Psychology: From Inquiry To Understanding, Second Canadian Edition Class Notes
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Jason E. Warnick, Ph.D.
Arkansas Tech University
Jan White
College of the Rockies
INSTRUCTOR’S RESOURCE
MANUAL
to accompany
PSYCHOLOGY
FROM INQUIRY TO UNDERSTANDING
SECOND CANADIAN EDITION
Scott O. Lilienfeld
Emory University
Steven Jay Lynn
Binghamton University
Laura L. Namy
Emory University
Nancy J. Woolf
University of California at Los Angeles
Kenneth M. Cramer
University of Windsor
Rodney Schmaltz
Grant MacEwan University
LECTURE NOTES
Arkansas Tech University
Jan White
College of the Rockies
INSTRUCTOR’S RESOURCE
MANUAL
to accompany
PSYCHOLOGY
FROM INQUIRY TO UNDERSTANDING
SECOND CANADIAN EDITION
Scott O. Lilienfeld
Emory University
Steven Jay Lynn
Binghamton University
Laura L. Namy
Emory University
Nancy J. Woolf
University of California at Los Angeles
Kenneth M. Cramer
University of Windsor
Rodney Schmaltz
Grant MacEwan University
LECTURE NOTES
Jason E. Warnick, Ph.D.
Arkansas Tech University
Jan White
College of the Rockies
INSTRUCTOR’S RESOURCE
MANUAL
to accompany
PSYCHOLOGY
FROM INQUIRY TO UNDERSTANDING
SECOND CANADIAN EDITION
Scott O. Lilienfeld
Emory University
Steven Jay Lynn
Binghamton University
Laura L. Namy
Emory University
Nancy J. Woolf
University of California at Los Angeles
Kenneth M. Cramer
University of Windsor
Rodney Schmaltz
Grant MacEwan University
LECTURE NOTES
Arkansas Tech University
Jan White
College of the Rockies
INSTRUCTOR’S RESOURCE
MANUAL
to accompany
PSYCHOLOGY
FROM INQUIRY TO UNDERSTANDING
SECOND CANADIAN EDITION
Scott O. Lilienfeld
Emory University
Steven Jay Lynn
Binghamton University
Laura L. Namy
Emory University
Nancy J. Woolf
University of California at Los Angeles
Kenneth M. Cramer
University of Windsor
Rodney Schmaltz
Grant MacEwan University
LECTURE NOTES
ii
Contents
Preface iii
Introduction & Teaching Tips iv
Chapter 1 Psychology and Scientific Thinking 1
Chapter 2 Research Methods 46
Chapter 3 Biological Psychology 79
Chapter 4 Sensation and Perception 125
Chapter 5 Consciousness 172
Chapter 6 Learning 208
Chapter 7 Memory 254
Chapter 8 Language, Thinking, and Reasoning 293
Chapter 9 Intelligence and IQ Testing 320
Chapter 10 Human Development 355
Chapter 11 Emotion and Motivation 409
Chapter 12 Stress, Coping, and Health 455
Chapter 13 Social Psychology 502
Chapter 14 Personality 546
Chapter 15 Psychological Disorders 594
Chapter 16 Psychological and Biological Treatments 644
Appendix A The Interactive Learning Companion 687
Contents
Preface iii
Introduction & Teaching Tips iv
Chapter 1 Psychology and Scientific Thinking 1
Chapter 2 Research Methods 46
Chapter 3 Biological Psychology 79
Chapter 4 Sensation and Perception 125
Chapter 5 Consciousness 172
Chapter 6 Learning 208
Chapter 7 Memory 254
Chapter 8 Language, Thinking, and Reasoning 293
Chapter 9 Intelligence and IQ Testing 320
Chapter 10 Human Development 355
Chapter 11 Emotion and Motivation 409
Chapter 12 Stress, Coping, and Health 455
Chapter 13 Social Psychology 502
Chapter 14 Personality 546
Chapter 15 Psychological Disorders 594
Chapter 16 Psychological and Biological Treatments 644
Appendix A The Interactive Learning Companion 687
ii
Contents
Preface iii
Introduction & Teaching Tips iv
Chapter 1 Psychology and Scientific Thinking 1
Chapter 2 Research Methods 46
Chapter 3 Biological Psychology 79
Chapter 4 Sensation and Perception 125
Chapter 5 Consciousness 172
Chapter 6 Learning 208
Chapter 7 Memory 254
Chapter 8 Language, Thinking, and Reasoning 293
Chapter 9 Intelligence and IQ Testing 320
Chapter 10 Human Development 355
Chapter 11 Emotion and Motivation 409
Chapter 12 Stress, Coping, and Health 455
Chapter 13 Social Psychology 502
Chapter 14 Personality 546
Chapter 15 Psychological Disorders 594
Chapter 16 Psychological and Biological Treatments 644
Appendix A The Interactive Learning Companion 687
Contents
Preface iii
Introduction & Teaching Tips iv
Chapter 1 Psychology and Scientific Thinking 1
Chapter 2 Research Methods 46
Chapter 3 Biological Psychology 79
Chapter 4 Sensation and Perception 125
Chapter 5 Consciousness 172
Chapter 6 Learning 208
Chapter 7 Memory 254
Chapter 8 Language, Thinking, and Reasoning 293
Chapter 9 Intelligence and IQ Testing 320
Chapter 10 Human Development 355
Chapter 11 Emotion and Motivation 409
Chapter 12 Stress, Coping, and Health 455
Chapter 13 Social Psychology 502
Chapter 14 Personality 546
Chapter 15 Psychological Disorders 594
Chapter 16 Psychological and Biological Treatments 644
Appendix A The Interactive Learning Companion 687
iii
INSTRUCTOR ’S R ESOURCE
M ANUAL PREFACE
Why a New Format for the Instructor’s Manual?
The Lilienfeld/Lynn/Namy/Woolf Instructor’s Resource Manual is delivered in a format created with
direct feedback from teachers. We spoke with a range of instructors—from those who have been teaching
only a couple of semesters, to those who have been teaching for many years. Overwhelming the response
we received around potential changes to the instructor’s manual involved accessibility and ease of use.
Many instructors lamented the “telephone books” they have received from various publishers and how
these large volumes make it difficult to know what exactly rests inside. Concerns arose around paper
usage—printing thousands of these manuals which end up sitting on shelves seems a waste when we are
all trying to conserve resources. With these concerns in mind we asked a number of instructors what the
ideal instructor’s manual would be like. Here is what they said:
Integration of resources—what goes where?
For the Lilienfeld/Lynn/Namy/Woolf/Cramer/Schmaltz text we created Lecture Guides for each
chapter—using the chapter outlines to integrate the suggested lecture discussions, activities and other
resources directly into the appropriate sections. In addition we included brief notes synthesizing the key
information for that section. Instructors can easily see the key points of each section of the text, as well as
the resources they have available.
Print what you want, when you want
Many instructors expressed a desire to print off only portions of the Instructor’s Manual—not the whole
thing. With our new Lecture Guides and the ability to easily identify relevant resources, instructors can
print and bring to class those resources they find useful.
Access to the “best of” materials
Pearson Education publishes a number of introductory psychology texts and the instructors we spoke with
recommended we review all of our introductory psychology instructor’s manuals, pull the best lecture,
classroom activities and assignments found in each and use these resources to ensure each Pearson
introductory text offers instructors the “best of” experience.
INSTRUCTOR ’S R ESOURCE
M ANUAL PREFACE
Why a New Format for the Instructor’s Manual?
The Lilienfeld/Lynn/Namy/Woolf Instructor’s Resource Manual is delivered in a format created with
direct feedback from teachers. We spoke with a range of instructors—from those who have been teaching
only a couple of semesters, to those who have been teaching for many years. Overwhelming the response
we received around potential changes to the instructor’s manual involved accessibility and ease of use.
Many instructors lamented the “telephone books” they have received from various publishers and how
these large volumes make it difficult to know what exactly rests inside. Concerns arose around paper
usage—printing thousands of these manuals which end up sitting on shelves seems a waste when we are
all trying to conserve resources. With these concerns in mind we asked a number of instructors what the
ideal instructor’s manual would be like. Here is what they said:
Integration of resources—what goes where?
For the Lilienfeld/Lynn/Namy/Woolf/Cramer/Schmaltz text we created Lecture Guides for each
chapter—using the chapter outlines to integrate the suggested lecture discussions, activities and other
resources directly into the appropriate sections. In addition we included brief notes synthesizing the key
information for that section. Instructors can easily see the key points of each section of the text, as well as
the resources they have available.
Print what you want, when you want
Many instructors expressed a desire to print off only portions of the Instructor’s Manual—not the whole
thing. With our new Lecture Guides and the ability to easily identify relevant resources, instructors can
print and bring to class those resources they find useful.
Access to the “best of” materials
Pearson Education publishes a number of introductory psychology texts and the instructors we spoke with
recommended we review all of our introductory psychology instructor’s manuals, pull the best lecture,
classroom activities and assignments found in each and use these resources to ensure each Pearson
introductory text offers instructors the “best of” experience.
iv
INTRODUCTION &
TEACHING TIPS
▲ TABLE OF CONTENTS
► RESOURCES
Ten Tips for Successful Teaching (p. viii)
Accessing Resources (p. xi)
Sample Syllabus #1 (p. ix)
Sample Syllabus #2 (p. xi)
Sample Syllabus #3 (p. xiii)
Sample Syllabus #4 (p. xv)
Sample Syllabus #5 (p. xvii)
FIRST WEEK OF CLASS ACTIVITIES
Ice-Breaker Activity (p. xix)
First Week of Class Discussion Questions (p. xix)
Assignment: Using Psychology Databases (p. xx)
INTRODUCTION &
TEACHING TIPS
▲ TABLE OF CONTENTS
► RESOURCES
Ten Tips for Successful Teaching (p. viii)
Accessing Resources (p. xi)
Sample Syllabus #1 (p. ix)
Sample Syllabus #2 (p. xi)
Sample Syllabus #3 (p. xiii)
Sample Syllabus #4 (p. xv)
Sample Syllabus #5 (p. xvii)
FIRST WEEK OF CLASS ACTIVITIES
Ice-Breaker Activity (p. xix)
First Week of Class Discussion Questions (p. xix)
Assignment: Using Psychology Databases (p. xx)
v
TEACHING TIPS
Teaching Tips: Ten Tips for Successful Teaching
For most students, the introductory psychology course will be the only psychology course they will ever
take. While a good text and helpful ancillaries certainly contribute to a successful introductory course, it
is the teacher who often makes the difference between a bad or a good class, or between a good class and
an outstanding one. Personal variables such as the respect you show for the subject matter, the concern
you show for students’ understanding of psychology, and the care with which you prepare your class
presentations, are critical factors that will influence your students’ impressions of psychology throughout
the term and beyond. Your classroom behaviour also has important practical implications since it will
determine whether or not some of your students enroll in other psychology classes or become psychology
majors. In sum, you are a representative of psychology as both a science and a career, and as such, your
actions reflect the field’s professional values and standards. Below are ten tips that we have found to be
helpful in our own teaching of introductory psychology. We hope that you will find them useful in yours,
too.
Be organized and prepared. There is simply no substitute for knowing your subject matter.
Contrary to popular opinion, freshmen and other introductory students are very perceptive. A
teacher who is ill-prepared to discuss the subject material or to field students’ questions will soon
be discovered, resulting in large-scale apathy. Beyond knowledge of the subject matter, it is also
important to schedule enough time for adequate preparation. A teacher cramming for a
presentation is likely to meet with the same result as a student cramming for an examination
failure, if you plan to use audiovisual aids, get to class a few minutes early to make sure the
equipment is working properly, that the slides are right side up, that the microphone is working
properly, etc. Students resent your taking class time for such preparation. Similarly, it is unwise
to “fill” class time because you are not adequately prepared to lecture. Your presentations should
always be substantive and informative.
Know your students. Most students appreciate and, indeed, welcome personal contact with their
instructors. You may wish to arrive a few minutes early to class each day and visit with the
students who are present. You will become more familiar and comfortable with them, and they
will become more familiar and comfortable with you. Even if you are teaching a very large class
and cannot get to know every name, you can make efforts to get to know some of them and assure
them that you are available and concerned about their performance. You could email the students
who performed especially well to congratulate them, or email those who failed to encourage them
to come see you. The more comfortable students feel with you, the more likely they will be to
make valuable contributions to classroom discussions. Beyond knowing some (hopefully most) of
your students personally, being aware of campus and other local issues that concern students
allows you to incorporate meaningful examples into classroom presentations. Other than the
students themselves, the best sources of information on these matters are campus and local
newspapers.
Be consistent. Students appreciate instructors who keep their word with respect to course policies
and class assignments. If your office hours are from 10 to 12 on Tuesdays and Thursdays, you
should be there. If an emergency comes up, leave a note to that effect on the door. If a student
poses a question, and you reply with, “That’s a very good question. I don’t know the answer at
present, but I will do some research on it today and let you know tomorrow,” be sure to keep your
promise. Your credibility as a teacher will be enhanced by your ability to follow through.
TEACHING TIPS
Teaching Tips: Ten Tips for Successful Teaching
For most students, the introductory psychology course will be the only psychology course they will ever
take. While a good text and helpful ancillaries certainly contribute to a successful introductory course, it
is the teacher who often makes the difference between a bad or a good class, or between a good class and
an outstanding one. Personal variables such as the respect you show for the subject matter, the concern
you show for students’ understanding of psychology, and the care with which you prepare your class
presentations, are critical factors that will influence your students’ impressions of psychology throughout
the term and beyond. Your classroom behaviour also has important practical implications since it will
determine whether or not some of your students enroll in other psychology classes or become psychology
majors. In sum, you are a representative of psychology as both a science and a career, and as such, your
actions reflect the field’s professional values and standards. Below are ten tips that we have found to be
helpful in our own teaching of introductory psychology. We hope that you will find them useful in yours,
too.
Be organized and prepared. There is simply no substitute for knowing your subject matter.
Contrary to popular opinion, freshmen and other introductory students are very perceptive. A
teacher who is ill-prepared to discuss the subject material or to field students’ questions will soon
be discovered, resulting in large-scale apathy. Beyond knowledge of the subject matter, it is also
important to schedule enough time for adequate preparation. A teacher cramming for a
presentation is likely to meet with the same result as a student cramming for an examination
failure, if you plan to use audiovisual aids, get to class a few minutes early to make sure the
equipment is working properly, that the slides are right side up, that the microphone is working
properly, etc. Students resent your taking class time for such preparation. Similarly, it is unwise
to “fill” class time because you are not adequately prepared to lecture. Your presentations should
always be substantive and informative.
Know your students. Most students appreciate and, indeed, welcome personal contact with their
instructors. You may wish to arrive a few minutes early to class each day and visit with the
students who are present. You will become more familiar and comfortable with them, and they
will become more familiar and comfortable with you. Even if you are teaching a very large class
and cannot get to know every name, you can make efforts to get to know some of them and assure
them that you are available and concerned about their performance. You could email the students
who performed especially well to congratulate them, or email those who failed to encourage them
to come see you. The more comfortable students feel with you, the more likely they will be to
make valuable contributions to classroom discussions. Beyond knowing some (hopefully most) of
your students personally, being aware of campus and other local issues that concern students
allows you to incorporate meaningful examples into classroom presentations. Other than the
students themselves, the best sources of information on these matters are campus and local
newspapers.
Be consistent. Students appreciate instructors who keep their word with respect to course policies
and class assignments. If your office hours are from 10 to 12 on Tuesdays and Thursdays, you
should be there. If an emergency comes up, leave a note to that effect on the door. If a student
poses a question, and you reply with, “That’s a very good question. I don’t know the answer at
present, but I will do some research on it today and let you know tomorrow,” be sure to keep your
promise. Your credibility as a teacher will be enhanced by your ability to follow through.
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vi
Accept criticism with good grace. Each time a new teaching term begins, you acquire a new set of
critics. Students may evaluate your style of dress, your manner of speaking, your sense of humor,
and a variety of other things that may or may not relate to your ability to convey information
about introductory psychology. If only one or two students in a class of, say, forty to fifty
students make similar criticisms about a particular aspect of your technique, you may or may not
want to take the criticism seriously. However, if several students have similar criticisms, it would
be to your advantage to pay attention to their comments and take steps to remedy the situation.
Express your respect for students. Students, like everyone else, appreciate being treated with
common courtesy. They appreciate a friendly “Hi” when you pass them in the hall. When
responding to students’ questions in class, do so with kind regard for both the students and the
questions. If you are challenged by a student, remain calm and do your best to handle the
situation gracefully. Invite the student to stay after class for a few minutes and talk the problem
over. If the situation persists, discuss the matter with a colleague.
Keep your message simple. In addition to having a sound understanding of your subject matter, it
is also important to know your audience. Your presentations should be geared to their level. Keep
in mind that you are not delivering an address to your peers at a professional conference, but are
presenting new ideas and concepts to an audience of young people. Seek to challenge them by
first discovering their level of understanding and then teaching slightly above that level. In
preparing your classroom presentation, keep in mind that it is very easy to overload students with
information. There is a definite limit to how much information students can receive and
understand in one class period. Keep your lecture clear and simple. Build it around three or four
major points and use plenty of thoughtful and representative examples.
Be enthusiastic. Your level of enthusiasm for the subject matter will be obvious on the first day of
class and will determine the tone for the entire term. More importantly, your attitude will have a
strong influence on your students’ attitudes about the course. Your enthusiasm for psychology
can make any topic engaging.
Accept criticism with good grace. Each time a new teaching term begins, you acquire a new set of
critics. Students may evaluate your style of dress, your manner of speaking, your sense of humor,
and a variety of other things that may or may not relate to your ability to convey information
about introductory psychology. If only one or two students in a class of, say, forty to fifty
students make similar criticisms about a particular aspect of your technique, you may or may not
want to take the criticism seriously. However, if several students have similar criticisms, it would
be to your advantage to pay attention to their comments and take steps to remedy the situation.
Express your respect for students. Students, like everyone else, appreciate being treated with
common courtesy. They appreciate a friendly “Hi” when you pass them in the hall. When
responding to students’ questions in class, do so with kind regard for both the students and the
questions. If you are challenged by a student, remain calm and do your best to handle the
situation gracefully. Invite the student to stay after class for a few minutes and talk the problem
over. If the situation persists, discuss the matter with a colleague.
Keep your message simple. In addition to having a sound understanding of your subject matter, it
is also important to know your audience. Your presentations should be geared to their level. Keep
in mind that you are not delivering an address to your peers at a professional conference, but are
presenting new ideas and concepts to an audience of young people. Seek to challenge them by
first discovering their level of understanding and then teaching slightly above that level. In
preparing your classroom presentation, keep in mind that it is very easy to overload students with
information. There is a definite limit to how much information students can receive and
understand in one class period. Keep your lecture clear and simple. Build it around three or four
major points and use plenty of thoughtful and representative examples.
Be enthusiastic. Your level of enthusiasm for the subject matter will be obvious on the first day of
class and will determine the tone for the entire term. More importantly, your attitude will have a
strong influence on your students’ attitudes about the course. Your enthusiasm for psychology
can make any topic engaging.
Loading page 7...
vii
Accessing All Resources for Psychology: From Inquiry to Understanding, Second Canadian
Edition
For a list of all resources available with Psychology: From Inquiry to Understanding, Second Canadian
edition go to http://catalogue.pearsoned.ca, enter the text ISBN (9780205896110) and check out the
“Resources” tab under the book cover.
For access to the instructor supplements for Psychology: From Inquiry to Understanding, simply go
to http://catalogue.pearsoned.ca/pearsonhigheredca/educator/catalog/index.page?null and follow the
directions to register (or log in if you already have a Pearson user name and password).
Once you have registered and your status as an instructor is verified, you will be e-mailed a login name
and password. Use your login name and password to access the catalogue. Click on the “online
catalogue” link, click on “psychology” followed by “introductory psychology” and then the
Lilienfeld/Lynn/Namy/Woolf/Cramer/Schmaltz Psychology: From Inquiry to Understanding Second
Canadian Edition text. Under the description of each supplement is a link that allows you to download
and save the supplement to your desktop.
For technical support for any of your Pearson products, you and your students can contact
http://247.pearsoned.com.
Accessing All Resources for Psychology: From Inquiry to Understanding, Second Canadian
Edition
For a list of all resources available with Psychology: From Inquiry to Understanding, Second Canadian
edition go to http://catalogue.pearsoned.ca, enter the text ISBN (9780205896110) and check out the
“Resources” tab under the book cover.
For access to the instructor supplements for Psychology: From Inquiry to Understanding, simply go
to http://catalogue.pearsoned.ca/pearsonhigheredca/educator/catalog/index.page?null and follow the
directions to register (or log in if you already have a Pearson user name and password).
Once you have registered and your status as an instructor is verified, you will be e-mailed a login name
and password. Use your login name and password to access the catalogue. Click on the “online
catalogue” link, click on “psychology” followed by “introductory psychology” and then the
Lilienfeld/Lynn/Namy/Woolf/Cramer/Schmaltz Psychology: From Inquiry to Understanding Second
Canadian Edition text. Under the description of each supplement is a link that allows you to download
and save the supplement to your desktop.
For technical support for any of your Pearson products, you and your students can contact
http://247.pearsoned.com.
Loading page 8...
viii
SAMPLE SYLLABUS #1
Course Syllabus
General Psychology
PSY 1012 Session 2, 2012-2013
3 Credits
Professor:
Office:
Office Hours as posted
Phone:
E - mail:
Textbook: Psychology: From Inquiry to Understanding, Second Canadian Edition by
Lilienfeld/Lynn/Namy/Woolf/Cramer/Schmaltz
Course Description: Life orientated course in psychology, designed to give the student the factual
foundation in techniques and the vocabulary of psychology and general understanding of human
behaviour. Surveys research and application of psychology in areas of learning, intelligence, motivation,
emotion, personality, behaviour disorders, mental health and therapy. There will be three class sessions
during the semester that class will be conducted on WebCT only. Some of your tests will be on WebCT
and some will be in class.
Course Objectives: Upon completion of this class, the student should be able to demonstrate knowledge
concerning:
1. The definition of psychology
2. Brain function and how it affects behaviour
3. Learning and memory
4. Growth and development principals
Competencies Addressed: This course addresses the XX UNIVERSITY Student Competencies. If you
are interested in which of the competencies are addressed, please review the Course Outline on file in the
Departmental Office
Academic Dishonesty: In the event that a student is caught cheating, he/she will receive a grade of zero
(0) for that assignment. This is a grade that will not be dropped! If another incident occurs, that student
will be withdrawn from class.
Class Attendance: It is the policy of the college that you attend the classes that you are registered to
attend. In the event of an absence, it is your responsibility to contact someone to obtain information to
make up the loss. Please note: If you have a pager or a cell phone, make sure that it is set to vibrate
prior to entering the classroom…if it rings during class, I will answer it in front of the entire class!
If your absences in class become excessive, you will be contacted in writing to set up a conference
date/time. If you do not schedule an appointment, you will be withdrawn from class and a grade of "W"
assigned. Withdrawal deadline for this session is March 20, 2012. There will be class sessions that will
be conducted through WebCT and it will be your responsibility to respond to discussions through
SAMPLE SYLLABUS #1
Course Syllabus
General Psychology
PSY 1012 Session 2, 2012-2013
3 Credits
Professor:
Office:
Office Hours as posted
Phone:
E - mail:
Textbook: Psychology: From Inquiry to Understanding, Second Canadian Edition by
Lilienfeld/Lynn/Namy/Woolf/Cramer/Schmaltz
Course Description: Life orientated course in psychology, designed to give the student the factual
foundation in techniques and the vocabulary of psychology and general understanding of human
behaviour. Surveys research and application of psychology in areas of learning, intelligence, motivation,
emotion, personality, behaviour disorders, mental health and therapy. There will be three class sessions
during the semester that class will be conducted on WebCT only. Some of your tests will be on WebCT
and some will be in class.
Course Objectives: Upon completion of this class, the student should be able to demonstrate knowledge
concerning:
1. The definition of psychology
2. Brain function and how it affects behaviour
3. Learning and memory
4. Growth and development principals
Competencies Addressed: This course addresses the XX UNIVERSITY Student Competencies. If you
are interested in which of the competencies are addressed, please review the Course Outline on file in the
Departmental Office
Academic Dishonesty: In the event that a student is caught cheating, he/she will receive a grade of zero
(0) for that assignment. This is a grade that will not be dropped! If another incident occurs, that student
will be withdrawn from class.
Class Attendance: It is the policy of the college that you attend the classes that you are registered to
attend. In the event of an absence, it is your responsibility to contact someone to obtain information to
make up the loss. Please note: If you have a pager or a cell phone, make sure that it is set to vibrate
prior to entering the classroom…if it rings during class, I will answer it in front of the entire class!
If your absences in class become excessive, you will be contacted in writing to set up a conference
date/time. If you do not schedule an appointment, you will be withdrawn from class and a grade of "W"
assigned. Withdrawal deadline for this session is March 20, 2012. There will be class sessions that will
be conducted through WebCT and it will be your responsibility to respond to discussions through
Loading page 9...
ix
WebCT for your points for those four classes. The discussions on WebCT will be worth a total of
80 points towards your final grade.
Evaluations: There will be 5 tests throughout the semester including the final. These tests will cover
information presented in class and textbook material. The tests may be multiple guess, true/false and/or
matching.
The tests will be scheduled as follows:
Following Chapter 1, 2, 3
Following Chapter 4, 5, 10
Following Chapter 6, 8, 9
Following Chapter 7, 11, 12
Following Chapter 13, 14, 15, 16
Grades: Individual test grades may be assessed on the following scale:
A = 45 - 50
B = 40 – 44
C = 35 – 39
D = 30 – 34
F = 29 and below
You will also be required to write one critique covering a journal article or an article from the Internet.
This article must deal with an aspect of psychology that is of interest to you You may choose your article
out of these reserve journals or you may be able to find another article of interest to you that will meet the
criteria. The Internet offers many journals on line. There is a book at the reserve desk titled Writing
Papers in Psychology that will answer your formatting questions. You must have your name and class
time on the title page. If you have questions about the article, please see me. The article will be worth 40
points. It will be due on February 18, 2012. Your paper will be due on your normal class meeting day!
The paper may be turned in early. Please make sure your name and class time are on these papers. Your
paper must be APA formatted with a works cited page! Points will be deducted if the paper is not in
this format or is turned in late!
Each test will be worth 50 points. There are no Make - Ups. If you miss a test you will receive a score
of 0 for the missing grade. Four test grades (possible 200 points), four response answers on WebCT
(possible 80 points total) and one critique (possible 40 points) will constitute your final grade. You will
drop your lowest test score and your final test score will fill in for that test. You may not drop the final
test unless you have an “A” going into the test and you have attended all classes.
Your final grade will be determined on the following scale:
A = 288 - 320
B = 256 - 287
C = 224 - 255
D = 192 - 223
F = equal to or less than 191
Expected Student Conduct
Disabled Students:
****This syllabus is subject to change****
WebCT for your points for those four classes. The discussions on WebCT will be worth a total of
80 points towards your final grade.
Evaluations: There will be 5 tests throughout the semester including the final. These tests will cover
information presented in class and textbook material. The tests may be multiple guess, true/false and/or
matching.
The tests will be scheduled as follows:
Following Chapter 1, 2, 3
Following Chapter 4, 5, 10
Following Chapter 6, 8, 9
Following Chapter 7, 11, 12
Following Chapter 13, 14, 15, 16
Grades: Individual test grades may be assessed on the following scale:
A = 45 - 50
B = 40 – 44
C = 35 – 39
D = 30 – 34
F = 29 and below
You will also be required to write one critique covering a journal article or an article from the Internet.
This article must deal with an aspect of psychology that is of interest to you You may choose your article
out of these reserve journals or you may be able to find another article of interest to you that will meet the
criteria. The Internet offers many journals on line. There is a book at the reserve desk titled Writing
Papers in Psychology that will answer your formatting questions. You must have your name and class
time on the title page. If you have questions about the article, please see me. The article will be worth 40
points. It will be due on February 18, 2012. Your paper will be due on your normal class meeting day!
The paper may be turned in early. Please make sure your name and class time are on these papers. Your
paper must be APA formatted with a works cited page! Points will be deducted if the paper is not in
this format or is turned in late!
Each test will be worth 50 points. There are no Make - Ups. If you miss a test you will receive a score
of 0 for the missing grade. Four test grades (possible 200 points), four response answers on WebCT
(possible 80 points total) and one critique (possible 40 points) will constitute your final grade. You will
drop your lowest test score and your final test score will fill in for that test. You may not drop the final
test unless you have an “A” going into the test and you have attended all classes.
Your final grade will be determined on the following scale:
A = 288 - 320
B = 256 - 287
C = 224 - 255
D = 192 - 223
F = equal to or less than 191
Expected Student Conduct
Disabled Students:
****This syllabus is subject to change****
Loading page 10...
x
SAMPLE SYLLABUS #2 (SHORT SEMESTER)
Course Syllabus
General Psychology
PSY 1012 Session 2, 2012-2013
3 Credits
Professor:
Office:
Office Hours as posted
Phone:
E - mail:
Textbook: Psychology: From Inquiry to Understanding, Second Canadian Edition by
Lilienfeld/Lynn/Namy/Woolf/Cramer/Schmaltz
Course Description: A short semester life orientated course in psychology, designed to give the student
the factual foundation in techniques and the vocabulary of psychology and general understanding of
human behaviour. We will cover the same amount of information as is covered during a normal semester
long course. Surveys research and application of psychology in areas of learning, intelligence, motivation,
emotion, personality, behaviour disorders, mental health and therapy. There will be three class sessions
during the semester that class will be conducted on WebCT only. Some of your tests will be on WebCT
and some will be in class. There is much reading for you to do and we will cover many chapters in this
short semester – be ready to work!
Course Objectives: Upon completion of this class, the student should be able to demonstrate knowledge
concerning:
1. The definition of psychology
2. Brain function and how it affects behaviour
3. Learning and memory
4. Growth and development principals
Competencies Addressed: Please review the Course Outline on file in the Departmental Office
.
Academic Dishonesty: In the event that a student is caught cheating, he/she will receive a grade of zero
(0) for that assignment. This is a grade that will not be dropped! If another incident occurs, that student
will be withdrawn from class.
Class Attendance: It is the policy of the college that you attend the classes that you are registered to
attend. In the event of an absence, it is your responsibility to contact someone to obtain information to
make up the loss. Please note: If you have a pager or a cell phone, make sure that it is set to vibrate
prior to entering the classroom…if it rings during class, I will answer it in front of the entire class!
If your absences in class become excessive, you will be contacted in writing to set up a conference
date/time. If you do not schedule an appointment, you will be withdrawn from class and a grade of "W"
assigned. Withdrawal deadline for this session is March 20, 2009. The discussions on WebCT will be
worth a total of 80 points towards your final grade.
SAMPLE SYLLABUS #2 (SHORT SEMESTER)
Course Syllabus
General Psychology
PSY 1012 Session 2, 2012-2013
3 Credits
Professor:
Office:
Office Hours as posted
Phone:
E - mail:
Textbook: Psychology: From Inquiry to Understanding, Second Canadian Edition by
Lilienfeld/Lynn/Namy/Woolf/Cramer/Schmaltz
Course Description: A short semester life orientated course in psychology, designed to give the student
the factual foundation in techniques and the vocabulary of psychology and general understanding of
human behaviour. We will cover the same amount of information as is covered during a normal semester
long course. Surveys research and application of psychology in areas of learning, intelligence, motivation,
emotion, personality, behaviour disorders, mental health and therapy. There will be three class sessions
during the semester that class will be conducted on WebCT only. Some of your tests will be on WebCT
and some will be in class. There is much reading for you to do and we will cover many chapters in this
short semester – be ready to work!
Course Objectives: Upon completion of this class, the student should be able to demonstrate knowledge
concerning:
1. The definition of psychology
2. Brain function and how it affects behaviour
3. Learning and memory
4. Growth and development principals
Competencies Addressed: Please review the Course Outline on file in the Departmental Office
.
Academic Dishonesty: In the event that a student is caught cheating, he/she will receive a grade of zero
(0) for that assignment. This is a grade that will not be dropped! If another incident occurs, that student
will be withdrawn from class.
Class Attendance: It is the policy of the college that you attend the classes that you are registered to
attend. In the event of an absence, it is your responsibility to contact someone to obtain information to
make up the loss. Please note: If you have a pager or a cell phone, make sure that it is set to vibrate
prior to entering the classroom…if it rings during class, I will answer it in front of the entire class!
If your absences in class become excessive, you will be contacted in writing to set up a conference
date/time. If you do not schedule an appointment, you will be withdrawn from class and a grade of "W"
assigned. Withdrawal deadline for this session is March 20, 2009. The discussions on WebCT will be
worth a total of 80 points towards your final grade.
Loading page 11...
xi
Evaluations: There will be 5 tests throughout the semester including the final. These tests will cover
information presented in class and textbook material. The tests may be multiple guess, true/false and/or
matching.
The tests will be scheduled as follows:
Following Chapter 1, 2, 3
Following Chapter 4, 5, 10
Following Chapter 6, 8, 9
Following Chapter 7, 11, 12
Following Chapter 13, 14, 15, 16
Grades: Individual test grades may be assessed on the following scale:
A = 45 - 50
B = 40 - 44
C = 35 - 39
D = 30 - 34
F = 29 and below
You will also be required to write one critique covering a journal article or an article from the Internet.
This article must deal with an aspect of psychology that is of interest to you. You may choose your article
out of the reserve journals or you may be able to find another article of interest to you that will meet the
criteria. The Internet offers many journals on line. There is a book at the reserve desk titled Writing
Papers in Psychology that will answer your formatting questions. You must have your name and class
time on the title page. If you have questions about the article, please see me. The article will be worth 40
points. It will be due on March 18, 2012. Your paper will be due on your normal class meeting day! The
paper may be turned in early. Please make sure your name and class time are on these papers. Your paper
must be APA formatted with a works cited page! Points will be deducted if the paper is not in this
format or is turned in late!
Each test will be worth 50 points. There are no Make - Ups. If you miss a test you will receive a score
of 0 for the missing grade. Four test grades (possible 200 points), four response answers on WebCT
(possible 80 points total) and one critique (possible 40 points) will constitute your final grade. You will
drop your lowest test score and your final test score will fill in for that test. You may not drop the final
test unless you have an “A” going into the test and you have attended all classes.
Your final grade will be determined on the following scale:
A = 288 - 320
B = 256 - 287
C = 224 - 255
D = 192 - 223
F = equal to or less than 191
Expected Student Conduct
Students with disabilities
****This syllabus is subject to change****
Evaluations: There will be 5 tests throughout the semester including the final. These tests will cover
information presented in class and textbook material. The tests may be multiple guess, true/false and/or
matching.
The tests will be scheduled as follows:
Following Chapter 1, 2, 3
Following Chapter 4, 5, 10
Following Chapter 6, 8, 9
Following Chapter 7, 11, 12
Following Chapter 13, 14, 15, 16
Grades: Individual test grades may be assessed on the following scale:
A = 45 - 50
B = 40 - 44
C = 35 - 39
D = 30 - 34
F = 29 and below
You will also be required to write one critique covering a journal article or an article from the Internet.
This article must deal with an aspect of psychology that is of interest to you. You may choose your article
out of the reserve journals or you may be able to find another article of interest to you that will meet the
criteria. The Internet offers many journals on line. There is a book at the reserve desk titled Writing
Papers in Psychology that will answer your formatting questions. You must have your name and class
time on the title page. If you have questions about the article, please see me. The article will be worth 40
points. It will be due on March 18, 2012. Your paper will be due on your normal class meeting day! The
paper may be turned in early. Please make sure your name and class time are on these papers. Your paper
must be APA formatted with a works cited page! Points will be deducted if the paper is not in this
format or is turned in late!
Each test will be worth 50 points. There are no Make - Ups. If you miss a test you will receive a score
of 0 for the missing grade. Four test grades (possible 200 points), four response answers on WebCT
(possible 80 points total) and one critique (possible 40 points) will constitute your final grade. You will
drop your lowest test score and your final test score will fill in for that test. You may not drop the final
test unless you have an “A” going into the test and you have attended all classes.
Your final grade will be determined on the following scale:
A = 288 - 320
B = 256 - 287
C = 224 - 255
D = 192 - 223
F = equal to or less than 191
Expected Student Conduct
Students with disabilities
****This syllabus is subject to change****
Loading page 12...
xii
SAMPLE SYLLABUS #3 (SHORT SEMESTER w/MyPsychLab)
Course Syllabus
General Psychology
PSY 1012 Session 2, 2012-2013
3 Credits
Professor:
Office:
Office Hours as posted
Phone:
E - mail:
Textbook: Psychology: From Inquiry to Understanding, Second Canadian Edition by
Lilienfeld/Lynn/Namy/Woolf/Cramer/Schmaltz
Course Description: This is a short semester life orientated course in psychology, designed to give the
student the factual foundation in techniques and the vocabulary of psychology and general understanding
of human behaviour. However, we will cover the same information that s covered during a regular
semester long class. We will be covering a chapter every day that we meet. Surveys research and
application of psychology in areas of learning, intelligence, motivation, emotion, personality, behaviour
disorders, mental health and therapy. Some of your tests will be on WebCT and some will be in class.
Course Objectives: Upon completion of this class, the student should be able to demonstrate knowledge
concerning:
1. The definition of psychology
2. Brain function and how it affects behaviour
3. Learning and memory
4. Growth and development principals
Competencies Addressed: Please review the Course Outline on file in the Departmental Office
.
Academic Dishonesty: In the event that a student is caught cheating, he/she will receive a grade of zero
(0) for that assignment. This is a grade that will not be dropped! If another incident occurs, that student
will be withdrawn from class.
Class Attendance: It is the policy of the college that you attend the classes that you are registered to
attend. In the event of an absence, it is your responsibility to contact someone to obtain information to
make up the loss. Please note: If you have a pager or a cell phone, make sure that it is set to vibrate
prior to entering the classroom…if it rings during class, I will answer it in front of the entire class!
If your absences in class become excessive, you will be contacted in writing to set up a conference
date/time. If you do not schedule an appointment, you will be withdrawn from class and a grade of "W"
assigned. Withdrawal deadline for this session is March 20, 2012. The discussions on WebCT will be
worth a total of 80 points towards your final grade.
SAMPLE SYLLABUS #3 (SHORT SEMESTER w/MyPsychLab)
Course Syllabus
General Psychology
PSY 1012 Session 2, 2012-2013
3 Credits
Professor:
Office:
Office Hours as posted
Phone:
E - mail:
Textbook: Psychology: From Inquiry to Understanding, Second Canadian Edition by
Lilienfeld/Lynn/Namy/Woolf/Cramer/Schmaltz
Course Description: This is a short semester life orientated course in psychology, designed to give the
student the factual foundation in techniques and the vocabulary of psychology and general understanding
of human behaviour. However, we will cover the same information that s covered during a regular
semester long class. We will be covering a chapter every day that we meet. Surveys research and
application of psychology in areas of learning, intelligence, motivation, emotion, personality, behaviour
disorders, mental health and therapy. Some of your tests will be on WebCT and some will be in class.
Course Objectives: Upon completion of this class, the student should be able to demonstrate knowledge
concerning:
1. The definition of psychology
2. Brain function and how it affects behaviour
3. Learning and memory
4. Growth and development principals
Competencies Addressed: Please review the Course Outline on file in the Departmental Office
.
Academic Dishonesty: In the event that a student is caught cheating, he/she will receive a grade of zero
(0) for that assignment. This is a grade that will not be dropped! If another incident occurs, that student
will be withdrawn from class.
Class Attendance: It is the policy of the college that you attend the classes that you are registered to
attend. In the event of an absence, it is your responsibility to contact someone to obtain information to
make up the loss. Please note: If you have a pager or a cell phone, make sure that it is set to vibrate
prior to entering the classroom…if it rings during class, I will answer it in front of the entire class!
If your absences in class become excessive, you will be contacted in writing to set up a conference
date/time. If you do not schedule an appointment, you will be withdrawn from class and a grade of "W"
assigned. Withdrawal deadline for this session is March 20, 2012. The discussions on WebCT will be
worth a total of 80 points towards your final grade.
Loading page 13...
xiii
Evaluations: There will be 5 tests throughout the semester including the final. These tests will cover
information presented in class and textbook material. The tests may be multiple guess, true/false and/or
matching.
The tests will be scheduled as follows:
Following Chapter 1, 2, 3
Following Chapter 4, 5, 10
Following Chapter 6, 8, 9
Following Chapter 7, 11, 12
Following Chapter 13, 14, 15, 16
Grades: Individual test grades may be assessed on the following scale:
A = 45 - 50
B = 40 - 44
C = 35 – 39
D = 30 - 34
F = 29 and below
You will also be required to write one critique covering a journal article or an article from the Internet.
This article must deal with an aspect of psychology that is of interest to you. You may choose your article
out of these reserve journals or you may be able to find another article of interest to you that will meet the
criteria. The Internet offers many journals on line. There is a book at the reserve desk titled Writing
Papers in Psychology that will answer your formatting questions. You must have your name and class
time on the title page. If you have questions about the article, please see me. The article will be worth 40
points. It will be due on February 18, 2012. Your paper will be due on your normal class meeting day!
The paper may be turned in early. Please make sure your name and class time are on these papers. Your
paper must be APA formatted with a works cited page! Points will be deducted if the paper is not in
this format or is turned in late!
You must take the quizzes for each chapter in MyPsychLab prior to coming to class the day we are
going to discuss that chapter. The score on that quiz will count towards your final grade. If you do not
take the quiz, your final grade will suffer! These quizzes will be worth 100 points towards your final
grade and they will help you understand the chapter material.
Each test will be worth 50 points. There are no Make - Ups. If you miss a test you will receive a score
of 0 for the missing grade. Four test grades (possible 200 points), four response answers on WebCT
(possible 80 points total) and one critique (possible 40 points) will constitute your final grade. You will
drop your lowest test score and your final test score will fill in for that test. You may not drop the final
test unless you have an “A” going into the test and you have attended all classes.
Your final grade will be determined on the following scale:
A = 388 - 420
B = 356 - 387
C = 324 - 355
D = 292 - 323
F = equal to or less than 291
Expected Student Conduct
Students with disabilities
****This syllabus is subject to change****
Evaluations: There will be 5 tests throughout the semester including the final. These tests will cover
information presented in class and textbook material. The tests may be multiple guess, true/false and/or
matching.
The tests will be scheduled as follows:
Following Chapter 1, 2, 3
Following Chapter 4, 5, 10
Following Chapter 6, 8, 9
Following Chapter 7, 11, 12
Following Chapter 13, 14, 15, 16
Grades: Individual test grades may be assessed on the following scale:
A = 45 - 50
B = 40 - 44
C = 35 – 39
D = 30 - 34
F = 29 and below
You will also be required to write one critique covering a journal article or an article from the Internet.
This article must deal with an aspect of psychology that is of interest to you. You may choose your article
out of these reserve journals or you may be able to find another article of interest to you that will meet the
criteria. The Internet offers many journals on line. There is a book at the reserve desk titled Writing
Papers in Psychology that will answer your formatting questions. You must have your name and class
time on the title page. If you have questions about the article, please see me. The article will be worth 40
points. It will be due on February 18, 2012. Your paper will be due on your normal class meeting day!
The paper may be turned in early. Please make sure your name and class time are on these papers. Your
paper must be APA formatted with a works cited page! Points will be deducted if the paper is not in
this format or is turned in late!
You must take the quizzes for each chapter in MyPsychLab prior to coming to class the day we are
going to discuss that chapter. The score on that quiz will count towards your final grade. If you do not
take the quiz, your final grade will suffer! These quizzes will be worth 100 points towards your final
grade and they will help you understand the chapter material.
Each test will be worth 50 points. There are no Make - Ups. If you miss a test you will receive a score
of 0 for the missing grade. Four test grades (possible 200 points), four response answers on WebCT
(possible 80 points total) and one critique (possible 40 points) will constitute your final grade. You will
drop your lowest test score and your final test score will fill in for that test. You may not drop the final
test unless you have an “A” going into the test and you have attended all classes.
Your final grade will be determined on the following scale:
A = 388 - 420
B = 356 - 387
C = 324 - 355
D = 292 - 323
F = equal to or less than 291
Expected Student Conduct
Students with disabilities
****This syllabus is subject to change****
Loading page 14...
xiv
SAMPLE SYLLABUS # 4 w/MyPsychLab
Course Syllabus
General Psychology
PSY 1012 Session 2, 2012-2013
3 Credits
Professor:
Office:
Office Hours as posted
Phone:
E - mail:
Textbook: Psychology: From Inquiry to Understanding, Second Canadian Edition by
Lilienfeld/Lynn/Namy/Woolf/Cramer/Schmaltz
Course Description: Life orientated course in psychology, designed to give the student the factual
foundation in techniques and the vocabulary of psychology and general understanding of human
behaviour. Surveys research and application of psychology in areas of learning, intelligence, motivation,
emotion, personality, behaviour disorders, mental health and therapy. There will be three class sessions
during the semester that class will be conducted on WebCT only. Some of your tests will be on WebCT
and some will be in class.
Course Objectives: Upon completion of this class, the student should be able to demonstrate knowledge
concerning:
1. The definition of psychology
2. Brain function and how it affects behaviour
3. Learning and memory
4. Growth and development principals
Competencies Addressed: Please review the Course Outline on file in the Departmental Office
.
Academic Dishonesty: In the event that a student is caught cheating, he/she will receive a grade of zero
(0) for that assignment. This is a grade that will not be dropped! If another incident occurs, that student
will be withdrawn from class.
Class Attendance: It is the policy of the college that you attend the classes that you are registered to
attend. In the event of an absence, it is your responsibility to contact someone to obtain information to
make up the loss. Please note: If you have a pager or a cell phone, make sure that it is set to vibrate
prior to entering the classroom…if it rings during class, I will answer it in front of the entire class!
If your absences in class become excessive, you will be contacted in writing to set up a conference
date/time. If you do not schedule an appointment, you will be withdrawn from class and a grade of "W"
assigned. Withdrawal deadline for this session is March 20, 2012. There will be class sessions that will
be conducted through WebCT and it will be your responsibility to respond to discussions through
WebCT for your points for those four classes. The discussions on WebCT will be worth a total of
80 points towards your final grade.
SAMPLE SYLLABUS # 4 w/MyPsychLab
Course Syllabus
General Psychology
PSY 1012 Session 2, 2012-2013
3 Credits
Professor:
Office:
Office Hours as posted
Phone:
E - mail:
Textbook: Psychology: From Inquiry to Understanding, Second Canadian Edition by
Lilienfeld/Lynn/Namy/Woolf/Cramer/Schmaltz
Course Description: Life orientated course in psychology, designed to give the student the factual
foundation in techniques and the vocabulary of psychology and general understanding of human
behaviour. Surveys research and application of psychology in areas of learning, intelligence, motivation,
emotion, personality, behaviour disorders, mental health and therapy. There will be three class sessions
during the semester that class will be conducted on WebCT only. Some of your tests will be on WebCT
and some will be in class.
Course Objectives: Upon completion of this class, the student should be able to demonstrate knowledge
concerning:
1. The definition of psychology
2. Brain function and how it affects behaviour
3. Learning and memory
4. Growth and development principals
Competencies Addressed: Please review the Course Outline on file in the Departmental Office
.
Academic Dishonesty: In the event that a student is caught cheating, he/she will receive a grade of zero
(0) for that assignment. This is a grade that will not be dropped! If another incident occurs, that student
will be withdrawn from class.
Class Attendance: It is the policy of the college that you attend the classes that you are registered to
attend. In the event of an absence, it is your responsibility to contact someone to obtain information to
make up the loss. Please note: If you have a pager or a cell phone, make sure that it is set to vibrate
prior to entering the classroom…if it rings during class, I will answer it in front of the entire class!
If your absences in class become excessive, you will be contacted in writing to set up a conference
date/time. If you do not schedule an appointment, you will be withdrawn from class and a grade of "W"
assigned. Withdrawal deadline for this session is March 20, 2012. There will be class sessions that will
be conducted through WebCT and it will be your responsibility to respond to discussions through
WebCT for your points for those four classes. The discussions on WebCT will be worth a total of
80 points towards your final grade.
Loading page 15...
xv
Evaluations: There will be 5 tests throughout the semester including the final. These tests will cover
information presented in class and textbook material. The tests may be multiple guess, true/false and/or
matching.
The tests will be scheduled as follows:
Following Chapter 1, 2, 3
Following Chapter 4, 5, 10
Following Chapter 6, 8, 9
Following Chapter 7, 11, 12
Following Chapter 13, 14, 15, 16
Grades: Individual test grades may be assessed on the following scale:
A = 45 - 50
B = 40 - 44
C = 35 - 39
D = 30 - 34
F = 29 and below
You will also be required to write one critique covering a journal article or an article from the Internet.
This article must deal with an aspect of psychology that is of interest to you. You may choose your article
out of these reserve journals or you may be able to find another article of interest to you that will meet the
criteria. The Internet offers many journals on line. There is a book at the reserve desk titled Writing
Papers in Psychology that will answer your formatting questions. You must have your name and class
time on the title page. If you have questions about the article, please see me. The article will be worth 40
points. It will be due on February 18, 2012. Your paper will be due on your normal class meeting day!
The paper may be turned in early. Please make sure your name and class time are on these papers. Your
paper must be APA formatted with a works cited page! Points will be deducted if the paper is not in
this format or is turned in late!
You must take the quizzes for each chapter in MyPsychLab prior to coming to class the day we are
going to discuss that chapter. The score on that quiz will count towards your final grade. If you do not
take the quiz, your final grade will suffer! These quizzes will be worth 100 points towards your final
grade and they will help you understand the chapter material.
Each test will be worth 50 points. There are no Make - Ups. If you miss a test you will receive a score
of 0 for the missing grade. Four test grades (possible 200 points), four response answers on WebCT
(possible 80 points total) and one critique (possible 40 points) will constitute your final grade. You will
drop your lowest test score and your final test score will fill in for that test. You may not drop the final
test unless you have an “A” going into the test and you have attended all classes.
Your final grade will be determined on the following scale:
A = 388 - 420
B = 356 - 387
C = 324 - 355
D = 292 - 323
F = equal to or less than 291
Expected Student Conduct
Students with disabilities
****This syllabus is subject to change****
Evaluations: There will be 5 tests throughout the semester including the final. These tests will cover
information presented in class and textbook material. The tests may be multiple guess, true/false and/or
matching.
The tests will be scheduled as follows:
Following Chapter 1, 2, 3
Following Chapter 4, 5, 10
Following Chapter 6, 8, 9
Following Chapter 7, 11, 12
Following Chapter 13, 14, 15, 16
Grades: Individual test grades may be assessed on the following scale:
A = 45 - 50
B = 40 - 44
C = 35 - 39
D = 30 - 34
F = 29 and below
You will also be required to write one critique covering a journal article or an article from the Internet.
This article must deal with an aspect of psychology that is of interest to you. You may choose your article
out of these reserve journals or you may be able to find another article of interest to you that will meet the
criteria. The Internet offers many journals on line. There is a book at the reserve desk titled Writing
Papers in Psychology that will answer your formatting questions. You must have your name and class
time on the title page. If you have questions about the article, please see me. The article will be worth 40
points. It will be due on February 18, 2012. Your paper will be due on your normal class meeting day!
The paper may be turned in early. Please make sure your name and class time are on these papers. Your
paper must be APA formatted with a works cited page! Points will be deducted if the paper is not in
this format or is turned in late!
You must take the quizzes for each chapter in MyPsychLab prior to coming to class the day we are
going to discuss that chapter. The score on that quiz will count towards your final grade. If you do not
take the quiz, your final grade will suffer! These quizzes will be worth 100 points towards your final
grade and they will help you understand the chapter material.
Each test will be worth 50 points. There are no Make - Ups. If you miss a test you will receive a score
of 0 for the missing grade. Four test grades (possible 200 points), four response answers on WebCT
(possible 80 points total) and one critique (possible 40 points) will constitute your final grade. You will
drop your lowest test score and your final test score will fill in for that test. You may not drop the final
test unless you have an “A” going into the test and you have attended all classes.
Your final grade will be determined on the following scale:
A = 388 - 420
B = 356 - 387
C = 324 - 355
D = 292 - 323
F = equal to or less than 291
Expected Student Conduct
Students with disabilities
****This syllabus is subject to change****
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