Explore Core Concepts in Psychology: Course Overview & Objectives
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New York University**We aren't endorsed by this school
Course
PSYCH-UA MISC
Subject
Psychology
Date
Dec 10, 2024
Pages
10
Uploaded by HighnessSardinePerson1233
1Introduction to PsychologyPSYCH-UA9001 L01/02NYU London: Spring 2024 Instructor Information ● Professor Yulia Kovas ● yk32@nyu.edu ● y.kovas@gold.ac.uk ● To arrange a meeting, please e-mail Professor Kovas. Instruction Mode: In-personCourse Details ● Tuesday & Thursday, 09.00-10.15/10.30-11.45 ● All times are London time ● Location: 6 Bedford Square, L01/L02 Course Description The course introduces and examines the core topics of research in Psychology. What is psychology? What are the methods used to study human behavior? What factors influence human behaviour? How do genetic and environmental factors influence human behaviour? How does human behaviour change in different social situations? Can human thinking and behavior be empirically examined and predicted? What are the underlying neural substrates of thought and behaviour? The format of this course will be lectures, presentations, research exercises, and class discussions. Course Objectives Upon completion of this course, students will be able to: ● Articulate knowledge of the main sub-disciplines of psychology. ● Demonstrate knowledge of the major methodological and theoretical approaches to understanding human thought and behavior. ● Critically evaluate psychological research and research from related disciplines.
2Assessment Components Assignments/Activities Description of Assignment % of Final Grade Due Short Answer Test Definitions of key concepts. 10 Session 8 Research exercise wire up 1000-1200 words 10 Session 15 Oral presentation The date and topic of the presentation will be agreed during the first few weeks. 10 From session 13 Documentary Film Assignment 600 words reflection (questions will be provided) 10 Session 20 Presentations Summary Written summary of 10 of the class presentations (1 paragraph per presentation) 25 Session 26 5-Questions Assignment Written assignment based on the whole course 30 Final Exam May 7 Participation Grade Participation in class discussions and exercises 5 All sessions Assessment Expectations Letter Grade Grade Percentage Description A-range A = 93-100% A- = 90-92% Mastery of theoretical and empirical literature and evidence of independent/critical thought/analysis. B-range B+ = 87-89% B = 84-86% B- = 80-83% Basic understanding of theoretical and empirical literature. C-range C+ = 77-79% C = 74-76% C- = 70-73% Sufficient understanding but unsure of theoretical and empirical literature. D-range D+ = 67-69% D = 65-66% Poor attempt at grasping theoretical and empirical literature. F F = below 65% Fail to acquire the knowledge, evidenced by inadequate progress in class assignments and exercises.
3Course Materials Required Texts & Materials Holt, N., Bremner, A., Sutherland, E., Vliek, M., Sutherland, E., Passer, M.W., & Smith, R.E. (2023). Psychology: The science of mind and behaviour. London: McGraw-Hill. 1526849127 Earlier editions of this book are also acceptable. or University of Minnesota Libraries Publishing. Introduction to Psychology. Open Textbook Library (2015). Available as an e-book via Bobst Library. https://bobcat.library.nyu.edu/permalink/f/ci13eu/nyu_aleph007551622Reading for Oral Presentations: At least one article on the topic of the session of the presentation. The articles should be confirmed with the tutor ahead of the presentation. Peer-reviewed academic journals, such as Psychological Science Optional Text(s) & Materials The following texts provide good summaries of different areas of psychology explored in this course. In addition, you are encouraged to read at least one empirical paper from the last 3 years when preparing assignments. ● Haier, R., Colom, R., & Hunt, E. (2023). The Science of Human Intelligence(2nd ed.). Cambridge: Cambridge University Press. doi:10.1017/9781108569576 ● Kovas, Y., & Selita, F., D. (2021). Oedipus Rex in the Genomic Era. Human behaviour, law and society. Palgrave Macmillan. ISBN 978-1-349-96048-4 ● Chamorro-Premuzic, T. (2007 or later editions). Personality and individual differences. Oxford: Blackwell ● Carlson, N.R. (2005). Foundations of physiological psychology (6th Edition). London: Allyn & Bacon. ● Eysenck, M.W., & Keane, M.T. (2005). Cognitive psychology: A student’s handbook (5th Edition). Hove, UK: Psychololgy Press.
4● Graziano, A.M., & Raulin, M.L. (2004). Research methods: A process of enquiry (5th Edition). Harlow: Pearson. ● Harris, M., & Butterworth, G. (2002). Developmental Psychology: A student’s handbook. Hove, UK: Psychology Press. ● Kovas, Y., Malykh, S., Gaysina, D. (Eds.) (2016). Behavioural Genetics for Education. Palgrave Macmillan UK. ISBN 978-1-137-43732-7 ● Kring, A.M., Davison, G.C., Neale, J.M., & Johnson, S.L. (2007). Abnormal Psychology (10th Edition, or nearest). Hoboken, NJ: Wiley. ● Reed, J. & Warner-Rogers, J. (Eds.) (2008). Child Neuropsychology: Concepts, theory and practice. Oxford: Wiley-Blackwell. Written assignments should be based on the relevant textbook chapters, as well as journal articles. On-line resources, such as Wikipedia, may be unreliable, and should only be used for identifying primary source material, such as published books and peer-reviewed journals. Resources ●Access your course materials: Brightspace ●NYU London and Living in London Info:LDN ● Databases, journal articles, and more: Bobst Library ●Assistance with strengthening your writing: NYU Writing Center (nyu.mywconline.com) ●Obtain 24/7 technology assistance:IT Help Desk Course Schedule Topics & Assignments Week/Date Topic Reading Assignment Due Session 1 January 23 What is Psychology? Introduction to the interdisciplinary field of psychology. Holt, et al., chapter 1 (or relevant chapter from alternative textbooks) Read the recommended chapter, prepare for class discussion. Session 2 January 25 Methods in Psychology &Practical applications of Psychology.Same as for session 1 Class discussion Session 3 January 30 Biological Basis of Behaviour Holt et al., chapters 3&4. Supplemental reading: Prepare to describe the basic structure or the brain; the neuron; and
5Week/Date Topic Reading Assignment Due The brain and the neural system. Carlson (2005), chapters 2, 3, 4, 5. the foundations of neuronal communication. Session 4 February 1 Biological Basis of Behaviour. Neuroscientific and genetic findings. Same as for session 3. Class discussion based on the chapter reading Session 5 February 6 Sensation and PerceptionHolt et al., chapter 5. Supplemental reading: Bruce, Green & Georgeson (2000), chapters 1, 2, 3. Class discussion based on the chapter reading Session 6 February 8 Learning and BehaviourHolt et al., chapter 7. Supplemental reading: Domjan (2003), chapters 1, 2, 3, 5. Class discussion based on the chapter reading Session 7 February 13 Interim Revision, Preparation for the Short Test Go over material for Sessions 1-6. Revision, preparation for the Short Test Session 8 February 15 Short answer test Discussion of topics for Oral presentation Working on developing a topic for Oral presentation. Short Answer Test (in class)Session 9&10* February 16 *Note that this session is on Friday, 9.45-12.30 Meet in the usual class at 9.45am. Travel in Zone 1 by tube (to Finchley Rd) Psychodynamic theories. Visit to the Freud Museum LondonHandout (to be provided). During the visit, work through the worksheet; prepare answers to 5 of the Questions from the sheet (to be provided).
6Week/Date Topic Reading Assignment Due Session 11 February 20 Research Methods in PsychologyHolt et al., chapter 2. Supplemental reading: Graziano & Raulin (2004), chapter 3. Class discussion based on the chapter reading Session 12 February 22 *Note that there is NO class on February 27. Research Exercise (Write up submission is in Session 15). Lab handouts Study lab handouts and presentation Session 13 February 29 Memory Holt et al., chapter 8. Supplemental reading: Eysenck & Keane (2005), chapters 6, 7, 8 Discuss the results of the experiment. Session 14 March 5 Working Memory Read the following 3 articles and prepare for discussion: -Baddeley, A.D. (2003). Working Memory: Looking back and looking forward. Nature Reviews Neuroscience, 4, 829-839. -Baddeley, A.D., Thomson, N., & Buchanon, M. (1975). Word length and the structure of short term memory. Journal of Verbal Learning and Verbal Behavior, 14, 575-589. -Tulving, E. (2002). Episodic memory: From mind to brain. Annual Review of Psychology, 53, 1-25. Discussion of the Working Memory articles
7Week/Date Topic Reading Assignment Due Session 15 March 7 Oral Presentations Discussion Reading for oral presentations & Research Exercise. Research Exercise Write-up is due. Oral presentations Session 16 March 12 Attention and Consciousness Holt et al., chapter 6. Supplemental reading: Eysenck & Keane (2005), chapter 5. Class discussion of the Freud Museum (questions from the work sheet) Class discussion based on the chapter reading Oral presentations Session 17 March 14 *Both groups will meet in class at 5pm (no classes in the morning). We will walk to the museum together. Wellcome Trust Collection Visit & Exercise Explore the 3 galleries and the reading room of the Collection. Prepare a mini-presentation about an exhibit of your choice and its relevance to psychology. Session 18 March 26 Motivation and EmotionHolt et al., chapter 11. Supplemental reading: Chamorro-Premuzic (2007), chapter 9 Class discussion based on the chapter reading Oral presentations Session 19 March 28 Ethical, legal and other societal implications of Research Invited Speaker Recommended reading will be provided by the Invited Speaker. Class discussion. Session 20 April 2* *No class session, complete this assignment on your own. Watch the DocumentaryLink to be provided. Documentary Reflections: submit the assignment by the end of the day.
8Week/Date Topic Reading Assignment Due Session 21 April 4 PersonalityHolt et al., chapter 15. Supplemental reading: Chamorro-Premuzic (2007), chapters 2 & 3. Class discussion based on the chapter reading Oral presentations Session 22 April 9 Personality and Creativity Invited Speaker Recommended reading will be provided by the Invited Speaker. Class discussion. Session 23 April 11 IntelligenceHolt et al., chapter 10. Recommended: Kovas, Y. & Plomin, R. (2008). Genetics of learning abilities and disabilities: Implications for cognitive neuroscience and translational research. In Reed, J. & Warner-Rogers, J. (Eds.). Class discussion based on the Wellcome Trust Collection. Oral presentations Session 24 April 15 Mental Health and PsychopathologyHolt et al., chapters 17 & 18. Supplemental reading: Chamorro-Premuzic (2007), chapter 4 Oral Presentations Session 25 April 18 Oral Presentations Oral Presentations Session 26 April 23 Social Psychology Holt et al., chapter 14. Oral Presentations Summary DueSession 27 April 25 Discussion of Social Psychology Concepts Read the following article and be prepared for discussion: Milgram, S. (1963). Behavioral study of obedience. Journal of Prepare for discussion of the Milgram’s study.
9Week/Date Topic Reading Assignment Due Abnormal and Social Psychology, 67, 371-378 Session 28 April 30 Course summary, Revision Course slides and materials. Exam preparation. Mind map. Mock assessment. Final Assessment May 7, 9-10.30am Room tbc Final exam: 5-Question AssignmentCourse Policies Final exams Final exams must be taken at their designated times. Should there be a conflict between your final exams, please bring this to the attention of the London Academics team (nyul.academics@nyu.edu). Final exams may not be taken early, and students should not plan to leave the site before the end of the finals period. Academic Honesty, Plagiarism and Late Work Students at Global Academic Centers must follow the University and school policies.You can find details on these topics and more on this section of our NYUL website (https://www.nyu.edu/london/academics/academic-policies.html) and on the Policies and Procedures section of the NYU website for students studying away at global sites (https://www.nyu.edu/academics/studying-abroad/upperclassmen-semester-academic-year-study-away/academic-resources/policies-and-procedures.html). Attendance Key information on NYU London’s absence policy, how to report absences, and what kinds of absences can be excused can be found on our website (http://www.nyu.edu/london/academics/attendance-policy.html) To ensure the integrity of the academic experience, class attendance is required and expected promptly when class begins.These rules apply to class excursions and activities as well.
10Members of any religious group may, without penalty, excuse themselves from classes when required in compliance with their religious obligations, but must follow NYU London’s absence reporting procedure. Please note that an absence is only excused for the holiday but not for any days of travel that may come before and/or after the holiday. See also University Calendar Policy on Religious Holidays Moses Accommodations Statement Academic accommodations are available for students with documented and registered disabilities. Please contact the Moses Center for Student Accessibility (+1 212-998-4980 or mosescsd@nyu.edu) for further information. Students who are requesting academic accommodations are advised to reach out to the Moses Center as early as possible in the semester for assistance. Inclusivity Policies and Priorities NYU’s Office of Global Programs and NYU’s global sites are committed to equity, diversity, and inclusion. In order to nurture a more inclusive global university, NYU affirms the value of sharing differing perspectives and encourages open dialogue through a variety of pedagogical approaches. Our goal is to make all students feel included and welcome in all aspects of academic life, including our syllabi, classrooms, and educational activities/spaces. Pronouns and Name Pronunciation (Albert) You can edit your pronoun and name pronunciation information on your Albert account, making it visible for faculty and staff. Information on how to do this can be found on the Pronouns and Name Pronunciation web page. Bias Response The New York University Bias Response Line provides a mechanism through which members of our community can share or report experiences and concerns of bias, discrimination, or harassing behavior that may occur within our community. For more information, including how to report an incident, visit the Bias Response Line website. Your Lecturer Yulia Kovas is Professor of Genetics and Psychology at Goldsmiths, University of London: https://www.gold.ac.uk/psychology/staff/kovas/ She is a visiting Professor at several international universities. Professor Kovas is the director of InLab (International Laboratory for Interdisciplinary Investigations into Individual Differences in Learning) at Goldsmiths (https://tagc.world/inlab/); and leads the genetically-informative mathematics research in the Twins Early Development Study – TEDS (https://www.kcl.ac.uk/research/teds-study) at King’s College, London. The aim of her research is to provide insights into the complex co-action between genetic and environmental factors in their effects on learning, motivation, achievement and other human traits. Her research uses psychology, neuroscience, twin methodology, cross-cultural comparisons and molecular genetics. For more information, see Google Scholar profile: https://scholar.google.co.uk/citations?user=k8cKOq0AAAAJ&hl=en