Griffin's AP Psych.

Home > Agenda and Assignments

Agenda and Assignments

consc1.jpg

supplemental reading

week one 08/27

MONDAY

 

TUESDAY

WEDNESDAY

THURSDAY

Go over syllabus

Class expectations

Go over websites

       -Griffin’s -Myer’s

 

books?

 

 

FRIDAY

What is Psych.?

Why psych.?

 

 

 

 

USA- APA American Psychiatric Association National Standards for Teaching High School Psychology
Domain: I. METHODS DOMAIN
Standard Area: IA: INTRODUCTION AND RESEARCH METHODS
Content Standard: IA-1: Contemporary perspectives used by psychologists to understand behavior and mental processes in context
Performance Standard: IA-1.1 Describe and compare the biological, behavioral, cognitive, sociocultural, humanistic, and psychodynamic perspectives.ives.
Performance Indicator:
a. Analyzing how each perspective would explain concepts, e.g., aggression, altruism
Performance Indicator:
b. Evaluating the limitations of each perspective in assessing behavior and mental processes
Performance Indicator:
c. Comparing primary emphases of the different perspectives
Performance Indicator:
d. Examining historical factors that influenced the popularity of a selected perspective

week two 9/3

 
MONDAY 9/5
LABOR DAY
 
TUESDAY
The need for Psych as a science (Tues)

Overconfidence

Hindsight bias

Confirmation bias

Activity 1.2

Read Module 4 (M4)

hey you! Check this out. Quiz on "supplemental reading" material is Friday!

​WEDNESDAY

test on supplemental reading history and approaches material is Friday.

Collect syllabus video permission

Read M5 by FRIDAY 9/7

THURSDAY

-Start research methods

Descriptive methods

-Case study:  Andrea Yeates

-Survey 

-Naturalistic observations

Correlation 

Correlation and Causation

Illusory collrelation

Experimentation

-depenent and independent variable, etc.

TEST ON WEDNESDAY  9/12!!!!!! 

FRIDAY

Finish experimentation

statistical reasoning

measures of central tendency - mode, mean, median

Measures of variability- range,  standard deviation, variance

read M7

USA- APA American Psychiatric Association National Standards for Teaching High School Psychology
Domain: I. METHODS DOMAIN
Standard Area: IA: INTRODUCTION AND RESEARCH METHODS
Content Standard: IA-3: Research strategies used by psychologists to explore behavior and mental processes
Performance Standard: IA-3.1 Describe the elements of an experiment.
Performance Indicator:
a. Identifying the independent and dependent variables, possible confounding variables, and control and experimental groups in a description of an experiment
Performance Indicator:
b. Designing an experiment in which the hypothesis, population, sample, independent variable, dependent variable, random assignment, and experimental and control groups are properly identified

week of 9/10

MONDAY

statistical reasoning

measures of central tendency - mode, mean, median

Measures of variability- range,  standard deviation, variance

TUESDAY

finish stats

review for test WEDNESDAY 9/12

Wednesday

HEY YOU! YES, YOU! CHECK THIS OUT.... test today

Unit II

Thursday

neural communication- action potential
(+Na in, +K out)

read M9

download Unit III reading guide. M9-13

http://learn.genetics.utah.edu/content/neuroscience/

FRIDAY

 Finish neural communication.

Start the nervous and endocrine systems

read M10

 

USA- APA American Psychiatric Association National Standards for Teaching High School Psychology
Domain: II. BIOPSYCHOLOGICAL DOMAIN
Standard Area: IIA: BIOLOGICAL BASES OF BEHAVIOR
Content Standard: IIA-1: Structure and function of the neuron
Performance Standard: IIA-1.1 Identify the neuron as the basis for neural communication.
Performance Indicator:
a. Using diagrams, models, and/or computer programs to identify the structure and function of different parts of a neuron
Performance Indicator:
b. Discussing how internal and external stimuli initiate the communication process in the neuron
Performance Indicator:
c. Describing the electrochemical process that propagates the neural impulse
Content Standard: IIA-2: Organization of the nervous system
Performance Standard: IIA-2.1 Classify the major divisions and subdivisions of the nervous system.
Performance Indicator:
b. Identifying the central nervous system and its component parts
Performance Indicator:
c. Identifying the peripheral nervous system and its subdivisions
Content Standard: IIA-3: Hierarchical organization of the structure and function of the brain
Performance Standard: IIA-3.1 Identify the structure and function of the major regions of the brain.
Performance Indicator:
a. Identifying the regions of the brain by using diagrams and/or computer-generated diagrams
Performance Indicator:
b. Summarizing the functions of the major brain regions
Performance Standard: IIA-3.2 Recognize that specific functions are centered in specific lobes of the cerebral cortex.
Performance Indicator:
a. Describing the functions controlled by the frontal, parietal, occipital, and temporal lobes of the cerebral cortex
Performance Indicator:
b. Relating examples of research on cortical functioning
Content Standard: IIA-5: Structure and function of the endocrine system
Performance Standard: IIA-5.1 Describe how the endocrine glands are linked to the nervous system.
Performance Indicator:
a. Discussing the effect of the hypothalamus on the endocrine system
Performance Indicator:
b. Identifying the influence of fetal hormones on sexual differentiation of the central nervous system
Performance Indicator:
c. Giving examples of how hormones are linked to behavior and behavioral problems
Videos:
  1. action potential action potential ( 23.7 MB )

week of 9/17


MONDAY

http://www.humanconnectomeproject.org/gallery/

ways to study the Brain

lower level brain structures the limbic system

-read M11

TUESDSAY

 

neuron chalk quiz? ---you need to know the structure of the neuron and  all six neurotransmitters from page 82-----

WEDNESDAY

-review

lower level brain structures

-the limbic system

-the cerebral cortex

-read M11

THURSDAY

the keyword assignment, diagrams (if assigned) and reading guide are do the day before the test. Do not do "Brain Game".

brain- study by sections; "chunk" information
 Download key word for brain parts
reminder: download reading guide!

FRIDAY
key brain parts
cerebral cortex
brain diagrams


read M12


 

week of 09/23

Monday

fMRI

60 minutes

Read M13

TUESDAY

lower lever brain structures

 

 

 

WEDNESDAY

cerebral cortex

 

 

THURSDAY

split brain and epilepsy

 

test on M9-13 Monday

 

 

FRIDAY

Stamp reading guide, diagram(s), and brain part assignment

 

Start genes

human clone?

natural selection 

download reading guide 


M14 and M15

 

Videos:
  1. blindsight blindsight ( 2.5 MB )

week of 9/30

MONDAY

 

behavior genetics

twin studies

 adoption studies

read M15

 TUESDAY

 

 genetic determinism?

environmental influence

enriched vs. impoverished environment

 Do parents really matter?

 

WEDNESDAY

culture

gender

 

THURSDAY

 

 

REVIEW FOR TEST

 

FRIDAY

 

TEST ON M14 and 15

 

 

 

Please note: in unit 9 we will be looking at human development. While the text approaches the topic chronologically, the work we will focus on specific theorists.

reading objectives

1. Discuss the course of prenatal development and the destructive impact of teratogens.

2. Describe the capacities of the newborn and the use of habituation for assessing infant cognition.

read M45

 

 

USA- APA American Psychiatric Association National Standards for Teaching High School Psychology
Domain: II. BIOPSYCHOLOGICAL DOMAIN
Standard Area: IIA: BIOLOGICAL BASES OF BEHAVIOR
Content Standard: IIA-6: How heredity interacts with environment to influence behavior
Performance Standard: IIA-6.1 Assess the effects of heredity and environment on behavior.
Performance Indicator:
a. Identifying the relationships among DNA, genes, and chromosomes
Performance Indicator:
b. Differentiating between genotype and phenotype
Performance Indicator:
c. Explaining how chromosomal abnormalities can cause Down and/or Turner's syndrome
Performance Indicator:
d. Using twin and adoption studies to assess the influence of heredity and environment on behavior
Videos:
  1. NSN_Epigenetics.mp4 NSN_Epigenetics.mp4 ( 82.8 MB )

week of 10/7

MONDAY

 

 

reading objectives

1. Discuss the impact of physical maturation on infants’ memory capabilities and motor skills.

2.Describe Piaget’s view of how the mind develops, and discuss his stage theory of cognitive development, noting current thinking regarding cognitive stages.

M45 and M46

 

TUESDAY

reading objectives

1. Discuss the impact of body contact, familiarity, and responsive parenting on infant social attachments. 2.Describe the benefits of a secure attachment and the impact of parental neglect and separation as well as day care on childhood development. 3. Describe the early development of a self-concept and discuss possible effects of different parenting styles on children.

-read M47 and 48

 

 

WEDNESDAY

READING OBJECTIVES

  1. Discuss gender similarities and differences in psychological traits
  2. gender typing and gender development.

read M49

THURSDAY

reading objectives

1. Define adolescence and identify the major physical changes that occur during this period of life.

2.Describe adolescents’ growing reasoning power, and discuss specific ways in which moral behavior is affected by moral reasoning, emotional intuitions, and social influences.

3.Discuss the search for identity and the development of intimate social relationships during the adolescent years. -

Piaget and Kolhberg

Exercise: Formal Operational Thought

read M50 and M51

FRIDAY -

-review

finish  attachment

 start Erikson

adolescence

Exercises: Objective Measures of Ego Identity Status

parenting styles

THE TEST ON WILL INCLUDE MATERIAL FROM PREVIOUS CHAPTERS

USA- APA American Psychiatric Association National Standards for Teaching High School Psychology
Domain: III. DEVELOPMENTAL DOMAIN
Standard Area: IIIA: LIFE SPAN DEVELOPMENT
Content Standard: IIIA-3: Theories of development
Performance Standard: IIIA-3.1 Explain various developmental models.
Performance Indicator:
a. Explaining components of various developmental models (e.g. Piaget, Erikson, Kohlberg)
Performance Indicator:
b. Applying developmental theories to life situations
Performance Indicator:
c. Identifying limitations of stage theories
Content Standard: IIIA-4: Issues surrounding the developmental process (nature/nurture, continuity/discontinuity, stability/instability, critical periods)
Performance Standard: IIIA-4.1 Describe the role of critical periods in development.
Performance Indicator:
a. Giving an example of a critical period in development
Performance Indicator:
b. Evaluating significance of critical periods in development
Performance Indicator:
c. Explaining difficulties of research in the area of critical periods
Performance Indicator:
d. Linking cortical development to enriched environments during critical periods

week of 10/14

MONDAY

THE TEST ON Unit IX WILL INCLUDE MATERIAL FROM PREVIOUS CHAPTERS. All reading are due the day before. 45-54

  • parenting styles
  • Kohlberg - moral development

 modules 53-54

TUESDAY

 

download Erickson reading

WEDNESDAY

Ericksons stages of social development



THURSDAY

Gender idenity

Gender typing

 

reading guides are due

FRIDAY

Test?

 

week of 10/21

MONDAY

Basic principles of sensation and perception

  • bottom-up
  • top-down
  • selective attention
  • inattentional blindness
  • thresholds
  • sensory adaptation

read M16

 

TUESDAY

Influences on perception

perceptual setread M17

WEDNESDAY

 Vision

  • wavelength
  • Accomodation

read M18

THURSDAY

visual organization and interpretation

  • Gestalt
  • figure ground
  • Grouping
  • binocular cues
  • monocular cues

Read M19

FRIDAY

http://www.sandlotscience.com/

perceptual organization review?

perceptual interpretation use your illusion activity

USA- APA American Psychiatric Association National Standards for Teaching High School Psychology
Domain: II. BIOPSYCHOLOGICAL DOMAIN
Standard Area: IIB: SENSATION AND PERCEPTION
Content Standard: IIB-1: Basic concepts explaining the capabilities and limitations of sensory processes
Performance Standard: IIB-1.1 Explain the concepts of threshold, adaptation, and constancy.
Performance Indicator:
a. Devising demonstrations that illustrate threshold, adaptation, and constancy
Performance Indicator:
b. Providing real-life examples of threshold, adaptation, and constancy
Performance Standard: IIB-1.2 Describe the operation of sensory systems.
Performance Indicator:
a. Identifying the physiological features common across all sensory systems (e.g., receptors, pathways to the brain, transduction)
Performance Indicator:
b. Labeling a diagram of the parts of the eye and ear and explaining the role of each part
Performance Indicator:
c. Explaining the operation of other sensory systems, such as taste and touch
Performance Indicator:
d. Discussing how to protect sensory systems(e.g., avoiding prolonged loud voices)
Content Standard: IIB-2: Interaction of the person and the environment in determining perception
Performance Standard: IIB-2.1 Explain Gestalt concepts and principles, such as figure-ground, continuity, similarity, proximity, closure, and so on.
Performance Indicator:
a. Finding examples of Gestalt principles
Performance Indicator:
b. Constructing demonstrations of Gestalt principles
Performance Indicator:
c. Explaining the significance of "the whole is greater than the sum of its parts"
Performance Standard: IIB-2.2 Describe binocular and monocular depth cues.
Performance Indicator:
a. Analyzing how three-dimensional viewers or random dot stereograms use stereopsis to create depth
Performance Indicator:
b. Finding examples of monocular depth cues, such as linear perspective and relative size, in pictures, paintings, or photographs
Performance Standard: IIB-2.3 Describe the influence on perception of environmental variables, motivation, past experiences, culture, and expectations.
Performance Indicator:
a. Analyzing the factors that influence the validity of eyewitness testimony (e.g., framing of questions, cross-racial identification problems)
Performance Indicator:
d. Hypothesizing about how perceptual principles may relate to stereotypes and prejudice
Performance Indicator:
e. Describing cross-cultural studies that illustrate cultural similarities and differences in perception
Performance Indicator:
f. Discriminating between bottom-up and top-down processing and how those interact when we encounter new stimuli.
Content Standard: IIB-3: Nature of attention
Performance Standard: IIB-3.1 Explain what is meant by attention.
Performance Indicator:
a. Finding examples of selective attention and divided attention
Performance Indicator:
b. Identifying variables that draw attention to a particular event
Performance Indicator:
c. Identifying variables that influence the ability to divide attention
Performance Indicator:
d. Designing a demonstration that illustrates the difference between selective attention and divided attention, such as listening to a lecture while taking notes
Performance Indicator:
e. Relating signal detection theory to an everyday example

week of 10/28

MONDAY

hearing

ear diagram

TUESDAY

review for test

WEDNESDAY

reading guides are not due

 

Introduce UNIT V ?

 

THURSDAY

 States of consciousness

Read M22 and 23

FRIDAY

Sleep and dreams

File Attachments:
  1. create Illusion create Illusion

week of 11/4

MONDAY

test

 

Read M22-25 by Thursday

Tuesday

sleep

WEDNESDAY

 hypnosis

THURSDAY

Introduce ch. 8

read M26 and 27

Pavlov and classical conditioning

-UCS

-UCR

-NS

-CS

-CR

 (heart rate activity)

Skinner and operant conditioning

Schedules of reinforcement - continus vs. intermittant (or partial ) reiforcement

 

FRIDAY

Nova- dreams

Read M28

week of 11/11

MONDAY

No School -- Thank a Vet.

 

TUESDAY

conditioning experiment

read M30

WEDNESDAY

finish schedules of reinforcement.

Start Bandura and observational learning

-social learning theory -prosocial modeling

 

THURSDAY

review

FRIDAY

test on Unit V and VI

USA- APA American Psychiatric Association National Standards for Teaching High School Psychology
Domain: IV. COGNITIVE DOMAIN
Standard Area: IVB: MEMORY
Content Standard: IVB-1: Encoding, or getting information into memory
Performance Standard: IVB-1.1 Characterize the difference between surface and deep (elaborate) processing.
Performance Indicator:
a. Providing several examples of surface and deep processing
Performance Standard: IVB-1.2 Identify other factors that influence encoding.
Performance Indicator:
a. Demonstrating the role of imagery in encoding
Performance Indicator:
b. Discussing the role of context and meaning on encoding (e.g., semantic encoding, surface processing, context dependent)
Performance Indicator:
c. Discussing the role of rote rehearsal, imagery, and organization on memory
Content Standard: IVB-2: Sensory, working or short-term, and long-term memory systems
Performance Standard: IVB-2.2 Describe the operation of short-term memory and working memory.
Performance Indicator:
a. Explaining the duration and capacity of short-term memory
Performance Indicator:
b. Providing examples of the use of chunking to increase the capacity of short-term memory
Performance Indicator:
c. Conducting a demonstration that uses short-term memory
Performance Indicator:
d. Providing examples of primacy and recency effects
Performance Indicator:
e. Discussing the concept of working memory as it relates to short-term memory (e.g., Baddeley)
Performance Indicator:
f. Examining the concept of serial position effect
Performance Standard: IVB-2.3 Describe the operation of long-term memory.
Performance Indicator:
a. Charting the duration and capacity of long-term memory
Performance Indicator:
b. Providing examples of different types of memory (e.g., episodic, semantic, implicit, explicit, and procedural memories)
Performance Indicator:
c. Reporting the primary findings of Ebbinghaus' nonsense-syllable studies or Bahrick's more recent research examining very long-term memory
Performance Indicator:
d. Distinguishing between implicit and explicit memory
Content Standard: IVB-3: Retrieval, or getting information out of memory
Performance Standard: IVB-3.1 Analyze the importance of retrieval cues in memory.
Performance Indicator:
a. Identifying contextual and state-related cues (e.g., encoding specificity, state dependent memory, mood congruence)
Performance Indicator:
b. Examining problems related to retrieval, such as the tip-of-the-tongue phenomenon and context effects
Content Standard: IVB-5:Methods for improving memory
Performance Standard: IVB-5.2 Describe strategies for improving memory based on our understanding of memory.
Performance Indicator:
a. Developing and describing mnemonic devices to help learn psychological concepts
Performance Indicator:
b. Listing specific suggestions to enhance deep processing of information and to minimize the effect of interference
Performance Indicator:
c. Describing how concepts such as massed versus distributed practice, overlearning, state and context dependence, and schemas might relate to studying
Content Standard: IVB-6:Memory Constructions
Performance Standard: IVB-6.1 Describe the processes that lead to inaccuracies in memory
Performance Indicator:
a. Describing research (e.g., Loftus) on the tendency to construct memories
Performance Indicator:
b. Discussing the misinformation effect
Performance Indicator:
c. Describing the implications constructed memories have on courtroom testimonies

week of 11/18

MONDAY

What ? No school? Yes!


TUESDAY
Still no school. I could get used to this.

WEDESDAY
No school. Is this a trick?

THURSDAY
give thanks
football (hook 'em)

FRIDAY
more football
eat leftover
s

 

USA- APA American Psychiatric Association National Standards for Teaching High School Psychology
Domain: IV. COGNITIVE DOMAIN
Standard Area: IVA: LEARNING
Content Standard: IVA-1: Characteristics of learning
Performance Standard: IVA-1.1 Discuss learning from a psychological viewpoint.
Performance Indicator:
b. Defining learning as relatively permanent changes of behavior resulting from experience
Content Standard: IVA-2: Principles of classical conditioning
Performance Standard: IVA-2.1 Describe the classical conditioning paradigm.
Performance Indicator:
a. Explaining how, using Pavlovian conditioning procedures, a neutral stimulus becomes capable of evoking a response through pairing with an unconditioned stimulus
Performance Indicator:
b. Labeling elements in classical conditioning examples
Performance Indicator:
c. Designing procedures to produce classically conditioned responses
Content Standard: IVA-3: Principles of operant conditioning
Performance Standard: IVA-3.1 Describe the operant conditioning paradigm.
Performance Indicator:
a. Describing how consequences influence behavior, such as a reinforcement strengthening a behavior's occurrence
Performance Indicator:
b. Identifying consequences of punishment in controlling behavior
Performance Indicator:
c. Predicting future strength of behavior by applying operant conditioning principles
Performance Indicator:
d. Designing procedures to produce operant responses
Performance Indicator:
e. Applying operant conditioning to correcting behavior, such as using shaping, chaining, and self-control techniques
Performance Indicator:
f. Discussing Skinner's contributions to popularizing behaviorism
Performance Indicator:
g. Translating emotional responses related to stereotyping, prejudice, and discrimination in operant terminology
Content Standard: IVA-4: Components of cognitive learning
Performance Standard: IVA-4.1 Explain how observational learning works.
Performance Indicator:
a. Describing examples of learning by observation, such as Bandura's bobo doll study and studies involving other animals (e.g., chimpanzees)
Performance Indicator:
b. Identifying everyday examples of observational learning
Performance Indicator:
c. Discussing impact of role models

week of 11/25

MONDAY

start Unit VII

Memory read M31

chunking and miller's magic number 7 (plus/minus 2)

TUESDAY

forming new memories

read M32 

WEDNESDAY

retrieval

read M33

THURSDAY

uh, I forget.....

FRIDAY

memory construction -misinformation

-eyewitness tesimony

 

Videos:
  1. eyewitness pt. 1 eyewitness pt. 1 ( 34.1 MB )
  2. eyewitness pt.2 eyewitness pt.2 ( 35.9 MB )
  3. TED -Loftus TED -Loftus ( 117.9 MB )

week of 12/2

MONDAY

quiz on memory

start Cognition

-concepts

read M34

TUESDAY

-solving problems

 

WEDNESDAY

making decisions

-heuristics

-overconfidence

-belief bias

read M35

THURSDAY

start language

-structure and development

 

FRIDAY

thinking and language

read M36

week of 12/9

Monday
-What is intelligence ?

- one type of IQ? Or many types of IQ?

  • Spearman
  • Thurstone
  • Gardner
  • Sternberg

Emotional Intelleigence

READ - M60

Tuesday

The history of IQ

  • Binet
  • Terman (Stanford-Binet)

Achievement vs. aptitude


Wednesday

Wechsler (WAIS and WISC)

Standardization

Reliability and validity

Read - M61

Thursday

IQ and age

Highs and lows

Danial Tammet "Brain Man"

Read M62
Friday

 Finish "Brain Man"

 

week of 12/16

MONDAY

Genetics and envriomental influences on Intellegence

Read M63 and 64 by Wednesday

TUESDAY

Bias in IQ testing

WEDNESDAY

Review

THURSDAY

test on units VII and XI

FRIDAY

chill.

week of 1/6

MONDAY
Welcome back!!
Stamp homework
Questions?
Go over Unit X

If you did not read Unit X over the break, have it finished by Friday the 12th

TUESDAY
Freudian defense mechanisms



WEDNESDAY
Humanistic and social-cognitive, trait theories
Big Five personality test


THURSDAY
wrap up Unit X
Social -Cognitive perspective
locus of control
learned healplessness
Self esteem

FRIDAY
quiz on Unit X
start 
Perspectives on psychological disorders
-Defining
-Understanding
-Classifying
-The dangers of labeling
Activity-16.5
READ 

 

week of 1/13

MONDAY
holiday

 

TUESDAY

Anxiety disorders -Generalized -Phobias

-OBSESSIVE-COMPULSIVE DISORDER

Act- 16-6

Activity-16.5

 

WEDNESDAY

 depression in teens

suicide and self-harm

 

THURSDAY

Schizophrenia -disorganized thinking -disturbed perceptions -inappropriate emotions and actions

 

FRIDAY

personality disorders see attached readings

week of "if there is time"

MONDAY

MLK no school

TUESDAY

 

WEDNESDAY

Therapy

THURSDAY

FRIDAY

Author: Timothy Griffin
Last modified: 12/6/2019 5:23 PM (EDT)