AP Psychology Syllabus
Mrs. Caputo
Textbook
Main Textbook: Psychology, Sixth ed. by Gleitman, Fridlund and Reisberg (W.W. Norton & Company: New York, 2004)
Additional Materials:
1. Barron's AP Psychology 2010 (Barron's How to Prepare for the AP Psychology Advanced Placement Examination) (ISBN-13: 9780764193248)
* Any year, 2008, 2009 or 2010 will be acceptable for the review book*
2. Barron’s AP Psychology Flash Cards (ISBN-13: 9780764196133) includes 500 key terms, concepts, people etc.
OPTIONAL-BUT EXTREMELY USEFUL-IF YOU CAN’T GET COPIES I HAVE ADDITIONAL COPIES TO BORROW-SUPPLIES ARE LIMITED
Supplemental Materials:
Many useful resources can be accessed on my homepage under the Social Studies department website
http://highschool.gardencity.k12.ny.us/departments/social_studies/ms__caputo/ap_psychology/
· WW Norton AP Psychology Student Study Space (access through my website on the Social Studies page) Database of online quizzes, outlines, review, activities, videos and articles that accompany our text.
AP Course Demands:
Students should expect a workload similar to what they would have if they were to complete this course at the college level. This includes reading, regular reading quizzes (based on nightly readings, articles or film assignments) active involvement in class discussions, taking notes and participating in research and experiments.
Course Load:
As an AP class we will have to cover a VAST amount of material in a LIMITED amount of time. In order to ensure that all the necessary content is covered prior to the exam in May, it is impossible that every topic or concept will be covered in class. However, you are still responsible for knowing this material both for our own exams and the exam in May. I cannot stress enough the importance of keeping up with the nightly reading assignments and actively TAKING NOTES while doing so.
Course Requirements:
· Keep up with the reading and other related assignments and use twitter.com/caputopsych
· Participate in group discussions, film reviews and activities
· Do nightly readings and other related assignments
· Study the flashcards and review book
· Participate in class
Policies:
• Late work is not accepted unless circumstances warrant
• All missed work is due 2 days after your return to school
• Academic dishonesty will not be tolerated. All work is expected to be completed by the student. Plagiarism is prohibited. Students who are caught copying work, lending work to be copied, or submitting work not authored by said student, will receive a zero on that assignment. Contact will be made with parent or guardian and if need be, with the appropriate administrator.
Evaluation Method
Student progress is evaluated in a number of ways. Film reviews and discussions will be based on participation and rubrics when applicable. Reading quizzes and chapter exams will be a multiple choice format. Free response questions will be graded using rubrics. Any collected works (readings, projects, review sheets, article questions etc) will be graded on a point basis.
Grading Policy
The course grade is a weighted average consisting of the following elements:
v Daily Reading Quizzes 35%
v Tests 50%
v Participation/Collected Assignments 15%
Alternative Assessments
Some chapters in the coursework are more difficult than others. Students that are dissatisfied with a grade on a test may choose to complete an alternative assessment to replace that grade. Students may choose to complete 1 alternative project/ assignment for the year. This assignment is voluntary and the grade can be applied to 1 lowest test grade from any given chapter in a marking period. All work must meet the requirements and be completed at least 1 week prior to the end of the desired marking period. (See website for details, options and requirements) This however is NOT extra credit!
1. History and Approaches
A. Roots of psychology
B. Schools of psychology
· Structuralism
· Functionalism
C. Principle approaches to psychology
· Behavioral Approach
· Psychoanalytical approach
· Humanistic approach
· Biological approach
· Evolutionary approach
· Cognitive approach
· Socio-cultural approach
D. Subfields of psychology
1B. Research and Methods
A. Experimental Method
B. Correlation Research
· Naturalistic Observations
· Survey and Test Methods
C. Case Study
D. Elementary Statistics
· Descriptive Statistics
· Inferential Statistics
E. Ethical Guidelines
2. Biological Bases of Behavior
A. Techniques to learn about structure and function
B. Organization of your nervous system
C. Localization and lateralization of the brain’s function
D. Structure and function of the neuron
E. The endocrine system
F. Behavioral genetics
3. States of Consciousness
A. Sleep and Dreams (dream analysis, theories of dream function)
B. Hypnosis (uses, critiques, stage vs. clinical)
C. Meditation (purpose, impact)
D. Drugs (classifications, examples, impact on the body/brain, addiction/withdrawal)
4. Sensation and Perception (transduction)
A. Vision (structure of function of eye)
B. Hearing (structure and function of ear)
C. Touch (Somato-sensation)
D. The Body Senses (5 senses)
E. The Chemical Senses (habituation, sensory adaptation)
F. Perceptual Processes (perception vs sensation)
· Gestalt Organizing Principles of Form Perception (examples)
· Depth Perception ( depth cues- monocular, binocular, texture gradient, linear perspective)
· Perceptual Constancy (color, size, shape)
· Perceptual Adaptation and Perceptual Set
· Optical illusions (how/why they work, examples)
5. Abnormal Psychology & Treatment
A. Defining Abnormal Behavior (maladaptive, unjustifiable, neurotic vs. psychotic)
B. DSM-IV (classifications)
C. Description of Disorders/Roots of each disorder (environmental/social and biological)
· Anxiety Disorders (phobias, generalized anxiety, OCD, obsession vs. compulsions, panic)
· Somatoform Disorders
· Dissociative Disorders (fugue, amnesia, dissociative identity disorder (multiple personality)
· Mood Disorders (major depression, bi-polar, Seligman-learned helplessness, suicide)
· Schizophrenia (positive/negative symptoms, hallucinations, delusions, 4 main types)
· Personality Disorders (major types, brief description)
A. Brief History of Therapy (historical treatment of mentally ill-state hospitals, warehousing, abuse)
B. Treatment and Approaches
· Psychoanalytic/Psychodynamic (psychotherapy, key elements-free association, dream analysis/hypnosis, transference, resistance insight, defense mechanisms)
· Humanistic (client centered, Maslow/Rogers, self actualization, role of therapist,)
· Behavioral Approaches (Roger Wolpe, systematic desensitization, flooding, aversion therapy, treatment of fears and phobias)
· Cognitive Approaches (rational-emotive, Albert Ellis, Aaron Beck)
· Biological/Biomedical Approaches (electroshock therapy, lobotomy, drug therapy, types of drugs for relevant disorder, critiques) examples
· Community and Preventive Approaches ( deinstitutionalization, clinics)
6. Learning (Pavlov, Skinner, Thorndike, Bandura)
A. Classical Conditioning (properties of UCS, UCR, CS, CR) examples
B. Operant Conditioning (law of effect, generalization, schedules of reinforcement, punishment, cognitive maps) examples
C. Biological Factors in Learning (Garcia effect, aversion)
D. Social Learning
7. Cognition (Thinking and Language)
A. Cognitive Processes and Memory
· Process of thinking: problem solving (mental set, bias, hindsight/confirmation, heuristics and algorithms)
· Models of Memory (types of memory)
· Amnesia (types)
· Memorization techniques
B. Language acquisition theories (Chomsky, Social Learning/imitation)
8. Testing and Individual Differences (Intelligence)
A. Standardization and Norms
B. Reliability and Validity
C. Types of Tests
D. Ethics and Standards in Testing
E. Intelligence and Intelligence Testing
F. Heredity/Environmental and Intelligence
G. Human Diversity
9. Developmental Psychology
A. Key Issues in Development
B. Methods of Studying Development
C. Physical Development
D. Theories of Cognitive Development (Piaget)
E. Theories of Moral Development (Kohlberg)
F. Attachment and deprivation (abuse, neglect, love) Harlow/Ainsworth, parenting styles)
G. Theories of Social and Emotional Development (Erikson)
H. Adolescence and old age
10. Personality Theories and Approaches
A. Biological Personality Theory
B. Psychoanalytic Theories
C. Humanistic Theories
D. Behavioral Theories
E. Cognitive and Social Cognitive (Social-Learning) Theories
F. Trait Theory
G. Assessment Techniques
H. Self-concept and Self-esteem
I. Personality Disorders
11. Motivation and Emotion
A. Theories of Motivation
· Instinct/Evolutionary Theory
· Drive Reduction Theory
· Incentive Theory
· Arousal Theory
· Maslow’s Hierarchy of Needs
B. Physiological Motives
· Hunger
· Thirst
· Pain
· Sex
C. Social Motivation
· Achievement
· Affiliation
· Intrinsic vs. Extrinsic Motivation
· Social Conflict Situations
D. Theories of Emotion
· James-Lange Theory
· Cannon-Bard Theory
· Opponent-Process Theory
· Schachter-Singer Two-Factor Theory
· Cognitive-Appraisal Theory
E. Stress and Coping
· Selye’s General Adaptation Syndrome
· Stressful Life Events
· Stress and Health
· Coping Strategies
12. Gender, Sexuality and Love
A. Gender roles (schemas and influence of culture)
B. Gender identity, sexual orientation (homosexuality, bi sexuality, hermaphrodites, transsexuals, gender reassignment, causes of homosexuality-biological and environmental)
C. Sex differences and gender (aggression, intellectual abilities)
D. Mate selection (attraction/biological basis, love, romantic vs. companionate love, polygamy, monogamy)
13. Social Psychology
A. Group Dynamics (Latane, Darley, Kitty Genovese)
· Bystander Intervention
· Diffusion of Responsibility
· In-groups/out-groups, peer pressure
· Group identity, contact hypothesis, altruism
B. Attribution Processes
· Fundamental Attribution Error (situation vs. disposition or character)
C. Interpersonal Perception
· Friendships
D. Conformity, Compliance, and Obedience (Asch/Milgram)
· Conformity (factors- group size, unanimity, normative and social influence)
· Compliance Behavior (group think, deindividualiztion, group polarization)
· Obedience to Authority (brainwashing, mob mentality, persuasive communications, factors contributing to obedience)
E. Attitudes and Attitude Changes (Festinger cognitive dissonance, stereotypes, prejudice)
F. Aggression/Antisocial Behavior (media and cultural influence)
Contents of the Discovering Psychology Video Series (2000, WGBH Boston):
Partial clips/segments of these 30-minute videos can be used in your unit presentations, and can be found in the library or online (see my website)
1. Past, Present, and Promise
This introduction presents psychology as a science at the crossroads of many fields of knowledge, from philosophy and anthropology to biochemistry and artificial intelligence. With Dr. Mahzarin Banaji of Harvard University and Dr. Emanuel Donchin of the University of Illinois.
2. Understanding Research
This program examines the scientific method and the ways in which data are collected and analyzed — in the lab and in the field — with an emphasis on sharpening critical thinking in the interpretation of research findings. With Dr. Christina Maslach of the University of California, Berkeley, and Dr. Daryl Bem of Cornell University.
3. The Behaving Brain
This program discusses the structure and composition of the brain: how neurons function, how information is collected and transmitted, and how chemical reactions determine every thought, feeling, and action. With Dr. John Gabrieli of Stanford University and Dr. Mieke Verfaellie of Veterans Medical Hospital, Boston, Massachusetts.
4. The Responsive Brain
How the brain controls behavior and, conversely, how behavior and environment influence the brain’s structure and functioning are the focus of this program. With Dr. Michael Meaney of McGill University and Dr. Russell Fernald of Stanford University.
5. The Developing Child
This program traces the nature vs. nurture debate, revealing how developmental psychologists study the contributions of both heredity and environment to child development. With Dr. Renee Baillargeon of the University of Illinois and Dr. Judy De Loache of the University of Illinois.
6. Language Development
The development of language has many facets to explore. This program looks at how developmental psychologists investigate the human mind, society, and culture by studying children’s use of language in social communication. With Dr. Jean Berko-Gleason of Boston University and Dr. Ann Fernald of Stanford University.
7. Sensation and Perception
This program demonstrates how visual information is gathered and processed, and how our culture, previous experiences, and interests influence our perceptions. With Dr. David Hubel of Harvard University and Dr. Misha Pavel of the Oregon Graduate Institute of Science and Technology.
8. Learning
Prominent researchers — Pavlov, Thorndike, Watson, and Skinner — have greatly influenced today’s thinking about how learning takes place. This program examines the basic principles of classical and operant conditioning elaborated by these renowned figures. With Dr. Howard Rachlin of the State University of New York at Stony Brook and Dr. Robert Ader of the University of Rochester.
9. Remembering and Forgetting
This program looks at the complex process called memory: how images, ideas, language, and even physical actions, sounds, and smells are translated into codes, represented in the memory and retrieved when needed. With Dr. Richard Thompson of the University of Southern California and Dr. Diana Woodruff-Pak of Temple University.
10. Cognitive Processes
This program is an exploration into the higher mental processes — reasoning, planning, and problem solving — and why the “cognitive revolution” is attracting such diverse investigators from philosophers to computer scientists. With Dr. Howard Gardner of Harvard University and Dr. Michael Posner of the University of Oregon.
11. Judgment and Decision Making
Exceedingly complex processes are involved in the making of judgments and decisions. This program examines how and why people make good and bad judgments, and the psychology of taking risks. With Dr. Daniel Kahneman of Princeton University and the late Dr. Irving Janis of Yale University.
12. Motivation and Emotion
This program reviews what researchers are discovering about why we act and feel as we do, from the exhilaration of love to the agony of failure. With Dr. Norman Adler of Yeshiva University and Dr. Martin Seligman of the University of Pennsylvania.
13. The Mind Awake and Asleep
Our varying levels of consciousness empower us to interpret, analyze, and direct our behavior in flexible ways. The nature of sleeping, dreaming, and altered states of consciousness are explored in this program. With Dr. Ernest Hartman, formerly of Tufts University, and Dr. Robert McCarley of Harvard Medical School.
14. The Mind Hidden and Divided
This program shows how experiences that take place below the level of consciousness alter our moods, bias our actions, and affect our health — as demonstrated in repression, discovered and false memory syndromes, hypnosis, and split-brain cases. With Dr. Jonathan Schooler of the University of Pittsburgh and Dr. Michael Gazzaniga of Dartmouth College.
15. The Self
Psychologists systematically study the origins of self-identity and self-esteem, the social determinants of self-conceptions, and the emotional and motivational consequences of beliefs about oneself. This program explores their methods of discovery. With Dr. Hazel Markus of Stanford University and Dr. Teresa Amabile of Harvard University.
16. Testing and Intelligence
This program peers into the field of psychological assessment — the efforts of psychologists and other professionals to assign values to different abilities, behaviors, and personalities. With Dr. Claude Steele of Stanford University and Dr. Robert Sternberg of Yale University.