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Introduction to Psychology

Competencies
  • General


    General
    • Course Registration Questionnaire
    • Announcements Forum
  • How to create an account and enroll in the course?

     

     

    • Introduction to Psychology Homepage - MCAT


      Welcome to the Psychology course, for the Pre-Health Sciences Training Certificate. This course and the certificate are designed primarily for learners interested in preparing for and gaining entry for health-related programs, and to help address the prerequisites for the Medical College Admission Test (MCAT).

      This Psychology course provides in-depth learning as it relates to general psychological concepts and techniques used in the natural, behavioral, and social sciences fields.The course will also explore important areas of Psychology including biopsychology, sensation and perception, human development as well as learning and memory. Additionally, students will gain a better understanding of the influence of psychology on social, mental, and physical health. 

      This course, Introduction to Psychology, is sponsored by the University of the Incarnate Word School of Osteopathic Medicine. Like all NextGenU.org courses, it is competency-based, using competencies based on the Association of American Medical Colleges’ Medical College Admission Test. It uses learning resources from accredited, academic, professional, and world-class organizations and universities such as Rice University, and American Psychological Association. The course was designed by Samantha Baboolal, B.A; Pablo Baldiviezo, MD, DiplEd; Carolina Bustillos, MD, DiplEd;  Ma.Genikka Camille Gabral, BEd, MSc; Reisha Narine, MSc, BSc; Rhonda Prudent, BSc; Hugo Rojas, MD, MSc, DiplEd. 

      For publications on NextGenU.org’s courses’ efficacy, see NextGenU.org’s publication page.

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      There are 16 modules to complete, which provide an introduction to:

      • Module 1: Psychology: The Scientific Study of Behavior
      • Module 2: Biopsychology: Biological Bases of Behavior
      • Module 3: Perception and Sensation
      • Module 4: Consciousness
      • Module 5: Human LifeSpan Development
      • Module 6: Learning and Attitude
      • Module 7: Motivation and Emotion
      • Module 8: Cognition and Intelligence
      • Module 9: Memory
      • Module 10: Personality
      • Module 11: Health Psychology, Stress, Coping, and Mental Health
      • Module 12: Psychological Disorders
      • Module 13: Abnormal Psychology
      • Module 14: Social Psychology
      • Module 15: Industrial-Organizational Psychology
      • Module 16: Counselling Psychology

      The completion time for this course is estimated at 193 hours, comprising 25 hours of learning resources, 50 hours of studying and assimilation of the content, and 118 hours of participating in learning activities and quizzes to assist the learners in synthesizing learning materials. This course is equivalent to 3 credit hours s in the U.S. undergraduate/bachelor’s degree system.

      The course requires completion of all quizzes, discussion forums, and activities to receive a course certificate, at the end of each module, there is a practice quiz of 10 multiple-choice questions. After you’ve completed each module, learning activity, and quiz, at the end of the course, you’ll have access to a final exam consisting of 50 multiple-choice questions, and a chance to evaluate this course. 

      Participants have up to three opportunities to take the final exam and achieve the required passing score of >=70%. Once you’ve passed the final exam and completed the evaluations, you will be able to download a certificate of completion from NextGenU.org and our course’s co-sponsoring organizations. 

      We keep all of your personal information confidential, never sell any of your information, and only use anonymized data for research purposes. Also, we are happy to report your testing information and share your work with anyone (your school, employer, etc.) at your request. 

      Reading Times:

      At NextGenU.org, we provide the estimated reading times for all of our Learning Resources (LRs) i.e. webpages, articles, and slides. The estimated reading time is calculated using a reading speed of 144 words per minute (no. of words recommended to read in the LR ÷ 144 words per minute). Additionally, we calculate the study/assimilation which for primary sources, is multiplied by 2, and for secondary sources, is multiplied by 1 (estimated read time x 2 = study/assimilation time).

      Engaging with this Course:

      This free course is aimed at students who have graduated from high school and want to prepare to become a health professional, and/or pass the MCAT exam. You may also browse this course for free to learn for your personal enrichment; there are no requirements.   

      To obtain a certificate, a learner must first register for the course and then successfully complete:

      • Pre-test
      • All the reading requirements,
      • All quizzes and pass with a 70% with unlimited attempts,
      • All peer activities,
      • All discussion forums,
      • The final exam with a minimum of 70% and a maximum of 3 attempts, and
      • The self and course evaluation forms.

      To obtain credit:

      • Complete all requirements listed above for the certificate, and
      • Your learning institution or workplace should approve the partner-university-sponsored NextGenU.org course for educational credit, as they usually would for their learner taking a course anywhere.  

      NextGenU.org is happy to provide your institution with:

      • A link to and description of the course training, so they can see all of its components, including the co-sponsoring institutions;
      • Your grade on the final exam;
      • Your work products (e.g., discussion forum responses) and any other required or optional shared materials that you produce and authorize to share with them;  
      • Your evaluations -- course, and self-assessments;
      • A copy of your certificate of completion, with the co-sponsoring organizations listed.

      To obtain a degree, NextGenU.org co-sponsors degree programs with institutional partners. To obtain a full degree co-sponsored with NextGenU.org, registrants must be enrolled in a degree program as a student of a NextGenU.org institutional partner. If you think your institution might be interested in offering a degree with NextGenU.org, contact us.

      We hope you will find this a rewarding learning experience, and we count on your assessment and feedback to help us improve this training for future students.

      Here are the next steps to take the course and earn a certificate.

      • Complete the registration form.
      • Take the pre-test.
      • Begin the course with Module 1: Psychology: The Scientific Study of Behaviour. In each lesson, read the description, complete all required readings and any required activity, as well as take the corresponding quizzes.

      • Module 1: Psychology: The Scientific Study of Behavior

        Instructional Goals covered in this module:

        • Understand psychology as a science, its historical foundations, and its importance.
        • Understand Psychological Research and methods of Research.
        • Module 1: Lesson 1: Definition and Development of Psychology

          Learning objectives:

          • Define Psychology and its merits.
          • Explore the paradigm shifts that have influenced psychology.
          • Identify the fields and career options in Psychology.
          Approximate time required for the readings for this lesson (at 144 words/minute): 2 hours and  18 minutes.

          Click here to start this lesson

          4 URLs
          • Required Learning Resources and Activities
          • What Is Psychology? URL

            Read the entire web page. (6 minutes)

            Rice University - 2016

          • History of Psychology URL

            Read the entire web page. (29 minutes)

            Rice University - 2016

          • Fields of psychology to consider for your career URL

            Read the entire web page. (11 minutes)

            University of Massachusetts Global - 2019

          • Recommended Additional Readings

          • Careers in Psychology URL

            Read the entire web page. (9 minutes)

            Rice University - 2016

        • Module 1: Lesson 2: Research and Ethics in Psychology

          Learning objectives:

          • Explain the importance of Psychological research.
          • Describe the methods in psychological research.
          • Explain ethics in psychological research.
          Approximate time required for the readings for this lesson (at 144 words/minute): 7 hours and 11minutes.

          Click here to start this lesson

          3 URLs, 1 Forum
          • Required Learning Resources and Activities
          • 2.1 Why Is Research Important? URL

            Read the entire web page. (20 minutes)

            Rice University - 2016

          • Methods of Psychology URL

            Read the content under the headings "methods to understand psychological processes" and "psychological tools" on pages 11-17. (20 minutes)

            2012

          • 2.4 Ethics URL

            Read the entire web page. (7 minutes)

            Rice University - 2016

          • Peer Activity 1 - Importance and Ethics of Psychological Research [280 minutes] Forum

            In this activity, you will discuss the importance and ethics of psychological research at three life stages.

            Step 1. Review (50 mins)

            Review these learning resources relevant to the activity.

            • Why is Research Important?
            • Ethics

            Step 2. Write (210 mins)

            Using psychological perspectives, explain the importance of psychological research by writing a 400-800-word reflective piece with the following inclusions:

            A. One real-life example exhibiting the importance of psychological research at all of these life stages (one example for each bullet)

            • Infancy (< 1-year-old)
            • Childhood and adolescence (aged 2 to 18 years old)
            • Early and old adulthood (above 18 years old).

            B. Importance of ethics in psychological research using your three examples in Part A of behaviors.

            Step 3. Share (10 mins)

            To share your work, click on the “Add a new discussion topic” button under this post and paste your work into the “Message” box. Make sure to reference others’ intellectual property when necessary. All references should follow 7th Edition APA formatting. For further instructions, see the resource on the Himmelfarb Health Sciences Library: APA citation resource (N.B. references are excluded from word counts).

            Step 4. Interact (10 mins)


            Evaluate and categorize the work from one of your peers based on items A - E of the rubric below. Provide a rationale for the grade you have provided, as well as comments or suggestions for improvement. To post a reply, click “Reply” on a particular discussion, write your feedback and then click on “Post to forum.” You can use the list below as an example:

            Item A is  .…. because….  My suggestions for improvement are….
            Item B is  .…. because….  My suggestions for improvement are….
            Item C is  .…. because….  My suggestions for improvement are….
            Item D is  .…. because….  My suggestions for improvement are….
            Item E is  .…. because….  My suggestions for improvement are….


          • Quiz: Module 1
            Restricted Not available unless: The activity Course Registration is marked complete

            To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.

        • Module 2: Biopsychology: BIological Bases of Behavior

          Instructional Goals covered in this module:

          • Understand the Biological structures and processes by which bodies carry out activities.
          • Understand the Psychological factors which affect behavior.

          • Module 2: Lesson 1: The structure and function of Nervous system

            Learning Objectives:

            • The nervous system, the neurons and neurotransmitters, neuronal communication, and its influence on behavior.
            • Describe the structure and function of the peripheral nervous system.
            • Define the structure and function of the central nervous system, and the methods used in studying the brain and the areas of the brain that control language and speech.
            Approximate time required for the readings for this lesson (at 144 words/minute): 5 hours and 27 minutes.

            Click here to start this lesson

            6 URLs
            • Required Learning Resources and Activities
            • 3.2 Cells of the Nervous System URL

              Read the entire web page. (18 minutes)

              Rice University - 2016

            • Impacts of Drugs on Neurotransmission URL

              Read the content under the heading " What Is Neurotransmission?" (4 minutes)

              National Institute on Drug Abuse (NIDA) - 2017

            • The Neuroscience of Addiction - with Marc Lewis URL
              Watch the entire video. (60 minutes)
            • 3.3 Parts of the Nervous System URL

              Read the entire web page. (6 minutes)

              Rice University - 2016

            • 3.4 The Brain and Spinal Cord URL

              Read the entire web page. (32 minutes)

              Rice University - 2016

            • The Tools That Let Neuroscientists Study (and Even Repair) Brain Circuits URL

              Read the entire web page. (9 minutes)

              BrainFacts.org - 2018

          • Module 2: Lesson 2: Biological Influences in Psychology

            Learning Objectives:

            • Identify the components of the endocrine system and its effects on behavior.
            • Discuss behavioral genetics in terms of genes, temperament, and heredity, Influence of genetic and environmental factors on the development of behaviors, and genetically based behavioral variation in natural environment.
            • Identify adaptive value of traits and behaviors, interaction between heredity and environmental influences.
            • Describe why gene regulation of operons is important.
            Approximate time required for the readings for this lesson (at 144 words/minute): 7 hours and 33 minutes.

            Click here to start this lesson

            5 URLs, 1 Forum, 1 Quiz
            • Required Learning Resources and Activities
            • 3.5 The Endocrine System URL

              Read the entire web page. (6 minutes)

              Rice University - 2016

            • 3.1 Human Genetics URL

              Read the entire web page. (23 minutes)

              Rice University - 2016

            • What is an Environmental Factor? URL

              Read the entire web page.  (5 minutes)

              Genetic Science Learning Center - 2021

            • 1.3 Contemporary Psychology URL

              Read from Biopsychology and Evolutionary Psychology to "Social Psychology." (15 minutes)

              Rice University - 2016

            • 11.7 Gene Regulation: Operon Theory: Sections Prokaryotic Gene Regulation and rokaryotic Gene Regulation URL

              Read from "Learning Objectives" to "Prokaryotic Gene Regulation". (6 minutes)

              Rice University - 2016

            • Peer Activity 2: Biological Influences in Psychology (278 minutes) Forum

              In this activity, you will write a short journal article that discusses how genetics and the environment shape or influence the development of behaviors.

              Step 1. Review (48 mins)

              Review these learning resources relevant to the activity.

              • Human Genetics
              • What is an Environmental Factor?

              Step 2. Study (30 mins)

              Study the given scenario below:

              Scenario

              You are a behavioral psychologist invited to be the month’s contributor writer for a psychology journal. The main theme of the journal for this month is “Biological Influences in Psychology.” As a contributor, you are expected to write an article that discusses how genetics and the environment shape or influence the development of behaviors.

              Step 3. Respond (180 mins)

              Respond by writing a 450-850 -word journal article that tackles the following points:

              • What is the link between genes and behaviors? And between environment and behaviors? 
              • What genetic and environmental factors influence the determination of our behaviors? (List several factors for genetic influences and several factors for environmental influences.)
              • Choose one genetic factor and explain how it can influence behaviors.
              • Choose one environmental factor and explain how it can influence behaviors.
              • Why are there genetically based behavioral differences among individuals?
              • How do genetically based behavioral differences affect the natural environment?

              Step 3. Share (10 mins)

              To share your work, click on the “Add a new discussion topic” button under this post and paste your work into the “Message” box. Make sure to reference others’ intellectual property when necessary. All references should follow 7th Edition APA formatting. For further instructions, see the resource on the Himmelfarb Health Sciences Library: APA citation resource (N.B. references are excluded from word counts).

              Step 4. Interact (10 mins)

              Evaluate and categorize the work from one of your peers based on items A - E of the rubric below. Provide a rationale for the grade you have provided, as well as comments or suggestions for improvement. To post a reply, click “Reply” on a particular discussion, write your feedback and then click on “Post to forum.” You can use the list below as an example:

              Item A is  .…. because….  My suggestions for improvement are….
              Item B is  .…. because….  My suggestions for improvement are….
              Item C is  .…. because….  My suggestions for improvement are….
              Item D is  .…. because….  My suggestions for improvement are….
              Item E is  .…. because….  My suggestions for improvement are….

            • Quiz: Module 2

              To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.

          • Module 3: Perception and Sensation

            Instructional Goals covered in this module:

            • Understand perception and its functions.
            • Examine humans sensory processing, functions of sensation and perception, and understand the human senses of sight, hearing, touch, and smell.
            • Module 3: Lesson 1: The functions of perception and sensation

              Learning objectives:

              • Discuss perception, Bottom-up/top-down processing, Weber’s Law, and the Gestalt Principles of Perception.
              • Describe the concepts of threshold, Signal detection theory, sensory adaptation, sensory receptors, sensory reception by hair cells, and psychophysics.
              Approximate time required for the readings for this lesson (at 144 words/minute): 2 hours and 3 minutes.

              Click here to start this lesson

              5 URLs
              • Required Learning Resources and Activities
              • 5.1 Sensation versus Perception URL

                Read the entire web page. (15 minutes)

                Rice University - 2016

              • 5.6 Gestalt Principles of Perception URL

                Read the entire web page. (7 minutes)

                Rice Univesity - 2016

              • Sensory Perception URL

                Read the content under the heading " learning objectives" to "sensory modalities". (9 minutes)

                Rice University - 2013

              • Psychophysics . URL

                Read the entire web page. (3 minutes)

                Britannica

              • Psychophysical Methods URL

                Read the entire web page. (7 minutes)

                University of Minnesota - 2022

            • Module 3: Lesson 2: Sensory Processing and Sensing the Environment (Vision, hearing and other senses)

              Learning objectives:

              • Describe the pathways that sensory systems follow into the central nervous system.
              • Discuss sound, perceptual experiences, waves, and wavelengths.
              • Describe the structure and function of the eye and visual processing.
              • Describe the basic anatomy and function of the auditory system, encode and perceive pitch and localize sound.
              • Describe the taste and somatosensation, smell, pheromones, kinesthetic sense, and vestibular sense.
              Approximate time required for the readings for this lesson (at 144 words/minute): 10 hours and 4 minutes.

              Click here to start this lesson

              8 URLs, 1 Forum, 1 Quiz
              • Required Learning Resources and Activities
              • 14.2 Central Processing: Sensory Pathways (Section) URL

                Read the content from " Learning Objectives" until " Spinal Cord and Brain Stem." (16 minutes)

                Rice University - 2016

              • 5.2 Waves and Wavelengths URL

                Read the entire web page.  (8 minutes)

                Rice University - 2016

              • 5.3 Vision URL

                Read the entire web page. (22 minutes)

                Rice University - 2016

              • 5.4 Hearing URL

                Read the entire web page. (11 minutes)

                Rice University - 2016

              • The Other Senses URL

                Read the entire web page. (11 minutes)

                Rice University - 2016

              • 14.1 Sensory Perception URL

                Read the content under the heading " somatosensation". (5 minutes)

                Rice University - 2016

              • Chapter Review URL

                Read the content under the heading "central processing". (2 minutes)

                Rice University - 2016

              • The Vestibular Sense URL

                Read the entire web page. (3 minutes)

                University of Central Florida - 2020

              • Peer Activity 3: Perception and Sensation (360 minutes) Forum


              • Quiz: Module 3

                To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.

            • Module 4: Consciousness

              Instructional Goals covered in this module:

              • Understand the states of consciousness with emphasis on sleep.
              • Understand stages of sleep and sleep disorders.
              • Understand altered states of consciousness produced by psychoactive drugs.
              • Define hypnosis and meditation.
              • Module 4: Lesson 1: Definition of Consciousness and Alertness and Types of Attention (Selective and Divided)

                Learning objectives:

                • Understand consciousness.
                Approximate time required for the readings for this lesson (at 144 words/minute): 45 minutes.

                Click here to start this lesson

                1 URL
                • Required Learning Resources and Activities
                • 4.1 What Is Consciousness? URL

                  Read the entire web page. (15 minutes)

                  Rice University - 2016

              • Module 4: Lesson 2: The normal sleep and its disorders.

                Learning Objectives:

                • Describe sleep and the different stages.
                • Describe sleep cycle, sleep, and circadian rhythms.
                • Discuss sleep problems and disorders.
                Approximate time required for the readings for this lesson (at 144 words/minute): 2 hours and 30 minutes.

                Click here to start this lesson

                4 URLs
                • Required Learning Resources and Activities
                • 4.2 Sleep and Why We Sleep URL

                  Read the entire web page. (8 minutes)

                  Rice University - 2016

                • 4.3 Stages of Sleep URL

                  Read the entire web page. (12 minutes)

                  Rice University - 2016

                • Circadian Rhythm: What it is, what shapes it, and why it’s fundamental to getting quality sle URL

                  Read from "How Does Circadian Rhythm Work?" to "What Can Disrupt Circadian Rhythm?." (10 minutes)

                  Sleep Foundation - 2022

                • 4.4 Sleep Problems and Disorders URL

                  Read the entire web page. (20 minutes)

                  Rice University - 2016

              • Module 4: Lesson 3: Altering Consciousness.

                Learning Objectives:

                • Discuss the altered state of consciousness produced by psychoactive drugs.
                • Discuss the state of consciousness produced by hypnosis and meditation.
                Approximate time required for the readings for this lesson (at 144 words/minute): 9 hours and 21 minutes.

                Click here to start this lesson

                2 URLs, 1 Forum, 1 Quiz
                • Required Learning Resources and Activities
                • 4.5 Substance Use and Abuse URL

                  Read the entire web page. (25 minutes)

                  Rice University - 2016

                • 4.6 Other States of Consciousness URL

                  Read the entire web page. (7 minutes)

                  Rice University - 2016

                • Peer Activity 4: Consciousness (455 minutes) Forum

                  In this activity, you will prepare an audio recording that discusses sleep problems and disorders and the altered state of consciousness produced by psychoactive drugs. 

                  Step 1. Review (105 mins)

                  Review the learning resources for this module.

                  Step 2. Study (30 mins)

                  Study the given scenario:

                  Scenario

                  You are a licensed psychologist running a daily radio program known as “Psychology-in-Action.” The radio program serves as a platform for people seeking medical assistance and advice regarding their situations. For this week, the program is specifically allotted for people who have experienced the following:

                      • Sleep problems and disorders
                      • Altered state of consciousness due to:
                          • Hypnosis
                          • Meditation
                          • Psychoactive drugs

                  Step 3. Record (240 mins)

                  Simulate the scenario by recording a 6-15 minute audio that discusses the following (Make sure to use language and examples suitable for a general audience):

                  1. Common sleep problems and disorders

                      • Description
                      • Common signs and symptoms
                  1. Description of how different psychoactive drugs, hypnosis, and meditation can affect behavior and experience (altered state of consciousness)

                      • Signs and symptoms
                      • Impact
                  1. Preventive measures and treatment for a and b

                  Step 4. Rehearse and Final Record (60 mins)

                  Rehearse the audio report before making an audio recording of your final work. Ensure that all the necessary and required points are covered by your audio recording. Refer to the rubric below as your guide.

                  Step 5. Share (10 mins)

                  To share your audio recording, click on the “Add a new discussion topic” button under this post and paste your work into the “Message” box. Make sure to reference others’ intellectual property when necessary. All references should follow 7th Edition APA formatting. For further instructions, see the resource on the Himmelfarb Health Sciences Library: APA citation resource (N.B. references are excluded from word counts).

                  Step 6. Interact (10 mins)

                  Evaluate and categorize the work from one of your peers based on items A - E of the rubric below. Provide a rationale for the grade you have provided, as well as comments or suggestions for improvement. To post a reply, click “Reply” on a particular discussion, write your feedback and then click on “Post to forum.” You can use the list below as an example:

                  Item A is  .…. because….  My suggestions for improvement are….
                  Item B is  .…. because….  My suggestions for improvement are….
                  Item C is  .…. because….  My suggestions for improvement are….
                  Item D is  .…. because….  My suggestions for improvement are….
                  Item E is  .…. because….  My suggestions for improvement are….

                • Quiz: Module 4

                  To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.

              • Module 5: Human Lifespan Development

                Instructional Goals covered in this module:

                • Understand human physiological development in three stages: pre-natal, adolescent, and adulthood.
                • Module 5: Lesson 1: Developmental Milestones in the stages of human development.

                  Learning objectives:

                  • Describe the stages of prenatal development and recognize the importance of prenatal care, motor development, and developmental changes in adolescence.
                  • Discuss the developmental changes in adolescence and self-identity.
                  • Discuss the physical development of adulthood.
                  Approximate time required for the readings for this lesson (at 144 words/minute): 6 hours and  10 minutes.

                  Click here to start this lesson

                  3 URLs, 1 Forum, 1 Quiz
                  • Required Learning Resources and Activities

                  • 9.3 Stages of Development: Sub-section Pre-natal development URL

                    Read from " Learning Objectives" to " Pre-natal influences." (13 minutes)

                    Rice University - 2016

                  • 9.3 Stages of Development: Adolescence URL

                    Read the content from "Adolescence" to "Psychosocial Development." (10 minutes)

                    Rice University - 2016

                  • 9.3 Stages of Development: Adulthood: URL

                    Read from "Adulthood" until "Physical Development." (2 minutes)

                    Rice University - 2016

                  • Discussion Forum 1: Human Lifespan Development (285 minutes)

                    In this activity, you will use several pictures to examine and describe the developmental and physical changes experienced by a person from adolescence to middle adulthood. 

                    Step 1. Review (25 mins)

                    Review the learning resources for this module.

                    Step 2. Examine (60 mins)

                    1. Look for an old picture of yourself as an adolescent between ages 10 and 13. Examine the developmental changes that you have experienced from that time until the present. Make sure to list aspects relating to physical, cognitive, and emotional (self-identity) changes.

                    2. Look for three pictures of adulthood (preferably at ages 20, 40, and 50) of a celebrity or a famous personality. Examine the physical development noticeable in the pictures.

                    Step 3. List (30 mins)

                    List down all your observations from Step 2 in this table:

                    5698

                    Step 4. Respond (150 mins)

                    Using your entries in the table from Step 3, write a 300-600-word discussion post that tackles the following:

                    1. Developmental changes in adolescence

                      1. Physical
                      2. Cognitive
                      3. Emotional (Self-identity)
                    2. Physical development of adulthood

                    Step 5. Share (10mins)

                    To share your work, click on the “Add a new discussion topic” button under this post and paste your complete work (Table from step 3 and discussion. You do not have to post the pictures) into the “Message” box. Make sure to reference others’ intellectual property when necessary. All references should follow 7th Edition APA formatting. For further instructions, see the resource on the Himmelfarb Health Sciences Library: APA citation resource (N.B. references are excluded from word counts).

                    Step 6. Interact (10 mins)

                    To complete the activity, you will need to reply to at least two posts made by your peers in a respectful and professional manner. Ensure that your post engages your peers' ideas by including a reflection on their comments, sharing ideas of other potential difficulties and parties involved, or asking thought-provoking questions. If a peer comments on your posting, please reply. To post a reply, click “Reply” on a particular discussion, write your feedback and then click on “Post to the forum.”


                  • Quiz: Module 5

                    To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.

                • Module 6: Learning and Attitude

                  Instructional Goals covered in this module:

                  • Understand the Theories of Learning.

                  • Module 6: Lesson 1: Types of Learning in Psychology

                    Learning objectives:

                    • Recognize and define three basic forms of learning—classical conditioning, operant conditioning, and observational learning.
                    • Define observational learning and the steps in the modeling process.
                    • Describe habituation and dishabituation.
                    Approximate time required for the readings for this lesson (at 144 words/minute): 6 hours and 16 minutes.

                    Click here to start this lesson

                    5 URLs, 1 Forum, 1 Quiz
                    • Required Learning Resources and Activities

                    • 6.1 What Is Learning? URL

                      Read the entire web page. (7 minutes)

                      Rice University - 2016

                    • 6.2 Classical Conditioning URL

                      Read from "Learning Objectives" to "General Processes in Classical Conditioning." (24 minutes)

                      Rice University - 2016

                    • 6.4 Observational Learning (Modeling) URL

                      Read the entire web page. (14 minutes)

                      Rice University - 2016

                    • Types of learning Simple nonassociative learning URL

                      Read the content under the heading "Habituation." (9 minutes)

                      Britannica - 2016

                    • Discussion Forum 2: Habituation and Dishabituation (204 minutes)

                      In this activity, you will examine a fictional case and describe how habituation and dishabituation can impact the case scenario.

                      Step 1. Review (34 mins)

                      Review the learning resources for this module.

                      Step 2. Study (30 mins)

                      Study the given fictional case assessment table of a person named Ruben below:

                      858

                      Step 3. Respond (120 mins)

                      Respond by writing a 200-500-word post that describes how habituation and exposure can help Ruben overcome his phobia and how dishabituation can interfere with and even worsen Ruben’s behavior and phobia. To be more specific, include the following elements in your post:

                      • Description of habituation and dishabituation as concepts.
                      • Description of how habituation as a concept can be used to positively address Ruben’s phobia and associated behaviors.
                      • Description of how dishabituation can worsen the intensity of the phobia and the behavior associated with it.

                      Step 4. Share (10 mins)

                      To share your work, click on the “Add a new discussion topic” button under this post and paste your complete work into the “Message” box. Make sure to reference others’ intellectual property when necessary. All references should follow 7th Edition APA formatting. For further instructions, see the resource on the Himmelfarb Health Sciences Library: APA citation resource (N.B. references are excluded from word counts).

                      Step 5. Interact (10 mins)

                      To complete the activity, you will need to reply to at least two posts made by your peers in a respectful and professional manner. Ensure that your post engages your peers' ideas by including a reflection on their comments, sharing ideas of other potential difficulties and parties involved, or asking thought-provoking questions. If a peer comments on your posting, please reply. To post a reply, click “Reply” on a particular discussion, write your feedback and then click on “Post to the forum.”

                    • Quiz: Module 6

                      To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.

                    • Recommended Additional Readings

                    • A review of the characteristics, mechanisms, and clinical significance in fetuses and new born infants URL

                      Read the content under the heading " Introduction" and "Characteristics Of Habituation". 

                      Wiley Online Library - 2022

                  • Module 7: Motivation and Emotion

                    Instructional Goals covered in this module:

                    • Explore issues relating to both motivation and emotion.

                    • Module 7: Lesson 1: Motivation, Emotion and the physiological needs that drive human behavior

                      Learning objectives:

                      • Define intrinsic and extrinsic motivation and basic concepts associated with Maslow’s hierarchy of needs.
                      • Describe how hunger and eating are regulated.
                      • Understand basic biological mechanisms regulating sexual behavior and motivation, sexual orientation, and gender identity.
                      • Understand the concept of Emotion.
                      Approximate time required for the readings for this lesson (at 144 words/minute): 8 hours and  39 minutes.

                      Click here to start this lesson

                      4 URLs, 1 Forum, 1 Quiz
                      • Required Learning Resources and Activities

                      • 10.1 Motivation URL

                        Read the entire web page. (19 minutes)

                        Rice University - 2016

                      • 10.2 Hunger and Eating URL

                        Read the entire web page. (15 minutes)

                        Rice University - 2016

                      • 10.3 Sexual Behavior URL

                        Read from "Learning Objectives" to " Cultural Factors in Sexual Orientation and Gender Identity." (25 minutes)

                        Rice University - 2016

                      • 10.4 Emotion URL

                        Read the entire web page. (29 minutes)

                        Rice University - 2016

                      • Discussion Forum 3: On Sexual Behavior and Motivation, Sexual Orientation and Gender Identity (245 minutes)

                        In this activity, you will examine fictional cases and justify how biological mechanisms of sexual behavior and motivation, sexual orientation, and gender identity can be used to address these cases.

                        Step 1. Review (45 mins)

                        Review the learning resources for this module.

                        Step 2. Study (60 mins)

                        Study and analyze two fictional cases below:

                        Case 1: Bongbong is a 60-year-old man who reports significant erectile dysfunction (E.D.) that has progressed over the past 8 months. This has been distressing to him and his wife and has caused significant marital strife. He reports no morning erections, nocturnal erections, or spontaneous erections satisfactory for vaginal penetration.

                        Case 2: At 16-years old, Sara, who is biologically female at birth, finds herself sexually and emotionally attracted to individuals of the same sex. She maintains that she identifies and sees herself still as a female. However, Sarah’s parents do not understand her and still believe she might undergo transgender hormone therapy.

                        Step 3. Respond (120 mins)

                        Respond by writing a 300-600-word discussion post (150-300 words for each case) that will detail how these two cases can be addressed and explained using one or several of the following concepts below:

                        • Biological mechanisms explaining sexual behavior and motivation
                        • Differences between sexual orientation and gender identity
                        • Factors affecting sexual orientation and gender identity (biological factors, cultural factors…)

                        Step 4. Share (10 mins)

                        To share your work, click on the “Reply” button under this post and paste your complete work into the “Message” box. Make sure to reference others’ intellectual property when necessary. All references should follow 7th Edition APA formatting. For further instructions, see the resource on the Himmelfarb Health Sciences Library: APA citation resource (N.B. references are excluded from word counts).

                        Step 5. Interact (10 mins)

                        To complete the activity, you will need to reply to at least two posts made by your peers in a respectful and professional manner. Ensure that your post engages your peers' ideas by including a reflection on their comments, sharing ideas of other potential difficulties and parties involved, or asking thought-provoking questions. If a peer comments on your posting, please reply. To post a reply, click “Reply” on a particular discussion, write your feedback and then click on “Post to the forum.”

                      • Quiz: Module 7

                        To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.

                    • Module 8: Cognition and Intelligence

                      Instructional Goals covered in this module:

                      • Understand the higher levels of cognitive processes and the development of languages.

                      • Module 8: Lesson 1: Cognition

                        Learning objectives:

                        • Discuss how humans process information they receive, rather than merely responding to stimuli.
                        • Describe Piajet's stages of cognitive development.
                        • Describe cognitive changes in late adulthood.
                        • Discuss the role of culture in cognitive development.
                        • Influence of heredity and environment on cognitive development.
                        Approximate time required for the readings for this lesson (at 144 words/minute): 7 hours and 33 minutes.

                        Click here to start this lesson

                        8 URLs, 1 Forum
                        • Required Learning Resources and Activities

                        • 7.1 What Is Cognition? URL

                          Read the entire web page. (14 minutes)

                          Rice University - 2016

                        • Information Processing Theories URL

                          Read the content under the heading "Information Processing Theories", "Selective Attention" and Divided Attention". (4 minutes)

                          Lumen Learning - 2015

                        • 9.2 Lifespan Theories: Cognitive Theory of Development URL

                          Read the content from "Cognitive Theory of Development" to "Beyond Formal Operational Thought."  (12 minutes)

                          Rice University - 2016

                        • 9.3 Stages of Development: Adulthood: Cognitive Development (Sub-section) URL

                          Read the content under "Adulthood: Cognitive Development"  (4 minutes)

                          Rice University - 2016

                        • Cognitive Development URL

                          Read the content under "Culture and Cognitive Development" (3 minutes)

                          Maricopa County Community College - 2020

                        • 3.1 Human Genetics: Dig Deeper (Sub-section) URL

                          Read the content under the heading " Dig Deeper : Two Perspectives on Genetics and Behavior" (2 minutes)

                          Rice University - 2016

                        • Genetic influence on cognitive development between childhood and adulthood URL

                          Read the content under the headings "Abstract" and " Introduction" (7 minutes)

                          Nature - 2018

                        • Discussion Forum 4: Informing Processing and Human Memory (315 minutes)

                          In this activity, you will select and analyze one common happening in a person’s life and explain how information processing occurs in the selected happening, as well as how cognitive development varies in terms of culture.

                          Step 1. Review (55 mins)

                          Review the learning resources for this module.

                          Step 2. Study (30 mins)

                          Study and analyze the following common events in a person’s life:

                          1. Being interviewed for a job vacancy
                          2. Teaching someone how to cook the usual dishes for a family celebration
                          3. Checking in the airport before departure 
                          4. Drawing an animal
                          5. Preparing for an exam or a test

                          Step 3. Select, Analyze, and Reflect (30 mins)

                          Select one common event in the list in Step1. Analyze how information processing happens in the selected event. To be more specific, analyze how a person processes the information they receive, rather than merely responding to the stimuli.

                          After analyzing the selected event, think and reflect about your own culture. Is there an event or experience  that exhibits cognitive development uniquely in your culture? Give one personal example.

                            • For example, in Mexican villages, children of pottery makers know at such a young age that reshaping clay does not change the amount of clay. This exhibits culturally unique cognitive development as children of other cultures who have no exposure to pottery cannot tell the same thing at the same age.

                          Step 4. Respond (180 mins)

                          1. Respond by writing a 300-700-word response that discusses how the following information processing stages occur in the selected event:

                              • How is the information being encoded within the memory system?
                              • How is the encoded information being stored in retention?
                              • How is the stored information retrieved and brought back to awareness?
                              • In terms of your personal event or experience, how does culture affect the cognitive development of children? Is their a significant difference between cognitive development of children of different cultures?

                          Step 5. Share (10 mins)

                          Share your work by clicking on the “Add a new discussion topic” button under this post and pasting your work into the “Message” box. Make sure to reference others’ intellectual property when necessary. All references should follow 7th Edition APA formatting. For further instructions, see the resource on the Himmelfarb Health Sciences Library: APA citation resource (N.B. references are excluded from word counts).

                          Step 6. Interact (10 mins)

                          To complete the activity, you will need to reply to at least two posts made by your peers in a respectful and professional manner. Ensure that your post engages your peers' ideas by including a reflection on their comments, sharing ideas of other potential difficulties and parties involved, or asking thought-provoking questions. If a peer comments on your posting, please reply. To post a reply, click “Reply” on a particular discussion, write your feedback and then click on “Post to the forum.”

                        • Recommended Additional Readings

                        • Information Processing and Human Memory URL

                          Read the content under the heading " summary". (2 minutes)

                          Oxford University Press - 2020

                      • Module 8: Lesson 2: Thinking and Intelligence

                        Learning objectives:

                        • Describe problem solving strategies and common roadblocks to effective problem solving and decision making.
                        • Define intelligence and identify the differences in the intelligence theories.
                        • Describe the purposes and benefits of intelligence testing.
                        • Describe the Influence of heredity and environment on intelligence.
                        • Describe how genetics and environment affect intelligence and what are the variations in intellectual ability.
                        Approximate time required for the readings for this lesson (at 144 words/minute): 3 hours and 12 minutes.

                        Click here to start this lesson

                        5 URLs
                        • Required Learning Resources and Activities

                        • 7.3 Problem Solving URL

                          Read the entire webpage. (15 minutes)

                          Rice University - 2016

                        • 7.4 Intelligence and Creativity URL

                          Read the entire webpage. (12 minutes)

                          Rice University - 2016

                        • 7.5 Measures of Intelligence URL

                          Read the entire webpage. (22 minutes)

                          Rice University - 2016

                        • Is intelligence determined by genetics? URL

                          Read the entire web page.  (2 minutes)

                          MedlinePlus - 2020

                        • 7.6 The Source of Intelligence URL

                          Read the entire webpage.  (13 minutes)

                          Rice University - 2016

                      • Module 8: Lesson 3: Language

                        Learning objectives:

                        • Define language and demonstrate familiarity with the components of language development and the relationship between language and thinking.
                        Approximate time required for the readings for this lesson (at 144 words/minute): 1 hour and 25 minutes.

                        Click here to start this lesson

                        2 URLs, 1 Quiz
                        • Required Learning Resources and Activities

                        • 7.2 Language URL

                          Read the entire webpage. (16 minutes)

                          Rice University - 2016

                        • 7. Language Development: Promoting Speaking, Listening & Communicating URL

                          Read from the "Introduction" to " How Is Language Reinforced In The Environment" (9 minutes)

                          The Virtual Library of Virginia (VIVA) - 2021

                        • Quiz: Module 8

                          To access the quiz, click on the name of the quiz provided above. On the following screen, click the "Preview quiz now" button to respond to the questions.

                      • Module 9: Memory

                        Instructional Goals covered in this module:

                        • Understand: how humans process and store information; the different types of memory; how we retrieve our memories and why do we forget.

                        • Module 9: Lesson 1: Types of memory and their functions

                          Learning objectives:

                          • Describe the process of encoding information.
                          • Discuss the types of memory storage; semantic networks and spreading activation, and relearning.
                          Approximate time required for the readings for this lesson (at 144 words/minute): 2 hours.

                          Click here to start this lesson

                          2 URLs
                          • Required Learning Resources and Activities

                          • 8.1 How Memory Functions URL

                            Read the page section. (29 minutes)

                            Rice University - 2016

                          • 9.1 Memories as Types and Stages URL

                            Read the content under the headings "Explicit Memory" and "Implicit Memory". (10 minutes)

                            BCcampus - 2014

                        • Module 9: Lesson 2: Memory Problems, Forgetfulness, and Aging

                          Learning objectives:

                          • Discuss memory problems, memory construction, and source monitoring.
                          • Explain memory dysfuntion and forgetfullness in relation to aging.
                          Approximate time required for the readings for this lesson (at 144 words/minute): 6 hours and 31 minutes.

                          Click here to start this lesson

                          6 URLs, 1 Forum
                          • Required Learning Resources and Activities

                          • 8.3 Problems with Memory URL

                            Read the content under the headings "Amnesia", "Anterograde Amnesia and "Retrograde Amnesia" (4 minutes)

                            Rice University - 2016

                          • 8.3 Problems with Memory URL

                            Read the content from "Memory Construction and Reconstruction" to "Controversies over Repressed and Recovered Memories" (14 minutes)

                            Rice University - 2016

                          • Memory, Forgetfulness, and Aging: What's Normal and What's Not? URL

                            Read the entire webpage. (6 minutes)

                            National Institute on Aging - 2020

                          • Memory loss URL

                            Read the entire webpage. (3 minutes)

                            MedlinePlus - 2019

                          • Get the facts about memory loss URL

                            Read the entire webpage. (5 minutes)