"100" Links
"203" Links
"251" Links
"265" Links
"Aesthetic" Links

Instructor: Jorge Conesa, Ph.D.
How you can reach me:
E-mail:  [email protected]
Office:  (425) 388-9388  (see office hours)
My office is located in Rainier Hall, 3rd floor, room 306
Office hours: M & W from 11:10 until 12:30 AM,  T & Th from 11:00 until 12: 00 AM, or by appointment.

Welcome to Psychology 100! This course provides an overview of the major areas in the ‘field’ of psychology. We will cover many diverse and interesting areas within the ‘field’, including (but not limited to!) history of psychology, psychobiology, sensation and perception, memory, thinking and intelligence, personality, and psychological disorders. Special emphasis will be given to psychological science and evolutionary theory and its contribution to Psychology.  Upon completion of this course, you will be able to:

   1.Demonstrate a knowledge of current specialties, theory, issues, and research within
      the field of psychology
   2.Demonstrate a knowledge of the scientific method as it applies to psychological
      research and apply statistical thinking to other enterprises.
   3.Demonstrate the ability to apply psychological principles to contemporary world and
      life problems.
   4.Demonstrate the ability to apply evolutionary principles to psychological research and theory.

Psychology is an umbrella term that includes many fields and diverse methodologies.  It is likely that you will be challenged and delighted by some of these fields and by what they have to offer you  personally . I will be your guide during these 10 weeks of learning and together, we will discuss the latest information from my 'field'.  As the guide, I am responsible for creating an environment that is conducive to learning.  I am also responsible for trying to accommodate reasonable needs and  proven individual learning propensities.  I am fair, understanding and sympathetic to my students' real needs.  However, only your own motivation, interest and desire will insure permanent and significant learning.

Required text

Kosslyn & Rosenberg. (2001). Psychology: The brain, The Person, The World.  Needham Heights, MA: Allyn & Bacon.

Other Resources (texts)
You can get the information you need by checking out these psychology links in this page (below).
Also, I have reserved several psychology textbooks where information can be located in the EVCC library.  Ask for theses materials at the circulation desk under our section number and instructor name.  But, really, just about any recent textbook of Psychology published in the last six years can be used in our course.  If you have any doubts about the textbook you plan to use please come and see me I will advise on what to do.
Important!!
Please note that instructors use different textbooks for the same course.  Do not buy new or used textbooks intended for other psychology sections and/or instructors.  These instructors have purchased a limited supply of texts for their students!
 

Grading
There are four objective exams in this class, or approximately one for each four areas we cover.  All three exams are worth 50% of your total grade.  I will drop your worst score or an absentee out of four tests.  You are responsible for finding information about the study questions.  This includes trying to understand the material by being an “active reader”.  Class participation, which includes being attentive (not talking or preparing for other classes), coming and leaving at scheduled times and days and a willingness to participate in class or group discussions is worth 50% of your grade.  The final grading scale is:

 95 - 100% = A
 90 - 94% = A-
 80 - 89% = B
 70 - 79% = C
 60 - 69% = D
Less than 60% = E (F)

Under unusual circumstances it may be necessary to change the grading format presented above or any part of this syllabus.  Correspondingly, I will give you advance notification of these changes.  However, you must attendclasses regularly  in order to insure knowledge of these changes.  Ultimately,  it is the responsibility of the studentto keep up with these notifications, or to be current with our class schedule.

Cheating/Plagiarism policy
Cheating is an insult to both of our intelligences; it undermines the value of your education, makes the cheater an unworthy citizen, and it is against EVCC policy. “Cheating includes any attempt to defraud, deceive, or mislead the instructor in arriving at an honest grade assessment. Plagiarism is a form of cheating that involves presenting as one’s own the ideas or work of another.”   If the thoughts are not yours, reference them! Violation of this policy will result in an "E" (an F) in this course.

Reading/Discussion Schedule
(I may have to slow down,  speed up, or even subtract material from this timeline depending on discussion and interaction time.)

Special Events: To be announced
Invited speaker to talk about meditation
Perception experiment
Hypnosis demonstration
Memory experiment
Correlation Coefficeint Computation

History/Research Methods & Psychobiology
September

Sensation/Perception & Consciousness
September-November

Memory/Information Processing, Intelligence, Human development & Learning
November

Social Psychology, Personality & Abnormal Psychology
November-December

More topics....to be announced

Important Note:  Class discussions may include your  impressions on selected, unannounced videotapes.  I do not share copies of my lecture notes with students.  If you miss class, you must get these notes from a classmate.  I will, however, sit with you during my office hours and go over the highlights of a given lecture you might have missed.

Written Exam Schedule:

          To be announced

Written exams are to be completed in class.  You will need a scantron sheet and a number two pencil for each test.

Holiday and/or important dates

November 11, 12,   Veternas Day and Faculty Choice)
November 24-December 6,    Group Presentations
December 23-25,   Thanksgiving
December 6,    Last day of classes
 

I will endeavor to accommodate unique learning situations as indicated by the mission statement of EVCC.  Please let me know if these accommodations are needed and talk to me about specific arrangements that need to be made for you. (Please, read the section on 'electronic devices'.)

Classroom Protocol

 My classroom is a harassment-free zone.  Intolerant, uncaring and/or careless behaviors toward your classmates or toward me will be met by a strict enforcement of EVCC disciplinary rules.  It is disrespectful to me and to fellow students to talk incessantly while lectures are conducted.  Please refrain from juvenile and immature displays.  An academic environment is one of the most sacred spaces in democratic institutions.  If this request seems unfair or outlandish, please, I urge you to consider taking this course from another instructor.

Electronic Devices
I allow tape recorders as aids for note taking.  However, I discourage you from relying on this methodology since it has been shown not to be very helpful.  No laptops will be allowed during our class time.  Only student with information processing (visual) disabilities can use laptops for notetaking.  Even then, a student must show medical proof of this disability.   Cellular phones, beepers or other electronic devices must be turned off prior to enterting the classroom.  In the eventuality that any of these devices go off, 'accidentally,  at any time during our 50-minute class meeting,  students will be excused from attending that particular class meeting

*Syllabus design adapted from Erin Fisher, Psychology 107, Rock Valley College

Copyright Statement   No portion of this guide may be reproduced without the explicit permission of the author.  For information about the possibility of using any of this material by educators or publishers please contact the instructor at the email addresses provided at the top of this page.

The Journal of Neuroscience
The New England Journal of Medicine
Journal of Psychiatry and Neuroscience
Theory and Psychology
Society for Neuroscience: Brain Briefings
Library Research: ProQuest Direct
Webster Dictionary
Critical Thinking Community
Crtitical Thinking Exercise: NOVA- Kidnapped by Aliens
American Psychological Association:  Student (SEARCH) Site
Western Washington Psychological Association
Hypnosis Demystified
Self-hypnosis Induction Procedure
Pig Nervours System
Human Information Processing Lab
Perception Lab: University of St. Andrews, Scotland
Brain Lateralisation and Localisation
Participate in Various Psychological (memory, perception, etc.) Experiments
 

Instructor: Jorge Conesa, Ph.D.
How you can reach me:
E-mail:  [email protected]
Office:  (425) 388-9388  (see office hours)
My office is located in Rainier Hall, 3rd floor, room 306
Office hours: M & W from 11:10 until 12:30 AM,  T & Th from 11:00 until 12:00 AM, or by appointment.

Required texts (available in our EVCC bookstore):

William Crain  (1999). Theories of Development: Concepts and Applications (4th Ed.), New Jersey: Prentice Hall.

Jorge Conesa  (1999). Ecological Outcome Psychological Theory: Application of Human Development Theories to Other Scientific Fields.  New York: Forbes Publishing.
Please note that instructors use different textbooks for the same course.

Welcome to Psychology 203! This course provides an overview of the major human developmental theories across the life span. We will cover many diverse and interesting topics, including (but not limited to!) infant and child development, classical lifespan theories, and adult development.  These theories will describe perceptual, cognitive, social, and moral development.  Special emphasis will be given to developmental science and evolutionary theory and its contribution to Psychology.  As the guide, I am responsible for creating an environment that is conducive to learning.  I am also responsible for trying to accommodate reasonable needs and  proven individual learning propensities.  I am fair, understanding and sympathetic to my students' real needs.  However, only your own motivation, interest and desire will insure permanent and significant learning.   Upon completion of this course, you will be able to:

   1.Demonstrate a knowledge of current specialties, theory, issues, and research within
      the field of developmental psychology
   2.Demonstrate a knowledge of the scientific method as it applies to developmental
      research.  Log 3 hours of Naturalistic Observationat the early Child Dev. Center
   3.Demonstrate the ability to apply developmental principles to contemporary world and
      life problems.
   4.Demonstrate the ability to apply evolutionary principles to psychological research and theory.
   5.Demonstrate knowledge and familiarity with the following themes and concepts:

 Developmental Psycholoy Themes and Special Topics

Teleology
 Biological and cognitive Differentiation
 Regression, Primitivation
 Neoteny
 Nature and Nurture in synchrony
 The cognitve movement from irreality to reality
 Unregulated vs. inhibition of behavior (autonomy and control)
 Roles and identity
 Human potential
 Intelligence
 Moral development

Developmental psychology is an umbrella term that includes many fields and diverse methodologies.  It is likely that you will be challenged by some of these fields and by what they have to offer you on a personal dimension. I will be your guide during these 10 weeks of learning and will share with you my impressions of these many fields.

Grading:
There are four exams in this class, or approximately one for each two and a half chapters (some chapters are very short). I will drop the worst score and keep your best three scores.  All three remaining scores are worth 50% of your grade . Your are responsible for reading two assigned chapters per week ahead of lectures. Class participation is worth 50%. The final grading scale is:

 95 - 100% = A
 90 - 94% = A-
 80 - 89% = B
 70 - 79% = C
 60 - 69% = D
Less than 60% = E (F)

The Paper is your opportunity to write about traditional and contemporary themes and topics in developmental psychology.   Your paper should be about any topic included in chapters 3, 4, 8, 9, 14, 17 and/or the Epilogue in the William Crain book. No other topics (or chapters) will be considered.  If you have any doubts about the appropriateness of your idea, please come and see me before you start your paper. The manuscript should include title and reference pages. Excluding these two pages, the body of the text will be a minimum of six pages, font size 12 (the font you are now reading), double-spaced, with one-inch margins and soft returns.  Each manuscript should begin with a thesis statement, should include secondary theses if appropriate, provide supporting evidence with references (For example: Conesa, 1999) and finish with a clear conclusion.  Please, staple these eight pages together and submit without a plastic binder, unusual covers or any other decorative artifice.  Three points will be deducted automatically for each omission of these guidelines.

Under unusual circumstances it may be necessary to change the grading format presented above or any part of this syllabus.  Correspondingly, I will give you advance notification of these changes.  However, you must attendclasses regularly  in order to insure knowledge of these changes.  Ultimately,  it is the responsibility of the studentto keep up with these notifications, or to be current with our class schedule.

Cheating/Plagiarism policy
Cheating is an insult to both of our intelligences; it undermines the value of your education, makes the cheater an unworthy citizen, and it is against EVCC policy. “Cheating includes any attempt to defraud, deceive, or mislead the instructor in arriving at an honest grade assessment. Plagiarism is a form of cheating that involves presenting as one’s own the ideas or work of another.”   If the thoughts are not yours, reference them! Violation of this policy will result in an "E" (an F) in this course.

Reading/Discussion Schedule:  Based on William Crain’s book (WC) and/or Jorge Conesa’s book (JC)
(I may have to slow down,  speed up, or even subtract material from this timeline.   This is always the instructor's prerogative.)

September:  Early Theories

(WC&JC) September:
Early Theories and Research Methods, Chapter 1
Freud
Erikson,  Chapter 2: Principles and Philosophy
Kohlberg
Conesa, Chs. 2,5, 9
 

September-November:  Cognition, Attachment, Individuation (Lifespan)
Piaget, Chapter 6
Werner,  Chapter 5
Chomsky, Chapter 17: Growth of grammar
Vygotsky, Chapter 10
Bowlby and Ainsworth,  Chapter 3
Schachtel,  Chapter 15
Jung, Chapter 16
Humanism, Chapter 18

November-December: Issues of Aging
Adult Adjustment
Three late adulthood models
Death and dying: Living and fulfillement until the end...
Revisit Humanism

Important Note:  Class discussions may include your  impressions on selected, unannounced videotapes.  I do not share copies of my lecture notes with students.  If you miss class, you must get these notes from a classmate.  I will, however, sit with you during my office hours and go over the highlights of a given lecture you might have missed.
 

Exam Schedule

          To be announced

Exams are to be completed in class.  You will need a scantron sheet and a number two pencil for each test.

Holiday and/or important dates

November 11, 12,   Veternas Day and Faculty Choice)
November 24-December 6,    Group Presentations
December 23-25,   Thanksgiving
December 6,    Last day of classes

I will endeavor to accommodate unique learning situations as indicated by the mission statement of EVCC.  Please let me know if these accommodations are needed and talk to me about specific arrangements that need to be made for you. (Please, read the section on 'electronic devices'.)

Classroom Protocol

 My classroom is a harassment-free zone.  Intolerant, uncaring and/or careless behaviors toward your classmates or toward me will be met by a strict enforcement of EVCC disciplinary rules.  It is disrespectful to me and to fellow students to talk incessantly while lectures are conducted.  Please refrain from juvenile and immature displays.  An academic environment is one of the most sacred spaces in democratic institutions.  If this request seems unfair or outlandish, please, I urge you to consider taking this course from another instructor.

Electronic Devices
I allow tape recorders as aids for note taking.  However, I discourage you from relying on this methodology since it has been shown not to be very helpful.  No laptops will be allowed during our class time.  Only student with information processing (visual) disabilities can use laptops for notetaking.  Even then, a student must show medical proof of this disability.   Cellular phones, beepers or other electronic devices must be turned off prior to enterting the classroom.  In the eventuality that any of these devices go off, 'accidentally,  at any time during our 50-minute class meeting,  students will be excused from attending that particular class meeting

*Syllabus design adapted from Erin Fisher, Psychology 107, Rock Valley College

Instructions for Research Paper

Instructions for Group Projects

Other Useful Websites
Parenting Styles
Human Information Processing Lab
Philosopher Geoge Santayana Page
Western Washington Psychological Association
The Jean Piaget Archives
About Lawrence Kohlberg
Library Research: ProQuest Direct
American Psychological Association:  Student (SEARCH) Site

Instructions for Paper Final Written Assignment
Instructions for Naturalistic Observation Assignment
Instructions for Group Projects

Other Useful Websites
"Consciousness and Neuroscience" Paper by F. Crick and C. Koch
Human Information Processing Lab
Stroop Experiment

Syllabus (For Western Washington University and EvCC)

Instructions for all Statistics Assignments

Instructions for Group Projects

Other Useful Websites
Library Research: ProQuest Direct
Crtitical Thinking Exercise: NOVA- Kidnapped by Aliens
American Psychological Association:  Student (SEARCH) Site
Psych/Lab Experimental Psych

Syllabus

Work at Western Washington University (AC)

Instructions for Paper Final Project

Instructions for Critiques

Other Useful Websites
Nature in Art
The Face Recognition Home Page
William of Ockham and The Death of Universals (and Nominalism)
Problems of Universals Reconsidered
Five Emotions in Art
Defining the "Sublime": The Art of Thomas Moran
American Paintings
Human Information Processing Lab
Library Research: ProQuest Direct
American Psychological Association:  Student (SEARCH) Site

Links About Your Instructor
Western Washington Psychological Association
Psycholinguistics Research at EVCC
W. Dement's Stanford University: Sleep Paralysis
Work at Western Washington University (AC)
The Dream Links (Check under "Sleep Paralysis and Lucid Dreams"  heading)
For a semi-updated CV check this site
Our Sleep Paralysis Research
Conesa Geneology
Didjeridoo Page

"We sometimes wonder how natural selection could have created the magnificent organs and functions of living organisms, like the eye or the ear.  It may seem extremely unlikely that such perfect and complex organs ever developed, but natural selection is the force that can create improbability, because it picks automatically very rare novelties produced by mutation, anytime they carry an advantage for the organism in its specific environment.  Of course, organs as complicated as the eye or the ear are not created in one generation or by one mutation, but by the accumulation of very many changes that have operated in the same directions.