AP Psychology Textbook Bernstein, Douglas A., et al. Psychology, 8 th ed. Boston: Houghton Mifflin Company, 2008. Teacher Resources Bernstein, Douglas A., et al. Fast Track to a 5: Preparing for the AP Psychology Examination. USA: Wadsworth Cengage Learning, 2008. Lebie, Linda, et al. Teacher s Resource Guide. USA: Wadsworth Cengage Learning, 2008. Sattler, David N. and Virginia Shabatay. Psychology in Context: Voices and Perspectives, 2 nd ed. Boston: Houghton Mifflin Company, 2000. Course Description and Objectives AP Psychology introduces students to the systematic and scientific study of the behavior and mental processes of human beings. However, in order to successfully achieve this objective, students in AP Psychology will: learn about some of the explorations and discoveries made by psychologists over the past century; examine the psychological facts, principles, and phenomena associated with each of the major subfields within psychology; assess the differing approaches adopted by psychologists, including the biological, behavioral, cognitive, humanistic, psychodynamic, and sociocultural perspectives; and learn about the ethics and methods psychologists use in their science and practice in order to come to an appreciation of how psychologists think. CR1 Evidence of instruction in history and approaches. CR2 Evidence of instruction in research methods. As a result, students will be prepared to do acceptable work on the AP Psychology Examination. The course is divided into two semesters. First semester begins with the Scope, History, and Methodology of Psychology and continues through Intelligence and Psychological Testing. Second semester picks up with Consciousness, Memory, and Language and concludes with Social Psychology. Within this framework, students will examine the major core concepts and theories of psychology. 1
Assessments and Grading Students will be expected to complete weekly homework assignments. The amount of work given for the week will vary depending on the unit being covered. Students will also be responsible for keeping a double-entry electronic journal that they are to write in twice a week. The purpose of this doubleentry electronic journal is to promote critical thinking and encourage independent exploration about the material at hand. Short reading quizzes will be given on a weekly basis to encourage students to keep up with the reading assignments. These quizzes will range in style and will include fill-in-the-blank, short answer, and multiple-choice questions. At the end of each unit, students will take an objective, multiplechoice exam that covers material from the textbook, supplemental readings, online discussions, and online lectures. Each exam will also include an essay portion. Students will receive a list of possible essay questions one week before the exam. However, the question they are to address in the unit test is of my own choosing. Students will also complete a total of four major projects, one per quarter. These projects will include but are not limited to group projects, research projects, Power Points, and/or book/movie reviews. The following grade distribution will determine the overall grade for the course: Tests, Essays, and FRQs: 40% : 15% Discussion Board/Elluminate Sessions: 15% Semester Final: 10% Quarterly Projects: 10% : 10% The plus and minus system will be used in determining a students grade. Grades ending in.6 or higher will be round up to the next whole number. The grading scale for the course is as follows: 95%-100% = A 74%-76% = C 90%-94% = A- 70%-73% = C- 87%-89% = B+ 67%-69% = D+ 84%-86% = B 64%-66% = D 80%-83% = B- 60%-63% = D- 77%-79% = C+ Below 60%= F 2
Course Outline Unit I: Scope, History, Methodology Unit II: Behaviorism Unit III: Neuroscience Unit IV: Sensation and Perception Unit V: Developmental Psychology Unit VI: Intelligence and Psychological Testing Unit VII: Consciousness, Memory, and Language Unit VIII: Motivation and Emotions Unit IX: Personality Unit X: Abnormal Psychology Unit XI: Treatment of Psychological Disorders Unit XII: Social Psychology CR1 Evidence of instruction in history and approaches. 3
Curriculum Calendar Unit I: Scope, History, and Methodology Textbook: Bernstein, Chapters 1 and 2 The history of psychology The subfields of psychology Different approaches to the science of psychology Human diversity and psychology Research methods in psychology Statistical analysis of research results Ethical guidelines for psychologists Define psychology and trace its historical development. Name the psychological subfields and provide examples of questions and issues associated with each subfield. Define empiricism and describe empirical research. Compare and contrast the basic assumptions that define the six approaches to psychological phenomena: biological, evolutionary, psychodynamic, behavioral, cognitive, and humanistic. Define hypothesis, data, operational definition, and variable. Compare and contrast research methods (naturalistic observation, case studies, and surveys). Define an experiment and given an example of it. Explain the role of independent and dependent variables, and of experimental and control groups, in an experiment. Summarize the use of descriptive and inferential statistics in evaluating research results. Discuss the roles of mode, median, and mean in summarizing and describing research results. Describe the ethical guidelines that psychologists must follow. CR1 Evidence of instruction in history and approaches. CR2 Evidence of instruction in research methods. 4
Unit II: Behaviorism Allocated Time of Unit: 1 week Textbook: Bernstein, Chapter 6 Stimuli Classical conditioning Operant conditioning Cognitive processes in learning Using research on learning to help people learn Define classical conditioning, unconditioned stimulus, unconditioned response, conditioned stimulus, and conditioned response. Describe how conditioning works by using the stimuli and responses in an example. Describe and provide an example of the processes of extinction, reconditioning, and spontaneous recovery. Define the law of effect. Define operant conditioning and explain how it differs from classical conditioning. Define positive and negative reinforcers and give examples of each. Define punishment and describe role in operant conditioning. Discuss how operant conditioning can be used to treat problematic behavior. 5
Unit III: Neuroscience Textbook: Bernstein, Chapters 3 and 19 The nervous system The peripheral nervous system The central nervous system The chemistry of psychology The endocrine system The immune system Foundations of neuropsychology Define the nervous system. Describe the three major components of information processing that the nervous system performs. Define neurotransmitters and describe their roles in the nervous system activity. Name the two major divisions of the nervous system. Name the two components of the peripheral nervous system and describe their functions. Name the two components of the automatic nervous system and describe their functions. Describe the functions of the brain structures. Identify the four lobes of the cerebral cortex and their functions. Compare and contrast the differences between communication processes of the nervous and endocrine systems. Describe the interaction of the immune, nervous, and endocrine systems. Define neuropsychology. CR3 Evidence of instruction in biological bases of behavior. 6
Unit IV: Sensation and Perception Allocated Time of Unit: 3 weeks Textbook: Bernstein, Chapters 4 and 5 The sensory systems Hearing Vision The chemical senses: smell and taste Somatic senses and vestibular system Perception Approaches to perception Psychophysics Organizing perceptual world Recognizing perceptual world Attention Define sense and sensation. Explain the differences between sensation and perception. Describe the six characteristics of sensory representation for vision, hearing, and the skin senses. Name and describe the accessory structures of the ear. Define and describe the accessory structure of the eye, including the cornea, iris, pupil, and lens. Describe the relationship among taste, smell, and flavor. Define somatic senses. Define perception. Compare and contrast perception and sensation. Define and describe depth perception. Describe the cues to depth provided by accommodation, convergence, and binocular disparity. Compare and contrast bottom-up processing and topdown processing. Define attention. CR4 Evidence of instruction in sensation and perception. 7
Unit V: Developmental Psychology Textbook: Bernstein, Chapter 12 Prenatal development The newborn Infancy and childhood: cognitive, social, and emotional development Adolescence Adulthood Define developmental psychology. Describe how modern psychologists view the contributions of nature and nurture to development. Describe the process of development in each of the prenatal stages. Describe Piaget s theory of knowledge and development. Describe the development of mental abilities during the sensorimotor period. Describe the changes in cognition that occur during Piaget s stage of concrete operations. Discuss the criticisms of and alternatives to Piaget s theory of cognitive development. Describe the environmental and biological factors that influence the development of gender roles. Describe the stages of moral reasoning suggested by Kohlberg. Discuss the physical changes that occur during adulthood. CR9 Evidence of instruction in developmental psychology. CR6 Evidence of instruction in learning. 8
Unit VI: Intelligence and Psychological Testing Textbook: Bernstein, Chapter 10 Cognitive ability Testing for intelligence Evaluating Intelligence tests Understanding intelligence Diversity in cognitive abilities Define cognitive ability. Discuss the history of intelligence test, or IQ test, construction. Explain the scoring methods used in the Binet and Stanford-Binet intelligence tests. Describe Wechsler s intelligence test; explain why it is different from tests that were used previously. Compare and contrast an aptitude test and an achievement test. Discuss the evidence for and against the argument that IQ tests are culturally biased; define culture-fair tests. Describe the triarchic theory of intelligence. Explain Gardner s theory of multiple intelligences and list the eight intelligences he proposed. Explain the differences between cross-sectional and longitudinal studies as tools for examining age-related changes to intelligence. Describe the types of learning disabilities and their possible causes. CR11 Evidence of instruction in testing and individual differences. 9
Unit VII: Consciousness, Memory, and Language Allocated Time of Unit: 3 weeks Textbook: Bernstein, Chapters 7, 8, and 9 The nature of memory Storing new memories Retrieving memories Forgetting Biological bases of memory Thinking strategies Problem solving Decision making Language States of consciousness Sleeping and dreaming Hypnosis Psychoactive drugs Define and provide an example of episodic, semantic, and procedural memory. Distinguish between explicit and implicit memory. Name the three stages of processing involved in the information-processing model. Define and distinguish between sensory memory, shortterm memory, and long-term memory. Discuss relationship between short-term memory and working memory. Discuss the relationship between information-processing systems and decision making in humans. Compare and contrast problem-solving strategies: incubation, means-end analysis, working backyard, and analogies. List the components of language. Identify language development stages. Discuss the roles of conditioning, imitation, nature, and nurture in language development. Distinguish among the various levels of conscious activity and provide an example of each. Describe the physiological and psychological effects of depressants, stimulants, and hallucinogens. CR7 Evidence of instruction in cognition. CR5 Evidence of instruction in states of consciousness. 10
Unit VIII: Motivation and Emotions Textbook: Bernstein, Chapter 11 Concepts and theories of motivation Hunger and eating Sexual behavior Achievement motivation Relations and conflicts among motives The nature of emotion Theories of emotion Communicating emotion Discuss the types of behavior motivation may help to explain. Describe the sources of motivation. Compare and contrast the different motivational theories. Discuss the social and cultural influences on sexual motivation. Describe the characteristics of achievement motivation and the factors that can affect its development. Describe Maslow s hierarchy of needs; give examples of each kind of need. Describe the defining characteristics of the subjective experience of emotion. Discuss James s peripheral theory of emotion and provide an example of how an emotion would occur. Compare and contrast the key elements of the theories of emotion (James-Lange, Cannon-Bard, and Schachter- Singer). Describe the social and cultural factors involved in communicating emotion. CR8 Evidence of instruction in motivation and emotion. 11
Unit IX: Personality Textbook: Bernstein, Chapter 14 The psychodynamic approach The trait approach The social-cognitive approach The humanistic approach Assessing personality Describe the assumptions of Freud s psychodynamic approach to personality. Describe the personality structure in terms of the interactions of the id, ego, and superego. Give an example and explain the purpose behind each defense mechanism. Name, define, and describe the psychosexual stages of personality development. Explain some of the neo-freudian variations on Freud s theory including Jung s, Adler s, and Horney s ideas. Compare and contrast Allport s trait theory and the big-five model. Describe biological trait theories. Compare and contrast the operant approach (Skinner) and the social-cognitive theories of personality. Compare and contrast Roger s self theory and Maslow s growth theory. Describe the four general methods of personality assessment. Discuss the difference between objective and projective personality tests and give an example of each. CR10 Evidence of instruction in personality. 12
Unit X: Abnormal Psychology Textbook: Bernstein, Chapter 15 Defining psychological disorders Explaining psychological disorders Classifying psychological disorders Anxiety disorders Somatoform disorders Dissociative disorders Mood disorders Schizophrenia Personality disorders Other psychological disorders Mental illness and the law Describe the three criteria for abnormality and discuss the advantages and disadvantages of using each criterion. Describe the contents of the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV). 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. Define schizophrenia and name the five subtypes of schizophrenia. Define personality disorder and give a brief description of the different personality disorders that exist. Explain the symptoms and experiences related to substance-abuse disorders, including addiction. Discuss the laws designed to protect the rights of people with severe psychological disorders who are accused of a crime. Describe the legal reform procedures regarding mental illness. CR12 Evidence of instruction in abnormal psychology. 13
Unit XI: Treatment of Psychological Disorders Textbook: Bernstein, Chapter 16 Basic features of treatment Psychodynamic psychotherapy Humanistic psychotherapy Behavior therapy Group, family, and couples therapy Biological treatments Describe the common features of treatments. Define and distinguish between a psychiatrist and a psychologist. Define the methods of psychotherapy and discuss how these methods reveal clues about unconscious mental processes. Describe the difference between Freud s original psychoanalysis and modern variations; describe some of the methods used in contemporary psychoanalysis. Explain the basic assumptions of Gestalt therapy. Define behavior therapy and describe its basic features and assumptions on which it is based. Describe the theoretical basis of the humanistic approach to therapy. Discuss the advantages and disadvantages of group, family, and couples therapy. Discuss the cultural influence on the choice of psychotherapy, its goals, and its expectations. Describe how differences in ethnicity and gender may result in different responses to psychoactive drugs. Explain the criticisms of using psychoactive drugs to treat psychological disorders. CR13 Evidence of instruction in treatment of psychological disorders. 14
Unit XII: Social Psychology Textbook: Bernstein, Chapters 17 and 18 Social influences on the self Social perception Attitudes Prejudice and stereotypes Interpersonal attraction Social influence Conformity and compliance Obedience Aggression Altruism and helping behavior Cooperation, competition, and conflict Group processes Compare and contrast self-concept and self-esteem. Define social identity and discuss it as a theory. Define attribution. Describe the three criteria used in making attributions and explain how they influence whether we make an internal or external attribution. Describe the cognitive, affective, and behavioral components of attitudes and give an example of each. Define cognitive dissonance and describe the process of reducing cognitive dissonance. Compare and contrast the motivational, cognitive, and learning theories of stereotypes and prejudice. Define norms and describe their influence on social behavior. Compare and contrast conformity and compliance; describe the role of norms in conformity and compliance. Explain the different strategies used for inducing compliance. Define obedience; describe Milgram s study and his findings on obedience. Discuss the results of Asch s experiment on conformity. Define groupthink and discuss what can be done to minimize or prevent it from happening. CR14 Evidence of instruction in social psychology. 15