WNCC  FALL 2005
PSY 101  GENERAL PSYCHOLOGY
SECTION  C04  T/TH  5:30 - 6:45

Michael Costello, Ph.D.
costel16@wncc.edu
Text:  Kassin, S. (2004).  Essentials of Psychology.    

DATE	TOPICS	READINGS
8/30 9/1	what is psychology? brief history, experimental and correlational methods, miscellaneous definitions, science and nonscience, how we know what we know, theories and hypotheses	entire syllabus, CH 1: all
9/6 9/8	continue with CH 1 issues, begin issues in CH 2: brain organization, split brain research, mind and brain, hemispheric specialization	CH 2: 52-71
9/13 9/15	neural function, synaptic function and thinking/behavior, the limbic system and emotions, temperament, synaptogenesis and neurogenesis, neurotransmitter systems and thinking	CH 2: 41-52
9/20 9/22	psychological disorders: schizophrenia, depression, anxiety disorders, dementia, symptoms and treatment, the DSM IV QUIZ 1  9/22	CH 13: all
9/27 9/29	continue with the nature of major psychological disorders HOMEWORK 1 DUE  9/27	continue with CH 13 readings
10/4 10/6	EXAM 1  10/4 DNA: from amino acids to behavior, behavior genetics, genetic correlates of temperament, personality, intelligence, and sexual orientation,  the nature of natural selection and evolution, natural selection, sexual selection, and artificial selection	CH 8: all
10/11 10/13	consciousness, stages of sleep, dreams, and the scientific approach to the nature of dreams, hypnosis, drugs that alter our waking-state of consciousness:  how they act and why they damage brain function GROUP 1 ARTICLE RESPONSES DUE  10/13	CH 4: all
10/18 10/20	developmental psychology, prenatal development, cognitive development in infants, Piaget, Spelke, Baillargeon, and neo-Piagetian approaches to cognitive development QUIZ 2  10/20	CH 9:  331-349
10/25 10/27	emotional development, security af attachment, social deprivation, response-contingent stimulation and curiosity, cognitive function, emotional stability, the evidence surrounding the day care controversy HOMEWORK 2  DUE  10/27	CH 9: 350-354
11/1 11/3	finish issues in CH 9, begin issues in learning and memory, classical and operant conditioning, observational learning, ontogenetic and phylogenetic approaches to the nature of learning in people	CH 5: all CH 6: 205-221
11/8 11/10	continue with issues in learning and memory EXAM 2  11/10
11/15 11/17	thought, language, intelligence, self-awareness, mental-state attribution, what is human-specific cognitive function?  confirmation bias and process of falsification in people, what do chimpanzees know?  how do we know what they know?  basics of language, syntax, grammar, pragmatics of language, modularity of mind	CH 7: all
11/22	continue with issues in cognition, language GROUP 2 ARTICLE RESPONSES DUE  11/22	continue with CH 7 readings
11/29 12/1	Freudian and current approaches to the nature of personality, personality traits, how they're measured, humanistic approaches, pros and cons of each HOMEWORK 3 DUE  12/1                       QUIZ 3  12/1	CH 12: all
12/6 12/8	social psychology, attributions, natural vs. optimal predispositions to impression formation, aggression and altruism, cross-cultural considerations, political and scientific approaches to the individual and the group	CH 11: 417-449
12/13	FINAL EXAM

ABOUT THE COURSE

This is an introductory psychology course for students of any major.  I would like you to attend all meetings, ask questions, participate in discussion, and respect the contributions of your classmates.  The objectives of this course include the following:
(1) appreciate the pros and cons of the scientific approach to the study of human thought and behavior, (2) develop critical thinking skills through class discussion of controversial and poorly understood issues in psychology, (3) understand the basics of the neurological correlates of thinking and behavior, the major psychological disorders, personality and temperament, cognition and perception, basics of brain organization, natural selection and evolution, sexuality, intelligence, learning, memory, social psychology, behavior genetics, and developmental psychology, (4) be able to identify whether or not a psychological explanation is testable, falsifiable, useful, (5) acquire a knowledge base sufficient to ask meaningful questions about human behavior, (6) understand the concept of interaction, especially in relation to genetics, environment, and behavior, and (7) achieve a rational and critical approach to idea evaluation sufficient to allow you to avoid, or at the very least detect, political indoctrination and pseudo science.

These objectives are surprisingly easy to achieve.  They require simply a positive attitude, excellent attendance, and a nominal level of curiosity about the nature of people.

To the extent that you want or need a good grade in this class, consider the following advice:  treat lecture like study; that is, pay attention, take notes, ask questions, make comments, speak up!  Your attendance should be perfect.  People who miss lecture/discussion tend not to do well in this class.  Typical meetings will include some combination of lecture, handouts (including lecture outlines), video, overheads, individual exercises, and group exercises.  If you miss class, get notes from at least two classmates. 



WHAT TO DO IF YOU MISS A MEETING

You are responsible for everything that occurs during each meeting, whether you are present or not.  If you miss a meeting, get notes and handouts from at least two classmates.  Although I respect your consideration and thank you in advance for your courtesy (really!), please do not e-mail me if you anticipate missing a meeting OR if you have missed a meeting and are wondering what you missed.  This is not actionable information (that is, there's nothing I can do about it).  Rather, simply get notes from classmates and show up attentive and alert for the next meeting.  However, as always, feel free to ask me if you have any questions about due dates, our schedule, how you're doing in the class, etc.


OUR LECTURE SCHEDULE

The purpose of this syllabus is to give you a good idea of the topics we'll discuss and the order in which we'll discuss them.  However, we dictate the pace of this course, the syllabus does not dictate the pace for us.  If we need to add or delete material, I'll let you know well in advance of any change.  The psychology literature is much too large to cover in one semester.  As a result, we will focus on issues that are currently the most promising, least dogmatic, and most central to the entire field.


WRITING ASSIGNMENTS

The writing assignments for this class will consist of (1) homework assignments, (2) article responses, and (3) exam essays.

(1) Homework Assignments:  The three homework assignments will consist of responses to the critical thinking questions from your text.  The due dates listed for the homework assignments are the final dates, but not the only dates, for submission.  Early submission of work is accepted.  Late assignments will receive a maximum of 50% of the assigned points.

Homework 1:  page 79, questions 1 & 4
Homework 2:  page 165, question 3; page 373, question 1
Homework 3:  page 293, question 3; page 199, question 2

(2) Article Responses:  Two groups of articles have been placed on limited reserve in the library.  Each of the two groups contains two articles.  You choose one article from each group, read it, and answer the attached questions.  Which article you choose depends on your own interests.  All the articles relate to some part of our assigned readings and many of the attached questions will refer you to passages in your text.  The purpose of the article assignment is to introduce you to a more responsible and thorough treatment of issues in psychology than a textbook affords while still being easy to read and understand.  The typed answers should be double-spaced and no longer than two pages (two full double-spaced pages is optimal).  Be terse, direct, and informative; omit redundant and uninformative text.  Simply type or write your name and section of psy 101 on top of the first page, double space down, and begin.  Feel free to submit a draft early if you would like a quick edit before submitting your final copy.  Late article responses will receive a maximum of 50% of the assigned points.

Group 1 Articles
Hyman, S. (2003).  Diagnosing disorders.  Scientific American, 289 (3), special issue: 97-103.
Scarr, S. (1988).  Race and gender as psychological variables.  American Psychologist, 43 (1): 56-59.

Group 2 Articles
Begley, S.  (1998).  The parent trap.  Newsweek, Sept. 7: 53-59.
Winson, J.  (2002).  The meaning of dreams.  Scientific American, 12 (1), special edition: 54-61.



(3) Exam Essays:  Each of the three exams will include two essays.  As described below, the essays are distributed in advance for your take-home review only and are not to be consulted during the exam.   The essays are considered writing assignments as well as a measure of factual and reasoning skills, so grammar, organization, and clarity of expression count.  Although I appreciate neat handwriting, do not be concerned about messy or individual-specific handwriting. 


EXAMS AND QUIZZES

This course will include three exams (two midterm exams and a final exam) and three quizzes.  Each exam will consist of approximately 30 multiple choice questions and two essays.  No notes or books are allowed during the exams.  The exams will include issues covered in lecture and readings.  None of the exams are cumulative.

On the meeting before each exam, I'll distribute a list of three potential essay questions for the exam.  Two of the three essays will be included on the exam.  You do not bring completed essays to the exam.  The purpose of distributing the essays in advance is to focus your study efforts on the big issues.  While studying the course material, the lecture/book overlap and lecture-unique material are the most important materials to review.  Lecture/book overlap is material we discuss that is also discussed in your assigned readings.  Lecture-unique material is material discussed in lecture that is not covered in the text and book-unique material is information I've asked you to read that we do not discuss in lecture.  Book-unique material will never represent more than 10% of an exam.  Make-up exams are not allowed in this class and will only be considered with evidence of a real medical emergency.  I realize that each of you have other academic, work, family, and personal responsibilities.  Conflicts of work, family, transportation, etc. are a  part of each of our lives and, as a result, they are not legitimate reasons to request a make-up exam.  Please feel free to ask questions or seek clarification on this policy.

Unlike the exams, the three quizzes are open-note and open-book.  The quizzes will contain a total of approximately 12 fill-in, multiple-choice, and short-answer items.  Quizzes will be completed during the final 30 minutes of class.  There are no opportunities to make up a quiz.  You are either in class and get credit or you are absent and do not get credit.  Quizzes should be low-stress measures of your progress and serve to emphasize important material for study, help prepare you for an exam, and encourage you not to fall behind in your study.


ATTENDANCE/MOTIVATION/PARTICIPATION

Attendance/motivation/participation is 10% of your grade.  Only those who attend regularly and show sincere effort will receive the benefit of the doubt if they are on the cusp of two grades.  Attendance will be taken periodically throughout the semester.


ACADEMIC HONESTY

All work must be your own and only your own.  Plagiarism is the representation of others' work as your own.  This includes lifting material from other students' homework or from other researchers' publications.  Cheating will result in a zero for the assignment.  If chronic, academic dishonesty will result in an "F" in the course, regardless of what you scored on other assignments.  Please consult the WNCC catalogue for more detailed guidelines of academic honesty.







GRADES

Perfect or near perfect attendance and honest effort will help if you are on the cusp of any two grades.

Assignment/Points                              Total Points Possible

Attendance/participation/motivation                    50                                    
2 library reserve readings at 30 points each        60                              
3 homework assignments at 15 points each       45                   
3 open-note quizzes at 25 points each               75                               
2 midterm exams at 90 points each                 180                                
1 final exam at 90 points                                   90                                                 
                                                                     500                                                                                
Course Grade      % of total points

    A                         >92
    A-                        90-92
    B+                       87-89
    B                         83-86
    B-                        80-82
    C+                       77-79
    C                         71-76
    C-                        68-70
    D                         58-67
    F                         <58


DISABILITY SUPPORT SERVICES (DSS)

Qualified students with documented disabilities can obtain assistance from DSS.  For assistance, contact the DSS in the Bristlecone Building, Room 103, 775-445-3266.  Qualified students must first meet with DSS staff before they can receive accommodations in a WNCC class.


ABOUT THE INSTRUCTOR

1981  B.A.   Psychology  University of California, Davis
1984  M.A.  Psychology  San Diego State University
1991  Ph.D. Psychology  University of California, Riverside

My research interests include comparative cognition in human and nonhuman primates, the relationship between foraging behavior and intelligence, and the adaptive vs. exaptive nature of primate and avian cognitive skills.  Aside from the typical committee work, research related positions include public and private work as a data analyst/statistical consultant and service as an ad-hoc editor for the American Journal of Primatology and as an ad-hoc grants reviewer for the National Geographic Society.

As my research changes, so does my teaching.  Most of my teaching has been at the University of California, University of Redlands, The School For Field Studies, Cal State San Bernardino, Grand Valley State University, WNCC, TMCC, and LTCC.  Typically, I teach courses in statistics, research methods, general psychology, animal behavior, physiological psychology, child development, critical thinking, and field courses in primate behavior in Costa Rica and Mexico.  Occasionally, I teach courses in cognitive psychology, history of psychology, biological anthropology, and learning & memory.