Day: February 27, 2020

Week 1: Name That Problem!

Note: To begin this week, review the following media piece. For a citation of this media piece, refer to this weeks Learning Resources.

Accessible player –Downloads–Download Video w/CCDownload AudioDownload TranscriptCredit: Provided by- Laureate Marketing

As you begin this week, consider how you make sense of the problems in your life. How do you identify a problem? Would someone else have a different perspective concerning your problem? Problems do not typically arrive in tidy, organized packages, nor do they arrive at convenient times. Whether your problems are complex or simple, well defined or messy, this unit will help you begin to analyze the nature of problems and apply analytic and creative approaches to those problems.

Learning Objectives

Students will:

• Analyze perspectives of problems
• Apply approaches to problem solving
• Construct problem statements
• Analyze problems
• Analyze insights related to problem solving

Discussion: What Do You Think? Identify the Problem

Note: Please read the Introduction to all Discussions. Then proceed to participate in the required Discussion A, and your choice of Discussion B or C. There is also an Optional Open Forum you may participate in at any time.

Discussion Introduction (Applies to Discussions A, B, and C)

Have you ever had a problem that someone else did not understand? Or you may have described a particular problem to a friend only to discover that he or she viewed the problem quite differently. An important skill in problem solving is the ability to identify other individuals or organizations connected to the problem and to consider their perspectives.

Consider the multiple perspectives in the following ancient parable. For our purposes, consider the elephant the problem. Each blind man describes his perception of the elephant:

The Blind Men and the Elephant

John Godfrey Saxe (18161887) 
Based on an ancient anonymous parable)

It was six men of Indostan, to learning much inclined,
Who went to see the Elephant, though all of them were blind,
That each by observation, might satisfy his mind.

The First approached the Elephant, and happening to fall
Against his broad and sturdy side, at once began to bawl:
God bless me! but the Elephant is very like a WALL!

The Second, feeling of the tusk, cried, Ho, what have we here,
So very round and smooth and sharp? To me tis mighty clear
This wonder of an Elephant is very like a SPEAR!

The Third approached the animal, and happening to take
The squirming trunk within his hands, thus boldly up and spake:
I see, quoth he, the Elephant is very like a SNAKE!

The Fourth reached out an eager hand, and felt about the knee
What most this wondrous beast is like, is mighty plain, quoth he:
Tis clear enough the Elephant is very like a TREE!

The Fifth, who chanced to touch the ear, said: Een the blindest man
Can tell what this resembles most; Deny the fact who can,
This marvel of an Elephant is very like a FAN!

The Sixth no sooner had begun
About the beast to grope,
Than seizing on the swinging tail
That fell within his scope,
I see, quoth he, the Elephant
Is very like a ROPE!

And so these men of Indostan disputed loud and long,
Each in his own opinion exceeding stiff and strong,
Though each was partly in the right, and all were in the wrong!

This parable helps to illustrate how multiple individuals can possess diverse and varied perspectives of the same issue. For this weeks Discussions, you identify and discuss problems in scenarios and consider the multiple perspectives and approaches of different individuals. To prepare for these Discussions, be sure to review the Problem-Solving Guidance Handout, focusing on pages 1 and 2 that address differing perspectives and approaches to problems.

Credit for graphic: Microsoft Corporation (Producer). MP900430836 [Elephant photo]. Retrieved October 2nd, 2013, from: http://office.microsoft.com/en-us/images/results.aspx?qu=elephant&ex=2#ai:MP900430836|

Discussion A (Required for all students)

Scenario:

Your 14-year-old niece, Tiffany, is associating with a group in school that is having a negative and, in your opinion, a possibly dangerous effect on her. Her grades are going down, she is not doing her assigned work around the house, and she displays increasing disrespect in your interactions with her. There is a disagreement among the adults in her house as to what the problem is and the approach that should be taken to deal with it. These adults include Tiffanys mother, her maternal grandmother, and her 24-year-old brother. Consider how you as Tiffanys aunt or uncle and the adults in her home might view this problem.

Identify and explain the problem from two different perspectives, one perspective being your own (if Tiffany were your niece), and the perspective of one of the other individuals mentioned in the scenario. Suggest the approaches these two individuals might take to address the issue based on their different perspectives.

By Day 3

Post a minimum of 100 words to Discussion Question A.

Be sure to support your ideas by connecting them to at least one of this weeks Learning Resources. Additionally, you may optto include an academic resource you have identified or something you have read, heard, seen, or experienced.

By Day 5

Respond to the posts of at least two different colleagues. One must be a response to a colleagues post about the question you did not select. Respond in one of the following ways:

• Share an insight from having read your colleagues posting.
• Expand on your colleagues posting.

Discussion B (Select B or C)

Scenario:

In the 1990s, Mayor Giuliani of New York City addressed a rising crime rate that threatened the quality of life and reputation of the city (Boland, 2003). One of the foundations of Giulianis campaign was to shut down petty crimes and nuisances. He believed that strictly enforcing laws against smaller crimes (Boland, 2003, para. 3) strengthened communities and discouraged more serious crimes.
 

Consider the New York City crime rate problem from the viewpoint of one of the stakeholders or participants in the citys lifefor example, merchants, police, residents, politicians, and entertainersas well your own perspective if you were a tourist in New York City.

Describe the problem from your perspective as a tourist in New York City and from the perspective of one other stakeholder or participant in the citys life. Then, explain your approach to the problem, as a tourist. Also, explain an approach the stakeholder you identified might take.

By Day 3

Post a minimum of 100 words to your choice of Discussion Question B.

Be sure to support your ideas by connecting them to at least one of this weeks Learning Resources. Additionally, you may optto include an academic resource you have identified or something you have read, heard, seen, or experienced.

By Day 5

Respond to the posts of at least two different colleagues. One must be a response to a colleagues post about the question you did not select. Respond in the one of the following ways:

• Share an insight from having read your colleagues posting.
• Expand on your colleagues posting.

Discussion C (Select B or C)

Scenario:

In the 1990s, Mayor Giuliani of New York City addressed a rising crime rate that threatened the quality of life and reputation of the city (Boland, 2003). One of the foundations of Giulianis campaign was to shut down petty crimes and nuisances. He believed that strictly enforcing laws against smaller crimes (Boland, 2003, para. 3) strengthened communities and discouraged more serious crimes.
 

Consider the New York City crime rate problem from the viewpoint of one of the stakeholders or participants in the citys lifefor example, merchants, police, residents, politicians, and entertainersas well your own perspective if you were a tourist in New York City.

Describe the problem from your perspective as a tourist in New York City and from the perspective of one other stakeholder or participant in the citys life. Then, explain your approach to the problem, as a tourist. Also, explain an approach the stakeholder you identified might take.

By Day 3

Post a minimum of 100 words to your choice of Discussion Question C.

Be sure to support your ideas by connecting them to at least one of this weekss Learning Resources. Additionally, you may optto include an academic resource you have identified or something you have read, heard, seen, or experienced.

By Day 5

Respond to the posts of at least two different colleagues. One must be a response to a colleagues post about the question you did not select. Respond in the one of the following ways:

• Share an insight from having read your colleagues posting.
• Expand on your colleagues posting.

Optional Open Forum

Add anything that is interesting or notable based on your study of problem solving in this weeks resources, other resources, or your problem-solving experiences.

Submission and Grading Information

Assignment: Case Study ProjectBrain and Behavior; Sensation and Perception

Last week you submitted the first part of your case study, which involved writing an introductory paragraph about your chosen individual and finding an article in the Walden library to support your analysis of that person. You are now ready for the next phase of your Final Project.

This week you will continue working on your project by applying the concepts you learned in Week 2 (Brain and Behavior; Sensation and Perception) and Week 3 (Learning and Memory) to your chosen case study.

By Day 7

Your Assignment submission this week should include:

1. What you wrote about your chosen individual that you submitted in Week 2.
2. An explanation of how the concepts from the three major course topics apply to your chosen individual. Be sure to include information from the readings about brain and behavior, sensation and perception, learning and memory.

Incorporate any feedback your Instructor provided to the summary of your individual last week. Your submission this week should be 3 to 5 pages in length.

Refer to the Interactive Case Study media, Final Project Example document, and Final Project Template to guide your work. You will find these in this Weeks Learning Resources. Please remember that the Final Project Example document is just an example. You may not copy any text from this document for use in your own project. All writing in your project must be your own original work.

Your Assignment will be graded on the components below. Remember to refer to the required textbook readings from last week and this week to guide you. Also, each section needs source integration to support your comments. For more specific details refer to the Assignment Rubric located in the Course Information area.

• Paragraph summarizing individual (5 points)
• Application of information about Neuroscience and Behavior to your chosen individual (20 points) For example, what are some possible brain-based causes for your individuals behavior?
• Application of information about Sensation and Perception to your chosen individual (20 points) For example, how is your individual experiencing the world through their five senses?
• Application of information about Learning and Memory to your chosen individual (20 points) For example, what examples of classical or operant conditioning do you see in your individuals life?
• Quality of writing (15 points)

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

• Please save your Assignment using the naming convention WK3Assgn+last name+first initial.(extension) as the name.
• Click the Week 3 Assignment Rubric to review the Grading Criteria for the Assignment.
• Click the Week 3 Assignment link. You will also be able to View Rubric for grading criteria from this area.
• Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as WK3Assgn+last name+first initial.(extension) and click Open.
• If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
• Click on the Submit button to complete your submission.

Test

Test for Understanding

This 20-question Test for Understanding assesses how well you understand and can apply the information in this weeks Learning Resources.

To prepare for the Test for Understanding:

• Review the assigned Learning Resources.

About the Test for Understanding:

• The Test for Understanding has a 40-minute time limit.
• If your test completion time exceeds the 40-minute time limit, your Instructor will reduce your final test score by 1 point for every minute your time exceeds the limit.
• If you encounter technical difficulties during the Test for Understanding, or if you have questions about how an online test works, contact Student Support for more information.

Once you have completed the Test for Understanding, you will be shown the correct answer for each question.

Click on the Test Week 3 link to access the Test for Understanding.

Please answer each question and click Submit when you have completed the Test. If you are inactive for a period of time during the test, you may be prompted to exit the test. Remember to carefully read the prompts provided by the test. For example, click “Cancel” (as in cancel the exit) to stay inside the test. If you click “OK” or “back,” you accept to exit the test. Please be mindful about staying active inside the test (i.e., how much time you spend between items) so the test does not time you out.

By Day 7

Complete the Test for Understanding.

Submission and Grading Informations

Submit Your Test for Understanding by Day 7

Week 2: Brain-Behavior Relationships

The brain is a wonderful organ; it starts working the moment you get up in the morning and does not stop until you get into the office. 
Robert Frost

This is an amusing quote; however, it is scientifically incorrect. Yes, your brain is a wonderful organ, but it never really stops working. We are able to interact with our world through our nervous system, which is comprised of our brain and all the nerve cells in the rest of the body. The nervous system and our endocrine system, involved in secreting hormones through our bloodstream, both communicate messages that influence behavior and many aspects of our biological functioning.

This week you learn how the central nervous system, peripheral nervous system, and endocrine system interact to communicate within the body. You will also learn about how our bodies sense things from the environment and transform and organize that sensation into meaningful perceptions of sight, sound, smell, taste, and touch.

Learning Objectives

Students will:

• Demonstrate comprehension of the relationships among brain structure, neural transmission, and thoughts, feelings, and behaviors
• Identify major structures and functions of parts of the nervous system
• Demonstrate understanding about connections between nervous system structures
• Identify instances of sensory adaptation
• Identify aspects of basic sensation and perception in regard to vision, hearing, smell, and taste
• Assess concepts related to perceptual organization
• Summarize salient characteristics of an individual for case study project

Test

Test for Understanding

This 20-question Test for Understanding assesses how well you understand and can apply the information in this weeks Learning Resources.

To prepare for the Test for Understanding:

• Review the assigned Learning Resources.

About the Test for Understanding:

• The Test for Understanding has a 40-minute time limit.
• If your test completion time exceeds the 40-minute time limit, your Instructor will reduce your final test score by 1 point for every minute your time exceeds the limit.
• If you encounter technical difficulties during the Test for Understanding, or if you have questions about how an online test works, contact Student Support for more information.

Once you have completed the Test for Understanding, you will be shown the correct answer for each question.

Click on the Test Week 2 link to access the Test for Understanding.

Please answer each question and click Submit when you have completed the Test. If you are inactive for a period of time during the test, you may be prompted to exit the test. Remember to carefully read the prompts provided by the test. For example, click “Cancel” (as in cancel the exit) to stay inside the test. If you click “OK” or “back,” you accept to exit the test. Please be mindful about staying active inside the test (i.e., how much time you spend between items) so the test does not time you out.

Week 1: Psychology as a Science

Welcome to Introduction to Psychology! Are you excited to embark on this journey together? The roots of psychology reach back to ancient times. As you can imagine, theories about human behavior and mental process have evolved and grown since then. This course introduces you to some of those theories and the tools that psychologists use to uncover the secrets of how the brain is connected to our thoughts, feelings, and behavior.

By the end of this term, you will learn to think like a psychologist by taking a scientific approach to understanding observable behaviors and internal experiences such as feelings, sensations, and perceptions. As you progress through the course, you may find many of your current beliefs about behavior and internal experiences do not hold up to the test of science. That is good! That means you are learning to think like a psychologist. Please watch this video introduction to learn more about psychology as a science and what you can expect as you begin your study of psychology.

Laureate Education (Producer). (2015c). Psychology as a science. [Video file]. Baltimore, MD: Author.

Note: The approximate length of this media piece is 8 minutes.
Accessible player –Downloads–Download Video w/CCDownload AudioDownload Transcript

Learning Objectives

Students will:

• Apply research methods to the scientific study of consciousness
• Assess understanding of psychology as a science
• Demonstrate knowledge of the evolution of psychology and research
• Differentiate between behavioral and cognitive approaches
• Demonstrate understanding of research ethics

Discussion:

Discussion: Consciousness and Research Techniques

In some of your weekly Discussion forums, your Instructor will provide a Discussion Spark that comes before the Main Discussion. The Discussion Spark is a question that is meant to get the conversation started early in the week and prepare you for the weekly Main Discussion by focusing on an idea related to the weeks topics. You do not need to use your weekly Learning Resources to answer the Discussion Spark. Instead, your response to the Discussion Spark should be based on your prior knowledge and experience. While you are required to answer the Discussion Spark, you do not need to spend as much time on it as you would for your Main Discussion post. The Discussion Spark and the Main Discussion will be graded together. You will see one score in your My Grades area. Refer to the Discussion Rubric, located in the Course Information area, for details on how this discussion will be graded.

Be sure to read the Discussion Spark topic/question or comment posted by your Instructor in the Discussion Thread on Day 1. 

By Day 2

Discussion Spark

When you hear the word psychology, what images come to mind? What about psychologist? Consider these images, and then ask yourself where you believe your mental pictures may come from. Psychology is a prominent field in the cultural landscape. References to psychology and its practitioners and researchers abound in popular culture, through film, television, and other media. Some of the images may be accurate, and many may not. Because many references come from ideas obtained through popular culture, you may already possess some thoughts about the field of psychology. It may be a field that you feel acquainted with, but which you may not feel you know very deeply. You will learn more about the science of psychology in the coming weeks, but lets take a look at your current understanding of the field.

Post a 1- to 2-paragraph response to the following Discussion Spark in the Discussion Spark thread for this week.

Introduce yourself to the class. What is one belief you have about psychology? Briefly explain your understanding of what the field of psychology is.

By Day 3

Main Discussion

Every day, we make countless decisions, some trivial and some high-stakes. Sometimes you do things consciously, and sometimes you do things based on a hunch or habit, seemingly without conscious thought. Either way, you could be acting on misguided or erroneous ideas and information. But how do you know? As a student of any field of study, you will be faced with various ideas, concepts, and beliefs. Of course, you should not blindly accept everything you hear or read; instead, you must critically evaluate information to determine fact from fiction, science from myth, good decision from poor choice. The Week 1 Discussion asks you to reflect on your decision-making experiences and describe how you might use the research methods you learned about this week to compare conscious and unconscious processing in people.

After reviewing this weeks readings and the video from the Week 1 Introduction, post a response to the following:

Describe a time when you have consciously deliberated about buying something. Describe how you know the process was conscious. Were you satisfied with your decision? Explain why or why not, tying in the concepts you learned about this week. Describe a time when you unconsciously deliberated about buying something. Describe how you now know the process was unconscious. Were you satisfied with your decision? Explain why or why not, tying in the concepts you learned about in this chapter. Describe a research technique from Chapter 1 that you could use to study conscious versus unconscious processing in people.

Support your assignment post with at least one reference (textbook or other scholarly, empirical resources).

By Day 5

Response instructions:

Support your reply to a colleagues assignment post with at least onereference (textbook or other scholarly, empirical resources). You may state your opinion and/or provide personal examples; however, you must also back up your assertions with evidence (including in-text citations) from the source and provide a reference.

Respond in one or more of the following ways:

• Ask a probing question and provide insight into how you would answer your question and why.
• Ask a probing question and provide the foundation, or rationale, for the question.
• Expand on your colleagues posting by offering a new perspective or insight.
• Agree with a colleague and offer additional (new) supporting information for consideration.
• Disagree with a colleague by respectfully discussing and supporting a different perspective.

Important Note: For all Main Discussions in this course, you are required to complete your initial post before you will be able to view and respond to your colleague’s postings. Begin by clicking on the “Week 1 Discussion” link and then select “Create Thread” to complete your inital post. Remember, once you click submit, you cannot delete or edit your own posts, and cannot post anonymously. Please check your post carefully before clicking Submit!