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AP PSYCHOLOGY
2009-2010
Course Description
This course is designed to provide students with an introductory overview of the discipline of psychology. Students will learn about the systematic and scientific study of the behavior and mental processes of human beings and other animals. Students are exposed to the psychological facts, principles, and phenomena associated with each of the major subfields within psychology. They also learn about the ethics and methods psychologists use in their science and practice. The following topics will be discussed: history and approaches, research methods, biological bases of behavior, sensation and perception, stress and health, states of consciousness, learning, cognition, motivation and emotion, development, personality, testing and individual differences, abnormal psychology, treatment of psychological disorders,
and social psychology.
Required Textbook
Title: Psychology in Action (9th edition)
Publisher: John Wiley & Sons
Published Date: 2010
Author: Karen Huffman
Course Format
The course will be divided into four units. Each unit will consist of lectures, discussions, exercises/activities, assignments, assessments (quizzes, cumulative exams, and practice tests), group projects, and a reflection paper to assist students in comprehending and applying the learning objectives for each chapter. The chapters and specific learning objectives for each unit are as follows:
UNIT 1 (9 weeks): Chapters 1, 2, & 4
Chapter 1—Introduction and Research Methods [CR1, CR2]
Upon completion of chapter 1, students should be able to:
1.1 Define psychology. (p. 4)
1.2 Describe psychology’s four main goals. (pp. 6-7)
1.3 Summarize psychology’s major career specialties. (pp. 7-9)
1.4 Contrast structuralism versus functionalism, and list the seven major perspectives that guide modern psychology. (pp. 9-13)
1.5 Describe the biopsychosocial model. (pp. 14-15)
1.6 Describe the difference between basic and applied research, and the six basic steps of the scientific method. (pp. 16-18)
1.7 Summarize the key ethical issues in psychological research and therapy. (pp. 18-20) [CR16]
1.8 Explain how experiments help researchers determine cause and effect. (pp. 21-22)
1.9 Compare and contrast experimental versus control groups and independent versus dependent variables. (pp. 22-24)
1.10 Explain how researchers guard against experimenter bias and ethnocentrism. (pp. 22-25)
1.11 Explain how researchers safeguard against sample bias and participant bias. (pp. 25-26)
1.12 Explain why we sometimes mislabel our emotions. (p. 27)
1.13 Explain descriptive research and its three key methods—naturalistic observation, surveys, and case studies. (pp. 28-31)
1.14 Compare correlational research and correlation coefficients. (pp. 31-33)
1.15 Describe biological research and its major tools for discovery. (pp. 33-36)
1.16 Explain the concept of cultural universals. (pp. 38-39)
1.17 Explain how to use psychology to study and learn psychology. (pp. 39-47)
Chapter 2—Neuroscience and Biological Foundations [CR3]
Upon completion of chapter 2, students should be able to:
2.1 Illustrate and describe the key parts and functions of the neuron. (p. 52)
2.2 Describe how communication occurs within the neuron (the action potential) and between neurons. (p. 54)
2.3 Explain how neurotransmitters and hormones relate to our everyday life. (p. 54)
2.4 Describe the nervous system’s two major divisions, and explain their respective functions. (p. 60)
2.5 Discuss neuroplasticity, neurogenesis, and stem cells. (p. 61)
2.6 Identify the major functions of the spinal cord. (p. 61)
2.7 List the subdivisions of the peripheral nervous system, and explain their functions. (p. 63)
2.8 Identify the three major sections of the brain. (p. 67)
2.9 List the three key components of the hindbrain, and explain their functions. (p. 68)
2.10 Describe the functions of the midbrain and the reticular formation. (p. 68)
2.11 Identify the major structures of the forebrain, and describe their functions. (p. 68)
2.12 Explain the major function of the cerebral cortex. (p. 71)
2.13 Describe the major functions of the lobes of the cerebral cortex. (p. 72)
2.14 Summarize the case study of Phineas Gage. (p. 72)
2.15 Explain why the corpus callosum and split-brain research are important. (p. 75)
2.16 Describe traumatic brain injury (TBI). (p. 79)
2.17 Define behavioral genetics. (p. 81)
2.18 Describe the four methods of behavioral genetics research. (p. 82)
2.19 Identify three key genetic misconceptions. (p. 82)
2.20 Define evolutionary psychology. (p. 84)
2.21 Explain how evolutionary theory accounts for current sex differences. (p. 85)
Chapter 4—Sensation and Perception [CR4]
Upon completion of chapter 4, students should be able to:
4.1 Contrast sensation and perception, and compare bottom-up processing with top-down processing. (p. 128)
4.2 Explain how transduction, coding, and sensory reduction turn raw sensory data into signals the brain can understand. (p. 129)
4.3 Define psychophysics, and differentiate between absolute and difference thresholds. (p. 131)
4.4 Describe the effects of subliminal stimuli. (p. 132)
4.5 Define sensory adaptation and explain why it is helpful. (p. 133)
4.6 Explain the gate-control theory of pain perception. (p. 133)
4.7 Explain what Helen Keller can teach us about sensation and perception. (p. 134)
4.8 Define the concept of light. (p. 136)
4.9 Identify the key structures and functions of the eye. (p. 136)
4.10 Identify common problems with vision. (p. 138)
4.11 Contrast the trichromatic, opponent-process, and dual-process theories of color vision. (p.139)
4.12 Define audition and identify the three key parts of the ear. (p. 141)
4.13 Briefly explain the physical properties of sound waves. (p. 141)
4.14 Describe the place and frequency theories related to hearing. (p. 143)
4.15 Differentiate between conduction and nerve deafness. (p. 143)
4.16 Define and discuss the research on “perfect pitch.” (p. 144)
4.17 Briefly explain the processes of olfaction and gestation. (p. 146)
4.18 Identify the body senses, and explain how they work. (p. 148)
4.19 Explain illusions and why are they important. (p. 150)
4.20 Describe the selection process and its three key factors—selective attention, feature detectors, and habituation. (p. 150)
4.21 Describe the Gestalt laws of perceptual organization. (p. 153)
4.22 Explain how Gestalt laws apply cross-culturally. (p. 155)
4.23 List the perceptual constancies. (p. 156)
4.24 Describe how depth is perceived, and explain why binocular and monocular cues are important. (p. 156)
4.25 Explain the factors that influence how we interpret sensations. (p. 158)
4.26 Define ESP, and explain why is it so controversial. (p. 161)
4.27 Identify four forms of faulty reasoning behind ESP. (p. 162)
UNIT 2 (9 weeks): Chapters 3, 5, 6, & 8
Chapter 3—Stress and Health Psychology
Upon completion of chapter 3, students should be able to:
3.1 Define stress, eustress, and distress. (p. 92)
3.2 Explain the major sources of stress. (p. 93)
3.3 Describe the effects of Katrina on local New Orleans’ college students. (p. 96)
3.4 Discuss how Karoshi is related to stress. (p. 99)
3.5 Describe the SAM system and the HPA axis. (p. 100)
3.6 Explain how stress affects cognitive functioning. (p. 102)
3.7 Describe the generalized adaptation syndrome (GAS). (p. 102)
3.8 Explain how stress affects our immune system. (p. 102)
3.9 Identify four factors important to job satisfaction. (p. 104)
3.10 Explain why stress is related to cancer. (p. 105)
3.11 Describe the links between stress and heart disease. (p. 106)
3.12 Explain why stress is connected to PTSD and ulcers. (p. 109)
3.13 Define health psychology. (p. 111)
3.14 Hypothesize why people start smoking, how to prevent it, and the best ways to quit. (p. 112)
3.15 Describe the personal and social risks associated with alcohol. (p. 113)
3.16 Define the concept of chronic pain, and explain how psychologists treat it. (p. 115)
3.17 Explain the process of cognitively appraising and coping with stress. (p. 116)
3.18 Identify the best resources for stress management? (p. 318)
Chapter 5—States of Consciousness [CR5]
Upon completion of chapter 5, students should be able to:
5.1 Define and describe consciousness and alternate states of consciousness (ASCs). (p. 168)
5.2 Contrast controlled versus automatic processing. (p. 168)
5.3 List six common myths about sleep. (p. 171)
5.4 Explain circadian rhythms and how they affect our lives. (p. 171)
5.5 List the stages of sleep and describe a typical night’s sleep. (p. 174)
5.6 Explain why we need sleep. (p. 178)
5.7 Explain why we dream. (p. 179)
5.8 Explain how gender and culture affect dreams. (p. 180)
5.9 Describe the major sleep disorders. (p. 182)
5.10 Define psychoactive drugs and explain how they work. (p. 185)
5.11 Clarify the major misconceptions and confusing terminology related to psychoactive drugs. (p. 186)
5.12 Describe reasons why addicts abuse drugs. (p. 188)
5.13 List the four main categories of psychoactive drugs and explain how they work. (p. 189)
5.14 Discuss issues and concerns related to “club drugs.” (p. 194)
5.15 Define meditation and discuss its effects. (p. 195)
5.16 Define hypnosis, and describe its myths and potential benefits. (p. 196)
Chapter 6—Learning [CR6]
Upon completion of chapter 6, students should be able to:
6.1 Compare learning and conditioning. (p. 204)
6.2 Define classical conditioning, and describe Pavlov and Watson’s contributions. (p. 204) [CR15]
6.3 Describe the six principles of classical conditioning. (p. 208)
6.4 Define operant conditioning, reinforcement, and punishment. (p. 212)
6.5 Describe Thorndike and Skinner’s contributions. (p. 212) [CR15]
6.6 Explain how primary and secondary reinforcers and positive and negative reinforcement strengthen behavior. (p. 213)
6.7 Explain why negative reinforcement is not punishment. (p. 214)
6.8 Contrast continuous and partial (intermittent) reinforcement, and identify the four schedules of partial reinforcement. (p. 215)
6.9 Define shaping and tell why it’s important. (p. 216)
6.10 Explain how positive and negative punishment affects behavior. (p. 217)
6.11 Explain the serious side effects of punishment. (p. 217)
6.12 Explain how reinforcement and punishment can be used effectively. (p. 220)
6.13 Briefly summarize the similarities between classical and operat conditioning. (p. 221)
6.14 Define cognitive-social learning, and describe Köhler and Tolman’s contributions. (p. 223) [CR15]
6.15 Define observational learning, and describe the four processes of observational learning. (p. 225)
6.16 Describe the positive cross-cultural effects of observational learning through television.
(p. 227) n
6.17 Define scaffolding. (p. 228)
6.18 Explain how learning affects the brain. (p. 229)
6.19 Describe how evolution plays a role in learning. (p. 230)
6.20 Provide examples of how classical conditioning can be applied to everyday life. (p. 232)
6.21 Provide examples of how operant conditioning can be applied to everyday life. (p. 235)
6.22 Provide examples of how cognitive-social learning can be applied to everyday life. (p. 237)
Chapter 8—Thinking, Language, and Intelligence [CR7, CR11]
Upon completion of chapter 8, students should be able to:
8.1 Define cognition. (p. 278)
8.2 Identify the general location of thinking, and describe the roles of mental images and concepts in thinking. (p. 280)
8.3 Explain how we learn concepts. (p. 281)
8.4 Describe the three stages of problem-solving. (p. 283)
8.5 Identify five common barriers to problem solving. (p. 286)
8.6 Define creativity, and explain its three major characteristics. (p. 288)
8.7 Explain how creativity is measured. (p. 289)
8.8 Explain how creative people differ from others. (p. 289)
8.9 Define language, and describe its basic building blocks. (p. 291)
8.10 Explain how language is related to thought. (p. 291)
8.11 Describe a child’s major stages in language development. (p. 293)
8.12 Contrast the “nativist” versus the “nurturist” views of language development. (p. 293)
8.13 Explain how nonverbal language reveals cultural origins. (p. 293)
8.14 Describe the language research conducted with nonhuman animals. (p. 295)
8.15 Define intelligence. (p. 297)
8.16 Contrast Gardner’s and Sternberg’s theories of intelligence. (p. 298)
8.17 Describe how psychologists measure intelligence. (p. 300) [CR11]
8.18 Identify the three key requirements for a scientifically useful test. (p. 302)
8.19 Describe how studies of extremes in intelligence help validate intelligence tests. (p. 303)
8.20 Describe how research on the brain, genetics, and the environment helps explain differences in IQ. (p. 305) [CR11]
8.21 Explain how psychologists answer the question, “Are IQ tests culturally biased?” (p. 307)
UNIT 3 (9 weeks): Chapters 9, 10, 12, & 13
Chapter 9—Life Span Development I [CR9]
Upon completion of chapter 9, students should be able to:
9.1 Define developmental psychology. (p. 316)
9.2 Identify the three major issues in developmental psychology. (p. 317)
9.3 Identify the two most common research methods in developmental psychology. (p. 318)
9.4 Describe cultural psychology’s four guidelines for developmental research. (p. 319)
9.5 Identify the three major stages of prenatal development. (p. 321)
9.6 List the major hazards to prenatal development. (p. 322)
9.7 Summarize early childhood physical development. (p. 324)
9.8 Describe the major physical changes associated with adolescence and adulthood. (p. 327)
9.9 Identify primary aging, and compare the programmed and damage theories of aging. (p. 330)
9.10 Describe Piaget’s theory of cognitive development, and compare schema, assimilation, and accommodation. (p. 331) [CR15]
9.11 Compare how children’s development changes during Piaget’s four stages. (p. 333)
9.12 Identify the major criticisms and contributions of Piaget’s theories. (p. 336)
9.13 Describe the information-processing model of cognitive development. (p. 338)
9.14 Define attachment, and discuss its contributions across the life span. (p. 340)
9.15 Discuss the three key parenting styles. (p. 340)
9.16 Discuss how infant attachment may be related to romantic love. (p. 343)
Chapter 10—Life Span Development II [CR9]
Upon completion of chapter 10, students should be able to:
10.1 Explain the biological perspective on morality. (p. 350)
10.2 Describe Kohlberg’s three levels and six stages of moral development. (p. 351) [CR15]
10.3 List the three major criticisms of Kohlberg’s theory. (p. 351)
10.4 Describe Thomas and Chess’s temperament theory. (p. 354)
10.5 Describe Erikson’s eight psychosocial stages. (p. 355) [CR15]
10.6 List the major criticisms of Erikson’s stages. (p. 355)
10.7 Contrast individualism and collectivism, and explain how they play a role in personality development. (p. 357)
10.8 Discuss the major problems with long-term relationships. (p. 359)
10.9 Describe how work and retirement affect development. (p. 364)
10.10 Identify the three major theories of aging. (p. 364)
10.11 Discuss the major cultural differences in ageism. (p. 365)
10.12 Describe grief and list its four stages. (p. 367)
10.13 Discuss cultural and age variations in attitudes toward death and dying. (p. 368)
10.14 List Kübler-Ross’s five stages of death and dying. (p. 368) [CR15]
Chapter 12—Motivation and Emotion [CR8]
Upon completion of chapter 12, students should be able to:
12.1 Define motivation and emotion, and explain why they’re studied together. (p. 406)
12.2 Describe the six major theories of motivation. (p. 408)
12.3 Discuss the major biopsychosocial factors that influence hunger and eating. (p. 414)
12.4 Explain how willpower affects self-control. (p. 416)
12.5 Describe the three key eating disorders—obesity, anorexia, and bulimia. (p. 416)
12.6 Discuss the controversial study that found people live longer if they’re slightly overweight. (p. 418)
12.7 Define achievement motivation, and list the characteristics of high achievers. (p. 419)
12.8 Describe the three key components of emotions. (p. 421)
12.9 Discuss how mirror neurons contribute to emotions and observational learning. (p. 423)
12.10 Compare and contrast the four major theories of emotion. (p. 425)
12.11 Define intrinsic and extrinsic motivation, and describe how they affect motivation. (p. 430)
12.12 Discuss polygraph testing and its effectiveness in lie detection. (p. 432)
12.13 Define emotional intelligence (EI). (p. 432)
12.14 List the five key traits of emotional intelligence (EI) shown by Abraham Lincoln. (p. 434)
12.15 Discuss culturally universal emotions and differing display rules. (p. 435)
Chapter 13—Personality [CR10]
Upon completion of chapter 13, students should be able to:
13.1 Differentiate between personality versus trait, and discuss early trait theories and the five-factor model. (p. 442)
13.2 Explain the key research findings and criticisms of trait theories. (p. 444)
13.3 Discuss personality-job-fit theory. (p. 445)
13.4 Summarize the research on animal personality. (p. 446)
13.5 Describe Freud’s psychoanalytic approach to personality. (p. 447) [CR15]
13.6 Summarize Freud’s five psychosexual stages. (p. 451)
13.7 Compare Freud’s approach to personality versus that of the neo-Freudians. (p. 452)
13.8 Discuss the major criticisms of psychoanalytic theories of personality. (p. 453)
13.9 Discuss humanistic theories of personality, comparing the approaches of Rogers and Maslow. (p. 455) [CR15]
13.10 Summarize the major criticisms of humanistic theories of personality. (p. 457)
13.11 Discuss the social-cognitive perspective on personality, comparing Bandura and Rotter’s approaches. (p. 458)
13.12 Summarize the key strengths and weaknesses of the social-cognitive theories. (p. 460)
13.13 Explain how biology contributes to personality. (p. 460)
13.14 Describe how the biopsychosocial model blends various approaches to personality. (p. 462)
13.15 Explain how psychologists measure personality. (p. 463)
13.16 Describe the key advantages and disadvantages of personality measurement. (p. 466)
13.17 List the three major fallacies associated with pseudo-personality tests. (p. 468)
UNIT 4 (9 weeks): Chapters 14, 15, & 16
Chapter 14—Psychological Disorders [CR12]
Upon completion of chapter 14, students should be able to:
14.1 Identify five common myths about mental illness. (p. 474)
14.2 Define abnormal behavior, and list four standards for identifying it. (p. 474)
14.3 Compare and contrast culture-general and culture-bound symptoms versus culture-general and culture-bound mental disorders. (p. 475)
14.4 Briefly describe the history of abnormal behavior. (p. 478)
14.5 Describe the purpose and criticisms of the DSM-IV-TR, and differentiate between neurosis, psychosis, and insanity. (p. 479)
14.6 Define anxiety disorders and the five major subtypes. (p. 483)
14.7 Identify the major contributors to anxiety disorders. (p. 486)
14.8 Compare and contrast the two major mood disorders. (p. 488)
14.9 Explain the major similarities and differences in depression across cultures and between genders. (p. 489)
14.10 Describe the key biological and psychosocial forces that contribute to mood disorders. (p. 490)
14.11 Explain what we need to know about suicide and its prevention. (p. 491)
14.12 Briefly explain how faulty thinking may contribute to depression. (p. 492)
14.13 Define schizophrenia, and describe its five major symptoms. (p. 493)
14.14 Describe the key methods for classifying schizophrenia. (p. 496)
14.15 Identify the major biological and psychosocial factors that influence schizophrenia. (p. 497)
14.16 Describe the key similarities and differences in schizophrenia across cultures. (p. 498)
14.17 Identify substance-related disorders and comorbidity. (p. 500)
14.18 Describe dissociative disorders and dissociative identity disorder (DID). (p. 502)
14.19 Define personality disorders, and differentiate between antisocial and borderline personality disorders. (p. 503)
Chapter 15—Therapy [CR13]
Upon completion of chapter 15, students should be able to:
15.1 Discuss potential problems with media portrayals of therapy, four common myths about therapy, and its three general approaches. (p. 508)
15.2 Discuss psychotherapy and insight therapy. (p. 510)
15.3 Define psychoanalysis, and describe its five major methods. (p. 510)
15.4 Summarize the two major criticisms of psychoanalysis? (p. 512)
15.5 Differentiate between psychoanalysis and psychodynamic therapy. (p. 512)
15.6 Discuss cognitive therapy, self-talk, cognitive restructuring, and cognitive-behavior therapy. (p. 514)
15.7 Explain the general goal of Ellis’s rational-emotive behavior therapy (REBT). (p. 514)
15.8 Describe Beck’s cognitive therapy. (p. 515)
15.9 Summarize the chief successes and criticisms of cognitive therapy. (p. 518)
15.10 Define humanistic therapy, and describe Roger’s client-centered therapy. (p. 518)
15.11 Summarize the key criticisms of humanistic therapy. (p. 519)
15.12 Discuss group, self-help, family, and marital therapies. (p. 521)
15.13 Define behavior therapy. (p. 524)
15.14 Describe how classical conditioning, operant conditioning, and observational learning are used in behavior therapy. (p. 524)
15.15 Summarize the key successes and criticisms of behavior therapy. (p. 527)
15.16 Define biomedical therapy. (p. 528)
15.17 Discuss psychopharmacology, electroconvulsive therapy (ECT), and psychosurgery. (p. 528)
15.18 Summarize the major contributions and criticisms of biomedical therapy. (p. 530)
15.19 Identify the five most common goals of therapy, and discuss the eclectic approach. (p. 532)
15.20 Identify the six key types of mental health professionals. (p. 533)
15.21 Briefly summarize the major effects of mental disorders, like PTSD, on the family. (p. 534)
15.22 Describe the major similarities and differences in therapy across cultures. (p. 535)
15.23 Identify the unique concerns of women in therapy. (p. 536)
15.24 Discuss problems with involuntary commitment and deinstitutionalization. (p. 537)
15.25 Identify how one can find a good therapist. (p. 538)
15.26 Briefly summarize how to deal with someone who’s seriously depressed. (p. 539)
Chapter 16—Social Psychology [CR14]
Upon completion of chapter 15, students should be able to:
16.1 Define social psychology. (p. 544)
16.2 Describe the process of attribution and its two key errors. (p. 546)
16.3 Describe how culture affects attributional biases. (p. 548)
16.4 Define attitude and identify its three key components. (p. 548)
16.5 Define cognitive dissonance. (p. 548)
16.6 Define prejudice, identify its three key components, and differentiate between prejudice and discrimination. (p. 551)
16.7 Discuss the five major sources of prejudice and discrimination. (p. 551)
16.8 List the three key factors in attraction. (p. 553)
16.9 Describe cultural and historical similarities and differences in judgments of attractiveness. (p. 554)
16.10 Discuss scientific research on flirting. (p. 555)
16.11 Differentiate between romantic and companionate love, and discuss problems with romantic love. (p. 557)
16.12 Define conformity, and explain the three factors that contribute to this behavior. (p. 560)
16.13 Define obedience and describe Milgram’s classic study. (p. 561)
16.14 Identify the four key factors in obedience. (p. 562)
16.15 Discuss the importance of roles and deindividuation in Zimbardo’s Stanford prison study. (p. 564)
16.16 Explain how group polarization and groupthink affects group decision making. (p. 566)
16.17 Define aggression, and identify the biological and psychosocial factors that contribute to its expression. (p. 568)
16.18 Describe three approaches to reducing aggression. (p. 569)
16.19 Define altruism, and describe the three models that attempt to explain it. (p. 570)
16.20 Describe Latane and Darley’s decision-making model, and other factors that help explain why we don’t help. (p. 570)
16.21 List four major approaches useful for reducing prejudice and discrimination. (p. 573)
16.22 Describe recent research on implicit biases. (p. 575)
16.23 Identify six ways to reduce destructive obedience. (p. 577)
Summer Readings & Movies
Students should read at least ONE of the following books over the summer prior to class:
In addition to the summer readings it is recommended that students watch and take notes on the following feature films which depict mental illnesses and treatments:
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