PSY101: General Psychology 1 Table of Contents Settings

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PSY101: General Psychology 1 Table of Contents Settings ...... 2 Assets ...... 2 Overview ...... 3 Pre-Course Section Blocks ...... 8 Week 1: What Is Psychology? ...... 9

Post-Course Section Blocks ...... 12

Settings Make the following changes to the appropriate location throughout the course:

• Change the Discussion settings outlined in the ECC Moodle Classroom Standard Advanced Forum Settings.docx document. • Change the Assignment settings outlined in the ECC Moodle Classroom Standard Assignment Settings.docx document. • Change the Grade Categories outlined in the ECC Moodle Classroom Grade Category Settings.docx document. • Change the General Settings of course outlined in the ECC Moodle Course Shell Structural Setup & Configuration Requirements.docx document. • Change the Quiz, Test, and Exam descriptions outlined in the ECC Moodle Quiz Configuration Instructions.docx document. • If there are video submissions add the following instructions outlined in the ECC VLE Video Assignment Submission Resources.docx document.

Assets • MyPsychLab with Pearson eText -- Instant Access -- for Psychology, 11/E, Carole Wade, Dominican University of California, Carol Tavris, Maryanne Garry, Victoria University of Wellington, ISBN-10: 0205873421 • Instructor's Manual (Download only) for Psychology, 11/E, Wade, Tavris & Garry, ISBN-10: 0205873375 • PowerPoint Presentation (Download only) for Psychology, 11/E, Tavris, Wade & Garry, ISBN-10: 0205933165 • Test Bank (Download only) for Psychology, 11/E, Wade, Tavris & Garry, ISBN-10: 0205873383 • CourseConnect Introduction to Psychology 3.0 2e, ISBN: ???

Overview

Description: This introductory course examines the history, methodology, definitions, and ideas relating to such concepts as personality formation, self-concept, defense mechanisms, emotions, and conditioning. Emphasis is placed on the relationship of these concepts to the student's understanding of self and others in everyday interactions. Visual perception and illusions, along with concepts related to human learning and forgetting is studies. An understanding of the nature of thinking, problem solving, and language is developed.

Objectives: Upon successful completion of this course, students should be able to do the following 1. Apply critical thinking guidelines to assess claims and make objective judgments on the basis of well- supported reasons and evidence rather than emotion and anecdote:

o Measurable Performance Objectives: 1. discuss how psychology requires critical and creative thinking, as opposed to pseudosciences and other approaches based on popular opinion 2. Identity the different research methods in psychology, as well as their advantages and disadvantages:

o Measurable Performance Objectives: 1. describe key characteristics of the ideal scientist; 2. discuss the advantages and disadvantages of various descriptive methods (e.g., case studies, observational studies, psychological tests, and surveys); 3. identify the advantages and disadvantages of correlational studies; and 4. discuss the advantages and disadvantages of experiments 3. Differentiate the activities of psychologists who conduct basic or applied psychological research from those who practice psychology:

o Measurable Performance Objectives: 1. identify and describe the activities that academic/research psychologists may conduct; 2. identify and describe the activities that clinical psychologists may conduct; and 3. identify and describe the activities that psychologists in industry, law, or other settings may conduct 4. Identity the major and minor psychological perspectives that predominate psychology, with particular attention devoted to the terms, definitions, and theories associated with the learning, sociocultural, and psychodynamic perspectives:

o Measurable Performance Objectives: 1. discuss the learning perspective's major topics of study (e.g., the environment and experience);

2. discuss the behavioral subarea's major focus (e.g., environmental determinates of observable behavior); 3. discuss the social-cognitive subarea's major focus (e.g., environmental influences, observation and limitation, beliefs, and values); 4. discuss the sociocultural perspective's major topics of study (e.g., social and cultural contexts); 5. discuss the social psychology subarea's major focus (e.g., social rules and roles, groups, and relationships); 6. discuss the cultural psychology subarea's major focus (e.g., cultural norms, values, and expectations);

7. discuss the psychodynamic perspective's major topics of study (e.g., unconscious thoughts, desires, and conflicts); 8. discuss the biological perspective's major topics of study (e.g., the nervous system, hormones, brain chemistry, heredity, and evolutionary influences);

9. discuss the cognitive perspective's major topics of study (e.g., thinking, memory, language, problem solving, and perceptions); and

10. discuss how humanistic psychology and feminist psychology differs from the more dominate perspectives 5. Differentiate the central areas of human motivation:

o Measurable Performance Objectives: 1. identify the components of motives to eat; 2. identify the components of motives to love; 3. identify the components of motives to be sexual; 4. identify the components of motives to achieve; and 5. identify the components of motives to be happy 6. Determine how psychologists define and study personality:

o Measurable Performance Objectives: 1. define personality and its relationship to traits; 2. discern the differences between modern studies of personality (e.g., personality tests and personality traits); and 3. discern various influences on personality (e.g., genetic, environmental, and cultural, and inner experiences such as the humanist and narrative approaches) 7. Identify the symptoms of various psychological disorders and discuss how they are classified or diagnosed, measured, and treated with various therapeutic approaches:

o Measurable Performance Objectives: 1. name and describe the standard reference manual used to classify and diagnose mental disorders; 2. discuss some of the limitations and inherent problems to classifying and labeling mental disorders; 3. differentiate projective tests from objective tests; 4. describe the chief characteristics of various psychological disorders (e.g., anxiety disorders, mood disorders, dissociative disorders, substance-related disorders, schizophrenia, personality disorders, and stress-related disorders); 5. describe how mental disorders are treated with psychotropic medications and psychotherapeutic methods (e.g., psychodynamic therapy, behavior and cognitive therapy, humanist and existential therapy, and family and couples therapy); and 6. evaluate the pros and cons of using biological treatments and psychotherapy for various mental disorders

8. Identity the major and minor psychological perspectives that predominate psychology, with particular attention devoted to the terms, definitions, and theories associated with the biological and cognitive perspectives:

o Measurable Performance Objectives: 1. discuss the biological perspective’s major topics of study (e.g., the nervous system, hormones, brain chemistry, heredity, and evolutionary influences); 2. discuss the cognitive perspective’s major topics of study (e.g., thinking, memory, language, problem solving, and perceptions); 3. discuss the learning perspective’s major topics of study (e.g., the environment and experience); 4. discuss the sociocultural perspective’s major topics of study (e.g., social and cultural contexts); 5. discuss the psychodynamic perspective’s major topics of study (e.g., unconscious thoughts, desires, and conflicts); and 6. discuss how humanistic psychology and feminist psychology differs from the more dominate perspectives

9. Examine the contributions of evolutionary psychology and behavioral genetics in shaping human commonalities and individual differences:

o Measurable Performance Objectives: 1. identify the mechanisms in evolutionary psychology that might explain commonalities in language learning, attention, perception, memory, sexual behavior, cooperation, helpfulness to others, emotion, reasoning, and other aspects of human psychology; and 2. identify what researchers in behavioral genetics do in their attempts to tease apart the relative contributions of heredity and environment to explain individual differences in personality, mental ability, and other characteristics 10. Describe the function of the nervous system, communication in the nervous system, and the major brain structures:

o Measurable Performance Objectives: 1. identify the function and parts of the neuron;

2. describe how neurons communicate; 3. describe the nature and effects of neurotransmitter;

4. identify the major brain structures and function (e.g., the brain stem, cerebellum, thalamus, hypothalamus, pituitary gland, amygdale, hippocampus, and cerebrum); and 5. recognize and describe the relationship between the two hemispheres of the brain 11. Describe the various body rhythms and how mental states may affect them:

o Measurable Performance Objectives: 1. describe the importance of circadian rhythms; 2. describe the function of dreams and how they have been studied; 3. compare the strengths and weaknesses of prominent theories on dreams (e.g., psychoanalytic, problem-focused, cognitive, and activation-synthesis); 4. critically evaluate the conclusions that researchers on hypnosis have made; and 5. describe how psychoactive drugs have been used to alter one’s states of consciousness

12. Discuss the relationship between how one’s senses take in information from the environment and how one’s brain uses this information to construct a model of the world:

o Measurable Performance Objectives: 1. describe the importance of sensory processes (e.g., the eyes, ears, tongue, nose, skin, and internal body tissues) in determining one’s sense of reality; and 2. describe how perception organizes one’s sensory processes into meaningful patterns 13. Distinguish the prevailing views about memory:

o Measurable Performance Objectives: 1. describe the models of memory and how memory is measured; 2. describe the biological processes associated with memory; 3. describe how humans remember and forget information; 4. evaluate the research findings about autobiographical memories; and 5. discuss the pros and cons of eyewitness testimony 14. Describe how people reason, solve problems, and grow in intelligence and sources of mental shortcomings:

o Measurable Performance Objectives: 1. describe how humans physically manipulate the environment or mentally manipulate internal representations of objects, activities, and situations; 2. describe the processes of rational reasoning and its barriers; 3. describe the psychometric approach to measuring intelligence; and 4. describe kinds of intelligence not measured by traditional IQ tests (e.g., emotional intelligence)

Pre-Course Section Blocks Block Title Content Notes

Class • Professor's Class Announcements Rename Communication standard Announcements.

Online & Hybrid Content from Essex Course Orientation Lessons

Institutional & Content from Essex Departmental Mission/Outcome Statements

Student Services Content from Essex & Resources

Class Information Insert the following Direct Integration links: (Formerly Course Info) • eText • MyLab Resources (if applicable) • Student Resources (if applicable)

Instructor Notes: (if needed) Developer Notes: Create the above section blocks prior to the weekly course content.

Week 1: What Is Psychology? Page Title Content Notes

Lesson 1: What Is Psychology? The three shaded pages comprise a “Lesson” in Moodle.

Objectives Upon successful completion of this lesson, students should specifically be able to do the following: 1. Distinguish the primary ways that psychology differs from pseudoscience, psychobabble, popular opinion, and “plain old common sense.” 2. Define critical thinking and give an example that applies to something you’ll learn about in introductory psychology. 3. List eight important critical thinking guidelines and give an example of how each applies to the science of psychology. 4. Explain the circumstances under which the first psychological laboratory was established. 5. Compare the three early psychologies of structuralism, functionalism, and psychoanalysis and identify the major thinkers who promoted each of these schools of thought. 6. List and describe the four major perspectives in psychology. 7. Distinguish basic psychology and applied psychology and give an example of each. 8. Summarize the kinds of research that experimental, educational, developmental, industrial, and psychometric psychologists might conduct. 9. Compare the training and work settings of different psychological practitioners such as counselors, clinical psychologists, psychotherapists, psychoanalysts, and psychiatrists. 10. Give examples of three ways in which psychologists contribute to their communities. Checklist Please complete the following tasks: • View the lecture material. • Participate in the discussion. • Complete the assignment. • Complete the paper deliverable. • Submit the quiz. • View the Looking Ahead section.

Lecture Read the following: Deep link • Read Chapter 1 from your eText. Note: Click the eText link in the Wade11eLPPTCh01 Class Information block and watch the videos throughout the REV032414.ppt. chapter. You will need to be View the following lectures: authenticated in • The Field of Psychology Lesson Presentation (slides 1–17). order to see CoCo Note: Click the link in the Class Information block. Lesson • PowerPoint Presentation.

Discussion 1.1 Research the field of psychology online. Use this as a starting point: What Psychology Is.

Locate information to answer the following questions: • How would you classify this profession? • What does a psychologist do? • What areas of study make up the field? • What types of disorders are in the field?

Post a summary of the information you gathered in Step 1. • Which area of psychology is most interesting to you? Why?

Discussion 1.2 Many of the topics in Chapter 1 of your eText are counterintuitive and surprising. Name a couple of them and explain why you find them surprising. Will this newfound information be sufficient to change your behavior?

Discussion 1.3 Choose two days of the year, one being your birthday. Access the website Today in History.

Identify the historical events in the field of psychology that happened on your chosen dates. Enter each of the two dates you selected into the date search boxes on the website. Write a one-page summary of the key events in the field of psychology for each date you selected.

Remember to cite your sources and defend your position with evidence from credible sources. Read other students’ posts and respond to at least two of them. When responding to your peers, be courteous and professional.

Assignment 1.1 Perspectives on Psychology Research issues, scope, and perspectives in the field of psychology.

Use the Internet to explore the field of psychology in terms of issues, trends, and various perspectives. Visit these websites to get ideas about the scope of the field of psychology: • American Psychological Association

• Psychology Help Center

Based on the research you conducted for this assignment and what you learned in this lesson, write a two-page paper identifying current trends, issues, and various perspectives on psychology.

Assignment 1.2 Survey Complete the What Do You Know About Psychology? survey and then view the global results. Write a two-page paper that analyzes how you scored versus what everyone else answered. Use this week’s chapter content to explain your analysis.

Assignment 1.3 Journal In a Microsoft Word document, write two to three pages in a professional manner (cite your sources) describing a past, present, or future event in a professional setting. In your description, apply a concept, theory, and/or topic from this week’s eText reading and/or lecture materials. Analyze the outcomes (good or bad) when applying this concept and determine whether they are practical or too theoretical. Defend your stance using examples, evidence, and other scholarly materials.

Paper Research Paper The course research paper is due the 14th week of the course. Select from the topics covered in this course one topic that you will research during the course. Submit your topic to your instructor for approval.

Quiz Introduction: Developer Note: Please insert standard Essex quiz introduction here.

Content: Create a random question pool using all the chapter questions from the test bank:

• 15-question multiple-choice section • 10-question true/false section • 5-question short-answer/essay section

Instructor Notes: (if needed) Developer Notes: (if needed)

Post-Course Section Blocks Block Title Content Notes

Class Completion Content from Essex Requirements

Library - Content from Essex Instructor/Department Materials

Library Course • Instructor Materials Connect – Pearson • CoCo Presentation Links Materials

Instructor Notes: (if needed) Developer Notes: Create the above section blocks after the last week of course content.