Download (TSWs) File

AP PSYCHOLOGY
ESSENTIAL UNIT 5 (E05)
(Cognition)
(JULY 2011)
Unit Statement: The student will learn how humans convert sensory input into learning,
memory, retrieval of information, and how we solve problems, use language and engage in
creative endeavors.
Essential Outcomes:
1. The Student Will compare and contrast various cognitive processes; effortful vs.
automatic processing, deep vs. shallow processing, focused vs. divided attention.
2. TSW describe and differentiate psychological and physiological systems of memory
(e.g., short-term memory, procedural memory).
3. TSW outline the principles that underlie effective encoding, storage, and construction
of memories.
4. TSW describe strategies for memory improvement.
5. TSW synthesize how biological, cognitive, and cultural factors converge to facilitate
acquisition, development and use of language.
6. TSW identify problem-solving strategies as well as factors that influence their
effectiveness.
7. TSW list the characteristics of creative thought and creative thinkers.
8. TSW identify key contributors in cognitive psychology (e.g., Noam Chomsky,
Hermann Ebbinghaus, Wolfgang Kohler, Elizabeth Loftus, George A. Miller).
Materials:
Basic Resource:
Exploring Psychology In Modules, Modules 21-24
Experience Psychology, Chapters 6 & 7
Additional Resources:
Myers and/or King Powerpoint Presentations
Myers and/or King Testbanks
Videos identified in the Course Outcomes
Applicable Textbook website
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QSI AP PSYCHOLOGY SEC E05
Copyright © 1988-2012
Websites:
In addition to the websites identified in the Course Outcomes, the following websites may be
helpful.
1. King - The Science of Psychology
2. Myers 7e in Modules
3. HippoCampus Psychology - Homework Help Course-notes for Psychology
4. Psychology Home
5. Encyclopedia of Psychology - Psychology Websites
6. Conversational Well-Being: Quality Over Quantity | Smart Journalism. Real
Solutions. Miller-McCune.
7. CultureLab: Storytelling 2.0: When new narratives meet old brains
8. Eyewitness: How Accurate Is Visual Memory? - 60 Minutes - CBS News
9. The world through language » Scienceline
10. A Walk to Remember? Study Says Yes - NYTimes.com
11. Knoword | Expand your vocabulary!
12. A Little Shock Can Help in Name Recall | Smart Journalism. Real Solutions. MillerMcCune.
13. Brain Substance May Help Retrieve and Fortify Old Memories - NYTimes.com
14. The lost art of total recall | Science | The Observer
15. Cosmic Habituation - Radiolab
Mandatory Assessments:
1. AP style multiple-choice exams must be used. The majority of the questions
should require students to use higher order thinking skills such as synthesis and
evaluation in which the student must combine knowledge and skills across the
unit.
2. Students must be required to complete the Examination Analysis form that is
contained as an attachment to the Course Outcomes. Students who have taken
the class report the value in helping them properly learn the TSWs.
3. Teacher generated or AP published free-response questions. Free response
questions can be taken directly from the AP Central site with rubrics already
created to use as an assessment tool.
Optional Assessments:
1. Create flash cards for the unit. Students have reported after the AP Exam that
they wish this was mandatory. Teachers may want to take this student
feedback into account in designing their teaching for this and all other essential
units.
2. Students present their approach to a free-response question to the class. This
holds students accountable demonstrating the ability to dissect free-response
questions and for developing an outline to answer the question. The focus is on
students’ learning to answer the question asked.
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QSI AP PSYCHOLOGY SEC E05
Copyright © 1988-2012
3. Assign students to the persona and viewpoints of key contributors to the field
of cognitive psychology (Chomsky, Ebbinghaus, Kohler, Loftus, Miller, etc.) after reviewing the person, they must discuss or debate a topic in character.
*Create a rubric for assessing, based on your learning goals.
4. Have students design a study three ways- classical conditioning, operant
conditions, and observational learning-- to approach the same learning event.
Either students or the teacher can decide upon the issue (toilet training,
smoking, study habits, wearing a seatbelt.)
5. Debate the issue of punishment in learning. This is especially interesting when
the varied cultural backgrounds of students are considered.
6. Conduct several problem-solving assessments, either as a group or individual
assessment. Websites with a focus on team-building or icebreakers can provide
ideas. As always, begin with the assessment rubric clearly defined and shared
with students.
Teacher to Teacher:
1. This unit can be fascinating for students because it hits so close to home. At
every opportunity, have them apply this unit to their own learning experiences.
2. One of the most motivating experiences from this unit can be memoryimprovement tasks. After viewing a video of extreme memory ability, conduct
some in-class improvement sessions.
33
QSI AP PSYCHOLOGY SEC E05
Copyright © 1988-2012