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Grading Unit Title or Big Idea AP Standards Targets Assessment Evidence Period

Througho Vocabulary Development and Formative: Class discussion and ut the Reading Comprehension from Professional Journals or Articles personal examples School FRQ Writing Skill Development Formative: Group assignments and Year Albert.IO Digital A.P. Prep Resource presentations

Formative: Group supportive

writing/evaluation and inclusion of FRQs on Summative Assessment Tests First (8–10%) Unit 7: and Cognition Formative- Vocabulary/Quizlet Grading Cognition- 12 Days AP students in psychology should be In this unit, AP Psychology students must be able to Formative- Quiz Period able to do the following: complete the following essential tasks: Formative- Albert IO ● Compare and contrast various ● 7-1 Describe the processing Summative Assessment- Unit Test ​ Content/Topic Outline cognitive processes: effortful model of memory with specific to 1. Information versus automatic processing; the following steps: Processing Model — deep versus shallow ○ - : external stimuli, 2. Sensory Registers and processing; focused versus sensory registers, selective Attention divided attention . attention, reticular formation, 3. STM and LTM ● Describe and differentiate short-term memory 4. Biology of Memory psychological and ○ - : long-term memory, 5. Retrieval and physiological systems of (semantic and memory (e.g. , short-term episodic ) and implicit 6. Special Topics in memory, ) memories (emotional and Memory . procedural memories) ● Outline the principles that ○ - Retrieval 1. Thinking: Concepts, underlie effective encoding, ● 7-2 Outline principles that help improve ​ Schemas and storage, and construction of memory functioning at each stage: Prototypes memories . ○ encoding - attention, chunking, 2. ● Describe strategies for serial positioning effect, deep 3. Obstacles to Problem . versus shallow processing, and Solving ● Synthesize how biological, rote rehearsal 4. Decision Making and cognitive, and cultural factors ○ storage - , Biases converge to facilitate elaborative rehearsal, spacing Updated 2018 5. acquisition, development, and effect, , and link 6. Structure of use of language . method 7. Language ● Identify problem-solving ○ retrieval – Retrieval cues and Development strategies as well as factors 8. Feral Children: Victor that influence their ● 7-3 Describe the physiological systems of ​ and Genie effectiveness . memory with specific attention to 9. Language, ● List the characteristics of long-term potentiation and the and culture creative thought and creative regions where memories are stored. 10. Thinking without thinkers . ● 7-4 Describe specific retrieval problems ​ language? ● Identify key contributors in (anterograde and retrograde , 11. Nonhuman Cognition (e.g. , decay theory, proactive and retroactive and Language Noam Chomsky, Hermann interference) and memory construction Ebbinghaus, Wolfgang errors (, eyewitness Köhler, , testimonies, and source amnesia) George A . Miller) . Problems, Decisions and Language:

● 7-5. Define cognition and identify how the ​ following interact to form our cognitive life: ○ schemata/concepts, prototypes, assimilation, accommodation, effortful versus automatic processing, and deep vs. shallow processing, and focused versus divided attention. ● 7-6. Identify problem-solving techniques ​ (algorithms and heuristics) as well as factors that influence their effectiveness (problem representation, mental set and functional fixedness). ● 7-7. Identify decision making techniques ​ (compensatory models, representativeness heuristics, and availability heuristics) as well as factors that influence decision making (overconfidence, confirmation bias, belief bias, belief perseverance, and ) ● 7-8. List the characteristics, stages, and ​ ways to foster creative thought ● 7-9. Synthesize how biological, cognitive ​ and cultural factors converge to facilitate the use of language (phonemes, Updated 2018 morphemes, syntax and semantics) and its development (holophrastic stage, telegraphic speech). ● 7-10. Synthesize how biological, ​ cognitive, and cultural factors converge to facilitate the acquisition (critical periods, Universal Inborn Grammar, and Victor/Genie) of language. ● 7-11. Analyze how culture impacts ​ language (linguistic determinism) and the quality and depth of non-human thought and language-free processing.

Research Methods (8–10%) Unit 2: Research Methods Formative- Vocabulary/Quizlet Research Methods - 12 Days ● Differentiate types of research In this unit, AP Psychology students must be able to Formative- Quiz (e.g. , experiments, complete the following essential tasks: Formative- Albert IO 1. Scientific Method correlational studies, survey ● 2-1. Describe the scientific method and Summative Assessment- Unit Test ​ 2. Research Methods: research, naturalistic differentiate types of research with regard Descriptive observations, case studies) to purpose, strengths, weaknesses and 3. Descriptive Statistics with regard to purpose, reasonable conclusions a. Measures of strengths, and weaknesses . ○ - Descriptive Research: Case Central ● Describe how research design Studies, Naturalistic Observation Tendency drives the reasonable and Surveys b. Measures of conclusions that can be drawn ○ - Correlational Research Variation (e.g. , experiments are useful ○ - Experimental Research 4. Research Methods: for determining cause and ● 2-2. Describe descriptive research studies ​ Correlation effect; the use of experimental (Case Studies, Naturalistic Observation 5. Research Methods: controls reduce alternative and Surveys ) taking into account Experimentation explanations) . population, random sampling, 6. Inferential Statistics ● Identify independent, wording-effect and applicable biases. a. Statistical dependent, confounding, and ● 2-3. Apply basic statistical concepts to ​ Significance control variables in explain research findings using descriptive 7. Ethics: Guidelines and experimental designs . statistics: Central Tendency Wrong doings ● Distinguish between random ○ (mean, median, mode, skewed a. APA Code assignment of participants to distributions) Variance ( range, of Ethics conditions in experiments and standard deviation, and normal random selection of distributions) participants, primarily in ● 2-4. Describe a correlational research ​ correlational studies and study taking into account operational surveys . definitions, random sampling, correlational coefficient, and scatter-plots. Updated 2018 ● Predict the validity of ● 2-5. Describe experimental research design ​ behavioral explanations based taking into account operational definitions, on the quality of research independent/dependent variables, design (e.g. , confounding confounding variables, variables limit confidence in control/experimental groups, random research conclusions) . assignment of participants, single/double ● Distinguish the purposes of blind procedures, demand characteristics, descriptive statistics and and applicable biases. inferential statistics . ● 2-6. Apply basic statistical concepts to ​ ● Apply basic descriptive explain research findings using inferential statistical concepts, including statistics: Statistical significance (t-test and interpreting and constructing p-value) graphs and calculating simple ● 2-7. Identify the APA ethical guidelines ​ descriptive statistics(e.g. , and identify how they inform and constrain measures of central tendency, research practices. standard deviation) . ● Discuss the value of reliance on operational definitions and measurement in behavioral research . ● Identify how ethical issues inform and constrain research practices . ● Describe how ethical and legal guidelines (e.g. , those provided by the American Psychological Association, federal regulations, local institutional review boards) protect research participants and promote sound ethical practice .

Social Psychology (8–10%) Unit 14: Formative- Vocabulary/Quizlet Social Psychology - 13 Days This part of the course focuses on how In this unit, AP Psychology students must be able to Formative- Quiz individuals relate to one another in complete the following essential tasks Formative- Albert IO Content/Topic Outline: social situations . Social ● 14-1. Apply attribution theory to explain Summative Assessment- Unit Test ​ study social attitudes, social influence, the behavior of others with specific 1. Social Cognition - and other social phenomena attention to the fundamental attribution Attribution ● Apply attribution theory to error, self-serving bias, just-world explain motives (e.g. , Updated 2018 2. Attitudes and fundamental attribution error, hypothesis and differences between Persuasion self-serving bias) . collectivistic and individualistic cultures 3. The impact of others ● Describe the structure and ● 14-2. Discuss attitude formation and how ​ on you function of different kinds of attitudes change with specific attention to 4. Conformity group behavior (e.g. , schema, primacy effect, cognitive 5. Compliance deindividuation, group dissonance and the central and peripheral 6. Treatment of group polarization) . routes to persuasion. members. ● Explain how individuals ● 14-3. Predict the impact of others on ​ respond to expectations of individual behavior with specific attention others, including groupthink, to the deindividuation, self-fulfilling conformity, and obedience to prophecy, the bystander effect and social authority . facilitation. ● Discuss attitudes and how ● 14-4. Explain how individuals respond to ​ they change (e.g. , central expectations of conformity. route to persuasion) . ● 14-5. Explain how individuals respond to ​ ● Predict the impact of the expectations of compliance. presence of others on ● 14-6. Describe the structure and function ​ individual behavior (e.g. , of different kinds of group behavior with bystander effect, social specific attention to group polarization and facilitation) groupthink ● Describe processes that ● 14-7. Describe processes that contribute to ​ contribute to differential differential treatment of group members treatment of group members with specific attention to attraction, (e.g. , in-group/out-group altruism, aggression, in-group/out-group dynamics, ethnocentrism, dynamics, ethnocentrism, prejudice. prejudice) . ● Articulate the impact of social and cultural categories (e.g. , gender, race, ethnicity) on self-concept and relations with others . ● Anticipate the impact of behavior on a self-fulfilling prophecy . ● Describe the variables that contribute to altruism, aggression, and attraction . ● Discuss attitude formation and change, including persuasion strategies and cognitive dissonance .

Updated 2018 ● Identify important figures in social psychology (e.g. , Solomon Asch, Leon Festinger, Stanley Milgram, )

Second Testing and Individual Differences Unit 11: , Testing, and Individual Formative- Vocabulary/Quizlet Grading Testing & Diff - 9 Days (5–7%) Differences Formative- Quiz Period AP students in psychology should be In this unit, AP Psychology students must be able to Formative- Albert IO Content/Topic Outline able to do the following: complete the following essential tasks Summative Assessment- Unit Test ● Define intelligence and list ● 11-1. Define intelligence, list 1. Theories of ​ characteristics of how characteristics psychologists include in Intelligence psychologists measure their definition, and discuss how culture a. Spearman, intelligence: abstract versus influences the definition of intelligence. Thurstone verbal measures; speed of ● 11-2. Compare and contrast historic and and Cattell ​ processing . contemporary theories of intelligence with b. Sternberg, ● Discuss how culture specific attention to general intelligence, Gardner and influences the definition of triarchic theory, crystallized/fluid Coleman intelligence . intelligence, multiple , 2. Making good tests ● Compare and contrast historic emotional intelligence. a. Reliability and contemporary theories of ● 11-3. Explain how psychologists design b. Validity ​ intelligence (e.g. , Charles tests, including standardization strategies 3. Intelligence Tests Spearman, , and other techniques to establish reliability a. Stanford-Bin Robert Sternberg) . and validity and interpret the meaning of et ● Explain how psychologists scores in terms of the normal curve. b. WISC design tests, including ● 11-4. Debate the appropriate testing c. Performance ​ standardization strategies and practices, particularly in relation to the and Culture other techniques to establish Stanford-Binet test, the WISC, the WAIS Fair Tests reliability and validity . and culture-fair test uses. 4. Mental Retardation ● Interpret the meaning of ● 11-5. Describe relevant labels related to and Giftedness ​ scores in terms of the normal intelligence testing (e.g., gifted, 5. Intelligence: Nature curve . cognitively disabled, savant). 5-6. Debate vs. Nurture ● Describe relevant labels what determines intelligence. related to intelligence testing (e.g. , gifted, cognitively disabled) . ● Debate the appropriate testing practices, particularly in relation to culture-fair test uses . ● Identify key contributors in intelligence research and Updated 2018 testing (e.g. , Alfred Binet, , Howard Gardner, Charles Spearman, Robert Sternberg, Louis Terman, David Wechsler) .

States of Consciousness & States of Consciousness ( 2–4%) Unit 5: States of Consciousness Formative- Vocabulary/Quizlet History of Psych AP students in psychology should be In this unit, AP Psychology students must be able to Formative- Quiz able to do the following: complete the following essential tasks: Formative- Albert IO

● Describe various states of ● 5-1 Describe various states of Formative- Journaling Content /Topic Outline ​ consciousness and their consciousness and their impact on Summative Assessment- Research 1. Consciousness impact on behavior . behavior. project 2. Sleep and Circadian ● Discuss aspects of sleep and ● 5-2. Discuss aspects of sleep and Rhythms ​ dreaming: dreaming: 3. Dreams ● stages and characteristics of ○ — stages, characteristics of the 4. Hypnosis the sleep cycle; — theories of sleep cycle and circadian 5. Drug-Altered sleep and dreaming; rhythms. Consciousness symptoms and treatments of ○ — theories of sleep and dreaming 6. Substance Abuse sleep disorders . (activation synthesis, information 7. Approaches to ● Describe historic and processing, cognitive theory, and Psychology contemporary uses of psychodynamic) 8. Careers in Psychology hypnosis (e.g. , pain control, ○ — symptoms and treatments of Formative- Vocabulary/Quizlet 9. The Growth of psychotherapy) . sleep disorders (sleep apnea and Formative- Quiz Psychology ● Explain hypnotic phenomena narcolepsy) Formative- Albert IO

(e.g. , suggestibility, Summative Assessment- Unit Test dissociation) . ● 5-3. Explain hypnotic phenomena ​ ● Identify the major (suggestibility, dissociation, actor-observer psychoactive drug categories effect) and describe historic and (e.g. , depressants, stimulants) contemporary uses of hypnosis (pain and classify specific drugs, control, addiction and psychotherapy). including their psychological ● 5-4. Identify the major psychoactive drug ​ and physiological effects . categories (depressants, stimulants and ● Discuss drug dependence, hallucinogens) and classify specific drugs, addiction, tolerance, and including their psychological and withdrawal . physiological effects. ● Identify the major figures in ● 5-5. Discuss drug dependence, addiction, ​ consciousness research (e.g. , tolerance, and withdrawal. , , ) . Unit 1 - The Science of Psychology: History and Approaches History and Approaches(2– 4%) ​ Updated 2018 ● Describe and compare In this unit, AP Psychology students must be able to different theoretical complete the following essential tasks: approaches in explaining ● 1-1. Describe, compare. and contrast how ​ behavior: different approaches to psychology explain ○ structuralism, behavior: functionalism, and ○ - psychoanalytic/psychodynamic, behaviorism in the Gestalt, humanism and early years; behaviorism ○ Gestalt, ○ - cognitive, biological, psychoanalytic/psych evolutionary, and social as more odynamic, and contemporary approaches humanism emerging ● 1-2. Distinguish the different careers in ​ later; psychology (clinical, counseling, ○ evolutionary, developmental, educational, experimental, biological, cognitive, human factors, industrial-organizational, and biopsychosocial personality, and psychometric) as more ● 1-3. Trace the growth of psychology with ​ contemporary specific attention to structuralism and approaches . functionalism in the early years. ● Recognize the strengths and limitations of applying theories to explain behavior . ● Distinguish the different domains of psychology (e.g. , biological, clinical, cognitive, counseling, developmental, educational, experimental, human factors, industrial–organizational, personality, psychometric, social) . ● Identify major historical figures in psychology (e.g. , , Charles Darwin, Dorothea Dix, Sigmund Freud, G . Stanley Hall, William James, Ivan Pavlov, , , B . F . Skinner, , John B . Watson, Wilhelm Wundt) . Updated 2018

Biological Bases of Behavior Unit 3: The Biological Bases of Behavior Formative- Vocabulary/Quizlet Bio.Bases of Behavior - 15 (8–10%) In this unit, AP Psychology students must be able to Formative- Quiz Days An effective introduction to the complete the following essential tasks: Formative- Albert IO relationship between physiological ● 3-1. Identify the basic parts of the neuron Summative Assessment- Unit Test ​ Content/Topic Outline processes and behavior — including (dendrites, cell body, axon, terminal the influence of neural function, the buttons, synaptic vesicles, and receptor 1. Neural structure and nervous system and the brain, and sites) behavior genetic contributions to behavior ● 3-2. Describe the electric process of neural 2. Neurotransmitters ​ The nervous system and its firing (ions, resting potential, action 3. The Central Nervous subdivisions and functions: — central potential, threshold of excitation, all-or- System and peripheral nervous systems;major none law, subthreshold excitations, a. Brainstem brain regions, lobes, and cortical areas; absolute refractory period, relative b. Limbic brain lateralization and hemispheric refractory period.) System specialization . ● 3-3. Describe the chemical process of c. Cerebral ​ ● Identify basic processes and transmitting a signal between neurons with Cortex systems in the biological specific reference to the synapse (synaptic 4. Left and Right bases of behavior, including vesicles, synaptic cleft and receptor sites), Hemispheres parts of the neuron and the neurotransmitters (excitatory and 5. The Peripheral process of transmission of a inhibitory), drugs (agonists and Nervous System signal between neurons . antagonists) and reuptake. 6. The Endocrine ● Discuss the influence of drugs ● 3-4. Describe the function and disorders System ​ on neurotransmitters (e.g. , related to key neurotransmitters (serotonin, 7. Tools for Studying the reuptake mechanisms, dopamine, endorphins, acetylcholine, Nervous System agonists, antagonists). GABA, and norepinephrine.) 8. Genetics: Heredity ● Discuss the effect of the ● 3-5. Describe the subdivisions and and Environment ​ endocrine system on behavior functions of the nervous system: 9. Evolutionary ● Discuss the role of I. Psychology in traumatic A. Brain brain injury. 1. Brain Stem ● Recount historic and Medulla, Pons, contemporary research Reticular strategies and technologies Formation, that support research (e.g. , Cerebellum, case studies, split-brain and the research, imaging techniques). Thalamus ● Discuss psychology’s abiding 2. Limbic System interest in how heredity, Hypothalamus, environment, and evolution Amygdala, and work together to shape the behavior . Updated 2018 ● Predict how traits and 3. Cerebral Cortex behavior can be selected for (Left and Right their adaptive value . Hemispheres ● Identify key contributors (e.g. and the corpus , Paul Broca, Charles Darwin, callosum) Michael Gazzaniga, Roger Occipital Lobe, Sperry, Carl Wernicke Parietal Lobe, Temporal Lobe, and the Frontal Lobe Primary Motor Cortex and Primary Sensory Cortex Wernicke's Area and Broca's Area 4. Spinal Cord II. Peripheral Nervous System A. Somatic Nervous System B. Autonomic Nervous System 1. Sympathetic Nervous System (Fight or Flight) 2. Parasympatheti c Nervous System (Rest and Digest) ● 3-6. Detail historic and contemporary ​ ​ research strategies and technologies that support research (case studies like Phineas Gage, split-brain research, sleep research (EEGs), structural imaging (CAT Scans and MRIs), and functional imaging (PET scans and fMRIs). ● 3-7. Identify key glands of the endocrine ​ system and describe their effects on behavior ● 3-8. Explain how heredity and ​ environment work together to shape behavior with specific attention to Updated 2018 hereditability and gene-environment interaction. ● 3-9. Explain key behaviors that ​ evolutionary psychologists believe exist because of their adaptive value.

Third Sensation and (6–8%) Unit 4: Sensation and Perception Formative- Vocabulary/Quizlet Grading Sensation and Perception - 11 Everything that organisms know about In this unit, AP Psychology students must be able to Formative- Quiz Period Days the world is first encountered when complete the following essential tasks: Formative- Albert IO stimuli in the environment activate ● 4-1. Discuss basic principles of Summative Assessment- Unit Test ​ sensory organs, initiating awareness of sensation/bottom up processing with the external world . Perception specific attention to sensory transduction, 1. Sensation and involves the interpretation of the absolute threshold, difference threshold Perception sensory inputs as a cognitive process . (Weber's Law), signal detection, and a. Bottom-Up AP students in psychology should be sensory adaptation. Processing able to do the following: ● 4-2. Describe the sensory process of vision vs. ​ ● Discuss basic principles of including the specific nature of energy Top-Down sensory transduction, transduction (rods and cones and the Processing including absolute threshold, trichromatic theory of color vision), b. The nature of difference threshold, signal relevant anatomical structures (cornea, Sensation detection, and sensory pupil, iris, lens, retina, optic nerve, blind 2. Vision adaptation . spot and fovea) and specialized pathways 3. Hearing and The ● Describe sensory processes in the brain (opponent process theory of Other (e.g. , hearing, vision, touch, color vision and the occipital lobe). 4. Perception: Gestalt taste, smell, vestibular, ● 4-3. Describe the other sensory processes Principles, Visual ​ kinesthesis, pain), including (e.g., hearing, touch, taste, smell, Illusions, Depth and the specific nature of energy vestibular, kinesthesis, pain), including the Motion Perception transduction, relevant specific nature of energy transduction anatomical structures, and (Frequency Theory, Place Theory, Volley specialized pathways in the Principle, Gate Control Theory) relevant brain for each of the senses . anatomical structures, and specialized ● Explain common sensory pathways in the brain for each of the disorders (e.g. , visual and senses. hearing impairments) . ● 4-4. Explain common sensory disorders ​ ● Describe general principles of (e.g., visual and hearing impairments). organizing and integrating ● 4-5. Describe general principles of ​ sensation to promote stable perception/ top down processing awareness of the external (organizing and integrating sensation) that world (e.g. , Gestalt promote stable awareness of the external principles, depth perception) . world with specific attention to the Gestalt ● Discuss how experience and principles of figure/ground, closure, culture can influence proximity, connectedness, similarity and Updated 2018 perceptual processes (e.g. , the mono and binocular cues for depth perceptual set, context effects) perception). ● Explain the role of top-down ● 4-6. Discuss how experience, context and ​ processing in producing culture can influence perceptual processes vulnerability to illusion . with specific attention to perceptual set, ● Discuss the role of attention illusions, change blindness, and selective in behavior . attention. ● Challenge common beliefs in parapsychological phenomena ● Identify the major historical figures in sensation and perception (e.g. , Gustav Fechner, David Hubel, Ernst Weber, Torsten Wiesel) .

Behavior - 11 Days Learning (7–9%) Unit 6: Learning Formative- Vocabulary/Quizlet AP students in psychology should be In this unit, AP Psychology students must be able to Formative- Quiz

able to do the following: complete the following essential tasks Formative- Albert IO Content/Topic Outline ● Distinguish general ● 6-1. Distinguish general differences Summative Assessment- Unit Test ​ 1. Classical differences between principles between principles of of classical conditioning, conditioning, operant conditioning, and 2. Operant Conditioning operant conditioning, and observational learning. 3. Reinforcement and observational learning (e.g. , ● 6-2. Describe basic classical conditioning ​ Punishment contingencies) . phenomena with specific attention to 4. Schedules of ● Describe basic classical unconditioned stimulus, unconditioned Reinforcement conditioning phenomena, response, neutral stimulus, pairing, 5. Social Cognitive such as acquisition, acquisition, conditioned stimulus, Learning extinction, spontaneous conditioned response, extinction, 6. Behavior recovery, generalization, spontaneous recovery, generalization, Modification discrimination, and discrimination, contingency, and higher-order learning . higher-order learning. ● Predict the effects of operant ● 6-3. Predict the effects of operant ​ conditioning (e.g. , positive conditioning with specific attention to reinforcement, negative (primary, secondary, immediate, or reinforcement, punishment) . delayed) positive/negative reinforcement ● Predict how practice, and punishment. schedules of reinforcement, ● 6-4. Predict how practice, shaping through ​ and will influence successive approximations, schedules of quality of learning . reinforcement (continuous, fixed ratio, variable ration, fixed interval, variable interval), motivation (intrinsic and Updated 2018 ● Interpret graphs that exhibit extrinsic), contingency, and time influence the results of learning the quality of learning. experiments . ● 6-5. Apply learning principles to explain ​ ● Provide examples of how phobias, taste aversion, superstitious biological constraints create behavior, learned helplessness, and learning predispositions . biofeedback. ● Describe the essential ● 6-6. Describe the essential characteristics ​ characteristics of insight of insight learning, latent learning, and learning, latent learning, and observational learning (vicarious learning, social learning . live model, and virtual model) ● Apply learning principles to explain emotional learning, taste aversion, superstitious behavior, and learned helplessness . ● Suggest how behavior modification, biofeedback, coping strategies, and self- control can be used to address behavioral problems . ● Identify key contributors in the psychology of learning (e.g. , , John Garcia, Ivan Pavlov, Robert Rescorla, B . F . Skinner, , Edward Tolman, John B . Watson) .

Personality (5–7%) Unit 10: Personality Formative- Vocabulary/Quizlet Personality - 6 Days ​ AP students in psychology should be In this unit, AP Psychology students must be able to Formative- Quiz able to do the following: complete the following essential tasks: Formative- Albert IO Content/Topic Outline: ● Compare and contrast the ● 10-1. Describe Freud’s Triarchic Theory of Summative Assessment- Unit Test ​ major theories and approaches personality (id, ego and superego) with 1. Psychodynamic to explaining personality (e.g specific attention to the role of the Theories ., psychoanalytic, humanist, unconscious, wish-fulfillment, ego ideal, 2. Humanistic Theories cognitive, trait, social and defense mechanisms and identify how 3. Cognitive-Social cognition, behavioral) . personality develops through the Theories ● Describe and compare psychosexual stages (oral, anal, phallic, 4. Trait Theories – The research methods (e.g. , case latency and genital). Big Five studies and surveys) that ● 10-2. Compare and contrast Freud’s ​ psychodynamic theories to the theories of Updated 2018 5. Projective and psychologists use to the other NeoFreudians (Jung and the Objective Tests of investigate personality. collective unconscious, Adler and the Personality ● Identify frequently used inferiority complex, Horney and anxiety). assessment strategies (e.g ., ● 10-3. Compare and contrast the ​ the Minnesota Multiphasic Humanistic personalities theories to those Personality Inventory of the psychoanalytic theorists with [MMPI], the Thematic specific attention to Roger's Apperception Test [TAT]), self-actualizing tendency and and evaluate relative test unconditional positive regard and quality based on reliability Maslow's self-actualization. and validity of the ● 10-4. Compare and contrast the ​ instruments. psychoanalytic, humanistic and ● Speculate how cultural Cognitive-Social Learning Theory with context can facilitate or specific attention to Bandura's constrain personality expectances, performance standards, development, especially as it self-efficacy, locus of control, and learned relates to self-concept (e.g. , helplessness. collectivistic versus ● 10-5. Describe the trait theory of ​ individualistic cultures) . personality with specific attention to the ● Identify key contributors to Big Five traits of openness, personality theory (e.g ., conscientiousness, extroversion, Alfred Adler, Albert Bandura, agreeableness, and neuroticism. Paul Costa and Robert ● 10-6. Identify frequently used assessment McCrae, Sigmund Freud, Carl strategies such as objective tests like the Jung, , Carl Minnesota Multiphasic Personality Rogers) . Inventory [MMPI] and the Myers Briggs Type Indicator [MBTI] and projective tests like the Thematic Apperception Test [TAT]), and the Rorschach test and then evaluate their relative quality based on reliability and validity.

Fourth (7–9%) Unit 9: Developmental Psychology Formative- Vocabulary/Quizlet Grading Developmental Psychology AP students in psychology should be In this unit, AP Psychology students must be able to Formative- Quiz Period able to do the following complete the following essential tasks Formative- Albert IO 1. Methodology in ● Discuss the interaction of ● 9-1. Detail how psychologists study Summative Assessment- Unit Test Developmental nature and nurture (including development including longitudinal Psychology cultural variations) in the studies, cross-sectional studies, and 2. Prenatal and Infant determination of behavior autobiographical studies. Development ● Explain the process of ● 9-2. Explain the process of conception, 3. Cognitive conception and gestation, gestation (zygote, embryo, and fetus), Development including factors that factors that influence fetal development Updated 2018 a. Piaget influence successful fetal (teratogens and Fetal Alcohol Syndrome b. Vygotsky development (e .nutrition, and nutrition), and the maturation of motor 4. Social Development: illness, substance abuse) . skills. Erikson ● Discuss maturation of motor ● 9-3. Explain the maturation of cognitive 5. Moral Development: skills . abilities according to Piaget with specific Kohlberg ● Describe the influence of attention to object permanence in the 6. Sex-Role temperament and other social sensorimotor stage, magical thinking, Development factors on attachment and theory of mind, and the lack of 7. Topics in Adolescent appropriate socialization conservation and reversible thinking in the Development ● Explain the maturation of preoperational stage, overcoming the 8. Topics in Adulthood cognitive abilities (e.g ., limitations of the preoperational stage in 9. Topics in Piaget’s stages, information the concrete operational stage, and the Late-Adulthood processing) . development of abstract reasoning in the ● Compare and contrast models formal operational stage. of moral development (e.g ., ● 9-4. Explain the maturation of cognitive Kohlberg, Gilligan) . abilities according to Vygotsky with ● Discuss maturational specific attention to zones of proximal challenges in adolescence, development and compare this viewpoint including related family to Piaget. conflicts . ● 9-5. Explain Erikson's social development ● Explain how parenting styles paying specific attention to the crisis in influence development . each stage and the virtue gained from each ● Characterize the development stage. of decisions related to ● 9-6. Describe the influence of intimacy as people mature . temperament, attachment, and parenting ● Predict the physical and styles (permissive indulgence, permissive cognitive changes that emerge indifferent, authoritarian, authoritative). as people age, including steps ● 9-7. Compare and contrast Kohlberg and that can be taken to maximize Gilligan’s models of moral development. function . ● 9-8. Discuss maturational challenges in ● Describe how sex and gender adolescence and the formation of identity influence socialization and (foreclosure, diffusion and moratorium). other aspects of development . ● 9-9. Predict the physical and cognitive ● Identify key contributors in changes that emerge as people age. developmental psychology ● 9-10.Describe how sex and gender (e.g. , Mary Ainsworth, Albert influence socialization and other aspects of Bandura, Diana Baumrind, development. Erik Erikson, Sigmund Freud, Carol Gilligan, , Lawrence Kohlberg, Konrad Lorenz, Jean Piaget, Lev Vygotsky) Updated 2018

Abnormal Behavior(7–9%) Unit 12: and the Formative- Vocabulary/Quizlet Abnormal Psychology: ● AP students in psychology Treatment of Psychological Disorders Formative- Quiz Behavior and Treatment- 16 should be able to do the In this unit, AP Psychology students must be able to Formative- Albert IO Days following: complete the following essential tasks Summative Assessment- Unit Test ● Describe contemporary and ● 12-1. Describe contemporary and Content/Topic Outline: historical conceptions of what historical conceptions of what constitutes constitutes psychological psychological disorders, recognize the use 1. Definition and disorders . of the Diagnostic and Statistical Manual of Perspectives on ● Recognize the use of the Mental Disorders (DSM) as the primary Psychological Diagnostic and Statistical reference for making diagnostic judgments Disorders Manual of Mental Disorders with specific attention to five axis, and 2. Mood Disorders (DSM) published by the identify the positive and negative 3. Anxiety Disorders American Psychiatric consequences of diagnostic labels (e.g., the 4. Somatoform Association as the primary Rosenhan study). Disorders reference for making ● 12-2. Discuss the major diagnostic 5. Childhood Disorders diagnostic judgments . category of mood disorders with specific 6. Dissociative ● Discuss the major diagnostic attention to the diagnoses of major Disorders categories, including anxiety depressive disorder, Persistent Depressive 7. Schizophrenic and somatoform disorders, Disorder, Bipolar I and Bipolar II, detail Disorders mood disorders, the defining symptoms of each and 8. Personality Disorders , organic identify the best approach(es) for 9. Insight Therapies disturbance, personality explaining the cause(s) of each. 10. Behavior Therapies disorders, and dissociative ● 12-3. Discuss the major diagnostic 11. Cognitive Therapies disorders, and their category of anxiety disorders with specific 12. Group Therapies corresponding symptoms . attention to the diagnoses of panic 13. Biological Treatments ● Evaluate the strengths and disorder, agoraphobia, social anxiety limitations of various disorder, specific phobias, GAD and approaches to explaining PTSD, detail the defining symptoms of psychological disorders: each and identify the best approach(es) for medical model, explaining the cause(s) of each. psychoanalytic, humanistic, ● 12-4. Discuss the major diagnostic cognitive, biological, and category of obsessive-compulsive sociocultural . disorders with specific attention to the ● Identify the positive and diagnoses of OCD and BDD, detail the negative consequences of defining symptoms of each and identify diagnostic labels (e.g. , the the best approach(es) for explaining the Rosenhan study) . cause(es) of each. ● Discuss the intersection ● 12-5. Discuss the major diagnostic between psychology and the category of somatic disorders with specific legal system (e.g. , attention to the diagnoses of somatic Updated 2018 confidentiality, insanity symptom disorder, conversion disorder, defense) and illness anxiety disorder, detail the ● Treatment of Abnormal defining symptoms of each and identify Behavior (5–7%) the best approach(es) for explaining the cause(s) of each. AP students in psychology should be ● 12-6. Discuss the major diagnostic able to do the following: category of dissociative disorders with ● Describe the central specific attention to the diagnoses of DID, characteristics of Dissociative Amnesia (Fugue) and, psychotherapeutic Depersonalization, detail the defining intervention . symptoms of each and identify the best ● Describe major treatment approach(es) for explaining the cause(s) of orientations used in therapy each. (e.g. , behavioral, cognitive, ● 12-7. Discuss the major diagnostic humanistic) and how those category of childhood disorders with orientations influence specific attention to the diagnoses of therapeutic planning . Autism Spectrum Disorder, ADHD, and ● Compare and contrast ODD, detail the defining symptoms of different treatment formats each and identify the best approach(es) for (e.g. , individual, group) . explaining the cause(s) of each. ● Summarize effectiveness of ● 12-8. Discuss the major diagnostic specific treatments used to category of schizophrenia detail the address specific problems . defining positive and negative symptoms ● Discuss how cultural and of each and identify the best approach(es) ethnic context influence for explaining the cause(s) of each. choice and success of ● 12-9. Discuss the major diagnostic treatment (e.g. , factors that category of personality disorders with lead to premature termination specific attention to the diagnosis of of treatment) . Paranoid, Schizoid, Schizotypal, ● Describe prevention strategies Antisocial, Borderline, Histrionic, that build resilience and Narcissistic, Avoidant, Dependent, and promote competence . Obsessive-Compulsive Personality ● Identify major figures in Disorders detail the defining symptoms of psychological treatment (e.g. , each and identify the best approach(es) for Aaron Beck, Albert Ellis, explaining the cause(s) of each. Sigmund Freud, Mary Cover ● 12-10. Describe the treatment techniques Jones, Carl Rogers, B . F . used in insight therapy (psychoanalysis, Skinner, Joseph Wolpe) . client-centered, and gestalt) and summarize the effectiveness of specific treatments for specific disorders. ● 12-11. Describe the treatment techniques used in behavior therapy (systematic Updated 2018 desensitization, flooding, aversion therapy, and behavior contracting ) and summarize the effectiveness of specific treatments for specific disorders. ● 12-12. Describe the treatment techniques used in cognitive therapy (stress inoculation, Becki's Cognitive Therapy, and Rational Emotive Therapy) and summarize the effectiveness of specific treatments for specific disorders. ● 12-13. Describe the treatment techniques used in biological therapy and summarize the effectiveness of specific drugs for specific disorders.

Motivation and (6–8%) Unit 8: Motivation, Emotion, and Stress Formative- Vocabulary/Quizlet Emotion, Motivation and ● AP students in psychology In this unit, AP Psychology students must be able to Formative- Quiz Stress - 10 Days should be able to do the complete the following essential tasks Formative- Albert IO following: ● 8-1. Identify and apply basic motivational Summative Assessment- Unit Test 1. Perspectives on ● Identify and apply basic concepts to understand behavior with Motivation motivational concepts to specific attention to instincts for animals, a. Instincts understand the behavior of biological factors like drives and b. Drive-Reduct humans and other animals homeostasis, and operant conditioning ion Theory (e.g. , instincts, incentives, factors like incentives, and intrinsic versus c. Arousal intrinsic versus extrinsic extrinsic motivators. Theory motivation) . ● 8-2. Compare and contrast the d. Yerkes-Dods ● Discuss the biological motivational theories of drive reduction on Law e. underpinnings of motivation, theory, arousal theory,and Maslow's Maslow’s including needs, drives, and hierarchy of needs detailing the strengths e. Hierarchy of homeostasis . and weaknesses of each. Needs ● Compare and contrast ● 8-3. Describe classic research findings in 2. Contact, Aggression, motivational theories (e.g. , specific motivation systems (e.g., eating, Achievement, drive reduction theory, sex, social). Affiliation arousal theory, general ● 8-4. Compare and contrast the major 3. Hunger and Thirst adaptation theory), including theories of emotion James–Lange Theory, 4. Theories of Emotion the strengths and weaknesses Cognitive Appraisal Theory, Schachter 5. Expressed of each . two-factor theory, Cannon–Bard Theory 6. Sources of Stress ● Describe classic research and Opponent Process Theory. 7. Coping with Stress findings in specific ● 8-5. Describe how emotions are expressed 8. Stress, Health, and motivation systems (e.g. , and how cultural influences shape Reducing stress eating, sex, social) emotional expression

Updated 2018 ● Discuss theories of stress and ● 8-6. Discuss sources of stress (conflicts, the effects of stress on frustration, etc.), measures of stress, and psychological and physical theories of stress (general adaptation well-being . theory) ● Compare and contrast major ● 8-7. Identify the effects of stress on theories of emotion (e.g. , psychological/physical well-being and James–Lange, Cannon– Bard, how to cope with stress. Schachter two-factor theory) ● Describe how cultural influences shape emotional expression, including variations in body language ● Identify key contributors in the psychology of motivation and emotion (e.g. , William James, Alfred Kinsey, Abraham Maslow, Stanley Schachter, Hans Selye) .

Updated 2018