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  2. Psychology: History and Perspectives [PSY1111]

School: Arts and Humanities

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

  • Unit Title

    Psychology: History and Perspectives

  • Unit Code

    PSY1111

  • Year

    2016

  • Enrolment Period

    1

  • Version

    2

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus
    Online

Description

This unit introduces students to the principles of critical thinking in a psychological context. It will look at the history of psychology and how psychology has developed over time. Students will study the influences of philosophy and physiology on psychology and the different perspectives of psychology, such as Gestalt, Behaviourism, Cognitive and Psychodynamic.

Learning Outcomes

On completion of this unit students should be able to:

  1. Describe the principles of different perspectives of psychology e.g. structuralism, functionalism, behaviourism, humanistic psychology and cognitive psychology.
  2. Discuss how the discipline of psychology is influenced by social, historical, religious and cultural contexts.
  3. Discuss the philosophical underpinnings of critical thinking, e.g. logical fallacies and hypothetico deductive reasoning.
  4. Use inductive and deductive reasoning in psychology and everyday life; explain the evolution of psychology as a science.

Unit Content

  1. Identification and differentiation between scientific and non-scientific evidence.
  2. Discussion and coverage of principles of critical thinking, logical fallacies, reasoning and contemporary science.
  3. Revision of how psychology has evolved as a science over time.
  4. Discussion and revision of various influences, such as cultural, religious and social on the field of psychology.
  5. Discussion and explanation of various perspectives in psychology, such as structuralism, behaviourism, gestalt, and cognitive.
  6. Principles and practice of critical thinking will be applied to assist students develop an understanding of the scientist-practitioner model to become informed consumers and producers within the science of psychology.

Additional Learning Experience Information

Lectures and e learning.

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.

ON CAMPUS
TypeDescriptionValue
AssignmentShort essay35%
ExaminationEnd of semester examination65%
ONLINE
TypeDescriptionValue
AssignmentShort essay35%
ExaminationEnd of semester examination65%

Text References

  • ^ Ruscio, J. (2006). Critical thinking in psychology: Separating sense from nonsense (2nd ed.). Belmont, CA: Thomson Higher Education.
  • ^ Hergenhahn, B.R. & Henley, T. (2014). An introduction to the history of psychology (7th ed.). Belmont, CA: Cengage Learning, Inc.
  • Brysbaert, M., & Rastle, K. (2009) Historical and conceptual issues in psychology. Essex: Pearson.
  • Stanovich, K.E. (2010). How to think straight about psychology. Boston: Allen & Bacon.

Journal References

  • Australian Journal of Psychology
  • Australian Psychologist
  • Journal of Personality and Social Psychology
  • Journal of Transpersonal Psychology
  • American Journal of Psychology

^ Mandatory reference

Disability Standards for Education (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.

Academic Misconduct

Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:

  • plagiarism;
  • unauthorised collaboration;
  • cheating in examinations;
  • theft of other students' work;

Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.

The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.

PSY1111|2|1

School: Arts and Humanities

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

  • Unit Title

    Psychology: History and Perspectives

  • Unit Code

    PSY1111

  • Year

    2016

  • Enrolment Period

    2

  • Version

    2

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus
    Online

Description

This unit introduces students to the principles of critical thinking in a psychological context. It will look at the history of psychology and how psychology has developed over time. Students will study the influences of philosophy and physiology on psychology and the different perspectives of psychology, such as Gestalt, Behaviourism, Cognitive and Psychodynamic.

Learning Outcomes

On completion of this unit students should be able to:

  1. Describe the principles of different perspectives of psychology e.g. structuralism, functionalism, behaviourism, humanistic psychology and cognitive psychology.
  2. Discuss how the discipline of psychology is influenced by social, historical, religious and cultural contexts.
  3. Discuss the philosophical underpinnings of critical thinking, e.g. logical fallacies and hypothetico deductive reasoning.
  4. Use inductive and deductive reasoning in psychology and everyday life; explain the evolution of psychology as a science.

Unit Content

  1. Identification and differentiation between scientific and non-scientific evidence.
  2. Discussion and coverage of principles of critical thinking, logical fallacies, reasoning and contemporary science.
  3. Revision of how psychology has evolved as a science over time.
  4. Discussion and revision of various influences, such as cultural, religious and social on the field of psychology.
  5. Discussion and explanation of various perspectives in psychology, such as structuralism, behaviourism, gestalt, and cognitive.
  6. Principles and practice of critical thinking will be applied to assist students develop an understanding of the scientist-practitioner model to become informed consumers and producers within the science of psychology.

Additional Learning Experience Information

Lectures and e learning.

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.

ON CAMPUS
TypeDescriptionValue
AssignmentShort essay35%
ExaminationEnd of semester examination65%
ONLINE
TypeDescriptionValue
AssignmentShort essay35%
ExaminationEnd of semester examination65%

Text References

  • ^ Ruscio, J. (2006). Critical thinking in psychology: Separating sense from nonsense (2nd ed.). Belmont, CA: Thomson Higher Education.
  • ^ Hergenhahn, B.R. & Henley, T. (2014). An introduction to the history of psychology (7th ed.). Belmont, CA: Cengage Learning, Inc.
  • Brysbaert, M., & Rastle, K. (2009) Historical and conceptual issues in psychology. Essex: Pearson.
  • Stanovich, K.E. (2010). How to think straight about psychology. Boston: Allen & Bacon.

Journal References

  • Australian Journal of Psychology
  • Australian Psychologist
  • Journal of Personality and Social Psychology
  • Journal of Transpersonal Psychology
  • American Journal of Psychology

^ Mandatory reference

Disability Standards for Education (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.

Academic Misconduct

Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:

  • plagiarism;
  • unauthorised collaboration;
  • cheating in examinations;
  • theft of other students' work;

Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.

The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.

PSY1111|2|2