PSYC 1101 sec 001 General Psychology II
PSYC 1103 sec 001D-004D General Psychology II (Enhanced)
Fall 2018
UConn Storrs Campus ITE C-80
TUE THU 11:00-12:15
Eric Lundquist
EXAM 3 REVIEW INFORMATION AND STUDY GUIDE
REVIEW SESSION: Thursday 12/13/18 5:30-7:00-ish PM, ITE C80; bring questions to have answered, etc.
Also note, Niki Meka will have her Student Volunteer Help Session on Friday 12/14/18, 8:00-9:00 (or possibly later) in MCHU 109 (McHugh Hall / formerly Laurel Hall / formerlyYanny Hall).
Recording of Thursday evening’s review session, approximately 104 minutes / 50 MB
SLIDES FOR EXAM 3:
Abnormal Psychology slides to accompany chapter 15 on Psychological Disorders.
Psychotherapy slides to accompany chapter 16 on Therapies.
Social Psychology slides to accompany chapter 13 on Social Psychology.
[Once again I posted most of the necessary review information here until the study guide was complete. It’s complete now, and you should disregard the following because it’s all included there, along with other helpful points. However, I’m leaving this version right here so as not to disturb anyone’s studying if they were referring to this brief listing for the time being…]
Some preliminary studying information as mentioned in class:
- The final exam is NOT cumulative and will include only material since Exam 2.
- The material covered will be from King, chapters 15 (Psychological Disorders), 16 (Therapies), and 13 (Social Psychology)
- Almost all of ch. 15 will be covered. Coverage of ch. 16 will mainly be the parts that overlap with lecture coverage, so consult your notes and focus on the corresponding parts in the reading. For ch. 13 focus on sections 4, 2, 3, and 5. For section 3 only the section on “Aggression” (pp. 443-445) will be covered, mainly the subsection “Psychological Influences In Agression” (pp. 444-445). For section 5 only the section on “Prejudice” (pp. 455-459) will be covered on the exam, and it will not be covered in lecture at all.
- The only required links are Allie Brosh’s Hyperbole And A Half cartoon about depression, and the Primetime Live video on Gregory Berns’s conformity research that we viewed in class (in case you missed it).
- I will do a review session on Thursday evening 12/13, 5:30-7:00 PM in ITE C80.
- Niki Meka will hold her additional Student Volunteer Help Session on Friday 12/14, 8:00-9:00 PM (or possibly later) in MCHU 109.
How to calculate your current grade and potential final grade for this class
The FINAL EXAM IS Saturday 12/15/18 3:30-5:30 PM ITE C-80.
It is an annoyingly and inconveniently late time for everyone, so please note this email that faculty received on Monday 11/26/18 . See? It’s really not up to me!
EXAM 2 REVIEW INFORMATION AND STUDY GUIDE
REVIEW SESSION: Tuesday 10/30/18 5:30-7:00-ish PM, ARJ 105; bring questions to have answered, etc.
Also note, Niki Meka will have her Student Volunteer Help Session on Thursday 10/25/18, 9:00-10:00 (or possibly later) in MCHU 109 (McHugh Hall / formerly Laurel Hall / formerlyYanny Hall).
Recording of Tuesday evening’s review session, approximately 81 minutes / 39 MB
EXAM 1 REVIEW INFORMATION AND STUDY GUIDE
REVIEW SESSION: Tuesday 9/25/18 5:30-7:00-ish PM, ARJ 105; bring questions to have answered, etc.
Also note, Niki Meka will have her Student Volunteer Help Session on Thursday 9/20/18, 9:00-10:00 (or possibly later) in MCHU 109 (McHugh Hall / formerly Laurel Hall / formerlyYanny Hall).
Recording of Tuesday evening’s review session, approximately 90 minutes / 122MB
“there is no dark side in the moon really – matter of fact it’s all dark”
Eric.Lundquist@uconn.edu
Office: BOUS 136
Office Hours: Tue Thu 12:30-1:30, and by appointment
phone: (860) 486-4084
| EXPERIMENT PARTICIPANT POOL: EXPERIMENT SIGNUP PAGE NOT AVAILABLE TILL TUE 9/4/18! (and even then only a few experiments will be ready at first!) LOGIN INFORMATION:
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Experiment Credit Policies for this class |
EXPERIMENT PARTICIPANT POOL: INFORMATION PAGE
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Discussion Information for PSYC 1103 students ONLY [not 1101] |
REQUIRED TEXT:
King, Laura (2017). The Science Of Psychology: An Appreciative View (4th ed.). New York: McGraw-Hill. (ISBN 978-1-259-54437-8)
- get any version of the 4th edition, paper or ebook or pdf, no Connect access required — but get the book listed above, not the wrong one pictured below!
the RIGHT book: The Science Of Psychology: An Appreciative View (4th ed.) — note that some online images of the cover don’t include the phrase “An Appreciative View”, but it is still the correct book
the WRONG book: Experience Psychology (4th ed.), also by the same author and also in its 4th edition but which is DIFFERENT, JUST TO CONFUSE YOU!
- if purchasing discounted ebook through publisher website:
* general info about how to log in and purchase
* slides demonstrating what you’ll see and do at the McGraw-Hill Connect site:
* McGraw-Hill publisher web site link for getting King 4th ed. ebook and Connect access
1101 GRADING:
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Thursday 9/27/18 (fifth week of class) | 50 points |
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Thursday 11/1/18 (tenth week of class) | 50 points |
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Saturday 12/15/18 3:30-5:30 PM ITE C-80 | 50 points |
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see below for policies | extra credit |
| TOTAL: | 150 points |
1103 GRADING:
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Thursday 9/27/18 (fifth week of class) | 50 points |
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Thursday 11/1/18 (tenth week of class) | 50 points |
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Saturday 12/15/18 3:30-5:30 PM ITE C-80 | 50 points |
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see below for meeting times and rooms | 50 points |
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see below for policies | extra credit |
| TOTAL: | 200 points |
CLASS SYLLABUS: same info as what’s on this page, but in Microsoft Word format so you can download and print it.
EXPERIMENT PARTICIPANT POOL WEB PAGE: full details about the Experiment Participant Pool’s procedures and rules, along with all forms and a list of frequently asked questions.
UConn Counseling & Mental Health Services is the best source of help for students experiencing mental health issues ranging from normal stress to more serious difficulties.
Who was Weston Ashmore Bousfield? UConn’s Psychology building is named after him.
Spiders and turkeys and bears: some pictures from backyards (mine, my brother’s). Just something to look at if you’re bored, as if that could ever happen.
SOME STUDY TIPS: Here I’ve tried to write down everything I would ever tell someone who wanted advice about studying or how to do better in class. It’s pretty long (maybe nine pages) but I think it’s all good advice that would apply to any class in college. Browse at your leisure and see if it’s worthwhile. Let me know if you think of any questions I didn’t address, or any suggestions you think would be better than mine. Notice that some parts of this are out of date… not the advice though! And references to Gleitman’s textbook and topics in PSYC 1100 are incidental; the suggestions apply equally well to PSYC 1101.
COURSE OUTLINE: Topics & readings in King, 4th Edition (subject to change / fortune / accident / whim)
- Course Overview Ch. 1
- Defining Psychology Ch. 1
- Methods of Psychology Ch. 2
- Developmental Psychology Ch. 9
Cognitive Development
Development of Language & Personality
Emotional Development
Social Development
Later Developmental Stages
- EXAM 1: Thursday 9/27/18
- Sex & Gender Ch. 11
- Personality Ch. 12
Personality Past & Present
Assessing Personality - Health Psychology Ch. 17
Stress and Well-Being
- EXAM 2: Thursday 11/1/18
- Abnormal Psychology: Disorders Ch. 15
Perspectives on Abnormality
Anxiety Disorders
Somatoform, Dissociative & Mood Disorders
Schizophrenia - Clinical Psychology: Treatments Ch. 16
Treatment Approaches
Treatment Assessment - Social Psychology Ch. 13
Groups & Group-influenced Motives
Cooperation & Conflict
Social Perception
Beliefs & Attitudes
Social Psychology Topics If time allows (unlikely…)
- Motivation Ch. 10
Approaches to Motivation
Emotions - Industrial & Organizational Psychology Ch. 14
- EXAM 3: Saturday 12/15/18 3:30 PM ITE C-80
LINKS AND READINGS:
These are mostly optional; the required ones are highlighted in white boxes.
First pages of Three Men In A Boat, a classic humorous account from 1889 of three British friends going on a leisure trip up a river — still hilarious today, especially if you appreciate good writing. The narrator looks up the symptoms of various diseases and concludes that he has all of them, which is something you may experience if you ever browse the Diagnostic and Statistical Manual of Mental Disorders.
William Perry’s view of the intellectual and cognitive development of college-age students is not so much a “developmental psychology of college students” as it is an observation-based description of how their approach to knowledge (or their “epistemology”) typically changes over four years, and as such, it may be of interest to you.
Some Introductory notes: four definitions of psychology, of which only definitions 1 & 2 are relevant for PSYC 1101; three important dates in the history of psychology; a timeline and four terms that are central to epistemology.
Slides on Introduction, Definition, and History of Psychology, in PDF format. The last slide on epistemology is really part of the discussion of Developmental Psychology but I’ve left it there since it’s another way of defining Psychology. The illustrations of Gestalt Psychology principles are included in case they’re helpful, but if they’re not, go by the text description slide and ignore the pictures. |
Slides covering four definitions of psychology that I discuss in PSYC 1100, in PDF format. In PSYC 1101, only definitions 1 and 2 will be relevant. However, definition 3 & 4 are included here in case they seem intriguing. They may be difficult to follow without the accompanying lecture, but students in PSYC 1100 have found the concepts and references interesting, so you might too.
How Well-Intentioned White Families Can Perpetuate Racism: a worthwhile article to read, but especially illustrative for our purposes are the last two questions of the interview, where the reporter suggests from a biological / evolutionary perspective that people will naturally do what’s best for their own children at the expense of everyone else’s, and the interviewee responds with a sociocultural observation that people in other societies do in fact make decisions that favor the group of children as a whole, even when it’s not best for their own progeny.
- Are today’s white kids less racist than their grandparents?: interesting article by the researcher being interviewed in the link above.
Some representative insightful comments from founding psychologists and other sources
Life cycle of the eel: in case you’re wondering what Sigmund Freud found so fascinating as a medical student.
Phineas Gage’s story is related here, with admirable restraint, for those who want to read the details. But all the links make interesting browsing. Phineas’s damaged skull and his tamping iron are displayed at the Warren Anatomical Museum of the Countway Library of Medicine at Harvard University; next time you’re in the Boston area, stop in. The story of thedaguerreotype image identified in July 2009 is recounted here.
- This May 2014 article from Slate.com is probably the best treatment of the whole story — the person, the accident, the history, the brain, and the use of the story in science. It’s really good.
| Slides on research methods with lots of explanatory text so that it can serve as a resource when studying later. |
“Put It To The Test” by They Might Be Giants, from their album Here Comes Science, in which they sort of explain the scientific method.
The “Laurel” vs. “Yanny” audio clip from May 2018 (reminisicent of the dress color debate of February 2015). This is why instead of referring to Laurel Hall by its new name McHugh Hall, everyone should call it Yanny Hall.
| Videos illustrating Piagetian stages of cognitive development. |
Little girl tastes wasabi for the first time: one way of describing what happens in this video is that a little girl realizes she can’t assimilate wasabi to her schema for snack foods, and has to accommodate it by creating a new schema. If you’re not familiar with wasabi it’s from the same family as mustard and horseradish and can be painfully spicy especially in the nasal passages, though it’s harmless and the sensation passes in a few seconds.
Now You See It, Now You Don’t: Object Permanence in Dogs: summary of some current research on dog cognition, in particular object permanence.
- Dogs and Object Permanence: blog post on of some of that dog object permanence research, in case you’re looking for a short simple description.
- The violation-of-expectation paradigm with a dog demonstrates his grasp of object permanence.
| Slides on developmental psychology. This pdf file includes all the slides used in class, plus three additional slides at the end on Kohlberg and stages of moral development that I would have used had there been time. You are responsible for the topic of moral development as addressed in the text reading, so these slides are provided since they are a decent outline and summary of what the text says, and therefore will be useful in your studying. However, the second slide on Kohlberg’s theory (pdf p. 12 bottom) is an expansion of what’s in the text reading from three stages to six sub-stages, and though it may be helpful to look at, the exam will only ask about the three main stages. |
“Genie” Wiley’s story on NOVA (Season 22 Episode 2, October 18, 1994), “The Secret Of The Wild Child”, based on Russ Rymer’s excellent 1993 book Genie: A Scientific Tragedy(sometimes published with other subtitles after “Genie:”).
Schoolhouse Rock: The Tale Of Mr. Morton: this is what I thought of when I said I usually remind students to include both a noun and a verb in their sentences. Note that in the ’70s, violating then-current gender roles counted as a surprise ending. For some reason one of my favorite things in any Schoolhouse Rock song is when he says “Hello, cat – you look good.”
A popular Facebook post about the supposed simplicity of “biological sex”, from a science teacher responding to an ignorant post skeptical of transgender identities.
Maybe there was a time gender roles didn’t apply to you.
“When I Was A Boy” by Dar Williams (see lyrics in description)
The “Gender Unicorn” gender exploration tool: I wouldn’t fault anyone for being turned off by the goofy purple unicorn character but beyond that, clicking on it makes it into a useful tool for identifying where you fall on the various dimensions. It might be helpful to read the definitions below the scale. (There’s also some discussion of how they improved upon a previously popular “Genderbread Person”, a play on the “Gingerbread Man” character for those who don’t know that.) Moreover if you’re someone who identifies very atrongly as having the same gender as suggested by the biological characteristics you were born with and identified by at that time, and are exclusively attracted to people of the opposite sex and gender from you… that’s fine and you’re in the majority, but the scales can still be eye-opening as to the experiences of others who fall elsewhere on those scales.
| Sex and Gender slides |
APA Decries Apparent Administration Attempt to Erase Transgender Definition in Federal Programs: a press release from the American Psychological Association, October 22, 2018, in response to a New York Times report that the Department of Health and Human Services is attempting to redefine “sex” in supposedly purely biological “assigned at birth” terms, with DNA tests as backup — which, as should be apparent from the Sex and Gender slides and lecture, is a seriously misinformed perspective that will have damaging consequences for 1.4 million Americans seeking to avoid discrimination and to exercise basic rights.
Rebecca West intuiting Freud’s concept of the “death instinct” (see bottom of page 496, but the passage is quoted below; and see also some of her other very insightful quotes, with the relevant one far down the page): Late in his career Freud proposed that the id has two basic forces at work in it, a “life instinct” (later termed “eros” by others) concerned with sex and consumption and satisfying needs that will sustain it and make life good, and a “death instinct” (later termed “thanatos” by others) that seeks utter destruction and oblivion. In arriving at the death instinct concept he was trying to account for the irrational but recurring destructiveness of war, the traumas that humans continually inflict and experience, our fascination with the horrific, and our apparent desire for death, the utimate release from all our anxieties and stresses and dissatisfactions.
So note, in an entirely different context, the conclusion Rebecca West arrived at when examining the centuries of strife and war and destruction in the Balkans as she toured (the then extant) Yugoslavia on the eve of WWII:
“Only part of us is sane: only part of us loves pleasure and the longer day of happiness, wants to live to our nineties and die in peace, in a house that we built, that shall shelter those who come after us. The other half of us is nearly mad. It prefers the disagreeable to the agreeable, loves pain and its darker night despair, and wants to die in a catastrophe that will set back life to its beginning and leave nothing of our house save its blackened foundations.”
– Rebecca West (1941), Black Lamb And Grey Falcon.
In a contemporary context, consider the rioting that has erupted after several recent cases of racial injustice, often dismissed by critics as unproductive, self-defeating, and sometimes “animalistic” (revealing the critics’ racist tendencies), since it’s so seemingly irrational for people to burn down their own neighborhoods. Then note Freud, and consider that everyone may have a riot in them, but most of us just haven’t been pushed to the point of letting it out; rioting might be viewed as practically the natural response to some situations.
Or as Martin Luther King Jr. put it, “A riot is the language of the unheard.” (speech at Grosse Pointe High School, March 14, 1968)
| Personality Intro and Freud slides |
| Personality Approaches and Assessment slides |
Walter Mischel interviewed by Stephen Colbert on The Colbert Report, 9/25/14: Mischel gives a brief overview of the “marshmallow test” and its results while being sort of heckled by Colbert. Mischel just recently passed away in September 2018 so he was still around for the start of our class. (FYI, Colbert’s joke about “S’more’s Law” is a reference to “Moore’s Law” which says the number of transistors in an integrated circuit, i.e., its storage capacity, doubles about every two years.)
- Walter Mischel in a more serious but still brief and interesting interview in The Atlantic, 9/24/14: He was out promoting his general audience book that week, and here he makes clear some things that aren’t always represented in popular accounts: 1) At the time of the study they didn’t predict the long term effects of children’s self-control / executive function abilities; 2) more interesting at the time were children’s different strategies for controlling their impulses, not just whether they did or didn’t resist eating the marshmallow; 3) the children were shown that they could reliably count on the adult to return with the marshmallows, so their level of trust wouldn’t play a role; 4) the marshmallows were tiny and not overwhelmingly attractive to the children — sometimes pretzels or other snacks were used, and sometimes the extra snacks were left right in the children’s view so there was no doubt they were available. Other studies building on the research have refined the findings and offered other explanations, but I don’t think it’s been invalidated by anyone.
Greek Philosophy through Aristotle, from Thomas Leahey’s textbook on the history of psychology. This is interesting reading and foundational to an understanding of Western thought, but I’ve included it here in case you want see Aristotle’s notion of the potential and actual (see p.65) and maybe relate it to Maslow’s concept of actualization of the self.
Sheldon’s debunked somatotype theory apparently still underlies people’s prejudices about personality based on body shape, according to new research.
| Stress slides – including one additional slide (the first one) not shown in class, to remind you of Robert Sapolsky’s findings about stress from examining the social lives of baboons in Kenya. NOTE: there are some slides here that received minimal attention in class, and that will be reflected on the exam as well. See the Exam 2 study guide for details (or just note that exam coverage of these slides will be based on exactly what we said about them in class). |
Stress, Portrait of a Killer, the National Geographic documentary featuring biologist / neurologist Robert Sapolsky’s studies of stress in subordinate baboons. Watch it for fun, he’s a character and it’s totally fascinating — especially if you don’t already know what happens to the baboon colony in the end.
The 100 most eminent psychologists of the 20th century: I looked up this ranking to see who rounded out the top four besides Bandura, Freud, and Skinner, and felt silly for not realizing who it would be. The rest of the list is kind of interesting, if you know some of the names.
Mental Illness Is Far More Common Than We Knew: brief Scientific American article reporting a longitudinal study that suggests most people will have a mental illness at some point in their lives, though it’s usually a temporary, passing thing rather than a condition one acquires for life.
Sylvia Plath: Inside The Bell Jar: recent documentary about the poet and novelist. Her depression and eventual suicide is a tragic example of multiple approaches to mental illness, including psychodynamic, biological, and sociocultural, as is revealed through her writings and reminiscences of friends.
| Hyperbole And A Half: Adventures in Depression.
Hyperbole And A Half: Depression Part Two. Cartoonist and author Allie Brosh posted a story about her depression on her comic blog “Hyperbole And A Half” in October 2011. Then she stopped writing it for over a year and a half until she returned with a follow-up about depression in May 2013. It’s the most insightful description of the phenomenon of being depressed that I’ve ever seen, and many thousands of fans, including psychologists and other experts, have agreed. The two posts were included in the published book version of the blog and are still available online. Even if you don’t like the weird illustrations, the text is worthwhile reading. (If you do like the weird illustrations, keep browsing the blog, especially for her stories about dogs.) |
- Allie Brosh interviewed by Terry Gross on Fresh Air: you can read the transcript and it goes by faster, or listen to it and get a sense of her experience of depression, especially where it’s especially painful from around 20:00 to about 28:00 or so.
Take an MRI tour of a really great brain: from left to right, from front to back, from top to bottom.
Depending on your browser and plug-ins, these versions might be more browser-compatible and convenient: from left to right, from front to back, from top to bottom.
And here’s a scan of a really okay abdomen from front to back, with special guest appearance by a kidney stone near the top left of the bladder (top right if you’re the person being scanned), somewhere just after 0:05.
Whatever happened to Little Albert? Ben Harris (1979). American Psychologist, 34, 151-160.: This paper highlights many of the problems with the famous study of fear conditioning by John Watson (with grad student Roaslie Rayner).
“By itself the Albert study was not very convincing proof of the correctness of Watson’s general view of personality and emotions. In addition to the study’s reliance on only one subject, the experimental stimuli were insufficient to test for generalization effects, the observers’ accounts were too subjective, and the technology did not exist to permit reliable assessment of emotional responses (see Sherman, 1927); there was insufficient follow-up and there was a confounding of instrumental and classical conditioning paradigms. These methodological flaws were also apparent to critical reviewers of the day (e.g., English, 1929; Valentine, 1930) and surely to Watson and Rayner themselves… [I]t seems time, finally, to place the Watson and Rayner data in the category of ‘interesting but uninterpretable results.'”
- John Watson and Rosalie Rayner’s original paper on Little Albert: Judge for yourself whether this paper is a well-controlled and judiciously interpreted study deserving of the attention it’s gotten for the better part of a century. Is ONE subject enough? Are they doing classical or operant conditioning? Is Albert’s crying really attributable uniquely to that rat and the noise associated with it?
Four patients with schizophrenia: Interesting to see a range of symptoms and behaviors, and useful because the annotations draw attention to various criteria for the diagnosis. Even watching just the first two minutes on the first patient provides a pretty good example of the disorder.
I Am Not A Monster: Penn State student Cecilia McGough delivers a TED Talk about her own experiences having schizophrenia.
Clinical psychologist Laura Hayes has been making an important point repeatedly, in the wake of the Fort Hood shooting of April 2014, the Orlando, Florida Pulse nightclub shooting of June 2016, and the Parkland, Florida school shooting of February 2018.
It might be useful to summarize her position by simply noting the URL names of those three articles: “1) Anger isn’t a mental illness, but we should still treat it. 2) The biggest predictor of future violence is past violence. 3) Anger causes violence — treat it, rather than mental illness, to stop mass murder.”
Her larger point is that mental illness is not a predictor or cause of violence, and consequently, violence (in particular the ongoing string of mass shootings in the U.S.) cannot be addressed by blaming or even treating the mentally ill. Most violence, including gun violence, is committed by people who are not mentally ill. The thing that leads to violence is unregulated anger, and though that’s not a mental illness, it is a condition that can and must be treated.
Asch’s original conformity experiments in Wikipedia: A foundational study demonstrating that conformity could influence opinions and decisions even in the face of clear unambiguous information. It’s been argued that conformity can actually influence perception itself rather than conscious decisions about how to respond.
| PrimeTime Live clip about Gregory Berns’s research on conformity and independence. This is an extension of Asch’s findings with the additional wrinkle of brain imaging to indicate the underlying mechanism of conformity in this case. Conforming was accompanied by activation of the visual processing areas in the back of the brain rather than decision processing areas in the frontal lobes, suggesting people actually see the shapes differently due to others’ wrong answers, instead of just deciding to go along with the group despite knowing the real answer. (I’m skeptical of this — maybe the visual processing has to do with close visual attention or visual memory processing as they try to reconcile the images they see with others’ contradictory statements.) Non-conforming was accompanied by activation of the amygdala, suggesting that going against the group opinion causes a degree of fear or anxiety. This is of course a popular television account of the research, so for a more complete and somewhat less splashy version see the original research article below, and the New York Times coverage for comparison. |
- Neurobiological Correlates Of Social Conformity And Independence During Mental Rotation – the paper the TV clip was based on.
- New York Times story on Berns’s research – interesting to see the difference between a scientific article and a popular press account.
Milgram’s obedience study in Wikipedia: This is the classic study showing that people would sometimes defer to an authority’s instructions even when the actions went against the individual’s own inclinations and sense of right and wrong (“I was just following orders”).
The Stanford Prison Experiment in Wikipedia: Zimbardo’s infamous “experiment” is more of a silly stunt than a scientific experiment, but it’s commonly cited as an example of how situations and roles determine behavior more than individual personal tendencies do.
- If you read only one thing about the Stanford Prison Experiment it should be this – not the only debunking, but one done by a prominent textbook author who decided the study shouldn’t even be in the textbooks.
Terror management theory in Wikipedia: An overview of some of the claims of the theory, providing some context and criticisms. The general idea is that much of human behavior and culture is aimed at distracting and protecting us from the knowledge that we’ll die one day.
- Excerpt from PBS program How Art Made The World featuring the work of psychologists Sheldon Solomon and Jeff Greenberg. Another excerpt shows experimental work on how the fear of death can influence people’s behavior and political leanings. Some of it seems implausible but they have some intriguing results.
- Alternatively, see the same segments on youtube:
- Koole, S.L., Greenberg, J., & Pysczcynski, T. (2006). Introducing psychology to the science of the soul. Psychological Science, 15 (5), 212-216: An overview of the issues involved in finding meaning in life vs. the fear of death, and how those issues can inform the science of psychology.
| SLIDES FOR EXAM 3: Abnormal Psychology slides to accompany chapter 15 on Psychological Disorders. Psychotherapy slides to accompany chapter 16 on Therapies. Social Psychology slides to accompany chapter 13 on Social Psychology. |
MORE LINKS WILL BE ADDED TO THIS SECTION OVER THE COURSE OF THE SEMESTER
PSYC 1100 & 1103 Lecture and PSYC 1103 Discussion Meetings
LECTURE:
Lecture is in ITE C80, TuTh 11:00-12:15 for both 1101-001 and 1103-001. 1101 has no Discussion section, ONLY the lecture. In both cases, you’d have to be crazy to miss lecture, in ways that won’t be addressed in this course.
1103 DISCUSSION SECTION (applies to 1103 students ONLY, NOT 1101 students):
While PSYC 1101 is a 3 credit course corresponding to two 75-minute lectures per week, PSYC 1103 is a 4 credit course, corresponding to two 75-minute lectures per week PLUS one 50 minute Discussion per week (75 minutes for the Honors Discussion section 004). The Discussions are not designed as a review of the lectures or the book. Rather, these sessions have been designed to explore topics that are relevant to the lectures and text, to provide experiential learning opportunities, to provide thinking and writing opportunities, and to be fun. Participation in the Discussion is important to make it a worthwhile course component. ATTENDANCE AT DISCUSSION SECTIONS IS MANDATORY FOR EVERY PSYC 1103 STUDENT. DISCUSSION GRADES COUNT FOR 25% OF THE COURSE GRADE FOR 1103. This means that if you skip the Discussion you could score perfectly on all three exams and still only receive 150 out of 200 points for the course (75%). All 1103 students should know their Discussion section number, meeting time, and teaching assistant’s name. DISCUSSION SECTIONS BEGIN TUESDAY 9/4/18; due to the Labor Day holiday on 9/3/18, the Monday sections will meet for the first time on Monday 9/10/18.
| 1103 Discussion Sections [1103 students ONLY] | ||||
| SECTION | TIME | ROOM | INSTRUCTOR (EMAIL @uconn.edu) | |
| 001D | MON 9:05-9:55 | GENT 225 | Emilie.Bertschinger | |
| 002D | WED 11:15-12:05 | OAK 268 | Connor.Gallik | |
| 003D | TUE 1:00-1:50 | OAK 268 | Oliver.Johnston | |
| 004D (Honors) | MON 2:30-3:45 | OAK 301 | Benjamin.De_Bari | |
Experiment Participation
EXPERIMENT PARTICIPANT POOL (applies to both 1100 and 1103 students):
There is a large amount of ongoing psychological research in the department which depends mainly upon General Psychology students as participants. Researchers include faculty, graduate students, and other undergraduate students. The traditional mechanism that has been in place for several decades nationwide is to allow introductory psychology students to earn part of their course credit through participation in experiments. Benefits to the science of Psychology are obvious; benefits to the student include exposure to research in specific areas of Psychology, insight into the general nature of psychological research, and opportunity to earn extra credit in this course (see details below). Information about experiments (time, place, duration, description, experimenter’s name, etc.) is posted on the Participant Pool experiment sign-up page, https://uconnpsych.sona-systems.com/, which is also where you make appointments to participate in the studies you choose; there are instructions on the page for how to log in. Refer to http://participantpool.psych.uconn.edu for details of participation procedures. Experiments this semester run from Tuesday September 4th through Wednesday December 5th. All experiment participation must be completed during that time, and any credit accounting errors must be detected and corrected absolutely no later than Friday December 7th. Credit totals will be posted on the Participant Pool web page on Monday December 10th. Specific policies for PSYC 1101-001 and 1103-001 are as follows:
Experiment participation is not required and is strictly for EXTRA CREDIT. This is the ONLY source of extra credit available in PSYC 1101/1103. It has been very popular with generations of Intro Psych students at UConn and elsewhere.
Each 1/2 hour of experiment participation counts for 1 experiment participation credit. All experiments are at least 1 credit; some are only 1 but some may be more depending on the amount of time required to participate. (Note that a maximum of FOUR credits may be earned through on-line studies; beyond that, any other credits must be earned through in-person studies.)
4 experiment credits (2 hours) is the MINIMUM required to earn any extra credit points at all. Completing those 4 credits will earn the student TWO (not four!) extra credit points. Completing only 3 credits will earn the student ZERO extra credit points. For example, an 1101 student who earns 40 points on exam 1, 40 points on exam 2, and 40 points on exam 3 has a total of 120 points; with 0 to 3 experiment credits the student maintains that score, but with 4 credits the total score would increase to 122.
Up to 6 additional experimental credits (3 hours) may be earned as extra credit points, once the first 4 credits have been completed. For example, an 1101 student who earns 40 points on exam 1, 40 points on exam 2, and 40 points on exam 3 and has completed the intial 4 experimental credits has a total of 122 points as described above; with 1 additional credit the total becomes 123, and with the maximum of 6 additional experiment credits (for a total of 10) it becomes 128. Note that the difference between 120 points and 128 points out of 150 could be the difference between, say, a B- and a B as a course grade. (Actual course letter grade cutoffs will be determined before adding any extra credit points, so that no one is penalized for not earning extra credit.)
The easiest way to think of this is to consider the number of extra credit points earned as “number of completed experiment credits minus 2,” with the exception that anything less than 4 total experiment credits will earn no extra credit points. So, 10 total experiment credits means 8 extra points, 6 total credits means 4 extra points, but 3 total credits means 0 extra points.
Once you make an experiment appointment you MUST keep it, or cancel with at least 24 hours notice; the web page allows cancellations only until the 24-hour point is reached! If you miss TWO appointments with less than 24 hours notice, the system will automatically disqualify you from further participation in experiments: it won’t allow you to sign up for any more experiments, and you won’t earn any more extra credits. (But really, keeping appointments is a fairly basic responsibility that you can probably manage okay!)
All questions about experiment participation procedures and issues should be addressed to uconnpsychologyparticipantpool@gmail.com or in person at the Psychology Undergraduate Program Office, room BOUS 100-B. Be sure to first consult the web page http://participantpool.psych.uconn.edu where you’ll find most questions have already been answered!
If you’re wondering about classes being canceled due to weather, see http://alert.uconn.edu.