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Introduction to Psychology
Pre/co-requisite Biology, 10th grade reading level
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Social Science 55: Introduction to Psychology.
You will meet on Tuesdays and Thursdays at 1:00 pm for class discussions and oral
presentations. These activities will be in addition to assignments you submit to Jeri Kelley at
Brigham Young University.
Upon successfully completing this course, you should be able to do the following:
1. Define psychology. Gain an awareness of its historical background and recognize the various
approaches to psychology.
2. Apply the science of psychology to your daily life.
3. Identify how human behavior relates to the physiological aspects of the human body.
4. Describe the learning process and your cognitive processes.
5. Define personality, identify theories of personality, and gain tools to maintain a psychologically
healthy personality.
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Course Organization
Introduction to Psychology is divided into nine lessons. You are required to complete and submit all nine
lessons. The first eight lessons contain Speedback (computer-processed) assignments. Lesson 9 is an
instructor-graded assignment, and you will need to mail your complete portfolio to Independent Study.
Please make photocopies of all your work. Independent Study is not responsible for assignments lost in
the mail.
You must pass each submitted lesson with at least a 60 percent score or that lesson must be redone
and resubmitted. You will need to keep track of your success in each assignment yourself so you know
what to study before the final exam.
Psychology Portfolio
Your portfolio will hold evidence of your understanding and application of the lessons through various
experiments, activities, and essay responses. The portfolio will be 25 percent of your final grade. I would
encourage you to keep all of the required materials in some sort of manila folder to be kept safe for
submission as lesson 9 of this course. Individual assignments will be explained with each lesson. The
portfolio assignments coincide with the various chapters in your text; you are strongly encouraged to
complete each portfolio assignment as you are completing that particular lesson. They are designed to
give application to that lesson. They will be much more difficult to do if you have to go back and review
various materials to complete them. A complete outline of the psychology portfolio can be found in
lesson 9 of the course. Your portfolio must be typed in order to be submitted to your instructor. Pay
particular attention to the approximate length of each assignment to get full credit on each. You will
receive a percentage grade on your portfolio via the computer. A rubric with specific critiques from each
assignment will be returned to you. The portfolios are not returned but are kept on file to avoid illegal
duplication.
Grade Breakdown by Percentage
Eight Speedback assignments
(6 percent each)
Portfolio assignment
Final examination
48 percent
26 percent
26 percent
Please make sure you properly identify everything you put in your portfolio, i.e., lesson 1—Opinion
Paper, lesson 1—Experiment.

How are you going to keep your projects together for the portfolio assignment? Decide now
what you will use and keep it handy so that as you complete these assignments you can place
them in your portfolio.
Grading Scale
Remember, you must pass the final exam to pass the course.
A
100-94 C
76-73
A- 93-90
C-
72-70
B+ 89-87
D+
69-67
B
D
66-63
B- 82-80
D-
62-60
C+ 79-77
E (fail) below 60
86-83
As with all educational programs sponsored by BYU, a high sense of personal honor and
integrity is expected in the completion of Independent Study courses. The assignments are
intended to prepare you for the examinations and should be your own work.
If evidence of academic misconduct on assignments or exams is established, you may be given
a failing grade for the course.
Instructor-graded Assignments
Instructor-graded work is graded by the instructor rather than by computer. Grades are usually posted
within two weeks of when the assignment or exam is received in our office. Please include a cover sheet
when submitting your assignments, indicating which lesson you are submitting. If you are enrolled in a
web course or if you need more coversheets, you can print them online (print coversheet). We prefer
assignments to be submitted sequentially and one at a time. Do not submit more than three instructor
graded assignments at a time. You may not turn in the same work for two different courses.
E-mail
Instructor-graded assignments can be submitted by an email attachment at is_lesson@byu.edu. MS
Word (doc) or Rich Text Format (rtf) is preferred. Please include your name, course access code,
course name, and lesson number in the subject line.
Fax
You may fax your instructor-graded assignments to Independent Study at your cost. (Speedback
assignments cannot be faxed.) We cannot return your assignments to you by fax. To insure receipt,
please include a cover sheet that shows your name, your course access code, and the number of pages
you are sending. Please make sure the lesson is in the correct order when you fax it. Do not use pencil
for your faxed assignments. Our fax number is (801) 422-0102.
Mail
You may submit any of your assignments by mail to:
BYU Independent Study
206 Harman Continuing Education Building
P.O. Box 21514
Provo, UT 84602-1514
NOTE: Independent Study is not responsible for items damaged in the mail.
Resubmissions
You may resubmit assignments as many times as you like. There is, however, a $10 fee for each
resubmission. You may not resubmit any assignments or midcourse exams after you have
requested the final exam. If you would like to resubmit an assignment, please contact us at 1-800-9148931.
Requesting Exams
Courses may have midcourse exams, final exams, or both, depending on the course. You may take the
midcourse exam at any time during the course. However, you can only request the final exam after all
course assignments and examinations have been submitted and your proctor has submitted the proctor
certification form.
You must request your final exam before the course expiration date. You must pass the final exam in
order to pass the course. Once you request your exam, you have one month in which to take the
exam. If you request an exam reprint, it will be a $10 fee.
If you wish to have your exam express mailed, it must be requested by phone and not online. (You must
pay a $15 express mail fee when you request the exam.) For express exams to be delivered the next
day they must be requested before 2pm MST. If you wish to have your exam express mailed both ways,
we can include a prepaid return express mail envelop with your express for a total fee of $30. All exams
received on Saturday will be processed on the following Monday.
All exams must be taken in a supervised setting with a certified proctor. Please allow two weeks for your
proctor to receive the exam. You are responsible for contacting your proctor or testing center to find out
if your exam has arrived and to determine an appropriate time to take the exam.
Online
To request an exam online, go to our Web site at elearn.byu.edu and select the Request Exam option
in the Students section. Fill in all information, including where the exam will be administered. Exams
ordered online are usually shipped within two business days.
By Phone
Exams may be requested by calling 1-800-914-8931 (toll-free) or (801) 422-2868 (local).
By Mail
You may request your exam by mailing a Request for Examination form from your course manual to
Independent Study.
Retakes
In some cases, you may retake an exam once for a $15 fee. Retakes must be done within 30 days of
taking the original exam. All course work, including exam retakes, must be completed by the course
expiration date.
You must pass the final exam in order to pass the course.
Exams for high school-level courses must be taken at the Independent Study Offices, at a
college testing center, or under the supervision of a certified proctor.
To take an exam with a proctor, you must first receive permission from the individual before
designating him or her as your proctor. The proctor must have been previously certified by BYU
Independent Study. Proctors may apply for certification by filling out a proctor certification form
online. Please do not request your exam before your proctor has been certified by Independent
Study.
Grades for instructor-graded exams will be posted no later than two weeks after your completed exam is
received. Speedback exam grades will be posted within twenty-four hours after your exam is received.
To view your grades on assignments and exams online, go to Independent Study's Web site at
elearn.byu.edu and select the Check Grades option. You will be required to enter your course access
code, and your scores will be displayed on the screen.
Personal Enrichment Courses
If you have enrolled in a personal enrichment course, your assignments will be graded, but there is no
final exam and you will not receive credit for the course.
Junior/High School Courses
Grades are sent to your school counselor if you have given Independent Study your school's ACT code.
Non university–level courses grades are not posted on a university transcript and are not available from
the BYU Records Office.
You will receive a notice of course completion that includes your final exam grade (if your
course has a final exam) and your course grade. You should receive this notice within two to
three weeks after your final exam is received at Independent Study.
You must complete the entire course to receive credit, even if the course is worth more credit
than you need.
Introduction to Psychology
Lesson 1: Approaches to Psychology
Lesson 2: Brain and Body: Senses and Perceptions
Lesson 3: Motivation, Emotion, and Consciousness
Lesson 4: Principles of Learning
Lesson 5: Cognitive Processes
Lesson 6: Personality
Lesson 7: Conflict, Stress, and Coping
Lesson 8: Psychological Disorders, Treatment, and Therapy
Lesson 9: Portfolio Submission
Speedback Assignments
Before you begin working on this assignment, please read the following information:





This assignment covers material in lesson 1 and is worth 6 percent of your final grade.
Be certain to double-check your work before submitting the assignment.
Keep in mind that you cannot save your place in the middle of this assignment.
Print the assignment feedback for your future use (to review for the final) and protection.
The assignment is “open book” — you can refer back to the lesson material to find answers.
To continue, enter your course access code and click on the button below.
Format and Passing Grades
The final examination will consist of material from all eight lessons. The final examination consists of
100 multiple-choice questions worth two points each for a total of 200 points.
Taking the Exam
There is no time limit for the final exam, and it is closed book.
What You Should Review
The finals questions will be generated from all eight Speedback lessons. If you spend some quality time
reviewing the reading, the main concepts, and the material learned in the course, you will successfully
complete the final examination and the course.
How to Request the Exam
When you feel you are ready to request the exam, refer to the Read Me First section in the course
introduction. Remember, you must pass the final exam to pass the course.
Best wishes!
Final Exam Grade Breakdown
A 200-188 C
153-146
AB+
B
BC+
187-180
179-174
173-166
165-160
159-154
CD+
D
DE (fail)
145-140
139-134
133-126
125-120
119 or below
When you are ready to take the final examination, complete and submit the Request Exam form that
follows this section and submit it to Independent Study. Your examination will not be sent unless you
provide all requested information and submit all required coursework. Allow two weeks' mailing time for
your exam to reach your proctor. You are responsible for monitoring your own deadlines.
If you are taking the examination at the BYU Independent Study Office, the BYU Testing Center, or at
any of the BYU centers, you will be expected to adhere to BYU dress standards.
When you take your final exam, you will be asked to take a moment to complete an evaluation form. It is
important that you respond to each statement on the form. This will permit us to continually improve our
courses and our service.
Please especially note these items:
1. Use a soft-leaded pencil so that your evaluation form can be scanned.
2. Fill in the course department and number, so we know which course you are describing.
3. Be sure to complete both sides of the form.
Thank you for your assistance.
Lesson 1 Read chapters 1 and 2 in the text.
Chapter 1
1. Define psychology.
2. Learn a brief history of the science of psychology. Learn philosophies of early contributors, i.e.,
Plato, Aristotle, Locke. Explain what contributions were made by William Wundt, Sigmund
Freud, William James, and John B. Watson.
3. Define and name the six approaches to present-day psychology and explain the differences
between them.
Chapter 2
4. Explain the overall purpose of using scientific methods, and identify the parts of experimental
procedure and be able to use them correctly.
TO be submitted in Lesson 9
Opinion Paper
There are six approaches to psychology covered in your text. Type an opinion paper, a minimum of one
and a half pages, explaining each approach. Explain which approach or approaches you agree with and
why. Give examples that support your opinion. Explain which approach or approaches you disagree
with and why. Give examples again to support your opinion. Strive to establish your own opinion. Do not
try to second-guess others' opinions. Your grade will depend on your ability to express yourself, not on
which approach or approaches you believe in.
Here is a brief synopsis from chapter 1, which identified these six present-day approaches or theories to
the study of psychology. They are
1. "The bio-psychological approach—
viewing behavior strongly as influenced by physiological functions" 17
2. "The behavioral approach—
viewing behavior as the product of learning and associations" 18
3. "The humanistic approach—
believing that people are basically good and capable of helping themselves" 19
4. "The psychoanalytic approach—
a system of viewing the individual as the product of unconscious forces" 20
5. "The cognitive approach—
emphasizing how humans use mental processes to handle problems or develop certain
personality characteristics" 21
6. "The socio-cultural approach—
behavior viewed as strongly influenced by the rules and expectations of specific social groups
or cultures" 22
This course will definitely help you realize how complex we are as a species. With such a variety of
approaches or thinking styles, this could prove frustrating for many students. Shouldn't the
psychologists be in agreement with each other? Realize that, in essence, psychology is just over one
hundred years old. "The three basic goals of psychology are: to measure and describe behavior, to
predict and control behavior, and to understand and explain behavior." 23 Throughout this course, I
hope that these goals will become facts in your own individual study of psychology.
Experiment
You are to conduct an experiment and write a paper, a minimum of one and a half pages. You are to
establish a hypothesis, collect your data, and report on it. It is possible that your hypothesis will turn out
to be wrong. That is entirely acceptable. You can still get full credit for the assignment by completing all
of the parts of the experiment listed below.
Examples of a Hypothesis
1. Those dating casually spend more money per date on average than "couples" do.
2. Girls turn in more of their assignments than boys.
3. Seniors spend more on lunch per week than sophomores do.
Parts To Your Experiment
1. Give your experiment a title. The title should give others a general idea of what your experiment
is about.
2. State your hypothesis. You will have to go out on a limb. State what you think your results will
be. This cannot be a question. You have to say, "I think I will find that _____."
3. Name the method of research you are going to use. Methods of research are listed on page 41
of your text. For your experiment, you will probably find it easiest to use survey or naturalistic
observation.
4. Describe your subjects. You will need to use at least forty to get a meaningful sample. If you are
comparing two different groups (i.e., boys vs. girls, seniors vs. sophomores, those exposed to
an independent variable vs. control group), make sure that you have the same number of
people in each group. List facts about your subjects, such as age, sex, and how they were
chosen. They should be random.
5. Describe exactly how your experiment was conducted. This is called the procedure. Be specific
enough that someone reading this part of your experiment could do the exact same thing.
6. Your results should be a two-part section. First, explain the results you obtained in words. Use
percentages and averages, and explain your data. Second, put all of this information on a graph
or chart. You can use a bar graph, pie graph, or a line graph. Just make your results obvious at
a glance.
7. Analyze your experiment. Did it turn out as you expected? If not, why didn't it? Is there anything
you would change if you conducted your experiment again? Why do you think you obtained the
results you did? Does it say something about people in general?
Lesson 2 Read chapters 3 and 4 in the text.
Chapter 3
1. Identify and explain the parts of the cerebral cortex and how each part functions. List the
glands, where they are found, and the function of each.
2. Explain the process of neuron communication and how neurons and chemical substances affect
the brain.
Chapter 4
3. Identify the five senses, and know the scientific names where applicable. Explain the difference
between sensation and perception.
4. Explain how illusions are useful.
Sensory Activities
Complete each of the following activities. Type a paragraph summarizing the results of each. What are
some conclusions about what is really taking place? Make sure to expound on each experience and
what you observed from each activity.
1. Turn to page 97 in your text. Follow the instructions in figure 4.8.
2. Write your name on a piece of paper while looking in the mirror. You are to write your name so
you can read it in the mirror. Include this piece of paper in your portfolio.
3. Taste two different foods without smelling them. Do they taste the same?
Lesson 3 Read chapters 5 and 6 in the text.
Chapter 5
1. Explain the physical factors of motivation.
2. Describe Maslow's hierarchy of needs, and explain the difference between the three theories of
emotion.
Chapter 6
3. Describe consciousness and its levels. Describe the sleep cycle. Finally, explain what hypnosis
and meditation are.
Lesson 4 Read chapter 7 in the text.
Chapter 7
1. Explain classical conditioning and identify the person who started it. Be able to label the parts of
classical conditioning in an example. Explain operant conditioning and identify the person who
started it. Be able to utilize it in your life.
2. Briefly describe social learning and identify the person who developed the theory. Finally, briefly
describe cognitive learning and identify the person who developed the theory.
3. Identify the differences between the four schedules of reinforcement.
OPERANT CONDITIONING EXPERIMENT
Conduct an operant conditioning experiment using a pet, friend, or member of your family. Select one
behavior that you would like to increase or extinguish in your subject. Use only positive reinforcement to
attempt to shape this behavior in your subject! Examples:



Teaching your dog a new trick
Getting a sibling to stop teasing you
Getting someone to give you a ride
You will need to remember that your reinforcement—positive reinforcement—needs to come after your
subject has performed what you want him or her to do. Do not bribe the person by saying, "If you make
my bed, I will give you a quarter." You will need to be sneaky. Maybe ask the person to help you clean
your room because you are really in a hurry. Then reward him or her with something you know he or
she will appreciate. Be careful not to make it something expensive, or it won't pay off.
You are to keep a daily record of your experiment (for a minimum of five days). Include the reinforcers
used, how often they were given, and the behavior exhibited by your subject. At no time are you to
indicate to your subject that you are attempting to elicit a particular behavior from him or her.
You are to type up the results from your experiment discussing your success or lack of it, your
procedures, how successful your reinforcers were, your opinion concerning the validity of operant
conditioning, and your overall evaluation of the project. You will also need to turn in your daily log. This
assignment should be at least one page. (It includes the daily log, experiment write-up, and thorough
evaluations.)
You will not get a lower grade if your experiment does not work, but be sure to explain what you could
have done differently and give some examples of things that you have done in the past, even if you
didn't realize at the time what you were doing.
Lesson 5 Read chapters 8 and 9 in the text.
Chapter 8
1. Explain the differences between and the importance of acquiring, processing, and retaining
information.
2. Understand the things that increase learning abilities and affect the short-term and long-term
memory.
Chapter 9
3. Explain Binet's four-part definition of intelligence and describe what intelligence tests measure.
4. Explain and give an example of creativity.
Lesson 6 Read chapters 14 and 15 in the text.
Chapter 14
1. Define personality.
2. Explain the following theories of personality: psychoanalytic theory, social psychoanalytic
theories, behavorism theory, humanistic theory, and trait theories.
Chapter 15
3. Understand the uses of various personality measures. Develop an opinion as to the
effectiveness and validity of personality tests.
Lesson 7 Read chapter 16 in the text.
1. Describe the four types of conflict.
2. Explain the physical changes that accompany stress.
3. Explain how defense mechanisms work and differentiate between the ones listed in the text.
4. Describe characteristics of people with healthy personalities and the negative effects of
unhealthy personalities.
Lesson 8 Read chapters 17 and 18 in the text.
Chapter 17
1. Develop a basic understanding of the disorders listed in the text, as well as the major symptoms
associated with each.
2. Give the definition of abnormal.
Chapter 18
3. Understand and explain the differences in the various types of therapy. Also, differentiate
between the types of mental health workers.
Carey, J., ed. Stress and the Brain. Washington, D.C.: Society for Neuroscience, 1991.
Foigel, M., ed. The Psychology Problem Saver—A Complete Solution Guide to Any Textbook.
Piscataway, New Jersey: Research and Education Association, 1999.
Helms, J. "Why is there no study of cultural equivalence in standardized cognitive ability testing?"
American Psychology, 47(9), 1992.
Lucero, Renee T. "Before You Kill Yourself . . . read these brutal facts about SUICIDE."
Maslow, A. H. Motivation and Personality. 2nd ed. New York: Harper & Row Publishers, 1970.
McMahon, Judith, and Tony Romano. Psychology and You. 3rd ed. Lincolnwood, Illinois: National
Textbook Company, 2000.
Morris, C. G. Psychology—An Introduction. 8th ed. Englewood Cliffs, New Jersey: Prentice Hall
Publishing Inc., 1993.
Romano, Tony, and Susan Baumann. Chapter 8 Booklet. Cincinnati, Ohio: West Educational
Publishing, 2000.
Schallhorn, Charles. Lecture Notes for Teachers of Psychology—Accompanies Psychology and You.
3rd ed. Cincinnati, Ohio: West Educational Publishing, 2000.
Sutcliffe. The Complete Book of Relaxation Techniques. Allentown, Pennsylvania: People's Medical
Society, 1991.
Wade, C. and C. Tavris. Psychology. 4th ed. New York, New York: HarperCollins, 1996.
Weinhold, B. K., and J. B. Weinhold. Breaking Free of the Co-Dependency Trap. Walpole, New
Hampshire: Stillpoint Publishing, 1989.
Grades 9 and 10 English-language Arts Content Standards.
Reading
1.0 Word Analysis, Fluency, and Systematic Vocabulary Development
Students apply their knowledge of word origins to determine the meaning of new words encountered in reading
materials and use those words accurately.
Vocabulary and Concept Development
1.1 Identify and use the literal and figurative meanings of words and understand word derivations.
1.2. Distinguish between the denotative and connotative meanings of words and interpret the connotative power of
words.
1.3 Identify Greek, Roman, and Norse mythology and use the knowledge to understand the origin and meaning of
new words (e.g., the word narcissistic drawn from the myth of Narcissus and Echo).
2.0 Reading Comprehension (Focus on Informational Materials)
Students read and understand grade-level-appropriate material. They analyze the organizational patterns,
arguments, and positions advanced. The selections in Recommended Literature, Kindergarten Through Grade
Twelve illustrate the quality and complexity of the materials to be read by students. In addition, by grade twelve,
students read two million words annually on their own, including a wide variety of classic and contemporary
literature, magazines, newspapers, and online information. In grades nine and ten, students make substantial
progress toward this goal.
Structural Features of Informational Materials
2.1 Analyze the structure and format of functional workplace documents, including the graphics and headers, and
explain how authors use the features to achieve their purposes.
2.2 Prepare a bibliography of reference materials for a report using a variety of consumer, workplace, and public
documents. Comprehension and Analysis of Grade-Level-Appropriate Text
2.3 Generate relevant questions about readings on issues that can be researched.
2.4 Synthesize the content from several sources or works by a single author dealing with a single issue; paraphrase
the ideas and connect them to other sources and related topics to demonstrate comprehension.
2.5 Extend ideas presented in primary or secondary sources through original analysis, evaluation, and elaboration.
2.6 Demonstrate use of sophisticated learning tools by following technical directions (e.g., those found with graphic
calculators and specialized software programs and in access guides to World Wide Web sites on the Internet).
Expository Critique
2.7 Critique the logic of functional documents by examining the sequence of information and procedures in
anticipation of possible reader misunderstandings.
2.8 Evaluate the credibility of an author's argument or defense of a claim by critiquing the relationship between
generalizations and evidence, the comprehensiveness of evidence, and the way in which the author's intent affects
the structure and tone of the text (e.g., in professional journals, editorials, political speeches, primary source
material).
Writing
1.0 Writing Strategies
Students write coherent and focused essays that convey a well-defined perspective and tightly reasoned argument.
The writing demonstrates students' awareness of the audience and purpose. Students progress through the stages
of the writing process as needed.
Organization and Focus
1.1 Establish a controlling impression or coherent thesis that conveys a clear and distinctive perspective on the
subject and maintain a consistent tone and focus throughout the piece of writing.
1.2 Use precise language, action verbs, sensory details, appropriate modifiers, and the active rather than the
passive voice.
Research and Technology
1.3 Use clear research questions and suitable research methods (e.g., library, electronic media, personal interview)
to elicit and present evidence from primary and secondary sources.
1.4 Develop the main ideas within the body of the composition through supporting evidence (e.g., scenarios,
commonly held beliefs, hypotheses, definitions).
1.5 Synthesize information from multiple sources and identify complexities and discrepancies in the information and
the different perspectives found in each medium (e.g., almanacs, microfiche, news sources, in-depth field studies,
speeches, journals, technical documents).
1.6 Integrate quotations and citations into a written text while maintaining the flow of ideas.
1.7 Use appropriate conventions for documentation in the text, notes, and bibliographies by adhering to those in
style manuals (e.g., Modern Language Association Handbook, The Chicago Manual of Style).
1.8 Design and publish documents by using advanced publishing software and graphic programs.
Evaluation and Revision
1.9 Revise writing to improve the logic and coherence of the organization and controlling perspective, the precision
of word choice, and the tone by taking into consideration the audience, purpose, and formality of the context.
2.0 Writing Applications (Genres and Their Characteristics)
Students combine the rhetorical strategies of narration, exposition, persuasion, and description to produce texts of
at least 1,500 words each. Student writing demonstrates a command of standard American English and the
research, organizational, and drafting strategies outlined in Writing Standard 1.0.
Using the writing strategies of grades nine and ten outlined in Writing Standard 1.0, students:
2.1 Write biographical or autobiographical narratives or short stories:
a. Relate a sequence of events and communicate the significance of the events to the audience.
b. Locate scenes and incidents in specific places.
c. Describe with concrete sensory details the sights, sounds, and smells of a scene and the specific actions,
movements, gestures, and feelings of the characters; use interior monologue to depict the characters' feelings.
d. Pace the presentation of actions to accommodate changes in time and mood.
e. Make effective use of descriptions of appearance, images, shifting perspectives, and sensory details.
2.3 Write expository compositions, including analytical essays and research reports:
a. Marshal evidence in support of a thesis and related claims, including information on all relevant perspectives.
b. Convey information and ideas from primary and secondary sources accurately and coherently.
c. Make distinctions between the relative value and significance of specific data, facts, and ideas.
d. Include visual aids by employing appropriate technology to organize and record information on charts, maps, and
graphs.
e. Anticipate and address readers' potential misunderstandings, biases, and expectations.
f. Use technical terms and notations accurately.
2.4 Write persuasive compositions:
a. Structure ideas and arguments in a sustained and logical fashion.
b. Use specific rhetorical devices to support assertions (e.g., appeal to logic through reasoning; appeal to emotion
or ethical belief; relate a personal anecdote, case study, or analogy).
c. Clarify and defend positions with precise and relevant evidence, including facts, expert opinions, quotations, and
expressions of commonly accepted beliefs and logical reasoning.
d. Address readers' concerns, counterclaims, biases, and expectations.
2.6 Write technical documents (e.g., a manual on rules of behavior for conflict resolution, procedures for conducting
a meeting, minutes of a meeting):
a. Report information and convey ideas logically and correctly.
b. Offer detailed and accurate specifications.
c. Include scenarios, definitions, and examples to aid comprehension (e.g., troubleshooting guide).
d. Anticipate readers' problems, mistakes, and misunderstandings.
Written and Oral English Language Conventions
The standards for written and oral English language conventions have been placed between those for writing and
for listening and speaking because these conventions are essential to both sets of skills.
1.0 Written and Oral English Language Conventions
Students write and speak with a command of standard English conventions.
Grammar and Mechanics of Writing
1.1 Identify and correctly use clauses (e.g., main and subordinate), phrases (e.g., gerund, infinitive, and participial),
and mechanics of punctuation (e.g., semicolons, colons, ellipses, hyphens).
1.2 Understand sentence construction (e.g., parallel structure, subordination, proper placement of modifiers) and
proper English usage (e.g., consistency of verb tenses).
1.3 Demonstrate an understanding of proper English usage and control of grammar, paragraph and sentence
structure, diction, and syntax.
Manuscript Form
1.4 Produce legible work that shows accurate spelling and correct use of the conventions of punctuation and
capitalization.
1.5 Reflect appropriate manuscript requirements, including title page presentation, pagination, spacing and
margins, and integration of source and support material (e.g., in-text citation, use of direct quotations, paraphrasing)
with appropriate citations.
Listening and Speaking
1.0 Listening and Speaking Strategies
Students formulate adroit judgments about oral communication. They deliver focused and coherent presentations of
their own that convey clear and distinct perspectives and solid reasoning. They use gestures, tone, and vocabulary
tailored to the audience and purpose.
Comprehension
1.1 Formulate judgments about the ideas under discussion and support those judgments with convincing evidence.
1.2 Compare and contrast the ways in which media genres (e.g., televised news, news magazines, documentaries,
online information) cover the same event.
Organization and Delivery of Oral Communication
1.3 Choose logical patterns of organization (e.g., chronological, topical, cause and effect) to inform and to
persuade, by soliciting agreement or action, or to unite audiences behind a common belief or cause.
1.4 Choose appropriate techniques for developing the introduction and conclusion (e.g., by using literary quotations,
anecdotes, references to authoritative sources).
1.5 Recognize and use elements of classical speech forms (e.g., introduction, first and second transitions, body,
conclusion) in formulating rational arguments and applying the art of persuasion and debate.
1.6 Present and advance a clear thesis statement and choose appropriate types of proof (e.g., statistics, testimony,
specific instances) that meet standard tests for evidence, including credibility, validity, and relevance.
1.7 Use props, visual aids, graphs, and electronic media to enhance the appeal and accuracy of presentations.
1.8 Produce concise notes for extemporaneous delivery.
1.9 Analyze the occasion and the interests of the audience and choose effective verbal and nonverbal techniques
(e.g., voice, gestures, eye contact) for presentations.
Analysis and Evaluation of Oral and Media Communications
1.10 Analyze historically significant speeches (e.g., Abraham Lincoln's "Gettysburg Address," Martin Luther King,
Jr.'s "I Have a Dream") to find the rhetorical devices and features that make them memorable.
1.11 Assess how language and delivery affect the mood and tone of the oral communication and make an impact
on the audience.
1.12 Evaluate the clarity, quality, effectiveness, and general coherence of a speaker's important points, arguments,
evidence, organization of ideas, delivery, diction, and syntax.
1.13 Analyze the types of arguments used by the speaker, including argument by causation, analogy, authority,
emotion, and logic.
1.14 Identify the aesthetic effects of a media presentation and evaluate the techniques used to create them (e.g.,
compare Shakespeare's Henry V with Kenneth Branagh's 1990 film version).
2.0 Speaking Applications (Genres and Their Characteristics)
Students deliver polished formal and extemporaneous presentations that combine the traditional rhetorical
strategies of narration, exposition, persuasion, and description. Student speaking demonstrates a command of
standard American English and the organizational and delivery strategies outlined in Listening and Speaking
Standard 1.0.
Using the speaking strategies of grades nine and ten outlined in Listening and Speaking Standard 1.0, students:
2.1 Deliver narrative presentations:
a. Narrate a sequence of events and communicate their significance to the audience.
b. Locate scenes and incidents in specific places.
c. Describe with concrete sensory details the sights, sounds, and smells of a scene and the specific actions,
movements, gestures, and feelings of characters.
d. Pace the presentation of actions to accommodate time or mood changes.
2.2 Deliver expository presentations:
a. Marshal evidence in support of a thesis and related claims, including information on all relevant perspectives.
b. Convey information and ideas from primary and secondary sources accurately and coherently.
c. Make distinctions between the relative value and significance of specific data, facts, and ideas.
d. Include visual aids by employing appropriate technology to organize and display information on charts, maps,
and graphs.
e. Anticipate and address the listener's potential misunderstandings, biases, and expectations.
f. Use technical terms and notations accurately.
2.3 Apply appropriate interviewing techniques: (Interview a psychologist.)
a. Prepare and ask relevant questions.
b. Make notes of responses.
c. Use language that conveys maturity, sensitivity, and respect.
d. Respond correctly and effectively to questions.
e. Demonstrate knowledge of the subject or organization.
f. Compile and report responses.
g. Evaluate the effectiveness of the interview.
2.5 Deliver persuasive arguments (including evaluation and analysis of problems and solutions and causes and
effects):
a. Structure ideas and arguments in a coherent, logical fashion.
b. Use rhetorical devices to support assertions (e.g., by appeal to logic through reasoning; by appeal to emotion or
ethical belief; by use of personal anecdote, case study, or analogy).
c. Clarify and defend positions with precise and relevant evidence, including facts, expert opinions, quotations,
expressions of commonly accepted beliefs, and logical reasoning.
d. Anticipate and address the listener's concerns and counterarguments.
2.6 Deliver descriptive presentations:
a. Establish clearly the speaker's point of view on the subject of the presentation.
b. Establish clearly the speaker's relationship with that subject (e.g., dispassionate observation, personal
involvement).
c. Use effective, factual descriptions of appearance, concrete images, shifting perspectives and vantage points, and
sensory details.
Grades 9 to 12 History-Social Science Content Standards.
HISTORICAL AND SOCIAL SCIENCES ANALYSIS SKILLS
The intellectual skills noted below are to be learned through, and applied to, the content standards for grades nine
through twelve. They are to be assessed only in conjunction with the content standards in grades nine through
twelve.
In addition to the standards for grades nine through twelve, students demonstrate the following intellectual,
reasoning, reflection, and research skills.
CHRONOLOGICAL AND SPATIAL THINKING
1.
Students compare the present with the past, evaluating the consequences of past events and decisions
and determining the lessons that were learned.
2.
Students analyze how change happens at different rates at different times; understand that some aspects
can change while others remain the same; and understand that change is complicated and affects not only
technology and politics but also values and beliefs.
3.
Students use a variety of maps and documents to interpret human movement, including major patterns of
domestic and international migration, changing environmental preferences and settlement patterns, the
frictions that develop between population groups, and the diffusion of ideas, technological innovations, and
goods.
4.
Students relate current events to the physical and human characteristics of places and regions.
HISTORICAL RESEARCH, EVIDENCE, AND POINT OF VIEW
1.
Students distinguish valid arguments from fallacious arguments in historical interpretations.
2.
Students identify bias and prejudice in historical interpretations.
3.
Students evaluate major debates among historians concerning alternative interpretations of the past,
including an analysis of authors' use of evidence and the distinctions between sound generalizations and
misleading oversimplifications.
4.
Students construct and test hypotheses; collect, evaluate, and employ information from multiple primary
and secondary sources; and apply it in oral and written presentations.
HISTORICAL INTERPRETATION
1.
Students show the connections, causal and otherwise, between particular historical events and larger
social, economic, and political trends and developments.
2.
Students recognize the complexity of historical causes and effects, including the limitations on determining
cause and effect.
3.
Students interpret past events and issues within the context in which an event unfolded rather than solely
in terms of present-day norms and values.
4.
Students understand the meaning, implication, and impact of historical events and recognize that events
could have taken other directions.
5.
Students analyze human modifications of landscapes and examine the resulting environmental policy
issues.
6.
Students conduct cost-benefit analyses and apply basic economic indicators to analyze the aggregate
economic behavior of the U.S. economy.
http://www.learner.org/discoveringpsychology/pioneers.html
Alfred Adler (1870-1937)
Major Works: Problems of Neurosis (1929), The Practice and Theory of Individual Psychology (1927)
Adler modified and expanded many of Freud's theories. He proposed that people were motivated primarily by
feelings of inferiority rather than sexual instinct.
Gordon Allport (1897-1967)
Major Works: The Nature of Prejudice (1954), Pattern and Growth in Personality (1965), The Person in Psychology
(1968)
Allport, a social psychologist, studied the complexity and persistence of prejudice.
Albert Bandura (1925Major Works: Adolescent Aggression (1959), Social Foundations of Thought and Action (1986)
A social psychologist, Bandura's research includes studies in observational learning.
Edwin Boring (1886-1968)
Major Works: History of Experimental Psychology (1929), Psychologist at Large (1961)
An early historian of psychology, Boring conducted key research on sensation.
Gordon Bower (1932Major Work: "Mood and Memory," in American Psychologist (1981)
A cognitive psychologist, Bower's research explores the role of emotion in information processing.
Noam Chomsky (1928Major Works: Syntactic Structures (1957), Aspects of the Theory of Syntax (1965)
A linguist, Chomsky's work focuses on the biological basis of language.
Albert Ellis (1913Major Works: How to Live with a Neurotic: At Home and at Work (1957), A Guide to Rational Living (1961), Reason
and Emotion in Psychotherapy (1962)
Ellis, a cognitive psychologist, developed Rational Emotive Behavioral Therapy (REBT), a system for transforming
the irrational beliefs that cause undesirable, highly charged emotional reactions.
Erik Erikson (1902-1994)
Major Works: Childhood and Society (1950), Insight and Responsibility (1964) Identity, Youth, and Crisis (1968)
Erikson, a student of Sigmund and Anna Freud, developed a psychosocial stage theory of development.
Leon Festinger (1919-1990)
Major Work: Theory of Cognitive Dissonance (1957)
Festinger formulated the concept of cognitive dissonance, proposing that people are motivated by the tensionproducing effects of incongruous cognitions.
Anna Freud (1895-1982)
Major Work: The Ego and the Mechanisms of Defense (1936)
Freud modified and expanded the work of her father, Sigmund, focusing on child development and ego psychology.
Sigmund Freud (1856-1939)
Major Works: The Interpretation of Dreams (1900), The Psychopathology of Everyday Life (1904), Three Essays on
the Theory of Sexuality (1905), Civilization and Its Discontents (1930)
Freud, the founder of psychoanalysis, developed numerous psychoanalytic theories, concepts, and therapeutic
approaches.
G. Stanley Hall (1844-1924)
Major Works: The Study of Children (1883), Founders of Modern Psychology (1912)
Hall helped found the American Psychological Association, serving as its first president. He was also among the
first psychologists to offer graduate instruction in the field.
Karen Horney (1885-1952)
Major Works: Self-Analysis (1942), Neurosis and Human Growth (1950)
Horney modified and expanded Freud's views, challenging his theories on female sexual and moral development.
William James (1842-1910)
Major Work: The Principles of Psychology (1890)
James's The Principles of Psychology is regarded by many as one of the most important psychology texts ever
written. His work helped establish psychology as an academic discipline.
Carl Jung (1875-1961)
Major Works: Psychology of the Unconscious (1912), Memories, Dreams, Reflections (1961), Man and His Symbols
(1961)
Jung expanded and modified Freud's views of the unconscious, proposing the concepts of the personal
unconscious, collective unconscious, and archetypes.
Lawrence Kohlberg (1927-1987)
Major Work: The Philosophy of Moral Development (1941)
Kohlberg expanded Piaget's theories on children's cognitive development to include moral development.
Kurt Lewin (1890-1947)
Major Works: A Dynamic Theory of Personality (1935), Frontiers in Group Dynamics (1946)
The founder of social psychology, Lewin pioneered field theory, an interdisciplinary method of observing and
interpreting social phenomena.
Eleanor Maccoby (1917Major Works: Patterns of Child Rearing (1957 with Robert Sears), Psychology of Sex Differences (1974), and
Adolescents after Divorce (1996)
Maccoby's work explores the development of children's social behavior as it relates to gender, family functioning,
and parental child-rearing methods.
Abraham Maslow (1908-1970)
Major Works: Motivation and Personality (1954), Toward a Psychology of Being (1968)
Maslow, a humanistic psychologist, proposed a model outlining humans' hierarchy of needs model.
David McClelland (1917-1998)
Major Works: The Inner Experience (1967), Human Motivation (1987)
McClelland's work included research into motivation and entrepreneurship.
Stanley Milgram (1933-1984)
Major Work: Obedience to Authority: An Experimental View (1983)
Milgram's most famous work was a series of experiments on obedience to authority, conducted at Yale University.
Gardner Murphy (1895-1979)
Major Work: Historical Introduction to Modern Psychology (1949)
Murphy, a historian of psychology and key figure in biosocial research, was president of the American Society for
Psychical Research from 1965 to 1971.
Henry Murray (1893-1988)
Major Work: Explorations in Personality: A Clinical and Experimental Study of Fifty Men of College Age (1938)
Murray devised the Thematic Appreciation Test (TAT), a projective personality test in which the subject is given a
picture and asked to tell a story about it.
Ivan Pavlov (1849-1936)
Major Works: Lectures on the Work of the Principal Digestive Glands (1897), Lectures on Conditioned Reflexes
(1928)
Pavlov, a founder of behaviorism, pioneered the study of classical conditioning.
Carl Rogers (1902-1987)
Major Works: Psychotherapy and Personality Change (1954), Client-Centered Therapy (1951), On Becoming a
Person (1961), A Way of Being (1980)
Rogers, a humanistic psychologist, developed client-centered (now Rogerian) therapy, greatly impacting the ways
in which therapists work with their clients.
Martin E. P. Seligman (1942Major Works: Helplessness (1975), What You Can Change & What You Can't (1993)
Seligman's research explores psychopathology, helplessness, and optimism.
Muzafer Sherif (1906-1988)
Major Works: The Psychology of Social Norms (1936), Social Interaction, Process and Products (1967), Social
Psychology (1969)
Sherif, an early pioneer in social psychology, studied group processes and conflict.
Burrhus Frederic (B.F.) Skinner (1904-1990)
Major Works: Walden Two (1948), Beyond Freedom and Dignity (1971), About Behaviorism (1974)
Skinner, a radical behaviorist, expanded the work of Watson, Thorndike, and Pavlov to include the concept of
operant conditioning.
Edward Lee Thorndike (1874-1949)
Major Works: Educational Psychology (1903), Mental and Social Measurements (1904)
Through his studies on human and animal learning, Thorndike formulated the Law of Effect, the founding principle
of instrumental learning.
John B. Watson (1878-1958)
Major Works: "Psychology as the Behaviorist Views It," in Psychological Review (1913), Psychological Care of
Infant and Child (1928)
Watson founded behaviorism, challenging traditional psychoanalytic views and arguing for a psychological model
that focuses on observable behavior.
Wilhelm Wundt (1832-1920)
Major Work: Lectures on Human and Animal Psychology (1896)
Wundt founded the first psychological laboratory, helping to establish the field as an experimental science.
2006-2007 AP Psychology:
2 hours once per week for a “coaching session”
I will need to prepare for approximately four hours per week
6 hours per week x $40 per hour = $240 per week x 30 weeks =
$7200 per course
18 students = $400 per student
12 students = $600 per student
http://myschoolonline.com/page/0,1871,51520-187695-53-47950,00.html
Research Paper Guidelines
I would like everyone my Psychology 1 class to write a little research paper. The paper will use
the book Sybil as a main reference source. I want you to pick any four major themes/topics
presented in the book Sybil and find outside resourcs to cite. Here are some possible
themes/topics to include in the paper: (you are to pick any four - or maybe one that isn't on this
list)
psychoanalysis
child abuse
techniques of therapy
power of an individual to deal with trauma
defense mechanisms: repression, denial, regression etc.
double-bind
role of religion in child development
Oedipal/Electra conflicts
parenting
early childhood experiences
role of the father (Willard) in child development
sexuality in early childhood
emotional development
cultural effects of development
incest
schizophrenia
heredity and mental illness
multiple personality disorder
intervention to help child abuse victims and parents
Specifics: The Paper will be Due Tues June 1. You need a title page, outline (four topics), a
page for works cited and the text of the paper should be 3 pages. Type it, double space. Use
Sybil throughout the book to illustrate whatever point you're trying to make. Do a good job, one
of two test grades for the 9 weeks.
Psycholog
y Websites
List of Psychology Websites
The following is a comprehensive of websites that you might find interesting and helpful throughout the
year.
Online Reference guide to Research Citations
http://www.cord.edu/dept/library/Internet_Research_Tools/citing_internet_resources.html
General Search Engines
www.37.com
www.dogpile.com
www.northernlight.com
http://www.refdesk.com/
General Psych Sites
THE WHY? FILES: http://whyfiles.news.wisc.edu/
The American Psychological Association www.apa.org
AP College Board http://www.collegeboard.org/ap/psychology/
Encyclopedia of Psychology http://www.psychology.org/
Various Links http://www.geocities.com/CollegePark/8639/psych.html
http://www.psych-central.com/interact.htm
http://www.psych-central.com/
http://www.isv.uit.no/seksjon/psyk/psystufe.htm
http://maple.lemoyne.edu/~hevern/psychref.html
Online Tutorials http://psych.hanover.edu/Krantz/tutor.html
Demonstrations http://server.bmod.athabascau.ca/html/aupr/demos.shtml
History of Psychology
http://www.cwu.edu/~warren/calendar/datepick.html
Sports Psychology
http://www.mindtools.com/page11.html
Brain and Biology
BRAIN BRIEFINGS: http://www.sfn.org/briefings/
BRAIN BACKGROUNDERS: http://www.sfn.org/backgrounders/
BRAIN AWARENESS WEEK PAGE: http://www.sfn.org/BAW/
COMMITTEE FOR NEUROSCIENCE LITERACY: http://www.sfn.org/cnl/
NEUROSCIENCE FOR KIDS: http://faculty.washington.edu/chudler/neurok.html
ABOUT.COM NEUROSCIENCE RESOURCES:
http://neuroscience.about.com/education/neuroscience/mlibrary.htm
HUMAN BRAIN & BODY K-12 LESSON PLANS:
http://school.discovery.com/lessonplans/subjects/humanbody.html
NEUROSCIENCE EXPERIMENTS & ACTIVITIES: http://faculty.washington.edu/chudler/experi.html
BRAIN STRUCTURE
ABOUT BRAIN INJURY & BRAIN ANATOMY: http://www.waiting.com/brainanatomy.html
BRAIN FUNCTIONS & MAP: http://www.neuroskills.com/tbi/brain.shtml
BRIEF TOUR OF THE BRAIN: http://suhep.phy.syr.edu/courses/modules/MM/Biology/biology.html
STUDY THE STRUCTURE OF THE BRAIN: http://psych.hanover.edu/Krantz/neural/021.html
NEUROTRANSMITTERS LINKS PAGE: http://www.cerebral.org/neurotrans.html
FURTHER RESOURCES:
INDEX OF TOPICS IN BRAIN & BEHAVIOR:
http://serendip.brynmawr.edu/bb/neuro/neuro98/webprojectindex.html
NEUROBIOLOGY & BEHAVIOR 2000 ONLINE COURSE:
http://serendip.brynmawr.edu/bb/neuro/neuro00/
The Whole Brain Atlas http://www.med.harvard.edu/AANLIB/home.html
Sensation and Perception
PERCEPTION & ACTION PROJECTS: http://george.arc.nasa.gov/PBA_Group/html/open.html
BODY SCIENCE: THE SENSES:
http://school.discovery.com/lessonplans/programs/bodyscience/thesenses/index.html
COME TO YOUR SENSES WEB PAGE: http://tqjunior.advanced.org/3750/index.html
SEEING, HEARING, AND SMELLING THE WORLD: http://www.hhmi.org/senses/
SMELL AND TASTE PAGES: http://www.leffingwell.com/links5.htm
Illusions http://www.geocities.com/SoHo/Museum/3828/optical.html
Memory and Learning
Social Learning Theory http://chiron.valdosta.edu/whuitt/col/soccog/soclrn.html
http://mail.bcpl.lib.md.us/~sandyste/school_psych.html
THE ANATOMY OF MEMORY: http://www.exploratorium.edu/memory/
BRAIN TEASERS FROM BRAIN CONNECTION.COM:
http://www.brainconnection.com/teasers/
Social Psychology
http://www.socialpsychology.org/
Mental Disorders and Therapy
www.mentalhealth.com
http://mentalhealth.about.com/health/mentalhealth/msub16.htm?COB=home&terms=psychology&PM=112_
300_T
http://www.schizophrenia.com/
Teacher Stuff
FREE PUBLICATIONS, POSTERS, VIDEO TAPES & AUDIO TAPES:
http://faculty.washington.edu/chudler/free.html
AMERICAN ACADEMY OF NEUROLOGY LESSON PLANS FOR
TEACHING K-12: http://www.aan.com/public/lessonplans/
ACCESS EXCELLENCE: THE SITE FOR HEALTH AND BIOSCIENCE TEACHERS AND LEARNERS:
http://www.accessexcellence.org/
NEUROSCIENCE LABORATORY & CLASSROOM ACTIVITIES (REQUIRES ADOBE ACROBAT
READER): http://lshome.utsa.edu/programs/neurobiology/nlca/toc.htm
SCIENCE FAIR CENTRAL: http://school.discovery.com/sciencefaircentral/
SCIENCE FAIRS HOMEPAGE: http://www.stemnet.nf.ca/sciencefairs/
http://www.abacon.com/lefton/teacher.html
http://www.psych-central.com/teaching.htm
http://www.collegeboard.com/ap/
Hangman with psych terms http://www.unb.ca/web/units/psych/likely/hangit/call_100.htm
http://www.berkeleyprep.org/faculty/Doby_Kem/ap_psychology.htm
Advanced Placement Psychology Syllabus
Course Objectives:
1. Students will prepare to do acceptable work on the AP exam in the spring.
2. Students will study the major core concepts and theories. Students will be able to
define key terms and use them in everyday language.
3. Students will learn the basic skills of psychological research. They will devise simple
4.
5.
6.
7.
research projects, interpret and generalize from the results and evaluate the validity of
research reports.
Students will be able to apply psychological concepts to their own lives. They should
be able to recognize psychological principles when they are encountered in everyday
life.
Students will develop critical thinking skills. They will become aware of the danger of
blindly accepting or rejecting any psychological theory without careful objective
evaluation.
Students will build their reading, writing and discussion skills.
Students will learn about psychology as a profession, and become aware of the
educational requirements that must be met to pursue such careers. They will learn
about the ethical standards governing the work of psychologist.
Textbook:
Psychology sixth edition by David G. Myers is a college level text used for the AP
Psychology class. Students must bring it to class each day.
To prepare students to succeed, I will help in several ways:






The most successful way is to have lots of practice at test taking. Each of the chapters
will be a miniature version of the AP exam. This means that a student will have a 30minute period to answer 40 multiple choice questions. The next day a 25-minute
period is allowed for the essay question. There are two essays on the final and on the
AP exam.
I make certain that students have chapter outlines, handouts and supplemental
readings to organize content.
Students should make use of the Study Guide as a way to review for each chapter test
and potential essay questions.
Daily work consists of assigned quizzes, in-class writing assignments, pop quizzes
(which can not be made up if absent from class). This comprises 50% of a student’s
grade.
Major grades consist of chapter tests and assigned projects. This comprises 50% of a
student’s grade.
I am available for help during my prep time or during the activity period. Students
must make an appointment with me so that I may help them time without
interruptions.
Topic Outline
These are the major content areas covered by the AP Psychology Exam, as well as the approximate percentages of
the multiple-choice section that are devoted to each area.


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


I. History and Approaches (2–4%)
II. Research Methods (6–8%)
III. Biological Bases of Behavior (8–10%)
IV. Sensation and Perception (7–9%)
V. States of Consciousness (2–4%)
VI. Learning (7–9%)
VII. Cognition (8–10%)







VIII. Motivation and Emotion (7–9%)
IX. Developmental Psychology (7–9%)
X. Personality (6–8%)
XI. Testing and Individual Differences (5–7%)
XII. Abnormal Psychology (7–9%)
XIII. Treatment of Psychological Disorders (5–7%)
XIV. Social Psychology (7–9%)
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
7.
Evolutionary/Sociobiological
II. Research 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
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
IV. Sensation and Perception (7–9%)
A.
Thresholds
B. Sensory Mechanisms
C. Sensory Adaptation
D. Attention
E. Perceptual Processes
V. States of Consciousness (2–4%)
A.
Sleep and Dreaming
B. Hypnosis
C. Psychoactive Drug Effects
VI. Learning (7–9%)
A.
Classical Conditioning
B. Operant Conditioning
C. Cognitive Processes in Learning
D. Biological Factors
E. Social Learning
VII. Cognition (8–10%)
A.
Memory
B. Language
C. Thinking
D. Problem Solving and Creativity
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
IX. Developmental Psychology (7–9%)
A.
Life-Span Approach
B. Research Methods (e.g., longitudinal, cross-sectional)
C. Heredity-Environment Issues
D. Developmental Theories
E. Dimensions of Development:
1.
Physical
2.
Cognitive
3.
Social
4.
Moral
F.
Sex Roles, Sex Differences
X. Personality (6–8%)
A.
Personality Theories and Approaches
B. Assessment Techniques
C. Self-concept, Self-esteem
D. Growth and Adjustment
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
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
XIII. Treatment of Psychological Disorders (5–7%)
A.
Treatment Approaches:
1.
Insight Therapies: Psychodynamic/Humanistic Approaches
2.
Behavioral Approaches
3.
Cognitive Approaches
4.
Biological Approaches (psychopharmacology/psychosurgery)
B.
Modes of Therapy (e.g., individual, group)
C. Community and Preventive Approaches
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
KTL Prerequisite: Recommended: Biology
If in Grades 11 or 12 with a 12.9 GPA you may take AP Psychology
SOCSC 55 — Psychology
Description
This course explores the basic theories and principles of psychology. It guides students to a better understanding of
the self. Student will also study consciousness and adolescent development, as well as traditional topics such as
behaviorism, personality, learning, and social psychology. 9 lessons (8 Speedback assignments, 1 instructorgraded assignment); proctored Speedback final.
Course Content
1.
2.
3.
4.
5.
6.
7.
8.
9.
Approaches to Psychology
Brain and Body: Senses and Perceptions
Motion, Emotion, and Consciousness
Principles of Learning
Cognitive Processes
Personality
Conflict, Stress, and Coping
Psychological Disorders, Treatment,
Therapy
Portfolio Submission
and
Upon successfully completing this course, you should
be able to do the following:
1. Define psychology. Gain an awareness
of its historical background and
recognize the various approaches to
psychology.
2. Apply the science of psychology to
your daily life.
3. Identify how human behavior relates
to the physiological aspects of the
human body.
4. Describe the learning process and your
cognitive processes.
5. Define personality, identify theories of
personality, and gain tools to maintain
a psychologically healthy personality.
Your portfolio will hold evidence of your
understanding and application of the lessons through
various experiments, activities, and essay responses.
The portfolio will be 25 percent of your final grade. I
would encourage you to keep all of the required
materials in some sort of manila folder to be kept safe
for submission as lesson 9 of this course. Individual
assignments will be explained with each lesson. The
portfolio assignments coincide with the various
chapters in your text; you are strongly encouraged to
complete each portfolio assignment as you are
completing that particular lesson. They are designed to
give application to that lesson. They will be much more
difficult to do if you have to go back and review
various materials to complete them. A complete outline
of the psychology portfolio can be found in lesson 9 of
the course. Your portfolio must be typed in order to be
submitted to your instructor. Pay particular attention to
the approximate length of each assignment to get full
credit on each. You will receive a percentage grade on
your portfolio via the computer. A rubric with specific
critiques from each assignment will be returned to you.
The portfolios are not returned but are kept on file to
avoid illegal duplication.
Eight Speedback assignments
(6 percent each)
Portfolio assignment
Final examination
48 percent
26 percent
26 percent
Please make sure you properly identify everything you
put in your portfolio, i.e., lesson 1-Opinion Paper,
lesson 1-Experiment.

How are you going to keep your
projects together for the portfolio
assignment? Decide now what you
will use and keep it handy so that as
you complete these assignments you
can place them in your portfolio.
Remember, you must pass the final exam to pass the
course.
Introduction to Psychology is divided into nine lessons.
You are required to complete and submit all nine
lessons. The first eight lessons contain Speedback
(computer-processed) assignments. Lesson 9 is an
instructor-graded assignment, and you will need to mail
your complete portfolio to Independent Study. Please
make photocopies of all your work. Independent Study
is not responsible for assignments lost in the mail.
You must pass each submitted lesson with at least a 60
percent score or that lesson must be redone and
resubmitted. You will need to keep track of your
success in each assignment yourself so you know what
to study before the final exam.
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Glencoe has a new 2008 text Understanding Psychology
Teacher
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Edition
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Psychology and You
©2000
Hardcover
A comprehensive high school level introduction to the study of psychology
Larger Image
Psychology and You utilizes a writing style that talks with students using examples
and language relevant to their lives. Anecdotes, historical facts, unusual events,
everyday issues and concerns, and humor are also built in to keep students'
interest.
This program has been fully correlated to the proposed standards for teaching high
school psychology developed by the American Psychological Association.
Features:
Illustrate or extend a key chapter concept with high-interest psychological case
studies.
Guide students in applying critical-thinking skills to issues with Thinking
Critically About Psychology features. Found in each chapter, students learn to
analyze claims and draw valid conclusions.
Discuss important and interesting topics with primary source features. In Their
Own Words are primary source features by historic and contemporary
psychologists.
Present critical or difficult concepts in graphical or anecdotal formats with In
Focus features that help students grasp these concepts easily.
Close each chapter with Applying Psychology to Life, a popular feature that
shows students how to apply that chapter's principles to their school careers and
to their personal and family lives.
Check student comprehension and encourage analysis of chapter content with
Focus Questions and Pause for Thought. These focus questions and review
questions appear at key points within the chapter.