AP Psychology



AP Psychology

Syllabus (2013-14)

The purpose of AP Psychology is to introduce students to the discipline of psychology from both a theoretical and practical perspective. Students will learn about the field of psychology through in-depth study, research, class discussion, and hands-on activities. In doing so, students will generate a greater awareness of the behavior and mental processes of human beings.

Course Objectives:

Students will…

• Examine the major sub-disciplines of psychology and build a strong understanding of the key terms and concepts involved in each.

• Develop an appreciation for the practical use of psychology in their everyday lives.

• Enhance their critical thinking skills by examining psychological research, articles, and other sources.

• Successfully prepare for the AP Psychology exam in May, 2014.

The course is taught in 28 weeks with four fifty minute time slots per week.

Evaluation

Final exam: 30%

Unit tests: 30%

Assignments and projects: 30%

Homework, class discussion and participation: 10%

Textbook:

Feldman, Robert S. Understanding Psychology, 10th Edition. (New York: McGraw-Hill, 2011)

McEntarffer, Robert and Allyson J. Weseley. Barron's AP Psychology, 5th Edition. (Barron's Educational Series, Incorporated, 2012)

Course Plan

Unit 1: History and Approaches [CR 14]

Textbook Chapter 1

Approximate Time: 1 week

Topics:

A. Logic, Philosophy, and History of Science

B. Approaches/Perspective (Biological, Behavioral, Cognitive, Humanistic, Psychodynamic, Sociocultural, and Evolutionary)

Objectives:

• Trace the historical and philosophical development of psychology as a science.

• Describe how the different perspectives explore and explain human behavior.

• Identify famous psychologists and describe their contributions to the discipline.

• Explain the key issues and controversies involved modern day psychology.

• Explore different career options for people who earn degrees in psychology.

Unit 2: Research Methods [CR 2]

Textbook Chapter 2 and Appendix

Approximate Time: 2 weeks

Topics:

A. Experimental, Correlational and Clinical Research

B. Statistics (Descriptive and Inferential)

C. Ethics in Research

Objectives:

• Understand the basis of the scientific method.

• Discuss the advantages and disadvantages of case study research, naturalistic observation, survey research and archival research.

• Explain the difference between correlational studies and causal studies.

• Evaluate the importance of statistics in research.

• Appreciate the importance of ethics in research.

Unit 3: Biological Bases of Behavior [CR 3]

Textbook Chapter 3

Approximate Time: 2.5 weeks

Topics:

A. Physiological Techniques

B. Neuroanatomy

C. Functional Organization of Nervous System

D. Neural Transmission

E. Endocrine System

F. Genetics

G. Evolutionary Perspective

Objectives:

• Identify the parts of the brain and the functions of each.

• Understand how researchers study the brain.

• Understand and explain the basic elements of the nervous system and how they are linked.

• Explain the process of neural communication.

• Describe the nature of the endocrine system and its interaction with the nervous system.

Unit 4: Sensation and Perception [CR 4]

Textbook Chapter 4

Approximate Time: 2 weeks

Topics:

A. Thresholds and Signal Detection Theory

B. Sensory Mechanisms

C. Attention

D. Perceptual Processes

Objectives:

• Understand what sensation is and how psychologists study it.

• Identify the relationship between physical stimulus and the kinds of sensory responses that result from it.

• Discuss research on depth perception and cues.

• Explain the major components and functions of the five senses.

• Understand the principles that underlie the perceptual organization of human beings (i.e. the Gestalt laws of organization, depth perception, perceptual constancy).

Unit 5: States of Consciousness [CR 5]

Textbook Chapter 5

Approximate Time: 1 week

Topics:

A. Sleep and Dreaming

B. Hypnosis

C. Psychoactive Drug Effects

Objectives:

• Explain the different states of consciousness.

• Explore the function and meaning of dreams.

• Identify the major sleep disorders.

• Explain the process of hypnosis and the behavior of hypnotized people.

• Examine the major classifications of drugs and specific physiological and psychological effects involved with their usage.

Unit 6: Learning [CR 6]

Textbook Chapter 6

Approximate Time: 2 weeks

Topics:

A. Classical Conditioning

B. Operant Conditioning

C. Cognitive Processes

D. Biological Factors

E. Social Learning

Objectives:

• Understand and explain the process of classical conditioning (Pavlov) including the processes of acquisition, extinction, spontaneous recovery, generalization, and discrimination.

• Understand and explain the process of operant conditioning (Thorndike and Skinner) including the procedure of shaping, and the types and schedules of reinforcement.

• Apply classical conditioning and operant conditioning to different situations.

• Discuss the importance of cognitive and biological predispositions in conditioning.

• Understand and explain the process of latent learning and observational learning (Bandura).

Unit 7: Cognition [CR 7]

Textbook Chapters 7-8

Approximate Time: 2.5 weeks

Topics:

A. Memory

B. Language

C. Thinking

D. Problem Solving and Creativity

Objectives:

• Explain the characteristics of and differences between sensory memory, short-term memory, and long-term memory.

• Understand encoding, storage, and retrieval.

• Distinguish between implicit and explicit memory.

• Understand the process of forgetting.

• Describe the characteristics of language and evaluate the importance of language.

• Apply the nature-nurture debate to the development of language.

• Describe the nature of concepts and the role of prototypes in concept formation.

• Compare trial and error, algorithms, heuristics, and insight in the process of problem solving.

• Compare divergent thinking and convergent thinking to understand creativity.

Unit 8: Motivation and Emotion [CR 8]

Textbook Chapter 10 and 14

Approximate Time: 2 weeks

Topics:

A. Biological Bases

B. Theories of Motivation

C. Hunger, Thirst, Sex and Pain

D. Social Motives

E. Theories of Emotion

F. Stress

Objectives:

• Define motivation and identify motivational theories.

• Explain the physiological, psychological, and cultural aspects of hunger.

• Understand how needs relating to achievement, affiliation, and power motivation are exhibited.

• Define emotion and understand the major theories of emotion (James-Lange, Cannon-Bard, and Schachter-Singer).

• Identify the physiological changes that occur when people experience different emotions.

• Define stress, identify the emotional and physiological responses to stress, explain ways of coping with stress.

Unit 9: Developmental Psychology [CR 9]

Textbooks Chapters 11-12

Approximate Time: 2.5 weeks

Topics:

A. Life-Span Approach

B. Research Methods

C. Heredity-Environment Issues

D. Developmental Theories

E. Dimensions of Development (Physical, Cognitive, Social and Moral)

F. Sex Roles and Gender Roles

Objectives:

• Apply the nature-nurture debate to human development.

• Understand the basic elements of prenatal development.

• Analyze the physical, social, and cognitive development of human beings.

• Discuss the role of parenting on development and the impacts of different parenting styles on development.

• Describe how developmental psychologists research development over the lifespan and distinguish between longitudinal and cross-sectional studies.

• Describe the theories of Piaget, Erikson, and Kohlberg.

• Define gender and understand the major differences between male and female gender roles.

• Examine biological and social aspects of sex and gender and how they impact individual and social behavior.

Unit 10: Personality [CR 10]

Textbook Chapter 13

Approximate Time: 2 weeks

Topics:

A. Personality Theories and Approaches

B. Assessment Techniques

C. Growth and Adjustment

Objectives:

• Explain how the different perspectives approach the study of personality.

• Discuss the advantages and disadvantages of each approach (i.e. psychoanalytic, humanist, cognitive, trait, social learning, and behavioral).

• Study Freud’s psychoanalytic theory (i.e. id, ego, superego, and psychosexual stages) and the major neo-Freudian contributions to the study of personality (i.e. Jung).

• Determine how psychologists assess personality according to the various perspectives.

• Evaluate the accuracy of personality assessment techniques.

Unit 11: Testing and Individual Differences [CR 11]

Textbook Chapter 9

Approximate Time: 2 weeks

Topics:

A. Standardization and Norms

B. Reliability and Validity

C. Types of Tests

D. Ethics and Standards in Testing

E. Intelligence

Objectives:

• Discuss the different definitions and theories of intelligence (i.e. Gardiner, Spearman, and Sternberg).

• Examine the role of culture in understanding, evaluating, and comparing intelligence.

• Evaluate the development of intelligence testing and the methods psychologists use when designing specific tests (i.e. Binet and IQ tests, the normal curve etc.).

• Distinguish between the reliability and validity of intelligence tests.

• Describe the extremes of intelligence and their characteristics (i.e. mental retardation and intellectually gifted).

• Debate the influences of the environment and heredity on intelligence.

Unit 12: Abnormal Behavior [CR 12]

Textbooks Chapter 15

Approximate Time: 2 weeks

Topics:

A. Definitions of Abnormality

B. Theories of Psychopathology

C. Diagnosis of Psychopathology

D. Types of Disorders (Anxiety, Somatoform, Mood, Schizophrenic, Organic, Personality and Dissociative)

Objectives:

• Identify the criteria for determining what constitutes a psychological disorder.

• Examine and discuss the Diagnostic and Statistical Manual of Mental Disorders (DSM).

• Evaluate the strengths and limitations of the major psychological theories of abnormality (i.e. medical, psychoanalytic, behavioral etc.)

• Discuss the major characteristics, diagnosis, and treatment of the major psychological disorders (i.e. anxiety, somatoform, mood, schizophrenic, organic, personality, and dissociative).

• Discuss the positive and negative consequences of diagnostic labels.

Unit 13: Treatment of Abnormal Behavior [CR 13]

Textbook Chapter 16

Approximate Time: 2 weeks

Topics:

A. Treatment Approaches (Psychodynamic, Humanistic, Behavioral, Cognitive and Biological)

B. Modes of Therapy

C. Community and Preventative Approaches

Objectives:

• Describe the characteristics, history, and goals of psychotherapy.

• Compare the major treatment approaches to abnormal behavior (i.e. psychodynamic, humanistic, behavioral, cognitive, and biological)

• Understand the advantages and disadvantages of individual and group forms of treatment.

• Compare and contrast specific treatments and case studies within each major category of psychotherapy.

• Discuss the role of values and cultural differences in therapy.

• Appreciate the importance of prevention strategies.

Unit 14: Social Psychology [CR14]

Textbook Chapter 17

Approximate Time: 2.5 weeks

Topics:

A. Group Dynamics

B. Attribution

C. Interpersonal Perception

D. Conformity, Compliance, Obedience

E. Attitudes and Attitude Change

F. Organizational Behavior

G. Aggression/Antisocial Behavior

H. Cultural Influences

Objectives:

• Understand how attitudes are formed, maintained, and change (i.e. central and peripheral route processing, cognitive dissonance).

• Describe the importance of attribution in social theory (i.e. assumed similarity bias, fundamental attribution error).

• Explain the major sources and tactics of social influence (i.e. conformity, groupthink, compliance, obedience).

• Examine important psychological experiments in the development of social psychology (i.e. Milgram’s experiment on obedience).

• Understand the differences between prejudice, stereotypes, and discrimination.

• Explain human attraction and the different social relationships that are formed as a result.

• Understand the factors that underlie aggression and prosocial behavior (i.e. altruism).

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