AP Psychology
Course Overview and Description
The premise of Advanced Placement Psychology is that students benefit from a systematic and scientific
study of behavior. Guided by the theories, principles, methodology, and applications of psychology,
students will explore the complexities of behavior, generate logical explanations of behavior, and express
and defend interpretations of behavior.
Success in Advanced Placement Psychology is defined as sufficient achievement to earn college credit on
the Advanced Placement Psychology Examination. This level of achievement requires mastery of content,
superior levels of processing, applications of test taking strategies, and highly developed skills of
expression. Student achievement in Advanced Placement Psychology will be the equivalent of success in a
college level introductory psychology course.
Advanced Placement Psychology is designed to provide able, motivated students a learning experience
which integrates challenging subject matter and dynamic instruction. Approaches to learning will actively
engage students, utilize their curiosity, and employ strategies appropriate for adolescent learners.
Upon completion of Advanced Placement Psychology students will have demonstrated achievement as
knowledgeable, skilled, and perceptive learners. They will have applied scientific and humanistic
principles to self understanding and understanding of others, developed advanced thinking skills, and made
substantial progress towards successful adulthood.
Course Text:
Myers’ Psychology for AP
COURSE PLAN
Unit 1: Social Psychology (1 week)
Social psychology has been chosen to introduce the study of psychology. Although usually found in the
last few chapters of most textbooks, this unit provides an interesting first experience in the study of
psychology. In addition to capturing student interest, it offers excellent ties to future units, most
particularly in the study of psychological research. Within this unit, students will seek thoughtful and
complete responses to the following:
QUESTION:
What factors influence changes in social norms?
QUESTION:
What factors influence conformity, compliance, and obedience?
QUESTION:
How do people construct their views of other individuals and understand their
interactions with others within a social setting?
Readings:
Coon, Introduction to Psychology, 2006: pages 647-53, 662-70, 697-9, 652-3, and 681-3
Indicator and Supporting Objectives:
Students will investigate issues of group behaviors in order to determine the impact of social settings and
circumstances on behavior
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define achieved role, ascribed role, role conflict, and social norms
examine types of group interactions
describe effects of group pressure as demonstrated by the Asch effect
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determine the relationship between authority and obedience as demonstrated by Milgram
analyze factors affecting decisions during the stages of bystander intervention
list types of social thinkers and relate them to findings regarding cognitive dissonance, self perception,
and attribution theory
identify reasons for the fundamental attribution error
Content within Social Psychology includes:
What factors influence changes in social norms?
Musafer Sherif and norm crystallization. Theodore Newcomb and Bennington's Liberal Norms, What
factors influence conformity, compliance, and obedience? The Asch Effect,
Lewin's Group Dynamics, Milgram's obedience to authority, Bystander intervention
How do people construct their views of other individuals and understand their interactions with others
within a social setting?
Dissonance theory: self-justification, Self-perception theory,
Assessment:
Students will complete activities from Makowski’s Activity Handbook for Teaching Psychology, Volumes
II and III.
Resources:
Coon, Dennis. Acetates to Accompany Introduction to Psychology: Exploration and
Application. Minneapolis: West Publishing Company, 2006.
Coon, Dennis. Instructor's Manual to Accompany Introduction to Psychology: Exploration and
Application.. Minneapolis: West Publishing Company, 2006.
Coon, Dennis. Introduction to Psychology: Exploration and Application.. Minneapolis: West Publishing
Company, 2006.
Makosky, Vivian Parker, et. al. Activities Handbook for the Teaching of Psychology, Volume II.
Washington, D. C.: American Psychological Association, 1994.
Makosky, Vivian Parker, et. al. Activities Handbook for the Teaching of Psychology, Volume III.
Washington, D. C.: American Psychological Association, 1995.
Schwartz, Steven. Classic Studies in Psychology. Mountain View, California: Mayfield Publishing
Company, n.d.
Video: Annenberg/CPB, Discovering Psychology: Program 19, The Power of the Situation
Unit 2: Approaches and History (1 week)
Approaches and History will introduce students to the goals of psychology and the various perspectives
used within psychology to explain human behavior. While each school has amassed evidence of its utility,
students will discover that no single approach can offer a satisfactory and complete set of answers to all the
questions we have. Of paramount importance in this unit is the introduction of psychology as a science,
albeit of subjects and subject matter which often defy the predictability available to the pure and applied
sciences. It is essential that students thoroughly understand the various psychological perspectives of
human behavior. These perspectives will be revisited continually throughout the course. On the Advanced
Placement Examination students are frequently asked to apply their knowledge of these perspectives to
personality development, abnormal behavior, and methods of therapy. Within this unit, students will seek
thoughtful and complete responses to the following:
QUESTION:
QUESTION:
QUESTION:
Why study psychology?
How did psychology develop a scientific study of behavior?
How do the various schools of psychology differ?
Readings:
Coon, Introduction to Psychology, 2006: pages1-7, 8-16, and 660-1
Indicators and supporting objectives:
Students will investigate the purposes and scope of psychology in order to develop goals for understanding
behavior.
• develop a rationale for the study of psychology
• describe behaviors of interest in psychology
• evaluate the goals of psychology
Students will examine the early development of psychology in order to determine psychology's status as a
scientific body of knowledge.
• investigate the pioneers of psychological studies
• describe structuralism and functionalism
Students will compare major schools of psychology in order to select appropriate approaches to
psychological studies and problems
• describe each of the major approaches to the explanation of human behavior
• apply selected psychological approaches to case studies
Content within Approaches and History includes:
Why study psychology?
Definition of Psychology, Goals, Description of behavior, Explanation of behavior, prediction of behavior,
Control of behavior, Improving quality of life
How did psychology develop a scientific study of behavior?
Structuralism: Wilhelm Wundt, Edward Titchner, Functionalism: William James, John Dewey,
How do the various schools of psychology differ?
Biological approach, Psychodynamic approach, Behavioristic approach, Cognitive approach
Humanistic approach
Assessment:
Assess student understandings of the approaches to psychology by directing them individually, in pairs, or
in groups to create “Bumper Stickers”. Students will refer to the five basic approaches to psychology
described in the textbook (biological, behavioral, humanistic, psychodynamic, cognitive). The group task
is to create slogans, such as those which appear on bumper stickers, that capture the essence of the theory.
For example, “Biology: it’s in your genes” could represent the biological approach. Slogans can be
completely original or takeoffs from commercials or other well-known sayings.
Prior to the activity, emphasize with students the criteria which will be used to evaluate their bumper
stickers and a scoring sheet.
Resources:
Coon, Dennis. Instructor's Manual to Accompany Introduction to Psychology: Exploration and
Application.. Minneapolis: West Publishing Company, 2006.
Coon, Dennis. Introduction to Psychology: Exploration and Application.. Minneapolis: West Publishing
Company, 2006.
Coon, Dennis. Introduction to Psychology: Exploration and Application.. Pacific Grove: Brooks/Cole
Publishing Company, 1998.
McMahon, Judith W. Teaching Masters: Psychology and You. Minneapolis: West Publishing Company,
2000.
Video:
National Broadcasting Company, Behavior Research Institute from Eye to Eye
Annenberg/CPB Project, Discovering Psychology: Program 1, Past, Present, and Future
Unit 3: Methods (2 weeks)
Methods requires students to apply statistical measurements to psychology. Of special importance in this
unit is the need for accuracy and logical application of measurement. This is a very comprehensive unit
and can easily be expanded. Within this unit, students will seek thoughtful and complete responses to the
following:
QUESTION:
QUESTION:
QUESTION:
QUESTION:
information?
How does psychology acquire information about behavior?
How does psychology measure behavior?
How does psychology ensure the accuracy of observations and measurements?
What ethical issues confront the collection and measurement of psychological
Readings:
Coon, Introduction to Psychology, 2006: pages 27-36, Appendix A, A1-A9, 30-41, 383, and 46-7
Indicators and Supporting Objectives:
Students will investigate methods of collecting data in order to apply logical processing to observations,
measurements, and interpretations of behavior.
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describe the research methods in psychology correctly using terminology
apply the experimental method
demonstrate the method of random samplings
Students will understand how psychologists use descriptive statistics in order to support the validity of
judgments about behavior.
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distinguish between correlational and causal relationships
compute correlational coefficients to describe relationships
describe measures of central tendency and their uses
describe appropriate uses of measures of variability
Students will use scientific and standardized procedures in order to ensure the validity of judgments about
behavior
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describe the limits of the scientific method and its safeguards
distinguish between the concepts of reliability and validity
Students will examine guidelines for the treatment of subjects in psychological research in order to evaluate the
ethical standards used in current research.
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describe practices such as informed consent, right to privacy, deception, and their relationships to
professional ethics
analyze issues related to control
describe appropriate guidelines for debriefing
explain how animal research provides insights regarding human behavior
Content within Methods includes:
How does psychology acquire information about behavior?
Correlational research, Experimental research, Naturalistic observation, Survey, Case study
How does psychology measure behavior?
The correlation coefficient, Measures of central tendency, Measures of variability, Sampling error,
Differences between means
How does psychology ensure the accuracy of observations and measurements?
Operational definitions, Standardized procedures, Controls, Reliability and validity
What ethical issues confront the collection and measurement of psychological information?
Informed consent, The right to privacy, Deception, Debriefing, Issues in animal research
Assessment:
Provide practical experience in using the experimental method by having students complete an experiment
in helping. Prior to class, have students read Coon, Introduction to Psychology 2006, pages 27-36.
Distribute handout “A Field Experiment in Helping” and instructions from Makosky, Activities Handbook
for the Teaching of Psychology, Volume III, pages 9-11. Review the guidelines with the students and
establish a time frame for the completion of this activity. Have students compare their findings with
current research in the field by referring students to “Prosocial Behavior” in Coon, Introduction to
Psychology, 2006, pages 697-9 and refer to activities on the bystander effect in the introductory social
psychology unit.
Resources:
Coon, Dennis. Instructor's Manual to Accompany Introduction to Psychology: Exploration and
Application. Minneapolis: West Publishing Company, 2006.
Coon, Dennis. Introduction to Psychology: Exploration and Application. Minneapolis: West Publishing
Company, 2006.
Grayson, Nancy. The Stats Pack: Statistics Without Fear. Washington, D. C.: American
Psychological Association, 1997.
Makosky, Vivian Parker, et. al. Activities Handbook for the Teaching of Psychology, Volume III.
Washington, D. C.: American Psychological Association, 1995.
Unit 4: Biological Basis of Behavior (3 weeks)
Currently, most interest in the biological basis of behavior involves the brain and the nervous system.
Analysis of the brain and nervous system offers explanations of human behavior and reasons for the
varieties of our aptitudes and preferences. Completion of this unit can be enhanced by seeking the
assistance of the science department for expertise and resources. Within this unit, students will seek
thoughtful and complete responses to the following:
QUESTION:
QUESTION:
QUESTION:
What are the techniques used for investigating the brain?
How is the neural network organized to receive and send impulses?
How is the nervous system organized?
Readings:
Coon, Introduction to Psychology, 2006: pages 79-82, 52-7, 421-2, and 54-74
Indicators and supporting objectives:
Students will identify research techniques in order to determine how information is acquired about the
structures and functions of the brain.
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trace the evolution of early brain research
explain the significance and effectiveness of diagnostic tools such as the EEG, CAT, PET, and MRI
Students will investigate the neurons and nerve impulses in order to describe the internal processes of the brain
and nervous system.
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identify the structure and characteristics of the components of the neural system
trace the sequence of events in neural impulses
analyze the roles of various chemical transmitters on neural activity
Students will investigate the components of the nervous system in order to determine neurological functions.
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identify the structure and characteristics of the central nervous system
differentiate between the somatic and autonomic nervous systems
describe the functions of brain parts
investigate hemispheric functions of the brain
assess the impact of genetic and environmental factors on development
Content within Biological Basis of Behavior includes:
What are the techniques used for investigating the brain?
Electrical stimulation and recording, Wilder Penfield: mapping the cortex, Walter Hess: electrical
stimulation of deep brain structures, Brain Scans, Electroencephalogram (EEG), Computerized axial
tomography (CAT), Positron emission tomography (PET), Magnetic resonance imagery (MRI)
How is the neural network organized to receive and send impulses?
The Neuron, Structure of neuron, Action Potentials, Graded potential, Action potential
Refractory period, Ion channels, Synapses and communication between neurons, Synapse,
Neurotransmitters, Drug interactions
How is the nervous system organized?
Peripheral nervous system, Somatic nervous system, Autonomic nervous system, Central nervous
system, Spinal cord, Brain, Central core, Limbic system, Cerebral cortex, Hemispheres, Lobes,
Endocrine system, Pituitary gland (anterior/posterior), Thyroid gland, Islet cells, Adrenal cortex,
Ovaries, Testes, Brain lateralization, Split brain, Specialized functions, Genes and Behavior,
Chromosomes and genes, Chromosome abnormalities, Single trait genes, Sex-linked traits, Polygenic
traits, Nature vs. nurture
Assessment:
Students will analyze brain and nervous system using a series of experiments and inventories.
Resources:
Coon, Dennis. Acetates to Accompany Introduction to Psychology: Exploration and Application.
Minneapolis: West Publishing Company, 2006.
Coon, Dennis. Instructor's Manual to Accompany Introduction to Psychology: Exploration and
Application. Minneapolis: West Publishing Company, 2006.
Coon, Dennis. Introduction to Psychology: Exploration and Application. Minneapolis: West Publishing
Company, 2006.
Coon, Dennis. Worksheets to Accompany Introduction to Psychology: Exploration and Application.
Minneapolis: West Publishing Company, 1995.
Diamond, M.C., et. al. The Human Brain Coloring Book. New York: Harper Collins Publishers,
Inc., 1985.
Makosky, Vivian Parker, et. al. Activities Handbook for the Teaching of Psychology, Volume II.
Washington, D. C.: American Psychological Association, 1994.
McMahon, Judith W., McMahon, Frank B., and Romano, Tony. Teaching Masters: Psychology and You.
Minneapolis: West Publishing Company, 2000.
"The Right Chemistry." Time Magazine, February 15, 1993, page 49.
Video:
Ambrose Video, The Body Atlas: Glands and Hormones
Annenberg/CPB Project, The Brain
Module 2: The Story of Phineas Gage
Module 3: Language and Speech
Module 4: Split Brain
Module 8: Hormones and Sexual Development
Unit 5: Sensation (2 weeks)
Sensation refers to the sensory systems and how they contribute to our awareness. It is based on
psychophysics, the study of the relationship between physical stimuli and the sensations they evoke. The
concepts associated with psychophysics may be somewhat difficult for both students and the teacher.
There are useful visuals found in Diamond, The Human Brain Coloring Book. Although the structure of
the eye is not a particularly difficult topic for students, the theories pertaining to color vision may require
detailed explanations. If possible, it is useful to invite the school's physics teacher or a psychology
professor from a local college to conduct a "guest lecture." Within this unit, students will seek thoughtful
and complete responses to the following:
QUESTION:
How do we measure sensation?
QUESTION:
QUESTION:
QUESTION:
How is vision accomplished?
How is hearing accomplished?
What additional senses affect behavior?
Readings:
Coon, Introduction to Psychology, 2006: pages 169-73, 173-82, 183-6 and 187-95
Indicators and supporting objectives:
Students will identify major concepts in psychophysics in order to describe the limits of sensory sensitivity.
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distinguish between concepts of absolute and difference thresholds
contrast the processes of sensation and perception
Students will identify structures and processes of the eye in order to determine how vision is accomplished.
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describe eye structures and the physiology of the visual system
compare the two conflicting theories of color vision
Students will identify structures and processes of the ear in order to determine how hearing is accomplished.
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describe reception of sound waves by the auditory system
distinguish conduction, nerve, and stimulation deafness
Students will examine the chemical and somesthetic senses in order to determine how olfaction, taste, and touch
are accomplished.
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explain processing of the chemical senses
explain processing of the somesthetic senses
Content within Sensation includes:
How do we measure sensation?
Threshold, Absolute threshold, Difference threshold, Weber's law, Signal detection theory
How is vision accomplished?
Structures of the eye, Optic nerve and optic tract, Visual cortex, Seeing color, Wavelengths and hue,
Theories of color vision, Trichromatic theory, Opponent-process theory, Form, depth, and movement,
Visual impairment
How is hearing accomplished?
Physics of sound, Pitch, Loudness, Timbre, Auditory system, Cochlea, Basilar membrane, Auditory
nerve, Auditory cortex, Theories of hearing, Place theory, Frequency theory, Hearing disorders
What additional senses affect behavior?
Olfaction, Taste, Cutaneous, Vestibular
Assessment:
Students will be assessed on their understanding of pyschophysics by completing a handout on “Sensation”
which asks them to identify the sensory systems and evaluate how they contribute to our awareness through
physical stimuli and the sensations they evoke.
Resources:
Coon, Dennis. Acetates to Accompany Introduction to Psychology: Exploration and Application.
Minneapolis: West Publishing Company, 2006.
Coon, Dennis. Instructor's Manual to Accompany Introduction to Psychology: Exploration and
Application. Minneapolis: West Publishing Company, 2006.
Coon, Dennis. Introduction to Psychology: Exploration and Application. Minneapolis: WestPublishing
Company, 2006.
Diamond, et al. The Human Brain Coloring Book. New York: Harper Perennial, 1985.
Schwartz, Steven. Classic Studies in Psychology. Mountain View, California: Mayfield Publishing
Company, 1986.
Unit 6: Perception (2 weeks)
Perception is the process for assembling sensations into usable mental representations of the world. While
supported by a number of factors such as depth perception and the ability to judge distances, perception can
also be altered by learning, attention, motives, values, and expectations. This unit relies on demonstrations
which require preparation. It is suggested that at the beginning of this unit responsibilities for assembling
materials be divided among teams of students. It will be necessary to obtain copies of visual illusions. An
Introduction to Optical Illusions, Second Revised Edition, by Louis Grant Brandes, is an excellent source.
Also, consider asking a member of the art department to provide examples of artworks that illustrate
figure/ground, closure, depth, size, shape, nearness, light, shadow, linear perspective, etc. for use in this
unit. Within this unit, students will seek thoughtful and complete responses to the following:
QUESTION: What processes and principles affect perception?
Readings:
Coon, Introduction to Psychology, 2006, pp. 203-29
Indicators and Supporting Objectives:
Students will identify factors that influence perception in order to determine how we view our environment.
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describe ways in which sensations are screened
analyze how figure, ground, and closure contribute to vision
determine how principles of perceptual grouping organize vision
explain perceptions of apparent motion
analyze processes of depth perception
determine how size and shape constancies affect perception
Content within Perception includes:
What processes and principles affect perception?
Attention processes, Functions of attention, Attention and response selection, Organizational processes
in perception, Figure, Ground, Closure, Principles of perceptual grouping, Law of proximity, Law of
similarity, Law of common fate, Figural goodness, Law of pragnaz, Reference frames, Motion
perception, Depth perception, Perceptual constancies, Size and shape, Orientation
Assessment:
Assess student understanding of the processes of depth perception by having them write an essay
describing why a person with one eye has difficulty perceiving depth. Students should describe monocular
pictorial depth cues that would help a one-eyed person, referring to Coon, Introduction to Psychology,
2006, Figure 7-14, page 213.
Assess student understanding of factors affecting perception through an essay in which they describe the
experiments and demonstrations related to perception which were concluded in class. Student essays
should include the important concepts illustrated in each experiment/demonstration and the results.
Resources:
Coon, Dennis. Instructor's Manual to Accompany Introduction to Psychology: Exploration and
Application. Minneapolis: West Publishing Company, 2006.
Coon, Dennis. Introduction to Psychology: Exploration and Application. Minneapolis: West Publishing
Company, 2006.
Makosky, Vivian Parker, et. al. Activities Handbook for the Teaching of Psychology, Volume I.
Washington, D. C.: American Psychological Association, 1981.
Makosky, Vivian Parker, et. al. Activities Handbook for the Teaching of Psychology, Volume II.
Washington, D. C.: American Psychological Association, 1994.
Makosky, Vivian Parker, et. al. Activities Handbook for the Teaching of Psychology, Volume III.
Washington, D. C.: American Psychological Association, 1995.
Schwartz, Steven. Classic Studies in Psychology. Mountain View, California: Mayfield Publishing
Company, 1986.
Unit 7: States of Consciousness (1 week)
Altered states of consciousness is a fascinating unit for students who love to compare and analyze their
dreams and states of consciousness. However, you and the students must resist the temptation to spend an
inordinate amount of time on this unit as few questions on the Advanced Placement Psychology
Examination relate to its topics. Of particular importance are the stages of sleep and past and current dream
theories. Within this unit, students will seek thoughtful and complete responses to the following:
QUESTION:
QUESTION:
What is consciousness?
What are altered states of consciousness?
Students will define consciousness in order to analyze its existence at several levels.
Readings:
Coon, Introduction to Psychology, 2006: pages 236-8, 252-3, 236-71, 521-3, 481-2, and 615-17
Indicators and Supporting objectives:
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identify conscious behaviors
describe the positive and negative effects of sensory deprivation
Students will investigate altered states of consciousness in order to evaluate their impacts on individuals.
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describe the concept of circadian rhythms
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explain the four stages of sleep
describe and differentiate sleep disorders
critically analyze Freudian dream analysis
evaluate current dream theories
describe hypnosis as an altered state and its applications
compare forms of meditation
describe the effects of non-prescription and prescription drugs on states of consciousness
Content within Altered States of Consciousness includes:
What is consciousness?
Functions of consciousness, Structures of consciousness, Nonconscious process, Preconscious
memories, The subconscious, The nonconscious, Sensory deprivation
What are the altered states of consciousness ?
Circadian rhythms, Sleep cycle, Sleep disorders, Dreams, Freudian dream analysis, Activationsynthesis theory, Nightmares, Hypnosis, Meditation, Mind altering drugs
Assessment:
Assess student understanding by having students complete an essay on sleep. Distribute “Essay Question:
Sleep”, which asks the student to describe the changes in brain-wave activity that accompany a typical
night’s sleep for a normal person. Students should be sure to include a discussion of REM sleep and the
events that are associated with it.. Conduct a peer review utilizing “Scoring Scheme: Sleep”, a rubric to
grade the Essay on a 30 point scale. Assign this essay as a timed, 22-minute, in-class assignment to
familiarize students with the format of the two free response essays on the AP exam.
Resources:
Coon, Dennis. Instructor's Manual to Accompany Introduction to Psychology: Exploration and
Application. Minneapolis: West Publishing Company, 2006.
Coon, Dennis. Introduction to Psychology: Exploration and Application. Minneapolis: West Publishing
Company, 2006.
Video:
Annenberg/CPB Project, The Brain,
Module 15: Sleep and Circadian Rhythms
Module 16: Circadian Rhythms: Variable Work Schedules
Annenberg/CPB Project, Discovering Psychology,
Program 13: The Mind: Awake and Asleep
Program 14: The Mind: Hidden and Divided
Unit 8: Learning (2 weeks)
Learning focuses on acquisitions of behaviors and their reinforcements. This unit is extremely important
since a significant number of Advanced Placement Examination questions relate to the concepts in this
unit. Additionally, concepts and terms associated with classical and operant conditioning are frequently
topics of essay questions. Within this unit, students will seek thoughtful and complete responses to the
following:
QUESTION:
How is learning affected by classical conditioning?
QUESTION:
processes?
QUESTION:
How is learning affected by operant conditioning and other higher level learning
How are rates of learning influenced?
Readings:
Coon, Introduction to Psychology, 2006: pages 276-83, 284-305, and 291-2
Indicators and supporting objectives:
Students will analyze classical conditioning in order to determine its impact on learning.
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describe Pavlov's demonstration of classical conditioning
describe circumstances affecting the acquisition and extinction of classically conditioned responses
analyze learning through generalization, discrimination, and higher-order conditioning
apply principles of classical conditioning to reactions such as taste aversion and systematic
desensitization
Students will analyze operant conditioning in order to determine its impact on learning.
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describe the development of operant conditioning by Thorndike and Skinner
analyze circumstances affecting development of operant conditioning
describe the nature and levels of re-enforcers
determine the effects of varying schedules of reinforcement
evaluate the effectiveness of punishment on changing behavior
apply principles of operant conditioning to the concept of behavior modification
describe principles of cognitive learning and observational learning
Students will apply principles of learning in order to determine factors that influence rates of learning.
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assess the impact of feedback on learning
examine the acquisition of learning
determine effects of varying distributions of practice on rates of learning
Content within Learning includes:
How is learning affected by classical conditioning?
Pavlov, Acquisition, Extinction, Stimulus generalization and discrimination, Higher order
conditioning, Taste aversions, Systematic desensitization
How is learning affected by operant conditioning and other higher level learning processes?
Watson, Skinner, Thorndike, The law of effect, Positive and negative reinforcement, Primary and
secondary reinforcement, Schedules of reinforcement, Fixed-ratio, Variable-ratio, Punishment,
Learned helplessness, Behavior modification, Latent learning, Modeling
How are rates of learning influenced?
Feedback, Transfer, Practice
Assessment:
Assess understandings of the components of classical conditioning by directing students to complete
handout “Classical Conditioning in the Real World”.
Assess understanding of operant conditioning by applying it to a situation involving a child with behavioral
problems. Organize students into pairs or groups and follow the instructions on handout “Behavior
Modification”. Have students compare their behavioral modification plans or role play the psychologist
advising the parents on a behavior modification program for their child.
Resources:
Coon, Dennis. Acetates to Accompany Introduction to Psychology: Exploration and Application.
Minneapolis: West Publishing Company 2006.
Coon, Dennis. Instructor's Manual to Accompany Introduction to Psychology: Exploration and
Application. Minneapolis: West Publishing Company, 2006.
Coon, Dennis. Introduction to Psychology: Exploration and Application. Minneapolis: West Publishing
Company, 2006.
Eder, James. Lessons in Psychology. Portland, Maine: J. Weston Walch, 1985.
Schwartz, Steven. Classic Studies in Psychology. Mountain View, California: Mayfield Publishing
Company, 1986.
Unit 9: Cognition (2 weeks)
Cognition is the process of thinking, knowing, or mentally processing information. Included within this
unit is memory as it supports the cognitive processes. It is extremely important that vocabulary related to
memory and cognition be carefully developed and systematically reviewed throughout the unit. It is
recommended that at this point in the course a field trip to the Think Tank at the National Zoo be
scheduled. Within this unit, students will seek thoughtful and complete responses to the following:
QUESTION:
QUESTION:
What are the functions and processes of memory?
How can thought processes be used effectively?
Readings:
Coon, Introduction to Psychology, 2006: pages 314-44 and 347-70
Indicators and supporting objectives:
Students will investigate memory processes in order to determine how memories are created, stored, and
lost
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describe sensory memory
determine the relationship between selective attention and short term memory
explain techniques for improving short term memory
classify organizations and types of memory
distinguish types of long term memory
apply techniques for improving long term memory
describe the neurobiological functions of memory
analyze schemas as mental frameworks based on concepts
analyze factors leading to loss of memory
Students will analyze thought processes in order to develop methods which encourage creative thinking and
problem solving.
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categorize thought processes as images, concepts, or language
describe creative thinking and how it differs from other modes of thinking
evaluate problem solving strategies
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describe barriers to problem solving
Content within Cognition includes:
What are the functions and processes of memory?
Sensory storage, Short-term memory, Long-term memory, Encoding, Retaining, Declarative memory,
Procedural memory, Retrieval, Recall, Relearning, Improving long-term memory, Biochemistry of
memory, Schemas, Forgetting
How can thought processes be used effectively?
Units of thought, Image, Symbol, Concept, Rule, Kinds of thinking, Directed, Nondirected, Problem
solving, Strategies, analogy, heuristic, algorithm, Set, Artificial intelligence, Deductive reasoning,
Inductive reasoning, Cognitive biases, Anchoring, Availability heuristic, Representativeness heuristic.
Assessment:
Assess student understandings of problem solving by dividing them into “brainstorming” groups to solve a
problem such as drug addiction or violent crime. Direct them to develop as many solutions as possible,
emphasizing that during “brainstorming” no solution should be considered unacceptable. After the
“brainstorming” session, have each group share its list so that students discover a wide variety of responses.
Examine the responses and have students classify the solutions as divergent or convergent thinking. Have
students select the most creative solution as identified by the following criteria for creativity: novel,
appropriate, transcending constraints, and coalescence.
Resources:
Coon, Dennis. Acetates to Accompany Introduction to Psychology: Exploration and Application.
Minneapolis: West Publishing Company, 2006.
Coon, Dennis. Instructor's Manual to Accompany Introduction to Psychology: Exploration and
Application. Minneapolis: West Publishing Company, 2006.
Coon, Dennis. Introduction to Psychology: Exploration and Application. Minneapolis: West Publishing
Company, 2006.
Eder, James. Lessons in Psychology. Portland, Maine: J. Weston Walch, 1985.
Makosky, Vivian Parker, et. al. Activities Handbook for the Teaching of Psychology, Volume II.
Washington, D. C.: American Psychological Association, 1994.
Schwartz, Steven. Classic Studies in Psychology. Mountain View, California: Mayfield Publishing
Company, 1986.
Unit 10: Motivation and Emotion (2 weeks)
Motivation and emotion provides explanations for our array of drives and display of feelings.
Incorporating a variety of theories and observational approaches, students will develop skills of
interpretation and abilities to form reasonable conclusions. The Health teacher can be a valuable resource,
particularly when exploring the effects of eating disorders on the cardiovascular and central nervous
systems. Within this unit, students will seek thoughtful and complete responses to the following:
QUESTION: How does motivation explain behaviors?
QUESTION: How are emotions expressed?
Readings:
Coon, Introduction to Psychology, 2006: pages 406-29 and 429-42
Indicators and Supporting Objectives:
Students will investigate motivation in order to determine its impact on behavior.
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analyze Maslow’s hierarchy of motives
Identify homeostatic mechanisms
Explain various motivation theories
Students will examine theories of emotion in order to analyze the ways emotions are expressed.
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analyze the universality of emotions
compare and contrast the major theories of emotion
analyze ways of experiencing emotion
Content within Motivation and Emotion includes:
How does motivation explain behaviors?
Motivation, drive, motive, motivation and biology, hunger, thirst, sex, aggression, instinct theory,
William James, William McDougall, Sigmund Freud, Drive theory, Clark Hull, Arousal Theory,
Optimal arousal, Yerkes-Dodson Law, Humanistic theory of growth motivation, Abraham Maslow,
deficiency motivation, growth motivation, needs hierarchy, thematic apperception test, social cognitive
motivational theories, Kurt Lewin, Leon Festinger, Julian Rotter, locus of control orientation
How are emotions expressed?
Theories of emotion, James-Lange Theory of Body Reaction, Cannon-Bard Theory of Central Neural
Processes, Lazarus-Schacter Theory of Cognitive Arousal, nonverbal behavior and expression of
emotions, universality of emotions, facial expression approach to emotion
Assessment:
Assess the content of emotional life by having students record their daily experiences over a designated
period of time (weeks up to a month). To score their daily mood reports, students must compute a positive
affect score by finding the average of their ratings on happy, joyful, pleased, and enjoyment, and a negative
affect score by computing their average of ratings on depressed, unhappy, frustrated, angry and worried.
The negative affect score is subtracted from the positive affect score for each day to give a global daily
mood score. If the score is greater than zero, the student reported more positive than negative affect: if it is
less than zero, the student reported more negative than positive affect that day. To compute a frequency of
positive affect score, the number of positive days is divided by the total number of days on which the report
was made. The ratio represents the proportion of days the subject reports more positive than negative
affect. The average frequency of positive affect among college students is 72 percent with a range from 20
to 99 percent. Have student speculate what factors may contribute to their score.
Resources:
Coon, Dennis. Acetates to Accompany Introduction to Psychology: Exploration and Application.
Minneapolis: West Publishing Company, 2006.
Coon, Dennis. Instructor’s Manual to Accompany Introduction to Psychology: Exploration and
Application. Minneapolis: West Publishing Company, 2006.
Coon, Dennis. Psychology: Exploration and Application. Minneapolis: West Publishing Company, 2006.
“The EQ Factor.” Time, October 2, 1995.
Makosky, Vivian Parker, et al. Activities for the Teaching of Psychology, Volume II. Washington, D.C.:
American Psychological Association, 1994.
Video:
Films for the Humanities and Science, Anorexia and Bulimia
Filmakers, Face Value
Unit 11: Health and Stress (1 week)
Health and Stress focuses upon sources of stress, coping mechanisms, and general approaches to healthy
living. It is extremely important for students to be familiar with Seyle’s General Adaption Syndrome. This
unit should be completed quickly, and many activities, such as “The Many Faces of Stress” can be done as
home assignments or drills. Within this unit, students will seek thoughtful and complete responses to the
following questions:
QUESTION: What factors create stress?
QUESTION: How do we cope with stress?
Readings:
Coon, Introduction to Psychology, 2006: pages 454-61 and 462-75
Indicators and Supporting Objectives:
Students will analyze stress in order to develop methods of coping.
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identify behavioral risk factors and their effects on health
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explain how health psychologists work to reduce behavioral risks to health
Students will analyze methods of coping in order to determine how stress can be reduced.
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describe and give examples of the defense mechanisms
describe the stress management techniques that can be used to diminish or break the cycle of stress
responses
Content within Health and Stress includes:
What factors create stress?
Sources of stress, health promotion and maintenance, type-A behavior syndrome, job burnout
How do we cope with stress?
Psychological stress reactions, acute stress, chronic stress, fight-or-flight syndrome, Hans Selye’s
General Adaption Syndrome, treatment and prevention of illness, lifestyle changes, biofeedback and
meditation
Assessment:
Assess students’ current levels of stress by having them complete “Undergraduate Stress Questionnaire”
from Coon, Introduction to Psychology, 2006, page 477, Table 14-8. Remind students that high stress level
scores do not always indicate alarm, since coping skills will reduce the negative effects of stress. Use
guided questions so that students conclude that the simplest way of coping with stress is to modify or
remove its source and that since this is not always possible, it is extremely important to learn to employ
stress management skills. Have students construct a comprehensive stress reduction program for
themselves using Coon, Introduction to Psychology, 2006, pages 476-80. Demonstrate guided imagery as a
stress reducer by having students engage in Exercise #2 “Relaxation” as described in Coon, Instructor’s
Manual to Accompany Introduction to Psychology, pages 81-82.
Resources:
Coon, Dennis. Acetates to Accompany Introduction to Psychology: Exploration and Application.
Minneapolis: West Publishing Company, 2006.
Coon, Dennis. Instructor’s Manual to Accompany Introduction to Psychology: Exploration and
Application. Minneapolis: West Publishing Company, 2006.
Coon, Dennis. Psychology: Exploration and Application. Minneapolis: West Publishing Company, 2006.
Wright, Robert. “The Evolution of Despair,” Time. August 28, 1995.
Unit 12: Developmental Psychology (3 weeks)
It is important for students to understand that this unit focuses on change and that development means
change not only in body but also in behavior and outlook. Additionally, students will need to analyze the
key concepts of each major theorist with special emphasis on Piaget and Erikson. While psychology
courses have emphasized human development in the early years, there is a recently increased focus on the
changes during adulthood through the end of life. One activity that evokes enthusiastic response among
students is a demonstration of Piaget’s stages of cognitive development using students’ siblings and
relatives as subjects. Within this unit, students will seek thoughtful and complete responses to the
following questions:
QUESTION: What behaviors and abilities develop from infancy through childhood?
QUESTION: How do behaviors and abilities change during adolescence through the end of
life?
Readings
Coon, Introduction to Psychology, 2006: pages 85-132, 140-1, 489-92, 112-4 and 128-67
Indicators and supporting objectives:
Students will examine theories of development in order to determine stages of development.
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Explain how heredity and environment affect development
Identify the normal sequence of physical development from infancy through childhood and from
adolescence to the end of life
Analyze how children acquire language and thinking abilities
Compare and contrast the child development theories of Piaget and Erikson
Explain the process of socialization and emotional development as researched by Harry Harlow
Explain traditional gender roles and how they are acquired
Students will examine adolescent and adult life stages in order to describe changes in behavior during
maturation and aging.
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Explain and apply theories of Erikson, Piaget, Levinson and Gould
Identify Kohlberg’s stages of moral development
Cite the physiological, cognitive, and social changes associated with aging
Recognize basic reactions to death and patterns of bereavement
Content within Developmental Psychology includes:
What behaviors and abilities develop from infancy through childhood?
General influences on behavior, nature vs. nurture, John Locke, Jean Rousseau, Jean Marie Itard and
Wild Boy of Aveyron, physical development, language acquisition, speech perception abilities,
language acquisition device, motherese, learning words, acquiring grammar, cognitive development,
Piaget’s theory of cognitive development, socialization and emotional development, attachment, Mary
Ainsworth, Harry Harlow, John Bowlby, general roles, Erikson’s first four psychological stages
How do behaviors and abilities change during adolescence through the end of life?
Early life-span theories, Erikson’s later psychosocial stages, Jung’s outward-inward directedness,
Buhler’s reproductive phases, biological senescing, adolescence, transition markers and initiation
rites, storm and stress theory, G. Stanley Hall, Margaret Mead and Ruth Benedict, physical
development, adulthood, stages of development, Daniel Levinson, George Vaillant, adult thinking, K.
Warner, Schale, moral development, morality, moral reasoning and Lawrence Kohlberg, old age,
ageism, physiological changes, cognitive changes, social changes, dementia, death and dying,
Elisabeth Kubler-Ross, hospice approach, bereavement, research methods, normative research,
longitudinal research, cross-sectional research, sequential design
Assessment:
Students will complete a series of assessments from Coon, Introduction to Psychology, related to
developmental psychology. They will be asked to analyze the key concepts of each major theorist with
special emphasis on Piaget and Erikson. Students will focus particularly on changes during adulthood until
the end of life.
Resources:
Coon, Dennis. Acetates to Accompany Introduction to Psychology: Exploration and Application.
Minneapolis: West Publishing Company, 2006.
Coon, Dennis. Instructor’s Manual to Accompany Introduction to Psychology: Exploration and
Application. Minneapolis: West Publishing Company, 2006.
Coon, Dennis. Psychology: Exploration and Application. Minneapolis: West Publishing Company, 2006.
Coon, Dennis and Saundra K. Ciccarelli. Worksheets to Accompany Introduction to Psychology:
Exploration and Application. Minneapolis: West Publishing Company, 2006.
Schwartz, Steven. Classic Studies in Psychology. Mountain View, CA: Mayfield Publishing Company,
n.d.
Video:
Discovering Psychology: Annenberg/CPB Project
Program 5: The Developing Child
Program 6: Language Development
Library Video Company, Nova: Secrets of a Wild Child
Pyramind, Everybody Rides the Carousel, Parts, I, II and III
Unit 13: Personality (2 weeks)
In this unit, students will have the opportunity to review the approaches to psychology as they investigate
varied concepts of personality. Students of react negatively to the psychodynamic approach and a more
objective perception of Freud can be achieved if his theories are presented within their historic contexts.
Within this unit, students will seek thoughtful and complete responses to the following questions:
QUESTION: How do the major theories of personality development explain behavior?
QUESTION: How do psychologists assess personality?
Readings:
Coon, Introduction to Psychology, 2006: pages 518-41 and 542-50
Indicators and supporting objectives:
Students will analyze major theories of personality in order to determine the advantages and disadvantages
of each in describing the concept of personality.
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Explain and evaluate type and trait theories
Compare and contrast psychodynamic theories of Freud and Jung
Analyze the basic tenets of Humanistic and Social Learning theories
Students will distinguish among personality tests in order to evaluate their uses.
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Distinguish between objective and projective personality tests
Evaluate uses of personality testing
Content within Personality includes:
How do the major theories of personality development explain behavior?
Type theory, trait theories, Gordon Allport, Hans Eysenck, Raymond, Cattell, The Big Five, criticism
of type and trait theories, psychodynamic theories, Freudian psychoanalysis, fundamental concepts,
structure of personality, repression and ego defense, criticism of Freudian theory, Carl Jung,
collective unconscious, archetypes, Adler, humanistic theories, Carl Rogers, criticisms of humanistic
theories, social-learning theory, Walter Mischel, Albert Bandura, criticism of social-learning theories
How do psychologists assess personality?
Personality inventory, MMPI, California Psychological Inventory, Myers-briggs, Projective tests,
Rorschach, Thematic Apperception Test
Assessment:
Assess student understandings of instruments used to assess personality by having students write an essay
in response to the following question: Can people create whatever impression they wish to create on
personality tests?
Resources:
Coon, Dennis. Acetates to Accompany Introduction to Psychology: Exploration and Application.
Minneapolis: West Publishing Company, 2006.
Coon, Dennis. Instructor’s Manual to Accompany Introduction to Psychology: Exploration and
Application. Minneapolis: West Publishing Company, 2006.
Coon, Dennis. Psychology: Exploration and Application. Minneapolis: West Publishing Company, 2006.
Eder, James. Lessons in Psychology. Portland, Maine: J. Weston Walch, 1985.
Unit 14: Testing and Individual Differences (2 weeks)
This unit examines the methods used to distinguish levels of intelligence and ascribe those levels to
individuals. This unit provides an opportunity to review the use of statistics in psychology and to revisit
the “nature vs. nurture” controversy. Within this unit, students will seek thoughtful and complete responses
to the following questions:
QUESTION: How is intelligence defined and assessed?
QUESTION: How are individual differences measured?
Readings:
Coon, Introduction to Psychology, 2006: pages 380-97 and 398-401
Indicators and supporting objectives:
Students will identify various measures of intelligence and psychological approaches in order to define the
concepts of intelligence.
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Describe the development of intelligence testing by Binet and Terman
Distinguish categories of tested intelligences and apititudes
Identify commonly used intelligence tests
Describe forms of mental impairment
Students will identify elements of test construction in order to assess use of instruments which measure
intelligence.
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Describe measurements of reliability and validity
Describe factors leading to test standardization
Compute deviation IQ
Content within Testing and Individual Differences includes:
How is intelligence defined and assessed?
Stanford-Binet Intelligence Scale, Wechsler Intelligence Scale, WAIS-R, WISC-R, WPPSI, CAT, SCAT,
Psychometric theories of intelligence, crystallized and fluid intelligence, cognitive science approaches,
Hunt’s problem-solving intelligence, Gardner’s seven intelligences, use and misuse of IQ, vocational
testing, Strong-Campbell Interest Inventory, aptitude tests, achievement tests, mental impairments
How are individual differences measured?
Features of formal assessment: reliability, validity, standardization, Sources of information –
techniques: interview, life history, situational behavior observation, self-report methods, observer
report methods
Assessment:
Evaluate student understandings of the complexity of test construction by dividing the class into groups
with the task of designing 10 questions that would be appropriate for an intelligence test. Have each group
place its best questions on a transparency and share it with the class. Be sure to have them indicate correct
answers. Discuss the class difficulties of creating test items. Ask students what type of intelligence they
were attempting to measure and how they judged the validity of the items on their test.
Resources:
Coon, Dennis. Acetates to Accompany Introduction to Psychology: Exploration and Application.
Minneapolis: West Publishing Company, 2006.
Coon, Dennis. Instructor’s Manual to Accompany Introduction to Psychology: Exploration and
Application. Minneapolis: West Publishing Company, 2006.
Coon, Dennis. Psychology: Exploration and Application. Minneapolis: West Publishing Company, 2006.
Schwartz, Steven. Classic Studies in Psychology. Mountain View, CA: Mayfield Publishing Company,
1986.
Slife, Brent. Taking Sides: Clashing Views on Controversial Psychological Issues. Guilford, CT:
Dushkin Publishing Group, 14th ed., 2005.
Video: Annenberg/CPB Project, The Brain
Module 22: Intelligence and Culture
Unit 15: Abnormal Psychology (2 weeks)
This unit focuses upon understanding the nature of individual pathologies of mind, mood and behavior. In
studying the nature and causes of psychological disorders, it is important for students to understand that the
term “normal” encompasses a vast range of human behaviors. Psychological functioning that is considered
unhealthy or abnormal involves disruptions in emotional, behavioral, or thought processes that lead to
personal distress or that block one’s ability to achieve important goals. It is very helpful to have a copy of
the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV), as the activities are divided
according to basic classifications noted in the DSM – IV. Within this unit, students will seek thoughtful
and complete responses to the following:
QUESTION: How do the approaches to psychological disorders forma basis for defining abnormal
behavior?
QUESTION: How does the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV) facilitate the
diagnosis of psychological disorders?
QUESTION: What are the types of psychopathology?
Readings:
Coon, Introduction to Psychology, 2006: pages 558-61, 577-8, 562-6, 579-80, and 563-76
Indicators and supporting objectives:
Students will analyze a variety of approaches in order to distinguish biological and psychological theories
of psychopathology.
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Compare and contrast the statistical, valuative, and practical approaches to describing abnormal
behavior
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Distinguish between biological and psychological theories of psychopathology
Students will use the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV) in order to
categorize psychological disorders.
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Describe the organization of DSM-IV
Identify the purposes of psychodiagnosis
Evaluate the potential dangers associated with diagnosis of psychological disorders
Describe the symptoms of the major psychological disorders
Compare and contrast the biological, cognitive, and behavioral explanations for various
Psychological disorders
Content within Abnormal Psychology includes:
How do the approaches to psychological disorders form a basis for defining abnormal behavior?
Defining abnormal, Theories of Psychopathology, biological, psychodynamic, behavioral, cognitive,
interactionist
How does the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV) facilitate the diagnosis of
psychological disorders?
Goals of classification, DSM-IV
What are the types of psycholpathology?
Anxiety disorders, somatoform disorders, dissociative disorders, affective disorders, schizophrenic
disorders, personality disorders, organic disorders
Assessment:
Using the DSM-IV, have students prepare a diagnosis of Howard Hughes. Summarize by asking students
to speculate about biological, cognitive, and behavioral explanations for Hughes’ many problems
Resources:
Coon, Dennis. Instructor’s Manual to Accompany Introduction to Psychology: Exploration and
Application. Minneapolis: West Publishing Company, 2006.
Coon, Dennis. Introduction to Psychology: Exploration and Application. Minneapolis: West Publishing
Company, 2006.
Diagnostic and Statistical Manual of Mental Disorders (DSM-IV). Washington, D.C.: American
Psychological Association, 1994.
Eder, James. Lessons in Psychology. Portland, Maine: J. Weston Walch, 1985.
Schwartz, Steven. Classic Studies in Psychology. Mountain View, CA: Mayfield Publishing Company,
1986.
Website: Diagnostic and Statistical Manual of Mental Disorders (DSM-IV). Fourth Edition.
http//allpsych.com/disorder/dsm/html.
Unit 16: Treatment of Psychological Disorders (2 weeks)
This unit is divided into six major components: Introduction to Therapy, Psychodynamic Therapy,
Behavior Therapy, Existential-Humanistic Therapy, Cognitive Therapy, and Biomedical Therapy. It is
important for students to understand the key components to each approach. Within this unit, students will
seek thoughtful and complete responses to the following:
QUESTION: What are the various approaches to the treatment of psychological disorders?
Readings:
Coon, Introduction to Psychology, 2006: pages 599-604 and 612-42
Indicators and supporting objectives:
Students will compare treatment modalities in order to evaluate their effectiveness in guiding treatment.
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Outline the major events and contributions of the major figures in the history of psychological
treatment
Describe the methods and goals of Freudian psychoanalysis
Explain how systematic desensitization, implosion, and flooding are used in counterconditioning
therapy
Illustrate the use of aversion therapy in treatment
Apply the principles of cognitive therapy to the treatment of depression
Explain the basic ideas of Albert Ellis’ rational-emotive therapy
Explain the role of the therapist in the non-directive client-centered therapy originated by Carl
Rogers
Compare the special advantages and goals of group self-help, family and Gestalt therapies
Describe the use of ECT and psychosurgery in the treatment of mental illness
Explain the types and limitations of drug therapy to treat psychological disorders
Content within Treatment of Psychological Disorders includes:
What are the various approaches to the treatment of psychological disorders?
Psychodynamic, Freudian psychoanalysis, Post-Freudian therapies, Harry Stack Sullivan,
Karen Horney, Heinz Kohut, counterconditioning therapy, systematic desensitization,
implosion, flooding, aversion therapy, contingency management, positive reinforcement,
extinction strategies, Social-Learning therapy, cognitive therapy, behavior modification,
rational-emotive therapy, existential-humanistic therapy, person-centered therapy, human
potential movement, group therapy, Gestalt therapy, self-help groups, marital and family
therapy, psychosurgery, chemotherapy, antipsychotic drugs, antidepressant drugs, antianxiety
drugs, individual therapy, group therapy, hospitalization, mental health centers, halfway
houses, crisis intervention
Assessment:
Assess student understanding of the various psychotherapies by having them respond in essay form to the
following statement: “Freudian psychoanalysis is dead. One must treat the individual and use an ‘eclectic’
approach to treatment.” Emphasize to students that responses should show a knowledge of the different
talk therapies as well as chemotherapy, ECT, and psychosurgery
Resources:
Axline, Virginia. Dibs: In Search of Self. New York: Ballantine Books, 1964.
Coon, Dennis. Acetates to Accompany Introduction to Psychology: Exploration and Application.
Minneapolis: West Publishing Company, 2006.
Coon, Dennis. Instructor’s Manual to Accompany Introduction to Psychology: Exploration and
Application. Minneapolis: West Publishing Company, 2006.
Coon, Dennis. Introduction to Psychology: Exploration and Application. Minneapolis: West Publishing
Company, 2006.
Makosky, Vivian Parket, et al. Activities Handbook for the Teaching of Psychology, Volume II.
Washington, DC: American Psychological Association, 1994.
Makosky, Vivian Parket, et al. Activities Handbook for the Teaching of Psychology, Volume III.
Washington, DC: American Psychological Association, 1995.
Video: Learning Corporation, Freud: The Hidden Nature of Man.