Psychology W1 General Psychology, Spring 2018

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University of California, Berkeley
Department of Psychology

Psychology W1
General Psychology

Spring, 2018

Instructor:
Christopher Gade, PhD
Tolman Hall, Room 3412
E-mail: gadecj@berkeley.edu
Office Hours: Mondays/Wednesdays 10 to 11
Online Office Hour: By Appointment

Lectures By:
John F. Kihlstrom, PhD

The best way to contact the instructor and GSI
Is always by email E-mail.

This course will survey the scientific study of mental life and the mental functions that underlie human
experience, thought, and action.  The emphasis is on cognitive processes and social interactions
characteristic of adults.  However, research on nonhuman animals, as well as biological, developmental,
and pathological processes, will be introduced as relevant.  This course, or its equivalent, is a prerequisite
for admission to most upper-division courses in the Department of Psychology.  Psychology 1 (or its
equivalent) is required for prospective majors in Psychology, and is intended for lower-division students
(freshmen and sophomores).

Course credits
Three (3) semester hours (approximately 45 hours of class time)

Prerequisites and Workload
There are no prerequisites for this course.  Anyone with a college-preparatory high-school diploma should
be able to understand the material.

In order to do well in the course, however, students should be prepared to put in some time.  Traditionally,
college courses assume that students devote two to three hours of study at home for every one hour in
class.  Students should be prepared to put in at least 6 hours per week outside of class.

Required and Recommended Readings
Students should purchase two items for the course.

(1) The textbook that we’ll be using is Kalat’s Introduction to Psychology book (2016, 11th ed.).  There are
several ways to access this book.
Option 1: The bookstore is selling a loose-leaf/online bundle.  The bundle includes a Loose-leaf Version
of the 11th edition, plus online access for the book and MindTap® Psychology for 1 term (6 months).  The
ISBN is: 9781337127448.
Option 2: Printed versions of the 11th and 10th editions of this book are also acceptable.  Avoid
purchasing any editions of the book that are older than the 10th edition.

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(2) ZAPS 2.0: The Norton Psychology Labs, an online digital resource by Ton De Jong and colleagues,
allows you to experience various psychological phenomena firsthand, via demonstrations programmed by
a team of Dutch psychologists (hence the sometimes awkward English) and presented over the Internet
(see below for details). You will be required to complete a selection of these exercises during this course.
ZAPS 2.0 is an online resource. The registration code for this website must be purchased separately
through the publisher’s website: https://digital.wwnorton.com/zaps2. Approximate retail price: $30.00.
• Point your browser to the ZAPS 2.0 “landing page”: https://digital.wwnorton.com/zaps2.  You can
purchase the program through the distributor or student book store.
Schedule for Spring 2018
The schedule shown on the following pages is based on three 1 hour lectures per week, except for weeks
devoted to midterm exams.  For convenience, the schedule conforms to a Tuesday-Wednesday-
Thursday format.  The sole exception is the week of Thanksgiving and the RRR week.   Note, however,
that all lectures are available all of the time, from the very beginning of the semester, so that students can
complete lectures at their own pace.  Assignments are due, and exams will be administered, on the dates
indicated.

The entire course is delivered online, employing the Berkeley Canvas website.  To access the course, go
to https://login.uconline.edu/.  You will need to authenticate with a CalNet ID (follow the link and the
instructions on the homepage).  Your access to the Canvas website will terminate on the last day of the
semester, after the final exam has been administered.

You should log into the site on the first week of the semester.

Date
Day
Lecture
Topic
Kalat, 10e

Module 1:  Introduction
16-Jan

Tu

1

Nature and Scope of Psychology
Discussion Comment #1 (See Below for Details)
Chapter 1

Module 2:  Biological Bases of Mind and Behavior
17-Jan
W
2
Organization of the Nervous System
Chapter 3
18-Jan
Th
3
Hindbrain, Midbrain, Diencephalon

23-Jan
Tu
4
Cerebral Cortex

24-Jan
W
5
Hemispheric Specialization, Recovery of Function, and Plasticity

Discussion Comment #2
ZAPS for Active Discovery Learning #1 (See Below for Details)

Module 3:  Methods and Statistics for Psychology
25-Jan

Th

6

Methods and Statistics for Psychology
Discussion Comment #3
Chapter 2

Module 4:  Learning
30-Jan
Tu
7
Reflex, Taxis, and Instinct
Chapter 6
31-Jan
W
8
Classical  and Instrumental Conditioning

1-Feb
Th
9
What is Learned?

6-Feb
Tu
10
A Cognitive View of Learning

Discussion Comment #4
ZAPS for Active Discovery Learning #2

Module 5:  Sensation and Perception
7-Feb
W
11
The Sensory Modalities
Chapter 4

3
8-Feb
Th
12
Sensory Experience

13-Feb
Tu
13
Sensory Thresholds and Signal Detection

14-Feb
W
14
The Ecological View of Perception

15-Feb
Th
15
Perceptual Organization and Pattern Recognition

20-Feb
Tu
16
The Constructivist View of Perception

Discussion Comment #5
ZAPS for Active Discovery Learning #3

21-Feb
W

First Midterm Examination

Administered Online
Covers Modules 1-5, and Kalat Chapters 1-4, 6

Module 6:  Memory
22-Feb
Th
17
Short-Term Memory, Working Memory, and Attention
Chapter 7
27-Feb
Tu
18
Memory: Encoding Processes

28-Feb
W
19
Memory: Storage and Retrieval

1-Mar
Th
20
The Reconstruction of Memory

Discussion Comment #6
ZAPS for Active Discovery Learning#4

Module 7:  Thought and Language
6-Mar
Tu
21
Concepts and Categories
Chapter 8
7-Mar
W
22
Algorithms and Heuristics

8-Mar
Th
23
Are We Rational?

13-Mar
Tu
24
Intelligence
Chapter 9
14-Mar
W
25
Language and Thought

Discussion Comment #7
ZAPS for Active Discovery Learning #5

Module 8: The Trilogy of Mind
15-Mar
Th
26
Emotion
Chapter 12
20-Mar
Tu
27
Motivation

Discussion Comment #8
ZAPS for Active Discovery Learning #6

Module 9: Personality and Social Interaction
20-Mar
Tu
28
Analyzing Social Interaction
Chapter 13
21-Mar
W
29
The Doctrine of Traits

22-Mar
Th
30
The Dialectic Between the Person and Behavior

3-Apr
Tu
31
The Dialectic Between the Environment and Behavior
Chapter 14
4-Apr
W
32
The Dialectic Between the Person and the Environment

Discussion Comment #9
ZAPS for Active Discovery Learning #7

 5-Apr
Th

Second Midterm Examination

Administered Online.
Covers Modules 6-9 and Kalat Chapters 7-9, 12-14

Module 10: Psychological Development
10-Apr
Tu
33
Nature and Nurture
Chapter 5
11-Apr
W
34
Within-Family Differences

4
12-Apr
Th
35
Gender Dimorphism

17-Apr
Tu
36
Continuity and Change in Psychological Development

Discussion Comment #10
ZAPS for Active Discovery Learning #8

Module 11: Psychopathology and Psychotherapy
18-Apr
W
37
Unconscious Mental Life
Chapter 10
19-Apr
Th
38
The Diagnosis of Mental Illness
Chapter 15
24-Apr
Tu
39
Experimental Psychopathology

25-Apr
W
40
Diathesis and Stress

26-Apr
Th
41
Treatment of Mental Illness

27-Apr
Fri
42
The Social Context of Mental Illness

Discussion Comment #11
ZAPS for Active Discovery Learning #9

Module 12: Conclusion
During
RRR

43
Conclusion
No Reading
Discussion Comment #12
Complete ZAPS for Research Participation Experience by Friday, May 4th (See Below for Details)

10-May
Thu

Final Examination

Exam 3 Administered from 11:30 to 12:30 (Location TBA) then Final Exam from 12:40 to 1:40
Exam 3 Covers Modules 10-12 and Kalat Chapters 5, 10, and 15
The Final Exam Covers All Modules and All of Kalat

Supplementary Materials
A set of Lecture Supplements is posted to a supplemental course website on Canvas.  These are,
essentially, written versions of lectures that Dr Kihlstrom would give if this course occupied two semesters
(or maybe two years), instead of just one.  The Supplements also include some essays that Dr Kihlstrom
has written (or in some cases co-authored) on general-interest topics within psychology -- again, you can
think of them as general-interest lectures.  Students will not be held responsible for additional material in
the lecture supplements, beyond what is in the lectures actually delivered online, but those who intend to
major in Psychology may find them informative and useful.  The lecture supplements are updated
throughout the semester.  Click on "Lecture Suplements".

The Canvas website also includes links to Discovery Videos and Online Resources include links to classic
articles in psychology, as well as a collection of videos mostly from Annenberg Media, a project of the
Annenberg Foundation that produces video resources in conjunction with the Public Broadcasting
System.  Of particular interest are:
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The Brain: Teaching Modules, drawn from The Brain, a series presented on PBS in 1997 (32 videos
5-20 minutes in length) -- http://www.learner.org/resources/series142.html.
•
The Mind: Teaching Modules drawn from The Mind, a series presented on PBS in 1999 (35 videos 5-
20 minutes in length) -- http://www.learner.org/resources/series150.html.
•
Seeing Beyond the Obvious: Understanding Perception in Everyday and Novel Environments,
produced by the NASA Ames Research Center and the University of Virginia covers basic issues of
depth perception and perceptual issues that arise in novel environments such as high-speed flight
and microgravity.
•
Discovering Psychology, a televised introduction to psychology hosted by Prof. Philip Zimbardo of
Stanford University, first presented on PBS in 1990 and updated in 2001 (26 half-hour videos) --
http://www.learner.org/resources/series138.html.
•
Seasons of Life, a telecourse on developmental psychology, first presented on PBS in 1992 (5 one-
hour videos and 26 half-our audios) -- http://www.learner.org/resources/series54.html.

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•
 The World of Abnormal Psychology, another telecourse, first presented in 1992 (13 one-hour videos)
-- http://www.learner.org/resources/series60.html.
•
Against All Odds: Inside Statistics, yet another telecourse, hosted by psychologist Teresa Amabile,
and hands down the best introduction to probability and statistics ever (26 half-hour videos) --
http://www.learner.org/resources/series65.html.

Midterm and Final Examinations
There will be two midterm examinations taken online.  There will also be an in-person final exam that
serves as both a 3rd midterm and final exam.  Due to the size of the class, all examinations will be in
multiple-choice format.  The first two midterms will be administered online, via the Canvas website, on
dates announced in the syllabus, and are noncumulative.  THE ONLINE EXAMS CANNOT BE TAKEN
WITH CLASSMATES!  Anyone suspected of taking their exam with others will immediately be failed and
their actions will be reported to the center for student misconduct.  The third midterm will be taken in
person and is scheduled for the final exam day.  It, like the previous exams is not cumulative.  The final
exam will come right after the third exam and will be cumulative.  By UC policy, the 3rd and final exam
MUST be administered in person, though it is possible to arrange for a proctored exam to be
administered off-campus for non-UC Berkeley students. For students taking these last exams on
campus, the exams will be held from 11:30 to 1:40 on the 10th of May (location TBA).

All students that are a) taking the class from a school that is NOT UC Berkeley, b) taking a
Tuesday/Thursday evening class at UC Berkeley that’s final conflicts with ours, or c) participating in a
University sanctioned obligation that conflicts with the scheduled final exam must consult with the
instructor in advance so they can be get something arranged or be put in touch with the proctoring
program coordinators.  Though students using a proctoring program will be aided with the selection
process for proctors, students choosing this option will be responsible for selecting and paying for (if
proctoring program chosen charges) a proctor.  The final exam will not be rescheduled for students
that do not meet the requirements listed above.  Those that meet one of the requirements above
must email the professor about their situation by April 1st.

Feedback concerning exams is posted to the course website, which also contains copies of old exams.
Click on "Exam Information".

Comments and Queries During the Course
Because of the online format of this course, there are no discussion sections as such, and no opportunity
to interrupt the lecture for questions.  However, the instructor and GSIs will be available in weekly
chatrooms for office hours to respond to student comments and queries.  Feel free to make use of these
resources: that is what we are here for.

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From time to time I will post announcements (e.g., about exams) concerning the course; I may
also post corrections and supplements to my lectures. Students may also post comments and
questions concerning the readings, lectures, and other items relevant to psychology.
•
The Canvas website includes a general discussion area which will be used for a wide variety of
communications among students, GSIs, and the instructor.  These messages will be distributed to
the entire class, so don’t post anything of a personal or confidential nature!  Responses from the
instructor or the GSIs also will be posted to the entire discussion board.  Do not send questions
on course content to the instructor’s private Email address; post them to the course website
instead – so that everyone can benefit from the exchange.
•
If you have a communication of a personal nature, such as a family emergency, you should send
private Email to the instructor and your GSI.

Discussion Postings
In order to foster a sense of community in this online course, we have established a “discussion board” on
the Canvas website that will permit students to share their ideas about psychology with each other, and
get some feedback from the group.  For this purpose, students have been assigned to "teams" of up to 30
students, roughly analogous to discussion sections.

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For each module in the course, we have proposed a question for discussion.  By the deadline indicated in
the syllabus, you should post a response to the question posed.  It doesn’t have to be long: 50 well-
chosen words will do, and responses shouldn’t be longer than 250 words (the equivalent of one page,
double-spaced, 12-point type).  All we ask is that you respond to the question thoughtfully.  Your
comments should be based on what you’ve read in the text, and what’s been presented in lectures, and
your own reflections.  It is neither necessary nor desirable that you do any additional reading.  So long as
your comments are on point, relate to what was covered in the class, and reasonably acceptable from the
point of view of grammar and spelling, your responses will earn full credit.  If you are on task, but have not
answered the question at an appropriate level for a multitude of reasons, you can earn “half credit” for the
post.  If your post is unrelated to the topic or you neglect to post by the due date, you will receive a 0.

There are twelve (12) such discussion questions, earning four (4) points each (2 points will be earned for
“half credit” posts).  Each is due by 11:59 PM (Pacific Time) on the date indicated in the syllabus.  That's
one minute before midnight, just like Cinderella.  POSTS THAT ARE SUBMITTED EVEN 1 MINUTE
LATE AFTER THE DUE DATE WILL RECEIVE NO CREDIT.  These posts are meant to keep you up to
date and reward those that are staying on top of things.  Since these activities can all be done whenever
you choose, there is no emergency, internet crash, computer bug, fight with a roommate, accidental
pushing of the wrong tab on the Canvas site, or any other excuse that will earn you credit if you submit
the post after it is due.  KEEP ON TOP OF THIS, STUDENTS TAKING THIS CLASS ALWAYS
STRUGGLE WITH STAYING UP TO DATE EVEN MORE THAN THEY STRUGGLE TO COMPREHEND
THE MATERIAL.

1.   Introduction.  Introduce yourself to your fellow students in your section (and your GSI!).  Tell
us your name (and nickname, if you have one), where you’re from (and describe your home town
a little), what high school you went to, and what your major (or prospective major) is in college.
Then tell us how “General Psychology” fits into your academic program.  Are you thinking of
majoring in Psychology? How is this course relevant to your personal, academic, or career goals?

2.  Biological Bases of Mind and Behavior.  The successful use of methylphenidates such as
Ritalin or Concerta, in the treatment of attention deficit hyperactivity disorder (ADHD) has led to
suggestions that these amphetamine-like stimulant drugs could be used to enhance cognitive
performance (attention, memory, even intelligence) by people who do not have ADHD or a similar
condition.  Assume that these “smart drugs” actually work as advertised to enhance cognition in
“normal” individuals (which, frankly, is an open question).  Is such a use fair?  How is the use of
“smart drugs” to enhance cognitive performance in students different from “blood doping” to
increase aerobic capacity and endurance in athletes, and which is prohibited by the International
Olympic Committee and other athletic organizations?

3.  Methods and Statistics.  A wealth of data indicates that “actuarial” predictions made by a
statistical combination of quantitative data are more accurate than “intuitive” predictions made by
a human judge reviewing the same information.  In the criminal justice system, it’s sometimes
been proposed that decisions made about sentencing, parole, probation, and release be based
on statistical predictions of future risk of re-offending, rather than the intuitive judgments of
judges, prosecutors, probation officers, and the like.  Do you think this is a good direction for
policy to take?  Why or why not?

4.  Learning.  Pavlov thought that all learning entailed classical conditioning, whereas Thorndike
thought the same thing about instrumental conditioning.  Given what you know about
predictability, controllability, and the role of reinforcement in learning, is there any learning that
does not reflect classical and instrumental conditioning, either alone or in combination?

5.  Sensation and Perception.  Jerome Bruner, a pioneering American cognitive psychologist,
introduced what he called a “New Look” in perception by drawing attention to the role of mental
set, emotion, and motivation in perception.  Can we really see the world through “rose-colored
glasses”?  Can we see only what we want to see?  Or are these just metaphors?  Provide an

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example of how either emotion or motivation can affect either the detection of a stimulus or the
perception of some object or event.

6.  Memory. One of the core symptoms of post-traumatic stress disorder (PTSD) is intrusive
memory: disturbing, unwanted memories of the traumatic event keep coming back, either in
waking life or in dreams.  Recently, it has been suggested that this enhancement of memory is
due to stress hormones, and that administering certain drugs shortly after a traumatic event could
prevent traumatic memories from being consolidated, leaving the victim essentially amnesic for
the trauma itself – and therefore, presumably, reducing the likelihood of PTSD.  Assuming that
this were possible, is it a good idea?  Discuss the pros and cons.

7.  Thought and Language.  People don’t always make choices that are in their best interest.
For example, given the opportunity to enroll in a tax-sheltered 401(k) retirement plan to which
their employers will also contribute, most people don’t “opt in”.  As a result, many Americans have
not accrued sufficient retirement savings.  But if enrolling in such a plan is made the default, so
that employees must actively “opt out”, most employees stay enrolled, to the benefit of their later
retirement.  Both outcomes are predictable, given what we know about the role of heuristics and
biases in judgment and decision-making.  Some social scientists have suggested that
policymakers capitalize on these biases to “nudge” people in the direction of making optimal
choices – those which are most beneficial to them (and society).  Others argue that this is
psychological manipulation is an unacceptable infringement on personal freedom.  Evaluate
these arguments, and take a position on this issue.

8.  The Trilogy of Mind.  There is increasing evidence that the relatively large amounts of salt,
fat, and sugar found in convenience and processed foods not only enhances their flavor, but also
encourages overeating and puts consumers at risk for diseases like obesity and diabetes.  In
view of these considerations, should public-health and other officials issue laws and regulations
limiting the size and content of these foods?

9.  Personality and Social Interaction.  Does personality exist in a social vacuum?  Can we
describe individual differences in personality in the abstract, without reference to social context,
the way we describe individual differences in IQ?  Or is individual personality inextricably bound
up with social interaction?  Are there any individual differences in personality that exist
independently of the social context?

10.  Psychological Development.  On January 1, 2014, a California law went into effect which
permits transgender students in grades K-12 to choose public-school restrooms and athletic
teams in accordance with their gender identity, not their biological sex.  Opponents of the law
argue that this policy will violate the privacy rights of the majority of public-school students. Make
a science-based argument concerning this issue, either pro or con, as if you were discussing this
with your family at the dinner table.

11.  Psychopathology and Psychotherapy.  California and New Jersey both have laws
outlawing “gay conversion” therapy for minors, which attempt to “convert” homosexuals into
heterosexuals.  The rationale for the law is that (1) homosexuality isn’t an illness and (2) the
treatment itself may harm patients, increasing their risk for depression and suicide.   Still, some
practitioners objected that any such restriction represented an illegal restraint on trade,
preventing them from offering their patients certain services.  And some parents objected that
they were prevented from seeking treatment in the best interests of their children.  In New Jersey,
one set of parents sued on behalf of their 15-year-old son, who said that he wanted the treatment.
Comment on any aspect of this issue from the perspective of scientific psychology.  Should
providers be able to provide any treatment to their patients, so long as the patients understand
the risks involved?

12. Conclusion.  Philosophers sometimes talk about “folk psychology”, meaning the intuitive
ideas about mind and behavior that we all carry around in our heads.  One of the goals of

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scientific psychology is to refine and correct these intuitive notions.  Looking back over the
course, what one concept, principle, or research finding surprised you the most?  How did
learning about this fact change your understanding of how our minds work, or why we behave the
way we do?

ZAPS 2.0 Exercises for Active Discovery Learning (ZAPS-ADL)
In order to provide you with a more active learning experience – something other than sitting in a chair,
reading the text, viewing slides, and listening to lecture – we have arranged for you to complete a number
of exercises online using the ZAPS 2.0 software. ZAPS 2.0, produced by a group of Dutch psychologists,
stands for Zeer Actieve Psychologie, which translates as Very (Inter)Active Psychology. The ZAPS
software is purchased from the publisher directly.
The Active Discovery Learning (ADL) component of the course requires nine (9) exercises, one for each
major module in the course. They count three (3) points each on an all-or-none basis (just like a neuron).
Each is due by 11:59 PM (PST) on the date indicated in the syllabus. That's one minute before midnight,
just like Cinderella. Note that the ZAPS server may run on Eastern Time, but we make three-hour time
correction.
Click on the “Assignments” tab in Canvas, and then scroll down to find links to the ZAPS-ADL
assignments.
Students will receive full credit for completing each exercise by the deadline announced in the syllabus.
Late completions will not receive any credit. Note that the deadlines are all one minute before midnight,
just like Cinderella, according to the official time recorded by the computer at the time you logged on.
Your participation in these exercises is recorded automatically by the ZAPS server; but as a backup, you
should print out each exercise (click “Print Version” on the last screen). If for some reason the ZAPS
server fails to record your participation, presenting this printout will ensure that you receive proper credit.
Within about 1 day of each deadline, credit for completing the Discussion exercise will be posted to the
Gradebook.
You may do as many additional ZAPS 2.0 exercises as you wish. However, there will be no extra credit
given for any ZAPS completed beyond the requirement (to give extra credit in this manner would be unfair
to students whose other responsibilities may not give them the time to do more than is required).
ZAPS 2.0 is an online resource. The registration code for this website must be purchased separately
through the publisher’s website: https://digital.wwnorton.com/zaps2. Approximate retail price: $30.00.

ZAPS Experiments rely on popup windows, cookies, and JavaScript.  Be sure to turn off all popup
blockers in your web browser before you try to do anything with ZAPS.

After you enter the site, you will see a long list of ZAPS exercises (click on ZAPS Listed Alphabetically”).
There are dozens of these, and you may do all the ZAPS exercises you want, and you'll learn from each
of them.  But you are only required to complete the nine specific exercises indicated on the
syllabus -- one for each of nine major modules in the course:

ADL Assignment
Module
ZAPS Exercise
#1
2
“Split Brain”
#2
4
"Classical Conditioning”
#3
5
“Signal Detection”
#4
6
“Serial Position Effect”
#5
7
“Mental Scanning”
#6
8
“Recognizing Emotions”
#7
9
“Big Five”
#8
10
“Implicit Association Test”
#9
11
“Narcissism”

There are no assigned ZAPS-ADL exercises for Modules 1, 3, or 12.

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•
No substitutions are permitted.  You will complete additional ZAPS exercises for the Research
Participation Experience component of the course, as described below.

•
Your participation in each ZAPS exercise will be recorded in the online gradebook.  But this is not
a foolproof process.  You have to correctly log into the ZAPS server and identify this class for
credit to be posted.  If your participation was completed on time but has not been properly
credited, write me via email and I will recheck the roster.  Take a screenshot (“Print Screen”) of
this page and paste it into an Email it to me.  If the Student Activity Monitor shows that you
completed the assignment by the deadline, we’ll give you credit.

•
ZAPS Exercises for Research Participation Experience (ZAPS-RPE)
Because psychology is a scientific discipline, research experience is an integral part of Psychology 1 (and
many other lower-division and survey courses in the Department). On campus, this component of the
course is satisfied through student participation in the Research Participation Program (RPP). RPP is
somewhat analogous to the laboratory sections offered in the natural sciences, except that students serve
as subjects rather than experimenters. Although students do contribute data to ongoing research projects,
the primary purpose of the RPP requirement is to familiarize students with the methods by which scientific
research in psychology is conducted.

Because of the online delivery of this course, to students who may be located far from Berkeley, it is not
feasible for students to participate in on-campus research projects. However, a similar experience may be
had by completing a subset of ZAPS 2.0 exercises that involve the actual collection of data. In each
exercise, you will be asked to participate just as an ordinary research subject would; the exercise also
contains an explanation of the experiment and allows you to see that data that has been collected.
The online version of Psychology 1 requires students to complete any five (5) such exercises, other than
the ones specifically required for ZAPS-ADL. Each exercise will take about 15 minutes. For grading
purposes, the Research Participation Experience (ZAPS-RPE) requirement is worth 15 points (3 points
for each of 5 ZAPS exercises).

Click on the “Assignments” tab in Canvas, and then scroll down to find the link to ZAPS-RPE. Then follow
the general instructions for ZAPS-ADL. Do not create a separate Student Set ID: use the same User
Information for both sets of ZAPS exercises.

As with ZAPS-ADL, described above, you may do as many additional ZAPS-RPE exercises as you wish.
However, there will be no extra credit given for any ZAPS completed beyond the ADL and RPE
requirements.

You must complete the ZAPS-RPE exercises by 11:59 PM (PST) on the last Friday of the RRR week.
Accumulated credits for your top 5 performances on the ZAPS-ADL activities will be entered into the
Gradebook.
Grading Policy
Final grades will be calculated on the basis of 290 points distributed according to the following rules:

•
two (2) midterm examinations, 50 points each
•
final exam (covers a 50 point 3rd midterm followed by a 50 point cumulative final), 100
points
•
12 Discussions, 4 points each, for a total of 48 points.
•
9 ZAPS exercises for Active Discovery Learning, 3 points each, for a total of 27 points.
•
5 ZAPS exercises for Research Participation Experience, 3 points each, for a total of 15
points.

Letter grades will be assigned according to the following scheme.  If necessary, the distribution of final
letter grades in this course will be adjusted to conform to the overall distribution of grades in lower-level
courses at UC Berkeley.

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•
The accumulation of at least 90% of the total possible points (i.e., 261 points) will result in some
kind of A.  90-92.99% will earn an A-, 93-96.99% will earn an A, and 97-100%+ will earn an A+.
•
Accumulation of at least 80% of the total possible points (i.e., 232 points) will result in some kind
of B.  80-82.99% will earn a B-, 83-86.99% will earn a B, and 87-89.99% will earn a B+.
•
Those who accumulate more than 60% of the total possible points (i.e., 174 points) will earn
some kind of C. 60-66.99% will earn a C-, 67-74.99% will earn an C, and 75-79.99% will earn a
C+.
•
Those who accumulate more than 30% of the total possible points (i.e., more than 87 points) will
receive a D.

Intellectual Property Notice
In this class, you may share any notes you take with other members of this class.  You may also record
the class, if you wish, as long as that recording is only for use by you and other members of this class.
You may not post notes, recordings, class materials, etc., anywhere except on our class websites.  Any
commercial use of materials from this class is forbidden by University policy and California state law.

UCB Honor Code
The student community at UC Berkeley has adopted the following Honor Code:

“As a member of the UC Berkeley community, I act with honesty, integrity, and respect
for others.”  The hope and expectation is that you will adhere to this code.

Collaboration and Independence:  Reviewing lecture and reading materials and studying for exams can
be enjoyable and enriching things to do with fellow students.  This is recommended.  However, unless
otherwise instructed, homework assignments are to be completed independently and materials submitted
as homework should be the result of one’s own independent work.

Cheating:  A good lifetime strategy is always to act in such a way that no one would ever imagine that
you would even consider cheating.  Anyone caught cheating on a quiz or exam in this course will receive
a failing grade in the course and will also be reported to the University Center for Student Conduct.  In
order to guarantee that you are not suspected of cheating, please keep your eyes on your own materials
and do not converse with others during the quizzes and exams.

Plagiarism:  To copy text or ideas from another source without appropriate reference is plagiarism and
will result in a failing grade for your assignment and usually further disciplinary action.  For additional
information on plagiarism and how to avoid it, see, for example:
http://www.lib.berkeley.edu/instruct/guides/citations.html#Plagiarism
http://gsi.berkeley.edu/teachingguide/misconduct/prevent-plag.html

Academic Integrity and Ethics:  Cheating on exams and plagiarism are two common examples of
dishonest, unethical behavior.  Honesty and integrity are of great importance in all facets of life.  They
help to build a sense of self-confidence, and are key to building trust within relationships, whether
personal or professional.  There is no tolerance for dishonesty in the academic world, for it undermines
what we are dedicated to doing – furthering knowledge for the benefit of humanity.

Your experience as a student at UC Berkeley is hopefully fueled by passion for learning and replete with
fulfilling activities.  And we also appreciate that being a student can be stressful.  There may be times
when there is temptation to engage in some kind of cheating in order to improve a grade or otherwise
advance your career.  This could be as blatant as having someone else sit for you in an exam, or
submitting a written assignment that has been copied from another source.  And it could be as subtle as
glancing at a fellow student’s exam when you are unsure of an answer to a question and are looking for
some confirmation.  One might do any of these things and potentially not get caught.  However, if you
cheat, no matter how much you may have learned in this class, you have failed to learn perhaps the most
important lesson of all.

11

In accordance with this new Honor Code, students will be asked to sign the following UC Berkeley Honor
Pledge prior to examinations:

“On my honor, I have neither given nor received assistance in the taking of this exam.”


Psychology W1 General Psychology Online, Summer 2018

site:berkeley.edu Psychology 1 syllabus tbp.studentorg.berkeley.edu

Page 1

University of California, Berkeley
Department of Psychology
Psychology W1, 2018*
General Psychology Online
Summer Session, 2018
Course Description
This course will survey the scientific study of mental life and the
mental functions that underlie human experience, thought, and action.
The emphasis is on cognitive processes and social interactions
characteristic of adults.  However, research on nonhuman animals, as
well as biological, developmental, and pathological processes, will be
introduced as relevant.  This course, or its equivalent, is a prerequisite
for admission to most upper-division courses in the Department of
Psychology.  Psychology 1 (or its online equivalent, Psychology W1) is
required for prospective majors in Psychology, and is intended for
lower-division students (freshmen and sophomores).
Course Credits
Three (3) semester hours (approximately 45 hours of class time)
Prerequisites & Workload
There are no prerequisites for this course.  Anyone with a college-
preparatory high-school diploma should be able to understand the
material.
In order to do well in the course, however, students should be
prepared to put in some time.  Traditionally, college courses assume
that students devote two to three hours of study outside class for
every one hour in class.  In the summer session, there are six (6) 1-
hour lectures per week.  Following the "industry standard", then,
students should be prepared to put in at least 12 hours per week
outside of class.

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Instructor Information, Contact, & Office
Hours, Communication
Course Instructor
Chris Gade, PhD
Professor, Department of Psychology
E-mail: gadecj@berkeley.edu
Office Hours: Tuesday/Thursday 1:30 to 2:00
Office Location: Yali’s Cafe in Stanley Hall
Graduate Student Instructors (GSIs)
• Jenna Wells
• Vanessa Castro
Contact your Instructor and GSIs through Canvas.
Online Office Hours
Because of the online format of this course, there are no discussion
sections as such, and no opportunity to interrupt the lecture for
questions. However, the instructor and GSIs will be available in weekly
chatrooms for office hours to respond to student comments and
queries. Online office hours will be announced in advance. Feel free
to make use of these resources: that is what we are here for.
Queries and Comments During the Course
This course offers a “Queries and Comments” discussion board, which
will be used for a wide variety of communications among students,
GSIs, and the instructor.  These messages will be distributed to the
entire class, so don’t post anything of a personal or confidential
nature!  Responses from the instructor or the GSIs also will be posted
to the entire discussion board.  Do not send questions on course
content to the instructor’s private Email address; post them to the
course website instead – so that everyone can benefit from the
exchange.

Page 3

From time to time I will post announcements (e.g., about exams)
concerning the course; I may also post corrections to the lectures.
Students may also post comments and questions concerning the
readings, lectures, and other items relevant to psychology.
If you have a communication of a personal nature, such as a family
emergency, you should send private Email to the instructor and your
GSI.
Required and Recommended Readings
Students should purchase two items for the course.
1. The textbook, Introduction to Psychology (Cengage, 11th ed.,
2016), by James W. Kalat, is required. There are several ways to
access this book:
• Option 1: The bookstore is selling a loose-leaf/online bundle.  The
bundle includes a Loose-leaf Version of the 11th edition, plus online
access for the book and MindTap® Psychology for 1 term (6
months).  The ISBN is: 9781337127448.

• Option 2: Printed versions of the 11th and 10th editions of this
book are also acceptable.  Avoid purchasing any editions of the
book that are older than the 10th edition.
2. ZAPS 2.0: The Norton Psychology Labs, an online digital resource
by Ton De Jong and colleagues, allows you to experience various
psychological phenomena firsthand, via demonstrations
programmed by a team of Dutch psychologists (hence the
sometimes awkward English) and presented over the Internet (see
below for details).  You will be required to complete a selection of
these exercises during this course.  ZAPS 2.0 is an online
resource.  The registration code for this website must be purchased
separately through the publisher’s website:
https://digital.wwnorton.com/zaps2.  Approximate retail price:
$35.00.
• Point your browser to the ZAPS 2.0 “landing page”:
https://digital.wwnorton.com/zaps2.
o Click on the big “Z” button on the lower left corner of this page.

Page 4

• Click on the big green button labeled “Sign In, Register a Code, or
Purchase Access”.
• Select “No, I need to register, purchase, or sign up for trial access.
• Click on the green box that says “Register, Purchase, or Sign Up for
Trial Access.
• Enter your name, school email (e.g., JohnSmith@berkeley.edu),
and create a password.
o Enter your name as you are registered for this course, with your
last (family) name first – e.g., “Kihlstrom, John F” or “Xi,
Jinping”.
o Your password must be at least 8 characters long, and must
contain at least 1 upper-case letter.
• Select “I want to purchase access”.
o Do Not sign up for “21 days of free trial access”.
• Click on the green box that says “Show Purchasing Options”.
• When prompted for a “Student Set ID”, enter 55670.
o This is important.  Without the proper Student Set ID, you will
not receive appropriate credit for completing the ZAPS exercises.
o If you cut and paste the Student Set ID into a webpage, be sure
not to enter the leading space ( ) or the following period (.).
Otherwise, your Student Set ID will be incorrect, and you will not
receive appropriate credit.
Schedule for Summer 2018
The schedule shown on the following pages is based on an hour’s
lecture or quiz on 6 out of the 7 days of the summer class’s week.  For
convenience, the schedule conforms to a Monday through Saturday
schedule.  Note, however, that all lectures are available all of the time,
from the very beginning of the semester, so that students can
complete lectures at their own pace.  Assignments are due, and exams
will be administered, on the dates indicated.
The entire course is delivered online, employing the Canvas learning
management system.  You will need to authenticate with a CalNet ID.

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Your access to Canvas will terminate on the last day of the semester,
after the final exam has been administered.
You must log in to Canvas either the Monday or Tuesday of the first
week of the Summer Session.  For details, see the Orientation
materials distributed to all registered students by Berkeley Summer
Sessions.
The course is divided into 12 topical modules, each covering a large
segment of psychology.  A typical module consists of about 4 lectures
(some more, some less).  You access these modules by clicking on the
“Module” link in the Canvas navigation bar.  Each module begins with a
video overview, followed by one or more lectures.
Here is the schedule of events for Summer 2018:
Module 1: Introduction
Table 1: Module 1 Introduction
Date &
Day
Lecture
Topic
Kalat,
10/11e
June 18
– M
1
Nature and Scope of Psychology
Discussion Comment #1 (See
Below for Details)
Chapter 1
Module 2: Biological Bases of Mind of Behavior

Page 6

Table 2: Module 2: Biological Bases of Mind of Behavior
Date &
Day
Lecture
Topic
Kalat,
10/11e
June 19
– Tu
2
Organization of the Nervous
System
Chapter 3
June 20
- W
3
Hindbrain, Midbrain,
Diencephalon
Chapter 3
June 21
- Th
4
Cerebral Cortex
Chapter 3
June 22
- F
5
Hemispheric Specialization,
Recovery of Function, and
Plasticity
Discussion Comment #2
ZAPS 2.0 for Active Discovery
Learning #1 (See below for
Details)
Chapter 3
Module 3: Methods and Statistics for Psychology
Table 3: Module 3: Method and Statistics for Psychology
Date &
Day
Lecture
Topic
Kalat,
10/11e
June 23
– Sa
6
Methods and Statistics for
Psychology
Discussion Comment #3
Chapter 2
Module 4: Learning

Page 7

Table 4: Module 4: Learning
Date &
Day
Lecture
Topic
Kalat,
10/11e
June 25
– M
7
Reflex, Taxis, and Instinct
Chapter 6
June 26
– Tu
8
Classical and Instrumental
Conditioning
Chapter 6
June 27
– W
9
What is Learned?
Chapter 6
June 28
- Th
10
A Cognitive View of Learning
Discussion Comment #4
ZAPS 2.0 for Active Discovery
Learning #2
Chapter 6

Page 8

Module 5: Sensation and Perception
Table 5: Module 5: Sensation and Perception
Date &
Day
Lecture
Topic
Kalat,
10/11e
June 29
– F
11
The Sensory Modalities
Chapter 4
June 30
– Sa
12
Sensory Experience
Chapter 4
July 2 –
M
13
Sensory Thresholds and Signal
Detection
Chapter 4
July 3 –
Tu
14
The Ecological View of Perception Chapter 4
July 4 –
W
15
Perceptual Organization and
Pattern Recognition
Chapter 4
July 5 -
Th
16
The Constructivist View of
Perception
Discussion Comment #5
ZAPS 2.0 for Active Discovery
Learning #3
Chapter 4
First Midterm Examination
Table 6: First Midterm Examination
Date &
Day
Midterm Examination 1
July 6 -
F
Administered Online
Covers Modules 1-5, and Kalat, Chapters 1-4, 6

Page 9

Module 6: Memory
Table 7: Module 6: Memory
Date &
Day
Lecture
Topic
Kalat,
10/11e
July 7 –
Sa
17
Short-Term Memory, Working
Memory, and Attention
Chapter 7
July 9 –
M
18
Memory: Encoding Processes
Chapter 7
July 10 –
Tu
19
Memory: Storage and Retrieval
Chapter 7
July 11 –
W
20
The Reconstruction of the Past
Discussion Comment #6
ZAPS 2.0 for Active Discovery
Learning #4
Chapter 7
Module 7: Thought and Language
Table 8: Module 7: Thought and Language
Date &
Day
Lecture
Topic
Kalat,
10/11e
July 12 –
Th
21
Concepts and Categories
Chapter 8
July 13 –
F
22
Algorithms and Heuristics
Chapter 8
July 14 –
Sa
23
Are We Rational?
Chapter 8
July 16 –
M
24
Intelligence
Chapter 9
July 17 –
Tu
25
Language and Thought
Discussion Comment #7
ZAPS 2.0 for Active Discovery
Learning #5
Chapter 8

Page 10

Module 8: The Trilogy of Mind
Table 9: Module 8: The Trilogy of Mind
Date &
Day
Lecture
Topic
Kalat,
10/11e
July 18 –
W
26
Emotion
Chapter 12
July 19 –
Th
27
Motivation
Discussion Comment #8
ZAPS 2.0 for Active Discovery
Learning #6
Chapter 12
Module 9: Personality and Social Interaction
Table 10: Module 9: Personality and Social Interaction
Date &
Day
Lecture
Topic
Kalat,
10/11e
July 20 –
F
28
Analyzing Social Interaction
Chapter 13
July 21 –
Sa
29
The Doctrine of Traits
Chapter 13
July 23 –
M
30
The Dialectic Between the
Person and Behavior
Chapter 13
July 24 –
Tu
31
The Dialectic Between the
Environment and Behavior
Chapter 14
July 25 –
W
32
The Dialectic Between the
Person and the Environment
Discussion Comment #9
ZAPS 2.0 for Active Discovery
Learning #7
Chapter 14

Page 11

Second Midterm Examination
Table 11: Second Midterm Examination
Date &
Day
Midterm Examination 2
July 26
– Th
Administered Online
Covers Modules 6-9, and Kalat, Chapters 7-9, 12-14
Module 10: Psychological Development
Table 12: Module 10: Psychological Development
Date &
Day
Lecture
Topic
Kalat,
10/11e
July 27 -
F
33
Nature and Nurture
Chapter 5
July 28 -
Sa
34
Within-Family Differences
Chapter 5
July 30 –
M
35
Gender Dimorphism
Chapter 5
July 31 –
Tu
36
Continuity and Change in
Psychological Development
Discussion Comment #10
ZAPS 2.0 for Active Discovery
Learning #8
Chapter 5

Page 12

Module 11: Psychopathology and Psychotherapy
Table 13: Module 11: Psychopathology and Psychotherapy
Date &
Day
Lecture
Topic
Kalat,
10/11e
August 1
– W
37
Unconscious Mental Life
Chapter 10
August 2
– Th
38
The Diagnosis of Mental Illness
Chapter 15
August 3
– F
39
Experimental Psychopathology
Chapter 15
August 4
– Sa
40
Diathesis and Stress
Chapter 15
August 6
– M
41
Treatment of Mental Illness
Chapter 15
August 7
– Tu
42
The Social Context of Mental
Illness
Discussion Comment #11
ZAPS 2.0 for Active Discovery
Learning #9
Chapter 15
Module 12: Conclusion
Table 14: Module 12: Conclusion
Date &
Day
Lecture
Topic
Kalat,
10/11e
August 8
– W
43
Conclusion
Discussion Comment #12
Complete ZAPS 2.0 for
Research Participation
Experience by August 9th at
Midnight (See Below for Details)
No Reading

Page 13

Final Examination
Table 15: Final Examination
Date &
Day
Final Examination
Aug 10
– F
Administered 9:00AM – 12:00 Noon in
Room TBD

First Portion Covers Modules 10-12 and Kalat Chapters
5,10,15

Remainder Covers All Modules and All of Kalat
Supplemental Materials
A set of Lecture Supplements is posted to the course site on Canvas.
These are, essentially, written versions of lectures that Dr. Kihlstrom
would give if this course occupied two semesters (or maybe two
years), instead of just one.  The Supplements also include some
essays that Dr. Kihlstrom has written (or in some cases co-authored)
on general-interest topics within psychology -- again, you can think of
them as general-interest lectures.  Students will not be held
responsible for additional material in the lecture supplements, beyond
what is in the lectures actually delivered online, but those who intend
to major in Psychology may find them informative and useful.  The
lecture supplements are updated throughout the semester.
You’ll find a link to the Lecture Supplements on the Canvas navigation
bar.
Online Videos
The Canvas website also includes links to Discovery Videos and Online
Resources include links to classic articles in psychology, as well as a
collection of videos mostly from Annenberg Media, a project of the
Annenberg Foundation that produces video resources in conjunction
with the Public Broadcasting System.  Of particular interest are:

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• The Brain: Teaching Modules, drawn from The Brain, a series
presented on PBS in 1997 (32 videos 5-20 minutes in length) --
http://www.learner.org/resources/series142.html.
• The Mind: Teaching Modules drawn from The Mind, a series
presented on PBS in 1999 (35 videos 5-20 minutes in length) --
http://www.learner.org/resources/series150.html.
• Seeing Beyond the Obvious: Understanding Perception in Everyday
and Novel Environments, produced by the NASA Ames Research
Center and the University of Virginia covers basic issues of depth
perception and perceptual issues that arise in novel environments
such as high-speed flight and microgravity.
• Discovering Psychology, a televised introduction to psychology
hosted by Prof. Philip Zimbardo of Stanford University, first
presented on PBS in 1990 and updated in 2001 (26 half-hour
videos) -- http://www.learner.org/resources/series138.html.
• Seasons of Life, a telecourse on developmental psychology, first
presented on PBS in 1992 (5 one-hour videos and 26 half-our
audios) -- http://www.learner.org/resources/series54.html.
•  The World of Abnormal Psychology, another telecourse, first
presented in 1992 (13 one-hour videos) --
http://www.learner.org/resources/series60.html.
• Against All Odds: Inside Statistics, yet another telecourse, hosted
by psychologist Teresa Amabile, and hands down the best
introduction to probability and statistics ever (26 half-hour videos) -
- http://www.learner.org/resources/series65.html.
Midterm and Final Examinations
There will be two midterm examinations taken online. There will also
be an in-person final exam that serves as both a 3rd midterm and final
exam.  Due to the size of the class, all examinations will be in
multiple-choice format.  The first two midterms will be administered
online, via the Canvas website, on dates announced in the syllabus,
and are noncumulative.  THE ONLINE EXAMS CANNOT BE TAKEN WITH
CLASSMATES!  Anyone suspected of taking their exam with others will
immediately be failed and their actions will be reported to the center
for student misconduct.  The third midterm will be taken in person and
is scheduled for the final exam day.  It, like the previous exams is not

Page 15

cumulative.  The final exam will come right after the third exam and
will be cumulative. By UC Berkeley policy, the final exam must be
administered on campus, though it is possible to arrange for a
proctored exam to be administered off-campus.  For Summer 2018,
the final exam is scheduled for Friday, August 10, 2018, 9:00 AM -
12:00 Noon PST, in a room to be announced.
Students whose University or personal obligations may conflict with a
scheduled exam should consult with the instructor in advance.  In
particular, students should plan their end-of-session travel schedules
to permit them to take the final exam at the scheduled time.  The final
exam will not be rescheduled.
Students who are unable to take the final will need to arrange for an
approved proctor to administer the exam off-campus.  You can review
the Finding a Proctor Tutorial to learn how to obtain a qualified
proctor.  Summer Sessions’ student support staff will manage the off-
site proctor approval and tracking process.  For questions email
summer_online_support@berkeley.edu.  The deadline for finalizing
these arrangements is July 15, 2018 PST.
Feedback concerning exams is available, and also contains copies of
old exams.  To access these materials, click on "Exam Information" in
the left navigational menu.
Discussion Postings
In order to foster a sense of community in this online course, we have
established a “discussion board” on Canvas that will permit students to
share their ideas about psychology with each other, and get some
feedback from the group.  For this purpose, students have been
assigned to "groups" of approximately 30 students, roughly analogous
to discussion sections.
For each module in the course, we have proposed a question for
discussion.  By the deadline indicated in the syllabus, you should post
a response to the question posed.  It doesn’t have to be long: 50 well-
chosen words will do, and responses shouldn’t be longer than 250
words (the equivalent of one page, double-spaced, 12-point type).  All
we ask is that you respond to the question thoughtfully.  Your
comments should be based on what you’ve read in the text, and
what’s been presented in lectures, and your own reflections. It is
neither necessary nor desirable that you do any additional reading.  So

Page 16

long as your comments are on point, relate to what was covered in the
class, and reasonably acceptable from the point of view of grammar
and spelling, your responses will earn full credit.  If you are on task,
but have not answered the question at an appropriate level for a
multitude of reasons, you can earn “half credit” for the post.  If your
post is unrelated to the topic or you neglect to post by the due date,
you will receive a 0.
There are twelve (12) such discussion questions, earning four (4)
points each (2 points will be earned for “half credit” posts).  Each is
due by 11:59 PM (Pacific Time) on the date indicated in the syllabus.
That's one minute before midnight, just like Cinderella.  POSTS THAT
ARE SUBMITTED EVEN 1 MINUTE LATE AFTER THE DUE DATE WILL
RECEIVE NO CREDIT.  These posts are meant to keep you up to date
and reward those that are staying on top of things.  Since these
activities can all be done whenever you choose, there is no
emergency, internet crash, computer bug, fight with a roommate,
accidental pushing of the wrong tab on the Canvas site, or any other
excuse that will earn you credit if you submit the post after it is due.
KEEP ON TOP OF THIS, STUDENTS TAKING THIS CLASS ALWAYS
STRUGGLE WITH STAYING UP TO DATE EVEN MORE THAN THEY
STRUGGLE TO COMPREHEND THE MATERIAL.
1. Introduction.  Introduce yourself to your fellow students in your
section (and your GSI!).  Tell us your name (and nickname, if you
have one), where you’re from (and describe your home town a
little), what high school you went to, and what your major (or
prospective major) is in college.  Then tell us how “General
Psychology” fits into your academic program.  Are you thinking of
majoring in Psychology?  How is this course relevant to your
personal, academic, or career goals?
2. Biological Bases of Mind and Behavior.  The successful use of
methylphenidates such as Ritalin or Concerta, in the treatment of
attention deficit hyperactivity disorder (ADHD) has led to
suggestions that these amphetamine-like stimulant drugs could be
used to enhance cognitive performance (attention, memory, even
intelligence) by people who do not have ADHD or a similar
condition.  Assume that these “smart drugs” actually work as
advertised to enhance cognition in “normal” individuals (which,
frankly, is an open question).  Is such a use fair?  How does the use
of “smart drugs” to enhance cognitive performance in students
differ from “blood doping” to increase aerobic capacity and

Page 17

endurance in athletes, and which is prohibited by the International
Olympic Committee and other athletic organizations?
3. Methods and Statistics.  A wealth of data indicates that
“actuarial” predictions made by a statistical combination of
quantitative data are more accurate than “intuitive” predictions
made by a human judge reviewing the same information.  In the
criminal justice system, it’s sometimes been proposed that
decisions made about sentencing, parole, probation, and release be
based on statistical predictions of future risk of re-offending, rather
than the intuitive judgments of judges, prosecutors, probation
officers, and the like.  Do you think this is a good direction for
policy to take?  Why or why not?
4. Learning.  Pavlov thought that all learning entailed classical
conditioning, whereas Thorndike thought the same thing about
instrumental conditioning.  Given what you know about
predictability, controllability, and the role of reinforcement in
learning, is there any learning that does not reflect classical and
instrumental conditioning, either alone or in combination?
5. Sensation and Perception.  Jerome Bruner, a pioneering
American cognitive psychologist, introduced what he called a “New
Look” in perception by drawing attention to the role of mental set,
emotion, and motivation in perception.  Can we really see the world
through “rose-colored glasses”?  Can we see only what we want to
see?  Or are these just metaphors?  Provide an example of how
either emotion or motivation can affect either the detection of a
stimulus or the perception of some object or event.
6. Memory.  One of the core symptoms of post-traumatic stress
disorder (PTSD) is intrusive memory: disturbing, unwanted
memories of the traumatic event keep coming back, either in
waking life or in dreams.  Recently, it has been suggested that this
enhancement of memory is due to stress hormones, and that
administering certain drugs shortly after a traumatic event could
prevent traumatic memories from being consolidated, leaving the
victim essentially amnesic for the trauma itself – and therefore,
presumably, reducing the likelihood of PTSD.  Assuming that this
were possible, is it a good idea?  Discuss the pros and cons.
7. Thought and Language.  People don’t always make choices that
are in their best interest.  For example, given the opportunity to
enroll in a tax-sheltered 401(k) retirement plan to which their

Page 18

employers will also contribute, most people don’t “opt in”.  As a
result, many Americans have not accrued sufficient retirement
savings.  But if enrolling in such a plan is made the default, so that
employees must actively “opt out”, most employees stay enrolled,
to the benefit of their later retirement.  Both outcomes are
predictable, given what we know about the role of heuristics and
biases in judgment and decision-making.  Some social scientists
have suggested that policymakers capitalize on these biases to
“nudge” people in the direction of making optimal choices – those
which are most beneficial to them (and society).  Others argue that
this is psychological manipulation is an unacceptable infringement
on personal freedom.  Evaluate these arguments, and take a
position on this issue.
8. The Trilogy of Mind.  There is increasing evidence that the
relatively large amounts of salt, fat, and sugar found in convenience
and processed foods not only enhances their flavor, but also
encourages overeating and puts consumers at risk for diseases like
obesity and diabetes.  In view of these considerations, should
public-health and other officials issue laws and regulations limiting
the size and content of these foods?
9. Personality and Social Interaction.  Does personality exist in a
social vacuum?  Can we describe individual differences in
personality in the abstract, without reference to social context, the
way we describe individual differences in IQ?  Or is individual
personality inextricably bound up with social interaction?  Are there
any individual differences in personality that exist independently of
the social context?
10.
Psychological Development.  On January 1, 2014, a California
law went into effect which permits transgender students in grades
K-12 to choose public-school restrooms and athletic teams in
accordance with their gender identity, not their biological sex.
Opponents of the law argue that this policy will violate the privacy
rights of the majority of public-school students.  There will be a
referendum on this law on the November 2014 ballot.  Make a
science-based argument concerning this issue, either pro or con, as
if you were discussing this with your family at the dinner table.
11.
Psychopathology and Psychotherapy.  California and New
Jersey both have laws outlawing “gay conversion” therapy for
minors, which attempt to “convert” homosexuals into
heterosexuals.  The rationale for the law is that (1) homosexuality

Page 19

isn’t an illness and (2) the treatment itself may harm patients,
increasing their risk for depression and suicide.  Still, some
practitioners objected that any such restriction represented an
illegal restraint on trade, preventing them from offering their
patients certain services.  And some parents objected that they
were prevented from seeking treatment in the best interests of
their children.  In New Jersey, one set of parents sued on behalf of
their 15-year-old son, who said that he wanted the treatment.
Comment on any aspect of this issue from the perspective of
scientific psychology.  Should providers be able to provide any
treatment to their patients, so long as the patients understand the
risks involved?
12.
Conclusion.  Philosophers sometimes talk about “folk
psychology”, meaning the intuitive ideas about mind and behavior
that we all carry around in our heads.  One of the goals of scientific
psychology is to refine and correct these intuitive notions.  Looking
back over the course, what one concept, principle, or research
finding surprised you the most?  How did learning about this fact
change your understanding of how our minds work, or why we
behave the way we do?
ZAPS 2.0 Exercises for Active Discovery
Learning (ZAPS-ADL)
In order to provide you with a more active learning experience –
something other than sitting in a chair, reading the text, viewing
slides, and listening to lecture – we have arranged for you to complete
a number of exercises online using the ZAPS 2.0 software.  ZAPS 2.0,
produced by a group of Dutch psychologists, stands for Zeer Actieve
Psychologie, which translates as Very (Inter) Active Psychology.  The
ZAPS software is purchased from the publisher directly.
The Active Discovery Learning (ADL) component of the course requires
nine (9) exercises, one for each major module in the course. They
count five (3) points each and will be graded based on your
performance while participating in their respective activities. Each is
due by 11:59 PM (PST) on the date indicated in the syllabus. That's
one minute before midnight, just like Cinderella.  Note that the ZAPS
server may run on Eastern Time, but we make three-hour time
correction.

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Click on the “Assignments” tab in Canvas, and then scroll down to find
links to the ZAPS-ADL assignments.
Late completions will not receive any credit. Your participation in these
exercises is recorded automatically by the ZAPS server.
Within about 1 day of each deadline, credit for completing the
Discussion exercise will be posted to the Gradebook.
You may do as many additional ZAPS 2.0 exercises as you wish.
However, there will be no extra credit given for any ZAPS completed
beyond the requirement (to give extra credit in this manner would be
unfair to students whose other responsibilities may not give them the
time to do more than is required).
ZAPS 2.0 is an online resource.  The registration code for this website
must be purchased separately through the publisher’s website:
https://digital.wwnorton.com/zaps2.  Approximate retail price: $30.00.
ZAPS Experiments rely on popup windows, cookies, and JavaScript.
Be sure to turn off all popup blockers in your web browser before you
try to do anything with ZAPS.
• Point your browser to the ZAPS 2.0 “landing page”:
https://digital.wwnorton.com/zaps2.
o Click on the big “Z” button on the lower left corner of this page.
• Click on the big green button labeled “Sign In, Register a Code, or
Purchase Access”.
• Select “No, I need to register, purchase, or sign up for trial access.
• Click on the green box that says “Register, Purchase, or Sign Up for
Trial Access.
• Enter your name, school email (e.g., JohnSmith@berkeley.edu),
and create a password.
o Enter your last ((family) name first, followed by your first name
and middle name (or initial).
o Your password must be at least 8 characters long, and must
contain at least 1 upper-case letter.
• Select “I want to purchase access”.

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o Do Not sign up for “180 days of free trial access”.
• Click on the green box that says “Show Purchasing Options”.
• When prompted for a “Student Set ID”, enter 55670.
o This is important.  Without the proper Student Set ID, you will
not receive appropriate credit for completing the ZAPS exercises.
o If you cut and paste the Student Set ID into a webpage, be sure
not to enter the leading space ( ) or the following period (.).
Otherwise, your Student Set ID will be incorrect, and you will not
receive appropriate credit.
Once you have purchased ZAPS 2.0
• First, update your user profile.
o Enter your name last (family) name first, followed by your first
name and middle name or initial.
• Be sure to enter your last name first, followed by a comma,
then your first name and your middle name or initial.
Otherwise you may not receive credit for completing the ZAPS
exercises.  THIS IS VERY IMPORTANT.
• And be sure to use the same name by which you registered
for the class (check how your name is listed in the
Gradebook).  THIS IS VERY IMPORTANT.
• Our Student Set ID for Summer 2018 is 55670.
o Be sure to enter the proper Student Set ID, which is case-
sensitive, or else you will not receive proper credit for
completing the ZAPS exercises.
• ZAPS 2.0 Experiments rely on popup windows, cookies, and
JavaScript.  Be sure to turn off all popup blockers in your web
browser before you try to do anything with ZAPS.
After you enter the site, you will see a long list of ZAPS 2.0 exercises
(click on ZAPS Listed Alphabetically”).  There are dozens of these, and
you may do all the ZAPS 2.0 exercises you want, and you'll learn from
each of them.  But you are only required to complete the nine
specific exercises indicated on this:

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Table 16: Required ZAP-ADL Exercises
ZAPS-ADL
Assignment
Course
Module
ZAPS 2.0 Exercise
#1
2
“Split Brain”
#2
4
"Classical Conditioning”
#3
5
“Signal Detection”
#4
6
“Serial Position Effect”
#5
7
“Mental Scanning”
#6
8
“Recognizing Emotion”
#7
9
“Big Five”
#8
10
“Implicit Association Test”
#9
11
“Narcissism”
There are no assigned ZAPS-ADL exercises for Modules 1, 3, or 12.
• No substitutions are permitted.  You will complete additional ZAPS
exercises for the Research Participation Experience component of
the course, as described below.
• Some ZAPS 2.0 exercises may ask you to input your Student Set
ID.  But not all of them do.  Just follow the instructions, using the
Student Set ID given above.
Your participation in each ZAPS 2.0 exercise will be recorded in the
online gradebook. You have to correctly log into the ZAPS server and
identify this class for credit to be posted.   But this is done by hand,
and takes time.  I have to retrieve the information from the ZAPS
server and enter it into the online gradebook by hand.  The class will
receive an Email notice as soon as the credits for each exercise have
been posted.  If your participation was completed on time, but has not
been properly credited, write me via course mail and I will recheck the
roster. Take a screenshot (“Print Screen”) of the page and paste it into
an Email addressed to me (use the Canvas mail utility).  If the Student
Activity Monitor shows that you completed the assignment by the
deadline, we’ll give you credit.
You can contact the ZAPS helpdesk for support.

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ZAPS 2.0 Exercises for Research Participation
(ZAPS-RPE)
Because psychology is a scientific discipline, research experience is an
integral part of Psychology 1 (and many other lower-division and
survey courses in the Department).  On campus, this component of
the course is satisfied through student participation in the Research
Participation Program (RPP).  RPP is somewhat analogous to the
laboratory sections offered in the natural sciences, except that
students serve as subjects rather than experimenters.  Although
students do contribute data to ongoing research projects, the primary
purpose of the RPP requirement is to familiarize students with the
methods by which scientific research in psychology is conducted.
Because of the online delivery of this course, to students who may be
located far from Berkeley, it is not feasible for students to participate
in on-campus research projects. However, a similar experience may be
had by completing a subset of ZAPS 2.0 exercises that involve the
actual collection of data. In each exercise, you will be asked to
participate just as an ordinary research subject would; the exercise
also contains an explanation of the experiment and allows you to see
that data that has been collected. The online version of Psychology 1
requires students to complete any five (5) such exercises, other than
the ones specifically required for ZAPS-ADL.
Each exercise will take about 15 minutes. For grading purposes, the
Research Participation Experience (ZAPS-RPE) requirement is worth 15
points (3 points for each of 5 ZAPS exercises).
“Click on the “Assignments” tab in Canvas, and then scroll down to
find the link to ZAPS-RPE.  Then follow the general instructions for
ZAPS-ADL.  Do not create a separate Student Set ID: use the
same User Information for both sets of ZAPS exercises.
As with ZAPS-ADL, described above, you may do as many additional
ZAPS-RPE exercises as you wish.  However, there will be no extra
credit given for any ZAPS completed beyond the ADL and RPE
requirements.
You must complete the ZAPS-RPE exercises by 11:59 PM (PST) on
August 9th – the day before the final. Canvas has had some issues
with counting your top grades, but your final grade, when calculated

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by hand, will consist of the cumulated credits for your top 5
performances on the ZAPS-ADL activities entered into the Gradebook.
Grading and Course Policies
Final grades will be calculated on the basis of 290 points distributed
according to the following rules:
Table 17: Grading
Category
Total Points
Two (2) Midterm Exam (50 points each)
100 points
Final Exam
100 points
12 Discussion Assignments (4 points each)
48 points
9 ZAPS 2.0 exercises for Active Discovery
Learning (3 points each)
27 points
5 ZAPS 2.0 exercises for Research Participation
Experience (3 points each)
15 points
10 points for “Participation”, assigned at the
discretion of the Instructor and GSIs,
recognizing special effort and interest as
reflected in participation in the Discussion
postings, completing additional ZAPS exercises,
posting to the Queries and Comments
discussion board, or attending online “office
hours”
10 points
Letter grades will be assigned according to the following scheme.  If
necessary, the distribution of final letter grades in this course will be
adjusted to conform to the overall distribution of grades in lower-level
courses at UC Berkeley.
• The accumulation of at least 90% of the total possible points (i.e.,
261 points) will result in some kind of A.  90-92.99% will earn an
A-, 93-96.99% will earn an A, and 97-100%+ will earn an A+.
• Accumulation of at least 80% of the total possible points (i.e., 232
points) will result in some kind of B.  80-82.99% will earn a B-, 83-
86.99% will earn a B, and 87-89.99% will earn a B+.
• Those who accumulate more than 60% of the total possible points
(i.e., 174 points) will earn some kind of C. 60-66.99% will earn a C-
, 67-74.99% will earn an C, and 75-79.99% will earn a C+.

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• Those who accumulate more than 30% of the total possible points
(i.e., more than 87 points) will receive a D.
If you are intending to major in psychology, note that Psych 1/W1, as
a prerequisite for the major, must be taken for a letter grade.
Intellectual Property Notice
In this class, you may share any notes you take with other members
of this class.  You may also record the class, if you wish, as long as
that recording is only for use by you and other members of this
class.  You may not post notes, recordings, class materials, etc.,
anywhere except on our class websites.  Any commercial use of
materials from this class is forbidden by University policy and
California state law.
UC Honor Code
The student community at UC Berkeley has adopted the following
Honor Code:
“As a member of the UC Berkeley community, I act with honesty,
integrity, and respect for others.”  The hope and expectation is that
you will adhere to this code.
Collaboration and Independence:  Reviewing lecture and reading
materials and studying for exams can be enjoyable and enriching
things to do with fellow students.  This is recommended.  However,
unless otherwise instructed, homework assignments are to be
completed independently and materials submitted as homework should
be the result of one’s own independent work.
Cheating:  A good lifetime strategy is always to act in such a way that
no one would ever imagine that you would even consider cheating.
Anyone caught cheating on a quiz or exam in this course will receive a
failing grade in the course and will also be reported to the University
Center for Student Conduct.  In order to guarantee that you are not
suspected of cheating, please keep your eyes on your own materials
and do not converse with others during the quizzes and exams.
Plagiarism:  To copy text or ideas from another source without
appropriate reference is plagiarism and will result in a failing grade for

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your assignment and usually further disciplinary action.  For additional
information on plagiarism and how to avoid it, explore the following
resources: UC Berkeley Library Citation Page, Plagiarism Section, and
GSI Guide for Preventing Plagiarism.
Academic Integrity and Ethics:  Cheating on exams and plagiarism
are two common examples of dishonest, unethical behavior.  Honesty
and integrity are of great importance in all facets of life.  They help to
build a sense of self-confidence, and are key to building trust within
relationships, whether personal or professional.  There is no tolerance
for dishonesty in the academic world, for it undermines what we are
dedicated to doing – furthering knowledge for the benefit of humanity.
Your experience as a student at UC Berkeley is hopefully fueled by
passion for learning and replete with fulfilling activities.  And we also
appreciate that being a student can be stressful.  There may be times
when there is temptation to engage in some kind of cheating in order
to improve a grade or otherwise advance your career.  This could be
as blatant as having someone else sit for you in an exam, or
submitting a written assignment that has been copied from another
source.  And it could be as subtle as glancing at a fellow student’s
exam when you are unsure of an answer to a question and are looking
for some confirmation.  One might do any of these things and
potentially not get caught.  However, if you cheat, no matter how
much you may have learned in this class, you have failed to learn
perhaps the most important lesson of all.
In accordance with this new Honor Code, students will be asked to sign
the following UC Berkeley Honor Pledge prior to examinations:
“On my honor, I have neither given nor received assistance in the
taking of this exam.”
Students with Disabilities
Any students requiring course accommodations due to a physical,
emotional, or learning disability must contact the Disabled Students'
Program (DSP).  They will review all requests on an individual basis.
• Request your Disabled Student Program Specialist to send the
instructor a formal request before the official course start date by
email

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• In addition, notify the instructor and your Online Learning Support
Specialist, which accommodations you would like to use.
o Your Online Learning Support Specialist is Tracie Allen Littlejohn
and her email is summer_online_support@berkeley.edu
End of Course Evaluation
Before your course end date, please take a few minutes to participate
in the Course Evaluation to share your opinions about the course.
The evaluation does not request any personal information, and your
responses will remain strictly confidential. A link to the evaluation will
be made available via bCourses on July 26th, 2018 and will be
available until August 8th, 2018. You will also be emailed a link to the
course evaluation.
To access the course evaluation via bCourses:
1. Enter the course in bCourses
2. Choose Course Evaluation from the left-hand navigation menu.
3. Complete evaluation and submit.
*Subject to change.