Download AP Psychology Syllabus - Bradshaw Mountain High School

AP Psychology Syllabus, 2011-12
Mrs. Kendall – Bradshaw Mountain High School
Email: [email protected]
Course Purpose (From the College Board AP Psychology Course Description):
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.
Course Description:
Students will be introduced to the various sub-fields of psychology and learn how they explain the
behavior and mental processes of humans and other animals. Students will gain an understanding of
how the sub-fields of psychology are linked together and how they are supported by empirical evidence.
Course Objectives:
1.
Students will learn the history, concepts, methodology, and vocabulary of contemporary
psychology.
2.
Students will learn to read and evaluate psychological research papers and critically apply their
content to broad psychological theories and everyday life.
3.
Students will develop advanced critical thinking skills.
4.
Students will prepare for success on the AP Psychology exam.
Textbook:
Myers, David G., Myers’ Psychology for AP, 8th Edition. New York: Worth Publishers/BFW, 2006.
Supplementary Texts (recommended):
Barron’s AP Psychology (4th Edition) – ISBN: 0764140531 ($16.99, although I found it online for less)
Material:
AP Psychology is a college-level course and psychology curriculum covers some mature topics. Please be
advised of this and feel free to contact me if you have questions or concerns. I will do my best to notify
students and parents when we are coming up on such topics.
We will also likely watch/discuss/study several movies through the course of the year. Permission slips
will be sent home for each movie that is rated over PG.
About the Exam
The AP Psychology Exam is worth 150 points. It includes a 70-minute multiple-choice section that
accounts for two-thirds of the exam grade and a 50-minute free-response section made up of two
questions that accounts for one-third of the exam grade. Multiple-choice scores are based on the
number of questions answered correctly. Points are not deducted for incorrect answers, and no points
are awarded for unanswered questions. Because points are not deducted for incorrect answers,
students are encouraged to answer all multiple-choice questions. On any questions students do not
know the answer to, students should eliminate as many choices as they can, and then select the best
answer among the remaining choices.
Free-response questions are an appropriate tool for evaluating a student’s mastery of scientific research
principles and ability to make connections among constructs from different psychological domains (e.g.,
development, personality, learning). Students may be asked to analyze a general problem in psychology
(e.g., depression, adaptation) using concepts from different theoretical frameworks or sub-domains in
the field, or to design, analyze, or critique a research study.
The AP Psychology exam will be Monday, May 7, 2012.
AP Exam Grades
The Readers’ scores on the free-response questions are combined with the results of the computerscored multiple-choice questions; the weighted raw scores are summed to give a composite score. The
composite score is then converted to a grade on AP’s 5-point scale:
AP GRADE QUALIFICATION
5 - Extremely well qualified –110 points
4 - Well qualified – 90 points
3 – Qualified – 75 points
2 - Possibly qualified
1 - No recommendation
NOTE: ALL Arizona universities (ASU/UA/NAU) do award 3 credit hours for AP Psychology with a score
of a 4 or 5 (they do not award credit for a score of a 3). Some out-of-state universities give award credit
for a score of a 3. Some universities do not award credit for successful completion of an AP Exam.
Check with the universities that you are considering regarding their policy for AP Exam credit.
Class Guidelines
Electronic Instruments: No student may use an electronic device (tape recorders, CD players, radios,
etc...) without the permission of the teacher. It is a violation of the privacy of both the teacher and other
students in class to record without expressed permission. It is also a violation of students' rights for the
teacher to record them, either on video, or audio-cassette, without their knowledge.
In accordance with school policy, cell phones and iPods/MP3s are NOT allowed. If they are seen or
heard they will be confiscated and sent to the office for school disciplinary action. THERE WILL BE NO
WARNINGS. They are disruptive to the educational process and environment and therefore are not
allowed.
Laptop Computers: Students are allowed to use laptops in class to do their work. Some assignments will
be required to be turned in via classjump.com. Instructions to do this will be given in class. Failure to do
this will result in a zero for the assignment. Students who abuse the privilege of using their computer in
class, by working on other material, playing games, etc. will have that right suspended.
Classroom Expectations:
Students will arrive on time and be in their seats when the bell rings. They will leave all mental and
physical distractions outside the classroom. The classroom atmosphere will be one of mutual respect
where we actively listen to each other and speak one at a time. This course will involve mature, college
level discussions in which all students feel comfortable sharing their ideas and opinions as well as
commenting on the opinions of others in a thoughtful and respectful way.
Students are expected to take notes during all discussions, presentations, lectures, movies and other
activities. Anything presented in class or in the assigned readings may be on quizzes, exams or the AP
Psychology exam.
Students are expected to bring their 5 subject spiral notebook for IANS, 3X5 index cards on a ring, pens,
pencils, highlighters and a set of colored pencils to class EVERY day. Students should keep their
textbooks and study guide at home unless I specifically request that you bring them to class.
Homework Expectations:
Students are expected to read and outline each chapter in Myers as well as several articles per unit. This
comes to 25 – 50 pages of mandatory reading per week with accompanying notes. These notes must be
kept taken and kept in their IAN, which is dedicated specifically to the course.
Students are also required to build a set of flashcards with important vocabulary and psychological
terms. Students will use these notebooks and flashcards to study for the AP exam as well as class tests
and quizzes.
Other assignments will include essays, group projects, presentations, and reviews of books, films and
articles.
Behavior Requirements: Students should refer to the BMHS Student Handbook for questions
concerning acceptable classroom and school behavior. All students are expected to behave in such a
manner that a good and positive learning environment can be maintained.
Tardies are to be considered a sign of disrespect towards the TEACHER, the COURSE, and most
importantly, your FELLOW STUDENTS. This means you need to be in your seat when the bell rings and
ready to begin working, not coming in the door or taking to a classmate across the room. Students are
expected to be prepared to begin class immediately at the bell. A tardy is given if you are not in your
desk when the bell rings.
There will be NO eating or drinking, except water. Gum and hard candies are allowed as long as there is
not evidence left behind, such as wrappers on the floor or gum under the desk. Failure to follow this
rule will result in all students being prohibited from their use.
Students should use their time between classes to use the restroom as when a student has to leave class
to do this, they miss material they are responsible for.
This course is a college-level offering, and as such the expectation is that each student will act with the
degree of respect that is expected of college-level students. The key to one's behavior in the course is to
be respectful of the teacher and of other students.
Types of Work
Reading Quizzes: Open notes quizzes will be given on a regular basis in accordance with the course plan
to ensure that you have done the required reading. It is your responsibility to make sure that you have
your IANS for the open-note quizzes. All reading quizzes will be timed.
Tests: Unit tests will be given several times in a grading period. In addition, comprehensive tests will be
given at the end of each quarter that covers all material up to that point in the course, culminating in a
comprehensive exam (before the AP Exam). Each test will mimic the actual AP test in format and types
of questions. Tests will be timed in a similar format to the AP timing.
Projects: Projects of various types will be given to students throughout the course of varying
complexity.
IAN Notebooks: You will be required to maintain a 5-subject IAN notebook which will have outlines from
each chapter, daily notes taken during class, and essays. The notebook must be maintained in a
chronological order by unit.
Participation: All students will be required to participate in class discussions, debates, and other
activities, which are part of the course curriculum. A grade will be given based upon participation each
grading period. As this is a discussion based class, failure to add to discussions will result in a ZERO for
the participation grade. See attached participation grade rubric. A participation grade will be applied to
each quarter.
Grading Policy
The standard BMHS grading scale will be used in the course. The final average for the semester will be
composed of grades coming from all assignments. At semester the final CUMULATIVE exam will count
for 20% of your total grade. Students are also STRONGLY ENCOURAGED to take the AP Exam, scheduled
for Monday, May 7, 2012. You are going to do all the work, so why not get something out of it –
COLLEGE CREDIT!! If you feel that you have obstacles to taking the exam – please see me!! There are
NO obstacles ;)
Added bonus!! If you earn a 4 or a 5 on the AP Exam, you will be bumped up 2 grades (except from an
F). If you earn a 3 on the AP Exam, you will be bumped 1 letter grade (not to an A or from an F).
Cheating/Copying: Any paper, or work, copied from another person, or a web site, will result in a grade
of zero. In short, cheating on any assignment will result in a zero and a referral. According to the BMHS
Handbook, cheating/plagiarism results in an automatic 1 day suspension for the first violation. Bottom
line – don’t do it! If you are having trouble – see me – that is what I am here for.
Absent/Make-Up Work: It is the student’s responsibility to make-up any work missed because of any
absence, (notes, quizzes, test, etc.). Individuals should refer to the make-up policy outlined in the BHMS
Student Handbook.
Students who are absent are responsible to get all assignments and class notes from another student in
the class or from the class website after school. Should a student be absent when an assignment is due,
they are responsible to turn the assignment without reminder the day they are back to school.
Late Work: You MUST do all assignments (yep – I said all). The assignments are my way of knowing that
you are learning what you need to in order to be successful on the AP exam. In order to take a unit test
you must have turned in all work for the unit. If you do not have the work in, you will not be allowed to
take the test until the work is in. Your parents/guardians will be notified as soon as you are not eligible
to take an exam. You will be required to attend a mandatory study hall on Thursdays every week until
all work is in and you have made up the exam (which can only be made up after school on Thursdays). If
you do not turn in all missing work and make up the exam within 2 weeks or do not attend the
mandatory study hall a referral will be written and your parents/guardians will be notified. Being in a
sport or other extracurricular activity does NOT excuse you from mandatory study halls.
Guaranteed Success
You can redo/correct all assignments as many times as you need to earn an A. Do I need to repeat that?
I want mastery. I want you to succeed in the class and on the AP exam. So…do it right or do it again. I
will never tell you no to correcting an assignment for a better grade…ever. This applies to everything
except tests and quizzes. You also have already read about my policy regarding doing all work (no late
work). Bottom line: THERE IS NO EXCUSE NOT TO GET AN A (and subsequently get a 4 or a 5 on the AP
Exam).
Course Plan
# of
Days
Topic (% of
Exam)
Reading
Objectives
Key Concepts/People
10
History, Methods
and Approaches
(2-4%)
Prologue, Ch. 1,
Ch 3 (107-113)
• Define psychology and trace its
historical development.
• Compare and contrast the
psychological perspectives including the
following views:
Biological, developmental, cognitive,
psychodynamic, humanistic, behavioral,
sociocultural,
evolutionary/sociobiological, trait
• 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, etc.).
• Explain correlational studies.
• Describe the three measures of central
tendency and measures of variation.
• Discuss the ethics of animal and
human research.
psychology
empiricism
structuralism
functionalism
behaviorism/behavioral
humanistic psychology
nature v. nurture
natural selection
levels of analysis
biopsychology/nueroscience
basic research
applied research
counseling psychology
clinical psychology
psychiatry
evolutionary perspective
cognitive perspective
sociocultural perspective
natural selection
mutations
gender
introspection
psychoanalytic theory
experimental method
independent variable
dependent variable
experimental group
control group
confounding variable
double-blind study
case study
correlation research
correlation coefficient
mean
median
mode
standard deviation
normal distribution
positively skewed distribution
negatively skewed distribution
p-value
12
Biological
Influences (8-10%)
Ch. 2, Ch. 3 (95107)
• 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.
• Describe the nature of the endocrine
system and its interaction with the
William Wundt
William James
Max Wertheimer
Sigmund Freud
John Watson
Ivan Pavlov
B.F. Skinner
neuroanatomy
neuron
dendrite
cell body/soma
myelin sheath
terminal buttons
neurotransmitters
synapse
receptor site
threshold
action potential
all-or-none principle
neural firing
excitatory neurotransmitters
inhibitory neurotransmitters
acetylcholine
dopamine
endorphins
serotonin
nervous system.
14
Sensation and
Perception (810%)
Ch. 5-6
• Contrast the processes of sensation
and perception.
• Distinguish between absolute and
difference thresholds.
• Label a diagram of the parts of the eye
and ear.
• Describe the 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.
• Discuss Gestalt psychology’s
contribution to our understanding of
perception.
• Discuss research on depth perception
and cues.
afferent neurons
efferent neurons
central nervous system
spinal cord
peripheral nerves
somatic nervous system
autonomic nervous system
sympathetic nervous system
parasympathetic nervous system
accidents
lesions
EEG (electroencephalogram)
CAT/CT scan (computerizes axial
tomography)
MRI (magnetic resonance imaging)
PET (positron emission tomography)
functional MRF (fMRI)
hindbrain
medulla
pons
cerebellum
midbrain
reticular formation
forebrain
thalamus
hypothalamus
amygdala
hippocampus
limbic system
cerebral cortex
hemispheres
left hemisphere
right hemisphere
brain lateralization
corpus callosum
lobes
association area
frontal lobes
Broca’s area
Wernicke’s area
motor cortex
parietal lobes
sensory cortex
occipital lobes
temporal lobes
brain plasticity
endocrine system
adrenal glands
monozygotic twins
action potential
transduction
sensory adaptation
sensory habituation
cocktail-party phenomenon
sensation
perception
energy senses
chemical senses
vision
cornea
pupil
lens
retina
feature detectors
optic nerve
occipital lobe
visible light
rods
cones
fovea
blind spot
trichromatic theory
color blindness
afterimages
6
10
opponent-process theory
hearing
sound waves
amplitude
frequency
cochlea
pitch theories
place theory
frequency theory
conduction deafness
touch
gate-control theory
taste (gustation)
smell (olfaction)
vestibular sense
kinesthetic sense
absolute threshold
subliminal message
difference threshold
Weber’s Law
signal detection theory
top-down processing
perceptual set
bottom-up processing
gestalt rules
proximity
similarity
continuity
closure
constancy
size constancy
shape constancy
brightness constancy
depth cues
consciousness
States of
Ch. 7
• Describe the cyclical nature and
levels of consciousness
Consciousness (2possible functions of sleep.
conscious level
4%)
• Identify the major sleep disorders.
nonconscious level
• Discuss the content and possible
preconscious level
subconscious level
functions of dreams.
unconscious level
• Discuss hypnosis, noting the behavior
sleep
of hypnotized people and claims
sleep cycles
regarding its uses.
sleep stages
REM sleep
• Discuss the nature of drug
sleep disorders
dependence.
insomnia
• Chart names and effects of
narcolepsy
depressants, stimulants, and
sleep apnea
night terrors
hallucinogenic drugs.
dreams
• Compare differences between NREM
Freudian dream interpretation
and REM.
activation-synthesis dream theory
• Describe the physiological and
information processing dream theory
hypnosis
psychological effects of depressants,
posthypnotic amnesia
stimulants, and hallucinogens.
posthypnotic suggestion
role theory of hypnosis
state theory of hypnosis
dissociation theory of hypnosis
psychoactive drugs
agonists
tolerance
withdrawal
stimulants
depressants
hallucinogens/psychedelics
opiates
End of First Quarter – Cumulative Exam #1 – Prologue, Chapters 1, 2, 5-7, and Ch 3, p 95-113
learning
Learning (7-9%)
Ch. 8
• Describe the process of classical
acquisition
conditioning (Pavlov’s experiments).
extinction
• Explain the processes of acquisition,
spontaneous recovery
extinction, spontaneous recovery,
generalization
generalization, and discrimination.
• Describe the processes of operant
conditioning and shaping, as
demonstrated by Skinner’s experiments.
• Identify the different types of
reinforcers and describe the schedules of
reinforcement.
• Discuss the importance of cognitive
processes and biological predispositions
in conditioning (Tolman).
• Discuss the effects of punishment on
behavior.
• Describe the process of observational
learning (Bandura’s experiments).
18
Memory and
Cognition (8-10%)
Ch. 9-10
• Describe memory in terms of
information processing; distinguish
among sensory memory, STM, LTM.
• Distinguish between automatic and
effortful processing.
• Explain the encoding process (including
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.
• Describe the structure of language
discrimination
classical conditioning
unconditioned stimulus
unconditioned response
neural stimulus
conditioned response
conditioned stimulus
aversive conditioning
second-order/higher-order conditioning
learned taste aversion (Garcia Effect)
operant conditioning
law of effect
instrumental learning
Skinner box
reinforcement/reinforce
positive reinforcement
negative reinforcement
punishment
positive punishment
Prempack Principle
omission training
shaping
intermittent reinforcement
secondary reinforcers
generalized reinforcers
token economy
fixed ratio schedule
variable ratio schedule
fixed interval schedule
variable interval schedule
continuous reinforcement
partial-reinforcement effect
instinctive drift
observational learning (modeling)
latent learning
insight learning
Ivan Pavlov
B.F. Skinner
Edward Thorndike
Albert Bandura
memory
three-box/informational processing model
level of processing model
sensory memory
iconic memory
selective attention
echoic memory
short term memory (working memory)
chunking
mnemonic devices
rehearsal
long-term memory
episodic memory
semantic memory
procedural memory
explicit (declarative) memories
implicit (nondeclarative) memories
eidetic (photographic) memory
retrieval
recognition
recall
primacy effect
recency effect
serial position effect/curve
tip-of-the-tongue phenomenon
semantic network theory
flashbulb memories
state-dependent memory
mood congruent memory
constructed (reconstructed) memory
relearning effect
retroactive interference
proactive interference
(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 the research on animal
cognition and communication.
8
10
Intelligence (5-7%)
Ch. 11 and Ch.
11 (Barrons)
• Trace the origins of intelligence testing.
• Describe the nature of intelligence.
• Identify factors associated with
creativity.
• Distinguish b/w aptitude/achievement
tests.
• Describe test standardization.
• Distinguish between the reliability and
validity of intelligence tests.
• Describe the two extremes of the
normal distribution of intelligence.
• Discuss evidence for both genetic and
environmental influences on
intelligence.
• Discuss whether intelligence tests are
culturally biased.
anterograde amnesia
retrograde amnesia
method of loci
long-term potentiation
phonemes
morphemes
syntax
language acquisition
overgeneralization/overregularization
language acquisition device
linguistic relativity hypothesis
prototypes
images
algorithm
heuristic
representativeness heuristics
belief bias/perseverance
functional fixedness
confirmation bias
convergent thinking
divergent thinking
availability heuristic
George Sperling
intelligence
factor analysis
general intelligence
savant syndrome
emotional intelligence
creativity
intelligence test
mental age
Stanford-Binet
intelligence quotient (IQ)
aptitude test
achievement test
Wechsler Adult Intelligence Scale (WAIS)
standardization
normal curve
reliability
validity
content validity
criterion
predictive validity
mental retardation
Down Syndrome
stereotype threat
standardized test
norms
standardization sample
psychometrician
fluid intelligence
crystallized intelligence
Spearman’s intelligence theory
Gardner’s intelligence theory
Sternberg’s intelligence theory
Heritability
Flynn effect
End of Second Quarter – Cumulative Exam #2 – Prologue, Chapters 1, 2, 5-11, and Ch 3, p 95-113
developmental psychologist
Developmental
Ch. 4
• Discuss the course of prenatal
nature v. nurture
Psychology (7-9%)
development.
cross-sectional research
• Illustrate development changes in
longitudal research
physical, social, and cognitive areas.
teratogens
FAS – fetal alcohol syndrome
• Discuss the effect of body contact,
newborn reflexes
familiarity, and responsive parenting on
attachment (Harlow)
attachments.
strange situation (Ainsworth)
• Describe the benefits of a secure
secure attachments
avoidant attachments
attachment and the impact of parental
anxious/ambivalent attachments
neglect and separation as well as day
authoritarian parents
care on childhood development.
permissive parents
• Describe Piaget, Erikson, Kohlberg
authoritative parents
theories.
• Describe early development of selfconcept.
• Distinguish between
longitudinal/cross-sectional studies.
10
Personality (5-7%)
Ch. 15
• Describe personality structure in terms
of the interactions of the id, ego, and
superego.
• Explain how defense mechanisms
protect the individual from anxiety.
• Describe contributions of neoFreudians.
• Describe social-cognitive perspective.
• Describe the humanistic perspective
on personality in terms of Maslow’s
focus on self-actualization and Rogers’
emphasis on people’s potential for
growth.
• Describe the impact of individualism
and collectivism on self-identity.
• Explain personality inventories used to
assess traits.
• Discuss the consequences of personal
control, learned helplessness, and
optimism.
oral stage
anal stage
phallic stage
genital stage
psychosocial development theory (Erikson)
trust v. mistrust
autonomy v. shame and doubt
initiative v. guilt
industry v. inferiority
identity v. role confusion
intimacy v. isolation
generativity v. stagnation
integrity v. despair
cognitive development theory (Piaget)
schemata
assimilation
accommodation
sensorimotor stage
object permanence
preoperational stage
egocentric
concrete operations
concepts of conservation
formal operations
metacognition
moral development theory (Kohlberg)
preconventional stage
conventional stage
postconventional stage
irreversibility
Harry Harlow
Mary Ainsworth
Sigmund Freud
Erik Erikson
Jean Piaget
Lawrence Kohlberg
personality
Type A
Type B
stage theory
psychosexual stage theory (Freud)
Oedipus crisis
unconscious
id
ego
superego
defense mechanisms
repression
womb envy
personal unconscious
collective unconscious
complexes
archetypes
trait theorist
big 5 traits
factor analysis
heritability
temperament
somatotype theory
triadic reciprocality/reciprocal determinism
self-efficacy
locus of control – internal and external
self-concept
self-esteem
self-actualization
unconditioned positive regard
inkblot test (Rorschach)
thematic apperception test (TAT)
self-report inventories (MMPI)
reliability
validity
Barnum effect
15
Motivation,
Emotion and
Stress (6-8%)
Ch. 12-14
• Define motivation and identify
motivational theories.
• 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, SchachterSinger).
• Describe the physiological changes that
occur during emotional arousal.
• Discuss the catharsis hypothesis.
• Describe the biological response to
stress.
12
Abnormal
Psychology (7-9%)
Ch. 16
• Identify the criteria for judging
whether behavior is psychologically
disordered.
• Describe the medical model of
psychological disorders.
• Describe the aims of DSM-IV, and
discuss the potential dangers of
diagnostic labels.
• Describe the symptoms of generalized
anxiety disorder, phobias, obsessivecompulsive disorder, 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.
motivations
instructs
stress
conflict
drive reduction theory
need
drive
primary drives
secondary drives
homeostasis
arousal theory
Yerkes-Dodson law
opponent-process theory of motivation
incentives
Maslow’s hierarchy of needs
self-actualization
lateral hypothalamus
ventromedial hypothalamus
set-point theory
bulimia
anorexia
obesity
achievement motivation
extrinsic motivation
intrinsic motivation
management theory
approach-approach conflict
avoidance-avoidance conflict
approach-avoidance conflict
James-Lange theory of emotion
Cannon-Bard theory of emotion
Schachter-Singer two-factor theory
general adaptation syndrome (GAS)
display rules
insane
DSM
multiaxial approach
anxiety disorders
specific phobias
agoraphobia
social phobia
generalized anxiety disorder
panic disorder
obsessive-compulsive disorder
post-traumatic stress disorder (PTSD)
somatoform disorders
hypochondria
conversion disorder
dissociative disorder
psychogenic disorder
fugue
dissociative personality disorder
mood of affective disorder
major depressive disorder
seasonal affective disorder
dysthymic disorder
bipolar disorder
cognitive triad
learned helplessness
schizophrenic disorder
delusions of persecution
delusions of grandeur
hallucinations
disorganized schizophrenia
paranoid schizophrenia
catatonic schizophrenia
waxy flexibility
undifferentiated schizophrenia
tardive dyskinesia
diathesis-stress model
double bind
personality disorders
antisocial personality disorder
dependent personality disorder
paranoid personality disorder
narcissistic personality disorder
histrionic personality disorder
obsessive-compulsive personality disorder
paraphilia/psychosexual personality
disorder
anorexia nervosa
bulimia
autism
attention deficit/hyperactivity disorder
Rosenhan study
8
14
End of Third Quarter – Cumulative Exam #3 – Prologue, Chapters 1, 2, 4-16, and Ch 3 (p 95-113)
trephening
Treatment of
Ch.17 and
• Discuss the aims and methods of
deinstitutionalization
Psychological
Appendix A
psychoanalysis.
prevention
Disorders (5-7%)
• Identify the basic characteristics of the psychotherapy
humanistic therapies.
psychoanalysis (Freud)
free association
• Identify the basic assumptions of
dream analysis
behavior therapy.
manifest content
• Describe the assumptions and goals of
latent content
the cognitive therapies.
resistance
transference
• Discuss the benefits of group therapy
insight therapies
and family therapy.
humanistic therapies
• Discuss the findings regarding the
client/person-centered therapy (Rogers)
effectiveness of the psychotherapies.
unconditional positive regard
active or reflective listening
• Discuss the role of values and cultural
Gestalt therapy
differences in the therapeutic process.
existential therapies
• Identify the common forms of drug
behaviorist therapies
therapy and the use of electroconvulsive counterconditioning
systematic desensitization
therapy.
Social Psychology
(8-10%)
Ch. 18 and Ch. 3
(p 119-137)
• 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
anxiety hierarchy
flooding
aversive conditioning
token economy
cognitive therapies
attributional style
cognitive therapy (Beck)
cognitive behavioral therapy (CBT)
rational emotive behavior therapy (REBT)
(Ellis)
group therapies
somatic therapies
psychpharmacology
antipsychotic drugs
antidepressants
antianxiety drugs
electroconvulsive therapy (ECT)
psychosurgery
psychiatrists
clinical psychologists
counseling psychologists
psychoanalysis
attitude
mere exposure effect
central route to persuasion
peripheral route to persuasion
cognitive dissonance
Festinger and Carlsmith experiment
foot-in-the-door
door-in-the-face
norms of reciprocity
attribution theory
self-fulfilling prophecy
Rosenthal and Jacobson experiment
fundamental attribution error
collectivist v. individualistic cultures
false consensus effect
self-serving bias
just-world bias
stereotype
prejudice
gender prejudice and discrimination.
• Discuss the issues related to aggression
and attraction.
• Explain altruistic behavior in terms of
social exchange theory and social norms.
9
AP Test Review
10
Post-AP Exam
Activities/Project
Project
Presentation
2
ethnocentrism
discrimination
out-group homogeneity
in-group bias
superordinate goals
frustration-aggression hypothesis
bystander effect
diffusion of responsibility
pluralistic ignorance
attraction research
social facilitation
social impairment
social inhibition
conformity
Asch experiment
obedience
Milgram experiment
group norms
social loafing
group polarization
groupthink
deindividualization
Zimbardo’s prison experiment
Cumulative Exam #4 – Prologue, Chapters 1-18, and Appendix A
All
AP Exam – Monday, May 7th
All
TBD
TBD
All
TBD
TBD
NOTE: The teacher reserves the right to make changes to this syllabus.
Please indicate by signing below that you have read and understand this document. If you would
like to discuss this document please feel free to contact me.
_____________________________
Parent Signature
____________________________________
Student Signature
Print Student Name: ______________________________________
Parent Contact Information:
I like to contact parents with good news and not so great stuff, so please provide me with the best
ways to contact you:
Preferred Phone Number: ____________________________________________
Email: _____________________________________
Address: __________________________________________________________________