...COURSE SYLLABUS Introduction to Psychology, PSY 2012, Spring 2012 Section U01 |Professor: Maria Shpurik, Ph.D. |Class time and room: Tuesday/Thursday | | |11 a.m. – 12:15 p.m., Room SIPA 125 | |Office Hours: Tuesday/Thursday |Office Phone: (305) 348-3466 | |12:30-1:30 p.m. and 3:30-4:00 p.m. | | |Office: DM 281A |E-mail: Use Moodle course mail ONLY! | | |FIU e-mail: shpurikm@fiu.edu | |Teaching Assistant (TA): Jesse Slappey |TA Email: Use Moodle course mail ONLY! | |PSY 2012 Training and Development Center: Room DM 284, phone: 305-348-6892 | |Office hours: Mondays 10 a.m. - 2 p.m. (TA Ben) | |Tuesdays 3.30 - 6.30 p.m. (TA Ben) | |Wednesdays...
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...PSYCHOLOGY 1301 INTRODUCTION TO PSYCHOLOGY Fall 2015 Syllabus Section: 001 Time: T & TH 12:30-1:45 Room: LLCT2 Instructor: Office: Office Hours: Tuesday & Thursday from 8:30-9:20 & 10:50-12:00 & Wednesday from 1:00-2:00. E-Mail: Text: The Science of Psychology: An Appreciative View 3rd ed. By Laura A. King Course Description and Objectives: This course is designed to teach the student basic principles that effect the behavior of animals and humans. The wide varieties of topics found in psychology today are introduced and the underlying theories discussed. The course is meant to be a foundation course for those planning to major in psychology as well as an interesting elective for non-majors. This class also completes a general education requirement. Course Objectives: to help you expand your abilities and knowledge in the following broad areas as they pertain to psychology: the process of inquiry, critical reasoning, major concepts and methodologies, current developments within psychology, applications of psychological principles to the real world, comprehension and understanding of psychological theory and research design, and respect for the commonality and diversity of human experience. Learning Objectives: By the end of this course, students should have a basic understanding of: the dynamics of psychological research, how the science of psychology has come to be a field of its own, the importance and contribution of the Nature...
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...2 4.3 4.4 4.5 4.6 5. WHAT TO DO BEFORE YOU START ANYTHING Am I familiar with the Assessment Guidelines? Am I certain that I know the Submission Deadline? How much does the mark for my essay contribute to the final mark for this course/module? Do I know what the word limit for this essay is? How many credits do I get for completing this particular course/module successfully? HOW TO PREPARE BEFORE PLANNING & WRITING THE ESSAY What essay titles can I choose from? What references do I need to read? At what level am I writing the essay? What internet resources should I access and use? Can I use my lecture notes as a source of information for my essay? PLANNING YOUR ESSAY How much should I read and when should I begin writing? How can I get the most benefit from my reading? WRITING YOUR ESSAY How should I structure my essay? Am I sure I’m answering the question? How do I write a scholarly essay? How should I present my reference list or bibliography? How should I format my essay? How can I avoid plagiarism? THINGS TO REMMEBER AFTER YOU’VE FINISHED WRITING YOUR ESSAY Essays are arguably the most widely used form of assessment for psychology students. They allow an examiner to assess a student’s factual knowledge, as well as their ability to create logical arguments and critically evaluate the material they have been taught. So, essay writing is more than just writing about what you know, it is also about being able to show that you can discuss relevant...
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...PSY 102: Psychology in the Modern World Your Name: Instructor: Bob Melara Your Section: FALL 2015 Your TA’s Name: ** Answer the questions in your own words, Type your answers, make sure you answer all parts, print the answered homework and take it with you to your next recitation! Only the two lowest homework grades can be dropped ** Homework #6 (Perception) 1. a) Describe Gestalt psychology’s contribution to our understanding of perception. b) Name and describe the 5 principles of perceptual grouping in form perception. 2. a) Explain the importance of depth perception, and b) discuss the contribution of visual cliff research to our understanding of this ability. 3. a) Explain the difference between top-down processing and bottom-up processing. b) Provide an example of each. c) What is perceptual set? d) Give an example of how it influences what we do or do not perceive? 4. The ability to see objects in three dimensions despite their two-dimensional representation on our retinas is called ______________ _______________. It enables us to estimate _________________. 5. Our tendency to see objects as unchanging while the stimuli from them change in size, shape, and lightness is called ________________ _____________. 6. The context of a stimulus creates a ___________ (top-down/bottom-up) expectation that influences our perception as we match our ___________ (top-down/bottom-up) signal against it. 7....
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...Top Math 147 - Fall 1997 - Test 3 Name: __________________________________ Section Number: __________________ Show ALL your work. Solutions with no work where it is necessary will receive NO credit. If you need extra paper raise your hand and ask one of the proctors for some. A normal table is provided at the end of the test. Good Luck. For questions 1-10 circle the answer which best completes the sentence or answers the question. (3 pts each) 1. A fair coin is tossed one hundred times and the number of heads is recorded. The same coin is then tossed 1000 times and the number of heads is recorded. We expect, (a) the difference between 50 and the number of heads in the first trial to be larger than the difference between 500 and the number of heads in the second trial. (b) to get exactly 500 heads in the second trial. c. the chance error expressed as a percentage of the number of tosses to be smaller in the first trial than in the second trial. c. all of the above statements. c. none of the above statements. 2. A box contains 99 zeros and 1 one. If we make draws from this box with replacement, a. the probability histogram for the sum of the draws ( when put in standard units) will follow the normal curve after a small number of draws. a. then the probability histogram for the numbers in the box is close to the normal curve if the number of draws is very large. a. we can use the binomial formula to compute the chance of getting...
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...Essay Guide for A2 Psychology What types of questions will there be? In AS Psychology you learned how to write short 8/10/12 mark answers, in which the AO1 and AO2 marks were divided equally. In A2, the essays are 24 marks each and you get 8 marks for AO1 and 16 marks for AO2/3/Issues, Debates and Approaches (IDA). So, you need to make a lot more evaluative points in A2! Here are some 24 mark questions from past papers: Topic: Relationships Discuss the influence of childhood experiences on adult relationships. (8 marks + 16 marks) Topic: Eating Behaviour Discuss explanations of one eating disorder. (8 marks + 16 marks) The questions can also be ‘parted’ like these: Topic: Eating Behaviour Discuss the role of one or more factors that influence attitudes to food. (4 marks + 8 marks) Outline and evaluate the role of neural mechanisms in controlling eating. (4 marks + 8 marks) Topic: Aggression Outline the role of genetic factors in aggressive behaviour. (4 marks) Outline and evaluate one social psychological theory of aggression. (4 marks + 16 marks) So it’s important to know when and how much AO1 and AO2/3/IDA to write. Also, don’t skip revising any parts of topics as they might come up in the parted questions. Different types of evaluation. AO2: This is where you provide evidence to support an AO1 idea e.g. about a theory, model or study. AO3: In AS you did this as part of AO2. AO3 is where you comment on the strengths...
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...and Theory in Psychology October 8, 2013 Romantic Jealousy and Facebook Usage The use of Facebook, a popular social network, can have a significant influence in the development of romantic jealousy. Facebook jealousy can occur when someone feels threatened after viewing their partner interacting online with a superior potential mate, which could possibly lead to a daily surveillance of their partner’s activity on Facebook. A person with anxious-attachment could be described as having low self-esteem and a fear of abandonment, resulting in the continuous need for reassurance about the status of their romantic relationship and possible signs of infidelity. Individuals who have an anxious-style of attachment and frequently view their partner’s Facebook activity are more prone to experience feelings of romantic jealousy. Prior research has shown that anxious attachment is positively related, and avoidant attachment negatively related, to Facebook jealousy and surveillance (Marshall, Bejanyan, DiCastro, & Lee, 2012, p.5). Those with an anxious-style of attachment do not feel that they deserve a loving relationship and are scared of being alone. The researchers designed an online survey to test the prevalence of Facebook jealousy. The study included 255 participants, 201 women and 54 men. Two tests were conducted that measured attachment style, self-esteem, perceived relationship quality, jealousy, and their usage of Facebook. The participant’s answers were formatted...
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...PRINCE GEORGE'S COMMUNITY COLLEGE Welcome to Psychology 1010 Fall 2015 (Tu/Th, ________ – ______ p.m. / Marlboro Hall – Rm. #1104) (August 25 – December 3) INSTRUCTOR: Dr. Janet E. Barber Psychological & Sociological Sciences and Human Svcs. OFFICE/HOURS: Marlboro Hall –M1104/2057 (Tu/Th, 3:25p - 4:25p) The best way to contact the professor is by email. By appointment: Online Office hours via Bb IM: Thursdays 6:00 pm - 7:00 pm PHONE NUMBERS: Professor: (301) 322-0900 x 4143 Social Sciences Office/Phone No.: Marlboro Hall #2054 (301) 546-0525 EMAIL ADDRESS: BarberAJ@pgcc.edu (24 hour response time) The best way to contact the professor is by email. Note: All credit students (with the exception of Howard Community College students enrolled at Laurel College Center) are required to use Owl Mail for all college communication. Students, please be sure to place PSY1010-LD14, 16 or 17 in the subject line so that your email will not be overlooked, confused with another class section, or mistakenly deleted. Thank you. Monday – Friday your emails and phone messages will be returned within 24 hours. Your weekend...
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...[pic] COURSE OUTLINE |Course ID |Course title |Credits | |ANH211DV01 |Educational Psychology |03 | To be applied to Semester -13.1A, School year: 2013-2014 under Decision No. 1612/2012/QĐ-BGH date 24/12/2012 A. Course Specifications: |Periods |Periods in classroom | |Total periods |Lecture/ Seminar |Laboratory/ Studio | |Prerequisites: N/A | |Co-requisites: N/A | |Other requirements: N/A | B. Course Description: This course provides theoretical knowledge as well as practical strategies on educational psychology that student teachers will need to become effective instructors. Various theories of development, teaching, and learning such as human development, cognitive and behavioral development, learner differences, information processing, and learning environments are...
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...Kuhnel, Reichelt, et. al., 2013). Effects of Color Three years prior, Rutchick, Slepian, and Ferris (2010) found that the color of a pen mattered when it came to test taking. Participants were asked to complete a word completion test in either a red pen or a black pen. Subjects were randomly assigned to either a red pen condition or a black pen condition. Researchers analyzed the results and found that if a participant used a red pen for the task then the participant completed the words with errors and had poor performance compared to participants that used a black pen. Many do not realize that there is a prime associated with a red pen. For example, teachers and/or professors typically use red pens to mark a mistake or an incorrect answer on an assignment or exam. Implicitly humans have categorized a red pen with mistakes, which makes this study interesting that researchers were able to find a significant effect based on a red pen (Rutchick, Slepian, and Ferris, 2010). Effects of Words Bargh, Chen, & Burrows (1996) arguably found the most interesting data when it comes to the topic of priming. Three different experiments were conducted within this study, but the focus will be made on one specific experiment. Furthermore, participants were asked to read a list of words related to elderly people or neutral words (control). After a participant read these words, experimenters instructed the participant that he/she had completed the study and was now able to leave. An experimenter...
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...psychology Course Description Effective Fall 2013 AP Course Descriptions are updated regularly. Please visit AP Central ® (apcentral.collegeboard.org) to determine whether a more recent Course Description PDF is available. The College Board The College Board is a mission-driven not-for-profit organization that connects students to college success and opportunity. Founded in 1900, the College Board was created to expand access to higher education. Today, the membership association is made up of more than 5,900 of the world’s leading educational institutions and is dedicated to promoting excellence and equity in education. Each year, the College Board helps more than seven million students prepare for a successful transition to college through programs and services in college readiness and college success — including the SAT® and the Advanced Placement Program®. The organization also serves the education community through research and advocacy on behalf of students, educators, and schools. For further information, visit www.collegeboard.org. AP Equity and Access Policy The College Board strongly encourages educators to make equitable access a guiding principle for their AP programs by giving all willing and academically prepared students the opportunity to participate in AP. We encourage the elimination of barriers that restrict access to AP for students from ethnic, racial, and socioeconomic groups that have been traditionally underserved. Schools should ...
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...Running head: Implications for Classroom Management Legal and Ethical Implications for Classroom Management Phedelia Singleton Grand Canyon University EDU-536 Classroom Engagement and Management December 21, 2011 Ethics is a word for human behavior which includes classroom behavior. Ethical behavior is a realm of classroom ethics. In every complex society proper ethical is difficult, but it starts when a child is young. The implications below are a few of many ethical principles in the classroom which are significant among our students today. Teaching Ethics: The Role of the Classroom Teacher For many years, ethical development (children’s character or moral development) has been a controversial topic. It is important to emphasize character development among students as part of preparing students. Controversy has developed over the years into, whether the teacher or parents is responsible. Preparing children as productive adults has challenges for schools. There are few questions as to who should feed character development. There are concerns for the counselor and parents as prime candidates of building children ethical characters. But, teachers are in position as a key influence among students. The Ethics of Classroom Silence Teachers can question student refusing to actively participate in their own learning. It is said that students are acting unethical in this area. Students benefit from learning and the teacher is effective...
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...PSYCHOLOGY of ADOLESCENCE PSY 3311.02 Period 98 online Fall 2015 PART 1: Instructor & Course Identification INSTRUCTOR: Viviane Daigle, Ph. D. OFFICE: Daniel 308C (Demorest); 304-E (Athens) PHONE: 778-8500 x 1290 EMAIL: vdaigle@piedmont.edu OFFICE HOURS: Sending me an email is the best way to contact me. I will respond to emails within 24 hours during the week and on Monday if received on the weekend. PART 2: Course Policies: REQUIRED TEXT: Steinberg, L. (2014). Adolescence. (10th ed.) New York, NY: McGraw-Hill. Additional materials: http://mhhe.com/steinberg9e (Word glossary and practice quizzes) http://owl.english.purdue.edu/owl/resource/560/01/ (help with APA style writing) PLATFORM: Moodle, PSY 3311.02 F 15 COURSE DESCRIPTION: This course will familiarize students with the scientific study of adolescence. Theory, methodology, and research will be covered along the biological, cognitive, and psychosocial domains of development during the period western cultures refer to as adolescence. Development and behavior during the teen years will also be considered within the context of culture, family, and peers. Student Learning Objectives: 1) Students will develop an understanding of the development of a period of adolescence. 2) Students will be able to understand the various psychological theories of adolescent development and research methodologies employed...
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...Intervening in a Violent Situation Regardless of Gender Identity of Victim Abstract The purpose of this study was to find out whether bystanders to a violent act would react similarly if the victim was a transgender individual versus a heterosexual female. There is little past research on this subject, but what has been done on violence within this community suggests that the violence against them is significant, increasing, and constitutes a serious public health problem in the U.S. (Witten & Eyler, 1997). We chose to analyze answers to questions on three separate vignettes, confidence in intervention choices (Chabot, Tracy, Manning & Poisson, 2009), gender transcendent scores (Baber, K., & Tucker, C. 2006), and transphobia (prejudice, discrimination, and gender-related violence due to negative attitudes toward transgender identity) scores. We sampled 112 students face to face from a small private liberal arts school. Our research showed no significant difference in intervention choices regardless of whether the victim was transgender. There was however a significant positive correlation with the gender transcendent score, verbal intervention, and indirect intervention (e.g. call police/911), but there was no significant correlation between the gender transcendent score and physical intervention. Because rates of violent attacks and hate crimes towards the transgender community are very high (Wilchins, Lombardi, Priesing, & Malouf, 1997) it is important...
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...Discuss the attributes (skills and attitudes) of a critical thinker and their application in successful university learning, drawing on relevant SSK12 readings and your own experience. ___________________________________________________________________________ A students learning will not be wholly successful without the development of critical thinking. Critical thinking is considered a process of applying coherent and meticulous thinking to a subject (Kurland 2005). In Australian Universities, students are expected to think actively and not just accept everything that is seen or heard. Students must develop more reasoned arguments and focus on the process of learning rather than just attaining information. In this essay, I will discuss what critical thinking is, the skills and attributes of a critical thinker and why critical thinking is important to students’ success in university learning. I will identify what skills are expected of university students and how these skills can be applied to university learning to be successful. I will do so by drawing on relevant materials and my personal experience of SSK12 Introduction to University Learning. Maiorana (1992, 60) describes the purpose of critical thinking as ‘achieving understanding, evaluating viewpoints and solving problems’. In the context of university learning, critical thinking describes skills that contribute to effective study and learning. According to Foundation for Critical Thinking (2009), “Critical thinking...
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