PSYCHOLOGY ASSIGNMENTSGuidelines for Written Assignments: All homework assignments and take-home exams (unless otherwise noted) are to be typed (word processed) and double-spaced. Assignments completed in class may be submitted in pen or pencil. In most cases a form or answer sheet will be provided for in-class assignments. If torn from a spiral notebook, rough edges are to be trimmed.

In order to receive full credit, your assignments must:

1. follow the formatting and instructional guidelines for each project/assignment2. include an introductory statement and/or a concluding statement (for essays or papers)3. be written in your own words and in complete sentences; 4. quotations and ideas not your own, must be cited and include the author, publication year of the source, and

page number – in other words, all content from text or other sources are to be appropriately referenced and documented using APA guidelines *

5. be grammatically correct, proofread for typing/spelling errors, and readable6. include supportive evidence and/or explanations when you provide personal theories or opinions7. incorporate examples when possible (in other words, not only tell what you think but why)8. if you email the assignment, it should be sent as an attachment in either Microsoft Word or an RTF (rich text

format) – please do not send me your work as an email

Critical Factors include – Neatness, Originality, Promptness, and Readability.

The Campus Learning Centers will provide instruction and assistance in word processing and use of the student email system. Word processing can also be done in the Computer Labs. You will need at least two floppy disks. Use one to store and submit your documents and one to serve as a storage back-up. Always comply with Learning Center and Lab rules regarding using College equipment and software and scanning for viruses!

IN ADDITION, YOU SHOULD ALWAYS BACK UP AND SAVE A FINAL COPY OF YOUR WORK. YOU ALSO ARE RESPONSIBLE FOR KEEPING ALL WORK RETURNED TO YOU UNTIL THE END OF THE TERM.

Evaluation of Written AssignmentsAll assignments must be typed, and are typically worth 25 points each. Points will be assigned according to the following criteria (also see attached rubric):1. Completion/accuracy of the assignment according to the guidelines and response to questions

(6 points = acceptable; 8 points = good; 10 = exemplary)

2. Creativity and effort/time (as measured by thoroughness) invested in the project(6 points = acceptable; 8 points = meets basic expectations; 10 points exceeds expectations)

3. Writing (free of spelling and grammatical error).(0 points = 5 or more errors; 1 point = 4-5 errors; 3 points = 2-3 errors; 5 points = 1 error or less)

* For help with citing your work according to APA guidelines, visit the Writing Center or go to one of the following websites: http://www.ccc.commnet.edu/apa/index.htm or http://owl.english.purdue.edu/handouts/research/r_apa.html

Course: PSYC 1010Instructor: John Hudson

EVALUATION RUBRICEXEMPLARY GOOD ACCEPTABLE DOES NOT MEET

EXPECTATIONSPts

ORGANIZATIONInformation is in logical,

interesting sequence which reader can follow.

4

Student presents information in logical

sequence.

3

Reader is able to follow the work, but the student

jumps around.

2-1

Sequence of information is difficult to follow.

0

DEPTH OF CONTENT/

KNOWLEDGE

Student provides an accurate and complete

explanation of key concepts and theories. Application of theory,

research methodology, etc. are included to help the reader gain insights.

And/or

Explores the topic or position thoroughly

and/or uses examples to support or illustrate main

ideas

4

Student is able to explain the information or position

clearly and judiciously.

But

Fails to thoroughly explore the topic or position

and/or leaves out some relevant information

3

Student demonstrates a basic understanding of the

material but does not express the information

clearly

And/or

Leaves out some relevant or important

information

2-1

Student does not demonstrate a clear understanding of the

information.

And/or

Student failed to answer the question that was asked

0

ACCURACY OF CONTENT

Information (names, facts, etc.) included in the

project is consistently complete and accurate

4

No significant errors are made.

3

Enough errors are made to distract a

knowledgeable reader, but some information is

accurate.

2-1

Information included is sufficiently inaccurate and/or incomplete to the degree that the reader cannot depend on

the paper as a source of accurate information.

0

CREATIVITY AND/OR

ORIGINALITY

Student expresses original ideas or analysis.

Uses appropriate facts, research, and logic to

support position/thesis.

Quotations are carefully and effectively chosen.

4

Student expresses some unique ideas, but does not

support position with facts, research, or logic.

Most quotations are used judiciously and appropriately

3

Provides essential information but does not

elaborate on position

And/or

Student relies on excessive or long

quotations from source material.

2-1

Student relies excessively on text taken from other sources

Does not use own words

Fails to appropriately cite sources

0

GRAMMAR AND SPELLING

Presentation has no misspellings or

grammatical errors

3

Presentation has no more than 2 misspellings and/or

grammatical errors

2

Presentation has 3-4 misspellings and/or grammatical errors

1

Work has 5 or more spelling errors and/or grammatical

errors

0

FORMAT/INTSTRUCTION

S

Student completed all instructions and met all formatting guidelines.

3

Work has one formatting or instructional errors

2

Work has two formatting or instructional errors

1

Student disregarded all formatting guidelines and

instructions

0

REFERENCES

All sources are cited accurately and follow APA

style format

3

Reference section was completed, but had 1-2

APA style formatting errors

2

Reference section was completed, but had 3-4

APA style formatting errors

1

Reference section was incomplete

And/or

Made no attempt to use APA format

0

PLAGIARISMA. What is plagiarism?

1. Definition: “Presenting someone else’s ideas as your own, whether deliberately or accidentally” (Fowler, 1986, p. 501).

2. Plagiarism is derived from a Latin word meaning “kidnapper” (Fowler, 1986, p. 570).3. Forms of plagiarism

a. “The use of another’s writing without proper use of quotation marks. Do not, under any circumstances, copy onto your paper a direct quotation without providing quotation marks and crediting the source” (Lester, 1967, p. 47).

b. “The borrowing of a word or phrase, the use of an idea, or the paraphrasing of material if that phrase, idea or material is not properly introduced or documented. Also included in plagiarism is the mere arrangement of phrases from the original into a new pattern” (Lester, 1967, p. 47).

c. It is also plagiarism to “take, buy, or receive a paper written by someone else and present it as your own” (Corder & Ruskiewicz, 1985, p. 633).

d. Another form of academic dishonesty that is related to plagiarism is collusion which is defined as “collaboration with someone else in producing work you claim to be entirely your own” (Corder & Ruskiewicz, 1985, p. 633).

B. How can plagiarism be avoided?1. Acknowledge all borrowed material by introducing or following the quotation or paraphrase with the

name of the authority from whom it was taken.2. Enclose all quoted materials within quotation marks, even single words and phrases.3. Make certain that all paraphrased material is written in your own style and language.4. Provide a bibliographic entry for every source that appears in a written work.5. Be certain that all written work you submit is your own. You may (and in some cases should) ask others

to review your work, but “any changes, deletions, rearrangements, or corrections should be your own work” (Corder & Ruskiewicz, 1985, p. 633).

C. Why is plagiarism wrong?1. It is considered to be a criminal offense (i.e., the theft of intellectual property) and can result in fines

and/or imprisonment.2. It is academically dishonest and can lead to serious sanctions from the college.3. It undermines the academic integrity and ethical atmosphere of the college.4. It violates the mission of the college to emphasize a “respect for knowledge.”5. It involves a passive, rote learning process that obstructs the acquisition and understanding of

meaningful academic material.6. It stalls or retards intellectual, moral, and social development.7. It is contrary to the concept of critical thinking.8. It promotes feelings of lowered self-esteem in those who believe they must practice it to survive

academically.9. It produces alumni whose inferior knowledge, abilities, and moral standards tarnish the public image of

the college and lower the perceived value of a Rockford College degree in the eyes of those who evaluate current MCC students who are seeking employment or transfer to a 4-year school.

10. It violates the code of ethics of the American Psychological Association.

References

Corder, J.W., & Ruszkiewicz, J.J. (1985). Handbook of Current English. Glenview, IL: Scott, Foresman.

Fowler, H.R. (1986). The Little, Brown Handbook. Boston: Little, Brown and Company.

Lester, J.D. (1967). Writing Research Papers: A complete Guide. Glenview, IL: Scott, Foresman.

CODE OF ACADEMIC INTEGRITYUsed by permission, Drew Appleby, The Complete Syllabus

The search for truth, the transmission of knowledge, and the facilitation of moral development are the avowed goals of institutions of higher education around the world. These goals cannot be achieved unless the men and women who participate in their achievement are honorable persons with a common desire for the highest level of academic integrity. Students are expected to maintain the highest level of honesty in every phase of their academic life. Willingness to respect and comply with this code should depend less on an expectation of punishment for violation than on a commitment to intellectual and moral integrity. It is unnecessary to prove intent to establish the occurrence of academic dishonesty. Therefore, students are responsible for knowing an avoiding the following examples of academic dishonesty. This list is not exhaustive.

Cheating:Using or attempting to use unauthorized materials, information, or study aids to gain an unfair advantage over other students in any academic exercise.

a. Using crib notes during an examb. Copying answers from another student’s paper during an exam.c. Receiving information between exams in multiple sections of the course

Plagiarism:Representing the words or ideas of another as one’s own in any academic exercise

a. Failing to enclose a direct quotation from a reference source within quotation marksb. Paraphrasing the words or ideas of another person without proper citation or documentation

Multiple Submissions:Submitting the same assignment in two or more courses without the prior submission of respective instructors

a. Submitting the same or essentially the same term paper in two or more courses without the prior permission of the respective instructors

b. Giving the same or essentially the same speech for credit in two classes without obtaining both instructors’ permission

Fabrication:Falsifying or inventing information or citations in an academic exercise

a. Making up fake data for a laboratory assignmentb. Padding a bibliography with references not cited in the text

Misuse of Materials:Abusing or unauthorized removing of academic materials from the library or any other campus location

a. Removing pages from a book or magazine in the libraryb. Taking a book from the library without checking it outc. Stealing an exam from a faculty member’s office

Misrepresentation:Presenting false excused or using deception to receive a higher grade or to avoid fulfilling the specific requirements of an assignment or course

a. Giving a false excuse to miss a testb. Obtaining unauthorized help from another student on a take-home exam

Facilitation of Academic Dishonesty:Helping another student to violate any provision of this code

a. Allowing another student to copy from your paper during the examb. Informing another student of the contents of an exam before he or she takes itc. Writing a paper for another student who subsequently submits it for course creditd. Transmitting a false excuse for another student to a faculty member

Assignment ChecklistBefore you turn in any written work, be sure you ask yourself the following:

When is it due? ______________________________

Is it typed and double-spaced?

Did I answer all of the questions?

Are my answers complete and thorough?

Did I explain answers in my own words and avoid copying text from my textbook or other sources?

If I needed to take information directly from another source, did I use quotation marks and cite my source (including the textbook), by indicating the author, publication date, and page number?

When I provide my opinion, belief, or idea about something, did I also explain why and support my answer?

Is my work proofread and free from grammatical errors?

Do I understand what I wrote?

If someone who did not know much about the topic I’m writing about, would they understand it better after reading my paper?

Do I have a backup copy saved?

Concept/Reflection PaperOn Neurological-PsychologyPSYC 1010: Introduction to Psychology

SOURCES:

You will read a chapter from one of the following books by Oliver Sacks: Like an Anthropologist on Mars, or The Man Who Mistook His Wife for a Hat. Both are on reserve at the FOC & EVC Libraries. Each of these books contain several case studies about some aspect of Neurological–Psychology and how neurological or brain trauma can affects cognition and/or perception.

After reading the chapter of your choice, you will write a brief summary and your reaction to it. Follow the instructions and guidelines below.

LENGTH:

In general—depending on the breadth and depth of the article—your paper (see below) should be approximately 400-500 words. Papers must be typed and double-spaced. Use 1-inch margins and a standard Times New Roman-type, 12 or 11-point font. Please do not justify the right margin. Staple the pages together in the upper left hand corner.

FORMAT:

1. At the top of the first page, in the left-hand corner, type:

A. Your name

B. Your course (including the section number)

C. The date your paper is turned in

2. Three – four spaces after you name and course information:

A. Put the heading, "Concept"

B. Then, in one page or less, in your own words, summarize the major findings and concepts of the author.

C. Be sure to identify which book and chapter you chose.

3. After you have completed the “Concept” section:

A. Put the heading "Reflection"

B. Then, in one page or more, explain why you chose the article that you did, and to which topic/chapter it best relates. Next discuss your reactions, comments, questions, evaluation, et cetera, of the author's findings and/or conclusions. Consider what you have discovered in your examination of your topic, and what directions you think would be helpful for future theory and research in the field of psychology or social science. In other words, in this section you are to respond to the material presented in the summary, not just restate it.

4. After you have completed the “Reflection” section:

A. Put the heading “References”

Cite your source (Book/Chapter) using APA format guidelines. (For more information about APA Formatting, visit the MCC Writing Center, or check out the APA web link on your Quia Class Page.)

Due: __________

Psychology 1010Instructor: John Hudson

MEMORY HOMEWORK

Choose one of the following assignments (25 points)

A. Mind Tool's (http://www.mindtools.com/memory.html) website on memory techniques and mnemonics will help you apply the concepts taught in Chapter 5 to improve your own memory. This reviews the underlying principles of effective mnemonic systems, then introduces several specific mnemonics and applies them to the remembering of names, dates, telephone numbers, and so on. Of special interest to you will be the section "Using mnemonics for exams." However, you will need to read all of the articles presented.

Visit the website listed above; read all of the related articles and then complete the following:

1. What three fundamental principles underlie the use of mnemonics?

2. Describe four specific mnemonic techniques and explain how one of these mnemonic devices may be applied to studying for an exam, a speech and a foreign language.

3. Next, develop and describe a mnemonic to help you remember key concepts/vocabulary for the following essay questions: (In order to receive full credit, you must come up with mnemonics for each of these.)

a. Explain what must be necessary for punishment to be effective. (Chapter 3)b. First, contrast the two types of information that you can retain in modality-specific LTM. Then

describe two other types of memory that require little-to-no effort. (Chapter 5)c. Summarize the essence behind the four major theories of emotion. (Chapter 7)

4. Of the articles you read which was the most interesting and/or useful? Explain why.OR

B. Elizabeth Loftus is a leading researcher in the field of “false memory syndrome”. You may find several links to journal articles she has written at http//faculty.washington.edu/eloftus. Select one of the research articles and write a Concept/Reflection paper (approximately 400 – 500 words) using the following guidelines:

5. At the top of the first page:A. Put the heading, "Concept Summary"B. Then, in one page or less, in your own words, briefly and concisely summarize the major findings and

concepts of the author.

6. After you have completed the “Concept” section:A. Put the heading "Reflection"

B. Then using your critical thinking skills, write your reactions, comments, criticisms, etc. of the author's findings and/or conclusions. (Be sure to back up your opinions with supporting examples and/or what you have learned about being a psychological detective). Consider discussing what you have discovered about false memories, what additional information you might need or want, and what directions you think would be helpful for future. In other words, in this section you are to respond to the material presented in the “Concept Summary, not just restate it. Additionally, no new or summary information from the article should be included in this section.

C. Cite your article/reference using APA format guidelines. (For more information about APA format, see http://owl.english.purdue.edu/handouts/research/r_apa.html.)

Due: __________

Psychology 1010Instructor: John Hudson

MEASURING INTELLIGENCE ON-LINE

Assignment (25 points):

Visit the www.highiqsociety.org website. Find and click on the “I.Q. Tests.” There are five different types of I.Q. tests available for you to take. Look at the descriptions and explanations of each test and then choose two (2) and complete each test according to the directions. Next, answer the following questions.

1. Explain why you chose to take the two tests that you did.

2. How did the two scores compare? (You do not need to share your scores with the instructor.) What might account for the similarity or difference?

3. Based on the text and material presented in class, how would you rate (or predict) the validity and reliability of these particular tests?

4. What variables may have affected your score?

5. Next, visit the www.iqtest.com website, take their test (click on “Let Me Take This Test Now”) and compare it to the two you took at www.highiqsociety.org, and answer questions 2 and 3 from above. (Note, after completing the test, you will be offered to purchase additional tests and certificates – this is not necessary to get your free results! They will be sent to your email address. ) Which test do you think is the more valid measurement of intelligence? Explain why.

- OR -

DESIGNING YOUR OWN I.Q. TEST

Assignment (25 points):

Develop your own I.Q. test, which could be given to one or several individuals at a time. You will need to submit a copy of your test and respond to the following questions:

1. What is your definition of intelligence? (You may use one of your own, Gardner’s, Spearman, Sternberg’s, or other theorist’s model. Be sure to give credit where credit is due)

2. Why did you select the types of activities, problems, and/or questions that you did? How do they relate to your idea of intelligence?

3. What will you do to avoid gender or cultural bias?

4. How will determine whether is reliable? Valid?

Be creative, DO NOT COPY TESTS OR QUESTIONS that have already been devised, and have some fun.

Due: __________

Psychology 1010Instructor: John Hudson

WATCH A MOVIE OR TWOWRITTEN HOMEWORK

(25 points)

Directions: Take some time to watch a movie (or television program) produced in the 1950s 1960s, or 1970s. Now watch a current movie or (television program) produced since the late 1990s. Choose one or two specific scenes from each show to use as specific examples, and answer the questions below about the characters in both shows. (Be sure to include the title and date produced for movies/videos, and the title, date, time of viewing, and channel for television programs.)

The programs/movies you compare must be of a similar genre. In other words, you should compare two ½ hour sit-coms, two family dramas, two westerns, etc. Do not use “reality” programming as one of your comparisons (it is a new phenomenon, and does not have a mid-20th Century counterpoint). Finally, avoid using historical programming, which attempts to reenact the values and traditions of another time. (One exception would be on the remakes suggested below).

To do this assignment correctly and to receive the full point value, you must put some time, effort, and consideration into this task. Do not simply choose two programs at random, nor rely upon your memory of some show you watched “once upon a time.” It will show in the work and may result in a reduced or zero grade.

You will be graded on the thoroughness of your paper – and whether you followed the established guidelines.

QUESTIONS TO CONSIDER: (Remember to provide specific examples.)

1. How are the female characters portrayed? What personal characteristics are evident in their personalities, the jobs they hold, their emotional reactions, their cognitive abilities (intellect)?

2. Describe the types of leadership roles that are assumed by the female characters.

3. How are the male characters portrayed? What personal characteristics are evident in their personalities, the jobs they hold, their emotional reactions, their cognitive abilities (intellect)?

4. Describe the types of leadership roles that are assumed by the male characters.

5. Based on what you’ve learned from class and the text book, how have gender stereotypes changed? In what ways have they remained the same?

6. Are movies and television programs an accurate reflection of today’s cultural/social practices and norms? Why or why not?

SUGGESTION: You may want to compare a T.V. program or movie that was originally produced sometime between 1950-79 and one that has been

remade (e.g., Star Trek, Battle Star Galactica, Zorro, Robin Hood, Sabrina, etc.)

(Please remember to type your answers.)

Due: __________

PSYC 1010Instructor: John Hudson

WHAT’S YOUR TYPE – A TRAIT PERSONALITY INVENTORY

You are to visit two different websites that offer two different types of trait personality inventories: One is the Keirsey Temperament Web Site (http://keirsey.com / ); the other includes your choice of several Big Five Personality Tests (http://www.outofservice.com). Take at least one of the assessments at each site.

The Keirsey Temperament Sorter, is a personality test similar to the Myers-Briggs Inventory that includes four scales assessing the dimensions of extraversion versus introversion, intuiting versus sensing, feeling versus thinking, and judging versus perceiving. This categorization parallels Carl Jung's effort to classify people according to specific personality types.

The Big Five Personality Test will assess you in five trait areas. There is the traditional test and, for fun and variety, you may also take another version which will compare you with your “Star Wars” twin, and/or evaluate you based on your musical tastes.

Each web site provides an introduction to personality typing and its rationale, a comprehensive description of the various scales on which it bases its assessment, and an explanation of how these types can in turn be categorized. Take the tests and respond to the following questions. (Be sure to answer each part of the question and be thorough and complete with your responses.)

1. What specific temperaments does the Keirsey Temperament Sorter identify? The Big Five Personality Test?

2. Identify one historical figure, celebrity, or character (e.g., Star Trek, Wizard of Oz, Disney, Star Wars, etc.) that exemplifies each of the basic temperaments identified by the Keirsey Temperament Sorter. How about the Big Five personality assessment?

3. After taking the two personality assessments, how do they compare? Do you agree with your scored profiles? Why or why not?

4. The scientific validity of some "trait tests" of personality has recently been questioned. Is there reason to believe that the Keirsey Temperament Sorter or Big Five Personality Test have any validity (e.g., measure what they are supposed to test)? Does one seem to be more valid than the other? Do these sites offer empirical support for its claims?

You may also want to check out these other websites and personality tests:

A Variety of Personality Tests (www.psychtests.com) A Plethora of Personality Tests (www.haleonline.com/psychtest/) And Some More (www.2h.com/Tests/personality.phtml)

Due: _________

PSYC 1010Instructor: John Hudson

PSYCHOLOGICAL DISORDERS & THE MOVIES **

Assignment (25 points):

Directions: Watch one of the movies listed below and discuss the main characters and/or plot line in terms of psychological disorders and/or treatment. (Some of the movies portray several characters struggling with a disorder; you need to focus only on the one or two that most interests you.) Address the following questions:

1. What psychological disorder was illustrated in this film? Did the person meet the criteria for “abnormal” in this portrayal?

2. After considering typical symptoms and behaviors for this disorder, determine the extent to which you believe this was a realistic portrayal of this disorder.

a. Which aspects of the film were realistic? Which ones were not?b. How could the character have portrayed this disorder more realistically?

3. Were any causal factors for the character’s disorder suggested in the film? If so, which ones?

4. What types of treatment, if any, did the person in the film receive? Provide specific examples. Based on what you’ve learned, is this form typical for individuals with this disorder? Why or why not?

5. What impact did the person’s disorder have on others in his/her life? Was this impact realistically portrayed? Why or why not?

Movie Options: (These movies have been previewed and pre-selected for their content and relevance; please do not make your own substitutions.)

** If you prefer to read a book instead, consider reading one of the following:

One Flew Over the Cuckoo’s Nest (a novel) Ordinary People (a novel) An Unquiet Mind (an autobiography) Passing for Normal (an autobiography) ‘Night Mother (a play) Girl Interrupted (an autobiography)

Due: _________

A Beautiful Mind (Psychosis) As Good As It Gets (Anxiety Disorder) Benny and Joon (Psychosis) Blue Sky (Mood Disorder) The Deer Hunter (Stress Disorder) Fearless (Anxiety Disorder) The Fisher King (Variety of Disorders) Frances (Psychosis or . . .?) Georgia (Substance Related Disorder) Gia (Substance Related / Mood Disorder) Girl Interrupted (Variety of Disorders) The Karen Carpenter Story (Eating Disorder) Mr. Jones (Mood Disorder)

‘Night, Mother (Mood Disorder) Normal (Gender Identity Disorder) One Flew Over the Cuckoo’s Nest (Variety of Disorders) Ordinary People (Mood Disorder) Perfect Body (Eating Disorder) Sybil (Stress Disorder) Spellbound (Stress Disorder) Three Faces of Eve (Stress Disorder) Twenty-eight Days (Substance Related Disorders) What about Bob? (Anxiety Disorder) When a Man Loves a Woman (Substance Related Disorder)