Division of Social and Behavioral Sciences
Department of Psychology
PSYC 2301: Introduction to Psychology
CRN # 89290 -= Alief Campus
Monday & Wednesday - 1 – 3 PM
4 hour lecture course / 48 hours per semester/ 10 weeks
In Person]
Instructor: Catherine Johnson, M. A., L.P.C.
Instructor Contact Information: [email protected]
Department Contact Information: [email protected]
Office Location and Hours Before or after class
Please feel free to contact me concerning any problems that you are experiencing in this course. You do not
need to wait until you have received a poor grade before asking for my assistance. Your performance in my
class is very important to me. I am available to hear your concerns and just to discuss course topics.
Email Policy
HCCS policy requires instructors and students to communicate only through the HCCS email system. If you
have not activated your HCCS student email account, you can do so here
(http://www.hccs.edu/district/students/student-e-maileagle-id/). Generally answered within 24 hours.
Course Description
PSYC 2301 is a survey course of the basic principles underlying human behavior. Emphasis is placed on major
areas of study in the field of psychology, such as motivation, development, thought processes, personality.
Prerequisites
PSYC 2301 requires college-level reading and writing skills. Research indicates that you are most likely to
succeed if you have already taken and passed ENGL 1301. The minimum requirements for enrollment in PSYC
2301 include placement in college-level reading (or take GUST 0342 as a co-requisite) and placement in
college-level writing (or take ENGL 0310/0349 as a co-requisite). If you have enrolled in this course without
having satisfied these prerequisites, you are at higher risk of failure or withdrawal than students who have done
so, and you should carefully read and consider the repeater policy in the HCCS Student Handbook.
Program Student Learning Outcomes (PSLOs)
1. All Students: Upon completion of any course in the psychology program, students will be able to define,
discuss, and apply psychological terms and concepts that are covered in the course and are also referred
to in news reports, self-help materials, and the process of seeking and engaging in psychotherapy.
1
2. Psychology Majors: Upon completion of any course in the psychology program, students who are
seeking undergraduate degrees in psychology will be able to define, discuss, and apply the key terms
and concepts that are covered in the course and are also included in upper division psychology course
that are required for an undergraduate degree in psychology (e.g., abnormal psychology, history, and
systems of psychology).
3. Non-Psychology Majors: Upon completion of any course in the psychology program, students who are
seeing degrees in fields other than psychology will be able to define, discuss, and apply the key terms
and concepts that are covered in the course and are also included in psychology-related course that are
required for degrees in fields other than psychology (e.g., nursing skills, consumer behavior, research
methods).
Course Student Learning Outcomes (CSLOs)
Upon completion of PSYC 2301, the student will be able to:
1. Demonstrate knowledge in multiple (8) areas of psychology, including concepts, facts, and theoretical
perspectives.
2. Define and identify the basic research and evaluation methods used in psychology, including the
strengths and weaknesses of each method.
3. Demonstrate knowledge of and identify concepts related to personal development and the development
and behavior of others.
4. Apply psychological concepts to the solution of issues and problems including ethics, coping with
stressful events, health and wellness, parenting, learning, memory, and /or evaluation of media
presentations.
Core Curriculum Objectives
PSYC 2301 satisfies the social science requirement in the HCCS core curriculum. The HCCS Psychology
Discipline Committee has specified that the course addresses the core objectives as follows:
 Critical Thinking: Students will demonstrate the ability to engage in inquiry and analysis, evaluation
and synthesis of information, and creative thinking by completing a written assignment such as a book
report, research paper, or essay.
 Communication Skills: Students will demonstrate effective development, interpretation and expression
of ideas through written, oral, and visual communication by completing a written assignment such as a
book report, research paper, or essay.
 Quantitative and Empirical Literacy: Students will demonstrate the ability to draw conclusions based
on the systematic analysis of topics using observation, experiment, and/or numerical skills by
completing textbook reading assignments, completing assignments, and answering questions on quizzes
and exams that pertain to Course Student Learning Outcome #2 above.
 Social Responsibility: Students will demonstrate cultural self-awareness, intercultural competency, civil
knowledge, and the ability to engage effectively in regional, national, and global communities by
completing textbook reading assignments, completing assignments, and answering questions on quizzes
and exams that pertain to Course Student Learning Outcome #4 above.
Learning Objectives
OBJECTIVES FOR CSLO #1: Demonstrate knowledge in multiple (8) areas of psychology including
concepts, facts and theoretical perspectives.
CORE DOMAIN 1: THE SCIENCE OF PSYCHOLOGY
1. Major schools of thought in psychology
CORE DOMAIN 2: BIOLOGY AND BEHAVIOR
2
Components of the neuron
Components of the synapse
Action potential
Major neurotransmitters
Medulla
Cerebellum
Hypothalamus
Limbic system
Components of the cerebrum
Plasticity
Endocrine system
Mirror neurons
CORE DOMAIN 3: LEARNING
1. Learning
2. Reinforcement
3. Punishment
4. Observational learning
CORE DOMAIN 4: MEMORY
1. Characteristics of short-term memory
2. Characteristics of long-term memory
CORE DOMAIN 5: HUMAN DEVELOPMENT
1. Phases of prenatal development
2. Piaget's stages of cognitive development
3. Erikson's stages of psychosocial development
4. Alzheimer's disease
CORE DOMAIN 6: STRESS AND HEALTH
1. General Adaptation Syndrome (GAS)
2. Post-traumatic stress disorder (PTSD)
CORE DOMAIN 7: PERSONALITY
1. Personality
2. Conscious, unconscious, preconscious mind
3. Id, ego, and superego
4. Freud's psychosexual stages
5. Big Five personality traits
CORE DOMAIN 8: ABNORMAL BEHAVIOR AND THERAPIES
1. Agoraphobia
2. Social anxiety disorder
3. Generalized anxiety disorder
4. Specific phobias
5. Panic disorder
6. Obsessive-compulsive disorder
7. Dissociative identity disorder
8. Schizophrenia
9. Major depressive disorder
10. Bipolar disorder
11. Personality disorders
OBJECTIVES FOR CSLO#2: Define and identify the basic research and evaluation methods used in
psychology, including the strengths and weaknesses of each method.
CORE DOMAIN 1: THE SCIENCE OF PSYCHOLOGY
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
3
Scientific method
Descriptive methods
Representative sample
Experimental method
CORE DOMAIN 2: BIOLOGY AND BEHAVIOR
1. Methods of studying the brain
CORE DOMAIN 3: LEARNING
1. Methods used by Pavlov, Watson, and Skinner
CORE DOMAIN 4: MEMORY
1. Recall
2. Recognition
CORE DOMAIN 6: STRESS AND HEALTH
1. Social Readjustment Rating Scale (SRRS)
CORE DOMAIN 7: PERSONALITY
1. Objective tests (inventories)
2. Projective tests
CORE DOMAIN 8: ABNORMAL BEHAVIOR AND THERAPIES
1. Purpose, organization, and content of the DSM-5
OBJECTIVE FOR CSLO#3: Demonstrate knowledge of and identify concepts related to personal
development and the development and behavior of others.
CORE DOMAIN 1: THE SCIENCE OF PSYCHOLOGY
1. Differences among the major theoretical perspectives in psychology
CORE DOMAIN 2: BIOLOGY AND BEHAVIOR
1. Processes that occur when a neuron is activated
2. How neurotransmitters affect behavior
3. Functions of the frontal lobes
4. Difference between the central and peripheral nervous systems
5. Functions of the sympathetic and parasympathetic nervous systems
6. How the pituitary gland affects behavior
7. How the adrenal glands affect behavior
CORE DOMAIN 3: LEARNING
1. How classical conditioning modifies an organism's responses to stimuli
2. How operant conditioning modifies an organism's responses to stimuli
3. Difference between positive and negative reinforcement
4. Factors that influence the effectiveness of punishment
CORE DOMAIN 4: MEMORY
1. Information-processing approach to memory
2. Reconstructive memory
3. The function of schemas
4. Causes of forgetting
CORE DOMAIN 5: HUMAN DEVELOPMENT
1. Effects of teratogens and other negative factors on prenatal development
2. Relationship between contact comfort and attachment
3. Differences among the various patterns of attachment
4. Difference between the social learning and gender schema theory explanations of gender role development
5. Process of cognitive development as Piaget explained it
6. Proposed causes of Alzheimer's disease
CORE DOMAIN 6: STRESS AND HEALTH
1. Effects of stress on the immune system
1.
2.
3.
4.
4
Effects of daily hassles on stress
Factors that influence individual's capacity for resisting the effects of stress
CORE DOMAIN 7: PERSONALITY
1. Function of defense mechanisms in Freud's theory
2. Views of humanistic theorists regarding the personality
3. Bandura's concept of reciprocal determinism
CORE DOMAIN 8: ABNORMAL BEHAVIOR AND THERAPIES
1. Criteria for abnormal behavior
2. Possible causes of schizophrenia
3. Symptoms of major depressive disorder.
4. Symptoms of bipolar disorder
5. Suicide risk factors
OBJECTIVES FOR CSLO#4: Apply psychological concepts to the solution of current issues and problems
including ethics, coping with stressful events, health and wellness, parenting, learning, memory, and /or
evaluation of media presentations.
CORE DOMAIN 1: THE SCIENCE OF PSYCHOLOGY
Students will apply
1. Ethical standards for psychological research
CORE DOMAIN 2: BIOLOGY AND BEHAVIOR
Students will apply
1. Principles of behavior genetics
CORE DOMAIN 3: LEARNING
Students will apply
1. Principles of behavior modification
2. Self-efficacy
CORE DOMAIN 4: MEMORY
Students will apply
1. Techniques for improving memory
CORE DOMAIN 5: HUMAN DEVELOPMENT
Students will apply
1. Effects of the authoritarian, authoritative, and permissive parenting styles on children's development
CORE DOMAIN 6: STRESS AND HEALTH
Students will apply
1. Difference between problem-focused and emotion-focused coping
2. Benefits of meditation
CORE DOMAIN 7: PERSONALITY
Students will apply
1. Views of Abraham Maslow regarding self-actualization
CORE DOMAIN 8: ABNORMAL BEHAVIOR AND THERAPIES
Students will apply
1. Difference between psychologists and psychiatrists
2.
3.
Instructional Methods
Success in the Course
As with any three-hour course, you should expect to spend at least six hours per week outside of class reading
and studying the material. I will provide assignments to help you use those six hours per week wisely.
Additional time will be required for the written assignment. Successful completion of this course requires a
combination of reading the textbook, attending class, completing assignments in Eagle Online [Delete if you do
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not use Eagle Online], and participating in class discussions. There is no short cut for success in this course; it
requires reading (and probably re-reading) and studying the material using the course objectives as your guide.
This section of PSYC 2301 will use Eagle Online to supplement in-class assignments, exams, and activities.
HCCS Open Lab locations may be used to access the Internet and Eagle Online. YOU MUST USE FIREFOX
AS YOUR BROWSER. For a free download of Firefox for free, go to http://www.mozilla.org/enUS/firefox/new/
Instructional Materials
King, L. (2015). The Science of Psychology 3E. New York, NY: McGraw-Hill.
Final Exam Handbook
Posted on Eagle Online
Exams and Assignments
Exams
We will have four exams, each worth one hundred points. They are all multiple choice – 50 questions each.
You must bring a scantron to each exam.
Written Assignment
Please see Syllabus you received in class for description of written assignments. There are also examples
included.
FINAL EXAMINAION
All students will be required to take a comprehensive departmental final exam consisting of 100 multiplechoice questions. Students must provide their own Scantron forms (FORM NUMBER 882-E-LOVAS). All the
information students need to prepare for the exam is in the Final Exam Handbook. The final exam may not be
taken early under any circumstances.
You must get at least 50% of the items correct on the final to pass the course. Students who are absent from the
final exam without discussing their absence with the instructor in advance or within 24 hours afterward will
receive a course grade of Incomplete. Any student who does not take a makeup exam by the end of the
following long semester will receive a final exam grade of zero and a course grade of F.
HCC Grading Scale
A
100-90
B
89-80
C
79-70
D
69-60
F
<60
FX
Failure due to non-attendance
IP (In Progress)
W (Withdrawn
I (Incomplete)
AUD (Audit)
4 points per semester
3 points per semester
2 points per semester
1 point per semester
0 points per semester
0 points per semester
0 points per semester
0 points per semester
0 points per semester
0 points per semester
6
IP (In Progress) is given only in certain developmental courses. The student must re-enroll to receive credit.
COM (Completed) is given in non-credit and continuing education courses. To compute grade point average
(GPA), divide the total grade points by the total number of semester hours attempted. The grades “IP,” “COM”
and “I” do not affect GPA.
Makeup Policy
Please see syllabus I gave you in class.
Incomplete Grades
In order to receive a grade of Incomplete (“I”), you must have completed at least 85% if the work in the course.
In all cases, the instructor reserves the right to decline a student’s request to receive a grade of Incomplete.
Syllabus Modifications
The instructor reserves the right to modify the syllabus at any time during the semester.
COURSE CALENDAR
Feb. 17 – Mar. 7
Mar. 2
Mar. 7
Mar. 7 – Mar. 30
Mar. 28
Mar. 30
Mar. 30 – Apr. 18
Apr. 13
Apr 18
Apr. 18 – May 9
Apr. 27
May 4
May 9
Chapter 1 – What is Psychology
Chapter 2 – Psychology’s Scientific Method
Chapter 3 – Biological Foundations of Behavior
First Self Discovery Journal due
Exam on Chapters 1, 2, 3
Chapter 6 – Learning
Chapter 7 – Memory
Second Self Discovery Journal due
Exam on Chapters 6 & 7
Chapter 9 – Human Development
Chapter 12 – Personality
Third Self Discovery Journal due
Exam on Chapters 9 & 12
Chapter 17 – Health Psychology
Chapter 15 – Psychological Disorders
Chapter 16 – Therapies
Internet assignment due
Fourth Self Discovery Journal due
Final Comprehensive Departmental Exam
Instructor and Student Responsibilities
As your Instructor, it is my responsibility to:
 Provide the grading scale and detailed grading formula explaining how student grades are to be derived
 Facilitate an effective learning environment through class activities, discussions, and lectures
 Description of any special projects or assignments
 Inform students of policies such as attendance, withdrawal, tardiness and make up
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

Provide the course outline and class calendar which will include a description of any special projects or
assignments
Arrange to meet with individual students before and after class as required
To be successful in this class, it is the student’s responsibility to:
 Attend class and participate in class discussions and activities
 Read and comprehend the textbook
 Complete the required assignments and exams:
 Ask for help when there is a question or problem
 Keep copies of all paperwork, including this syllabus, handouts and all assignments
 Attain a raw score of at least 50% on the departmental final exam
 Be aware of and comply with academic honesty policies in the HCCS Student Handbook and HCCS
Distance Education Student Handbook
TITLE IX OF THE EDUCATION AMENDMENTS OF 1972, 20 U.S.C. A§ 1681 ET. SEQ.
Title IX of the Education Amendments of 1972 requires that institutions have policies and procedures that protect
students’ rights with regard to sex/gender discrimination. Information regarding these rights are on the HCC website under
Students-Anti-discrimination. Students who are pregnant and require accommodations should contact any of the ADA
Counselors for assistance. See http://www.hccs.edu/district/departments/institutionalequity/title-ix-know-your-
rights/.
Attendance
You are encouraged to attend each class since regular attendance correlates with good grades. Be on time and
attend the entire class. If you must be absent, you are, of course, responsible for the material covered in class in
your absence (see the Course Schedule). Be advised that instructors must drop students who fail to attend class
by the official date of enrollment. In addition, instructors may drop students who miss six hours of class time.
Withdrawal
If you decide to withdraw from the course, it is your responsibility to file the proper paperwork with the
registrar’s office. Discuss your decision to withdraw from the class with your instructor before you finalize the
paperwork.
Classroom Conduct
I expect students to conduct themselves professionally in their communications with me, their classmates, and
college staff and administration. Behavior inappropriate to the collegiate setting (including but not limited to
abusive/derogatory/threatening/harassing language directed at the instructor or towards other students, staff or
administrators) will not be tolerated, and may result in removal from the course if severe and/or repeated.
Student Organizations
Psi Kappa
All students are invited to join Psi Kappa, an organization that can help students learn about psychology outside
the classroom, serve the community, meet students in other PSYC classes, interact with PSYC faculty, and learn
leadership skills. For more information, visit the Psi Kappa page on the HCC Learning Web, the Psi Kappa
blog, and the Psi Kappa Facebook page.
Psi Beta
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HCC has an active chapter of Psi Beta: National Honor Society in Psychology for Community and Junior
Colleges. To learn more about this organization visit the Psi Beta website. For information about the HCC
chapter, visit the Psi Beta page on the HCC Learning Web.
Psychology Achievers Scholarship
To be eligible for the $125 per semester Psychology Achievers Scholarship, a student must (1) meet all HCC
Foundation criteria for scholarship eligibility, and (2) make an A in either PSYC 2301 or PSYC 2314. For more
information, visit the HCC Foundation scholarship website.
Tutoring
AskOnline provides free, confidential, and convenient academic support to HCC students in an online
environment. Tutoring is provided by HCC personnel in order to ensure that it is contextual and appropriate.
HCCS Student Policies
All students are responsible for reading and understanding the HCCS Student Handbook, which contains
policies, information about conduct, and other important information. Access the handbook at this link:
http://central.hccs.edu/students/student-handbook/
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APPENDIX A
PSYC 2301 OBJECTIVES AND KEY TERMS
KING
THE SCIENCE OF PSYCHOLOGY
3RD EDITION
OBJECTIVES FOR CSLO #1: Demonstrate knowledge in multiple (8) areas of
psychology including concepts, facts and theoretical perspectives.
CORE DOMAIN 1: THE SCIENCE OF PSYCHOLOGY
2. Major schools of thought in psychology
CORE DOMAIN 2: BIOLOGY AND BEHAVIOR
13. Components of the neuron
14. Components of the synapse
15. Action potential
16. Major neurotransmitters
17. Medulla
18. Cerebellum
19. Hypothalamus
20. Limbic system
21. Components of the cerebrum
22. Plasticity
23. Endocrine system
24. Mirror neurons
CORE DOMAIN 3: LEARNING
5. Learning
6. Reinforcement
7. Punishment
8. Observational learning
CORE DOMAIN 4: MEMORY
3. Characteristics of short-term memory
4. Characteristics of long-term memory
CORE DOMAIN 5: HUMAN DEVELOPMENT
5. Phases of prenatal development
6. Piaget's stages of cognitive development
7. Erikson's stages of psychosocial development
8. Alzheimer's disease
CORE DOMAIN 6: STRESS AND HEALTH
3. General Adaptation Syndrome (GAS)
4. Post-traumatic stress disorder (PTSD)
CORE DOMAIN 7: PERSONALITY
6. Personality
7. Conscious, unconscious, preconscious mind
8. Id, ego, and superego
9. Freud's psychosexual stages
10. Big Five personality traits
CORE DOMAIN 8: ABNORMAL BEHAVIOR AND THERAPIES
12. Agoraphobia
13. Social anxiety disorder
10
Generalized anxiety disorder
Specific phobias
Panic disorder
Obsessive-compulsive disorder
Dissociative identity disorder
Schizophrenia
Major depressive disorder
Bipolar disorder
Personality disorders
OBJECTIVES FOR CSLO#2: Define and identify the basic research and evaluation
methods used in psychology, including the strengths and weaknesses of each method.
CORE DOMAIN 1: THE SCIENCE OF PSYCHOLOGY
5. Scientific method
6. Descriptive methods
7. Representative sample
8. Experimental method
CORE DOMAIN 2: BIOLOGY AND BEHAVIOR
2. Methods of studying the brain
CORE DOMAIN 3: LEARNING
1. Methods used by Pavlov, Watson, and Skinner
CORE DOMAIN 4: MEMORY
1. Recall
2. Recognition
CORE DOMAIN 6: STRESS AND HEALTH
2. Social Readjustment Rating Scale (SRRS)
CORE DOMAIN 7: PERSONALITY
3. Objective tests (inventories)
4. Projective tests
CORE DOMAIN 8: ABNORMAL BEHAVIOR AND THERAPIES
2. Purpose, organization, and content of the DSM-5
OBJECTIVE FOR SLO#3: Demonstrate knowledge of and identify concepts related to
personal development and the development and behavior of others.
CORE DOMAIN 1: THE SCIENCE OF PSYCHOLOGY
2. Differences among the major theoretical perspectives in psychology
CORE DOMAIN 2: BIOLOGY AND BEHAVIOR
1. Processes that occur when a neuron is activated
2. How neurotransmitters affect behavior
3. Functions of the frontal lobes
4. Difference between the central and peripheral nervous systems
5. Functions of the sympathetic and parasympathetic nervous systems
6. How the pituitary gland affects behavior
7. How the adrenal glands affect behavior
CORE DOMAIN 3: LEARNING
5. How classical conditioning modifies an organism's responses to stimuli
6. How operant conditioning modifies an organism's responses to stimuli
7. Difference between positive and negative reinforcement
8. Factors that influence the effectiveness of punishment
14.
15.
16.
17.
18.
19.
20.
21.
22.
11
CORE DOMAIN 4: MEMORY
1. Information-processing approach to memory
2. Reconstructive memory
3. The function of schemas
4. Causes of forgetting
CORE DOMAIN 5: HUMAN DEVELOPMENT
7. Effects of teratogens and other negative factors on prenatal development
8. Relationship between contact comfort and attachment
9. Differences among the various patterns of attachment
10. Difference between the social learning and gender schema theory explanations of
gender role development
11. Process of cognitive development as Piaget explained it
12. Proposed causes of Alzheimer's disease
CORE DOMAIN 6: STRESS AND HEALTH
4. Effects of stress on the immune system
5. Effects of daily hassles on stress
6. Factors that influence individual's capacity for resisting the effects of stress
CORE DOMAIN 7: PERSONALITY
4. Function of defense mechanisms in Freud's theory
5. Views of humanistic theorists regarding the personality
6. Bandura's concept of reciprocal determinism
CORE DOMAIN 8: ABNORMAL BEHAVIOR AND THERAPIES
6. Criteria for abnormal behavior
7. Possible causes of schizophrenia
8. Symptoms of major depressive disorder.
9. Symptoms of bipolar disorder
10. Suicide risk factors
OBJECTIVES FOR CSLO#4: Apply psychological concepts to the solution of current
issues and problems including ethics, coping with stressful events, health and wellness,
parenting, learning, memory, and /or evaluation of media presentations.
CORE DOMAIN 1: THE SCIENCE OF PSYCHOLOGY
Students will apply
2. Ethical standards for psychological research
CORE DOMAIN 2: BIOLOGY AND BEHAVIOR
Students will apply
2. Principles of behavior genetics
CORE DOMAIN 3: LEARNING
Students will apply
3. Principles of behavior modification
4. Self-efficacy
CORE DOMAIN 4: MEMORY
Students will apply
2. Techniques for improving memory
CORE DOMAIN 5: HUMAN DEVELOPMENT
Students will apply
2. Effects of the authoritarian, authoritative, and permissive parenting styles on
children's development
12
CORE DOMAIN 6: STRESS AND HEALTH
Students will apply
3. Difference between problem-focused and emotion-focused coping
4. Benefits of meditation
CORE DOMAIN 7: PERSONALITY
Students will apply
2. Views of Abraham Maslow regarding self-actualization
CORE DOMAIN 8: ABNORMAL BEHAVIOR AND THERAPIES
Students will apply
1. Difference between psychologists and psychiatrists
APPENDIX B
Learning Exercises
The Learning Exercises on the following pages are resources that instructors may choose to use in a variety of
ways. They may be graded or ungraded. If graded, instructors must provide students with clear grading criteria
and an explanation of how grades on the exercises fit into the instructor’s course grading formula. Appropriate
uses of Learning Exercises include:
1. Instructor-guided activities (graded or ungraded)
2. Small group activities (graded or ungraded)
3. Extra credit
13
What is Psychology?
1. List the fundamental goals of psychological research. Explain, with an example, how each of these goals is
accomplished in a research study.
2. Describe why the branch of positive psychology is important to the study of human beings.
3. Describe the term pseudoscience. Provide one example.
4. Describe the concept of functionalism. Who was most closely associated with this approach?
5. Discuss Charles Darwin's theory of evolution and the process of natural selection.
6. Describe the biological approach to psychology and include a discussion on neuroscience.
7. Explain the psychodynamic approach to psychology.
8. Explain the cognitive approach to psychology.
9. Explain the sociocultural approach to psychology.
10. What is psychopathology?
14
Research Methods
1.
One of the major advantages of the _____ scientific method is that it allows investigation in natural
surroundings.
2.
A tentative assumption about the behavior that is tested through research is called a _____.
3.
What scientific method would most likely be used to demonstrate that the observation of violence on
television causes children to act aggressively?
4.
In an experiment, the variable that is assumed to affect a subject's behavior and which is manipulated is
called the _____ variable.
5.
In an experiment, the measure of a subject's performance is which variable?
6.
In an experiment, the _____ group receives the treatment and the _____ group does not.
7.
Many times physicians are asked to participate in studies of new drugs. ABC Drug Company has
formulated a new drug to use in the treatment of anxiety. They have asked Dr. XYZ to use the new drug
in the treatment of anxiety among her patients. They have asked her to treat patients randomly selected
from her anxiety patients with this new drug. Each week for three months she will record the degree of
anxiety of her patients. ABC Drug Company provided her with bottles of the drug for each patient, each
coded with a different number. She was asked to note this number on all observations for the patient.
Half of the bottles contained the new drug, the other half contained a placebo (a pill that looked just like
the drug but contained only an inert substance that could be expected to have no effect on anxiety).
ABC Drug Company purposely did not tell the physician which bottles contained the drug and which
contained the placebo.
a.
Why did they not tell the physician which bottles contained the real drug?
b.
ABC Drug Company is using the _____ scientific method.
c.
Identify the independent variable.
d.
Identify the dependent variable.
e.
Identify the experimental group.
f.
Identify the control group.
8.
An investigator was interested in the effect of a nutritionally poor diet during pregnancy on the
likelihood of brain defects. She realized it would be unethical to take a group of pregnant women and
assign half of them to a condition in which they would consume a nutritionally inadequate diet. She
chose instead to collect data on the nutritional adequacy of the mother's diet and the occurrence of a
birth defect of all children born in the hospitals of a large city for one month.
a.
What sort of scientific study would she be using?
b.
If the two variables are significantly related, can she conclude that the children's birth defects are
caused by the mother's nutritionally inadequate diet? Explain your answer.
9.
The experimental and correlational methods differ in that the _____ method does NOT allow us to make
inferences about cause and effect.
10.
Research based on which scientific method would best enable us to predict people's academic success
based on knowledge of their performance on a standardized intelligence test?
15
11.
Many magazines conduct surveys of their readers on certain issues. Because most of these magazines
appeal to only a very circumscribed audience, e.g., working women only, women only, men only,
psychologists only, their results may not be valid because they are disregarding the limitation of _____.
12.
Clinicians are very likely to use the _____ method because the observations of their own patients affords
them an almost unending supply of ready information. Some examples of this method include Freud's
study of his clients to develop a theory of personality and Luria's study of the deficits in higher cortical
functions of men with penetrating head wounds during World War II.
For each of the following experimental investigations (#13-#17), identify the independent variable (IV) and the
dependent variable (DV). There may be more than one IV and/or more than one DV. Identify the experimental
group and the control group for each.
13.
A researcher is interested in how heart rate and blood pressure are affected by viewing a violent film
sequence as opposed to a nonviolent film.
a. Independent Variable
b. Dependent Variable
c. Experimental Group
d. Control
Group
14.
An organizational psychologist develops a new training program to improve clerk's courtesy in a large
chain of retail stores. She conducts an experiment to see if the training program leads to a reduction in
the number of customer complaints.
a. Independent Variable
b. Dependent Variable
c. Experimental Group
d. Control
Group
15.
A researcher studies how stimulus complexity and contrast (light and dark variations) affect infants'
attention. He manipulates complexity and contrast of stimuli and measures how long infants stare at
them.
a. Independent Variable
b. Dependent Variable
16.
A psychologist investigates the impact of group size on subjects' conformity in response to group
pressure.
a. Independent Variable
b. Dependent Variable
17.
To test the effects of hunger on taste sensitivity, study participants are deprived of food for 0, 2, 4, 6, or
8 hours before they are given a test of taste sensitivity.
a. Independent Variable
b. Dependent Variable
c. Experimental Group
d. Control
Group
18.
An investigator would like to study the relationship between the incidence of Disease X and blood type.
She would probably use the _____ scientific method because she is unable to manipulate blood type.
She will be _____ (able, unable) to assert that having a certain blood type causes one to be more prone
to Disease X.
19.
In research using the _____ scientific method, an investigator would manipulate one variable in order to
observe the effect on another variable.
20.
In an experiment, the group that receives no treatment and is included only for the sake of comparison is
called the _____ group.
16
21.
Jane Goodall observed chimpanzees in the wild in order to better understand their behavior. She used
the _____ scientific method. Her method had the advantage of _____.
22.
One might withhold knowledge of which subjects received the experimental treatment from the person
testing the subjects in order to avoid _____.
23.
Surveys are valid only if the subjects are a _____ sample of the population.
24.
What are two limitations of the case study method?
17
Appendix B
Answer Key: Methods of Science
(Total of 45 answers)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
naturalistic observation
hypothesis
experimental
independent
dependent
experimental
control
a.
to avoid experimenter bias
b.
experimental
c.
the presence or absence of the new drug
d.
degree of anxiety
e.
the group that received the new drug
f.
the group that received the placebo
correlational
no, because one cannot infer a cause-and-effect relationship from correlational studies
correlational
correlational
a sample representative of the population
case study
a.
type of film viewed (violent or nonviolent)
b.
heart rate and blood pressure
c.
group viewing the violent film
d.
group viewing the nonviolent film
a.
presence or absence of the training program
b.
number of customer complaints (courtesy)
c.
group that receives the training program
d.
group that does not receive the training program
a.
stimulus complexity and stimulus contrast
b.
how long infants stare at various stimuli (infants' attention)
a.
group size
b.
conformity in response to group pressure
a.
length of time subjects are deprived of food
b.
taste sensitivity
c.
groups deprived of food for 2, 4, 6, or 8 hours
d.
group deprived of food for 0 hours (tested immediately after eating)
correlational
unable
experimental
control
naturalistic observation; allowed her to view natural, typical, spontaneous behavior of the subjects
experimenter bias
representative
the cause of the behavior cannot be established the degree to which the findings can be generalized to
the population is limited
18
Experiment or Correlation?
Classify each study as an experiment or correlation. Remember, experiments have (1) a manipulated
independent variable, and (2) random assignment of participants to experimental and control groups. Studies
that do not have a manipulated independent variable and/or do not have random assignment of participants to
groups are correlations.
1. Dr. Judd wants to study the prejudice among college students. He asks participants in his study to play a
video game and to shoot a gun only when a character in the game is holding a gun. One-third of participants
play a game that features only African American characters. One-third play a game with only Caucasian
characters. One-third play a game in which half of the characters are African American and half are Caucasian.
Dr. Judd randomly assigns participants to the three groups.
A. Experiment
B. Correlation
2. A researcher wants to study how public displays of affectionate behavior (e.g., kissing, holding hands,
hugging) change as people age. He visits ten shopping centers and records the number of times couples behave
affectionately toward each other and makes a reasonable guess as to how old they are. He groups couples into
age categories and calculates the average number of displays of affection for each group.
A. Experiment
B. Correlation
3. Dr. Jones wanted to study the relationship between men’s exposure to pornography and their attitudes toward
women. He hypothesized that as men’s exposure to pornographic films increases, their attitudes toward women
become more negative. To test his hypothesis, Dr. Jones asked participants to wait in a small room in which a
pornographic video was playing on a large screen television. After each participant entered the room, Dr. Jones
flipped a coin. When the coin toss resulted in tails, he immediately switched the video to a documentary about
the migratory behavior of Canadian geese. When the toss produced heads, he left the pornographic video on.
After ten minutes had passed, Dr. Jones told participants he was ready for them in the testing room. Once in the
testing room, each participant completed a survey of attitudes toward women.
A. Experiment
B. Correlation
4. Professor Alade believes that students who perform poorly on exams may be working too many hours at their
part-time jobs. To test his hypothesis, he gives an exam on which the final question is “How many hours a week
do you work?” He then organizes students into three groups: (a) 0-5 hours, (b) 6-10 hours, and (c) 11 hours or
more. Finally, Professor Alade calculates an average exam score for each group.
A. Experiment
B. Correlation
19
5. Dr. Rawlings is a physician who works in a weight-loss clinic. She believes that obesity is caused by low
self-esteem. She decides to give each of her patients a self-esteem inventory and to compare their scores to the
test publisher’s data on average self-esteem among American adults. Dr. Rawlings then randomly assigns
patients with below-average scores to therapy and no-therapy groups. The therapy group participates in a sixweek program designed to raise their self-esteem. The no-therapy group continues with Dr. Rawlings’s usual
treatment. At the end of the program, she compares the groups’ self-esteem scores and progress on their weightloss plans.
A. Experiment
B. Correlation
6. Mary has been diagnosed with an anxiety disorder. Her psychiatrist is studying the effects of a new, fastacting anti-anxiety drug. When Mary visits the psychiatrist’s office, he asks her if she would like to volunteer to
participate in the study, and she agrees. The psychiatrist immediately gives Mary a small white tablet and asks
her to take it. Mary complies. The psychiatrist then asks her to return to the waiting room. Ten minutes later, the
psychiatrist calls her back into his office and asks if she is feeling less anxious. He records her answer on a
spreadsheet that he will later send to the drug manufacturer. Mary is unaware of the fact that the tablet the
psychiatrist gave her was a placebo or that he had selected her to receive the placebo based on her high scores
on an anxiety survey he had given her the week before.
A. Experiment
B. Correlation
7. Jerri believes that yoga is more effective for relieving stress than simply lying on the floor with closed eyes
for the same amount of time. She randomly divides her students to either perform yoga or to lie on the floor for
30 minutes, and then she gives them a stress test.
A. Experiment
B. Correlation
8. Mrs. Mintz believes that students in her German classes learn vocabulary more effectively when they can use
new words in songs rather than just memorizing them. She assigns her morning students to learn new words in
songs, and she assigns her afternoon students to use an alphabetical list to memorize the new words. She later
tests all students' ability to define the words and counts the number of correctly defined words.
A. Experiment
B. Correlation
9. Professor Malaz wants to learn more about how students who express forceful opinions in class affect other
students’ attitudes toward the professor. He asks his graduate assistant, Geri, to pretend to be a student in his
Wednesday morning introductory psychology class. Dr. Malaz devises a plan in which Geri will openly
challenge the content of his lectures. The plan calls for each challenge to result in a back-and-forth exchange
that lasts at least ten minutes. During the sixth class meeting, Geri will announce that she is dropping the class,
because she lacks confidence in Dr. Malaz’s grasp of the subject matter. During the seventh week, Dr. Malaz
will administer professor evaluation surveys to his Monday class as well as his Wednesday class (the one in
which Geri pretended to be a student). He will then compare the evaluations of students in the Monday class to
those of students in the Wednesday class.
A. Experiment
B. Correlation
20
10. Dr. Billings asks study participants, all of whom are office workers, to take home a stapler from their offices
and to lie about it later during a polygraph test. He then randomly assigns a number to each participant. Those
with odd numbers take the test in a room in which there are several employee information posters displayed.
The heading on one of the posters says, “If you have ever taken one of these items…” with images of various
office supplies below it. At the bottom of the poster is “…you have stolen from your employer.” Dr. Billings
compares the polygraph performance of participants in the room with the poster to those of participants in the
room without the poster.
A. Experiment
B. Correlation
21
Answer Key: Experiment or Correlation?
1. A. Experiment
2. B Correction
3. A Experiment
4. B Correlation
5. A Experiment
6. B. Correlation
7. A. Experiment
8. B. Correlation
9. B. Correlation
10. A. Experiment
22
The Brain. Nervous System, and Endocrine System
1. The _________________ is the basic cell that makes up the nervous system.
2. The long tube-like part of the neuron that carries the messages to other cells is the _______________.
3. The branch-like structures project from the neuron’s cell body and receive messages from other neurons
are the _______________.
4. The ________________ is another name for the cell body of the neuron.
5. The fatty substances produced by certain glial cells that coat the axons of neurons to insulate, protect,
and speed up the neural impulse is the _______________.
6. Bundles of axons that travel together through the body are known _______________.
7. The charged particles located inside and outside of the neuron are called _______________.
8. The state of the neuron when not firing a neural impulse is known as the _______________
_______________.
9. The term __________________ _________________ refers to the firing of a
10. _______________ are chemicals found in the synaptic vesicles which, when released, have an effect on
the next cell.
11. A(n) _______________ neurotransmitter causes the receiving cell to fire.
12. A(n) _______________ neurotransmitter prevents the receiving cell from firing.
13. All neurons that are inside the brain and spinal cord are part of the _______________ nervous system.
14. All neurons that are outside in the brain and spinal cord are part of the _______________ nervous
system.
15. The _______________ nervous system, a division of the peripheral nervous system, consists of nerves
which control all of the involuntary muscles, organs, glands, and sensory pathway nerves.
16. The part of the autonomic nervous system that is responsible for reacting to stressful events is called the
_______________ nervous system.
17. The part of the autonomic nervous system that is responsible for returning the body to normal after it
reacts to a stressful event is called the _______________ nervous system.
18. A machine designed to record the brain wave patterns produced by electrical activity of the surface of
the brain is called a(n) _______________.
19. The part of the lower brain located behind the pons that controls and coordinates involuntary, rapid, fine
motor movement is called the _______________.
23
20. The ________________ relays sensory information from the lower part of the brain to the proper areas
of the cortex.
21. The _________________ ___________________ plays an important part in regulating emotions.
22. The _______________ is a curved structure located within each temporal lobe, responsible for the
formation of long-term memories.
23. The _______________ is a brain structure located near the hippocampus which is responsible for fear
responses.
24. The _______________ is the outermost covering of the brain, consisting of densely packed neurons,
responsible for higher thought processes and interpretation of sensory input.
25. The thick band of neurons that connects the right and left cerebral hemispheres is called the
_________________ _______________.
26. The section of the brain located at the rear and bottom of each cerebral hemisphere containing the visual
centers of the brain is the called the _______________ lobes.
27. The sections of the brain located at the top and back of each cerebral hemisphere, containing the centers
for touch, taste, and temperature sensations is called the _______________ lobes.
28. The _______________ lobes are located just behind the temples and contain neurons responsible for
hearing.
29. The _______________ lobes are the areas of the cortex located in the front and top of the brain,
responsible for higher mental processes and decision-making.
30. The _______________ glands secrete chemicals called hormones directly into the bloodstream.
24
Answer Key: The Brain. Nervous System, and Endocrine System
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
41.
42.
43.
44.
45.
46.
47.
48.
49.
50.
51.
52.
53.
54.
55.
56.
57.
58.
59.
60.
neuron
axon
dendrites
soma
myelin
nerves
ions
resting potential
action potential
neurotransmitters
excitatory
inhibitory
central
peripheral
autonomic
sympathetic
parasympathetic
electroencephalograph
cerebellum
hypothalamus
limbic system
hipocampus
amygdala
cerebral cortex
corpus callosum
occipital
parietal
temporal
frontal
endocrine
25
Operant Conditioning
Use the chart to classify each underlined behavior as the result of positive reinforcement, negative
reinforcement, positive punishment, or negative punishment.
Positive: added stimulus
Reinforcement: Behavior increases as a result of an
increased
added desirable stimulus such as
behavior
food, praise, or a special privilege.
Punishment:
decreased
behavior
Behavior decreases as a result of an
added aversive stimulus such as a
physically uncomfortable situation
or event.
Negative: subtracted stimulus
Behavior increases because it
terminates or causes the learner to
avoid an aversive stimulus such as a
physically uncomfortable situation or
event.
Behavior decreases because it
terminates or causes the learner to
lose a desirable stimulus such as
food, praise, or a special privilege.
1. Ever since Willie had to pay a large fine, he has held his speed below the limit. Willie's speeding behavior
was ________ when he had to pay the large fine.
2. Betty Lou has rarely forgotten to complete her chores since the day that her mother severely chastised her for
not vacuuming the house. Betty Lou's forgetting to do chores behavior was _____________ when her mother
chastised her.
3. Two-year old Ginger touched the hot stove and quickly removed her finger. She no longer touches the stove.
Her behavior of keeping her hands away from the stove was ____________.
4. Jean takes ibuprofen when she has a headache, because the first time she took it for a very bad headache, it
stopped. Jean's taking of ibuprofen was ______________________.
5. During the six weeks since Mary's mother took away her cell phone for a week for coming home an hour late
from her date, Mary has not come home late from a date a single time. Mary's coming home late behavior was
__________________ by the loss of her cell phone privileges.
6. Ever since three-year-o1d Jesus's mother scolded him for running out into the street, he has rarely darted out
into the street. Jesus's behavior of running into the street was _______________ when his mother scolded him.
7. Roberta whined for Froot Loops until her mother put the cereal in the cart to get Roberta to be quiet.
Roberta's whining for whatever she wants is increasing. Her mother’s behavior of buying whatever Roberta
whines for is also increasing. Roberta's whining is being ______________. Her mother's buying whatever
Roberta whines for is being ___________________.
8. Betty has given up movies and other pleasures to have more time to study whenever test time is near. Her
approach to studying dates from her experience of studying night and day for a psychology test on which she
received an "A." Betty's study behavior was
.
9. Melinda aspired to be a member of the drill team. To her dismay, the captain of the team got all of the girls to
vote against her, because Melinda had flirted with the captain's boyfriend. Since then, Melinda has stopped
flirting. Melinda's flirting behavior was ______________.
26
10. Anxiety about her grades drove Nancy to study an hour each day for her psychology exam. After studying
for an hour, she feels less anxious. Her study behavior is being ______________.
11. Since winning a thousand dollars on a scratch-off lottery ticket, Mrs. Jones has bought a scratch-off lottery
ticket every time she has gone to the grocery store. Mrs. Jones' ticket-buying behavior was ________________
by winning the money.
12. Jim was involved in a driving-under-the-influence accident, and the Judge suspended his license for six
months. During the year since his driver's license was reinstated, Jim has either taken a taxi home or asked
someone else to drive when he has been drinking. Jim's driving-under-the-influence behavior was
_____________ by the Judge's suspension of his license.
13. Jane's cat has clawed her furniture much less since she started squirting him with a water gun each time he
claws the furniture. His clawing behavior has been ____________________.
14. When her skin began to tingle while sunbathing, Rosalie moved into the shade. Since then, Rosalie moves
into the shade whenever she has the same tingling sensation while sunbathing. Her behavior of moving into the
shade has been
.
15. When Jimmy's mother saw that her son had gotten started on cleaning his room, she stopped her angry rant
about the condition of his room. Since then, the condition of Jimmy's room has been much improved. Jimmy's
room cleaning behavior was _____________________.
16. Whenever a steer starts to break loose from the herd, a cowboy at the Circle Q Ranch zaps it with an electric
cattle prod. As a result, the animals quickly move back into the herd. The steers' behavior of leaving the herd is
_____________by the cattle prod.
17. Two-year-old Jerry climbed up on the kitchen counter and took two cookies from the cookie jar. When his
mother discovered him on the counter, she was so relieved that he had not been injured that she hugged and
kissed him and let him keep the cookies. In the last couple of weeks Jerry's mother has found him on the
counter with his hands in the cookie jar several times. Jerry's cookie-stealing behavior was
_________________.
18. Eric has become increasingly attentive since the therapist began shocking him for failing to pay attention.
Eric's inattentive behavior was ______ by the shock, and his attentive behavior was ______________ by it.
19. At each performance the dolphins were given a fish after a successful leap through the hoop. Their behavior
of jumping through the hoop was____________.
20. Lisa and Jimmy Joe used to argue all the time over which television show to watch. Since their mother
started turning off the TV every time they fight about a program, the frequency of their arguments has declined.
Their arguing behavior has been _____________________.
27
Answer Key: Operant Conditioning
1. negatively punished
2. positively punished
3. negatively reinforced
4. negatively reinforced
5. negatively punished
6. positively punished
7. positively reinforced, negatively reinforced
8. positively reinforced
9. negatively punished
10. negatively reinforced
11. positively reinforced
12. negatively punished
13. positively punished
14. negatively reinforced
15. negatively reinforced
16. positively punished
17. positively reinforced
18. positively punished, negatively reinforced
19. positively reinforced
20. negatively punished
28
The Structure of Human Memory
Memory Structure
Characteristics
Sensory Memory
Working Memory
Long-Term Memory
29
How Information is Lost
Answer Key: The Structure of Human Memory*
Memory Structure
Sensory Memory
Characteristics
Large capacity
How Information is Lost
Lack of attention
Extremely limited duration
Working Memory
Limited capacity
Displacement
Short duration
Interference
Site of all processing of incoming
and retrieved information
Number of bits of information
exceeds capacity of STM
7 +/- 2 bits of information
Long-Term Memory
Unlimited capacity
Decay
Separate, but related, systems for
different types of information
Interference
Schemas
Encoding failure
Networks
Repression/motivated forgetting
Reconstruction introduces bias and
error into memories
*Additional answers possible based on information in textbook
30
Appendix B
Piaget's Stages of Cognitive Development
FORMAL OPERATIONS - 11 years to Adult
 Can think and reason essentially as an adult.
 Can apply logical rules to situations that violate principles of reality.
 Can think not only about the way things are, but also about how they might be
different.
 Can reflect on their own feelings, attitudes, and actions--can think about what others
think about the,
 Can manipulate, understand, and reason in abstract terms.
 Can formulate hypotheses, accepting and rejecting them be testing them against
available facts.
CONCRETE OPERATIONS - 7 to 11 years
 Logical, but concrete in their thinking, i.e., can think only in terms of concrete things they
can handle or imagine--can classify on several dimensions and understand mathematical
concepts, provided they are applied to concrete objects or events.
 During period, achieves conservation, the principle that attributes such as mass, weight,
volume, etc. remain unchanged regardless of irrelevant changes in the external appearance of
an object that have no affect on that attribute.
 During period, achieve decentration, the ability to comprehend more than one aspect of a
problem at a time.
 During period, achieve reversibility, the ability to understand that actions that affect objects,
if reversed in sequence, will return the objects to their original state.
 Can view things from perspectives other than their own--thus can infer what another person
knows or may be thinking.
PREOPERATIONAL - 2 to 7 years
 Characterized by centration, i.e., focus on only one attribute, or dimension, at a time.
 Characterized by irreversibility, i.e., the inability to mentally retrace their steps in order to reach a
conclusion.
 Characterized by egocentric thinking, i.e., viewing situations only from their own perspective-cannot distinguish between themselves and the outside world--cannot put themselves in someone
else’s place.
 Characterized by animistic thinking, i.e., the belief that inanimate objects, especially those that
move or appear to move, are alive, are conscious, have feelings, etc.
 Use symbols to represent the external; world, i.e., language, the use of words to stand for objects.
SENSORY - MOTOR - Birth to 2 years
 Develop object permanence, the realization that objects continue to exist even though they are not presently
sensed. The development is gradual and continues throughout the period, so that in the later stages they not
only realize that objects continue to exist, but actively search for vanished objects, and later still even begin
to experiment actively with things to discover how various actions affect an object or outcome. This is the
most important task of children during the sensory-motor period because it helps them to understand such
concepts as time, space, and causality, and to realize that they are separate from objects and from other
people.
 During period, develop a sense of self-recognition, i.e., the ability to name themselves in a mirror.
31


Learn about the world through their senses and motor activities.
Begin cognitive development by responding primarily by reflex.
32
Piaget's Theory of Cognitive Development
On your own paper, fill in the blank with the correct term. There are a total of 30 answers.
1.
When asked why the stars twinkle, Sarah replied, “Because they are happy.” According to Piaget,
Sarah's thinking is _____, and she is in the _____ stage of cognitive development.
2.
Angelina views water poured from a glass of regular shape into one of an irregular shape and a different
diameter. Because she has just seen the water poured into the second glass and can imagine the reverse
of pouring water from the second glass back into the first glass, Angelina is certain that the amount of
water in the two glasses is the same--even though the water levels in the two glasses are quite different.
Angelina is demonstrating the principle of _____ and is in the _____ stage of cognitive development.
3.
Three-month-old Georgia shakes her rattle because she loves to hear it, but when the rattle slips under
the covers, it’s “out of sight, out of mind.” She doesn’t search for it and she doesn’t cry because it’s
gone. According to Piaget, Georgia is in the _____ stage of cognitive development.
4.
Peter can debate the relative merits of nuclear and non-nuclear energy for generating electricity.
According to Piaget, Peter is probably in the _____ stage of cognitive development.
5.
Johnny continues to search for his ball after it has rolled out of sight; however, he is sure that all fourfooted animals are dogs, regardless of whether they bark or meow. According to Piaget, Johnny has
probably reached the _____ stage of cognitive development.
6.
Paul has begun to use representational thought. He is aware that he has a sister, but it would never occur
to him that his sister has a brother and that he is that brother. His mother can still “trick” him into
drinking more milk by pouring it into a smaller cup, and telling him he has less to drink, so “Drink up!”
Even if Paul saw her pour the milk into the smaller cup, her “trick” would still work because, according
to Piaget, Paul is at the _____ stage of development and cannot yet mentally retrace his steps in
thinking, i.e., his thinking is still characterized by _____.
7.
The fact that Jerome realizes that the mass of a ball of clay is the same, no matter what its shape,
indicates that he has achieved at least the _____ Piagetian stage of cognitive development and is able to
comprehend more than one aspect of a problem at a time, i.e., he has achieved _____.
8.
According to Piaget, which stage of cognitive development is characterized by coordination of sensory
information and motor activity and the lack of the use of symbols to represent the external world?
9.
Piaget believed that children can first think hypothetically in the _____ stage of cognitive development.
10.
Susan and David seem to be unable to understand how anyone can perceive anything differently than
they do. Also they believe the amounts of water in two beakers of different diameters are equal if the
water is at the same level in the two beakers. According to Piaget, Susan and David are in the _____
stage of cognitive development. Their inability to handle the conservation problem is related to thinking
that is characterized by _____, i.e., a focusing on only one attribute, or dimension, at a time.
11.
Sharon would prefer a long piece of licorice compared to the same amount cut into smaller pieces
because she cannot yet understand the concept of conservation. Sharon also believes that the sun and
moon are alive because when she walks, they seem to follow her. According to Piaget, Sharon probably
33
is at the _____ stage of cognitive development.
12.
13.
Patsy sees some candy and attempts to grab it. You put the candy in a drawer that is within her reach,
but she acts as if she doesn't know it is there, and makes no move to open the drawer. Based upon this
behavior, according to Piaget, Patsy is in the _____ stage of cognitive development.
Mary knows that pouring a liquid into a different shaped container does not change the amount of liquid.
Also, she can reason logically, but she cannot handle abstractions, i.e., proverbs. According to Piaget,
Mary has probably achieved the _____ stage of cognitive development.
14.
If Eugene believes that water is “strong” and that it wants objects to float, he is demonstrating _____
thinking, and is probably in the _____ Piagetian stage of cognitive development.
15.
Dee Dee enjoys playing the game of hide-and-seek. The fact that she enjoys playing the game suggests
that she remembers the vanished person and therefore has probably developed the concept of _____.
16.
In Piagetian theory, the fact that a child believes that others see their world exactly as the child does is
called _____. Such a child is in Piaget's _____ period of cognitive development.
17.
Exactly half of the sugar is poured from a long, narrow bag into a round bowl. Gene says that the bowl
contains less sugar than the bag because the sugar is “less tall.” His sister Jeanette, who is a year or so
older, explains to him that they both contain the same amount of sugar. Gene, in determining the
amount of sugar, is focusing on only the height of the sugar, whereas Jeanette is taking into
consideration both the height of the sugar and the shape and diameter of the two containers. Quite
clearly, Gene's thinking is still characterized by _____, while Jeanette's is characterized by _____.
Jeanette has developed the concept of _____, whereas Gene has not. According to Piaget, Jeanette has
achieve at least the _____ stage of cognitive development.
18.
What stage of cognitive development must children reach before they are able to think and reason more
or less as adults?
19.
Cynthia knows that she has the same amount of play dough whether she makes it into a ball or a snake.
Cynthia is entering the _____ Piagetian stage of cognitive development.
20.
Rohini tells you that she once thought that the dishwasher hated her and wanted to eat her. In fact, she
said that she felt that the machine was alive. At the time, Rohini was a normal four-year-old and was
not mentally disturbed. According to Piaget, Rohini, at that time was probably in which stage of
cognitive development?
Answer Key: Piaget's Theory of Cognitive Development
(Total of 30 answers)
1.
2.
3.
4.
5.
6.
animistic; preoperational
reversibility; concrete operations
sensorimotor
formal operations
preoperational
preoperational; irreversibility
34
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
concrete operations; decentration
sensorimotor
formal operations
preoperational; centration
preoperational
sensorimotor
concrete operations
animistic; preoperational
object permanence
egocentrism; preoperational
centration; decentration; conservation; concrete operations
formal operations
concrete operations
preoperational
35
Defense Mechanisms
Instructions: Identify the defense mechanism illustrated in the following examples in placing the appropriate
letter in the blank next to ech item. Use the following code.
A. Repression
B. Denial
C. Projection
D. Regression
E.Reaction Formation
F. Displacement
G. Sublimation
1.
Mark never stops ranting about the dangers of pornography. He gives endless examples of smut he has
seen in movies and on television, and spends a lot of time hanging around porno houses to get even more
examples. _____
2.
Chad always teases and annoys his kid brother Nathan after he himself is bullied and picked on by his
older brother Sam. _____
3.
Judy, who has always been aggressive and fiercely competitive, becomes captain of her college soccer
team. _____
4.
Diane, who keeps accusing Sam of being in love with her, probably has secret desires for Sam. _____
5.
Despite overwhelming evidence and a murder conviction, Jay’s mother refused to believe that her son
could actually take the life of another human being. _____
6.
Brett, who is extremely hard to convince in arguments, complains that all of his friends are stubborn.
_____
7.
Even as a child Lisa was always impulsive and engaged in risky behavior. Perhaps not surprisingly, she
grew up to become a famous race car driver. _____
8.
Roger, a major league pitcher, often “beans” (i.e., hits with a pitch) the next batter after someone has hit a
home run on him. _____
9.
After an unsuccessful attempt at a sexual relationship, Pete began devoting most of his energies toward
church activities. _____
10.
Wendy was embarrassed because somehow she kept forgetting to keep her appointments with the dentist.
_____
11.
Amanda broke off her relationship with Jack, but Jack still talks and acts as if they are still dating. _____
12.
After her new baby sister came home from the hospital, her parents discovered that Susie had
dismembered her favorite doll. _____
11.
Linda, who has had many extramarital affairs, begins to accuse her husband Dan of being unfaithful.
_____
36
14.
Larry began wetting his pants again after the birth of his baby brother. _____
15.
Max, who is unsure about his own sexuality, frequently makes homophobic and gay-bashing remarks.
_____
16.
Two years after breaking off his relationship with Julie, Rick fails to even recognize her at a cocktail
party. _____
17.
At the first sign of any problems or trouble in his life, Bill immediately runs to his parents to bail him out.
_____
37
Answer Key: Defense Mechanisms
1.
E. reaction formation
2.
F. displacement
3.
G. sublimation
4.
C. projection
5.
B. denial
6.
C. projection
7.
G. sublimation
8.
F. displacement
9.
E. reaction formation
10.
A. repression
11.
B. denial
12.
D. regression
11.
C. projection
14.
D. regression
15.
E. reaction formation
16.
A. denial
17.
D. regression
38
Psychological Disorders
1.
Jane Doe is always fighting with the staff to be moved to another room because she believes the people
on the hospital staff are sending poisons through the ventilator to her room. She may be suffering from
_____ schizophrenia.
2.
Bill, a college student, complains that he feels apprehensive and fearful most of the time but doesn't
know why. Without warning, sometimes his heart begins to pound, his hands get icy, and he breaks out
in a cold sweat. Bill most likely suffers from a(n) _____ disorder.
3.
Sally is 35 years old and rarely steps outside her apartment. The thought of going shopping and getting
lost in a crowd terrifies her so much that she has her groceries delivered. Because of her fear, she earns
her living as a free-lance journalist, working at home. Sally's behavior is most characteristic of _____.
4.
Lucy is continually expecting something dreadful to happen, whether to herself or to her family. Even
though she and her husband both are in good health and have good jobs and more than adequate savings
and insurance, she is constantly worried that they will both become ill, lose their jobs, and have to
accept welfare. Lucy is probably suffering from a(n) _____ disorder.
5.
For the last month, Mary has felt lethargic and unable to get out of bed in the morning. She has
withdrawn from friends and family because she feels worthless and unlovable. Mary is most likely
suffering from _____ disorder.
6.
On several occasions Willie has been taken to an emergency hospital because he seemed to be having a
heart attack. Actually, his dizziness, choking, difficulty in breathing, and heart palpitations are
symptoms of a(n) _____ disorder.
7.
Every day Sharon worries about whether she turned off the stove. She can barely think of anything else.
This is an example of a(n) _____.
8.
Johanna suffers from an extreme desire to avoid any situation where she is exposed to possible scrutiny
by others. She also fears that she may act in a way that will be embarrassing. She suffers from a(n)
_____.
9.
Phyllis lives in her own private world. Her speech is incomprehensible, she giggles at tragedies, and
spends hours “communicating with her hallucinations.” She should probably be diagnosed as a(n)
_____ schizophrenic.
10.
Mr. W., a patient in a psychiatric hospital, has various motor disturbances. He can maintain bizarre
stationary poses for hours. He also has bouts of wild, excited movement. His diagnosis is probably
_____ schizophrenia.
11.
Sam has a fear of snakes. This fear prevents him from joining any groups that socialize outdoors
because he is afraid of encountering a snake in such situations. His disorder is an example of a(n)
_____.
12.
John, a 25-year-old mechanic, thinks he is Napoleon. He further believes he is being imprisoned against
his will in the mental hospital where his relatives have brought him for treatment. John is most likely
suffering from _____ schizophrenia.
39
13.
Jeff is 32 years old, well above average in intelligence, and quite charming. He has swindled several
elderly people out of their life's saving, and he seems to have little feeling for his victims, nor does he
fear the consequences of getting caught. His behavior is evidence of a(n) _____ disorder.
14.
A new patient comes to a clinical psychologist complaining of someone sending radio messages to his
teeth and trying to kill him with radar beams. You immediately recognize his problem as one of
delusions of _____.
15.
Frank, a 32-year-old electrician, did his job completely, seldom missed work, and was never late. His
co-workers found him somewhat quiet at times, but noted nothing unusual about his behavior. When he
consulted a therapist, however, about his ability to maintain a relationship with one girl after another, the
therapist slowly became aware that Frank had the delusion that he was being pursued by a group of
people bent on killing him and that much of his private life was devoted to efforts at self-protection. His
thinking, apart from his delusional system, was so logical that no one suspected the _____ disorder from
which he was suffering.
16.
Janet constantly washes her hands. She must keep them clean as she fears that without these 70 to 80
daily washes she will catch some types of disease. Janet is displaying symptoms associated with a(n)
_____ disorder.
17.
Jack has been in and of mental hospitals most of his life. He seems to experience periods of extreme
“highs” followed by periods of extreme “lows” in cycles. The “highs” are sometimes so high that he is
almost incoherent, and the “lows” are sometimes so low that his is almost in a stupor and must be tubefed. John's diagnosis is probably a(n) _____ disorder.
18.
Alex came to a clinical psychologist to seek employment. He described his background as having been
trained by Sigmund Freud in the practice of psychotherapy. You recognize that Alex has a problem
since he is only 32 years old, and you diagnose it as delusions of _____.
19.
Elizabeth becomes seriously depressed every winter. In the summer, she becomes either normal or
sometimes even slightly manic. She tends to sleep and eat excessively during her depressed period in the
winter. Elizabeth is probably suffering from a(n) _____ disorder.
20.
Richard is an intelligent, charming, and socially adept physician who, to your surprise, has just had his
license to practice revoked because he billed the government $100,000 for medical services he never
performed. Upon further investigation, it was found that he had a history of cheating as far back as high
school. In fact, he was suspended from medical school for cheating on an exam but was re-admitted
because of family connections. Richard would probably be classified as having a(n) _____ disorder.
40
Answer Key: Psychological Disorders
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
paranoid
panic
agoraphobia
generalized anxiety
major depressive
panic disorder
obsession
social phobia
disorganized
catatonic
specific phobia
paranoid
antisocial personality
persecution
delusional
obsessive-compulsive
bipolar
grandeur
seasonal affective
antisocial personality
41
What Type of Psychotherapy?
Imagine that each of the statements below was made by a psychotherapist. Identify the type of psychotherapy
represented by each one, choosing from:
A. Cognitive
B. Humanistic
C. Psychodynamic
D. Family therapy
E. Behavioral
1. When she started relating to me in the way that she related to her mother, it became clear that she perceived her
mother as a rival for her father’s affection. _____
2. That child had a serious behavior disorder. It wasn’t difficult to understand how he got that way after I had a
few sessions with his parents and siblings. _____
3. She has the worst case of agoraphobia I’ve ever seen. A peer counselor works with her every day. It took a
week to get her out the front door. They’re working on walking to the mailbox now. We’re making progress,
but it’s slow. _____
4. The theme of hostility toward authority figures occurs often in his dreams and free associations, yet he claims
that he and his father had a close relationship. _____
5. I asked her to list the reasons why she thinks she is unable to get through a job interview. She gave me three
typewritten pages enumerating more fears, apprehensions, self-criticisms, and negative self-evaluations than I
would have believed possible for one person to have. Her thinking about herself has really gotten off the track.
_____
6. He needs to convince himself that he is in charge of his life, and that he can choose the paths that will lead to
accomplishment and satisfaction. _____
7. We have this voluntary program at the state penitentiary for men who have been convicted of child molestation.
We are currently trying a method in which we pair electric shock with pictures of children. _____
8. People do not develop in isolation. They are part of an interacting system. To effect a change in an individual, it
is necessary to change the social context in which the individual operates. _____
9. We think that depression is frequently the result of misinterpretation of environmental events, a tendency to
attribute failures to the self and accomplishments to things like luck, fate, or the help of other people. Most of us
have a self-serving bias in our attributions; people who are depressed have a self-defeating bias in their
attributions. _____
10. My new client’s frustrations are the result of his having accepted others’ goals for him all of his life. To feel
better, he needs to define his own goals and start pursuing them. _____
42
Answer Key: What Type of Psychotherapy?
11. C. psychodynamic
12. D. family therapy
13. E. behavioral
14. C. psychodynamic
15. A. cognitive
16. B. humanistic
17. E. behavioral
18. D. family therapy
19. A. cognitive
20. B. humanistic
43
Stress and Health
1. Explain the reasons for the use of the biopsychosocial model in health psychology.
2. Discuss the theories of reasoned action and planned behavior.
3. Discuss the three types of benefits associated with social support.
4. Discuss the relationship between religion and health, and indicate the most likely reasons why the
relationship exists.
5. Describe the HPA axis and its functions.
6. Describe the function of the HPA axis when a person is under stress.
7. Discuss the preliminary hypotheses about the interaction that causes vulnerability to disease.
8. Describe problem-focused coping and give an example.
9. Describe emotion-focused coping and give an example.
10. What is aerobic exercise? Give a few examples.
44
APPENDIX C
WRITTEN ASSIGNMENT INSTRUCTIONS AND SAMPLES
As noted in "Notes to Instructors" above, a written assignment is required for this course. There are
several objectives involved.
1.
To help students learn to express their thoughts and communicate in a written format. Most helpful in
promoting this objective are frequent feedback, multiple assignments, or assignments that are turned in
at various stages of development for instructor review.
2.
To give students feedback on basic writing skills (e.g., grammar, spelling, word choice, sentence
structure, and paragraph structure). Feedback does not necessarily mean that these elements should be
evaluated in assigning a grade. Feedback means instructors should correct and comment on these skills.
3.
To identify students in need of remediation and refer them to the Learning Assistance Centers or
Humanities Departments for appropriate help. Students may need a note from the instructor identifying
the specific skill in need of remediation or an explanation of the assignment on which the student
requires assistance.
It is often helpful for students to see a model or sample of the type of work you expect. Copies of these can be
shown individually to students or kept on reserve in the library. DO NOT make multiple copies of each to
distribute to students. These are usually tossed and waste resources.
In the following pages you will find examples of:
 A book critique
 An abstract
 Two journal entries
 A research paper
45
BOOK CRITIQUE - SAMPLE PAPER
on
WORKING AND LIVING WITH SCHIZOPHRENIA
by
M. V. Seeman, S. K. Littmann, E. Plummer, J. F. Thornton, J. J. Jeffries
The book is divided into two different sections. Section one deals primarily with basic information and covers
such areas as the definition of schizophrenia, inpatient/outpatient treatments, medications, how relatives can
help, support relatives, and work and school.
Section two deals with personal accounts from a mother's, father's and patient's point of view and also discusses
the doctor's dilemma.
There is no generally accepted definition of schizophrenia. For the purposes of this book, the authors define
schizophrenia as a variety of illnesses in each of which there may be somewhat different symptoms and for
which the causes may also be different.
According to the authors, everyone in any part of the world has a one-percent chance of developing
schizophrenia sometime in their lifetime. The manifestations of the illness however are to some extent
influenced by the culture a person lives in.
The main features of a schizophrenic illness include: delusions; auditory hallucinations; disturbances of feeling;
physical symptoms; and a distinct break in the patient's life.
DELUSIONS: A person may have an absolutely certain conviction (delusion), without an accompanying
change of mood.
1.
That his thoughts are being influenced, controlled, inserted into his head, and/or broadcast.
2.
That events around him have particular significance for him.
3.
That he is being persecuted or treated unfairly and discriminated against.
4.
That he has special powers or importance.
5.
That his body is changed, or distant, or is being moved or influenced by an outside agency.
AUDITORY HALLUCINATIONS: A person may imagine: a) that his thoughts are being spoken aloud; b)
that a voice is talking about him, commenting on his behavior; and/or, c) that a voice or voices are talking to
him.
DISTURBANCES OF FEELING: A person may exhibit: a) incongruous or inappropriate feeling e.g.,
laughing when talking about sad events; b) flatness of affect, meaning that his range of emotion is limited;
and/or, c) loss of ability to make or maintain personal relationships.
PHYSICAL SYMPTOMS: This can include: a) a slowness of movement, withdrawal, and reclusiveness; b)
severe over-excitement or ecstasy; c) adoption of strange postures and manneristic behavior.
46
A DISTINCT BREAK IN THE PATIENT'S LIFE: This can take the form of a definite behavioral or
personality change.
Once a schizophrenia is diagnosed, there are several forms of treatments available to the patients. The choice of
treatment which ranges form hospitalization, to electroconvulsive therapy (ECT), to psychological treatment is
usually left to the family members according the authors.
The authors end the book by stressing that schizophrenia is a serious illness and involves a long hard struggle
for the patient and those around him. The doctor to whom the care for the patient is assigned has to deal with
situations that can at times be very difficult. The real task in the final analysis is to maintain realistic
hopefulness in the face of frustrating setbacks and never to give up on a patient.
According to the authors the best way of dealing with the biological basis of schizophrenia is by the well
adjusted intake of psychotropic medication (neuroleptics). The authors are well aware of the side effects of
some of the medications they prescribe; hence they recommend being sensitive to the patients' report of such
side effects. Few people relish the idea of having to carry on with treatment procedures indefinitely. Whether
one thinks of schizophrenia or arthritis or allergies, or dialysis for kidney failure, the obligation to carry on with
a treatment day after day for weeks, months, and years is often seen as demoralizing, especially by young
people. Not surprisingly there is a tendency to rebel from time to time against such an indefinite treatment
regime. The authors sympathize with the motives for stopping treatment. However, they feel they owe it to
their patients to urge them to continue with long term treatment.
Finally schizophrenia presents the physician with many complex problems. It is an area in which relatively few
psychiatrists specialize, partly because of these recurrently dilemmas. The illness is a common enemy to be
conquered. Often it is unconquerable. Frequently, it can only be held at bay, with ultimate victory, it is to be
hoped, somewhere in the future. The psychiatrist cannot fight this alone. They, according to the authors, need
the help of colleagues skilled in specialized areas, of the individual patients, and of their families. And victory
the authors say, comes closer when they can convey to their patients that the struggle is worth.
47
ABSTRACT - SAMPLE PAPER
Selingman, M. E. (1988). Boomer Blues. Psychology Today, 50, 2, 50-55.
This article discussed the high rate of depression of the "baby boomers," or the generations born after the
Second World War. Selingman states that this depression is caused by increased individualism. By this he
means that people have greater freedom now to choose their own course of action and have more personal
control. Also, technologically advanced cultures have more depression than primitive ones. Modern
Americans have more money to spend and are hard hit by advertising to "keep up with the Jones." These
expectations also extend to their jobs and marriages. Spouses are expected to be ecstatic lovers, intellectual
colleagues, partners in sports, and loving parents. Another factor is the loss of faith in God, family, and nation.
The assassinations of the Kennedys and Martin Luther King, Watergate, and the Vietnam War have made many
disillusioned with their nation. Extreme dependence upon self has lead to there being no one to turn to in time
of crisis or disappointment. The only hope is a renewed belief in family, God, and our nation.
48
JOURNAL - SAMPLE PAPER
FLASHBULB MEMORY
This type of research has its roots in personal experiences. Almost everyone can tell you the exact
circumstances under which he first heard of an historical event, where he was and what he was doing, who told
him the news, and the first thing he did after hearing it. Brown and Kulik (1977), decided to investigate such
memories, and named them flashbulb memories. They are not remembered for the historical event itself, but
rather enduring memories of the setting and manner in which one heard of the event at a certain special time in
their lives. The event around such a memory must be sudden and have to be personally important. The more
consequential the event, the more likely it should be to create a flashbulb memory that would remain vivid for
years to come. Brown and Kulik set out to study their hypotheses by administering questionnaires (descriptivecorrelational study). They found that most people did have flashbulb memories and that most of the memories
were connected with a personal shock.
A personal flashbulb memory occurred to me when the shuttle exploded in mid-air few seconds after take-off. I
do not remember the date or even the exact time, just that it was near noon of a working day. Coming out of an
English lecture, my roommate ran up to me and told me of the disaster. I remember leaving my books in the
classroom (never to find them again), and rush to the student lounge to hear the news over and over again. It is
hard for me to remember the exact news except for the fact of the explosion, but I do remember very vividly the
faces of the students surrounding the TV set.
As Brown and Kulik confirm their hypotheses one more time. The memories are not for the historical event
itself, but rather enduring memories of the settings and manner in which one heard of the event at a certain
special time in our lives. Why do we form flashbulb memories remains unanswered. Even though there is
reason to think that the ability to remember sudden and important events probably have had great value to our
ancestors in prehistoric times. The hunter who could remember his first encounter with a dangerous animal
would be more likely to avoid those circumstances and therefore survive. Brown and Kulik speculate that our
brain structure may have evolved in such a way as to make flashbulb memories. Recent works suggest that the
hormones epinephrine and norepinephrine, which are released into the bloodstream under emotional arousal,
plays an important role in fixing materials into memory.
49
JOURNAL - SAMPLE PAPER
CHAPTER 10: JOURNAL ENTRY
In the 10th Chapter of our text, the author(s) discusses the expressions of emotion in terms of verbal and
nonverbal communication. What people say does not always reflect what they are feeling, in fact, peoples'
actions usually speak louder than their words. Many times our bodies often send emotional messages that
contradict our words. Verbal communication is a personal report of our own emotions. Nonverbal
communication is the transmittal of personal information to others through facial expressions, body postures
vocal intonations, and physical distance. The problem presented in the text about verbal communication is the
fact that people often are unable or unwilling to report their emotions accurately. Difficulty in nonverbal
communication exists, although it may be less that of verbal communication, but can be lessened due to the
emotional indicators that convey these messages: facial expressions, body postures, vocal intonations, and
physical distance.
I have a close friend that has been involved in a “romantic” relationship for about six months. In fact, another
friend of mine and I set up their first date! Anyway, I can remember how excited my friend was about it--her
adrenaline was pumping like crazy and her facial expression was full of radiance. She was so excited that she
could hardly control herself. Well, she is still involved with the same man to this day, but, I talked to her this
morning on the phone and the “newness” of the relationship has worn off.
When I asked her how everything was going and she told me “just fine,” I “heard” a totally different point of
view from her. I could tell her feelings weren”'t coinciding with what she was telling me. I called her back this
afternoon and asked her more about how the relationship was going. After breading through her barrier of
reluctance, she proceeded to tell me she actually was unhappy with the progress between them and she wanted
to get together for lunch to talk about.
To tie my situation to the material presented in the text, my friend showed an example of both verbal and
nonverbal communication on the first date she had with him. She verbally communicated how thrilled and
excited that she was about the date, and she communicated nonverbally her emotions with the expressions on
her face and her concern with what to wear, among other things. When I had my conversations with her today,
she clearly showed an example of nonverbal communication--even though she was telling me verbally that
everything was “OK,” I could tell by the tone of her voice that everything wasn’t “OK.”
In conclusion, I actually believe that examination of nonverbal communication, as compared to verbal
communications, is the most accurate method possible to determine another’s emotions about a particular
situation. Even though you may be told one thing in all likelihood, the person may be communicating a
different message altogether. I feel that a person has a much easier time “bluffing” their emotions verbally than
trying to conceal any physical effects that person may have about that situation.
50
RESEARCH PAPER - SAMPLE PAPER
IN SEARCH OF PAIN RELIEF
PSYCHOLOGY 2301
51
ABSTRACT
Pain is an enigma that has puzzled experts for centuries. Americans spend billions yearly and try
countless approaches in search of pain relief. There are varying theories of what pain actually is. Some believe
it is sensory stimulation, while others theorize that it is mostly psychological. Others describe it as a complex
phenomenon involving several factors. Some of the approaches to pain relief are medication, acupuncture,
hypnosis, and cognitive measures such as biofeedback and relaxation techniques. What ever method is used, it
is relatively certain that human beings will continue to try the old along with the new in their never ending
search for pain relief.
52
IN SEARCH OF PAIN RELIEF
What is pain? It is a human condition shared by almost all members of our society. Pain exists in
virtually all tissues of the body except the brain itself (Schwartz, 1978). Experts have been perplexed by the
enigma of pain for centuries. Studies show that at least one-third of the population of the United States has
some form of persistent or recurring pain (McConnell, 1989). Americans spend billions of dollars and try
numerous approaches in search of effective measures for relief of pain.
The body has two mechanisms for pain control. One involves the release of endorphins, the natural pain
killers that are produced by the human body. It is believed that the natural pain killers your body produces are
sufficient to protect you from most of the everyday aches and pains (McConnell, 1989). The other pain control
mechanism involves the blocking of painful inputs at the top of the spinal cord (McConnell, 1989). This is
known as the spinal gate theory. These two systems differ in several ways, but both are effective in controlling
pain. One system involves the suppressing of emotions and the other involves input blocking.
There are varying theories describing what pain is. According to Richard M. Restak, MD, “Pain is not a
stimulus, it is a perception and as such it can be influenced by a variety of psychological factors" (Restak, 1988,
p. 139). Other researchers, Robert Rivlin and Karen Gravelle, suggest that....”it becomes clear that perception
of pain is as much a cognitive experience as it is a physical one" (Rivlin, Gravelle, 1984, p. 29-30). Patrick
Wall, a noted pain expert believes that pain is a “need state like hunger of thirst, not a sensation such as light,
warmth or sound” (McConnell, 1989, p. 329). Pain specialists Arnold Holtzman and Dennis Durk take a more
holistic approach in their description of pain as “a complex phenomenon that is the product of interaction of
(injurious) sensory stimulation, psychological factors....and socioenviromental factors” (McConnell, 1989, p.
330). Whatever definition of pain is accepted, it definitely involves emotional feelings as well as physical ones
(Rivlin, Gravelle, 1984).
Through the ages profound religious experiences have been associated with the blocking out of painful
inputs. The power of suggestion or the mind over matter phenomenon is most likely responsible for the ability
53
of Indian fakirs to lie on crushed glass or for religious zealots in Voodoo ceremonies to walk on burning beds of
coal. Another example is evident in the Indian Sun Ceremony in which the brave skewered himself through the
skin of his chest then tethered himself to a post in the middle of the desert for days (Rivlin & Gravelle, 1984).
These examples religious experiences in which man has endured and survived great pain tell us that the concept
of mind over matter and the power of suggestion in pain relief is not a new idea. However, throughout the years
new concepts have arrived on the scene which test the mind over matter theory in a variety of ways.
Acupuncture is an ancient form of pain relief developed in China. Although it has been around for
many years, only recently has it become the subject of some scientific investigations (Schwartz, 1978). An
interesting application of acupuncture was a study to investigate the effects of acupuncture in treating
alcoholism. The study showed that of those who received the acupuncture in the correct way (meaning at the
standard acupuncture points) nearly half of the participants in the study managed to stay away from alcohol for
at least a short period of time (Restak, 1988). The most successful applications of acupuncture, however have
been in situations in which chronic pain is a problem. It has even been effective in many cases where no
anesthesia was administered and patients underwent painful surgery (Schwartz, 1978).
In 1734 a man by the name of Anton Mesmer was born in Austria. He eventually took degrees in both
theology and medicine. He theorized that the mind was strongly affected by magnetic radiation from outer
space. He announced that he was able to restore health through magnetic cures (McConnell, 1989). Mesmer
induced a trance state in his patients which was actually hypnosis. Mesmer never made any attempt to study
this trance condition scientifically. This so called trance state used by Mesmer was the introduction of hypnosis
as a way to control pain. Although Freud renounced hypnosis as a “useless therapeutic tool,” (McConnell,
1989, p. 325), a few physicians and psychologists found hypnosis to be an effective tool for use in pain control.
Again, the power of suggestion theory appears since many felt that hypnotism was the result of
suggestibility. Well documented cases in which hypnosis is involved in pain control are those in which women
undergo both surgery and childbirth while they are hypnotized. In these situations does the hypnosis prevent
54
them from actually feeling the pain? Or, by the power of suggestion, are they prevented from remembering it
(Ellerby, 1981. film?) Another example of pain relief through hypnosis is described by Gail Scheiber, a woman
who has employed self-hypnosis to control pain from arthritis.
“You're not of any pain when you're in a hypnotic state,” she explains, “because your mind, your
attention span is somewhere else. You're ignoring it, you've tuned it out. When you come out of a hypnotic
state, your subconscious has accepted your fed-in thoughts, your phrasing, so it naturally carries out the orders
that you've given it. It's a matter of tuning in and tuning out your pain” (Restak, 1988, p. 155).
There have been numerous studies comparing hypnosis with other types of pain relief. In 1977, a group
of investigators did a comparative study of the relative effectiveness of hypnosis, acupuncture, morphine,
diazepam, aspirin, and placebo. They found that hypnosis provided the greatest relief of laboratory--induced
pain (Hilgard, 1987). Other studies conducted by Theodore X. Barber in which he compared the effectiveness
of hypnosis to conscious strategies of controlling pain demonstrated that the cognitive strategies were at least as
effective as was hypnosis (McConnell, 1989, p. 328). Yet another study comparing hypnosis with biofeedback,
social interaction, therapy, placebo, and a non-treatment control group was conducted in 1980. In this case,
hypnosis was judged the method of choice (Hilgard, 1987). The results of these studies tell us that the
effectiveness of hypnosis in pain control is still a controversial subject.
In searching for relief from pain, many of us instinctively reach for relief in our medicine cabinet. Over-thecounter drugs are a billion dollar business. We believe that perhaps an aspirin or Tylenol will ease our pain.
Actually, perhaps even the placebo will help. A placebo is a pill made of sugar or flour. It does no harm, and
when prescribed by the physician, the placebo may actually reduce pain and promote healing (McConnell,
1989). The placebo response is not due simply to the power of suggestions. When naloxone (an opiateantagonizing drug) is administered, the pain relief of the placebo is cancelled. This suggests that the placebos
help to activate a person's own pain relief mechanism (Restak, 1988). A study of the placebo effect was
conducted at the University of California in San Francisco. Volunteers were asked to rate their pain after a
55
tooth extraction. They were all given placebos. Approximately one-third of the group experienced immediate
relief from the placebo. These people were placebo reactors. The other two-thirds experienced little relief.
(They were placebo non-actors.) Naloxone was administered to the patients. After receiving the naloxone, the
placebo reactors experienced a worsening of the pain, but the non-reactors did not. It was concluded that the
placebos caused a release of endorphins in the patients who were placebo reactors. The placebo effect,
however, seems to work only in certain people--those who have been conditioned to secrete endorphins. The
placebo effect has a time limit on its effectiveness. After ten weeks placebos often are of little use. The same is
true of morphine-like drugs (McConnell, 1989).
In recent years more attention has been given to cognitive coping strategies for pain relief. There are
numerous types of cognitive strategies including biofeedback, relaxation therapy, mental imagery, selfinstruction and self-monitoring. All of these are direct coping strategies in which patients take responsibility.
An advantage of cognitive coping strategies is that they can be effective for longer periods of time than some of
the other pain relieving methods. A systematic application of behavior techniques to treat chronic pain was
developed by W. Fordyce. He identified respondent pain caused by physiological distress and operant pain
behaviors such as moaning, taking medication, being physically inactive and avoiding responsibilities--all of
which are learned behaviors and maintained by environmental reinforcement. The main idea was to use praise
and attention to reinforce well behaviors and avoid reinforcement expression of pain (Goldstein & Krasner,
1987). These techniques proved to be effective. Later the treatment package was expanded to include feedback
and relaxation techniques.
The best answer to pain relief seems to lie in a combination of methods and approaches. The "bottom
up" approach is demonstrated in the use of pain killing medication or the releasing of endorphins in the brain.
This bottom up approach is most effective with acute pain as it tends to lose its effectiveness in a few weeks
(McConnell, 1989). Chronic pain seems to be best treated by the top down approach of cognitive coping
strategies. This top down blocking of painful inputs seems to have longer lasting effects. As new approaches to
56
pain relief are developed and tested, it is very likely that our society will be willing to try them along with the
older methods in their continuing search for pain relief.
57
REFERENCES
Ellerbe, C. (Producer/Director). (1981). Pain and Hypnosis. (Film) Cosa Mesa, CA: Coast Community College
District.
Goldstein, A. P. & Drasner, L. (1987). Modern Applied Psychology. New York: Pergamon Press.
Hilgard, E. R. (1987). Psychology in America. San Diego, CA: Harcourt Brace Jovanovich.
McConnell, J. V. (1989). Understanding Human Behavior (6th Ed.) New York: Holt, Rinehart, and Winston.
Restak, R. M., (1988). The Mind. New York: Bantam Books.
Rivtin, R. & Gravelle, K. (1984). Dechipering the Senses. New York: Simon & Schuster.
Schwartz, M. (1978). Physiological Psychology (2nd Ed.) Englewood Cliffs, NJ: Prentice-Hall, Inc.
58
APPENDIX D
MULTIPLE CHOICE TEST GUIDELINES
Testing the Test
John C. Ory of the Measurement and Research Division of the Office of Instructional Resources at the
University of Illinois offers the following checklist for evaluating your multiple-choice tests. Take one of your
multiple-choice exams, consider the questions in it, and proceed through the checklist. From: Ory, J. C.
(November, 1987) Testing the test. The Teaching Professor.
When possible, the author:
___stated the item as a direct question rather than as an incomplete statement.
___presented a definite, explicit, and singular question or problem in the stem.
___eliminated excessive verbiage or irrelevant information from the stem.
___ included in the stem an word(s) that might have otherwise been repeated in each option.
___used negatively stated stems sparingly. When used, underline and/or capitalize the negative word(s).
___made all alternatives plausible and attractive to the less-knowledgeable or skillful student.
___made the alternatives grammatically parallel with each other, and consistent with the stem.
___made the alternatives mutually exclusive.
___when possible, presented alternatives in some logical order (e.g., chronologically; most to least).
___made sure there was only one correct or best response per item.
___avoided irrelevant clues such as grammatical structure, well-known verbal associations, or connections
between stem and answer.
___used at least four alternatives for each item.
____randomly distributed the correct response among the alternative positions throughout the test, having
approximately the same proportion of alternatives, a, b, c, d, and e as the correct response.
____
used the alternatives “none of the above” and “all of the above” sparingly
59
APPENDIX E
SHORT-TERM COURSE CALENDARS
These are suggested calendars. You may modify the order of chapters, dates of exams, and so on. You MUST
include dates, not just “Week 1, Week 2, etc.” You MUST include the last date to drop. You MUST cover all of
the chapters in this schedule. You may add other chapters and/or non-textbook readings.
12 WEEKS (SECOND START)
Week
1
2
3
4
5
6
7
8
9
10
11
12
Dates
Topic/What’s due
Syllabus
Chapter 1: What Is Psychology?
Chapter 2: Psychology’s Scientific Method
Exam 1
Chapter 3: Biological Foundations of Behavior
Chapter 6:Learning
Exam 2
Chapter 7: Memory
Chapter 9: Human Development
Exam 3
Chapter 12: Personality
Written assignment due
Chapter 15: Psychological Disorders
Chapter 16: Therapies
Chapter 17: Health Psychology
Exam 4
Final Exam
60
8 WEEKS
Week
Dates
1
2
3
4
5
6
7
8
Topic/What’s Due
Syllabus
Chapter 1: What is Psychology
Chapter 2: Psychology’s Scientific Method
Chapter 3: Biological Foundations of Behavior
Exam 1
Chapter 6: Learning
Chapter 7: Memory
Chapter 9: Human Development
Chapter 12: Personality
Exam 2
Chapter 15: Psychological Disorders
Chapter 16: Therapies
Chapter 17: Health Psychology
Exam 3
Final Exam
5 WEEKS
Week
1
2
3
4
5
Topic/What’s due
Dates
Syllabus
Chapter 1: What Is Psychology?
Chapter 2: Psychology’s Scientific Method
Exam 1
Chapter 3: Biological Foundations of Behavior
Chapter 6: Learning
Exam 2
Chapter 7: Memory
Chapter 9: Human Development
Exam 3
Written assignment due
Chapter 12: Personality
Chapter 15: Psychological Disorders
Exam 4
Chapter 16: Therapies
Chapter 17: Health Psychology
Exam 5
Final Exam
61
3 WEEKS
Week
1
2
3
Topic/What’s due
Dates
Syllabus
Chapter 1: What Is Psychology?
Chapter 2: Psychology’s Scientific Method
Chapter 3: Biological Foundations of Behavior
Exam 1
Chapter 6: Learning
Chapter 7: Memory
Chapter 9: Lifespan Development
Chapter 12: Personality
Exam 2
Chapter 15: Psychological Disorders
Chapter 16: Therapies
Chapter 17: Health Psychology
Exam 3
Written assignments due
Final Exam
62
APPENDIX F
EAGLE ONLINE GUIDELINES
FACE-TO-FACE
REQUIRED CONTENT
Syllabus
Final Exam Handbook
Grade book
Digital workbook registration instructions and links (if instructor requires DW)
Link to temporary free e-book access (if instructor does not require DW)
EGLS3 Information and link
Link to tutoring services page at hccs.edu
ADDITIONAL CONTENT OPTIONS (Choose two)
Graded quizzes, exams (preferably multiple-choice)
Ungraded multiple-choice self-assessment quizzes
Discussions
Written assignment instructions
Written assignment submission link(s)
Journal (graded)
Video links with or without associated quizzes or other assessments
Lecture notes
PowerPoint slides
Links to supplemental resources
Final exam workbook
Final exam PowerPoint review (file or link)
Practice Final Exam (graded or ungraded)
DISTANCE EDUCATION & HYBRID
REQUIRED CONTENT
Syllabus
Grade book
Quickmail
Graded multiple-choice quizzes and/or exams (minimum 50% of course grade*)
Written assignment instructions and submission link(s)
Final Exam Handbook
Digital workbook registration instructions and links (if instructor requires DW)
Link to temporary free e-book access (if instructor does not require DW)
EGLS3 Information and link
Link to tutoring services page at hccs.edu
ADDITIONAL CONTENT OPTIONS (Choose five)
Ungraded multiple-choice self-assessment quizzes
Discussions (graded or ungraded)
Journal (graded)
Short-answer/essay quizzes and/or tests (graded)
Video links with or without associated assessments
Lecture notes
PowerPoint slides
Links to supplemental resources
Final Exam Workbook
Final exam PowerPoint review (file or link)
Practice Final Exam (graded or ungraded)
STUDENT-CENTERED ORGANIZATION
Header with greeting, course overview, textbook info, link to LW page
All availability and due dates match syllabus
Students can easily locate content and assessments
63
Yes
No
Yes
No
APPENDIX G
DIGITAL WORKBOOK POLICY
* Digital workbook registration instructions and links should be posted in your Eagle Online course as well
as included in your syllabus.
* DW instructions should inform students about the availability of temporary free access.
* Your course schedule should include a grace period for submitting late DW assignments in the event that
students must wait for financial aid funds to purchase access. This does not preclude your imposing a
reasonable penalty for late submissions, and it does not mean that you have to accept late submissions of
non-DW assignments.
* DW grades should be posted in your Eagle Online grade book. (One collective grade at the end of a unit or
the semester is acceptable.)
* DW grades should count no less than 15% and no more than 25% of students' course grades.
* If you teach distance education, your "professor's greeting" should include instructions for accessing the
required DW.
* If you adopt a DW, you should inform the department as soon as possible after making the decision so that
we can ensure that the bookstore has access codes available for students on financial aid.
* You must provide the department with a spreadsheet of all of your students' graded digital workbook
activities along with your course grades at the end of the semester.
64
APPENDIX H
PSYCHOLOGY FAIR GUIDE
Revised December 2014
TABLE OF CONTENTS
THE ASSIGNMENT
Psychology Fair Assignment
2
THE PROJECT
Psychology Fair Project Categories
3
THE MANUSCRIPT
Organization of Manuscript for Original Art, Original Brochure, or
Service Learning/Career Exploration
5
Organization of Manuscript for Quantitative Research
7
APA Format
9
Plagiarism
11
THE POSTER BOARD
Guide to Writing Abstracts
12
Showcasing Your Project: The Poster Board
13
Edited by
Karen P. Saenz
Jennifer Dunn
65
Psychology Fair Assignment
The written assignment will be in the form of a Psychology Fair entry.
The goal of this option is to
give you an opportunity (a) to conduct academic research about a concept in Lifespan that interests you, (b) to
create a project to represent your research, and (c) to showcase your work on a poster board display. The
assignment provides an opportunity for you to use your creativity and innovative ideas while completing a
requirement for this class. The keys to success are to start early and to meet all the due dates and deadlines.
Requirements for the PSYC Fair Assignment
The requirements for the PSYC Fair are specified in the PSYC Fair Guide—follow them carefully. This
assignment has the following three parts:
1. Document information about your concept in your MANUSCRIPT. See “Organization of
Manuscript” in the PSYC Fair Guide for requirements for the Manuscript.
2. Design and create your PROJECT based on psychological principles. See “Psychology Fair
Categories” in the PSYC Fair Guide for requirements for the Project.
3. Create your POSTER BOARD DISPLAY (free standing with three panels) to showcase what you
have created. See “Showcasing Your Project” in the PSYC Fair Guide for requirements for the
Poster board.
Steps to Complete your Assignment
1. Select Topic
Each student will choose a topic relevant to psychology—browse the textbook to get some ideas. It
should be relevant to other students’ lives. The topic should be narrow and emphasize one aspect of
psychology. For example, rather than the broad topic of “Sexually Transmitted Diseases,” narrow it to a
specific area such as “The Effects of the HIV/AIDS Epidemic on Hispanic Men” (your title should be much
more creative!). Talk to your instructor for help narrowing a general topic.
2. Select PSYC Fair Category
Select one of the following categories for your project (see “Psychology Fair Categories” for suggested
types of projects and guidelines for a quality project):
 Original Art, i.e., art, photography, game, book, etc.: Use your artistic talents to create something
that clearly reflects a concept in psychology.
 Original Brochure: Create an original brochure that provides comprehensive information about our
topic.
 Service Learning or Psychology Career Exploration Project: Choose a topic relevant to
psychology and spend at least 3-5 hours as a volunteer at a community-based agency or
“shadowing” a psychology professional.
 Quantitative Research: Design a research project utilizing existing data, complete the data
analysis, and interpret the results. NOTE: Do not attempt this option unless you have successfully
completed PSYC 2317, Statistical Methods in Psychology or you are taking PSYC 2317 this
semester.
3. Notify Your Instructor of Your Plan
Follow your instructor’s specifications for informing her/him of your plans.
4. Research Your Topic and Complete Your Manuscript
Find a minimum of three sources about your topic and write a report of your findings. Each must have
an author(s) and a date. See “Organization of Manuscript” for details. You must use your textbook as a fourth
source. Record the details of where you find your sources for your References page. If you use Internet sites,
66
you must document exactly where and when you found it, not just http://www.something. See “APA Format”
for details of what you need to document. Also see “Plagiarism” for information about the hazards of claiming
another’s ideas or writing as one’s own.
5. Create Your Project
Create your original art or your original brochure or conduct your service learning or psychology career
exploration project or complete your quantitative research. See “Psychology Fair Categories” for details.
6. Create Your Poster Board Display
See “Showcasing Your Project: The Poster Board” for details.
How to Submit Your PSYC Fair Assignment
 Print and tape the appropriate PSYC Fair Application to one of the outside panels of the poster
board.
 Be sure your name and your instructor’s name are on each of the three parts of the assignment: the
manuscript, the project, and the poster board display.
 Deliver your completed assignment to your instructor before the date and time on your Course
Schedule.
67
Psychology Fair Project Categories
Information for All Projects
 Choose a topic that is relevant to psychology and to other students’ lives.
 All projects must be ORIGINAL WORK created and produced by the student.
 You are expected to show substantial college-level work.
 No part of the project or poster should be handwritten or hand-printed. Strive for a professional
appearance.
Original Art

Original Art or Original Photography
Use your artistic talent to create something that clearly reflects a concept in psychology.

Original art projects must include at least three (3) original pieces of work that are clearly relevant to
the topic. They must be at least 8” x 10.”

Original photography can be presented in a book format or on the poster board. You must include at
least six (6) photographs that are clearly relevant to the topic. Each photograph must be 5” x 7” or 8”
x 10.” Each must be clearly labeled with a description of how the photograph clearly relates to the
topic.

Original Games
You may create an original, elaborate board game that focuses on the field of psychology.

You may choose to borrow some ideas from board games that you enjoy. Some options include
“Monopoly,” “Jeopardy,” and “Who Wants to Be a Millionaire.” Be sure you’re only borrowing the
idea—not the game board or pieces. Of course, you may create you own game.

Whichever option of game development you choose, to receive a grade, the game must have a
psychology type of name as well as focus on the field of psychology. You must create the game board,
the pieces, the cards, etc.

Original Book
Create an original book.

It must be at least 6 pages in length two sided (total of 12 pages), illustrated, and in book format.

You may not staple the pages together; you must use a binder or some type of hard cover. You may
place each page in a plastic sleeve if you wish.

The book must focus on some issue in the field of psychology. Some examples include short stories
for children regarding coping with divorce, potty training, or expressing feelings. Be creative in your
choice of topic as well as the illustrations.

Other Original Artistic Creations
Discuss other creation ideas with your instructor. Be sure the creation represents a concept in psychology.
Original Brochure
You may design a brochure based on a topic in the field of psychology.

The information you provide must be comprehensive in nature, and the brochure needs to be
decorative and appropriate to your topic.

If possible, include both Spanish and English versions of the brochure.

EACH SIDE of your brochure must include information relevant to your topic.

Attach a copy of EACH SIDE of the brochure to the poster board.

The brochure must be AT LEAST 8 ½ x 11 in size, and both sides of the handout must be used (print
68

on both sides; do not staple or tape two pieces of paper together). It may be single-fold, bi-fold, or trifold.
Your brochure MUST be printed on heavy stock paper or on photo paper.
Service Learning Project or Psychology Career Exploration Project
 Service Learning Project
Choose a topic relevant to psychology and spend at least 3 to 5 hours as a volunteer providing service to a
community-based agency.

Obtain permission from your instructor to work with the agency, and complete the “Documentation of
Hours Spent and Volunteer Activities Form” (make additional copies, as needed).

Document the hours you spend volunteering, what you did, and what you learned in an album. Photos
of you volunteering are helpful in documenting what you did. The album is your project; submit it
with your manuscript and post board as a separate document.

Psychology Career Exploration Project
Choose a career in psychology and spend at least 3 to 5 hours “shadowing” a professional in that field.

Obtain permission from your instructor to work with the agency, and complete the “Documentation of
Hours Spent and Volunteer Activities Form” (make additional copies, as needed).

Document the hours you spend volunteering, what you did, and what you learned in an album. Photos
of you volunteering are helpful in documenting what you did. The album is your project; submit it
with your manuscript and post board as a separate document.
Quantitative Research
Design a research project utilizing existing (archival) data, complete the data analysis, and interpret the
results.

Obtain permission from your instructor for the topic, the data source, and the appropriate statistical
analysis.

Manuscripts must be formatted in strict accordance with rules of the American Psychological
Association Publication Manual (6th edition).
69
Organization of Manuscript for
Original Art, Brochure, or Service Learning/Career Exploration
Psychology Fair Project
See your instructor’s grading sheet for details of scoring.
Title Page (double space, and center on the page—top/bottom and right/left, 12-point Times New Roman only)
Student’s Name
Psychology Course Title
Instructor’s Name and Class Days and Times
Project Title
Insert Page Break here
Body of the Paper
Project Title (centered on top line, no bold, 12-point Times New Roman only)
In the first paragraph, describe the topic and explain its relevance to psychology (at least 100 words). If
your project is service learning or psychology career exploration, also describe the setting (the agency you
worked with or the location of the psychology professional you visited).
In the second paragraph, explain why you chose the topic. It includes your personal interest in the topic
(at least 100 words).
Insert Page Break here
Research (centered, bold, 12-point Times New Roman only)
Beginning with the third paragraph, explain what you learned about your topic (at least two FULL
pages). This is your summary of the research you found about your topic. Divide the information into several
paragraphs for this explanation. You are expected to provide in-depth, meaningful information rather than just
surface learning.
Insert Page Break here
Conclusions (centered, bold, 12-point Times New Roman only)
70
Conclude with a comparison of your expectations versus what you actually learned (at least 150 words).
Insert Page Break here
References (centered, no bold, 12-point Times New Roman only)
You must have at least 3 sources for your PSYC Fair manuscript, and each must have an author and a
date (at least the year). You must also cite your textbook (see the Syllabus for a correct citation). Sources such
as Wikipedia are not acceptable sources; you may use Wikipedia to help you narrow your search, but not as a
source. This course requires the use of APA style (American Psychological Association). Use APA format for
your list (see “APA Format” and “plagiarism” handouts for details).
Insert Page Break here
Appendix
If your project is service learning or psychology career exploration, include the documentation of hours
spent and volunteer (or career) activities form provided by your instructor.
Additional Information
 Type your paper using 12-point, Times New Roman font only.
 Use one-inch margins all around (top, bottom, right, left).
 Double space the entire document, including the References.
 Run spell check and grammar check.
 Take your paper to the Writing Center or an English tutor to be sure it is coherent and grammatically
correct.
 Print the paper with black ink.
 Staple the pages together with one staple in the top left-hand corner.
71
Organization of Manuscript for Quantitative Research Psychology Fair Project
Title Page (double space, and center on the page—top/bottom and right/left)
Student’s Name
Psychology Course Title
Instructor’s Name and Class Days and Times
Project Title
Page break after Title Page
Center the project title on the top line, 1” from the top of the page. This is the same title as on the Title Page
Project Title (no bold, 12-point Times New Roman only)
In the first paragraph, describe the topic and explain its relevance to psychology (at least 100 words, 3-7
sentences per paragraph).
In the second paragraph, explain why you chose the topic. It includes your personal interest in the topic
(at least 100 words, 3-7 sentences per paragraph).
Research
Beginning with the third paragraph, explain what you learned about your topic (at least two full pages,
44 full lines). This is a summary of the research you found about your topic. Divide the information into
several paragraphs for this explanation (3-7 sentences per paragraph). You are expected to provide in-depth,
meaningful information rather than just surface learning.
Conclude the Research section with a comparison of your expectations versus what you actually learned
from the research (at least 150 words, 3-7 sentences per paragraph).
Method
Describe where you got the archival data (at least 3 sentences), and be sure to cite it in your references.
Research Question
State the Research Question as in the sample provided by your instructor for the data procedure you are
72
employing.
Results
Describe the statistical procedure you chose and the reasons that procedure was the best choice as per
the sample provided by your instructor (3-7 sentences per paragraph)
State the results as in your textbook and the sample provided by your instructor (3 to 7 sentences).
Conclusions
This is the section where you explain “so what?” Why do your results matter and to whom do they
matter (3-7 sentences per paragraph).
Page break after the conclusions
References
Put the title References on the top line, 1” from top of page (do not use bold; use 12-point Times New
Roman only).
You must have at least 3 sources about your topic, and each must have an author and a date (at least the
year). Sources such as Wikipedia are not acceptable sources; you may use Wikipedia to help you narrow your
search, but not as a source. You must also cite your textbook (see your Syllabus for a sample). This course
requires the use of APA style (American Psychological Association). Use APA format for your list (see “APA
Format” and “plagiarism” handouts for details).
Page break after References
Table 1
Follow the format for the Table provided by your instructor in the sample article.
Additional Information
 Type your paper using 12-point, Times New Roman font.
 Use one-inch margins all around (top, bottom, right, left). Do not use bold and do not use italics (except
where required in the References), even on the title page.
 Double space the document, including the Reference List.
 Run spell check.
 Take your paper to the Writing Center or an English tutor to be sure it is coherent and grammatically
correct.
 Print the paper with black ink.
73

Staple the pages together with one staple in the top left-hand corner.
74
APA Format Instructions
Page Set Up for the Entire Document
 Font: Set 12-point as the font size and Times New Roman as your font style.
 Margins: Set your margins for 1” all around (top, bottom, right, left) and justify left only (do not use full
justify).
 Double-space—no extra spaces; no single spacing. Microsoft Word will not do this correctly for you—you
must set your computer before your begin and then set it again when you finish your paper before you
submit it. Set “Paragraph:” (a) Spacing, After = 0, (b) Line Spacing = Double. For the References only,
also set (c) Special = Hanging = 0.5”.
 Paragraphs: Begin each paragraph by indenting the first line 0.5” (1 tab). All the other lines of the
paragraph are at the left margin. Write at least 3 sentences in each paragraph, but no more than 7 sentences
per paragraph.
 Page Breaks: Put page breaks as stated in the “Organization of Manuscript.”
References
You must have at least 3 sources with both authors and a date (at least the year) for your PSYC Fair manuscript
PLUS you must cite the textbook for the course. Each reference must include the following 5 items (in this
order):
1. Author’s last name and initials. APA never lists first names—only last name and initials of first and
middle names. Do not include letters of an author’s credentials (e.g., PhD., M.A., M.D.). If there is no
author listed, begin with the title. You may NOT use Wikipedia or a similar source as a citation. NOTE:
You must have at least 3 sources with both authors and a date.
2. Date of publication in parentheses (if there is no date, use n.d.). NOTE: You must have at least 3 sources
with both authors and a date.
3. Title of document/article. Only the first word is capitalized in the title of the article. Of course, proper
nouns like a name are always capitalized.
4. Source (title of the book, psychological journal, or website) in italics. If you are using a psychological
journal, include the volume of a journal in italics, and the issue number of a periodical (not in italics). Use
title case for the title of a journal; capitalize only the first word of a title of a book.
5. A URL that will take readers directly to the source (for an electronic source). Note that the URL is not
underlined/hyperlinked (do not hit the “enter” key or the “space” key after the URL to prevent the
underline/hyperlink), and there is not a period after the URL.
The title on the top line is References (not Bibliography nor Works Cited); it is centered on the line. Put the
citations in alphabetical order by the last name of the author who is listed as the first author of the article or the
book. If you are also citing articles without authors, alphabetize by the first major word of the title of the
article.
See samples of correct APA References on the following page.
75
References
Ashe, D. D., & McCutcheon, L. E. (2001). Shyness, loneliness, and attitudes toward celebrities. Current
Research in Social Psychology, 6(9). Retrieved from http://www.uiowa.edu/%60grpproc/crisp/crisp.htm
Boyd, D., & Bee, H. (2015). Lifespan development (7th ed.). Boston, MA: Pearson.
Kassin, S., Fein, S., Markus, H. R.. (2014). Social psychology (9th ed.). Belmont, CA: Cengage.
Mayne, D. (2011, May). Benefits from eating healthy. www.livestong.com. Retrieved from
http://www.livestrong.com/article/38822-benefits-eating/
Sammer, S. (2012). Cyberbullying. www.yahoo.com. Retrieved from http://www.cyberbullying.us/
Sun safety. (2007, September). Kid’s Health for Parents. Retrieved from
http://www.kidshealth.org/parent/firstaid_safe/outdoor/sun_safety.html
Wood, S. E., Wood, E. G., & Boyd, D. (2014). The world of psychology (8th ed.). Boston, MA: Allyn & Bacon.
76
Plagiarism
Plagiarism is a serious form of cheating. To plagiarize is to claim another’s ideas or writing as one’s own. It is
a form of stealing.
Plagiarism can take several forms. Students often associate the term with writers who copy entire passages
from a book, magazine, encyclopedia, or other printed source and turn them in to an instructor as their work.
This is, perhaps, the most blatant form of plagiarism as well as the easiest for instructors to detect. After all,
instructors can usually recognize a passage lifted from Time magazine or other sources with distinctive styles.
In fact, instructors can almost always recognize professional writing, even if they cannot immediately identify
its source.
Plagiarism takes several other forms. For instance, students plagiarize when they borrow ideas from other
writers without giving them credit. In this case, students might not even use the other writer’s language;
nevertheless, they are stealing the writer’s content. Students also plagiarize when they present another student’s
work (or the work of a professional paper writing service, or work copied from a Web Site) as their own. Thus,
documentation involves more than just citing the source of direct quotations.
Because plagiarism is such a complex concept to come to grips with in its entirety, take note of the following
summary definitions:
1. Plagiarism includes the literal repetition without acknowledgement of the writings of another author.
All significant words, phrases, clauses or passages in a student’s paper which have been taken directly from
the source material must be enclosed in quotation marks and acknowledged either in the text itself or in foot
or endnotes.
2. Plagiarism includes borrowing without acknowledgement another writer’s general plan, outline, or
structure of argument in the creation of one’s own organization.
3. Plagiarism includes borrowing another’s ideas and representing them as one’s own. To paraphrase the
thoughts of another writer without acknowledging is to plagiarize.
4. Plagiarism includes allowing any other person or organization (including those found on the internet)
to prepare the paper and submitting it as one’s own work.
Plagiarism in the course will not be tolerated. Penalties for plagiarism include, but are not limited to, failure
in the course, suspension, and permanent expulsion from the university. For more information, consult the
Houston Community College Student Handbook section on “Academic Honesty.”
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Guide to Writing Abstracts
An abstract is a concise summary (no more than 100 words) of a larger document that highlights major points
covered in the work, concisely describes the content and scope of the writing, identifies the methodology used,
and identifies the findings, conclusions, or intended results.
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Make the abstract easy to read. Use the past tense when describing what was done. Where appropriate,
however, use active verbs rather than passive verbs. Use short sentences, but vary sentence structure to
avoid choppiness. Use complete sentences. Don’t omit articles or other small words in order to save space.
Center the word Abstract on your page, then begin typing on the very next double-spaced line.
Type this section as one (double spaced) paragraph in block format (i.e., do not use indentation).
The purpose of this section is to provide a brief and comprehensive summary of the study. It is very
important because it is all that many people will read. It should include a brief description of the problem
being investigated, the methods used, the results, and their implications.
It should be accurate (do not include information here that is not in the body of the manuscript or project),
self-contained (spell out abbreviations), concise (100 word maximum), and specific (begin this section with
the most important information and limit it to the four or five most important concepts, findings, or
implications of the study).
As part of the theme of being concise, use digits for all numbers except when they begin a sentence.
Avoid citing references in the abstract.
Paraphrase rather than quote.
Use active rather than passive voice (but without personal pronouns), for example, use Participants were
instructed to . . ., rather than Participants were given instructions to . . . .
Use past tense for procedures and present tense for results.
It is a good idea to write this section last (after all of the other sections are written). You might try taking
the lead sentences from the various sections of the manuscript and integrating them.
Here is an example of an effective abstracts from a professional journal:
Abstract
The confidentiality of the client-therapist relationship has been seriously challenged by managed care oversight
and reporting requirements. The impact of such requirements on psychotherapy clients’ willingness to disclose
was explored.
Three descriptions of confidentiality limits were presented: standard limits of therapeutic
confidentiality, a rationale for client acceptance of limited confidentiality, and the typical informational
requirements of managed care. Clients and potential clients showed less willingness to self-disclose under
managed care conditions than standard confidentiality limits.
Psychologists must increase awareness of
confidentiality issues and advocate strongly for changes in managed care requirements that inhibit disclosure
and interfere with psychotherapy.
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Showcasing Your Project: The Poster Board
Poster Size: All poster boards MUST be 36” tall with three panels. The center panel is 24” wide; the two side
panels are each 12” wide.
Poster Board Presentation
 Everything on the poster board MUST be related to the topic and MUST accurately reflect the topic,
including the borders or other attention-getting items. For example, it would not be appropriate to include a
border with smiling, happy children on a poster board about child abuse.
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The poster board MUST demonstrate an understanding of the psychology topic you are presenting.
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If you use any images on your poster board that are not your own creation (such as graphics from the
Internet) you MUST cite the URL on the image itself (not on the back of the poster board).
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You MUST use at least 14-point font; you may use any legible font style on the poster board. NOTE:
(nothing on the poster board should be handwritten or hand printed).
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Be creative! Design the poster board to be eye-catching and appealing. Be neat and organized.
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Check spelling and grammar.
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Be sure that your poster board is durable and that pieces do not fall off.
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Do NOT use staples or tacks to attach anything to your poster board.
Content of Your Poster Board
You decide on the layout of your poster board that best showcases your work. The following information,
however, MUST be included on your poster board:
FRONT SIDE:
1. Title of the project
2. At least 15 bullet points to summarize the key points of information about your psychology topics
3. EACH SIDE of your brochure (if you chose brochure as your project) or put the brochure in a “pocket”
4. Abstract of your work (see the “Guide to Writing Abstracts” in the Appendix for details)
FRONT OR OUTSIDE SIDE PANELS (do not put anything on the back center panel):
5. Your manuscript, preferably using a “pocket” to hold the manuscript
6. References (see “APA Format” handout and “Plagiarism” handouts for details)
OUTSIDE SIDE PANELS (do not put anything on the back center panel):
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7. Your name, your instructor’s name, and the due date of the project in ink or marker)
8. Your Application Form for the appropriate category (Art, Brochure, etc.)
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PSYCHOLOGY FAIR APPENDIX
Revised December 2014
TABLE OF CONTENTS
Volunteer Letter
2
Documentation of Hours Spent and Volunteer Activities Form
3
Guide to Writing Abstracts
4
Edited by
Karen P. Saenz
Jennifer Dunn
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Volunteer Letter
Spring 2015
To Whom It May Concern:
__________________________________ is a student in my ________________________ class and is
interested in volunteering at your organization in fulfillment of a Service Learning requirement needed to
complete this course at Houston Community College.
The main goals of this project are to illustrate the relevance and application of psychology in everyday life and
to promote the importance of community involvement. Students are provided the opportunity to select
involvement in community activities that interest them as well as enable them to apply concepts learned in class
through a volunteer experience.
In the past, Houston Community College psychology students volunteered at the following organizations:
Ronald McDonald House, The Women’s Shelter, Houston Food Bank, St Anne’s Catholic Church, etc. As a
result of their involvement, several students presented their projects at the Houston Community College
Psychology Fair, and won top awards.
We are looking forward to working with you. Thank you for your support.
Sincerely,
______________________________________
Psychology Instructor
Houston Community College
______________________________________
Karen P. Saenz
Chair, Psychology Department
Houston Community College
301 North Drennan
Houston, TX 77003
[email protected]
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Documentation of Hours Spent and Volunteer Activities Form
To Whom It May Concern:
Thank you providing my student, _______________________________________________________, the
opportunity to visit your agency. Please take a moment to complete the following information.
Name of Agency: ______________________________________________________________________
Date of Visit: _______________________________
Number of Hours Spent: _______________
Please provide a brief description of the student’s activities:
___________________________________________
Signature of Agency Representative
_____________________________________
Date
Sincerely,
___________________________________________
Houston Community College Psychology Instructor
Karen P. Saenz, Chair, Psychology Department
Houston Community College
301 North Drennan, Houston, TX 77003
[email protected]
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