AP PSYCHOLOGY Course Syllabus
AP PSYCHOLOGY Course Syllabus
Mr. Laskow/Mr. Silver
Purpose:
Welcome to what promises to be an exciting, challenging and intellectually stimulating year of AP Psychology! 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 the major subfields within psychology. They will also learn about the methods psychologists use in their science and practice.
Resources:
Text: Myers, David. Psychology for AP; Second Edition. Worth Publishers 2014.
Study Guide to accompany above text.
Additional resource to be used on an ongoing basis throughout the year for research based activities and projects:
Hock, Roger. Forty Studies that Changed Psychology: Explorations into the History of Psychological Research, 5th Ed. New York: Prentice Hall, 2004.
Students will also be expected to have a binder with notepaper. All notes, handouts, worksheets, homework etc. are expected to be kept in the binder throughout the year.
Note: Students are expected to prepare for and take the AP Psychology Exam in May.
Summer Reading Assignment:
Students preparing to take AP Psychology in September are required to read an approved work of psychology over the summer. Students will keep an informal journal on the reading and will complete a critical analysis upon completion of the reading.
Grading Policy:
Grading for AP Psychology will be determined as follows:
50% Tests, Projects, Essays, Research Paper
25% Homework, Daily Assignments, Quizzes
25% Participation, Class Discussion, Attendance
Course Outline:
Listed below are the major content areas that will be covered in class and on the AP Psychology Exam, as well as the approximate percentages of the multiple choice section that are devoted to each area.
I. History and Approaches (2–4%)
II. Research Methods (6–8%)
III. Biological Bases of Behavior (8–10%)
IV. Sensation and Perception (7–9%)
V. States of Consciousness (2–4%)
VI. Learning (7–9%)
VII. Cognition (8–10%)
VIII. Motivation and Emotion (7–9%)
IX. Developmental Psychology (7–9%)
X. Personality (6–8%)
XI. Testing and Individual Differences (5–7%)
XII. Abnormal Psychology (7–9%)
XIII. Treatment of Psychological Disorders (5–7%)
XIV. Social Psychology (7–9%)
What follows, is a more detailed breakdown of each topic, as well as approximately how much time we will spend with each aspect of psychology.
I. History and Approaches (2–4%) – 6 days
Objectives:
Define psychology and trace its historical development.
Compare and contrast the psychological perspectives/approaches.
Identify basic and applied research subfields of psychology.
Explore different career options for people who earn degrees in psychology.
Identify famous psychologists and describe their contributions to the discipline.
A. Logic, Philosophy, and History of Science – 2 days
1. Activity – What is Psychology “Commonsense Quiz”
2. Movers and Shakers in the world of psychology
B. Approaches: 2 days
1. Biological
2. Behavioral
3. Cognitive
4. Humanistic
5. Psychodynamic
6. Socio-cultural
7. Evolutionary/Socio-biological
a. Activity – Case Study “Real life examples analyzed by the experts” – 1 day
C. Career opportunities in psychology
D. Vocabulary – See attached
E. Exam – 1 day
II. Research Methods (6–8%) – 10 days
Objectives:
Discuss the advantage of research over other ways of knowing.
Discuss the advantages and disadvantages of case study research.
Discuss the advantages and disadvantages of naturalistic observation.
Discuss the advantages and disadvantages of survey research.
Evaluate why correlational research does not yield causal conclusions.
Identify the elements of an experiment.
Apply elements of an experiment to different situations.
Evaluate the importance of ethics in research.
Evaluate the importance of statistics in research.
A. Experimental, Correlational, and Clinical Research – 1 day
1. Correlational (e.g., observational, survey, clinical) – 2 days
2. Experimental – 3 days
a. Activity – “Identifying Variables”
b. Activity – “Research Methods Chart”
B. Statistics: 1 day
1. Descriptive
2. Inferential
a. Activity – “Distorting Statistics”
C. Ethics in Research – 2 days
1. Activity – Case studies in Ethical Psychology
D. Vocabulary – See attached
E. Project Experimental Design (see last page)
F. Exam – 1 day
III. Biological Bases of Behavior (8–10%) – 15 days
Objectives:
Describe the process of neural communication.
Discuss the impact of neurotransmitters and how they work.
Explain the major divisions of the nervous system.
Analyze the difference between the neural and hormonal systems.
Identify the parts of the brain and the functions of each.
A. Physiological Techniques (e.g., imaging, surgical) – 1 day
B. Neuro-anatomy
C. Functional Organization of Nervous System
D. Neural Transmission – (8 days for B,C and D)
1. Activity – “You’re the Neurosurgeon”
2. Activity – “Human Neural Network”
3. Demo – “Mind Body Connection”
4. Chart – “Parts of the Brain”
5. Case Study – “Phineas Gage”
F. Endocrine System – 2 days
G. Genetics – 2 days
H. Video – The Brain – 1 day
I. Project “The Brain” (see last page)
J. Vocabulary – See attached
K. Exam – 1 day
IV. Sensation and Perception (7–9%) – 12 days
Objectives:
Compare the processes of sensation and perception.
Explain the difference between absolute and difference thresholds.
Label a diagram of the parts of the eye and ear.
Explain the Young-Helmhotz and opponent process theories of color vision.
Identify the views of Gestalt psychologists as related to perception.
Discuss research on depth perception and cues.
Understand how depth perception influences behavior.
Analyze the effect of perceptual set on everyday sensory experience.
A. Thresholds
1. Demo – “Just Noticeable Difference”
2. Demo – “Weber’s Law”
B. Sensory Mechanisms
1. Young-Helmhotz & Opponent Process Theories
C. Sensory Adaptation – (4 days for B and C)
1. Handout – “The Eye”
i. Demo – The Blind Spot
2. Handout – “The Ear”
3. Demo – “Blind Spot”
D. Attention 2days
E. Perceptual Processes – 2 days
1. Demo – “Gestalt Laws of Perception”
2. Demo – “The Stroop Effect”
3. Activity – “Afterimages”
F. Vocabulary – See attached
G. Exam – 1 day
V. States of Consciousness (2–4%) – 5 days
Objectives:
Describe the nature of sleep and sleep functions.
Describe the different stages of sleep.
Identify and describe the major sleep disorders.
Discuss the theories of dreaming.
Describe psychoactive drugs and their effects.
Describe the psychological and physiological effects of depressants, stimulants, and hallucinogens.
A. Sleep and Dreaming – 2 days
B. Hypnosis – 1 day
a. Guest speaker/Demo Hypnosis
C. Psychoactive Drug Effects – 1 day
D. Vocabulary – See attached
E. Exam – 1 day
V. Learning (7–9%) – 13 days
Objectives:
How do psychologists define learning?
Describe the process of classical conditioning (Pavlov’s experiments).
Explain the process of acquisition, extinction, spontaneous recovery, generalization and discrimination.
Compare and contrast classical and operant conditioning.
Describe observational learning.
Discuss the importance of cognitive processes and biological predispositions in conditioning.
Discuss the effects of punishment on behavior.
A. Classical Conditioning – 4 days
1. Demo – “Pavlov at this HS?”
2. Handout – Case Study “Baby Albert”
B. Operant Conditioning – 4 days
1. Demo – “Classroom Conditioning”
2. Demo – “Shaping using hot and cold”
C. Cognitive Processes in Learning – 1 day
1. Demo – “Cognitive Maps”
D. Biological Factors – 1 day
E. Social Learning – 1 day
F. Vocabulary – See attached
G. Exam – 1 day
VII. Cognition (8–10%) – 11 days
Objectives:
Analyze how humans encode, store, and retrieve information in memory.
Discuss how we use trial and error, algorithms, heuristics and insight to solve problems.
Apply memory enhancement techniques to everyday life.
Describe the characteristics of language and evaluate the importance of language.
Explain how the representativeness and availability heuristics influence our judgements.
Define a concept and explain why it is useful to problem solving.
A. Memory – 3 days
B. Language – 3 days
C. Thinking – 2 days
D. Problem Solving and Creativity – 2 days
1. Activity – “Problem Solving”
E. Vocabulary – See attached
F. Exam – 1 day
VIII. Motivation and Emotion (7–9%) – 10 days
Objectives:
Explain the reasons why intrinsic motivations more beneficial than extrinsic motivation.
Discuss the difference between drive theory and homeostasis.
Determine why psychologists measure achievement motivation.
Analyze how the body regulates weight so effectively.
Identify the physiological changes that occur when people experience different emotions.
Identify the three theories of emotion (James-Lange, Cannon-Bard, Schacter-Singer)
Describe the biological response to stress.
A. Biological Bases – 2 days
B. Theories of Motivation – 1 day
1. Handout – “Motivational Strategies”
2. Handout – “Self Actualization”
C. Hunger, Thirst, Sex, and Pain – 2 days
D. Social Motives – 1 day
E. Theories of Emotion – 1 day
1. Handout – “How are you feeling today?”
F. Stress – 2 days
G. Vocabulary – See attached
H. Exam – 1 day
IX. Developmental Psychology (7–9%) – 14 days
Objectives:
Describe the physical development of infants and children from conception to puberty.
Analyze the cognitive development of infants and children.
Illustrate development changes in physical, social, and cognitive areas.
Discuss the effect of body contact, familiarity and responsive parenting on attachments.
Describe the theories of Piaget, Erikson and Kohlberg.
Describe how nature and nurture affect behavior.
Analyze how sex roles influence individual and social behavior throughout the lifespan.
A. Lifespan Approach – 1 day
B. Research Methods (e.g., longitudinal, cross sectional) – 2 days
C. Heredity Environment Issues – 2 days
D. Developmental Theories 6 days (For both D and E)
1. Video – It’s a Child’s World
E. Dimensions of Development:
1. Physical
2. Cognitive
3. Social
4. Moral
F. Sex Roles, Sex Differences – 1 day
G. Project – “Piaget’s Theory of Cognitive Development” (see last page)
H. Vocabulary – See attached
I. Exam – 1 day
X. Personality (6–8%) – 12 days
Objectives:
Explain how the different perspectives – psychodynamic, humanistic, trait and socialcultural approach
the study of personality.
Describe personality structure in terms of the interaction of the id, ego, and superego.
Describe the contributions of the neo-Freudians.
Describe the impact of individualism and collectivism and self identity.
Discuss the consequences of personal control, learned helpless, and optimism.
A. Personality Theories and Approaches – 3 days
1. Video Freud
B. Assessment Techniques – 3 days
C. Self concept, Self esteem – 3 days
1. Activity – “Defense Mechanisms”
D. Growth and Adjustment – 2 days
1. Handout – “Birth Order and Personality”
E. Vocabulary – See attached
F. Exam – 1 day
XI. Testing and Individual Differences (5–7%) – 6 days
Objectives:
Trace the origins of intelligence testing.
Describe the nature of intelligence.
Evaluate Alfred Binet’s and Lewis Terman’s contributions to intelligence testing.
Explain the difference between reliability and validity.
Discuss whether intelligence tests are culturally biased.
Discuss evidence for both genetic and environmental influences on intelligence.
A. Standardization and Norms
B. Reliability and Validity
C. Types of Tests
D. Ethics and Standards in Testing
E. Intelligence
F. Heredity/Environment and Intelligence
G. Human Diversity
H. Vocabulary – See attached
I. Exam – 1 day
XII. Abnormal Psychology (7–9%) – 10 days
Objectives:
Identify the criteria psychologists use to diagnose psychological disorders.
Differentiate among the different perspectives psychologists take to understand psychological
disorders.
Describe the aims of DSMIV, and discuss the potential dangers of diagnostic labels.
Describe the symptoms of generalized anxiety disorder, phobias, obsessive compulsive disorder, and posttraumatic stress disorder.
Describe and explain the development of somatoform and mood disorders.
Describe the various symptoms and types of schizophrenia.
Describe the nature of organic and personality disorder.
Describe the characteristics and possible causes of dissociative disorders.
A. Definitions of Abnormality
B. Theories of Psychopathology
C. Diagnosis of Psychopathology
D. Anxiety Disorders
E. Somatoform Disorders
F. Mood Disorders
G. Schizophrenic Disorders
a. Video Schizophrenia
H. Organic Disorders
I. Personality Disorders
J. Dissociative Disorders – 1 day for each item, AJ
K. Vocabulary – See attached
XII. Treatment of Psychological Disorders (5–7%) – 5 days
Objectives:
Identify the criteria psychologists use to diagnose psychological disorders.
Describe the different treatment options for the various types of psychological disorders.
A. Psychoanalysis/Psychodynamics
B. Humanistic Therapies
C. Gestalt Therapy
1. Handout – “Boundary Issues” reading
D. Behavioral Therapy
E. Cognitive Therapies
1. Handout – “Ellis Biography”
F. Biological (Somatic) Approach
1. Handout – “Lobotomy Back in the Spotlight”
2. Handout – “Schizophrenia again linked to starvation”
G. Group Therapy
H. Research Project – “Take Two of these…”
I. Vocabulary – See attached
J. Exam – 1 day
XIV. Social Psychology (7–9%) – 5 days
Objectives:
Differentiate between situational and dispositional attribution.
Identify the conditions in which people are more likely to conform and obey.
Determine how the presence of others influences actions.
Evaluate why people are attracted to each other.
Describe the conditions under which people are more likely to help others.
Differentiate among the terms prejudice, stereotype, and discrimination.
Determine the biological and social contributors to aggressive behavior.
A. Group Dynamics
B. Attribution Processes
C. Interpersonal Perception
D. Conformity, Compliance, Obedience
a. Video – Stanley Milgram Study
E. Attitudes and Attitude Change
F. Organizational Behavior
G. Aggression/Antisocial Behavior – 4 days for items AG
a. Research assignment: Albert Bandura and social learning/modeling
H. Vocabulary – See attached
I. Exam – 1 day
Projects
Experimental Design
Students will set up a hypothetical research problem and use a controlled experiment to solve the
hypothesis. The project will enhance students understanding of scientific research and methodology in
psychology. (See separate project handout)
The Brain
Students will a) research at least fifteen different parts of the brain and describe their functions and b)
create a model or diagram or that clearly shows where the brain part is located. (See project handout)
Child Observation/Piaget’s Theory of Cognitive Development
Students will observe a child between the ages of 3 and 7. Through a carefully planned session of
activities and questioning, students will determine at which stage the child falls according to Piaget’s
Cognitive Development. (See project handout)
Forty Studies that Changed Psychology (On Going Project)
Throughout the year, students will analyze and write a critical review on the studies that pertain to the
issue/topic currently being studied in class. (See project handout)
Research Project “Take Two of These…”
Students will examine and analyze current works on drug therapy and write a critical analysis of their
findings. (See project handout)
Summer Reading Project – (See page one & project handout)
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