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., Learning and Social Psychology) 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: Development, Learning and Social|
Delivery & attendance
|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:
- Comprehend and apply a broad and coherent body of knowledge of Psychology, with depth of understanding of underlying principles, theories and concepts in the discipline, using a scientific approach.
- Apply knowledge and skills of Psychology in a manner that is reflexive, culturally appropriate and sensitive to the diversity of individuals.
- Analyse and critique theory and research in the discipline of Psychology and communicate these in written format.
- Demonstrate an understanding of appropriate values and ethics in Psychology.
- Demonstrate self-directed pursuit of scholarly inquiry in Psychology.
- Cultural responsiveness, including with Aboriginal and Torres Strait Islander cultures.
|Written Report||Students will complete an APA 7th style report describing a research project.||35%||Week 7||1, 2, 3, 4, 5.|
|Portfolio||Students will complete a portfolio reflecting on weekly subject content.||60%||Week 12||1, 2, 3, 4, 5, 6.|
|Activity||Research Participation||5%||Week 12||1, 4.|
- * 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 student who has not established a basis for an extension in compliance with University and Faculty policy either by 1) not applying before the assessment due date or 2) by having an application rejected due to failure to show a justifiable cause for an extension, will receive a penalty on assessment submitted after its due date. The penalty will be 10% of marks awarded to that assessment for every day late, with the first day counted after the required submission time has passed. No assessment will be accepted for consideration seven calendar days after the due date. Where a student has been granted an extension, the late penalty starts from the new due date and time set out in the extension.
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.
Accessibility and Inclusion Support
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.
As we grow up, we undergo a range of psychological and cognitive changes. We find ourselves able to conceive of ideas we previously could not, and also find ourselves concerned with issues we previously didn't care about. In this lecture, we focus on key psychological theories of human development - in what ways do we change as we get older and why?1, 2, 3, 4, 5, 6.
How do we know why other people act the way they do, what factors influence these judgements, and how are our feelings about the world shaped by ourselves and others? In this lecture, students are introduced to the field of Social Psychology, with a focus on the study of attitudes and persuasion.1, 2, 3, 4, 5, 6.
This lecture introduces students to the study of cognition and intelligence. We explore some of the concepts and controversies around the conceptualisation and measurement of intelligence. Students are also introduced to the concepts of standardization, norms, reliability, and validity in test development.1, 2, 3, 4, 5, 6.
Every day we make decisions ranging from the quite minor (what do I want for breakfast) to the quite important (what do I study at University). Although the decisions we make often feel rational, we are susceptible to a range of biases that lead to irrational choices. In this lecture, we examine when and why we systematically make irrational choices.1, 2, 3, 4, 5, 6.
In this lecture students are introduced to the theory, research, and methodology surrounding human memory. The lecture content focuses on the structure of memory, the different sensory stores (e.g., iconic and echoic memory), short-term memory, long-term memory, retrieval, forgetting, the anatomy of memory, and multiple memory systems (e.g., implicit and explicit memory; procedural and declarative memory; semantic and episodic memory; and retrospective and prospective memory.1, 2, 3, 4, 5, 6.
Although we and other animals have instincts and reflexes, we are also capable of adjusting our behaviours based on experience. That is, we are capable of learning. In this lecture, we explore the key theories, research and methodologies of learning and conditioning under the Pavlovian paradigm.1, 2, 3, 4, 5, 6.