AP PSYCHOLOGY

General Description of the Course: The course is an elective that encourages students to obtain and apply the habits of mind used by psychologists in study and research. This course will meet every day for one semester. Students will explore the development of the field of psychology and apply critical thinking to the study of its perspectives and theories. Additionally, students will learn the basic skills of psychological research. Through mastery of terms, concepts and methods, students will be prepared to effectively engage the AP Psychology Exam. Students are encouraged to strive for a score of 4 or 5 that will enable college credit at their desired institution of higher learning. The reading and research expectations of the course are demanding and require significant out-of-class study. This time is variable based upon learning style and rate but normally would be no less than thirty minutes for every class session. Summative evaluations are rigorous and emulate the AP Exam as well as what would be expected in a college course.

Course Objectives: The Advanced Placement Psychology Course is the equivalent of an introductory college-level psychology course and is designed to prepare students for the AP Psychology exam offered by the College Board. The course is designed to introduce students to the systematic and scientific study of human behavior and mental processes. Students are exposed to the psychological facts, principles, and phenomena associated with each of the major subfields within psychology. They also learn about the methods psychologists use in their science and practice. The course emphasizes the development of critical thinking skills and a clear, concise, writing style. The AP exam utilizes 100 comprehensive multiple choice questions that must be answered within seventy minutes and a free response essay section consisting of two questions that must be answered within fifty minutes. Resources: Required Text: Myers, D.G. (2007). Psychology, Eighth Edition. New York, NY: Worth Publishers.

Other Materials: Notebook- preferred 3 ring binder with pockets, sufficient amounts of paper for notes, and note cards Writing Instruments- multiple color pens and highlighters

Additional Resources: Bernstein, D., Penner, L., Clarke-Stewart, A., & Roy, E. (2008). Psychology, Eighth Edition. Boston, MA: Houghton Mifflin Company. Bolt, M. (2006). Instructor’s Resources to Accompany David G. Myers Psychology. New York, NY: Worth Publishers. Halonen, J. & Gray, C. (2001). The Critical Thinking Companion for Introductory Psychology, Second Edition. New York, NY: Worth Publishers. http://www.apa.org/ed/topss/homepage.html . American Psychological Association Subscription Databases. T.O.P.S.S. Membership (Teachers of Psychology in the Secondary Schools). http://www.collegeboard.com/student/testing/ap/sub_psych.html?phych http://www.worthpublishers.com/myers8e http://www.learner.org/resources/series138.html

Straub, R.O. (2009). Study Guide to Accompany David G. Myers Psychology. New York, NY: Worth Publishers.

Test Bank to accompany, David G. Myers Psychology, Eighth Edition. American Psychological Association Subscription Databases.

Zimbardo, P., Johnson, R., Weber, A., Gruber, C. (2010). Psychology AP* Edition with Discovery Psychology. Boston, MA: Allyn & Bacon.

Expectations: Each student is expected to engage in each class with a level of participation, inquiry, and dialogue expected of independent and motivated learners. Students will consistently demonstrate respect for themselves, others, and their school. Students should maintain a notebook or other storage item that contains all handouts and student generated work. Students will be introduced to more than 500 terms, and are expected to create either note-cards or study guides in order to master the terminology. The notebook and the textbook should be brought to every class unless specifically instructed otherwise by the teacher. Students are responsible for coming to class prepared. Students are responsible for all the information in assigned readings even if it is not specifically discussed in class. Students are also responsible for information covered in class and in handouts that are not in the textbook. This class will NOT include extra credit opportunities, unless you have turned in all assignments on time. Extra credit is an incentive after you have completed the regular work assigned and still need additional practice or would like to increase your grade. Also to be noted, under no circumstances will late work be accepted unless you have an excused absence. At that point, you need to turn in the assignment the day you return to school. If you miss a day it is your responsibility to fill out an missing work absence form and turn it in to the proper location. Forms not put in the correct location will not be reviewed for missing work. It is your responsibility to turn in the work by the date reassigned to you, if it is not turned in by this date then it is considered late and will NOT be accepted.

Digital classroom requirement: In order for students to keep on pace with the rigorous schedule and course needs required by this class, many digital resources will be provided to the students. Many of these resources will be mandatory for the students to complete in the form of homework such as the following: Edpuzzle, Socrative, Quizlet, Zoom, Remind 101 and any other resources directed by the instructor. Additionally, some resources will also be provided as a supplement to learning. The culmination of these resources are to ensure that the student is prepared for not only the AP exam but to pursue higher education after their semester enrolled in this course. Students who utilize the resources with intention and purpose will greatly benefit. Students who have limited access to technology may come before or after school to complete assignments on the following dates: Before school, M-F 8-8:20 (student can utilize computer or media center, lack of access to technology will not be a viable excuse for not completing work), After school M-W 3:30-5:00 in room 800 T&I (student must notify instructor before coming). Students seeking additional tutoring may also sign up at any time to attend afternoon M-W hours. Online tutoring will additionally be provided through a video app called Zoom and students will be notified in class of those dates.

Disclaimer and Videoing: Due to the nature of the content of this course, it would not be uncommon for students to view films with controversial and or explicit content and discuss topics relating to psychological concepts that may also be considered controversial. Some of the films that will be shown in class are as follows: I am Sam, The Stanford Prison Experiment, Zootopia, Inside Out, the Kinsey Experiment. In addition, to these films, students will view short films in relationship to the misinformation effect, discrimination, the bystander effect, and many other

concepts. It is imperative that the student and guardian understands this content will be a part of the successful implementation of this course. Additionally, students may be filmed in class working on experiments and other instructional activities. The videos will only be used for the intention and purpose of broadening the scope of instructional strategy amongst educators and sharing the positive interactions taking place within the classroom environment here at Pebblebrook High School.

Cell Phone Policy: Cell Phones are only to be used for instructional purposes in the classroom, if for some reason there is an emergency that needs to be addressed the only acceptable times to do this is before or after class, which means, you need to come talk to me if you are going to be late regarding the matter and we will assess if you will be admitted into class.

1st occurrence-phone will be taken for the duration of the class period.2nd occurrence- 30 minute detention will be given to be served before or after school and your parent/guardian will be called. (your cell phone will be taken during this detention period.)3rd occurrence- you will written up for violating the school cell phone policy.

Grading system: Formative Assessments: 30% of overall grade: Grades will include classwork, homework, participation, and quizzes.

Summative assessments: 50% of overall grade: These grades will include Cumulative Unit tests, and outside reading selections. Tests will use the same format as the AP Exam and will include multiple-choice questions from the test bank that accompanies the textbook and an essay question. The essay questions are selected from released AP exams whenever feasible. ALL TESTS ARE CUMULATIVE and may contain information covered in previous chapters.

Final Exam: 20% of overall grade: A cumulative final exam will be given at the conclusion of the semester.

Communication: The syllabus includes the course map but the instructor reserves the right to modify the syllabus as needed to best meet the needs of the students and the course. Assignments will be clarified daily in class and electronically posted on Wordpress. Students are encouraged to contact the instructor through electronic means as needed for assistance. It is the student’s responsibility to seek extra help as needed. AP exam study review sessions will be scheduled during the spring semester for both fall and spring semester students.

Khristian.cooper@cobbk12.orgwww.khristiancooperpsychology.wordpress.comwww.twitter.com/PHSKCooper Remind 101

Academic Integrity: Each student is responsible for reading and understanding expectations on academic integrity. Students are not to discuss a test with any student who has not yet taken it. Assignments are to be done independently unless specified otherwise by the instructor. Appropriate credit must be given through acceptable citations, notes, and references. Any evidence of cheating, whether using other’s work or allowing other’s to use yours, will result in a zero for the assignment

and disciplinary consequences per school policy. Please remember that learning is the ultimate goal, not what can be plagiarized. Please remember that nobody can take away from you what you learn.

COURSE MAP:

Content Essential Questions and Objectives Timeframe, Weight and Assessments

References: Pages #s refer to Myers, Psychology, 8 th ed. unless otherwise stated.

Unit I: History and Approaches

ESSENTIAL/GUIDING QUESTIONS History and Approaches What is psychology and why is it important? Objectives: -Analyze the definition of psychology. -Relate applications and careers utilizing psychology. What are some of the key thoughts, theories, events and figures in the development of psychology as a science? -Differentiate between structuralism, functionalism, and behaviorism. -Describe Gestalt, psychoanalytic/psychodynamic, and humanism approaches. -Compare contemporary theoretical perspectives: evolutionary, biological, and cognitive. -Connect Socrates, Plato, Aristotle, Descartes, Bacon, Locke, Wundt, Titchener, Darwin, Dix, James, Calkins, Washburn, Pavlov, Freud, Hall, Piaget, Dewey, Watson, Skinner, Rogers, and Maslow to their historical contributions and significance in psychology. Why have some groups been underrepresented in the study of the history of psychology? -Describe biases and power influences in psychology. What are the various ontological and epistemological frames that have impacted the development of psychology? -Evaluate the various theoretical perspectives. Why is critical thinking vital to the study of psychology? -Explain and apply critical thinking. Incorporate a multi-level analysis into evaluation What are current psychological perspectives? -Differentiate among neuroscience, evolutionary, behavior

Week 1

2-4 % of AP Exam Multiple Choice Section

Prologue: The History and Scope of Psychology (pp 1-17) Video: Psychology: Scientific Problem Solvers—Careers for the 21st Century (www.apa.org) Appendix A (A1-A9)

genetics, psychodynamic, behavioral, cognitive, socio-cultural perspectives. What are the different domains of psychology? Biological, clinical, cognitive, counseling, developmental, educational, experimental, human factors, industrial- organizational, personality, psychometric, and social. What are some of the key issues that recur in psychology? -Compare the nature vs. nurture debate to quandaries in other disciplines.

Unit II: Thinking Critically With Psychological Science

Research and Methods What are the methods psychologists use to study behavior and mental processes? -Explain psychology as an empirical discipline. -Evaluate purpose, strengths and weaknesses of the various approaches including naturalistic observation, case study, survey, statistical, experiments, correlational studies, research. -Apply independent, dependent, confounding and control variables operational definitions. -Explain and identify correlational relationships. -Relate research methods to philosophical bases. What steps do psychologists use to reduce the impact of intervening variables and to enhance reliability and validity? -Describe various biases and barriers to research. -Explain the benefits of randomization (assignment vs. Selection), and double-blind studies. -Describe the challenge of generalization including across gender and cultures. How can statistics help us organize, summarize, and make inferences from the data that we have gathered? -Explain descriptive vs. inferential statistics. -Apply basic descriptive statistics including measures of central tendency and standard deviation with graphs. What ethical principles guide psychologists in their work? -Identify ethical guidelines impacting and constrain research and psychology and explain their value. -Relate several ethical issues in psychological studies to societal issues and future research. Why might ethical quandaries exist? -Relate ethics to philosophical bases especially relating animal research or other issues.

Week 2

8-10% of AP Exam Multiple Choice Section

Chap 1: Research Strategies: How Psychologists Think; Thinking Critically (pp 18-51)

Unit III: Biological Bases of Behavior: Neuroscience and Behavior

Module 4:Neuroscience and Behavior What is a neuron and how do they communicate with other cells to influence our behavior? -Identify the components of the neuron and explain the process of transmission. -Trace the path of a neural impulse. -Describe neurotransmitters and receptors. -Discuss how drugs can affect neurotransmitters. What are the components of the nervous system and what are the functional divisions of the nervous system? What are split-brain studies and how do they help us understand cerebral lateralization? -Describe the functions of the central and peripheral nervous systems; major brain regions, lobes, and cortical areas; and brain lateralization and hemispheric specialization. What are the components and functions of the endocrine system? How does the endocrine system deliver its messages? -Describe the function and impact of the endocrine system on behavior. How do neuroscientists study the connections between mind, brain and behavior? -Discuss the focus of psychology in learning how Heredity, environment, and evolution shape behavior. -Predict how traits and behavior can be selected for their adaptive behavior per Darwin. What are the brain structures and their functions? -Relate research strategies over time and technologies that can enhance our understanding. -Describe Sperry and Gazzaniga’s split brain operations on cats and monkeys. Discuss any ethical concerns. -Explain Broca’s and Wernicke’s findings when damage occurred to left frontal and temporal lobes.

Week 3

8-10% of AP Exam Multiple Choice Section

Chapter 2: Neural and Hormonal Systems (52-67)

The Brain (67-93)

Unit IV: Sensation and Perception

Sensation What are the absolute and difference thresholds for our sensory systems? -Contrast absolute and difference thresholds. How are we influenced by top-down and bottom-up processing? What role does attention play in perception? What are the sources of energy for each of our senses? How is the information altered by the accessory structures for each sense? How is the energy

Week 4

6-8% of AP Exam Multiple Choice Section

Chapter 5: Sensation Overview (pp 196-203) Vision (pp 204-215) Hearing (pp 215 -224) The Other Senses (pp 224-

converted to neural energy for each sense? -Trace the path of light from eye until receptor cells. -Distinguish between rods and cones, and list their characteristics and functions. -Explain how messages entering the eye are processed in the visual system. -Describe the three basic properties of color. -Identify the characteristics of sound and the theories of pitch discrimination. -Describe the structure and functions of components of the ear. -Explain the importance of kinesthetic and vestibular senses. -Describe the skin as a sense organ, and explain smell and taste. What areas of the brain process information from each sense? -Discuss various brain components and their role in different sensory interpretation. -Describe various sensory disorders. Perception How does our brain construct perceptions from sensoryinformation? -Describe organizing and integrating principles used to interpret sensory information (Gestalt, depth perception, etc.) Why do psychologists study perceptual illusions? How do illusions increase our understanding of perception? -Discuss top-down processing in contributing to illusion. How adaptable is our ability to perceive the world? How are our interpretations and perceptions shaped by our beliefs and experiences? -Discuss culture and experience on perception and context. Why may extra-sensory perception be important? -Critically assess common beliefs in esp.

235)

Chapter 6: Perception Perceptual Organization (pp 236-254) Perceptual Interpretation (pp 254-269)

Unit V: States of Consciousness

States of Consciousness What are the levels and functions of consciousness? -Describe the impact of consciousness on behavior. -Discuss contributions of Freud, James, and Hilgard. -Explain why REM sleep is also called paradoxical sleep -Explain daydreaming. Why do we sleep and dream? -Describe the stages of sleep. -Explain the theories of the nature and content of dreams. Explain the importance of sleep to the body. What are the most common sleep disorders? -Define the sleep disorders of insomnia, narcolepsy, and apnea. Is Hypnosis an altered state of consciousness? - Describe meditation and hypnosis. What are dependence and

Week 5

2-4% of the AP Exam Multiple Choice Section

Chapter 7: Consciousness, Sleep and Dreams (pp 270-290) Hypnosis (pp 290-295) Drugs and Consciousness; Near-Death Experiences (pp 296-311)

addiction? -Explain the biological, psychological, social, and cultural factors related to addiction. What drugs alter our perceptions and moods and how do they work? -Explain the difference between substance abuse and substance dependence. -Explain the effect of depressants, stimulants, andhallucinogens. -List two negative effects of each of the following drugs: alcohol, marijuana, amphetamines, barbiturates, the opiates, cocaine, and the hallucinogens.

Unit VI: Learning

Learning Why are Pavlov’s studies on classical conditioning so important? -Define Learning. -Discuss the impact of Watson’s “Little Albert” experiment. -Explain classical conditioning including unconditioned and conditioned response and stimulus. Discuss how Pavlov performed his experiments. -Discuss acquisition, extinction, spontaneous recovery, generalization, and discrimination. Why are Skinner’s experiments in operant conditioning so important? -Discuss the concept of shaping. -Explain the impact of punishment and positive and negative reinforcements. Differentiate between punishment and negative reinforcement. -What are the law of effect, shaping and principles of reinforcement? -Explain: extinction, spontaneous recovery & stimulus generalization. -Explain discrimination and higher-order conditioning. -Identify four schedules of reinforcement and their patterns of response. What are some differences between classical and operant conditioning? -Compare and contrast classical vs. operant conditioning. -What are the applications of classical and operant conditioning? Predict the effects of conditioning. What is observational learning and what is its importance in our understanding of behavior? -Describe Bandura’s social learning theory. -Explain insight learning, latent, and social learning. How can learning be enhanced? -Predict how practice, reinforcement and motivation affect learning. -Interpret graphs describing results of experiments. -Describe how biological

Week 6

7-9% of the AP Exam Multiple Choice Section

Chapter 8: Classical Conditioning (pp 312-326) Operant Conditioning (pp 326-340) Learning by Observation (pp 341-347)

constraints affect learning. -Apply learning principles to emotional learning, superstitious behavior, and learned helplessness.

Unit VII: Cognition

Memory How do humans convert sensory input into kinds of Information? How do humans learn, remember, and retrieve information? How do we address problem solving, language, and creativity? Compare and contrast various cognitive processes: — effortful versus automatic processing; — deep versus shallow processing; — focused versus divided attention. What is memory? -Differentiate between psychological and physiological systems of memory. How is information encoded and retrieved in our memory systems? How do we construct new memories? -Outline storage and retrieval in long-term memory. What are the capacities and durations of storage for sensory memory, short-term and long-term memory? - Define schema and how schemata are used. - Describe and explain the brain structures relating to learning & memory. Why do we forget? -Explain what causes us to produce false memories. What are the everyday applications of memory research? -Explain how memory can be improved. Who are the key contributors in cognitive psychology? -Noam Chomsky, Hermann Ebbinghaus, Wolfgang Köhler, Elizabeth Loftus, George A. Miller). Thinking and Language How does our cognitive system receive, perceive, and retrieve information that can be used to think and communicate? -Compare and contrast effortful vs. automatic processing, deep vs. shallow processing, and focused vs. divided attention. What strategies and biases enhance and hinder our problem solving and decision-making? -Identify problem-solving strategies and facilitating factors. -Discuss the importance of artificial intelligence. Why is creative thinking significant? -Describe the common characteristics of creative thought and creative thinkers. How do we acquire language? -Synthesize the impact of biological, cognitive, and cultural factors in

Week 78-10% of AP Exam Multiple Choice Section

Chapter 9: Introduction to Memory (pp 348-353) Encoding (pp 353-361) Storage (pp 362-369) Retrieval (pp 370-375) Forgetting, Memory Construction and Improving Memory (pp 375-393) Chapter 10: Thinking (pp 394-409) Use of Availability Heuristic Language (pp. 410-418) Relationship between Language and Thinking (pp 418-429)

the acquisition and use of language and discuss how language development is explained by cognitive neuroscientists? What is the connection between thinking and language? -Describe the relationship between thinking and language.

Unit VIII: Motivation and Emotion

Motivation What is motivation? -Discuss how instinct theory, evolutionary psychology, drive-reduction theory and arousal theory informs our understanding of motivation. -Apply instincts, incentives, and intrinsic vs. extrinsic behavior to understanding motivation and behavior on humans and animals. -Explain the influence of biological aspects such as Needs, drives, and homeostasis on motivation. -Suggest how Maslow’s hierarchy of needs explains behavior. -Discuss affiliation, acceptance, and the need to belong. Contrast with achievement needs. What is the physiology and psychology of hunger and eating behavior? -Describe how hunger and thirst are managed by the brain. What are some possible explanations for the rise in eating disorders? -Define Anorexia Nervosa, Bulimia Nervosa, and list some factors of causation. What is the physiology and psychology of sexual behavior? -List factors influencing teenagers’ sexual attitudes and behaviors. -List the characteristics of exploration, curiosity, manipulation and contact. -Discuss what research tells us about sexual orientation? How do organizational psychologists help energize and direct people’s behavior in the workplace? -Identify tools and techniques utilized. Emotion What is emotion? -Differentiate among theories attempting to explain emotion including James-Lange, Cannon-Bard, and Schacter and Singer’s two-factor theory. -Describe whether physiological arousal precedes or follows an emotional experience. How are emotions embodied and expressed? -Discuss how emotions activate similar and dissimilar physiological responses. To experience emotions must we interpret and label them? Do our facial expressions and other nonverbal communication influence our experience of

Week 8

6-8% of the AP Exam Multiple Choice Section

Chapter 12: Introduction to Motivation (pp 468-473) Hunger (pp 473-480) Sexual Motivation (pp 481-494) Belonging (pp 495-497 Motivation at Work (pp 498-511)

Chapter 13: Theories of Emotion (pp 512-523) Expressed Emotion (pp 524-532) Experienced Emotion (pp 532-547) Chapter 14: Stress and Health (pp 548-561)

Managing Stress (pp 562-593)

emotion? -Discuss the role of nonverbal expression in emotion. -Suggest the impact of culture on emotional expression both verbally and nonverbally. What are the functions, causes and consequences of anger, fear, and happiness? -Define aggression, fear, and happiness and discuss theories of cause and behavior. Stress and Health What is the potential impact of stress on health? What are stress coping mechanisms and management techniques? -Distinguish among problem-focused, emotion-focused, perceived control, and social support for coping skills. -Differentiate among exercise, biofeedback, relaxation, and spiritual aspects of stress management. What behaviors negatively impact good health and how can they be mediated? -Explain the effect of smoking, poor diet, sleep deprivation, and substance abuse. -How can biofeedback, behavior modification, coping strategies and self-control help behavioral problems.

Unit IX: Developmental Psychology

Nature, Nurture, and Human Diversity How do genes provide the blueprint for our behavior? -Define chromosomes, DNA, and genomes. How do behavior geneticists explore our individual difference? -Compare twin, adoption and temperament studies. How do evolutionary psychologists use natural selection to explain behavior tendencies? -Analyze evolutionary theory relevant to aspects of human development. How are our lives shaped by parental nurture, prenatal nutrition, early-life stimulation and peer relationships? -Debate the impact of parents and peers on development. How do cultural norms shape our behavior? -Contrast individualism vs. collectivism. How do nature and nurture interact to shape behavior in general as well as gender specifically? -Discuss the interaction between nature and nurture in shaping behavior. -Identify biological and psychological differences across gender. -Discuss how gender is nurtured and reinforced. Development through the Life Span How does life develop before birth? -Describe prenatal development. -Identify factors that enhance fetal development. How do

Week 9 7-9% of the AP Exam Multiple Choice Section

Chapter 3: Genetic Influences on Behavior (pp 94-107) Evolutionary Psychology (pp 107-1130 Environmental and Experiential Influences (pp 114-125) Gender and Reflections on Nature and Nurture (pp 126-137) Chapter 4: Prenatal Development and theNewborn (pp 138-143) Infancy and Childhood (pp 144-163)

psychologists study infant thinking and infant abilities as well as development over the lifespan? -Distinguish between cross-sectional and longitudinal studies. -Discuss how research methods influence results. How do brain and motor skills develop during infancy and childhood? -Describe infant and child development. -Explain motor skill development. -Trace language development. How did Piaget explain children’s cognitive development? -Explain Piaget’s 4 stages of development: sensorimotor, preoperational, concrete, formal How does attachment form and influence our sense of self? -Discuss the importance of the relationship between caregiver and child. -Describe Ainsworth’s attachment studies. How is adolescence defined and how has it changed over time? -Summarize the important physical and cognitive changes of adolescence. -Discuss adolescent problems: self-esteem, depression, suicide, and violence. What are significant models of development? -Discuss Kohlberg’s stages of moral development. -Explain Ericson’s stages of psychosocial development. What physical and sensory changes take place across the lifespan? -Discuss physical, cognitive, and social changes. -Identify key concerns and crises across the lifespan. -Predict the impact of Alzheimer’s and other challenges of aging on individuals, families, and society

Adolescence (pp 164-174) Adulthood and Reflections (pp 175-196)

Unit X: Personality

What is personality? -Construct a definition of personality and compare to a definition of attitudes. What was Freud’s view of personality and its development and dynamics? -Identify Freud’s five stages of development. -Discuss Freud’s theory of psychoanalysis. -Compare Adler, Horney, and Jung’s neo-Freudian perspectives to Freud’s. What did humanistic psychologists suggest about personality? -Discuss the importance of internal capacities for growth and self-fulfillment. -Compare Maslow’s self-actualization to Roger’s person-centered perspective and contrast to the psychoanalytic perspective. How do psychologists use traits to describe

Week 10

5-7% of the AP Exam Multiple Choice Section

Psychoanalytic and Humanistic Perspectives (pp 594-612) The Trait Perspective (pp 613-622) The Social Cognitive Perspective (pp 623-631) Exploring Self (pp 631-637)

personality? -Explain trait theory. -Describe the Big Five personality factors. In the view of social-cognitive psychologists, what mutual influences shape an individual’s personality? -Discuss locus of control and optimism vs. pessimism. -Explain Bandura’s concept of reciprocal determinism. -Predict the impact of cultural factors such as collectivism and individualism and their impact on personality development. What has each perspective contributed to an understanding of personality? -Evaluate the contributions and limitations of the various theories of personality. What tools are used by psychologists to study personality (projective and objective tests)? -Identify the Minnesota Multiphasic Personality Inventory, the Thematic Apperception Test, Myers- Briggs and other measures. What is the importance of view of self? -Discuss self-esteem and self-efficacy. -Relate self-serving bias to a personal observation.

Unit XI: Testing and Individual Differences

Intelligence and Intelligence Testing Do we have one general aptitude that is intelligence, or do individual talents represent independent types of intelligence? -Construct a definition of intelligence and describe characteristics of intelligence. -Compare memory and intelligence. -Summarize the early views of Spearman, Thurstone, and Cattell and compare to the contemporary theories of Sternberg, Gardner, and Goleman. What is the relationship between creativity and intelligence? -Construct a definition of creativity and compare to intelligence. -Discuss measures of creativity and their value. How is intelligence assessed? -Discuss abstract and verbal measures as well as speed of processing. -Trace the development of intelligence tests from Binet through Terman. -Describe the standard procedure for the Stanford- Binet Scale. -Distinguish the Wechsler Adult Intelligence Scale-III from the Stanford-Binet. -Distinguish advantages and disadvantages of individual and group tests. What do we mean when we say a test is standardized, reliable and valid? -Define reliability and validity. -Discuss measures that can be taken to enhance the

Week 11 5-7% of the AP Exam Multiple Choice Section

Chapter 11: Introduction to Intelligence (pp 431-441) Assessing Intelligence (pp 442-449) Self-Test for Various Types of Intelligence Intelligence over Time (pp 450-454) Genetic and Environmental Influences on Intelligence (pp 455-467)

meaningfulness of tests. -Interpret test scores in relation to the normal curve. What factors influence intelligence and intelligence test scores over time? -Identify genetic and environmental influences on IQ. -Describe changes in intelligence over the lifespan. -Suggest biases in intelligence tests. What is the effect of test scores? -Discuss the impact of scores on extreme ends of the test spectrum. -Debate the meaning of “special needs” and “gifted”. -List criteria used to identify mental retardation and describe causes of mental retardation.

Unit XII: Abnormal Behavior

Psychological Disorders How is abnormal behavior defined? -Differentiate among standards for defining abnormal behavior. -Identify common traits for psychological challenges. -Outline historical perspectives on abnormal behavior. How and why do clinicians classify psychological disorders? -Describe contemporary models of abnormal behavior. -Explain DSM-IV-TR classification. -Discuss criticisms of diagnostic labeling. What are the symptoms, causes, types, and incidence rates of anxiety disorders? -Compare anxiety disorders including panic, phobias, obsessive-compulsive, and post-traumatic stress. What are somatic disorders? -Discuss conversion and hypochondriasis. What are dissociative disorders, and why are they controversial? -Explain multiple personalities and the spike in recent diagnoses in North America. -Describe amnesia, dissociative fugue, and depersonalization. What are the symptoms, causes, types, and incidence rates of mood disorders? -Discuss severe depression and bipolar cases. What are the symptoms, causes, types, and incidence rates of schizophrenia? -Differentiate subtypes of schizophrenia to include Paranoid, disorganized, catatonic,undifferentiated, and residual. What characteristics are typical of personality disorders and why are they so difficult to diagnose and treat? -Debate the classification of Asperberger’s and autism; dyslexia, and ADHD. -Discuss classification of eating disorders.

Week 12 7-9% of the AP Exam Multiple Choice Section

Intro to Psychological Disorders (pp 638-648) Anxiety Disorders (pp 649-658) Refer to Zimbardo, et al. (pp 501-502) Zimbardo, (pp 502-505) Mood Disorders (pp 659-668) Schizophrenia (pp 669-676) Personality Disorders (pp 677-683)

Unit XIII: Treatment of Abnormal Behaviors

Treatment of Abnormal Behavior What are the aims and methods of the various psychological therapies? -Differentiate among psychoanalysis, insight, client-centered, Gestalt, humanistic therapy, behavior therapies, classical conditioning, operant conditioning, cognitive therapy, and group and family therapies. -Discuss the efficacy of various therapies. Is psychotherapy effective? -Discuss successes and criticisms of psychotherapy. -Describe aversive conditioning, desensitization, and modeling. -Describe stress-inoculation, rational-emotive and Beck's cognitive therapy. -Evaluate the effectiveness of psychotherapy in adolescents and adults. -Discuss how differences in culture and values influence the relationship between therapist and client. -List the advantages and disadvantages of group therapies. What are the most common forms of biomedical therapies? -Outline the available biological treatments and their advantages and disadvantages. -Discuss criticisms that have been leveled against drug therapies and psychosurgery? Why is the debate over institutionalization significant? -Summarize the inadequacies of institutionalization. -Suggest alternatives to institutionalization. -Describe the problems of de-institutionalization.

Week 135-7% of the AP Exam Multiple Choice Section

Chapter 17: The Psychological Therapies (pp 684-699) Evaluating Psychotherapies (pp 700-710) The Biomedical Therapies (pp 711-721)

Unit XIV: Social Psychology

How do we explain other’s behavior and how do we explain our own? Do individuals impact situations and group behavior or do situations/groups affect individual behavior. -Describe the impact of internal dispositions vs. external situations on behavior. -Explain attribution theory, the fundamental attribution error and self-serving bias. What is the relationship between our attitudes and our actions? -Explain the relationship between attitude and actions and relate Festinger’s cognitive dissonance theory. -Explain how Zimbardo’s “prison” experiment demonstrate that role-play can affect attitudes. -Predict the effect of behavior on self-fulfilling prophecy What do experiments

Weeks 14

8-10% of AP Exam Multiple Choice Section

Chap 18:

Social Psychology (pp 722-772)

on conformity and obedience reveal about the power of social influence? -Describe the impact of Asch and Milgram’s experiments and the concept of groupthink. How does the presence of others influence our actions? -Explain how the presence of others may be facilitating while also deindividualizing and contributing to the bystander effect. How does behavior change due to interaction as part of a group? -Provide examples of group polarization. -Provide examples of influential minority positions. What are the social, emotional and cognitive roots of prejudice? -Define beliefs, emotions, and a predisposition to act as components of prejudice. -Contrast subtle vs. overt prejudice. -Describe in vs. out-group dynamics, social inequalities, and ethnocentrism. How does group identity affect self-concept? -Explain how race, gender, and ethnicity impact self- efficacy and relationships with others. What biological, cultural and psychological factors make us more prone to aggression, attraction, and altruism? What influences helping behavior?

Unit XV: Course Summary

AP TEST PREP Weeks 15 and 16 Complete various practice tests

High School Scholar Section (this page needs to be signed and returned by January 20th): “I have read the AP Psychology syllabus and understand what is expected of me as a scholar. I agree to abide by and fulfill the expectations of the course.” Print Name: _____________________________ Signature: ______________________________ Date: __________ Email: PLEASE PRINT: In addition, I do understand that many topics will be discussed as well as movies viewed that may depict controversial or explicit content. In congruence with understanding the expectations set forth I allow my student, __________________________________________ view such or discuss such content. _________________________________________ Parent/Guardian Section: (Only one person is required to sign) “I have read the AP Psychology syllabus and understand what is expected of my high school scholar. I agree to support my high school scholar’s effort and success in the course” Print Name: _____________________________ Signature: ______________________________ Date: __________ E-mail: PLEASE PRINT: __________________________________________________ Best Contact Number by Telephone:___________________________ Alternate Phone Number: ______________________