Download Course Syllabus - Springfield High School Psychology

AP Psychology Reitz AP Psychology
Course Syllabus
2016-2017
MRS. REITZ
ROOM: C 159
PHONE: (419) 867-5633 EXT. 3231
EMAIL: [email protected]
WEBSITE: www.reitzclass.com
Course Purpose:
Before you devote yourself to any task, particularly a demanding task, you need to ask, “Why
am I doing this? Why is this worth my effort and my commitment?” In AP Psychology, the answers
to those questions should be clear and certain. They relate to the most interesting, exciting, and
complex of all things worth knowing: you and all humans. What motivates me? What impacts my life
more – my environment or my genes? Why am I a night owl (or a morning lark)? Will my parents
suffer from empty nest syndrome when I leave? These and many other fascinating questions will be
discussed during this course.
This AP Psychology course is intended to provide the level of academic accomplishment
expected in a college introductory psychology course. Besides developing critical thinking and
writing skills, and examining human behavior, you will prepare for the AP exam in May. The exam
date for AP Psychology is Monday, May 1, 2017 at 12:00! AP Psychology requires you to
further develop the organizational and study skills needed for college. Budgeting time to get readings
and assignments done, developing study cards and outlines, and conducting research are just a few
skills you will be required to demonstrate. Although the class involves experimentation and
demonstration of psychology principles, it also involves extensive memorization and application of
psychological concepts. Therefore, you need to be aware that the rigors of the class may exceed other
courses that you have taken in your high school career. Advanced Placement Psychology is designed
for you if you want to expand your knowledge of psychology and desire to earn college credit in the
process.
Understand from the onset a fact of utmost importance: the least important person in this
classroom is the instructor. Acting as a college student, you are expected to “charge ahead” on your
own, to seek, find and internalize knowledge on your own. The instructor’s job is to facilitate your
drive and accomplishment by structuring learning situations and selecting learning tools to help you
attain your goals: a successful score on the AP Psychology Exam, an enrichment of your life through
discovering and applying psychological knowledge, and an enjoyment of the class time.
Course Expectations:
1. We learn from each other: This course is not one in which you will play a passive role.
Instead, you are expected to take an active part in your own learning and that of the class as
well. In the AP classroom, discussion and demonstrations will dominate over lectures so
that we can learn from each other. Each of you brings something special to the course,
something special that our team needs if we are to be successful. Come each day ready to
contribute.
2. Knowledge for application’s sake: In AP Psychology there is a considerable amount of
content you must master. However, you must do more than memorize information
provided by myself or other sources. You will be asked to apply this information to real life
situations via class discussions or through concisely written free response questions.
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AP Psychology Reitz 3. Psychologists read: As AP students, you will be expected to do a considerable amount of
daily reading in the text. You must show evidence of daily preparation by participating in
class discussions, asking critical questions, making text-to-world connections, and bringing
a rough draft of your concept map to each class.
4. Active note taking: The amount of material distributed in this course is substantially
higher than in a regular class. Each period you are expected to take notes on our class
activities, and fill in the rough drafts of your concept maps. As you will need access to this
material in order to study for the unit exams and the AP exam, you must have a 3 ring
binder for class.
Questions to Think About Before We Begin:
1. Why are you taking this class? Do you want to learn about psychology? Are you ready for a
“college level” class? Are you serious about preparing for and taking the AP exam in May?
Would the regular psychology class better suit your goals?
2. What are your priorities? Are academics near the top of the list, or are you more concerned
with athletics, social life, a part-time job, television, and so on?
3. How much time will you need to devote to this class? This will depend on your own strengths
and weaknesses. A rule of thumb suggested by many colleges is to spend two to three hours
working outside of class for every hour you spend in class. Since most college courses meet
three hours a week, this translates to about six to nine out of class hours per week. Are you
willing to make this commitment?
4. Are you a strong reader? In terms of course assignments, nothing will occupy more of your
time than reading and studying the text. Research has shown that the strongest prediction of
success in high school AP classes is reading ability. If you are a good reader, you have a distinct
advantage. If you are not a good reader, know that it is going to require extra time and effort to
compensate for that weakness.
5. What is your motivation level? Your level of motivation is much more important than your
ability level. If you want to succeed in AP Psychology and you are willing to put in the necessary
effort, you will succeed. Attitude, study skills, determination, and discipline count for more
than intelligence toward your success in this class.
After considering the above, if you have any questions, concerns, etc. as to whether AP Psychology is
the course for you, please talk to me ASAP, preferably today!
Course Materials:
Textbook: Myers, David. Psychology for *AP (E-text version available)
*Pen (Black or Blue only) & pencil
*Highlighter
*2 inch, 3 Ring Binder
*MUST HAVE
*16 Dividers
*Notebook/loose leaf paper
Supplemental readings
Index cards (optional)
Post-its (optional)
Use the book, get the most information about psychology from it you can, but please
handle it with extra care. Some helpful hints for reading the text:
1. Readings are to be done by the student according to the given schedule. It is expected that the
student will read the material BEFORE class. Class time will be used to present more difficult
concepts, extend the material, classroom discussion and demonstrations/activities.
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AP Psychology Reitz 2. Keep up with the reading assignments! Don’t fall behind! Set a schedule for yourself and be
disciplined enough to stick to it. Be prepared in class to discuss the reading assigned for that
day and/or take a quiz on the material.
3. Learn to read more effectively.
a. Read actively; don’t just look at the words. If you spend a half hour “reading” but are
unable to recall anything when you are done, you have wasted your time. Reading a
college level text requires a great deal more effort and concentration than the latest
novel does.
b. Do NOT try to read the entire chapter at once. Each chapter of your text is divided into
several major sections. Limit your reading to one of these sections at a sitting. Use the
homework schedule as a guide.
c. Do NOT ignore pictures, captions, diagrams, tables, sidebars, etc. in your textbook.
These features were added to your text for a reason. They make the text more interesting
and usually provide important information.
d. Preview the chapter before you start reading. Read the chapter summary when you
finish.
e. Take notes as you read. If you can condense a 30 page chapter to a few pages of good
notes, it’s going to be much easier to review
Grading:
Grades are based on a weighted point scale, where in different categories of work account for set
percentages of the overall grade. The grades will be weighted as follows:
Tests
70%
Quizzes/FRQs
20%
Homework/Projects
10%
As you can see, the majority of the points for the course will likely come from performance on tests
(much like in most college courses). This emphasizes the importance of thoroughly preparing for all
tests.
**I reserve the right to change the percentage weights when necessary.
The grading scale is as follows:
96-100%
92-95%
82-91%
H
A
B
72-81%
62-71%
61%↓
C
D
F
Grades can be monitored online through ProgressBook and/or in class periodically on printed grade
reports. Because this is an Advanced Placement course, you will probably find it more difficult to earn
top grades in this class compared to other classes you have taken. It is common for students to find
the course difficult at first but often improve as the year progresses.
Tests and Quizzes:
Tests will be given upon the completion of each unit for the course. Questions for these tests will be
based only upon material covered in that particular unit of study in class and material not covered,
but from readings. Students that are absent on test days will be expected to promptly make
arrangements to make up the test outside of class time. Students should try to make up the test
immediately upon their return from absence, but will be given up to one week from the date of the test
make it up. Exceptions may be made for extended absences. Make up tests will be all Free-Response
questions, no multiple choice questions.
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AP Psychology Reitz To help prepare for the AP Exam in May, you will be given SEVERAL practice AP tests.
Announced or unannounced quizzes may be given at any time during the year. Quizzes would
typically be based upon the activities of the previous day or the assigned reading for that day.
Binder:
The AP Psychology course has numerous handouts, outlines and class notes. Therefore, as an
organizational tool, use a 3 ring binder with 16 subject dividers to store all of the materials. It is
important to maintain this notebook organization on a daily basis! All student materials/assignments
will be on notebook paper.
Divider suggestions for the students: #1- Overall course information- syllabus, course objectives,
vocabulary lists, Famous Psychologists list, etc., a divider for each unit, and divider #16- review
materials!
Along with reading the textbook, taking notes will be one of the most important parts of learning
psychology. The following are some tips for improving your note-taking:
1. Take complete, dated class notes. (Documenting dates of notes will also help in sharing
missed notes with classmates.)
2. Your notes should be more than just what items are listed on the screen.
3. Put the notes in your own words. Don’t write something you don’t understand without asking
about it. If you leave class with two pages of notes but no idea what any of it is about, what have
you really gained?
4. Underline all new vocabulary in your notebook. If there are terms that are unclear, look them
up in the Psychology text & record them in your notes. If you are unable to find a satisfactory
explanation, make a note to ask the teacher at the beginning of the next class. Use operational
definitions and remember to stay with the 5 word or less rule.
5. Leave some blank spaces on each page to make additions and/or clarifications.
6. Review your class notes each day while they are fresh in your mind. Expand them, clarify them,
and add examples so they will make sense when you go back to study them later. Note anything
that doesn’t make sense and ask questions in class the following day.
7. Before class look over the notes from the preceding class. This is especially important if a topic
is presented over multiple days.
8. If you are absent on class note days, you are responsible for obtaining the notes from other
students.
Assignments
Class notes, study guides, and vocabulary (all definitions in 5 words or less), everything is
handwritten! Vocabulary may be on index cards or in your notes.
All written work for the class should be HAND WRITTEN and legible. Anything written which is
unable to be read will be marked wrong. Written work should be an attempt to communicate one’s
thoughts, ideas, feelings, and/or knowledge. Sloppy work, one word answers, and poor
spelling/grammar fail in their goal of communicating. In addition, as a “college level” course it is
important to note that this type of work is typically considered unacceptable at the college level and
often will simply be thrown out. Many professors will not even read a paper if is appears effortless or
contains more than a few mechanical errors.
Late work. Assignments are due at the beginning of class. In almost all cases students are given
more than adequate time (usually at least 48 hours) to finish assignments so there should be few
possible reasons for late work. If you know you are going to be absent on the day an assignment is due
please make an effort to hand in the assignment early. Since I realize emergencies or problems do
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AP Psychology Reitz come up, once per trimester students will be allowed ONE extra day to hand in work late without
penalty. To take advantage of this option, students should attach a “day late option” sheet (available in
class) to the assignment when turning it in. To encourage students to make it through the trimester
without using the “day late option,” I will give extra credit to each student who completes all work on
time. Other than this, no late work will be accepted for the course.
Absentee work. If you are absent on a due date, the assignment is due upon your return. When
turning in absentee assignments, students should make note on the assignment that they were absent,
the date(s) of the absence, and the reason. Exceptions will be made for extended absences.
Attendance:
Regular class attendance is expected, as it is absolutely critical for success in this
course. Although circumstances will occasionally cause students to be absent from class, it is
strongly encouraged to make every effort to keep this to the absolute minimum possible. Frequent
absence from class (even in cases wherein it is excused, such as athletics or illness) will make it
extremely difficult for a student to do well in this or any other college-level course. If a student is
absent from class it is his/her responsibility to make sure that the absence is excused, any work due
that day is turned in, and that he/she is caught up on anything missed that day. Unexcused absences
will result in not being able to make up work for the day and other possible penalties, including
deductions from discussion/participation points.
Getting Help:
Please don’t be afraid to ask for help if you do not understand something. The ultimate responsibility
to learn psychology is yours, but I am willing to help you in any way I can. To get help you can:
1. Ask questions before, during, and/or after class.
2. See me before or after school. On most days, I am in the building by around 7:00 am and
usually leave around 3:00 pm. If possible, try to coordinate a time with me so I can make sure
I’m available.
3. You can send me an email at [email protected].
Other Helpful Hints to Succeed in AP Psychology:
1. A large portion of psychology is learning various terms and concepts. One way to help learn the
items is to create vocabulary flashcards on 3x5 index cards. On one side write the term, name,
or concept, on the other write the definition or explanation, an example, and the page number
from the text. (There are also electronic versions available on the internet that are provided by
textbook companies or that you can make yourself – check the website for more info.) The
flashcards will help you in the following ways:
a. Making the cards helps you learn the vocabulary.
b. You can easily separate the terms you know from those you need to work on. This makes
for efficient studying.
c. You can look at the terms and practice the definitions, or you can look at the definitions
and practice the terms.
d. The cards provide an excellent review, which will be very useful for unit tests,
cumulative tests, and the AP Exam in May.
2. Form a study group with other students. This is an excellent way to help each other. Beware
that working in groups does have some disadvantages. Before forming a group, make sure each
member is willing to put in their fair share of the work.
3. If you have internet access, there are various sites which are designed to help students who are
learning psychology. Some sites include explanations of concepts and even practice tests you
may take. Check the course website for some links that I am aware of, but also try to find some
of your own and pass them along to me if they seem useful so that I can add them to my list.
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AP Psychology Reitz 4. In your reading, studying for tests, taking notes, etc. always remember you will be tested on the
material in the AP Exam in May. At the end of each unit, look over the material and organize it
for later review.
About the AP Exam: May 2, 2016 at 12:00pm
The exam is approximately two hours long and has two parts — multiple choice and free response.
The multiple choice section is worth two-thirds and the free response section is worth one-third of the
final exam grade.
Section I: Multiple Choice — 100 questions; 1 hour and 10 minutes
Questions may ask you to:
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Demonstrate your understanding of a psychological term (e.g., genotype, echoic memory,
mania, phonemes)
Apply concepts from a particular psychological theory (e.g., Kohlberg's theory of moral
judgment, attribution theory)
Identify the theoretical framework with which a given explanation is associated (e.g., an
explanation of depression in terms of norepinephrine levels)
Demonstrate a general understanding of the scientific method as well as knowledge of findings
from major research studies or areas of study
Section II: Free Response — 2 questions; 50 minutes
The free-response questions incorporate concepts from several course topics. The questions may ask
you to-apply, analyze, synthesize, or critique psychological principles.
I know this may seem a bit overwhelming at first, but remember the words of the great American
General George S. Patton who said, “Accept challenges, so that you may feel the exhilaration
of victory.” It is my sincere hope that years from now, you will remember this course as one of the
best you ever took; a course that challenged you and encouraged you to learn all you could about a
fascinating subject – psychology. I look forward to working with you this year.
Good luck!!
Mrs. Reitz
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AP Psychology Reitz ***These policies are subject to change and adjustments will be made at the discretion of the teacher.
I have read and understand the guidelines in this AP Psychology Syllabus and I agree to
comply with these terms:
Student Name: _________________________________
(Please Print)
Student Signature:_______________________________________
Date:__________
Dear Parent/Guardian,
I look forward to working with your Springfield student in AP Psychology this year. Using the
Progressbook, you will be able to access your student’s grade information at any time from any
Internet-capable computer. If you have any additional questions or concerns throughout the school
year, please feel free to contact me.
If it is necessary for me to contact you, what is the best way to reach you?
 Email: ___________________________________________
 Home Phone: ______________________________________
 Cell Phone: ________________________________________
 Work Phone: _______________________________________
 Other:____________________________________________
Best time to call:______________________
Parent/Guardian Name:_________________________________________
(Please Print)
Parent/Guardian Signature:___________________________________ Date:__________
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AP Psychology AP Psychology 2015-­2016 Unit /Topic I. History and Approaches II. Research Methods III. Biological Basis of Behavior IV. Sensation and Perception V. States of Consciousness VI. Learning VII. Cognition VIII. Motivation and Emotion IX. Developmental Psychology X. Personality XI. Testing and Individual Diff. XII. Abnormal Behavior XIII. Treatment of Abnormal Behavior XIV. Social Psychology %AP Exam 2-­‐4% 8-­‐10% 8-­‐10% 6-­‐8% 2-­‐4% 7–9% 8–10% 6–8% 7– 9% 5–7% 5–7% 7–9% 5–7% 8–10% AP TEST DAY
May 2, 2016
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Reitz AP Psychology Reitz AP Topics and Learning Objectives
I. History and Approaches
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:
biological, clinical, cognitive, counseling, developmental, educational, experimental, human factors,
industrial–organizational, personality, psychometric, and social.
• Identify the 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).
II. Research Methods
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, and 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.
III. Biological Bases of Behavior
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.
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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).
Identify key contributors (e.g., Paul Broca, Charles Darwin, Michael Gazzaniga, Roger Sperry, Carl
Wernicke)
Genetics, Evolutionary Psychology, and Behavior
AP students in psychology should be able to do the following:
• 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.
IV. Sensation and Perception
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).
V. States of Consciousness
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:
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.
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Identify the major figures in consciousness research (e.g., William James, Sigmund Freud, Ernest
Hilgard).
VI. Learning
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, schedules of reinforcement).
• 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).
VII. Cognition
Unit 7A- Cognition
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:
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.
• Identify key contributors in cognitive psychology (e.g., Noam Chomsky, Hermann Ebbinghaus,
Wolfgang Köhler, Elizabeth Loftus, George A. Miller).
Unit 7B – Thinking, Problem Solving, Creativity, and Language
AP students in psychology should be able to do the following:
• List the characteristics of creative thought and creative thinkers.
• Define intelligence and list characteristics of how psychologists measure intelligence:
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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).
VIII. Motivation and Emotion
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 twofactor 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).
IX. Developmental Psychology
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
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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).
X. Personality
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: 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 ndividualistic 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).
XI. Testing and Individual Differences
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 Terman, David Wechsler) .
XII. Abnormal Behavior
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
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Reitz 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).
XIII. Treatment of Psychological Disorders
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)
XIV. Social Psychology
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., 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/outgroup 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).
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