COURSE NAME: PSY100 Foundations of Psychology I COURSE DESCRIPTION PLAR INFORMATION COURSE LEARNING OUTCOMES

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1 COURSE NAME: PSY100 Foundations of Psychology I Credit Value: 3 Total Course Hours: 42 Prerequisite Course(s): None Corequisite Course(s): None COURSE DESCRIPTION This course will introduce students to some of the major areas of research in psychology with an emphasis on applying this knowledge to self-understanding. The topics covered may include the following: origins of psychology, types of psychological research, and the biological basis of behaviour, perception, states of consciousness, learning theory, memory, cognition, intelligence and human development. PLAR INFORMATION This course is eligible for Prior Learning Assessment and Recognition. Students are advised to discuss options with their program coordinator. COURSE LEARNING OUTCOMES Upon completion of this course, the student will have reliably demonstrated the ability to: 1.0 Identify the origins and the various approaches to the study of psychology. 1.1 Define psychology, and list and discuss the goals of psychology. 1.2 Explain what a theory is, and its functions. 1.3 Explain the difference between basic and applied research. 1.4 Describe descriptive research methods (naturalistic observation, laboratory observation, case study method, and survey research), indicating advantages and limitations. 1.5 Explain the experimental method, and its advantages and disadvantages. 1.6 Define the following: Hypothesis Independent and dependent variables Experimental and control groups Generalization Selection bias and random assignment Placebo effect Experimenter bias, self-fulfilling prophecy, double-blind technique. 1.7 Describe the correlational method, and its appropriate and inappropriate use. 1.8 Define the following: Correlation coefficient Positive and negative correlations. 1.9 Explain the terms reliability and validity as they relate to psychological tests Discuss issues of ethics in human and animal research Describe similarities and differences between the major schools of psychology: Structuralism Functionalism Gestalt Behaviourism Psychoanalysis Humanistic Cognitive Explain the historical progression of psychology, including the following: The founding of psychology with Wilhelm Wundt Titchener and Structuralism Functionalism: the first North American school of psychology Gestalt psychology Behaviourism and B.F. Skinner Psychoanalysis and Sigmund Freud Humanistic psychology with Abraham Maslow and Carl Rogers. PSY Page 1

2 Cognitive psychology Discuss current perspectives in psychology, including biological, evolutionary, and sociocultural as well as psychoanalytic, behavioural, cognitive, and humanistic Discuss specialties in the work field of psychology, including clinical, counseling, school and educational, applied social, forensic, health, sport, and industrial/organizational psychologists. 2.0 Demonstrate an understanding of the biological basis of human behaviour. 2.1 Draw a neuron, and label its parts and the function of each. 2.2 Describe a resting potential and an action potential. 2.3 Define neurotransmitter, and explain how neurotransmitters act to excite or inhibit action potentials. 2.4 Identify the central nervous system (CNS), and describe the functions of the spinal cord, brainstem, cerebellum, thalamus, hypothalamus, and limbic system. 2.5 Identify the cerebral hemispheres, the cerebral cortex and the corpus callosum, and describe their primary functions. 2.6 Locate and identify the major functions of the frontal, parietal, temporal, and occipital lobes of the brain. 2.7 Differentiate between the functions of the left and right cerebral hemispheres and explain the significance of split-brain operations. 2.8 Explain how the following brain research techniques are used: Electrical stimulation EEG Microelectrodes CT scan Functional MRI PET. 2.9 Discuss the consequences of brain damage, issues in recovery, and brain plasticity Define the peripheral nervous system and the roles played by the sympathetic and parasympathetic nervous system Explain the function of the endocrine system and the role of the various glands. 3.0 Demonstrate knowledge of learned and innate factors that influence our perceptions of people, objects, and events. 3.1 Differentiate perception from sensation. 3.2 Differentiate absolute and difference thresholds, discuss signal detection theory, as well as transduction and adaptation. 3.5 Explain the mechanics of smell; taste; touch; pain. 3.6 Discuss the spatial orientation senses of kinesthetic sense and vestibular sense. 3.7 List and discuss the Gestalt principles of perceptual organization and their possible universality. 3.8 Explain perceptual constancies, including size, shape, brightness, and colour. 3.9 Explain how a person perceives depth, and describe both monocular and binocular depth cues Analyze extraordinary perceptions such as ambiguous/impossible figures and illusions Explain additional influences on perception: bottom-up' and 'top-down' processing; perceptual set; subliminal persuasion. 4.0 Distinguish various states of consciousness, their effect on experience, and experience's effect on them. 4.1 Discuss circadian rhythms, the suprachiasmatic nucleus, jet lag, and shift work. 4.2 Discuss sleep: NREM and REM sleep; sleep cycles; variations in sleep; sleep deprivation; dreaming. 4.3 Explain issues concerning the various sleep disorders: parasomnias (sleepwalking/ somnambulism, sleep terrors, nightmares, sleeptalking/ somniloquy); and the major sleep disorders (narcolepsy, sleep apnea, insomnia). 4.4 Discuss how consciousness is altered through concentration (meditation) and suggestion (hypnosis). 4.5 Explain altered states of consciousness: drug dependence; stimulants; hallucinogens; depressants; how drugs affect the brain. 5.0 Describe the principles underlying the learning PSY Page 2

3 process. 5.1 Define learning and explain the difference between learned and innate behaviour. 5.2 Explain the main concepts of classical conditioning: Pavlov and his experiment; the elements and processes in classical conditioning; John Watson's experiment with Little Albert; factors influencing classical conditioning, and contemporary views of and applications to everyday life. 5.3 Explain the main concepts of operant conditioning: B.F. Skinner and operant conditioning; reinforcement/payoff types and issues; factors influencing operant conditioning; punishment; escape and avoidance learning; learned helplessness. 5.4 Describe behaviour modification. 5.5 Describe cognitive learning; observational learning. 6.0 Describe the processes involved in memory and forgetting. 6.1 Describe remembering: the three-processes in memory of encoding, storage, and retrieval; differentiate this from the three memory systems of sensory, short-term, and long-term memory; also explain declarative (episodic and semantic) memory, and non-declarative (implicit) memory. 6.2 Discuss the levels of processing model of memory, and how to measure memory. 6.3 Explain the nature of remembering: permanent record versus reconstruction; eyewitness testimony; recovering represses memories; unusual memory phenomena. 6.4 Discuss factors influencing retrieval: serial position effect; environmental context; statedependent memory. 6.5 Discuss biology and memory: brain damage and historical cases of; neuronal changes in memory; hormones and memory. 6.6 Explain forgetting: Hermann Ebbinghaus and first experimental studies on learning and memory; causes of forgetting. 6.7 Describe ways of improving memory. 7.0 Demonstrate an understanding of thinking and intelligence. 7.1 Discuss the nature of intelligence: search for factors underlying intelligence; types of intelligence. 7.2 Discuss the measuring of intelligence: Alfred Binet and the first successful intelligence test; IQ; intelligence testing in North America; requirements of good tests (reliability, validity, standardization). 7.3 Describe the range of intelligence and how it is determined. 7.4 Discuss the IQ controversy: uses and abuses of intelligence tests; nature-nurture controversy; whether intelligence is fixed or changeable. 7.5 Explain emotional intelligence: personal components of; interpersonal components of. 7.6 Describe creativity and divergent thinking. 8.0 The various developmental factors that apply to physical, moral, personality, cognitive, and social-emotional development through the life span. 8.1 Discuss the basic issues and methodology of developmental psychology: controversial issues; approaches to studying developmental change. 8.2 Explain heredity and prenatal development: genes and chromosomes; stages of prenatal development; negative influences on prenatal development. 8.3 Discuss physical development and learning: neonate; perceptual development in infancy; learning in infancy; physical and motor development. 8.4 Explain the cognitive stages of development: Piaget's stages; intellectual capacity during early, middle, and late adulthood. 8.5 Discuss socialization and social relationships: Erikson's theory of psychosocial development; the parent's role in the socialization process; peer relationships; Kohlberg's theory of moral development. 8.6 Explain issues related to special concerns in later adulthood: fitness and aging; terminal illness and death. PSY Page 3

4 GENERAL EDUCATION In some programs of study this course meets the General Education requirement under the Personal Understanding theme. PROGRAM VOCATIONAL OUTCOMES This course contributes to the following Ministry of Training, Colleges and Universities approved program vocational learning outcomes (PVLO): Community And Justice Services 1. work and communicate in a manner consistent with professional ethics and practice, a respect for self, others, and relevant law and legislation. 3. intervene with clients, individually and in groups, in order to address and manage problems and to facilitate constructive behaviour change. 4. observe, monitor, record, and assess client behaviour accurately, and respond appropriately in compliance with legal and organizational requirements. 7. participate in program planning, implementation, assessment, and evaluation to meet the needs of clients, staff, and administration within the organizational environment. 8. apply knowledge of social sciences concepts when interacting with clients, staff, professionals, and the public. General Arts And Science - One-year 1. develop, through general knowledge gained in a wide range of subjects, insight into both self and society. 2. develop flexibility and clarity of both thought and expression in order to develop communications competence to a level required by business and industry. 5. employ basic vocational skills drawn from the areas of the Humanities, Social and Behavioural Sciences of Vocational Studies (Business, Technology). Mental Health And Addiction Worker 1. Promote the optimal functioning of individuals and families in communities through the application of knowledge, skills, and attitudes relevant to mental health and addiction. 8. Use appropriate evaluation- and evidence-based research methods to enhance the effectiveness and quality of mental health and addiction service delivery. Occupational Therapist Assistant and Physiotherapist Assistant 8. perform effectively within the roles and responsibilities of the therapist assistant through the application of relevant knowledge of health sciences, psychosociological sciences, and health conditions. Preparatory Health Sciences 3. relate knowledge gained across a wide range of subjects to self and society. 4. develop flexibility and clarity of both thought and expression in order to advance communication competence to a level required for entry into the health care delivery field. ESSENTIAL EMPLOYABILITY SKILLS OUTCOMES This course contributes to the following Ministry of Training, Colleges and Universities approved essential employability skills (EES) outcomes: 1. Communicate clearly, concisely, and correctly in the written, spoken, and visual form that fulfils the purpose and meets the needs of the audience. 2. Respond to written, spoken, or visual messages in a manner that ensures effective communication 4. Apply a systematic approach to solve problems 5. Use a variety of thinking skills to anticipate and solve problems PSY Page 4

5 6. Locate, select, organize, and document information using appropriate technology and information systems. 7. Analyse, evaluate, and apply relevant information from a variety of sources. 8. Show respect for the diverse opinions, values, belief systems, and contributions of others 9. Interact with others in groups or teams in ways that contribute to effective working relationships and the achievement of goals. 10. Manage the use of time and other resources to complete projects. 11. Take responsibility for one s own actions, decisions, and consequences. EXTERNAL COURSE ACCREDITATIONS AND CONDITIONS COURSE EVALUATION 70% testing 30% assignments PROGRAM SPECIFIC GRADING Per College Grading System GRADING SYSTEM A+: % B+: 77-79% C+: 65-69% D: 50-54% S - Satisfactory A: 85-89% B: 73-76% C: 60-64% F: 0-49% I - Incomplete A-: 80-84% B-: 70-72% D+: 55-59% F - Repeat course *For a complete detailed description please refer to the College website. LEARNING RESOURCES Required: Rathus, Maheu, and Veenvliet (2017). PSYCH Third Canadian Edition. Nelson Education Resources listed on the course outline support the achievement of learning outcomes, and may be used throughout the course to varying degrees depending on the instructor s teaching methodology and the nature of the resource. LEARNING ACTIVITIES Depends on Delivery Mode: Lectures, discussions, films/videos, readings, group work, research DELIVERY MODE In class 42 hours a term, 3 hours a week. PSY Page 5

6 This course is also offered online ACADEMIC POLICIES Academic Integrity Academic Appeal Academic Attendance Grading and Assessment For academic policies please see: COLLEGE POLICIES Protecting human rights in support of a respectful college community For college policies please see: STUDENT SUCCESS SERVICES YOUR SUCCESS MATTERS! We offer comprehensive, student-focused services designed to help you succeed. Canadore is committed to Student Success and offers CONFIDENTIAL services to help you in your studies. We offer: Study skills workshops Peer tutoring Career guidance Mental health and wellness tips and strategies Resource centre Assistive devices The ultimate goal of Student Success Services is to support students so they can achieve success academically, in their career aspirations, and in their personal lives. Please don t hesitate to drop by C262 or to book an appointment please call ext FIRST PEOPLES' CENTRE: We offer a culturally safe environment where our student focused services provide you with the following CONFIDENTIAL services: One on one counselling Elder in residence Peer tutoring Peer mentorship Lunch & learn workshops on study skills, self-care, life skills PSY Page 6

7 Resource Centre Drop by our offices at C254 College Drive, E101 Commerce Court or call Ext College Drive / 5647 Commerce Court. WAIVER OF RESPONSIBILITY Every attempt is made to ensure the accuracy of this information as of the date of publication. The college reserves the right to modify, change, add, or delete content. HISTORICAL COURSE OUTLINES Students use course outlines to support their learning. Students are responsible for retaining course outlines for future use in applications for transfer of credit to other educational institutions. PSY Page 7