Psychology 306, Fall 2003, Section 1

History of Modern Psychology, W 6-9:40, Stevenson Hall 3046

Professor: Victor Daniels. office Stv 3092D, hours T 10-11:30, W 4-5:30, Th 5-6

WEBSITE: http://www.sonoma.edu/users/d/daniels/  

SYLLABUS

Reading is in the class reader, available at College Center Copy Shop on north side of East Cotati Avenue.

GO TO THE BOTTOM FOR THE FINAL PAPER ASSIGNMENT

DATE

READING

TOPIC (changes in reading & topic may occur)

Aug 27		Introduction & overview, Epistemologies, Greeks
		to Associationists
Sept 3	Psy in Greek Phil., James,	psychophysics, structuralism, functionalism, and
PAPER 1	Functionalism	forerunners of phenomenology
Sept 10	Yerkes &,Margulis	Early Russian psychology & beginnings of behaviorism
	Watson, Wat. & Rayner	The counterconditioning-desensitization therapies
Sept 17	Kohler, Tolman	Gestalt Psychology's critique of behaviorism; perceptual and learning theories
		Tolman's "purposive behaviorism"; operational definitions & baseline observation
Sept 24	Skinner, Allyon,	Skinner's "radical behaviorism," operant conditioning, applications of
	Daniels & Horowitz	reinforcement and stimulus control features in daily life
Oct 1	Dollard & Miller;	Social Learning (Bandura, Rotter), Cognitive behavioral psy.
PAPER 2	Masters et. al; Beck	assertiveness--social skills training
Oct 8	Freud, Erikson	Freud's psychoanalysis: presentation & evaluation; ego-psychology
EXAM		Erikson's developmental psychoanalytic approach
Oct 15	Jung	Jung's analytical psychology; typological, archetypal, & spiritual perspectives
Oct 22	Adler	Adler's individual psychology, the inferiority complex, a relationship to society,
		and the roots of humanistic psychology
Oct 29	Reich	Reich's "character armoring," and introduction of a strong somatic dimension
		into psychoanalysis and therapy
Nov 5	Boszormenyi-Nagy	The object-relations school of psychoanalytic theory;
	Miller	Family systems therapy
Nov 12	Horney	Alice Miller's analysis of narcicissm and family dynamics
		Horney's placement of the person in a broader cultural context
Nov 19	Fromm	Erich Fromm's interrelation of person and culture; analysis of cultural
PAPER 3		pathologies and articulation of alternatives
Nov 26		ONLINE WEB PAGE PROJECT. NO CLASS
Dec 3	Marrow & Loye	From Field Theory to social cognition
Dec 10	handout	Information processing models of cognition. Final exam.
EXAM
Dec 17	FINAL EXAM PERIOD	HOLIDAY RECESS BEGINS

READING: Please do the assigned reading by the date shown and come to class prepared to discuss it. Where they are available, I strongly recommend reading the online lecture notes and summaries prior to class, so that you can use the class to think, ask questions, and make comments rather than for your first take on the information

SUMMARY OF DUE DATES (changes may occur)

SEP. 3: Brief Greeks paper. (max 2 pages)

OCT. 1: PAPER 2 DUE. Design for a behavioral intervention, with baseline data.

OCT. 8: MIDTERM. Greeks through social learning and cognitive behavioral psy.

NOV. 19: PAPER 3 DUE. On the psychoanalytic tradition.

DEC. 10: FINAL EXAM. Freud through Fieldtheory & social cognition

 

GENERAL INFORMATION

A. Prerequisites: Intro to Psychology (250 or equivalent) College composition (Eng 101 or equivalent) Critical Thinking (Phil 101 or equivalent) GE math requirement is desirable Status as a declared psychology major, unless empty seats are available

B. Course Objectives: To provide a common base of knowledge and abilities for advanced courses To become familiar with central issues in psychology's present and past, and the arguments surrounding them. To provide first - hand knowledge, through reading original sources, of principal figures in 20th century psychology, and their contributions. To develop skills, along with the accompanying perspectives, useful both in professional work and everyday life.

C. Other. Online summaries and lecture notes will be provided on some (not all) of the material. Exams will include questions on material discussed in class as well as reading, so if you miss class it's wise to get the notes.

GRADING

     5%   Paper 1
     20%  Paper 2  (takehome essay)
     20%  Midterm  (multiple choice)
     20%  Paper 3  (takehome essay)
     20%  Final exam (multiple choice)
     15%  Class participation and attendance. 


   

      

         
GUIDELINES FOR PAPERS.
         Suggested 3-5 pages each. Strive for clear,writing that
         makes its point well. Avoid empty verbiage and padding (no
         "snow jobs," please). I like concise writing in which many
         points are made in little space. Start with your first
         substantive point, say what you have to say, and stop.Forget
         introductions and summations (unless they're very clever and
         your literary self insists I do like catchy leads and
         endings.).Exceeding the assigned lengths will not bring
         extra points, but take the space you need in order to say
         what you have to say. Find your own reconciliation of these
         elements. Please type.
      
   



   

      

         
GUIDELINES FOR EXAMS. In
         evaluating exams, I take the class performance as a whole
         into account, so 80% might end up being the highest score
         and a strong A. I do not use a "real" curve which assigns a
         specified percentate of As, of Bs, etc. I try to focus the
         items on the main concepts and ideas, and on which ideas are
         associated with which thinkers. It pleases me when many of
         you all do well, whether on an exam or a paper.
      
   



   

      

         
What do I consider a poor
         paper? One that just parrots back material with no
         thoughtfulness attached. One that sounds just like everybody
         else's. One that puts me to sleep (yes, it happens). One
         that offers no interesting information about you or anyone
         else. One that was obviously tossed off in half an hour. One
         that's sufficiently vague that it's not clear that you know
         what you're talking about. One that does not refer to
         specific items that you have learned for this course.One
         that sounds like you wrote it for a different course and are
         trying to pass it off in this one.
      
   



   

      

         
LATE PENALTY on papers and
         exams: 1/2 grade per week. (Better late than
         never!)
      
   



   

      

         
CLASS ATTENDANCE AND
         PARTICIPATION. This includes both attendance &
         participation in the large class and attendance in the small
         group, if we have small groups.Please note:
         
         

            
If due to unavoidable life
            circumstances you have to stop coming to class, be sure
            you officially withdraw at the registrar's office. Then
            you would get a "W" which does not count against you. If
            you appear as still in the class on my final roster, I am
            required to give you a "U" (unauthorized withdrawal),
            which turns into an F on your record.
            
            
 
            
            
If you cannot complete the
            course work on time, you must fill out a "request for
            incomplete" form and give it to me. Otherwise, depending
            on the circumstances you will receive either a "U" or a
            final grade which counts the incompleted work as an F,
            which would surely lower your overall grade. 
            
            
 
            
            
I recognize that some people
            can speak out easily in class and others have a harder
            time doing so. Therefore I often use a discussion format
            in which we go up and down the rows, or around the
            circle, and each one of you simply reads out loud a
            brief passage that had an impact for you. I have
            found that even shy, quiet students are able to do this.
            It may be something you really liked, something you hated
            or disagreed with, or something you didn't quite
            understand.If you want to add a comment of your own,
            that's just fine, but not required. All I ask is that you
            read aloud. (Please mark several passages to choose from,
            in case someone else has already read one that you
            thought of reading.) We will use this procedure with many
            but not all of the reading selections, without
            forewarning, so you should be prepared to read aloud
            every week. When you do, I will put a dot by your name on
            my roster, and this will contribute to your class
            participation evaluation at the end. Many dots, high. Few
            dots, low. 
            
            
 
            
            
Other questions, comments, and
            discussion are also encouraged. If you're shy about
            speaking out, please work on doing so more. If you tend
            to be a big talker, say your piece but also make space
            for quieter students to speak out. If I bypass your
            waving hand and call on a quieter student, it's to try to
            involve everyone. 
         
         
         
Whispering back and forth during
         lectures and discussions is a no-no (high school behavior).
         Pass notes instead. They're less disturbing.
      
   



   

      

         
The grades reflect the overall
         quality of class members ' work, so that if many do good
         work, grades will be higher than if many do poor work.
         Please do help each other; it's not a zero-sum game. (On the
         other hand, I have zero tolerance for cheating on exams or
         having someone write a paper for you. Don't tempt fate.) And
         please remember that a grade reflects only your performance
         on the assignment or in the class, not your worth as a
         person. Have a good semester. 
      
   



   

      

         

      
      

         
THE WEBSITE.  This is a
         source of supplementary material. There are summaries of
         some lectures and concepts, my own lecture notes for some
         lectures, and links to other interesting related sites. I
         have pretty much stopped giving out paper/hardcopy
         summaries, and encourage you to use the website instead. If
         you forget the URL, you can go to SSU to academic
         programs to psychology department to
         faculty to me. Or you can put 'Victor Daniels' into
         any search engine and my home page will probably come up
         right beneath the entry for Victor Daniels, aka Chief
         Thunder Cloud, a Cherokee who played Tonto in the original
         Lone Ranger movies.
         
         
 
      
      

         

      
   

FINAL PAPER, PSY 306, FALL 2003
DUE DEC. 9 (WED CLASS) OR 10 (TH CLASS). PLEASE TURN THIS IN ON TIME. (The late penalty will be strictly applied.)

ANSWER ONE QUESTION:
1. Examine a specific existing social unit from the perspective of Erich Fromm and from that of Kurt Lewin. This might be a couple, family, club or gang, workplace, community agency or institution, or some other social body. Critique its present mode of functioning from the perspective of each theorist, from the standpoints of how well it meets participants needs and how well it functions as a social system.

2. Drawing on the ideas of Erich Fromm and Kurt Lewin, present a utopian design for some element of human culture. (A school, housing complex, neighborhood, company, or larger economic or political entity.) Make explicit reference to Fromm's and Lewin's concepts in your presentation.

To be eligible for a C, you must use either the reading or the on-line lectures as a basis for your answer.
To be eligible for a B, you must use both the reading and the on-line lectures.
To be eligible for an A, you must use the reading, the on-line lectures, and some of the links for each theorist.