Download AP Psychology Syllabus

AP Psychology 2013-2014 Syllabus
Brief Course Description
AP Psychology is a fascinating and extremely relevant course to explore the scientific and systematic study of the behavior and
mental processes of human beings and animals. We will enrich the relevance of the course by focusing on the development of
awareness and understanding of one's own behavior and the behavior of others through the study of psychology. Enjoy the course and
Lead the Way toward excellence in learning and life.
Course Goals:
1. Be a more ethical, effective and considerate person because of your scientific understanding of human behavior gained
through your study and application of psychology concepts in this course.
2. Successfully demonstrate knowledge and application of psychology principles to pass the Advanced Placement Psychology
Exam.
3. Enhance critical thinking skills.
Textbooks/Course Materials.
Students must have the following textbooks and materials to successfully complete the course:
1. Myers, D. W. (2011). Myers’ Psychology for AP, 1st ed., New York: Worth Publishers.
Also recommend using Myers’ website to reinforce concepts and provide additional practice at
http://www.worthpublishers.com/myers
2. Weseley, A. J., & McEntarffer, R. (2011). Barron’s AP Psychology, 5th ed., Hauppauge, NY: Barron’s Educational
Series, Inc. Bring this book to class later in the course when directed.
3. Notebook, pen/pencil for course notes, homework and personal reflections.
Additional Instruction
Students who need extra clarification of the course material or projects may contact me for additional instruction (AI) by face-toface coordination (preferred) or email. A prerequisite to AI is completion of assigned reading/homework for that topic to enhance the
learning experience. I am typically available before or after school and during lunch in the courtyard. During the school periods I am
typically meeting with other students, teachers, college reps or parents. We will have review sessions for each exam typically the
day before the exam at 7:05 AM in the science bldg. Students who attend these reviews find them VERY HELPFUL.
Assessment
1. *Tests (after each area) and project presentations (one each term) will count for 75% of the course grade each quarter.
Tests will follow the AP Exam format with multiple choice and essay questions. There will be a Fall Semester final (no
exemptions). The AP Exam will serve as the final for the Spring Semester.
2. Quizzes, homework or class participation completion will count for 25% of the quarterly grade and will typically be given
or checked almost every day. Daily quizzes typically consist of ONE multiple-choice question and are open notes.
3. *Project presentations. The Fall term project involves applying research methods to design a research study. The Spring
term project will allow students to review concepts from the course and present a review for their class of one to three Units
from the book to prepare them for the AP exam. Additional details available will be available at my website.
*NOTE: Students are responsible for scheduling make-up tests in accordance with Maclay Handbook Policy. Projects must be
submitted the day they are due (electronic submission if sick) and tests must be taken the day of return (study hall, lunch or after
school). Students incur a 10% PENALTY for each day late for projects or test make-up.
Course Long Plan
The long range course plan on the following pages outlines the course sequence, schedule (by weeks) and assigned Units to cover
the major content areas over the Fall and Spring semesters with two 9-week quarters per semester. Because this is a college-level
course, it is imperative that students complete the daily assigned readings to arrive in class with a basic understanding of the many
concepts and terms of psychology found at the end of each Unit. In class we will focus on APPLYING these concepts through
stimulating classroom discussions, practical exercises, role plays, demonstrations or other exciting classroom activities.
The numerous objectives listed in the long range plan, which are numbered according to the corresponding text Unit, will help
guide our classroom activities. Barron’s AP prep text and Myers’ website are also excellent sources for additional practice and
applications to enhance comprehension of the course concepts. I will also share several smart phone apps to help with the AP exam
preparation.
1
AP Psychology Course Long Plan for AY 2013-2014
FALL Semester
AREA I: Psychology as a Science: History, Approaches, Research Methods AND MEMORY
Wks 1-4, Prologue, Units. 1& 9 (NOTE: First number of each objective corresponds to Unit in Text)
Psychology as a Science
S-1. Summarize the course goals and requirements (from syllabus).
1-1. Describe key philosopher’s (Socrates, Plato, Aristotle, Bacon, Descartes) positions during pre-scientific psychology.
1-2. Differentiate structuralism, functionalists and empiricism.
1-3. Describe the birth and development of psychology as a science and key views of Wundt, James, Tichener, Calkins, Watson and
Skinner.
1-4. Define psychology.
1-5. Differentiate behavioral psychology, humanistic psychology and cognitive neuroscience.
1-6. Describe the major debate or issue that is evident in contemporary psychology.
1-7. Describe the complementary view of the three main levels of analysis in the biopsychosocial approach to psychology.
1-8. Describe the 8 current perspectives (or approaches) of psychology.
1-9. Describe the major subfields of psychology.
1-10. Describe careers in psychology (see Appendix A).
1-11. Describe effective study techniques.
Memory
7-1. Define memory and flashbulb memories.
7-2. Differentiate the three types of memory in terms of capacity, duration, and function.
a. Sensory memory (SM-iconic vs. echoic), Working memory (WM) & Long-term memory (LTM).
b Describe the types of long-term memories (implicit vs. explicit).
7-3. Describe how new information is encoded.
a. Automatic processing
b. Effortful processing (rehearsal, spacing effect & serial position effect).
c. Encoding meaning (semantic)
d. Encoding imagery (mnemonics, method of loci)
e. Encoding via organization (chunks & hierarchies)
f. Self reference effect
7-4. Describe the role of long-term potentiation, hormones, the hippocampus and the cerebellum in memory.
7-5. Describe how previously stored information is retrieved from memory (recall & recognition).
7-6. Explain the following retrieval cues:
a. Priming
b. Mneumonic devices such as acronyms
c. Contextual effects (e.g. deja vu)
d. Mood congruence
7-7. Explain how memories can be lost or forgotten
a. Failure to encode (lack of attention); Describe ‘Ebbinghaus’ Forgetting curve”
b. Storage decay (due to time)
c. Retrieval failure (retroactive/proactive interference or motivated forgetting)
7-8. Describe examples of memory construction.
a. Misinformation effect
b. Imagination effect
c. Source amnesia
d. Repressed or constructed memories of abuse
7-9. Explain techniques to improve your memory
TEST on Units. 1 & 7A (wk 4)
Scientific Research Methods
2-1. Compare hindsight bias, overconfidence and critical thinking.
2-2. Describe the scientific method (theory, hypotheses, operational definition, replication)
2-3. Describe descriptive research methods of the case study, survey and naturalistic observation.
2-4. Apply concepts of the scientific method to investigate a descriptive/correlational research question.
a. Describe sampling procedures for a random and representative sample
b. Interpret correlation coefficients.
c. Describe an illusory correlation.
d. Contrast correlation with causation.
e. Write a hypothesis for correlational research.
2-5. Apply concepts of the scientific method to investigate an experimental research question.
a. Describe experimental research.
b. Classify variables as dependent or independent.
c. Define experimental condition.
d. Define control condition.
e. Describe the double-blind procedure and the placebo effect
f. Describe the random assignment to conditions.
g. Describe the advantages and disadvantages of experimental research.
h. Write a hypothesis for an experiment.
2-6. Compare and contrast descriptive, correlational and experimental research.
2-7. Infer the meaning of descriptive and inferential statistical concepts.
a. Apply criteria for selecting an appropriate measure of central tendency (mean, median or mode).
b. Describe the effects of outliers on the mean of large and small data sets.
c. Describe the effect of sample size
d. Describe the normal distribution (bell curve).
e. Describe measures of variation (range and standard deviation).
f. Describe inferential statistics statistical significance and effect size.
g. Given a calculated p value, infer if the data support or do not support a hypothesis.
2-8. Classify research as ethical or unethical in accordance with the principles of the American Psychological Association (APA).
1/2/7-H. Identify the following major historical figures/contributors in psychology relevant to this Area (in addition to those in
prologue):
a. Mary Whiton Calkins
b. Charles Darwin
c. Dorothea Dix
d. Sigmund Freud
e. Stanley Hall
f. Margaret Floy Washburn
g. Noam Chomsky
h. Hermann Ebbinghaus
i. Wolfgang Köhler
j. Elizabeth Loftus
k. George A. Miller
TEST on Unit 2 (wk 4)
Area II: The Biological Basis of Behavior
Wks 5-6, Units 3
3-1 Describe the communication process within the nervous system.
a. Describe the function of each component of the neuron.
b. Describe axonal transmission.
c. Describe synaptic transmission.
d. Identify several common neurotransmitters and their functions.
e. Describe the effects of drugs on synaptic transmission.
3-2. Describe the functional organization of the nervous system to include the peripheral and central nervous system in terms of its
major subdivisions.
a. Autonomic nervous system. (ANS).
b. Sympathetic division of the ANS.
c. Parasympathetic division of the ANS.
d. Somatic nervous system.
3-3. Describe the key components and functions of the endocrine system
a. Hormones
b. Pituitary gland
c. Adrenal gland
3-4. Given a situation, explain behavior in terms of the functioning of the nervous system and the endocrine system.
3-5. Describe techniques to examine the functions and activity of the brain (lesion, EEG, CT & PET scan, MRI, fMRI).
3-6. Describe the functions of the components of the lower-brain structures.
a. Brainstem
3
b. Medulla & Pons
c. Thalamus
d. Reticular formation
e. Cerebellum
f. Limbic system (amygdala and hypothalamus).
3-7. Describe the structure and functions of the cortex.
a. Occipital lobe.
b. Parietal lobe.
c. Temporal lobe.
d. Frontal lobe.
e. Sensory and motor cortex.
f. Association areas.
3-8. Describe specific areas of the brain that influence language (aphasia, Wernicke’s, Broca’s area).
3-9. Describe the brain’s plasticity and neurogenesis.
3-10. Describe the influence of the two hemispheres of the brain.
3-11. Relate consciousness to cognitive neuroscience.
3-12. Relate the concept of dual processing to the two-track mind.
3-13. Describe the following concepts related to genetics:
a. Behavior genetics.
b. Chromosomes.
c. Genes.
d. Genome.
e. Heritability.
f. Interaction.
g. Molecular genetics.
h. Mutations.
3-14. Differentiate identical (monzygotic) and fraternal twins (dizygotic).
3-15. Summarize the evolutionary psychology approach and criticisms of this approach.
3-16. Identify the following major historical figures/contributors in psychology relevant to this Area:
a. Paul Broca
b. Phineas Gage
c. Karl Wernicke
d. Roger Sperry
e. Michael Gazzaniga 3-11. Describe how genetics influences human traits.
TEST on Unit 3 (wk 6)
Area III: Sensation, Perception and States of Consciousness
Wks 7-9, Units 4 & 5 (Completes 1st Qtr)
Sensation
4-1. Differentiate sensation and perception.
4-2. Differentiate bottom-up and top-down processing.
4-3. Describe factors that influence our sensory experiences.
a. Selective attention (cocktail party effect)
b. Selective inattention (Inattentional blindness(gorilla in room) & change blindness(different guy providing directions))
c. Psychophysics:
1) Absolute threshold compared to subliminal
2) Signal detection theory.
3) Difference threshold.
4) Weber’s law.
5) Sensory adaptation.
4-4. Describe visual sensory experience.
a. Describe the properties of a visual stimulus (amplitude & wavelength) and their psychological correlates (brightness &
color).
b. Differentiate nearsightedness from farsightedness and normal vision.
c. Describe the function of each component in the general visual pathway. (see handout)
d. Describe the functioning of the visual receptors: rods and cones.
e. Describe key concepts of visual information processing (feature detection, parallel processing) and color vision (YoungHelmholtz trichromatic (three-color) theory and opponent-processing theory-after image effect).
4-5. Describe auditory sensory experience.
a. Describe the properties of an auditory stimulus (amplitude & wavelength or frequency) and their psychological correlates
(loudness & pitch).
b. Describe the function of the hair cells.
c. Describe the function of each component in the general auditory pathway.
d. Describe how we perceive pitch (Place & Frequency theories) and locate sound.
e. Describe hearing loss (conduction vs. sensorineural).
4-6. Summarize the four other senses of touch, taste, smell and body position/movement and the concepts of gate-control theory,
sensory interaction, kinesthesis and vestibular sense.
Perception
4-7. Given a situation, explain the perception of form utilizing various Gestalt principles.
a. Figure-ground.
b. Grouping concepts
1) Proximity
2) Similarity.
3) Continuity.
4) Connectedness.
5) Closure.
4-8. Given a situation, explain the perception of depth.
a. Describe the visual cliff.
b. Binocular cues of retinal disparity and convergence.
c. Monocular cues of:
1) Relative size.
2) Interposition.
3) Linear perspective.
4) Light and shadow.
5) Relative height.
6) Relative motion (motion parallax).
7) Texture gradient. (not in text)
4-9. Describe motion perception and the phi phenomenon.
4-10. Describe perceptual constancies of shape, size, light and color.
4-11. Describe the following concepts of perceptual interpretation:
a. Sensory deprivation and restored vision.
b. Perceptual adaptation.
c. Perceptual set.
d. Context effects.
e. Emotion and motivation.
f. Relate top-down and bottom-up processing to perceptual set.
4-12. Describe human factors psychology.
States of Consciousness
5-1. Describe consciousness and variations of awareness.
5-2. Relate biological rhythms and sleep to variations of consciousness.
a. Describe circadian rhythms.
b. Describe the behavioral and physiological effects of the disruption of circadian rhythms.
c. Describe sleep.
(1) Describe the four stages of non-REM sleep and the cyclical pattern of sleep.
(2) Describe REM sleep, including its cyclical pattern and duration.
d. Describe the behavioral and physiological effects of sleep deprivation.
5-4. Describe sleep disorders (insomnia, narcolepsy, sleep apnea, insomnia)
5-5. Describe Freud’s theory of dreams (manifest content vs. latent content) and other dream theories (Cognitive, Activation,
Information processing and Physiological function=’CAIP’).
5-6. Describe REM Rebound.
5-7. Describe hypnosis (Divided-consciousness theory vs. social influence theory).
5-8. Differentiate physical dependence from psychological dependence.
5-9. Relate the concepts of tolerance and withdrawal to addiction.
5-10. Describe the three major categories of drugs (stimulants, depressants & hallucinogens) and common drugs in those categories.
5-11. Describe biological, psychological and cultural influences on drug use.
5-12. Given a situation, explain the various perceptual and behavioral disturbances that occur as a result of variations of
consciousness.
5
4/5-1. Identify the following major historical figures/contributors in psychology relevant to this Area:
a. Gustav Fechner
b. David Hubel
c. Ernst Weber
d. Torsten Wiesel
e. Ernest Hilgard
f. Carl Jung
TEST on Units 4 & 5 (wk 9)
Area IV: Learning and Development
Wks 10-13, Units 6 & 9
Learning Theories
Classical
Conditioning
Operant
Conditioning
Stimulus-Stimulus Behavior-Consequence
Involuntary
Behaviors
Observational
Learning
Attend/Reproduce
Voluntary
Behaviors
Associative
Cognitive
Acquire
Maintain
Stop/Modify
7
Learning
6-1. Define learning.
6-2. Explain the acquisition, maintenance and how to stop/modify behavior according to the principles of classical conditioning
(Pavlov) .
a. Illustrate the principles of classical conditioning to acquire behavior.
US- UR (also known as UCS and UCR)
CS + US- UR
CS (alone) UR
b. Describe higher order conditioning (also known as second order conditioning)
c. Describe how a classically conditioned response is maintained.
d. Describe behavior according to the following principles of classical conditioning:
(1) Extinction.
(2) Spontaneous recovery
(3) Generalization.
(4) Discrimination.
(5) Learned Helplessness.
6-3. Describe practical applications of classical conditioning.
6-4. Differentiate classical and operant conditioning (respondent behavior vs. operant behavior)
6-5. Explain the acquisition, maintenance and how to stop/modify behavior according to the principles of operant conditioning
(Skinner) (Psyk.trek 5c-MORPHY the RAT).
a. Describe Thorndike’s ‘Law of Effect’
b. Shaping.
c. Superstitious behavior.
d. Principles of reinforcement (primary vs. conditioned (secondary); positive vs. negative; immediate vs. delayed)
e. Reinforcement schedules (continuous, partial, fixed-ratio, variable-ratio, fixed-interval & variable-interval).
f. Describe the response rates produced by continuous reinforcement and the four intermittent reinforcement schedules.
g. Punishment (positive vs. negative)
h. Describe the possible side effects and the effective use of punishment.
6-6. Explain how the following concepts influence operant conditioning:
a. Latent learning
b. Cognitive map
c. Insight
d. Intrinsic reinforcement (motivation)
e. Extrinsic reinforcement (motivation)
f. Biological predisposition.
6-7. Describe practical applications of operant conditioning.
6-8. Differentiate conditioning and the cognitive approach to learning.
6-9. Explain the acquisition, maintenance and how to stop/modify behavior according to the principles of observational learning
(Bandura)
a. Describe the key processes of modeling and mirror neurons.
b. Describe how models are chosen. (PAVESS-from class)
c. Describe prosocial and antisocial effects of modeling.
d. Describe direct, vicarious, and intrinsic reinforcement to maintain behavior.
e. Describe how to stop/modify behavior through direct and vicarious punishment or providing a new role model.
6-10. Describe practical applications for observational learning
6-11. Discuss the influence of television on observational learning of children and adolescence.
Development
9-1. Describe the major issues and research methods (longitudinal, cross-sectional) for developmental psychologists.
9-2. Describe the following issues/concepts from prenatal and newborn development:
a. Zygote, embryo, fetus.
b. Teratogens.
c. Fetal alcohol syndrome.
d. Rooting reflex.
e. Habituation.
f. Maturation.
9-3. Describe Piaget’s theory of cognitive development.
a. Role of schemas, assimilation and accommodation.
b. 4 stages (sensorimotor, preoperational, concrete operational & formal operational).
c. Concepts of object permanence, egocentrism, conservation and autism.
9-4. Describe the ‘Theory of the Mind’.
9-5. Describe the origins and effects of attachment in infancy social development, including concepts of stranger anxiety, critical
period, imprinting and temperament.
9-6. Discuss the importance of self concept in child social development.
9-7. Compare the three major parenting styles (authoritarian, permissive, authoritative).
9-8. Describe the nature and nurture of gender development.
a. Genetics
b. X & Y Chromosomes and testosterone.
c. Gender roles, gender identity and gender-typed.
d. Social learning theory.
9-9. Describe major physical development changes in adolescence (puberty, primary & secondary sex characteristics).
9-10. Describe the environmental influences on development (prenatal, experiences, peers & culture).
9-11. Differentiate individualism vs. collectivism.
9-12. Illustrate Kohlberg’s view of moral development.
a. Describe the use of reasoning as a gauge of moral development.
b. Illustrate the preconventional, conventional and postconventional levels of morality.
c. Relate moral development to our school’s honor code.
9-13. Describe Erikson’s 8 stages of psychosocial development.
9-14. Describe major physical, cognitive and social development changes in adulthood.
9-15. Relate the thre major developmental issues of nature vs. nurture; continuity vs. stages; and stability vs. change.
6/9-16. Identify the following major historical figures/contributors in psychology relevant to this Area:
a. Albert Bandura
b. John Garcia
c. Ivan Pavlov (also recall Watson and Skinner)
d. Robert Rescorla
e. Edward Thorndike
f. Edward Tolman
g. Mary Ainsworth
h. Diana Baumrind
i. Erik Erikson (also recall Freud)
j. Carol Gilligan
k. Lawrence Kohlberg
l. Harry Harlow
m. Konrad Lorenz
n. Jean Piaget
o. Lev Vygotsky
TEST on Units 6 & 9 (wk 13)
Area V: Cognition (Thinking, Language & Intelligence)
Wks 14-17, Units 7B & 11 (Completes 1st Semester w/ Semester Exams)
UNIT 7B: Problem Solving & Thinking
7-11. Relate the meanings of cognition, concepts and prototypes.
7-12. Describe techniques to facilitate problem solving.
a. Brainstorming.
b. Algorithms.
c. Heuristics
d. Insight and incubation.
e. Creativity (Expertise, imaginative thinking skills, verturesome personality, intrinsic motivation, creative environment)
7-13. Describe the following obstacles to problem solving:
a. Confirmation bias.
b. Negativity bias.
c. Fixation (Mental set or functional fixedness).
d. Anchoring.
7-14. Describe heuristics or biases that influence decision-making and forming judgments.
a. Representative and availability heuristics.
b. Overconfidence.
c. Framing.
d. Belief bias and belief perseverance phenomenon.
9
7-15.
7-16.
7-17.
7-18.
7-19.
Describe language structure (phonemes, morphemes, grammar, semantics, syntax).
Describe the stages of language development (babbling, 1-word, 2-word/telegraphic, sentences).
Compare the behavioral (Skinner), inborn (Chomsky and cognitive scientists’ view of language development.
Discuss the interplay between language and thought. (linguistic determinism & Whorf’s Hypothesis).
Differentiate the visualization techniques of outcome simulation from process simulation.
UNIT 11: Intelligence
11-1. Define intelligence.
11-2. Describe factor analysis and Spearman’s concept of general intelligence (g).
11-3. Describe Gardner’s multiple intelligences and the Savant syndrome.
11-4. Describe Sternberg’s 3 aspects of successful intelligence.
11-5. Describe 4 components of emotional intelligence (perceive, understand, manage, use).
11-6. Describe the 5 components of creativity (not in text).
11-7. Relate the components of successful intelligence, emotional intelligence and creativity to your educational
experience at this school.
11-8. Discuss the neurological relations to intelligence (size, complexity, speed).
11-9 . Summarize the origins of intelligence testing and the Stanford-Binet Intelligence test.
11-10. Differentiate aptitude tests from achievement tests.
11-11. Describe the Wechsler Adult Intelligence Scale-the most widely used intelligence test.
11-12. Describe the principles of test construction (standardization, reliability and validity).
11-13. Differentiate criterion, content validity and predictive validity.
11-14. Relate intelligence testing objectives to possible correlational research questions.
11-15. Differentiate the low (intellectual disability & Down Syndrome) and high (Mensa & gifted) extremes of intelligence.
11-16. Summarize genetic and environmental influences on intelligence illustrated in twin and adoption studies
a. Gray matter
b. ‘Genius’ genes
c. Genetic variation among identical twins (70%?) & heritability (50%).
d. Environmental influences (adoption, schools, ‘Mozart effect,’ enriched schools vs. Romanian orphanage ex.,
Project Head Start)
e. Watson’s claim in his 1930 book Behaviourism.
11-17. Summarize gender differences and similarities on intelligence test scores (spelling, verbal ability, nonverbal ability, sensation,
emotion-detecting ability, math/spatial aptitudes, variability in test scores).
11-18. Summarize ethnic differences and similarities on intelligence test scores.
11-19. Relate the scientific meaning of bias and stereotype threat to the SAT/ACT.
11-20. Identify the following major historical figures/contributors in psychology relevant to this Area:
a. Alfred Binet, Howard Gardner, Robert Sternberg, David Wechsler and Charles Spearman
b. Francis Galton
c. Louis Terman
Course End Project Presentation on Research Methods (see next 2 pages)
AP Psychology 1st Semester Project Requirements
1. Intent: Apply your knowledge of the scientific method to design and present an experimental or correlational research
study and critically evaluate your study’s strengths, weaknesses, and alternatives.
2.
Group size: Each project will involve two students, working collaboratively to produce one written product and presentation
for the same grade (100pts=test equivalent). Submit your proposed topic and group composition to me NLT FRI 27 SEPT.
3.
Requirements: There are 5 major parts to the written project (max of 8 pages, typed, double spaced-80 points) and one oral
presentation (max of 10-15 minutes-20 points).
a. Introduction. Identify a research question to investigate scientifically. State the variables and why this question
warrants further study. This must be a correlational or experimental research study that YOU design to study a
research question. You cannot replicate a prior study; however, you will consult other studies to help guide you in
your design.
b. Literature Review. Use five sources from professional science journals to summarize literature relevant to your
research question. Review major findings and adequately cite those sources in your review.
c. Method. Design the research study using the research design handout from area one of the course (on back of this
page), describing all aspects of your design.
d. Results. Summarize anticipated results you would expect to result from your research study and relate it to the pvalue of the inferential statistics you would set. You WILL NOT conduct the actual study, but infer what results
you would expect to observe in your study.
e. Discussion. Relate your anticipated results to the results from your literature review. Discuss the advantages and
disadvantages of conducting your research using the design you selected (e.g. experimental or correlational).
Discuss ethical considerations and other possible research approaches to further explore your research question.
Relate your study to a dominant psychological perspective we explored in the prologue of the text.
f. Oral Presentation. Both individuals of the group will present portions of their research project in class using a PPT
presentation. You are responsible for arriving early to class to ensure your presentation functions on the computer.
g. Peer Report: Your team member will rate your contributions to the project (evaluation handout completed after
presentation). If a team member does not adequately contribute to the project, they will receive a LOWER Grade
than the report grade, based on their lack of support to the team project.
DUE DATE: All written projects and the PPT presentation slides (6 slides per page format) are due TUES 4 Dec. Oral
presentations will begin that day and beyond using a sign-up sheet.
4.
11
SPRING Semester
Area VI: Motivation, Emotion and Stress
Wks 1-4, Unit 8, Appendix B, Appendix C
Motivation
8-1. Define motivation and relate it to Aaron Ralston’s ‘arm’ experience.
8-2. Describe the following four perspectives of motivation:
a. Instinct theory.
b. Drive-reduction theory and its relation to homeostasis.
c. Theory of Optimum Arousal-TOLA (also see p.370-fig.8.3).
d. Maslowe’s Hierarchy of needs.
8-3. Describe the physiology of hunger including the role of the hypothalamus, glucose, set point and basic metabolic rate.
8-4. Describe the psychology of hunger to include eating disorders (anorexia nervosa, bulimia nervosa and binge-eating disorder).
8-5. Describe the social and physiology (including set point, metabolism, fat cells and genetics) of obesity.
8-6. Describe critical components to a weight loss program
8-7. Describe the 4 stages of the sexual response cycle, including the refractory period.
8-8. Describe the 3 factors that influence sexual motivation (Fig. 8A-14).
8-9. Discuss the variation of adolescent sexuality across culture and time.
8-10. Discuss the nature-nurture debate toward sexual orientation.
a. Describe the fraternal birth-order effect.
b. List biological correlates of sexual orientation (table 8A.1).
8-11. Discuss the human need to belong.
8-12. Relate the human need to belong to Erickson’s intimacy vs. isolation stage of development and the mere exposure effect.
8-13. Given a situation, explain behavior in terms of selected theories of motivation.
B-1. Relate the work concept of flow to the theory of optimal level of arousal.
B-2. Summarize the three subfields of industrial-organizational psychology that explore motivation at work.
B-3. Contrast the structured interview with the informal/unstructured interview.
B-4. Describe 360-degree feedback in appraising performance.
B-5. Explain achievement motivation (see teacher slides too).
B-6. Describe the three types of employee engagement (according to Crabtree, 2005).
B-7. Contrast task and social leadership styles.
B-8. Compare the great person theory of leadership and transformational leadership.
B-9. Contrast Theory X managers view of employees with Theory Y managers.
B-10. Describe human factors psychology.
Emotion
8-14. Given a situation, explain emotional responses in accordance with the following theories:
a. James-Lange Theory.
b. Cannon-Bard Theory.
c. Schachter’s Two-Factor Theory.
8-15. Explain how the spillover effect influences our experiences of emotion.
8-16. Relate emotional responses to the sympathetic and parasympathetic nervous systems (Review OBJ 2-2).
8-17. Explain the relationship between arousal, performance and task difficulty (TOLA).
8-18. Differentiate the brain’s shortcut for emotions (the low road) and the regular pathway (the high road).
8-19. Explain how nonverbal communication influences emotions.
8-20. Describe the three levels of analysis for the study of emotion.
8-21. Describe facial feedback.
8-22. Describe dimensions psychologists use to differentiate emotions (valence and arousal, see Fig8B.16).
8-23. Describe fear and anger and the influence of the amygdala.
8-24. Compare the feel good, do good phenomena with (subjective) well being. Note-‘well being’ and ‘subjective well being’ are
synonyms.
8-25. Relate the adaptation-level phenomenon and relative deprivation concept to happiness.
8-26. List predictors of happiness and research based techniques to enhance mood and satisfaction with life.
Stress
8-27. Differentiate behavioral medicine and health psychology.
8-28. Define stress.
8-29. Given a situation, explain cognitive, emotional, physiological & behavioral responses to stress.
a. Describe the Fight-or-Flight Response and cognitive appraisal.
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b. Describe each stage of Selye’s General Adaptation Syndrome (GAS).
c. Emotions commonly elicited.
d. Behavioral (Frustration-Aggression Hypothesis, Self-Indulgence, Coping, Learned Helplessness &
Impaired task performance)
8-30. Describe the effects of stress on physical health.
a. Personality (Type A vs. B) and heart disease.
b. Other diseases (psychophysiology illness, heart disease, headaches, etc).
c. Psychoneuroimmunology-PNI (T & B lymphocytes, macrophage, and natural killer-NK cells)
8-31. Identify the following major historical figures/contributors in psychology relevant to this Area:
a. Alfred Kinsey
b. Abraham Maslow
c. Stanley Schachter
d. Hans Selye
B-1. Describe techniques to moderate the impact of stress (cope).
R-BISEP: Relaxation; Biofeedback; Imagery; Social Support; Exercise; Problem-Solving
TEST on Unit 8
Area VII: Social Psychology
Wks 5-6, Unit 14
18-1. Describe social psychology.
18-2. Describe attribution theory and the fundamental attribution error.
18-3. Given a situation, explain the attributed cause for a given behavior and the impact on subsequent behavior.
18-4. Define attitude.
18-5. Explain the interaction of attitudes and actions.
18-6. Contrast the central route and peripheral route of persuasion.
18-7. Contrast the foot-in-the door phenomenon with the door-in-the-face phenomenon.
18-8. Describe how role-playing affects attitudes using Zimbardo’s Stanford Prison Study.
18-9. Illustrate cognitive dissonance theory with a school situation involving regulations.
18-10. Differentiate conformity and obedience.
18-11. Differntiate normative and informational social influence.
18-12. Given Asch’s conformity experiment, describe the group and individual factors that increase conformity.
18-13. Given Milgrim’s obedience experiment, describe conditions that influence obedience.
18-14. Relate principles of conformity and obedience to other situations such as Abu Ghraib and My Lai.
18-15. Illustrate the concepts of social facilitation, social loafing, deindividuation and group polarization.
18-16. Given a situation, describe the influence of groupthink and how to prevent it.
18-17. Illustrate the concepts of personal control, social control and minority control to the power of individuals.
18-18. Differentiate prejudice and stereotypes.
18-19. Describe the development of prejudice using the following theories:
a. Socialization
b. Competition
c. Frustration (Scapegoating)
d. In-group versus Out-group.
e. Cognitive roots such as categorization (other-race effect), vivid cases, and ‘just-world phenomenon’
18-20. Describe how prejudice is maintained by: (Not in text)
a. Biases in Attribution.
b. Stereotyping and Person Perception.
c. Observational Learning and Operant Conditioning.
18-21. Describe four conditions that help reduce prejudice. (Not in text)
a. Norms of Equality.
b. Interdependence and Cooperation.
c. Close Sustained Contact.
d. Equal Status.
18-22. Illustrate the biological and psychological factors that influence aggression using specific examples.
18-23. Discuss the possible influence of media/videogame violence on aggressive behavior and research methods to examine the
influence.
18-24. Relate conflict to the concept of social traps.
18-25. Describe the factors that influence attractiveness (proximity-mere exposure effect, physical attractiveness and similarity).
18-26. Differentiate passionate love from companionate love and factors that influence relationships.
18-27. Illustrate the following concepts of altruism using specific examples:
a. Given an emergency situation, explain the factors influencing the Bystander effect. (Also relate factors to the Kitty
Genovese case).
b. Social exchange theory.
c. Reciprocity norm.
d. Social-responsibility norm
18-28. Describe factors that influence peacemaking (Cooperation, communication, conciliation-GRIT)
18-29. Anticipate the impact of behavior on a self-fulfilling prophecy (Rosenthal/Pygmalion effect)
18-30. Identify the following major historical figures/contributors in psychology relevant to this Area:
a. Solomon Asch
b. Leon Festinger
c. Stanley Milgram
d. Philip Zimbardo
e. Irving Janis
TEST on Unit 14.
Area VIII: Personality and Abnormal Psychology
Wks 7-10, Units 10 & 12 (Personality completes 3rd Qtr)
Personality
10-1. Describe the concept of personality.
10-2. Describe personality development in terms of Freud’s psychoanalytic theory.
a. Exploring the unconscious (psychoanalysis, free association, levels of consciousness)
b. Structure of personality (id, ego, superego)
c. Psychosexual stages of personality development
d. Fixation, to include the consequences of fixation on adult behavior.
e. Defense mechanisms (purpose and various types).
f. Techniques to assess the unconscious.
g. Evaluate the psychoanalytic perspective (criticisms and subsequent research/support).
10-3. Describe the humanistic perspective of personality development in terms of Maslow’s and Rogers’ theories.
a. Self-actualization (NOTE: Refer back to OBJ 8-2).
b. Self-concept.
c. Need for positive regard.
d. Unconditional positive regard.
e. Conditional positive regard.
f. Conditions of worth and consequences.
g. Evaluate the humanistic perspective.
10-4. Describe the trait perspective of personality development.
a. Eysenck & Eysenck Two Personality Factors.
b. Factor Analysis
c. Personality inventories (MMPI)
d. Big Five personality factors.
e. Evaluate the trait perspective.
10-5. Describe the Social-Cognitive perspective of personality development.
a. Reciprocal influences.
b. Personal control (Locus of control and Learned helplessness)
c. Optimism: Describe Seligman’s Positive psychology.
d. Evaluate the social-cognitive perspective.
10-6. Describe research on the Self.
a. Spotlight effect.
b. Self-Esteem and cultural influences.
c. Self-serving bias (relate to attributions).
d. Contrast individualism and collectivism.
e. Terror-management theory
10-7. Evaluate, compare and contrast the theories of personality development.
10-8. Identify the following major historical figures/contributors in psychology relevant to this Area:
a. Alfred Adler (Recall Freud, Jung, Maslow, Bandura and Rogers)
b. Paul Costa and Robert McCrae
TEST on UNIT 10
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Abnormal Psychology
12-1. Define psychological disorders.
12-2. Describe attention-deficit hyperactivity disorder (ADHD)
12-3. Differentiate the medical model and bio-psycho-social perspective to psychological disorders.
12-4. Describe the purpose of the DSM-IV and the FIVE levels or Axes.
12-5. Differentiate neurotic disorders from psychotic disorders.
12-6. Given a situation, classify the following disorders and discuss the etiology (psychological(learning/social-cognitive) vs.
biological explanations) and diagnostic criteria that lead you to that classification.
a. Anxiety disorders (generalized anxiety, panic disorder, phobia)
b. Obsessive-compulsive disorders (NOTE: DSM V now separates this from anxiety disorders into its own category)
c. Trauma & Stressor-related disorders ( PTSD: DSM V also separates from anxiety disorder into its own category)
d. Somatoform disorders (conversion disorder and hypochondriasis).
e. Dissociative disorders (dissociative identity disorder- multiple personality, amnesia, fugue).
d. Mood disorders (major depressive, mania, bipolar).
f. Describe myths and warnings of suicide, identifying characteristics & behavioral tendencies of those who commit suicide.
g. Substance Use and Addictive disorders. (Ignore the differentiation of abuse vs. dependence and tolerance-the new DSM V
now has this one category and rates it on severity)
h. Schizophrenia (IGNORE the classification of the 5 subtypes which are no longer used in the DSM V)
i. Personality (avoidant, schizoid, histrionic, narcissistic, borderline, antisocial).
TEST on Unit 12
Area IX: Treatment of Psychological Disorders
Wks 10-12, Unit 13 & supplemental reading on Basic Counseling Fundamentals
13-1. Define psychotherapy.
13-2. Describe the eclectic approach to psychotherapy.
13-3. Given a situation, identify the following psychological therapies and discuss the goal and process (method/techniques):
a. Psychoanalysis (Freud) (free association, dream analysis, interpretations, resistance, transference)
b. Client-centered (Rogers-nondirective therapy, active listening, empathy, unconditional positive regard via GAE).
13-3. Given a situation, identify the following psychological therapies and discuss the goal and process (method/techniques):
c. Behavior therapies. (counterconditioning, aversive conditioning, systematic desensitization, exposure therapy, progressive
relaxation, virtual reality exposure therapy, behavior modification & token economy).
d. Cognitive therapy (Beck).
e. Cognitive-behavior therapy (Ellis) & Stress-inoculation training (Meichenbaum).
f. Group and family therapy.
g. Social skills training.
13-4. Evaluate the effectiveness of the psychological based on research findings
a. Client vs. Clinician perspectives
b. Placebo effect vs. regression toward the mean phenomenon.
c. Outcome research (Meta-analysis).
13-5. Describe alternative therapies (Therapeutic touch, EMDR, Light exposure for SAD)
13-6. Describe commonalities among psychotherapies.
13-7. Differentiate the training and focus of psychological therapy professionals (clinical psychologists, social workers, counselors
and psychiatrists).
13-8. Describe the following biomedical therapies-include the goal and process:
a. Psychopharmacology (Anti-psychotic/anxiety/depressant drugs and tardive dyskinesia).
b. Electroconvulsive therapy (ECT).
c. Repetitive transcranial magnetic stimulation (rTMS).
d. Psychosurgery (lobotomy).
e. The Biopsychosocial approach to therapy.
13-9. Apply basic communication skills in a personal counseling situation.
a. Define the goal of counseling.
b. Describe five stages of the counseling process. (prepare, establish relationship/identify the problem, develop solutions,
take action, follow-up).
c. Describe and demonstrate the following important considerations for an effective counseling situation:
(1) Physical environment.
(2) Attending posture (use the acronym SOLER).
(3) Listening skills.
(4) Questioning skills.
13-10. Identify the following major historical figures/contributors in psychology relevant to this Area:
a. Aaron Beck (Recall Freud, Rogers, Skinner, Rogers)
b. Albert Ellis
c. Mary Cover Jones
d. Joseph Wolpe
TEST on Unit. 13 & supplemental reading on counseling
Area X: Review of Psychology, Semester Project Presentations & AP Exam
Wks 13-18, Units 1-14 (Completes Spring Term)
Review for AP Psychology Exam
Project Presentations on Psychological Topic of Interest (Guidelines below)
AP Psychology Exam- MON 5 MAY at 12:30 pm
AP Psychology 2nd Semester Project Requirements (choose 1 of 3):
AP Psychology 2nd Semester Project Requirements: OPTION 1-Note Cards & Video
1.
Intent: Research and present a 10 min. review of an area of psychology we covered in the course. Provide review note
cards and present a video w/ Powerpoint to facilitate student re-learning of the material for their preparation for the AP Exam.
2.
Group size: Each project will involve two students (NOT 3), based on student preference. Teams will work collaboratively
to produce one written product and presentation for the same grade.
3.
Group topic: Submit your proposed Area review topic and group composition to me NLT FRI 14 FEB. You must receive
approval for your area and any revisions/changes to your originally proposed topic.
4.
Requirements: You must design, present and turn-in the following products: A video/role-play demonstration (30 pts),
memory techniques (20 pts), 30 note cards (30 pts) and an oral presentation (10 min.-20 pts).
a. Film clip or role play demonstration: You must provide a series of short film clips that illustrate 5
objectives/topics in the area. You can use web, DVD or home-made video clips.
b. Memory techniques: You must provide the class with a written and oral demonstration of various memory
techniques to illustrate 10 concepts from the area.
c. 30 note cards. Type, copy and distribute to EACH student in your class sheets of paper (with 3-hole punch)
containing 30 psychological concepts/key words (typically the bold terms in the text or my objectives from the
homework for the area) on one side of the paper and the definition AND an EXAMPLE on the other side of the page
using the template provided in class. Your peers can then fold the sheet in half to quiz themselves or even make
note-cards to scramble them.
d. Oral Presentation. Both individuals of the group will present portions of their project in class using your videos,
handouts and a mini PPT presentation. You are responsible for coordinating the day prior or earlier with me (H) to
ensure your presentation & video functions on the computer. On your presentation day, I will simply login to the
computer and you will take charge.
e. Peer Report: Your team member will rate your contributions to the project (evaluation handout completed after
presentation). If a team member does not adequately contribute to the project, they will receive a LOWER Grade
than the report grade, based on their lack of support to the team project.
5.
DUE DATE: All written products, handouts and the PPT presentation slides (6 slides per page format) are due THURS 3
APR. Oral presentations will begin that day and beyond using a sign-up sheet.
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AP Psychology 2nd Semester Project Requirements: OPTION 2-Test & Video
1.
Intent: Research and present an in-depth review of an area of psychology we covered in the course. Provide review
materials and activities to facilitate student re-learning of the material for their preparation for the AP Exam.
2.
Group size: Each project will involve one or two students (NOT 3), based on student preference. Teams will work
collaboratively to produce one written product and presentation for the same grade.
3.
Group topic: Submit your proposed Area review topic and group composition to me NLT FRI 14 FEB. You must receive
approval for your area and any revisions/changes to your originally proposed topic.
4.
Requirements: You must design, present and turn-in the following products: An area test (30 pts), video/role-play
demonstration (30 pts), memory techniques (20 pts), and an oral presentation (10 min.-20 pts).
a. Area Test. Type a 52 question multiple-choice questions assessing the objectives of the area from our syllabus.
Also include two Free Response Questions relevant to life at Maclay or Tallahassee. Include a typed criteria to
grade the responses to those questions. The answer key for the multiple-choice and FRQ must also identify the
objective from the area homework, by number (e.g. 12-1a, 14-2, etc.), that the question assesses. The test should
resemble our course tests in structure, but cannot include identical FRQs that you have taken in the course. Also
provide a digital copy to me (H) via email on the day the project is due and a hard copy for all students in your class
on the day you present your project.
5.
b.
Film clip or role play demonstration: You must provide a series of short film clips that illustrate 5
objectives/topics in the area.
c.
Memory techniques: You must provide the class with a written and oral demonstration of various memory
techniques to illustrate 10 concepts from the area.
d.
Oral Presentation. Both individuals of the group will present portions of their project in class using your videos,
handouts and a mini PPT presentation. You are responsible for coordinating the day prior or earlier with me (H) to
ensure your presentation & video functions on the computer. On your presentation day, I will simply login to the
computer and you will take charge.
e.
Peer Report: Your team member will rate your contributions to the project (evaluation handout completed after
presentation). If a team member does not adequately contribute to the project, they will receive a LOWER Grade
than the report grade, based on their lack of support to the team project.
DUE DATE: All written products, handouts and the PPT presentation slides (6 slides per page format) are due THURS 3
APR. Oral presentations will begin that day and beyond using a sign-up sheet.
1.
AP Psychology 2nd Semester Project Requirements: OPTION 3-Research Paper & Video
Intent: Research and present a psychological topic of your interest to the class. Apply your knowledge of the possible
causes, sustainment and possible modification, treatment, practices, alternatives or research that may improve/enhance the
conditions/situation of your topic.
2.
Group size: Each project will involve one or two students, based on student preference. Teams will work collaboratively to
produce one written product and presentation for the same grade.
3.
Group topic: Submit your proposed topic and group composition to me NLT 14 FEB. You must receive approval for your
topic and any revisions/changes to your originally proposed topic.
4.
Requirements: There is a written project (max of 5 pages, typed, double spaced-60 pts), video/role-play demonstration (20
pts) and an oral presentation (max of 10 minutes-20 pts).
a. Introduction. Identify your topic of interest and describe its importance in the study of psychology. You cannot
copy a prior report/summary; however, you will consult other studies to help guide you in your report.
b. Literature Review. Use a MINIMUM of five sources from professional science journals to summarize literature
relevant to your topic. You may use additional sources for background information, however, you MUST cite ALL
resources used in your paper and FIVE of them must be from professional journals. SEE ME if you need
clarification. Review major findings from your review of the research for possible causes, sustainment and possible
modification, treatment, practices, alternatives that may improve/enhance the conditions/situation of your topic.
c. Future Research. Identify a specific research question related to your topic that you would be interested in further
exploring. Describe two possible research approaches (e.g. case study, correlational, experimental research, etc.)
you could use to investigate that research question and BRIEFLY describe how you could possibly do that research.
Discuss the ethical considerations to consider in your research approach.
d. Relevance to AP Psychology. Relate your topic to specific concepts, theories and examples discussed in our
course. Ensure you highlight the major links in your briefing. Also distribute a one page typed handout (front/back
is OK) to your classmates identifying specific psychological concept links of your topic (minimum of 25 total) to
EVERY chapter in the text, including the prologue. This handout will serve as a great review for you and your
classmates. Include the handout as an appendix.
e. Film clip or role play demonstration: You must provide a short 2-5 min. film clip or conduct a student role-play to
illustrate an aspect of your research topic.
f. Oral Presentation. Both individuals of the group will present portions of their research project in class using a PPT
presentation. You are responsible for arriving to class early or coordinating the day prior to ensure your presentation
& video functions on the computer. The instructor will simply login to the computer and you will take charge.
g. Peer Report: Your team member will rate your contributions to the project (evaluation handout completed after
presentation). If a team member does not adequately contribute to the project, they will receive a LOWER Grade
than the report grade, based on their lack of support to the team project.
5.
DUE DATE: All written projects and the PPT presentation slides (6 slides per page format) are due THURS 3 APR. Oral
presentations will begin that day and beyond using a sign-up sheet.
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