AP Psychology 2009-2010 Syllabus
Brief Course Description
AP Psychology is a fascinating and extremely relevant course to explore the scientific and systematic study of
the behavior and mental processes of human beings and animals. We will enrich the relevance of the course by
focusing on the development of awareness and understanding of one's own behavior and the behavior of others
through the study of psychology. Enjoy the course and Lead the Way toward excellence in learning and life.
1. Be a more ethical, effective and considerate person because of your scientific understanding of human
behavior gained through your study and application of psychology concepts in this course.
2. Successfully demonstrate knowledge and application of psychology principles to pass the Advanced
Placement Psychology Exam.
3. Enhance critical thinking skills.
Students must have the following textbooks and materials to successfully complete the course:
1. Myers, D. W. (2007). Psychology, 8th ed., New York: Worth Publishers.
Also recommend using Myers’ CD and website to reinforce concepts and provide additional
practice at http://www.worthpublishers.com/myers
2. Hakala, C. (2008). AP Psychology: 2008 or 2009 Edition, New York: Kaplan Publishers.
3. Notebook, pen/pencil for course notes, homework and personal reflections.
Students who need extra clarification of the course material or projects may contact me for additional
instruction (AI) by face-to-face coordination (preferred) or email. A prerequisite to AI is completion of assigned
reading/homework for that topic to enhance the learning experience. I am typically available before or after school,
during lunch or break and A,B,C,D,G blocks unless I am meeting with other students, teachers, college reps or
1. *Tests (after each area) and project presentations (one each term) will count for 75% of the course grade
each quarter. Tests will follow the AP Exam format with multiple choice and essay questions. There will
be a Fall Semester final (no exemptions). The AP Exam will serve as the final for the Spring Semester.
2. Quizzes, homework or daily journal reflection completion will count for 25% of the quarterly grade and
will typically be given or checked almost every day.
3. *Project presentations. The Fall term project involves applying research methods to design a research
study. The Spring term project will allow students to research a psychology topic of their interest (with
teacher approval) and examine that topic through multiple perspectives or conduct an in-depth review
project. Requirements for both projects are in this syllabus.
*NOTE: Students are responsible for scheduling make-up tests/quizzes in accordance with Maclay Handbook
Policy. Projects must be submitted the day they are due (electronic submission if sick) and tests must be taken the
day of return (study hall, lunch or after school). Students incur a 10% PENALTY for each day late for projects or
Course Long Plan
The long range course plan on the following pages outlines the course sequence, schedule (by weeks) and
assigned chapters to cover the major content areas over the Fall and Spring semesters with two 9-week quarters per
semester. Because this is a college-level course, it is imperative that students complete the daily assigned readings
to arrive in class with a basic understanding of the many concepts and terms of psychology found at the end of each
chapter. In class we will focus on APPLYING these concepts through stimulating classroom discussions, practical
exercises, role plays, demonstrations or other exciting classroom activities.
The numerous objectives listed in the long range plan, which are numbered according to the corresponding text
chapter, will help guide our classroom activities. Kaplan’s AP prep text and Myers’ website are also excellent
sources for additional practice and applications to enhance comprehension of the course concepts.
AP Psychology Course Long Plan for AY 2009-2010
AREA I: Psychology as a Science: History, Approaches, Research Methods AND MEMORY
Wks 1-4, Prologue, Chpts. 1& 9 (NOTE: First number of each objective corresponds to chapter in Text)
Psychology as a Science
S-1. Summarize the course goals and requirements (from syllabus).
P-1. Describe key philosopher’s positions during pre-scientific psychology
P-2. Describe the birth and development of psychology as a science and key views of Wundt, James, Tichener,
Watson and Skinner.
P-3. Define psychology.
P-4. Describe the major debate or issue that is evident in contemporary psychology.
P-5. Describe the complementary view of the three main levels of analysis in the biopsychosocial approach to
P-6. Describe the 8 current perspectives (or approaches) of psychology (NOTE: Add Humanistic approach to text).
P-7. Describe the major subfields of psychology.
P-8. Describe careers in psychology (see Appendix A).
P-9. Describe effective study techniques.
9-1. Define memory and flashbulb memories.
9-2. Differentiate the three types of memory in terms of capacity, duration, and function.
a. Sensory memory (SM-iconic vs. echoic), Working memory (WM) & Long-term memory (LTM).
b. Describe the types of long-term memories (implicit vs. explicit).
9-3. Describe how new information is encoded.
a. Automatic processing
b. Effortful processing (rehearsal, spacing effect & serial position effect).
c. Encoding meaning (semantic)
d. Encoding imagery (mnemonics, method of loci)
e. Encoding via organization (chunks & hierarchies)
f. Self reference effect
9-4. Describe the role of long-term potentiation, hormones, the hippocampus and the cerebellum in memory.
9-5. Describe how previously stored information is retrieved from memory (recall & recognition).
9-6. Explain the following retrieval cues:
b. Mneumonic devices such as acronyms
c. Contextual effects (e.g. deja vu)
d. Mood congruence
9-7. Explain how memories can be lost or forgotten
a. Failure to encode (lack of attention)
b. Storage decay (due to time)
c. Retrieval failure (retroactive/proactive interference or motivated forgetting)
9-8. Describe examples of memory construction.
a. Misinformation effect
b. Imagination effect
c. Source amnesia
d. Repressed or constructed memories of abuse
9-9. Explain techniques to improve your memory
Scientific Research Methods
1-1. Compare hindsight bias, overconfidence, critical thinking and the false consensus effect.
1-2. Describe the scientific method (theory, hypotheses, operational definition, replication)
1-3. Describe descriptive research methods of the case study, survey and naturalistic observation.
1-4. Apply concepts of the scientific method to investigate a descriptive/correlational research question.
a. Describe sampling procedures for a random and representative sample
b. Interpret correlation coefficients.
c. Describe an illusory correlation.
d. Contrast correlation with causation.
e. Write a hypothesis for correlational research.
1-5. Apply concepts of the scientific method to investigate an experimental research question.
a. Describe experimental research.
b. Classify variables as dependent or independent.
c. Define experimental condition.
d. Define control condition.
e. Describe the double-blind procedure and the placebo effect
f. Describe the random assignment to conditions.
g. Describe the advantages and disadvantages of experimental research.
h. Write a hypothesis for an experiment.
1-6. Compare and contrast descriptive, correlational and experimental research.
1-7. Infer the meaning of descriptive and inferential statistical concepts.
a. Apply criteria for selecting an appropriate measure of central tendency (mean, median or mode).
b. Describe the effects of outliers on the mean of large and small data sets.
c. Describe the effect of sample size
d. Describe the normal distribution (bell curve).
e. Describe measures of variation (range and standard deviation).
f. Describe inferential statistics and statistical significance.
g. Given a calculated p value, infer if the data support or do not support a hypothesis.
1-8. Classify research as ethical or unethical in accordance with the principles of the American Psychological
P/9/1-H. Identify the following major historical figures/contributors in psychology relevant to this Area (in addition
to those in prologue):
a. Mary Whiton Calkins
b. Charles Darwin
c. Dorothea Dix
d. Sigmund Freud
e. Stanley Hall
f. Margaret Floy Washburn
g. Noam Chomsky
h. Hermann Ebbinghaus
i. Wolfgang Köhler
j. Elizabeth Loftus
k. George A. Miller
TEST on Prologue, Chpts. 1 & 9 (wk 4)
Area II: The Biological Basis of Behavior
Wks 5-6, Chpts 2 & 3(partial)
2-1 Describe the communication process within the nervous system.
a. Describe the function of each component of the neuron.
b. Describe axonal transmission.
c. Describe synaptic transmission.
d. Identify several common neurotransmitters and their functions.
e. Describe the effects of drugs on synaptic transmission.
2-2. Describe the functional organization of the nervous system to include the peripheral and central nervous system
in terms of its major subdivisions.
a. Autonomic nervous system. (ANS).
b. Sympathetic division of the ANS.
c. Parasympathetic division of the ANS.
d. Somatic nervous system.
2-3. Describe the key components and functions of the endocrine system
b. Pituitary gland
c. Adrenal gland
2-4. Given a situation, explain behavior in terms of the functioning of the nervous system and the endocrine system.
2-5. Describe physiological techniques to examine the functions and activity of the brain.
2-6. Describe the functions of the components of the lower-brain structures.
a. Medulla & Pons
c. Reticular formation
d. Limbic system (amygdala and hypothalamus).
2-7. Describe the structure and functions of the cortex.
a. Occipital lobe.
b. Parietal lobe.
c. Temporal lobe.
d. Frontal lobe.
e. Sensory and motor cortex.
2-8. Describe specific areas of the brain that influence language (Wernicke’s, Broca’s area etc.).
2-9. Describe the brain’s plasticity.
2-10. Describe the influence of the two hemispheres of the brain.
3-1. Describe how genetics influences human traits.
3-2. Summarize the evolutionary psychology approach.
2/3-1. Identify the following major historical figures/contributors in psychology relevant to this Area:
a. Paul Broca
b. Carl Wernicke
c. Roger Sperry
d. Michael Gazzaniga
TEST on Chpts 2 & 3 (partial) (wk 5 or 6)
Area III: Sensation, Perception and States of Consciousness
Wks 7-9, Chpts 5, 6 & 7 (Completes 1st Qtr)
5-1. Differentiate sensation and perception.
5-2. Differentiate bottom-up and top-down processing.
5-3. Describe factors that influence our sensory experiences.
a. Absolute threshold compared to subliminal.
b. Signal detection theory.
c. Difference threshold.
d. Weber’s law.
e. Sensory adaptation.
5-4. Describe visual sensory experience.
a. Describe the properties of a visual stimulus (amplitude & wavelength) and their psychological correlates
(brightness & color).
b. Differentiate nearsightedness from farsightedness and normal vision.
c. Describe the functioning of the visual receptors: rods and cones.
d. Describe key concepts of visual information processing (feature detection, parallel processing) and color
vision (color constancy and opponent-processing theory).
5-5. Describe auditory sensory experience.
a. Describe the properties of an auditory stimulus (amplitude & wavelength or frequency) and their
psychological correlates (loudness & pitch).
b. Describe the function of the hair cells.
c. Describe the function of each component in the general auditory pathway. (Fig 5.21)
d. Describe how we perceive pitch (Place & Frequency theories) and locate sound.
e. Describe hearing loss (conduction vs. sensorineural).
5-6. Summarize the four other senses of touch, taste, smell and body position/movement and the concepts of gate-
control theory, sensory interaction, kinesthesis and vestibular sense.
6-1. Describe selective attention, inattentional blindness and the cocktail party effect.
6-2. Given a situation, explain the perception of form utilizing various Gestalt principles.
6-3. Given a situation, explain the perception of depth.
a. Binocular cues of retinal disparity and convergence.
b. Monocular cues of:
(1) Relative size.
(3) Relative clarity.
(4) Texture gradient.
(5) Relative height.
(6) Relative motion (motion parallax).
(7) Linear perspective.
(8) Light and shadow.
6-4. Describe motion perception and the phi phenomenon.
6-5. Describe perceptual constancies of shape and size.
6-6. Describe perceptual adaptation.
6-7. Explain the phenomenon of perceptual set.
a. Describe the effects of perceptual set on perception.
b. Relate top-down and bottom-up processing to perceptual set (see OBJ 5-2).
6-8. Describe human factors psychology.
States of Consciousness
7-1. Describe consciousness and variations of awareness.
7-2. Relate biological rhythms and sleep to variations of consciousness.
a. Describe circadian rhythms.
b. Describe the behavioral and physiological effects of the disruption of circadian rhythms.
c. Describe sleep.
(1) Describe the four stages of non-REM sleep and the cyclical pattern of sleep.
(2) Describe REM sleep, including its cyclical pattern and duration.
d. Describe the behavioral and physiological effects of sleep deprivation.
7-4. Describe sleep disorders.
7-5. Describe dreams.
7-6. Describe hypnosis.
7-7. Describe the influence of drugs on consciousness.
7-8. Describe biological, psychological and cultural influences on drug use.
7-9. Given a situation, explain the various perceptual and behavioral disturbances that occur as a result of variations
5/6/7-1. Identify the following major historical figures/contributors in psychology relevant to this Area:
a. Gustav Fechner
b. David Hubel
c. Ernst Weber
d. Torsten Wiesel
e. Ernest Hilgard
f. Carl Jung
TEST on Chpts. 5, 6 & 7 (wk 9)
Area IV: Learning and Development
Wks 10-13, Chpts 8, 4 & 3 (partial)
Classical Operant Observational
Conditioning Conditioning Learning
Stimulus-Stimulus Behavior-Consequence Attend/Reproduce
8-1. Define learning.
8-2. Explain the acquisition, maintenance and how to stop/modify behavior according to the principles of classical
a. Illustrate the principles of classical conditioning to acquire behavior.
b. Describe how a classically conditioned response is maintained.
c. Describe behavior according to the following principles of classical conditioning:
(2) Spontaneous recovery
8-3. Describe practical applications of classical conditioning.
8-4. Differentiate classical and operant conditioning.
8-5. Explain the acquisition, maintenance and how to stop/modify behavior according to the principles of operant
b. Superstitious behavior.
c. Principles of reinforcement (primary vs. conditioned and positive vs. negative)
d. Reinforcement schedules (continuous, partial, fixed-ratio, variable-ratio, fixed-interval & variable-
e. Describe the response rates produced by continuous reinforcement and the four intermittent
f. Punishment (positive vs. negative)
g. Describe the possible side effects and the effective use of punishment.
8-6. Explain how the following concepts influence operant conditioning:
a. Latent learning
b. Intrinsic motivation
c. Extrinsic motivation
d. Biological predisposition.
8-7. Describe practical applications of operant conditioning.
8-8. Differentiate conditioning and the cognitive approach to learning.
8-9. Explain the acquisition, maintenance and how to stop/modify behavior according to the principles of
observational learning (Bandura).
a. Describe the key processes of modeling and mirror neurons.
b. Describe how models are chosen.
c. Describe direct, vicarious, and intrinsic reinforcement to maintain behavior.
d. Describe how to stop/modify behavior through direct and vicarious punishment or providing a new role
8-10. Describe practical applications for observational learning
8-11. Discuss the influence of television on observational learning of children and adolescence.
4-1. Describe the major issues and research methods (longitudinal, cross-sectional) for developmental
4-2. Describe the following issues/concepts from prenatal and newborn development:
a. Zygote, embryo, fetus.
c. Fetal alcohol syndrome.
d. Rooting reflex.
4-3. Describe Piaget’s theory of cognitive development.
a. Role of schemas, assimilation and accommodation.
b. 4 stages (sensorimotor, preoperational, concrete operational & formal operational).
4-4. Describe the origins and effects of attachment in infancy social development, including concepts of stranger
anxiety, critical period and imprinting.
4-5. Discuss the importance of self concept in child social development.
4-6. Compare the three major parenting styles (authoritarian, permissive, authoritative).
4-7. Describe major physical development changes in adolescence.
4-8. Illustrate Kohlberg’s view of moral development.
a. Describe the use of reasoning as a gauge of moral development.
b. Illustrate the preconventional, conventional and postconventional levels of morality.
c. Relate moral development to our school’s honor code.
4-9. Describe Erikson’s stages of psychosocial development.
from Chapter 3, Gender Development
3-3. Describe the environmental influences on development (prenatal, experiences, peers & culture).
3-4. Differentiate individualism vs. collectivism.
3-5. Describe the nature and nurture of gender development.
b. Gender roles, gender identity and gender-typed.
c. Social learning theory and gender schema theory.
back to Chpt 4, Adult development
4-10. Describe major physical, cognitive and social development changes in adulthood.
4-11. Relate the two major developmental issues of continuity vs. stages and stability vs. change.
8/4/3. Identify the following major historical figures/contributors in psychology relevant to this Area:
a. Albert Bandura
b. John Garcia
c. Ivan Pavlov (also recall Watson and Skinner)
d. Robert Rescorla
e. Edward Thorndike
f. Edward Tolman
g. Mary Ainsworth
h. Diana Baumrind
i. Erik Erikson (also recall Freud)
j. Carol Gilligan
k. Lawrence Kohlberg
l. Harry Harlow
m. Konrad Lorenz
n. Jean Piaget
o. Lev Vygotsky
TEST on chpts 8, 4 & 3(partial) (wk 13)
Area V: Cognition (Thinking, Language & Intelligence)
Wks 14-17, Chpts 10 & 11 (Completes 1st Semester w/ Semester Exams)
Problem Solving, Thinking & Language
10-1. Relate the meanings of cognition, concepts and prototypes.
10-2. Describe techniques to facilitate problem solving.
d. Insight and incubation.
10-3. Describe the following obstacles to problem solving:
a. Confirmation bias.
b. Negativity bias.
c. Fixation (Mental set or functional fixedness).
10-4. Describe heuristics or biases that influence decision-making and forming judgments.
a. Representative and availability heuristics.
d. Belief bias and belief perseverance phenomenon.
10-5. Describe language structure (phonemes, morphemes, grammar, semantics, syntax).
10-6. Describe the stages of language development (babbling, 1-word, 2-word/telegraphic, sentences).
10-7. Compare the behavioral, inborn and cognitive scientists’ view of language development.
10-8. Discuss the interplay between language and thought. (linguistic determinism)
11-1. Define intelligence.
11-2. Describe factor analysis and Spearman’s concept of general intelligence (g).
11-3. Describe Gardner’s multiple intelligences and the Savant syndrome.
11-4. Describe Sternberg’s 3 aspects of successful intelligence.
11-5. Describe 4 components of emotional intelligence (perceive, understand, manage, use).
11-6. Describe the 5 components of creativity.
11-7. Relate the components of successful intelligence, emotional intelligence and creativity to your educational
experience at this school.
11-8. Discuss the neurological relations to intelligence.
11-9. Summarize the origins of intelligence testing and the Stanford-Binet Intelligence test.
11-10. Differentiate aptitude tests from achievement tests.
11-11. Describe the Wechsler Adult Intelligence Scale-the most widely used intelligence test.
11-12. Describe the principles of test construction (standardization, reliability and validity).
11-13. Differentiate criterion, content validity and predictive validity.
11-14. Relate intelligence testing objectives to possible correlational research questions.
11-15 . Summarize genetic and environmental influences on intelligence.
11-16 . Summarize ethnic and gender differences and similarities on intelligence test scores.
11-17. Relate the scientific meaning of bias and stereotype threat to the SAT/ACT.
10/11-1. Identify the following major historical figures/contributors in psychology relevant to this Area:
a. Alfred Binet, Howard Gardner, Robert Sternberg, David Wechsler and Charles Spearman
b. Francis Galton
c. Louis Terman
Course End Project Presentation on Research Methods (see next 2 pages)
AP Psychology 1st Semester Project Requirements
1. Intent: Apply your knowledge of the scientific method to design and present an experimental or
correlational research study and critically evaluate your study’s strengths, weaknesses, and alternatives.
2. Group size: Each project will involve two students, working collaboratively to produce one written
product and presentation for the same grade (100pts=test equivalent). Submit your proposed topic and
group composition to me NLT 1 OCT.
3. Requirements: There are 5 major parts to the written project (max of 8 pages, typed, double spaced-80
points) and one oral presentation (max of 10-15 minutes-20 points).
a. Introduction. Identify a research question to investigate scientifically. State the variables and
why this question warrants further study. This must be a correlational or experimental research
study that YOU design to study a research question. You cannot replicate a prior study; however,
you will consult other studies to help guide you in your design.
b. Literature Review. Use five sources from professional science journals to summarize literature
relevant to your research question. Review major findings and adequately cite those sources in
c. Method. Design the research study using the research design handout from area one of the course
(on back of this page), describing all aspects of your design.
d. Results. Summarize anticipated results you would expect to result from your research study and
relate it to the p-value of the inferential statistics you would set. You WILL NOT conduct the
actual study, but infer what results you would expect to observe in your study.
e. Discussion. Relate your anticipated results to the results from your literature review. Discuss the
advantages and disadvantages of conducting your research using the design you selected (e.g.
experimental or correlational). Discuss ethical considerations and other possible research
approaches to further explore your research question. Relate your study to a dominant
psychological perspective we explored in the prologue of the text.
f.Oral Presentation. Both individuals of the group will present portions of their research project in
class using a PPT presentation. You are responsible for arriving early to class to ensure your
presentation functions on the computer.
g. Peer Report: Your team member will rate your contributions to the project (evaluation handout
completed after presentation). If a team member does not adequately contribute to the project,
they will receive a LOWER Grade than the report grade, based on their lack of support to
the team project.
4. DUE DATE: All written projects and the PPT presentation slides (6 slides per page format) are due
THURS 3 Dec. Oral presentations will begin that day and beyond using a sign-up sheet.
Area VI: Motivation, Emotion and Stress
Wks 1-3, Chpts 12, 13 & 14
Motivation (Hunger, Achievement at work, Sex, Belonging)
12-1. Define motivation.
12-2. Describe the following three perspectives of motivation:
a. Instinct theory.
b. Drive-reduction theory.
c. Theory of Optimum Arousal-TOLA (also see p.517-fig.13.3).
d. Maslow’s Hierarchy of needs.
12-3. Describe the physiology of hunger.
12-4. Describe the psychology of hunger to include eating disorders.
12-5. Summarize the three subfields of psychology that explore motivation at work.
12-6. Explain achievement motivation (see professor slides too).
12-7. Contrast task and social leadership styles.
12-8. Compare the great person theory of leadership and transformational leadership.
12-9. Describe the 4 stages of the sexual response cycle.
12-10. Describe the 3 factors that influence sexual motivation (Fig. 12-8).
12-11. Discuss the variation of adolescent sexuality across culture and time.
12-12. Discuss the nature-nurture debate toward sexual orientation.
12-13. Given a situation, explain behavior in terms of selected theories of motivation.
13-1. Given a situation, explain emotional responses in accordance with the following theories:
a. James-Lange Theory.
b. Cannon-Bard Theory.
c. Schachter’s Two-Factor Theory.
13-2. Explain how the spillover effect influences our experiences of emotion.
13-3. Relate emotional responses to the sympathetic and parasympathetic nervous systems (Review OBJ 2-2).
13-4. Explain the relationship between arousal, performance and task difficulty (TOLA).
13-5. Explain how nonverbal communication influences emotions.
13-6. Describe the three levels of analysis for the study of emotion.
13-7. Describe dimensions psychologists use to differentiate emotions (valence and arousal).
13-8. Describe fear and anger.
13-9. Compare the feel good, do good phenomena with subjective well being.
13-10. Relate the adaptation-level phenomenon and relative deprivation concept to happiness.
13-11. List predictors of happiness and research based techniques to enhance mood and satisfaction with life.
14-1. Define stress.
14-2. Given a situation, explain cognitive, emotional, physiological & behavioral responses to stress.
a. Describe the Fight-or-Flight Response and cognitive appraisal.
b. Describe each stage of Selye’s General Adaptation Syndrome (GAS).
c. Emotions commonly elicited.
d. Behavioral (Frustration-Aggression Hypothesis, Self-Indulgence, Coping, Learned Helplessness &
Impaired task performance)
14-3. Describe the effects of stress on physical health.
a. Personality (Type A vs. B) and heart disease.
b. Other diseases (psychophysiology illness, heart disease, headaches, etc).
c. Immune functioning.
14-4. Describe techniques to moderate the impact of stress (cope).
12/13/14. Identify the following major historical figures/contributors in psychology relevant to this Area:
a. Alfred Kinsey
b. Abraham Maslow
c. Stanley Schachter
d. Hans Selye
TEST on Chpts 12, 13 & 14
Area VII: Social Psychology
Wks 4-5, Chpt 18
18-1. Describe social psychology.
18-2. Describe attribution theory and the fundamental attribution error.
18-3. Given a situation, explain the attributed cause for a given behavior and the impact on subsequent behavior.
18-4. Define attitude.
18-5. Explain the interaction of attitudes and actions and the central route to persuasion.
18-6. Contrast the foot-in-the door phenomenon with the door-in-the-face phenomenon.
18-7. Describe how role-playing affects attitudes using Zimbardo’s Stanford Prison Study.
18-8. Illustrate cognitive dissonance theory with a school situation involving regulations.
18-9. Differentiate conformity and obedience.
18-9b. Differentiate normative and informational social influence.
18-10. Given Asch’s conformity experiment, describe the group and individual factors that increase conformity.
18-11. Given Milgrim’s obedience experiment, describe conditions that influence obedience.
18-12. Relate principles of conformity and obedience to other situations such as Abu Ghraib and My Lai.
18-13. Illustrate the concepts of social facilitation, social loafing and deindividuation of individual behavior in
18-13b. Given a situation, describe the influence of groupthink (Janis).
18-13c. Illustrate the concepts of personal control, social control and minority control to the power of individuals.
18-14. Differentiate prejudice and stereotypes.
18-15. Describe the development of prejudice using the following theories:
d. In-group versus Out-group.
e. Cognitive roots such as categorization, vivid cases, and ‘just-world phenomenon’
18-16. Describe how prejudice is maintained by: (Not in text)
a. Biases in Attribution.
b. Stereotyping and Person Perception.
c. Observational Learning and Operant Conditioning.
18-17. Describe four conditions that help reduce prejudice. (Not in text)
a. Norms of Equality.
b. Interdependence and Cooperation.
c. Close Sustained Contact.
d. Equal Status.
18-18. Illustrate the biological and psychological factors that influence aggression using specific examples.
18-19. Discuss the possible influence of media/videogame violence on aggressive behavior and research methods to
examine the influence.
18-20. Relate conflict to the concept of social traps.
18-21. Describe the factors that influence attractiveness (proximity-mere exposure effect, physical attractiveness
18-22. Differentiate passionate love from companionate love and factors that influence relationships.
18-23. Illustrate the following concepts of altruism using specific examples:
a. Given an emergency situation, explain the factors influencing the Bystander effect. (Also relate factors
to the Kitty Genovese case).
b. Social exchange theory.
c. Reciprocity norm.
d. Social-responsibility norm
18-24. Describe factors that influence peacemaking (Cooperation, communication, conciliation-GRIT)
18-25. Anticipate the impact of behavior on a self-fulfilling prophecy (Rosenthal/Pygmalion effect)
18-26. Identify the following major historical figures/contributors in psychology relevant to this Area:
a. Solomon Asch
b. Leon Festinger
c. Stanley Milgram
d. Philip Zimbardo
e. Irving Janis
TEST on Chpt 18.
Area VIII: Personality and Abnormal Psychology
Wks 6-9, Chpts 15 & 16 (Completes 3rd Qtr)
15-1. Describe the concept of personality.
15-2. Describe personality development in terms of Freud’s psychoanalytic theory.
a. Exploring the unconscious (psychoanalysis, free association, levels of consciousness)
b. Structure of personality (id, ego, superego)
c. Psychosexual stages of personality development
d. Fixation, to include the consequences of fixation on adult behavior.
e. Defense mechanisms (purpose and various types).
f. Techniques to assess the unconscious.
g. Evaluate the psychoanalytic perspective (criticisms and subsequent research/support).
15-3. Describe the humanistic perspective of personality development in terms of Maslow’s and Rogers’ theories.
a. Self-actualization (NOTE: Refer back to OBJ 12-2).
c. Need for positive regard.
d. Unconditional positive regard.
e. Conditional positive regard.
f. Conditions of worth and consequences.
g. Evaluate the humanistic perspective.
15-4. Describe the trait perspective of personality development.
a. Eysenck & Eysenck Two Personality Factors.
b. Factor Analysis
c. Personality inventories (MMPI)
d. Big Five personality factors.
e. Evaluate the trait perspective.
15-5. Describe the Social-Cognitive perspective of personality development.
a. Reciprocal influences.
b. Personal control (Locus of control and Learned helplessness)
c. Optimism: Describe Seligman’s Positive psychology.
d. Evaluate the social-cognitive perspective.
15-6. Describe research on the Self.
a. Spotlight effect.
b. Self-Esteem and cultural influences.
c. Self-serving bias (relate to attributions).
d. Contrast individualism and collectivism.
e. Terror-management theory
15-7. Evaluate, compare and contrast the theories of personality development.
15-8. Identify the following major historical figures/contributors in psychology relevant to this Area:
a. Alfred Adler (Recall Freud, Jung, Maslow, Bandura and Rogers)
b. Paul Costa and Robert McCrae
TEST on CHPT 15
16-1. Define psychological disorders.
16-2. Describe attention-deficit hyperactivity disorder (ADHD)
16-3. Differentiate the medical model and bio-psycho-social perspective to psychological disorders.
16-4. Describe the purpose of the DSM-IV.
16-5. Differentiate neurotic disorders from psychotic disorders.
16-6. Given a situation, classify the following disorders and discuss the etiology (psychological(learning/social-
cognitive) vs. biological explanations) and diagnostic criteria that lead you to that classification.
a. Anxiety disorders (generalized anxiety, panic disorder, phobia, PTSD or obsessive-compulsive).
From handout from class
b. Mood disorders (major depressive, mania, bipolar).
c. Describe myths and warnings of suicide.
d. Dissociative disorders (dissociative and dissociative identity, amnesia, fugue/multiple personalities).
e. Somatoform disorders (conversion disorder and hypochondriasis).
f. Substance Use disorders.
g. Identify characteristics and behavioral tendencies of those who commit suicide.
h. Schizophrenia (paranoid, disorganized, catatonic, undifferentiated, residual).
i. Personality (avoidant, schizoid, histrionic, narcissistic, borderline, antisocial).
16-7. Identify the positive and negative consequences of diagnostic labels (e.g., the Rosenhan study)
16-8. Discuss the intersection between psychology and the legal system (e.g., confidentiality, insanity defense).
TEST on Chpt 16
Area IX: Treatment of Psychological Disorders
Wks 10-12, Chpt 17 & supplemental reading on Basic Counseling Fundamentals
17-1. Define psychotherapy.
17-2. Describe the eclectic approach to psychotherapy.
17-3. Given a situation, identify the following psychological therapies and discuss the goal and process
a. Psychoanalysis (Freud-free association, dream analysis, interpretations, resistance, transference)
b. Client-centered (Rogers-nondirective therapy, active listening, empathy, unconditional positive regard
c. Behavior therapies. (counterconditioning, aversive conditioning, systematic desensitization, exposure
therapy, progressive relaxation, virtual reality exposure therapy, behavior modification & token economy).
d. Cognitive therapy (Beck).
e. Cognitive-behavior therapy (Ellis) & Stress-inoculation training (Meichenbaum).
f. Group and family therapy.
g. Social skills training.
17-4. Evaluate the effectiveness of the psychological based on research findings
a. Client vs. Clinician perspectives
b. Placebo effect vs. regression toward the mean phenomenon.
c. Outcome research (Meta-analysis).
17-5. Describe alternative therapies (Therapeutic touch, EMDR, Light exposure for SAD)
17-6. Describe commonalities among psychotherapies.
17-7. Differentiate the training and focus of psychological therapy professionals (clinical psychologists, social
workers, counselors and psychiatrists).
17-8. Describe the following biomedical therapies-include the goal and process:
a. Psychopharmacology (Anti-psychotic/anxiety/depressant drugs and tardive dyskinesia).
b. Electroconvulsive therapy (ECT).
c. Repetitive transcranial magnetic stimulation (rTMS).
d. Psychosurgery (lobotomy).
e. The Biopsychosocial approach to therapy.
Supplemental Reading on Counseling Fundamentals
17-9. Apply basic communication skills in a personal counseling situation.
a. Define the goal of counseling.
b. Describe five stages of the counseling process. (prepare, establish relationship/identify the problem,
develop solutions, take action, follow-up).
c. Describe and demonstrate the following important considerations for an effective counseling situation:
(1) Physical environment.
(2) Attending posture (use the acronym SOLER).
(3) Listening skills.
(4) Questioning skills.
17-10. Identify the following major historical figures/contributors in psychology relevant to this Area:
a. Aaron Beck (Recall Freud, Rogers, Skinner, Rogers)
b. Albert Ellis
c. Mary Cover Jones
d. Joseph Wolpe
TEST on Chpt. 17 & supplemental reading on counseling
Area X: Review of Psychology, Semester Project Presentations & AP Exam
Wks 13-18, Chpts 1-18 (Completes Spring Term)
Review for AP Psychology Exam
Project Presentations on Psychological Topic of Interest (Guidelines below)
AP Psychology Exam- TUES 11 MAY
AP Psychology 2nd Semester Project Requirements
1. Intent: Research and present a psychological topic of your interest to the class. Apply your knowledge of
the possible causes, sustainment and possible modification, treatment, practices, alternatives or research
that may improve/enhance the conditions/situation of your topic.
2. Group size: Each project will involve one or two students, based on student preference. Teams will work
collaboratively to produce one written product and presentation for the same grade.
3. Group topic: Submit your proposed topic and group composition to me NLT ‘FRI the 12th’of FEB. You
must receive approval for your topic and any revisions/changes to your originally proposed topic.
4. Requirements: There is a written project (max of 8 pages, typed, double spaced-70 pts), video/role-play
demonstration (15 pts) and an oral presentation (max of 25 minutes-15 pts).
a. Introduction. Identify your topic of interest and describe its importance in the study of
psychology. You cannot copy a prior report/summary; however, you will consult other studies to
help guide you in your report.
b. Literature Review. Use a MINIMUM of five sources from professional science journals to
summarize literature relevant to your topic. You may use additional sources for background
information, however, you MUST cite ALL resources used in your paper and FIVE of them
must be from professional journals. SEE ME if you need clarification. Review major findings
from your review of the research for possible causes, sustainment and possible modification,
treatment, practices, alternatives that may improve/enhance the conditions/situation of your topic.
c. Future Research. Identify a specific research question related to your topic that you would be
interested in further exploring. Describe two possible research approaches (e.g. case study,
correlational, experimental research, etc.) you could use to investigate that research question and
BRIEFLY describe how you could possibly do that research. Discuss the ethical considerations to
consider in your research approach.
d. Relevance to AP Psychology. Relate your topic to specific concepts, theories and examples
discussed in our course. Ensure you highlight the major links in your briefing. Also distribute a
one page typed handout (front/back, single-spaced) to your classmates identifying specific
psychological concept links (minimum of 25 total) to EVERY chapter in the text, including the
prologue. This handout will serve as a great review for you and your classmates. Include the
handout as an appendix.
e. Film clip or role play demonstration: You must provide a short 2-5 min. film clip or conduct a
student role-play to illustrate an aspect of your research topic.
f. Oral Presentation. Both individuals of the group will present portions of their research project in
class using a PPT presentation. You are responsible for arriving to class early or coordinating the
day prior to ensure your presentation & video functions on the computer. The instructor will
simply login to the computer and you will take charge.
g. Peer Report: Your team member will rate your contributions to the project (evaluation handout
completed after presentation). If a team member does not adequately contribute to the project,
they will receive a LOWER Grade than the report grade, based on their lack of support to
the team project.
5. DUE DATE: All written projects and the PPT presentation slides (6 slides per page format) are due MON
12 APR. Oral presentations will begin that day and beyond using a sign-up sheet.