Download AP Psychology Syllabus

AP Psychology Syllabus
Mr. Miracle
[email protected]
B.A. Psychology & Secondary Education
Room #1407
867-6915
Wabash College 2011
Expectations
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Be a respectful and productive member of the class
Participate in class: note taking, journals, class discussions, group work, etc.
Complete work thoroughly, paying attention to detail and neatness
If you miss a class, make-up work is your responsibility
Be on time to class
Follow directions the first time
P.R.I.D.E. (Personal Responsibility In Daily Effort)
Consequences
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Failing to follow rules and procedures will result in one or all of the following:
Warning
Detention
Referral to the office
Call home
Materials
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Bring your book, pen/pencil, paper, assignments (EVERY DAY, ON TIME)
Three ring binders w/dividers (Journals, assignments, etc.) STRONGLY RECOMMENDED
Absences
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Students that missed a day of class need to see me to turn in any assignments that were due the day of the
absence and check to see if any additional assignments were given. Also check with your fellow
classmates for any missed notes.
If you miss class but are at school (field trip, nurse, etc.) you must turn in all assignments before the end of
the day and make-up tests during bonus period on that day. Failure to do so will result in grade penalties.
In addition, if you are absent the day before the project is due, I expect you to have it with you on the due
date or have it delivered to me. This includes tests where you have been given the study guide.
You must make-up tests within 3 days of your absence. Failure to do so will result in a zero on the test.
Make-up tests must be completed in one sitting during bonus period. Students who are absent for tests may
receive an alternate test. This will cover the same material but may be in a different format.
Grades
Grading
Scale
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A
93%-100%
A-
90%-92%
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B+
87%-89%
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B
83%-86%
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B-
80%-82%
C+
77%-79%
C
73%-76%
C-
70%-72%
D
65%-69%
F
64% &
below
Grades will be weighted among the following categories: Tests, Quizzes, Daily Work,
and Projects (80%), and Final Exam (20%).
All work is due at an assigned time. Failure to turn in an assignment will lead to a zero.
I do not accept late work.
Academic detentions may be assigned for refusal to work or behavior problems
Opportunities for extra credit may be offered at various times throughout the trimester to
the class as a whole. Individual extra credit will not be granted.
Requests for extra help: feel free to ask for help! We can work out a time for extra help
that works for both of us! Utilize bonus period Tuesday, Wednesday and Thursdays.
Various assignments, projects, quizzes, and tests will be given along the way with their
due dates. All tests will be announced several days before the test date.
Miscellaneous
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Be sure to save often when using computers. Extra time will not be granted to re-do lost work due
to failure to save your work. Technology issues and problems will not be acceptable excuses for
late work. PLAN AHEAD!!!
DO NOT cheat or plagiarize! Do not share your work with someone else, cut and paste text, or
copy word for word from a source. Cheating will result in a “0” for the assignment in the first
instance and if cheating occurs again the student will be withdrawn from the class with a grade of
W/F for the class.
No electronic devices are to be used for any reason during class unless approved by me.
Any use of electronic devices to transfer test, quiz or other class information will be considered
cheating. The handbook policy regarding electronic devices will apply.
**I RESERVE THE RIGHT TO AMMEND THIS SYLLABUS AT ANY TIME
AP Psychology Syllabus
Purpose:
The purpose of AP Psychology is to provide an introduction to students to the systematic and scientific
study of behavior and mental processes of humans and non-human animals. Students will be exposed to
the study of psychology within the framework of its major subfields. The course utilizes empirically
supported psychological facts and research findings. Emphasis throughout the course is also placed on
utilizing correct terminology and presenting various perspectives from major figures in the field of
psychology. (CR 17)
Course Objectives:
1. Students will prepare to perform well on the AP Psychology Exam.
2. Students will study and be able to explain major theories in psychology as well as its core concepts.
Students will also acquire terminology from the field and be able to utilize these in a personally relevant
manner.
3. Students will be encouraged to model and utilize critical and scientific thinking, applying
psychological concepts to their own lives.
Textbook:
Hockenbury, Don H. & Hockenbury, Sandra E. Psychology, 5th ed. New York: Worth, 2010.
Resources:
Moodle Site: WHS AP Psychology Miracle = Enrolment Key = APPsych
Hockenbury Textbook website (link on Moodle page)
APA.org
CollegeBoard AP Psychology
Quizlet
Topical Outline of AP Psychology Trimester 1:
Ch. 1 Introduction and Research Methods
pp. 1-43
Ch. 3 Sensation and Perception
pp. 89-135
Ch. 4 Consciousness and Its Variations
pp. 137-193
Ch. 5 Learning
pp. 195-243
Ch. 6 Memory
pp. 245-287
Ch 7 Thinking, Language and Intelligence
pp. 289-331
Ch. 11 Personality
pp. 457-497
Course Outline and Objectives:
I. Introduction and Research Methods (Hockenbury pp. 1-43)
A. History and Approaches (CR 1):
1. Explain the different theoretical perspectives that attempted to explain behavior, such
as structuralism, functionalism, psychodyamic theory, behaviorism, evolutionary, Gestalt
psychology, cognitive psychology and physiological approaches, as well as become
familiar with some of the specialty areas in contemporary psychology
2. Identify major contributors in the history of the field of psychology.
B. Research Methods (CR 2):
1. List the four goals of psychology and describe critical thinking.
2. Describe the scientific method and explain the importance of operational definitions,
replication and statistics in research.
3. Distinguish between descriptive research techniques & experimental research method.
4. Describe the major provisions of the APA's code of ethics for research.
II. Neuroscience and Behavior (Hockenbury pp. 45-87)
A. Biological Basis of Behavior (CR3):
1. Describe the functions of neurons and glial cells, distinguish among different types of
neurons, the different components of a neuron as well as explain action potential.
2. Explain the function of neurotransmitters as well as be able to identify a number of
them as well as their effects on behavior.
3. Identify and explain several ways in which drugs can affect brain activity by
interfering with synaptic transmission.
4. Differentiate among the central nervous system, peripheral nervous system (somatic
and autonomic systems) and endocrine system. Within the endocrine system, students
will be able to identify the functions of the major endocrine glands.
5. Explain the concepts of neural plasticity and neurogenesis.
6. Identify the structures and functions of the brainstem.
7. Describe the forebrain's cerebral cortex & develop a model of its 4 lobes & function
8. Describe the limbic system and its structures.
9. Study cerebral hemispheric specialization and relate this concept to gender, language,
right/left handedness as well as look into the abilities of split brain patients.
III. Sensation and Perception (Hockenbury pp. 89-135)
A. Sensation (CR 4):
1. Distinguish between sensation and perception.
2. Explain the process of transduction, the difference between sensory thresholds and
difference thresholds as well as explain the process of sensory adaptation.
3. Explain the visual process, noting each key structure of the eye and brain involved in
vision as well as the function of each.
4. Differentiate between the two major theories of color vision, the trichromatic and
opponent-process theories.
5. Describe the properties of sound waves.
6. Explain the process of hearing, noting each key structure of the ear and brain that is
involved in the transmission of sound.
7. Describe the process of olfaction.
8. Explain how taste sensations are produces and identify basic taste categories.
9. Discuss the sensation of touch and the role the skin plays in this sensation.
10. Define pain and the role of receptors, neurotransmitters and neural pathways involved
in the sensation of pain, including the gate-control theory of pain.
11. Identify several strategies used to help control pain.
B. Perception (CR 5):
1. Distinguish between bottom-up and top-down processing in regards to perception.
2. List and describe the monocular and binocular cues used in depth perception.
3. Discuss the perception of motion, including induced and stroboscopic motion.
4. Study the types of perceptual constancies.
5. Describe the contribution of Gestalt psychology in regards to perception.
6. Present examples of and explain different perceptual illusions.
IV: Consciousness and Its Variations (Hockenbury pp. 137-191)
A States of Consciousness (CR 6):
1. Define consciousness.
2. Define circadian rhythms.
3. Discuss the importance of electroencephalography in sleep and dream research.
4. Distinguish between NREM and REM sleep, their functions, as well as changes in
sleep over the lifespan.
5. Describe what neuroscientists have discovered about dreams.
6. Compare and contrast Freud's theory of dreams with the activation synthesis model of
dreams.
7. Describe the role of sleep in memory consolidation.
8. Describe common themes in dreams.
9. Define dyssomnias and parasomnias, including examples and characteristics of each.
10. Define hypnosis & describe the characteristics of the hypnotic state as well as its uses.
11. List and describe the most common techniques used in meditation and explain their
effects on brain functioning.
12. Identify and describe characteristics and effects of the most common depressants,
opiates, stimulants, psychedelic and designer drugs.
V: Learning (Hockenbury pp. 195-243)
A. Learning (CR 7):
1. Define learning and conditioning and name different types of conditioning.
2. Describe Pavlov's discovery, be able to identify and give examples of the elements of
classical conditioning.
3. Identify factors that can affect the strength of a classically conditioned response as
well as give examples of these, such as generalization, higher order conditioning, etc.
4. Describe Watson's views of behaviorism as well as his Little Albert study.
5. Describe Rescorla's research and how it demonstrated the role of cognitive processes
in classical conditioning.
6. Discuss Garcia's research on taste aversion and explain how taste aversion is a unique
form of classical conditioning.
7. Discuss Thorndike's Law of Effect.
8. Discuss Skinner's views as a behaviorist.
9. Describe the basic principles of operant conditioning & give examples of these
10. Describe ways to enhance the effectiveness of positive reinforcement and how to
reduce undesirable
behaviors without resorting to punishment.
11. Discuss shaping, continuous & partial reinforcement as well as the 4 schedules of
reinforcement.
12. Explain the following contemporary concepts of operant conditioning: cognitive
maps, latent learning, learned helplessness, instinctive drift.
13. Explain what mirror neurons are.
14. Describe Bandura's classic study regarding observational
learning and identify factors that increase the likelihood that imitation will occur.
VI. Memory (Hockenbury pp. 245-287)
A. Cognition (CR 8)
1. Define memory including the processes of encoding, storage and retrieval.
2. Discuss the function and capacity of sensory memory, short-term (working) memory
and long-term memory.
3. Differentiate between maintenance and rote rehearsal.
4. Describe the types of information in long-term memory and differentiate between
implicit memory and explicit memory.
5. Describe how each account for forgetting: encoding failure, decay theory,
interference theory and motivated forgetting.
6. Explain the phenomena that contribute to imperfect memories.
7. Discuss the biological basis of memory & the roles of different brain structures in
processing normal memories. Note importance of researchers such as Lashley & Kandel.
VII. Language and Thought (Hockenbury pp. 289-331)
A. Cognition (CR 8)
1. Define cognition.
2. Identify and describe major problem-solving strategies, discussing their advantages
and disadvantages.
3. Explain how functional fixedness and mental sets can interfere with problem solving.
4. Explain how people use heuristics to estimate the probability of events.
5. Identify and describe the characteristics of language.
6. Describe the ideas of Whorf, including his linguistic relativity hypothesis.
B. Testing and Individual Differences (CR 13)
1. Define intelligence and discuss the history of the development of intelligence testing,
noting the contributions of Binet, Wechsler and Terman.
2. Describe the purposes of aptitude and achievement tests and explain the importance of
standardization, reliability, validity and the normal curve in intelligence testing.
3. Describe the key issues in the debate on the nature of intelligence and compare and
contrast the theories of Spearman, Thurstone, Gardner and Sternberg.
4. Discuss the interaction of genetics and environment in intelligence.
5. Define creativity and discuss several strategies that can be used to encourage creative
thinking.
VIII. Motivation and Emotion (Hockenbury pp. 333-373)
A. Motivation (CR 9)
1. Define motivation and describe characteristics associated with it.
2. Discuss the major theories of motivation and mention the limitations of each.
3. Describe energy homeostasis and relate it to the regulation of eating.
4. Explain how Maslow's theory regarding the hierarchy of needs accounts for
motivation.
5. Discuss the differences between intrinsic and extrinsic motivation.
6. Define self-efficacy and identify ways to strengthen one's own sense of self-efficacy.
B. Emotion (CR 10)
1. Identify the components of emotion and discuss the functions of emotion in regards to
evolutionary adaptations.
2. Identify the basic emotions and discuss individual and cultural diffference involved in
the subjective experience of emotions.
3. Discuss the role of the sympathetic nervous system in the experience of intense
emotions.
4. Discuss the idea that facial expressions of basic emotions are innate and explain how
facial expressions are affected by cultural display rules.
IX. Lifespan Development (Hockenbury pp. 375-417)
A. Developmental Psychology (CR 11)
1. Define the terms chromosomes, genes, DNA, genotypes and phenotypes.
2. Describe the three stages of prenatal development.
3. Provide examples of common teratogens and explain their effects on the fetus.
4. Identify the sensory capabilities and reflexes of newborns as well as describe the
development of motor skills in infancy.
5. Define temperament.
6. Differentiate between secure and insecure attachment.
7. List the characteristics of high-quality day care.
8. Describe the stages of language development and address its shaping by innate
predispositions as well as environmental influences.
9. Explain the basic assumptions of Piaget's theory of cognitive development as well as
discuss some of the criticisms of his theory.
10. Discuss physical development, social development and development of the brain
during the period of adolescence.
11. Discuss Erikson's psychosocial theory of development.
12. Explain the major milestones in physical and social development during adulthood.
13. Describe research findings on the effects of aging on cognitive & intellectual
abilities.
14. Describe Kubler-Ross's stage theory of dying and assess its validity.
15. Explain the effects of authoritarian, permissive and authoritative parenting styles.
X. Personality (Hockenbury pp. 457-497)
A. Personality (CR 12) & Testing and Individual Differences (CR 13)
1. Define personality.
2. Distinguish among the three levels of awareness and describe the three structures of
personality according to Freud.
3. Discuss defense mechanisms and provide every day examples of them.
4. Compare and contrast Freud's theory of personality development with the neoFreudians like Jung, Horney and Adler.
5. Describe the humanistic perspective on personality and discuss the key assumptions of
Jung's theory of personality.
6. Discuss the key ideas of Bandura's social cognitive theory of personality.
7. Describe how trait theories differ from other perspectives on personality.
8. Compare some of the trait theorists like Cattell and Eysenck.
9. Describe the five factor model of personality.
10. Compare and contrast objective and projective personality assessments.
XI. Social Psychology (Hockenbury pp. 499-537)
A. Social Psychology (CR 16)
1. Define social psychology.
2. Define person perception and explain the basic principles that guide person
perception.
3. Define attribution and associated concepts such as the fundamental attribution error
and attributional biases and give examples of these.
4. List of the components of an attitude and identify the conditions under which attitudes
are most likely to determine behavior.
5. Define cognitive dissonance and identify how it occurs and discuss how it is typically
resolved.
6. Define prejudice and stereotypes, discussing the role of social categories.
7. Describe the steps that individuals can take to overcome prejudicial attitudes.
8. Define conformity and discuss Asch's research on conformity.
9. Define obedience and discuss Milgram's research on obedience.
10. Define the bystander effect and diffusion of responsibility and explain how these and
other factors played a role in the death of Kitty Genovese.
11. Define deindividuation, describe its potential consequences and identify the
consequences under which it tends to occur.
12. Define persuasion and describe common persuasive tactics.
XII. Psychological Disorders (Hockenbury pp. 571-615)
A. Abnormal Psychology (CR 14)
1. Define psychopathology and discuss some of the issues related to labeling behavior as
normal.
2. Discuss the development of the DSM-IV-TR and its role in classifying psychological
disorders.
3. Describe the main symptoms of anxiety disorders, identify symptoms of GAD and
panic disorder, describe the most common types of phobias and list the main symptoms
and causes of PTSD and the main symptoms of OCD.
4. Describe the main features of mood disorders.
5. Discuss the range of symptoms that characterize different types of depression and
define bipolar disorder.
6. Identify the key characteristics and symptoms of a personality disorder and describe
the symptoms and characteristics of several types of personality disorders.
7. Define dissociative disorder and describe the symptoms of dissociative amnesia,
dissociative fugue and dissociative identity disorder.
8. Define schizophrenia, distinguish between positive and negative symptoms of
schizophrenia, describe the key symptoms of schizophrenia and describe the different
types of schizophrenia.
9. Discuss research on the role of the brain in schizophrenia.
XIII. Therapies (Hockenbury pp. 617-655)
A. Treatment of Psychological Disorders (CR 15)
1. Identify the different types of mental health professionals.
2. Discuss the basic assumptions and techniques of traditional psychoanalysis.
3. Contrast the views of Rogers and Freud on the sources of psychological problems and
the role of the therapist.
4. Contrast basic assumptions of behavioral therapy with humanistic and psychodynamic
therapies.
5. Discuss various behavioral therapy techniques, including those that utilize classical
conditioning as well as operant conditioning principles.
6. Contrast the basic assumptions of behavioral therapy with cognitive therapy as well as
explain the major assumptions of cognitive-behavioral therapies.
7. List some of the advantages of group therapy, family therapy and couples therapy as
compared to individual therapy.
8. Discuss the evolution of medical treatments for psychological disorders.
9. Explain how antipsychotic medications work.
10. Explain how antianxiety medications work and note their potential dangers.
11. Discuss the use of lithium to treat bipolar disorder.
12. Describe the procedure of ECT and its controversy.