Psychology 1010 (IVC)

Introduction to Psychology Fall 2021

Locations: Ogden campus: Lindquist Hall, room 050 Farmington: WSU Station Park, Farmington, Room 315 Davis: Stewart Center, room 202 West: West Center, 5627 S 3500 West, Roy, Room 102 Instructor: Dr. Kathryn Sperry (Pronouns: she/her/hers) Email: kathrynsperry@weber.edu Phone: (801) 626 – 6247 (Psych Dept. phone number) Office: Lindquist Hall, room 376 Office hours: Monday 2 – 3; Tues/Thurs 11 – 12. Please email me or use the appointment link on Canvas I. Course Description Welcome to Introduction to Psychology! Psychology is the scientific study of behavior. The topics studied by psychologists vary widely, and go beyond the “pop psychology” often portrayed in the media. Some of the topics we will discuss include: child development, short-term and long-term memory, learning theories (operant and classical conditioning), emotions, helping behavior, personality, and psychological disorders (to name a few topics). We will also discuss a number of more applied questions: Why does advertising work? Why do suspects sometimes confess to crimes they did not commit? Why is cramming for exams counterproductive? What causes phobias? What is the impact of technology on relationships? A large focus in this course will be on the research methods used by psychologists to answer these interesting questions. Throughout the semester, we will discuss experimental and correlational research methods, discussing their strengths and limitations. I hope this course will not only give you an overview of the various topics in psychology, but will also ignite an interest in the field! II. Required Textbook This course is enrolled in the Day One Access program. When you registered for this course, you were charged for the e-book. It is a “electronic course materials” fee. There is nothing tangible to purchase at the bookstore. You will be given access to these course materials through our Canvas Site. Although you may also opt out of the online textbook, this is highly discouraged because there will be assignments that you can only access from this website (called MindTap). Those assignments are worth 15% of your grade.

III. Learning Objectives Program

Outcomes Course outcomes

Upon successfully completing this class, you will be able to…

Knowledge

§ Identify the various research methods that psychologists use and the pros and

cons of each method § Describe a variety of psychological principles and theories in Psychology

Application

§ Match a research question with the most appropriate research method to

answer that question § Articulate connections between psychological principles or research findings

and your own life, real-world situations, and everyday behavior.

Values/ethics

§ Demonstrate an understanding of what it means to have a “scientific mindset” § Distinguish between “pop psychology” portrayed in the media and

psychological science § Describe and show an appreciation for evidence-based treatment § Describe the role that culture plays in defining certain behaviors, thoughts, or

emotions as “abnormal”

Communication

§ Practice effectively and professionally communicating in writing through three application papers

IV. Course Requirements § MindTap assignments (15%)

The e-book for this class comes with a program called MindTap. The MindTap assignments consist of a few questions about the reading for each section of the textbook. Some of the MindTap assignments are focused on a real-world application of the material and involve more critical thinking. There are assignments in MindTap due nearly every class period. Again, the assignments are small. Some days there are multiple MindTap assignments due. I drop a few MindTap scores. These are meant to encourage you to read the textbook and also to reinforce the information you are learning and help the material “stick” (hopefully aiding in your success on exams).

§ Signature assignment (10%)

This course is a WSU General Education course that presents an introduction to the diverse field of psychology. The WSU General Education program introduces students to academic disciplines through the important (“big”) questions at their core. The inquiry required by these “big questions” provides students with opportunities to integrate and apply their knowledge of the discipline to address a significant personal, social, or professional issue with their intellectual tools, like problem solving or critical thinking. This WSU General Education course, Introductory Psychology (PSYCH 1010), is designed to tackle the following “Big Question”: How does scientific psychology help us understand our experiences? All WSU General Education courses have a Signature Assignment that requires students to integrate and apply course content to address a significant personal, social, or professional issue in some way. The Signature Assignment (SA) in this course will be series of short reflection papers in which you will (a) identify and discuss a course concept and (b) apply the concept to your life or to society in a meaningful way. In this SA, you will integrate and apply content from any part of this course to analyze and illustrate issues of personal and/or social significance, written for review by an “expert in the field.” For more information, refer to the Canvas website, where you will find detailed information on the assignment and examples of past assignments. This assignment will be submitted in three parts as Reflection #1, Reflection #2, and Reflection #3.

§ Research Requirement (5% of your grade)

For the Research Requirement, you have two options to complete this assignment. You must earn a total of 10 Research credits. These research credits can be earned in one of two ways, described below. These are described in further detail on Canvas. There are two options for this requirement:

1. Option #1: You can earn 10 Research Credits through SONA systems by participating in psychological research conducted by students or faculty in the psychology department. This equates to about 2.5 hours of research participation.

2. Option #2: You will read research articles and write a 500-word paper about each article. Specific articles from which to choose and the questions you must answer about them are listed on the Canvas assignment guidelines. Each research article write-up is worth 4 Research credits.

These options are outlined in more detail in the assignment guidelines for the Research Requirement on Canvas. You may also mix and match these options if you are unable to meet the requirement of the full 10 credits through SONA.

§ Exams (70%)

1. There are four multiple-choice exams throughout the semester. 2. Your lowest exam score will be dropped so three exams will count toward your grade.

The fourth exam will take place during finals week. You may choose not to take Exam 4 and count that as your dropped exam.

3. Exams will be taken in Chi Tester at a testing center. After the exam period is over, you will be able to review the exam on Chi Tester to see which questions you missed. Go to chitester.weber.edu to review the questions you missed on each exam. The following testing center locations are available for you to take the exam:

o WSU testing – Davis o WSU testing – Library o WSU testing – Lindquist Hall o WSU testing – Morgan o WSU testing – Student Services o WSU testing – Tracy Hall o WSU testing - West

Visit this website to see the hours of operation and location of each testing center: https://www.weber.edu/TestingCenter/default.html

§ Extra credit chapter quizzes

o For each chapter we cover there is a quiz in MindTap you can complete for extra credit. These are due on the day of the corresponding exam due date.

V. Grading Scale A = 92.5+ C+ = 77.5 - 79.4 A - = 89.5 - 92.4 C = 72.5 - 77.4 B+ = 87.5 - 89.4 C - = 69.5 - 72.4 B = 82.5 - 87.4 D+ = 67.5 - 69.4 B - = 79.5 - 82.4 D = 59.5 - 67.4 F = < 59.5 VI. Course and University Policies Missed Exams: Exams generally may not be made up. If you know in advance of a conflict, you may be able to take an exam early. Please contact me as soon as possible to arrange such accommodations. Once the exam is open for students to review (after the exam period), I cannot let any students take the exam at that point. That is why it is critical that you communicate with me as soon as possible so that we can make arrangements if we need to.

Late papers: The Signature Assignment and the Research Requirement may be submitted late for a 5% deduction for each day it is late. Papers may only be submitted one week late. Academic Dishonesty I take plagiarism incredibly seriously. This includes submitting work in this class that you have already submitted in another class. This includes submitting work that is worded too similarly to another student’s paper, or to a paper from the Internet. This includes copying a sentence (or more) from a research article or an online article. Remember that you must put everything into your own words, even when you cite the source! If you are re-taking this course, you may not submit any work that you have already submitted to this class (whether you are taking it with the same professor or a different professor as before). The penalty for academic dishonesty in this course is failure on the assignment and possibly the course, depending on the circumstances. Inclusivity statement Pivotal to Weber State University's mission is the need to embrace and value the diversity of its members. Acknowledging the uniqueness of each individual, we work to cultivate an environment that encourages freedom of expression. Because the University is a community where inquiry is nurtured and theories tested, every individual has the right to feel safe to express ideas that differ from those held by other members of the community. However, all persons who aspire to be part of our campus community must accept the responsibility to demonstrate civility and respect for the dignity of others. Recognizing that the proper balance between freedom of expression and respect for others is not always apparent or easy to achieve, we must continually challenge ourselves and each other in an atmosphere of mutual concern, good will, and respect. Therefore, expressions or actions that disparage an individual's or group's ethnicity, gender, religion, sexual orientation, marital status, age, or disability are contrary to the mission of Weber State University. Campus closure If for any reason the university is forced to close for an extended period of time, our class will be conducted via Zoom in an online format. I will immediately send out an email through Canvas Announcements to let you know the plan for our course and any relevant changes. COVID-19 recommendations I would like to encourage you all to get fully vaccinated if you are not already. I also would like to strongly encourage you to wear a mask to class to protect yourself and others (even if you are fully vaccinated). Cases of the new Delta variant are rising and the CDC is now recommending that even fully vaccinated individuals wear a mask indoors. By law I cannot mandate this, but it’s a small ask.

VII. Course Support Office Hours I am available for extra help during office hours every week. Please make an appointment, whether to chat about an assignment, clarify content from lecture, or any other questions or thoughts you would like to discuss! Disability services Any student requiring accommodations or services due to a disability must contact Disability Services in Room 181 of the Student Services Center or Room 256 at the Davis Campus. Disability Services can also arrange to provide course materials (including this syllabus) in alternative formats upon request. Contact Disability Services:

Website: https://www.weber.edu/disabilityservices Phone: 801-626-6413 (Ogden), 801-395-3442 (Davis) Email us at dsc@weber.edu or dscdavis@weber.edu

Writing Center You will have 2 papers in this class, plus 4 online discussions. That means that 30% of your grade is based on written work. The writing center can be a tremendous resource to aid in your success. Please make use of the writing center on campus. You can submit papers to be reviewed, or make an appointment to go over a paper with a tutor. They have drop-in hours and also appointments. Contact the Writing Center:

Website: https://www.weber.edu/WritingCenter Phone: 801-626-6463 Location: Elizabeth Hall, room 210 (Ogden campus)

Counseling services Please remember to take care of your mental health. The Counseling and Psychological Services Center can assist students with a range of topics and challenges, including (but not limited to): Depression, Anxiety, coming out, Transgender issues, Eating Disorders, grief and loss, relationships, self-esteem, and suicide ideation. They are offering a number of virtual options as well!

Website: https://www.weber.edu/CounselingCenter/default.html

VIII. COURSE SCHEDULE

Week Date Topics and reading (sections in the e-book) MindTap assignments due Research requirement and S.A. reflections

1 Aug. 31 Ch. 1: Intro to psychological Science • What is psychology (1-1) • Why do we study psychology? (1-2) • Psychological perspectives (1-5 and 1-5a) • What does it mean to be a psychologist (1-6)

Sept. 2 Ch. 2: Research Methods • What is science (2-1)

o The scientific Mindset (2-1a) o The importance of critical thinking (2-1b) o The scientific enterprise (2-1c)

• How do Psychologists conduct research (2-2) o Descriptive methods (2-2a) o Correlation research (2-2b)

Chapter 1 lessons: • Why is Psych a hub science? • What are the psych perspectives?

Chapter 1 research application: • Psychology myths

2 Sept. 7 • Experimental methods (2-2c) • How can we conduct ethical research? (2-4) • Humans (2-4a)

Chapter 2 lessons: • What is science? • The scientific enterprise • Ethical guidelines

Sept. 9 Ch. 4: Biological Psychology • What is biopsych? (4-1) • How is the Nervous System organized? (4-2) • Structures and functions of CNS (4-3)

o Brainstem & Cerebellum (4-3a) o Subcortical structures (4-3b)

Chapter 4 lesson: • What are the structures and

functions of the CNS? – Spinal Cord, Brain Stem, Cerebellum

3 Sept. 14 • Cerebral cortex (4-3c) / lobes, right brain, left brain, split brain patients

• How do neurons communicate (4-5) o Neurons (4-5a)

Chapter 4 lesson: • The Cerebral Cortex

Sept. 16 • Neural signaling (4-5b) • Neurotransmitters (4-5c)

Chapter 4 lesson: • Types of Neurotransmitters

4 Sept. 21 No class Exam 1 (open from Sept. 17 – Sept. 21)

Extra credit quizzes in MindTap: • Chapter 1 test prep • Chapter 2 test prep • Chapter 4 test prep

Sept. 23 Ch. 9: Memory • What is memory (9-1, 9-1a) • How are memories processed (9-2)

o Sensory memory (9-2a) o Short Term Memory and Working Memory (9-

2b) o Long Term Memory, levels of processing, serial

position (9-2c) • Types of LTM (9-3)

o Declarative memories (9-3a) o Non-declarative Memories (9-3b)

Chapter 9 lessons:

• What is memory? • How are memories processed? • What are the different types of

LTM?

5 Sept. 28 • How is LTM organized? (9-4) o Interferences, using schemas (9-4b)

• How do we retrieve memories? (9-5) o Retrieval from Short Term Memory (9-5a) o Retrieval from Long-Term Memory, cues, own-

race bias, memory reconstruction (9-5b)

Chapter 9 lessons: • How is LTM organized?

Sept. 30 • Why do we forget? (9-6) o Decay (9-6a) o Interference (9-6b) o Motivated forgetting (9-6c)

• How can we improve memory? (9-8a – 9-8f)

Chapter 9 lessons: • Why do we forget? • How can we improve memory?

Chapter 9 research application: • Study habits and memory

6 Oct. 5 Ch. 11: Development • What does it mean to develop? (11-1)

o Nature and nurture (11-1a) • How does cognition change (11-5)

o Jean Piaget (11-5a) o Alternative approaches to cognitive development

(11-5b)

Chapter 11 lesson: • How does cognition change?

Oct. 7 Class Cancelled

7 Oct. 12 Ch. 11: Development • What does it mean to be an adolescent? (11-7)

o Cognitive and Moral development in Adolescence (11-7b)

o Social and emotional development in adolescence (11-7c)

• What is it like to be an emerging adult? (11-8) o Physical status of emerging adulthood (11-8a) o Cognition in emerging adulthood (11-8b)

Chapter 11 lessons: • What does it mean to be an

adolescent? • What is it like to be an emerging

or young adult?

Oct. 14 Ch. 8: Learning • How do animals respond to environment? (8-1) • What are the 3 main types of learning? (8-2) • What is Classical conditioning (8-3)

o Classical Conditioning terminology (8-3a) o Classical conditioning phenomena (8-3b) o Cognitive and Bio factors (8-3c)

Chapter 8 lessons: • Classical conditioning

terminology • Extinction and spontaneous

recovery

8 Oct. 19 o Applying classical conditioning (8-3d)

Signature Assignment reflection #1 due

Oct. 21 • Operant conditioning, cont’d (8-4) o Types of consequences (8-4a) o Successive Approximations (Shaping) (8-4c) o Cognitive, biological, and social influences (8-4d) o Applying Operant Conditioning (8-4e)

• Observational learning (8-5) o Albert Bandura and Aggression (8-5a) o Cultural transmission of learning (8-5b)

Chapter 8 lessons: • What is operant conditioning? • What is operant conditioning –

types of consequences Chapter 8 Real World Application:

• Punishment and Parenting

9 Oct. 26 No Class Exam 2 (open from Oct. 22 – Oct. 26)

Extra credit quizzes: • Chapter 9 test prep • Chapter 11 test prep • Chapter 8 test prep

Oct. 28 Ch. 13: Social Psychology • Why are humans social (13-1) • How accurate are first impressions? (13-2) • Why did that thing just happen? (13-3)

o Fundamental attribution error (13-3a) o Defensive attributions, actor/observer bias (13-

3b) o Cultural influences (13-3c)

Chapter 13 lesson: • Why are we social, first

impressions, and why did that thing just happen?

10 Nov. 2 • How are our attitudes influenced by others? (13-4) o Cognitive dissonance (13-4b)

• Why do we go along with the group? (13-7) o Conformity (13-7a) o Compliance (13-7b)

Chapter 13 lesson: • Why do we go along with the

group?

Nov. 4 o Obedience (13-7c) o Altruism and helping, bystander effect (13-10e)

11 Nov. 9 Ch. 7: Emotion & Motivation • How are emotion and motivation related? (7-1) • Why are we emotional? (7-2)

o Theories of emotion (7-2a)

Chapter 7 lesson: • Why are we emotional?

Nov. 11 • What does it mean to be motivated? (7-4) o Hunger and eating (eating dx) (7-4a) o Motivational priorities (7-4d)

Chapter 7 lessons: • What does it mean to be

motivated? • What does it mean to be

motivated – Maslow’s Hierarchy of Needs

12 Nov. 16 Ch. 12: Personality • What is personality (12-1) • Historical approaches to personality (12-2)

o Psychodynamic theories (12-2a) o Behaviorist approaches (12-2b) o Humanistic approaches (12-2c)

• Trait theories (12-3) o Big 5 (12-3b)

Chapter 12 lesson: • What is personality? Historical

Approaches to personality

Signature Assignment Reflection #2 due

Nov. 18 • Assessing personality (12-6) o Personality inventories (12-6a) o Projective tests (12-6b) o Ethics of personality testing (12-6c)

• What does it mean to have a self? (12-7) o Self-concept (12-7a) o Self-esteem (12-7c)

Chapter 12 lessons: • How do trait theories explain

personality? And how do situations affect personality?

• How do we assess personality? Chapter 12 Real world Application:

• Personality tests in the workplace

13 Nov. 23 No class Exam 3 (Open from Nov. 19 – Nov. 23)

Extra credit quizzes: • Chapter 13 test prep • Chapter 7 test prep • Chapter 12 test prep

Nov. 25 No Class – Thanksgiving

14 Nov. 30 Ch. 14 & 15: Psychological Disorders & Treatment • What does it mean to have a psychological disorder? (14-

1) • How are they diagnosed, DSM-5 (14-2) • Childhood disorders (14-4)

o Autism Spectrum Disorder (ASD) (14-4a) o ADHD (14-4b)

§ Treating ASD and ADHD (15-5a)

Chapter 14 lessons: • What does it mean to have a

psychological disorder? • Which disorders emerge in

childhood? • What is Schizophrenia?

Dec. 2 • Schizophrenia (14-5, 14-5a, 14-5b) o Treating Schizophrenia (15-5b)

• Bipolar Disorder (14-6) o Treating Bipolar (15-5c)

Signature Assignment Reflection #3

15 Dec. 7 • Major Depressive Disorder, MDD (14-7, 14-7a, 14-7b) o Treating MDD (15-5d)

• Anxiety (14-8) o Specific phobias (14-8a) o Panic Disorder (14-8c) o Agoraphobia (14-8d) o Generalized Anxiety Disorder (14-8e)

§ Treating Anxiety (15-5e)

Chapter 14 lessons: • What is Bipolar Disorder? • What is Major Depressive

Disorder? Ch. 14 Research Application:

• Beliefs about Depression

Dec. 9 • Obsessive-Compulsive Disorder (OCD) (14-9, 14-9a) o Treating OCD (15-5f)

• Dissociative Identity Disorder (14-11) o Treating DID (15-5i)

• Personality Disorders (14-13) o Antisocial Personality Disorder (14-13a) o Borderline Personality Disorder (14-13b)

§ Treating Borderline (15-5l) o Narcissistic Personality Disorder (14-13c)

Chapter 15 lesson: • How are specific disorders

treated? Ch. 15: Real world application:

• Emotional support animals

16 Finals week

Exam 4 Open from Dec. 13 – Dec. 15

Extra credit quizzes (due Dec. 15): • Chapter 14 test prep • Chapter 15 test prep

Research Requirement Due (December 13)