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Tentative review schedule: May be edited or modified with a TWO day notice. If the schedule is modified to skip a prompt and you already wrote the extra credit prompt it WILL be accepted. A couple of after school study sessions will be scheduled. Honestly I don’t think you will need them BUT, my students wanted them in the past and they seemed to help. I think you will be well prepared but it seems that because other teachers do them then we need to and it is sort of expected (they appear to provide psychological benefit). These sessions are informal and NOT required; students who participated in past years said they were helpful. In the past I have required 3x5 cards of vocab. This is not required….but some kind of exercises for vocab are strongly encouraged. Extra credit: Form a study group of at least 3. Meet at least once a week for at least an hour until the test to study and talk about psych. Record your names and log the time that you meet and what you did to study or what you mainly discussed. 10 pts per meeting up to 50. 10 Extra points for meeting during Spring Break for a max of 60. Your group must have at least three people who are actually signed up to take the AP test. Extra credit: On practice prompt days you may submit a practice essay for the specified prompt, for 10 points of extra credit. Practice essays will be typed, double spaced, times or Times or Times Roman 14 pt. font, 1” margins, NON CONFORMING PAPERS WILL NOT BE ACCEPTED UNDER ANY CIRCUMSTANCES. They will have been word processed and include NO spelling errors or other weird grammatical stuff that your word processor would normally underline in RED or GREEN. The practice essay will have your name, date, period, prompt number, and word count at the top and will appear to cover the prompt. No practice prompt will be more than 300 words. The appearance of plagiarism will result in no credit for ANY practice prompt….even ones you have already written. This is an all or none extra credit, you either earn all the points or none so do a good job. In an effort to continue to combat plagiarism you will NOT get these back. I will not let you leave to print them or print them for you. No late papers, if you are absent for a prompt you are ineligible for XC. Useful review materials can be found at http://tinyurl.com/appsychreview Date 3/26/2015 3/27/2015 3/28/2015 3/29/2015 3/30/2015 3/31/2015 4/1/2015 4/2/2015 4/3/2015 4/4/2015 4/5/2015 4/6/2015 4/7/2015 4/8/2015 4/9/2015 4/10/2015 4/11/2015 4/12/2015 4/13/2015 4/14/2015 Test/quiz/activity Practice AP Exam 1 Wrap Practice AP Exam 1 Weekend…study Weekend…are you studying?…if not you are getting ready to waste $91 Practice essay prompt 1 Top 100 quiz 1 1-16 Practice AP Exam 2 Wrap practice test 2 Off – Look over your psych notes Weekend…close the Facebook page and study. Take some time to scope out the parking situation at the MCP and figure out where you are going to park on test day. Weekend…take a break for 5 minutes then study some more. Off – Go to the AP website and look over the materials for the psych test Off – Look at some sample AP questions on the AP website Off – Take a break Off – Go through your text and look at some of the main vocabulary Off – Take a break Weekend…are you studying? Weekend…don’t sit there staring at the wall….STUDY! Practice essay prompt 2 Top 100 quiz 2 17-35& 3 35-51 ©Garber2014(769837226)5/4/2017 9:49:10 AM 4/15/2015 4/16/2015 4/17/2015 4/18/2015 4/19/2015 4/20/2015 4/21/2015 4/22/2015 4/23/2015 4/24/2015 4/25/2015 4/26/2015 4/27/2015 4/28/2015 4/29/2015 4/30/2015 5/1/2015 5/2/2015 5/3/2015 5/4/2015 Practice AP exam 3 Wrap practice test 3 Practice essay prompt 3 Top 100 quiz 4 AND 5 35-65, 66-77 Weekend…Are you studying? Weekend…Are you studying? Practice essay prompt 4 Top 100 quiz 6 78-94, AND 7 95-end of list Practice essay prompt 5 Commonly Missed Quiz 1 1-14 Practice essay prompt 6, Commonly Missed Quiz 2 15-48 Weekend…stop daydreaming about your HSO and start studying! Weekend…put away your AP US notes and work on Psych. Commonly Missed Quiz 3 30-48 & 4 49-65 Practice essay prompt 7 Commonly Missed Quiz 5 66-85 & 6 86-104 Practice essay prompt 8 Commonly Missed Quiz 7 105-121 & 8 122-130 Review - Get a good night’s sleep! Review - Look over your notes briefly, do something relaxing…chill,…if you aren’t ready by now you are not going to learn this stuff in the next 48 hours… Get a good night’s sleep! The AP Psych exam, in class if you are here…out of class if you signed up to take the actual test. There will be no make up. Do not be sick. Get up early so that you are not late. Eat well…if you normally eat well. If you normally have coffee, have some. Gather your stuff, you need pencils, an eraser, your booklet with your stickers in it and a photo id. Be sure to have a few bucks in case you have to pay for parking. For goodness sake leave your phone in the car. After the test e-mail or message Mr. G, and tell him how awesome you were! [email protected] Commonly Missed AP Psych. Terms 1. Accommodation 2. Acetylcholine 3. Acquisition 4. Assimilation 5. Attribution 6. Global Attribution 7. Internal Attribution 8. Stable Attribution 9. Authoritarian 10. Authoritative 11. Avoidance learning 12. Binocular cues 13. Bottom-up processing 14. Brain Part Function(s) 15. Amygdala 16. Brain Stem 17. Cerebellum 18. Cerebrum 19. Frontal Lobe 20. Hippocampus 21. Hypothalamus 22. Limbic System 23. Medulla 24. Occipital Lobe 25. Parietal Lobe 26. Pons 27. Temporal Lobe ©Garber2014(769837226)5/4/2017 9:49:10 AM 28. Thalamus 29. Broca’s area 30. Bystander Effect 31. Cannon-Bard Theory 32. CAT scan 33. Classical Conditioning 34. Cocktail party effect 35. Cognitive Dissonance Theory 36. Collective unconscious 37. Young-Helmholtz & trichromatic theory 38. Confirmation bias 39. Conflict Type Definition 40. Approach-approach 41. Approach-avoidance 42. Avoidance-avoidance 43. Correlation 44. Cross-sectional study 45. Declarative/Explicit memory 46. Defense mechanism 47. Deindividuation 48. Dependent Variable 49. Dichotic listening task 50. Diffusion of responsibility 51. Discrimination 52. Disorders 53. Dopamine 54. EEG 55. Experiment 56. Explicit memory 57. Extinction 58. Foot-in-the-door phenomenon 59. Functional fixedness 60. Fundamental Attribution Error-FAE 61. GABA 62. Generalization 63. Habituation 64. Hindsight bias 65. Imprinting 66. Independent Variable 67. James-Lange Theory 68. Kinesthesis 69. Latent content 70. Learned helplessness 71. Linguistic relativity hypothesis 72. Longitudinal study 73. Manifest content 74. Maturation 75. Mean 76. Median 77. Misinformation effect 78. Mode 79. Monocular cues 80. Mood congruent memory 81. Morpheme 82. MRI 83. Negative correlation 84. Negative reinforcement 85. Neuron Part Function(s) 86. Axon Terminal 87. Axon 88. Dendrite 89. Myelin Sheath 90. Neurotransmitter 91. Soma 92. Synapse 93. Vesicle 94. Non-declarative memory/Implicit memory 95. Norepinephrine 96. Normal curve 97. Object permanence 98. Overjustification 99. PET scan 100. Phoneme 101. Phrenology 102. Placebo effect 103. Positive correlation 104. Primacy effect 105. Proactive amnesia 106. Proactive interference 107. Psychologist vs. Psychiatrist 108. Random assignment 109. Random selection 110. Recency effect 111. Reliability 112. Retroactive amnesia 113. Retroactive interference 114. Self-efficacy 115. Self-fulfilling prophecy 116. Self-serving bias 117. Serial position effect 118. Serotonin 119. Spacing effect 120. State-dependant memory 121. Systematic desensitization 122. Temperament 123. Teratogens 124. Top-down processing 125. Two Factor Theory 126. Validity 127. Vestibular 128. Visual cliff 129. Wernicke’s area 130. Yerkes-Dodson Law Psychology top 100 Terms: 1. Absolute threshold 2. Action Potential 3. Aggression 4. Anxiety 5. Anxiety disorder 6. Artificial intelligence 7. Associationism 8. Attachment ©Garber2014(769837226)5/4/2017 9:49:10 AM 9. Attitude Change, things that influence 10.Attitudes and Behavior 11.Attribution theory 12.Avoidance Learning 13.Binocular depth cues 14.Central Nervous System 15.Cerebellum 16.Cerebral cortex 17.Cerebral hemispheres 18.Childhood, Characteristics of 19.Classical conditioning 20.Cognitive development 21.Cognitive dissonance 22.Conditioned stimulus 23.Conditioned reflex 24.Conformity 25.Consciousness 26.Contrast 27.Control group 28.Correlation coefficient 29.Correlational method 30.Dendrite 31.DNA 32.Dependent variable 33.Depression 34.Depth perception 35.Determinism Theories of Developmental Stages 36.Nature/nurture 37.Continuity/stages 38.Stability/change 39.Distance cues 40.Ego 41.Electroencephalograph 42.Empiricism 43.Etiology 44.Evolution 45.Functionalism 46.Experimental group 47.Extinction 48.Forgetting curve 49.Free association 50.Free Recall 51.Frequency 52.Gestalt Principles of Organization 53.Gestalt Psychology 54.Hypothesis testing 55.Id 56.Independent Variable 57.Infant-mother attachment 58.Secure attachment 59.Insecure attachment 60.Information-processing approach - deals with how people receive, store, integrate, retrieve, and use information 61.Instrumental behavior 62.Intelligence 63.IQ 64.Introversion-extraversion 65.Just noticeable difference 66.Law of effect 67.Longitudinal research 68.Long term memory 69.Mental illness 70.Mental imagery 71.Mean 72.Milgram’s Obedience Experiment 73.Nature-Nurture controversy 74.Neocortex 75.Neurotransmitters 76.Normal distribution 77.Operant conditioning 78.Origin of Species 79.Personality 80.Phobia 81.Placebo effect 82.Positive reinforcement 83.Prejudice 84.Prosocial behavior 85.Psychoanalytic theory 86.Psychosis 87.Psychosomatic disorders 88.Psychotherapy 89.Rehearsal 90.Reinforcement 91.Right hemisphere 92.Sample 93.Semantic memory 94.Serial position effect 95.Short-term memory 96.Significance level 97.Significant difference 98.Social influence 99.Socialization 100. Socioeconomic status 101. Traits 102. Unconscious 103. Unconscious motivation 104. Visual angle 105. Visual depth perception Ainsworth, Mary Allport, Gordon Asch, Solomon Bandura, Albert Beck, Aaron Binet, Alfred Broca, Paul Cattell Chomsky, Noam Ebbinghaus Ekman, Paul Ellis, Albert Erickson Eysenck Freud, Sigmund Gilligan Harlow Horney Hubel & Wiesel James, William Jung, Carl Kelley Kohlberg Kubler-Ross Loftus, Elizabeth Lorenz, Konrad Maslow, Abraham Milgram, Stanley Mishel Murray Pavlov Phineus Gage Piaget Rogers, Carl Rosenhan Sheldon Skinner, BF Thorndike Terman Titchner Tolman Vygotsky Washoe, Sara, Koko Watson Wernike Wertheimer Whorf Wundt Zimbardo, Phillip Important figures in Psych: Adler, Alfred ©Garber2014(769837226)5/4/2017 9:49:10 AM Scoring Criteria - General Considerations 1. Answers must be presented in sentences, and sentences must be cogent enough for the student’s meaning to be apparent. Spelling and grammatical mistakes do not reduce a student’s score, but spelling must be close enough so that the reader is convinced of the word intended. 2. Within a point, students are not penalized for misinformation unless it directly contradicts correct information that would otherwise have scored a point. 3. Students can only score points if information is presented in context. This means that they must clearly convey which part of the question is being answered before a point may be scored. Practice Essay Prompt 1 The Smith-Garcias are planning for their first baby. Both parents-to-be have had a psychology course and are looking forward to applying the principles they learned from theories and research that address child development. A) Summarize one main idea or finding of the following researcher. • Skinner’s operant conditioning B) Provide a specific example of actions the Smith-Garcias might take to raise their child to produce positive outcomes using the theory below to address the corresponding psychological concept. • Baumrind’s research on parenting styles: self-esteem Practice Essay Prompt 2 We conducted a variation of Asch’s (1951) conformity study in which participants made judgments about the length of lines. We randomly assigned participants to one of two conditions and told them that the study involved perceptual abilities. In the first condition, participants estimated the length of lines after hearing five people pretending to be participants (confederates) give inaccurate estimates. In the second condition, participants estimated the length of lines without hearing estimates of confederates. As we expected, participants in the first condition were less accurate in their estimates of line length, demonstrating the tendency to conform to majority influence. A) How would each element below be related to the specific content of the experiment reported in the abstract? • Control group • Deception • Operational definition of the dependent variable Practice Essay Prompt 3 Dimitri and Linda are trying to learn a new routine to compete successfully in a dance competition. Give an example of how each of the following could affect their performance. Definitions without application do not score. • Extrinsic motivation • Proactive interference • Vestibular system ©Garber2014(769837226)5/4/2017 9:49:10 AM Practice Essay Prompt 4 James is in a driver’s education course preparing to take his driving test. The course includes both book work and driving on the road to prepare students for a written test and a road test. (a) Describe how each of the following might influence his ability to drive a car during the road test. Definitions without application do not score. • Observational learning • Reticular formation • Predictive validity Practice Essay Prompt 5 For each of the pairs below, use an example to show how the first term in each pair affects or is related to the second. Definitions alone without examples will not score. • Serial-position effect . . recall • Double-blind research . . bias Practice Essay Prompt 6 For each of the pairs below, use an example to show how the first term in each pair affects or is related to the second. Definitions alone without examples will not score. • Operant conditioning . . superstition • Myelin sheath . . neural impulse Practice Essay Prompt 7 At a school wide pep rally preceding a big game at Williams James High School, each grade has a designated t-shirt color and seating area in the bleachers. Student leaders organize classes so that their colored shirts combine to form the school flag. The coach gives an exciting speech, the cheerleaders perform a routine, and the band plays the school song while the students sing in unison. Explain the behavior and perceptions of the participants in the pep rally using the concepts below. Be sure to apply the concepts to the scenario in your explanation. • Conformity • Deindividuation Practice Essay Prompt 8 At a school wide pep rally preceding a big game at Williams James High School, each grade has a designated t-shirt color and seating area in the bleachers. Student leaders organize classes so that their colored shirts combine to form the school flag. The coach gives an exciting speech, the cheerleaders perform a routine, and the band plays the school song while the students sing in unison. Explain the behavior and perceptions of the participants in the pep rally using the concepts below. Be sure to apply the concepts to the scenario in your explanation. • Procedural memory • Sympathetic nervous system ©Garber2014(769837226)5/4/2017 9:49:10 AM Fred Jones 1/11/11 Period 5 Practice Prompt 3 333 words ©Garber2014(769837226)5/4/2017 9:49:10 AM