Psychology 250-002

General Psychology

Lori L. Mills, Ph.D.

Fall, 2002

Meeting Times:    MWF 1:25-2:20 p.m., Derthick 110

Office Hours:    Hardin 206; Phone: 461-8663

                             e-mail: lmills@milligan.edu

                             M-F   10:00 - 11:00 a.m.

Required Text:    Myers, David G. (2001). Psychology (6th Edition). New York: Worth.

Course Description: This course will provide an introduction to the discipline of psychology. The background, methodology, and important findings from major sub-areas of psychology will be covered. These areas include: the foundations of psychology, physiology, life-span development, states of consciousness, learning, memory, thinking, intelligence, motivation, emotion, personality, psychopathology, psychotherapy, stress, health psychology, and social behavior. You will also be encouraged to develop your ability to think critically and to approach our topics with an inquiring and analytical mind-set.   

Objectives: Upon completion of the course, students will be able to:

1.        Take a critical approach to information with which they are presented.

2.        Discuss key concepts and important findings in the following areas of psychology:

a.       Neuroscience and behavior

b.       Nature and nurture of behavior

c.       Lifespan development

d.       States of consciousness

e.       Learning

f.        Memory

g.       Thinking and language

h.       Intelligence

i.         Motivation

j.         Emotion

k.       Personality

l.         Psychological disorders

m.      Therapy

n.       Stress and health

o.       Social psychology

3.        Exhibit an appreciation for persons who are different from themselves in culture, ethnicity, socioeconomic status, age, gender, and other sociocultural characteristics.

4.        Understand their own preferred temperaments and the influence of these on relationships and activities.

5.        Have an appreciation for helping others without the expectation of receiving anything in return.

Course Format: I will lecture on those parts of the text that I think are particularly important or need clarification, but all of the assigned text will be "fair game" for tests. I will often use class sessions as an opportunity to demonstrate practical applications and examples of the principles that are discussed in your book or to pose questions or problems that require your use of the scientific principles. I hope that using such a format will stimulate your ability to think critically better than a simple re-hash of what has already been written in the text. To get the most benefit out of the class, it is important for you to read the relevant chapters before they are discussed in class.  

Attendance: Attendance will be taken at each class session. There is not a formal attendance policy, but attendance and class participation will be weighted heavily when determining borderline grades. If, for some reason, you are unable to take a test or turn in an assignment at the designated time, notify me before the deadline.

Course Requirements: The assignments for the course are as follows:

Total Points Possible: 600

Projects will be submitted in class on the due dates.

The grading scale for the course is as follows:

PROJECTS

1.                “Historical Perspectives on Adolescence” - You are to interview a person who is over 70 years old, asking them questions about their adolescence. See Handout 4-9a (attached) for suggested questions. On Sept. 9, you are to turn in a typed report of their answers, how they responded to being interviewed, how you felt about doing the interview, and how the interview affected your perspectives of both adolescence and growing old. Make sure that you address each of these issues specifically, and include the age of the interviewee.

                Grading criteria for this assignment are located at the back of the syllabus. It is strongly suggested that you read the grading criteria prior to the completion of this assignment. Please attach the grading criteria sheet to the back of your report.

2.                    “Assessing Personality Type” – A typed summary of your findings is due on Nov. 1. Follow these steps:

a. Figure out your 4-letter personality type. This can be done by looking at pages 17-25 in Type Talk, which

is on reserve in the library. You can also take the Keirsey Temperament Sorter, which can be found on the

Internet at: http://keirsey.com (Use The Keirsey Temperament Sorter II). However, the online version will

only give you a 2-letter type, unless you are willing to pay to find out your 4-letter type.

                b. Find your personality type on pages 214-280 in Type Talk. Read that profile and take notes.

                c. Find your personality type on pages 59-90 in The Career/Life Planning Profiles (white notebook on reserve

               in the library). Read career recommendations for your personality type and take notes.

        d. Type a brief summary of what you have learned from these sources, focusing on issues such as: what is

        your type?; did the profile in the book fit you?; what are the potential strengths and weaknesses of your

        personality type?; what are the career recommendations? do you think they suit you?; are you considering

        careers similar to those recommended for you?; did the recommendations make you think about your career

        goals any differently?; etc.

                Grading criteria for this assignment are located at the back of the syllabus. It is strongly suggested that you read the grading criteria prior to completion of this assignment. Please attach the grading criteria sheet to the back of your report.

3.                    “Doing Something Altruistic” – A typed description of your actions, reactions, etc. is due in class on Dec. 4. Follow these steps:

a. Help someone else without receiving anything in return. Examples are giving blood (not plasma),

signing up to be an organ donor, doing someone else’s laundry, writing an encouraging letter, etc. You are by

no means limited to these choices. Be creative!  Find a need and a way to meet it. You must not receive an

overt reward. The person you help must not be a relative, roommate, boyfriend/girlfriend, etc. Your altruistic

act should be something you do after being assigned this project and should not be something you were

already doing or were assigned to do for some other class or requirement.

        b. Type a description of what you did, how long it took you, how you felt about doing it, and how it

        affected your attitude toward helping others. Did it make a difference if you knew the person you helped (as

        in doing laundry) or would never meet him/her (as in giving blood)?  Did it change the way you felt about the

        person?

                Grading criteria for this assignment are located at the back of the syllabus. It is strongly suggested that you read the grading criteria prior to completion of this assignment. Please attach the grading criteria sheet to the back of your report.

                 CLASS SCHEDULE AND ASSIGNMENTS