PSYCH 1001 Sec. 1
9:00 MWF Sabin 2
MW 1:30-2:30, TTh 10:30-11:30, other
Mailbox: Bartlett 1068 times by appointment; but drop-bys are welcome.
For a wealth of other study tools visit another of my webpages:
Sites to Promote Academic Success
Course DescriptionThis 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 8/20 Welcome &
Introduction to Psychology -
as a Discipline and as a Career
Get a sense of the variety of subfields in Psych by looking at the:
Divisions of the American Psychological Association
Read the entire syllabus & Chap 1 sections 1-1, 1-3 through 1-6
complete Who are you? sheet & Syllabus Quiz for next class period.
For more info on careers in psych see Appendix C pages C-1 through C-6. Recommended: The 7 page Time Management reading that precedes Chap 1
What do you do with your 168 hours/week??? Making a weekly schedule*
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 class time. Try to keep to this schedule all semester.
1 W 8/22 Psychology, the Scientific Method and Scientific Attitude
Descriptive Research Methods
Example: Research on ADHD
To learn more about ADHD look at p. 532
Current criteria for diagnosis of ADHD
Who Are You & Syllabus Quiz due
Chap 1 sections 1-7 through 1-9
Study Tip: Pay particular attention to pages 11-13 since we will use this info all semester long
Begin working on Test 1 Studylist
Summarize While Taking Notes- Don't Transcribe Word for Word
How to write daily To-Do Lists
How to Learn in Class
F 8/24 Correlational Research
Movie Pick of the Week: Rainman
(if you're renting a movie, how about getting one related to class?)
Chap 1 section 1-10 and 1-11
Week 1 Lecture Slides
M 8/27 What's Different About Experiments?
Theory Creation, Theory Testing & Theory Revision
Current criteria for the diagnosis of Autism Spectrum Disorder
Note: $12 fee for schedule changes starts today
Chap 1 sections 1-11 through 1-13; autism pages 135-137
Recommended: Chap 1 section 1-14 and the end-of-chapter test
Going to Class Ready to Learn
Tips on rewriting your notes each class day
How to Approach a Professor for Help
2 W 8/29
Some Experiment Examples
Print Research Methods Assignment that's due Fri
Week 2 Research Methods Slides
2 F 8/31
Research Methods Assignment Due
Complete Experiments; Begin Consciousness
Chap 3 sections 3-1, 3-3, 3-5
Labor Day Holiday
Are you caught up on your reading?
3 W 9/5 Sleep and Dreams
Chap 3 sections 3-6 through 3-8
Test Anxiety Resource
3 F 9/7 Sleep Disorders
Be sure you have your Research Methods homework to study for exam
Chap 3 section 3-9
t 4 M 9/10 Yikes! Test 1!!
4 W 9/12 Learning About Brain/Behavior Relationships
Print & begin Brain Game Notes for Mon
(note there are a few terms that are NOT in the chapter)
Chap 2 sections 2-7 and 2-1 through 2-4 except Neural Impulse
Begin to Work on Test 2 Studylist
Right Brain/Left Brain Differences ; Conscious Track, Unconscious Track Differences
Video Pick of the Week: Awakenings
Read Chap 2 sections 2-5, 2-8 through 2-10 to complete Brain Game Notes for Mon
(see some additional tips in the description of this assignment)
Read Chap 2 section 2-12 for today
A Method for Memorizing Brain Areas
Brain Game - Come earn extra credit
Brain Games Notes on brain areas
and their functions due in class after game*
Finish Biological Psych; Begin Memory Chapter
Chap 8 sections 8-2 through 8-8
5 F 9/21 The Nature of Memory
Video Pick of the Week: Memento
Memory research supports studying often, preferably
every class day, so you won't have to cram at exam time!
6 M 9/24 Amnesia & Other Memory Problems
Video Pick of the Week: Bourne Identity
(Bourne still has his procedural memories)
Chap 8 sections 8-9 through 8-12
Testing yourself is the best way to determine how prepared you are.
6 W 9/26
Is Memory Reliable?
Elizabeth Loftus's research on false memories
Chap 8 sections 8-16 through 8-18
Study actively (testing yourself) rather than just re-reading notes and text!
Use what you learned about memory to improve your study strategies.
6 F 9/28
Conditioned Fears & Learned Body Reactions
Print Classical Conditioning Homework for Wed
Chap 7 sections 7-1 through 7-7
Ivan Pavlov Watson
7 W 10/3 How Consequences Shape Behavior
Classical Conditioning Homework due
Print Reinforcement Homework for Mon
Chap 7 sections 7-8 through 7-13
7 F 10/5
Cognitive Forms of Learning;
Chap 7 sections 7-15 through 7-17
Conditioning/Basic Learning Slides
8 M 10/8 Your Senses: The Brain's Input From the Outside World - Vision and Hearing
Reinforcement Homework due
Chap 6 sections 6-7 through 6-11; sections 6-16 through 6-18
Begin to Work on Test 3 Studylist
Smell, Taste and Pain
Video Pick of the Week: At First Sight
Chap 6 sections 6-19 through 6-21
Sensation and Perception Slides
Perceiving the World: Individual & Influenced
by the Mind, Not Just the Senses
A Podcast: Gestalt Principles at Work
Chap 6 sections 6-12 through 6-15 and 6-6
Midterm Grades Due
Earliest Development (Babies & Before)
Chap 4 sections 4-1 through 4-4
Chap 5 section 5-3
Sexual Orientation; The Case of John/Joan
Social Development and Attachment
Chap 4 sections 4-7 through 4-9
W 10/24 Cognitive Development
FYI - Tomorrow, 10/25 is the last day to drop a full semester course without getting an F on your transcript.
Chap 4 section 4-5
Begin to Work on Test 4 Studylist
10 F 10/26 Freud's Psychoanalytic Theory of Personality
& Stages of Psychosexual Development
Chap 13 sections 13-1 through 13-9 11 M 10/29
Finish Freudian view of personality;
Humanistic Psychology and Self
FYI- If you plan to earn your 4 required research credits with 4 papers, get started on your papers NOW!
Chap 13 sections 13-10 through 13-12
11 W 10/31 Trait Theory Approach to Personality
Where do you score on the Big 5?
Chap 13 sections 13-13 through 13-17
11 F 11/2
The Social Cognitive Approach
Chap 13 sections 13-18 & 13-19
12 M 11/5
Have others quiz you! Explain class concepts to someone else
12 W 11/7
Introduction to Psychological Disorders
Print outline for Disorders Notes
Learn more about Phobias: Phobias Slideshow
Chap 14 sections 14-1 through 14-6
Begin to Work on Test 5 Studylist
Anxiety & Related Disorders
Learn more about Depression: Understanding Depression Slides
Chap 14 sections 14-7 through 14-10
13 M 11/12 Mood Disorder
Video Pick of the Week: Mr. Jones
Chap 14 sections 14-11 through 14-13
13 W 11/14 Schizophrenia
Chap 14 sections 14-14 through 14-21
13 F 11/16 Disorders Notes Due - Be ready to play
What's My Psychopathology?
14 M 11/26 Biomedical Therapies Chap 15 sections 15-1 through 15-3
Listen to a patient's personal experience with ECT
14 W 11/28 Psychoanalytic and Humanistic Therapies Chap 15 sections 15-4 through 15-9
14 F 11/30 Behavioral and Cognitive Therapies
Research Credits and remaining Research Alternative Papers Due
Hear about using CBT for social phobias
Hear Albert Ellis on cognitive behavior therapy
Aaron Beck talks about cognitive behavior therapy
15 M 12/3
Social Psychology: Social Influence
Chap 12 sections 12-3 through 12-6
Social Psych Slides
15 W 12/5 Social Roles and Norms Chap 12 section 12-2
Hear Zimbardo talk about his Stanford Prison Study
15 F 12/7 Help or Not Help: Bystander Actions and
Overview - Use Psych in Your Life
Chap 12 sections 12-14 & 12-15
FINAL EXAM 10:00
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. Biological psychology or neuroscience, 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. . I will do what I can to make our class a comfortable place so you feel free to speak up. 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 will have to block 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 attending 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 Chapter and additional time to do the study aids in the text and homework assignments. It is highly recommended that you map out a regular weekly study schedule for your classes (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. You might say you've never had to read a textbbook, much less devote special effort to learning the material presented.
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. 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 class day. 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? Understanding is the key - I will rarely ask you for a simple definition of a term.
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 cognitive tasks 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 competence. 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 everyday 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. Tips on how to prepare for exams.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).
Seriously testing yourself ahead of time is the best way to see if you are prepared to take our in-class exams. Our book has lots of Retrieve-Remember questions built into every chapter as well as an end of chapter test. Taking those tests should be a good indicator of whether or not you will be able to answer the questions on our tests. 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.
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 written 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 test average on exams, then your grade will be based on the total number of points accumulated during the semester. Tests
will each be worth about 50 points plus a few extra credit points.
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 (Test 5) ~50 + a couple extra credit
Assignments 85 + a few extra credit
In-Class Points ~10 (attendance points and other in-class point earning activities occur randomly throughout the semester)
Total = ~345 + 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. Grades will be 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%
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 Chapter - 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 class day) 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, 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 Study Distraction Advice
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 without difficulty? If you take the chapter tests 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 WebSUMMARY OF ASSIGNMENTS AND THEIR POINT VALUES*
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.
I'd like to get to know you- Send me an email introducing yourself or asking any questions you may have by Labor Day 9/3 (firstname.lastname@example.org) (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.)
Who Are You Sheet and Syllabus Quiz (5 pt)- Due 8/22.
Research Methods Exercise (up to 20 pt) Due 8/31. 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 9/17.
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 questions about this Chapter that will be on our test.
Classical Conditioning Homework (up to 12 pt plus 2 extra credit): Due 10/3.
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 10/8.
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.
Psychological Disorders Notes to play What's My Psychopathology (up to 10 pt) Due 11/16.
Take notes on the disorders in Chapters 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 credits of Required Research Participation-Sign Up For Research or Research Methods Paper Alternatives (see Option 2 below): Earn your credits or turn in Papers by 11/30.
I will send out an email with more information when the research opportunities for this semester begin.
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. Once research studies begin later this semester, you will sign-up online by clicking on the link above. New studies are posted sporadically throughout the semester. 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. 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 as back-up.
OPTION 1: RESEARCH PARTICIPATION CREDITS
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).
Please go to https://unipsych.sona-systems.
comto 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 11/30. 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 should include the following:
Author(s) of your article:
Title of the article:
Journal Volume: Year: Page numbers of article:
What were the researchers investigating?
Who or what were the participants in the study, how many were there, what were their characteristics, and where did they come from?
Were these participants divided into different groups (e.g. an experimental group and control group)? If so, describe
and explain how they were treated or tested differently:
What observations were made or what tests were given or what data was collected?
What were the findings or results of the study? What conclusions did the researchers draw?Now consider the topic of the research and the variables that were studied. Look through the index and chapters of
Does this study seem to fit one of the basic types of research we discussed (naturalistic observation, survey, correlational research,
experiment)? If so, which type and why do you think so?
our text - can you relate the TOPIC of this study to something discussed in our text?
What field of psychology does it represent (e.g. developmental psych, social psych, biopsych, etc.)?
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.