Introduction to Psychology
PSYCH 1001 Sec. 2
Spring 2016
10:00 MWF  Sabin 2
PROFESSOR:  Dr. Linda L. Walsh
Office: Bartlett1075                Office Hours:12:30-1:30 MW; 10:30-11:30 T,Th;
Mailbox: Bartlett 1068               other  times by appointment; but drop-bys are welcome.
Phone: 273-2690                   Email: 

Text: Psychology in Action (11th Ed.) by Huffman & Dowdell and associated online resources

Class webpage at

Welcome Letter   Sites to Promote Academic Success    Exams     Grading  
Assignments    Research Credits
    Study Tips   Help for Newcomers on Campus   
Meet Our TAs
My Family   My Garden   Highlights 2015   Walsh Homepage 
College Success Tips from Experienced UNI Students  Dream Big!  
Are You Ready for the Transition from High School to College?  
How to Get Straight A's in College         Ways in Which College is Different from High School
25 Tips for Surviving Your First Year       College is NOT 13th Grade!        First semester regrets: Unavoidable?
Read this syllabus carefully - it tells you everything you need to know about how this course operates. It includes links to many study aids and assessments to help you to succeed in this and other courses. For a wealth of other study tools visit another of my webpages:
 Sites to Promote Academic Success

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! 
Course Objectives
  • To become aware of the major psychological approaches to the study of behavior and mental processes.
  • 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 scientific 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 greater self-understanding and understanding of others.
  • To recognize ways to apply psychological research 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 - PLEASE NOTE THE FOLLOWING
    **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 as a college student.
    Everything that is underlined is a hyperlink to be accessed from our online syllabus (if you notice a problem with a link please let me know).
    WK DATE TOPIC Assignments (bold) & 
    Suggested Aids (not bold)
    1 M 1/11
    Welcome &
    Introduction to Psychology
    as a Discipline and as a Career
    Areas of Specialization In Psychology
    Divisions of the American Psychological Association
    Read the entire syllabus & Chapter 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 weekly schedule*
    Additional time management resources
    As you make your study schedule please block out at least 3 hours of Psychology reading/studying
    time during the week
    , preferably during the day either before or after our classtime. Try to keep to this schedule all semester.
    1 W 1/13
    Psychology's Perspectives, Goals & Theories
    Example: Learning About Autism
    Who Are You & Syllabus Quiz due
    Optional: To learn more about autism:
    Autism is linked to several genes
    Tools for earlier diagnosis   Autistic Savants  
    Advances in the study of autism
    Listen to one family's experience - "Being Autistic, Being Human"
    Here are the current criteria for the diagnosis of Autism Spectrum Disorder
    General update on Autism Spectrum Disorder diagnosis
    Chapter 1 to p. 20, plus 325-327 (on autism) 

    Begin working on Chap 1 Studylist

    Making Notes Instead of Taking Notes in Class
    How to write daily To-Do Lists   
    Good vs. Bad To-Do Lists
    How to Learn in Class
    F 1/15
    Descriptive Research Methods
    Movie Pick of the Week: Rainman
    (if you're renting a movie, how about getting one related to class?)

    Would all you Business majors like to know more about how
    Psychology is applied to the workplace?

    Chapter 1 20-25 plus p. 324-325 (on ADHD)         First Week PowerPoint

    Mark Your Books   Going to Class Ready to Learn
    Tips on rewriting your notes each class day
    How to Approach a Professor for Help
    M 1/18
    Martin Luther King Jr. Day

      2 W 1/20
    Correlational Research

    Chapter 1 26-30
    Research Week 2 Powerpoint
       2  F 1/22
     What's Different About Experiments?
    Using the Scientific Method

    Print Research Methods Exercise
    Do Chapter 1 review tests in book to see how you score.

     M 1/25
    Research Methods Exercise Due
    Complete Experiments; Begin Sleep and Dreaming
    Chapter 5 Sleep and Dreams only (153-164)
    Chap 5 Studylist
    Sleep Slides
        3 W 1/27
    Sleep and Dreams

    Pick up your Research Methods homework to study for exam

    Chapter 5 Sleep and Dreams only (153-164)

    Test Anxiety Resources

        3 F 1/29
    Sleep Disorders
       4 M 2/1
    Yikes! Test 1!!
          4 W 2/3
    Learning About Brain/Behavior Relationships
    Print & begin Brain Game Notes Outline for next Wed
    Chapter 2 except p. 55, 57, 63

    Chap 2 Studylist


    F 2/5
    Right Brain/Left Brain Differences
    See if you can answer these  to prepare for our next test: Know Your Lobes and Neural Structure Quiz (for practice only)
    Video Pick of the Week: Awakenings

    A Method for Memorizing Brain Areas

    Brain Slides


    M 2/8

    Other Biological Influences on Behavior

    Other Biological Influences Slides


    W 2/10

    Brain Game - Come earn extra credit
    Brain Games Notes on brain areas
    and their functions due in class.*

        5 F 2/12
    The Nature of Memory 
    Video Pick of the Week: Memento

    Begin working on Memory Assignment for Friday
    Cpoy & paste into your word processor so that you can space apart the items as needed.
    Chapter 7

    Chap 7 Studylist
    Memory research supports studying often, preferably 
    every class day, so you won't have to cram at exam time!
       6 M 2/15
    Amnesia & Other Memory Problems
    Video Pick of the Week: Bourne Identity
    (Bourne still has his procedural memories)
    Memory slides

    Testing yourself is the best way to determine how prepared you are.
       6 W 2/17
    Is Memory Reliable?

    Elizabeth Loftus's research on false memories

    Listen to a podcast about procrastinating
       6 F 2/19
    TEST 2!!
    Memory Assignment due
    Study actively (testing yourself) rather than just re-reading notes and text!


     M 2/22
    Conditioned Fears & Learned Body Reactions
    Print Classical Conditioning Homework for Wed
    Chapter 6

    Chap 6 Studylist
    Ivan Pavlov     Watson
    7 W 2/24
    How Consequences Shape Behavior 
    Classical Conditioning Homework due

    Print Reinforcement Homework for Mon

    B.F. Skinner     Positive Reinforcement
    7 F 2/26

    "Signs" that  Rf or Punishment might occur
    An Animal Trainer's Guide to Classical 
    & Operant Conditioning
    Identify The Type of Consequence
    Reinforcement and Punishment Concept Map

    Learn More About the World-wide Application of Bandura's Research
      8 M 2/29

    Cognitive Forms of  Learning
    Reinforcement Homework due
    Basic Forms of Learning Slides
    Some jeopardy questions related to Chapter 6 (3 lefthand columns)
    W 3/2
    Your Senses: The Brain's Input From the Outside World

    Video Pick of the Week: At First Sight
    Chapter 4
    Chap 4 Studylist

    Illusions; Blind spots
    F 3/4
    Smell, Taste and Pain
    Are You a Supertaster?
    Sensation/Perception Slides
    Sensation/Perception Jeopardy
    M 3/7
    Perceiving the World: Individual & Influenced 
    by the Mind, Not Just the Senses
    A Podcast: Gestalt Principles at Work

    Perceptual Principles in Art     

    Midterm Grades Due

    W 3/9

    TEST 3!!


    F 3/11

    Earliest Development (Babies & Before)
    Sexual Development
    Print Psych Journal Article Assignment
    Chapter 9
    Chap 9 Studylist


    M 3/21
    Social Development and Attachment

    Sexual Orientation;    The Case of John/Joan
    W 3/23
    Cognitive Development
    Psych Journal Assignment due today
       Harry Harlow
    Development Slides
     10 F 3/25
    Freud's Theory of Psychosexual Development

    FYI - Today is the last day to drop a course without getting an F on your transcript.

    11 M 3/28

    Freud's View of Personality Development
    Chapter 13

    11 W 3/30
    Finish Freudian view of personality;
    Humanistic Psychology and Self
    Chap 13 Studylist
     11 F 4/1
    The Social Cognitive Approach 

     12 M 4/4
    Trait Theory Approach to Personality

    Where do you score on the Big 5?

    Albert Bandura & Self-efficacy

    Personality Slides
     12 W 4/6

    TEST 4!!

    Have others quiz you! Explain class concepts to someone else
    F 4/8
    Introduction to Psychological Disorders
    Print outline for Disorders Notes
    Anxiety Disorders
    Learn more about Phobias:
    Phobias Slideshow
    Chapter 14
    DSM-5 Classification

    Chap 14 Studylist
     13 M 4/11
    Mood Disorders

    Learn more about Depression:
    Understanding Depression Slides

    Goldberg Depression Questionnaire
    Goldberg Mania Questionnaire     
     13 W 4/13
    Video Pick of the Week: Mr. Jones
    Disorders Slides
     13 F 4/15
    Disorders Notes Due - Be ready to play 
    What's My Psychopathology?

     14 M 4/18
    Biomedical Therapies Chapter 15
    Listen to a patient's personal experience with ECT
     14 W 4/20
    Psychoanalytic and Humanistic Therapies
    Chap 15 Studylist

    Treatment Slides
     14 F 4/22
    Behavioral and Cognitive Therapies 
    Hear about using CBT for social phobias
    Cognitive Distortions
    Hear Albert Ellis on cognitive behavior therapy
    Aaron Beck talks about cognitive behavior therapy 
     15 M 4/25
    Social Psychology: Social Influence

    Chapter 16 512-520 and 526-528
    Chapter 16 Studylist
     15 W 4/27
    Social Roles and Norms Hear Zimbardo talk about his Stanford Prison Study
     15 F 4/29
    Help or Not Help: Bystander Actions and
    Overview - Use Psych in Your Life
    Social Psych Slides

    M 5/2
    FINAL EXAM  10:00
    Take good care of yourself during finals week!

    Walsh-Introduction to Psychology

    Welcome to Introduction to Psychology! I am hoping we will have a great semester together. 
        I think Intro 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 focused 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 this semester to improve your life!

        Many introductory courses 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, a conscientious student should be able to earn nearly all the assignment points. Actively working with course content will help you remember the material and will help you determine whether you will be able to answer similar test questions. 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. Take these assignments seriously 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 practice questions (practice class material in as many ways as possible!). It is highly recommended that you map out a regular weekly 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. Take condensed notes as you read -- taking 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 that you take 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. 

         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. I will sometimes direct your attention to specific topics that you should cover on your own and spend extra time on - please write these helpful hints down and follow through! 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 because 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 type up their notes as a means of reviewing each classday. Use your text to fill in gaps or to clarify things in lecture that you might not be clear about.

    About our exams: Exams will be all multiple choice. Many students find exams in college to be quite a bit more challenging than their tests in high school. And that makes sense. Your mental  abilities are developing - you are becoming able to understand and work with knowledge in more and more abstract and sophisticated ways. Benjamin Bloom described these different levels of 'understanding' and the types of test questions associated with each.  In high school most of test questions probably tested your understanding at the very first or most basic level of "Bloom's taxonomy", but now, in college, you will be expected to work at achieving higher levels of mental competence. So although some of our items may test your knowledge of facts or definitions, a larger number will assess your higher 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 and there are online multiple choice practice tests at Plotnik's website.Some of his items are likely to appear on our tests. You might want to go through these tips on How to Review Class Material.

         Test scores will be posted inside and outside of our classroom Sabin 2, usually the class period after the exam date. Typically the class period after our exam you will also be able to pick up your test and answer sheet in class. 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 test items will appear on all later tests, so looking at the format of items will help you to anticipate questions on our next test. NOTE:You must have a passing average (60% or better) on our 5 exams to pass this course (regardless of how many assignment or extra credit points you earn).

    Makeup exams are strongly discouraged. If a makeup is necessary you must contact me on or before the scheduled day of the regular exam, provide documentation on why you missed the 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.

    Grades: To pass this course you must first have at least a passing (60%) average on exams. If you DO have a passing average on exams, then your grade  will be based on the total number of points accumulated during the semester. Tests 1, 2,3 and 4 will each be worth about 50 points plus a few extra credit points. The Final will include about 50 questions on new material as well as 40 old questions drawn from Tests 1-4. The exams make up nearly 75% of the semester's points. The other ~25% comes from graded assignments and attendance/participation points (awarded on random class days during the semester). ( ~ means "approximately")

    Test 1              ~50 + a couple extra credit
    Test 2              ~50 + a couple extra credit
    Test 3              ~50 + a couple extra credit
    Test 4              ~50 + a couple extra credit
    Final                ~95 (~55 new & ~40 old questions) + a couple extra credit
    Assignments      92 + a few extra credit
    In-Class Points ~  5 (attendance points and other in-class point earning activities occur randomly throughout the semester)
    Total =            ~392 + about 30 extra credit available

  • Grading - you must have a passing average on the 5 exams to pass the course. If you have a passing test average, then your grade will be based on the total number of points you have earned (out of the points listed above) and assigned according to this scale:
  • Grade
    80.0 - 82.9% 
    67.0 - 69.9% 
    90.0 - 92.9% 
    77.0 - 79.9% 
    63.0 - 66.9% 
    87.0 - 89.9%
    73.0 - 76.9% 
    60.0 - 62.9% 
    83.0 - 86.9% 
    70.0 - 72.9% 
    0.0 - 59.9% 

    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. No matter how good you think you are at multi-tasking, do NOT do it while studying. Loads and loads of research data say that you should NOT divide your attention between your phone, your music, television, facebook, etc. while reading and studying. Concentrate solely on studying for 15-30 minutes, then "reward" yourself with a short break. 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. Conscientiously try to anticipate our test questions. Each day after class ask yourself "What concepts from today's class are likely to be on the test (and make a list)?
     Back to Index

    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)

    * I reserve the right to award additional extra credit points for extra effort.
    Extra credit:
    I'd like to get to know you- Send me an email introducing yourself or asking any questions you may have by Martin Luther King Jr Day (1/18) ( (2 pt)
    There will also be a few EC questions on each exam, some extra credit on a few assignments and in-class games, and probably a few additional extra credit opportunities.

    Required Assignments - Write down these due dates in your planner; late assignments will lose 2 points/day. (Notice that in the schedule I often give you a reminder to print each assignment the class day before it is actually due.) Assignments are turned in and also returned via the alphabetical folders at the front of our classroom.

    Who Are You Sheet  and Syllabus Quiz (5 pt)- Due 1/13.

    Research Methods Exercise (up to 20 pt) Due 1/25. 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 2/10.
    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 chapter that will be on our first test. Try to predict what our 20 questions might be. Print out the assignment again and see if you can fill in the functions from memory to be ready for test.

    Memory Assignment  (10 pts) Due 2/19 AT THE TEST.

    Classical Conditioning Homework (up to 12 pt plus 2 extra credit): Due 2/24.
    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 2/29.
    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 (12 pt + 3 extra credit possible) Due 3/23.
    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. 

    Psychological Disorders Notes to play What's My Psychopathology (up to 10 pt) Due 4/15.
    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 chapters on our Final Exam.

    ATTENTION - DEPARTMENT REQUIREMENT: 4 research credits required; up to 3 additional credits may be earned to receive extra credit points.  Earn your credits or turn in papers during the semester, with the last paper or last of your research participation credits due by 12/4 (1 at a time - see instructions below).
    This requirement is a department requirement designed to expose you to scientific research in the field of psychology. You may meet this requirement either through psychology research participation or reading and summarizing published research reports in the professional journals of the field of psychology



    Research is a fundamental component of any social science, especially psychology, and learning about how humans interact and behave involves learning about the research process. One of the goals of PSYCH 1001 is to familiarize students with the research process in the social sciences.  To meet this goal, each student is required to earn four research credits (each research credit is equivalent to one hour of participation).

    Each research credit may be earned in one of three ways: 1)research participation,  2)  writing a 2-page summary of a published psychology research report, or, occasionally, 3) attending a special presentation (approved by your instructor) on a psychology topic and then writing a summary of the presentation (criteria for this will be specified by your instructor). All research credits must be completed by the second to last Friday before finals week (this semester, this Friday is on April 22..



    Research participation provides a hands-on opportunity to become familiar with how research is conducted. Because you are a student at a university in which faculty are researchers as well as teachers, you have the opportunity to be participant in real research studies. You will also have the opportunity to learn more about yourself and your behavior in many of these studies.

    Note: If you are under 18 years of age you may NOT be eligible to participate in some research studies; those that do allow you to participate will require a parental signature to participate.
    This consent form can be requested from the study researcher (their information will be available when you sign up for the study. They will likely send you a parental consent form that you would need to have signed prior to participating in that study.

    The research carried out in the psychology department is important to UNIís goal of involving students in hands-on and applied educational experiences, so please treat your participation seriously. All studies are reviewed and approved in advance by the Institutional Review Board at UNI. When you arrive at each study, that study will be explained to you by the researcher and you will have a chance to ask any questions you may have about participation. You will be asked to give your consent to participate.

    You earn .5 research credits for studies that require 30 minutes or less, 1 credit for studies that require between 35 and 60 minutes, 2 credits for studies that require between 65-90 minutes, and 3 credits for studies that require 90-120 minutes. Unless otherwise indicated, you can participate only ONCE in a specific study. Your credits earned this way will show up in your SONA account (see below). Although your credits will be posted online, also keep track of your credits yourself (space is provided below), with info about each study, and keep the "Consent Form" each researcher gives you as back-up proof of your participation.

    Overview of Signing up for Research Studies: The Psychology department uses a WEB-based sign-up system known as the SONA system. All studies are listed on the website located at: All research credit earned through participation (Option 1) will be recorded on the website. Links to SONA and other research participation information are on the Psychology Department Webpage ( and below:

    Please go to to login to the system.

    Studies will not immediately be available since researchers must get organized, but beginning in a couple weeks
    new studies are posted sporadically throughout the semester until 4/22. If you sign-up be sure to write down the time and place and do show up . Because of the diverse opportunities available these participations or alternatives do not carry a point value but are graded complete or incomplete.

    OPTION 2: READING A RESEARCH PAPER (and writing a 2-page article summary)

    Because we believe that learning about research through participation leads to a better understanding of the research process at an introductory level, we strongly encourage you to earn your research credits through Option 1. Another way to learn about the research process, however, is by reading written reports of research that have already been published. Therefore, you may earn research credit by reading an article published in a professional psychology journal and then summarizing the article in two typed double-spaced pages. This article summary will be graded by the Psychology Pool Coordinator for this semester. Your article summary will be reviewed by the following set of criteria: a) whether the article summarized is taken from a professional journal in psychology; b) inclusion of thorough and accurate information about the Introduction/Literature Review (including information about key hypotheses), Method (specifically how the data was collected, what groups/individuals were targeted in the study, and the type of study; e.g., case study, survey, experiment, archival data), Results (to the best of your ability/understanding), and Discussion within the reviewed article; and c) inclusion of one (brief) ending paragraph that relates the study back to a class topic or textbook chapter. [SMN2] 

    You may submit one article summary per week. You must plan ahead if you wish to earn research credits in this manner; you would not be able to submit all four summaries in the final week when research credits are due. Hard copies of papers can be submitted in the Psychology Department main office, Bartlett 1078. Be sure to include your name and your class section number OR instructor on your paper, in order for your paper to be graded and you to be accurately credited. Papers that do not meet the criteria (as noted above), will be returned without credit, and can be resubmitted in the future after reviewing the grading criteria.

    Record Your Research Participation or Alternatives Here:
        Title                                     Time & Date                                   Location                    What I Did




    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 (went to about 25 concerts this summer!)
    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)

    UNI's Academic Learning Center

    I encourage you to utilize the Academic Learning Centerís free assistance with writing, math, science, reading, and learning strategies:
            The Writing Center offers one-on-one writing assistance open to all UNI undergraduate and graduate students. Writing Assistants offer strategies for getting started, citing and documenting, and editing your work. Schedule an appointment at 008 ITTC or 319-273-2361.
            Math and Science Services offers individual and small-group tutorials especially helpful for students in Liberal Arts Core math and science courses. No appointment is necessary, but contact Math and Science Services at 008 ITTC or 319-273-2361 to make certain a tutor will be available at a time convenient for you.
    The Reading and Learning Center helps students transition to college-level reading and learning expectations at UNI. Students may receive assistance from certified tutors by signing up for workshops, scheduling appointments, walking in, or while working in the computer center or study area. Additionally, students can register for PPST and GRE preparation courses or enjoy casual conversations about classes, majors, programs, and life at UNI by coming to daily Coffee Chats.

    UNI's Student Disability Services

    A student with a disability that qualifies under the Americans with Disabilities Act and Section 504 of the Rehabilitation Act who requires academic accommodations should contact Student Disability Services (SDS) for information on appropriate policies and procedures. SDS is located on the top floor of the Student Health Center -- phone (319) 273-2677. Student Disability Services staff will then provide a SAAR form to share with me, verifying your disability and specifying the accommodation you will need. This should be done well in advance of when the accommodations are needed.

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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 1/8/16.