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2016-2017 Course Syllabus Advanced Placement - Psychology Instructor: Michelle South Email: [email protected] Planning Period: 3rd block Textbook: Myers, David G. Psychology, 10th ed. New York: Worth Publishers, 2011. Supplemental Readings and Materials : 2007 and 2004 AP Released Exam in Psychology (1999 Released Exam is located on the course home page on AP Central); other support materials. Numerous short articles and readings drawn from books, newspapers, magazines, and journals are assigned. During the semester, students are required to read one work of psychology of their own choosing from an approved list, to maintain a journal in dialectical form as they read, and to write a critical review upon completion of their reading. Time/Length: One Semester – 90 minute block Schedule High School Credit: One Unit AP Credit: Depends on AP Exam Score and individual college requirements regarding AP credit. Course Description: 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. The Advanced Placement Program offers a course and exam in psychology to qualified students who wish to complete studies in secondary school equivalent to an introductory college course in psychology. The exam presumes at least one semester of college-level preparation. Each unit will culminate with an AP-style test, which will include multiple choice questions and a Free Response Question (FRQ). There will also be quizzes based on readings and lectures at various times during the unit of study. Each mid- semester will culminate with an AP-style exam, complete with 80 multiple choice questions, a DBQ and two FRQs. Materials: blue or black pin, pencil, wide rule loose-leaf paper, binder or notebook – a binder might be better for keeping up with handouts, Grading: Each nine weeks’ grade will be based on but not limited to a combination of the following assessments. Point values will vary. homework assignments free response questions (FRQ) in-class assignments document based question(s) (DBQ) – 100 points class discussions performance assessments quizzes writing assessments unit test(s) – 100 points reports / research papers – 100 points presentations group assignment Reading: Reading the assigned material is critical for this course. Some exam and quiz questions may come from assigned reading material that was not discussed in class. to make up the test. Make up tests will be given during your class period and you will be responsible for any material you miss that day while you are taking your makeup. Any missed tests that are not made up in the allotted time frame mentioned above will be given a 0. Classroom Rules and Consequences: Written Work: All written work that is turned in should be done in blue or black ink as required on the AP exam. All work should be written legibly. Homework and out of class assignments: All assignments that are to be turned in for a grade that students have time to work on outside of class must be typed in 12 point times new roman font, double spaced, and have 1 inch margins unless otherwise noted. The student’s name, class period, and date should be at the top left corner. Additional requirements may apply to various assignments. Homework is due the day after it is assigned unless otherwise noted. For each day an assignment is overdue. The student will lose 10%. Late assignments will not be accepted after 3 days (A “0” will be given for he grade). AP Review: It is my goal to finish the course material with several days remaining to review for the AP Exam. However, any material that is not covered is still the student’s responsibility. Students are encouraged to keep track of their notes throughout the year and review them periodically. There are AP review books available that student may want to purchase and utilize. General Procedures: Review the daily agenda and objectives on the board. As soon as you come into class sit down, get out your materials, and begin working on your bell ringer. Sit in your assigned seat. Sharpen your pencil at the start of class. Put away all food and drinks If Absent If you are absent, it is your responsibility to find out what you missed such as bell ringers, notes, worksheets, etc. Make up test and quizzes are to be completed on your first day back to school if you only missed the day of the test and your abscesses was not excused. If you missed several days or the day before a test and the absences are excused, then you have the same number of days you missed Rules: 1. Be responsible – always complete readings and assignments by the designated due date 2. Be respectful to students and teachers 3. Be prepared – always have your necessary materials 4. Arrive to class on time 5. Follow all school rules, district rules, and classroom rules / procedures. Consequences 1. Verbal warning 2. Minor infraction documented warning 3. Minor infraction 1 paragraph 4. Minor infraction – 2 paragraphs 5. Sent to office with disciplinary referral The teacher reserves the right to skip directly to being sent to the office. Midterm Exam Students take a midterm exam covering the first six units. The exam is in the same format as the AP Exam (multiple choice and short essays), but the number of multiplechoice questions is reduced proportionately to the time available in the exam period to maintain a similar time pressure. Alternative Assessments/ Summer Reading and Journal Students read one book from an approved list. As they read, they write reflective responses to passages of their choice in a double-entry journal. They write a critical review upon completion of the book. The journal and review are due on the first day of classes. Unit Journals Students continue writing in their double-entry journals approximately twice each week throughout the course. These journals facilitate deep processing of learning and differentiation of instruction by encouraging critical thinking and independent exploration. They also provide an additional forum for the teacher to give feedback to guide individual students. Entries must be linked to the unit that is being studied and contain the following elements: • student reflection on readings • class discussions and activities • personal experiences • recent news or television broadcasts • Internet research Projects/ Alternative Assessments Naturalistic Observation Each student completes a 15-minute observation of a human participant in a naturalistic setting. The purpose is to familiarize students with this method, to improve their powers of observation, and to help them distinguish between subjective and objective records. Experimental Design Students are given a hypothetical research problem and told to write a proposal for a controlled experiment to solve it. The exercise serves to improve their understanding of research methodology. Behavior Modification Each student designs an application of operant conditioning principles to modify a human participant’s behavior. After receiving IRB (institutional review board) approval, students attempt the modification over a three-week period. The project develops firsthand experience of Skinner’s theory Applications of Developmental Psychology Students work in small groups to research a recent topic related to the unit on development (e.g., the benefits of Head Start programs, effectiveness of sex or drug education programs, effects of divorce on children) and then present their findings to the class in an oral report of 15 to 20 minutes. The project provides an introduction to library and online research tools in psychology as well as APA documentation. Controlled Experiment Students research a topic of their choice, subject to IRB approval. The final project must incorporate a review of literature, discussion of method, presentation and evaluation of results, and a conclusion. Review of Literature Students research a topic of their choice. The final paper must develop an original thesis on a controversial topic. Poster Presentation (Final Exam) In lieu of a traditional final exam, students present the results of their second-semester project to the class. The presentation is in poster form, accompanied by a 30-minute lecture (including a question-and-answer time). Extra Credit** Psychology Book Review Students wanting to do additional work for extra credit are directed to read one of the books from the semester reading list, or another title that is satisfactory to the teacher, and complete a critical review. The book must relate to the unit under study at that time. Course Outline: The course outline is subject to change. It is a guide for the students to follow. Individual assignments will be discussed in more depth as they approach. Due dates will be discussed in class. Time restraints and extenuating circumstances may not allow for the completion of all unit activities. Course Topics and Learning objectives categorized into Units and a Weekly Course Plan: Unit 1 Topics and Learning Objectives: I. History and Approaches (2–4%) (Week 1) Pg. 2 Psychology has evolved markedly since its inception as a discipline in 1879. There have been significant changes in the theories that psychologists use to explain behavior and mental processes. In addition, the methodology of psychological research has expanded to include a diversity of approaches to data gathering. AP students in psychology should be able to do the following: • Recognize how philosophical and physiological perspectives shaped the development of psychological thought. • Describe and compare different theoretical approaches in explaining behavior: — structuralism, functionalism, and behaviorism in the early years; — Gestalt, psychoanalytic/psychodynamic, and humanism emerging later; — evolutionary, biological, cognitive, and biopsychosocial as more contemporary approaches. • Recognize the strengths and limitations of applying theories to explain behavior. • Distinguish the different domains of psychology (e.g., biological, clinical, cognitive, counseling, developmental, educational, experimental, human factors, industrial–organizational, personality, psychometric, social). • Identify major historical figures in psychology (e.g., Mary Whiton Calkins, Charles Darwin, Dorothea Dix, Sigmund Freud, G. Stanley Hall, William James, Ivan Pavlov, Jean Piaget, Carl Rogers, B. F. Skinner, Margaret Floy Washburn, John B. Watson, Wilhelm Wundt). Week 1 History and Approaches Day 1 Introduction to Psychology—History; The Breadth of Psychology Activity: What is and isn’t psychology?—Identifying specialties in psychology Day 2 Psychological Perspectives Activity: What do you believe?—Perspective points of view Day 3 Practice with Perspectives Activity: Personal Habit—Why do I do that?—Influence or perspectives of explaining behavior Day 4 History of Psychology Contributors: Wundt, Darwin, Hall, James, Freud, Watson Day 5 Assessment II. Social Psychology (8–10%) (Week 2-3) pg. 552 This part of the course focuses on how individuals relate to one another in social situations. Social psychologists study social attitudes, social influence, and other social phenomena. AP students in psychology should be able to do the following: • Apply attribution theory to explain motives (e.g., fundamental attribution error, self-serving bias). • Describe the structure and function of different kinds of group behavior (e.g., • Explain how individuals respond to expectations of others, including groupthink, conformity, and obedience to authority. • Discuss attitudes and how they change (e.g., central route to persuasion). • Predict the impact of the presence of others on individual behavior (e.g., bystander effect, social facilitation). • Describe processes that contribute to differential treatment of group members (e.g., in-group/out-group dynamics, ethnocentrism, prejudice). • Articulate the impact of social and cultural categories (e.g., gender, race, ethnicity) on self-concept and relations with others. • Anticipate the impact of behavior on a self-fulfilling prophecy. • Describe the variables that contribute to altruism, aggression, and attraction. • Discuss attitude formation and change, including persuasion strategies and cognitive dissonance. • Identify important figures in social psychology (e.g., Solomon Asch, Leon Festinger, Stanley Milgram, Philip Zimbardo).deindividuation, group polarization). Week 2-3 Social Psychology Day 1 Attitudes: Formation and Change From where did your attitudes come?—Discussion on advertising Day 2 Attributions: Types and Errors Factors affecting attributions Identifying attributions—situations Errors and their affect on our behavior Day 3 Conformity: Asch and Influential Factors Demo: Conformity to upperclassmen Observation: Break conformity and record reactions Day 4 Obedience: Milgram and Related Research Video: Milgram experiment Class discussion—What would you do differently? What if the learner were female? Day 5 Group Influence Short story: Shirley Jackson’s The Lottery • Identifying presence of group influence III. Biological Bases of Behavior (8–10%) (Week 4-5) pg. 46 An effective introduction to the relationship between physiological processes and behavior — including the influence of neural function, the nervous system and the brain, and genetic contributions to behavior — is an important element in the AP course.AP students in psychology should be able to do the following: • Identify basic processes and systems in the biological bases of behavior, including parts of the neuron and the process of transmission of a signal between neurons. • Discuss the influence of drugs on neurotransmitters (e.g., reuptake mechanisms, agonists, antagonists). • Discuss the effect of the endocrine system on behavior • Describe the nervous system and its subdivisions and functions: — central and peripheral nervous systems; — major brain regions, lobes, and cortical areas; — brain lateralization and hemispheric specialization. • Discuss the role of neuroplasticity in traumatic brain injury. • Recount historic and contemporary research strategies and technologies that support research (e.g., case studies, split-brain research, imaging techniques). • Discuss psychology’s abiding interest in how heredity, environment, and evolution work together to shape behavior. • Predict how traits and behavior can be selected for their adaptive value. • Identify key contributors (e.g., Paul Broca, Charles Darwin, Michael Gazzaniga, Roger Sperry, Carl Wernicke Biological Bases of Behavior Week 4 Day 1 Hemisphere Specialization Can we live with only half a brain? Left and right hemisphere asymmetry • Identifying left and right brain abilities Video: The Brain Module #4—Split Brain Day 2 The Cerebral Cortex: Lobes and Cortical Areas Contributors: Broca, Wernicke, Fritsch and Hitzig, Penifield, Flourens, Gail Activity: the sensory homunculus—Are you sensitive? • Demonstrating different sensitivities on back vs. palm Day 3 The Cerebral Cortex Video: The Brain Module #3—Phineas Gage Day 4 Brain Structures and Functions Label structures and function Application assignment—Where in the brain . . . ? Day 5 Brain Structures- continue from yesterday Week 5 Day 1 Understanding Brain Structure and Function Imaging techniques: uses and limitations Sample scans and identification • Whole Brain Atlas Day 2 Assessment Day 3 The Nervous System Contributors: Galvani, Muller, Cajal Day 4 Basic Neuroanatomy Label structures and functions Activity: “The Neuron Dance” • Demonstration of neural activity between types of neurons • Demonstration of threshold stimulation and action potential Day 5 Neurotransmitters and Their Influence Neurotransmitter activity and effects on behavior • Agnostic vs. antagonistic neurochemicals • Involvement with illness/disorders Day 4 The Endocrine System and Influence on Behavior Label structures and functions Hormone activity and effects on behavior Day 5 Assessment Week 6 Day 1 The Issue of Nature and Nurture: Genes & Evolution Focus on evolutionary psychology Contributors: Mendel, Darwin Day 2 Nature and Nurture: Behavior Genetics How genetics work—dominant and recessive genes Genetic predispositions Day 3 The Importance of Twin Studies What can we learn from twins? Research: Bouchard “Minnesota Twin Study” • Methodology: purpose and limitations—the roles of nature and nurture Day 4 Nature and Nurture: Environment Effects of culture, family, society on behavior Day 5 Assessment IV. Sensation and Perception (6–8%) (Week 7-9) pg. 216 Everything that organisms know about the world is first encountered when stimuli in the environment activate sensory organs, initiating awareness of the external world. Perception involves the interpretation of the sensory inputs as a cognitive process. AP students in psychology should be able to do the following: • Discuss basic principles of sensory transduction, including absolute threshold, difference threshold, signal detection, and sensory adaptation. • Describe sensory processes (e.g., hearing, vision, touch, taste, smell, vestibular, kinesthesis, pain), including the specific nature of energy transduction, relevant anatomical structures, and specialized pathways in the brain for each of the senses. • Explain common sensory disorders (e.g., visual and hearing impairments). • Describe general principles of organizing and integrating sensation to promote stable awareness of the external world (e.g., Gestalt principles, depth perception). • Discuss how experience and culture can influence perceptual processes (e.g., perceptual set, context effects). • Explain the role of top-down processing in producing vulnerability to illusion. • Discuss the role of attention in behavior. • Challenge common beliefs in parapsychological phenomena. • Identify the major historical figures in sensation and perception (e.g., Gustav Fechner, David Hubel, Ernst Weber, Torsten Wiesel). Week 7-8 Sensation and Perception Day 1 Sensation vs. Perception: Differences Activity: optical illusions: Why don’t you see what I see? Differences in the processes Day 2 Sensory Thresholds and Adaptation Different thresholds for each sensory modality Webster’s Law and the just noticeable difference Activity: subliminal messages—back masking • The role of top-down processing in perception Day 3 The Sense of Vision Anatomy of the eye Activity: blind-spot location Activity: location of rods and cones Day 4 Color Vision Visible spectrum—additive and subtractive color Types of cones Colorblindness Day 5 Visual Perception Monocular and binocular cues Activity: magazine pictures demonstrating monocular cues Week 8 Day 1 Visual Perception Perceptual constancy Afterimage effect Day 2 Perceptual Interpretation Day 3 The Sense of Hearing Anatomy of the ear Noise and deafness Day 4 Attention Activity: characteristics of a penny Selective attention Divided attention Video: Black t-shirts vs. white t-shirts basketball Day 5 The Sense of Touch and Pain Video: The Mind—Girl with no pain receptors • What would life be like without pain? • The benefits of touch • Phantom limb sensations • The biological explanation Week 9 Day 1 Taste and Smell Anatomy of the connection Activity: Are you a supertaster or a nontaster? • Characteristics of each type • Looking at our taste bud concentrations Day 2 The Other Senses: Kinesthetic and Vesibular Reading: The Man Who Mistook His Wife for a Hat: The Disembodied Woman • Loss of proprioception Relationship between the senses Sensory synaesthesia Day 3 Assessment- MIDTERM EXAM V. States of Consciousness (2–4%) (Week 9-10) pg. 84 Understanding consciousness and what it encompasses is critical to an appreciation of what is meant by a given state of consciousness. The study of variations in consciousness includes an examination of the sleep cycle, dreams, hypnosis, circadian rhythms, and the effects of psychoactive drugs. AP students in psychology should be able to do the following: • Describe various states of consciousness and their impact on behavior. • Discuss aspects of sleep and dreaming: — stages and characteristics of the sleep cycle; — theories of sleep and dreaming; — symptoms and treatments of sleep disorders. • Describe historic and contemporary uses of hypnosis (e.g., pain control, psychotherapy). • Explain hypnotic phenomena (e.g., suggestibility, dissociation). • Identify the major psychoactive drug categories (e.g., depressants, stimulants) and classify specific drugs, including their psychological and physiological effects. • Discuss drug dependence, addiction, tolerance, and withdrawal. • Identify the major figures in consciousness research (e.g., William James, Sigmund Freud, Ernest Hilgard). Week 9 States of Consciousness Day 4 Circadian Rhythms Questionnaire: Are you an owl or a lark? Biological Circadian Rhythms Video: The Brain—Sleep and Circadian Rhythms • Cave dweller effects of lack of time cues Day 1 Need for Sleep and Sleep Disorders Survey: sleep hygiene National Sleep Foundation statistics on sleep Disorders: symptoms, frequency, and treatment Day 2 Dream Theory Psychoanalytic vs. Biological vs. Cognitive Day 3 Hypnosis Activity: Barber Suggestibility Scale • How suggestible are you? How does hypnosis work? • Role theory, state theory, hidden observer Video: Discovering Psychology—hypnosis demo Day 4 Drugs and Consciousness Research: Olds and the “pleasure centers” • Methodology: purpose and limitations Video segment: The Mind—addiction Drug categories and effects Other behaviors that are addictive • Gambling, shopping, eating Day 5 Assessment VI. Developmental Psychology (7–9%)(Week 10) pg. 166 Developmental psychology deals with the behavior of organisms from conception to death and examines the processes that contribute to behavioral change throughout the life span. The major areas of emphasis in the course are prenatal development, motor development, socialization, cognitive development, adolescence, and adulthood. AP students in psychology should be able to do the following: • Discuss the interaction of nature and nurture (including cultural variations) in the determination of behavior. • Explain the process of conception and gestation, including factors that influence successful fetal development (e.g., nutrition, illness, substance abuse). • Discuss maturation of motor skills. • Describe the influence of temperament and other social factors on attachment and appropriate socialization. • Explain the maturation of cognitive abilities (e.g., Piaget’s stages, information processing). • Compare and contrast models of moral development (e.g., Kohlberg, Gilligan). • Discuss maturational challenges in adolescence, including related family conflicts. • Explain how parenting styles influence development. • Characterize the development of decisions related to intimacy as people mature. • Predict the physical and cognitive changes that emerge as people age, including steps that can be taken to maximize function. • Describe how sex and gender influence socialization and other aspects of development. • Identify key contributors in developmental psychology (e.g., Mary Ainsworth, Albert Bandura, Diana Baumrind, Erik Erikson, Sigmund Freud, Carol Gilligan, Harry Harlow, Lawrence Kohlberg, Konrad Lorenz, Jean Piaget, Lev Vygotsky). Week 10 Developmental Psychology Day 1 Prenatal Development Patterns of development Teratogens • Role of the mother • Role of the father Day 2 Infancy/Childhood: Physical Development Activity: Order of Skill Development in Infants Maturation and learning Day 3 Infancy/Childhood: Cognitive Development, Piaget’s Sensorimotor Stage • Assimilation and accommodation • Object permanence Video: Discovering Psychology—infant object permanence Piaget’s preoperational stage • Egocentrism Piaget’s concrete-operational stage • Activity: field trip to elementary school Conservation tasks observation Day 4 Infancy/Childhood: Social Development Research: Ainsworth “strange situation” • Methodology: purpose and limitations Attachment styles and parenting styles Research: Harlowe “contact comfort” • Methodology: purpose and limitations Stranger Anxiety and Separation Anxiety Erikson’s eight stages of man Kohlberg’s preconventional reasoning Day 5 Infancy: Social Development Activity: show and tell • Bring in child’s toy or book. How does it help the child develop socially? • Student presentations Week 11 Day 1 Assessment Day 2 Gender Activity: John and Jane • Baby picture with gender attributes • Influences on gender and development Day 3 Adolescence: Physical Development Puberty—early and late developers Eating disorders Day 4 Adolescence: Cognitive Development Piaget’s formal operational stage Metacognition—Do you know how you think? Day 5 Adolescence: Social Development Erikson’s identity formation Conformity: peers vs. parents Week 12 Day 1 – Writing Assessment Day 2 Gender Activity: John and Jane • Baby picture with gender attributes • Influences on gender and development Day 3 Adulthood: Cognitive Development Crystallized vs. fluid intelligence Maintaining a healthy brain Alzheimer’s disease Day 4 and 5 Adulthood: Social Development Video: A&E Biography: Sigmund Freud • Highlights major developments in Freud’s Psychoanalytic Theory- Writing Assessment VII. Personality (5–7%)(Week 13) pg. 512 In this section of the course, students explore major theories of how humans develop enduring patterns of behavior and personal characteristics that influence how others relate to them. The unit also addresses research methods used to assess personality. AP students in psychology should be able to do the following: • Compare and contrast the major theories and approaches to explaining personality (e.g., psychoanalytic, humanist, cognitive, trait, social cognition,behavioral). • Describe and compare research methods (e.g., case studies and surveys) that psychologists use to investigate personality. • Identify frequently used assessment strategies (e.g., the Minnesota Multiphasic Personality Inventory [MMPI], the Thematic Apperception Test [TAT]), and evaluate relative test quality based on reliability and validity of the instruments. • Speculate how cultural context can facilitate or constrain personality development, especially as it relates to self-concept (e.g., collectivistic versus individualistic cultures). • Identify key contributors to personality theory (e.g., Alfred Adler, Albert Bandura, Paul Costa and Robert McCrae, Sigmund Freud, Carl Jung, Abraham Maslow, Carl Rogers). Week 13 Personality Day 1 Psychoanalytic Perspective Video: A&E Biography: Sigmund Freud • Highlights major developments in Freud’s Psychoanalytic Theory Day 1 Psychoanalytic Perspective • Levels of unconsciousness • Psychosexual stages • Defense mechanisms Day 2 Trait Perspective Big 5 Theory of Personality • Is a personality stable or changeable? Day 2 Trait Perspective Day 3 Humanistic Perspective • Hierarchy of needs • Self-actualization Day 3 Humanistic Perspective Contributor: Rogers • Unconditional positive regard • Ideal self • Client-centered therapy Day 4 Social-Cognitive Perspective Bandura: reciprocal determinism Locus of control Seligman: learned helplessness Day 4 Positive Psychology Issues Focus of positive psychology • Positive subjective experiences • Optimism • Hope Day 5 Assessment: Project- Based VIII Learning (7–9%) (Week 14) pg. 264 This section of the course introduces students to differences between learned and unlearned behavior. The primary focus is exploration of different kinds of learning, including classical conditioning, operant conditioning, and observational learning. The biological bases of behavior illustrate predispositions for learning. AP students in psychology should be able to do the following: • Distinguish general differences between principles of classical conditioning, operant conditioning, and observational learning (e.g., contingencies). • Describe basic classical conditioning phenomena, such as acquisition, extinction,spontaneous recovery, generalization, discrimination, and higher-order learning. • Predict the effects of operant conditioning (e.g., positive reinforcement, negative reinforcement, punishment). • Predict how practice, schedules of reinforcement, and motivation will influence quality of learning. • Interpret graphs that exhibit the results of learning experiments. • Provide examples of how biological constraints create learning predispositions. • Describe the essential characteristics of insight learning, latent learning, and social learning. • Apply learning principles to explain emotional learning, taste aversion, superstitious behavior, and learned helplessness. • Suggest how behavior modification, biofeedback, coping strategies, and selfcontrol can be used to address behavioral problems. • Identify key contributors in the psychology of learning (e.g., Albert Bandura, John Garcia, Ivan Pavlov, Robert Rescorla, B. F. Skinner, Edward Thorndike, Edward Tolman, John B. Watson) Week 14 Learning Day 1 Classical Conditioning: Process Contributors: Pavlov and Watson Components of classical conditioning Practice: identifying components Video: Discovering Psychology—Pavlov and classical conditioning Day 1 Classical Conditioning: Phenomena Acquisition, discrimination, generalization, extinction, spontaneous recovery Practice: identifying components Video: Discovering Psychology—Watson and Little Albert Discussion—food aversions and phenomena Day 2 Evaluating Classical Conditioning Limitations of the perspective Day 2 Operant Conditioning: Process Shaping and the Skinner Box Activity: “Hot and Cold”—shaping student behavior Reinforcement and punishment Practice: identifying consequences Video: Discovering Psychology—Skinner on operant conditioning Day 3 Schedules of Reinforcement Schedules—fixed and variable Practice: identifying schedules Day 3 Evaluating Operant Conditioning Article: Drawbacks of Reinforcement Day 4 Social/Observational Learning Research: Bandura and modeling aggression • Methodology: purpose and limitations Process of social learning Day 4 Cognition and Learning Theory Classical, operant, and social learning—How does thinking fit in? Day 5 Assessment/ Writing Assessment IX. Cognition (8–10%)(Week 15) pg. 337 In this unit students learn how humans convert sensory input into kinds of information. They examine how humans learn, remember, and retrieve information. This part of the course also addresses problem solving, language, and creativity. AP students in psychology should be able to do the following: • Compare and contrast various cognitive processes: — effortful versus automatic processing; — deep versus shallow processing; — focused versus divided attention. • Describe and differentiate psychological and physiological systems of memory (e.g., short-term memory, procedural memory). • Outline the principles that underlie effective encoding, storage, and construction of memories. • Describe strategies for memory improvement. • Synthesize how biological, cognitive, and cultural factors converge to facilitate acquisition, development, and use of language. • Identify problem-solving strategies as well as factors that influence their effectiveness. • List the characteristics of creative thought and creative thinkers. • Identify key contributors in cognitive psychology (e.g., Noam Chomsky, Hermann Ebbinghaus, Wolfgang Köhler, Elizabeth Loftus, George A. Miller). Week 15 Cognition Day 1 Memory Systems Atkinson and Schiffrin’s model of memory • Sensory, short, long-term memory • Capacity and duration of information • Transfer of information among the system Day 1 Encoding Information The need for attention Modes of encoding: visual, auditory, semantic Day 2 Encoding: Mnemonics What is a mnemonic? • Examples of mnemonics Video: Learning Tree—Improving Your Memory Practice: creating your own mnemonics Day 3 Storage of Memories Deep vs. shallow processing Influence of context, mood, state of mind Day 3 Biology of Memory Brain areas devoted to memory Neurochemicals and memory Video segment: The Mind “Search for Mind”— Clive Wearing • Damage to brain leads to memory deficits Day 4 Retrieval Cues Recall and recognition memory Tip-of-the-tongue phenomenon Déjà vu Day 4 Theories of Forgetting Interference, decay, retrieval failure Day 4 Memory Error Activity: Telephone game • What changes in the information? The problem with reconstructive memory Research: Loftus and eyewitness testimony • Wording effects and memor Day 5 – Assessment Week 16 Day 1 Thinking: Concept Formation and Problem Solving Schemas Algorithms and heuristics Activity: Talk aloud while solving a problem • Analyze your strategy Day 2 Decision Making Belief perseverance and belief bias Mental set and functional fixedness Activity: create a phonograph Day 2 Language Structure and Acquisition Components of language Early exposure vs. late exposure • Detecting language subtleties as infants Video: Nova: Secrets of the Wild Child—Genie Day 3 Theories of Language Development Chomsky, Skinner, and Cognition • Nativist, behaviorist, cognitive theories Day 4 Animals and Cognition Kohler: Insight learning • Sultan Communication with animals Do animals have language? • Koko Day 5 Assessment X. Testing and Individual Differences (5–7%)(Week 17) pg. 366 An understanding of intelligence and assessment of individual differences is highlighted in this portion of the course. Students must understand issues related to test construction and fair use.AP students in psychology should be able to do the following: • Define intelligence and list characteristics of how psychologists measure intelligence: — abstract versus verbal measures; — speed of processing. • Discuss how culture influences the definition of intelligence. • Compare and contrast historic and contemporary theories of intelligence (e.g., Charles Spearman, Howard Gardner, Robert Sternberg). • Explain how psychologists design tests, including standardization strategies and other techniques to establish reliability and validity. • Interpret the meaning of scores in terms of the normal curve. • Describe relevant labels related to intelligence testing (e.g., gifted, cognitively disabled). • Debate the appropriate testing practices, particularly in relation to culture-fair test uses. • Identify key contributors in intelligence research and testing (e.g., Alfred Binet, Francis Galton, Howard Gardner, Charles Spearman, Robert Sternberg, Louis Testing and Individual Differences Week 17 Day 1 History of Intelligence Testing Binet—Paris school children Terman and IQ Post–World War II testing Article: “Bias of IQ testing with immigrants” Day 1 Definitions of Intelligence Activity: Sample Mensa questions • What are these questions measuring? General intelligence vs. multiple intelligence • Spearman, Gardner, Sternberg Emotional intelligence Day 2 The Biology of Intelligence Brain size and brain function • Correlational research Day 2 Genetics, Environment, and Intelligence Influence of genes and schooling on intelligence—How much can we affect intelligence? Day 2 Testing Intelligence Achievement and aptitude tests Modern intelligence Modern intelligence tests Reliability and validity issues The Flynn Effect Activity: creating an intelligence test for your pet Day 3 Is Intelligence Stable? The range of intelligence Intelligence over time • Fluid and crystallized revisited Beliefs about intelligence and attributions Day 3 Intelligence and Creativity Activity: Completing ambiguous figures • Which are more creative? Components of creativity Relationship between intelligence and creativity Day 4 Ethnicity, Gender, and Intelligence Group differences in intelligence Group similarities in intelligence Sociocultural factors affecting intelligence • Influence on girls • Aronson’s stereotype threat Day 4 Culture, Bias, and Intelligence Cultural differences in definition of intelligence The bias of intelligence tests Day 5 Assessment XI.. Motivation and Emotion (6–8%) (Week 18) pg. 402 In this part of the course, students explore biological and social factors that motivate behavior and biological and cultural factors that influence emotion. AP students in psychology should be able to do the following: • Identify and apply basic motivational concepts to understand the behavior of humans and other animals (e.g., instincts, incentives, intrinsic versus extrinsic motivation). • Discuss the biological underpinnings of motivation, including needs, drives, and homeostasis. • Compare and contrast motivational theories (e.g., drive reduction theory, arousal theory, general adaptation theory), including the strengths and weaknesses of each. • Describe classic research findings in specific motivation systems (e.g., eating, sex, social) • Discuss theories of stress and the effects of stress on psychological and physical well-being. • Compare and contrast major theories of emotion (e.g., James–Lange, Cannon– Bard, Schachter two-factor theory). Motivation and Emotion Week 18 Day 1 Introducing Motivation What motivates you?—discussion Basic introduction to motivation theory Day 1 Hunger as a Motive The biology of hunger Outside influences and hunger • Incentives, culture, social pressure Obesity Day 2 Sexuality as a Motive Arousal as a motive • Factors affecting arousal Adolescent sexuality Day 2 Belonging as a Motive Why do you belong to groups?—discussion Benefits of “others” • Influence on health and life span Day 3 Achieving as a Motive What is one major goal in your life? Intrinsic and extrinsic motivation Leadership and motivation Day 2 Basic Emotions Ekman’s emotion faces • Identify the emotion displayed • Cultural universals When did you learn to display these emotions? Day 3 Psychology Fair Field trip: Explaining psychological concepts to elementary school students • 20 interactive booths, demonstrations, high school student presenters Day 3 Emotion Theories James-Lange, Canon-Bard, Schachter-Singer Practice: identify theory used in situations Day 4 Emotion as a Physiological Response Activity: “Lie Detector” in mock “crime” • Use of biofeedback monitor to determine arousal, lying Day 5 Stress and Illness Effects on the immune system • From colds to cancer Type A and heart disease Day 5 Emotional Expression Culture and expression—display rules Gender differences in emotional display Prepare for Final Exam XI Research Methods (8–10%)(Week 1- 18) pg. 16 Psychology is an empirical discipline. Psychologists develop knowledge by doing research. Research provides guidance for psychologists who develop theories to explain behavior and who apply theories to solve problems in behavior. AP students in psychology should be able to do the following: • Differentiate types of research (e.g., experiments, correlational studies, survey research, naturalistic observations, case studies) with regard to purpose, strengths, and weaknesses. • Describe how research design drives the reasonable conclusions that can be drawn (e.g., experiments are useful for determining cause and effect; the use of experimental controls reduces alternative explanations). • Identify independent, dependent, confounding, and control variables in experimental designs. • Distinguish between random assignment of participants to conditions in experiments and random selection of participants, primarily in correlational studies and surveys. • Predict the validity of behavioral explanations based on the quality of research design (e.g., confounding variables limit confidence in research conclusions). • Distinguish the purposes of descriptive statistics and inferential statistics. • Apply basic descriptive statistical concepts, including interpreting and constructing graphs and calculating simple descriptive statistics (e.g., measures of central tendency, standard deviation). • Discuss the value of reliance on operational definitions and measurement in behavioral research. • Identify how ethical issues inform and constrain research practices. • Describe how ethical and legal guidelines (e.g., those provided by the American Psychological Association, federal regulations, local institutional review boards) protect research participants and promote sound ethical practice. Week 1-18 Bell-ringers of ethical and legal guidelines, Key terms, statistical data analysis, surveys and DBQ’s relating to research methods and approaches in APA style. Apply projects and Alternative Assessments XII Abnormal Behavior (7–9%)(Week 18.5 Student Presentations and Preparation for AP Exam) pg. 604 In this portion of the course, students examine the nature of common challenges to adaptive functioning. This section emphasizes formal conventions that guide psychologists’ judgments about diagnosis and problem severity. AP students in psychology should be able to do the following: • Describe contemporary and historical conceptions of what constitutes psychological disorders . • Recognize the use of the Diagnostic and Statistical Manual of Mental Disorders (DSM) published by the American Psychiatric Association as the primary reference for making diagnostic judgments. • Discuss the major diagnostic categories, including anxiety and somatoform disorders, mood disorders, schizophrenia, organic disturbance, personality disorders, and dissociative disorders, and their corresponding symptoms. • Evaluate the strengths and limitations of various approaches to explaining psychological disorders: medical model, psychoanalytic, humanistic, cognitive, biological, and sociocultural. • Identify the positive and negative consequences of diagnostic labels (e.g., the Rosenhan study). • Discuss the intersection between psychology and the legal system (e.g., confidentiality, insanity defense). Student Presentations: To be Completed Throughout the Semester *What Is Abnormal Behavior? Criteria of abnormal behavior Culture-bound syndromes The Diagnostic and Statistical Manual • Categories of disorders *Anxiety Disorders Panic disorder, generalized anxiety disorder, phobias • Symptoms, causes How do you know you have a phobia? *Anxiety Disorders Obsessive-compulsive disorder, posttraumatic stress disorder • Symptoms, causes Relationship between anxiety and mood disorders *Mood Disorders Major depression, dysthymia • Symptoms, causes Video: 20/20 Special Report on Depression *Mood Disorders Bipolar disorder • Symptoms and causes Seasonal affective disorder Postpartum Depression * Dissociative Disorders Amnesia, fugue, dissociative identity disorder • Symptoms, causes Video: The Brain—“Multiple Personalities” *Schizophrenia Symptoms and types Video: The Brain—“Schizophrenia” *Schizophrenia Video: The Brain—“Etiology of Schizophrenia” • Biological and genetic factors • Social factors *Personality Disorders Types, symptoms, and causes Practice: identifying characteristics of antisocial personality disorder • “Erika” *Disorder Prevalence and Culture Do these disorders occur with the same frequency around the world? Cultural effects on definition of disorders Cultural effects on diagnosis of disorders • Cultural competency in training XIII. Treatment of Abnormal Behavior (5–7%)( Week 18.5 Student Presentations and Prepare for AP Exam) pg. 650 This section of the course provides students with an understanding of empirically based treatments of psychological disorders. The topic emphasizes descriptions of treatment modalities based on various orientations in psychology. AP students in psychology should be able to do the following: • Describe the central characteristics of psychotherapeutic intervention. • Describe major treatment orientations used in therapy (e.g., behavioral, cognitive, humanistic) and how those orientations influence therapeutic planning. • Compare and contrast different treatment formats (e.g., individual, group). • Summarize effectiveness of specific treatments used to address specific problems. • Discuss how cultural and ethnic context influence choice and success of treatment (e.g., factors that lead to premature termination of treatment). • Describe prevention strategies that build resilience and promote competence. • Identify major figures in psychological treatment (e.g., Aaron Beck, Albert Ellis, Sigmund Freud, Mary Cover Jones, Carl Rogers, B. F. Skinner, Joseph Wolpe). Student Presentations: to be completed throughout the Semester * History of Therapies Early treatments Pictures of contraptions • Early beliefs • Innovators: Pinel and Dix *Psychoanalysis Uncovering the unconscious • Transference • Free association • Hypnosis * Client-Centered Therapy Providing unconditional positive regard • Active listening/paraphrasing * Behavior Therapies Changing behavior • Systematic desensitization • Aversion therapy • Token economies • Virtual reality and exposure therapy * Cognitive and Group Therapies Changing thinking • Cognitive therapy • Cognitive-behavioral therapy • Rational emotive therapy The value of group therapies * Biomedical Therapies Drug therapy—effects on neurotransmitters Light therapy Brain surgery Electroconvulsive therapy * Evaluation and Effectiveness of Therapies Practice: matching therapy with disorder Which is the best therapy? • A comparison Activity: Group skit demonstrating specific therapy( if Needed)