Week 16 · Lecture outline

Week 16 — Lecture Outline · Final Review & Exam

Introduction to Psychology · PSYC 1 Fall 2026 · Prof. Bennett Fictional sample

Course: Introduction to Psychology (PSYC 1) · Silver Oak University (fictional sample) · Prof. Bennett
Objectives covered: cumulative — Objectives 1–8 (Weeks 1–15). Obj 1 — the science of psychology & its perspectives; Obj 2 — research methods & ethics; Obj 3 — biological bases of behavior; Obj 4 — sensation, perception & consciousness; Obj 5 — learning & memory; Obj 6 — cognition, intelligence, motivation & emotion; Obj 7 — development across the lifespan & personality; Obj 8 — social behavior, stress & health, disorders & treatment.
SLOs touched: A (apply concepts to real-world behavior) · B (reason scientifically about claims regarding mind and behavior)
Meeting pattern: 2 sessions × 75 min = 150 min. Segment minutes below total ~150; scale to your own pattern.

This is the final review-and-exam week — no new content. It is cumulative over the entire course (Weeks 1–15, Objectives 1–8). Each segment briskly re-teaches one or two objectives with its highest-yield ideas, one signature example, and the single misconception most likely to cost points; the final segment frames the comprehensive Final and how to prepare. Built to be taught from cold as a capstone review: an instructor (or a substitute) can run it without having taught the course, because every definition, example, and cure travels with the segment. This week's only graded item is the Final (30%) — there is no quiz, no discussion, and no assignment this week; the Final stands in for all of them. The Final pairs with a Study Guide + Exam-Prep Tutorial + Practice Final, built separately and referenced here by name.

Week at a Glance


The week's big question	"Across the whole course — what psychology is, how it studies behavior, the brain behind it, how we sense and become aware, how we learn and remember, how we think and feel, how we develop and differ, and how others and our health shape us — what is the one honest move each topic asks of us, and where does everyone slip?"
By the end of the week, students can…	(1) re-run each objective's core move on demand — define psychology and read a behavior through the right perspective (Obj 1); name a study's design, IV/DV, and whether it earns the word cause (Obj 2); trace the neuron and match a brain structure to its job (Obj 3); tell sensation from perception and recognize a sleep stage or drug class (Obj 4); label a conditioning scenario and explain why memory is reconstructive (Obj 5); spot a heuristic/bias and name an intelligence, motivation, or emotion theory (Obj 6); place a Piaget stage or attachment style and read a Big Five profile or a defense mechanism (Obj 7); diagnose the fundamental attribution error, walk the General Adaptation Syndrome, and match a disorder to an evidence-based therapy without stigma (Obj 8); (2) name and avoid the highest-cost misconception in each theme; (3) walk into the Final knowing its coverage, its weight (30%), and a concrete plan built around the Study Guide, the Exam-Prep Tutorial, and the Practice Final.
Key vocabulary (all review)	psychology, behavior/mental processes, the six perspectives, biopsychosocial, Wundt 1879, theory/hypothesis; experiment/correlational/descriptive, IV/DV, correlation ≠ causation, random sampling vs. random assignment, informed consent/IRB; neuron, action potential (all-or-none), synaptic gap, neurotransmitter, sympathetic/parasympathetic, the lobes, hippocampus/amygdala/cerebellum; sensation/perception, transduction, threshold, rods/cones, Gestalt, sleep stages & REM, depressant/stimulant; classical conditioning (UCS/UCR/CS/CR), reinforcement/punishment (+/−), schedules, observational learning, memory model & 7±2, explicit/implicit, the misinformation effect; heuristic (availability/representativeness), confirmation bias, functional fixedness, Spearman g / Gardner / Sternberg, drive-reduction/Yerkes-Dodson/Maslow, James-Lange/Cannon-Bard/Schachter-Singer; Piaget's stages, object permanence, conservation, attachment (Harlow/Ainsworth), Erikson, the Big Five (OCEAN), id/ego/superego & defense mechanisms, projective vs. self-report; fundamental attribution error, conformity/obedience, bystander effect, cognitive dissonance, the General Adaptation Syndrome, problem- vs. emotion-focused coping, the 3 D's, the biopsychosocial/diathesis-stress model, CBT/exposure, the stigma-reduction fact
Materials	slides (Deck 16 — the final-review deck), the Study Guide, the Exam-Prep Tutorial (AI), the Practice Final, one approved chatbot (Gemini / Claude / ChatGPT) for the audit-the-AI review moment
Timing note	8 segments, ~150 min total. Session 1 (Tue) = Segments 1–4 (~75): the map + Objectives 1–4 (science → methods → brain → sensing & awareness). Session 2 (Thu) = Segments 5–8 (~75): Objectives 5–8 (learning/memory → thinking/feeling → development/personality → social/health/disorders) + the Final frame. Scale to your own pattern.

Segment 1 — Hook & the Map of the Whole Course (10 min) · Session 1 opens

Hook. Put one sentence on the board with no comment: "People with a mental illness are dangerous." Ask: "True or false — and how do you know?" Let the room react, then point out they're reaching for exactly the move the whole course taught: don't trust what feels obvious or what the media repeats; ask what the evidence shows. (It's false — people with a mental disorder are far more often victims of violence than perpetrators; we'll get there in Objective 8.)
- "That instinct — to interrogate a claim about people before believing it — is the entire course, sixteen weeks and eight objectives. They line up into one story about human behavior. Today we walk the whole story once, fast, and find the exact spot in each chapter where points get lost. That's the Final."

The promise (write it on the board): "By Thursday you'll be able to take any of the eight big areas — what psychology is, how we study it, the brain, sensing & awareness, learning & memory, thinking & feeling, developing & differing, and the social/health/clinical world — and on demand state the one honest move it requires and the one mistake that sinks it."

The map (one slide, say it out loud — this is the photograph slide of the week):

FOUNDATIONS: Obj 1 WHAT psychology is (a science of behavior + mental processes) · Obj 2 HOW we study it (design & ethics) · Obj 3 the BRAIN behind it.
MIND IN ACTION: Obj 4 SENSING & being AWARE · Obj 5 LEARNING & MEMORY · Obj 6 THINKING & FEELING (cognition, intelligence, motivation, emotion).
THE WHOLE PERSON, IN THE WORLD: Obj 7 DEVELOPING & DIFFERING (development & personality) · Obj 8 OTHERS, STRESS & the CLINICAL world (social, health, disorders & treatment).

Why it matters line (memory hook): "The whole course is one sentence — psychology studies behavior and mental processes scientifically: test the claim, map the brain, trace how we sense and learn, explain how we think and feel, watch how we grow and differ, and see how other people and our own health shape it all."

Segment 2 — Objectives 1 & 2 Review: What Psychology Is & How We Know (20 min)

Re-teach Obj 1 in plain language. Psychology is the scientific study of behavior and mental processes. Behavior is what we can see and record; mental processes are the internal events we infer ("behavior we see; mental processes we infer"). What makes it a science is the scientific attitude (curious, skeptical, humble) and empiricism (evidence over "it's obvious"); hindsight bias is why untested claims feel certain. Working psychologists read any behavior through six perspectives — biological, psychodynamic, behavioral, cognitive, humanistic, sociocultural — grouped as bio-psycho-social; they're complementary, not rivals. Get the history right: Wundt, 1879 founded the science; structuralism named the parts (Wundt/Titchener), functionalism asked the purpose (James).

Re-teach Obj 2 in plain language. Three kinds of study, three different rights to the word cause: descriptive = watch and report; correlational = measure two things and see if they move together (a link); experiment = manipulate one variable (the IV) and measure another (the DV) while controlling the rest — the only design that earns cause. The most expensive mistake in research lives here: correlation ≠ causation, because of the third-variable problem and the directionality problem. Two "random" tools, two jobs: random sampling = who's studied (generalize); random assignment = who's treated (cause). Ethics travel along: informed consent, the right to withdraw, debriefing, and IRB approval.

One quick worked example (read it, reason it out):

Headline: "Students who use a study app get higher grades."
- As a survey, this is correlational — a link, not proof. A likely third variable: more motivated students self-select into the app, and motivation could raise both.
- To earn cause: run an experiment — randomly assign 200 students, half use the app, half don't, then compare grades. IV = app use; DV = grade. Random assignment balances motivation. Honest report (SLO B): "They rise together here, but only the randomized version could say the app causes it."

Highest-cost misconception + cure:
- ❌ "The perspectives are rivals — one wins," and "a strong correlation proves cause."
✅ Cure: the perspectives are levels of analysis — "anxiety is just brain chemistry" is like "a novel is just ink." And for causation, ask "was anything randomly assigned?" — if no, it's a link; hunt the third variable. (Bonus: strength is the absolute value — −0.85 is stronger than +0.30.) "Correlation is a handshake, not a push."

Segment 3 — Objectives 3 & 4 Review: The Brain, Sensing & Awareness (22 min)

Re-teach Obj 3 in plain language. Behavior runs on biology. One neuron receives at the dendrites, decides at the soma, fires an all-or-none action potential down the axon (sped by myelin), and releases neurotransmitters at the terminals — which cross the synaptic gap to the next cell. "Neurons never touch — they text." Neurotransmitters each have a role (dopamine = reward/movement; serotonin = mood/sleep; GABA = the brakes; glutamate = the gas). CNS (brain + cord) vs. PNS; within the autonomic PNS, sympathetic = gas (fight-or-flight) and parasympathetic = brake (rest-and-digest). Match structures to jobs: hippocampus forms memories, amygdala = fear, cerebellum = coordination, and the lobes — front plans, parietal feels, occipital sees, temporal hears.

Re-teach Obj 4 in plain language. Sensation = detecting physical energy; perception = organizing and interpreting it; transduction = converting energy to neural signals — the bridge ("detect it · translate it · interpret it"). Perception runs bottom-up and top-down at once. The absolute threshold is the faintest stimulus detectable 50% of the time; sensory adaptation dials down a constant stimulus. Rods see dim light and the periphery in black-and-white; cones see color and detail ("cones for color"). The brain groups input by Gestalt principles and judges distance with depth cues. A ~24-hour circadian rhythm drives a ~90-minute cycle through NREM-1 → 2 → 3 → REM, where REM brings vivid dreams and "paradoxical" active-brain/still-body sleep. Drugs are depressants (slow you — alcohol), stimulants (speed you — caffeine), or hallucinogens (distort).

One quick worked example (do it out loud):

Scenario: you hear your name across a noisy party.
- Sensation: sound waves hit the ear. Transduction: the ear converts them to neural signals. Perception: the brain organizes and interprets them as your name — and top-down expectation (you're listening for it) makes you catch it over the noise.
- Tie-in: after a few minutes you stop noticing the party's background hum — sensory adaptation to a constant stimulus.

Highest-cost misconception + cure:
- ❌ "We only use 10% of our brains," "neurons touch," and "rods let us see color."
✅ Cure: imaging shows whole-brain activity — no spare 90%; the signal is electrical inside, chemical across the synaptic gap; and it's cones for color (rods = dim light, black-and-white). "The sleeping brain is intensely active — asleep is not unplugged."

Segment 4 — Objective 5 Review: How We Learn & Remember + Quick Drill (23 min) · Session 1 closes (~75)

Re-teach in plain language. Learning = a relatively permanent change from experience. Three models:
- Classical conditioning (Pavlov) — an association between two stimuli. Label the four parts: UCS (automatic trigger) → UCR (automatic reaction); a neutral stimulus paired with the UCS becomes the CS, producing a learned CR. "Unconditioned = unlearned; conditioned = learned; the CR is the UCR's learned echo."
- Operant conditioning (Skinner) — behavior shaped by consequences. The rule that prevents every mistake: reinforcement always INCREASES behavior; punishment always DECREASES it. Positive = ADD; negative = REMOVE — add/remove, not good/bad. Variable-ratio (the slot-machine schedule) produces the steadiest, hardest-to-quit behavior.
- Observational learning (Bandura's Bobo doll) — we learn by watching a model, no direct reward needed; vicarious reinforcement makes imitation more likely.

Memory is three processes — encoding (get it in), storage (keep it), retrieval (get it back) — across three stores: sensory → short-term/working (~20–30 s, about 7±2 items; "short-term holds; working memory works") → long-term (vast, durable). Long-term splits into explicit (knowing THAT) and implicit (knowing HOW). The headline: memory is reconstructive — you rebuild it from fragments — so the misinformation effect can edit it.

One quick worked example (label every part):

Scenario: a person tenses at the smell and sound of the dentist's office before any tooth is touched.
- UCS = the drill (causes pain automatically). UCR = pain/tensing to the drill. Neutral → CS = the office smell/sound (paired with the drill over visits). CR = the anxiety walking in. Tie-in: cleaning-only visits with no drill let it fade — extinction.
- Memory tie-back — Loftus & Palmer's car-crash study: changing one verb from "hit" to "smashed into" raised speed estimates, and a week later the "smashed" group falsely remembered broken glass (there was none). "Confidence ≠ accuracy."

Interaction — rapid-fire "name the move" (think-pair-share, ~6 min): put four one-liners on a slide; students call it solo (30 s), neighbor (1 min), vote.

Buckle the seatbelt → the beeping stops → you buckle faster. (negative reinforcement — behavior ↑)

A toddler can ride a bike but can't say how. (implicit / procedural memory)

A bell rung alone now makes the dog salivate. (the conditioned stimulus → conditioned response)

A confident eyewitness recalls a detail that wasn't there. (reconstructive memory / the misinformation effect)

Highest-cost misconception + cure:
- ❌ "Negative reinforcement is just punishment," and "memory is a video recording."
✅ Cure: negative reinforcement INCREASES behavior — it removes something aversive (the seatbelt beep stops). Read +/− as add/remove. And memory is reconstructive and editable — a vivid, confident memory can be flat wrong. "Memory isn't a recording — it's a story you rebuild."

Segment 5 — Objective 6 Review: Thinking & Feeling (22 min) · Session 2 opens

Hook back in: "Session 1 we built the foundations and learned how we learn. Now the mind in full motion — how we think, and how we feel."

Re-teach in plain language. Cognition is thinking, knowing, remembering. We run on heuristics — fast mental shortcuts (vs. an algorithm, the slow but guaranteed procedure) — and they usually work but sometimes misfire: the availability heuristic (judge by how easily examples come to mind), the representativeness heuristic (judge by resemblance to a prototype, ignoring base rates), confirmation bias (favor evidence for what we already believe), and functional fixedness (only seeing an object's usual use). Intelligence has three classic readings: Spearman's g (one general engine), Gardner's multiple intelligences (many separate talents), Sternberg's triarchic (analytical/creative/practical). Motivation theories: drive-reduction (a need creates a drive → act → homeostasis), arousal/Yerkes-Dodson (perform best at moderate arousal; harder tasks need lower arousal), incentive (pulled by rewards), and Maslow's hierarchy (physiological → safety → belonging → esteem → self-actualization). Emotion = body + behavior + interpretation, with three classic theories: James-Lange (body first, then read it), Cannon-Bard (arousal and feeling at once), Schachter-Singer two-factor (arousal + a cognitive label = the specific emotion).

One quick worked example (do it out loud):

One bear, three theories of emotion. You round a trail bend and see a bear.
- James-Lange: heart pounds first → you infer fear from the body. Cannon-Bard: pounding heart and conscious fear arrive together. Schachter-Singer: general arousal + the appraisal "that's a bear, dangerous" = fear — and if it's "my friend in a bear costume," the identical pounding heart becomes laughter. "Your body provides the volume; your mind picks the song."

Highest-cost misconception + cure:
- ❌ "Heuristics are just irrational mistakes," and "each emotion has its own distinct body state."
✅ Cure: heuristics are efficient shortcuts that usually work — the occasional error is the price of the speed, not proof of a broken mind (smart people use them too). And arousal is often very similar across emotions; what sorts fear from excitement is largely the cognitive label (the Schachter-Singer insight).

Segment 6 — Objective 7 Review: Developing & Differing (20 min)

Re-teach development in plain language. Developmental psychology studies change across the whole lifespan. Piaget's four stages (fixed order): sensorimotor (birth–~2; hallmark object permanence — things exist when unseen) → preoperational (~2–7; language and pretend, but pre-logical — egocentrism, no conservation) → concrete operational (~7–11; logic for concrete things, now conserves) → formal operational (~12+; abstract "what-if" reasoning). Attachment: Harlow showed contact comfort beats food; Ainsworth's Strange Situation reads the bond at reunion — secure (safe base, settles at reunion) vs. insecure. Erikson runs eight psychosocial stages across the lifespan (Trust as a baby, Identity vs. Role Confusion as a teen, Integrity at the end).

Re-teach personality in plain language. Four families: psychodynamic, humanistic, trait, social-cognitive. Freud's structure: id (impulsive, pleasure-now) · superego (conscience) · ego (realistic mediator) — and defense mechanisms (repression, denial, projection, rationalization, displacement). The evidence-based trait model is the Big Five / OCEAN — Openness, Conscientiousness, Extraversion, Agreeableness, Neuroticism — continuous dials, not boxes. Social-cognitive (Bandura): reciprocal determinism and self-efficacy. Assessment: self-report inventories like the MMPI (good reliability/validity) vs. projective tests like the Rorschach (weaker).

One quick worked example (do it out loud):

Piaget's conservation-of-liquid task. Two short, wide glasses filled to the same line — the child agrees "same." Pour one into a tall, thin glass (juice rises higher); ask "more, or the same?"
- Preoperational child (~4–5): "the tall one has more" — captured by one dimension (height), can't reverse it = no conservation. Concrete operational child (~8): "same — you just poured it, you didn't add any" = conservation. The younger child isn't "dumb" — the mind is built differently at that stage.

Highest-cost misconception + cure:
- ❌ "Development basically stops after childhood," and "online 'type' quizzes reveal my real personality."
✅ Cure: development is lifelong — Erikson runs to the last stage, crystallized knowledge keeps growing; aging is change, not pure loss. And most pop quizzes have weak reliability and validity; the Big Five is the evidence-based model (and they're dimensions, not types). (Bonus: object permanence is sensorimotor, not preoperational.)

Segment 7 — Objective 8 Review: Others, Stress & the Clinical World (24 min)

Re-teach social psychology in plain language. Other people shape us. The fundamental attribution error (FAE) = when explaining others, we over-weight disposition and under-weight the situation (for ourselves, the self-serving bias flips it). Cognitive dissonance (Festinger) = the tension when actions and attitudes clash; we often change the attitude to match what we did. Conformity (Asch) bends what you'll say; obedience (Milgram) bends what you'll do; the bystander effect = more onlookers, less help, via diffusion of responsibility. Keep stereotype (belief) / prejudice (attitude) / discrimination (behavior) distinct.

Re-teach stress & health in plain language. Stress is how we respond to events we perceive as threatening; stressors come in three sizes (catastrophes, life changes, daily hassles). The body's fight-or-flight (Cannon) and General Adaptation Syndrome (Selye) — Alarm → Resistance → Exhaustion — describe the arc; chronic high cortisol suppresses immunity. Coping fits to control: problem-focused when the stressor is within your control, emotion-focused when it's outside it. Eustress is real and useful — the enemy is chronic, unrecovered stress.

Re-teach disorders & treatment in plain language (with care). Disorders are common (about one in five adults in a year), treatable health conditions, not character flaws — reaching out is a strength. Define abnormality by the 3 D's (Distress, Dysfunction — usually the heaviest, Deviance) within context; the biopsychosocial / diathesis-stress model explains why predisposition + stress yields a disorder. Match the therapy to the pattern: exposure (behavioral) is the go-to for phobias; CBT is the most-studied, "gold-standard" approach for many conditions; biomedical options (medication classes; ECT for severe, treatment-resistant depression) round it out. A disorder is something a person has, not something a person is.

One quick worked example (do it out loud):

The driver who cuts you off (FAE). Your instant explanation is "What a jerk" (dispositional); you rarely think "maybe there's an emergency and they're racing to the ER" (the situational read you'd reach for instantly if it were you). The error isn't that the situation is always the answer — it's that we barely consider it for other people. "For others we blame the person; for ourselves, the situation."

Highest-cost misconception + cure:
- ❌ "Behavior is driven mostly by personality, not the situation," and "people with a mental illness are dangerous."
✅ Cure: ordinary situations move people more than personalities do (FAE, Asch, Milgram) — ask what situation makes most people do that. And the "dangerous" stereotype is false and harmful: most people with a disorder are not violent, and they are far more often victims than perpetrators — the image comes from sensational media and keeps people from seeking help. (Bonus: the GAS order is Alarm → Resistance → Exhaustion last; eustress is real — aim for recovery between pushes, not zero stress.)

Segment 8 — The Final Frame: What's On It & How to Prepare (15 min) · Session 2 closes (~75)

Audit-the-AI review moment (the course's recurring habit, one last time before the exam):

Paste to an approved chatbot: "Is negative reinforcement the same as punishment? And are people with a mental illness usually dangerous?"
Check it against what we taught. Chatbots sometimes blur negative reinforcement with punishment (it increases behavior) and may repeat the "dangerous" stereotype about mental illness (false — far more often victims, and the responsible, recovery-oriented framing matters). The tool drafts; you judge. Catch both and you're ready.

What's on the Final (state it plainly — put it on the closing slide):
- Coverage: cumulative over the whole course — Weeks 1–15, Objectives 1–8. The science of psychology & perspectives; research methods & ethics; the brain; sensation, perception & consciousness; learning & memory; cognition, intelligence, motivation & emotion; development & personality; and social behavior, stress & health, disorders & treatment. The midterm already covered the first half (Objectives 1–5), so the early objectives are tools the later ones use — fair game, but the back half (Objectives 6–8) leans heaviest since it wasn't on the midterm.
- Format & weight: 25 items, 100 points (4 each) — all concept and scenario items (psychology has no arithmetic): recognize a perspective, name an IV/DV, match a brain structure, label a CS/CR, spot a heuristic, place a Piaget stage or a Big Five dial, diagnose the FAE, or match a disorder to a therapy. Mixed item types (mostly multiple-choice, plus matching, multiple-answer, and true/false). The Final is 30% of the course grade — the single largest assessment — and replaces Quiz 16 and Assignment 16. (There is no Quiz 16, no Discussion 16, and no Assignment 16 — the Final stands in for all of them.)
- Coverage weight (so you study proportionally): Obj 1 ≈ 3 · Obj 2 ≈ 3 · Obj 3 ≈ 3 · Obj 4 ≈ 3 · Obj 5 ≈ 3 · Obj 6 ≈ 4 · Obj 7 ≈ 3 · Obj 8 ≈ 3 — proportional to teaching time, with cognition/intelligence/motivation/emotion (Obj 6) the single biggest slice.

The preparation plan (point at each artifact by name):
1. Study Guide — work it first; it's the checklist of every move across the eight objectives.
2. Exam-Prep Tutorial — run it with an approved chatbot (Gemini / Claude / ChatGPT) and submit the share link; it diagnoses and drills your weak spots adaptively across all eight objectives.
3. Practice Final — sit it timed, like the real thing, then review every miss against the Study Guide.

Callback + send-off:
- Callback: "Every item on the Final is a move you already made this term — Week 1 you learned to interrogate a claim about people before believing it, and that instinct runs through all eight objectives: define it scientifically, study it carefully, map the brain, trace sensing and learning, explain thinking and feeling, watch how we develop and differ, and see how others and our health shape us."
- Send-off: "You don't need to cram everything — you need the eight honest moves and the mistake that sinks each one. Work the Study Guide, run the Exam-Prep Tutorial, take the Practice Final, then sit the Final. You've built every one of these skills across fifteen weeks. Go show them."

Hand-off (the week's work): review the Study Guide, run the Exam-Prep Tutorial (submit the share link), take the Practice Final, and sit the comprehensive Final (window opens Mon Dec 14; due Fri Dec 18, 11:59 p.m.). No quiz, discussion, or assignment this week — the Final is the whole grade for the module.

Instructor FAQ — Common Stumbles (Final-Review Week)

Student says / does	Quick cure
Treats the six perspectives as rivals where one "wins."	They're levels of analysis, not competitors. "Anxiety is just brain chemistry" is like "a novel is just ink." Ask what each lens reveals.
Calls a strong correlation "proof" of cause.	Ask: was anything randomly assigned? No → it's a link. Hunt the third variable; check directionality. (Strength = absolute value: −0.85 > +0.30.)
Believes the "10% of the brain" myth, or that neurons touch.	Imaging shows whole-brain activity. The signal is electrical inside, chemical across the synaptic gap — neurons don't touch.
Says rods let us see color, or that the brain shuts off in sleep.	Cones = color & detail (rods = dim light, black-and-white). The sleeping brain is active, especially in REM — "asleep is not unplugged."
Calls negative reinforcement a kind of punishment.	Negative reinforcement INCREASES behavior by removing something aversive (the seatbelt beep stops). Reinforcement ↑, punishment ↓; +/− = add/remove.
Thinks memory is a recording.	Memory is reconstructive — rebuilt from fragments and editable (the misinformation effect). Confidence ≠ accuracy.
Calls heuristics "just irrational."	They're efficient shortcuts that usually work; the occasional bias is the price of speed. Smart people use them too.
Thinks each emotion has its own body state.	Arousal is often similar across emotions; the cognitive label sorts them (Schachter-Singer). "Body sets the volume; mind picks the song."
Says object permanence is preoperational, or that development stops after childhood.	Object permanence = sensorimotor. Development is lifelong (Erikson runs to the end; crystallized intelligence keeps growing).
Thinks a strong correlation in personality "type" quizzes is science.	Most have weak reliability/validity. The Big Five is the evidence-based model — dimensions, not boxes.
Says behavior is mostly personality, not situation.	Mostly backwards — situations move people more than personalities (FAE, Asch, Milgram). Ask what situation makes most people do that.
Repeats that people with mental illness are dangerous.	False and harmful — most are not violent and are far more often victims. Use person-first language; help is a strength, not a last resort.
Panics that the Final is "literally everything."	It's the eight honest moves, not a thousand facts. The back half (Obj 6–8) leans heaviest since the midterm covered 1–5; the early objectives are the tools the later ones use. Study Guide → Exam-Prep Tutorial → Practice Final, in that order.

Scope flag

This outline is pure review of Objectives 1–8 — no new material. The framing extras (the three-act "foundations → mind in action → the whole person" map, the recurring audit-the-AI habit, the carried-over mnemonics) are retained context from the term because they make the cures stick; cut them for a leaner 60-minute review. Real historical figures (Wundt, James, Watson, Skinner, Freud, Rogers, Maslow, Pavlov, Bandura, Loftus, Piaget, Harlow, Ainsworth, Erikson, Asch, Milgram, Festinger, Selye, and others) are referenced factually as the discipline's history; the instructor and institution remain fictional. The Objective-8 disorder content is kept non-sensational, non-stigmatizing, and recovery-oriented (person-first language; the "dangerous" stereotype named as a myth; help framed as a strength; campus counseling and the U.S. 988 line surfaced plainly). The Final and its bundle (Study Guide, Exam-Prep Tutorial, Practice Final) are built separately and only referenced here by name. No quiz, discussion, or assignment is built for Week 16 — by the course spine, discussions run every week except W16, and exam weeks replace the quiz and assignment with the exam; the comprehensive Final is the module's only graded item.

~ Prof. Bennett's edition · Fall 2026 · built with thecoursemaker.com