Texas A&M University Central Texas
PSY 420-341 History of Psychology
Tuesday/Thursday 6:00-9:00
6/03/2014 - 7/24/2014
Fort Hood
Instructor: Genna P. Vivona, MEd, MS, LPC
Office: North Campus Psychology Dept.
Phone: 254-368- 4102
Email: Genna.Vivona@Killeenisd.org
Office Hours: By appointment only
1.0 Course Overview:
Catalog: History of Psychology (3-0). Historical analysis of prescientific psychology
in philosophy and physiology through the period of the psychological schools of thought.
Prerequisites: PSY 101 and PHIL 101 or 201 and Junior Classification, or approval of School
Director.
Course: Fundamental to this course are explanations of theoretical concepts
underlying the history of modern psychology that are “related to the establishment of
psychology as a new and distinct field of study” (Schultz & Schultz, 2012, p. xvi). Content
will include tracing the historical development of each school of thought in psychology “as
a movement arising within a historical and social context. Contextual forces include the
intellectual spirit of the times (the Zeitgeist), plus social, political, and economic factors
such as the effect of war, prejudice, and discrimination.” Each school of thought is
presented “in terms of its connection to the scientific ideas and discoveries that preceded
and followed it. Each school evolved from or revolted against the existing order, and in its
turn inspired viewpoints that challenged, opposed, and eventually replace it” (Schultz &
Schultz, 2012, p. xvi).
2.0
Course Objectives:
1. Demonstrate factual knowledge of fundamental principles, generalizations,
or theories regarding the history of psychology. Students will read about,
identify, research, and write about theoretical concepts underlying each school
of thought in the history of psychology. Students will demonstrate their ability to
identify key facts and theories in exams and will explain selected concepts and
support them with the Eminent Person writing assignments.
2. Demonstrate an understanding and appreciation of intellectual/cultural
activity in science regarding the development of modern psychology.
Students will read about and independently research a prominent scientist who
contributed to the development of modern psychology. Students will use their
research to write an Eminent Person paper discussing the life, times, and
theoretical contributions of the selected scientist. Students will also explain how
the individual’s contributions are related to later developments and current
research in psychology. Students will present their research and share it with
the class.
3. Find and use resources for answering questions or solving problems.
Students will identify resources and conduct research on self-selected topics in
their reflection papers. Students will identify resources and conduct research on
their Eminent Person paper.
4. Demonstrate skill in expressing oneself in writing. Students will read and
incorporate the information in the APA style manual in their writing. Students
will incorporate the information from their research in their writing. Students
will express ideas in writing on the APA style of the Eminent Person papers and
presentations.
5. Analyze and critically evaluate ideas, arguments, and points of view.
Students will write independent reflections of course materials. These
reflections will require students to write explanations that include comparing
and contrasting theories, analyzing parts of theories, and explaining one
behavior from two perspectives and evaluating which theory provides the best
account of the behavior.
3.0
Required Reading and Textbook:
American Psychological Association. (2009). Publication manual of the American
psychological association (6th ed.). Washington, DC: Author. (ISBN: 978-14338-0561-5)
Schultz, D. P., & Schultz, S. E. (2012). A history of modern psychology (10th ed.).
Belmont, CA: Wadsworth.
4.0
Course Requirements:
Regular class attendance is expected in this course, and attendance will be taken at every
class meeting. Students are responsible for meeting the course requirements on assigned
dates as outlined in the course calendar.
If a student must miss class, the student is still responsible for submitting assignments on
time and obtaining missed material from other students. Assignments turned in after the
due date, regardless of the nature of the absence, will be penalized. (see Academic Grades).
Notification must be made to the instructor within 24 hours of class time, and students
must provide a written excuse from the University. If a student misses an exam because of
an unexcused absence, that student will receive a score of zero for that exam. If a student
comes to class tardy on the day of the exam, that student will not be permitted to take the
test if any class member has already completed the test and left the room. ANY absence,
excused or unexcused, will result in 2 point reduction in participation points.
Academic Grades:
Class participation is required and will consist of open-ended, active discussion of course
concepts. Such discussion fosters an application of course material to personal experiences
and exposure to other’s viewpoints. Students must be in class to participate and must fully
complete the in-class activity to receive participation points each day.
Examinations - two tests worth 20 points each and a total of 40% of your grade will
be given during the semester (see Course Calendar for dates). Test items will be in essay
format. Tests will cover relevant content from the assigned chapters listed in the Course
Calendar. Questions will be drawn from textbook readings, lecture information, and class
activities. All exams must be completed independently without books or notes or other
reference material.
In-Class Discussions- worth 15 points and 15% of your grade. It is expected that you
attend class and are prepared for class discussions. Reading the materials necessary for
each class as provided on the class calendar is required. Class activities and discussions will
be centered on the required readings.
Reflection Papers -4 papers worth 5 points each and 20% of your grade. Five
reflections papers will be required for on-line work. These reflection papers will be 2 pages
double spaced and include comments, personal experience that is relevant to the assigned
reading, thoughts and observations of others. Please submit these papers on blackboard.
Eminent Person Paper and Presentation- worth 25 points and 25% of your grade.
Students will select an influential scientist from the history of Psychology and write a 5-7
page paper about the person. The paper will include a summary of the scientist’s life that
describes the prevailing intellectual and cultural climate of the era, an explanation of the
scientist’s contributions to psychology, and the historical development and current status
of the person’s contributions.
Quoting or paraphrasing that closely mirrors the source (textbook or other reference
material) is not tolerated and will receive no credit even if properly cited. Students
must write original sentences conveying the information they have learned to the
reader (i.e., paraphrasing) and properly cite the source of the information to receive
credit for writing.
All papers are to be written using strict APA style (i.e., 3rd person, past tense, double
spaced, 12-point font, with proper citations for all material, etc.). The title page and
reference pages do not count toward the 5-7 page requirement. An Abstract is not required.
Students will dress up as their eminent person and speak as that person would (i.e., using
the pronunciation of the time period, referring to the scientist in first person, etc.). The
content of the ‘guest appearance’ of the prominent scientist from Psychology’s past should
include a description of your life; the ideas, events, and people that influenced you; your
contributions to the science or practice of psychology, and your interpretation of what has
happened to your contribution since you created it. Presentations should be ~ 5 minutes
in length.
Texas A&M University—Central Texas
Paper Grading Rubric and APA Error Checklist1
CATEGORY
Introduction
0- Unacceptable
(below standards)
Does not
adequately
convey topic.
Does not describe
subtopics to be
reviewed.
Lacks adequate thesis
statement
Focus &
Sequencing
Little evidence
articles are logically
organized into topic,
subtopics or related
to topic.
Many transitions are
unclear of
nonexistent.
1– Acceptable
(met standards)
Conveys topic, but
not key question(s)
Describes subtopics
to be reviewed.
General thesis.
2- Good
3- Excellent
Score
(occasionally
(exceeds standards)
exceeds standards)
Conveys topic and
key question(s)
Clearly delineates
subtopics to be
reviewed.
General thesis.
Most articles clearly
related to subtopic,
main topic.
Articles may not
be organized
within subtopics.
All articles clearly
related to subtopic,
main topic.
Articles logically
organized within
subtopics.
Strong introduction of
topic’s key
question(s), terms.
Clearly delineates
subtopics to be
reviewed.
Specific
thesis.
All articles clearly
related to subtopic,
main topic.
Strong
organization and
integration of
articles within
subtopics.
Attempts to
provide variety
of transitions
linking articles,
subtopics, and
main topic.
Clear, varied
transitions
linking articles,
subtopics, and
main topic.
1 article summary All article summaries
are complete, clear,
incomplete,
and properly ordered
unclear, and/or
improperly
ordered.
Article
Summary
Completeness
3 article summaries
incomplete, unclear,
and/or improperly
ordered.
2 article summaries
incomplete, unclear,
and/or improperly
ordered.
Conclusion
Merely restates
article summary
conclusions.
Review of key
conclusions.
Strong review of
key conclusions.
Some integration Strong
Does not
with thesis
integration with
summarize
statement.
thesis statement.
evidence with
Discusses impact Discusses of
respect to thesis of the historical
impact of the
statement.
article on topic. historical article
Does not discuss
on topic.
the impact of
Strong transitions
linking articles,
subtopics, and main
topic.
Strong review of
key conclusions.
Strong integration
with thesis
statement.
Insightful
discussion of
impact of the
historical article
historical article.
CATEGORY
Grammar &
Mechanics
0- Unacceptable
(below standards)
Grammatical errors
or spelling &
punctuation
substantially detract
from the paper.
APA Style and Errors in APA style
Communication detract substantially
from the paper.
Word choice is
informal in tone.
Writing is choppy,
with many awkward
or unclear passages.
on topic.
1– Acceptable
(met standards)
2- Good
(occasionally
exceeds standards)
Grammatical errors
or spelling &
punctuation interfere
with reading the
paper.
Grammatical errors or
spelling &
punctuation are
minimal and do not
detract from the
paper.
Errors in APA style
are noticeable.
Minimal errors in
APA style that do
Word choice
not detract from
occasionally
the paper.
informal in tone. Scholarly style.
Writing has a few
awkward or unclear
passages.
Two references or
Cites/References Reference and
citation errors detract citations missing or
significantly from
incorrectly written.
paper.
3- Excellent
Score
(exceeds standards)
The paper is free of
grammatical errors
and spelling &
punctuation.
No errors in APA
style.
Scholarly style.
Writing is flowing
and easy to follow.
Writing has minimal
awkward of unclear
passages.
One reference or
citations missing or
incorrectly written.
All references and
citations are correctly
written and present.
Total Points:
7 categories (3 points each) are evaluated for the final grade on project. The paper is worth 20
points. The total points are multiplied by 5 for the project grade. Ex. 18 points x 5= 90%.
5.0
Grading Criteria Rubric and Conversion:
In –Class Discussions
(15 points) 15%
4 Reflection Papers (5 pts each)
(20 points) 20%
Eminent Person Paper
and Presentation
(25 points) 25%
2 Exams
(20 points) 40%
____________________________________________________________
TOTAL
(100 points) 100%
90-100% =A
80- 89% = B
70- 79% = C
60- 69% = D
Below 60 % = F
6.0
Complete Course Calendar
Date
Topic/Activity
Chapters
6/3
Syllabus/Review course material
The Study of the History of Psychology
Sign up for Eminent Person Research
6/5
Blackboard Assignment, Reflection 1
Philosophical Influences on Psychology
2
6/10
Research Eminent Person for Presentation and Paper
NO CLASS Physiological Influences on Psychology
3
1
6/12
Blackboard Assignment, Reflection 2
The New Psychology
4
6/17
Structuralism
5
6/19
Blackboard Assignment, Reflection 3
Functionalism: Antecedent Influences
6
6/24
Functionalism: Development and Founding
7
6/26
EXAM 1 on Blackboard (Chapters 1-6)
7/1
Student Presentations
Applied Psychology: The Legacy of Functionalism
8
7/3
Blackboard Assignment, Reflection 4
Behaviorism: Antecedent Influences
9
7/8
Student Presentations
Behaviorism: The Beginnings
10
7/10
Behaviorism: After the Founding
Continue research for Eminent Person Paper
7/15
Student Presentations
Gestalt Psychology
7/17
Psychoanalysis: The Beginning
Psychoanalysis: After the Founding
Eminent Person Research Paper Due
13
14
7/22
Contemporary Developments in Psychology
15
11
12
Student Presentations
7/24
FINAL EXAM
COURSE AND UNIVERSITY PROCEDURES AND POLICIES
7.0
Drop Policy
If you discover that you need to drop this class, you must go to the Records Office
and ask for the necessary paperwork. Professors cannot drop students; this is
always the responsibility of the student. The record’s office will provide a deadline
for which the form must be returned, completed and signed. Once you return the
signed form to the records office and wait 24 hours, you must go into Duck Trax and
confirm that you are no longer enrolled. Should you still be enrolled, FOLLOW-UP
with the records office immediately? You are to attend class until the procedure is
complete to avoid penalty for absence. Should you miss the deadline or fail to follow
the procedure, you will receive an F in the course.
8.0
Academic Integrity
Texas A&M University - Central Texas expects all students to maintain high
standards of honor in personal and scholarly conduct. Any deviation from this
expectation may result in a minimum of a failing grade for the assignment and
potentially a failing grade for the course. All academic dishonesty concerns will be
reported to the university's Office of Student Conduct. Academic dishonesty
includes, but is not limited to, cheating on an examination or other academic work,
plagiarism and improper citation of sources, using another student's work,
collusion, and the abuse of resource materials. When in doubt on collaboration,
citation, or any issue, please contact me before taking a course of action. More
information can be found at
http://www.tamuct.edu/departments/studentconduct/academicintegrity.php
9.0
Disability Support Services
If you have or believe you have a disability and wish to self-identify, you can do so by
providing documentation to the Disability Support Coordinator. Students are
encouraged to seek information about accommodations to help assure success in
their courses. Please call (254) 501-5831 or visit Founder's Hall 114, Suite 114.
Additional information can be found at
http://www.tamuct.edu/departments/disabilitysupport/index.php
10.0 Tutoring
Tutoring is available to all TAMUCT students, both on-campus and online. Subjects
tutored include Accounting, Finance, Statistics, Mathematics, and Writing. Tutors
are available at the Tutoring Center in Warrior Hall, Room 111. Visit
www.ct.tamus.edu/AcademicSupport and click "Tutoring Support" for tutor
schedules and contact info. If you have questions, need to schedule a tutoring
session, or if you're interested in becoming a tutor, contact Academic Support
Programs at 254-501-5830 or by emailing tutoring@ct.tamus.edu.
Chat live with a tutor 24/7 for almost any subject on your computer! Tutor.com is
an online tutoring platform that enables TAMU-CT students to log-in and receive
FREE online tutoring and writing support. This tool provides tutoring in
Mathematics, Writing, Career Writing, Chemistry, Physics, Biology, Spanish,
Calculus, and Statistics. To access Tutor.com, log into your Blackboard account and
click "Online Tutoring."
11.0 Library Services
INFORMATION LITERACY focuses on research skills which prepare individuals to
live and work in an information-centered society. Librarians will work with
students in the development of critical reasoning, ethical use of information, and the
appropriate use of secondary research techniques. Help may include, yet is not
limited to: exploration of information resources such as library collections and
services, identification of subject databases and scholarly journals, and execution of
effective search strategies. Library Resources are outlined and accessed at.
http://www.tamuct.edu/library
12. What you can expect from me:
*Return email within 24 hours except on weekends.
*I will be prepared for class, so I expect the same from you.
*Every rubric for assignment in this course has as part in the grade: writing, grammar, and
spelling.
* Hands on learning.
* Respect and professionalism.
13.0 Instructor’s Personal Statement