Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
ADVANCED PLACEMENT PSYCHOLOGY Waterford Union High School Course Syllabus Mr. Harmeling CLASSROOM EXPECTATIONS: 1. 2. 3. 4. 5. 6. Each student will respect the schools, teachers, and fellow student’s individuality and rights in the classroom. -No talking while others are talking. -No destruction or marking of equipment (texts and desks). The student handbook tardy policy will be observed. -Be on time and in your seat when the bell rings. No drinking or eating during the class period will be allowed. Each student will be expected to take notes in a notebook and complete all assignments on time. -All late assignments will be lowered a letter grade for every day that they are missing. The policy set forth by the student handbook will be enforced. BE NICE! DEMANDS: The work demands and the rewards of Advanced Placement classes are significantly greater than in regular classes. In order to be successful, students should expect to spend on average an hour a day outside of class studying and taking notes. If you are not prepared to put that kind of time and effort into this course, you should consider not taking it. Advanced Placement Psychology is as close to a college level course we can present at this level. To prepare for the A.P. exam, we will emphasize reading, writing, and analytical skills. These skills are important for any student who plans on attending college, regardless if college credit is earned on the A.P. exam in May. Be advised that grade point averages sometimes suffer depending on a student’s effort in this class. Grades are objective in nature, based on essays and tests. It is important that each student maintains a minimum of a “C” in their work and effort. Advanced Placement classes are based on a 5.0 grading scale, rather than a 4.0. For example, a B semester grade counts as a 4.0 in Grade Point Average. PURPOSE: The AP Psychology course is designed to introduce students to the systematic and scientific study of the behavior and mental processes of human beings and other animals. Students are exposed to the psychological facts, principles, and phenomena associated with each of the major subfields within Psychology. They also learn about the ethics and methods psychologists use in their science and practice. TOPICS: I. History and Approaches A. Logic, Philosophy, and History of Science B. Approaches 1. Biological 2. Behavioral 3. Cognitive 4. Humanistic 5. Psychodynamic 6. Sociocultural 7. Evolutionary II. Research Methods A. B. III. IV. V. VI. VII. VIII. IX. Experimental, Correlational, and Clinical Research Statistics 1. Descriptive 2. Inferential C. Ethics in Research Biological Bases of Behavior A. Physiological Techniques (e.g., imaging, surgical) B. Neuroanatomy C. Functional Organization of Nervous System D. Neural Transmission E. Endocrine System F. Genetics G. Evolutionary Psychology Sensation and Perception A. Thresholds and Signal Detection Theory B. Sensory Mechanisms C. Attention D. Perceptual Processes States of Consciousness A. Sleep and Dreaming B. Hypnosis C. Psychoactive Drug Effects Learning A. Classical Conditioning B. Operant Conditioning C. Cognitive Processes D. Biological Factors E. Social Learning Cognition A. Memory B. Language C. Thinking D. Problem Solving and Creativity Motivation and Emotion A. Biological Bases B. Theories of Motivation C. Hunger, Thirst, Sex, and Pain D. Social Motives E. Theories of Emotion F. Stress Developmental Psychology A. Life-Span Approach B. Research Methods (e.g., longitudinal, cross-sectional) C. Heredity-Environment Issues D. Developmental Theories E. Dimensions of Development 1. Physical 2. Cognitive 3. Social 4. Moral F. Sex Roles and Gender Roles X. XI. XII. XIII. XIV. Personality A. Personality Theories and Approaches B. Assessment Techniques C. Growth and Adjustment Testing and Individual Differences A. Standardization and Norms B. Reliability and Validity C. Types of Tests D. Ethics and Standards in Testing E. Intelligence Abnormal Psychology A. Definitions of Abnormality B. Theories of Psychopathology C. Diagnosis of Psychopathology D. Types of Disorders 1. Anxiety 2. Somatoform 3. Mood 4. Schizophrenic 5. Organic 6. Personality 7. Dissociative Treatment of Psychological Disorders A. Treatment Approaches 1. Psychodynamic 2. Humanistic 3. Behavioral 4. Cognitive 5. Biological B. Modes of Therapy (i.e., individual, group) C. Community and Preventive Approaches Social Psychology A. Group Dynamics B. Attribution Processes C. Interpersonal Perception D. Conformity, Compliance, Obedience E. Attitudes and Attitude Change F. Organizational Behavior G. Aggression/Antisocial Behavior H. Cultural Influences TEXT: Myers’ Psychology for AP (2nd Edition) – David G. Myers UNITS AND READING ASSIGNMENTS: Unit 1 – Psychology’s History and Approaches Module 1 Psychology’s History Module 2 Psychology’s Big Issues and Approaches Module 3 Careers in Psychology Unit 2 – Research Methods: Thinking Critically With Psychological Science Module 4 The Need for Psychological Science Module 5 The Scientific Method and Description Module 6 Correlation and Experimentation Module 7 Statistical Reasoning in Everyday Life Module 8 Frequently Asked Questions About Psychology Unit 3 – Biological Bases of Behavior Module 9 Biological Psychology and Neurotransmission Module 10 The Nervous and Endocrine System Module 11 Studying the Brain, and Older Brain Structures Module 12 The Cerebral Cortex Module 13 Brain Hemisphere Organization and the Biology of Consciousness Module 14 Behavior Genetics: Predicting Individual Differences Module 15 Evolutionary Psychology: Understanding Human Nature Unit 4 – Sensation and Perception Module 16 Basic Principles of Sensation and Perception Module 17 Influences on Perception Module 18 Vision Module 19 Visual Organization and Interpretation Module 20 Hearing Module 21 The Other Senses Unit 5 – States of Consciousness Module 22 Understanding Consciousness and Hypnosis Module 23 Sleep Patterns and Sleep Theories Module 24 Sleep Deprivation, Sleep Disorders, and Dreams Module 25 Psychoactive Drugs Unit 6 - Learning Module 26 Module 27 Module 28 Module 29 Module 30 How We Learn and Classical Conditioning Operant Conditioning Operant Conditioning’s Applications, and Comparison to Classical Conditioning Biology, Cognition, and Learning Learning by Observation Unit 7 – Cognition Module 31 Module 32 Module 33 Module 34 Module 35 Module 36 Studying and Building Memories Memory Storage and Retrieval Forgetting, Memory Construction, and Memory Improvement Thinking, Concepts, and Creativity Solving Problems and Making Decisions Thinking and Language Unit 8 – Motivation, Emotion, and Stress Module 37 Motivational Concepts Module 38 Hunger Motivation Module 39 Sexual Motivation Module 40 Social Motivation: Affiliation Needs Module 41 Module 42 Module 43 Module 44 Theories and Physiology of Emotion Expressed Emotion Stress and Health Stress and Illness Unit 9 – Developmental Psychology Module 45 Developmental Issues, Prenatal Development, and the Newborn Module 46 Infancy and Childhood: Physical Development Module 47 Infancy and Childhood: Cognitive Development Module 48 Infancy and Childhood: Social Development Module 49 Gender Development Module 50 Parents, Peers, and Early Experiences Module 51 Adolescence: Physical and Cognitive Development Module 52 Adolescence: Social Development and Emerging Adulthood Module 53 Sexual Development Module 54 Adulthood: Physical, Cognitive, and Social Development Unit 10 – Personality Module 55 Module 56 Module 57 Module 58 Module 59 Freud’s Psychoanalytic Perspective: Exploring the Unconscious Psychodynamic Theories and Modern Views of the Unconscious Humanistic Theories Trait Theories Social-Cognitive Theories and Exploring the Self Unit 11 – Testing and Individual Differences Module 60 Introduction to Intelligence Module 61 Assessing Intelligence Module 62 The Dynamics of Intelligence Module 63 Studying Genetic and Environmental Influences on Intelligence Module 64 Group Differences and the Question of Bias Unit 12 – Abnormal Behavior Module 65 Introduction to Psychological Disorders Module 66 Anxiety Disorders, Obsessive-Compulsive Disorder, and Posttraumatic Stress Disorder Module 67 Mood Disorders Module 68 Schizophrenia Module 69 Other Disorders Unit 13 – Treatment of Abnormal Behavior Module 70 Introduction to Therapy, and Psychodynamic and Humanistic Therapies Module 71 Behavior, Cognitive, and Group Therapies Module 72 Evaluating Psychotherapies and Prevention Strategies Module 73 The Biomedical Therapies Unit 14 – Social Psychology Module 74 Attribution, Attitudes, and Actions Module 75 Conformity and Obedience Module 76 Group Behavior Module 77 Prejudice and Discrimination Module 78 Aggression Module 79 Attraction Module 80 Altruism, Conflict, and Peacemaking GRADING SCALE: A AB+ B BC+ C CD+ D DF 100% to 93% 92% to 90% 89% to 87% 86% to 83% 82% to 80% 79% to 77% 76% to 73% 72% to 70% 69% to 67% 66% to 63% 62% to 60% Below 59% -50% of the student’s grade will be based on Tests/Quizzes/Written Assignments -50% of the student’s grade will be based on Assignments/Homework/Daily/In-Class Work/Participation -All missing work is the responsibility of the student.