Faculty of Science, Technology and Engineering

Psychological Science

Experimental Foundations of Psychological Science

PSY1EFP

Subject Learning Guide

Semester 1, 2014 Albury-Wodonga Bendigo Melbourne (Bundoora) Mildura Shepparton

Subject Coordinator: Assistant Coordinators:

Prof Simon Crowe Dr Bonnie Alexander Jane Bowden-Dodd

Important: This Handbook must be read in conjunction with the 2014 Undergraduate Student Handbook of the School of Psychological Science.

Table of Contents
SUBJECT DETAILS GENERAL DETAILS ENROLMENT REQUIREMENTS STAFF CONTACTS SUBJECT DESCRIPTION SUBJECT INTENDED LEARNING OUTCOMES (SILOS) FACULTY GRADUATE CAPABILITIES AND ESSENTIALS LEARNING ACTIVITIES SUMMARY ASSESSMENT AND FEEDBACK SUMMARY STUDENT FEEDBACK ON SUBJECT SURVEY SUMMARY OF SFS FEEDBACK FROM LAST YEAR SCHEDULE OF LEARNING ACTIVITIES
A) SESSION PLAN (TIMETABLE) B) LEARNING ACTIVITY DETAILS LECTURES TUTORIAL CLASSES C) LEARNING RESOURCES

4 4 4 4 4 4 5 5 5 6 6 7 7 8 8 8 9 10
10 13 15 16 18

LECTURE OUTLINES BRAIN-BEHAVIOUR RELATIONSHIPS LEARNING, MEMORY AND INDIVIDUAL DIFFERENCES PERCEPTION COGNITION LIFESPAN DEVELOPMENT ASSESSMENT AND FEEDBACK DETAILS SPECIFIC ESSAY TOPICS
SUBMISSION OF WORK SUBMISSION OF ALL WORK USING TURNITIN

20 21 22 22 23 23 23 23 24 24

LEARNING SUPPORT STUDENT LEARNING LEARNING MANAGEMENT SYSTEM (LMS) LIBRARY

RECOMMENDED TEXTS STUDENT SUPPORT SERVICES

Subject Learning Guide PSY1EFP

Page 2 of 26

Faculty of Science, Technology and Engineering

POLICIES, PROCEDURES AND GUIDELINES ACADEMIC INTEGRITY AND PLAGIARISM SPECIAL CONSIDERATION EXTENSIONS, LATE SUBMISSIONS AND PENALTIES RULES ATTENDANCE PENALTIES FOR LATE SUBMISSION OF ASSIGNMENTS

24 25 25 25 26 26 26

Subject Learning Guide PSY1EFP

Page 3 of 26

Faculty of Science, Technology and Engineering

Subject Details
GENERAL DETAILS Subject Code: Teaching Period: Credit Points: PSY1EFP 1 15 Subject Title: Location(s): Mode: Experimental Foundations of Psychological Science Albury-Wodonga, Bendigo, Melbourne (Bundoora), Mildura and Shepparton Day Level: Undergraduate

ENROLMENT REQUIREMENTS Prerequisites: None

STAFF CONTACTS Subject Coordinator: Email: Location: s.crowe@latrobe.edu.au Prof Simon Crowe Tel: 9479 1380

Room 261, George Singer Building, Melbourne (Bundoora) Campus Dr Bonnie Alexander and Jane Bowden-Dodd Tel: 9479 2481

Assistant Coordinators Email: Location: PSY1EFP@latrobe.edu.au

Room 124, Biological Sciences 2, Melbourne (Bundoora) Campus Dr Sharon Hanna Tel: 6024 9891

Local Campus Contact Albury-Wodonga Email: Location: sharon.hanna@latrobe.edu.au

Room 4249, Building 4, Albury-Wodonga Campus Loretta Giummarra Tel: 5444 7356

Local Campus Contact - Bendigo Email: Location:

l.giummarra@latrobe.edu.au AS 2, Room 3.17, Bendigo

Mildura and Shepparton Students SUBJECT DESCRIPTION

Contact your Tutor for Assistance

One of the most exciting things about studying psychology is that it is both a discipline like mathematics or geography and a practice like law or medicine. In this subject we will explore a number of core experimental approaches and findings in psychology which will orient the student to the science of the discipline. We will focus on how your brain works in creating your behaviour, how brain and behaviour change across the lifespan, how and why you are different from other people, how you sense the world and how you process and understand the information that arises from your senses.

SUBJECT INTENDED LEARNING OUTCOMES (SILOS) Upon successful completion of this subject, you should be able to: 1 2 3 4 identify and use appropriate information sources to support a written argument. use empirical evidence in teams to prepare and orally present a persuasive argument in teams on a prescribed topic in Psychology. critically analyse research to define the key terms and issues to identify lines of evidence to support an argument for or against a prescribed issue in Psychology. develop a logical and well supported written argument and conclusion based on empirical evidence.
Page 4 of 26

Subject Learning Guide PSY1EFP

Faculty of Science, Technology and Engineering

SUBJECT INTENDED LEARNING OUTCOMES (SILOS) 5 6 7 present all written work in current format of the APA . learn the ethical guidelines governing good academic conduct (e.g. plagiarism and collusion) develop and apply an understanding of key areas of Psychology. 1. 2. 3. Students completing this subject will be expected to: Be able to define, explain and apply foundational concepts from the several areas of psychology presented in the subject; Be able to recognize, produce, explain, and employ the specialist jargon of psychology introduced in the subject; Demonstrate ability to reason scientifically in the context of the psychological knowledge base presented in the subject.

FACULTY GRADUATE CAPABILITIES AND ESSENTIALS The following Faculty Graduate Capabilities (FGCs) and Essentials are assessed in this subject. Not every FGC and Essential is assessed in each subject.

FGC
1 2 3 4 5 6 7 Writing Speaking Inquiry/Research Critical Thinking Creative Problem-solving Teamwork Discipline-specific Capabilities

FGC Assessment Tasks

Minor and Major Essay Oral Presentation Minor and Major Essay Minor and Major Essay Minor and Major Essay Minor and Major Essay All subject content

LEARNING ACTIVITIES SUMMARY Learning Activities: Two 1-hour lectures per week. One 1-hour tutorial per week. Further information is available at http://www.latrobe.edu.au/timetable/ ASSESSMENT AND FEEDBACK SUMMARY Assessment Task: One 500-word Essay (Minor Essay) One Group Oral Presentation One 1500-word Critical Essay (Major Essay) Due Date Tuesday April 8 , by 4pm In Tutorial Class (Tutorial 7 or 8) th Tuesday May 27 , by 4pm
th

Schedule Week 1 to 12 Week 1 to 12

% 10 5 35

Comments Please see LMS for supporting information Please see LMS for supporting information Please see LMS for supporting information Please see University Examinations Timetable (http://www.latrobe.e du.au/students/exams) when available

One 2-hour Examination

To be advised

50

Subject Learning Guide PSY1EFP

Page 5 of 26

Faculty of Science, Technology and Engineering

STUDENT FEEDBACK ON SUBJECT SURVEY The Student Feedback on Subjects (SFS) Survey is part of the quality assurance process that occurs across the university. The surveys are anonymous and will be distributed prior to the end of the teaching period. In the survey you are invited to tell us about your learning experiences in this subject so please take the time to tell us your views. Your views will be taken seriously and will assist us to enhance this subject for the next group of students. Your feedback w ill also contribute to the text for Summary of Previous Student Feedback below Summary of SFS Feedback from Last Year The 2013 student feedback indicated that the subject performed reasonably well with consistent performance in QAU scores for most of the areas assessed with the questionnaire with those noted from 2012. According to the student response, the best thing about this subject was the appropriate organisation of the material presented in lectures, the support provided by the online learning systems associated with the unit, the weekly quizzes and the availability of staff to answer questions in person and online. According to the student response, the unit could be improved by more specifically catering the content of the tutorials to the experience of the different student cohorts enrolled in the unit as well as by improving the articulation between the tutorial material, the lecture material and the assessments. These points are well made and the unit has been revised to accommodate these worthy suggestions for the 2014 offering.

Subject Learning Guide PSY1EFP

Page 6 of 26

Faculty of Science, Technology and Engineering

Schedule of Learning Activities

Session Plan (Timetable)
Tutorials Session Times As Per Allocated Time Slots (1hr/week) Tutorial 1 Introduction Tutorial 2 Neurotransmission Tutorial 3 Neuroanatomy Tutorial 4 Oral presentation preparation Tutorial 5 Damage, plasticity, localisation of function Tutorial 6 (Submit Minor th Assignment April 8 ) Oral presentations (1) Tutorial 7 Oral presentations (2)

Lectures Thursday 2-3 pm (Locations Listed on Pg 8) Introduction to Psychology Crowe/Murphy (Brain-Behaviour series Lecture 1, see p. 10-12) Brain Behaviour Relationships (2) Crowe Brain Behaviour Relationships (4) Crowe Brain Behaviour Relationships (6) Crowe Learning, Memory and Individual Differences series Lecture 1 (see p. 13- 14) Crowe Learning, Memory and Individual Differences (3) Crowe Perception series Lecture 1 (see p. 15) Lindell

Lectures Thursday 3-4 pm (Locations Listed on Pg 8)

Week

1 rd Mar 3

Essay Writing in Psychology Murphy Brain Behaviour Relationships (3) Crowe Brain Behaviour Relationships (5) Crowe Brain Behaviour Relationships (7) Crowe Learning, Memory and Individual Differences (2) Crowe Learning, Memory and Individual Differences (4) Crowe

2 th Mar 10 3 th Mar 17 4 th Mar 24 5 st Mar 31 6 th Apr 7

7 th Apr 14

Learning, Memory and Individual Differences (5, p. 14) Crowe th th April 18 to April 25 Mid Semester Break Perception (2, p. 15) Lindell Perception (3) Lindell Cognition (2) Lindell Cognition (4) Lindell Lifespan Development (2) Hudry

8 th Apr 28 9 th May 5 10 th May 12 11 th May 19

Tutorial 8 Learning & memory Tutorial 9 Learning & memory Tutorial 10 Cognition Tutorial 11 Lifespan development Tutorial 12 (Submit Major Essay th May 27 ) Exam preparation

Cognition series Lecture 1 (see p. 16) Lindell Cognition (3) Lindell Lifespan Development series Lecture 1 (see p. 18) Hudry Lifespan Development (3) Hudry

12 th May 26

Lifespan Development (4) Hudry

Times and rooms are subject to change. To view the full time and location details for learning activities in this subject, please ensure you seek further information available at http://www.latrobe.edu.au/timetable/.
Subject Learning Guide PSY1EFP

Page 7 of 26

Faculty of Science, Technology and Engineering

You should also regularly check [at least once per week] the subjects LMS site (where applicable) for updated information. PSY1EFP consists of two components: a lecture program of two hours per week and a tutorial program of 1 hour per week.

Learning Activity Details Lectures

The subject has five main content areas: Brain-Behaviour Relationships Learning, Memory and Individual Differences Perception Cognition Lifespan Development These lectures are intended to lay a foundation in the study of psychology and to provide a framework for students pursuing studies in the second and third years of study in psychology.

Lecture locations are timetabled as follows:

Thursday 2-3 and 3-4 pm Melbourne: WLT 1 and WLT 2 Albury/Wodonga: Rm 6101 Bendigo: ENG 211-CLT and ART 403 Mildura: Brian Grogan Sem Rm 2 Shepparton: Learning Room 3 (112) Lecture notes are located in topic specific folders on the LMS website at the discretion of the lecturer. Links to Audio/Visual lecture recordings will also be available in the Lecture section of the LMS website.

Tutorial Classes
Allocation to the tutorial classes occurs prior to the beginning of semester. Students will be notified of enrolment-related details via email and LMS notifications. Tutorial classes begin the first week of Semester 1. Tutorial enrolment will occur via the Web Timetabler enrolment system and can be accessed via the LMS site by entering your student user name and password. Tutorial Attendance is a compulsory hurdle requirement. A minimum 75% attendance rate is required to pass PSY1EFP. This means that to ensure that you pass the hurdle requirement you cannot miss more than 3 tutorials without supporting evidence such as a medical certificate. The tutorial program is designed to complement the lecture program and textbook readings for the subject. The main focus of tutorials will be to facilitate preparation for written assessments. Tutorial classes are a forum for presenting and discussing the material in a more intimate and interactive environment than that afforded by lectures. The first component of the tutorial program will introduce students to some generic skills in psychology, such as library skills and writing skills. In the age of accelerating knowledge, the ability to search for information and to communicate effectively is highly valued and its application will extend beyond the study of psychology and into the work environment. The remainder of the tutorial program will comprise activities which illustrate and extend each of the major lecture topics.

Subject Learning Guide PSY1EFP

Page 8 of 26

Faculty of Science, Technology and Engineering

The anonymity of large university courses and the new environment can be disorienting and detract from learning. Educational research indicates that social support and learning from ones peers enhances the educational experience. To assist your learning, we have designed the tutorial program to include activities to be undertaken in small groups that will be referred to as Peer Assisted Learning (PAL) groups. PAL groups will be organized as needed during the semester. ** Note that material covered in tutorials is closely associated with the written assessments and will be examined along with the material covered in the lectures, in the final Multiple Choice Examination. It is just as important for you to attend tutorials as it is to attend lectures. Please note that organization of the educational program, student and staff resources require that once allocation is finalized, students must only attend the tutorial class to which they have been allocated . Change of tutorial class will not be possible except in rare and extenuating circumstances and must be arranged with either the Assistant Coordinators (Melbourne) or Local Campus Contacts (Bendigo and Albury/Wodonga).

LEARNING RESOURCES Reading Type Essential Reading Title Psychological science. (4th ed.). Undergraduate Student Handbook of School of Psychological Science Highly Recommended Publication manual of the American Psychological Association th (6 ed.). FSTE First year survival guide. rd (3 ed.). Author and Year Gazzaniga, Heatherton, & Halpern (2011) La Trobe University (2014) Publisher W.W. Norton & Company (Wiley) La Trobe University (available on LMS) American Psychological Association La Trobe University

American Psychological Association (2010) Faculty of Science, Technology and Engineering (2013)

Recommended

Subject Learning Guide PSY1EFP

Page 9 of 26

Faculty of Science, Technology and Engineering

Lecture Outlines
Brain-Behaviour Relationships
Professor Simon Crowe (Albury/Wodonga, Bendigo, Melbourne, Mildura and Shepparton) s.crowe@latrobe.edu.au (7 Lectures) This topic of study focuses on the functioning of the brain and nervous system and its role in producing and determining behaviour. The wide range of cognitive, emotional and behavioural functions of the brain are introduced and explored including the operation and structure of the brain, the genetic basis of behaviour, how experience changes the brain and behaviour, the nature of conscious experience and how consciousness can be altered as demonstrated by the effects of psychotropic drug on the brain and behaviour.

The learning objectives of this series of lectures are to: Introduce the subject Orient the student to the purpose and goals of the subject Distinguish between the functions of distinct types of neurons Describe the structure of the neuron Describe the electrical and chemical changes that occur when neurons communicate Identify the major neurotransmitters and their primary functions Identify the basic structures of the brain and their primary functions Explain how genes are transmitted from parent to offspring Discuss the goals and methods of behavioural genetics Explain how both environmental factors and experience influence genetic expression Explain how environmental factors and experience influence brain organisation Describe the sex differences in brain structure and function Define consciousness Identify varied states of consciousness Explain how brain activity gives rise to consciousness Summarise research findings on consciousness and the interpreter among individuals with split brain Discuss how unconscious processes influence thought and behaviour Describe the neurochemical, psychological, and behavioural effects of marijuana, stimulants, MDMA, opiates and alcohol Identify physiological and psychological factors associated with addiction

Lecture Outlines The lectures in this series provide an introduction to brain-behaviour relationships, which will be built upon for those students continuing in the study of psychology in the later years of the undergraduate program as well as in the associated units Behavioural Neuroscience A and B (PSY1BNA & PSY1BNB). In the first year, the emphasis is on a general introduction to the biological bases of behaviour. The lectures will also emphasize our present understanding of be psychological processes associated with various clinical syndromes and the possibilities for their rehabilitation. The essential reading: Gazzaniga, M. S., Heatherton, T. F., & Halpern, D. F. (2011). Psychological science (4th ed.). Chapters 3 & 5. New York, NY: W.W. Norton & Company. NB: The essential readings for this series of lectures requires that you read Chapters 3 and 5 of the text. All of the material presented in these two chapters can be included in the multiple choice test which will occur at the end of the semester.

Subject Learning Guide PSY1EFP

Page 10 of 26

Faculty of Science, Technology and Engineering

Lecture 1: Introduction to Psychological Science at La Trobe In this lecture we will consider: The goals of psychology Why study psychology? Jargon and the language of psychology Career prospects for psychologists The course content, assessment and contacts for PSY1EFP

Essential reading: Gazzaniga, M. S., Heatherton, T. F., & Halpern, D. F. (2011). Psychological science (4th ed.). New York, NY: W.W. Norton & Company. (p. 1-6). Lecture 2: How does the nervous system operate? In this lecture we will consider how: Neurons are specialized for communication Action potentials cause neural communication Neurotransmitters bind to receptors across the synapse Neurotransmitters influence mental activity and behaviour Clinical case example: Multiple Sclerosis.

Essential reading: Gazzaniga, M. S., Heatherton, T. F., & Halpern, D. F. (2011). Psychological science (4th ed.). New York, NY: W.W. Norton & Company. (p. 73-87). Lecture 3: What are the basic brain structures and their functions? In this lecture we will consider how: The brainstem houses the basic programs of survival The cerebellum is essential for movement Subcortical structures control emotions and basic drives The cerebral cortex underlies all complex mental activity Clinical case examples: Neurosurgery in the alert patient and the fascinating case of Phineas Gage Essential reading: Gazzaniga, M. S., Heatherton, T. F., & Halpern, D. F. (2011). Psychological science (4th ed.). New York, NY: W.W. Norton & Company. (p. 88-104). Lecture 4: What is the genetic basis of psychological science? In this lecture we will consider how: All of human development has a genetic basis Heredity involves passing along genes through reproduction Genotypic variation is created by sexual reproduction Genes affect behaviour Social and environmental contexts influence genetic expression Genetic expression can be modified Clinical case example: Huntingtons disease. Essential reading: Gazzaniga, M. S., Heatherton, T. F., & Halpern, D. F. (2011). Psychological science (4th ed.). New York, NY: W.W. Norton & Company. (p. 105-117).

Subject Learning Guide PSY1EFP

Page 11 of 26

Faculty of Science, Technology and Engineering

Lecture 5: How does the brain change? In this lecture we will consider how: The interplay of genes and environment wires the brain Culture affects the brain The brain rewires itself throughout life Females and males brains are similar and yet different The brain can recover from injury Clinical case examples: Phantom limb and training-associated brain changes Essential reading: Gazzaniga, M. S., Heatherton, T. F., & Halpern, D. F. (2011). Psychological science (4th ed.). New York, NY: W.W. Norton & Company. (p. 117-126). Lecture 6: What is consciousness? In this lecture we will consider how: Consciousness is a subjective experience There are variations in conscious experience Brain activity produces consciousness Case example: locked in syndrome Essential reading: Gazzaniga, M. S., Heatherton, T. F., & Halpern, D. F. (2011). Psychological science (4th ed.). New York, NY: W.W. Norton & Company. (p. 182-194). Lecture 7: How do drugs affect consciousness? In this lecture we will consider how: People useand abusemany psychoactive drugs Alcohol is the most widely abused drug Addiction has psychological and physical aspects Clinical case example: Alcohol related brain impairment Essential reading: Gazzaniga, M. S., Heatherton, T. F., & Halpern, D. F. (2011). Psychological science (4th ed.). New York, NY: W.W. Norton & Company. (p. 211-219).

Subject Learning Guide PSY1EFP

Page 12 of 26

Faculty of Science, Technology and Engineering

Learning, Memory and Individual Differences

Professor Simon Crowe (Albury/Wodonga, Bendigo, Melbourne, Mildura and Shepparton) s.crowe@latrobe.edu.au (5 Lectures) In this series of six lectures we will examine individual difference in behaviour and how these can be measures and classified. Also we will explore the issues of change in behaviour both in terms of learning as well as in the recall of this learning after the initial experience has occurred. Just like the weather, everyone talks about memory and yet nobody seems to do anything about it! This series will present our current understanding of how memory works and how it can go wrong. The discussion will focus on the different types of memory systems that have been described, how these differ from each other and how these change as a result of conditions such as dementia. We will then move on to the definition of what constitutes intelligent behaviour and how we might measure and describe this. The learning objectives of this series of lectures include: Define classical conditioning. Differentiate between the UR, US, CS, and CR. Describe the role of learning in the development and treatment of phobias and drug addiction List the similarities and differences between operant and classical conditioning. Define operant conditioning Distinguish between positive reinforcement, negative reinforcement, positive punishment and negative punishment Distinguish between schedule of reinforcement Identify biological and cognitive factors that influence operant conditioning Describe the concept of the meme Define observational learning Generate example of observational learning, modelling and vicarious learning Discuss contemporary evidence regarding the role of mirror neurons in learning Discuss the role of dopamine and the nucleus accumbens in the experience of reinforcement Define habituation, sensitization and long-term potentiation Describe the neural basis of habituation, sensitization, long-term potentiation and fear conditioning Describe the three phases of memory Identify brain regions involved in learning and memory Describe the process of consolidation and reconsolidation Distinguish between episodic, semantic, implicit and prospective memories and generate examples of these Define memory bias Generate examples of source misattribution Identify factors that contribute to errors in eye-witness testimony Discuss susceptibility to false memories Describe contemporary views on repressed memories Discuss scientific advancement in the identification of true and false memories Distinguish between analogical and symbolic representations Describe the defining attribute prototype and exemplar models of concepts Discuss the positive and negative consequence of using schemas and scripts Distinguish between normative and descriptive models of decision making Explain how heuristics, framing and affective forecasts influence decision making Review strategies that facilitate insight and problems solving Identify common measures of intelligence Discuss the validity of measures of intelligence Review theory and research related to general intelligence, crystallised intelligence, multiple intelligences and emotional intelligence Discuss the relationship between intelligence and cognitive performance Summarise research examining genetic and environmental influences on intelligence Define stereotype threat
Page 13 of 26

Subject Learning Guide PSY1EFP

Faculty of Science, Technology and Engineering

The essential reading: Gazzaniga, M. S., Heatherton, T. F., & Halpern, D. F. (2011). Psychological science (4th ed.). Chapters 6-8. New York, NY: W.W. Norton & Company. NB: The essential readings for this series of lectures requires that you read Chapters 6, 7 and 8 of the text. All of the material presented in these two chapters can be included in the multiple choice test which will occur at the end of the semester. Lecture 1: How do we learn? In these two lectures we will consider: What ideas guide the study of learning? How does operant conditioning differ from classical conditioning? How does watching others affect learning? What is the biological basis of learning? Case example: obsessive compulsive disorder Essential reading: Gazzaniga, M. S., Heatherton, T. F., & Halpern, D. F. (2011). Psychological science (4th ed.). New York, NY: W.W. Norton & Company. (p. 224-263). Lecture 2 & 3: How do we attend and recall? In these two lectures we will consider: What is memory? How are memories maintained over time? How is information organised in long-term memory? What are the different long-term memory systems? When do people forget? How are memories distorted? Case example: amnesia: Clive Wearing Essential reading: Gazzaniga, M. S., Heatherton, T. F., & Halpern, D. F. (2011). Psychological science (4th ed.). New York, NY: W.W. Norton & Company. (p. 268-272; 279-313). Lecture 4 & 5: What is thought? In these two lectures we will consider: What is thought? How do we make decisions and solve problems? How do we understand intelligence? Clinical case example: Alzheimers disease. Essential reading: Gazzaniga, M. S., Heatherton, T. F., & Halpern, D. F. (2011). Psychological science (4th ed.). New York, NY: W.W. Norton & Company. (p. 319-361).

Subject Learning Guide PSY1EFP

Page 14 of 26

Faculty of Science, Technology and Engineering

Perception
Dr Annukka Lindell (Albury/Wodonga, Bendigo, Melbourne, Mildura and Shepparton) a.lindell@latrobe.edu.au (3 lectures)

This series of lectures provides a brief introduction to Perception. Focussing on visual perception, we will explore the way we organise and interpret sensory information in order to extract meaning. In doing so, we will search for answers to questions such as: how do we know where objects begin and end? How do we perceive depth and motion? Why are visual illusions so compelling? How does dieting change your perception? The learning objectives of this series of lectures include: To develop an enhanced understanding of visual perception, and the means by which it can be studied empirically; To develop an in-depth, critical understanding of the major concepts, theoretical perspectives and research findings in the visual perception literature. Lecture 1: Introduction to Visual Perception What is perception? Perceptual organisation; Form perception; Gestalt principles: figure-ground, similarity, proximity, good continuation, simplicity, closure; Is visual object recognition viewpoint dependent or viewpoint invariant? Essential reading: Gazzaniga, M. S., Heatherton, T. F., & Halpern, D. F. (2011). Psychological science (4th ed.). New York, NY: W.W. Norton & Company. (pp. 162-169). Gauthier, I., & Tarr, M. J. (2002). Unravelling mechanisms for expert object recognition: Bridging brain activity and behaviour. Journal of Experimental Psychology: Human Perception and Performance, 28(2), 431446. Lecture 2: Depth & Motion Perception How do we perceive depth? Binocular cues; Monocular cues: interposition, elevation, texture gradient, linear perspective, shading, aerial perspective, familiar size, relative size; Motion perception; Perceptual constancy: colour, shape, size. Essential reading: Gazzaniga, M. S., Heatherton, T. F., & Halpern, D. F. (2011). Psychological science (4th ed.). New York, NY: W.W. Norton & Company. (pp. 169-177). Wexler, M., & van Boxtel, J. J. A. (2005). Depth perception by the active observer. Trends in Cognitive Sciences 9(9), 431-438. Lecture 3: Visual Illusions, Expectations and Motivation Visual illusions as failures of normal perception; Impossible figures; Bottom up illusions; Top down illusions; How do expectations influence perception? How does motivation influence perception? Essential reading: Gregory, R. L. (1997). Visual illusions classified. Trends in Cognitive Sciences, 1(5), 190-194.

Subject Learning Guide PSY1EFP

Page 15 of 26

Faculty of Science, Technology and Engineering

Cognition
Dr Annukka Lindell (Albury/Wodonga, Bendigo, Melbourne, Mildura and Shepparton) a.lindell@latrobe.edu.au (4 lectures) This series of lectures provides an introduction to Cognition: the science of information processing. Cognition encompasses the wide range of processes involved in acquiring, storing, manipulating and retrieving information, including memory, problem solving, language, reasoning and decision making. These introductory lectures will focus on the front end of cognition by exploring attention and consciousness, providing a foundation for the dedicated Cognition Subject (PSY 2COG). We will examine different types of attention, the relationship between attention and emotion, and various attentional disorders, before moving on to question the nature of consciousness and its effects on cognition. The prescribed readings for these lectures provide essential background on the lecture topics and are examinable. There are also some suggested supplementary readings listed which will not be examined directly but will enable you to extend your knowledge and understanding in the area. Text: In addition to your Gazzaniga et al. text, you will need to read the chapter on attention from Matlin (2009): Matlin, M. W. (2009). Cognition (7th ed.). John Wiley & Sons: USA. Copies will be available on Closed Reserve in the library, however demand is likely to be heavy. Thus we recommend that BPsychSci students purchase a copy (this text will also be used in PSY 2COG). The learning objectives of this series of lectures include: To develop enhanced understanding of attention and consciousness, and the means by which they can be studied empirically; To develop an in-depth, critical understanding of the major concepts, theoretical perspectives and research findings in the attention and consciousness literatures.

Lecture 1: Introduction to Cognition & Attention I What is cognition? What is attention? Divided attention; Selective attention; Capacity limits; Inattentional blindness; Change blindness; Early vs. Late selection. Essential reading: Gazzaniga, M. S., Heatherton, T. F., & Halpern, D. F. (2011). Psychological science (4th ed.). New York, NY: W.W. Norton & Company. (pp. 273-279). Matlin, M. W. (2009). Cognition (7th ed.). John Wiley & Sons: USA. (pp. 65-77). Lecture 2: Attention II Spatial attention; Attention as a spotlight; Eye movements and attention; Visual Search : Feature Search, Conjunction Search, Illusory conjunctions; Feature integration theory; Attentional blinks. Essential reading: Matlin, M. W. (2009). Cognition (7th ed.). John Wiley & Sons: USA. (pp. 77-84). Supplementary Reading: Treisman, A. M., & Gelade, G. (1980). A feature-integration theory of attention. Cognitive Psychology, 12, 97-136.

Subject Learning Guide PSY1EFP

Page 16 of 26

Faculty of Science, Technology and Engineering

Lecture 3: Attention III How emotion affects attention; Neurocognition of attention; Disorders of attention: Unilateral neglect, Balints syndrome; Synaesthesia. Essential reading: Gazzaniga, M. S., Heatherton, T. F., & Halpern, D. F. (2011). Psychological science (4th ed.). New York, NY: W.W. Norton & Company. (pp.121-123). Supplementary Readings: Compton, R. J. (2003). The interface between emotion and attention: A review of evidence from psychology and neuroscience. Behavioral and Cognitive Neuroscience Reviews, 2 (2), 115-129. Pegna, A. J, Caldara-Schnetzer, A-S., & Khateb, A. (2008). Visual search for facial expressions of emotion is less affected in simultanagnosia. Cortex, 44, 4653. Lecture 4: Consciousness Defining consciousness; Subliminal perception; Blind sight; Conscious vs. unconscious cognitive processes; Thought suppression; Consciousness & Obsessive-Compulsive Disorder (OCD). Essential reading: Gazzaniga, M. S., Heatherton, T. F., & Halpern, D. F. (2011). Psychological science (4th ed.). New York, NY: W.W. Norton & Company. (pp. 181-194). Matlin, M. W. (2009). Cognition (7 ed.). John Wiley & Sons: USA. (pp. 84-89).
th

Subject Learning Guide PSY1EFP

Page 17 of 26

Faculty of Science, Technology and Engineering

Lifespan development
Dr Kristelle Hudry (Albury/Wodonga, Bendigo, Melbourne, Mildura and Shepparton) k.hudry@latrobe.edu.au (4 lectures) This series of lectures provides an introduction to Developmental Psychology across the lifespan, examining the roles of genes and the environment across development. First, we will explore very early development from prenatal life through infancy. We will then move on to examine key areas of life-span development; cognition, social interaction, and language/communication. Finally, we will turn to considering the impact of family and social interactions on development, and identity through adulthood and into older age. The learning objectives of this series of lectures include: To develop a foundation understanding of the key stages of lifespan development To develop knowledge of different theoretical perspectives of developmental psychology To develop understanding of the ways in which developmental questions can be studied empirically

Lecture 1: Very early development in infancy This lecture will begin by considering physical development from pre-natal life through infancy, including development of the brain and gross motor coordination. We will consider the impact of environmental factors and the notion of critical and sensitive periods. We will then move to consider perceptual and memory development as precursors to the topics of cognitive and social development to be covered in Lecture 2. Essential reading: Gazzaniga, M. S., Heatherton, T. F., & Halpern, D. F. (2011). Psychological science (4th ed.). New York, NY: W. W. Norton & Company. (pp. 365-373 & pp. 381-384). Lecture 2: Cognitive and social development in children Building on basic sensory-motor development covered in Lecture 1, here we will specifically consider the developmental trajectories of cognitive abilities and social skills. We will examine Piagets stages of cognitive development in childhood, and research on infant comprehension of concepts from physics and mathematics. We will review experimental evidence for social development milestones, from attachment in infancy through to childrens emotional understanding and mentalising abilities. Essential reading: Gazzaniga, M. S., Heatherton, T. F., & Halpern, D. F. (2011). Psychological science (4th ed.). New York, NY: W. W. Norton & Company. (pp. 373-380 & pp. 384-393). Lecture 3: Language development and the question of nature vs. nurture Building on our understanding of cognitive and social development, we will consider the development of language, including both verbal and non-verbal forms of communication. We will consider early forms of communication emerging in infancy and the way in which these develop into language and gesture through childhood. Our consideration will then broaden to the wider debate of nature vs. nurture, exploring the impact of home and social environments on an individuals development. Essential reading: Gazzaniga, M. S., Heatherton, T. F., & Halpern, D. F. (2011). Psychological science (4th ed.). New York, NY: W. W. Norton & Company. (pp. 393-397).

Subject Learning Guide PSY1EFP

Page 18 of 26

Faculty of Science, Technology and Engineering

Lecture 4: Identity development and changes in adulthood Following from a consideration of the impacts of family and friends on early development, our attention now turns to consider the later development of identity, including aspects of race/ethnicity, gender/sexuality, and the impact of life transitions in adolescence and across adulthood. Finally, we consider the changes which occur in older age, in terms of physical development, cognition and intelligence, and social interaction. Essential reading: Gazzaniga, M. S., Heatherton, T. F., & Halpern, D. F. (2011). Psychological science (4th ed.). New York, NY: W. W. Norton & Company. (pp. 398-417).

Subject Learning Guide PSY1EFP

Page 19 of 26

Faculty of Science, Technology and Engineering

Assessment and Feedback Details

Please see page 4 for the Subject Intended Learning Outcomes (SILOs) After selecting one of the three essay topics listed below, you will be required to complete two written assignments and an oral presentation on the topic selected. More detailed instructions will be provided in tutorial classes and during the Essay Writing in Psychology lecture. Assessment Task 1 500-word essay (Minor Essay) Description of Task A 500 word written assignment describing and defining the topic will be the first piece of work to be submitted for PSY1EFP. Students will critically analyse research to define the key terms and issues to identify lines of evidence to support an argument for or against a prescribed issue in Psychology. Assessment Task 2 Group Oral Presentation Description of Task The Oral Presentation will make up 5% of your mark for PSY1EFP. It will be a group activity for which you develop an argument for or against an essay topic and present it to your fellow tutorial class members. Students in teams will use empirical evidence to prepare and orally present a persuasive argument on a prescribed topic in Psychology. Assessment Task 3 1500-word critical essay (Major Essay) Description of Task This is the largest piece of work (1500 word limit) you are required to submit for this subject. Students will critically analyse research to define the key terms and issues to identify lines of evidence to support an argument for or against a prescribed issue in Psychology. The Minor essay provides the basis for writing the Major essay. It is expected that you plan well in advance for your essay including preparation, literature searching, reading widely, developing a detailed essay plan and then drafting, and redrafting your essay. It is wise to be aware of the old adage that there is no such thing as good writing, there is just good rewriting. Good preparation includes taking note of when assessment deadlines for all your other subjects fall due. Extensions will NOT be granted for inadequate planning. For details on application for extensions see your Undergraduate Student Handbook. Due Date Tuesday 27 May, by 4pm
th

Due Date Tuesday 8 April, by 4pm

th

% 10

SILOs assessed 1, 3, 4, 5, 6

Due Date Tutorials 7 & 8

% 5

SILOs assessed 1, 2, 3, 4, 6

% 35

SILOs assessed 1, 3, 4, 5, 6

Assessment Task 4 One 2-hour examination Description of Task

Due Date TBA

% 50

SILOs assessed 6, 7

The PSY1EFP examination will be held during the University Examination Period for Semester 1. Students must consult the University Examination Timetable posted on the Universitys web page for updates of time and location of this examination. The duration of the examination is 2 hours. The examination consists of multiple choice questions with four response choices that assess key knowledge presented in the subject. These questions are representative of lecture and essential reading content and will include some of the practice items presented each week following lectures. The questions may be selected from any content area of the subject. Please note that the examination assumes that students have attended all tutorials and have undertaken all tutorial activities.

Subject Learning Guide PSY1EFP

Page 20 of 26

Faculty of Science, Technology and Engineering

Specific Essay Topics For Written Assessments and Oral Presentation

Topic 1: Brain Behaviour Relationships (Professor Simon Crowe) Essay Topic: In January this year the President of the United States, Barack Obama stated that cannabis is no more dangerous than alcohol. Evaluate the evidence regarding the Presidents claim with particular reference to low dose, recreational use of each drug. Starting References: Fuster, D., Cheng, D.M., Allensworth-Davies, D., Palfai , T.P., Samet, J.H., & Saitz, R. (2014). No detectable association between frequency of marijuana use and health or healthcare utilization among primary care patients who screen positive for drug use. Journal of General Internal Medicine, 29(1), 133-139. doi: 10.1007/s11606-013-2605-z. Room, R., Babor, T., & Rehm, J. (2005). Alcohol and public health. Lancet, 365, 519530.

Topic 2: Cognitive Psychology (Dr Annukka Lindell

Essay Topic: Should it be illegal to use an iPod (or other MP3 player) while driving? Starting Reference: Lee, J.D., Roberts, S.C., Hoffman, J.D., & Angell, L.S. (2012). Scrolling and driving: How an MP3 player and its aftermarket controller affect driving performance and visual behavior. Human Factors, 54 (2), 250-263.

Topic 3: Lifespan Development (Dr Kristelle Hudry) Gender differences are apparent in many areas of development and right across the lifespan. These include in areas such as emotional development and empathy, social skills development, and in toy choice for play and employment choice for adulthood careers. Various theories have been put forward to try to account for observed gender differences. But can we be sure they are true? And if so, how can we be sure they are true and how can we explain this phenomenon? Critically evaluate the literature which looks specifically at gender differences in language development, examining whether it is true that girls progress more rapidly in language learning than boys, and considering why this might be the case. Is there something biologically different about the brains of boys and girls that promotes different rates of language development? Are boys and girls socialised differently so that they are encouraged to begin to talk and to build their language skills at different rates? Might both of these factors nature and nurture have some role to play? Present a clear answer to the following: Why do girls seem to acquire and/or develop language more quickly than boys?

Starting reference: Eriksson, M., Marschik, P.B., Tulviste, T., Almgren, M., Pereira, M.P., Wehberg, S., Marjanovic-Umek, L., Gayraud, F., Kovacevic, M., & Gallego, C. (2012). Differences between girls and boys in emerging language skills: Evidence from 10 language communities. British Journal of Developmental Psychology, 30, 326-343.

Subject Learning Guide PSY1EFP

Page 21 of 26

Faculty of Science, Technology and Engineering

Topic Selection and Registration Choose one of the three topics from the major content streams. It is suggested that before selecting your topic you read the starting references for each topic. Once you have chosen a topic it is important that you register your topic choice on the online learning website (LMS). This allows us to monitor how many students are working on each essay topic so tutors and lecturers can provide additional assistance and resources as necessary.

Topic Specific Advice Advice and assistance for each specific topic will be provided on the online learning website. You are strongly advised to check this site for your chosen essay regularly during the semester. You may also approach your tutor for advice and/or post queries to staff via the Discussion Board set up for the essay topic on LMS.

Submission of Work
All written work for PSY1EFP will be submitted and marked electronically. Students are not required to hand in a hard copy of their essays. Your assessments must be submitted to Turnitin by 4pm on the day it is due.

Submission of All Work Using Turnitin

All assignments for PSY1EFP must be submitted electronically. Turnitin (http://www.latrobe.edu.au/textmatch/whatis.html) is a web-based text matching software system which can be used to teach students how to properly acknowledge quotations by identifying passages of text that are identical to other sources. The School requires that all assessable pieces of work be submitted through Turnitin in addition to the standard method of submitting hard copies of work, as specified by each subject or campus. That means, if an assessment is required to be submitted through the front reception, students must also submit their work through Turnitin before the due date and time. Turnitin links for each assignment will be made available to students through the LMS. The link will enable students to submit and resubmit their work up until the due date, allowing students to check their written work for omissions of in-text citations or use of inappropriate content prior to their final submission. As Turnitin evaluates work according to the extent to which it contains text that has been drawn from other sources (which may in some cases represent plagiarism), the School reserves the right to use this program to ensure academic honesty.

Subject Learning Guide PSY1EFP

Page 22 of 26

Faculty of Science, Technology and Engineering

Learning Support
Student Learning
Student Learning works closely with teaching staff in the Faculties on the Melbourne and regional campuses to ensure that all La Trobe students develop high-level academic speaking, writing, reading, and numeracy skills required for successful learning in their degrees. For further information, including language and learning resources for students, and information about accessing individual student appointments and Drop-In sessions, please see the website at: http://www.latrobe.edu.au/learning/

Learning Management System (LMS)

The Learning Management System (LMS) is an Internet based system which allows you access to learning materials and to interact with other students and teaching staff in activities related to your studies from any location with Internet access. Most subjects have a LMS site into which you are automatically added as part of your enrolment into a subject. The LMS can be accessed at: https://www.latrobe.edu.au/lms/login/ by using your Username and Password provided to you on your Statement of Account. If you are having trouble accessing the LMS or want to find out more about LMS, please see the website at: http://www.latrobe.edu.au/studentlmsinfo Remember to consult the PSY1EFP LMS site at least twice each week. Any changes to information in this Subject Learning Guide, and any announcements will be posted to that site. Login to LMS at: www.latrobe.edu.au/lms/

Library
The Library has many valuable physical and online learning resources that can help you with your study. On campus students should get to know the physical Library environment by going on a Library Tour. All students should get familiar with the Library website where online resources include: LibGuides [http://latrobe.libguides.com/index.php] providing specific discipline and subject guides; LibSkills [http://latrobe.libguides.com/libskills] to teach you library research and information literacy skills; LibChat [http://www.lib.latrobe.edu.au/] - a library discussion forum allowing you to chat with a Librarian; Academic Referencing Modules [http://latrobe.libguides.com/referencingmodules] to assist you to understand specific referencing styles; Academic Referencing Tool [http://www.lib.latrobe.edu.au/referencingtool/non-flash/index.php] providing detailed referencing examples; and, Assignment Calculator [http://www.lib.latrobe.edu.au/calculator/index.php] to assist you in time managing your assignments and submitting on time.

The library is the first port of call for most study-related needs. Take the time to do a library tour to familiarise yourself with the library resources. The link to the library homepage is: http://www.lib.latrobe.edu.au/ Copies of the major books used in PSY1EFP will be placed in the closed reserve section of the library on all three campuses. Lecturers may also set essential and supplementary readings through the library E-Reserve system. These can be read online, printed, or copied onto your memory stick to read later. It is strongly recommended that you read the essential reading before attending the relevant lecture. The library can assist with researching for your assignments and has a specific page dedicated to researching in Psychology: http://latrobe.libguides.com/psychology There is no formal preliminary reading required for PSY1EFP. However, if you want to get a general feel for the area, browse in the 150 section of the library (150 refers to a specific call number). This is where books on general psychology are located and you will find dozens of textbooks. These books vary enormously in quality and coverage; choose recent editions (2000 onwards), and scan rather than devour.
Subject Learning Guide PSY1EFP

Page 23 of 26

Faculty of Science, Technology and Engineering

Recommended Texts
Copies of the major books used in PSY1EFP will be placed in the reserve section of the library. Books in reserve may only be borrowed for three hours at a time and generally may not be taken out of the library. Textbooks for PSY1EFP will be available for sale in the university bookshop in the first week of Semester 1. A number of copies will also be placed on closed reserve in the library. It is strongly recommended that all students have easy access to a copy of these prescribed textbooks in order to follow lecture readings. Lecturers may also set supplementary readings and these will be made available in the closed reserve section of the library. The major recommended text for PSY1EFP: Gazzaniga, M. S., Heatherton, T. F., & Halpern, D. F. (2011). Psychological science. (4th ed.). New York, NY: W.W. Norton & Company.

The following text is also highly recommended to introduce you to writing laboratory reports and essays in psychology, not just in first year, but for your further years of study as well. This should be used in conjunction with the Undergraduate Student Handbook. American Psychological Association. (2010). Publication manual of the American Psychological th Association. (6 ed.). Washington, DC: American Psychological Association.

Student Support Services

If you have special needs due to disability or other factors the Equality and Diversity Centre can provide advice and support. This Centre can be contacted by telephone on: (03) 9479 2900 (Melbourne); (03) 5444 7410 (Bendigo); (02) 6024 9628 (Albury-Wodonga); National Relay Service Deaf and Hearing Impaired: T: 133677 (within Australia only). Email: Equality@latrobe.edu.au or refer to the website at: http://www.latrobe.edu.au/equality/.

Policies, Procedures and Guidelines

The University has a comprehensive policy framework to which both staff and students must adhere. You should familiarise yourself with those policies, procedures and guidelines likely to affect you especially the following: Academic Integrity. Academic Progress. Assessment and Feedback. Extension to Submission Dates. Late Submission of Assessment Tasks. Occupational, Health and Safety [OHS]. Privacy. Special Consideration. Student Charter. Use of Electronic Mail.

The relevant policies, procedures and guidelines can be found on the website at: http://www.latrobe.edu.au/policy/

Subject Learning Guide PSY1EFP

Page 24 of 26

Faculty of Science, Technology and Engineering

Academic Integrity and Plagiarism

Academic integrity means being honest in academic work and taking responsibility for learning the conventions of scholarship. La Trobe University views this seriously as evidenced by the following extract:
Academic honesty is a fundamental principle in teaching, learning, research and scholarship. The University requires its academic staff and students to observe the highest ethical standards in all aspects of academic work and it demonstrates its commitment to these values by awarding due credit for honestly conducted scholarly work, and by penalising academic misconduct and all forms of cheating. Academic Integrity Procedures (2010, p. 1 of 6)

Academic misconduct includes poor referencing, plagiarism, copying and cheating. You should familiarise yourself with your responsibilities in relation to Academic Integrity and if you have any questions, direct them to your Course Coordinator. Information can be found on the website at: http://www.latrobe.edu.au/learning/integrity.html Submission of teamwork MUST include a statement of effort and a signed statement of authorship of team members. The team contact (representative) will submit one copy of the team assessment tasks/s.

Special Consideration
Special Consideration is a process that applies an equity measure to ensure that where any temporary adverse circumstance beyond the control of a student, impacts negatively on that students ability to demonstrate their learning achievement for an assessment task, it is taken into account. Eligibility to apply for Special Consideration does not automatically imply eligibility to receive it. Certain criteria must be satisfied in order to receive Special Consideration. Students must seek a formal extension to submit after the deadline where there are valid extenuating circumstances (see the School's 2013 Undergraduate Student Handbook for the details and form). The extension must normally be sought at least three (3) days before the submission date, but in exceptional circumstances a retrospective application may be accepted. Where an extension of time has been formally sought by the student and granted by the Subject Coordination team, this policy and the same penalties apply to the revised due date. Please refer to the relevant policies, procedures and guidelines website at: http://www.latrobe.edu.au/policy/

Extensions, Late Submissions and Penalties

There are policies and procedures to guarantee fair, consistent and transparent treatment of late submission of assessment tasks which provide equity around extensions of submission dates and penalties associated with not submitting assessment tasks by the due date and time. Please refer to the relevant policies, procedures and guidelines website at: http://www.latrobe.edu.au/policy/

Subject Learning Guide PSY1EFP

Page 25 of 26

Faculty of Science, Technology and Engineering

Rules Attendance
A minimum 75% attendance rate at tutorials is required to pass PSY1EFP. To pass this hurdle requirement you cannot miss more than 3 tutorials without supporting evidence such as a medical certificate. In exceptional circumstances students who do not meet the hurdle requirement, but who otherwise would pass the subject, may be permitted to submit an alternative assignment if appropriate supporting documentation is supplied.

Penalties for Late Submission of Assignments

The University has a policy for the submission and assessment of written work that the School of Psychological Science adheres to. This is summarised below and further detail can be found in the Undergraduate Student Handbook. If you are concerned about the submission of your assignments, you should talk to your assistant coordinator or Local Campus Contact ASAP and preferably before the due date of the assignment. Penalties for late submission shall be 5% of the total possible marks for that task for each delay in submission of a day or partial day up to a maximum of five (5) working days (not including weekends or holidays) after the due date. Assessment tasks will not be accepted after the earlier of the following occurrences: the fifth (5th) working day after the due date; or feedback on the assessment task has been returned to any student. If submission is by surface mail in Australia or from overseas, the date stamp showing the date of processing by the relevant Post Office must be the same as or prior to the due date in order to avoid late penalties. Please note that Australia Post will not date stamp registered mail unless it is submitted in person at a post office (i.e., it cannot be submitted in a post box even with the appropriate envelope).

Subject Learning Guide PSY1EFP

Page 26 of 26

Faculty of Science, Technology and Engineering