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    AP Psychology



    Welcome to the Home of Mr. Edwards AP Psychology

    Snow Day "Blizzard Bag" Assignment for March 3rd
    Download file "Chapter 15 review.pdf"


    Download file "Psych Chapter 2 cal 2014.pdf"

    Download file "nervous system.pdf"

    Download file "The Endocrine System.pdf"

    Download file "Diagnosis Project.pdf"

    Download file "Stroop Test.pdf"

    Here's the answers to the Diagnoses exercise (spoiler alert)

    Download file "Goshen Mental Health.pdf"

    Download file "Chapter 2: Study Guide Biology.pdf"

    Download file "Chapter 4: Study Guide Genetics.pdf"



    Download file "2013 AP PsychUnit 6 cal.pdf"


    Download file "issues in adulthood.pdf"

    Advanced Placement Psychology

    Mr. Edwards

    Instructor: Mr. Edwards

    Room: B209

    Email: edwardsron@goshenlocalschools.org

    Phone: 722-2227 ext. 2064


    Welcome to AP Psychology! I am looking forward to an exciting and successful year. I hope that you will find learning about psychology to be as interesting and enjoyable as I do. Though this is an elective class, it is designed to be a college level course. It is imperative that you are prepared to dedicate time to reading, completing assignments, and studying.


    Textbook and Student Resources

    Myers, David G. (2007). Psychology (8th.ed.). New York: Worth.


    Study Guide: Straub, Richard. (2007). Study Guide to Accompany David Myers Psychology. New York: Worth Publishers

    Ludwig, Thomas E. (2004) Psych Sims 5. Newyork: Worth.


    Teacher Resources

    Myers, David G. (2007). Psychology (8th.ed.). New York: Worth, with

    accompanying instructor’s resource manual, study guide, and test bank CD.


    Membership in APA and TOPSS, for journals, news releases, psychology demonstrations, and sample unit plans.


    AP Released Exams in Psychology and other support materials provided by the College Board.


    Hock, Roger R.Forty Studies that Changed Psychology: Explorations into the History of Psychological Research, 4th ed. Upper Saddle River, N.J.: Prentice Hall, 2002.


    Course Description

    The purpose of the Advanced Placement course in Psychology is to introduce students to the systematic and scientific study of the behavior and mental processes of human beings and other animals. Students are exposed to the psychological facts, principles, and phenomena associated with each of the major subfields with psychology. They also learn about the methods psychologists use in their science and practice. (From the Advanced Placement Course Description for Psychology, published by the College Board.)



    Course Objectives

    1.) Students will prepare to do acceptable work on the Advanced Placement Examination in Psychology.

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

    3.) Students will learn the basic principles of psychological research. They will be able to devise simple research projects, interpret and generalize from results, and evaluate the validity of research reports.

    4.) Students will be able to apply psychological concepts to their own lives. They will be able to recognize psychological principles when they are encountered in everyday situations.

    5.) Students will develop critical thinking skills. They will become aware of the danger of blindly accepting or rejecting arguments without careful, objective evaluation.

    6.) Students will build their reading, writing, and discussion skills.

    7.) Students will prepare to do acceptable work on the Advanced Placement Examination in Psychology.


    Grading:

    Your grades will be determined by your performance on test, quizzes, and assignments

    Goshen High School has adopted the following 10 point grading scale:


    100-90 = A,89-80 = B,79-70 = C,69-60 = D,59 and below is an F


    The Mid-term exam will be worth 20% of your first semester grade no exemptions


    The Final exam will be worth 20% of your second semester grade.Students who take the AP exam may exempt the Final


    Course Requirements:

    Attendance: Attendance in this class is essential. Much of the material needed for success in the course is provided through lecture and discussion.

    Homework: Homework will generally consist of reading assignments from the text and written exercises from a variety of study guides. You are expected to read the day’s assignment before entering class. Failure to keep up with your assignment will greatly impact your success in this course.

    Notebook: All students are required to keep a 3-ring binder for lecture notes and handouts. Students should take complete class notes and date them. It will be helpful if you put them in your own words. It is very important that you review class notes each day while they are still fresh in your mind. In addition, you should have a section of your notebook specifically for Famous Psychologists and another section for Famous Psychology Studies. These sections will be very important in your review for the AP Exam.

    Note cards. All students must prepare note cards for each vocabulary term studied in the course. You can find a list of the vocabulary terms for each unit under the Key Terms list on the website. The note cards will be instrumental in learning the vocabulary which is large portion of the course. I will base most of my quizzes and entry tasks around vocabulary.

    Assignments: Classroom activities, homework assignments, projects, readings, quizzes, and major tests may accompany all units of study.


    Test

    All test will be comprehensive, once a topic has been covered it is fair game to show up on any future test


    Units Of Study

    First Semester

    Unit 1

    Unit #1 Calender

    History, Approaches, and Methods:Prologue and Chapter 1

    ·Historical Schools

    ·Modern Approaches

    ·Scientific Inquiry

    ·Research Methods and Methodology

    ·Statistics

    ·Ethics in Psychology


    Objectives .

    ·Define psychology and trace its historical development.

    ·Compare and contrast the psychological perspectives.

    ·Identify basic and applied research subfields of psychology.

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

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

    ·Explain correlation studies.

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

    ·Discuss the ethics of animal and human research.


    Unit 2

    Handouts for Unit #2

    Biology and Genetics in Psychology:Chapter 2 and Chapter 3


    ·Neuron: Neuronal and synaptic transmission, neural chemistry


    ·Nervous System: Structural and functional organization


    ·Brain: , Neuroanatomy, research methods, and hemispheric specialization


    ·Endocrine System: Anatomy, hormonal chemistry


    ·Genetics and Heritability



    Objectives .


    ·Identify the structures of a neuron and explain the process of neural transmission.


    ·Explain the impact of a variety of neurotransmitters.


    ·Identify the major brain structures (thalamus, cerebellum,


    limbic system, etc.) and describe their functions.


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


    ·Discuss the association areas.


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


    ·Discuss the role of Genetics and Heritability on Psychology



    Unit #3

    Sensation and Perception:Chapter 5 and Chapter 6


    ·Psychophysics: Thresholds (absolute, difference, Weber’s constants),


    signal detection theory


    ·Sensory Organs functions and anatomy including Vision, Hearing, Taste, Smell, Touch, Kinesthetic and Vestibular.


    ·Perception: perceptual rules, constancies, misperception, and illusions


    Objectives .


    ·Contrast the processes of sensation and perception.


    ·Distinguish between absolute and difference thresholds.


    ·Identify and explain the functions of the parts of the major sensory organs including the eye, ear, skin, tongue, and nose.


    ·Explain the Young-Helmholtz and opponent-process theories of color


    vision.


    ·Discuss Gestalt psychology’s contribution to our understanding of


    perception.



    Unit #4

    States of Consciousness:Chapter 7


    • Types and States of Consciousness
    • Sleep and dreams
    • Altered states of Consciousness including Hypnosis, and Drugs

    Objectives .


    ·Define Consciousness and distinguish between a variety of conscious states


    ·Explain the role of sleep and compare the different sleep stages


    ·Discuss the causes and impact of a variety of sleep disorders


    ·Identify and explain the major theories on dreams


    ·Discuss Freud’s contributions the study of consciousness


    ·Discuss other altered states of consciousness such as hypnosis, drug use.


    ·Describe the effects of drugs from the three main categories, Stimulants, Dressants, and Hallucinogens



    Unit #5

    Learning:Chapter 8


    ·Classical Conditioning: Pavlov, and Watson, implementation, applications, and impact.


    ·Operant Conditioning: Thorndike, and Skinner, positive and negative reinforcement, punishment and reward, and reinforcement schedules.


    ·Other forms of learning including, Bandura, modeling and the effects of media on learning, latent learning.


    ·


    Objectives


    ·Explain classical conditioning and examine the implications of Pavlov’s experiments.


    ·Identify the important aspects of classical conditioning including acquisition, extinction, spontaneous recovery, generalization, and discrimination.


    ·Describe the impact of Skinner and his experiments with operant conditioning.


    ·Contrast positive and negative reinforcement and identify the different types of reinforcers and different types of reinforcement schedules.


    ·Examine punishment as a reinforcer and its potential side effects.


    ·Describe Bandura’s work on observational learning including the Bobo Doll experiments and the potential effects of media on behavior.



    Unit #6

    Memory and Thinking:Chapter 9 and Chapter 10


    ·Memory: Encoding, storage, retrieval.


    ·Memory Stages: Perceptual, short term, long term.


    ·Memory Loss: Interference, decay, repression, amnesia, antrograde, retrograde, dissociative, and infantile, impact of aging on memory.


    ·Schemas and Memory: False memories, Loftus and Schacter research on memory,


    ·Problem solving and heuristics



    Objectives


    ·Describe the process by which sensory information is moved through the three stages of memory.


    ·Explain the process of encoding process identify different types of encoding.


    ·Describe the capacity and duration of short-term and long-term memory.


    ·Contrast implicit and explicit memory.


    ·Describe how retrieval cues impact memory


    ·Discuss the effects of interference decay and other types of forgetting.


    ·Explain how memories are constructed. and the role of schemas on that construction.


    ·Explain and contrast the ideas of concepts and prototypes in thinking.


    ·Discuss different types heuristics used in problem, solving.


    ·Examine the structure of language and its impact on thinking


    ·Identify language developmental stages.


    ·Discuss research on animal cognition and communication




    Second Semester


    Unit #7

    Human Growth and Development:Chapter 4


    ·Methodology: Longitudinal and cross-sectional studies


    ·Nature vs. Nurture


    ·Developmental Theorist: Piaget, Kohlberg, Erikson


    ·Infancy, Childhood, Adolescence, and Adulthood



    Objectives


    ·Discuss physical and mental development from prenatal through geriatric stages.


    ·Examine changes in social, and cognitive areas.


    ·Discuss the effect of parenting style on psychosocial development. .


    ·Explain the theories of Piaget, Erikson, and Kohlberg.


    ·Describe the development an impact of self-concept.



    Unit #8

    Testing and Intelligence:Chapter 11


    ·Psychometric Testing: Methodology, types, norms, reliability, validity


    ·Intelligence: IQ, history of intelligence and aptitude testing


    ·Issues: Bias, and other problems with Intelligence testing, Nature v. Nurture



    Objectives


    ·Examine the historical context of intelligence testing.


    ·Describe intelligence and the various different facets involved in intelligence.


    ·Contrast aptitude and achievement tests.


    ·Describe the importance of reliability, test standardization, validity, and norms.


    ·Examine genetic and environmental influences on intelligence.


    ·Discuss problems and potential bias in intelligence tests.


    Unit #9

    Thinking and Problem Solving


    Unit #10

    Personality:Chapter 15


    ·Trait Approach to Personality: Allport, factor analysis and the five-factor model, and the MMPI.


    ·Psychodynamic Approaches to Personality: Freud, Jung, Adler


    ·Humanistic Perspective: Maslow and Rogers


    ·Social-Cognitive Perspective: Bandura and Seligman



    Objectives


    ·Examine Freud’s personality structures of the id, ego, and superego as it relates to personality.


    ·Explain defense mechanisms and how they work to protect the individual from anxiety.


    ·Describe the contributions of the neo-Freudians such as Jung and Adler.


    ·Examine how the use of personality inventories helps assess traits.


    ·Identify the contributions of the humanist on personality theory, such as


    ·Maslow, and Rogers.


    ·Examine the impact of individualism and collectivism on self-identity in Western and Non Western societies.


    ·Discuss the consequences positive verses negative attitudes on mental and physical health.


    Unit #11

    Motivation and Emotion:Chapter 12 and Chapter 13


    ·What Motivates: Instincts, drives and needs, arousal, Maslow’s Hierarchy.


    ·Eating: Hunger drive and social eating and eating disorders.


    ·Sex Drive: Sexuality, sexual orientation, homosexuality issues.


    ·Achievement Motivation: Intrinsic versus extrinsic motivators.


    ·Emotion: Positive and Negative emotions.


    ·Theories of Emotion: James-Lange, Cannon-Bard, Schacter-Singer •



    Objectives


    ·Identify and examine motivational theories.


    ·Examine psychological and cultural influences on hunger and eating and eating disorders.


    ·Explain achievement motivation, including intrinsic and extrinsic


    ·motivation.


    ·Contrast the emotional theories (James-Lange, Cannon-Bard,


    ·Schachter-Singer).


    ·Describe the biological changes that happen during emotional


    ·arousal.



    Unit #12

    Abnormal Psychology and Treatment:Chapter 16 and Chapter 17


    ·Abnormality: Historical approaches and modern views the medical model, the biopsychosocial model


    ·Classifying Disorders: Evolution of the DSM-IV-TR


    ·Major Categories within the DSM-IV-TR


    ·Treatment of Disorders: Psychoanalysis, behavioristic,


    humanistic, cognitive, and pharmacological



    Objectives


    ·Identify the criteria for diagnosing a psychologically


    ·disordered.


    ·Examine the DSM-IV, its aims and how its has changed based on societal expectations.


    ·Describe the symptoms and treatments for a variety of disorders including stress disorders, mood disorders, personality disorders, and dissocative disorders.


    ·Examine the assusuptions of the following therapies including psychoanalysis, humanistic, cognitive, Behavioral, and group therapies.


    ·Discuss the role of values and cultural differences in the diagnosis and treatment of psychological disorders.



    Unit #13

    Social Psychology:Chapter 18


    ·Attitudes and Behavior: Fundamental attribution error, roles,


    ·and cognitive dissonance


    ·Group Influence: Asch, and Milgram’s research.


    ·Altruism: Darley and Latané



    Objectives


    Examine the role of attribution in social behavior.


    Explain the cognitive dissonance theory.


    Discuss Asch’s experiment on conformity.


    Examine Milgram’s experiments on obedience.


    Describe the social, and cognitive factors that leadprejudice and discrimination.


    Discuss the issues related to aggression and attraction.


    Identify altruistic behavior, and discuss Darley’s and Latane’s research on altruism



    The AP Exam in Psychology


    Date: May 11, 2010


    Description: The AP Psychology Exam is approximately 2 hours long and includes both a 70-minute multiple-choice section and a 50-minute free-response section. The test is scored on a 5-point scale:



    5-Extremely well qualified


    4-Well qualified


    3-Qualified


    2-Possibly qualified


    1-No recommendation



    Most colleges grant credit for a score of 3 or higher. Some require at least a 4 and a few do not accept AP scores. Contact your choice schools to confirm what credit will be granted.



    The multiple-choice section contains 100 questions and accounts for 2/3 of the overall score. The free-response section accounts for the remaining 1/3. Candidates are asked to answer 2 essay questions which require candidates to interrelate different content areas and to analyze and evaluate psychological constructs and, more generally, theoretical perspectives. Candidates are expected to use their analytical and organizational skills to formulate coherent answers in writing their essays


    Download file "Chapter 2: Study Guide Biology.pdf"