general psych assignment 2

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The assignments for Introductory Psychology are ideas and suggestions to use as you see appropriate. Some are larger assignments spanning several weeks, while others are smaller, less-time consuming tasks. You can view them below or throughout the course.

You can view them below or throughout the course.

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General Psychology: An Introduction

(5 reviews)

Tori Kearns

Deborah Lee

Copyright Year: 2015

Publisher: University System of Georgia

Language: English

Formats Available

Conditions of use.

Learn more about reviews.

Reviewed by Edward Clint, Assistant Professor, Oregon Institute of Technology on 12/15/23

This text covers a wide range of topics that are fit for an introductory college psychology course with no major omissions. However, some chapters provide unduly sparse or inadequate coverage. For example, the "Learning and Conditioning" chapter... read more

Comprehensiveness rating: 4 see less

This text covers a wide range of topics that are fit for an introductory college psychology course with no major omissions. However, some chapters provide unduly sparse or inadequate coverage. For example, the "Learning and Conditioning" chapter doesn't even mention John Watson and generally provides no historical perspective on the evolution of psychology. The "Sensation and Perception" chapter is extremely compact, barely introducing ideas before moving on.

Content Accuracy rating: 5

NOBA psychology chapters tend to be well vetted and authored by subject matter experts (though this varies with chapter). I have not noted any substantial issues of accuracy or errors. But as with any text, there are some. For example, in discussing binocular vision, that chapter describes the familiar pen (or finger) in front of your face example involving closing one eye, then they other as you see the image "jump". The text then says,

"This is how video game manufacturers create the perception of 3D without special glasses; two slightly different images are presented on top of one another."

Apparent 3D in video games not using some sort of VR or 3D glasses/headset do not make any use of binocular disparity as everything seen is on a flat screen the same distance from the player. They are an effect of monocular depth cues.

Vocabulary definitions are sometimes poor. They may be vague or inadequately representative of the concept. For example:

"Behaviorism: The study of behavior." "Quasi-experimental design: An experiment that does not require random assignment to conditions." These are not false statements, but may be misleading or leave quite a lot on the table!

Relevance/Longevity rating: 5

Far more up to date than many textbooks, especially OER textbooks. Among the best in this regard.

Clarity rating: 4

The majority of the text is highly readable and easy to understand. As each chapter has different authors, some succeed better here than others, but I have not found any of the chapters arcane, confusing, or opaque.

Consistency rating: 4

While the format is regulated (learning objectives, content, in-set boxes for examples and questions, vocabulary)... the quality and approach vary between chapters. Some chapters seem to leave off key vocabulary terms in their own vocabulary section or use curiously non-standard definitions.

Modularity rating: 5

The text is generally quite modular throughout.

Organization/Structure/Flow rating: 5

The structure is logical and in accordance with most texts on this topic.

Interface rating: 5

The text is well formatted.

Grammatical Errors rating: 5

I did not find grammatical errors.

Cultural Relevance rating: 5

Cultural perspective is added in many points where it is called-for and examples/images are reasonably diverse. There may be some room for improvement here, but judged against other psychology textbooks, it does very well.

NOBA's collection provides an excellent base for a modern, up-to-date, legible psychology textbook. It is rough around the edges, though, and does require some refinement and bolstering to be a truly world-class product. Easily among the best OER books out there with the potential to be greater still in the hands of a skilled editor or team.

Reviewed by Kate Snyder, Associate Professor, Hanover College on 4/23/21

In general, a fairly comprehensive set of Noba modules that cover the range of key topics in intro psych. The notable exception is a sufficiently comprehensive coverage of gender. Within the developmental chapters, it would be nice to have some... read more

In general, a fairly comprehensive set of Noba modules that cover the range of key topics in intro psych. The notable exception is a sufficiently comprehensive coverage of gender. Within the developmental chapters, it would be nice to have some discussion of aging (although the section on Psychopharmacology and the elderly is helpful) and there is only one sentence to Vygotsky's social constructivist theory in cognitive development, an unfortunate omission of a critical topic. I wish the Conditioning & Learning chapter paid greater attention to types of operant conditioning (there's a lot of depth for classical conditioning but negative reinforcement isn't even mentioned).

Content Accuracy rating: 4

Overall, the content is largely accurate. There is some oversimplification of topics - for example, the discussion of implicit beliefs about intelligence in the Intelligence chapter presents a much stronger statement of this research than has been found of late, and seems to hint at multiple intelligences.

Relevance/Longevity rating: 4

Generally up to date and current. The majority of links I clicked through the "Outside Resources" sections were still functional with just a few exceptions that had broken links.

Clarity rating: 5

Some chapters were more digestible than others (for example, the chapter on Conditioning & Learning, while thorough, was a bit dense to navigate).

Consistency rating: 5

There's nothing overtly contradictory between chapters.

The selected chapters are a nice way to condense the massive Noba module option, and seem to align well. I noted once instance of the text referring to the "section on replication" but it was unclear what section this was, or if it's included within this collection.

Logically organized in a manner that begins with more micro-level processes and ending with more macro concepts.

Interface rating: 4

The "Box" sections are not accessible to readers with visual impairments; they are presented as images rather than text that can be read with screen readers.

Grammatical Errors rating: 4

Minor grammatical issues in some of the Discussion Questions but nothing too overt.

Cultural Relevance rating: 2

Unfortunately, this is the biggest weakness. Race & ethnicity are sparsely mentioned in a few chapters, the section on sex differences in "Hormones & Behavior" ignores intersex and transgender populations, and the use of gender binary language such as "she/her" or "his or her" is common throughout the text (inconsistent with APA 7th edition language requirements on the use of the singular "they"). Chapters varied in sufficiently addressing cultural concepts.

The Discussion Question sections are a bit of a "hit and miss" throughout this collection - some chapters didn't have any, other chapters had good questions, and a few chapters had discussion questions that were really lower-level recall questions rather than prompts to spark discussion. I really wish more figures with data were provided throughout the text to facilitate students' practice in data literacy, as opposed to figures with stock images.

Reviewed by Kristen Bjork, Psychology Instructor (Adjunct), Community College of Aurora on 8/12/20

Overall, the main content of Intro Psych is covered. There is no chapter on gender and sexuality though. One chapter on Hormones and Behavior touches on some sex differences, but is just focused on biology. There is a glossary for each chapter.... read more

Overall, the main content of Intro Psych is covered. There is no chapter on gender and sexuality though. One chapter on Hormones and Behavior touches on some sex differences, but is just focused on biology. There is a glossary for each chapter. Definition are good for the most part, though limited at times. Each chapter covers the big concepts of each topic, but lacks depth at times. I would definitely use supplemental materials if adopting this text. Each chapter also has a list of additional online resources, which is awesome! I was a little disappointed to not see the biopsychosocial model applied to content in each chapter, since that is something I work on all semester with my students. It leads to more critical thinking about content.

The content was accurate and each chapter cited reputable sources. There was one minor instance of a concept being misrepresented. No bias was noted.

Research and examples were relevant and will continue to be applicable without immediate update.

Overall, the text is written in clear, simple language. Descriptions of concepts are concise and easy to understand. There were some sections that got a little jargon heavy for me and I think a little more context/applicable examples would have helped.

No inconsistencies noted.

Text is broken down into chapters with smaller chunks labeled with subheadings. Some chapters contained numbered subsections.

Organization/Structure/Flow rating: 4

Overall, the text is logically organized. There were a few things I didn't get though. There's a separate subchapter about inattentional blindness under the memory chapter, which seems unnecessary and misplaced. There was also a separate subchapter about eyewitness memory, which also seemed unnecessary. I didn't really understand the subchapter separation in general. It would make more sense to just have section headings under one umbrella chapter, especially since the chapters are not long.

A few minor spacing issues noted. No visuals at all in Chapter 1! Not an engaging beginning! Visuals were included in the remaining chapters, though they weren't always meaningful. I viewed the text in a downloaded PDF. Key terms are linked and if you click on them, it takes you to the definition in the glossary. However, you can't easily go back to where you were just reading if you click on it, which is a pain. You have to scroll back up through the chapter and try to find your place. One chapter referenced "an image to the left" but the image was actually on the previous page. Font was easy to read and there was minimal visual clutter on the page.

No grammatical errors noted. (There was one reference page though where they did not follow the APA formatting rule of italicizing the journal titles!)

Cultural Relevance rating: 4

Chapter 1 has a specific objective to look at the role of women and people of color in psychology. Culture is specifically discussed in a few chapters, but not consistently in each chapter. Nothing insensitive was noted, but the majority of pictures used were of white people.

There are some descriptions of concepts that I thought were great and that would facilitate student understanding. However, I would have to use supplemental materials and articles if I were to adopt this text because there are some parts that are lacking.

Reviewed by Robin Gauthier, Adjunt Professor, North Shore Community College on 6/29/20

The textbook covers a lot of ground, but is done in a very logical and progressive manner. Each chapter builds from the other, but at the same time is not reliant on the previous or next chapter. It was well written, not complicated, but... read more

Comprehensiveness rating: 5 see less

The textbook covers a lot of ground, but is done in a very logical and progressive manner. Each chapter builds from the other, but at the same time is not reliant on the previous or next chapter. It was well written, not complicated, but straightforward and easy to comprehend. I particularly like that each chapter has it's own bibliography, outside resources for additional information and vocabulary lists.

Overall found the book accurate, but was concerned by two figures on page 88. These were a bit offensive with the topic relayed in a more sophisticated manner. The figures also appeared a bit racial and in a negative light. This, unfortunately, may determine my use of this book. Hopefully it can be amended.

Since it covers history of psychology it has great relevance. The examples are helpful in illustrating the author's point. In our rapidly changing culture, some current associations may not be fully accurate any longer, such as how either sex responds in certain situations. It did not include transgender responses. The format of the book will lend itself well to updates in any chapter without causing distortion of the next chapter.

The text was very clearly written, quite straightforward, but not overly simplified. The addition of the vocabulary words is helpful for students to build their vocabulary of psychological terms.

As noted earlier, each chapter related well to the others, allowing for consistency of the information presented. One chapter did not contradict another. The terminology was explained well and used well throughout the text.

This text was extremely well sectioned, allowing not only each chapter to be stand-alone, but within the chapter, broken into flowing partitions that connected well to other aspects of the subtopics.

This text presents the material in a logical order and is well-organized. I particularly appreciated that each chapter had, not only a bibliography, but outside resources and vocabulary terminology. For learning purposes, it streamlines learning; For testing purposes, this is a wonderful assist!

Interface rating: 3

The text is easily navigated and clearly identified for the various subjects approached. Some of the images and charts could be reworked. Unfortunately some of the logic of the book becomes lost in trying to figure out what the figure is actually portraying, particularly the charts and figures attempting to relay information about how male and female behavior differ.

I did not find grammatical errors in this text. There was a good flow in reading the material.

Cultural Relevance rating: 3

As noted previously, the figures on page 88 seemed insensitive and not well considered. The text touched upon prejudice in Chapter 15, however it was not interwoven in the book in relaying general psychological outlooks. My thoughts are mixed on this, since it was not intended to be a book about ethnic or racial comparisons, however there are some realities that are important to consider, as well as socioeconomic differences in general regardless of ethnicity and race. I would like to have seen this addressed, at least in part.

Overall I liked this book very much and would consider using it for my class. I would want my concerns addressed first and look forward to the next revision.

Reviewed by Hilmar von Strunck, Assistant Professor of Psychology, Northern Essex Community College on 5/27/20

The book has nicely covered all topics for a typical introduction to psychology textbook. read more

The book has nicely covered all topics for a typical introduction to psychology textbook.

I find the context of the book to be excellent. It is easy to read, well organized, and extremely informative.

The text seems very well researched and comprehensive. I believe that updates can be made easily advancing to a new edition if needed to.

The text follows typical textbook jargon for an introductory psychology text. Proper terminology is used, that should be easily understood by introduction to psychology students and/or the layman person.

Very well written regarding terminology used throughout the text.

The text is easy to follow and can be read and understood no matter which chapter one may start at.

The text is very well organized, and again should be easily understood by introduction to psychology students or the layman person.

The text is easy to follow. Charts/images are appropriate and give a nice visual that explains some of the key concepts.

Text is written in a well worded fashion, as appropriate for this kind of textbook.

Based on the different topics that are covered in the text, I found that it touched appropriately on many of the different cultural and diverse topics that are included in such a text.

One thing that I wanted to point out is that in the "Psychological Disorder" chapter, the author(s) referenced to people with psychological disorders as "sufferers". I would refrain from the term "sufferer". Not everyone with a psychological disorder/ailment suffers. I think it would be more appropriate to say, "the person with depression, schizophrenia, bipolar disorder..... and so forth.

Table of Contents

• Chapter 1: The Origins of Psychology
• Chapter 2: The Methods of Psychology
• Chapter 3: Biological Psychology
• Chapter 4: Sensation & Perception
• Chapter 5: Learning & Behavior
• Chapter 6: States of Consciousness
• Chapter 7: Memory
• Chapter 8: Motivation
• Chapter 9: Stress & Health
• Chapter 10: Cognition: Thinking, Language, and Intelligence
• Chapter 11: Human Development
• Chapter 12: Personality
• Chapter 13: Psychological Disorders
• Chapter 14: Therapy
• Chapter 15: Social Psychology

Ancillary Material

• University System of Georgia

About the Book

The NOBA Project is a growing collection of expert-authored, open-licensed modules in psychology, funded by the Diener Education Fund. From these open modules, Tori Kearns and Deborah Lee created an arranged open textbook for her introductory psychology class. This textbook was created under a Round One ALG Textbook Transformation Grant.

About the Contributors

Tori Kearns, East Georgia State College

Deborah Lee , East Georgia State College

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General Psychology (PSYCH 1113) - Leaf

Technical services librarian.

Session Activities

Journal article analysis/apa.

Course Guide Introduction

Your current library liaison is Haley Monroe (see contact information to the left).

Assignment Requirements

Assignment information.

You have a regular Journal Article Analysis/APA assignment for this class.  Some information about your assignment is listed below.  Refer to Blackboard for a complete assignment description.

Objective : With this regular assignment, students will learn to analyze and evaluate research journal articles while also practicing APA formatting. This assignment will help students build many of the skills needed to write formal papers.

Instructions : Complete the following to write a short APA-style paper:

1. Find a research journal article to analyze

a. The topic for the article must come from one of the two chapters most recently completed in class

b. Use APA PsycArticles on the Library website (https://ecok.libguides.com/home) to find the article

c. Use keywords from the textbook to select an article

2. Use the template starting on p. 2 to complete a short APA-style paper that includes:

a. Title Page (5 pts)

b. Article Chart (10 pts)

c. Citations for the article (10 pts)

d. Article Summary (40 pts)

e. Article-Textbook Connection (20 pts)

f. Article Critique (starting mid-semester) (50 pts)

g. Reference Page (15 pts)

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• URL: https://ecok.libguides.com/psych_1113_leaf

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Resources for Teachers of Psychology

The Society for the Teaching of Psychology (STP) curates and distributes teaching and advising materials to all teachers of psychology (e.g., 4-year instructors, 2-year instructors, and high-school teachers).  The resources available below are documents that can pertain to any aspect of teaching. (NOTE:  Syllabi have their own listings under Project Syllabus .)

Instructors have generously shared classroom activities, annotated bibliographies, film guides, lab manuals, advising aids, textbook compendiums, and much more. Notations indicate those that developed from Instructional Resource Awards .

Guidelines for Authors and Reviewers of Prospective Resources

All of These Resources are Peer-Reviewed

Did you know that all of the resources on this site are peer-reviewed before they are accepted for distribution?  In this way, STP attempts to encourage teaching as scholarship and to provide an endorsement of such work to heighten its value at the local level.  Our peer-review process requires all submissions to describe how the resource is based on evidence-based practices.

Please note:   Because we require all resources on this page to undergo our peer-review process, we do not include links to any resources available from other websites that have not first undergone our peer-review process.

Do you have an idea for a teaching or advising resource that we could distribute? If you are interested in discussing an idea for a possible project, please contact Ashley Waggoner Denton, STP's Editor of Best Practices in Teaching and Learning, at [email protected] .

Request for Volunteers

Would you like to volunteer to review new teaching resource submissions? Reviewing resources is a great way to contribute to STP with a modest time commitment.  If you would like to join the reviewer pool, please send the following information to  Ashley Waggoner Denton, STP's Editor of Best Practices in Teaching and Learning, at  [email protected] .  1) Complete contact information, especially e-mail address, phone number, and institution(s) where you teach 2) A list of courses you teach 3) Other areas that you feel competent to review (e.g., Advising, Careers, Ethics, Film, Practica/Internships, Technology)

Abnormal/Clinical/Counseling   Return to Index

An experiential approach to teaching counseling skills: instructional modules for undergraduate and graduate students in psychology (2020).

Note: 2019 Instructional Resource Award

Educating Students about Professional Licensure in Health Service Psychology (2016)

Dsm-5: using key changes to highlight critical teaching points for undergraduate psychology instructors (2014), why does johnny tantrum (2014).

• Introduction to narration (Word)
• Why Does Johnny Trantrum (PowerPoint)  

Author: Ennio Cipani Affiliation: National University Description: The PowerPoint file provides an introductory narrated presentation (under 8 min.) on a functional behavioral perspective on human behavior, especially explaining why challenging problem behaviors occur. Dr. Cipani contrasts this approach to understanding human behavior with a more traditional approach. The Word document suggests how to use the narration to stimulate class discussion.

Advising    Return to Index

Developing and enhancing students’ job search skills and motivation: an online job search intervention training module (2018).

STP Best Practices Author: Christopher J. Budnick & Larissa K. Barber Affiliation: Southern Connecticut State University & Northern Illinois University Description: This 47-page online training program provides a flexible, low labor, and low cost approach to implementing undergraduate student job search skills and motivation training into psychology courses. Designed to be easily modifiable, this module can be presented via online survey software (e.g., Qualtrics, SurveyMonkey) and housed/deployed using learning management systems. Although this resource should be useful for any instructor wishing to embed job search training in their courses, it will likely especially benefit internship advisors, psychology instructors teaching career-focused courses, and industrial-organizational psychology instructors discussing application and selection processes.

Note: 2016 Instructional Resource Award

Interpersonal Helping Skills Instruction in Undergraduate Psychology Internship Courses (2017)

• Part 1:  Introduction to Resources and Background
• Part 2:  Student Handouts
• Part 3:  Instructor’s Guide

Author: Melissa J. Himelein Affiliation: University of North Carolina, Asheville Description: This 3-part resource advocates a curriculum focused on the instruction of interpersonal helping skills, defined as communication strategies that demonstrate a listener’s attention, interest, understanding, self-awareness, and ability to help. The resource provides instructors with the tools needed to integrate a helping skills curriculum into practicum-centered courses. Part 1 summarizes research establishing the theoretical and empirical basis of a helping skills curriculum. Part 2 provides a set of handouts, which can be distributed to students, summarizing each of 10 specific helping skills. Part 3 offers an instructor’s guide for faculty teaching internship courses containing background information, pedagogical strategies, and resource suggestions pertinent to the teaching of each skill.

Creating a Successful Career in Art Therapy: Advising Guide for Psychology Faculty and Students (2017)

An online career-exploration resource for psychology majors (2018).

For Faculty:  A Formal Introduction to the Resource For Students:  An Online Career-Exploration Resource for Psychology Majors For Departments:  An Online Career-Exploration Resource for Psychology Majors (Poster) - 2016.pptx  (Version for modifying to suit your needs) For Departments: A n Online Career-Exploration Resource for Psychology Majors Poster - PDF (Version for printing or viewing on a mobile device) For High School Teachers:  An Online Vocational-Exploration Resource for High School Psychology Students

Author: Drew C. Appleby Affiliation: Indiana University Purdue University Indianapolis

Description: This resource is composed of the following four parts.

• The first (for faculty) is a formal introduction containing ways to use the resource to promote student success and lists of printed and online sources to aid faculty in their career-advising activities.  
• The second (for students) consists of more than 2,400 hotlinks psychology majors can use to explore 300 careers they can prepare to enter that have been organized into 15 broad occupational categories to facilitate searching.  Persons employed in 57 of these careers are psychologists who must hold the appropriate graduate degree. The remaining 243 psychology-related careers (i.e., those that require the demonstration of psychological knowledge and skills, but which do not carry the title of psychologist) are divided almost equally into two categories: those that can be entered with a bachelor’s degree and those that require a graduate degree.  
• The third is a poster departments can print and post. Faculty, advisors, and administrators can use this resource in classes, advising sessions, and departmental websites to help psychology majors begin the process of accomplishing Goal 5: Professional Development of APA’s Guidelines for the Undergraduate Psychology Major: Version 2.0 by acquiring an understanding of the “settings in which people with backgrounds in psychology typically work,” thus helping them to “develop meaningful professional directions.” 
• The fourth is a poster that high school teachers can use to help their students begin the process of accomplishing the Vocational Applications component of APA’s  National Standards for High School Psychology Curricula  by identifying “careers in psychological science and practice,” “careers related to psychology,” and “degree requirements for psychologists and psychology-related careers.”

Three New Ways to Bring Students’ Attention to the Kisses of Death in the Graduate School Application Process (2015)

Psychology career advice videos (2015), internship supervision resources for developing student employability (2015), educating prospective students of professional psychology about the supply-demand internship crisis (2013), a job list of one's own: creating customized career information for psychology majors (2009), doctor of psychology programs today: location, accreditation, administration, specialization (2007), undergraduate preparation for graduate training in forensic psychology (2006), so your students want to be sport psychologists (2003), a student's guide to careers in the helping professions (1999), position opening: professor--is college teaching a career you should consider (1992), writing letters of recommendation for students: how to protect yourself from liability (1991), what departments and faculty can do to assist their undergraduate students with their graduate school planning (1990), capstones   return to index, work-integrated learning internships in psychology (2023), child development    return to index, the benefits of incorporating a community project in a child development course (2021).

Authors: Jason McCartney and Rhyannon Bemis

Lev’s Research Legacy: A Developmental Psychology Research Methods Activity (2016)

Punishment on trial: a resource guide to child discipline (2009), curriculum guide for instruction in child maltreatment (2007), cognitive psychology    return to index, cognitive psychology games day manual (2024), conference hosting    return to index, how to host an undergraduate twitter poster conference (2021), how to host a student psychology conference at your college: a model from the national office of psi beta (1999), diversity    return to index, social justice pedagogy in psychology: advocating for access to mental health care for youth (2019), increasing inclusiveness and awareness: disability in introductory psychology (2019), presidential taskforce on diversity education (ptde)  (2012).

Author: Mary Kite, Ball State University, Chair, Rosemary Blieszner, Virginia Polytechnic Institute and State University, James E. Freeman, University of Virginia, Ladonna Lewis, Glendale Community College, Jeffery Scott Mio, California State Polytechnic University Description: The APA Task Force on Diversity Education Resources was established by the 2006 APA President Gerry Koocher. The group’s mission was to provide support for instructors who want to address diversity issues in their classrooms. The Task Force compiled annotated bibliographies of teaching resources, including books, book chapters, journal articles, films, websites, and other media. Topics (noted on the navigational bar on the left of this page) included cross-cutting issues, such as assessment, institutional support for diversity education and, power and privilege and specific categories such as Race/Ethnicity, Religion, Gender/Sex, Sexual Orientation, and Age. The resources were developed for teachers of psychology at the high school, undergraduate, graduate, and post-graduate level. The Division 2 Diversity Committee will continue the PTDE's work by making yearly updates to these resources.

Diversity Related Bibliography and Resources (2008)

Understanding and expanding multicultural competence in teaching: a faculty guide (2005), psychology of peace and mass violence -- genocide, torture, and human rights: informational resources (2004), psychology of peace and mass violence -- war, ethnopolitical conflict, and terrorism: informational resources (2004), psychology of peace and mass violence: instructional resources (2004), simulation of a world congress of sexology symposium on aids (2001), informational resources for teaching cross-cultural issues in psychology (1998), activities and videos for teaching cross-cultural issues in psychology (1998), including gay, lesbian, and bisexual students on campus: a short annotated reading list (1994), environmental psychology    return to index, teaching psychology for sustainability: a manual of resources (2006), ethical issues    return to index, plagiarism prevention tutorial: how to avoid common forms of plagiarism (2020, revised).

• Introduction to Plagiarism Prevention Tutorial
• Plagiarism Prevention Tutorial
• Plagiarism Prevention Quiz Questions
• Plagiarism Prevention Quiz Key (requires login)

Tutoriel sur la prévention du plagiat : comment éviter les formes communes de plagiat. [French translation] (2023, Revised)

• Présentation du tutoriel
• Tutoriel sur la prévention du plagiat
• Questionnaire sur la prévention du plagiat
• Corrigé du questionnaire

Auteure: Kosha Bramesfeld Affiliation: Humber College Description : Le tutoriel de 79 diapositives traite des erreurs fréquentes pouvant mener au plagiat, incluant (a) ne pas citer ses sources correctement; (b) copier les mots ou la structure du travail d’autres auteurs; (c) surutiliser le travail d’autres auteurs, aux dépens de sa propre contribution. Les étudiants apprennent comment corriger ces erreurs au fur et à mesure de leur progression à travers les cinq sections du tutoriel : (1) Qu’est-ce que le plagiat; (2) Citer ses sources selon les normes de l’APA; (3) Reformuler; (4) S’assurer que votre travail vous appartient; (5) Mettre en forme une liste de références. Les ressources disponibles comprennent une description du tutoriel et une banque de questions de type vrai ou faux et de questions à choix de réponses multiples. Le corrigé du questionnaire est accessible sur la section du site réservée aux membres ou en contactant l’auteure par courrier électronique. La traduction par: Marie-Claude Richard & Sophie Dubé (Université Laval) Note : La ressource suivante a été traduite du texte original en anglais vers le français avec la permission de la Division 2 de l’Association américaine de psychologie. La Division 2 ne garantit pas l’exactitude de la traduction qui n’est pas un produit officiel de la Division 2 de l’Association américaine de psychologie. Pour tout renseignement concernant cette ressource ou toute autre publication de la Division 2 de l’Association américaine de psychologie, veuillez envoyer un courriel à [email protected].

IRBs and Research on Teaching and Learning (2014)

Activities guide: teaching ethics in the introduction to psychology course (2013), beyond milgram: expanding research ethics education to participant responsibilities (2012), educating students about plagiarism (2012), scientific misconduct: an annotated bibliography of articles selected for their lecture development value (1994), sensitizing undergraduate students to the nature, causes, scope, and consequences of research fraud: preliminary report (1993), ethical issues in teaching and academic life: annotated bibliography (1993), faculty development    return to index, video clips of elements of master teaching (2013), peer review of teaching: an overview (1998), film in psychology    return to index, documentary films for teaching psychology (2011), films illustrating psychopathology (2009), films illustrating character strengths and virtues (2008), using film to teach psychology: a resource of film study guides (2006), history of psychology    return to index, women in psychology (2003), human sexuality    return to index, the development of sexual orientation: a teaching resource (2007 – module 8 added in 2009), industrial/organizational psychology    return to index, materials for incorporating i/o into an introductory psychology course (2013), international psychology    return to index, taking psychology abroad: resources for designing your study abroad course (2009), international psychology: a compendium of textbooks for selected courses evaluated for international content (2002), international psychology: annotated bibliography, relevant organizations, and course suggestions (2002), introductory psychology    return to index, the psychological myth project: research and application (2024), introductory psychology scientific reasoning modules (for small classes) (2019).

• Table of Contents
• ZIP file with Resources

Accessible Modules for Improving Scientific Reasoning in Large Introductory Psychology Classes (2019)

Game-based experiential learning in introductory psychology (2016).

• Instructor's Guide
• Student's Guide

Author(s): Jaclyn Spivey Affiliation: York College Description: This resource introduces a game-based approach to out-of-class activities for Introductory Psychology students. The 16-page instructor’s guide provides background and implementation advice; the 4-page students’ guide lists 9 individual and 6 small-group activities. Because of the asynchronous nature of the activities and required social media documentation, these activities can be used in traditional as well as online settings. Note: 2015 Instructional Resource Award

Writing to Learn, Reciting to Remember: Applying Learning and Memory Principles to Flashcards (2015)

Author(s): Mark L. Mitchell and Janina M. Jolley Affiliation: Clarion University Description: This resource is a tutorial (using PowerPoint®) for students to help them understand, retain, and apply both effective concept learning strategies and effective memory strategies, primarily by creating and then studying from flashcards.  Following the presentation of material, students can take a quiz and print out their results to turn in to their instructor.  In addition, a 5-page document summarizes for instructors what students will be learning.

Statistical Literacy in the Introductory Psychology Course (2014)

• Psychology major learning goals
• Introductory Psychology learning goals
• Literacy resources

Author(s): STP Statistical Literacy Taskforce 2012

Description: The Taskforce created two sets of statistical literacy standards: one for Introductory Psychology at both the high school and college levels and one for undergraduates majoring in basic and applied psychological science. In addition they created a 40-page annotated list of resources that provides examples of the kinds of resources that might be useful for instructors who want to implement the learning goals. Those resources are organized around the topics of general statistical literacy issues, general teaching resources, specific activities and assignments, technology, assessment, websites with more general resources, and ethics/research methods.

Scientific Literacy in a Psychology Curriculum Module (2013)

• Instructional Materials
• Student Materials
• PowerPoint Slides (If using internet explorer, ignore the username/password box that appears when you click on "open")
• Undercover.pptx

Flashcards-Plus: A Strategy to Help Students Prepare for Three Types of Multiple-Choice Questions Commonly Found on Introductory Psychology Tests (2013)

• Introductory Article
• PowerPoint Slides  (If using internet explorer, ignore the username/password box that appears when you click on "open")

Author: Drew C. Appleby Affiliation: Indiana University-Purdue University Indianapolis (Retired) Description: The purpose of this resource is to provide students with a research-based study strategy (creating flashcards) designed to help them understand, prepare for, and take multiple-choice tests more successfully. The 32 slides that accompany the introductory article familiarize students with three types of cognitive processes their instructors will commonly ask them to use in their classes and then invite them to model the behavior of their instructors by creating flashcards.  Their flashcards should contain verbatim definitions for retention questions, accurate paraphrases for comprehension questions, and realistic examples for application questions.

Integrating Mnemonics into Psychology Instruction (2011)

A compendium of introductory psychology texts (2003-2006) (2006), frequently cited concepts in current introduction to psychology textbooks (2006), principles of psychology: experimental foundations laboratory manual (2002), learning and memory    return to index, writing to learn, reciting to remember: applying learning and memory principles to flashcards (2015), learning and memory strategy demonstrations for the psychology classroom (2014), cases in negative reinforcement (2010), media psychology    return to index, teaching scientific literacy and public engagement with social media (2018), instructor resources for media psychology (2010), taking it to the streets: how to give psychology away and become a local media hero (2009), national standards    return to index, national standards for the teaching of high school psychology (2011), principles for quality undergraduate education in psychology (2011), apa guidelines for the undergraduate psychology major (2007), open educational resources    return to index, a primer on open educational resources (oer) for psychology instructors: background, resources, and materials (2017), outcomes    return to index, psychology for the public: a project to foster good science communication (2017).

• ZIP Folder Containing All Resources

Authors: T.M. Vanessa Chan and Jamie M. Trost Affiliation: University of Notre Dame Description: Over the past few years, the media frenzy around our evolving understanding of COVID-19 and its vaccines has highlighted the need for people being trained in the sciences to not only understand the research process, but also be able to explain research to others without the same background and education. While the fields of science journalism and science communication have grown, they are still not well known to students, nor do they preclude the imperative for all students to learn how to talk about what they have learned in an accessible manner. This instructional resource introduces a media project in cognitive psychology / neuroscience, in which students write a press release for a scholarly article and then present the article in a creative media format. Throughout the project, students are invited to think about how the media portrays science and practice communicating without jargon. In this way, the project will not only expose students to the media process, it will also make them more equipped to take scholarly research out of the ivory tower. This resource includes assignment instructions, suggestions for facilitating science communication in psychology, and rubrics for evaluating materials. Note: 2024 Instructional Resource Award

The Employable Skills Self-Efficacy Survey: An Assessment of and Resource for Fostering Skill Development (2017)

An electronic workbook for assessing the dunn et al. (2007) “quality benchmarks in undergraduate psychology programs" (2008), measuring the varied skills of psychology majors: a revision and update of the academic skills inventory (2013), a guide to writing learning objectives for teachers of psychology (2012), goals and objectives for the undergraduate psychology major: recommendations from a meeting of california state university psychology faculty (2000), physiological / biological psychology    return to index, authentic assessments for biopsychology: encouraging learning and retention by applying biopsychological knowledge in real-world contexts (2019), enhancing the physiological psychology course through the development of neuroanatomy laboratory experiences and integrative exercises (2013), interactive teaching activities for introductory biopsychology (2012), positive psychology    return to index, positive psychology teaching tools: supplemental readings to core texts (2012), psychology and law    return to index, psychology and law: a teaching resource (2005), sensation and perception    return to index, build-your-own sensation and perception lab kits: a compilation of inexpensive, accessible activities (2022), sensation and perception: activities to enhance learning (2017), using the drawing and animation tools in powerpoint® to build your own visual perception demonstrations (2010), problem-based group activities for a sensation & perception course [english version] (2009), actividades grupales basadas en problemas para un curso sobre sensación & percepción [spanish translation] (2009), social psychology    return to index, “c’est la vie: the game of social life: a role-playing game for teaching about privilege, oppression, and intersectionality” (2015).

Author: Kosha D. Bramesfeld Institution: Ryerson University Description:  This resource is an empathy-based privilege and oppression awareness intervention that can be used to help students engage in difficult dialogues surrounding the issues of privilege, oppression, and intersectionality.  The materials include (a) 64 character profiles and game sheets that describe the demographic characteristics and resources assigned to each player’s character, (b) a strategy game that presents students with a variety of different decision scenarios that interact with their character’s resources (described in a 33-slide presentation), and (c) an instructor’s guide that covers the development of the game, its recommended uses, and a debriefing and discussion points that help students reflect on the outcomes of the game, its connections with real life inequality, and the role that privilege and oppression might play in the students’ own lives.

Activities for Teaching about Prejudice and Discrimination (2013)

Statistics and research methods    return to index, writing testable research hypotheses: a guided student activity (2023).

• Writing Testable Research Hypotheses: A Guided Student Activity (DOCX)
• Hypothesis Activity Instructional Slides: PDF
• Hypothesis Activity Instructional Slides: Powerpoint Slides
• Hypothesis Activity Instructional Slides: Powerpoint Slides (Accessible Version)
• Hypothesis Activity Student Handout (PDF)
• Hypothesis Activity Student Handout (DOCX)

Author: Kate G. Anderson Affiliation: Presbyterian College Description: This three-part resource describes an activity for teaching students how to write testable research hypotheses. Through this scaffolded activity, students are introduced to the structure of a testable hypothesis and are given the opportunity to practice writing operational definitions and testable correlational and experimental hypothesis. Suitable for use in an introductory research methods class, this activity can be also used by instructors looking to review these fundamental skills in any course. The resource includes an instructor guide, ready-to-use instructional slides, and a student handout.

Making Research Reproducible (2022)

• Making Research Reproducible: Teaching Guide
• Making Research Reproducible: Powerpoint Slides
• Music and Room Color Data

Authors: Jason McCarley & Raechel Soicher Affiliations: Oregon State University Description: This 32-page resource (plus supplementary materials) provides instructors with the resources they need to teach analytical reproducibility to undergraduate students. It includes an introduction to the concept of reproducibility and its importance, a discussion of the challenges researchers face when trying to reproduce others' work, and an activity that teaches students how to prepare their materials in a reproducible way (with step-by-step instructions for both JASP and R users). Instructors will also benefit from a set of ready-to-use PowerPoint slides. Note: 2021 Instructional Resource Award

Evaluating Research Summaries (2021)

Answers & Explanations  (PDF)

Authors: Keith Millis 1 , Diane Halpern 2 , Katja Wiemer 1 , Patricia Wallace 1 Affiliations: 1 Northern Illinois University, 2 Claremont McKenna College Description: This two-part resource, geared toward undergraduate and high school students, provides students with opportunities to learn ways research may be flawed or limited. The first document includes 16 research summaries that contain one or more methodological flaws (e.g., no control group, small sample size). Students must identify which of the 12 possible flaws could be limiting the research presented. Answers and explanations are provided in the second document.

An Exercise to Assess Student Understanding of Bottleneck Concepts in Research Methods (2018)

Statistics that stick: embedding humor in statistics related teaching materials (2016), poker chip people: using manipulatives in a college level statistics course (2015).

• Instructor Manual
• Male Face Labels
• Female Face Labels
• Back labels:  Page 1   -  Page 2

Instructor Materials for Teaching Research Methods Using a Consulting Model (2015)

Increasing graphing literacy and graphing ability in undergraduate psychology majors through active learning based exercises (2014) .

Author: Meridith Pease Selden Affiliation: Yuba College Description: This 63-page resource is designed to increase students’ ability to read graphs and to create a variety of types of graphs in Microsoft’s Excel program. In-class activities and detailed instructions (including screen shots) are appropriate primarily for the graphing unit in a statistics or research methods class, but other instructors who want to help students read primary sources can select particular stand-alone activities from the set provided. Note: 2010 OTRP Instructional Resource Award 

Statistical Literacy Taskforce Learning Goals and Resources (2014)

Instructor's guide to using research methods and statistics concept maps (2013), research readings and statistical exercises using spss and excel (2012), statistics assignments using excel(r) (2010), factorial research design (2010), a template paper with comments for illustrating the 6th edition of apa style (2010), why and how to write apa-style citations in the body and reference section of your papers (2010), exemplar studies for teaching research methodology (2010), yes, you can write in a statistics class: an instructional tool to reduce anxiety and improve statistics performance (2010), statistics decision aids [english version] (2009), ayudas para la decisión estadística [spanish translation] (2009), assessing student learning: a collection of evaluation tools (2009), a self-scoring exercise on apa style and research language (2008), teaching statistics and research methods: a collection of hands-on activities and demonstrations (2008), a student-faculty research agreement (2007), guidelines for preparing posters using powerpoint presentation software (2001), an instructor's guide to electronic databases of indexed professional literature (2000), publication and award opportunities for undergraduate students (1998), teaching tools / programs    return to index, transferable skills assessments (2024).

Authors: Michael B. Madson, Eric R. Dahlen, Kruti Surti, Mark J. Huff, Kelsey Bonfils, & Marisa Alawine

Affiliation: University of Southern Mississippi

Description: This 14-page resource includes instructions and materials for two skills-related assessments. The first assessment is designed to measure students' perceptions of which transferable skills (from the Skillful Psychology Student ) are emphasized within a course and their perceived value and benefit (e.g., "I understand how the skills emphasized in this course will be valuable to my career"). The second assessment is intended as a program or department level measure of how much students are exposed to skills throughout their degree (as described in Madson et al., 2023). The resource includes advice on how to best implement each assessment, and instructors are encouraged to adapt the items and measures to their own unique context. Note: 2023 Instructional Resource Award

Effective Study Strategies Exercises in Online or Blended Delivery (2023)

• Powerpoint Slides (.pptx)

Authors: Sue Morris 1 , Jacquelyn Cranney 1 , and Carolyn Elizabeth Alchin 2

Affiliations: 1 School of Psychology, University of New South Wales, Sydney, 2 School of Psychology and Wellbeing, University of Southern Queensland, Toowoomba, Australia

Description: This 17-page resource provides instructors with resources and activities they can use to help students reflect on their own study strategies and understand which study strategies are supported by research and which are not. Task instructions, sample rubrics, PowerPoint slides, and links to additional instructional resources (e.g., videos) are provided. The resource also includes a helpful table for instructors wishing to connect the material to key learning and memory concepts.

Teaching Students to Synthesize Research Articles: An Online Interactive Tutorial (2023)

• Powerpoint Lecture (.pptx)

Authors: Nikole D. Patson 1 , Emily S. Darowski 2 , and Elizabeth Helder 3

Affiliations: 1 Ohio State University at Marion, 2 Brigham Young University, 3 Augustana College

Holding Space for Reflection: Bringing Current Events into the Classroom  (2022)

Authors: Amy Maslowski

Affiliation: University of North Dakota

Description:  This 25-page resource provides guidance for instructors on how to incorporate the discussion of current events into their psychology classes. It outlines the potential benefits of addressing current events before the start of class and offers advice on how instructors can best structure and plan for these discussions. A sample syllabus statement is provided, as well as specific tips for facilitating these conversations and dealing with challenges that may arise. The resource concludes with a call for more research on the potential effects of including open spaces for discussion in the classroom.

• Instructor Guide
• Fillable PDF Form
• Multiple Courses
• Sample Final

Authors: Ashley Waggoner Denton

Affiliation: University of Toronto

Description:  This 12 page resource and accompanying documents is a resource designed to help psychology students better identify and understand how what they have learned within their courses will transfer to their career and life after graduation. More specifically, this resource helps students be able to articulate the professional skills they have acquired in their psychology courses and understand the competencies that are the basis of these skills. A sample worksheet is provided along with the worksheets that can be utilized with psychology students as they examine either an individual course or when examining multiple courses.

Note: 2021 Instructional Resource Award

Sequential Assignments to Critically Evaluate Psychological Journal Articles (2020)

Authors: Suzanne Wood and Vanessa Chan Affiliations: University of Toronto Description: This 24-page resource contains a series of assignments to teach students the skills needed to interpret and critically evaluate original psychological research (APA Goal #2: Scientific Inquiry and Critical Thinking.) There are five separate activities varying in complexity according to Bloom’s taxonomy. Each assignment includes an overview, guidelines, and a suggested rubric for grading. The individual assignments are hyperlinked in the table of contents to assist in navigation.   Note: 2019 Instructional Resource Award

Critical Thinking in Psychology (& Life) Workshop Series: Instructional Materials (2018)

Authors: Ashley Waggoner Denton and Thalia Vrantsidis Affiliations: University of Toronto Description: This 17-page resource describes the first workshop from a newly developed series of critical thinking workshops aimed at early undergraduate students. This initial workshop,  Setting the Stage: An Introduction to Good Thinking , introduces students to the notion of actively open-minded thinking and emphasizes the idea that critical thinking involves habits, skills, and mindsets that can be developed and continually improved with practice. The purpose of this resource is to offer instructors a brief, effective, and freely available guide that will enable them to incorporate lessons on critical thinking into their existing courses or allow them to run their own critical thinking workshop. The resource includes a list of learning outcomes for the workshop, corresponding lessons and activities, as well as potential assessment strategies. Throughout the resource, the authors also offer insight into which strategies or activities have worked particular well for them, and offer suggestions for alternatives or variations that may work well for others.   Note: 2016 Instructional Resource Award

A Guide to Incorporating Social-Emotional Learning in the College Classroom: Busting Anxiety, Boosting Ability (2018)

Authors: Kristel M. Gallagher and Shevaun L. Stocker Affiliation: Theil College and University of Wisconsin - Superior Description:  This 69-page comprehensive teaching manual describes a novel application of social-emotional learning in the college classroom. It describes an easy-to-implement and scientifically-driven intervention targeting the stress and anxiety experienced by students both within and outside of the classroom. The program includes 15 short, weekly activities that promote key mindfulness and anxiety-reduction practices. Included in the manual are all program materials (including a detailed narrative describing the implementation of the program), as well as an empirical assessment of the efficacy of the program, ideas for possible variations of the program, and a summary of key background research with accompanying references and recommended readings. Note: Note: 2017 Instructional Resource Award

This Class is a Joke! Humor as a Pedagogical Tool in the Teaching of Psychology (2015)

Authors: Dan J. Segrist and Stephen D. A. Hupp Affiliation: Southern Illinois University Edwardsville Description:  This 31-page annotated bibliography provides a representative and relatively comprehensive list of articles, book chapters, and books on the use of humor in teaching psychology, including using humor as a teaching tool, on exams, and in online teaching, and students' perceptions of instructor humor. Note: 2012 OTRP Instructional Resource Award

Instructor Resources for Psychology: Learning to Blog -- Blogging to Learn (2011)

Student Response Systems ("Clickers") in the Psychology Classroom: A Beginner's Guide" (2009)

Traveling psychology fair: learner-centered outreach activities to stimulate interest in psychology (2006), building community in the classroom through ice-breakers and parting ways [english version] (2004), construyendo un sentido de comunidad en clase a través de estrategias para “romper el hielo” y estrategias de cierre [spanish translation] (2004).

PSYCH 101 - General Psychology - Baart: Your Assignment

Your assignment.

• Part 1: Conduct an Author Search
• Part 2: Find an Article in a Peer Reviewed Journal
• How to Read and Summarize a Scholarly Article
• Work off campus
• Citing and Plagiarism
• Library and Tutoring Help Spring 2023

You have a two part assignment that requires you to use the database PsycARTICLES to find scholarly research articles in the field of Psychology. You will need to summarize, cite in APA format and answer a series of questions about the research you find.

Part 1: Conduct an Author search for a Psychology article written in the past 10 years.

Provide and APA formatted citation of the article and then summarize the article (2 or 3 sentences) based on the article ABSTRACT.

Part 2: Find a peer-reviewed article on research using more than 100 participants on a Psychological topic of your choice.

To the best of your ability, answer the following questions:

1. What was the problem the article was trying to solve? 2. What was the number of participants? What type of animals or people were being studied? 3. If it is an experiment what was the independent and dependent variable? If it is correlational what types of variables are being studied? 4. What were the major conclusions drawn at the end of this study 5. What was interesting (if it was) about the study? 6. What can be done to improve the study? (limitations)

You can get help with your library assignment from a librarian either by going to the library in person or emailing the librarian who taught your research session (see under Help tab).

For additional information on your assignment and due dates ask your professor.

How to Use this Research Guide

The tabs above will give you detailed information on how to complete each part of the library assignment.

The section  How to Read and Summarize a Scholarly Article will help you interpret the information in the articles you find and answer the questions in your assignment.

Under Citing and Plagiarism you will find help on how to correctly cite your articles in APA format.

Why can't I just use Google?

Although scholarly information can be found using Google (and Google Scholar) this assignment requires you to learn how to conduct research using the specialized behavioral science database  APA PsycARTICLES , which provides full-text scholarly articles from journals published by the American Psychological Association and affiliated professional organizations.

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• Last Updated: Jul 12, 2024 10:15 AM
• URL: https://library.sunywcc.edu/Psych101-Baart

Celebrating 75 Years of Excellence!

Westchester Community College provides accessible, high quality and affordable education to meet the needs of our diverse community. We are committed to student success, academic excellence, workforce development, economic development and lifelong learning.

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UNDP-IC-2024-230 | Inclusion for Women in Accessing Political & Electoral Space

Procurement process.

IC - Individual contractor

UNDP-PAK - PAKISTAN

11-Sep-24 @ 08:00 AM (New York time)

Published on

28-Aug-24 @ 12:00 AM (New York time)

Reference Number

UNDP-PAK-00869-2

Procurement Unit - [email protected]

Introduction

Country: Pakistan  

Description of the Assignment:  Enhance Inclusion for Women in Accessing Political & Electoral Space

Period of assignment/services: 22 working days spread over a period of  03 months

Proposal should be submitted directly in the portal no later than indicated deadline.

Any request for clarification must be sent in writing via messaging functionality in the portal. UNDP will respond in writing including an explanation of the query without identifying the source of inquiry.

Please indicate whether you intend to submit a bid by creating a draft response without submitting directly in the system. This will enable the system to send notifications in case of amendments of the tender requirements. Should you require further clarifications, kindly communicate using the messaging functionality in the system. Offers must be submitted directly in the system following this link: http://supplier.quantum.partneragencies.org  using the profile you may have in the portal. In case you have never registered before, you can register a profile using the registration link shared via the procurement notice and following the instructions in guides available in UNDP website: https://www.undp.org/procurement/business/resources-for-bidders .  Do not create a new profile if you already have one. Use the forgotten password feature in case you do not remember the password or the username from previous registration.

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