32 Week SyllabusClass : AP PsychologyCourse Number: 2107800PCredit: 1 Overview:The AP course is taught as a 32 week course that meets every other day (similar to a college course) the curriculum is driven by course requirements that come from the AP College Board organization. The 32 Week program is dictated by the school year beginning around August 20 and AP testing taking place is Mid-May. The AP Psychology course is designed to introduce students to the systematic and scientific study of the behavior and mental processes of human beings and other animals. Students will be exposed to the psychological facts, principles, and phenomena associated with each of the major subfields within psychology. They will also learn about the ethics and methods psychologists use in their science and practice. Major content areas covered by the AP examination include, history and approaches, research methods, biological bases of behavior, sensation and perception, states of consciousness, learning, cognition, motivation and emotion, developmental psychology, personality, testing and individual differences, abnormal psychology, treatment of psychological disorders, and social psychology. Coursework will include college level reading and writing, individual and group laboratories and projects, supplemental summer reading, and journaling. Students will be evaluated on their coursework and assessment methods will be modeled after the AP Psychology Examination in which students are expected to complete timed multiple choice questions and free response essays. Course Materials: Annenberg/CPB Multimedia Collection. Discovering Psychology series. Produced by WGBH Boston with the American Psychological Association, 1990. Meyers, David. Psychology. 7th ed. New York: Worth. 2005Weiten, Wayne: Psychology, Themes and Variations, 7th ed, Thompson/Wadsworth. Kasschau, Richard A.: Understanding Psychology, Glencoe McGraw-Hill, 2003 GradingYour grade will be determined by your performance on tests and assignments, and on classroom participation. The grading scale is: 90%=A 80%=B 70%=C 60%=DRequired MaterialsFor the course you will need an erasable pen, pencils, a computer disk, a three ring binder, a highlighter, loose-leaf paper and a manila file folder. Use loose-leaf paper only. Never rip paper out of a spiral notebook! A small scratch paper pad would also be handy for classroom demonstrations. In the binder, you should keep all handouts, class notes, notes from the text, study guides, and returned papers. Success in this class and ultimately on the AP Exam depends on good organization. (Please do NOT use your book as a folder!) Policies and Pet Peeves•Unless otherwise indicated, all written work must be typed or word-processed. Save everything on a disk! If assignment does not need to be typed, use ink and loose-leaf paper.•In class, written work MUST be on loose-leaf paper only. Paper from a spiral notebook will NOT be accepted!•Assignments are due at the BEGINNING of the class period. •Make-up work is a teacher’s nightmare. If you have an excused absence you could not anticipate (e.g. illness or family emergency) on the day of a test, or the day an assignment is due, you should be prepared to take the test or turn in the work on the day you return to school. For assignments assigned on the day of the absence, you will be given 2 days to make up work for each day that you are excused absent. A shopping trip to New York is not an excused absence! Be sure to get assignments as soon as you return to class. Late work will be given no credit. If you have an excused absence that you know about in advance (e.g. college visits, school activities), work must be completed before the absence. *Assignments are posted on Blackboard on the internet and are in the make-up book in the classroom. You should check BOTH of those places when you are absent. Be sure to get notes from your study partner.• DON”T CHEAT! The damage to your integrity and reputation is difficult, if not impossible to repair. Please be aware that cheating on a test will result in a failing grade. Plagiarism will also result in a failing grade. Be sure to use citations!• Please put your name and class period on all assignments and tests. The AP Exam The AP Exam in Psychology is approximately two hours long and includes a 70-minute multiple choice section and a 50-minute free response section. The multiple-choice section contains 100 questions and accounts for 2/3 of the grade. The free-response section consists of two essays and accounts for 1/3 of the grade.The exam is scored on a five-point scale: 5=extremely well qualified 4=well qualified 3=qualified 2=possibly qualified 1=no recommendationMost colleges grant credit and placement for a score of 3 or above. Some require a 4 or 5. You should check with the college or university you plan to attend.Please keep in mind that your level of motivation is much more important than your ability level. If you want to succeed in the course and if you are willing to put in the necessary effort, you will succeed. Attitude, study skills, determination and discipline count for more than intelligence. Course Outline:
Unit I. History and Approaches (2-4%)
A. Logic, Philosophy, and History of
Science
B. Approaches
1. Biological
2. Behavioral
3. Cognitive
4. Humanistic
5. Psychodynamic
6. Sociocultural
Unit II. Methods (6-8%)
A. Experimental, Correlational, and Clinical
Research
1. Correlational (e.g., observational,
survey, clinical)
2. Experimental
B. Statistics
1. Descriptive
2. Inferential
C. Ethics in Research
Unit III. Biological Bases of Behavior (8-10%)
A. Physiological Techniques (e.g., imaging,
surgical)
B. Neuroanatomy
C. Functional Organization of Nervous
System
D. Neural Transmission
E. Endocrine System
F. Genetics
Unit IV. Sensation and Perception (7-9%)
A. Thresholds
B. Sensory Mechanisms
C. Sensory Adaptation
D. Attention
E. Perceptual Processes
Unit V. States of Consciousness (2-4%)
A. Sleep and Dreaming
B. Hypnosis
C. Psychoactive Drug Effects
Unit VI. Learning (7-9%)
A. Biological Factors
B. Classical Conditioning
C. Operant Conditioning
D. Social Learning
E. Cognitive Processes in Learning
Unit VII. Cognition (8-10%)
A. Memory
B. Language
C. Thinking
D. Problem Solving and Creativity
Unit VIII. Motivation and Emotion (7-9%)
A. Biological Bases
B. Theories of Motivation
C. Hunger, Thirst, Sex, and Pain
D. Social Motives
E. Theories of Emotion
F. Stress
Unit IX. Developmental Psychology (7-9%)
A. Life-Span Approach
B. Research Methods
C. Heredity-Environment Issues
D. Developmental Theories
E. Dimensions of Development
1. Physical
2. Cognitive
3. Social
4. Moral
F. Sex Roles, Sex Differences
Unit X. Personality (6-8%)
A. Personality Theories and Approaches
B. Idiographic and Monothetic Research
C. Assessment Techniques
D. Self-concept, Self-esteem
E. Growth and Adjustment
Unit XI. Testing and Individual Differences (5-7%)
A. Standardization and Norms
B. Reliability and Validity
C. Types of Tests
D. Ethics and Standards in Testing
E. Intelligence
F. Heredity/Environment and Intelligence
G. Human Diversity
Unit XII. Abnormal Psychology (7-9%)
A. Definitions of Abnormality
B. Theories of Psychopathology
C. Diagnosis of Psychopathology
D. Anxiety Disorders
E. Somatoform Disorders
F. Mood Disorders
G. Schizophrenic Disorders
H. Organic Disorders
I. Personality Disorders
J. Dissociative Disorders
Unit XIII. Treatment of Psychology Disorders (5-7%)
A. Treatment Approaches
1. Insight Therapies:
Psychodynamic/Phenomenological
Approaches
2. Behavioral Approaches
3. Cognitive Approaches
B. Modes of Therapy
C. Community and Preventive Approaches
Unit XIV. Social Psychology (7-9%)
A. Group Dynamics
B. Attribution Processes
C. Interpersonal perception
D. Conformity, Compliance, Obedience
E. Attitudes and Attitude Change
F. Organizational Behavior
G. Aggression/Antisocial Behavior
Weekly Plan by Unit UNIT I HISTORY AND APPROACHES Objectives
- provide a definition of psychology.
- understand why psychology is deemed a science
- discriminate from among the different subfields of psychology and provide some examples.
- provide examples of the relevant enduring issues in the field.
- match the historical figures in the field with their theories.
- identify the three main stages in the historical development of psychology.
- describe the major paradigms (theories) in the field.
- differentiate between the terms "race" and "ethnicity."
- describe and provide examples for the various research methods.
- explain the strengths and weaknesses for the various research methods.
- compare and contrast the educational backgrounds from among the various clinicians
Psychological PerspectivesØ The Science of Psychology- from Smith/Davis
Ethical GuidelinesØ Power Point Great Thinkers in Psychology Question for students to be answer.1. Trace the views of prescientific thinkers regarding the origins of knowledge and how the mind and body relate.
2. Discuss early psychologists' efforts to understand the structure and functions of the mind.
3. Describe psychology's concerns regarding stability and change, rationality and irrationality, and nature and nurture.ActivitiesDemonstration of neural transmission to explain scientific method.
Scientific American Frontiers video with Alan Alda
Psychsim software programs “Descriptive Statistics” and “Correlation”
Coin toss – “How random is random?”
Video The Mind Nature/Nurture Interaction
Standard Deviants Psychological Experiments
Video from the APA “The contributions and Importance of Nonhuman Animal Research in Psychology” or
The Importance of Laboratory Animal Research in Psychology: Psychopharmacology Review ActivitiesCompanion Website - see links
Workbook
Practice tests from test data bank
Quick Study – Psychology (laminated folder)
Barron’s and others have AP Psych study guides
Compilation Vocabulary UNIT II RESEARCH METHODSObjectives: · define the scales of measurement · define the measurements of central tendency and explain the differences between mean, mode, and median · identify a normal curve, and skewed and bimodal distribution · define standard deviation · define, understand, and analyze scatter plot diagrams · define meta-analysis · plan, execute, and analyze questionnaire-based research in a group settingWeek Two Intro to PsyText book: Pages 18-35Ø Psychology Today: Research Areas and SpecialtiesØ Developing Study habits and reading skills/strategies for PsychologyØ Critical thinking skills Week Three Research MethodsTextbook:37-69, Appendix BØ Internal Assessment preparationØ VariabilityØ CorrelationØ Hypothesis testingØ Statistical significanceØ Statistics and EmpiricismØ Scientific approachØ Looking for causesØ Statistics and researchØ Evaluating researchØ Do the ends justify the meansØ Ethics Questions for student to answer. 1. Explain the value of artificiality simplified laboratory conditions in learning about principles of behavior, and discuss the generalizability of psychological research in terms of culture and gender. 2. Explain why psychologists study animals, and discuss the ethics of experimentation with both animals and humans
3. Describe how personal values can influence psychologists' research and its application, and discuss the possibility for misuse of research findings UNIT III BIOLOGICAL BASES OF BEHAVIOR Objectives
- Describe the structure of the neuron. Trace the path of a neural impulse, and explain how it transmits messages from cell to cell.
- Explain how neurons communicate. Identify the roles of neurotransmitters and receptors. Describe the effects of drugs on the synapse.
- Describe the divisions and structures of the brain, and explain the role of each.
- Identify the functions of the sensory and motor projection areas. Describe the abilities of the two hemispheres of the cerebral cortex.
- Describe the structure and function of reticular formation, limbic system, and spinal cord.
- Identify the divisions of the peripheral nervous system and the autonomic nervous system, and explain how they work together to regulate the glands and smooth muscles of the body.
- Describe the functions of the endocrine system. Explain how hormones released by the endocrine system affect metabolism, blood-sugar level, sex characteristics, and the body's reaction to stress.
- Describe the structure of chromosomes and the role they play in inherited traits and characteristics.
- Explain the concepts of dominant and recessive genes.
- Identify several approaches to studying heritability of a trait.
Workbook
Practice tests from test data bank
Quick Study – Psychology (laminated folder)
Barron’s and others have AP Psych study guides
http://www.epub.org.br/cm/n01/arquitet/architecture_i.htm Videos
The Mind. Endorphins: The Brain’s Natural Morphine Overview of Brain Organization, The Story of Phineas Gage, Split Brain, Brain Anomaly and Plasticity: Hydrocephalus.
UNIT IV SENSATION AND PERCEPTION Objectives: · Describe the difference between the absolute threshold and the difference threshold. · Trace the path of light from the time it enters the eye until it reaches the receptor cells. · Distinguish between rods and cones, and list their characteristics and functions with respect to light, color, and how they connect to other cells. · Explain how messages entering the eye are processed in the visual system. · Describe the three basic properties of color. Distinguish between additive and subtractive color mixing. Describe the two main theories of color vision. · Identify the characteristics of sound, and state the two theories of pitch discrimination. · Describe the structure of the ear, and explain the functions of the various component parts. · Explain the importance of kinesthetic and vestibular senses, and describe the functions of the two. · Describe the skin as a sense organ, and explain smell and taste. · Define perceptual constancy and identify four kinds. Identify the contributions of both monocular and binocular cues of depth. Week Six Sensation and PerceptionTextbook: pages 124-165Ø PsychophysicsØ Our sense of sight: The visual systemØ HearingØ Chemical SensesØ TouchØ Other Senses Questions for students to answer 1. Contrast the process of sensation and perception. 2. Distinguish between absolute and difference thresholds and discuss research findings on signal detection and subliminal stimulation. 3. Discuss whether subliminal stimuli are sensed and whether they are persuasive. 4. Describe the phenomenon of sensory adaptation and show how it focuses our attention on changing stimulation. Additional Activities/Topics
Nearsighted, Farsighted or Astigmatic?
Subliminal MessagesTwo Point Threshold
Motion Detection
How large is your fovea?
Stretching Motion Detectors
Psychsim software “The Auditory System”Perception: A cross-cultural perspective from the work of David MatsumotoPulfrich Pendulum Effect
Visual illusions
Stereoscopic Vision
Displaced Vision
Motion illusions on the internetReview Activities
Companion Website see "links"
Practice tests from test data bank
Quick Study – Psychology (laminated folder)
Barron’s and others have AP Psych study guides
Compilation VocabularyVideo
The Brain “Visual Information Processing: Perception”, “Tactile Visual Substitution”, “Perception: Inverted Vision” UNIT V STATES OF CONSCIOUSNESS Objectives
- Explain daydreaming.
- Describe the stages of sleep.
- Explain why REM sleep is also called paradoxical sleep.
- Define the sleep disorders of insomnia, narcolepsy, and apnea.
- Explain the theories of the nature and content of dreams.
- Explain the difference between substance abuse and substance dependence.
- Explain the effect of depressants, stimulants, and hallucinogens.
- List two negative effects of each of the following drugs: alcohol, marijuana, amphetamines, barbiturates, the opiates, cocaine, and the hallucinogens.
- Explain the biological, psychological, social, and cultural factors related to addiction.
- Describe meditation and hypnosis
Sleep labs – a personal experience!
Review of drug/neurotransmitter action p.47
The addictive personality. http://health.bcbstx.com/archive/200011-healthy_personality.htmKeep a sleep journal for a two-week period.
Psychsim software “EEG and Sleep Stages”Video
The Mind Hypnotic Dissociation and Pain Relief, Depressants and Their Addictive Effect on the Brain and Alcohol Addiction: Hereditary Factors, Sleep and Circadian Rhythms, Circadian Rhythms: Variable Work Schedules and REM Sleep and Dreaming.Review ActivitiesCompanion Website see "links"
Workbook
Practice tests from test data bank
Quick Study – Psychology (laminated folder)
Barron’s and others have AP Psych study guides
Compilation Vocabulary UNIT VI LEARNINGObjectives: · Define learning.
· Define: unconditioned stimulus, unconditioned response, conditioned stimulus, and conditioned response.
· Describe the experiment with little Albert. Describe desensitization therapy.
· Distinguish between classical and operant conditioning. · Explain the principle of reinforcement. Define primary reinforcer and secondary reinforcer, and give examples of each. · Define positive reinforcement, negative reinforcement, punishment, and avoidance training. · Explain these processes: extinction, spontaneous recovery, stimulus generalization, discrimination, and higher-order conditioning. · Identify four schedules of reinforcement and the pattern of response associated with each. · Explain contingency theory. · Describe latent learning, insight, and observational learning. Week Nine LearningText book: 220-242Ø Classical ConditioningØ Operant Conditioning Week Ten Learning Text book: 243-258Ø The study of conditioningØ Observational LearningØ Self control through behavior modificationØ Pavlov and Persuasion Questions for students to answer 1. Discuss the nature and importance of experience in learning and describe the role of association in learning. 2. Describe the nature of classical conditioning, and show how it demonstrates associative learning. 3. Explain the processes of acquisition, extinction, spontaneous recovery, generalization, and discrimination. 4. Discuss the importance of cognitive processes and biological constraints in classical conditioning. 5. Discuss the importance of Pavlov's work in classical conditioning and explain how Pavlov paved the way for the behaviorist position. 6. Describe the process of operant conditioning, including the procedure of shaping. 7. Identify the different types of reinforcers, and describe the four major schedules of partial reinforcement. 8. Discuss the effects of punishment on behavior. 9. Discuss evidence of the importance of cognitive processes and biological processes in operant conditioning. 10. Describe some major applications of operant conditioning. 11. Describe the process of observational learning as demonstrated by Bandura's experiments and discuss the impact of antisocial and prosocial modeling. 12. Bring a list of 10 - 20 advertisement or commercial slogans and the product they represent. Do not share or show others! ActivitiesIs signing a language?Matrix for reinforcement and punishment.
Stroop Test
Concept LearningCooties – Social Learning
Video
Psych 101
The Mind. Language Processing in the Brain, Human Language: Signed and Spoken
Psych 101. Language Development
The Brain:. Language and Speech: Broca and Wernicke's Area
Review Activities
Companion Website see "links"
Workbook
Practice tests from test data bank
Quick Study – Psychology (laminated folder)
Barron’s and others have AP Psych study guides
Compilation Vocabulary UNIT VII COGNITION Objectives: · Describe the path information takes from the environment to long-term memory. · Explain the characteristics of short-term and long-term memory. · Outline storage and retrieval in long-term memory. · Discuss explanations for forgetting. · Describe the different types of memory and their characteristic properties. · Define schema and how schemata are used. · Discuss how and why memories change over time. · Describe and explain the brain structures and regions that are the bases for memory. · Understand and use techniques for improving your memory. · Explain the special types of memory: childhood amnesia, extraordinary memory, flashbulb memories, eyewitness testimony, and recovered memories. · Define phonemes, morphemes, and grammar. · Distinguish between the concepts of "surface structure" and "deep structure." · Define cognition. Differentiate between images and concepts. Explain the use of prototypes. · Summarize the relationship between language and thinking. Explain Whorf's linguistic relativity hypothesis. Cite criticisms of Whorf's hypothesis. · Describe efforts to teach primates to use language. Discuss whether it has been established that other species share our ability to acquire and use language. · Describe the basic steps of problem solving. List and describe the four types of solution strategies. · Discuss various obstacles to problem solving. Describe four ways in which a person can become a better problem solver. · Distinguish between problem solving and decision making. · Compare two models of decision making, and explain why one leads to a better solution than the other. · Distinguish between heuristics and algorithms. Week Eleven Human Memory Text book: 262-285Ø Getting information into memoryØ Maintaining Information in the memoryØ Getting Information our of memoryØ When memory lapses Week Twelve Human MemoryText book: 287-300Ø The Physiology of MemoryØ Multiple Memory SystemsØ Improving everyday memoryØ Understanding the fallibility of eyewitness accounts Week Thirteen Language and ThoughtTextbook 304-337Ø Turning thoughts into wordsØ Problem solvingØ Decision MakingØ Shaping thought with language Questions for students to answer 1. Explain the process of encoding, and distinguish between automatic and effortful processing. 2. Discuss the importance of rehearsal, spacing, and serial position in encoding. 3. Explain the importance of meaning, imagery, and organization in the encoding process. 4. Distinguish between iconic and echoic memory. 5. Describe memory capacity and duration. 6. Discuss research findings on the physical basis of memory. 7. Contrast recall, recognition, & relearning measures of memory. 8. Describe the importance of retrieval cues, noting the effects of priming, context, and moods on retrieval. 9. Discuss forgetting as either a form of encoding failure or storage delay. 10. Discuss the role of interference and motivated forgetting in the process of retrieval failure. 11. Discuss the evidence for memory's being constructive. 12. Identify several ways in which real memories differ from false memories, and discuss whether children are credible eyewitnesses. 13. Describe the nature, function, and formation of concepts. 14. Discuss the major problem-solving strategies, and describe the nature of insight. 15. Identify obstacles to problem solving. 16. Describe the heuristics that guide decision making and explain how overconfidence and framing can affect judgement. 17. Describe how our beliefs influence our logical reasoning. 18. Describe the structure of language. 19. Trace the course of language acquisition, and discuss alternative theories of language development. 20. Discuss the impact of early experience on language development as revealed by cognitive neuroscience. 21. Discuss the relationship between thought and language. 22. Describe the research on animal communication, and discuss the controversy over whether animals have language. ActivitiesElizabeth Loftus The Myth of Repressed MemoriesAlice and the Seven Dwarfs
Video
The Mind. Life Without Memory: The Case of Clive Waring.
The Brain. Short-Term Memory: Mnemonic Strategies, The Locus of Learning and Memory, The Hippocampus and Memory
NOVA. The Face in the Mirror.
Review Activities
Companion Website see "links"
Workbook
Practice tests from test data bank
Quick Study – Psychology (laminated folder)
Barron’s and others have AP Psych study guides
Compilation Vocabulary UNIT VIII MOTIVATION AND EMOTION Objectives: · Define motive and emotion. Differentiate between the different theories of motivation. · Describe how hunger and thirst are controlled in the brain. · Define Anorexia Nervosa, Bulimia Nervosa, and list some factors that contribute to overeating and obesity. · List the biological factors involved in the sex drive. Discuss psychological influences on sexual motivation. · List the characteristics of the following stimulus motives: exploration, curiosity, manipulation, and contact. · Define aggression. Discuss three theories of aggressive behavior. · Distinguish between the motives for achievement and affiliation. · Identify the five categories in Maslow's hierarchy of motives. · Describe and differentiate among the James-Lange, Cannon-Bard, cognitive, and Izard's theories of emotion. · Describe the role of nonverbal communication, including facial expression, in emotion. · Define adjustment and stress. Identify sources of stress. · Describe the nature of pressure, frustration, conflict, and identify situations that produce each one. · Identify the five basic sources of frustration. · Give examples of each of the following: approach/approach conflict; avoidance/avoidance conflict; approach/avoidance conflict. · Describe primary and secondary appraisal, and distinguish between optimism versus pessimism. · Distinguish between direct coping and defensive coping. · Identify and characterize the three ways that people cope directly. · Discuss the psychological and physiological effects of stress on people. · Identify methods of reducing stress. Identify five sources of extreme stress. · Discuss the opposing views of what characterizes a well-adjusted individual. Week Fourteen Motivation and EmotionTextbook: 382-402Ø Theories and ConceptsØ The motivation of Hunger and eatingØ Sexual Motivation and behaviorØ In search of belongingness Week Fifteen Motivation and EmotionTextbook 403-422Ø In search of ExcellenceØ Elements of Emotional experienceØ Theories of EmotionØ HappinessØ Making sense out of controversy Week Sixteen Stress, Coping and HealthTextbook 522-558Ø StressØ TypesØ Responding to stressØ EffectsØ Health-Impairing behaviorØ Reaction to illness Questions for students to answer 1. Define motivation. 2. Discuss the three perspectives that have influenced our understanding of motivation. 3. Discuss Maslow's hierarchy of needs. 4. Discuss the basis of hunger in terms of physiology. 5. Identify the various hormones involved in appetite regulation, and explain how taste preferences are determined, 6. Describe the symptoms and possible causes of anorexia nervosa and bulimia nervosa. 7. View a video on Genie in class and prepare a case study. 8. Discuss whether survey research has contributed to our understanding of sexual behavior, and describe the human sexual response cycle. 9. Identify some common sexual disorders and their possible type of treatment. 10. Describe research findings on the nature of sexual orientation. 11. Discuss the origins of homosexuality, including both myths and recent research findings. 12. Discuss the significance of the need to belong, including its origin and benefits. 13. Explain the concept of flow, and identify the major subfields of industrial organizational (I/O) psychology. 14. Compare the nature, validity, and reliability of structured and unstructured interviews, describe several performance appraisal methods, and identify several possible errors in performance appraisal. 15. Describe the nature and origin of achievement motivation. 16. Discuss how managers can create a motivated, productive, and satisfied work force. 17. View a video in class on Motivation by Insight Media. 18. Discuss in class issues of Respecting Your Body. 19. Create in class a motivational page. 20. Review material in class on motivation, hunger, eating disorders, and the sexual response cycle. 21. Identify the three components of emotion. 22. Contrast and critique the James-Lange and Cannon=Bard theories of emotion and describe Schachter's two-factor theory of emotion. 23. Discuss evidence suggesting that some emotional reactions can precede cognition, and describe the two dimensions of emotion. 24. Describe the physiological changes that occur during the emotional arousal, noting the relationship between arousal and performance. 25. Discuss the research findings on the relationship between body states and specific emotions. 26. Discuss the effectiveness of the polygraph in detecting lies. 27. Discuss the gender and personality differences in nonverbal communication, and describe people's varying abilities to detect deceit. 28. Discuss whether the nonverbal expressions of emotion are universally understood, and describe the effects of facial expressions on emotion. 29. Discuss the significance of environmental and biological factors in the acquisition of fear. 30. Discuss the catharsis hypothesis and identify some of the advantages and disadvantages of openly expressing anger. 31. Identify some potential causes and consequences of happiness, and discuss reasons for the relativity of happiness, Activities
Efficacy of motivational speakers
The addictive personality - the difference between changing behavior and shifting behavior.
Psychsim: Hunger and the Fat Rat
Locus of control self-rating evaluation
Video
CD What is "Human Factors Psychology"
Psych 101 Motivation and Hunger
Psych 101 Emotional DevelopmentThe Brain. Stress: Locus of Control and Predictability, and Emotions Stress and health.
Psych 101. Health, Mind and Behavior
Review Activities
Companion Website see "links"
Workbook
Practice tests from test data bank
Quick Study – Psychology (laminated folder)
Barron’s and others have AP Psych study guides
Compilation Vocabulary UNIT IX DEVELOPMENTAL PSYCHOLOGYObjectives· Distinguish between the longitudinal and cross-sectional methods as they relate to the study of development. List the disadvantages of the methods and how the disadvantages can be overcome. · Describe prenatal, infant, and child development. · What are the four stages of Piaget's theory of cognitive development? Explain moral development. · Trace language development from infancy through age 5 or 6. · Explain the importance of secure attachments between a caregiver and child. · Explain how sex-role identity is formed. · Summarize the important physical and cognitive changes that the adolescent undergoes during puberty. · Discuss the four problems of adolescence: self-esteem, depression, suicide, and violence. · Identify the central concerns and crises that characterize the young, middle, and late adulthood stages. · Identify Elisabeth Kubler-Ross' five sequential stages through which people pass as they react to their own impending death. Week Seventeen Human Development Textbook: Pages 426-466Ø Prenatal DevelopmentØ ChildhoodØ AdolescenceØ AdulthoodØ