AP Psychology Notre Dame High School

Introductions Name Psych topic you want to learn about this year Something you want me to know about you Your biggest struggle in school Your current #1 college choice

Course Materials Textbook Three Ring Binder with Dividers Pen/Pencil Index Cards/Different Color Pens

14 Topics History and Approaches (2-4%) Research Methods (8-10%) Biological Bases of Behavior (8-10%) Sensation and Perception (6-8%) States and Consciousness (2-4%) Learning (7-9%) Cognition (8-10%) Motivation, Emotion and Stress (6-8%) Developmental Psychology (7-9%) Personality (5-7%) Testing and Individual Differences (5-7%) Abnormal Psychology (7-9%) Treatment of Abnormal Psychology (5-7%) Social Psychology (8-10%)

Expectations Be Proactive Be Prepared Leave your book at home Bring pen/pencil and binder Be Present No cell phones Be Proactive YOU are responsible for asking questions/resolving issues

Controversy! Psychology is by nature controversial. We will talk about difficult issues: racism, sex, abnormal behaviors, etc. Communication is key!

THE AP Exam Thursday, May 9, 2019 at Noon Section 1: 100 Multiple Choice Questions 1 hour, 10 minutes 66.6% of exam Section 2: Free Response 2 questions 50 minutes 33.3% of exam

Multiple Choice Andrea has just learned that robins are birds. She now sees a sparrow, points to it, and calls out “Bird!” According to Jean Piaget, Andrea is showing the cognitive process of a. Assimilation b. Accommodation c. Equilibration d. Habituation e. Object permanence

Free Response Jackie has been chosen for the lead role in the school play. She is both nervous and excited about this opportunity. Part A: Explain how each of the following concepts may help her performance in the play: Context-Dependent Memory Acetylcholine Kinesthetic Sense Selective Attention Part B: Explain how each of the following concepts may hinder her performance in the play: Proactive Interference Yerkes-Dodson Law of Arousal External Locus of Control Context-dependent memory is the idea that memories are affected by the cues we associated with that context (encoding specificity principle –cues specific to an event/person will most effectively trigger that memory). MEMORY MODULE Acetylcholine – neurotransmitter that enables learning and memory. BIOPSYCH Kinesthetic Sense – awareness of body parts’ position and movement. S&P Selective Attention – awareness is focused on a minute aspect of our experience (one thing at a time). S&P Proactive Interference – prior learning disrupts your recall of new information. COGNITION Yerkes – Dodson of Arousal – moderate arousal leads to optimal performance MOTIVATION External local of control – perception that chance/outside forces determine your fate LEARNING

Free Response A survey was conducted to determine the state of the physical and psychological health of high school students. Part A: Some of the survey questions related to student stress levels and student absences due to illness. The data on these variables are displayed below. What is the most appropriate conclusion that can be drawn based on the figure above? Explain how the data depicted in the graph are consistent with the exhaustion stage of the general adaptation syndrome. A researcher wants to conduct another study using the same variables, but wants to set it up as an experiment. Explain one reason an Institutional Review Board (IRB) might not approve this new study. Number of absences due to illness Stress Level Research Methods – most likely either correlational study or a true experiment. GAS – MOTIVATION, EMOTION, AND STRESS Phase 1 – Alarm; Phase 2 – Resistance; Phase 3 – Exhaustion (with exhaustion, students are more vulnerable to illness or even collapse and death)

Free Response Part B Some of the survey questions related to risky behaviors. The results indicated that 90 percent of high school students’ risky behaviors were influenced by social factors. Explain how each of the following may contribute to an increase in risky behaviors. Deindividuation Normative Social Influence Part C Explain how each of the following may contribute to good physical or psychological health of high school students. Cognitive Restructuring Incentive Motivation Deindividuation – loss of self-awareness and restraint in group situations that foster arousal and anonymity. SOCIAL PSYCHOLOGY Normative Social Influence – when we conform to avoid rejection or gain social approval. SOCIAL PSYCHOLOGY Cognitive Restructuring – psychotherapeutic process of learning to identify and dispute irrational or maladaptive thoughts (overgeneralization, all-or-nothing/magical thinking) PSYCHOTHERAPY Incentive Motivation – positive or negative environmental stimuli that lure or repel us. MOTIVATION, EMOTION, AND STRESS

Course Grading Tests (goes in 70% category) All tests cumulative. Content from previous AP questions. Multiple Choice and Free Response. Quizzes/Projects (goes in 70% category) Quiz over each unit. Written projects each quarter. Other activities/reflections/assignments. Homework (30%) Index Cards. Modular Reviews. Participation. Extra Credit #You’veBeenPsyched (2 per quarter; 5 points each) Apps: AP Psychology from Varsity Tutors, 3D Brain (2 points each)

Extra Credit Apps

Website www.appsychologyndhs.com