Psychology

Psychology

Mrs. Kor

kors@tracy.k12.mn.us

Course Overview

The purpose this Psychology course is to introduce the students to the systematic study of human and animal thought processes and behavior.  This is an exciting and interesting subject in which we will look into many aspects of human behavior from the biology of the brain and body to maladaptive behavior including the major subfields within psychology.  This course emphasizes real life applications of behavioral knowledge to give you a better understanding of the world. Psychology also focuses on the research methods and general practice of psychologists.  This is a positive and active class where class participation and involvement is expected of every student and team building is developed to encourage necessary study skills needed in college and in the workplace.  While this is an elective course and you will be expected to complete all the of readings and work required to achieve the following objectives.

Course Objectives

1.          Students will study the major core concepts and theories of psychology.  They will be able to define key terms and use these terms in their everyday vocabulary.

2.          Students will learn the basic skills of psychological research.  They will be able to devise simple research projects, interpret and generalize from results and evaluate the validity of research reports.

3.          Students will be able to apply psychological concepts to their own lives.  They should be able to recognize psychological principles when they are encountered in everyday situations.

4.          Students will develop critical thinking skills.  They will become aware of the danger of blindly accepting or rejecting any psychological theory without careful, objective evaluation.

5.          Students will build their reading, writing, and discussion skills.

6.          Students will learn about psychology as a profession, and become aware of the educational requirements which must be met to pursue such careers.  They will learn about the ethical standards governing the work of psychologists.

Course Textbook

Myers, David G. (2014). Myers’ Psychology for AP (2nd  ed.). New York: Worth.  ISBN: 1464113076

Required Material:

Bring the following materials to class EVERYDAY:

• Computer

·   Textbook

·   Notebook

·   Folder with ALL assignments and/or hand-out material

·   Pencil

·   Pen

Classroom Rules:

1. Be respectful of yourself, others, and the classroom.

2. Be responsible and accountable for your actions. No excuses.

3. Be prepared.

4. Attend to personal needs before class.

5.     All other school rules apply.

Classroom Procedures:

1. Please do not bring food, drink, gum, or other personal items into the classroom.

2. Come to class on time. Standing outside the door and rushing in after the bell has begun to ring will constitute a tardy. You must be inside the door and seated when it begins ringing to be counted on time

Vocabulary:

Each student is required to hand in a complete list of all of the vocabulary words and definitions identified for each chapter/unit on the day of the test. The assigned words are highlighted throughout the chapter. This assignment is to be hand written! Students are encouraged to use this assignment as a study guide for each test. 

Late Work

Late daily work will result in a grade deduction based on the teacher’s discretion. Please see the Tracy Area High School Handbook for other policies.

Absent Policy:

If a student has been absent, he/she must bring an admit slip for the teacher to sign and write any missed assignments or have the teacher sign your student planner.  See the teacher for additional instructions, explanations, or materials. It is your responsibility to gather and complete any and all make-up work!

Tests:

Tests will be administered per chapter and/or per unit of study. Each test may contain a variety of sections including:  Matching, Multiple Choice, Interpreting Graphs/Maps/Chart/Documents, True/False, Fill-in-the-Blank, Short Answer, and Essay items.  In some cases, essay questions will be given to students in advance. There may be some questions from previous chapters on each test.  Tests are 60% of the total grade.

Current Events:

Each student will find one story in a newspaper or on a television news program each week for class discussion. Each current event must be related back to a topic in psychology discussed in class.  For each article, the student must complete a one paragraph summary.  The summary MUST be in your own words and not copied directly from the article.  If a student chooses to copy directly from an article the assignment grade will result in a zero.  Each student must also write a one paragraph reaction to the news story.  The reaction should include why the student chose to write about the news story and how it directly relates to psychology.  Current Event assignments will be worth five points each.  If a student misses any part of the assignment, or does not meet the requirements for the assignment, full credit will not be earned. Current Events are 1.5% of the total grade.

Daily Work: On occasion the worksheets and other daily work will be handed in and graded. If a daily work assignment is not complete when it is due it will result in a zero.  No late daily work assignments will be accepted for credit but must be completed.  Daily assignments are 7% of the total grade.

Quizzes: Random quizzes may be given based on topics that have been covered including: daily assignments, bell work, and essays.  Quizzes may or may not be announced. Each quiz will be worth 5-20 points. Quizzes are 15% of the total grade.

Bell Work: Each day, students will begin the lesson by completing a short activity or answering questions that will be found on Google Classroom. Bellwork will be graded periodically. Be sure to keep record of each question or activity.  Tests and/or quizzes may include material from Bell Work.  Bellwork is 1.5% of the total grade.

Projects:

Students will complete projects that will cover a variety of topics relating to the curriculum.  Projects may be completed in groups or individually.  Projects may require time out of class to complete.  The total points for a project will vary based on size and difficulty.  Students must complete the project by the assigned due date. Failure to meet that date will result in a grade penalty.  Failure to complete the project will result in a zero.  Projects are worth 15% of the total grade.

Extra Credit Policy:

   Extra credit assignments will not be given on a regular basis.  However, there may be a few opportunities throughout the year to earn extra credit points.  Be sure not to pass up any extra credit opportunity because they are few and far between. 

Cheating Policy: The cheating policy of the school will be followed.  In addition, there will be no sharing or collaboration on any assignment in this class unless otherwise directed.  All work must be done individually.  If work of any type is shared, both parties will be called and an administrator will be informed.  Moreover, if cheating or plagiarism is suspected, SMSU will be informed and will determine appropriate consequence. All homework must be written by hand (unless otherwise noted). 

***Cheating will not be tolerated.  Copying any type of work is considered cheating, even if it is only homework.  Cheating will result in a grade of zero and an administrative referral.  Bottom-line – don’t cheat! Any cheating, plagiarism or dishonesty detected in an exam or paper will result in penalties ranging from a failing grade for that project to an F for the entire course.

For all exams and assignments I must be satisfied that the language you use is your own.  That means the source for any direct quote or close paraphrase is properly cited immediately after that passage (e.g., Adams, p. 424).  Make sure any such external source is listed fully in an attached bibliography.  If taking a passage from the course text, be certain you cite it, too. 

If I observe language that appears not to be written in your own words (from a written source, an artificial generation platform, or another student's work) you will need to explain that situation to my satisfaction or receive a significant penalty, including the possibility of zero points, for that answer.

Course topics:

History and Approaches (2%–4%)

Research Methods (8%–10%)

Biological Bases of Behavior (8%–10%)

Sensation and Perception (6%–8%)

States of Consciousness (2%–4%)

Learning (7%–9%)

Cognition (8%–10%)

Motivation and Emotion (6%–8%)

Developmental Psychology (7%–9%)

Personality (5%–7%)

Testing and Individual Differences (5%–7%)

Abnormal Psychology (7%–9%)

Treatment of Psychological Disorders (5%–7%)

Social Psychology (8%–10%)

Course Outline

Unit I: History, Approaches and Research Methods – 10-15 Days 

Unit I Goals:

v Define psychology and trace its historical development.

v Compare and contrast the psychological perspectives.

v Identify basic and applied research subfields of psychology.

v Identify basic elements of an experiment (variables, groups, sampling, population, etc.).

v Compare and contrast research methods (case, survey, naturalistic observation).

v Explain correlational studies.

v Describe the three measures of central tendency and measures of variation.

v Discuss the ethics of animal and human research.

v Explain the interview process

v Summarize the behavioral, psychodynamic, humanistic, cognitive, physiological, and cognitive approaches to psychology.

v Give examples of the scientific method.

v Explain and give examples of the various parts of an experiment including: hypothesis, independent variable, dependent variable, control group, experimental group, and operational definitions.

v Explain and give examples of subject relevant confounding variables including random sampling, Hawthorne effect, and single blind experiments.

v Explain and give examples of situation relevant confounding variables including experimenter biased, double blind experiments, and placebos.

v Summarize ethical guidelines for human and animal research.

v Explain and be able to calculate measures of central tendency.

v Explain and be able to calculate measures of variability.

v Describe various forms of distribution including normal, positively skewed and negatively skewed.

v Explain correlation including strength and types of correlations.

v Explain validity.

v Explain reliability.

Unit I Outline

A. Logic, Philosophy, and History of Science

B. Approaches to Psychology

·   Behavioral/Skinnerian

·   Psychodynamic/Psychoanalytic/Freudian

·   Humanist

·   Cognitive

·   Medical/Biopsychology/Physiological

·   Evolutionary/Darwinian

C. Experimental, Correlation, and Clinical Research

D. Statistics

·   Measures of Central Tendency

·   Measures of Variability

·   Normal Curve/Distribution

E. Research Methods and Ethics

·   Observation (naturalistic, directed, introspection)

·   Case Study

·   Survey/Questionnaires

·   Interviews

·   Tests and Measurements

·   Experimental (Scientific) Method

Unit II: Biological Basis of Behavior – 15-20 Days 

Unit II Goals:

v Describe the structure of a neuron and explain neural impulses.

v Describe neuron communication and discuss the impact of neurotransmitters.

v Classify and explain major divisions of the nervous system.

v Summarize the all or nothing law.

v Describe the functions of the brain structures (thalamus, cerebellum, limbic system, etc.).

v Identify the four lobes of the cerebral cortex and their functions.

v Discuss the association areas.

v Explain the workings of neurotransmitters.

v Describe the elements of synaptic transmission.

v Outline the human nervous systems including the central nervous system, peripheral nervous system, somatic nervous system, autonomic nervous system, sympathetic nervous system, and parasympathetic nervous system.

v Identify and explain the parts of the brain including, hindbrain, midbrain, limbic system, forebrain, and pituitary gland.

v Summarize the methods of studying the brain including accidents, lesions, EEG, CAT scan, MRI, PET scans and functional MRIs.

v Define glands.

v Explain exocrine and endocrine glands.

v Explain the many glands including pituitary, adrenal, gonads, thyroid, pancreatic and parathyroid glands.

v Explain the split-brain studies.

v Summarize the effects of heredity on human characteristics including chromosomes, dominant and recessive traits, and genotype vs. phenotypes.

v Describe the nature of the endocrine system and its interaction with the nervous system.

Unit II Outline

A. Physiological Techniques (e.g., imagining, surgical)

B. Neuroanatomy

C. Functional Organization of Nervous System

D. Neural Transmission

E. Endocrine System

F. Genetics

G. The Brain

·   Hindbrain (medulla, cerebellum, pons and top of spinal cord)

·   Midbrain (reticular activating system)

·   Pituitary Gland

·   Limbic System

·   Forebrain

·   Methods of Studying the Brain

H. The Nervous System

Unit III: Developmental Psychology – 15-20 Days 

Unit III Goals:

·   Explain the six general principles of development.

·   Discuss the nature versus nurture argument.

·   Compare and contrast longitudinal versus cross-sectional studies.

·   Explain instincts, reflexes, and imprinting.

·   Describe how prenatal influences later behavior.

·   Describe childhood physical development.

·   Explain the sequence of motor development.

·   Explain emotional and social development in children.

·   Define cognitive development.

·   Explain Piaget’s concepts of schemata, equilibrium, assimilation, and accommodation.

·   Describe the Piaget’s sensorimotor stage with object permanence.

·   Explain Piaget’s preoperational stage.

·   Explain Piaget’s concrete stage including the concepts of conservation and reversibility.

·   Explain Piaget’s formal stage of cognitive development

·   Summarize Kubler-Ross’ five stages of death and dying

Unit III Outline

A.    Introduction to Developmental Psychology

·       Definition

·       Principles of Development

·       Nature v. Nature

·       Kinds of Development  

B. Research Methods

C. Biological Elements of Development

·   Behavior Patters

D. Environmental Elements of Development

·       Prenatal Development

·       Physical Development

·       Motor Development

·       Emotional Development

·       Social Development   

E. Dimensions of Development

F. Sex Roles, Sex Differences

G. Piaget’s Stages of Development

       H. Kubler-Ross Theory of Death and Dying

·       Five Stages

Unit IV: States of Consciousness – 8-10 Days

Unit IV Goals:

·   Define consciousness.

·   Explain Freud’s concepts of the conscious, subconscious, and unconscious mind.

·   Outline the functioning of an EEG.

·   Explain the measures of amplitude and frequency in an EEG.

·   Describe and be able to identify beta, alpha, theta, and delta waves.

·   Define circadian rhythm.

·   Explain the differences between phase delay and phase advance forms of jet lag.

·   Explain telepathy, precognition, and clairvoyance and how they are tested.

·   Define hypnosis.

·   Explain the following phenomena of hypnosis; post-hypnotic suggestion, catalepsy, age regression, hypnotic anesthesia, physical controls and time distortion.

·   Summarize the uses of hypnosis.

·   Explain the dangers of hypnosis.

Unit IV Outline:

A.    The Nature of Consciousness

·       Definition

·       Freud’s Levels

·       Consciousness and Brain Activity

B.    Sleep and Dreaming

1. • Sleep

                                                    i. Stages of sleep

                                                  ii. REM (rapid eye movement)

                                                iii. Normal night’s sleep

1. • Dreams

1. • Sleep Disorders

C.    Hypnosis

1. • Definition/Misconceptions/Statistics

   • Posthypnotic suggestion

   • Phenomena of Hypnosis

   • Uses of Hypnosis

   • Dangers of Hypnosis

D. Psychoactive Drug Effects

Unit V: Sensation and Perception – 5-8 Days

Unit V Goals:

• Contrast the processes of sensation and perception.

• Distinguish between absolute and difference thresholds.

• Label a diagram of the parts of the eye and ear.

• Describe the operation of the sensory systems (five senses).

• Explain the Young-Helmholtz and opponent-process theories of color vision.

• Explain the place and frequency theories of pitch perception.

• Discuss Gestalt psychology’s contribution to our understanding of perception.

• Discuss research on depth perception and cues

Unit V Outline:

A. Thresholds

B. Sensory Mechanisms

C. Sensory Adaptation

D. Attention

E. Perceptual Processes

F. Vision

·       Parts of the Eye

·       Factors in vision

     G. Hearing

·       Parts of the Ear

·       Sound Adaptation

·       Localization of Sound

·       Deafness

Unit VI: Learning – 8-10 Days

Unit VI Goals:

• Describe the process of classical conditioning (Pavlov’s experiments).

• Explain the processes of acquisition, extinction, spontaneous recovery, generalization, and discrimination.

• Describe the process of operant conditioning, including the procedure of shaping, as demonstrated by Skinner’s experiments.

• Identify the different types of reinforcers and describe the schedules of reinforcement.

• Discuss the importance of cognitive processes and biological predispositions in conditioning.

• Discuss the effects of punishment on behavior.

• Describe the process of observational learning (Bandura’s experiments).

Unit VI Outline:

A.    Introduction to Learning

·       Definition

·       Kinds of Learning (insight, trial/error/classical conditioning (Pavlov), and instrumental conditioning (Skinner)

A.    Classical Conditioning

·   Definition of Classical Conditioning

·   Pavlov's Dogs

·   Units of Classical Conditioning

§  Unconditioned Stimulus (UCS)

§  Unconditioned Response (UCR)

§  Conditioned Stimulus (CS)

§  Conditioned Response (CR)

·   Classical Conditioning Diagrams

·   Schedules of Conditioning

·   Extinction/Spontaneous Recover

·   Discrimination and Generalization

B.    Operant Conditioning

·   Definition of Instrumental Conditioning (Skinner Box)

·   Reinforcement

·   Shaping

·   Extinction and Spontaneous Recovery

·   Generalization and Discrimination

·   Punishment

C. Cognitive Processes in Learning

D. Biological Factors

E. Social Learning (Observational Learning)

Unit VII: Memory – 8-10 Days

Unit VII Goals:

·       Describe memory in terms of information processing, and distinguish among sensory memory, short-term memory, and long-term memory.

·   Distinguish between automatic and effortful processing.

·   Explain the encoding process (including imagery, organization, etc.).

·   Describe the capacity and duration of long-term memory.

·       Distinguish between implicit and explicit memory.

• • Describe the importance of retrieval cues. Define memory.

• Explain encoding, storage, and retrieval.

• Explain structural, phonemic, and semantic encoding.

• Discuss mnemonic devices using the link method and the method of loci.

• Discuss the differences between massed and distributed practice.

• Compare and contrast whole versus part learning.

• Explain positive and negative transfer.

• Define overlearning.

• Explain the phenomena of feedback.

• Draw a learning curve.

• Explain the differences between recognition, recall and relearning.

• Draw a forgetting curve.

• Explain elapse of time theory of forgetting.

• Compare and contrast retroactive versus proactive inhibition.

• Explain how inattention influences forgetting.

• Explain repression and the Zeigarnik effect.

• Summarize the long versus short term memory theory.

Unit VII Outline:

A.    Memory

• • Encoding/Storage/Retrieval

  • Verbal Memory

    • Structural encoding

    • Phonemic encoding

    • Semantic encoding

  • Mnemonic Devices

    • Link method

    • Method of loci

B.    Factors That Effect Learning

o   Practice (rehearsal)

§  Massed Practice (continuous practice)

§  Distributed Practice

o   Whole Versus Part Learning

o   Meaningfulness

o   Transfer

§  Positive transfer

§  Negative transfer

o   Mnemonic Devices

o   Overlearning

o   Feedback

C.    Stages in the Learning Process

o   Learning Curve and Learning Plateaus

o   Remembering/Retention

§  Types of remembering

·   Recognition

·   Recall

·   Relearning (method of savings)

D.    Remembering and Forgetting Theories

o   Forgetting (Retention) Curve Ebbinghaus Curve)

o   Forgetting Theories

§  Elapse of Time Theory

§  Interference Effects

·   retroactive inhibition (retroactive interference)

·   Proactive inhibition (proactive interference)

§  Inattention

§  Motivated Forgetting

·   Repression

·   Zeigarnik effect

§  Long Versus Short Term Memory Theory

Unit VIII: Thinking and Language – 8-10 Days

Unit VIII Goals:

• Describe the nature of concepts and the role of prototypes in concept formation.

• Discuss how we use trial and error, algorithms, heuristics, and insight to solve problems.

• Explain how the representativeness and availability heuristics influence our judgments.

• Describe the structure of language (phonemes, morphemes, grammar).

• Identify language developmental stages (babbling, one word, etc.).

• Explain how the nature-nurture debate is illustrated in the theories of language development.

• Discuss Whorf’s linguistic relativity hypothesis.

• Describe the research on animal cognition and communication.

Unit VIII Outline

A. Language

B. Thinking

C. Problem Solving and Creativity  

Unit IX: Motivation and Emotion– 8-10 Days

Unit IX Goals:

• Define motivation and identify motivational theories.

• Describe the physiological determinants of hunger.

• Discuss psychological and cultural influences on hunger.

• Define achievement motivation, including intrinsic and extrinsic motivation.

• Identify the three theories of emotion (James-Lange, Cannon-Bard, Schachter-Singer).

• Describe the physiological changes that occur during emotional arousal.

• Discuss the catharsis hypothesis.

• Describe the biological response to stress.

Unit IX Outline

 A. Introduction to Motivation 

·       Definition of Motivation

·       Sources of Motivation (Biology, Emotional, Cognitive, Social)

B. Theories of Motivation

·       Instinct Theories and Descendants

·       Drive Reduction Theory

·       Arousal Theory

C. Hunger, Thirst, Sex, Eating Disorders, and Pain

·       Biological Symptoms

·       Psychologic/Social Symptoms

·       Bulimia

·       Pica

·        

D. Social Motives

E. Theories of Emotion

·       Definition

·       Measurement

·       Expression

·       Psychophysiological Theories

·       Schachter-Two Factor Theory of Emotions

·       Arnold - Perception - Appraisal  - body change  - emotion  -  action

·       Jukebox Theory

·       Plutchik’s Eight Basic Emotions

F. Stress

·       Causes

·       Factors that effect the severity

·       Reactions to Stress

Unit X: Testing and Individual Differences 6-8 Days

Unit XGoals:

• Trace the origins of intelligence testing.

• Describe the nature of intelligence.

• Identify the factors associated with creativity.

• Distinguish between aptitude and achievement tests.

• Describe test standardization.

• Distinguish between the reliability and validity of intelligence tests.

• Describe the two extremes of the normal distribution of intelligence.

• Discuss evidence for both genetic and environmental influences on intelligence.

• Discuss whether intelligence tests are culturally biased.

Unit X Outline

A. Standardization and Norms

B. Reliability and Validity

C. Types of Tests

D. Ethics and Standards in Testing

E. Intelligence

F. Heredity/Environment and Intelligence

G. Human Diversity

Unit XI: Personality 13-16 Days

Unit XI Goals

• Describe personality structure in terms of the interactions of the id, ego, and superego.

• Explain how defense mechanisms protect the individual from anxiety.

• Describe the contributions of the neo-Freudians.

• Explain how personality inventories are used to assess traits.

• Describe the humanistic perspective on personality in terms of Maslow’s focus on self-actualization and Rogers’ emphasis on people’s potential for growth.

• Describe the impact of individualism and collectivism on self-identity.

• Describe the social-cognitive perspective on personality.

• Discuss the consequences of personal control, learned helplessness, and optimism.

Unit XI Outline

A. Personality Theories and Approaches

·       Self Report Approaches

·       MMPI (Minnesota Multiphasic Personality Inventory)

·       Situational Tests

·       Projective Tests

o   Rorchach’s Inkblot Test

o   TAT (Thematic Apperception Test)

B. Assessment Techniques

C. Self-concept/Self-esteem

D. Growth and Adjustment

·   Maslow’s Theory of Needs

E. Factors influencing personality

·       Heredity

·       Homelife

·       Peer Influence

·       Schools

·       Birth Order

F.     Freudian Theories of Personality

·       Theory (Id, Ego, Superego)

·       Defence Mechanism

G.    Neo-Freudians

a.      Jung

b.     Alfred Adler

c.      Sullivan

d.     Fromm

Unit XII: Abnormal Psychology 8-10 Days

Unit XII Goals

• Identify the criteria for judging whether behavior is psychologically disordered.

• Describe the medical model of psychological disorders.

• Describe the aims of DSM-IV, and discuss the potential dangers of diagnostic labels.

• Describe the symptoms of generalized anxiety disorder, phobias, obsessive-compulsive disorder, and posttraumatic stress disorder.

• Describe and explain the development of somatoform and mood disorders.

• Describe the various symptoms and types of schizophrenia.

• Describe the nature of organic and personality disorders.

• Describe the characteristics and possible causes of dissociative disorders.

Unit  XII Outline

A. Definitions of Abnormality

·       Approaches of defining abnormal

·       Sanity versus insanity

B. Origins of Abnormal Behavior

·       Biological Approach

·       Psychological Approach

·       Sociocultural Approach

·       Supernatural Approach

C. Theories of Psychopathology

D. Diagnosis of Psychopathology

E.     Anxiety Disorders

·       Generalized Anxiety Disorder

·       Panic Disorder

·       Phobia

·       Obsessive-Compulsive

·       Post-Traumatic Stress Disorder

F.     Somatoform Disorders

·       Conversion Disorder

·       Hypochondriasis

G.    Mood Disorders

·       Biopolar Disorder

·       Seasonal Effective Disorders

·       Major Depression

H.    Schizophrenic Disorders

·       Symptoms

·       Types

I. Organic Disorders

J. Personality Disorders

·   Paranoid Personality Disorder

·   Schizoid Personality Disorder

·   Schizotypal Personality Disorder

·   Histrionic Personality Disorder

·   Narcissistic Personality Disorder

·   Anti-social Personality Disorder

·   Avoidant Personality Disorder

·   Dependent Personality Disorder

Compulsive Personality Disorder

K. Dissociative Disorders

·       Dissociative Amnesia

·       Amnesia

o Localized

o Selective

o Continuous

o Generalized

·       Dissociative Fugue

·       Dissociative Identity Disorder

Unit XIII: Treatment of Psychological Disorders 6-8 Days

Unit XIII Goals

• Discuss the aims and methods of psychoanalysis.

• Identify the basic characteristics of the humanistic therapies.

• Identify the basic assumptions of behavior therapy.

• Describe the assumptions and goals of the cognitive therapies.

• Discuss the benefits of group therapy and family therapy.

• Discuss the findings regarding the effectiveness of the psychotherapies.

• Discuss the role of values and cultural differences in the therapeutic process.

• Identify the common forms of drug therapy and the use of electroconvulsive therapy.

Unit XIII Outline

A. Treatment Approaches

·       Biomedical Therapies

·       Psychotherapy

        B. Modes of Therapy (e.g., individual, group)

        C. Community and Preventive Approaches

D.     Psychological Therapies

4. • Psychodynamic Therapies (Psychoanalysis)

   • Humanist Therapies - Carl Rogers Client Centered Therapy

   • Cognitive therapies - Ellis/Beck

   • Behavioral Therapies (Action Therapy)

5. Biomedical Therapies

   • Psychosurgery - Lobotomies

   • Electroconvulsive therapy (ECT)

   • Chemotherapy (Drugs) 1. Antipsychotic

2.          Antidepressant drugs disorders.

3.          Antianxiety drugs

6. Evaluating Therapy

                           1.  The placebo effect

Unit XIV: Social Psychology 8-10 Days

Unit XIV Goals  

• Describe the importance of attribution in social behavior.

• Explain the effect of role-playing on attitudes in terms of cognitive dissonance theory.

• Discuss the results of Asch’s experiment on conformity.

• Describe Milgram’s controversial experiments on obedience.

• Discuss how group interaction can facilitate group polarization and groupthink.

• Describe the social, emotional, and cognitive factors that contribute to the persistence of cultural, ethnic, and gender prejudice and discrimination.

• Discuss the issues related to aggression and attraction.

• Explain altruistic behavior in terms of social exchange theory and social norms.

Unit XIV Outline

A. Group Dynamics

·       Conformity and Obedience

·       Group Influence

·       Cultural Influence

·       Collective Behavior 

·       Organizational Behavior

B. Attribution Process

C. Interpersonal Perception

D. Attitudes and Attitude Change

·       Definition of Attitude

·       Attitude Changes (persuasion and Compliance)

·       Attitude Change Diagram

·       Aggression and Anti-Social Behavior