PSYCHOLOGY 101 F4
FALL 1999
MW 10:00-11:50

Instructor: David Lambert
Office: Room 225, DeRicci Hall
Office Hours:  MW 12-1pm, TR 11-12pm, or by appointment
Telephone: 663-2304 (office)
E-mail: lambert@edgewood.edu

This course is an introduction to psychology–the science of behavior and mental processes. In this course, we will survey the major topics, theories, and research findings in psychology, and consider key controversies and dividing issues. We will also consider applications of psychological principles and techniques to improving people’s lives. A quick consideration of human behavior makes it clear that psychology has some of the most fascinating phenomena to study in all of science. For example: Why are some people willing to help a stranger in distress, whereas others are not? Why are some people shy and others highly social? What causes depression? Why do humans talk but chimps do not? In this course, we review the various areas of inquiry within the field of psychology, such as biopsychology, developmental psychology, cognition, and social psychology.

Knowledge of Psychology: The basic goal of this course is to increase your knowledge of psychology. This is the only goal that will be evaluated directly by exams and it includes enhancing your knowledge and understanding of: a) major psychological approaches to the study of behavior; b) major issues in psychology; c) concepts, basic terminology, research findings, and applications of psychological work; d) the research process and its limitations, and e) classic psychology experiments and psychology's important contributors.

Scientific Values and Skills: This course is intended to stimulate your intellectual curiosity about human behavior, increase your understanding and appreciation of the scientific method, help you recognize faulty or biased research, and increase your ability to critically evaluate scientific information.

Everyday Life: As a discipline, psychology is concerned with questions that make up the very fabric of our existence. From the mundane (e.g., Why does the moon look big when it's low on the horizon? Why can't I remember a phone number for more than a few seconds?) to the profound (e.g., Why do people kill each other? What is "normal" behavior? Does free will exist?), psychology offers a unique perspective on many of the questions and social issues that confront us. The information in this course should increase your understanding of other people's and your own behavior, help you appreciate the complexity of human behavior, and promote an intelligent skepticism about accepting psychological "facts" and "truths" that you come across in everyday life (e.g., in newspapers, "pop" magazines, on T.V. and radio talk shows, etc.). You will have to judge whether any of these goals are met, and a full opportunity to make this judgment may not occur until long after this course is over.

The objectives stated above will be achieved through a variety of learning activities including assigned readings, lectures, classroom discussions, in-class activities, applied homework, guest speakers, and audiovisual materials. Discovering Psychology: Annenburg/CPB

Baron, R. A. (1998). Psychology (4th ed.). Boston: Allyn & Bacon.

Examinations:

During the course of the semester there will be four exams, each worth 100 points. Though in general these will stress information covered since the last exam, they may integrate information from prior exams. The exams will consist of a combination of multiple choice, matching, true-false, and short essay questions based on assigned readings, lectures, discussions, and other course material. Some of the multiple choice questions will be on factual material (e.g., definitions) taken directly from the text or lectures, but most of the questions will be conceptual in nature, requiring you to apply a concept beyond the specific discussion found in the text or in lecture. A study guide will be provided 5-7 days before each exam. Exams must be taken in class during the assigned period unless arrangements with the instructor are made prior to the examination period.

Group Project (3-4 students)
Each class member will participate in a group research project worth 100 points. The projects have several goals. First, they will enable you to become intimately acquainted with a particular content area of psychology. Second, they will give you first hand experience at conducting a research project. This experience will enable you to not only become critical consumers of science but also skilled producers of science. Creativity is encouraged. You should prepare a handout on the presentation to be distributed to the class. Some class time will be provided for preparation, but it is expected that out-of-class time will also be needed to complete the projects successfully. A group grade will be based on an average of class member evaluations and my evaluation. The group projects will be run in the following manner:

Groups will be selected by end of the first week (exact dates will be.

Initial topics will be selected by the middle of the third week.

A typed outline of the topic and method of testing the topic will be turned in by end of the fourth week and the group will turn in two recent research articles on the topic.

Data collection should be completed by the end of the sixth week.

Data analysis complete by the end of the eighth week.

Group presentations will be on the last week of class. All group members must participate and each class member must be present for all group presentations.

It is especially important that you attend all the group presentations. The presentations fulfill several of the educational goals of this course. Therefore, individuals missing any part of any presentation (including their own) will have their final course grade reduced by 1/3 of a full letter grade.

Final Grades
I believe in fostering a cooperative learning environment. Thus, grades will not be assigned on the basis of a curve (e.g., 10% A's, 20% B's, etc.), a system that fosters competition rather than cooperation. A cumulative grading system will be used to determine your final grade course. In this way, potentially every student in the class could earn an A for the course. The more you help one another, the better everyone will do. Grades will be given according to objective criteria (these "cut-off" points are not negotiable):

A =664-700 points
AB =521-551 points
B =468-520 points
BC =444-467 points
C =386-443 points
D =329-385 points
F = < 329 points

TENTATIVE SCHEDULE OF TOPICS AND READINGS

FALL SEMESTER 1999

PSYCHOLOGY 101

SPRING 1999

Select a research article from scholarly journal published within the last two years that examines some area of psychology. Your assignment is to provide a thorough summary and critique. The article should come from one of the research journals listed below, which are all located in the library. Choose an article that reports original research, not one that reviews several research reports. If you would like to use an article from a journal not listed, you must have my prior approval.

Written Reports: Prepare a well-organized, typed, 3-4 page double-spaced summary and critique. Please use APA format. Grading will be based on your ability to report the scientific research accurately and to think about the research and its implications. DO NOT USE ANY DIRECT QUOTES. Rephrase the research in your own words. REPORTS THAT INCLUDE ANY PLAGIARISM WILL RECEIVE FAILING GRADES.

Provide a full citation of the article you have selected, including author, date, title of article, journal title, volume and page numbers, and attach a copy of the article. Your report should include:

(1) the topic of the research being reported and the specific questions being asked;

(2) a summary of the researchers findings and conclusions;

(3) a detailed critique of the research methods used and how these methods might have affected the results (see Chapter 1 and class notes about methodological aspects to consider);

(4) the broader implications and any remaining questions raised by the research;

(5) discussion of the ways in which this research fits with theories and issues discussed in the textbook and course lectures (read ahead to see what your textbook has to say on your topic);

6. evaluation of the overall contribution of the article.