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Lake County Schools Investing In Excellence!

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Academic Services

April 2013

AP Seminar

ForAP

PsychologyWELCOME

Academic ServicesApril 2013

Community Builder:Just like me…..

1. One person begins introducing themselves to the group

2. When another person in the audience hears something the previous person shared that is “just like them” the chime in say “ that’s just like me”

3. The person that chimed in saying “ that’s just like me begins introducing themselves starting with the connection from the previous person.

4. Repeat step 2 and 3 until all members in the audience have introduced themselves.

Students will share with the class one strategy or tip they will use on

exam day

AP SeminarCBC

I DO

•Instructor will review the 21st Century skills and AP success stats with students and make a conncetion to the AP Seminar•Instructor will review specific content for AP course of study

WE DO

• Instructor and students will utilize test taking strategies to answer multiple choice and free response answers

YOU DO

• Students will utilize materials from the AP Seminar to study for AP exam

April

6 &

Apr

il 27

201

3 Learning Goal: Learners will understand and implement effective test taking strategies for passing AP exams.

Objec

tive

• Learners will: utilize content knowledge learned in AP courses coupled with effective test taking strategies to increase pass rate by completing practice AP test questions

Bellwork: Community Builder

Strategic Plan Goal # 1Increased Student Achievement

NEXT STEPS:1. Utilize new learning and implement on AP exam2. Continue to study for AP exam

Benchmarks:

Exit ActivityEssential Question:How do we revolutionize the way we teach, lead, and learn for 21st century success?Common Language:

• Advanced Placement• Effective Strategies

21st Century Skills Tony Wagner, The Global Achievement Gap

1. Critical Thinking and Problem Solving2. Collaboration and Leadership3. Agility and Adaptability4. Initiative and Entrepreneurialism5. Effective Oral and Written

Communication6. Accessing and Analyzing Information7. Curiosity and Imagination

Academic Services

Positive StatisticsHurray Lake County

SchoolsLake County Schools….

– Named to the College Board District Honor Roll

CR 1: History and Approaches (2-4%)

CR 1: History and Approaches (2-4%)

• Recognize how philosophical perspectives shaped the development of psychological thought.

• Describe and compare different theoretical approaches in explaining behavior:– structuralism, functionalism, and behaviorism in the

early years;– Gestalt, psychoanalytic/psychodynamic, and

humanism emerging later;– evolutionary, biological, and cognitive as more

contemporary approaches.• Recognize the strengths and limitations of

applying theories to explain behavior.• Distinguish the different domains of

psychology:– biological, clinical, cognitive, counseling,

developmental, educational, experimental, human factors, industrial–organizational, personality, psychometric, and social.

CR 2: Research Methods (8-10%)


• Differentiate types of research (e.g., experiments, correlational studies, survey research, naturalistic observations, and case studies) with regard to purpose, strengths, and weaknesses.

• Describe how research design drives the reasonable conclusions that can be drawn (e.g., experiments are useful for determining cause and effect; experimental controls reduces alternative explanations).

• Identify independent, dependent, confounding, and control variables in experimental designs.

• Distinguish between random assignment of participants to conditions in experiments and random selection of participants, primarily in correlational studies and surveys.


• Predict the validity of behavioral explanations based on the quality of research design (e.g., confounding variables limit confidence in research conclusions).

• Distinguish the purposes of descriptive statistics and inferential statistics.

• Apply basic descriptive statistical concepts, including interpreting and constructing graphs and calculating simple descriptive statistics (e.g., measures of central tendency, standard deviation).

• Discuss the value of reliance on operational definitions and measurement in behavioral research.

• Identify how ethical issues inform and constrain research practices.

CR 3: Biological Bases of Behavior

(8-10 %)


(8-10 %)• Identify basic processes and systems in

the biological bases of behavior, including parts of the neuron and the process of transmission of a signal between neurons.

• Discuss the influence of drugs on neurotransmitters (e.g., reuptake mechanisms).

• Discuss the effect of the endocrine system on behavior.

• Describe the nervous system and its subdivisions and functions:– central and peripheral nervous systems;– major brain regions, lobes, and cortical areas;– brain lateralization and hemispheric

specialization.


(8-10 %)• Recount historic and contemporary

research strategies and technologies that support research (e.g., case studies, split-brain research, imaging techniques).

• Discuss psychology’s abiding interest in how heredity, environment, and evolution work together to shape behavior.

• Predict how traits and behavior can be selected for their adaptive value.

CR 4: Sensation and Perception (6-

8%)


8%)• Discuss basic principles of sensory

transduction, including absolute threshold, difference threshold, signal detection, and sensory adaptation.

• Describe sensory processes (e.g., hearing, vision, touch, taste, smell, vestibular, kinesthesis, pain), including the specific nature of energy transduction, relevant anatomical structures, and specialized pathways in the brain for each of the senses.

• Explain common sensory disorders (e.g., visual and hearing impairments).


8%)• Describe general principles of organizing

and integrating sensation to promote stable awareness of the external world (e.g., Gestalt principles, depth perception).

• Discuss how experience and culture can influence perceptual processes (e.g., perceptual set, context effects).

• Explain the role of top-down processing in producing vulnerability to illusion.

• Discuss the role of attention in behavior.• Challenge common beliefs in

parapsychological phenomena.

CR 5: States of Consciousness (2-

4%)

CR 5: States of Consciousness (2-

4%)• Describe various states of consciousness

and their impact on behavior.• Discuss aspects of sleep and dreaming:

– stages and characteristics of the sleep cycle;– theories of sleep and dreaming;– symptoms and treatments of sleep disorders.

• Describe historic and contemporary uses of hypnosis and explain hypnotic phenomena (e.g., suggestibility).

• Identify the major psychoactive drug categories (e.g., depressants, stimulants) and classify specific drugs, including their psychological and physiological effects.

• Discuss drug dependence, addiction, tolerance, and withdrawal.

CR 6: Learning (7-9%)


• Distinguish general differences between principles of classical conditioning, operant conditioning, and observational learning (e.g., contingencies).

• Describe basic classical conditioning phenomena, such as acquisition, extinction, spontaneous recovery, generalization, discrimination, and higher-order learning.

• Predict the effects of operant conditioning (e.g., positive reinforcement, negative reinforcement, punishment, schedules of reinforcement).

• Predict how practice, schedules of reinforcement, and motivation will influence quality of learning.


• Interpret graphs that exhibit the results of learning experiments.

• Provide examples of how biological constraints create learning predispositions.

• Describe the essential characteristics of insight learning, latent learning, and social learning.

• Apply learning principles to explain emotional learning, taste aversion, superstitious behavior, and learned helplessness.

• Suggest how behavior modification, biofeedback, coping strategies, and self-control can be used to address behavioral problems.

CR 7: Cognition (8-10%)


• Compare and contrast various cognitive processes:– effortful versus automatic processing;– deep versus shallow processing;– focused versus divided attention.

• Describe and differentiate psychological and physiological systems of memory (e.g., short-term memory, procedural memory).

• Outline the principles that underlie effective encoding, storage, and construction of memories.

• Describe strategies for memory improvement.

• Synthesize how biological, cognitive, and cultural factors converge to facilitate acquisition, development, and use of language.


• Identify problem-solving strategies as well as factors that influence their effectiveness.

• List the characteristics of creative thought and creative thinkers.

CR 8: Motivation and Emotion (6-8%)


• Identify and apply basic motivational concepts to understand the behavior of humans and other animals (e.g., instincts, incentives, intrinsic versus extrinsic motivation).

• Discuss the biological underpinnings of motivation, including needs, drives, and homeostasis.

• Compare and contrast motivational theories (e.g., drive reduction theory, arousal theory, general adaptation theory), including the strengths and weaknesses of each.

• Describe classic research findings in specific motivation systems (e.g., eating, sex, social).


• Discuss theories of stress and the effects of stress on psychological and physical well-being.

• Compare and contrast major theories of emotion (e.g., James–Lange, Cannon– Bard, Schachter two-factor theory).

• Describe how cultural influences shape emotional expression, including variations in body language

CR 9: Developmental

Psychology (7-9%)

CR 9: Developmental

Psychology (7-9%)• Discuss the interaction of nature and

nurture (including cultural variations) in the determination of behavior.

• Explain the process of conception and gestation, including factors that influence successful fetal development (e.g., nutrition, illness, substance abuse).

• Discuss maturation of motor skills.• Describe the influence of temperament

and other social factors on attachment and appropriate socialization.

• Explain the maturation of cognitive abilities (e.g., Piaget’s stages, information processing).

CR 9: Developmental

Psychology (7-9%)• Compare and contrast models of moral

development (e.g., Kohlberg, Gilligan).• Discuss maturational challenges in

adolescence, including related family conflicts.

• Characterize the development of decisions related to intimacy as people mature.

• Predict the physical and cognitive changes that emerge as people age, including steps that can be taken to maximize function.

• Describe how sex and gender influence socialization and other aspects of development.

CR 10: Personality (5-7%)

CR 10: Personality (5-7%)

• Compare and contrast the major theories and approaches to explaining personality: – psychoanalytic, humanist, cognitive, trait, social

learning, and behavioral.• Describe and compare research methods

(e.g., case studies and surveys) that psychologists use to investigate personality.

• Identify frequently used assessment strategies (MMPI, TAT), and evaluate relative test quality based on reliability and validity of the instruments.

• Speculate how cultural context can facilitate or constrain personality development, especially as it relates to self-concept (e.g., collectivistic versus individualistic cultures).

CR 11: Testing & Individual Differences

(5-7%)


(5-7%)• Define intelligence and list characteristics of how psychologists measure intelligence:– abstract versus verbal measures;– speed of processing.

• Discuss how culture influences the definition of intelligence.

• Compare and contrast historic and contemporary theories of intelligence (e.g., Charles Spearman, Howard Gardner, Robert Sternberg).

• Explain how psychologists design tests, including standardization strategies and other techniques to establish reliability and validity.


(5-7%)• Interpret the meaning of scores in terms of the normal curve.

• Describe relevant labels related to intelligence testing (e.g., gifted, cognitively disabled).

• Debate the appropriate testing practices, particularly in relation to culture-fair test uses.

CR 12: Abnormal Behavior (7-9%)


• Describe contemporary and historical conceptions of what constitutes psychological disorders.

• Recognize the use of the Diagnostic and Statistical Manual of Mental Disorders (DSM) published by the American Psychiatric Association as the primary reference for making diagnostic judgments.

• Discuss the major diagnostic categories, with corresponding symptoms, including:– anxiety and somatoform disorders, mood

disorders, schizophrenia, organic disturbance, personality disorders, and dissociative disorders.


• Evaluate the strengths and limitations of various approaches to explaining psychological disorders: – medical model, psychoanalytic, humanistic,

cognitive, biological, and sociocultural.• Identify the positive and negative

consequences of diagnostic labels (e.g., the Rosenhan study).

• Discuss the intersection between psychology and the legal system (e.g., confidentiality, insanity defense).

CR 13: Treatment of Abnormal Behavior

(5-7%)

CR 13: Treatment of Abnormal Behavior

(5-7%)• Describe the central characteristics of

psychotherapeutic intervention.• Describe major treatment orientations used

in therapy (e.g., behavioral, cognitive, humanistic) and how those orientations influence therapeutic planning.

• Compare and contrast different treatment formats.

• Summarize effectiveness of specific treatments used to address specific problems.

• Discuss how cultural and ethnic context influence choice and success of treatment (e.g., factors that lead to premature termination of treatment).

• Describe prevention strategies that build resilience and promote competence.

CR 14: Social Psychology (8-10%)


• Apply attribution theory to explain motives (e.g., fundamental attribution error, self-serving bias).

• Describe the structure and function of different kinds of group behavior (e.g., deindividuation, group polarization).

• Explain how individuals respond to expectations of others, including groupthink, conformity, and obedience to authority.

• Discuss attitudes and how they change (e.g., central route to persuasion).

• Predict the impact of the presence of others on individual behavior (e.g., bystander effect, social facilitation).


• Describe processes that contribute to differential treatment of group members (e.g., in-group/out-group dynamics, ethnocentrism, prejudice).

• Articulate the impact of social and cultural categories (e.g., gender, race, ethnicity) on self-concept and relations with others.

• Anticipate the impact of behavior on a self-fulfilling prophecy.

• Describe the variables that contribute to altruism, aggression, and attraction.

• Discuss attitude formation and change, including persuasion strategies and cognitive dissonance.

Strategies and Practice: Multiple

Choice


Choice• First and foremost, Don’t Freak Out!

– You can get about 80% correct on the multiple choice, do well on the FRQs and still pull a 5!

– Remember the Yerkes-Dodson Law – a moderate level of arousal will help you perform at your best, but a high level of arousal will cause you to freeze-up.

• Answer EVERY Question. – There is no penalty for incorrect answers.

• Budget your time!– You have 70 minutes to complete the Multiple

Choice portion.– Since the test becomes more difficult as you go,

try to spend less time on some of the early, “easier” questions, and save your time for the later, more difficult ones.


Choice• Answer Smart:

– Use your knowledge of the psychological perspective! Sometimes the stem of the question can give you a clue about the possible answer.

• Sometimes you don’t even need to read the multiple choice options.

– Narrow down the possible answer. You are allowed to write on the test, so cross off multiple choice options that are not possible answers.

– Avoid extreme answers. Answers that contain the words always, never or everyone are rarely the correct ones.

– Be wary of answer choice that seem very similar to one another.

• Remember, you are looking for THE BEST answer, so if two choices are so similar that one is not clearly better than the other, than it’s likely that neither are correct.


Choice• Answer Smart:

– Be careful to NOT talk yourself out of the “obvious” answers at the beginning of the test.

• If you are struggling, go with first instinct, but mark the question and come back if time.

– Some questions are wordy and long. Take your time and reason it out. DON’T PANIC.

– Some terms may be a bit different than in textbook. Look for commonalities.

– Be sure answer key lines up. – Remember, depending upon the difficulty of the

test it is possible to pass with as few as 50-55% correct.

Multiple Choice: History and Approaches

• Which of the following concepts is most integral to Sigmund Freud’s psychoanalytic theory?a. trephiningb. structuralismc. the unconscious mindd. the concept of Gestalte. behaviorism

Multiple Choice: History and Approaches

• Behaviorists explain human thought and behavior as a result ofa. past conditioning.b. unconscious behavioral impulses.c. natural selections.d. biological processes.e. individual choice

Multiple Choice: Research Methods

• Some psychologists consider Stanley Milgram’s obedience studies to be unethical because of which ethical consideration?a. improper sampling procedureb. risk of long-term harmc. clear scientific purposed. debriefing e. anonymity

Multiple Choice: Research Methods

• Theoretically, random assignments should eliminatea. sampling error.b. the need to use statistics.c. concerns over validity.d. many confounding variables.e. the need for a representative sample.

Multiple Choice: Biological Bases of

Behavior• Paralysis of the left arm might be

explained by a problem in thea. Motor cortex of the frontal lobe in the

left hemisphere.b. Motor cortex in the frontal lobe in the

right hemisphere.c. Sensorimotor cortex in the temporal

lobe in the left hemisphere.d. Motor cortex in the parietal lobe in the

left hemisphere.e. Motor cortex in the parietal lobe in the

right hemisphere.

Multiple Choice: Biological Bases of

Behavior• Antidepressants like Prozac are

often used to treat mood disorders. According to what you know about their function, which neurotransmitter system do these types of drugs try to affect?a. serotoninb. adrenalinec. acetylcholined. endorphinse. morphine

Multiple Choice: Sensation and

Perception• Our sense of smell may be a

powerful trigger for memories becausea. we are conditioned from birth to make

strong connections between smells and events.

b. the nerve connecting the olfactory bulb sends impulses directly to the limbic system.

c. the receptors at the top of each nostril connect with the cortex.

d. smell is a powerful cue for encoding memories into long-term memory.

e. strong smells encourage us to process events deeply so they will most likely be remembered.

Multiple Choice: Sensation and

Perception• Which of the following sentences

best describes the relationship between sensation and perception?a. Sensation is a strictly mechanical

process, while perception is a cognitive process.

b. Perception is an advanced form of sensation.

c. Sensation happens in the senses, while perception happens in the brain.

d. Sensation is detecting stimuli, perception is interpreting stimuli detected.

e. Sensation involves learning and expectations, and perception does not.

Multiple Choice: States of

Consciousness• Which of the following two sleep

disorders occur most commonly?a. insomnia and narcolepsyb. apnea and narcolepsyc. night terrors and apnead. somnambulism and insomniae. insomnia and apnea

Multiple Choice: States of

Consciousness• Agonists are psychoactive drugs that

a. produce tolerance without associated withdrawal symptoms.

b. mimic and produce the same effects as certain neurotransmitters.

c. mimic neurotransmitters and block their receptor sites.

d. enhance the effects of certain opiates like heroin.

e. make recovery from physical addiction more difficult.

Multiple Choice: Learning

• Just before something scary happens in a horror film, they often play scary-sounding music. When I hear the music, I tense up in anticipation of the scary event. In this situation, the music serves as aa. USb. CSc. URd. CRe. NR

Multiple Choice: Learning

• Which of the following is an example of positive reinforcement?a. Buying a child a video game after she

throws a tantrum.b. Going inside to escape a

thunderstorm.c. Assigning a student a detention for

fighting.d. Getting a cavity filled at the dentist to

halt a toothache.e. Depriving a prison inmate of sleep.

Multiple Choice: Cognition

• Which of the following is an effective method for testing whether a memory is actually true or whether it is a constructed memory?a. Checking to see whether it was deeply

processed or shallowly processed.b. Testing to see if the memory was

encoded from sensory memory into working memory.

c. Using a PET scan to see if the memory is stored in the hippocampus.

d. Using other evidence, such as written records, to substantiate the memory.

e. There is no way to tell the difference between a true memory and a constructed one.

Multiple Choice: Cognition

• Which of the following is an example of the use of the representativeness heuristic?a. Judging that a young person is more likely to be

the instigator of an argument than an older person, because you believe younger people are more likely to start fights.

b. Breaking down a moth story problem into smaller, representative parts, in order to solve it.

c. Judging a situation by a rule that is usually, but not always, true.

d. Solving a problem with a rule that guarantees the right, more representative, answer.

e. Making a judgment according to past experiences that most easily recalled, therefore representative of experience.

Multiple Choice: Motivation and

Emotion• The Yerkes-Dodson law predicts that

most people would perform an easy task best if that are ata. a high level of arousal.b. a low level of arousal.c. a baseline state.d. a level of self-actualizatione. a state of homeostasis.

Multiple Choice: Motivation and

Emotion• Seyle’s general adaptation

syndrome describesa. how the central nervous system

processes emotions.b. the effect of low levels of arousal on

emotion.c. our reaction to stress.d. our reactions to the different levels of

Maslow’s hierarchy of needs.e. the sexual response cycle.

Multiple Choice: Developmental

Psych• Harlow’s experiments with

substitute mother made of wire demonstrated the importance of what aspect of nurturing?a. feedingb. responsiveness to needsc. imprintingd. touche. stranger anxiety

Multiple Choice: Developmental

Psych• In which stage of cognitive

development do infants learn object permanence?a. preoperationalb. formal-operationsc. autonomyd. sensorimotore. conventional

Multiple Choice: Personality

• Juan has a huge crush on Sally, but he never admits to it. Instead, he tells all who will listen that Sally is “really into him.” Psychoanalysts would see Juan’s bragging as an example ofa. displacement.b. reaction formation.c. sublimationd. denial.e. projection.

Multiple Choice: Personality

• Which psychologist believed that people have free will and are motivated to self-actualize?a. Abraham Maslowb. Sigmund Freudc. Albert Bandurad. B.F. Skinnere. John Watson

Multiple Choice: Testing & Individual

Differences• Astor scores at the 84th percentile on the WISC. Which number most closely represents his IQ?a. 85b. 110c. 115d. 120e. 130

Multiple Choice: Testing & Individual

Differences• If a test is reliable, it means thata. it is given in the same way every time.b. it tests what it is supposed to test.c. it is a fair assessment.d. it yields consistent results.e. it is also valid.

Multiple Choice: Abnormal Behavior

• The DSM-IV-TR containsI. A description of the symptoms of mental

disorders.II. A description of the likely caused of

mental disorders.III. Recommended methods of treatment for

mental disorders.a. I onlyb. II onlyc. III onlyd. I and IIe. I, II and III.

Multiple Choice: Abnormal Behavior

• Which of the following is a positive symptom of schizophrenia?a. flat affectb. greater sensitivity toward othersc. catatoniad. reduced depressione. hallucination

Multiple Choice: Treatment of

Abnormal Behavior• Coretta’s therapist says little during

their session and never makes any recommendations about what Coretta ought to do. What kind of therapy does Coretta’s therapist most likely practice?a. psychodynamicb. behavioralc. cognitived. biomedicale. humanistic

Multiple Choice: Treatment of

Abnormal Behavior• Dr. Soo is a psychiatrist who wants to

prescribe a drug for one of her patients who is suffering from GAD. Which of the following drugs is she most likely to prescribe?a. tricyclic antidepressantsb. Thorazinec. Haldold. lithiume. Valium

Multiple Choice: Social Psychology

• After your school’s football team has a big win, students in the halls can be heard saying “We were awesome!” The next week, after the team loses to the last-place team in the league, the same students lament that “They were terrible!” The difference in these comments illustratesa. the fundamental attribution error.b. self-serving bias.c. the self-fulfilling prophecy effect.d. the false consensus effect.e. conformity.

Multiple Choice: Social Psychology

• In the Milgram studies, the dependent measure wasa. the highest level of shock supposedly

administered.b. the location of the learnerc. the length of the line.d. the number of people in the group.e. the instructions given by the

experimenter.

Strategies and Practice: Free

Response


ResponseBreathe deep…and KNOW that you CAN do it!• Read the prompt carefully!

– The first time you read it you will probably just hear the blood pounding in your ears as you freak out thinking you can’t answer this. But you can!!!!

• Now, read it again. You will feel better.• Now, read it again. By now, you should

know WHAT THEY ARE ASKING!– Identify, specifically, how many points you need

to answer (they are usually in bullet points).– Jot down an outline or point rubric.

• Do the one you feel confident about first!


Response• You are not writing a 5-paragraph essay.

– If the question has bullet points, it’s okay to answer in bullet points, as long as it is in complete sentences.

• Assume that the grader does not know anything about Psychology.– Define and underline all the terms they ask in

the prompts.– If there is a term that they are asking and you

don’t know it, apply a term that would be most similar.

• It is not enough to define the terms! You MUST relate those terms to the prompt in order to get points!

• Spelling DOES NOT count! As long as the word is close, you’ll be fine.


Response A researcher designs a study to investigate the effect of feedback on perception of incomplete visual figures. Each participant stares at the center of a screen while the researcher briefly projects incomplete geometric figures one at a time at random positions on the screen. The participant’s task is to identify each incomplete figure. One group of participants receives feedback on the accuracy of their responses. A second group does not. The researcher compares the mean number of figures correctly identified by the two groups.

A. Identify the independent and dependent variables in the study.

B. Identify the role of each of the following psychological terms in the context of the research.– Foveal vision– Feature detectors– Gestalt principle of closure

C. Describe how each of the following terms relates to the conclusions that can be drawn based on the research.– Random assignment– Statistical significance


ResponseA. Annabelle is planning to apply to college but has not yet decided where she will apply. Describe how the following psychological concepts and terms relate to her choice.

– Availability heuristic– Compliance– Prefrontal cortex– Prospective memory

B. Explain how the following psychological concepts could relate to how well Annabelle adapts when she begins her college career.

– Agoraphobia– Crystallized intelligence– Ethnocentrism

Exit Activity• With a shoulder partner, turn

and talk about one strategy you will utilize on your AP exam and why.

Lake County Schools Investing In Excellence!

College and Career Readiness

Academic Services

April 2013

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