Overview
This unit provides an introduction to the primary philosophies and key theories and frameworks that are fundamental to the study of psychology. You will examine the interplay of biological and social factors that underpin our understanding of people and behaviour. The biological content of the unit explores the structures and functions of the brain and nervous system, sensory and perceptual processes, learning and behaviour, and states of consciousness. The social content of the unit introduces you to motivation and emotion, human lifespan development, social cognition and perception and cross-cultural psychology, personality, psychological disorders, and intelligence. This unit is applicable to students studying a psychology course and those students from a variety of courses.
Details
Pre-requisites or Co-requisites
There are no requisites for this unit.
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 2 - 2024
Attendance Requirements
All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure – International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback – Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from Student evaluation feedback and in-class comments.
Students found the cartoon videos helpful in understanding the mind map.
Continue providing videos to explain the mind map.
Feedback from Student evaluation feedback and in-class comments.
Currently, the weekly topics are alternated with one lecturer teaching social foundations of psychology (weeks 1, 3, 5, 7, 9, and 11) and another teaching biological foundations of psychology (weeks 2, 4, 6, 8 10, and 12). Several students stated that they would like to not switch topics, and lecturers, each week. Instead, they would prefer to have half the term focused on biological foundations of psychology, and then the other half social foundations of psychology.
Alter the teaching schedule for this unit so that biological foundations of psychology is taught in the first half of the term, and social foundations of psychology during the last half of the term.
- Describe the biological and social contributors to human behaviour.
- Discuss the major principles and theories related to the study of human behaviour.
- Reflect on, and engage with, key psychological concepts in an objective manner.
Learning outcomes are linked to the Australian Psychology Accreditation Council (APAC) Standards - Foundational Competencies:
Students will be able to
1.1 Comprehend and apply a broad and coherent body of knowledge of psychology, with depth of understanding of underlying principles, theories and concepts in the discipline, using a scientific approach, including the following topics:
- the history and philosophy underpinning the science of psychology and the social, cultural, historical and professional influences on the practice of psychology
- individual differences in capacity, behaviour and personality
- psychological health and well-being
- psychological disorders and evidence-based interventions
- cognition, language and perception
- motivation and emotion
- neuroscience and the biological bases of behaviour
- social psychology
1.2 Apply knowledge and skills of psychology in a manner that is reflexive, culturally appropriate and sensitive to the diversity of individuals.
1.3 Analyse and critique theory and research in the discipline of psychology and communicate these in written formats.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||
|---|---|---|---|
| 1 | 2 | 3 | |
| 1 - Online Quiz(zes) - 30% | |||
| 2 - Written Assessment - 40% | |||
| 3 - Online Quiz(zes) - 30% | |||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||
|---|---|---|---|
| 1 | 2 | 3 | |
| 1 - Communication | |||
| 2 - Problem Solving | |||
| 3 - Critical Thinking | |||
| 4 - Information Literacy | |||
| 5 - Team Work | |||
| 6 - Information Technology Competence | |||
| 7 - Cross Cultural Competence | |||
| 8 - Ethical practice | |||
| 9 - Social Innovation | |||
| 10 - Aboriginal and Torres Strait Islander Cultures | |||
Textbooks
Psychology 6th Australian and New Zealand edition.
Edition: 6th (2022)
Authors: Lorelle Burton, Drew Westen, Robin Kowalski
John Wiley & Sons Australia Ltd
Brisbane Brisbane , Queensland , Australia
ISBN: 9780730396642
The E-Text and hardcover editions are available from Wiley Direct:
https://www.wileydirect.com.au/blog/buy/psychology-australian-and-new-zealand-edition/
This E-Text uses Vital Source Bookshelf platform, can be downloaded for off-line use for all major operating systems, and contains interactive resources.
The E-Text and hardcover editions are available from Wiley Direct:
https://www.wileydirect.com.au/blog/buy/psychology-australian-and-new-zealand-edition/
This E-Text uses Vital Source Bookshelf platform, can be downloaded for off-line use for all major operating systems, and contains interactive resources.
Additional Textbook Information
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: American Psychological Association 7th Edition (APA 7th edition)
For further information, see the Assessment Tasks.
c.j.crawford@cqu.edu.au
Module/Topic
The big picture - An overview of psychology
Chapter
Chapter 1 - Psychology: The study of mental processes and behaviour
Events and Submissions/Topic
Module/Topic
From cells to consciousness
Chapter
Chapter 6 - Biological bases of mental life and behaviour.
Events and Submissions/Topic
Module/Topic
Sensational
Chapter
Chapter 7 - Sensation and perception
Events and Submissions/Topic
Module/Topic
Change is the only constant
Chapter
Chapter 9 - Learning
Events and Submissions/Topic
Module/Topic
Chapter
Chapter 8 - Consciousness
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
It's a mad world
Chapter
Chapter 18 - Psychological disorders
Events and Submissions/Topic
Module/Topic
Intelligence is what intelligence tests measure
Chapter
Chapter 12 - Intelligence
Events and Submissions/Topic
Module/Topic
What moves you?
Chapter
Chapter 13 - Motivation and emotion
Events and Submissions/Topic
Module/Topic
It takes a village
Chapter
Chapter 16 - Social development
Events and Submissions/Topic
Module/Topic
Growing pains
Chapter
Chapter 15 - Physical and cognitive development
Events and Submissions/Topic
Module/Topic
Let me stress
Chapter
Chapter 17 - Health stress and coping
Events and Submissions/Topic
Module/Topic
Who am I?
Chapter
Chapter 14 - Personality
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Online Quiz(zes)
- The quiz covers content from week 1 to week 6
- This is a multiple choice quiz
- Once you start the quiz, you will have 60 minutes to complete 60 questions
- It is usually best to skip questions you do not know and come back to them if you have time
- At the end of the 60 minutes, the quiz will close and the system will submit all answered questions for grading
- While this is an open-book assessment, you may not use artificial intelligence to answer questions in the quiz
1
Other
Week 6 Friday (23 Aug 2024) 11:45 pm AEST
Week 8 Friday (6 Sept 2024)
Online feedback
- The quiz is worth 30% of the final grade
- The quiz has 60 multiple choice questions
- Each question is worth 0.5 marks per correct answer
- Describe the biological and social contributors to human behaviour.
- Discuss the major principles and theories related to the study of human behaviour.
- Reflect on, and engage with, key psychological concepts in an objective manner.
2 Written Assessment
Rationale:
- The concept map will enable us to make meaningful connections between items of information
- The concept map will help us apply our learning to a real-world situation
Instructions
Step 1
- Select a primary core topic from a lecture / book chapter
- Identify at least 8 concepts directly related to the selected core topic which are taken from the selected lecture / book chapter
- Link each of the 8 concepts to the core topic or to other concepts by using arrows and linking words or phrases
Step 2
- Select a second core topic from a lecture / book chapter
- Identify at least 8 concepts directly related to the second core topic which are taken from the selected lecture / book chapter
- Link each of the 8 concepts to the core topic or to other concepts by using arrows and linking words or phrases
Step 3
- Select one real-world application that relates to the concepts you have chosen above
- Identify at least 8 concepts that relate to the real-world application
- Link each of the 8 concepts to the real-world application or to other concepts by using arrows and linking words or phrases
Format
- Your map can use either portrait or landscape orientation
- However, the map must be on a single page
- You can use geometric shapes and colours for core topics and related concepts
- Use lines / arrows to show connections between topics/concepts
- Submit either as a Word document or a PDF
Artificial intelligence
- You may use artificial intelligence to explore concepts and their relationships
- However, you are not permitted to use artificial intelligence to draw the concept map - this must be your own work
Software to draw the map
- You can use any concept map software. However Microsoft Word is recommended:
- Click on Layout/Orientation and choose your orientation
- Then click on Insert/Shapes to choose a shape
- Left click on the page and drag to locate and size the shape
- Text can be inserted in the shapes to provide details about the concept
- Next click on Insert/Shapes and choose an arrow which will be used to link concepts
- All elements (shapes, lines, text) can be modified, copied, etc
- It pays to save a few copies of the concept map (just in case)
Additional notes
- There are several ways a concept map may be constructed: hierarchical, spider web, flowchart, system maps, etc
- However, the key elements described above must be included (core topics, real-world application, concepts, linkages)
- You can add additional concepts, but the map should not have more than 50 concepts in total
- As you progress, compete the Concept Map Summary Form. Download the form from the Assessment 2 Concept Map section in Moodle
- This form must be submitted along with your concept map
Week 10 Monday (16 Sept 2024) 9:00 am AEST
Submit the concept map and summary form online via the PSYC11010 Moodle site
Week 12 Monday (30 Sept 2024)
Online grading and comments provided via Moodle
The total grade is out of 40 marks - the breakdown of marks for each section is outlined below:
Core topic one - 8 marks - From a chapter or lecture. Link at least 8 concepts that explain the topic. Use arrows and explanatory linking words to other topics / concepts.
0 The core topic is not relevant and does not utilise appropriate explanatory concepts and information
2 The core topic is marginally relevant. The concepts and information do not provide a clear explanation
4 The core topic is mostly relevant. The concepts and information provide an adequate explanation
6 The core topic is relevant and includes most of the necessary concepts and information to provide a good explanation
8 The core topic is highly relevant. The concepts and information expertly and creatively provide an insightful explanation
Core topic two - 8 marks - From a different chapter or lecture. Link at least 8 concepts that explain the topic. Use arrows and explanatory linking words to other topics / concepts.
0 The core topic is not relevant and does not utilise appropriate explanatory concepts and information
2 The core topic is marginally relevant. The concepts and information do not provide a clear explanation
4 The core topic is mostly relevant. The concepts and information provide an adequate explanation
6 The core topic is relevant and includes most of the necessary concepts and information to provide a good explanation
8 The core topic is highly relevant. The concepts and information expertly and creatively provide an insightful explanation
Real-world application - 8 marks - A real-world application where the core topics and concepts above can be utilised. Link at least 8 concepts that explore the application. Use arrows and explanatory linking words to other topics/concepts.
0 The real-world application is not relevant and does not utilise appropriate explanatory concepts and information
2 The real-world application is marginally relevant. The concepts and information do not provide a clear explanation
4 The real-world application is mostly relevant. The concepts and information provide an adequate explanation
6 The real-world application is relevant and includes most of the necessary concepts and information to provide a good explanation
8 The real-world application is highly relevant. The concepts and information expertly and creatively provide an insightful explanation
Cross linking and connecting words - 8 marks - Linkages and connecting words are used to explore the relationships between concepts in the core topics and real-world application.
0 Cross linking of concepts and connecting words are not meaningful and irrelevant
2 Cross linking of concepts and connecting words make marginal sense
4 Cross linking of concepts and connecting words are logical and meaningful
6 Cross linking of concepts and connecting words are very well explained, logical and meaningful
8 Cross linking of concepts and connecting words are highly logical; expertly and creatively explained
Graphics - 4 marks - The use of fonts, shapes, lines with directional arrows, overall organisation of the elements of the map.
0 The graphics lack coherence and do not make any logical sense to the reader
1 The graphics are not visually appealing, difficult to read, or do not enhance the understanding of the concept map
2 The graphics are somewhat visually appealing, easy to read, and moderately enhance the understanding of the concept map
3 The graphics are mostly visually appealing, easy to read, and enhance the understanding of the concept map
4 The graphics are creative, visually appealing, easy to read, and greatly enhance the understanding of the concept map
Spelling - 2 marks
0.0 There are more than 10 spelling errors
0.5 There are 7-9 spelling errors
1.0 There are 4-6 spelling errors
1.5 There are 1-3 spelling errors
2.0 There are no spelling errors
Concept Map Summary Form - 2 marks
0 Summary form not attached
1 Summary form attached but incomplete or incorrect
2 Summary form attached with complete and correct information
No submission method provided.
- Describe the biological and social contributors to human behaviour.
- Discuss the major principles and theories related to the study of human behaviour.
- Reflect on, and engage with, key psychological concepts in an objective manner.
3 Online Quiz(zes)
- The quiz covers content from week 7 to week 12
- This is a multiple choice quiz
- Once you start the quiz, you will have 60 minutes to complete 60 questions
- It is usually best to skip questions you do not know and come back to them if you have time
- At the end of the 60 minutes, the quiz will close and the system will submit all answered questions for grading
- While this is an open-book assessment, you may not use artificial intelligence to answer questions in the quiz
1
Other
Week 12 Friday (4 Oct 2024) 11:45 pm AEST
Review/Exam Week Friday (11 Oct 2024)
- The quiz is worth 30% of the final grade
- The quiz has 60 multiple choice questions
- Each question is worth 0.5 marks per correct answer
No submission method provided.
- Describe the biological and social contributors to human behaviour.
- Discuss the major principles and theories related to the study of human behaviour.
- Reflect on, and engage with, key psychological concepts in an objective manner.
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
