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AP Psychology
Syllabus (2013-14)
The purpose of AP Psychology is to introduce students to the discipline of
psychology from both a theoretical and practical perspective. Students will
learn about the field of psychology through in-depth study, research, class
discussion, and hands-on activities. In doing so, students will generate a greater
awareness of the behavior and mental processes of human beings.
Course Objectives:
Students will…
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
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Examine the major sub-disciplines of psychology and build a strong
understanding of the key terms and concepts involved in each.
Develop an appreciation for the practical use of psychology in their
everyday lives.
Enhance their critical thinking skills by examining psychological research,
articles, and other sources.
Successfully prepare for the AP Psychology exam in May, 2014.
The course is taught in 28 weeks with four fifty minute time slots per week.
Evaluation
Final exam:
Unit tests:
Assignments and projects:
Homework, class discussion and participation:
30%
30%
30%
10%
Textbook:
Feldman, Robert S. Understanding Psychology, 10th Edition. (New York: McGrawHill, 2011)
McEntarffer, Robert and Allyson J. Weseley. Barron's AP Psychology, 5th Edition.
(Barron's Educational Series, Incorporated, 2012)
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Course Plan
Unit 1: History and Approaches [CR 14]
Textbook Chapter 1
Approximate Time: 1 week
Topics:
A. Logic, Philosophy, and History of Science
B. Approaches/Perspective (Biological, Behavioral, Cognitive, Humanistic,
Psychodynamic, Sociocultural, and Evolutionary)
Objectives:

Trace the historical and philosophical development of psychology as a science.

Describe how the different perspectives explore and explain human behavior.

Identify famous psychologists and describe their contributions to the discipline.
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Explain the key issues and controversies involved modern day psychology.
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Explore different career options for people who earn degrees in psychology.
Unit 2: Research Methods [CR 2]
Textbook Chapter 2 and Appendix
Approximate Time: 2 weeks
Topics:
A. Experimental, Correlational and Clinical Research
B. Statistics (Descriptive and Inferential)
C. Ethics in Research
Objectives:

Understand the basis of the scientific method.
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Discuss the advantages and disadvantages of case study research, naturalistic
observation, survey research and archival research.

Explain the difference between correlational studies and causal studies.
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Evaluate the importance of statistics in research.
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Appreciate the importance of ethics in research.
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Unit 3: Biological Bases of Behavior [CR 3]
Textbook Chapter 3
Approximate Time: 2.5 weeks
Topics:
A. Physiological Techniques
B. Neuroanatomy
C. Functional Organization of Nervous System
D. Neural Transmission
E. Endocrine System
F. Genetics
G. Evolutionary Perspective
Objectives:

Identify the parts of the brain and the functions of each.
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Understand how researchers study the brain.
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Understand and explain the basic elements of the nervous system and how they
are linked.
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Explain the process of neural communication.
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Describe the nature of the endocrine system and its interaction with the nervous
system.
Unit 4: Sensation and Perception [CR 4]
Textbook Chapter 4
Approximate Time: 2 weeks
Topics:
A. Thresholds and Signal Detection Theory
B. Sensory Mechanisms
C. Attention
D. Perceptual Processes
Objectives:

Understand what sensation is and how psychologists study it.
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Identify the relationship between physical stimulus and the kinds of sensory
responses that result from it.
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Discuss research on depth perception and cues.
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Explain the major components and functions of the five senses.
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Understand the principles that underlie the perceptual organization of human
beings (i.e. the Gestalt laws of organization, depth perception, perceptual
constancy).
Unit 5: States of Consciousness [CR 5]
Textbook Chapter 5
Approximate Time: 1 week
Topics:
A. Sleep and Dreaming
B. Hypnosis
C. Psychoactive Drug Effects
Objectives:

Explain the different states of consciousness.
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Explore the function and meaning of dreams.
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Identify the major sleep disorders.
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Explain the process of hypnosis and the behavior of hypnotized people.
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Examine the major classifications of drugs and specific physiological and
psychological effects involved with their usage.
Unit 6: Learning [CR 6]
Textbook Chapter 6
Approximate Time: 2 weeks
Topics:
A. Classical Conditioning
B. Operant Conditioning
C. Cognitive Processes
D. Biological Factors
E. Social Learning
Objectives:
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Understand and explain the process of classical conditioning (Pavlov) including
the processes of acquisition, extinction, spontaneous recovery, generalization, and
discrimination.
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Understand and explain the process of operant conditioning (Thorndike and
Skinner) including the procedure of shaping, and the types and schedules of
reinforcement.
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Apply classical conditioning and operant conditioning to different situations.
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Discuss the importance of cognitive and biological predispositions in conditioning.
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Understand and explain the process of latent learning and observational learning
(Bandura).
Unit 7: Cognition [CR 7]
Textbook Chapters 7-8
Approximate Time: 2.5 weeks
Topics:
A. Memory
B. Language
C. Thinking
D. Problem Solving and Creativity
Objectives:
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Explain the characteristics of and differences between sensory memory, short-term
memory, and long-term memory.
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Understand encoding, storage, and retrieval.
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Distinguish between implicit and explicit memory.
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Understand the process of forgetting.
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Describe the characteristics of language and evaluate the importance of
language.
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Apply the nature-nurture debate to the development of language.
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Describe the nature of concepts and the role of prototypes in concept formation.
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Compare trial and error, algorithms, heuristics, and insight in the process of
problem solving.

Compare divergent thinking and convergent thinking to understand creativity.
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Unit 8: Motivation and Emotion [CR 8]
Textbook Chapter 10 and 14
Approximate Time: 2 weeks
Topics:
A. Biological Bases
B. Theories of Motivation
C. Hunger, Thirst, Sex and Pain
D. Social Motives
E. Theories of Emotion
F. Stress
Objectives:

Define motivation and identify motivational theories.
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Explain the physiological, psychological, and cultural aspects of hunger.
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Understand how needs relating to achievement, affiliation, and power motivation
are exhibited.
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Define emotion and understand the major theories of emotion (James-Lange,
Cannon-Bard, and Schachter-Singer).
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Identify the physiological changes that occur when people experience different
emotions.
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Define stress, identify the emotional and physiological responses to stress, explain
ways of coping with stress.
Unit 9: Developmental Psychology [CR 9]
Textbooks Chapters 11-12
Approximate Time: 2.5 weeks
Topics:
A. Life-Span Approach
B. Research Methods
C. Heredity-Environment Issues
D. Developmental Theories
E. Dimensions of Development (Physical, Cognitive, Social and Moral)
F. Sex Roles and Gender Roles
Objectives:
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Apply the nature-nurture debate to human development.
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Understand the basic elements of prenatal development.
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Analyze the physical, social, and cognitive development of human beings.
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Discuss the role of parenting on development and the impacts of different
parenting styles on development.
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Describe how developmental psychologists research development over the
lifespan and distinguish between longitudinal and cross-sectional studies.
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Describe the theories of Piaget, Erikson, and Kohlberg.
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Define gender and understand the major differences between male and female
gender roles.
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Examine biological and social aspects of sex and gender and how they impact
individual and social behavior.
Unit 10: Personality [CR 10]
Textbook Chapter 13
Approximate Time: 2 weeks
Topics:
A. Personality Theories and Approaches
B. Assessment Techniques
C. Growth and Adjustment
Objectives:

Explain how the different perspectives approach the study of personality.
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Discuss the advantages and disadvantages of each approach (i.e.
psychoanalytic, humanist, cognitive, trait, social learning, and behavioral).
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Study Freud’s psychoanalytic theory (i.e. id, ego, superego, and psychosexual
stages) and the major neo-Freudian contributions to the study of personality (i.e.
Jung).
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Determine how psychologists assess personality according to the various
perspectives.
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Evaluate the accuracy of personality assessment techniques.
Unit 11: Testing and Individual Differences [CR 11]
Textbook Chapter 9
Approximate Time: 2 weeks
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Topics:
A. Standardization and Norms
B. Reliability and Validity
C. Types of Tests
D. Ethics and Standards in Testing
E. Intelligence
Objectives:

Discuss the different definitions and theories of intelligence (i.e. Gardiner,
Spearman, and Sternberg).
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Examine the role of culture in understanding, evaluating, and comparing
intelligence.
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Evaluate the development of intelligence testing and the methods psychologists
use when designing specific tests (i.e. Binet and IQ tests, the normal curve etc.).
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Distinguish between the reliability and validity of intelligence tests.
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Describe the extremes of intelligence and their characteristics (i.e. mental
retardation and intellectually gifted).
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Debate the influences of the environment and heredity on intelligence.
Unit 12: Abnormal Behavior [CR 12]
Textbooks Chapter 15
Approximate Time: 2 weeks
Topics:
A. Definitions of Abnormality
B. Theories of Psychopathology
C. Diagnosis of Psychopathology
D. Types of Disorders (Anxiety, Somatoform, Mood, Schizophrenic, Organic,
Personality and Dissociative)
Objectives:
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Identify the criteria for determining what constitutes a psychological disorder.
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Examine and discuss the Diagnostic and Statistical Manual of Mental Disorders
(DSM).
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Evaluate the strengths and limitations of the major psychological theories of
abnormality (i.e. medical, psychoanalytic, behavioral etc.)
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Discuss the major characteristics, diagnosis, and treatment of the major
psychological disorders (i.e. anxiety, somatoform, mood, schizophrenic, organic,
personality, and dissociative).
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Discuss the positive and negative consequences of diagnostic labels.
Unit 13: Treatment of Abnormal Behavior [CR 13]
Textbook Chapter 16
Approximate Time: 2 weeks
Topics:
A. Treatment Approaches (Psychodynamic, Humanistic, Behavioral,
Cognitive and Biological)
B. Modes of Therapy
C. Community and Preventative Approaches
Objectives:
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Describe the characteristics, history, and goals of psychotherapy.
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Compare the major treatment approaches to abnormal behavior (i.e.
psychodynamic, humanistic, behavioral, cognitive, and biological)
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Understand the advantages and disadvantages of individual and group forms of
treatment.
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Compare and contrast specific treatments and case studies within each major
category of psychotherapy.
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Discuss the role of values and cultural differences in therapy.
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Appreciate the importance of prevention strategies.
Unit 14: Social Psychology [CR14]
Textbook Chapter 17
Approximate Time: 2.5 weeks
Topics:
A. Group Dynamics
B. Attribution
C. Interpersonal Perception
D. Conformity, Compliance, Obedience
E. Attitudes and Attitude Change
F. Organizational Behavior
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G. Aggression/Antisocial Behavior
H. Cultural Influences
Objectives:
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Understand how attitudes are formed, maintained, and change (i.e. central and
peripheral route processing, cognitive dissonance).
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Describe the importance of attribution in social theory (i.e. assumed similarity bias,
fundamental attribution error).
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Explain the major sources and tactics of social influence (i.e. conformity,
groupthink, compliance, obedience).
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Examine important psychological experiments in the development of social
psychology (i.e. Milgram’s experiment on obedience).
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Understand the differences between prejudice, stereotypes, and discrimination.
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Explain human attraction and the different social relationships that are formed as
a result.
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Understand the factors that underlie aggression and prosocial behavior (i.e.
altruism).
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