ࡱ> G bjbjَ ۬y]ZZZ d 4440 0 0 0 |L40 A  )) )D:F:F:F:.t:L=L A$CE^0A]4)|&|&L))0A444 444) 44D:8bpbb44)D:4N4J6VN844D:9`0 0 3l8: TABLE OF CONTENTS Page Important Dates in the Academic Year: 1998-99 2 Class Meetings and General Study Requirements 3 Required Reading Material 3 The Course Calendar and Reading Assignments 5 Credit for Participation in Experiments 7 A Glossary of Experimental Design Terms 13 Information and Study Help 15 Test and Exam Information 18 Determining your Final Grade 22 Makeup Tests 22 Policy on Cheating 24 Dropping the Course 24 Lost and Found Information 24 Posted Information: Where and When to Find It 24 Hints for Notetaking, Reading and Studying in PSY 100 26 Hints for Writing PSY 100 Tests 28 Sample Test Questions 32 Important Dates in the Academic Year: 1998-99 First Term: September to December, 1998 Sep 15 First PSY 100 day class. 16 First PSY 100 evening class. 25 Last date to enrol in PSY 100. Oct 12 Thanksgiving Day (University closed). Oct 21 Term Test I: 6:10  7:50 PM, rooms as assigned. One hour evening class follows. Dec 9 Term Test II: 6:10  7:50 PM, rooms as assigned. One hour evening class follows. Second Term: January to April, 1999 Jan 5 First PSY 100 day class. 6 First PSY 100 evening class. Feb 10 Term Test III: 6:10 - 7:50 PM, rooms as assigned. One hour evening class follows. 12 Last date to withdraw from PSY 100 without academic penalty. 12 Faculty of Arts and Science Final Exam Timetable posted, giving date, time and location(s) of the PSY 100 Final Exam. 15 to 19 Reading Week (no classes held). Apr 2 Good Friday (University closed). 8 Last PSY 100 class [day section]. 9 Last opportunity for experiment participation. 12 to 16 Study Period (no classes held). 19 to May 7 Final Exam Period C PSY 100 Final Exam. (Date, time and location(s), as assigned and posted by the Faculty of Arts and Science on Feb 12). May 31 The mailing of the Statement of Results from the Faculty of Arts and Science begins. . Class Meetings and General Study Requirements Don=t miss lectures! Both day and evening sections are in ACon Hall.@  Psychology 100 (PSY 100) introduces you to the wide scope and research methods of contemporary psychology and also prepares you for all other courses in the Psychology Department. In addition to the lecture material, there is required reading in a text with an accompanying study guide, and in a separate book of readings that describe psychological studies of historical significance. You will also have the opportunity to be a participant in three experiments (scheduled outside regular lecture hours), for which you earn course credit. Lectures are an integral part of PSY 100. They elaborate upon the readings and introduce material that is not always found in the readings. Attendance at lectures is therefore essential: we make important announcements at lectures, and we draw roughly a third of the test questions from lecture material. Some of the lecture material will also appear on the PSY 100 Website. There is both a day lecture section and an evening lecture section, with both sections each meeting for a total of two hours per week in Convocation Hall on King=s College Circle. The day section meets for two separate onehour lectures held from 11:00 AM to 12:00 noon, on Tuesdays and Thursdays. The evening section meets for two consecutive one-hour lectures held from 6:00 PM to 7:00 PM and from 7:00 PM to 8:00 PM, on Wednesday evenings. Generally, lectures given Tuesdays at 11:00 AM are repeated Wednesdays at 6:00 PM, while lectures given Wednesdays at 7:00 PM are repeated Thursdays at 11:00 AM. You may attend the lectures at whichever times are more convenient. Since there are far fewer students registered in the evening section, we recommend you consider attending the evening lectures. Required Reading Material (available at the U. of T. Book Store) See the back cover for questions you often ask. 1. The main text is PSYCHOLOGY, 4th edition, by D. A. Bernstein, A. Clarke-Stewart, E. J. Roy, and C. D. Wickens, published by Houghton Mifflin Company. It provides a comprehensive introduction to the various facets of contemporary psychology and is the source for the core content of the course. Roughly two thirds of the test questions focus on the material in the text. (We will be referring to this text by the main author=s name, ABernstein,@ or the ABernstein text.@)2. Accompanying the above text is the STUDY GUIDE: PSYCHOLOGY, 4th edition, by A. Allman, B. Schoppert, and D. Bernstein, published by Houghton Mifflin Company. It is an excellent study guide, and we particularly recommend that you concentrate on the ALearning Objectives@ found in each chapter to assist you in your test preparation. There are other parts of the study guide that also should prove valuable for learning. A supplementary text is FORTY STUDIES THAT CHANGED PSYCHOLOGY, 3rd edition, by R. Hock, published by Prentice Hall. This text of readings provides background to studies considered to be central to the history of psychology as a science and serves to supplement the content presented in the main text. (We will be referring to this text by the author=s name, AHock,@ or the AHock text.@) 4. The PSY 100 HANDBOOK (that you are now reading) contains vital information about the course and serves as your Asurvivor's manual@ for PSY 100. (See the back cover for questions students frequently ask...and where to find the answers.) The Course Calendar and Reading Assignments The following table presents the schedule of lectures and reading assignments. In general, lecture material and readings are coordinated; you should try to do the assigned readings preferably before we discuss the corresponding material in lecture. Note that AB@ stands for the Bernstein text. Readings from the Hock text (H) will be announced week by week. First Term: Week of: Topics: Relevant Reading: Sep 14 Introduction PSY 100 Handbook B: Ch. 1 (Note: Ch. 2 is postponed to the 2nd term.) Sep 21 Sep 28 Brain and Behaviour I Brain and Behaviour II B: Ch. 3 Oct 5 Oct 12 Sensory Processes and Psychophysics Perception B: Ch. 4 B: Ch. 5 B: Ch. 6 Oct 19 (No Tuesday lecture. Professor Wall will have an office hour at that time. Term Test I is on Wednesday, Oct 21, 6:10. The Evening Section resumes for a one-hour lecture after the Term Test, repeated Thursday at 11:00.) Oct 26 Nov 2 Classical Conditioning Operant Conditioning B: Ch. 7 Nov 9 Nov 16 Memory and Cognition I Memory and Cognition II B: Ch. 8 Nov 23 Thought and Language B: Ch. 9 Nov 30 Intelligence B: Ch. 10 Dec 7 (No Tuesday lecture. Professor Wall will have an office hour at that time. Term Test II is on Wednesday, Dec 9, 6:10. The Evening Section resumes for a one-hour lecture after the Term Test, repeated Thursday at 11:00.) Second Term:  Week of: Topics: Relevant Reading: Jan 4 Jan 11 The Anatomy of a Psychological Experiment Statistical Procedures PSY 100 Handbook pp. 11-12 B: Ch. 2 + Appendix pp. A-9 to A-13 (The t-test on pp. A-14 to A-16 will be replaced in lecture with the Z-test.) Jan 18 Motivation and Emotion B: Ch. 11 B: Ch. 13 Jan 25 Feb 1 Phylogenetic Development (Evolution) Ontogenetic Development (Human Development) B: Ch. 12 Feb 8 (No Tuesday lecture. Professor Wall will have an office hour at that time. Term Test III is on Wednesday, Feb 10, 6:10. The Evening Section resumes for a one-hour lecture after the Term Test, repeated Thursday at 11:00.) Feb 15 Reading Week. No lectures.  Feb 22 Mar 1 Mar 8 Personality I Personality II Freud and Psychology B: Ch. 14  Mar 15 Mar 22 Social Psychology I Social Psychology II B: Ch. 17 B: Ch. 18 Mar 29 Abnormal Psychology B: Ch. 15 B: Ch. 16 Apr 5 Summing Up.  Apr 12 Study Period. No Lectures.  Apr 19 to May 7 Final Exam Period. Date and room assignments TBA. Credit for Participation in Experiments Participating helps you...and also helps our researchers. Don=t be a Ano-show!@  Rationale for Participation in Experiments Much of the data comprising psychological knowledge comes from experiments that employ human volunteers. The nature of such data and the experimental situations in which such data are obtained are not always what they appear to be from the outside looking in, i.e., from reading chapters in texts. Serving as a participant in such experiments can enhance your understanding of the process of psychological experimentation. For this reason, we provide students with opportunities to earn course credit for participating in three different experiments chosen from among a specific group of experiments offered throughout the term. Each such experiment takes usually no more than one hour in total length, though a few may take longer and be divided into two briefer sessions. The Department has selected these particular experiments to maximize their potential educational value to the participant. Note that there are additional experiments in the Department, not in this special group, that are available through the year for paid or voluntary participation. Participation in these additional experiments, however, will not earn course credit. There are several concepts relating to research and experimental design that are important for you to know before you participate in any experiment. These concepts are outlined in the Glossary of Experimental Design Terms on pages 13-15 of this Handbook. We urge you to review this glossary before you sign up for your first experiment. Procedures for Participation in Experiments Beginning in October or November, we post sheets on the bulletin boards outside SS 4042 and SS 4001 indicating experiments currently available for your participation for PSY 100 credit. When you are ready to participate in an experiment, you should select an experiment at the bulletin board, and sign up for it according to the instructions given in the box on page 9. Be sure to make a careful note of both the time and place of your appointment. In addition, for each experiment that you sign up for, please remember to take an experiment information slip, available at the bottom of each experiment description sheet. If cancelling an appointment is necessary, these slips contain information regarding experimenters= names and numbers where you can reach them or where you can leave a message. If you lose this information, the PSY 100 staff cannot help you, since there are many different experiments going on, and it would be impossible to determine for which experiment you signed up. Once having signed up for an appointment time, you must keep that appointment unless you arrange a change in time with the experimenterCin advance. We keep a record of those students who fail to keep an appointment and did not contact the experimenter in advance to cancel the appointment. Students whose names appear on this record are penalized according to the procedures described on page 11. Please note that experiments are posted throughout the term, starting about October. Keep checking for new postings if you are unable to sign up right away. ADVANCE \d7 Signup Instructions for Participation in an Experiment ADVANCE \d5We post all experiments available for PSY 100 credit on the bulletin boards outside SS 4042 and SS 4001. There are two ways to participate in experiments: ADVANCE \d3 1. At your own initiative: For most experiments you can sign up directly on timetable sheets that indicate a prearranged date, time, and place. When you sign up in one of the time slots, remember to make a careful note of the information pertaining to your appointment as you will not be called for further confirmation. ADVANCE \d3OR ADVANCE \d3 2. By invitation: We may call you. Students who completed the optional PSY 100 Student Questionnaire at the beginning of the term and who indicated their willingness to be invited to participate voluntarily in certain studies in our department may be contacted by phone (rather than through the sign-up procedure described above). Being called in no way requires you to accept the invitation. If you are contacted by phone and do choose to participate in the experiment, please check the boards outside SS 4042 and SS 4001 to verify that the experiment is a legitimate one for PSY 100. As in the case of all other experiments available for PSY 100 credit, there should be a description sheet for this experiment. However, the sheet will have AEXPERIMENT FULLCDO NOT SIGN UP@ written across it. If you are contacted to participate in an experiment for which a description sheet is not posted on our boards, then do not take part in it and report this immediately to the one of the instructors. Please note that since very few experimenters invite participants, you should not wait until the last date to see if you will be invited to participate in an experiment. To get your maximum two marks, you will have to be in a total of three experiments. (This sounds more complicated than it is.) We penalize you if you fail to show without giving advance notice. If you are suspicious... Your last chance is Friday, April 9.  Debriefing, Testing, and Receiving Credit for Participation You will receive a half (2) of one mark for each of the first two experiments in which you participate, for a possible total of one (1) full mark. You will receive an additional full mark for participating in a third experiment. You may earn up to a maximum total of two marks for experiment participation. Please note, therefore, that to receive the maximum two full marks for your experiment participation, you will have to participate in a total of three experiments. Participating in only one experiment will yield you one half of a mark, and participating in only two experiments will yield you a total of one full mark (2 + 2). You earn the marks as follows: At the conclusion of the experiment in which you have just participated, the experimenter will explain the purpose of the experiment and the rationale behind its particular design. You will also receive a Adebriefing sheet@ explaining the experiment in detail. When you judge that you understand the experiment and feel ready to answer a brief test question about it, inform the experimenter, who will then ask you a test question about the experiment. If you answer the test question correctly, your participation is complete, and the experimenter will issue you a signed debriefing sheet to indicate that you have satisfied this requirement. If you do not answer the test question correctly, you will have the opportunity to study the debriefing sheet further and can arrange for another test question. You may repeat this processCnot too many times, we hopeCuntil you answer a test question correctly, up to the final deadline for experiment participation, noted below. Once you have answered the test question at the conclusion of each of three experiments, you have maximized your experiment participation opportunity. Please retain your signed debriefing sheets. Should an administrative error occur, these sheets are your proof that you have indeed earned the experiment participation credits. You can earn no more than two marks for experiment participation. However, if you would like further research experience as a participant, we would encourage you to sign up for experiments advertised on other bulletin boards in Sidney Smith, on the fourth floor and on the ground floor opposite the elevators. Option to Participate as an Observer Rather Than as a Subject Although we encourage you to participate as a subject, you may, if you wish, avoid actual participation as a subject while still earning experiment participation credits. To do this, sign up for each selected experiment exactly as outlined above, except that upon arriving at the experiment, immediately inform the experimenter that you intend to participate Aonly as an observer.@ Should you choose to participate only as an observer you must inform the experimenter at the beginning of the experiment. As an observer, you will not actually produce any real experimental data. Instead, you will be Awalked through@ the experiment as though you were a subject, but no data will be collected. You are under no pressure to do anything more than learn what it is that subjects in this experiment do and why they are asked to do it. Please note, however, that you are still required to answer the test question at the conclusion of the experiment to receive credit. At any time during any experiment, it is your right to stop participating altogether, or to change the nature of your participation from that of a regular subject to that of an observer. If you do declare yourself to be an observer in the experiment, we still expect you to participate in good faith by responding honestly and naturally, as best you can. Penalty for Missing an Experiment We consider it a grievous discourtesy to fail to keep an appointment. Students who fail to keep an appointment and have not contacted the experimenter in advance to cancel the appointment will be penalized as follows: (We hope this never applies to you!) Failing to show up for an experiment results in the subtraction of one half of a mark (2) from your maximum total of two experiment participation marks, for each experiment that you miss. If you have not earned any credits for participating in experiments, and fail to keep an appointment, then your maximum total would now be a negative value, and you would therefore have to participate in more than the normal three experiments in order to receive two full marks for your experiment participation. Please note that if you do not complete the experiment participation opportunities by the deadline stated below and your credit for participation is a negative value, then the experiment participation component of your grade will be zero out of the maximum total of two; i.e. we will not assign a negative value for this portion of your course grade. Questions or Problems Concerning Participation If you have any questions about an experiment, address them directly to the experimenter or to the experimenter's faculty supervisor. Direct further questions or problems to Professor Wall or to the instructors, Linda Murphy-Boyer and Lena Paulo, particularly if something occurs that does not seem fair or proper. Participation Deadlines ADVANCE \d2You must complete the experiment participation opportunities (participating in an experiment and passing the test, for up to three experiments) no later than Friday, April 9. We recommend that you plan to do the first experiment before Term Test II in December and the second and third by early March, if possible. (There always seems to be a rush on experiments in March, and we simply cannot guarantee places to those who delay participation until the last few days.) A Glossary of Experimental Design Terms The purpose of this glossary is to define some of the fundamental concepts of research design with which you should be familiar before you sign up for an experiment. The definitions may also be helpful for the part of the course dealing with research methods covered early in January when we discuss these and other related concepts more thoroughly. Note that an introductory discussion of concepts related to research appears in Chapter 2 of the Bernstein text, pages 25-45. See also Bernstein=s general glossary of terms in the Appendix, pages A17-A33. Hypothesis: ...a proposition or an assumption which one attempts to verify (or refute) through experimentation or observation. An example of an hypothesis might be: AStudents study more effectively in quiet than in noisy environments.@ Experiment: In an experiment, the experimenter deliberately manipulates one or more variables (factors) in order to determine the effect of this manipulation on another variable (or variables). An example might be measuring the effect of noise level on subjects= memorization performance of a list of standard nonsense syllables (such as ZUP, PID, WUX, etc.). Independent Variable: ...the Atreatment@ variable that the experimenter hypothesizes Ahas an effect@ on some other variable. (See Dependent Variable, below). In the example above, the level of noise (in this case with three levels: low, medium, high) would be the independent variable. In an experiment, the independent variable is directly manipulated by the experimenter. But in an observational study, or when naturalistic observations are used, the independent variable is not directly manipulated by the experimenter, and the levels of the independent variable occur naturally and are already given when the study begins. Experimental Group and Control Group: In some experiments, the levels of the independent variable consist of only two: a treatmentpresent condition and, for comparison purposes, a treatmentabsent, or no-treatment, condition. The group receiving the treatment-present condition (one of the two levels of the independent variable) is called the experimental group, and the group receiving the treatment-absent, or no-treatment, condition (the other level of the independent variable) is called the control group. Dependent Variable: ...the variable that the experimenter hypothesizes is Aaffected by,@ or Arelated to,@ the independent variable. It is the Aoutcome@ or Aeffect@ variable, usually a measure of the subjects= performance resulting from changes in the independent variable. In the example, above, the dependent variable could be the number of nonsense syllables recalled correctly. Random (error) Variable: ...any variable, other than the independent variable, that affects individual performance of subjects. Such variables, such as the age of the subject or the time of day, are often unnoticed, unknown, or unmeasured but may be responsible for observed variations among individual subjects. If subjects are assigned to the groups through randomization, the effect of such variables may increase the overall variability in performance within the groups, but they should not necessarily affect the average performance of one group more than another. Such variables are not confounded with the independent variable (see below). Confounding Variable: ...any variable, other than the independent variable, that is said to be confounded with the independent variable. If, for example, subjects in the experimental group were all older than subjects in the control group, then age, instead of being a random variable (see above), would be a confounding variable, i.e., the group differences in performance could be attributed to the group difference in age as well as to, or instead of, the effects of the independent variable. A confounding variable must be controlled, for example, through randomization or by being held constant. Null Hypothesis and Alternative Hypothesis: The null hypothesis refers to the statement that changes in the independent variable have no effect on the dependent variable and that therefore whatever difference was found between the experimental and control groups was illusory and simply occurred by chance through the influence of random error variables. The alternative hypothesis refers to the statement that changes in the independent variable really have an effect on the dependent variable and that the difference in performance between the experimental and control groups was greater than what would be expected by chance through only the influence of random error variables. (In the example, above, the null hypothesis is that changes in noise level have no effect on subjects= recall scores. The alternative hypothesis is that changes in noise levels have an effect on subjects= recall scores.) Debriefing: In some experiments, participants may not know the exact nature of the hypothesis being tested. (There is evidence in certain kinds of experiments that if participants know what the hypothesis is, they sometimes, either consciously or unconsciously, respond in order to try to prove the hypothesis correctCor perhaps false!Crather than respond Anaturally@ and Ahonestly.@) Such experiments keep subjects temporarily Ain the dark@ about the hypothesis until after the necessary data have been collected. Immediately thereafter, however, the experimenter is obligated to inform participants about the true nature of the hypothesis, why the experiment was designed as it was, and what previous investigators in the relevant areas had found. The experimenter may also ask participants to report to what extent they Asaw through@ the experiment and what they thought the experimenter was trying to find out. (If an experimenter has other participants yet to test in such an experiment, the experimenter may ask you to keep the information revealed in the debriefing session confidential until the conclusion of the whole experiment. Please cooperate with experimenters in this regard.) Information and Study Help The overseer. The specialists. AWe can help you much more effectively when you ask questions as they arise from week to week rather than all at once.@ You all have e-mail accounts. The ALearning Objectives@ are a great study tool. ANice folks.@ AThey speak your language.@ ...Making friends...  There are several sources of help and information available to you in this course. It will be up to you to decide when you require help and what form that help should take. Feel free to make use of any of the following sources of help: 1. Professor Wall Professor Wall is available to answer questions immediately after each of his lectures. In addition, he is available through the PSY 100 Website, and his normal office hours appear on the first page of this Handbook. Finally, you can also arrange an appointment with him at a time other than normal office hours by phone (or at lecture). The PSY 100 Instructors: Linda Murphy-Boyer and Lena Paulo An important source of help is the individual tutoring, assistance, and advice provided by the PSY 100 instructors in the PSY 100 Instruction Centre (SS 4042). They are available during the hours given on the first page of this Handbook. You can obtain additional assistance by telephone during these hours and by appointment at other times. You can also contact them through the PSY 100 Website. The PSY 100 instructors will help you with a wide range of concerns you might have regarding the course, such as: questions or difficulties with material in the text suggestions for improving the organization of your lecture notes and for refining your studying and testtaking techniques questions concerning test content questions concerning test grades questions and problems regarding experiments, experiment participation, and the recording of experiment participation credits problems concerning test dates (e.g., illness, time conflicts) requests for a makeup test results of a makeup test Keep in mind that studying is most effective when distributed or spaced over time. Avoid hoarding all your questions until the day prior to each test, when we are at our busiest. We can help you much more effectively when you ask questions as they arise from week to week. (Of course, if you do have questions just before the test, then do still come in.) The PSY 100 Handbook This Handbook can help you in a number of ways. For example, in the following sections it offers useful hints for notetaking, reading and studying in PSY 100, tips for answering multiplechoice questions, and other information concerning tests, the format of the course, and grading. 4. The PSY 100 Website PSY 100 has its own website: www.psych.utoronto.ca/~psy100 The PSY 100 Website provides an opportunity for you to contact us by e-mail, confirm your PSY 100 experimental participation credits, determine the location of your term tests, view the correct answers to the test questions, check your recorded marks for the term tests, communicate with other students and form study groups on the PSY 100 CHAT line, and participate in on-line tutorials at scheduled times twice weekly. All University of Toronto students have access to an Internet/e-mail account. Please contact the Information Commons at Robarts Library to learn how to activate your account.Additional sources of Help and Information a. Psychology Study Guide This paperback study guide, written by Amanda Allman, Bridget Schoppert, and Douglas A. Bernstein, serves as an accompaniment to the text. Some students may find it helpful since it provides materials for review and selftesting. Although this form of assistance is not equally effective for everyone, we strongly recommend that you at least answer the questions from the ALearning Objectives@ found in each chapter. (However you should not rely on the study guide as your sole means for mastering the required materials.) b. Counselling and Learning Skills Centre This university service schedules small group workshops through the year and provides academic and personal counselling concerning notetaking, time management, studying for exams, and managing test anxiety. It is located in the Koffler Centre (978-7970). The office of Special Services to Persons with a Disability (978-8060) is also located in the Koffler Centre. One of the services provided by this office is assistance to those students with special needs, who require specific accommodations for writing tests and exams. c. Student Organizations The Psychology Students= Association (PSA) is an organization of undergraduates in Psychology that provides academic and social opportunities for all Psychology students. The PSA is the main institutional contact between the Department and undergraduate students. The PSA is located in SS 509 on the Ground Floor (978-6762). The Association of PartTime Undergraduate Students (APUS), as its name suggests, is particularly relevant to part-time students and focuses on serving their special needs. It is located in SS 1089 on the First Floor (9783993). d. Student-Generated Groups Establishing a Abuddy system@ through e-mail or arranging informal group study sessions are excellent ways to review lecture material and to obtain notes for missed lectures. Such a group also allows its members to construct and then jointly discuss their own essay and multiple-choice questions. Aside from its potential for making friends, participation in student-generated groups can be an effective learning strategy and can help many students to achieve their highest marks. There is evidence to suggest that student-generated study pairs or groups can be at least as effective as formal tutorial groups in working through difficult material. We also encourage such groups to arrange occasional meetings with members of the course staff. Test and Exam Information Sorry, no makeups allowed for holidays or jobs. Always bring your student ID cards to the tests.  There are three term tests and one final exam in this course. Their format, length, times and dates are as follows: Test Format All three term tests (except for make-up tests, described on pages 22-23) consist of multiplechoice questions (each worth 1 mark) and from two to four essay questions (each worth from 4 to 10 marks). The final exam consists of 125 multiplechoice questions only. Test Dates and Times All three term tests occur on Wednesday evenings for all students except those with documented medical excuses or valid course conflicts. (See Make-up Tests, p. 22.) Term tests are 1 hour and 40 minutes in length, beginning at 6:10 PM and ending at 7:50 PM. A lecture hour for the evening section follows these term tests, from 8:10 to 9:00 PM, repeated as usual the next day at 11:00 AM. Note that material from this lecture is covered on the subsequent term test or final exam. The Final Exam is 3 hours in length and occurs during the exam period of April 19-May 7 at an exact time, date, and location(s) set by the Faculty of Arts and Science. For information about the schedule of the final exam, check the Faculty of Arts and Science Examination Timetable posted in the main lobby of Sidney Smith Hall on February 12. All students must attend the scheduled term tests and final exam. Faculty regulations do not permit us to accept prior holiday travel plans and personal or work-related commitments as reasons for us to grant a makeup test. Please note that the scheduled times of the term tests and final exam are common to both day- and evening-section students. Therefore, day-section students must make the necessary arrangements to write the term tests in the evening; similarly, evening-section students must make the necessary arrangements to write the Final Exam during the day. Only students with valid course conflicts or documented medical excuses may write a make-up test. (For more information on make-up tests, please see pages 22-23.) For all tests, we strongly recommend that you arrive at your designated test room at least ten minutes before the test begins to ensure that you do not miss important announcements and instructions given before each test. Students who arrive late for a test do not receive extra time to complete the test. Please remember to bring your student identification card, as we check each student=s identification card at every term test and the final exam. Test Content ADVANCE \d3The material covered on each of the term tests and on the final exam is as follows: ADVANCE \d3Term Test I: Bernstein, Chapters 1, 3, 4, 5, and 6; Hock (TBA); PSY 100 Handbook; lecture material. See Topics and Readings through October 19. ADVANCE \d6 Term Test II: Bernstein, Chapters 7, 8, 9, and 10; Hock (TBA); lecture material. See Topics and Readings from October 19 through December 7. ADVANCE \d6 Term Test III: Bernstein, Appendix pp. A-9 to A-13 and Chapters 2, 11, 12, and 13; Hock (TBA); PSY 100 Handbook pp. 11-12; lecture material. See Topics and Readings from December 9 through February 8. ADVANCE \d6 Final Exam: Approximately one-half of the questions are based on the material covered after Term Test III: Bernstein, Chapters 14, 15, 16, 17, and 18; Hock (TBA); and new lecture material (See Topics and Readings from February 10 through April 5.) The remaining questions are based on the material from all previously tested units. ADVANCE \d3In general, roughly two-thirds of the questions on all term tests and the final exam pertain to the reading material, and the remaining one-third of the questions pertain to lecture material. Test Locations You=d better be in the right place! We assign students to test rooms alphabetically by surname on lists which appear both on the website and outside SS 513 on the Ground Floor. Since rooms vary from test to test, you must check the website or the PSY 100 Boards outside SS 513 prior to each test to find out where you are to write the test. We post test locations at least one week in advance of a test to give you ample time to find out where your room is. We are not permitted to give information regarding dates and times of term tests and the final exam over the telephone. Do not postpone checking until the actual day or evening of the test. (Inability to find the test room in time for the test is not an acceptable excuse for being late or for requesting a makeup test.) It is important to note that you must write each test in the particular room assigned to you. Test Instructions Bring your student card, a pen, and some standard HB pencils to each term test and to the final exam. We also recommend a watch, a good eraser, and a pencil sharpener. Hold on to the test questions. You can see the answer key within an hour... ...but you can=t see your marks for a few weeks.  You record your answers to all PSY 100 multiplechoice questions on standard computerscored answer sheets. To ensure that you fully understand how and where on the answer sheet to code your answers, check the sample answer sheet and the test instruction cover sheet, both of which we post on the PSY 100 boards outside SS 513 at least one week prior to each test. Since these instructions are important, you should take advantage of the opportunity to read them closely before the test. Be very careful with your answer sheet. If you skip a test question, also skip the corresponding answer space on your computer answer sheet. Fill in each of your answer brackets completely with a thick, dark, horizontal mark. Erase any changes and stray marks completely and cleanly, and do not use correction fluid. Test Results At each Term Test, you must turn in your answer sheets but may keep your question booklet in which you can retain your own record of the answers you gave to the multiple-choice questions. Your own essay portion and (or) short-answer portion of the test is available for you to look at from the Instruction Centre, but only after grading is completed. We post the Answer Key to all questions in the glass case outside of SS 506 on the Ground Floor, usually within about one hour following the test, and on the website the next morning, in order to provide you with rapid feedback on your performance. Occasionally, there may be times when you have questions regarding your graded answers. Please address such questions to the Instructors and please do so as soon as possible. Note that as outlined in section six of the 1998-99 Faculty of Arts and Science St. George Campus Calendar, entitled: ARules and regulations, Course marks: Term work and term test regulations, Term work@ (page 496), any questions about a graded piece of work must be presented within one month of the date the work has been made available for you to review. During the grading process, we may decide to delete a few multiplechoice questions from a test following statistical checks on the validity of all questions. These validity checks are one way we have of detecting any poorly worded, confusing, or generally misunderstood questions that slipped into the test despite our best editorial efforts. We subsequently cross out deleted questions on the posted Answer Keys, usually within about three or four days of the test. You may therefore wish to check the Answer Keys after this time to find out which if any questions were eventually deleted in scoring the test. (All students automatically receive credit for any deleted questions, regardless of how they answered the questions.) We post individual test results, listed by student number, on both the Website and outside of SS 506, within about two to three weeks of the test. This listing will indicate your number of correct multiplechoice answers, your total score on the essay and/or short answer questions, and a Percentage Grade that will indicate your performance on the test as a whole, i.e., multiplechoice, and essay/short answer questions combined.  ADVANCE \u7Determining Your Final Grade  Three factors determine your final grade in this course: performance on the three Term Tests, performance on the Final Exam, and participation in up to three PSY 100 experiments. The weighting of the various components is as follows:ADVANCE \d3  Component Percentage of Final GradeTerm Test I21%Term Test II21%Term Test III21%Experiment participation2%Term Work65%Final Exam35%Final Grade100% ATo err is human...@ It is your responsibility to check all term-work results that we post for you. If you discover what appears to be an error, please report it immediately to the PSY 100 Instruction Centre (SS 4042) so that we can correct any Abookkeeping@ mistakes we may have made. Particularly at the end of the term, when we post complete individual records, we urge you to doublecheck that all of your grades and the experiment participation credits appear correctly. Make-up Tests ...only for real emergencies ADVANCE \d4 If you miss a Term Test for legitimate, but unplanned, (unforeseeable) reasons, you must notify the PSY 100 Instruction Centre (SS 4042) as soon as possible, and certainly within one week after the Term Test, to request the opportunity to write the Make-up Test. (If you are unable to come to the Instruction Centre in person, you should notify Linda Murphy-Boyer or Lena Paulo by telephone.) If you miss a Term Test for legitimate, but planned (foreseeable), reasons, you must come to the PSY 100 Instruction Centre (SS 4042) at least one week before the Term Test to request the opportunity to write the Make-up Test. Otherwise you will not be permitted to write the Make-up Test. In any case, you must support your reason with written confirmation, such as a medical certificate or a letter from a College Registrar. Please refer to section six of the 1998-99 Faculty of Arts and Science St. George Campus Calendar, entitled: ARules and regulations, course marks: Term work and term test regulations, Term Tests@ (page 496) for rules regarding missed term tests. Also refer to the section entitled: AMedical Documentation@ (page 500) for complete details regarding appropriate documentation. Note that it is the policy of the Department of Psychology to follow the same rules regarding medical documentation for term tests that the Faculty of Arts and Science follows for final exams. These are not emergencies... ...but this may be one.  We are not permitted to give special consideration for personal or work-related commitments that conflict with any test; nor are we permitted to give special consideration for misreading the timetable, the Handbook, or the test schedule. For each Term Test, we offer only one occasion for the Make-up Test, about nine days after the Term Test itself, usually on a Friday afternoon. Students whose requests to write the Make-up Test have been approved should contact Linda Murphy-Boyer or Lena Paulo in the Instruction Centre for the particular time and place. Unlike the Term Test, the Make-up Test consists entirely of essay questions. Students unable to take even the Make-up Test for legitimate reasons may opt for an oral examination with Professor Wall, a practice not considered advantageous. Some students may discover that they have a regularly scheduled lecture, test or lab in another course occurring at the same time as one or more of the PSY 100 term tests. Such students fall within the category of those with legitimate planned reasons for missing the Term Tests and are eligible for the Make-up Tests, as indicated above. However, if any such students feel particularly disadvantaged, we advise them to make up the work in the other course instead or to withdraw from PSY 100 and take it during another academic session when there is not a course conflict. Policy on Cheating Don=t do it! When caught, it will affect your entire career. ADVANCE \d5 You must perform all written work in this course totally on your own. You must neither receive, nor give, assistance on any test. As suggested on pages 17-18 under AStudent-Generated Groups,@ we encourage students to study with one another. However, it is important that you write all tests and exams in this course sitting far apart from anyone you know or with whom you have studied. Should questions ever arise about collusion during a test or exam, the fact that two people studied together will not be accepted as the reason for similar answers and errors, unless they were well separated during the test. If we believe you have violated these principles, we will assign you a failing mark for the course as a whole and will report the violation both to your College and to the Faculty of Arts and Science. Dropping the Course Last opportunity is February 12. If for any reason you decide to withdraw from this course, then in order to avoid incurring academic penalty you must formally inform your College Registrar (or Faculty Registrar, if you are not in Arts and Science) of your decision before February 12. Lost and Found A...personal treasures...@ If you lose something after a PSY 100 lecture or Term Test, contact the PSY 100 Instruction Centre. You would be amazed at what we accumulate in the Centre over the course of a year. Posted Information: Where and When to Find It ...so that you won=t become Aboard@ with the course... There are several bulletin boards for PSY 100 in Sidney Smith Hall which display important information about the course, and you should check them periodically. Two of these boards are located on the Fourth Floor; the others are located on the Ground (G) Floor in the northwest corner of the building (close to the Ramsay Wright Zoology Building). (Note that rooms on the G floor have three-digit numbers beginning with either A5@ or A6@.) The table below provides a brief guide to Awhere and when to find what@ on these boards. Posted Information What Where When Course announcements (e.g., class cancellations, room changes) Outside SS 506 and on the website under the AAnnouncements@ banner at the bottom of the homepage. As necessary. Experiment sign-up sheets Outside SS 4042 and SS 4001. Starting October or November and weekly thereafter. Experiment participation credits  Outside SS 513 and on the website. Posted periodically. Allow up to four weeks from participation time.  Test Information: Test cover sheet and other test instructions (e.g., locations) Outside SS 513. At least one week before each test. Answer keys for term tests Outside SS 506 and on the website.  Outside SS 506 within one hour of completion of the test and on the website the morning after the test. Deleted questions  Outside SS 506 and on the website. Four days after term tests. Term test grades  Outside SS 506 and on the website. Usually two to three weeks after each test. Bureaucracy at work. Note that it is the Faculty of Arts and Science and not PSY 100 that sets the date, time and location(s) of the Final Exam and announces this date on February 12. It is your responsibility to check the Final Exam Timetable posted in the main lobby of Sidney Smith Hall. Please note once again that we are not permitted to give this information over the telephone. Hints for Note-Taking, Reading and Studying in PSY 100 A...a little at a time rather than all at once...@ Note-taking is not instinctive; it=s an acquired skill. Immediate rehearsal is best. Some of the slides may be on the Website, but they are no substitute for being there. The three-Rs method of studying. Review, review, review. ...and then review. Study smart, not long.  Read the relevant material before the lectures. When you first read a particular chapter begin by reading the chapter summary two or three times. Then, skim through the chapter, looking carefully at some of the key diagrams and pictures and noting the major chapter headings to get an overall view of the scope of the chapter. Since at this preliminary stage you will not likely know what is or is not important, it is not yet essential to underline concepts or take notes. Research indicates that it is generally much better to read small amounts at a time attentively than to read a large amount passively or inattentively. You might also at this stage plan your reading times, breaks, and reviewing strategies. Attend the lectures, taking notes on the key points. Copy down points that appear on the overhead projector and make sure that you understand them. If there is something you missed or did not understand at a lecture, ask Professor Wall (or the guest lecturer) about it immediately after the lecture if you can, and then correct or complete your notes. Unless you are one of those very few who take clear and legible notes during the lecture, it almost certainly will be necessary to edit or rewrite your lecture notes soon after the lecture (while the material is still fresh and you can still remember your handwritten scrawls). Insert headings, subheadings, numberings, definitions, and so on, as may be helpful. It is also more helpful for later recall if you do not wait too long to carry out your first review and study of your notes. Research indicates that retention is greater and less subject to interference if one rehearses material frequently soon after confronting it than if one delays rehearsals until just prior to being tested on the material. In note-taking, it is useful to separate clearly different topics as they arise in lecture. Indent, or otherwise subsume, any additional paraphrases of points, related concepts, and examples which fall under the major topic headings of the lecture. If you miss a lecture and cannot attend the same lecture from the alternative section (day or evening), obtain the notes from another student as soon as possible after the lecture. Review the notes and clear up any ambiguities with the person from whom you obtained the notes. Consider rewriting the notes, or portions of them, in your own words. (Please note that the Instruction Centre does not maintain a library of lecture notes or lecture cassettes to lend to students who miss lectures, although Linda Murphy-Boyer and Lena Paulo are available for assistance if you have any questions concerning the content of the lectures.) You may audiotape the lectures, but only from your seat. Please do not place recording instruments on the stage or at the front of the lecture hall. Read and review the relevant material a second time. On this occasion you should strive to organize, understand and recall the material in your own words. The AthreeRs@ methodCRead, Recite, ReviewCis an excellent way to master the relevant concepts, ideas and research findings. The AthreeRs@ method involves reading the material in small chunks (two to three pages at a time, at most), then closing the text and reformulating in your own words (reciting) what you have just read: definitions, relations between concepts, distinctions between theories, and so forth. Being unable to articulate the material to yourself clearly requires reviewing the material and repeating the process. Note that the three-Rs method is an abbreviated form of the SQ3R method described in Bernstein, page 260. You should organize and digest even your own written notes on the reading material. Without a cohesive structure, making extensive notes on a chapter is rarely useful. In fact, it is quite easy to spend hours copying notes from the text without really being aware of what you are writing, though you delude yourself into thinking that you are accomplishing something! Review the material (again) about a week before the term test. Re-read the chapter summaries and try to assess how much you remember concerning the definitions of concepts, distinctions between concepts, examples, descriptions of evidence that supports or contradicts different theories, and so forth. Review your lecture notes to confirm your understanding of this material. Study as though you were going to write an essay test. Reliance on recognition alone will not allow you to rule out reliably the incorrect alternatives on PSY 100 multiple-choice questions. A final word of advice. Students in past years whose performance in the course did not meet their expectations could generally attribute their disappointing performance to two factors: first, they often had not reviewed each chapter frequently enough (most students requiring at least three reviews); second, they often had not been sufficiently active in their studying. Active studying requires you to engage fully with the material; to decide what relates to what, what is important, which concepts you might confuse with other similar concepts; and to formulate the ideas in your own words. The steps outlined above should help you to become a more productive learner. For more complete information on processing and organizing material to be remembered, see Chapter 8 on AMemory@ in the Bernstein text, particularly the material on encoding and retrieval. (We cover this material systematically in the third week of November.) Hints For Writing PSY 100 Tests Answer only the question that is being asked. Review the following suggestions before each test. Try to answer the stem alone first. (b) may look pretty good until you get to (e)! AIt is not true that it is not the case that this sentence is not true.@ @#$&! ...an application of good time management. When in doubt, play the odds...and then pray! Test-taking is indeed a learnable skill.  General Guidelines Prior to each test, read the instructions that we post on the PSY 100 Boards one week in advance. (Since these are the exact instructions that will appear on the front page of the question booklet at the test, you have the opportunity to familiarize yourself with them in advance.) At the test itself, carefully reread the instructions on the front page of the question booklet. Essay Questions Read each essay question slowly; and before you begin answering, be sure that you really understand just what is, and what is not, being asked of you. Focus your answer and do not Aramble on@ about peripheral matters, hoping for some extra part-credit. Answer the question that is being asked rather than merely Afree associate@ to it. We give more credit for information that you communicate correctly and without ambiguity when it is not imbedded in irrelevant comment. Multiple-Choice Questions Multiplechoice questions consist of three parts: (a) a stem, which asks a question, poses a problem, or presents an incomplete sentence, (b) the correct answer, and (c) a number of Adistractors@ or Aseductive alternatives@ among which the correct answer appears. Your task is to identify the correct answer alternative, that is, the best answer alternative from among the given answer alternatives. Multiplechoice questions can be unnerving for students unfamiliar with them. We offer the following twelve suggestions to help you with them. To be of maximum benefit to you, we recommend that you review these suggestions before each test.1. Do not count on being able to answer multiplechoice questions correctly merely by recognizing the correct answer. Recognition usually entails choosing a familiar item. However, in a multiplechoice question it is possible for every alternative to be familiar. The problem, then, is not familiarity, but rather understanding the meaning of each of the alternatives with respect to the question posed. (You can best achieve this level of understanding by studying for the test as though it will be a shortanswer or essay test.) Read the question stem more than once. As you read, underline words such as Anot@ or Aalways@ to help you remember what it is you are looking for. 2. Before reading the answer alternatives, attempt first your own answer to the question stem. Because the answer alternatives may sometimes begin to confuse you, it is best to reflect on what you know before looking at these alternatives. If the question stem does not seem to provide sufficient information about what is being asked, then glance over the alternatives to get a better idea. 3. When you are ready to read the answer alternatives, always read every answer alternative carefully before jumping to the conclusion that a particular one must be the best. 4. Beware of jargon. The incorrect answer alternatives may be couched in technical language in order to detect whether you know the difference between what Alooks right@ and what Ais right.@ But note that the correct answer also may appear in technical language to test whether you know the relevant terminology. 5. Beware of answer alternatives that are correct statements in and of themselves independently but are not the correct answer alternative to what is being asked in the question stem. Be sure that your choice is the best answer to the stem. 6. Be particularly careful with answer alternatives such as Aall of the above,@ Anone of the above,@ and Amore than one, but not all, of the above.@ These choices are frequently most difficult. Look at every other answer alternative very carefully to be sure that it says what you think it says. Sloppy reading can be particularly disastrous with items such as these. 7. Watch out for double negatives! Though we believe that a good multiple-choice test really should not have such questions, sometimes they do slip in. An item whose question stem is AWhich of the following is not true?@ can be particularly difficult. This difficulty is compounded if one or more of the answer alternatives also contains negatives. You find yourself thinking such things as AIt is not true that this alternative is not true.@! To make such answer alternatives more manageable, rephrase such a negative question stem to yourself according to the following strategy: If I can find just one answer alternative that is not true, then the other alternatives are true. Therefore, if I can identify each of the true answer alternatives, the correct (false) answer alternative will be clear by a process of elimination. This procedure is not as complicated as it appears and will help you cope with the confusing double negative. Try it. In general, a good strategy for taking multiplechoice tests is first to go through the test, answering all the questions you can, without worrying about the ones you cannot answer for the moment. There are two reasons for this: doing the easier questions first may help allay some of the anxiety that tests often evoke; and sometimes seeing the answer alternatives to later questions will remind you of the answer alternatives to earlier questions. Subsequently, go through the test again, answering all the questions about which you were uncertain. 9. Pace yourself properly throughout the test. On average, you will have just over one minute per question. You will probably want to reserve additional time to review your answers, and you should allow for the time to transfer your answers to your computer answer sheet. Please note that we do not allow extra time for transferring your answers to your computer answer sheet. A good general rule of thumb is to try to answer five multiple-choice questions (one page) about every five minutes. This strategy will allow from five to fifteen minutes at the end for those questions you found most problematic. 10. On our multiple-choice questions, there is no penalty for guessing. In answering questions about which you are not sure, you should guess, but not Ablindly.@ Instead, view the situation as a problem in probabilities: if there are five answer alternatives from which to choose, your chances of guessing the correct answer alternative are one in five, or 20%. But, if you can eliminate even just one answer alternative as being clearly wrong, your chances now of guessing the correct answer alternative have risen to one in four, or 25%. Elimination of additional answer alternatives further increases your chances of guessing the correct answer alternative. So if you must guess, then guess, but do so from among as small a number of answer alternatives as possible. 11. A good rule of thumb to follow once you have selected an answer alternative is: ABe wary of changing your mind!@ There is evidence to suggest that students more frequently change right answers to wrong ones than wrong answers to right ones. 12. Keep in mind that everyone has a unique optimal testtaking style and that there is no reason for you to conclude that you have already found yours. Most university students, no matter how well they have performed in high school, continue to show improvement in test-taking skills with experience. Be willing to experiment with new strategies and to learn from your mistakes. Review those questions that you got wrong and try to find out why you answered them incorrectly. Look for patterns in your wrong answers, both in the type of material tested and in the particular form or style of the questions. If you are ever unsure as to why the answer alternative you chose on a particular multiple-choice question was incorrect, go back to the text and notes to check it out. Then, if still unsure, ask the course instructors or Professor Wall. Sample Test Questions Sample Multiple-Choice Questions ADVANCE \d3ADVANCE \d31. The neurotransmitter X has been implicated in Alzheimer=s disease, while the neurotransmitter Y has been implicated in Parkinson=s disease. Here X and Y should be, respectively, a) norepinephrine; acetylcholine b) acetylcholine; dopamine c) dopamine; norepinephrine d) serotonin; glutamate e) GABA; endorphin Answer: b Source: Bernstein, p. 60. To answer correctly with confidence, it is necessary to know what each of the answer alternatives means and to understand the properties of various neurotransmitters (e.g., norepinephrine, acetylcholine, dopamine) and such disorders as Alzheimer=s disease and Parkinson=s disease. It is also important to know how these concepts are related to one another (all this to score correctly on just one multiple-choice question!). 2. In what lobe does the sensory cortex receive visual information? a) The parietal lobe. b) The occipital lobe. c) The frontal lobe. d) The temporal lobe. e) The olfactory lobe. Answer: b Source: Bernstein, p. 67. 3. Which of the following statements is true about any measure of central tendency? a) It reflects the variability of a distribution. b) It is used to calculate the range of a distribution. c) It always provides the same value regardless of the procedure used to calculate that measure of central tendency. d) It summarizes an entire distribution with a single value. e) It indicates how far scores are from each other. Answer: d Source: Bernstein, pp. 38-39, Appendix p. A-10. Sample Short-Answer Question: Name and describe one form of rehearsal that has little, if any, effect on long-term memory (LTM) recall. Provide one reason why this form of rehearsal is not effective for LTM recall. Sample Answer: Maintenance rehearsal. This is a form of rehearsal in which the to-be-remembered material is Aheld@ in working memory (or short-term memory) for a brief period (10 to 12 seconds). The material remains in working memory for only a short while and is not effectively encoded into LTM using strategies like elaborative rehearsal; it therefore, has little, if any, effect on LTM recall. Source: Lecture; and Bernstein, pp. 232-233. Sample Essay Question: In operant conditioning, what four variables are important determinants of the effectiveness of reinforcement? For three of these variables, indicate what it is about them that is important in making reinforcement more effective. Sample Answer: ADVANCE \d3The four variables are, first, the timing or delay of the reinforcement; second, whether or not reinforcement is contingent on the behaviour; third, the schedule of reinforcement; and fourth, the nature of the reinforcement. To be effective, reinforcement should be immediate rather than delayed. To be effective, reinforcement should be contingent (or dependent) on the operant behaviour. To be effective, reinforcement should be continuous during learning or acquisition, and partial or intermittent during maintenance (after the desired response has been established.) To be effective, the reinforcement should be of biological or learned value to the learner. Source: Lecture. Questions you frequently ask...and where to find the answers. Questions about tests... a. What is covered on the next test? What is it worth? What is the format? (Answers: pp. 18-22) b. Where do I write the tests? Will I always write the tests in the same room? (Answers: p. 20) c. How do I prepare for the test and for multiple-choice questions? (Answers: pp. 26-28, pp. 28-31) d. What do I do if I will miss, or have just missed, a term test? (Answer: pp. 22-23) 2. Questions about participation in the PSY 100 experiments... a. Where and how do I sign up for an experiment? (Answer: pp. 7-9; pp. 24-25) b. Where do I verify my experiment participation credit, particularly if I haven=t been credited? (Answer: p. 10; p. 22; pp. 24-25) c. I missed an appointment for an experiment. What now? (Answer: p. 7; p. 10) 3. Other questions... a. I=m having difficulty with PSY 100. What can I do? (Answer: pp. 15-18) b. I missed a lecture. Can I borrow notes from the Instruction Centre? (Answer: pp. 26-27) c. For a course in psychology, why does there appear to be so much biology, animal behaviour, and statistics?! (Answer: unavailable in the Handbook) Consider the following example of the penalties for missing appointments: If you miss your first two appointments without having contacted the experimenters in advance, then your credit for participation in experiments would be minus one (!2 % !2 ' !1), that is, you would begin with a negative value rather than zero. In this example, you would now have to participate in five different experiments to earn the maximum total of two marks. You would receive a half (2) of one mark for each of the first four experiments you participate in and one full (1) mark for participating in a fifth experiment (!1 % 2 % 2 % 2 % 2 % 1 ' 2). Page PAGE 2 PSY 100 Handbook: 1998-99  PSY 100 Handbook: 1998-99 Page PAGE 1  ADVANCE \d3 Department of Psychology University of Toronto  ADVANCE \d3 Department of Psychology University of Toronto Page PAGE  PSY 100 Handbook: 1998-99  PSY 100 Handbook: 1998-99 Page PAGE 3  ADVANCE \d3 Department of Psychology University of Toronto  ADVANCE \d3 Department of Psychology University of Toronto Page PAGE 4 PSY 100 Handbook: 1998-99  PSY 100 Handbook: 1998-99 Page PAGE   ADVANCE \d3 Department of Psychology University of Toronto  ADVANCE \d3 Department of Psychology University of Toronto Page PAGE 6 PSY 100 Handbook: 1998-99  PSY 100 Handbook: 1998-99 Page PAGE 5  ADVANCE \d3 Department of Psychology University of Toronto  ADVANCE \d3 Department of Psychology University of Toronto Page PAGE 10 PSY 100 Handbook: 1998-99  PSY 100 Handbook: 1998-99 Page PAGE 9  ADVANCE \d3 Department of Psychology University of Toronto  ADVANCE \d3 Department of Psychology University of Toronto Page PAGE  PSY 100 Handbook: 1998-99  PSY 100 Handbook: 1998-99 Page PAGE  Page PAGE 14 PSY 100 Handbook: 1998-99  PSY 100 Handbook: 1998-99 Page PAGE 15  ADVANCE \d3 Department of Psychology University of Toronto  ADVANCE \d3 Department of Psychology University of Toronto Page PAGE 34 PSY 100 Handbook: 1998-99  PSY 100 Handbook: 1998-99 Page PAGE 33 /^_DFd f * W ^ y } ~  HJ24UWmno ("վվմմմմվվվվվվվվվժմ՞՞56H*KHOJQJmH 56KHOJQJmH <KHOJQJmH 6KHOJQJmH CJKHOJQJmH :CJKHOJQJmH KHOJQJmH CJKHOJQJmH 5CJKHOJQJmH 5KHOJQJmH 9TU%&YZ1$ 2`0p@ P !$1$ 2`0p@ P !$1$ $1$ H1$TU%&YZ89ab  ./0_`"{| ? @ Y  0 & ' ) * X Y Z [ \ ] ^ _ ` a b c d e z { | } ~    b89ab}!1$ 2`0p@ P !$!1$ 2`0p@ P !$1$ 2`0p@ P !$1$ 2`0p@ P !$  ./0_`kk!1$py 2`0p@ P !$!1$p 2`0p@ P !$1$ HP !$1$ 2`0p@ P !$1$ 2`0p@ P !$ "{| ? @ {{!1$py 2`0p@ P !$!1$p 2`0p@ P !$!1$ 2`0p@ P !$1$ 2`0p@ P !$ Y  0 & ' }1$ 2`0p@ P !$!1$p 2`0p@ P !$1$ 2`0p@ P !$!1$py 2`0p@ P !$ ' ) * X Y Z [ xxXL $$x0[!B1$:$ t&A z0kc\TLE=6.& !"#$d$>1$ t&A z0kc\TLE=6.& !"#$[ \ ] ^ _ ` a b c d e z { | } ~  @1$$ t&A z0kc\TLE=6.& !"#$ Klmno$%"#$+23I`ajklryz     _ Kl}w3D1$:$ t&A z0kc\TLE=6.& !"#$d$B1$:$ t&A z0kc\TLE=6.& !"#$@1$$ t&A z0kc\TLE=6.& !"#$lmnou $$x0[!B1$:$ t&A z0kc\TLE=6.& !"#$d$ $$x0[! @1$$ t&A z0kc\TLE=6.& !"#$}w1E$1$A$ t&A z0kc\TLE=6.& !"#$d$B1$:$ t&A z0kc\TLE=6.& !"#$@1$$ t&A z0kc\TLE=6.& !"#$"#$gkmy{= C } )!*!2!}! 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