Name:
Ms. Mosier
AP Psychology
AP Psychology Summer Homework
Next year, you will be studying about the human mind and its functions, where personality comes from, how individuals
develop, etc. Psychology is a social science, wherein we use the logical scientific method to study human society and
social relationships. Psychologists theorize, philosophize, conduct experiments and studies, and publish results in
magazines and journals all over the world.
Your assignment is to research the work of some famous psychologists listed below. Present what you have
learned about THREE of the psychologists and their theories in a scholarly article for each psychologist. You can find an
experiment which provides evidence for each of the theories below. Remember to describe accurately the method and
results of the psychologists. If you are struck by creative genius and decide to include an advertisement for a
pharmaceutical drug or a particular kind of therapy (client-based, gestalt, psychoanalysis, etc.) that demonstrates its
relevance, that could earn you extra points!
Psychologist
Thomas Young and Hermann
von Helmholtz – YoungHelmholtz Theory
France Joseph Gall Phrenology
John Harlow - Phineas Gage,
Personality
Year
Psychologist
1802
Herman Ebbinghaus –
Forgetting Curve
1808
1848
Edward Thorndike – Puzzle
Boxes, Law of Effect
Sigmund Freud – The
Interpretation of Dreams
Year
Psychologist
Year
1885
Abraham Maslow –
Hierarchy of Motives
1954
1898
Harry Harlow - Attachment
1959
1900
Paul Broca – Broca’s Area
1861
Ivan Pavlov - Conditioning
1905
Francis Galton – Hereditary
Genius
1869
John B. Watson –
Behaviorism, Little Albert
1920
Carl Wernicke – Wernicke’s
Area
1874
Solomon Asch - Conformity
1950
Stanley Milgram –
Obedience to Authority
Richard Atkinson and
Richard Shiffrin – Memory
Model
Albert Bandura – Social
Learning Theory,
Bobo Doll Experiment
Claude Steele and Joshua
Aronson - Stereotype Threat
1963
1968
1971
1995
Below is the rubric on which your assignment will be graded. Familiarize yourself with this before you start researching
any of the above topics so you know what to focus on. Attached on the back of this sheet is an example article. Feel free
to follow the format used in the example.
Rubric:
Article begins with an introduction of the psychologist or theory and describes
their major contribution to the field of psychology.
Psychologist’s experiment, method, and data are clearly explained and
effectively communicated to an academic audience.
Article is in the correct lab format, correctly uses APA-style citations in their
Works Cited.
Extra Credit: Include a tasteful advertisement for a treatment option for
someone suffering from a disorder which is relevant to the article.
Total
Article 1
/5 pts
x3
/5 pts
x3
/5 pts
x3
/5 pts
Article 2
/5 pts
x3
/5 pts
x3
/5 pts
x3
/5 pts
Article 3
/5 pts
x3
/5 pts
x3
/5 pts
x3
/5 pts
/15 pts
/15 pts
/15 pts
Name:
Ms. Mosier
Psychology
Psychology Summer Homework
Next year, you will be studying about the human mind and its functions, where personality comes from, how individuals
develop, etc. Psychology is a social science, wherein we use the logical scientific method to study human society and
social relationships. Psychologists theorize, philosophize, conduct experiments and studies, and publish results in
magazines and journals all over the world.
Your assignment is to research the work of some famous psychologists listed below. Present what you have
learned about ONE of the psychologists and their theory in a scholarly article. You can find an experiment which
provides evidence for one of the theories below. Remember to describe accurately the method and results of the
psychologists. If you are struck by creative genius and decide to include an advertisement for a pharmaceutical drug or a
particular kind of therapy (client-based, gestalt, psychoanalysis, etc.) that demonstrates its relevance, that could earn you
an extra 10 points!
Psychologist
Thomas Young and Hermann
von Helmholtz – YoungHelmholtz Theory
France Joseph Gall Phrenology
John Harlow - Phineas Gage,
Personality
Year
Psychologist
1802
Herman Ebbinghaus –
Forgetting Curve
1808
1848
Edward Thorndike – Puzzle
Boxes, Law of Effect
Sigmund Freud – The
Interpretation of Dreams
Year
Psychologist
Year
1885
Abraham Maslow –
Hierarchy of Motives
1954
1898
Harry Harlow - Attachment
1959
1900
Paul Broca – Broca’s Area
1861
Ivan Pavlov - Conditioning
1905
Francis Galton – Hereditary
Genius
1869
John B. Watson –
Behaviorism, Little Albert
1920
Carl Wernicke – Wernicke’s
Area
1874
Solomon Asch - Conformity
1950
Stanley Milgram –
Obedience to Authority
Richard Atkinson and
Richard Shiffrin – Memory
Model
Albert Bandura – Social
Learning Theory,
Bobo Doll Experiment
Claude Steele and Joshua
Aronson - Stereotype Threat
1963
1968
1971
1995
Below is the rubric on which your assignment will be graded. Familiarize yourself with this before you start researching
any of the above topics so you know what to focus on. Attached on the back of this sheet is an example article. Feel free
to follow the format used in the example.
Rubric:
Article begins with an introduction of the psychologist or theory and describes their major contribution to
the field of psychology.
Psychologist’s experiment, method, and data are clearly explained and effectively communicated to an
academic audience.
Article is in the correct lab format, correctly uses APA-style citations in their Works Cited.
Extra Credit: Include a tasteful advertisement for a treatment option for someone suffering from a
disorder which is relevant to the article.
Total
/10 points
/10 points
/10 points
/10 points
/30 points
Results
Social and Cognitive Development in Children
by Ms. Mosier
The results showed that children are more likely to give
Background Knowledge
to siblings and friends than strangers, though there did not seem to
Social Cognitive Development is a field of study
concerned with how socially relevant mental representations and
processes change across development and comes from two
be a trend of sharing more between siblings and friends. Thus,
children may share equally between siblings and friends.
In studies where gift distribution was different among
Social
the dolls, the doll either gave gifts to the child’s doll, gave gifts to
Development and Cognitive Development. Studies of social
another doll, or did not give any gifts at all. In these situations,
development are concerned with the causes of child outcomes,
children are more likely to give to direct givers (dolls that gave
like parenting practices, how parents socialize their young, social
them resources) than indirect givers (dolls that gave resources to
and cultural contexts, etc. The outcomes developmental
other dolls). However, children are not without a sense of justice:
psychologists focus on are social relationships, identity, emotion-
they give equally to direct and indirect givers when faced with a
regulation,
Cognitive
non-giver. That is, if one of the dolls did not give anything to the
development is concerned with the basic cognitive skills of
child or another doll, then that doll often did not receive gifts from
children—how they understand and represent numbers, space,
the child. However, the child might then distribute their gifts
objects, events, etc. The study of social cognitive development
equally amongst the rest of the dolls.
different
fields
of
developmental
self-regulation,
psychology:
achievement,
etc.
has allowed researchers to answer questions about how we learn
Conclusion
to interact with other individuals, where mainstream ideas from
social psychology start in development, and what may disrupt the
Overall, children distributed gifts equally when there
development of social abilities, as occurs in disorders like autism.
were enough resources for everyone. However, they distributed
gifts less equally when there were fewer resources. Children favor
Method
giving gifts to familiar individuals rather than to strangers.
Kristina Olson and Elizabeth Spelke (2008) performed
Children also seem to prefer giving gifts to other gift-givers than
three experiments using a third-person giving task with preschool
non-gift-givers. However, they do have a preference for those who
children to learn more about human cooperation. They studied
give gifts to them before they give gifts to others.
direct reciprocation, which is “the tendency to reward others
whose past actions have benefited the self” and indirect or third-
Works Cited
party altruism, which is “the tendency to reward other people
Olson, Kristina & Spelke, Elizabeth (2007). Foundations of
cooperation in young children. Cognition 108 (2008)
222-231.
who exhibit acts of generosity”.
Olson and Spelke performed an experiment individually
with 20 children (8 female, 12 male) with an average of 4 years of
age, which entailed role-play with dolls. The child would hear a
story about how the dolls interacted with each other while giving
each other gifts and they would then determine who they would give
their gift to. The categories of kinship were changed for the dolls, to
measure whether children would be more willing to engage in kincentered altruism (giving more generously to family members),
direct reciprocation (giving to those who give to you) and indirect
Do you have trouble making friends? Do you get nervous,
jittery, antsy and generally uncomfortable in grand social
situations? Even talking to a therapist is difficult for you?
Ask your doctor about Benzodiazepines!
Fast-acting anti-anxiety
medication, relieves
you from the stress
of everyday social
interactions.
reciprocation (giving to those who give to others).
Feel free again!
Warning: Possible side-effects include drowsiness and addiction. Do not take this
medication before driving or operating heavy machinery. Consult your doctor about
how long or often you may take this drug.
Results
Social and Cognitive Development in Children
by Ms. Mosier
The results showed that children are more likely to give
Background Knowledge
to siblings and friends than strangers, though there did not seem to
Social Cognitive Development is a field of study
concerned with how socially relevant mental representations and
processes change across development and comes from two
be a trend of sharing more between siblings and friends. Thus,
children may share equally between siblings and friends.
In studies where gift distribution was different among
Social
the dolls, the doll either gave gifts to the child’s doll, gave gifts to
Development and Cognitive Development. Studies of social
another doll, or did not give any gifts at all. In these situations,
development are concerned with the causes of child outcomes,
children are more likely to give to direct givers (dolls that gave
like parenting practices, how parents socialize their young, social
them resources) than indirect givers (dolls that gave resources to
and cultural contexts, etc. The outcomes developmental
other dolls). However, children are not without a sense of justice:
psychologists focus on are social relationships, identity, emotion-
they give equally to direct and indirect givers when faced with a
regulation,
Cognitive
non-giver. That is, if one of the dolls did not give anything to the
development is concerned with the basic cognitive skills of
child or another doll, then that doll often did not receive gifts from
children—how they understand and represent numbers, space,
the child. However, the child might then distribute their gifts
objects, events, etc. The study of social cognitive development
equally amongst the rest of the dolls.
different
fields
of
developmental
self-regulation,
psychology:
achievement,
etc.
has allowed researchers to answer questions about how we learn
Conclusion
to interact with other individuals, where mainstream ideas from
social psychology start in development, and what may disrupt the
Overall, children distributed gifts equally when there
development of social abilities, as occurs in disorders like autism.
were enough resources for everyone. However, they distributed
gifts less equally when there were fewer resources. Children favor
Method
giving gifts to familiar individuals rather than to strangers.
Kristina Olson and Elizabeth Spelke (2008) performed
Children also seem to prefer giving gifts to other gift-givers than
three experiments using a third-person giving task with preschool
non-gift-givers. However, they do have a preference for those who
children to learn more about human cooperation. They studied
give gifts to them before they give gifts to others.
direct reciprocation, which is “the tendency to reward others
whose past actions have benefited the self” and indirect or third-
Works Cited
party altruism, which is “the tendency to reward other people
Olson, Kristina & Spelke, Elizabeth (2007). Foundations of
cooperation in young children. Cognition 108 (2008)
222-231.
who exhibit acts of generosity”.
Olson and Spelke performed an experiment individually
with 20 children (8 female, 12 male) with an average of 4 years of
age, which entailed role-play with dolls. The child would hear a
story about how the dolls interacted with each other while giving
each other gifts and they would then determine who they would give
their gift to. The categories of kinship were changed for the dolls, to
measure whether children would be more willing to engage in kincentered altruism (giving more generously to family members),
direct reciprocation (giving to those who give to you) and indirect
Do you have trouble making friends? Do you get nervous,
jittery, antsy and generally uncomfortable in grand social
situations? Even talking to a therapist is difficult for you?
Ask your doctor about Benzodiazepines!
Fast-acting anti-anxiety
medication, relieves
you from the stress
of everyday social
interactions.
reciprocation (giving to those who give to others).
Feel free again!
Warning: Possible side-effects include drowsiness and addiction. Do not take this
medication before driving or operating heavy machinery. Consult your doctor about
how long or often you may take this drug.