Skip to content
Class Notes

Psychology: From Inquiry To Understanding, Second Canadian Edition Class Notes

Psychology: From Inquiry To Understanding, Second Canadian Edition Class Notes offers concise revision papers that simplify complex topics, helping you prepare more efficiently for exams.

Preview 16 of 823 pages

See the first 16 pages exactly as they appear in the document.

  1. Page 1
    Read page 1 as text

    Jason E. Warnick, Ph.D. Arkansas Tech University Jan White College of the Rockies INSTRUCTOR’S RESOURCE MANUAL to accompany PSYCHOLOGY FROM INQUIRY TO UNDERSTANDING SECOND CANADIAN EDITION Scott O. Lilienfeld Emory University Steven Jay Lynn Binghamton University Laura L. Namy Emory University Nancy J. Woolf University of California at Los Angeles Kenneth M. Cramer University of Windsor Rodney Schmaltz Grant MacEwan University LECTURE NOTES

  2. Page 2
  3. Page 3
    Read page 3 as text

    ii Contents Preface iii Introduction & Teaching Tips iv Chapter 1 Psychology and Scientific Thinking 1 Chapter 2 Research Methods 46 Chapter 3 Biological Psychology 79 Chapter 4 Sensation and Perception 125 Chapter 5 Consciousness 172 Chapter 6 Learning 208 Chapter 7 Memory 254 Chapter 8 Language, Thinking, and Reasoning 293 Chapter 9 Intelligence and IQ Testing 320 Chapter 10 Human Development 355 Chapter 11 Emotion and Motivation 409 Chapter 12 Stress, Coping, and Health 455 Chapter 13 Social Psychology 502 Chapter 14 Personality 546 Chapter 15 Psychological Disorders 594 Chapter 16 Psychological and Biological Treatments 644 Appendix A The Interactive Learning Companion 687

  4. Page 4
    Read page 4 as text

    iii I NSTRUCTOR ’ S R ESOURCE M ANUAL P REFACE Why a New Format for the Instructor’s Manual? The Lilienfeld/Lynn/Namy/Woolf Instructor’s Resource Manual is delivered in a format created with direct feedback from teachers. We spoke with a range of instructors—from those who have been teaching only a couple of semesters, to those who have been teaching for many years. Overwhelming the response we received around potential changes to the instructor’s manual involved accessibility and ease of use. Many instructors lamented the “telephone books” they have received from various publishers and how these large volumes make it difficult to know what exactly rests inside. Concerns arose around paper usage—printing thousands of these manuals which end up sitting on shelves seems a waste when we are all trying to conserve resources. With these concerns in mind we asked a number of instructors what the ideal instructor’s manual would be like. Here is what they said: Integration of resources—what goes where? For the Lilienfeld/Lynn/Namy/Woolf/Cramer/Schmaltz text we created Lecture Guides for each chapter—using the chapter outlines to integrate the suggested lecture discussions, activities and other resources directly into the appropriate sections. In addition we included brief notes synthesizing the key information for that section. Instructors can easily see the key points of each section of the text, as well as the resources they have available. Print what you want, when you want Many instructors expressed a desire to print off only portions of the Instructor’s Manual—not the whole thing. With our new Lecture Guides and the ability to easily identify relevant resources, instructors can print and bring to class those resources they find useful. Access to the “best of” materials Pearson Education publishes a number of introductory psychology texts and the instructors we spoke with recommended we review all of our introductory psychology instructor’s manuals, pull the best lecture, classroom activities and assignments found in each and use these resources to ensure each Pearson introductory text offers instructors the “best of” experience.

  5. Page 5
    Read page 5 as text

    iv I NTRODUCTION & T EACHING T IPS ▲ TABLE OF CONTENTS ► RESOURCES  Ten Tips for Successful Teaching (p. viii)  Accessing Resources (p. xi)  Sample Syllabus #1 (p. ix)  Sample Syllabus #2 (p. xi)  Sample Syllabus #3 (p. xiii)  Sample Syllabus #4 (p. xv)  Sample Syllabus #5 (p. xvii) FIRST WEEK OF CLASS ACTIVITIES  Ice-Breaker Activity (p. xix)  First Week of Class Discussion Questions (p. xix)  Assignment: Using Psychology Databases (p. xx)

  6. Page 6
    Read page 6 as text

    v TEACHING TIPS Teaching Tips: Ten Tips for Successful Teaching For most students, the introductory psychology course will be the only psychology course they will ever take. While a good text and helpful ancillaries certainly contribute to a successful introductory course, it is the teacher who often makes the difference between a bad or a good class, or between a good class and an outstanding one. Personal variables such as the respect you show for the subject matter, the concern you show for students’ understanding of psychology, and the care with which you prepare your class presentations, are critical factors that will influence your students’ impressions of psychology throughout the term and beyond. Your classroom behaviour also has important practical implications since it will determine whether or not some of your students enroll in other psychology classes or become psychology majors. In sum, you are a representative of psychology as both a science and a career, and as such, your actions reflect the field’s professional values and standards. Below are ten tips that we have found to be helpful in our own teaching of introductory psychology. We hope that you will find them useful in yours, too.  Be organized and prepared. There is simply no substitute for knowing your subject matter. Contrary to popular opinion, freshmen and other introductory students are very perceptive. A teacher who is ill-prepared to discuss the subject material or to field students’ questions will soon be discovered, resulting in large-scale apathy. Beyond knowledge of the subject matter, it is also important to schedule enough time for adequate preparation. A teacher cramming for a presentation is likely to meet with the same result as a student cramming for an examination failure, if you plan to use audiovisual aids, get to class a few minutes early to make sure the equipment is working properly, that the slides are right side up, that the microphone is working properly, etc. Students resent your taking class time for such preparation. Similarly, it is unwise to “fill” class time because you are not adequately prepared to lecture. Your presentations should always be substantive and informative.  Know your students. Most students appreciate and, indeed, welcome personal contact with their instructors. You may wish to arrive a few minutes early to class each day and visit with the students who are present. You will become more familiar and comfortable with them, and they will become more familiar and comfortable with you. Even if you are teaching a very large class and cannot get to know every name, you can make efforts to get to know some of them and assure them that you are available and concerned about their performance. You could email the students who performed especially well to congratulate them, or email those who failed to encourage them to come see you. The more comfortable students feel with you, the more likely they will be to make valuable contributions to classroom discussions. Beyond knowing some (hopefully most) of your students personally, being aware of campus and other local issues that concern students allows you to incorporate meaningful examples into classroom presentations. Other than the students themselves, the best sources of information on these matters are campus and local newspapers.  Be consistent. Students appreciate instructors who keep their word with respect to course policies and class assignments. If your office hours are from 10 to 12 on Tuesdays and Thursdays, you should be there. If an emergency comes up, leave a note to that effect on the door. If a student poses a question, and you reply with, “That’s a very good question. I don’t know the answer at present, but I will do some research on it today and let you know tomorrow,” be sure to keep your promise. Your credibility as a teacher will be enhanced by your ability to follow through.

  7. Page 7
    Read page 7 as text

    vi  Accept criticism with good grace. Each time a new teaching term begins, you acquire a new set of critics. Students may evaluate your style of dress, your manner of speaking, your sense of humor, and a variety of other things that may or may not relate to your ability to convey information about introductory psychology. If only one or two students in a class of, say, forty to fifty students make similar criticisms about a particular aspect of your technique, you may or may not want to take the criticism seriously. However, if several students have similar criticisms, it would be to your advantage to pay attention to their comments and take steps to remedy the situation.  Express your respect for students. Students, like everyone else, appreciate being treated with common courtesy. They appreciate a friendly “Hi” when you pass them in the hall. When responding to students’ questions in class, do so with kind regard for both the students and the questions. If you are challenged by a student, remain calm and do your best to handle the situation gracefully. Invite the student to stay after class for a few minutes and talk the problem over. If the situation persists, discuss the matter with a colleague.  Keep your message simple. In addition to having a sound understanding of your subject matter, it is also important to know your audience. Your presentations should be geared to their level. Keep in mind that you are not delivering an address to your peers at a professional conference, but are presenting new ideas and concepts to an audience of young people. Seek to challenge them by first discovering their level of understanding and then teaching slightly above that level. In preparing your classroom presentation, keep in mind that it is very easy to overload students with information. There is a definite limit to how much information students can receive and understand in one class period. Keep your lecture clear and simple. Build it around three or four major points and use plenty of thoughtful and representative examples.  Be enthusiastic. Your level of enthusiasm for the subject matter will be obvious on the first day of class and will determine the tone for the entire term. More importantly, your attitude will have a strong influence on your students’ attitudes about the course. Your enthusiasm for psychology can make any topic engaging.

  8. Page 8
    Read page 8 as text

    vii Accessing All Resources for Psychology: From Inquiry to Understanding, Second Canadian Edition For a list of all resources available with Psychology: From Inquiry to Understanding , Second Canadian edition go to http://catalogue.pearsoned.ca, enter the text ISBN (9780205896110) and check out the “Resources” tab under the book cover. For access to the instructor supplements for Psychology: From Inquiry to Understanding , simply go to http://catalogue.pearsoned.ca/pearsonhigheredca/educator/catalog/index.page?null and follow the directions to register (or log in if you already have a Pearson user name and password). Once you have registered and your status as an instructor is verified, you will be e-mailed a login name and password. Use your login name and password to access the catalogue. Click on the “online catalogue” link, click on “psychology” followed by “introductory psychology” and then the Lilienfeld/Lynn/Namy/Woolf/Cramer/Schmaltz Psychology: From Inquiry to Understanding Second Canadian Edition text. Under the description of each supplement is a link that allows you to download and save the supplement to your desktop. For technical support for any of your Pearson products, you and your students can contact http://247.pearsoned.com .

  9. Page 9
    Read page 9 as text

    viii SAMPLE SYLLABUS #1 Course Syllabus General Psychology PSY 1012 Session 2, 2012-2013 3 Credits Professor: Office: Office Hours as posted Phone: E - mail: Textbook : Psychology: From Inquiry to Understanding, Second Canadian Edition by Lilienfeld/Lynn/Namy/Woolf/Cramer/Schmaltz Course Description: Life orientated course in psychology, designed to give the student the factual foundation in techniques and the vocabulary of psychology and general understanding of human behaviour. Surveys research and application of psychology in areas of learning, intelligence, motivation, emotion, personality, behaviour disorders, mental health and therapy. There will be three class sessions during the semester that class will be conducted on WebCT only. Some of your tests will be on WebCT and some will be in class. Course Objectives: Upon completion of this class, the student should be able to demonstrate knowledge concerning: 1. The definition of psychology 2. Brain function and how it affects behaviour 3. Learning and memory 4. Growth and development principals Competencies Addressed: This course addresses the XX UNIVERSITY Student Competencies. If you are interested in which of the competencies are addressed, please review the Course Outline on file in the Departmental Office Academic Dishonesty: In the event that a student is caught cheating, he/she will receive a grade of zero (0) for that assignment. This is a grade that will not be dropped! If another incident occurs, that student will be withdrawn from class. Class Attendance: It is the policy of the college that you attend the classes that you are registered to attend. In the event of an absence, it is your responsibility to contact someone to obtain information to make up the loss. Please note: If you have a pager or a cell phone, make sure that it is set to vibrate prior to entering the classroom…if it rings during class, I will answer it in front of the entire class! If your absences in class become excessive, you will be contacted in writing to set up a conference date/time. If you do not schedule an appointment, you will be withdrawn from class and a grade of "W" assigned. Withdrawal deadline for this session is March 20, 2012. There will be class sessions that will be conducted through WebCT and it will be your responsibility to respond to discussions through

  10. Page 10
    Read page 10 as text

    ix WebCT for your points for those four classes. The discussions on WebCT will be worth a total of 80 points towards your final grade. Evaluations: There will be 5 tests throughout the semester including the final. These tests will cover information presented in class and textbook material. The tests may be multiple guess, true/false and/or matching. The tests will be scheduled as follows: Following Chapter 1, 2, 3 Following Chapter 4, 5, 10 Following Chapter 6, 8, 9 Following Chapter 7, 11, 12 Following Chapter 13, 14, 15, 16 Grades: Individual test grades may be assessed on the following scale: A = 45 - 50 B = 40 – 44 C = 35 – 39 D = 30 – 34 F = 29 and below You will also be required to write one critique covering a journal article or an article from the Internet. This article must deal with an aspect of psychology that is of interest to you You may choose your article out of these reserve journals or you may be able to find another article of interest to you that will meet the criteria. The Internet offers many journals on line. There is a book at the reserve desk titled Writing Papers in Psychology that will answer your formatting questions. You must have your name and class time on the title page. If you have questions about the article, please see me. The article will be worth 40 points. It will be due on February 18, 2012. Your paper will be due on your normal class meeting day! The paper may be turned in early. Please make sure your name and class time are on these papers. Your paper must be APA formatted with a works cited page ! Points will be deducted if the paper is not in this format or is turned in late! Each test will be worth 50 points. There are no Make - Ups. If you miss a test you will receive a score of 0 for the missing grade. Four test grades (possible 200 points), four response answers on WebCT (possible 80 points total) and one critique (possible 40 points) will constitute your final grade. You will drop your lowest test score and your final test score will fill in for that test. You may not drop the final test unless you have an “A” going into the test and you have attended all classes. Your final grade will be determined on the following scale: A = 288 - 320 B = 256 - 287 C = 224 - 255 D = 192 - 223 F = equal to or less than 191 Expected Student Conduct Disabled Students: ****This syllabus is subject to change****

  11. Page 11
    Read page 11 as text

    x SAMPLE SYLLABUS #2 (SHORT SEMESTER) Course Syllabus General Psychology PSY 1012 Session 2, 2012-2013 3 Credits Professor: Office: Office Hours as posted Phone: E - mail: Textbook : Psychology: From Inquiry to Understanding, Second Canadian Edition by Lilienfeld/Lynn/Namy/Woolf/Cramer/Schmaltz Course Description: A short semester life orientated course in psychology, designed to give the student the factual foundation in techniques and the vocabulary of psychology and general understanding of human behaviour. We will cover the same amount of information as is covered during a normal semester long course. Surveys research and application of psychology in areas of learning, intelligence, motivation, emotion, personality, behaviour disorders, mental health and therapy. There will be three class sessions during the semester that class will be conducted on WebCT only. Some of your tests will be on WebCT and some will be in class. There is much reading for you to do and we will cover many chapters in this short semester – be ready to work! Course Objectives: Upon completion of this class, the student should be able to demonstrate knowledge concerning: 1. The definition of psychology 2. Brain function and how it affects behaviour 3. Learning and memory 4. Growth and development principals Competencies Addressed: Please review the Course Outline on file in the Departmental Office . Academic Dishonesty: In the event that a student is caught cheating, he/she will receive a grade of zero (0) for that assignment. This is a grade that will not be dropped! If another incident occurs, that student will be withdrawn from class. Class Attendance: It is the policy of the college that you attend the classes that you are registered to attend. In the event of an absence, it is your responsibility to contact someone to obtain information to make up the loss. Please note: If you have a pager or a cell phone, make sure that it is set to vibrate prior to entering the classroom…if it rings during class, I will answer it in front of the entire class! If your absences in class become excessive, you will be contacted in writing to set up a conference date/time. If you do not schedule an appointment, you will be withdrawn from class and a grade of "W" assigned. Withdrawal deadline for this session is March 20, 2009. The discussions on WebCT will be worth a total of 80 points towards your final grade.

  12. Page 12
    Read page 12 as text

    xi Evaluations: There will be 5 tests throughout the semester including the final. These tests will cover information presented in class and textbook material. The tests may be multiple guess, true/false and/or matching. The tests will be scheduled as follows: Following Chapter 1, 2, 3 Following Chapter 4, 5, 10 Following Chapter 6, 8, 9 Following Chapter 7, 11, 12 Following Chapter 13, 14, 15, 16 Grades: Individual test grades may be assessed on the following scale: A = 45 - 50 B = 40 - 44 C = 35 - 39 D = 30 - 34 F = 29 and below You will also be required to write one critique covering a journal article or an article from the Internet. This article must deal with an aspect of psychology that is of interest to you. You may choose your article out of the reserve journals or you may be able to find another article of interest to you that will meet the criteria. The Internet offers many journals on line. There is a book at the reserve desk titled Writing Papers in Psychology that will answer your formatting questions. You must have your name and class time on the title page. If you have questions about the article, please see me. The article will be worth 40 points. It will be due on March 18, 2012. Your paper will be due on your normal class meeting day! The paper may be turned in early. Please make sure your name and class time are on these papers. Your paper must be APA formatted with a works cited page ! Points will be deducted if the paper is not in this format or is turned in late! Each test will be worth 50 points. There are no Make - Ups. If you miss a test you will receive a score of 0 for the missing grade. Four test grades (possible 200 points), four response answers on WebCT (possible 80 points total) and one critique (possible 40 points) will constitute your final grade. You will drop your lowest test score and your final test score will fill in for that test. You may not drop the final test unless you have an “A” going into the test and you have attended all classes. Your final grade will be determined on the following scale: A = 288 - 320 B = 256 - 287 C = 224 - 255 D = 192 - 223 F = equal to or less than 191 Expected Student Conduct Students with disabilities ****This syllabus is subject to change****

  13. Page 13
    Read page 13 as text

    xii SAMPLE SYLLABUS #3 (SHORT SEMESTER w/MyPsychLab) Course Syllabus General Psychology PSY 1012 Session 2, 2012-2013 3 Credits Professor: Office: Office Hours as posted Phone: E - mail: Textbook : Psychology: From Inquiry to Understanding, Second Canadian Edition by Lilienfeld/Lynn/Namy/Woolf/Cramer/Schmaltz Course Description: This is a short semester life orientated course in psychology, designed to give the student the factual foundation in techniques and the vocabulary of psychology and general understanding of human behaviour. However, we will cover the same information that s covered during a regular semester long class. We will be covering a chapter every day that we meet. Surveys research and application of psychology in areas of learning, intelligence, motivation, emotion, personality, behaviour disorders, mental health and therapy. Some of your tests will be on WebCT and some will be in class. Course Objectives: Upon completion of this class, the student should be able to demonstrate knowledge concerning: 1. The definition of psychology 2. Brain function and how it affects behaviour 3. Learning and memory 4. Growth and development principals Competencies Addressed: Please review the Course Outline on file in the Departmental Office . Academic Dishonesty: In the event that a student is caught cheating, he/she will receive a grade of zero (0) for that assignment. This is a grade that will not be dropped! If another incident occurs, that student will be withdrawn from class. Class Attendance: It is the policy of the college that you attend the classes that you are registered to attend. In the event of an absence, it is your responsibility to contact someone to obtain information to make up the loss. Please note: If you have a pager or a cell phone, make sure that it is set to vibrate prior to entering the classroom…if it rings during class, I will answer it in front of the entire class! If your absences in class become excessive, you will be contacted in writing to set up a conference date/time. If you do not schedule an appointment, you will be withdrawn from class and a grade of "W" assigned. Withdrawal deadline for this session is March 20, 2012. The discussions on WebCT will be worth a total of 80 points towards your final grade.

  14. Page 14
    Read page 14 as text

    xiii Evaluations: There will be 5 tests throughout the semester including the final. These tests will cover information presented in class and textbook material. The tests may be multiple guess, true/false and/or matching. The tests will be scheduled as follows: Following Chapter 1, 2, 3 Following Chapter 4, 5, 10 Following Chapter 6, 8, 9 Following Chapter 7, 11, 12 Following Chapter 13, 14, 15, 16 Grades: Individual test grades may be assessed on the following scale: A = 45 - 50 B = 40 - 44 C = 35 – 39 D = 30 - 34 F = 29 and below You will also be required to write one critique covering a journal article or an article from the Internet. This article must deal with an aspect of psychology that is of interest to you. You may choose your article out of these reserve journals or you may be able to find another article of interest to you that will meet the criteria. The Internet offers many journals on line. There is a book at the reserve desk titled Writing Papers in Psychology that will answer your formatting questions. You must have your name and class time on the title page. If you have questions about the article, please see me. The article will be worth 40 points. It will be due on February 18, 2012. Your paper will be due on your normal class meeting day! The paper may be turned in early. Please make sure your name and class time are on these papers. Your paper must be APA formatted with a works cited page ! Points will be deducted if the paper is not in this format or is turned in late! You must take the quizzes for each chapter in MyPsychLab prior to coming to class the day we are going to discuss that chapter. The score on that quiz will count towards your final grade. If you do not take the quiz, your final grade will suffer! These quizzes will be worth 100 points towards your final grade and they will help you understand the chapter material. Each test will be worth 50 points. There are no Make - Ups. If you miss a test you will receive a score of 0 for the missing grade. Four test grades (possible 200 points), four response answers on WebCT (possible 80 points total) and one critique (possible 40 points) will constitute your final grade. You will drop your lowest test score and your final test score will fill in for that test. You may not drop the final test unless you have an “A” going into the test and you have attended all classes. Your final grade will be determined on the following scale: A = 388 - 420 B = 356 - 387 C = 324 - 355 D = 292 - 323 F = equal to or less than 291 Expected Student Conduct Students with disabilities ****This syllabus is subject to change****

  15. Page 15
    Read page 15 as text

    xiv SAMPLE SYLLABUS # 4 w/MyPsychLab Course Syllabus General Psychology PSY 1012 Session 2, 2012-2013 3 Credits Professor: Office: Office Hours as posted Phone: E - mail: Textbook : Psychology: From Inquiry to Understanding, Second Canadian Edition by Lilienfeld/Lynn/Namy/Woolf/Cramer/Schmaltz Course Description: Life orientated course in psychology, designed to give the student the factual foundation in techniques and the vocabulary of psychology and general understanding of human behaviour. Surveys research and application of psychology in areas of learning, intelligence, motivation, emotion, personality, behaviour disorders, mental health and therapy. There will be three class sessions during the semester that class will be conducted on WebCT only. Some of your tests will be on WebCT and some will be in class. Course Objectives: Upon completion of this class, the student should be able to demonstrate knowledge concerning: 1. The definition of psychology 2. Brain function and how it affects behaviour 3. Learning and memory 4. Growth and development principals Competencies Addressed: Please review the Course Outline on file in the Departmental Office . Academic Dishonesty: In the event that a student is caught cheating, he/she will receive a grade of zero (0) for that assignment. This is a grade that will not be dropped! If another incident occurs, that student will be withdrawn from class. Class Attendance: It is the policy of the college that you attend the classes that you are registered to attend. In the event of an absence, it is your responsibility to contact someone to obtain information to make up the loss. Please note: If you have a pager or a cell phone, make sure that it is set to vibrate prior to entering the classroom…if it rings during class, I will answer it in front of the entire class! If your absences in class become excessive, you will be contacted in writing to set up a conference date/time. If you do not schedule an appointment, you will be withdrawn from class and a grade of "W" assigned. Withdrawal deadline for this session is March 20, 2012. There will be class sessions that will be conducted through WebCT and it will be your responsibility to respond to discussions through WebCT for your points for those four classes. The discussions on WebCT will be worth a total of 80 points towards your final grade.

  16. Page 16
    Read page 16 as text

    xv Evaluations: There will be 5 tests throughout the semester including the final. These tests will cover information presented in class and textbook material. The tests may be multiple guess, true/false and/or matching. The tests will be scheduled as follows: Following Chapter 1, 2, 3 Following Chapter 4, 5, 10 Following Chapter 6, 8, 9 Following Chapter 7, 11, 12 Following Chapter 13, 14, 15, 16 Grades: Individual test grades may be assessed on the following scale: A = 45 - 50 B = 40 - 44 C = 35 - 39 D = 30 - 34 F = 29 and below You will also be required to write one critique covering a journal article or an article from the Internet. This article must deal with an aspect of psychology that is of interest to you. You may choose your article out of these reserve journals or you may be able to find another article of interest to you that will meet the criteria. The Internet offers many journals on line. There is a book at the reserve desk titled Writing Papers in Psychology that will answer your formatting questions. You must have your name and class time on the title page. If you have questions about the article, please see me. The article will be worth 40 points. It will be due on February 18, 2012. Your paper will be due on your normal class meeting day! The paper may be turned in early. Please make sure your name and class time are on these papers. Your paper must be APA formatted with a works cited page ! Points will be deducted if the paper is not in this format or is turned in late! You must take the quizzes for each chapter in MyPsychLab prior to coming to class the day we are going to discuss that chapter. The score on that quiz will count towards your final grade. If you do not take the quiz, your final grade will suffer! These quizzes will be worth 100 points towards your final grade and they will help you understand the chapter material. Each test will be worth 50 points. There are no Make - Ups. If you miss a test you will receive a score of 0 for the missing grade. Four test grades (possible 200 points), four response answers on WebCT (possible 80 points total) and one critique (possible 40 points) will constitute your final grade. You will drop your lowest test score and your final test score will fill in for that test. You may not drop the final test unless you have an “A” going into the test and you have attended all classes. Your final grade will be determined on the following scale: A = 388 - 420 B = 356 - 387 C = 324 - 355 D = 292 - 323 F = equal to or less than 291 Expected Student Conduct Students with disabilities ****This syllabus is subject to change****

807 more pages in the full document

Unlock it once and it stays in your library, ready to chat with or turn into flashcards.

Unlock the full document

More Psychology study materials

See all

Study this document with CramX

Once it is in your library, every tool can work from it.