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PSY101 - Topic 2 - Psychological Research

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Topic 2: Psychological ResearchTextbook readings: pp. 35-36; pp. 42-48; pp. 52-56; pp. 60-63.Watch: Understanding Research, Discovering Psychology Series - This program examines how we know what we know. You'll explore the scientific method, the distinction between fact and theory, and the different ways in which data are collected and applied, both in labs and in real-world settings.[©2001 WGBH Educational Foundation All Rights Reserved]Learning objectives:1.      Describe the purpose of research.Describe these common types of research “methods” in psychology: case study, naturalistic observation, surveys, correlational studies; and experimental studies.Identify and define important terms related to the “experimental” method, especially hypothesis, random assignment, sample, population, independent variable, dependent variable, experimental group and control group.Describe ethical principles that should be applied when conducting research.

Material Type: Module

Author: Annemarie Roscello

PSY101 - Topic 3 - Biopsychology

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Topic 3: BiopsychologyTextbook readings: p. 73; p. 76; pp. 80-101.Watch: The Mind - Series Homepage  Produced by Colorado State University. 1999, all descriptions are from series website.Unraveling the Mysteries of the Mind (module 1) - Explores such fundamental questions as "What is the mind?" and "What is the relationship between the mind and the brain?" Summarizes various views on the brain/mind connection. Endorphins: The Brain's Natural Morphine (module 5) - Provides diagrammatic action graphics of neural networks, synaptic junctions, and neurotransmitter sites. Also touches on topics of consciousness, drug addiction, withdrawal symptoms, and nerve functioning.The Frontal Lobes: Cognition and Awareness (module 7) - Explains the importance of the frontal lobe in human functioning, and covers brain function, diagnostic assessment, cognitive function, evolution, and comparative behavior.Watch: The Brain - Series Homepage  Produced by Colorado State University. 1997, all descriptions are from series website.Organization and Evaluation of Brain Function (program 1) - This module introduces the general external topography of the brain. To illustrate the relationship between specific behaviors and brain function, the module begins by showing a racecar driver exercising his skill, and then presents graphic illustrations of the internal activity of his brain. The module reviews several methods of studying brain activity including the CAT scan, PET scan, EEG, and MRI.The Divided Brain (program 5) - This module begins with graphic representations of the cerebral hemispheres' specialized functions. It continues with a description of the brain's asymmetry, showing diagrams of how the two halves communicate. The extreme case of a patient who has undergone split-brain surgery for treatment of epilepsy illustrates the role of hemispheric organization in sensory perception and verbal skills.Learning objectives:1.      Neurons are the basic cell of the “nervous system”. Identify the basic parts of the neuron, and explain how neurons communicate with one another.2.      Define neurotransmitters and describe how some neurotransmitters (specifically, acetylcholine, dopamine, GABA, norepinephrine and serotonin) affect behavior.3.      State the difference between the central and peripheral nervous system.4.      Explain the functions of the spinal cord, and of the right and left hemispheres of the cerebral cortex (outermost layer of the brain).5.      Label the 4 lobes of cerebral cortex and identify the function(s) of each lobe.6.      Explain why the brain’s limbic system (which includes the structures hippocampus, amygdala, and hypothalamus) is important.7.      Describe how these methods provide images of the brain: CT scan, PET scan, MRI, and EEG.8.      Explain how hormones of the endocrine system affect the body.

Material Type: Module

Author: Annemarie Roscello

PSY101 - Topic 4 - States of Consciousness

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Topic 4: States of ConsciousnessTextbook readings: pp. 111-140.Watch: The Mind Hidden and Divided -  is the fourteenth program in the DISCOVERING PSYCHOLOGY series. Based on the pioneering research of Sigmund Freud, this program explores how the events and experiences that take place in the subconscious manifest themselves in our conscious lives. You'll learn about repression, the distinction between discovered and false memory syndrome, hypnosis, and split-brain cases.  ©2001 WGBH Educational Foundation All Rights ReservedWatch: The Mind - Series Homepage  Produced by Colorado State University. 1999, all decriptions are from series website. Alcohol Addiction: Hereditary Factors  (module 29)Deals with alcoholism, addiction, biological evidence for hereditary traits, and how science progresses through replication and the development of new technologies.Treating Drug Addiction: A Behavioral Approach (module 30)Provides an example of how drug therapies incorporate the results of research on several levels of behavior, and shows how patients learn to deal with environmental triggers for cravings.Watch: The Brain - Series Homepage Produced by Colorado State University. 1997, all decriptions are from series website.The Brain: Sleep and Circadian Rhythms  (module 13) This module covers our natural rhythms and the stages that occur during sleep. It shows the brain's electrical activity over the course of a normal night's sleep, with its REM and non-REM cycles. The remainder of the module is devoted to an experiment conducted by Michel Siffre, a French cave explorer, in which Siffre spends seven months in a Texas cave. Without external cues, the body is shown to have its own built-in clock.The Brain: Sleep: Brain Functions (module 14)What is the purpose of sleep? This module sets out to answer this question by exploring the patterns of a woman's sleep and dream cycles in the setting of a sleep laboratory. Characteristics of the five stages of sleep and the typical 90-minute cycle are explained. The module also covers sleep disorders and the current techniques used to treat them.The Brain: REM Sleep and Dreaming (module 15)This module probes deeper issues relating to sleep and dreaming. The uniquely individual experience of dreaming requires researchers to look beyond conventional methods of study. Dream specialist Dr. J. Allan Hobson discusses the function of dreams, explaining his theory of the biological mechanism behind the phenomenon and reflecting on the contribution of dreaming to human creativity.*All descriptions come from Annenberg LearningLearning objectives:1.      Define consciousness, circadian rhythm, melatonin, and jet lag.2.      Define sleep and describe possible effects of insufficient sleep (sleep deprivation).3.      Describe two theories (“adaptive” & “cognitive function”) about why we sleep.4.      Describe the different stages of sleep.5.      Describe the symptoms of various sleep disorders, such as insomnia, sleepwalking, REM sleep behavior disorder, sleep apnea and narcolepsy.6.      Explain the difference between physical dependence and psychological dependence in “substance use disorders”.7.      Delineate the different categories of commonly abused drugs. For each category describe potential effects of those drugs on mind and behavior.8.      Define hypnosis and meditation, and explain their relationships to consciousness.

Material Type: Module

Author: Annemarie Roscello

PSY101 - Topic 5 - Learning

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Topic 5 : LearningLearning objectives:1.      Define reflex and learning, as well as these three types of learning: Classical Conditioning; Operant Conditioning; and Observational Learning (also called “social learning” or “modeling”).2.      Explain what happened in Pavlov's dog study; Watson's "Little Albert" study; and Bandura’s observational learning study.3.      Describe the following concepts in Classical Conditioning: conditioned and unconditioned stimuli; and conditioned and unconditioned responses.4.      Describe the following concepts in Operant Conditioning: positive reinforcement; negative reinforcement; positive punishment, negative punishment, shaping and behavior modification.5.      Explain the steps involved in “modelling”

Material Type: Module

Author: Annemarie Roscello

PSY101 - Unit 6 - Cognition and Intelligence

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Unit 6 - Cognition and IntelligenceLearning objectives:1.      Define cognition and intelligence.2.      Explain these different types of intelligence: crystallized & fluid; the three types of intelligence in Sternberg’s “triarchic” theory; “multiple intelligences” in Gardner’s theory; and “emotional intelligence” according to Goleman.3.      Define “I.Q. score” and explain how it is measured.4.      Explain how “normal” intelligence is identified.5.      Define learning disability.6.      Define “intellectual disability” and describe the different subtypes.7.      Explain how intelligence may be influenced by both “nature” and “nurture”.

Material Type: Module

Author: Annemarie Roscello

PSY101 - Topic 7 - Memory

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Topic 7: MemoryLearning objectives:1.      Discuss these three functions of memory: encoding, storage and retrieval, and also the role played by the “hippocampus” in memory.2.      Describe these three stages of memory storage: sensory memory, short term memory, and long term memory.3.      Differentiate among procedural memory, declarative memory and episodic memory.4.      Differentiate among recall, recognition and relearning (all forms of retrieval).5.      Explain these problems with memory: anterograde amnesia, retrograde amnesia, reconstruction, suggestibility, eyewitness misidentification, and false memory syndrome.6.      Describe theories of “forgetting”, specifically encoding failure; memory errors, proactive interference and retroactive interference.7.      Explain how these processes can enhance (improve) memory: chunking, elaborative rehearsal, mnemonic devices, level of processing, exercise and sleep.

Material Type: Module

Author: Annemarie Roscello

PSY101 - Unit 8 - Motivation and Emotion

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Topic 8: Motivation and EmotionTextbook readings: pp. 331-338; pp. 342-343; p. 352.Watch:Discovering Psychology: Motivation and EmotionMotivation and Emotion is the twelfth program in the DISCOVERING PSYCHOLOGY series. Based on the early research of Sigmund Freud and Abraham Maslow, this program explores the sources of motivation, causes of behavior, and interplay between motivation and action. It examines societal and individual motivation, sexual motivation, and cumulative effects of optimism and pessimism in human life.©2001 WGBH Educational Foundation All Rights ReservedWatch: Maslow's Hierarchy of Needs - Maslow's Hierarchy of Needs is a theory in psychology. It argues that there are five stages of human needs that motivate our behaviour. Learning objectives:1.      Discuss these two types of “motivation”: extrinsic and intrinsic.2.      Explain how these factors can help explain “motivation”: instinct, drive theory, arousal theory, self-efficacy, and Maslow’s theory of “hierarchy of needs”.3.      Describe how hunger and eating are regulated.4.      Define anorexia nervosa and bulimia nervosa.5.      Define emotion.

Material Type: Module

Author: Annemarie Roscello

PSY101 - Topic 9 - Personality

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Topic 9: PersonalityTextbook readings: pp. 367-368; pp. 371-373; pp. 392-393.Watch: [Descriptions taken from the website]Sigmund Freud: Id, Ego, Superego- Psychodynamic- Psychoanalytic Personality Theory Explained! - A summary of Sigmund Freud's theory of mind- the Id, Ego, and Superego, as well as their relationship to the unconscious, preconscious, and conscious levels of the mind. Freud theory: id, superego, and ego - Freud's id, superego, and ego theory relating to Children's books and showsConscious vs. subconscious thinking - The Sentis Brain Animation Series takes you on a tour of the brain through a series of short and sharp animations. The sixth in the series explores how our brain operates -- at conscious and subconscious levels. This helps us to save precious brain energy and is how our attitudes, habits and memories form. This interesting animation demonstrates how relying on our subconscious can be both helpful and unhelpful and how more conscious thinking can benefit us. Learning objectives:1.      Define personality.2.      Describe Freud’s theory of personality, including concepts of “conscious” vs. “unconscious” (“subconscious”) mind; and id, ego and superego parts of personality.3.      Describe the “Five Factor Model” of personality.

Material Type: Module

Author: Annemarie Roscello

PSY101 - Topic 10 - Social Psychology

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Topic 10: Social PsychologyTextbook readings: pp. 409-410; pp. 417-418; pp. 428-429; pp. 441-443.Watch: [Descriptions from the website]Milgram Obedience Study - Why should you question authority? The answer lies within this ground breaking social psychology experiment by Stanley Milgram regarding human behavior and authority.The Stanford Prison Experiment - The Stanford Prison Experiment, a dramatic simulation study of the psychology of imprisonment and one of the best known psychology experiments ever undertaken.Dr. Zimbardo takes us through the Stanford Prison Experiment, in which healthy college students are transformed into unstable prisoners and brutal prison guards within days by the power of the situation in which they found themselves.Learning objectives:1.      Define social psychology.2.      Describe Zimbardo’s Stanford Prison Experiment and its results. Note how social roles, norms and scripts may have affected human behavior in this study.3.      Describe Milgram’s Obedience to Authority Experiment and its results.4.      Describe how the “bystander effect” and “diffusion of responsibility” may have influenced the Kitty Genovese event.5.      Describe how prosocial behavior, altruism and empathy are related to one another.

Material Type: Module

Author: Annemarie Roscello

PSY101 - Topic 11 - Stress

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Topic 10: StressTextbook readings: pp. 493-494; pp. 504-510; pp. 523-528.Watch: The Brain - Series Homepage  Produced by Colorado State University. 1997, all descriptions are from the series website.The Brain: Emotions, Stress, and Health (Module 21) Commentary from scientists, dramatic reenactments, and graphic illustrations show the consequences of prolonged stress on health. Animated diagrams show the brain releasing hormones, followed by a role-playing situation illustrating on-the-job stress that may set this process in motion. Researchers explain how low-level stress leads to the breakdown of frontal lobe functioning.Learning objectives:1.      Define stress and stressors, and also describe different types of stressors.2.      Differentiate between “problem-focused” coping and “emotion-focused” coping to regulate stress. 3.      Explain “perceived control” and “learned helplessness”, and their relation to stress.4.      Explain how “social support” and “relaxation response technique” can reduce stress.

Material Type: Module

Author: Annemarie Roscello

PSY101- Topic 12 - Psychological Disorders

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Topic 12: Psychological DisordersTextbook readings: pp. 545-546; pp. 549-550; pp. 555-581; pp. 590-596.Watch:  Discovering Psychology: Discovering Psychology:  Psychopathology (Program 21)Psychopathology is the twenty-first program in the DISCOVERING PSYCHOLOGY series. Through glimpses of the original theories of Philippe Pinel, this program explores the biological and psychological components of mental illness, as well as the role of genetics and cultural factors. It also takes a closer look at a few of the major mental illnesses like depression, neurosis, manic-depressive disorders, and schizophrenia.©2001 WGBH Educational Foundation All Rights ReservedWatch: The Mind - Series Homepage  Produced by Colorado State University. 1999, all descriptions are from series website.The Mind:  Mood Disorders: Mania and Depression (Module 31)Presents vivid examples of the mood fluctuations of patients who suffer from periodic affective episodes.The Mind: Mood Disorders: Hereditary Factors  (Module 32)Illustrates the findings of a 10-year study that involved 12,000 volunteers in an Amish community and represents a careful analysis of genetic factors related to manic-depressive disorders.The Mind:  Mood Disorders: Medication and Talk Therapy (Module 33)Shows the effectiveness of combining drug therapies with traditional psychotherapy.Watch:The Brain - Series Homepage  Produced by Colorado State University. 1997, all descriptions are from series website.The Brain: Schizophrenia: Symptoms (Module 26)In this module, mental health professionals observe a patient named Jerry, a classic schizophrenic. Jerry's case and medication schedule are described, and his disordered speech and behavior are shown. Prominent psychiatrists describe schizophrenia and the prognosis for those diagnosed with this disease; a locked psychiatric ward provides a graphic illustration.The Brain: Schizophrenia: Etiology (Module 27)This module covers the history of attitudes, beliefs, and theories about the etiology of schizophrenia. While the illness was long thought to be environmentally caused, this module emphasizes the scientific evidence in support of its organic origins. Dr. Arnold Scheibel of UCLA Medical Center describes cellular pathology in the hippocampus and speculates on the possible role of viruses. A genetic component is also demonstrated.The Brain: Autism (Module 29)This module opens with statistics and a description of autism and how the disorder has been viewed historically. Studies now support the theory that autism results from a lack of normal neural growth during prenatal development. Dr. Temple Grandin of Colorado State University, severely autistic as a child, is presented as someone who overcame her autism and managed to use her way of perceiving the world to her advantage.Learning objectives:1.      Define psychological disorder and psychopathology.2.      State the main features of psychological disorders according to the APA (American Psychiatric Association).3.      Describe how the DSM (Diagnostic and Statistical Manual of Mental Disorders) is used to classify or categorize disorders.4.      Explain the biological and the “diathesis-stress” models of psychological disorders.  5.      Describe main features (symptoms) of these psychological disorders: Anxiety Disorders (and within this category, “phobia” and “panic disorder” and “social anxiety disorder”); Obsessive-Compulsive and Related Disorders (and within this category, “body dysmorphic disorder”), PTSD (Posttraumatic Stress Disorder), Mood Disorders (and within this category, “major depressive disorder” and “bipolar disorder”), Schizophrenia; ADHD (Attention Deficit Hyperactivity Disorder) and Autistic Spectrum Disorder.6.      Discuss major theories that seek to explain what “causes” Anxiety Disorders, Mood Disorders, Schizophrenia, ADHD and Autistic Spectrum Disorder.

Material Type: Module

Author: Annemarie Roscello

PSY101 - Topic 13 - Therapy and Treatment

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Topic 13: Therapy and TreatmentTextbook readings: p. 607; pp. 614-629.Watch:Discovering Psychology: Discovering Psychology: Psychotherapy (Program 22)Psychotherapy is the twenty-second program in the DISCOVERING PSYCHOLOGY series. It explores different therapeutic approaches as well as the relationships among theory, research, and practice. You'll learn how some historical, cultural, and social forces have influenced approaches to the treatment of psychological disorders.Watch: The Mind - Series Homepage  Produced by Colorado State University. 1999, all descriptions are from the series website. The Mind: Treating Depression: Electroconvulsive Therapy (Module 34)Provides a clear and dramatic presentation of the process and some of the effects of electroconvulsive therapy (ECT).The Brain - Series Homepage  Produced by Colorado State University. 1997, all descriptions are from the series website.The Brain: Schizophrenia: Pharmacological Treatment (Module 28)Dr. Arnold Scheibel reviews the various ways in which schizophrenia has been treated since the 1950s, ranging from the use of physical restraints and cool baths to the administration of antipsychotic drugs. He and other psychiatrists elaborate on the ways in which drugs alter the chemistry of the brain. Drugs that are effective seem to reduce the levels of dopamine in the brain — to provide amelioration and stabilization, not a cure.Watch:The World of Abnormal Psychology - Produced by Alvin H. Perlmutter, Inc., and Toby Levine Communications. 1992, all descriptions are from the series website.The World of Abnormal Psychology: Psychotherapies (Program 12)This program allows viewers to "sit-in" on five distinctly different kinds of psychotherapy: psychodynamic, cognitive-behavioral, Gestalt, couples, and group. Theory and practice are intertwined as these patients progress through therapy, sometimes trying alternative models for the same problem. Learning objectives:1.      Distinguish between psychotherapy and biomedical therapy.2.      Explain the main goal and main components of psychoanalysis (Freud’s psychotherapy which includes “free association” and “dream analysis” techniques); behavior therapy which includes “exposure” technique, “aversive conditioning”, “counter-conditioning” and “token economy” technique); cognitive therapy (originated by Beck); cognitive-behavioral therapy (which incorporates both cognitive and behavioral techniques); and biomedical therapies (which include psychotropic medications and ECT: electroconvulsive therapy).3.      Distinguish between these “modalities” (formats) of psychotherapy: play therapy, individual therapy, group therapy, and family therapy. 

Material Type: Module

Author: Annemarie Roscello

SOC101 - Unit 1 Understanding Sociology

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Chapter 1, pages 5-20Define “Sociology.” What are the differences between psychology and sociology? Textbook: page 96 “Sociology or Psychology: What’s the Difference?”What is the “Sociological Imagination”?The development of Sociology as a science.Pioneers of Sociology: Auguste Comte, Emile Durkheim, Karl Marx, and Max Weber.Macro versus Micro-sociologyThe three theoretical perspectives of sociology: Functionalist, Conflict, and Interactionist.Chapter 4 “Emile Durkheim and Functionalism” pages 80 - 81"Karl Marx and Conflict Theory” pages 81 – 83“Max Weber and Interactionism” page 83 

Material Type: Module

Author: Annemarie Roscello

SOC101 - Unit 2 - Culture

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Unit 2 – Culture -  Chapter 3 pages 51-67Definition of Society. What constitutes a society?Definition of Culture.  What are the basic, universal elements of culture? Language (Sapir-Whorf Hypothesis), Norms (versus deviance), Mores & Folkways, Sanctions, and Values.  Definition of  Dominant IdeologyDefinition of Status QuoHow do our public schools maintain the status quo?:  https://www.youtube.com/watch?v=kpfMD9gWNf8Cultural Variations: Subculture and CountercultureAttitudes towards cultural variations: Ethnocentrism and cultural relativismMcDonaldization of Society  (page 127 )https://www.youtube.com/watch?v=Fdy1AgO6Fp4You Tube: McDonaldization Theory of George RitzerTheoretical Perspectives of Culture 

Material Type: Module

Author: Annemarie Roscello

SOC101-Unit 4 - Socialization

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Unit 3 – Socialization -  Chapter 5 pages 93-107Definition of Socialization.Definition of Personality.The Development of the “Self” and socialization influences according to sociological views: George Herbert Mead, Erving Goffman, Charles Cooley and psychological views: Jean Piaget and Sigmund Freud.Page 86 “Presentation of Self”Resocialization and Anticipatory Socialization.Agents of Socialization.​​​​

Material Type: Module

Author: Annemarie Roscello

SOC101 - Unit 5 - Social Structure, Social Interaction and Groups

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Unit 5 - Pages 115-117 & 85-86Page 86 “Roles and Status”Pages 115-117 “Introduction to Groups (Theoretical Perspectives of Groups)"Types of Groups”Definition of and basic elements of Social Structure: Status, Social Roles, Groups, Social Networks and Social Institutions (e.g. Family, Religion, Education, Government).  What is meant by “Total Institution”?Does social structure control social interactions? How does Stanley Milgram’s and Philip Zimbardo’s experiments support this idea?Psychology: The Stanford Prison Experiment – BCC Documentary https://www.youtube.com/watch?v=WV9AqhvZtewThe Social Construction of Reality - page 85 “Social Constructions of Reality”Brain Games and Social Conformity - https://www.youtube.com/watch?v=o8BkzvP19v4 

Material Type: Module

Author: Annemarie Roscello

SOC101 - Unit 6 - Deviance and Social Control

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Unit 6 – Deviance and Social ControlRead: Chapter 7 pages 136 – 138Definition of Deviance. - The effects of deviance on society: Promotes social solidarity by distinguishing “us” from “them;” Helps people adjust to change and ease the shock; Provides a way in which some individuals and groups introduce their agenda to the rest of society.  Are there any universal laws?  It seems that in every society murder is a crime-- (But there are a very wide set of circumstances under which killing is permitted.  What one society considers to be murder, another will consider a justifiable homicide example, in one society in the middle east a woman can be beheaded for adultery.  What American court would levy this sentence?!)Identify methods of social control - Conformity vs. ObedienceSociological Theoretical Perspectives of Deviance: Functionalist Perspective, Conflict Perspective and Interactionist Perspective of DevianceSociology: Understanding and Changing the Social World, Read:  Page 199 - 200 Table 7.1 “Theory Snapshot: Summary of Sociological Explanations of Deviance and Crime” Specific Theoretical Perspectives of Deviance: Durkheim’s Function of Deviance, Robert Merton’s Anomie Theory of Deviance, Subculture Theory of Deviance, Social Control Theory, Feminist Perspective, Sutherland’s Differential Association Theory, Labeling TheorySociology: Understanding and Changing the Social World, Read: Pages 200-210

Material Type: Module

Author: Annemarie Roscello

SOC101 - Unit 7 - Stratification and Social Mobility in the United States

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Unit 7 – Stratification and Social Mobility in the United StatesChapter 9 – pages 185 – 201Define “Stratification.”Open versus closed stratification.  Is the stratification system in the United States open or closed? Is there social mobility in the United States?Social classes in the United States: upper, middle and lower class.  What is the social stratification of your family tree?  Has your family’s intergenerational social class altered?Watch: Wealth Inequality in America - https://www.youtube.com/watch?v=QPKKQnijnsM4.      Theoretical Perspectives on Social StratificationRead: Chapter 8.2 “Explaining Stratification” - http://open.lib.umn.edu/sociology/chapter/8-2-explaining-stratification/ 

Material Type: Module

Author: Annemarie Roscello

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