ST. JOHN'S UNIVERSITY
INTRODUCTORY PSYCHOLOGY - PSY 1000C - Miguel Roig, Ph.D.

e-mail: roigm@stjohns.edu   ---  Homepage: http://facpub.stjohns.edu/~roigm  ----  Phone: 718-390-4513 ----- Skype: roig-reardon

 

YOU ARE RESPONSIBLE FOR THOROUGHLY UNDERSTANDING THE CONTENTS OF THIS DOCUMENT AND ITS ON-LINE VERSION.  PLEASE NOTE THAT THE ON-LINE VERSION CONTAINS ADDITIONAL DETAILS ABOUT THE COURSE NOT FOUND IN THIS DOCUMENT

 

OFFICE HOURS: My office is in DaSilva Hall, Room 338. I am in school on Tuesdays and Fridays and my official office hours are between 7:00 and 9:00 AM on those two days. I am also available on Wednesdays before 10:30 AM.

 

REQUIRED TEXT: Nevid, J. S. (2018). Essenials of Psychology: Concepts and Applications, 5th Ed., NY: Wadsworth. By navigating the textbook site you can have access to a limited number of free resources:

 

COURSE OBJECTIVES.  PSY 1000C surveys the field of scientific psychology and its methods of investigation.  The course is designed to provide students with a survey of the major areas of study encompassed within the discipline of psychology, including the psychology of personality, abnormal behavior, learning, sensation and perception, social processes, states of consciousness, individual differences, thinking, language, and human development. 

 

CLASS EXAMINATIONS AND OTHER REQUIREMENTS:

 

CLASS EXAMINATIONS: There is no midterm or final exam in this class. Instead, there will be 5 50-question multiple-choice examinations and each exam will cover three textbook chapters, except for exam 5 which will cover the last 2 chapters. If you miss an exam for whatever reason, you may make it up on the day of exam 5, which will be announced later in the semester. No other date for make-up exams will be available and only 2 make-up exams will be allowed. Make-up exams for exam 5 will be arranged through the college office. All exam questions will be taken from the textbook readings, particularly from material that will also be covered in class. However, you will also be tested on textbook readings not covered in class lectures. Please note that if, for whatever reason, you fail to take one of the exams at the end of the semester that exam will be counted as a 0 in the computation of your final grade and you will likely fail the class. You must take all 5 examinations.

 

EXAMINATION REQUIREMENTS: You are required to bring a No. 2 pencil to all examinations. On the answer sheet, you must include the date, exam version (found at the top of your exam paper, e.g., 1A or 1B), and your full name. YOU ARE NOT TO WRITE ON THE EXAM PAPER. You may also bring to the exam copies of the PowerPoints (see below) and your hand-written class notes or hand-written notes that you take while preparing for class at home.

 

RESEARCH PARTICIPATION REQUIREMENT: The Psychology Department at St. John’s has determined that all students taking Introductory Psychology must participate in two hours of behavioral research by the end of the semester or write a paper of an article that describes such research. Most of the research is available on-line via questionnaires and surveys. This assignment is not graded, but failure to carry it out will result in a deduction of half of a grade. In order to satisfy this requirement, you will need to register HERE. Before signing up be sure to read detailed instructions and a full explanation of this requirement HERE.

 

E-MAIL COMMUNICATION– Because I will be using your St. John’s e-mail address to communicate all course relevant information, you are required to check your St. John’s e-mail on a daily basis. For ALL e-mail correspondence with your professors, you should indicate your full name, course number (e.g., Psy 1000C) and section (e.g., 10:10am to 11:15am or online, if it is a distance learning course) in your signature line. Also, please avoid using texting lingo (e.g., “dat’s for u 2 know”). Be advised that I do not acknowledge nor respond to messages that do not adhere to these guidelines. Use proper English and follow correct grammatical practices and spelling. For additional tips on sending e-mail point your browser HERE.

 

OPTIONAL PAPER – You may write a paper summarizing the following paper:

 

McDaniel, M. A., Howard, D. C., Einstein, G. O. (2009). The Read-Recite-Review Study Strategy: Effective and Portable. Psychological Science, 20, 516-523.

 

The article is readily available through our library (SJU Central + Libraries + Type title of journal in tab titled “Browse ejournals by title or subject” + select SAGE Premier 2011 + (you may need to sign up with your SJU login name and password again) + click on All Issues + select the year the article was published + select volume and inclusive pagination + scroll down, locate article and click on PDF full-text file). The summary must be at least 5 pages long, single-spaced, with a New Times Roman 12 point font and 1 inch margins throughout. and should address the following: 1) The nature of the problem being investigated; 2) The type of methodology (e.g., experiment, field experiment, correlational approach, case study method, archival research, longitudinal study) used to address it; 3) Identify each study’s a) hypothesis; b) independent and dependent variables; c) general findings. Remember that if you wish to have all of your regular exam scores counted toward your final grade and you have not missed an exam, then writing the paper is optional. If you wish to drop one of the exam scores, you can write the paper and use its grade to substitute for the lowest exam score. The paper must be submitted through Turnitin (see below for additional details about enrollment) and will be accepted until the last day of class. The paper cannot be used as a substitute for exam 5. For additional instructions concerning papers for all of my courses, point your browser HERE. 

 

EXTRA CREDIT ESSAYS – You will be given the opportunity to earn up to 10 extra points towards each exam by providing a written summary/synthesis of an article related to some aspect of material covered on each exam (see list of articles below). Your essay-summary must be exactly one page long (not half a page or three quarters of a page), typed single-spaced, with a New Times Roman 12 point font, and 1 inch margins throughout. The first line of your essay should have the title of the paper and the next line should have your name. Both of these must be centered. Skip a line and begin your summary. You essay must be submitted through Turnitin as a MS Word file (I will not accept any other format nor will I accept paper copies or electronic versions via e-mail) and it is from this source that I will read and evaluate all of your work. Under no circumstances will extensions be given for missed deadlines. Because the Internet is not 100% reliable, I strongly urge you to enroll early in Turnitin and submit your essay at least two days before it is due (due dates are listed on Turnitin). In this way, if problems occur you will have additional time to submit your work. Please do not procrastinate with your college work as this strategy can be very costly. The enrollment password for Turnitin for all of my classes is Roigm. Your class ID is 15841895 and the class name is Psy1000C-Fall 2017 F2F.

 

Articles – Select one article from each set. All articles are taken from Current Directions in Psychological Science (CDPS) and are readily available through our library (Log in to MySJU; Click on Libraries on the upper most set of links; scroll down a bit and under the heading ‘Quick Links’ click on ‘Periodicals by Title’; Type title of journal; Click ‘SAGE Premier 2013’; Click on All Issues; Select the year the article was published; Select volume and inclusive pagination; Scroll down, locate article and click on PDF full-text file).

 

                Exam 1
Allen, M. S. & Jones, M. V. (2014). The “Home Advantage” in Athletic Competitions. CDPS, 23: 48-53,

Champagne, F.A., Mashoodh, R. (2009). Genes in context : Gene-Environment interplay in the origins of individual differences in behavior, CDPS, 18(3), 127-131.

Glynn, L., M. & Sandman, C. A. (2011). Prenatal Origins of Neurological Development: A Critical Period for Fetus and Mother. CDPS, 20(6), 384-389.

Haselton, M. G. & Gildersleeve, K. (2011). Can Men Detect Ovulation? CDPS, 20(2), 87-92.

Karlsgodt, K. H., Sun, D., Cannon, T. D. (2010). Structural and Functional Brain Abnormalities in Schizophrenia. CDPS, 19(4), 226-231.

Pazzaglia, M. (2015). Body and Odors: Not Just Molecules, After All, CDPS, 24(4), 329-333,

Schaller, M. & Park, J. H. (2011). The Behavioral Immune System (and Why It Matters). CDPS, 20(2), 99-103.

 

 

                Exam 2

Lavie, N. (2010). Attention, Distraction, and Cognitive Control Under Load. CDPS, 19(3), 143-148.

Howe, M. L., (2011). The Adaptive Nature of Memory and Its Illusions. CDPS, 20(5), 312-315.

Johnson, W. (2010). Understanding the Genetics of Intelligence: Can Height Help? Can Corn Oil? CDPS, 19(3), 177-182.

Payne, J. D. & Kensinger, E. A. (2010). Sleep’s Role in the Consolidation of Emotional Episodic Memories. CDPS, 19(5), 290-295.

Storm, B., C (2011). The Benefit of Forgetting in Thinking and Remembering CDPS, 20(5), 291-295.

Wiley, J. & Jarosz, F. J. (2012). Working Memory Capacity, Attentional Focus, and Problem Solving. CDPS, 21(4) 258-262.

Wright, D. B., Memon, A., Skagerberg, E. M., & Gabbert, F. (2009). When eyewitnesses talk. CDPS, 18(3), 174-178.

                Exam 3

Barsade, S. G. & Gibson, D. E. (2012). Group Affect: Its Influence on Individual and Group Outcomes. CDPS, 21(2), 119-123.

Fletcher, G. J. O. (2015). Accuracy and Bias of Judgments in Romantic Relationships, CDPS, 24(4), 292-297,

Golinkoff, R. M. Can, D. D., Soderstrom, M, & Hirsh-Pasek, K. (2015).  (Baby)Talk to Me: The Social Context of Infant-Directed Speech

                and Its Effects on Early Language Acquisition, CDPS, 24(5), 339-344.
Hulme, C. &  Snowling, M. (2011). Children's Reading Comprehension Difficulties: Nature, Causes, and Treatments. CDPS, 20(3), 139-142.

Kemp, A. H. & Guastella, A. (2011). The Role of Oxytocin in Human Affect: A Novel Hypothesis. CDPS, 20(4), 222-231.

Kroll, J. F., Bobb, S. C., Hoshino, N. (2014). Two Languages in Mind: Bilingualism as a Tool to Investigate Language, Cognition, and the Brain. CDPS, 23, 159-163.

Vrij, A., Granhag, P. A., Mann, S. & Leal, S. (2011). Outsmarting the Liars: Toward a Cognitive Lie Detection Approach. CDPS, 20(1), 28-              32.

Werker, J. F., Yeung, H. H., & Yoshida, K. A. (2012). How Do Infants Become Experts at Native-Speech Perception? CDPS, 21(4), 221-226

 

                Exam 4

Albert, D., Chein, J., Steinberg, L. (2013). The Teenage Brain: Peer Influences on Adolescent Decision Making, , CDPS, 22(2), 114-120.

Anzures, G, Quinn, P. C., Pascalis, O, Slater, A. M., Tanaka, J. W., Lee, K. (2013). Developmental origins of the Other-Race effect. CDPS,    22(3), 173-178.   
Caudle, K. (2013). The Teenage Brain: Self Control, CDPS, 22(2), 82-87.

Cohen, D., Kim, E., & Hudson, N. W. (2014). Religion, the Forbidden, and Sublimation. DCPS,  23, 208-214,

Galván, A. (2013). The Teenage Brain: Sensitivity to Rewards, CDPS, 22(2), 88-93.

Fowles, D. C. & Dindo, L. (2009). Temperament and psychopathy: A dual-pathway model, CDPS, 18(3), 179-183.
McCrae, R. R. & Terracciano, A. (2006). National character and personality. CDPS, 15(4), 156-161.
Somerville, L. H., (2013). The Teenage Brain: Sensitivity to Social Evaluation, CDPS, 22(2), 121-127.

Suls, J. & Howren, M. B. (2012). Understanding the Physical-Symptom Experience: The Distinctive Contributions of Anxiety and                 Depression. CDPS, 21(2), 129-134.

Verhaeghen, P. (2011). Aging and Executive Control: Reports of a Demise Greatly Exaggerated. CDPS, 20(3), 174-180.

 

Exam 5
Haslam, N. & Kvaale, E. P. (2015). Biogenetic Explanations of Mental Disorder: The Mixed-Blessings Model. CDPS, 24(5), 399-404.
Herzog, H. (2011). The Impact of Pets on Human Health and Psychological Well-Being: Fact, Fiction, or Hypothesis? CDPS, 20(4), 236-239.

Hodson, G. (2011). Do Ideologically Intolerant People Benefit From Intergroup Contact? CDPS, 20(3), 154-159.
Ingersoll, B. (2011). Recent Advances in Early Identification and Treatment of Autism. CDPS, 20(5), 335-339.

Lynn, S. J., Lilienfeld, S. O., Merckelbach, H., Giesbrecht, T. & van der Kloet, D. (2012). Dissociation and Dissociative Disorders:                 Challenging Conventional Wisdom. CDPS 21(1). 48-53.

Polaschek, D. L. L. (2014). Adult Criminals With Psychopathy: Common Beliefs About Treatability and Change Have Little Empirical Support. CDPS 23, 296-301.

For other specific instructions for handing papers, point your browser HERE. Please note that you may NOT use direct quotes from any sources that you consult, including the original paper that you are summarizing. That is, your paper must consist of a synthesis of the article. Thus, all information must be summarized and/or paraphrased from the original source. Any paraphrasing that you do from the original must conform to the guidelines provided HERE. Inappropriate paraphrasing will be interpreted as plagiarism as per these guidelines, thus I strongly encourage you to review them before submitting your written work. If Turnitin shows that the paper contains 15% or greater of its contents from other sources, it will be downgraded or be given a 0, depending on the amount of plagiarism detected. Each extra-credit summaries are due at midnight, the day before each examination. Late papers are not accepted—No exceptions.

DISSEMINATION OF GRADES: I will retain all exam papers and answer sheets. As soon as the exams are graded, they will be posted at facpub.stjohns.edu/~roigm/psy1000Cgrades.htm. Your grade will be listed according to your student ID number. Please keep in mind that I do NOT give individual grades over the phone or via e-mail. The URL will be updated the day after each examination. 

EXAM REVIEW PROCEDURE: If you wish to review the exam you are to make an appointment with me and I will give you access to the exam for as long as it is necessary. I encourage all of you to come to the office at some point and review your exams. If you want to double check an answer, or find the correct answer to a question that was marked wrong, bring your textbook to the office and look up the answer there. I will be happy to explain a particular answer if you are not clear about it, but only after you have searched for the answer in the textbook.

ATTENDANCE: While class attendance and punctuality are expected, you are free to decide whether to come to class or not. With that freedom, however, comes responsibility. You are responsible for controlling your own behavior and with managing its consequences. I will hold you accountable for all material covered in class as sometimes we will cover material that is not emphasized in the textbook or that needs elaboration. I do not repeat lectures and I do not answer questions like “Did we cover anything important?”

LATE OR MISSED ASSIGNMENTS AND STUDENT EXCUSES: My deadlines are final and I do not extend them for any reason. In other words, I do not entertain student excuses for missed or late work.

CLASS PARTICIPATION: Although class participation is not going to be formally graded, it is strongly encouraged. Please note, however, that class participation constitutes asking a relevant question or making a pertinent comment when the student raises his or her hand and the instructor calls on the student. Also, keep in mind that during class participation, the words "prove", "proven", "sort of", "like a" and "society" (the latter should not be used as an explanatory psychological construct) should be avoided.

POWERPOINT PRESENTATIONS – All of my PowerPoint lectures, except for the graphics used, which are all  copyrighted, are available on-line as follows: Chapter 1         Chapter 2         Chapter 3        Chapter 4         Chapter 5         Chapter 6         Chapter 7        Chapter 8        Chapter 9       Chapter 12     Chapter 13            Chapter 14      Chapter 15 Chapter 16           

The purpose of making these slides available is so that you can devote your full attention to the lecture and not waste time copying material from the slides as I present them. On the other hand, please note that this material should in no way be seen as a substitute for the textbook. To properly learn the material covered and to do well on the exam, you will need to read and study the textbook and take notes from your readings.

GRADING SYSTEM AND FINAL GRADE RANGE: The average of all multiple-choice exams will constitute your final grade.  It is strongly recommended that students monitor their grades during the semester.  The following may be used as a guideline in computing the final grade.

00.00 - 56.99 ----- F                             57.00 - 65.99 ------ D                           66.00 -  69.99 ------ D+                       70.00 - 72.99 ----- C-               
73.00 - 76.99 ----- C                            77.00 - 79.99 ------ C+   80.00 -  82.99 ------ B-   83.00 - 86.99 ----- B      
87.00 - 89.99 ----- B+                          90.00 - 92.99 ------ A-                          93.00 - 100 --------- A


TENTATIVE READING ASSIGNMENTS
(Bold/underlined dates will be exam days).  NS or NC =  No class.
       T    F

09-      02    - Introduction and Nevid chapt. 1

09- 05 08    - Nevid’s chapts. 1 & 2

09- 12 15    - Nevid’s chapts. 2 & 3
09- 19 22
    - Nevid’s chapt. 3 - -- EXAM 1 on 09/22 -covers course outline, Nevid’s chapts. 1, 2, & 3

09- 26 29    - Nevid’s chapts. 4 & 5

 

10- 03 06    - Nevid’s chapts. 5 & 6 
10- 10 13    - EXAM 2 on 10/10 - covers Nevid’s chapts. 4, 5, & 6Nevid’s chapt.7

10- 17 20    - Nevid’s chaptS. 7 & 8

10- 24-27    - Nevid’s chapt. 9 - EXAM 3 on 10/27 covers Nevid’s chapts. 7, 8, & 9   
10- 31         - Nevid’s chapt. 10                                                                            

 

11-      03-   - Nevid’s chapts. 10 & 11
11- 07 10    - Nevid’s chapts. 11 & 12

11- 14 17    - Nevid’s chapt. 12  - EXAM 4 on 11/17 - covers Nevid’s chapts. 10, 11 & 12
11- 21 NC   - Nevid’s chapt. 13
11- 28         - Nevid’s chapt. 13

12-      01    - Nevid’s chapt. 14
12- 05         - Nevid’s chapt. 14

 

EXAM 5 (to be announced - 12/06 – 05/12) covers Nevid’s chapts. 13 & 14.

 

 

HOW TO SUCCEED IN THIS CLASS: Come to class and be sire to read the assigned chapter before I cover it in class. Take lots of notes from the textbook readings while preparing for class at home. This strategy will allow you to better process and retain lecture material. Don’t waste precious class time writing down material from the PowerPoint slides as these are readily available to you ahead of time. Obviously, you should take notes in class, but only if the material had not been understood when you read it from the text. Following this advice will allow you to better assimilate the information when I cover it in class and will enable you to do better on exams, raise intelligent questions, and make informed comments in class. Take advantage of every single extra-credit opportunity and do not wait until the last minute to study or submit an assignment. You should always begin studying at least one week in advance before an exam and submit any written work 2 or 3 days before it is due. I strongly encourage you to use the services of the Writing Center before submitting your written assignments.

 

CLASSROOM BEHAVIOR: I expect that you will conduct yourselves as respectful adults in accordance with university tradition: to remain silent and attentive while I am lecturing or while a fellow student is asking a question; to clean up your area if you have littered it, etc. I am particularly sensitive about class disruptions, such as students talking to each other while I am lecturing or engaging in other academic work or activity not related to the class. Such behavior will not be tolerated as I consider it to be rude and disrespectful not only to me but also to your classmates. I will, therefore, exercise my right to dismiss from class any student who, in my opinion, is disruptive. One particular behavior that I consider distracting and disrespectful is the use of cell phones and similar communication equipment during class. Such equipment is to be turned off before you enter my class and kept out of view inside pocketbooks, knapsacks, etc. Only 2 or 3 students that I will designate during the first day of class will be allowed to have their phones on and only in vibrate mode to be alert for any campus emergency. Any other student whose phone, PDA, etc., rings, pings, or goes off even if on vibrate mode, or who engages in any manipulation of such devices during class will be asked to leave the class. For the second offense, the matter will be automatically forwarded to the Dean of Students for disciplinary action. Laptops are not to be used during class time and should be turned off. 

 

 

ACADEMIC DISHONESTY: Your written work is expected to be original. If PLAGIARISM or any other type of academic dishonesty is detected, it will result in an automatic F for that assignment. Please note that for each sentence plagiarized I will deduct one full grade from the paper. Refer to the web version of this course outline for examples of various forms of plagiarism and correct paraphrasing. Any student caught cheating on any examination (or assignment) will receive a "0" for that examination and that examination will count toward your final grade. One of the most common forms of cheating occurs when a student looks at another student’s exam to obtain some answers. In many cases, it is not easy to tell if a student has been looking at the next exam or not. In those cases, the student will be warned once and IF THE EYES WANDER AGAIN IT WILL BE ASSUMED THAT THE STUDENT IS CHEATING. After you have completed an examination do not read or start talking or looking around the room, etc., since if you do this it will be assumed that you are attempting to help someone else--a form of cheating for which you will be penalized exactly as outlined above. While taking an examination, all papers, books, etc. must be placed under your chair, except that you may consult your hand-written notes (i.e., notebook; no printed material allowed). WARNING: IN THE EVENT THAT AN INCIDENT OF ACADEMIC DISHONESTY COMES TO LIGHT AFTER THE COURSE IS OVER, THE ABOVE RULES WILL CONTINUE TO APPLY AND, IF WARRANTED, THE COURSE GRADE WILL BE RETROACTIVELY ADJUSTED.

ACADEMIC DISHONESTY POLICIES

 

WARNING: IN THE EVENT THAT AN INCIDENT OF ACADEMIC DISHONESTY COMES TO LIGHT AFTER THE CONCLUSION OF THE COURSE, THE ABOVE RULES WILL CONTINUE TO APPLY AND, IF WARRANTED, THE COURSE GRADE WILL BE RETROACTIVELY ADJUSTED.

 

Text Box: ACADEMIC HONOR CODE
 St. John's University is a diverse community of teachers and scholars committed to the principles of truth, love, respect, opportunity, excellence and service.  Members of the St. John's University community strive to create an atmosphere which embodies the University's Vincentian mission.  Students and faculty commit themselves to the pursuit of wisdom and academic excellence, while fostering a responsibility of serving others.  As members of this community, students are expected to maintain the principles of compassion and the values of honesty and academic integrity.

In accordance with this pledge, students acknowledge their commitment to the values and principles of the mission of St. John's University. 1) I will not tolerate or participate in any form of academic fraud by cheating, lying or stealing, nor will I accept the actions of those who choose to violate this code. 2) I will conduct myself  
both honorably and responsibly in all my activities as a St. John's University student, both academically and non-academically.
 

 

 

 

 

 

 

 

 

 

 

 

 

 


If you have any questions about the course, consult your course outline first, particularly the online version. If you need further clarification then see me. You should always bring the course outline to class (you should staple it to your notebook) and refer to it from time to time to remind you of deadlines, policies, etc. If lose your course outline, however, you can always download one from my home page.

 

 

 

 

 

 

 

 

 

 

…………………………………………………………………………………………………………………………………

Sign and return to the professor by the third class meeting of the semester.  Note: You may not be given credit for this course unless I have this portion of the course outline in my possession (Cut with scissors along the dotted line; ripped stubs are not acceptable). CHANGES: I reserve the right to change or add to assignments and make changes to this course outline, for good reason and with adequate notice.

 

I, (print your name) __________________________________________ have received a copy of the course outline for Introductory to Psychology (PSY 1000C).  I have read the course outline and the expanded on-line version. I have been given an opportunity to discuss and ask questions about the content of these documents and understand and agree to the requirements of this course.

 

Student’s signature: _______________________________   Date: _________  Class meeting times:  _____________________

 

Parent or guardian’s signature (if student is not 18 years old): __________________________________  Date: _____________

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