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PSYCH-UA9001L01, Intro to Psychology

NYU London

Instructor Information ● Professor Yulia Kovas ● Please e-mail Professor Kovas to arrange an

appointment.

Course Information ● Tuesday, 13.00-16.00 ● G04

Course Overview and Goals Course Introduces and examines the core topics of research in Psychology. What is psychology? What are the methods used to study human behavior? What factors influence human behaviour? How do genetic and environmental factors influence human behaviour? Does human behaviour change in social situations? Can human thinking and behavior be empirically examined and predicted? What are the underlying neural substrates of thought and behaviour? The format of this course will be lectures, presentations, research exercises, and class discussions.

Upon Completion of this Course, students will be able to: ● acquire and be able to articulate a knowledge of the main sub-disciplines of

psychology ● demonstrate knowledge of the major methodological and theoretical approaches

to understanding human thought and behavior ● critically evaluate psychological research and research from related disciplines

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Course Requirements

Grading of Assignments The grade for this course will be determined according to these assessment components:

Assignments/Activities Description of Assignment

% of Final

Grade Due

Short Answer Test 8 definitions; 35 minutes 10 Session 4

Research exercise critique 1000-1200 words 10 Session 7

Oral presentation The date and topic of the presentation for each student will be agreed during the first 3 weeks.

10 Sessions 5-13

Participation Grade Participation in class discussions 3 Throughout the semester

Group Project Project will develop between Weeks 5 and 14. Write-up (1000-1200 words) and group presentation.

30 Session 14

Mock examination 45 minutes; 2 essay style answers - Session 13

Final examination 90 minutes; 2 essay style answers 37 Session 15

Failure to submit or fulfill any required course component results in failure of the class

Grades Letter grades for the entire course will be assigned as follows:

Letter Grade Percent Description

A Example: 93.5% and higher Mastery of theoretical and empirical literature and evidence of independent/critical thought/analysis

B Example: 82.5% - 87.49% Basic understanding of theoretical and empirical literature

C Example: 72.5% - 77.49% Sufficient understanding but unsure of theoretical and empirical literature

D Example: 62.5% - 67.49 Poor attempt at grasping theoretical and empirical literature

F Example: 59.99% and lower Fail

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Course Materials

Required Textbooks & Materials ● Holt, N., Bremner, A., Sutherland, E., Vliek, M., Passer, M., & Smith, R. (2012).

Psychology: The science of mind and behaviour. London: McGraw-Hill. Older or newer editions are also acceptable.

● Session 7

- Baddeley, A.D. (2003). Working Memory: Looking back and looking forward. Nature Reviews Neuroscience, 4, 829-839.

- Baddeley, A.D., Thomson, N., & Buchanon, M. (1975). Word length and the structure of short term memory. Journal of Verbal Learning and Verbal Behavior, 14, 575-589.

- Tulving, E. (2002). Episodic memory: From mind to brain. Annual Review of Psychology, 53, 1-25.

● Session 12

- Students should read at least one of the recommended papers in preparation for the workshop.

● Session 13

- Milgram, S. (1963). Behavioral study of obedience. Journal of Abnormal and Social Psychology, 67, 371-378

● Reading for Oral Presentations (Sessions 6-13) At least one article on the topic of the session of the presentation. The articles should be confirmed with the tutor ahead of the presentation.

● Reading for Group Projects (Sessions 7-14) Each student will need to do additional research for the write up of the group project.

Optional Textbooks & Materials The following volumes are very helpful. In addition, students are encouraged to read at least one empirical paper from the last 3 years when preparing their assignments.

● Chamorro-Premuzic, T. (2007 or later editions). Personality and individual differences. Oxford: Blackwell

● Carlson, N.R. (2005). Foundations of physiological psychology (6th Edition). London: Allyn & Bacon.

● Eysenck, M.W., & Keane, M.T. (2005). Cognitive psychology: A student’s handbook (5th Edition). Hove, UK: Psychololgy Press.

● Graziano, A.M., & Raulin, M.L. (2004). Research methods: A process of enquiry (5th Edition). Harlow: Pearson.

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● Haier, R.J. (2017). The Neuroscience of Intelligence. Cambridge University Press. New York.

● Harris, M., & Butterworth, G. (2002). Developmental Psychology: A student’s handbook. Hove, UK: Psychology Press.

● Kovas, Y., Malykh, S., Gaysina, D. (Eds.) (2016). Behavioural Genetics for Education. Palgrave Macmillan UK. ISBN 978-1-137-43732-7

● Kring, A.M., Davison, G.C., Neale, J.M., & Johnson, S.L. (2007). Abnormal Psychology (10th Edition, or nearest). Hoboken, NJ: Wiley.

● Reed, J. & Warner-Rogers, J. (Eds.) (2008).Child Neuropsychology: Concepts, theory and practice. Oxford: Wiley-Blackwell.

Resources ● Access your course materials: NYU Classes (nyu.edu/its/classes) ● Databases, journal articles, and more: Bobst Library (library.nyu.edu) ● NYUL Library Collection: Senate House Library

(catalogue.libraries.london.ac.uk) ● “Psychinfo” via the NYU electronic library: http://home.nyu.edu/cgi-

bin/ISng.pl?current_tab=221 ● Assistance with strengthening your writing: NYU Writing Center

(nyu.mywconline.com) ● Obtain 24/7 technology assistance:IT Help Desk (nyu.edu/it/servicedesk) ● The oral presentation, group projects and exams should be based on journal

articles. Students can use internet as a resource to guide their research, particularly for their presentation and group project. However it is important that resources such as Wikipedia, which are potentially unreliable, are used as direction toward primary source material in peer-reviewed journals.

Course Schedule Session/Date Topic Reading Assignment

Due Session 1 What is

Psychology? Holt, et al, 2012, chapter 1

Session 2 The Biological Basis of Behaviour

Holt et al. (2012), chapters 3&4. Supplemental reading: Carlson (2005), chapters 2, 3, 4 & 5.

Session 3

Sensation and Perception

-13.00-14.10: Lecture -14.15-14.30: 15-minute walk to the Wellcome Trust Collection -14.30-15.30: Tour of the Exhibitions, Task completion

Holt et al. (2012), chapter 5. Supplemental reading: Bruce, Green & Georgeson (2000), chapters 1, 2, 3.

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Session/Date Topic Reading AssignmentDue

Session 4:

Learning and Behaviour

First Group Project Discussion and Planning.

Holt et al. (2012), chapter 7. Supplemental reading: Domjan (2003), chapters 1, 2, 3, 5.

-Short Answer Test

-2-minute presentations based on the Wellcome Trust visit

Session 5: Research Methods in Psychology

Research Exercise

Holt et al. (2012), chapter 2.

Supplemental reading: Graziano & Raulin (2004), chapter 3.

Oral presentations

Session 6:

Research and Ethics (guest speaker)

Group work

For the write-up due in Week 7, students should read the reading provided in Session 5 and recommended for Session 7.

Session 7:

Memory

Working Memory Discussion

Holt et al. (2012), chapter 8.

Supplemental reading: Eysenck & Keane (2005), chapters 6, 7 & 8

Students are required to read the following 3 articles and be prepared for discussion:

-Baddeley, A.D. (2003). Working Memory: Looking back and looking

Research Exercise Write-up submission

Group Project Work

forward. Nature Reviews Neuroscience, 4, 829-839. -Baddeley, A.D., Thomson, N., & Buchanon, M. (1975). Word length and the structure of short term memory. Journal of Verbal Learning and Verbal Behavior, 14, 575-589. -Tulving, E. (2002). Episodic memory: From mind to brain. Annual Review of Psychology, 53, 1-25.

Oral presentations

Session 8:

Attention and Consciousness

Group Project Work

Holt et al. (2012), chapter 6. Supplemental reading: Eysenck & Keane (2005), chapter 5. Oral

presentations

Session 9 Intelligence, Motivation, Emotion and Education

Holt et al. (2012).

-Kovas, Y. & Plomin, R. (2008). Genetics of learning abilities and disabilities: Implications for cognitive

Oral presentations as part of the Workshop

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Session/Date Topic Reading AssignmentDue

Workshop: neuroscience and translational Discussion Understanding research. In Reed, J. & Warner-individual Rogers, J. (Eds.). Exercises differences in -Kovas, Y., Malykh, S., Gaysina, D. Education (Eds.) (2016). Behavioural Genetics

for Education. Palgrave Macmillan Conveners: Prof UK. Kovas and Invited Speaker Suggested topics for 10-minute

student presentations (other -Genetics and topics are also possible): Education 1. Streaming and Tracking in (Professor Kovas): Education 15 mins 2. Pre-school education -Genes and Gini 3. Individual differences in (Invited speaker): Intelligence 30 mins 4. Individual differences in Motivation

and Emotion

Session 10 Motivation and Emotion

Holt et al. (2012), chapter 11.

Supplemental reading: Chamorro-Premuzic (2007), chapter 9

Oral presentations

Session 11 Personality Holt et al. (2012), chapter 15.

Supplemental reading: Chamorro-Premuzic (2007), chapters 2 & 3.

Oral presentations

Session 12 Psychodynamic theories: Visit to Freud Museum

-9.00 – 9.15: Short introduction at usual class location -9.15: Walk to Euston Square Station; travel to Finchley Road; walk to the Museum -10.00 - 11.30: Exploring the museum (audio guide + videos)

Additional reading to be provided via blackboard.

Students will have a list of questions. During the museum visit, students should prepare answers to at least 5 questions on the list and prepare for the discussion in the following session.

Session 13

Psychopathology

Group Project: The results should be ready for write up.

Holt et al. (2012), chapters 17 & 18.

Supplemental reading: Chamorro-Premuzic (2007), chapter 4.

Oral presentations

Mock Exam

Session 14: Social Psychology Holt et al. (2012), chapter 14. Discussion of the study (Milgram).

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Session/Date Topic Reading AssignmentDue

Summary, Revision, Exam Preparation

Milgram, S. (1963). Behavioral study of obedience. Journal of Abnormal and Social Psychology, 67, 371-378

Bring all relevant materials for group project presentations:consent forms, protocols, debrief information, stimuli, etc.)

Group Project Individual Write-up submission

Group presentation

Final Assessment Final Exam

Co-Curricular Activities • See session 3. • See Session 12.

Classroom Etiquette • The use of gadgets (phones, computers, etc.) is not permitted, unless specifically

required for completion of tasks and agreed with the tutor. Drinks are allowed, but no food can be eaten during class.

NYUL Academic Policies

Attendance and Tardiness • Key information on NYU London’s absence policy, how to report absences, and

what kinds of absences can be excused can be found on our website (http://www.nyu.edu/london/academics/attendance-policy.html)

Assignments, Plagiarism, and Late Work • You can find details on these topics and more on this section of our NYULwebsite

(https://www.nyu.edu/london/academics/academic-policies.html) and on the Policies and Procedures section of the NYU website for students studying away at global sites (https://www.nyu.edu/academics/studying-abroad/upperclassmen-semester-academic-year-study-away/academic-resources/policies-and-procedures.html).

Classroom Conduct Academic communities exist to facilitate the process of acquiring and exchanging knowledge and understanding, to enhance the personal and intellectual development of its members, and to advance the interests of society. Essential to this mission is that all members of the University Community are safe and free to engage in a civil process of

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teaching and learning through their experiences both inside and outside the classroom. Accordingly, no student should engage in any form of behaviour that interferes with the academic or educational process, compromises the personal safety or well-being of another, or disrupts the administration of University programs or services. Please refer to the NYU Disruptive Student Behavior Policy for examples of disruptive behavior and guidelines for response and enforcement.

Disability Disclosure Statement Academic accommodations are available for students with disabilities. Please contact the Moses Center for Students with Disabilities (212-998-4980 or mosescsd@nyu.edu) for further information. Students who are requesting academic accommodations are advised to reach out to the Moses Center as early as possible in the semester for assistance.

Instructor Bio Yulia Kovas is Professor of Genetics and Psychology at Goldsmiths, University of

London (http://www.goldsmiths.ac.uk/psychology/staff/kovas.php) and a visiting Professor at UCL, King’s College, Sussex and New York Universities. Professor Kovas is the director of InLab (International Laboratory for Interdisciplinary Investigations into Individual Differences in Learning) at Goldsmiths; the director of the Laboratory for Cognitive Investigations and Behavioural Genetics at Tomsk State University (http://cogbglab.tsu.ru/); and also co-directs the Russian-British Laboratory of Behavioural Genetics and International Centre for Research in Human Development, TSU (http://lab.tsu.ru/cognitivestudies/?lang=en). Professor Kovas directs the Russian School Twin Registry (RSTR; http://www.protwins.ru/) and leads the genetically-informative mathematics research in the Twins Early Development Study (TEDS; http://www.teds.ac.uk/) at King’s College, London. She teaches Genetics and Psychology and supervises many BSc, MSc, PhD, and Post-doctoral students in the UK and abroad. The aim of her research is to provide insights into the complex co-action between genetic and environmental factors in their effects on learning, motivation, achievement and other educationally relevant traits. Her research uses psychology, neuroscience, twin methodology, cross-cultural comparisons and molecular genetics.

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