" This team-taught multidisciplinary course provides information relevant to the conduct and interpretation of human brain mapping studies. It begins with in-depth coverage of the physics of image formation, mechanisms of image contrast, and the physiological basis for image signals. Parenchymal and cerebrovascular neuroanatomy and application of sophisticated structural analysis algorithms for segmentation and registration of functional data are discussed. Additional topics include: fMRI experimental design including block design, event related and exploratory data analysis methods, and building and applying statistical models for fMRI data; and human subject issues including informed consent, institutional review board requirements and safety in the high field environment. Additional Faculty Div Bolar Dr. Bradford Dickerson Dr. John Gabrieli Dr. Doug Greve Dr. Karl Helmer Dr. Dara Manoach Dr. Jason Mitchell Dr. Christopher Moore Dr. Vitaly Napadow Dr. Jon Polimeni Dr. Sonia Pujol Dr. Bruce Rosen Dr. Mert Sabuncu Dr. David Salat Dr. Robert Savoy Dr. David Somers Dr. A. Gregory Sorensen Dr. Christina Triantafyllou Dr. Wim Vanduffel Dr. Mark Vangel Dr. Lawrence Wald Dr. Susan Whitfield-Gabrieli Dr. Anastasia Yendiki "

This course will introduce the student to the psychology behind gender and sexuality. In this course, the student will take a look at how our understanding of one's own gender and sex can affect different aspects of our functioning, while also identifying the factors in our lives that can impact oneĺÎĺĺÎĺs gender and sex. This course will begin by introducing and defining the concepts of gender and sexuality, then looking at the similarities and differences between sexes in terms of biological and neurological functioning and development, as well as gender and sexual identity. Also, the student will discuss why and how the sexes are psychologically and cognitively different. Upon successful completion of this course, students will be able to: define and explain specific terms that relate to gender and sexuality; define and explain influences that impact homosexual and heterosexual gender identities; define and explain sexual stereotypes; explain the biologically based characteristics, including differences and similarities, between genders; explain the differences between gender identities, including theoretical approaches; explain the sociobiological and psychoanalytic approaches to sexuality and gender identity; define and explain the social learning and cognitive developmental approaches to gender and sexuality; explain the commonalities and differences between the cognitive abilities of genders; explain the commonalities and differences between gender and aggression. (Psychology 406)

The NOBA Project is a growing collection of expert-authored, open-licensed modules in psychology, funded by the Diener Education Fund. From these open modules, Tori Kearns and Deborah Lee created an arranged open textbook for her introductory psychology class. This textbook was created under a Round One ALG Textbook Transformation Grant.

Table of Contents
Chapter 1: The Origins of Psychology
Chapter 2: The Methods of Psychology
Chapter 3: Biological Psychology
Chapter 4: Sensation & Perception
Chapter 5: Learning & Behavior
Chapter 6: States of Consciousness
Chapter 7: Memory
Chapter 8: Motivation
Chapter 9: Stress & Health
Chapter 10: Cognition: Thinking, Language, and Intelligence
Chapter 11: Human Development
Chapter 12: Personality
Chapter 13: Psychological Disorders
Chapter 14: Therapy
Chapter 15: Social Psychology

Emphasis will be placed upon application of psychological knowledge to daily situations, and upon accessing and assessing information from a variety of sources about behavior. Skills in scientific reasoning and critical thinking will be developed during this course. Areas of psychology to be included are: research methods, neuroscience, human development, perception, consciousness, learning, memory, intelligence, motivation, emotion, personality, psychological disorders, psychotherapy, stress and health, and social psychology.Login: guest_oclPassword: ocl

What are the most effective methods to study for a test? What are the meanings of dreams? How do illusions work? With whom are you most likely to fall in love? These are just a few of the questions that have been asked by psychologists since the birth of the field as an area of scientific research in the 1870’s. This text surveys the basic concepts, theories, and pivotal findings over the past 100 years in the science of Psychology, with special emphasis on contemporary concepts and findings focused on the relation of the brain to normal and pathological behaviors. Psychology has long evolved past the psychodynamic influence to include biological, social, learning, motivational, and developmental perspectives, to name a few. Contemporary psychologists go beyond philosophical or anecdotal speculation and rely on empirical evidence to inform their conclusions. Similarly, readers will push beyond pre-existing schemas and misconceptions of the field of psychology to an understanding of contemporary quantitative research methods as they are used to predict and test human behavior.

What are the most effective methods to study for a test? What are the meanings of dreams? How do illusions work? With whom are you most likely to fall in love? These are just a few of the questions that have been asked by psychologists since the birth of the field as an area of scientific research in the 1870’s. This text surveys the basic concepts, theories, and pivotal findings over the past 100 years in the science of Psychology, with special emphasis on contemporary concepts and findings focused on the relation of the brain to normal and pathological behaviors. Psychology has long evolved past the psychodynamic influence to include biological, social, learning, motivational, and developmental perspectives, to name a few. Contemporary psychologists go beyond philosophical or anecdotal speculation and rely on empirical evidence to inform their conclusions. Similarly, readers will push beyond pre-existing schemas and misconceptions of the field of psychology to an understanding of contemporary quantitative research methods as they are used to predict and test human behavior.

Table of Contents
INTRODUCTION
PSYCHOPHYSIOLOGY
CONSCIOUSNESS
PERCEPTION
HEALTHY LIVING
LEARNING AND MEMORY
SOCIAL PSYCHOLOGY
PSYCHOLOGICAL DEVELOPMENT
PERSONALITY AND PSYCHOLOGICAL DISORDERS
THERAPY AND PSYCHOPHARMACOLOGY

Human-Computer Interaction (HCI) is the study of the principles and methods with which one builds effective interfaces for users. HCI is a field of study that evolves to changes in the technological landscape. During the past decade, the emergence of personal mobile devices, agent-based technologies, and pervasive and ubiquitous computing is motivated by the technique of human computer interaction which has profoundly changed the way people use technology for work and leisure. This course introduces the student to the theory and practice of developing user interfaces. Practical hands-on will be balanced by discussion of relevant literature of computer science e.g. graphics, user interface design, multimedia and visual design of HCI, cognitive psychology, and scientific information design.

This set of questions for use with quizzes and tests was created under a Round Four ALG Textbook Transformation Grant with an accompanying PowerPoint lecture set. The course uses the free and open Human Development sections of Boundless Psychology. Topics covered include:

Nature vs. Nurture
Piaget
Attachment
Freud
Erikson
Kohlberg
Childhood Development
Adolescent Development
Adulthood Development
Late Adulthood

This course will introduce the student to organizational psychology, or the application of psychological research and theory to human interaction in the workplace. Industrial/Organization Psychology takes research findings and theories that were originally used to explain general human behavior and applies them to human behavior in the workplace. The course begins by taking a look at how the student evaluates jobs and employees before exploring how the student evaluates and motivate employees, noting what encourages versus discourages employee job commitment. The student will then study leadership and group influences in the workplace, including working conditions, humans factors, performance management, and work teams. Leadership interaction and the leadership theories are also covered. Upon successful completion of this course, the student will be able to: perform a thorough and systematic competency model (job analysis); develop and validate a job specific selection design; design, develop, and evaluate a job specific training program; define a performance appraisal process and form; identify research methods for conducting experiments; explain organizational recruitment, selection, and retainment; evaluate the work performance of employees; describe the motivating factors of employees; identify teamwork problems and issues; compare and contrast models of motivation and leadership; explain organizational issues including: teams, attitudes, and occupational health; define work-life balance and its impact on organizations and employees. (Psychology 304)

Instruction in Functional Assessment introduces learners to functional assessment (FA), which includes a variety of assessment approaches (indirect, observational, and experimental) for identifying the cause of an individual’s challenging behavior for the purpose of designing effective treatments. FA is mandated by federal law and is a recognized empirically based approach to treatment of individuals with challenging behaviors (e.g., disruptive, self-injurious, and aggressive behaviors). Instruction in FA is essential for students who will one day enter professions as educators, psychologists, social workers, counselors, or mental health professionals.The purpose of this textbook is to provide instruction in FA skills for pre-professionals in the fields of education and psychology. This supplemental resource provides the context, background, and knowledge to facilitate students’ acquisition of the methods, decision-making, and skills involved in conducting FA. Each chapter begins with focus questions designed to promote reflective thinking and ends with discussion questions. To promote application of FA in diverse situations and teach important lessons, case studies of individuals with challenging behaviors, interactive activities, and opportunities for practice are embedded in the chapters. Moreover, the text includes the ingredients to facilitate students’ role play and rehearsal of appropriate FA skills while working in cooperative groups and using performance-based training.

Reviews available here: https://open.umn.edu/opentextbooks/textbooks/instruction-in-functional-assessment

You are welcome to this module that introduces you to General Psychology first and later Educational Psychology. There are four units in all. A total of 120 hours is given which we think should be adequate for you to complete the module. The hours given should also cover the different activities as well as doing the readings that are included. A summary of the major tasks in each unit is presented for your benefit:

Unit one introduces you to the meaning, definition, origin and development of Psychology as a field of study, the different branches, concepts and its relevance to educational process. Finally the unit introduces you to the concepts, and different methods of study that are used in Educational Psychology.

Unit two discusses the relationships between Psychology and Education, and their implications to a practicing teacher. The contributions of Educational Psychology to educational practice are also presented.

Unit three presents to you issues of methods of study used in conducting studies in Educational Psychology. The advantages and disadvantages of each method are also discussed. Unit four introduces you to the benefits of Educational Psychology to the teacher, and to educational process/practice in a school setting and society in general.

An open access textbook designed primarily for use by first and second year undergraduate students of British Psychological Society accredited Psychology degree courses in the UK.

This open course for Introduction to Human Development is an adaptation of PsychologyWiki materials and was created under a Round Nine Textbook Transformation Grant.

Authors' Description:

In our transformation of PSYC 2103 Human Development we decided to divide the content into three units.

Unit 1: Overview, History and Biological Beginnings
Unit 2: Early Childhood to Adolescence
Unit 3: Young Adulthood to Death
Each unit includes:

Learning objectives
Things to consider: questions students should be thinking about while engaging with the content
PowerPoint Presentation
Readings from a variety of open text books
Activities
Supplemental readings and videos
If you have questions or would like access to the question/test bank please contact either

Elizabeth Dose, edose@highlands.edu

Katie Bridges, kbridges@highlands.edu

This work has been superseded by Introduction to Statistics in the Psychological Sciences available from https://irl.umsl.edu/oer/25/.

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We are constantly bombarded by information, and finding a way to filter that information in an objective way is crucial to surviving this onslaught with your sanity intact. This is what statistics, and logic we use in it, enables us to do. Through the lens of statistics, we learn to find the signal hidden in the noise when it is there and to know when an apparent trend or pattern is really just randomness. The study of statistics involves math and relies upon calculations of numbers. But it also relies heavily on how the numbers are chosen and how the statistics are interpreted.

This work was created as part of the University of Missouri’s Affordable and Open Access Educational Resources Initiative (https://www.umsystem.edu/ums/aa/oer). The contents of this work have been adapted from the following Open Access Resources: Online Statistics Education: A Multimedia Course of Study (http://onlinestatbook.com/). Project Leader: David M. Lane, Rice University. Changes to the original works were made by Dr. Garett C. Foster in the Department of Psychological Sciences to tailor the text to fit the needs of the introductory statistics course for psychology majors at the University of Missouri – St. Louis. Materials from the original sources have been combined, reorganized, and added to by the current author, and any conceptual, mathematical, or typographical errors are the responsibility of the current author.

When you teach Introduction to Psychology, do you find it difficult – much harder than teaching classes in statistics or research methods? Do you easily give a lecture on the sympathetic nervous system, a lecture on Piaget, and a lecture on social cognition, but struggle with linking these topics together for the student? Do you feel like you are presenting a laundry list of research findings rather than an integrated set of principles and knowledge? Have you wondered how to ensure your course is relevant to your students? If so, then you have something in common with Charles Stangor.Charles Stangor's Introduction to Psychology utilizes the dual theme of behavior and empiricism to make psychology relevant to intro students.Charles wrote this book to help students organize their thinking about psychology at a conceptual level. Five or ten years from now, he does not expect his students to remember the details of most of what he teaches them. However, he does hope that they will remember that psychology matters because it helps us understand behavior and that our knowledge of psychology is based on empirical study.This book is designed to facilitate these learning outcomes, and he has used three techniques to help focus students on behavior:Chapter Openers: Each chapter opens showcasing an interesting real world example of people who dealing with behavioral questions and who can use psychology to help them answer them. The opener is designed to draw the student into the chapter and create an interesting in learning about the topic.Psychology in Everyday Life: Each chapter contains one or two features designed to link the principles from the chapter to real-world applications in business, environment, health, law, learning, and other relevant domains. For instance, the application in Chapter 7 on Development, “What makes good parents” applies the concepts of parenting styles in a mini-handbook about parenting, and the application in Chapter 3 is about the difficulties that left-handed people face performing everyday tasks in a right-handed world.Research Foci: Introduction to Psychology emphasizes empiricism throughout, but without making it a distraction from the main story line. Each chapter presents two close-ups on research -- well articulated and specific examples of research within the content area, each including a summary of the hypotheses, methods, results, and interpretations. This feature provides a continuous thread that reminds students of the importance of empirical research. The research foci also emphasize the fact that findings are not always predictable ahead of time (dispelling the myth of hindsight bias), and also help students understand how research really works.Charles Stangor's focus on behavior and empiricism has produced, Introduction to Psychology, a text that is better organized, has fewer chapters, and is somewhat shorter than many of the leading books.

This introductory text has been created from a combination of original content and materials compiled and adapted from a number of open text publications.

Chapter 1. Introducing Psychology
Chapter 1 Introduction
1.1 Psychology as a Science
1.2 The Evolution of Psychology: History, Approaches, and Questions
Chapter 1 Summary, Key Terms, and Self-Test

Chapter 2. Introduction to Major Perspectives
Chapter 2 Introduction
2.1 Biological Psychology
2.2 Psychodynamic Psychology
2.3 Behaviourist Psychology
2.4 Humanist, Cognitive, and Evolutionary Psychology
Chapter 2 Summary, Key Terms, and Self-Test

Chapter 3. Psychological Science & Research
Chapter 3 Introduction
3.1 Psychologists Use the Scientific Method to Guide Their Research
3.2 Moral Foundations of Ethical Research
3.3 From Moral Principles to Ethics Codes
3.4 Putting Ethics Into Practice
3.5 Psychologists Use Descriptive, Correlational, and Experimental Research Designs to Understand Behaviour
3.6 You Can Be an Informed Consumer of Psychological Research
3.7 The Replication Crisis in Psychology
Chapter 3 Summary, Key Terms, and Self-Test

Chapter 4. Genetics and Evolution
Chapter 4 Introduction
4.1 The Nature-Nurture Question
4.2 Evolutionary Theories in Psychology
4.3 Epigenetics in Psychology
4.4 Is Personality More Nature or More Nurture? Behavioural and Molecular Genetics
Chapter 4 Summary, Key Terms, and Self-Test

Chapter 5. Brains, Bodies, and Behaviour
Chapter 5 Introduction
5.1 The Neuron Is the Building Block of the Nervous System
5.2 Our Brains Control Our Thoughts, Feelings, and Behaviour
5.3 Putting It All Together: The Nervous System and the Endocrine System
5.4 Psychologists Study the Brain Using Many Different Methods
Chapter 5 Summary, Key Terms, and Self-Test

Chapter 6. Sensing and Perceiving
Chapter 6 Introduction
6.1 We Experience Our World through Sensation
6.2 Seeing
6.3 Hearing
6.4 Tasting, Smelling, and Touching
6.5 Accuracy and Inaccuracy in Perception
Chapter 6 Summary, Key Terms, and Self-Test

Chapter 7. States of Consciousness
Chapter 7 Introduction
7.1 States of Consciousness
7.2 Attention
7.3 Sleeping and Dreaming Revitalize Us for Action
7.4 Altering Consciousness with Psychoactive Drugs
7.5 Altering Consciousness without Drugs
7.6 The Unconscious
Chapter 7 Summary, Key Terms, and Self-Test

Chapter 8. Remembering and Judging
Chapter 8 Introduction
8.1 Memories as Types and Stages
8.2 How We Remember: Cues to Improving Memory
8.3 Accuracy and Inaccuracy in Memory and Cognition
8.4 Eyewitness Testimony and Memory Biases
Chapter 8 Summary, Key Terms, Self-Test

Chapter 9. Intelligence and Language
Chapter 9 Introduction
9.1 Defining and Measuring Intelligence
9.2 The Social, Cultural, and Political Aspects of Intelligence
9.3 Communicating with Others: The Development and Use of Language
Chapter 9 Summary, Key Terms, and Self-Test

Chapter 10. Learning
Chapter 10 Introduction
10.1 Learning by Association: Classical Conditioning
10.2 Changing Behaviour through Reinforcement and Punishment: Operant Conditioning
10.3 Learning by Insight and Observation
10.4 Using the Principles of Learning to Understand Everyday Behaviour
Chapter 10 Summary, Key Terms, and Self-Test

Chapter 11. Emotions and Motivations
Chapter 11 Introduction
11.1 The Experience of Emotion
11.2 Functions of Emotions
11.3 Positive Emotions: The Power of Happiness
11.4 Drive States
11.5 Motives and Goals
Chapter 11 Summary, Key Terms, and Self-Test

Chapter 12. Stress, Health, and Coping
Chapter 12 Introduction
12.1 Stress: The Unseen Killer
12.2 Health and Stress
12.3 Stress and Coping
12.4 The Healthy Life
12.5 Positive Psychology
Chapter 12 Summary, Key Terms, and Self-Test

Chapter 13. Psychology in Our Social Lives
Chapter 13 Introduction
13.1 An Introduction to the Science of Social Psychology
13.2 Social Cognition and Attitudes
13.3 Conformity and Obedience
13.4 Prejudice, Discrimination, and Stereotyping
13.5 Helping and Prosocial Behavior
Chapter 13 Summary, Key Terms, and Self-Test

Chapter 14. Growing and Developing
Chapter 14 Introduction
14.1 Conception and Prenatal Development
14.2 Infancy and Childhood: Exploring and Learning
14.3 Adolescence: Developing Independence and Identity
14.4 Early and Middle Adulthood: Building Effective Lives
14.5 Late Adulthood: Aging, Retiring, and Bereavement
14.6 Gender
Chapter 14 Summary, Key Terms, and Self-Test

Chapter 15. Culture
Chapter 15 Introduction
15.1 Culture
15.2 Culture and Emotion
Chapter 15 Summary, Key Terms, and Self-Test

Chapter 16. Personality
Chapter 16 Introduction
16.1 Personality Traits
16.2 Personality Assessment
Chapter 16 Summary, Key Terms, and Self-Test

Chapter 17. Defining Psychological Disorders
Chapter 17 Introduction
17.1 Psychological Disorder: What Makes a Behaviour Abnormal?
17.2 Anxiety and Dissociative Disorders: Fearing the World Around Us
17.3 Mood Disorders: Emotions as Illness
17.4 Schizophrenia: The Edge of Reality and Consciousness
17.5 Personality Disorders
Chapter 17 Summary, Key Terms, and Self-Test

Chapter 18. Treating Psychological Disorders
Chapter 18 Introduction
18.1 Reducing Disorder by Confronting It: Psychotherapy
18.2 Reducing Disorder Biologically: Drug and Brain Therapy
18.3 Reducing Disorder by Changing the Social Situation
18.4 Evaluating Treatment and Prevention: What Works?
Chapter 18 Summary, Key Terms, and Self-Test

This course is an introduction to the fundamental principles of psychology. It begins with a short overview of the discipline's development and principal methodologies. The subsequent units are arranged around broad areas of research, including emotion, development, memory, and psychopathology. Upon successful completion of this course, students will be able to: Identify the steps of the scientific method and explain how this method applies to psychological research methodology and statistical analyses; Demonstrate an understanding of the general history of the field; Explain the nature versus nurture argument and the current status of thinking regarding gene-environment interaction; Identify the basic components and mechanisms of the major biological systems often studied in psychology; Demonstrate an understanding of the basic findings within a variety of areas of psychology, including sensation and perception, memory and learning, development, social psychology, and psychopathology. (Psychology 101)

Table of Contents
Chapter 1. Introducing Psychology
Chapter 2. Introduction to Major Perspectives
Chapter 3. Psychological Science
Chapter 4. Brains, Bodies, and Behaviour
Chapter 5. Sensing and Perceiving
Chapter 6. States of Consciousness
Chapter 7. Growing and Developing
Chapter 8. Learning
Chapter 9. Remembering and Judging
Chapter 10. Intelligence and Language
Chapter 11. Emotions and Motivations
Chapter 12. Personality
Chapter 13. Defining Psychological Disorders
Chapter 14. Treating Psychological Disorders
Chapter 15. Psychology in Our Social Lives
Chapter 16. Stress, Health, and Coping

About the Book
This book is designed to help students organize their thinking about psychology at a conceptual level. The focus on behaviour and empiricism has produced a text that is better organized, has fewer chapters, and is somewhat shorter than many of the leading books. The beginning of each section includes learning objectives; throughout the body of each section are key terms in bold followed by their definitions in italics; key takeaways, and exercises and critical thinking activities end each section.

This book is designed to help students organize their thinking about psychology at a conceptual level. The focus on behaviour and empiricism has produced a text that is better organized, has fewer chapters, and is somewhat shorter than many of the leading books. The beginning of each section includes learning objectives; throughout the body of each section are key terms in bold followed by their definitions in italics; key takeaways, and exercises and critical thinking activities end each section.

This course is a survey of the scientific study of human nature, including how the mind works, and how the brain supports the mind. Topics include the mental and neural bases of perception, emotion, learning, memory, cognition, child development, personality, psychopathology, and social interaction. Students will consider how such knowledge relates to debates about nature and nurture, free will, consciousness, human differences, self, and society.