SYLLABUS FOR
ADVANCED PLACEMENT PSYCHOLOGY
LONG BRANCH HIGH SCHOOL
MISS DANIELLE TARALLO
2014 – 2015
1
TABLE OF CONTENTS
COVER SHEET _______________________________________________________________________1
TABLE OF CONTENTS ________________________________________________________________2
SCORING COMPONENTS ______________________________________________________________3
COURSE PURPOSE & DESCRIPTION ___________________________________________________ 4
COURSE OBJECTIVES _________________________________________________________________5
COURSE EXPECTATIONS ____ _________________________________________________________ 6
THERE’S AN APP FOR THAT! _________________________________________________________ 7
STUDENT EVALUATION & REQUIRED
TEXT________________________________________________________________________________ 8
CLASSROOM RULES _________________________________________________________________ 9
COURSE SCHEDULE ____________________________________________________________ 10-16
2
SCORING COMPONENTS
SC1 – The course provides instruction in history and approaches
SC2- The course provides instruction in research methods used in psychological science
SC3- The course provides instruction in biological bases of behavior
SC4- The course provides instruction in sensation
SC5- The course provides instruction in perception
SC6- The course provides instruction in states of consciousness
SC7- The course provides instruction in learning
SC8- The course provides instruction in cognition
SC9- The course provides instruction in motivation
SC10- The course provides instruction in emotion
SC11- The course provides instruction in developmental psychology
SC12- The course provides instruction in personality
SC13- The course provides instruction in testing and individual differences
SC14- The course provides instruction in abnormal psychology
SC15- The course provides instruction in treatment of psychological disorders and ethics used in
psychological practice
SC16- The course provides instruction in social psychology
SC17- As relevant to each content area, the course provides instruction in empirically supported
psychological facts, research findings, terminology, and associated phenomena, perspectives, and major
figures.
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COURSE PURPOSE:
THE AP PSYCHOLOGY COURSE IS DESIGNED TO INTRODUCE STUDENTS TO THE SYSTEMATIC AND SCIENTIFIC STUDY OF THE
BEHAVIOR AND MENTAL PROCESSES OF HUMAN BEINGS AND OTHER ANIMALS. STUDENTS ARE EXPOSED TO THE
PSYCHOLOGICAL FACTS, PRINCIPLES, AND PHENOMENA ASSOCIATED WITH EACH OF THE MAJOR SUBFIELDS WITHIN
PSYCHOLOGY. THEY ALSO LEARN ABOUT THE ETHICS AND METHODS PSYCHOLOGISTS USE IN THEIR SCIENCE AND PRACTICE.
-College Board
COURSE DESCRIPTION:
Advanced Placement Psychology is designed as a rigorous curriculum that provides an overview of current
psychological theory and practice. Students will explore the systematic and scientific study of the behavior
and mental processes of humans and other animals. Students will be exposed to the principles, concepts
and phenomena associated with major subfields within psychology, including biological bases of behavior,
cognitive and emotional processes, and diagnosis and treatment of psychological disorders. In accordance
with the driving principles of current psychological practice, this course will emphasize scientific method
and procedure, ethical standards in research, and critical thinking skills. Student academic performance is
expected to meet or exceed the challenging requirements of an introductory-level college survey course.
Student work will be required outside of class time. The course provides the opportunity for students to
receive college credit by taking the A.P. Psychology Exam.
THE AP PSYCHOLOGY EXAM
The AP Psychology Exam is 2 hours in length and includes both a 70-minute multiple-choice section and a
50-minute free-response section. The multiple-choice section accounts for 2/3 of the student’s AP Exam
score, and the free-response section accounts for 1/3 of the student's score. The exam will be administered
Monday, May 4, 2015, at 12:00pm (noon). All students enrolled in the course are expected to take the exam.
Students who score a 3 or higher (on a 5 point scale) can earn college credit.
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COURSE OBJECTIVES:
This course aims to make YOU a budding psychologist! The course will stress the need to think like a
psychologist. As author and social psychologist, David Myers, notes, to think like a psychologist one must “restrain
intuition with critical thinking, judgmentalism with compassion, and illusion with understanding.” (Sternberg,
1997). Whether you choose to pursue a career in Psychology or in some entirely different field, this habit of mind
will be of great value.
1. Mastery of Psychology’s core concepts. – Through elaborative rehearsal and the development of hierarchical
schemas, you will master Psychology’s most important concepts.
2. The ability to graphically represent complex concepts. – Anyone can make an outline, but it requires true
understanding of a concept to be able to draw a diagram showing the structure and relationship of its constituent
parts. You will leave this course with a new ability to quickly, cogently, and graphically arrange your thoughts. This
concept mapping will be an addition to traditional note taking.
3. The ability to apply complex concepts or multifaceted units of study in discussion and written work. –
You will leave this course able to analyze and interpret a problem, apply relevant information, and craft a wellsupported oral argument or concisely written response.
4. The ability to apply Psychology to your life – Application does not stop once you leave the classroom. The
concepts we study shape our existence. Through daily ‘Psych Immersions,’ you will constantly look for
psychological applications in your life.
5. Literacy in the 21st century skills you need for success in today’s world. –. At the end of this course you’ll be
able to:
A. Read, review, and critique real psychological research – including abstracts, academic journal articles,
dissertations, masters theses, primary sources, anthologies, etc.
B. Write about psychology for your peers and for the general public, while improving your writing skills
C. Be critical consumers of scientific research - Use databases and the Internet to research new
psychological studies
D. Review, compare and contrast scholarly publications in the field of psychology
E. Analyze and research controversial psychological issues
F. Think critically and logically about research findings using psychological terms
G. Use problem-solving techniques to solve your real world problems
H. Use technology to create websites and leverage the power of social media
I. Collaborate in a professional learning community through Team Psych, Psych Simulations,
and in small groups.
j. Orally present and debate a complex argument based on psychological research
K. Analyze, interpret, and respond to stimulus-based data including charts, graphs, cartoons, and quotes
L. Discuss both historical and contemporary psychological issues and psychology-related events.
M. Utilize a variety of study aides to increase overall memory level
N. Evaluate strengths and weaknesses in your own academic performances
6. To change the way you view the world! - It is my hope that knowledge of psychological inquiry will provide new
perceptions of the world around us, insights into your own behavior and the behavior of others, and an appreciation
of the complexity of human behavior.
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COURSE EXPECTATIONS:
AP Psychology will meet every other day for an 89-minute block class.
1. We learn from each other: This course is not one in which you will play a passive role, simply
absorbing information presented by the teacher. Instead, you are expected to take an active part in
your own learning and that of the class as well. You will be asked to take an active part in forming
your own questions and analysis. In the AP classroom, discussion and demonstrations will
dominate over lectures so that we can learn from each other. Each of you brings something special
to the course - something special that our team needs if we are to be successful. Come each day
ready to contribute.
2. Applications: In AP Psychology there is a considerable amount of content you must master.
However, you must do more than memorize information provided by your teacher or other
sources. You will be asked to apply this information to real life situations via class discussions or
through concisely written free response questions.
3. Psychologists read: As AP students, you will be expected to do a significant amount of daily
reading in the text, etc. You must show evidence of daily preparation by participating in class
discussions, asking critical questions, making text-to-world connections, and bringing a rough
draft of your concept map to each class.
4. Active note taking/Class supply list: The amount of material distributed in this course is
substantially higher than in a regular class. Each period you are expected to take notes on our
class activities.
a. Designated section in a 3 ring binder you will need notebook paper. You will need
and be required to organize and access this material in order to study for the unit
exams and the AP exam, you must have a 3- ring binder for class. This will help you to
build a year-in-review portfolio.
b. Writing utensils (pen/pencil—no red ink)
c. Highlighter(s)
d. Index cards (for vocabulary terms)
e. Post-it notes (for text notation—optional)
5. A College-Level Effort: This course is designed to replace an introductory college Psychology
course. Therefore, I will expect college-level study and work habits form all of my students. I will
expect that your work is completed and submitted on time. I will expect that you actively study
your Psychology materials on a regular basis, even in the absence of impending assignments. A
lack of time and effort given outside the classroom will make it difficult for you to be successful in
this course.
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THERE’S AN APP FOR THAT!
There’s An App For That!
There are many smart phone apps that you can use to help with the AP Psychology course. Below are just
a few that I have previewed. Some are free and some are paid. These are not mandatory. They are a
suggestion. You can pick and choose what works for you!
3D Brain
Psychology Terms Dictionary
AP Psychology Exam Prep
Study Sets- Psychology
APA Monitor on Psychology
AP Psychology Study Guide
Study Sets- Psychology (lite)
Psychology Spotlight
Text Vook Psychology 101
AP psychology Prep
AP Psychology 5 Steps to a 5
Psych. Terms
College Psychology
APA Concise Dictionary of Psychology
Personality Tests
Psychology Terminology
AP Psychology
There are also many valuable college level Psychology courses available and FREE on iTunes U. They are
typically podcasts that will allow you to hear lectures that are similar to AP Lectures. This will prove useful
as review for the AP Exam if podcasts are your thing!
Useful Internet Links:
The links below are a small selection. We will continue to build on this list over the course of the year.
 Discovering Psychology: http://www.learner.org/resources/series138.html
 The Mind- Teaching Modules: http://www.learner.org/resources/series150.html
 Seasons of Life: http://www.learner.org/resources/series54.html
 The World of Abnormal Psychology: http://www.learner.org/resources/series60.html
 AP Psychology Commune: http://www.appsychology.com/
 Myers Text Companion Site: http://bcs.worthpublishers.com/myers8e/
 Psych Sim 5: http://bcs.worthpublishers.com/gray/content/psychsim5/launcher.html
 Morris Text Companion Site: http://cwx.prenhall.com/bookbind/pubbooks/morris/
 College Board AP Psychology Page: http://apstudent.collegeboard.org/apcourse/ap- psychology?phych
 Tumblr AP Psychology: http://www.tumblr.com/tagged/ap%20psychology
 Psych Matters: http://psychmatters.com/
 Intro Resources –Websites:
http://www.intropsychresources.com/pmwiki/pmwiki/pmwiki.php?n=ResourcesByType.Websites
 Psychology Today: http://www.psychologytoday.com/essentials
 Psych Central: http://psychcentral.com/
 TED: www.ted.com
 Psych Files Podcasts: http://www.thepsychfiles.com/ap-psychology/
 Wacky World of Psychology: http://www.pumaattack.blogspot.com/
 Online Psychology Courses: http://academicearth.org/online-college-courses/psychology/
 Learn Out Loud – Psychology 101: http://www.learnoutloud.com/Content/Topic- Pages/Psychology-101/57
 Hippocampus: http://www.hippocampus.org/
 MIT Open Psychology Course: http://ocw.mit.edu/courses/brain-and-cognitive-sciences/9-00-introduction-topsychology-fall-2004/
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STUDENT EVALUATION
This course will adhere to Long Branch High School’s grading policy listed as follows:

Summative Assessments = 70% of grade
o i.e. Exams, Essays, and Projects

Formative Assessment = 30% of grade
o i.e. Homework, Quizzes, In-class activities
Excellent
Good
Fair
Poor
Failure
92-100
84-91
77-83
70-76
0-69
CLASS RESOURCES:
1.
2.
3.
4.
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Required textbook: Myer’s Psychology For AP 1st edition: DO NOT write in the textbooks, if you are interested
in writing highlighting in your textbook, you may use post-it notes or please see me during SAP to receive hard
copies of the text. Also recommend using Myers’ website to reinforce concepts and provide additional
practice at http://www.worthpublishers.com/myers
Supplementary Reading Assignments: periodically you will be given supplementary reading assignments such as
news articles, research reports, patient’s stories, etc. It is expected that you read these in their entirety and place them
in your binder.
a. New York Times,
b. Scientific American Magazine
Psychology Today Magazine, combined with “Understanding Psychology” Supplemental material
Weseley, A. J., & McEntarffer, R. (2011). Barron’s AP Psychology, 5th ed., Hauppauge, NY: Barron’s Educational
Series, Inc.
CLASSROOM EXPECTATIONS & RULES:
1) Arrive to class prepared- notebook or binder to record notes, folder to store worksheets, handouts,
homework, writing utensil, completed assignments.
2) Uniform:
a. Pants/Dresses/Skirts: must be khaki colored. In addition, male and female students may choose
to wear black dress slacks or black “khaki style” pants; female students can also wear black dress
skirts or green plaid dress skirts.
b. Tops: Solid dark green, gray or white collared shirts, collared blouses, turtlenecks.
c. Outerwear: dark green, gray or white sweaters or sweatshirts may be worn over the collared
shirts.
d. Shoes: shoes or sneakers must be worn at all times
*You will not be allowed in the classroom if you are not in your uniform. You may not put
your uniform on once you are in the room, all dressing must be done prior to entering the
classroom- NO EXCEPTIONS*
3) Be on time- a pattern of tardiness will result in a referral, call home, detention, and loss of points for
your participation grade.
4) Absences- more than twenty absences from a course will result in an automatic failure. You must attend
class. If you are absent you have one day to makeup the missed work. You are responsible to see me for
missed work, if you do not comply you will not be able to hand in the missed work at a later date.
5) Homework- homework will not be accepted late. If you are absent, and the homework was assigned
prior to your absence, it is due upon your return. If the homework was assigned while you were absent,
you have one day to complete the assignment.
6) No food is permitted in the classroom. Bottle beverages are okay as long as they are in plastic and have
a lid.
7) Cell phones/electronic devices- these should not be visible during class time. If a project requires
students to use the internet on their phones to research a topic, permission will be given to indicate
that students should take their phones out.
8) Presentable work- work must be presentable when turned in. Ripped papers, sloppy work will not be
accepted.
9) Academic Honesty- any task assigned, whether it be homework or a major research paper must be your
original work. Outside sources must be cited, and copying from a classmate, the internet or any other
source is not acceptable, and will result in a zero on the assignment. Academic dishonesty will also be
reported to your academy principal, parent and documented. It will not be tolerated. If you have any
questions on what constitutes copying, please see me.
10)Extra Help- If you are ever absent or simply need extra instruction please come to me for assistance. I
am available after school from 1:55pm-2:25 pm.
Contact: Email: dtarallo@longbranch.k12.nj.us
Phone: 732-229-7300
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COURSE SCHEDULE
This schedule is a GUIDE to the school year. It is subject to change as necessary any modifications to this
schedule will be announced in class, or on my webpage which can be located through the Long Branch
School District website.
UNIT 1: PSYCHOLOGY’S HISTORY & APPROACHES (2-4%)
a. Logic, philosophy, and history of science
Objectives:
1. Define Psychology and trace its historical development
2. Compare and contrast the psychological perspectives
UNIT 2: RESEARCH METHODS: THINKING CRITICALLY WITH PSYCHOLOGICAL
SCIENCE (8-10%)
a. Experimental, correlation, and clinical research
b. Statistics
c. Research methods & ethics
Objectives:
1. Identify basic and applied research subfields of psychology.
2. Identify basic elements of an experiment (variables, groups, sampling, population, etc.).
3. Compare and contrast research methods (case, survey, naturalistic observation).
4. Apply elements of an experiment to different situations.
5. Explain correlational studies.
6. Describe the three measures of central tendency and measures of variation.
7. Discuss the ethics of animal and human research.
UNIT 3: BIOLOGICAL PSYCHOLOGY (8-10%)
a. Physiological Techniques (e.g., imagining, surgical)
b. Old Brain Structure
c. Cerebral Cortex
d. Our Divided Brain
e. Brain & consciousness
g. Evolutionary Psychology
Objectives:
1. Describe the structure of a neuron and explain neural impulses.
2. Describe neuron communication and discuss the impact of neurotransmitters.
3. Classify and explain major divisions of the nervous system.
4. Describe the functions of the brain structures (thalamus, cerebellum, limbic system, etc.).
5. Identify the four lobes of the cerebral cortex and their functions.
6. Discuss the association areas.
7. Explain the split-brain studies.
8. Describe the nature of the endocrine system and its interaction with the nervous system.
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UNIT 4: SENSATION & PERCEPTION (6-8%)
a.
b.
c.
d.
e.
Thresholds & signal detection theory
Sensory mechanisms
Sensory adaptation
Attention
Perceptual processes
Objectives:
1. Contrast the processes of sensation and perception.
2. Distinguish between absolute and difference thresholds.
3. Label a diagram of the parts of the eye and ear.
4. Describe the operation of the sensory systems (five senses).
5. Explain the Young-Helmholtz and opponent-process theories of color vision.
6. Explain the place and frequency theories of pitch perception.
7. Discuss Gestalt psychology’s contribution to our understanding of perception.
8. Discuss research on depth perception and cues
UNIT 5: STATES OF CONSCIOUSNESS (2-4%)
a. Sleep & dreaming
b. Hypnosis
c. Psychoactive drug effects
Objectives:
a.
b.
c.
d.
e.
f.
g.
h.
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 NREM and REM.
Describe the physiological and psychological effects of depressants, stimulants, and hallucinogens.
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UNIT 6: LEARNING (7-9%)
a.
b.
c.
d.
e.
Classical conditioning
Operant conditioning
Cognitive processes in learning
Biological factors
Social learning (observational learning)
Objectives:
1. Describe the process of classical conditioning (Pavlov’s experiments).
2. Apply classical conditioning to different situations.
3. Explain the processes of acquisition, extinction, spontaneous recovery, generalization, and
discrimination.
4. Describe the process of operant conditioning, including the procedure of shaping, as demonstrated
by Skinner’s experiments.
5. Identify the different types of reinforces and describe the schedules of reinforcement.
6. Differentiate among the various forms of reinforcement and punishment.
7. Discuss the importance of cognitive processes and biological predispositions in conditioning.
8. Discuss the effects of punishment on behavior.
9. Describe the process of observational learning (Bandura’s experiments).
UNIT 7: COGNITION (8-10%)
a.
b.
c.
d.
Memory
Language
Thinking
Problem solving & creativity
Objectives:
1. Describe memory in terms of information processing, and distinguish among sensory memory,
short-term memory, and long-term memory.
2. Distinguish between automatic and effortful processing.
3. Explain the encoding process (including imagery, organization, etc.).
4. Describe the capacity and duration of long-term memory.
5. Distinguish between implicit and explicit memory.
6. Describe the importance of retrieval cues.
7. Discuss the effects of interference and motivated forgetting on retrieval.
8. Describe the evidence for the constructive nature of memory.
9. Describe the nature of concepts and the role of prototypes in concept formation.
10. Discuss how we use trial and error, algorithms, heuristics, and insight to solve problems.
11. Explain how the representativeness and availability heuristics influence our judgments.
12. Describe the structure of language (phonemes, morphemes, grammar).
13. Identify language developmental stages (babbling, one word, etc.).
14. Explain how the nature-nurture debate is illustrated in the theories of language development.
15. Discuss Whorf’s linguistic relativity hypothesis.
16. Describe the research on animal cognition and communication.
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UNIT 8: MOTIVATION & EMOTIONS (6-8%)
a.
b.
c.
d.
e.
f.
Biological bases
Theories of motivation
Hunger, thirst, sex, and pain
Social motives
Theories of emotion
Stress
Objectives:
1.
2.
3.
4.
5.
6.
7.
8.
Define motivation and identify motivational theories.
Describe the physiological determinants of hunger.
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.
Discuss the catharsis hypothesis.
Describe the biological response to stress
UNIT 9: DEVELOPMENTAL PSYCHOLOGY (7-9%)
a.
b.
c.
d.
e.
f.
Life-span approach
Research methods
Heredity—environmental issues
Developmental theories
Dimensions of development
Sex roles & gender roles
Objectives:
1. Discuss the course of prenatal development.
2. Illustrate development changes in physical, social, and cognitive areas.
3. Discuss the effect of body contact, familiarity, and responsive parenting on attachments.
4. Describe the benefits of a secure attachment and the impact of parental neglect and separation as
well as day care on childhood development.
5. Describe and analyze the theories of Piaget, Erikson, and Kohlberg.
6. Describe the early development of a self-concept.
7. Distinguish between longitudinal and cross-sectional studies
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UNIT 10: TESTING & INDIVIDUAL DIFFERENCES (5-7%)
a.
b.
c.
d.
e.
f.
g.
Standardization & norms
Reliability & validity
Types of tests
Ethics & standards in testing
Intelligence
Heredity/environment & intelligence
Human diversity
Objectives:
1. Trace the origins of intelligence testing.
2. Describe the nature of intelligence.
3. Identify the factors associated with creativity.
4. Distinguish between aptitude and achievement tests.
5. Describe test standardization.
6. Distinguish between the reliability and validity of intelligence tests.
7. Describe the two extremes of the normal distribution of intelligence.
8. Discuss evidence for both genetic and environmental influences on intelligence.
9. Discuss whether intelligence tests are culturally biased.
10. Compare and contrast Gardner’s and Sternberg’s theories of intelligence.
11. Evaluate Alfred Binet’s contribution to intelligence testing.
12. Evaluate Lewis Terman’s role in the development of intelligence testing.
13. Describe David Weschler’s contribution to intelligence testing.
UNIT 11: PERSONALITY (5-7%)
a.
b.
c.
d.
Personality theories & approaches
Assessment techniques
Self-concept/self-esteem
Growth & adjustment
Objectives:
1.
2.
3.
4.
5.
Describe personality structure in terms of the interactions of the id, ego, and superego.
Explain how defense mechanisms protect the individual from anxiety.
Describe the contributions of the neo-Freudians.
Explain how personality inventories are used to assess traits.
Describe the humanistic perspective on personality in terms of Maslow’s focus on self-actualization
and Rogers’ emphasis on people’s potential for growth.
6. Describe the impact of individualism and collectivism on self-identity.
7. Describe the social-cognitive perspective on personality.
8. Discuss the consequences of personal control, learned helplessness, and optimism.
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UNIT 12: ABNORMAL PSYCHOLOGY (7-9%)
a.
b.
c.
d.
Definition of abnormality
Theories of Psychopathology
Diagnosis of Psychopathology
Types of disorders
Objectives:
1. Differentiate among the different perspectives psychologists take to understand psychological
disorders.
2. Describe the medical model of psychological disorders.
3. Describe the aims of DSM-IV, and discuss the potential dangers of diagnostic labels.
4. Describe the symptoms of generalized anxiety disorder, phobias, obsessive-compulsive disorder,
and posttraumatic stress disorder.
5. Describe and explain the development of somatoform and mood disorders.
6. Describe the various symptoms and types of schizophrenia.
7. Describe the nature of organic and personality disorders.
8. Describe the characteristics and possible causes of dissociative disorders.
UNIT 13: TREATMENT OF PSYCHOLOGICAL DISORDERS (5-7%)
a. Treatment approaches
b. Modes of therapy (e.g. individual, group)
c. Community & preventive approaches
Objectives:
1.
2.
3.
4.
5.
6.
7.
8.
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.
Discuss the findings regarding the effectiveness of the psychotherapies.
Discuss the role of values and cultural differences in the therapeutic process.
Identify the common forms of drug therapy and the use of electroconvulsive therapy.
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UNIT 14: SOCIAL PSYCHOLOGY (8-10%)
a.
b.
c.
d.
e.
f.
g.
h.
Group dynamics
Attribution process
Interpersonal perception
Conformity, compliance, obedience
Attitudes & attitude change
Organizational behavior
Aggression/antisocial behavior
Cultural influences
Objectives:
1.
2.
3.
4.
5.
6.
Describe the importance of attribution in social behavior.
Explain the effect of role-playing on attitudes in terms of cognitive dissonance theory.
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.
Describe the social, emotional, and cognitive factors that contribute to the persistence of cultural,
ethnic, and gender prejudice and discrimination.
7. Discuss the issues related to aggression and attraction.
8. Explain altruistic behavior in terms of social exchange theory and social norms.
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