Download Hollenbach AP Psychology Syllabus 2013-2014

Mrs. Lisa Hollenbach
Palmyra Area High School
Room 107
2 0 1 3 – 2 0 1 4 Course Syllabus and Surviva l Guide
Contact Information:
Email:
Students,
For purposes of organization, please make sure that you are using the email address
that is designated for students below.
•
•
Students: [email protected]
Parents: [email protected]
Website:
•
•
•
•
•
Main Web Page: http://www.pasd.us/teacherweb/home.php?id=1263
AP Psychology Web Page:
http://www.pasd.us/teacherweb/module.php?id=7303andtid=1263
AP Psychology Moodle: http://moodle.pasd.us/course/view.php?id=192
AP Psychology Facebook Group:
https://www.facebook.com/phshollenbachappsych
Mrs. Hollenbach’s Twitter: @MrsHollenbach
Phone:
•
717.838.1331 Ext. 2107
Course Purpose:
The AP Psychology course is designed 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. They also learn about
the ethics and methods psychologists use in their science and practice.
(College Board, 2013)
1
Course Description:
Advanced Placement Psychology is designed as a rigorous curriculum that provides an
overview of current psychological theory and practice. Students will explore the
systematic and scientific study of the behavior and mental processes of humans and
other animals. Students will be exposed to the principles, concepts and phenomena
associated with major subfields within psychology, including biological bases of
behavior, cognitive and emotional processes, and diagnosis and treatment of
psychological disorders. In accordance with the driving principles of current
psychological practice, this course will emphasize scientific method and procedure,
ethical standards in research, and critical thinking skills. Student academic
performance is expected to meet or exceed the challenging requirements of an
introductory-level college survey course. Student work will be required outside of class
time. The course provides the opportunity for students to receive college credit by
taking the A.P. Psychology Exam. Students are strongly encouraged to register for the
A.P. Exam in the spring. Fees for the A.P. exam are to be paid by the student. All
students who enroll in this class must complete a preliminary assignment in order to be
prepared for the start of this course.
AP Psychology is a one-year course that will meet approximately 135 times. Palmyra
Area High School operates on a modified block schedule. The school day is composed
of five 72-minute classes. Students will participate in AP Psychology every day during
the first semester. During the second semester, AP Psychology will operate on an ACE /
BFD schedule. Students will participate in AP Psychology every other day during the
second semester.
Course Standards
AP Psychology will be taught in accordance with the Pennsylvania Academic
Standards for Social Studies. However, since the Commonwealth does has not
developed content and/or performance standards specific to Psychology, the
following standards will inform the planning and delivery of the AP Psychology
curriculum:
•
•
•
•
•
American Psychological Association: National Standards for High School
Psychology Curricula
National Council for Social Studies National Standards for Social Studies
Common Core State Standards: Reading for High School Social Studies
Common Core State Standards: Writing for High School Social Studies
International Society for Technology Education: National Educational
Technology Standards for Students
2
Course Goals:
1. This course aims to make YOU a budding psychologist! The course will stress the need to think
like a psychologist. As author and social psychologist, David Myers, notes, to think like a
psychologist one must “restrain intuition with critical thinking, judgmentalism with compassion, and
illusion with understanding.” (Sternberg, 1997). Whether you choose to pursue a career in
Psychology or in some entirely different field, this habit of mind will be of great value.
2. Mastery of Psychology’s core concepts. – Through elaborative rehearsal and the development
of hierarchical schemas, you will master Psychology’s most important concepts.
3. The ability to graphically represent complex concepts. – Anyone can make an outline, but it
requires true understanding of a concept to be able to draw a diagram showing the structure and
relationship of its constituent parts. You will leave this course with a new ability to quickly, cogently,
and graphically arrange your thoughts. This concept mapping will be an addition to traditional
note taking.
4.The ability to apply complex concepts or multifaceted units of study in discussion and written
work. – You will leave this course able to analyze and interpret a problem, apply relevant
information, and craft a well-supported oral argument or concisely written response.
5. The ability to apply Psychology to your life – Application does not stop once you leave the
classroom. The concepts we study shape our existence. Through daily ‘Psych Immersions,’ you will
constantly look for psychological applications in your life.
6. Literacy in the 21st century skills you need for success in today’s world. – At Palmyra Area High
School we don’t just teach you content, we teach you how to use that content. At the end of this
course you’ll be able to:
a. Read, review, and critique real psychological research – including abstracts, academic
journal articles, dissertations, masters theses, primary sources, anthologies, etc.
b. Write about psychology for your peers and for the general public, while improving your
writing skills
c. Be critical consumers of scientific research - Use databases and the Internet to research
new psychological studies
d. Review, compare and contrast scholarly publications in the field of psychology
e. Analyze and research controversial psychological issues
f. Think critically and logically about research findings using psychological terms
g. Use problem-solving techniques to solve your real world problems
h. Use technology to create websites and leverage the power of social media
i. Collaborate in a professional learning community through Team Psych, Psych Simulations,
and in small groups called Quads.
j. Orally present and debate a complex argument based on psychological research
3
h. Analyze, interpret, and respond to stimulus-based data including charts, graphs,
cartoons, and quotes
i. Discuss both historical and contemporary psychological issues and psychology-related
events.
j. Utilize a variety of study aides to increase overall memory level
k. Evaluate strengths and weaknesses in your own academic performances
6. To change the way you view the world! J - It is my hope that knowledge of psychological
inquiry will provide new perceptions of the world around us, insights into your own behavior and
the behavior of others, and an appreciation of the complexity of human behavior.
Course Expectations:
1. We learn from each other: This course is not one in which you will play a passive role, simply
absorbing information presented by the teacher. Instead, you are expected to take an active
part in your own learning and that of the class as well. You will be asked to take an active part in
forming your own questions and analysis. 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 your
teacher 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.
3. Psychologists read: As AP students, you will be expected to do a considerable amount of daily
reading in the text, etc. 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 organize and 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. This will help
you to build a year-in-review portfolio.
5. A College-Level Effort: This course is designed to replace an introductory college Psychology
course. Therefore, I will expect college-level study and work habits form all of my students. I will
expect that your work is completed and submitted on time. I will expect that you actively study
your Psychology materials on a regular basis, even in the absence of impending assignments. A
lack of time and effort given outside the classroom will make it difficult for you to be successful in
this course.
4
Course Materials
Text
Zimbardo, P. G., Johnson, R. L., Weber, A. L., and Gruber, C. W. (2010). Psychology: AP Edition with
Discovering Psychology (10th ed.). Prentice Hall, Inc.
McConnell, J. V. (1989). Classic Readings in Psychology (D. Gorenflo, Ed.). Harcourt School.
Medina, J. (2008). Brain Rules: 12 Principles for Surviving and Thriving at Work, Home, and School.
Seattle, WA: Pear Press.
Hock, R. R. (2012). Forty Studies that Changed Psychology: Explorations into the History of
Psychological Research (7th ed.). Upper Saddle River, NJ: Prentice Hall.
Slife, B. (2007). Taking Sides: Clashing Views on Psychological Issues. McGraw-Hill, Inc.
Suggested Supplemental Resources:
Baird, A. A. (2011). THINK Psychology. Pearson Prentice Hall.
Buskist, W. (Ed.). (2013). Annual Editions: Psychology 12/13 (43rd ed.). New York, NY: McGraw-Hill
Companies, Inc.
Feldman, R. (2012). Understanding Psychology (11th ed.). McGraw-Hill Higher Education.
Lilienfeld, S. O., Lynn, S. J., Ruscio, J., and Beyerstein, B. L. (2010). 50 Great Myths of Popular
Psychology: Shattering Widespread Misconceptions about Human Behavior. Wiley - Blackwell.
Morris, C. G., and Maistro, A. A. (2007). Psychology: An Introduction (8th ed.). Upper Saddle River,
NJ: Prentice Hall.
Sacks, O. (1998). The Man Who Mistook His Wife For A Hat: and Other Clinical Tales. Touchstone.
Test Preparation Resources:
Fenton, N. (2012). AP Psychology All Access. Piscataway, NJ: Research and Education Association,
Inc.
Hakala, C. (2012). Kaplan AP Psychology. New York, NY: Kaplan, Inc
Krieger, L. (2011). AP Psychology Crash Course. Piscataway, NJ: Research and Education, Inc.
Maitland, L. L. (2013). 5 Steps to a 5: AP Psychology 2014-2015. New York, NY: McGraw-Hill
Companies, Inc.
McEntarffer, R., and Weseley, A. J. (2012). Barron's AP Psychology (5th ed.). Hauppauge, NY:
Barron's Educational Series, Inc.
Williams, L. (2011). 5 Steps to a 5: 500 Psychology Questions to Know by Test Day. New York, NY:
McGraw-Hill Companies, Inc.
5
Teacher Resources:
Zimbardo, P. G., Johnson, R. L., Weber, A. L., and Gruber, C. W. (2010). Psychology: AP Edition with
Discovering Psychology (10th ed.). Prentice Hall, Inc. – Teacher Resources
APA High-School Teacher Affiliate Membership
Teachers Of Psychology in Secondary Schools Membership
There’s An App For That!
There are many smart phone apps that you can use to help with the AP Psychology course. Below
are just a few that I have previewed. Some are free and some are paid. These are not
mandatory. They are a suggestion. You can pick and choose what works for you.
3D Brain
Psychology Terms Dictionary
AP Psychology Exam Prep
Study Sets - Psychology
APA Monitor on Psychology
AP Psychology Study Guide
Study Sets – Psychology (Lite)
Psychology Spotlight
Text Vook Psychology 101
AP Psychology Prep
AP Psychology 5 Steps to a 5
Psych Term
College Psychology
APA Concise Dictionary of
Psychology
Personality Tests
Psychology Terminology
AP Psychology
There are also many valuable college level Psychology courses available and FREE on iTunes U.
They are typically podcasts that will allow you to hear lectures that are similar to AP Lectures. This
will prove useful as review for the AP Exam if podcasts are your thing!
Useful Internet Links:
The links below are a small selection. We will continue to build on this list over the course of the
year.
Discovering Psychology: http://www.learner.org/resources/series138.html
The Mind- Teaching Modules: http://www.learner.org/resources/series150.html
Seasons of Life: http://www.learner.org/resources/series54.html
The World of Abnormal Psychology: http://www.learner.org/resources/series60.html
AP Psychology Commune: http://www.appsychology.com/
Myers Text Companion Site: http://bcs.worthpublishers.com/myers8e/
Psych Sim 5: http://bcs.worthpublishers.com/gray/content/psychsim5/launcher.html
Morris Text Companion Site: http://cwx.prenhall.com/bookbind/pubbooks/morris/
College Board AP Psychology Page: https://apstudent.collegeboard.org/apcourse/appsychology?phych
6
Tumblr AP Psychology: http://www.tumblr.com/tagged/ap%20psychology
Psych Matters: http://psychmatters.com/
Intro Resources – Websites:
http://www.intropsychresources.com/pmwiki/pmwiki/pmwiki.php?n=ResourcesByType.Websites
Psychology Today: http://www.psychologytoday.com/essentials
Psych Central: http://psychcentral.com/
TED: www.ted.com
Psych Files Podcasts: http://www.thepsychfiles.com/ap-psychology/
Wacky World of Psychology: http://www.pumaattack.blogspot.com/
Online Psychology Courses: http://academicearth.org/online-college-courses/psychology/
Learn Out Loud – Psychology 101: http://www.learnoutloud.com/Content/TopicPages/Psychology-101/57
Hippocampus: http://www.hippocampus.org/
MIT Open Psychology Course: http://ocw.mit.edu/courses/brain-and-cognitive-sciences/9-00introduction-to-psychology-fall-2004/
Miscellaneous Requirements:
Many materials will be available to you in the classroom; however, this is a list of items that you will
need to be successful and organized in AP Psychology.
•
•
•
•
•
•
•
•
•
3” 3-ring Binder
Notebook Paper
16 – 20 Binder Section Dividers
Pens / Pencils – Blue or Black pens only for exams!
Highlighter Pens (at least 2)
USB Flash Drive or Dropbox Account
Access to Internet - Please see me privately if this will be an issue for you at home.
Google Account Access Information
Moodle Access Information
7
Tentative Course Schedule
Date
Unit
Let’s Get
This Party
Started!
Topic
Introduction
and
Sumer
Assignments
8/26 – 8/29
•
•
This schedule is a GUIDE to the school year. It is subject to change as necessary. Any
modifications to this schedule will be announced in class and via one or more of the
following: Email / Class Facebook / Calendar / Remind 101 / Webpage / Moodle
Don’t Forget: Beginning 1/21/2014 we will only meet every other day
There will be additional readings, unit projects and application activities that are not listed
on this schedule. These assignments and their respective rubrics will be distributed at the
beginning of each unit.
Text Reading
Homework Assignments /
Assessments
Zimbardo et al.
(2010)
8/26: Summer Assignment #2:
Psychology Book Reviews - Due
pp. xviii – xxi
pp. A-1 – A-6
8/26: Summer Assignment #3:
Psychology in the Movies - Due
Zimbardo: Does
Psychology
Make a
Difference in Our
Lives?
8/26: AP Psychology Pre-Test
8/27: People are Strange
Experiment – Due
8/28: Zimbardo: Does Psychology
Make a Difference in Our Lives? –
Reading Due
8/29: Class Contract - Due
Unit 1
History and
Approaches
Zimbardo et al.
(2010) pp. 1-25
9/3: Unit 1 Reading – Due
9/3: Unit1 Concept Map (Rough
Draft) – Due
9/3: Discovering Psychology 1:
Past, Present, and Future – Due
9/3 – 9/6
•
9/6: Unit1 Concept Map (Final
Draft) – Due
9/6: Unit Project – Due
9/6: Unit 1 Exam
Hook, Networking, Taking Sides:
TBA
8
Unit 2
Research
Methods
Zimbardo et al.
(2010) pp. 27-59
9/9: Unit 2 Reading – Due
9/9: Unit 2 Concept Map (Rough
Draft) – Due
9/9 – 9/19
9/10: Discovering Psychology 2:
Understanding Research – Due
9/19: Unit 2 Concept Map (Final
Draft) – Due
9/19: Unit 2 Project – Due
9/19: Unit 2 Exam
Hook, Networking, Taking Sides:
TBA
Unit 3
Biological Basis
of Behavior
Zimbardo et al.
(2010) pp. 60 –
107
9/20: Unit 3 Reading – Due
9/20: Unit 3 Concept Map (Rough
Draft) – Due
9/20 – 10/2
9/23: Discovering Psychology 3:
The Behaving Brain – Due
9/24: Discovering Psychology 4:
The Responsive Brain – Due
10/2: Unit 3 Concept Map (Final
Draft) – Due
10/2: Unit 3 Project – Due
10/2: Unit 3 Exam
Hook, Networking, Taking Sides:
TBA
9
Unit 4
Sensation and
Perception
Zimbardo et al.
(2010) pp. 108 155
10/3: Unit 4 Reading – Due
10/3: Unit 4 Concept Map (Rough
Draft) – Due
10/3 – 10/15
10/7: Discovering Psychology 7:
Sensation and Perception – Due
10/15: Unit 4 Concept Map (Final
Draft) – Due
10/15: Unit 4 Project – Due
10/15: Unit 4 Exam
Hook, Networking, Taking Sides:
TBA
Unit 5
States of
Consciousness
Zimbardo et al.
(2010) pp. 156 193
10/16: Unit 5 Reading – Due
10/16: Unit 5 Concept Map (Rough
Draft) – Due
10/16 – 10/22
10/17: Discovering Psychology 13:
The Mind Awake and Asleep – Due
10/19: Discovering Psychology 14:
The Mind Hidden and Divided –
Due
10/22: Unit 5 Concept Map (Final
Draft) – Due
10/22: Unit 5 Project – Due
10/22: Unit 5 Exam
Hook, Networking, Taking Sides:
TBA
10
Unit 6
Learning
Zimbardo et al.
(2010) pp. 194 231
10/23: Unit 6 Reading – Due
10/23: Unit 6 Concept Map (Rough
Draft) – Due
10/25: Metacog 1 – Due
10/23 – 11/1
10/28: Discovering Psychology 8:
Learning – Due
11/1: Unit 6 Concept Map (Final
Draft) – Due
11/1: Unit 6 Project – Due
11/1: Unit 6 Exam
Hook, Networking, Taking Sides:
TBA
Unit 7
Cognition
Zimbardo et al.
(2010) pp.232 295
11/4: Unit 4 Reading – Due
11/4: Unit 4 Concept Map (Rough
Draft) – Due
11/4 – 11/13
11/6: Discovering Psychology 9:
Remembering and Forgetting –
Due
11/8: Discovering Psychology 10:
Cognitive Processes – Due
11/11: Discovering Psychology 11:
Judgment and Decision Making –
Due
11/13: Unit 7 Concept Map (Final
Draft) – Due
11/13: Unit 7 Project – Due
11/13: Unit 7 Exam
Hook, Networking, Taking Sides:
TBA
11
Unit 8
Motivation and
Emotion
Zimbardo et al.
(2010) pp. 296 357
11/14: Unit 8 Reading – Due
11/14: Unit 8 Concept Map (Rough
Draft) – Due
11/14 - 11/26
11/18: Discovering Psychology 12:
Motivation and Emotion – Due
11/26: Unit 8 Concept Map (Final
Draft) – Due
11/26: Unit 8 Project – Due
11/26: Unit 8 Exam
Hook, Networking, Taking Sides:
TBA
Unit 9
Developmental Zimbardo et al.
Psychology
(2010) pp. 358 407
12/3: Unit 9 Reading – Due
12/3: Unit 9 Concept Map (Rough
Draft) – Due
12/3 – 12/13
12/4: Discovering Psychology 5:
The Developing Child – Due
12/6: Discovering Psychology
17:Sex and Gender– Due
12/8: Discovering Psychology 18:
Maturing and Aging – Due
12/13: Unit 9 Concept Map (Final
Draft) – Due
12/13: Unit 9 Project – Due
12/13: Unit 9 Exam
Hook, Networking, Taking Sides:
TBA
12
Unit 10
Personality
Zimbardo et al.
(2010) pp. 408 449
12/16: Unit 10 Reading – Due
12/16: Unit 10 Concept Map
(Rough Draft) – Due
12/16 – 1/6
12/18: Discovering Psychology 15:
The Self – Due
1/6: Unit 10 Concept Map (Final
Draft) – Due
1/6: Unit 10 Project – Due
1/6: Unit 10 Exam
Hook, Networking, Taking Sides:
TBA
Unit 11
Testing and
Individual
Differences
Zimbardo et al.
(2010) pp.450 48
1/7: Unit 11 Reading – Due
1/7: Unit 11 Concept Map (Rough
Draft) – Due
1/7 – 1/15
1/9: Discovering Psychology 16:
Testing and Intelligence – Due
1/10: Metacog 2 – Due
1/15: Unit 11 Concept Map (Final
Draft) – Due
1/15: Unit 11 Project – Due
1/15: Unit 11 Exam
Hook, Networking, Taking Sides:
TBA
13
Unit 12
Abnormal
Psychology
Zimbardo et al.
(2010) pp.482 521
1/16: Unit 12 Reading – Due
1/16: Unit 12 Concept Map (Rough
Draft) – Due
1/21: Discovering Psychology 21:
Psychopathology– Due
1/16 – 2/10
* FYI: There is an additional video series called
“Abnormal Psychology.” I recommend that you
take the time to view these videos as well. No
written assignment.
2/10: Unit 12 Concept Map (Final
Draft) – Due
2/10: Unit 12 Project – Due
2/10: Unit 12 Exam
Hook, Networking, Taking Sides:
TBA
2/11 – 3/4
Unit 13
Treatment of
Psychological
Disorders
Zimbardo et al.
(2010) pp. 522 563
2/11: Unit 13 Reading – Due
2/11: Unit 13 Concept Map (Rough
Draft) – Due
2/13: Discovering Psychology 22:
Psychotherapy – Due
3/4 Unit 13 Concept Map (Final
Draft) – Due
3/4: Unit 13 Project – Due
3/4: Unit 13 Exam
Hook, Networking, Taking Sides:
TBA
14
Unit 14
Social
Psychology
Zimbardo et al.
(2010) pp. 564 602
3/5: Unit 14 Reading – Due
3/5: Unit 14 Concept Map (Rough
Draft) – Due
3/10: Discovering Psychology 19:
The Power of the Situation – Due
3/5 – 4/1
3/11: Discovering Psychology 20:
Constructing Social Reality – Due
3/21: Metacog 3 – Due
4/1: Unit 14 Concept Map (Final
Draft) – Due
4/1: Unit 14 Project – Due
4/1: Unit 14 Exam
Hook, Networking, Taking Sides:
TBA
4/2 – 5/2
AP
Psychology.
. . Take 2!
AP Psychology
Exam Review
and Test
Preparation
Review and
Reflection!
DO NOT WAIT
UNTIL THE LAST
MINUTE!
AP Psychology
Exam! J
5/5
EXAM
Review all
chapter
summaries and
all course notes.
Reflect on your
binders, the AP
Exam, your class
experience . . .
etc.
4/3: Individualized Nightly AP
Psychology Exam Study Schedule –
Due
5/2: AP Psychology PHS
Cumulative Final Exam (One last
chance to practice!!)
GOOD LUCK!!
YOU CAN DO IT!!
Get a good night’s sleep!
Eat a healthy breakfast!
Relax! You got this!
Use your test taking strategies!
5/6 –
5/30
5/6
YOU ARE A ROCKSTAR!!
Survey Says
...
End of Course
Survey
Just Relax!!
5/6: Be prepared to critique the AP
Psychology course and offer a few
words of advice for next year’s
classes.
Showcase
AP Psychology
Projects / LDC
Individual
Research
5/16: Metacog 4 – Due
Project and Presentation Schedule
TBA
15
Teaching Strategies
Although this course requires some lecture (There is really no way around this!), students will be
expected to play a large role in their own learning process through analysis, critical thinking,
writing, research, debate, group discussion, and presentation.
Students will be given multiple opportunities to practice taking a publicly released AP Psychology
Exam during the course in preparation of the ultimate goal of passing the exam in May with a
score of 3, 4, or 5. Additionally, all course exams will be modeled after the AP Psychology Exam.
The AP Psychology exam is a comprehensive exam, covering all material and concepts studied
during the course.
Students are required to complete a summer assignment, which will count toward their 1st quarter
report card grade.
Assessment / Point System
Grading Scale
AP Psychology grades will be weighted as follows:
Quarter / Semester Grades:
Homework: 20%
Classwork, Participation, Team Psych: 20%
Unit Exams, Unit Application Projects, and Quizzes: 60%
Final Course Grade:
Semester 1 Grade: 40%
Semester 2 Grade: 40%
Cumulative Final Exam: 20%
** Remember: When grades are weighted dividing points earned by total points WILL NOT result in
an accurate average***
Team Psych
We are more than a class. We are a team. To find success, it will take each of us doing what we
do best. Each quarter you will pass in a reflection called a “Metacog” (short for metacognition – or
thinking about your thinking) of what you’ve learned, how you actively participated in class, and
how you helped our team. Below are a few ideas. Remember, you’ll need to PROVE you did what
you said you did, so keep that in mind when you select a team assignment. Feel free to make up
your own assignment, just check with me before you start it. You must have a defined role in this
class. Students must email me their proposed Team Psych assignments before the start of the term
to receive full credit. Feel free to work together.
16
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Like being a leader? Admin our Facebook page by posting and moderating comments.
Like reading? Post good Psych content (articles and videos) to our Facebook page or on
Twitter.
Creative genius? This is not my classroom it is OUR classroom. Pick a bulletin board or a wall
to decorate and make it USEFUL for the class.
Like Web 2.0? Create a comprehensive Glogster for the class. Make it USEFUL and CREATIVE
– I’ll make it into a poster!
Want an audience for your writing? Keep a running class blog and link it to our Facebook
page.
Social? Regularly comment on people’s Facebook posts and blogs.
Good at making study guides? Share them with the class each unit via Google docs.
Photographer in the making? We do a lot of memorable demos in class. Become the class
photographer and post pictures of our demos to the Facebook page.
Journalist in the making? Write up psych explanations of the pictures someone else posts or
submit articles to the Cougar Chronicle about Psychology, experiments, Club Psi, etc.
Good at presenting? Share an interesting article about the Psychology we’re studying with
the class on a regular basis.
Like researching? Form a small research group and conduct field research that ties into our
class content (check with Mrs. Hollenbach first for APA guidelines)
Want to help people stay current? Post class summaries each day on our Facebook page
or keep a written log of each day’s happenings – post it in class for absent students.
Like Current Events? Keep the class up to date with Psychology relevant articles.
Other ideas . . .
o Collect Assignments / Hand out corrected papers
o Straighten the desks at the end of class
o Keep the Whiteboard Calendar current
o Develop “Brain Break” Ideas for the Class
o Collect handouts, etc. for absent students
o Handout missed assignments to absent students upon their return to class
o Regularly formulate high-level questions to pose to the class
o Keep time for class assignments
o ETC.!
At the end of each term, you will share your “Metacogs” on Google Docs. I would like you to give
substantive answers to the following four questions.
1. What significant psychological knowledge did you gain this term?
2. What significant skill(s) did you gain this term?
3. How were you an active citizen of this class? Refer specifically to the rubric below.
3. What role did you fulfill for our team this term?
**Please be specific in your explanations of your team psych contribution(s). You must show
evidence in the forms of pictures or documents to show that you completed this assignment.
I will use a collaboration rubric to assess your Team Psych grade out of 200 pts per quarter.
17
Discussion / Participation Grade
Discussion and class participation are an integral part of an AP Psychology course. Each student
will earn a Participation grade for each Quarter. The Participation grade may include class
discussions, labs / experiments, presentations, classwork, contribution to group activities, Team
Psych participation, etc.
The following are general guidelines for determination of the Participation grade:
90% - 100%: Always on task; Active participant in the class; Engaged with full attention;
Outstanding contributions to class discussions showing initiative and thoughtfulness
80% - 90%: Usually on task; Active participant in the class; Engaged throughout most of the class;
Volunteers relevant and pertinent information frequently
70% - 80%: Typically on task; Participates in class; Answers questions when called upon;
Occasionally volunteers information
60% - 70%: Typically on task; Sometimes distracted during class; Rarely engaged in the class; Rarely
contributes to class discussion
0-60%: Usually off task; Not engaged in the class; Does not pay attention; Engages in
inappropriate class behaviors (sleeping, completing work for other classes, texting, off task talking,
etc.); May refuse to participate when called upon; Does not contribute to class discussions
Binders
The amount of printed materials distributed in the AP Psychology course is substantially different
than in a regular class. You will need to be able to access this material in order to study for the
class exams, as well as the AP Psychology Exam. A well-organized binder is a necessary element of
the course. Wit this in mind; each student must have a 3-Ring Binder. This binder should be brought
to class each day. It is my expectation that AP students are diligently completing assignments,
taking notes on reading assignments, and preparing for the AP exam throughout the course. It is
for this reason that students WILL NOT be permitted to leave binders in the classroom.
Binders may be collected at any point in the year so please keep them as neat as possible and up
to date. Along with reading the textbook, taking notes is the primary way you will learn
Psychology.
The points below may help you in your note taking:
•
•
•
•
•
•
Take complete, dated class notes.
Your notes should be more than just what items are listed on the whiteboard or screen.
Put the notes in your own words. Don’t write down something you don’t understand without
asking about it.
Leave some blank spaces on each page to make additions and/or clarifications.
Review your class notes each day while they are fresh in your mind. Expand them. Clarify
them. 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.
Before class - Look over the notes from the proceeding class. This is especially important if a
topic is presented over multiple days.
18
•
•
•
•
•
•
•
If you are absent on class note days, you are responsible for obtaining the notes from other
students.
Keep all materials your receive in class in your binder.
All materials should be kept in order by date and separated by unit.
Each assignment must contain student name, date of assignment, class / period, and
assignment title in the upper right hand corner.
Binder / Folder may be checked periodically – both announced checks and unannounced
checks – and will be worth a total of 50 points at each check and 200 points at the final
check. . Each check will be considered an exam grade.
Each student will be given a folder that he / she will use to turn in all paper assignments. This
folder is meant for current assignments ONLY. This is NOT your binder.
A majority of written assignments will be completed in Google Drive.
Assignments / Evaluation
AP Psychology Students should be prepared for assignments on most nights in order to prepare for
class and, ultimately, the AP Psychology Exam.
All written work for the class, i.e. chapter sheet, reports, lab reports, data sheets, etc., should be
word processed or written legibly. Anything written which is unable to be read will be marked
wrong. Written work should be an attempt to communicate one's thoughts, ideas or feelings.
Sloppy work, one-word answers, and poor spelling/grammar fail in their goal of communicating.
All word processed work for the class will be completed on PASD Google Apps for Education
accounts unless the instructions indicate otherwise.
Assignments are due at the beginning of class. 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. If you are absent on
a due date the assignment is due upon your return. Exceptions will be made for extended
absences.
Homework: Most homework will consist of defining terms, researching, and reading. Written
homework will be given a deadline that will be strictly adhered to. Each student will be given a
copy of the unit homework assignments at the beginning of each unit. Assignments can also be
accessed via the class Moodle and / or Google Drive once the assignment is explained to the
class..
Group Class Work: Assignments will be given periodically where 4 students (Quad) are required to
collaborate and give a class presentation or turn in final work. Group learning is an important
component of the class structure, which teaches the tenets of cooperation and social interaction
in the learning process.
Individual Class Work: There will be times when students will be required to work independently on
an assignment or project.
Individual/Group Projects: These assignments may or may not require research or work at home.
Grading Rubrics will be handed to each student at the time the assignment is given and can be
accessed via the class Moodle and / or Google Drive after the project is assigned..
19
Class Participation/Psych Immersions: Each student is required to be an active participant in class
discussion and activities. This includes but is not limited to: asking questions about reading,
participating in demonstrations, giving examples of connections to something else in psychology,
another text, or your world, completing your daily reflections. Students will receive approximately
10 points per week for participating to be combined for one participation grade per quarter.
Please inquire if you are unsure why you are not receiving full credit here.
Concept Maps: Concept maps provide a graphic representation of the each chapter’s material.
Each day, students are expected to come to class with completed drafts of concept maps from
the previous night’s reading. These drafts will then be used to facilitate class discussion about the
topics to be covered. Students are expected to add to and modify their concept maps to help
better gauge understanding of the chapters’ material. Students will use these to create a final
draft at the end of each chapter that will be submitted for a grade.
Unit Projects: For each unit, you will be asked to apply the content area to your life. While they will
take many forms, from designing a research project to keeping your own dream journal, they will
necessitate the internalization of course content. Unit projects will be a combination of in and out
of class work.
Hock: Case Study Reflections: Each unit you will be given written case studies to analyze and
reflect upon. These cases are considered among the most important studies ever conducted in
the field of Psychology. Directions for completion of these papers will be distributed separately from the
syllabus.
Taking Sides: Each Unit will include a class debate on a topic that is important in Psychology
today.
Networking Assignments: The AP Psychology course investigates a massive amount of information.
Networking assignments allow students to assist one another with this very important research.
Quizzes will be periodically given on reading assignments and vocabulary. Extensive reading and
vocabulary review are paramount to the success to the AP Psychology student and will be
consistently stressed. Quizzes will be both announced and unannounced.
Unit Exams: At the end of each unit you will take a unit exam consisting of AP-style multiple-choice
questions, and Free Response Questions with many questions taken from past AP exams. In
essence, by the time May comes along, you will have taken 18 – 20 mini AP Exams. AP Psychology
students are preparing for successful completion of a timed exam; therefore; all exams will either
accurately or proportionally represent the content students should expect on the AP Psychology
Exam (topic and amount) and will be timed. With this in mind, students MUST complete exams in
the time allotted. Students WILL NOT be permitted to return to the exam once the exam time has
elapsed.
Cumulative Exams: To help prepare for the AP Exam in May, a cumulative test will be given at the
end of the first, second, and third quarters, and prior to the AP Exam (Final). Each exam will cover
all the material from the beginning of the school year to that point.
20
Final Exam: a requirement of the AP Psychology course and will be comprehensive for all material
covered during the entire year. This exam is in addition to the AP Psychology Exam.
Textbook and Workbook
Each student will be issued a copy of the following textbook:
Zimbardo, P. G., Johnson, R. L., Weber, A. L., and Gruber, C. W. (2010). Psychology: AP Edition with
Discovering Psychology (10th ed.). Prentice Hall, Inc.
Additionally, each student will be assigned a copy of the accompanying AP Psychology Exam
Prep Workbook.
Every student textbook and workbook MUST be covered at all times. Please treat your assigned
books gently and with care. Any damage to these resources will be the responsibility of the
student. The replacement cost for the AP Psychology text and workbook is $90.00.
DO NOT bring the text to class with you on a daily basis. If you will need the text in class, I will
provide adequate notice.
•
•
•
Keep up with the reading assignments! Do not 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. You never know . . .
Learn to read more effectively.
o Read actively; do not just look at the words. If you spend a half hour “reading” but
are unable to recall anything when you are finished, you have wasted your time. Talk
to the text. Write down any questions that come up as you read. Think about how
the material can be applied to the real world, perhaps in your own life. Reading a
college level text requires a great deal more effort and concentration than reading
the latest novel or a popular magazine.
o 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 a few sections at a time. Allow time
to digest your reading before moving on.
o Do NOT ignore pictures, 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.
o Preview the chapter before you start reading. Read the chapter summary when you
finish.
o Create your Concept Map and take notes as you read. If you can condense a 30
page chapter to a few pages of good notes, it will be much easier to review the
material later. Additionally, active reading and note taking will help you to process
and retain the material.
o It is important to recognize that your text was specifically designed to prepare you
for the AP Psychology Exam. The chapter organization, outlines, and content
coverage closely match not only the content outlines set out by the College Board,
but also reflect the current research of the discipline of Psychology. In other words –
DO NOT IGNORE THE TEXTBOOK!
21
Supplemental Readings
The teacher will provide assigned supplemental readings. However, there will be times when
assignments will call for you to locate scholarly journals, articles, etc. Palmyra Area High School has
excellent database resources that you may use to make the task of individual research much
more effective and efficient.
SOS
Grade Reports
Grade reports are available for students and parents to view on Power School. If you do not know
how to access your grades via the Power School system, please make an appointment with your
guidance counselor.
https://powerschool.pasd.us/public/
It is your responsibility to stay informed about your class average. If you need to discuss your grade
report with me, please schedule a time with me before or after school.
Everybody makes mistakes! If you think I have made an error in reporting your grade, please send
me an email or make an appointment to see me before or after school. If there is an error, I will be
happy to correct it. If there is no error, I will be glad to explain what you are seeing in Power
School.
***Be aware that the requirements for sport / club eligibility have changed. Please make sure that
you familiarize yourself with the new policy (2013)***
Getting Help
Psychology can be complicated and confusing! Please don’t be afraid to get help if you do not
understand something. The ultimate responsibility to learn Psychology is yours BUT I am willing and
happy 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 after school. If possible, try to coordinate a time with me so I can make sure I’m
available and that I can give you my complete attention. I may also be available before
school by appointment only.
3. Email any time!
When to schedule a meeting
***Parents and students are advised that if a student is not earning a passing grade by the
issuance of the 1st Quarter progress report, a parent-teacher-student meeting will be scheduled to
discuss a strategy for how the student can be successful in this course.
22
Policies
Classroom Rules & Expectations
The most important guidelines in our classroom are:
• Respect for Yourself
• Respect for Others
• Responsibility for All of Your Actions
Responsibility is Key to Success:
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Be RAD – Responsible, Accountable, and Diligent!!!!!!!!!!!!!
Students are responsible for gathering and completing all missed assignments
Note taking, highlighting and gathering relevant information for class films is the individual
student’s responsibility.
Periodic Grade Checks are the individual student’s responsibility.
For your safety and education, orderly conduct is a MUST upon entering the classroom,
during class, and exiting the classroom. You may not stand at the door at the end of class.
Remain at your desk until the teacher dismisses you.
Be on time and be prepared with all necessary materials.
Be ready to learn.
Sit in your assigned seat and stay there.
Turn in all work ON TIME and in the correct location at the time the work is requested.
Participate in Class Discussion and Activity – It is very important to stay on-task and be
attentive during class. The more you absorb in class, the less you have to study at home.
Respect your Teacher, other students and other cultures and lifestyles.
Follow directions.
Take care of your classroom.
Respect other students’ personal space and they will respect yours.
Maintain a positive attitude and use positive language in the classroom.
Follow all school rules while in the classroom. School rules can be located in your Student
Handbook.
Books are to be covered at all times
NO FOOD OR DRINK Except H2O in clear bottle
All electronic devices MUST be turned completely off and kept in pockets, purses, or book
bags at all times UNLESS the device is instrumental in the lesson. Your teacher will direct you
to turn on your device if and when it becomes necessary.
Consequences
Listed consequences are possible consequences that may or may not be employed, depending
upon the situation. Due to my belief in a whole-student approach to discipline, parents, guidance
counselors, coaches, the social worker, club advisors may be involved in an action plan to address
student discipline.
•
•
•
•
Verbal Warning
Conference with Teacher / Possible Parent Contact
30-Minute Teacher Detention / Parent Contact
Referral to Administration / Parent Contact
Any serious offense will be immediately referred to the Administration.
Teacher Detention: 30 minutes – The student will be expected to bring an activity and remain both
productive and quiet for the entire 30 minutes.
23
•
•
•
All missed detentions will be referred to the administration
Teacher detentions will be assigned at the convenience of the Teacher.
Student will be given a minimum of 24 hours notice when a teacher detention is assigned
If you think it might get you into trouble . . . it will.
DON’T DO IT!!
Late Work
All Assignments must be turned in
The Expectation is that everyone will complete all assignments and turn them in on time. A due
date is not a suggestion, it is a requirement. “Excuses” will not be accepted.
Make-up Quizzes or Exams following an Excused Absence: Each student will have a reasonable
number of school days to complete a quiz or exam missed due to an excused absence. In this
classroom, a reasonable number of school days is no more than five. After the 5 day grace period,
the respective quiz / exam grade will be zero. Please keep in mind that the grace period in this
classroom gives you 4 days over and above what is required by the school administration.
If you are absent the day prior to an exam or assignment due, you are NOT excused. You will
have advance notice of quizzes and exams; therefore, you will not be at a disadvantage
following a one-day absence.
Assignments due on the day you are absent will be due immediately upon your return to school
In cases of legitimate emergency, the classroom teacher reserves the right to wave all late
penalties
Extra Credit will be given at my discretion to students who truly need an extra credit option only.
Students with an 80% or above will not be granted extra credit opportunities. In order to receive
extra credit students must have completed all required class assignments and must put forth their
best effort in class. Students requesting extra credit assignments must also be willing to put in extra
time and effort, even if it means time after school. Late Extra credit assignments will not be
accepted. No exceptions! If a student has any 0% entries in the grade book, he / she shall not be
eligible for extra credit opportunities.
If you fail to turn in an assignment or a project on the required due date, you MAY be able to turn
the assignment in for partial credit.
The late policy for this classroom is as follows:
1 Day Late – 10% Deduction
2 Days Late – 20% Deduction (10% Each Day)
3 Days Late – 30% Deduction (10% Each Day)
4 Days Late – 40% Deduction (10% Each Day)
5 Days Late – 50% Deduction (10% Each Day)
6 Or More Days Late – Your assignment WILL NOT be accepted and your final score will be 0%.
24
Please remember . . . work that is submitted late will not constitute a grading emergency and will
be graded after any current assignments. Please do not expect that your late assignment will be
my first priority.
Plagiarism and Academic Dishonesty
Students are expected to abide by ethical standards in preparing and presenting material which
demonstrates their level of knowledge and which is used to determine grades. Such standards are
founded on the basic concepts of honesty and integrity.
Plagiarism:
•
•
•
•
•
•
The unaccredited use of someone else’s words or ideas
Using the words or ideas of others without using in-text citations or proper citation on a
“Works Cited” or “Reference” page
Information considered common knowledge does not require a citation.
May include submitting, as one’s own assignment, work either in part or wholly written by
someone else.
Omitting quotation marks when quoting verbatim from a source
Misrepresenting the work of another as one’s own
Consequences for Plagiarism:
•
•
•
•
•
Will receive a failing grade for the plagiarized assignment
Student must complete and honest version of the assignment with parent signature
Final grade will be an average of the two assignment grades.
Parents and Administration will be notified.
Disciplinary referral.
Any and all discussion, noise or communication during exams, quizzes, etc. will be deemed as
academic dishonesty and will result in a zero grade for the respective assignment / assessment.
Academic dishonesty of any kind will not be tolerated –
See PASD Plagiarism Policy posted in the classroom and in the student planner / handbook.
Keep in mind – Students who “cheat” historically fail the AP Psychology Exam.
Attendance
Students who choose AP level courses should understand that regular attendance is absolutely
critical. The rigorous curriculum, fast pace, and classroom interactions make it difficult for students
who miss class frequently for any reason (excused or unexcused) to keep up with the work they
have missed. Students who miss class may find that their grades and/or AP exam scores are lower
as a result of the missed instruction.
I cannot change the school attendance policy, but I can say that missing class is not a good idea!
If you are absent, it is your responsibility to collect / make – up the assignments you missed.
25
Technology
I believe in the benefits of educational technology; therefore, all students should expect that
technology, Web 2.0, and various media will be regularly incorporated in the AP Psychology
course.
Reading Requirement
There is no shortage of reading in AP Psychology!
What a great way to make use of your down time!
Students are required to have reading materials with them at all times so that when time permits
during instructional periods, students always have reading materials available. It is my
recommendation that you use any AP Psychology “down time” to read your required materials.
However, reading material can be in the form of books, magazines, newspapers, kindles, etc. and
can be of any topic of student interest that is school appropriate.
Club Psi
Club Psi is our new Psychology club! Anyone is eligible to join Club Psi. The club will allow for an
opportunity to apply some of the concepts learned in class. Members will learn about careers in
the field of Psychology and will have the opportunity to participate in many activities including,
but not limited to:
•
•
•
•
•
•
Guest Speakers
Community Service
Brain Awareness Week
Psychology Quiz Bowl
Psychology Film Fest
Psychology Fair
This is a student club. This means that student participants will drive the activities of the club. This is
your club! Join the fun!
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 most
fascinating subject -Psychology. I look forward to working with you this year. Good Luck!!!
26
*** I have read and understand the descriptions, rules, policies and expectation of this class. I / my
son / daughter will do my / their best to abide by the classroom rules and meet the expectations
of this course. I understand what I / my child am / is expected to do and I understand the
consequences of violating classroom rules and failure to follow classroom procedures.
Print Student Name: ___________________________________________________________________________
Student Signature: ____________________________________________________________________________
Date: ________________________________________
Print Parent Name: ____________________________________________________________________________
Parent Signature: ____________________________________________________________________________
Date: ________________________________________
27
Course Topics and Learning Objectives:
Unit I: Introduction and History of Psychology
Key Learning: Psychology is a broad field with many specialties, but fundamentally, psychology is the scientific study of
behavior and mental processes. Modern psychology developed from several conflicting traditions, including structuralism,
functionalism, Gestalt psychology, behaviorism, and psychoanalysis. Nine main perspectives characterize modern
psychology: the biological, developmental, cognitive, psychodynamic, humanistic, behavioral, sociocultural, evolutionary /
sociobiological and trait views.
Essential Questions:
I. What is Psychology, and what are its roots? Who were the major players in the development of Psychology as a science?
II. What are the perspectives psychologists use today? How do the different perspectives compare and contrast?
III. What do psychologists do?
Objectives:
I. Define Psychology and explain why it is a science.
II. Name and describe the different fields and specialties in which psychologists are employed.
III. Identify and describe the following in the context of the History of Psychology:
Structuralism, Functionalism. Gestalt, Behaviorism, Psychoanalysis
IV. Name and describe the different perspectives currently used in Psychology.
Concept / Content Outline:
Key Vocabulary:
I. Definition and Importance of Psychology
Psychology, Culture, Empirical Approach , Confirmation Bias
II. The Evolution of Psychology
a. Greek Philosophers
Pseudo psychology, Experimental Psychologist
Applied Psychologist, Teachers of Psychology
Structuralism, Introspection, Functionalism, Gestalt Psychology
b. Structuralism
Behaviorism, Humanism, Psychoanalysis, Clinical View
c. Functionalism
Neuroscience / Biological, Trait View, Developmental View
d .Gestalt
Sociocultural View, Psychodynamic Psychology, Psychiatry
e. Behaviorism
f. Psychoanalysis
III. Approaches / Schools of Psychology
Cognitions / Cognitive View, Cognitive Neuroscience
Evolutionary / Sociobiological Psychology
Major Players:
a. Biological
Charles Darwin, Dorthea Dix, G. Stanley Hall, Wilhelm
b. Developmental
Wundt, William James, Max Wertheimer, Ivan Pavlov,
c. Cognitive
d. Psychodynamic
B. F. Skinner, John B. Watson, Jean Piaget, Carl Rogers
Abraham Maslow, Sigmund Freud
e. Humanistic
f. Behavioral
g. Sociocultural
h Evolutionary / Sociobiological
i. Trait
28
Unit II: Research Methods
Key Learning: Psychologists, like researchers in all other sciences, use the scientific method to test their ideas empirically.
Researchers use statistics for two major purposes: 1) descriptively to characterize measurements made on groups or individuals
and 2) inferentially to judge whether those measurements are the result of chance.
Essential Questions:
I. How do psychologists develop new knowledge?
II. How do psychologists use the scientific method to study behavior and mental processes?
III. What are the strengths and weaknesses of different research methods? How does one determine the appropriate method
for a research study?
IV. How do psychologists draw appropriate conclusions about behavior from research?
V. How do we make sense of the data?
VI. How do psychologists make ethical decisions about researching behavior with human and animal subjects?
Objectives:
I. Define the term empirical and differentiate psychology as a science from pseudoscientific and non-scientific ideas that are
sometimes mistaken for psychological concepts.
II. Name the five steps of the scientific method and describe how they are used in the process of psychological investigation
and discovery.
III. Name the most common types of research design used in Psychology.
IV. Define the term bias and list the most common sources of bias in psychological research.
V. Discuss typical ethical concerns that arise in applied psychology and in psychological research.
Concept / Content Outline:
Key Vocabulary:
I. The Scientific Method
Scientific Method, Empirical Investigation, Theory, Hypothesis, Operational
II. Types of Psychological Research
a. Experimental Method
Definitions, Independent Variable, Random Presentation, Data, Dependent
Variable, Replicate, Experiment, Controls, Confounding and Extraneous
Variables, Random Assignment, Ex Post Facto, Correlational Study
b. Non-Experimental
Survey, Naturalistic Observation, Longitudinal Study, Cross-Sectional Study
Methods
Cohort-Sequential Study, Personal Bias, Expectancy Bias, Double-Blind Stu
1. Correlational Studies
Case Study, Institutional Review Board, Institutional Animal Care and Use
c. Sources of Bias in Research
III. Ethics in Research
APA Code of Ethics
Committee, Frequency Distribution, Histogram, Descriptive Statistics
Standard Deviation, Median, Mean, Mode, Range, Normal Distribution
Correlation, Correlational Coefficient Inferential Statistics, Random Sample
Representative Sample, Significant Difference, Validity, Reliability
Animals
Experiments Gone Wrong?
Major Players:
IV. Statistics
Stanley Milgrim, Philip Zimbardo, Mary Whiton Calkins
a. Descriptive
b. Inferential
29
Unit III: Biopsychology and The Foundations of Neuroscience
Key Learning: Evolution has fundamentally shaped the psychological processes because it favors genetic variations that
produce adaptive behavior. The brain coordinates the body’s two communications systems, the nervous system and the
endocrine system, which use similar chemical processes to communicate with targets throughout the body. The brain is
composed of many specialized modules that work together to create mind and behavior.
Essential Questions:
I. How is everything psychological simultaneously biological?
II. How do nature and nurture affect behavior?
III. How does the body communicate internally?
IV. How does the brain produce behavior and mental processes?
V. How do biological processes relate to behavior and work to create and sustain behavior?
VI. How does damage to a biological process or part affect behavior?
Objectives:
I. Describe the processes of evolution and natural selection and their relevance to psychological processes.
II. Describe the fundamental components of genetic process – DNA, genes, and chromosomes – and their influence on
human behavior and experience.
III. Describe the overall structure of the nervous system.
IV. Describe the essential anatomy of a neuron.
V. Describe how neurons use electricity and chemicals to communicate.
VI. Define the term “plasticity”.
VII. Describe the influence of hormones on behavior.
VIII. Describe the important anatomical structures of the brain and their specific functions.
IX. Discuss the specialized functioning of the two hemispheres of the brain.
Key Vocabulary:
Concept / Content Outline:
I. Genetics and Inheritance
II. Neuroanatomy
Biopsychology, Neuroscience, Evolution, Natural Selection, Genotype,
Phenotype, DNA, Gene, Chromosome, Sex Chromosomes, Neuron, Sensory
Neuron, Motor Neuron, Interneuron, Dendrite, Soma, Axon, Resting
Potential, Action Potential, All-or-Nothing Principle, Synapse, Terminal
III. Neurotransmission
Buttons, Synaptic Transmission, Synaptic Vesicle, Neurotransmitters,
III. Functional Organization of the
Plasticity, Glial Cells. Nervous System, Central Nervous System, Reflex,
Nervous System
IV. Endocrine System
V. Psychological Techniques (e.g.
imaging, surgical)
VI. The Central Nervous System
VII. Biopsychology
Peripheral Nervous System, Somatic Nervous System, Autonomic Nervous
System, Sympathetic Division, Parasympathetic Division, Endocrine System,
Hormone, Pituitary Gland, Agonist, Antagonist, Neural Pathway, Brain Stem,
Medulla, Pons, Thalamus, Reticular Formation, Cerebellum, Limbic System,
Hippocampus, Amygdala, Hypothalamus, Cerebral Cortex, Frontal Lobes,
Motor Cortex, Parietal Lobes, Somatosensory Cortex, Occipital Lobes,
Visual Cortex, Temporal Lobes, Association Cortes, Cerebral Dominance,
Corpus Callosum, Broca’s Area, Wernicke’s Area, EEG, CT, PET, MRI, fMRI
Major Players:
Paul Broca, Charles Darwin, Michael Gazzaninga, Roger Sperry,
Carl Wernicke
30
Unit IV: Sensation and Perception
Key Learning: The brain senses the world indirectly because the sense organs convert stimulation into the
language of the nervous system: neural messages. The senses all operate in much the same way, but each
extracts different information and sends it to its own specialized processing region in the brain. Perception brings
meaning to sensation, so perception produces an interpretation of the world, not a perfect representation of it.
Essential Questions:
I. How does stimulation become sensation?
II. How do the five senses receive and translate signals to the brain for processing?
III. How are the senses alike? and how are they different?
IV. What is the relationship between sensation and perception? How do sensation and perception differ?
V. How does the brain process sensory signals accurately? Inaccurately?
Objectives:
I. Define and distinguish between the terms sensation and perception.
II. Describe how physical stimuli become neural messages that can be interpreted in the central nervous system.
III. Define and discuss basic concepts from classical psychophysics and describe the significance of these concepts in
everyday psychological functioning.
IV. Name the eight senses and describe their basic anatomy and functioning.
V. Describe how human make perceptual judgments and what influences can cause these judgments to be inaccurate.
VI. Distinguish between bottom-up and top-down processing.
VII. Describe what we can learn about sensations and perceptions from examining illusions.
VIII. Identify and discuss the major theoretical explanations of perception.
IX. Define perceptual set and discuss its significance in understanding human behavior and experience.
Concept / Content Outline:
Key Vocabulary
I. Sensation
Sensation, Perception, Transduction, Sensory Adaptation, Absolute
II. Transduction
Threshold, Difference Threshold, Just Noticeable Difference (JND)
III. Sensory Adaptation
IV. Thresholds and Signal Detection Theory
V. Sensory Mechanisms
Weber’s Law, Fechner’s Law, Steven’s Power Law, Signal Detection Theory
Rods, Cones, Fovea, Optic Nerve, Blind Spot, Brightness, Color,
Electromagnetic Spectrum, Visible Spectrum, Trichromatic Theory,
Opponent-Process Theory, Afterimages, Color Blindness, Frequency,
Vision, Hearing, Position and
Amplitude, Tympanic Membrane, Cochlea, Basilar Membrane, Loudness
Movement, Smell, Taste, Skin Senses
Timbre, Conduction Deafness, Nerve Deafness (Sensorineural Deafness)
VI. Perception
a. Bottom-Up / Top – Down
Processing
b. Visual Illusions
c. Gestalt
d. Depth Perception
V. Attention
VI. Perceptual Processes
Vestibular Sense, Kinesthetic Sense, Olfaction, Pheromones, Gustation, Skin
Senses, Gate-Control Theory, Placebo Effect, Percept, Feature Detectors,
Binding Problem, Bottom-Up Processing, Top-Down Processing, Perceptual
Constancy, Illusion, Ambiguous Figures, Gestalt Psychology, Figure, Ground,
Closure, Laws of Perceptual Grouping, Law of Similarity, Law of Proximity,
Law of Continuity, Law of Common Fate, Law of Pragnanz, Binocular Cues,
Monocular Cues, Learning-Based Inference, Perceptual Set
Major Players:
Herman Von Helmholtz, Gustav Fechner, David Huber, Ernst Weber, Torsten
Wiesel, William James
31
Unit V: States of Consciousness
Key Learning: Consciousness can take many forms, while other mental processes occur simultaneously outside our
awareness. Consciousness changes in cycles that correspond to our biological rhythms and to the patterns of
stimulation in out environment. An altered state of consciousness occurs when some aspect of normal consciousness
is modified by mental, behavioral, or chemical means.
Essential Questions:
I. How do psychologists define consciousness?
II. How is consciousness related to our other mental processes?
III. What cycles occur in our everyday consciousness?
IV. What happens during the sleep cycle?
V. What other forms can consciousness take?
VI. How do psychoactive drugs affect behavior?
Objectives:
I. Define consciousness and describe its functions and structures.
II. Discuss the controversies related to the proposed existence of an “unconscious mind”.
III. Describe the cycle of and states that comprise the circadian rhythm.
V. IV. Describe the stages and cycle of sleep and the unique psychological states associated with each sleep stage.
VI. Define the term “REM”.
VII. Discuss the problems of sleep debt and sleep disorders.
VIII. Discuss theories of and research on the meaning of dreams.
IX. Define “hypnosis” and describe some of its practical applications.
X. Define “meditation”.
XI. List and describe the classes of commonly used psychoactive drugs.
XII. Define the terms “dependence” and “addiction” as they relate to psychoactive drugs.
Concept / Content Outline
I. Conscious and Nonconscious Minds
a. Daydreaming
b. Sleep
c. Circadian Rhythms
II. The Sleep Cycle
a. The Functions of and Need
for Sleep
b. Sleep Debt v. Circadian
Clock
c. Dreams and Dream
Interpretation
III. Sleep Disorders
IV. Hypnosis and Meditation
Key Vocabulary:
Consciousness, Cognitive Neuroscience, Nonconscious
Processes, Preconscious Memories, Unconscious,
Daydreaming, Circadian Rhythms, REM Sleep, Non-REM Sleep
(NREM), Sleep Paralysis, REM Rebound, Sleep Debt, Manifest
Content, Latent Content, Activation-Synthesis Theory,
Insomnia, Sleep Apnea, Night Terrors, Narcolepsy, Cataplexy,
Hypnosis, Meditation, Psychoactive Drugs, Hallucinogens,
Opiates, Depressants, Stimulants, Tolerance, Physical
Dependence, Addiction, Withdrawal, Psychological
Dependence
Major Players:
Sigmund Freud, Earnest Hilgard, Carl Jung
V. Psychoactive Drugs
32
Unit VI: Learning
Key Learning: Classical conditioning is a basic form of learning in which a stimulus that produces an innate reflex becomes
associated with a previously neutral stimulus, which then acquires the power to elicit essentially the same response. In operant
conditioning, the consequences of behavior, such as rewards and punishments, influence the chance that the behavior will occur
again. According to cognitive psychology, come forms of learning must be explained as changes in mental processes. Rather than
as changes in behavior alone.
Essential Questions:
I. How do psychologists define learning?
II. How do principles of classical conditioning work to create learning?
III. How do principles of operant conditioning work to create learning?
IV. How do principles of observational learning work to create learning?
V. How does cognitive psychology explain learning?
Objectives:
I. Define the general concept of learning.
II. Describe the focus of the controversy between behaviorists and cognitive psychologists.
III. Describe the processes involved in classical conditioning and identify the kinds of reactions and behaviors that can be classically
conditioned.
IV. Define the term “conditioned taste aversion” and describe its significance in understanding classical conditioning processes.
V. Describe the processes involved in operant conditioning and identify the kinds of reactions that can be shaped or created by
operant conditioning.
VI. Describe what is meant by “intermittent reinforcement” and the name of the various schedules of reinforcement.
VII. Describe some of the difficulties involved in using punishment to shape voluntary behavior..
VIII. Describe some effective alternatives to punishment.
IX. Describe the evidence for changes in mental processes without reinforcement as presented by cognitive psychologists.
X. Describe the significance of Bandura’s research on observational learning.
Concept / Content Outline
I. Classical Conditioning
a. Pavlov’s Dogs
b. Watson: Little Albert
II. Operant Conditioning
a. B.F. Skinner
b. Reinforcement
c. Skinner Box
d. Punishment
III. Insight Learning
IV. Cognitive Maps
V. Observational Learning
VI. Higher Cognitive Learning
Key Vocabulary:
Learning, Habituation, Mere Exposure Effect, Behavioral Learning, Classical
Conditioning, Neutral Stimulus, Unconditioned Stimulus (UCS),
Unconditioned Response (UCR), Acquisition, Conditioned Stimulus (CS),
Conditioned Response (CR), Extinction (In Classical Conditioning),
Spontaneous Recovery, Stimulus Generalization, Stimulus Discrimination,
Experimental Neurosis, Taste-Aversion Learning, Operant, Operant
Conditioning, Law of Effect, Reinforcer, Spontaneous Recovery, Positive
Reinforcement, Negative Reinforcement, Operant Chamber,
Reinforcement Contingencies, Continuous Reinforcement, Shaping,
Intermittent Reinforcement, Extinction (In Operant Conditioning), Schedules
of Reinforcement, Ratio Schedule, Interval Schedule, Fixed Ratio (FR)
Schedules, Variable Ratio (VR) Schedules, Fixed Interval (FI) Fixed Interval
Schedules, Variable Interval (VI) Schedules, Primary Reinforcers,
Conditioned Reinforcers, Secondary Reinforcers, Token Economy, Premack
Principle, Punishment, Positive Punishment, Omission Training (Negative
Punishment), Insight Learning, Cognitive Map, Observational Learning,
Long-Term Potentiation, Modeling, Vicarious Learning,
Major Players:
Albert Bandura, John Garcia, Ivan Pavlov, Robert Rescorla, B.F. Skinner,
Edward Thorndike, Edward Tolman, John B. Watson, Wolfgang Kohler
33
Unit VII: Cognition
Key Learning: Human Memory is an information processing system that works constructively to encode, store, and retrieve
information. Each of the three memory stages encodes and stores memories in a different way, but they work together to transform
sensory experience into a lasting record that has a pattern or meaning. Whether memories are implicit or explicit, successful retrieval
depends on how they were encoded and how they are cued. Most of our memory problems arise from memory’s “seven sins” –
which are really by-products of otherwise adaptive features of human memory. Infants and children face an especially important
developmental task with the acquisition of language. Finally, thinking is a cognitive process in which the brain uses information from
the senses, emotions, and memory to create and manipulate mental representations, such as concepts, images, schemas, and
scripts. Good thinkers not only have a repertoire of effective strategies, called algorithms and heuristics, they also know how to
avoid common impediments to problem solving and decision-making.
Essential Questions:
I. What is memory?
III. II. How do humans encode, store and retrieve information from memory?
IV. How can humans enhance memory encoding, storage, and retrieval?
V. Why does memory sometimes fail us?
VI. How do children acquire language?
VII. What are the components of thought?
VIII. What abilities do good thinkers possess?
Objectives:
I. Define the general concept of memory and explain its functions.
II. Name the stages of memory and describe what psychologists know about the biological basis of memory process and storage.
III. Describe in detail processing in sensory memory.
IV. Describe in detail processing in the working memory and its relationship to the storage of long-term memories.
V. Identify the two divisions of long-term memory and describe the types of memories stored by them.
VI. Distinguish between implicit and explicit memories.
VII. Describe the processes of “priming”, “recall”, and “recognition” and their function in memory and retrieval.
VIII. Name and describe the types of forgetting and memory distortion.
IX. Discuss what is known about repression of memories and the formation of false memories.
X. Describe some of the methods for improving retention of learned material.
XI. Describe the process of language development in early childhood.
XII. Identify the main components of thought.
XIII. Define the two kinds of concepts and discuss the role of concepts in the process of thought.
XIV. Describe and discuss mental imagery and cognitive maps.
XV. Identify and discuss the different strategies for problem solving.
XVI. Discuss strategies and common errors of decision-making.
Concept / Content Outline:
I. Information Processing and Sensory Registers
II. Sensory Memory, Working Memory, Long-Term Memory
III. Implicit and Explicit Memory
IV. Memory Failure: “Seven Sins”
V. Language Acquisition
VI. Components of Thought
VII. Thinking, Problem Solving, and Creativity
34
Key Vocabulary:
Memory, Information-processing model, Encoding, Storage, Retrieval, Eidetic Memory, Sensory Memory, Working Memory, LongTerm Memory )LTM), Chunking, Maintenance, Elaborative Rehearsal, Acoustic Encoding, Levels-of- Processing Theory, Procedural
Memory, Declarative Memory, Episodic Memory, Semantic Memory, Engram, Anterograde Amnesia, Consolidation, Retrograde
Amnesia, Flashbulb Memory, Implicit Memory, Explicit Memory, Retrieval Cues, Priming, Recall, Recognition, Encoding Specificity
Principle, Mood –Congruent Memory, TOT Phenomenon, Transcience, Forgetting Curve, Absent-Mindedness, Blocking, Proactive
Inference, Retroactive Inference, Serial Position Effect, Misattribution, Suggestibility, Misinformation Effect, Expectancy Bias, SelfConsistency Bias, Persistence, Mnemonics, Method of Loci, Natural Language Mediators, Language Acquisition Device (LAD),
Grammar, Morphemes, Overregularization, Computer Metaphor, Concepts, Natural Concepts, Prototype, Artificial Concepts,
Concept Hierarchies, Event-Related Potentials, Schemas, Script, Algorithms, Heuristics, Mental Set, Functional Fixedness, Hindsight
Bias, Anchoring Bias, Representativeness Bias, Availability Bias, Creativity, Aptitudes, Whole Method, Distributed Learning,
Overlearning
Major Players:
Elizabeth Loftus, George A. Miller, Herman Ebbinghaus
35
Unit VIII: Emotion and Motivation
Key Learning: Emotions have evolved to help us respond to important situations and to convey our intentions to others.
The discovery of two distinct brain pathways for emotional arousal has clarified the connections among the many
biological structures involved in emotion and has offered solutions to many long-standing issues in the psychology of
emotion. Although emotional responses are not always consciously regulated, we can learn to control them. Motivation
takes many forms, but all involve inferred mental processes that select and direct our behavior. Achievement, hunger,
and sex exemplify other human motives because they differ not only in the behavior they produce but also in the mix of
biological, mental, behavioral, and social / cultural influences on them. The human stress response to perceived threat
activates thoughts, feelings, behaviors, and psychological arousal than normally promote adaptation and survival.
Essential Questions:
I. What do our emotions do for us? What role do emotions play in our behavior?
II. Where do our emotions come from?
III. How much control do we have over our emotions?
IV. Motivation: What makes us act as we do?
V. What methods of motivation are more effective than others?
VI. How are achievement, hunger, and sex alike? Different?
VII. How and why do we experience stress?
VIII. How does stress influence health and behavior?
Objectives:
I. Describe the functions of emotion.
II. Identify the primary emotions and discuss the influence of culture and learning upon emotional expression.
III. Describe what is known about the biological basis of emotion.
IV. Discuss the challenges of developing emotional intelligence and control.
V. Define motivation and discuss the leading theories that attempt to explain it.
VI. Define overjustification and discuss the problems that arise in the use of extrinsic motivators.
VII. Discuss what is understood about the need for achievement.
VIII. Identify and discuss the complex set of factors that contribute to hunger.
IX. Discuss sexual motivation and the different scientific perspectives on human sexuality.
X. Identify and relate the stages of the General Adaptation Syndrome.
Concept / Content Outline:
I. Evolution of Emotions
VIII. Sexual Motivation
II. Neuroscience of Emotion
IX. Stress
III. Theories of Emotion
X Physical Stress Response
IV. Emotional Intelligence
XI. General Adaptation Syndrome
V. Detecting Deception
XII. Stress and the Immune System
VI. Motivation
VII. Theories of Motivation
a. Drive Theory, Cognitive Theory and Locus of Control
Psychodynamic Theory, Humanistic Theory, Achievement Motivation
36
Key Vocabulary:
Emotion, Display Rules, Lateralization of Emotion, Drive Reduction Theory, Yerkes – Dodson Law, James – Lange Theory,
Cannon – Bard Theory, Two-Factor Theory, Cognitive Appraisal Theory, Opponent- Process Theory, Inverted U Function,
Sensation Seekers, Emotional Intelligence, Polygraph, Motivation, Drive, Motive, Intrinsic Motivation, Extrinsic Motivation,
Conscious Motivation, Instinct Theory, Fixed-Action Patterns, Need, Homeostasis, Locus of Control, Hierarchy of Needs,
Overjustification, Need for Achievement, Individualism, Collectivism, Set Point, Volumetric Thirst, Osmotic Thirst, Sexual
Response Cycle, Sexual Scripts, Approach-Approach Conflict, Approach-Avoidance Conflict, Avoidance – Avoidance
Conflict, Multiple Approach – Avoidance Conflict, Sexual Orientation, Stress, Stressor, Traumatic Stressor, Posttraumatic
Stress Disorder, Acute Stress, Chronic Stress, Fight- or – Flight Response, General Adaptation Syndrome, Alarm Reaction,
Stage of Resistance, Stage of Exhaustion, Tend – and – Befriend Model, Immune System, Psychoneuroimmunology,
Cytokines, Type A, Type B, Learned Helplessness, Flow
Major Players:
William James, Alfred Kinsey, Abraham Maslow, Stanley Schachter , Hans Selye, Paul Ekman, Sigmund Freud , Martin
Seligman
37
Unit IX: Psychological Development
Key Learning: Development is a process of growth, change, and consistency brought about by an interaction of
heredity and environment. Newborns have innate abilities for finding nourishment, interacting with others, and avoiding
harmful situations, while developing abilities of infants and children rely more on learning. Infants and children face
especially important developmental tasks in the areas of cognition and social relationships – tasks that lay a foundation
for further growth in adolescence and adulthood. Adolescence offers new developmental challenges growing out of
physical changes, cognitive changes, and socioemotional pressures. Nature and nurture continue to produce changes
throughout life, but in adulthood these changes include both growth and decline.
Essential Questions:
I. How do psychologists explain development?
II. What capabilities does a newborn possess?
III. What are the developmental tasks of childhood?
IV. What developmental changes occur in adolescence and adulthood?
Objectivs:
I. Discuss the complex influence of the nature – nurture interaction on human development.
II. Describe techniques of research employed to study genetic and environmental effects on development.
III. Describe the key phases of prenatal development.
IV. Identify the special capabilities of the newborn and explain why these skills and potentials are important.
V. Describe the process of physical development in infancy and toddlerhood.
VI. Describe the most important facets of cognitive, emotional, and social development over the course f childhood.
VII. Identify the major areas of transition and development in adulthood.
VIII. Describe Erikson’s phases of adult development.
IX. Describe the tasks identified by Erikson for each phase of adult development.
X. Discuss the change roles and challenges for men, women, and family.
Concept / Content Outline:
I. Nature v. Nurture
VI. Erikson – Psychosocial Development
II. Prenatal Development
a. Trust v. Mistrust
III. Neonatal Period
b. Autonomy v. Self – Doubt
IIII. Infancy and Childhood
c. Initiative v. Guilt
IV. Piaget – Cognitive Development
d. Competence (Industry) v. Inferiority
a. Sensorimotor
e. Intimacy v. Isolation
b. Preoperational
f. Generativity v. Stagnation
c. Concrete Operational
VII. Adolescence
d. Formal Operational
VIII. Kohlberg – Moral Development
V. Social and Emotional Development
IX. Gilligan – Moral Development
38
Key Vocabulary:
Developmental Psychology, Nature – Nurture Issue, Interaction, Identical Twins, Fraternal Twins, Continuity View,
Discontinuity View, Developmental Stages, Prenatal Period, Zygote, Embryo, Fetus, Placenta, Teratogens, Neonatal
Period, Infancy, Attachment, Imprinting, Contact Comfort, Maturation, Schemas, Assimilation, Accommodation,
Sensorimotor Stage, Mental Representation, Object Permanence, Preoperational Stage, Egocentrism, Animistic Thinking,
Centration, Irreversibility, Concrete Operational Stage, Conservation, Mental Operations, Theory of Mind, Temperament,
Zone of Proximal Development, Psychosocial Stages, Adolescence, Rites of Passage, Puberty, Primary Sex
Characteristics, Secondary Sex Characteristics, Formal Operational Stage, Generativity, Alzheimer’s Disease, Selective
Social Interaction, Denial, Anger, Bargaining, Depression, Acceptance
Major Players:
Mary Ainsworth, Albert Bandura, Diana BaumrinD, Erik Erikson, Carol Gilligan, Harry Harlow, Lawrence Kohlberg, Konrad
Lorenz, Jean Piaget, Lev Vygotsky, John Bowlby, Noam Chomsky
39
Unit X: Personality
Key Learning: According to the psychodynamic, humanistic, and cognitive theories, personality is a continuously
changing process, shaped by our internal needs and cognitions and by external pressures from the social environment.
Another approach describes personality in terms of stable patterns known as temperaments, traits, and types. People
everywhere develop implicit assumptions (“folk theories”) about personality, but these assumptions vary in important
ways across cultures.
Essential Questions:
I. How do psychologists define and study personality.
II. What forces shape our personalities?
III. What patterns are found in personality?
IV. What “theories” do people use to understand each other? What are the advantages and limitations for each theory?
Objectives:
I. Define personality.
II. Name and describe the major theories of personality.
III. Evaluate the major personality theories.
IV. Define the term “personality trait” and discuss trait and temperament theories of personality.
V. Discuss the strengths and weaknesses of commonly used personality assessment techniques.
VI. Discuss the concept of implicit personality theories.
VII. Discuss the possible social and cultural influences on personality.
VIII. Define and discuss the fundamental attribution error.
Concept / Content Analysis:
Key Vocabulary:
I. Personality
e. Personality and Temperament
Personality, Psychoanalysis, Psychoanalytic Theory,
Unconscious, Libido, ID, Superego, Ego, Psychosexual
Stages, Oedipus Complex, Identification, Penis Envy,
Fixation, Ego Defense Mechanism, repression, Projective
Tests, Rorschach Inkblot Technique, Thematic
Apperception Test (TAT), Psychic Determinism, NeoFreudians, Personal Unconscious, Collective Conscious,
Archetypes, Introversion, Extraversion, Basic Anxiety,
Neurotic Needs, Inferiority Complex, Compensation,
Traits, Central Traits, Secondary Traits, Cardinal Traits,
Self-Actualizing Personalities, Fully Functioning Person,
Phenomenal Field, Positive Psychology, Observational
Learning, Reciprocal Determinism, Locus of Control,
Humors, Temperament, Five-Factor Theory, MMPI-2,
Reliability, Validity, Person – Situation Controversy, Type,
Myers-Briggs Type Indicator (MBTI), Implicit Personality
Theory, Fundamental Attribution Error, Neuroticism,
Extraversion, Introversion, Eclectic.
f. Trait Theories – The Big Five
Major Players:
II. Personality Theories
a. Psychodynamic Theory
- Freud, Jung, Adler, Horney
b. Humanistic Theory
_Allport, Maslow, Rogers
c. Social Cognitive Theories
- Expectancies, Self-Efficacy, Locus of Control
d. Current Trends
III. Objective vs. Projective Personality Tests
Sigmund Freud, Carl Jung, Karen Horney, Alfred Adler, Gordon
VI. Implicit Personality Theories
Allport, Abraham Maslow, Carl Rogers, Albert Bandura
VII. Personality across Culture
Julian Rotter, Erik Erikson, Raymond Cattell, Walter Mischel
Harry Triandis, Hans Eysenck, Paul Costa, Robert McCrae
40
Unit XI: Testing and Individual Differences
Key Learning: Measuring individual differences is an essential component of psychology, but strict guidelines and
ethical standards must be followed to ensure that results and conclusions are valid and appropriate. Intelligence testing
has a history of controversy, but most psychologists now view intelligence as a normally distributed trait that can be
measured by performance on a variety of tasks – both verbal and nonverbal.
Essential Questions:
I. How is intelligence defined and measured?
II. What are the components of intelligence?
III, What are the different theories of intelligence?
IV. How does a psychologist know whether a test is reliable or valid? Why are reliability and validity important?
III. How do psychologists explain IQ differences among groups?
Objectives:
I. Describe the history of intelligence testing.
II. Discuss the significance of the classifications “mental retardation and “gifted.”
III. Define and compare the competing theories of the structure of intelligence.
IV. Discuss the apparent facts of and controversy about the differences in IQ between ethnic and racial groups
Concept / Content Outline:
Key Vocabulary:
I. Validity and Reliability
Validity, Reliability, Face Validity, Content Validity, Item
Analysis, Criterion Validity, Test-Retest Reliability, SplitHalf Reliability, Normal Range, Objective Test,
Subjective Test, Inter-Rater Reliability, Mental Age (MA),
Chronological Age (CA), Intelligence Quotient (IQ),
Mental Retardation, Giftedness, Savant Syndrome, g
Factor, Crystallized Intelligence, Fluid Intelligence,
Practical Intelligence, Analytical Intelligence, Creative
Intelligence, Triarchic Theory, Multiple Intelligences, SelfFulfilling Prophecy, Heritability, Eugenics, Experts
II. Standardization and Norms
III. Types of Tests
IV. Ethics and Standards in Testing
V. Measuring Intelligence – Stanford Binet Scale
VI. IQ testing Today
VII. Problems with the IQ Formula
VIII. Psychometric Theories of Intelligence
-Cattell’s Fluid and Crystalized Intelligence,
Spearman’s g Factor
Major Players:
Alfred Binet, Theodore Simon, Lewis Terman, David Weschler,
Charles Spearman, Raymond Cattell, Robert Sternberg,
Howard Gardner, John Berry, Henry Goddard, Arthur Jensen,
Sandra Scar, Richard Weinberg, Richard Herrnstein
IX. Cognitive Theories of Intelligence
-Sternberg’s Triarchic Theory, Gardner’s Multiple
Intelligences
X. Cultural Definitions of Intelligence
XI. Intelligence and Immigration
XII. Intelligence, Heredity, and the Environment
XIII. Heritability and Group Differences
41
Unit XII: Psychological Disorders
Key Learning: The medical model takes a “disease” view, while psychology sees psychological disorder as an interaction of
biological, mental, social, and behavioral factors. The DSM – V, the most widely used system, classifies disorders by their mental and
behavioral systems. Ideally, accurate diagnoses may also become labels that depersonalize individuals and ignore the social and
cultural contexts in which their problems arise.
Essential Questions:
I. What is psychological disorder? How do psychologists measure abnormal behavior?
II. How are psychological disorders classified?
III. What are the consequences of labeling people?
Objectives:
I. Describe the evolution of the concept of psychological disorder.
II. Identify and describe the major perspectives for defining and understanding psychological illness.
III. Describe the symptoms that are commonly associated with psychological disorders.
IV. Describe development and organization of the classification system used to define various psychological illnesses, the DSM – V.
V. Name the major categories of psychological illness in the DSM – V and give some examples of disorders in these categories.
VI. Discuss the advantages and disadvantages of the use of the DSM – V labeling system.
VII. Describe the ecological model of psychological disorder and how it accounts for the sociocultural context in which psychological
illness occurs.
VIII. Accurately describe the circumstances under which the insanity plea is used, and the consequences of a successful plea.
Content / Concept Outline:
I. Changing Concepts of Psychological Disorder
-Historical, Medical Model, Psychological Model, Social –
Cognitive-Behavioral Approach, Biopsychology of Mental
disorder
II. Indicators of Abnormality
III. DSM- V
IV. Mood Disorders
V. Anxiety Disorders
VI. Somatoform Disorders
VII. Dissociative Disorders
Key Vocabulary:
Psychopathology, Hallucinations, Delusions, Affect, Medical
Model, Social Cognitive Behavioral Approach DSM – V,
Neurosis, Psychosis, Mood Disorders, Major Depression,
Seasonal Pattern Specifier, Bipolar Disorder, Anxiety Disorders,
Generalized Anxiety Disorder, Panic Disorder, Agoraphobia,
Phobias, Preparedness Hypothesis, Obsessive-Compulsive
Disorder, Somatoform Disorder, Conversion Disorder,
Hypochondriasis, Dissociative Disorders, Dissociative Amnesia,
Dissociative Fugue, Depersonalization Disorder, Dissociative
Identity Disorder, Anorexia Nervosa, Bulimia Nervosa,
Schizophrenia, Diathesis-Stress Hypothesis, Personality Disorders,
Narcissistic Personality Disorder, Anti-Social Personality Disorder,
Borderline Personality Disorder, Autism, Dyslexia, AttentionDeficit Hyperactivity Disorder, Insanity
VIII. Eating Disorder
Major Players:
IX. Schizophrenia
Albert Ellis, Sigmund Freud, , Carl Rogers, B.F. Skinner,
X. Sexual Disorders
XI. Personality Disorders
XII. Adjustment Disorder and Other Conditions
XIII. Cultural Context of Psychological Disorder and the
Consequences of Labeling
42
Unit XIII: Therapies for Psychological Disorders
Key Learning: Therapy for psychological disorders takes a variety of forms, but all involve some relationship focused on improving a
person’s mental, behavioral, or social functioning. Psychologists employ two main forms of treatment: the insight therapies (focused on
developing understanding of the problem) and the behavior therapies (focused on changing behavior through conditioning).
Biomedical therapies seek to treat psychological disorders by changing the brain’s chemistry with drugs, its patterns of activity with
pulses of electricity of powerful magnetic fields.
Essential Questions:
I. What is therapy?
II. How do psychologists treat Psychological Disorders?
III. How is the biomedical approach used to treat Psychological Disorders?
Objectives:
I. Define the term psychotherapy.
II. Describe the history of psychotherapy as a mental treatment.
III. Identify and describe the different types of mental health professionals who provide psychotherapy.
IV. Describe the rationale for and typical interventions associated with behavior therapies.
V. Name and describe the major types of insight therapy.
VI. Describe cognitive behavioral therapy.
VII. Discuss the effectiveness of the different types of psychotherapy.
VIII. Discuss the basis for the use of drug therapy in the treatment of mental illness.
VIX. Discuss the appropriate use of psychosurgery, ECT and other biomedical therapies.
X. Discuss the major issues associated with hospitalization, deinstitutionalization and community-based treatment of persons who suffer
from mental illness.
Concept / Content Outline:
VIX. Hospitalization and Alternatives to Hospitalization
I. Therapy: Components and Goals
Key Vocabulary:
II. Historical and Cultural Context
III. Insight Therapies
-Freudian, Neo-Freudian, Humanistic, Cognitive,Group, SelfHelp, Couples, Families
IV. Behavior Therapies
-Classical Conditioning, Systematic Desensitization,
Operant Conditioning, Participant Modeling
V. Cognitive Behavioral Therapy
-Rational-Emotive, Change the Brain / Change the
VI. Evaluating Psychological Therapies
VII. Drug Therapy
VIII. Medical Therapy
Mind
Therapy, Psychological Therapies, Biomedical Therapies, Insight
Therapies, Talk Therapies, Talk Therapies, Psychoanalysis,
Analysis of Transference, Neo-Freudian Psychodynamic
Therapies, Humanistic Therapies, Client-Centered Therapies,
Reflection of Feeling, Cognitive Therapy, Group Therapy, SelfHelp Support Groups, Behavior Modification, Behavior Therapy,
Systematic Desensitization, Exposure Therapy, Aversion
Therapy, Contingency Management, Token Economy,
Participant Modeling, Cognitive Behavioral Therapy, Rational –
Emotive Behavior Therapy (REBT), Active Listener,
Psychopharmacology, Antipsychotic Drugs, Tardive Dyskinesia,
Antidepressant Drugs, Lithium Carbonate, Antianxiety Drugs,
Stimulants, Attention-Deficit / Hyperactivity Disorder (ADHD),
Psychosurgery, Electroconvulsive Therapy (ECT), Transcranial
Magnetic Stimulation (TMS), Therapeutic Community,
Deinstitutionalization, Community Mental Health Movement
Major Players:
Sigmund Freud, Carl Jung, Alfred Adler, Karen Horney,
Carl Rogers, Aaron Beck, Mary Cover Jones, Joseph
Wolpe, Albert Ellis, Hans Eysenc
-Psychosurgery, Brain-Stimulation
43
Unit XIV: Social Psychology
Key Learning: We usually adapt our behavior to the demands of the social situation, and in ambiguous situations we
take our cues from the behavior of others in that setting. The judgments we make about others depend not only on their
behavior but also on our interpretation of their actions within a social context. The power of the situation can help us
understand violence and terrorism, but a broader understanding requires multiple perspectives that go beyond the
boundaries of traditional psychology.
Essential Questions:
I. How does the social situation affect our behavior?
II. What influences our judgments of others?
III. What are the roots of violence and terrorism?
Objectives:
I. Define the term situationalism and discuss the influence of roles, norms and scripts.
II. Name and describe some of the key studies in social psychology and discuss their significance in expanding our
knowledge of social influences on behavior.
III. Understand the principle of diffusion of responsibility and the bystander effect and how to counteract these
tendencies.
IV. Understand how our interpretation of the social situation influences the judgments that we make about others.
V. Define the principles of social cognition such as proximity, similarity, and the matching hypothesis and describe how
they influence social interactions.
VI. Define the term cognitive dissonance and give an example of how an individual might resolve it.
VII. Define the term fundamental attribution error and explain why it is more commonly made in individualistic cultures.
VIII. Describe the psychological tendencies that are related to prejudice and discrimination.
VIX. Describe some of the principles of social psychology that can help us to better resolve and prevent unnecessary
conflicts, violence, and terrorism.
Concept / Content Outline:
I. Social Standards of Behavior
- Roles, Norms
II. Conformity
- Asch Effect, Group Characteristics, Groupthink
III. Obedience to Authority
- Milgram’s Obedience Experiment,
IV. The Bystander Problem: The Evil of Inaction
Contrived Emergencies
V. Interpersonal Attraction
a. Reward Theory,
- Proximity, Similarity, Self-Disclosure,
VI. Making Cognitive Attributions
- Fundamental Attribution Error, Self-Serving Bias
VII. Prejudice and Discrimination
a. Causes
- Dissimilarity, Social Distance, Economic
Competition, Scapegoating, Conformity
to Social Norms, Media Stereotypes
b. Combatting Prejudice
- New Role Models, Equal Status Contract,
Legislation
VIII. Other Topics in Social Psychology
Physical Attractiveness, Self-Esteem,
Social Facilitation, Relationships, Aggression
Self-Justification, Power of Dissonance
Violence, Terrorism, Conflict Resolution, Persuasion
44
Key Vocabulary:
Social Psychology, Social Context, Situationalism, Social Role, Script, Social Norms, Asch Effect, Conformity, Diffusion of
Responsibility, Social Reality, Reward Theory of Attraction, Principle of Proximity, Similarity Principle, Matching Hypothesis,
Expectancy-Value Theory, Cognitive Dissonance, Fundamental Attribution Error (FAE), Self-Serving Bias, Prejudice,
Discrimination, In-Group, Social Distance, Out-Group, Scapegoating, Social Facilitation, Social Loafing, Deindividuation,
Group Polarization, Groupthink, Romantic Love, Triangular Theory of Love, Violence, Aggression, Cohesiveness, Mutual
Interdependence, Terrorism
45
Important Studies and Psychologists
Researcher(s)
Area of Study
Basics of Study
Key Concepts derived from
or enhanced from research
Asch
Social Cognition
Asch deceived subjects by telling
them it was a study in perception.
He was really testing their conformity
levels. Also called “the line study.”
Conformity, group
influence, factors increasing
conformity
Erikson
Development
Developed an approach to the
personality that extended Freudian
psychosexual theory. It is unique in
that it encompasses the entire life
cycle and recognizes the impact of
society, history, and culture on
personality.
Stages of Psychosocial
Development, Identity Crisis
Freud
Personality
“The ego and the mechanisms of
defense.”
Defense mechanisms, ego,
displacement, sublimation,
projection, repression,
regression, etc.
Harlow
Development
Cloth monkey and wire monkey
mothers: which would the child
monkeys go to when scared?
Love, attachment,
Hobson & McCarley
Sleep or Consciousness
Sleep studies that indicate the brain
creates dream states, not
information processing or Freudian
interpretations
Activation-Synthesis Theory
Kohlberg
Development
Studied boys responses to and
processes of reasoning in making
moral decisions. Most famous moral
dilemma is “Heinz” who has an ill wife
and cannot afford the medication.
Should he steal the medication and
why?
Moral development
Preconventional
Conventional
Postconventional stages of
moral development
Lange
Emotion
Our experience of emotion is our
awareness of our physiological
responses to emotion arousing stimuli
James-Lange Theory
Loftus
Cognition and memory
Showed how easily memories could
be changed and falsely created by
techniques such as leading questions
and illustrating the poverty of
accuracy in eyewitness reports.
False memories, memory
consolidation
Milgram
Social Psych
“Behavioral study of obedience”—
wanted to see if Germans were an
aberration or if all people were
capable of committing evil actions
Shock study,
teacher/learner study or
obedience study
Pavlov
Learning
Began by measuring the salivary
reaction of dogs. Ended with a new
Classical conditioning,
unconditioned stimulus,
46
understanding of associational
learning and the conditioned reflex.
conditioned stimulus,
unconditioned response,
conditioned response
Piaget
Development
“The development of object
concept: The construction of reality
in the child.”
Object permanence,
perception of reality by
children, development of
cognition
Rorschach
Personality Testing
“Psychodiagnostics: A diagnostic test
based on perception.”
Ink-blot, projective test
Schacter
Emotions
Worked with emotions and modified
theory of emotions to include
cognitions and their role in the
formation of emotions
Two-Factory Theory
Seligman
Personality
Learning to be depressed—the
learned helplessness studies with
dogs and electric shock
Learned helplessness
Skinner
Learning
Trained animals to do complex
behaviors; e.g. making pigeons
exhibit superstitious behavior
Operant conditioning,
chaining,
Spearman
Intelligence
Through is development of factor
analysis he believed in the existence
of a general intelligence the
underlies mental processes.
Factor Analysis, g
Watson & Raynor
Learning
Classical conditioning—conditioned
fear into infants (including Little
Albert) in order to examine how fears
are learned and generalized
Classical conditioning
terms, behavioral
conditioning
Wolpe
Learning/Therapy
Systematic desensitization work
Systematic desensitization
Zimbardo
Social Psych
Prison Study that showed the power
of roles in people’s behaviors. When
one takes on a role, they will often
change their behavior in order to fit
the perceived set
Person vs. The Situation
47