introduction_to_psychology, course development document demo

Copyright©2009. Cengage Learning. All Rights Reserved. last saved 12/3/2009

Cengage Learning Course Development Document

Introductory Psychology DEMO General Education Program

Role Name Contact Cengage Learning Team

Curriculum Services Manager Course Development Manager Instructional Designer

Client Team [enter stakeholders]

Vendor Team [as needed] Subject Matter Expert Course Writer

This document, when complete, is the final and complete documentation for the course listed. The Course Development Document (CDD) contains all pertinent deliverables of the course including the Definition, Design, Course Storyboard, Learning Outcomes Matrix, Elements Matrix, and Instructor Guide. The document is designed for sections to be inserted when compiling it into the final format per this template. The documents you'll need are inserted as objects throughout.

Document Key Black text: standard text; do not delete unless optional section. Grey text: instructions or samples and should be deleted for the final version Blue text: text that must be replaced or is variable like Unit X where X is a number. Red text: Directions in the design portion that indicate where an element must be inserted during production. Yellow shaded: In Design, Teacher Tips to be included in IGuide; see Appendix E

Introductory Psychology

Table of Contents

DEFINITION .............................................................................................................................................. 3

WELCOME TO INTRODUCTORY PSYCHOLOGY .......................................................................... 7

COURSE OUTLINE .................................................................................................................................. 8

UNIT 1A: HISTORICAL, SCIENTIFIC, AND BIOLOGICAL FOUNDATIONS................................................... 9 UNIT 1B: DEVELOPMENT OVER THE LIFESPAN ....................................................................................... 14 UNIT 2A: SENSATION AND PERCEPTION................................................................................................... 19 UNIT 2B: CONSCIOUSNESS......................................................................................................................... 24 UNIT 3A: LEARNING AND MEMORY ......................................................................................................... 29 UNIT 3B: THINKING, LANGUAGE, AND INTELLIGENCE........................................................................... 34

APPENDIX A: LEARNING OBJECTIVES (LO) MATRIX............................................................... 38

APPENDIX B: ELEMENT MAPPING MATRIX (CONTAINS ALL ASSETS IN THE COURSE).................................................................................................................................................................... 40

APPENDIX C: COURSE STORYBOARD............................................................................................ 42

APPENDIX D: MEDIA STORYBOARD TEMPLATE ....................................................................... 44

APPENDIX E: INSTRUCTOR GUIDE (IGUIDE)............................................................................... 45

Copyright©2009. Cengage Learning. All Rights Reserved. 2 of 45 last saved 12/3/2009

Introductory Psychology

Definition A. Course Description Introduction to Psychology explores the major perspectives, principles, theories, and methods that govern the study of mental processes and behaviors. You will trace psychology’s historical roots, scientific basis, and major perspectives. In addition, you will consider contemporary and historical theories of how biological, cognitive, and environmental factors underlie and influence human development, sensation and perception, consciousness, intelligence, and social dynamics. This course also will introduce you to the theories and processes essential to learning, memory, motivation, and personality. Additionally, you will identify psychological disorders and their treatments, and discuss application of psychological principles to everyday experiences and real-life examples.

B. Program Information: Program Outcomes, Sequence, Prerequisites, Post-requisites

No prerequisites are required for this course.

C. Course Outcomes (CO) At the completion of the course, students will be able to:

1. Describe the major perspectives and methods that govern the study of mental processes and behaviors.

2. Examine the biological structures and processes that underlie psychological phenomena.

3. Describe the contributions of major figures and scientific studies to the understanding of psychological phenomena.

4. Evaluate theories that attempt to explain various aspects of human behavior and mental processes.

5. Apply psychological principles to the analysis of everyday experiences and real-life examples.

6. Examine the relative influence of biological, environmental, and sociocultural factors on human psychology.

7. Examine current scientific research and findings related to various types of psychological disorders.

Click on the link below to see the unit learning objectives that map to individual course outcomes. [Unit Learning Objectives]

D. Content Scope Working Title Key Content Unit 1a Historical, Scientific, and

Biological Foundations • Definition of psychology • A brief history of psychology • Six perspectives about behavior and

mental processes • The scientific method in psychological

study • The biology of psychology: The nervous


http://aristotle.learningmate.com/cng21/psychology/learning_objective/learning_objectives.html

Introductory Psychology Definition

system, the brain, and the endocrine system

• Genetics of psychology Unit 1b Development over the Lifespan • Physical, cognitive, and social

development in childhood • Changes in physical, cognitive, and

social development in adolescence • Changes in the brain as adults age and

the correlative changes in adult psychology

Unit 2a Sensation and Perception • Physical senses: sensory (eye/ear) vs. perception (brain-based sense-making)

• The eye-brain connection • The ear-brain connection • Chemical senses: smell and taste • The mind-body connection: touch,

movement, and balance (skin, kinesthesis, and vestibular sense)

Unit 2b Consciousness • Definition of consciousness • Sleep: stages of sleep and circadian

rhythms • The dream state • How meditation affects consciousness • How hypnosis affects consciousness • How drugs affect consciousness

Unit 3a Learning and Memory • Classical and operant conditioning • Memory systems, processes, and

stages • Forgetting • The biology of memory: neural activity

vs. brain structures Unit 3b Thinking, Language, and

Intelligence • Understanding and managing concepts

in a schema • Problem solving and making judgments

and decisions • Language cognition and development • Nature vs. nurture argument with

language cognition (including cultural effects)

• Theories and measurement of intelligence

Unit 4a Motivation and Emotion • Theories of motivation, sexual motivation, and achievement motivation

• Expression of emotion, theories of emotion, and positive psychology

Unit 4b Personality • Five perspectives on personality: psychoanalytic, trait, learning theory, humanistic, sociocultural

• Measurement of personality

Unit 5 Psychological Disorders and Therapies

• The characteristics and causes of psychological disorders



• Schizophrenia • Mood disorders • Anxiety disorders • Somatoform disorders • Dissociative disorders • Personality disorders • The mechanisms and efficacy of various

types of therapy: psychoanalytic, humanistic, behavior, cognitive, group, biological

Unit 6 Social Psychology • Definition of social psychology • How attitudes affect interactions • Social perception • Social influence • Group behavior

E. Typical Student This course is ideal for undergraduate students who will benefit from an introductory survey of the major principles and theories of human psychology. The course focuses on the scientific study of human behavior and mental processes using high-interest, real-life examples and accessible language. This approach works well for adults from varying backgrounds and career paths who may be taking a psychology course for the first time.

F. Required Texts and Readings Rathus, S. A. (2009). Psych. 2008–2009 Ed. ISBN-10: 0495601942.

G. Required Equipment • Windows PC with Microsoft Word, Real Player, Adobe Shockwave • Internet connection

H. Assessment Strategy Learners will demonstrate their knowledge, comprehension, and analysis of the subject in the following ways:

• Discussions. Designed to help students reflect on and deepen their understanding of course concepts, relate them to real-life experiences world around them, and contribute to and benefit from a collective body of knowledge.

• Multiple-Choice Quizzes and Chapter Exams. Designed to help students identify, define, and demonstrate their understanding of concepts and elements from psychology.

• Case Studies. Designed to help students analyze situations using content knowledge and apply psychological principles to the understanding of real-word scenarios.

• Research Paper. Designed to help students plan and write a research paper, synthesize knowledge and related research presented in the units, and critically evaluate arguments, theories, or areas of debate within the field of psychology.

I. Assessment Matrix

Assessment Type Weight as a Percentage

Discussions 20% Case Studies 10%




Journal Entries 10% Cumulative Quizzes 20% Research Paper 30% Final Exam 10%

Total 100%

J. Content Challenges for Students • Unit 1a: Students may have difficulty understanding neurons, neurotransmitters,

brain structures, and/or endocrine function. Animation/demo may be helpful. • Unit 2a: Topics in sensation and perception may need additional clarification. • Unit 3b: Concepts in thinking present unfamiliar vocabulary; flash card game may be

helpful. • Unit 5: Students may have difficulty differentiating categories of psychological

disorders; media can support this.

K. Cooperative and Collaborative Assignments In this course, you will have a chance to get to know your fellow students—to find out what they think, and to exchange ideas about the course topics and concepts. This part of your online experience is valuable, and for many students, surprisingly enjoyable. Discussions online are an excellent way to learn from each other, and to pose and answer questions. In addition to looking at the course material from different viewpoints, you'll have the chance to feel that you're a part of a supportive, enthusiastic learning community which can help you succeed. In this course, there are graded discussion activities in Assignments 1a.1, 1b.1, 2a.1, 2b.1, 3a.1, 3b.1, 4a.1, 4b.1, 5.1, and 6.1. In addition to these assignments, you’re encouraged to use the discussion board to ask questions and delve deeper into topics presented in the Lessons or your readings. Partner and Small Group Assignments In this course, some assignments require you to work with a partner or in a small group. Below are some tips for working with others (your instructor will give you more information):

1. When you are first assigned a partner or group, take a moment to introduce yourself. Include a brief background as well as your location and time zone and your working habits (whether you tend to work early, late or mid day and when you are likely to check in).

2. Be open and communicate freely, but respectfully. 3. You will work with a partner or in a group in Assignment 5.2

Introductory Psychology Design

Welcome to Introductory Psychology

Slide # Audio (voiceover script)

Visual (Enter needed text or

graphic, or describe the visual)

Introduction Section

1

Have you ever felt really happy? Really sad? How about stressed out or anxious? Chances are that as an adult, you’ve experienced all of these emotions, as well as a wide range of emotions in between. But have you ever thought about why you feel these emotions? Or how it is that you react to certain situations by triggering a specific response? The answer to all of these questions can be found within the study of psychology. By examining the history, as well major theories and concepts in this fascinating subject, you can begin to uncover the Hows and Whys of your personality, emotions, feelings, reactions, and so much more.

[picture of a happy, smiling person]; [picture of an

unhappy person: example: ]; [picture of an obviously worried or anxious person:

example: http://www.becomehealthynow.com/images/confused1

_bh.jpg]; [picture of a person thinking or

questioning: example: http://thumbs.dreamstime.com/thumb_285/12150355

09Yz8hL9.jpg ]—these pictures should appear in the order that they are

spoken in the corresponding audio

Content Overview

1

Psychology is the study of how we think, act, develop, and make sense of the world. This course provides a journey through the development of psychology, from its beginnings in logical thought to present day neuroscience. You will trace psychology’s historical roots, scientific basis, and major perspectives. You will explore the major perspectives, principles, theories, and methods that guide contemporary psychology. In addition, you will explore various theories of how our genes, our environments, and ideas underlie and influence how we grow, sense, perceive, think, learn, act, and interact. Additionally, you will identify psychological disorders and their treatments, and discuss application of psychological principles to everyday experiences and real-life examples.

Welcome 1

Welcome to Introduction to Psychology! You can begin by reviewing the syllabus and previewing all units, then start with Unit 1.

Course title and course imagery


http://www.becomehealthynow.com/images/confused1_bh.jpg



http://thumbs.dreamstime.com/thumb_285/1215035509Yz8hL9.jpg





Course Outline Unit/Week Readings Assignments & Activities

Contributing to Grade Learning Outcomes

Unit 1a. Historical, Scientific, and Biological Foundations

Required: PSYCH; Chapter 1: page 4 (from Psychology as a Science) to page 23 PSYCH; Chapter 2

1a.1 Discussion 1a.2 Research Paper: Topics List 1a.3 Journal Entry

LO 1.1 LO 1.2

1b. Development Over the Lifespan

Required: PSYCH; Chapter 3; “Race differences in parental influences on child achievement: multiple pathways to success.”

1b.1 Discussion 1b.2 Research Paper: Research Question 1b.3 Journal Entry

LO 2.2

2a. Sensation and Perception

Required: PSYCH; Chapter 4

2a.1 Discussion 2a.2 Research Paper: Bibliography 2a.3 Journal Entry

LO 2.3

2b. Consciousness


2b.1 Discussion 2b.2 Journal Entry 2b.3 Cumulative Quiz

LO 2.1 LO 2.2 LO 2.3 LO 3.1 LO 5.1

3a. Learning and Memory

Required: PSYCH; Chapter 6 PSYCH; Chapter 7

3a.1 Discussion 3a.2 Research Paper: Outline 3a.3 Case Study

LO 3.2 LO 5.2

3b. Thinking, Language, and Intelligence


3b.1 Discussion 3b.2 Journal Entry

LO 5.3 LO 6.1 LO 6.2

4a. Motivation and Emotion


4a.1 Discussion 4a.2 Case Study

LO 4.1

4b. Personality


4b.1 Discussion 4b.2 Case Study 4b.3 Cumulative Quiz

LO 4.2

5. Psychological Disorders and Therapies


5.1 Discussion 5.2 Research Paper: Draft 5.3 Case Studies

LO 1.3 LO 7.1 LO 7.2

6. Social Psychology


6.1 Discussion 6.2 Research Paper: Final Draft 6.3 Final Examination

LO 6.3


Unit 1a: Historical, Scientific, and Biological Foundations

UNIT INTRODUCTION Unit Engager Type II: What do you think? Unit 1a Frame Text Optional

Visuals 1 Question

How much money do you think the average psychologist earns each year? Option 1: $48,130 Option 2: $66,310 Option 3: $86,420 Option 4: $115,000 Correct answer, if needed: 3

[image of therapist working with a patient]

2 Tie in to Content

$86,420 is the correct answer. Psychologists are highly paid individuals, earning on average $86,420 each year. There are many options: psychology is used in medicine, ministry, education, research, the military, and business, to name a few fields.

[image of businesspeople around a table]

3 Unit Overview

In this unit, you will learn about the history of psychology and understand how psychology influences our daily lives. You will read about six perspectives, or lenses, through which we can view modern psychology. You will review the scientific method and see its uses and limitations within this field. You will also learn about the physiology of psychology: how the brain and body interact to make sense of the world. Finally, you will explore how our genetics define or influence our psychology. Start this unit by reviewing the unit overview.

[image of man pondering]

UNIT OVERVIEW Complete this unit by following these steps:

1. Complete the required readings. 2. Practice the important concepts from this unit by working through the Lessons:

a. Complete the NetLab to learn about the history of psychology. b. Watch the tutorial and video to find out more about how the brain works.

3. Test your knowledge by completing the graded assignments: a. Post your answer to the discussion questions in Assignment 1a.1. b. Submit your research paper topics list in Assignment 1a.2. c. Submit the journal posting for Assignment 1a.3.

After you have finished your work for this unit, you should be able to:

1.1 Describe how psychologists view mental processes and behaviors from evolutionary, cognitive, humanistic-existential, psychodynamic, behavioral, and sociocultural perspectives. 1.2 Explain how psychologists use critical thinking and the scientific method to study mental processes and behaviors.



READINGS The following readings will help you learn about the concepts covered in this unit. Required Readings Read from PSYCH, 1st Ed.

• Chapter 1, "What is Psychology" page 4 (from Psychology as a Science) to page 23 • Chapter 2, "Biology and Psychology"

Click the links below to access the required readings. [Chapter 1] [Chapter 2] [Chapter 3] Did You Know? Unit 1a Fact Resource The Kinsey Reports, a series of reports by Alfred Kinsey in the middle of the 20th century about human sexuality, are widely criticized for the methodology used in gathering statistics. Critics cite Kinsey’s method of sampling and interviewing as prone to misrepresentation and error.

Pages 17 and 18 in your text examine different types of statistical methodology often utilized by psychologists.

LESSONS History of Psychology Once you have read the history of psychology in your textbook, review your understanding of the founding figures and perspectives of psychology by viewing and completing this NetLab about the origins of this discipline. [Psychology Today: The Historical Context] Delving into the Brain Explore the following tutorial and video to see how the brain works to transmit signals. [Action Potential] [Synaptic Transmission] As you view these resources, make a list of what happens during synaptic transmission. Then consider the following questions:

• What would happen if there were a deficit of the neurotransmitter in the brain? • What might happen if the synapse between cells was rather large? What would

happen if it were very small? Unit 1a Elements Course Location

Element Type / Name Description Source Exact Mapping Location

LO #

1a NetLab/Psychology Today: The Historical Context

Utilize your knowledge of how psychology has developed to fill out

http://college.cengage.com/psychology/shared/exercises/nl/nl-

3.1


http://college.cengage.com/psychology/shared/exercises/nl/nl-psychology_today.html





Course Element Type / Name Description Source LO Location # Exact Mapping Location

a series of questions about the history of psychology.

psychology_today.html

1a Video/Synaptic Transmission

See the progress of nerve impulses

http://www.wadsworthmedia.com/psychology/media/InterferenceSynTrans.ram http://aristotle.learningmate.com/cng21/psychology/unit1a/lesson/synaptic_transmission/index.html

2.1

1A Tutorial/Action Potential Watch a demonstration of an action potential, and then test your knowledge with quiz items.

http://college.cengage.com/psychology/shared/tutorials/index.html?layer=act&src=qtiwf_act015_2.xml&folder_path=/psychology/shared/tutorials

2.1

GRADED ASSIGNMENTS

ASSIGNMENT 1A.1: DISCUSSION Learning Objectives

Supported Grade Weight as % of the Assessment Type Grade

Deliverable

1.1 2% Discussion post Description For this assignment, you will participate in a discussion about a television show or movie in which psychology plays a large role (for example, in The Sopranos and Monk, main characters routinely go to therapists, or the movie Memento features a man with severe short-term memory loss). Instructions

1. Review this unit’s required reading. 2. Select a television show or movie of your choice in which psychology plays a

significant role. 3. In a post to the discussion board, connect what you read about in this chapter with

the portrayal in your selected movie or show and identify: • the type of psychology professional portrayed, if any. • the dominant psychological perspective in the representation. • how or if critical thinking and the scientific method is applied in the storyline.

Provide specific examples. 4. Read others’ posts and respond to at least two posts by adding clarification, asking

questions, or adding constructively to the discussion. To guide your responses, consider the following questions:

• Why do you agree or disagree with your classmate’s ideas or reasoning? • Which claims best support your classmate’s argument?




http://www.wadsworthmedia.com/psychology/media/InterferenceSynTrans.ram





Grading Criteria The point of this discussion is:

• To get you and your peers talking • To connect to the course and get in the habit of checking course information

frequently • To compare popular views of psychology in the media with what you will learn in the

course. • To display your knowledge of psychology in general • To develop a learning community

You should participate by answering all three questions and then replying to at least two other posts. Your responses should show careful consideration, thought, understanding of the readings, and respect for peers.

ASSIGNMENT 1A.2: RESEARCH PAPER: TOPICS LIST Learning Objectives


Deliverable

n/a 2% Research Topic Document Description In this class, you will compose a kind of research paper called a literature review. The purpose of a literature review is to pursue the answer to a research question using established research by other scientists. Over the next six weeks, you will:

• identify a topic that interests you • focus your research question • identify studies and other literature reviews that attempt to answer the research

question • review, analyze, and evaluate the literature • organize and develop a draft of your paper • review a peer’s work • finalize your paper

For this assignment, you will identify a possible topic upon which you will focus your research. Instructions

1. Look through the table of contents and the index in your textbook to identify possible topics for your research paper. You can also conduct an internet search for topics. Then, compile a broad list of all the topics you found that interest you.

2. As you make your list, look for patterns. Your list may reveal that you are particularly interested in language development, personality disorders, or how early environment affects development. Circle or put a star beside those that most interest you. (Keep in mind that you’ll want to choose a topic that is broad enough for you to develop a research question on, but narrow enough that your topic is well focused.)

3. Use the information to narrow the list to three possible topics. After each topic, write a short sentence that expresses why you are interested in that topic. Be sure to include your name in your document.

4. Save and submit your work to your instructor.

ASSIGNMENT 1A.3: JOURNAL ENTRY Learning Objectives


Deliverable

1.1, 1.2 2% Journal posting




Description For this assignment, you will enter some reflections in your journal. Instructions

1. In a single post, answer the following questions in your journal: • What initially interests you most about psychology? Why? • Which of the six perspectives of modern psychology most appeals to you?

Why? • Consider a scientific study that purported to identify the cause of autism.

What are some critical thinking questions you might ask about the study to determine its scientific merit?

2. Submit your journal entry to your instructor for a grade.


Unit 1b: Development over the Lifespan

UNIT INTRODUCTION Unit Engager Type II: What do you think? Unit 1b Frame Text Optional

Visuals 1 Question

Around which age are most children first able to view the world from other people’s perspectives? Option 1: 1 year Option 2: 2 ½ years Option 3: 4 years Option 4: 7 years Correct answer, if needed: 4

[young girl sitting down with flute]

2 Tie-in to Content

Children are not able to view the world from other people’s perspectives until they have moved into the concrete operational stage. This happens around the age of 7. Children younger than 7 are more egocentric; they cannot understand why other people don’t see things the way they do. If you’ve ever tried to argue with a child, you may have found that their logic is shaped by their own experiences. Most children have trouble turning the tables and thinking of others.

[young girls looking up at camera]

3 Unit Overview

In this unit, you will learn about how children and adults change and develop over a lifetime. You will learn about object permanence and age compression in young children and teens, but you will also explore some of the underlying causes of adult developmental issues, such as midlife crises and Alzheimer disease. Start this unit by reviewing the unit overview.

[Man looking at computer]



a. Complete the learning module to learn more about object permanence. b. Watch the video to explore the concept of age compression.

3. Test your knowledge by completing the graded assignments: a. Post your answer to the discussion questions in Assignment 1b.1 b. Submit your research question in Assignment 1b.2. c. Submit the journal entry in Assignment 1b.3.




2.2 Trace the physical, cognitive, moral, social, and emotional development of children, adolescents, and adults.

READINGS The following readings will help you learn about the concepts covered in this unit. Required Readings Read from PSYCH, 1st Ed.

• Chapter 3, “The Voyage through the Life Span” Click the link below to access the required readings. [Chapter 3] Optional Readings

• Davis-Kean, Pamela E., and Holly R. Sexton. "Race differences in parental influences on child achievement: multiple pathways to success. (Report)." Merrill-Palmer Quarterly 55.3 (July 2009): 285(34).

[Race differences in parental influences on child achievement: multiple pathways to success] Did You Know? Unit 1b Fact Resource Two-month old infants prefer to fixate on stimuli that look like the human face and three-month old infants prefer to hear their mother’s voice to the voices of all other women.

Read page 54 in your text to learn more about the perceptual development of infants.

LESSONS Peek-a-Boo! You probably know that babies love to play peek-a-boo. In fact, the concept of object permanence (that an object does not go away just because you cannot see it) is one of the largest ideas that babies deal with as they develop. Explore the following learning module and take the self-check at the end. [Object Permanence] How Soon Is Now? Have you noticed that children today act older than they are? Part of that may be because marketing is targeting younger and younger children for adult products. Watch this ABC video about age compression: [Age Compression] As you watch the video, consider the following questions:

• Can you give any examples you’ve seen of age compression? • Does age compression bother you? Why?



• What do you think of the marketing strategies companies are using? • What do you think of age compression? Is it dangerous, perfectly harmless, or

somewhere in between? Optional: You may discuss these answers with peers on the Age Compression Discussion Board thread. Unit 1b Elements Course Location


LO #

Unit 1B Learning Module

Learning Module/Object Permanence

Learn about object permanence and observe how sensorimotor and preoperational children perform on object permanence tasks.

http://www.wadsworthmedia.com/psychology/now/learning_modules/piaget_obj_perm.html

2.2

Unit 1B Video

Age Compression A description of how children are growing up faster and demanding adult products sooner than before.

http://www.wadsworthmedia.com/psychology/abcvideos/age_compression.ram http://aristotle.learningmate.com/cng21/psychology/unit1b/lesson/age_compression/index.html

2.2

Unit 1B Reading

“Race differences in parental influences on child achievement: multiple pathways to success.”

Article (Required) Gale http://find.galegroup.com/srcx/infomark.do?action=interpret&docType=IAC&type=retrieve&tabID=T002&prodId=SRCCE-1&docId=EJ3010339216&source=gale&version=1.0&userGroupName=acd_srcce&finalAuth=true

2.2

GRADED ASSIGNMENTS

ASSIGNMENT 1B.1: DISCUSSION Learning Objectives


Deliverable

2.2 2% Discussion post Description For this assignment, you will use a collection of photos to illustrate Erikson’s or Piaget’s stages of development. You will then share your collection with your classmates and discuss with them.


http://www.wadsworthmedia.com/psychology/abcvideos/age_compression.ram




http://find.galegroup.com/srcx/infomark.do?action=interpret&docType=IAC&type=retrieve&tabID=T002&prodId=SRCCE-1&docId=EJ3010339216&source=gale&version=1.0&userGroupName=acd_srcce&finalAuth=true












Instructions 1. Review this unit’s required readings. 2. Using the Internet or your own resources, locate four to six photographs that show

people at different stages of development. 3. Create a PowerPoint presentation using the photos to illustrate your explanation of

each stage. Your presentation should incorporate your responses to the following questions:

• How does the image show the specific stage of development? • What would the person do differently if he or she were at a different stage of

development? • Is the stage of development appropriate for the age? Why or why not?

Be sure that your presentation is well organized and includes the following: • six to eight slides • four to six captioned photos illustrating the stages • an introduction that briefly describes the

4. Post your completed presentation to the discussion board for your classmates to view.

5. Choose one of your classmate’s presentations and comment on it. As you write your comments, consider the following questions:

• Which photograph best represents the stage of development? • Do you know anyone at that stage of development? What other behavior does

that person exhibit that is appropriate for that stage?

ASSIGNMENT 1B.2: RESEARCH PAPER: RESEARCH QUESTION Learning Objectives


Deliverable

n/a 2% Research Question Document Description For this assignment, you will isolate a topic upon which you will focus your research. Instructions

1. Review your instructor’s feedback on the possible research topics you submitted in Assignment 1a.2, and select a single topic that interests you.

2. Use the PSYCH textbook and available resources on the Internet to review more material about your subject. (You can use a search engine at this stage. You are only perusing the material to develop a research question.) Write down various questions you have about the subject.

• Here are some tips to remember: • Make sure your questions are answerable. Questions that begin with the

word why may be harder to answer than questions that begin with who, what, when, where, and how.

• Consider that you only have about three weeks to conduct your review. Try to ask a question that is narrow enough for you to actually answer in those three weeks.

3. Narrow your list to the best three questions you have. Make sure you are interested in researching these, and that the questions are broad enough to support a full research paper. Examples of good research questions include:

• What is the connection between diet and Asperger’s syndrome? • Are people who are intrinsically motivated more successful than extrinsically

motivated people? • What are the global standards for ethics in operant conditioning studies?




4. Include one or two possible sources to support the question. These sources can be from the textbook, other print material, or the Internet.


ASSIGNMENT 1B.3: JOURNAL ENTRY Learning Objectives


Deliverable

2.2 2% Journal post Description For this assignment, you will enter some reflections in your journal. Instructions

1. Plan a visit with a child you know, or spend some time in a park or on a playground, watching children interact. You can also locate home videos posted on YouTube or other video sharing sites.

2. In your journal, give an example of how the children you observed demonstrated the following:

• Sensorimotor behavior: object permanence testing or purposeful action • Preoperational behavior: egocentrism, animism, artificialism, or objective

responsibility • Concrete operational behavior: decentration or subjective moral judgments

3. Then, think back to when you were a preteen. List examples of you or your friends’ behavior that was consistent with the following developmental theories:

• deductive reasoning • imaginary audience • personal fable • postconventional moral reasoning • ego identity and/or role diffusion



Unit 2a: Sensation and Perception


Visuals 1 Question

[place image above question] The image on the right illustrates which Gestalt Law of Perceptual Organization? Option 1: proximity Option 2: continuity Option 3: closure Option 4: similarity Correct answer, if needed: 1

[pickup bottom left image from page 83 of textbook.]

2 Tie in to Content

There are six individual lines in this image, but your brain probably identified them in three groups of two. Your eyes sensed the six individual lines, but your brain quickly organized them into groups. These Gestalt laws demonstrate that there is indeed a tangible difference between sensing and perceiving.

[Same image as above, but add brackets or circles to show how the lines are grouped]

3 Unit Overview

In this unit, you will learn about how sensing and perceiving are related, and how the sensory organs—eyes, ears, mouth and tongue, nose, and skin—deliver sensory information to the brain, where it is categorized and analyzed. You will also learn about two other senses that are based on movement and space. Start this unit by reviewing the unit overview.

[image of girl]

UNIT OVERVIEW

Complete this unit by following these steps:


a) Watch the simulation to learn more about the different parts of the eye. b) Watch the video to learn about a ringtone that only children can hear.

3. Test your knowledge by completing the graded assignments: c) Post your answer to the discussion questions in Assignment 2a.1 d) Submit your bibliography in Assignment 2a.2. e) Submit the journal entry in Assignment 2a.3.


2.3 Distinguish the properties of sensation and perception in relation to vision, hearing, the chemical senses, the skin senses, and the kinesthetic and vestibular senses.

Readings The following readings will help you learn about the concepts covered in this unit.



Required Readings Read from PSYCH, 1st Ed., Chapter 4, “Sensation and Perception” Click the link below to access the required reading. [Chapter 4] Did You Know? Unit 2a Fact Resource In the past decade, there have been several successful procedures designed to restore rudimentary sight in humans by surgically implanting a “bionic eye” onto the retina. Scientists are working to perfect this technique and hope to someday be able to restore sight fully to those who are visually impaired.

Pages 78-82 in the text introduce sight and its role in perception.

LESSONS 3-D Eye Our eyes are our windows to the world. Use this interactive to explore the different parts of the eye and how they work together to bring us sight. Use your mouse to rotate the image of the eye to reveal the labels. Use the plus and minus signs to zoom in and out. To view the tree stimulus, rotate the eye completely by dragging the mouse to the left. [Anatomy of the Eye] As you explore the interactive, consider the following questions: Move the tree (distal stimulus) so that it also appears in the eye. What happens? Why is the proximal stimulus upside down? What does this tell you about sense and perception? Ear Wars As we age, our ears get less sensitive to the constant noises around us. View this news piece about a cell phone ringtone that only kids can hear. As you watch, consider the following questions:

• Who developed the source sound for the ringtone? Why is that ironic? • What is the part of the cochlea that is sensitive to the ringtone? What happens to

that part as we age? • How does the newscaster think that students will use the ringtone? Do you agree or

disagree? • If only you could hear the ringtone, what would you use it for? Why?

[Ringtones and the Cochlea] Unit 2a Elements Course Location

Element Type/Name Description Source Exact Mapping Location

LO #

Unit 2A Simulation/Anatomy of 3D picture of the http://www.wadsworthm 2.3


http://www.wadsworthmedia.com/psychology/now/perception/labs/04Eye_QT.mov


Course Element Type/Name Description Source LO Location Exact Mapping #

Location Simulation the Eye

eye, which can be rotated to see different structures

edia.com/psychology/now/perception/labs/04Eye_QT.mov http://aristotle.learningmate.com/cng21/psychology/unit2a/lesson/anatomy_of_the_eye/index.html

Unit 2A Video

Video / Ringtones and the Cochlea

Watch this exploration of a new ringtone that is inaudible to adults and find out why it has gained popularity among young people.

http://academic.cengage.com/psychology/discipline_content/abcvideos/ringtones.ram http://aristotle.learningmate.com/cng21/psychology/unit2a/lesson/ringtones_and_the_cochlea/index.html

2.3

GRADED ASSIGNMENTS



Deliverable

2.3 2% Discussion post Description For this assignment, you will watch and respond to a series of visual simulations. Instructions

1. Complete the assigned readings for this unit. 2. Watch all the following simulations:

[Biological Motion] See how our minds can interpret random dots

into biological motion. [Color Arrangement Test] Take a color arrangement test, and see

different ways that tests are scored. [Color Blindness in Visual Periphery] Experiment with blindness in your peripheral

vision, and learn about differences in perceiving motion and color.

[Convergence as a Depth Cue] This simulation allows you to see how your eyes move in relation to viewing distance.

[Converse Hering Illusion] Experience the reverse Hering illusion.

[If You Can't Do This Netlab, You May Test your color vision and learn about cones in


http://academic.cengage.com/psychology/discipline_content/abcvideos/ringtones.ram





http://aristotle.learningmate.com/cng21/psychology/unit2a/lesson/ringtones_and_the_cochlea/index.html







Have Monochromotopia!] this Netlab. [Law of Simplicity or Good Figure] See how assumptions of perception can lead

to errors. [Zollner Illusion] Add and subtract portions of the Zollner

illusion to see how it works.

3. Write a reaction to three of the simulations. Answer the following questions in each reaction: • What happened? • Based on what you learned about how the eye works, why do you think that

happened? • Are there any limitations of your own vision that caused the simulation to have

unintended effects (i.e., you are colorblind or wear glasses)? • In each simulation, what is the difference between what you sensed and what

you perceived? 4. Read and respond to at least two of your classmate’s responses to the simulations

you did not react to. Do you agree with your classmate’s analysis of what happened? Why or why not?

ASSIGNMENT 2A.2: RESEARCH PAPER: BIBLIOGRAPHY Learning Objectives


Deliverable

n/a 6% Bibliography Description For this assignment, you will identify six sources (maximum of three online) you will use in your research paper. Instructions

1. Review your instructor’s feedback on the research questions you submitted in Assignment 1b.2, and select a single question to guide your research.

2. Using two to three key words or key phrases related to your topic, conduct an Internet and traditional library search to compile a bibliography for your research question.

• Here are some tips to remember: Make sure to include at least three print-based sources. These can be

magazines or journals that have an online and print presence. Use established sources for your research.

• Good sites include: peer-reviewed journals (Psychology Today, Journal of Abnormal Psychology), scientific magazines and newspapers (Scientific American, New York Times), and books.

• Be wary of: Wikipedia; sites that end in .com or .net; papers posted to the Internet (these may be graduate theses and are not peer reviewed); personal sites.

• Make sure that you list your sources alphabetically in APA style. 3. Save and submit your work to your instructor.

ASSIGNMENT 2A.3: JOURNAL ENTRY Learning Objectives


Deliverable

2.3 2% Discussion post Description




For this assignment, you will enter some reflections in your journal. Instructions

1. Choose a novel or short story you are familiar with. Skim a chapter or short section of the text (two to three pages) and jot down descriptions that relate to the senses you’ve been reading about.

2. In your journal, answer these questions about the descriptions: • Which sense does it relate to? • Which properties are described? • How does the description add to your experience of the story?



Unit 2b: Consciousness


Visuals 1 Question

Which sleep disorder can lead to high blood pressure, heart attacks, and strokes? Option 1: apnea Option 2: insomnia Option 3: narcolepsy Option 4: sleep terrors Correct answer, if needed: 1

[image of sleeping woman]

2 Tie-in to Content

Although insomnia and narcolepsy are well-known sleep disorders that can have dangerous ramifications, untreated sleep apnea can have devastating effects. Each night, a person with sleep apnea might stop breathing several hundred times. This deprivation of oxygen damages the brain and can poison the heart. People who snore or who are obese are at higher risk for sleep apnea.

[image of brain scan]

3 Unit Overview

In this unit, you will learn what differentiates consciousness from unconsciousness. You will explore states of altered consciousness, such as sleep, meditation, hypnosis, and the influence of drugs and alcohol. Start this unit by reviewing the unit overview.

[image of meditating man]



a. Watch the NetLab relating to this unit to review the concepts found in the text.

3. Test your knowledge by completing the graded assignments: a. Post your answer to the discussion questions in Assignment 2b.1. b. Submit the journal entry for Assignment 2b.2. c. Submit the quiz for Assignment 2b.3.


2.1 Describe the structures and functions of the nervous system, the brain, and the endocrine system with respect to their roles in human behavior and mental processes.





3.1 Define the origins of psychology. 5.1 Explain the nature of sleep, sleep disorders, and altered states of consciousness.

READINGS The following readings will help you learn about the concepts covered in this unit. Required Readings Read from PSYCH, 1st Ed., Chapter 5, “Consciousness” Click the link below to access the required reading. [Chapter 5] Did You Know? Unit 2b Fact Resource The average adult needs around 7-8 hours of sleep per night. This varies from person to person, but chances are if you get drowsy during the day, even during casual activity—you are not getting enough sleep.

Refer to pages 99-102 of your text to learn more about the functions of sleep as well as the stages of sleep.

LESSON Stages of Sleep There are five distinct stages of sleep. To find out what happens in each one, watch this NetLab. [Sleeping in Stages] After watching the NetLab, consider the following questions:

• What differences do you notice in each of the sets of brain waves? • How is a disturbance during stage 1 different from a disturbance during REM? Why? • Patients with narcolepsy are prone to sleep attacks, when the body drops

immediately into short bursts of REM. Why could this be dangerous? • After the snakes were eliminated, could the farmer have done anything to help

restore balance? If so, what? Unit 2b Elements Course Location


LO #

Unit 2B NetLab

NetLab/Sleeping in Stages

Examine brain wave patterns for different stages of sleep, and learn about other characteristics of each stage.

http://college.cengage.com/psychology/shared/exercises/nl/nl-sleeping_in_stages.html

5.1

Unit 2B Reading

Dissociational body experiences: differences between respondents with and without prior out-of-body-experiences.

Article TK (Required) Gale Document Number:A139555777

Gale http://find.galegroup.com/srcx/infomark.do?action=interpret&docType=IAC&type

5.1


http://find.galegroup.com/srcx/infomark.do?action=interpret&docType=IAC&type=retrieve&tabID=T002&prodId=SRCCE-1&docId=A139555777&source=gale&version=1.0&userGroupName=acd_srcce





Course Element Type / Name Description Source LO Location # Exact Mapping Location

=retrieve&tabID=T002&prodId=SRCCE-1&docId=A139555777&source=gale&version=1.0&userGroupName=acd_srcce

Unit 2B Reading

Neurology: an Awakening

Article TK (Required) Gale Document Number: A185195123

Gale http://find.galegroup.com/srcx/infomark.do?action=interpret&docType=IAC&type=retrieve&tabID=T002&docId=A185195123&prodId=SRCCE-1&source=gale&version=1.0&userGroupName=acd_srcce

5.1

Unit 2B Video

Waking From a Coma www.cengage.com/psychology/discipline_content/abcvideos/Bio/ch3.ram http://aristotle.learningmate.com/cng21/psychology/unit2b/discussion/waking_from_a_coma/index.html

GRADED ASSIGNMENTS



Deliverable

5.1 2% Discussion post Description For this assignment, you will use the required readings to form a position about keeping a coma patient alive. Difficult Decision After a person suffers severe trauma to the brain, he or she may be artificially kept alive with a series of machines that keep the body’s organs functioning, but cannot repair the damage to the brain. In many countries and states, it is left to the family members to keep the loved one alive or to allow the person to pass on. Either decision is extremely difficult: the loved one could never recover, in which case, the family is forced to shoulder the expense of the treatment and prolong mourning for months or years. Or the loved one could recover, but if the family decided to separate the person from life support, that chance is eliminated.








http://www.cengage.com/psychology/discipline_content/abcvideos/Bio/ch3.ram




http://aristotle.learningmate.com/cng21/psychology/unit2b/discussion/waking_from_a_coma/index.html







Instructions 1. Review this unit’s required reading. 2. Read the following articles:

["Neurology: an Awakening"] ["Dissociational body experiences: differences between respondents with and without prior out-of-body-experiences."]

3. Watch the following video as well: [Waking from a Coma]

4. Construct a coherent argument for or against keeping someone alive in the case of prolonged unconsciousness. Consider the following:

• For which conditions do you believe it is humane to allow a person to die? Discuss the different states of unconsciousness: coma, PVS, and MCS.

• Discuss the potential risk of long-term brain injury, including the possible psychological effects on the family.

• Explain the ethical issues involved in allowing a person to die or keeping a person artificially alive.

• Locate and include real-life examples from testimonials and studies of people who have recovered and those who have not, including the video you watched.

5. Post your completed argument to the discussion board for your classmates to view. Your argument should be five to six paragraphs long with strong reasoning and examples.

6. Be sure to read others’ posts and respond to at least two by adding clarification, asking questions, or otherwise adding constructively to the discussion.



Deliverable

5.1 2% Journal entry Description For this assignment, you will enter some reflections in your journal. Instructions

1. Answer the following questions in your journal: • Do you remember your dreams? If so, are they more vivid at times of

creativity? Describe some common themes in your dreams. • Has there ever been a time, other than in sleep, when your consciousness

was significantly altered? What happened? How did you transition back to consciousness?

• Have you ever been sleep-deprived (have you been jetlagged or have you pulled an all-nighter)? How did you feel? Describe how your circadian rhythm affected your sleepiness, if at all.


ASSIGNMENT 2B.3: CUMULATIVE QUIZ Learning Objectives


Deliverable

2.1, 2.2, 2.3, 3.1, 5.1 10% Quiz




Description For this assignment, you will answer 15 multiple-choice questions about content covered in readings in Units 1a–2b. Instructions

1. Review the readings from Units 1a–2b. 2. Click the link below to complete the quiz. Allow 45 minutes to complete the quiz.


Unit 3a: Learning and Memory


Visuals 1 Question

Jack took French and Spanish at the same time in high school, and he had a difficult time in both classes. Which effect on memory explains why? Option 1: serial-position effect Option 2: interference effect Option 3: chunking effect Option 4: flashbulb memory effect Correct answer, if needed: 2

[male student at a computer]

2 Tie in to Content

Interference is when old learning is chucked out of the memory to make way for new learning. For a student attempting to learn both Spanish and French at the same time, competing learning will make it more difficult to master either. People can learn two languages at once, but it is harder than just learning one at a time.

[image of confused young man]

3 Unit Overview

In this unit, you will learn about operant conditioning, the concepts of behavior modification, and learning. You will also learn about how memory affects learning, how and why we remember things, and how and why we forget them. Start this unit by reviewing the unit overview.

[Man at computer]



a. Watch the videos relating to this unit to review the concepts found in the text. b. View the tutorial to find out how various types of memory interrelate.

3. Test your knowledge by completing the graded assignments: a. Post your answer to the discussion questions in Assignment 3a.1. b. Submit your outline in Assignment 3a.2. c. Submit the journal entry for Assignment 3a.3.


3.2 Explain the learning process according to the principles of classical and operant conditioning. 5.2 Explain types of memory, the process and stages of memory, and contributors to forgetting.

READINGS The following readings will help you learn about the concepts covered in this unit.



Required Readings

• Read from PSYCH, 1st Ed. • Chapter 6, “Learning” • Chapter 7, “Memory: Remembrance of Things Past—and Future”

Click the links below to access the required readings. [Chapter 6] [Chapter 7] Did You Know? Unit 3a Fact Resource If you are house-breaking your puppy and give it a treat every time it goes to the bathroom outside, you are using ‘Positive Reinforcement,’ a method studied by B.F. Skinner.

Pages 128-130 discuss Skinner and positive and negative reinforcement in greater detail.

LESSONS The Ethics of Little Albert Watch a video of Little Albert, now that you’ve read a bit about him. Consider the following questions as you watch the video: What is your initial reaction to the footage? Why? What does the footage show? What doesn’t it show? Why? Consider a modern study. What would be different? Why? What preconceptions did you come in with about B.F. Skinner and others who study operant conditioning? How does this relate to those conceptions? [Little Albert] Types of Memory Explore the following tutorial to see how the various types of memory interrelate. Then, take the self-check to assess your understanding of the concepts. [Types of Memory] Emotional Memory Why do you remember things that were emotionally charged better than you remember everyday memories? This video explores the neurology in emotional memory through brain scans to isolate the physiology responsible. As you view the video, listen for the following terms and make sure you have an understanding of them:

• FMRI • Negative, positive, and neutral stimuli • Hippocampus • Amygdala • Recall test • Post traumatic stress disorder

[Emotional Memory]


http://d-college.cengage.com/psychology/course360/Psychology_1111101353/rathus_0495601942_chapter06.pdf

http://d-college.cengage.com/psychology/course360/Psychology_1111101353/rathus_0495601942_chapter07.pdf


Unit 3a Elements

Course Location

Element Type/Name Description Source Exact Mapping

Location

LO #

3A Video/Little Albert Watch this classic video of Little Albert and the conditioning he was exposed to as a baby.

http://aristotle.learningmate.com/cng21/psychology/unit3a/lesson/little_albert/ind

ex.html

3.1

3A Learning Module/Types of Memory

Learn to identify types of sensory, short-term, and long-term memory including the Atkinson-Schiffrin model of memory.

http://www.wadsworthmedia.com/psychology/PsychStudy/learning_modules/types_of_memory.html

5.2

3A Video/Emotional Memory

What goes on inside the brain when we are exposed to an emotionally charged event? See how psychologists are using brain-imaging techniques to understand how we learn and store emotional memories.

http://aristotle.learningmate.com/cng21/psychology/unit3a/lesson/emotional_memory/index.html

5.2

GRADED ASSIGNMENTS



Deliverable

5.2 2% Discussion post Description You were once an infant, so you too have probably experienced infantile amnesia. In this assignment, you will identify your earliest memories, possibly with a little help from a photograph. Instructions

1. Review this unit’s required readings. 2. Identify your earliest memory, and consider the questions below. Then, post your

responses to the discussion board: • Describe how old you were, and what you remember. • Has anyone who was older ever actually recalled the event to you? If so, what did

the person tell you? Is the description the same or different? • Do you have any pictures of the event? If so, post the picture and identify people

and things you recall. 3. Be sure to read others’ posts and respond to at least two posts by adding

clarification, asking questions, or adding constructively to the discussion. To guide your responses, consider the following questions:


http://aristotle.learningmate.com/cng21/psychology/unit3a/lesson/little_albert/index.html
















• Analyze the nature of the various posts. Are they emotional memories? What figures were typically present? Parents and grandparents? Animals?

• Do you think memories are clearer when you have other recollections or a photograph to draw from? Or do these data obscure the pure memory you have?

• What do you think conditioning has to do with the nature of these memories, if anything?

ASSIGNMENT 3A.2: RESEARCH PAPER: OUTLINE Learning Objectives


Deliverable

n/a 5% Research Paper Outline Description For this assignment, you will prepare the outline of your research paper using the literature you have reviewed so far. Instructions

1. Finish compiling all the sources you plan to use in your paper. Look over each of the sources to get more direction on how to organize your outline.

2. Construct the outline with the following components: • An introduction

• Introduce the research question • Identify the main researchers of note in this field

• A well-organized body • Organize and discuss the main findings of the literature you reviewed.

All of this discussion should be directly relevant to answering the research question.

• Identify methodologies, theories, and controversies surrounding the research, but keep them organized so the reader is not confused.

• A conclusion that attempts to answer the research question by • Pose a theory based on the research • Evaluate the research reviewed and expressing your ideas about the

future research about the topic or question 3. Each of these sections in the outline should be fleshed out with a paragraph or two.

These can be unfinished ideas and should demonstrate an engagement in, but not a mastery of, the material. Remember that you are not expected to have read all the pages of the sources you’ve identified. A good rule of thumb is to read through all the abstracts to make sure you have a sense of how each source will contribute to the overall form.


ASSIGNMENT 3A.3: CASE STUDY Learning Objectives


Deliverable

3.2 3% Responses to case study Description For this assignment, you will review and analyze a case study. You will develop thoughtful responses to the questions included about the case. Instructions

1. Read the case study on Kendra by clicking the link below.




[Case Study 1] 2. Write an analysis of the psychological factors that are involved in learning and

memory that are at work in the case. In particular, consider: • How have Kendra and Austin been conditioned? What/who is the source of the

conditioning? • What is the source of Austin’s smell aversion? • How do Kendra’s memories differ from Austin’s? Why?

3. Submit your work to your instructor.


Unit 3b: Thinking, Language, and Intelligence


Visuals 1 Question

What is a language acquisition device (LAD)? Option 1: a tool that helps people speak Option 2: an inborn tendency for language Option 3: a computer that teaches foreign languages Option 4: a robotic component that vocalizes commands Correct answer, if needed: 2

[image of baby on page 172 of textbook]

2 Tie in to Content

Noam Chomsky has posited that all humans are equipped at birth with the capacity to acquire language. He dubbed this inborn tendency, or “hardwiring,” the language acquisition device. Do you agree? Do you think that all humans are capable of some sort of language and communication?

[group of men at a computer]

3 Unit Overview

In this unit, you will learn about the connection between language acquisition and intelligence. You will read about how nature and nurture affect language and intelligence, and consider different measurements of intelligence. Start this unit by reviewing the unit overview.

[Man at computer]



a. Watch the videos relating to this unit to review the concepts found in the text. 3. Test your knowledge by completing the graded assignments:

a. Post your answer to the discussion questions in Assignment 3b.1. b. Submit the journal entry for Assignment 3b.2.


5.3 Explain major concepts related to thinking, problem solving, and decision-making. 6.1 Evaluate the nature versus nurture debate with respect to language acquisition. 6.2 Evaluate the nature versus nurture debate with respect to intelligence.

READINGS The following readings will help you learn about the concepts covered in this unit. Required Readings

• Read from PSYCH, 1st Ed., Chapter 8, “Thinking, Language, and Intelligence” Click the link below to access the required reading.



[Chapter 8] Did You Know? Unit 3b Fact Resource Koko, a lowland gorilla who became a household name after the 1978 film Koko: A Talking Gorilla was made, was said to have been able to understand up to 2,000 English language words and 1,000 signs in American Sign Language!

Pages 169-171 in the text discuss the phenomenon of language in non-humans.

LESSONS Language Development Watch the following video to see examples of overgeneralization. [Early Childhood: Language Development] As you view these assets, make a list of what happens during synaptic transmission. Then consider the following questions: What “errors” do you notice in the way the children speak? Why do you think they make these “errors”? (Consider the English language and the number of irregular verbs.) Try to predict two “errors” another child might make. Watch Caroline. If an adult described the same activity, how would it be different? Why? Nature vs. Nurture How much does early nurturing matter in the development of intelligence? Quite a bit, studies show. Watch the following video that describes the impact on certain areas of the brain that affect the way we learn and the quality of our thought. As you watch, think about your own situation growing up. To what degree can you attribute the person you are to the nurturing (or lack of it) you received as a child? How much intelligence do you think is natural? [Impact of Early Experiences] Unit 3b Elements

Course Location

Element Type/Name Description Source Exact Mapping Location

LO #

3B Video/Early Childhood: Language Development

Learn about language development in early childhood, including learning strategies, vocabulary development, grammar, and common problems

http://aristotle.learningmate.com/cng21/psychology/unit3b/lesson/language_development/index.html

6.2

3B Video/Impact of Early Experiences

Learn the effects of neglect and depression upon the

http://aristotle.learningmate.com/cng21/psychology/unit3b/lesson/impact_of_early_experience

6.1



Course Element Type/Name Description Source LO Location # Exact Mapping Location

brain development of infants and young children.

s/index.html

GRADED ASSIGNMENTS



Deliverable

6.1, 6.2 2% Discussion post Description For this assignment, you will participate in a discussion about the examples you have witnessed of language development. Language Development We have all learned to think and to speak. If you’ve raised children, you’ve seen the development happen, perhaps at a “normal” rate, or perhaps not. Now is the time to share your personal experiences about the stages of language and intelligence development. Instructions

1. Review this unit's required readings. 2. Spend some time watching children you know or listening to children on a

playground. Try to observe children of different ages. 3. Connect what you read about in this chapter with what you saw children do and post

the following to the discussion board: • Estimate the age of each child and give, as best as you can, a verbatim

example. (Ex. “3-yr-old: I sleeped. Then I waked up.” - overregularization) • Use the language you learned in the chapter to connect each example to an

idea. • Please do not name any specific children (even your own).

4. Be sure to read others’ posts and respond to at least two posts by adding clarification, asking questions, or adding constructively to the discussion. To guide your responses, consider the following questions:

• Why do you agree or disagree with the examples and classification your peers gave?

• What patterns have you noticed between others’ posts? • Please note: Replying with “Good answer!” or “I agree!” is not acceptable.

You need to engage in the discussion and ask questions or provide other ideas for thought in your response(s).



Deliverable

5.3, 6.1 2% Discussion post Description For this assignment, you will enter some reflections in your journal. Instructions

1. Answer the following questions in your journal:




• In your personal experience, how much is intelligence influenced by nature? Include examples of your own intelligence, and your experience with children in your life to support your ideas.

• Which of Gardner’s and Sternberg’s intelligences do you think you exhibit most? Why?

• Weigh in on the nature vs. nurture debate. Do you believe that intelligence is inherited or learned? Give reasons and use evidence from the textbook and other sources to support your position.


Introductory Psychology Appendix

Appendix A: Learning Objectives (LO) Matrix Learning Objective (LO) Assessment

Course Outcome 1 Describe the major perspectives and methods that govern the study of mental processes and behaviors.

1.1 Describe how psychologists view mental processes and behaviors from evolutionary, cognitive, humanistic-existential, psychodynamic, behavioral, and sociocultural perspectives.

1A.1, 1A.3

1.2 Explain how psychologists use critical thinking and the scientific method to study mental processes and behaviors.

1A.3

1.3 Describe the major characteristics of psychoanalytic, humanistic, behavioral, cognitive, and biological approaches to therapy.

5.1, 6.3

Course Outcome 2 Examine the biological structures and processes that underlie psychological phenomena.


2B.3


1B.1, 1B.3, 2B.3


2A.1, 2A.3, 2B.3

Course Outcome 3 Describe the contributions of major figures and scientific studies to the understanding of psychological phenomena.

3.1 Define the origins of psychology. 2B.3 3.2 Explain the learning process according to the principles of classical and operant conditioning.

3A.3, 4B.3

Course Outcome 4 Evaluate theories that attempt to explain various aspects of human behavior and mental processes.

4.1 Analyze theories of motivation and emotion. 4A.1, 4A.2, 4B.3 4.2 Describe the psychoanalytic, trait, learning, humanistic, and sociocultural theories of personality.

4B.1, 4B.2, 4B.3

Course Outcome 5 Apply psychological principles to the analysis of everyday experiences and real-life examples.

5.1 Explain the nature of sleep, sleep disorders, and altered states of consciousness.

2B.1, 2B.2, 2B.3

5.2 Explain types of memory, the process and stages of memory, and contributors to forgetting.

3A.1, 4B.3

5.3 Explain major concepts related to thinking, problem solving, and decision-making.

3B.2, 4B.3

Course Outcome 6 Examine the relative influence of biological, environmental, and sociocultural factors on human psychology.

6.1 Evaluate the nature versus nurture debate with respect to 3B.1, 3B.2, 4B.3




language acquisition. 6.2 Evaluate the nature versus nurture debate with respect to intelligence.

3B.1, 4B.3

6.3 Analyze the principles and dynamics of social psychology, including attitudes, social perception, social influence, and group behavior.

6.1, 6.3

Course Outcome 7 Examine current scientific research and findings related to various types of psychological disorders.

7.1 Classify the types and symptoms of schizophrenia, mood disorders, anxiety disorders, somatoform disorders, dissociative disorders, and personality disorders.

5.3, 6.3

7.2 Explain the causes of schizophrenia, mood disorders, anxiety disorders, somatoform disorders, dissociative disorders, and personality disorders with respect to physiological, environmental, and cognitive factors.

5.3, 6.3


Appendix B: Element Mapping Matrix (contains all assets in the course) Course Location

Element Type / Name Description Source (Internal Use Only) Exact Mapping Location

LO #

Keywords and Topics

1a NetLab/Psychology Today: The Historical Context

Utilize your knowledge of how psychology has developed to fill out a series of questions about the history of psychology.


3.1 History of psychology

1a Video/Synaptic Transmission

See the progress of nerve impulses

http://www.wadsworthmedia.com/psychology/media/InterferenceSynTrans.ram http://aristotle.learningmate.com/cng21/psychology/unit1a/lesson/synaptic_transmission/index.html

2.1 ACH, interference, post-synaptic potentials, neurotransmitters, ACHE, inhibitors, ACHEI, nerve gases

1A Tutorial/Action Potential Watch a demonstration of an action potential, then test your knowledge with quiz items.


2.1 Action potential, neuron, axon, nerve, signal, neurotransmitters, lock and key, depolarization, intercell communication





















Course Location

Element Type / Name Description Source (Internal Use Only) Exact Mapping Location

LO #

Keywords and Topics

Unit 1B Learning Module

Learning Module/Object Permanence

Learn about object permanence and observe how sensorimotor and preoperational children perform on object permanence tasks.

www.wadsworthmedia.com/psychology/now/learning_modules/piaget_obj_perm.html

2.2 Object permanence, sensorimotor, child, development, Piaget, stages

Unit 1B Video

Age Compression A description of how children are growing up faster and demanding adult products earlier than before.

http://www.wadsworthmedia.com/psychology/abcvideos/age_compression.ram http://aristotle.learningmate.com/cng21/psychology/unit1b/lesson/age_compression/index.html

2.2 Consumer, development, cell phones, marketing, advertising, demand, market

Unit 1B Reading

“Race differences in parental influences on child achievement: multiple pathways to success.”

Article (Required) Gale http://find.galegroup.com/srcx/infomark.do?action=interpret&docType=IAC&type=retrieve&tabID=T002&prodId=SRCCE-1&docId=EJ3010339216&source=gale&version=1.0&userGroupName=acd_srcce&finalAuth=true

2.2





















Appendix C: Course Storyboard A. Course Skin This course uses the following colors, styles, fonts, and graphical icons.

• Colors • Styles • Fonts • Graphical Icons

B. Course Navigation The following is the navigation for this course. The navigation identifies the layout of the course including the top-level navigation (button names) and all common elements of the course including nomenclature of assets and sections (e.g., readings, audio intros, lesson presentations, games, self-assessments, etc). The navigation must work across LMS platforms particularly Blackboard, Angel, and Moodle.

Announcements Course Information

Course Description Course Outcomes Learning Objectives Textbook Syllabus (Course Outline) Cooperative and Collaborative Assignments

Calendar Unit 1a

Introduction: Engager Unit Overview Readings

Required Did you know? Lessons

History of Psychology Delving into the Brain

Assignments 1a.1 Discussion 1a.2 Research Paper: Topics List 1a.3 Journal Entry

Unit 1b Introduction: Engager Unit Overview Readings

Required Optional

Did you know? Lessons

Peek-a-Boo! How Soon Is Now?

Assignments 1b.1 Discussion 1b.2 Research Paper: Research Question 1b.3 Journal Entry

Unit 2a Introduction: Engager




Unit Overview Readings


3-D Eye Ear Wars

Assignments 2a.1 Discussion 2a.2 Research Paper: Bibliography 2a.3 Journal Entry


Required Did you know? Lesson

Stages of Sleep Assignments


Unit 3a Introduction: Engager Unit Overview Readings


The Ethics of Little Albert Types of Memory Emotional Memory

Assignments 3a.1 Discussion 3a.2 Research Paper: Outline 3a.3 Case Study



Language Development Nature vs. Nurture

Assignments 3b.1 Discussion 3b.2 Journal Entry


Appendix D: Media Storyboard Template Use the following template when developing new media for the course. This course has no new media.

CL Media Storyboard.doc



Appendix E: Instructor Guide (iGuide)

Psychology iGuide


Introduction to Psychology iGuide

Introduction This document was prepared as a reference for use by instructors teaching this course. There are four sections: (1) Course Outline, (2) Teaching Tips, (3) Answer Keys, and (4) Generic Grading Rubrics. The Course Outline is the same as the one presented to students. The Teaching Tips are a collection of all tips provided in the original course design. Tips are organized in a table by order of presentation in the course. The Answer Key is the collection of answers to assignments not covered by the generic grading rubrics located in the Rubrics section. This guide may be used in conjunction with the instructor materials accompanying the course textbook, if there is one.

A. Before the Class Starts It is important to review this document in its entirety at before teaching this class. Get to know the course navigation, course outline, content (on- and off-line, required and optional), and all assessments. Review the Teaching Tips and think about what additional tips you may want to share with your students. As the course progresses, communicate all grading criteria and expectations to students in a timely manner. Taking the time to prepare and become familiar with the course will ensure a successful experience for both you and your students.

B. Course Description

Introduction to Psychology explores the major perspectives, principles, theories, and methods that govern the study of mental processes and behaviors. You will trace psychology’s historical roots, scientific basis, and major perspectives. In addition, you will consider contemporary and historical theories of how biological, cognitive, and environmental factors underlie and influence human development, sensation and perception, consciousness, intelligence, and social dynamics. This course also will introduce you to the theories and processes essential to learning, memory, motivation, and personality. Additionally, you will identify psychological disorders and their treatments, and discuss application of psychological principles to everyday experiences and real-life examples.

C. Assessment Matrix Assessment Type Weight as a

Percentage Rubric

Discussions (10) 20% Discussion Rubric

Case Studies (4) 10% Written Rubric Journal Entries (5) 10% Written Rubric Cumulative Quizzes (2) 20% Automatic

Grading Research Paper (6) 30% Research Paper

Rubric Final Exam 10% Automatic

Grading

D. Learning Objectives Matrix Learning Objective (LO) Assessment



Course Outcome 1 Describe the major perspectives and methods that govern the study of mental processes and behaviors.

1.1 Describe how psychologists view mental processes and behaviors from evolutionary, cognitive, humanistic-existential, psychodynamic, behavioral, and sociocultural perspectives.

1A.1, 1A.3

1.2 Explain how psychologists use critical thinking and the scientific method to study mental processes and behaviors.

1A.3

1.3 Describe the major characteristics of psychoanalytic, humanistic, behavioral, cognitive, and biological approaches to therapy.

5.1, 6.3

Course Outcome 2 Examine the biological structures and processes that underlie psychological phenomena.


2B.3


1B.1, 1B.3, 2B.3


2A.1, 2A.3, 2B.3

Course Outcome 3 Describe the contributions of major figures and scientific studies to the understanding of psychological phenomena.

3.1 Define the origins of psychology. 2B.3 3.2 Explain the learning process according to the principles of classical and operant conditioning.

3A.3, 4B.3

Course Outcome 4 Evaluate theories that attempt to explain various aspects of human behavior and mental processes.

4.1 Analyze theories of motivation and emotion. 4A.1, 4A.2, 4B.3 4.2 Describe the psychoanalytic, trait, learning, humanistic, and sociocultural theories of personality.

4B.1, 4B.2, 4B.3

Course Outcome 5 Apply psychological principles to the analysis of everyday experiences and real-life examples.

5.1 Explain the nature of sleep, sleep disorders, and altered states of consciousness.

2B.1, 2B.2, 2B.3

5.2 Explain types of memory, the process and stages of memory, and contributors to forgetting.

3A.1, 4B.3

5.3 Explain major concepts related to thinking, problem solving, and decision-making.

3B.2, 4B.3

Course Outcome 6

Examine the relative influence of biological, environmental, and sociocultural factors on human psychology.

6.1 Evaluate the nature versus nurture debate with respect to 3B.1, 3B.2, 4B.3



language acquisition. 6.2 Evaluate the nature versus nurture debate with respect to intelligence.

3B.1, 4B.3

6.3 Analyze the principles and dynamics of social psychology, including attitudes, social perception, social influence, and group behavior.

6.1, 6.3

Course Outcome 7

Examine current scientific research and findings related to various types of psychological disorders.

7.1 Classify the types and symptoms of schizophrenia, mood disorders, anxiety disorders, somatoform disorders, dissociative disorders, and personality disorders.

5.3, 6.3

7.2 Explain the causes of schizophrenia, mood disorders, anxiety disorders, somatoform disorders, dissociative disorders, and personality disorders with respect to physiological, environmental, and cognitive factors.

5.3, 6.3

Course Outline Unit/Week Readings Assignments & Activities

Contributing to Grade Learning Outcomes

Unit 1a. Historical, Scientific, and Biological Foundations

Required: PSYCH; Chapter 1: page 4 (from Psychology as a Science) to page 23 PSYCH; Chapter 2

1a.1 Discussion 1a.2 Research Paper: Topics List 1a.3 Journal Entry

LO 1.1 LO 1.2 LO 2.1 LO 3.1

1b. Development Over the Lifespan

Required: PSYCH; Chapter 3; “Race differences in parental influences on child achievement: multiple pathways to success.”

1b.1 Discussion 1b.2 Research Paper: Research Question 1b.3 Journal Entry

LO 2.2

2a. Sensation and Perception


2a.1 Discussion 2a.2 Research Paper: Bibliography 2a.3 Journal Entry

LO 2.3

2b. Consciousness



LO 5.1

3a. Learning and Memory


3a.1 Discussion 3a.2 Research Paper: Outline 3a.3 Case Study

LO 3.2 LO 5.2

3b. Thinking, Language, and Intelligence


3b.1 Discussion 3b.2 Journal Entry

LO 5.3 LO 6.1 LO 6.2



4a. Motivation and Emotion


4a.1 Discussion 4a.2 Case Study

LO 4.1

4b. Personality


4b.1 Discussion 4b.2 Case Study 4b.3 Cumulative Quiz

LO 4.2

5. Psychological Disorders and Therapies


5.1 Discussion 5.2 Research Paper: Draft 5.3 Case Studies

LO 1.3 LO 7.1 LO 7.2

6. Social Psychology


6.1 Discussion 6.2 Research Paper: Final Draft 6.3 Final Examination

LO 6.3

Teaching Tips Course Location Teaching Tips Unit 1a Announcement:

Welcome to Unit 1 of Introductory Psychology! This unit is split into two sections, 1a and 1b. You will complete both of these in one week. In Unit 1a, you will get an overview of the field of psychology and explore links between philosophy, medicine, and psychology. You will also explore the mechanisms in the brain that cause us to feel pleasure, sense pain, and experience complex emotions as well as construct conscious thought. Post the following announcement: This week requires you to read and understand a lot of text. Use the Discussion Board Welcome Center to communicate with your peers and your instructor about concepts you are struggling with.

Assignment 1a.1: Discussion

Teaching Tips 1. Consider assigning specific TV shows or movies if you feel like

you have populations that will not be able to connect across genres. You could also introduce some movies or parts of movies in class to engage students. Here is a list of other possible movies and TV shows and their relevance to psychology.

List of Movies and TV Shows.doc

2. Model good discussion practices by jumping into the boards as well. Encourage students to follow up on their own posts by including further leading questions in your posts.

Refer to the Cooperative and Collaborative Activities (Discussion) Grading Rubric.



Assignment 1a.2: Research Paper: Topics List

Teaching Tips If you wish to focus the class on a narrow set of topics, provide a short list to students. Then have them use the textbook or other resources to learn more about each topic, and choose one that interests them. Grading Criteria You should list three possible topics and specify a rationale for researching each. Refer to the Research Paper Grading Rubric.

Assignment 1a.3: Journal Entry

Grading Criteria You should answer each question thoughtfully and honestly. There is no predetermined length for responses, but you should assume about one half to one full page per question will be an acceptable response length. Refer to the Written Grading Rubric.

Unit 1b Introduction: If you live with or work with small children, you know that you have changed a lot since you were small. Many of these are physical changes, but there are many psychological changes you’ve undergone, many that you were aware of and some you may not have been. Babies and children experience the world differently than adults. You may know some of the major changes by name—“the terrible twos” or “tweens”—but each phase includes some critical shifts in hormones, cognitive boundaries, and life experiences that add new capabilities to our psychological capacity. Announcement: As you move through this unit, consider your own experiences, as well as the experiences of children, teens, and adults who are older than you are.

Assignment 1b.1: Discussion


• To get you and your peers talking • To display your understanding of the stages of development.

You should participate by carefully creating an engaging presentation that makes connections between the photographs and the content from the textbook. Then, you should post your presentation and reply to at least two other posts. As needed, you may revise and post a new version of your presentation to the board to ensure full credit for the assignment. Your responses should show careful consideration, thought, understanding of the readings, and respect for peers. Teaching Tips 1. Consider assigning students to create their presentations around

Piaget’s, Erikson’s, or Kohlberg’s stages of development. 2. Encourage students to use sources other than the textbook, as

needed. Refer to the Cooperative and Collaborative Activities (Discussion) and Presentation Grading Rubrics.

Assignment 1b.2: Grading Criteria



Research Paper: Research Question

You should list three possible research questions in complete sentences. Each question should list one or two sources of information that sparked your interest in the topic and helped you narrow your question. Refer to the Research Paper Grading Rubric.

Assignment 1b.3: Journal Entry

Teaching Tips 1. If a student believes that he or she cannot locate children to

observe, suggest that he or she locate home videos posted on YouTube or other video sharing sites.

2. Another option is to have students create scenarios that illustrate each of these stages, if observing children will prove to be too difficult.

Grading Criteria You should answer each question thoughtfully and honestly. There is no predetermined length for responses, but you should assume about one to two full pages per reflection will be an acceptable response length. Refer to the Written Grading Rubric.

Unit 2a Introduction: In 2004, researchers conducted an intriguing experiment on a set of volunteers. The scientists asked each participant to place his or her hands and forearms under a table, and they placed a rubber hand on top of the table in front of the subject. All the volunteers understood that the arm on the table was not their own, and that it was made of rubber. The scientists began to stroke or tap the hand gently. On average, it took 11 seconds for the participants to “feel” the sensation they were viewing. How did the subjects who knew that they were not actually receiving sensory input actually perceive the sensation? Without our senses, we are closed off from the world. Everything we know about what happens outside of our own minds is filtered through our eyes, ears, nose, mouth, and skin. In this unit, we will explore the biology that affects how we sense and perceive the world, including the five senses as well as a sense of movement and balance. In Unit 1, you read about neural transmission. Anyone who has ever been to a magic show knows that the senses can be tricked by sleight of hand or smoke and mirrors. What then is the relationship between what we sense and what we perceive? What can we learn about how the brain processes sensations that we actually sense and even those it does not? As you read, pay special attention to: • The difference between the absolute threshold and a difference threshold • The different properties of each of the senses • How each of these senses is perceived Teaching Tips If you have students who are sense-challenged, such as color-blind, blind, or deaf, ask them to communicate with you or a partner as they move through the unit to share experiences of the tests as a challenged individual and a typically hearing or seeing individual. If the



communication is rich and interesting, share the exchanges with the other students, with the permission of the challenged student. Announcement: How many senses do you think you have? How do you understand the world through them? In this unit, you will explore the difference between sensation and perception.


Teaching Tips If you have blind or visually challenged students who cannot participate, use the following audio simulations instead: • Effect of Harmonics on Timbre: http://www.wadsworthmedia.com/psychology/now/perception/labs/11_eff_harm.htm • Categorical Perception: http://www.wadsworthmedia.com/psychology/now/perception/labs/cate_per.swf Grading Criteria The point of this discussion is:

• To engage in some visual perception tests to get you thinking about perception.

• To get you and your peers talking. You should participate by posting your reactions and then replying to at least two other posts. Your responses should show careful consideration, thought, understanding of the readings and simulations, and respect for peers. Refer to the Cooperative and Collaborative Activities (Discussion) Grading Rubric.

Assignment 2a.2: Research Paper: Bibliography

Grading Criteria You should list six possible sources in APA style. Sources should be current (published within the last 15 years) and professional. Refer to the Research Paper Grading Rubric.

Assignment 2a.3: Journal Entry

Grading Criteria You should answer each question thoughtfully and honestly. There is no predetermined length for responses, but you should assume about one full page per reflection will be an acceptable response length. Refer to the Written Grading Rubric.

Unit 2b Introduction: Within every 24-hour period, your body expects a period of sleep. During sleep, you feel disconnected from your body. In fact, you are probably completely unable to move your body consciously. Various societies have used psychotropic drugs to alter their consciousness on vision quests, seeking mysteries of the subconscious. What do sleep and the influence of drugs have in common? They provide some access to an alternate world: the dream state. In this unit, you will explore consciousness and altered conscious states, such as during sleep, within the meditative state, and under the influence of drugs. As you read, consider what evolutionary purpose you


http://www.wadsworthmedia.com/psychology/now/perception/labs/11_eff_harm.htm

http://www.wadsworthmedia.com/psychology/now/perception/labs/11_eff_harm.htm

http://www.wadsworthmedia.com/psychology/now/perception/labs/cate_per.swf

http://www.wadsworthmedia.com/psychology/now/perception/labs/cate_per.swf


can think of for why humans, and all mammals, need access to the subconscious and unconscious states. Watch the following video that demonstrates what happens when a body is deprived of sleep. [Video: Sleepless in America] Announcement: For this week, keep a sleep/dream journal. Write down: how many hours you sleep in each 24-hour period, including naps; when, where and how you sleep best; and how rested you felt when you woke.


Teaching Tips 1. Monitor the discussion board. The debate may get heated, so

make sure to remove any inappropriate or aggressive posts. 2. Encourage students to use sources other than the textbook, as

needed. Grading Criteria You should participate by posting your presentation and then replying to at least two other posts. Your responses should show careful consideration, thought, understanding of the readings, and respect for peers. Refer to the Cooperative and Collaborative Activities (Discussion) Grading Rubric.



Assignment 2b.3: Cumulative Quiz

Grading Criteria The quiz will be automatically graded.

Unit 3a Introduction: Imagine a room full of school children. A teacher enters with a huge chocolate layer cake and asks, “Who would like to try this cake?” You can imagine what happens next: every child’s hand shoots into the air. The children would respond instantaneously. The reaction is a habit related to the classroom. All the children want cake, but why have they raised their hands, and not just responded in words or by walking over to the cake? The answer is simple: the teacher has successfully conditioned them to raise their hands and wait to be called upon. Children receive conditioning in schools and elsewhere. Our society is set up to reward “good” behavior and to punish “bad” behavior. Of course, not everyone follows the rules, and not everyone receives commensurate rewards and punishment. Still, operant conditioning has a strong effect in learning, and so it is very common in schools, law enforcement, and other foundational areas of our society. In this unit, you will explore models of classical conditioning and its relationship to learning and memory.


http://academic.cengage.com/psychology/discipline_content/abcvideos/sleepless_america.ram



Announcement: Welcome to Unit 3 of Introductory Psychology. This unit is split into two sections, 3a and 3b. You will complete both of these in one week. In Unit 3a, you will learn about classical and operant conditioning, including the work of Ivan Pavlov and B.F. Skinner. You will also explore how memory works and the mechanisms in the brain that causes us to remember and to forget. Post the following announcement: Try to gather a few pictures from your childhood this week. You will use them in one of the activities. Also, the outline for your research paper is due this week. Make sure you have visited the library or done enough research that you can compose a solid basic structure for your paper.



• To explore the nature of memory • To connect the reading to a personal event

You should participate by posting your own memories and then posting an analysis of other posts. You should review at least four posts by your peers. Your analyses should show careful consideration, thought, understanding of the readings, and respect for peers. Refer to the Cooperative and Collaborative Activities (Discussion) Grading Rubric.

Assignment 3a.2: Research Paper: Outline

Teaching Tips 1. Remind students that if they are not comfortable working with

Roman numerals in a traditional outline format, they can consider a different format. Some possible outlines are:

a. A list of headings and paragraph-length descriptions of what information will fall under each; b. Headings with bulleted lists under each; c. Numbered paragraphs that describe what each section will include.

2. Also remind students that at each stage, they may identify a source that is not actually fitting for the paper. They should feel free to add and remove sources, but to alert you so that you can approve the new sources, as necessary.

Grading Criteria You should post an outline that conveys an understanding, though not a mastery, of the material, and a strong organizational structure to support the review itself. Refer to the Research Paper Grading Rubric.

Assignment 3a.3: Case Study

Grading Criteria You should answer each question thoughtfully and honestly. There is no predetermined length for responses, but you should assume about one half to one full page is an acceptable response length.



Refer to the Written Grading Rubric. Unit 3b Introduction:

How did you learn to talk? How did you learn to think? Most of this probably happened way before you can remember. Watch the following video for an overview of the development process. As you watch, think about patterns you notice at each stage of development: [Infants and Toddlers: Language Development] In this unit, you will be asked to observe children struggling with language development. You will also be asked to consider how children think. Think about your own experiences. What “formative” events helped you realize new concepts or ideas? How did your schema develop over time? How will it continue to develop as you read this chapter? Announcement: In Unit 3A, you learned about Learning and Memory. In this unit, you will learn about how thinking, language, and intelligence are intertwined in early development. You will also learn how nature, nurture, and culture affect language and intelligence. Post the following announcement: This week, listen to how children at different ages speak. Identify some irregularities in grammar, syntax, and sense. Keep these in a notebook to share in your discussion.


Teaching Tips 1. If a student cannot locate children to observe, suggest that he or she locate home videos posted on YouTube or other video sharing sites. 2. Model good discussion practices by jumping into the boards as well. Encourage students to follow up on their own posts by including further leading questions in your posts.


• To identify practical, empirical examples of the concepts you learned in this reading.

• To compare a range of children’s language development. You should participate by answering all three questions and then replying to at least two other posts. Your responses should show careful consideration, thought, understanding of the readings, and respect for peers. Refer to the Cooperative and Collaborative Activities (Discussion) Grading Rubric.




Generic Grading Rubrics [The following rubrics are generic and are available as reference for use in this course. Use only the applicable rubrics. Rubrics can be altered for a course as the design necessitates. You may need to build a new rubric if one of the following are not applicable to the assignments in the course.] COOPERATIVE AND COLLABORATIVE ACTIVITIES (DISCUSSION)

Points x Multiplier= Total Points

CRITERIA

Exceeds Requirements

(5 points)

Meets Requirements (3-4 points)

Needs Improvement (1-2 points)

Incomplete (0 points)

Weighting

Points (out of

5)

Multiplier Total

Participation

• Submits discussion by the posted deadlines.

• Follows assignment instructions.

• Does not submit discussion by the posted deadlines.

• Follows assignment instructions.

• Does not submit discussion by the posted deadlines.

• Does not follow instructions.

• Does not participate in discussion.

20%

_____

x 4

Contribution

Quality

• Comments stay on task.

• Comments add value to discussion topic.

• Comments motivate other students to respond.

• Comments do not stay on task.

• Comments add value to discussion topic.

• Comments motivate other students to respond.

• Comments do not stay on task.

• Comments do not add value to discussion topic.

• Comments do not motivate other students to respond.


40%

_____

x 8

Contribution Quantity

• Provides initial responses to the assignment.

• Responds to two or more posts.

• Responds to questions/comments to their original posts.


• Responds to two posts.

• Does not respond to questions/ comments to his or her original posts.


• Responds one post. • Does not respond to

questions/ comments to his or her original posts.

• Does not provide initial response.

• Does not respond to other posts.

20%

_____

x 4

Etiquette • Maintains professional language.

• Offers criticism in a constructive manner.

• Provides both positive and negative feedback.

• Does not maintain professional language.

• Offers criticism in a constructive manner.

• Provides both positive and negative feedback.

• Does not maintain professional language.

• Offers criticism in an offensive manner.

• Provides only negative feedback.


20%

_____

x 4

100% Total Points (out of 100)



RESEARCH PAPER RUBRIC Points x Multiplier= Total Points

CRITERIA


(5 points)




Weight Points (out of

5)

Multiplier Total Point

s

Mechanics

• Title is accurate • Paper has fewer than

3 spelling and grammatical errors.

• Title is accurate • Paper has 3-5

spelling and grammatical errors.

• Title is not accurate • Paper has 6 or more


• Title is missing. • Paper is

incomplete.

5%

_____

x 1

_____

Problem

Statement and Option

Identification

• Problem statement is accurate

• Problem statement is appropriate for the audience and purpose.

• 4-5 options (hypotheses) are identified

• Problem statement is accurate

• Problem statement is not appropriate for the audience and/or purpose.

• 2-3 options (hypotheses) are identified

• Problem statement is not accurate

• Problem statement is not appropriate for the audience and/or purpose.

• Fewer than 2 options (hypotheses) are identified

• Problem statement is not present

• Options (hypotheses) are not present

20%

_____

x 4

_____

Data

Collection

• 5 or more sources are cited.

• Sources are cited properly.

• 3-4 sources are cited.

• Sources are cited properly.

• 1-2 sources are cited.

• Sources are cited improperly.

• No appropriate sources are cited.

20%

_____

x 4

_____

Data Analysis and

Synthesis

• Data supports hypotheses.

• Adequate amount of data to prove hypothesis.

• Data is synthesized in a compelling way.


• Adequate amount of data to prove hypothesis.

• Data is not synthesized in a compelling way.


• Not enough data to prove hypothesis.

• Data is not synthesized in a compelling way.

• Data analysis and synthesis are missing or not evident.

40%

_____

x 8

_____

Paper Length,

Organization, and

Conclusion

• Paper meets length requirement.

• Content is logically organized and sequenced.

• Content flows from one concept to the next via transitions.

• Conclusion is supported by the data presentation.


• Content is logically organized and sequenced.

• Content does not flow from one concept to the next via transitions.

• Conclusion is supported by the data presentation.

• Paper does not meet length requirement.

• Content is not logically organized and sequenced.

• Content does not flow from one concept to the next via transitions.

• Conclusion is not supported by the data presentation.


• Paper is incomplete.

• Conclusion is missing.

15%

_____

x 3

_____




WRITTEN (ESSAY, CASE STUDY, ETC) RUBRIC Points x Multiplier= Total Points

CRITERIA


(5 points)




Weight Points (out of 5)

Multiplier Total Points

Mechanics

• Paper has fewer than 2 spelling and grammatical errors.

• Paper has 2-3 spelling and grammatical errors.

• Paper has 4 or more spelling and grammatical errors.


20%

_____

x 4

_____

Introduction

• Topic sentence/ paragraph is accurate.

• Topic sentence/ paragraph is appropriate for the audience and purpose.

• Topic sentence/ paragraph is accurate.

• Topic sentence/ paragraph is not appropriate for the audience and/or purpose.

• Topic sentence/ paragraph is not accurate.

• Topic sentence/ paragraph is not appropriate for the audience and/or purpose.

• Topic sentence/ paragraph is missing.

10%

_____

x 2

_____

Supporting Statements

• 4 or more supporting statements or paragraphs.

• Supporting statements or paragraphs substantiate the topic sentence/ paragraph.

• 2-3 or more supporting statements or paragraphs.

• Supporting statements or paragraphs substantiate the topic sentence/paragraph.

• 1 supporting statement or paragraph.

• Supporting statements or paragraphs do not substantiate the topic sentence/paragraph.

• Supporting statements or paragraphs are missing.

10%

_____

x 2

_____

Supporting Details

• Sufficient number of supporting details.

• Supporting details are accurate.

• Supporting details substantiate supporting statement or paragraph.

• Supporting details are presented clearly.

• Sufficient number of supporting details.

• Not all supporting details are accurate.

• Supporting details substantiate supporting statement or paragraph.

• Supporting details are not presented clearly.

• Insufficient number of supporting details.

• Not all supporting details are accurate.

• Supporting details do not substantiate supporting statement or paragraph.

• Supporting details are not presented clearly.

• Supporting details are missing.

30%

_____

x 6

_____

Length and Organization


• Paper is logically organized and sequenced.

• Content flows from one sentence/ paragraph to the next.


• Paper is logically organized and sequenced.

• Content does not flow from one sentence/ paragraph to the next.


• Paper is not logically organized and sequenced.

• Content does not flow from one sentence/ paragraph to the next.


30%

_____

x 6

_____





PRESENTATION RUBRIC Points x Multiplier= Total Points

CRITERIA


(5 points)




Weight Points (out of

5)

Multiplier Total Points

Mechanics • Title is accurate • Presentation has 2 or

fewer spelling and grammatical errors.

• Title is accurate • Presentation has 3-4


• Title is not accurate • Presentation has 5 or

more spelling and grammatical errors.

• Title is missing.

• Presentation is incomplete.

5%

_____

x 1

_____

Introduction

• Introduction is appropriate for the audience and purpose.

• Introduction clearly states the purpose of the presentation.

• Introduction is appropriate for the audience and purpose.

• Introduction does not clearly state the purpose of the presentation.

• Introduction is not appropriate for the audience and purpose.

• Introduction does not clearly state the purpose of the presentation.

• Introduction is missing.

15%

_____

x 3

_____

Body

• Content supports the purpose of the presentation.

• Content is accurate. • Graphics are accurate. • All content and graphics

are readable. • Sources are cited

appropriately.

• Content supports the purpose of the presentation.

• Content is accurate. • Graphics are accurate. • Some content and graphics

are not readable. • Sources are not cited

appropriately.

• Content does not support the purpose of the presentation.

• Content is not accurate.

• Graphics are not accurate.

• Most content and graphics are not all readable.

• Sources are not cited appropriately.

• Content elements are missing.

40%

_____

x 8

_____

Conclusion

• Conclusion is effective. • Conclusion summarizes

the key points of the presentation.

• Conclusion is not effective. • Conclusion summarizes the

key points of the presentation.

• Conclusion is not effective.

• Conclusion does not summarize the key points of the presentation.

• Conclusion is missing.

15%

_____

x 3

_____

Presentation, Length, and Organization

• Presentation length is appropriate.

• Information is organized effectively.

• All media elements are well designed and well placed.

• Uses color, lines, images, sounds, animations, etc., effectively.

• Media design enhances the text content.

• Presentation length is appropriate.

• Information is organized effectively.

• Most media elements are well designed and well placed.

• Uses color, lines, images, sounds, animations, etc., somewhat effectively.

• Media design enhances the text content.

• Presentation length is not appropriate.

• Information is not organized effectively.

• Most media elements are not well designed or well placed.

• Does not use color, lines, images, sounds, animations, etc., effectively.

• Media design does not enhance the text content.

• Media elements are missing.

25%

_____

x 5

_____


introduction_to_psychology, course development document demo

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