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Professor:

Dr. John Petraitis SSB 221b 786-1651

jmpetraitis@uaa.alaska.edu Office Hours: T/R 2:30-3:30

Other Office Hours: By Appointment

TAs:

Hannah Ekstrom heekstrom@alaska.edu

Office Hours: R 11:15-12:30 (SSB Kaladi’s) On-line Office Hours: TBA

Maria Crouch

mariacrouch@gmail.com Office Hours: T 11:45-12:45 (location TBA)

On-line Office Hours: M 1:00-2:00

CCOOUURRSSEE OOVVEERRVVIIEEWW COURSE RESOURCES:

Required Wertheimer, M. (2000). A brief history of psychology (4th ed.). Fort Worth, TX: Harcourt College Publishers

Additional weekly readings will be provided before each discussion section. A list of those readings is attached.

Blackboard https://classes.uaa.alaska.edu/webapps/portal/frameset.jsp

Although lecture notes will not be posted online, announcements (e.g., changes in reading assignments, availability of readings), course documents (e.g., syllabus and handouts), and scores will be posted on Blackboard. You can access Blackboard at the above link.

PREREQUISITES: Grades of C or higher in each of the following:

PSY A111 (General Psy)

PSY A150 (Lifespan Development)

PSY A260 (Stats for Psy)

PSY A260L (Stats for Psy Lab)

PSY A261 (Research Methods)

ENGL A211, or A212, or A213, or A214.

DESCRIPTION: This course will examine modern psychology in the context of its history. The core of the semester will address psychology’s

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history, focusing on the key trends, events, and thinkers who shaped the evolution and development of psychology. The end of the semester will address key issues that have challenged and intrigued psychologists for several decades. The history of each of these key issues will be explored and related to the contemporary work in the field.

LEARNING OUTCOMES: At the end of this course, students will be able to demonstrate their understanding of the following:

Views of what science is and the importance of scientific values in the history of psychology;

the social milieu that gave rise to the emergence of psychology in the late 19th century;

Wilhelm Wundt’s theoretical orientation and how his background prepared him for the role he was to play in the history of psychology;

the founders, they key ideas, the social system in which the intellectual schools of psychology evolved, and the fate of the ideas the schools generated for each of the following schools of psychology: psychophysics, structuralism, functionalism, psychoanalysis, behaviorism, gestalt psychology, humanism, cognitive psychology;

the important changes in psychology since World War II;

how contemporary issues in psychology today connect with the prior history of the field.

CLASS FORMAT: CAPSTONE SEMINAR

This course satisfies the departmental capstone requirement for a bachelor’s degree in psychology at UAA and, as such, is intended for senior-level students who have performed well in at least two broad survey courses in psychology (viz., PSY A111 and A150), courses in statistics (viz., PSY A260 and A260L), a course in research methods (viz., PSY A261), and have completed the 200-level English composition course. Typically, there will be 90-130 minutes of lecture a given topic (e.g., ‘The rise of scientific psychology’ or ‘Nature & Nurture in Psychology’)

and 2-4 readings on that topic. Whereas the readings in most other undergraduate courses are primarily textbooks, the readings in this course are like those in graduate courses: they are primarily original-source materials. For instance, you won’t just read about Freud and Skinner, you will actually read Freud and Skinner. Unfortunately, many of the original-source materials are very difficult and will require re-reading. The lectures will help set up the readings but the readings will still be difficult, and peer-to-peer teaching might be the key to success. Therefore, study groups are strongly encouraged. After a the lectures on a given topic are finished, you are required to:

Contribute positively to an online discussion board about each of the readings,

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Take an in-class short-answer quiz about each of the readings.

ATTENDENCE: As stated in the UAA Catalog, “regular attendance and active participation are expected in all classes. Students are responsible for class work even if there are legitimate reasons for their absence” (p. 62). Because this course revolves around

difficult readings, attendance is particularly important.

GRADING: Grades will be based on the following assignments. No extra credit will be offered. Scores will be posted on Blackboard.

Assignment (Described below) Max. Pts Late Penalties

7-9 quizzes on assigned readings o Up to 30 points quiz

210-270 3 pts per day*

20-25 online postings (1 per reading) Up to 5 points per post Due by 1:00pm on quiz days

100-125 1 pt per day*

0-5 online posts that are not about readings

Up to 5 points per post Due dates TBA

0-25 5 pts per post

Take-home Exam 250 25 pts per day*

TOTAL 560-670 * or portion of

LATE PENALTIES, MISSED QUIZZES AND MISSING ONLINE DISCUSSIONS:

Late work will lose points according to the above table. Reasonable exceptions will be made for students who are absent for official intercollegiate activities on behalf of UAA, military orders/obligations, or who (on a case-by-case basis) have prolonged medical conditions with proper documentation. Quizzes: As indicated above, there will be 7-9 days during which we have quizzes. If you miss one of those days you will be able to submit, instead, a 5-page (typed, double-spaced) paper that compares and contrast the readings for the week. However, keep in mind the following:

You will only be allowed to submit a maximum of two

compare-and-contrast papers as substitutes for missed quizzes.

These compare-and-contrast papers will be worth a maximum of 25 points, not 30.

You must submit your compare-and-contrast paper within 10 days of the corresponding quiz day. Compare-and-contrast papers will not be accepted after that.

Grades on compare-and-contrast papers will be based on the extent to which your level of analysis is scholarly and appropriate for a senior-level capstone course.

Online Postings: To receive full credit (up to 5 points) for an

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online discussion you must post at least one comment/question by 1:00pm on the day of quizzes. Comments posted after 1:00pm will be lose 1 point per day (or any portion of a day).

INCOMPLETE GRADES: Given the structure of late penalties for assignments (see above), it is very unlikely that anyone will be granted an “I” grade. Moreover, a grade of "I" will not be assigned just because you might be facing some undesired grade. Rather, an "I" will only be assigned if a bona fide emergency, military orders/obligations, intercollegiate activities or serious medical condition prevented you from finishing some of the assignments that were due within the last 10 days of the semester. Excluding the above exceptions, an “I” is a privilege, not a right, and will only be assigned if you have satisfied three conditions.

First, you have yet to submit an assignment that was due within the last 10 days of the semester.

Second, you must have a numerical chance of passing the class once the remaining work is finished.

Third, you need to make arrangements for the incomplete with your instructor before the end of the semester.

Because late penalties will still be enforced after the semester, students will be granted an “I” for 10 days at most, at which time an end-of-semester grade will be submitted based on the points earned to date. Reasonable exceptions will be made for bona fide (and documented) emergencies, severe illness, military orders/obligations and official intercollegiate activities.

DISABILITY SUPPORT: If you experience a disability and would like information about support services, contact Disability Support Services, located in Rassmuson Hall 105 at 786-4530.

EEttiiqquueettttee EMAIL ETIQUETTE:

I can get up to 100 emails in a day. There are three types: (1) those that I can safely deleted without even opening them (e.g., spam), (2) those that I clearly need to open and read (e.g., from my Dean and from you), and (3) some that don’t fall instantly into either category. This last group includes emails from addresses I don’t recognize as belonging to someone from UAA and/or don’t have a meaningful subject line, and might not even have the sender’s name in the message. An example is:

TO: jmpetraitis@uaa.alaska.edu FROM: AKboardbum@hotmail.com SUBJECT: I don’t understand my grade on the last assignment. Can you explain?

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How can I know who AKboardbum is? Without a subject line, how do I know what the email is about? Which assignment: the last one due or the last one this person submitted? Which course is this person in? Unfortunately, in the age of smartphones, emails like this have been getting increasingly common. If you want a reply to your emails (other than “TLI…too little info,” make sure you include

a meaningful subject line that includes

(a) your name,

(b) the course you are in, and

(c) what the email is about;

text that is clear and unambiguous;

your name in the text The following is a better example of the above email.

TO: jmpetraitis@uaa.alaska.edu FROM: AKboardbum@hotmail.com SUBJECT: Shaun White, PSY A412, score on posting about Fechner DrP, I don’t understand my grade on the last assignment, the posting about the article by Fechner. Blackboard has a score of 0 but I submitted a posting and you commented that I did a nice job on that post. Can you explain? Thanks. Shaun

CLASSROOM ETIQUETTE (adopted from J. Rubin, UAA):

“Cooperation with colleagues in a work setting is very important to your success on the job. In the same light, if we are to have a successful semester, we must all cooperate. I assume each of you is a courteous and competent adult. Therefore, I also believe each of you is capable of taking responsibility for your own conduct.

Class attendance is not required nor noted. However, if you do attend, I expect you to be on time and to remain for the entire period. Leaving the classroom during class for other than emergencies is disruptive for me and other students. If you cannot stay for the entire period, please notify me in advance.

Casual chit-chat, eating during class, shouting out answers without being acknowledged and using offensive language are inconsiderate behaviors which are disruptive and disrespectful.

Please do not talk with other students while I’m talking.

Turn off your cell phones.

Do not text-message during class. This is especially disruptive to me as I am lecturing.

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Remove your ear buds.

If you bring to class a computer, smart phone, or tablet, do not surf the net or play computer games during class. Doing so is especially disruptive to your fellow students and conveys disrespect for them, me, and the material.”

AASSSSIIGGNNMMEENNTTSS::

PSY A412 is a senior-level course in which students read original historical sources. The readings involve weighty topics for a professional audience, and you will need to work hard to master them. You should allocate at minimum 2-3 hours for each reading because they are

meaty and make a crucial contribution to what you will take from the course. Also, you should plan on looking up many words in a dictionary or, in cases where a word is not in a dictionary (e.g., entelchy), you might need to do an online search for the cited article (e.g., Driesch, as cited by Hull, 1943) in which the word was defined. Roughly one

week before each quiz these readings will be distributed in class or through Blackboard, along with a study guide that provides some general orientation to the readings.

Reading Quizzes To assess your understanding of the readings, short-answer quizzes on all of the readings will be administered during the first 20 minutes of class on “Quiz & Question days.” Anticipate one question per reading that can be answered in 4-6 minutes each.

On-line Discussions of

Readings

An important part of this class is peer-to-peer co-teaching where students help each other with the material. Therefore, discussion boards (on Blackboard) will be opened for each of the required original-source readings this semester, and some optional readings. You must post at least one comment for each required reading and you can earn up to 5 points for the quality of your posted comment. Grading will be based on the thoughtfulness of your posting. Comments like “Grrr, what is this article about?! I’m confused” or “This is terrible” are

understandable as initial contributions to a discussion, but such comments won’t get any points because they don’t help other students and don’t show that you understand the reading. Rather, points will be given for insightful contributions that help other students or show you understand the material, like “I’m not sure…but I think Author 1 is saying that Concept X is like Concept Y. This sounds like what Dr. P was saying in class about bubbles and it sounds like criticism of Author 2’s views on Concept X.” Your comments don’t have to be right; they just

need to demonstrate thoughtful analysis and the kind of effort appropriate for a senior-level capstone course. Tentative Rubric for Scoring of Online Postings 5 pts: Exemplary Scholarship

Offering an exemplary comment that would benefit other students though some of the following:

Correctly paraphrasing one or more important ideas in the reading, and offering multiple quotes

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to support that paraphrasing; Using quotes to connect (a) something in the

current reading to (b) an earlier reading, another reading from the current week, an earlier lecture, or the lecture for the current week;

Doing independent scholarship on the author or reading; or

Insightful connections between different parts and quotes from the reading.

4 pts: Above Average Scholarship 3 pts: Average Scholarship

Offering an accurate comment but one that lacks depth or is deep impact on how other students understand the reading.

2 pts: Minimally-adequate Scholarship 1 pt: Inadequate or Perfunctory level of Scholarship, such as:

Offering merely a brief or passing comment on a reading or another student’s comment on the reading.

Critical venting about the style of writing in a reading but not commenting on the author’s intellectual scholarship.

Taking from peer-to-peer teaching, rather than contributing to it.

0 pts: No posting by the time cutoff. Remember, standards about academic integrity and plagiarism (described below) apply to your online posts.

Take-Home Exam The exam will require you to summarize the story of modern, scientific psychology, from its roots, through its evolution, to its status today. Although the exam will be described more during the semester, one thing is worth mentioning now: how much you write will likely affect your grade. The following graph from a previous semester shows the link between (x) number of words in each student’s exam and (y) their scores out of 100. The r=.55. Students who wrote short papers earned F’s and D’s. Bottom line: brief is probably bad.

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AAA LLLooonnnggg NNNooottteee AAAbbbooouuuttt PPPlllaaagggiiiaaarrriiisssmmm………

What Plagiarism Is:

This semester you will be posting comments on Blackboard and submitting a take-home exam. In all of these you must avoid plagiarism. Plagiarism is more than “using a bunch of words in order from another author without giving proper credit.”

Plagiarism is submitting someone else’s intellectual work/efforts as one’s own and without proper citation, giving the appearance that the work/effort is all yours.

It includes 1. using someone else’s words (without proper citation), 2. using someone else’s ideas (without proper citation), 3. using someone else’s grammatical or literary form (without proper citation), and 4. relexifying (changing some of the words but keeping the content and/or form)

someone else’s work (without proper citation). For instance, consider the following student submission and the original source material from http://www.drugabuse.gov/MarijBroch/parentpg13-14N.html.

Original Source Material:

People who smoke marijuana regularly may develop many of the same breathing problems that tobacco smokers have, such as daily cough and phlegm production, more frequent chest colds, a heightened risk of lung infections, and a

greater tendency toward obstructed airways. Student Submission:

It has also been found that a person who smokes marijuana regularly experiences many of the same respiratory problems that cigarette smokers

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have, including daily cough and phlegm production, chest illness, a heightened

risk of lung infections, and a greater tendency to develop obstructed airways. In the above example, the student submission is a clear case of plagiarism through relexifying. Although the student changes a few words (shown in bold) from the original source material, the student used the ideas, words and sentence structure of the original source without giving credit to the source, thus presenting someone else’s work as one’s own without giving clear and proper credit to the source. And, it would not matter if the student had included a citation with his/her submission, or added “According to NIDA (2006), it has been found that…” If the words, phrases, ideas, and sentence structure are being borrowed, your paper has to make it clear exactly what is being borrowed by using quotation marks and complete citation.

Also, consider the following original source and three examples.

Original Source Material: Flay & Petraitis (1994). In the battle to improve health-related behaviors (HRBs), the foot-soldiers are in command, the captains rarely communicate with each other, and there are no generals to organize the attack. For those who study and try to improve HRBs, the foot-soldiers are numerous and often unrelated hypotheses that command health-promotion efforts; the captains are relatively micro-level theories, each of which address a limited set of variables that might affect HRBs; and the missing generals are comprehensive macro-level theories that marshall together numerous micro-theories into one coherent framework (Flay & Petraitis, 1994).

Example 1 In the struggle to promote healthier behaviors, the foot-soldiers are in charge, the sergeants do not communicate, and the commanders have not organized the struggle.

This is plagiarism. There is relexifying & no proper citation. Readers would have no way of knowing that the ideas came from Flay & Petraitis (1994).

Example 2 In the struggle to promote healthier behaviors, the foot-soldiers are in charge, the sergeants do not communicate, and the commanders have not organized the struggle (Flay & Petraitis, 1994).

This, too, is plagiarism. Although there is a citation, this is still plagiarism because the reader has no way of knowing that the form and images merely relexified the material from Flay & Petraitis (1994).

Example 3 Flay & Petraitis (1994) liken theories of HRBs to a battle where micro-level hypotheses (soldiers) are not integrated by a more macro-level theory (general).

This is not plagiarism because it is clear the ideas and imagery come from Flay & Petraitis (1994) and those authors are clearly given credit in the citation.

How to Avoid Plagiarism: There are four ways to avoid it.

Whenever you borrow words or phrases from a source, use quotation marks

and provide in the body of your paper a citation with the author, the year, and the page number.

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Whenever you borrow sentence or paragraph structures, also provide in your

citation the author, year, and page number.

Avoid merely relexifying, but if you do relexify then liberally use quotation

marks and give clear credit to the authors so the reader can tell what is yours and what you borrowed.

Whenever you are borrowing or paraphrasing the ideas (but not phrases or grammatical structures), provide in your citation the author and year.

The first three ways are fine but should be used minimally in this class and only when the exact words of the source are absolutely necessary to make your point. This is, after all, a 400-level capstone course and your paper should show original thinking and synthesis of existing material, rather than be a series of “cut-and-pastes” quotes and lazy writing. If you are reading a passage and can’t rephrase it in your own words, you might not understand the material enough or you might not be trying hard enough. Quoting is generally inferior writing; paraphrasing is preferred.

You will be held to the above standards in this class.

You will receive a permanent 0 for any assignment submitted before you sign and submit the following page.

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AAAcccaaadddeeemmmiiiccc IIInnnttteeegggrrriiitttyyy SSStttaaattteeemmmeeennnttt

FFFooorrr DDDrrr... PPPeeetttrrraaaiiitttiiisss’’’sss PPPSSSYYY AAA444111222 I have read the statement about plagiarism in Dr. Petraitis’s syllabus and he has answered any questions I have about it. I agree to abide by these standards. I also understand the Dr. Petraitis will submit suspect cases of plagiarism to the Dean of Students for investigation. I accept that violating these standards might prevent me from graduating. I also understand that I will receive a permanent 0 for any assignment that is submitted before I submit this signed statement.

Type your name here: ________________________________________ After you type your name above, save the document and submit through Blackboard.

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VERY Tentative Course Schedule* Changes to readings, topics, assignments and dates are subject to changes.

Date

Classroom Activity

Readings

1-14 Lecture: Introduction to the Course M. Wertheimer pp. 1-21 1-16 Lecture: Scientific Paradigms M. W. pp. 1-21 1-21 Lecture: Scientific Paradigms

1-23 Quiz 1…and lecture on next topic Handouts/Bb documents

1-28 Lecture: The Path to Psych. from Philosophy & Science M. W. pp. 22-46 1-30 Lecture: The Establishment of Psychology: Fechner M. W. pp. 69-82 2-4 Lecture: The Establishment of Psychology: Wundt

2-6 Quiz 2…and lecture on next topic Handouts/Bb documents

2-11 Lecture: Early Psychology in America: Structuralism M. W. 80-92, 103-113 2-13 Lecture: Early Psychology in America: Functionalism

2-18 Quiz 3…and lecture on next topic Handouts/Bb documents

2-20 Lecture: Psychoanalysis and Freud M. W. 133-138 2-25 Lecture: Psychodynamics & Neo-Freudians

2-27 Quiz 4…and lecture on next topic Handouts/Bb documents

3-4 Lecture: Three Generations of Behaviorism M. W. 75-76, 113-122 3-6 Lecture: Three Generations of Behaviorism 3-11 No class: Spring Break 3-13 No class: Spring Break

3-18 Quiz 5…and lecture on next topic Handouts/Bb documents

3-20 Lecture: Gestalt Psychology M. W. 123-132 3-25 Lecture: Gestalt Psychology

3-27 Quiz 5…and lecture on next topic Handouts/Bb documents

4-1 Lecture: The Post-schools Era M. W. 95-101, 139-164 4-3 Lecture: The Post-schools Era

4-8 Quiz 7…and lecture on next topic

4-10 Lecture: Nature-Nurture Handouts/Bb documents

4-12 Not a class day, but take-home exam due by 11:59pm via Blackboard (late penalty = 25 pts per day or portion thereof)

4-15 Lecture: Nature-Nurture 4-17 Quiz 8…and lecture on next issue Lecture: …on either…

The Mind-Body Issue in Psychology, Or The Unconscious in Psychology, Or Evolutionary Psychology, Or The History of Professional Practice,

Handouts/Bb documents

4-22 Lecture: …continuing one of the above 4-24 Catching up day. 4-29 Quiz 9 (1:00-2:15) * This schedule is tentative and in this draft there are 9 quizzes. Depending on how the class progresses, quiz and exam dates might be moved forward or back and another quiz about another ‘issue’ might be added or deleted.