91精品

Course Credit: 4

PSY 101: Introduction to Psychology

Credit Hours: 4

Introduction to the Course

Psychology is the scientific study of behavior and mental processes, so the knowledge of psychology makes students understand about human thoughts, feelings and actions. This course is a pure theoretical course which is designed for familiarizing students with the center concepts and theories of the discipline and the empirical methods and tools that psychologists use in assessing human behavior and mental processes. Topics like understanding psychology, research methods, biological bases of behavior, learning, motivation, emotion, memory, personality, thinking and intelligence are included here.

Course Objectives

The core objective of designing this course is to introduce undergraduate students (1^st year) to the variety of principles that influence human behavior and mental processes as well as give a basic understanding of these principles so that they can apply this knowledge in both their personal and professional lives. The specific objectives are as follows-

• to introduce students to the structure of contemporary psychology,
• to present the central concepts and theories of the discipline including thought, memory, perception, motivation, emotion, learning, personality, intelligence and to outline the empirical tools that psychologists use.
• to know the relationship of biological processes to behavior and mental activity
• to become familiar with different psychological processes.
• to develop insight regarding human behavior

Course Contents and Number of Classes (Lecture Hour)

        Total number of classes: 60

Learning Outcomes

Unit 1: Understand the nature and definition of psychology. Describe psychology as a science and explain the major subfields of psychology. Name and discuss the different approaches to the study of psychology. Clarify some research methods that are frequently used in the field of psychology.

Unit 2: Discuss the basic units of nervous system and the transmission of neural impulses. Know the major divisions of nervous system and their functions. Become familiar with different types of glands.

Unit 3: Understand the definition and general characteristics of sensation as well as the process of measuring sensory experiences. Acquire knowledge about the visual, auditory and other senses.   

Unit 4: Understand the nature of perception. Know the principles of perceptual organization and perceptual constancy. Outline the monocular and binocular cues to depth perception.

Unit 5: Know the definition and characteristics of learning. Describe the different types of learning and their applications in modifying behavior. Understand the principles of reinforcement and variables that can act as reinforcers.

Unit 6: Understand and describe the types of memory and the process of transferring information from one memory system to another. Discuss different symptoms and causes of memory dysfunctions. Know some techniques to improve memory and the reasons of forgetting.

Unit 7: Know the different aspects of the thinking process. State the definition and nature of concepts. Outline the stages of problem solving as well as the strategies for problem solving. Understand the theories of language development.

Unit 8: Understand and describe the nature and types of motivation. Discuss the theories of motivation. Know the different sources of motivation and the relationship between motivation and behavior.

Unit 9: Describe the definition and classification of emotion. Understand the physiological components of emotion and three important theories of emotion.

Unit 10: State the definition and determinants of personality. Describe different approaches of personality and explore personality dynamics and inventories.

Unit 11: Understand the nature and different tests for measuring intelligence. Know the concept of intelligence quotient. Understand the characteristics of creativity and how it differs from intelligence.

Instructional Strategies

This course tracks both lectures (with or without a multimedia projector) and class discussion. Students are instructed to collect and read the course materials referenced already as it will be helpful for them to understand the lecture and participate actively during discussion sessions. Attendance and class participation are essential for this course.

Readings

Crider, A.B., Goethals, G.R., Roberts, D, Kavanaugh, R.D., Solomon, P.R. Psychology Scott, Foresman (1993), Psychology (Latest edition) New York: Harper Collins college publishers.

Feldman, R.S. (2002). Understanding Psychology (6^th ed.). New York: McGraw Hill Hisher education.

Huffman, K. (2004). Psychology in Action (7th ed.) U.S.A.: John Wiley and Sons, Inc.

Morgan, C.T. and King. RA Wisz. J.R. & Shoopier. C. (1966), Introduction to Psychology. New York. McGraw Hill, Latest ed.

Munn, N.L. (1969), Psychology: The Fundamental of Human Adjustment George G. Harrap and Co. Ltd. 1966. Latest ed.

Newman, P.R.& Newman, B.M. (1983), Principles of Psychology: Illionois Homewood: Homewood: The Dorsey Press, Latest ed.

Course Credit: 4

PSY 102:  Statistics in Psychology I

4 Credits

Introduction to the Course

Statistics is a branch of dealing with the collection, classification, analysis, interpretation of numerical facts, for drawing inferences on the basis of their quantifiable likelihood (probability) of . On the other hand, statistics is the practice or science of collecting and analyzing numerical data in large quantities, especially for the purpose of inferring proportions in a whole from those in a representative sample. This course is more important for the Psychologists, because they rely heavily on statistics to help assess the meaning of the measurements they make. Sometimes the measurements involve individuals who complete psychological tests; at other times, the measurements involve statistics that describe general properties of groups of people or animals. In psychological testing, the psychologist may interpret test results in the light of norms, or the typical results, provided from previous testing. In research, psychologists use two kinds of statistics, descriptive and inferential. Descriptive statistics simply give a general picture of the scores in a given group. They include the measures of central tendency and the measures of variability. Central tendency involves different kinds of averages: the , , and . Variability involves the standard deviation, which indicates how far scores in a group are likely to be from the average. Again, correlation and regression also involves measuring the relationships between variables and predicting one variable from another variable.

Course Objectives

1. The objective of this course is to collect and analyze numerical data in large quantities, especially for the purpose of inferring proportions in a whole from those in a representative sample.
2. It is an important issue that psychologists rely upon statistics to help assess the meaning of everything they study. To understand other important statistical concepts such as bias, measurement, representation, correlations, significance and others.
3. This course will help the students understand important concepts such as logical reasoning and describing, organizing and making inferences based upon data.
4. Finally, this course helps the students proving an elementary idea about statistics in psychology. Upon successful completion of this course you will be able to deal effectively with tabular and graphical representation of data, measures of central tendency, variation, correlation, regression and transformations of scores etc.

Course Contents and Number of Classes (Lecture Hour)

Instructional Strategies (Mode of Teaching)

The course will involve a number of instructional methods, such as the following:

• lectures
• small group discussions
• demonstrations
• PowerPoint presentations
• video content

Readings

Blommers, P. & Lindquist, E. F. (1960). Elementary Statistical Methods in Psychology and Education. New Delhi: Book Company.

Elifson, K. W., Runyon, R. P.  & Haber, A. (1998). Fundamentals of Social Statistics. Boston: McGraw Hill.

Ferguson, G. A. & Takane.Y. (1989). Statistical Analysis in Psychology and Education. NY: McGraw Hill Book Company

Garrett, H. E. & Woodworth, R. S. (1981). Statistics in Psychology and Education. London: Longmans, Green and Company.

Guilford, J. P. (1979). Fundamental Statistics in Psychology and Education. NY: McGraw Hill.

Minium, E. W., King, B. M., & Bear, G. (2004). Statistical Reasoning in Psychology and Education. Singapore: John Wiley & Sons, Inc.

Course Credit: 4

PSY 103: Experimental Psychology

Credit Hours: 4

Introduction to the Course

The core branch of psychology which is concerned with the scientific investigation of the individuals鈥� responses to stimuli in situations is called Experimental Psychology. This subfield of psychology explores, and seeks to better understand behavior through the lens of empirical research methods. This course is designed primarily to provide students with knowledge about the principles, methods, and designs of psychological experiments.

Course Objectives

The present course鈥檚 curriculum is mapped out to enable students for developing knowledge of basic concepts, Rules, methods, principles, and designs of Experimental Psychology. Additionally, it will facilitate-

1. Student鈥檚 knowledge of science and psychology, and understating of fundamental differences between the methods of carrying out experiments.

2. The student鈥檚 capacity for Identifying the different research designs and their appropriate application to hypothesis testing.

3. The understanding of distinct methods of experimental control of extraneous variables, and determining their appropriate application in research design.

4. The applications of ethics according to APA ethical guidelines in research with humans and animals.

5. Learning of report writing using APA format.

Course Contents and Number of Classes (Lecture Hour)

       Total number of classes: 60

Learning Outcomes

Unit 1: Students should be able to distinguish between science and commonsense, understand and describe the rules and goals of science, the characteristics and scope of psychology as a science.

Unit 2: Students should be able to describe the nature and steps of planning a psychological experiment, and be able to plan an experiment.

Unit 3: Students should be able to understand and describe the nature and sources of a research problem, and be able to develop a research problem in realistic settings.

Unit 4: Students should acquire knowledge of the concept, criteria, and importance of a good hypothesis, and be able to formulate a hypothesis for a psychological experiment or research.

Unit 5: Students should be able to understand and describe the concept and types of a variable, measures of a dependent variable, techniques of controlling extraneous variables, and be able to control extraneous variables in a psychological experiment or research.

Unit 6: Students should acquire knowledge of and describe the definition, advantages, disadvantages of using several types of experimental designs and be able to design a psychological experiment or research.

Unit 7: Students should be able to understand and describe the concept and types of a quasi-experimental design, and be able to design a quasi-experiment in psychological experiment or research.

Unit 8: Students should acquire knowledge of the concept and methods of psychophysics, and be able to use them in psychological experiments or research.

Unit 9: Students should be able to understand and describe the ethics of experimental research with humans and animals, and be able to apply them in psychological experiments or research.

Unit 10: Students should be able to understand and describe the steps of writing an experimental report by following APA style.

Instructional Strategies

This course will follow both Lectures (with or without a multimedia projector) and Group Discussion. So, students must read the assigned chapters before class to maximize their understanding and participate in the active discussion. Attendance is mandatory for this course, and all types of electronic gadgets are prohibited in the Physical classroom. For online classes use of mobile phones, laptops, desktops, tablets are allowed. The students have to maintain silence and only take part in meaningful conversation and discussion relating to course material. Students should contact the course instructor whenever they come across course materials that are hard to grasp or they cannot understand.

Readings

Anderson, B. F. (1969). The Psychology of Experiment: A Introduction to Science Method.                 Belment California. Books/Cole publishing company.

Andreas B. G (1967). Experimental Psychology. New York: John Wiley and Sons Inc.

Brown. C.W. and Ghiselli. E.E. (1955). Scientific Methods in Psychology New York: McGraw Hill

Cozby. P. C. (1985). Methods in Behavior Research. Palo Alto and London: Mayfield publishing Company.

McGuigan, F. J. (1993). Experimental Psychology: Methods of Research (6^th ed.). New Jersey: Prentice Hall.

Morgan, C. L. King, R.A. Weisz. J. R. & Schopler, J (1989.). Introduction to Psychology, New York: McGraw Hill.

Osgood G.F. (1994). Method and Theory in Experimental Psychology A case approach (5^th ed.). Harper Collins College, publishers.

Course Credit: 4

PSY 104: Bangladesh Studies

Credit Hours: 4

Introduction to the Course

This course is an eloquent introduction to a fascinating country鈥擝angladesh鈥攁nd its resilient and inventive people. Bangladesh did not exist as an independent state until 1971. The extraordinary twists and turns of historical happenings created modern Bangladesh through ecological changes, state formation process, interfaces of cultures, colonialism, partition (1905 & 1947) and war of independence (1971). This course deals with the following interrelated themes and topics that are essential to understand the emergence of Bangladesh. These themes include land and people, politics, economy, governance, society, religion and culture, global connections as well as the basic topics on the freedom struggle and War of Liberation.  Issues under each of the broad themes will be discussed from the perspective of historical evolution and contemporary significance. In so doing, its reveals the forces that have made Bangladesh what it is today.

Course Objectives

This course is designed to help students to learn about the historical developments and the geo-political aspects of Bangladesh. It will help the students to gather an idea about the ways of prospects of the people, cultures, land and be aware of the problems of Bangladesh (by taking lessons from its rich history) in the coming days.  The course aims to offer insight into the historical changes, the long struggle for freedom and above all the War of Independence led by the Father of the Nation Bangabandhu Sheikh Mujibur Rahman that have shaped today鈥檚 Bangladesh. It is hoped that at the end of the course students will have a broader understanding and further curiosity of the rich history, culture and heritage of the country. They should also be able to appreciate the importance and relevance of history as a bridge between the past, present and the future.

Course Contents and Number of Classes (Lecture Hour)

       Total number of classes: 60

Learning Outcomes

Unit 1: At the end of the course the students will be able to have a clear idea about the country, its                     people and historical origin of the name 鈥楤angladesh鈥�.

Unit 2: At the end of the course the students will be able to reconstruct political history and culture of ancient Bengal. Student will be able to know about art, architecture, sculpture and terracotta in ancient Bengal.

Unit 3: At the end of the course the students will be able to know about contribution of Muslim        rulers in the state formation process in Bengal. They will also be able have a clear idea about   the development of Muslim culture and various sects in Medieval Bengal.

Unit 4: At the end of the course the students will be able to analyze the British colonization process and to cater knowledge about society under colonial rule. They will also be able to have a clear idea about the resistance movement  of peasants of Bengal against the colonial rule.

Unit 5: At the end of the course the students will be able to have clear conception about the rise of communalism under the colonial rule (1905-147). They will also be able to  know about the proposal of Suhrawardi and Sarat Bose for undivided Bengal in 1947 as well as to estimate the contribution of individuals who devoted themselves to United Independent Bengal Movement.

Unit 6: At the end of the course the students will be able to know about glorious Language Movement and quest for Bengali Identity. They will be able to identify the interaction between the Bengali change makers and common people.

Unit 7: At the end of the course the students will be able to explain internal colonial structure disparity and the nature of military rule in the then Pakistan.

Unit 8: At the end of the course the students will be able to realize the inevitability of the      emergence of Bangladesh. They will be able to analyze the contribution of Bangabandhu           Sheikh Mujibur Rahman

Unit 9: At the end of the course the students will be able to have an idea about the Mass- upsurge of                1969 and  the Election of 1970. They can explain the formation of Bengali public opinion and      the legal foundation for the making of an independent state under Pakistani internal colonial             structure.

Unit 10: At the end of the course it is expected that student will be able to acquire proper knowledge            about the happenings in the fascinating journey of people of this territory in the making of an independent country.

Instructional Strategies (Mode of Teaching)

Learning will be through a combination of class lectures, reviews of books and films as well as assigned research.

Readings

Ahmed, S. and Chowdhury B. M. (2004), Bangladesh: national culture and heritage: an introductory reader. Dhaka: Independent University Bangladesh.

Banglapeida (Encylopedia of Bangladesh) Vol. 1-14 & CD Vol-1. (Asiatic Society of Bangladesh)

Chowdhury A M  (2020)  History of Bangladesh : Ancient, Medieval and Early Modern Period

Gl膬veanu V. &  Yamamoto K. (2012)  Bridging History and Social Psychology: What, How and Why, Integrative Psychological and Behavioral Science 46(4):431-9

Hossain A. (2011) An Outline of the History of Bangladesh [In Bengali]. Dhaka: J K Publishers

Islam S. (1997), History of Bangladesh 1704-1971, vols. I & II. Dhaka: Asiatic Society of Bangladesh.

Mamoon M. (2013), History of the Emergence of Independent Bangladesh [In Bengali], Dhaka:Shubono.

Majumdar R. C. (1944) History of Bengal, vol. I. Dhaka: 91精品.

Schendel, W. (2009), A History of Bangladesh, Cambridge: Cambridge University Press.

Sarkar J. (1948), History of Bengal, vol. II. Dhaka: 91精品, Dhaka: Asiatic Society of Bangladesh.

Course Credit: 4

PSY 105: Intrduction to Sociology

Credit Hours: 4

Introduction to the Course

Sociology is one of the relatively young yet intellectually rich analytical social sciences. Sociology is all about social relations, network, family, cultures, socialization and structures, regulations and procedures that govern these societies This is an introductory course in sociology which familiarizes students with key concepts of sociology, and different theoretical perspectives within the discipline. This course is compulsory for students looking for to have a Bachelor degree in Psychology. 

Course Objectives

This course includes a continuous effort to have a better understanding of the great diversity of social relationships through social interactions. This course provides students with an introduction and understanding of the primary phenomena, concepts, issues and practices associated with sociology as a subject matter. That includes concepts of fundamental phenomena, issues, and procedures such as social institutions, social class, culture, social stratification, socialization process, health and illness, family, collective behavious and social change, etc. These contents have been included in this course to help students to have an overview of social contexts. The course will encourage students to have debates over various issues of the globalized world to develop their sociological imaginations.

Course Contents and Number of Classes (Lecture Hour)

Total number of classes: 60

Learning Outcomes

Unit 1: Students will be able to explain the historical context in which sociology as a social science emerged as a separate discipline.

Unit 2: Students will learn basic principles of the scientific method and various techniques used by sociologiests in conducting research.

Unit 3: Students will be able understand basic elements that make up a culture, social practices common to all cultures, and variations that distinguish one culture from another.

Unit 4: Students will be able to examine the role of socialization in human development and the important agents of socialization.

Unit 5: Students will learn several systems of social stratification, its theoretical basis, and the relationship between social stratification and social mobility.

Unit 6: It is expected that students will be able to understand the relationship between conformity, devience, and mechanisms of social control.

Unit 7: Students will be able to inspect the state of marriage, family, kinship and other intimate relationships in contemporary societies.

Unit 8: This unit will help to understand the relationship between health and culture, several sociological perspectives on health and illness, the distribution of diseases in a sociert and necessity of a health care system.

Unit 9: Students will be able to take part in the debates on sociological theories used to understand collective behaviour and forms of collective behavious, with particular attention to social movements and their significance to role in catering social change.

Unit 10: Students will learn the theoretical perspectives of social change, the consequences of technology on society鈥檚 future and on social change.

Instructional Strategies (Mode of Teaching)

The content will be delivered using following methods:

• Lecture slides
• Video presentation
• Group discussion
• Students鈥� presentation

Readings

Anthony, G. (2006). Sociology 5^th ed. London: The Polity Press.

Evans-Peritchard, E. E. (1992). Social Anthropology. New Delhi: University Book Press Ltd.

Lewis, I. M. (1973).Introduction to Social Anthropology. Oxford: Oxford University Press.

Course Credit: 4

Practical (Experimentation)

Course Credit: 2

Viva Voce

Course Credit: 4

PSY 201: Developmental Psychology I

Credit Hours: 4

Introduction to the Course

Developmental Psychology I is designed to provide students with the knowledge about the developmental processes that occur from conception through adolescence. It provides a comprehensive overview of normative development and empirically derived milestones in physical, cognitive and socio-emotional developmental domains. This course also presents an overview of major developmental theories, research methods used in developmental psychology and the application of knowledge of child and adolescent development in the real world.

Course Objectives

This course is designed to make students 鈥�

• Understand the most recent developmental concepts, theories and research pertaining to children and adolescents.
• Know the basic research methods used in developmental psychology and the practical fields where the knowledge of child and adolescent development can be applied.
• Learn the chronological course of physical, cognitive, and socio-emotional development throughout the periods of infancy, childhood and adolescence.
• Know the problems of adolescence and some strategies for prevention and intervention.

Course Contents

The course comprises nine units. The detailed of these contents are depicted below in course outline.

Course Outline

   Total number of classes: 60

Learning Outcomes

Unit 1:

• Define Developmental Psychology.
• Know the divisions of the life cycle.
• Discuss patterns of development.
• Discuss the goals and practical applications of developmental psychology.

Unit 2:

• Understand human genetic materials.
• Explain the process of dominant and recessive genetic transmission.
• Describe the impact of different homozygous recessive disorders.
• Discuss the effect of some harmful environmental and maternal factors on prenatal growth.

Unit 3:

• Name and describe different types of research methods that are used in Developmental Psychology

Unit 4:

• Discuss and evaluate Freud鈥檚 Psychoanalytic theory,
• Discuss and evaluate Erikson鈥檚 psycho-social stages of development
• Discuss and evaluate Piaget鈥檚 theory of cognitive development.

Unit 5:

• Understand the process of conception.
• Discuss the stages and their chronological sequences of prenatal development.

Unit 6:

• Name and describe the signs that herald the onset of labor.
• Discuss the stages of labor.
• Discuss different types of birth complications.

Unit 7:

• Describe the physical appearance of neonate and what measures are used to assess neonatal health and responsiveness.
• Discuss the physiological functioning, behavioral and sensory capacities of the neonate.

Unit 8:

• Discuss physical growth and development in infancy.
• Describe the sequence of motor development in infancy.
• Discuss gross and fine motor development.
• Discuss the origin and development of handedness and other related factors.
• Define play and discuss different types of play and importance of play.
• Understand what language is and how it develops.
• Discuss different types of speech disorders.
• Define emotion and discuss factors influencing emotional development.
• Discuss basic emotions.
• Discuss family influence on social development during early childhood.
• Discuss societal influence on social development during early childhood.
• Define moral development.
• Discuss Piaget鈥檚 theory of moral development.
• Discuss Kohlberg鈥檚 theory of moral development.

Unit 9:

• Outline the major milestones of physical growth and motor development that occur during the adolescent growth spurt.
• Differentiate the sequence and timing of male and female sexual development during puberty. Discuss the physiological and psychological effects of early and late maturation.
• Understand parent-adolescent conflicts.
• Understand peer relationship and the impact that parents and peers exert on the conformity of teenagers.
• Describe the functions of peer group and understand the concept of clique and crowd.
• Discuss the development of vocational decision making and describe the influence of some variables on adolescent鈥檚 vocational choice.
• Understand the causes of drop out and know the personal characteristics, school experience, family relationships and some special problems of the drop out.
• Understand the family backgrounds and personality patterns of juvenile delinquents.
• Outline the various types of drugs and its effects on adolescents. Discuss the reasons of adolescent suicide and how to prevent it.

Instructional Strategies

The course will involve a number of instructional methods, such as the following:

• lectures
• small group discussions
• demonstrations
• PowerPoint presentations
• video content

Readings

Ambron, S. R., & Brodzinsky, D. (1979). Lifespan human development. New York: Holt, Rinehart & Winston.

Clarke - Stewart, A., Friedman, S. and Coch, J. (1985). Child Development: A Topical Approach. John Wiley & Sons.

Hetherington, E. M., Parke, R. D., & Locke, V. O. (1999). Child psychology: A contemporary viewpoint (5th ed.). McGraw-Hill.

Hurlock, E. B. (1972). Child development. New York: McGraw-Hill Book Company Inc.,

Hurlock, E. B. (1982). Developmental psychology: A lifespan approach (5th ed.) New York: McGraw Hill Book Co.

Johnson, R.C, and Medinnus, G.R. (1974). Child psychology: behavior and development. New York: John Wiley and Sons.

Maier, H. (1978). Three Theories of Child Development, 3rd Edn. New York: Harper & Row.

Mussen, P. H., Conger, J. J. & Kagan, J. (1974). Child development and personality. New York: Harper & Row Publishers.

Papalia, D. E., Olds, S. W., Feldman, R. D.(2009).  Human Development. New York: McGraw-Hill.

Santrock, J. W. (2019). Life-span development. New York: McGraw-Hill.

Sarafino, E. P. and Armstrong, J. W. (1980). Child and adolescent development. Scott, Foresman and Company. P.5.

Tomlinson, C. & Keasey. (1985). Child Development. Homewood. Illinois: The Dorsey Press.

Watson, R.T, and Lindgren, H.C. (1973). Psychology of the Child. New York: John Willey and Sons Inc.

Course Credit: 4

PSY 202: Statistics in Psychology II

Credit Hours: 4

Introduction to the Course

The course provides an introduction to fundamental statistical principles and methods relevant to psychological research. The course is designed to help students develop the conceptual background and practical skills necessary to critically evaluate the statistics encountered in their coursework in Psychology, and to begin conducting statistical analysis of empirical data. Topics to be covered include statistical inference, probability distributions, sampling, hypothesis testing, normal curve and analysis of variance. The goal will be to go beyond rote memorization of abstract formulas and for students to develop an appreciation for the critical role that statistics plays in psychological science.

Course Objectives

At the end of this course, the students should be able to:

• Understand the major concepts that underlie the use of statistics in psychological research.
• Select and implement an appropriate statistical analysis for a given research design, problem, or hypothesis.
• Apply sampling techniques appropriately.
• Compare among different statistical models.
• Differentiate between the parametric and non-parametric tests.
• Understand and apply the parametric and non-parametric tests.
• Draw conclusions from statistical test results.

Course Contents and Number of Classes (Lecture Hour)

        Total number of classes: 60

Learning Outcomes

Upon completion of this course, the students should be able to:

Unit 1:

• Understand nature and types of probability.
• Know the difference between permutations and combinations.

• Comprehend the properties and use of the binomial distribution.

Unit 2:

• Define functions and frequency curves.
• Locate proportions of area under any normal curve above the mean, below the mean, and between two scores.
• Pinpoint scores in a normal distribution with a given probability.

Unit 3:

• Define principal concepts about sampling.
• Categorizes and defines the sampling methods.
• Identify the relation between the desired sample, the obtained sample, the sampling frame, and sample quality.
• Define and distinguish probability and nonprobability sampling and indicate when each is preferred.
• Describe the concept of sampling error, bias and releted concepts.
• Understand sampling Distribution and Central Limit Theorem.

Unit 4:

• Recognize the assupmtions of parametric and non-parametric tests.
• know the fundamentals of the most relevant parametric and nonparametric techniques for statistical inference.
• Choose and set up suitable parametric methods for hypothesis testing estimation.
• Solve hypothesis testing problems where the conditions for the traditional parametric inferential tools to be applied are not fulfilled.
• Use these methods in an effective and coherent way.

Unit 5:

• Define key terms that are associated with inferential statistics.
• Know the steps in testing a hypothesis.
• Describe the basic logic of significance testing.
• Understand how to develop Null and Alternative Hypotheses.
• Understand Type I and Type II Errors.

Unit 6:

• Recognize issues associated with the estimation of parameters.
• Obtaining a point estimate of a population parameter.
• Determining the sample size required to estimate a proportion.
• Specifying the underlying assumptions for confidence interval estimation.

Unit 7:

• Assess the statistical significance of data for a null hypothesis.
• Test hypotheses regarding the expectation of the measurement and the probability of an event.
• Identify the limitations of statistical hypothesis testing and the danger of misinterpretation of the test鈥檚 conclusions.

Unit 8:

• Know the conditions for applying chi-square test.
• Conduct and interpret chi-square goodness-of-fit hypothesis tests.
• Conduct and interpret chi-square test of independence hypothesis tests.
• Apply Yates鈥檚 correction where appropriate.

Unit 9:

• Understand what between-group and within-group variability consist of and represent.
• Understand the role of between-group and within-group variability in testing differences between group means.
• Calculate and interpret the degrees of freedom (df), between-group variance (MSBG), within-group variance (MSWG), the F-ratio (F), main effects and interaction effects.
• Understand why, in testing the difference between means, the inferential statistic is called the F-ratio.
• Understand the characteristics of the theoretical distribution of F-ratios.
• Conduct and interpret planned and unplanned comparisons for the one-way ANOVA..
• Understand concerns researchers have about unplanned comparisons.
• Define and describe familywise error, and how can it be controlled.

Unit 10:

• Know the assumptions and issues in ANCOVA.
• Use covariance analysis to increase precision in randomized experiments.
• Understand the steps required to perform two-way ANCOVA.
• Explain when ANCOVA is and is not appropriate and how correlations and interactions between the covariate and the independent variables affect interpretation.
• Investigate the effect of an analysis of covariance adjustment on the precision of inferences regarding the adjusted means and the interpretation of those means.
• Compare the original and adjusted group means to gain insight into the role of the covariates.

Instructional Strategies (Mode of Teaching)

The course will involve a number of instructional methods, such as the following:

• Audiovisual lectures
• Group discussions
• Assignments
• Data-based problem solving
• PowerPoint presentations

Readings

Blommers, P. & Lindquist, E. F. (1960). Elementary Statistical Methods. Boston: Houghton-Miffin Company.

Ferguson. G. A. (1989). Statistical Analysis in Psychology and Education. New York: McGraw Hill.

Guilford. J. P. (1979). Fundamental Statistics in Psychology and Education. New York McGraw Hill.

Hays, W. L. (1977). Statistics for the Social Science. New York: Holt Rinehart and Winston. Inc.

Mostafa. M. G. (1981). Methods of Statistics. Dhaka: Anwari Publication.

Islam, M. N. (2007). An Introduction to Research Methods: Theory and Applications. Book World.

Siegel. S. (1956). Nonparametric statistics for the behavioral sciences. New York: McGraw Hill.

Snedecor, G.W. & Cochran, W. G. (1967). Statistical Methods. Ames: Iowa State University Press.

Course Credit: 4

PSY 203: Basic Psychometrics

Credit Hours: 4

Introduction to the Course

Psychometrics is a field of study concerned with the theory and technique of psychological measurement. As defined by the US National Council on Measurement in Education (NCME), psychometrics refers to psychological measurement. Generally, it refers to the field in psychology and education that is devoted to testing, measurement, assessment, and related activities.

Course Objectives

Course Contents and Number of Classes (Lecture Hour)

        Total number of classes: 60

Learning Outcomes: After reading and studying each unit, students should be able to

Unit 1:

1. Define test, measurement, and assessment.
2. Describe and give examples of different types of tests.
3. Describe and explain the assumptions underlying assessment.
4. Describe and explain major applications of assessment.
5. Describe and explain principles and control of psychological testing.

Unit 2:

1. Describe the contributions made by early founders of testing.
2. Describe the timeline of intelligence and personality testing.
3. Understand the role of studying individual differences, experimental psychology, and psychophysics in psychometrics.

Unit 3:

1. Define measurement.
2. Describe different scales of measurement and give examples.
3. Understand the basic mathematical and statistical operations applicable to different scales of measurement.
4. Understand measurement theories namely Classical and Modern.
5. Understand errors in measurement and their relations to reliability and validity.

Unit 4:

1. Discuss the relationship between the reliability and validity of test scores and the quality of the items on a test.
2. Describe the importance of the item difficulty index and demonstrate its calculation and interpretation.
3. Describe the importance of the item discrimination index and demonstrate its calculation and interpretation.
4. Describe the relationship between item difficulty and discrimination.
5. Understand why and how item reliability and validity is calculated.
6. Describe the importance of distractor analysis and demonstrate its calculation and interpretation.
7. Describe how the selection of distracters influences item difficulty and discrimination.

Unit 5:

1. Define reliability, and describe three methods for estimating the reliability of a psychological test scores.
2. Describe how an observed test score is made up of the true score and random error, and describe the difference between random error and systematic error.
3. Calculate and interpret a reliability coefficient, including adjusting a reliability coefficient obtained using the split-half method.
4. Differentiate between the KR-20 and coefficient alpha formulas, and understand how they are used to estimate internal consistency.
5. Calculate the standard error of measurement, and use it to construct a confidence interval around an observed score.
6. Identify four sources of test error and six factors related to these sources of error that are particularly important to consider.

Unit 6:

1. Define validity and explain its importance in the context of testing and assessment.
2. Describe the major threats to validity.
3. Discuss different sources of validity evidence.
4. Explain the relationship between reliability and validity.
5. Explain how validity evidence is integrated to develop a sound validity argument.

Unit 7:

1. Describe the similarities and differences between a survey and a psychological test.
2. Able to construct a psychometric test and questionnaire.
3. Able to administer, score and interpret a test/questionnaire score.
4. Able to differentiate between good and bad tests.

Unit 8:

1. Understand the differences in assembling, adopting, and adapting a test.
2. Understand the need for adapting a test.
3. Understand the steps in adapting a test.
4. Understand the guidelines of adapting a test.
5. Able to follow the guidelines of International Test Commission.

Unit 9:

1. Describe raw scores and their limitations.
2. Define norm-referenced and criterion-referenced score interpretations and explain their major characteristics.
3. Describe the major types of standard scores.
4. Transform raw scores to different types of standard scores.
5. Convert standard scores from one format to another.
6. Define normalized standard scores and describe the major types of normalized standard scores

Unit 10:

1. Understand informed consent, confidentiality, data protection, and test security.
2. Explain the need for ethical codes relating to psychological assessment.
3. Understand the need for professional standards relating to administration, scoring, interpretation, and giving feedback.
4.  Understand the need professional standards relating to test translation and/ adaptation.
5. Appreciate the key principles of computer-based assessment and computer adaptive testing.

Instructional Strategies

Audiovisual Lecture, Discussion, Interactive Sessions, Problem Solving with Data.

Readings

Coaley, K. (2010). An introduction to psychological assessment and psychometrics. Sage Publications.

Cohen, R. J., Swerdlik, M. E., Smith, D. K., & Cohen, R. J. (1992). Psychological testing and assessment: An introduction to tests and measurement. Mayfield Publishing Company.

Coulacoglou, C., & Saklofske, D. H. (2017). Psychometrics and psychological assessment: Principles and applications. Academic Press.

Deborah, L. B. (2018). Measurement Theory and Practice for the Social Sciences. New York: Guilford.

Dimitrov, D. M. (2012). Statistical methods for validation of assessment scale data in counseling and related fields. American Counseling Association.

Field, A. P. (2013). Discovering statistics using IBM SPSS statistics. Sage Publications, Inc.

Ferguson, G.A., & Takane, Y. (1989). Statistical analysis in psychology and education. McGraw-Hill Book Co.

Kaplan, R. M., & Saccuzzo, D. P. (1989). Psychological testing: Principles, applications, and issues. Pacific Grove, Calif: Brooks/Cole Pub. Co.

Kline, P. A. (2015). Handbook of test construction: Introduction to psychometric design. .

Kline, T. J. B. (2005). Psychological testing: A practical approach to design and evaluation. Sage Publications, Inc.

Course Credit: 4

PSY 204: Social Psychology

Credit Hours: 4

Introduction to the Course

The field of social psychology has developed enormously in the last several years in research, in theory and in applications. It is in the social aspects of life that the answers to our pressing problems will be found. So, it is very essential to know the basic concepts as well as theories of Social Psychology as a student of Psychology

Course Objectives

The main objective of this course is to introduce the students to the field of social psychology, because it is an introductory course .It is expected that whatever their special area happens to be, they must know the introductory concepts. The second goal of this course is to present some perspective through the students may develop a better understanding of both his social environment and its relationship to them and their behaviour.

Course Contents and Number of Classes (Lecture Hour)

        Total number of classes: 60

Learning Outcomes

Unit 1: Learner will be able to identify what social psychology is, its axioms and different processes.

Unit 2: Understand the process and agents of socialization and how culture influences this Process

Unit 3: Learner will be able to understand how social factors or social situation influence perception

Unit 4: Understand the process of communication and gain knowledge and gain knowledge about verbal and non-verbal communication

Unit 5:  Learner will be able to learn what Attitude is, how to measure and fifferent theories regarding attituda change.

Unit 6: In this section learner will learn about group,group cohesiveness and other related concepts regarding group.

Unit 7: Understand the role of different factors in forming attraction. Students will know different theories explained attraction

Unit 8: In this section student will learn about soial roles, Nature of social roles,different aspects of social system.

Unit 9: Learner will learn what leadership is,role differentiation, legitimacy of leadership and theories related to it.

Unit 10: The students will learn about different types of collective behaviour, how these behoviour formed or acquired, their psychological explanation and the reducing techniques of undesirable behaviours.

Instructional Strategies (Mode of Teaching)

The course will involve a number of instructional methods, such as the following:

• lectures
• question - answer
• demonstrations
• PowerPoint presentations
• video content

Readings

Baron, R.A. & Byrne, D. (1999). Social Psychology. New Delhi: Prentice Hall of India

Krech, D., Crutchfield R.S. & Ballachey, E.L. (1962). Individual in Society. New York, USA: McGraw Hill Co. Ltd

Lindgren, H.C. (1972). An Introduction to Social Psychology. London: Wiley & Sons

Michael.A.Hogg, G.M Vaughan.(2018) Social Psychology. 8th edition. Pearson education limited.

Myers, D.G. (1993). Social Psychology. New York, USA: McGraw-Hill Co. Ltd ( INC).

Sargent, S.S. & Williamson, R.C. (1966). Social Psychology. New York, USA : The Ronald Press.

Secord, P.F.& Backman, C.W.(1974). Social Psychology. New York, USA: McGraw-Hill Co. Ltd (International student edition).

Smith, E.R. & Mackie, D.M.(2007). Social Psychology (3rded.). New York, USA: Psychology Press. Taylor, S.E., Peplam, L.A. & Sears, D. O. (2000). Social Psychology. New Jersey: Prentice Hall Ltd.

Course Credit: 4

PSY 205: Biopsychology

Credit Hours: 4

Introduction to the Course

Biopsychology is the scientific study of the biology of behavior. It has evolved over the past few decades and became one of the most important niches within the psychology field. This course is designed to develop an understanding of the students regarding the biological approach to the study of psychology rather than a psychological approach to the study of biology.

Course Objectives

The overall objective of this course is to help students develop their conceptual and theoretical knowledge of Biopsychology at the undergraduate level. The specific objectives are as follows-

1. To gain knowledge of the fundamental terminologies, research characteristics, and the research methodologies used in the field of biopsychology.

2. To understand the major structures of the brain according to location and associated higher psychological functions of brain lobes.

3. To acquaint the students with the sensory system organization, cortical mechanisms of vision, audition, touch, smell, taste, and selective attention in addition to cerebral asymmetry in neurological patients and behavioral asymmetry in the intact human brain. 

4. To gain knowledge of Amnesia, Alzheimer鈥檚 Disease, and concussion鈥檚 effect on learning and memory and get acquainted with their affected brain areas by structure and function.

5. To understand the process and models of localization of language, the split-brain and the cognitive neuroscience approach to language.

6. To gain knowledge of the neuroendocrine system, effects of the hormone on the brain mechanism and behavior in addition to the biopsychology of the emotion, stress, and health.

Course Contents and Number of Classes (Lecture Hour)

       Total number of classes: 60

Learning Outcomes

Unit 1: Students should acquire clear understanding about definition and relationship of biopsychology with other disciplines, research characteristics, divisions of it, and basics of fundamental genetics.

Unit 2: The students should learn the inception and progression of the nervous system following the structure and functions of the spinal cord. They should also develop a clear understanding of various crucial cortical areas and neuronal mechanisms involved in the processing of our interaction with the environment. More specifically, they should learn the structure and functions of the nervous system, cortex, nerves, hemispheres, and brain lobes.

Unit 3: Students should acquire a clear understanding about method of visualization and stimulation, psychophysiological activity measurement of human brain. They should also learn Pharmacological, genetic engineering, neuropsychological testing, behavioral methods of cognitive neuroscience to study human brain.

Unit 4: Students should acquire in depth understanding of the mechanisms of perception, conscious awareness, and attention. They should also learn the principles of sensory system organization, cortical mechanisms of vision, audition, somatosensation, chemical senses, and selective attention.

Unit 5: After completing this unit students should be able to comprehend the notion of cerebral asymmetry along with its anatomical and behavioral aspects. They should also gain more comprehensive idea of cerebral asymmetry from the evidence of both neurological patients and intact brain.

Unit 6: Students should acquire clear understanding of causes of brain damage, neuropsychological diseases, responses to nervous system damage, neuroplasticity and the treatment of CNS damage.

Unit 7: The students should learn about the physiological basis of learning, memory, and amnesia. They should acquire knowledge concerning amnesic effects of bilateral medial temporal lobectomy, Korsakoff鈥檚 syndrome, Alzheimer鈥檚 Disease, concussion, and the role of the hippocampus in memory storage.

Unit 8: Students should acquire clear understanding of hormones and sexual development of the body and behavior including the neuroendocrine system. Additionally, understand brain mechanisms of sexual behavior, sexual orientation and sexual identity.

Unit 9: Students should acquire clear understanding of cerebral lateralization of function, the split brain, the Wernicke-Geschwind Model of cortical localization of language, and the cognitive neuroscience approach to language.

Unit 10: The students should learn about the biopsychology of emotion, its nature, and brain mechanisms of human emotion concerning stress and health.

Instructional Strategies (Mode of Teaching)

This course follows primarily a lecture (with or without using a multimedia projector). Readings from the text should be completed beforehand by the students in order to maximize understanding of the subject material and group discussion will follow.

Readings

Kalat, J. W. (2007). Biological Psychology (9th Edition). Belmont, CA: Cengage Learning.

Kolb, B. & Whishaw, I. Q. (2008). Fundamentals of Human Neuropsychology (5th Edition). NY: W. H. Freeman

Morgan, C. T. (1965). Physiological Psychology (3rd Edition). NY: McGraw-Hill.

Pinel, J. P. J. (2006). Biopsychology (9 th Edition). Harlow, Essex: Pearson Education Limited.

Course Credit: 4

PSY 206: Data Analysis and Computers

Credit Hours: 4

Introduction to the Course

This is an introductory course on basic concepts of the computer and popular packages for quantitative and qualitative data analysis. The course contents discuss the organization of the computer system. This course is designed to make familiarizing with the application of SPSS and to review several statistical techniques and discuss the situations in which it would be used. This course discusses data entry, data import, data management, some basic data visualization, statistical analysis procedures, and how to interpret the results in SPSS. This course also introduces Nvivo, ATLAS.ti, MAXQDA software for easier data analysis during the qualitative research process.

Course Objectives

The knowledge of this course will enable a student to have a general overview of a computer system, to get fundamental concepts of a database, to able to understand the basics of SPSS, to able to start SPSS program, to able to apply basic statistics using SPSS, to develop skills for data analysis in qualitative studies.

Course Contents and Number of Classes (Lecture Hour):

        Total number of classes: 60

Learning Outcomes:

Instructional Strategies (Mode of Teaching):

The content for this course will be taught using multiple teaching approaches: lecture and discussion, practical demonstration, cooperative group work, problems solving in the classroom and group presenattions.

Readings

Mayers, A. (2013). Introduction to Statistics and SPSS in Psychology ( 1^st  Ed.). Pearson Education Limited Edinburgh Gate, UK.

IBM SPSS Statistics 20 Command Syntax Reference. IBM Corporation.

Flick, U. (2014). The SAGE Handbook of Qualitative Data Analysis. SAGE Publications Limited, London, UK.

Course Credit: 4

PSY 207: Social Work

Credit Hours: 4

Introduction to the Course

This course is to introduce some basic and fundamental aspects of social work to the students of psychology. The main contents of the course include social work related concepts and find out these concepts within the aspects of psychology, then this course includes a number of theories and approaches of social work such as role theory, client-centered theory, participatory approach, life model approach, and then find out these implications in psychology. Finally, this course includes the principal social work methods such as social case work, social group work and community social work that teach the students such a way so that they can apply the social work theories and approaches to deal social work as well as psychology related practices. The principal rationale is that social work is very much related with psychology and psychology with social work and vice versa. Both of the disciplines are dependent with each other in terms of the development of theories, knowledge sharing and working practice. As a result, the students of psychology need to know some basic ideas about social work discipline. It is important that in most of the cases, the practitioners of psychology as well as social work put their efforts together. At the end, this course highlights several areas of social work services such as medical social work, women welfare and correctional services where the students will find some observation how social work is being practiced. The main thrust of this course is to provide some basic learning鈥檚 to the students of psychology so that they can grasp some basic knowledge of social work.

Course Objectives

The objectives of the course are:

1. to introduce the students of psychology about the meaning of social work and its philosophy and the relationship between social work and psychology;

2. to make the student understand about some basic social work related concepts, methods, theories/approaches and their relevancy and application to psychology;

3. to acquaint students with the knowledge of social work, principles of social work, values of social work, code of ethics of social work and the relevancy to psychology;

4. to provide learning to the students about problem solving processes of social work such as rapport, psycho-social study, diagnosis/assessment, treatment, evaluation and follow up; and

5. to provide the knowledge about development policies and programs of social work services where the students will find some observation how social work and psychology are being practiced.

Course Contents and Number of Classes (Lecture Hour)

Total number of classes: 60

Learning Outcomes

After studying each unit, students should be able to:

Unit 1:

• Explain the concept of social work and its philosophy
• Understand the relationship between social work and psychology
• Differentiate between social work and psychology

Unit 2:

• Understand social work related concepts and their relevancy to psychology
• Compare different social work related concepts such as social welfare, social change, social security and social development
• Distinguish between social welfare and social work

Unit 3:

• Understand profession and its characteristics
• Explain social work as a profession
• Describe principles of social work and its relevancy to psychology
• Understand values of social work
• Explain code of ethics of social work and relevancy to psychology

Unit 4:

• Explain the different theories and approaches related to social work
• Compare and contrast the theories
• Understand the application of these theories and approaches in psychology

Unit 5:

• Categorize the methods of social work
• Explain the basic methods and auxiliary methods of social work
• Distinguish the different methods of social work

Unit 6:

• Describe the method social case work and its objective
• Understand the principles of social case work and relevancy to psychology
• Explain problem solving processes/steps; psycho-social study, diagnosis/assessment, treatment, evaluation and follow-up
• Understand the application of these problem solving processes in psychology
• Describe rapport and its importance in social work and psychology
• Identify the fields/scope of social case work in Bangladesh

Unit 7:

• State the meaning, objectives and principles of social group work
• Understand leader and leadership and types of leadership
• Identify the functions of a social group worker
• Identify the fields/scope of social group work in Bangladesh
• Understand the application of social group work in Psychology

Unit 8:

• State the definition and objectives of community development and community organization
• Compare between community development and community organization
• Describe the principles and methods of community development and community organization
• Understand the application of community development and community organization

Unit 9:

• Describe several social welfare programs in Bangladesh
• Find some observation how social work and psychology are being practiced.

Instructional Strategies (Mode of Teaching)

The course will use lecture and audio-visual presentations. We will follow the group discussions, home work, lesson plan, hands out, book references and assignment presentation. Students will be also encouraged to ask questions, comment, and share personal reflections.

Readings

Biestek, Felix P,(1957). The Case Work Relationship, Chicago: Loyola University Press.

Badlock, Peter, (1974). Community Work and Social Work, London: Routledge and Kegan Paul.

Friedlander, Walter A. (1977). Concepts and Methods of Social Work, (2nd Ed.) New Delhi: Prentice-Hall.

Friedlander, Walter A. (1963). Introduction to Social Welfare, (2nd Ed.) New Delhi: Prentice-Hall.

Hussain, N. & Alauddin M. (1970). Introduction to Social Work Methods, Dhaka: College of Social Welfare and Research Centre.

Konopka, Gisela (1972). Social Group Work: A Helping Process, (2nd Ed.) New York: Prentice-Hall. Perlman,

Helen Harris (1965). Social Case Work: A Problem-solving Process, Chicago: The University of Chicago Press.

Ross, Murray G. (1955). Community Organization: Theory and Principles, New York: Harper & Brothers Publishers.

Turner, Francis J. and Kendall, Katherine A. (1986). Social Work Treatment: Interlocking Theoretical Approaches, (3rd Ed.) New York:The Free Press.

Trecker, Harleigh B. (1967). Social Group Work: Principles and Practices, (5th Ed.) New York: Association Press.

Course Credit: 2

Presentation

Course Credit: 4

Practical (Experimentation)

Course Credit: 2

Viva Voce

Course Credit: 4

PSY 301: Developmental Psychology II

Credit Hours: 4

Introduction to the Course

Developmental psychology is the branch of psychology that studies the development of the human being from conception to birth. It is the study of an individual鈥檚 social, emotional, cognitive, and biological development through his or her lifespan. The focus of this course is from adulthood to later life. It strengthens our knowledge of factors that define and affect adult development and the aging process.

Course Objectives

This course is designed to help students develop the conceptual background and research findings related to human life span. Some objectives of the course are:

1. To know the common characteristic of age changes that emerge in appearance, behavior, interests, and goals from one developmental period to another.
2. To examine how a person grows, develops, and declines by taking multiple aspects and placing them in different frameworks for understanding.
3. To explore when this change occurs and what causes them
4. To analyze how they influence behavior
5. To understand the major influences on development in late adulthood, including normative and non-normative change.
6. To evaluate theory and research on age-related changes in adult physiology, sensory and perceptual abilities, cognition, memory, social relationships, social cognition, personality, and mental and physical health. 

Course Contents and Number of Classes (Lecture Hour)