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Introduction to Psychology
Syllabus
PSYCH 1001 Sec. 4
Fall, 2013
2:00 MWF  Sabin 2
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PROFESSOR:  Dr. Linda L. Walsh
Office: Baker 441                  Office Hours:M & W 10:00- 10:45:, TH 9-10:30, other 
Mailbox: Baker 334                times by appointment; but drop-bys are welcome.
Phone: 273-2690                   Email: walsh@uni.edu 
                             Homepage: www.uni.edu/walsh 
Text: Introduction to Psychology  (9th Edition) by Plotnik & Kouyoumdjian (8th & 7th are quite similar)
See also our class webpage at http://www.uni.edu/walsh/linda8.html
  Sites to Promote Academic Success    Exams Grading   Our Teaching Assistants
Assignments  Study Tips   Help for Newcomers on Campus   Welcome to Psych
My Family   My Garden    My Summer Vacation    Walsh Homepage   
College Success Tips from Experienced UNI Students   Dream Big!   Plotnik Student Resources
Transition to College - Top 10 Issues Identified by Students   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        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 learn the basic research methods of psychology and the benefits and limitations of each.
  • To become familiar with major fields of study within psychology, key research findings and theories of these fields.
  • To remember and use correctly the unique language of psychology.
  • To learn how to search, locate, read and evaluate the published literature of psychology.
  • To become an informed consumer of psychological information and recognize common errors in media discussions of research results.
  • To recognize and apply psychological concepts and research findings to everyday situations.
  •                                                                                                                                                                                                                     

    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 (if you notice a problem with a link please let me know).
    http://www.uni.edu/walsh/linda8.html
    WK DATE TOPIC Assignments (bold) & 
    Suggested Aids (not bold)
    1 M 8/26 Welcome &
    Introduction to Psychology
    as a Discipline and as a Career
    Areas of Specialization In Psychology
    Divisions of the American Psychological Association

    Short Videos related to Careers Related to psych:
    Job Ideas for Psych Majors
    Careers for Psych Majors
    Read the entire syllabus & Module 1 this week; complete Who are you? sheet & Syllabus Quiz
    for next class period. 
    What do you do with your 168 hours/week???  Making a weekly schedule*
    Sample schedule*

    Additional time management resources
    As you make your study schedule please block out at least 3-6 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. If you ace our exams, then you can considering decreasing study time.
    1 W 8/28 Psychology's Goals & Approaches 
    Example: Learning About Autism
    Who Are You & Syllabus Quiz due
    Optional: To learn more about autism:
    The Genetics of Autism 
    Autistic Spectrum Disorders (ASD) & Their Causes
    Autism Spectrum Disorders

    Autistic Savants  
    Listen to one family's experience - "Being Autistic, Being Human" 

    For Families, in the first 100 days after receiving the autism diagnosis

    2 examples of "applied behavior therapy" for kids with autism:
    http://www.youtube.com/watch?v=iyCx-OLzgJw
    http://www.youtube.com/watch?v=SLBLnNxzftM
    Module 1   History of Psych summary



    Outline to help you take notes on Module 1
    Begin working on Studylist 1

    Autism Symptoms Chart
    Suggestions for taking notes on Module 1
    Videos about autism:
    Oliver Sacks Autism Video Rage for Order   Part 2  Part 3  Part 4
    Autistic Savant Temple Grandin
    The Real Rainman - Kim Peek

    Making Notes Instead of Taking Notes in Class
    How to write daily To-Do Lists   
    Manageable to-Do Lists
    How to Learn in Class
    F 8/30 Finish Module 1 and Begin Module 2
    Descriptive Research Methods

    Video Pick of the Week: Rainman
    (if you're renting a video, how about getting one related to class?)

    Print Library Scavenger Hunt so you can work on it for next Wed.

    Do Module 1 reviews & tests in book. Take a practice test on 
    Module 1 to see if you are absorbing what you're reading.
    Module 1 Powerpoint

    Begin
    Module 2
    Mark Your Books   Going to Class Ready to Learn
    Tips on rewriting your notes each class day 
    How to review your notes from each class period
    How to Approach a Professor for Help
      2
    M 9/2 Labor Day Holiday Get up-to-date on your reading!
      2 W 9/4
    Descriptive Research Methods continued - Correlations
    Library Scavenger Hunt Due
    Module 2
       2  F 9/6
    What's Different About Experiments?
    Using the Scientific Method

    Print Research Methods Assignment that's due next class period
    Module 2
    Outline to help you take notes on Module 2
    Module 2 Practice Test- see if your studying is working.
    Don't forget the in-book review and test to see what you are retaining.
    Module 2 Powerpoint
        2  M 9/9
    Research Methods Assignment Due
    Experiments continued


        3 W 9/11 Pick up your Research Methods homework to study for exam
    Finish up Research Methods

    Test Anxiety Resources
        3 F 9/13 Yikes! Test 1!!

        4 M 9/16 Sleep and Dreams Module 7 except 159 (covered later)
    Suggestions for taking notes on Module 7
          4 W 9/18 Sleep Disorders Module 7 Practice Test  Do tests in book.
    Begin working on Studylist 2.


        4

    F 9/20
    Learning About Brain/Behavior Relationships
    Print & begin Brain Game Notes Outline for Wed
    Module 4 except 69 & 85
    Neural Structure Quiz (for practice)
    A Method for Memorizing Brain Areas

       5

    M 9/23
    Right Brain/Left Brain Differences
    Know Your Lobes and Label the Structure of a Neuron due today.
    Video Pick of the Week: Awakenings
    Take a practice test on Module 4    Do reviews in book
    Sleep Slides

       5

    W 9/25
    Brain Game - Come earn extra credit
    Brain Games Notes on brain areas
    and their functions due in class.*
    Read pp. 50, 54-55 in Module 3
    Brain Slides
        5 F 9/27 The Nature of Memory 
    Video Pick of the Week: Memento

    Begin working on Memory Assignment for Friday
    Module 11 except 253 and 254
    Suggestions for taking notes on Module 11
    Take a practice test on Module 11
    Memory research supports studying often, preferably 
    every class day, so you won't have to cram at exam time!
       6 M 9/30 Amnesia & Other Memory Problems
    Video Pick of the Week: Bourne Identity
    (Bourne still has his procedural memories)
    Module 12 except 272
    Suggestions for taking notes on Module 12
    Testing yourself is the best way to determine how prepared you are.
       6 W 10/2
    Is Memory Reliable?
    Elizabeth Loftus's research on false memories
    Take a practice test on Module 12
    Memory Slides

    Listen to a podcast about procrastinating
       6 F 10/4
    Conditioned Fears & Learned Body Reactions
    Print Classical Conditioning Homework for next Fri

    Study actively (testing yourself) rather than just re-reading notes and text!

       7
     M 10/7 TEST 2!!
    Memory Assignment due.

    7 W 10/9
    How Consequences Shape Behavior 
    Print Reinforcement Homework for Mon
    Module 9 except 202, 205, 207
    Outline to help you take notes on Module 9
    Ivan Pavlov     Watson
    Begin working on Studylist 3
    7 F 10/11
    "Signs" that  Rf or Punishment might occur
    Classical Conditioning Homework due
    An Animal Trainer's Guide to Classical 
    & Operant Conditioning
    Module 10 except 228, 229 and 231
    Outline to help you take notes on Module 10
    B.F. Skinner     Positive Reinforcement
    Classical Conditioning Slides
    Take a practice test on Module 9
    See what AJ learned thru operant conditioning
      8 M 10/14 Cognitive Forms of  Learning
    Reinforcement Homework due
    Identify The Type of Consequence
    Reinforcement and Punishment Concept Map
    Take a practice test on Module 10
    Learn More About the World-wide Application of Bandura's Research
      8 W 10/16 Pick up your 2 conditioning homeworks to study for the test.
    Operant and Cognitive Learning Slides
    Some jeopardy questions related to Module 9 (3 lefthand columns)
     8
    F 10/18

    Test 3


     9
    M 10/21
    Your Senses: The Brain's Input From the Outside World
    Video Pick of the Week: At First Sight
    Module 5 except 110-111
    Outline to help you take notes on Module 5
    Illusions; Blind spots


    Midterm Grades Due

     9
    W 10/23
    Smell, Taste and Pain
    Are You a Supertaster?
    The Eye and The Ear due today.

    Take a practice test on Module 5
    Sensation Slides
    Sensation/Perception Jeopardy
      9
    F10/25
    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
    Outline to help you take notes on Module 6
    Perceptual Principles in Art     
    Take a practice test on Module 6
    10
    M 10/28
    Earliest Development (Babies & Before)
    Sexual Development
    Print Psych Journal Article Assignment
    Module 17 except 393-396
    but DO Read 338-343
    Outline to help you take notes on Module 17
    Development Slides
    Sexual Orientation;    The Case of John/Joan
    10
    W 10/30 Social Development and Attachment  338-343   Harry Harlow
    Begin working on Studylist 4
     10 F 11/1 Cognitive Development
    Psych Journal Assignment due today
    Piaget
    Take a practice test on Module 17
    11 M 11/4
    Freud's Theory of Psychosexual Development

    11 W 11/6 Freud's View of Personality Development
     11 F 11/8

    TEST 4!!

    Have others quiz you! Explain class concepts to someone else
     11 M 11/11
    Finish Freudian view of personality;
    Humanistic Psychology and Self


    Module 19 except 448
    Outline to help you take notes on Module 19

    Take a practice test on Module 19 Outline to help you take notes on Module 20
     11 W 11/13
    The Social Cognitive and Trait Theory Approaches to Personality
    What is your locus of control? 

    Where do you score on the Big 5?
     

    Module 20 except 471
    Personality Powerpoint
    Albert Bandura & Self-efficacy

    Take a practice test on Module 20
    12
    F 11/15
    Introduction to Psychological Disorders
    Print outline for Disorders Notes
    Anxiety Disorders
    Learn more about Phobias:
    Phobias Slideshow
    Module 22 except 522
    Outline to help you take notes on Module22-23
    DSM-IV-TR Classification
    Begin working on Studylist 5
    Take a practice test on Module 22
     13 M 11/18 Mood Disorders
    Learn more about Depression:
    Understanding Depression Slides
    Module 23 except 546 but DO read p. 353
    Goldberg Depression Questionnaire
    Goldberg Mania Questionnaire     
     13 W 11/20 Schizophrenia
    Video Pick of the Week: Mr. Jones
    Disorders Powerpoint
    Online Lecture on Somatoform Disorders
     13 F 11/22 Disorders Notes Due - Be ready to play 
    What's My Psychopathology?
    Take a practice test on Module 23


    THANKSGIVING BREAK
     14 M 12/2 Biomedical Therapies Portions of Module 22 and 23
    Listen to a patient's personal experience with ECT
     14 W 12/4 Psychoanalytic and Humanistic Therapies Module 24  Outline to help you take notes on Module 24

    Treatment Powerpoint

     14 F 12/6 Behavioral and Cognitive Therapies 
    Hear about using CBT for social phobias
    Treatment of Depression

    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 12/9 Social Psychology: Social Influence 581, 592-598
     15 W 12/11 Social Roles and Norms Hear Zimbardo talk about his Stanford Prison Study
     15 F 12/13 Help or Not Help: Bystander Actions and
    Overview - Use Psych in Your Life

    Social Psych Slides

    M 12/16
    FINAL EXAM  3:00
    Take good care of yourself during finals week!

    Welcome to UNI and 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 to improve your life!

        Now I know some of you may have your doubts about speaking up or participating in class or getting to know your professors. 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 - everyone here is just as new and as anxious as you are.) I want you to ask questions or make comments - it is  your chance to slow down my motor mouth!  : ) . Fight passivity!  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! Have you seen Robin Williams in that old movie "Dead Poet's Society"? "Carpe diem!" (Seize the day - or, in this case, seize your education!). Dream Big!

       One cautionary note: it is difficult to design an Intro to Psych course that "fits"every single student. 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. Similarly, students in our class are likely to vary in study skills and in how ready you are to become the independent learners that college requires (see the links towards the beginning of this syllabus on how college differs from high school). Just coming to class will not be enough; you wil have to bloack out regular times to read, study and PRACTICE your Psych since we have so much less in-class time compared to high school. 

        Many lecture classes at UNI or across the country take the lecture and 2 to 4 exams approach. While that is traditional and easier 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 (NOT copy!!) 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. 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, ask questions if you don't quite understand something, and follow up on homework questions that you miss to avoid making the same mistakes on the exams.

            Our text is written in a conversational style that is easy to read. You are responsible for that reading! Attending class is important - sometimes what we cover in class will not be covered in the textbook. But attedning class 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. Do NOT wait until just before an exam! 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 of a chapter 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 the book 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 because the book will provide additional examples and help you fill in or clarify material when I might have gone over 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.For any class concept or content that you are learning, a good gauge of whether you are "getting it" is could you explain this to a confused friend

    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 your 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 competance. So although some of our items will 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 or definitions. 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 in each module 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 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 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 70% of the semester's points. The other ~30% 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     125 + a few extra credit
    In-Class Points ~10 (attendance points and other in-class point earning activities occur randomly throughout the semester)
    Total =            ~430 + about 30 extra credit available

  • Grading - Your final course grade will be based on the total points earned, but you must have a passing average on the 5 exams to pass the course. If you have a passing average on exams, then grades will be based on the total number of points you have earned all semester relative to the number of required points and then 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% 

    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)
    Intro to Psych Powerpoint Lecture Outlines
    Plotnik Student Resources
    SUMMARY OF ASSIGNMENTS AND THEIR POINT VALUES*
    * 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 Labor Day 9/2 (walsh@uni.edu) (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.)

    1)Who Are You Sheet  and Syllabus Quiz (5 pt)- Due 8/28.

    2)Library Scavenger Hunt  (10 pts) - Due 9/4.
    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!

    3)Research Methods Exercise (up to 20 pt) Due 9/9. 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.

    4)Know Your Lobes and Label the Structure of a Neuron (10 pt) (answer, then PRINT these to turn in and to study later) - Due 9/17.

    5)Brain Game Notes (up to 10 pt plus possible extra credit) Due 9/19.
    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.

    6)Memory Assignment  (15 pts) Due 10/7.

    7)Classical Conditioning Homework (up to 12 pt plus 2 extra credit): Due 10/11.
    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!

    8)Reinforcement Homework (up to 13 pt) Due 10/14
    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.

    9)The Eye and The Ear.(10 pt total) Print, label and learn the function of the parts. Due 10/17.

    10)Psych Journal Article Assignment (12+3 extra credit possible) Due 10/28.
    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. 

    11)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.

    ATTENTiON - DEPARTMENT REQUIREMENT: 4 credits of Research Participation  or 4 Research Methods Paper Alternatives OR ANY COMBINATION OF 4.  Earn your credits or turn in Papers by 12/6
    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.
    To sign up for an account on the Sona Research Participation System:  https://unipsych.sona-systems.com/student_new_user.aspx

    Once you have an account, go here to sign up to participate in studies:  https://unipsych.sona-systems.com

    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, and keep the "Consent Form" each researcher gives you as proof of your participation.

    Record Your Research Participation or Alternatives Here:
        Title                                     Time & Date                                   Location                    What I Did
    1.

    2.

    3.

    4.

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

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    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)

    Take Advantage of the Academic Learning Center  (Room 8 in the ITTC building just right of the Library’s entrance)

    I encourage you to utilize the Academic Learning Center for assistance with writing, math, science, college reading, and learning strategies. These services are available at no charge to currently-enrolled UNI students:

    ·          The Writing Center offers one-on-one writing feedback for all UNI undergraduate and graduate students. Certified Writing Coaches work with students to help them successfully manage all phases of the writing process, from getting started, to citing and documenting, to editing and proofreading. Schedule appointments at 008 ITTC or 319-273-2361. The Writing Center also offers GRE Analytical Essay workshops and the Online Writing Guide at http://www.uni.edu/unialc/writingcenter/.

    ·           Math and Science Services offers individual and small-group tutoring for math and science courses. Walk-in tutoring is MTWTh 10:00 am to 2:00 pm and Friday 10:00 am to 12 noon. Appointments are also available. Schedule appointments at 008 ITTC or 319-273-2361. Math and Science related workshops and GRE Quantitative Review courses are also offered.  Students can register for the math and science workshops and the GRE Quantitative Review course online at www.uni.edu/unialc by selecting “Courses and Workshops.”

    ·          The College Reading and Learning Center helps students transition to college-level reading and learning expectations at UNI. Students may work with trained and certified Academic Coaches by scheduling appointments. Schedule appointments at 008 ITTC or 319-273-2361

    The Academic Learning Center also offers a number of study skill related workshops during the semester:

    https://cgi.access.uni.edu/cgi-bin/training/train_enroll.cgi?admin_group=ALC&ticket=ST-370691-D276pKQgYxImsPgucsot-prodcasas1.admin.uni.edu  or go to www.uni.edu/unialc an select “Courses and Workshops.”


    UNI's Student Disability Services

    Those seeking accommodations based on disabilities should obtain a Student Academic Accommodation Request (SAAR) form from Student Disability Services (SDS) (phone 319-273-2677, for deaf or hard of hearing, use Relay 711). SDS is located on the top floor of the Student Health Center, Room 103.

    After completing the above, please bring your paperwork to Dr. Walsh  and address any special needs or special accommodations with me at the beginning of the semester or as soon as you become aware of your needs. If accommodations are requested for course exams, here is information about the requirements for making arrangements for each exam”: http://www.uni.edu/sds/policiesandproceduresofexamservices


    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 8/20/13