Year	No.	Offer	Mode	Description			Cred. Pts
98	69100 	S3  	X 	FOUNDATION PSYCHOLOGY     	1.00



Moderator: L. BURTON
Instructional design: M. DORMAN


Before students study in detail the component areas and special techniques of psychology, they need to have an overall perspective of the scope, nature and methods of psychology, and where it fits into the broader fields of knowledge and science. Likewise, they must understand the major concepts of psychology and become familiar with some of the techniques used. This unit is designed to provide this perspective, understanding and facility.


This unit is designed to provide an overall perspective of the scope, nature, and methods of psychology, and its place in the broader fields of knowledge and science. The major concepts and areas of psychology which are treated in depth in later units are introduced.


On completion of this unit students will be able to:

  1. understand the scope of psychology and the relationship
    between its fields;
  2. understand what is meant by being scientific;
  3. understand the place of methodology in the behavioural
  4. demonstrate a knowledge of the basic concepts and some of the
    techniques of psychology, and
  5. critically evaluate research relating to specific topics in


 Description                                                    Weighting(%)
  1. What is psychology? 7.70 - defining psychology - schools of psychological thought - careers in psychology - ethics in psychological research - methods of psychological inquiry

  2. Developmental Psychology 7.70 - approaches to child development - prenatal development & the newborn - infancy and childhood - intellectual, moral and social development - adolescence - adulthood - aging

  3. States of consciousness 7.70 - analysing consciousness - sleep and dreaming - biofeedback, hypnosis and meditation - psychoactive drugs

  4. Learning 7.70 - Pavlovian or classical conditioning - operant conditioning - cognitive learning

  5. Memory 7.70 - approaches to memory - sensory memory - short-term memory - long-term memory - forgetting

  6. Cognitive psychology 7.70 - concept formation - reasoning and decision making - problem solving - language and language acquisition

  7. Motivation 7.70 - biologically-based motives - learned motives - cognitive & humanistic approaches - hunger and eating - sexual behaviour - achievement motivation

  8. Intelligence 7.70 - What is intelligence? - principles of test development - three important intelligence tests - testing controversies - giftedness and mental retardation

  9. Personality 7.70 - psychoanalytic theory - humanistic approaches - trait & type theories - behavioural approaches - cognitive approaches - psychological assessment

  10. Emotion, Stress and health 7.70 - emotion - stress - coping - health psychology

  11. Psychological disorders 7.70 - what is abnormal behaviour? - anxiety, somatoform and dissociative disorders - personality and sexual disorders - mood disorders - schizophrenia

  12. Approaches to treatment 7.70 - the diversity of therapy - psychodynamic therapy - humanistic therapy - behaviour therapy - cognitive therapy - group therapy - community psychology - biologically based therapies

  13. Social Psychology 7.70 - attitudes - social cognition - prosocial behaviour - social facilitation and social loafing


Ellerman, D.A. & Wildermuth, N.L. 1995, Writing Research Reports and
Essays in Psychology: A Handbook for Students. 2nd edn, Toowoomba:USQ

Lefton, L.A., 1997, Psychology, 6th edn, Boston, Allyn & Bacon.

Ryan, A.H. Jr, 1997, Keeping Pace Plus - An Active Reading Study
Guide for Lefton's Pscychology
, 6th edn, Allyn & Bacon, Boston.


American Psychological Association (1994) Publication Manual of the
American Psychological Association (4th edn.) Washington, DC:APA.

Atkinson, R.L., Atkinson, R.C., Smith, E.E., Bem, D.J. and Hilgard,
E.R., 1993, Introduction to Psychology, 11th edn, Sydney: Harcourt
Brace Jovanovich.

Bell, J. 1995, Evaluating Psychological Information - Sharpening Your
Critical Thinking Skills
, 2nd edn, Boston, Allyn & Bacon.

Bootzin, R.R., Bower, G.H., Crocker, J. and Hall, E. 1991, Psychology
Today: An Introduction
, 7th edn, Sydney, McGraw Hill

Carlson, N.R., 1987, Psychology: The Science of Behaviour, 2nd edn,
Sydney, Allyn and Bacon.

McConkey, K.M. and Bond, N.W. 1991, Readings in Australian
, Sydney, Harcourt Brace Jovanovich.

Philpchalk, R.P. 1994, Understanding Human Behaviour, 8th edn,
Sydney, Harcourt Brace Jovanovich.

Myers, D.G. 1992, Psychology, 3rd edn, New York, Worth.

Peterson, C. 1991, Introduction to Psychology, New York: Harper

Roediger, H.L. III, Capaldi,E.D., Paris, S.G. and Polivy, J. 1991,
Psychology, 3rd edn, New York: Harper Collins.

Santrock, J.W. 1991, Psychology: The Science of Mind and Behaviour,
3rd edn, Dubuque, IOWA: WM C Brown.

Silverman, R.E. 1985, Psychology, 5th edn, Sydney, Prentice Hall.

Walker, M., Burnham, D. & Borland, R. 1994, Psychology, 2nd edn,
Brisbane, John Wiley and Sons.

Weiten, W. 1992, Psychology: Themes and Variations, 2nd edn, Pacific
Grove CA: Brooks/Cole.

Zimbardo, P.G. 1992, Psychology and Life, 13th edn, New York Harper


Private Study                                 	113
Assessments                                   	58


No  *F/S Marks     Due        Description                              Wtg(%)    LBL WWW
1   S    40.00     18/12/98  ESSAY                                     40.00     Y   N
2   S    15.00     18/01/99  ACTIVITY LOG                              15.00     Y   N
3   S    90.00     END S3    2.5 HR MULTIPLE CHOICE CLOSED BOOK EXAM   45.00     N   N

*F=Formative, S=Summative


1    In accordance with University policy and Guidelines,
1.1  an  Examiner  may  grant  an extension of  the  due  date  of  an
     assignment in extenuating circumstances;
1.2  no  assignments  will be accepted for assessment  purposes  after
     assignments  or  model  solutions have been  released  except  in
     extenuating circumstances;
1.3  assignments  submitted after the due date without any extenuating
     circumstances  will attract a penalty of 10%  of  the  assignment
     mark for each working day late;
1.4  students who submit an assignment after the due date and wish  to
     claim   extenuating   circumstances,  must  provide   documentary
     evidence with the assignment explaining the circumstances;
1.5  the   unit  examiner  shall  consider  a  claim  for  extenuating
     circumstances and decide on the outcome;
1.6  the  decision of the Dean shall be final in any dispute that  may
     arise in the implementation of these guidelines.
2    Students  must make a genuine attempt to complete each  piece  of
     assessment  in  order  to  pass the  unit,  though  they  do  not
     necessarily have to pass each piece of assessment. The pass  mark
     will  be  60%.  Other  grades  will be  awarded  using  a  normal

This information is accurate as at 04/11/98