AP Psychology Syllabus
Ms. Kaminski
barbarakaminski@ci.bristol.ct.us
This is a year-long course in Psychology that prepares students for the AP Psychology exam. The goal of this course is to learn about the
field of Psychology through in-depth study, discussion and hands-on activities.
Purpose and Objectives
The AP Psychology course is designed to introduce you to the systematic and scientific study of the behavior and mental processes of
human beings and other animals. You are exposed to the psychological facts, principles, and phenomena associated with each of the major
subfields within psychology. You also learn about the ethics and methods psychologists use in their science and practice.
The central question addressed in AP Psychology is: “How do psychologists think?” The psychologist David Myers wrote that to think as a
psychologist, one must learn to “restrain intuition with critical thinking, judgmentalism with com-passion, and illusion with understanding.”
(Sternberg, 1997). Whether students choose to pursue a career related to psychology or one in some entirely different field, this habit of
mind will be of great value.
Students assess and understand some of the differing approaches adopted by psychologists, including the biological, behavioral, cognitive,
humanistic, psychodynamic, and sociocultural perspectives as well as common theories and concepts within the field. Most importantly,
students come to an appreciation of how psychologists think (or at least an appreciation of the kind of critical analysis that psychologists
promote and hope to model in their words and actions).
General Expectations
You are in control of your own education in an AP class. It is essential to your success to continue your learning outside of this classroom
everyday. You must keep up with your homework and other class related assignments, review your textbook and look over your notes on a
daily basis. You are responsible for all material which is written in your text; I will provide elaboration on some of the material that you have
read and create an opportunity for you to discuss theories and other related content with your fellow students in an organized manner. You
will be accountable in this classroom for anything that you do/do not do. I am more than happy to help you when you need it.
An array of activities will be used to engage you in your quest for knowledge. You will read your textbook, case studies, and scholarly
articles to help you help understand the material and to spark intellectual discussions. (Expectation 1 & 2) By learning the material you will
find yourself questioning theories, applying theories to everyday situations and you will begin to be able to defend your point of view in
regards to psychological topics. (Expectation 3, 4, & 5) Also by taking this course you may develop a new perspective on yourself and the
world around you. In short this course will make you think and analyze what you and others do. (Expectation 6, 7, & 9)
Expectations/Conduct
The following expectations and conduct are expected and should be followed in order to ensure a safe and pleasant learning environment.
Be Responsible
 Come to class on time
 Do your work
 Absence- take care of work you
missed.
 See me if you have any problems
with the material early. (I am here
before school and after school.)
Be Safe
 Follow school rules
 Let me know if you are having any
difficulties.
 Report any unsafe behavior.
Be Respectful
 Positive Attitude is a must. Be open
to learning new things.
 Maturity is a must in psychology. We
will be discussing issues that you or
someone might have or is
experiencing. Failure to act maturely
will result in your removal from class.
 Respect each other.
 No cellphones
Expectations for Academics
Class Cuts/Tardy -I will not accept cutting class or being tardy to class. If you cut class, you will receive a point deduction and I will also refer
to guidance about possible schedule changes. If you are tardy to class, you receive one warning. After that, you will get a point taken off
your grade for each tardy.
Homework - I will not accept or tolerate late or missing homework.
Papers/Projects- Papers, projects and alternative assessments can be turned in, up to five classes after the due date, but you will receive
10 points off for each day it is late. No assignment is accepted after the fifth day.
Absence- If you are absent, it is your responsibility to find out what you missed in class, and for homework. All make up work must be
handed in the next class period, unless you have been instructed by me, to hand in assignments at a later date. I will go over with you
during the first day of class, where you can find materials if you were absent. If you missed a test, quiz or presentation you must see me to
find out when you can make it up.
Grades will be based on the following scale:
Tests/Projects/Papers
Daily Quizzes
Homework
Class work
50 %
20 %
15 %
15 %
Other Information
Daily Reading Questions: You will have daily reading quizzes. Please refer to the calendar to know which pages you will be quizzed on.
Supplies Needed:
SEPARATE notebook for AP Psych (with a folder in the notebook or a separate folder); textbook needed for every class; pens & pencils.
A binder with a section for class notes, your notes, quizzes, and handouts will help you stay organized and will help you succeed.
Textbook: Myers’ Psychology for AP by David G. Myers
Special Notes:
Students are expected to take the AP Psychology Exam in May. Exam fee is around $82.
Contact: Please feel free to contact me anytime. If you have a specific question that needs immediate attention you should see me during
the school day.
Survival Tools
Here are some links and resources that you can use to help you throughout the year.
AP Psychology: this website offers a breakdown of the text and practice quizzes
www.appsychology.com
Alley Dog: this website helps break down terminology into everyday language
http://www.alleydog.com
Quizlets: this website allows you to use already made online note cards to review terms
http://quizlet.com/subject/ap-psychology/
Please use the following syllabus as a guide to our class.
Unit 1: History and Approaches to Psychology
Time
Day 1
Day 2
Day 3
Day 4
Essential Question

How has psychology
changed the study of
human and animal
behavior?


Student Objectives

Review syllabus and class expectations

Review the format of the AP Psychology exam

Define psychology and trace its historical development

Identify the major historical figures in psychology, including Mary Whiton Calkins, Charles
Darwin, Dorothea Dix, Sigmund Freud, G. Stanley Hall, William James, Ivan Pavlov, Jean
Piaget, Carl Rogers, B. F. Skinner, Margaret Floy Washburn, John B. Watson, Wilhelm
Wundt
How do the different
perspectives in
psychology compare
and contrast?

In what ways does
psychology analyze
human and animal
behavior?


Compare and contrast the psychological perspectives, including the biological, behavioral,
cognitive, humanistic, psychodynamic, sociocultural and evolutionary approaches
Recognize the strengths and limitations of applying theories to explain behavior

Identify basic and applied research subfields of psychology
Describe the difference between basic and applied research in their methods of gathering
data
Materials/Readings
p. 2-8
p. 9-11
p. 12-15
Assessment p. 16-17
Unit 2: Research Methods in Psychology
Time
Day 1
Essential Question
How do psychologists use the
scientific method to study behavior
and mental processes?
Day 2
Which methods of research are
appropriate for the study of
Student Objectives

Identify basic elements of an experiment (variables, groups, sampling,
population, etc.).

Compare and contrast research methods (case, survey, naturalistic
observation).


Explain the structure and process of Correlation studies.
Differentiate between Experimental and Clinical research methods
Materials/Readings
p.19-29
p. 29-38
Day 3
Day 4
Day 5
different behaviors?
How do psychologists draw
appropriate conclusions about
behavior from research?
How do psychologists make ethical
decisions about researching
behavior with human and animal
subjects?



Describe the three measures of central tendency and measures of
variation.
Evaluate the importance of statistics in data-gathered research.
Discuss the guidelines for ethical treatment of animal and humans while
conducting research, according to the American Psychological Association
national standards.
Review and TEST
p. 38-41
p. 41-46
APA Code of Ethics;
http://www.apa.org/ETHICS/code
2002.html
p. 47-49
Unit 3: Biological Basis of Behavior
Time
Day 12
Essential Question
1. How do biological processes relate to behavior?
Day 34
2.
How do the biological processes work to create
and sustain behavior?
Day 5
3.
How does damage to a biological process or part
affect behavior?
Day 6
Student Objectives
• Describe the structure of a neuron and explain neural impulses.
• Describe neuron communication and discuss the impact of
neurotransmitters.
• Describe the functions of the brain structures (thalamus,
cerebellum, limbic system, etc.).
• Identify the four lobes of the cerebral cortex and their functions.

Describe the nature of the endocrine system and its interaction
with the nervous system.

Classify and explain major divisions of the nervous system.



Describe neuron communication and discuss the impact of
neurotransmitters within a damaged brain.
Explain the split-brain studies.
Discuss the association areas.
Review and TEST
Materials/Readings
p. 51-59
p. 69-78
p. 59-63
p. 78-79
p. 82-87
p.64-65
Unit 4: Sensation and Perception
Time
Day 1
Day 2
Essential Question

How does Thresholds and Signal Detection
Theory influence human behavior?

What is the difference between sensation and
perception?
Student Objectives


Distinguish between absolute and difference thresholds.

Contrast the processes of sensation and perception.
Materials/Readings
p. 120-123
Describe the operation of the sensory systems (five
senses).
p. 116-119

Day 3

Day 4
Day 5
Describe how sensory mechanisms affect
thinking and behavior?
How does perceptual processes integrate
information into meaningful responses?
Review and TEST


Label a diagram of the parts of the eye and ear.

Explain the place and frequency theories of pitch
perception.

Discuss Gestalt psychology’s contribution to our
understanding of perception.

Discuss research on depth perception and cues.
Explain the Young-Helmholtz and opponent-process
theories of color vision.
p. 126, 135
p. 132-133
p. 137
p. 153-154
p. 172-173
Unit 5: States of Consciousness
Time
Day 1
Day 2
Essential Question

How do psychologists
consciousness?
define

What happens during the sleep cycle?

What roles do REM and Non-REM sleep
play in behavior?

How do psychoactive
behavior?

How do we know whether hypnosis is a
real psychological phenomenon?
drugs
affect
Student Objectives

Describe the cyclical nature and possible functions of sleep.

Identify the major sleep disorders.

Discuss the content and possible functions of dreams.

Discuss hypnosis, noting the behavior of hypnotized people and
claims regarding its uses.

Discuss the nature of drug dependence.

Chart names and effects of depressants, stimulants, and
hallucinogenic drugs.

Compare differences between Non-REM and REM.

Describe the physiological and psychological effects of
depressants, stimulants, and hallucinogens.
Review and TEST
Materials/Readings
p. 176-178, 181184
p. 185-187
p. 187-192
p.192-196
p. 197-198
p. 207
p. 178-181
p. 208-210
p. 212-213
Unit 6: Learning
Time
Day 1
Essential Question

How do
learning?
psychologists
define
Student Objectives

Describe the process of classical conditioning (Pavlov’s experiments).

Explain the processes of acquisition, extinction, spontaneous recovery,
generalization, and discrimination.
Materials/Readings
p. 218-220, 226227
p. 220-222
p. 223-226
Day 2
Day 3

How do principles
conditioning
work
learning?
of classical
to
create

Discuss the importance of cognitive processes and biological
predispositions in conditioning.

How do principles
conditioning
work
learning?
of operant
to
create

p. 228-230
p. 230-233
p. 234-235

Describe the process of operant conditioning, including the procedure of
shaping, as demonstrated by Skinner’s experiments.
Identify the different types of reinforcers and describe the schedules of
reinforcement.
Discuss the effects of punishment on behavior.


Describe the process of observational learning (Bandura’s experiments).
Describe how biology influences learning.
p. 242-249


How do principles of observational
learning work to create learning?

Day 4
What role does genetics play in the
learning process?
Review and TEST
p. 252-253
Unit 7a: Cognition/Memory
Time
Day 1
Essential Question

How do humans encode, store,
and retrieve information from
memory?
Student Objectives

Describe memory in terms of information processing, and distinguish among
sensory memory, short-term memory, and long-term memory.

Distinguish between automatic and effortful processing.

Explain the encoding process (including imagery, organization, etc.).
Materials/Readings
p. 255-258, 255260
p. 266,267
p. 258-265
Day 2

How can humans enhance
memory encoding, storage, and
retrieval?


Describe the capacity and duration of long-term memory.
Distinguish between implicit and explicit memory.
p. 268-274
p. 272
Day 3

How can humans enhance
memory encoding, storage, and
retrieval?



Describe the importance of retrieval cues.
Discuss the effects of interference and motivated forgetting on retrieval.
Describe the evidence for the constructive nature of memory.
p. 274-276
p. 278-284
p. 285-293
Day 4
Review and TEST
p. 296-297
Unit 7b: Cognition/Language
Time
Essential Question
Student Objectives
Materials/Readings
Day 1



How do humans think?
In what ways is thinking flawed or constrained? How
can people avoid falling for these errors in thinking?


Day 2


How do humans acquire language?
How do humans use language to communicate
ideas?
o
o
o
Day 3
Day 4

p. 298-299
p. 300-301
p. 313-314
p. 315-316
p. 315-318
p. 319-321
Describe the structure of language (phonemes, morphemes,
grammar).
Identify language developmental stages (babbling, one word,
etc.).
Explain how the nature-nurture debate is illustrated in the
theories of language development.

How is language flawed or constrained?
Describe the nature of concepts and the role of prototypes
in concept formation.
Discuss how we use trial and error, algorithms, heuristics,
and insight to solve problems.
Explain how the representativeness and availability
heuristics influence our judgments.
Discuss Whorf’s linguistic relativity hypothesis.
Review and TEST
p. 324-325
Unit 8: Emotion and Motivation
Time
Day 1
Essential Question


Day 2


Day 3



In what ways are humans motivated to
behave?
What methods of motivation are more
effective than others?
Student Objectives

Define motivation and identify motivational theories.

Describe the physiological determinants of hunger.
What is the role of hunger in motivating
behavior?
How do maladaptive eating patterns
affect behavior?
What role do emotions play in behavior?
How do cognitions affect emotions?
o
o



Discuss psychological and cultural influences on hunger.
Define achievement motivation, including intrinsic and extrinsic
motivation.
Identify the three theories of emotion (James-Lange, Cannon-Bard,
Schachter-Singer).
Describe the physiological changes that occur during emotional
arousal.
Materials/Readings
p. 327-331
p. 331-335
p. 335-348
p. 237 (extrinsic)
p. 236-237
(intrinsic)
p. 366-368
p. 369-372
Day 4
Day 5



How does stress effect emotions?
Discuss the catharsis hypothesis.
Describe the biological response to stress.
Review and TEST
p. 388
p. 397-406
p. 407-408
Unit 9: Lifespan Development
Time
Day 1
Essential Question


Day 2


Day 3
Day 4

How do people grow and develop
physically
throughout
the
lifespan?
How do people grow and develop
intellectually throughout the
lifespan?
How do people grow and develop
socially throughout the lifespan?
How do people grow and develop
morally throughout the lifespan?
Student Objectives

Discuss the course of prenatal development.

Illustrate development changes in physical, social, and cognitive areas.

Discuss the effect of body contact, familiarity, and responsive parenting on
attachments.
o
o
How do people grow and develop
personality
throughout
the
lifespan?
Describe the benefits of a secure attachment and the impact of parental neglect
and separation as well as day care on childhood development.
Describe the theories of Piaget, Erikson, and Kohlberg.


Describe the early development of a self-concept.
Distinguish between longitudinal and cross-sectional studies.
Review and TEST
Materials/Readings
p. 411-415
p. 415-427
p. 426-432
p. 426-432
p. 429 Erikson
p. 449 Kohlberg
p.418-426, 448
Piaget
p. 432-434
p. 462-465
p. 476-477
Unit 10: Personality
Time
Day 1
Day 2
Essential Question

How do psychologists define and study
personality?

What advantages and limitations exist
for each theory’s description of
Student Objectives

Describe personality structure in terms of the interactions of the id, ego,
and superego.

Describe the social-cognitive perspective on personality.

Explain how defense mechanisms protect the individual from anxiety.
o
o
Describe the contributions of the neo-Freudians.
Describe the humanistic perspective on personality in terms of Maslow’s focus
on self-actualization and Rogers’ emphasis on people’s potential for growth.
Materials/Readings
p. 479-483
p. 503-510
p.483-484
p. 483-490
p. 490-493
p. 516-518
personality?
Day 3
Day 4

o
How do psychologists reliably measure
personality and interpret personality’s
role in behavior?
Describe the impact of individualism and collectivism on self-identity.


Explain how personality inventories are used to assess traits.
Discuss the consequences of personal control, learned helplessness, and
optimism.
p. 493-502
p. 505-510

Review and TEST
p. 520-521
Unit 11: Testing and Individual Differences
Time
Day 1
Day 2
Essential Question

How do psychologists define and study intelligence?

How did the use of intelligence tests evolve throughout the last
two centuries?

How do testing scores differ between group administrations and
individual administrations of intelligence tests? Between
genders? Races? Socioeconomic groups?
Student Objectives

Trace the origins of intelligence testing.

Describe the nature of intelligence.

Identify the factors associated with creativity.

Distinguish between aptitude and
achievement tests.

Describe test standardization.



Day 3
Day 4

How do psychologists know whether a test is reliable and/or
valid? Why are these qualities of tests important?
Review and TEST

Materials/Readings
p. 524, 532-539
p. 523
p. 527
p. 536-538
p. 536
Describe the two extremes of the normal
distribution of intelligence.
Discuss evidence for both genetic and
environmental influences on intelligence.
Discuss whether intelligence tests are
culturally biased.
p. 551-556
p. 544-546, 546548
Distinguish between the reliability and validity
of intelligence tests.
p. 554-556

p. 558-559
Unit 12: Abnormal Behavior
Time
Essential Question
Student Objectives
Materials/Readings
Day 1
Day 2
Day 3
Day 4

How do psychologists measure and
define abnormal behavior?
o
o
o
Identify the criteria for judging whether behavior is psychologically disordered.
Describe the medical model of psychological disorders.
Describe the nature of organic (brain-based disorders) and personality
disorders.

How are the various psychological
disorders identified and studied?

Describe the symptoms of generalized anxiety disorder, phobias, obsessivecompulsive disorder, and posttraumatic stress disorder.
Describe and explain the development of somatoform and mood disorders.
Describe the various symptoms and types of schizophrenia.
Describe the characteristics and possible causes of dissociative disorders.
Describe the aims of DSM-IV, and discuss the potential dangers of diagnostic
labels.

What are the major categories of
mental disorders?




Review and TEST
p. 561-564
p. 564-565
p. 596-599
p. 569-576
p. 576-577
p. 577-589
p. 589-596
p. 565-568
p. 602-603
Unit 13: Treatment of Abnormal Behavior
Time
Day 1
Day 2
Day 3
Essential Question

What are aims and methods of psychological
therapies?

What are aims and methods of psychological
therapies?

How effective is psychotherapy treatment in
managing psychological disorders?

Day 4


How can therapy be ineffective?
What role does biomedical therapy play in
Student Objectives
o
o
o
o
o
Discuss the aims and methods of psychoanalysis.
Identify the basic characteristics of the humanistic therapies.
Identify the basic assumptions of behavior therapy.
Describe the assumptions and goals of the cognitive therapies.
Discuss the benefits of group therapy and family therapy.


Describe the assumptions and goals of the cognitive therapies.
Discuss the benefits of group therapy and family therapy.
o
Discuss the findings regarding the effectiveness of the
psychotherapies.
o
Discuss the role of values and cultural differences in the
therapeutic process.
Materials/Readings
p. 605-608
p. 609-610
p. 610-614
p. 614-617
p. 617-618
p. 614-617
p. 617-618
p. 619-626
p. 626-628
p. 628-634
o
therapeutic programs?
Day 5
Identify the common forms of drug therapy and the use of
electroconvulsive therapy.
Review and TEST
p. 640-641
Unit 14: Social Psychology
Time
Day 1
Day 2
Essential Question
Day 4
Describe the importance of attribution in social behavior.
Explain the effect of role-playing on attitudes in terms of cognitive dissonance
theory.
Discuss the issues related to aggression, love, and attraction.
o Explain altruistic behavior in terms of social exchange theory and social
norms.

How do people explain (or attribute) the
behavior of others?

What impact do these attributions have
on individuals and society as a whole?

Under what conditions do people obey,
conform, make friendships, find love,
and help others?
How do attitudes and actions influence
individual and group behavior?



Discuss the results of Asch’s experiment on conformity.
Describe Milgram’s controversial experiments on obedience.
Discuss how group interaction can facilitate group polarization and
groupthink.
How do psychologists define culture?

Describe the social, emotional, and cognitive factors that contribute to
the persistence of cultural, ethnic, and gender prejudice and
discrimination.

Day 3
Student Objectives

Review and TEST
o
o
o
Materials/Readings
p.643-646
p. 646-650
p. 670-685
p. 650-654
p. 654-657
p. 657-661
p. 661-670
p. 694-695