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AP Psychology Syllabus Ms. Kaminski [email protected] This is a year-long course in Psychology that prepares students for the AP Psychology exam. The goal of this course is to learn about the field of Psychology through in-depth study, discussion and hands-on activities. Purpose and Objectives The AP Psychology course is designed to introduce you to the systematic and scientific study of the behavior and mental processes of human beings and other animals. You are exposed to the psychological facts, principles, and phenomena associated with each of the major subfields within psychology. You also learn about the ethics and methods psychologists use in their science and practice. The central question addressed in AP Psychology is: “How do psychologists think?” The psychologist David Myers wrote that to think as a psychologist, one must learn to “restrain intuition with critical thinking, judgmentalism with com-passion, and illusion with understanding.” (Sternberg, 1997). Whether students choose to pursue a career related to psychology or one in some entirely different field, this habit of mind will be of great value. Students assess and understand some of the differing approaches adopted by psychologists, including the biological, behavioral, cognitive, humanistic, psychodynamic, and sociocultural perspectives as well as common theories and concepts within the field. Most importantly, students come to an appreciation of how psychologists think (or at least an appreciation of the kind of critical analysis that psychologists promote and hope to model in their words and actions). General Expectations You are in control of your own education in an AP class. It is essential to your success to continue your learning outside of this classroom everyday. You must keep up with your homework and other class related assignments, review your textbook and look over your notes on a daily basis. You are responsible for all material which is written in your text; I will provide elaboration on some of the material that you have read and create an opportunity for you to discuss theories and other related content with your fellow students in an organized manner. You will be accountable in this classroom for anything that you do/do not do. I am more than happy to help you when you need it. An array of activities will be used to engage you in your quest for knowledge. You will read your textbook, case studies, and scholarly articles to help you help understand the material and to spark intellectual discussions. (Expectation 1 & 2) By learning the material you will find yourself questioning theories, applying theories to everyday situations and you will begin to be able to defend your point of view in regards to psychological topics. (Expectation 3, 4, & 5) Also by taking this course you may develop a new perspective on yourself and the world around you. In short this course will make you think and analyze what you and others do. (Expectation 6, 7, & 9) Expectations/Conduct The following expectations and conduct are expected and should be followed in order to ensure a safe and pleasant learning environment. Be Responsible Come to class on time Do your work Absence- take care of work you missed. See me if you have any problems with the material early. (I am here before school and after school.) Be Safe Follow school rules Let me know if you are having any difficulties. Report any unsafe behavior. Be Respectful Positive Attitude is a must. Be open to learning new things. Maturity is a must in psychology. We will be discussing issues that you or someone might have or is experiencing. Failure to act maturely will result in your removal from class. Respect each other. No cellphones Expectations for Academics Class Cuts/Tardy -I will not accept cutting class or being tardy to class. If you cut class, you will receive a point deduction and I will also refer to guidance about possible schedule changes. If you are tardy to class, you receive one warning. After that, you will get a point taken off your grade for each tardy. Homework - I will not accept or tolerate late or missing homework. Papers/Projects- Papers, projects and alternative assessments can be turned in, up to five classes after the due date, but you will receive 10 points off for each day it is late. No assignment is accepted after the fifth day. Absence- If you are absent, it is your responsibility to find out what you missed in class, and for homework. All make up work must be handed in the next class period, unless you have been instructed by me, to hand in assignments at a later date. I will go over with you during the first day of class, where you can find materials if you were absent. If you missed a test, quiz or presentation you must see me to find out when you can make it up. Grades will be based on the following scale: Tests/Projects/Papers Daily Quizzes Homework Class work 50 % 20 % 15 % 15 % Other Information Daily Reading Questions: You will have daily reading quizzes. Please refer to the calendar to know which pages you will be quizzed on. Supplies Needed: SEPARATE notebook for AP Psych (with a folder in the notebook or a separate folder); textbook needed for every class; pens & pencils. A binder with a section for class notes, your notes, quizzes, and handouts will help you stay organized and will help you succeed. Textbook: Myers’ Psychology for AP by David G. Myers Special Notes: Students are expected to take the AP Psychology Exam in May. Exam fee is around $82. Contact: Please feel free to contact me anytime. If you have a specific question that needs immediate attention you should see me during the school day. Survival Tools Here are some links and resources that you can use to help you throughout the year. AP Psychology: this website offers a breakdown of the text and practice quizzes www.appsychology.com Alley Dog: this website helps break down terminology into everyday language http://www.alleydog.com Quizlets: this website allows you to use already made online note cards to review terms http://quizlet.com/subject/ap-psychology/ Please use the following syllabus as a guide to our class. Unit 1: History and Approaches to Psychology Time Day 1 Day 2 Day 3 Day 4 Essential Question How has psychology changed the study of human and animal behavior? Student Objectives Review syllabus and class expectations Review the format of the AP Psychology exam Define psychology and trace its historical development Identify the major historical figures in psychology, including 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 How do the different perspectives in psychology compare and contrast? In what ways does psychology analyze human and animal behavior? Compare and contrast the psychological perspectives, including the biological, behavioral, cognitive, humanistic, psychodynamic, sociocultural and evolutionary approaches Recognize the strengths and limitations of applying theories to explain behavior Identify basic and applied research subfields of psychology Describe the difference between basic and applied research in their methods of gathering data Materials/Readings p. 2-8 p. 9-11 p. 12-15 Assessment p. 16-17 Unit 2: Research Methods in Psychology Time Day 1 Essential Question How do psychologists use the scientific method to study behavior and mental processes? Day 2 Which methods of research are appropriate for the study of Student Objectives Identify basic elements of an experiment (variables, groups, sampling, population, etc.). Compare and contrast research methods (case, survey, naturalistic observation). Explain the structure and process of Correlation studies. Differentiate between Experimental and Clinical research methods Materials/Readings p.19-29 p. 29-38 Day 3 Day 4 Day 5 different behaviors? How do psychologists draw appropriate conclusions about behavior from research? How do psychologists make ethical decisions about researching behavior with human and animal subjects? Describe the three measures of central tendency and measures of variation. Evaluate the importance of statistics in data-gathered research. Discuss the guidelines for ethical treatment of animal and humans while conducting research, according to the American Psychological Association national standards. Review and TEST p. 38-41 p. 41-46 APA Code of Ethics; http://www.apa.org/ETHICS/code 2002.html p. 47-49 Unit 3: Biological Basis of Behavior Time Day 12 Essential Question 1. How do biological processes relate to behavior? Day 34 2. How do the biological processes work to create and sustain behavior? Day 5 3. How does damage to a biological process or part affect behavior? Day 6 Student Objectives • Describe the structure of a neuron and explain neural impulses. • Describe neuron communication and discuss the impact of neurotransmitters. • Describe the functions of the brain structures (thalamus, cerebellum, limbic system, etc.). • Identify the four lobes of the cerebral cortex and their functions. Describe the nature of the endocrine system and its interaction with the nervous system. Classify and explain major divisions of the nervous system. Describe neuron communication and discuss the impact of neurotransmitters within a damaged brain. Explain the split-brain studies. Discuss the association areas. Review and TEST Materials/Readings p. 51-59 p. 69-78 p. 59-63 p. 78-79 p. 82-87 p.64-65 Unit 4: Sensation and Perception Time Day 1 Day 2 Essential Question How does Thresholds and Signal Detection Theory influence human behavior? What is the difference between sensation and perception? Student Objectives Distinguish between absolute and difference thresholds. Contrast the processes of sensation and perception. Materials/Readings p. 120-123 Describe the operation of the sensory systems (five senses). p. 116-119 Day 3 Day 4 Day 5 Describe how sensory mechanisms affect thinking and behavior? How does perceptual processes integrate information into meaningful responses? Review and TEST Label a diagram of the parts of the eye and ear. 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. Explain the Young-Helmholtz and opponent-process theories of color vision. p. 126, 135 p. 132-133 p. 137 p. 153-154 p. 172-173 Unit 5: States of Consciousness Time Day 1 Day 2 Essential Question How do psychologists consciousness? define What happens during the sleep cycle? What roles do REM and Non-REM sleep play in behavior? How do psychoactive behavior? How do we know whether hypnosis is a real psychological phenomenon? drugs affect Student Objectives Describe the cyclical nature and possible functions of sleep. Identify the major sleep disorders. Discuss the content and possible functions of dreams. Discuss hypnosis, noting the behavior of hypnotized people and claims regarding its uses. Discuss the nature of drug dependence. Chart names and effects of depressants, stimulants, and hallucinogenic drugs. Compare differences between Non-REM and REM. Describe the physiological and psychological effects of depressants, stimulants, and hallucinogens. Review and TEST Materials/Readings p. 176-178, 181184 p. 185-187 p. 187-192 p.192-196 p. 197-198 p. 207 p. 178-181 p. 208-210 p. 212-213 Unit 6: Learning Time Day 1 Essential Question How do learning? psychologists define Student Objectives Describe the process of classical conditioning (Pavlov’s experiments). Explain the processes of acquisition, extinction, spontaneous recovery, generalization, and discrimination. Materials/Readings p. 218-220, 226227 p. 220-222 p. 223-226 Day 2 Day 3 How do principles conditioning work learning? of classical to create Discuss the importance of cognitive processes and biological predispositions in conditioning. How do principles conditioning work learning? of operant to create p. 228-230 p. 230-233 p. 234-235 Describe the process of operant conditioning, including the procedure of shaping, as demonstrated by Skinner’s experiments. Identify the different types of reinforcers and describe the schedules of reinforcement. Discuss the effects of punishment on behavior. Describe the process of observational learning (Bandura’s experiments). Describe how biology influences learning. p. 242-249 How do principles of observational learning work to create learning? Day 4 What role does genetics play in the learning process? Review and TEST p. 252-253 Unit 7a: Cognition/Memory Time Day 1 Essential Question How do humans encode, store, and retrieve information from memory? Student Objectives Describe memory in terms of information processing, and distinguish among sensory memory, short-term memory, and long-term memory. Distinguish between automatic and effortful processing. Explain the encoding process (including imagery, organization, etc.). Materials/Readings p. 255-258, 255260 p. 266,267 p. 258-265 Day 2 How can humans enhance memory encoding, storage, and retrieval? Describe the capacity and duration of long-term memory. Distinguish between implicit and explicit memory. p. 268-274 p. 272 Day 3 How can humans enhance memory encoding, storage, and retrieval? 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. p. 274-276 p. 278-284 p. 285-293 Day 4 Review and TEST p. 296-297 Unit 7b: Cognition/Language Time Essential Question Student Objectives Materials/Readings Day 1 How do humans think? In what ways is thinking flawed or constrained? How can people avoid falling for these errors in thinking? Day 2 How do humans acquire language? How do humans use language to communicate ideas? o o o Day 3 Day 4 p. 298-299 p. 300-301 p. 313-314 p. 315-316 p. 315-318 p. 319-321 Describe the structure of language (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. How is language flawed or constrained? 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. Discuss Whorf’s linguistic relativity hypothesis. Review and TEST p. 324-325 Unit 8: Emotion and Motivation Time Day 1 Essential Question Day 2 Day 3 In what ways are humans motivated to behave? What methods of motivation are more effective than others? Student Objectives Define motivation and identify motivational theories. Describe the physiological determinants of hunger. What is the role of hunger in motivating behavior? How do maladaptive eating patterns affect behavior? What role do emotions play in behavior? How do cognitions affect emotions? o o 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, Schachter-Singer). Describe the physiological changes that occur during emotional arousal. Materials/Readings p. 327-331 p. 331-335 p. 335-348 p. 237 (extrinsic) p. 236-237 (intrinsic) p. 366-368 p. 369-372 Day 4 Day 5 How does stress effect emotions? Discuss the catharsis hypothesis. Describe the biological response to stress. Review and TEST p. 388 p. 397-406 p. 407-408 Unit 9: Lifespan Development Time Day 1 Essential Question Day 2 Day 3 Day 4 How do people grow and develop physically throughout the lifespan? How do people grow and develop intellectually throughout the lifespan? How do people grow and develop socially throughout the lifespan? How do people grow and develop morally throughout the lifespan? Student Objectives Discuss the course of prenatal development. Illustrate development changes in physical, social, and cognitive areas. Discuss the effect of body contact, familiarity, and responsive parenting on attachments. o o How do people grow and develop personality throughout the lifespan? 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 theories of Piaget, Erikson, and Kohlberg. Describe the early development of a self-concept. Distinguish between longitudinal and cross-sectional studies. Review and TEST Materials/Readings p. 411-415 p. 415-427 p. 426-432 p. 426-432 p. 429 Erikson p. 449 Kohlberg p.418-426, 448 Piaget p. 432-434 p. 462-465 p. 476-477 Unit 10: Personality Time Day 1 Day 2 Essential Question How do psychologists define and study personality? What advantages and limitations exist for each theory’s description of Student Objectives Describe personality structure in terms of the interactions of the id, ego, and superego. Describe the social-cognitive perspective on personality. Explain how defense mechanisms protect the individual from anxiety. o o Describe the contributions of the neo-Freudians. Describe the humanistic perspective on personality in terms of Maslow’s focus on self-actualization and Rogers’ emphasis on people’s potential for growth. Materials/Readings p. 479-483 p. 503-510 p.483-484 p. 483-490 p. 490-493 p. 516-518 personality? Day 3 Day 4 o How do psychologists reliably measure personality and interpret personality’s role in behavior? Describe the impact of individualism and collectivism on self-identity. Explain how personality inventories are used to assess traits. Discuss the consequences of personal control, learned helplessness, and optimism. p. 493-502 p. 505-510 Review and TEST p. 520-521 Unit 11: Testing and Individual Differences Time Day 1 Day 2 Essential Question How do psychologists define and study intelligence? How did the use of intelligence tests evolve throughout the last two centuries? How do testing scores differ between group administrations and individual administrations of intelligence tests? Between genders? Races? Socioeconomic groups? Student Objectives Trace the origins of intelligence testing. Describe the nature of intelligence. Identify the factors associated with creativity. Distinguish between aptitude and achievement tests. Describe test standardization. Day 3 Day 4 How do psychologists know whether a test is reliable and/or valid? Why are these qualities of tests important? Review and TEST Materials/Readings p. 524, 532-539 p. 523 p. 527 p. 536-538 p. 536 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. p. 551-556 p. 544-546, 546548 Distinguish between the reliability and validity of intelligence tests. p. 554-556 p. 558-559 Unit 12: Abnormal Behavior Time Essential Question Student Objectives Materials/Readings Day 1 Day 2 Day 3 Day 4 How do psychologists measure and define abnormal behavior? o o o Identify the criteria for judging whether behavior is psychologically disordered. Describe the medical model of psychological disorders. Describe the nature of organic (brain-based disorders) and personality disorders. How are the various psychological disorders identified and studied? 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 characteristics and possible causes of dissociative disorders. Describe the aims of DSM-IV, and discuss the potential dangers of diagnostic labels. What are the major categories of mental disorders? Review and TEST p. 561-564 p. 564-565 p. 596-599 p. 569-576 p. 576-577 p. 577-589 p. 589-596 p. 565-568 p. 602-603 Unit 13: Treatment of Abnormal Behavior Time Day 1 Day 2 Day 3 Essential Question What are aims and methods of psychological therapies? What are aims and methods of psychological therapies? How effective is psychotherapy treatment in managing psychological disorders? Day 4 How can therapy be ineffective? What role does biomedical therapy play in Student Objectives o o o o o Discuss the aims and methods of psychoanalysis. Identify the basic characteristics of the humanistic therapies. Identify the basic assumptions of behavior therapy. Describe the assumptions and goals of the cognitive therapies. Discuss the benefits of group therapy and family therapy. Describe the assumptions and goals of the cognitive therapies. Discuss the benefits of group therapy and family therapy. o Discuss the findings regarding the effectiveness of the psychotherapies. o Discuss the role of values and cultural differences in the therapeutic process. Materials/Readings p. 605-608 p. 609-610 p. 610-614 p. 614-617 p. 617-618 p. 614-617 p. 617-618 p. 619-626 p. 626-628 p. 628-634 o therapeutic programs? Day 5 Identify the common forms of drug therapy and the use of electroconvulsive therapy. Review and TEST p. 640-641 Unit 14: Social Psychology Time Day 1 Day 2 Essential Question Day 4 Describe the importance of attribution in social behavior. Explain the effect of role-playing on attitudes in terms of cognitive dissonance theory. Discuss the issues related to aggression, love, and attraction. o Explain altruistic behavior in terms of social exchange theory and social norms. How do people explain (or attribute) the behavior of others? What impact do these attributions have on individuals and society as a whole? Under what conditions do people obey, conform, make friendships, find love, and help others? How do attitudes and actions influence individual and group behavior? 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. How do psychologists define culture? Describe the social, emotional, and cognitive factors that contribute to the persistence of cultural, ethnic, and gender prejudice and discrimination. Day 3 Student Objectives Review and TEST o o o Materials/Readings p.643-646 p. 646-650 p. 670-685 p. 650-654 p. 654-657 p. 657-661 p. 661-670 p. 694-695