Text: An Introduction to the History of Psychology
by B. R. Hergenhahn and T. B. Henley (2014). Wadsworth Press
Graduate Student Readings:
Medieval Psychology by Simon Kemp (1990) Greenwood Press.
"The inner senses," from Cognitive Psychology in the Middle Ages by Simon Kemp (1996) Greenwood Press.
A hole in the head: More tales in the history of neuroscience by C.G. Gross (2009) MIT Press
Course Overview: History of Psychology
(as the title suggests) covers the historical background to the
emergence of Psychology as a science, which is generally dated to
the late 19th century. We start with the ancient Greeks, then the
Roman and Medieval periods, through the Renaissance and finally
early 20th century. Most Psychology courses that you take (for
example, Developmental, Cognitive, Social, Clinical, etc.), will
have an historical component to them, which usually emphasizes the
later history of the discipline (18th century onward). Thus, to
avoid too much overlap, this class ends where the others usually
begin. Thus, we emphasize the early history of Psychology
which is generally not discussed that much in other classes. Much
of this history involves the philosophical (and sometimes
religious) issues and ideas that eventually led to the scientific
investigation of human nature. Also, given my expertise and
interests, this class tends to put more emphasis on physiological
and cognitive aspects of Psychology as opposed to clinical
Tests: There will be four tests given over the
course of the semester and a final exam (so five tests in total).
Each test will be multiple choice with roughly 50-60 questions on
each test. The final will have about 75 questions. All tests,
including the final, are non-cumulative. In other words, they will
only cover the chapters specified for that period of time (more
details on this can be seen in the course outline below). Each
test, including the final, covers either two or three chapters. As
you will see as you read the text, the text spends a good deal of
time discussing the personal lives, beliefs, prejudices,
preferences, etc. of important figures in the history of
Psychology. All of this is quite interesting, but not of central
concern when it comes to testing. For testing purposes
concentrate on ideas. The power points and study guides
will help you focus on what I consider to be the important ideas
of the people being discussed.
Syllabus validation assignment: On Moodle. All students are required to verify that they have read and understood the syllabus. This is a required assignment that counts for 5 points toward your final grade. Instructions for completing the assignment can be found at the end of the syllabus.
On each test you will be accumulating points. Each test is worth as many points as there are questions. I grade on a relative scale. This means that at the end of the semester I total up the points that each student received on all four tests and the final. The student with the top number of points receives an "A" and sets the top of the scale. I then take 93% of that top score and all other scores that are equal to or greater than that also get an "A". I then take 85% of the top score and all students who are equal to or greater than that get a "B", and so forth (78% for C's, 70% for D's). There is no absolute scale, it is all relative to students' performance on tests.
Because I do not calculate grades until
the end of the semester, I do not know what your grade is during
the course of the term, or what you "need" on a given test to
get a certain grade. As far as I’m concerned you always
“need” to get as many points on each and every test as you are
capable of getting. Just do your best! Here is the
best way to keep track of how you are doing during the course of
the semester. After each test, I will post your score and
the high score for that test on Moodle. Write these numbers down
(your score and the high score) and keep track of them
throughout the semester. If you take your total score and
divide it by the high total you will get a proportion which
indicates where you stand relative to the rest of the
class. Compare that proportion to the scale used to assign
So here's an example: (which, by
the way, I also demonstrated in class the first day!).
Suppose you get a 43 on test 1 and a 50 on test 2 and the
high scores for tests 1 and 2 were 52 and 55 respectively.
Then your total to that point in the semester would be
43+50=93 and the high total would be 52+55=107.
So you're grade would be: 93/107=.89 or B.
||Intro to class
|| 1, 2
|| Psychology and Science, Ancient Greeks
||The Ancient Greeks
Test 1 Weds Sept. 7 Chapters
||Roman and post-Roman Philosophy
||Roman and post-Roman Philosophy
||Renaissance Humanism & Rise of Science
Test 2 Weds. Sept 28 Chapters
||Physiology and Psychophysics
||First Psychological "Schools"
||Evolution and Intelligence
Test 4 Monday Nov 14 Chapters 8-10
||Grad student presentations
||Behaviorism, Gestalt Psychology
*Off 11/23 for Thanksgiving
Final is Tuesday, December 6, 8:00 a.m. - 10:00 a.m. in the regular classroom
Final will cover chapters 11, 12, 14 plus grad student presentations
I do take attendance for each class as is required by University policy. However, you cannot rely on me to drop you for non-attendance. It is the responsibility of the student to drop the class if it is his/her desire to do so.
If you are a qualified student with a disability seeking accommodations under the Americans with Disabilities Act, you are required to self-identify with the Office of Disability Services, Student Union, Room 1304. No accommodations will be granted without documentation from the Office of Disability Services. The deadline for registering or making accommodation changes is two weeks prior to the start of the Final Exam period. Any requests received after the deadline will generally be considered for the following semester.
No behavior that interferes with the ability of the instructor to teach or students to benefit from that instruction will be tolerated. Disruptive, disorderly, or uncivil behavior will be not be permitted. No beepers, cell phones, or other noise-making electronic devices are allowed in class without prior explicit permission of the instructor!
Children in the classroom: By
university policy children are not permitted in the classroom. Students are not to bring
family members for day care or babysitting.
Students are expected to maintain the highest standards of academic integrity. Behavior that violates these standards is not acceptable. Examples are the use of unauthorized material, communication with fellow students during an examination, attempting to benefit from the work of another student and similar behavior that defeats the intent of an examination or other class work. Cheating on examinations, plagiarism, improper acknowledgment of sources in essays and the use of a single essay or paper in more than one course without permission are considered very serious offenses and shall be grounds for disciplinary action as outlined in the current General Catalogue.
Sexual misconduct statement: If you are the victim of a sexually oriented crime, please be aware that the University Policy regarding Victims of Sexual Misconduct is located online at www.southeastern.edu/resources/policies/assets/sexual_misconduct.pdf as well as at page 68 in the University Student Handbook at http://www.southeastern.edu/admin/stu_affairs/handbook/index.html. The policy includes definitions of the various sexually oriented offenses prohibited by Southeastern as well as the reporting options for victims and the process of investigation and disciplinary proceedings of the university. For more information log onto http://www.southeastern.edu/admin/police/victims_soc/index.html.
Drop/Add period - During this drop/add period, a student may make schedule adjustments without receiving a grade of "W" for each class dropped. Students will be able to drop all of their classes and receive a 100% refund. Students may make final schedule adjustments until 5:00 p.m. on Wednesday, August 24, 2016.
Graduation Audit for Fall 2016 graduation candidates begins. No graduation applications will be accepted for Fall 2016 after this date.
Last day to apply for Spring 2017 graduation without late fee
For Regular Session Classes
For Term II Classes