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ADVANCED PLACEMENT PSYCHOLOGYMr. Thomas Kraft – Fall 2017-18Heritage High School tkraft@ – mrkraft. COURSE DESCRIPTION: The purpose of the AP course in Psychology is to introduce the systematic and scientific study of the behavior and mental processes of human beings and other animals. Included is a consideration of the psychological facts, principles, and phenomena associated with each of the major subfields within psychology. Students also learn about the ethics and methods psychologists use in their science and practice. As relevant to each content area, the course provides instruction in empirically supported psychological facts, research findings, terminology, associated phenomena, major figures, perspectives, and psychological experiments. The course teaches ethics and research methods used in psychological science and practice. The units studied are based on the College Board recommendations for AP Psychology, which can be found at: . These units include: History and Approaches Research Methods Biological Bases of BehaviorSensation and Perception States of Consciousness Learning CognitionMotivation and Emotion Developmental Psychology Personality Testing and Individual Differences Abnormal Psychology Treatment of Psychological Disorders Social Psychology Students will be expected to complete a variety of assignments and tasks, including but not limited to:Reading, analyzing, and applying assigned texts (daily)Writing frequentlyCreating independent projects and productsParticipating in class activities and group discussionsIt should be understood at the outset that the expectations of this class are consistent with those of any Advanced Placement course. Students should expect a workload similar to what they would have if they were to complete this course in college. To do well, students will need to work regularly at home as well as focus and participate in class. It is important that homework assignments be read and completed thoughtfully and turned in on-time. This course relies heavily on the student’s motivation and willingness to read the assigned text outside of class. There will be constant required reading assignments almost daily. Due to the amount of information we must cover, we will be moving quickly through the material. It is IMPERATIVE that you keep up with the reading assignments, and maintain an organized notebook. In addition to daily assignments, students should take time outside of class to carefully complete projects and review material for upcoming quizzes and tests.The AP Psychology Exam will be administered on May 7, 2018. It is strongly suggested that students opt to take the exam, however it is not required. An introductory college course in psychology is generally one semester in length, with some variation among colleges. Many colleges and universities exempt students from an introductory psychology course provided that students scored a 4 or 5 on the exam. Check with your preferred college or university for exact requirements. All students, regardless of the AP exam, are required to take a teacher-made final exam at end of the semester.Homework will consist almost exclusively of weekly reading assignments and essay-type responses. Students who have difficulty with the course may need to initiate additional reinforcing activities. As students, you are responsible for completing and mastering assignments on time. Vocabulary terms will be given for each unit. Quizzes are administered frequently and at times will be unannounced. Pop quizzes may be used to determine if students are keeping up with their readings and understanding the material. Exams will be given at the end of each unit and will consist of multiple-choice questions and free-response question(s) (simulating the AP Exam). Each test is likely to cover a significantly greater volume of material than many students have previously experienced. There will be a limited number of grades per quarter. As with a college-level course, this means that each major grade has a significant impact on the quarter grade. Students need to be aware of this and responsibly prepare for each major assignment. Other possible assignments given to students are class presentations, group projects, papers, and one major research project. Notes, assignments, announcements, and additional course information can be found on my website. I am available most days in room 2504 after school and on Tuesday’s after school from 2:30 until 3:30 and I can be made available before or after school on other days by appointment only. Students are asked to please notify me in advance if they plan to stay after school so we can determine when and where to meet. Parents and students need not hesitate to email or contact me should there be any questions or concerns at any point during the semester.tkraft@ – general communication (comments/questions from students or parents)Follow me on my website and google classroom page for announcements and other fun stuff (not required, but recommended)Primary Text: Myers, D. G. (2011). Psychology for AP. (1st ed.). Holland Michigan: Hope College.Supplemental Text: Hock, R. (2012). Forty Studies That Changed Psychology. (7th ed.). Upper Saddle River: Pearson Education. Several outside reading assignments will also be required throughout the semester. Additionally, scholarly essays and primary source readings will be distributed throughout the year. Most of the readings will be located on my Blackboard site.Suggested Exam Preparation Materials:Barron’s AP Psychology or Princeton Review’s Cracking the AP Psychology ExamGRADING POLICY AND RULES:Quarter grades will be determined on a percentage basis and will be assigned according to the Wake County Grading Scale. Point values will vary according to the magnitude of the assignment. Tests, quizzes, weekly pop quizzes, essays, projects, homework, daily classroom activities and class participation will comprise your grade. Grades will be posted on the server in a timely manner. The grade distribution for this class will be the following:Assessments (tests, major projects and major essays) - 40% Quizzes and Free response questions– 25%Weekly homework grades– 15%Terms /minor essay responses/labs/classwork – 20%Students must keep a binder used exclusively for this course that will include notes from class lectures, reading assignments and everything else given to the students throughout the course. Note-taking is essential to success for any course comprising a wide variety of topics, themes, issues and complex ideas. With the amount of information that will be given in this course, it is important that the students keep everything given to them in this course and that they stay organized. Complete assignments on time. Late work will be accepted with a 30 point deduction. If a class work assignment is turned in late, the deduction will be 50 points. The student must fill out a late work form and discuss the late work with the teacher in order for it to be accepted. IT IS THE STUDENT’S RESPONSIBILITY TO GET THE WORK ASSIGNMENTS WHEN THEY ARE ABSENT (look in the back of the room at the calendar and folders).Tests that were scheduled before your absence will be taken with the class if you return on the test day. Make-up tests will be dealt with on an individual basis but must be made up within one week of the original date otherwise, a grade of “0” will be recorded. It is the student’s responsibility to schedule and arrange a time in which tests can be completed. Test retakes will follow the Heritage High School Advanced Placement test policy. Students are expected to attend Husky Help every week that their grade is below a 79% or if they need extra assistance, have any missing work or if they have any questions. I am available most days after school and most Tuesday’s after school from 2:30 until 3:30 and I can be made available before or after school on other days by appointment only. Students are asked to please notify me in advance if they plan to stay after school so we can determine when and where to meet. Avoid unnecessary tardies and absences. Attendance is crucial for academic success regardless of subject and is one of the top reasons for failure of this course. All rules of Heritage High School and Wake County apply in this class.TEACHER EXPECTATIONS:BE PROMPT! Students will be expected to be in class and ready to work when the tardy bell rings. Students who are tardy will only be allowed in class if they have been issued a “Start on Time” pass. Chronic tardiness may lead to lunch detention, ISS or administrative referral for suspension.BE PREPARED! Bring your binder, paper, pen/pencil and homework to class every day. Pay attention in class, including taking adequate notes, completing class work assignments thoughtfully, and participating in classroom activities and discussions.BE POLITE! Good manners, kindness, integrity and respect for teacher and other student are essential to learning and success to this class. Disciplinary actions will accompany any lack of manners, kindness and respect. Disciplinary actions may include, but are not limited to, warnings, calls home, removal from class and administrative referrals. BE PRODUCTIVE! Come to class with a positive attitude and be ready to learn. You will be encouraged to think critically and creatively. Seize the opportunity to become an independent and self-directed learner.RESPECT EVERYONE’S IDEAS AND BELIEFS! In this class we will sometimes discuss topics and ideas that are very sensitive and emotional to some people. You do not have to agree but I expect everyone to respect other’s beliefs and be willing to hear and consider varying perspectives.PLEASE: Keep the area neat at all times. No food or drink will be allowed in the classroom (water only). Also, all electronics will be kept out of sight. Cell phones should be turned off or silenced. If you don’t want me to take it, I should not hear it or see it in my class. There will be times that I will allow cell phone use in class, however unless specified, electronics should remain out of sight. KEYS TO SUCCESS:Read. There will be material that is assessed that will not be discussed in class. Therefore, you must read the material before discussion in class to fully understand and participate in classroom activities and discussion. If you don’t read the pages assigned for each unit, you will not do well in this class or the AP Exam in May. Complete the terms: This is a term-heavy course. The AP exam with require you to understand and apply hundreds of psychology terms. Terms will be identified for each unit for you to define and apply and will be counted as quiz grades. Good attendance. Be in class and focus on your workComplete assignments on time. Not only will you receive credit for your assignments, you will be better prepared to understand our class work.Studying makes a difference. Be prepared for tests and quizzes.Think critically, listen actively. Evaluate evidence, note assumptions, perspectives and bias. Listen for main ideas and ask questions. Ask about what you do not understand or if topics are unclear. I would rather answer questions all day than continue teaching material that is unclear.Have an open mind and be willing to consider new and unfamiliar concepts and theories.ACADEMIC RESPONSIBILITY: Students are expected to abide by ethical standards in preparing and presenting material which demonstrates their level of knowledge and which is used to determine grades (in other words the student should not do anything to make me suspect them of cheating). Such standards are founded on the basic concepts of honesty and integrity. If a student submits any work where it is considered cheating (sharing work with other students, copying from book or internet, etc.), the student will receive a zero for the assignment, a phone call to the parents and a referral to the office for violation of the Husky Honor Code.These are not all the rules and expectations. I reserve the right to change the rules depending on the class’s level of cooperation and maturity. Failure to meet these requirements will result in detentions or other sanctions. Continuation of failure to meet these requirements will result in a referral to administration. This course is fast-paced and we cannot afford to waste instructional time.In accordance with Board Policy 2313/3013/4013 and the 21st Century Act (Public Law No: 110:385, Oct. 10, 2008) all students will be trained annually in Internet safety. School districts are required to educate students about: Appropriate online behavior, including interacting with other individuals on social networking websites and in chat rooms. Cyber bullying awareness and response. BYOD (Bring Your Own Device) at Heritage High School:As of the 2016-17 School Year, HHS is officially a BYOD (Bring Your Own Device) School. As such, Students are required to sign the HHS/WCPSS BYOD Contract and Technology Usage Agreement. These forms only needs to be signed one time and will be kept on file. Other information concerning policies and procedures can be found at?hhsbyod.. However, the specific policy for mobile devices in every classroom is such:Students may use their devices in the classroom during instructional time, with teacher direction and instruction.Teachers will display a RED card/signal indicating that your device is powered off, put away, and is NOT in use.Teachers will display a YELLOW card/signal indicating that your device is on silent and is face down on the desk. Student should ask before using.Teachers will display a GREEN card/signal indicating that your device is in use as directed by the teacher.Around the School Building:Red Zones:? The device MUST be OFF and away at all times.RestroomsLocker roomsGym (Outside of Teacher directed instruction.)Green Zones: The device, when in use, must be on SILENT or VIBRATE at all times.Supervised Instructional Areas (i.e. Locker bays, Media Center, Outdoor classrooms)HallwaysCafeteria/Commons areaBYOD Inappropriate Use and Discipline:Inappropriate use of devices in the classroom Teacher will give student two options:Choice 1 →?Student can Personally place the device in a “Cell Jail” in a secured location in the classroom (i.e. File cabinet, Teacher Desk, anywhere that can be locked with teacher access.) and receive it back at the end of the class.Choice 2 →?Student will be sent to the office.?Note: On the second offense of inappropriate use, student no longer has a choice. It will default to the Admin option.-5715014859000AP PSYCHOLOGY EXAMSection I: 100 Multiple Choice Questions (70 minutes) – no penalty for wrong answersHistory (2-4%)Methods and Approaches (6-8%)Biological Bases of Behavior/Biological Psychology (8-10%)Sensation and Perception (7-9%)States of Consciousness (2-4%)Learning (7-9%)Cognition (8-10%)Motivation and Emotion (7-9%)Developmental Psychology (7-9%)Personality (6-8%)Testing and Individual Differences (5-7%)Abnormal Psychology (7-9%)Treatment of Psychological Disorders (5-7%)Social Psychology (7-9%)Section II: 2 Free-Response Essay Questions (50 minutes)Tentative SyllabusEach unit will include:A variety of classroom assignments to allow time outside of school for readingA reading quiz (planned or pop quiz) on the assigned text in MyersA list of definitions that are important to the unitA summative test with a writing component (sample FRQs) ***Units may include overarching projects or large assignments.*** All “studies” can be found in Hock, R. (2012). Forty Studies That Changed Psychology. (7th ed.). Upper Saddle River: Pearson Education.Tentative SyllabusEach unit will include:A variety of classroom assignments to allow time outside of school for readingA reading quiz(s) (planned or pop quiz) on discussion and the assigned text in MyersA list of definitions that are important to the unit (counted as a quiz grade)A summative test with a writing component (sample FRQs) ***Units may include overarching projects or large assignments.*** All “studies” can be found in Hock, R. (2012). Forty Studies That Changed Psychology. (7th ed.). Upper Saddle River: Pearson Education.History of Psychology, Approaches, Research Methods and Social Psychology (August 28 – September 19) Myers: Unit 1 (pgs. 2-16)Myers: Unit 2 (p. 19-46)Myers: Unit 14 (p. 643 – 695)Test: Tuesday, September 19FRQ: Thursday, September 7Unit 1 and 2 Topics:What is Psychology?Fields and sub-fields of PsychologyHistory of PsychologyApproaches to PsychologyThe Need for Psychological ScienceHow do psychologists ask and answer questions?Statistical Reasoning in Everyday LifePsychologists:Socrates, Plato, Aristotle, R. Descartes, F. Bacon, J. Locke, W. Wundt, J. Titchener, W. James, M. Calkins, J. Piaget, C. DarwinAdditional Readings/Resources:Top Ten Myths of the Brain, Laura Helmuth; , 5/20/11 : Secrets of a Wild Child video, open response follow up on ethics involvedUnit 14 Topics:Social PsychologySocial ThinkingSocial InfluenceSocial RelationsPsychologists:P. Zimbardo, S. MilgramStudies:“To Help or Not to Help” Darley, J.M., & Latané, B. (1968). Bystander intervention in emergencies: Diffusion of responsibility. Journal of Personality and Social Psychology, 8, 377-383.“The Power of Conformity” Asch, S.E. (1955) Opinions and social pressure. Scientific American, 193(5), 31-35.Additional Readings/Resources:Candid Camera ClassicsFein, S., Spencer, S., & Brehm, S. S. (1996). Readings in social psychology, the art and science of research. Houghton Mifflin Harcourt (HMH). Reading 3: Student Derogation of the Scholasitc Apptitude Test: Biases in Perceptions and Presentations of College Board Scores. Shepperd. (1993).Reading 9: Behavioral Study of Obedience. Milgram. (1963). (Hock, 2009). Reading 37: A Prison by any other name. Zimbardo, P.G. (1972). The pathology of imprisonment. Society.Unit 1 Essential Questions:What is psychology?What are the origins of psychology?What are the major schools of thought in psychology?What are the areas of specialization in psychology?Key Terms Unit 1: Empiricism, structuralism, functionalism, behaviorism, humanistic psychology, cognitive neuroscience, natural selection, levels of analysis, biopsychosocial approach, biological psychology, evolutionary psychology, behavioral psychology, cognitive psychology, social-cultural psychology, psychometrics, basic research, applied research, clinical psychology, psychiatryUnit 2 Essential Questions:What is the scientific method and how does it relate to psychological research?What major research methods are used in psychology?What ethical guidelines must psychologists use?Key Terms Unit 2: Hindsight bias, critical thinking, theory, hypothesis, operational definition, replication, case study, survey, population, random sample, naturalistic observation, correlation, scatterplot, illusory correlation, experiment, random assignment, double-blind procedure, placebo effect, experimental group, control group, independent variable, confounding variable, dependent variable, mode, mean, median, range, standard deviation, statistical significance Unit 14 Essential Questions:How do we tend to explain others’ behavior?How do we explain our own behavior?Under what conditions do our attitudes guide our behavior?How do cultural norms and gender roles affect our behavior?What are the social and emotional roots of prejudice?What social processes fuel conflict?What psychological factors promote attraction?What factors influence helping?What characterizes antisocial behavior?Unit 14 Key Terms: Social psychology, attribution theory, fundamental attribution error, attitude, food-in-door phenomenon, role, cognitive dissonance theory, conformity, normative social influence, informational social influence, social facilitation, social loafing, deindividuation, group polarization, groupthink, norm, prejudice, stereotype, discrimination, ingroup, outgroup, ingroup bias, scapegoat theory, other-race effect, just-world phenomenon, aggression, frustration-aggression principle, mere exposure effect, equity, self-disclosure, altruism, bystander effect, social exchange theory, reciprocity norm, social-responsibility norm, conflict, social trap, mirror-image perceptions, self-fulfilling prophecy, superordinate goals, GRITII. Biological Basis for Behavior (September 20 – October 2)Myers: Unit 3A (p. 51-64) Myers: 3B (p. 66-93) Myers 3C (p. 94-111)Test on Unit 3: Monday, October 2Unit 3 Topics:Biological Bases for BehaviorNeural Processing and CommunicationThe Nervous SystemEndocrine SystemThe BrainGeneticsEvolutionary BehaviorPsychologists: P. Broca, C. WenickeStudies:“More Experience = Bigger Brain?”Rosenzweig, M.R., Bennet, E.L., & Diamond, M.C. (1972). Brain changes in response to experience. Scientific American, 226(2), 22-29.Additional Readings/Resources:Psychiatry By Prescription: Do Psychotropic Drugs Blur the Boundary Between Illness and Health?; Ashley Pettus, Harvard Magazine, summer 2006.New Approach to Traumatic Brain Injuries: Harvard Researchers offer hope for veterans wounded by explosions; Caroline Perry, Harvard Gazette, July 22, 2011The Teenage Brain: October 2011, National Geographic article: documentary on the teenage brain: Unit 3A Essential Questions:What is a neuron? What are its major parts and functions?What types of neurons are found in the nervous system?How are neural messages transmitted?How is the neural system organized?What are the lobes and localizations of the brain?How is the cerebral cortex organized?Key Terms 3A: Biological psychology, neuron, sensory neurons, motor neurons, interneurons, dendrite, axon, myelin sheath, action potential, threshold, synapse, neurotransmitters, dopamine, serotonin, norepinephrine, acetylcholine, endorphins, reuptake, nervous system, central nervous system, peripheral nervous system, nerves, somatic nervous system, autonomic nervous system, sympathetic nervous system, parasympathetic nervous system, reflex, endocrine system, hormones, adrenal glands, pituitary glandUnit 3B Essential Questions:What experimental methods are used to study brain function?What are the differences between the right and left hemispheres?Key Terms 3B:Lesion, electroencephalogram (EEG), CT scan, PET (positron emission tomography) scan, MRI (magnetic resonance imaging), fMRI (functional MRI), brainstem, medulla, reticular formation, thalamus, cerebellum, limbic system, amygdala, hypothalamus, cerebral cortex, glial cells, frontal lobes, parietal lobes, occipital lobes, temporal lobes, motor cortex, sensory cortex, association areas, aphasia, Broca’s area, Wernicke’s area, plasticity, corpus callosum, split brainUnit 3C Essential Questions:What is behavior genetics?What is the nature vs nurture debate?What is evolutionary psychology?What is gender and how does it develop?Key Terms 3C: Environment, behavior genetics, chromosomes, DNA, genes, genome, identical twins, fraternal twins, temperament, heritability, interaction, evolutionary psychology, natural selection, mutation, gender, aggression, X chromosome, Y chromosome, testosterone, role, gender role, gender identity, gender-typing, social learning theory, gender schema theory III. Sensation and Perception (October 3- October12)Myers: Unit 4 (p. 115-173)Test on Unit 4: Thursday, October 12Unit 4 Topics:Sensation and PerceptionSensing the World: Some Basic PrinciplesVisionHearingOther SensesPerceptual OrganizationPerceptual InterpretationExtrasensory PerceptionPsychologists:E. Weber, E. Gibson & R. WalkStudies:Hock, R. R. (2009). Forty studies that changed psychology, explorations into the history of psychological research. Prentice Hall. Reading 5, “Take a long Look”. Fantz, R.L. (1961). The origin of form perception. Scientific American, 204 (May).“Watch Out for the Visual Cliff!” Gibson, E.J., & Walk, R.D. (1960). The “visual cliff.” Scientific American, 202(4), 67-71.Additional Readings/Resources:Sensation Lab - Unit 4 Essential Questions:What is sensation?What is the difference between threshold types?What is sensory adaptation?How is visual information processed in the brain?How is auditory information processed in the brain?How do we sense and feel pain?Why do we see the world in three dimensions?How do our assumptions and expectations effect perception?Unit 4 Key TermsKey Terms Sensation: Sensation, perception, bottom-up processing, top-down processing, selective attention, inattentional blindness, change blindness, psychophysics, absolute threshold, signal detection theory, subliminal, priming, difference threshold, Weber's law, sensory adaptation, transduction, intensity, pupil, iris, lens, retina accommodation, acuity, rods, cones, optic nerve, blind spot, fovea, feature detectors, parallel processing, Young-Helmholtz trichromatic theory, opponent-process theory, audition, frequency, pitch, middle ear, cochlea, place theory, frequency theory, conduction hearing loss, sensorineural hearing loss, cochlear implant, kinesthesis, vestibular sense, gate-control theory, sensory interactionKey Terms Perception: Gestalt, figure-ground, grouping, depth perception, visual cliff, binocular cues, retinal disparity, convergence, monocular cues, phi phenomenon, perceptual constancy, perceptual adaptation, perceptual set, extrasensory perception (ESP), parapsychologyIV. States of Consciousness and Learning (October 13–October 24)Myers, Unit 5, pp. 175-210Myers, Unit 6, pp. 214-253Test: Tuesday, October 24Topics:States of ConsciousnessBiological Rhythms and SleepPurpose of SleepSleep DisordersDreamsHypnosisPsychoactive DrugsDrug Dependence and AddictionPsychologists:S. FreudStudies:"Unromancing the Dream…"Hobson, J.A., & McCarley, R.W. (1977). The brain as a dream-state generator: An activation-synthesis hypothesis of the dream process. American Journal of Psychiatry, 134, 1335-1348“Acting as if You’re Hypnotized” Spanos, N.P. (1982). Hypnotic behavior: A cognitive, social, psychological perspective. Research communications in Psychology, Psychiatry, and Behavior, 7, 199-213.Additional Readings/Resources:University of Utah, Genetic Science Learning Center Rhythms: Unit 6 Topics:Classical ConditioningOperant ConditioningSocial LearningPsychologists:I. Pavlov, J. Watson, B.F. Skinner, A. BanduraStudies:“It’s Not Just About Salivating Dogs!” Pavlov, I.P. (1927). Conditional reflexes. London: Oxford University Press.“Little Emotional Albert” Watson, J.B., & Rayner, R. (1920). Conditioned emotional responses. Journal of Experimental Psychology, 3, 1-14."Knock Wood" Skinner, B.F. (1948). Superstition in the pigeon. Journal of Experimental Psychology, 38, 168-172.“See Aggression, Do Aggression” Bandura, A., Ross, D., & Ross, S.A. (1961). Transmission of aggression through imitation of aggressive models. Journal of Abnormal and Social Psychology, 63, 575-582.Additional Readings/Resources:Why Do Some People Learn Faster? Jonah Lehrer, Wired Magazine, Oct. 4, 2011. ’t! The Secret of Self-Control; Jonah Lehrer, The New Yorker, May 18, 2009. Unit 5 Essential Questions:What are states of consciousness?How are our sleep-wake cycles regulated?What are the stages of sleep?Why do we dream?What are sleep disorders?What is hypnosis?What are psychoactive drugs?What are depressants, stimulants, hallucinogens, and their effects?Key Terms: Circadian rhythm, REM sleep, alpha waves, sleep, hallucinations, delta waves, NREM sleep, insomnia, narcolepsy, sleep apnea, night terrors, dream, manifest content, latent content, REM rebound, hypnosis, posthypnotic suggestion, dissociation, psychoactive drug, tolerance, withdrawal, physical dependence, psychological dependence, addiction, depressants, barbiturates, opiates, stimulants, amphetamines, methamphetamines, Ecstasy (MDMA), hallucinogens, LSD, THC, near-death experienceUnit 6 Essential Questions:What is learning?What is classical conditioning?Why is Pavlov's work important?What is operant conditioning?What are different types of reinforcers?How does punishment affect behavior?What is the difference between punishment and reinforcement?What cognitive and biological processes and restraints affect operant conditioning?Unit 6 Key Terms: Learning, habituation, associative learning, classical conditioning, behaviorism, unconditioned response (UR), unconditioned stimulus (UC), conditioned response (CR), conditioned stimulus (CS), acquisition, extinction, spontaneous recovery, generalization, discrimination, learned helplessness, respondent behavior, operant conditioning, operant behavior, law of effect, operant chamber, shaping, discriminative stimulus, reinforcer, positive reinforcement, negative reinforcement, primary reinforcer, conditioned reinforcer, continuous reinforcement, partial reinforcement, fixed-ratio schedule, variable-ratio schedule, variable-interval schedule, punishment, cognitive map, latent learning, intrinsic motivation, extrinsic motivation, biofeedback, observational learning, modeling, mirror neurons, prosocial behaviorV. Cognition (October 25-November 7)Myers, Unit 7A; pp. 255-296Myers, Unit 7B; pp. 298-322Test: Tuesday, November 7Unit 7A Topics:CognitionMemoryEncoding, Storage, RetrievalMemory ConstructionForgettingPsychologists:A. Tversky, D. Kahneman, B.F. Skinner, N. ChomskyStudies:“Thanks for the Memories” Loftus, E.F., (1975). Leading questions and the eyewitness report. Cognitive Psychology, 7, 560-572.Unit 7B Topics:Thinking/Decision MakingProblem SolvingCreativityLanguage Structure and DevelopmentPsychologists:A. Tversky, D. Kahneman, B.F. Skinner, N. ChomskyStudies:“Maps in Your Mind” Tolman, E.C. (1948). Cognitive maps in rats and men, Psychological Review, 55, 189-208.Additional Readings/Resources:Fast and Slow: Pondering the Speed of Thought; NPR, Oct., 27, 2011. “Genie: Secrets of the Wild Child” regarding language acquisition theoryUnit 7A Essential Question:What is memory?How is sensory experience transferred to memory?What methods of processing help form memories?How are memories recorded in the brain?What is the difference between short term and long term memory?How is memory retrieved?Key Terms 7A: Memory, encoding, storage, retrieval, sensory memory, short-term memory, long-term memory, working memory, parallel processing, automatic processing, effortful processing, rehearsal, spacing effect, serial positioning effect, visual encoding, acoustic encoding, semantic encoding, imagery, mnemonics, chunking, iconic memory, echoic memory, long-term potentiation, flashbulb memory, amnesia, implicit memory, explicit memory, hippocampus, recall, recognition, relearning, priming, déjà vu, mood-congruent memory (state-dependent memory), proactive interference, retroactive interference, repression, misinformation effect, source amnesia Unit 7B Essential Question:What is cognition?What are the functions of concepts?How is language acquired and developed?Key Terms 7B: Cognition, concept, prototype, algorithm, heuristic, insight, creativity, confirmation bias, fixation, mental set, functional fixedness, representative heuristic, availability heuristic, overconfidence, belief perseverance, framing, belief bias, language, phoneme, morpheme, grammar, semantics, syntax, one-word stage, two-word stage, telegraphic speech, linguistic determinism VII. Motivation, Emotion and Health (November 8-November 17)Myers, Unit 8A, p. 327 – 364Myers, Unit 8B, p. 366-407Test: Thursday, November 17U nit 8A and 8B Topics:Motivation and EmotionMotivational ConceptsHungerSexual MotivationTheories of EmotionEmbodied EmotionExpressed EmotionExperienced EmotionStress and HealthPsychologists:A. Maslow, C. Lange, W. Cannon, P. Bard, H. SeyleStudies:“Life, Change, and Stress” Holmes, T.H., & Rahe, R.H. (1967). The Social Readjustment Rating Scale. Journal of Psychosomatic Research, 11, 203-210.Studies:“I Can See It All Over Your Face”Ekman, P., & Friesen, W.V. (1971). Constants across cultures in the face and emotion. Journal of Personality and Social Psychology, 17, 124-129.40 Studies that Changed Psychology. Reading 21: A sexual Motivation. Masters, W. H., & Johnson, V. E. (1966). Human sexual response. Boston: Little, Brown.Essential Questions 8A:What theoretical perspectives help us understand motivation?What is Maslow’s hierarchy of needs?What stages mark the human sexual response?What role do hormones play in human sexuality?What is intrinsic motivation and how can it be nurtured?Key Terms 8A: Motivation, instinct, drive-reduction theory, homeostasis, incentive, hierarchy of needs, glucose, set point, basal metabolic rate, anorexia nervosa, bulimia, sexual response cycle, refractory period, sexual disorder, estrogen, testosterone, sexual orientationEssential Questions 8B:What are the components of emotion?How are emotions expressed?What is stress?How does the body react to stress?What are ways to cope with stress?Key Terms 8B: Emotion, James-Lange theory, Cannon-Bard theory, two-factory theory, polygraph, facial feedback, catharsis, feel-good do-good phenomenon, well-being, adaptation-level phenomenon, relative deprivation, behavioral medicine, health psychology, stress, general adaptation syndrome (GAS), coronary heart disease, Type A, Type B, psychophysiological illness, lymphocytes, copingVIII. Developmental Psychology and Intelligence and Individual Differences (November 20-December 7)Myers: Unit 9 (pages 411-476)Myers, Unit 11; pp. 523-558Test: Tuesday, December 7Unit 9 Topics: Developmental Psychology Developmental PsychologyPrenatal DevelopmentInfancy and ChildhoodParents and PeersAdolescenceAdulthoodPsychologists:J. Piaget, L. Vygotsky, H. & M. Harlow, L. Kohlberg, E. EricsonStudies:“Out of Sight, But Not Out of Mind” Piaget, J. (1954). The development of object concept: The construction of reality in the child (pp. 3-96). New York: Basic Books. “How Moral Are You?” Kohlberg, L. (1963). The development of children’s orientations toward a moral order: Sequence in the development of moral thought. Vita Humana, 6, 11-33.“Masculine or Feminine, or Both?” Bem, S.L. (1974). The measurement of psychological androgyny. Journal of Consulting and Clinical Psychology, 42, 155-162.Additional Readings/Resources:How to Help Your Childs Brain Grow Up Strong , NPR, Sept 14, 2011 of Pregnancy, photos and explanations, Mitch; Tuesdays with Morrie. New York, Doubleday, 1997. Twenty Studies that Revolutionized Child Psychology 11 Topics: Testing and Individual DifferencesWhat is intelligence?Emotional IntelligenceAssessing IntelligenceDynamics of IntelligenceInfluences on IntelligencePsychologists:E. Loftus, H. Gardener, A. Binet, L. TermanAdditional Readings/Resources:“Just How Are You Intelligent?” Gardener, H. (1983) Frames of mind: The theory of multiple intelligences. New York: Basic Books.IQ Isn’t Set In Stone, NPR, Oct. 19, 2011 6: Dr. Jekyll Meets Mr. Hyde: Two Faces of Research on Intelligence and Cognition, Robert. J. Sternberg, Yale University. (in The Many Faces of Psychological Research in the 21st Century; eds: Halonen and Davis). Map of Theorists on Intelligence “Optimizing Memory in the Adult Brain for Effectiveness in a Multitasking Society.” Donalee Markus. “The Social coast to academic achievement” by Daniel Willingham, Washington Post, November 22. 2010 9 Essential Questions:How does life develop before birth?How do the brain and motor skills develop during infancy and childhood?What is Piaget's view of the mind's development?How do the bonds of attachment form, and with what effects later in life?What major changes occur during adolescence?How does Kohlberg and Ericson describe develop?What changes occur during middle and late adulthood?Unit 9 Key Terms: Developmental psychology, zygote, embryo, fetus, teratogens, fetal alcohol syndrome (FAS), habituation, maturation, cognition, schema, assimilation, accommodation, sensorimotor stage, object permanence, preoperational stage, conservatism, egocentrism, theory of mind, autism, concrete operational stage, formal operational stage, stranger anxiety, attachment, critical period, imprinting, temperament, basic trust, self-concept, gender, role, gender role, gender identity, gender typing, social learning theory, adolescence, puberty, primary sex characteristics, secondary sex characteristics, menarche, identity, social identity, intimacy, menopause, cross-sectional study, longitudinal study, crystallized intelligence, fluid intelligence, social clockUnit 11Essential Questions:When and why were intelligence tests developed?What is intelligence?What types of tests are there?What are the principles of test construction and evaluation?What factors affect creativity?Is intelligence influenced more by genetics or environment?Are intelligence tests biased?What is confidentiality?Unit 11 Key Terms: Intelligence, factor analysis, general (g) intelligence, savant syndrome, emotional intelligence, mental age, Stanford-Binet, intelligence quotient (IQ), aptitude test, achievement test, Wechsler Adult Intelligence Scale (WAIS), standardization, normal curve, reliability, validity, content validity, predictive validity, intellectual disability, Down Syndrome, stereotype threatIX. Abnormal Psychology and Treatments for Psychological Disorders (December 8 – December 21)Myers, Unit 12, pp. 561 – 602Myers, Unit 13; pp. 605-640Test: Thursday, December 21Unit 12 and 13 Topics: Abnormal Behavior and Psychological DisordersAbnormal BehaviorPerspectives on Psychological DisordersAnxiety DisordersSomatoform DisordersDissociative DisordersMood DisordersSchizophreniaPersonality DisordersTopics: Treatment of Psychological DisordersPsychological Therapies and ApproachesEvaluating PsychotherapiesBiomedical TherapiesPreventing Psychological DisordersStudies:“Who’s Crazy Here Anyway” Rosenhan, D.L. (1973). On being sane in insane places. Science, 179, 250-258.Additional Readings/Resources:Documentary Guilty Except for Insanity Institute of Mental Health Mental Health Medications. of Illinois; Counseling Center, Self-Help Brochures 12 Essential Questions:What criteria are used to judge a person’s behavior as disordered?Why are psychological disorders classified, and what system is used?What behaviors categorize anxiety disorders?What behaviors categorize mood disorders, and what causes them?What behaviors categorize schizophrenia and what causes the illness?What are the characteristics of personality disorders?What are dissociative disorders and why are they controversial?Unit 12 Key Terms: Psychological disorder, attention-deficit hyperactivity disorder (ADHD), medical model, DSM-IV-TR, anxiety disorders, generalized anxiety disorder, panic disorder, phobia, obsessive-compulsive disorder (OCD), post-traumatic stress disorder, somatoform disorder, conversion disorder, dissociative disorders, dissociative identity disorder (DID), mood disorders, major depressive disorder, mania, bipolar disorder, schizophrenia, delusions, personality disorders, antisocial personality disorderUnit 13 Essential Questions:What are the aims and methods of psychoanalysis?What are the basic themes of humanistic therapy?What are the assumptions and techniques of behavior therapies?What are the goals and techniques of cognitive therapy?In what group contexts do people receive therapy?What are the most common forms of drug therapy?What are preventative mental health programs’ purposes?Unit 13 Key Terms: Eclectic therapy, psychotherapy, psychoanalysis, resistance, interpretation, transference, psychodynamic therapy, insight therapies, client-centered therapy, active listening, behavior therapy, counterconditioning, exposure therapies, systematic desensitization, virtual reality exposure therapy, aversive conditioning, token economy, cognitive therapy, cognitive-behavior therapy, family therapy, regression toward the mean, meta-analysis, evidence-based practice, biomedical therapy, psychopharmacology, antipsychotic drugs, tardive dyskinesia, antianxiety drugs, antidepressant drugs, electroconvulsive therapy (ECT), repetitive transcranial magnetic stimulation (rTMS), psychosurgery, lobotomy X. Personality (January 2 – January 9)Myers, Unit 10, p. 561 – 602Test: Quiz, January 9Personality - Unit 10 Topics:PersonalityPsychoanalytic PerspectiveHumanistic PerspectiveTrait PerspectiveSocial-Cognitive PerspectiveExploring the SelfPsychologists:H. Seyle, S. Freud, A. Maslow, A. Adler, C. Jung, C. RogersAdditional Readings/Resources:Online personality test: (Hock, 2009) Reading 25 – Are you the master of your fate? Rotte, J.B. (1966). Generalized expectancies for internal versus external control of reinforcement. Psychological Monographs. Contemporary Readings in Psychology: Erik J. Coats. Reading 17: An Unusual Tool in Hiring the Right Person. Unit 10 Essential Questions:What is personality?What role do unconscious dynamics play in Freud’s theory of personality?How do trait theorists view personality?What is the central focus of the humanistic perspective?What impact has the humanistic perspective had on psychology?What are the causes and consequences of personal control?How do social-cognitive researchers evaluate personality?How does self-concept and self-esteem influence personality?Unit 10 Key Terms: Personality, free association, psychoanalysis, unconscious, id, ego, superego, psychosexual stages, Oedipus complex, identification, fixation, defense mechanisms, repression, regression, reaction formation, projection, rationalization, displacement, sublimation, denial, collective unconscious, projective test, Thematic Apperception Test (TAT), Rorschach inkblot test, terror-management theory, self-actualization, unconditional positive regard, self-concept, trait, personality inventory, Minnesota Multiphasic Personality Inventory (MMPI), empirically derived test, social-cognitive perspective, reciprocal determinism, personal control, external locus of control, internal locus of control, positive psychology, self, spotlight effect, self-esteem, self-serving bias ................
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