3-10 Voc. C.11 Due* Graded Discussion pgs. 442-450
3-11 Graded Discussion pgs. 450-465
3-12 Open Book C.11 **HW Read pgs. 468-477 C.12 Vocab
3-13 Graded Discussion * Vocab Due- Read pgs.478-488
3-14 Ch.12 Open Book Quiz-HW pgs. 489-505
3-17 Graded Discussion 489-505 HW. Vocab C.13 pgs.512-522
3-18 Open book quiz C.13 * Vocab. C.13 due-HW pgs.523-533
3-19 Graded Discussion HW. pgs. 534-546
3-20 Review
3-21 Unit Test C.10, 11,12 and 13 HW. Read C14 complete Vocab.
3-24 C. 14 Open Book Quiz. Vocab Due. Read C. 16 pgs 638-649
3-25 Graded Discussion HW*Read pgs.650-660
3-26 Open Book C.16 Vocab HW
3-27 "Beautiful Mind" Vocab Due*
4-15 "Beautiful Mind" Paper Due Mon.3-31* In a well-thought essay explain and provide examples of Nash's strengths and weaknesses due to his illness. John Nash was diagnosed with paranoid schizophrenia. how did you know John was delusional?Provide specific examples.** Read C.17- Pgs. 684-694 for Monday
4-16 Personality and Dissociative Disorders
4-18 Therapy
4-21 Therapy discussion
4-22 Therapy projects class work
4-23 Therapy Skits
4-24 Media Center
4-25 Social Psych intro and discussion
4-28 Social Psychology *HW Read pgs.722-732
4-29 Graded Discussion HW* pgs733-743
4-30 Review Dress outside your norm day!!
5-1 Unit Test. 16,17,18
5-2 No class
5-5. Norms paper due. Media center for review
5-6 Media Center for Review
5-7 Review
5-8 Review
5-11 Review
5-12 Final Review
5-13 The Day of Reckoning!!!!
AP Psychology - Course Syllabus 2007-08
Instructor: Lisa Perry, Lisa.Perry@cobbk12.org
Class website: Kell High School page, click on my name.
Please note that student use of the website is an important component of success in this class. The school media center is available before and after school and at lunch to facilitate use of technology. Textbook: Myers, David G. Psychology, Eighth Ed. Worth Publishers, New York, NY, 2007
Course Description:
The purpose of the Advanced Placement course in Psychology is to introduce students to the 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.
Differentiated instruction is integral to this course because the learning styles of students vary. Not all students or classes will be doing the same thing at the same time. Assignments may vary from student to student or class to class to ensure that students have the opportunity to explore, create and apply themselves as we learn the complexities of the field of psychology.
Course Objectives:
1. Students will prepare to accomplish a score of 3, 4, or 5 on the AP 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. They will be able to plan research projects, interpret and generalize from results, and evaluate the validity of research reports.
4. Students will be able to apply psychological concepts to their own lives. They will be able to use their knowledge of psychological principles to more effectively deal with such life challenges as stress, pessimism, conflict resolution, etc.
5. Students will develop reading, writing, and critical thinking skills.
Grading:
Major grades (45%): Unit exams, each worth 100 points, covering all material presented in class and in the reading assignments.
Mid-term and final exams (15%): Cumulative exams covering all material up to the point of the exam.
Minor grades (30%): Reading quizzes (announced), online quizzes, current event reflections, blog entries, others as assigned by instructor.
Participation (10%): All students begin with a grade of 100. Points will be deducted for days in which students cannot answer questions about reading, are late for class, sleep or otherwise disrupt class, or do not participate in classroom activities.
Optional grades: Opportunities will be presented for work that will be optional. These assignments are recommended for all students, but will be graded only when students elect to participate in the assignment. These assignments may include major and minor grades: retests, reading assignments, movie evaluations, etc.
The AP Psychology Exam: Date: May 2008
The AP exam in Psychology is two hours in length and includes 100 multiple-choice questions and two free response questions. The multiple-choice section accounts for two-thirds of the students examination grade with the free response section making up the remaining one-third.
The class will employ multiple strategies to prepare students for a passing grade (3, 4, or 5) on the AP exam.
AP Psychology - Course Outline
Unit % of questions on AP test Textbook Chapter(s)
I. Introduction to Psychology (8-12%) Intro., Ch. 1, & App. A
Videos: Discovering Psychology (#1) Past, Present, and Promise, (#2) Understanding Research
This unit introduces students to the discipline of psychology by emphasizing the history of psychology as a science, the different theoretical approaches that underlie explanations of behavior, and the many different subfields within psychology.
The course traces the emergence of scientific psychology in the 19th century from its roots in philosophy and physiology and covers the development of the major "schools" of psychology, showing how these schools differed in what they viewed as the proper subject matter of psychology and the methods used to study it. This historical introduction helps students gain an understanding of the principal approaches to psychology: behavioral, biological, cognitive, humanistic, psychodynamic, evolutionary/sociobiological, and sociocultural. Students learn how these approaches differentially guide research and practice in psychology.
The scientific nature of psychology is made clear through coverage of the methods psychologists use to ask and answer behavioral questions. Emphasis is given to the experimental method and issues of appropriate experimental sampling and control, but other methods, such as the correlational method, which includes descriptive methods, naturalistic observation, the survey, and the case study, are also covered. The generalizability of the different research methods is examined. Accompanying the coverage of research methods is information on elementary descriptive statistics used in analyzing data, such as measures of central tendency, variability, and correlation. The characteristics of normal and non normal distributions are examined. Further, students learn how inferential statistics are used to evaluate the results of the scientific process. Students also learn about the many different fields within psychology and about the importance of ethics in both scientific research and the practice of psychology.
Aug 14, 15.. parent homework
Aug. 16 read pages 1-8 (parent homework: go to website, email Mrs. Perry)
Aug. 17 read pages 2-12
Aug. 21 read pages 12-23
Aug. 22 read pages 23-31
Aug. 23 read pages 31-50, complete chapter 1 online quiz (website)
Aug. 24 reading quiz pages 1-50
Aug. 27 review
Aug. 28 Test on Unit 1
Aug. 29... Presentations summer reading
Aug. 30.. Presentations
Aug. 31.. Current events
II. Personality and Health (7-9%) Chapters 14 & 17
Videos: Disc. Psych (#14) The Mind Hidden and Divided, (#15) The Self, (#23) Health, Mind, and Behavior
The Brain: Teaching Modules (#21) Emotions, Stress, & Health, (#22) Stress: Locus of Control
In this section of the course, students come to understand the major theories and approaches to personality: psychoanalytic/psychodynamic, humanistic, cognitive, trait, social learning, and behaviorist. In the process, they learn about the background and thought of some of the major contributors to the domain of personality, such as Alfred Adler, Gordon Allport, Albert, Bandura, Raymond Cattell, Hans Eysenck, Sigmund Freud, Carl Jung, Walter Mischel, and Carl Rogers. Through their study in this area, students recognize that each of the approaches to personality has implications for their understanding of both normal and abnormal personality, the assessment of personality, models of personality development, and the treatment of dysfunctional behavior.
Students also learn about research in personality, including the kinds of methods that are employed (such as case studies and surveys), the differences among research orientations, and the strengths and weaknesses of each approach. The course exposes students to the major assessment techniques used in the study of personality, such as personality inventories, projective tests, and behavioral observations. Discussion of these instruments necessarily includes consideration of the reliability and validity of each.
In addition, students examine the idea of the self and the related issues of self concept and self esteem. They learn how the self develops, how self concept and self esteem are assessed, and how both of these constructs are related to other aspects of the individual's functioning.
A currently important concept related to personality is stress. Researchers in this area focus on the impact of life changes, daily stress, and emergency situations on physiological and psychological well being. Personality characteristics as they relate to physical function are also of interest (for example, the association between stress and cardiovascular disease). Coverage of the stress response ranges from Hans Selye's general adaptation syndrome to contemporary cognitive views of stress and coping. Useful findings on strategies for coping with stress are also studied. Students also explore the nature of and responses to conflicting motives.
Sept. 4... Identity boxes due!!
Sept. 5 read pages 595-605
Sept. 6 read pages 606-618
Sept. 7 read pages 619-622
Sept. 8 read pages 623-637 complete C. 15 online quiz
Sept. 11 read pages 549-557
Sept. 12 read pages 558-569
Sept. 13 reading quiz pages 549-569, read pages 570-579
Sept. 14 read pages 580-593 Complete C. 14 online quiz
Sept. 18 Unit 2 Test
Sept. 19 Kip Kenkel
Sept. 20 Kip Kenkel
Sept. 21... Dangerous Prescriptions
Sept. 24... Review Test
III. Biological Bases of Behavior (8-10%) Chapter 2
Videos: Disc. Psych (#3) The Behaving Brain, (#4) The Responsive Brain, (#13) The Mind Awake & Asleep
The Brain: Teaching Modules (#5) The Divided Brain, (#6) Language and Speech, (#18) Living with Amnesia, (#24) Aggression, Violence, and the Brain
The Mind: Teaching Modules (#5) Endorphins, (#10&11) Clive Wearing
Awakenings (PG-13) Robin Williams, Robert DeNiro
Students will understand the relationship between biology and behavior. They will explore the range of techniques scientists have used to learn about brain function, from procedures such as ablation, direct stimulation, EEG, and evoked potentials to the newer imaging techniques, including CAT scans, PET scans, MRI, and fMRI. Students study the brain as a key part of the body's nervous system, paying particular attention to the anatomical and functional relationships among the central, somatic, and autonomic nervous systems.
The course also helps students gain an understanding of how the nervous system functions on a cellular level by examining the structure and function of the neuron in the electrochemical transmission of impulses. Students then explore the interrelationship of the nervous system and the endocrine system. They examine hereditary influences on behavior through a brief study of behavioral genetics that focuses on the inheritance of human traits.
Sept. 25 read pages 53-60
Sept. 26 read pages61-72
Sept. 27..... Awakenings
Sept. 28.... Awakenings
Oct. 1 ... .. read pages 72-80
Oct. 2 read pages 81-86
Oct. 3 read pages 87-92
Oct. 4 take Ch. 2 online quiz
Oct. 5 quiz on pages 53-92
Oct. 8 summation? ( to be determined)
Oct. 9 Unit 3 Test (Only if Mr.Phelps feels youare ready)
Oct. 10-12.. review days and possible extension of test
NO MID_TERM
IV. Developmental Psychology (7-9%) Chapters 3 & 4
Videos: Disc. Psych (#5) The Developing Child
The Brain: Teaching Modules (#2) The Effects of Hormones and the Environment on Brain Devt
The Mind: Teaching Modules (#12) Teratogens (#13) Capabilities of the Newborn, (#14) Infant Cognitive Devt, (#15) Social Development in Infancy, (#16) The Effect of Aging on Cognitive Function
By development, psychologists mean changes over time in characteristics such as physiology, emotion, perception, cognition, and memory, particularly as the change relates to periods like infancy, childhood, adolescence, and adulthood. Thus, students need to consider from a life span perspective the major dimensions in which development takes place and the role that gender plays within each dimension. These dimensions are physical, cognitive, social, and moral. The questions of greatest current interest to developmental psychologists are whether development is continuous or discontinuous arid to what, extent genetics, physiology, culture, and external environment (i.e., nature vs. nurture) influence the course of development. Closely connected to both of these questions are the concepts of critical or sensitive periods and culture.
As students progress through this section of the course, they learn about the different theories of development (for example, those of Erik Erikson, Carol Gilligan, Lawrence Kohlberg, Elisabeth Kubler Ross, Jean Piaget, and Lev Vygotsky). As with other areas of psychology, the specific changes investigated by developmental psychologists are ultimately understandable in the context of some theory: that is, a broad framework or body of principles that can be used to interpret the changes. Such a theory must relate developmental changes over time to important independent variables.
Second Semester
V. Sensation and Perception (7-9%) Chapters 5 & 6
Videos: Discovering Psychology (#7) Sensation and Perception
The Brain: Teaching Modules (#8) Visual Processing: Elem., (#9) Visual Processing: Perception
(#10) Perception: Inverted Vision, (#11) Sensory-Motor Integration
The Mind: Teaching Modules (#20) Phantom Limb Pain, (#21) Treating Chronic Pain
The study of sensation and perception often begins with the concept of threshold. Students learn about the measurement of absolute and difference thresholds and the physical, physiological, and psychological variables affecting those measurements. Signal detection theory is contrasted with absolute threshold theory. Understanding the concept of threshold allows for a study of the functioning of the various sensory receptors that transduce energy for use in the nervous system. In covering the various sensory systems, the course gives greatest emphasis to vision and audition, with less attention to the sensory systems for taste, smell, touch, pain perception, and balance/equilibrium. Coverage includes anatomy and function of the eye and ear, color theories of vision, audition, perceptual acuity, sensory adaptation, and sensory disorders such as deafness and color blindness.
Perception involves the interpretation of the raw materials provided by the senses. The study of perception focuses on the interplay between characteristics of the perceiver and those of the environment in the constructive processes of attending to and organizing experiential data.
Jan. 10...Objectives from c. 5
Jan. 11...Objectives from c.6
Jan. 14 Open book on 5 and 6
VII. States of Consciousness (2-4%) Chapter 7
Videos: Discovering Psychology (#13) The Mind Awake & Asleep
The Brain: Teaching Modules (#13) Sleep & Circadian Rhythms, (#14) Sleep: Brain Functions, (#15) REM Sleep & Dreaming
The Mind: Teaching Modules (#2) Hypnotic Dissociation & Pain Relief, (#9) Subliminal Stimulation, (#22) Depressants and their Addictive Effect on the Brain, (#29) Alcohol Addiction
In this section of the course, students are introduced to research information on different states of consciousness, ranging from normal occurrences in people's day to day lives to those that are markedly different from the experience of most people. Understanding consciousness and what it encompasses is critical to an appreciation of what is meant by a given state of consciousness. Thus, this unit often begins with a definitional overview that provides the basis for discussion of commonly experienced and atypical variations in consciousness.
A standard portion of the discussion of commonly experienced variations in consciousness is consideration of the two extremely different states of consciousness that usually fall under the title of sleep: NREM (Non Rapid Eye Movement) sleep and REM (Rapid Eye Movement) sleep. Students learn about the stages of NREM sleep and REM sleep and are introduced to the functions, dysfunctions, and theories of sleep. The study of variations in consciousness frequently includes an examination of hypnosis, meditation, and daydreaming, as well as a discussion of the effects on consciousness of such drugs as narcotics, depressants, stimulants, and hallucinogens.
Jan. 15...Topics introduced for projects
Jan. 16.. Media center
Jan. 17.. Class Discussion
Jan. 18.. Freud and dreams
Jan. 22-24...Presentations
I. Motivation and Emotion (7-9%) Chapters 12 & 13
Video: Discovering Psychology (#12) Motivation and Emotion
In studying motivation, students learn about the forces that influence the strength and direction of behavior, including homeostasis. They discover that although early theories of motivation focused on internal instincts, needs, and drives, later theories acknowledged the role of external incentives. The concepts of intrinsic and extrinsic motivation are also examined. Students also learn that more recent theories conceptualize motives into at least two distinct types: primary (physiological) and secondary (social). In the case of the primary motives such as hunger, thirst, pain, and sex psychologists have identified many of the neural and hormonal mechanisms that are associated with the motivational state. The motives for sex and aggression appear to be more complex than those for hunger and thirst, involving both physiological and environmental mechanisms; however, even hunger appears to be influenced by environmental stimuli, particularly in the case of people who are obese.
V
The study of emotion centers on the complex interactions between cognition and physiological mechanisms that are associated with feelings of love, hate, fear, and jealousy. Different theories such as James Lange Cannon Bard, Schachter Singer, and opponent process provide different explanations of the relationship between physiological changes and emotional experiences. Central to much current theory and research is the concept of arousal; that is, the activation of several physiological systems at the same time, suggesting a relationship between task performance and level of arousal.
VIII. Learning & Memory (10-14%) Chapters 8 & 9
Videos: Discovering Psychology (#8) Learning, (#9) Remembering & Forgetting
The Brain: Teaching Modules (#16) The Locus of Learning & Memory, (#17) Learning as Synaptic Change, (#18) Living with Amnesia: The Hippocampus & Memory
This section of the course introduces students to the differences between learned and unlearned behavior. It covers the basic learning processes of classical conditioning and operant conditioning and makes clear their similarities and differences. Students learn about the basic phenomena of learning, such as acquisition, extinction, spontaneous recovery, generalization, discrimination, and higher order conditioning. They study the effects of reinforcement and punishment in different, specific learning paradigms: reinforcement and omission training, behavior modification, and active and passive avoidance, among others. They also consider important independent variables such as amount of practice, schedules and delay of reinforcement, and motivation. In addition, they learn about the various types of graphs used to show the results of experiments on learning and how the principles of learning are related to practicalities such as emotional learning, taste aversions, coping versus helplessness, and biofeedback and self control.
Cognitive psychology is concerned with the processes involved in the transformation, reduction, elaboration, storage, recovery, and use of sensory input. Students discover that cognition begins with sensory input and that information coding (the conversion of sensory input into some storable form), kinds of knowledge, and types of processing are concepts central to cognitive psychology. They learn that codes are created from cognitive processes that serve as the basis for our knowledge of the world and that codes can be stored, recovered, and reconstructed. They also learn that reconstruction is a common occurrence that is highly correlated with our general world knowledge.
The course considers kinds of knowledge and types of processing. The distinction between procedural and declarative knowledge is emphasized, as are the distinctions between controlled (effortful) and automatic processing and between serial and parallel processing. The course next introduces students to the topics of memory, language, thinking, problem solving, and creativity. Students learn about reconstruction, complexity, episodic and semantic memory, forgetting, the role of context, and current models of memory processes and practical methods for improving memory.
Jan. 22 . read pp. 313-329
Jan. 23 . read pp. 330--347
Jan. 24 . Ch. 8 quiz, read pp. 349-356
Jan. 25 . read pp.357-369
Jan. 29 . read pp. 370-381
Jan. 30 . read pp. 382-387
Jan. 31 . read pp. 388-393
Feb. 1 ....... QQTP
Feb. 4........ review
Feb. 5 Unit Test Chapters 7, 8, 9
Students begin with a discussion of the definition and diagnosis of abnormal behavior. Criteria that identify behavior as abnormal could be statistical comparisons, sociological norms tits, or adaptive behavior. Criteria of abnormalilty are given differing degrees of salience in the many different categories of abnormality specified in the Diagnostic and Statistical Manual (DSM) published by the American Psychiatric Association. A survey of these disorders, based on the most recent edition of the DSM, is an important component of this section of the course. Specific attention needs to be given to etiology and diagnostic criteria for the following disorders: mood, personality, dissociative, somatoform, anxiety, organic, and psychotic.
Students are introduced to the treatment of psychological disorders through an overview of the approaches used by therapists of different treatment orientations. Behavioral, humanistic, psychoanalytic/psychodynamic, Gestalt, cognitive behavioral and pharmacological approaches to treatment are often discussed.
The mode in which therapy is administered can also vary. Therapy may be administered on a one on one basis, as is the case in clinical psychotherapy, or within the context of a group, as in the case of support groups and family therapy. Therapy may also be administered on an outpatient basis, as in the case of a counseling center, or within a hospital or other institutional setting. Students are also exposed to the research that has been done to assess the effectiveness of different therapeutic techniques.
Additionally, students are exposed to prevention and intervention techniques offered at the community level. Such services include educational programs, crisis intervention, telephone hot lines, and counseling.
Feb. 5 read pp. 453-460
Feb. 6 .... read pp. 460-467
Feb. 7 .read pp. 468-475
Feb. 8 read pp. 476-481
Feb. 12 .. read pp. 481-485
Feb. 13 .. quiz, chapter 15, read pp. 487-492
Feb. 14 .. read pp. 492-499
Feb. 15 .. read pp. 499-506
Feb. 18 . read pp. 507-513
Feb. 23 .. Unit Test chapters 15-16
X. Cognition & Intelligence (10-12%) Chapters 10 & 11
Videos: Discovering Psych (#10) Cognitive Processes, (#11) Judgment & Decision Making,
(#16) Testing & Intelligence, (#6) Language Development
The Mind: Teaching Modules (#8) Language Processing (#24) Language Predisposition, (#26) The Bilingual Brain, (#27) Animal Language
The Brain: Teaching Modules (#4) Intelligence & Culture
Students will study the various psycholinguistic models of language and learn how biological, cognitive, and cultural social constraints operate on the acquisition, development, and use of language. Students are also introduced to the relationship between language and thought, as well as to theories and evidence of the role of metacognitive skills in thinking. Psychological views of different modes of thinking, including concept formation, are also considered. Students then move on to consider problem solving strategies. They examine the distinction between algorithms and heuristics, as well as some of the common difficulties people have in solving problems, such as functional fixedness. Finally, they study theories on and evidence of creativity's role in problem solving and thinking.
This section of the course deals with the assessment of human differences in aptitudes, intelligence, interests, and personality. It details the various types of tests used to assess these traits and the methods by which the tests are constructed. It describes the measures obtained from tests and the process of standardizing these measures. It treats the several ways of measuring the reliability and validity of tests and explains the establishment and use of norms.
Students will explore the development of intelligence and consider the extremes of this trait: retardation and giftedness. Students are exposed to a number of controversial issues and interpretations related to the concept of intelligence: genetic and environmental determinants, heritability, race differences, possible cultural bias in tests, and the use of measures of intelligence for the selection and placement of students in the educational system.
Finally, students confront the ethical issues that arise in connection with the use of tests, such as conflicts over the confidentiality of the information obtained on tests, problems in reporting the results of tests to the individuals who take them, the use of test scores for making comparisons among people, and the social impact of the use of tests.
Feb. 26 . read pp. 310-316
Feb. 27 read pp. 317-324
Feb. 28 ..read pp. 325-331
March 1 Quiz Ch. 10, read pp. 333-340
March 5 .read pp. 314-347
March 6 .read pp. 348-354
March 7 .read pp. 354-361
March 13 ..Unit Test, chapters 10-11
XI. Social Psychology (7-9%) Chapter 18
Videos: Discovering Psychology (#19) The Power of the Situation, (#20) Constructing Social Reality
In this section, students first learn how the structure and function of a given group may affect the behavior of the group as a unit (as in the case of group polarization) or the behavior of the individual group member (as in the case of individuation).
Students then learn the basic concepts of social cognition. One of these is attribution, the ways in which individuals form judgments about other individuals' behavior and about their own. Attributions of behavior are a blend of situational mid dispositional factors. The influence of stereotypes on attributions of behavior is also considered. Students learn that, attitudes are relatively stable beliefs and feelings that individuals may have about, controversial political issues, other social groups, or other individuals. Prejudice, for example, is an unjustified attitude toward a given group or its cultural mores.
Students are also exposed to classic studies dealing with the concepts of conformity, compliance, and obedience and learn how findings in the laboratory setting can shed light on everyday behavior. For example, students discover from Stanley Milgram's classic study on obedience that people may defer to a perceived authority figure on a decision as important as one involving life and death. Students also learn about the etiology and expression of aggressive/antisocial behavior and its impact on both the aggressor and the targets of the aggression, and ways psychologists have devised to reduce aggression or group hostility.
Finally, students are given an over view of the key concepts and theoretical perspectives of organizational behavior, that aspect of social psychology that has implications for analyzing the behavior and performance of individuals and group structures in organizations such as corporations or other business/ industrial enterprises.
March 14 .. read pp. 549-554
March 15 .. read pp. 555-560
March 19 .. read pp. 561-566
March 20 .. read pp. 567-572
March 21 .. read pp. 572-578
March 22 .. read pp. 578-583
March 26 .. read pp. 583-589
March 29 .. Unit Test, chapter 18
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