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AP Psychology
AP Psychology is an advanced placement course offered at the high school level. As the official course description
states:
“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.”
This course will serve as a full-year course catered specifically to 11th and 12th grade students, ultimately
culminating in an Advanced Placement examination in May. Students receiving a “qualified” grade on this exam
will be eligible for college credit.
Course Standards
All participants within the course will be expected to maintain a high level of academic performance that meets or
exceeds the requirements of a college-level course. Students that fail to display a commitment to success in this
course can and will be asked to reconsider their participation. This course contains a great deal of content and
vocabulary, often presented with reference to both scientific and empirical approaches. Students should be aware
of not only the concepts of various psychological principles, but also their application to the real world.
Course Objectives
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Students will prepare in the necessary knowledge and skills required for a passing grade on the AP
Psychology Examination held in May.
Students will examine the major core concepts and theories related to modern and historical psychology.
Students will be able to define and properly use key psychology-related vocabulary.
Students will be able to understand the basics of psychological research and study.
Students will be able to apply psychological principles to their own day-to-day experiences.
Students will be able to evaluate psychological studies and information.
Students will develop key critical thinking skills (especially related to psychology).
Resources within AP Psychology
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Textbook
Rathus, Spencer A. Psychology: Principles in Practice. New York, NY; Harcourt Publishers.
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Online Sources
Will be used by students throughout the course, particularly during PsychNews analyses (done once per
unit):
o The Guardian (Psychology Page)
 http://www.guardian.co.uk/science/psychology
o Psychology Today
 http://www.psychologytoday.com
o PsychCentral.com
 http://psychcentral.com/news/
o Medical News Today (MNT)
 http://www.medicalnewstoday.com/sections/psychology-psychiatry/
o American Psychology Association (APA)
 http://www.apa.org/news/psycport/index.aspx
o ScienceDaily.com
 http://www.sciencedaily.com/news/mind_brain/psychology/
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Review Book
Optional, though recommended highly by the instructor (ask instructor for recommendations)
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Additional Materials
Additional materials, including articles related to various research and studies, will be provided for
students when required.
Grading Policy
This course will employ the use of a “point system” to calculate grades. All assignments and assessments will be
graded out of a number of available points. At the end of the marking period, the total of all earned points will be
calculated out of a total number of available points and a percentage will be awarded. In the next section, all
assignments will be detailed along with their maximum number of points.
Assignments and Activities
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Unit Tests (200 points each)
At the conclusion of each of the 14 units, a 200-point unit test will be given. 100 points of this will be
based on 50 multiple-choice (AP-style) questions with an additional 100 points given for an AP-style essay.
After Unit II, all unit tests will include 10 review questions within the 50 multiple choice questions
provided.
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Major Projects (100-200 points each)
Several units will involve long-term projects related to the content being discussed. Requirements will
vary, and will always be provided by the instructor. Major Projects include:
o UNIT II: Research and Statistics Packet Project
o UNIT XII: (Partner Project) Research Project Related to Psychological Disorder
o UNIT XIV: Long-Term Ethnographic Study
o REVIEW ASSIGNMENT: Experimental Design
o POST-AP EXAM: Research/Thesis Project on a controversial topic
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Formative Quizzes (50-100 points each)
Longer units may include formative quizzes which will cover all materials covered within the unit thus far.
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Psychology Labs (50 points each)
In most units, various labs will take place (often requiring the class to shift to the computer labs or
available Biology classrooms). These labs will be required, and will involve various write-ups and
associated assignments.
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Unit Textbook Work (50 points per unit)
Each unit will have various reading assignments from the textbook. Students are expected to complete
these readings, as well as the questions that follow within each section, by the end of each unit. Written
(or typed) assigned questions will be due on the day of the unit examination.
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PsychNews (25 points each)
At the conclusion of each of the 14 units, students will be expected to select a recent (within the past two
weeks) news article related to the field of psychology (and preferably to the topic being discussed in
class). Students will then be asked to complete a full analysis of the research (including identification of
various components, assessment of validity, identification of bias, etc.). Forms for this are available from
the instructor. PsychNews assignments will be due on the day of the unit examination.
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Additional Homework Assignments (10-25 points each)
Additional homework assignments and worksheets may take place within any unit.
Course Plan
AP Psychology will follow the course plan below. Percentages indicate the approximate percentages of the AP
Exam’s multiple choice section devoted to that unit’s content.
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UNIT I: History and Approaches (2-4%)
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What are the differences between applied and basic research?
Identify the basic elements of an experiment (variables, groups, sampling, populations, controls,
etc.). What is the experimental method?
Compare and contrast the various research methods (Case Study, Survey, Naturalistic
Observation, Longitudinal, Laboratory Observation, Correlational, etc.)
What are the measures of central tendency and measures of variation?
What are ethics? Discuss the ethics of animal and human research. What standards are involved
in human testing?
UNIT III: Biological Bases of Behavior (8-10%)
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Book: Chapter 2
Experimental, Correlational, and Clinical Research
 Correlational and Experimental
 MAJOR ACTIVITY: Unit II Research and Statistics packet (Self-Driven mini-activities)
Statistics
 Descriptive, Inferential
Ethics in Research
UNIT OBJECTIVES:
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What is Psychology?
How has psychology developed over the years? What major figures have played a part in this?
How have the Behavioral and Psychodynamic Approaches shaped much of modern Psychology?
How have other approaches to psychology shaped the field (Biological, Cognitive, Humanistic,
Sociocultural, Evolutionary)?
How have various figures played a part in the development of psychology (Wundt, Hall, James,
Pavlov, Freud, Watson, Skinner, etc.)
UNIT II: Research Methods (8-10%)
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Logic, Philosophy, and History of Science and Psychology
Psychological Approaches
 Biological, Behavioral, Cognitive, Humanistic, Psychodynamic, Sociocultural,
Evolutionary/Sociobiological
 MAJOR ACTIVITY: “AP Psych Mixer” (Using various personas from the seven major
approaches)
UNIT OBJECTIVES:
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Book: Chapter 1
Book: Chapter 3
Physiological Techniques (Imaging, Surgical)
Neuroanatomy
 MAJOR ACTIVITY: LAB - Dissection of fetal pig brains, Identification of major parts
 MAJOR ACTIVITY: LAB - (To be held during “Deer Season” later in the year,
Optional Activity) Dissection of deer brain, identification of major parts
Functional Organization of the Nervous System
Neural Transmission
Endocrine System
Genetics
 MAJOR ACTIVITY: Special Guest (“Ben,” child with Down Syndrome)
UNIT OBJECTIVES:
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Describe the overall structure of the neuron. How does communication occur between neurons?
How does this involve neurotransmitters?
Describe the structure and function of the major divisions of the nervous system.
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UNIT IV: Sensation and Perception (6-8%)
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Describe the cyclical nature of sleep. What functions does it satisfy? How can it be affected by
sleep disorders?
What are the functions of dreams?
What are the differences between REM and NREM?
What is hypnosis?
Describe common names and effects of various depressants, stimulants, and hallucinogenic
drugs. What psychological effects can each induce?
UNIT VI: Learning (7-9%)
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Book: Chapter 5
 MAJOR ACTIVITY: Take-Home Packet Over Thanksgiving Break
Sleeping and Dreaming
 MAJOR ACTIVITY: Analysis of sleep study research
Hypnosis
Psychoactive Drug Effects
UNIT OBJECTIVES:
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What is sensation? What is perception?
What are meant by absolute and difference thresholds? How do they contrast?
What are the various structural components associated with vision and audition?
Describe the operation of the five basic senses as well as kinesthetic and vestibular sense.
Explain the competing theories of color vision (Young-Hemholtz, Opponent-Process).
Explain the competing theories of pitch perception (Place Theory, Frequency Theory).
Discuss research on depth perception and cues. How has Gestalt Theory played a part in our
understanding of perception?
UNIT V: States of Consciousness (2-4%)
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Book: Chapter 4
Thresholds
 MAJOR ACTIVITY: “Skittle Taste Test” – How do taste and smell relate to each
other?
Sensory Mechanisms
Sensory Adaptation
Attention
Perceptual Processes
UNIT OBJECTIVES:
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Describe the functions of the brain structures (Thalamus, Cerebellum, Amygdala, Hippocampus,
etc.)
What are the four lobes of the cerebral cortex? What are their functions? What are association
areas (Broca’s, Wernicke’s Area, etc.)?
Explain split-brain studies and studies of brain plasticity.
What is the endocrine system and how does it interact with the nervous system?
How does genetics shape psychology? Describe various genetic disorders (Down Syndrome,
Turner’s Syndrome, etc.)
Book: Chapter 6
Classical Conditioning
 MAJOR ACTIVITY: LAB – Conditioning an Eye Blink
Operant Conditioning
Cognitive Processes in Learning
Biological Factors
 MAJOR ACTIVITY: Analysis of Research – “Lucy” the Chimpanzee (Temerlin) Are we
taught to be human? (Nature Vs. Nurture)
Social Learning
UNIT OBJECTIVES:
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UNIT VII: Cognition (8-10%)
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Book: Chapter 13, 17
Biological Bases
Theories of Motivation
Hunger, Thirst, Sex, and Pain
Social Motives
Theories of Emotion
Stress
UNIT OBJECTIVES:
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Describe memory and the various theories associated with it. Using the 3-Stage Model, what is
meant by Sensory, Short-Term, and Long-Term Memory?
Explain the encoding process.
How do Long-Term and Short-Term memory differ?
Describe retrieval cues and their importance.
What is interference? What is meant by the “Constructive” nature of memory?
Describe the structure (phonemes, morphemes) and purpose of language.
Identify the various stages of language development. How does this play into the Nature Vs.
Nurture debate (particularly the ideas of Skinner and Chomsky)?
Describe Whorf’s Linguistic Relativity Hypothesis.
Describe the nature of concepts and prototypes.
Discuss the use of trial and error, algorithms, heuristics, and insight within cognition.
UNIT VIII: Motivation and Emotion (6-8%)
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Book: Chapter 8, 7
Memory
 MAJOR ACTIVITY: Analysis of Variations of Memory
 The Man With the 30-Second Memory
Language
Thinking
Problem-Solving and Creativity
UNIT OBJECTIVES:
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Describe the process of classical conditioning (Use Pavlov’s experiment as a case study).
What are acquisition, extinction, spontaneous recovery, generalization, and discrimination?
Describe the process of operant conditioning.
How have researchers like B.F. Skinner shaped our thoughts on learning?
Describe the effects of reinforcement, reinforcement schedules, and punishment.
Describe the process of observational learning (Use Bandura’s experiments as a case study)
Define motivation and identify motivational theories.
Discuss the psychological and cultural influences on hunger.
Discuss the psychological and cultural influence on sex drive.
Define achievement motivation. Differentiate between intrinsic and extrinsic motivation.
What are the three theories of motion, and how do they differ (James-Lange, Cannon-Bard,
Schachter-Singer?
Describe the physiological changes associated with emotional arousal.
What is stress? What biological responses take place because of it?
UNIT IX: Developmental Psychology (7-9%)
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Life-span Approach
Research Methods (Longitudinal, Cross-Sectional)
Heredity-Environmental Issues
Developmental Theories
Dimensions of Development
 Physical, Cognitive, Social, Moral
Sex Roles, Sex Differences
Book: Chapter 10, 11, 16
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UNIT OBJECTIVES:
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UNIT X: Personality (5-7%)
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Book: Chapter 9
 MAJOR ACTIVITY: Take-Home Packet Over Christmas Break
Standardization and Norms
Reliability and Validity
Types of Tests
Ethics and Standards in Testing
Intelligence
Heredity/Environment and Intelligence
Human Diversity
UNIT OBJECTIVES:
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Describe Freud’s personality structure (Id, Ego, Superego).
Describe defense mechanisms. How do they “protect” an individual?
What is meant by Neo-Freudianism? How have Neo-Freudians contributed to psychology?
Describe personality inventories and their use in assessing traits.
Describe the humanistic contributions to ideas of development (Maslow, Rogers). What is meant
by self-actualization? What is meant by “potential for growth?”
How do individualism and collectivism impact self-identity?
Describe the social-cognitive perspective on personality.
What is meant by personal control? Learned helplessness? Optimism? What are the
consequences to each?
UNIT XI: Testing and Individual Differences (5-7%)
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Book: Chapter 14
Personality Theories and Approaches
Assessment Techniques
Self-Concept, Self-Esteem
Growth and Adjustment
UNIT OBJECTIVES:
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Discuss the course of pre-natal development.
Describe the various development theories of Piaget, Erikson, and Kohlberg.
Describe the development of self-concept. What is meant by self-concept?
Within developmental research, how do longitudinal and cross-sectional studies differ?
How does development change an individual physically, socially, and cognitively?
What is meant by body contact? Familiarity? Responsive parenting? What are the effects of
each?
Describe the benefits of secure attachment versus the dangers of parental neglect and
separation.
Describe the nature of intelligence. What are the origins of its testing?
What is creativity? How does this relate to the idea of insight?
Distinguish between aptitude and achievement tests. What is test standardization?
Distinguish between reliability and validity within testing.
How is intelligence affected by both nature (genetics) and nurture (environment)?
Discuss the claim that intelligence tests are culturally-biased.
UNIT XII: Abnormal Psychology (7-9%)
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Definitions of Abnormality
Theories of Psychopathology
Diagnosis of Psychopathology
Anxiety Disorders
Somatoform Disorders
Mood Disorders
Book: Chapter 18
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UNIT OBJECTIVES:
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Discuss how those with mental disorders were treated historically.
Discuss the importance of multiple theories of treatment for psychological disorders.
Discuss the aims of psychoanalysis. What methods are typically employed?
Describe the success of psychotherapies.
Describe the various characteristics of humanistic therapy.
Describe the various characteristics of behavior therapy.
Describe the various characteristics of cognitive therapy.
Discuss the benefits of group therapy and family therapy.
How do values and cultural differences affect the therapeutic process?
Describe the common forms of drug therapy.
Describe electroconvulsive therapy.
UNIT XIV: Social Psychology (8-10%)
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Treatment Approaches:
 Insight Therapies
 Behavioral Approaches
 Cognitive Approaches
 Biological Approaches
Modes of Therapy
Community and Preventative Approaches
UNIT OBJECTIVES:
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Describe the medical model of psychological disorders.
What is the DSM-IV? Identify the criteria for judging what behavior is considered a psychological
disorder.
What are the dangers of diagnostic labels?
What are the symptoms and causes of:
 Generalized anxiety disorder
 Phobias
 Obsessive-compulsive disorder
 Posttraumatic stress disorder
 Somatoform and mood disorders
 Schizophrenia
Describe organic and personality disorders.
Describe the characteristics and possible causes of dissociative disorders.
Be able to identify the aforementioned disorders based on their symptoms.
UNIT XIII: Treatment of Psychological Disorders (5-7%)Book: Chapter 19
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Schizophrenic Disorders
Organic Disorders
Personality Disorders
Dissociative Disorders
 MAJOR ACTIVITY: Disorder Research and Presentation
Book: Chapter 21
Group Dynamics
 MAJOR ACTIVITY: Long-Term Ethnographic Study (minimum of 3 Observations, All
observed groups must be approved by the instructor)
Attribution Processes
Interpersonal Perception
Conformity, Compliance, and Obedience
Attitudes and Attitude Change
Organizational Behavior
Aggression/Antisocial Behavior
UNIT OBJECTIVES:
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REVIEW UNIT: Review for the AP Examination
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Describe the importance of “Attribution” and “Affiliation” when understanding social behavior.
Describe the effect of role-playing on attitudes in terms of cognitive dissonance theory.
Describe the findings of Asch’s experiment on conformity.
Describe the findings of Milgram’s experiments on authority and obedience.
How can group interaction facilitate group polarization and groupthink?
Describe the findings of Zimbardo’s famous “prison experiments.”
Describe the social, emotional, and cognitive factors that contribute to the persistence of cultural,
ethnic, and gender prejudice and discrimination.
Discuss the issues related to aggression and attraction.
Explain altruistic behavior in terms of social exchange theory and social norms.
Describe the “bystander effect.”
Review of all topics (3 Weeks)
 MAJOR ACTIVITY: Experimental Design – Students design a simple experiment
based on the work of real psychologists; students must site the research of at least two
other studies that reflect the ideas of their own would-be research
POST-AP UNIT: After the AP Examination
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MAJOR ACTIVITY: Thesis/Research Project on controversial subject within psychology (must
include full-length paper and 15-20 minute presentation)