Psychology 10, Fall 2005
Professor Halford H. Fairchild
Office:  203 Scott Hall, Pitzer College
Hours:  Wednesdays 9:30 a.m. - 12:00 and by appointment
Phone:  909-607-3056


class photo:  for a larger rendition, click here

Course Syllabus
(Note:  This syllabus is online and is to be updated regularly with notes and other items of interest.  Students should visit the online version regularly.)

Texts:  Essentials of Psychology, Third Edition, by Douglas A. Bernstein.  Student Resources:  Click Here!
              Addicted to War,  by Joel Andreas
              Forty Studies that Changed Psychology, by Roger Hock (Prentice Hall)


Date
 Topic
 Readings
8/30/05
 Introductions and Course Overview
9/1/05
 What is Psychology?  Quiz
Lecture Notes
 Chapter 1: Introduction to the Science of Psychology



9/6/05
 Biology and Behavior
 Chapter 2
Four Amazing Ideas in Psychobiology
9/8/05
 Readings in Biology & Human Behavior
  • Gazzaniga, M.S.  (1967).  The split brain in man.  (Hock, pp. 2-11).
  • Rosenzweig, et al.  (1972).  Brain changes in response to experience (Hock, pp. 12-20)
  • Fairchild's SR Paper on these readings



9/13/05
 Sensation and Perception
Film Notes
 Chapter 3:  Lecture Notes
9/15/05
 Readings in Sensation & Perception
  • Turnbull, C.M.  (1961).  Some observations regarding the experiences and behavior of the BaMouti Pygmies.  (Hock, pp. 20-27.)
  • Gibson, E.J. & Walk, R.D. (1960).  The "visual cliff."  (Hock, pp. 27-33.)
  • Fairchild's SR Paper on these readings



9/20/05
 Consciousness:  Chapter Quiz
 Chapter 4:  Instructor's Chapter Outline & Notes
9/22/05
 Readings in Consciousness
Fairchild's SR Paper

Bibliography on Hypnosis (and extra credit opportunity)
  • Aserinsky & Kleitman (1953).  Regularly occurring periods of eye mobility and concomitant phenomena during sleep; and Dement, W. (1960.  The effect of sleep deprivation. (Hock, pp. 41-48)
  • Hobson & McCarley (1977).  The brain as a dream-state generator:  An activation-synthesis hypothesis of the dream process.  (Hock, pp. 48-55).
  • Spanos, N.P.  (1982).  Hypnotic behavior: A cognitive, social, psychological perspective.  (Hock, pp. 55-63.)



9/27/05
 Learning
      Today's Quiz
      Today's Exercise
 Chapter 5
9/29/05
 Readings in Learning Psychology

Fairchild's S/R Paper for these readings
  • Pavlov, I.P. (1927).  Conditioned reflexes.  (Hock, pp. 64-71.)
  • Watson, J.B., & Raynor, R. (1920). Conditioned emotional responses.  (Hock, pp. 71-77).
  • Skinner, B.F. (1948).  Superstition in the pigeon.  (Hock, pp. 77-84.)
  • Bandura, A., Ross, D., & Ross, S.A. (1961).  Transmission of aggression through imitation of aggressive models.  (Hock, pp. 84-92.)



10/4/05
 Memory
Powerpoint Notes
Film Notes

 Chapter 6 - Optional Readings:
Memories of Child Abuse (from APA Monitor)
7 Sins of Memory (from APA Monitor)
Keeping_Aging_Minds_Sharp (from APA Monitor)
Music Training and Memory
10/6/05
 Readings in Memory.
(Note: We are out-of-order with the text, a bit.)
  • Tolman, E.C.  (1948).  Cognitive maps in rats and men.  (Hock, pp. 109-116).
  • Loftus, E.F. (1972).  Leading questions and the eyewitness report.  (Hock, pp. 116-125)
  • Fairchild's SR paper for today



10/11/05
 Thought, Language and Intelligence
Instructor's Notes
 Chapter 7:  Today's Quiz
10/13/05
 Readings in Thought, Language, and Intelligence



10/18/05
 Fall Break
10/20/05
 Motivation and Emotion
Instructor's Notes
Instructor's S/R Paper for today
 Chapter 8
  • Masters, W.H. & Johnson, V.E. (1966).  Human sexual response.  (Hock, pp. 158-168)
  • Ekman, P., & Friesan, W.V. (1971).  Constants across cultures in the face and emotion.  (Hock, pp. 168-175).



10/25/05
 Human Development
Lecture Notes
Film Notes
 Chapter 9
Today's Quiz
History of Cesarean Section
10/27/05
 Readings in Human Development
Fairchld's SR paper
  • Harlow, H.F. (158).  The nature of love.  (Hock, pp. 126-134)
  • Piaget, J. (1954).  The development of object concept.  (Hock, pp. 134-142)
  • Kohlberg, L.  (1963).  The development of children's orientations toward a moral order: Sequence in the development of moral thought.  Vita Humana, 6, 11-33.  (Hock, pp. 142-150)
  • Langer, E.G., & Rodin, J.  (1976).  The effects of choice and enhanced personal responsibility for the aged:  A field experiment in an institutional setting.  (Hock, pp. 150-157).



11/1/05
 Health, Stress, and Coping
Today's Quiz
Group Exercise
 		Chapter 10
11/3/05
 Readings in Health, Stress and Coping  (Not in straight page order)
Fairchild's SR Paper
  • Holmes, T.H., & Rahe, R.H.  (1967).  The social readjustment rating scale.  (Hock, pp. 175-183)
  • Friedman, M., & Rosenman, R.H.  (1959).  Association of specific overt behavior pattern with blood and cardiovascular findings.  (Hock, pp. 209-217)
  • Seligman, M.E.P., & Maier, S.F.  (1967).  Failure to escape traumatic shock.  (Hock, pp. 242-249). 



11/8/05
 Personality
Powerpoint Notes
 Chapter 11:  Today's Quiz
11/10/05
 Readings in Personality
  • Rotter, J.B.  (1966).  Generalized expectancies for internal vs. external control of reinforcement.  (Hock, pp. 192-199)
  • Bem, S.L. (1974).  The measurement of psychological androgyny. Journal of Consulting and Clinical Psychology, 42, 155-162.  (Hock, pp. 199-209)
  • Triandis, H., Bontempo, R., Villareal, M., Asai, M., & Lucca, N.  (1988).  Individualism and collectivism: Cross-cultural perspectives on self-ingroup relationships.  Journal of Personality and Social Psychology, 54, 323-338.  (Hock, pp. 217-225).



11/15/05
 Psychological Disorders
What is abnormal?
 Chapter 12:  Today's Quiz
Optional Readings:  Psychological Costs of War - Post Traumatic Stress Disorder and Suicide
11/17/05
 Readings in Psychopathology
  • Rosenhan, D.L.  (1973).  Who's crazy here, anyway?  (Hock, pp. 226-234)
  • Freud, A.  (1946).  The ego and the mechanisms of defense.  (Hock, pp. 234-242).
  • Calhoun, J.B.  (1962).  Population density and social pathology.  (Hock pp. 249-257).
  • Addicted to War
11/21/05
 Guest Lecture: Scientific Racism
11/22/05
 Therapies
Readings in Psychotherapy
Film:  A Soldier's Heart
 Chapter 13
  • Smith, M.L., & Glass, G.V.  (1977).  Meta-analysis of psychotherapy outcome studies.  (Hock, pp. 258-264).
  • Wolpe, J. (1961).  The systematic desensitization treatment of neuroses.  (Hock, pp. 264-272)
  • Murray H.A.  (1938).  Explorations in personality.  (Hock, pp. 267-273).
  • Rorschach, H.  (1942).  Psychodiagnostics:  A diagnostic test based on perception.  (Hock, pp. 272-279).
11/24/05
 Thanksgiving Holiday



11/29/05
 Social Psychology

 Chapter 14
12/1/05
 Readings in Social Psychology
  • Festinger, L., & Carlsmith, J.M.  (1959).  Cognitive consequences of forced compliance.  (Hock, pp. 183-190)
  • LaPiere, R.T.  (1934).  Attitudes and actions.  (Hock, pp. 287-295)
  • Asch, S.E.  (1953).  Opinions and social pressure.  (Hock, pp. 295-300).
  • Darley, J.M., & Latane, B. (1968).  Bystander intervention in emergencies: Diffusion of responsibility.  (Hock, pp. 300-308).
  • Milgram, S. (1963).  Behavioral Study of Obedience.  (Hock, pp. 308-316).



12/6/05
 Scientific Racism

Iraq War Study Findings
  • Fairchild, H.H. (1991).  Scientific racism: The cloak of objectivity.  Journal of Social Issues, 47(3), 101-115.
  • Fairchild, H.H.  (1984).  School size, per-pupil expenditures, and school achievement.  Review of Public Data Use, 12, 221-229.
12/8/05
 Course rap-up.
 Student Presentations:  What Psychology Means to Me!
Students' Raps
Professor's Rap


Course Organization and Requirements
Attendance is required.  On Tuesdays, students will be subjected to lectures and films.  On Thursdays, these lectures and films may continue.  In addition, Thursdays are devoted to an exploration of our reader, "Forty Studies that Changed Psychology."  For each of the readings that are assigned on Thursdays, students are required to produce an "S/R Paper." 

S/R Papers.  "S/R" stands for "Stimulus/Response."  The "Stimulus," each day, is the day's reading assignment.  The "Response" is the student's reaction to that reading.  For each class session that has a reading assignment, students should write an "S/R" for each of the readings.  The "Stimulus" portion of the paper should be a very short summary or synopsis of what the reading assignment was about.  The "Response" portion may be short or long -- and should provide your insights, reflections, thoughts, reactions, and/or questions to the reading material.  These "Responses" will be shared in class as part of our class discussion.  Students should come to class, each day, with their "S/R Papers" typed and ready to hand in.  "S/R Papers" will be worth up to 100 points.  Late papers receive 50% credit.

Tuesday Quizzes.  Students should come prepared for a short quiz at the beginning of class, each Tuesday.  Quizzes will cover the reading material assigned for that day, and may cover lecture and/or discussion material from one of the preceding classes.  Only the first five minutes of class will be devoted to these quizzes.  Students late to class or absent WILL NOT be able to make up the quiz.  Each quiz is worth up to 100 points.

Class Participation.  Classroom participation is encouraged.  Up to 500 points will be awarded for classroom participation. 

Grading
Grades will be based on work performed, and determined subjectively by the instructor.  Attendance is mandatory, as is class participation, so these items weigh heavily in grading.  Weekly quizzes and "S/R papers" are worth up to 100 points (50% off for late papers).  Class participation is worth up to 500 points.  "A" students receive 92% or more of the available points; "B" students 82% or more; etc.  Students on the margins receive minuses or plusses.