General Psychology (PSYC 101) 3.0 credit hours Semester: Spring 2008 Office: Aspen 116 Instructor: Dr. Simonson Office Hours: 11:00 – 11:50 daily Email Address: [email protected] Office Phone: (208) 732-6858

Required Textbook: Psychology (Ciccarelli & Meyer, 2006) (ISBN: 0-13-183959-4). Recommended Textbooks and Supplies: Psychology: Concept Notes (Ciccarelli & Meyer, 2006) (ISBN: 0-13-228335-2).

Prerequisite Skills: · Literacy This course requires a high reading demand. · Assertiveness Dr. Simonson is a psychologist, not a psychic; you must be active in your education. · Persistence This course is demanding and rigorous (but not impossible) if offered and received properly. · Open-mindedness It is not required that you change your mind, but you must be willing to do so.

Policies and Procedures: Attendance For every absence after 6, you will lose 10 points. Excused absences will not count against you. Excused Absences:  School-sanctioned and military-required absences if you provide advance written notice.  Medical-, legal-, or family-related emergencies per my discretion.

Behavior Any conduct that disrupts the educational experience of other students will not be tolerated. Violations of CSI behavioral policies will result in appropriate disciplinary actions including zero credit, classroom expulsion, and disenrollment (see CSI catalog). Specifically:  Turn off your cell phones.  Come on time, stay until the end of class, and  Dress appropriately. pay attention. In-Class Recitation (ICR) For each lecture day, there is a reading assignment with associated focus questions. You are expected to come to class with these questions answered (on paper), ready to share them with a few classmates. Test days Since Unit Tests are offered via Blackboard in the Testing Center, class will not officially meet on Test days. However, I will attend the classroom to answer questions for review and to present demonstrations as fitting. Late Policy  Missed tests can be made up upon arrangement and will receive a 30% late penalty unless accompanied by documentation of an Excused Absence for the original respective due date. o The oral presentation component of the Term Project will not be accepted late. o No coursework is accepted after Thursday of Finals week. Grading Practices: Your course grade will derive from 7 Unit Tests, daily participation, and a Term Project. Unit Tests You will complete 7 Unit Tests worth 100 points each. Each test will be comprised of:  20 multiple-choice and True-False questions (worth 2 points each)  3 short answer questions (worth 20 points each) (Graded for thoroughness, depth, clarity, and accuracy) Participation Participation is worth 150 points, derived from your general involvement in ICR as well as your constructive contributions to lecture. At the start of class each lecture day, I will roll 2 dice and the results will determine how class will begin:  2-4 You will turn in your assigned ICR for the day, and then lecture will begin.  5-7 You will engage in normal ICR for 5-10 minutes before lecture begins.  8-10 Lecture will begin without ICR.  11-12 I will give a pop quiz, and then lecture will begin. Term ProjectThe Term Project is worth a total of 150 points. (See the Project Manual).  Your Final Exam will be an oral presentation of your Term Project. Honesty Policy If you receive, give, or otherwise use information with dishonest intent, you are guilty of academic dishonesty. Plagiarized or cheated assessments will be awarded zero credit. Grading Scale 079282cb32f2fabb8c01e6584653f1c6.doc 1 Term Project 150 (15%) 900 & up pts = A (Outstanding) Participation 150 (15%) 800 - 899 pts = B (Above-average) Unit Tests 700 (70%) 700 - 799 pts = C (Average) Total points available 1,000 600 - 699 pts = D (Below-average) 0 - 599 pts = F* (Unsatisfactory)

*The grade of "I" (incomplete) will only be granted if, by the last day of finals week, 1) more than half of all your coursework is received by me, and 2) you request the grade of “I” in writing. Extra Credit There will be no opportunities for extra credit. You must concentrate on putting your best academic foot forward from the outset and keeping current on your coursework through to the end of the semester.

Outcomes Assessment (OA): OA is an essential element of continuous improvement. There are three steps to the cycle of outcomes assessment: gathering data, interpreting data, and implementing changes based on data interpretation. Gathering Data Data will derive from the Unit Tests. Each Unit Test includes a survey of your study habits: 1. On a scale from 0 (none) to 10 (all), how much of this unit’s reading assignments did you read? 2. On a scale from 0 (none) to 10 (all), of what you read, how much do you feel you understood? 3. For this unit, about how many total hours did you study for this class? 4. On a scale from 0 (none) to 10 (all), how much of lecture on this unit did you understand? 5. What grade do you expect on this test?

Interpreting Data Data will be analyzed via path analysis to identify relationships between your study habits, course design and dynamics, and your course performance. Implementing Change I will use these results to advise you and to detect areas of need for instructional improvement.

Online Course Evaluations: As part of the Outcomes Assessment for CSI, each student is requested to complete an online class evaluation form at the end of the semester. Students will access the evaluation at http://evaluation.csi.edu. The name and password is the same as for network email and Blackboard. It is important to complete these evaluations so we can continually improve courses. CSI E-mail E-mail is the primary source of written communication with all CSI students. Students automatically get a CSI e-mail account when they register for courses. Messages from instructors and various offices such as Admission and Records, Advising, Financial Aid, Scholarships, etc. will be sent to the students’ CSI accounts (NOT their personal e-mail accounts). It is the students’ responsibility to check their CSI e-mail accounts regularly. Failing to do so will result in missing important messages and deadlines. Students can check their CSI e-mail online at http://students.csi.edu. Student e-mail addresses have the following format: [email protected]. At the beginning of each semester free training sessions will be offered to students who need help using their CSI e-mail accounts.

Disabilities: Any student with a documented disability may be eligible for related accommodations. To determine eligibility and secure services, students should contact the coordinator of Disability Services at their first opportunity after registration for a class. Student Disability Services is located on the second floor of the Taylor Building (TAB) on the Twin Falls Campus. (208)732-6260(voice) or (208)734-9929 (TTY), or email [email protected]. Psychotherapeutic Resources: The content and nature of this course often lead students to ask me for individual counseling. I will gladly assist you in academic advisement to the best of my ability; however, I am ethically and legally not allowed to cross boundaries by offering psychotherapeutic advice of any kind. The CSI Advising Center offers short- term individual counseling free to CSI students through its Career and Counseling Services (CCS) office located in TAB 272. You may contact the CCS at 732-6260.

The College of Southern Idaho Mission Statement

079282cb32f2fabb8c01e6584653f1c6.doc 2 The College of Southern Idaho, a comprehensive community college, provides educational, social and cultural opportunities for the diverse population of South Central Idaho. In this rapidly changing world, CSI encourages our students to lead enriched, productive and responsible lives. General Education Criteria: This course satisfies all eight criteria for general education. It is designed to: 1. provide a broad-based survey of a discipline and show the interconnectedness of knowledge. 2. develop a discerning individual. 3. practice critical thinking and problem-solving skills. 4. promote awareness of social and cultural diversity in order to appreciate the commonality of mankind. 5. foster the balance between individual needs and the demands of society. 6. reinforce reading, writing, speaking, and/or quantitative skills. 7. encourage and inspire life-long learning. 8. encourage creativity.

Social Science Department Mission Statement The mission of the Social Science Department is to provide educational, social, and cultural opportunities which encourage enriched, productive and responsible lives primarily by instructing students to understand, interpret, and apply Social Science discipline coursework. Social Science Department Goals: This course addresses the following Social Science Department goals, which are to: 1. help students understand important facts, concepts and theories of Social Science subjects. 2. help students acquire techniques and methods used to gain new knowledge in the disciplines. 3. help students learn to distinguish between fact and opinion. 4. teach students to use evaluation, analysis and synthesis to interpret and solve problems. 5. teach students to use different perspectives from the social sciences to make better-informed decisions 6. help students acquire an informed understanding of various cultures. 7. prepare students to transfer to a university.

Psychology Program Mission Statement The mission of the CSI Psychology Program is primarily to prepare graduates to transfer as Junior-level students to 4-year universities. Psychology Program Objectives: Students will… 1. gain mastery of a breadth of knowledge of the discipline of psychology (breadth of knowledge). 2. gain mastery of a depth of knowledge of the discipline of psychology (depth of knowledge). 3. be well practiced as a critical consumer of information (critical thought). 4. be well practiced in professional written communication (professional writing). 5. be well- prepared as a potential contributor to scientific discovery in psychology (scientific capability). 6. be well-prepared for upper-division coursework in psychology (career-focused education plan).

Notes:

079282cb32f2fabb8c01e6584653f1c6.doc 3 PSYC Catalog Course Description: This survey course is an introduction to psychology. Psychology is the scientific study of thinking, emotion, and behavior. This course introduces students to the diverse research areas of psychology such as psychobiology, motivation, learning, cognitive and social processes, personality, and abnormality, emphasizing empirical findings of the discipline.

Course Outcomes Aligned with GE Criteria (GE), Social Science Goals (SS) and Program Objectives (PSYC): Students will… GE SS PSYC 1. Demonstrate familiarity with the major concepts, theoretical perspectives, 1, 4, 6, 7 1, 4, 6, 7 1, 2, 4, 6 empirical findings, and historical trends in psychology 2. Understand basic research methods in psychology, including research 2, 3, 7, 8 2, 3, 4, 7 2, 3, 4, 5 design, data analysis, and interpretation 3. Respect and use critical and creative thinking, skeptical inquiry, and the 2, 3, 6, 7, 8 All but 1 and 2 2, 3, 6 scientific approach to solve problems related to behavior and mental processes 4. Understand and apply psychological principles to personal, social, and All but 6 All but 1 and 2 2, 3, 6 organizational issues 5. Be able to weigh evidence, tolerate ambiguity, act ethically, and reflect All but 6 All but 1 and 2 2, 3, 5, 6 other values that are the underpinnings of psychology as a discipline

Course Outcomes Aligned with Course Assessment Activities: Participation Unit Tests Term Project Absence Demerits 1 Ψ Ψ Ψ 2 Ψ Ψ Ψ 3 Ψ Ψ Ψ 4 Ψ Ψ Ψ 5 Ψ Ψ Ψ Ψ

Notes:

079282cb32f2fabb8c01e6584653f1c6.doc 4 Topical Outline for the Course: The course is organized into seven units:  Unit 1: Chapter 1 – Introduction and Scientific Method  Unit 5: Chapters 9 & 11 – Motivation, Emotion, & Stress  Unit 2: Chapters 2, 3, & 4 – The Biological Perspective  Unit 6: Chapters 12 & 13 – Personality/Social Psychology  Unit 3: Chapters 5 & 6 – Learning and Memory  Unit 7: Chapters 14 & 15 – The Clinical Perspective  Unit 4: Chapters 7 & 8 – Development and Cognition

Monday Wednesday Friday 1 1/14 1/16 1/18 Course Introduction; Introduction (pp. I-1 – I-13) & “Why pp. 2-18 Syllabus Overview Study” segments at start of each chapter Unit 1 Test opens 2 1/21 1/23 1/25 Martin Luther King, Jr., Holiday pp. 18-35 Unit 1 Test due (Testing Center closes @ 5:00) 3 1/28 1/30 2/1 pp. 42-59 pp. 60-75 pp. 82-107

4 2/4 2/6 2/8 pp. 108-118 pp. 124-142 pp. 142-158 Unit 2 Test opens 5 2/11 2/13 2/15 Unit 2 Test due pp. 164-174 pp. 175-192 (Testing Center closes @ 9:30) 6 2/18 2/20 2/22 Presidents’ Day pp. 192-201 pp. 208-218 7 2/25 2/27 2/29 pp. 218-230 pp. 230-241 Unit 3 Test due Unit 3 Test opens (Testing Center closes @ 5:00) 8 3/3 3/5 3/7 pp. 248-269 pp. 270-285 pp. 292-305 Unit 4 Test opens 9 3/10 3/12 3/14 pp. 292-306 Unit 4 Test due pp. 334-353 Project Proposal due (Testing Center closes @ 9:30) 10 3/17 – 3/21 S P R I N G V A C A T I O N

11 3/24 3/26 3/28 pp. 353-364 pp. 404-419 pp. 419-430 Unit 5 Test opens 12 3/31 4/2 4/4 pp. 430-436 Unit 5 Test due pp. 442-455 (Testing Center closes @ 9:30) 13 4/7 4/9 4/11 pp. 455-466 pp. 466-472 pp. 478-488

14 4/14 4/16 4/18 pp. 488-498 pp. 498-513 Unit 6 Test due Unit 6 Test opens (Testing Center closes @ 5:00) 15 4/21 4/23 4/25 pp. 520-529 pp. 530-541 pp. 541-553

16 4/28 4/30 5/2 pp. 560-576 pp. 576-590 Unit 7 Test due Unit 7 Test opens (Testing Center closes @ 5:00) F 5/5 5/6 5/7 5/8 5/9 C05 10-12 C07 10-12 C04 8-10 Graduation C12 12-2 8:00PM Detailed Course Schedule Assessments, Reading Assignments and Focus Questions for study. 079282cb32f2fabb8c01e6584653f1c6.doc 5  RA: What you should read before coming to class on the date specified.  Ψ – Questions you are expected to answer on paper and bring to class for In-Class Recitations (ICR). o (These are the Short Answer questions that will be on the Unit Tests.)

Unit 1 (Chapter 1): Introduction and Scientific Method General psychological approaches and how we study psychology

Week 1 1/14 Course Introduction / Syllabus Overview 1/16 RA: Introduction (pp. I-1 – I-13) & “Why Study” segments at start of each chapter - Orientation Ψ What is psychology? Why is critical thinking particularly necessary for studying scientific psychology? Ψ Which 3 of the 14 “Why Study” segments are the least necessary for understanding psychology? Why? Ψ Which 3 of the 14 “Why Study” segments are the most necessary for understanding psychology? Why? 1/18 RA: pp. 2-18 – General Theories of Psychology Ψ What is structuralism? Functionalism? Gestalt? Which do you prefer and why? Ψ What is psychoanalysis? Behaviorism? Humanism? Which do you prefer and why? Ψ What is the biopsychological perspective? The cognitive? The sociocultural? Which do you prefer and why? Unit 1 Test opens Week 2 1/21 Martin Luther King, Jr., Holiday 1/23 RA: pp. 18-35 – The Scientific Method Ψ How does the scientific method reduce bias and error in psychological research? Ψ What are the strengths and weaknesses of naturalistic observation, laboratory observation, case studies, and surveys? How would you decide which to use in research? Ψ What are the strengths and weaknesses of correlations and the experiment? How would you decide which to use in research? Ψ How do independent variables, dependent variables, and confounding variables differ and relate? 1/25 Assessment: Unit 1 Test due

Notes:

079282cb32f2fabb8c01e6584653f1c6.doc 6 Unit 2 (Chapters 2, 3, and 4): The Biological Perspective Physical foundations and the start of perception

Week 3 1/28 RA: pp. 42-59 – The Nervous System (Microneurology and the Peripheral Nervous System) Ψ What “happens” with the neural impulse from dendrite to axon? From axon to dendrite? How does this apply to psychology? Ψ What does the somatic nervous system do? The autonomic? What do they do during stressful situations? 1/30 RA: pp. 60-75 – The Brain Ψ What do the 4 parts of the brain stem do (medulla, pons, reticular formation, cerebellum)? Ψ What do the 4 parts of the limbic system do (thalamus, hypothalamus, hippocampus, amygdala)? Ψ What do the 4 lobes of the cerebral cortex do (temporal, frontal, occipital, parietal)? 2/1 RA: pp. 82-107 – The Senses (Psychophysics) Ψ Referencing figures 3.4(b) on page 89 and 3.6 on page 92, make an argument against the saying “seeing is believing” and then apply your argument to support critical thinking. Ψ How are amplitude and wavelength interpreted by the occipital lobes? Amplitude and frequency by the temporal lobes? Ψ What do the 7 senses do (gustatory, olfactory, visual, auditory, somasthetic, vestibular, kinesthetic)? Why is sensation important to psychology? Week 4 2/4 RA: pp. 108-118 – Perception Ψ What is figure-ground? Explain the 6 Gestalt principles (proximity, similarity, closure, continuity, contiguity, common region). What is an illusion? Ψ Explain the 6 pictorial depth cues (linear perspective, relative size, overlap, aerial perspective, texture gradient, motion parallax). Ψ How do perceptual expectancies result in illusions? How might top-down processing explain prejudice? 2/6 RA: pp. 124-142 – Consciousness Ψ Describe the stages of wakefulness and sleep. What happens during REM and NREM sleep? Ψ Explain Freud’s theory of dreams (wish fulfillment) and Hobson’s theory of dreams (activation- information-mode). Which do you prefer and why? Unit 2 Test opens 2/8 RA: pp. 142-158 – Altering Consciousness Ψ Explain the dissociation theory of hypnosis and the role-playing theory of hypnosis. Which do you prefer and why? Ψ Explain what the 4 types of consciousness-altering drugs do (stimulants, depressants, narcotics, hallucinogens). Week 5 2/11 Assessment: Unit 2 Test due

Notes:

Unit 3 (Chapters 5 and 6): Learning and Memory 079282cb32f2fabb8c01e6584653f1c6.doc 7 Forming associations and the start of mental foundations

2/13 RA: pp. 164-174 – Classical Conditioning Ψ Define the 5 stimuli and responses of classical conditioning (UCS, UCR, CS, CR, NS). How does classical conditioning work? Ψ What is stimulus generalization? Stimulus discrimination? Extinction? Spontaneous recovery? 2/15 RA: pp. 175-192 – Operant Conditioning Ψ Define primary reinforcers and secondary reinforcers. How does higher-order conditioning work? Ψ What is positive reinforcement? Negative reinforcement? Positive punishment? Negative punishment? Ψ How do the 4 schedules of reinforcement work (fixed ratio, variable ratio, fixed interval, variable interval)? What role might expectation play in these learning conditions? Week 6 2/18 Presidents’ Day 2/20 RA: pp. 192-201 – Cognitive and Observational Learning Ψ What is shaping? What is learned helplessness? How might shaping be used to treat learned helplessness? Ψ What is insight learning? What is latent learning? How might they be related? Ψ Explain the 4 elements of observational learning (attention, memory, imitation, motivation). How might you use each element to prevent a child from latently learning undesirable behaviors from television? 2/22 RA: pp. 208-218 – Memory Basics Ψ Explain the 3 processes of memory (encoding, storing, retrieving) and the 3 stages of memory (sensory, STM, LTM). Ψ Explain the levels-of-processing approach. How do maintenance rehearsal and elaborative rehearsal differ? Ψ How does chunking relate to the “magical number 7±2”? Why is selective attention important to memory processes? Week 7 2/25 RA: pp. 218-230 – Memory Systems Ψ What are semantic memories? Episodic memories? Implicit memories? Explicit memories? Ψ What is encoding specificity? How do retrieval cues work? Ψ What is a semantic network? How do semantic networks function? Unit 3 Test opens 2/27 RA: pp. 230-241 – Retrieval Difficulties Ψ What is hindsight bias? What is the misinformation effect? What does it mean that memory is “reconstructive”? Ψ What is proactive interference? Retroactive interference? How might selective attention explain interference? Ψ What is retrograde amnesia? Anterograde amnesia? How can someone suffer amnesia but still be able to talk coherently? 2/29 Assessment: Unit 3 Test due

Notes:

079282cb32f2fabb8c01e6584653f1c6.doc 8 Unit 4 (Chapters 7 and 8): Development and Cognition Mental foundations and the start of environmental foundations

Week 8 3/3 RA: pp. 248-269 – Cognitive Development Ψ Explain Piaget’s concepts of accommodation and assimilation. How do these concepts apply to cognitive development? Ψ Describe Piaget’s 4 stages of cognitive development (Sensorimotor, Preoperational, Concrete Operations, Formal Operations). Ψ Explain Vygotsky’s concepts of scaffolding and Zone of Proximal Development (ZPD). 3/5 RA: pp. 270-285 – Social Development Ψ Describe Erikson’s 8 crises of psychosocial development (trust-, autonomy-, initiative-, industry-, identity-, isolation-, generativity-, ego integrity-). Ψ Describe Kohlberg’s 3 stages of moral development (Preconventional, Conventional, Postconventional). 3/7 RA: pp. 292-305 – Concepts Ψ What are formal concepts? Natural concepts? What might happen if formal and natural concepts disagreed? Ψ Explain the 4 forms of problem-solving (trial-and-error, algorithms, heuristics, insight). Ψ What is functional fixedness? Mental sets? Confirmation bias? How do these concepts relate to creativity? Unit 4 Test opens Mid – Term Week 9 3/10 RA: pp. 306-328 –Intelligence Ψ Explain the test construction concepts of validity and reliability and why they are important. Ψ What is intelligence? How do Gardner (multiple) and Sternberg (triarchic) explain intelligence? Ψ What is linguistic relativity? Considering that language is cultural, what might linguistic relativity mean to the Nature/Nurture controversy regarding intelligence? Project Proposal due 3/12 Assessment: Unit 4 Test due

Notes:

Unit 5 (Chapters 9 and 11): Motivation, Emotion, and Stress

079282cb32f2fabb8c01e6584653f1c6.doc 9 Foundations of reciprocal determinism

3/14 RA: pp. 334-353 – Motivation Ψ What is homeostasis? Explain the 3 approaches to understanding motivation (drive-reduction, arousal, incentive). Ψ Describe McClelland’s 3 needs (nAch, nAff, nPow). Explain the Yerkes-Dodson law. Ψ Explain Maslow’s hierarchy of needs. Week 10 3/17 – 3/21 S P R I N G V A C A T I O N Week 11 3/24 RA: pp. 353-364 –Emotion Ψ What is the James-Lange theory of emotion? Cannon-Bard? How does the Schachter-Singer cognitive arousal theory improve upon these earlier theories of emotion? Ψ What is the facial feedback hypothesis? What might cognitive arousal theory and the facial feedback hypothesis mean about the cause(s) of emotion? Ψ What is positive psychology? How does Myers’ advice on happiness fit into cognitive arousal theory and the facial feedback hypothesis? 3/26 RA: pp. 404-419 – Stressors Ψ What is stress? What are primary and secondary appraisals? Describe the 3 types of stress (catastrophes, major life changes, hassles). Ψ Describe the 4 sources of stress (pressure, uncontrollability, frustration, conflict). Ψ Describe the 4 types of conflict (approach-approach, avoidance-avoidance, approach-avoidance, multiple approach-avoidance). 3/28 RA: pp. 419-430 – Stress and Personality Ψ What is the General Adaptation Syndrome (GAS)? Explain the 3 stages in GAS (alarm reaction, resistance, exhaustion). Ψ Describe the 4 personality types (A, B, C, hardy). Which is the healthiest and why? Which is the least healthy and why? Unit 5 Test opens Week 12 3/31 RA: pp. 430-436 – Coping Ψ What is problem-focused coping? What is emotion-focused coping? Explain why certain sources of stress are better handled with problem-focused coping and others are better with emotion-focused coping. Ψ What are psychological defense mechanisms? Describe 3 of the 10 psychological defense mechanisms. Ψ What is meditation? Is meditation problem-focused or emotion-focused coping? Explain. Ψ How do culture and religion influence people’s coping abilities? 4/2 Assessment: Unit 5 Test due

Notes:

079282cb32f2fabb8c01e6584653f1c6.doc 10 Unit 6 (Chapters 12 and 13): Personality and Social Psychology Reciprocal determinism: Individual differences and social influences

4/4 RA: pp. 442-455 – Psychoanalysis Happy Ψ Describe the 3 psychic forces (id, ego, superego). Describe the 3 levels of consciousness (conscious, Freud- preconscious, unconscious). day! Ψ What is a fixation? Describe Freud’s 5 stages of psychosexual development (oral, anal, phallic, latency, genital). Ψ What are the Oedipus and Electra complexes? Why is the defense mechanism of identification so important for the healthy resolution of the Oedipus and Electra complexes? We ek 13 4/7 RA: pp. 455-466 – Social Cognitive, Humanistic, and Trait Theories Ψ What are Bandura’s concepts of reciprocal determinism and self-efficacy? Ψ Describe Rogers’ concepts of real and ideal selves, conditional positive regard, and the fully functioning person. Ψ Describe the five dimensions of OCEAN (Openness to new experience, Conscientiousness, Extraversion, Agreeableness, Neuroticism). 4/9 RA: pp. 466-472 –Measuring Personality Ψ Describe the 4 methods of personality assessment (interviews, projective tests, behavioral assessments, personality inventories). What are the strengths and weaknesses of each? Ψ Describe the Rorschach and the Thematic Apperception Test. What role does projection play in these tests? 4/11 RA: pp. 478-488 – Social Influence Ψ What is conformity? Compliance? Obedience? Ψ Describe the four common techniques of compliance (foot-in-the-door, door-in-the-face, lowball, that’s-not- all). Ψ What is groupthink? What are social facilitation and social loafing? Week 14 4/14 RA: pp. 488-498 – Attitude Ψ Describe the 3 components of attitude (affective, behavioral, cognitive). What is cognitive dissonance? Ψ What is impression formation? Attribution? The fundamental attribution error? Unit 6 Test opens 4/16 RA: pp. 498-513 – Social Behavior Ψ What is a stereotype? Prejudice? Discrimination? Explain social identity theory. Ψ Describe the 4 factors of attraction (physical attractiveness, proximity, similarity, reciprocity). Describe Sternberg’s 3 attitudes of love (intimacy, passion, commitment). Ψ What are social roles? Explain diffusion of responsibility and the bystander effect. 4/18 Assessment: Unit 6 Test due

Notes:

Unit 7 (Chapters 14 and 15): The Clinical Perspective 079282cb32f2fabb8c01e6584653f1c6.doc 11 Distortions and solutions

Week 15 4/21 RA: pp. 520-529 – Introduction to Abnormality Ψ Describe the 4 definitions of abnormal behavior (statistical definition, social deviance, subjective discomfort, maladaptive behavior). Describe the 5 axes of the DSM-IV-tr. Ψ What are the differences between normal, eccentric, and abnormal? Ψ How does the biological model explain abnormality? The psychoanalytic model? The behavioristic model? The cognitive model? 4/23 RA: pp. 530-541 – Anxiety and Dissociative Disorders Ψ Describe the 4 anxiety disorders (generalized anxiety disorder, phobic disorders, panic disorder, obsessive- compulsive disorder (OCD)). What is the difference between normal anxiety and abnormal anxiety? What causes anxiety disorders? Ψ Describe the 4 dissociative disorders (dissociative amnesia, dissociative fugue, dissociative identity disorder (DID), depersonalization disorder). What causes dissociative disorders? 4/25 RA: pp. 541-553 – Mood Disorders, Schizophrenia, and Personality Disorders Ψ Describe the 2 mood disorders (major depression and bipolar disorders). What are the differences between mood disorders and normal “mood swings”? What causes mood disorders? Ψ Describe the 5 types of schizophrenic symptoms (delusions, hallucinations, disturbed speech, disturbed emotions, disturbed behavior). Describe the 5 categories of schizophrenia (paranoid, catatonic, disorganized, undifferentiated, residual). What causes schizophrenia? Ψ Describe antisocial personality disorder and borderline personality disorder. Describe 2 of the remaining 7 personality disorders. What causes personality disorders? Week 1 6 4/28 RA: pp. 560-576 – Psychotherapy Ψ Describe the 3 kinds of psychotherapy (insight, action, biomedical). Ψ Describe the 4 psychodynamic/psychoanalytic techniques (dream interpretation, free association, resistance, transference). How effective is psychodynamic/psychoanalytic therapy? Ψ Describe the 4 basic elements of humanistic therapy (reflection, unconditional positive regard, empathy, authenticity). How effective is humanistic therapy? Ψ Describe the 3 techniques of classical conditioning behavior therapies (systematic desensitization, aversion, flooding). How effective is behavior therapy? Ψ Describe the 5 cognitive distortions identified by Beck’s cognitive therapy (arbitrary inference, selective thinking, overgeneralization, magnification/minimization, personalization). How effective is cognitive therapy? Unit 7 Test opens 4/30 RA: pp. 576-590 – Psychotherapy continued Ψ Which advantage of group therapy is the most important and why? Which disadvantage of group therapy is the most important and why? What are the strengths of family counseling and self-help groups? Ψ Explain why language, cultural values, social class, and nonverbal communication are often barriers to psychotherapy when the client and therapist are of different ethnic backgrounds. Ψ What might occur if someone were prescribed psychopharmological medication based on a misdiagnosis? What might occur if someone refused to take psychopharmalogical medications when they were needed? 5/2 Assessment: Unit 7 Test due Finals (Oral Presentations of Term Projects) 5/5 10:00 – 12:00 PSYC 101 C05 5/6 10:00 – 12:00 PSYC 101 C07 12:00 – 2:00 PSYC 101 C12H 5/7 8:00 – 10:00 PSYC 101 C04

079282cb32f2fabb8c01e6584653f1c6.doc 12