Download MARSH AP Psychology Syllabus 2016

MARSH AP Psychology
Syllabus 2016-2017
Welcome to AP Psychology! I am very glad to be able to work with you this year,
and hope that you will walk out of this class with a solid foundation in the principles of
psychology. Please read the course syllabus, sign, have a parent sign, and return to me
by Aug. 5th.
Course Description: This college-level psychology class is not designed to enable you
to psychoanalyze anyone, but to give you a broad exposure to all of the principles of
psychology that you would see in an introductory college course. Think of it as a buffet;
you will try a little of several items, but no one topic will be covered enough to make you
an expert. The class is heavily content-focused, which means that you will be reading
frequently, if not daily. Because we are required by the College Board to complete an
entire college-level textbook, we will be examining some issues that might not ordinarily
be found in a high-school psychology class. Some of the issues we will be studying
include death and dying, sexual attraction, gender issues, evolutionary psychology, and
physiology. I encourage you to examine your book for specific information about these
topics. If you deem any topic too controversial and wish to be exempted from it, you
may request that in writing. However, be aware that this can lead to a lower score on
the AP Exam, as you may have sizable gaps in your knowledge base if you choose to
exempt yourself.
Expectations: Because this class is heavily focused on content, you will need to
develop excellent study skills. Vocabulary is an essential part of this course; in order to
do well, you should grow your psychology-related vocabulary by 400-500 words before
the AP Exam. Additionally, you will do chapter notes based on the Myers outlines. I
expect you to be here, physically and mentally, and to participate in all activities. I
expect you to ask questions when you do not understand something, and to bring your
own background and insights into discussion. Reading is imperative; you will be held
accountable for reading assignments with quizzes and short response writings.
Grading: Grades will be assessed as follows:
Tests/projects/vocabulary 55%
Daily assignments/quizzes 45%
Be aware that during any nine weeks there will be many daily grades and few
test/project/vocabulary grades. Therefore, you must study and complete your
vocabulary studies. Late work: Homework and assignments should be turned in within
five minutes of the start of class. After that it is late, and will receive a grade of 50. After
class it will no longer be accepted and your grade will be a zero. However, I understand
that sometimes unexpected things happen; if you have a situation that prevents you
from completing an assignment, discuss with me as soon as you are able, so that we can
make the necessary arrangements.
Extra credit assignments will be offered at various times during the year, and will not be
accepted late. Academic dishonesty is a serious offense, and any suspicion of cheating,
plagiarizing, or otherwise engaging in dishonest conduct will result in a referral to Ms.
Sneed and a grade of zero on that assignment. Problematic behaviors will receive a
verbal warning, then a parent conference will be scheduled. Students may be placed on
a behavioral improvement plan if needed.
Please note that any textbook that is damaged or lost will result in a fine equivalent to
the replacement value of the textbook.
AP Psychology Topics
Because the AP Psychology is a content-driven exam, it is important that we cover every
unit during the school year. Please remember that the lectures and book are 80/20
components; roughly 80% of what you need to know comes from the lectures, and the
remainder comes from your own reading. Keep your notecards and begin reviewing
them during the Memory unit. Use what you learn in the Memory unit to guide you for
the rest of the class. Remember that deep encoding can become automatic; the more
you practice, rehearse, and try to make the information relevant, the more you will
remember.
Cognition Part A
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Memory
Information Processing
STM/LTM
Serial Positioning Effect
Flashbulb Memory
Chunking
Types of Memory
Forgetting
Memory Construction
Eyewitness Memory
Cognition Part B
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Thinking
Prototypes
Problem Solving
Heuristics
Algorithms
Creativity
Conformation Bias
Functional Fixedness
Language
Phonemes
Morphemes
Receptive and Expressive Language
Language Acquisition
Week 1-2 Aug 2-12 (Part A)
7A 262-297
Week 3-4 Aug 15-26 (Part B)
7B 298-323
8-10%
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History and Approaches
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Brief history of psychology
Biological approach
Behavioral approach
Cognitive approach
Humanistic Approach
Psychodynamic Approach
Sociocultural Approach
Evolutionary Approach
Eclectic Approach
Week 5 Aug 29- Sep 2
Unit 1 pg. 1-17
2-4%
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Research Methods
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Theories
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Psychology as a science
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Research Methods
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Ethics
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Naturalistic Observations
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Case Studies
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Correlational Studies
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Experiments
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Confirmation and hindsight bias
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Statistics
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Critical thinking
Week 6-7 Sep 6-16
Unit 2 p. 18-49
6-8%
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Biological Bases of Psychology
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Central Nervous System
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Spinal Cord
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Brain
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Cerebral Cortex
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Somatic Nervous System
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Autonomic Nervous System
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Endocrine System
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Immune System
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Neuroanatomy
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Brain Structures
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Action Potential
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Neurotransmitters
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Neuron structure
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Heritability
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Evolutionary Perspective
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Brain Imaging
Week 8-9-10
Unit 3 pg. 50-111
8-10%
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Sensation and Perception
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Thresholds
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Magnitude Estimation
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Bottom-Up Processing
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Top-Down Processing
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Vision
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Light
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Focus
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Ocular Anatomy
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Visual Pathways
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Blind Spots
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Optical Illusion
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Color Theories
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Hearing
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Sound energy
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Neural messaging
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Aural Anatomy
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Coding frequency/intensity
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The Vestibular Sense
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Pain Perception
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Gate-Control Theory
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Proprioception
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Chemical Senses
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Taste, flavor, smell
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Gestalt theory
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Perceptual Constancy
Week 11-12-13
Unit 4 pg. 114-173
7-10%
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Week 14
Unit 5 p. 174-213
2-4%
States of Consciousness
Sleep Cycle
Sleep Disorders
Hypnosis
Psychoactive drugs
Effects of drugs
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Learning
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Classical Conditioning
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Behaviorism
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Learned Helplessness
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Spontaneous Recovery
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UR/US/CR/CS
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Operant Conditioning
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Pavlov’s experiments
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Reinforcers
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Punishment
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Reinforcement schedules
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Social Learning
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Other Cognitive processes
Week 15-16
Unit 6 pg. 214-253
7-9%
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MIDTERM REVIEW
Week 17
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Motivation and Emotion
Motivation
Hierarchy of needs
Drive-reduction theory
Sexual motivation
Belonging
James-Lange theory
Cannon-Bard theory
Schacter Two-Factor theory
Stress
Biological bases for motivation and emotion
Arousal
Sexual partner selection
Week 18-19-20
Unit 8
Pg. 326-408
6-8%
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Developmental Psychology
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Lifespan approach
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Nature v. Nurture
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Piaget’s theory
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Kohlberg’s theory
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Giligan’s theory
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Other theories
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Sex roles, gender identity
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Sexual partner selection
Physical, social, cognitive, and moral development
Week 21-22-23
Unit 9 pg, 410-477
7-9%
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Personality
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Psychoanalytic approach
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Defense mechanisms
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Psychosexual stages
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TAT
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Humanistic approach
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Myers-Briggs
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Trait Perspective
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Self-actualization
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MMP
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Social – cognitive perspective
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External and Internal LoC
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Positive Psychology
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Self-serving bias
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Spotlight effect
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Individualism
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Collectivism
Week 24-25-26(half of 26)
Unit 10, pg. 478-520
6-8%
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Testing/Individual Differences
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Intelligence
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Nature/Nurture
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IQ/WAIS
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Binet
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Gardner
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Intelligence types
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Ethical considerations
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Validity, Reliability
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Standardization
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Down syndrome
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Intellectual disabilities
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Giftedness
Week (half of 26) 26-27
Unit 11
Pg. 522-559
5-7%
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Abnormal Psychology
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Anxiety Disorders
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Dissociative Disorders
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Mood Disorders
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Organic Disorders
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Personality Disorders
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Schizophrenia
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Somatoform Disorders
Week 28-29 March 13-24
Unit 12
Pg. 560-603
7-9%
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Abnormal Psychology: Treatment
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DSM-IV-TR diagnoses
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Theories
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Treatments
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Treatment perspectives
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Prevention
Week 30
(NO CLASS Until April 11)
Unit 13
Pg. 604-640
5-7%
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Social Psychology
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Group Dynamics
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Norms and Cultural Differences
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Attribution Processes
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Fundamental Attribution Error
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Cognitive Dissonance
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Obdenience
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Normative and information social influences
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Compliance
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Groupthink
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Prejudice
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Aggression/Antisocial Behavior
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Neural Influence
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Social Scripts
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Sexual attraction
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Proximity
Week 31-32-33
Unit 14
Pg. 642-693
8-10%
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REVIEW FOR AP EXAM
Week 34-35
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AP EXAM MAY 1 NOON
May 2-5 Projects
WEEK 36
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Student Projects
Week 37-39
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Additional comments: As a teacher, my philosophy is that no one can force anyone
to learn anything. The work of learning is yours. While one of my goals is to provide a
foundation for you that will allow you to do earn a 3 or better on the AP Exam, the
bigger reward is a richer understanding of the principles of psychology. Simply because
you are human, an understanding of psychology will enable you to better understand
and interact with the world around you.
I encourage you and your parents to contact me whenever you need to; I am happy to
explain concepts, help with projects, etc. I return emails daily during the week, and am
happy to help however I can. I often have students come in during lunch to work on
projects or to get extra help; if you wish to come in at lunch, let me know in the morning
so that I may write you a pass.
Contact information:
Email [email protected]
** Please note, in the event that information in this syllabus conflicts with the DFA
student handbook, the information in the handbook will prevail **
AP Psychology Syllabus
I, ______________________________ have read and understand the course
syllabus for AP Psychology and agree to honor the student expectations.
_______________________________________________ _______
Student Signature
Date
______________________________________________ _________
Parent Signature
Date