HORBACHEVSKY TERNOPIL STATE MADICAL UNIVERSITY

HORBACHEVSKY TERNOPIL STATE MADICAL UNIVERSITY

                                                                                              “CONFIRM”

                                                                                                Vice-rector

                                                                                                 ___________ prof. I.R.Mysula

                                                                                            “  23  “_____June_____2009

 

 

 

 

 

WORK PROGRAM

ON INTRODUCTION TO PSYCHOLOGY

PHYSIOLOGY DEPARTMENT

 

 

 

 

Plan of educational process

 

 

Program has been created by associated professor N.M. Volkova Program has been discussed and adopted at the sub-faculty meeting March 11, 2009, minute No 9

 

 

Chief of normal physiology department                 professor S.N.Vadzyuk

Program is approved at the meeting cyclic methodical commity of morpho-physiological discipline April 14, 2009, minute No 5

 

 

 

 

 

 

Heard of the cyclic methodical commission                                            as. prof. N.I.Tkachuk

 

 

 

Ternopil 2009

 

 

 

 

The Origins of Psychology

Psychology is now defined as the science of behavior and mental processes. Wilhelm Wundt, a German physiologist. Psychology as an experimental science. Wundt’s student Edward B. Titchener. Sucturalism, the first school of psychology. Introspection to try to identify the structures of conscious experiences. William James founded and promoted psychology in the United States. James established functionalism, a school of psychology that emphasized the adaptive role of behavior. James’s students G. Stanley Hall and Mary Whiton Calkins were two important figures in early American psychology. Sigmund Freud established psychoanalysis as a theory of personality and form of psychotherapy. Psychoanalysis. The role of unconscious conflicts in determining behavior and personality. Behaviorism in the early 1900s. Ivan Pavlov’s research. John Watson and B. F. Skinner. Behaviorism rejected the study of mental processes and emphasized the study of observable behavior, especially the principles of learning. Carl Rogers and Abraham Maslow. Humanistic psychology, which emphasized psychological growth and the importance of choice in human behavior.

Contemporary Psychology. The biological, psychodynamic, behavioral, humanistic, cognitive, cross-cultural, and evolutionary psychology perspectives.

Important specialty areas of psychology include biological psychology, cognitive psychology, experimental psychology, developmental psychology, social psychology, personality psychology, health psychology, educational psychology, industrial organizational psychology, and clinical psychology.

The Scientific Method. The four goals of psychology are to describe, explain, predict, and influence human behavior and mental processes. Psychology is based on empirical evidence. Psychologists are trained in the scientific method, which has four steps: (1) generate a hypothesis that can be tested empirically, (2) design the study and collect the data, (3) analyze the data and draw conclusions, and (4) report the findings.

Variables must be operationally defined. Research methods include descriptive methods and the experimental method. Statistics are used to analyze the data and to determine whether findings are statistically significant. Meta-analysis can be used to combine and analyze multiple studies on a single topic. Reporting the results of a study allows other researchers to replicate the study. As research findings accumulate from individual studies, theories or models develop to explain the different findings on a related topic. Theories are tools for understanding and explaining behavior and mental processes. Theories evolve and change as new evidence emerges. 

Descriptive Methods. Descriptive methods are research strategies used to observe and describe behavior. The goal of naturalistic observation is to detect behavior patterns as they exist in their natural settings. The case study method involves intensive study of a single subject or a small group of subjects. Surveys, questionnaires, and interviews are administered to a sample of the larger group to be investigated. For results to be generalizable to the larger population, the sample must be a representative sample. Participants are usually chosen through random selection. Correlational studies investigate how strongly two factors are related to each other. The relationship is expressed in terms of a correlation coefficient. A positive correlation indicates that two factors vary in the same direction, whereas a negative correlation indicates that two factors vary in opposite directions. Even when two factors are strongly related, conclusions cannot be drawn about causality because a third factor may actually be responsible for the association. However, correlational evidence can be used to identify important relationships and to make meaningful predictions.

The Experimental Method. The experimental method can demonstrate a cause and effect relationship between one variable and another. Experiments involve manipulating the independent variable and measuring the effects of the manipulation on the dependent variable. An experiment testing the effects of playing violent video games on aggressive behavior was used to help illustrate random assignment of subjects to experimental conditions, experimental groups compared to a control group, systematic manipulation of the independent variable, and objective measurement of the dependent variable.

There are many variations in experimental design. A placebo control group is used to check for expectancy effects. The use of a double-blind study helps guard against demand characteristics. Natural experiments involve measuring the impact of a naturally occurring event on subjects. Although experiments can provide evidence of causality, they are sometimes criticized for creating artificial conditions. Not all questions can be studied experimentally.

Ethics in Psychological Research. All psychological research is subject to regulations contained in an ethical code developed by the American Psychological Association. For research with human subjects, the ethical code requires that informed consent and voluntary participation must be ensured, student subjects must be given alternatives to participating in research, deceptive techniques can be used only under specific conditions, records are kept confidential, and participants are to be debriefed and given the opportunity to learn more about the study.

Research with animal subjects is also governed by an ethical code developed by the American Psychological Association.

Mary Whiton Calkins (1863–1930) American psychologist who conducted research on memory, personality, and dreams; established one of the first U.S. psychology research laboratories; first woman president of the American Psychological Association.

Charles Darwin (1809–1882) English naturalist and scientist whose theory of evolution through natural selection was first published in On the Origin of Species in 1859.

Sigmund Freud (1856–1939) Austrian physician and founder of psychoanalysis.

G. Stanley Hall (1844–1924) American psychologist who established the first psychology research laboratory in the United States; founded the American Psychological Association.

William James (1842–1910) American philosopher and psychologist who founded psychology in the United States and established the psychological school called functionalism.

Abraham Maslow (1908–1970) American humanistic psychologist who developed a theory of motivation.

Ivan Pavlov (1849–1936) Russian physiologist whose pioneering research on learning contributed to the development of behaviorism; discovered the basic learning process that is now called classical conditioning.

Carl Rogers (1902–1987) American psychologist who founded the school of humanistic psychology.

B. F. Skinner (1904–1990) American psychologist and leading proponent of behaviorism; developed a model of learning called operant conditioning; emphasized studying the relationship between environmental factors and observable behavior.

Edward B. Titchener (1867–1927) British-born American psychologist who founded structuralism, the first school of psychology.

Margaret Floy Washburn (1871–1939) American psychologist who was the first woman to earn a doctorate in psychology in the United States; published research on mental processes in animals.

John B. Watson (1878–1958) American psychologist who founded behaviorism, emphasizing the study of observable behavior and rejecting the study of mental processes.

Wilhelm Wundt (1832–1920) German physiologist who founded psychology as a formal science; opened first psychology research laboratory in 1879.

Neuroscience and Behavior. Psychological and biological processes are closely linked. Biological psychologists investigate the physical processes that underlie psychological experience and behavior. Neuroscience is the study of the nervous system, especially the brain.

The Neuron: The Basic Unit of Communication Information in the nervous system is transmitted via cells specialized for communication, called neurons. Glial cells help neurons by providing nutrition, removing waste products, and producing the myelin sheath. There are three basic types of neurons: sensory neurons, motor neurons, and interneurons. Most neurons have three basic components: a cell body,

dendrites, and an axon. The axons of some neurons are wrapped in a myelin sheath, which speeds the rate at which neural messages are sent. Within the neuron, information is communicated in the form of brief electrical messages called action potentials. The minimum level of stimulation required to activate a neuron is called the stimulus threshold. A neuron’s resting potential is the state in which it is ready to activate and communicate its message, if sufficiently stimulated. According to the all-or-none law, either a neuron is sufficiently stimulated and an action potential results, or it isn’t sufficiently stimulated and an action potential doesn’t occur.

The point of communication between two neurons is called the synapse. Neurons communicate information to other neurons either electrically or chemically. In chemical communication, neurotransmitters cross the synaptic gap and affect neighboring neurons. These neurotransmitters are held within synaptic vesicles, which float in axon terminals. The entire process of transmitting information at the synapse is called synaptic transmission. Reuptake is the process in which neurotransmitter molecules detach from the receptor and are reabsorbed and recycled. There are many different kinds of neurotransmitters, which send either excitatory or inhibitory messages to the receiving neuron. Some drugs influence behavior and mental processes by influencing neurotransmitter activity. Important neurotransmitters include acetylcholine, dopamine, serotonin, norepinephrine, GABA, and endorphins.

The nervous system and the endocrine system: communication throughout the body. The nervous system is divided into two main divisions: the central nervous system and the peripheral nervous system. The central nervous system is composed of the brain and the spinal cord. The spinal cord can produce spinal reflexes. The peripheral nervous system consists of all the nerves outside the central nervous system. The two main subdivisions of the peripheral nervous system are the somatic nervous system and the autonomic nervous system. The autonomic nervous system is divided into the sympathetic nervous system and the parasympathetic nervous system. The endocrine system is composed of glands that secrete hormones into the bloodstream, regulating many body functions, including physical growth, stress response, and sexual development. The endocrine system itself is regulated by the hypothalamus in the brain. Under the direction of the hypothalamus, the pituitary gland directly controls hormone production in other endocrine glands as well as hormones that act on physical processes. Another set of glands, called the adrenal glands, which include the adrenal cortex and the adrenal medulla, produce hormones that are involved in the human stress response. The gonads are endocrine glands that secrete hormones that regulate sexual characteristics and reproductive processes. A Guided Tour of the Brain Most psychological processes involve the integrated processing of information via neural pathways in multiple brain structures and regions. Case studies of individuals with brain damage or injury have provided information about the brain’s function. Researchers have also observed the behavioral effects of surgically altering or electrically stimulating a specific area of the brain. The electroencephalograph records the brain’s electrical activity. MRI scanners use magnetic signals to produce highly detailed images of the brain’s structures.

PET scans use radioactive substances to produce colorcoded images of the brain’s activity. Functional MRI scans track the brain’s activity by measuring changes in blood flow in brain areas. During prenatal development, the human brain begins as a fluid-filled neural tube, which ultimately forms the three key brain regions: the hindbrain, midbrain, and forebrain. Evidence now suggests that neurogenesis, the development of new neurons, can occur in the adult brain. Combined, the hindbrain and midbrain structures constitute the brainstem. Sensory and motor pathways cross over in the hindbrain. The key structures of the hindbrain are the medulla, the cerebellum, and the pons. The reticular formation is located in the core of the medulla and the pons.

Auditory and visual information is integrated and coordinated in the midbrain. The substantia nigra is involved in motor control and contains a concentration of neurons that produce dopamine.

The outer portion of the forebrain is called the cerebral cortex. The cerebral cortex is divided into the left and right cerebral hemispheres, with the corpus callosum serving as the main communication link between them. Each hemisphere is divided into four lobes. The temporal lobe contains the primary auditory cortex. The occipital lobe contains the primary visual cortex. The parietal lobe contains the somatosensory cortex. The frontal lobe contains the primary motor cortex.

The remainder of the cerebral cortex is composed of association areas. _ The limbic system structures are found beneath the cerebral cortex and form neural circuits that play critical roles in learning, memory, and emotional control. The limbic system includes part of the frontal cortex and the hippocampus, thalamus, hypothalamus, and amygdala. Specialization in the Cerebral Hemispheres The notion that particular areas of the brain are associated with particular functions is called cortical localization. In the mid-1800s, it was discovered that damage to the left hemisphere produced disruptions in speech and language called aphasia. Different forms of aphasia include Broca’s aphasia and Wernicke’s aphasia. Damage to the same areas of the right hemisphere did not produce aphasia. The notion that specific psychological or cognitive functions are processed primarily on one side of the brain is called lateralization of function. More evidence for the specialized abilities of the two hemispheres has resulted from the split-brain operation, in which the corpus callosum connecting the two hemispheres is cut. Roger Sperry and his colleagues demonstrated the different strengths of each hemisphere in split-brain patients. The left hemisphere is specialized for language tasks, and the right hemisphere is specialized for visual-spatial tasks.

Pierre Paul Broca (1824–1880) French surgeon and neuroanatomist who in 1861 discovered an area on the lower left frontal lobe of the cerebral cortex that, when damaged, produces speech disturbances but no loss of comprehension.

Roger Sperry (1913–1994) American psychologist who received the Nobel Prize in 1981 for his pioneering research on brain specialization in split-brain patients.

Karl Wernicke (1848–1905) Germaeurologist who in 1874 discovered an area on the left temporal lobe of the cerebral cortex that, when damaged, produces meaningless or nonsensical speech and difficulties in verbal or written comprehension.

Sensation and perception. Sensation refers to the response of sensory receptors in the sense organs to stimulation and the transmission of that information to the brain. Perception refers to the process through which the brain organizes and interprets sensory information. When sensory receptors are stimulated by an appropriate form of energy, transduction converts the energy into neural impulses, which are transmitted to the brain. Each sense is specialized in terms of the type and level of energy to which it will respond. Sensory thresholds include the absolute threshold and the difference threshold.Weber’s law states that the just noticeable difference will vary depending on the strength of the original stimulus. Sensory adaptation takes place when the sensory receptor cells gradually decline in sensitivity to a constant stimulus.

Vision: From Light to Sight _ The sensory receptors for vision respond to light waves. The human eye is sensitive to a very narrow, specific range of wavelengths in the electromagnetic energy spectrum. Light waves enter the eye and pass through the cornea and the pupil. The iris controls how much light is allowed in. Behind the pupil is the lens, which focuses light on the retina through accommodation. The retina contains the sensory receptors for vision, the rods and cones. Rods are used for vision in dim light and for peripheral vision. Cones are used for color vision, for vision in bright light, and for seeing fine details. Cones are concentrated in the fovea, whereas rods are more prevalent in the periphery of the retina. There are no rods or cones in the optic disk, which creates a blind spot in the visual field. Rods and cones send information to the bipolar and ganglion cells. The ratio of cones to ganglion cells is much smaller than the ratio of rods to ganglion cells. The optic nerve fibers exit the back of each retina at the optic disk and meet at the optic chiasm, where some of the fibers cross over to the opposite side of the brain and then transmit information from the thalamus to the visual cortex. Feature detectors are highly specialized neurons in the visual cortex.

Color is the psychological experience of different wavelengths of light and involves hue, brightness, and saturation. The color of an object is determined by the light wave it reflects. In combination, the trichromatic theory and the opponent-process theory explain color vision. The trichromatic theory explains red–green color blindness and color processing in the retina. The opponent-process theory explains afterimages and color processing in the ganglion cells and the brain. Hearing: from vibration to sound. The sense of hearing is called audition. The loudness, pitch, and timbre of a sound are determined by the amplitude, frequency, and complexity of a sound wave. Loudness is measured in decibels. Sound waves are collected in the outer ear, amplified by the eardrum in the middle ear, and transduced in the inner ear. The sensory receptors for hearing are the hair cells, which are located on the basilar membrane in the cochlea. The auditory nerve carries information to the thalamus and auditory cortex in the brain.

The chemical and body senses: smell, taste, touch, and position. The sensory receptors for smell (olfaction) and taste (gustation) are specialized to respond to chemical substances. The sensation of smell is caused by airborne molecules stimulating odor receptors on the olfactory receptor cells in the nasal lining. Olfactory information travels via the axons of the receptor cells to the olfactory bulb and is transmitted along the olfactory tract to different brain areas, including the temporal lobe and limbic system. Taste results from the stimulation of sensory receptors in the taste buds, which are located on the tongue and the inside of the mouth. When activated by chemical substances dissolved in saliva, the taste buds send neural messages to the thalamus in the brain. There are five primary tastes: sweet, salty, sour, bitter, and umami. The skin includes several kinds of sensory receptors, which are unevenly distributed among the parts of the body. The Pacinian corpuscle is the skin receptor that is sensitive to pressure. Pain sensation is partly explained by the gate-control theory. Pain sensations result from the release of a neurotransmitter called substance P. The transmission of pain signals is inhibited by the release of endorphins. Psychological factors mediate the experience of pain. The kinesthetic sense involves the location and position of body parts in relation to one another, which is detected by specialized neurons called proprioceptors. The vestibular sense provides information about balance, equilibrium, and orientation.

Perception Both bottom-up and top-down processing are involved in everyday perception. The Gestalt psychologists emphasized the perception of gestalts, or whole forms. We rely primarily on shape to identify an object. Figure–ground relationships are important in distinguishing an object from its background. The Gestalt psychologists noted perceptual principles of organization including proximity, similarity, closure, good continuation, and the law of Prägnanz. Depth perception involves both monocular and binocular cues. Monocular depth cues include relative size, overlap, aerial perspective, texture gradient, linear perspective, motion parallax, and accommodation. Binocular depth cues include convergence and binocular disparity. _ The perception of movement involves integrating information from the eye muscles, the retina, and the environment. The illusion of induced motion is a result of our assumption that the background is stationary. The perception of stroboscopic motion results from images being rapidly registered on the retina. Objects are perceived as stable despite changes in sensory input and retinal image, a concept called perceptual constancy. Size constancy and shape constancy are two important forms of perceptual constancy. Perceptual illusions. Perceptual illusions and impossible figures are used to study perceptual principles. The Müller-Lyer illusion involves the principles of depth cues and size constancy. The moon illusion results from the principles of overlap and size constancy.

The effects of experience on perceptual interpretations. Perceptual interpretations can be influenced by learning experiences, culture, and expectations. Perceptual set often determines the interpretation of an ambiguous stimulus.

Karl Duncker (1903–1940) German Gestalt psychologist who is best known for his studies on the perception of motion; also studied the perception of pain and the effects of past experience on perception; immigrated to the United States in 1938.

Max Wertheimer (1880–1943) German psychologist who founded Gestalt psychology in the early 1900s, immigrated to the United States in 1933, studied the optical illusion of apparent movement, and described principles of perception.

Consciousness: experiencing the “private I”. Consciousness refers to the immediate awareness of internal and external stimuli. Most psychologists today consider consciousness an important area of research, as did early psychologists.

Biological and environmental “clocks” that regulate consciousness. Circadian rhythms are regulated by the suprachiasmatic nucleus (SCN), the “master clock” located in the hypothalamus of the brain. In response to light detected by special photoreceptors, the SCN reduces the production of melatonin by the pineal gland. Increased melatonin makes you sleepy.

Under free-running conditions, human circadian rhythms drift toward a 25-hour day. Circadian rhythms become disrupted when environmental time cues are out of sync with the body clock. Symptoms of jet lag can be produced by travel across time zones or by rotating shift work.

Sleep. The invention of the electroencephalograph, which produces an EEG or electroencephalogram, and the discovery of rapid eye movements (REM) changed scientific views about sleep. The two basic types of sleep are REM sleep and NREM sleep. _ When we are awake and alert, the brain generates beta brain waves. As brain activity gears down and drowsiness sets in, alpha brain waves are generated. Hypnagogic hallucinations can occur during this drowsy, presleep phase. Each sleep stage is characterized by a specific pattern of brain activity. In the first 90 minutes of sleep, four different stages of NREM sleep are followed by a brief episode of REM sleep. Stage 2 of sleep is defined by the appearance of sleep spindles and K complexes. Throughout the night, episodes of REM sleep become progressively longer and NREM episodes become shorter.

As people age, periods of REM sleep and deep sleep become shorter, and more time is spent in stage 2 NREM. Sleep deprivation studies and the phenomenon of REM rebound demonstrate the biological need to sleep. The restorative theory and the adaptive theory offer different explanations for the function of sleep.

Sleep disorders are serious disturbances in the normal sleep pattern that interfere with daytime functioning and cause subjective distress.

The most common sleep disorder is insomnia; the next most common is sleep apnea. For many, insomnia is related to a condition called restless legs syndrome (RLS). The parasomnias include sleepwalking, night terrors, bruxism, and REM sleep behavior disorder. The symptoms of narcolepsy are experienced during the day.

Dreams and mental activity during sleep. Sleep thinking occurs during NREM sleep. A dream is a storylike, unfolding episode of mental images that occurs during NREM or REM sleep. During REM sleep, the brain is cut off from external stimuli. The frontal lobes and primary visual cortex are inactivated, but the hippocampus, amygdala, and other visual centers are highly active. REM sleep is needed for the consolidation of certain types of memories. Most dreams reflect everyday concerns and include familiar people and settings. Changes in brain chemistry and functioning that occur during sleep probably contribute to the inability to remember dreams. There are individual differences in dream recall. Nightmares are unpleasant anxiety dreams. Sigmund Freud believed that dream images are symbols of unconscious wishes. According to Freud, dreams are composed of manifest content and latent content. The activation–synthesis model of dreaming proposes that dreams reflect our subjective awareness of brain activation during sleep. Some researchers believe that dreaming consciousness is similar in its functions to waking consciousness.

Hypnosis. Hypnosis is an unusual state of awareness, defined as a cooperative social interaction in which the hypnotic participant responds to suggestions made by the hypnotist. Changes in perception, memory, and behavior may be produced.

People vary in hypnotic susceptibility. Under hypnosis, profound sensory and perceptual changes may be experienced, including pain reduction and hallucinations. Posthypnotic suggestions influence behavior outside the hypnotic state. Hypnosis is used in habit control, but its effectiveness varies. Hypnosis can produce posthypnotic amnesia, but not hypermnesia. Although hypnosis does not increase the accuracy of memories, it does increase confidence in memories and can produce false memories. Hypnosis cannot be used to make people perform behaviors that are contrary to their morals or values. The neodissociation theory of Ernest Hilgard explains hypnosis as involving dissociation and a hidden observer.

Some psychologists believe that hypnosis is not a special state of consciousness but can be explained by social and cognitive processes.

Meditation. Meditation refers to techniques used to control attention so as to induce an altered state of focused attention and awareness. Research suggests that regular meditation enhances physical and psychological functioning.

Psychoactive drugs. Psychoactive drugs can alter arousal, mood, thinking, sensation, and perception. Many psychoactive drugs are addictive, producing physical dependence and drug tolerance. The physically dependent person who stops taking a drug experiences withdrawal symptoms, which often include the drug rebound effect. _ Psychoactive drugs affect brain activity by influencing synaptic transmission. Drug effects can be influenced by the person’s weight, gender, race, metabolic rate, and the presence of other drugs. Personality characteristics, mood, expectations, experience with the drug, and the setting in which the drug is taken also affect the drug response. Drug abuse refers to recurrent drug use that leads to disruptions in academic, social, or occupational functioning and to legal or psychological problems. Many factors contribute to drug abuse, including social and cultural influences. Depressants are physically addictive drugs that inhibit central nervous system activity. Depressants include alcohol, barbiturates, and tranquilizers. Psychologically, alcohol lessens inhibitions, but its effects vary, depending on the person’s environment and expectations. Barbiturates and tranquilizers produce relaxation and reduce inhibitions. Opiates are addictive drugs that relieve pain and produce feelings of euphoria. The opiates include opium, morphine, codeine, heroin, methadone, and prescription painkillers. Opiates relieve pain by mimicking the effect of endorphins

in the brain. _ Stimulants include caffeine, nicotine, amphetamines, and cocaine. The stimulants increase brain activity, and all stimulants are addictive. Prolonged use of amphetamines or cocaine can lead to stimulant-induced psychosis. Psychedelic drugs include mescaline, LSD, and marijuana. The psychedelics create perceptual distortions, alter mood, and affect thinking. Although psychedelic drugs are not physically addictive, they can cause a variety of harmful effects. The “club drugs” are synthetic drugs used at dance clubs, parties, and “raves.” These drugs include MDMA (ecstasy) and the dissociative anesthetics PCP and ketamine.

Sigmund Freud (1856–1939) Founder of psychoanalysis; proposed that dream images are disguised and symbolic expressions of unconscious wishes and urges.

Ernest R. Hilgard (1904–2001) American psychologist who extensively studied hypnosis and advanced the neodissociation theory of hypnosis.

J. Allan Hobson (b. 1933) Contemporary American psychiatrist and neurobiologist who has extensively researched sleep and dreaming; proposed the activation–synthesis model of dreaming.

William James (1842–1910) American psychologist and philosopher who proposed that the subjective experience of consciousness is not episodic, but an ongoing stream of mental activity.

 

The purpose of introductory psychology is to provide a survey of major topics in psychology and an introduction to the particular problem solving approaches used in psychological investigation. My particular goals for the course include stimulating students’ interest in the discipline of psychology and demonstrating practical applications for this knowledge.

1. The student will become familiar with the basic principles of research and their

application to psychological issues.

2. The student will explore several basic areas of psychology including those from the

social and natural science areas.

3. The student will practice applying concepts from psychology to daily life.

 

Course Content: Lectures

 

 

COURSE CONTENT: pRACTICAL CLASSES

 

 

COURSE CONTENT: sTUDENT independent wORK

 

 

 

TERNOPIL STATE MEDICAL UNIVERSITY

INSTITUTE OF NURSING

AMERICAN NURSING SCHOOL

ASSOCIATE DEGREE NURSING PROGRAM

 

SPSY 101: Introduction to Psychology

 

 

SYLLABUS:  FALL 2008

 

Faculty: Nataliya Volkova, BSN, MD, Ph.D

Room No.:   Nursing 01

Office Telephone No.:  +380 352 430927, +380 352 253793

Office Hours Posted or Additional by appointment

E-mail: [email protected] .

 

I.       COURSE DESCRIPTION

 

6 hrs lecture, (1 semester – 15 weeks) 

US Credit hours: 2

UA: Total hours 67

        Contact hours: 48

        Lecture hours: 24

        Practical classes hours: 24

        ECTS credits: 2

 

 

II.      CONCEPTUAL FRAMEWORK

 

                   Anatomy

                   Chemistry

                   Physiology

                   Biology

 

III.     COURSE OBJECTIVES

 

1. The history of psychology; experimental method and statistical reasoning in psychology

2. Importance of neuroscience for the behavior forming

3. Mechanisms of learning and memory.

4. Role of conscious and biorhythms in organism’s activity

5. . Functional supply for thinking and language function

5. Importance of sensory systems of the organism and their role in behavior

6. Role of emotional and volitional processes in forming behavior and their functional supply

7. General notion about personality and psychological fiches of a person.

8. Notion about psychological disorders.

9. Physiological basis of using psychotropic pharmacological preparations and notion about abstinent syndrome

 

IV.     METHODS OF INSTRUCTION

 

Lecture and discussion, group work, assigned readings, audiovisuals, handouts, reference materials, critical thinking exercises, case studies, other written assignments, tests, internet resources, and others TBA.

 

V.      STUDENT RESPONSIBILITIES (refer to ADNStudent Handbook)

 

VI.     COURSE REQUIREMENTS

A.      Assignments:

1.     5 Unit Tests……………………………………………………………50%

2.     Student presentation ………………………………………………….10 %

3.     Final Examination……………………………………………………………………..40%

 

NOTE:                 Also considered essential are classroom participation, readings, audiovisuals, website reviews, and additional occasional activities as assigned which may be distributed in class at a later time and are not included in the syllabus.

 

B.      Grading Scale:

 

 

     

VII.   TEXTBOOKS REQUIRED

 

Text: Psychology (8th edition) by David G Myers Worth Publishers

 

The Gale encyclopedia of psychology / Bonnie R. Strickland, executive editor.–2nd ed.

 

Prepared by                                                                    Nataliya Volkova

11/05/08

 

 

Approved by Department of General Patient Care. Minute #________ from ____________2007

 

 

Head of the Department                                        Prof. Stepan Vadzyuk, MD, Ph.D,

                                                                              Doctor of Medicine