Syllabus
Advanced Placement Psychology
Course: ______________________
Instructors Name: Mr. Robbie A. Murakami
Email: rmurakami@saintlouishawaii.org
Work Phone: (808) 739-7777
Classroom Location: BH 26
Office Hours: By Appointment
Course Link: http://
sls-murakami@wikispaces.com
Biography:
B.A. in Psychology, University of Hawaii, and J.D. William S. Richardson School of Law
Course Description
Course Title: Advanced Placement Psychology
The aim of this course is to provide the student with a learning experience equivalent to that
obtained in most college introductory psychology courses. Students learn some of the
explorations and discoveries made by psychologists over the centuries. They also assess the
differing approached adopted by psychologists, including the biological, behavioral, cognitive,
humanistic, psychodynamic, and socio-cultural perspectives. Specific topics may include
methodology, behaviorism, neuroscience, sensation and perception, developmental psychology,
and intelligence and psychological testing.
Course Targets
1. Students will prepare to do acceptable work on the AP Psychology Examination.
2. Students will study the major core concepts and theories of psychology. They will be able to
define key terms and use them in their everyday vocabulary. Students will be able to compare
and contrast the major theories in psychology. Students will develop an understanding of the
biological and psychological bases of behavior.
3. Students will learn the basic skills of psychological research and be able to apply psychological
concepts to their own lives.
4. Students will develop critical thinking skills. Students will become aware of the danger of
accepting or rejecting any psychological theory without careful, objective evaluation.
5. Students will build their reading, writing, and discussion skills.
Syllabus
Course Length
Length of Course: Year
Required Text
Myers, D. G. (2004). Psychology (7th Edition). NY: Worth Publishers
Other Reading Material and Resources
1.
1.
2.
3.
4.
5.
Notebook.
A black pen, red pen and highlighters.
Folder Paper
Materials List
Laptop
Other materials may be added at teacher’s discretion
Course Outline
Prologue and Chapter 1: The Story of Psychology, Thinking Critically with
Psychological Science
A. Logic, Philosophy, and History of Science
B. Approaches/Perspectives
C. Experimental, Correlation, and Clinical Research
D. Statistics
E. Research Methods and Ethics
Objectives
1 • Define psychology and trace its historical development.
2 • Compare and contrast the psychological perspectives.
3 • Identify basic and applied research subfields of psychology.
4 • Identify basic elements of an experiment (variables, groups, sampling,
population, etc.).
5 • Compare and contrast research methods (case, survey, naturalistic observation).
6 • Explain correlational studies.
7 • Describe the three measures of central tendency and measures of variation.
8 • Discuss the ethics of animal and human research.
Chapter 2: Neuroscience and Behavior
1 A. Physiological Techniques (e.g., imagining, surgical)
2 B. Neuroanatomy
3 C. Functional Organization of Nervous System
4 D. Neural Transmission
5 E. Endocrine System
6 F. Genetics
Objectives
Syllabus
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.
Chapter 4: The Developing Person
1 A. Life-Span Approach
2 B. Research Methods
3 C. Heredity–Environment Issues
4 D. Developmental Theories
5 E. Dimensions of Development
6 F. Sex Roles, Sex Differences
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 the theories of Piaget, Erikson, and Kohlberg.
6 • Describe the early development of a self-concept.
7 • Distinguish between longitudinal and cross-sectional studies.
Chapter 5 & 6: Sensation & Perception
1 A. Thresholds
2 B. Sensory Mechanisms
3 C. Sensory Adaptation
1 D. Attention
2 E. 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
Chapter 7: States of Consciousness
1 A. Sleep and Dreaming
2 B. Hypnosis
3 C. Psychoactive Drug Effects
Objectives
Syllabus
1 • Describe the cyclical nature and possible functions of sleep.
2 • Identify the major sleep disorders.
3 • Discuss the content and possible functions of dreams.
4 • Discuss hypnosis, noting the behavior of hypnotized people and claims
regarding its uses.
5 • Discuss the nature of drug dependence.
6 • Chart names and effects of depressants, stimulants, and hallucinogenic drugs.
7 • Compare differences between NREM and REM.
8 • Describe the physiological and psychological effects of depressants, stimulants,
and hallucinogens.
9
Chapter 8: Learning
1 A. Classical Conditioning
2 B. Operant Conditioning
3 C. Cognitive Processes in Learning
4 D. Biological Factors
5 E. Social Learning (Observational Learning)
Objectives
1 • Describe the process of classical conditioning (Pavlov’s experiments).
2 • Explain the processes of acquisition, extinction, spontaneous recovery,
generalization, and discrimination.
3 • Describe the process of operant conditioning, including the procedure of
shaping, as demonstrated by Skinner’s experiments.
4 • Identify the different types of reinforcers and describe the schedules of
reinforcement.
5 • Discuss the importance of cognitive processes and biological predispositions in
conditioning.
6 • Discuss the effects of punishment on behavior.
7 • Describe the process of observational learning (Bandura’s experiments).
Chapter 9: Memory
1 A. Memory
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.
Chapter 10: Thinking and Language
A. Language
B. Thinking
C. Problem Solving and Creativity
Objectives
1 • Describe the nature of concepts and the role of prototypes in concept formation.
2 • Discuss how we use trial and error, algorithms, heuristics, and insight to solve
problems.
Syllabus
3 • Explain how the representativeness and availability heuristics influence our
judgments.
4 • Describe the structure of language (phonemes, morphemes, grammar).
5 • Identify language developmental stages (babbling, one word, etc.).
6 • Explain how the nature-nurture debate is illustrated in the theories of language
development.
7 • Discuss Whorf’s linguistic relativity hypothesis.
8 • Describe the research on animal cognition and communication.
9
Chapter 12 & 13: Motivation and Emotion
1 A. Biological Bases
2 B. Theories of Motivation
3 C. Hunger, Thirst, Sex, and Pain
4 D. Social Motives
5 E. Theories of Emotion
6 F. Stress
Objectives
1 • Define motivation and identify motivational theories.
2 • Describe the physiological determinants of hunger.
3 • Discuss psychological and cultural influences on hunger.
4 • Define achievement motivation, including intrinsic and extrinsic motivation.
5 • Identify the three theories of emotion (James-Lange, Cannon-Bard, SchachterSinger).
6 • Describe the physiological changes that occur during emotional arousal.
7 • Discuss the catharsis hypothesis.
8 • Describe the biological response to stress.
Chapter 11: Intelligence
1 A. Standardization and Norms
2 B. Reliability and Validity
3 C. Types of Tests
4 D. Ethics and Standards in Testing
5 E. Intelligence
6 F. Heredity/Environment and Intelligence
7 G. 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.
Chapter 15: Personality
1 A. Personality Theories and Approaches
2 B. Assessment Techniques
Syllabus
3 C. Self-concept/Self-esteem
4 D. Growth and Adjustment
Objectives
1 • Describe personality structure in terms of the interactions of the id, ego, and
superego.
2 • Explain how defense mechanisms protect the individual from anxiety.
3 • Describe the contributions of the neo-Freudians.
4 • Explain how personality inventories are used to assess traits.
5 • 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.
9
Chapter 16: Psychological Disorders
1 A. Definitions of Abnormality
2 B. Theories of Psychopathology
3 C. Diagnosis of Psychopathology
D. Anxiety Disorders
1 E. Somatoform Disorders
2 F. Mood Disorders
3 G. Schizophrenic Disorders
4 H. Organic Disorders
5 I. Personality Disorders
6 J. Dissociative Disorders
Objectives
1 • Identify the criteria for judging whether behavior is psychologically disordered.
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, obsessivecompulsive
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.
Chapter 17: Therapy
1 A. Treatment Approaches
2 B. Modes of Therapy (e.g., individual, group)
3 C. Community and Preventive Approaches
Objectives
1 • Discuss the aims and methods of psychoanalysis.
2 • Identify the basic characteristics of the humanistic therapies.
3 • Identify the basic assumptions of behavior therapy.
4 • Describe the assumptions and goals of the cognitive therapies.
5 • Discuss the benefits of group therapy and family therapy.
Syllabus
6 • Discuss the findings regarding the effectiveness of the psychotherapies.
7 • Discuss the role of values and cultural differences in the therapeutic process.
8 • Identify the common forms of drug therapy and the use of electroconvulsive
therapy.
Chapter 18: Social Psychology
A. Group Dynamics
B. Attribution Process
C. Interpersonal Perception
D. Conformity, Compliance, Obedience
E. Attitudes and Attitude Change
F. Organizational Behavior
G. Aggression/Antisocial Behavior
Objectives
1 • Describe the importance of attribution in social behavior.
2 • Explain the effect of role-playing on attitudes in terms of cognitive dissonance
theory.
3 • Discuss the results of Asch’s experiment on conformity.
4 • Describe Milgram’s controversial experiments on obedience.
5 • Discuss how group interaction can facilitate group polarization and groupthink.
6 • 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
Grading Scale
Letter Grade
A
AB+
B
BC+
C
CD+
D
F
Percentage
93-100%
90-92%
87-89%
83-86%
80-82%
77-79%
73-76%
70-72%
67-69%
60-66%
0-59%
Semester grades will be given on the following basis: The first quarter is worth 50% and the
second quarter is worth 50%. The third and fourth quarter will follow the same percentage.
The year grade will be determined by averaging the first semester and second semester grade.
Classroom Management
Syllabus
Class Rules:
1. All students will be in their assigned seats by the time the bell rings. Otherwise, you will be
marked tardy.
2. You will be given detention if you do not have you classroom supplies.
3. If you are caught eating, chewing gum, or drinking anything, you will be given detention.
4. Cheating will not be tolerated! If you are caught cheating during a quiz or test, you quiz or
test will be taken away, and you will receive a zero. If you are talking during a quiz or test,
regardless of the subject matter, your test/quiz will be taken away and you will receive a
zero. Likewise, if you are caught looking at something other than your test/quiz, you will be
considered cheating. A test is not over until all members of your class have finished. If you
need to ask a question, raise your hand and wait until you are addressed before you ask your
question.
In addition, copying of homework will result in both parties receiving a zero, and being sent
to the office for additional punishment.
5. The following general classroom rules will also be in effect:
a.
You will raise your hand, and wait until you are addressed before answering any
question, or before you ask a question.
b.
You will not socialize with your classmates during any class activity.
c.
No sleeping in class.
d.
You will not leave your seat without first getting permission by the instructor.
e.
Use of laptops and other electronic devices will be at the discretion of the
instructor. Unless otherwise directed, electronic devices will be turned off and
put away during class.
A violation of any of the Rules mentioned in 5a-e will result in detention or other
appropriate consequences.
6. All rules and regulations of Saint Louis School will be enforced.
7. Excessive absences or tardies will result in the student being dropped from the class.
8. Students who repeatedly violate the rules or engage in conduct that threatens the physical or
emotional well being of others will be dropped from the course.
9. Since much of the class will center on student discussion, students who do not keep up with
the readings or other assignments will be asked to leave the course
Policies
Instructor’s Grading Criteria/Timetable:
1. All assignments will be turned in by the start of class on the date that they are due. If you
are tardy and turn in a late assignment, your grade will be deducted. Assignments will not
be accepted beyond the first five minutes.
2. If you are absent, it is up to you to make up your work. You must meet with your instructor
on the day you come back to discuss a deadline to make up all missed work. This deadline
will be strictly enforced, and work will not be accepted after this period is over. Remember,
it is your responsibility to contact your instructor when you come back. If not, it will be
assumed that you are not making up the work.
Syllabus
Plagiarism Policy
Students are expected to be the sole authors of their work. Use of another person's work or ideas
must be accompanied by specific citations and references. Though not a comprehensive or
exhaustive list, the following are some examples of dishonesty or unethical and unprofessional
behavior:
 Plagiarism: Using another person's words, ideas, or results without giving proper credit to
that person; giving the impression that it is the student's own work.
 Any form of cheating on examinations.
 Altering academic or clinical records.
 Falsifying information for any assignments.
 Submitting an assignment(s) that was partially or wholly completed by another student.
 Copying work or written text from a student, the Internet, or any document without giving
due credit to the source of the information.
 Submitting an assignment(s) for more than one class without enhancing and refining the
assignment, and without first receiving instructor permission. In cases where previous
assignments are allowed to be submitted for another class, it is the responsibility of the
student to enhance the assignment with additional research and to also submit the original
assignment for comparison purposes.
 Assisting another student with reasonable knowledge that the other student intends to commit
any act of academic dishonesty. This offense would include, but would not be limited
to providing an assignment to another student to submit as his/her own work or allowing
another student to copy answers to any test, examination or assignment.
In essence, plagiarism is the theft of someone else's ideas and work. Whether a student copies
verbatim or simply rephrases the ideas of another without properly acknowledging the source, it is
still plagiarism. In the preparation of work submitted to meet course requirements, whether a draft
or a final version of a paper or project, students must take great care to distinguish their own ideas
and language from information derived from other sources. Sources include published primary and
secondary materials, electronic media, and information and opinions gathered directly from other
people.
A discussion thread, computer program, marketing plan, PowerPoint presentation, and other similar
work produced to satisfy a course requirement are, like a paper, expected to be the original work of
the student submitting it. Copying documentation from another student or from any other source
without proper citation is a form of academic dishonesty, as is producing work substantially from
the work of another. Students must assume that collaboration in the completion of written
assignments is prohibited unless explicitly permitted by the instructor. Students must acknowledge
any collaboration and its extent in all submitted coursework. Students are subject to disciplinary
action if they submit as their own work a paper purchased from a term paper company or
downloaded from the Internet.
The teacher reserves the right to check all student work to verify that it meets the guidelines of this
policy.
Academic dishonesty is a serious offense and may result in expulsion.
Classroom Expectations
Syllabus
Student Expectations – Students will be expected to come to class prepared to learn, they will be
expected to comply with class rules and school rules. Students are expected to complete assigned
work and meaningfully participate in class discussion. Students will respect the learning
environment of other students and not engage in any actions that will compromise the learning
environment. Students will demonstrate character and integrity and will learn from their mistakes.
Students will seek help from his instructor if he does not understand a lesson or assignment.
Students will engage in critical thinking and be aware of the world around them.
Teacher Expectations – Teachers in the Social Science Department will communicate objectives
and course expectations to students and parents. The teacher will come to school prepared and be
available during non-class hours to help the student understand the material. Instructors will treat
students with respect and will hold students accountable for behavior and work that falls short of
the standards set by the school. All work will be graded and posted within a reasonable period of
time, and instructors will be available to answer questions that the student or parent has regarding
the student’s progress. Parents will be notified if a student’s behavior begins to affect the
classroom-learning environment. Consequently, the teacher will provide a safe and enjoyable
learning environment for students.