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Names to Know

 

Summer Assignment #3 –Names to know for AP Psychology

 

Directions: Using either Wikipedia or another good search engine of your choice, look up each of the names below and complete a bit of research about each of these influential psychologists. You may want to print out this worksheet and use the space next to each name to write the information you find, or just jot in your notebook. Note that next to some names, I have indicated specifically what you should know about that individual. Note: you will not be turning in anything with this assignment – it is a self-study assignment and you will be tested during the first few weeks of school on the material you research.

 

1. Mary Ainsworth (strange situation)

 

2. Solomon Asch

 

3. Albert Bandura

 

4. Alfred Binet

 

5. Noam Chomsky (language acquisition device)

 

6. Erik Erickson (psychosocial stages of development)

 

7. Sigmund Freud

 

8. Carol Gilligan

 

9. G. Stanley Hall

 

10. Harry Harlow (contact comfort/surrogate mother experiment)

 

11. David Hubel and Torsten Wiesel

 

12. William James (first textbook in psychology)

 

13. Lawrence Kohlberg

 

14. Elizabeth Loftus (misinformation effect)

 

15. Abraham Maslow (hierarchy of needs/humanist)

 

16. Stanley Milgram (obedience)

 

17. Ivan Pavlov (classical conditioning)

 

18. Jean Piaget

 

19. Carl Rogers (unconditional positive regard/client-centered therapy)

 

20. Stanley Schachter (Two-Factor theory)

 

21. B.F. Skinner (operant conditioning/skinner box)

 

21. John B. Watson (Baby Albert experiment/behaviorism)

 

22. Benjamin Whorf (linguistic relativity hypothesis)

 

23. Wilhelm Wundt

 

24. Philip G. Zimbardo (Stanford Prison Experiment)

 

AP Psychology Syllabus

Advanced Placement Psychology Syllabus

Course # 2107350 / 2016-2017

Ms. Candace McLendon                                                                                                                                                        Room 3-220

352-787-5047 ext.7148                                                                                                                               [email protected]

Office Hours By Appt.

 

Course Description: AP® Psychology will be an intense and fascinating elective course focusing on the scientific study of the behavior and mental processes of human beings and animals.  You will learn psychological facts, principles and phenomena within the various fields of Psychology. This will be equivalent to a college level, introductory General Psychology course.

  • The course provides instruction in each of the following 14 content areas outlined in the AP® Psychology Course Description:
    • History and Approaches
    • Research Methods
    • Biological Bases of Behavior
    • Sensation and Perception
    • States of Consciousness
    • Learning
    • Cognition
    • Motivation and Emotion
    • Developmental Psychology
    • Personality
    • Testing and Individual Differences
    • Abnormal Psychology
    • Treatment of Psychological Disorders
    • Social Psychology
  • As relevant to each content area, the course provides instruction in empirically supported psychological facts, research findings, terminology, associated phenomena, major figures, perspectives, and psychological experiments.
  • The course teaches ethics and research methods used in psychological science and practice.

 

Course Objectives:

  • Explain theories of prominent Psychologists
  • Evaluate the effectiveness of sociological/psychological theory in explaining individual and group behavior
  • Analyze the impact of emerging psychological thought on various social institutions
  • Draw generalizations and conclusions about people and ideas from one or more challenging passage
  • Determine the appropriate meaning of context-dependent words
  • Understand the dynamics (both clearly and subtly stated in passages) between people and ideas

 

Important Considerations: Why are you taking this class? Do you want to learn about psychology? Are you ready for a college level class and willing to accept the challenge of a rigorous academic curriculum? Are you serious about taking the AP® exam in May? How much time will you devote to this class? Colleges generally recommend that students spend at least two hours working outside of class for every hour spent in class. Since most college courses meet three hours a week, this translates to at least six hours working outside of class per week. Are you willing to make this commitment? How good are you at reading? In terms of course assignments, nothing will occupy more of your time than reading and studying the text. A strong predictor of success in high school AP classes is reading ability. If you are not a strong reader, you will need to put in extra time and effort to compensate. How motivated are you? Attitude, study skills, determination, and discipline are important factors in determining how successful you are in this class. After taking these into account, if you have any questions or concerns about whether AP® Psychology is the right course for you, please see me as soon as possible

 

Class Policies: Attendance is paramount to success in this class. Students are expected to arrive on time and prepared for class. When the bell rings to begin class, students must be seated and engaged in the daily “Do Now” activity. Students may only make up work for excused absences and they must do so within a week of being absent on their own time, including Power Hour or after school tutoring. Students are also expected to actively participate in class discussions and activities, and complete all assigned readings and other assignments. Students must be polite and respect other’s opinions and beliefs. Students are expected to follow the rules and procedures that are given on the first day of school. You must follow the dress code policy. This includes your ID which should be worn at all times. Restroom breaks should be taken in between classes.

 

Homework/Reading: Students are responsible for reading and studying the text. While much of the text will be discussed in class, some of it will be covered through independent learning. Everything in the book has the possibility to be on the AP exam, so you are expected study all of it. Failure to read the entire text, and supplemental reading, will likely have a negative impact on your grade. Therefore, KEEPING UP WITH THE DAILY READING IS CRUCIAL FOR SUCCESS IN THIS COURSE! The course textbook will be extremely valuable in preparing for tests and quizzes, but students should not limit themselves to these resources only. In addition to the reading required from the textbook, additional reading will be assigned during the academic year. Students will be expected to use any resources necessary to complete the objectives of this course. There are several other texts and study guides available on Schoology for students to utilize, which will help prepare them for the AP Exam at the end of the school year. For homework, you will need to read the chapters and take notes in a way that will help you to engage with the text and study the material.  I will be checking your notes and will be giving reading quizzes periodically. Class discussion will often be based on the prior day’s reading assignment.  We will be moving quickly, so it is important that you keep up. Students will also have research based assignments throughout the year to complete.

 

Note Taking: Keep a notebook or binder with all class notes, organized by unit. You are responsible to bring your notebook to every class. If I check for artifacts in notebooks and you do not have them, you will receive a failing grade for that day. Class notes should be written in BLUE or BLACK INK PEN. Use Schoology for supplemental resources.

 

PowerPoint/Video Information: All PowerPoint Lecture notes are available to print or download on the Schoology website. Students should utilize them for all units as a supplemental resource.  Some documentary videos, movies or video clips from TV shows or movies may be used during the school year to encourage critical thinking and allow students to analyze and apply concepts learned in the classroom to situations that may occur during our lifespan.

 

Essay Writing: The College Board requires students to write essays in dark blue or black ink. All work that is turned in for grading needs to be legibly written in blue or black ink pen or typed. Messy work will not be graded.

 

Grading Policy

Your grades will be based upon the following:                          The grading scale is:

              Class Participation            15%                                                  A = 90-100

              Tests *                            40%                                                  B = 80-89

              Projects                           10%                                                  C = 70-79

              Quizzes**                        20%                                                  D = 60-69

              Homework /Notebook       15%                                                   F = 59 and below

*Tests will reflect the AP Psychology Test format and will include multiple choice questions and free response.  You will be tested on each unit, including vocabulary. Periodically, you will have a Cumulative Exam. This is to ensure and retention of material throughout the school year and to help prepare you for the AP Exam.

 **Quizzes may be announced or unannounced. They may be on current material, or reviewing prior topics. You may have more than one quiz per unit.

 

Tutoring Assistance:  If you would like to meet with me, I am available most weekdays for the second half of Jacket Hour (which is 30 minutes before this class) and after school (excluding Wednesdays) at 2:30 pm. All appointments are recommended to be made in advance so that I can schedule our meeting accordingly. There will be review sessions that will occasionally take place during Jacket Hour and non-school hours (esp. close to AP exam), of which you will be given timely notice.

 

TextbookMyers, David G. Myers' Psychology for AP*. New York: Worth.

 

**It is recommended for each student to purchase an AP Review book (i.e. Barrons) to help review for the exam. I will have some class copies on hand for students to use in class during tutoring and/or class time; however they will not be allowed to take class copies home.

 

Supplies: 

  • 3 ring binder with 14 dividers, one for each unit
  • Composition Book  
  • Notebook Paper, blue or black pens, 2 sharpened pencils, highlighters
  • Dry-erase marker (small/fine tip) for personal use

 

Classroom Policies

  • Homework and projects are expected to be turned in on the due date.  If you turn in a late assignment (accepted ONLY at the beginning of the next class period), the highest possible score you can earn is a 70%. If absent, work prior to absence due the day you return. Lake County Schools’ policy states you have FIVE days from day of return to makeup missed work.
  • If you are struggling to understand the material, it is your responsibility to ask questions during class time or come to tutoring for extra help. Don’t wait.
  • You must treat classmates and teachers with respect. You’re not always going to have the same points of view.
  • Make sure your cell phone is turned off and out of sight unless otherwise permitted by me for an educational task.  If I see or hear it, it will be sent to the grade level administrator’s office.
  • Any form of academic dishonesty (copying, plagiarizing, etc.) will result in a zero for the particular assignment with no possibility of making up the work.  This includes having a cell phone during a test. You will also receive disciplinary action as outlined in Code of Conduct.
  • Come to class prepared and on time. Everyone has an hour break BEFORE this class begins. NO EXCUSES.
  • No food or drink! (You may bring water in a closed container)
  • Avoid clutter on your desks. Backpacks belong behind your chair or on the ground. ALWAYS clean up any mess you make.

 

Team-Based Learning Many of our lessons will use the TBL approach of instruction, which includes preparation outside of class in order to participate in both an individual readiness assessment (iRAT) and team readiness assessment (tRAT) to determine mastery of the content. The final assessment score is comprised 60% on individual readiness and 40% on team readiness, and will equate to ONE quiz grade. These lessons are followed up by high levels of group discussion and the ability to work together and critically analyze the content. This approach has been shown effective in colleges to improve student collaboration, engagement, and performance.  

 

QUARTER ONE

 

QUARTER TWO

 

QUARTER THREE

 

QUARTER FOUR

8/10-8/12

Summer Assignment and Class Polices: Growth Mindset/TBL/Schoology

 

 

Head start assignments

Sign up for Remind101

Review Course Description

40 studies that changed Psychology

Names to Know

 

  • Familiarize yourself with course requirements
  • Learn team based learning strategies
  • Successfully utilize Schoology website

10/18-11/3

Unit IV - Sensation and Perception

A. Thresholds

B. Sensory Mechanisms

C. Sensory Adaptation

D. Attention

E. Perceptual Processes

Objectives

• Contrast the processes of sensation and perception.

• Distinguish between absolute and difference thresholds.

• Label a diagram of the parts of the eye and ear.

5

• Describe the operation of the sensory systems (five senses).

• Explain the Young-Helmholtz and opponent-process theories of color vision.

• Explain the place and frequency theories of pitch perception.

• Discuss Gestalt psychology’s contribution to our understanding of perception.

• Discuss research on depth perception and cues.

1/9-1/18

Unit VIII – Motivation and Emotion

A. Biological Bases

B. Theories of Motivation

C. Hunger, Thirst, Sex, and Pain

D. Social Motives

E. Theories of Emotion

F. Stress

Objectives

• Define motivation and identify motivational theories.

• Describe the physiological determinants of hunger.

• Discuss psychological and cultural influences on hunger.

• Define achievement motivation, including intrinsic and extrinsic motivation.

• Identify the three theories of emotion (James-Lange, Cannon-Bard, Schachter-

Singer).

• Describe the physiological changes that occur during emotional arousal.

• Discuss the catharsis hypothesis.

• Describe the biological response to stress.

2/27-3/10

Unit XII – Abnormal Psychology

A. Definitions of Abnormality

B. Theories of Psychopathology

C. Diagnosis of Psychopathology

D. Anxiety Disorders

E. Somatoform Disorders

F. Mood Disorders

G. Schizophrenic Disorders

H. Organic Disorders

I. Personality Disorders

J. Dissociative Disorders

Objectives

• Identify the criteria for judging whether behavior is psychologically disordered.

• Describe the medical model of psychological disorders.

• Describe the aims of the most recent Diagnostic and Statistical Manual (DSM), 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 disorders.

• Describe the characteristics and possible causes of dissociative disorders.

8/15-8/26

Unit I – History and Approaches

A. Logic, Philosophy, and History of Science

B. Approaches/Perspectives

Objectives

• Define psychology and trace its historical development.

• Compare and contrast the psychological perspectives.

• Identify basic and applied research subfields of psychology.

• Identify basic elements of an experiment (variables, groups, sampling, population,

etc.).

 

11/4-11/18

Unit V – States of Consciousness

A. Sleep and Dreaming

B. Hypnosis

C. Psychoactive Drug Effects

Objectives

• Describe the cyclical nature and possible functions of sleep.

• Identify the major sleep disorders.

• Discuss the content and possible functions of dreams.

• Discuss hypnosis, noting the behavior of hypnotized people and claims regarding

its uses.

• Discuss the nature of drug dependence.

• Chart names and effects of depressants, stimulants, and hallucinogenic drugs.

• Compare differences between NREM and REM.

• Describe the physiological and psychological effects of depressants, stimulants,

and hallucinogens.

Unit V:

1/19-1/31

Unit IX – Developmental Psychology

A. Life-Span Approach

B. Research Methods

C. Heredity-Environment Issues

D. Developmental Theories

E. Dimensions of Development

F. Sex Roles, Sex Differences

Objectives

• Discuss the course of prenatal development.

• Illustrate development changes in physical, social, and cognitive areas.

• Discuss the effect of body contact, familiarity, and responsive parenting on

attachments.

• Describe the benefits of a secure attachment and the impact of parental neglect

and separation as well as day care on childhood development.

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

• Describe the early development of a self-concept.

• Distinguish between longitudinal and cross-sectional studies.

3/21-3/29

Unit XIII – Therapy and Treatment

A. Treatment Approaches

B. Modes of Therapy (e.g., individual, group)

C. Community and Preventive Approaches

Objectives

• Discuss the aims and methods of psychoanalysis.

• Identify the basic characteristics of the humanistic therapies.

• Identify the basic assumptions of behavior therapy.

• Describe the assumptions and goals of the cognitive therapies.

• Discuss the benefits of group therapy and family therapy.

• Discuss the findings regarding the effectiveness of the psychotherapies.

• Discuss the role of values and cultural differences in the therapeutic process.

• Identify the common forms of drug therapy and the use of electroconvulsive

therapy.

8/29-9/9

Unit II – Research Methods

A. Experimental, Correlation, and Clinical Research

B. Statistics

C. Research Methods and Ethics

Compare and contrast research methods (case, survey, naturalistic observation).

• Explain correlational studies.

• Describe the three measures of central tendency and measures of variation.

• Discuss the ethics of animal and human research.

11/28-12-9

Unit VI – Learning

A. Classical Conditioning

B. Operant Conditioning

C. Cognitive Processes in Learning

D. Biological Factors

E. Social Learning (Observational Learning)

Objectives

• Describe the process of classical conditioning (Pavlov’s experiments).

• Explain the processes of acquisition, extinction, spontaneous recovery,

generalization, and discrimination.

• Describe the process of operant conditioning, including the procedure of shaping,

as demonstrated by Skinner’s experiments.

• Identify the different types of reinforcers and describe the schedules of

reinforcement.

• Discuss the importance of cognitive processes and biological predispositions in

conditioning.

• Discuss the effects of punishment on behavior.

• Describe the process of observational learning (Bandura’s experiments).

2/1-2/10

Unit X – Personality

A. Personality Theories and Approaches

B. Assessment Techniques

C. Self-Concept/Self-Esteem

D. Growth and Adjustment

Objectives

• Describe personality structure in terms of the interactions of the id, ego, and

superego.

• Explain how defense mechanisms protect the individual from anxiety.

• Describe the contributions of the neo-Freudians.

• Explain how personality inventories are used to assess traits.

• Describe the humanistic perspective on personality in terms of Maslow’s focus on

self-actualization and Rogers’s emphasis on people’s potential for growth.

• Describe the impact of individualism and collectivism on self-identity.

• Describe the social-cognitive perspective on personality.

• Discuss the consequences of personal control, learned helplessness, and optimism.

3/30-4/12

Unit XIV – Social Psychology

A. Group Dynamics

B. Attribution Process

C. Interpersonal Perception

D. Conformity, Compliance, Obedience

E. Attitudes and Attitude Change

F. Organizational Behavior

G. Aggression/Antisocial Behavior

Objectives

• Describe the importance of attribution in social behavior.

• Explain the effect of role-playing on attitudes in terms of cognitive dissonance

theory.

• Discuss the results of Asch’s experiment on conformity.

• Describe Milgram’s controversial experiments on obedience.

• Discuss how group interaction can facilitate group polarization and groupthink.

• Describe the social, emotional, and cognitive factors that contribute to the persistence of cultural, ethnic, and gender prejudice and discrimination.

• Discuss the issues related to aggression and attraction.

• Explain altruistic behavior in terms of social exchange theory and social norms.

9/12-10/14

Unit III – Biological Bases of Behavior

A. Physiological Techniques (e.g., imagining, surgical)

B. Neuroanatomy

C. Functional Organization of Nervous System

D. Neural Transmission

E. Endocrine System

F. Genetics

Objectives

• Describe the structure of a neuron and explain neural impulses.

• Describe neuron communication and discuss the impact of neurotransmitters.

• Classify and explain major divisions of the nervous system.

• Describe the functions of the brain structures (thalamus, cerebellum, limbic

system, etc.).

• Identify the four lobes of the cerebral cortex and their functions.

• Discuss the association areas.

• Explain the split-brain studies.

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

12/2-1/6

Unit VII – Cognition (cont’d into Qtr 3)

A. Language

B. Thinking

C. Problem Solving and Creativity

Objectives

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

• Discuss how we use trial and error, algorithms, heuristics, and insight to solve

problems.

• Explain how the representativeness and availability of heuristics influence our

judgments.

• Describe the structure of language (phonemes, morphemes, grammar).

• Identify language developmental stages (babbling, one word, etc.).

• Explain how the nature-nurture debate is illustrated in the theories of language

development.

• Discuss Whorf’s linguistic relativity hypothesis.

• Describe the research on animal cognition and communication.

2/13-2/24

Unit XI – Testing and Individual Differences

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

Objectives

• Trace the origins of intelligence testing.

• Describe the nature of intelligence.

• Identify the factors associated with creativity.

• Distinguish between aptitude and achievement tests.

• Describe test standardization.

• Distinguish between the reliability and validity of intelligence tests.

• Describe the two extremes of the normal distribution of intelligence.

• Discuss evidence for both genetic and environmental influences on intelligence.

• Discuss whether intelligence tests are culturally biased.

4/13-exam

Review for AP Exam until May 1, 2017

Test @ 12pm