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 1 - 2026
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 unit evaluation comments.
The requirement for students to include real-life examples in their written assessment helped enhance their understanding of the content.
Continue to require students to provide real-life examples in their written assessment.
Feedback from Student unit evaluation comments.
Some students felt the quiz could remain open for longer.
Extend the duration for which the quizzes are open from two to five days.
- Identify 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, 2025) 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:
(i) the history and philosophy underpinning the science of psychology and the social, cultural, historical and professional influences on the practice of psychology
(ii) critical thinking and identification or bias to promote inclusivity
(iii) psychological health and well-being
(vi) cognition, language and perception
(v) learning and memory
(vii) motivation and emotion
(viii) neuroscience and the biological bases of behaviour
(x) 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 and oral formats.
1.5 Demonstrate interpersonal skills and teamwork, including establishing and maintaining respectful and culturally safe working relationships with others.
Source:
Australian Psychology Accreditation Council (2025). Accreditation standards for psychology programs (p.11) https://apac.au/wp-content/uploads/2025/12/APACAccreditation-Standards-for-Psychology-Programs-effective-1-Dec
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||
|---|---|---|---|
| 1 | 2 | 3 | |
| 1 - Online Quiz(zes) - 10% | |||
| 2 - Written Assessment - 40% | |||
| 3 - Presentation - 40% | |||
| 4 - Online Quiz(zes) - 10% | |||
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 - First Nations Knowledges | |||
| 11 - 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.
Students will find the depth and breadth of this textbook useful for other units in their degree.
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.
Students will find the depth and breadth of this textbook useful for other units in their degree.
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.
r.wilcoxson@cqu.edu.au
Module/Topic
An overview of psychology.
Chapter
Chapter 1 - Psychology: The study of mental processes and behaviour.
Events and Submissions/Topic
Module/Topic
Motivation and emotion.
Chapter
Chapter 13 - Motivation and emotion.
Events and Submissions/Topic
Module/Topic
Personality.
Chapter
Chapter 14 - Personality.
Events and Submissions/Topic
Module/Topic
Physical and cognitive development.
Chapter
Chapter 15 - Physical and cognitive development.
Events and Submissions/Topic
Module/Topic
Social development.
Chapter
Chapter 16 - Social development.
Events and Submissions/Topic
Module/Topic
Health, stress and coping.
Chapter
Chapter 17 - Health, stress and coping.
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Biological bases of mental life and behaviour.
Chapter
Chapter 6 - Biological bases of mental life and behaviour.
Events and Submissions/Topic
Module/Topic
Sensation and perception.
Chapter
Chapter 7 - Sensation and perception.
Events and Submissions/Topic
Assessment 2 - Concept Map Due: Week 8 Friday (8 May 2026) 11:45 pm AEST
Module/Topic
Consciousness.
Chapter
Chapter 8 - Consciousness.
Events and Submissions/Topic
Module/Topic
Learning.
Chapter
Chapter 9 - Learning.
Events and Submissions/Topic
Module/Topic
Intelligence.
Chapter
Chapter 12 - Intelligence.
Events and Submissions/Topic
Module/Topic
Psychological disorders.
Chapter
Chapter 18 - Psychological disorders.
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Online Quiz(zes)
This multiple-choice quiz covers content from week 1 to week 6
Opens: Wednesday, 9am, 29th of April 2026 (AEST), week 7
Closes: Monday, 9am, 4th of May 2026 (AEST), week 8
The quiz is worth 10% of the final grade.
Once you start the quiz, you will have 60 minutes to complete 60 questions.
At the end of the 60-minute period, the quiz will close, and the system will submit all completed questions for grading.
This is an open-book assessment, and you may take the quiz as many times as you like within the allocated time period (Wednesday, 9am, 29th of April 2026 [AEST] to
Monday, 9am, 4th of May 2026 [AEST]), and your highest score will be recorded at the quiz's close time. However, your responses to the quiz questions must be your own work, taken from the textbook. It is not permissible to use Generative Artificial Intelligence (GenAI) tools to assist you with this task.
Level of GenAI use allowed: Level 1: You must not use AI at any point during the assessment. You must demonstrate your core skills and knowledge.
The 72-hour grace period does not apply to this assessment
Week 8 Monday (4 May 2026) 9:00 am AEST
Week 8 Monday (4 May 2026)
Online feedback
No Assessment Criteria
- Identify the biological and social contributors to human behaviour.
2 Written Assessment
Assessment 2, Concept Map, is due Week 8, Friday, 8th of May at 11.45pm (AEST).
Rationale
Concept maps enable us to make meaningful connections between information items and apply our learning to real-world situations. Constructing a concept map will help you consolidate weeks 1–6 and prepare for the oral presentation. Creating a concept map can be a more effective way of consolidating information than traditional study methods (e.g., rereading textbook chapters). You will create a concept map based on the psychology content from this unit (weeks 1 to 6). Note: Do not use weeks 7 to 12.
One of the key learning outcomes of this unit is to understand the various psychological theories. For this assessment, you will take a deep dive into one theory, and you will show how this theory explains some of the main social psychology topics you read about in your textbook.
Instructions
1. The theory you will create your concept map around is Cognitive Theory. Place this psychological theory in green text in a box/circle. (1 box/circle containing main concepts; central or top of map)
2. Add six lines from the central concept box/circle and connect the lines to six boxes/circles containing the weekly topic title/name in blue text (for weeks with multiple main topics, e.g., week 2 motivation and emotion, pick one, e.g., motivation) and add the (first) page number of the chapter. (6 boxes/circles; 2nd level of the map)
3. Add one line from each weekly concept box/circle (2nd level of the map) and add boxes/circles to each weekly concept box/circle containing an example of how the theory explains a concept/model/theory within that chapter in purple text (it could be the main concept, e.g., motivation, or it could be something else within that weekly chapter, e.g., hierarchy of needs) and add the page number. (6 boxes/circles; 3rd level of the map)
4. Add two lines from each of the 3rd level map boxes/circles and provide boxes/circles containing two examples of how each 3rd level concept/model/theory explanation could explain or is related to aspects of your own/another’s life, such as specific behaviours, goals, emotions, etc., in red text. (12 boxes/circles; 4th level of the map)
Note- An example template is available on Moodle
Artificial intelligence:
You may use artificial intelligence (AI) to explore concepts and their relationships. However, you are not permitted to use artificial intelligence to generate the concept map; it must be your own work. Moreover, the assignment is specifically designed and marked according to the extent to which content from levels 1-3 connects to the textbook material.
Level of GenAI use allowed: Level 2. You may use AI for planning, idea development, and research. Your final submission should show how you have developed and refined these ideas.
Unlike the quizzes, a 72-hour grace period applies to this assessment, and submissions made within this period will not incur a late penalty. Submissions made after the 72-hour grace period will incur a 5% per-day penalty. Extensions for all assessments may be requested with the submission of approved documentation (e.g., a medical certificate or a statutory declaration).
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 select a shape
- Left-click on the page and drag to locate and size the shape
- Text (in the colours assigned for the level) is inserted into the shapes to provide details about the concept
- Next, click on Insert/Shapes and choose an arrow/line that will be used to link concepts
- Any style is acceptable as there are several ways a concept map may be constructed: hierarchical, spider web, flowchart, system maps, etc.
Note: Concept map instructions, a template, and the grading rubric, are available on Moodle.
Week 8 Friday (8 May 2026) 11:45 pm AEST
Submit the concept map online via the PSYC11010 Moodle site
Week 10 Friday (22 May 2026)
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:
Visual Appeal (total 5 points)
Poor visual appeal with distracting elements - 1
Basic visual appeal with some distracting elements - 2
Good visual appeal with minor distracting elements - 3
Very good visual appeal with no distracting elements - 4
Exceptional visual appeal with a professional look - 5
Level 1 & 2 (total 5 points)
The main theory and or weekly topics are incorrect, or some are not included - 1
The main theory and or weekly topics contain minor inaccuracies - 2
The main theory and weekly topics are correct, but do not contain correct page numbers - 3
The main theory and weekly topics are correct, and most of the page numbers are correct - 4
The main theory and weekly topics are correct, and all the page numbers are correct - 5
Concept Map Level 3 (total 10 points)
The explanation of how the theory explains an aspect of the weekly topic is inaccurate or does not include the correct page numbers: 0 – 4. 5
The explanation of how the theory explains an aspect of the weekly topic is somewhat accurate and includes the correct page numbers: 5 – 6
The explanation of how the theory explains an aspect of the weekly topic is a (or almost a) direct quote from the textbook and includes the correct page numbers: 6.5 - 7
The explanation of how the theory explains an aspect of the weekly topic is a detailed paraphrased explanation, and includes the correct page numbers: 7.5 - 8
The explanation of how the theory explains an aspect of the weekly topic is exceptionally well paraphrased, detailed and includes the correct page numbers: 8.5 - 10
Concept Map Level 4 (total 20 points)
Some or all the examples of how the theory relates to the weekly topics could explain aspects of your own/another’s life are missing: 0 – 9. 5
The examples of how the theory related to the weekly topics could explain aspects of your own/another’s life are somewhat clear and coherent: 10 – 12.5
The examples of how the theory related to the weekly topics could explain aspects of your own/another’s life are mostly clear and coherent: 13 - 14.5
The examples of how the theory related to the weekly topics could explain aspects of your own/another’s life are very clear, coherent and detailed: 15 - 16.5
The examples of how the theory related to the weekly topics could explain aspects of your own/another’s life are exceptionally clear, detailed and show a deep understanding of the theory: 17 - 20
Total: /40
- Identify 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 Presentation
Assessment 3, Oral Presentation, Concept Map Explained is due week 10, Friday 22nd of May 2026, 11:45pm (AEST).
Rationale
This oral presentation helps you explain your concept map in your own words. You will explain how one of the main psychological theories relates to some of the weekly topics and show how a psychological theory can explain specific aspects of your own life. This will reinforce and deepen your understanding of the theory you discuss. This assessment will also help you practice clear communication. By doing this, you will build skills that are useful for your studies and future career.
Instructions
This task requires you to record a 5-minute (minimum) to 10-minute (maximum) oral presentation explaining the connections within your Assessment 2: Perspectives in Social Psychology Concept Map to another person (friend, family member or another student) in a Zoom recording. You must demonstrate how the psychological theory explains human behaviour across three of the topics covered in Weeks 1 to 6 and explain/ reflect on the real-world examples you gave for these weeks. You can share your map on screen and highlight the sections you will talk about, or you can create a PowerPoint from your map to share during your presentation.
Task Requirements
1. Theory (Level 1): Introduce the main psychological theory that frames your map.
2. Topic application (Levels 2–3): Select three weekly topics from your concept map and explain your example of how the theory explains a concept/theory/model within that chapter.
3. Real-world example reflections (Level 4): Discuss your two examples for each of the three weeks, showing how the theories/models/concepts relate to your own/another’s life, such as specific behaviours, goals, or emotions.
Artificial intelligence:
You are not permitted to use artificial intelligence to generate your oral presentation; it must be your own explanations of your concept map.
Level of GenAI use allowed: Level 1: You must not use AI at any point during the assessment.
Unlike the quizzes, a 72-hour grace period applies to this assessment, and submissions made within this period will not incur a late penalty. Submissions made after the 72-hour grace period will incur a 5% per-day penalty. Extensions for all assessments may be requested with the submission of approved documentation (e.g., a medical certificate or a statutory declaration).
Week 10 Friday (22 May 2026) 11:45 pm AEST
Submit Zoom recording via the PSYC11010 Moodle site
Week 12 Friday (5 June 2026)
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:
Communication skills (total 5 points)
Poor delivery makes content difficult to understand: 1
Basic delivery with some clarity issues: 2
Effective oral communication with clear speech and appropriate professional language: 3
High-quality delivery that uses clear articulation and engaging tone to explain ideas: 4
Masterful communication: highly professional delivery that enhances the audience's understanding: 5
Level 1 & 2 (total 5 points)
The main theory and or three weekly topics are incorrect, or some are not included: 1
The main theory and or three weekly topics contain minor inaccuracies: 2
The main theory and three weekly topics are correct and explained: 3
The main theory and weekly topics are correct, and the explanation is clear and coherent: 4
The main theory and weekly topics are correct, and are professionally explained: 5
Concept Map Level 3 (total 10 points)
The explanation of how the theory explains aspects of the weekly topics is inaccurate or is not explained: 0 – 4. 5
The explanation of how the theory explains aspects of the weekly topics is accurate and explained: 5 – 6
The explanation of how the theory explains aspects of the weekly topics are correct, and the explanation is clear and coherently explained: 6.5 - 7
The explanation of how the theory explains aspects of the weekly topics is clear, coherent and well-articulated: 7.5 - 8
The explanation of how the theory explains aspects of the weekly topics are correct, very well-articulated, and professionally explained: 8.5 - 10
Concept Map Level 4 Reflection (total 20 points)
Some or all the examples of how the theory related to the weekly topics could explain aspects of your own/another's life are missing: 0 – 9. 5
The examples of how the theory related to the weekly topics could explain aspects of your own/another’s life are mostly clear and coherent: 10 – 12.5
The examples of how the theory related to the weekly topics could explain aspects of your own/another’s life are clear and coherent: 13 – 14.5
The examples of how the theory related to the weekly topics could explain aspects of your own/another’s life are very well articulated, explanatory and coherent: 15 – 16.5
The examples of how the theory related to the weekly topics could explain aspects of your own/another’s life are professionally explained, very well-articulated and show a deep understanding of the theory: 17 - 20
* Time limit adherence: deduct 3 points if the presentation is under 5 minutes or over 10.
- Identify 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.
4 Online Quiz(zes)
This multiple-choice quiz covers content from week 7 to week 12
Opens: Monday, 5pm (AEST), 1st of June 2026, week 12
Closes: Friday, 11:45pm (AEST), 5th of June 2026, week 12
The quiz is worth 10% of the final grade.
Once you start the quiz, you will have 60 minutes to complete 60 questions.
At the end of the 60-minute period, the quiz will close, and the system will submit all completed questions for grading.
This is an open-book assessment, and you may take the quiz as many times as you like within the allocated time period (Monday 01/06/26 - Friday 05/06/26) and your highest score will be recorded at the quiz's close time. However, your responses to the quiz questions must be your own work, taken from the textbook. It is not permissible to use Generative Artificial Intelligence (GenAI) tools to assist you with this task.
Level of GenAI use allowed: Level 1: You must not use AI at any point during the assessment. You must demonstrate your core skills and knowledge.
The 72-hour grace period does not apply to this assessment.
Week 12 Friday (5 June 2026) 11:45 pm AEST
Week 12 Friday (5 June 2026)
Online feedback
No Assessment Criteria
- Identify the biological and social contributors to human behaviour.
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?
