AP Psychology Syllabus

East Leyden High School

Course Syllabus and Expectations

Contact Information:

Website:

Theodora Kahn
E-mail: TKahn@leyden212.org

http://mskahnappsych.weebly.com/

Extra Help:
I am available every morning at 7:00 am in Room 152 F and
after school by appointment.
I am happy to make arrangements to meet at other times based on individual requests.

Purpose:
The purpose of AP Psychology is 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. (College Board, 2010)

Course Objectives:
1. Students will be prepared to excel on the AP Psychology Exam.
2. Students will be able to define, explain, and apply the key concepts, theories,
and terms of psychology.
3. Students will learn the basic skills of psychological research and argue the ethics
of animal and human research.
4. Students will develop and increase critical thinking skills through real life
application.
Textbook:
Myers, D., & Fineburg, A. (2011). Myer's psychology for ap: Teacher's edition. US: Worth Publishers.

Teacher Resources:
Benson, Nigel (2003). Introducing Psychology: A Graphic Guide. Totem Books / Icon Books
Hock, R. R. (2009). Forty studies that changed psychology, explorations into the history of psychological
research. Prentice Hall.

Web Resources:
Quizlet: To help you study and quiz yourself on vocabulary. http://quizlet.com/subject/ap-psychology/
Textbook Website: www.worthpublishers.com/thinkingaboutpsych
AllPsych Online: The Virtual Psychology Classroom: www.allpsych.com
PsychSim - Online labs. Some of them are really great mini-lessons to help review or understand
APPsychology.com great, interactive website
QuizUp Phone App

Course Materials:
Students will need the following materials in class:
A 2 binder
1 single subject notebooks

Loose-leaf binder paper

Class textbook
Notecards (3x5)

Shoebox
Forty Studies that Changed Psychology by Roger R. Hock Ph.D.

Work Expectations:

Notice will always be given for any assignment, quiz, or exam. The amount of work depends on the
unit being covered in class. There are assigned pages to read in the textbook every night.

When assigned reading, expect a short, general reading quiz. You will only be quizzed on the main
ideas and key vocabulary.

Vocabulary terms are also given for each unit. Quizzes are administered frequently, at least once a
unit. The quizzes range from using fill-in-the-blank, short answer, and/or multiple-choice questions.

Unit tests will be given at the end of each unit and will consist of multiple-choice questions and one
free-response question (simulating the AP Exam).

Other assignments will include class presentations, research analysis (case study and experiment),
group projects, and papers. They will vary depending on the unit.

Homework:
Your homework is due the day it is assigned. If you happen to miss my class period, but you are in the
building that day, it is due. This means that if you are on a field trip, arrive late, or have early release, you
need to submit your homework to me either before school or to my mailbox.

Extra Credit:

Note Cards For every unit, students can submit 25 note cards for extra credit. The note cards must
be from the Key Terms vocabulary in the book. They must be at least 3 X 5 in size, term on one side,
and definition on the opposite side. NO LATE NOTE CARDS ARE ACCEPTED.
There may be other opportunities for extra credit, depending on the unit.

Absences:

DO NOT INTERRUPT CLASS FOR MISSING WORK OR ABSESNCES. You must see me outside of
class time (before or after school) regarding missing work. This should be done the day of your
return.
If you are absent for a field trip, you should find out what you will be missing before your absence.

Grading:
If you are tardy for class, or an assignment is late, it will lose 2 letter grades.
The breakdowns of the categories are as follows:
Major Assessments

Tests,

Quizzes

Free Response Essays

Assignments

Homework

Projects

Participation

Discussion

70%

30%

Letter grades will be determined by the following scale*:

A 90% - 100%
B 80%-89%
C 70%-79%
D 60%-69%
F Less than 60%

*Borderline grades will be determined by

overall attendance, participation, and
improvement.

Academic Honesty:
I expect all student work, in and out of class, to be your own. If I suspect the work is not entirely your own
(assignments, notes, tests, quizzes) then I will enforce the following consequences. This applies not only
to the person caught cheating, but also the person who may be the enabler.
1. First Offense: Phone call home, Dean referral, a 0 grade with a more difficult version of the
test/assignment for partial credit.
2. All following offenses: A 0 grade on the assignment, phone call home, Dean referral.
Semester 1:
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
Unit 7
Unit 8

Semester 2:
Unit 9
Unit 10
Unit 11
Unit 12
Unit 13
Unit 14
Final Exam
12:00 pm, May 1, 2017 AP Psychology Exam

Year-long Course Plan:

Unit I: Psychologys History and Approaches and Research Methods (3 weeks)
A.
B.
C.
D.
E.
F.

Logic, Philosophy, and History of Science

Contemporary Psychological Perspectives
Observation and Bias
Experimental, Correlational, and Clinical Research
Research Methods and Ethics
Statistics

Objectives
Identify basic and applied research subfields of psychology.
Define psychology and trace its historical roots in philosophy to its development as a science.
Explore how the historical approaches (structuralism, functionalism, Gestalt psychology,
behaviorism, psychoanalysis) contribute to contemporary perspectives.
Explain the function of psychological perspectives and identify and define the 7 contemporary
perspectives.
Compare and contrast the psychological perspectives (behavioral, biological, cognitive,
humanistic, psychodynamic, evolutionary/psychobiological, and socio-cultural) and evaluate
the challenges of using perspectives to explain behavior.
Identify the major historical figures and their contributions to psychology. (Mary Whiton
Calkins, Charles Darwin, Dorothea Dix, Sigmund Freud, G. Stanley Hall, William James, Ivan
Pavlov, Jean Piaget, Carl Rogers, B. F. Skinner, Margaret Floy Washburn, John B. Watson,
Wilhelm Wundt)
Understand the importance of research and the ways in which bias can influence research.
Compare advantages and disadvantages of naturalistic observations, case studies, surveys,
and longitudinal and cross-sectional studies.
Describe the concept of correlation and differentiate between correlation and causation.
Discuss setting up an experiment. Use an example hypothesis and design a hypothetical
experiment by discussing independent and dependent variables, confounding variables,
subject selection, control, and replication.
Discuss ethical considerations in psychological research for both human participants and
animals.
Analyze characteristics of a distribution of scores (including frequency distribution, measures
of central tendency, and measures of variation).
Interpret data represented on a normal distribution
Describe the difference between percentage and percentile rank
Define correlation coefficient and interpret positive correlations and negative correlations.
Explain what it means when a research result is statistically significant.

Unit II: Biological Bases of Behavior (3 weeks)

3A: Neural Processing and the Endocrine System
A. Neural Transmission
B. Functional Organization of Nervous System
C. Endocrine System
Objectives:
Describe the structure of a neuron and explain the process of neural transmission.
Describe neuron communication and discuss the role of neurotransmitters including the
effects of drugs on neurotransmitters.
Classify and explain major divisions of the nervous system.

Describe the nature and function of endocrine system communication and its effect on our
behaviors.

3B: The Brain

D. Neuroanatomy
E. Physiological Techniques
Objectives:
Identify and describe the functions of the lower level brain structures (thalamus, cerebellum,
limbic system, etc.).
Identify and describe the functions of the major regions of the cerebral cortex.
Describe what is known about the different functions of the left and right hemispheres.
Identify key contributors (e.g., Paul Broca, Charles Darwin, Michael Gazzaniga, Roger
Sperry, Carl Wernicke)
Recount historic and contemporary research strategies and technologies that support
research (e .g ., case studies, split-brain research, imaging techniques)

3C:Genetics, Evolutionary Psychology, and Behavior

F. Genetics
Objectives:
Explore the nature-nurture debate and explain the key issues of the field of behavior genetics
Name and describe the elements of the genetic codes (chromosomes, DNA and genes)
Discuss how twin studies and adoption studies are used to learn about the influences of
nature and nurture

Unit III: Sensation and Perception (2.5 weeks)

A. Thresholds
B. Sensory Mechanisms
C. Sensory Adaptation
D. Attention
E. Perceptual Processes
Objectives
Contrast the processes of sensation and perception.
Define and apply the basic principles of sensation: thresholds, signal detection, sensory
adaptation, and selective attention.
Distinguish between absolute and difference thresholds.
Label the parts of the eye and ear.
Explain how structures and receptor cells in the eye work together to detect light waves and
change them into neural impulses.
Name the structures of the ear, and describe how they work to detect sound waves and
change them to neural impulses.
Explain the Young-Helmholtz trichromatic theory and opponent-process theories of color
vision.
Explore sensory disorders and their effects on behavior.
Explain how receptor cells in the nose, tongue, and skin allow us to sense smells, tastes and
touch.
Discuss Gestalt psychologys contribution to our understanding of perception.
Define how perceptual sets determine how we interpret sensations.
Discuss research on depth perception and cues.
Discuss how the principles of perception explain visual illusions.

Unit IV: States of Consciousness (1.5 weeks)

A. Sleep and Dreaming
B. Hypnosis
C. Psychoactive Drug Effects
Objectives

Define consciousness and explore William James, Sigmund Freuds, Ernest Hilgards views
on consciousness.
Identify the different body rhythms humans experience.
Explain why we sleep and the effects of sleep deficits.
Discuss the stages of sleep and the paradoxical nature of REM.
Explain the four modern theories of why we dream.
Identify the major sleep disorders.
Define hypnosis and explain evidence for the two major theories of hypnosis.
Define psychoactive drugs and explain the cycle of dependence, tolerance, and withdrawal.
Categorize the different psychoactive drugs.
Describe the physiological and psychological effects of depressants, stimulants,
hallucinogens and marijuana.

Unit V: Learning (3 weeks)

A. Classical Conditioning
B. Operant Conditioning
C. Cognitive Processes in Learning
D. Biological Factors
E. Social Learning (Observational Learning)
Objectives
Use the classical conditioning model to explain an example of a classically conditioned
response.
Describe the sequence of the classical conditioning processes: acquisition, extinction,
spontaneous recovery, generalization, and discrimination.
Analyze Ivan Pavlovs studies on conditioned reflexes (and graphic data) as well as put into
practice a small-scale conditioning in the classroom.
Explain the behaviorist perspective, as described by John Watson, and explore Watsons
Little Albert experiment including a discussion research ethics.
Discuss recent research findings indicating that cognition and biological predispositions are
involved in some classically conditioned responses.
Describe the process of operant conditioning, including the procedure of shaping, as
demonstrated by Skinners experiments. (analyze graphs to quantify the process)
Investigate Skinners experiments of forming superstition in pigeons.
Define reinforcement and punishment.
Describe the effects of punishment and the disadvantages of using punishment to control
behavior.
Explain how behaviors are influenced through shaping, discrimination, and extinction
Differentiate between the different types of reinforcement and classify the schedules of
reinforcement.
Discuss how cognition and biology influence the operant conditioning process.
Define observational learning and discuss the implications of Albert Banduras experiments.
Discuss how observational learning can lead to prosocial and antisocial behaviors
Evaluate the effects of viewing violence in the media on aggressive behaviors and attitudes.

Unit VI: 7A: Memory

A. Memory
Objectives
Discuss the factors and techniques that influence whether information is encoded into
memory.
Distinguish between automatic and effortful processing.
Explain and implement the different types of encoding. (serial position, spacing, meaning,
imagery, mnemonic)

Explain how memories pass through the sensory, short-term, and long-term memory stages.
Distinguish between implicit and explicit memory.
Defend the importance of retrieval cues.
Discuss the factors influencing how memories are retrieved.
Explain how encoding failure leads to forgetting.
Describe how interference and motivated forgetting can cause forgetting through retrieval
failure.
Discuss how the misinformation effect can lead to false, constructed memories and explore
Elizabeth Loftus research on constructed memories.
Argue the credibility of eyewitness testimony.

Unit VII: 7B: Thinking and Language (Cognition)

A. Language
B. Thinking
C. Problem Solving and Creativity
Objectives
Define cognition and discuss the basis of thought.
Define concepts and examine concept formation.
Explain the role of prototypes in classifying information.
Discuss how concept hierarchies form and their usefulness.
Define and give examples of algorithms, heuristics, and insight. Examine possible obstacles
to problem solving.
Explain how the representativeness and availability heuristics influence our judgments.
Examine the definition of creativity and explore factors that foster creativity.
Describe the building blocks of language (phonemes, morphemes, grammar) by discussing
how phonemes combine to form morphemes and how morphemes combine to form words
and sentences.
Identify language developmental stages (babbling, one word, etc.).
Compare Chomskys and Skinners theories of language acquisition.

Unit VIII: Developmental Psychology (3 weeks)

A.
B.
C.
D.
E.
F.

Life-Span Approach
Research Methods (e.g., longitudinal, cross-sectional)
HeredityEnvironment Issues
Developmental Theories
Dimensions of Development
Sex Roles and Gender Roles

Objectives
Describe human development from conception to the newborn stage while identifying factors
that promote a good development and some factors that prevent proper development.
Explain how developing neural networks affect motor development and cognitive
development in infancy and childhood.
Use Jean Piagets theory of cognitive development to describe how children think at specific
cognitive stages.
Predict the probable effect of different attachment types and parenting styles.
Describe the benefits of a secure attachment and then explore the impact of parental neglect
and separation as well as day care on childhood development.
Discuss the research on physical, cognitive, and social-emotional development of infants and
children using the three key developmental issues. (continuity and stages, nature nurture,
stability and change)
List the physical changes that occur during puberty.
Discuss how Piagets cognitive developmental theory and Kohlbergs moral reasoning theory
describe adolescent thinking.

Describe the early development of a self-concept.

Discuss how Eriksons psychosocial developmental theory describes adolescent identity
formation.
Discuss how developmental psychologys three major issues apply to adolescence.
Define the concept of social clock and explain how it affects the transition from adolescence
to adulthood.
Discuss the physical changes that occur in middle and late adulthood.
Discuss the cognitive changes that occur in middle and late adulthood.
Predict the likely effect of significant life events on happiness and life satisfaction.
Interpret cross-sectional evidence for intellectual decline with age and longitudinal evidence
for intellectual stability.

Unit IX: Motivation

8A: Motivation
A. Biological Bases
B. Theories of Motivation
C. Hunger, Thirst, Sex, and Pain
D. Social Motives
Objectives
Explain the limitation of early motivation theories (such as instinct and drive reduction theory).
Apply the concept of optimal level of arousal and the concept of homeostasis to examples of
motivation.
Define intrinsic motivation and extrinsic motivation and explain the advantages of intrinsic
motivation.
Discuss how Abraham Maslows hierarchy of needs and Henry Murrays achievement
motivation theory describe motivation.
Explain the physiological factors and the environmental factors that control hunger.

Unit X: 8B: Emotions, Stress and Health

E. Theories of Emotion
F. Stress
Objectives:
Identify the three theories of emotion (James-Lange, Cannon-Bard, Schachter-Singer).
Describe the physiological changes that occur during a fear reaction and identify the parts of
the nervous system involved in the changes.
Examine how hormones and internal and external stimuli influence sexual motivation.
Research the evidence that points to our human need to belong.
Discuss the catharsis hypothesis.
Define stressor, stress reaction and explain the physical reaction to stressors.
List the three types of stressors and categorize examples of stressors correctly.
Discuss the effects of perceived control and optimism and pessimism on stress reactions.
Discuss the effects of stress on cancer and heart disease.
Discuss research findings related to wellness and exercise, social ties and longevity.

Unit XI: Personality (2 weeks)

A. Personality Theories and Approaches
B. Assessment Techniques
C. Growth and Adjustment
Objectives
Explore Freuds psychodynamic perspective on 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.

Evaluate the validity of Freuds theory using contemporary research findings.
Describe the humanistic perspective on personality in terms of Maslows focus on selfactualization and Rogers emphasis on peoples potential for growth and evaluate the validity
using contemporary research findings.
Describe the development of trait theories proposed by Gordon Allport, Raymond Cattell, and
Hans Eysenck.
Discuss the dimensions of the Big Five trait theory.
Explain how trait theorists assess personality (MMPI) and identify their strengths and
weaknesses.
Critique the strengths and weaknesses of the trait theory of personality.
Discuss the social-cognitive theory of personality and how it explains the relationship among
personality, the environment and behavior.
Discuss the consequences of personal control, learned helplessness, and optimism.

Unit XII: Testing and Individual Differences (1.5 weeks)

A. Intelligence
B. Types of Tests
C. Standardization and Norms
D. Reliability and Validity
E. Ethics and Standards in Testing
F. Heredity/Environment and Intelligence
G. Human Diversity
Objectives
Describe the nature of intelligence and how psychologists assess intelligence.
Discuss how culture affects how we measure intelligence.
Trace the historical development of intelligence tests.
Compare the theory of a single intelligence versus the theory of multiple intelligences.
(Spearman vs. Gardner)
Explore Gardners theory and the types of intelligence he identifies.
Contrast the different purposes of aptitude and achievement tests.
Explain how tests are evaluated using the concepts of reliability and validity.
Describe the two extremes of the normal distribution of intelligence.
Discuss evidence for both genetic and environmental influences on intelligence.
Investigate the research on the affects of labeling intelligence and its effect on the classroom.
Discuss whether intelligence tests are culturally biased by exploring the causes of group
differences in IQ scores.

Unit XIII: Abnormal Psychology and Treatment (3 weeks)

A.
B.
C.
D.
E.
F.
G.
H.
I.
J.
K.
L.

Definitions of Abnormality
Theories of Psychopathology
Diagnosis of Psychopathology
Anxiety Disorders
Somatoform Disorders
Mood Disorders
Schizophrenic Disorders
Personality Disorders
Dissociative Disorders
Treatment Approaches
Modes of Therapy (e.g., individual, group)
Community and Preventive Approaches

Objectives

Define psychological disorder and the criteria used to judge psychologically disordered
behaviors.
Explain the development and influence of the medical model of psychological disorders.
Discuss the different components of the biopsychosocial approach to psychological
disorders.
Explain the purpose, uses, and criticisms of the Diagnostic and Statistical Manual of Mental
Disorders (DSM).
Explore the benefits and potential dangers of diagnostic labels.
Define anxiety and describe the symptoms of anxiety disorders (generalized anxiety disorder,
phobias, obsessive-compulsive disorder, and posttraumatic stress disorder).
Discuss the biological factors and the learning factors that may contribute to anxiety
disorders.
Describe and explain the development of somatoform and mood disorders.
Discuss the biological factors and the social-cognitive factors that may contribute to mood
disorders.
Describe the characteristics and possible causes of dissociative disorders.
Describe the delusions, hallucinations, and inappropriate emotions or behaviors that are
common to schizophrenic disorders.
Discuss the biological factors and the psychological factors that interact to produce
schizophrenia.
Describe the different types of personality disorders.
Examine the consequences, negative and positive, of psychological labels by reading an
analysis of the Rosenhan study.
Assess the impact of psychological disorder diagnosis in the realm of the law.
Discuss the psychoanalytical approach to treating psychological disorders.
Apply the humanistic approach to treating psychological disorders.
Discuss behavior therapies for treating psychological disorders and explore how they apply
the principles of classical conditioning and operant conditioning.
Explore the basis of cognitive therapy and cognitive-behavior therapy.
Assess the benefits of group therapy and when group therapy is most often used as well as
family therapy.
Discuss the findings regarding the effectiveness of the psychotherapies.
Identify the role of values and cultural differences in the therapeutic process.
Present historical treatments of psychological disorders including deinstitutionalization.
Discuss the historical and current use of electroconvulsive therapy and psychosurgery.
Compare and contrast the different categories of drugs, including antipsychotic, antianxiety,
and antidepressant drugs.
Discuss the use and effectiveness of drugs and how drugs affect the brain.
Identify other possible prevention strategies.

Unit XIV: Social Psychology (3 weeks)

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
Introduce social psychology and discuss attribution theory.
Examine the relationship between our attitudes and actions.
Investigate how central route persuasion and peripheral route persuasion can affect our
opinions on social issues.

Investigate social influence and discuss the factors that influence conformity and obedience
to authority.
Discuss how group membership affects thinking and decision-making.
Discuss the results of Aschs experiment on conformity.
Describe Milgrams controversial experiments on obedience.
Discuss how group interaction can facilitate group polarization and groupthink.
Explain the factors that influence attractiveness and distinguish between passionate love and
companionate love.
Investigate the factors that influence altruistic behavior in terms of social exchange theory
and social norms.
Define aggression and discuss the biological and learning factors that cause aggressive
behavior.
Define prejudice, stereotypes and discrimination and discuss the factors that lead to prejudice
and explain how shared goals can help resolve conflict between groups.
Define culture and examine how cultures develop.
Compare individualistic and collectivist cultures and weigh the pros and cons of each.
Discuss how universal and culture-specific behaviors and principles differ.
Discuss how a cross-cultural perspective influences our understanding of personality and
child development.
Define ethnocentrism and create a plan of action to avoid ethnocentric thinking.