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Introduction to Psychology

Purpose of Course  showclose

Course Information  showclose

Welcome to PSYCH101: Introduction to Psychology.  General information about the course and its requirements can be found below.
 
Course Designer: Helena (Mimi) Martin, PhD, and Professor Michael Poulakis

Primary Resources: This course is composed of a range of different free, online materials.  These materials include audio and video lectures, as well as more traditional textbook-type materials.  A sizeable portion of the video and audio lectures is found in the iTunes University academic library.

Requirements for Completion: In order to complete this course, you will need to work through each unit and all of its assigned materials.  Pay special attention to Units 2 and 3, as these may be particularly challenging to students who do not have a background in biology.  Units 6, 7, and 8 are theory-based and will provide the foundation for our more advanced psychology courses.  You will also need to complete assessments for Units 3, 4, and 5, along with the final exam.

Note that you will only receive an official grade on your final exam.  However, in order to adequately prepare for this exam, you will need to complete all readings, lectures, and quizzes.

In order to “pass” this course, you will need to earn a 70% or higher on the final exam.  Your score on the exam will be tabulated as soon as you complete it.  If you do not pass the exam, you may take it again.

Time Commitment: This course should take you a total of 98 hours to complete.  Each unit includes a “time advisory” that lists the amount of time you should expect to spend on each subunit.  These should help you plan your time accordingly.  It may be useful to take a look at these time advisories and determine how much time you have over the next few weeks to complete each unit and then set goals for yourself.  For example, Unit 1 should take approximately 9 hours to complete.  Perhaps you can sit down with your calendar and decide to complete subunits 1.1 and 1.2.1 (a total of 3 hours) on a Monday, subunit 1.2.2 (3 hours) on a Tuesday, subunit 1.2.3 (3 hours) on a Wednesday, and so forth for the other units.

Tips/Suggestions: Take notes on the various terms, practices, and theories as you read.  This will help you differentiate and later provide you with a “refresher” as you study for the final exam.

A version of this course is also available in iTunes U. Preview the course in your browser or view our entire suite of iTunes U courses.

Learning Outcomes  showclose

Course Requirements  showclose

• Unit 1
• Unit 2
• Unit 3
• Unit 4
• Unit 5
• Unit 6
• Unit 7
• Unit 8
• Final Exam
• All Units

Unit Outline show close

Unit 1: The History and Methods of Psychology  

“Psychology has a long past but a short history.”  This brief statement by one of the pioneers of psychological research, Herman Ebbinghaus, captures the history of psychology as a discipline.  Though it is relatively new as a formal academic subject, the questions it seeks to answer have been around since the beginning of man.  In this unit, we will review the history of psychology as a discipline, by learning about both its ancient philosophical (“prescientific”) roots and its more recent reincarnation as a “scientific” field of study.

Unit 1 Time Advisory   show close


Unit 1 Learning Outcomes   show close


1.1 Introduction to Psychology: Historical Context and Definition  

• Reading: San Bernardino Community College: Professor T. L. Brink’s Psychology: A Student Friendly Approach: “Unit 1: The Definition and History of Psychology” (PDF)

  Link: San Bernardino Community College: Professor T. L. Brink’s Psychology: A Student Friendly Approach: “Unit 1: The Definition and History of Psychology” (PDF)
  
  Instructions: These sectionscontain definitions and mnemonic devices to explain and differentiate the different terms and practitioners of psychology.  Please click on the link and complete the reading that covers sections 1.1–1.3.  Note that this reading will also cover the material you need to know for subunits 1.1.1–1.1.3.
  
  Reading these sections should take approximately 2 hours.
  
  Terms of Use: The linked material above has been reposted by the kind permission of TL Brink from Crafton Hills College.  Please note that this material is under copyright and cannot be reproduced in any capacity without explicit permission from the copyright holder.  It can be viewed in its original form here.

  See a broken link? Please let us know!

1.1.1 Introduction to Psychology  

Note: This subunit is covered by the resources assigned beneath subunit 1.1.  Focus specifically on pages 1–2.

• Optional Mobile App: WAGmob’s Psychology: “Introduction”

  Link: WAGmob's Psychology & Psychiatry (iOS App) or WAGmob's Psychology 101 (Anroid App) 
  
  Instructions: If choosing to use this app, you will first need to download the version appropriate to your mobile device. Note that there are costs associated with both of these apps, which is why they are optional. No quiz or exam questions will be derived from materials within, but they are still useful supplementary resources. Once downloaded, open WAGmob’s Psychology app and read the tutorial "Introduction to Pyschology." Once you have a firm grasp of the material, test yourself with the "Basic Definitions" flashcards and then finish this activity with the "Introduction to Psychology" quiz (only available on Android version). This exercise will provide the supplementary information regarding fundamental psychology concepts and definitions.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpages above. 

  See a broken link? Please let us know!

1.1.2 History of Psychology: Major Schools of Thought  

Note: This subunit is covered by the resources assigned beneath subunit 1.1.  Focus specifically on pages 3–13.

1.1.3 Major Fields of Psychology  

Note: This subunit is covered by the resources assigned beneath subunit 1.1.  Focus specifically on pages 14–15.

1.2 Research in Psychology  

• Optional Mobile App: WAGmob’s Psychology: “Research in Psychology”

  Link: WAGmob's Psychology & Psychiatry (iOS App) or WAGmob's Psychology 101 (Android App)
  
  Instructions: Open the Psychology app and read the tutorial "Research in Psychology." This exercise will provide supplementary information regarding methodological concepts, definitions, and processes in psychology. Review this information as needed.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpages above.

  See a broken link? Please let us know!

1.2.1 The Scientific Method  

• Reading: Explorable.com: “What is the Scientific Method” and “Steps of the Scientific Method”

  Link: Explorable.com: “What is the Scientific Method” (HTML) and “Steps of the Scientific Method” (HTML)
  
  Instructions: Please read these two webpages in order to understand the concepts surrounding the scientific method – the basis for conducting scientific research.
  
  Reading these webpages should take approximately 1 hour.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

  See a broken link? Please let us know!

1.2.2 Psychological Research Methodology  

• Reading: San Bernardino Community College: Professor T. L. Brink’s Psychology: A Student Friendly Approach: “Unit 2: Research Methods”

  Link: San Bernardino Community College: Professor T. L. Brink’s Psychology: A Student Friendly Approach: “Unit 2: Research Methods” (PDF)
  
  Instructions: Please click on the link and read this chapter, which covers important topics related to research methods in psychology.  After reading this chapter, you will understand important terminology and concepts associated with psychological research (e.g., experimentation, causality, correlation, validity, reliability, hypothesis testing, etc.).
  
  Reading this chapter should take approximately 3 hours.
  
  Terms of Use: The linked material above has been reposted by the kind permission of TL Brink from Crafton Hills College.  Please note that this material is under copyright and cannot be reproduced in any capacity without explicit permission from the copyright holder.

  See a broken link? Please let us know!

1.2.3 The Role of Statistics: Defining and Measuring Relationships  

• Reading: San Bernardino Community College: Professor T. L. Brink’s Psychology: A Student Friendly Approach: “Unit 3: Statistics”

  Link: San Bernardino Community College: Professor T. L. Brink’s Psychology: A Student Friendly Approach: “Unit 3: Statistics” (PDF)
  
  Instructions: Please click on the link and read this chapter, which introduces you to relevant concepts in statistics and stresses the relationship between science and mathematics.
  
  Reading this chapter should approximately 3 hours.
  
  Terms of Use: The linked material above has been reposted by the kind permission of TL Brink from Crafton Hills College.  Please note that this material is under copyright and cannot be reproduced in any capacity without explicit permission from the copyright holder.

  See a broken link? Please let us know!

• Optional Mobile App: GetYa Learn On, LLC’s Statistics 1

  Link: GetYa Learn On, LLC’s Statistics 1 (iOS App) or GetYa Learn On, LLC’s Statistics 1 (Android App)
  
  Instructions: If choosing to use this app, you will first need to download the version appropriate to your mobile device. Note that there are costs associated with both of these apps, which is why they are optional. No quiz or exam questions will be derived from material within, but they are still useful supplementary resources. Once downloaded, please visit the "Lessons" section and review the topics "Introduction," "Central Tendency & Z-Scores" (focusing more on the central tendency), "Correlation," "Inferential Stats," "Hypothesis Testing," and "Making Sense Statistical Significance." Also, visit the "Sims & Tools" sections and review the topic "Hypothesis Testing Procedure." In addition, you may visit the "Flashcards" and "Glossary" sections at any time to further learn/review relevant materials. 
  
  This application is exceptional in presenting statistical information, calculation and processing, and translating it to real life, hypothetical scenarios using lessons/tutorials, sims and tools, flash cards, formula quick reference guides, and an in-depth glossary.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpages above.

  See a broken link? Please let us know!

Unit 2: The Nature and Nurture of Behavior  

What makes you “you”?  This question gets to the heart of one of the longest-running debates in psychology: the nurture versus nature dispute, which asks whether humans are a product of their environment or of their biological makeup.  While it is unlikely that we will ever conclusively answer this question, research has provided us with some important insights that will assist you in understanding arguments on both sides of the debate.  This unit will introduce you to a number of these concepts, identifying several of the factors that psychologists have isolated as potential identity-shapers.  We will examine the interplay of these forces and focus in on the gene-environment interaction.

Unit 2 Time Advisory   show close


Unit 2 Learning Outcomes   show close


• Reading: American Association for the Advancement of Science and the Hastings Center: Catherine Baker’s Behavioral Genetics: “Chapters 1–7”

  Link: American Association for the Advancement of Science and the Hastings Center: Catherine Baker’s Behavioral Genetics: “Chapters 1–7” (PDF)
  
  Instructions: Please read these chapters, which will illustrate scholarly research with applicable examples.  As you progress through the subunits listed below by reading the respective chapters in this online text as listed, test yourself on what you have retained.  Remember: The process of reflection is important to “creating a memory” of the material you have learned; it will increase the probability that you ultimately retain the information.  Ask yourself the following questions to both test your knowledge and to help you retain the information presented:
   

  a)   What are the main takeaway points of this subunit?  For example, what do I know about the gene-environment interaction?  You are testing yourself as to whether you can list several important points that address this question.
  b)   What are the main terms associated with the concepts in this chapter?  In attempting to answer this question, you are testing yourself on whether you can speak about this topic in an articulate way such that you can sufficiently communicate the main ideas of the chapter.  In other words, you are asking yourself if you understand the language and concepts associated with the topic of learning. 

  
  If you notice that it is difficult to answer these questions, don’t worry!  Try rereading the text while paying special attention to the information that you think helps answer the questions listed above.  After rereading the text, test yourself again to see if your comprehension and retention have improved.
  
  Reading these chapters should take approximately 8 hours.
  
  Note on the Text: This text is geared toward introducing you to behavioral genetics, which is a separate (albeit related) field often associated with the idea of “nature versus nurture.”  This is an interdisciplinary field that is influenced by psychology and several other fields.  We chose this book as it sufficiently represents and highlights both the environmental and genetic influences that affect individual differences in traits.  The examples used throughout this text are particularly useful in highlighting the real-world implications of the scholarly knowledge presented.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

  See a broken link? Please let us know!

2.1 Behavioral Genetics: The Gene-Environment Interaction  

2.1.1 Behavioral Genetics: An Overview  

• Reading: American Association for the Advancement of Science and the Hastings Center: Catherine Baker’s Behavioral Genetics: “Chapter One: What is Behavioral Genetics?”

  Link: American Association for the Advancement of Science and the Hastings Center: Catherine Baker’s Behavioral Genetics: “Chapter One: What is Behavioral Genetics?” (PDF)
  
  Instructions: Please click on the link and scroll down to the bottom of the page where you will see several chapters listed in blue.  Click on “Chapter One: What is Behavioral Genetics?” and read this chapter to orient yourself to the field of behavioral genetics.
  
  Reading this chapter should take approximately 45 minutes.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

  See a broken link? Please let us know!

2.1.2 The Gene-Environment Interaction: An Introduction  

• Reading: American Association for the Advancement of Science and the Hastings Center: Catherine Baker’s Behavioral Genetics: “Chapter Two: How Do Genes Work within their Environment?” and “Chapter Three: How Do Environments Impinge upon Genes?”

  Link: American Association for the Advancement of Science and the Hastings Center: Catherine Baker’s Behavioral Genetics: “Chapter Two: How Do Genes Work within their Environment?” (PDF) and “Chapter Three: How Do Environments Impinge upon Genes?” (PDF)
  
  Instructions: Please click on the link and scroll down to the bottom of the page, where you will see several chapters listed in blue.  Click on “Chapter Two: How Do Genes Work within their Environment?” and skim through this chapter.  It is not necessary to memorize each term but to be familiar with the impact of genes on behavior and to introduce you to some key terms (e.g., phenotype and genotype).  Next, click on “Chapter Three: How Do Environments Impinge upon Genes?” and read the chapter.  After reading these two chapters you will have a good sense of the topic, theory, and research related to the gene-environment interaction that contributes to the development of most individual differences in traits.
  
  Reading these chapters should take approximately 2 hours.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

  See a broken link? Please let us know!

2.2 Behavioral Genetics: Methods of Study  

• Reading: American Association for the Advancement of Science and the Hastings Center: Catherine Baker’s Behavioral Genetics: “Chapter Four: How is Genetic Research on Behavior Conducted?”

  Link: American Association for the Advancement of Science and the Hastings Center: Catherine Baker’s Behavioral Genetics: “Chapter Four: How is Genetic Research on Behavior Conducted?” (PDF)
  
  Instructions: Please click on the link and scroll down to the bottom of the page, where you will see several chapters listed in blue.  Click on “Chapter Four: How is Genetic Research on Behavior Conducted?”  Please read the initial sections and then skip the following sections: “Linkage Analysis,” “Association Studies,” “Microarray Analysis,” and “Knockout Studies.”  After skipping these sections, please read the rest of the chapter, as it will bring you back to the applied example that runs throughout the chapter and give you a good sense of the benefits and drawbacks of both nonmolecular and molecular research.  For the purposes of this course, it is not essential that you understand the ins and outs of molecular research; however, it will be important that you understand the pros and cons of both molecular and nonmolecular research in determining the gene-environment contributions of any one particular trait.  Note that this reading will also cover the material you need to know for subunits 2.2.1–2.2.3.
  
  Reading this chapter should take approximately 1 hour and 15 minutes.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

  See a broken link? Please let us know!

2.2.1 Animal Studies  

Note: This subunit is covered by the resources assigned beneath subunit 2.2.  Focus specifically on pages 40–41 (the third and fourth PDF pages).

2.2.2 Twin and Adoption Studies  

Note: This subunit is also covered by the resources assigned beneath subunit 2.2.  Focus specifically on page 42, under the title “Twin Studies,” and read through page 45, including the chapters titled “Adoption Studies” and Combined Studies.”

• Reading: ISE IB Psychology 2012: “Genetic Research – Twin Studies, Family Studies and Adoption Studies”

  Link: ISE IB Psychology 2012: “Genetic Research – Twin Studies, Family Studies and Adoption Studies” (HTML)
  
  Instructions: Please click on the link and read this website, which discusses twin, family, and adoption studies.
  
  Reading this website should take approximately 15 minutes.
  
  Terms of Use: please respect the copyright and terms of use displayed on the webpage above.

  See a broken link? Please let us know!

2.2.3 Pros/Cons of Molecular and Non-Molecular Research Studies  

Note: This subunit is covered by the resources assigned beneath subunit 2.2.  Please read from “Concerns about Molecular Research” to the end of the chapter.

2.3 The Gene-Environment Interaction: Examples  

2.3.1 Intelligence  

• Reading: American Association for the Advancement of Science and the Hastings Center: Catherine Baker’s Behavioral Genetics: “Chapter Seven: How is Intellect Molded by Genes and Environments?”

  Link: American Association for the Advancement of Science and the Hastings Center: Catherine Baker’s Behavioral Genetics: “Chapter Seven: How is Intellect Molded by Genes and Environments?” (PDF)
  
  Instructions: Please click on the link and scroll down to the bottom of the page, where you will see several chapters listed in blue.  Click on “Chapter Seven: How is Intellect Molded by Genes and Environments?” and read this chapter, which will provide you with examples of how genes and environments interact to contribute to intelligence – a pertinent area of inquiry within the field of psychology.
  
  Reading this chapter should take approximately 1 hour and 30 minutes.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

  See a broken link? Please let us know!

• Reading: Dr. C. George Boeree’s General Psychology: The Board of Scientific Affairs of the American Psychological Association’s “Selected Portions of Intelligence: Knowns and Unknowns”

  Link: Dr. C. George Boeree’s General Psychology: The Board of Scientific Affairs of the American Psychological Association’s “Selected Portions of Intelligence: Knowns and Unknowns” (HTML)
  
  Instructions: This reading is optional.  Please read this article if you are interested in a comprehensive review of relevant findings/theories regarding intelligence and information about intelligence testing within the field of psychology.  This article is written from the vantage point of psychologists and will provide you with a slightly different perspective on the study of intelligence than the one presented in your required readings.  Please note that Dr. C. George Boeree obtained this text through an external website credited at the top of the webpage.
  
  Reading this article should take approximately 1 hour.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

  See a broken link? Please let us know!

2.3.2 Mental Disorders  

• Reading: American Association for the Advancement of Science and the Hastings Center: Catherine Baker’s Behavioral Genetics: “Chapter Five: How Do Mental Disorders Emerge from the Mix of Genes and Environments?”

  Link: American Association for the Advancement of Science and the Hastings Center: Catherine Baker’s Behavioral Genetics: “Chapter Five: How Do Mental Disorders Emerge from the Mix of Genes and Environments?” (PDF)
  
  Instructions: Please click on the link and scroll down to the bottom of the page, where you will see several chapters listed in blue.  Click on “Chapter Five: How do Mental Disorders Emerge from the Mix of Genes and Environments?” and scroll down to the section entitled “Polygenetic Disorders, Complexity Multiplied” on page 6.  Read this section and the following sections to get a sense of how genes and environments interact to contribute to mental disorders – a pertinent area of inquiry within the field of psychology.
  
  Reading these sections should take approximately 1 hour.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

  See a broken link? Please let us know!

Unit 3: The Biology of Psychology  

Early psychologists considered the brain a “black box” that controlled certain processes, though they did not know how to identify these processes or how the brain controlled them.  This is no longer the case; nowadays, scientists insist that the psychological mind and physiological body are fully integrated with one another.  As such, in the past few years, no subject has become more relevant to psychology than neuroscience, or the study of the structure and function of the brain.  Today, knowledge of the biological origins of our psychological states is integral to the study of psychology.  In this unit, we will review the basic biological and neurological structures that psychologists associate with human thought processes and behaviors.

Unit 3 Time Advisory   show close


Unit 3 Learning Outcomes   show close


• Reading: San Bernardino Community College: Professor T. L. Brink’s Psychology: A Student Friendly Approach: “Unit 4: The Nervous System”

  Link: San Bernardino Community College: Professor T. L. Brink’s Psychology: A Student Friendly Approach: “Unit 4: The Nervous System” (PDF)
  
  Instructions: Please click on the link and read this chapter, which provides general background information on the biology of psychology.  This reading will introduce you to the main topics in the biology of sensation and perception and should serve only as a “primer” to introduce you to the topic.  It will also be important to review the other readings listed below.  Note that this reading will also cover the material you need to know for subunits 3.1.1–3.1.4.
  
  Reading this chapter should take approximately 4 hours.
  
  Terms of Use: The linked material above has been reposted by the kind permission of T. L. Brink from Crafton Hills College.  Please note that this material is under copyright and cannot be reproduced in any capacity without explicit permission from the copyright holder.

  See a broken link? Please let us know!

• Assessment: San Bernardino Community College: Professor T. L. Brink’s Psychology: A Student Friendly Approach: “Unit 4: The Nervous System Quiz”

  Link: San Bernardino Community College: Professor T. L. Brink’s Psychology: A Student Friendly Approach: “Unit 4: The Nervous System Quiz” (HTML)
  
  Instructions: Please go to the links at the end of the chapter, which contain instructions for how to access online quizzes specific to the material.  This quiz will test your knowledge of the nervous system.
  
  Completing this quiz should take approximately 30 minutes.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

  The Saylor Foundation does not yet have materials for this portion of the course. If you are interested in contributing your content to fill this gap or aware of a resource that could be used here, please submit it here.

  Submit Materials

• Optional Mobile App: Rainer Goebel, Brain Innovation’s Brain Tutor 3D

  Link: Rainer Goebel, Brain Innovation's Brain Tutor 3D (iOS App)
  
  Instructions: If choosing to use this app, you will first need to download it to your mobile device. Note that it is only available for iOS devices, thus no quiz or exam questions will be derived from material within, but it is still a useful supplementary resource. Once downloaded, please visit the "Lobes," "Gyri," Sulci," and "Brodmann Areas" sections to review descriptions of each component, brain location, and function/connectivity. While reviewing each component, click on the "Left Hemi," "Right Hemi," or "Head" utilities to see 3D colored sections of the area being studied and its relation to additional brain anatomy.
  
  This application provides graphic 3D illustrations of major brain anatomy, areas, and components that influence the biological nature of psychology including neural circuitry, communication, and connectivity (i.e.., how physical structures play important roles in the behavior of individuals).
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

  See a broken link? Please let us know!

• Optional Mobile App: WAGmob’s Psychology: “Biological Foundation of Behavior”

  Link: WAGmob's Psychology & Psychiatry (iOS App) or WAGmob's Psychology 101  (Android App) 
  
  Instructions: Open the Psychology app and read the tutorial "Biological Foundation of Behavior." This exercise will provide supplementary information regarding the biological nature of psychology and its connection to individual behavior. Review this information as needed.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpages above.

  See a broken link? Please let us know!

3.1 Neural Communication  

Note: Neurons are the specialized cells that make up the body’s nervous system.  They send signals to each other to communicate thought, mood, motion, and the five senses.

3.1.1 What Is a Neuron and Why Is It Important?  

Note: This subunit is covered by the resources assigned beneath Unit 3.

3.1.2 Different Parts of the Neuron: The Soma, the Axon, the Dendrites, and Myelin  

Note: This subunit is covered by the resources assigned beneath Unit 3.  Focus specifically on the first webpage.

3.1.3 Action Potentials and Neurotransmitter Release  

Note: This subunit is covered by the resources assigned beneath Unit 3.  Focus specifically on the third webpage.

3.1.4 Neurotransmitters and Their Function: Acetylcholine, Dopamine, Serotonin, Norepinephrine, GABA, and Glutamate  

Note: This subunit is covered by the resources assigned beneath Unit 3.  Focus specifically on the third webpage.

3.2 The Central and Peripheral Nervous Systems  

3.2.1 The Peripheral Nervous System  

• Lecture: YouTube: University of California, Berkeley: Professor John Kihlstrom’s “Biological Basis of Mind and Behavior I”

  Link: YouTube: University of California, Berkeley: Professor John Kihlstrom’s “Biological Basis of Mind and Behavior I” (YouTube)
  
  Instructions: Please watch this video from Professor John Kihlstrom’s General Psychology course at the University of California, Berkeley.
  
  Watching this lecture should take approximately 1 hour.
  
  Terms of Use: The above video is reposted from the University of California, Berkeley’s Webcast.Berkeley.  This video is released under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 Unported License.

  See a broken link? Please let us know!

3.2.2 The Central Nervous System: An Overview  

• Lecture: YouTube: University of California, Berkeley: Professor John Kihlstrom’s “Biological Basis of Mind and Behavior II” and “Biological Basis of Mind and Behavior III”

  Link: YouTube: University of California, Berkeley: Professor John Kihlstrom’s “Biological Basis of Mind and Behavior II” (YouTube) and “Biological Basis of Mind and Behavior III” (YouTube)
  
  Instructions: Please watch “Biological Basis of Mind and Behavior II” and “Biological Basis of Mind and Behavior III” from Professor John Kihlstrom’s General Psychology course at the University of California, Berkeley.
  
  Watching each lecture should take approximately 1 hour.
  
  Terms of Use: The above video is reposted from the University of California, Berkeley’s Webcast.Berkeley.  This video is released under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 Unported License.

  See a broken link? Please let us know!

• Web Media: Wikimedia Commons: “The Human Nervous System”

  Link: Wikimedia Commons: “The Human Nervous System” (HTML)
  
  Instructions: Please click on the webpage, scroll down, and view the illustration, which gives you an overview of the human nervous system.
  
  Studying this illustration should take approximately 15 minutes.
  
  Terms of Use: please respect the copyright and terms of use displayed on the webpage above.

  See a broken link? Please let us know!

3.3 Neuropsychology  

• Reading: Georgia Southern University: Professor Russel A. Dewey’s Psychology: An Introduction: “Chapter 2: The Human Nervous System: Part 2: Neuropsychology”

  Link: Georgia Southern University: Professor Russel A. Dewey’s Psychology: An Introduction: “Chapter 2: The Human Nervous System: Part 2: Neuropsychology” (HTML)
  
  Instructions: Please click on the link and scroll down to “Part 2: Neuropsychology.”  Read this section, which contains useful information about the parts and function of neural transmission.  This section will cover the subunits below.  Note that this section will also cover the material you need to know for subunits 3.3.2–3.3.3.
  
  Reading this section should take approximately 2 hours and 30 minutes.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

  See a broken link? Please let us know!

3.3.1 Brain Injuries  

• Lecture: University of California, Los Angeles: 100 Subjects in Neurosurgery: “Lecture 17:Traumatic Brain Injury General Considerations”

  Link: University of California, Los Angeles: 100 Subjects in Neurosurgery: “Lecture 17:Traumatic Brain Injury General Considerations” (iTunes)
  
  Instructions: Please click on the link and select “view in iTunes.”  If your device does not already have iTunes software, you will be provided a link for a free download at this time.
  
  Watching this lecture should take approximately 1 hour.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

  See a broken link? Please let us know!

• Web Media: University of Washington: “Living With Traumatic Brain Injury”

  Link: University of Washington: “Living With Traumatic Brain Injury” (iTunes)
  
  Instructions: Please click on the link and select “view in iTunes.”  If your device does not already have iTunes software, you will be provided with a link for a free download.
  
  Watching this video should take approximately 30 minutes.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

  See a broken link? Please let us know!

3.3.2 Split-Brain Operations  

Note: This subunit is covered by the resources assigned beneath subunit 3.3.  To review, please select “Part Two: Neuropsychology: The Split-Brain Operation.”

3.3.3 The Pleasure and Fear Centers  

Note: This subunit is covered by the resources assigned beneath subunit 3.3.  To review, please select “Part Two: Neuropsychology: Pleasure Centers.”

• Optional Mobile App: PPL Development Company LLC’s Brainwave Tuner Lite

  Link: PPL Development Company LLC’s Brainwave Tuner Lite (iOS App) or PPL Development Company LLC’s BrainwaveTuner Lite (Android App)
  
  Instructions: Please click on the above link as appropriate for your mobile device’s operating system to experience the biological nature of psychology as related to brain anatomy and function, particularly neural communication and the body’s nervous systems.  This application integrates the “mind-body” philosophy by focusing on biological/neural stimulation to help with sleep, healing, meditation, relaxation, concentration, and learning. To fully understand this application's function, please read the "info" section (notepad) found at the top right of the application screen to familiarize yourself with brain wave stimulation, EEG pattern frequency, and application of beat tonalities.
  
  Then, if using the Android version, please visit the "Sleep and Healing" section, which helps tune your brain frequency toward a drowsy state, enhancing your sleep quality and mental health, the "Meditation and Relaxation" section, which helps you quickly attain a meditative state, so you can relax your busy mind, and/or the "Focus and Learning" section, which helps bring about increased attention and boosts your mental speed. If using the iOS version, please visit each of the eight preset wave pattens, "Headache Therapy," "Dreamy," "Self-hypnosis," "Attention Increase," "Creativity Enhancing," "IQ Increase," "Learning Aid," and "White Noise" to experience binaural beats specific to those neural stimulation. Please note that if you want to experience additional binaural beats using the iOS version, you will need to purchase the app to gain full access. 
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpages above.

  See a broken link? Please let us know!

Unit 4: Sensation and Perception  

As human beings, we perceive our world through our senses.  This means that we are constantly performing a complex set of processes by which we take in sensory information, convert it into a form usable by the brain, and have the brain send signals to a relevant part of the body in order to tell it how to respond – all in a matter of milliseconds.  In this unit, we will highlight two sensory systems and gain a deeper understanding of how we perceive the world around us.

Unit 4 Time Advisory   show close


Unit 4 Learning Outcomes   show close


• Reading: San Bernardino Community College: Professor T. L. Brink’s Psychology: A Student Friendly Approach: “Unit 5: Perception”

  Link: San Bernardino Community College: Professor T. L. Brink’s Psychology: A Student Friendly Approach: “Unit 5: Perception” (PDF)
  
  Instructions: Please click on the link and read this chapter, which provides general background information on sensation and perception as they relate to the field of psychology.  Please read up to the section titled “What are Dreams?”, as the sections after this point are less applicable to the study of sensation and perception.  This chapter will serve as a primer, offering a general overview that will be more fully fleshed out in the resources below.
  
  Reading this chapter should take approximately 1 hour and 30 minutes.
  
  Terms of Use: The linked material above has been reposted by the kind permission of T. L. Brink from Crafton Hills College.  Please note that this material is under copyright and cannot be reproduced in any capacity without explicit permission from the copyright holder.

  See a broken link? Please let us know!

4.1 Visual Sensation  

4.1.1 The Eye  

• Reading: University of Western Ontario: Professor Tutus Vilis’ Physiology of the Senses: “The Eye”

  Link: University of Western Ontario: Professor Tutus Vilis’ Physiology of the Senses: “The Eye” (PDF)
  
  Also available in:
  EPUB
  
  Instructions: The article covers visual perception and providdes information regarding the anatomy and physiology of the eye and how it relates to vision.
  
  Reading this article should take approximately 1 hour and 15 minutes.
  
  Terms of Use: The article above is released under a Creative Commons Attribution-NonCommercial-NoDerivatives License 3.0.  You can find the original version of this article here.

  See a broken link? Please let us know!

• Assessment: University of Western Ontario: Professor Tutus Vilis’ Physiology of the Senses: “The Eye: Practice Problems”

  Link: University of Western Ontario: Professor Tutus Vilis’ Physiology of the Senses: “The Eye: Practice Problems” (Flash)
  
  Instructions: After reading the previous article on the eye, please click on this link to access a short quiz that will test your knowledge of this material.
  
  Completing this quiz should take approximately 15 minutes.
  
  Terms of Use: The resource above is released under a Creative Commons Attribution-NonCommercial-NoDerivatives License 3.0.  You can find the original version of this resource here.

  See a broken link? Please let us know!

• Lecture: YouTube: University of California, Berkeley: Professor John Kihlstrom’s “Sensation and Perception I”

  Link: YouTube: University of California, Berkeley: Professor John Kihlstrom’s “Sensation and Perception I” (YouTube)
  
  Instructions: Please watch “Sensation and Perception I” from Professor John Kihlstrom’s General Psychology course at the University of California, Berkeley.
  
  Watching this lecture should take approximately 1 hour.
  
  Note on the Lecture: This lecture presents an ecological view of sensation and perception, which puts the physiological information presented into a more psychological framework.  It also covers depth perception, an important facet of visual perception not covered in the readings.
  
  Terms of Use: The above video is reposted from the University of California, Berkeley’s Webcast.Berkeley.  This video is released under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 Unported License.

  See a broken link? Please let us know!

4.1.2 The Visual Cortex  

• Reading: University of Western Ontario: Professor Tutus Vilis’ Physiology of the Senses: “The Visual Cortex”

  Link: University of Western Ontario: Professor Tutus Vilis’ Physiology of the Senses: “The Visual Cortex” (PDF)
  
  Also available in:
  EPUB
  
  Instructions: Please click on the link, scroll down, and then click on “The Visual Cortex” PDF to download this chapter on the visual cortex, an area of the brain necessary for sensing and initial processing of visual objects.
  
  Reading this chapter should take approximately 1 hour.
  
  Terms of Use: The article above is released under a Creative Commons Attribution-NonCommercial-NoDerivatives License 3.0.  You can find the original University of Western Ontario version of this article here.

  See a broken link? Please let us know!

• Assessment: University of Western Ontario: Professor Tutus Vilis’ Physiology of the Senses: “The Visual Cortex: Practice Problems”

  Link: University of Western Ontario: Professor Tutus Vilis’ Physiology of the Senses: “The Visual Cortex: Practice Problems” (Flash)
  
  Instructions: Please click on this link to access a short quiz that will test your knowledge of this section.
  
  Completing this quiz should take approximately 30 minutes.
  
  Terms of Use: The article above is released under a Creative Commons Attribution-NonCommercial-NoDerivatives License 3.0.  You can find the original University of Western Ontario version of this article here.

  See a broken link? Please let us know!

4.1.3 The Association Cortex  

• Reading: University of Western Ontario: Professor Tutus Vilis’ Physiology of the Senses: “The Association Cortex”

  Link: University of Western Ontario: Professor Tutus Vilis’ Physiology of the Senses: “The Association Cortex” (PDF)
  
  Also available in:
  EPUB
  
  Instructions: Please click on the link, scroll down, and then click on “The Visual Cortex” PDF to download this chapter, which provides information regarding the association cortex, an area of the brain necessary for advanced stages of sensory information processing.
  
  Reading this chapter should take approximately 1 hour.
  
  Terms of Use: The article above is released under a Creative Commons Attribution-NonCommercial-NoDerivatives License 3.0.  You can find the original version of this article here.

  See a broken link? Please let us know!

• Assessment: University of Western Ontario: Professor Tutus Vilis’ Physiology of the Senses: “The Association Cortex: Practice Problems”

  Link: University of Western Ontario: Professor Tutus Vilis’ Physiology of the Senses: “The Association Cortex: Practice Problems” (Flash)
  
  Instructions: Please click on this link to access a short quiz that will test your knowledge of this section.
  
  Completing this quiz should take approximately 30 minutes.
  
  Terms of Use: The article above is released under a Creative Commons Attribution-NonCommercial-NoDerivatives License 3.0.  You can find the original University of Western Ontario version of this article here.

  See a broken link? Please let us know!

4.2 Our Other Senses  

4.2.1 Hearing  

• Optional Mobile App: WAGmob’s Psychology: “Sensation”

  Link: WAGmob's Psychology & Psychiatry (iOS App) or WAGmob's Psychology 101 (Android App)
  
  Instructions: Open the Psychology app and read the tutorial "Sensation." Once you have a firm grasp of the material, test yourself with the "Sensation" flashcards and then finish this activity with the "Sensation" quiz (only available for the Android version). This exercise will provide supplementary information regarding sensory systems and their influence on individual behavior. Review this information as needed.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpages above.

  See a broken link? Please let us know!

• Reading: University of Western Ontario: Professor Tutus Vilis’ Physiology of the Senses: “Hearing”

  Link: University of Western Ontario: Professor Tutus Vilis’ Physiology of the Senses: “Hearing” (PDF)
  
  Also available in:
  EPUB
  
  Instructions: Please click on the link, scroll down, and then click on the “Hearing” PDF to download this chapter, which provides information regarding the sensation and perception of hearing.
  
  Reading this chapter should take approximately 1 hour.
  
  Terms of Use: The article above is released under a Creative Commons Attribution-NonCommercial-NoDerivatives License 3.0.  You can find the original University of Western Ontario version of this article here.

  See a broken link? Please let us know!

4.3 The Interpretation of Sensory Information  

4.3.1 Perception  

• Reading: Dr. C. George Boeree’s General Psychology: “Perception and Interaction”

  Link: Dr. C. George Boeree’s General Psychology: “Perception and Interaction” (HTML)
  
  Instructions: Please read this webpage to better understand the active process of perception.
  
  Reading this webpage should take approximately 30 minutes.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

  See a broken link? Please let us know!

• Lecture: YouTube: University of California, Berkeley: Professor John Kihlstrom’s “Sensation and Perception II” and (optional) “Sensation and Perception III”

  Link: YouTube: University of California, Berkeley: Professor John Kihlstrom’s “Sensation and Perception II” (YouTube) and (optional) “Sensation and Perception III” (YouTube)
  
  Instructions: Please watch “Sensation and Perception II” from Professor John Kihlstrom’s General Psychology course at the University of California, Berkeley.  Optionally, you can watch “Sensation and Perception III,” which lasts approximately 45 minutes.
  
  Watching the first lecture should take approximately 1 hour.
  
  Note on the Lecture: This lecture covers the current understanding of perception, which emphasizes the intersection of the internal and external world in forming perceptions.  The second, optional lecture is also important, as it emphasizes a major theme in current thinking in psychology: the impact of multiple factors on any single phenomena.
  
  Terms of Use: The above video is reposted from the University of California, Berkeley’s Webcast.Berkeley.  This video is released under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 Unported License.

  See a broken link? Please let us know!

• Lecture: Harvard Medical School’s Longwood Seminars: “From Vision to Touch: Exploring the Five Senses”

  Link: Harvard Medical School’s Longwood Seminars: “From Vision to Touch: Exploring the Five Senses” (iTunes)
  
  Instructions: Please click on the link and select “view in iTunes.”  If your device does not already have iTunes software, you will be provided with a link for a free download.  Please select and watch lecture 9, which offers a summary of the five human senses.
  
  Watching this lecture should take approximately 1 hour and 15 minutes.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

  See a broken link? Please let us know!

• Optional Mobile App: WAGmob’s Psychology: “Perception”

  Link: WAGmob's Psychology & Psychiatry (iOS App) or WAGmob's Psychology 101 (Android App)
  
  Instructions: Open the Psychology app and read the tutorial "Perception." Once you have a firm grasp of the material, test yourself with the "Perception" flashcards (only available on the Android version), and then finish this activity with the "Perception" quiz. This exercise will provide supplementary information on processing of sensory information and its effect on individual behavior. Retake the quiz as needed until you understand the material.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpages above.
   

  See a broken link? Please let us know!

• Optional Mobile App: GoldenPlum’s Eye Tricks! Fun Mind Games & Color Blind Test

  Link: GoldenPlum's Eye Tricks! Fun Mind Games & Color Blink Test (iOS App)
  
  Instructions: If choosing to use this app, you will first need to download it to your mobile device. Note that it is only available for iOS devices and there is a fee to download it, thus no quiz or exam questions will be derived from material within, but it is still a useful supplementary resource. Once downloaded, open the app to experience various mind games, tricks, and illusions. This application demonstrates how our physical sensation and perception of images, ideas, and illustrations can be altered depending upon how we interpret and process sensory information.
  
  For this unit, please visit each eye trick/example to experience "impossible objects," "mental puzzles," "after images," "color and shadow tricks," "visual distortions." and "tests for color blindness."
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above. 

  See a broken link? Please let us know!

Unit 5: Learning and Memory  

Psychologists are concerned with how people learn and create memories of the information to which they are presented within their environment.  For example, early psychologists such as Ivan Pavlov and B. F. Skinner performed experiments that explained human action by measuring changes in behavior.  These experiments informed our understanding of the process of learning and marked the beginning of the field of behaviorism.  In addition, the subfields of cognitive psychology and neuropsychology have endeavored to determine how people think, perceive, remember, and learn.  In this chapter, we will draw from behaviorism, cognitive psychology, and neuropsychology to learn the basic principles of learning and memory.

Unit 5 Time Advisory   show close


Unit 5 Learning Outcomes   show close


5.1 Major Theories and Models of Learning  

• Reading: San Bernardino Community College: Professor T. L. Brink’s Psychology: A Student Friendly Approach: “Unit 6: Learning”

  Link: San Bernardino Community College: Professor T. L. Brink’s Psychology: A Student Friendly Approach: “Unit 6: Learning” (PDF)
  
  Instructions: Please click on the link and read chapter 6, which covers important topics related to learning in psychology.  After reading this chapter, you will understand important terminology and concepts associated with different theories of learning, including classical conditioning, operant conditioning, and modeling.
  
  Reading this chapter should take approximately 1 hour and 30 minutes.
  
  Terms of Use: The linked material above has been reposted by the kind permission of TL Brink from Crafton Hills College.  Please note that this material is under copyright and cannot be reproduced in any capacity without explicit permission from the copyright holder.

  See a broken link? Please let us know!

• Lecture: YouTube: University of California, Berkeley: Professor John Kihlstrom’s “Learning I”, “Learning II”, and (optional) “Learning III”

  Link: YouTube: University of California, Berkeley: Professor John Kihlstrom’s “Learning I” (YouTube), “Learning II” (YouTube), and (optional) “Learning III” (YouTube)
  
  Instructions: Please watch “Learning I” and “Learning II” from Professor John Kihlstrom’s General Psychology course at the University of California, Berkeley.  Optionally, you can watch the “Learning III” lecture.
  
  Watching these lectures should take approximately 2 hours.
  
  Note on the Lectures: These lectures cover some of the main principles of classical and operant conditioning.  The optional lecture, “Learning III,” covers more information on avoidance learning and learned helplessness.
  
  Terms of Use: The above video is reposted from the University of California, Berkeley’s Webcast.Berkeley.  This video is released under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 Unported License.

  See a broken link? Please let us know!

• Reading: The Psychologist: Hall P. Beck and Gary Irons’ “Finding Little Albert”

  Link: The Psychologist: Hall P. Beck and Gary Irons’ “Finding Little Albert” (PDF)
  
  Instructions: This is an optional article related to classical conditioning.  It discusses the first study conducted with a human subject.
  
  Reading this article should take approximately 15 minutes.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

  See a broken link? Please let us know!

5.1.1 Classical (Respondent) Conditioning  

• Lecture: Missouri State University: Todd Daniel’s Great Ideas in Psychology: “Classical Conditioning”

  Link: Missouri State University: Todd Daniel’s Great Ideas in Psychology: “Classical Conditioning” (iTunes)
  
  Instructions: Please click on the link and choose “view in iTunes.”  Click on lecture 22, which provides an overview of classical conditioning.
  
  Watching this lecture should take approximately 45 minutes.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

  See a broken link? Please let us know!

5.1.2 Operant Conditioning  

• Lecture: Missouri State University: Todd Daniel’s Great Ideas in Psychology: “Operant Conditioning”

  Link: Missouri State University: Todd Daniel’s Great Ideas in Psychology: “Operant Conditioning” (iTunes)
  
  Instructions: Please click on the link and choose “view in iTunes.”  Click on and watch lecture 23.
  
  Watching this lecture should take approximately 45 minutes.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

  See a broken link? Please let us know!

5.1.3 Other Types of Learning  

• Lecture: Missouri State University: Todd Daniel’s Great Ideas in Psychology: “Observational and Insight”

  Link: Missouri State University: Todd Daniel’s Great Ideas in Psychology: “Observational and Insight” (iTunes)
  
  Instructions: Please click on the link above and choose “view in iTunes.”  Click on and watch lecture 24.
  
  Watching this lecture should take approximately 45 minutes.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

  See a broken link? Please let us know!

• Optional Mobile App: WAGmob’s Psychology: “Learning and Conditioning”

  Link: WAGmob's Psychology & Psychiatry (iOS App) or WAGmob's Psychology 101 (Android App)
  
  Instructions: Open the Psychology app and read the tutorial "Learning and Conditioning." Once you have a firm grasp of the material, test yourself with the "Learning and Conditioning" quiz. This exercise will provide supplementary information regarding theories of learning, patterns of behavior, and conditional effects of individual behavior. Retake the quiz as needed until you understand the material.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpages above.

  See a broken link? Please let us know!

5.2 Memory  

• Optional Mobile App: WAGmob’s Psychology: “Memory”

  Link: WAGmob's Psychology & Psychiatry (iOS App) or WAGmob's Psychology 101 (Android App)
  
  Instructions: Open the Psychology app and read the tutorial "Memory." Once you have a firm grasp of the material, test yourself with the "Memory" flashcards (only available on the Android version), and then finish this activity with the "Memory" quiz. This exercise will provide supplementary information regarding cognitive functioning, basic memory processes, and individual recall. Retake the quiz as needed until you understand the material.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpages above.

  See a broken link? Please let us know!

• Reading: San Bernardino Community College: Professor T. L. Brink’s Psychology: A Student Friendly Approach: “Unit 7: Memory”

  Link: San Bernardino Community College: Professor T. L. Brink’s Psychology: A Student Friendly Approach: “Unit 7: Memory” (PDF)
  
  Instructions: Please click on the link and read chapter 7, which covers important topics related to memory in psychology.  Note that this reading will also cover the material you need to know for subunits 5.2.1–5.2.4.
  
  Reading this chapter should take approximately 1 hour.
  
  Terms of Use: The linked material above has been reposted by the kind permission of T. L. Brink from Crafton Hills College.  Please note that this material is under copyright and cannot be reproduced in any capacity without explicit permission from the copyright holder.

  See a broken link? Please let us know!

• Lecture: YouTube: University of California, Berkeley: Professor John Kihlstrom’s “Attention and Memory I”, “Attention and Memory II”, and “Attention and Memory III”

  Link: YouTube: University of California, Berkeley: Professor John Kihlstrom’s “Attention and Memory I” (YouTube), “Attention and Memory II” (YouTube), and “Attention and Memory III” (YouTube)
  
  Instructions: Please watch each of these “Attention and Memory” lectures from Professor John Kihlstrom’s General Psychology course at the University of California, Berkeley.  Note that this reading will also cover the material you need to know for subunit 5.2.5.
  
  Watching these lectures should take approximately 2 hours and 30 minutes.
  
  Note on the Lecture: These lectures cover some of the main principles of memory and provide some interesting applied examples.  They also address the impact of schemas or the intersection between stored knowledge and memory.
  
  Terms of Use: The above video is reposted from the University of California, Berkeley’s Webcast.Berkeley.  This video is released under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 Unported License.

  See a broken link? Please let us know!

5.2.1 Types of Memory  

Note: This subunit is covered by the resources assigned beneath subunit 5.2.  Focus specifically on page 120.

5.2.2 How Memory is Measured  

Note: This subunit is covered by the resources assigned beneath subunit 5.2.  Focus specifically on page 123, “Measurements of Retention.”

5.2.3 Process of Memory  

Note: This subunit is covered by the resources assigned beneath subunit 5.2.  Focus specifically on pages 123–125, Question 7.3, “What are the Stages in the Processing of Memory?”

5.2.4 Problems with Memory  

Note: This subunit is covered by the resources assigned beneath subunit 5.2.  Focus specifically on pages 128–129 under the headings “Retrograde Amnesia,” “Anterograde Amnesia,” and “Retrieval Failure.”

5.2.5 The Role of Memory in Perception  

Note: This subunit is covered by the resources assigned beneath subunit 5.2.  Focus specifically on Professor Kihlstrom’s lecture, “Attention and Memory I.”

5.3 Memory: A Neuropsychological Perspective  

• Reading: University of Western Ontario: Professor Tutus Vilis’ Physiology of the Senses: “Memory”

  Link: University of Western Ontario: Professor Tutus Vilis’ Physiology of the Senses: “Memory” (PDF)
  
  Also available in:
  EPUB
  
  Instructions: Please click on the link, scroll down, and then click on the “Memory” PDF to download this chapter, which provides information regarding the role of memory in perception.
  
  Reading this chapter should take approximately 30 minutes.
  
  Terms of Use: The article above is released under a Creative Commons Attribution-NonCommercial-NoDerivatives License 3.0.  You can find the original version of this article here.

  See a broken link? Please let us know!

• Assessment: University of Western Ontario: Professor Tutus Vilis’ Physiology of the Senses: “Memory: Practice Problems”

  Link: University of Western Ontario: Professor Tutus Vilis’ Physiology of the Senses: “Memory: Practice Problems” (Flash)
  
  Instructions: Please click on the link to access a short quiz that will test your knowledge of the chapter.
  
  Taking this quiz should take approximately 30 minutes.
  
  Terms of Use: The article above is released under a Creative Commons Attribution-NonCommercial-NoDerivatives License 3.0.  You can find the original version of this article here.

  See a broken link? Please let us know!

• Optional Mobile App: WAGmob’s Psychology: “Cognition and Language”

  Link: WAGmob's Psychology & Psychiatry (iOS App) or WAGmob's Psychology 101 (Android App)
  
  Instructions: Open the Psychology app and read the tutorial "Cognition and Language." Once you have a firm grasp of the material, test yourself with the "Cognition and Language" flashcards (only available on the Android version). This exercise will provide supplementary information regarding cognitive functioning, language, and complex processes, such as problem solving and decision-making. Review this information as needed.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpages above.
  
  
   

  See a broken link? Please let us know!

5.4 Memory and Psychotherapy  

• Web Media: Cognitive-Behavioral Therapy Center of Western North Carolina: “An Interview with Elizabeth Loftus: Memory and Psychotherapy”

  Link: Cognitive-Behavioral Therapy Center of Western North Carolina: “An Interview with Elizabeth Loftus: Memory and Psychotherapy” (iTunes)
  
  Instructions: This is an audio interview with Dr. Elizabeth Loftus, renowned expert in false memories and eyewitness testimony issues.  Please select and listen to podcast 8, “Memory and Psychotherapy.”
  
  Listening to this interview should take approximately 30 minutes.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

  See a broken link? Please let us know!

Unit 6: Development  

The physical, mental, and emotional changes that an individual undergoes over the course of his or her lifetime raise a number of questions about who we are and how we develop as human beings.  One such question is whether our traits are stable or changeable throughout our lifetime; another is whether development is a continuous, gradual process or a set of discrete stages.  Though these questions remain unresolved, this unit will provide you with ways to think critically about these issues.  It will also provide you with an overview of human development, from infancy to old age.

Unit 6 Time Advisory   show close


Unit 6 Learning Outcomes   show close


6.1 Important Theories/Research Related to Developmental Psychology  

• Reading: San Bernardino Community College: Professor T. L. Brink’s Psychology: A Student Friendly Approach: “Unit 12: Developmental Psychology”

  Link: San Bernardino Community College: Professor T. L. Brink’s Psychology: A Student Friendly Approach: “Unit 12: Developmental Psychology” (PDF)
  
  Instructions: This chapter will serve as an introduction to major theories and research related to developmental psychology.  Note that this chapter will also cover the material you need to know for subunits 6.1.1–6.1.3.
  
  Reading this chapter should take approximately 1 hour and 15 minutes.
  
  Terms of Use: The linked material above has been reposted by the kind permission of T. L. Brink from Crafton Hills College.  Please note that this material is under copyright and cannot be reproduced in any capacity without explicit permission from the copyright holder.

  See a broken link? Please let us know!

6.1.1 Harry Harlow and Rhesus Monkeys  

Note: This subunit is covered by the resources assigned beneath subunit 6.1.  Begin reading on page 269.

6.1.2 Gerontology  

Note: This subunit is covered by the resources assigned beneath subunit 6.1.  Begin reading on page 277.

6.1.3 Vygotsky and Scaffolding  

Note: This subunit is covered by the resources assigned beneath subunit 6.1.  Begin reading on page 286.

6.1.4 Freud’s Theory of Development  

• Lecture: Missouri State University: Todd Daniel’s Great Ideas in Psychology: “Sigmund Freud on Development”

  Link: Missouri State University: Todd Daniel’s Great Ideas in Psychology: “Sigmund Freud on Development” (iTunes)
  
  Instructions: Please click on the link above and choose “view in iTunes.”  Click on and listen to lecture no. 30, which provides an overview of Freud’s theories of development.
  
  Listening to this lecture should take approximately 30 minutes.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

  See a broken link? Please let us know!

6.2 Infancy and Childhood Development  

6.2.1 Infancy  

• Reading: Dr. C. George Boeree’s A History of Psychology: “Infancy”

  Link: Dr. C. George Boeree’s A History of Psychology: “Infancy” (HTML)
  
  Instructions: Please read this webpage to learn about infancy as a stage of development.
  
  Reading this webpage should take approximately 15 minutes.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

  See a broken link? Please let us know!

6.2.2 Childhood  

• Reading: Dr. C. George Boeree’s A History of Psychology: “Childhood”

  Link: Dr. C. George Boeree’s A History of Psychology: “Childhood” (HTML)
  
  Instructions: Please read this webpage to learn about childhood as a period of development.
  
  Reading this webpage should take approximately 15 minutes.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

  See a broken link? Please let us know!

6.2.3 Attachment Theory  

• Reading: Wikipedia’s “Attachment Theory”

  Link: Wikipedia’s “Attachment Theory” (PDF)
  
  Also available in:
  EPUB
  
  Instructions: Please read this article (with the exception of the history and recent developments section) to learn about attachment theory – an essential and important theory in child development.
  
  Reading this article should take approximately 1 hour and 15 minutes.
  
  Terms of Use: The article above is released under a Creative Commons Attribution-Share-Alike License 3.0.  You can find the original Wikipedia version of this article here.

  See a broken link? Please let us know!

• Lecture: YouTube: University of California, Berkeley: Professor Alison Gopnik’s “Social and Emotional Development in Infancy”

  Link: YouTube: University of California, Berkeley: Professor Alison Gopnik’s “Social and Emotional Development in Infancy” (YouTube)
  
  Instructions: Please watch this lecture from Dr. Alison Gopnik’s Developmental Psychology course at the University of California, Berkeley.
  
  Watching this lecture should take approximately 45 minutes.
  
  Terms of Use: The above video is reposted from the University of California, Berkeley’s Webcast.Berkeley.  This video is released under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 Unported License.

  See a broken link? Please let us know!

6.2.4 Psychological Problems of Childhood  

• Reading: Dr. C. George Boeree’s A History of Psychology: “Psychological Problems of Childhood”

  Link: Dr. C. George Boeree’s A History of Psychology: “Psychological Problems of Childhood” (HTML)
  
  Instructions: Please read this webpage to learn about some common psychological problems that may emerge in childhood.
  
  Reading this webpage should take approximately 1 hour and 30 minutes.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

  See a broken link? Please let us know!

6.2.5 Piaget Stages of Cognitive Development: Sensorimtor, Preoperational, Concrete Operational, and Formal Operational  

• Reading: Dr. C. George Boeree’s A History of Psychology: “Piaget: Cognitive Development”

  Link: Dr. C. George Boeree’s A History of Psychology: “Piaget: Cognitive Development” (HTML)
  
  Instructions: Please read this webpage to learn about Piaget’s well-supported theory of development.
  
  Reading this webpage should take approximately 1 hour and 30 minutes.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

  See a broken link? Please let us know!

• Lecture: Missouri State University: Todd Daniel’s Great Ideas in Psychology: “Jean Piaget on Development”

  Link: Missouri State University: Todd Daniel’s Great Ideas in Psychology: “Jean Piaget on Development” (iTunes)
  
  Instructions: Please click on the link above and choose “view in iTunes.”  Click on and listen to lecture 32, which provides an overview of Piaget’s theories of development.
  
  Listening to this lecture should take approximately 30 minutes.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

  See a broken link? Please let us know!

• Lecture: YouTube: Yale University: Professor Paul Bloom’s “What It’s Like to Be a Baby: The Development of Thought”

  Link: YouTube: Yale University: Professor Paul Bloom’s “What It’s Like to Be a Baby: The Development of Thought” (YouTube)
  
  Available in:
  HTML, Adobe Flash, MP3, or QuickTime
  
  Instructions: Please watch this lecture from Dr. Paul Bloom’s Introduction to Psychology course at Yale University.
  
  Watching this lecture should take approximately 1 hour.
  
  Terms of Use: Paul Bloom, Introduction to Psychology (Yale University: Open Yale Courses), http://oyc.yale.edu (Accessed March 3, 2011).  License: Creative Commons BY-NC-SA 3.0.  The original version can be found here.

  See a broken link? Please let us know!

6.3 Adolescent Development and Adulthood  

6.3.1 Adolescence  

• Reading: The University of Nebraska–Lincoln: Dr. Maria R. De Guzman’s “Understanding the Physical Changes of Puberty”

  Link: The University of Nebraska–Lincoln: Dr. Maria R. De Guzman’s “Understanding the Physical Changes of Puberty” (HTML)
  
  Also Available in:
  PDF
  
  Instructions: Please click on the link and download the article.  Read the “What is Puberty?” and “How Will the Body Change?” sections carefully to learn about the important developmental tasks and changes associated with adolescence.  Optionally, read through “Strategies to Help Youth through Puberty,” as this section will show you how psychologists transform knowledge into helpful applied suggestions.
  
  Reading this article should take approximately 1 hour and 30 minutes.
  
  Terms of Use: This work has been made available by University of Nebraska–Lincoln Extension Publications.  The Saylor Foundation is grateful to UNL–Extension for its kind permission to use these materials.  Please respect the copyright and terms of use displayed on the webpage above.

  The Saylor Foundation does not yet have materials for this portion of the course. If you are interested in contributing your content to fill this gap or aware of a resource that could be used here, please submit it here.

  Submit Materials

• Reading: The University of Nebraska–Lincoln: Dr. Maria R. De Guzman’s “Friendships, Peer Influence, and Peer Pressure during the Teen Years”

  Link: The University of Nebraska–Lincoln: Dr. Maria R. De Guzman’s “Friendships, Peer Influence, and Peer Pressure during the Teen Years” (HTML)
  
  Instructions: Please click on the link and read this article to get a sense of the importance of peer groups and parental influence during adolescence.
  
  Reading this article should take approximately 1 hour.
  
  Terms of Use: This work has been made available by University of Nebraska–Lincoln Extension Publications.  The Saylor Foundation is grateful to UNL–Extension for its kind permission to use these materials.  Please respect the copyright and terms of use displayed on the webpage above.

  See a broken link? Please let us know!

6.3.2 The Development of Moral Thinking: Kohlberg’s Stages of Moral Development: Preconvential, Conventional, and Postconvential  

• Reading: Dr. C. George Boeree’s A History of Psychology: “Moral Development”

  Link: Dr. C. George Boeree’s A History of Psychology: “Moral Development” (HTML)
  
  Instructions: Please read this webpage to learn about adolescence as a period of development.
  
  Reading this webpage should take approximately 45 minutes.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

  See a broken link? Please let us know!

• Lecture: Missouri State University: Todd Daniel’s Great Ideas in Psychology: “Moral Development”

  Link: Missouri State University: Todd Daniel’s Great Ideas in Psychology: “Moral Development” (iTunes)
  
  Instructions: Please click on the link and choose “view in iTunes.”  Click on and watch lecture 33, which provides an overview of the construction of moral development.
  
  Watching this lecture should take approximately 30 minutes.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

  See a broken link? Please let us know!

6.3.3 Psychosocial Development: Erikson’s Lifespan Approach to and Stages of Development  

• Reading: Dr. C. George Boeree’s A History of Psychology: “Erikson: Psychosocial Development”

  Link: Dr. C. George Boeree’s A History of Psychology: “Erikson: Psychosocial Development” (HTML)
  
  Instructions: Please read this webpage to learn about Erikson’s well-supported theory of psychosocial development.
  
  Reading this webpage should take approximately 2 hours.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

  See a broken link? Please let us know!

• Lecture: Missouri State University: Todd Daniel’s Great Ideas in Psychology: “Erik Erikson on Development”

  Link: Missouri State University: Todd Daniel’s Great Ideas in Psychology: “Erik Erikson on Development” (iTunes)
  
  Instructions: Please click on the link and choose “view in iTunes.”  Watch lecture 31, which provides an overview of Erikson’s theories on development.
  
  Watching this lecture should take approximately 45 minutes.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

  See a broken link? Please let us know!

• Optional Mobile App: Radiance House’s Personality Types

  Link: Radiance House's Personality Types (iOS App)

  
  Instructions: If choosing to use this app, you will first need to download it to your mobile device. Note that it is only available on iOS devices, and also has associated costs, thus making it optional. No quiz or exam questions will be derived from material within, but it is still a useful supplementary resource.  Once downloaded, open the app to learn about and apply the 16 personality types. This application uses Dr. Carl Jung's assertion that the eight cognitive processes people use (i.e. Extroverted vs. Introverted, Sensing, Intuiting, Thinking, and Feeling) combine to match 16 personality types. The 16 personality types are then differentiated on the Myers-Briggs Type Indicator (i.e. Extroverted vs. Introverted, Sensing vs. Intuiting, Thinking vs. Feeling, Judging vs. Perceiving) showing the cluster of cognitive processes a particular individual uses (e.g. INFJ- Introverting, Intuiting, Feeling, and Judging). Determining one's personality type can help you understand what goes on "inside" a person's head and heart, and how they relate back-and-forth with others. It also demonstrates how personality is innate as well as influenced over the lifespan as related to external causes.
  
  Then, please visit the "Assess" utility and take the personality quiz. It is recommended that you use the "Long-Form" assessment as this will be most accurate in determining your personality type. After you've completed the assessment, review your personality type result and visit the "Types" grid to compare your specific personality type with one of the other 15 types. You may also ask a friend or family member to take an assessment and then compare your personality types. For additional information on personality typing, please visit the "About" utility and review the resources provided.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above. 
   

  See a broken link? Please let us know!

• Optional Mobile App: WAGmob’s Psychology: “Personality”

  Link: WAGmob's Psychology & Psychiatry (iOS App) or WAGmob's Psychology 101 (Android App)
  
  Instructions: Open the Psychology app and read the tutorial "Personality." Once you have a firm grasp of the material, test yourself with the "Personality" flashcards, and then finish this activity with the "Personality" quiz (both the flashcards and quiz are only available on the Android version). This exercise will provide supplementary information regarding personality characteristics, theories of development, and conditioning. Retake the quiz as needed until you understand the material.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpages above. 
  
   

  See a broken link? Please let us know!

6.4 Adulthood and Old Age  

• Optional Mobile App: WAGmob’s Psychology: “Human Development”

  Link: WAGmob's Psychology & Psychiatry (iOS App) or WAGmob's Psychology 101  (Android App)
  
  Instructions: Open the Psychology app and read the tutorial "Human Development." Once you have a firm grasp of the material, test yourself with the "Human Development" quiz (only available on the Android version). This exercise will provide supplementary information regarding systematic psychological change that occurs over the lifespan, theories of development, and stages of development. Retake the quiz as needed until you understand the material.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpages above. 

  See a broken link? Please let us know!

• Reading: Dr. C. George Boeree’s A History of Psychology: “Aging”

  Link: Dr. C. George Boeree’s A History of Psychology: “Aging” (HTML)
  
  Instructions: Please read this webpage to get a sense of the developmental issues related to aging.  Note that this webpage will cover the material you need to know for subunits 6.4.1 and 6.4.3.
  
  Reading this webpage should take you approximately 1 hour.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

  See a broken link? Please let us know!

6.4.1 Successful Aging  

Note: This subunit is covered by the resources assigned beneath subunit 6.4.  Focus specifically on the “Successful Aging” section.

6.4.2 Strokes  

Note: This subunit is covered by the resources assigned beneath subunit 6.4.  Focus specifically on the “Strokes” section.

6.4.3 Alzheimer’s Disease  

Note: This subunit is covered by the resources assigned beneath subunit 6.4.  Focus specifically on the “Alzheimer’s Disease” section.

• Web Media: HBO: “The Alzheimer’s Project (2012 Documentary)”

  Link: HBO: “The Alzheimer’s Project (2012 Documentary)” (Flash)
  
  Instructions: Please watch these videos to learn about the latest scientific discoveries, the social impact of aging, and the impact of the disease on the aged population.
  
  Watching these videos should take approximately 4 hours and 45 minutes.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

  See a broken link? Please let us know!

Unit 7: Social Psychology  

Human beings are social beings.  As psychologists, we acknowledge this fact by studying the ways in which an individual’s social environment impacts his or her emotional and mental functioning.  This is called social psychology – the focus of this unit.  We will discuss the social behavior of individuals, groups, and entire societies as well as the influences that our relationships to these entities have on us as individuals.

Unit 7 Time Advisory   show close


Unit 7 Learning Outcomes   show close


• Lecture: YouTube: Yale University: Professor Paul Bloom’s “A Person in the World of People: Self and Other Part 1”

  Link: YouTube: Yale University: Professor Paul Bloom’s “A Person in the World of People: Self and Other Part 1” (YouTube)
  
  Also available in:
  HTML, Adobe Flash, MP3, or QuickTime
  
  Instructions: Please watch this lecture from Dr. Paul Bloom’s Introduction to Psychology course at Yale University.
  
  Watching this lecture should take approximately 1 hour.
  
  Terms of Use: Paul Bloom, Introduction to Psychology  (Yale University: Open Yale Courses), http://oyc.yale.edu (Accessed March 3, 2011).  License: Creative Commons BY-NC-SA 3.0.  The original version can be found here.

  See a broken link? Please let us know!

• Reading: San Bernardino Community College: Professor T. L. Brink’s Psychology: A Student Friendly Approach: “Unit 13: Social Psychology”

  Link: San Bernardino Community College: Professor T. L. Brink’s Psychology: A Student Friendly Approach: “Unit 13: Social Psychology” (PDF)
  
  Instructions: Please click on the link, scroll down, and read chapter 13, which provides an overview of important concepts in social psychology.  This chapter will serve as a “primer” to introduce you to the main topics in social psychology.
  
  Reading this chapter should take approximately 1 hour.
  
  Terms of Use: The linked material above has been reposted by the kind permission of T. L. Brink from Crafton Hills College.  Please note that this material is under copyright and cannot be reproduced in any capacity without explicit permission from the copyright holder.

  See a broken link? Please let us know!

7.1 Social Thinking  

• Optional Mobile App: WAGmob’s Psychology: “Social Cognition and Influence”

  Link: WAGmob's Psychology & Psychiatry (iOS App) or WAGmob's Psychology 101 (Android App)
  
  Instructions: Open the Psychology app and read the tutorial "Social Cognition and Influence." This exercise will provide supplementary information regarding how people interact with each other and their environment, including how people process social information. Review this information as needed.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpages above.

  See a broken link? Please let us know!

7.1.1 The Attribution Theory  

• Reading: PsychWiki’s “Attribution Theory”

  Link: PsychWiki’s “Attribution Theory” (PDF)
  
  Instructions: Please read this article to learn about this important theory regarding causal inferences in social psychology.
  
  Reading this article should take approximately 15 minutes.
  
  Terms of Use: The article above is released under a Creative Commons Attribution-Share-Alike License 3.0.  You can find the original PsychWiki version of this article here.

  See a broken link? Please let us know!

• Lecture: University of California, Berkeley: PSYCH160 – Social Psychology: “Attribution Part I and Attribution Part II”

  Link: University of California, Berkeley: PSYCH160 – Social Psychology: “Attribution Part I and Attribution Part II” (iTunes)
  
  Instructions: Please click on the link and select “view in iTunes.”  Please select and listen to lectures 16 and 17.
  
  Listening to these lectures should take approximately 1 hour and 30 minutes.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

  See a broken link? Please let us know!

7.1.2 The Fundamental Attribution Error  

• Reading: PsychWiki’s “The Fundamental Attribution Error”

  Link: PsychWiki’s “The Fundamental Attribution Error” (PDF)
  
  Instructions: Please read this article to learn about this important concept in social psychology.
  
  Reading this article should take approximately 15 minutes.
  
  Terms of Use: The article above is released under a Creative Commons Attribution-Share-Alike License 3.0.  You can find the original PsychWiki version of this article here.

  See a broken link? Please let us know!

7.2 Social Influence  

7.2.1 Conformity and Solomon Asch’s Experiments  

• Reading: PsychWiki’s “Asch’s Conformity Studies”

  Link: PsychWiki’s “Asch’s Conformity Studies” (PDF)
  
  Instructions: Please read this article to learn about Solomon Asch’s seminal studies on conformity – a well-studied concept in social psychology.
  
  Reading this article should take approximately 15 minutes.
  
  Terms of Use: The article above is released under a Creative Commons Attribution-Share-Alike License 3.0.  You can find the original PsychWiki version of this article here.

  See a broken link? Please let us know!

• Lecture: University of California, Berkeley: PSYCH160 – Social Psychology: “Conformity and Compliance”

  Link: University of California, Berkeley: PSYCH160 – Social Psychology: “Conformity and Compliance” (iTunes)
  
  Instructions: Please click on the link and select “view in iTunes.”  Select and listen to lecture 9.
  
  Listening to this lecture should take approximately 45 minutes.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

  See a broken link? Please let us know!

7.2.2 Obedience and Stanley Milgram’s Shock Experiment  

• Reading: PsychWiki’s “Milgram’s Study of Obedience”

  Link: PsychWiki’s “Milgram’s Study of Obedience” (PDF)
  
  Instructions: Please read this article to learn about Stanley Milgram’s controversial yet seminal studies on obedience.
  
  Reading this article should take approximately 30 minutes.
  
  Terms of Use: The article above is released under a Creative Commons Attribution-Share-Alike License 3.0.  You can find the original PsychWiki version of this article here.

  See a broken link? Please let us know!

• Web Media: University of Wisconsin–Whitewater: Fairhaven Fall 2010 Lecture Series: “Six Degrees of Stanley Milgram: The Man Who Shocked the World”

  Link: University of Wisconsin–Whitewater: Fairhaven Fall 2010 Lecture Series: “Six Degrees of Stanley Milgram: The Man Who Shocked the World” (iTunes)
  
  Instructions: Please click on the link and choose “view in iTunes.”  Click on and watch lecture 2.
  
  Watching this lecture should take approximately 1 hour.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

  See a broken link? Please let us know!

7.2.3 Group Influences: Social Facilitation, Social Loafing, Deindividuation, Group Polarization, and Groupthink  

• Reading: PsychWiki’s “Group Influence”

  Link: PsychWiki’s “Group Influence” (PDF)
  
  Instructions: Please read this article to learn about the influence of the group on individual action (i.e., social facilitation, social loafing, deindividuation, group polarization, and groupthink).
  
  Reading this article should take approximately 15 minutes.
  
  Terms of Use: The article above is released under a Creative Commons Attribution-Share-Alike License 3.0.  You can find the original PsychWiki version of this article here.

  See a broken link? Please let us know!

• Lecture: University of California, Berkeley: PSYCH160 – Social Psychology: “Intergroup Relations”

  Link: University of California, Berkeley: PSYCH160 – Social Psychology: “Intergroup Relations” (iTunes)
  
  Instructions: Please click on the link and choose “view in iTunes.”  Click on and watch lecture 2.
  
  Watching this lecture should take approximately 45 minutes.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

  See a broken link? Please let us know!

• Lecture: University of California, Berkeley: PSYCH160 – Social Psychology: “Group Processes”

  Link: University of California, Berkeley: PSYCH160 – Social Psychology: “Group Processes” (iTunes)
  
  Instructions: Please click on the link and choose “view in iTunes.”  Click on and listen to lecture 7.
  
  Listening to this lecture should take approximately 1 hour.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

  See a broken link? Please let us know!

7.3 Other Interpersonal Phenomena: Stereotypes and Hostile and Helping Behaviors  

7.3.1 Stereotypes: Psychological Mechanisms and Theorized Function  

• Reading: PsychWiki’s “Stereotypes”

  Link: PsychWiki’s “Stereotypes” (PDF)
  
  Instructions: Please read this article to learn about the research and theory related to stereotypes.
  
  Reading this article should take approximately 15 minutes.
  
  Terms of Use: The article above is released under a Creative Commons Attribution-Share-Alike License 3.0.  You can find the original PsychWiki version of this article here.

  See a broken link? Please let us know!

• Lecture: Stanford University: How to Think Like a Psychologist: “Stereotype Threat and Performance (September 26, 2011)”

  Link: Stanford University: How to Think Like a Psychologist: “Stereotype Threat and Performance (September 26, 2011)” (iTunes)
  
  Instructions: Please click on the link and choose “view in iTunes.”  Click on and watch video 1.
  
  Watching this lecture should take approximately 1 hour and 30 minutes.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

  See a broken link? Please let us know!

7.3.2 Hostile and Helping Behavior  

• Lecture: Arizona Health Sciences Center: Psychiatry Grand Rounds: “Evidence Based Psychotherapies for Aggressive Children and Adolescents”

  Link: Arizona Health Sciences Center: Psychiatry Grand Rounds: “Evidence Based Psychotherapies for Aggressive Children and Adolescents” (iTunes)
  
  Instructions: This is an optional lecture, which gives insight into evidence-based therapies used with aggressive children and adolescents.  The actual lecture starts at the 7:15 mark.  Please click on the link and choose “view in iTunes.”  Select and watch lecture 90.
  
  Watching this lecture should take approximately 1 hour.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

  See a broken link? Please let us know!

• Reading: Wikipedia’s “Aggression: In Humans”

  Link: Wikipedia’s “Aggression: In Humans” (PDF)
  
  Instructions: Please click on the link and read the section entitled “In Humans,” which reviews the aspects of aggression relevant to social psychology.
  
  This reading should take approximately 45 minutes to complete.
  
  Terms of Use: The article above is released under a Creative Commons Attribution-Share-Alike License 3.0.  You can find the original Wikipedia version of this article here.

  See a broken link? Please let us know!

Unit 8: Psychopathology  

Today, we commonly think of psychology as a means of treating mental disorders.  However, the branch of psychology that addresses these disorders is known as psychopathology, a field of study made famous by Sigmund Freud.  Clinical psychologists have since refined the field, developing more sophisticated methods for diagnosis and treatment so that clients can maintain a normal lifestyle.  In this unit, we will aim at understanding different perspectives on psychological disorders, learning to identify characteristic symptoms of each.

Unit 8 Time Advisory   show close


Unit 8 Learning Outcomes   show close


• Reading: San Bernardino Community College: Professor T. L. Brink’s Psychology: A Student Friendly Approach: “Unit 11: Clinical Psychology”

  Link: San Bernardino Community College: Professor T. L. Brink’s Psychology: A Student Friendly Approach: “Unit 11: Clinical Psychology” (PDF)
  
  Instructions: Please click on the link and read chapter 11, which provides an overview of important concepts in clinical psychology.  Note that this chapter also covers the material you need to know for subunits 8.1–8.2.
  
  Reading this chapter should take approximately 2 hours and 15 minutes.
  
  Terms of Use: The linked material above has been reposted by the kind permission of T. L. Brink from Crafton Hills College.  Please note that this material is under copyright and cannot be reproduced in any capacity without explicit permission from the copyright holder.

  See a broken link? Please let us know!

• Lecture: Yale University: Professor Paul Bloom’s “What Happens When Things Go Wrong: Mental Illness Part I” and “What Happens When Things Go Wrong: Mental Illness Part II”

  Link: Yale University: Professor Paul Bloom’s “What Happens When Things Go Wrong: Mental Illness Part I” (YouTube) and “What Happens When Things Go Wrong: Mental Illness Part II” (YouTube)
  
  Part I
  

  1. Behavioral Criteria for Accessing Mental Disorders [00:01:36]
  2. Unipolar Disorders [00:11:54]
  3. Bipolar Disorders [00:21:30]
  4. Statistics for Depression [00:30:20]
  5. Biological, Cognitive and Interpersonal Theories and Treatments [00:34:04]

  Part II
  

  1. Identifying Mental Illness [00:00:00]
  2. Schizophrenia [00:11:30]
  3. Anxiety Disorders [00:24:51]
  4. Question and Answer on Schizophrenia and Anxiety Disorders [00:30:36]
  5. Dissociative Identity Disorders [00:35:02]
  6. Question and Answer on Dissociative Identity Disorders [00:44:59]
  7. Personality Disorders [00:46:32]
  8. Brief History on Therapy [00:54:33]

  Also available in: (Part I)
  HTML, Flash, MP3, or QuickTime
  
  Available in: (Part II)
  HTML, Flash, MP3, or QuickTime
  
  Instructions: Please watch both of these lectures from Dr. Paul Bloom’s Introduction to Psychology course at Yale University.
  
  Watching these lectures should take approximately 2 hours.
  
  Terms of Use: Paul Bloom, Introduction to Psychology  (Yale University: Open Yale Courses), http://oyc.yale.edu (Accessed March 3, 2011).  License: Creative Commons BY-NC-SA 3.0.  The original version can be found here.

  See a broken link? Please let us know!

8.1 Understanding What Mental Disorders Are  

8.1.1 Definition, Epidemiology, Etiology, Diagnosis, and Prognosis  

Note: This subunit is covered by the resources assigned beneath Unit 8.  Focus specifically on pages 220–222.

8.1.2 Models of Mental Disorders: Bio-medical, Defining Mental Disorders: Abnormality and Functional Impairment  

Note: This subunit is covered by the resources assigned beneath Unit 8.  Focus specifically on page 223.

8.1.3 Treatment of Mental Disorders: Medication and Psychotherapeutic Approaches  

Note: This subunit is covered by the resources assigned beneath Unit 8.  Focus specifically on pages 226–230.

8.2 Mental Disorders  

8.2.1 Mood Disorders  

Note: This subunit is covered by the resources assigned beneath Unit 8.  Focus specifically on page 239.

8.2.2 Anxiety Disorders  

Note: This subunit is covered by the resources assigned beneath Unit 8.  Focus specifically on page 246.

8.2.3 The Mind-Body Connection: Somatoform Disorders  

Note: This subunit is covered by the resources assigned beneath Unit 8.  Focus specifically on page 251.

8.2.4 Psychotic Disorders and Schizophrenia  

Note: This subunit is covered by the resources assigned beneath Unit 8.  Focus specifically on page 257.

8.2.5 Personality Disorders  

Note: This subunit is covered by the resources assigned beneath Unit 8.  Focus specifically on page 261.

• Optional Mobile App: WAGmob’s Psychology: “Psychological Disorders”

  Link: WAGmob's Psychology & Psychiatry  (iOS App) or WAGmob's Psychology 101 (Android App)
  
  Instructions: Open the Psychology app and read the tutorial "Psychological Disorders." Once you have a firm grasp of the material, test yourself with the "Psychological Disorders" flashcards, and then finish this activity with the "Psychological Disorders" quiz. This exercise will provide supplementary information regarding major psychological disorders and causes. Retake the quiz as needed until you understand the material.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpages above. 

  See a broken link? Please let us know!

8.3 Psychological Therapies  

8.3.1 Summary of Therapy Types  

• Optional Mobile App: WAGmob’s Psychology: “Treatment of Psychological Disorders”

  Link: WAGmob's Psychology & Psychiatry (iOS App) or WAGmob's Psychology 101 (Android App)
  
  Instructions: Open the Psychology app and read the tutorial "Treatment of Psychological Disorders." This exercise will provide supplementary information regarding types of treatment and outcomes for major psychological disorders. Review this information as needed.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpages above. 

  See a broken link? Please let us know!

• Lecture: Kimberley Duff’s In the News for Psychology: From Inquiry to Understanding: “Psychological Therapies”

  Link: Kimberley Duff’s In the News for Psychology: From Inquiry to Understanding:  “Psychological Therapies” (iTunes)
  
  Instructions: This podcast gives an overview of three major psychological therapy types (insight, behavioral, and cognitive).  Please click on the link and choose “view in iTunes.”  Please select and listen to lecture 5.
  
  Listening to this lecture should take approximately 15 minutes.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

  See a broken link? Please let us know!

• Lecture: Jonathan B. Singer’s Social Work Podcast: “Freudian Psychoanalysis”

  Link: Jonathan B. Singer’s Social Work Podcast: “Freudian Psychoanalysis” (iTunes)
  
  Instructions: This is an optional lecture providing more insight into Freud’s theories of psychoanalysis.  Please click on the link, select “view in iTunes,” and listen to podcast 75.
  
  Listening to this lecture should take approximately 15 minutes.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

  See a broken link? Please let us know!

• Lecture: Jonathan B. Singer’s Social Work Podcast: “Cognitive Behavior”

  Link: Jonathan B. Singer’s Social Work Podcast: “Cognitive Behavior” (iTunes)
  
  Instructions: This is an optional lecture providing more insight into cognitive therapy.  Please click on the link, select “view in iTunes,” and listen to podcast 66.
  
  Listening to this lecture should take approximately 45 minutes.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

  See a broken link? Please let us know!

• Lecture: Jonathan B. Singer’s Social Work Podcast: “Person-Centered Therapy”

  Link: Jonathan B. Singer’s Social Work Podcast: “Person-Centered Therapy” (iTunes)
  
  Instructions: This is an optional lecture providing more insight into Rogers’ person-centered therapy.  Please click on the link, select “view in iTunes,” and listen to podcast 72.
  
  Listening to this podcast should take approximately 15 minutes.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

  See a broken link? Please let us know!

• Lecture: Jonathan B. Singer’s Social Work Podcast: “Interpersonal Psychotherapy”

  Link: Jonathan B. Singer’s Social Work Podcast: “Interpersonal Psychotherapy” (iTunes)
  
  Instructions: This is an optional lecture providing more insight into interpersonal psychotherapy.  Please click on the link, select “view in iTunes,” and listen to podcast 70.
  
  Listening to this podcast should take approximately 45 minutes.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

  See a broken link? Please let us know!

• Lecture: Jonathan B. Singer’s Social Work Podcast: “Existential Psychotherapy”

  Link: Jonathan B. Singer’s Social Work Podcast: “Existential Psychotherapy” (iTunes)
  
  Instructions: This is an optional lecture providing more insight into the techniques based on existential therapy.  Please click on the link, select “view in iTunes,” and listen to podcast 73.
  
  Listening to this podcast should take approximately 15 minutes.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

  See a broken link? Please let us know!

Final Exam  

• Final Exam: The Saylor Foundation’s “PSYCH101 Final Exam”

  Link: The Saylor Foundation’s “PSYCH101 Final Exam”
  
  Instructions: You must be logged into your Saylor Foundation School account in order to access this exam.  If you do not yet have an account, you will be able to create one, free of charge, after clicking the link.

  See a broken link? Please let us know!