Download Instructor- David Bates

Instructor- David Bates
Communication- email: [email protected] , 381-3474 x2232
Office- Mr. #232
Office Hours: Planning 1st hour, 8:30- 10:00
Textbook: Psychology: The Science of Mind and Behavior, 3rd edition, 2007, by Passer
and Smith; McGraw-Hill.
Course Description:
A.P. Psychology is a survey course in general psychology designed to give the student an
introduction to the history, methods, and content of modern psychology. Topics include
the history and systems of psychology, psychological research, physiological psychology,
psychological processes, developmental psychology, personality, abnormal behavior, and
social psychology.
Notice! Students enrolled in AP Psychology are expected to have requisite skills in
reading and writing.
General Course Objectives: Upon completion of the course students should be able to:
1. Demonstrate acquisition of fundamental psychological theories, principles, and
concepts,
2. Demonstrate knowledge of psychological research and scholarship within
psychology,
3. Demonstrate an awareness of applicability of basic psychological principles to
everyday life,
4. Recognize myths and misconceptions that exist within psychology in an effort to
become an informed consumer of psychological knowledge,
5. Think critically by analyzing the theories, research, and applications that
psychologists have developed.
Instructional Techniques: The course objectives will be accomplished through reading
the textbook and other supplemental materials as assigned, lectures, multi-media
presentations, classroom participation and interaction, and homework assignments.
Course Outline or Schedule of Class Activities:
(Exam and chapter work due dates):
Peer mediation/conflict resolution- Thurs, 8/23
Chapter 1 –Thurs, 9/06
Chapter 2 –Thurs, 9/20
Chapter 3 – Thurs, 10/4
Chapter 4 – Thurs, 10/18
Chapter 5 – Thurs, 11/1
Chapter 6 – Thurs, 11/14
Chapter 7 – Mon, 12/3
Chapter 11-Thurs, 12/13
1st Semester Finals- 12/17-12/20
Disciplining Children paper- Library, Rough Draft, 1/8, Final Draft 1/10
Chapter 8 – Tues, 1/8 - Wed, 1/16
Chapter 9 – Tues, 1/29
Chapter 10- Mon, 2/10
Chapter 12- Fri, 2/22
Chapter 13- Wed, 3/6
Chapter 14- Tues, 3/19
Chapter 15- Fri, 3/29
Chapter 16- Wed, 4/17
A.P. Test Review- 4/19- A.P. Exam/ barring snow days
After A.P. exam- Psychodramas/ Mental Illness Papers
2nd Semester Final- 5/20-5/24
Grading: Lafayette follows the FCPS policy of 92% A, 83% B, 74% C, and 65% D and
45% tests, 40% class/homework, 15% final.
Late/Make-up work: Late work is marked down 10% a day, up to 50% maximum, but
will not be accepted after 1 month, unless special circumstances merit it.
Policy on Cheating and/or Plagiarism: Lafayette has a strict policy regarding academic
dishonesty. Cheating and plagiarism will not be tolerated in this course.
Behavioral Expectations:
1. Be prepared with required materials: 3 ring binder or folders with brads, paper
and pen or pencil.
2. Tardiness follows school policy.
3. Respect yourself and others. Listen when others talk and respect differences of
opinion and perspectives.
4. Stay awake with your head up and eyes open.
5. No food or drinks in class except water and on special occasions.
6. Hall passes- 4 per semester as stated in school policy.
7. No electronic devices out or allowed unless school/ district policy changes.
They will be taken away.
8. Discipline order: Generally a reprimand, sent out & conference with the
teacher, parent contact, detention, and office referral, with immediate referral in extreme
cases.
GENERAL EDUCATION COMPETENCIES
Strong reading and writing skills are necessary for successful completion of this course. Students are
expected to have, and to continue to develop, the ability to learn new ideas, to process them in relation to
current knowledge, and to recombine them to form new ideas, products, or processes. They are also
expected to become aware of and assume personal responsibility for one’s own ethical behavior. Learning
experiences which provide the students with opportunities to acquire and develop these basic skills will be
addressed class through implementation of the following competencies.
COMMUNICATE EFFECTIVELY
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Write clearly
Read with comprehension
Instructional objective:
Students will demonstrate ability to express principal concepts in an
organized manner utilizing Standard English.
THINK CRITICALLY
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Analyze/interpret creative expressions, resources, and/or data
Integrate knowledge
Instructional objective:
Students will demonstrate an understanding of the principle concepts
presented (as outlined in the course description) and an ability to integrate material through their
performance on written and/or objective assessment measures.
LEARN INDEPENDENTLY
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Apply learning
Instructional objective:
Students will demonstrate knowledge concerning major theories, terms,
and concepts as evidenced by their performance on structured assessment materials.
EXAMINE RELATIONSHIPS IN DIVERSE AND COMPLEX ENVIRONMENTS
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Define the relationship of self to the biological/physical/psychological environment
Instructional objective:
Students will demonstrate an understanding of the role that core
psychological concepts (as outlined by the course description) apply to themselves and their
environment through classroom participation, assignments, and/or assessments.
Specific Course Objectives:
Chapter 1: The Science of Psychology
1.1 Define psychology, and indicate what types of behaviors it incorporates.
1.2 Define critical thinking, and describe the types of questions involved in critical
thinking.
1.3 List and describe the five central goals of psychology.
1.4 Briefly review the historical foundations of psychology as a science including
structuralism and functionalism.
1.5 Briefly introduce the six psychological perspectives in explaining behavior-:
behavioral, biological, cognitive, humanistic, psychodynamic, and sociocultural. This
information is incorporated throughout the textbook.
1.6 List and describe the activities associated with various specialty areas within
psychology.
1.7 Describe the training needed for the various types of psychologists and psychiatrists.
Chapter 2: Studying Behavior Scientifically
2.1 Using Darley and Latane'’s research, illustrate the seven steps of the scientific
process.
2.2 Differentiate between a hypothesis and a theory.
2.3 List the characteristics of a good theory.
2.5 Describe the major methods psychologists use to measure behavior.
2.6 Describe the five principles of the APA Ethics Code (2002).
2.7 Identify the major ethical issues in human research.
2.9 Describe naturalistic observation, the case study method, and survey research.
2.10 Describe the purpose and methods of correlational research.
2.11 Explain why scientists are unable to draw causal conclusions from correlational
research.
2.12 Describe the characteristics of an experiment, and explain how experiments can be
used to investigate causal relations among variables.
2.13 Define and differentiate between independent and dependent variables.
2.14 Describe experimental and control groups in an experiment.
2.15 Describe how random assignment is used in designing an experiment.
2.16 Define the double-blind procedure, and explain why it is used.
2.17 Calculate the three methods of central tendency.
Chapter 3: Biological Foundations of Behavior
3.1 Differentiate between genotype and phenotype.
3.2 Explain how dominant, recessive, and polygenic characteristics are transmitted from
parents to offspring.
3.3 Describe the structures and functions of neurons and glial cells.
3.4 Describe bow action potentials assist in synaptic transmission.
3.5 Define myelin sheath, and describe how it affects neural communication.
3.6 Describe the roles of neurotransmitters, synapses, and receptor sites in nervous
system activity.
3.7 Describe how neurotransmitters have excitatory or inhibitory effects on synaptic
transmission.
3.8 Describe the primary functions of acetylcholine, dopamine, serotonin, and endorphins
and the disorders associated with having too much or too little of each.
3.9 Differentiate between agonist drugs and antagonist drugs, and list examples of each.
3.10 List and describe the three major types of neurons.
3.11 Differentiate between the central nervous system and the peripheral nervous system,
and describe the two divisions of the peripheral nervous system and their functions.
3.12 Name the two divisions of the autonomic nervous system, and describe their
functions.
3.13 Describe the two main structures of the central nervous system.
3.14 Describe the role of the spinal cord in reflexes.
3.15 Describe the methods used by scientists to study the brain.
3.16 Name and describe the functions of the structures in the hindbrain, midbrain, and
forebrain.
3.17 Describe the various functions of the cerebral cortex, and identify the areas
associated with each on a diagram of the brain.
3.18 Describe the role of the corpus callosum in lateralization of the cerebral
hemispheres.
3.19 Describe the split-brain studies.
3.20 Describe neural plasticity as it relates to brain development and recovery from brain
damage.
3.21 Describe how the brain interacts with the endocrine and immune systems.
Chapter 4: Sensation and Perception
4.1 Differentiate between sensation and perception.
4.2 Define sensory adaptation, and indicate its Importance in detecting stimuli.
4.3 Identify and describe how the structures of the human eye are involved in tile sense of
vision.
4.4 Describe visual transduction and how it explains brightness vision and dark
adaptation.
4.5 Explain color vision and color-deficient vision using the trichromatic, opponentprocess, and dual- process theories.
4.6 Describe the process of perception in the visual cortex, including a description of
feature detectors.
4.7 Identify and describe how the structures of the ear are involved in the sense of
hearing.
4.8 Identify the structures involved in gustation, and describe important functions of the
sense of taste.
4.9 Identify the structures involved in olfaction, and describe how olfaction regulates
social and sexual behaviors.
4.10 Identify and describe the structures involved in the tactile and body senses.
Chapter 5: States of Consciousness
5.1 Introduce the characteristics of consciousness.
5.2 Identify and describe the brain structures involved in maintaining circadian rhythms.
5.3 Describe conditions associated with disrupted circadian rhythms and interventions
used to treat associated problems.
5.4 Differentiate between patterns of brain waves associated with stages of slow wave
and REM sleep.
5.5 Identify brain structures associated with sleep, and describe how environmental and
cultural factors affect sleep.
5.6 Describe how sleep changes as we age.
5.7 Describe the types of sleep deprivation and their effects on functioning.
5.8 Describe the theories regarding the purposes of sleep, including the restoration model,
the evolutionary/circadian model, and the memory consolidation model.
5.9 Identify the symptoms and potential causes of insomnia, narcolepsy, REM-sleep
behavior disorder, sleepwalking, nightmares, night terrors, and sleep apnea.
5.10 Identify which stages of sleep are most closely associated with dreaming.
5.11 Outline research findings on the content of dreams.
5.12 Describe theories regarding the purposes of dreaming, including wish fulfillment,
activation- synthesis theory, problem solving models, and cognitive-process theories.
5.13 Contrast daydreams with nighttime dreams.
5.14 Describe and be able to recognize examples of the effects of the major drug classesincluding depressants, stimulants, opiates. hallucinogens, and marijuana on the nervous
system and behavior.
5.15 Define hypnosis and hypnotic susceptibility.
Chapter 6: Learning and Adaptation: The Role of Experience
6.1 Define learning.
6.2 Define and describe habituation.
6.3 Describe the work of Pavlov in establishing the foundations of classical Conditioning.
6.4 Describe the principles of acquisition, extinction, and spontaneous recovery as they
apply to classical conditioning.
6.5 Differentiate among unconditioned and conditioned stimuli and responses.
6.6 Describe how stimulus generalization, stimulus discrimination, and higher-order
conditioning extend classical conditioning.
6.7 Briefly describe how the principles of classical conditioning can be used to explain
the acquisition and treatment of fears and phobias, attraction or aversion to specific
stimuli, and physical symptoms with no medical ea-use.
6.8 Contrast classical and operant conditioning.
6.9 Differentiate among positive reinforcement, negative reinforcement, aversive
punishment, response cost, and operant extinction.
6.10 Contrast shaping and chaining in operant conditioning.
6.11 Define and describe the various schedules of reinforcement.
6.12 Describe how operant conditioning can be applied in educational and work settings
and in specialized animal training.
6.13 Explain research on conditioned taste aversions and phobic stimuli.
6.14 Describe Bandura's social cognitive theory including observational learning and
self-efficacy.
Chapter 7: Memory
7.1 Define memory and the processes of encoding, storage, and retrieval.
7.2 Describe sensory memory, short-term and working memory, and long-term memory
and limitations.
7.3 Explain the serial positioning effect using the three-stage model.
7.4 Differentiate between effortful and automatic processing.
7.5 Contrast maintenance and elaborative rehearsal.
7.6 Describe how dual coding, with visual imagery, hierarchies, chunking, the method of
loci, and other mnemonic devices improve encoding.
7.7 Define schema, and explain how schemas enhance encoding among experts and
mnemonists.
7.8 Contrast theories of associative and neural networks, and use each to explain how
memories are stored.
7.9 Define and describe priming.
7. 1 0 Differentiate between declarative Memory and procedural memory.
7.11 Define and recognize examples of explicit and implicit memories.
7.12 Explain how retrieval cues assist recall, and describe how flashbulb memories affect
accuracy of memory.
7.13 Describe how confidence and memory accuracy are related.
7.14 Contrast and recognize examples of encoding specificity, context-dependent, statedependent, and mood congruent recall.
7.15 Describe Ebbinghaus's research on forgetting.
7.16 Describe reasons for -forgetting including encoding failure, decay theory, and
interference theory.
7.17 Differentiate between retroactive interference and proactive interference.
7.18 Describe motivated forgetting, and explain why it Is controversial.
7.19 Describe the memory problems associated with Alzheimer's disease and
anterograde, retrograde, and infantile amnesias.
7.20 Differentiate between retrospective and prospective memory.
7.21 Describe the research on false memories, eyewitness testimony, and recovered
memories.
7.22 Describe brain structures involved in memory.
7.23 Describe research-based strategies for enhancing memory.
Chapter- 8 Language and Thinking
8.1 Define language.
8.2 Describe how biological factors influence language acquisition.
8.3 Describe sex differences that exist in language processing.
8.4 Describe how social learning Influences language acquisition.
8.5 Describe the evidence that suggests a critical period for acquiring a second language.
8.6 Using the linguistic relativity hypothesis, explain how language influences thinking.
8.7 Recognize and contrast examples of deductive and inductive reasoning.
8.8 Recognize and describe examples of the four stages of problem solving.
8.9 Recognize obstacles to problem solving including mental sets, confirmation bias,
functional fixedness, and overconfidence.
8.10 Describe the roles that uncertainty and heuristics play in decision making.
8.11 Describe how representativeness and availability heuristics distort probability
judgments.
8.12 Explain why disconfirming evidence is important in making decisions.
8.13 Describe bow overconfidence contributes to confirmation bias.
8.14 Describe the roles that schemas play in knowledge acquisition and expertise.
8.15 Define metacognition; describe the two types of metacognition and provide
examples
8.16 Describe ways to enhance metacognition based on research.
Chapter9: Intelligence
9.1 Define intelligence.
9.2 Describe Wechsler's concept of intelligence and how the Wechsler scales reflect this
concept.
9.3 Briefly describe Spearman's g factor and Thurstone's primary mental abilities view of
intelligence. 9.4 Differentiate between (crystallized and fluid intelligence, describe their
relation to types of memory, and explain how they are affected by a2ing.
9.5 Differentiate between the psychometric and cognitive processes approaches to
intelligence.
9.6 Describe the three types of intelligence and the three underlying cognitive processes
in Sternberg's triarchic theory.
9.7 Describe the eight abilities in Gardner's multiple intelligences theory as well as the
ability that Gardner is considering adding.
9.8 Distinguish between aptitude and achievement tests in relation to the measurement of
intelligence.
9.9 Distinguish between reliability and validity.
9.10 Describe how well IQ scores predict academic, job, and other life outcomes.
9.11 Describe evidence linking genetic factors to intelligence and the IQ variation they
account for.
9.12 Describe bow family and school environments contribute to intelligence.
9.13 Describe the effects of early intervention on disadvantaged children.
9.14 Describe bow reaction range illustrates the interaction between heredity and
environment.
9.15 Describe the cultural and ethnic variations in Intelligence test scores.
9.16 Describe gender differences in cognitive skills and which biological and
environmental factors might be involved.
9.17 Describe how teachers' expectations and stereotyping behaviors influence academic
performance. 9.18 Describe causal factor differences between rnild and profound mental
retardation.
Chapter 10 Motivation and Emotion
1O.1 Define and differentiate motivation and emotion.
10.2 Describe the key motivational concepts introduced by biological, cognitive,
psychodynamic, and humanistic perspectives.
10.3 Describe the BAS/BIS systems.
10.4 Describe the physiological factors that help regulate hunger, general appetite, and
weight, and describe how those factors contribute to obesity'.
10.5 Describe how psychological, environmental, and cultural factors influence hunger
and eating.
10.6 Describe the role of genetics in obesity.
10.7 Describe the symptoms, health consequences, and causes of anorexia and bulimia.
10.8 Describe the stages of the sexual response cycle and how hormones influence sex
characteristics and sexual behavior.
10.9 Describe how psychological, cultural, and environmental factors influence sexual
behavior.
10.10 Describe the three dimensions of sexual orientation, and discuss research on the
determinants of sexual orientation.
10.11 Describe the four major components of emotions and bow they influence one
another.
10.12 Describe the relations among emotional arousal. task complexity, and task
performance.
10.13 Compare and contrast theories and research pertaining to emotion, including the
James-Lange somatic theory and the Cannon-Bard explanations for emotional perception
and labeling.
10.14 Describe how appraisal and arousal interact to influence emotions according to
Lazarus's theory and Schachter's two-factor theory of emotion, and describe the two key
experiments inspired by their theories.
Chapter 11: Development over the Lifespan
11.1 Differentiate among cross-sectional, longitudinal, and sequential designs.
11.2 Describe prenatal development and how It can be influenced by STDS, alcohol, and
other drugs.
11.3 Explain how nature and nurture jointly influence physical growth and motor
development during infancy.
11.4 Describe the three cognitive processes and four stages of cognitive development
described by Piaget, and describe research that supports and contradicts these ideas.
11.5 Describe emotional development of children including emotional expression,
emotional regulation, and temperament.
11.6 Describe social development including Erikson's stages of psychosocial
development.
11.7 Describe imprinting, Harlow's attachment research, and attachment in humans.
11.8 Describe how disruptions in attachment affect psychological development.
11.9 Outline parenting styles associated with the most and least positive child outcomes.
11.10 Describe how physical abilities and the brain change in adulthood.
11.11 Describe how cognitive and intellectual abilities change in adulthood, and describe
the characteristics of senile dementia.
11.12 Discuss the view that aging people experience a sequence of psychological stages.
Chapter 12: Personality
12.1 Describe three characteristics of personality, and explain the usefulness of
personality theories.
12.2 Describe Freud's structures of personality, their operating principles, and how they
interact with one another.
12.3 Describe the roles that conflicts among the Id, ego, and superego, and defense
mechanisms and psychosexual development play in Freud's theory.
12.4 Describe the basic concepts of consistency, congruence, threat, and conditions of
worth in Rogers' self theory.
12.5 Describe Cattell's 5 factor theory.
12.6 Describe the findings of twin studies on the roles of heredity and environment in
personality development.
12.7 Describe the major features of social-cognitive theories and the importance of
reciprocal determinism.
12.8 Describe Rotter's concepts of expectancy. reinforcement value, and locus of control.
12.9 Describe the four determinants of self-efficacy and indicate which procedures in
goal setting help enhance self-efficacy.
12.10 Describe the two characteristics that personality measures must have in order to be
scientifically useful.
12.11 Describe how projective tests differ from objective tests, and describe two
projective tests.
Chapter 13: Adjusting to Life: Stress, Coping, and Health
13.1 Describe the three stages of Selye's General Adaptation Syndrome (GAS) and their
effects on health.
13.2 Discuss evidence that stress is linked inversely to well-being and health outcomes.
13.3 Describe how various kinds of stressors affect immune functioning.
13.4 Describe various ways social support can protect against stressful events.
13.5 Describe the role of stress hormones in well-being.
13.6 Describe the Type “A” behavior pattern and how it can contribute to coronary heart
disease.
13.7 Describe how hardiness, coping self-efficacy. optimism-pessimism, and spiritual
beliefs affect stress outcomes.
13.8 Describe the three major classes of coping strategies.
Chapter 14: Psychological Disorders
14.1 Describe the behavioral, cognitive, humanistic, and sociocultural perspectives on
psychological disorders.
14.2 Describe the vulnerability-stress model abnormal behavior and how it illustrates
person-situation interactions.
14.3 Describe the five axes of the DSM-IV-TR
14.4 Describe the effects of psychiatric labeling on social and self perceptions.
14.5 Differentiate between competency and insanity as legal concepts, and explain how
they have affected recent court cases.
14.6 Describe characteristics of anxiety disorders including phobic disorder, generalized
anxiety disorder, panic disorder, and obsessive-compulsive disorder.
14.7 Describe the four major features of posttraumatic stress disorder (PTSD).
14.8 Describe the causal factors of anxiety disorders.
14.9 Describe anxiety disorders in terms of classical conditioning, observational learning,
and operant conditioning.
14.1 0 Describe three types of somatoform disorders and their causal factors..
14.1 1 Describe the three types of dissociative disorders and their causal factors including
a discussion on the validity of the dissociative identity disorder (DID) diagnosis.
14.12 Describe the trauma-dissociation theory of dissociative identity disorder (DID) and
how critics challenge and explain DID.
14.13 Describe the four classes of symptoms that characterize depression and mania, and
describe sex differences in symptom manifestation.
14.14 Cite evidence for genetic and biochemical factors in depression and mania.
14.15 Describe the cognitive triad, the depressive attributional pattern, and learned
helplessness in relation to depression.
14.16 Describe the motives for suicide, identify the warning signs of suicide, and state
four guidelines for helping a suicidal person.
14.17 Define schizophrenia, and describe the major cognitive, behavioral, emotional, and
perceptual features of schizophrenia.
14.18 Describe the differences among the four major types of schizophrenic disorders.
14.19 Describe the evidence for genetic. neurological, and biochemical factors involved
in causing schizophrenic disorders.
14.20 Describe the characteristics of personality disorders.
Chapter 15: Treatment of Psychological Disorders
15.1 Describe the goals of therapy and the types of mental health professionals that
conduct them.
15.2 Describe how the goals of humanistic therapies differ from psychodynamic
therapies.
15.3 Describe the three therapist attributes Rovers found crucial to therapeutic success.
15.4 Describe the four steps (ABCD.) in Ellis's rational-emotive therapy, and explain
how the model is used in therapy.
15.5 Describe Beck's cognitive therapy and the focus of the approach.
15.6 Compare and contrast systematic desensitization with exposure in terms of
underlying principles and techniques.
15.7 Describe how classical conditioning underlies aversion therapy, and describe the
limitations of aversion therapy and how its effects can be enhanced.
15.8 Describe bow modeling is used in social-skills training and how self-efficacy is
involved in its effectiveness.
15.9 Define eclecticism, and give two examples of' new treatment approaches.
15.10 Describe the principles underlying family and marital therapy.
15.11 Describe tardive dyskinesia and the causes.
15.12 Describe how antianxiety drugs achieve their effects, and indicate their
effectiveness and their limitations.
15.13 Describe how antidepressant drugs work, and indicate their effectiveness and their
limitations.
15.14 Describe the pros and cons of electroconvulsive therapy (ECT) and with which
disorder it is effective.
15.15 Describe the rationale for deinstitutionalization and explain why
deinstitutionalization has resulted in the revolving door phenomenon.
Chapter 16: Social Thinking and Behavior
16.1 Differentiate between personal and situational attributions, and explain how
consistency, distinctiveness, and consensus affect the attributions people make.
16.2 Describe and provide examples of the fundamental attribution error and the selfserving bias, and explain how they are affected by culture.
16.3 Describe factors involved in forming impressions including the primacy effect,
stereotypes, and the self-fulfilling prophecy.
16.4 Define. the term attitude, and describe three factors that explain the variability of
observed relations between attitudes and behaviors.
16.5 Explain the causes of cognitive dissonance and how it produces attitude change.
16.6 Citing research evidence, compare and contrast self-perception theory with
dissonance theory to explain why counterattitudinal behavior leads to attitude change.
16.7 Explain how norms and roles guide behavior, differentiating between informational
and normative social influences.
16.8 Describe situational factors that influence group conformity, and describe when
minority influence will be strongest.
16.9 Describe the purpose, methods, and results of Milgram's study on obedience and the
implications for society.
\
16.1 0 Describe social loafing and social compensation and describe the causes and
consequences of group polarization and groupthink.
16.11 Describe deindividuation, its main cause, and how conditions in the Stanford
prison study may have fostered it.
16.12 Describe how proximity, the mere exposure effect, similarity, and beauty influence
initial attraction.
16.13 Describe how self-fulfilling prophecies and stereotype threat perpetuate prejudice
and how equal status contact reduces it.
16.14 Describe when and whom people are most likely to help and how prosocial
behavior can be increased.
16.15 Describe biological, environmental, and psychological factors that contribute to
aggression.
16.16 Describe social learning views on the effects of media violence and whether or not
violent video games promote aggression.