Behavioral Science -- Ethnic/Race/Gender

COURSE INFORMATION FOR STUDENTS TAKING INTRODUCTION TO PSYCHOLOGY

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PURPOSE:

The purpose of this course is to provide a basic introduction to various topics in psychology and an optimal learning situation to assist students in knowing themselves and achieving their goals in school, work and life.

GOALS:

1. Students will be expected to develop an understanding of the basic concepts and principles of psychology. To reach this goal, students are encouraged to define concepts in their own words rather than merely rote memorizing textbook definitions. Also, the course will emphasize answering the questions "Why?" and "How?" related to psychology rather than "Who?", "What?", "When?"and "Where?".

2. Students should be able to communicate their understanding to others clearly and accurately both orally and in writing. This not only applies to communicating what they understand inside of class, but it also applies to communicating their knowledge to others outside of class.

3. As much as possible, students will be asked to understand how these concepts and principles relate to their everyday life and the lives of those around them. Topics covered will emphasize the similarities and variations related to age, gender, religious, racial, ethnic, socioeconomic and other human groupings. In relation to this goal, it helps if students repeatedly ask themselves, "How can I use this information?" or "What can I do differently?"

4. Since the course applies to psychology majors and minors, students are expected to be aware of how these concepts were developed and some of the prominent persons responsible for this development. The course will promote a questioning, scientific attitude toward the information presented rather than uncritical acceptance of textbook and lecture material.

OBJECTIVES:

At the end of this course, students should be able to:

1. Describe the fundamental principles of the basic schools of thought in psychology, the sequence of their development, and the major persons responsible for these views,

2. Describe the basic methods used for collecting data in the field of psychology, with some of the advantages and disadvantages of these methods,

3. Describe the basic effects of heredity, maturation, and environmental factors on individuals throughout their lifespan, with discussion of some of the more common developmental problems and some possible remedies for these problems,

4. Describe some of the basic principles of perception, mainly visual perception,

5. Describe the basic principles of learning and memory, especially in relation to studying and taking exams,

6. Describe some basic concepts in descriptive and inferential statistics and how these concepts relate to gathering data in psychology,

7. Describe the qualities needed to construct good tests, along with some of the development and concepts related to intelligence and personality testing,

8. Describe some of the basic concepts related to both physiological and psychological aspects of motivation,

9. Describe some of the basic processes functioning in relation to conflict, frustration, stress, and the use of defense mechanisms,

10. Describe some of the basic problems occurring with mental disorders, including those at a neurotic level, psychoses, and personality disorders, whether organic and/or psychogenic in origin,

11. Describe the basic principles of individual and group social interaction, with some of the problems in this interaction, including topics of nonverbal communication, attitude formation, conformity, social influence, and prejudice,

12. Describe some of the basic concepts, principles, attitudes, and problems related to human sexual physiology and interaction.

ABSENCES:

Up to an equivalent of one week's unexcused absences (two class periods) will not effect your grade in any way.

Over one week's unexcused absences will not effect your grade unless you are "on the line" between two grades, in which case the unexcused absences will tip the balance in favor of the lower grade. However, weighing other variables beside absences, "on the line"final grades may awarded either way at the instructor's discretion.

To excuse an absence, it is the student's responsibility to provide me with a written excuse from parent, physician, nurse, faculty member, administrator or other responsible party indicating the reason for the absence. (As a student, you are also considered to be a responsible party. Likewise, if you need to withdraw from the course for any reason, it is your responsibility to do so before the date indicated on the assignment sheet.)

If you know of an absence in advance, notify me of such an absence before it occurs and make arrangements with me. You may attend other sections of this course to gain the missed lecture information. In addition, audiotapes of the lectures are available at the CEC or the AWC Library. Tapes may be listened to at these locations, or you may copy the lecture tapes to your own 90-minute tapes. Even without absences, the tapes may be used to help you understand the material better.

(Although you should obtain all class materials for this course, copies of the text, study guide, readings book, and recent exams booklet are available at the AWC and Yuma County Libraries or the CEC for your use.)

REQUIRED COMPONENTS FOR EVALUATION

I. Exams:

Each exam will be valued at 50 points and will contain a combination of matching, multiple choice, fill-in-the-blank and short essay questions. The final exam will be equivalent to two 50-point exams. About half of the final will be a review over the material from the previous four exams. The remainder of the final will test the new material covered since the fourth exam. A booklet of actual exams given in this course during the previous school year is available at a small cost in the AWC Bookstore.

Matching and multiple choice items are one point each, while other items are two points each. A maximum of one point may be taken off for misspelling on any two-point item. These points lost for misspelling may be regained by submitting the complete definitions of all words misspelled on the exam, along with the exam itself, to me before the day when the next exam is given.

• Complete definitions mean the whole definition (i.e., pronunciation, derivation from Latin, etcetera) until the beginning of the definition of the next word.
• All words misspelled must have their definitions included. However, you will only regain points that have been taken off for solely misspelling.
• Definitions must be obtained from a hardbound dictionary rather than a pocket-sized, paperback version.
• The list of definitions must be headed with your name, the name of the course, the section, the date, the name of the dictionary, and the exam for which the points are to be regained.
• Words from the fourth exam must be turned in by the last day of classes (excluding the final exam period). If the points will make a difference on your final grade, definitions from the final exam may be submitted within 48 hours after the end of the final to regain lost points.
• If the same word is misspelled again on a later exam, the points cannot be regained.

Exams may be taken with any section of the course taught by Dr. Gershaw this semester. No makeups are typically given for exams. If you cannot take the exam with either your section or another section, submit a written statement indicating that the absence was beyond your control. With a written, valid excuse, you will receive an average raw score from the other three exams. However, "on the line" final grades will automatically be given the lower grade. If the absence is unexcused, you will receivea "zero" on that exam. Students cannot receive course credit, if they miss the final or more than one of the other exams.

Tests given in the previous school year are available for your use in the AWC and Yuma Libraries. (Do not write in these copies!) Although these tests may be xeroxed, you can buy a "Recent Exams" booklet at the AWC Bookstore much more cheaply. The booklet contains study hints for the tests.

To help you understand specific concepts better, a PsychNow! multimedia program is available at the Open Access Computer Laboratory on campus. As you read Coon's text, CD-ROM logos will indicate the topics that are covered. Ask at the desk in the computer lab, if you want to use PsychNow!.

To help you study, you are encouraged to form study groups with other students in this class. You can meet with them periodically to compare notes and study for exams. A tutor for this course is available at specified times -- or by appointment -- at the Learning Assistance Center (LAC)in the Student Services Building.

For important points, the use of 3x5 cards can help. (These cards can be bought in the AWC bookstore.) Put the name of the concept or person on one side of the card and the important characteristics on the other. If you carry these cards with you, you can study from them whenever you have a short amount of spare time.

II. Reaction/Response Papers

Each student must write four papers, each about one of the science fiction stories offered in the outside readings. Papers are due by the dates indicated on the assignment page. Each paper must be handed in at the beginning of the class on that date.

Each paper must be a minimum of 500 words and a maximum of 750 words. (With double-spaced text required for either a word processor or a typewriter, this is about two pages. However, even with the single-spaced required for longhand, it will be about double that number of pages.) For basic instructions on how to do a paper, consult the AWC Writing Guide (AWC Bookstore). Only the first paper will be submitted in a finished draft form and be revised from the feedback received. Any points not gained on the draft may be gained on the final form only for the first paper. The final form of the first paper must be turned in with the corrected draft. The remaining three papers will turned in only in final form. All final papers will be returned with feedback and indication of the points earned.

Each of the four papers will be worth up to 15 points. Typically, point values will be equally divided among the following five categories.

1. Following Directions -- having the required number of words, accurately summarizing the story, clearly relating a story concept to one concept in Coon's text indicating the page number in Coon (This includes clear explanation of the concept, not merely naming it.), and clearly relating some concept in the story or text to your own personal life.

2. Body of Paper -- organization, mechanics, clarity of thought, style.

3. Personal Sharing -- Inclusion of "I" messages related to your personal life (e.g., "I think... I feel... I like...I want...." ), not the lives of family, friends or others. "I think people should compliment each other more" is not personal. "I try to sincerely compliment others as much as possible" is personal. Any personal information expressed in these papers will be kept strictly confidential.

4. Proofreading -- having correct spelling, punctuation, and grammar.

5. Neatness -- Full points (3) can only be gained if the paper is done on a word processor. Left justify only on the word processor. Two points will be given for typewritten work, and one point will be given for handwritten work. Illegible papers will not be graded.

REMINDER: If you need help in developing your writing skills, seek help through the Student Support Services (Learning Resources Building). They are willing to help, but don't depend on them to catch all your errors.

Since papers are due by the beginning of class on the due date, one point will be deducted if it is turned in later that day. For every full or partial calendar day after that, 2 points will be deducted for lateness until 15 points have been deducted. If the paper is cannot be given directly to an instructor on campus, it must be handed to the secretary at the Career Center Office with the time and date received recorded by the secretary. (Special arrangements may be made for circumstances beyond the student's control. It is the student's responsibility to let me know as soon as possible that such conditions exist.)

For specific reaction paper assignments, go to readings.

III. Mastermind:

In addition to exams, each student is required to play 3 games of "Mastermind" in 6 trials or less and then write a paragraph about how this game relates to psychology. These games may be played with the tutor in the Learning Assistance Center (Student Services Building) by appointment or with me before or after class.

Typically, this requirement takes about an hour to complete. You may play as many games as necessary to complete 3 games in 6 trials or less. The average student completes this requirement in 4-5 games, 97% do so in 8 games or less, and no person has needed to play more than 14 games.

However, the "Mastermind" requirement must be completed by the last day of classes (excluding the final), or credit will not be given for the course!

IV. Grade Scale:

Your final grade will be determined by total points on an overall curve of all sections of this course. Excluding the grade insurance (mentioned below), the highest possible score is 360 points (i.e., four 50-point exams, a 100-point final, and four 15-point papers). The approximate grading curve based on total points earned for the course is indicated below.

Within 10 points below each of the above grade designations will be considered "on the line." The higher grade may be awarded at the instructor's discretion. The instructor's discretion will be related to unexcused absences, class participation and other related factors. If an exam is missed and is averaged, the instructor's discretionary area will no longer apply.

Any acts of academic dishonesty can lead to failing a specific assignment, failing the course, or possible expulsion from AWC.

OPTIONAL COMPONENT OF EVALUATION

If you would like to better your grade, a chance of earning up to 30 extra points through grade insurance is available. The specific requirements for this optional work are available on another form which will be given to you.

SPECIAL HELP

If you need special help for ANY reason -- whether it is directly related to this course or not -- do not hesitate to contact me. I will typically be available immediately before or after class. However, appointments can be made for other, more convenient times. I am ready and willing to meet with you as often or as long as necessary to help you solve your problems.

If needed, my home phone is 783-0501. (If I am not in, please leave a message.) Those with access to E-mail can contact me at DAGershaw@aol.com.

David A. Gershaw, Ph.D.,
Professor of Psychology Emeritus

Unless otherwise indicated, all assignments are in Dennis Coon's Introduction to Psychology: Exploration and Application, Brooks/ColePublishing, 1998. Dr. Gershaw's Recent Exams booklet is required for all students. The Mastery Study Guide, 1998, is strongly recommended for students whose DRP (reading score) is below 75. Nobody with a DRP below 65 should take this class unless (1) they retake the DRP and earn an eligible score, or (2) they can convince the instructor why they should be an exception to the rule. If the DRP remains below 65 after testing, a reading course is needed.

A condensed version of class notes for the course are available below.

Introduction, History, Scientific Method, Developmental Psychology

Perception, Learning

Memory, Statistics

Psychological Testing, Motivation

Frustration, Conflict, Defense Mechanisms, Mental Disorders

Social Psychology

Human Sexuality

Some handouts are used to add to the material from the text. To see them, go to the "A Line on Life" page.

Copies of the exams used in the last semester are available below.

Instructions, First Exam, Second Exam

Third Exam, Fourth Exam

Final Exam

* In A Doctor's Marital Guide (1986) on reserve at the AWC and Yuma City-County Libraries.