Download Advanced Placement Psychology Ms. Aukee 696

Advanced Placement Psychology
Ms. Aukee
696-5609
[email protected]
Brief Description of Course:
The purpose of the Advanced Placement Psychology course is to introduce students to the systematic
and scientific study of behaviors and mental processes of human beings and other animals. Students
are presented with psychological facts, principles and phenomena associated with the major sub-fields
within psychology. Students will also learn about the methods psychologists use in their science and
practice. (Advanced Placement Course Description Book)
Course Objectives:
Students will be prepared to do acceptable work on the AP Psychology Exam.
Students will study the major core concepts and theories of the science of psychology.
Students will learn the basic methods and skills of psychological research.
Students will develop critical thinking skills.
Students will build their reading, writing and discussion skills.
Students will accept academic responsibility.
Students will learn about psychology as a profession.
Coursework and Expectations:
 Reading quizzes will be given often.
 Tests will be given at the end of each unit/chapter and will consist of multiple choice questions
and usually one Free Response Question (FRQ).
 Various class projects and presentations will be assigned during various units.
 In order to receive full credit, students are expected and required to submit all assignments
when they are due. If assignments are not submitted when due, students will receive partial
credit. For one day late, the assignment grade will drop 50%. After more than one day late,
students will not receive credit for their assignment. However, students are still expected and
required to submit such assignments.
 Students are responsible for handing in all assignments to the class period basket. Students
must place assignments requiring submission in the “In-Going” folder for their class/period, at
the beginning of the class period (before the bell rings or within one minute after the bell rings).
Any assignments not submitted at the beginning of the class period on the due date are
considered late.
 Students are also responsible for taking back graded assignments from the class period basket.
Students may find their graded assignments in the “Out-Going” folder for their class/period.
Students may collect graded work at any point before class, after class, during lunch or tutorial,
etc. Tests and other large-scale assignments will be handed back personally to students.
 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 by 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 –come each day ready to contribute.
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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. You will be asked to
apply this information to real life situations via class discussions or through concisely written
free response questions.
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, and making text-to-world connections.
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.
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 from 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.
Keep in mind: Motivation is of much greater importance to your success than your current level
of ability. If you want to succeed in this class and are willing to put forth the effort, you will
succeed. Attitude, study skills, determination and discipline count for more than current level of
ability.
Required Materials and Textbook :
 Myers, D. (2004). Psychology (7th ed.). New York: Worth. (provided by school)
 Notecards (used for various assignments during the year)
 3 ring binder with dividers (one for each unit of study)
 Pens, pencils, paper
Other Supplemental Teacher and Student Resources:
 Hock, R. (2009). Forty Studies that Changed Psychology: Explorations into the History of
Psychological Research (6th ed.). Michigan: Pearson/Prentice Hall

Maitland, L. (2013). 5 Steps to a 5: AP Psychology 2014-2015. New York: McGraw-Hill.
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Myers, D. (2014). Myers’ Psychology for AP (2nd edition). New York: Worth.
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Myers, D., Herzig, A., Brandt, L., Naughton, N. (2014). Strive for a Five: Preparing for the AP
Psychology Exam (2nd edition). Worth Publishers

Straub, Richard O. (2004) Study Guide to Accompany David G. Myers Psychology 7th Edition.
Worth Publishers
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Various A.P. Test Preparation Books
Class Rules:
1) BE PROMPT (always be in your seat when the bell rings)
2) BE PREPARED (always have something to write with, paper to write on, and your book)
3) BE POLITE (never have your cell phone out in class, raise your hand to speak, and do not speak
while others are speaking)
Policy of Respect and Privacy
Respect for a diversity of views and opinions is essential to this class. I may not always agree with
everyone’s ideas or values, but I respect the right to hold these views and values. Students can
challenge ideas, but they are not permitted to attack the owners of these ideas. I would also ask that
you think carefully before offering to share certain kinds of information with the class. “My therapist
says…” or “That’s the medication I’m taking” are statements that, once made, are difficult to retract.
Please be careful with your own personal information and help us to respect your privacy. Also, if there
are any topics which are particularly difficult for you, please notify me when we discuss that particular
chapter. This class will be an open and safe environment for all students.
Attendance and Tardies:
Attendance is mandatory. You may only make up work missed as a result of an excused absence.
All make-up work must be completed in a timely manner (2-3 days) or you will not receive credit for the
assignment. It is your responsibility to make arrangements with me for work you’ve missed. Please
check the wiki homework site for all classwork and assignments.
https://senoritaaukee.wikispaces.com/
Final Exam:
There will be a semester final exam over material presented throughout the semester. The exam equals
20% of your overall grade. Second semester there is no final exam if you take the AP Psychology exam. If
you do not take the AP exam, your second semester final will be the same format as the AP exam and it
will average into your overall grade at 20%.
Assessments and Grading Criteria:
Quizzes and Unit tests
45%
Homework
20%
Semester finals
20%
Projects/Presentations
15%
Study Guides will be given for each chapter of study. While they are not required, any fully completed
study guides turned in on the day of the test will result in 10 extra credit points added to the test score.
It is advisable that you take advantage of this opportunity as it will help to prepare you for the chapter
test and aid in retention of the necessary material for success on the AP exam.
Grading Scale :
A= 89.5% +
B= 79.5%-89.4%
C= 69.5%-79.4%
D= 59.5%-69.4%
F= below 59.5%
Unit Information:
I.
History and Approaches (text: Prologue)
A. History of Psychology
B. Approaches
1. Biological
2. Behavioral
3. Cognitive
4. Humanistic
5. Gestalt
5. Psychodynamic
6. Sociocultural
7. Evolutionary
8. Biopsychosocial
C. Subfields in Psychology
(1 week)
Objectives:
Define psychology and trace its historical development (structuralism, functionalism,
behaviorism)
Compare and contrast the psychological perspectives/approaches
Distinguish the different domains of psychology
Identify major historical figures in psychology (Calkins, Darwin, Dix, Freud, Hall, James, Pavlov,
Piaget, Rogers, Skinner, Washburn, Watson, Wundt)
II.
Research Methods (text: Chapter 1)
(2 weeks)
A. Experimental, Correlational, and Clinical Research
B. Statistics
1. Descriptive
2. Inferential
C. Ethics in Research
Objectives:
Identify basic and applied research subfields of psychology
Identify basic elements of an experiment (variables, groups, sampling, population, etc)
Compare and contrast research methods (case, survey, naturalistic observation)
Explain correlational studies
Describe the three measures of central tendency and measures of variation
Discuss the ethics of animal and human research
III.
Biological Bases of Behavior (text: Chapters 2,3) (3 weeks)
A. Physiological Techniques (e.g., imaging, surgical)
B. Neuroanatomy
C. Functional Organization of Nervous System
D. Neural Transmission
E. Neuroplasticity
F. Endocrine System
G. Genetics
H. Evolutionary Psychology
Objectives:
Describe the structure of a neuron and explain neural impulses
Describe neuron communication and discuss the impact of neurotransmitters
Classify and explain major divisions of the nervous system
Describe the functions of the brain structures (thalamus, cerebellum, limbic system, etc)
Identify the four lobes of the cerebral cortex and their functions
Discuss the association areas
Explain the split-brain studies, imagining techniques, case studies
Describe the nature of the endocrine system and its interaction with the nervous system
Discuss the influence of drugs on neurotransmitters
Discuss the role of neuroplasticity in brain injury
Explain the nature vs. nurture of behavior debate (genes vs. environmental influence)
Identify key figures (Broca, Gazzaniga, Darwin, Sperry, Wernicke)
IV.
Sensation and Perception (text: Chapters 5,6)
A. Thresholds and Signal Detection Theory
B. Sensory Mechanisms
C. Sensory Adaptation
D. Attention
E. Perceptual Processes
(3 weeks)
Objectives:
Contrast the processes of sensation and perception
Distinguish between absolute and difference thresholds
Label a diagram of the parts of the eye and the ear
Describe operation of the sensory systems (five senses)
Explain the Young-Helmholtz and opponent-process theories of color vision
Explain the place and frequency theories of pitch perception
Explain common sensory disorders
Discuss Gestalt psychology’s contribution to our understanding of perception
Discuss research on depth perception and cues
Discuss types of ESP
Explain scientific evaluation of ESP
Identify major historical figures (Fechner, Hubel, Weber, Wiesel)
V.
States of Consciousness (text: Chapter 7) (2 weeks)
A. Sleep and Dreaming
B. Hypnosis
C. Psychoactive Drug Effects
Objectives:
Describe the cyclical nature and possible functions of sleep
Identify the major sleep disorders and their treatments
Discuss the content and possible functions of dreams
Discuss hypnosis, noting the behavior of hypnotized people and claims regarding its uses
Discuss the nature of drug dependence, addiction, tolerance, withdrawal
Chart names and effects of depressants, stimulants, and hallucinogenic drugs
Compare differences between NREM and REM sleep
Describe the physiological and psychological effects of depressants, stimulants, and
hallucinogens
Identify major figures in research (James, Freud, Hilgard)
VI.
Learning (text: Chapter 8) (2 weeks)
A. Classical Conditioning
B. Operant Conditioning
C. Cognitive Processes
D. Biological Factors
E. Social Learning
Objectives:
Describe the process of classical conditioning (Pavlov’s experiments)
Explain the processes of acquisition, extinction, spontaneous recovery, generalization,
discrimination, higher order learning
Describe the process of operant conditioning, shaping, Skinner’s experiments
Identify different types of reinforcers
Describe and evaluate the schedules of reinforcement
Discuss the importance of cognitive processes and biological predispositions in conditioning
Discuss the effects of punishment on behavior
Describe the process of observational learning (Bandura)
Describe insight learning, latent learning, social learning
Explain emotional learning, taste aversion, superstitious behavior, and learned helplessness
Explain ways to address behavioral problems (behavior modification, biofeedback, coping
strategies, self-control)
Identify key figures in learning (Bandura, Garcia, Pavlov, Rescorla, Skinner, Thorndike, Tolman,
Watson)
VII.
Cognition (text: Chapters 9, 10) (3 weeks)
A. Memory
B. Language
C. Thinking
D. Problem Solving and Creativity
Objectives:
Describe memory in terms of information processing and distinguish among sensory memory,
short-term memory, procedural memory, and long-term memory
Distinguish between automatic and effortful processing; deep vs. shallow processing; focused
vs. divided attention
Explain the encoding process (imagery, organization, etc)
Describe the capacity and duration of long-term memory
Distinguish between implicit and explicit memory
Describe the importance of retrieval cues
Discuss the effects of interference and motivated forgetting on retrieval
Describe the evidence for the constructive nature of memory
Describe the nature of concepts and the role of prototypes in concept formation
Discuss how we use trial and error, algorithms, heuristics, and insight to solve problems
Explain how the representativeness and availability heuristics influence our judgments
Discuss creative thought and creative thinkers
Describe the structure of language (phonemes, morphemes, grammar)
Identify language developmental stages (babbling, one word, etc)
Explain how the nature-nurture debate is illustrated in the theories of language development
Discuss Whorf’s linguistic relativity hypothesis
Describe research on animal cognition and communication
Identify key contributors in cognitive psychology (Chomsky, Ebbinghaus, Kohler, Loftus, Miller)
VIII.
Motivation and Emotion (text: Chapters 12, 13, 14)
A. Biological Bases
B. Theories of Motivation
C. Hunger, Thirst, Sex, and Pain
D. Social Motives
E. Theories of Emotion
F. Stress
(2 weeks)
Objectives:
Define motivation and identify motivational theories (drive-reduction, arousal, general
adaptation)
Describe the physiological determinants of hunger
Discuss psychological and cultural influences on hunger
Define achievement motivation, including intrinsic and extrinsic motivation
Identify the three theories of emotion (James-Lange, Cannon-Bard, Schachter-Singer)
Describe the physiological changes that occur during emotional arousal
Discuss the catharsis hypothesis
Describe the biological response to stress
Identify characteristics of type A and type B personalities
Describe strategies for coping with stress
Identify key figures (James, Kinsey, Maslow, Schachter, Selye)
IX.
Developmental Psychology (text: Chapter 4)
(3 weeks)
A. Life-Span Approach
B. Research Methods (e.g., longitudinal, cross-sectional)
C. Heredity–Environment Issues
D. Developmental Theories
E. Dimensions of Development
1. Physical
2. Cognitive
3. Social
4. Moral
F. Sex and Gender Development
Objectives:
Discuss the course of prenatal development
Illustrate development changes in physical, social, and cognitive areas
Discuss nature-nurture in the determination of behavior
Discuss factors that influence successful fetal development (nutrition, illness, substance abuse)
Discuss the effect of body contact, familiarity, and responsive parenting on attachments
Describe the benefits of a secure attachment and the impact of parental neglect and separation
as well as day care on childhood development
Describe the theories of Piaget, Erikson, and Kohlberg (cognitive, social and moral development)
Describe the early development of self-concept
Compare and contrast different parenting styles
Distinguish between longitudinal and cross-sectional studies
Explain societal expectations regarding sex roles
Describe emotional, physical, and social differences between the sexes
Identify key figures in developmental psychology (Ainsworth, Bandura, Baumrind, Erikson,
Freud, Gilligan, Harlow, Kohlberg, Lorenz, Piaget, Vygotsky)
X.
Personality (text: Chapter 15)
(2 weeks)
A. Personality Theories and Approaches
B. Assessment Techniques
C. Growth and Adjustment
Objectives:
Describe personality structure in terms of the interactions of the id, ego, and superego
Explain how defense mechanisms protect the individual from anxiety
Describe the contributions of neo-Freudians
Explain how personality inventories are used to assess traits (MMPI, TAT)
Compare and contrast the major theories and approaches to explaining personality
(psychoanalytic, humanist, cognitive, trait, social cognition, behavioral)
Describe the impact of individualism and collectivism on self-identity
Describe the social-cognitive perspective on personality
Discuss the consequences of personal control, learned helplessness, and optimism
Identify key figures (Adler, Bandura, Costa and McCrae, Freud, Jung, Maslow, Rogers)
XI.
Testing and Individual Differences (text: Chapter 11)
A. Standardization and Norms
B. Reliability and Validity
C. Types of Tests
D. Ethics and Standards in Testing
E. Intelligence
(2 weeks)
Objectives:
Define intelligence and list how intelligence is measured (abstract vs verbal; speed of
processing)
Compare and contrast theories of intelligence (Spearman, Gardner, Sternberg)
Explain how psychologists design tests; standardization strategies; reliability and validity
Interpret scores in terms of the normal curve
Discuss terms related to intelligence testing (gifted, cognitively disabled, etc)
Identify key figures in intelligence research (Binet, Galton, Gardner, Spearman, Sternberg,
Terman, Wechsler)
XII.
Abnormal Behavior (text: Chapter 16)
A. Definitions of Abnormality
B. Theories of Psychopathology
C. Diagnosis of Psychopathology
D. Types of Disorders
1. Anxiety
(2 weeks)
2. Somatoform
3. Mood
4. Schizophrenic
5. Organic
6. Personality
7. Dissociative
Objectives:
Identify the criteria for judging whether behavior is psychologically disordered
Describe the medical model of psychological disorders
Describe the aims of the most recent Diagnostic and Statistical Manual (DSM), and discuss the
potential dangers of diagnostic labels
Describe the symptoms of generalized anxiety disorder, phobias, obsessive compulsive
disorders, and posttraumatic stress disorder.
Describe and explain the development of somatoform and mood disorders.
Describe the various symptoms and types of schizophrenia.
Describe the nature of organic and personality disorders.
Describe the characteristics and possible causes of dissociative disorders.
XIII.
Treatment of Abnormal Behavior (text: Chapter 17)
A. Treatment Approaches
1. Psychodynamic
2. Humanistic
3. Behavioral
4. Cognitive
5. Biological
B. Modes of Therapy (i.e., individual, group)
C. Community and Preventive Approaches
(2 weeks)
Objectives:
Discuss the aims and methods of psychoanalysis
Identify the basic characteristics of the humanistic therapies
Identify the basic assumptions of behavior therapy.
Describe the assumptions and goals of the cognitive therapies.
Discuss the benefits of group therapy and family therapy.
Discuss the findings regarding the effectiveness of the psychotherapies.
Discuss the role of values and cultural differences in the therapeutic process.
Identify the common forms of drug therapy and the use of electroconvulsive
therapy.
Identify major figures in psychological treatment (Beck, Ellis, Freud, Jones, Rogers, Skinner,
Wolpe)
XIV.
Social Psychology (text: Chapter 18)
A. Group Dynamics
B. Attribution Processes
C. Interpersonal Perception
D. Conformity, Compliance, Obedience
E. Attitudes and Attitude Change
F. Organizational Behavior
G. Aggression/Antisocial Behavior
H. Cultural Influences
(2 weeks)
Objectives:
Describe the importance of attribution in social behavior.
Explain the effect of role-playing on attitudes in terms of cognitive dissonance
theory.
Discuss the results of Asch’s experiment on conformity.
Describe Milgram’s controversial experiments on obedience.
Discuss how group interaction can facilitate group polarization and groupthink.
Describe the social, emotional, and cognitive factors that contribute to the
persistence of cultural, ethnic, and gender prejudice and discrimination.
Discuss the issues related to aggression and attraction.
Explain altruistic behavior in terms of social exchange theory and social norms
Identify key figures (Asch, Festinger, Milgram, Zimbardo)