Introduction to Psychology

(Fall 2021)

Course: PSYC 1100: Introduction to Psychology Professor: Dr. Linda M. Woolf

Office Hours:

• Monday, Wednesday, or Friday 10-11 or by appointment! Email to schedule a Zoom appointment!

• Phone: 246-7062

• Email through Canvas or woolflm@webster.edu

• Woolf Web Page: http://faculty.webster.edu/woolflm/

Text:

Myers, D. G., & DeWall, C. N. (2019). Exploring Psychology (11th ed.). Worth.

Catalog Description

Introduces the breadth and diversity of contemporary psychology. Provides a foundation from which the student might progress to more advanced, specialized courses. Topics include learning, perception, biopsychological processes, childhood and development, adjustment and mental health, and social behavior.

Expanded Course Description:

Psychology can be defined as the scientific study of mental processes and behavior. Although psychology is most often associated with clinical issues (i.e. abnormal, personality), this makes up only a small portion of the field. Other specialties within the field include, to name a few, physiological, social, organizational, and developmental psychology. We cannot understand ourselves or the individuals around us without looking at how we develop, how we behave in a social context, or the physiological components of our behavior. Thus, this course will serve as an overview of the major fields within psychology with an emphasis on developing an understanding of psychology as the science of human thought and behavior. We will also learn to critically evaluate "common sense" knowledge about how people function.

PSYC 1100 has been coded for the Social Systems and Human Behavior content area.

PSYC 1100 has been coded for the Critical Thinking skill area.

Course Objectives and Outcomes:

1. Objective: To gain a better understanding of the field of psychology both historic and current.
   Outcomes: Students will be able to identify and illustrate the major fields of study and theoretical perspectives within psychology and articulate the similarities and differences. You will be able to detail and evaluate the major fields of study and theoretical perspectives within psychology.

2. Objective: To become familiar with the research methodology commonly used by psychologists. To become familiar with the scientific method, and examine the benefits and limitations of this method of inquiry as it relates to developmental psychology.
   Outcomes: Students will be able to differentiate between the major observational, correlational, experimental, and quasi-experimental designs used by developmental psychologists and articulate the benefits and limitations of each. Students will be able to critique various studies and theories based on this information. Students will be able to describe the scientific method and compare, contrast, and assess the various research approaches (observational, correlational, experimental).

3. Objective: To become familiar with the biological bases of behavior.
   Outcomes: Students will be able to identify and discuss the biological bases of behavior on both the micro (e.g. neurocellular, neurophysiological, and neurochemical) and macro (e.g. central and peripheral nervous system) levels. You will be able to outline and describe the processes and concepts related to the biological bases of behavior and apply this information to everyday settings.

4. Objectives: To develop an understanding of processes involved in learning and cognition.
   Outcomes: Students will be able to articulate and evaluate the basic principles, major theories, and research concerning learning and cognition. You will be able to describe and explain the theories, processes, and concepts related to learning, memory, and cognition and apply this information to common situations.

5. Objective:To develop an understanding of the various types of development that an individual experiences across the life-course.
   Outcomes: Students will be able to discuss and evaluate the major theories of development, critical research on development, and developmental concepts from across the life course. You will be able to outline, discuss, and evaluate the major developmental theories, methods, and concepts across the life span and apply this information to everyday life.

6. Objectives: To become familiar with the theories concerning psychological health and disorders.
   Outcomes: Students will be able to outline, describe, discuss, and evaluate the symptomatology, possible etiology, and proposed treatment for the major categories of psychological disorders. You will be able to discuss and assess the theories, processes, and concepts related to psychological health and disorders and apply this information to everyday life.

7. Objective: To become familiar with the theories concerning human behavior in a social context.
   Outcomes: Students will be able to identify, discuss, and evaluate the major theories and research from the area of social psychology. You will be able to describe the theories, processes, and concepts related to human behavior within social contexts and apply this information to common situations.

8. Objective: To become familiar with the rapidly growing body of literature on psychology.
   Outcomes: Students will be able to read current literature related to a specific psychological topic, and write a paper discussing and critically evaluating this research.

Incoming Competencies/Prerequisites:

All students should be capable of integrating and evaluating information, critical thinking, and writing at the college level.

Class Meetings:

The class will meet on Monday, Wednesday, and Friday from 11:00 - 11:50. Attendance is strongly recommended as material will be presented that is not in the book and missing class can adversely impact your grade.

Course Requirements:

Six exams, three article review papers, and a critical thinking review paper.

All grades will be assigned on a scale of 0 - 10 with:

90 - 100	A-, A	Superior Work
80 - 89	B-, B, B+	Good Work
70 - 79	C-, C, C+	Satisfactory Work
60 - 69	D, D+	Passing, but less than Satisfactory (not passing if a requirement for the major or general education)
Less than 60	F	Failing

Percent of Grade:

Examinations	75%
Article Review Papers	10%
Critical Thinking Review Paper	15%

Examinations: Six exams will be given and the examination format will include multiple choice, short answer, matching, and essay. The exams will cover material presented in lecture, readings, and discussion. POLICY STATEMENTS: All exams must be taken on the date scheduled. No make-up exams will available for students without a documented excuse AND who discuss their situation with the professor prior to missing an exam.

	Additional study materials have been placed or will be placed on Canvas for the class. For example, I will place selected slides from my lecture on this site prior to the exam (not all slides will be put online and are only available after the lecture) and there is information related to “How to Study”—-research-based approaches for success!

Article Review Papers: Students are required to review three research articles as assigned in class and placed on Canvas. The specific requirements are given below:

• To facilitate the development of critical thinking skills students will evaluate three articles. Each analysis should be 3-4 pages in length (approximately 800 - 1200 words) and evaluate:
  Quality of the review of the literature/introduction (20%)
  Quality of methods (e.g., type of study, sample, operationally defined variables, reliability, validity) (40%)
  Evaluation of the authors conclusions (30%)
  Your final thoughts/analysis (10%)

  All article reviews are to be uploaded to Canvas. Students are required to complete all three papers. The top two grades will be recorded. Typically, the first paper is the lowest grade. The feedback regarding APA format and the quality of the analysis results in higher grades on the second and third analysis papers.

Critical Thinking Review Paper: Students are required to research and write a critical thinking review paper for 15% of their final grade. The specific requirements are given below:

• To assess critical thinking, students will be given the opportunity to evaluate current literature related to a controversial contemporary issue in psychology (e. g., child spanking, ESP, Mozart Effect). Students need to assess the existing research on the topic, critique different perspectives on the issue using existing research, and provide an informed conclusion based on their knowledge of the topic and psychology. Students must also annotate their references and assess the quality (pros/cons) of each article/book referenced) The paper is to be a 7 - 10 page (this page count does not include the title page, abstract, or references (approximately 2100 - 2800 words) review and analysis.

  Critical Thinking Course Outcomes:

  Critical Thinking: Habit of mind characterized by the comprehensive exploration of issues, ideas, artifacts, and events before accepting or formulating an opinion or conclusion, carried out by analyzing and evaluating assumptions and arguments, constructing well-supported arguments, and developing innovative plans or ideas to solve problems.

  Upon the successful completion of this course, students will be able to:

  • Describe an issue/problem clearly and comprehensively, delivering all relevant information necessary for full understanding.

  • Develop a comprehensive analysis or synthesis of the relevant evidence including the thorough questioning of experts.

  • Analyze their own and others' assumptions and carefully evaluate the relevance of context when presenting a position.

  • Present a position which is imaginative, comprehensive, and synthesizes all available information on the topic (including other points of view).

  • Create/Extend a novel or unique idea, questions, format, or product to create new knowledge that crosses boundaries.

  • Generate conclusions/outcomes that are logical and reflect a student's informed evaluation of the evidence.

• Deadline for final acceptance of projects is December 4. NOTE: This deadline is not a suggestion. Papers accepted following the deadline will experience a drop of one letter grade for every two days late except in cases of emergency discussed in advance with the instructor. It is up to the instructor's discretion whether to accept or not accept a paper following the December 4 deadline.

• A list of approved topics is available on Canvas. If you select a topic that is not on this list, you must receive approval in writing from the professor.
  At least five references for your paper must come from refereed journals (not Psychology Today or Newsweek, for example). To do an excellent job on the paper, you will most likely need more than the minimum of five journal references.

  All papers must be typed, double-spaced, 1 inch margins, and in APA style format.

  If you are in doubt as to what this means, see me for details.

  or

  • Purchase or go to the library to view a copy of the APA 7th Edition Publication Manual

  • Look over the materials provided on Canvas!

  Note that one of the major purposes of the paper is to facilitate your learning of APA format. Thus, you will need to become familiar with this publication format. We will discuss the format in class but you will also need to consult the Publication Manual of the American Psychological Association (7th ed.) (the library has copies). Note that all journal articles for APA journals such as the American Psychologist are written and referenced in APA format. Twenty percent of your grade will be related to your use of APA format. If you write your paper in an alternate format such as MLA, it will be difficult to earn a passing grade on the paper.

  The paper should be submitted electronically to Canvas. Hard copies of the paper will not be accepted.

Policy Statements:

COVID 19: Make sure you are familiar with all of Webster's COVID 19 policies and practices! Let's keep Webster strong and healthy! Latest COVID-19 Information and Resources

Use of Electronic Devices in the Classroom: Please respect others in the class by turning off all cell phones before entering the room. Text messaging during class is not acceptable. Laptops may be used in class but are only to be utilized for class related activities (e.g., taking notes). If it becomes apparent you are using the computer for non-class activities (e.g., checking your email, Facebook, playing games) then you may be asked to turn off your computer and refrain from bringing it into class in the future. Laptop use is restricted to the back or sides of the classroom so that other students are not distracted during lecture. Please be aware that according to research published in Psychological Science has demonstrated that taking hand-written notes leads to better processing of information and higher exam scores!

Plagiarism (attempting to pass off the work of another as one's own) is not acceptable. Plagiarism includes copying all or part of another's writings (even a single sentence), inappropriate paraphrasing, using another student's paper as your own, submitting a paper for more than one class. All papers will be submitted to the university's plagiarism database for review. Plagiarism, either intentional or unintentional, will result in a grade of 0 for that assignment but also may be turned over to the appropriate university source for disciplinary action and a grade of F for the course. In addition, cheating on exams will also result in the same fate.

Here are some Web sites that will help you avoid the problem of plagiarism particularly plagiarism resulting from paraphrasing too closely to the original source. -

• Webster University Academic Integrity Page

• Establishing Authorship by Paul C. Smith, Alverno College

• How to Avoid Plagiarism Tutorial

  All students are required to complete and submit a copy of the “certificate of completion” for the following tutorial:

• The University of Indiana's Online Plagiarism Tutorial

It should be noted that, as is common in many university courses, little time will be spent lecturing on topics adequately addressed by the text. Students are expected to arrive at class meetings having already read the material assigned, and to ask questions to clarify any areas that remain unclear. While every attempt will be made to explain or expand upon particularly difficult areas, the primary purpose of classroom lecture is to enhance, rather than to duplicate, the textbook material.

Students with disabilities who believe that they may need accommodations in this class are encouraged to contact me or the Director of the Academic Resource Center, as soon as possible to ensure that such accommodations can be implemented in a timely fashion.

Late withdraws from this class will not be approved by the instructor except in cases of emergency discussed with the instructor. No late withdraws will be approved on the basis of poor class performance.

This syllabus is subject to change at the instructor's discretion. All changes concerning course requirements will be provided in writing. Changes concerning exam dates may be made at the instructor's discretion and communicated verbally to the class.

It is understood that remaining in this course (not dropping or withdrawing from this course) constitutes an agreement to abide by the terms outlined in this syllabus and an acceptance of the requirements outlined in this document.

COURSE OUTLINE
Week Ending	Topic and Readings
August 27	Introduction to the class What is psychology? Success thanks to Psychology! Readings: Myers & DeWall, Chapters 1, Student Preface, Canvas Module: How to Study Refresher!
September 3	How Psychologists do Research Readings: Myers & DeWall, Chapter 1
September 10	How Psychologists do Research Exam I - September 8 (Wednesday) Biology of Behavior Readings: Myers & DeWall, Chapters 1 & 2
September 17	Biology of Behavior Readings: Myers & DeWall, Chapter 2 Article Review (Select One), Due September 18: Spindle, T. R., & Riener, C. R. (2013). The effect of anger and relaxation on the visual perception of distance. Psi Chi Journal Of Psychological Research, 18, 2-9. Matteucci, A. J., Albohn, D., Stoppa, T. M., & Mercier, W. (2012). Exercise behavior among college students and sex differences in a health-promotive intervention. Psi Chi Journal Of Psychological Research, 17, 163-170.
September 24	Consciousness and the Two Track Mind Readings: Myers & DeWall, Chapter 3
October 1	Exam II - September 27 (Monday) Developing through the Lifespan Readings: Myers & DeWall, Chapter 4
October 8	Learning Readings: Myers & DeWall, Chapter 7
October 15	Memory Readings: Myers & DeWall, Chapter 8 Exam III - October 15 (Friday)
October 29	Thinking, Language, and Intelligence Readings: Myers & DeWall, Chapter 9 Article Review (Select One), Due October 30: Brashier, E., Hughes, J. L., & Cook, R. E. (2013). A comparison of women in lesbian and heterosexual dual-income couples: Communication and conflict. Psi Chi Journal Of Psychological Research, 18, 170-175. Sijia, L., Hughes, J. L., & Su Myat, T. (2014). The links between parenting styles and imposter phenomenon. Psi Chi Journal Of Psychological Research, 19, 50-57.
November 5	Stress, Health, and Human Flourishing Readings: Myers & DeWall, Chapter 11 Exam IV - November 5 (Friday)
November 12	Social Psychology Readings: Myers & DeWall, Chapter 12 Article Review (Select One), Due November 13: Garthe, R. C., & Schacht, P. M. (2012). The effects of self-esteem and aggression on depression in Scottish young adults. Psi Chi Journal Of Psychological Research, 17, 19-25. Krone, C. R., Rouse, S. V., & Bauer, L. M. (2012). Relationship between perfectionism and academic cheating. Psi Chi Journal Of Psychological Research, 17, 59-67.
November 19	Personality Theory Readings: Myers & DeWall, Chapter 13 Exam V - November 19 (Friday)
November 24 December 3	Psychological Disorders Readings: Myers & DeWall, Chapter 14 Paper due December 4
December 15	Therapy Readings: Myers & DeWall, Chapter 15
Check Final Exam Schedule	Exam VI

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