• No results found

Course Objectives

N/A
N/A
Protected

Academic year: 2019

Share "Course Objectives"

Copied!
10
0
0

Loading.... (view fulltext now)

Full text

(1)

A P ® Psychology Syllabus

The purpose of A P ® Psychology is 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.

Course Objectives

1. Students will prepare throughout the school year for the AP Psychology Examination.

2. Students will study the major core concepts and theories of psychology. They will be able to define key terms and use them in their everyday vocabulary.

3. Students will learn each of the unit objectives and be able to apply psychological concepts to their own lives.

4. Students will utilize and further develop critical thinking skills.

Textbook & Resources used

Psychology eighth edition by David G. Myers Teacher Resources

Supplementary Materials Internet Sources

Homework Expectations

The amount of work depends on the unit being covered in class. There are assigned pages to read in the textbook almost every night. Vocabulary terms are also given for each unit. Quizzes will be made up of multiple choice questions from past released AP exams. Exams will be given at the end of each unit and will consist of multiple choice questions and may also include free response questions.

Other assignments given to students are class presentations, individual or group projects, and papers. Every unit will have either one project or paper due at the conclusion of the unit. The due dates will be available in advance on my website.

Students are given the same number of days absent to make up all absent work. The students are responsible for retrieving absent work from the basket in my classroom. If you were absent the day an assignment was due, you must be prepared to turn it in upon return.

Grading Policy 1. Grading Scale

Assignments are given a point value and grades are determined based on the total number of points in the grading period. Assignments include in class and out of class assignments, quizzes,

assessments, projects, and final exam at the end of each semester. Points will start over second semester.

(2)

2. Grade Categories

Each semester grade will be calculated using the weighted categories below:

Classwork / Homework 10%

Assessments (tests and quizzes) 60% Projects & Presentations 20% Final Exam 10% each semester

Cheating/ Plagiarism:

Cheating and plagiarism are serious academic offenses. The department policy is to grade the project, test, or assignment as a ZERO. This is also an offense that may result in a referral to administration.

Test Re-Take Policy

Students will be given the opportunity to master all concepts covered in class. This means that students will have option to re-take assessments. However, certain criteria must be met in order to be able to re-take an assessment.

Test Re-Take Criteria

This may be a different format from the original test and the following criteria must be met to be able to re-take an assessment:

 80% of all Unit work covered by the assessment must be completed by the student.

 Evidence of additional practice of unit concepts (i.e. additional study guide or review work)  Re-takes must be arranged in advance and completed in a timely manner

 Retakes must be completed at least a week prior to the end of the quarter  Re-takes will be offered only during lunch or after school tutoring hours

Out of Class Assignment Policy

1. It is expected that any assignment not completed in the class will be finished at home and brought to class the next day.

2. Late Work:

 Late Work: Late work will only be accepted if turned in at least one week prior to the end of each quarter. Late work will be worth a maximum of 70% of the total point value.

 Projects: Long term projects are due at the beginning of class on the date assigned. This

supersedes the make-up policy for absences. Projects will be late if the student has an unexcused absence on the date it is due. Projects will lose 1 letter grade per day if not turned in on time.

Attendance

(3)

work. If you know you will need to leave during class (for a field trip or sporting event) you are responsible for notifying me of this before class begins. The school attendance policy will be strictly enforced.

Tardiness

You must be on time to class every day. Students not in class on time will be sent to sweep. Any student who is “swept” is still responsible for turning in assignments due that day. Students are also responsible for obtaining missed work and turning it in on time. More information the school wide tardy policy can be found in the school handbook.

Remind.com

• I will be sending out announcements regarding assignments, projects, and test dates via remind101.com

• To sign up for my announcements text @34848 to the number 81010

(4)

Course Outline & Objectives

Unit 1: History and Approaches

A. Logic, Philosophy, and History of Science B. Approaches/Perspectives

C. Subfileds in Psychology

Unit 2: Research Methods

A. Experimental, Correlation, and Clinical Research B. Statistics

C. Research

D. Methods and Ethics

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.). • 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.

Unit 3: Biological Basis 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.

Unit 4: Sensation & Perception A. Thresholds

(5)

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.

• 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.

Unit 5: Memory A. Memory

Objectives

• Describe memory in terms of information processing, and distinguish among sensory memory, short-term memory, and long-short-term memory.

• Distinguish between automatic and effortful processing.

• Explain the encoding process (including imagery, organization, etc.). • Describe the capacity and duration of long-term memory.

• Distinguish between implicit and explicit memory. • Describe the importance of retrieval cues.

• Discuss the effects of interference and motivated forgetting on retrieval. • Describe the evidence for the constructive nature of memory.

Unit 6: 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).

(6)

A. Thinking: Concepts, Schemas and Prototypes B. Problem Solving

C. Obstacles to Problem Solving D. Decision Making and Biases E. Creativity

F. Thinking without language?

Objectives

● Define cognition and identify how the following interact to form our cognitive life: ● schemata/concepts, prototypes, assimilation, accommodation, effortful processing, and

unconscious processing.

● Identify problem-solving techniques (algorithms and heuristics) as well as factors that influence their effectiveness (problem representation, mental set and functional fixedness).

● Identify decision making techniques (compensatory models, representativeness heuristics, and availability heuristics) as well as factors that influence decision making (overconfidence, confirmation bias, belief bias, belief perseverance, and hindsight bias)

● List the characteristics, stages, and ways to foster creative thought

● Synthesize how biological, cognitive, and cultural (linguistic determinism) factors converge to facilitate the acquisition (critical periods, Universal Inborn Grammar, and

● Victor/Genie) development (One-word stage, telegraphic speech) and use of language ● (phonemes, morphemes, syntax and semantics).

Unit 7b: Cognition- Language A. Language

B. Structure of Language C. Language Development

D. Feral Children: Victor and Genie E. Nonhuman Cognition and Language F. Language, thought and culture

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 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.

Unit 8: Motivation and Emotion A. Biological Bases

B. Theories of Motivation C. Hunger, Thirst, Sex, and Pain D. Social Motives

(7)

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.

Unit 9: 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.

Unit 10: 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.

(8)

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-Freudian.

• 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’ 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.

Unit 12a: 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 environ mental influences on intelligence. • Discuss whether intelligence tests are culturally biased.

Unit 12b: Testing and Individual Differences- Intelligence A. Theories of Intelligence

B. Spearman, Thurstone and Cattell C. Sternberg, Gardner and Coleman D. Intelligence: Nature vs. Nurture E. Intelligence Tests

F. Stanford-Binet

(9)

H. Making good tests I. Reliability

J. Validity

K. Mental Retardation and Giftedness L. Intelligence War Debate

Objectives

● Define intelligence, list characteristics psychologists include in their definition, and discuss how culture influences the definition of intelligence.

● Compare and contrast historic and contemporary theories of intelligence with specific attention to general intelligence, triarchic theory, crystallized/fluid intelligence, multiple intelligences, emotional intelligence.

● Explain how psychologists design tests, including standardization strategies and other techniques to establish reliability and validity and interpret the meaning of scores in terms of the normal curve.

● Debate the appropriate testing practices

● Describe relevant labels related to intelligence testing (e.g., gifted, cognitively disabled, savant). ● Debate what determines intelligence.

Unit 13: Abnormal Psychology A. Definitions of Abnormality B. Theories of Psychopathology

C. Diagnosis of Psychopathology psychology. 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 DSM-V, 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.

(10)

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.

Unit 15: 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.

References

Related documents

Your grade in this course will be a function of your performance on midterm exams, paper assignments, participation in group presentations, and involvement in class assignments

Mercury --- 0.42 units Venus --- 0.7 units Earth --- 1 unit Mars --- 1.5 units Jupiter --- 5 units Saturn --- 9 units Uranus --- 19 units Neptune --- 30 units Pluto --- 40

Libra Lagna with Sun, Mercury and Moon in Lagna and Jupiter in the seventh in Aries – the native’s father will have two brothers and from the time of birth of the native his

• Export the Custom Command that creates a block of header information as a file into the Custom Command directory You will be using the post processor, ***_my_post that you created

The way in which faith communities in South Africa influenced and demanded a transition from apartheid to democracy, she argues, can be applied to other cases

Students will be graded based on participation and quality of work in group discussions/projects, individual assignments, quizzes and a capstone project.. Individual assignments:

Short project descriptions by groups for peer feedback (pair-wise group presentations or class presentations). Continue working on projects and storyboarding ideas. In-class

The 18 interdisciplinary doctoral students interviewed in this study discussed their socialization experiences as occurring across several major themes: (a) their