ST. JOHN'S UNIV
INTRODUCTORY PSYCHOLOGY - PSY 1000C - Miguel Roig, Ph.D.
e-mail: firstname.lastname@example.org --- Homepage: http://facpub.stjohns.edu/~roigm ---- Phone: 718-390-4513 ----- Skype: roig-reardon
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 and on those two days. I am often available on Fridays from . In the Fall semester I am usually in the office from until .
REQUIRED TEXT: Nevid, J.
S. (2013). Psychology:
Concepts and Applications, 4th Ed., NY:
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: 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. If you miss an exam for whatever reason, you may make it up on specific date during the week of finals that will be announced approximately two weeks before the start of final exams. 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. Most 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
REQUIREMENT: The Psychology
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 14529215 and the class name is Psy 1000C - Introductory Psychology - F2F - Spring 2017.
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).
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.
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.
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,
Effects on Early Language Acquisition, CDPS,
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
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),
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.
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,
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.
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 information that has been summarized and/or thoroughly 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 , 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 ASSIGN
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.
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
WEEK Coverage Exam dates
01- 20 - Introduciton and Nevid chapt. 1
01- 24-27 - Nevid’s chapts. 1
- Nevid’s chapts. 2
02- 03 - Nevid’s chapts. 2 & 3
02- 07-10 - Nevid’s chapt. 3 -- EXAM 1 on 02/10 -covers course outline, Nevid’s chapts. 1, 2, & 3
14-17 - Nevid’s
chapts. 4 & 5
02- 21-24 - Nevid’s chapts. 5 & 6
02/28-03/05- SPRING BREAK
03- 07-10 - Nevid’s chapt. 6 -- EXAM 2 on 03/10 - covers Nevid’s chapts. 4, 5, & 6
03- 14-17 - Nevid’s chapts. 7 & 8
03- 21-24 - Nevid’s chapts. 8 & 9 –
28-31 - Nevid’s
chapt. -- EXAM
3 on 03/31 - covers Nevid’s chapts.
7, 8, & 9
04-07 - Nevid’s
chapts. 10 & 12
04- 11-14 - Nevid’s chapts. 12 ---- 04/03-04-17 Easter Recess
04- 18-21 - Nevid’s chapt. 13 - EXAM 4 on 04/21 - covers Nevid’s chapts. 10, 12, & 13
04- 25-28 - Nevid’s chapt. 14, 15, & 16
05- 04-10 - EXAM 5 (to be announced - 05/04 – 05/10) covers Nevid’s chapts. 14, 15, & 16
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
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 starts 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 rings, even if on vibrate mode, or who engages in any manipulation of a cell phone 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
WARNING: IN THE
EVENT THAT AN INCIDENT OF ACADEMIC
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: _____________