代做PSYC 142 General Psychology调试Haskell程序

Course Information

Course Title: General Psychology

Course Number: 142

Distribution of Contact Hours: LEC Credit Hrs = 3 Lec Hrs = 3 Cont Hrs = 3

Semester Reviewed: Summer 2024

Course Catalog Description

PSYC 142 - General Psychology 3 hrs (Sem I, II) Provides a general survey of the science of Psychology. It includes the study of research methods, biological foundations, learning processes, human development, personality and abnormal psychology. This course is a transferIN course. 3 lecture hours. Prerequisite(s): Students must qualify for ENGL 010 or ENGL 079.

Course Designation

This course is a: Lower Division ES Distance Ed, Major Course, UCC Course, transferIN

Course Outcomes

Upon completion of this course students will be able to:

* Evaluate behavior. and mental processes using major Psychological concepts and theoretical perspectives. (TSAP 1.01, 1.03, 1.05, 1.06, 1.07, 1.08, 1.09, 1.10, 2.02, 5.02).

* Identify the historical foundation and evolution of Psychology as a science. (TSAP 1.02).

* Evaluate major research methods used in Psychology. (TSAP 2.02, 2.10, 2.11, 2.12, 4.09, 5.01).

* Communicate critical analysis of Psychological principles. (TSAP 2.05, 4.03, 4.04, 4.05, 4.06, 5.06).

* Apply Psychological principles to enhance understanding and solutions/treatment for real-world

personal, social, and organizational issues. (TSAP 1.07, 1.08, 1.09, 1.10, 2.02, 3.01, 3.07, 3.08, 5.03, 5.04, 5.05, 5.08).

Course Text and Materials

Psychology 2e

9781951693312

Rose M. Spielman, William J. Jenkins, Marilyn D. Lovett 2020-04-22

Course Content

In this course students will be expected to:

1. Acquire a knowledge base in Psychology (TSAP 1.0)

1.1 use basic psychological terminology, concepts, and theories in psychology to explain behavior and mental processes including major assumptions and key scientists. (TSAP 1.01, 1.05, 1.06)

1.2 explain why psychology is a science, with the primary objectives of describing, understanding, predicting, and controlling behavior. and mental processes. (TSAP 1.02)

1.3 identify key characteristics of major content domains in psychology (e.g., cognition and learning, developmental, biological, and sociocultural). (TSAP 1.05)

1.4 recognize the correct chronology of the historical schools of thought and identify predominant contemporary perspectives.

1.5 describe different subfields and careers in psychology and how psychology’s content applies to business, health care, educational, and other workplace settings. (TSAP 5.04, 5.08)

1.6 demonstrate a basic knowledge of key research concepts (hypothesis, operational definition, etc.) and methods including their advantages and disadvantages. (TSAP 2.10, 2.11, 2.12)

1.7 describe key regulations in the APA Ethics Code for protection of human or nonhuman research participants. (TSAP 3.01)

1.8 describe how ethical principles of psychology apply to business, health care, educational, and other workplace settings. (TSAP 5.05)

2.0 exhibit fundamental understanding of the biological foundations (neuron, brain, nervous system) of behavior. (TSAP 1.05)

3.0 define learning and demonstrate an understanding of the processes, concepts, and key individuals associated with classical conditioning, operant conditioning, observational, and social cognitive learning theories. (TSAP 1.05, 1.06, 1.09, 5.02)

4.0 identify characteristics of memory systems, reasons for forgetting, and methods for improving memory. (TSAP 5.02)

5.0 understand the stages and function of sleep.

6.0 demonstrate a basic understanding of physical, cognitive, and social aspects of each stage of human development. (TSAP 1.05, 5.02, 5.03)

7.0 explore stress and the impact on health and methods for coping.

8.0 predict how individual differences influence beliefs, values, and interactions with others, including the potential for prejudicial and discriminatory behavior in oneself and other. (1.10)

9.0 describe the major theories of personality. (TSAP 1.05, 1.06, 1.10, 5.02, 5.03)

10.0 interpret behavior. and mental processes at an appropriate level of complexity and demonstrate a basic knowledge of symptoms, classifications, and presumed causes of psychological disorders.

(TSAP1.03, 1.05)

11.0 explain different therapeutic assumptions and techniques and be able to discriminate between different theoretical principles and practices.

12.0 communicate critical analysis of behavior. and mental processes through proper written conventions and APA format including conclusions and interpretation of research and statistical data (critical thinking assignment). (TSAP 2.05, 2.06, 4.03, 4.04, 4.05, 4.06, 4.09, 5.01, 5.06)

13.0 recognize the value and application of research and problem-solving skills in providing evidence beyond personal opinion to support proposed solutions (critical thinking assignment). (TSAP 2.05, 2.06, 4.09, 5.01, 5.06)

VU Liberal Education Outcomes met by this course

.   Engage in articulate expression through critical reading and effective written, oral, and digital communication.

.   Evaluate ethical behavior. as an individual and as a member of local and global communities.

.  Apply critical and creative thinking skills to solve problems.

.   Integrate knowledge and perspectives of different disciplines to answer complex questions.

UCC/State Outcomes met by this course

· Social and Behavioral Ways of Knowing

.   5.1. Demonstrate knowledge of major concepts, theoretical perspectives, empirical patterns, or historical contexts within a given social or behavioral domain.

.   5.2. Identify the strengths and weaknesses of contending explanations or interpretations for social, behavioral, or historical phenomena.

.   5.3. Demonstrate basic literacy in social, behavioral, or historical research methods and analyses.

.   5.4. Evaluate evidence supporting conclusions about the behavior. of individuals, groups, institutions, or organizations.

.   5.5. Recognize the extent and impact of diversity among individuals, cultures, or societies in contemporary or historical contexts.

.   5.6. Identify examples of how social, behavioral, or historical knowledge informs and can shape personal, ethical, civic, or global decisions and responsibilities.