Introduction to Psychology Syllabus 400:001 Sec. 2 Fall, 2007 11:00 MWF  Sabin 102

Course Description

    This course will provide you with a broad introduction to the field of psychology, one of the social sciences. Among the topics we will cover are: gathering data on the causes and correlates of behavior, key figures in psychology and their theories, examples of research findings from the major subareas of the field, and using psychological knowledge to improve the quality of our lives. This survey of psychology will acquaint you with the major concepts and terminology of the discipline and give you a better understanding of self and others. We'll use a combination of lectures (oh boy!), video clips, demonstrations and games (volunteers needed!), and miscellaneous experiences (be on guard!). I hope it will make you want to learn more about psychology and have you asking "What's the evidence?" each time you encounter statements about behavior. Last of all, it should be fun and interesting! 

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Course Objectives

To become aware of the major psychological approaches to the study of behavior.

To become aware of the major aspects of behavior investigated by psychologists.

To become familiar with the theories and contributions of major figures in the field.

To become familiar with major research findings and theories of the field.

To become conversant in the unique language of psychology.

To learn the methodology of psychology and its limitations.

To learn how to locate, read and evaluate psychological resources.

To become an informed consumer of psychological information.

To gain self understanding and a greater understanding of others.

To recognize ways to apply psychological findings to everyday life.

To learn to appreciate the necessity of a multi-level explanation of behavior.

To become fascinated by the study of behavior and mental processes!

Tentative Schedule
**Bolded items are course requirements. Bolded dates should be entered into your planner!!
You are responsible for knowing due dates!  (See these tips on planning your semester.)
Items not in bold are meant to help you and expand your learning.
Items below the horizontal line in a box are study tips to help you succeed.
Everything that is underlined is a hyperlink to be accessed from our online syllabus.
http://www.uni.edu/walsh/linda8.html

WK	DATE	TOPIC	Assignments (bold) &  Suggested Aids (not bold)
1	M 8/20	Welcome & Introduction to Psychology -  as a Discipline and as a Career (cover pages 5-13 on your own) Areas of Specialization In Psychology Divisions of the American Psychological Association	Read the entire syllabus & Module 1 this week; complete Who are you? sheet & Syllabus Quiz for next class period. Recommended: Time Management Evaluation  What do you do with your 168 hours/week??? Making a Time Management Schedule(1)   (2) Additional time management resources
1	W 8/22	Psychology's Goals & Approaches  Example: Learning About Autism (cover other academic examples on your own) Who Are You & Syllabus Quiz due Optional: To learn more about autism: Autism is linked to several genes More About Autistic Disorder Tools for earlier diagnosis   Autistic Savants   Advances in the study of autism Listen to one family's experience - "Being Autistic, Being Human" (Real Player)	Module 1   History of Psych summary Begin working on Studylist 1 Autism: Locked in a Solitary World  Autism Symptoms Chart Suggestions for taking notes on Module 1 Making Notes Instead of Taking Notes in Class ABC Method of Time Management and how to write daily To-Do Lists    Good vs. Bad To-Do Lists
1	F 8/24	Goals and Approaches continued;  may begin Module 2 Print Library Scavenger Hunt Video Pick of the Week: Rainman (if you're renting a video, how about getting one related to class?)	Module 1  Do reviews & tests in book. Take a practice test on  Module 1 to see if you are absorbing what you're reading. Mark Your Books   Going to Class Ready to Learn Tips on rewriting your notes each class day How to Approach a Professor for Help
2	M 8/27	Research Methods in Psychology  Example: Investigating ADHD Library Scavenger Hunt Due	Read about ADHD in Module 2; lecture notes part 1 Diagnostic Criteria for ADHD;   ADHD Suggestions for taking notes on Module 2 Test just 2  weeks from today - here are some testing tips Trying to predict test questions(1)   (2)
2	W 8/29	What's Different About Experiments? Using the Scientific Method Print Research Methods Homework	Read about Research Methods in Module 2; experiment lecture notes part 2 Module 2 Practice Test- see if your studying is working. Don't forget the in-book review and test.
3	F 8/31	The Nature of Memory  Video Pick of the Week: Memento (to introduce our next topic)	Module 11 except 253 and 254 Memory research supports studying often, preferably  every class day, so you won't have to cram at exam time!
3	W 9/5	Amnesia & Other Memory Problems Research Methods Assignment Due	Suggestions for taking notes on Module 11 Take a practice test on Module 11
3	F 9/7	Is Memory Reliable? Video Pick of the Week: Bourne Identity (Bourne still has his procedural memories) Elizabeth Loftus's research on false memories	Module 12 except 272 Suggestions for taking notes on Module 12 Take a practice test on Module 12
4	M 9/10	Yikes! TEST 1!!	Dealing With Test Anxiety   (2)
4	W 9/12	Sleep and Dreams	Module 7 except 159 (covered later) Suggestions for taking notes on Module 7
4	F 9/14	Sleep Disorders	Module 7 Practice Test  Do tests in book.
5	M 9/17	Working With Your Biological Rhythms
5	W 9/19	*Intelligence & Its Measurement (A 1 day guided lecture/video)	Module 13 except 284, 294, 296-299 Take a practice test on Module 13
5	F 9/21	Igor Comes For a Visit! Learning About Brain/Behavior Relationships Print Brain Game Notes Outline	Module 4 except 69 & 85 but DO read pp. 50, 54-55 in Module 3 Neural Structure Quiz (for practice)
6	M 9/24	Right Brain/Left Brain Differences Video Pick of the Week: Awakenings	Take a practice test on Module 4    Do reviews in book
6	W 9/26	Brain Game  Brain Games Notes on brain areas and their functions due in class.	Begin working on Studylist 2. The Procrastinators' Support Center
6	F 9/28	Your Senses: The Brain's Input From the Outside World Video Pick of the Week: At First Sight	Module 5 except 110-111 Illusions; Blind spots
7	M 10/1	Smell, Taste and Pain Are You a Supertaster?	Take a practice test on Module 5 Sensation/Perception Jeopardy
7	W 10/3	Perceiving the World: Individual & Influenced  by the Mind, Not Just the Senses A Podcast: Gestalt Principles at Work	Module 6 except 122-123, 136-137, 140-141 Perceptual Principles in Art      For fun: Zener Card ESP Test Take a practice test on Module 6
7	F 10/5	TEST 2!!	Study actively (testing yourself) rather than just re-reading notes and text!
8	M 10/8	Conditioned Fears & Learned Body Reactions Print Classical Conditioning Homework Video Pick: A Clockwork Orange	Module 9 except 202, 205, 207 Ivan Pavlov     Watson
8	W 10/10	How Consequences Shape Behavior  Classical Conditioning Homework due Print Reinforcement Homework	Module 10 except 228, 229 and 231 B.F. Skinner     Positive Reinforcement Take a practice test on Module 9
8	F 10/12	Using Schedules of Reinforcement to  Change Your and Others' Behaviors An Animal Trainer's Guide to Classical  & Operant Conditioning	Identify The Type of Consequence Learning/Memory Jeopardy Reinforcement and Punishment Concept Map
9	M 10/15	Cognitive Forms of  Learning  Reinforcement Homework due	Take a practice test on Module 10
9	W 10/17	Earliest Development (Babies & Before) Sexual Development Print Psych Journal Article Assignment	Module 17 except 392, 400-401,  but DO Read 338-343 Sexual Orientation;    The Case of John/Joan
9	F 10/19	Social Development and Attachment	338-343   Harry Harlow Begin working on Studylist 3
10	M 10/22	Cognitive Development Psych Journal Assignment due today	Piaget Take a practice test on Module 17
10	W 10/24	Freud's Theory of Psychosexual Development & Personality	Module 19 except 448
10	F 10/26	Humanistic Psychology and Self Print Defense Mechanism Homework
11	M 10/29	Personality Trait Theories Where do you score on the Big 5? Defense Mechanism Exercise due today.	Module 20 except 471 Albert Bandura & Self-efficacy
11	W 10/31	The Social Cognitive Approach to Personality What is your locus of control?	Take a practice test on Module 19 Take a practice test on Module 20
11	F 11/2	TEST 3!!	Have others quiz you! Explain class concepts to someone else.
12	M 11/5	*Your Personality and Stress	370-371 and Module 21 except 500-501
12	W 11/7	Introduction to Psychological Disorders Print outline for Disorders Notes	Module 22 except 522 DSM-IV-TR Classification Begin working on Studylist 4
12	F 11/9	Anxiety Disorders	Take a practice test on Module 22 Online Lecture
13	M 11/12	Mood Disorders	Module 23 except 546 but DO read p. 353 Goldberg Depression Questionnaire Goldberg Mania Questionnaire     Suicide
13	W 11/14	Schizophrenia Video Pick of the Week: Mr. Jones
13	F 11/16	Disorders Notes Due - Be ready to play  What's My Psychopathology?	Take a practice test on Module 23
		THANKSGIVING BREAK
14	M 11/26	Biomedical Therapies	Portions of Module 22 and 23 Listen to a patient's personal experience with ECT
14	W 11/28	Psychoanalytic and Humanistic Therapies	Module 24
14	F 11/30	Behavioral and Cognitive Therapies  Hear about using CBT for social phobias Research alternative papers are due	Cognitive Distortions Hear Albert Ellis on cognitive behavior therapy Aaron Beck talks about cognitive behavior therapy  Take a practice test on Module 24
15	M 12/3	Social Psychology: Social Influence	581, 592-598
15	W 12/5	Social Roles and Norms	Hear Zimbardo talk about his Stanford Prison Study
15	F 12/7	Help or Not Help: Bystander Actions
	T 12/11	FINAL EXAM 10:00	Take good care of yourself during finals week!

Welcome to Psychology and the start of a new semester!!  And, for the 80% of you are new to campus -- welcome to UNI as well! I am hoping we will have a great semester together.
    I think Introduction  to Psychology is a great course for any student to take. I would recommend it even if a student had already completed the Liberal Arts Core/General Education requirements. All of us can benefit from a better understanding of the causes of behavior as we go through life trying to make sense of our own behavior or that of friends, family, lovers, co-workers, politicians - whoever! Everyone needs to be able to critically evaluate the claims concerning behavior that are so much a part of news reports, commercials, and conversation. This course will help you with each of these. Many of you, raising children - now or in the future, will be better prepared with some understanding of developmental psychology. And all of you, in one way or another, will cross paths with someone in psychology or related fields. Perhaps you already have, in school (counselors, school psychologists). Recent statistics suggest that 1 out of 2 Americans will suffer from some sort of psychological disorder in their lifetime. You or someone you care about may seek out some type of mental health treatment or advice. Or you may hear testimony from someone in this field while on jury duty. This course will help you understand the qualifications of and differences among professionals in the field. In addition, about 1 out of 5 Americans will have some kind of nervous system disorder or disease which affects behavior. Biopsychology, the study of brain/behavior relationships, can help you understand what is happening when someone you know is affected by autism or Alzheimer's disease or other neurological problem. But psychology is not only concerned with treating behavioral problems. A good part of it is focussed on simply enhancing the quality of life and our ability to function in a wide variety of circumstances (education, work, relationships, etc.). You can use what you learn to improve your life!

    Now I know you may have your doubts about a class this size. It is easy to feel lost in the crowd, to think your attendance is not important, and to assume you are on your own if you start to have problems. That is not the case here!  I may not learn to associate many faces with names, but I do care about how you are doing, I applaud your improvements, and enjoy getting to know as many of you as I can. I welcome office visits and e-mail and I'm almost always available before and after class as well. I will do what I can to make our class a comfortable place so you feel free to speak up. (Remember - nearly everyone here is just as new and as anxious as you. I welcome questions and its your chance to slow down my motor mouth!  : ) ). Fight passivity! Let's make it feel like a smaller class. Become involved and you will have much better retention of the material. You'll get so much more out of college if you are not just a listener! Remember Robin Williams in "Dead Poet's Society"? "Carpe diem!" (Seize the day - or, in this case, seize your education!). Dream Big!

    While I feel like we can work together to make even our huge class a friendly and involving place, one thing that's more difficult to do is to design a course that "fits" all 200 students. If this class is like most others, about half of you have already had a psych class in high school, while about half are brand new to the subject. Some who took high school psych had excellent courses that were the equivalent of a college course (although typically spread over a whole school year), whereas others took a course that only covered a small amount of the content we will be tackling this semester. What this means is that inevitably sometimes we are going too slow or too shallow for more experienced students or too fast and furious for others. Some students who got by with memorizing definitions in high school may find test questions that ask you to apply your understanding to real-life situations pretty challenging, while others will find our multiple choice tests too simplistic. Realizing these difficulties I can only say I will try to teach an understandable, yet challenging course suitable both for those who may never take another psych class in their lives and those who may go on to major or minor in psychology.

    Many large lectures classes at UNI or across the country take the lecture and 2 to 4 exams approach. While that is traditional and easy on the instructor and some of the class (good test-takers), it is not good for many students and often does not promote good learning and long-term retention. Listening and reading just aren't enough for most of us to really learn new material - we have to work with information to make it our own. Research has shown that actively engaging the material improves learning and retention. For that reason I have planned several small assignments during the semester related to the concepts we are covering. Since you can use your text and other resources, discuss assignments with friends, or consult with your prof or T.A.'s, your assignment points a conscientious student should be able to earn nearly all the assignment points. Almost all past students voted in favor of having some of the course points come from something other than exams. In all previous classes the points from the assignments allowed almost all students to significantly raise their grade above that which they would have earned from test scores alone. But of course you must take those assignments seriously to earn those points and ask questions if you don't quite understand something.

        Our text is written in a conversational style that is easy to read. You are responsible for that reading! Attending class is important but it is only part of what's involved in becoming an educated person. Do set aside time for that reading, preferably before or while we are covering that topic in class - it is key to your success. You'll need a minimum of 2 hours per module and additional time to do the study aids in the text and online (practicing class material in as many ways as possible is recommended!). It is highly recommended that you map out a regular Study Schedule for your classes (here's a sample completed schedule) and try to stick to it. Plan on reading about 10 pages of Psych per class day. Make flashcards or condensed notes ( see the suggestions for taking notes on each module linked to the schedule above) as you read. If you take the time to outline main ideas, briefly define terms, list the pros and cons of the theories or techniques presented, etc.(preferably in your own words, with examples) I know you will absorb and remember material better than if you just read and highlight. To encourage you to do so we have a few assignments that require notes. Again - this is not busy work but a tried and true technique for increasing learning. Also notice that, in the right hand column of our schedule, there are even links to outlines to help you take these shorthand notes on each module. If you do a good job of capturing the essentials it will be much easier to study for exams. You might say you've never had to read a textbbook, much less devote special effort to learning the material presented. Well, this is just one of the many ways in which college is distinctly different from high school.

     I will not be covering everything in class - not only would that be impossible, but we wouldn't have time for demonstrations, activities, videos, etc that help you remember the material. Of course you are always welcome to ask questions about text material (in or out of class or by e-mail). I recommend regularly integrating your class notes with your reading notes; the book will provide additional examples and help you fill in or clarify material when I might have gone a bit too quickly in class. Here are some online Strategies for Taking Notes Effectively. Reading and reviewing your notes regularly (i.e. every class day) is much more effective than cramming at test time. Many students find it helpful to retype their notes as a means of reviewing each classday. Pay attention to your studying and when you are most successful.

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About our exams: Exams will be all multiple choice. Although some items will test your knowledge of facts or definitions, a larger number will assess your understanding of the material by asking you to apply the concepts we cover to examples. Being able to recognize how to apply class concepts to real-life examples requires deeper understanding rather than rote memorization. We will do some "application" in our in-class activities and homeworks that should give you an idea of what to expect on exams. This online resource gives you examples of multiple choice questions (like those you will find on our exams) of varying levels of difficulty: How Multiple Choice Questions Can Be Used to Measure Different Levels of Understanding of the Same Concept. Our text also includes concept reviews and summary tests that can help you prepare for exams. There are also online multiple choice practice tests at Plotnik's website.Some of his items are likely to appear on our tests. Some may prefer a more diagrammatic study tool, the "Concept Map".You might want to go through these tips on How to Review Class Material.

     Test scores will be posted on the Psychology Bulletin Board in the glassed-in entranceway to Baker Hall that faces the Campanile bell tower. Tests and test answer keys, once available, will be found outside my office, Baker 441. It is important to pick up your test and figure out what questions you got wrong, because some of those same questions will be on our final exam. In addition the same style items will appear on all later tests, so looking at the format of items will help you to anticipate questions on our next test. If you think that an item was mis-scored or that another response option should be considered correct, you are welcome to fill out a test item "Moan & Groan Sheet", available where you pick up your exam.

Makeup exams are strongly discouraged; if a makeup is necessary you must contact me on or before the scheduled day of the regular exam and the makeup must be taken before the exams are returned to the class. Makeup exams will include an extra page of essay questions. Except under extraordinary circumstances, only 1 makeup exam per student will be allowed per semester.
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Grades will be based on the total number of points accumulated during the semester. Tests 1, 2 and 3 will each be worth about 60-65 points plus a few extra credit points. The Final will include about 60 questions on new material as well as 45 old questions drawn from Tests 1-3. These exams make up about 75% of your grade. The other 25% comes from graded assignments and about 10 attendance points (awarded on about 10 random class days during the semester). ( ~ means "approximately")

Test 1              ~60 + a couple extra credit
Test 2              ~60 + a couple extra credit
Test 3              ~60 + a couple extra credit
Final               ~105 (60 new & 45 old questions) + a couple extra credit
Assignments     100
In-Class Points ~15 (attendance points and other in-class point earning activities occur randomly throughout the semester)
Total =            ~400 + about 30 extra credit

Grading - Your final course grade will be based on the total points earned, but you must have a passing average on the 4 exams. Grades will be assigned according to this scale:

Grade	Percent	Grade	Percent	Grade	Percent
A	93.0-100.0%	B-	80.0 - 82.9%	D+	67.0 - 69.9%
A-	90.0 - 92.9%	C+	77.0 - 79.9%	D	63.0 - 66.9%
B+	87.0 - 89.9%	C	73.0 - 76.9%	D-	60.0 - 62.9%
B	83.0 - 86.9%	C-	70.0 - 72.9%	F	0.0 - 59.9%

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Study Tips

1.  Start studying now!  Commit to putting in the necessary time to remember information from the course!  There is a direct relationship between the amount of time you spend learning material and the length of time you remember it. The general rule of thumb is 2 hours out of class for every hour in class (YES - carrying a full load is like a full-time job!). It will take you at least 2 hours to read each module - block out that time in your schedule. An ideal situation is to review your notes and do some reading/studying shortly after each class period while class is fresh in your mind.
2.  Space your study sessions.  All night cram sessions are one of the least effective ways to learn or memorize new material. Repeated spaced practices (e.g. reviewing a little every classday) allow you to mentally process and incorporate the information into memory.  It's a basic fact about the way human memory works.  Students who take the distributed practice approach to learning retain significantly more information than students who use cramming. Can you imagine if the Panthers tried to win after a single cram practice just before the game? Or a band tried to perform after only a single cram practice?
3.  Read material BEFORE we cover it in class.  Another function of human memory is that we tend to remember things much easier when we have some sort of mental framework to guide us.  That's exactly what reading the material ahead of time does; it gives you that all important mental framework so that when the professor mentions the concept, you already have a place to "hang" the information.
4.  Find a place to study where you can concentrate.  Problems in absorbing new information arise when distracting thoughts, background noise, televisions, stereos, and friends sidetrack your attention. I recommend the library.  How does your study location rate: Study Distraction Analysis
5. BEWARE - so much of psych sounds familiar that it is very tempting to think you are grasping it all just by passively listening in lecture. This is not enough to actually learn and be able to use the material in the course. You must be an active, involved learner and really work with the text and lecture notes to get a good grade. Test yourself before I test you -can you answer all the questions in our book or on the Plotnik website without difficulty? If you take the online practice test and only get 60% right, there is a pretty good chance you' ll only get ~60% (D-) on our test too! The study aids you actually produce yourself (flashcards, outlines, concept maps) are extremely important to your learning.
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Class Resources on the World-Wide Web
Intro to Psych Students are also encouraged to visit
and make use of the following class resources:
Sites to Promote Academic Success (Study Skills Page)
Help for Newcomers on Campus  (Info About On-Campus resources)
Intro to Psych Powerpoint Lecture Outlines
Plotnik Student Resources

Required Assignments - Note the due dates in your planner; late assignments will lose 2 points/day.

Who Are You Sheet  and Syllabus Quiz (5 pt)- Due 8/22.

Library Scavenger Hunt  (10 pts) - Due 8/27.
Our library is not only a great academic resource but also a personal resource and retreat that everyone should get to know soon after their arrival at UNI. I think this assignment is a fun way to learn about some of what the library offers. To prepare you for later assignments I have also included the locations of several of the key sources of Psych-related info on the hunt. If you find any of my directions confusing, please let me know so I can edit the Hunt for the next class!

Research Methods Exercise (up to 20 pt) Due 9/5. Identify the independent and dependent variables & experimental & control group in several examples. Distinguish experimental vs correlational research. TIP: You will be asked to to identify IVs, DVs, and the experimental and control groups of sample experiments on our 1st exam, so be sure you understand these terms.

Brain Game Notes (up to 10 pt plus possible extra credit) Due 9/26.
Come to class with organized notes on the parts of the nervous system and brain and the behaviors/functions each part is related to. Include the neurotransmitters mentioned in the book and class and their links to behavior as well, as well as any additional brain areas mentioned in lecture. Make yourself a sketch or 2 to remind you where the various brain areas are located. You will use these notes to play the Brain Game, where you will "diagnose" what part of the brain has been damaged based on the patients' symptoms. Correct diagnoses will be rewarded and everyone who turns in good notes will earn 10 pts. TIP: Taking notes and working on the Brain Game cases should also help to prepare you for the approximately 20 questions about this module that will be on our first test. Try to predict what our 20 questions might be.

Classical Conditioning Homework (up to 12 pt plus 2 extra credit): Due 10/10.
Identify the UCS, UCR, CS & CR in several classical conditioning examples. TIP: You will have to identify these same
components of classical conditioning in examples on Test 2, so be ready!

Reinforcement Homework (up to 13 pt) Due 10/15.
Identify the schedule of reinforcement in several operant examples. Distinguish between positive and negative reinforcement and punishment. TIP: Test 2 will include some similar examples for you to identify, so consider this practice.

Psych Journal Article Assignment (10 pt + 4 extra credit possible) Due 10/22.
Use Unistar to locate the call number of selected Psychology journals. Find the journal in the stacks in the basement and browse through until you find  a research report in you find interesting. (Note: a research report article should have a Methods section telling you how the research was conducted as well as a Results section telling you what they found.) Read how the investigators conducted their research and try to determine if they have used one of the research methods discussed in class or in the text. Tips on Reading Research Reports

Defense Mechanisms Homework (up to 10 pt) Due 10/29.
Identify the defense mechanism operating in several examples. TIP:You'll have to do the similar identifications on Test 3.

Psychological Disorders Notes to play What's My Psychopathology (up to 10 pt) Due 11/16.
Take notes on the disorders in Modules 22 and 23 in preparation for an in-class game where you must identify the disorders portrayed in case reports. Correct diagnoses will be rewarded and everyone who turns in good notes will earn 10 pts. TIP: Good notes and working on these cases should also help prepare you for the 40 or so questions on these modules on our Final Exam.

4 credits of Required Research Participation or Research Methods Paper Alternatives:  Turn in Papers by 12/1.
The other requirement in this class is a department requirement designed to expose you to research in the field of psychology. You may meet this requirement either through research participation or reading and summarizing published research. Sign-up online by clicking on the link above and clicking on PSPM. New studies are posted sporadically throughout the semester. If you sign-up do show up (or you'll get negative credits). Because of the diverse opportunities available these participations or alternatives do not carry a point value but are graded complete or incomplete. Although your credits will be posted online, also keep track of your credits yourself (space is provided below), with info about each study, in case there should be any dispute. For more information see: Research Participation-Student Information and Step-by-Step Instructions.
You may do extra Research Participations for 3 pts. extra credit each (12 pts max)
Record Your Research Participation or Alternatives Here:
    Title                                     Time & Date                                   Location       What I Did
1.

2.

3.

Record your test scores ____   ____  ____  ____  and your assignment scores ____  ____  ____  ____  ____  ____  ____  ____  _____

About Your Prof
Birthplace: Chicago, Illinois
Education: B.S. (Psychology) University of Illinois, Chicago; M.A. (Biopsychology) University of Chicago; Ph.D. (Biopsychology) University of Chicago
Married:  James Walsh (attorney)
Children:  3 girls (Jen, Sara, & Annie)
Hobbies:  Gardening, gourmet cooking, travel, reading, concert-hopping
Most unusual experiences: Performing brain surgery on rats, riding an elephant (twice!), wearing a live python around my neck, climbing the Great Pyramid, flying in a blimp, visiting ancient Greek ruins, giving birth
Goals: Continue to learn for the rest of my life, enjoy my professional and private lives, help others discover psychology (especially biopsychology)

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E-mail Linda Walsh
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This page was prepared by Linda Walsh, Dept. of Psychology,
University of Northern Iowa, Cedar Falls, IA 50614-0505.
Last updated 7/18/07.