Fall 2006, Tuesday/Thursday,
SECTION 1 (8:00),
Caton F. Roberts, Ph.D.
(my home phone)
223 Psychology Building
Office Hours: Before and after classes in 105; 9:30-10:30 TR; by appointment; (or, try addressing your
questions to me via e-mail!)
Books (available at University Book Store):
1. Psychological Science
Edition) by Michael Gazzaniga and Todd Heatherton.
2. The Man Who Mistook His Wife for a Hat
3. An Unquiet Mind
by Kay Redfield Jamison.
by William Styron.
Several articles are also required and are listed below in the “Reading Assignment” column,
followed by the full scholarly reference listed in the body of the syllabus.
This course is designed to give you a comprehensive and integrated overview of
theoretical and empirical underpinnings of contemporary psychology.
An effort will be made
throughout the course to emphasize and demonstrate how biological, cognitive, emotional, and social
processes mutually influence one another in the determination of psychological behavior and
experience. Principles of psychology will be illustrated with practical examples from everyday life, and
active student involvement will be sought through class discussion.
Applications of psychology to
business, engineering, education, medicine, law and criminal justice, family life, and social-
interpersonal relationships will be generated throughout the course.
Numerous brief video excerpts
will be shown in order to stimulate discussion and to exemplify concepts and principles that are being
developed in lecture.
Topics to be covered in this class include, but are not limited to:
Brain structure and function;
neurophysiology of neurotransmitter systems and their relationship to normal and abnormal
psychological processes of thought, mood, and behavior; sensation and perception; the bio-psycho-
social nature of stress and emotion and their relations to health, personality and psychopathology;
memory and learning; childhood, adolescent, and adult developmental processes in cognition,
intelligence, personality, and social behavior; psychopathology and its treatment; and the dynamics of
social conformity and obedience and their relations to social cognition generally and our social
attitudes about personal responsibility specifically.
Statement of Educational Goals