Brief Description of Course - Dr. Jezequel



Dr. Joanne JezequelAP PsychologyKennesaw Mountain High SchoolStudents and parents are reminded that AP Psychology is a college level course in both content and context and should be approached accordingly.Brief Description of CourseThe AP Psychology course is designed to promote critical thinking as students are introduced to the systematic and scientific study of the behavior and mental processes of human beings. In this class, students learn about some of the explorations and discoveries made by psychologists over the past century. Students will also assess some of the differing approaches adopted by psychologists, including the biological, behavioral, cognitive, humanistic, psychodynamic, and sociocultural perspectives. In addition, students will learn the basic skills of psychological research. Unit InformationThis course will be taught in one semester, 90 minutes a day, for a 90 day semester, on a 4 X 4 block. Following is a course summary outline with approximate time frame for each basic topic (does not reflect days devoted to both formative and summative assessments, including periodic quizzes and unit examinations): 1. Introduction/Thinking Critically With Psychological Science/Research Methods (1 week) 2. Biology of the Mind (1.5 weeks) 3. Consciousness (3 days) 4. Nature/Nurture, Human Diversity (1 week) 5. Developmental Psychology (1 week) 6. Sensation & Perception Perception (1.5 weeks) 7. Learning (1 week) 8. Memory (1 week) 9. Thinking & Language (3 days) 10. Intelligence (1 week) 11. Motivation & Work (1 week) 12. Emotions, Stress, Health (1.5 weeks) 13. Social Psychology (1 week) 14. Personality (1 week) 15. Psychological Disorders (1 week) 16. Therapies (1 week) Content and/or Skills Taught:Following is a list of the learning objectives for the major content areas covered in the AP Psychology course, and subsequently the AP Psychology exam. The approximate percentages devoted to each content area of the multiple-choice section of the AP exam are also indicated. History & Approaches (2-4%) (Ch 1 & 4)Provide a definition of psychology. Discriminate from among the different subfields of psychology. Provide examples of the relevant enduring issues in the field. Match the historical figures in the field with their theories. Identify the three main stages in the historical development of psychology. Describe the major paradigms (theories) in the field. Differentiate between the terms "race" and "ethnicity." Research Methods (8-10%) (Ch 1)Describe and provide examples for the various research methods. Explain the strengths and weaknesses for the various research methods. Compare and contrast the educational backgrounds of the various clinicians. Biological Basis of Behavior (8-10%) (Ch 2)Describe the structure of the neuron. Trace the path of a neural impulse, and explain how it transmits messages. Explain how neurons communicate. Identify the roles of neurotransmitters and receptors. Describe the divisions and structures of the brain, and explain the role of each. Describe the divisions and structure and function of the nervous system. Describe the functions of the endocrine system. Describe the structure and role of chromosomes Explain the concepts of dominant and recessive genes. Sensation & Perception (6-8%) (Ch 6)Describe the difference between absolute threshold and difference threshold. Trace the path of light from eye until receptor cells. Distinguish between rods and cones, and list their characteristics and functions. Explain how messages entering the eye are processed in the visual system. Describe the three basic properties of color. Describe the two main theories of color vision. Identify the characteristics of sound and the theories of pitch discrimination. Describe the structure and functions of components of the ear. Explain the importance of kinesthetic and vestibular senses. Describe the skin as a sense organ, and explain smell and taste. States of Consciousness (2-4%) (Ch 3)Explain daydreaming. Describe the stages of sleep. Explain why REM sleep is also called paradoxical sleep. Define the sleep disorders of insomnia, narcolepsy, and apnea. Explain the theories of the nature and content of dreams. Explain the difference between substance abuse and substance dependence. Explain the effect of depressants, stimulants, and hallucinogens. List two negative effects of each of the following drugs: alcohol, marijuana, amphetamines, barbiturates, the opiates, cocaine, and the hallucinogens. Explain the biological, psychological, social, and cultural factors related to addiction. Describe meditation and hypnosis. Learning (7-9%) (Ch 7 & 8)Define learning. Define: US, UR, CS & CR. Describe the experiment with little Albert. Describe desensitization therapy. Distinguish between classical and operant conditioning. Explain the principle of reinforcement (primary & secondary reinforcer) Define positive reinforcement, negative reinforcement & punishment. Explain: extinction, spontaneous recovery & stimulus generalization. Explain discrimination and higher-order conditioning. Identify four schedules of reinforcement and their patterns of response. Explain contingency theory. Describe latent learning, insight, and observational learning. Describe the path information takes from the environment to long-term memory. Explain the characteristics of short-term and long-term memory. Outline storage and retrieval in long-term memory. Define schema and how schemata are used. Describe and explain the brain structures relating to learning & memory. Cognition (8-10%) (Ch 9)Define phonemes, morphemes, and grammar. Distinguish between the concepts of "surface structure" and "deep structure." Define cognition. Differentiate between images and concepts. Explain the use of prototypes. Summarize the relationship between language and thinking. Explain & cite criticisms of Whorf's linguistic relativity hypothesis. Describe the basic steps of problem solving & describe the solution strategies. Discuss various obstacles to problem solving. Distinguish between problem solving and decision making. Distinguish between heuristics and algorithms. Motivation & Emotion (6-8%) (Ch 11 & 12)Define motive and emotion. Differentiate between the different theories of motivation. Describe how hunger and thirst are controlled in the brain. Define Anorexia Nervosa, Bulimia Nervosa, and list some factors of causation. Discuss biological & psychological influences on sexual motivation. List the characteristics of exploration, curiosity, manipulation and contact. Define aggression. Discuss three theories of aggressive behavior. Distinguish between the motives for achievement and affiliation. Identify the five categories in Maslow's hierarchy of motives. Describe and differentiate among the prevailing theories of emotion. Describe the role of nonverbal communication in emotion. Developmental Psychology (7-9%) (Ch 4 & 5) Distinguish between longitudinal & cross-sectional methods (re: development). Describe prenatal, infant, and child development. What are the four stages of Piaget's theory of cognitive development? Explain moral development. Trace language development from infancy through age 6. Explain the importance of secure attachments between a caregiver and child. Explain how sex-role identity is formed. Summarize the important physical and cognitive changes of adolescence. Discuss adolescent problems: self-esteem, depression, suicide, and violence. Identify the central concerns and crises of young, middle and late adulthood. Personality (5-7%) (Ch 14)Define personality. Summarize the interaction of elements of personality according to Freud. Identify Freud's five stages of psychosexual development. Differentiate between the theories of Jung, Adler, and Horney. Identify Erik Erikson's eight stages of personality development. Contrast Carl Rogers' humanistic theory with Freudian theory. Explain trait theory. Describe what recent evident shows about the genetic basis of personality traits. Compare cognitive social-learning theories to early views of personality. Describe the four basic tools psychologists use to measure personality. Testing & Individual Differences (5-7%) (Ch 10)List the characteristics of intelligence. Summarize the early views of Spearman, Thurstone, and Cattell. Summarize the contemporary theories of Sternberg, Gardner, and Goleman. Trace the development of intelligence tests from Binet through Terman. Describe the standard procedure for the Stanford-Binet Scale. Distinguish the Wechsler Adult Intelligence Scale-III from the Stanford- Binet. Distinguish between individual and group tests. List the advantages and disadvantages of group tests. Define reliability in mental tests. Identify techniques for measuring reliability. Define validity. What are two measures of validity? Identify research exploring intelligence related to heredity & environment. List criteria used to identify mental retardation. List and describe causes of mental retardation. Define creativity, and explain methods that have been used to measure it. Abnormal Behavior (7-9%) (Ch 15)Distinguish among the standards for defining abnormal behavior. Summarize historical attitudes toward abnormal behavior. State the four current models of abnormal. Explain how the DSM-IV-TR classifies mental disorders. Distinguish between the two basic kinds of affective disorders. Describe the anxiety disorders. Describe the psychosomatic disorders and the somatoform disorders. Characterize three different types of dissociative disorders. Define and give examples of the sexual disorders. Define gender-identity disorders. Define personality disorders. Describe four types of schizophrenic disorders and identify possible causes. Treatment of Abnormal Behavior (5-7%) (Ch 16)Differentiate between insight, behavior, cognitive & group therapies. Discuss the criticisms of psychoanalysis. Explain how client-centered and Gestalt therapists interpret emotional problems. Summarize the behavioral therapist's interpretation of disorders. Describe aversive conditioning, desensitization, and modeling. Describe stress-inoculation, rational-emotive & Beck's cognitive therapy. List the advantages and disadvantages of group therapies. Discuss the effectiveness of insight therapy and behavior therapy. Outline the available biological treatments. Discuss the advantages and disadvantages of biological treatments. Summarize the inadequacies of institutionalization. List the alternative to institutionalization. Social Psychology (8-10%) (Ch 13)Describe the process by which we form first impressions of other people. Identify three factors that influence personal perception. Explain three aspects of attribution and explain attribution errors. Explain the dynamics of interpersonal attraction. Identify the components of attitudes. Explain how attitudes are acquired and how they change. Explain the origin of prejudice & how it can be reduced. Discuss the dynamics of attitude change and the process of persuasion. Explain the theory of cognitive dissonance. Explain how culture, conformity, compliance & obedience exert influence. Identify the four types of social action. Summarize how groups can be effective and ineffective in solving problems.Major Assignments and/or Assessments:As per county standards the following grading scale will be used: A = 90-100 B = 80-89 C = 74-79 D = 70-73 F = <70 (As this is an AP course, it should be noted that a full quality point will be added to the converted grade when calculating GPA for students who earn a C or better.)As AP Psychology is equivalent to a college course, the grades are weighted as follows: 65%: Tests 35%: Assignments, Activities, Classwork*Students will be given a minimum of two days notice prior to any test. *Quizzes may be announced or unannounced. *Homework may be given on a regular basis and will be collected and/or checked on the assigned due day. Late work will NOT be accepted and the student will receive a “0” for any missed assignment. *Students are expected to keep all work in a separate notebook OR separate section of their binder. *Success in AP Psychology is based upon a firm foundation of reading. Students who seek to master psychology must be willing to invest significant time not only reading about the basic components of psychological theory such as is represented in the textbook, but also in reading research analyses and case studies. *The final examination will be cumulative and be equally weighted as all previous tests. As in many college classes, the lowest test grade for this class will be dropped. Accordingly, students who are satisfied with their grade as it stands prior to the final exam may choose to forego taking this last assessment provided they have completed ALL assigned vocabulary and handed it in prior to each corresponding due date. *The expectation is that students will register for, and take, the AP Psychology examination in the spring. Review sessions will be held prior to the test. Students should check the class website after spring break for important announcements regarding these review sessions.*In addition to their class notebook, students are required to have a separate composition notebook which will be used exclusively for vocabulary terms. Vocabulary must be completed as per instructions given in class (instructions are also posted under FAQs in the class website), and submitted to the “AP Psych In Box” NO LATER than prior to the warning bell on the morning of the due date announced in class (and posted on the website). If a student is absent or late on that due day (the final day vocabulary will be accepted to earn vocab privileges), even if the absence or tardy is excused, the vocabulary book will be considered late and the student will not be eligible for potential privileges (including test corrections). Therefore, students are strongly encouraged to complete and turn in vocabulary assignments in advance of the final due date morning. *At the discretion of the instructor, test corrections may be allowed. Any student who is absent on the day of an exam will NOT be allowed to participate in test corrections, even with an excused absence on that day. Strict adherence to test correction guidelines MUST be followed for credit to be considered (see FAQs).Academic Honesty: Students are expected to know and follow the expectations for academic honesty as stated in the student handbook. Students’ responsibilities include, but are not limited to: *ensuring that all homework, lab reports, assessments, are completed independently *ensuring that all non-original work is properly cited Any assignment containing plagiarized or otherwise academically dishonest work will result in a grade of “0” and an administrative referral. Please see the student handbook for additional information. Absences: *You are responsible for getting any notes you may have missed from a fellow classmate, therefore you are encouraged to swap contact numbers with a trustworthy friend. *Students are also instructed to regularly check the class website for announcements and/or assignments, particularly when absent from class. *In the event of an excused absence: You will have the number of days missed + one day to make up ALL missed work and/or tests. (Missing school the day prior to a test does NOT excuse the student from taking a scheduled test.) Required Materials: (MUST be brought to every class) *Textbook: Psychology (12th edition), David Myers (if textbooks are distributed to students)*Composition notebook *Notebook (3-ring binder suggested) with available dividers and paper *Pens or Sharpened Pencils *Highlighter *Colored pencils or markersTextbook:Myers, David (2017) Psychology 12th edition, Worth Publishers: BostonRecommended Reading: (should be completed prior to the beginning of the course)Slater, Lauren (2004) Opening Skinner’s Box: Great Psychological Experiments of the Twentieth Century W.W. Norton & Co., Inc.: New YorkAdditional ResourceAnnenberg Media " Discovering Psychology" video series Websites:URL:http:/student/testing/ap/abouDescription:This is the official College Board Website.URL: is the website for our textbook.URL:Description:This is the website for the American Psychological Association.URL:.ukDescription:This website has various case studies.Extra Help:Students may schedule an appointment to see me before school if they desire extra help.Contact:The best way to contact me is by email:joanne.jezequel@ OR drjez@ (please note AP Psych in the subject line)class website: refer to the website for additional information, updated homework assignments, and FAQs. Please print and return this page.“I have read Dr. Jezequel’s syllabus and understand what is expected of me.”Print Name: _______________________ Sign:______________________________Date:_____Block: (circle one) 1 2 3 4“I have read Dr. Jezequel’s syllabus and understand what is expected of my student in her class.”Signature:_______________________e-mail: PLEASE PRINT: __________________________________________________ Daytime Phone:______________________ ................
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