Unit: History, Approaches, and Research Methods—3 weeks

Objectives:

Define psychology and trace its historical development. Compare and contrast the psychological perspectives. Identify basic and applied research subfields of psychology. Identify basic elements of an experiment (variables, groups, sampling, population, etc). Compare and contrast research methods (case study, survey, naturalistic observation). Explain correlational studies. Describe the three measures of central tendencies and measures of variation. Discuss the ethics of animal and human research.

Vocabulary:

Empiricism Behaviorism Humanistic Psychology Cognitive Neuroscience Psychology Nature-Nurture Issue Biopsychosocial approach Biological psychology Evolutionary psychology Psychodynamic psychology Behavioral psychology Cognitive psychology Social-cultural psychology Developmental psychology Educational psychology Personality psychology Social psychology Counseling Psychology Clinical psychology Psychiatry Hindsight bias

Theory Hypothesis Operational definition Replication Case study Survey Population Random sample Naturalistic observation Correlation Correlation coefficient Experiment Random assignment Double-blind procedure Placebo effect Experimental group Control group Independent variable Dependent variable Confounding variable

People:

Aristotle Francis Bacon Mary Whiton Calkins Charles Darwin Rene Descartes John Locke Plato Socrates EB Titchener Margaret Floy Washburn Wilhelm Wundt Kenneth Clark Mame Phipps Clark Daniel Kahneman James Randi Amos Tversky

FRQ:

Kathy does not want to become a psychologist because she has no interest in analyzing emotionally disturbed people. Use your knowledge of psychology’s subfields and perspective to expand Kathy’s limited understanding.

Professor Hahn received a grant to study the relationship between childhood obesity and video game playing. Answer the following questions about Professor Hahn’s research study.

Part A

Explain how Professor Hahn could use each of the following research methods to study this topic:o Case Studyo Surveyo Naturalistic Observation

Part B

Design an experiment Professor Hahn could use to investigate the topic, including the following terms in the context of your design:

o Operational Definitiono Independent and Dependent Variableso Random assignment

Part C

Explain how Professor Hahn’s experimental design would confirm to ethical guidelines.

Part D

Explain how Professor Hahn would use statistics (including at least two measures of central tendency) to examine the data from the study to reach a conclusion.

Unit: Biological Basis of Behavior—3 weeks

Objectives:

Describe the structure of a neuron and explain neural impulses. Describe neural communication and discuss the impact of neurotransmitters. Classify and explain major divisions of the nervous system. Describe the functions of the brain structures (thalamus, cerebellum, limbic system, etc). Identify the four lobes of the cerebral cortex and their functions. Discuss the association areas. Explain the split-brain studies. Describe the nature of the endocrine system and its interaction with the nervous system.

Vocabulary:

Neuron Sensory Neurons Motor Neurons Interneurons Dendrite Axon Myelin Sheath Action Potential Threshold Synapse Reuptake Nervous System Central Nervous System Peripheral Nervous System Somatic Nervous System Autonomic Nervous System Sympathetic Nervous System Parasympathic Nervous System Endocrine System EEG (electroencephalogram CT (computed tomography) scan PET (positron emission tomography) scan MRI (magnetic resonance imaging) fMRI (functional magnetic resonance imaging) brainstem medulla reticular formation cerebellum thalamus limbic system amygdala

hypothalamus cerebral cortex glial cells frontal lobes parietal lobes occipital lobes temporal lobes motor cortex sensory cortex aphasia Broca’s Area Wenicke’s Area Plasticity Corpus collosum Split brain Consciousness Dual processing Behavior genetics Chromosomes Genes Identical twins Fraternal twins Heritability Natural selection

People:

Rosenweig, Bennett, and Diamond Paul Broca Phineas Gage Michael Gazzaniga Roger Sperry Karl Wernicke Thomas Bouchard David Buss Francis Collins Charles Darwin Alice Eagly David Lykken Robert Plomin Wendy Wood

FRQ:

Briefly describe how one neuron transmits an impulse to another neuron using the following terms correctly to describe the process of neural transmission: axon, action potential, terminal branches of the axon, neurotransmitter, synapse, receptor site, dendrite.

Briefly describe the genetic differences between identical and fraternal twins, and explain why behavior geneticists are interested in studying twins to investigate nature-nurture issues.

A patient who is admitted to the hospital after a stroke suffers from the following symptoms: episodes of intense, unexplainable fear; difficulty speaking and reading aloud; blindness in his right visual field.

Part A.

Using the terms below, explain why you would use these scans to investigate the patient’s brain functioning

PET ScanMRI Scan

Part B.

Using the terms below, explain which brain structures you predict might have been affected by the stroke, and why you think those brain structures were affected. (Note: Not all the brain structures listed below were necessarily affected by the stroke. Your essay should clearly indicate which brain structures you predict were affected and which were not.)

BrainstemAmygdalaHypothalamusOccipital lobeBroca’s AreaAngular gyrus

Unit: Developmental Psychology—8 days

Objectives:

Discuss the course of prenatal development. Illustrate development changes in physical, social, and cognitive areas. Discuss the effects of body contact, familiarity, and responsive parenting on attachments. Describe the benefits of a secure attachment and the impact of parental neglect and separation as well as day

care on child development. Describe the theories of Piaget, Erickson, and Kohlberg. Describe the early development of a self-concept. Distinguish between longitudinal and cross-sectional studies.

Vocabulary:

Developmental Psychology Sensorimotor stage Object permanence Preoperational stage Conservation Egocentrism Concrete operational stage Formal operational stage Attachment Imprinting Social learning theory

Aggression Gender identity Adolescence Puberty Phallic stage Anal stage Cognitive development Concrete operational Genetal stage Oral stage

Key People:

Mary Ainsworth Albert Bandura John Bowlby Erik Ericson G Stanley Hall Harry Harlow Lawrence Kohlberg Konrad Lorenz Jean Piaget Lev Vygotsky

FRQ:

Mr. and Mrs. McDonald believe in the importance of stern discipline; they impose strict rules, which they expect their children to obey without question. They penalize misbehavior harshly, frequently with a spanking. Mr. and Mrs. Reynolds use milder forms of punishment to enforce their rules. They have regular family meetings in which their children help them to establish household rules and penalties for breaking them. What do you see as the advantages and disadvantages of these two disciplinary approaches?

Your physics teacher, Mr. Nye, challenges your group to design a plan for a bridge using five wooden planks and three cinder blocks. You originally think of using the cinder blocks as support under the planks, but then your group realizes they could be used as counterweight on the end of the planks.

Explain some of the reasoning processes your group may have used while you were working on this project. Use the following concepts in your response:

SchemaAssimilationAccommodationFormal operationsAlgorithmHeuristicFunctional fixedness

Unit: States of Consciousness- 2 weeks

Objectives:

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 the difference between NREM and REM. Describe the psychological and psychological effects of depressants, stimulants, and hallucinogens.

Vocabulary:

Consciousness Circadian rhythm REM sleep Alpha waves Sleep Hallucinations Delta waves NREM sleep Insomnia Narcolepsy Sleep apnea Night terrors Dream Manifest content Latent content REM rebound Hypnosis Posthypnotic suggestion Psychoactive drugs Tolerance Withdrawal Addiction Dependence Depressants Barbituates Opiates Stimulants Amphetamines Methamphetamine Ecstasty (MDMA) Hallucinogens LSD Near-death experience

THC

Key People:

Eugene Aserinsky Stanley Cohen William Dement Sigmund Freud Ernst Hilgard Albert Hofmann Nathaiel Kleitman Nicholas Spanos

FRQ:

Because he has difficulty falling asleep at night, Dr. Hogan doesn’t go to bed until very late. Before he retires, he tries to wear himself out by running around the block several times. Then he treats himself to a beer and pizza while preparing for the next day’s early morning classes. What specific advice would you give Dr. Hogan to help him fall sleep?

Professor Dement believes that different states of consciousness are each associated with increased levels of activity in specific, different parts of the brain. Develop at least one possible hypothesis Professor Dement might want to study to test this belief and design an experiment to test the hypothesis. Use the following terms correctly in your response:

Independent variableDependent VariableOperational definitionfMRIPsychoactive drugREM sleepHypnosis

Unit: Sensation and Perception- 3 weeks

Contrast the process of sensation and perception. Distinguish between absolute and difference thresholds. Label a diagram of the parts of the eye and the ear. Describe the operations of the sensory systems (five senses). Explain the Young-Helmholtz and opponent process theories of color vision. Explain the place and frequency theories of pitch perception. Discuss Gestalt psychology’s contribution to our understanding of perception. Discuss research on depth perception and cues.

Vocabulary:

Sensation Perception Bottom-up processing Top-down processing Selective attention Intentional blindness Change blindness Absolute threshold Signal detection theory Subliminal Priming Difference threshold Weber’s law Sensory adaptation Habituation Transduction Wavelength Hue Pupil Iris Lens Feature detectors Parallel processing Young-Helmholtz trichromatic (three color) theory Opponent process theory Retina Rods Cones Optic nerve Blind spot Fovea Frequency Pitch Conduction hearing loss

Sensorineural hearing loss Cochlea Cochlear implant Place theory Frequency theory Kinesthesis Vestibular sense Gate-control theory

People

Harry McGurk Herman von Helmholtz Ernst Weber Eleanor Gibson

FRQ

Use the following terms to explain an example of visual perception: sensation, retina, absolute threshold, transduce, top-down processing, feature detector.

Use the following terms to describe in detail how you visually perceive an object that you can see right now. Use the terms in order to correctly describe the sequence of events involved in your example of visual perception.

Thalamus Retina Pupil Transduction Action potential Feature detector Excitatory neurotransmitter

Unit: Learning—2 weeks

Objectives:

Describe the process of classical conditioning (Pavlov’s experiments). Explain the process of acquisition, extinction, spontaneous recovery, generalization, and discrimination. Describe the process of operant conditioning, including procedure of shaping, as demonstrated by Skinner’s

experiments. Identify the different types of reinforcers and describe the schedules of reinforcement. Discuss the importance of cognitive processes and biological predispositions in conditioning. Discuss the importance of cognitive processes and biological predispositions in conditioning. Discuss the effects of punishment on behavior. Describe the process of observational learning (Bandura’s experiments).

Vocabulary:

Learning Habituation Classical conditioning Behaviorism Unconditioned response (UR) Unconditioned stimulus (US) Conditioned response (CR) Conditioned stimulus (CS) Acquisition Extinction Spontaneous recovery Generalization Discrimination Learned helplessness Operant conditioning Law of effect Operant chamber Shaping Reinforce Positive reinforcement Negative reinforcement Primary reinforce Fixed ratio schedule Variable ratio schedule Fixed interval schedule Variable interval schedule Punishment

Key People:

Little Albert Albert Bandura Ivan Pavlov Rosalie Rayner BF Skinner Edward Thorndike John Watson Stanley Milgram

FRQ:

Although Mr. Wright often tells his children about the importance of donating time and money to charitable causes, he rarely does so himself. He believes that this hypocrisy will not rub off on his children, however, as long as he has plausible excuses for his lack of charity. Use your understanding of learning processes to explain how Mr. Wright’s children are likely to be affected by their father’s behavior. What advice would you give to Mr. Wright?

Many people who are addicted to drugs report not being able to control themselves when their drug of choice is available. Learning principles may help explain this lack of control and may provide possible solutions.

Part A.

Some people with alcohol dependence report just the smell of alcohol creates a powerful sense of well-being, increasing the desire to drink the alcohol. Explain this reaction using a classical conditioning model, and describe one possible way to decrease the reaction. Use the following terms in your answer.

Unconditioned stimulus Unconditioned response Conditioned stimulus Conditioned response Extinction

Part B.

In cases of long-term addiction, some users report continuing their drug use to avoid the side effects of being without the drug. Explain this behavior using an operant conditioning model. Use the following terms in your answer.

Tolerance Withdrawal Negative reinforcement

Unit: Memory—2 Weeks

Objectives:

Describe memory in terms of information processing, and distinguish among sensory memory, short term memory, and long-term memory.

Distinguish between automatic and effortful processing. Explain the encoding process (including imagery, organization, etc). Describe the capacity and duration of long-term memory. Distinguish between implicit and explicit memory. Describe the importance of retrieval cues. Discuss the effects of interference and motivated forgetting on retrieval. Describe the evidence for the constructive nature of memory. Describe the nature of concepts and the role of prototypes in concept formation. Discuss how we use trial and error, algorithms, heuristics, and insight to solve problems. Explain how the representativeness and availability heuristics influence our judgments. Describe the structure of language (phonemes, morphemes, grammar). Identify language developmental stages (babbling, one word, etc). Explain how the nature-nurture debate is illustrated in the theories of language development. Discuss Whorf’s linguistic hypothesis. Describe the research on animal cognition and communication.

Vocabulary:

Memory Encoding Storage Short-term memory Long-term memory Rehearsal Serial positioning effect Mnemonics Chunking Flashbulb memory Amnesia Recall Recognition Repression Algorithm Heuristic Language

Key People:

Richard Atkinson Eric Kandel George Sperling Endel Tulving Noam Chomsky BF Skinner Peter Wason Benjamin Lee Whorf Robert Sternberg

FRQ:

Professor Proust, a memory researcher, designs an experiment to test the hypothesis that reading picture books designed for children significantly enhances college students’ memories of childhood. She asks participants to write about significant childhood memories, and to circle any events they remembered from a list of common memories (such as getting lost in a store or breaking a leg).

Part A.

Use the following terms to describe how Professor Proust should choose the participants and experimental/control groups for her study.

Population Random sample Random assignment

Part B.

Use the following concepts to predict the kinds of memories participants are most likely to write about

Semantic encoding Recall Recognition Retroactive interference

Part C

Explain how the misinformation effect might influence the accuracy of the memories reported on the survey.

Your friend complains, “I wish I could be more creative, but I don’t think there’s anything I can do about it.” Use the components of creativity described by Robert Sternberg to advise your friend about at least two of the behaviors associated with increased creativity.

Unit: Motivation and Emotion—2 Weeks

Objectives:

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.

Vocabulary:

Motivation Hunger Basal metabolic rate Anorexia nervosa Bulimia nervosa Binge-eating disorder Sexual response cycle Emotion James-Lange theory Cannon-Bard theory Catharsis Stress General adaptation syndrome Feel-good, do-good phenomenon

Key People:

Philip Bard Walter Cannon William James Carl Lange Richard Lazarus

FRQ:

After your AP psychology teacher announced that everyone in class passed the test, your friend Marco jumps up on the desk and does a victory dance. When the laughter dies down, you start to wonder why Marco is so extraverted and impulsive.

Discuss how the following concepts may or may not be useful in explaining Marco’s impulsive behavior:

Drive-reduction theory Incentive theory Hierarchy of needs Instinct Operant conditioning Genetic predisposition

Sue was feeling a little sad and didn’t feel like volunteering at the homeless shelter as she had promised. But then she remembered that, earlier in the day, her friend Rob got his foot stuck in the wastebasket, took one step, and fell over. When she thought about this episode, she smiled and felt a little better. She started to feel a little happier, s she went to the shelter to help out.

Explain how a psychologist might use the following concepts to explain how Sue remembered this episode and the relationship between this memory, Sue’s behavior, and her emotions.

Automatic encoding Explicit memory Mood-congruent memory Two-factor theory Facial feedback Feel-good, do-good phenomenon Relative deprivation

Unit: Testing and Individual Differences

Objectives:

Trace the origins of intelligence testing. Describe the nature of intelligence. Identify the factors associated with creativity. Distinguish between aptitude and achievement tests. Describe test standardization. Distinguish between the reliability and validity of intelligence tests. Describe the two extremes of the normal distribution of intelligence. Discuss evidence for both genetic and environmental influences on intelligence. Discuss whether intelligence tests are culturally based.

Vocabulary:

Intelligence test Intelligence Factor analysis Savant syndrome Stanford-Binet Intelligence quotient WAIS Standardization Normal curve Content validity Predictive validity Intelligence disability Down syndrome

Key People:

Alfred Binet James Flynn Francis Galton Howard Gardner John Mayer Charles Spearman Claude Steele William Stern Robert Sternberg David Wechsler

FRQ:

Although Susan is a brilliant pianist and highly acclaimed ballet dancer, her high school intelligence scores were only average. What does Susan’s experience suggest regarding (a) the nature of intelligence, and (b) the content validity of intelligence tests?

As you know, the Advanced Placement (AP) Psychology exam involves 100 multiple-choice questions and two free response essay questions. The goal of the exam is to accurately measure knowledge of psychological concepts and to communicate to colleges which students would most likely succeed in a college-level psychology course. Each year, few students receive composite scores of 1 and 5, and more students receive scores of 2, 3, and 4. Use the following terms to describe how the College Board most likely developed and evaluates the AP Psychology exam.

RecognitionRecallStandardizationNormal CurveReliability (test-retest reliability or split-half reliability)Content ValidityPredictive Validity

Unit: Personality—2 Weeks

Objectives:

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. Describe the impact of individualism and collectivism on self-identity. Describe the social-cognitive perspective on personality. Discuss the consequences of personal control, learned helplessness, and optimism.

Vocabulary:

Personality Free association Psychoanalysis Unconsciousness Oedipus complex Identification Id Ego Superego Identification Defense mechanisms Repression Regression Reaction formation Projection Rationalization Thematic Apperception Test Rorschach inkblot test Self-acualization Trait MMPI External locus of control Internal locus of control self-esteem individualism

Key People:

Alfred Adler Albert Bandura Sigmund Freud Carl Jung Abraham Maslow Carl Rogers Hermann Rorschach

FRQ:

During a heated argument with his father, 15-year-old Jason developed a paralysis of his right arm. Medical examinations can find no physical cause for the paralysis. Use the psychoanalytic perspective to explain how the paralysis may be Jason’s attempt to deal with an unconscious conflict between his id and superego.

You are talking quietly with some friends when all of a sudden a new student at your school, Dave, sits down at your table. Dave immediately starts to tell a loud, funny story to everyone at the table while he gobbles French fries from your plate. Use the following theories to explain or describe aspects of Dave’s behavior:

Reaction formationTrait theoryMaslow’s hierarchy of needsReciprocal determinismOperant conditioningDrive-reduction theoryIncentive theory

Unit: Abnormal Psychology—2 weeks

Objectives:

Identify the criteria for judging whether behavior is psychologically disordered. Describe the medical model of psychological care. Describe the aims of DSM-IV, and discuss the potential dangers of diagnostic labels. Describe the symptoms of generalized anxiety disorders, phobias, obsessive-compulsive disorder, and

posttraumatic stress disorder. Describe and explain the development of somatoform and mood disorders. Describe the various symptoms and types of schizophrenia. Describe the nature of organic and personality disorders. Describe the characteristics and possible outcomes of dissociative disorders.

Vocabulary:

Psychological disorder ADHD DSM-IV-TR Anxiety disorders Panic disorder Phobia OCD PTSD Somatoform disorders DID Mood disorders Mania Major depressive disorder Schizophrenia Delusions Personality disorders Mental illness Multiple personality Neurosis psychosis

Key People:

Christopher Peterson Philippe Pinel David Rosenhan Martin Seligman

FRQ:

Cross-cultural research indicates that somatoform disorders are more common in some cultures than in others. Briefly describe some of the symptoms of the somatoform disorders, and use the social-cultural perspective to explain why tey may be more prevalent in some cultures.

The diagnosis and treatment of psychological disorders involves concepts and research from other areas of psychology. In this way, the diagnosis and treatment of psychological disorders is an example of applied psychology. Identify some of the symptoms of the psychological disorders listed below and explain how the accompanying concepts relates to the symptoms or treatment of the disorder.

Dissociative identity disorder (DID): constructive memory Major depressive disorder: mood-congruent memory Schizophrenia: dopamine hypothesis Antisocial personality disorder: autonomic nervous system

Unit: Treatment of Psychological Disorders—2 weeks

Objectives:

Discuss the aims and methods of psychoanalysis. Identify the basic characteristics of the human 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 value and cultural differences in the therapeutic process. Identify the common forms of drug therapy and the use of electroconvulsive therapy.

Vocabulary:

Eclectic approach Psychotherapy Psychoanalysis Resistance Transference Client-centered therapy Active listening Unconditioned positive regard Behavior therapy Counterconditioning Exposure therapy Systematic sensitization Token economy Family therapy Psychopharmacology Antipsychotic drugs Tardive dyskinesia Antianxiety drugs Electroconvulsive therapy Psychosurgery lobotomy

Key People:

Aaron Beck Dorothea Dix Albert Ellis Sigmund Freud Mary Cover Jones Carl Rogers Benjamin Rush Joseph Wolpe

FRQ:

One of your best friends feels that she fails at everything she does and that her life isn’t worth living. When you suggest that she talk to a psychotherapist, your friend responds, “Talking won’t help. The more I talk about myself, the more I think about my problems. The more I think about my problems, the more depressed I get.” What procedures would a cognitive therapist use to help your friend overcome his negative feelings?

Many treatments for psychological disorders are based on one of the following psychological perspectives: psychoanalytic, learning, or biological. Define each of the following concepts and explain which of the three perpectives the concept is based on.

Electroconvulsive therapyTransferenceToken economySystematic desensitizationResistancePsychopharmacology

Unit: Social Psychology—2 Weeks

Objectives:

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 social, emotional, and cognitive factors that contribute to the persistence of cultural, ethnic, and

gender prejudice and discrimination. Discuss the issues relating to aggression and attraction. Explain altruistic behavior in terms of social exchange theory and social norms.

Vocabulary:

Social psychology Attribution error Fundamental attribution error Attitude Foot-in-the-door phenomenon Cognitive dissonance theory Conformity Social loafing Normative social influence Informational social influence deindividuation Group polarization Groupthink Norm Prejudice Stereotype Discrimination Ingroup Outgroup Scapegoat theory Passionate love Companionate love Bystander effect Social exchange theory

Key People:

Solomon Asch Robert Cialdini John Darley Leon Festinger Irving Janis Bibb Latane Stanley Milgram Philip Zimbardo

FRQ:

Jill, a female employee at ACME Industries, recently complained that she had been sexually harassed by one of her male supervisors. Upon hearing this complaint, Luis, a fellow employee, commented, “If the women around here would stop some of their flirting, they’d be left alone.” Jason, another co-worker, quickly added, “If the women in this country stopped trying to act like men, they’d all be treated with more respect.” Explain how these insensitive remarks illustrate some of the social, emotional, and cognitive roots of prejudice.

Ken, Elizabeth, and Charlie are in charge of a week-long Chinese summer camp. This year, they promised the children’s parents that they would try to get the children to spend at least five hours a day practicing their Chinese: In their experience, however, campers usually prefer other camp activities (hiking, canoeing) to language practice. Explain how Ken, Elizabeth, and Charlie could use the psychological principles below to encourage campers to complete their five hours of language practice per day.

Positive reinforcement Negative reinforcement Central route persuasion Peripheral route persuasion Foot-in-the-door phenomenon Superordinate goal Conformity Obedience