Scoring Component. The course provides instruction in history and approaches. The course provides instruction in biological bases of behaviors

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1 Scoring Component Page(s) SC1 SC2 The course provides instruction in history and approaches. The course provides instruction in research methods used in psychological sciences, practice and ethics. SC3 SC4 SC5 SC6 SC7 SC8 SC9 The course provides instruction in biological bases of behaviors The course provides instruction in sensation. The course provides instruction in perception. The course provides instruction in states of consciousness. The course provides instruction in learning. The course provides instruction in cognition. The course provides instruction in motivation. SC10 The course provides instruction in emotion. SC11 The course provides instruction in developmental psychology. SC12 The course provides instruction in personality. SC13 The course provides instruction in testing and individual differences SC14 The course provides instruction in abnormal psychology. SC15 The course provides instruction in treatment of psychological disorders and ethics used in psychological practice. SC16 The course provides instruction in social psychology SC17 As relevant to each content area, the course instruction in empirically supported psychological facts, research findings, terminology, and associated phenomena, perspectives, and major figures. 1

2 The purpose of AP Psychology is to introduce students to the systematic and scientific study of the behavior and mental processes of human beings and other animals. Students are exposed to the psychological facts, principles, and phenomena associated with each of the major subfields within psychology. A variety of activities, demonstrations, and projects will be provided to meet this goal of instructing scientific and empirical approaches. [SC17] Course 1. Students will prepare to do acceptable work on the AP Psychology Exam. 2. Students will study the major core concepts and theories of psychology. They will be able to define key terms and use them in their everyday vocabulary. 3. Students will learn the basic skills of psychological research and be able to apply psychological concepts to their own lives. 4. Students will develop critical thinking skills. Textbook: Myers, D. G. (2014). Myers Psychology for AP 2 nd Edition. New York: Worth Publishers. Resources: Hock, Roger R. Forty Studies that Changed Psychology, 7th ed. Upper Saddle River, NJ: Pearson, Hunt, Morton. The Story of Psychology. New York: Doubleday, Additional Resources Membership in APA and especially in Teachers of Psychology in Secondary Schools (TOPSS). The quality of support provided for high school teachers is outstanding. From journals and news releases to sample unit plans, this is something a new teacher of psychology should make a priority and 2004 AP Released Exam in Psychology (1999 Released Exam is located on the course home page on AP Central); other support materials. Supplemental and Summer Reading Numerous short articles and readings drawn from books, newspapers, magazines, and journals are assigned. During the summer, students are required to several journals on psychology of their own choosing from an approved list, to maintain a journal in dialectical form as they read, and to write a critical review upon completion of their reading.

3 Homework Expectations Ample notice will be given for any assignment, quiz, or exam. The amount of work depends on the unit being covered in class. There are assigned pages to read in the textbook every night. Vocabulary terms and study guides are also given for each unit. Quizzes are administered frequently, at least once a unit. The quizzes use fill-in-the-blank, short-answer, and multiplechoice questions. Exams will be given at the end of each unit and will consist of 45 multiplechoice questions and one free-response question (simulating the AP Exam). Other assignments given to students are class presentations, group projects, and papers. These assignments vary with the unit being covered. Course-Long Plan 1 st Semester Unit 1: Social Psychology [SC16] 2.5 weeks A. Group Dynamics B. Attribution Process C. Interpersonal Perception D. Conformity, Compliance, Obedience E. Attitudes and Attitude Change E. Organizational Behavior F. Aggression/Antisocial Behavior How do people explain (or attribute) the behavior of others? What impact do these attributions have on individuals and society as a whole? How are individuals affected by groups? Under what conditions do people obey, conform, make friendships, find love, and help others? How do attitudes and actions influence individual and group behavior? How do psychologists define culture? What influence does culture have on individuals and groups? Describe the importance of attribution in social behavior. Explain the effect of role-playing on attitudes in terms of cognitive dissonance theory. Discuss the results of Asch s experiment on conformity. Describe Milgram s controversial experiments on obedience. Discuss how group interaction can facilitate group polarization and groupthink.

4 Describe the social, emotional, and cognitive factors that contribute to the persistence of cultural, ethnic, and gender prejudice and discrimination. Discuss the issues related to aggression and attraction. Explain altruistic behavior in terms of social exchange theory and social norms. Unit 2: History, Approaches, and Careers [SC1 & SC2] 2 weeks A. Logic, Philosophy, and History of Science B. Approaches/Perspectives C. Experimental, Correlation, and Clinical Research What ways does psychology approach the study of human and animal behavior? How has psychology changed the study of human and animal behavior? How do the different perspectives in psychology compare and contrast? Who were the movers and shakers in the evolution of psychology as a science? Define psychology and trace its historical development. Compare and contrast the psychological perspectives. Compare and contrast research methods (case, survey, naturalistic observation). Identify basic and applied research subfields of psychology. Unit 3: Research Methods and Statistics [SC1 & SC2 & SC15] 2 weeks A. Statistics B. Research Methods and Ethics How do psychologists use the scientific method to study behavior and mental processes? Which methods of research are appropriate for the study of 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? Identify basic and applied research subfields of psychology. Identify basic elements of an experiment (variables, groups, sampling, population, etc.). Compare and contrast research methods (case, survey, naturalistic observation). Explain correlational studies. Describe the three measures of central tendency and measures of variation. Discuss the ethics of animal and human research.

5 Unit 4: Biological Basis of Behavior [SC3] 3 weeks A. Physiological Techniques (e.g., imagining, surgical) B. Neuroanatomy C. Functional Organization of Nervous System D. Neural Transmission E. Endocrine System F. Genetics How do biological processes relate to behavior? How do the biological processes work to create and sustain behavior? How does damage to a biological process or part affect behavior? Describe the structure of a neuron and explain neural impulses. Describe neuron communication and discuss the impact of neurotransmitters. Classify and explain major divisions of the nervous system. Describe the functions of the brain structures (thalamus, cerebellum, limbic system, etc.). Identify the four lobes of the cerebral cortex and their functions. Discuss the association areas. Explain the split-brain studies. Describe the nature of the endocrine system and its interaction with the nervous system. Unit 5: Sensation and Perception [SC4 & SC5] 3 weeks A. Thresholds B. Sensory Mechanisms C. Sensory Adaptation D. Attention E. Perceptual Processes How do the five senses receive and translate signals to the brain for processing? How does each of the senses affect behavior? What are the limitations of each sense and how do those limitations affect behavior? How do sensation and perception differ? How does the brain process sensory signals accurately? Inaccurately? Contrast the processes of sensation and perception. Distinguish between absolute and difference thresholds.

6 Label a diagram of the parts of the eye and ear. Describe the operation of the sensory systems (five senses). Explain the Young-Helmholtz and opponent-process theories of color vision. Explain the place and frequency theories of pitch perception. Discuss Gestalt psychology s contribution to our understanding of perception. Discuss research on depth perception and cues. Unit 6: States of Consciousness [SC6] 1.5 weeks A. Sleep and Dreaming B. Hypnosis C. Psychoactive Drug Effects How do psychologists define consciousness? What happens during the sleep cycle? What roles do REM and NREM sleep play in behavior? How does lack of sleep affect behavior? How do psychoactive drugs affect behavior? How do we know whether hypnosis is a real psychological phenomenon? 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 NREM and REM. Describe the physiological and psychological effects of depressants, stimulants, and hallucinogens. Unit 7: Learning [SC7] 1.5 weeks A. Classical Conditioning B. Operant Conditioning C. Cognitive Processes in Learning D. Biological Factors E. Social Learning (Observational Learning)

7 How do psychologists define learning? How do principles of classical conditioning work to create learning? In what ways does classical conditioning work in human contexts? How do principles of operant conditioning work to create learning? In what ways does operant conditioning work in human contexts? How do principles of observational learning work to create learning? In what ways does observational learning work in human contexts? How are the various principles discussed different and similar? Describe the process of classical conditioning (Pavlov s experiments). Explain the processes of acquisition, extinction, spontaneous recovery, generalization, and discrimination. 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 importance of cognitive processes and biological predispositions in conditioning. Discuss the effects of punishment on behavior. Describe the process of observational learning (Bandura s experiments). Unit 8: Memory & Cognition [SC8] 2.5 weeks A. Memory B. Thinking C. Problem Solving and Creativity How do humans encode, store, and retrieve information from memory? How can humans enhance memory encoding, storage, and retrieval? How do humans think? In what ways is thinking flawed or constrained? How can people avoid falling for these errors in thinking? 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.). Describe the capacity and duration of long-term memory. Distinguish between implicit and explicit memory. Describe the importance of retrieval cues.

8 Discuss the effects of interference and motivated forgetting on retrieval. Describe the evidence for the constructive nature of memory. Describe the nature of concepts and the role of prototypes in concept formation. Discuss how we use trial and error, algorithms, heuristics, and insight to solve problems. Explain how the representativeness and availability of heuristics influence our judgments. Describe the research on animal cognition and communication. 2 nd Semester Unit 9: Motivation and Emotion and Stress [SC9 & SC10] 2.5 weeks A. Biological Bases B. Theories of Motivation C. Hunger, Thirst, Sex, and Pain D. Social Motives D. Theories of Emotion E. Stress In what ways are humans motivated to behave? What methods of motivation are more effective than others? How can one increase his or her motivation to behave in various ways? 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? How does stress influence health and behavior? How can people reduce stress? In what ways can stress be beneficial? How do social factors affect the influence of stress on health and behavior? Define motivation and identify motivational theories. Describe the physiological determinants of hunger. Discuss psychological and cultural influences on hunger. Define achievement motivation, including intrinsic and extrinsic motivation. Identify the three theories of emotion (James-Lange, Cannon-Bard, Schachter- Singer). Describe the physiological changes that occur during emotional arousal. Discuss the catharsis hypothesis. Describe the biological response to stress.

9 Unit 10: Developmental Psychology and Language [SC8 and SC 11] 4 weeks A. Life-Span Approach B. Research Methods C. Heredity-Environment Issues D. Developmental Theories E. Dimensions of Development F. Sex Roles, Sex Differences G. Language How do humans acquire language? How do humans use language to communicate ideas? How is language flawed or constrained? How can people avoid falling for these errors in using language? How do people grow and develop physically throughout the life span? How do people grow and develop intellectually throughout the life span? How do people grow and develop socially throughout the life span? How do people grow and develop morally throughout the life span? How do people grow and develop personality throughout the life span? 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. 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. 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. Discuss Whorf s linguistic relativity hypothesis. Describe the research on animal cognition and communication. Unit 11: Personality [SC12] 3 weeks A. Personality Theories and Approaches B. Assessment Techniques C. Self-Concept/Self-Esteem

10 D. Growth and Adjustment How do psychologists define and study personality? What advantages and limitations exist for each theory s description of personality? How do psychologists reliably measure personality and interpret personality s role in behavior? Describe personality structure in terms of the interactions of the id, ego, and superego. Explain how defense mechanisms protect the individual from anxiety. Describe the contributions of the neo-freudians. Explain how personality inventories are used to assess traits. Describe the humanistic perspective on personality in terms of Maslow s focus on selfactualization and Rogers s emphasis on people s potential for growth. Describe the impact of individualism and collectivism on self-identity. Describe the social-cognitive perspective on personality. Discuss the consequences of personal control, learned helplessness, and optimism. Unit 12: Testing & Intelligence [SC13] 1 week A. Standardization and Norms B. Reliability and Validity C. Types of Tests D. Ethics and Standards in Testing E. Intelligence F. Heredity/Environment and Intelligence G. Human Diversity 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? How do psychologists know whether a test is reliable and/or valid? Why are these qualities of tests important? Trace the origins of intelligence testing. Describe the nature of intelligence. Discuss evidence for both genetic and environmental influences on intelligence. Discuss whether intelligence tests are culturally biased. Identify the factors associated with creativity.

11 Distinguish between aptitude and achievement tests. Describe test standardization. Compare and contrast Gardner s and Sternberg s theories of intelligence. Evaluate Alfred Binet s contribution to intelligence testing. Evaluate Lewis Terman s role in the development of intelligence testing. Describe David Weschler s contribution to intelligence testing. Distinguish between the reliability and validity of intelligence tests. Describe the two extremes of the normal distribution of intelligence. Unit 13: Disorders and Treatment [SC14] 3 Weeks A. Definitions of Abnormality B. Theories of Psychopathology C. Diagnosis of Psychopathology D. Anxiety Disorders E. Somatoform Disorders F. Mood Disorders G. Schizophrenic Disorders H. Organic Disorders I. Personality Disorders J. Dissociative Disorders K. Treatment Approaches L. Modes of Therapy (e.g., individual, group) M. Community and Preventive Approaches How do psychologists measure and define abnormal behavior? How are the various psychological disorders identified and studied? What impact do these psychological disorders have on individuals, families, communities, and society? Identify the criteria for judging whether behavior is psychologically disordered. Describe the medical model of psychological disorders. Describe the aims of the most recent Diagnostic and Statistical Manual (DSM), and discuss the potential dangers of diagnostic labels. Describe the symptoms of generalized anxiety disorder, phobias, obsessive- compulsive disorder, and posttraumatic stress disorder. Describe and explain the development of somatoform and mood disorders. Describe the various symptoms and types of schizophrenia. Describe the nature of organic and personality disorders. Describe the characteristics and possible causes of dissociative disorders. Discuss the aims and methods of psychoanalysis.

12 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. Discuss the findings regarding the effectiveness of the psychotherapies. Discuss the role of values and cultural differences in the therapeutic process. Identify the common forms of drug therapy and the use of electroconvulsive therapy. Assessment Practices Traditional Assessments Unit Tests These tests are modeled on the AP Exam, with multiple-choice questions and one essay to be completed in 55 minutes. Quizzes These are randomly scheduled at least once each unit and use the multiple-choice format. Midterm Exam Students take a midterm exam covering the first eight units. The exam is in the same format as the AP Exam (multiple choice and short essays), but the number essays is reduced to the time available in the exam period to maintain a similar time pressure. Projects Naturalistic Observation Each student completes a 15-minute observation of a human participant in a naturalistic setting. The purpose is to familiarize students with this method, to improve their powers of observation, and to help them distinguish between subjective and objective records. Experimental Design Students are given a hypothetical research problem and told to write a proposal for a controlled experiment to solve it. The exercise serves to improve their understanding of research methodology. Behavior Modification Each student designs an application of operant conditioning principles to modify a human participant s behavior. After receiving IRB (institutional review board) approval, students attempt the modification over a three-week period. The project develops firsthand experience of Skinner s theory. Applications of Developmental Psychology [SC17] Students work in small groups to research a recent topic related to the unit on development (e.g., the benefits of Head Start programs, effectiveness of sex or drug education programs, effects of divorce on children) and then present their findings to the

13 class in an oral report of 15 to 20 minutes. The project provides an introduction to library and online research tools in psychology as well as APA documentation. Controlled Experiment Students research a topic of their choice, subject to IRB approval. The final project must incorporate a review of literature, discussion of method, presentation and evaluation of results, and a conclusion. Review of Literature Students research a topic of their choice. The final paper must develop an original thesis on a controversial topic.