Download AP Psychology Syllabus - Central Magnet School

AP Psychology Syllabus 2014-2015
Gene Cowart
Central Magnet School
[email protected]
“With our new knowledge of the brain, we are just dimly beginning to realize that we can now
understand humans, including ourselves, as never before, and that is the greatest advance of the
century, and quite possibly the most significant in human history.” - Leslie Hart
Human Brain and Human Learning
Purpose:
The purpose of AP® Psychology is to introduce students to the systematic and scientific study of
the behavior and mental processes of human beings and other animals. Students are exposed to
the psychological facts, principles, and phenomena associated with each of the major subfields
within psychology. Students will also learn about ethics and methods used by psychologists.
Course Objectives:
 Students will prepare to do acceptable work on the AP Psychology Examination.
 Students will study the major core concepts and theories of psychology. They will be able
to define key terms and use them in their everyday vocabulary.
 Students will learn the basic skills of psychological research and be able to apply
psychological concepts to their own lives.
 Students will develop critical thinking skills.
Assessments:
Tests will be administered at the end of each unit of study.
Exams/Benchmarks will be cumulative and will be in AP format.
Quizzes will focus on vocabulary terms that will appear on the AP test. Vocabulary terms can be
found on Quizlet and students should use the Quizlet app or website to study the terms.
Homework and Supplemental Readings: Students will be given ample notice for homework
assignments and readings, for that reason students are expected to have assignments in on the
due date. Late work is not accepted. Students will be responsible for keeping up with notes to be
turned in each 9 weeks. Students are also expected to read the material in the textbook before the
class lecture.
Writing Assignments: Students will need to create account on turnitin.com to submit papers and
projects throughout the year.
Projects:
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Operant Conditioning Lab – this lab is intended to give students experience in the lab
setting. Students will be actively involved in our Hoop Rats lab, training rats to play
basketball. (Throughout the year)
Blink Project – students will read the book Blink by Malcom Gladwell and complete the
FRQ free Response Question (1st 9 weeks)
Sensory Deprivation Project – this assignment will give students an appreciation for how
much we rely on our senses. Students will choose a sensory system to disable and spend
1to 2 hours with their new disability. Students will submit a 2 page paper on their
experiences. (2nd 9 week grading period)
Dream Analysis Project - Students will record dreams in a dream journal then interpret
the dreams based on differing dream interpretation theories. Students should include each
of the following theories; Freud’s theory of wish fulfillment, the activation synthesis
hypothesis, and the activation-information model. Students will submit a 2 page paper on
their dream interpretation. (2nd 9 week grading period)
Psychology Research Study– This project is intended to give students a taste of how the
scientific method is used to learn about behavior. On completion students will write-up
their findings in a mini-version of a psychological journal article using the APA format. 3
page min.(3rd 9 weeks grading period)
Psychology Experiment – Students will turn in the completed draft of their study and give
a 15 minute presentation on their research as if they were presenting at a psychology
conference. (4th 9 weeks grading period- after the AP exam)
Grading:
Tests
Quizzes
Classwork /Homework and FRQ’s
Projects
60%
10%
20%
10%
About the AP Exam:
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
The portion of multiple choice questions covering each course topic area is:
 History and Approaches (2%–4%)
 Research Methods (8%–10%)
 Biological Bases of Behavior (8%–10%)
 Sensation and Perception (6%–8%)
 States of Consciousness (2%–4%)
 Learning (7%–9%)
 Cognition (8%–10%)
 Motivation and Emotion (6%–8%)
 Developmental Psychology (7%–9%)
 Personality (5%–7%)
 Testing and Individual Differences (5%–7%)
 Abnormal Psychology (7%–9%)
 Treatment of Psychological Disorders (5%–7%)
 Social Psychology (8%–10%)
Questions may ask you to:
 Apply psychological terms (e.g., genotype, echoic memory, mania, phonemes) to given
scenarios
 Interpret concepts from a particular psychological theory (e.g., Kohlberg's theory of
moral judgment, attribution theory)
 Identify and discuss 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 and explain findings from
major research studies or areas of study
Total scores on the multiple-choice section are based on the number of questions
answered correctly. Points are not deducted for incorrect answers and no points are
awarded for unanswered questions.
Section II: Free Response — 2 questions; 50 minutes
The free-response section of the AP Psychology exam consists of two questions worth
33% of the total exam score. The questions may require students to interrelate different
content areas and analyze and evaluate psychological concepts and/or theoretical
perspectives. Students are expected to use their analytical and organizational skills to
formulate cogent answers in writing their essays.
To demonstrate an understanding of psychological concepts, perspectives, and
research methodology, students must answer the questions clearly, in complete
sentences, and within the context of the prompt. Outlines and lists alone are not
acceptable responses. Providing definitions of the psychological terms alone may not
score points but may help students better apply the concepts. Responses that
contradict themselves, involve circular definitions, or simply restate the question are
unacceptable.
Course Scope and Sequence
Fall Semester
1st 9 weeks
Secrets for Surviving AP Psychology: How to Improve Your Grades PIA-2
Chapter 10 Stress and Health-1 week
1. Discuss theories of stress and the effects of stress on psychological and physical well-being.
2. Identify key contributors in the psychology of motivation and emotion (e.g., Hans Selye GAS and
define eustress, martin Seligman).
3. Describe how cognitive factors and personality differences affect the experience of stress.
4. Articulate the impact of social and cultural categories on self-concept and relations with others.
5. Identify the use of Freud’s psychological defense mechanisms.
Chapter 1 The Science of Psychology- 2.5 weeks
(I. History and Approaches 2-4 %)
1. Recognize how philosophical perspectives shaped the development of psychological thought.
2. 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, and cognitive as more contemporary approaches.
3. Recognize the strengths and limitations of applying theories to explain behavior.
4. 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).
5. Distinguish the different domains of psychology:
 biological, clinical, cognitive, counseling, developmental, educational, experimental, human
factors, industrial–organizational, personality, psychometric, and social.
Chapter 1 The Science of Psychology
(II. Research Methods 8-10%)
1. Differentiate types of research (e.g., experiments, correlational studies, survey research,
naturalistic observations, and case studies) with regard to purpose, strengths, and weaknesses.
2. 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).
3. Identify independent, dependent, confounding, and control variables in experimental designs.
4. Distinguish between random assignment of participants to conditions in experiments and random
selection of participants, primarily in correlational studies and surveys.
5. Predict the validity of behavioral explanations based on the quality of research design (e.g.,
confounding variables limit confidence in research conclusions).
6. Distinguish the purposes of descriptive statistics and inferential statistics.
7. Apply basic descriptive statistical concepts, including interpreting and constructing graphs and
calculating simple descriptive statistics (e.g., measures of central tendency, standard deviation).
8. Discuss the value of reliance on operational definitions and measurement in behavioral research.
9. Identify how ethical issues inform and constrain research practices.
10. 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.
Chapter 2 The Biological Perspective-2.5 weeks
(III. Biological Bases of Behavior 8-10%)
1. 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.
2. Discuss the influence of drugs on neurotransmitters (e.g., reuptake mechanisms).
3. Discuss the effect of the endocrine system on behavior.
4. Describe the nervous system and its subdivisions and functions:
 central and peripheral nervous systems;
 major brain regions, lobes, and cortical areas;
 brain lateralization and hemispheric specialization.
5. Recount historic and contemporary research strategies and technologies that support research
(e.g., case studies, split-brain research, imaging techniques).
6. Discuss psychology’s abiding interest in how heredity, environment, and evolution work together
to shape behavior.
7. Predict how traits and behavior can be selected for their adaptive value.
8. Identify key contributors (e.g., Paul Broca, Charles Darwin, Michael Gazzaniga, Roger Sperry, Carl
Wernicke).
Chapter 3 Sensation and Perception-2 weeks
(IV. Sensation and Perception 6-8%)
1. Discuss basic principles of sensory transduction, including absolute threshold, difference threshold,
signal detection, and sensory adaptation.
2. Describe sensory processes (e.g., hearing, vision, touch, taste, smell, vestibular, kinesthesis, pain),
including the specific c nature of energy transduction, relevant anatomical structures, and
specialized pathways in the brain for each of the senses.
3. Explain common sensory disorders (e.g., visual and hearing impairments).
4. Describe general principles of organizing and integrating sensation to promote stable awareness of
the external world (e.g., Gestalt principles, depth perception).
5. Discuss how experience and culture can influence perceptual processes (e.g., perceptual set,
context effects).
6. Explain the role of top-down processing in producing vulnerability to illusion.
7. Discuss the role of attention in behavior.
8. Challenge common beliefs in parapsychological phenomena.
9. Identify the major historical figures in sensation and perception (e.g., Gustav Fechner, David Hubel,
Ernst Weber, Torsten Wiesel).
Fall Break
2nd
9 weeks Oct.13-Dec.9
Chapter 4 Consciousness -2 weeks
(V. States of Consciousness 2-4%)
1. Describe various states of consciousness and their impact on behavior.
2. • Discuss aspects of sleep and dreaming:
 stages and characteristics of the sleep cycle;
 theories of sleep and dreaming;
 symptoms and treatments of sleep disorders.
3. Describe historic and contemporary uses of hypnosis (e.g., pain control, psychotherapy).
4. Explain hypnotic phenomena (e.g., suggestibility, dissociation).
5. Identify the major psychoactive drug categories (e.g., depressants, stimulants) and classify specific
drugs, including their psychological and physiological effects.
6. Discuss drug dependence, addiction, tolerance, and withdrawal.
7. Identify the major figures in consciousness research (e.g., William James, Sigmund Freud, Ernest
Hilgard).
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Chapter 5 Learning -2 weeks
(VI. Learning 7-9%)
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.
Chapter 6 Memory -2 weeks
(VII. Cognition 8-10%)
1. Outline the principles that underlie effective encoding, storage, and construction of memories.
2. Compare and contrast various cognitive processes:
 effortful versus automatic processing;
 deep versus shallow processing;
 focused versus divided attention.
3. Describe and differentiate psychological and physiological systems of memory (e.g., short-term
memory, procedural memory).
4. Describe and differentiate psychological and physiological systems of memory.
5. Identify key contributors in cognitive psychology (e.g., Hermann Ebbinghaus, Wolfgang Köhler,
Elizabeth Loftus, George A. Miller).
6. Describe strategies for memory improvement.
Chapter 7 Cognition: Thinking, Intelligence, and Language -2 weeks
(VII. Cognition 8-10%/ XI Testing and Individual Differences 5-7%)
1. Compare and contrast various cognitive processes
2. Synthesize how biological, cognitive, and cultural factors converge to facilitate acquisition,
development, and use of language.
3. Identify problem-solving strategies as well as factors that influence their effectiveness.
4. List the characteristics of creative thought and creative thinkers.
5. Identify key contributors in cognitive psychology (e.g., Noam Chomsky, Wolfgang Köhler, George
A. Miller). Define intelligence and list characteristics of how psychologists measure intelligence:
 abstract versus verbal measures;
 speed of processing.
6. Discuss how culture influences the definition of intelligence.
7. Compare and contrast historic and contemporary theories of intelligence (e.g., Charles Spearman,
Howard Gardner, Robert Sternberg).
8. Explain how psychologists design tests, including standardization strategies and other techniques
to establish reliability and validity.
9. Interpret the meaning of scores in terms of the normal curve.
10. Describe relevant labels related to intelligence testing (e.g., gifted, cognitively disabled).
11. Debate the appropriate testing practices, particularly in relation to culture-fair test uses.
12. Identify key contributors in intelligence research and testing (e.g., Alfred Binet, Francis Galton,
Howard Gardner, Charles Spearman, Robert Sternberg, Louis Terman, David Wechsler).
3rd 9 weeks Jan.5- March 6
Chapter 8 Development Across the Life Span-2 weeks
(IX. Developmental Psychology 7-9%)
1. Discuss the interaction of nature and nurture (including cultural variations) in the determination of
behavior.
2. Explain the process of conception and gestation, including factors that influence successful fetal
development (e.g., nutrition, illness, substance abuse).
3. Discuss maturation of motor skills.
4. Describe the influence of temperament and other social factors on attachment and appropriate
socialization.
5. Explain the maturation of cognitive abilities (e.g., Piaget’s stages, information processing).
6. Compare and contrast models of moral development (e.g., Kohlberg, Gilligan).
7. Discuss maturational challenges in adolescence, including related family conflicts.
8. Characterize the development of decisions related to intimacy as people mature.
9. Predict the physical and cognitive changes that emerge as people age, including steps that can be
taken to maximize function.
10. Describe how sex and gender influence socialization and other aspects of development.
Chapter 9 Motivation and Emotion-2 weeks
(VIII. Motivation and Emotion 6-8%)
6. Identify and apply basic motivational concepts to understand the behavior of humans and other
animals (e.g., instincts, incentives, intrinsic versus extrinsic motivation).
7. Discuss the biological underpinnings of motivation, including needs, drives, and homeostasis.
8. Compare and contrast motivational theories (e.g., drive reduction theory, arousal theory, general
adaptation theory), including the strengths and weaknesses of each.
9. Describe classic research findings in specific motivation systems (e.g., eating, sex, social).
10. Compare and contrast major theories of emotion (e.g., James–Lange, Cannon–Bard, Schachter
two-factor theory).
11. Describe how cultural influences shape emotional expression, including variations in body
language.
12. Identify key contributors in the psychology of motivation and emotion (e.g., William James, Alfred
Kinsey, Abraham Maslow, Stanley Schachter, Hans Selye).
Chapter 11 Social Psychology-2 weeks
(XIV. Social Psychology 8-10%)
1. Apply attribution theory to explain motives (e.g., fundamental attribution error, self-serving bias).
2. Describe the structure and function of different kinds of group behavior (e.g., deindividuation,
group polarization).
3. Explain how individuals respond to expectations of others, including groupthink, conformity, and
obedience to authority.
4. Discuss attitudes and how they change (e.g., central route to persuasion).
5. Predict the impact of the presence of others on individual behavior (e.g., bystander effect, social
facilitation).
6. Describe processes that contribute to differential treatment of group members (e.g., in-group/outgroup dynamics, ethnocentrism, prejudice).
7. Articulate the impact of social and cultural categories (e.g., gender, race, ethnicity) on self-concept
and relations with others.
8. Anticipate the impact of behavior on a self-fulfilling prophecy.
9. Describe the variables that contribute to altruism, aggression, and attraction.
10. Discuss attitude formation and change, including persuasion strategies and cognitive dissonance.
11. Identify important figures in social psychology (e.g., Solomon Asch, Leon Festinger, Stanley
Milgram, Philip Zimbardo).
Chapter 12 Theories of Personality -2 weeks
(X. Personality 5-7%)
1. Compare and contrast the major theories and approaches to explaining personality:
psychoanalytic, humanist, cognitive, trait, social learning, and behavioral.
2. Describe and compare research methods (e.g., case studies and surveys) that psychologists use to
investigate personality.
3. 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.
4. Speculate how cultural context can facilitate or constrain personality development, especially as it
relates to self-concept (e.g., collectivistic versus individualistic cultures).
5. 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).
4th 9 weeks March 9th – May 4th
Chapter 13 Psychological Disorders-2 weeks
(XII. Abnormal Behavior7-9%)
1. Describe contemporary and historical conceptions of what constitutes psychological disorders.
2. Recognize the use of the Diagnostic and Statistical Manual of Mental Disorders (DSM) published by
the American Psychiatric Association as the primary reference for making diagnostic judgments.
3. Discuss the major diagnostic categories, including anxiety and somatoform disorders, mood
disorders, schizophrenia, organic disturbance, personality disorders, and dissociative disorders,
and their corresponding symptoms.
4. Evaluate the strengths and limitations of various approaches to explaining psychological disorders:
medical model, psychoanalytic, humanistic, cognitive, biological, and sociocultural.
5. Identify the positive and negative consequences of diagnostic labels (e.g., the Rosenhan study).
6. Discuss the intersection between psychology and the legal system (e.g., confidentiality, insanity
defense).
Spring Break March 30th – April 3rd
Chapter 14 Psychological Therapies-2 weeks
(XIII. Treatment of Abnormal Behavior5-7%)
1. Describe the central characteristics of psychotherapeutic intervention.
2. Describe major treatment orientations used in therapy (e.g., behavioral, cognitive, humanistic) and
how those orientations influence therapeutic planning.
3. Compare and contrast different treatment formats (e.g., individual, group).
4. Summarize effectiveness of specific treatments used to address specific problems.
AP REVIEW/ PRACTICE EXAMS - 2 weeks
AP EXAM May 4th 12:00
Applied Psychology and Psychology Careers
Research Presentations
Appendix
Unit 7 - Cognition (8-10%)
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D.
Chapters 7 & 8 (3 weeks)
Memory
Language
Thinking
Problem Solving and Creativity
Unit Objectives
Describe memory in terms of information processing, and distinguish among sensory memory, short-term memory,
and long-term memory.
Distinguish between automatic and effortful processing.
Explain the encoding process (including imagery, organization, etc.).
Describe the capacity and duration of long-term memory.
Distinguish between implicit and explicit memory.
Describe the importance of retrieval cues.
Discuss the effects of interference and motivated forgetting on retrieval.
Describe the evidence for the constructive nature of memory.
Describe the nature of concepts and the role of prototypes in concept formation.
Discuss how we use trial and error, algorithms, heuristics, and insight to solve problems.
Explain how the representativeness and availability heuristics influence our judgments.
Describe the structure of language (phonemes, morphemes, grammar).
Identify language developmental stages (babbling, one word, etc.).
Explain how the nature-nurture debate is illustrated in the theories of language development.
Discuss Whorf’s linguistic relativity hypothesis.
Describe the research on animal cognition and communication.
Unit 8 – Testing and Individual Differences (5-7%)
A. Standardization and Norms
B. Reliability and Validity
C. Types of Tests
D. Ethics and Standards in Testing
E. Intelligence
F. Heredity/Environment and Intelligence
G. Human Diversity
Unit Objectives
Trace the origins of intelligence testing.
Describe the nature of intelligence.
Identify the factors associated with creativity.
Distinguish between aptitude and achievement tests.
Describe test standardization.
Distinguish between the reliability and validity of intelligence tests.
Describe the two extremes of the normal distribution of intelligence.
Chapter 9 (2 weeks )
Discuss evidence for both genetic and environmental influences on intelligence.
Discuss whether intelligence tests are culturally biased.
Compare and contrast Gardner’s and Sternberg’s theories of intelligence.
Evaluate Alfred Binet’s contribution to intelligence testing.
Evaluate Lewis Terman’s role in the development of intelligence testing.
Describe David Weschler’s contribution to intelligence testing.
Mid-Terms
Winter Break
3rd 9 weeks
Spring Semester
*Unit 9 – Motivation and Emotion (6-8%)
A. Biological Bases
B. Theories of Motivation
C. Hunger, Thirst, Sex, and Pain
D. Social Motives
E. Theories of Emotion
F. Stress
Chapter 10(1 weeks)
Objectives
Define motivation and identify motivational theories.
Describe the physiological determinants of hunger.
Discuss psychological and cultural influences on hunger.
Define achievement motivation, including intrinsic and extrinsic motivation.
Identify the three theories of emotion (James-Lange, Cannon-Bard, Schachter-Singer).
Describe the physiological changes that occur during emotional arousal.
Discuss the catharsis hypothesis.
Describe the biological response to stress
Unit 10 – Developmental Psychology(7-9%)
A. Life-Span Approach
B. Research Methods
C. Heredity–Environment Issues
D. Developmental Theories
E. Dimensions of Development
F. Sex Roles and Gender Roles
Chapter 11(3weeks)
Unit Objectives
Discuss the course of prenatal development.
Illustrate development changes in physical, social, and cognitive areas.
Discuss the effect of body contact, familiarity, and responsive parenting on attachments.
Describe the benefits of a secure attachment and the impact of parental neglect and separation as well as day care on
childhood development.
Describe and analyze the theories of Piaget, Erikson, and Kohlberg.
Describe the early development of a self-concept.
Distinguish between longitudinal and cross-sectional studies
Unit 11- Personality ( 5-7%)
A. Personality Theories and Approaches
B. Assessment Techniques
C. Self-concept/Self-esteem
D. Growth and Adjustment
Chapter 12 (2 weeks)
Unit Objectives
Describe personality structure in terms of the interactions of the id, ego, and superego.
Explain how defense mechanisms protect the individual from anxiety.
Describe the contributions of the neo-Freudians.
Explain how personality inventories are used to assess traits.
Describe the humanistic perspective on personality in terms of Maslow’s focus on self-actualization and Rogers’
emphasis on people’s potential for growth.
Describe the impact of individualism and collectivism on self-identity.
Describe the social-cognitive perspective on personality.
Discuss the consequences of personal control, learned helplessness, and optimism.
Unit 12 – Abnormal Behavior (7-9%)
A. Definitions of Abnormality
B. Theories of Psychopathology
C. Diagnosis of Psychopathology
D. Types of Disorders
Chapter 14
2 weeks
Unit Objectives
Differentiate among the different perspectives psychologists take to understand psychological disorders.
Describe the medical model of psychological disorders.
Describe the aims of DSM-IV, and discuss the potential dangers of diagnostic labels.
Describe the symptoms of generalized anxiety disorder, phobias, obsessive-compulsive disorder, and posttraumatic
stress disorder.
Describe and explain the development of somatoform and mood disorders.
Describe the various symptoms and types of schizophrenia.
Describe the nature of organic and personality disorders.
Describe the characteristics and possible causes of dissociative disorders.
Spring Break
4TH 9 weeks
Unit 13 - Treatment of Abnormal Behavior (5-7%)
A. Treatment Approaches
B. Modes of Therapy (e.g., individual, group)
C. Community and Preventive Approaches
Unit Objectives
Discuss the aims and methods of psychoanalysis.
Identify the basic characteristics of the humanistic therapies.
Identify the basic assumptions of behavior therapy.
Describe the assumptions and goals of the cognitive therapies.
Discuss the benefits of group therapy and family therapy.
Discuss the findings regarding the effectiveness of the psychotherapies.
Chapter 15
(2 weeks)
Discuss the role of values and cultural differences in the therapeutic process.
Identify the common forms of drug therapy and the use of electroconvulsive therapy.
Unit 14 – Social Psychology (8-10%)
A. Group Dynamics
B. Attribution Process
C. Interpersonal Perception
D. Conformity, Compliance, Obedience
E. Attitudes and Attitude Change
F. Organizational Behavior
G. Aggression/Antisocial Behavior
H. Cultural Influences
Chapter 16 (3 weeks)
Unit Objectives
Describe the importance of attribution in social behavior.
Explain the effect of role-playing on attitudes in terms of cognitive dissonance theory.
Discuss the results of Asch’s experiment on conformity.
Describe Milgram’s controversial experiments on obedience.
Discuss how group interaction can facilitate group polarization and groupthink.
Describe the social, emotional, and cognitive factors that contribute to the persistence of cultural, ethnic, and gender
prejudice and discrimination.
Discuss the issues related to aggression and attraction.
Explain altruistic behavior in terms of social exchange theory and social norms.
Review for AP Exam
2 weeks
AP Test
Project Presentations
Chp.15 – Industrial and Organizational Psychology
Chp. 16 – Careers in Psychology
1 weeks
Appendix C
Appendix D