Download AP Psychology

AP Psychology
Review Part II
BE SURE TO STUDY YOUR MIDTERM REVIEW PACKET
THIS COVERS THE FIRST HALF OF THE CURRICULUM ON THE AP
Treatment
Key Ideas:
 History: brief historical background, trephining, possession, Bedlam, deinstitutionalization
 Major Types of Therapy: know the differences between- Psychotherapy, Humanistic, Behavioral, Cognitive,
Group/Family and Biomedical (underlying beliefs about the cause(s) of mental illness, main way of treated
disorders/goal of therapy, role of therapist)
 Key concepts: psychoanalysis, dream interpretation, unconscious, hypnosis, free association, latent/manifest
content, resistance, transference, talk therapy, self-actualization, person/client-centered therapy, counterconditioning, exposure therapy, modeling,aversion therapy, gradual/systematic desensitization, flooding,
extinguished, attributional style, rational-emotive behavioral therapy, catastrophic thinking, psychosurgery, lobotomy,
ECT, drug therapy, know the most common drugs types to treat a disorder, example: antipsychotic for schizophrenia
 Negative effects/critiques of medical treatments
Key People:
Sigmund Freud, Carl Rogers, Mary Cover Jones, Joseph Wolpe, Aaron Beck, Albert Ellis, Moniz
Learning
Key Ideas:
 Classical conditioning: ucs, ucr, ns, cs, cr US=reflexive, unlearned CS=learned
 acquisition, generalization, discrimination, extinction, spontaneous recovery habits (taste aversions)
 Pavlov’s research
 Fears, phobias, social attitudes and superstition
 Operant conditioning: Skinner, positive reinforcement, punishment, negative reinforcement, law of effect,
 Schedules of reinforcement: continuous/partial reinforcement, fixed ratio, fixed interval, variable ratio, variable interval
 Observational learning- modeling, Bandura, Garcia Effect
 Learned Helplessness- martin Seligman
 Cognitive Maps/Mazes- Kohler, Thorndike and Tolman
Key People:
Pavlov (dogs/meat), Watson (baby Albert), Skinner (Skinner box/reinforcement) Edward Tolman (cognitive learning)
Memory:
Key Ideas:
 Types of Memory: Attkinson- Shiffrin model of memory: sensory, short-term or working memory, long term memory
 Iconic memory, echoic memory, selective attention, encoding, storage, retrieval, chunking, mnemonic devices,
episodic memory, semantic memory, procedural memory, explicit memory, implicit memories, eidetic/photographic
memory
 Levels of Processing Memory: elaborative rehearsal, shallow processing
 Retrieval: Encoding, storage and retrieval, recognition, retrieval cues, primacy effect, recency effect, serial position
effect tip-of the tongue phenomena, flashbulb memories
 Forgetting: Retroactive interference, proactive interference, Herman Ebbinghaus, encoding failure, storage failure,
retrieval failure, motivated forgetting, amnesia (retrograde and anterograde) Decay theory, Interference theory,
overconfidence effect, confabulation, misinformation effect, hindsight bias, source amnesia)
Key People:
Ebbignhaus, Susan Loftus
Thinking and Language:
Key Ideas:
 Major concepts: concepts, prototypes, heuristics, representative heuristic, availability heuristic, framing, algorithms,
syllogisms, schemas, functional fixedness, mental set
 Iconic memory, echoic memory, selective attention, encoding, storage, retrieval, chunking, mnemonic devices,
episodic memory, semantic memory, procedural memory, explicit memory, implicit memories, eidetic/photographic
memory
 Levels of Processing Memory: elaborative rehearsal, shallow processing
 Retrieval: Encoding, storage and retrieval, recognition, retrieval cues, primacy effect, recency effect, serial position
effect tip-of the tongue phenomena, flashbulb memories
 Forgetting: Retroactive interference, proactive interference, Herman Ebbinghaus, encoding failure, storage failure,
retrieval failure, motivated forgetting, amnesia (retrograde and anterograde) Decay theory, Interference theory,
overconfidence effect, confabulation, misinformation effect, hindsight bias, source amnesia)
 Language: stages of language development, babbling, telegraphic speech, phonemes, morphemes, rules of syntax,
definitional theory of word meaning, semantics, context, body language, critical period hypothesis of language
development
 B.F. Skinner & Noam Chomsky: Environmental influence on language: reinforcement Biological influence on
language: language acquisition device theory
Tips and Hints





Review all your review sheets from previous chapters
Study in SMALL increments leading up to the midterm-no all nighters!
Make index cards or outlines for key concepts and terms
Attend extra help
For free response questions: outline or write out a complete response to EACH question, therefore you will be
prepared for ANY 2
Memory









Atkinson-Shiffing model (also known as the three-box/information processing model)
Define sensory, short term (aka working memory) and long term memory
Define episodic, semantic, procedural and declarative, iconic, and echoic memory
What are the limits of memory?
Describe the levels of processing: shallow, deep. Also describe maintenance rehearsal,
elaborative rehearsal and chunking
Explain recall and retrieval (primacy effect, recency effect, serial position effect, tip-of-thetongue phenomenon, flashbulb memory)
Freud’s theory of memory: purposeful forgetting (repression, defense mechanisms, recovered
memories, use of hypnosis, constructed memory)
Explain Loftus’ work with memory (confabulation, suggestion, faulty memory)
Forgetting: explain interference (retroactive and proactive) as well as the role of amnesia in
memory loss (retrograde and anterograde)
Language
 Describe the elements of language (phonemes and morphemes, syntax, grammar)
 Explain Noam Chomsky’s language acquisition device (role of the critical/sensitive period in language
development) define babbling, telegraphic speech and overgeneralization or overregulation
 Describe the linguistic relativity hypothesis
Thinking and Problem Solving
 Define concepts, prototypes and schemas
 Define cognition
 Explain the role of algorithms, insight, representative heuristic and availability heuristic play in solving
problems
 Explain how overconfidence, confirmation bias, fixation, mental set, functional fixedness and belief
perseverance impact our problem solving abilities
 Describe the importance of creativity in problem solving. Also convergent and divergent thinking
Testing and Individual Differences (Intelligence)
 Define intelligence: explain how IQ is measured
 Define and describe test standardization, norms, reliability, validity, content validity, construct validity,
predictive validity)
 Types of tests: aptitude, achievement, speed
 IQ tests: describe the Stanford-Binet, WAIS (Wechsler Adult), explain some of the criticisms of
standardized tests like the SAT or the intelligence tests
 Explain Howard Gardner’s theory of multiple intelligences, Spearman’s G factor theory, Goleman’s
emotional intelligence theory and Sternberg’s triarchic theory of intelligence
 Explain the nature vs. nurture debate on intelligence (twin studies, racial/ethnic influences, day care/Head
start programs)
 Role of genetics and intelligence (mental retardation, down syndrome, chromosomal abornormalities)
Personality
 Freudian theory: define Freud’s stage theory of personality (identify the different psychosexual stages and
their impact on personality development)
 Explain fixation, defense mechanisms, the role of the preconscious, subconscious and unconscious
 Describe the role of the id, ego and superego, pleasure principle and reality principle
 Describe the different defense mechanisms: repression and denial
 Describe the major ideas of the neo-Fruedians (Carl Jung, Karen Horney and Alfred Adler)
 Key concepts for neo-Freudians: collective unconscious, archetypes, inferiority and superiority
 Describe the major trait theories of personality: personality inventory, The Big Five, factor analysis,
disposition, central traits and cardinal traits
 Key people to know: Gordon Allport, Hans Eyesenck, Raymond Catell
 Describe how genetics can influence personality: heritability, temperaments, Type A and Type B
personalities
 Describe the Social cognitive theory of personality: reciprocal determinism, external locus of control,
internal locus of control, Martin Seligman’s learned helplessness and self-efficacy
 Describe the Humanistic theory: determinism, free will, self-concept, self esteem, know Carl
Rogers/Abraham Maslow)
 Explain Assessing personality: projective tests, Rorschach inkblot tests, TAT (thematic apperception tests,
self report inventories, MMIP) reliability, validity and Barnum effect
Developmental Psychology
 Explain the research methods: longitudinal and cross sectional research
 Influences on prenatal development: genetics, role of teratogens, drugs, alcohol and diet
 Motor and Sensory development: explain the role of reflexes for survival (rooting, sucking, grasping, moro
and babinski) describe the limits of vision, motor skills/development
 Explain the importance of the attachment and critical or sensitive period in development and the impact of
neglect/abuse or deprivation on a child (Mary Ainsworth’s attachment, Harlow’s monkeys)
 Describe the 3 categories of attachment and the 4 types/styles of parenting and explain how these can
impact a person’s development
 Describe Erik Erikson’s stage theory of psychosocial development, identify and describe each stage,
describe the impact that crises during these stages can have upon development
 Explain Piaget’s stage theory of cognitive (intellectual) development- , identify and describe each stage
 Define: accommodation, assimilation, conservation, object permanence and egocentric
 Moral development: describe Kohlberhg’s theory of Moral development (identify/describe the stages)
 Explain the criticisms of Kohlberg: Carol Gilligan’s work
 Explain the physical, emotional and social changes of adolescence: puberty, secondary sex characteristics,
adolescent storm, role of experimentation, identity vs role confusion, disengagement, importance of social
relationships, peer pressure and conformity
 Old age: fluid vs. crystallized intelligence, Alzheimers, wear-tear theory of aging, physical and social
changes
 Describe Kulber Ross’ theory on death and dying: know the stages
Motivation and Emotion (see review sheet) know these additional items
 Yerkes-Dodson Law, approach-approach conflict, avoidance-avoidance conflict, approach-avoidance
conflict, multiple approach-avoidance conflicts
Gender and Sexuality(see review sheet) know these additional items
 Explain sex as a primary motive, stages of sexual arousal/response, the psychological factors in sexual
motivation
 Define sexual orientation, homosexuality, bisexuality and the biological influences on their development
 Explain gender roles and their formation: biopsychological theories, psychodynamic theories and the socialcognitve theories
Social Psychology (see review sheet)