Ap® psychology



SOMERSET ACADEMY MIRAMAR HIGHPsychology Syllabus 2013-2014Ms. J. MoralesE-mail: jmorales@Hello and Welcome to Psychology. ThisPsychology course is designed to introduce students to the systematic and scientific study of the behavior and mental processes of human beings and other animals. Students are exposed to the psychological facts, principles, and phenomena associated with each of the major subfields within psychology. They also learn about the ethics and methods psychologists use in their science and practice. Students will have some type of assignment for this class every day, including weekends, and non-class days. It may be working on their Cornell notebook, doing some assigned reading, working on their charts, reviewing for a test, writing a self-timed essay in their composition notebooks, or it may be a more formal assignment. Home learning assignments will be announced in class and will also be posted online at the teacher website. This class is not designed for those who procrastinate. Expect to work hard and to be challenged.Supplies:(1) 2inch 3 ring binder - This binder will be used to hold worksheets, essays, and other graded materials. This will also be checked for Notebook checks. This binder can be used with other classes, HOWEVER, please remain organized as this will second as a study guide for exams. (1+) Notebook- This will be used for Cornell notes. (will be graded on notebook check days) (1) Composition book. (Used for bell work, essays, timed writings, etc.) (1+) Highlighter(s) Blue or Black ink pens. Please DO NOT write in pencil unless it is for an exam. Red Pens. For grading/editing work. (2) 3x5 packs of index cards- this will be used for vocabulary. A USB drive - Not only is it important to save information, but it is useful in the sense that if something happens (printer is out of ink, cat ate homework, computer is broken, etc.) you have the assignment backed up to print elsewhere. Classroom Rules: 1. Respect others and their property. 2. Regular class attendance is required. If you are absent, you are only allowed to make-up Unit Exams. You will not be allowed to make up Bell-work, Timed Writings and Reading Quizzes. You were either here or you weren’t. Also, if you skip, I will catch you. Don’t do it. 3. Food and drinks need to be consumed elsewhere. Water bottles are ok. Candy and gum will not be allowed.4. Please put all of your trash in the appropriate garbage cans. My classroom is not a locker. If it is left in my room, it will be trash. 5. Restroom breaks are for emergencies only. If it is an EMERGENCY and you MUST go to the Restroom, raise your hand and do this signal . This will help differentiate between participation within class and permission for restroom breaks. The Social Studies departmental grading policy is: 30% Tests (Unit Exams, etc.) 25% ALL Essays and Projects (including Timed Writings, etc.) 20% Quizzes (including Pop Quizzes, Reading quizzes, etc.) 15% Classwork and Homework (Cornell Chapters, Charts, etc.) 5% Notebook (Entire Cornell, 2-inch Binder, etc.) 5% Participation Required Yearly Exams (Federal/State/District): August-June: Interim Assessments throughout year August-September: Baseline Benchmark Assessments December: Midterm Exams March: FCAT WritingApril: FCAT Reading/Mathematics/Science, Writing Post-Tests May: Advanced Placement ExamsJune: Final ExamsGrading Scale: A 100-90 B 89-80 C 79-70 D 69-60 F 59-0 General Grade Definitions: A = Strong scholarship, work significantly exceeds the requirements of the instructor, and demonstrates independent thought and resourcefulness. Work is on time, neat, organized and free from spelling and grammatical errors. Work shows significant increase development of the student, and the work, if shared, enhances the group’s learning. ABOVE and BEYOND AVERAGE.B= Accurate and complete scholarship that goes beyond the requirements of the instructor, and demonstrates above-average achievement. Work is on time, neat, organized and free from spelling and grammatical errors. Work shows some increased development of the student, and the work, if shared, is beneficial to the group’s learning. BEYOND AVERAGE.C= Scholarship meets the minimum requirements of the instructor, and demonstrates little independent thought or it may simply parrot the text. Work is on time, neat, but may not be well organized and may contain spelling errors. Work shows little increased development of the student, if any. The work, if shared, is marginally beneficial to the group’s learning. AVERAGE.D= Scholarship does not meet the requirements of the instructor, and demonstrates no independent thought and may be copied from another source, or paraphrased. Work may or may not be neatly done and well organized. The work may contain spelling errors. Work shows no evidence of increasing the development of the student. The work, if shared, has little, or no, benefit for the group’s learning. BELOW AVERAGE.F= Scholarship does not meet the minimum requirements of the instructor or the assignment. The work shows no evidence of independent thought, was copied from another source, or was paraphrased. The work may not be neat, may contain spelling errors, and may be incomplete. If shared, the work is not beneficial to the group’s learning. SIGNIFICANTLY BELOW AVERAGE.PARENTS: Please note that any textbook supplied to your child by the teacher belongs to the school unless otherwise indicated. If the textbook is lost, stolen or damaged, the student and the parent are financially responsible for the FULL cost of the book. There are three ways to contact me: E-MAIL : It is faster to contact me through e-mail at JMorales@. Please make sure to: include your child's name, class subject and Period on the subject line (example: John Doe-AP Psychology-Period 6), make sure to address your inquiry, and include your direct phone number in the e-mail. 2. PHONEIf you do not have e-mail access, please call (954) 435-1470 and leave a message with one of the school's receptionists. 3. PARENT CONFERENCEIf you wish to have a Parent Conference, please note that I am only available on Tuesday and Wednesday mornings from 7:15am to 8:00am. To schedule a Parent Conference, please call the counselor's office and speak to your child's counselor to schedule an appointment for Tuesday or Wednesday morning from 7:15am-8:00am at (954) 435-1970.Course Outline I. Scope, History, and Methodology [CR1]Historical Schools: Functionalism vs. Structuralism Modern Approaches: Psychodynamic, Behaviorist, Cognitive, Humanistic, Evolutionary, NeuroscienceNature of Scientific Inquiry: Sources of bias and error Research Methods: Introspection, observation, survey, psychological testing, controlled experiments [CR2]Statistics: Central tendency, variance, significance, correlationEthics in Research: Human participants, animal subjects [CR16]II. BehaviorismHistorical Background and Philosophy of Radical Behaviorism Classical Conditioning: Pavlov, Watson, applications, biological critique, cognitivist challenge Operant Conditioning: Thorndike, Skinner, Bandura, behavior modification, biological critique, cognitivist challenge [CR15]III. Neuroscience [CR3]Neuron: Neuronal and synaptic transmission, psychopharmacology, drug abuse Brain: Research methodology, neuroanatomy, brain development and aging, hemispheric specializationNervous System: Structural and functional organization Endocrine System: Anatomy, HPA-axis, and immune system Genetics and Heritability IV. Sensation and Perception [CR4]Psychophysics: Thresholds (absolute, difference, Weber’s constants), signal detection theory Sensory Organs and Transduction: Visual (including color vision and feature detection), auditory, olfactory, gustatory, proprioceptive (including kinesthetic and vestibular)Perception: Attention, processing, illusions (including Gestalt psychology), and camouflage V. Developmental Psychology [CR9]Methodology: Longitudinal and cross-sectional studies Nature vs. Nurture (maturation versus learning)Influential Theories: Piaget and cognitive development, Freud and psychosocial development, Kohlberg and moral development, Gilligan and gender differentiation [CR6]Infancy, Childhood, Adolescence, and AdulthoodVI. Intelligence and Psychological Testing [CR11]Psychological Testing: Methodology, norms, reliability, validity Intelligence: Defining intelligence, history of intelligence and aptitude testing, nature-nurture issuesVII. Consciousness, Memory, and Language [CR5]States of Consciousness: Waking, sleep and dreaming, hypnosis, altered states Memory: Information processing, storage, retrieval Accuracy of Memory: Loftus and SchacterCognition: Problem solving and heuristics [CR7]Language: Skinner and Chomsky VIII. Motivation and Emotions [CR8]Motivational Concepts: Instincts, drives, optimal arousal, Maslow’s hierarchy Hunger and Eating Disorders Sexuality and Sexual Orientation Achievement Motivation: McClelland and the TAT, intrinsic versus extrinsic motivators Physiology of Emotion: Fear, anger, happiness Expression of Emotion: Darwin and Ekman Theories of Emotion: James-Lange, Cannon-Bard, Schacter-Singer IX. Personality [CR10]Psychodynamic Perspective: Freud, Jung, Adler Trait Perspective: Allport, factor analysis and the five-factor model, assessment (Myers-Briggs, MMPI)Humanistic Perspective: Maslow and Rogers Social-Cognitive Perspective: Bandura and Seligman X. Stress and HealthStress as a Concept: SelyeStress and Health Adjustment XI. Abnormal Psychology [CR12, CR13]Approaches to Abnormality: The Rosenhan study, historical approaches (deviance), the medical model, the biopsychosocial model Classifying Disorders: Evolution of the DSM-IV-TR Major Categories of Disorders: Anxiety disorders, dissociative disorders, mood disorders, schizophrenia, personality disordersMajor Approaches to Psychotherapy: Psychoanalysis, behavioristic, humanistic, cognitive, group, pharmacologicalDoes Therapy Work? Eysenck, outcome studies, and the Consumer Reports studyXII. Social Psychology [CR14]Attitudes and Behavior: Fundamental attribution error, roles, Festinger and cognitive dissonance Group Influence: Asch and conformity, Milgram and obedience, facilitation and loafing, Janis and groupthink Prejudice and Scapegoating Altruism: Darley and LatanéReturn this page to Ms. Morales. My signature below indicates that I have read and understood the Psychology Syllabus in its entirety, given to me by Ms. Morales. I acknowledge that Ms. Morales has the right to adjust the terms of this syllabus as needed. I understand, agree, and will comply with the classroom methods & guidelines, rules, and expectations Ms. Morales and the course stated herein. I also understand, that any textbook supplied to me [my child] by the teacher belongs to the school unless otherwise indicated and if the textbook is lost, stolen or damaged upon return to the school, I agree that I am responsible for the FULL cost of the textbook as when the textbook was originally purchased. I understand that it is my [child’s] responsibility to: - read the designated chapters before coming to class; - do all the work assigned; - attend study time sessions; - get help early if the material is not understood; - not procrastinate; and - try my [their] best in this class. My child and I also understand that plagiarism (cheating) is a serious matter and if my child cheats in any way as stated in the syllabus, s/he will not only receive a zero for that specific assignment but also a conduct grade of F for the nine weeks and a detention to be served the next Wednesday after the incident. Student Name (please print) __________________________________________ Student Signature___________________________________________________ Parent/Guardian Name (please print)___________________________________ Parent/Guardian Signature____________________________________________ Parent Contact Information: Phone: __________________________________Email:_______________________________________________________________Dated_________________________ ................
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