General Information
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.
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Details
Academic unit: Faculty of Society & Design Subject code: PSYC11-101 Subject title: Foundations of Psychology: Development, Learning and Social Subject level: Undergraduate Semester/Year: May 2024 Credit points: 10.000 -
Delivery & attendance
Timetable: https://bond.edu.au/timetable Delivery mode: Standard Workload items: - Forum: x12 (Total hours: 24) - Weekly Forum
- Tutorial: x12 (Total hours: 12) - Weekly Tutorial
- Personal Study Hours: x12 (Total hours: 84) - No Description
Attendance and learning activities: -
Resources
Prescribed resources: Books
- Rose M. Spielman,William J. Jenkins,Marilyn D. Lovett (2020). Psychology 2e. n/a, OpenStax
Others
- O'Shea, R., & McKenzie, W. (2013). Writing for Psychology (6th Edition).. South Melbourne, Vic Cengage Learning
- American Psychological Association (2020). Publication manual of the American Psychological Association: The official guide to APA style (7th ed.). American Psychological Association
iLearn@Bond & Email: iLearn@Bond is the Learning Management System at Bond University and is used to provide access to subject materials, class 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
| Academic unit: | Faculty of Society & Design |
|---|---|
| Subject code: | PSYC11-101 |
| Subject title: | Foundations of Psychology: Development, Learning and Social |
| Subject level: | Undergraduate |
| Semester/Year: | May 2024 |
| Credit points: | 10.000 |
| Timetable: | https://bond.edu.au/timetable |
|---|---|
| Delivery mode: | Standard |
| Workload items: |
|
| Attendance and learning activities: |
| Prescribed resources: | Books
Others
|
|---|---|
| iLearn@Bond & Email: | iLearn@Bond is the Learning Management System at Bond University and is used to provide access to subject materials, class 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 |
Enrolment requirements
| Requisites: |
Nil |
|---|---|
| Assumed knowledge: |
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. |
| Restrictions: |
Nil |
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.
Generative Artificial Intelligence in Assessment
The University acknowledges that Generative Artificial Intelligence (Gen-AI) tools are an important facet of contemporary life. Their use in assessment is considered in line with students’ development of the skills and knowledge which demonstrate learning outcomes and underpin study and career success. Instructions on the use of Gen-AI are given for each assessment task; it is your responsibility to adhere to these instructions.
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Assessment details
Type Task % Timing* Outcomes assessed Computer-Aided Examination (Closed) Complete a series of questions covering the content from weeks 1 to 12. 45.00% Final Examination Period 1,2,3,4,5,6 Assignment Students will complete a series of structured activities designed to develop their knowledge of how to describe, interpret, report, and create psychological research. 20.00% Week 5 1,2,3,4,5 Assignment Students will complete an APA 7th-style research paper. The research paper will include an abstract; introduction; methods; results; and discussion. 30.00% Week 9 1,2,3,4,5 Activity Research Participation 5.00% 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.
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Assessment criteria
Assessment criteria
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. Quality assurance
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.
| Type | Task | % | Timing* | Outcomes assessed |
|---|---|---|---|---|
| Computer-Aided Examination (Closed) | Complete a series of questions covering the content from weeks 1 to 12. | 45.00% | Final Examination Period | 1,2,3,4,5,6 |
| Assignment | Students will complete a series of structured activities designed to develop their knowledge of how to describe, interpret, report, and create psychological research. | 20.00% | Week 5 | 1,2,3,4,5 |
| Assignment | Students will complete an APA 7th-style research paper. The research paper will include an abstract; introduction; methods; results; and discussion. | 30.00% | Week 9 | 1,2,3,4,5 |
| Activity | Research Participation | 5.00% | 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.
Assessment criteria
| 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. |
Quality assurance
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.
Study Information
Submission procedures
Students must check the iLearn@Bond 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.
Academic Integrity
Bond University‘s Student Code of Conduct Policy , Student Charter, Academic Integrity Policy and our Graduate Attributes guide expectations regarding student behaviour, their rights and responsibilities. Information on these topics can be found on our Academic Integrity webpage recognising that academic integrity involves demonstrating the principles of integrity (honesty, fairness, trust, professionalism, courage, responsibility, and respect) in words and actions across all aspects of academic endeavour.
Staff are required to report suspected misconduct. This includes all types of plagiarism, cheating, collusion, fabrication or falsification of data/content or other misconduct relating to assessment such as the falsification of medical certificates for assessment extensions. The longer term personal, social and financial consequences of misconduct can be severe, so please ask for help if you are unsure.
If your work is subject to an inquiry, you will be given an opportunity to respond and appropriate support will be provided. Academic work under inquiry will not be marked until the process has concluded. Penalties for misconduct include a warning, reduced grade, a requirement to repeat the assessment, suspension or expulsion from the University.
Feedback on assessment
Feedback on assessment will be provided to students according to the requirements of the Assessment Procedure Schedule A - Assessment Communication Procedure.
Whilst in most cases feedback should be provided within two weeks of the assessment submission due date, the Procedure should be checked if the assessment is linked to others or if the subject is a non-standard (e.g., intensive) subject.
Accessibility and Inclusion Support
Support is available to students where a physical, mental or neurological condition exists that would impact the student’s capacity to complete studies, exams or assessment tasks. For effective support, special requirement needs should be arranged with the University in advance of or at the start of each semester, or, for acute conditions, as soon as practicable after the condition arises. Reasonable adjustments are not guaranteed where applications are submitted late in the semester (for example, when lodged just prior to critical assessment and examination dates).
As outlined in the Accessibility and Inclusion Policy, to qualify for support, students must meet certain criteria. Students are also required to meet with the Accessibility and Inclusion Advisor who will ensure that reasonable adjustments are afforded to qualifying students.
For more information and to apply online, visit BondAbility.
Additional subject information
Subject curriculum
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Introduction and What is Psychology?
This introductory lecture provides students with an overview of the history and evolution of psychology. This lecture covers such content as the science of psychology, where psychology is at today, and the key themes in psychology.
SLOs included
- 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.
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Research Methods in Psychology
Conducting scientific research is central to the 'doing' of psychology. In this lecture, we introduce the scientific method, examine the different techniques within psychological research, and explore research ethics.
SLOs included
- 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.
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Theories of Human Development
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?
SLOs included
- 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.
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Attitudes and Social Psychology
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.
SLOs included
- 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.
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Group Pressure and Social Behaviours
Our behaviour and beliefs are frequently shaped by others in surprising and unobtrusive ways. In this lecture, we examine key research on conformity, compliance and obedience, and also explore the motivations for pro-social and anti-social behaviours.
SLOs included
- 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.
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Intelligence and Cognition
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.
SLOs included
- 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.
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Decision Making
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.
SLOs included
- 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.
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Human Memory
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.
SLOs included
- 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.
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Language
Our sophisticated use of complex language sets us apart from other animals. But how do we use language to communicate and cooperate, and how what impact does language have on our experience of the world?
SLOs included
- 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.
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Introduction to Learning and Classical Conditioning
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.
SLOs included
- 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.
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Operant Conditioning and Observational Learning
In addition to classical conditioning, we are also able to learn by associating our actions with consequences, and through observation and imitation. In this lecture, the theory, research, and methodology of operant conditioning and observational learning are presented.
SLOs included
- 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.
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Evaluating Psychology as a Science
How do we know if a research finding is trustworthy or not? In this lecture, we focus on the evaluation of research, the identification of research literature, and the selection of appropriate sources.
SLOs included
- 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.