PSYCHOLOGY 10200 (Psychology in the Modern World)Mondays & Wedne.docx

PSYCHOLOGY 10200 (Psychology in the Modern World)
Mondays & Wednesdays (11:50-12:40 or 1:00-1:50 in AR 1)
Discussion Sections (various times and locations)
Spring 2018
Instructor: Brett Silverstein. Write your teaching assistant’s
name here ________________________
Introduction and Course Description
I've designed this course to give you a basic understanding
of each of the different fields that collectively make up the
science of psychology. One field is concerned with how the
brain is organized; another with how children mature; still
another with why people become anxious or depressed and how
to help them. Psychology is concerned with each of these areas,
and much more. In psychology we are interested in why people
think and feel and act the way that they do. By the end of this
course, you should have a good understanding of what
psychologists study, and some of their most important research
findings.
Because so many different fields are involved, I will divide
the course into sections: neuroscience, development,
psychological disorders, and so forth. In lecture, I will survey
what psychologists know about each field. This information is
reinforced and expanded upon in the textbook and in weekly
discussion sessions. To evaluate how well you understand the
textbook material, in each section I will ask several questions
on the lectures and readings. You will have an opportunity to
apply the issues to your own lives during weekly recitation
sessions. I also have assigned four papers to develop your
written expression of psychology. Finally, there will be a
cumulative in class final exam given during finals week.

Course Objectives
After taking PSY 102, you should be better able to:
1. Apply critical thinking skills to research designs and
practical problems in psychology.
2. Understand basic psychological theories, principles, and
concepts in the areas of human development, social interaction,
psychopathology, cognitive processes, and the biological bases
of behavior.
3. Evaluate hypotheses, research designs, research findings, and
theories.
4. Understand how statistical significance is used in research
5. Understand the difference between pseudo-science and
science and apply such understanding to media reports about
psychology.
6. Apply psychological concepts and principles to understanding
social and cultural phenomena.
7. Communicate your ideas orally and in writing.
8. Apply psychological concepts to you own life and
experiences.
PSY 102 satisfies the Individual and Society general
education requirement of the CUNY Pathways Common Core.
The course also enhances proficiency in writing, information
literacy, and quantitative reasoning. In exercising writing
proficiency, you will have multiple experiences to communicate
your ideas in writing and speaking, including at least 3500
words of writing in specific assignments. For information
literacy, you will have multiple opportunities to critically and
constructively analyze information from different areas of
study. You will be required to find information in the library,
on the Internet, and in other places, evaluating the reliability of
this information. To enhance proficiency in quantitative
reasoning, you will have multiple opportunities to evaluate
critically quantitative information in graphic, tabular, and
numeric forms.

This syllabus explains everything that you need to know
about this course. It contains the grading policy, the attendance
policy, the dishonesty policy, office hours, the course schedule,
the schedule for papers, quizzes, and tests. At the end of this
syllabus is listed each week’s reading assignment (exact pages
rather than entire chapters) along with EVERY concept and
psychology study that you are required to know. If something
is listed on the syllabus, you must know it, but if it is not, I
promise that your grade will never be influenced by your
knowledge of it. My practice is to inform you of exactly what
you need to learn, give you multiple opportunities (my lecture,
the textbook, discussion sections, my office hours, and office
hours at which teaching assistants will be available) to learn it,
and then hold you responsible for learning it. Thus, make
certain that you keep the syllabus in a safe place (e.g., staple it
to your notebook), so that you can refer to it throughout the
semester, including in lecture; the syllabus also will be posted
on the course's web site (see below).
Required Text — A version of the required textbook is available
electronically through a special website that your TA will
provide you with at the beginning of the semester (less
expensive) and as a hard cover at the CCNY bookstore (more
expensive):
Myers, D. G. (2016). Psychology (11th Edition). New York:
Worth.
No book besides the Myers textbook is required for the course.
The assigned edition of the textbook (i.e., 11th edition) is the
current edition; if you elect to purchase an even earlier edition
of the textbook (e.g., 9th edition), please bear in mind that the
page listings, chapter organization, and much of the material
differ from the current edition. The textbook at the bookstore
comes with a code for you to access LaunchPad, the online

homework software. You cannot complete the course without
access to LaunchPad. The publisher has made available from its
microsite a special version of LaunchPad for only $60, which
includes an electronic version of the textbook at no extra
charge. (Information on the URL needed to order LaunchPad
from the publisher microsite will appear on Blackboard). Thus,
you have two different ways to purchase the textbook and
LaunchPad: CCNY bookstore or publisher microsite. For most
students the microsite version will be the best option.
LaunchPad contains many additional features to assist you in
enjoying the pleasures of introductory psychology: videos, on-
line resources and activities, practice tests, diagnostic quizzing
to determine how ready you are for in-class exams, and a
personalized study plan.
Blackboard
An electronic version of this syllabus, attendance updates, a
grade calculator, homework assignments, term paper
assignments, test and quiz grades, announcements, and other
pertinent information about this course will be communicated
through links to this course on Blackboard. We use Blackboard
to ensure privacy in notifying you of your grades and
attendance. To log on to Blackboard you must first register
your CUNY Portal account using this address:
http://portal.cuny.edu
Once inside the portal, you will click on the link for
Blackboard. There you will find a listing of all the CCNY
courses for which you are currently enrolled. Click on the link
for PSY 102 to view the course material. If you have trouble
logging onto Blackboard, or viewing the PSY 102 link, visit the
computer consultants in NAC 1-301 immediately. To stay
connected in this course, you ideally would like to have access
to Blackboard by the second week of the semester. So be sure

that you are properly enrolled in the course and can log on to
Blackboard without difficulty by then.
Be sure to bookmark the portal address in your browser. If
you do not have a computer, or are not connected to the
Internet, you can access this web site by logging on to any of
the computers in the campus computer laboratories. If you have
trouble logging on to a computer or finding the web site, please
ask your teaching assistant for help before or after your weekly
recitation section or during their office hours listed on
Blackboard and on the door of NAC 7-205.
Each student enrolled in this course -- indeed, each student at
the college -- has an institutional e-mail account. An e-mail
address has been reserved for you for as long as you are
associated with the City College of New York. Use your e-mail
address to communicate with me or with the teaching assistants
at any time. My e-mail is listed at the end of the syllabus; your
TA will provide you with his or her e-mail during recitation.
(Avoid using the e-mail links in Blackboard). Someone will
respond to your message promptly.
What material do you need to know to do well in the class?
The quizzes given at the beginning of each recitation class
will be based upon the reading assigned for that day and the
lectures on that reading. If you pay attention in lecture and
when you do the reading, you should have little problem with
the quizzes. By looking at the end of this syllabus, you can tell
which concepts and studies you must know from the reading so
if you have any uncertainty about those concepts or studies, you
can go to the office hours held by any of the TAs and ask before
the quiz occurs. There is a large overlap between the material
covered in lectures and in the reading but there are some
concepts and studies that are covered in one but not the other.
Every quiz will have at least 2 questions on material taken

specifically from the lectures that may not be in the book so
attendance at lecture can have a large effect on your grade.
Seat Assignments
There are no assigned seats in this class. You are free to sit
wherever you want each day.
Discussion Sections
Each week your teaching assistant will lead a discussion
session. These sessions will allow you to consider the course
material in greater detail and in smaller group settings than we
are able to do in the large lecture classroom. Each session will
be devoted to a discussion of the course material. The teaching
assistants also will use these sessions to answer any questions
that you might have about the material or the course, to provide
details about the course requirements, or to review for the final
examination. To get the most out of the discussion sessions it
is a good idea to bring your textbook along to each meeting.
DURING THE FIRST FIVE MINUTES OF EACH CLASS, A
QUIZ WILL BE GIVEN ON THE READING FROM THE
TEXTBOOK ASSIGNED FOR THAT CLASS AND THE
LECTURES RELATED TO THAT READING. If you come to
class during this time, you will be allowed to answer the three
multiple choice questions on the quiz but the quizzes will be
collected at 5 minutes after the class is scheduled to begin. Do
not argue with your teaching assistant about getting extra time.
They are not allowed to agree to that. Attendance will be taken
using the quizzes. EVERY SEMESTER I TELL STUDENTS
THAT IF THEY WILL HAVE DIFFICULTY GETTING TO
DISCUSSION CLASS ON TIME, THEY SHOULD TRY TO
SWITCH THEIR SECTION OR TAKE THIS COURSE DURING
ANOTHER SEMESTER AND EVERY SEMESTER SOME
STUDENTS COME TO ME REQUESTING SPECIAL
TREATMENT, WHICH THEY DO NOT RECEIVE, BECAUSE

THEY MISSED QUIZZES DUE TO BEING LATE. PLEASE
PAY ATTENTION TO MY ADVICE.
Your grade will be based on the following:
Quizzes
Each week in discussion class (other than the first class on
Thursday 2/1 or Friday 2/2) you will take a quiz, given the first
5 minutes of class, made up of 3 multiple-choice questions
worth 2 points per question. Questions on the quizzes will come
from the lectures and the reading assignments. If you miss
lectures or do not do the reading, you will lose points on the
quizzes. There are no make-up quizzes. This is because the
three lowest quiz grades will be dropped. It is not necessary to
tell me the reason you missed a quiz because 3 quiz grades will
be dropped for every student. If you do not miss 3 quizzes you
still get to drop your 3 lowest grades. If you miss more than 3
quizzes, I feel that you have not been attending enough and
deserve to lose points. Do not ask for more makeups. The
quizzes must be given during the first 5 minutes of your
discussion class in order to avoid wasting class time. IF YOU
ARE NOT ABSOLUTELY CERTAIN YOU WILL MAKE IT TO
CLASS ON TIME, YOU SHOULD NOT BE IN THAT
SECTION. THE TAS ARE NOT ALLOWED TO GIVE
QUIZZES TO STUDENTS AFTER THE FIRST 5 MINUTES.
EVERY SEMESTER I SAY THIS AND EVERY SEMESTER
SEVERAL STUDENTS FIND THAT THEY ARE ARRIVING
AT DISCUSSION CLASS LATE AND MISSING QUIZZES
RESULTING IN LOWER GRADES.
Total discussion quiz points = 60 (10 highest quizzes x 3
questions X 2 points).
Homeworks

A major goal of this class is to help you to become more critical
thinkers. One aspect of critical thinking is to more closely
examine your everyday life and not just take for granted how
you and others behave. As a college educated person you can
learn to combine the knowledge and theories you learn in
classes, including this one, with your own experience to better
understand your life. In order to aid such learning, you will be
asked to apply the class material to the world around you in the
papers described below and in 10 very brief, one paragraph,
homework assignments. In each assignment you will show how
some of the material from that week’s lecture and reading is
exhibited in your behavior or the behavior of others.
Homework assignments will be submitted in class in hard copy
and on Blackboard, as described in the section on “Papers”
below. For every class that is listed below in the section
entitled “Material for which you are responsible in Psychology
102” as having a homework due, look in the Content section of
the Blackboard for this class under the heading “Homeworks”
and do the homework assigned for the week of that class.
Total homework points =20 (10 homeworks x 2 points).
Participation in discussion class
Each week there willbe a brief homework assignment in which
you apply the concepts taught that week to everyday life. Each
class at least four students will be randomly called on to discuss
their homework.
Students who participate in discussion class may receive up to
10 extra credit points.
Papers
You will write 4 papers, one of which one will be briefer
than the others and worth fewer points. Plagiarism will result

in a zero grade on the paper (no exceptions) and reported to the
college committee on course and standing. Repeated plagiarism
will be punished more severely. Every term I tell people that
papers are submitted on Blackboard and in hard copy. The
Blackboard submission allows us to search every paper
submitted in the course, both this term and all other terms, and
to compare your papers to the entire internet. Students who
copy material for their papers from other students’ papers or
from the internet are identified and punished. Yet every term
sea few students get desperate and copy and are caught. Please
do not copy material. I prefer not to have to punish students.
Total paper points = 115.
The due dates for the longer papers are separated by at least
three-week intervals. A hard copy version of your paper is due
in class on the due date that is listed below in the section
“Material for which you are responsible in Psychology 102”.
In addition, please use Blackboard to send your papers to your
teaching assistant by 5:00 pm or before on these three dates. In
order to do this, first log on to Blackboard and click on the link
for PSY 102. Then go to assignments → go to papers → click
on the link corresponding to the paper you are working on (i.e.
paper #1). Once there, scroll down and where it says “Attach
local file” browse your computer for the finished paper and add
it. Then click submit, and you are done. Late papers will not be
accepted for full credit. Your paper is considered late if it has
not been received by the deadline. Feel free to ask your
teaching assistant for confirmation of receipt; if you then do not
receive confirmation from your teaching assistant, contact me
immediately. None of the paper grades may be dropped. If you
have not submitted the paper on time both in class and on Safe
Assign, you must see Professor Silverstein. The later it is, the
more points will be deducted. NEVER LEAVE A PAPER IN
Professor Silverstein’s mailbox unless he specifically tells you
to. All papers left without instruction in his mailbox will be
destroyed and not graded.

Extra credit option for visiting writing center
To encourage students to write better papers, both in terms of
grammar and organization, we have devised an extra-credit
opportunity for you. If you bring any of your papers to the
Rudin Writing Center to receive feedback from a tutor there,
and then submit to your teaching assistant proof from the
Writing Center that you went, your teaching assistant will add 3
points to your paper grade. Be sure to take advantage of this
extra-credit option for each of the papers. (SEEK and SSSP
students can see a SEEK/SSSP tutor instead.)
Final exam
The cumulative final consists of 30 multiple choice
questions worth 1 point each and 2 short essays worth 10 points
each.
Total final points = 50.
Psychology experiment participation
As part of the requirements for PSY 102, students over 18 years
old are asked to participate as subjects in 3 credit units (i.e., 3
hours) of ongoing research in the Department of Psychology, or
to complete an equivalent number of written assignments (i.e.,
three 2-3 page papers). The logic behind the requirement is that
students of psychological science should play an active role in
different kinds of research conducted by psychologists.
Professor Silverstein decided to become a Psychology major in
part because he was in some studies he found interesting. To
fulfill this requirement, you will need to sign up for individual
experiments, which usually are ready by the third week of
classes, are scheduled throughout the semester, and are
conducted until the last week of classes, but not during finals
week. Hence, you need to complete your research participation

or alternative written assignments by Friday, May 11th, 2018 at
5:00 pm.
To sign up for an experiment, use your browser to reach:
https://ccny.sona-systems.com (be sure to copy and paste the
link for the Subject Pool that appears on Blackboard into a new
browser page). Once on the web site, register yourself into the
subject pool by selecting “Request Account”. Use your e-mail
account to register and select a password (which does not need
to be your e-mail password). After you submit your registration
and it has been approved, you will receive an e-mail (to
whichever e-mail account you registered) providing you with a
link to log in. Your log-in is your e-mail address. Once logged
in, you will be asked to fill out a demographic survey. After
completing the survey, click “Experiments” on the menu bar.
There you will find descriptions of experiments that are
currently available. Select the experiments that seem
interesting to you and sign up for times that suit you. By
clicking “Appointments” you can read and print out the time
and location of the appointments you have scheduled. Be sure
to arrive at your appointments on time. For each experimental
session, you will be asked to read and sign an informed consent
document, stating that you agree to participate in the study.
The experimenter then will test you in the study and credit you
for your participation. You can withdraw from the experiment
at any time.
To check your credits, select “Completed” under
“Appointments” on the menu bar. Check within a couple of
days after the experiment to ensure that you have been properly
credited. In fact, your record on Subject Pool is how we verify
that you have completed the 3-unit requirement. When you have
participated in enough experiments to earn 3 credit units on
Subject Pool, then you have successfully completed the
requirement. You will only receive points for this assignment if
you have completed the requirement; no partial points will be

given.
Don't forget to show up on time to any experiment you have
signed up to participate in, or else be sure to cancel. If you fail
to arrive on time for an experiment, you will be penalized by
having to complete additional experimental hours or being
barred from the subject pool. To avoid any penalty, you must
cancel your participation in an experiment before the end of the
experiment’s cancellation period (see the experiment’s
description). To cancel an experiment, click “Appointments” on
the menu bar → click “Scheduled” → click the garbage can
icon. If you have incurred penalties during the semester, to
fulfill the participation requirement you will need to complete
enough experimental hours beyond 3 hours to equal the total
number of penalties.
Alternative Written Assignment: Three Papers. If you do not
wish to take part in the research participation requirement, have
been excluded from the pool, are younger than 18 years old, or
cannot participate because of conflicts, you are allowed to
substitute an alternative, written assignment of three 2-3 page
papers (i.e., one paper for each research unit). This assignment
is in addition to the four papers already required in the course.
You also can use the alternative assignment to reach the 3-unit
threshold if you have not completed enough experiments (e.g., 1
paper + 2 experimental hours = 3 research units). Each of the
three papers in the alternative assignment will be a structured
summary of a classic study in psychology, selected by me (the
three studies are saved as pdfs in Blackboard). If you are
interested in doing the alternative assignment, follow exactly
the instructions for the structured summary, which are provided
in Blackboard.
Total research participation points = 5.
SUPPLEMENTAL INSTRUCTION

In order to help interested students learn the course material
better and improve their grades, extra classes will be held each
week in which students can ask questions about material they do
not understand and receive advice about how to improve the
papers they write. Six hour-long Supplemental Instruction (SI)
sessions will be held each week. Students will sign in to each
session they attend. For every 3 sessions students attend, they
will be allowed to rewrite one of the three longer papers in
order to improve their grades. The deadline for submitting a
rewritten paper is one week after that paper was returned to
students with a grade. Students who have attended 3 new (that
is not used to justify an earlier paper rewrite) SI sessions by the
time the rewrite is due, will be allowed to submit it. Each
semester, some students do not attend SI sessions but as the
semester comes to an end, they realize they need to improve
their grades. Unfortunately, often by that time it is too late for
them to attend 3 SI sessions so they request an extension. I
WILL NOT GRANT EXTENSIONS SO PLAN AHEAD.
YOUR FINAL GRADE
· Total points possible = 250 (not counting extra credit) = 115
(papers) + 60 (quizzes) + 20 (homework) +
50 (final) + 5 (experiment participation).
· Total points needed for each Final grade (You must earn the
cutoff score to get the grade not just get higher than the score
for the lower grade. Missing by even one point earns the lower
grade.):
· A=225, A- =216, B+ =208, B=200, B-=191, C+=183, C =175,
C- = 166, D=150, F=<150.
· A= 90% of possible total points (not counting extra credit),
B=80% etc.
In a class with hundreds of students, several miss a higher grade
by one point but if the cutoff is lowered for them, several others

will miss the new cutoff by one point. I know it is annoying to
miss a higher grade by a point but nothing can or will be done
about it. Take advantage of the extra credit opportunities by
participating in class, visiting the writing center and attending
Supplemental Instruction classes described below which will
allow you to rewrite papers to improve your grade.
If you participate a lot in discussion class you can earn as much
as 10 extra credits. If you visit the writing center for each of
the 4 papers, you can earn 12 extra credits. If you attend a total
of 9 SI sessions, rewrite the 3 longer papers and improve you
grade on each paper by only 1 point you can add 3 points.
Totaling the 10 points for participation, the 12 points for
writing center and the 3 points for rewrites comes to 25 added
points which is the difference between one letter grade and the
next whole letter grade (e.g. B to A). Getting a good grade in
this class in large part relies on you putting in some effort.
GIVEN THAT THE 3 LOWEST QUIZ GRADES ARE
DROPPED AND THE LARGE AMOUNT OF EXTRA CREDIT
AVAILABLE. DO NOT ASK FOR ANY MORE DROPPED
QUIZZES OR EXTRA CREDIT.
Consultation
Simple problems with the course, including late
assignments, can be dealt with by speaking in the lecture hall to
Professor Silverstein after the 11:50-12:40 lecture and before
the 1-1:50 lecture. Generally, late assignments are not
acceptable. Speak to the instructor as soon as problems occur.
Do not wait weeks and then say that you did not know that you
had to talk to someone. Never email an assignment without
first talking to the instructor.Never leave an assignment in
Professor Silverstein’s mailbox, it will not count.
My office hours are Monday 3:15-4:15, Wednesday 4:15-

5:15 and by appointment in NAC Room 7-120a.
The Course Coordinator of Psychology 102 is Ms. Kseniia
Gvozdieva. She can answer any questions that you might have
about the course. Her office is located in 7/307b and you can
schedule a time to meet with her by appointment. Her e-mail
address is [email protected]
The teaching assistants will each hold regular office hours in
NAC 7/205. The times and locations of these office hours are
posted on the door of NAC 7/205 and on Blackboard. Please
contact them either through e-mail, or by approaching them
either before or after class. You can ask questions about the
material to any of the tas so, whatever your schedule, you
should be able to attend some office hours if you need help.
Finally, feel free to discuss any questions you may have with
your teaching assistant during your regular recitation
session.Academic Dishonesty
Dishonesty will not be tolerated in this course in any
guise. Dishonesty includes, but is not limited to, (1)
plagiarism: using another's words, ideas, or paraphrases and
implying that they are your own; (2) cheating: using hidden
notes or examining another person's responses in order to
answer questions on a checkup or test; (3) ringers: having
another person fulfill your assignment. In this course, it is very
important that you avoid plagiarism when completing your
paper assignments. To help you in understanding what
plagiarism is and how to avoid it, please read the guide
provided by CUNY’s provost, dean, and student affairs offices:
One recurring issue of academic dishonesty concerns the
term papers. Each of the questions asked of you in a term paper
must be answered in your own words. Any very brief
quotations from other material must be included in quotation
marks and you must mention in your paper where it came from.

If you are thinking of plagiarizing, you should be aware that the
process of looking for plagiarism is an automatic one done
through a program in Blackboard called SafeAssign, which
checks all submitted materials against a very large source
material database, including papers handed in by other students
this and previous semesters. Every semester I warn students
that SafeAssign catches their attempts to take material from
others yet every semester several students try it and are caught.
Do not copy material from other sources! Any cases of
academic dishonesty that I uncover on any assignment in this
course will be dealt with strictly: A faculty report on the
dishonest student will be filed with the Office of the Academic
Integrity Official; the student will be given a zero in the
assignment and possibly failed in the course. Please consult
CUNY's policy on academic integrity for further information:
https://www.ccny.cuny.edu/academicaffairs/integrity-policies
Accommodations for Students with Disabilities
The Office of Student Disability Services (SDS) provides a
supportive environment for students with disabilities and can be
helpful in arranging student accommodations, support services,
and academic adjustments. Please contact the office at 212-
650-5913 early in the semester to schedule an appointment. If
after meeting with SDS it is determined that you would benefit
from in-class accommodations, the office will ask you to bring
me an Academic Adjustment Memo that specifies the nature of
the accommodations. I can work with you to ensure that these
accommodations are met. This is their website where you can
get more information: https://www.ccny.cuny.edu/accessability

Material for which you are responsible in Psychology 102
You will only be tested on the material listed below. The
material includes concepts, studies, and names.
Many names of noted psychologists are mentioned in the book
and lecture. The only names you must know are listed for each
week by the heading “Names to know”. For these people only, I
may simply write the person’s name and ask a question about
their work, such as “What is the major criticism offered today
of Piaget’s theory?” For all other names, additional explanatory
material will be added to any question, such as “What was the
major cause of aggression suggested in Muzafer Sherif’s Boy
Scout Camp Study?”
Quizzes on the material occur on the days listed. These quizzes
occur in the first five minutes of the day on which you will
discuss the material in order to get you to read the material
before the discussions take place.
Section 1: Social Psychology
Week 1 -- Recitation Thursday 2/1 or Friday 2/2: Introduction
to the class. No quiz

Week 2 -- Social Cognition section 13-1, 13-7, 13-8 Quiz:
Thursday 2/8, Friday 2/9 Homework due
ConceptsStudies
social cognition woman acts warm or aloof
(Napolitan and Goethals, 1979)
attribution cultural differences in
attribution (Masuda and Kitayama, 2004 lecture only)
situational attribution
dispositional attribution
fundamental attribution error
actor-observer difference
cultural differences in attribution
just-world phenomenon (textbook only)
Week 3 -- Social Influence sections 13-3 through 13-6 Quiz:
Concepts Studies
conformity conformity studies
(Asch, 1955)
normative vs. informational Ku Klux Klan uniforms
(Zimbardo, 1970 textbook only)
social influence electric shock (Milgram,
1963, 1974)
roles
obedience
groupthink
deindividuation (textbook only) Names to know
Solomon Asch
Stanley Milgram

Week 4 – Conflict, Prejudice sections 13-7, 13-15, 13-16
Quiz: Thursday 2/22, Friday 2/23 Homework due
Paper 1 assigned, due Thursday 3/8, Friday 3/9
ConceptsStudies
social identity theory conflict Boy
Scout camp (Sherif, 1966)
stereotype superordinate goals in-
group solidarity (Tajfel, 1982)
discrimination mirror image perceptions
implicit racial associations (Banaji & Greenwald, 1998)
automatic prejudice GRIT
weapons identification studies (Correll et al., 2002;
Greenwald et al., 2003)
scapegoat (Cialdini et al., 1980, textbook only)
Section 2: Developmental Psychology
Week 5 -- Learning sections 7-1 through 7-3, 7-7 through 7-9,
7-11, 7-13, 7-16 Quiz: Thursday 3/1, Friday 3/2 Homework
due
ConceptsStudies
classical conditioning Pavlov’s dog
experiments
unconditioned stimulus children observe
aggression (Bandura et al., 1963)
unconditioned response attribution of
fear/anger in infants (lecture only)
conditioned stimulus fathers play with

babies (lecture only)
conditioned response teachers’ attention to
pre-schoolers (lecture only)
operant conditioning mothers read to
children (lecture only)
positive reinforcement
punishment
primary reinforcer or punisher
secondary reinforcer or punisher Names to know
extinction Ivan Pavlov
shaping Albert Bandura
superstitious behavior
social learning theories
observational learning
gender schema
Week 6 -- Cognitive Development sections 5-1, 5-5, 5-13
Quiz: Thursday 3/8, Friday 3/9 Paper 1 due No homework due
ConceptsStudies
motor reflexes babies
view dogs and cats (Spencer lecture only)
Piaget’s cognitive stages
children view model room and toy (DeLoache, 1987)
assimilation
children view Band Aid box with pencils (Jenkins et al., 1996)
accomodation moral
dilemmas (Kohlberg, 1983, 1984)
sensorimotor stage brain
imaging of moral dilemma (Greene, 2001 textbook only)
object permanence
preoperational stage
egocentric
Names to know
theory of mind Jean
Piaget

concrete operational stage
Lawrence Kohlberg
operations
conservation developing morality
formal operational stage preconventional morality
abstract reasoning conventional morality
reflecting on Piaget postconventional
morality
Week 7 -- Lifespan Development pages section 5-14 Quiz:
Paper 2
assigned, due Thursday 4/12, Friday 4/13
Concepts
Erikson’s psychosocial stages
Names to know
trust vs. mistrust
Erik Erikson
autonomy vs. shame and doubt
initiative vs. guilt
industry vs. inferiority
identity vs. role confusion
intimacy vs. isolation
generativity vs. stagnation
ego integrity vs. despair
biological maturation
societal expectation
life crises
Experimental Methods and Measures of Central Tendency
Lecture 3/12 see concepts after Week 15 below No quiz
Section 3: Cognitive Psychology
Week 8 -- Perception sections 3-3, 6-1 through 6-6, 6-10, 6-12,

6-14, 6-15 Quiz: Thursday 3/22, Friday 3/23
Homework due
ConceptsStudies
selective attention tasting
fries (Robinson et al., 2007)
sensation studies of
subliminal perception (Feguson & Zayas, 2009)
transduction subliminal
self-help (Greenwald et al., 1991,1992)
sensory adaptation
hunger and food perception (lecture only)
perception
kittens view stripes (lecture only)
feature detection
bottom-up processing
top-down processing
perceptual set
form perception figure and ground
Gestalt psychology
Gestalt principles of perceptual grouping
proximity
closure
similarity
continuity
visual constancies
shape constancy
color constancy lightness constancy
size constancy
Week 9 -- Memory sections 8-1 through 8-8, 8-14 through 8-16
Quiz: Thursday 3/29, Wednesday 4/11(Friday schedule)
Homework due

ConceptsStudies
reconstructive process memory systems
source amnesia sensory memory
car collisions (Loftus & Palmer, 1974)
short-term (working) memory
divers learn words (Godden & Baddeley 1975)
explicit memory long-term memory
sensory memory (Sperling, 1960)
recall chunks
remembering a list of sweets (Roediger et al.,1995 textbook
only)
recognition types of long-term memory
implicit memory procedural
priming episodic
relearning semantic
case of H.M. rehearsal
deep processing mnemonics
state-dependent memory flashbulb memory
steps in memory
encoding
storage
retrieval
Week 10 -- Thinking Sections 1-1, 14-21, 9-2 through 9-4
Quiz Thursday 4/12, Friday 4/13 Homework due Paper 2 due
Brief paper 3 assigned, due Thursday 4/19, Friday 4/20
Concepts
Hindsight bias Availability heuristic
Overconfidence Belief perseverance
Self-serving bias Framing
Confirmation bias

Section 4: Abnormal/Clinical Psychology
Week 11 -- Psychoanalytic theory sections 14-1 through 14-9
Quiz: Thursday, 4/19, Friday 4/20 Brief paper 3 due
No homework due
Concepts
Unconscious psychosexual stages of development
psychoanalysis oral
structure of the personality anal
id phallic
ego Oedipus complex
superego identification
defense mechanisms latency
repression genital
projection problems with
displacement psychodynamic theories
reaction formation
regression Names to know
denial Sigmund Freud
sublimation
Week 12 -- Diagnosis/Psychopathology sections 14-7, 14-15,
15-1, 15-3, 15-6, 15-7 through 15-9, 15-11, 15-12
15-15 through
15-17, 16-14, 16-15 Quiz: Thursday 4/26, Friday 4/27
Homework due Paper 4
Concepts
projective tests
multiple personality (dissociative identity disorder)
Rorschach Inkblot test

schizophrenia
Thematic Apperception Test (TAT)
positive symptoms
MMPI
delusions
DSM
hallucinations
anxiety disorders
disorganized speech
generalized anxiety disorder
inappropriate behavior
phobia
negative symptoms
panic disorder
loss of motivation
obsessive-compulsive disorder (OCD) flat
affect
obsessions catatonic stupor
compulsions
antipsychotic drugs
posttraumatic stress disorder
mood disorders
antidepressant drugs
major depression
antianxiety drugs
bipolar disorder (manic depression) lithium
ECT
Week 13 -- Psychotherapy sections 14-10, 14-11, 16-2 through
16-7 Quiz: Thursday, 5/3, Friday 5/4 Homework due
Concepts
psychodynamic therapy cognitive behavioral therapy
rational emotive therapy group therapy
free association behavioral records and contracts

client-centered therapy family therapy
transference systematic desensitization
unconditional positive regard prevention
resistance role playing
rehabilitation psychologists
dream analysis modeling
cognitive restructuring
Names to know
Carl Rogers
Albert Ellis
Section 4: The Nervous System
Week 14 -- The Brain sections 2-7 through 2-12, 6-11 Quiz:
Thursday 5/10, Friday 5/11 Paper 4 due No homework due
ConceptsStudies
central nervous system Forebrain
identify spoon (Gazzaniga, 1967)
spinal cord thalamus
photo of nude (lecture only)
reflexes hypothalamus
EEG limbic system
PET scan amygdala
functional MRI hippocampus
neuropsychology Cerebral cortex
Brain stem corpus callosum
medulla split brain
cerebellum blindsight
reticular formation
Week 15 -- The Neuron sections 2-22 through 2-4, 8-13
Lecture 5/14 No quiz Tested on final exam No discussion class

Concepts
neuron synapse action potential
axon neurotransmitter long term potentiation
dendrite endorphin
Lectures on basic Psychology research methods and statistics
Experimental methods and measures of central tendency
sections 1-3, 1-8, 1-11, 1-12
Concepts
experiment central tendency
experimentalgroup mean
control group median
independent variable mode
dependent variable variance
random assignment
operational definition
replication
significance
Correlation section 1-5 through 1-7
Concepts
correlation scatterplot
correlation coefficient correlation does not imply
causation
positive
negative

The Anatomy of an Essay
Structure to be used in writing papers other than Paper 4
Introduction
�
�
clearly what position you will take in the essay
�
in the body paragraphs
Body Paragraphs
�
�
o Supports the Thesis Statement of the essay
o Introduces the idea that guides the paragraph and lets the
reader know what to expect
o Should be a specific idea that needs to be proven
�
o Related to topic sentence and controlling ideas
o Offer evidence, to support, describe, or define the topic
o Can answer the questions: Who, What, When, Where, Why, or
How (a.k.a. the “5 W’s”)
�
o Re-states the main idea, offers a solution or prediction,
answers any unresolved questions
Conclusion
�

final thought
�
� final point that ties together all the ideas in the
essay
�
problem to think about
The online textbook of our course is open for student
registration.
To register for the course go to:
http://www.macmillanhighered.com/launchpad/myers11e/48587
70
PLEASE bookmark the page to make it easy to return to.
You have three options to enroll in the course: you can purchase
direct access, you can buy an access code, or you can get free
21 day access while deciding.
To navigate and start using LaunchPad please consult the Get
Started guide and/or view this video.
If you have problems registering, purchasing, or logging in,
please contact Customer Support. You can reach a

representative during the hours of operation listed below by one
of the following:
· through the online form
· by chat (via the online form, for student access and payment
inquiries)
Or by phone at 1 (800) 936-6899
Customer Support Hours of Operation:
· Monday through Thursday 8:00 a.m. to 3:00 a.m.
· Friday 8:00 a.m. to 12:00 a.m.
· Saturday 12:00 p.m. to 8:00 p.m.
· Sunday 12:00 a.m. to 3:00 a.m.
1
13
PSYCHOLOGY 10200 (Psychology in the Modern World)
Mondays & Wednesdays (11:50-12:40 or 1:00-1:50 in AR 1)
Discussion Sections (various times and locations)
Spring 2018
Instructor: Brett Silverstein. Write your teaching assistant’s
name here ________________________
Introduction and Course Description
I've designed this course to give you a basic understanding
of each of the different fields that collectively make up the
science of psychology. One field is concerned with how the
brain is organized; another with how children mature; still
another with why people become anxious or depressed and how
to help them. Psychology is concerned with each of these areas,
and much more. In psychology we are interested in why people
think and feel and act the way that they do. By the end of this

course, you should have a good understanding of what
psychologists study, and some of their most important research
findings.
Because so many different fields are involved, I will divide
the course into sections: neuroscience, development,
psychological disorders, and so forth. In lecture, I will survey
what psychologists know about each field. This information is
reinforced and expanded upon in the textbook and in weekly
discussion sessions. To evaluate how well you understand the
textbook material, in each section I will ask several questions
on the lectures and readings. You will have an opportunity to
apply the issues to your own lives during weekly recitation
sessions. I also have assigned four papers to develop your
written expression of psychology. Finally, there will be a
cumulative in class final exam given during finals week.
Course Objectives
After taking PSY 102, you should be better able to:
1. Apply critical thinking skills to research designs and
practical problems in psychology.
2. Understand basic psychological theories, principles, and
concepts in the areas of human development, social interaction,
psychopathology, cognitive processes, and the biological bases
of behavior.
3. Evaluate hypotheses, research designs, research findings, and
theories.
4. Understand how statistical significance is used in research
5. Understand the difference between pseudo-science and
science and apply such understanding to media reports about
psychology.
6. Apply psychological concepts and principles to understanding
social and cultural phenomena.
7. Communicate your ideas orally and in writing.
8. Apply psychological concepts to you own life and

experiences.
PSY 102 satisfies the Individual and Society general
education requirement of the CUNY Pathways Common Core.
The course also enhances proficiency in writing, information
literacy, and quantitative reasoning. In exercising writing
proficiency, you will have multiple experiences to communicate
your ideas in writing and speaking, including at least 3500
words of writing in specific assignments. For information
literacy, you will have multiple opportunities to critically and
constructively analyze information from different areas of
study. You will be required to find information in the library,
on the Internet, and in other places, evaluating the reliability of
this information. To enhance proficiency in quantitative
reasoning, you will have multiple opportunities to evaluate
critically quantitative information in graphic, tabular, and
numeric forms.
This syllabus explains everything that you need to know
about this course. It contains the grading policy, the attendance
policy, the dishonesty policy, office hours, the course schedule,
the schedule for papers, quizzes, and tests. At the end of this
syllabus is listed each week’s reading assignment (exact pages
rather than entire chapters) along with EVERY concept and
psychology study that you are required to know. If something
is listed on the syllabus, you must know it, but if it is not, I
promise that your grade will never be influenced by your
knowledge of it. My practice is to inform you of exactly what
you need to learn, give you multiple opportunities (my lecture,
the textbook, discussion sections, my office hours, and office
hours at which teaching assistants will be available) to learn it,
and then hold you responsible for learning it. Thus, make
certain that you keep the syllabus in a safe place (e.g., staple it
to your notebook), so that you can refer to it throughout the
semester, including in lecture; the syllabus also will be posted
on the course's web site (see below).

Required Text — A version of the required textbook is available
electronically through a special website that your TA will
provide you with at the beginning of the semester (less
expensive) and as a hard cover at the CCNY bookstore (more
expensive):
Myers, D. G. (2016). Psychology (11th Edition). New York:
Worth.
No book besides the Myers textbook is required for the course.
The assigned edition of the textbook (i.e., 11th edition) is the
current edition; if you elect to purchase an even earlier edition
of the textbook (e.g., 9th edition), please bear in mind that the
page listings, chapter organization, and much of the material
differ from the current edition. The textbook at the bookstore
comes with a code for you to access LaunchPad, the online
homework software. You cannot complete the course without
access to LaunchPad. The publisher has made available from its
microsite a special version of LaunchPad for only $60, which
includes an electronic version of the textbook at no extra
charge. (Information on the URL needed to order LaunchPad
from the publisher microsite will appear on Blackboard). Thus,
you have two different ways to purchase the textbook and
LaunchPad: CCNY bookstore or publisher microsite. For most
students the microsite version will be the best option.
LaunchPad contains many additional features to assist you in
enjoying the pleasures of introductory psychology: videos, on-
line resources and activities, practice tests, diagnostic quizzing
to determine how ready you are for in-class exams, and a
personalized study plan.
Blackboard
An electronic version of this syllabus, attendance updates, a
grade calculator, homework assignments, term paper

assignments, test and quiz grades, announcements, and other
pertinent information about this course will be communicated
through links to this course on Blackboard. We use Blackboard
to ensure privacy in notifying you of your grades and
attendance. To log on to Blackboard you must first register
your CUNY Portal account using this address:
http://portal.cuny.edu
Once inside the portal, you will click on the link for
Blackboard. There you will find a listing of all the CCNY
courses for which you are currently enrolled. Click on the link
for PSY 102 to view the course material. If you have trouble
logging onto Blackboard, or viewing the PSY 102 link, visit the
computer consultants in NAC 1-301 immediately. To stay
connected in this course, you ideally would like to have access
to Blackboard by the second week of the semester. So be sure
that you are properly enrolled in the course and can log on to
Blackboard without difficulty by then.
Be sure to bookmark the portal address in your browser. If
you do not have a computer, or are not connected to the
Internet, you can access this web site by logging on to any of
the computers in the campus computer laboratories. If you have
trouble logging on to a computer or finding the web site, please
ask your teaching assistant for help before or after your weekly
recitation section or during their office hours listed on
Blackboard and on the door of NAC 7-205.
Each student enrolled in this course -- indeed, each student at
the college -- has an institutional e-mail account. An e-mail
address has been reserved for you for as long as you are
associated with the City College of New York. Use your e-mail
address to communicate with me or with the teaching assistants
at any time. My e-mail is listed at the end of the syllabus; your
TA will provide you with his or her e-mail during recitation.

(Avoid using the e-mail links in Blackboard). Someone will
respond to your message promptly.
What material do you need to know to do well in the class?
The quizzes given at the beginning of each recitation class
will be based upon the reading assigned for that day and the
lectures on that reading. If you pay attention in lecture and
when you do the reading, you should have little problem with
the quizzes. By looking at the end of this syllabus, you can tell
which concepts and studies you must know from the reading so
if you have any uncertainty about those concepts or studies, you
can go to the office hours held by any of the TAs and ask before
the quiz occurs. There is a large overlap between the material
covered in lectures and in the reading but there are some
concepts and studies that are covered in one but not the other.
Every quiz will have at least 2 questions on material taken
specifically from the lectures that may not be in the book so
attendance at lecture can have a large effect on your grade.
Seat Assignments
There are no assigned seats in this class. You are free to sit
wherever you want each day.
Discussion Sections
Each week your teaching assistant will lead a discussion
session. These sessions will allow you to consider the course
material in greater detail and in smaller group settings than we
are able to do in the large lecture classroom. Each session will
be devoted to a discussion of the course material. The teaching
assistants also will use these sessions to answer any questions
that you might have about the material or the course, to provide
details about the course requirements, or to review for the final
examination. To get the most out of the discussion sessions it

is a good idea to bring your textbook along to each meeting.
DURING THE FIRST FIVE MINUTES OF EACH CLASS, A
QUIZ WILL BE GIVEN ON THE READING FROM THE
TEXTBOOK ASSIGNED FOR THAT CLASS AND THE
LECTURES RELATED TO THAT READING. If you come to
class during this time, you will be allowed to answer the three
multiple choice questions on the quiz but the quizzes will be
collected at 5 minutes after the class is scheduled to begin. Do
not argue with your teaching assistant about getting extra time.
They are not allowed to agree to that. Attendance will be taken
using the quizzes. EVERY SEMESTER I TELL STUDENTS
THAT IF THEY WILL HAVE DIFFICULTY GETTING TO
DISCUSSION CLASS ON TIME, THEY SHOULD TRY TO
SWITCH THEIR SECTION OR TAKE THIS COURSE DURING
ANOTHER SEMESTER AND EVERY SEMESTER SOME
STUDENTS COME TO ME REQUESTING SPECIAL
TREATMENT, WHICH THEY DO NOT RECEIVE, BECAUSE
THEY MISSED QUIZZES DUE TO BEING LATE. PLEASE
PAY ATTENTION TO MY ADVICE.
Your grade will be based on the following:
Quizzes
Each week in discussion class (other than the first class on
Thursday 2/1 or Friday 2/2) you will take a quiz, given the first
5 minutes of class, made up of 3 multiple-choice questions
worth 2 points per question. Questions on the quizzes will come
from the lectures and the reading assignments. If you miss
lectures or do not do the reading, you will lose points on the
quizzes. There are no make-up quizzes. This is because the
three lowest quiz grades will be dropped. It is not necessary to
tell me the reason you missed a quiz because 3 quiz grades will
be dropped for every student. If you do not miss 3 quizzes you
still get to drop your 3 lowest grades. If you miss more than 3
quizzes, I feel that you have not been attending enough and

deserve to lose points. Do not ask for more makeups. The
quizzes must be given during the first 5 minutes of your
discussion class in order to avoid wasting class time. IF YOU
ARE NOT ABSOLUTELY CERTAIN YOU WILL MAKE IT TO
CLASS ON TIME, YOU SHOULD NOT BE IN THAT
SECTION. THE TAS ARE NOT ALLOWED TO GIVE
QUIZZES TO STUDENTS AFTER THE FIRST 5 MINUTES.
EVERY SEMESTER I SAY THIS AND EVERY SEMESTER
SEVERAL STUDENTS FIND THAT THEY ARE ARRIVING
AT DISCUSSION CLASS LATE AND MISSING QUIZZES
RESULTING IN LOWER GRADES.
Total discussion quiz points = 60 (10 highest quizzes x 3
questions X 2 points).
Homeworks
A major goal of this class is to help you to become more critical
thinkers. One aspect of critical thinking is to more closely
examine your everyday life and not just take for granted how
you and others behave. As a college educated person you can
learn to combine the knowledge and theories you learn in
classes, including this one, with your own experience to better
understand your life. In order to aid such learning, you will be
asked to apply the class material to the world around you in the
papers described below and in 10 very brief, one paragraph,
homework assignments. In each assignment you will show how
some of the material from that week’s lecture and reading is
exhibited in your behavior or the behavior of others.
Homework assignments will be submitted in class in hard copy
and on Blackboard, as described in the section on “Papers”
below. For every class that is listed below in the section
entitled “Material for which you are responsible in Psychology
102” as having a homework due, look in the Content section of
the Blackboard for this class under the heading “Homeworks”
and do the homework assigned for the week of that class.

Total homework points =20 (10 homeworks x 2 points).
Participation in discussion class
Each week there willbe a brief homework assignment in which
you apply the concepts taught that week to everyday life. Each
class at least four students will be randomly called on to discuss
their homework.
Students who participate in discussion class may receive up to
10 extra credit points.
Papers
You will write 4 papers, one of which one will be briefer
than the others and worth fewer points. Plagiarism will result
in a zero grade on the paper (no exceptions) and reported to the
college committee on course and standing. Repeated plagiarism
will be punished more severely. Every term I tell people that
papers are submitted on Blackboard and in hard copy. The
Blackboard submission allows us to search every paper
submitted in the course, both this term and all other terms, and
to compare your papers to the entire internet. Students who
copy material for their papers from other students’ papers or
from the internet are identified and punished. Yet every term
sea few students get desperate and copy and are caught. Please
do not copy material. I prefer not to have to punish students.
Total paper points = 115.
The due dates for the longer papers are separated by at least
three-week intervals. A hard copy version of your paper is due
in class on the due date that is listed below in the section
“Material for which you are responsible in Psychology 102”.
In addition, please use Blackboard to send your papers to your
teaching assistant by 5:00 pm or before on these three dates. In
order to do this, first log on to Blackboard and click on the link

for PSY 102. Then go to assignments → go to papers → click
on the link corresponding to the paper you are working on (i.e.
paper #1). Once there, scroll down and where it says “Attach
local file” browse your computer for the finished paper and add
it. Then click submit, and you are done. Late papers will not be
accepted for full credit. Your paper is considered late if it has
not been received by the deadline. Feel free to ask your
teaching assistant for confirmation of receipt; if you then do not
receive confirmation from your teaching assistant, contact me
immediately. None of the paper grades may be dropped. If you
have not submitted the paper on time both in class and on Safe
Assign, you must see Professor Silverstein. The later it is, the
more points will be deducted. NEVER LEAVE A PAPER IN
Professor Silverstein’s mailbox unless he specifically tells you
to. All papers left without instruction in his mailbox will be
destroyed and not graded.
Extra credit option for visiting writing center
To encourage students to write better papers, both in terms of
grammar and organization, we have devised an extra-credit
opportunity for you. If you bring any of your papers to the
Rudin Writing Center to receive feedback from a tutor there,
and then submit to your teaching assistant proof from the
Writing Center that you went, your teaching assistant will add 3
points to your paper grade. Be sure to take advantage of this
extra-credit option for each of the papers. (SEEK and SSSP
students can see a SEEK/SSSP tutor instead.)
Final exam
The cumulative final consists of 30 multiple choice
questions worth 1 point each and 2 short essays worth 10 points
each.
Total final points = 50.

Psychology experiment participation
As part of the requirements for PSY 102, students over 18 years
old are asked to participate as subjects in 3 credit units (i.e., 3
hours) of ongoing research in the Department of Psychology, or
to complete an equivalent number of written assignments (i.e.,
three 2-3 page papers). The logic behind the requirement is that
students of psychological science should play an active role in
different kinds of research conducted by psychologists.
Professor Silverstein decided to become a Psychology major in
part because he was in some studies he found interesting. To
fulfill this requirement, you will need to sign up for individual
experiments, which usually are ready by the third week of
classes, are scheduled throughout the semester, and are
conducted until the last week of classes, but not during finals
week. Hence, you need to complete your research participation
or alternative written assignments by Friday, May 11th, 2018 at
5:00 pm.
To sign up for an experiment, use your browser to reach:
https://ccny.sona-systems.com (be sure to copy and paste the
link for the Subject Pool that appears on Blackboard into a new
browser page). Once on the web site, register yourself into the
subject pool by selecting “Request Account”. Use your e-mail
account to register and select a password (which does not need
to be your e-mail password). After you submit your registration
and it has been approved, you will receive an e-mail (to
whichever e-mail account you registered) providing you with a
link to log in. Your log-in is your e-mail address. Once logged
in, you will be asked to fill out a demographic survey. After
completing the survey, click “Experiments” on the menu bar.
There you will find descriptions of experiments that are
currently available. Select the experiments that seem
interesting to you and sign up for times that suit you. By
clicking “Appointments” you can read and print out the time

and location of the appointments you have scheduled. Be sure
to arrive at your appointments on time. For each experimental
session, you will be asked to read and sign an informed consent
document, stating that you agree to participate in the study.
The experimenter then will test you in the study and credit you
for your participation. You can withdraw from the experiment
at any time.
To check your credits, select “Completed” under
“Appointments” on the menu bar. Check within a couple of
days after the experiment to ensure that you have been properly
credited. In fact, your record on Subject Pool is how we verify
that you have completed the 3-unit requirement. When you have
participated in enough experiments to earn 3 credit units on
Subject Pool, then you have successfully completed the
requirement. You will only receive points for this assignment if
you have completed the requirement; no partial points will be
given.
Don't forget to show up on time to any experiment you
have signed up to participate in, or else be sure to cancel. If
you fail to arrive on time for an experiment, you will be
penalized by having to complete additional experimental hours
or being barred from the subject pool. To avoid any penalty,
you must cancel your participation in an experiment before the
end of the experiment’s cancellation period (see the
experiment’s description). To cancel an experiment, click
“Appointments” on the menu bar → click “Scheduled” → click
the garbage can icon. If you have incurred penalties during the
semester, to fulfill the participation requirement you will need
to complete enough experimental hours beyond 3 hours to equal
the total number of penalties.
Alternative Written Assignment: Three Papers. If you do not
wish to take part in the research participation requirement, have
been excluded from the pool, are younger than 18 years old, or

cannot participate because of conflicts, you are allowed to
substitute an alternative, written assignment of three 2-3 page
papers (i.e., one paper for each research unit). This assignment
is in addition to the four papers already required in the course.
You also can use the alternative assignment to reach the 3-unit
threshold if you have not completed enough experiments (e.g., 1
paper + 2 experimental hours = 3 research units). Each of the
three papers in the alternative assignment will be a structured
summary of a classic study in psychology, selected by me (the
three studies are saved as pdfs in Blackboard). If you are
interested in doing the alternative assignment, follow exactly
the instructions for the structured summary, which are provided
in Blackboard.
Total research participation points = 5.
SUPPLEMENTAL INSTRUCTION
In order to help interested students learn the course material
better and improve their grades, extra classes will be held each
week in which students can ask questions about material they do
not understand and receive advice about how to improve the
papers they write. Six hour-long Supplemental Instruction (SI)
sessions will be held each week. Students will sign in to each
session they attend. For every 3 sessions students attend, they
will be allowed to rewrite one of the three longer papers in
order to improve their grades. The deadline for submitting a
rewritten paper is one week after that paper was returned to
students with a grade. Students who have attended 3 new (that
is not used to justify an earlier paper rewrite) SI sessions by the
time the rewrite is due, will be allowed to submit it. Each
semester, some students do not attend SI sessions but as the
semester comes to an end, they realize they need to improve
their grades. Unfortunately, often by that time it is too late for
them to attend 3 SI sessions so they request an extension. I
WILL NOT GRANT EXTENSIONS SO PLAN AHEAD.

YOUR FINAL GRADE
· Total points possible = 250 (not counting extra credit) = 115
(papers) + 60 (quizzes) + 20 (homework) +
50 (final) + 5 (experiment participation).
· Total points needed for each Final grade (You must earn the
cutoff score to get the grade not just get higher than the score
for the lower grade. Missing by even one point earns the lower
grade.):
· A=225, A- =216, B+ =208, B=200, B-=191, C+=183, C =175,
C- = 166, D=150, F=<150.
· A= 90% of possible total points (not counting extra credit),
B=80% etc.
In a class with hundreds of students, several miss a higher grade
by one point but if the cutoff is lowered for them, several others
will miss the new cutoff by one point. I know it is annoying to
miss a higher grade by a point but nothing can or will be done
about it. Take advantage of the extra credit opportunities by
participating in class, visiting the writing center and attending
Supplemental Instruction classes described below which will
allow you to rewrite papers to improve your grade.
If you participate a lot in discussion class you can earn as much
as 10 extra credits. If you visit the writing center for each of
the 4 papers, you can earn 12 extra credits. If you attend a total
of 9 SI sessions, rewrite the 3 longer papers and improve you
grade on each paper by only 1 point you can add 3 points.
Totaling the 10 points for participation, the 12 points for
writing center and the 3 points for rewrites comes to 25 added
points which is the difference between one letter grade and the
next whole letter grade (e.g. B to A). Getting a good grade in
this class in large part relies on you putting in some effort.
GIVEN THAT THE 3 LOWEST QUIZ GRADES ARE
DROPPED AND THE LARGE AMOUNT OF EXTRA CREDIT

AVAILABLE. DO NOT ASK FOR ANY MORE DROPPED
QUIZZES OR EXTRA CREDIT.
Consultation
Simple problems with the course, including late
assignments, can be dealt with by speaking in the lecture hall to
Professor Silverstein after the 11:50-12:40 lecture and before
the 1-1:50 lecture. Generally, late assignments are not
acceptable. Speak to the instructor as soon as problems occur.
Do not wait weeks and then say that you did not know that you
had to talk to someone. Never email an assignment without
first talking to the instructor.Never leave an assignment in
Professor Silverstein’s mailbox, it will not count.
My office hours are Monday 3:15-4:15, Wednesday 4:15-
5:15 and by appointment in NAC Room 7-120a.
The Course Coordinator of Psychology 102 is Ms. Kseniia
Gvozdieva. She can answer any questions that you might have
about the course. Her office is located in 7/307b and you can
schedule a time to meet with her by appointment. Her e-mail
address is [email protected]
The teaching assistants will each hold regular office hours in
NAC 7/205. The times and locations of these office hours are
posted on the door of NAC 7/205 and on Blackboard. Please
contact them either through e-mail, or by approaching them
either before or after class. You can ask questions about the
material to any of the tas so, whatever your schedule, you
should be able to attend some office hours if you need help.
Finally, feel free to discuss any questions you may have with
your teaching assistant during your regular recitation
session.Academic Dishonesty

Dishonesty will not be tolerated in this course in any
guise. Dishonesty includes, but is not limited to, (1)
plagiarism: using another's words, ideas, or paraphrases and
implying that they are your own; (2) cheating: using hidden
notes or examining another person's responses in order to
answer questions on a checkup or test; (3) ringers: having
another person fulfill your assignment. In this course, it is very
important that you avoid plagiarism when completing your
paper assignments. To help you in understanding what
plagiarism is and how to avoid it, please read the guide
provided by CUNY’s provost, dean, and student affairs offices:
One recurring issue of academic dishonesty concerns the
term papers. Each of the questions asked of you in a term paper
must be answered in your own words. Any very brief
quotations from other material must be included in quotation
marks and you must mention in your paper where it came from.
If you are thinking of plagiarizing, you should be aware that the
process of looking for plagiarism is an automatic one done
through a program in Blackboard called SafeAssign, which
checks all submitted materials against a very large source
material database, including papers handed in by other students
this and previous semesters. Every semester I warn students
that SafeAssign catches their attempts to take material from
others yet every semester several students try it and are caught.
Do not copy material from other sources! Any cases of
academic dishonesty that I uncover on any assignment in this
course will be dealt with strictly: A faculty report on the
dishonest student will be filed with the Office of the Academic
Integrity Official; the student will be given a zero in the
assignment and possibly failed in the course. Please consult
CUNY's policy on academic integrity for further information:
https://www.ccny.cuny.edu/academicaffairs/integrity-policies
Accommodations for Students with Disabilities

The Office of Student Disability Services (SDS) provides a
supportive environment for students with disabilities and can be
helpful in arranging student accommodations, support services,
and academic adjustments. Please contact the office at 212-
650-5913 early in the semester to schedule an appointment. If
after meeting with SDS it is determined that you would benefit
from in-class accommodations, the office will ask you to bring
me an Academic Adjustment Memo that specifies the nature of
the accommodations. I can work with you to ensure that these
accommodations are met. This is their website where you can
get more information: https://www.ccny.cuny.edu/accessability
Material for which you are responsible in Psychology 102
You will only be tested on the material listed below. The
material includes concepts, studies, and names.
Many names of noted psychologists are mentioned in the book
and lecture. The only names you must know are listed for each
week by the heading “Names to know”. For these people only, I

may simply write the person’s name and ask a question about
their work, such as “What is the major criticism offered today
of Piaget’s theory?” For all other names, additional explanatory
material will be added to any question, such as “What was the
major cause of aggression suggested in Muzafer Sherif’s Boy
Scout Camp Study?”
Quizzes on the material occur on the days listed. These quizzes
occur in the first five minutes of the day on which you will
discuss the material in order to get you to read the material
before the discussions take place.
Section 1: Social Psychology
Week 1 -- Recitation Thursday 2/1 or Friday 2/2: Introduction
to the class. No quiz
Week 2 -- Social Cognition section 13-1, 13-7, 13-8 Quiz:
Concepts Studies
social cognition woman acts warm or aloof
(Napolitan and Goethals, 1979)
attribution cultural differences in
attribution (Masuda and Kitayama, 2004 lecture only)
situational attribution
dispositional attribution
fundamental attribution error
actor-observer difference
cultural differences in attribution
just-world phenomenon (textbook only)
Week 3 -- Social Influence sections 13-3 through 13-6 Quiz:

Concepts Studies
conformity conformity studies
(Asch, 1955)
normative vs. informational Ku Klux Klan uniforms
(Zimbardo, 1970 textbook only)
social influence electric shock (Milgram,
1963, 1974)
roles
obedience
groupthink
deindividuation (textbook only) Names to know
Solomon Asch
Stanley Milgram
Week 4 – Conflict, Prejudice sections 13-7, 13-15, 13-16
Quiz: Thursday 2/22, Friday 2/23 Homework due
Paper 1 assigned, due Thursday 3/8, Friday 3/9
Concepts
Studies
social identity theory conflict Boy
Scout camp (Sherif, 1966)
stereotype superordinate goals in-
group solidarity (Tajfel, 1982)
discrimination mirror image perceptions
implicit racial associations (Banaji & Greenwald, 1998)
automatic prejudice GRIT
weapons identification studies (Correll et al., 2002;
Greenwald et al., 2003)

scapegoat (Cialdini et al., 1980, textbook only)
Section 2: Developmental Psychology
Week 5 -- Learning sections 7-1 through 7-3, 7-7 through 7-9,
7-11, 7-13, 7-16 Quiz: Thursday 3/1, Friday 3/2 Homework
due
Concepts Studies
classical conditioning Pavlov’s dog
experiments
unconditioned stimulus children observe
aggression (Bandura et al., 1963)
unconditioned response attribution of
fear/anger in infants (lecture only)
conditioned stimulus fathers play with
babies (lecture only)
conditioned response teachers’ attention to
pre-schoolers (lecture only)
operant conditioning mothers read to
children (lecture only)
positive reinforcement
punishment
primary reinforcer or punisher
secondary reinforcer or punisher Names to know
extinction Ivan Pavlov
shaping Albert Bandura
superstitious behavior
social learning theories
observational learning
gender schema
Week 6 -- Cognitive Development sections 5-1, 5-5, 5-13

Quiz: Thursday 3/8, Friday 3/9 Paper 1 due No homework due
Concepts
Studies
motor reflexes babies
view dogs and cats (Spencer lecture only)
Piaget’s cognitive stages
children view model room and toy (DeLoache, 1987)
assimilation
children view Band Aid box with pencils (Jenkins et al., 1996)
accomodation moral
dilemmas (Kohlberg, 1983, 1984)
sensorimotor stage brain
imaging of moral dilemma (Greene, 2001 textbook only)
object permanence
preoperational stage
egocentric
Names to know
theory of mind Jean
Piaget
concrete operational stage
Lawrence Kohlberg
operations
conservation developing morality
formal operational stage preconventional morality
abstract reasoning conventional morality
reflecting on Piaget postconventional
morality
Week 7 -- Lifespan Development pages section 5-14 Quiz:
Paper 2
Concepts
Erikson’s psychosocial stages

Names to know
trust vs. mistrust
Erik Erikson
autonomy vs. shame and doubt
initiative vs. guilt
industry vs. inferiority
identity vs. role confusion
intimacy vs. isolation
generativity vs. stagnation
ego integrity vs. despair
biological maturation
societal expectation
life crises
Experimental Methods and Measures of Central Tendency
Lecture 3/12 see concepts after Week 15 below No quiz
Section 3: Cognitive Psychology
Week 8 -- Perception sections 3-3, 6-1 through 6-6, 6-10, 6-12,
6-14, 6-15 Quiz: Thursday 3/22, Friday 3/23
Homework due
Concepts
Studies
selective attention tasting
fries (Robinson et al., 2007)
sensation studies of
subliminal perception (Feguson & Zayas, 2009)
transduction subliminal
self-help (Greenwald et al., 1991,1992)
sensory adaptation
hunger and food perception (lecture only)
perception
kittens view stripes (lecture only)

feature detection
bottom-up processing
top-down processing
perceptual set
form perception figure and ground
Gestalt psychology
Gestalt principles of perceptual grouping
proximity
closure
similarity
continuity
visual constancies
shape constancy
color constancy lightness constancy
size constancy
Week 9 -- Memory sections 8-1 through 8-8, 8-14 through 8-16
Quiz: Thursday 3/29, Wednesday 4/11(Friday schedule)
Homework due
Concepts
Studies
reconstructive process memory systems
source amnesia sensory memory
car collisions (Loftus & Palmer, 1974)
short-term (working) memory
divers learn words (Godden & Baddeley 1975)
explicit memory long-term memory
sensory memory (Sperling, 1960)
recall chunks
remembering a list of sweets (Roediger et al.,1995 textbook
only)
recognition types of long-term memory
implicit memory procedural

priming episodic
relearning semantic
case of H.M. rehearsal
deep processing mnemonics
state-dependent memory flashbulb memory
steps in memory
encoding
storage
retrieval
Week 10 -- Thinking Sections 1-1, 14-21, 9-2 through 9-4
Quiz Thursday 4/12, Friday 4/13 Homework due Paper 2 due
Brief paper 3 assigned, due Thursday 4/19, Friday 4/20
Concepts
Hindsight bias Availability heuristic
Overconfidence Belief perseverance
Self-serving bias Framing
Confirmation bias
Section 4: Abnormal/Clinical Psychology
Week 11 -- Psychoanalytic theory sections 14-1 through 14-9
Quiz: Thursday, 4/19, Friday 4/20 Brief paper 3 due
No homework due
Concepts
Unconscious psychosexual stages of development
psychoanalysis oral
structure of the personality anal
id phallic
ego Oedipus complex
superego identification

defense mechanisms latency
repression genital
projection problems with
displacement psychodynamic theories
reaction formation
regression Names to know
denial Sigmund Freud
sublimation
Week 12 -- Diagnosis/Psychopathology sections 14-7, 14-15,
15-1, 15-3, 15-6, 15-7 through 15-9, 15-11, 15-12
15-15 through
15-17, 16-14, 16-15 Quiz: Thursday 4/26, Friday 4/27
Homework due Paper 4
Concepts
projective tests
multiple personality (dissociative identity disorder)
Rorschach Inkblot test
schizophrenia
Thematic Apperception Test (TAT)
positive symptoms
MMPI
delusions
DSM
hallucinations
anxiety disorders
disorganized speech
generalized anxiety disorder
inappropriate behavior
phobia
negative symptoms
panic disorder

loss of motivation
obsessive-compulsive disorder (OCD) flat
affect
obsessions catatonic stupor
compulsions
antipsychotic drugs
posttraumatic stress disorder
mood disorders
antidepressant drugs
major depression
antianxiety drugs
bipolar disorder (manic depression) lithium
ECT
Week 13 -- Psychotherapy sections 14-10, 14-11, 16-2 through
16-7 Quiz: Thursday, 5/3, Friday 5/4 Homework due
Concepts
psychodynamic therapy cognitive behavioral therapy
rational emotive therapy group therapy
free association behavioral records and contracts
client-centered therapy family therapy
transference systematic desensitization
unconditional positive regard prevention
resistance role playing
rehabilitation psychologists
dream analysis modeling
cognitive restructuring
Names to know
Carl Rogers
Albert Ellis
Section 4: The Nervous System

Week 14 -- The Brain sections 2-7 through 2-12, 6-11 Quiz:
Thursday 5/10, Friday 5/11 Paper 4 due No homework due
Concepts
Studies
central nervous system Forebrain
identify spoon (Gazzaniga, 1967)
spinal cord thalamus
photo of nude (lecture only)
reflexes hypothalamus
EEG limbic system
PET scan amygdala
functional MRI hippocampus
neuropsychology Cerebral cortex
Brain stem corpus callosum
medulla split brain
cerebellum blindsight
reticular formation
Week 15 -- The Neuron sections 2-22 through 2-4, 8-13
Concepts
neuron synapse action potential
axon neurotransmitter long term potentiation
dendrite endorphin
Lectures on basic Psychology research methods and statistics
Experimental methods and measures of central tendency
sections 1-3, 1-8, 1-11, 1-12
Concepts

experiment central tendency
experimental group mean
control group median
independent variable mode
dependent variable variance
random assignment
operational definition
replication
significance
Correlation section 1-5 through 1-7
Concepts
correlation scatterplot
correlation coefficient correlation does not imply
causation
positive
negative
The Anatomy of an Essay
Structure to be used in writing papers other than Paper 4

Introduction
�
�
clearly what position you will take in the essay
� oduces reasons/evidence that you will discuss in detail
in the body paragraphs
Body Paragraphs
�
�
o Supports the Thesis Statement of the essay
o Introduces the idea that guides the paragraph and lets the
reader know what to expect
o Should be a specific idea that needs to be proven
�
o Related to topic sentence and controlling ideas
o Offer evidence, to support, describe, or define the topic
o Can answer the questions: Who, What, When, Where, Why, or
How (a.k.a. the “5 W’s”)
�
o Re-states the main idea, offers a solution or prediction,
answers any unresolved questions
Conclusion
� h a
final thought
�
�
essay
�
problem to think about

The online textbook of our course is open for student
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To register for the course go to:
http://www.macmillanhighered.com/launchpad/myers11e/48587
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representative during the hours of operation listed below by one
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PSYCHOLOGY 10200 (Psychology in the Modern World)Mondays & Wedne.docx

PSYCHOLOGY 10200 (Psychology in the Modern World)Mondays & Wedne.docx

PSYCHOLOGY 10200 (Psychology in the Modern World)Mondays & Wedne.docx

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