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Buford High School CURRICULUM CALENDAR AP Psychology / Curtright / 2012-‐2013

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WEEK DAY

Week 1

Friday, 8/3 History & Perspectives (ch 1.1) Syllabus Sight/Sound Memory Activity Fact/Falsehood pre-‐assessment

Monday, 8/6 History PPT Discuss AP Exam Psychology, Rene Descartes, Empiricism, Wilhelm Wundt, Structuralism, Introspection, Gestalt, Functionalist, William James, Mary Whiton Calkins, Margaret Washburn, Humanistic Psychology, Sigmund Freud/Psychoanalysis, Behaviorists, John Watson, BF Skinner, Carl Rogers, Abraham Maslow

Tuesday, 8/7 Perspectives PPT Cognitive Psychology, Nature/Nurture, Natural Selection, Level of Analysis, Biospychosocial approach, Neuroscience/Biological, Evolutionary, *Charles Darwin, Behavior Genetics, Psychodynamic, Behavioral, Cognitive, Social-‐cultural, Psychodynamic, Basic Research, Applied Research, Counseling Psychology, Clinical Psychology, Psychiatry

Wednesday, 8/8 Ninja video Attempting to Understand those in Need Scenarios BioPsychoSocial Approach Obesity Analysis Andrea Yates Analysis

Thursday, 8/9 Outrageous Celebrity Activity Review for test tomorrow with questions on ppt

Friday, 8/10 Prologue (History & Perspectives) Test

WEEK DAY

Week 2

Monday, 8/13 Social Psychology 1/3 (Ch 18) Review Prologue test in small groups and as a class Solomon Asch line test

Tuesday, 8/14 Terms: social psychology, attribution theory, dispositional, situational, fundamental attribution error, attitudes, foot in the door


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phenomenon, door in the face, low ball technique, central route vs. peripheral route to persuasion, role-‐playing Fact & Falsehood Attribution Scale Optimist/Pessimist scale

Wednesday, 8/15 Zimbardo Prison, Abu Ghraib, Cognitive Dissonance Theory Zimbardo Prison video clip Abu Ghraib video clip (see pg 9 + 10 in pdf) Cognitive Dissonance Theory Activity Classroom Exercise: Introducing Cognitive Dissonance Theory

Timothy Osberg suggests a classroom exercise in which he asks students to predict the outcomes of research on cognitive dissonance. In addition to introducing cognitive dissonance theory, the exercise provides an important reminder that psychology is not merely common sense. It is our vulnerability to the hindsight bias that makes research findings seem obvious—that is, they are obvious only after we learn the results.

Present the following scenario.

Suppose you had volunteered to participate in a psychology experiment on campus. Upon arrival, you were seat- ed at a table and asked to undertake a series of dull, meaningless tasks for about an hour. Afterward, the experimenter convinced you to extol the virtues of the tasks you had performed by describing them to other potential participants as highly worthwhile, interesting, and educational. You were paid either $1 or $20 to do this. Suppose you were then asked to privately rate your enjoyment of the tasks on a questionnaire. After which amount do you believe your actual enjoyment rating of the tasks would be higher—$1 or $20?

Students can provide their answers either by a show of hands or by writing them down. Give the collective results in class before disclosing the research answer. Osberg reports that almost all students will intuitively indicate the $20 payment. Finally, report that Festinger and Carlsmith found that those receiving $1 rated the tasks as more enjoyable than those paid $20. Explain that the authors used the concept of cognitive dissonance to explain this finding. Those who received only $1 presumably had insufficient justification for their behavior, which led to dissonance, which, in turn, produced a change in attitude about the tasks.


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The text cites Abu Ghraib as an example of an “atrocity-producing situation.” Rather than being an example of a “few bad apples” practicing abuse on helpless victims, it may more accurately illustrate how a toxic environment can make even good apples go bad. You can readily extend the text discussion with an analysis of additional social psychological processes that led to the cruelty. Important aspects of social perception, social influence, and social relations are all represented.

In comparing his famous Stanford Prison with that in Iraq, Philip Zimbardo states, “It’'s not that we put bad apples in a good barrel. We put good apples in a bad barrel. The barrel corrupts anything that it touches.” The following factors seem important in understanding the cruelty.

• A prison is a place of enormous power differential. Guards have total power over prisoners who are powerless. Unless there is strict leadership and oversight that prevent the abuse of power, the power differential fosters abuse.

• Aversive experiences predispose one to anger and aggression. Guards were understaffed and over- worked. Fear of personal attack and revenge over the maiming and deaths of their comrades prepared them for counterattack. For a few guards, boredom predisposed them to seek amusement and diversion.

• A novel environment without established norms for acceptable behavior lead us to look to others for direction, especially to those in charge. Both guards and prisoners were trapped in an alien, unfamiliar setting that had neither a common language nor culture. When given vague orders to help “break the will, bend the resistance of the inmates,” guards obeyed authority.

• “Peer modeling” also helps to define reality. When a few soldiers took the lead in abusing prisoners and establishing “appropriate” standards for behavior, the rest followed.

• A “macho” culture was established, in which group conformity pressures led both male and female guards to comply and thereby maintain group camaraderie.

• Dehumanization of the prisoners as animals or scum was made easier in Iraq because of the foreign language and customs. In addition, the inmates had a different appearance, little opportuni- ty to bathe, and lived under unsanitary conditions (in Stanford Prison, the guards said they hated the prisoners because they were so foul—after prevent- ing them from


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washing).

• A “we” versus “they” mentality existed. Guards were not acting against their fellow Americans (or even against Iraqis they encountered in the street). They viewed their victims as “the enemy.”

• The mechanics of “moral disengagement” were evident. In this process, normally moral people temporarily detach themselves from principle and reframe evil behavior as necessary and even wor- thy. Some minimized or underestimated the harm- ful consequences of their actions by relabeling or sanitizing it as “all fun and games.”

• Deindividuation of the guards diffused responsibility and undermined self-restraint. The self-reinforc- ing pleasure of acting impulsively while observing others doing the same trapped guards in the “Mardi Gras Moment.”

• Unresponsive bystanders, who had private concerns, did not openly disagree or challenge the immoral behavior going on in the prison.

Thursday, 8/16 Stand outside room and look up before class starts. During class, discuss how many people looked up with me and why.

Discuss Rick van Baaren’s mimicry study & prosocial behavior (pg 10) Quiz. Candid Camera Elevator Clip Milgrim asked his students to violate a social norm. When one kid said he just couldn’t, Milgrim decided to try too. He asked a man to give up his seat on the bus, and surprisingly, the man did. Milgrim felt overwhelmed with the need to justify his request, and his head sank between his legs and stayed that way until it was time for him to exit the train. This demonstrates: enormous inhibitory anxiety prevents us from breaking norms, we must justify our actions after breaking a norm, immediate circumstances have a huge impact on our feelings and behavior. Give students time with small groups to answer this practice FRQ: David's history teacher asked him why so many German people

complied with Hitler's orders to systematically slaughter millions of innocent Jews. David suggested that the atrocities were committed because the Germans had become unusually cruel, sadistic people with abnormal and twisted personalities. Use your knowledge of the fundamental attribution error and Milgram's research on obedience to highlight the weaknesses of David's explanation.


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When they finish, students should plan their HW: Violate a social norm before coming to class on Monday. Write at least 150 words describing what you did, how the others involved reacted, and how you felt. (Examples: saying hi to “Banks” or “Chad,” standing in the middle of the room during class, eating popcorn during church) HW: Bring an empty soda can or bottle to class tomorrow.

Friday, 8/17 Review FRQ and show my sample. Terms 31-‐40: culture, Matsumoto, norms, personal space, pace of life, punctuality, individualistic, collectivistic, ethnocentrism, understanding terrorism (pg. 16-‐17), Risky Shift phenomenon, social control, personal control, minority influence (None of these terms are in their textbook) Share examples of cultural diversity from teacher resources (ch 1, pg 33).

WEEK DAY

Week 3 Monday, 8/20 Social Psychology 2/3 (Ch 18) Notes check while students share their norm breaking journals. Terms: Conformity, Sol Asch, Normative Social Influence/pressure, Informational Social Pressure, Stanley Milgrim study, obedience, social facilitation vs. social impairment, Gretchen Brandt, Social loafing, deindividuation, group polarization, groupthink Time Interval Assessment – Have students write down and say aloud the amount of time that has passed. Discuss the effects of social influence (pg 12). Milgrim video Ask students to hold their pencils/pens in their left hands. Ask how many of them would have shocked the learner during the experiment. (pg 12-‐13)

Tuesday, 8/21 Quickwrite on board at the beginning of class: Based on yesterday’s discussion, how can a group be positively and negatively influenced? Be sure to describe social facilitation, group polarization, social loafing, deindividuation, and groupthink. Based on these ideas, should we do group projects? Does evaluating group members help? Does assigning roles minimize social loafing? How can group members motivate each other to work their hardest?


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Complete Henry & Roger case studies individually and in small groups. Discuss effects of group polarization. Divide class according to those wearing sneakers. Ask students to write down several reasons why the people in the other group aren’t like them. Ask students to share their reasons aloud. Talk about why they were so willing to perceive these differences.

Wednesday, 8/22 Prepare classroom into groups of 4. Have students spend 20 minutes creating a mobile representation of a social psychology concept (social justice, equity, peacemaking). (pg 21) Terms: Prejudice, stereotype, discrimination (social behavior), self-‐fulfilling prophecy, ingroup, outgroup, Ingroup bias, outgroup homogeneity bias, Note positive effects of groups (band, chorus, teams) Quickwrite: Write about a time when you experienced cultural difference.

Thursday, 8/23 Terms: scapegoat theory, just-‐world phenomenon, aggression, frustration-‐aggression principle, social scripts, catharsis hypothesis, conflict, social traps, win-‐lose orientation, win-‐win orientation, mirror-‐image perceptions Just World Scale (Handout 18-‐10) Create a chart of inappropriate and appropriate aggressive behavior. Which list is longer? Gender differences? Cultural differences?

Friday, 8/24 Mere exposure effect, physical attractiveness, symmetry, principle of proximity, reward theory of attraction, passionate love, compassionate love, equity theory of relationships, self-‐disclosure, Carol Gilligan gender roles, altruism Beauty and the Beast (2:21 minutes) To what degree do we judge people on their physical attractiveness? How does Hollywood represent good/evil? Play the pairing game (pg 29) to show students why people mate with those of similar attractiveness. Read 4 case studies in helping (pg 34) and assess them according to 7 psychological perspectives. HW: Have students go into a public place and note what happens when they smile/frown at innocent bystanders. (pg 687)

WEEK DAY

Week 4 Performance Essay

Monday, 8/27 Social Psychology 3/3 (Ch 18) Bystander effect, diffusion of responsibility, social exchange theory, reciprocity norm, social responsibility norm, superordinate goals, contact hypothesis


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LANGUAGE ARTS + FINE ARTS

Discuss smiling/frowning effects. Most people smile back to a smile and look bewildered at a frown. HW: Carry out a random act of kindness. Write a 150-‐word explanation of what you did, the recipient’s reaction, and your response. Due Friday.

Tuesday, 8/28 Review for test Reciprocity Norms Handout (18-‐20)

Wednesday, 8/29 Social Psychology test

Thursday, 8/30 As an intro to the Critical Thinking Unit, with a glass full of water on the podium, ask students if they think I can insert a penny without making it spill over. See how many pennies we can put in the glass. Shows need for research (human intuition doesn’t always work). For Hindsight Bias, use Handout 1-‐2 to have students rate their surprise or lack thereof. Discuss how they felt they knew it all along. Practice naturalistic observation for 5 minutes. Discuss the types of observations students made (quantitative or qualitative? Comparisons?) Describing behavior is the first step before predicting behavior. Now can we form a hypothesis and decide how we would test it? Share random sampling fun facts (eating, sleeping, and dressing habits) HW: Assign terms for Research Unit.

Friday, 8/31 Professional Learning (Early Release)

WEEK DAY Week 5 Benchmark Week #1

Monday, 9/3 LABOR DAY HOLIDAY Tuesday, 9/4 LANGUAGE ARTS + FINE ARTS

Review Social Psych test in groups and as a class Review for Benchmark on Thursday (History, Social Psych, some Research)

Wednesday, 9/5 MATH + FOREIGN

Research 1/2 (Ch 1.2) Hindsight Bias, Critical thinking, Theory, Hypothesis, Operational Definition, Replication, Case Study, Survey, False Consensus Effect, Representative sample (p, 31-‐32), Population, Random Sample/Selection, Social desirability Bias, Naturalistic Observation, Hawthorne Effect


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LANGUAGE (Mayo) For The False Consensus Effect, ask students to agree or disagree with this statement: “I enjoy listening to country music.” They should then estimate the percentage of people in the class who will agree with them. Have class share their results. How many people over/underestimated the consensus of the class?

Thursday, 9/6 SCIENCE + HEALTH/PE

Correlation (Positive, Negative), Scatter plot, *Correlational coefficient or R (chart, p. 33), Correlation vs. causation, Illusory Correlation Discussion topics: People who eat Oatmeal are more likely to get cancer than those who eat Frosted Flakes. As people eat more ice cream, the crime rate increases. The degree of obesity rises 2% for each hour of tv watched by kids between 12 and 17 years of age. There is a positive correlation between milk consumption and incidence of cancer in most societies. Complete Female Emotionality Handout (1-‐9) to demonstrate Illusory Correlation. Visit http://www.angio.net/pi/bigpi.cgi to find perceived order in random events. Note that Myers said, “An event that happens to but 1 in 1 billion people every day occurs about 6 times a day, 2000 times a year.” Review for Benchmark tomorrow

Friday, 9/7 SOCIAL STUDIES + CTAE (History, Social Psych, some Research)

WEEK DAY Week 6 Monday, 9/10 Research 2/2 (Ch 1.2)

Experiment, Double Blind Study, Placebo Effect, Experimental condition, Control Condition (*control group), *Confounding/extraneous variables, *Within Group design vs. between group, Random Assignment, Independent Variable, Dependent Variable Perform Jelly Bean taste experiment to determine interactions between two independent variables. Add to ppt: fun facts from teacher resource book pg 30. To demonstrate the fact that more cases are better than fewer, complete handout 1-‐13.

Tuesday, 9/11 *Descriptive Statistics, Mode (*one of the measures of central tendency), Mean (*one of the measures of central tendency), Median (*one of the measures of central tendency), Skewed p. 43 (*positive skew, negative skew) *Normal Distribution (bell curve) , Range, Standard Deviation, Statistical Significance or P, (*Inferential statistics) Illustrate Statistical Concepts with human bodies (distributions, central tendencies, and quantitative relationships). Position yourself in front of the whiteboard according to how you feel about chocolate, using computers, watching football on television.

Wednesday, 9/12 *Informed Consent, *Frequency Chart (histogram or polygon), *Ex Post Facto, *Longitudinal study, *Cross-‐sectional study, *Cohort-‐sequential study (“cohort” effect), *APA Ethical Guidelines, *Scales: Nominal, ordinal, interval, ratio Share Human Morality Made Simple Cartoon.


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Provide examples of studies and ask if any constitute an unethical invasion of privacy. (ch, pg 35). Provide proposed studies with animals (Handout 1-‐15) and ask students to decide

Thursday, 9/13 Review for test tomorrow

Friday, 9/14 Test – Research

WEEK DAY


Monday, 9/17 Biological Basis of Behavior 1/3 (Ch 2 & 3) Biopsychology, *Neuroscience, Neuron, *Soma/cell body, Dendrite, Axon, *Receptors, Myelin/myelin sheath, *Nodes of Ranvier, Action potential, Threshold, Synapse Fact or Falsehood Handout (2-‐1) Use dominoes to demonstrate the action potential, refractory period, all-‐or-‐nothing response, and the speeding effect of myelination.

Tuesday, 9/18 FRQs & AP EXAM Writing an FRQ response FRQ Rubric Read sample FRQs and grade them as a class. Discuss how to write a response to an FRQ tomorrow.

Wednesday, 9/19 SOCIAL STUDIES + CTAE – 2 released FRQs that deal with research, social psych, and/or history Thursday, 9/20 Neurotransmitters

Reuptake *Terminal Buttons *Resting Potential *All or None Law *Excitatory vs. Inhibitory Signals Acetylcholine *Serotonin *Dopamine *GABA *Glutamine *Norepinephrine Have students act out crossing the synaptic gap as a review of Monday’s lesson. (teacher resources, ch 2, pg 6)


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Friday, 9/21 Endorphins *Agonist *Antagonist Blood-‐brain barrier (psychotropic drugs) L-‐dopa What three scenes from Awakenings: 11:21-‐15:27 (Lucy in wheelchair to removing ball from her hand), 18:15-‐22:19 (Lucy walking to drinking fountain to physician leaving parking lot), and 38:40-‐52:50 (asking nurse if she’s heard of L-‐Dopa to Leonard introducing himself to male orderly)

WEEK DAY

Week 8 Monday, 9/24 Biological Basis of Behavior 2/3 (Ch 2 & 3) Central Nervous System (CNS) Peripheral Nervous System (PNS) Sensory Neuron (afferent) Demonstrate reaction-‐times of neural transmission and mental processes by having students stand in a line and squeeze each other’s shoulders (or ankles), keeping time until the transmission reaches the end of the line. Time squeezing only the right shoulder, squeezing the ankle, squeezing the opposite shoulder. Why does it take longer for some actions?

Tuesday, 9/25 Motor Neuron (efferent) Interneuron Somatic Nervous System Autonomic Nervous System (ANS) Sympathetic Nervous System Parasympathetic Nervous System Reflex Endocrine System Hormones *Corticoids *Melatonin Adrenal Gland Pituitary Gland Share Richard Thompson’s example of how the endocrine system works (ch 2, pg 10).

Wednesday, 9/26 Lesion/*Ablation *Phineas Gage case study Electroencephalogram (EEG) Positron Emission Tomography (PET) Magnetic Resonance Imaging (MRI)


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Functional Magnetic Resonance Imaging (fMRI) *Computed Tomography Scan (CT) Watch video re-‐enactment of Phineas Gage study.

Thursday, 9/27 Brainstem Medulla *Pons Reticular Formation/*RAS-‐reticular activating Thalamus Cerebellum Limbic System Amygdala Hypothalamus *Hippocampus Cerebral Cortex Glial cells

Friday, 9/28 Frontal Lobe Parietal Lobe Occipital Lobe Temporal Lobe Motor Cortex Sensory Cortex Association Areas Aphasia Broca’s area [Paul Broca] Wernickes’s area [Carl Wernicke] Show students how to create the ultimate portable brain model with their hands.

WEEK DAY

Week 9 Monday, 10/1 Biological Basis of Behavior 3/3 (Ch 2 & 3) Plasticity Corpus Callosum Split Brain *Roger Sperry, Michael Gazzaniga *Forebrain *Midbrain *Hindbrain Ask students how each part of our brain might be active while we are driving a car (Handout 2-‐2).


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Tuesday, 10/2 Return performance essay and discuss Wednesday, 10/3 GHSWT Thursday, 10/4 Test – Biological Basis of Behavior Friday, 10/5 Review test in small groups and as a class

WEEK DAY

Week 10 Benchmark Week #2

Monday, 10/8 LANGUAGE ARTS + FINE ARTS

Review

Tuesday, 10/9 MATH + FOREIGN LANGUAGE

Review

Wednesday, 10/10 SOCIAL STUDIES (History, Social, Research, Biological Basis of Behavior)

Thursday, 10/11 SCIENCE + HEALTH/PE

Sensation & Perception 1/3 & 2/3 (Ch 5 & 6) Assign all 86 terms so students can work on this individually…

Friday, 10/12 Professional Learning Day (Student Holiday) Monday, 10/15 FALL HOLIDAY Tuesday, 10/16 Sensation

Perception Bottom-‐up Top-‐down Psychophysics Absolute Threshold Signal Detection Theory Subliminal Priming Difference Threshold JND (Just Noticeable Difference) Weber’s Law [Ernst Weber] *Fechner’s Law [Gustav Fechner] Sensory Adaptation Selective Attention Cocktail Party Phenomenon Inattentional Blindness

Wednesday, 10/17 PSAT/ASVAB/College Fair Thursday, 10/18 Professional Learning (Early Release) Friday, 10/19 HOMECOMING (Early Release)


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WEEK DAY Week 11 Monday, 10/22 Sensation & Perception 3/3 (Ch 5 & 6)

Transduction Wavelength Hue/color Intensity/brightness Pupil Iris Lens Accomodation (perceptual) Retina Acuity Nearsightedness, Farsightedness Rods and Cones Optic Nerve Blind Spot Fovea *Cornea *Electromagnetic Spectrum David Hubel and Torsten Wiesel Feature detectors or signal detector cells Parallel Processing vs. Serial Processing Trichromatic Theory (Young-‐Helmholtz) Opponent Process theory (color) Color Constancy *Afterimages *Colorblindness *Dark adaptation

Tuesday, 10/23 Audition Frequency Pitch/*Timbre Middle Ear Function Cochlea Inner Ear Function Place Theory Frequency Theory Conduction Hearing Loss Sensorineural Hearing Loss Cochlear implant *Basilar Membrane Gate Control Theory Taste buds Sensory Interaction *Olfaction


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*Pheromones Kinesthesis Semicircular Canals Vestibular sense

Wednesday, 10/24 Visual capture Gestalt *Law of Pragnanz (relation to Gestalt/simplicity) Figure-‐ground Grouping Depth Perception Gibson’s Visual Cliff Binocular cues Retinal Disparity or *binocular disparity Convergence Monocular Cues Phi Phenomenon Perceptual constancy *Shape constancy *Size constancy *Motion aftereffect *Motion Parallax Perceptual Adaptation Perceptual Set Human Factors Psychology Extrasensory Perception (ESP) Parapsychology

Thursday, 10/25 Test – Sensation & Perception Friday, 10/26 Review Sensation and Perception test in small groups and as a class.

WEEK DAY


Monday, 10/29 Learning 1/2 (Ch 8) Associative Learning Classical Conditioning Learning John Locke (p. 250, 309) Behaviorism Ivan Pavlov *Reflex

Tuesday, 10/30 Unconditioned stimulus Unconditioned response Conditioned stimulus Conditioned response


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Acquisition *Delayed Conditioning *Trace Conditioning *Simultaneous Conditioning *Backward conditioning *Higher Order Conditioning Extinction (classical conditioning) Spontaneous Recovery Generalization Discrimination

Wednesday, MATH + FOREIGN LANGUAGE 10/31

Robert Rescorla Cognitive processes John Garcia *Aversive conditioning/therapy (taste aversion) Biological predispositions *Systematic Desensitization John Watson

Thursday, 11/1 Operant Conditioning Respondent behavior Operant behavior B.F. Skinner E.L. Thorndike Law of Effect Operant chamber

Friday, 11/2 Shaping/*chaining *Discriminative Stimulus Reinforcer/reinforcement Positive Reinforcement Negative Reinforcement Primary Reinforcer Secondary Reinforcer (conditioned) Continuous Reinforcement

WEEK DAY

Week 13 Monday, 11/5 Learning 2/2 (Ch 8) Partial (intermittent) reinforcement *Successive Approximations *Shaping *Extinction (in operant conditioning) *Schedules of Reinforcement Fixed Ratio


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Variable Ratio Fixed Interval Variable Interval

Tuesday, 11/6 *Premack principle Punishment *Omission Training (Negative Punishment) *Escape and Avoidance Responses Cognitive Map Latent Learning *Edward Tolman Intrinsic Motivation Extrinsic Motivation *Learned helplessness vs. coping

Wednesday, 11/7 Observational Learning *Albert Bandura Modeling Mirror Neurons Prosocial Behavior *Biofeedback (to change behavior) *Self-‐control

Thursday, 11/8 Review and practice Friday, 11/9 Learning Test

WEEK DAY


Monday, 11/12 Go over Learning test in small groups and as a class. Tuesday, 11/13 SCIENCE + HEALTH/PE

Review and practice for Benchmark

Wednesday, 11/14 SOCIAL STUDIES (History, Social, Research, Biology, Sensation, Perception, Learning) Thursday, 11/15 LANGUAGE ARTS + FINE ARTS

Consciousness 1/1 (Ch 7) Consciousness *William James’ Stream of Consciousness Biological Rhythms Circadian Rhythms REM Sleep/*Paradoxical Alpha Waves Sleep Stages of NREM sleep Delta Waves Hallucinations Insomnia


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Narcolepsy Sleep Apnea Night Terrors Dream Manifest Content (Freud) Latent Content (Freud) *Activation Synthesis Hypothesis/dreams REM rebound Hypnosis *Suggestibility Posthypnotic suggestion Dissociation Ernest Hilgard (Hypnosis theory) Assign consciousness terms over break…

Friday, 11/16 MATH + FOREIGN LANGUAGE

Psychoactive Drug Tolerance Withdrawal Physical Dependence Psychological Dependence Addiction Depressants Barbituates Opiates Stimulants Amphetamines Methamphetamines Ecstasy Hallucinogens LSD THC Near Death *Meditation

THANKSGIVING BREAK

WEEK DAY Week 15 Performance Essay

Monday, 11/26 Test -‐ Consciousness Tuesday, 11/27 Cognition 1/3 (Memory, Thinking, and Language – Ch 9 + 10)

Memory Flashbulb memory *Episodic memory Information Processing Model Encoding Storage


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Retrieval Sensory Memory Short Term Memory (STM) *George A. Miller and the magic #7 Long Term Memory (LTM) Working Memory

Wednesday, 11/28 SCIENCE + HEALTH/PE

Atkinson and Schiffrin’s Three Stage Processing Model of Memory Automatic Processing Effortful Processing Rehearsal Hermann Ebbinghaus *Parallel Processing Model *Maintenance Rehearsal (shallow processing) *Elaborative Rehearsal (deep processing) Next-‐ in-‐Line Effect Spacing Effect

Thursday, 11/29 Serial Position Effect (primacy/recency) Visual Encoding Acoustic Encoding Semantic Encoding Imagery Mnemonics *Method of Loci *“Peg word” system Chunking

Friday, 11/30 Iconic Memory Echoic Memory *Haptic Memory *Elizabeth Loftus (eyewitness testimony) Long Term Potentiation (LTP) Amnesia Implicit Memory (or procedural) Explicit Memory (or declarative) Hippocampus *Retrograde Amnesia *Anterograde Amnesia

WEEK DAY

Week 16 Monday, 12/3 Cognition 2/3 Recall Recognition


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Relearning Priming Déjà vu State-‐dependent memory Mood congruent

Tuesday, 12/4 *Decay Theory/Transience Ebbinghaus forgetting curve “Tip of the tongue” or “Tip of the finger” Phenomenon Proactive Interference Retroactive interference *Positive, Negative Transfer Repression Misinformation Effect Source Amnesia *Encoding Specificity Principle *Transience

Wednesday, 12/5 Cognition *Metacognition Concept/*Concept Formation Prototype Algorithm Heuristic Insight (learning) Confirmation Bias Fixation

Thursday, 12/6 Mental Set or expectancy theory Functional Fixedness Representativeness Heuristic Availability Heuristic Overconfidence Bias Framing Belief Bias Belief Perseverance

Friday, 12/7 Language Noam Chomsky Phoneme Morpheme Grammar Semantics Syntax Babbling stage One-‐word, Two Word stages Telegraphic speech *overgeneralizing or overregularization


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WEEK DAY

Week 17 Monday, 12/10 Cognition 3/3 *universal grammar *language acquisition device *critical period B.L. Whorf’s theory of language acquisition Linguistic relativism (determinism) Linguistic determinism Wolfgang Kohler insight study (chimps)

Tuesday, 12/11 Wednesday, 12/12 Thursday, 12/13 Review Friday, 12/14 Review

WEEK DAY


Monday, 12/17 Semester Exams (Benchmark #4) – 7th Period Tuesday, 12/18 Semester Exams (Benchmark #4) – 1st & 2nd Periods Wednesday, 12/19 Semester Exams (Benchmark #4) – 3rd & 4th Periods Thursday, 12/20 Semester Exams (Benchmark #4 – 5th & 6th Periods Friday, 12/21 Professional Learning Day (Student Holiday)

WEEK DAY Week 1 Monday, 1/7 Professional Learning Day (Student Holiday)

Tuesday, 1/8 Personality 1/2 (Ch 15) Personality Sigmund Freud *Anna Freud Free association Psychoanalysis Unconscious Id


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Pleasure Principle Ego Reality Principle Superego

Wednesday, 1/9 Psychosexual Stages Oedipus complex Oral stage Anal stage Phallic stage Latency stage Genital stage Identification vs. *Internalization (Freud) Fixation (Freudian)

Thursday, 1/10 Defense Mechanisms Repression Regression Reaction Formation Projection Rationalization Displacement (defense mechanism) *Sublimation *Transference Collective Unconscious

Friday, 1/11 *Carl Jung anima/animus Psychodynamic theories *Alfred Adler *Inferiority complex *Karen Horney Projective Test Thematic Apperception Test (TAT) Rorschach Inkblot Test Terror Management Theory

WEEK DAY

Week 2 Monday, 1/14 Personality 2/2 (Ch 15) Abraham Maslow Humanistic Albert Bandura Self-‐Actualization *Self-‐efficacy Psychology


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Carl Rogers Unconditional Positive Regard Self-‐concept *Gordon Allport’s personality trait theory Trait *Carl Jung – archetype Myers-‐Briggs Personality Test

Tuesday, 1/15 Hans Eysenck’s Personality Assessment *introversion *extroversion Temperament (refer back to module 6.6) Jerome Kagan Personality Inventory Minnesota Multiphasic Personality Inventory (MMPI) Empirically Derived Test Big Five Personality Theory [Paul Costa, Robert McCrae]

Wednesday, 1/16 Walter Mischel Social Cognitive Perspective Reciprocal Determinism Personal control External Locus of Control Internal Locus of Control Learned Helplessness Positive Psychology Spotlight effect

Thursday, 1/17 Self-‐esteem Self-‐serving Bias *Cattell’s Personality Assessment (16 Personality Factors) *Nomothetic and Idiographic Methodology *High and Low Self Monitor

Friday, 1/18 Personality Test

WEEK DAY Week 3 Monday, 1/21 MLK HOLIDAY

Tuesday, 1/22 Review Personality test in small groups and as a class


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Wednesday, 1/23 Development 1/3 (Ch 4)

Thursday, 1/24 Friday, 1/25

WEEK DAY


Monday, 1/28 Development 2/3 (Ch 4) Tuesday, 1/29 Wednesday, 1/30 LANGUAGE ARTS + FINE ARTS

Thursday, 1/31 Friday, 2/1

WEEK DAY


Monday, 2/4 LANGUAGE ARTS + FINE ARTS

Development 3/3 (Ch 4)

Tuesday, 2/5 MATH + FOREIGN LANGUAGE

Wednesday, 2/6 SCIENCE + HEALTH/PE

Thursday, 2/7 SOCIAL STUDIES + CTAE Friday, 2/8

WEEK DAY

Week 6 Monday, 2/11 Testing & Intelligence 1/2 (Ch 11) Intelligence Factor analysis Charles Spearman General Intelligence or “G” Factor Savant Syndrome Howard Gardner

Tuesday, 2/12 *Robert Sternberg Triarchic theory of intelligence Emotional Intelligence Creativity


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Divergent Thinking vs. *Convergent Speed of processing

Wednesday, 2/13 *Culture Fair test [Raymond Cattell] Intelligence Test Mental Age Stanford-‐Binet test Intelligent Quotient (IQ) *Eugenics (p. 443)

Thursday, 2/14 Aptitude Test Achievement Test *Flynn Effect Wechsler Adult Intelligence Scale (WAIS) Lewis Terman

Friday, 2/15 Standardization Normal Curve Reliability Validity Content Validity Criterion Predictive validity

WEEK DAY


Monday, 2/18 WINTER HOLIDAY Tuesday, 2/19 WINTER HOLIDAY Wednesday, 2/20 WINTER HOLIDAY Thursday, 2/21 Testing & Intelligence 2/2 (Ch 11)

Mental Retardation Downs Syndrome

Friday, 2/22 *Crystallized vs. Fluid intelligence Heritability Stereotype threat *Self-‐Fulfilling Prophecy

Monday, 2/25 Tuesday, 2/26 Practice reading and assessing sample FRQ’s with rubric Wednesday, 2/27 SOCIAL STUDIES (will include more than one unit covered to date, including those from 1st semester) Thursday, 2/28 Testing and Intelligence test Friday, 3/1 Review testing and intelligence test in small groups and as a class


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WEEK DAY Week 8 Monday, 3/4 Abnormal Behavior 1/2 (Ch 16)

Psychological Disorders Attention-‐Deficit Hyperactivity Disorder (ADHD) Inattention Hyperactivity Impulsivity Medical Model *Diathesis stress model DSM-‐IV

Tuesday, 3/5 5-‐Axes (multiaxial Diagnosis) *Comorbidity *Psychiatry *Psychology David Rosenhan *Criteria for determining disordered behavior *Neurosis *Psychosis

Wednesday, 3/6 Anxiety Disorders Generalized Anxiety Disorder Panic Disorder *Panic Attacks Phobia *Specific Phobia *Social Phobia *Agoraphobia Obsessive Compulsive Disorder

Thursday, 3/7 Post Traumatic Stress Disorder (PTSD) *Somatoform Disorders *Conversion Disorder *Hypochondriasis Dissociative Disorders Dissociative Identity Disorder *Dissociative Amnesia *Dissociative Fugue

Friday, 3/8 Personality Disorders


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*Avoidant Personality Disorder *Schizod Personality disorder *Histrionic Personality disorder *Narcissistic Personality Disorder *Borderline Personality Disorder *Dependent Personality Disorder

WEEK DAY

Weeks 9/10 Benchmark Week #2

Monday, 3/11 Abnormal Behavior 2/2 (Ch 16) Mood Disorders Major Depressive Disorder Dysthymia *Cyclothymia Serotonin Norepinephrine Mania Bipolar *Learned Helplessness theory to depression *Optimistic explanatory style *Seasonal Pattern Specifier (SAD)

Tuesday, 3/12 LANGUAGE ARTS + FINE ARTS

Schizophrenia Delusions Hallucinations Flat Affect Catatonia Paranoid Schizophrenic Disorganized Schizophrenic Catatonic Schizophrenic Undifferentiated Schizophrenic Residual Schizophrenia

Wednesday, 3/13 MATH + FOREIGN LANGUAGE

Dopamine Hypothesis *Word Salad *Positive, Negative Symptoms (in mental disorders) *Delusions of Grandeur *Persecutional Delusions *Echolalia *Echophraxia

Thursday, 3/14 Professional Learning (Student Holidays)

Friday, 3/15 Monday, 3/18 quiz – disorders


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go over quiz answers as a review before benchmark tomorrow Tuesday, 3/19 SOCIAL STUDIES (and abnormal behavior) Wednesday, 3/20 SCIENCE + HEALTH/PE

Review benchmark as a class

Thursday, 3/21 Early Release

Friday, 3/22

WEEK DAY Week 11 Performance Essay

Monday, 3/25 Treatment 1/2 (Ch 17) Psychotherapy Eclectic Approach/integration Psychoanalysis Sigmund Freud Free Association Resistance Interpret Transferring

Tuesday, 3/26 Psychodynamic therapists Interpersonal psychotherapy Humanistic Therapies Carl Rogers Client-‐centered therapy Non-‐directive therapy Active Listening *Unconditional Positive Regard

Wednesday, 3/27 MATH + FOREIGN LANGUAGE

Behavior Therapy Counterconditioning Exposure Therapy Mary Cover Jones Systematic Desensitization [*Joseph Wolpe] Virtual Reality Exposure therapy Aversive Conditioning BF Skinner Token Economy Cognitive Therapy

Thursday, 3/28 Aaron Beck Martin Seligman Cognitive Behavior Therapy


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Group/Family Therapy *Therapeutic Community *Deinstitutionalization *Community Mental Health Movement *Psychometrics (Appendix A, A-‐7)

Friday, 3/29 Biomedical therapy Psychopharmacology Tardive Dyskinesia *Thorazine Antianxiety Drugs Antidepressant Drugs *MAO Inhibitors *Tricyclics (TCA)

WEEK DAY


Monday, 4/1 Treatment 2/2 (Ch 17) *Selective Serotonin Reuptake Inhibitors Mood Stabilizing Drugs Lithium/*Carbonate/*bicarbonate Antipsychotic Drugs or neuroleptics *Librium Electroconvulsive Shock Therapy (ECT) Transcranial Magnetic Stimulation (TMS) Psychosurgery Lobotomy

Tuesday, 4/2 Wednesday, 4/3 SCIENCE + HEALTH/PE

Thursday, 4/4 Treatment test Friday, 4/5 Review treatment test in small groups and as a class

SPRING BREAK

WEEK DAY Week 13

Monday, 4/15 Motivation & Emotion 1/1 (Ch 12 & 13) Motivation Instinct *Drive Drive-‐Reduction Theory (push)


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*Secondary Drive Homeostasis (pull theory) Incentive Motivation Arousal theory [optimum] Hierarchy of needs *Overjustification effect *Need for achievement (in Ach) – p. 505, 506 *Intrinsic and Extrinsic Motivation *Aggression (refer to Module 7.12)

Tuesday, 4/16 Glucose Set Point Basal Metabolic Rate Anorexia Nervosa Bulimia Nervosa *Serotonin *Lateral and ventromedial hypothalamus *Approach-‐Approach Conflict *Approach-‐avoidance conflict *Avoidance-‐avoidance conflict *Multiple Approach-‐Avoidance conflict

Wednesday, 4/17 *Alfred Kinsey Sexual Response Cycle Refractory Period Sexual Disorder Estrogen Testosterone Sexual Orientation Flow Industrial-‐organizational Psychology Personnel Psychology Organizational Psychology Structured Interviews Achievement Motivation Task Leadership Social Leadership

Thursday, 4/18 Emotion James-‐Lange Theory Cannon-‐Bard Theory Two-‐Factor Theory (Schachter) Robert Zajonc Opponent-‐Process Theory (of emotion) Relationship btwn. Arousal, performance *(Yerkes-‐Dodson Law) or *inverted U *Contemporary Model


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Polygraph *Galvanic Skin Response (GRS) *Aggression

Friday, 4/19 Nonverbal communication/body language Paul Eckman: Emotional expression Facial Feedback Theory Behavior Feedback Theory Culture Catharsis Feel-‐good, do good phenomenon Subjective Well-‐being Adaption-‐level Phenomenon *Social Comparison Theory Relative Deprivation Stress Flight or Fight General Adaptation Syndrome (GAS) *Hans Selye Coronary Heart Disease Type A Behavior Pattern Type B behavior Pattern Psychophysiological Illness Lymphocytes Cope Problem-‐focused coping Emotion-‐focused strategy Aerobic exercise Biofeedback (as it relates to stress)

WEEK DAY

Week 14

Monday, 4/22 Motivation & Emotion test Tuesday, 4/23 Review by going over motivation and emotion test in small groups and as a class Wednesday, 4/24 Review Thursday, 4/25 Review Friday, 4/26 Review

WEEK DAY


Monday, 4/29 Review Tuesday, 4/30 SOCIAL STUDIES (practice AP Psychology Exam, including all topics covered this year) Wednesday, 5/1 LANGUAGE ARTS +

Review


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FINE ARTS Thursday, 5/2 MATH + FOREIGN LANGUAGE

Review

Friday, 5/3 SCIENCE + HEALTH/PE

Review

WEEK DAY

Week 16 Monday, 5/6 AP Psychology Exam (PM) Tuesday, 5/7 Wednesday, 5/8 Thursday, 5/9 Friday, 5/10

AP Exams Monday, 5/6 – AP Chemistry (AM) and AP Psychology (PM) Wednesday, 5/8 – AP Calculus (AM) Thursday, 5/9 – AP English Literature (AM) Friday, 5/10 – AP English Language (AM), AP Art (AM), and AP Statistics (PM)

Career Pathways Testing Tuesday, 5/7 Wednesday, 5/8 Thursday, 5/9 (PM – Make-‐Up Exams)

WEEK DAY

Week 17 Monday, 5/13 Tuesday, 5/14 Wednesday, 5/15 Thursday, 5/16 Friday, 5/17 EOCTs, Yearbooks, Carnival, Class Night

AP Exams Monday, 5/13 – AP Biology (AM) and AP Music Theory (AM) Tuesday, 5/14 – AP Government (AM) Wednesday, 5/15 – AP US History (AM) Thursday, 5/16 – AP Macroeconomics (AM) and AP World History (AM) Friday, 5/17 – AP Human Geography (AM)

EOCTs Thursday, 5/16 – Economics Friday, 5/17 – 9th Lit & Comp, Math 2 (Other EOCTs will be given during Semester Exam periods.)

WEEK DAY


Monday, 5/20 Senior Exams (Benchmark #4 – 5th, 6th, & 7th) Tuesday, 5/21 Senior Exams (Benchmark #4 – 1st, 2nd, 3rd, & 4th) / Semester Exams (Benchmark #4 – 7th) Wednesday, 5/22 Semester Exams (Benchmark #4 – 1st & 2nd) Thursday, 5/23 Semester Exams (Benchmark #4 – 3rd & 4th)


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Friday, 5/24 Semester Exams (Benchmark #4 – 5th & 6th)

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