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ADVANCED PLACEMENT PSYCHOLOGY SYLLABUS Mrs. McCombs Brooke High School Spring Semester 2016 TEXTBOOK Myers, David G. Myers’ Psychology for AP, Worth Publishers, 2011,1e. COURSE DESCRIPTION Advanced Placement Psychology is a one semester, college-level course. Each student is expected to take the AP Psychology Exam that is administered in May. Successful achievement on the AP exam allows the student to earn three hours of college credit. Psychology will emphasize the systematic and scientific study of the behavior and mental processes of human beings and other animals. Topics discussed will reflect the material included in the workshop handbook, AP Psychology, from the College Board. Lessons will include an in-depth investigation of history and approaches, research methods, biological bases of behavior, sensation and perception, learning, cognition, motivation and emotion, developmental psychology, personality, testing and individual differences, abnormal behavior, treatment of abnormal behavior, and social psychology. CLASS MANAGEMENT NOTES 1. All assignments will be graded using Brooke County’s adopted policies. 2. Tests will include a multiple choice section and free response questions. Separate grades will be earned for each part. 3. Each quiz will be a single grade. 4. Single grades will also be earned for all completed classwork and/or homework assignments. 5. All assignments must be turned in when due. 6. Class time should only be used for working on psychology assignments. 7. A limit of two days for each day missed will be granted to make up missed assignments due to absence. A maximum of 10 days will be granted to make up missed assignments for extended absences. I. History and Approaches [2-4%]-Content Outline (adopted from AP Psychology Workshop Handbook 2014-2015) A. History of Psychology B. Approaches 1. Biological 2. Behavioral 3. Cognitive 4. Humanistic 5. Psychodynamic 6. Sociocultural 7. Evolutionary 8. Biopsychosocial C. Subfields of Psychology Unit 1-History and Approaches-Topics and Learning Objectives (adopted from AP Psychology Workshop Handbook 2014-2015) 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. Recognize how philosophical and physiological perspectives shaped the development of psychological thought. Describe and compare different theoretical approaches in explaining behavior; o structuralism, functionalism, and behaviorism in the early years; o Gestalt, psychoanalytic/psychodynamic, and humanism emerging later; o evolutionary, biological, cognitive, and biopsychosocial as more contemporary approaches. Recognize the strengths and limitations of applying theories to explain behavior. o 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, Dorthea 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). Unit 1-History and Approaches-Myers’ Psychology for AP (pgs. 1-17) Myers’ Psychology for AP-List of Key Concepts What is Psychology?—Psychology’s Roots Psychological Science Develops Contemporary Psychology—Psychology’s Biggest Question Psychology’s Three Main Levels of Analysis Psychology’s Subfields Myers’ Psychology for AP-List of Key Terms empiricism, structuralism, functionalism, experimental psychology, behaviorism, humanistic psychology, cognitive neuroscience, psychology, nature-nurture issue, natural selection, levels of analysis, biopsychosocial approach, biological psychology, evolutionary psychology, psychodynamic psychology, behavioral psychology, cognitive psychology, socio-cultural psychology, psychometrics, basic research, developmental psychology, educational psychology, personality psychology, social psychology, applied research, industrial-organizational (I/O) psychology, human factors psychology, counseling psychology, clinical psychology, psychiatry, SQ3R II. Research Methods [8-10%]-Content Outline (adopted from AP Psychology Workshop Handbook 2014-2015) A. Experimental, Correlational, and Clinical Research B. Statistics 1. Descriptive 2. Inferential C. Ethics in Research Unit 2-Research Methods-Topics and Learning Objectives (adopted from AP Psychology Workshop Handbook 2014-2015) 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. 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. Unit 2-Research Methods-Myers’ Psychology for AP (pgs. 18-49) Myers’ Psychology for AP-List of Key Concepts The Need for Psychological Science—Did We Know It All Along? Hindsight Bias Overconfidence The Scientific Attitude Critical Thinking How Do Psychologists Ask and Answer Questions?—The Scientific Method Description Correlation Experimentation Statistical Reasoning in Everyday Life—Describing Data Making Inferences Frequently Asked Questions About Psychology—Psychology Applied Ethics in Research Myers’ Psychology for AP-List of Key Terms hindsight bias, critical thinking, theory, hypothesis, operational definition, replication, case study, survey, population, random sample, naturalistic observation, correlation, correlation coefficient, scatterplot, illusory correlation, experiment, random assignment, double-blind procedure, placebo effect, experimental group, control group, independent variable, confounding variable, dependent variable, mode, mean, median, range, standard deviation, normal curve, statistical significance, culture, informed consent, debriefing III. Biological Bases of Behavior [8-10%]-Content Outline (adopted from AP Psychology Workshop Handbook 2014-2015) A. B. C. D. E. F. G. H. Physiological Techniques (e.g., imaging, surgical) Neuroanatomy Functional Organization of Nervous System Neural Transmission Neuroplasticity Endocrine System Genetics Evolutionary Psychology Unit 3-Biological Bases of Behavior-Topics and Learning Objectives (adopted from AP Psychology Workshop Handbook 20142015) 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. 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: o central and peripheral nervous systems; o major brain regions, lobes, and cortical areas; o 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). Unit 3-Biological Bases of Behavior-Myers’ Psychology for AP (pgs. 50-113) Myers’ Psychology for AP-List of Key Concepts Neural Processing and the Endocrine System—Neural Communication Neurons How Neurons Communicate How Neurotransmitters Influence Us The Nervous System The Peripheral Nervous System The Central Nervous System The Endocrine System The Brain—The Tools of Discovery: Having Our Head Examined Recording the Brain’s Electrical Activity Neuroimaging Techniques Older Brain Structures The Brainstem The Thalamus The Cerebellum The Limbic System The Cerebral Cortex Structure of the Cortex Functions of the Cortex Language The Brain’s Plasticity Our Divided Brain Splitting the Brain Right-Left Differences in the Intact Brain Brain Organization and Handedness The Brain and Consciousness Cognitive Neuroscience Dual Processing The Two-Track Mind Genetics, Evolutionary Psychology, and Behavior—Behavior Genetics: Predicting Individual Differences Genes: Our Codes for Life Twin and Adoption Studies Heritability Gene-Environment Interaction The New Frontier: Molecular Genetics Myers’ Psychology for AP-List of Key Terms biological psychology, neuron, sensory neurons, motor neurons, interneurons, dendrite, axon, myelin sheath, action potential, threshold, synapse, neurotransmitter, reuptake, endorphins, nervous system, central nervous system (CNS), peripheral nervous system (PNS), nerves, somatic nervous system, autonomic nervous system, sympathetic nervous system, parasympathetic nervous system, reflex, endocrine system, hormones, adrenal glands, pituitary gland, lesion, electroencephalogram (EEG), CT (computed tomography) scan, PET (positron emission, tomography) scan, MRI (magnetic resonance imaging), fMRI (functional MRI), brainstem, medulla, reticular formation, thalamus, cerebellum, limbic system, amygdala, hypothalamus, cerebral cortex, glial cells (glia), frontal lobes, parietal lobes, occipital lobes, temporal lobes, motor cortex, sensory cortex, association areas, aphasia, Broca’s area, Wernicke’s area, plasticity, neurogenesis, corpus callosum, split brain, consciousness, cognitive neuroscience, dual processing, behavior genetics, environment, chromosomes, DNA (deoxyribonucleic acid), genes, genome, identical twins, fraternal twins, heritability, interaction, molecular genetics, evolutionary psychology, natural selection, mutation IV. Sensation and Perception [6-8%]-Content Outline (adopted from AP Psychology Workshop Handbook 2014-2015) A. B. C. D. Thresholds and Signal Detection Theory Sensory Mechanisms Attention Perceptual Processes Unit 4-Sensation and Perception-Topics and Learning Objectives (adopted from AP Psychology Workshop Handbook 20142015) 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. 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). Unit 4-Sensation and Perception-Myers’ Psychology for AP (pgs. 114-173) Myers’ Psychology-List of Key Concepts Sensing the World: Some Basic Principles—Selective Attention Thresholds Sensory Adaptation Vision—The Stimulus Input: Light Energy The Eye Visual Information Processing Color Vision Hearing—The Stimulus Input: Sound Waves The Ear Hearing Loss and Deaf Culture Other Senses—Touch Pain Taste Smell Perceptual Organization—Form Perception Depth Perception Motion Perception Perceptual Constancy Perceptual Interpretation—Sensory Deprivation and Restored Vision Perceptual Adaptation Perceptual Set Is There Extrasensory Perception?—Claims of ESP Premonitions or Pretensions? Putting ESP to Experimental Test Myers’ Psychology for AP-List of Key Terms sensation, perception, bottom-up processing, top-down processing, selective attention, inattentional blindness, change blindness, psychophysics, absolute threshold, signal detection theory, subliminal, priming, difference threshold, Weber’s law, sensory adaptation, transduction, wavelength, hue, intensity, pupil, iris, lens, retina, accommodation, rods, cones, optic nerve, blind spot, fovea, feature detectors, parallel processing, YoungHelmholtz trichromatic (three-color) theory, opponent-process theory, audition, frequency, pitch, middle ear, cochlea, inner ear, place theory, frequency theory, conduction hearing loss, sensorineural hearing loss, cochlear implant, kinesthesis, vestibular sense, gate-control theory, sensory interaction, gestalt, figure-ground, grouping, depth perception, visual cliff, binocular cues, retinal disparity, monocular cues, phi phenomenon, perceptual constancy, color constancy, perceptual adaptation, perceptual set, extrasensory perception (ESP), parapsychology V. States of Consciousness [2-4%]-Content Outline (adopted from AP Psychology Workshop Handbook 2014-2015) A. Sleep and Dreaming B. Hypnosis C. Psychoactive Drug Effects Unit 5-States of Consciousness-Topics and Learning Objectives (adopted from AP Psychology Workshop Handbook 2014-2015) 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. Describe various states of consciousness and their impact on behavior. Discuss aspects of sleep and dreaming: o stages and characteristics of the sleep cycle; o theories of sleep and dreaming; o 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). Unit 5-States of Consciousness-Myers’ Psychology for AP (pgs. 174-213) Myers’ Psychology for AP-List of Key Concepts Sleep and Dreams—Biological Rhythms and Sleep Why Do We Sleep? Sleep Disorders Dreams Hypnosis—Facts and Falsehoods Explaining the Hypnotized State Drugs and Consciousness—Dependence and Addiction Psychoactive Drugs Influences on Drug Use Myers’ Psychology for AP-List of Key Terms consciousness, circadian rhythm, REM sleep, alpha waves, sleep, hallucinations, delta waves, nREM sleep, insomnia, narcolepsy, sleep apnea, night terrors, dream, manifest content, latent content, REM rebound, hypnosis, posthypnotic suggestion, dissociation, psychoactive drug, tolerance, withdrawal, physical dependence, psychological dependence, addiction, depressants, barbiturates, opiates, stimulants, amphetamines, methamphetamine, Ecstasy (MDMA), hallucinogens, LSD, near-death experience, THC VI. Learning [7-9%]-Content Outline (adopted from AP Psychology Workshop Handbook 2014-2015) A. B. C. D. E. Classical Conditioning Operant Conditioning Cognitive Processes Biological Factors Social Learning Unit 6-Learning-Topics and Learning Objectives (adopted from AP Psychology Workshop Handbook 2014-2015) 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. 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 self-control 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). Unit 6-Learning-Myers’ Psychology for AP (pgs. 214-253) Myers’ Psychology for AP-List of Key Concepts How Do We Learn? Classical Conditioning—Pavlov’s Experiments Extending Pavlov’s Understanding Pavlov’s Legacy Operant Conditioning—Skinner’s Experiments Extending Skinner’s Understanding Skinner’s Legacy Contrasting Classical and Operant Conditioning Learning by Observation—Mirrors in the Brain Bandura’s Experiments Applications of Observational Learning Myers’ Psychology for AP-List of Key Terms learning, habituation, associative learning, classical conditioning, behaviorism, unconditioned response (UR), unconditioned stimulus (US), conditioned response (CR), conditioned stimulus (CS), acquisition, higher-order conditioning, extinction, spontaneous recovery, generalization, discrimination, learned helplessness, respondent behavior, operant conditioning, operant behavior, law of effect, operant chamber, shaping, discriminative stimulus, reinforce, positive reinforcement, negative reinforcement, primary reinforcer, conditioned reinforce, continuous reinforcement, partial (intermittent) reinforcement, fixed-ratio schedule, variable-ratio schedule, fixed-interval schedule, variable-interval schedule, punishment, cognitive map, latent learning, insight, intrinsic motivation, extrinsic motivation, biofeedback, observational learning, modeling, mirror neurons, prosocial behavior VII. Cognition [8-10%]-Content Outline (adopted from AP Psychology Workshop Handbook 2014-2015) A. B. C. D. Memory Language Thinking Problem Solving and Creativity Unit 7-Cognition-Topics and Learning Objectives (adopted from AP Psychology Workshop Handbook 2014-2015) 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. Compare and contrast various cognitive processes: o effortful versus automatic processing; o deep versus shallow processing; o 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 Kohler, Elizabeth Loftus, Gearge A. Miller) Unit 7-Cognition-Myers’ Psychology for AP (pgs. 254-325) Myers’ Psychology for AP-List of Key Concepts Memory—The Phenomenon of Memory Information Processing Encoding: Getting Information In Storage: Retaining Information Retrieval: Getting Information Out Forgetting Encoding Failure Storage Decay Retrieval Failure Memory Construction Misinformation and Imagination Effects Source Amnesia Discerning True and False Memories Children’s Eyewitness Recall Repressed or Constructed Memories of Abuse? Improving Memory Thinking, Problem Solving, Creativity, and Language—Thinking Concepts Solving Problems Making Decisions and Forming Judgments Language Language Structure Language Development Thinking and Language Language Influences Thinking Thinking in Images Myers’ Psychology for AP-List of Key Terms memory, encoding, storage, retrieval, sensory memory, short-term memory, long-term memory, working memory, parallel processing, automatic processing, effortful processing, rehearsal, spacing effect, serial position effect, visual encoding, acoustic encoding, semantic encoding, imagery, mnemonics, chunking, iconic memory, echoic memory, long-term potentiation (LTP), flashbulb memory, amnesia, implicit memory, explicit memory, hippocampus, recall, recognition, relearning, priming, déjà vu, mood-congruent memory, proactive interference, retroactive interference, repression, misinformation effect, source amnesia, cognition, concept, prototype, algorithm, heuristic, insight, creativity, confirmation bias, fixation, mental set, functional fixedness, representativeness heuristic, availability heuristic, overconfidence, belief perseverance, intuition, framing, language, phoneme, morpheme, grammar, semantics, syntax, babbling stage, one-word stage, two-word stage, telegraphic speech, linguistic determinism VIII. Motivation and Emotion [6--8%]-Content Outline (adopted from AP Psychology Workshop Handbook 2014-2015) A. B. C. D. E. F. Biological Bases Theories of Motivation Hunger, Thirst, Sex, and Pain Social Motives Theories of Emotion Stress Unit 8-Motivation and Emotion-Topics and Learning Objectives (adopted from AP Psychology Workshop Handbook 2014-2015) In this part of the course, students explore biological and social factors that motivate behavior and biological and cultural factors that influence emotion. 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). Describe how cultural influences shape emotional expression, including variations in body language. Identify key contributors in the psychology of motivation and emotion (e.g., William James, Alfred Kinsey, Abraham Maslow, Stanley Schachter, Hans Selye). Unit 8-Motivation and Emotion-Myers’ Psychology for AP (pgs. 326-409) Myers’ Psychology for AP-List of Key Concepts Motivation—Motivational Concepts Instincts and Evolutionary Psychology Drives and Incentives Optimum Arousal A Hierarchy of Motives Hunger The Physiology of Hunger The Psychology of Hunger Obesity and Weight Control Sexual Motivation The Physiology of Sex The Psychology of Sex Adolescent Sexuality Sexual Orientation The Need to Belong Emotions, Stress, and Health—Theories of Emotion Embodied Emotion Emotions and the Automomic Nervous System Physiological Similarities Among Specific Emotions Physiological Differences Among Specific Emotions Cognition and Emotion Expressed Emotion Detecting Emotion Gender, Emotion, and Nonverbal Behavior Culture and Emotional Expression The Effects of Facial Expressions Experienced Emotion Fear Anger Happiness Stress and Health Stress and Illness Stress and the Heart Stress and Susceptibility to Disease Myers’ Psychology for AP-List of Key Terms motivation, instinct, drive-reduction theory, homeostasis, incentive, hierarchy of needs, glucose, set point, basal metabolic rate, anorexia nervosa, bulimia nervosa, binge-eating disorder, sexual response cycle, refractory period, estrogens, testosterone, sexual orientation, emotion, James-Lange theory, Cannon-Bard theory, twofactor theory, polygraph, facial feedback, catharsis, “feel-good, do-good phenomenon”, well-being, adaptationlevel phenomenon, relative deprivation, behavioral medicine, health psychology, stress, general adaptation syndrome (GAS), coronary heart disease, Type A, Type B, psychophysiological illness, psychoneuroimmunology (PNI), lymphocytes IX. Developmental Psychology [7-9%]-Content Outline (adopted from AP Psychology Workshop Handbook 2014-2015) A. B. C. D. E. Life-Span Approach Research Methods (e.g., longitudinal, cross-sectional) Heredity-Environmental Issues Developmental Theories Dimensions of Development a. Physical b. Cognitive c. Social d. Moral F. Sex and Gender Development Unit 9-Developmental Psychology-Topics and Learning Objectives (adopted from AP Psychology Workshop Handbook 20142015) 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. 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). Unit 9-Developmental Psychology-Myers’ Psychology for AP (pgs. 410-477) Myers’ Psychology for AP-List of Key Concepts Prenatal Development and the Newborn—Conception Prenatal Development The Competent Newborn Infancy and Childhood—Physical Development Cognitive Development Social Development Gender Development Parents and Peers—Parents and Early Experiences Peer Influence Adolescence—Physical Development Cognitive Development Social Development Adulthood—Physical Development Cognitive Development Social Development Reflections on Three Major Developmental Issues—Nature and Nurture Continuity and Stages Stability and Change Myers’ Psychology for AP-List of Key Terms developmental psychology, zygote, embryo, fetus, teratogens, fetal alcohol syndrome (FAS), habituation, maturation, cognition, schema, assimilation, accommodation, sensorimotor stage, object permanence, preoperational stage, conservation, egocentrism, theory of mind, concrete operational stage, formal operational stage, autism, stranger anxiety, attachment, critical period, imprinting, temperament, basic trust, self-concept, gender, aggression, X chromosome, Y chromosome, testosterone, role, gender role, gender identity, gender typing, social learning theory, adolescence, puberty, primary sex characteristics, secondary sex characteristics, menarche, identity, social identity, intimacy, emerging adulthood, menopause, cross-sectional study, longitudinal study, crystallized intelligence, fluid intelligence, social clock X. Personality [5-7%]-Content Outline (adopted from AP Psychology Workshop Handbook 2014-2015) A. Personality Theories and Approaches B. Assessment Techniques C. Growth and Adjustment Unit 10-Personality-Topics and Learning Objectives (adopted from AP Psychology Workshop Handbook 2014-2015) 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. Compare and contrast the major theories and approaches to explaining personality (e.g., psychoanalytic, humanist, cognitive, trait, social cognition, and 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). Unit 10-Personality-Myers’ Psychology for AP (pgs. 478-521) Myers’ Psychology for AP-List of Key Concepts The Psychoanalytic Perspective—Exploring the Unconscious The Neo-Freudian and Psychodynamic Theorists Assessing Unconscious Processes Evaluating the Psychoanalytic Perspective The Humanistic Perspective—Abraham Maslow’s Self-Actualizing Person Carl Rogers’ Person-Centered Perspective Assessing the Self Evaluating the Humanistic Perspective The Trait Perspective—Exploring Traits Assessing Traits The Big Five Factors Evaluating the Trait Perspective The Social-Cognitive Perspective—Reciprocal Influences Personal Control Assessing Behavior in Situations Evaluating the Social-Cognitive Perspective Exploring the Self—The Benefits of Self-Esteem Self-Serving Bias Culture and the Self Myers’ Psychology for AP-List of Key Terms personality, free association, psychoanalysis, unconscious, id, ego, superego, psychosexual stages, Oedipus complex, identification, fixation, defense mechanisms, repression, regression, reaction formation, projection, rationalization, displacement, sublimation, denial, collective unconscious, projective test, Thematic Apperception Test (TAT), Rorschach inkblot test, terror-management theory, self-actualization, unconditional positive regard, self-concept, trait, personality inventory, Minnesota Multiphasic Personality Inventory (MMPI), empirically derived test, social-cognitive perspective, reciprocal determinism, personal control, external locus of control, internal locus of control, positive psychology, self, spotlight effect, self-esteem, self-serving bias, individualism, collectivism XI. Testing and Individual Differences [5-7%]-Content Outline (adopted from AP Psychology Workshop Handbook 2014-2015) A. B. C. D. E. Standardization and Norms Reliability and Validity Types of Tests Ethics and Standards in Testing Intelligence Unit 11-Testing and Individual Differences-Topics and Learning Objectives (adopted from AP Psychology Workshop Handbook 2014-2015) 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. Define intelligence and list characteristics of how psychologists measure intelligence: o abstract versus verbal measures; o 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 Terman, David Wechsler). Unit 11-Testing and Individual Differences-Myers’ Psychology for AP (pgs. 522-559) Myers’ Psychology for AP-List of Key Concepts What is Intelligence?—Is Intelligence One General Ability or Several Specific Abilities? Emotional Intelligence Is Intelligence Neurologically Measurable? Assessing Intelligence—The Origins of Intelligence Testing Modern Tests of Mental Abilities Principles of Test Construction The Dynamics of Intelligence—Stability or Change? Extremes of Intelligence Genetic and Environmental Influences on Intelligence—Twin and Adoption Studies Heritability Environmental Influences Group Differences in Intelligence Test Scores The Question of Bias Myers’ Psychology for AP-List of Key Terms intelligence test, intelligence, general intelligence (g), factor analysis, savant syndrome, emotional intelligence, mental age, Stanford-Binet, intelligence quotient (IQ), achievement tests, aptitude tests, Wechsler Adult Intelligence Scale (WAIS), standardization, normal curve, reliability, validity, content validity, predictive validity, intellectual disability, Down syndrome, stereotype threat XII. Abnormal Behavior [7-9%]-Content Outline (adopted from AP Psychology Workshop Handbook 2014-2015) A. B. C. D. Definitions of Abnormality Theories of Psychopathology Diagnosis of Psychopathology Types of Disorders 1. Anxiety 2. Bipolar and Related 3. Depressive 4. Dissociative 5. Feeding and Eating 6. Neurodevelopmental 7. Neurocognitive 8. Obsessive-Compulsive and Related 9. Personality 10. Schizophrenia Spectrum and Other Psychotic 11. Somatic Symptom and Related 12. Trauma- and Stressor-Related Unit 12-Abnormal Behavior-Topics and Learning Objectives (adopted from AP Psychology Workshop Handbook 2014-2015) 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. Describe contemporary and historical conceptions of what constitutes psychological disorders. Recognize the use of the most recent version 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 disorders, bipolar and related disorders, depressive disorders, dissociative disorders, feeding and eating disorders, neurodevelopmental disorders, neurocognitive disorders, obsessive-compulsive and related disorders, personality disorders, schizophrenia spectrum and other psychotic disorders, somatic symptom and related disorders, and trauma- and stressor-related 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). Unit 12- Abnormal Behavior-Myers’ Psychology for AP (pgs. 560-603) Myers’ Psychology for AP-List of Key Concepts Perspectives on Psychological Disorders—Defining Psychological Disorders Understanding Psychological Disorders Classifying Psychological Disorders Labeling Psychological Disorders Anxiety Disorders—Generalized Anxiety Disorder Panic Disorder Phobias Obsessive-Compulsive Disorder Post-Traumatic Stress Disorder Understanding Anxiety Disorders Somatoform Disorders Dissociative Disorders—Dissociative Identity Disorder Understanding Dissociative Identity Disorder Mood Disorders—Major Depressive Disorder Bipolar Disorder Understanding Mood Disorders Schizophrenia—Symptoms of Schizophrenia Onset and Development Understanding Schizophrenia Personality Disorders—Antisocial Personality Disorder Understanding Antisocial Personality Disorder Rates of Disorder Myers’ Psychology for AP-List of Key Terms psychological disorder, attention-deficit hyperactivity disorder (ADHD), medical model, DSM-IV-TR, anxiety disorders, generalized anxiety disorder, panic disorder, phobia, obsessive-compulsive disorder (OCD), posttraumatic stress disorder (PTSD), post-traumatic growth, somatoform disorder, conversion disorder, hypochondriasis, dissociative disorders, dissociative identify disorder (DID), mood disorders, major depressive disorder, mania, bipolar disorder, schizophrenia, delusions, personality disorders, antisocial personality disorder XIII. Treatment of Abnormal Behavior [5-7%]-Content Outline (adopted from AP Psychology Workshop Handbook 20142015) A. Treatment Approaches a. Psychodynamic b. Humanistic c. Behavioral d. Cognitive e. Biological B. Modes of Therapy (i.e., individual, group) C. Community and Preventive Approaches Unit 13-Treatment of Abnormal Behavior-Topics and Learning Objectives (adopted from AP Psychology Workshop Handbook 2014-2015) 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. 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). Unit 13-Treatment of Abnormal Behavior-Myers’ Psychology for AP (pgs. 604-641) Myers’ Psychology for AP-List of Key Concepts The Psychological Therapies—Psychoanalysis Humanistic Therapies Behavior Therapies Cognitive Therapies Group and Family Therapies Evaluating Psychotherapies—Is Psychotherapy Effective? The Relative Effectiveness of Different Therapies Evaluating Alternative Therapies Commonalities Among Psychotherapies Culture and Values in Psychotherapy The Biomedical Therapies—Drug Therapies Brain Stimulation Psychosurgery Therapeutic Life-Style Change Preventing Psychological Disorders Myers’ Psychology for AP-List of Key Terms eclectic approach, psychotherapy, psychoanalysis, resistance, interpretation, transference, psychodynamic therapy, insight therapies, client-centered therapy, active listening, unconditional positive regard, behavior therapy, counterconditioning, exposure therapies, systematic desensitization, virtual reality exposure therapy, aversive conditioning, token economy, cognitive therapy, cognitive-behavioral therapy, family therapy, regression toward the mean, meta-analysis, evidence-based practice, biomedical therapy, psychopharmacology, antipsychotic drugs, tardive dyskinesia, antianxiety drugs, antidepressant drugs, electroconvulsive therapy (ECT), repetitive transcranial magnetic stimulation (rTMS), psychosurgery, lobotomy, resilience XIV. Social Psychology [8-10%]-Content Outline (adopted from AP Psychology Workshop Handbook 2014-2015) A. Group Dynamics B. Attribution Processes C. Interpersonal Perception D. Conformity, Compliance, Obedience E. Attitudes and Attitude Change F. Organizational Behavior G. Aggression/Antisocial Behavior H. Cultural Influences Unit 14-Social Psychology-Topics and Learning Objectives (adopted from AP Psychology Workshop Handbook 2014-2015) 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. 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., deindividuation, group polarization). 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). Unit 14-Social Psychology-Myers’ Psychology for AP (pgs. 642-695) Myers’ Psychology for AP-List of Key Concepts Social Thinking—Attributing Behavior to Persons or to Situations Attitudes and Actions Social Influence—Conformity and Obedience Group Influence Cultural Influence The Power of Individuals Social Relations—Prejudice Aggression Attraction Altruism Conflict and Peacemaking Myers’ Psychology for AP-List of Key Terms social psychology, attribution theory, fundamental attribution error, attitude, central route persuasion, peripheral route persuasion, foot-in-the-door phenomenon, role, cognitive dissonance theory, conformity, normative social influence, informational social influence, social facilitation, social loafing, deindividuation, group polarization, groupthink, culture, norm, personal space, prejudice, stereotype, discrimination, ingroup, outgroup, ingroup bias, scapegoat theory, other-race effect, just-world phenomenon, aggression, frustration-aggression principle, mere exposure effect, passionate love, companionate love, equity, self-disclosure, altruism, bystander effect, social exchange theory, reciprocity norm, social-responsibility norm, conflict, social trap, mirror-image perceptions, self-fulfilling prophecy, superordinate goals, GRIT