Honors Psychology

In an effort to limit the use of excessive paper, I have posted the Syllabus and Guidelines for Monthly Papers on the following web pages. Additionally, class rules and procedures along with the materials required for this course are listed under the Announcements tab. Happy Learning!

SYLLABUS

Course Description

The purpose of Honors Psychology is to introduce students to the systematic and scientific study of behavior and mental processes of humans and animals. Students are exposed to the psychological facts, principles, and phenomena associated with each of the major subfields within psychology. Emphasis will be placed on a general understanding of psychology as a valuable tool for dealing intelligently and effectively with the basic psychological experiences of life. It is hoped that knowledge of psychological inquiry will provide you with a way of perceiving aspects of the world around us, insights into your own behavior, and an appreciation of the complexity of human behavior.

Grade Weights

Grading of tests, quizzes, assignments and research papers/projects is determined on a percentage basis of 100%.

Participation/Focus/Engagement 10%

Monthly Assignments 20%

Quizzes and Classroom Assignments 30%

Chapter(s) Exams 40%

Research Papers/Projects (worth two exams) X

Scheduled during 2 nd and 4 th 9 Weeks

Semester Exam X

(may be worth two exams if required)

Rearch Papers/Projects

You will be required to submit two research papers or projects, the first being due the 2nd 9 weeks and the last being the 4th 9 weeks.

Course Objectives

· To understand key concepts of the major sub-fields of Psychology.

· Students will study the major core concepts and theories of psychology. They will be able to define

key terms and them in everyday vocabulary.

· Students will learn the basic skills of psychological research and be able to apply psychological concepts in their own lives.

Participation

· I strongly encourage you to participate in classroom discussions and activities. Students assist in creating the atmosphere and mood of the class. Please become actively involved when appropriate. Participation in a class such as Psychology where we will be doing many demonstrations and activities will enhance your interest in the class and learning.

· You are encouraged to bring into class any materials, ideas, news, articles, artifacts, etc., that are relevant for classroom discussion.

· Positive class participation is expected. It includes: paying attention; not sleeping in class; looking interested in the class material; asking questions about the material you have read; bringing in cartoons, magazine, newspaper, and journal articles related to the topics studied; being willing to summarize the content for the class; and actually contributing something to the class activities for the day.

· No course work from any class other than Psychology will be tolerated.

Extra Credit

I do not believe in extra credit because I give my students many ways to succeed. I feel extra credit may be earned only after all the required work is completed. If you are missing assignments, you are not eligible for extra credit. Extra credit will be available only at the instructor’s discretion.

Guidelines for Monthly Papers

FYI - to document your sources properly, refer to the guide below:

1. Book with one author or editor:

Bowker, Michael. Fatal Deception: The Untold Story of Asbestos.

New York: Rodale, 2003.

2. Book with two authors or editors:

Cohen, Andrew, and J.L. Granatstein, eds. Trudeau's Shadow: The Life and Legacy

of Pierre Elliott Trudeau. Toronto: Random, 1998.

3. Article in an encyclopedia with an author:

Kibby, Michael W. "Dyslexia." World Book Encyclopedia. 2000 ed.

4. Article in a magazine, journal, periodical, newsletter, or newspaper with one or more authors:

Hewitt, Ben. "Quick Fixes for Everyday Disasters." Popular Mechanics Nov. 2004:

pp. 83-88.

5. Documentary, Movie or Television Program:

Charlie and the Chocolate Factory. Dir. Tim Burton. Based on book by Roald Dahl.

Perf. Johnny Depp. Warner, 2005.

ADDENDUM

Works Cited

Use, in this order, as many of these items are as relevant and useful for clearly identifying the source document.

1. Author or editor's last name, then first name.

2. Title of the article in quotation marks.

3. Web site name, italicized. (Underlining is no longer used.)

4. Edition or version number.

5. Web site owner or sponsor if available.

6. Date of publication (DD MM YYYY as in 15 June 2009). If a publication date is not available, use n.d. for "no date."

7. The word Web and a period to indicate the publication medium.

8. The date you accessed the site and a period.

9. [If required by your instructor or if it's necessary to find the article, include the URL (uniform resource locator--that is, Web address) of the document <in angle brackets> followed by a period.]

Note: Often you will not have all of these items. The site name will be available, but the Web site owner or sponsor will be the same or not known. Similarly, there may not be a version or edition number.

EXAMPLE: BASIC WEB SITE

Author. “Article Title,” Title of Web Site. Sponsor, copyright date. Access date.

Green, Joshua. “The Rove Presidency.” The Atlantic.com Atlantic Monthly Group, September 2007. Web. May 15, 2008

PLAGIARISM

Any instances of plagiarism will result in a Zero (0) on your weekly papers. There should be no duplicate papers – all papers should be original and in your own words.

It is your responsibility to keep all your weekly papers in your notebook.

TOPICS TO BE COVERED

Chapter 1

Defining Psychology Research Psychology

Applied Psychology Wilhelm Wundt

Sigmund Freud William James

John Watson Biopsychological Analysis

Behavioral Analysis Psychoanalytic Analysis

Humanistic Analysis Cognitive Analysis

Sociocultural Analysis

Chapter 2

Hypothesis Subjects for study

Variables Independent Variables

Dependent Variables Survey Method

Naturalistic Observation Interviews

Case Study Method Psychological Tests

Longitudinal Studies Cross-Sectional Studies

Ethical Principles Animal Experimentation

Chapter 3

Brain Cerebral Cortex

Hemispheres Lobes

Frontal Lobe Hemispheres and Handedness

Lower Brain Thalamus

Hypothalamus Limbic System

Cerebellum Reticular Activating System

Brain Communication Neuron

Synapse Neurotransmitters

Central Nervous System Peripheral Nervous System

Pituitary Gland Thyroid Gland

Adrenal Glands Gonads

Chapter 4

Sensations Perception

Vision Hearing

Touch Smell

Taste Perceptual Constancies

Depth Perception Perceptual Organization

Illusions

Chapter 5

Motivation Emotion

Physical Factors Hypothalamus

Amygdala Reticular Formation

Pituitary Gland Adrenal Glands

Gonads Hunger, Thirst, Non-Survival Needs

Theory of Needs Facial Expression

Opponent-Process Theory Cognition and Emotion

Emotional Intelligence Theories of Emotion

Chapter 6

Consciousness Biological Clocks

REM Sleep NREM Sleep

Dreaming Dreaming Content

Nightmares Night Terrors

Hypnosis Meditation

Chapter 7

Classical Conditioning Emotional Conditioning

Operant Conditioning Schedules of Reinforcement

John Watson B.F. Skinner

Complexities of Conditioning Cognitive Maps

Chapter 8

Learning Curves Chemical Influences on Learning

Emotional Factors Transfer of Training

Schema Forgetfulness

Short-Term Memory Long-Term Memory

Chapter 9

Intelligence Stanford-Binet Intelligence Test

Wechsler Intelligence Test Gardner’s Theory

IQ Scores Mental Retardation

Savant Syndrome Problems with Intelligence Test

Chapter 10

Human Development Heredity

Twin Studies Maturational Process

Growth Cycles Family Structures

Parenting Styles Child Abuse

Piaget’s Theory Kohlberg’s Theory

Language Biology of Language

Chapter 11

Adolescence Sexual Development

Physical Growth Maturation

Weight Obesity

Anorexia Nervosa Bulimia

Group Identity Erik Erikson

James Marcia Family Influence

Juvenile Delinquency

Chapter 12

Family Life Marriage and Divorce

Empty-Nesters Menopause

Mental Ability of Older People Retirement

Isolation Bereavement

Stages of Dying Hospice

Elisabeth Kubla- Ross

Chapter 13

Gender Differences Environmental Influences

Hormones Nurturance

Aggression Intelligencies

Chapter 14

Personality Sigmund Freud

Unconscious Libido

Map of the Mind Development

Carl Jung Alfred Adler

Erik Erikson Neo-Freudians

John Watson Albert Bandura

B.F. Skinner Carl Rogers

Alfred Maslow Trait Theories

Five-Factor Model Environment

Chapter 15

Psychological Testing Norms, Validity and Reliability

Personality Inventories Ink Blot Test

TAT Principle of Projection

Aptitude Test Achievement Test

Strong-Campbell Interest Inventory Ethics of Testing

Chapter 16

Approach-Approach Conflict Approach-Avoidance Conflict

Avoidance-Avoidance Conflict Double Approach-Avoidance Conflict

Physical Changes with Stress Substance Abuse

Alcohol Nicotine

Steroids Amphetamines, Cocaine and Opiates

Chapter 17

Mental Disorders (Causes) Abnormal Behavior

DSM-IV ADHD

Autism Anxiety Disorder

Somatoform Disorders Dissociative Disorders

Mood Disorders Psychotic Disorders

Schizophrenic Disorders Personality Disorders

Chapter 18

Psychologists Psychiatrists

Mental Health Workers Free Association

Transference Person-Centered Therapy

Systematic Desensitization Group Therapy

Drug Therapy Electroconvulsive Therapy

Psychosurgery

Chapter 19

Hidden Influences in Behavior Attribution Theory

Interpersonal Attraction Influence of the Brain

Culture and Aggression Mass Media

Social Factors in Aggression Violence in Television and Film

Helping Others Abusive Relationships

Avoidance

Chapter 20

Multicultural Psychology Group Influences

Stereotypes Prejudice and Discrimination

Cognitive Dissonance Authority

Persuasion Brainwashing

Sensory Deprivation Reward System

Brainwashing and the Consumer Advertising/Subliminal