Advanced Placement Psychology



Advanced Placement Psychology

Course Syllabus

Angel Stiles

Angel.stiles@

651-621-6905

Textbook

Myers, D. G. (2011). Myers’ Psychology for AP. New York: Worth Publishers.

Additional Resources

- Fineburg, A. C., Myers, D. G., & Brewer, C. L. (2010). Myers' psychology for ap*, teacher's edition.

- Hock, R. R. (2009). Forty studies that changed psychology, explorations into the history of psychological research. Prentice Hall.

- Benjamin, L. T. (2009). Favorite activities for the teaching of psychology. Amer Psychological Assn.

- Ernst, R. M. (2007). Teaching tips to accompany thinking about psychology, 2/e. Charles t. blair-broeker and randal m. ernst

- (1998). Psychology. USA: The Center for Learning.

- Psychology-related articles from online news sources, Frontline, TOPPS, Teaching High School Psychology Blog, and Psychology Today

- Ludwig, T. E. (2003). Psychsim 5.0. Worth Pub.

- Annenberg/CPB. Discovering Psychology: Updated Edition. South Burlington, VT.

Course Description

The AP Psychology 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. Areas covered include: history of psychology; research methods; biological bases of behavior; sensation and perception; cognitive psychology; physical, social and emotional development; abnormal behavior and therapies; social psychology; and gender differences. This is a rigorous and demanding course requiring students to have a strong work ethic, to read at a rigorous pace, and to complete a variety of writing assignments. Students are expected to demonstrate strong writing and analytical skills and independent work habits. This course follows the guidelines for Advanced Placement Psychology, and all students are expected to take the AP exam.

Course Objectives

Students will:

1. Understand the historical and contemporary psychological perspectives.

2. Explore the brain and nervous system and their impact on behavior and mental processes.

3. Analyze major theories of sensation, perception, learning, memory, motivation, and emotion.

4. Explore the life span of human development.

5. Examine the development of personality

6. Develop an understanding of social interaction.

7. Develop critical thinking, reading, writing, and discussion skills.

8. Analyze ethical issues and enduring psychological questions.

9. Apply psychological principles in their own lives.

10. Analyze psychological disorders and current treatment methods.

AP Psychology Department Distribution of grading components:

Tests (including Free Response Questions): 50%

Quizzes (both vocabulary and reading): 20%

Homework and projects: 20%

Cumulative Exam: 10%

Classroom Expectations

Students must respect all people, including themselves, and all property, including their own, at all times.

Come to class each day prepared to learn and work hard.   Bring all required materials daily as well as an enthusiastic, positive, curious and focused attitude.   Take responsibility for your behavior, work, and learning.  Collaboration is an important part of class and learning, however all work on tests must be your own and anything turned in must be in your own words.   Seek extra help if you do not understand a concept or procedure.  Personal devices (phones, etc) should not be used during class discussions, lectures, or instructional time.

Tardies and Passes:

• 4 Tardies equal an ASAP (after school detention) or teacher lunch detention. Be prepared and on time! Mr. Donovan & Mr. Manuel will be handling all Tardy detentions.

• Please do not ask me for passes. You are Seniors, plan accordingly. You are allowed 1 emergency pass per semester. Use your planner.

Study Guides:

Students will receive a study guide for each unit. The first study guide is mandatory for all students. Subsequent study guides will be required on an individual basis (those students who did not score at least 70% on their multiple choice unit exam). Study guides should be brought to class everyday as some portions of the study guide will be worked on during the class period.

Quizzes and Tests:

• Students will take several brief reading quizzes a week. These quizzes will not be scored but will be used to determine which students need after school support with their reading.

• Students will receive a vocabulary sheet for each unit. A matching vocabulary quiz will be administered for each unit. 10-15 terms will be randomly selected from the vocabulary sheet.

• Unit tests will consist of 40-60 multiple choice questions and a Free Response Question. Students that do not meet proficiency (score of 70% or higher will be required to stay after school to work with Ms. Stiles, a tutor, or study group.

• The use of personal devices (phones, ipods, etc.) is strictly prohibited on testing and quizzing days. Failure to comply with this expectation may result in the invalidation of test scores.

|Unit 1 |Myers, Unit 1; pp. 1-15 |Dates: See Calendar |

|Topics: History and Approaches |Content Standard: Perspectives in Psychological Science |

| |After concluding this unit, students understand: |

|What is Psychology? |1. Development of psychology as an empirical science |

| |2. Major subfields within psychology |

|Fields and sub-fields of Psychology |Content Standard 1: Development of psychology as an empirical science |

| |1.1 Define psychology as a discipline and identify its goals as a science. |

|History of Psychology |1.2 Describe the emergence of psychology as a scientific discipline. |

| |1.3 Describe perspectives employed to understand behavior and mental processes. |

|Approaches to Psychology |1.4 Explain how psychology evolved as a scientific discipline. |

| |Content Standard 2: Major subfields within psychology 
 |

| |2.1 Discuss the value of both basic and applied psychological research with human and non-human animals. |

| |2.2 Describe the major subfields of psychology. |

| |2.3 Identify the important role psychology plays in benefiting society and improving people’s lives. |

| |Content Standard Area: Vocational Applications |

| |After concluding this unit, students understand: |

| |1. Career options |

| |2. Educational requirements |

| |3. Vocational applications of psychological science |

| |Content Standards With Performance Standards |

| |Content Standard 1: Career options   |

| |1.1 Identify careers in psychological science and practice. |

| |1.2 Identify careers related to psychology. |

| |Content Standard 2: Educational requirements 
 |

| |2.1 Identify degree requirements for psychologists and psychology-related careers. |

| |2.2 Identify resources to help select psychology programs for further study. |

| |Content Standard 3: Vocational applications of psychological science |

| |3.1 Discuss ways in which psychological science addresses domestic and global issues. |

| |3.2 Identify careers in psychological science that have evolved as a result of domestic and global issues. |

|Key Terms |Activities/Projects/Assignments: |

|Psychology empiricism |Unit 1 Study Guide |

|Structuralism functionalism |Perspectives Activity: Outrageous Celebrity Activity |

|Behaviorism humanistic psychology |Vocabulary Quiz |

|cognitive neuroscience nature-nurture |Name that psychologist activity |

|natural selection biopsychosocial approach | |

|biological psychology evolutionary psychology | |

|psychodynamic psychology behavioral psychology | |

|cognitive psychology socio-cultural psychology | |

|psychometrics developmental psychology | |

|educational psychology personality psychology | |

|social psychology industrial-organizational psychology | |

|counseling psychology | |

|clinical psychology psychiatry | |

| | |

|Unit 2 |Myers, Unit 2; p. 19-49 |Dates: See Calendar |

|Topics: |Content Standard: Research Methods, Measurements, Statistics |

|Research Methods: Thinking Critically with Psychological Science |After concluding this unit, students understand: |

| |1. Research methods and measurements used to study behavior and mental processes |

|The Need for Psychological Science |2. Ethical issues in research with human and non-human animals |

| |3. Basic concepts of data analysis |

|How do psychologists ask and answer questions? |Content Standard 1: Research methods and measurements used to study behavior and mental processes |

| | 1.1 Describe the scientific method and its role in psychology.  |

|Statistical Reasoning in Everyday Life |1.2 Describe and compare a variety of quantitative (e.g., surveys, correlations, experiments) and qualitative (e.g., interviews, narratives, |

| |focus groups) research methods.  |

| |1.3 Define systematic procedures used to improve the validity of research findings, such as external validity.  |

| |1.4 Discuss how and why psychologists use non-human animals in research.  |

| |Content Standard 2: Ethical issues in research with human and non-human animals |

| |2.1 Identify ethical standards psychologists must address regarding research with human participants. |

| |2.2 Identify ethical guidelines psychologists must address regarding research with non-human animals. |

| |Content Standard 3: Basic concepts of data analysis |

| |3.1 Define descriptive statistics and explain how they are used by psychological scientists. |

| |3.2 Define forms of qualitative data and explain how they are used by psychological scientists. |

| |3.3 Define correlation coefficients and explain their appropriate interpretation. |

| |3.4 Interpret graphical representations of data as used in both quantitative and qualitative methods. |

| |3.5 Explain other statistical concepts, such as statistical significance and effect size. |

| |3.6 Explain how validity and reliability of observations and measurements relate to data analysis. |

|Key Terms |Activities/Projects/Assignments: |

|Hindsight bias Random assignment |Stranger Paper |

|Critical thinking Double-blind procedure |Fluker Farms: Understanding the limitations of the survey |

|Theory Placebo effect |Group Experiment Project – 2 page paper lab report |

|Hypothesis Experimental group |Ethical situation debate- Case Study Analysis |

|Operational definition Control group | |

|Replication Independent variable | |

|Case study Confounding variable | |

|Survey Dependent variable | |

|Population Mode | |

|Random sample Mean | |

|Naturalistic observation Median | |

|Correlation Range | |

|Correlation coefficient Standard Deviation | |

|Scatter plot Normal curve | |

|Illusory correlation Statistical significance | |

|Experiment | |

| | |

|Unit 3 |Myers, Unit 14, p. 643 - 695 |Dates: See Calendar |

|Topics: |Content Standard Area: Social Interactions |

|Social Psychology |After concluding this unit, students understand: |

| |1. Social cognition |

|Social Thinking |2. Social influence |

|Social Influence |3. Social relations |

|Social Relations |Content Standard 1: Social cognition |

| |1.1 Describe attributional explanations of behavior.  |

| |1.2 Describe the relationship between attitudes (implicit and explicit) and behavior.  |

| |1.3 Identify persuasive methods used to change attitudes.  |

| |Content Standard 2: Social influence |

| |2.1 Describe the power of the situation. |

| |2.2 Describe effects of others’ presence on individuals’ behavior. |

| |2.3 Describe how group dynamics influence behavior. |

| |2.4 Discuss how an individual influences group behavior. |

| |Content Standard 3: Social relations |

| |3.1 Discuss the nature and effects of stereotyping, prejudice, and discrimination. |

| |3.2 Describe determinants of prosocial behavior. |

| |3.3 Discuss influences upon aggression and conflict. |

| |3.4 Discuss factors influencing attraction and relationships. |

| |Content Standard Area: Sociocultural Diversity |

| |After concluding this unit, students understand: |

| |1. Social and cultural diversity |

| |2. Diversity among individuals |

| | Content Standard 1: Social and cultural diversity |

| |1.1 Define culture and diversity.  |

| |1.2 Identify how cultures change over time and vary within nations as well as internationally.  |

| |1.3 Discuss the relationship between culture and conceptions of self and identity.  |

| |1.4 Discuss psychological research examining race and ethnicity.  |

| |1.5 Discuss psychological research examining socioeconomic status. |

| |1.6 Discuss how privilege and social power structures relate to stereotypes, prejudice, and discrimination. |

| |Content Standard 2: Diversity among individuals |

| |2.1 Discuss psychological research examining gender identity. |

| |2.2 Discuss psychological research examining diversity in sexual orientation. |

| |2.3 Compare and contrast gender identity and sexual orientation. |

| |2.4 Discuss psychological research examining gender similarities and differences and the impact of gender discrimination.  |

| |2.5 Discuss the psychological research on gender and how the roles of women and men in societies are perceived. |

| |2.6 Examine how perspectives affect stereotypes and treatment of minority and majority groups in society. |

| |2.7 Discuss psychological research examining differences in individual cognitive and physical abilities |

| | |

| | |

|Key Terms |Activities/Projects/Assignments: |

|Conformity Normative social influence |Nature of groups class discussion |

|Informational social influence Social facilitation |In-group bias activity |

|Social loafing Deindividuation |Fundamental Attribution Error Simulation |

|Group polarization Groupthink |Highway Man Story: Students will read a scenario to understand the factors involved in the just |

|Culture Norm |world phenomenon. |

|Personal space Prejudice |Implicit Attitude Test: understanding unconscious bias |

|Stereotype Discrimination | |

|Ingroup Outgroup | |

|Ingroup bias Scapegoat theory | |

|Other-race effect Just-world phenomenon | |

|Aggression Frustration-aggression principle | |

|Mere-exposure effect Passionate love | |

|Companionate love 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 GRIT | |

| |Additional Readings/Resources: |

| |PsychSim 5 – Social Decision Making |

| |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 4 |Myers, Unit 3A, 3B, 3C; pp. 51-110 |Dates: See Calendar |

|Topics: |Content Standards Area: Biological Bases of Behavior |

|Biological Bases for Behavior |After concluding this unit, students understand: |

| |1. Structure and function of the nervous system in human and non-human animals |

|Neural Processing and Communication |2. Structure and function of the endocrine system |

| |3. The interaction between biological factors and experience |

|The Nervous System |4. Methods and issues related to biological advances |

| |Content Standard 1: Structure and function of the nervous system in human and non-human animals |

|Endocrine System |1.1 Identify the major divisions and subdivisions of the human nervous system. |

| |1.2 Identify the parts of the neuron and describe the basic process of neural transmission. |

|The Brain |1.3 Differentiate between the structures and functions of the various parts of the central nervous system. |

| |1.4 Describe lateralization of brain functions. |

|Genetics |1.5 Discuss the mechanisms of, and the importance of, plasticity of the nervous system. |

| |Content Standard 2: Structure and function of the endocrine system |

|Evolutionary Behavior |2.1 Describe how the endocrine glands are linked to the nervous system. |

| |2.2 Describe the effects of hormones on behavior and mental processes. |

| |2.3 Describe hormone effects on the immune system. |

| |Content Standard 3: The interaction between biological factors and experience 
 |

| |3.1 Describe concepts in genetic transmission. |

| |3.2 Describe the interactive effects of heredity and environment. |

| |3.3 Explain how evolved tendencies influence behavior. |

| |Content Standard 4: Methods and issues related to biological advances 
  |

| |4.1 Identify tools used to study the nervous system. |

| |4.2 Describe advances made in neuroscience. |

| |4.3 Discuss issues related to scientific advances in neuroscience and genetics. |

|Key Terms |Activities/Projects/Assignments: |

|Biological psychology neuron |Brain Choice Project: Create a song, children’s book, limericks, or mobile with all parts/functions of the brain |

|Sensory neurons motor neurons |represented and explained |

|Interneurons dendrite |Nervous system analogy poster. Students must demonstrate their understanding of the NS by comparing it to |

|Axon myelin sheath |something else. Ex. The Nervous system is a Guitar. Students will make a visual and explain their analogy. |

|Action potential threshold |PsychSim 5: Brain and Behavior |

|Synapse synapse |PsychSim 5: Neural Messages |

|Neurotransmitter reuptake |PsychSim 4: Hemisphere Specialization |

|Endorphins acetylcholine |Phineas Gage discussion; Alan Alda video: |

|Dopamine serotonin | |

|Norepinephrine GABA | |

|Glutamate nervous system (NS) | |

|Central NS Peripheral NS | |

|Nerves somatic nervous system | |

|Autonomic nervous system sympathetic nervous system | |

|Parasympathetic nervous system reflex | |

|Endocrine system hormones | |

|Adrenal glands pituitary gland | |

| |Additional Readings/Resources: |

| |The Teenage Brain: October 2011, National Geographic article: |

| | |

| |FRONTLINE documentary on the teenage brain: |

| |University of MN Brain Speakers/Presentation |

|Unit 5 |Myers, Unit 4, p. 115-173 |Dates: See Calendar |

|Topics: |Content Standard: Sensation and Perception |

|Sensation and Perception |After concluding this unit, students understand: |

| |1. The processes of sensation and perception |

|Sensing the World: Some Basic Principles |2. The capabilities and limitations of sensory processes |

| |3. Interaction of the person and the environment in determining perception |

|Vision | Content Standard 1: The processes of sensation and perception |

| |1.1 Discuss processes of sensation and perception and how they interact.  |

|Hearing |1.2 Explain the concepts of threshold and adaptation.  |

| |Content Standard 2: The capabilities and limitations of sensory processes |

|Other Senses |2.1 List forms of physical energy for which humans and non-human animals do and do not have sensory receptors. |

| |2.2 Describe the visual sensory system. |

|Perceptual Organization |2.3 Describe the auditory sensory system. |

| |2.4 Describe other sensory systems, such as olfaction, gustation, and somesthesis (e.g., skin senses, kinesthesis, and vestibular sense). |

|Perceptual Interpretation |Content Standard 3: Interaction of the person and the environment in determining perception |

| |3.1 Explain Gestalt principles of perception. |

|Extrasensory Perception |3.2 Describe binocular and monocular depth cues. |

| |3.3 Describe the importance of perceptual constancies. |

| |3.4 Describe perceptual illusions. |

| |3.5 Describe the nature of attention. |

| |3.6 Explain how experiences and expectations influence perception. |

|Key Terms |Activities/Projects/Assignments: |

|Sensation Perception Kinethesis|Sensation and Perception Variables in your Daily Life – using the key terms for Unit 4, list |

|Bottom-up processing Top-down processing Gate-control theory |application in your own life for each one |

|Selective Attention Inattentional blindness Gestalt |Analyze and interpret visual illusions |

|Change blindness Psychophysics Grouping | |

|Absolute threshold Signal detection theory Visual Cliff | |

|Subliminal Priming Retinal | |

|diparity | |

|Difference threshold Webster’s law Phi phenomenon | |

|Sensory Adaptation transduction color constancy | |

|Retina wavelength | |

|perceptual set | |

|Accommodation hue | |

|parapsychology | |

|Rods and cones intensity vestibular | |

|sense | |

|Pupil optic nerve sensory| |

|interaction | |

|Iris blind spot | |

|figure-ground | |

|Lens fovea | |

|depth perception | |

|Feature detectors parallel processing binocular cues | |

|Trichromatic theory opponent process theory monocular cues | |

|Audition cochlea | |

|perceptual constancy | |

|Frequency inner ear, middle ear perceptual | |

|adaptation | |

|Pitch place theory | |

|extrasensory perception | |

|Frequency theory conduction hearing loss parapsychology | |

|Sensorineural hearing loss cochlear implant | |

| |Additional Readings/Resources: |

| |PsychSim5 – Visual Illusions, Auditory System |

| |Sensation Lab - |

| |? |

| |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). |

|Unit 6 |Myers, Unit 5, pp. 175-210 |Dates: See Calendar |

|Topics: |Content Standard Area: Consciousness |

|States of Consciousness |After concluding this unit, students understand: |

| |1. The relationship between conscious and unconscious processes |

|Biological Rhythms and Sleep |2. Characteristics of sleep and theories that explain why we sleep and dream |

| |3. Categories of psychoactive drugs and their effects |

|Purpose of Sleep |4. Other states of consciousness |

| |Content Standard 1: The relationship between conscious and unconscious processes |

|Sleep Disorders |1.1 Identify states of consciousness. |

| |1.2 Distinguish between processing which is conscious (i.e., explicit) and other processing which happens without conscious awareness (i.e., |

|Dreams |implicit). |

| |Content Standard 2: Characteristics of sleep; theories that explain sleep and dreams 
 |

|Hypnosis |2.1 Describe the circadian rhythm and its relation to sleep. |

| |2.2 Describe the sleep cycle. |

|Psychoactive Drugs |2.3 Compare theories about the functions of sleep. |

| |2.4 Describe types of sleep disorders. |

|Drug Dependence and Addiction |2.5 Compare theories about the functions of dreams. |

| |Content Standard 3: Categories of psychoactive drugs and their effects 
 |

| |3.1 Characterize the major categories of psychoactive drugs and their effects. |

| |3.2 Describe how psychoactive drugs act at the synaptic level. |

| |3.3 Evaluate the biological and psychological effects of psychoactive drugs. |

| |3.4 Explain how culture and expectations influence the use and experience of drugs.  |

| |Content Standard 4: Other states of consciousness 
 |

| |4.1 Describe meditation and relaxation and their effects. |

| |4.2 Describe hypnosis and controversies surrounding its nature and use. |

| |4.3 Describe flow states. |

|Key Terms |Activities/Projects/Assignments: |

|Consciousness circadian rhythm THC |Sleep and Dream Journal |

|REM sleep alpha waves Near death experiences |Class simulation with visualization and hypnosis |

|Sleep hallucinations Hallucinogens |PsychSim 5: Your Mind on Drugs |

|Delta waves NREM sleep LSD |Drug research project and presentation: applying drug classifications |

|Insomnia narcolepsy | |

|Sleep apnea night terrors | |

|Dreams manifest content | |

|Latent content REM rebound | |

|Hypnosis posthypnotic suggestion | |

|Dissociation psychoactive drugs | |

|Tolerance withdrawal | |

|Physical dependence psychological dependence | |

|Addiction depressants | |

|Barbiturates opiates | |

|Stimulants amphetamines | |

|Methamphetamines Ecstasy | |

| |Additional Readings/Resources: |

| |University of Utah, Genetic Science Learning Center |

| | |

| | |

|Unit 7 |Myers, Unit 6, p. 215-253 |Dates: See Calendar |

|Topics: Learning |Content Standard: Learning |

| |After concluding this unit, students understand: |

|Classical Conditioning |1. Classical conditioning |

| |2. Operant conditioning |

|Operant Conditioning |3. Observational and cognitive learning |

| | Content Standards With Performance Standards |

| |Content Standard 1: Classical conditioning   |

| |1.1 Describe the principles of classical conditioning.  |

| |1.2 Describe clinical and experimental examples of classical conditioning.  |

| |1.3 Apply classical conditioning to everyday life. |

| |Content Standard 2: Operant conditioning |

| |2.1 Describe the Law of Effect.  |

| |2.2 Describe the principles of operant conditioning. |

| |2.3 Describe clinical and experimental examples of operant conditioning. |

| |2.4 Apply operant conditioning to everyday life. |

| |Content Standard 3: Observational and cognitive learning |

| |3.1 Describe the principles of observational and cognitive learning. |

| |3.2 Apply observational and cognitive learning to everyday life. |

|Key Terms |Activities/Projects/Assignments: |

|Classical conditioning Behavioralism |Demonstrations of Classical and Operant Conditioning: Flinching activity, clap/booing activity |

|Uncondtionined response Unconditioned stimulus |Maze Activity- cognitive map |

|conditioned response (CR) conditioned stimulus (CS) |Name that learning activity. Students watch short video clips of popular TV shows/movies and |

|acquisition higher-order conditioning |identify the components of classical and operant conditioning. |

|extinction spontaneous recovery | |

|generalization discrimination | |

|learned helplessness Respondent behavior | |

|operant behavior law of effect | |

|operant chamber shaping | |

|discriminative stimulus reinforcer | |

|positive reinforcement negative reinforcement | |

|primary reinforcer conditioned reinforcer | |

|continuous reinforcement partial (intermittent) reinforcement | |

|fixed-ratio schedule variable-ratio schedule | |

|fixed-interval schedule variable-interval schedule | |

|punishment Cognitive map | |

|Latent learning Insight | |

|Intrinsic motivation Extrinsic motivation | |

|Biofeedback | |

| |Additional Readings/Resources: |

| |PsychSim 5 – Classical and Operant Conditioning |

| |(Hock, 2009) Reading 10: Little Emotional Albert. Watson, J. B. & Rayner, R. (1920). |

| |Conditioned emotional responses. Journal of Experimental Psychology. |

| |Reading 12: 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. |

|Unit 8 |Myers, Unit 7A and 7B; pp. 255-322 |Dates: See Calendar |

|Topics: |Content Standard Area: Memory |

|Cognition |After concluding this unit, students understand: |

| |1. Encoding of memory |

|Memory |2. Storage of memory |

|Encoding, Storage, Retrieval |3. Retrieval of memory |

| |Content Standard 1: Encoding of memory   |

|Memory Construction |1.1 Identify factors that influence encoding. |

| |1.2 Characterize the difference between shallow (surface) and deep (elaborate) processing. |

|Forgetting |1.3 Discuss strategies for improving the encoding of memory. |

| |Content Standard 2: Storage of memory 
 |

|Thinking/Decision Making |2.1 Describe the differences between working memory and long-term memory. |

| |2.2 Identify and explain biological processes related to how memory is stored. |

|Problem Solving |2.3 Discuss types of memory and memory disorders (e.g., amnesias, dementias). |

| |2.4 Discuss strategies for improving the storage of memories. |

|Creativity |Content Standard 3: Retrieval of memory 
 |

| |3.1 Analyze the importance of retrieval cues in memory. |

|Language Structure and Development |3.2 Explain the role that interference plays in retrieval. |

| |3.3 Discuss the factors influencing how memories are retrieved. |

| |3.4. Explain how memories can be malleable. |

| |3.5 Discuss strategies for improving the retrieval of memories. |

| |APA Content Standard Area: Thinking |

| |After concluding this unit, students understand: |

| |1. Basic elements comprising thought |

| |2. Obstacles related to thought |

| |Content Standard 1: Basic elements comprising thought   |

| |1.1 Define cognitive processes involved in understanding information. |

| |1.2 Define processes involved in problem solving and decision making. |

| |1.3 Discuss non-human problem-solving abilities. |

| |Content Standard 2: Obstacles related to thought |

| |2.1 Describe obstacles to problem solving. |

| |2.2 Describe obstacles to decision making. |

| |2.3 Describe obstacles to making good judgments. |

| |APA Content Standard Area: Language Development |

| |After concluding this unit, students understand: |

| |1. Structural features of language |

| |2. Theories and developmental stages of language acquisition |

| |3. Language and the brain |

| |Content Standard 1: Structural features of language   |

| |1.1 Describe the structure and function of language. |

| |1.2 Discuss the relationship between language and thought. |

| |Content Standard 2: Theories and developmental stages of language acquisition 
 |

| |2.1 Explain the process of language acquisition. |

| |2.2 Discuss how acquisition of a second language can affect language development and possibly other cognitive processes. |

| |2.3 Evaluate the theories of language acquisition. |

| |Content Standard 3: Language and the brain |

| |3.1 Identify the brain structures associated with language. |

| |3.2 Discuss how damage to the brain may affect language. |

|Key Terms |Activities/Projects/Assignments: |

|Memory encoding |Student demonstration on cramming v. distributed rehearsal |

|Storage retrieval |Evaluation of memorization strategies paper |

|Sensory memory short-term memory |Recall v. Recognition activity regarding school subjects |

|Long-term memory working memory |Activity: Tip-of-the-Tongue Phenomenon |

|Parallel processing automatic processing |Eyewitness activity |

|Effortful processing rehearsal |Creativity Activity with common objects |

|Spacing effect serial position effect |Classroom Activity: The Representativeness Heuristic |

|Visual encoding acoustic encoding | |

|Semantic encoding imagery | |

|Mnemonics chunking | |

|Iconic memory echoic memory | |

|Flashbulb memory long-term potentiation (LTP) | |

|Amnesia implicit memory | |

|Explicit memory hippocampus | |

|Recall recognition | |

|Relearning priming | |

|Déjà vu mood congruent memory | |

|Proactive interference retroactive interference | |

|Repression misinformation effect | |

|Source amnesia cognition | |

|Concept prototype | |

|Algorithm heuristic | |

|Insight creativity | |

|Confirmation bias fixation | |

|Mental set functional fixedness | |

|Overconfidence representativeness heuristic | |

|Availability heuristic belief perseverance | |

|Intuition framing | |

|Language phoneme | |

|Morpheme grammar | |

|Semantics syntax | |

|Babbling stage one-word stage | |

|Two-word stage telegraphic speech | |

|Linguistic determinism | |

| |Additional Readings/Resources: |

| |“Genie: Secrets of the Wild Child” regarding language acquisition theory. |

| |The Civilizing of Genie. Maya Pines. Students will read the article and respond to prompts |

| |regarding multiple theories of language acquisition and brain development. |

| | |

|Unit 9 |Myers, Unit 8, p. 327 - 409 |Dates: See Calendar |

|Topics: |Content Standard: Motivation |

|Motivation and Emotion |After concluding this unit, students understand: |

| |1. Perspectives on motivation |

|Motivational Concepts |2. Domains of motivated behavior in humans and non-human animals |

| |Content Standard 1: Perspectives on motivation |

|Hunger |1.1 Explain biologically based theories of motivation.  |

| |1.2 Explain cognitively based theories of motivation.  |

|Sexual Motivation |1.3 Explain humanistic theories of motivation.  |

| |1.4 Explain the role of culture in human motivation. |

|Theories of Emotion | Content Standard 2: Domains of motivated behavior in humans and non-human animals |

| |2.1 Discuss eating behavior. |

|Embodied Emotion |2.2 Discuss sexual behavior and orientation. |

| |2.3 Discuss achievement motivation. |

|Expressed Emotion |2.4 Discuss other ways in which humans and non-human animals are motivated. |

| |Content Standard Area: Emotion |

|Experienced Emotion |After concluding this unit, students understand: |

| |1. Perspectives on emotion |

|Stress and Health |2. Emotional interpretation and expression |

| |3. Domains of emotional behavior |

| | Content Standard 1: Perspectives on emotion |

| |1.1 Explain the biological and cognitive components of emotion. |

| | 1.2 Discuss psychological research on basic human emotions. |

| | 1.3 Differentiate among theories of emotional experience. |

| |Content Standard 2: Emotional interpretation and expression 
 |

| |2.1 Explain how biological factors influence emotional interpretation and expression. |

| |2.2 Explain how culture and gender influence emotional interpretation and expression. |

| |2.3 Explain how other environmental factors influence emotional interpretation and expression. |

| |Content Standard 3: Domains of emotional behavior 
 |

| |3.1 Identify biological and environmental influences on the expression and experience of negative emotions. |

| |3.2 Identify biological and environmental influences on the expression and experience of positive emotions, such as happiness. |

| |Content Standard Area: Health |

| |After concluding this unit, students understand: |

| |1. Stress and coping |

| |2. Behaviors and attitudes that promote health |

| | Content Standard 1: Stress and coping |

| |1.1 Define stress as a psychophysiological reaction. |

| | 1.2 Identify and explain potential sources of stress.  |

| |1.3 Explain physiological and psychological consequences for health.  |

| |1.4 Identify and explain physiological, cognitive, and behavioral strategies to deal with stress. |

| | Content Standard 2: Behaviors and attitudes that promote health |

| |2.1 Identify ways to promote mental health and physical fitness. |

| |2.2 Describe the characteristics of and factors that promote resilience and optimism. |

| |2.3 Distinguish between effective and ineffective means of dealing with stressors and other health issues. |

| | Content Standard 2: Emotional interpretation and expression |

| |2.1 Explain how biological factors influence emotional interpretation and expression. |

| |2.2 Explain how culture and gender influence emotional interpretation and expression. |

| |2.3 Explain how other environmental factors influence emotional interpretation and expression. |

| |Content Standard 3: Domains of emotional behavior |

| |3.1 Identify biological and environmental influences on the expression and experience of negative emotions. |

| |3.2 Identify biological and environmental influences on the expression and experience of positive emotions. |

|Key Terms |Activities/Projects/Assignments: |

|Instinct Drive-reduction theory |TOPSS Motivation Activities: Sensation-Seeking Scale, Classification of Needs, Questionnaires on |

|Homeostasis Incentive |eating habits and stress flow |

|Hierarchy of needs Glucose |Maslow’s Hierarchy of Needs Activity; Psychology, The Center for Learning; pp. 131-136 |

|Set point Basal metabolic rate | |

|Anorexia nervosa Bulimia nervosa | |

|Binge-eating disorder Sexual response cycle | |

|Refractory period Estrogens | |

|Testosterone Sexual orientation | |

|Emotion James-Lange theory | |

|Cannon-Bard theory Two-factor 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 Psychoneuroimmunology (PNI) | |

|lymphocytes | |

| |Additional Readings/Resources: |

| |PsychSim 5 – Hunger and the Fat Rat |

| |40 Studies that Changed Psychology. Reading 21: A sexual Motivation. Masters, W. H., & Johnson, |

| |V. E. (1966). Human sexual response. Boston: Little, Brown. |

| |Eating Disorders Guest Speakers: The Emily Program |

|Unit 10 |Myers, Unit 9; pp. 411-473 |Dates: See Calendar |

|Topics: Developmental Psychology |Content Standard Area: Life Span Development |

| |After concluding this unit, students understand: |

|Prenatal Development |1. Methods and issues in life span development |

| |2. Theories of life span development |

|Infancy and Childhood |3. Prenatal development and the newborn |

| |4. Infancy (i.e., the first two years of life) |

|Parents and Peers |5. Childhood |

| |6. Adolescence |

|Adolescence |7. Adulthood and aging |

| |Content Standard 1: Methods and issues in life span development   |

|Adulthood |1.1 Explain the interaction of environmental and biological factors in development, including the role of the brain in all |

| |aspects of development. |

| |1.2 Explain issues of continuity/discontinuity and stability/change. |

| |1.3 Distinguish methods used to study development. |

| |1.4 Describe the role of sensitive and critical periods in development. |

| |1.5 Discuss issues related to the end of life. |

| |Content Standard 2: Theories of life span development 
 |

| |2.1 Discuss theories of cognitive development. |

| |2.2 Discuss theories of moral development. |

| |2.3 Discuss theories of social development. |

| |Content Standard 3: Prenatal development and the newborn 
 |

| |3.1 Describe physical development from conception through birth and identify influences on prenatal development. |

| |3.2 Describe newborns’ reflexes, temperament, and abilities. |

| |Content Standard 4: Infancy (i.e., the first two years of life) |

| |4.1 Describe physical and motor development. |

| |4.2 Describe how infant perceptual abilities and intelligence develop. |

| |4.3 Describe the development of attachment and the role of the caregiver. |

| |4.4 Describe the development of communication and language. |

| |Content Standard 5: Childhood |

| |5.1 Describe physical and motor development. |

| |5.2 Describe how memory and thinking ability develops. |

| |5.3 Describe social, cultural, and emotional development through childhood. |

| |Content Standard 6: Adolescence 
 |

| |6.1 Identify major physical changes. |

| |6.2 Describe the development of reasoning and morality. |

| |6.3 Describe identity formation. |

| |6.4 Discuss the role of family and peers in adolescent development. |

| |Content Standard 7: Adulthood and aging 
 |

| |7.1 Identify major physical changes associated with adulthood and aging. |

| |7.2 Describe cognitive changes in adulthood and aging. |

| |7.3 Discuss social, cultural, and emotional issues in aging. |

| | |

| | |

| | |

|Key Terms |Activities/Projects/Assignments: |

|Zygote embryo |Lesson 17: Intellectual Development; Psychology, The Center for Learning, pp. 113-118 |

|Fetus teratogens |Socratic Discussion on TED Talk: Patricia Kuhl, The Linguistic Genius of Babies (link on class |

|Fetal alcohol syndrome habituation |wikispaces) |

|Maturation cognition |Kids in Class Day- Prepare an activity to learn about child development, 2 page report |

|Schema assimilation |Project on Erikson’s Theory of Human Development |

|Accommodation sensorimotor stage | |

|Object permanence preoperational stage | |

|Conservation egocentrism | |

|Theory of mind concrete operational stage | |

|Formal operational stage autism | |

|Gender stranger anxiety | |

|Aggression attachment | |

|X and Y chromosomes critical period | |

|Imprinting testosterone | |

|Temperament role | |

|Basic trust gender role | |

|Self-concept gender identity | |

|Gender typing social learning theory | |

|Adolescence puberty | |

|Primary sex characteristics secondary sex characteristics | |

|Menarche identity | |

|Social identity intimacy | |

|Emerging adulthood menopause | |

|Cross-sectional study longitudinal study | |

|Crystallized intelligence fluid intelligence | |

|Social clock | |

| |Additional Readings/Resources: |

| |Twenty Studies that Revolutionized Child Psychology |

| | |

|Unit 11 |Myers, Unit 10, p. 479 - 521 |Dates: See Calendar |

|Topics: |Content Standard Area: Personality |

|Personality |After concluding this unit, students understand: |

| |1. Perspectives on personality  |

|Psychoanalytic Perspective |2. Assessment of personality  |

| |3. Issues in personality  |

|Humanistic Perspective |Content Standard 1: Perspectives on personality |

| |1.1 Evaluate psychodynamic theories.  |

|Trait Perspective |1.2 Evaluate trait theories.  |

| |1.3 Evaluate humanistic theories. |

|Social-Cognitive Perspective | 1.4 Evaluate social-cognitive theories. |

| | Content Standard 2: Assessment of personality |

|Exploring the Self |2.1 Differentiate personality assessment techniques. |

| |2.2 Discuss the reliability and validity of personality assessment techniques. |

| |Content Standard 3: Issues in personality |

| |3.1 Discuss biological and situational influences. |

| |3.2 Discuss stability and change. |

| |3.3 Discuss connections to health and work. |

| |3.4 Discuss self-concept. |

| |3.5 Analyze how individualistic and collectivistic cultural perspectives relate to personality. |

|Key Terms |Activities/Projects/Assignments: |

|Free association Psychoanalysis |Rorschach and TAT activity |

|Unconscious Psychosexual stages |Personality Box Project - create a box which explains the 4 different theories of personality on |

|Oedipus complex Identification |the outside and shares 4 different aspects of their personality on the inside, through the lens |

|Fixation Defense mechanisms |of each theory. Essay attachment on personal views of each theory. |

|Repression Regression |Personality assessment: Analyze the Grinch from an assigned perspective. |

|Reaction formation Projection |Illusion of self control card activity |

|Collective unconscious Projective test | |

|Thematic Appreciation Test (TAT) | |

|Rorschach inkblot test Terror-management theory | |

|Id Ego | |

|Superego 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 Individualism | |

|Collectivism | |

| |Additional 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. |

|Unit 12 |Myers, Unit 11; pp. 523-556 |Dates: See Calendar |

|Topics: Testing and Individual Differences |Content Standard Area: Intelligence |

| |After concluding this unit, students understand: |

|What is intelligence? |1. Perspectives on intelligence |

| |2. Assessment of intelligence |

|Emotional Intelligence |3. Issues in intelligence |

| |Content Standard 1: Perspectives on intelligence   |

|Assessing Intelligence |1.1 Discuss intelligence as a general factor. |

| |1.2 Discuss alternative conceptualizations of intelligence. |

|Dynamics of Intelligence |1.3 Describe the extremes of intelligence. |

| |Content Standard 2: Assessment of intelligence 
 |

|Influences on Intelligence |2.1 Discuss the history of intelligence testing, including historical use and misuse in the context of fairness. |

| |2.2 Identify current methods of assessing human abilities. |

| |2.3 Identify measures of and data on reliability and validity for intelligence test scores. |

| |Content Standard 3: Issues in intelligence 
 |

| |3.1 Discuss issues related to the consequences of intelligence testing. |

| |3.2 Discuss the influences of biological, cultural, and environmental factors on intelligence |

|Key Terms |Activities/Projects/Assignments: |

|Intelligence test intelligence |Project on Intelligence tests- understanding test construct |

|General intelligence (g) factor analysis |Frayer Model Activity: Intelligence theories |

|Savant syndrome emotional intelligence | |

|Mental age Stanford-Binet | |

|IQ (intelligence quotient) achievement tests | |

|Aptitude tests Stereotype threat | |

|Standardization normal curve | |

|Reliability validity | |

|Content validity predictive validity | |

|Intellectual disability Down Syndrome | |

|WAIS (Wechsler Adult Intelligence Scale) | |

| |Additional Readings/Resources: |

| |Interactive Map of Theorists on Intelligence |

| |Battle of the Brains- BBC documentary |

|Unit 13 |Myers, Unit 12, p. 561 - 603 |Dates: See Calendar |

|Topics: |Content Standard Area: Psychological Disorders |

|Abnormal Behavior |After concluding this unit, students understand: |

|Perspectives on Psychological Disorders |1. Perspectives on abnormal behavior |

|Anxiety Disorders |2. Categories of psychological disorders |

|Somatoform Disorders |Content Standard 1: Perspectives on abnormal behavior |

|Dissociative Disorders |1.1 Define psychologically abnormal behavior.  |

|Mood Disorders |1.2 Describe historical and cross-cultural views of abnormality.  |

|Schizophrenia |1.3 Describe major models of abnormality.  |

|Personality Disorders |1.4 Discuss how stigma relates to abnormal behavior.  |

| |1.5 Discuss the impact of psychological disorders on the individual, family, society.  |

| |Content Standard 2: Categories of psychological disorders |

| |2.1 Describe the classification of psychological disorders. |

| |2.2 Discuss the challenges associated with diagnosis. |

| |2.3 Describe symptoms and causes of major categories of psychological disorders (including schizophrenic, mood, anxiety, and |

| |personality disorders). |

| |2.4 Evaluate how different factors influence an individual’s experience of psychological disorders. |

|Key Terms |Activities/Projects/Assignments: |

|Psychological disorders |Frayer model: normal/abnormal |

|Attention-Deficit Hyperactivity disorder (ADHD) |Case study: develop symptoms for one disorder, have a partner diagnose the client |

|Medical model DSM-IV-TR |Labeling Activity: students will understand the biasing power of labels. |

|Anxiety disorders Generalized anxiety disorder |Poem – write a poem on depression using symptom list from the DSM |

|Panic disorder Phobia | |

|Obsessive-compulsive disorder (OCD) | |

|Post-traumatic stress disorder (PTSD) | |

|Post-traumatic growth Somatoform disorders | |

|Conversion disorder Hypochondriasis | |

|Dissociative disorders Dissociative identity disorder (DID) | |

|Mood disorders Major depressive disorder | |

|Mania Bipolar disorder | |

|Schizophrenia Delusions | |

|Personality disorder Antisocial personality disorder | |

|Spotlight effect Self-esteem | |

|Self-serving bias Individualism | |

|Collectivism | |

| |Additional Readings/Resources: |

| |PsychSim 5 – Mystery Client |

| |(Hock, 2009). Reading 29: Who’s crazy here, anyway? Rosenham, D. L. (1973). On being sane in |

| |insane places. Science. |

|Unit 14 |Myers, Unit 13; pp. 605-638 |Dates: See Calendar |

|Topics: Treatment of Psychological Disorders |Content Standard Area: Treatment of Psychological Disorders |

| |After concluding this unit, students understand: |

|Psychological Therapies and Approaches |1. Perspectives on treatment |

| |2. Categories of treatment and types of treatment providers |

|Evaluating Psychotherapies |3. Legal, ethical, and professional issues in the treatment of psychological disorders |

| |Content Standard 1: Perspectives on treatment   |

|Biomedical Therapies |1.1 Explain how psychological treatments have changed over time and among cultures. |

| |1.2 Match methods of treatment to psychological perspectives. |

|Preventing Psychological Disorders |1.3 Explain why psychologists use a variety of treatment options. |

| |Content Standard 2: Categories of treatment/types of treatment providers |

| |2.1 Identify biomedical treatments. |

| |2.2 Identify psychological treatments. |

| |2.3 Describe appropriate treatments for different age groups. |

| |2.4 Evaluate the efficacy of treatments for particular disorders. |

| |2.5 Identify other factors that improve the efficacy of treatment. |

| |2.6 Identify treatment providers for psychological disorders and the training required for each. |

| |Content Standard 3: Legal, ethical, and professional issues in the treatment of psychological disorders 
 |

| |3.1 Identify ethical challenges involved in delivery of treatment. |

| |3.2 Identify national and local resources available to support individuals with psychological disorders and their families |

| |(e.g., NAMI and support groups). |

|Key Terms |Activities/Projects/Assignments: |

|Eclectic approach psychotherapy |Evaluating Freud: collecting and analyzing political cartoons depicting Freud’s methods |

|Psychoanalysis resistance |Project: Write a dialogue between Freud, Rogers, Skinner, and Beck that demonstrates each of |

|Interpretation psychodynamic theory |their approaches. |

|Transference client-centered therapy |Case studies from selected movies, ex: What’s Eating Gilbert Grape, Good Will Hunting, Girl |

|Insight therapies active listening |Interrupted |

|Behavioral therapy unconditional positive regard |Project: Similarities and Differences and Applications of Different Therapies: Psychodynamic, |

|Counterconditioning systematic desensitization |client-centered, behavior, cognitive, family-therapy. |

|Aversive conditioning virtual reality exposure therapy |Group therapy session: students act as different characters with disorders, applying group |

|Token economy cognitive therapy |therapy techniques |

|Family therapy cognitive behavioral therapy |Cinderella in Therapy-analyze Cinderella’s problems through multiple perspectives |

|Meta-analysis regression toward the mean | |

|Evidence-based practice biomedical therapy | |

|Psychopharmacology antipsychotic drugs | |

|Tardive dyskinesia antianxiety drugs | |

|Antidepressant drugs electroconvulsive therapy (ECT) | |

|Psychosurgery lobotomy | |

|repetitive transcranial magnetic stimulation (rTMS) | |

|resilience | |

| |Additional Readings/Resources: |

| |National Institute of Mental Health |

| | |

| |NIMH Mental Health Medications |

| | |

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