PSY3120 History and Systems of Psychology

Contents

• Staffing
• Requisites
• Rationale
• Synopsis
• Objectives
• Topics
• Texts
• Reference materials
• Student workload
• Assessment details
• Important assessment information
• Production date
• PDF version

STAFFING

REQUISITES

RATIONALE

In order to understand a discipline, it is necessary to gain some insight into its historical origins. In the case of Psychology, the forces that shaped the development of the discipline can be traced back to the Ancient Greek philosophers. By studying the exchanges among these ancient scholars and the subsequent development and extension of their ideas by later thinkers, we begin to perceive the rich philosophical traditions that underpin our discipline. We also begin to appreciate the key role played by the development of scientific method in the eventual emergence of psychology from its parent discipline of philosophy.

SYNOPSIS

This course focuses on the development of scientific thought from the Greek philosophers through to the end of the 19th Century when Psychology formally emerged as a separate discipline with its own subject matter and accepted methodologies. The course closes with a brief look at postmodernism and other recent challenges to science and the logical positivist tradition in Western psychology. In tracing this historical development, the course emphasises the role played by key individuals in the introduction of new ideas and methods. It also draws attention to the often unrecognized influence of geographical and sociopolitical contexts on what are considered to be acceptable accounts of psychological functioning. Students approaching the end of their undergraduate course in Psychology will be surprised to see very early versions of what are now influential and empirically supported psychological theories.

OBJECTIVES

On successful completion of this course students will be able to:

1. appreciate the various perspectives in the study of history (Exam and Assign);
2. understand the different scientific approaches which continue to influence thinking in psychology (Exam and Assign);
3. describe the role of the Greeks in the development of science and psychology (Exam and Assign)
4. describe the impact of Christianity on the development of science and psychology during the Dark Ages and through Medieval times (Exam and Assign);
5. identify the precursors to the scientific revolution that emerged during the Renaissance (Exam and Assign);
6. describe the changes in the development of science and psychology during 18th Century Europe (Exam and Assign);
7. evaluate the effect of Darwinian thought on the development of psychology (Exam and Assign);
8. evaluate Galton's contribution to individual differences psychology (Exam and Assign);
9. describe the contribution of the German school of Psychology (Exam and Assign);
10. examples of the influence of German and North American schools of thought on contemporary psychology (Exam and Assign);
11. describe the theoretical underpinnings of modernism and postmodernism (Exam and Assign);
12. speculate on possible future challenges to the science and practice of psychology (Exam and Assign).

TOPICS

TEXT and MATERIALS required to be PURCHASED or accessed

ALL textbooks and materials are available for purchase from USQ BOOKSHOP (unless otherwise stated). Orders may be placed via secure internet, free fax 1800642453, phone 07 46312742 (within Australia), or mail. Overseas students should fax +61 7 46311743, or phone +61 7 46312742. For costs, further details, and internet ordering, use the 'Textbook Search' facility at http://bookshop.usq.edu.au click 'Semester', then enter your 'Course Code' (no spaces).

Hergenhahn, BR 2009, An introduction to the history of psychology, 6th edn, Wadsworth, Belmont, CA.

REFERENCE MATERIALS

Reference materials are materials that, if accessed by students, may improve their knowledge and understanding of the material in the course and enrich their learning experience.

Brennan, J.F. 2003, History and systems of psychology, 6th edn, Prentice-Hall, Uppers Saddle River, New Jersey.

Brennan, JF 1995, Readings in the history and systems of psychology, 2nd edn, Prentice-Hall, Upper Saddle River, New Jersey.

Fancher, RE 1996, Pioneers of psychology, 3rd edn, Norton, New York.

Goodwin, CJ 2004, A history of modern psychology, 2nd edn, Wiley, New York.

Hothersall, D 2004, History of psychology, 4th edn, McGraw Hill, New York.

Huber, RJ, Edwards, E & Heining-Boynton, D 2000, Cornerstones of psychology: readings in the history of psychology, Harcourt Brace, New York.

Leahey, TH 2003, A history of psychology: main currents in psychological thought, 6th edn, Prentice Hall, New Jersey.

Lundin, RW 1996, Theories and systems of psychology, 5th edn, DC Heath, Lexington, MA.

Schultz, DP & Schultz, SE 2007, A history of modern psychology, 7th edn, Wadsworth, New York.

Thorne, MB & Henley, TB 2005, Connections in the history and systems of psychology, 3rd edn, Houghton Mifflin, Boston.
(End Ed.)

Watson, RI & Evans, RB 1996, The great psychologists: a history of psychological thought, 5th edn, Longman, New York.

STUDENT WORKLOAD REQUIREMENTS

ASSESSMENT DETAILS

NOTES

1.

Examination dates will be available during the semester. Please refer to the examination timetable when published.

IMPORTANT ASSESSMENT INFORMATION

1. Attendance requirements:
   It is the student's responsibility actively to study all course materials and to make regular use of the USQConnect course discussion group, so as to be informed of all course academic and administrative actions and policies, and to maximize his/her chance of meeting the objectives of the course. Access to email, discussion groups and the internet is a departmental requirement. Students will be expected to open their university provided email accounts and to check them regularly for personal communication. Information sent this way will be regarded as being receivable. [Note, other accounts often have more limited sized mail boxes, are not accessible when the USQ external connection is down and may not always remain open throughout student's candidature].
2. Requirements for students to complete each assessment item satisfactorily:
   To complete the assignment and examination satisfactorily, students must obtain at least 50% of the marks available for the assignment and examination.
3. Penalties for late submission of required work:
   If students submit assignments after the due date without prior approval then a penalty of 5% of the total marks available for the assignment will apply for each working day late.
4. Requirements for student to be awarded a passing grade in the course:
   To be assured of receiving a passing grade a student must achieve at least 50% of the available weighted marks for the summative assessment items.
5. Method used to combine assessment results to attain final grade:
   The final grades for students will be assigned on the basis of the weighted aggregate of the marks (or grades) obtained for each of the summative assessment items in the course.
6. Examination information:
   In a Closed Examination, candidates are allowed to bring only writing and drawing instruments into the examination.
7. Examination period when Deferred/Supplementary examinations will be held:
   Supplementary examinations are NOT offered in this course. A request for a deferred examination may be considered by the Examiner in extenuating circumstances. If a deferred exam is granted, it will be held during the examination period at the end of the semester of the next offering of this course (i.e., one year later).
8. University Regulations:
   Students should read USQ Regulations 5.1 Definitions, 5.6. Assessment, and 5.10 Academic Misconduct for further information and to avoid actions which might contravene University Regulations. These regulations can be found at the URL http://www.usq.edu.au/corporateservices/calendar/part5.htm or in the current USQ Handbook.

This version produced 9 Dec 2008.