Download ap psychology syllabus 2015

AP Psychology
Syllabus and Pacing Guide 2015-16
AP Psychology Course Objectives:
1. To acquire a working knowledge of major psychological theories and
core concepts
2. To develop an understanding of what makes psychology a scientific
pursuit
3. Develop basic skills in conducting research
4. understanding the relevance of psychological concepts to human
experience
5. to enhance the ability to think critically re;: scientific research
6. to further develop oral and written skills
7. to take and accomplish a performance of 3 or higher core on the AP
exam in May 2013
Resources:
1. Text: Robert Feldman,Understanding Psychology(New York: McGraw Hill,2009)
2. 2004 ,2007, 2009 released exams
3. Ancillary materials provided by Plymouth State University psychology staff
4. Annual Editions
5. APA Activities Handbooks Vols. 1/2/3
6. Teacher created activities from 25 years of classroom experience teaching psychology
Grading Policies:
1.
50% of grade is practice AP format unit exams. Only one
makeup for low grade allowed after a mandatory review
session with instructor for a 70 grade.
2.
50% of grade is for lab reports/journal reports/film
reviews or 1-3 page article responses
3.
No late work is allowed!!! (exception is extended illness
and absence)
4.
Standard Grading key used in AP class 60-69 D 70-79 C
80-89 B 90-99 A
5.
Students will be taking course mid-terms in(Jan.) and
completing a major Research investigation in(June)
6.
Students are expected to take the National AP Psychology
Exam the first week of May.
Student Expectations:
1. Bring notebook at all times!!!
2. Be prepared for test every 7-8 school days.(50 objective and 1 essay)
variety scored with AP rubric on any topical chapter (Read
ahead!!!)…its AP Psych!!!
3. Take notes!!!(but Not on a Tablet) I will have you read research on
why at fist day of class.
4. Come to class regularly…inconsistent attendance will definitely affect
grades
Course Outline:
Unit I : History, Approaches and Research Methodology- 3 weeks
A. The origins/roots of psychology
B. The major approaches in contemporary psychology
C. Key controversies
D. Subfields of Psychology
E. The scientific Method
F. Research methodology
G. Ethical Considerations
H. Validity threats
Objectives:
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Trace the history of psychology
Contrast the schools of thought
Identify elements of experimental research
Explore pros and cons of other methodologies
Explain difference between correlational research and
experimental research
 Define central tendency measures and variability
measures for use in student research
Unit II. Biopsychology -3 weeks
A. Analysis of parts and functioning of the nervous system
(including synapse and types of neurotransmitters and
diseases).
B. Endocrine role in behavior
C. Brain parts and functions, problems, imaging techniques and
latest research findings
D. Genetic disorders and patterns.
Objectives:
 Explain the synaptic process completely including
parts of neuron and neurotransmitter roles in behavior
 Describe structure and function of interior and
exterior parts of brain in lab work
 Discuss split-brain research
 State the relationship between glandular secretions,
nervous system and behavior
Unit III. Sensation and Perception- 2 weeks
A.
B.
C.
D.
E.
Sensation principles and terms
Processing of 5 senses
Sensory adaptation in the senses
The issue of attention
Perception organization principles
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Explain two color-processing systems
Review Gestalt organization principles
Describe all sensory processing
Contrast sensation v. perception
Compare thresholds (absolute JND)
Unit IV. Consciousness 2- weeks
A. Describe the states of consciousness
B. Cite drug types and effects on physiology
C. Review sleep study research related to learning ability
D. Cite values of sleep/REM to learning attending
E. Dream analysis theories
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Explore how much sleep is needed at various ages
Examine sleep disorders/diet/solutions
Explain various dream theories
Clarify different levels of consciousness(hypnosis,
meditation)
Unit V. Learning 2- weeks
A.
B.
C.
D.
Classical Conditioning
Operant Conditioning
Cognitive theories
Social Learning theory
 Apply the basics of classical conditioning to real
world actions.
 Label the process of C.C./extinction/spontaneous
recovery/generalization/discrimination
 Identify new views on classical conditioning
paradigm
 Explain Thorndike’s Law/ Reinforcement schedules
and their application to careers
 Explain the origins and applications of Behaviorist
research(ex. Skinner Watson Thorndike)
 Examine Latent learning
 Discuss Bandura’s research into the power of
observation and imitation
 Explore effect of culture on learned behaviors
Unit VI. Memory 2-weeks
A.
B.
C.
D.
Biological bases(foundations) of memory
Difficulties in memory retrieval
Interference types
Dysfunctions related to memory
 Identify differences in Sensory/STM/LTM memory
 Identify cues for retrieval
 Define the types of memories
 Explain why we forget
 Memory dysfunctions explored
Unit VII. Cognition- 2 weeks
A.
B.
C.
D.
E.
Defining Reasoning processing
Define thought
Problem solving strategies
Impediments to problem solving
Tracing language development
 Identify prototypes/ concepts/ syllogisms/algorithms/
heuristics
 Means-end analysis/insight experiments
 Overcoming functional fixedness and mental set
problems in lab work
 Demonstrations of convergent and divergent thinking
related to school success/motivation
 Cite transition in language acquisition by humans
 Learning theory v. nativist theory on language dev.
reviewed
Unit VIII. Intelligence/Testing – 1week
A.
B.
C.
D.
What intelligence is/means?
Assessments of intelligence
Various abilities as seen on a spectrum(IQ)
Cultural bias problem
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Fluid v. crystallized intelligence defined
Gardner’s theory
Binet’s work identified and worked with in lab work
Value of emotional intelligence in 21st century
Importance of reliability and validity in test analysis
Gifted and mentally challenged : roots of/ challenges
Cultural bias in testing (taking the “Chitlin” test)
Unit IX. Motivation and Emotion – 2 weeks
A.
B.
C.
D.
E.
F.
G.
How motivation directs us/ energizes behavior
Bio and Social factors in Hunger issues
Needs v. Drives
Theories contrasted on Motivation
Roots and Functions of Emotions
Theories of Emotion
Sexual Motivation / Gender differences
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Drive Reduction theory applied to Maslow theory
Need for Arousal(stimulation) applied to Maslow
Cognitive approaches explored
Examination of power of advertising by identification
of effectiveness and theory underlying the ad
campaign
Various needs identified
Cultural differences in expressing emotion
James-Lange and cannon- Bard explained in lab work
Identification of Sex Research (Kinsey, Masters and
Johnson)
Unit X. Development 3weeks
A.
B.
C.
D.
Child studies on prenatal effects and genetic issues
Childhood milestones: ( cognitive/social/emotional/physical)
Transitions to Adolescence
Stereotypes v Facts on early/middle/late adulthood
 Physical/Intellectual/ Emotional characteristics
influenced by genetics
 Identify prenatal influences from mother
 Basic genetics
 Attachment /role of parents/parenting styles analyzed
in role plays
 Piaget Erikson Kohlberg Vygotsky theories explored
via Child visitation day and lab work reports
 Adolescent role plays as parents to demonstrate goals
of adolescents and role of morality in decision making
 Erikson stages theory / Havinghurst theory explored
 Theories of Aging contrasted
 Identification of early /middle and late adulthood
Unit XI. Personality 2 weeks
A. Neo-Freudian theories
B. Trait/ Learning/Biological and Humanistic points of view
C. Major personality assessments in use
 Identify Id Ego Superego
 Name the stages of Freud’s psychosexual theory
 Identification of major defense mechanisms to protect
the ego
 Freud v. Jung an analysis of legacies
 Other Neo-Freudian viewpoints identified/explained
 Taking tests in lab experiences devised to show
contributions of trait, humanist,
psychoanalytic(projective), behaviorist, type, social
learning theorists
 Taking the MMPI-2 (short version in lab) for analysis
Unit XII. Abnormal 2 weeks
A. Normal v. Abnormal: creating the rubric for identification
B. Major disorders
C. Social and Cultural contexts
 The 6 major perspectives on what is abnormal defined
 The DSMIV strengths and weaknesses
 Anxiety disorders explored with examples in literature
and film
 Somatoform/Dissociative/ mood/ Schizophrenia types
are identified and discussed and reported on by
journals
 Personality disorders and cultural influences on
labeling disorders in US
Unit XIII. Therapy treatments
A. Goals of psychotherapy
B. Cognitive/ behavioral psychodynamic approaches outlined
C. Interpersonal/ group/humanistic approaches when? And how
effective?
D. The biomedical approach
 Exploring treatments by case studies and students
practical application of various approaches to a
hypothetical problem
 Discussion of effectiveness of therapy v. no therapy
with visitations by counselors and follow-up research
 How biomedical therapies have place in assisting
those seeking a full life via documentary and research
Unit XIV. Social Psychology
A.
B.
C.
D.
Attitudes and Social thinking
Social Influence
Prejudice and Discrimination
Positive and Negative Social behavior
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How to persuade others identified
Attribution process and importance of impressions
Fundamental attribution error activities
Solomon Asch’s research on film analysis by students
Milgram’s study revisited with updated conclusions
analyzed by journal writing
 What we have learned about prejudice formation and
solutions explored
 Sternberg’s Love triangle survey taken and discussed
 When we help and when we don’t : reasons why
detailed