Mrs. Lisa Hollenbach Palmyra Area High School Room 107 2013 – 2014 Course Syllabus and Survival Guide

Contact Information: Email: Students,

For purposes of organization, please make sure that you are using the email address that is designated for students below.

• Students: [email protected] • Parents: [email protected] Website: • Main Web Page: http://www.pasd.us/teacherweb/home.php?id=1263 • AP Psychology Web Page: http://www.pasd.us/teacherweb/module.php?id=7303andtid=1263 • AP Psychology Moodle: http://moodle.pasd.us/course/view.php?id=192 • AP Psychology Facebook Group: https://www.facebook.com/phshollenbachappsych • Mrs. Hollenbach’s Twitter: @MrsHollenbach Phone: • 717.838.1331 Ext. 2107

Course Purpose: 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 each of the major subfields within psychology. They also learn about the ethics and methods psychologists use in their science and practice.

(College Board, 2013)

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Course Description: Advanced Placement Psychology is designed as a rigorous curriculum that provides an overview of current psychological theory and practice. Students will explore the systematic and scientific study of the behavior and mental processes of humans and other animals. Students will be exposed to the principles, concepts and phenomena associated with major subfields within psychology, including biological bases of behavior, cognitive and emotional processes, and diagnosis and treatment of psychological disorders. In accordance with the driving principles of current psychological practice, this course will emphasize scientific method and procedure, ethical standards in research, and critical thinking skills. Student academic performance is expected to meet or exceed the challenging requirements of an introductory-level college survey course. Student work will be required outside of class time. The course provides the opportunity for students to receive college credit by taking the A.P. Psychology Exam. Students are strongly encouraged to register for the A.P. Exam in the spring. Fees for the A.P. exam are to be paid by the student. All students who enroll in this class must complete a preliminary assignment in order to be prepared for the start of this course.

AP Psychology is a one-year course that will meet approximately 135 times. Palmyra Area High School operates on a modified block schedule. The school day is composed of five 72-minute classes. Students will participate in AP Psychology every day during the first semester. During the second semester, AP Psychology will operate on an ACE / BFD schedule. Students will participate in AP Psychology every other day during the second semester.

Course Standards AP Psychology will be taught in accordance with the Pennsylvania Academic Standards for Social Studies. However, since the Commonwealth does has not developed content and/or performance standards specific to Psychology, the following standards will inform the planning and delivery of the AP Psychology curriculum:

• American Psychological Association: National Standards for High School Psychology Curricula • National Council for Social Studies National Standards for Social Studies • Common Core State Standards: Reading for High School Social Studies • Common Core State Standards: Writing for High School Social Studies • International Society for Technology Education: National Educational Technology Standards for Students

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Course Goals: 1. This course aims to make YOU a budding psychologist! The course will stress the need to think like a psychologist. As author and social psychologist, David Myers, notes, to think like a psychologist one must “restrain intuition with critical thinking, judgmentalism with compassion, and illusion with understanding.” (Sternberg, 1997). Whether you choose to pursue a career in Psychology or in some entirely different field, this habit of mind will be of great value.

2. Mastery of Psychology’s core concepts. – Through elaborative rehearsal and the development of hierarchical schemas, you will master Psychology’s most important concepts.

3. The ability to graphically represent complex concepts. – Anyone can make an outline, but it requires true understanding of a concept to be able to draw a diagram showing the structure and relationship of its constituent parts. You will leave this course with a new ability to quickly, cogently, and graphically arrange your thoughts. This concept mapping will be an addition to traditional note taking.

4.The ability to apply complex concepts or multifaceted units of study in discussion and written work. – You will leave this course able to analyze and interpret a problem, apply relevant information, and craft a well-supported oral argument or concisely written response.

5. The ability to apply Psychology to your life – Application does not stop once you leave the classroom. The concepts we study shape our existence. Through daily ‘Psych Immersions,’ you will constantly look for psychological applications in your life.

6. Literacy in the 21st century skills you need for success in today’s world. – At Palmyra Area High School we don’t just teach you content, we teach you how to use that content. At the end of this course you’ll be able to:

a. Read, review, and critique real psychological research – including abstracts, academic journal articles, dissertations, masters theses, primary sources, anthologies, etc.

b. Write about psychology for your peers and for the general public, while improving your writing skills

c. Be critical consumers of scientific research - Use databases and the Internet to research new psychological studies

d. Review, compare and contrast scholarly publications in the field of psychology

e. Analyze and research controversial psychological issues

f. Think critically and logically about research findings using psychological terms

g. Use problem-solving techniques to solve your real world problems

h. Use technology to create websites and leverage the power of social media

i. Collaborate in a professional learning community through Team Psych, Psych Simulations, and in small groups called Quads.

j. Orally present and debate a complex argument based on psychological research

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h. Analyze, interpret, and respond to stimulus-based data including charts, graphs, cartoons, and quotes

i. Discuss both historical and contemporary psychological issues and psychology-related events.

j. Utilize a variety of study aides to increase overall memory level

k. Evaluate strengths and weaknesses in your own academic performances

6. To change the way you view the world! J - It is my hope that knowledge of psychological inquiry will provide new perceptions of the world around us, insights into your own behavior and the behavior of others, and an appreciation of the complexity of human behavior.

Course Expectations:

1. We learn from each other: This course is not one in which you will play a passive role, simply absorbing information presented by the teacher. Instead, you are expected to take an active part in your own learning and that of the class as well. You will be asked to take an active part in forming your own questions and analysis. In the AP classroom, discussion and demonstrations will dominate over lectures so that we can learn from each other. Each of you brings something special to the course - something special that our team needs if we are to be successful. Come each day ready to contribute.

2. Knowledge for application’s sake: In AP Psychology there is a considerable amount of content you must master. However, you must do more than memorize information provided by your teacher or other sources. You will be asked to apply this information to real life situations via class discussions or through concisely written free response questions.

3. Psychologists read: As AP students, you will be expected to do a considerable amount of daily reading in the text, etc. You must show evidence of daily preparation by participating in class discussions, asking critical questions, making text-to-world connections, and bringing a rough draft of your concept map to each class.

4. Active note taking: The amount of material distributed in this course is substantially higher than in a regular class. Each period you are expected to take notes on our class activities, and fill in the rough drafts of your concept maps. As you will need organize and access to this material in order to study for the unit exams and the AP exam, you must have a 3- ring binder for class. This will help you to build a year-in-review portfolio.

5. A College-Level Effort: This course is designed to replace an introductory college Psychology course. Therefore, I will expect college-level study and work habits form all of my students. I will expect that your work is completed and submitted on time. I will expect that you actively study your Psychology materials on a regular basis, even in the absence of impending assignments. A lack of time and effort given outside the classroom will make it difficult for you to be successful in this course.

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Course Materials Text Zimbardo, P. G., Johnson, R. L., Weber, A. L., and Gruber, C. W. (2010). Psychology: AP Edition with Discovering Psychology (10th ed.). Prentice Hall, Inc.

McConnell, J. V. (1989). Classic Readings in Psychology (D. Gorenflo, Ed.). Harcourt School.

Medina, J. (2008). Brain Rules: 12 Principles for Surviving and Thriving at Work, Home, and School. Seattle, WA: Pear Press.

Hock, R. R. (2012). Forty Studies that Changed Psychology: Explorations into the History of Psychological Research (7th ed.). Upper Saddle River, NJ: Prentice Hall.

Slife, B. (2007). Taking Sides: Clashing Views on Psychological Issues. McGraw-Hill, Inc.

Suggested Supplemental Resources: Baird, A. A. (2011). THINK Psychology. Pearson Prentice Hall.

Buskist, W. (Ed.). (2013). Annual Editions: Psychology 12/13 (43rd ed.). New York, NY: McGraw-Hill Companies, Inc.

Feldman, R. (2012). Understanding Psychology (11th ed.). McGraw-Hill Higher Education.

Lilienfeld, S. O., Lynn, S. J., Ruscio, J., and Beyerstein, B. L. (2010). 50 Great Myths of Popular Psychology: Shattering Widespread Misconceptions about Human Behavior. Wiley - Blackwell.

Morris, C. G., and Maistro, A. A. (2007). Psychology: An Introduction (8th ed.). Upper Saddle River, NJ: Prentice Hall.

Sacks, O. (1998). The Man Who Mistook His Wife For A Hat: and Other Clinical Tales. Touchstone.

Test Preparation Resources: Fenton, N. (2012). AP Psychology All Access. Piscataway, NJ: Research and Education Association, Inc.

Hakala, C. (2012). Kaplan AP Psychology. New York, NY: Kaplan, Inc

Krieger, L. (2011). AP Psychology Crash Course. Piscataway, NJ: Research and Education, Inc.

Maitland, L. L. (2013). 5 Steps to a 5: AP Psychology 2014-2015. New York, NY: McGraw-Hill Companies, Inc.

McEntarffer, R., and Weseley, A. J. (2012). Barron's AP Psychology (5th ed.). Hauppauge, NY: Barron's Educational Series, Inc.

Williams, L. (2011). 5 Steps to a 5: 500 Psychology Questions to Know by Test Day. New York, NY: McGraw-Hill Companies, Inc.

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Teacher Resources: Zimbardo, P. G., Johnson, R. L., Weber, A. L., and Gruber, C. W. (2010). Psychology: AP Edition with Discovering Psychology (10th ed.). Prentice Hall, Inc. – Teacher Resources

APA High-School Teacher Affiliate Membership

Teachers Of Psychology in Secondary Schools Membership

There’s An App For That! There are many smart phone apps that you can use to help with the AP Psychology course. Below are just a few that I have previewed. Some are free and some are paid. These are not mandatory. They are a suggestion. You can pick and choose what works for you.

3D Brain Psychology Terms Dictionary AP Psychology Exam Prep

Study Sets - Psychology APA Monitor on Psychology AP Psychology Study Guide

Study Sets – Psychology (Lite) Psychology Spotlight Text Vook Psychology 101

AP Psychology Prep AP Psychology 5 Steps to a 5 Psych Term

College Psychology APA Concise Dictionary of Psychology Personality Tests AP Psychology Psychology Terminology There are also many valuable college level Psychology courses available and FREE on iTunes U. They are typically podcasts that will allow you to hear lectures that are similar to AP Lectures. This will prove useful as review for the AP Exam if podcasts are your thing!

Useful Internet Links: The links below are a small selection. We will continue to build on this list over the course of the year.

Discovering Psychology: http://www.learner.org/resources/series138.html

The Mind- Teaching Modules: http://www.learner.org/resources/series150.html

Seasons of Life: http://www.learner.org/resources/series54.html

The World of Abnormal Psychology: http://www.learner.org/resources/series60.html

AP Psychology Commune: http://www.appsychology.com/

Myers Text Companion Site: http://bcs.worthpublishers.com/myers8e/

Psych Sim 5: http://bcs.worthpublishers.com/gray/content/psychsim5/launcher.html

Morris Text Companion Site: http://cwx.prenhall.com/bookbind/pubbooks/morris/

College Board AP Psychology Page: https://apstudent.collegeboard.org/apcourse/ap- psychology?phych

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Tumblr AP Psychology: http://www.tumblr.com/tagged/ap%20psychology

Psych Matters: http://psychmatters.com/

Intro Resources – Websites: http://www.intropsychresources.com/pmwiki/pmwiki/pmwiki.php?n=ResourcesByType.Websites

Psychology Today: http://www.psychologytoday.com/essentials

Psych Central: http://psychcentral.com/

TED: www.ted.com

Psych Files Podcasts: http://www.thepsychfiles.com/ap-psychology/

Wacky World of Psychology: http://www.pumaattack.blogspot.com/

Online Psychology Courses: http://academicearth.org/online-college-courses/psychology/

Learn Out Loud – Psychology 101: http://www.learnoutloud.com/Content/Topic- Pages/Psychology-101/57

Hippocampus: http://www.hippocampus.org/

MIT Open Psychology Course: http://ocw.mit.edu/courses/brain-and-cognitive-sciences/9-00- introduction-to-psychology-fall-2004/

Miscellaneous Requirements: Many materials will be available to you in the classroom; however, this is a list of items that you will need to be successful and organized in AP Psychology.

• 3” 3-ring Binder • Notebook Paper • 16 – 20 Binder Section Dividers • Pens / Pencils – Blue or Black pens only for exams! • Highlighter Pens (at least 2) • USB Flash Drive or Dropbox Account • Access to Internet - Please see me privately if this will be an issue for you at home. • Google Account Access Information • Moodle Access Information

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Tentative Course Schedule • This schedule is a GUIDE to the school year. It is subject to change as necessary. Any modifications to this schedule will be announced in class and via one or more of the following: Email / Class Facebook / Calendar / Remind 101 / Webpage / Moodle • Don’t Forget: Beginning 1/21/2014 we will only meet every other day • There will be additional readings, unit projects and application activities that are not listed on this schedule. These assignments and their respective rubrics will be distributed at the beginning of each unit.

Unit Topic Text Reading Homework Assignments / Assessments Date

Let’s Get Introduction Zimbardo et al. 8/26: Summer Assignment #2: This Party and (2010) Psychology Book Reviews - Due Started! Sumer Assignments pp. xviii – xxi 8/26: Summer Assignment #3: pp. A-1 – A-6 Psychology in the Movies - Due

Zimbardo: Does 8/26: AP Psychology Pre-Test

8/29 Psychology

– Make a 8/27: People are Strange Difference in Our Experiment – Due

8/26 8/26 Lives? 8/28: Zimbardo: Does Psychology Make a Difference in Our Lives? – Reading Due

8/29: Class Contract - Due

Unit 1 History and Zimbardo et al. 9/3: Unit 1 Reading – Due Approaches (2010) pp. 1-25 9/3: Unit1 Concept Map (Rough Draft) – Due

9/3: Discovering Psychology 1: Past, Present, and Future – Due

9/6 9/6: Unit1 Concept Map (Final – Draft) – Due

9/3 9/3 9/6: Unit Project – Due

9/6: Unit 1 Exam

Hook, Networking, Taking Sides: TBA

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Unit 2 Research Zimbardo et al. 9/9: Unit 2 Reading – Due Methods (2010) pp. 27-59 9/9: Unit 2 Concept Map (Rough Draft) – Due

9/10: Discovering Psychology 2:

Understanding Research – Due

9/19

9/19: Unit 2 Concept Map (Final – Draft) – Due

9/9 9/9 9/19: Unit 2 Project – Due

9/19: Unit 2 Exam

Hook, Networking, Taking Sides: TBA

Unit 3 Biological Basis Zimbardo et al. 9/20: Unit 3 Reading – Due of Behavior (2010) pp. 60 – 107 9/20: Unit 3 Concept Map (Rough Draft) – Due

9/23: Discovering Psychology 3: The Behaving Brain – Due

9/24: Discovering Psychology 4:

10/2 The Responsive Brain – Due

– 10/2: Unit 3 Concept Map (Final

9/20 9/20 Draft) – Due

10/2: Unit 3 Project – Due

10/2: Unit 3 Exam

Hook, Networking, Taking Sides: TBA

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Unit 4 Sensation and Zimbardo et al. 10/3: Unit 4 Reading – Due Perception (2010) pp. 108 - 155 10/3: Unit 4 Concept Map (Rough Draft) – Due

10/7: Discovering Psychology 7: Sensation and Perception – Due

10/15 10/15

10/15: Unit 4 Concept Map (Final – Draft) – Due

10/3 10/3 10/15: Unit 4 Project – Due

10/15: Unit 4 Exam

Hook, Networking, Taking Sides: TBA

Unit 5 States of Zimbardo et al. 10/16: Unit 5 Reading – Due Consciousness (2010) pp. 156 - 193 10/16: Unit 5 Concept Map (Rough Draft) – Due

10/17: Discovering Psychology 13: The Mind Awake and Asleep – Due

10/19: Discovering Psychology 14: The Mind Hidden and Divided – 10/22 Due –

10/22: Unit 5 Concept Map (Final 10/16 10/16 Draft) – Due

10/22: Unit 5 Project – Due

10/22: Unit 5 Exam

Hook, Networking, Taking Sides: TBA

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Unit 6 Learning Zimbardo et al. 10/23: Unit 6 Reading – Due (2010) pp. 194 - 231 10/23: Unit 6 Concept Map (Rough Draft) – Due

10/25: Metacog 1 – Due

10/28: Discovering Psychology 8: Learning – Due 11/1

– 11/1: Unit 6 Concept Map (Final Draft) – Due 10/23 10/23 11/1: Unit 6 Project – Due

11/1: Unit 6 Exam

Hook, Networking, Taking Sides: TBA

Unit 7 Cognition Zimbardo et al. 11/4: Unit 4 Reading – Due (2010) pp.232 - 295 11/4: Unit 4 Concept Map (Rough Draft) – Due

11/6: Discovering Psychology 9: Remembering and Forgetting – Due

11/8: Discovering Psychology 10: Cognitive Processes – Due

11/13

11/11: Discovering Psychology 11: – Judgment and Decision Making – Due 11/4 11/4 11/13: Unit 7 Concept Map (Final Draft) – Due

11/13: Unit 7 Project – Due

11/13: Unit 7 Exam

Hook, Networking, Taking Sides: TBA

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Unit 8 Motivation and Zimbardo et al. 11/14: Unit 8 Reading – Due Emotion (2010) pp. 296 - 357 11/14: Unit 8 Concept Map (Rough Draft) – Due

11/18: Discovering Psychology 12:

Motivation and Emotion – Due

11/26

- 11/26: Unit 8 Concept Map (Final Draft) – Due

11/14 11/14 11/26: Unit 8 Project – Due

11/26: Unit 8 Exam

Hook, Networking, Taking Sides: TBA

Unit 9 Developmental Zimbardo et al. 12/3: Unit 9 Reading – Due Psychology (2010) pp. 358 - 407 12/3: Unit 9 Concept Map (Rough Draft) – Due

12/4: Discovering Psychology 5: The Developing Child – Due

12/6: Discovering Psychology 17:Sex and Gender– Due

12/13

12/8: Discovering Psychology 18: – Maturing and Aging – Due

12/3 12/3 12/13: Unit 9 Concept Map (Final Draft) – Due

12/13: Unit 9 Project – Due

12/13: Unit 9 Exam

Hook, Networking, Taking Sides: TBA

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Unit 10 Personality Zimbardo et al. 12/16: Unit 10 Reading – Due (2010) pp. 408 - 449 12/16: Unit 10 Concept Map (Rough Draft) – Due

12/18: Discovering Psychology 15:

The Self – Due

1/6

– 1/6: Unit 10 Concept Map (Final Draft) – Due

12/16 12/16 1/6: Unit 10 Project – Due

1/6: Unit 10 Exam

Hook, Networking, Taking Sides: TBA

Unit 11 Testing and Zimbardo et al. 1/7: Unit 11 Reading – Due Individual (2010) pp.450 - Differences 48 1/7: Unit 11 Concept Map (Rough Draft) – Due

1/9: Discovering Psychology 16: Testing and Intelligence – Due

1/10: Metacog 2 – Due 1/15

– 1/15: Unit 11 Concept Map (Final

1/7 1/7 Draft) – Due

1/15: Unit 11 Project – Due

1/15: Unit 11 Exam

Hook, Networking, Taking Sides: TBA

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Unit 12 Abnormal Zimbardo et al. 1/16: Unit 12 Reading – Due Psychology (2010) pp.482 - 521 1/16: Unit 12 Concept Map (Rough Draft) – Due

1/21: Discovering Psychology 21: Psychopathology– Due

* FYI: There is an additional video series called “Abnormal Psychology.” I recommend that you take the time to view these videos as well. No 2/10 written assignment. –

2/10: Unit 12 Concept Map (Final 1/16 1/16 Draft) – Due

2/10: Unit 12 Project – Due

2/10: Unit 12 Exam

Hook, Networking, Taking Sides: TBA

Unit 13 Treatment of Zimbardo et al. 2/11: Unit 13 Reading – Due Psychological (2010) pp. 522 - Disorders 563 2/11: Unit 13 Concept Map (Rough Draft) – Due

2/13: Discovering Psychology 22:

Psychotherapy – Due

3/4

– 3/4 Unit 13 Concept Map (Final Draft) – Due

2/11 2/11 3/4: Unit 13 Project – Due

3/4: Unit 13 Exam

Hook, Networking, Taking Sides: TBA

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Unit 14 Social Zimbardo et al. 3/5: Unit 14 Reading – Due Psychology (2010) pp. 564 - 602 3/5: Unit 14 Concept Map (Rough Draft) – Due

3/10: Discovering Psychology 19: The Power of the Situation – Due

3/11: Discovering Psychology 20:

Constructing Social Reality – Due

4/1

– 3/21: Metacog 3 – Due

3/5 3/5 4/1: Unit 14 Concept Map (Final Draft) – Due

4/1: Unit 14 Project – Due

4/1: Unit 14 Exam

Hook, Networking, Taking Sides: TBA

AP AP Psychology Review all 4/3: Individualized Nightly AP Psychology. Exam Review chapter Psychology Exam Study Schedule – . . Take 2! and Test summaries and Due Preparation all course notes. 5/2

Review and 5/2: AP Psychology PHS – Reflection! DO NOT WAIT Cumulative Final Exam (One last

4/2 4/2 UNTIL THE LAST chance to practice!!) MINUTE!

EXAM AP Psychology Reflect on your GOOD LUCK!! Exam! J binders, the AP YOU CAN DO IT!! Exam, your class Get a good night’s sleep!

experience . . . Eat a healthy breakfast!

5/5 etc. Relax! You got this! Use your test taking strategies!

YOU ARE A ROCKSTAR!!

Survey Says End of Course Just Relax!! 5/6: Be prepared to critique the AP

. . . Survey Psychology course and offer a few

5/6 words of advice for next year’s classes.

Showcase AP Psychology Individual 5/16: Metacog 4 – Due

– Projects / LDC Research Project and Presentation Schedule 5/30 5/6 5/6 TBA

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Teaching Strategies Although this course requires some lecture (There is really no way around this!), students will be expected to play a large role in their own learning process through analysis, critical thinking, writing, research, debate, group discussion, and presentation.

Students will be given multiple opportunities to practice taking a publicly released AP Psychology Exam during the course in preparation of the ultimate goal of passing the exam in May with a score of 3, 4, or 5. Additionally, all course exams will be modeled after the AP Psychology Exam.

The AP Psychology exam is a comprehensive exam, covering all material and concepts studied during the course.

Students are required to complete a summer assignment, which will count toward their 1st quarter report card grade.

Assessment / Point System Grading Scale AP Psychology grades will be weighted as follows:

Quarter / Semester Grades:

Homework: 20%

Classwork, Participation, Team Psych: 20%

Unit Exams, Unit Application Projects, and Quizzes: 60%

Final Course Grade:

Semester 1 Grade: 40%

Semester 2 Grade: 40%

Cumulative Final Exam: 20%

** Remember: When grades are weighted dividing points earned by total points WILL NOT result in an accurate average***

Team Psych We are more than a class. We are a team. To find success, it will take each of us doing what we do best. Each quarter you will pass in a reflection called a “Metacog” (short for metacognition – or thinking about your thinking) of what you’ve learned, how you actively participated in class, and how you helped our team. Below are a few ideas. Remember, you’ll need to PROVE you did what you said you did, so keep that in mind when you select a team assignment. Feel free to make up your own assignment, just check with me before you start it. You must have a defined role in this class. Students must email me their proposed Team Psych assignments before the start of the term to receive full credit. Feel free to work together.

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• Like being a leader? Admin our Facebook page by posting and moderating comments. • Like reading? Post good Psych content (articles and videos) to our Facebook page or on Twitter. • Creative genius? This is not my classroom it is OUR classroom. Pick a bulletin board or a wall to decorate and make it USEFUL for the class. • Like Web 2.0? Create a comprehensive Glogster for the class. Make it USEFUL and CREATIVE – I’ll make it into a poster! • Want an audience for your writing? Keep a running class blog and link it to our Facebook page. • Social? Regularly comment on people’s Facebook posts and blogs. • Good at making study guides? Share them with the class each unit via Google docs. • Photographer in the making? We do a lot of memorable demos in class. Become the class photographer and post pictures of our demos to the Facebook page. • Journalist in the making? Write up psych explanations of the pictures someone else posts or submit articles to the Cougar Chronicle about Psychology, experiments, Club Psi, etc. • Good at presenting? Share an interesting article about the Psychology we’re studying with the class on a regular basis. • Like researching? Form a small research group and conduct field research that ties into our class content (check with Mrs. Hollenbach first for APA guidelines) • Want to help people stay current? Post class summaries each day on our Facebook page or keep a written log of each day’s happenings – post it in class for absent students. • Like Current Events? Keep the class up to date with Psychology relevant articles. • Other ideas . . . o Collect Assignments / Hand out corrected papers o Straighten the desks at the end of class o Keep the Whiteboard Calendar current o Develop “Brain Break” Ideas for the Class o Collect handouts, etc. for absent students o Handout missed assignments to absent students upon their return to class o Regularly formulate high-level questions to pose to the class o Keep time for class assignments o ETC.!

At the end of each term, you will share your “Metacogs” on Google Docs. I would like you to give substantive answers to the following four questions.

1. What significant psychological knowledge did you gain this term?

2. What significant skill(s) did you gain this term?

3. How were you an active citizen of this class? Refer specifically to the rubric below.

3. What role did you fulfill for our team this term?

**Please be specific in your explanations of your team psych contribution(s). You must show evidence in the forms of pictures or documents to show that you completed this assignment.

I will use a collaboration rubric to assess your Team Psych grade out of 200 pts per quarter.

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Discussion / Participation Grade Discussion and class participation are an integral part of an AP Psychology course. Each student will earn a Participation grade for each Quarter. The Participation grade may include class discussions, labs / experiments, presentations, classwork, contribution to group activities, Team Psych participation, etc.

The following are general guidelines for determination of the Participation grade:

90% - 100%: Always on task; Active participant in the class; Engaged with full attention; Outstanding contributions to class discussions showing initiative and thoughtfulness

80% - 90%: Usually on task; Active participant in the class; Engaged throughout most of the class; Volunteers relevant and pertinent information frequently

70% - 80%: Typically on task; Participates in class; Answers questions when called upon; Occasionally volunteers information

60% - 70%: Typically on task; Sometimes distracted during class; Rarely engaged in the class; Rarely contributes to class discussion

0-60%: Usually off task; Not engaged in the class; Does not pay attention; Engages in inappropriate class behaviors (sleeping, completing work for other classes, texting, off task talking, etc.); May refuse to participate when called upon; Does not contribute to class discussions

Binders The amount of printed materials distributed in the AP Psychology course is substantially different than in a regular class. You will need to be able to access this material in order to study for the class exams, as well as the AP Psychology Exam. A well-organized binder is a necessary element of the course. Wit this in mind; each student must have a 3-Ring Binder. This binder should be brought to class each day. It is my expectation that AP students are diligently completing assignments, taking notes on reading assignments, and preparing for the AP exam throughout the course. It is for this reason that students WILL NOT be permitted to leave binders in the classroom.

Binders may be collected at any point in the year so please keep them as neat as possible and up to date. Along with reading the textbook, taking notes is the primary way you will learn Psychology. The points below may help you in your note taking:

• Take complete, dated class notes. • Your notes should be more than just what items are listed on the whiteboard or screen. • Put the notes in your own words. Don’t write down something you don’t understand without asking about it. • Leave some blank spaces on each page to make additions and/or clarifications. • Review your class notes each day while they are fresh in your mind. Expand them. Clarify them. Add examples so they will make sense when you go back to study them later. Note anything that doesn’t make sense and ask questions in class the following day. • Before class - Look over the notes from the proceeding class. This is especially important if a topic is presented over multiple days.

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• If you are absent on class note days, you are responsible for obtaining the notes from other students. • Keep all materials your receive in class in your binder. • All materials should be kept in order by date and separated by unit. • Each assignment must contain student name, date of assignment, class / period, and assignment title in the upper right hand corner. • Binder / Folder may be checked periodically – both announced checks and unannounced checks – and will be worth a total of 50 points at each check and 200 points at the final check. . Each check will be considered an exam grade. • Each student will be given a folder that he / she will use to turn in all paper assignments. This folder is meant for current assignments ONLY. This is NOT your binder. • A majority of written assignments will be completed in Google Drive.

Assignments / Evaluation AP Psychology Students should be prepared for assignments on most nights in order to prepare for class and, ultimately, the AP Psychology Exam.

All written work for the class, i.e. chapter sheet, reports, lab reports, data sheets, etc., should be word processed or written legibly. Anything written which is unable to be read will be marked wrong. Written work should be an attempt to communicate one's thoughts, ideas or feelings. Sloppy work, one-word answers, and poor spelling/grammar fail in their goal of communicating.

All word processed work for the class will be completed on PASD Google Apps for Education accounts unless the instructions indicate otherwise.

Assignments are due at the beginning of class. If you know you are going to be absent on the day an assignment is due please make an effort to hand in the assignment early. If you are absent on a due date the assignment is due upon your return. Exceptions will be made for extended absences.

Homework: Most homework will consist of defining terms, researching, and reading. Written homework will be given a deadline that will be strictly adhered to. Each student will be given a copy of the unit homework assignments at the beginning of each unit. Assignments can also be accessed via the class Moodle and / or Google Drive once the assignment is explained to the class..

Group Class Work: Assignments will be given periodically where 4 students (Quad) are required to collaborate and give a class presentation or turn in final work. Group learning is an important component of the class structure, which teaches the tenets of cooperation and social interaction in the learning process.

Individual Class Work: There will be times when students will be required to work independently on an assignment or project.

Individual/Group Projects: These assignments may or may not require research or work at home. Grading Rubrics will be handed to each student at the time the assignment is given and can be accessed via the class Moodle and / or Google Drive after the project is assigned..

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Class Participation/Psych Immersions: Each student is required to be an active participant in class discussion and activities. This includes but is not limited to: asking questions about reading, participating in demonstrations, giving examples of connections to something else in psychology, another text, or your world, completing your daily reflections. Students will receive approximately 10 points per week for participating to be combined for one participation grade per quarter. Please inquire if you are unsure why you are not receiving full credit here.

Concept Maps: Concept maps provide a graphic representation of the each chapter’s material. Each day, students are expected to come to class with completed drafts of concept maps from the previous night’s reading. These drafts will then be used to facilitate class discussion about the topics to be covered. Students are expected to add to and modify their concept maps to help better gauge understanding of the chapters’ material. Students will use these to create a final draft at the end of each chapter that will be submitted for a grade.

Unit Projects: For each unit, you will be asked to apply the content area to your life. While they will take many forms, from designing a research project to keeping your own dream journal, they will necessitate the internalization of course content. Unit projects will be a combination of in and out of class work.

Hock: Case Study Reflections: Each unit you will be given written case studies to analyze and reflect upon. These cases are considered among the most important studies ever conducted in the field of Psychology. Directions for completion of these papers will be distributed separately from the syllabus.

Taking Sides: Each Unit will include a class debate on a topic that is important in Psychology today.

Networking Assignments: The AP Psychology course investigates a massive amount of information. Networking assignments allow students to assist one another with this very important research.

Quizzes will be periodically given on reading assignments and vocabulary. Extensive reading and vocabulary review are paramount to the success to the AP Psychology student and will be consistently stressed. Quizzes will be both announced and unannounced.

Unit Exams: At the end of each unit you will take a unit exam consisting of AP-style multiple-choice questions, and Free Response Questions with many questions taken from past AP exams. In essence, by the time May comes along, you will have taken 18 – 20 mini AP Exams. AP Psychology students are preparing for successful completion of a timed exam; therefore; all exams will either accurately or proportionally represent the content students should expect on the AP Psychology Exam (topic and amount) and will be timed. With this in mind, students MUST complete exams in the time allotted. Students WILL NOT be permitted to return to the exam once the exam time has elapsed.

Cumulative Exams: To help prepare for the AP Exam in May, a cumulative test will be given at the end of the first, second, and third quarters, and prior to the AP Exam (Final). Each exam will cover all the material from the beginning of the school year to that point.

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Final Exam: a requirement of the AP Psychology course and will be comprehensive for all material covered during the entire year. This exam is in addition to the AP Psychology Exam.

Textbook and Workbook Each student will be issued a copy of the following textbook:

Zimbardo, P. G., Johnson, R. L., Weber, A. L., and Gruber, C. W. (2010). Psychology: AP Edition with Discovering Psychology (10th ed.). Prentice Hall, Inc.

Additionally, each student will be assigned a copy of the accompanying AP Psychology Exam Prep Workbook.

Every student textbook and workbook MUST be covered at all times. Please treat your assigned books gently and with care. Any damage to these resources will be the responsibility of the student. The replacement cost for the AP Psychology text and workbook is $90.00.

DO NOT bring the text to class with you on a daily basis. If you will need the text in class, I will provide adequate notice.

• Keep up with the reading assignments! Do not fall behind! Set a schedule for yourself and be disciplined enough to stick to it. • Be prepared in class to discuss the reading assigned for that day and/or take a quiz on the material. You never know . . . • Learn to read more effectively. o Read actively; do not just look at the words. If you spend a half hour “reading” but are unable to recall anything when you are finished, you have wasted your time. Talk to the text. Write down any questions that come up as you read. Think about how the material can be applied to the real world, perhaps in your own life. Reading a college level text requires a great deal more effort and concentration than reading the latest novel or a popular magazine. o Do not try to read the entire chapter at once. Each chapter of your text is divided into several major sections. Limit your reading to a few sections at a time. Allow time to digest your reading before moving on. o Do NOT ignore pictures, diagrams, tables, sidebars, etc. in your textbook. These features were added to your text for a reason. They make the text more interesting and usually provide important information. o Preview the chapter before you start reading. Read the chapter summary when you finish. o Create your Concept Map and take notes as you read. If you can condense a 30 page chapter to a few pages of good notes, it will be much easier to review the material later. Additionally, active reading and note taking will help you to process and retain the material. o It is important to recognize that your text was specifically designed to prepare you for the AP Psychology Exam. The chapter organization, outlines, and content coverage closely match not only the content outlines set out by the College Board, but also reflect the current research of the discipline of Psychology. In other words – DO NOT IGNORE THE TEXTBOOK!

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Supplemental Readings The teacher will provide assigned supplemental readings. However, there will be times when assignments will call for you to locate scholarly journals, articles, etc. Palmyra Area High School has excellent database resources that you may use to make the task of individual research much more effective and efficient.

SOS Grade Reports Grade reports are available for students and parents to view on Power School. If you do not know how to access your grades via the Power School system, please make an appointment with your guidance counselor. https://powerschool.pasd.us/public/

It is your responsibility to stay informed about your class average. If you need to discuss your grade report with me, please schedule a time with me before or after school.

Everybody makes mistakes! If you think I have made an error in reporting your grade, please send me an email or make an appointment to see me before or after school. If there is an error, I will be happy to correct it. If there is no error, I will be glad to explain what you are seeing in Power School.

***Be aware that the requirements for sport / club eligibility have changed. Please make sure that you familiarize yourself with the new policy (2013)***

Getting Help Psychology can be complicated and confusing! Please don’t be afraid to get help if you do not understand something. The ultimate responsibility to learn Psychology is yours BUT I am willing and happy to help you in any way I can.

To get help you can:

1. Ask questions before, during and/or after class. 2. See me after school. If possible, try to coordinate a time with me so I can make sure I’m available and that I can give you my complete attention. I may also be available before school by appointment only. 3. Email any time!

When to schedule a meeting ***Parents and students are advised that if a student is not earning a passing grade by the issuance of the 1st Quarter progress report, a parent-teacher-student meeting will be scheduled to discuss a strategy for how the student can be successful in this course.

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Policies

Classroom Rules & Expectations The most important guidelines in our classroom are: • Respect for Yourself • Respect for Others • Responsibility for All of Your Actions

Responsibility is Key to Success:

• Be RAD – Responsible, Accountable, and Diligent!!!!!!!!!!!!! • Students are responsible for gathering and completing all missed assignments • Note taking, highlighting and gathering relevant information for class films is the individual student’s responsibility. • Periodic Grade Checks are the individual student’s responsibility. • For your safety and education, orderly conduct is a MUST upon entering the classroom, during class, and exiting the classroom. You may not stand at the door at the end of class. Remain at your desk until the teacher dismisses you. • Be on time and be prepared with all necessary materials. • Be ready to learn. • Sit in your assigned seat and stay there. • Turn in all work ON TIME and in the correct location at the time the work is requested. • Participate in Class Discussion and Activity – It is very important to stay on-task and be attentive during class. The more you absorb in class, the less you have to study at home. • Respect your Teacher, other students and other cultures and lifestyles. • Follow directions. • Take care of your classroom. • Respect other students’ personal space and they will respect yours. • Maintain a positive attitude and use positive language in the classroom. • Follow all school rules while in the classroom. School rules can be located in your Student Handbook. • Books are to be covered at all times • NO FOOD OR DRINK Except H2O in clear bottle • All electronic devices MUST be turned completely off and kept in pockets, purses, or book bags at all times UNLESS the device is instrumental in the lesson. Your teacher will direct you to turn on your device if and when it becomes necessary. Consequences Listed consequences are possible consequences that may or may not be employed, depending upon the situation. Due to my belief in a whole-student approach to discipline, parents, guidance counselors, coaches, the social worker, club advisors may be involved in an action plan to address student discipline.

• Verbal Warning • Conference with Teacher / Possible Parent Contact • 30-Minute Teacher Detention / Parent Contact • Referral to Administration / Parent Contact

Any serious offense will be immediately referred to the Administration.

Teacher Detention: 30 minutes – The student will be expected to bring an activity and remain both productive and quiet for the entire 30 minutes. 23

• All missed detentions will be referred to the administration • Teacher detentions will be assigned at the convenience of the Teacher. • Student will be given a minimum of 24 hours notice when a teacher detention is assigned If you think it might get you into trouble . . . it will.

DON’T DO IT!! Late Work All Assignments must be turned in

The Expectation is that everyone will complete all assignments and turn them in on time. A due date is not a suggestion, it is a requirement. “Excuses” will not be accepted.

Make-up Quizzes or Exams following an Excused Absence: Each student will have a reasonable number of school days to complete a quiz or exam missed due to an excused absence. In this classroom, a reasonable number of school days is no more than five. After the 5 day grace period, the respective quiz / exam grade will be zero. Please keep in mind that the grace period in this classroom gives you 4 days over and above what is required by the school administration.

If you are absent the day prior to an exam or assignment due, you are NOT excused. You will have advance notice of quizzes and exams; therefore, you will not be at a disadvantage following a one-day absence.

Assignments due on the day you are absent will be due immediately upon your return to school

In cases of legitimate emergency, the classroom teacher reserves the right to wave all late penalties

Extra Credit will be given at my discretion to students who truly need an extra credit option only. Students with an 80% or above will not be granted extra credit opportunities. In order to receive extra credit students must have completed all required class assignments and must put forth their best effort in class. Students requesting extra credit assignments must also be willing to put in extra time and effort, even if it means time after school. Late Extra credit assignments will not be accepted. No exceptions! If a student has any 0% entries in the grade book, he / she shall not be eligible for extra credit opportunities.

If you fail to turn in an assignment or a project on the required due date, you MAY be able to turn the assignment in for partial credit.

The late policy for this classroom is as follows: 1 Day Late – 10% Deduction 2 Days Late – 20% Deduction (10% Each Day) 3 Days Late – 30% Deduction (10% Each Day) 4 Days Late – 40% Deduction (10% Each Day) 5 Days Late – 50% Deduction (10% Each Day) 6 Or More Days Late – Your assignment WILL NOT be accepted and your final score will be 0%.

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Please remember . . . work that is submitted late will not constitute a grading emergency and will be graded after any current assignments. Please do not expect that your late assignment will be my first priority. Plagiarism and Academic Dishonesty Students are expected to abide by ethical standards in preparing and presenting material which demonstrates their level of knowledge and which is used to determine grades. Such standards are founded on the basic concepts of honesty and integrity.

Plagiarism:

• The unaccredited use of someone else’s words or ideas • Using the words or ideas of others without using in-text citations or proper citation on a “Works Cited” or “Reference” page • Information considered common knowledge does not require a citation. • May include submitting, as one’s own assignment, work either in part or wholly written by someone else. • Omitting quotation marks when quoting verbatim from a source • Misrepresenting the work of another as one’s own

Consequences for Plagiarism:

• Will receive a failing grade for the plagiarized assignment • Student must complete and honest version of the assignment with parent signature • Final grade will be an average of the two assignment grades. • Parents and Administration will be notified. • Disciplinary referral.

Any and all discussion, noise or communication during exams, quizzes, etc. will be deemed as academic dishonesty and will result in a zero grade for the respective assignment / assessment. Academic dishonesty of any kind will not be tolerated –

See PASD Plagiarism Policy posted in the classroom and in the student planner / handbook.

Keep in mind – Students who “cheat” historically fail the AP Psychology Exam.

Attendance Students who choose AP level courses should understand that regular attendance is absolutely critical. The rigorous curriculum, fast pace, and classroom interactions make it difficult for students who miss class frequently for any reason (excused or unexcused) to keep up with the work they have missed. Students who miss class may find that their grades and/or AP exam scores are lower as a result of the missed instruction.

I cannot change the school attendance policy, but I can say that missing class is not a good idea!

If you are absent, it is your responsibility to collect / make – up the assignments you missed.

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Technology I believe in the benefits of educational technology; therefore, all students should expect that technology, Web 2.0, and various media will be regularly incorporated in the AP Psychology course. Reading Requirement There is no shortage of reading in AP Psychology!

What a great way to make use of your down time!

Students are required to have reading materials with them at all times so that when time permits during instructional periods, students always have reading materials available. It is my recommendation that you use any AP Psychology “down time” to read your required materials. However, reading material can be in the form of books, magazines, newspapers, kindles, etc. and can be of any topic of student interest that is school appropriate.

Club Psi Club Psi is our new Psychology club! Anyone is eligible to join Club Psi. The club will allow for an opportunity to apply some of the concepts learned in class. Members will learn about careers in the field of Psychology and will have the opportunity to participate in many activities including, but not limited to:

• Guest Speakers • Community Service • Brain Awareness Week • Psychology Quiz Bowl • Psychology Film Fest • Psychology Fair

This is a student club. This means that student participants will drive the activities of the club. This is your club! Join the fun!

It is my sincere hope that years from now, you will remember this course as one of the best you ever took; a course that challenged you and encouraged you to learn all you could about a most fascinating subject -Psychology. I look forward to working with you this year. Good Luck!!!

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*** I have read and understand the descriptions, rules, policies and expectation of this class. I / my son / daughter will do my / their best to abide by the classroom rules and meet the expectations of this course. I understand what I / my child am / is expected to do and I understand the consequences of violating classroom rules and failure to follow classroom procedures.

Print Student Name: ______

Student Signature: ______

Date: ______

Print Parent Name: ______

Parent Signature: ______

Date: ______

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Course Topics and Learning Objectives: Unit I: Introduction and History of Psychology

Key Learning: Psychology is a broad field with many specialties, but fundamentally, psychology is the scientific study of behavior and mental processes. Modern psychology developed from several conflicting traditions, including structuralism, functionalism, Gestalt psychology, behaviorism, and psychoanalysis. Nine main perspectives characterize modern psychology: the biological, developmental, cognitive, psychodynamic, humanistic, behavioral, sociocultural, evolutionary / sociobiological and trait views.

Essential Questions:

I. What is Psychology, and what are its roots? Who were the major players in the development of Psychology as a science?

II. What are the perspectives psychologists use today? How do the different perspectives compare and contrast?

III. What do psychologists do?

Objectives:

I. Define Psychology and explain why it is a science.

II. Name and describe the different fields and specialties in which psychologists are employed.

III. Identify and describe the following in the context of the History of Psychology:

Structuralism, Functionalism. Gestalt, Behaviorism, Psychoanalysis

IV. Name and describe the different perspectives currently used in Psychology.

Concept / Content Outline: Key Vocabulary:

I. Definition and Importance of Psychology Psychology, Culture, Empirical Approach , Confirmation Bias Pseudo psychology, Experimental Psychologist II. The Evolution of Psychology Applied Psychologist, Teachers of Psychology a. Greek Philosophers Structuralism, Introspection, Functionalism, Gestalt Psychology b. Structuralism Behaviorism, Humanism, Psychoanalysis, Clinical View c. Functionalism Neuroscience / Biological, Trait View, Developmental View Sociocultural View, Psychodynamic Psychology, Psychiatry d .Gestalt Cognitions / Cognitive View, Cognitive Neuroscience e. Behaviorism Evolutionary / Sociobiological Psychology f. Psychoanalysis

III. Approaches / Schools of Psychology Major Players:

a. Biological Charles Darwin, Dorthea Dix, G. Stanley Hall, Wilhelm

b. Developmental Wundt, William James, Max Wertheimer, Ivan Pavlov, B. F. Skinner, John B. Watson, Jean Piaget, Carl Rogers c. Cognitive Abraham Maslow, Sigmund Freud d. Psychodynamic

e. Humanistic

f. Behavioral

g. Sociocultural

h Evolutionary / Sociobiological

i. Trait

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Unit II: Research Methods

Key Learning: Psychologists, like researchers in all other sciences, use the scientific method to test their ideas empirically. Researchers use statistics for two major purposes: 1) descriptively to characterize measurements made on groups or individuals and 2) inferentially to judge whether those measurements are the result of chance.

Essential Questions:

I. How do psychologists develop new knowledge?

II. How do psychologists use the scientific method to study behavior and mental processes?

III. What are the strengths and weaknesses of different research methods? How does one determine the appropriate method for a research study?

IV. How do psychologists draw appropriate conclusions about behavior from research?

V. How do we make sense of the data?

VI. How do psychologists make ethical decisions about researching behavior with human and animal subjects?

Objectives:

I. Define the term empirical and differentiate psychology as a science from pseudoscientific and non-scientific ideas that are sometimes mistaken for psychological concepts.

II. Name the five steps of the scientific method and describe how they are used in the process of psychological investigation and discovery.

III. Name the most common types of research design used in Psychology.

IV. Define the term bias and list the most common sources of bias in psychological research.

V. Discuss typical ethical concerns that arise in applied psychology and in psychological research.

Concept / Content Outline: Key Vocabulary:

I. The Scientific Method Scientific Method, Empirical Investigation, Theory, Hypothesis, Operational Definitions, Independent Variable, Random Presentation, Data, Dependent II. Types of Psychological Research Variable, Replicate, Experiment, Controls, Confounding and Extraneous a. Experimental Method Variables , Random Assignment, Ex Post Facto, Correlational Study b. Non-Experimental Survey, Naturalistic Observation, Longitudinal Study, Cross-Sectional Study Methods Cohort-Sequential Study, Personal Bias, Expectancy Bias, Double-Blind Stu

1. Correlational Studies Case Study, Institutional Review Board, Institutional Animal Care and Use Committee, Frequency Distribution, Histogram, Descriptive Statistics c. Sources of Bias in Research Standard Deviation, Median, Mean, Mode, Range, Normal Distribution III. Ethics in Research Correlation, Correlational Coefficient Inferential Statistics, Random Sample APA Code of Ethics Representative Sample, Significant Difference, Validity, Reliability Animals

Experiments Gone Wrong? Major Players: IV. Statistics Stanley Milgrim, Philip Zimbardo, Mary Whiton Calkins

a. Descriptive

b. Inferential

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Unit III: Biopsychology and The Foundations of Neuroscience

Key Learning: Evolution has fundamentally shaped the psychological processes because it favors genetic variations that produce adaptive behavior. The brain coordinates the body’s two communications systems, the nervous system and the endocrine system, which use similar chemical processes to communicate with targets throughout the body. The brain is composed of many specialized modules that work together to create mind and behavior.

Essential Questions:

I. How is everything psychological simultaneously biological?

II. How do nature and nurture affect behavior?

III. How does the body communicate internally?

IV. How does the brain produce behavior and mental processes?

V. How do biological processes relate to behavior and work to create and sustain behavior?

VI. How does damage to a biological process or part affect behavior?

Objectives:

I. Describe the processes of evolution and natural selection and their relevance to psychological processes.

II. Describe the fundamental components of genetic process – DNA, genes, and chromosomes – and their influence on human behavior and experience.

III. Describe the overall structure of the nervous system.

IV. Describe the essential anatomy of a neuron.

V. Describe how neurons use electricity and chemicals to communicate.

VI. Define the term “plasticity”.

VII. Describe the influence of hormones on behavior.

VIII. Describe the important anatomical structures of the brain and their specific functions.

IX. Discuss the specialized functioning of the two hemispheres of the brain. Key Vocabulary:

Concept / Content Outline: Biopsychology, Neuroscience, Evolution, Natural Selection, Genotype, Phenotype, DNA, Gene, Chromosome, Sex Chromosomes, Neuron, Sensory I. Genetics and Inheritance Neuron, Motor Neuron, Interneuron, Dendrite, Soma, Axon, Resting II. Neuroanatomy Potential, Action Potential, All-or-Nothing Principle, Synapse, Terminal III. Neurotransmission Buttons, Synaptic Transmission, Synaptic Vesicle, Neurotransmitters, III. Functional Organization of the Plasticity, Glial Cells. Nervous System, Central Nervous System, Reflex, Peripheral Nervous System, Somatic Nervous System, Autonomic Nervous Nervous System System, Sympathetic Division, Parasympathetic Division, Endocrine System, IV. Endocrine System Hormone, Pituitary Gland, Agonist, Antagonist, Neural Pathway, Brain Stem, V. Psychological Techniques (e.g. Medulla, Pons, Thalamus, Reticular Formation, Cerebellum, Limbic System, imaging, surgical) Hippocampus, Amygdala, Hypothalamus, Cerebral Cortex, Frontal Lobes,

VI. The Central Nervous System Motor Cortex, Parietal Lobes, Somatosensory Cortex, Occipital Lobes, Visual Cortex, Temporal Lobes, Association Cortes, Cerebral Dominance, VII. Biopsychology Corpus Callosum, Broca’s Area, Wernicke’s Area, EEG, CT, PET, MRI, fMRI

Major Players: Paul Broca, Charles Darwin, Michael Gazzaninga, Roger Sperry, Carl Wernicke 30

Unit IV: Sensation and Perception

Key Learning: The brain senses the world indirectly because the sense organs convert stimulation into the language of the nervous system: neural messages. The senses all operate in much the same way, but each extracts different information and sends it to its own specialized processing region in the brain. Perception brings meaning to sensation, so perception produces an interpretation of the world, not a perfect representation of it.

Essential Questions:

I. How does stimulation become sensation?

II. How do the five senses receive and translate signals to the brain for processing?

III. How are the senses alike? and how are they different?

IV. What is the relationship between sensation and perception? How do sensation and perception differ?

V. How does the brain process sensory signals accurately? Inaccurately?

Objectives:

I. Define and distinguish between the terms sensation and perception.

II. Describe how physical stimuli become neural messages that can be interpreted in the central nervous system.

III. Define and discuss basic concepts from classical psychophysics and describe the significance of these concepts in everyday psychological functioning.

IV. Name the eight senses and describe their basic anatomy and functioning.

V. Describe how human make perceptual judgments and what influences can cause these judgments to be inaccurate.

VI. Distinguish between bottom-up and top-down processing.

VII. Describe what we can learn about sensations and perceptions from examining illusions.

VIII. Identify and discuss the major theoretical explanations of perception.

IX. Define perceptual set and discuss its significance in understanding human behavior and experience. Concept / Content Outline: Key Vocabulary

I. Sensation Sensation, Perception, Transduction, Sensory Adaptation, Absolute

II. Transduction Threshold, Difference Threshold, Just Noticeable Difference (JND) Weber’s Law, Fechner’s Law, Steven’s Power Law, Signal Detection Theory III. Sensory Adaptation Rods, Cones, Fovea, Optic Nerve, Blind Spot, Brightness, Color, IV. Thresholds and Signal Detection Theory Electromagnetic Spectrum, Visible Spectrum, Trichromatic Theory, V. Sensory Mechanisms Opponent-Process Theory, Afterimages, Color Blindness, Frequency, Vision, Hearing, Position and Amplitude, Tympanic Membrane, Cochlea, Basilar Membrane, Loudness Movement, Smell, Taste, Skin Senses Timbre, Conduction Deafness, Nerve Deafness (Sensorineural Deafness) VI. Perception Vestibular Sense, Kinesthetic Sense, Olfaction, Pheromones, Gustation, Skin a. Bottom-Up / Top – Down Senses, Gate-Control Theory, Placebo Effect, Percept, Feature Detectors, Processing Binding Problem, Bottom-Up Processing, Top-Down Processing, Perceptual b. Visual Illusions Constancy, Illusion, Ambiguous Figures, Gestalt Psychology, Figure, Ground, c. Gestalt Closure, Laws of Perceptual Grouping, Law of Similarity, Law of Proximity, d. Depth Perception Law of Continuity, Law of Common Fate, Law of Pragnanz, Binocular Cues, V. Attention Monocular Cues, Learning-Based Inference, Perceptual Set VI. Perceptual Processes Major Players: Herman Von Helmholtz, Gustav Fechner, David Huber, Ernst Weber, Torsten Wiesel, William James 31

Unit V: States of Consciousness

Key Learning: Consciousness can take many forms, while other mental processes occur simultaneously outside our awareness. Consciousness changes in cycles that correspond to our biological rhythms and to the patterns of stimulation in out environment. An altered state of consciousness occurs when some aspect of normal consciousness is modified by mental, behavioral, or chemical means.

Essential Questions:

I. How do psychologists define consciousness? II. How is consciousness related to our other mental processes? III. What cycles occur in our everyday consciousness? IV. What happens during the sleep cycle? V. What other forms can consciousness take? VI. How do psychoactive drugs affect behavior?

Objectives:

I. Define consciousness and describe its functions and structures. II. Discuss the controversies related to the proposed existence of an “unconscious mind”. III. Describe the cycle of and states that comprise the circadian rhythm. V. IV. Describe the stages and cycle of sleep and the unique psychological states associated with each sleep stage. VI. Define the term “REM”. VII. Discuss the problems of sleep debt and sleep disorders. VIII. Discuss theories of and research on the meaning of dreams. IX. Define “hypnosis” and describe some of its practical applications. X. Define “meditation”. XI. List and describe the classes of commonly used psychoactive drugs. XII. Define the terms “dependence” and “addiction” as they relate to psychoactive drugs.

Concept / Content Outline Key Vocabulary:

I. Conscious and Nonconscious Minds Consciousness, Cognitive Neuroscience, Nonconscious a. Daydreaming Processes, Preconscious Memories, Unconscious, b. Sleep Daydreaming, Circadian Rhythms, REM Sleep, Non-REM Sleep c. Circadian Rhythms (NREM), Sleep Paralysis, REM Rebound, Sleep Debt, Manifest II. The Sleep Cycle Content, Latent Content, Activation-Synthesis Theory, Insomnia, Sleep Apnea, Night Terrors, Narcolepsy, Cataplexy, a. The Functions of and Need Hypnosis, Meditation, Psychoactive Drugs, Hallucinogens, for Sleep Opiates, Depressants, Stimulants, Tolerance, Physical b. Sleep Debt v. Circadian Dependence, Addiction, Withdrawal, Psychological Clock Dependence c. Dreams and Dream Interpretation Major Players: III. Sleep Disorders Sigmund Freud, Earnest Hilgard, Carl Jung IV. Hypnosis and Meditation V. Psychoactive Drugs

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Unit VI: Learning

Key Learning: Classical conditioning is a basic form of learning in which a stimulus that produces an innate reflex becomes associated with a previously neutral stimulus, which then acquires the power to elicit essentially the same response. In operant conditioning, the consequences of behavior, such as rewards and punishments, influence the chance that the behavior will occur again. According to cognitive psychology, come forms of learning must be explained as changes in mental processes. Rather than as changes in behavior alone.

Essential Questions:

I. How do psychologists define learning? II. How do principles of classical conditioning work to create learning? III. How do principles of operant conditioning work to create learning? IV. How do principles of observational learning work to create learning? V. How does cognitive psychology explain learning? Objectives:

I. Define the general concept of learning.

II. Describe the focus of the controversy between behaviorists and cognitive psychologists.

III. Describe the processes involved in classical conditioning and identify the kinds of reactions and behaviors that can be classically conditioned.

IV. Define the term “conditioned taste aversion” and describe its significance in understanding classical conditioning processes.

V. Describe the processes involved in operant conditioning and identify the kinds of reactions that can be shaped or created by operant conditioning.

VI. Describe what is meant by “intermittent reinforcement” and the name of the various schedules of reinforcement.

VII. Describe some of the difficulties involved in using punishment to shape voluntary behavior..

VIII. Describe some effective alternatives to punishment.

IX. Describe the evidence for changes in mental processes without reinforcement as presented by cognitive psychologists.

X. Describe the significance of Bandura’s research on observational learning.

Concept / Content Outline Key Vocabulary:

I. Classical Conditioning Learning, Habituation, Mere Exposure Effect, Behavioral Learning, Classical a. Pavlov’s Dogs Conditioning, Neutral Stimulus, Unconditioned Stimulus (UCS), b. Watson: Little Albert Unconditioned Response (UCR), Acquisition, Conditioned Stimulus (CS), II. Operant Conditioning Conditioned Response (CR), Extinction (In Classical Conditioning), Spontaneous Recovery, Stimulus Generalization, Stimulus Discrimination, a. B.F. Skinner Experimental Neurosis, Taste-Aversion Learning, Operant, Operant b. Reinforcement Conditioning, Law of Effect, Reinforcer, Spontaneous Recovery, Positive c. Skinner Box Reinforcement, Negative Reinforcement, Operant Chamber, d. Punishment Reinforcement Contingencies, Continuous Reinforcement, Shaping, Intermittent Reinforcement, Extinction (In Operant Conditioning), Schedules III. Insight Learning of Reinforcement, Ratio Schedule, Interval Schedule, Fixed Ratio (FR) IV. Cognitive Maps Schedules, Variable Ratio (VR) Schedules, Fixed Interval (FI) Fixed Interval V. Observational Learning Schedules, Variable Interval (VI) Schedules, Primary Reinforcers, Conditioned Reinforcers, Secondary Reinforcers, Token Economy, Premack VI. Higher Cognitive Learning Principle, Punishment, Positive Punishment, Omission Training (Negative Punishment), Insight Learning, Cognitive Map, Observational Learning, Long-Term Potentiation, Modeling, Vicarious Learning,

Major Players:

Albert Bandura, John Garcia, Ivan Pavlov, Robert Rescorla, B.F. Skinner, Edward Thorndike, Edward Tolman, John B. Watson, Wolfgang Kohler 33

Unit VII: Cognition

Key Learning: Human Memory is an information processing system that works constructively to encode, store, and retrieve information. Each of the three memory stages encodes and stores memories in a different way, but they work together to transform sensory experience into a lasting record that has a pattern or meaning. Whether memories are implicit or explicit, successful retrieval depends on how they were encoded and how they are cued. Most of our memory problems arise from memory’s “seven sins” – which are really by-products of otherwise adaptive features of human memory. Infants and children face an especially important developmental task with the acquisition of language. Finally, thinking is a cognitive process in which the brain uses information from the senses, emotions, and memory to create and manipulate mental representations, such as concepts, images, schemas, and scripts. Good thinkers not only have a repertoire of effective strategies, called algorithms and heuristics, they also know how to avoid common impediments to problem solving and decision-making.

Essential Questions:

I. What is memory? III. II. How do humans encode, store and retrieve information from memory? IV. How can humans enhance memory encoding, storage, and retrieval? V. Why does memory sometimes fail us? VI. How do children acquire language? VII. What are the components of thought? VIII. What abilities do good thinkers possess?

Objectives:

I. Define the general concept of memory and explain its functions. II. Name the stages of memory and describe what psychologists know about the biological basis of memory process and storage. III. Describe in detail processing in sensory memory. IV. Describe in detail processing in the working memory and its relationship to the storage of long-term memories. V. Identify the two divisions of long-term memory and describe the types of memories stored by them. VI. Distinguish between implicit and explicit memories. VII. Describe the processes of “priming”, “recall”, and “recognition” and their function in memory and retrieval. VIII. Name and describe the types of forgetting and memory distortion. IX. Discuss what is known about repression of memories and the formation of false memories. X. Describe some of the methods for improving retention of learned material. XI. Describe the process of language development in early childhood. XII. Identify the main components of thought. XIII. Define the two kinds of concepts and discuss the role of concepts in the process of thought. XIV. Describe and discuss mental imagery and cognitive maps. XV. Identify and discuss the different strategies for problem solving. XVI. Discuss strategies and common errors of decision-making.

Concept / Content Outline:

I. Information Processing and Sensory Registers II. Sensory Memory, Working Memory, Long-Term Memory III. Implicit and Explicit Memory IV. Memory Failure: “Seven Sins” V. Language Acquisition VI. Components of Thought VII. Thinking, Problem Solving, and Creativity

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Key Vocabulary:

Memory, Information-processing model, Encoding, Storage, Retrieval, Eidetic Memory, Sensory Memory, Working Memory, Long- Term Memory )LTM), Chunking, Maintenance, Elaborative Rehearsal, Acoustic Encoding, Levels-of- Processing Theory, Procedural Memory, Declarative Memory, Episodic Memory, Semantic Memory, Engram, Anterograde Amnesia, Consolidation, Retrograde Amnesia, Flashbulb Memory, Implicit Memory, Explicit Memory, Retrieval Cues, Priming, Recall, Recognition, Encoding Specificity Principle, Mood –Congruent Memory, TOT Phenomenon, Transcience, Forgetting Curve, Absent-Mindedness, Blocking, Proactive Inference, Retroactive Inference, Serial Position Effect, Misattribution, Suggestibility, Misinformation Effect, Expectancy Bias, Self- Consistency Bias, Persistence, Mnemonics, Method of Loci, Natural Language Mediators, Language Acquisition Device (LAD), Grammar, Morphemes, Overregularization, Computer Metaphor, Concepts, Natural Concepts, Prototype, Artificial Concepts, Concept Hierarchies, Event-Related Potentials, Schemas, Script, Algorithms, Heuristics, Mental Set, Functional Fixedness, Hindsight Bias, Anchoring Bias, Representativeness Bias, Availability Bias, Creativity, Aptitudes, Whole Method, Distributed Learning, Overlearning

Major Players:

Elizabeth Loftus, George A. Miller, Herman Ebbinghaus

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Unit VIII: Emotion and Motivation Key Learning: Emotions have evolved to help us respond to important situations and to convey our intentions to others. The discovery of two distinct brain pathways for emotional arousal has clarified the connections among the many biological structures involved in emotion and has offered solutions to many long-standing issues in the psychology of emotion. Although emotional responses are not always consciously regulated, we can learn to control them. Motivation takes many forms, but all involve inferred mental processes that select and direct our behavior. Achievement, hunger, and sex exemplify other human motives because they differ not only in the behavior they produce but also in the mix of biological, mental, behavioral, and social / cultural influences on them. The human stress response to perceived threat activates thoughts, feelings, behaviors, and psychological arousal than normally promote adaptation and survival.

Essential Questions:

I. What do our emotions do for us? What role do emotions play in our behavior? II. Where do our emotions come from? III. How much control do we have over our emotions? IV. Motivation: What makes us act as we do? V. What methods of motivation are more effective than others? VI. How are achievement, hunger, and sex alike? Different? VII. How and why do we experience stress? VIII. How does stress influence health and behavior?

Objectives:

I. Describe the functions of emotion.

II. Identify the primary emotions and discuss the influence of culture and learning upon emotional expression.

III. Describe what is known about the biological basis of emotion.

IV. Discuss the challenges of developing emotional intelligence and control.

V. Define motivation and discuss the leading theories that attempt to explain it.

VI. Define overjustification and discuss the problems that arise in the use of extrinsic motivators.

VII. Discuss what is understood about the need for achievement.

VIII. Identify and discuss the complex set of factors that contribute to hunger.

IX. Discuss sexual motivation and the different scientific perspectives on human sexuality.

X. Identify and relate the stages of the General Adaptation Syndrome.

Concept / Content Outline:

I. Evolution of Emotions VIII. Sexual Motivation II. Neuroscience of Emotion IX. Stress III. Theories of Emotion X Physical Stress Response IV. Emotional Intelligence XI. General Adaptation Syndrome V. Detecting Deception XII. Stress and the Immune System VI. Motivation VII. Theories of Motivation a. Drive Theory, Cognitive Theory and Locus of Control Psychodynamic Theory, Humanistic Theory, Achievement Motivation

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Key Vocabulary:

Emotion, Display Rules, Lateralization of Emotion, Drive Reduction Theory, Yerkes – Dodson Law, James – Lange Theory, Cannon – Bard Theory, Two-Factor Theory, Cognitive Appraisal Theory, Opponent- Process Theory, Inverted U Function, Sensation Seekers, Emotional Intelligence, Polygraph, Motivation, Drive, Motive, Intrinsic Motivation, Extrinsic Motivation, Conscious Motivation, Instinct Theory, Fixed-Action Patterns, Need, Homeostasis, Locus of Control, Hierarchy of Needs, Overjustification, Need for Achievement, Individualism, Collectivism, Set Point, Volumetric Thirst, Osmotic Thirst, Sexual Response Cycle, Sexual Scripts, Approach-Approach Conflict, Approach-Avoidance Conflict, Avoidance – Avoidance Conflict, Multiple Approach – Avoidance Conflict, Sexual Orientation, Stress, Stressor, Traumatic Stressor, Posttraumatic Stress Disorder, Acute Stress, Chronic Stress, Fight- or – Flight Response, General Adaptation Syndrome, Alarm Reaction, Stage of Resistance, Stage of Exhaustion, Tend – and – Befriend Model, Immune System, Psychoneuroimmunology, Cytokines, Type A, Type B, Learned Helplessness, Flow

Major Players: William James, Alfred Kinsey, Abraham Maslow, Stanley Schachter , Hans Selye, Paul Ekman, Sigmund Freud , Martin Seligman

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Unit IX: Psychological Development Key Learning: Development is a process of growth, change, and consistency brought about by an interaction of heredity and environment. Newborns have innate abilities for finding nourishment, interacting with others, and avoiding harmful situations, while developing abilities of infants and children rely more on learning. Infants and children face especially important developmental tasks in the areas of cognition and social relationships – tasks that lay a foundation for further growth in adolescence and adulthood. Adolescence offers new developmental challenges growing out of physical changes, cognitive changes, and socioemotional pressures. Nature and nurture continue to produce changes throughout life, but in adulthood these changes include both growth and decline.

Essential Questions:

I. How do psychologists explain development? II. What capabilities does a newborn possess? III. What are the developmental tasks of childhood?

IV. What developmental changes occur in adolescence and adulthood?

Objectivs:

I. Discuss the complex influence of the nature – nurture interaction on human development.

II. Describe techniques of research employed to study genetic and environmental effects on development. III. Describe the key phases of prenatal development. IV. Identify the special capabilities of the newborn and explain why these skills and potentials are important. V. Describe the process of physical development in infancy and toddlerhood.

VI. Describe the most important facets of cognitive, emotional, and social development over the course f childhood. VII. Identify the major areas of transition and development in adulthood. VIII. Describe Erikson’s phases of adult development.

IX. Describe the tasks identified by Erikson for each phase of adult development.

X. Discuss the change roles and challenges for men, women, and family.

Concept / Content Outline:

I. Nature v. Nurture VI. Erikson – Psychosocial Development

II. Prenatal Development a. Trust v. Mistrust

III. Neonatal Period b. Autonomy v. Self – Doubt

IIII. Infancy and Childhood c. Initiative v. Guilt

IV. Piaget – Cognitive Development d. Competence (Industry) v. Inferiority

a. Sensorimotor e. Intimacy v. Isolation

b. Preoperational f. Generativity v. Stagnation

c. Concrete Operational VII. Adolescence

d. Formal Operational VIII. Kohlberg – Moral Development

V. Social and Emotional Development IX. Gilligan – Moral Development

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Key Vocabulary:

Developmental Psychology, Nature – Nurture Issue, Interaction, Identical Twins, Fraternal Twins, Continuity View, Discontinuity View, Developmental Stages, Prenatal Period, Zygote, Embryo, Fetus, Placenta, Teratogens, Neonatal Period, Infancy, Attachment, Imprinting, Contact Comfort, Maturation, Schemas, Assimilation, Accommodation, Sensorimotor Stage, Mental Representation, Object Permanence, Preoperational Stage, Egocentrism, Animistic Thinking, Centration, Irreversibility, Concrete Operational Stage, Conservation, Mental Operations, Theory of Mind, Temperament, Zone of Proximal Development, Psychosocial Stages, Adolescence, Rites of Passage, Puberty, Primary Sex Characteristics, Secondary Sex Characteristics, Formal Operational Stage, Generativity, Alzheimer’s Disease, Selective Social Interaction, Denial, Anger, Bargaining, Depression, Acceptance

Major Players:

Mary Ainsworth, Albert Bandura, Diana BaumrinD, Erik Erikson, Carol Gilligan, Harry Harlow, Lawrence Kohlberg, Konrad Lorenz, Jean Piaget, Lev Vygotsky, John Bowlby, Noam Chomsky

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Unit X: Personality Key Learning: According to the psychodynamic, humanistic, and cognitive theories, personality is a continuously changing process, shaped by our internal needs and cognitions and by external pressures from the social environment. Another approach describes personality in terms of stable patterns known as temperaments, traits, and types. People everywhere develop implicit assumptions (“folk theories”) about personality, but these assumptions vary in important ways across cultures.

Essential Questions:

I. How do psychologists define and study personality. II. What forces shape our personalities? III. What patterns are found in personality?

IV. What “theories” do people use to understand each other? What are the advantages and limitations for each theory?

Objectives:

I. Define personality. II. Name and describe the major theories of personality.

III. Evaluate the major personality theories. IV. Define the term “personality trait” and discuss trait and temperament theories of personality. V. Discuss the strengths and weaknesses of commonly used personality assessment techniques.

VI. Discuss the concept of implicit personality theories. VII. Discuss the possible social and cultural influences on personality. VIII. Define and discuss the fundamental attribution error.

Concept / Content Analysis: Key Vocabulary:

I. Personality Personality, Psychoanalysis, Psychoanalytic Theory, Unconscious, Libido, ID, Superego, Ego, Psychosexual II. Personality Theories Stages, Oedipus Complex, Identification, Penis Envy, Fixation, Ego Defense Mechanism, repression, Projective a. Psychodynamic Theory Tests, Rorschach Inkblot Technique, Thematic Apperception Test (TAT), Psychic Determinism, Neo- - Freud, Jung, Adler, Horney Freudians, Personal Unconscious, Collective Conscious, Archetypes, Introversion, Extraversion, Basic Anxiety, b. Humanistic Theory Neurotic Needs, Inferiority Complex, Compensation, _Allport, Maslow, Rogers Traits, Central Traits, Secondary Traits, Cardinal Traits, Self-Actualizing Personalities, Fully Functioning Person, c. Social Cognitive Theories Phenomenal Field, Positive Psychology, Observational Learning, Reciprocal Determinism, Locus of Control, - Expectancies, Self-Efficacy, Locus of Control Humors, Temperament, Five-Factor Theory, MMPI-2, Reliability, Validity, Person – Situation Controversy, Type, d. Current Trends Myers-Briggs Type Indicator (MBTI), Implicit Personality Theory, Fundamental Attribution Error, Neuroticism, e. Personality and Temperament Extraversion, Introversion, Eclectic.

f. Trait Theories – The Big Five Major Players: III. Objective vs. Projective Personality Tests Sigmund Freud, Carl Jung, Karen Horney, Alfred Adler, Gordon VI. Implicit Personality Theories Allport, Abraham Maslow, Carl Rogers, Albert Bandura

VII. Personality across Culture Julian Rotter, Erik Erikson, Raymond Cattell, Walter Mischel Harry Triandis, Hans Eysenck, Paul Costa, Robert McCrae

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Unit XI: Testing and Individual Differences Key Learning: Measuring individual differences is an essential component of psychology, but strict guidelines and ethical standards must be followed to ensure that results and conclusions are valid and appropriate. Intelligence testing has a history of controversy, but most psychologists now view intelligence as a normally distributed trait that can be measured by performance on a variety of tasks – both verbal and nonverbal.

Essential Questions:

I. How is intelligence defined and measured?

II. What are the components of intelligence?

III, What are the different theories of intelligence?

IV. How does a psychologist know whether a test is reliable or valid? Why are reliability and validity important?

III. How do psychologists explain IQ differences among groups?

Objectives:

I. Describe the history of intelligence testing.

II. Discuss the significance of the classifications “mental retardation and “gifted.”

III. Define and compare the competing theories of the structure of intelligence.

IV. Discuss the apparent facts of and controversy about the differences in IQ between ethnic and racial groups

Concept / Content Outline: Key Vocabulary:

I. Validity and Reliability Validity, Reliability, Face Validity, Content Validity, Item Analysis, Criterion Validity, Test-Retest Reliability, Split- II. Standardization and Norms Half Reliability, Normal Range, Objective Test, Subjective Test, Inter-Rater Reliability, Mental Age (MA), III. Types of Tests Chronological Age (CA), Intelligence Quotient (IQ), Mental Retardation, Giftedness, Savant Syndrome, g IV. Ethics and Standards in Testing Factor, Crystallized Intelligence, Fluid Intelligence, Practical Intelligence, Analytical Intelligence, Creative Intelligence, Triarchic Theory, Multiple Intelligences, Self- V. Measuring Intelligence – Stanford Binet Scale Fulfilling Prophecy, Heritability, Eugenics, Experts VI. IQ testing Today Major Players: VII. Problems with the IQ Formula Alfred Binet, Theodore Simon, Lewis Terman, David Weschler, VIII. Psychometric Theories of Intelligence Charles Spearman, Raymond Cattell, Robert Sternberg, Howard Gardner, John Berry, Henry Goddard, Arthur Jensen, -Cattell’s Fluid and Crystalized Intelligence, Sandra Scar, Richard Weinberg, Richard Herrnstein Spearman’s g Factor

IX. Cognitive Theories of Intelligence

-Sternberg’s Triarchic Theory, Gardner’s Multiple Intelligences

X. Cultural Definitions of Intelligence

XI. Intelligence and Immigration

XII. Intelligence, Heredity, and the Environment

XIII. Heritability and Group Differences

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Unit XII: Psychological Disorders Key Learning: The medical model takes a “disease” view, while psychology sees psychological disorder as an interaction of biological, mental, social, and behavioral factors. The DSM – V, the most widely used system, classifies disorders by their mental and behavioral systems. Ideally, accurate diagnoses may also become labels that depersonalize individuals and ignore the social and cultural contexts in which their problems arise.

Essential Questions:

I. What is psychological disorder? How do psychologists measure abnormal behavior?

II. How are psychological disorders classified?

III. What are the consequences of labeling people?

Objectives:

I. Describe the evolution of the concept of psychological disorder.

II. Identify and describe the major perspectives for defining and understanding psychological illness.

III. Describe the symptoms that are commonly associated with psychological disorders.

IV. Describe development and organization of the classification system used to define various psychological illnesses, the DSM – V.

V. Name the major categories of psychological illness in the DSM – V and give some examples of disorders in these categories.

VI. Discuss the advantages and disadvantages of the use of the DSM – V labeling system.

VII. Describe the ecological model of psychological disorder and how it accounts for the sociocultural context in which psychological illness occurs.

VIII. Accurately describe the circumstances under which the insanity plea is used, and the consequences of a successful plea.

Content / Concept Outline: I. Changing Concepts of Psychological Disorder Key Vocabulary: -Historical, Medical Model, Psychological Model, Social – Cognitive-Behavioral Approach, Biopsychology of Mental Psychopathology, Hallucinations, Delusions, Affect, Medical disorder Model, Social Cognitive Behavioral Approach DSM – V, Neurosis, Psychosis, Mood Disorders, Major Depression, II. Indicators of Abnormality Seasonal Pattern Specifier, Bipolar Disorder, Anxiety Disorders, Generalized Anxiety Disorder, Panic Disorder, Agoraphobia, III. DSM- V Phobias, Preparedness Hypothesis, Obsessive-Compulsive Disorder, Somatoform Disorder, Conversion Disorder, IV. Mood Disorders Hypochondriasis, Dissociative Disorders, Dissociative Amnesia, Dissociative Fugue, Depersonalization Disorder, Dissociative V. Anxiety Disorders Identity Disorder, Anorexia Nervosa, Bulimia Nervosa, Schizophrenia, Diathesis-Stress Hypothesis, Personality Disorders, VI. Somatoform Disorders Narcissistic Personality Disorder, Anti-Social Personality Disorder, Borderline Personality Disorder, Autism, Dyslexia, Attention- Deficit Hyperactivity Disorder, Insanity VII. Dissociative Disorders

VIII. Eating Disorder Major Players:

IX. Schizophrenia Albert Ellis, Sigmund Freud, , Carl Rogers, B.F. Skinner,

X. Sexual Disorders

XI. Personality Disorders

XII. Adjustment Disorder and Other Conditions XIII. Cultural Context of Psychological Disorder and the Consequences of Labeling

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Unit XIII: Therapies for Psychological Disorders Key Learning: Therapy for psychological disorders takes a variety of forms, but all involve some relationship focused on improving a person’s mental, behavioral, or social functioning. Psychologists employ two main forms of treatment: the insight therapies (focused on developing understanding of the problem) and the behavior therapies (focused on changing behavior through conditioning). Biomedical therapies seek to treat psychological disorders by changing the brain’s chemistry with drugs, its patterns of activity with pulses of electricity of powerful magnetic fields.

Essential Questions:

I. What is therapy?

II. How do psychologists treat Psychological Disorders?

III. How is the biomedical approach used to treat Psychological Disorders?

Objectives:

I. Define the term psychotherapy.

II. Describe the history of psychotherapy as a mental treatment.

III. Identify and describe the different types of mental health professionals who provide psychotherapy.

IV. Describe the rationale for and typical interventions associated with behavior therapies.

V. Name and describe the major types of insight therapy.

VI. Describe cognitive behavioral therapy.

VII. Discuss the effectiveness of the different types of psychotherapy.

VIII. Discuss the basis for the use of drug therapy in the treatment of mental illness.

VIX. Discuss the appropriate use of psychosurgery, ECT and other biomedical therapies.

X. Discuss the major issues associated with hospitalization, deinstitutionalization and community-based treatment of persons who suffer from mental illness.

Concept / Content Outline: VIX. Hospitalization and Alternatives to Hospitalization

I. Therapy: Components and Goals Key Vocabulary:

II. Historical and Cultural Context Therapy, Psychological Therapies, Biomedical Therapies, Insight Therapies, Talk Therapies, Talk Therapies, Psychoanalysis, III. Insight Therapies Analysis of Transference, Neo-Freudian Psychodynamic Therapies, Humanistic Therapies, Client-Centered Therapies, Reflection of Feeling, Cognitive Therapy, Group Therapy, Self- -Freudian, Neo-Freudian, Humanistic, Cognitive,Group, Self- Help Support Groups, Behavior Modification, Behavior Therapy, Help, Couples, Families Systematic Desensitization, Exposure Therapy, Aversion Therapy, Contingency Management, Token Economy, IV. Behavior Therapies Participant Modeling, Cognitive Behavioral Therapy, Rational – Emotive Behavior Therapy (REBT), Active Listener, -Classical Conditioning, Systematic Desensitization, Psychopharmacology, Antipsychotic Drugs, Tardive Dyskinesia, Operant Conditioning, Participant Modeling Antidepressant Drugs, Lithium Carbonate, Antianxiety Drugs, Stimulants, Attention-Deficit / Hyperactivity Disorder (ADHD), V. Cognitive Behavioral Therapy Psychosurgery, Electroconvulsive Therapy (ECT), Transcranial Magnetic Stimulation (TMS), Therapeutic Community, -Rational-Emotive, Change the Brain / Change the Mind Deinstitutionalization, Community Mental Health Movement VI. Evaluating Psychological Therapies Major Players: VII. Drug Therapy Sigmund Freud, Carl Jung, Alfred Adler, Karen Horney, VIII. Medical Therapy Carl Rogers, Aaron Beck, Mary Cover Jones, Joseph Wolpe, Albert Ellis, Hans Eysenc -Psychosurgery, Brain-Stimulation

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Unit XIV: Social Psychology Key Learning: We usually adapt our behavior to the demands of the social situation, and in ambiguous situations we take our cues from the behavior of others in that setting. The judgments we make about others depend not only on their behavior but also on our interpretation of their actions within a social context. The power of the situation can help us understand violence and terrorism, but a broader understanding requires multiple perspectives that go beyond the boundaries of traditional psychology.

Essential Questions:

I. How does the social situation affect our behavior? II. What influences our judgments of others?

III. What are the roots of violence and terrorism?

Objectives:

I. Define the term situationalism and discuss the influence of roles, norms and scripts. II. Name and describe some of the key studies in social psychology and discuss their significance in expanding our knowledge of social influences on behavior.

III. Understand the principle of diffusion of responsibility and the bystander effect and how to counteract these tendencies. IV. Understand how our interpretation of the social situation influences the judgments that we make about others.

V. Define the principles of social cognition such as proximity, similarity, and the matching hypothesis and describe how they influence social interactions.

VI. Define the term cognitive dissonance and give an example of how an individual might resolve it. VII. Define the term fundamental attribution error and explain why it is more commonly made in individualistic cultures. VIII. Describe the psychological tendencies that are related to prejudice and discrimination.

VIX. Describe some of the principles of social psychology that can help us to better resolve and prevent unnecessary conflicts, violence, and terrorism.

Concept / Content Outline:

I. Social Standards of Behavior VI. Making Cognitive Attributions

- Roles, Norms - Fundamental Attribution Error, Self-Serving Bias

II. Conformity VII. Prejudice and Discrimination

- Asch Effect, Group Characteristics, Groupthink a. Causes

III. Obedience to Authority - Dissimilarity, Social Distance, Economic

- Milgram’s Obedience Experiment, Competition, Scapegoating, Conformity

IV. The Bystander Problem: The Evil of Inaction to Social Norms, Media Stereotypes

Contrived Emergencies b. Combatting Prejudice

V. Interpersonal Attraction - New Role Models, Equal Status Contract,

a. Reward Theory, Legislation

- Proximity, Similarity, Self-Disclosure, VIII. Other Topics in Social Psychology

Physical Attractiveness, Self-Esteem, Social Facilitation, Relationships, Aggression

Self-Justification, Power of Dissonance Violence, Terrorism, Conflict Resolution, Persuasion

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Key Vocabulary:

Social Psychology, Social Context, Situationalism, Social Role, Script, Social Norms, Asch Effect, Conformity, Diffusion of Responsibility, Social Reality, Reward Theory of Attraction, Principle of Proximity, Similarity Principle, Matching Hypothesis, Expectancy-Value Theory, Cognitive Dissonance, Fundamental Attribution Error (FAE), Self-Serving Bias, Prejudice, Discrimination, In-Group, Social Distance, Out-Group, Scapegoating, Social Facilitation, Social Loafing, Deindividuation, Group Polarization, Groupthink, Romantic Love, Triangular Theory of Love, Violence, Aggression, Cohesiveness, Mutual Interdependence, Terrorism

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Important Studies and Psychologists Researcher(s) Area of Study Basics of Study Key Concepts derived from or enhanced from research

Asch Social Cognition Asch deceived subjects by telling Conformity, group them it was a study in perception. influence, factors increasing He was really testing their conformity conformity levels. Also called “the line study.”

Erikson Development Developed an approach to the Stages of Psychosocial personality that extended Freudian Development, Identity Crisis psychosexual theory. It is unique in that it encompasses the entire life cycle and recognizes the impact of society, history, and culture on personality.

Freud Personality “The ego and the mechanisms of Defense mechanisms, ego, defense.” displacement, sublimation, projection, repression, regression, etc.

Harlow Development Cloth monkey and wire monkey Love, attachment, mothers: which would the child monkeys go to when scared?

Hobson & McCarley Sleep or Consciousness Sleep studies that indicate the brain Activation-Synthesis Theory creates dream states, not information processing or Freudian interpretations

Kohlberg Development Studied boys responses to and Moral development processes of reasoning in making moral decisions. Most famous moral Preconventional dilemma is “Heinz” who has an ill wife Conventional and cannot afford the medication. Should he steal the medication and Postconventional stages of why? moral development

Lange Emotion Our experience of emotion is our James-Lange Theory awareness of our physiological responses to emotion arousing stimuli

Loftus Cognition and memory Showed how easily memories could False memories, memory be changed and falsely created by consolidation techniques such as leading questions and illustrating the poverty of accuracy in eyewitness reports.

Milgram Social Psych “Behavioral study of obedience”— Shock study, wanted to see if Germans were an teacher/learner study or aberration or if all people were obedience study capable of committing evil actions

Pavlov Learning Began by measuring the salivary Classical conditioning, reaction of dogs. Ended with a new unconditioned stimulus,

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understanding of associational conditioned stimulus, learning and the conditioned reflex. unconditioned response, conditioned response

Piaget Development “The development of object Object permanence, concept: The construction of reality perception of reality by in the child.” children, development of cognition

Rorschach Personality Testing “Psychodiagnostics: A diagnostic test Ink-blot, projective test based on perception.”

Schacter Emotions Worked with emotions and modified Two-Factory Theory theory of emotions to include cognitions and their role in the formation of emotions

Seligman Personality Learning to be depressed—the Learned helplessness learned helplessness studies with dogs and electric shock

Skinner Learning Trained animals to do complex Operant conditioning, behaviors; e.g. making pigeons chaining, exhibit superstitious behavior

Spearman Intelligence Through is development of factor Factor Analysis, g analysis he believed in the existence of a general intelligence the underlies mental processes.

Watson & Raynor Learning Classical conditioning—conditioned Classical conditioning fear into infants (including Little terms, behavioral Albert) in order to examine how fears conditioning are learned and generalized

Wolpe Learning/Therapy Systematic desensitization work Systematic desensitization

Zimbardo Social Psych Prison Study that showed the power Person vs. The Situation of roles in people’s behaviors. When one takes on a role, they will often change their behavior in order to fit the perceived set

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