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Psychology 102: Review & summary Dr James Neill Centre for Applied Psychology University of Canberra 2009
Reading There is no corresponding reading from Gerrig et al. for this review and summary lecture
Overview <ul><li>Essay feedback
Final exam
Review of lectures
Evaluation and feedback </li></ul>
Essay feedback <ul><li>Average essay mark in Psy 101 = 60.8
Average essay mark in Psy 102 = 65.8
Range = 20 – 100 </li></ul>
Abstract (10%) <ul><li>Good abstracts summarised argument, theory, research, and conclusions in ~150 words.
Weaker abstracts tended to say what the essay would cover, without actually summarising the content
Do not include citations
Present on a separate page, following the title page </li></ul>
Argument (20%) <ul><li>Answer all parts of the question/topic  – don't just pick a couple of convenient examples or aspects
Stay on topic  – all information needs to be relevant, current and appropriately detailed
Viewpoint should be clear, based on literature presented
Evidence for both sides of the argument is needed  – how else can you reach a logical and concise conclusion? </li></ul>
Argument (20%) <ul><li>Introduce the topic and establish the importance
State the argument and summarise main ideas
Define/explain technical terms
Answer the question and stay on topic
Main points should follow clearly
Summarise main points </li></ul>
Theory (20%)  <ul><li>Some essays didn't present any theory
Some essays only presented one theory
Some essays critically examined several relevant theories </li></ul>
Research (20%)  <ul><li>Link the evidence you provide to your argument – ask “so what?”
Critically evaluate
It is stronger to summarise a body of research than to simply describe a small number of studies in detail </li></ul>
Presentation (20%)  <ul><li>Use APA style
Use in-text citations
Write in your own words – avoid overuse of direct quotes
Write in third person (not I, me, we, us, our, you, your etc.)
Avoid colloquial language
Subjects - use participants </li></ul>
References (10%) <ul><li>Reference all ideas that are not your own work (Ask yourself “how do I know this?”)
Use peer-reviewed sources (journal articles and edited book chapters)
Every citation in essay must be in your reference list and vice versa </li></ul>
Other tips <ul><li>Follow APA format
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Psychology 102: Summary and review

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This is the final lecture for this introductory psychology unit. Several of the introductory lectures are on slideshare.

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Psychology 102: Summary and review

  1. 1. Psychology 102: Review & summary Dr James Neill Centre for Applied Psychology University of Canberra 2009
  2. 2. Reading There is no corresponding reading from Gerrig et al. for this review and summary lecture
  3. 3. Overview <ul><li>Essay feedback
  4. 4. Final exam
  5. 5. Review of lectures
  6. 6. Evaluation and feedback </li></ul>
  7. 7. Essay feedback <ul><li>Average essay mark in Psy 101 = 60.8
  8. 8. Average essay mark in Psy 102 = 65.8
  9. 9. Range = 20 – 100 </li></ul>
  10. 10. Abstract (10%) <ul><li>Good abstracts summarised argument, theory, research, and conclusions in ~150 words.
  11. 11. Weaker abstracts tended to say what the essay would cover, without actually summarising the content
  12. 12. Do not include citations
  13. 13. Present on a separate page, following the title page </li></ul>
  14. 14. Argument (20%) <ul><li>Answer all parts of the question/topic – don't just pick a couple of convenient examples or aspects
  15. 15. Stay on topic – all information needs to be relevant, current and appropriately detailed
  16. 16. Viewpoint should be clear, based on literature presented
  17. 17. Evidence for both sides of the argument is needed – how else can you reach a logical and concise conclusion? </li></ul>
  18. 18. Argument (20%) <ul><li>Introduce the topic and establish the importance
  19. 19. State the argument and summarise main ideas
  20. 20. Define/explain technical terms
  21. 21. Answer the question and stay on topic
  22. 22. Main points should follow clearly
  23. 23. Summarise main points </li></ul>
  24. 24. Theory (20%) <ul><li>Some essays didn't present any theory
  25. 25. Some essays only presented one theory
  26. 26. Some essays critically examined several relevant theories </li></ul>
  27. 27. Research (20%) <ul><li>Link the evidence you provide to your argument – ask “so what?”
  28. 28. Critically evaluate
  29. 29. It is stronger to summarise a body of research than to simply describe a small number of studies in detail </li></ul>
  30. 30. Presentation (20%) <ul><li>Use APA style
  31. 31. Use in-text citations
  32. 32. Write in your own words – avoid overuse of direct quotes
  33. 33. Write in third person (not I, me, we, us, our, you, your etc.)
  34. 34. Avoid colloquial language
  35. 35. Subjects - use participants </li></ul>
  36. 36. References (10%) <ul><li>Reference all ideas that are not your own work (Ask yourself “how do I know this?”)
  37. 37. Use peer-reviewed sources (journal articles and edited book chapters)
  38. 38. Every citation in essay must be in your reference list and vice versa </li></ul>
  39. 39. Other tips <ul><li>Follow APA format
  40. 40. Review the marking criteria again before you submit your essay
  41. 41. Get someone to proofread
  42. 42. Read it aloud to yourself
  43. 43. Don’t leave it to the last minute
  44. 44. Ask for help – e.g., Academic Skills and Health Learning Resource Centre </li></ul>
  45. 45. Academic Skills Program Grammar and Writing Course Aim: Participants become confident and effective writers of academic English Dates: Mon-Fri for 2 weeks 23 Nov – 4 Dec Outline: <ul><li>Sentence level grammar (Punctuation, complex sentences, linking ideas into logical sequences)
  46. 46. Generic writing skills (essays/ reports/coherent paragraphs/ punchy introductions and conclusions) </li></ul>Cost: $35.00 Enrolments: At the Academic Skills Program
  47. 47. Final exam <ul><li>When : 2pm Wed 18th Nov 2009
  48. 48. Where : Gymnasium
  49. 49. Time : 2 hours
  50. 50. Deferred exam applications go to Examinations Office http://www.canberra.edu.au/student-services/examinations/alternative-exams </li></ul>
  51. 51. Revising for the exam <ul><li>~100 multiple choice questions </li><ul><li>~9 topics, ~11 questions on each </li></ul><li>Exam questions will be similar to quiz questions
  52. 52. Review main points from each chapter, lecture and tutorial
  53. 53. Test yourself – MyPsychLab website quizzes
  54. 54. Review weak areas </li></ul>
  55. 55. What to bring to the exam <ul><li>Current UC student ID card
  56. 56. Lead pencils / sharpener
  57. 57. Eraser
  58. 58. No other materials permitted </li></ul>
  59. 59. What is in the exam? <ul><li>Intercultural & indigenous psych
  60. 60. Consciousness
  61. 61. Cognitive processes
  62. 62. Therapies
  63. 63. Sensation & perception
  64. 64. Learning
  65. 65. Intelligence
  66. 66. Motivation
  67. 67. Social processes </li></ul>
  68. 68. What is psychology? Study of the way people: <ul><li>Think (cognition)
  69. 69. Feel (emotions)
  70. 70. Behave (actions) </li></ul>
  71. 71. Intercultural psychology <ul><li>Intercultural psychology: Recognition of the impact of cultural contexts on psychological processes and explanations.
  72. 72. Cultural contexts have a profound effect on psychological functioning. </li></ul>
  73. 73. Indigenous psychology <ul><li>Stolen generations
  74. 74. Assimilation policies
  75. 75. Psychological relevance includes trauma, isolation, abuse, identity, culture, health, services
  76. 76. Incorporate this knowledge into our existing theories - broaden constructs and theories to make psychology more relevant to a wider range of people. </li></ul>
  77. 77. Mind, consciousness and alternative states <ul><li>Consciousness – an awareness of ourselves and our environment
  78. 78. Sleep </li><ul><li>Circadian rhythm
  79. 79. Sleep cycle
  80. 80. Sleep deprivation </li></ul></ul>
  81. 81. Mind, consciousness and alternative states <ul><li>Sleep disorders
  82. 82. Dreams
  83. 83. Hypnosis
  84. 84. Drugs </li><ul><li>Psychoactive drugs </li></ul><li>Near-death experiences </li></ul>
  85. 85. Cognitive Psychology
  86. 86. Cognitive processes <ul><li>What is cognition?
  87. 87. Concepts
  88. 88. Prototypes
  89. 89. Language
  90. 90. Problem solving </li><ul><li>Trial & error, algorithm , heuristic, insight </li></ul><li>Obstacles </li><ul><li>Confirmation bias, fixation </li></ul></ul>
  91. 91. Cognitive processes <ul><li>Decisions and judgements </li><ul><li>Representative and availability heuristics
  92. 92. Overconfidence and framing </li></ul><li>Belief bias
  93. 93. Belief perseverance </li></ul>
  94. 94. Therapies for psychological disorders <ul><li>History of therapeutic treatment for psychological disorders
  95. 95. How psychodynamic, behaviour, cognitive, humanistic, biomedical, and group therapies work </li></ul>
  96. 96. Sensation <ul><li>Sensation = signals from the environment turned into neural signals
  97. 97. Absolute threshold & difference threshold
  98. 98. Signal detection theory
  99. 99. Subliminal stimulation
  100. 100. Sensory adaptation </li></ul>
  101. 101. Sensation <ul><li>Vision </li><ul><li>Light – wavelength and amplitude
  102. 102. Eye
  103. 103. Bottom-up & top-down processing
  104. 104. Colour vision </li></ul><li>Sound
  105. 105. Touch - pain & gate-control theory
  106. 106. Taste
  107. 107. Smell
  108. 108. Kinethesis & the Vestibular system </li></ul>
  109. 109. Perception <ul><li>Organisation of sensory information into something meaningful
  110. 110. Selective attention
  111. 111. Perceptual organisation </li><ul><li>Form perception
  112. 112. Depth perception
  113. 113. Motion perception </li></ul></ul>
  114. 114. Perception <ul><li>Perceptual interpretation
  115. 115. Perceptual illusions
  116. 116. Perceptual adaptation
  117. 117. Perceptual set
  118. 118. Concepts/schemas
  119. 119. Human factors psychology
  120. 120. ESP </li></ul>
  121. 121. 5 minute break – have a stretch
  122. 122. Learning <ul><li>Classical conditioning </li><ul><li>US  UR
  123. 123. Pair CS with US and CS  CR
  124. 124. Acquisition, extinction, spontaneous recovery, generalisation, discrimination </li></ul></ul>
  125. 125. Learning <ul><li>Operant conditioning </li><ul><li>Shaping, positive reinforcement, negative reinforcement
  126. 126. Reinforcement schedules </li></ul><li>Observational learning </li></ul>
  127. 127. Intelligence <ul><li>Definition? One or many intelligences?
  128. 128. History of intelligence testing
  129. 129. Features of good tests
  130. 130. IQ: Cultural/social background on IQ performance
  131. 131. Genetic vs. environmental influences (nature vs. nurture)
  132. 132. Intelligence, creativity and mental illness </li></ul>
  133. 133. Motivation <ul><li>What is motivation?
  134. 134. Motivation theories </li><ul><li>Instincts and evolutionary
  135. 135. Drives and incentives </li></ul><li>Optimal arousal
  136. 136. Hierarchies of motives </li></ul>
  137. 137. Motivation Eating motivation: Hunger <ul><ul><li>Body chemistry
  138. 138. Environmental factors
  139. 139. Eating disorders </li></ul><li>Sexual motivation
  140. 140. Achievement motivation </li></ul>
  141. 141. Social processes, society & culture <ul><li>Social rules, norms, roles
  142. 142. Conformity
  143. 143. Obedience
  144. 144. Group processes </li><ul><li>Group polarisation
  145. 145. Groupthink </li></ul><li>Pro-social behaviour and altruism
  146. 146. Psychology of peace and conflict resolution </li></ul>(Social (influence
  147. 147. Feedback <ul><li>Thank-you for feedback received during semester.
  148. 148. Complete the online evaluation (Unit Satisfaction Survey) to submit official ratings and let us know what worked and what didn’t. </li></ul>
  149. 149. <ul><li>Gerrig, R. J., Zimbardo, P. G., Campbell, A. J., Cumming, S. R., & Wilkes, F. J. (2008). Psychology and life (Australian edition). Sydney: Pearson Education Australia. </li></ul>References

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