Brigham Young University Psychology 111, Section 1



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Brigham Young University

Psychology 111, Section 1

Psychological Sciences

Fall 2012

MWF 11:00 am - 11:50 am

1102 JKB


Instructor: Dr. Jared R. Chapman, PhD, MBA, MSc

Office Hours: By appointment

Email: Please use the mail function within Learning Suite to email me
Required Text: Psychology, David Myers, 9th edition,

ISBN: 9781429215978


Teaching Assistants (TAs) Office Hours in Writing Assignments

Psych Central: 1150 SWKT (based on first letter of your last name)


April Hillquist – Head TA By Appointment

april.hillquist@gmail.com

Seren Bezzant Monday: 2:00 pm – 4:00 pm A-C

sbezz17@gmail.com

Shelby Hatch Tues/Thurs: 12:00 pm – 1:00 pm D-Hi

hatchgurl07@hotmail.com

Kathryn Larsen Monday: 12:00 pm – 1:00 pm Hj-Ma

kathrynlarsen@yahoo.com Wednesday: 10:00 am – 11:00 am

Abish Lai

abishlai.is@gmail.com Tues/Thurs: 2:00 pm – 3:00 pm Rb-Th

Adam Broud

adambroud@gmail.com Mon/Weds: 10:00 am – 11:00 am Ti-Z


Students have been assigned to a specific Teaching Assistant (TA) for writing assignments based on your last name (see above). You need to meet with your assigned TA for assistance with your papers because he/she will be the TA that will be grading them. For other questions, such as questions regarding lecture material for the exams, you are free to meet with any TA. If your TA’s schedule does not work for you, feel free to email them to make an appointment.


Learning Outcomes
1. Knowledge of theoretical perspectives

Objective: Demonstrate a broad knowledge of the basic theoretical perspectives that guide psychological inquiry.

Measurement: Examinations, quizzes, comprehensive final examination that includes questions common to all Psychology 111 sections.

2. Applying psychological principles



Objective: Apply psychological principles to personal and social issues and problems.

Measurement: Examinations, quizzes, comprehensive final examination that includes questions common to all Psychology 111 sections, response papers to essays written by practicing research psychologists or term paper.

3. Research methods



Objective: Understand the basic research methods used in psychology, including classical and current experiments.

Measurement: Examinations, quizzes, comprehensive final examination that includes questions common to all Psychology 111 sections, response papers to essays written by practicing research psychologists or term paper, participation as a subject in actual psychological research.
Course Objectives



  • To learn the psychological processes that underlie motivation, relationships, emotions, and problem solving.

  • To understand the different forms of research (basic, applied, and clinical), as well as cause and effect relationships.

  • To learn how brain mechanisms control behavioral processes.

  • To learn the basic underlying psychological, genetic, and physiological forces that motivate our behavior

  • To understand the various forms of psychopathology, mental illness and their treatments.

  • To integrate personal values and belief systems with the material learned in the course and to integrate principles of psychology into our church service and interpretation of the gospel.


Gradable Events
In class quizzes (~20) 20%

Exams (4) 45%

Article Evaluations (3) 30%

Research participation 5%



Extra credit 0%
Late work will NOT be accepted. Plan ahead.
Quizzes serve two purposes. First, they allow you to judge how well you have learned the material from the text. Second, they measure attendance. Short quizzes will be administered via iClickers at the beginning of some classes in a quasi-random fashion. I will drop the lowest 2 scores.
Exams serve as a measure of your knowledge of the principles and models described in this class. They will be administered in the testing center. Each exam will have 40 questions. These questions will be primarily scenario based. Rather than ask you to recite a fact, you will be required to apply a principle. Example questions will be provided by TAs in review sessions.
Article Evaluations: Three article evaluations are required during the semester. These evaluations must be based solely on articles found in Learning Suite (one article per summary). Your evaluation should be clearly organized and written in Standard English with good writing mechanics. The evaluation should be no longer than two double-spaced pages, with 1-inch margins and 12-point Times New Roman font. You can submit your evaluation early, but evaluations will not be accepted after the due dates. Each evaluation is worth up to 15 points. More specific information will be provided below.
Research Participation. Every semester student and faculty researchers are searching for participants for their various research projects. Participating in such projects is beneficial to students in learning the different methods and approaches in how research is conducted within psychology. These research opportunities are available on BYU's SONA website (byu.sona-systems.com) and announcements will be made in class sometimes for opportunities to participate. Students will be required to participate in enough research to earn 10 SONA credits.
Course Schedule


Week

Chap

Topic

M

W

F

Assignments

1

1

Thinking Critically With Psychological Science

M - Aug 27

W - Aug 29

F - Aug 31




2

2

The Biology of Mind

No class

W - Sep 05

F - Sep 07




3

3

Consciousness and the Two-Track Mind

M - Sep 10

W - Sep 12

F - Sep 14




4

4

Nature, Nurture, and Human Diversity

M - Sep 17

W - Sep 19

F - Sep 21




5

5

Developing Through the Life Span

M - Sep 24

W - Sep 26

F - Sep 28

Exam 1

6

6

Sensation and Perception

M - Oct 01

W - Oct 03

F - Oct 05

Paper 1

7

7

Learning

M - Oct 08

W - Oct 10

F - Oct 12




8

8

Memory

M - Oct 15

W - Oct 17

F - Oct 19




9

9

Thinking and Language

M - Oct 22

W - Oct 24

F - Oct 26

Exam 2

10

10

Intelligence

M - Oct 29

W - Oct 31

F - Nov 02

Paper 2

11

11

Motivation and Work

M - Nov 05

W - Nov 07

F - Nov 09




12

12

Emotions, Stress, and Health

M - Nov 12

W - Nov 14

F - Nov 16




13

13

Personality

M - Nov 19

T - Nov 20

No Class

Exam 3

14

14/15

Psychological Disorders/Therapy

M - Nov 26

W - Nov 28

F - Nov 30

Paper 3

15

16

Social Psychology

M - Dec 03

W - Dec 05




Research participation due

16
















Exam 4



Grading Scale
Your total points earned will be converted to a percentage that will determine your final course grade based on the following grading scale:
94 – 100% A 90 – 93% A-

87 - 89% B+ 82 – 86% B

80 - 81% B- 77 – 79% C+

72 - 76% C 70 – 71% C-

67 - 69% D+ 62 – 66% D

60 - 61% D- < 60% E



Program Learning Objectives

The objectives of the Psychology department’s undergraduate curriculum are closely matched to those advocated by the American Psychological Association, the discipline’s primary professional body. (Note: The reference to students in the following statement of goals is to students who graduate from the University with a major in psychology.) Graduates will:




  • To be able to demonstrate that students understand and can apply basic research methods in psychology, including research design, data analysis, and interpretation of results in light of previous findings.

  • To be able to use computers and other research-related technology to competently collect, access, and manage information, for communication, and for other purposes.

  • To be able to express realistic ideas about how to implement their psychological understanding, skills, and values in occupational and family-related pursuits in a variety of settings.

  • To be able to critically reflect on the content of psychology as well as on disciplinary values in light of their knowledge of and commitment to the restored gospel of Jesus Christ and to sustain personal values that are true to the gospel while maintaining their serious study of psychology

Each program at BYU has developed a set of expected student learning outcomes to help you understand the objectives of the curriculum in the program, including this class. To view the expected student learning outcomes for the programs in the psychology program, go to http://learningoutcomes.byu.edu and click on the College of Family, Home, and Social Sciences and then click on psychology. We welcome feedback on the expected student learning outcomes, which can be sent to FHSS@byu.edu


Honor Code Standards
In keeping with the principles of the BYU Honor Code, students are expected to be honest in all of their academic work. Academic honesty means, most fundamentally, that any work you present as your own must in fact be your own work and not that of another. Violations of this principle may result in a failing grade in the course and additional disciplinary action by the university.
Students are also expected to adhere to the Dress and Grooming Standards. Adherence demonstrates respect for yourself and others and ensures an effective learning and working environment. It is the university’s expectation, and my own expectation in class, that each student will abide by all Honor Code standards. Please call the Honor Code Office at 422-2847 if you have questions about those standards.

iClickers
iClickers are required for this course because we will be using them for the weekly quizzes, which will be given in class. Therefore, you are required to bring your iClicker to every class, since quizzes will not be announced ahead of time.
Forgotten or nonfunctioning iClickers: I drop 2 in class quizzes so you can forget your iClicker or have it nonfunctioning twice before it will impact your grade. There is no make-up or accommodation made for missed quizzes.

Sensitive Issues
Some of the material covered in class is potentially sensitive, such as divorce, abuse, and mental illness. If this is of concern to you, please feel free to discuss it with me beforehand.
Psych Central and Teaching Assistants
Psych Central is a learning lab available at 1150 SWKT. It is open during normal working hours Monday through Friday and is staffed with psychology students who are available to help with questions about psychology. Also available are a variety of textbooks, films, and models to aid in understanding the information discussed in class. Several teaching assistants are associated with this class. The teaching assistants spend two hours each week in Psych Central and are available for help with questions about the course and its content and help with organizing your article evaluation papers.
Preventing Sexual Harassment
Title IX of the Education Amendments of 1972 prohibits sex discrimination against any participant in an educational program or activity that receives federal funds. The act is intended to eliminate sex discrimination in education. Title IX covers discrimination in programs, admissions, activities, and student-to-student sexual harassment. BYU’s policy against sexual harassment extends not only to employees of the university, but to students as well. If you encounter unlawful sexual harassment or gender-based discrimination, please talk to your professor; contact the Equal Employment Office at 422-5895 or 367-5689 (24-hours); or contact the Honor Code Office at 422-2847.
Students with Disabilities
Brigham Young University is committed to providing a working and learning atmosphere that reasonably accommodates qualified persons with disabilities. If you have any disability which may impair your ability to complete this course successfully, please contact the Services for Students with Disabilities Office (422-2767). Reasonable academic accommodations are reviewed for all students who have qualified, documented disabilities. Services are coordinated with the student and instructor by the SSD Office. If you need assistance or if you feel you have been unlawfully discriminated against on the basis of disability, you may seek resolution through established grievance policy and procedures by contacting the Equal Employment Office at 422-5895, D-285 ASB.
Student Academic Grievance Policy
Despite the well-meaning efforts of students and faculty, there may be occasions when a student feels his/her work as been unfairly or inadequately evaluated. Usually such differences can be amicably resolved on a personal basis between the student and faculty member involved. The following procedures will assist students and faculty in the resolution of such grievances. They are designed to encourage satisfactory resolution of academic grievances with a minimum of formal procedure.
The grievance must be initiated by the student no later than one year from the last day of the examination period of the semester in which the alleged unfair or inadequate evaluation occurred.
The student should initially address the grievance to the faculty member involved for resolution. If, for any reason, the faculty member is unavailable or the student believes the matter will not be fairly dealt with or will create the possibility of retribution, the student may direct the grievance to the department chair of the faculty member. If there is no department chair, the grievance shall be directed to an associate dean or other person designated by the dean of the college to hear such matters (any such person is hereinafter referred to as the Department Chair). The faculty member or Department Chair shall have the right to consult others regarding the matter.

Writing Evaluations Instructions
In each evaluation, you must include the following:


  • The title of the article (in quotation marks) and the name of the author in your first paragraph.

  • Write your own thesis statement in the opening paragraph that also relates to your conclusion. Make sure that you do not simply restate the author’s thesis.

  • In the next few paragraphs, use the article’s main ideas, evidences and conclusions to support your thesis.

  • In the concluding paragraph(s), include two specific applications of the research.

  • The first application should relate the research to you personally.

  • The second application should relate to society as a whole.

These should be all your original thoughts, not the authors. You do not need to include personal or private information in your interpretation.

  • Please distinguish in the essay when you are summarizing from the article and when you are interpreting or analyzing the ideas the author presents. You can use first person when talking about these applications.

  • You must have a Reference Page citing the article at the end of your paper. This does not count toward your total page count of your article. This should be formatted in APA style.

  • Also, include in-text citations both when quoting and paraphrasing. Do not plagiarize!! Use APA formatting for all citations. There are examples of APA Style requirements at the end of this syllabus.

  • YOU ARE REQUIRED TO ATTEND AN ADVISING SESSION AT THE FHSS WRITING LAB, LOCATED AT 1049 JFSB, PRIOR TO TURNING IN YOUR FIRST WRITING EVALUATION. You will lose 5 points if you fail to attend an advising session for the first paper. We advise making an appointment in advance on their website at: http://fhsswriting.byu.edu/Pages/Home.aspx


Consider the following suggestions while writing your summaries:

  • Have a clear thesis statement at the beginning of your summary that is your own and not the author’s – everything in the summary should relate to this statement.

  • There should be no typographical, spelling, or grammatical errors. Always proofread your evaluation carefully before turning it in to Gradebook. You should also have someone else proofread it as well.

  • Use quotations sparingly, if at all. If you do use a quotation, it should be either exceptionally well worded or absolutely integral to the point you are making. Paraphrasing, with proper citation, is generally preferred over quotation.

  • Any use of another’s words or ideas requires a citation. Do not plagiarize!

  • Please limit the text of your evaluation to NO MORE than two pages.

  • Try to vary the length and structure of your sentences. A paper composed of short, medium, and long sentences tends to read better than a paper of uniform sentence lengths.

  • For spacing after punctuation:

  • Two spaces after a period, question mark, exclamation point or colon.

  • One space after commas and semicolons.

  • Use dashes sparingly

  • Do not put side comments in parenthesis

  • If possible, minimize your use of “to be” verbs (is, are, was, were, being), substituting other verbs, if possible.

  • Eliminate redundancy. For example, instead of writing, “The past history suggests…” simply write, “The history suggests…”

  • Avoid slang, jargon, informal and colloquial terms, and the passive voice, where possible. Please write your paper in clear, Standard English.

  • Use transition statements liberally to move from one paragraph to another and between sentences.

  • Each paragraph should be well organized and have a topic sentence; if a sentence does not fit with the topic sentence, start of new paragraph. Use transition words liberally in your paragraphs (in addition, moreover, whereas, accordingly, in contrast, conversely, as such, although, etc.).


Your summaries will be graded according to the following rubric:

“+” indicates items done well

“–” indicates items need improvement
RUBRIC
Using the American Psychological Association (APA) Style

Because you will be using essays exclusively from the text, Psychology and the Real World, you will not include any additional sources. Therefore, you need to follow the examples of APA Style as demonstrated by the examples below:


Your reference page should be written as follows:
References

Ekman, P., & Matsumoto, D. (2011). Reading faces: The universality of emotional

expression. In M. A. Gernsbacher, R. W. Pew, L. M. Hough, & J. R. Pomerantz (Eds.),

Psychology and the Real World (pp. xx-xx). New York: Worth Publishers.

In-Text Citations­­­­­­­­­­­­­­­­­­­ - Paraphrasing
When using APA format, follow the author-date method of citation. This means that the author's last name and the year of publication for the source should appear in the text, and a complete reference should appear in the reference list.
Examples:
1. Smith (1998) compared reaction times . . .

2. In a recent study of reaction times (Smith, 1998), . . .

3. In 1998, Smith compared reaction times.



In-text Citations - Quotes

Short Quotations

To indicate short quotations (fewer than 40 words) in your text, enclose the quotation within quotation marks. Provide the author, year, and specific page citation in the text, and include a complete reference in the reference list. In general, periods and commas go inside the quote marks (see example 1). End-of-the-sentence periods appear after the parenthetical citation (see example 2). Question marks and exclamation points should appear within the quotation marks if they are a part of the quotation but after the parenthetical citation if they are a part of your text. Because this is only a two-page paper, long quotes (anything over 20 words) should not be included. Doing so will cost you ½ point per occurence.


Examples:


  1. According to Miele (1999, p. 276), “the placebo effect disappeared when behaviors were studied in this manner.”

  2. She stated, "The placebo effect disappeared when behaviors were studied in this manner” (Miele, 1999, p. 276).

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