1. BA (Faculty of Liberal Arts) Asian University of Science and
Technology
Lecturer: Dr. Giuseppe Mario Saccone
Office: LG 20/1 Academic Building
Email: msaccone@asianust.ac.th
Office Hours: Available by appointment
I. Course Description: Credits: 3 (3-0).
This course provides an overview of the main theories, thoughts and models being
applied to the human mind and human behaviour. Systems and theories of mental
laws and phenomena will be outlined to develop the student’s ability to understand
the ways in which people think and communicate.
II. Measurable Course Learning Objectives
The learning objectives of this course are to:
• Introduce the basics problems, concepts and methods of psychology;
• Enable students to examine and discuss some of the fundamental issues of the
discipline;
• Learn and reflect about mind-body problem; concept of self; human-machine
relation; problem of other minds.
III. Learning Outcomes
After studying this course students should be able to:
• Read texts pertaining to the subject, including articles, research papers, texts,
notes, journals, and books;
• Develop creative thinking skills;
• Discuss and elucidate major concepts in psychology.
IV. Required Textbook
Robert S. Feldman, Essentianls of understanding Psychology, McGraw-Hill,
International Edition, 1997. ISBN 0-07-114212-6
Other Suggested (but not required) Readings
Neil Campbell, A brief introduction to the philosophy of mind, Canada: Broadview
Press, 2005. ISBN 1-55111-617-0; 9 781551 116174
Philosophy of Mind: Classical and Contemporary readings, Edited by David J.
Chalmers, Oxford: Oxford University Press, 2002. ISBN 0-19-514581-X; 9 780195
145816
Philosophy of Mind: Contemporary Readings, Edited by Timothy O’ Connor and
David Robb, London: Routledge, 2003. IBN 0-415-28354-X; 9 780415 283540
The Blackwell Guide to Philosophy of Mind, Edited by Stephen P. Stich and Ted A.
Warfield, Oxford, Blackwell, 2003. ISBN 0-631-21775-4; 9 780631 217756
Tim Crane, Elements of Mind: An Introduction to the Philosophy of Mind, Oxford:
Oxford University Press, 2001. ISBN 0-19-289297-5; 9 780192 892973
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GSS 101 Introduction to Psychology
Course Syllabus
(January-April 2013)

2. BA (Faculty of Liberal Arts) Asian University of Science and
Technology
David Cockburn, An Introduction to the Philosophy of Mind, New York: Palgrave,
2001. ISBN 0-333-96122-6; 9 780333 961223
John Heil, Philosophy of Mind: A Contemporary Introduction, Second Edition, New
York: Routledge, 2004. ISBN 0-415-28356-6; 9 780415 283564
Peter Carruthers, The Nature of the Mind: An Introduction, New York: Routledge,
2004. ISBN 0-415-29995-0; 9 780415 299954
Instructional Methods
Lecture mode, each session will deal with a specific topic or topics, mostly
corresponding to a chapter or section(s) in the textbook. Students are expected to
engage in class discussions, presentations, reading and writing assignments.
V. Measurement of Learning Outcomes
Class Participation and Assignments
Students are expected to participate actively in class discussion. Students are required
to come to class prepared and ready to participate in all class activities. These will
include discussions, debates, and occasional in-class written assignments.
Missing classes will always have a negative effect on your final grade and class
participation scores. Class activities comprise 25% of the total course grade.
Examinations
There are two examinations: a midterm and a final. The midterm counts for 25% of
the total class grade, and the final exam counts for 25%.
VI. Grade Components of assignment, and examinations
Attendance and Class Participation 25%
In Class Assignments 25%
Mid-term Examination 25%
Final Examination 25%
Total 100%
Note: All students are required to attend all classes. Students whose class
attendance is lower than 80% will not be permitted to take exams.
Grading Scale
Percentage Mark Grade Value Comment
80-100 A 4.0 Excellent
73-79 B+ 3.5 Very Good
66-72 B 3.0 Good
58-65 C+ 2.5 Above Average
50-57 C 2.0 Average
45-49 D+ 1.5 Below Average
40-44 D 1.0 Poor
< 40 F 0 Fail
VII. Other Course Policies
Classes will focus on various topics in assigned readings. Students are responsible for
all materials covered in class. To be successful in this course, students are expected to
attend and participate fully in all class sessions. Students are expected to complete the
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3. BA (Faculty of Liberal Arts) Asian University of Science and
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assignments by themselves, and hand them in on time. Students are responsible for all
announcements and changes made in class.
Lectures in Introduction to Psychology are not complete chapter summaries. In class,
we will focus on key aspects of the chapters covered and answer any questions
students might have about them. Therefore, it is important that students develop a
regular, personalized reading schedule for the semester. Students who have problems
with the textbook, or with setting a study plan for themselves, should meet with their
instructor to receive assistance.
VIII. Policy on Make-up Assignments and Examinations
There will be no make-up midterm or final examinations given without prior consent
from the instructor. If a student has a legitimate, verifiable reason (e.g., a doctor’s
note), a separate comprehensive examination will be allowed. Assignments will not
be accepted beyond their deadline.
IX. Course Schedule
The following is a tentative course schedule. The lecturer may revise the schedule to
conform to the background, knowledge, and interests of the students.
Lectures Date Activity/Assignment
1 Course overview; Introduction to the study of
Psychology.
2-3 What is Psychology? Reading: chap.1, Intro to Psychology
pp.1-38.
4-5 Neuroscience and Behaviour. Reading: chap.2,
The Biology Underlying Behaviour, pp.39-72.
6-7 Sensation and Perception. Reading: chap.3, pp.73-115.
8-9 States of Consciousness. Reading: chap.4, pp.116-148.
10-11 Learning. Reading: chap.5, pp.149-182.
12 Midterm exam
13-14 Memory. Reading: chap.6, pp.183-215.
15-16 Thinking, Language and Intelligence. Reading: chap.7,
Cognition and Language, pp.216-247; chap.8, Intelligence,
pp.248-273.
17-18 Motivation and Emotion. Reading: chap.9, pp.274-319.
19-20 Development. Reading: chap.10, pp.320-370.
21-22 Personality. Reading: chap.11, pp.371-400
23-24 Psychological Disorders. Reading: chap.12, pp.401-435.
25-26 Treatment of Psychological Disorders. Reading: chap.13,
pp.436-463
27-28 Social Psychology. Reading: chap.14, pp.464-502.
29 Review and Conclusion.
Note: Any additional modifications to the syllabus will be announced during class meetings.
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GSS 101 INTRODUCTION TO PSYCHOLOGY
Summary of the lectures
Lecture 1
Course overview; Introduction to the study of Psychology. Students introduce
themselves, are given the syllabus, the organization of the course is discussed.
Lectures 2-3
What is Psychology? Reading: chap.1, Intro to Psychology pp.1-38.
Definition of Psychology as the scientific study of behaviour and mental processes.
What does this mean? The use of the word “scientific” requires further explanation
and qualification. What are the limitations to its claims to be scientific? We also need
to identify the various branches of psychology: e.g., biopsychology, experimental
psychology, counselling psychology, social psychology, etc.
Lectures 4-5
Neuroscience and Behaviour. Reading: chap.2, The Biology Underlying Behaviour,
pp.39-72.
Any attempt to understand human behaviour requires knowledge of the biological
influences underlying that behaviour. The most basic elements of the nervous system
are the neurons which allow nerve impulses to pass from one part of the bosy to
another. Once a neuron fires, nerve impulses are carried to other neurons through the
production of chemical substances, neurotransmitters, which actually bridge the gaps
– known as synapses – between neurons. Among the major neurotrasmitters are
acetylcholine (Ach), which produces contractions of skeletal muscles, and dopamine,
which has been linked to Parkinson’s desease and certain mental disorders such as
schizophrenia.
Endorphins, another type of neurotransmitter, are related to the reduction of pain.
Endorphins aid in the production natural painkillers and are probably responsible for
creating the kind of euphoria that joggers sometimes experience after running.
The nervous system is made up of the central nervous system (the brain and spinal
cord) aand the peripheral nervous system (the remainder of the nervous system). The
peripheral nervous system is made up of the somatic division, which controls
voluntary movements and the communication of information to and from the sense
organs, and the autonomic division, which controls involuntary functions such as
those f the heart, blood vessels, and lungs.
The brain is divided into two halves, or hemispheres, each of which generally controls
the opposite side of the body fron that in which it is located. However, each
hemisphere can be thought of as specialized in the functons it carries out: The left is
best at verbal tasks, such as logical reasoning, speaking, and reading; the right is best
at nonverbal tasks, such as spatial perception, pattern recognition, and emotional
expression. Some evidence also suggests that male and female brains may differ in
structure in minor ways.
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The endocrine system secretes hormones, allowing the brain to send messages
throughout the nervous system via the bloodstream. A major component is the
pituitary gland, which affects growth.
An understanding of the nervous system can help us to find ways to alleviate disease
and pain by the procedure called biofeedback. Biofeedback is a procedure by which a
person learns to control internal physiological processes through conscious thought.
By controlling what were previously considered involuntary responses, people are
able to relieve anxiety, tension, migraine headaches, and a wide range of other
psychological and physical problems.
Lectures 6-7
Sensation and Perception. Reading: chap.3, pp.73-115.
These lectures involve a number of key concepts. Sensation is the process by which
an organism’s sense organs respond to a stimulus. Stimulus is a source of physical
energy that produces a response in a sense organ. Perception is the sorting out,
interpretation, analysis, and integration of stimuli involving our sense organs and
brain. Psychophysics is the study of the relationsip between the physical nature of
stimuli and a person’s sensory responses to them. An absolute threshold is the
smallest intensty of a stimulus that must be present for it to be detected.
Signal detection theory is the theory that addresses the role of psychological factors in
our ability to identify stimuli. Adaptation is an adjustment in sensory capacity
following prolonged exposure to stimuli.
Sensation has traditionally been investgated by the branch of psychology called
psychophysics, which studies the relationship between the physical nature of stimuli
and a person’s sensory responses to them. Perception is a constructive process in
which peope go beyond the stimuli that are physically present and tru to construct a
meaningful situation. Visual illusions are physical stimuli that consistently produce
errors in perception, causing judgements that do not accurately reflect the physical
reality of the stimulus. Visual illusions are usually the result of errors in the brain’s
interpretation of visual stimuli. Furthermore, the particular culture in which we are
raised has clear consequences for the ways in which we perceive the world.
Subliminal perception refers to the perception of messages about which we have no
awareness, while extrasensory perception does not involve our known senses. The
reality of both phenomena is open to question and debate.
Lectures 8-9
States of Consciousness. Reading: chap.4, pp.116-148.
Consciousness is often defined as a person’s awareness of the sensations, thoughts,
and feelings that he or she is experiencing at a given moment. Consciousness can vary
in terms of how aware one is of outside stimuli – from an active to a passive state –
and in terms of whether it is artificially induced or occurs naturally. We can consider
several states of consciousness, beginning with two that we have all experienced:
sleeping and dreaming. Next, we can turn to states of consciousness found under
conditions of hypnosis and meditation. Finally, we can examine drug-induced states
of consciousness.
Lectures 10-11
Learning. Reading: chap.5, pp.149-182.
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6. BA (Faculty of Liberal Arts) Asian University of Science and
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Learning is a relatively permanent change in behaviour due to experience and it is a
basic topic of psychology. However, learning it is a process that must be assessed
indirectly – we can only assume that learning has occurred by observing performance,
which is susceptible to such factors as fatigue and lack of effort.
Behaviour modification is a method for formally using the principles of learning
theory to promothe the frequency of desired behaviours and to decrease or eliminate
unwanted ones. The typical steps in a behaviour-change program are identifying goals
and target behaviours, designing a data-recording system, recording preliminary data,
selecting a behaviour-change strategy, implementing the strategy, keeping careful
records, and evaluating and altering the ongoing program.
Lecture 12
Midterm exam
Lectures 13-14
Memory. Reading: chap.6, pp.183-215.
Memory is the process by which people encode, store, and retrieve information.
Rehearsal is the transfer of material from short- to long-term memory via repetition.
Explicit memory is the intentional or conscious recollection of information. Implicit
memory consists of the memories of which people are not consciously aware, but
which can affect subsequent performance and behaviour. The tip-of-the-tongue
phenomenon is the inability to recall information that one realizes one knows – a
result of the difficulty of retrieving information from long term memory.
One important question to be asked is why do we forget information given the fact
that even with the use of retrieval cues, some information appear irretrievable, owing
to decay or interference. Decay os the loss of information through its nonuse, whereas
interference is the loss of material through the displacement of older material by new
information.
Current research on the biology underlying memory is concerned with the site of the
engam, or memory trace. Certain drugs umpair or aid memory in animals, suggesting
that drugs may be used to improve the memory of people in the future.
Psychologists have developed a number of specific techniques to improve memory.
These iclude using the keyword techniques to memorize foreign vocabulary, applying
the method of loci to learn lists, using the encoding specificity phenomenon,
organizing text material and lectures notes, and practising enough so that overlearning
– studying and rehearsing past the point of initial mastery – occurs.
Lectures 15-16
Thinking, Language and Intelligence. Reading: chap.7, Cognition and Language,
pp.216-247; chap.8, Intelligence, pp.248-273.
Cognitive psychology is the branch of psychology that specializes in the study of
cognition. Cognition is the higher mental processes by which we understand the
world, process information, make judgements and decisions, and communicate
knowledge to others. Intelligence is the capacity ti understand the world, think
rationally and use resources effectively when faced with challenges.
Information-processing approaches suggest that intelligence should be conceptualized
as the way in which people represent and use material cognitively. Rather than
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focusing on the structure of intelligence, psychologists taking an informaton-
processing approach examine the processes underlying intelligent behaviour.
Lectures 17-18
Motivation and Emotion. Reading: chap.9, pp.274-319.
Motivation consists of the factors that direct and energize behaviour. Drive is the
motivational tension that energizes behaviour in order to fulfill a need. Primary drives
relate to basic biological needs. Secondary drives are those in which no obvious
biological need is fulfilled.
One broad definition of emotions views them as feelings that may affect behaviour
and generally have both a physiological and a cognitive component. Among the
functions of emotions are to prepare us for action, shape future behavior through
learning, and help to regulate social interaction.
Lectures 19-20
Development. Reading: chap.10, pp.320-370.
Developmental psychology is the branch of psychology that studies people’s growth
and change over the lifespan. One fundamental question is how much developmental
change is due to nature – hereditary factors – and how much to nurture – enviromental
factors. Most developmental psychologists believe that heredity defines the upper
limits of our growth and change, whereas the environment aggects the degree to
which the upper limits are reached.
Lectures 21-22
Personality. Reading: chap.11, pp.371-400.
The behaviour that make people different from one anoter are those behaviours that
psychologists consider at the root of personality. Personality refers to the relatively
enduring characteristics that differentiate one person from another and that lead
people to act in a consistent and predictable manner, both in different situations and
over extended periods of time.
Lectures 23-24
Psychological Disorders. Reading: chap.12, pp.401-435.
The most satisfactory definition of abnormal behaviour is one based on the
psychological consequences of the behaviour, which are thought of as abnormal if
they produce a sense of distress, anxiety, or guilt or if they are harmful to others.
Another useful definition considers people who cannot adapt to society and who are
unable to function effectively to be abnormal. There are also legal definitions that
focus on whether a person is “insane,” which is a legal, not psychological, term. No
single definition is totally adequate. Therefore, it is reasonable to consider abnormal
and normal behaviour in terms of gradations, ranging from completely normal
fuctioning to extremely abnormal behaviour. Obviously, behaviour typically falls
somewhere between these two extremes.
Lectures 25-26
Treatment of Psychological Disorders. Reading: chap.13, pp.436-463.
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8. BA (Faculty of Liberal Arts) Asian University of Science and
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Although the specific treatment types are diverse, psychologically based therapy share
the goal of resoving psychological problems by modifying people’s thoughts,
feelings, expectations, evaluations, and ultimately their behaviour. Most research
suggests that, in general, therapy is more effective than no therapy, although how
much more effective is not known. The answer to the more difficult question of which
therapy works best is even less clear. It is indisputable, though, that particular kinds of
therapy are more appropriate for some problems than for others.
Community psychology aims to prevent or minimize psychological disorders. The
movement was spurred in part by deinstitutionalization, in which previously
hospitalized mental patients were released into the community. A notable byproduct
of the movement has been the installation of telephone hot lines and capus crisis
centers in reputable universities.
Lectures 27-28
Social Psychology. Reading: chap.14, pp.464-502.
Social psychology is the branch of ssychology concerned with how people’s thoughts,
feelings, and actions are affected by others, and the nature and causes of individual
behaviour in social situations. Attitudes, a central topic of study in social psychology,
are learned predispositions to respond in a favorable or unfavorable manner to a
particular object. The ABC model of attitudes suggests that attitudes have three
components: the affect component, the behaviour component, and the cognition
component. Attitudes can be acquired through severla processes. They include
classical conditioning, in which a previously neutral object begins to evoke the
attitudes associated with another object due to repeated pairings, and operand
conditioning, in which reinforcement acts to maintain an attitude. A number of
theories suggest that people try to maintain consistency between attitudes. Cognitive
dissonance occurs when two cognitions – attitudes or thoughts – contradict each other
and are held simultaneously by an individual. To resolve the contradiction, the person
may modify the cognition, change its importance, add cognitions, or deny the
contradiction, therby bringing about a reduction in dissonance.
Lectures 29
Review and Conclusion.
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