CPY679: History and Systems in Psychology
Fall, 2004
Contact Information
· Prof: Sarah Brem
· Office: Payne 308L
· Office Hours: Thursdays,
3.30 to 5, or by appointment
· Email: sarah.brem@asu.edu
· Web address: http://courses.ed.asu.edu/brem/HistoryAndSystems/
· Fax: 480.965.0300 (attn: sarah brem, cpy
679)
· Voice: 480.965.8748
(contact of last resort, as I am usually not in my office, and do not check
voicemail on a regular schedule)
Materials & Objectives
Assignments
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Blogging,
50% |
For each
discussion, before class you should write a reflection paper addressing the
questions provided. As other
people post, too, you should read their entries and comment on them, or
tailor your own entries to address questions and challenges raised by others. You can post a
new topic, or comment on a previous post—they
count the same. |
Grading
scale (each entry): 2:
challenging, responsive to others, goes
beyond the material, shows a high level of thought and effort 1:
satisfactory response, on-topic, adds something new to the discussion 0:
no response, off-topic, or merely repeats what others said |
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Exam
Construction, 50% |
The last two
classes will be devoted to constructing exam questions addressing the content
of the term. For each content week (i.e., beginning with week 2), you should: 1. write three exam questions: the questions can draw
upon multiple weeks, though questions will not count towards more than one
week (i.e., you need to write 27 questions in all) 2. for each question, briefly explain (one paragraph)
why you believe it to be an appropriate question and an effective way to
assess content knowledge 3. for each question, briefly outline what a good
answer would contain; a list of names, dates, concepts, and other key content
elements is sufficient. Bring copies
of your questions, justifications, and answer outlines to class on those
weeks, one question per page. Bring enough copies to distribute to the whole
class. |
Grading
rubric (weighted equally): Coverage
(0, 1, 2): together, the questions for a particular week cover the important
ideas and events from that week’s
content Justification
(0, 1, 2): the explanation as to why it is a good exam question is clear,
thorough, and succinct Answer
(0, 1, 2): the outline contains only relevant content elements, and does not
omit any content that would be important in answering that question |
Calendar,
Fall 2004
The calendar is subject to
change. Some materials may not yet be available. If you experience difficulties
with the online resources, contact Sarah ASAP.
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2 September |
Introduction |
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Resources: |
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9 September |
Plato &
Aristotle |
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Resources: |
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Plato, Meno Aristotle, Nicomachean Ethics, excerpts |
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16 September |
Christianity
& Medieval Thought |
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Resources: |
Slide Handout |
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Thomas
Aquinas, excerpt from Summa
Theologica |
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23 September |
Christianity
& Medieval Thought, continued |
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Bacon, Roger. On experimental science. William of Occam,
selections |
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30 September |
The
Enlightenment: Mind & Body |
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Resources: |
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Descartes, excerpt from Meditations
Hume, first excerpt from Enquiry
Concerning Human Understanding Kant, excerpt from Prolegomena
to Any Future Metaphysics |
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7 October |
The
Enlightenment: Self & Society |
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Resources: |
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Kant, excerpt from Groundwork
for the Metaphysics of Morals Hobbes, excerpt from Leviathan Locke, excerpt from Second
Treatise on Civil Government |
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14 October |
Functionalism,
Structuralism & Behaviorism |
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Resources: |
Discussion Questions |
Resources: |
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Dewey, J. (1916).
Democracy and education: Chapter
5, Chapter
6, and Chapter
7 James, William (1904). The Chicago school.
Psychological Bulletin, 1, 1-5. Thorndike, Edward L. (1910). The contribution
of psychology to education. Journal of Educational Psychology, 1,
5-12. Titchener, Edward B. (1898a). The postulates
of a structural psychology. Philosophical Review, 7,
449-465. Watson, John B. (1913). Psychology as the behaviorist views it. Psychological Review, 20,
158-177. |
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21 October |
Origins of
Intelligence Testing |
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Resources: |
Discussion Questions |
Slide Handout |
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Galton, Francis. (1865). Hereditary talent and
character. Macmillan's Magazine, 12, 157-166, 318-327. Binet, Alfred. (1905/1916). New methods for the
diagnosis of the intellectual level of subnormals.
In E. S. Kite (Trans.), The development of intelligence in children. Terman, Lewis M. (1916). The uses of
intelligence tests. From The measurement of intelligence (chapter
1). |
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28 October |
The
Cognitive Revolution |
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Resources: |
Discussion Questions |
Slide Handout |
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Tolman, Edward, C. (1948). Cognitive maps in
rats and men. Psychological Review, 55(4), 189-208. Bandura, Albert, Ross, Dorothea, &
Ross, Sheila A.
(1961). Transmisssion of aggressions through imitation of
aggressive models. Journal of Abnormal and Social Psychology, 63,
575-582. Turing, Alan M. (1950). Computing machinery and intelligence. Mind: A Quarterly Review of Psychology and Philosophy, 59,
433-460. |
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4 November |
Psychotherapy |
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Resources: |
Discussion Questions |
Slide Handout |
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Freud, Sigmund. (1910). The origin and
development of psychoanalysis. American Journal of Psychology, 21,
181-218. Jung, Carl G. (1910). The association method.
American Journal of Psychology, 31, 219-269. Sherrill, R.E. (1986). Gestalt therapy
and gestalt psychology. The Gestalt
Journal. Beck, A. (1991).
Cognitive therapy: A 30 year retrospective. American Psychologist, 46, 368-375. Rogers, Carl R.. (1946). Significant aspects
of client-centered therapy. American Psychologist, 1,
415-422. |
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11 November |
Veterans’ Day—NO
CLASS |
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18 November |
Exam
Construction: “Plato & Aristotle”
through “Structuralism & Functionalism” |
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25 November |
Thanksgiving—NO CLASS |
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2 December |
Exam
Construction: “Behaviorism & Ethology” through “Psychotherapy” |
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