Exeter Township Senior High School Advanced Placement Psychology

Mrs. Lambdin – Room S205 dlambdin@exeter.k12.pa.us

Course Syllabus

Course Description

Advanced Placement Psychology is taught in the block mode with 90 minute classes for 90 days. AP Psychology is designed to introduce students to the systematic and scientific study of the behavioral and mental processes of human beings. Key concepts of the major schools of psychology and important theorists with their contributions to psychology are taught. Vocabulary is an essential part of psychology; therefore, vocabulary is emphasized. The culmination of the course is for students to take the Advanced Placement exam in May.

Prerequisites • Reading ability commensurate with college-level textbooks • Minimum G.P.A. as specified by the Social Studies Department • Intrinsic motivation to accept the challenges of a college course • Desire to study for AP Exam in May

Textbook Psychology, (Eighth Edition, 2006), Worth Publishers, by David G. Myers. Recommended Supplies Three-ring binder with nineteen dividers (Prologue + 18 chapters) 3 x 5 note cards for vocabulary words and definitions Course Objectives

• Communicate and defend psychological concepts and facts • Assess some of the differing approaches adopted by psychologists,

including the biological, behavioral, cognitive, humanistic, psychodynamic, and sociocultural perspectives

• Appreciate how psychologists think and learn • Build an effective psychological vocabulary by applying the vocabulary to

diverse scenarios • Describe, explain, and predict why and how people react to particular

situations • Apply what is learned in educational discussions and debates

Page 2 – Advanced Placement Psychology Syllabus Course Requirements

• Readings: The entire required textbook will be read along with supplemental readings to prepare the student

• Writings: Essays, reports, homework activities, outlines, and vocabulary index cards must be prepared for every chapter.

• Group Work: In college, as well as high school, getting along with others is crucial; therefore, group work will be part of AP Psychology.

Summer Project 1. Students will research a pre-determined theorist in psychology, submit a typed report and present a professional individual class presentation. A rubric will be provided to aid in what is expected.

2. Each student will read the Prologue and Chapter 1 of the textbook, Psychology, Eighth Edition, 2006 by David Myers. The instructor will provide an outline of the Prologue as a model for outlining future chapters. Each student will then create their own outline for Chapter 1.

3. Students will create flashcards for each vocabulary word in the Prologue and Chapter 1. One vocabulary word should be on one side with the definition of that word on the other side of each card.

4. All summer work is due the first day of class. *If any work is not completed on the first day of class, the student wi ll have to drop the class, so please do NOT procrastinate! Classroom Rules

• Laugh with, not at anyone! ☺ • Silent when others speak. Classroom discussion makes the class more

interesting, and we want to be able to hear everyone. • Extend help to others. Teamwork is required in all walks of life. • Check folder when absent; talk to other classmates! Take responsibility! • Homework is due the next day. Homework will not be accepted late

unless the student was absent. School is your job, and when you have a job and you do not hand in your work when your boss asks for it, you could be fired! Instead of being fired in school, you will earn a zero. � Please do not allow this to happen! Be a dependable worker.

• Procrastination hurts! Late projects are subjected to a 10% per day deduction. This “pay” decrease should not be necessary. Schedule your work so you do not have to procrastinate!

Assessment

*Exams 40% Quizzes 20% Projects 20% **Homework 10% Classroom Participation 10% 100%

Page 3 – Advanced Placement Psychology Syllabus * Exams will model the AP Exam. After each chapter or unit there will be a multiple choice test similar to the AP Exam, and there will also be free response questions, similar to the AP Exam. ** Most homework will consist of creating vocabulary cards and outlining each chapter to aid in studying for chapter exams, and for review for the AP Exam in May, which all AP Psychology students are required to take. Outline of Course (Subject to change - modeled arou nd AP Psych Exam) Title Weight on AP Exam Days I. Introduction to Psychology 2-4% 2 II. Research Methods in Psychology 6-8% 3 III. Biological & Evolutionary Bases of Behavior 8-10% 10 IV. Sensation & Perception 7-9% 7 V. Mind, Consciousness, and Alternate States 2-4% 4 VI. Learning and Behavioral Analysis 7-9% 7 VII. Memory & Forgetting 4-5% 4 VIII. Cognitive Processes 4-5% 4 IX. Intelligence & Intelligence Assessment 5-7% 6 X. Human Development across the Life Span 7-9% 8 XI. Motivation 4-5% 4 XII. Emotion, Stress & Health 4-5% 4 XIII. Understanding Human Personality 6-8% 6 XIIII.Psychological Disorders 7-9% 8 XV. Therapies for Psychological Disorders 5-7% 5 XVI.Social Cognition and Relationships 4-5% 4 XVII Social Processes, Society, and Culture 4-5% 4 90 *Days are subject to change, but will follow closel y to College Board suggestions. The following chapters are in our textbook, Psychology, (Eighth Edition, 2006), Worth Publishers, by David G. Myers, which correlat e with the College Board AP Psychology Exam. We will read and learn a bout all these chapters in different ways. Course Outline Prologue: The Story of Psychology

� Psychology’s Roots � Contemporary Psychology

Chapter 1: Thinking Critically with Psychological Science � Need for Psychological Science � Description � Correlation � Experimentation � Statistical Reasoning � Frequently Asked Questions About Psychology

Page 4 – Advanced Placement Psychology Syllabus Chapter 2: Neuroscience and Behavior

� Neural Communication � The Nervous System � The Endocrine System � The Brain

Chapter 3: Nature, Nurture and Human Diversity � Behaving Genetics � Evolutionary Psychology � Parents and Peers � Cultural Influences � Gender Development � Reflections on Nature and Nurture

Chapter 4: Developing Through the Life Span � Prenatal Development and the Newborn � Infancy and Childhood � Adolescence � Adulthood � Reflections on Two Major Developmental Issues

Chapter 5: Sensation � Sensing the World � Vision � Hearing � Other Important Senses: Touch, Taste Smell, Body

Chapter 6: Perception � Selective Attention � Perceptual Illusions � Perceptual Organization � Perceptual Interpretation � Extrasensory Perception

Chapter 7: States of Consciousness � Consciousness and Information Processing � Sleep and Dreams � Hypnosis � Drugs and Consciousness � Near-Death Experiences

Chapter 8: Learning � How We Learn � Classical Conditioning � Operant Conditioning � Learning by Observation

Chapter 9: Memory � Phenomenon of Memory � Encoding � Storage � Retrieval

Page 5 – Advanced Placement Psychology Syllabus

� Forgetting � Memory Construction � Improving Memory

Chapter 10: Thinking and Language � Thinking � Language � Thinking and Language � Animal Thinking and Language

Chapter 11: Intelligence � What Is Intelligence? � Assessing Intelligence � The Dynamics of Intelligence � Genetic and Environmental Influences on Intelligence

Chapter 12: Motivation and Work � Perspectives on Motivation � Hunger � Sexual Motivation � The Need to Belong � Motivation at Work

Chapter 13: Emotion � Theories of Emotion � Embodied Emotion � Expressed Emotion � Experienced Emotion

Chapter 14: Stress and Health � Stress and Illness � Promoting Health

Chapter 15: Personality � Psychoanalytic Perspective � Humanistic Perspective � Trait Perspective � Social-Cognitive Perspective � Exploring the Self

Chapter 16: Psychological Disorders � Perspectives on Psychological Disorders � Anxiety Disorders � Mood Disorders � Schizophrenia � Personality Disorders � Rates of Psychological Disorders

Chapter 17: Therapy � Psychological Therapies � Evaluating Psychotherapies � Biomedical Therapies � Preventing Psychological Disorders

Page 6 – Advanced Placement Psychology Syllabus Chapter 18: Social Psychology

� Social Thinking � Social Influence � Social Relations

NAME: __________________________________________________________ DATE: __________________________________________________________ NAME OF YOUR THEORIST: _______________________________________

DUE DATE: First Day of Class in August

Advanced Placement Psychology Summer Project Mrs. Lambdin – Room S205

Please research the theorist that is assigned to you, and follow the rubric below to learn, and hopefully start the semester with a good grade! Please type your report, double-space, and use Arial 12 point font or Times New Roman 14 point font. The report should be at least three full typewritten pages (at least four pages including a full page with the bibliography). You should have at least three sources. Please make a copy for me, and a copy for yourself before the first day of school! You should also create an outline on note cards for your speech. Please prove to me that you are a serious Advanced Placement student who is ready for a college course! ☺

I. Research the theorist assigned to you, and include the following criteria in

your written report. Organize your type-written report in the order that is mentioned below.

Personal biographic data 0 1 2 3 4 5 6 7 8 9 10 of theorist Professional background 0 1 2 3 4 5 6 7 8 9 10 of theorist Clear, detailed explanation of theory or contribution 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Correct grammar and spelling in report 0 1 2 3 4 5 6 7 8 9 10 Directions followed 0 1 2 3 4 5

Page 2 - Advanced Placement Psychology Summer Project

II. Please include a bibliography on a separate page at the end of your

report. Cite sources within your report. Please refer to the school website to refresh your memory on the correct way of creating a bibliography and citing sources.

Bibliography 0 1 2 3 4 5 Sources cited 0 1 2 3 4 5 III. Create a tangible visual that will aid you in giving an effective oral

presentation. Your visual can be a poster with a picture of the theorist with facts, a chart with facts, a mobile, a video creatively demonstrating the theory and/or contribution, a self-created book, or something else that is helpful to aid you in your speech. The number one fear is glossophobia, and one way of getting over the fear of public speaking is to create a visual that your audience will look at while you are speaking!

Creativity 0 1 2 3 4 5 6 7 8 9 10

Relates to speech 0 1 2 3 4 5 6 7 8 9 10 and is used during speech IV. The oral presentation needs to be delivered in a professional manner.

Note cards with an outline may be used. Practice! Practice! Practice! Eye contact and posture 0 1 2 3 4 5 Volume 0 1 2 3 4 5 Report information 0 1 2 3 4 5

Advanced Placement Psychology Names to Know Theorist Student Assigned to Theorist Adler, Alfred Asch, Solomon Bandura, Albert Binet, Alfred Broca, Paul Calkins, Mary Cattell, Raymond Dement, William Durkheim, Emile Erikson, Erik Festinger, Leon Frankl, Viktor Freud, Anna Freud, Sigmund Fromm, Erich Garcia, John Gardner, Howard Geisel, Theodor Gilligan, Carol Hall, G. Stanley Harlow, Harry Horney, Karen James, William Jung, Carl Kohlberg, Lawrence LaBerge, Stephen Loftus, Elizabeth Maslow, Abraham Mead, Margaret Milgram, Stanley Pavlov, Ivan Piaget, Jean Rescorla, Robert Rogers, Carl Ross, Elizabeth Kubler Schachter, Stanley Seligman, Martin Sheldon, William Skinner, BF Sperling, George Sperry, Roger Sternberg, Robert Thorndike, Edward Tolman, Edward Washburn, Margaret Floyd Watson, John Westheimer, Ruth Wundt, Wilhelm Zimbardo, Philip

Advanced Placement Psychology Names to Know Adler, Alfred – inferiority complex Asch, Solomon – social psychologist, normative influence, conformity Bandura, Albert – social learning theory, BoBo Doll, reciprocal determinism Binet, Alfred – developed first intelligence test Broca, Paul – studied brain’s role in language Calkins, Mary – first woman president of the American Psychological Association Cattell, Raymond – crystallized intelligence and fluid intelligence; 16

factors of personality Dement, William – sleep disorders Durkheim, Emile – French sociologist; social facts Ellis, Albert – rational-emotive therapy (RET) Erikson, Erik – psychosocial stages Festinger, Leon – social psychology; cognitive dissonance Frankl, Viktor – WWII Holocaust survivor; prisoner of war; existentialism Freud, Anna – “to be normal during the adolescent period is by itself abnormal” Freud, Sigmund – psychodynamic principles of motivation; psychoanalysis;

psychosexual development; unconscious; Interpretation of Dreams; eros and thanatos; id, ego, and superego; defense mechanisms

Fromm, Erich – psychoanalyst who linked personality types with socioeconomic and political structures

Garcia, John – first to document taste-aversion learning in the laboratory

Gardner, Howard – multiple intelligences Geisel, Theodor – Dr. Seuss Gilligan, Carol – moral judgments (added women and broadened

Kohlberg’s theory) Hall, G. Stanley – founded the American Psychological Association; storm-and-

stress theory Harlow, Harry – contact comfort with macaque monkeys Horney, Karen – “womb envy, not penis envy”, humanistic, real-self in caring

environment James, William – wrote The Principles of Psychology (1850-1950);

human instincts; James-Lange theory of emotion Jung, Carl – collective unconscious, archetypes, analytic psychology Kohlberg, Lawrence – moral development theory by studying moral

reasoning LaBerge, Stephen – lucid dreaming Loftus, Elizabeth – eyewitness information; postevent information Maslow, Abraham – humanist psychologist, hierarchy of needs Mead, Margaret – cultural anthropologist; argued that storm-and-stress theory is

not applicable to many non-Western cultures

Milgram, Stanley – obedience research surrounding situational power over individual behavior

Pavlov, Ivan – physiologist who studied digestion; classical conditioning getting Russian dogs to salivate to sound of a bell

Piaget, Jean – stages of cognitive development Rescorla, Robert – classical conditioning (added to Pavlov’s theory) Rogers, Carl – humanistic, unconditional positive regard Ross, Elizabeth Kubler – death and dying Schachter, Stanley – obesity and eating patterns Seligman, Martin – studied ways in which people’s explanatory style

affects activity and passivity, whether they persist or give up easily, take risks, or play it safe

Sheldon, William – body types and personality Skinner, BF – behaviorism where environmental consequences exert

a powerful effect on behavior; operant conditioning Sperling, George – iconic memory, whole-report procedure and partial-report

procedure Sperry, Roger – separated hemispheres of epileptic patients Sternberg, Robert – triarchic theory of intelligence; analytical

intelligence Thorndike, Edward – American cats and puzzle boxes; relationship between

behavior and its consequences as law of effect Tolman, Edward – cognitive maps in maze learning using rats Washburn, Margaret Floyd – first woman to receive a PhD in

psychology; The Animal Mind textbook Watson, John – founded the school of psychology known as

behaviorism; argued that psychological research should seek the laws that govern observable behavior

Westheimer, Ruth – sociologist who talks about human sexuality Wundt, Wilhelm – 1879 founded first formal laboratory devoted to experimental

psychology Zimbardo, Philip – professional social psychologist at Stanford University with

more than 250 professional articles and chapters and 50 books to his credit; APA presented him with the Ernest Hilgard Award for lifetime contributions to general psychology; trade books on shyness and Discovering Psychology video series; President of APA and Western Psychological Association

Timeline of Modern Psychology From Kendra Van Wagner,Your Guide to Psychology.

Major Events in the History of Psychology

1878 --Stanley Hall becomes the first American to earn a Ph.D. in psychology. Hall eventually founds the American Psychological Association. 1879 –Wilhelm Wundt founds the first psychology lab in Leipzig, Germany. The event is considered the starting point of psychology as a separate science. 1881 --Wundt forms the professional journal Philosophische Studien (Philosophical Studies) 1886 –Sigmund Freud begins providing therapy to patients in Vienna, Austria. 1888--J. McKeen Cattell becomes the first professor of psychology at the University of Pennsylvania. 1890 --J. M. Cattell publishes Mental Tests and Measurements, the beginning of the practice of psychological assessment. --William James publishes Principles of Psychology. --Sir Francis Galton creates correlation technique to better understand relationships between variable in intelligence studies. 1892 --G. Stanley Hall forms the American Psychological Association (APA), which initially has just 42 members. --Wundt’s student Edward B. Titchener moves to America. 1894 --Margaret Floy Washburn completes her training under Tichener. 1895 --Alfred Binet forms the first psychology lab devoted to psychodiagnosis. 1898 --Edward Thorndike develops the Law of Effect. 1900 –Sigmund Freud publishes Interpretation of Dreams. 1901 --The British Psychological Society is formed.

1905 --Mary Whiton Calkins is elected the first woman president of the American Psychological Association. --Alfred Binet publishes the intelligence test New Methods for the Diagnosis of the Intellectual Level of Subnormals. 1906 --Ivan Pavlov publishes his findings on classical conditioning. --Morton Prince founds the Journal of Abnormal Psychology. 1907 –Carl Jung publishes The Psychology of Dementia Praecox. 1909 --Calkins publishes A First Book in Psychology. 1912 --Edward Thorndike publishes Animal Intelligence. The article leads to the development of the theory of operant conditioning. --Max Wertheimer publishes Experimental Studies of the Perception of Movement, leading to the devolpment of Gestalt Psychology. 1913 –Carl Jung begins to depart from Freudian views and develops his own theories, which are eventually known as analytical psychology. --John Watson publishes Psychology as the Behaviorist Views It. The work helped establish behaviorism, which viewed human behavior arising from conditioned responses. 1915 –Sigmund Freud publishes work on repression. 1917 -- Then president of the APA, Robert Yerkes writes the Alpha and Beta Tests for the Army to test intelligence. 1919 -- John B. Watson publishes Psychology, From the Standpoint of a Behaviorist. 1920 --John Watson and Rosalie Rayner publish research the classical conditioning of fear with their subject, Little Albert. 1925 --Gestal Psychology is brought to America with the publication of Wolfgang Kohler’s Perception: An Introduction to the Gestalt Theory. 1932 --Jean Piaget becomes the foremost cognitive theorist with the publication of his work The Moral Judgment of Children. 1935 --Henry Murray publishes the Thematic Appreception Test (TAT).

1942 --Carl Rogers developed client-centered therapy and publishes Counseling and Psychotherapy. His approach encourages respect and positive regard for patients. 1952 --The Diagnostic and Statistical Manual of Mental Disorders is published. 1954 --Abraham Maslow publishes Motivation and Personality, describing his theory of a hierarchy of needs. He also helps found humanistic psychology. 1963 --Alfred Bandura first describes the concept of observational learning to explain personality development. 1974 --Stanley Milgram publishes Obedience to Authority. 1980 --The DSM-III is published. 1994 --The DSM-IV is published. Our Story | Be a Guide | Advertising Info | Work at About | Site Map | Icons | Help User Agreement | Ethics Policy | Patent Info. | Privacy Policy | Kids' Privacy Policy ©2006 About, Inc., A part of The New York Times Company. All rights reserved.

AP Psychology Mrs. Lambdin – Room S205

Prologue: The Story of Psychology – pages 1-17

I. Psychology’s Roots – page 2 A. Objective 1: Define Psychology 1. psychology is the scientific study of behavior and mental processes a. behavior is anything an organism does – observing and recording b. mental processes are internal, subjective experiences we perceive from behavior B. Psychology is a science because it is a way of asking and answering questions 1. psychology is a way to try to describe and explain human nature a. theories are encouraged 2. psychology helps people think smarter when describing and explaining the events of lives II. Prescientific Psychology – pages 2-3 A. Objective 2: Trace psychology’s prescientific roots, from early understanding of mind and body to the beginnings of modern science 1. early thinkers wondered how our bodies relate to our minds, how much is from genes and/or experience 2. Buddha wondered how sensations and perceptions combine to form ideas 3. Confucius stressed power of ideas and an educated mind 4. Hebrews linked mind and emotion to the body; people thought with their hearts and felt with their bowels 5. Socrates and Plato said that the mind is separable from the body, and the mind continues after death and knowledge is born within us 6. Aristotle observed that the soul is not separable from the body; knowledge is not born within us; knowledge comes from experiences stored in our memories; Aristotle used logic 7. Rene’ Descartes agreed with Socrates and Plato; mind and body communicate; nerve paths are important and enable reflexes; Treatise of Man proposed hydraulics of reflex 8. Francis Bacon was interested in experiments, experiences, and common sense judgment; interested in failure of superstition 9. John Locke – An Essay Concerning Human Understanding; mind at

birth is a blank slate (tabula rasa) on which experience writes; helped form modern empiricism - view that knowledge originates in experience and science should rely on o bservation and experimentation

Prologue: The Story of Psychology – page 2 III. Psychological Science is Born – pages 3 – 6 A. Objective 3: Explain how the early psychologist’s sought to understand the mind’s structure and functions, and identify some of the leading psychologists who worked in these areas 1. Wilhelm Wundt – 1879 in Leipzig, Germany created an experimental apparatus that measured the time lag between people’s hearing a ball hit a platform and pressing a telegraphy key; therefore, he created first psychological lab at the University of Leipzig B. Thinking About the Mind’s Structure 1. Wundt’s student Edward Bradford Titchener introduced structuralism, an early school of psychology that u sed introspection to explore the ele mental structure of the human mind a. goal was to discover elements of the mind b. engaged people in self-reflective introspection , training to report experiences as they looked at a something, smelled a scent, listened to objects, or tasted something C. Thinking About the Mind’s Functions 1. William James encouraged explorations of down-to-earth emotions, memories, will power, habits, and moment-to-moment streams of consciousness; considered evolved functions of thoughts and feelings 2. William James was a functionalist, school of psychology that focused on how mental and behav ioral processes function – how they enable the organism to adapt, survive, and flourish a. greatest legacy was his teaching and writing 3. Mentored Mary Calkins a. Mary Calkins finished all requirements for a Harvard Ph.D. but Harvard denied her the degree; she became a memory researcher and APA’s first female president in 1905 4. Because Harvard would not give Mary Calkins her Ph.D. because of being female, Margaret Floy Washburn was given the honor of first woman to receive a psychology Ph.D. a. wrote influential book The Animal Mind and became second female APA president in 1921

Prologue: The Story of Psychology – page 3 IV. Psychological Science Develops – pages 6 – 7 A. Objective 4: Describe the evolution of psychology as defined from the 1920’s through today B. Psychology developed from fields of philosophy and biology – “Magellans of the Mind” 1. Wundt was philosopher and physiologist 2. James was an American philosopher 3. Ivan Pavlov was a Russian physiologist 4. Freud was an Austrian physician 5. Jean Piaget was a Swiss biologist C. Until 1920’s psychology was defined as science of mental life D. From 1920’s until 1960’s redefined psychology as scientific study of observable behavior 1. behaviorists said science is rooted in observation, such as Watson and Skinner E. Humanistic Psychology 1. emphasized the growth potential of healthy people; used personalized methods to study personality in hopes of fostering personal growth 2. Carl Rogers and Abraham Maslow emphasized importance of current environmental influences on our growth potential, and importance of meeting our needs for love and acceptance 3. In 1960’s cognitive revolution supported ideas developed by earlier psychologists, such as importance of internal thought processes a. expanded ideas to explore scientifically the ways we perceive, process, and remember information b. cognitive neuroscience, the study of interaction of thought processes and brain functi on 4. Psychology defined today is scientific study of behavior and mental processes V. Contemporary Psychology – page 8 A. International Union of Psychological Science has 69 member nations B. APA has more than 160,000 members C. China had 5 universities with psychology departments in 1985; by 2000 China had 50 D. Psychology is growing and globalizing

Prologue: The Story of Psychology – page 4 VI. Psychology’s Big Debate – pages 9 – 10 A. Objective 5: Summarize the nature-nurture debate in psychology, and describe the principle of natural selection B. Nature-Nurture issue is long standing controversy over the relative contributions that genes and experience or environment make to the development of psychological traits and behaviors C. Natural selection is the principle by Charles Darwin that those contributing to reproduction and survival will most likely be passed on to succeeding generations 1. Darwin believed nature selects those that best enable an organism to survive and reproduce in a particular environment VII. Psychology’s Three Main Levels of Analysis – pages 10-12 A. Objective 6: Identify the three main levels of analysis in the biopsychosocial approach, and explain why psychology’s varied perspectives are complementary B. Levels of analysis are the differing complementary views from biological to psychological to socia l-cultural for analyzing any given phenomenon 1. all three levels are related C. Biopsychosocial approach is an integrated perspective that incorporates biological, psychological, and social-cultural levels of analysis – page 10 chart! 1. Biological influences such as; genetic predispositions, genetic mutations, natural selection of adaptive physiology and behaviors, genes responding to the environment 2. Psychological influences such as; learned fears and other learned expectations, emotional responses, cognitive processing and perceptual interpretation 3. Social-cultural influences such as; presence of others, cultural, societal, and family expectations, peer and other group influences, compelling models such as the media D. Psychology’s Current Perspectives – page 11 chart! 1. Neuroscience, evolutionary, behavior genetics, psychodynamic, behavioral, cognitive, social-cultural E. Psychology helps the understanding of why people think, feel, and act as they do VIII. Psychology’s Subfields – pages 12 – 14 A. Objective 7: Identify some of psychology’s subfields, and explain the difference between clinical psychology and psychiatry B. Psychology is a collection of diverse subfields C. Psychology is a meeting ground for different disciplines and has wide- ranging interests

Prologue: The Story of Psychology – page 5 D. Some psychologists conduct basic research, which is pure science that aims to increase the scientific knowledge base E. Applied research is the scientific study that aims to solve practical problems F. Counseling psychologists assist people with problem s in living and in achieving greater well-being G. Clinical psychology is a branch of psychology that studies, assesses, and treats people with psyc hological disorders H. Psychiatrists provide medical (for example, drug) t reatments, as well as psychological therapy I. “Knowledge has modified attitudes, and, through them behavior” IX. Your study of Psychology – pages 15 -16 A. Objective 8: State five effective study techniques 1. Distribute study time a. spaced practice promotes better retention 2. Listen actively in class a. write things down 3. Over learn a. over learning improves retention b. do not miss class c. reread notes and chapters 4. Focus on big ideas a. take a step back and see the big picture b. think critically – it makes you smarter 5. Be a smart test-taker a. read essay first and jot down ideas b. complete multiple-choice questions

c. jot down ideas for essay as you take the multiple-choice part d. reread essay and rethink essay before writing it

e. proofread work!

YOUR NAME:

AP Psychology Discussion/Debate Topics Mrs. Lambdin – Room S205

Attached are thought-provoking questions that I created for you to go along with each chapter in our textbook, Psychology, 8th edition by David Myers. A major part of psychology is to build your critical thinking skills; therefore, you will do some introspection and then research the topic further to become more educated on the topic. You will coordinate your facts with others in a group to decide how you want to structure a discussion or debate. There are several objectives, and you will be graded on these goals as you lead the discussion/debate. These skills will be needed in college, so please take them seriously, but also have fun! The needed skills are as follows: 1. Introspection 2. Research 3. Collaboration in groups 4. Leadership and encouragement of others 5. Coordination Since being prepared is key to a discussion/debate, you will create an outline for your side. The outline should integrate facts that will be used during the discussion/debate to aid your memory during the discussion/debate. You will also be required to cite sources in the outline. Please orally identify these sources during your discussion/debate to be more credible when you speak. Your outline is due 2 days before your scheduled di scussion/debate . Please remember to give me a copy, which you will N OT get back, and make a copy for each of your peers on your side of the discussion/debate! I will grade you individually during your discussion/debate (rubric attached), and you will also get a grade from your group members to help alleviate social loafing within your group. No one likes a social loafer, so please work hard for yourself and for the sake of your peers! Names of people in your group: 1. 2. 3. 4. 5. 6. After each group name, please rate each person from a 1 to a 10 on how well you think they performed on the above-mentione d italicized skills. This is not a popularity contest – please be honest ! ☺☺☺☺

Rubric for AP Psychology Discussion/Debate Topics

Your Name: _____________________________________________ Chapter # and question: __________________________ _________________ Please state your brief stance on the question: __ _____________________ Criteria Possible Score Your Score Well developed outline and submitted 2 days ahead of time 20 Evidence of research 10 Cited sources (including textbook) 5 Collaboration with peers 5 Leadership 5 Spoke clearly 5 Well modulated voice 5 Interesting discussion with valid points 25 Coordination of discussion/debate 10 Preparedness 10______________________________ Total Amount of Points 100 /100

AP Psychology Discussion/Debate Topics Chapter 1 – Is it ethical to experiment on animals? Chapter 2 – Do most people make decisions analytically or emotionally? (Ex. Do you choose a mate with your mind or your heart?) Chapter 3 – Which is more important in shaping people, nature or nurture? Chapter 4 – Are females naturally predisposed to be empathetic? Chapter 5 – Which sense is most important to humans? Chapter 6 – Is there extrasensory perception? Chapter 7 – Do female’s moods change across their menstrual cycle? Chapter 8 – Does viewing televised aggression or playing aggressive video games influence people to become aggressive themselves? Chapter 9 – Which study and memory strategy in chapter 9 works best? Chapter 10 – Is being overconfident good? Chapter 11 – Which one of Gardner’s eight intelligences is most beneficial? Chapter 12 – Which leadership style is better, task or social? Chapter 13 – Does your physiological arousal precede or follow your emotional experience? Chapter 14 – Should employers have the option of not hiring someone because they are obese? Chapter 15 – Are Sigmund Freud’s theories relevant to today? Chapter 16 – Should people with psychological disorders who committed a crime be imprisoned? Chapter 17 – Should an adolescent be forced to take an antidepressant drug if a psychiatrist prescribes it? Chapter 18 – Should social loafers be ostracized when working with a group?

AP Psychology Discussion/Debate Topics ------------------------------------------------------------------------------------------ Chapter 1 Is it ethical to experiment on animals? -------------------------------------------------------------------------------------------- Chapter 2 Do most people make decisions analytically or emotionally? (Ex. Do you choose a mate with your mind or your heart?) -------------------------------------------------------------------------------------------- Chapter 3 Which is more important in shaping people, nature or nurture? -------------------------------------------------------------------------------------------- Chapter 4 Are females naturally predisposed to be empathetic? -------------------------------------------------------------------------------------------- Chapter 5 Which sense is most important to humans? -------------------------------------------------------------------------------------------- Chapter 6 Is there extrasensory perception? --------------------------------------------------------------------------------------------

AP Psychology Discussion/Debate Topics

-------------------------------------------------------------------------------------------- Chapter 7 Do female’s moods change across their menstrual cycle? -------------------------------------------------------------------------------------------- Chapter 8 Does viewing televised aggression or playing aggressive video games influence people to become aggressive themselves? -------------------------------------------------------------------------------------------- Chapter 9 Which study and memory strategy in chapter 9 works best? -------------------------------------------------------------------------------------------- Chapter 10 Is being overconfident good? -------------------------------------------------------------------------------------------- Chapter 11 Which one of Gardner’s eight intelligences is most beneficial? -------------------------------------------------------------------------------------------- Chapter 12 Which leadership style is better, task or social? --------------------------------------------------------------------------------------------

AP Psychology Discussion/Debate Topics

-------------------------------------------------------------------------------------------- Chapter 13 Does your physiological arousal precede or follow your emotional experience? -------------------------------------------------------------------------------------------- Chapter 14 Should employers have the option of not hiring someone because they are obese? -------------------------------------------------------------------------------------------- Chapter 15 Are Sigmund Freud’s theories relevant to today? -------------------------------------------------------------------------------------------- Chapter 16 Should people with psychological disorders who committed a crime be imprisoned? -------------------------------------------------------------------------------------------- Chapter 17 Should an adolescent be forced to take an antidepressant drug if a psychiatrist prescribes it? -------------------------------------------------------------------------------------------- Chapter 18 Should social loafers be ostracized when working with a group?

Due Date of Outline: Due Date of Game:

AP Psychology Chapters 12, 13, 14, 17, 18 Group Ass ignment

Names in Group: _________________________________________________ ________________________________________________________________ Everyone will be broken into groups and will be ass igned one of the above last chapters in our textbook. Your group is respo nsible for outlining the chapter in detail with inclusion of all vocabulary words with clear definitions in the outline. I will make copies of your outline for all the members in the class, so please do an outstanding j ob! Each group will design a game for the class to play by using the knowledge that you learned in your assigned chapter. Some ex amples of games are when we played BINGO in class, when you made games using your vocabulary words, and when I had you play MindTrap. The criteria are as follows: Criteria Possible Points Group Points Detailed outline with all objectives 20 Clear definitions in outline 15 Neatness of outline 10 Clear description of how to play your game 5 Well-defined rules for the game 5 Creativity 10 Enthusiasm 5 Accommodations for Everyone to Play 10 Learning Experience for Everyone 20 TOTAL POINTS 100

AP Psychology Chapters 12, 13, 14, 17, 18 Classes Rating on Advanced Placement Psychology Gam e

Chapter and Title Chapter 12 – “Motivation and Work” Chapter 13 – “Emotion” Chapter 14 – “Stress and Health” Chapter 17 – “Therapy” Chapter 18 – “Social Psychology” Please circle the above chapter that you just obser ved by your hard-working AP Psychology classmates. Please write the number 1, 2, 3, 4, or 5 with 1 representing not good at all, 3 mediocre, an d 5 being awesome. Please honestly rate the group on the following criteria: Fun Game to Play Score: Creativity Score: Learning Experience in Game Score: Knowledge Used in Game Score: Work Put into Game Score: Game You Would Like to Play Again Score: ________________________________________________________________ Total Score Earned: Group Grade:

Advanced Placement Psychology Names to Know

Adler, Alfred Asch, Solomon Bandura, Albert Binet, Alfred Broca, Paul Calkins, Mary Cattell, Raymond Dement, William Durkheim, Emile Erikson, Erik Festinger, Leon Frankl, Viktor Freud, Anna Freud, Sigmund Fromm, Erich Garcia, John Gardner, Howard Geisel, Theodor Gilligan, Carol Hall, G. Stanley Harlow, Harry Horney, Karen James, William Jung, Carl Kohlberg, Lawrence LaBerge, Stephen Loftus, Elizabeth Maslow, Abraham Mead, Margaret Milgram, Stanley Pavlov, Ivan Piaget, Jean Rescorla, Robert Rogers, Carl Ross, Elizabeth Kubler Schachter, Stanley Seligman, Martin Sheldon, William Skinner, BF Sperling, George Sperry, Roger Sternberg, Robert Thorndike, Edward Tolman, Edward Washburn, Margaret Floyd Watson, John Westheimer, Ruth Wundt, Wilhelm Zimbardo, Philip