Download b) Approaches/perspectives including Biological, Behavioral

AP® Psychology Syllabus
Mike Raymond
RHS (room H-103)
817-547-7129
[email protected]
Website: http://schools.birdvilleschools.net/Domain/1201
AP Psychology is a one-semester college-level course. The course will consist of a theoretical and
practical component. In the theoretical portion of the course the student will learn about psychological
concepts and principles. In the practical portion the student will demonstrate how to apply these
principals and concepts in everyday matters of human activity. This will require a thorough
understanding of the material, as well as an active participation in class discussions and activities. All
students will be encouraged to take the AP® Psychology exam in the spring. Discussion and
understanding will not be possible if students have not read the text and done required homework
before the beginning of class!
Required Text: Wayne Weiten.
Psychology: Themes and Variations. 5th ed. Wadsworth:
2001.
Web-based materials will be presented as appropriate.
Teacher Resources:
1. Weiten, Wayne Psychology Themes & Variations, 5th ed. California: Wadsworth, 2001.
2. Smith, Randolph A. Instructor’s Resource Manual for Wayne Weiten’s Psychology Themes and
Variations, California: Wadsworth, 2001.
3. Weiten, Wayne Psyk.trek: A Multimedia Introduction to Psychology, General Version,
Wadsworth, 2000.
4. Hock, Roger R. Forty Studies that Changed Psychology: Explorations into the History of
Psychological Research, 4th ed. Upper Saddle River, N.J.: Prentice Hall, 2002.
5. Hunt, Morton. The Story of Psychology. New York: Doubleday, 1993.
Course Objectives:
1. Prepare to perform at the level required to pass the AP Psychology exam.
2. Study the history, theories and core concepts of psychology.
3. Define key terms and use them correctly in every day language as well as in technical writing.
4. Gain skills in scientific research and be able to apply concepts learned from scientific research to
daily life.
5. Develop critical thinking skills.
Grading criteria:
Major grades (exams and major projects) – 60 %
Daily grades (reading quizzes, homework, daily class work) – 40%
Homework Expectations:
1. As stated above nightly reading is recommended. Reading assignments will be given in advance.
It is expected that students will keep up with the reading or read ahead to be prepared for class.
2. Random reading quizzes will be given to hold students accountable for reading and will emphasize
vocabulary and broad concepts. At least one per unit.
3. Advance notification of assignments will be given and work is expected on the due date.
Absences and late work will be handled according to district policy.
4. Unit exams will include multiple choice questions with five answer choices as well as freeresponse questions in preparation for the AP Exam.
5. Twenty percent of the content on each unit exam will be cumulative in nature. The student is
expected to review previously covered material regularly.
6. Depending on the unit students also will do group projects, outside research and written
assignments as necessary for skill development of the students.
Course Outline
I) History, Approaches and Research Methods – 10 days
a) Logic, Philosophy, and History of Science
b) Approaches/perspectives including Biological, Behavioral, Cognitive, Humanistic,
Psychodynamic, Sociocultural, Evolutionary, Sociobiological
c) The need for discipline
d) Goals of scientific research
e) Experimental, Correlation and Clinical Research
f) Statistics
g) Flaws in research
h) Research methods and Ethics
Objectives
 Define Psychology and trace its historical development.
 Compare and contrast the psychological perspectives.
 Identify research and professional practice available in psychology today.
 Explain the seven key themes in psychology.
 Describe the importance of scientific discipline in research.
 Identify the elements of an experiment (variables, groups, sampling, population)
 Compare and contrast descriptive/correlation research methods (Naturalistic observation, case
studies, surveys)
 Distinguish between longitudinal and cross-sectional studies.
 Describe Descriptive and Inferential statistics (correlation, correlation coefficient,
positive/negative correlation, prediction and causation)
 Explain three measures of central tendency, measures of variation and statistical significance
 Explore possible causes of flawed research (placebo effect, sampling bias, etc…)
 Debate the ethics of animal and human research (Tuskegee Syphilis Study, use of animals in
psychological research)
II)
Biological Bases of Behavior – 8 days
a) Neurons
b) Neurotransmitters
c) Organization of the Nervous system
d) Physiological Techniques (imaging and surgical procedures)
e) The Brain and Behavior
f) Endocrine system
g) Genetics
Objectives
 Map and describe the structure of a neuron and explain neural impulses.
 Define neurotransmitters and discuss their impact on behavior.
 Classify the major divisions of the nervous system (Peripheral, Somatic, Autonomic, Central)
 Explain imaging and research methods (EEG, Lesioning, ESB, CT, PET, MRI, FMRI)
 Define brain functions (Hindbrain, Midbrain, Forebrain, Thalamus, Hypothalamus, Limbic
system, Cerebrum, Corpus Callosum, lobes, & hemispheres)
 Discuss split-brain studies and their effects on hemispheric specialization.
 Identify the nature of the endocrine system and its interaction with the nervous system.
 Discuss Heredity and Behavior (Genotype versus Phenotype, nature versus nurture)
 Discuss the evolutionary bases of behavior.
III) Sensation and Perception - 5 days
a) Thresholds
b) The mechanics of sensation
c) Sensory adaptation
d) Attention
e) Perceptual Processes
Objectives
 Study thresholds and difference thresholds (absolute, JND, Weber’s Law, Signal-Detection,
subliminal detection)
 Diagram parts of the eye and parts of the ear.
 Describe the operation of the sensory system (five senses, kinesthetic and vestibular)
 Compare, contrast and reconcile trichromatic and opponent process theory of color vision.
 Discuss research on depth perception and cues.
 Compare, contrast and reconcile place and frequency theories of pitch perception.
 Examine perception and illusion.
 Explain Gestalt psychology’s contribution to our understanding of perception.
IV) States of Consciousness – 5 days
a) Nature of consciousness
b) Sleep and dreams
c) Sleep disorders
d) Hypnosis
e) Drugs and their effects
Objectives
 Define consciousness.
 Discuss rhythms, cycles and functions of sleep.
 Identify the NREM and REM.
 Examine sleep disorders (sleep deprivation, insomnia, narcolepsy, sleep apnea, nightmares, night
terrors, Somnambulism)
 Discuss the content, function and theories of dreams.
 Explore the uses of hypnosis and discuss the claims regarding its use.



Discuss the nature of drug dependence.
Chart the effects and names of narcotics, sedatives, stimulants, hallucinogens, Cannabis and
Alcohol.
Discuss tolerance, dependence, health risks and other physiological and psychological effects of
psychoactive drugs.
V) Learning – 5 days
a) Classical Conditioning
b) Operant Conditioning
c) Cognitive Processes in Learning
d) Biological Factors
e) Observational Learning
Objectives
 Describe classical conditioning using Pavlov’s Experiments ( including UCS, UCR, CS, CR,
acquisition, extinction, spontaneous recovery, generalization, and discrimination)
 Examine the process of operant conditioning according to Thorndike’s law of effect and Skinner’s
experiments (include shaping and chaining)
 Define reinforcement (positive, negative, punishment) and describe the schedules of
reinforcement.
 Explore the role of cognitive processes and biological predisposition in conditioning.
 Describe the process of observational learning (Bandura’s experiments and discussion of
acquisition versus performance)
VI) Cognition – 5 days
a) Memory
b) Language
c) Thinking
d) Problem solving and creativity
Objectives
 Define how humans encode, store, and retrieve information.
 Discuss methods of improving memory.
 Explain sensory, short-term, and long-term memory.
 Compare and contrast memory (implicit vs. explicit, declarative vs. procedural, semantic vs.
episodic, prospective vs. retrospective)
 Discuss why we forget (interference, motivated forgetting, etc…)
 Describe the structure of language (phonemes, morphemes, and grammer)
 Map language developmental stages ( babbling, one word, telegraphic speech, grammatical rules)
 Compare and contrast human and animal language development.
 Study Theories of language development (Skinner, Chomsky and Whorf)
 Identify methods of problem solving such as, trial and error, algorithms, heuristics, and insight.
 Discuss barriers to effective problem solving (Irrelevant information, functional fixedness, mental
set, etc…)
 Explain how availability and representativeness heuristics influence judgement
VII) Motivation and Emotion – 6 days
a) Biological Bases
b)
c)
d)
e)
Hunger, Thirst, Sex and Pain
Theories of Motivation
Social Motives
Stress
Objectives
 Define motivation and identify motivational theories. (Instinct, drive-reduction theory, hierarchy
of needs – Maslow)
 Describe the physiological determinants of hunger. (hypothalamus, lateral hypothalamus,
ventromedial nucleus, paraventricular nucleus, glucose & hormones)
 Discuss environmental and psychological factors in hunger regulation.
 Define affiliation & achievement motivation, including intrinsic and extrinsic motivation.
 Describe the elements of emotional experience ( Cognitive, autonomic arousal, behavioral,
cultural).
 Identify the three theories of emotion (James-Lange, Cannon-Bard, Schachter-Singer).
 Examine the four types of stress (frustration, conflict, change, pressure)
 Identify the responses to stress (emotional, physiological, behavioral)
 Discuss the effects of stress on health and psychological functioning.
VIII)
a)
b)
c)
d)
e)
Developmental Psychology – 6 days
Prenatal development
Heredity–Environment Issues
Developmental Theories
Dimensions of Development
Sex Roles, Sex Differences
Objectives
 Discuss the course of prenatal development.
 Illustrate development changes in physical, social, and cognitive areas.
 Discuss attachments and their effect on children (separation anxiety, secure, anxious-ambivilant,
avoidant, disorganized attachment).
 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 developmental stage theories of Piaget, Erikson, and Kohlberg.
 Map the developmental transition of adolescence.
 Determine how self identity and self-concept is created.
 Examine the transitions of adulthood (family, midlife, marriage, parenting, career, aging and
cognitive changes).
IX) Personality – 5 days
a) Personality Theories and Approaches
b) Assessment Techniques
c) Self-concept/Self-esteem
d) 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 Jung’s and Adler’s contributions to psychoanalytic theory.
Describe the impact of individualism and collectivism on self-identity.
Evaluate the role of Behaviorism(Skinner) and Social-learning (Bandura) on personality theory.
Describe the humanistic perspective on personality in terms of Maslow’s focus on selfactualization and Rogers’ emphasis on people’s potential for growth.
Discuss Eysenck’s theory of personality development.
Explain personality trait theory and the five-factor model of personality traits.
Discuss the consequences of personal control, learned helplessness, and optimism.
X) Testing and Individual Differences – 5 days
a) Standardization and Norms
b) Reliability and Validity
c) Types of Tests
d) Ethics and Standards in Testing
e) Types of intelligence (Gardner)
f) Heredity/Environment and Intelligence
g) Human Diversity
Objectives
 Trace the origins of intelligence testing (Galton, Binet, Terman, Wechsler, today).
 Describe the nature of intelligence.
 Describe test standardization, norms, reliability, & validity using test students have taken in the
past (SAT, TAKS, Teacher generated).
 Distinguish between aptitude and achievement tests.
 Identify the factors associated with creativity.
 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.
XI) Abnormal Psychology – 7 days
a) Medical model
b) Criteria of abnormal behavior
c) Classification of disorders
d) Anxiety Disorders
e) Somatoform Disorders
f) Dissociative Disorders
g) Mood Disorders
h) Schizophrenic Disorders
i) Personality Disorders
j) Culture and Pathology
Objectives
 Describe the medical model of psychological disorders.
 Identify the criteria for judging whether behavior is psychologically disordered.
 Describe the aims of DSM-IV, and discuss the potential dangers of diagnostic labels.
 Describe the symptoms of generalized anxiety disorder, phobias, panic disorder, agoraphobia,
obsessive-compulsive disorder, and posttraumatic stress disorder and their Etiology.




Describe and explain the development of somatoform disorders.
Examine dissociative and mood disorders.
Describe the various symptoms and types of schizophrenia.
Describe the nature of personality disorders and the diagnostic problems they present
XII) Treatment of Psychological Disorders – 7 days
a) Major approaches to treatment (Psychoanlysis, client-centered therapy, cognitive therapy,
behavior therapy, biomedical therapy)
b) Blended approaches to treatment
c) Modes of Therapy (e.g., individual, group)
d) Institutional and community-based Community based treatment
Objectives
 Discuss the aims and methods of insight therapy (psychoanalysis, client-centered, cognitive,
group).
 Examine the goals of behavior therapy (desensitization, aversion therapy, social skills training,
biofeedback)
 Describe the methods and goals of biomedical therapy (drug & electroconvulsive).
 Discuss the benefits of group therapy and family therapy.
 Discuss the findings regarding the effectiveness of various treatment types (Insight, behavior, &
biomedical).
 Discuss the role of values and cultural differences in the therapeutic process.
 Explore the effects of institutionalization and deinstitutionalization on patients and the
community.
XIII)
a)
b)
c)
d)
e)
f)
Social Psychology – 5 days
Person perception
Attribution Process
Interpersonal Attraction
Attitudes and Attitude Change
Conformity, Compliance, Obedience
Behavior in groups
Objectives
 Examine how perception is formed (physical appearance, cognitive schemas, stereotypes, etc…).
 Describe the importance of attribution in social behavior.
 Explain the factors involved in liking and loving between people and across cultures.
 Define the components and dimensions of attitudes and describe how they effect behavior.
 Discuss the theories of attitude formation and change (learning theory, cognitive dissonance, selfperception, elaboration likelihood).
 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.
XIV) Review – 5 days – Review material from all units
XV) AP Psychology Exam
XVI) Application – 5 days - labs and applications from units XI – XIII