Download AP Psychology Syllabus

AP Psychology Syllabus
Perry High School
Carrie Daily
[email protected]
W: 330-477-3486
Purpose of the Course
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. (from Advanced Placement Course Description in
Psychology, Workshop Handbook 2009-2010)
Equity Policy Statement
The College Board is committed to the principle that all students deserve an opportunity
to participate in rigorous and academically challenging courses and programs. All
students who are willing to accept the challenge of a rigorous academic curriculum
should be considered for admission to AP courses. The Board encourages the elimination
of barriers that restrict access to AP courses for students from ethnic, racial, and
socioeconomic groups that have been traditionally underrepresented in the AP Program.
(from apcentral.collegeboard.com)
Course Objectives
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Students will be introduced to the exciting field of psychology, the scientific study
of behavior and mental processes.
Students will be able to apply psychological theories to explain events occurring
in their own lives.
Students will learn to think critically and logically (regarding analysis of research
results, media claims, etc.) in order to identify assumptions that influence
judgment of behavior.
Students will develop study and time-management skills.
Students will prepare to do well on the AP Psychology Exam in May.
Textbook
Myers, D.G. Myers’ Psychology for AP. (2011). New York: Worth Publishers.
Please Note: You have the option of purchasing this book from Perry for $95.00. While this is not required,
doing so would allow you to mark/highlight the text.
Supplemental Resources
Sullivan, M. Multiple-Choice & Free-Response Questions in Preparation for the AP
Psychology Examination. (2nd Ed). (2006). New York: D&S Marketing Systems, Inc.
Hock, R.R. Forty Studies that Changed Psychology. (6th Ed.). (2009). Upper Saddle
River: Pearson Prentice Hall.
Course Content
The course will cover the major content areas on the AP Psychology Exam. Listed after
each topic is the approximate percentages of multiple-choice questions devoted to each
area on the exam. (from Advanced Placement Course Description in Psychology,
Workshop Handbook 2009-2010)
• Introduction to Psychology (History and Approaches) – 2-4%
• Research Methods – 8-10%
• Biological Basis of Behavior – 8-10%
• Sensation and Perception – 6-8%
• Consciousness – 2-4%
• Learning – 7-9%
• Cognition – 8-10%
• Motivation and Emotion – 6-8%
• Human Development – 7-9%
• Personality – 5-7%
• Testing and Individual Differences – 5-7%
• Abnormal Behavior – 7-9%
• Treatment of Psychological Disorders – 5-7%
• Social Cognition and Influence – 8-10%
Class Expectations
Being a college level course, the student should come to class prepared and ready to
learn. In order to cover the breadth and depth of information on the AP Exam, nightly
studying/reading will be required. The amount of work will vary depending on the unit
being covered in class. Ample notice will be given prior to any assignment, quiz, or
exam. In the event of a missed class the student is responsible for finding out what was
covered and for making up all work.
Summer Assignment
During the summer, students are required to read Forty Studies that Changed Psychology
and fill out a template to summarize each selection, with attention to the name of the
scientist or researcher, the purpose of the study, the set-up, and the significant outcomes.
Please see the separate handout regarding the details and due date for this assignment.
Grading
The student’s grade will be calculated based on his/her performance on quizzes, tests, and
assignments. Specific procedures for calculating student grades will be explained in
class. Some examples of graded material include:
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Quizzes – Weekly quizzes over the reading material (from both the textbook and
the supplemental resources), which will be organized into unit “quiz sets.” A
student’s lowest score in any unit quiz set will be dropped.
Tests – A major test will conclude each unit. Tests will mimic the AP exam: a
multiple-choice section worth 2/3 of the test score and a free response section that
constitutes 1/3 of the final score. Tests will usually be administered over the
course of two days – one day for the free response and one day for the multiple
choice section.
Comprehensive Exams – There will be a comprehensive exam at the end of every
9-week grading period (with the second 9-weeks comprehensive exam counting
as the class mid-term exam, and the fourth 9-weeks exam counting as the class
final). The exams will include all the material covered to that point in the course.
As with unit tests, comprehensive exams will mimic the AP exam with both
multiple-choice and free response questions.
Academic Integrity
Although the social pressure to perform well in an AP course may be higher than in other
classes, academic dishonesty of any type will not be tolerated, and will be handled in
accordance with the student code of conduct outlined in the Perry High School Student
Handbook. If a student needs clarification, a definition and examples of academic
dishonesty can also be found in the student handbook.
Class Supplies
A three ring binder or folder, loose-leaf paper, and writing utensils are required each day
in class. The student will be responsible for keeping his/her binder/folder neat and well
organized with all handouts, class notes, notes from the readings, study guides, and
returned papers.
Class Website
The class website contains links to the class assignment calendar, additional readings, and
online practice quizzes and demos. It will be an important resource throughout the year.
The site is located at http://perrylocal.org/daily.
Note Cards
Making vocabulary flashcards on 3 x 5 index cards is strongly suggested. The flashcards
offer the following advantages:
• Writing the vocabulary terms is another way the student can commit the terms to
memory.
• Drill and practice using the created flashcards.
• Flashcards allow the student to separate the known vocabulary from the terms
that still need reviewed.
• Flashcards make a great end of the year review prior to the AP Exam.
Unit Overviews
Below is a brief description of each unit, its corresponding reading assignments, and
some of the unit objectives. A complete list of objectives will be distributed in class at
the beginning of each unit. (Objectives from Advanced Placement Course Description in
Psychology, Workshop Handbook 2009-2010)
• Introduction to Psychology (History and Approaches) – 8 days
o Reading – Myers: pp. 2 – 14
o Objectives – The student will be able to:
 Recognize how philosophical perspectives shaped the development
of psychological thought.
 Describe and compare different theoretical approaches in
explaining behavior.
 Distinguish the different domains in psychology.
 Identify major historical figures in the field of psychology.
• Research Methods – 11 days
o Reading – Myers: pp. 18 – 44
o Objectives – The student will be able to:
 Differentiate the types of research used in psychology, with regards
to purpose, strengths, and weaknesses.
 Distinguish the purposes of descriptive statistics and inferential
statistics.
 Identify how ethical issues inform and constrain research practices.
 Describe how ethical and legal guidelines protect participants and
promote sound ethical practice.
• Biological Aspects of Behavior – 15 days
o Reading – Myers: pp. 50 – 108; Hock: pp. 1 – 34
o Objectives – The student will be able to:
 Identify basic processes and systems in the biological basis of
behavior, including parts of the neuron and the process of
transmission of a signal between neurons.
 Describe the nervous system and its subdivisions and functions.
 Discuss psychology’s abiding interest in how heredity,
environment, and evolution work together to shape behavior.
 Identify key contributors (e.g., Paul Brocca, Charles Darwin,
Michael Gazzaniga, Roger Sperry, Carl Wernicke).
• Sensation and Perception – 14 days
o Reading – Myers: pp. 114 – 167; Hock: pp. 35 – 42.
o Objectives – The student will be able to:
 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.
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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).
 Indentify major historical figures in sensation and perception (e.g.,
Gustav Fechner, David Hubel, Ernst Weber, Torsten Wiesel).
Consciousness – 8 days
o Reading – Myers: pp. 174 – 208; Hock: pp. 42 – 64.
o Objectives – The student will be able to:
 Describe various states of consciousness and their impact on
behavior.
 Discuss aspects of sleep and dreaming:
• stages and characteristics of the sleep cycle;
• theories of sleep and dreaming;
• symptoms and treatments of sleep disorders.
 Identify the major psychoactive drug categories (e.g., depressants,
stimulants) and classify specific drugs, including their
psychological and physiological effects.
 Discuss drug dependence, addiction, tolerance, and withdrawal.
Learning – 11 days
o Reading – Myers: pp. 214 – 245; Hock: pp. 65 – 92.
o Objectives – The student will be able to:
 Distinguish general differences between principles of classical
conditioning, operant conditioning, and observational learning
(e.g., contingencies).
 Predict how practice, schedules of reinforcement, and motivation
will influence quality of learning.
 Apply learning principles to explain emotional learning, taste
aversion, superstitious behavior, and learned helplessness.
 Suggest how behavior modification, biofeedback, coping
strategies, and self-control can be used to address behavioral
problems.
Cognition – 15 days
o Reading – Myers: pp. 254 – 321; Hock: pp. 110 – 125
o Objectives – The student will be able to:
 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.
 Synthesize how biological, cognitive, and cultural factors converge
to facilitate acquisition, development, and use of language.
 List the characteristics of creative thought and creative thinkers.
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Motivation and Emotion – 12 days
o Reading – Myers: pp. 326 – 403; Hock: pp. 158 – 190
o Objectives – The student will be able to:
 Identify and apply basic motivational concepts to understand the
behavior of humans and other animals (e.g., instincts, incentives,
intrinsic versus extrinsic motivation).
 Discuss theories of stress and the effects of stress on psychological
and physical well-being.
 Describe how cultural influences shape emotional expression,
including variations in body language.
 Discuss the biological underpinnings of motivation, including
needs, drives, and homeostasis.
Developmental Psychology – 11 days
o Reading – Myers: pp. 410 – 473; Hock: pp. 126 – 157
o Objectives – The student will be able to:
 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).
 Predict the physical and cognitive changes that emerge as people
age, including steps that can be taken to maximize function.
 Describe how sex and gender influence socialization and other
aspects of development.
Personality – 9 days
o Reading – Myers: pp. 478 – 516; Hock: pp. 191 – 226
o Objectives – The student will be able to:
 Compare and contrast the major theories and approaches to
explaining personality: psychoanalytic, humanist, cognitive, trait,
social learning, 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 individualistic cultures).
Testing and Individual Differences – 9 days
o Reading – Myers: pp. 522 – 554; Hock: pp. 93 – 110
o Objectives – The student will be able to:
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Define intelligence and list characteristics of how psychologist
measure intelligence:
• abstract versus verbal measures;
• speed of processing.
 Compare and contrast historic and contemporary theories of
intelligence (e.g., Charles Spearman, Howard Gardner, Robert
Sternberg).
 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.
Abnormal Behavior – 9 days
o Reading – Myers: pp. 560 – 599; Hock: pp. 227 – 257
o Objectives – The student will be able to:
 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.
 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).
Treatment of Abnormal Behavior – 8 days
o Reading – Myers: pp. 604 – 637; Hock: pp. 258 – 285
o Objectives – The student will be able to:
 Compare and contrast different treatment formats (e.g., individual,
group).
 Discuss how cultural and ethnic context influence choice and
success of treatment (e.g., factors that lead to premature
termination of treatment).
 Summarize effectiveness of specific treatments used to address
specific problems.
 Identify major figures in psychological treatment (e.g., Aaron
Beck, Albert Ellis, Sigmund Freud, Mary Cover Jones, Carl
Rogers, B.F. Skinner, Joseph Wolpe).
Social Psychology – 12 days
o Reading – Myers: pp. 642 – 688; Hock: pp. 286 – 317
o Objectives – The student will be able to:
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Apply attribution theory to explain motives (e.g., fundamental
attribution error, self-serving bias).
 Predict the impact of the presence of others on individual behavior
(e.g., bystander effect, social facilitation).
 Articulate the impact of social and cultural categories (e.g., gender,
race, ethnicity) on self-concept and relations with others.
 Discuss attitude formation and change, including persuasion
strategies and cognitive dissonance.
Test Review and Preparation – 7 days
Post-Exam Debriefing and Course Evaluation – 4 days
After-Exam Project/Assignment – 10 days
Think “5” – 5.7.12