Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Course Title: Advanced Placement Psychology Course Goal: Advance Placement Psychology is equivalent to an introductory college level course offered to students who wish to expand their understanding of the concepts related to this field of study. The purpose or this course is to address the universal question: “Why do we, as humans, think and behave as we do? The AP Psychology course is designed to introduce students to the systematic and scientific study of the behavior and mental processes of human beings. Students are exposed to the psychological facts, principles, and phenomena associated with each of the major subfields within psychology. A variety of activities, demonstrations, and projects will be provided to meet this goal of instructing scientific and empirical approaches. The focus of this class is not simply memorizing terms and theories but truly learning how to apply psychological concepts to everyday life. {SC 17} Course Description: AP Psychology is a yearlong course, scheduled in a 42 minute period that meets each day. The school year is 186 days long with 151 days before the AP exam, allowing for 4 days for semester exams. Textbook: Text: Myers, David G., Psychology, 10th ed. New York: Worth Publishers, 2011. With Psychportal Supplemental Texts: Slater, L. Opening Skinner’s Box. Norton: New York. 2004. Butler, T. 50 Psychology Classics: Who we are, how we think, what we do. Insight and inspiration from 50 key books. New York: MJF Books. 2007. Hock, R. 40 Studies that Changed Psychology. New York: Pearson. 2012. Mook, D. Classical Experiments in Psychology. New York: Greenwood Publishing Group. 2004 1 Grading Policy: Final course grade is determined using the following percentages: Quarterly Grades Final and Quarterly Exams 20% each 20% each Students take midterm exams covering the first seven units of material. The exam is the same format as the AP exam (objective multiple-choice questions and two free response questions). The number of multiple choice has been adjusted to fit the time allotted. The final exam consists of an interest research project which must be presented in class. Quarterly grades are determined using the following percentages Tests 30% each Quizzes Assessments (Projects, Essays) 15% each 20% Research Notes (readings & Media) Homework Class Participation 10% 15% 10% Course Scope: All tests are cumulative. Tests consist of multiple choice questions and 1 free-response AP style question per unit. An assessment or quiz that is either objective or subjective (such Free Response Practice) is given weekly. Additional assignments given vary by unit. Homework and vocabulary from the textbook is assigned nightly. Students work on projects and demonstrations on various topics individually and in groups throughout the year. There is final oral project, which is an interest presentation, which will occur after the AP examination in June. {SC17} In addition to the dedicated unit on research methods, students complete researched presentations on important research experiments. Further throughout each unit students utilize the supplement material ( such as Slater, L. Opening Skinner’s Box. Norton: New York. 2004. Or Mook, D. Classical Experiments in Psychology. New York: Greenwood Publishing Group. 2004 ). They must summarize the article and correctly identify the research methodology used in the study as well concepts from class that were recently discussed. {SC17} 2 Course Objectives: 1) Describe and explain the significant changes in the major theories that psychologists use to explain behavior and mental processes throughout history as well as the major historical figures in the field of psychology. Provide critique for each of the major theories. {SC1} 2) Identify the methodology of psychological research and the diversity of approaches to data gathering as well as understand why psychology is an empirically researched subject. {SC2} 3) Differentiate types of research, the elements involved in every research study (such as independent and dependent variable, central tendencies, etc…), the types of errors that occur in research, as well as ethical issues regarding research. {SC2} 4) Calculate and comprehend basic statistical data as related to research. {SC2} 5) Understand the relationship between physiological processes and behavior — including the influence of neural function, the nervous system and the brain, and genetic contributions to behavior. {SC3} 6) Identify each brain structure responsible for different neural functions and describe sensory processes (e.g., hearing, vision, touch, taste, smell, vestibular, kinesthesis, pain), including the specific nature of energy transduction, relevant anatomical structures, cognitive processing, and specialized pathways in the brain for each of the senses. {SC3, SC4, SC5, SC7} 7) Differentiate and understand the variations in states of consciousness including sleep cycles, dreams, hypnosis, circadian rhythms, and the effects of drugs. {SC6} 8) Comprehend and recognize the different kinds of learning Explain the biological bases of behavior as predispositions for learning and synthesize how humans convert sensory input into kinds of information. {SC7} 9) Examine human cognitive processing and memory to understand how humans learn, remember, and retrieve information. {SC7, SC8} 10) Comprehend how biological, cognitive, and cultural factors converge to facilitate acquisition, development, and use of language. {SC7, SC8} 3 11) Discuss biological and social factors that motivate behavior and biological and cultural factors that influence emotion as well as define and explain the theories of motivations and emotion. {SC9, SC10} 12) Categorize the behavior of organisms from conception to death and examine the processes that contribute to behavioral change throughout the life span. {SC11} 13) Identify and detail the major areas of development throughout the lifespan- prenatal development, motor development, socialization, cognitive development, adolescence, and adulthood. {SC11} 14) Differentiate major theories of how humans develop enduring patterns of behavior and personal characteristics that influence how others relate to them. {SC12} 15) Know the research methods used to assess personality as well as define intelligence and understand how individual differences are assessed. {SC12, SC13} 16) Comprehend issues related to intelligence test construction and fair use and examine the nature of common challenges to adaptive functioning. {SC13} 17) Describe contemporary/historical conceptions of psychological disorders. {SC14} 18) Understand the classification of disorders according to the Diagnostic and Statistical Manual of Mental Disorders (DSM) published by the American Psychiatric Association as the primary reference for making diagnostic judgments, the treatment modalities based on various orientations in psychology, as well as the consequences of diagnosis. {SC15} 19) Explain the theories regarding social attitudes, social influence, and other social phenomena. {SC16} 20) Identify the research, theories, and contributions of all major psychologists for each studied area of this course. {SC16} 4 Course Outline: I. History and Approaches. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Days A. History of Psychology B. Approaches 1. Biological 2. Behavioral 3. Cognitive 4. Humanistic 5. Psychodynamic 6. Sociocultural 7. Evolutionary 8. Biopsychosocial C. Subfields in Psychology Objectives: {SC1} 1. Understand the study and practice of Psychology is critical in understanding human behavior. 2. Understand the perspectives and the scope of Psychology are continually changing due to shifts in modern thought and continual breakthroughs in modern research. 3. Describe and compare different theoretical approaches in explaining behavior: structuralism, functionalism, and behaviorism in the early years; Gestalt, psychoanalytic/psychodynamic, and humanism emerging later; evolutionary, biological, cognitive, and bio-psychosocial as more contemporary approaches. 4. Understand how philosophical and physiological perspectives shaped the development of psychological thought. 5. The strengths and limitations of applying each of the psychological perspectives to explain behavior. 6. Distinguish the different domains of psychology (e.g., biological, clinical, cognitive, counseling, developmental, educational, experimental, human factors, industrial– organizational, personality, psychometric, social). 7. Identify major historical figures in psychology (e.g., Mary Whiton Calkins, Charles Darwin, Dorothea Dix, Sigmund Freud, G. Stanley Hall, William James, Ivan Pavlov, Jean Piaget, Carl Rogers, B. F. Skinner, Margaret Floy Washburn, John B. Watson, Wilhelm Wundt). II. Research Methods. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Days A. Experimental, Correlational, and Clinical Research B. Statistics 1. Descriptive 2. Inferential C. Ethics in Research 5 Objectives: {SC2} 1. Understand the importance of the scientific attitude. 2. Identify the types of research (e.g., experiments, correlational studies, survey research, naturalistic observations, case studies) with regard to purpose, strengths, and weaknesses. 3. Understand the elements ( E.g. variables, settings, statistics, ethics, etc) that compose scientific research in the psychological field. 4. Recognize the statistical analysis of data derived from scientific research. 5. Know the limitations of correlation analysis. 6. Understand that personal values and culture can influence psychologists’ research and its application; 7. Recognize Psychology’s potential to manipulate people and the code of ethics that was put in place to restraint the negative use of psychology due to this reason. 8. Realize that multiple types of research, such as experiment, are needed in this field because they all have inherent strengths and weaknesses. 9. Understand the difference between random assignment of participants to conditions in experiments and random selection of participants, primarily in correlation studies and surveys. 10. Identify the independent, dependent, confounding, and control variables in experimental designs. 11. The purposes of descriptive statistics and inferential statistics. 12. Realize how ethical issues inform and constrain research practices. 13. Realize how ethical and legal guidelines (e.g., those provided by the American Psychological Association, federal regulations, local institutional review boards) protect research participants and promote sound ethical practice. 14. Describe how research design drives the reasonable conclusions that can be drawn (e.g., experiments are useful for determining cause and effect; the use of experimental controls reduces alternative explanations). 15. Predict the validity of behavioral explanations based on the quality of research design (e.g., confounding variables limit confidence in research conclusions). 16. Apply basic descriptive statistical concepts, including interpreting and constructing graphs and calculating simple descriptive statistics (e.g., measures of central tendency, standard deviation). 17. Discuss the value of reliance on operational definitions and measurement in behavioral research. III. Biological Bases of Behavior. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Days A. Physiological Techniques (e.g., imaging, surgical) B. Neuro-anatomy C. Functional Organization of Nervous System D. Neural Transmission E. Neuroplasticity F. Endocrine System G. Genetics H. Evolutionary Psychology 6 Objectives: {SC3} 1. 2. 3. 4. Understand the basic biological processes and systems that are the bases for behavior. Recognize that heredity, environment, and evolution work together to shape behavior. Know the effect of the endocrine system on behavior. Recognize the historic and contemporary strategies and technologies that support research (e.g., case studies, split-brain research, imaging techniques). 5. Identify the importance of key contributions from- Paul Broca, Charles Darwin, Michael Gazzaniga, Roger Sperry, Carl Wernicke. 6. Identify basic processes and systems in the biological bases of behavior, including parts of the neuron and the process of transmission of a signal between neurons. 7. Discuss the influence of drugs on neurotransmitters (e.g., reuptake mechanisms, agonists, and antagonists). 8. Discuss the role of neuroplasticity in traumatic brain injury. 9. Predict how traits and behavior can be selected for their adaptive value. 10. Describe the nervous system and its subdivisions and functions: a) central and peripheral nervous systems; b) major brain regions, lobes, and cortical areas; c) brain lateralization and hemispheric specialization. IV. Sensation and Perception. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 days A. Thresholds and Signal Detection Theory B. Sensory Mechanisms C. Attention D. Perceptual Processes Objectives: {SC4, SC5} 1. Identify the sensory processes (e.g., hearing, vision, touch, taste, smell, vestibular, kinesthesia, pain), including the specific nature of energy transduction, relevant anatomical structures, and specialized pathways in the brain for each of the senses. 2. Understand the basic principles of sensory transduction, including absolute threshold, difference threshold, signal detection, and sensory adaptation. 3. Comprehend the role of top-down processing in producing vulnerability to illusion. 4. Identify the major historical figures and the importance of their contributions in sensation and perception (e.g., Gustav Fechner, David Hubel, Ernst Weber, Torsten Wiesel). 5. Understand how experience and culture can influence perceptual processes (e.g., perceptual set, context effects). V. States of Consciousness. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Days A. Sleep and Dreaming B. Hypnosis 7 C. Psychoactive Drug Effects Objectives: {SC6} 1. Know the various states of consciousness and their impact on behavior. 2. Understand the major psychoactive drug categories (e.g., depressants, stimulants) and classify specific drugs, including their psychological and physiological effects. 3. Describe historic and contemporary uses of hypnosis (e.g., pain control, psychotherapy). 4. Explain hypnotic phenomena (e.g., suggestibility, dissociation). 5. Identify the major figures in consciousness research (e.g., William James, Sigmund Freud, Ernest Hilgard). 6. Comprehend the difference between drug dependence, addiction, tolerance, and withdrawal. 7. Recognize the aspects of sleep and dreaming: a. Stages and characteristics of the sleep cycle; b. theories of sleep and dreaming; c. symptoms and treatments of sleep disorders. VI. Learning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Days A. B. C. D. E. Classical Conditioning Operant Conditioning Cognitive Processes Biological Factors Social Learning Objectives: {SC7} 1. Understand that a person learns using multiple techniques. 2. Realize that biological constraints create learning predispositions. 3. Recognize learning techniques such as behavior modification, biofeedback, coping strategies, and self control can be used to address behavioral problems. 4. Know the effects of operant conditioning (e.g., positive reinforcement, negative reinforcement, punishment). 5. Understand how practice, schedules of reinforcement, and motivation will influence quality of learning. 6. Understand how to interpret graphs that exhibit the results of learning experiments. 7. Distinguish general differences between principles of classical conditioning, operant conditioning, and observational learning (e.g., contingencies). 8. Describe basic classical conditioning phenomena, such as acquisition, extinction, spontaneous recovery, generalization, discrimination, and higher-order learning. 9. Provide examples of how biological constraints create learning predispositions. 10. Describe the essential characteristics of insight learning, latent learning, and social learning. 11. Apply learning principles to explain emotional learning, taste aversion, superstitious behavior, and learned helplessness. 12. Identify key contributors in the psychology of learning (e.g., Albert Bandura ,John Garcia, Ivan Pavlov, Robert Rescorla, B. F. Skinner, Edward Thorndike, Edward Tolman, John B. Watson) 8 VII. Cognition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 days A. B. C. D. Memory Language Thinking Problem Solving and Creativity Objectives: {SC8} 1. Understand that there are many processes involved in memory. 2. Identify the different psychological and physiological systems of memory as well as strategies for memory improvement. 3. Recognize the principles that underlie effective encoding, storage, and construction of memories. 4. Identify problem-solving strategies as well as factors that influence their effectiveness. 5. Understand that there are many characteristics of creative thought and creative thinkers. 6. Compare and contrast various cognitive processes: i. Effortful versus automatic processing; ii. Deep versus shallow processing; iii. Focused versus divided attention (e.g., short-term memory, procedural memory). 7. Synthesize how biological, cognitive, and cultural factors converge to facilitate acquisition, development, and use of language. 8. Identify key contributors in cognitive psychology (e.g., Noam Chomsky, Hermann Ebbinghaus, Wolfgang Köhler, Elizabeth Loftus, George A. Miller). VIII. Motivation and Emotion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 days A. B. C. D. E. F. Biological Bases Theories of Motivation Hunger, Thirst, Sex, and Pain Social Motives Theories of Emotion Stress 9 Objectives: {SC9, SC10} 1. Understand that humans and animals are motivated by the same systems. 2. Realize all motivational theories (e.g., drive reduction theory, arousal theory, general adaptation theory), include strengths and weaknesses. 3. Comprehend how cultural influences shape motivation, biological desires, and emotional expression, including variations in body language. 4. Comprehend expression of emotion can be both beneficial and damaging to one’s health. 5. Discuss the biological underpinnings of motivation, including needs, drives, and homeostasis. 6. Describe classic research findings in specific motivation systems (e.g., eating, sex, social). 7. Apply the basic motivational concepts to understand the behavior of humans and other animals (e.g., instincts, incentives, intrinsic versus extrinsic motivation). 8. Understand the theories of stress and the effects of stress on psychological and physical wellbeing. 9. Compare and contrast major theories of emotion (e.g., James–Lange, Cannon–Bard, Schachter two-factor theory). 10. Identify key contributors in the psychology of motivation and emotion (e.g., William James, Alfred Kinsey, Abraham Maslow, Stanley Schachter, Hans Selye). IX. Developmental Psychology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12 days A. B. C. D. E. Life-Span Approach Research Methods (e.g., longitudinal, cross-sectional) Heredity–Environment Issues Developmental Theories Dimensions of Development 1. Physical 2. Cognitive 3. Social 4. Moral F. Sex and Gender Development Objectives: {SC11} 1. Understand the interaction of nature and nurture (including cultural variations) is responsible each in unique ways for determining behavior. 2. Know the process of conception and gestation is complex and includes many factors that influence successful fetal development (e.g., nutrition, illness, substance abuse). 3. Identify the maturation of motor skills. 4. Recognize the maturational challenges in adolescence, including related family conflicts. 5. Identify how parenting styles influence development. 6. Recall the physical and cognitive changes that emerge as people age, including steps that can be taken to maximize function. 10 7. Explain the maturation of cognitive abilities (e.g., Piaget’s stages, information processing). 8. Describe the influence of temperament and other social factors on attachment and appropriate socialization. 9. Compare and contrast models of moral development (e.g., Kohlberg, Gilligan). 10. Characterize the development of decisions related to intimacy as people mature. 11. Describe how sex and gender influence socialization and other aspects of development. 12. Identify key contributors in developmental psychology (e.g., Mary Ainsworth, Albert Bandura, Diana Baumrind, Erik Erikson, Sigmund Freud, Carol Gilligan, Harry Harlow, Lawrence Kohlberg, Konrad Lorenz, Jean Piaget, Lev Vygotsky). X. Personality. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10 Days A. Personality Theories and Approaches B. Assessment Techniques C. Growth and Adjustment Objectives: {SC12} 1. Compare the similarities and differences between major theories and approaches to 2. 3. 4. 5. explaining personality (e.g., psychoanalytic, humanist, cognitive, trait, social cognition, behavioral). Understand how culture can facilitate or constrain personality development, especially as it relates to self-concept (e.g., collectivistic versus individualistic cultures). Be able to assess personality, many frequently used assessment strategies (e.g., the Minnesota Multiphasic Personality Inventory [MMPI], the Thematic Apperception Test [TAT]), are both projective and objective, and are evaluated for relative test quality based on reliability and validity of the instruments. Describe and compare research methods (e.g., case studies and surveys) that psychologists use to investigate personality. Identify key contributors to personality theory (e.g., Alfred Adler, Albert Bandura, Paul Costa and Robert McCrae, Sigmund Freud, Carl Jung, Abraham Maslow, Carl Rogers). XI. Testing and Individual Differences. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9 Days A. B. C. D. E. Standardization and Norms Reliability and Validity Types of Tests Ethics and Standards in Testing Intelligence 11 Objectives: {SC 13} 1. Comprehend the characteristics of intelligence and understand how psychologists 2. 3. 4. 5. 6. 7. 8. measure intelligence: a. abstract versus verbal measures; b. speed of processing. To understand how culture influences the definition of intelligence. Understand relevant labels related to intelligence testing (e.g., gifted, cognitively disabled). Know the meaning of scores in terms of the normal curve. Identify the appropriate testing practices, particularly in relation to culture-fair test uses. Explain how psychologists design tests, including standardization strategies and other techniques to establish reliability and validity. Compare and contrast historic and contemporary theories of intelligence (e.g., Charles Spearman, Howard Gardner, Robert Sternberg). Identify key contributors in intelligence research and testing (e.g., Alfred Binet, Francis Galton, Howard Gardner, Charles Spearman, Robert Sternberg, Louis Terman, David Wechsler). XII. Abnormal Behavior. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11 Days A. Definitions of Abnormality B. Theories of Psychopathology C. Diagnosis of Psychopathology D. Types of Disorders 1. Anxiety 2. Somatoform 3. Mood 4. Schizophrenic 5. Organic 6. Personality 7. Dissociative 12 Objectives: {SC 14} 1. 2. 3. 4. 5. 6. 7. 8. Understand that there are many contemporary and historical conceptions of what constitutes psychological disorders. Understand that the stigmatization of those who are labeled with a psychological disorder still exists in today’s culture. Use the Diagnostic and Statistical Manual of Mental Disorders (DSM) published by the American Psychiatric Association as the primary reference for making diagnostic judgments. Know the positive and negative consequences of diagnostic labels (e.g., the Rosenhan study). Explain the intersection between psychology and the legal system (e.g., confidentiality, insanity defense). Explain the interplay between genetics and environmental factors on psychological disorders. Evaluate the strengths and limitations of various approaches to explaining psychological disorders: medical model, psychoanalytic, humanistic, cognitive, biological, and socio-cultural. Discuss the major diagnostic categories, including anxiety and somatoform disorders, mood disorders, schizophrenia, organic disturbance, personality disorders, and dissociative disorders, and their corresponding symptoms. XIII. Treatment of Abnormal Behavior. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Days 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 Objectives: {SC 15} 1. Understand there are many types of psychotherapeutic interventions, each with varying 2. 3. 4. 5. 6. 7. 8. 9. dynamic characteristics. Describe each major treatment orientations used in therapy (e.g., behavioral, cognitive, humanistic) has benefits and drawbacks. Identify how culture, gender, ethnicity, and ethics all have influence over the use of treatment interventions. Know how treatment orientations influence therapeutic planning. Understand how cultural and ethnic context influence choice and success of treatment (e.g., factors that lead to premature termination of treatment). Identify prevention strategies that build resilience and promote competence. Compare and contrast different treatment formats (e.g., individual, group) Summarize effectiveness of specific treatments used to address specific problems. Identify major figures in psychological treatment (e.g., Aaron Beck, Albert Ellis, Sigmund Freud, Mary Cover Jones, Carl Rogers, B. F. Skinner, Joseph Wolpe) 13 XIV. Social Psychology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Days A. B. C. D. E. F. G. H. Group Dynamics Attribution Processes Interpersonal Perception Conformity, Compliance, & Obedience Attitudes and Attitude Change Organizational Behavior Aggression/Antisocial Behavior Cultural Influence Objectives: 1. Understand how individuals respond to expectations of others in a variety of ways, including groupthink, conformity, and obedience to authority. 2. Know that attitudes can be changed (e.g., central route to persuasion). 3. Explain the structure and function of different kinds of group influence the group’s behavior (e.g., de-individuation, group polarization). 4. Describe the impact of social and cultural categories (e.g., gender, race, ethnicity) on selfconcept and relations with others. 5. Know how culture, race, and gender play large roles in how we think about influence and relate to one another 6. Know the impact of the presence of others on individual behavior (e.g., bystander effect, social facilitation). 7. Identify the variables that contribute to altruism, aggression, and attraction. 8. Explain the impact of behavior on a self-fulfilling prophecy. 9. Discuss attitude formation and change, including persuasion strategies and cognitive dissonance. 10. Apply attribution theory to explain motives (e.g., fundamental attribution error, self-serving bias). 11. Describe processes that contribute to differential treatment of group members (e.g., ingroup/out-group dynamics, ethnocentrism, prejudice). 12. Identify important figures in social psychology (e.g., Solomon Asch, Leon Festinger, Stanley Milgram, Philip Zimbardo). 14