This subject introduces students to the science and profession of psychology. The subject overviews theory and research across a number of domains within the discipline (e.g., Biological Psychology and Personality) and describes how research in these domains contributes to our understanding of human behaviour. This subject also aims to develop a critical thinking perspective on issues and findings in psychological research.
|Academic unit:||Faculty of Society & Design|
|Subject title:||Foundations of Psychology: Biology and Personality|
Delivery & attendance
|Attendance and learning activities:||Research has shown that attending lectures and tutorials is associated with better understanding and higher grades in this and similar subjects (see journal article reference in class sessions). In class sessions we also complete and get feedback on a number of psychological questionnaires, helping to improve our understanding of ourselves and the subject content also.|
|Prescribed resources:|| |
|[email protected] & Email:||[email protected] is the online learning environment at Bond University and is used to provide access to subject materials, lecture recordings and detailed subject information regarding the subject curriculum, assessment and timing. Both iLearn and the Student Email facility are used to provide important subject notifications. Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student.|
To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au
Assumed knowledge is the minimum level of knowledge of a subject area that students are assumed to have acquired through previous study. It is the responsibility of students to ensure they meet the assumed knowledge expectations of the subject. Students who do not possess this prior knowledge are strongly recommended against enrolling and do so at their own risk. No concessions will be made for students’ lack of prior knowledge.
All Psychology programs are accredited in the sequence presented and designed to provide students with learning and graduate outcomes in line with APAC accreditation standards. In order to meet these outcomes, students in the Undergraduate program should complete PSYC11, then PSYC12, and finally PSYC13 subjects in the order sequenced.
Assurance of learning
Assurance of Learning means that universities take responsibility for creating, monitoring and updating curriculum, teaching and assessment so that students graduate with the knowledge, skills and attributes they need for employability and/or further study.
At Bond University, we carefully develop subject and program outcomes to ensure that student learning in each subject contributes to the whole student experience. Students are encouraged to carefully read and consider subject and program outcomes as combined elements.
Program Learning Outcomes (PLOs)
Program Learning Outcomes provide a broad and measurable set of standards that incorporate a range of knowledge and skills that will be achieved on completion of the program. If you are undertaking this subject as part of a degree program, you should refer to the relevant degree program outcomes and graduate attributes as they relate to this subject.
Subject Learning Outcomes (SLOs)
On successful completion of this subject the learner will be able to:
- Demonstrate understanding of the major concepts, theoretical perspectives, empirical findings and historical trends in a number of the "core" areas of psychology;
- Understand, apply and evaluate basic research methods in psychology, including research design, data analysis and interpretation;
- Respect and use critical and creative thinking, sceptical enquiry, and the scientific approach to solve problems related to behaviour and mental processes;
- Use information in an ethical manner;
- Write a standard research report using APA structure and formatting conventions, and;
- Demonstrate a capacity for independent learning.
|Class Participation||Research Participation||5%||Ongoing||6.|
|Essay||Research/laboratory report incorporating a review of the literature and structured report writing using APA style. Data and related information will be available to students who will analyse the information and report the results in an article/ assignment.||25%||Week 9||2, 3, 4, 5, 6.|
|Take-home Examination||Complete a series of questions covering the content from weeks 7 to 12. The take-home test is based on Weiten Chs 1, 13,14 and-15 (and weeks 7-12)- and is scheduled for submission at the end of wk 12||35%||Week 12||1, 2, 3, 4, 6.|
|Take-home Examination||Complete a series of questions covering the content from weeks 1 to 6. The take-home test is based on Weiten Chs 1-5 (and weeks 1-6)- and is scheduled for submission at the end of wk6||35%||Week 6 (Mid-Semester Examination Period)||1, 2, 3, 4, 6.|
- * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
|High Distinction||85-100||Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking.|
|Distinction||75-84||Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas.|
|Credit||65-74||Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above.|
|Pass||50-64||Usually awarded to students whose performance meets the requirements set for work provided for assessment.|
|Fail||0-49||Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines.|
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
Students must check the [email protected] subject site for detailed assessment information and submission procedures.
Policy on late submission and extensions
A late penalty will be applied to all overdue assessment tasks unless an extension is granted by the subject coordinator. The standard penalty will be 10% of marks awarded to that assessment per day late with no assessment to be accepted seven days after the due date. Where a student is granted an extension, the penalty of 10% per day late starts from the new due date.
Policy on plagiarism
University’s Academic Integrity Policy defines plagiarism as the act of misrepresenting as one’s own original work: another’s ideas, interpretations, words, or creative works; and/or one’s own previous ideas, interpretations, words, or creative work without acknowledging that it was used previously (i.e., self-plagiarism). The University considers the act of plagiarising to be a breach of the Student Conduct Code and, therefore, subject to the Discipline Regulations which provide for a range of penalties including the reduction of marks or grades, fines and suspension from the University.
Feedback on assessment
Feedback on assessment will be provided to students within two weeks of the assessment submission due date, as per the Assessment Policy.
If you have a disability, illness, injury or health condition that impacts your capacity to complete studies, exams or assessment tasks, it is important you let us know your special requirements, early in the semester. Students will need to make an application for support and submit it with recent, comprehensive documentation at an appointment with a Disability Officer. Students with a disability are encouraged to contact the Disability Office at the earliest possible time, to meet staff and learn about the services available to meet your specific needs. Please note that late notification or failure to disclose your disability can be to your disadvantage as the University cannot guarantee support under such circumstances.
The opening lecture identifies the origins of the psychology profession today with emphasis on biological and personality as significant influences on our behaviour.
Underpinning the success of psychology as a profession are the research methods used. We discuss a few, and then highlight why these methods are successful and what constraints we put on how we do research.
We all know that we grow from interactions of minute cells, but what a complex growth it is! We examine the ‘messaging system’ within the body, the nervous and other systems and the brain, and how their developments affect how we behave. We cover a lot, so definitely read ahead!
Is seeing believing or is believing seeing? A strong biologically based system affects how we sense the world but our experiences will influence what we ‘perceive’. We try to unravel the mysteries of illusions and why people ‘see’ different things …
This section of our course examines different states or experiences of consciousness- awake and sleep, dreams, and emotional and other reactions- including to ‘leisure drugs’. Another week of extensive information expanding our own awareness of ‘being conscious and alive’.
We have been leading up to ‘personality’- an extensive area of study also. This lecture deals with how we assess personality attributes; what are common personality types or characteristics, and a history of thought on what personality is.
This lecture expands on last week’s lecture with special emphasis on ‘dynamic’ theories of personality development.
This area touches mainly on psychological wellbeing and strategies we can use that assist us in dealing with many different events in our life.
Things can go wrong in our personality development and in how we see and react to the world. We discuss these aspects in this lecture.
Finally, we examine modern approaches and what we have learned over more than a century. Focus is on how cultures differ and on positive psychology.
We review where we have been in this subject and where we might wish to go in our lives ahead.