Advanced General Psychology
PSYCH 4000 • Section 001 • MWF 9:00 – 9:50
Classroom: Rawl 208Professor: Dr. Amy Lyndon
Office: Rawl 316 / Office Hours: MWF 11:00-12:00, MW 2:00-4:00, and by appointment
Email:
Phone #: 328-2589
Course Objectives:
This course is designed to hone and practice critical thinking skills in the area of psychology. We will examine psychology as a science and learn how to differentiate it from pseudoscience. You will apply those principles to current topics in psychology and the “real” world.As a capstone course, we will explore manyissues that have been touched upon in your prior courses, as well as new issues. Overall, you willexercise your critical thinking skills, learn to see through illogical arguments, engagein meaningful discussions, and strengthen your communication skills.
Texts:
Stanovich, K. (2006). How to Think Straight About Psychology, 8th Ed. Required
Scott, J. M., Koch, R., Scott, G. M., & Garrison, S. M. (2002). Psychology Student Writer’s Manual, 2ndEd. Required
McBurney, D. H. (2002). How to Think Like a Psychologist: Critical Thinking in Psychology. Optional
Attendance:
Attendance is necessary for an interesting class and for a good grade. You automatically receive 40 points at the start of class. You are allowed 3 absences. You will lose 3 points per absence after the 3rd. Ten or more unexcused absences will result in an automatic F. Absences are excused only with written documentation. Attendance is taken with Daily Responses. Please come to class having read the assignments and be prepared to discuss the issues. In-class exercises and discussion will rely upon your having read the material before class.
Participation:
Class discussions are central to the success of thiscourse. Therefore, the extent to which your contributions to each class arethoughtful and active will help you to earn a high grade. Expect a lower grade ifyou miss class, sit passively and allow others to carry the conversation, or make“low-quality” contributions (e.g., confused and poorly-thought out contributions,comments that throw the class off track, long rambling monologues). Pleasearrive to class in time to get a seat, review your notes, and get focused.
Blackboard:
You will use Blackboard extensively throughout the class. All class documents will be posted on Bb, including the syllabus, all handouts and articles to read, links, etc. you will turn in all of your papers via the Digital Drop Box in Bb.
Papers
There are no exams in this class – only papers. All papers will be in APA format, typed, double-spaced, Times New Roman 12-point font and turned in electronically through the Digital Drop Box. You must turn in your source materials in class. All papers will be graded with an eye towards content, grammar/spelling, and APA style. You must clear all paper topics with me.
Website evaluation: We rely heavily on the Internet to obtain information. How do you know whether these websites are reputable and valid? Select a search topic (I strongly suggest using the same topic as your pseudoscience paper) and find two websites – one that is reputable and one that is questionable.Using class materials, describe the criteria are for making this decision and apply them to the two websites. 5-6 pages, Due Monday, 2/5
Pseudoscience: Take a popular pseudoscience concept (Mozart effect, ESP, graphology, astrology, phrenology, therapeutic touch, etc.) and evaluate it using scientific principles we’ve been discussing in class, in handouts, and your text. Explain why the pseudoscience is attractive, why people might believe in it, and why they might ignore or rationalize evidence against it. What is their “proof?” How would you then test it using real science? 7-9 pages Due Wednesday, 3/7
Comparative theoretical paper: You will choose a topic in the field of psychology (that we may or may not be covering in class). You will research all sides and use at least two separate theories to explain the phenomenon. This shows your ability to use your previous psychology classes, to demonstrate that behavior is multiply determined, and to use those critical thinking skills. 5-7 pages, Due Monday, 4/2
Social policy: Select a current social issue and apply your knowledge of psychology. What are the issues to consider? What does the evidence suggest as the best directions to take? Evaluate the research and suggestions. Here’s a few examples: Sex education, the return of veterans, reducing prejudice, avoiding job burnout, Hurricane Katrina and other natural disasters, increase eyewitness accuracy, juvenile competency in court, terrorism, etc. 5-6 pages, Due Monday, 4/30
Academic integrityis a fundamental value of higher education and EastCarolinaUniversity; therefore, I will not tolerate acts of cheating, plagiarism, falsification or attempts to cheat, plagiarize, or falsify. Should I determine that an academic integrity violation has taken place, I reserve the right either to assign a grade penalty or to refer the case to the Office of Student Rights and Responsibilities for an Academic Integrity Board hearing. The minimum grade penalty that I will assign is an F for the assignment/course. Should it come to my attention that you have had a prior academic integrity violation, or if there are other aggravating circumstances, I will refer the case directly to the Office of Student Rights and Responsibilities. Should the Academic Integrity Board determine that you committed an academic integrity violation, you may be assigned a grade penalty and/or any other sanction allowed in the student Code of Conduct, up to and including suspension from the University.
Help with writing: High quality writing is expected in this course. I am willing tomeet with you about your papers to discuss them and make sure you are on theright track, but I am not available to read drafts of your pieces. You are expected to use The Psychology Student Writer’s Manual during every step of your papers, from choosing a topic, to searching for evidence, to writing, editing, and APA style.You areencouraged to show your writing to others outside of the class for feedback onthe writing and structure of your piece. The writing lab provides tutors to assist you with these skills. The phone number for the center is 328-2820. More information is available on their website
Grading:
Participation / 40 ptsAttendance / 40 pts / A = 90%
Webpage evaluation paper / 80pts / B = 80%
Pseudoscience paper / 100 pts / C = 70%
Comparative theory paper / 100 pts / D = 60%
Social policy paper / 100 pts / F < 59%
Total / 460 pts
A reminder:
Your grades in this class are earned by you, not given by the instructor. You have a number of opportunities to learn the material and demonstrate what you have learned. I will do whatever I can to help you learn and do well on assignments. Please do not embarrass yourself or the instructor by asking or expecting the instructor to “give you points” toward your final grade, or by suggesting that your grade was somehow the responsibility (or fault) of the instructor.
General Information:
In the event of a weather emergency, information about ECU can be accessed through the following sources:
ECU emergency notices
ECU emergency information hotline: (252) 328-0062
East Carolina seeks to comply with the Americans with Disabilities Act (ADA). Students requesting accommodations based on a covered disability must go to the Department for Disability Support Services, located in Brewster A-114, to verify the disability before any accommodations can occur. The telephone number is 328-6799.
Outline
Date / Topics, Readings, and Due DatesFriday
1/5 / Syllabus
Monday 1/8 / Psychology is Science
Reading: Stanovich Ch. 1
Wednesday 1/10 / Psychology is Science
Friday, 1/13 / Psychology is Science
Reading: Shermer, M. (1997). How thinking goes wrong: Twenty-five fallacies that lead us to believe weird things. Why People Believe Weird Things: Pseudoscience, Superstition, and Other Confusions of Our Time. W.H. Friedman & Company: New York.
Monday 1/15 / Martin Luther King, Jr. Day – Class not meeting
Wednesday 1/17 / Plagiarism lecture
Friday 1/19 / Plagiarism lecture, con’t
Monday, 1/22 / Falsifiability
Reading: Stanovich Ch. 2
Wednesday, 1/24 / Falsifiability
Friday, 1/26 / Evolution vs. Intelligent Design
Reading: Shermer, M. (1997). Confronting creationists: Twenty-five creationist arguments, twenty-five evolutionist answers. Why People Believe Weird Things: Pseudoscience, Superstition, and Other Confusions of Our Time. W.H. Friedman & Company: New York.
Monday, 1/29 / Operationalism and Essentialism
Reading: Stanovich, Ch. 3
Wednesday, 1/31 / Operationalism and Essentialism
Friday, 2/2 / Testimonials and Case Studies
Reading: Stanovich, Ch. 3
Monday, 2/5 / Testimonials and Case Studies
Reading: Barrent, S. & Jarvis, W. How Quackery Sells (on Bb)
DUE: Website evaluation paper
Wednesday, 2/7 / Testimonials and Case Studies
Reading Beyerstein, B. Why Bogus Therapies Often Seem to Work (on Bb)
Friday, 2/8 / Testimonials and Case Studies
Monday, 2/12 / Testimonials and Case Studies
Wednesday, 2/14 / Empirically-validated Treatments
Friday, 2/16 / Empirically-validated Treatments
Reading: Lilienfeld, S. & Wood, E. (2004). Should we disregard psychotherapeutic approaches that are not backed by solid scientific evidence? Clinical Psychiatry News (on Bb)
Monday, 2/19 / Empirically validated Treatments
Wednesday, 2/21 / Empirically validated Treatments
Friday, 2/23 / Correlation and Causation
Reading: Stanovich Ch. 5
Monday, 2/26 / Correlation and Causation
Wednesday, 2/28 /
Correlation and Causation
Reading: Bushman, B., & Anderson, C. (2001). Media violence and the American public scientific facts versus media misinformation. American Psychologist, 56 (6-7), 477-489.Friday, 3/2 / Control Issues
Reading: Stanovich Ch. 6
Monday, 3/5 / Artificiality Problem
Reading: Stanovich, Ch. 7
Wednesday, 3/7 / Graduate school lecture
DUE: Pseudoscience paper
Friday, 3/9 / Converging Evidence
Reading: Stanovich Ch. 8
3/11 to 3/18 / SPRING BREAK – Class not meeting
Monday, 3/19 / Converging Evidence
Wednesday, 3/21 / Behavior is multiply determined
Reading: Stanovich Ch. 9
Friday, 3/23 / Behavior is multiply determined
Monday, 3/26 / (In)valid psychological disorders?
Wednesday, 3/28 / (In)valid psychological disorders
Reading: Development of DSM handout (on Bb)
Friday, 3/30 / (In)valid psychological disorders?
Monday, 4/2 / Culturally bound disorders
DUE: Comparative theoretical paper
Wednesday, 4/4 / Probabilistic Reasoning
Reading: Stanovich Ch. 10
Friday, 4/6 / Holiday – Class not meeting
Monday, 4/9 / Insanity Defense
Reading: CrimeLibrary Insanity Defense handout (on Bb)
Wednesday, 4/11 / Insanity Defense
Friday, 4/13 / The role of chance
Reading: Stanovich Ch. 11
Monday, 4/16 / The role of chance
Wednesday, 4/18 / Social Policy
Reading:Stienberg, L., & Cauffman, E. (2001). Adolescents as adults in court: A developmental perspective on the transfer of juveniles to criminal courts. Social Policy Report, XV, 4.
Friday, 4/20 / Social Policy
Monday, 4/23 / False/Recovered memory
Reading: Braun, K. A., Ellis, R., & Loftus, E. (2002). Make my memory: How advertising can change our memories of the past. Psychology and Marketing, 19 (1), 1-23.
Monday, 4/30 / False/Recovered memory
DUE: Social Policy paper
The schedule is tentative. Depending upon the level of interest and discussion, we may spend more or less time on the topics.