AP Psych: Assignment due after vacation

I hope you are enjoying your time away from school.

I'm a total Grinch. I told you I wouldn't assign any reading during your break, but it turns out that I lied. I'll be giving a homework quiz on pages 265-285 at the start of your first class once school resumes. At least you know you'll be getting 20 easy points. Even though you'll never trust a word I say, I've gots to do it. We've got to stay on track in order to get through all of the material in time for the AP exam.

You'll be reading about sleeping and dreaming, and you'll be keeping track of...you've guessed it... your sleeping and dreaming. Keep a sleep log for the remainder of your break. Set up your log as a table with the following columns, and then record your data from each night in rows:
--Date/day, time to bed
--time you awoke; time you got out of bed; how you felt upon waking
--Did you dream? (including fragments; include a summary if yes, whether or not they related to anything that happened that day Note whether or not they were in color and what stimuli were included--taste, touch, smell, sound--other than visuals)
--number of naps/additional time slept
--energy level throughout the day (on a scale of 1 to 10. Note morning, afternoon and night levels)
--caffeine intake

Despite my odious mistruth, indeed have a happy and safe New Year's. I'll see you rested and ready on the 4th.

Oh, and here's a link to an interesting discussion...
http://roomfordebate.blogs.nytimes.com/2009/12/20/the-advanced-placement-juggernaut/

AP Psych: Crossword Puzzle answers

Chapter 10:

ACROSS
1. babbling, 8. grammar, 11. algorithm, 14. Washoe, 15. Skinner, 17, insight, 20. Whorf, 22. fixation, 23. telegraphic

DOWN
2. lingustic determinism, 3. neural networks, 4. heuristic, 5. prototype, 6. belief bias, 7. cognition, 9. availability, 10. mental set, 12. morphemes, 13. one-word, 16. syntax, 18. two-word, 19. concept, 21. framing

Chapter 11:

ACROSS
5. academic, 7. Sternberg, 9. practical, 10. Gardner, 11. Terman, 17. WAIS, 18. reification, 19. WISC, 21. Binet

DOWN
1. mental age, 2. factor analysis, 3. mental retardation, 4. Down syndrome, 6. criterion, 8. heritability, 12. achievement, 13. predictive, 14. normal curve, 15. reliability, 16. Flynn effect, 20. content

AP Psych: Take note...

Test on Chapters 10 & 11 for all sections will be Tuesday, December 22. My apologies to Pd. 3 students who I did not see on Friday. I did give you a solid heads-up about this test, though it was not on the board (audio -- not visual -- encoding, right?) Review day will be Monday. Yes, your lesson plans are due Monday. Please contact me if you need clarification. On a brighter note, vacation is almost here...

AP Psych: None of the Above

http://www.newyorker.com/arts/critics/books/2007/12/17/071217crbo_books_gladwell

AP Psych: Multiple Intelligences Project

For those of you who e-mailed me about not being able to view this posting, I hope this is now working. So sorry for the bugs!

Step 1: MI Survey

Take the Multiple Intelligences Survey: http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/questions/questions.cfm. Print out your Results page for our next class meeting. You will need to have identified both your highest and lowest areas of intelligence for later phases of the project.

Step 2: Creating the lesson plan

a. Identify a content area from any academic course you have taken in your K-12 experience. Imagine that you are preparing to teach a 45-minute class on whatever topic you have selected.

b. Create a lesson plan (including objectives, materials, and procedures) designed for a class of students with high intelligence in the MI area you scored highest on the survey.

c. When you pass in your lesson plan, you should also turn in any materials required in the lesson. Materials should be specifically identified and included in the lesson plans. (For example: you would need to identify and attach a specific map of Ireland you would use, rather than merely stating, “I would use a map of Ireland”)

Your lesson plan is due 12/21 and will be out of 75 points.

World History: Food, Inc. questions

Please respond to the following questions. Your answers should be in complete sentences and show that your really thought about them. Feel free to discuss these prompts -- and the documentary -- with whoever makes your household's food decisions.

1. How do you think farm animals should be treated? How do your ideas compare to what you saw in the film?
2. The movie points out that cows and farm-raised fish, which are not biologically suited to eating corn, are now given a modified diet that is based on corn. Do you think people’s diets have been modified in a similar way? How do you feel about the possibility of your food being modified without you being aware of it?
3. The film gives the impression that food is either cheap or healthy. Do you think it is true that food is either one or the other, or is this false?
4. In the film, the mother, Maria Andrea Gonzalez, says, “We’re really tight from either paying for his [Alfredo Orozco’s] medicine to be healthy or buying vegetables to be healthy.” Which should she choose if she cannot afford both?
5. How would you compare the slaughtering of the chickens by Polyface Farms (small-scale farm) to the slaughtering of the Smithfield (large factory) hogs? How do the workers’ conditions compare?
6. Author Michael Pollan uses the phrase “Vote with Your Fork” to mean that consumers have the ability to influence companies by what they choose to eat. Is there a way as a group, school, or town that we could possibly influence this situation?

AP Psych: Tonight's Homework (due 12/10) for all sections

You're starting the Intelligence chapter: pages 419-429 with notes.

AP Psych: Tonight's Homework

Visit http://www.latinamericanstudies.org/brazil/piraha.htm and read the article.

After reading the article, imagine that you are a member of the Piraha and write me a brief e-mail about your day today. It's your day, but as a member of the Piraha. (Yes, we'll discuss why this is challenging!)

AP Psych: Tonight's Homework

385-399 with notes.

AP Psych: Crossword Puzzle answers

On Ms. Arabasz' blog...
http://appsych65.blogspot.com/2009/12/60-minutes-on-problems-with-eyewitness.html

AP Psych: Eyewitness Testimony video

Part One: http://www.cbsnews.com/video/watch/?id=4852659n

Part Two: http://www.cbsnews.com/video/watch/?id=4852677n

AP Psych: Memory Lab

First, some games:

http://kids.niehs.nih.gov/cardtr.htm

Next, visit http://ngm.nationalgeographic.com/games/memory-game and play one or two of the games.

OR

http://www.thepcmanwebsite.com/media/simon/

Don't spend more than five minutes playing games.

Don't be sheepish...visit this site: http://www.exploratorium.edu/memory/braindissection/index.html and read through the text. (Thanks, K.O.)

Now, visit http://ngm.nationalgeographic.com/2007/11/memory/brain-interactive. Read through all of the content under each of the three tabs. On a piece of paper, answer the following prompts. (Click here for a Word doc with these questions.)

Making Memories: What synonym for "sensory memory" does this page use? What synonym for "short-term memory"?

Storing Memories: On what part of our brain do our habits and motor skills rely?

Forgetting: Write down one interesting fact you learned on the "Normal Aging" page.
What are the symptoms of moderate Alzheimer's Disease? To what part of the brain has it spread?

Next, visit http://bcs.worthpublishers.com/myers7e/content/psychsim/chapter08.htm

Stop at the "Paired Associates" task. It's not worth your time.

If time remains, read the article at http://ngm.nationalgeographic.com/2007/11/memory/foer-text

World History: Thanks for checking this blog!

Here are the words from today's brainstorm, in no particular order: The Middle East, swine flu, landfills, immigration, smog, poverty, population boom, the divide between rich and poor, China, India, city life, entrepreneurs, unemployment.

Your homework for tomorrow is to think about these two questions:
*Which of these current-day topics are most interesting to you?
*What makes them interesting?

AP Psych: tonight's Homework

Go back through Chapter 9 (or your notes) and find eight different and explain HOW they apply to the playing of the game Taboo.

All AP Psych classes meet in Lab 321 tomorrow. Feel free to e-mail me a link to a good memory-related website that I might include for tomorrow's lesson.

Peace.

World History: Webquest Sites

http://www.bbc.co.uk/history/british/victorians/launch_gms_cotton_millionaire.shtml

http://www.bbc.co.uk/history/british/victorians/launch_gms_muck_brass.shtml

http://www.bbc.co.uk/history/british/launch_gms_victorian_dress.shtml

http://www.bbc.co.uk/history/british/victorians/launch_gms_womens_rights.shtml

http://www.bbc.co.uk/schools/primaryhistory/victorian_britain/

AP Psych: I Told You Positive Reinforcement is Better!

http://in.reuters.com/article/worldNews/idINIndia-43701020091105

AP Psych: Schedules of Reinforcement practice

http://home.cc.umanitoba.ca/~mdlee/Teaching/OCexercise2.html

World History: Essay Assignment

In a clear, coherent and well-planned essay, respond to the following question:

Was Napoleon a child of revolution, or did he overturn its ideals?

Requirements:
*Use “5 paragraph” essay format: introduction with thesis statement, supporting paragraphs (3 or 4, each with clear topic sentences) and a conclusion.
*Clearly argue for ONE side of the question above. Make a strong argument.
*Include a title that suggests what you will argue. (Not Napoleon Argumentative Essay.)
*Use Times New Roman or Arial font, 12 point, double-spaced with one-inch margins
*Proofread your work before submitting. Careless grammar and spelling errors only detract from the quality of your final draft.
*Cite any reliable outside sources.

Notes on the thesis statement:
*It states what you will attempt to prove in your essay.
*It should be strong, powerful and direct.

Other notes on writing:
*Your introductory paragraph can contain introductory material (about what the revolution stood for, about what Napoleon stood for, or how he came to power). However, be sure to make it relevant to your essay.
*Your conclusion should wrap up the thesis statement and not bring up new points.
*Paragraphs should relate clearly to your thesis and should not have any extra topics within it.
*Do not use “I,” “me,” “we,” or “you.” State your thesis then prove it with examples

Friday, November 6; Out of 50 points

Grading Rubric:
*Thesis Statement is present, clear, and coherent – it answers the question posed above and provides direction for the essay.
*Information used/cited is accurate and relevant (used to prove the thesis, not simply included to add length.
*Ideas are detailed, well developed and clearly explained.
*Writing is fluid with no grammar and spelling errors – sentence structure is varied and transitions between paragraphs/ topics are smooth.
*Formatting is correct.
*Final essay shows effort, understanding of material, and completeness.

AP Psych: Learning Webquest

You will be doing this in class, not from home.

Go to http://nobelprize.org/educational_games/medicine/pavlov/

Click Play Pavlov’s Dog game. Can you condition the pooch to salivate?

Go to http://www.ar.cc.mn.us/biederman/courses/p1110/examples1.htm

Read through at least three of the examples. Then click the link for Set 2 at the bottom of the page. Follow the instructions at the top of this next page.

Go to http://www.worthpublishers.com/myers5e/content/psychsim/

Click the “Operant Conditioning” link. Then, click “Reinforcement” on the next page. Click next as you finish each page.

Go to http://psych.athabascau.ca/html/prtut/reinpair.htm

Read through at least two of the examples. Then, click “On to the practice exercise” at the bottom of the page. (Don’t worry if you answer incorrectly; these are tough!)


Ready for a quiz?
Try http://allpsych.com/tests/psychology/learning.html

If there’s time, visit https://implicit.harvard.edu/implicit/

You’ll need to register with an e-mail address (valid or not). Then, click on the Demonstration link.

AP Psych: Behavior Modification Program

In class, we have discussed (or will discuss) a number of methods for altering undesirable behavior or increasing desirable behavior. In this project, you will design and implement a self-modification program based on the principles of learning.

This project consists of five steps:
1. Choosing a behavior
2. Observing and recording a baseline of the behavior (4 days)
3. Designing a behavior modification program
4. Implementing the program
5. Writing a brief paper

You will turn in:
*a histogram (see below)
*a 2-page explanation of your program and its effectiveness


STEP 1: Choose a Behavior
Select a simple behavior of yours the frequency of which you would like to increase or decrease. Examples of behaviors worthy of increasing include picking up trash, petting the dog, or giving compliments. Behaviors such as punctuating sentences with “okay?” or “you know,” biting your nails, or watching TV should be decreased. I will only read ten Facebook-related papers this year; if you plan to decrease the amount of time you spend on FB, e-mail me first for my approval.


STEP 2: Observe and Record a Baseline
Before you can begin a behavior modification program, you must determine the normal rate of the behavior you want to change and the conditions under which it appears. This process is called establishing a baseline.

A baseline provides a control condition against which you can compare the effects of whatever training method you choose. It also provides information about the possible motivation and discriminative cues that control the behavior. This information is important when designing an effective program.

Typically, observation and recording are done by someone other than the subject, in part because observation of your own behavior can change the behavior and distort the baseline. For our purposes, self-observation is acceptable.

Establish your baseline by recording and charting your chose behavior for at least four days. Behaviors can be recorded by frequency or duration. Choose the method that seems appropriate for your chosen behavior. For example, if the behavior is the habit of saying “you know,” you will want to record how many times you say it in the course of conversation. If the behavior is TV watching, you will want to record in minutes or hours per day. You will also need to consider whether the behavior is particular to a situation or more generalized.

For the greatest reliability, you should record the behavior as it occurs, rather than store the data mentally until the end of the day. (Perhaps you could carry a pen and pad with you, or make a note in your cell phone.) Be sure to note the circumstances under which the behavior occurred.

Plot your baseline data on a histogram (bar graph) with “Day” on the x-axis and “Frequency (or Duration) of behavior” on the y-axis.


STEP 3: Design a Behavior Modification Program
Design a program to change our chosen behavior that incorporates the behavioral principles in this chapter. Think carefully about why you are choosing a particular method or methods, and not other methods.

STEP 4: Implement the Program
Implement the program over a 3-day period. Observe and chart any changes in your behavior. Plot this data on your histogram.

STEP 5: Write your Paper
Write a 2-page paper (12-point Times font, double-spaced) in which you do the following:

Describe the behavior under the baseline condition. Mention any discriminative stimuli you observed and types and/or schedules of reinforcement. Be sure to demonstrate your ability to apply the concepts discussed in class.

Describe the training program that you designed. Explain how you altered the contingencies controlling the behavior. Make specific references to concepts of classical or operant conditioning (positive/negative reinforcement, schedules, conditioned stimulus, shaping, extinction) where appropriate. Be sure to demonstrate your ability to apply the concepts from the chapter.

Reflect on the effectiveness of your program. How well did it work? Why was it effective or ineffective? What changes might you make to your program?

Be concise. I will not read more than two pages.

Out of 75 points; due Thursday, November 12. (Section 2/1 take note: your class does not meet that day.)

AP Psych: tonight's Homework

309-317 w/notes (to "Updating Pavlov's Understanding")

AP Psych: Odds and Ends from Sensation & Perception

Beau Lotto's TED talk: http://www.ted.com/talks/beau_lotto_optical_illusions_show_how_we_see.html

"Castle" Optical illusion: http://izismile.com/img/img2/20090513/illusion_01.gif

Exploding head (or whatever else you look at afterwards): http://www.michaelbach.de/ot/mot_adaptSpiral/index.html

Dragon Illusion: http://www.grand-illusions.com/opticalillusions/dragon_illusion/ (Thanks to Charlie.)

AP Psych: Selective Attention in Today's News

http://news.yahoo.com/s/ap/20091027/ap_on_go_ca_st_pe/us_northwest_flight_overflown

AP Psych: Synesthesia article

http://www.doe.mass.edu/mcas/question.asp?mcasyear=2006&district=001&school=&grade=10&subjectcode=ELA&questionnumber=7

AP Psych: Sensation & Perception Group Project

Using visual aids or diagrams, your group will be responsible for describing how one of our senses works. Then, you will demonstrate the process of sensation in a class activity or an experiment.

You will be graded using the following criteria:
*Visual Aids (creative, clear, well labeled, topical)
*Presentation (preparation, eye contact, enunciation, group cohesiveness)
*Understanding (thoroughness, knowledge of topic, clarity of explanation)
*Class Activity (illustrative of sense, relevant, interesting)

80 points (20 points per category)
15 to 20 minutes in length per group (1 ½ class meetings for all 5 senses)

G7 Red: Thurs and Fri
½ Purple: Weds & Thurs
2/1 Blue: Weds & Fri
3 Green: Weds & Thurs

AP Psych: Sensation & Perception Lab

These sites are to be explored during class.

http://www.bbc.co.uk/science/humanbody/body/interactives/senseschallenge/senses.swf

http://www.rpbusa.org/rpb/eye_info/how/

http://bcs.worthpublishers.com/myers7e/

http://www.exploratorium.edu/exhibits/f_exhibits.html

http://kids.niehs.nih.gov/illusion/illusions.htm

Color blindness test: http://www.colblindor.com/color-arrangement-test/

http://www.planetperplex.com/en/index.html

http://www.michaelbach.de/ot/

AP Psych: Websites from class

http://jeffmilner.com/backmasking.htm

http://www.youtube.com/watch?v=ZyQjr1YL0zg

http://www.youtube.com/watch?v=vBPG_OBgTWg

http://deems.wordpress.com/2009/09/29/perception/

AP Psych: Was Phineas Gage a hottie?

http://www.boston.com/news/local/massachusetts/articles/2009/07/22/newly_discovered_image_offers_fresh_insights_about_1848_medical_miracle/

AP Psych: Memorize the Parts of the Brain

Yes, this is really dorky, but it will help you with the Chapter 2 test on Thursday.

http://www.thepsychfiles.com/2008/09/episode-72-video-memorize-the-parts-of-the-brain/

AP Psych: Sex!

Is this a catchy enough title to get you to read an article from a science magazine?

http://discovermagazine.com/2009/oct/10-where-does-sex-live-in-brain-from-top-to-bottom

AP Psych: World's Fastest Talker

http://www.youtube.com/watch?v=eM6zPikfOEs&feature=related

Perhaps this video will help you to distinguish between Broca's and Wernicke's areas.

AP Psych: Study Guide available for purchase

If you did poorly on the previous test, or if you believe you might benefit from having additional practice, consider purchasing the Study Guide. Do a search for "ISBN 9780716752882" and you should find a used copy for relatively cheap.

AP Psych: 60 Minutes video from class

http://search.cbsnews.com/video/watch/?id=5119805n

AP Psych: My Stroke of Insight

Watch this video!

http://www.ted.com/talks/jill_bolte_taylor_s_powerful_stroke_of_insight.html

(If it doesn't work, do a YouTube search for "Ted" and "Jill Bolte Taylor.") It's under twenty minutes -- time well-spent. Immediately afterwards, write me ONE e-mail (msandler@arlington.k12.ma.us) with your reaction to her speech. Please indicate which section of AP Psych you attend in the subject line of your e-mail. Due Tuesday, October 6 by 11:59 PM.

It should be a paragraph long; please don't write in abbreviations and watch for spelling and capitalization. (This is an e-mail to your teacher, not your BFF.) Answer the following prompt: What did Dr. Taylor's talk teach you about the brain? And close that Facebook tab!

AP Psych: Neuropsychology Project

You will be creating a poster featuring...YOURSELF!

You will provided with a large sheet of paper, and a brain (well, the outline of one.) You will have some time in class to have the outline of your head traced, by using the shadow from the overhead projector. This tracing will serve as a template for the model of the brain you will create.

Outline or draw each of the following sections. Label each area and include a visual to explain the function of the area. For example, the temporal area could include a picture or drawing of the ear. Each area will also need a brief, accurate description of its function. There's a lot that needs to fit on this poster, so plan accordingly.

Be creative; the more interesting posters will decorate our classroom for many months.

Your poster will be graded with the following in mind: picture connectedness and creativity, function descriptions, part location, overall creativity and visual presentation.

Required elements: thalamus, hypothalamus, hippocampus, amygdala, corpus callosum, pituitary gland, cerebellum, cerebral cortex, the four lobes of the brain, motor cortex, somatosensory cortex.

Out of 75 points. Due Wednesday, October 7. (The day before your Chapter 2 test)

World History - French Revolution Websites

http://www.pbs.org/marieantoinette/

http://chnm.gmu.edu/revolution/

http://www.chateauversailles.fr/en/

http://library.thinkquest.org/C006257/revolution/default.shtml

http://www.madametussauds.com/London/About/History/Default.aspx

AP Psych: Homework for Tuesday , Sept. 29

All sections: Read 57-69 and take notes

Modern World History Syllabus 2009-2010

Welcome to AHS and Honors World History! I am looking forward to an exciting, challenging and fun year with you. Throughout the year, you will use a variety of skills (for example: complex reading, note-taking, research, political cartoon analysis, etc.) to unlock the secrets of one of the most important and fascinating time periods in human history.

We will be exploring:

1. The Enlightenment and the French Revolution
2. The Congress of Vienna and the Age of Ideologies
3. The Industrial Revolution and Economic Systems
4. Imperialism
5. German and Italian Unification
6. World War I and the Russian Revolution
7. Nazi Germany and World War II
8. The Cold War


Required Materials

1. Pencil/pen
2. Notebook
3. Folder/Binder for handouts
4. Textbook

Extra Help

I will be available after school Mondays and Wednesdays until 3:10. Please let me know if you need to see me and we will schedule a time that works. I am here for help; please do not be afraid to ask me for assistance.


3 Main Expectations

1) Always be respectful to the people and materials in Room 335.
Regard yourself, those around you, and the school itself
with consideration and appreciation. No put-downs!
2) Work hard and strive for improvement.
Be responsible for your own learning.
3) Have fun!


Late Work & Attendance

Late work will not be accepted. This is non-negotiable.

If you know you will be missing a class, you need to speak to me beforehand to make arrangements. If you are sick on the day an assignment is due, you will be expected to turn it in upon returning to class. If a test or quiz is scheduled and you are out sick, e-mail me to make arrangements to take it the day you return, either during a free block or after school.

Please check the extra copies folders to pick up any handouts that you missed.

Unexcused absences will result in zeros, without exception. Please see your handbook regarding the attendance policy.

Legitimate Absences: Work missed due to excused absences must be made up in a timely fashion. It is the student’s responsibility to find out what they missed, retrieve the necessary materials and information, and turn it in.

Unexcused Absences: Missing class without a formal excuse is unacceptable. Unexcused absences will result in a dramatic drop in your Class Participation grade for the term (see below for grading information). Additional offenses will involve the Dean’s Office and calls home to parents.

Classroom Policies

Tardy Policy: Class will begin promptly according to schedule. If you are late, you must enter the classroom quietly without disturbing anything or anyone in the room. Repeated tardiness will result in a dramatic drop in your Class Participation grade for the term.

Food and Drink: If you are on time, it is fine to bring in a covered drink with you. Food is not allowed.

Cell Phones and iPods: Turned off and out of sight during and between classes.

If You Choose to Break a Rule: You will be given a verbal warning. If misbehavior continues, you will receive an after-school detention. If conduct issues persist, parents will be notified and you will be sent to the Dean’s Office.

Grading Policy

Your term grade will be determined as follows:

l Tests (approximately 100 points each)
l Quizzes (approximately 50 points each
l Papers/Projects/Presentations (30-100 points each)
l Homework and Classwork (approximately 20 points each)
l Class Participation (10% of point total)

AP Psychology Syllabus 2009-2010

I. History and Approaches (2-4%) & Research Methods (8-10%)

Prologue & Chapter 1

A. What is Psychology?

B. The History of Psychology

C. Models of Psychology (Behavioral, Cognitive, Humanist, Psychodynamic,

Biological & Evolutionary)

D. The Scientific Method
E. Research Methods

1. Descriptive Methods (case study, survey, naturalistic observation)

2. The Experimental Method

F. Ethics in Psychology

Essential Questions:

● What is psychology?

● What differences exist in how psychologists approach human behavior?

● How do psychologists test behavior and interpret results?

● Are there limits to what psychologists should be allowed to do?

II. Biological Bases of Behavior (8-10%)

Chapters 2 & 3

A. The Brain

B. The Nervous System

C. Neural Communication

D. The Endocrine System

Essential Questions:

● What does research about brain function suggest about optimum learning?

● How do scientists investigate the interaction between genetics and experience?

III. Developmental Psychology (7-9%)

Chapter 4

A. Prenatal development

B. Infancy and attachment

C. Language Acquisition

D. Dimensions of Development (Cognitive, Moral, Personality)

E. Adolescence and Adulthood

F. Death and Dying

Essential Questions:

● To what extent is development caused by forces within the individual?

● Does a critical period exist for language development?

● Do our personalities stay the same throughout our lives, or do we become different people as we age?

● What is the significance of research about our cognitive, moral, and personality development?

IV. Sensation and Perception (6-8%)

Chapters 5 & 6

A. Attention and awareness

B. Vision

C. Hearing

D. The other senses

E. Perceptual Illusions

F. Perceptual Organization

G. Perceptual Interpretation

Essential Questions:

● What is the relationship between sensation and perception?

● To what extent does our mind consciously control sensations and perceptions?

V. States of Consciousness (2-4%)

Chapter 7

A. Sleep and Dreams

B. Hypnosis & Meditation

C. Drugs and Consciousness

Essential Questions:

● What is the purpose of sleep?

● What is the role of culture in sleep patterns and dreaming?

● What techniques are used to alter consciousness, and for what purposes?

● What are the dangers of mind-altering substances?

VI. Learning (7-9%)

Chapter 8

A. Classical Conditioning

B. Operant Conditioning

Essential Questions:

● What phenomena are involved in the acquisition of knowledge or skills?

● What is the role of past experience on future behavior?

● How can psychological data be used to control behavior in real-life settings?

VII. Cognition (8-10%)

Chapters 9 & 10

A. Information Processing Model (encoding, storage, retrieval)

B. Short-term vs. Long-term Memory

C. Forgetting

D. Memory Construction & Eyewitness Memory

E. Problem-Solving & Heuristics

Essential Questions:

● What are the various explanations of how memory is stored?

● How can psychological research on memory be used to better retention?

● Is information ever permanently lost from our memories?

● How can memories be altered by external factors?

● Can memories be repressed over long spans of time and later recalled?

● What are the devices that humans use to solve problems and store information?

VIII. Testing and Individual differences (5-7%)

Chapter 11

A. What is Intelligence?

B. The History of Intelligence Testing

C. Genetic and Environmental Influences on Intelligence

Essential Questions:

● How has the testing of intelligence evolved in the field of psychology?

● How do genetics and personal experience account for intelligence?

● How do psychologists of differing perspectives define intelligence?

● What are the possible explanations for gaps in intelligence test scores among racial and ethnic groups?

IX. Motivation & Emotion (6-8%)

Chapters 12 & 13

A. Achievement and Belonging Needs

B. Hunger

C. Sexual Motivation

D. Theories of Emotion

E. Emotion Perception

F. Stress, Coping, and Health

Essential Questions:

● How can research on motivation and peak performance be applied to our lives?

● What are the genetic and environmental influences on hunger and eating?

● What gender differences exist in the motivation for sexual reproduction?

● What is the role of culture in the formation and perception of emotion?

X. Personality (5-7%)

Chapter 15

A. The Psychoanalytical Perspective

B. The Behavioral Perspective

C. The Humanist Perspective

D. The Biological Perspective

E. Assessment Techniques

Essential Questions:

● What is the balance between genetics (nature) and environment (nurture) in determining human personality?

● How do the various psychological perspectives differ in their explanations of human personality?

● What traits are used to separate between types of personality?

● What are the tools by which we measure personality?

XI. Abnormal Psychology (7-9%)

Chapters 14 & 16

A. Perspectives on Psychological Disorders

B. Anxiety Disorders

C. Somatoform Disorders

D. Mood Disorders

E. Dissociative Disorders

F. Schizophrenic Disorders

G. Personality Disorders

Essential Questions:

● How do psychologists distinguish normal behavior from abnormal behavior?

● What are the common misperceptions about people with mental disorders?

● What are the advantages and disadvantages of diagnostic labeling?

● How do psychologists differentiate between various types of mental disorders?

● How are the mentally ill affected by their individual disorders?

XI. Treatment of Psychological Disorders (5-7%)

Chapter 17

A. Insight Therapies

B. Psychodynamic Approaches

C. Behavioral Approaches

D. Cognitive Approaches

E. Biological Therapies and Psychopharmacology

Essential Questions:

● What are the rewards and challenges of working as a therapist?

● In what cases should adults have treatments imposed on them?

XIII. Social Psychology (8-10%)

Chapter 18

A. Social Thinking (Attributions)

B. Social Influence

1. Techniques of Persuasion

2. Conformity

3. Obedience

C. Social Relations

1. Attraction

2. Prejudice & Stereotyping

3. Conflict

4. Group Dynamics

Essential Questions:

● Is there a limit to which control over a situation can control human behavior?

● What is the role of physical attractiveness in human society?

● What psychological phenomena contribute to the formation of stereotypes?

● How does perception of attractiveness differ across cultures?

● How can group membership influence an individual’s behavior & personality?

AP Psych: Descriptive Statistics

http://bcs.worthpublishers.com/psychsim5/Descriptive%20Statistics/PsychSim_Shell.html

AP Psych: Designing an Experiment

For your first project, you will be creating an experimental design for a psychological research project. First, you must choose an area of interest concerning human behavior. Then, identify a hypothesis that you wish to test. Your research design must include the following sections in your report:

I. INTRODUCTION

This section should read from general to specific, beginning with an overview of the topic you wish to study and concluding with your hypothesis. Introductions generally include a literature review, in which you provide summaries of relevant psychological studies that have been previously conducted. For the purposes of this assignment, however, a literature review is not necessary.

II. METHOD

This section is generally divided into three sections: materials, participants, and procedures. Materials include any objects, tests or other created items used in the study. The participant section includes information regarding the general characteristics of the subjects (no names), and the manner in which they were selected and assigned. Lastly, the procedures section provides detail on how the experiment is to be conducted.

In your text, be sure to include and identify the following terms as they apply to your study: hypothesis, independent variable, dependent variable, operational definition, experimental group, control group, as well as any other relevant terms (such as random sampling, random assignment, placebo.)

In the spring, you may have the opportunity to follow up on this design by conducting the experiment.

Due at the start of class Thursday 9/24 (Wednesday 9/23 for 3rd-Period Section) Out of 75 points.

World History Homework due Thursday, 9/17

Create a map of AHS. Use one sheet of graph paper. Label the three houses -- Downs, Collomb & Fusco -- the "links," gyms and auditoriums, stairwells, double doors, and your five core curriculum classrooms.

AP Psych due dates

Due Thursday 9/17
All sections: Read pages 99-116 and take notes

Due Friday 9/18
All sections: Read pages 116-132 and take notes

Due Monday 9/21 (Tuesday 9/22 for G7 section)
Naturalistic Observation assignment

Due Thursday 9/24 (Weds 9/23 for Period 3 section)
Experimental Design project

Friday 9/25:
All sections: Test on Prologue, Chapter 1 & Chapter 3

World History Homework due Friday, 9/11

Please hand in a one-page (12 point Times or Arial font, 1 1/2 spaced) letter to Mr. Sandler at the start of Friday's class.

Your letter is meant to be an introduction. Address the following questions in full sentences and without bullet points:

--What is the most important thing that I, your teacher, should know about you?
--What was the most exciting event of your summer?

--What is your favorite activity outside of school?

--What are your hopes for the school year? (We all want good grades...what else?)

--What is your favorite website? (mistersandler.blogspot.com doesn't count!)

2009 Summer Assignment

In her conclusion to Opening Skinner's Box, Lauren Slater writes:

I do notice...certain common threads haphazardly emerging from these chapters, a series of questions that inform and give density to many of these experiments. Over and over arise questions of free will (Skinner, Alexander, Loftus, Moniz), conformity/obedience (Milgram, Darley and Latanė, Festinger, Rosenhan), and the experimentation itself on living beings (Harlow, Skinner, Milgram, Moniz). Even the most technically proficient experiments...ultimately concern themselves with...the kinds of ethical and existential questions we associate with philosophy.

With the exception of the Milgram experiment, consider two of the experiments discussed in Slater's book. In a three to four-page, well-organized essay, discuss how these two psychological experiments provide insight into either the notion of free will, obedience/conformity, or experimentation on living beings. In addition, respond to the following prompt: What ethical and existential (look up the definition of this word if you don't know it) questions were brought about for you, a student of psychology? You will need to provide a brief synopsis of each of the two experiments you chose, but this is to provide context, not to add bulk to your paper. Again, do not discuss the Milgram experiment.

Please, no funky fonts, cover pages or wide margins. 12 point Times, double-spaced. Your teacher will stop reading after four pages.

This assignment is due on your first AP Psych class. Please e-mail Mr. Sandler with questions(msandler@arlington.k12.ma.us).

Good luck, and get ready for a challenging and rewarding year.

B (2/1) class: post here:

C (3) class: post here:

F (6/5) class: post here:

G7 class: post here

Seniors, this is your final assignment.

In fiction, dissociative identity disorder has been portrayed in a wide variety of ways. Go to http://en.wikipedia.org/wiki/Dissociative_identity_disorder_in_fiction and select a TV episode or movie from the list to watch outside of class.

You have seen The Three Faces of Eve in class. Please compare and contrast how DID is shown in your chosen work of fictions and the "true story" of Eve.

I am not asking you to write a formal paper on this topic. Instead, I want you to reflect on the prompt above and post your comments on this blog so that other students may respond. Let's see where this takes us!

Please read the other comments before responding; repetitive posts are yawn-inducing.

Instructions for posting:
1) Click the Comments link for your class listed above. (After where it says "posted by Mr. Sandler.")
2) Paste your comments.
3) Sign your name at the bottom of your post.
4) Select "Anonymous" instead of your user name.

Last day to post: Tuesday, May 26. Out of 75 points. Edited: 250-300 words total in posts.

Memorize Parts of the Brain

http://www.thepsychfiles.com/2008/09/22/episode-72-video-memorize-the-parts-of-the-brain/

AP Psych Free Response Questions, Scoring Guidelines & Sample Work

http://apcentral.collegeboard.com/apc/members/exam/exam_questions/2088.html?affiliateId=APSamp&bannerId=psyc

sneaky!

AP Practice

http://www.abacon.com/psychsite/test.html
http://www.appsychology.com/HowPass/MC%20quizes/MCquizeshome.htm

Social Psychology

Please record your times after you play this "game":
http://backhand.uchicago.edu/Center/ShooterEffect/

Read both of these articles and write a 1 - 1 1/2 page reaction to one of them, relating the content to at least three concepts from Chapter 18:
http://www.slate.com/id/2188684/

http://www.nytimes.com/2007/02/25/education/25sorority.html?_r=2&oref=slogin

THIS is the April Fools' Post.

http://www.theonion.com/content/video/fda_approves_depressant_drug_for

This is NOT an April Fool's Day article!

http://www.breitbart.com/article.php?id=D978VQ480&show_article=1

Thepary and the Schools of Psychology

http://www.thepsychfiles.com/2009/01/13/episode-83-new-years-resolutions-to-lose-weight-why-so-hard-to-keep/

Veterans and PTSD

http://thephoenix.com/Boston/News/78044-Soldiers-committing-suicide/

Big Five Personality Test

http://www.outofservice.com/bigfive/

Campaign for Real Beauty

http://www.campaignforrealbeauty.com/flat4.asp?id=6909

Gross National Happiness

http://query.nytimes.com/gst/fullpage.html?res=9A02E6D61030F937A35753C1A9639C8B63&sec=&spon=&pagewanted=print

SMASH!

http://lxtv.com/1stlooknational/video/9475

Happiness is Contagious

http://www.boston.com/news/local/massachusetts/articles/2008/12/05/new_reason_to_be_happy_it_may_go_a_long_way/

Spot the Fake Smile

http://www.bbc.co.uk/science/humanbody/mind/surveys/smiles/

Let's Talk About Sex

http://www.boston.com/lifestyle/articles/2009/02/01/lets_talk_about_sex/

Generation Sex

http://www.dailymail.co.uk/femail/article-1129978/How-faceless-amoral-world-cyberspace-created-deeply-disturbing--generation-SEX.html

MI Lesson Plan Resources

http://www.teachervision.fen.com/intelligence/teaching-methods/2204.html
http://uwf.edu/cutla/assessstudent.cfm

Multiple Intelligences

http://surfaquarium.com/Mi/inventory.pdf

None of the Above

http://www.gladwell.com/2007/2007_12_17_c_iq.html

Baby Signs

https://www.babysigns.com/

1 paragraph answering:
Should my wife and I teach our six month-old daughter to sign?
Support your statement using this site and at least one other web site. (Don't forget to cite!)

Koko the Gorilla

http://edcommunity.apple.com/ali/story.php?itemID=545