1000-004
Psychology 1000-004
Introduction to Psychology
If there is a discrepancy between the outline posted below and the outline posted on the OWL course website, the latter shall prevail.
Welcome to the redesigned Psychology class! We plan to make this year’s course every bit as successful as in previous years. Below you will find a course description, evaluation summary, lecture outline, and some study tips. We will go over these points in class, but please take a few minutes to familiarize yourself with the outline right now. I look forward to teaching you in Psych 1000 and wish you all the best for a great year!
Dr. TC Biggs
1.0 CALENDAR DESCRIPTION
An introductory survey of the methods and findings of modern scientific psychology. The following topics will be covered: history and methodology, biological psychology, sensation and perception, learning and motivation, verbal and cognitive processes, developmental psychology, social psychology, individual differences (intelligence and personality), and clinical psychology.
Antirequisites: Psychology 1100E, the former Psychology 1200
Antirequisites are courses that overlap sufficiently in content that only one can be taken for credit. So if you take a course that is an antirequisite to a course previously taken, you will lose credit for the earlier course, regardless of the grade achieved in the most recent course.
3 lecture hours, 1.0 course
Please note: You are responsible for ensuring that you have successfully completed all course prerequisites, and that you have not taken an antirequisite course. Lack of prerequisites may not be used as a basis for appeal. If you are found to be ineligible for a course, you may be removed at any time and will receive no adjustment to your fees. This decision cannot be appealed. If you find that you do not have the course prerequisites, it is in your best interest to drop the course well before the end of the add/drop period. Your prompt attention to this matter will not only protect your academic record, but will ensure that spaces become available for students who require the course for graduation.
2.0 COURSE INFORMATION
Instructor: Dr. TC Biggs Room 7440, SSC
e-mail: tbiggs@uwo.ca
Class: HSB 40 Tuesday & Thursday, 12:30 - 2:30 p.m.
Office Hours: By appointment
Teaching Staff
In addition to Dr. Biggs, there are a number of Graduate Teaching Assistants assigned to Intro Psych. The graduate students have been part of the Department of Psychology from 1 to 5 years. Teaching assistants may be in HSB 40 before, during, and after class. Please feel free to address any questions about the lecture, the program, or psychology in general to them as well as to Dr. Biggs. The TAs also will hold office hours during the week ... please e-mail them to set up an appointment as there are no drop in hours.
Fall semester TAs: TBA
Winter semester TAs: TBA
If you or someone you know is experiencing distress, there are several resources here at Western to assist you. Please visit: http://www.uwo.ca/uwocom/mentalhealth/ for more information on these resources and on mental health.
Please contact the course instructor if you require material in an alternate format or if you require any other arrangements to make this course more accessible to you. You may also wish to contact Services for Students with Disabilities (SSD) at 519-661-2111 ext 82147 for any specific question regarding an accommodation.
3.0 TEXTBOOK
Required Text: Passer, M.W., Smith, R.E., Atkinson, M.L., Mitchell, J.B., & Muir, D.W. (2014). Psychology: Frontiers and Applications. Fifth Canadian Edition. Toronto: McGraw Hill Ryerson.
Note: this text comes shrink-wrapped with a passkey for the CONNECT website. YOU WILL REQUIRE THIS PASSKEY for the quizzes portion of the course. Also, it is important to purchase the 5th edition—it has content that is not available in earlier editions.
Recommended: Ellis, Toft & Dawson (2012). Becoming a Master Student. Nelson
Psych 1000 Web Site
The course website is located at: http://owl.uwo.ca
Here you will find class information, study suggestions, links to other resources, etc. Please check it often.
Questions
Asking questions during lecture is an extremely important part of learning. I strongly encourage you to ask a question whenever you require clarification on an issue, or have an observation to make yourself. Sometimes we get so many questions on a particular topic that I have to limit the amount of time on any particular issue. If you do not get a chance to ask your question during class you can always talk to a TA during the break, or at the end of the lecture.
Note: Routine questions such as ―Where is the exam?, What chapters are covered for the midterm?, etc., may already be addressed in the Syllabus posted on the course website. Please look there before asking.
Classroom Conduct
The classroom holds a maximum of 500. With almost 500 people in one room, there can be considerable confusion. A few, simple rules can keep the confusion to a minimum, and help provide a reasonably quiet teaching environment for all students.
1. Class is scheduled from 12:30 to 2:30 p.m. on Tues. and Thurs. I have taken into account travel time to get from a previous class so the lecture will start promptly at 12:45 p.m. You must do your absolute best be in HSB 40 by 12:45 p.m. When you arrive late the distraction is inconsiderate to everyone else in the lecture.
If you must come late, please take the first available seat. I will do my best to end the lecture by 2:15 p.m. This should allow you enough time to exit and get to your next class. Please do not leave early – people gathering up gear, putting on jackets and shuffling up and down the aisles causes a great deal of distraction. We will take a brief stretch break around 1:30 p.m.
2. The potential noise level generated by almost 500 people "whispering" to one another is quite high. In order that everyone can hear the lecture, please do not talk to your neighbours during lecture. If the noise level starts to climb, one of the teaching staff will remind you not to talk. If the noise level continues to climb, you may be asked to leave the room. Please remember that there are many other people in the room and we all must be sensitive to everyone's concerns. Also, please turn off your cell phone when you enter the classroom. The ring tone can be very distracting to your fellow students.
4.0 COURSE OBJECTIVES
This course is an introductory level survey of the methods and findings of modern scientific psychology. The goal is to provide students with an overview of various topic domains within the realm of psychology. As such, students will be exposed to diverse theoretical viewpoints and various methods and procedures for the scientific investigation of psychological issues.
Note: Modern psychology is scientific in nature. Consequently, we will spend a lot of time discussing science-related topics such as research design, neural functioning, sensory mechanisms, brain structure, etc.
Each chapter in the text covers a major interest area in psychology. Following each chapter, students will be able to identify the major concepts and terminology for that topic area. In addition, when presented with a hypothetical problem or case, students will be able to assess and evaluate the problem and choose the best solution.
4.1 STUDENT LEARNING OUTCOMES
Each chapter in the text covers a major interest area in psychology. By the end of this course, the successful student will be able to:
- o Identify the major concepts, theories and topics in Psychology
- o Distinguish between and identify the relative strengths and weaknesses of various theories in Psychology
- o Apply concepts and theories from Psychology to everyday problems
- o Interpret statistical information presented in tables or graphs
- o Ask questions about topics in Psychology
- o Apply DSM criteria to provide the most plausible diagnosis for a set of psychological problems
- o Identify common research designs used in Psychology
5.0 EVALUATION
There will four tests during the year. All tests are common to all sections of Psych 1000. Term test 1 (Fall term test) is scheduled for Saturday October 22, 2016 from 9:00 a.m. to 11:00 a.m. Term test 1 will consist of 75 multiple choice questions (chapters 1 – 4 plus Appendix ) and is worth 20%. Questions will be based on both the text and lecture material. The Christmas test will be scheduled sometime during the Christmas exam period (Dec. 10 - 21, 2016). This test will consist of 75 multiple choice questions covering both text and lecture material and is worth 20%. The Christmas test covers chapters 5 – 8.
Term test 2 is scheduled for Saturday March 11, 2017 from 3:00 p.m. to 5:00 p.m. and will be worth 20%. This test is similar to Term test 1 and the Christmas test (i.e., 75 multiple choice questions from the text and lecture material). Term test 2 will cover chapters 9 – 13. The final exam will be scheduled during the final exam period (April 9 – 30, 2017) and is worth 30%. The final exam covers chapters 14 – 17 and will consist of 100 questions from both the text and lecture material.
In addition to the exams, you must complete a series of quizzes on the CONNECT site and participate in a series of on-line discussions. The discussions are based on the content of the Ask Dr. Mike book, included with your text. Details about the format and a grading scheme will be posted on Owl. The quizzes are worth 5% and the discussions are worth 5%.
Learning Outcomes, Activities and Assessment
|
Learning Outcome |
Learning Activity |
Assessment |
|
Identify major concepts, theories, and topics in Psychology |
Reading & attendance at lectures |
Multiple choice exams |
|
Distinguish between and identify the relative strengths and weaknesses of various theories in Psychology |
Reading & attendance at lectures |
Multiple choice exams |
|
Apply concepts and theories from Psychology to everyday problems |
Reading & attendance at lectures |
Multiple choice exams |
|
Ask questions about topics in Psychology |
Online discussions |
Quality of posted questions
|
|
Interpret statistical information presented in tables or graphs |
Reading & attendance at lectures |
Multiple choice exams |
|
Apply DSM criteria to provide the most plausible diagnosis for a set of psychological symptoms |
Reading & attendance at lectures |
Multiple choice exams |
|
Identify common research designs used in Psychology |
Reading & attendance at lectures |
Multiple choice exams |
EVALUATION SUMMARY:
Term test 1: 20%
Mid year test: 20%
Term test 2: 20%
Final exam: 30%
Discussion: 5%
Quizzes: 5%
Total 100%
Finally, there is a research participation requirement (see details on the OWL site). Please note that this is a Department of Psychology requirement and does not add marks to your grade. However, Failure to meet the research requirement will result in a loss of 10 points on your final grade.
EVALUATION GUIDELINES
Although the Psychology Department does not require instructors to adjust their course grades to conform to specific targets, the expectation is that course marks will be distributed around the following averages:
70% 1000-level and 2000-level courses
72% 2190-2990 level courses
75% 3000-level courses
80% 4000-level courses
The Psychology Department follows the University of Western Ontario grading guidelines, which are as follows (see http://www.uwo.ca/univsec/pdf/academic_policies/general/grades_undergrad.pdf ):
A+ 90-100 One could scarcely expect better from a student at this level
A 80-89 Superior work that is clearly above average
B 70-79 Good work, meeting all requirements, and eminently satisfactory
C 60-69 Competent work, meeting requirements
D 50-59 Fair work, minimally acceptable
F below 50 Fail
6.0 TEST AND EXAMINATION SCHEDULE
The locations of all tests and exams will be posted on the course web site once they have been determined by the registrar.
Midterm 1: SAT., October 22, 9:00 – 11:00 AM Chapters 1 - 4 & Appendix
Midterm 2: Dec., Exam period. Specific Date, Time and Location to be set by the Registrar. Chapters 5 – 8.
Midterm 3: SAT., March 11, 3:00 – 5:00 PM Chapters 9 - 13
Final Exam: April exam period. Specific Date, Time and Location to be set by the Registrar. Chapters 14 - 17.
Discussion postings and Connect quizzes for the relevant chapters should be completed prior to each midterm (e.g., Discussion 1 Tuesday Oct 18 by 11:55 PM Connect Quizzes for Chaps 1 through 4 Thursday Oct 20).
7.0 CLASS SCHEDULE
Topics will be covered in the following order during the year. Approximate lecture dates are given so that you can keep up with the readings. Ideally, you should do the required readings before the topic is covered in class. Lectures are intended to highlight certain areas of each topic -- there is not enough time available to us to cover all the material. However, you are responsible for all the material in the text and the lectures. Please note that there is a fairly heavy reading load in this course -- we cover approximately one chapter every week and half. Thus, it is important for you to keep up with the readings.
Topic Chapter Class Date
Introduction 1 & 2 Sept. 8, 13, 15
& Methodology
Biological Foundations 3 Sept. 20, 22, 27, 29
Genes & Behaviour 4 Oct. 4, 6, 11
Statistics Appendix Oct.13, 18
Discussion 1 Postings Due Oct 18
Connect Quizzes chapter 1 through 4 Due Oct 20.
Term test 1 (20%) 1 – 4, plus Appendix Oct. 24, 9:00 a.m.
Sensation & Perception 5 Oct. 20, 25,
Nov. 1
Consciousness 6 Nov. 3, 8
Learning 7 Nov. 10, 15, 17, 22
Memory 8 Nov. 24, 29
Dec. 1, 6
Discussion 2 Postings Due Dec 6
Connect Quizzes chapter 5 through 8 Due Dec 7
Mid-year TEST (20%) 5 - 8 Dec. 10 – 21
Second Term—Classes resume on Jan. 5
Topic Chapter Lecture date
Language & Thought 9 Jan. 5, 10
Intelligence 10 Jan. 12, 17
Motivation & Emotion 11 Jan. 19, 24, 26
Development 12 Jan. 31, Feb. 2, 7, 9
Social Psychology 13 Feb. 14, 16, 28, March 2
Conference Week Feb. 20 - 24
Discussion 3 Postings Due Mar 7
Connect Quizzes chapter 9 through 13 Due Mar 9.
Term test 2 (20%) 9 - 13 March 11, 3:00 p.m.
Stress 15 March 7
Personality 14 March 9, 14
Disorders 16 March 16, 21, 23
Treatment 17 March 28, 30
April 4, 6
Final Exam (30%) 14 - 17 April 9 – 30
8.0 STATEMENT ON ACADEMIC OFFENCES
Students are responsible for understanding the nature and avoiding the occurrence of plagiarism and other scholastic offenses. Plagiarism and cheating are considered very serious offenses because they undermine the integrity of research and education. Actions constituting a scholastic offense are described at the following link: http://www.uwo.ca/univsec/pdf/academic_policies/appeals/scholastic_discipline_undergrad.pdf
As of Sept. 1, 2009, the Department of Psychology will take the following steps to detect scholastic offenses. All multiple-choice tests and exams will be checked for similarities in the pattern of responses using reliable software, and records will be made of student seating locations in all tests and exams. All written assignments will be submitted to TurnItIn, a service designed to detect and deter plagiarism by comparing written material to over 5 billion pages of content located on the Internet or in TurnItIn’s databases. All papers submitted for such checking will be included as source documents in the reference database for the purpose of detecting plagiarism of papers subsequently submitted to the system. Use of the service is subject to the licensing agreement, currently between Western and Turnitin.com http://www.turnitin.com
Possible penalties for a scholastic offense include failure of the assignment, failure of the course, suspension from the University, and expulsion from the University.
9.0 POLICY ON ACCOMMODATION FOR MEDICAL ILLNESS
Western’s policy on Accommodation for Medical Illness can be found at:
http://www.westerncalendar.uwo.ca/2016/pg117.html
Students must see the Academic Counsellor and submit all required documentation in order to be approved for certain accommodation:
http://counselling.ssc.uwo.ca/procedures/medical_accommodation.html
10.0 OTHER INFORMATION
Office of the Registrar web site: http://registrar.uwo.ca
Student Development Services web site: http://www.sdc.uwo.ca
Please see the Psychology Undergraduate web site for information on the following:
http://psychology.uwo.ca/undergraduate/student_responsibilities/index.html
- Policy on Cheating and Academic Misconduct
- Procedures for Appealing Academic Evaluations
- Policy on Attendance
- Policy Regarding Makeup Exams and Extensions of Deadlines
- Policy for Assignments
- Short Absences
- Extended Absences
- Documentation
- Academic Concerns
- 2016 Calendar References
No electronic devices, including cell phones, will be allowed during exams.
LEARNING INFORMATION EFFICIENTLY
You will be expected to know the assigned chapters VERY WELL!
Many of the multiple-choice questions in this course are based on material from the chapters that is not explicitly covered in lecture. To be able to answer these questions correctly you will need to know and understand each of the concepts and processes described in the assigned chapters. This a major learning task and many students run into difficulties because they do not know how to handle this learning task efficiently.
Just reading the assigned chapters is NOT enough!
For most people the process of reading something, or even re-reading it, does not mean that they remember it. This is especially true for "heavy" course content such as that found in the psychology text. If you wish to learn the material from the text efficiently, you will need to approach it in a different manner.
Learn the text chapters using ACTIVE reading/learning strategies.
Strategies recommended for efficient learning of text material can be divided into three types: pre-reading, reading for comprehension, and post-reading.
a. Pre-reading. Learn the headings and subheadings.
Instead of diving immediately into reading the chapter, spend a few minutes learning the headings and subheadings. The headings and subheadings tell you the important ideas that will be covered in the chapter. In the text they are laid out for you on the first few pages of the book in the table of contents. Look at these headings and subheadings, think how they have been ordered, try reciting them from memory, and then write them out on a separate sheet of paper.
b. Reading for comprehension. Read a few pages and THEN summarize.
Don't try to read most of the chapter in one sitting. It is much easier to learn the material in small chunks. Read a few pages carefully and THEN make a summary of the important points. Continue doing this until you have summarized about 10 pages - then take a break. You can summarize by highlighting sparingly AND making marginal notes, or by making separate written notes.
Note that much of the information in psychology comes in the form of arguments. Here are some the important kinds of information that are crucial to knowing and understanding an argument: i) definitions of new terms, ii) essential explanations of the specific argument, iii) examples, iv) results of studies.
If you make separate summary notes, try using point form and keywords. This has 2 advantages: the notes are made more quickly and they are easier to read. As you record key terms and definitions ALWAYS relate them to the arguments of which they are a part.
c. Post-reading. Test yourself.
After actively reading 10 or more pages in the manner described above, try reciting (i.e., recalling from memory) all the important points under each heading and subheading that you have studied. This will reinforce the ideas you know and identify those that you need to review. Doing the study guide questions and relevant old exam questions after you have finished the entire chapter can also be very helpful.
