-answer items, and/or essay items.
There will be no makeup exams. At the end of the semester, I will drop the lowest score of one test.
*THERE WILL BE NO MAKE-UP EXAMS FOR PY 110.*
2.
All students will be required to do five assignments for PY 110. The assignments are worth 20 pts. each
and must be typed. When necessary please use proper quotations
3.
and cite all sources with your paper. Please turn in your papers the day they are due in class! Late
papers will be graded down 5 pts. each day. Please put the following information on a title page:
Title of assignment
Name
PY 110-4
Date
Extra Credit: Students can receive up to 20 extra points by completing the 6 th
assignment.
Grading:
Your final grade for the course will be determined from your exam scores, and discussion question assignments.
Grade distribution will be as follows:
Grade
Percent Range
Point Range
A
100- 90
400-360
B
89- 80
359-320
C
79- 70
319-280
D
69- 60
279-240
E
59- 0
239-0
*4 Exams
Assignments
100 x 3 = 300 pts.
= 100 pts.
Total
400 pts.
*Lowest test grade will be dropped
Withdraw Policy:
I will assign a “W” to students who have to withdraw from class by midterm. After midterm, I will not sign
withdrawal slips but will award a final grade.
Attendance Policy:
Attendance is mandatory for class participation is an important part of this course and will result in a 10% final
grade reduction. Many ideas will become clearer through sharing questions in class. There are no excused
absences. You are either in class or you are not.
Inclement Weather Policy:
A decision regarding evening classes will be made by 4:00 p.m. and announced then. These announcements will be
placed with the media outlets. We do not announce that we are “open as usual” so you should assume we are
operating on a normal schedule unless you hear otherwise. Please listen for announcements on the radio and
television stations.
Academic Honesty Policy:
KCTCS faculty and students are bound by principles of truth and honesty that are recognized as fundamental for a
community of teachers and scholars. The college expects students and faculty to honor, and faculty to enforce, these
academic principles. The college affirms that it will not tolerate academic dishonesty including, but not limited to,
violation of the academic rights of students (section 2.0) and student offenses (section 3.0).
For information about academic rights and academic offenses and the student’s right to appeal, Students can view
the KCTCS Code of Student Conduct at http://www.kctcs.edu/student/code.htm.
Accommodations Policy:
Students needing accommodations should contact the local disabilities service representative to complete an
Accommodations Plan which will ensure that the student receive the full benefits and that the instructor is aware and
cam make the proper adjustments in his/her courses for the student, as follows: Hazard Campus- Doug Fraley; Lees
College Campus- Cluster Howard; Knott County Branch- Doug Fraley; Leslie County Center- Doug Fraley;
Technical Campus- Doug Fraley.
Cell Phone Policy:
Cell phones must be turned off before entering the classroom. In case of an emergency, I will allow you to turn the
sound off (keep the vibration on) or keep the sound very very low.
Checking Your KCTCS E-Mail:
As a student of the KCTCS System, you have been issued a login ID and password. NOTE: this is the same login
from the one described with the Web class account. E-mail is an integral part of the distance learning process as
well as your everyday process as a student of Hazard Community and Technical College. As you get grade
information, class registration, and other related information on your email account. In addition all of your KCTCS
information will come through student E-mail.
Click on the following link to check your e-mail:
https://webmail.kctcs.edu/exchange/
Enter the student ID number and password you were provided when prompted in the following format: The login
entry is the domain name (KCTCSACC), followed by a "right slash" (/), ending with the PeopleSoft student ID that
you were given during registration.
Login: KCTCSACC/jdoe0001
Password: yourpassword (whatever the password is)
*For more information about student email, go to the following site: http://www.kctcs.edu/student/email.html
Resource Links:
KCTCS KYVU Web Session Calendar: Student need also be aware that Web-KYVU classes do not necessarily
always follow the same calendar as their home college. To check the calendar for the Web-KYVU classes go to
the following site: http://www.kctcs.edu/distancelearning/Calendar.htm
Distance Learning Tutorials: http://www.kctcs.edu/distancelearning/tutorials.htm
Bookstore: http://www.kctcs.edu/distancelearning/bookstore.htm
Distance Learning Proctor's Site link. http://www.kctcs.edu/distancelearning/testingcenters.htm
HCTC DL Orientation: http://216.69.13.12/faculty/ESTRONG0001/DLOrientation/index.htm
Online Program Advising Guides: http://www.kctcs.edu/distancelearning/programchecklist.htm
College Contacts: http://www.kctcs.edu/distancelearning/collegeContacts.htm
KCTCS Student Code of Conduct: http://www.kctcs.edu/student/studentcodeofconduct.pdf - refer to section 2.3.1
KCTCS Distance Learning: http://kctcs.edu/distancelearning/
KCTCS Student Services: http://www.kctcs.edu/distancelearning/advising.htm
KCTCS Student Tutorial and Orientation: http://www.kctcs.edu/distancelearning/orientation.htm
Kentucky Virtual Library. http://www.kyvl.org/
Online Course Schedule (Systemwide classes) - http://www.kctcs.edu/distancelearning/Courses.htm
KCTCS Disability Services: Link to Disability Service Coordinators:
http://www.kctcs.edu/edp/services/dsc.html. Engaging Differences website: http://www.kctcs.edu/edp/index.html
provides useful information for faculty and students.
Assignment #1:
Experimental Versus Correlation Research
Suppose you are hired as a research psychologist by a dental products firm.
2.
Outline an experiment in which you are trying to prove that brushing with BEST toothpaste results
in fewer cavities. Be sure to describe who your research participants will be and how you will
assign them to different conditions or groups. Also identify your independent and dependent
variables.
3.
Outline a correlation study in which you are trying to determine if there is a relation between
brushing with BEST toothpaste and the number of cavities subjects have. Suppose your
correlation study rescheduled in a correlation coefficient of +.08. How would in interpret his
result? How could you interpret a correlation coefficient of -.81? How would you interpret a
correlation coefficient of + .08?
What are advantages to the experiment? What are the advantages to correlations? Ethics are very important
to PSY research. Can you think of any ethical issues that may be important to discuss?
Assignment #2:
Visit the following web site: http://www.tcm.phy.cam.ac.uk/~bdj10/psi.html
Choose one or two parapsychology links to visit. Write a paper (two pages) describing information or ideas
discussed in these articles and also discussed in your textbook or other reading you have done? List any new
terms (concepts) that were discussed in the article and write a short definition.
Assignment #3:
Keep a nightly journal of your dreams. Do this for at least five nights. Use the journal on the next page.
Discussion question:
1.
Explain each dream by using either the psychodynamic theory of active synthesis, hypothesis, or other
theories.
Dream Journal
1.
Who was in the dream?
2.
What was happening in the dream?
3.
What were you doing in the dream?
4.
Where did this dream take place?
5.
Did you know that you were dreaming?
6.
Why do you think you had this dream?
7.
Have you had this dream before? If so, how often?
Assignment #4:
Concept and Goal
This activity demonstrates how a single powerful event, such as rape, can be traumatizing and can lead to a life of
conditioned fear; it serves as an example of classical conditioning. Read the passage and complete the activity.
Instructions:
Read the following passage of a fictional woman who was raped. Then complete the activity at the end of
the passage.
A Case of Rape
A woman who lives in the suburbs goes downtown one night to meet friends for dinner at the Italian
restaurant. After the dinner, she and her friends say good-bye. She goes to the parking garage alone. As she turns the
key to unlock her car, an intruder with a gun forces himself into the car with her. He forces her to drive to a desolate
place downtown near a stadium where he repeatedly rapes her. Afterward, he steals her money and valuables, ties
her up, and leaves her in the car. For many months, the woman has nightmares of the rape, is afraid of the dark, is
afraid to go near her car, and is afraid to go downtown. When she passes by an Italian restaurant, a parking garage,
or a stadium, her heart pounds and she sweats. She is afraid of strangers, especially men, who resemble her attacker.
Ten years later, the woman’s conditioned fears are subsiding. Still, she remains extremely cautious about personal
safety and occasionally has nightmares about the experience.
In this scenario, the woman’s fear (conditioned response- CR), is powerfully associated with (and generalized to)
several locations and people (conditioned stimuli-CS), associated with the rape. List seven conditioned and
generalized conditioned stimuli mentioned in the passage.
1.
_____________________________________________________________________
2.
_____________________________________________________________________
3.
_____________________________________________________________________
4.
_____________________________________________________________________
5.
_____________________________________________________________________
6.
_____________________________________________________________________
7.
_____________________________________________________________________
Discussion Questions:
1.
Can you think of other powerful events, similar to the rape scenario, that are examples of classical
conditioning?
2.
According to Ivan Pavlov’s principles of classical conditioning, what can be done to extinguish the
fear that the woman (in the passage) is associating and generalizing to the locations and people you
have mentioned?
References
Myers, D. G. 1998. Psychology. 5th ed. New York: Worth Publishing
Assignment #5:
Concept and Goal
This activity allows you to examine similarities and differences in the symptoms and prevalence rates of three major
psychological disorders; schizophrenia, depression, and bipolar illness. You should read the passage and then
prepare the discussion questions for class interaction.
Instructions:
Read the passage from Wayne Weiten’s Psychology Themes and Variation, 4 th edition (1998), and answer
the discussion questions.
Are Schizophrenia, Depression, and Bipolar Illness Similar Around the World?
The symptoms associated with schizophrenia, depression, and bipolar illness are largely the same across
widely different societies. However, cultural variations are also seen. For example, delusions are a common
symptom of schizophrenia in all cultures, but the specific delusions that people report are tied to their cultural
heritage (Brislin, 1993). In technologically advanced societies, schizophrenia patients report that thoughts are being
inserted into their minds through transmission from electrical lines, satellites, or microwave ovens. Victims of
schizophrenia in less technological societies experience the same phenomenon, but blame sorcerers or demons. Of
the major disorders, symptom patterns are probably most variable for depression. In much of Western culture,
depression is experienced as a psychological problem, with symptoms such as despair, sadness, and guilt. On the
other hand, in non-Western populations and among ethnic minorities, lower-class, and educationally deprived with
populations in the West, depression is experienced more often as a physical problem with symptoms such as
stomach pain, sleep difficulty, and weakness (Marsella, 1980). These differences presumably occur because people
learn to express symptoms of psychological disorders in ways that are acceptable in their culture.
The prevalence estimates for schizophrenia and bipolar disorder, which both hover around 1 percent,
appear to be roughly comparable across diverse cultures (Butcher et. al., 1993). This cross-cultural similarity may be
attributable to the strong biological component in these disorders or to the fact that they are severe disturbances that
are more readily distinguished from normal behavior than milder disorders are. The prevalence rates for most other
diagnostic categories vary considerably across cultures (Escobar, 1993). This variability is probably due to several
factors. First, there are methodological problems in obtain samples from different cultures that can be compared.
Second, even for a universally recognized disorder, such as depression, different societies will use different cutoffs
in drawing the line between normality and abnormality. Third, the environmental factors at work in specific cultures,
the predominant attitudes, values, family dynamics, and sources of stress, probably foster some disorders more
readily than others.
Discussion Questions
1.
According to this passage, why are the symptoms and prevalence rates of schizophrenia, depression,
and bipolar illness fairly similar?
2.
Why do you think symptoms of depression among people in Western societies are more psychological
than physical?
3.
How does this passage about the similarities and differences in psychological disorders around the
world relate to the nature (all behaviors are innate and inborn) and nurture (all behaviors are shaped by
environmental experiences) debate in psychology? Explain the passage based on the nature-nurture
debate.
References:
Brislin, R. 1993. Understanding culture’s influence on behavior. Fort Worth, TX: Harcourt Brace.
Butcher, J. N., Narikiyo, T., and Vitousek, K. B. 1993. Understanding abnormal behavior in cultural
context. In P.B. Sutker and H.E. Adams (eds.), Comprehensive Handbook of Psychopathology. New York; Plenum
Press.
Escobar, J. I. 1993. Psychiatric epidemiology. In A. C. Gaw (ed.), Culture, Ethnicity, and Mental Illness.
Washington, DC: American Psychiatric Press.
Marcella, A.J. 1980. Depressive experience and disorders across cultures. In H.C. Triandis and J.G.
Draguns (ed.), Handbook of Cross-Cultural Psychology. Vol. 6., 237-290. Needham Heights, MA: Allyn and Bacon.
Weiten, W. 1998. Psychology themes and variations. 4th ed. Pacific Grove, CA: Brooks Cole.
Source: Passage based on Weiten, W. 1998. Psychology themes and variations. 4th ed., 594-595. Pacific Grove, CA:
Brooks Cole.
Assignment #6
Techniques of Persuasion
Form for Analysis of a TV Commercial
Name of product: _______________________ Date and time: ___________________________
Brief description of commercial: ___________________________________________________
______________________________________________________________________________
1.
2.
3.
4.
5.
Source of Credibility. Describe the major character in the commercial. Is he or she attractive? Well-known?
Trustworthy? Of high status? Similar to potential consumers?
Lecture Versus Discussion. Was the atmosphere one of lecture or discussion? Did the commercial simply
tell the viewer what to purchase? Or did it suggest a discussion or dialogue with the viewer by first posing a
question? Did the commercial show two or more people discussing the product?
One-Versus Two-sided Presentation. Was the presentation one-sided, providing only reasons why you
should purchase the product? Or was it two-sided? If one-sided, did you do a “Yes, but….”? If two-sided,
were you more persuaded by the message?
Perceived Intention. Did the commercial try to appear as though it were not trying to persuade? If so, how
was this accomplished? Were you made to feel you were just overhearing a conversation or watching a
scene? Did the sponsor imply that it had nothing to gain by influencing you, or that it had primarily your
interest at heart?
Other Observations. Indicate any other persuasion techniques you observed. Was the name of the product
repeated frequently? Was it compared with another brand? Did the commercial stress conformity, keeping
up with the Joneses? Did it arouse your emotions, or urge you to make a minor commitment (e.g. send for a
free copy)?
Discussion Questions
1.
Are some persuasion techniques more effective with certain viewers than with others.