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AP Psychology Unit Guides 2020

AP unit guides

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0% found this document useful (0 votes)
19 views126 pages

AP Psychology Unit Guides 2020

AP unit guides

Uploaded by

stephen.p
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Course at Scientific

Biological Bases
a Glance
UNIT UNIT
Foundations of
1 Psychology 2 of Behavior

~13–14 Class
Periods 10–14% AP Exam
Weighting ~11–12 Class
Periods 8–10% AP Exam
Weighting

Introducing Psychology Interaction of Heredity


Plan 1 1.1 1 2.1
and Environment
The Course at a Glance provides 3 1.2 Research Methods
in Psychology 1 2.2 The Endocrine System
a useful visual organization of
the AP Psychology curricular 1.3 The Experimental
3 2.3 Overview of the
components, including: Method 1 Nervous System and
the Neuron
§§ Sequence of units, along 3 1.4 Selecting a Research
with approximate weighting Method 1 2.4 Neural Firing
and suggested pacing. 2 1.5 Statistical Analysis
Please note, pacing is based in Psychology 1 2.5 Influence of Drugs on
Neural Firing
on 45-minute class periods,
1 1.6 Ethical Guidelines
meeting five days each week in Psychology 1 2.6 The Brain
for a full academic year.
2.7 Tools for Examining
§§ Progression of topics within 2 Brain Structure
each unit. and Function
§§ Course skills across units. 2.8 The Adaptable Brain
1

Teach 1 2.9 Sleep and Dreaming

SKILL CATEGORIES
1 Concept Understanding
2 Data Analysis
3 Scientific Investigation

Assess
Assign the Personal Progress
Checks—either as homework
or in class—for each unit.
Each Personal Progress Check
contains formative multiple-
choice and free-response
questions. The feedback from
the Personal Progress Checks
shows students the areas where
they need to focus.

Personal Progress Check 1 Personal Progress Check 2


Multiple-choice: ~15 questions Multiple-choice: ~25 questions
Free-response: 2 questions Free-response: 2 questions
§§ Research Design (partial) §§ Concept Application (partial)
§§ Research Design (partial) §§ Concept Application (partial)

NOTE: Partial versions of the free-response questions are provided to prepare students for
more complex, full questions that they will encounter on the AP Exam.

V.1 | 19
© 2019 College Board
UNIT Sensation and UNIT UNIT Cognitive
Learning
3 Perception 4 5 Psychology

~11–12 Class
Periods 6–8% AP Exam
Weighting ~9–10 Class
Periods 7–9% AP Exam
Weighting ~17–18 Class
Periods 13–17% AP Exam
Weighting

1 3.1 Principles of Sensation 1 4.1 Introduction to 1 5.1 Introduction to Memory


Learning
1 3.2 Principles of 4.2 Classical Conditioning 1 5.2 Encoding
1
Perception
4.3 Operant Conditioning 1 5.3 Storing
1 3.3 Visual Anatomy 1

4.4 Social and Cognitive 1 5.4 Retrieving


1 3.4 Visual Perception 1
Factors in Learning
1 5.5 Forgetting and
1 3.5 Auditory Sensation Memory Distortion
and Perception
1 5.6 Biological Bases
3 3.6 Chemical Senses of Memory

1 3.7 Body Senses 5.7 Introduction to


1 Thinking and
Problem Solving

1 5.8 Biases and Errors


in Thinking

1 5.9 Introduction to
Intelligence

5.10 Psychometric
3 Principles and
Intelligence Testing

5.11 Components of
1 Language and
Language Acquisition

Personal Progress Check 3 Personal Progress Check 4 Personal Progress Check 5


Multiple-choice: ~20 questions Multiple-choice: ~10 questions Multiple-choice: ~30 questions
Free-response: 1 question Free-response: 1 question Free-response: 1 question
§ Concept Application § Research Design § Concept Application

V.1 | 20
© 2019 College Board
v
Motivation,
UNIT Developmental UNIT UNIT Clinical
Emotion, and
6 Psychology 7 Personality 8 Psychology

~9–10 Class
Periods 7–9% AP Exam
Weighting ~16–17 Class
Periods 11–15% AP Exam
Weighting ~17–18 Class
Periods 12–16% AP Exam
Weighting

6.1 The Lifespan and 3 7.1 Theories of Motivation 1 8.1 Introduction to


3 Physical Development Psychological Disorders
in Childhood 1 7.2 Specific Topics
in Motivation 8.2 Psychological
1 6.2 Social Development 1 Perspectives and
in Childhood 1 7.3 Theories of Emotion Etiology of Disorders

1 6.3 Cognitive Development 8.3 Neurodevelopmental


1 7.4 Stress and Coping
in Childhood 1 and Schizophrenic
Spectrum Disorders
1 6.4 Adolescent 3 7.5 Introduction to
Development Personality 8.4 Bipolar, Depressive,
1 Anxiety, and
6.5 Adulthood and Aging 1 7.6 Psychoanalytic
1 Obsessive-Compulsive
Theories of Personality
and Related Disorders
3 6.6 Moral Development
7.7 Behaviorism and
1 8.5 Trauma- and Stressor-
Social Cognitive
1 6.7 Gender and Sexual 1 Related, Dissociative,
Theories of Personality
Orientation and Somatic Symptom
7.8 Humanistic Theories and Related Disorders
1
of Personality 8.6 Feeding and Eating,
7.9 Trait Theories 1 Substance and
1
of Personality Addictive, and
Personality Disorders
1 7.10 Measuring Personality
8.7 Introduction to
1 Treatment of
Psychological Disorders

8.8 Psychological
1 Perspectives and
Treatment of Disorders

8.9 Treatment of Disorders


3 from the Biological
Perspective

8.10 Evaluating Strengths,


3 Weaknesses, and
Empirical Support for
Treatments of Disorders

Personal Progress Check 6 Personal Progress Check 7 Personal Progress Check 8


Multiple-choice: ~20 questions Multiple-choice: ~30 questions Multiple-choice: ~30 questions
Free-response: 1 question Free-response: 1 question Free-response: 1 question
§ Research Design § Research Design § Research Design

V.1 | 21
© 2019 College Board
UNIT Social
9 Psychology

~10–11 Class
Periods 8–10% AP Exam
Weighting

1 9.1 Attribution Theory and


Person Perception

3 9.2 Attitude Formation and


Attitude Change

9.3 Conformity,
3 Compliance, and
Obedience

9.4 Group Influences on


1 Behavior and Mental
Processes

1 9.5 Bias, Prejudice, and


Discrimination

1 9.6 Altruism and


Aggression

1 9.7 Interpersonal
Attraction

Personal Progress Check 9


Multiple-choice: ~20 questions
Free-response: 1 question
§§ Concept Application

V.1 | 22
© 2019 College Board
AP PSYCHOLOGY

UNIT 1
Scientific
Foundations
of Psychology

10–14%
AP EXAM WEIGHTING

~13–14
CLASS PERIODS

AP Psychology Course and Exam Description Course Framework V.1 | 27


© 2019 College Board
Remember to go to AP Classroom
to assign students the online
Personal Progress Check for
this unit.
Whether assigned as homework or
completed in class, the Personal
Progress Check provides each
student with immediate feedback
related to this unit’s topics and skills.

Personal Progress Check 1


Multiple-choice: ~15 questions
Free-response: 2 questions
§§ Research Design (partial)
§§ Research Design (partial)

AP Psychology Course and Exam Description Course Framework V.1 | 28


© 2019 College Board
UNIT

1 10–14% AP EXAM WEIGHTING ~13–14 CLASS PERIODS

Scientific Foundations
of Psychology

Developing Understanding
ESSENTIAL Psychology is the scientific study of behavior and mental processes. This course examines
QUESTIONS the history of psychology and psychological theories, contemporary perspectives on
§§ How does the psychology, and how psychological research is conducted. As scientists, psychologists
methodology of the collect data and make observations about the ways in which humans and animals behave
research affect the and think in order to understand behavior and mental processes. Psychologists use a variety
outcome of a study? of research methods and designs to conduct their research. These tools help them develop
psychological theories about behavior and mental processes. To ensure that their results
§§ How do ethical
are valid and reliable, psychologists’ research must adhere to strict ethical and procedural
guidelines impact
guidelines. Historical research is the foundation of the field of psychology and has become
psychological research?
the basis for the many subfields within psychology that exist today.

Building Course Skills in their explanations. The AP Exam includes


two seven-point free-response questions:
1.A 1.C 2 3
one that relates to content understanding
Many theories, schools of thought, and and application and another that relates to
perspectives exist in the field of psychology. the understanding of research method and
This course surveys and applies those design and/or data and statistical analysis.
ideas, training students to identify the major
Unit 1 provides foundational knowledge
theories and perspectives. Within the major
about the field of psychology and introduces
fields of psychology, appropriate research
students to the research methods associated
methodology is crucial to produce reliable
with various theories, schools of thought, and
and valid results and avoid bias. In this unit,
perspectives. From the start, students can
students are introduced to research methods
begin to answer research method questions.
and designs that will help them learn how to
Students often struggle with knowing which
avoid ethical misconduct and design flaws.
types of research questions can be studied
Students will learn to differentiate between
with which methods. Students also struggle
research designs, identify the advantages and
with graphic representations of data, in part
disadvantages of each, and determine why
because they often confuse the independent
one research method should be used over
with the dependent variable. Teachers can
another. Students will also learn which research
give students opportunities to practice
methods and modes of questioning are
constructing graphs, emphasizing the correct
appropriate for different fields of psychology
placement of the variables on the axes.
as well as how to use appropriate descriptive
Students also struggle with using statistics,
statistics when presenting their data.
particularly statistical significance—they
might describe correlational research rather
Preparing for the AP Exam than statistical significance or use the term
This course requires students to use their “confidence interval” without connecting it
knowledge in a variety of real-world scenarios. back to the data. Without further explanation,
Students should have opportunities to exam graders cannot confirm a student’s
practice applying psychological concepts understanding of statistical significance.

AP Psychology Course and Exam Description Course Framework V.1 | 29


© 2019 College Board
UNIT

1 Scientific Foundations of Psychology

UNIT AT A GLANCE

Class Periods

Topic Suggested Skill ~13–14 CLASS PERIODS

1.1 Introducing Psychology 1.C Apply theories and perspectives in


authentic contexts.

1.2 Research Methods 3 Analyze psychological research studies.


in Psychology

1.3 Defining Psychological 3 Analyze psychological research studies.


Science: The Experimental
Method

1.4 Selecting a Research Method 3 Analyze psychological research studies.

1.5 Statistical Analysis 2 Analyze and interpret quantitative data.


in Psychology

1.6 Ethical Guidelines 1.A Define and/or apply concepts.


in Psychology

Go to AP Classroom to assign the Personal Progress Check for Unit 1.


Review the results in class to identify and address any student misunderstandings.

AP Psychology Course and Exam Description Course Framework V.1 | 30


© 2019 College Board
UNIT
Scientific Foundations of Psychology
1
SAMPLE INSTRUCTIONAL ACTIVITIES
The sample activities on this page are optional and are offered to provide possible ways to
incorporate various instructional approaches into the classroom. Teachers do not need to use
these activities or instructional approaches and are free to alter or edit them. The examples
below were developed in partnership with teachers from the AP community to share ways
that they approach teaching some of the topics in this unit. Please refer to the Instructional
Approaches section beginning on p. 151 for more examples of activities and strategies.

Activity Topic Sample Activity

1 1.1 Quickwrite
On the first day of class, facilitate the “Slippery Snakes” activity, which can be found
online. Give all students ratings sheets with instructions at the top. There should be two
different sheets with different instructions. Give half of the students the sheet with one set
of instructions and the other half the sheet with the other instructions; students must be
unaware that there are different instructions. Then read a series of 20 sentences while the
students process the information according to the instructions they are given. Students
then mark their rating sheets, which are scored at the end of the activity. This provides an
introduction to the difference between the levels of processing.

2 1.2 Misconception Check


Give students a research problem and have them design a controlled experiment to answer
the question. Students should include the hypothesis, methods, and data collection
method. They should identify how they will analyze the results of the study.

3 1.5 One-Minute Essay


Give students a data table or graph from a research study. Ask them to identify specific
data points and then describe the data. They should then describe patterns and trends in
the data. The students can calculate the mean and identify the median and mode. Students
should then describe a psychological principle, process, concept, theory, or perspective
illustrated by the data.

Unit Planning Notes


Use the space below to plan your approach to the unit.

AP Psychology Course and Exam Description Course Framework V.1 | 31


© 2019 College Board
UNIT

1 Scientific Foundations of Psychology

SUGGESTED SKILL
Concept
TOPIC 1.1
Introducing
Understanding
1.C
Apply theories
and perspectives in
authentic contexts. Psychology

LEARNING TARGET EXAMPLES


1.A
Recognize how philosophical
and physiological
perspectives shaped
the development of
psychological thought.

1.B 1.B.1
Identify the research Mary Whiton Calkins, major historical figure
contributions of major in psychology
historical figures
1.B.2
in psychology.
Charles Darwin, major historical figure
in psychology
1.B.3
Dorothea Dix, major historical figure
in psychology
1.B.4
Sigmund Freud, major historical figure
in psychology
1.B.5
G. Stanley Hall, major historical figure
in psychology
1.B.6
William James, major historical figure
in psychology
1.B.7
Ivan Pavlov, major historical figure in psychology
1.B.8
Jean Piaget, major historical figure in psychology
1.B.9
Carl Rogers, major historical figure in psychology
1.B.10
B. F. Skinner, major historical figure in psychology

continued on next page

AP Psychology Course and Exam Description Course Framework V.1 | 32


© 2019 College Board
UNIT
Scientific Foundations of Psychology
1
LEARNING TARGET EXAMPLES
1.B 1.B.11
Identify the research Margaret Floy Washburn, major historical figure
contributions of major in psychology
historical figures
1.B.12
in psychology.
John B. Watson, major historical figure
in psychology
1.B.13
Wilhelm Wundt, major historical figure
in psychology

1.C 1.C.1
Describe and compare Structuralism
different theoretical
1.C.2
approaches in
explaining behavior. Functionalism
1.C.3
Early Behaviorism
1.C.4
Gestalt
1.C.5
Psychoanalytic/psychodynamic
1.C.6
Humanistic
1.C.7
Evolutionary approach
1.C.8
Biological approach
1.C.9
Cognitive approach
1.C.10
Biopsychosocial approaches
1.C.11
Sociocultural

1.D
Recognize the strengths
and limitations of applying
theories to explain behavior.

continued on next page

AP Psychology Course and Exam Description Course Framework V.1 | 33


© 2019 College Board
UNIT

1 Scientific Foundations of Psychology

LEARNING TARGET EXAMPLES


1.E 1.E.1
Distinguish the different Biological domain
domains of psychology.
1.E.2
Clinical domain
1.E.3
Cognitive domain
1.E.4
Counseling domain
1.E.5
Developmental domain
1.E.6
Educational domain
1.E.7
Experimental domain
1.E.8
Industrial–organizational domain
1.E.9
Personality domain
1.E.10
Psychometric domain
1.E.11
Social domain
1.E.12
Positive domain

Topic Planning Notes


Use the space below to plan your approach to the topic.

AP Psychology Course and Exam Description Course Framework V.1 | 34


© 2019 College Board
UNIT
Scientific Foundations of Psychology
1
TOPIC 1.2 SUGGESTED SKILL
Scientific

Research Methods
Investigation
3
Analyze psychological

in Psychology research studies.

AVAILABLE RESOURCE
LEARNING TARGET EXAMPLES §§ Classroom Resource >
1.F 1.F.1 Teaching Statistics and
Differentiate types Research method: experiments Research Methodology
of research with regard 1.F.2
to purpose, strengths,
Research method: correlational studies
and weaknesses.
1.F.3
Research method: survey research
1.F.4
Research method: naturalistic observations
1.F.5
Research method: case studies
1.F.6
Research method: longitudinal studies
1.F.7
Research method: cross-sectional studies

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

Topic Planning Notes


Use the space below to plan your approach to the topic.

AP Psychology Course and Exam Description Course Framework V.1 | 35


© 2019 College Board
UNIT

1 Scientific Foundations of Psychology

SUGGESTED SKILL
Scientific
TOPIC 1.3
Defining Psychological
Investigation
3
Analyze psychological
research studies.
Science: The
Experimental Method
AVAILABLE RESOURCE
§§ Classroom Resource >
Teaching Statistics and
Research Methodology
LEARNING TARGET EXAMPLES
1.H
Identify independent,
dependent, confounding,
and control variables in
experimental designs.

1.I 1.I.1
Describe how research Experiments are useful for determining cause
design drives the reasonable and effect.
conclusions that can be drawn. 1.I.2
The use of experimental controls reduces
alternative explanations.
1.I.3
Random assignment is needed to demonstrate
cause and effect.
1.I.4
Correlational research can indicate if there
is a relationship or association between two
variables but cannot demonstrate cause
and effect.

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

AP Psychology Course and Exam Description Course Framework V.1 | 36


© 2019 College Board
UNIT
Scientific Foundations of Psychology
1
TOPIC 1.4 SUGGESTED SKILL
Scientific

Selecting a
Investigation
3
Analyze psychological

Research Method research studies.

LEARNING TARGET EXAMPLES


1.K 1.K.1
Predict the validity Confounding variables limit confidence in
of behavioral explanations research conclusions.
based on the quality of
research design.

Topic Planning Notes


Use the space below to plan your approach to the topic.

AP Psychology Course and Exam Description Course Framework V.1 | 37


© 2019 College Board
UNIT

1 Scientific Foundations of Psychology

SUGGESTED SKILL
Data Analysis
TOPIC 1.5
2
Analyze and interpret
quantitative data.
Statistical Analysis
in Psychology

AVAILABLE RESOURCE
§§ Classroom Resource >
LEARNING TARGET EXAMPLES
Teaching Statistics and 1.L 1.L.1
Research Methodology Apply basic descriptive Measures of central tendency
statistical concepts, including 1.L.2
interpreting and constructing
Variation (range, standard deviation)
graphs and calculating simple
descriptive statistics. 1.L.3
Correlation coefficient
1.L.4
Frequency distribution (normal, bimodal,
positive skew, negative skew)

1.M
Distinguish the purposes of
descriptive statistics and
inferential statistics.

Topic Planning Notes


Use the space below to plan your approach to the topic.

AP Psychology Course and Exam Description Course Framework V.1 | 38


© 2019 College Board
UNIT
Scientific Foundations of Psychology
1
TOPIC 1.6 SUGGESTED SKILL
Concept

Ethical Guidelines
Understanding
1.A
Define and/or

in Psychology apply concepts.

LEARNING TARGET EXAMPLES


1.N
Identify how ethical issues
inform and constrain
research practices.

1.O 1.O.1
Describe how ethical and Those provided by the American Psychological
legal guidelines protect Association
research participants 1.O.2
and promote sound
Federal regulations
ethical practice.
1.O.3
Local Institutional Review Board (IRB)
1.O.4
Institutional Animal Care and Use Committee
(IACUC)

Topic Planning Notes


Use the space below to plan your approach to the topic.

AP Psychology Course and Exam Description Course Framework V.1 | 39


© 2019 College Board
AP PSYCHOLOGY

UNIT 2
Biological
Bases of
Behavior

8–10%
AP EXAM WEIGHTING

~11–12
CLASS PERIODS

AP Psychology Course and Exam Description Course Framework V.1 | 41


© 2019 College Board
Remember to go to AP Classroom
to assign students the online
Personal Progress Check for
this unit.
Whether assigned as homework or
completed in class, the Personal
Progress Check provides each
student with immediate feedback
related to this unit’s topics and skills.

Personal Progress Check 2


Multiple-choice: ~25 questions
Free-response: 2 questions
§§ Concept Application (partial)
§§ Concept Application (partial)

AP Psychology Course and Exam Description Course Framework V.1 | 42


© 2019 College Board
UNIT

2 8–10% AP EXAM WEIGHTING ~11–12 CLASS PERIODS

Biological Bases
of Behavior

Developing Understanding
ESSENTIAL The structures of human biological systems and their functions influence our behavior
QUESTIONS and mental processes. Some psychologists study behaviors and mental processes from
§§ How can biology a biological perspective. This includes an examination of the influence that the interaction
influence our between human biology and our environment has on behavior and mental processes. This
behavior and is a recurring topic throughout the course that will be used to explain many psychological
mental processes? phenomena. The biological perspective also provides insight into the causes of and
treatments for psychological disorders. There is a complex interaction between a person’s
§§ What happens
biology and their behavior and mental processes. Heredity and environment play a role,
when a particular
as do variations in a person’s consciousness.
neurotransmitter is
absent from the body?
§§ How do biological and Building Course Skills Preparing for the AP Exam
environmental factors 1.A 1.B 2 Students often struggle with knowing
interact to influence Unit 2 focuses on blending knowledge about which neurotransmitters function with
our behaviors and physiological processes and psychology which biological processes and how those
mental processes? to provide better explanations of behavior functions relate to behavior and mental
and mental processes. This course teaches processes. Teachers can give students
students how biological and anatomical opportunities to map the neurotransmitter
structures play an active role in an individual’s pathways and describe outcomes in both
mental and behavioral development. successful and disrupted transmission.
To demonstrate an understanding of these Students will also benefit from many
biological bases of psychology, students opportunities to connect psychological
should describe the concept or apply it to processes to an individual’s physiology.
a scenario. They often struggle to make accurate and
complete connections between anatomy
As students learn to describe this blended
and physiology as it relates to behavior
physiological and psychological knowledge,
and mental processes. If a question asks
they should be able to apply it to behavior
students to give an explanation, they would
and mental processes in other fields
need to provide an answer in terms of
of psychology (e.g., memory, learning,
evidence and/or reasoning.
development, and social psychology). This
approach will help students understand
how psychological theories, schools of
thought, and perspectives were developed.
Students will also continue to build on their
understanding of the appropriate use of
research methods and designs from Unit 1.

AP Psychology Course and Exam Description Course Framework V.1 | 43


© 2019 College Board
UNIT

2 Biological Bases of Behavior

UNIT AT A GLANCE

Class Periods

Topic Suggested Skill ~11–12 CLASS PERIODS

Interaction of Heredity
2.1  1.B Explain behavior in authentic context.
and Environment

2.2 The Endocrine System 1.A Define and/or apply concepts.

Overview of the Nervous


2.3  1.A Define and/or apply concepts.
System and the Neuron

2.4 Neural Firing 1.A Define and/or apply concepts.

Influence of Drugs on
2.5  1.A Define and/or apply concepts.
Neural Firing

2.6 The Brain 1.A Define and/or apply concepts.

Tools for Examining Brain


2.7  2 Analyze and interpret quantitative data.
Structure and Function

2.8 The Adaptable Brain 1.A Define and/or apply concepts.

2.9 Sleep and Dreaming 1.A Define and/or apply concepts.

Go to AP Classroom to assign the Personal Progress Check for Unit 2.


Review the results in class to identify and address any student misunderstandings.

AP Psychology Course and Exam Description Course Framework V.1 | 44


© 2019 College Board
UNIT
Biological Bases of Behavior
2
SAMPLE INSTRUCTIONAL ACTIVITIES
The sample activities on this page are optional and are offered to provide possible ways to
incorporate various instructional approaches into the classroom. Teachers do not need to use
these activities or instructional approaches and are free to alter or edit them. The examples
below were developed in partnership with teachers from the AP community to share ways
that they approach teaching some of the topics in this unit. Please refer to the Instructional
Approaches section beginning on p. 151 for more examples of activities and strategies.

Activity Topic Sample Activity

1 2.1 Construct an Argument


Have students read the article “Are You a Natural?” from the book 40 Studies that Changed
AP Psychology. Then have them write an abstract of the article that includes the research
question, methodology, and conclusions. Lead the class in a discussion about the
interaction of nature and nurture.

2 2.2 Fishbowl
Provide students with various scenarios of physiological changes in the body related to the
endocrine system. Students should read the scenario, identify the hormone, and explain
why the change is occurring. At the end of the unit, or after Topic 2.3, have students
compare and contrast neurotransmitters and hormones.

3 2.3 Manipulatives
Give students sheets of butcher paper. Have them draw two neurons and label their
parts. Then have them model an action potential traveling through the two neurons using
everyday materials such as tennis balls or ping pong balls. Add variety by having students
model what happens in response to different neurons.

4 2.6 Manipulatives
Have student pairs create a model of the brain by tracing each other’s heads on a piece
of paper. On each drawing, they should draw and color in the parts of the brain. Then have
them define each part and explain its function.

5 2.9 Think-Pair-Share
Begin by having students watch the TED talk “Why Do We Sleep?” Have students maintain
a written or electronic sleep log for one to two weeks. Afterward, have them calculate
their data and discuss any dreams they recorded. Follow up by giving them dream
scenarios with an explanation from each dream theory. Students can then write a letter to
the school administration about why school start times should be later for teens.

Unit Planning Notes


Use the space below to plan your approach to the unit.

AP Psychology Course and Exam Description Course Framework V.1 | 45


© 2019 College Board
UNIT

2 Biological Bases of Behavior

SUGGESTED SKILL
Concept
TOPIC 2.1
Interaction of Heredity
Understanding
1.B
Explain behavior
in authentic context.
and Environment

LEARNING TARGET EXAMPLES


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

2.B 2.B.1
Identify key research Contributions of Charles Darwin, a key scientist
contributions of scientists in the area of heredity and environment
in the area of heredity
and environment.

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

Topic Planning Notes


Use the space below to plan your approach to the topic.

AP Psychology Course and Exam Description Course Framework V.1 | 46


© 2019 College Board
UNIT
Biological Bases of Behavior
2
TOPIC 2.2 SUGGESTED SKILL
Concept

The Endocrine System


Understanding
1.A
Define and/or
apply concepts.

LEARNING TARGET
2.D
Discuss the effect of
the endocrine system
on behavior.

Topic Planning Notes


Use the space below to plan your approach to the topic.

AP Psychology Course and Exam Description Course Framework V.1 | 47


© 2019 College Board
UNIT

2 Biological Bases of Behavior

SUGGESTED SKILL
Concept
TOPIC 2.3
Overview of the
Understanding
1.A
Define and/or
apply concepts.
Nervous System
and the Neuron
AVAILABLE RESOURCE
§§ Classroom Resource >
The Brain, the Nervous
System, and Behavior
LEARNING TARGET EXAMPLES
2.E 2.E.1
Describe the nervous Central and peripheral nervous systems
system and its subdivisions
and functions.

2.F
Identify basic processes and
systems in the biological
bases of behavior, including
parts of the neuron.

Topic Planning Notes


Use the space below to plan your approach to the topic.

AP Psychology Course and Exam Description Course Framework V.1 | 48


© 2019 College Board
UNIT
Biological Bases of Behavior
2
TOPIC 2.4 SUGGESTED SKILL
Concept

Neural Firing
Understanding
1.A
Define and/or
apply concepts.

LEARNING TARGET
2.G
Identify basic process of AVAILABLE RESOURCE
transmission of a signal §§ Classroom Resource >
between neurons. The Brain, the Nervous
System, and Behavior

Topic Planning Notes


Use the space below to plan your approach to the topic.

AP Psychology Course and Exam Description Course Framework V.1 | 49


© 2019 College Board
UNIT

2 Biological Bases of Behavior

SUGGESTED SKILL
Concept
TOPIC 2.5
Influence of Drugs
Understanding
1.A
Define and/or
apply concepts.
on Neural Firing

AVAILABLE RESOURCE
§§ Classroom Resource >
LEARNING TARGET EXAMPLES
The Brain, the Nervous 2.H 2.H.1
System, and Behavior Discuss the influence of Reuptake mechanisms
drugs on neurotransmitters.
2.H.2
Agonists
2.H.3
Antagonists

Topic Planning Notes


Use the space below to plan your approach to the topic.

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© 2019 College Board
UNIT
Biological Bases of Behavior
2
TOPIC 2.6 SUGGESTED SKILL
Concept

The Brain
Understanding
1.A
Define and/or
apply concepts.

LEARNING TARGET EXAMPLES


2.I 2.I.1
Describe the nervous system Major brain regions AVAILABLE RESOURCE
and its subdivisions and §§ Classroom Resource >
2.I.2 The Brain, the Nervous
functions in the brain.
Lobes System, and Behavior
2.I.3
Cortical areas
2.I.4
Brain lateralization and hemispheric specialization

2.J 2.J.1
Identify the contributions of Contributions of Paul Broca
key researchers to the study 2.J.2
of the brain.
Contributions of Carl Wernicke

Topic Planning Notes


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© 2019 College Board
UNIT

2 Biological Bases of Behavior

SUGGESTED SKILL
Data Analysis
TOPIC 2.7
2
Analyze and interpret
quantitative data.
Tools for Examining
Brain Structure
and Function
AVAILABLE RESOURCE
§§ Classroom Resource >
The Brain, the Nervous
System, and Behavior
LEARNING TARGET EXAMPLES
2.K 2.K.1
Recount historic and Research tool: case studies
contemporary research
2.K.2
strategies and technologies
that support research. Research tool: split-brain research
2.K.3
Research tool: imaging techniques
2.K.4
Research tool: lesioning
2.K.5
Research tool: autopsy

2.L 2.L.1
Identify the contributions Contributions of Roger Sperry
of key researchers to the
development of tools for
examining the brain.

Topic Planning Notes


Use the space below to plan your approach to the topic.

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UNIT
Biological Bases of Behavior
2
TOPIC 2.8 SUGGESTED SKILL
Concept

The Adaptable Brain


Understanding
1.A
Define and/or
apply concepts.

LEARNING TARGET EXAMPLES


2.M
AVAILABLE RESOURCE
Discuss the role of
neuroplasticity in traumatic §§ Classroom Resource >
brain injury. The Brain, the Nervous
System, and Behavior

2.N 2.N.1
Identify the contributions of Contributions of Michael Gazzaniga
key researchers to the study
of neuroplasticity.

2.O
Describe various states of
consciousness and their
impact on behavior.

2.P 2.P.1
Identify the major Depressants
psychoactive drug categories
2.P.2
and classify specific drugs,
including their psychological Stimulants
and physiological effects. 2.P.3
Hallucinogens

2Q
Discuss drug dependence,
addiction, tolerance,
and withdrawal.

2.R 2.R.1
Identify the contributions Contributions of William James, major figure in
of major figures in consciousness research
consciousness research.
2.R.2
Contributions of Sigmund Freud, major figure in
consciousness research

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UNIT

2 Biological Bases of Behavior

SUGGESTED SKILL
Concept
TOPIC 2.9
Sleeping and
Understanding
1.A
Define and/or
apply concepts.
Dreaming

LEARNING TARGET EXAMPLES


2.S 2.S.1
Discuss aspects of sleep Neural and behavioral characteristics of the
and dreaming. stages of the sleep cycle
2.S.2
Theories of sleep and dreaming
2.S.4
Symptoms and treatments of sleep disorders

Topic Planning Notes


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© 2019 College Board
AP PSYCHOLOGY

UNIT 3
Sensation and
Perception

6–8%
AP EXAM WEIGHTING

~11–12
CLASS PERIODS

AP Psychology Course and Exam Description Course Framework V.1 | 55


© 2019 College Board
Remember to go to AP Classroom
to assign students the online
Personal Progress Check for
this unit.
Whether assigned as homework or
completed in class, the Personal
Progress Check provides each
student with immediate feedback
related to this unit’s topics and skills.

Personal Progress Check 3


Multiple-choice: ~20 questions
Free-response: 1 question
§§ Concept Application

AP Psychology Course and Exam Description Course Framework V.1 | 56


© 2019 College Board
UNIT

3 6–8% AP EXAM WEIGHTING ~11–12 CLASS PERIODS

Sensation and
Perception

Developing Understanding
ESSENTIAL Psychologists study sensation and perception to explain how and why externally gathered
QUESTIONS sensations and perceptions impact behaviors and mental processes. Using input from
§§ How do we process the several anatomical structures, the sensations we perceive process and interpret information
information we receive about the environment around us and our place within it. This results in perceptions that
from our environments? influence how we think and behave. In this way, sensation and perception provide a bridge
between the biological and cognitive perspectives, offering aspects of both for explaining
§§ How does our
how we think and behave.
interpretation of
the information we
receive from the Building Course Skills Preparing for the AP Exam
environment influence 1.A 1.B 1.C 3 Much like Unit 2, the content of this unit
our behaviors and
Unit 3 builds on the biological foundation requires students to make connections
mental processes?
of psychology established in the previous between physiology and psychology. For
unit. This progress toward understanding example, students may be asked to relate
the brain, sensory organs, and central a person’s receipt of information in their
nervous system highlights the physiological environment with their perception of that
processes involved in an individual’s information. Students tend to provide an
perception of their surroundings. Students inadequate amount of detail to demonstrate
should be able to describe examples understanding in response to questions
of anatomical structures, physiological related to anatomy. For example, an
processes, and psychological concepts inadequate response about the role of the
related to sensation and perception. cerebellum would be, “It helps you move.”
This is not enough information, because
Understanding the effects of sensation
the parietal lobe also aids in movement.
and perception on behavior and mental
The response, “It helps you coordinate your
processes builds on what students learned
movement,” indicates deeper knowledge.
in Unit 1 about psychological theories and
In some cases, when a familiar word appears
perspectives, particularly their strengths and
in a free-response question, students tend to
weaknesses. Students will also increase their
give a definition of the word as their response
understanding of scientific investigation,
when more is needed to earn the point.
furthering their understanding of the
physiological process of energy transduction
as it relates to chemical senses.

AP Psychology Course and Exam Description Course Framework V.1 | 57


© 2019 College Board
UNIT

3 Sensation and Perception

UNIT AT A GLANCE

Class Periods

Topic Suggested Skill ~11–12 CLASS PERIODS

3.1 Principles of Sensation 1.A Define and/or apply concepts.

3.2 Principles of Perception 1.B Explain behavior in authentic context.

3.3 Visual Anatomy 1.A Define and/or apply concepts.

3.4 Visual Perception 1.B Explain behavior in authentic context.

Auditory Sensation and


3.5  1.B Explain behavior in authentic context.
Perception

3.6 Chemical Senses 3 Analyze psychological research studies.

3.7 Body Senses 1.A Define and/or apply concepts.

Go to AP Classroom to assign the Personal Progress Check for Unit 3.


Review the results in class to identify and address any student misunderstandings.

AP Psychology Course and Exam Description Course Framework V.1 | 58


© 2019 College Board
UNIT
Sensation and Perception
3
SAMPLE INSTRUCTIONAL ACTIVITIES
The sample activities on this page are optional and are offered to provide possible ways to
incorporate various instructional approaches into the classroom. Teachers do not need to use
these activities or instructional approaches and are free to alter or edit them. The examples
below were developed in partnership with teachers from the AP community to share ways
that they approach teaching some of the topics in this unit. Please refer to the Instructional
Approaches section beginning on p. 151 for more examples of activities and strategies.

Activity Topic Sample Activity

1 3.1 Think-Pair-Share
Ask students, “If you had to give up one of your senses, which one would you be willing to
live without?” Have them explain their answer. Then ask, “If you could only keep one of your
senses, which one would you choose?” Have them explain their answer.

2 3.3 Misconception Check


Have students draw and label a diagram of the eye, noting the functions of the labeled
structures. Emphasis should be placed on the rods and cones. Students can do a blind-
spot test and a test for visual acuity.

3 3.6 Graph and Switch


Give each pair of students 10 jellybeans. Have each partner take a turn tasting five
jellybeans with eyes closed and nose plugged. Have the other partner record whether or
not the subject correctly identified the flavor in each of the five trials. Collect the class data
and graph the results on the board to be analyzed. Without the olfactory sense and sight,
most individuals cannot accurately identify flavors. Have students explain how this relates
to sensory interaction.

Unit Planning Notes


Use the space below to plan your approach to the unit.

AP Psychology Course and Exam Description Course Framework V.1 | 59


© 2019 College Board
UNIT

3 Sensation and Perception

SUGGESTED SKILL
Concept
TOPIC 3.1
Principles of Sensation
Understanding
1.A
Define and/or apply
concepts.

LEARNING TARGET EXAMPLES


3.A 3.A.1
Describe general principles Gestalt principles
of organizing and integrating
3.A.2
sensation to promote
stable awareness of the Depth perception
external world. 3.A.3
Top-down processing
3.A.4
Bottom-up processing

3.B
Discuss basic principles
of sensory transduction,
including absolute threshold,
difference threshold,
signal detection, and
sensory adaptation.

3.C 3.C.1
Identify the research Contributions of Gustav Fechner
contributions of major
3.C.2
historical figures in sensation
and perception. Contributions of David Hubel
3.C.3
Contributions of Ernst Weber
3.C.4
Contributions of Torsten Wiesel

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© 2019 College Board
UNIT
Sensation and Perception
3
TOPIC 3.2 SUGGESTED SKILL
Concept

Principles of
Understanding
1.B
Explain behavior in

Perception authentic context.

LEARNING TARGET EXAMPLES


3.D 3.D.1
Discuss how experience Perceptual set
and culture can influence
3.D.2
perceptual processes.
Context effects
3.D.3
Schema

3.E
Discuss the role of attention
in behavior.

Topic Planning Notes


Use the space below to plan your approach to the topic.

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© 2019 College Board
UNIT

3 Sensation and Perception

SUGGESTED SKILL
Concept
TOPIC 3.3
Visual Anatomy
Understanding
1.A
Define and/or apply
concepts.

LEARNING TARGET EXAMPLES


3.F 3.F.1
Describe the vision process, Vision process
including the specific nature
3.F.2
of energy transduction,
relevant anatomical Concepts related to visual perception
structures, and specialized 3.F.3
pathways in the brain for Theories of color vision
each of the senses.

3.G 3.G.1
Explain common sensory Visual and hearing impairments
conditions.
3.G.2
Synesthesia

Topic Planning Notes


Use the space below to plan your approach to the topic.

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© 2019 College Board
UNIT
Sensation and Perception
3
TOPIC 3.4 SUGGESTED SKILL
Concept

Visual Perception
Understanding
1.B
Explain behavior in
authentic context.

LEARNING TARGET
3.H
Explain the role of top-down
processing in producing
vulnerability to illusion.

Topic Planning Notes


Use the space below to plan your approach to the topic.

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© 2019 College Board
UNIT

3 Sensation and Perception

SUGGESTED SKILL
Concept
TOPIC 3.5
Auditory Sensation
Understanding
1.B
Explain behavior in
authentic context.
and Perception

LEARNING TARGET EXAMPLES


3.I 3.I.1
Describe the hearing Hearing process
process, including the
specific nature of energy
transduction, relevant
anatomical structures, and
specialized pathways in the
brain for each of the senses.

Topic Planning Notes


Use the space below to plan your approach to the topic.

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© 2019 College Board
UNIT
Sensation and Perception
3
TOPIC 3.6 SUGGESTED SKILL
Scientific

Chemical Senses
Investigation
3
Analyze psychological
research studies.

LEARNING TARGET EXAMPLES


3.J 3.J.1
Describe taste and Taste
smell processes, including
3.J.2
the specific nature of energy
transduction, relevant Smell
anatomical structures, and
specialized pathways in the
brain for each of the senses.

Topic Planning Notes


Use the space below to plan your approach to the topic.

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© 2019 College Board
UNIT

3 Sensation and Perception

SUGGESTED SKILL
Concept
TOPIC 3.7
Body Senses
Understanding
1.A
Define and/or apply
concepts.

LEARNING TARGET EXAMPLES


3.K 3.K.1
Describe sensory processes, Body sense: touch
including the specific nature
3.K.2
of energy transduction,
relevant anatomical Body sense: pain
structures, and specialized 3.K.3
pathways in the brain for Body sense: vestibular
each of the body senses.
3.K.4
Body sense: kinesthesis

Topic Planning Notes


Use the space below to plan your approach to the topic.

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© 2019 College Board
AP PSYCHOLOGY

UNIT 4
Learning

7–9%
AP EXAM WEIGHTING

~9–10
CLASS PERIODS

AP Psychology Course and Exam Description Course Framework V.1 | 67


© 2019 College Board
Remember to go to AP Classroom
to assign students the online
Personal Progress Check for
this unit.
Whether assigned as homework or
completed in class, the Personal
Progress Check provides each
student with immediate feedback
related to this unit’s topics and skills.

Personal Progress Check 4


Multiple-choice: ~10 questions
Free-response: 1 question
§§ Research Design

AP Psychology Course and Exam Description Course Framework V.1 | 68


© 2019 College Board
UNIT

4 7–9% AP EXAM WEIGHTING ~9–10 CLASS PERIODS

Learning

Developing Understanding
ESSENTIAL Some psychologists focus their study on how humans and other animals learn and how some
QUESTIONS experiences can lead to changes in behavior and mental processes. Because the process
§§ How do we learn? of learning requires both physiological and psychological processes to work together, the
two preceding units provide the foundation for this unit. Many psychologists who study learning
§§ How do our experiences
focus on observable behaviors and how those behaviors can be changed or reinforced. Other
influence our behaviors
learning psychologists study how the individual’s observations of other peoples’ behaviors
and mental processes?
influence changes in that individual’s mental processes and resulting behaviors.

Building Course Skills Preparing for the AP Exam


1.B Classical and operant conditioning are
This unit integrates knowledge about learning methods that help explain behavior
physiological processes and psychological and mental processes. While these theories
concepts from Units 2 and 3 within the share many common attributes and involve
context of learning processes. Major similar processes, they are different, and
learning theories are introduced, as well they explain behavior and mental processes
as the experiments that were conducted differently. Teachers can model these theories
to refine these theories. This increased with examples that are accessible and
understanding of research methods and interesting to help students recognize the
design, first introduced in Unit 1, will reinforce differences and better understand how
the importance of valid and reliable research each theory explains behavior and mental
methods. This is a great place in the course processes. On the AP Exam, students often
to introduce case studies as a research confuse classical and operant conditioning
method. This unit also gives students the and describe the incorrect one. Students
opportunity to move from an understanding should be able to describe the principles of
of the major theories to the research that classical and/or operant conditioning and
was conducted to refine them and then to explain how they function to alter behavior
the data analysis involved in explaining the and mental processes.
psychological phenomena.

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© 2019 College Board
UNIT

4 Learning

UNIT AT A GLANCE

Class Periods

Topic Suggested Skill ~9–10 CLASS PERIODS

4.1 Introduction to Learning 1.B Explain behavior in authentic context.

4.2 Classical Conditioning 1.B Explain behavior in authentic context.

4.3 Operant Conditioning 1.B Explain behavior in authentic context.

Social and Cognitive Factors


4.4  1.B Explain behavior in authentic context.
in Learning

Go to AP Classroom to assign the Personal Progress Check for Unit 4.


Review the results in class to identify and address any student misunderstandings.

AP Psychology Course and Exam Description Course Framework V.1 | 70


© 2019 College Board
UNIT
Learning
4
SAMPLE INSTRUCTIONAL ACTIVITIES
The sample activities on this page are optional and are offered to provide possible ways to
incorporate various instructional approaches into the classroom. Teachers do not need to use
these activities or instructional approaches and are free to alter or edit them. The examples
below were developed in partnership with teachers from the AP community to share ways
that they approach teaching some of the topics in this unit. Please refer to the Instructional
Approaches section beginning on p. 151 for more examples of activities and strategies.

Activity Topic Sample Activity

1 4.1 Misconception Check


Provide students with a list of behaviors and ask them to write down which behaviors
are examples of learning. Provide a mini-lecture on learning, including the definition and the
different types of learning. At the end of the lesson, read the list of behaviors again and ask
students to identify which behaviors are examples of learning. Compare answers from the
beginning of class and clarify misconceptions.

2 4.2 Ask the Expert (or Students as Experts)


Have students create their own (appropriate) skit to demonstrate their understanding of
classical conditioning. Required elements include neutral stimulus, unconditioned stimulus,
unconditioned response, conditioned stimulus, and conditioned response. Students can
perform their skits live in class or record them and upload them to YouTube.

3 4.3 Construct an Argument


Provide students with a list of scenarios that include examples of classical and operant
conditioning. Have students identify the type of learning (classical or operant). If it is
classical, have them identify the UCS, UCR, NS, CS, and CR. If it is operant, have them
determine if the scenario is punishment or reinforcement (positive or negative).

4 4.4 Index Card Summaries/Questions


Bonobos, closely related to humans, exhibit the capacity to share with members of their
troop. Have students read articles with research findings on bonobos. Then have them
develop research questions that could be asked based on findings in the articles.
These questions should be relevant to the field of social and cognitive development
and related to learning.

Unit Planning Notes


Use the space below to plan your approach to the unit.

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© 2019 College Board
UNIT

4 Learning

SUGGESTED SKILL
Concept
TOPIC 4.1
Introduction to
Understanding
1.B
Explain behavior in
authentic context.
Learning

LEARNING TARGET EXAMPLES


4.A 4.A.1
Identify the contributions Contributions of Albert Bandura, key
of key researchers in the researcher to the psychology of learning
psychology of learning.
4.A.2
Contributions of Ivan Pavlov, key researcher in
the psychology of learning
4.A.3
Contributions of Robert Rescorla, key
researcher in the psychology of learning
4.A.4
Contributions of B. F. Skinner, key researcher in
the psychology of learning
4.A.5
Contributions of Edward Thorndike, key
researcher in the psychology of learning
4.A.6
Contributions of Edward Tolman, key
researcher in the psychology of learning
4.A.7
Contributions of John B. Watson, key
researcher in the psychology of learning
4.A.8
Contributions of John Garcia, key researcher in
the psychology of learning

4.B
Interpret graphs that exhibit
the results of learning
experiments.

continued on next page

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© 2019 College Board
UNIT
Learning
4
LEARNING TARGET
4.C
Describe the essential
characteristics of insight
learning, latent learning, and
social learning.

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

4.E
Provide examples of how
biological constraints create
learning predispositions.

Topic Planning Notes


Use the space below to plan your approach to the topic.

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© 2019 College Board
UNIT

4 Learning

SUGGESTED SKILL
Concept
TOPIC 4.2
Classical Conditioning
Understanding
1.B
Explain behavior in
authentic context.

LEARNING TARGET EXAMPLES


4.F 4.F.1
Describe basic classical Acquisition
conditioning phenomena.
4.F.2
Extinction
4.F.3
Spontaneous recovery
4.F.4
Generalization
4.F.5
Stimulus discrimination
4.F.6
Higher-order learning
4.F.7
Unconditioned stimulus
4.F.8
Unconditioned response
4.F.9
Neutral/conditioned stimulus
4.F.10
Conditioned response

4.G 4.G.1
Distinguish general Contingencies
differences between
principles of classical
conditioning, operant
conditioning, and
observational learning.

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© 2019 College Board
UNIT
Learning
4
TOPIC 4.3 SUGGESTED SKILL
Concept

Operant Conditioning
Understanding
1.B
Explain behavior in
authentic context.

LEARNING TARGET EXAMPLES


4.H 4.H.1
Predict the effects of operant Positive reinforcement
conditioning.
4.H.2
Negative reinforcement
4.H.3
Positive punishment
4.H.4
Negative punishment

4.I
Predict how practice,
schedules of reinforcement,
other aspects of
reinforcement, and
motivation will influence
quality of learning.

Topic Planning Notes


Use the space below to plan your approach to the topic.

AP Psychology Course and Exam Description Course Framework V.1 | 75


© 2019 College Board
UNIT

4 Learning

SUGGESTED SKILL
Concept
TOPIC 4.4
Social and Cognitive
Understanding
1.B
Explain behavior in
authentic context.
Factors in Learning

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

Topic Planning Notes


Use the space below to plan your approach to the topic.

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© 2019 College Board
AP PSYCHOLOGY

UNIT 5
Cognitive
Psychology

13–17%
AP EXAM WEIGHTING

~17–18
CLASS PERIODS

AP Psychology Course and Exam Description Course Framework V.1 | 77


© 2019 College Board
Remember to go to AP Classroom
to assign students the online
Personal Progress Check for
this unit.
Whether assigned as homework or
completed in class, the Personal
Progress Check provides each
student with immediate feedback
related to this unit’s topics and skills.

Personal Progress Check 5


Multiple-choice: ~30 questions
Free-response: 1 question
§§ Concept Application

AP Psychology Course and Exam Description Course Framework V.1 | 78


© 2019 College Board
UNIT

5 13–17% AP EXAM WEIGHTING ~17–18 CLASS PERIODS

Cognitive Psychology

Developing Understanding
ESSENTIAL In this unit, knowledge surrounding sensation, perception, and learning provides the
QUESTIONS foundation for an understanding of cognition. Cognitive psychologists focus their research
§§ What roles do memory on the complex nature of the brain, particularly the areas of memory processes and
and thinking play in intelligence and the influence of mental processes on behavior. Understanding how this
our behaviors? information is gathered and processed gives insight into how we make sense of and perceive
the world. Some cognitive psychologists attempt to answer how and why cognitive processes
§§ What is intelligence and
fail despite (or because of) the complexity of our biological structures. Teachers can offer
how can we study it to
students opportunities to provide their own explanations for these phenomena. Other
understand it?
psychologists study intelligence and the reasons for individual differences. This cognitive
perspective offers one way to understand how our thinking impacts our behavior, which
can in turn provide insight into psychological disorders and their treatment.

Building Course Skills Preparing for the AP Exam


1.A 1.B 1.C 3 Students tend to have difficulty articulating
Cognition, which covers both memory ideas about thinking and problem solving.
processes and individual differences They will often state an accurate idea about
in intelligence, plays a major role in the cognition but fail to expand on the idea
field of psychology today. Building on enough to earn full credit for the answer.
the anatomical structures and biological Students should be able to demonstrate
processes learned in Units 2 and 3, this knowledge of the similarities and differences
unit emphasizes the memory processes of in short-term and procedural memory and
encoding, storing, and retrieving information the factors that affect each to achieve
from the brain. Students are moving beyond success on the AP Exam. Students should
definitional understanding of psychological also be able to explain how the elements of
concepts and perspectives and are now memory contribute to a person’s behavior.
reasoning systematically. The ability to demonstrate an understanding
of how information is encoded, stored, and
Students should be able to connect the
retrieved in memory is also crucial. Students
in-depth presentation of the cognitive
should be able to describe the acquisition
perspective to other psychological
of language, the factors that facilitate it, and
perspectives introduced in Units 1 and 2.
its use in communicating ideas. Additionally,
They will also continue their analysis and
they may have to answer questions
interpretation of quantitative data in relation
about normal curves as well as about
to cognitive research, building understanding
positive and negative correlation.
of why particular research methods are
used for specific types of data collection.

AP Psychology Course and Exam Description Course Framework V.1 | 79


© 2019 College Board
UNIT

5 Cognitive Psychology

UNIT AT A GLANCE

Class Periods

Topic Suggested Skill ~17–18 CLASS PERIODS

Introduction to Memory
5.1  1.A Define and/or apply concepts.

Encoding
5.2  1.B Explain behavior in authentic context.

Storing
5.3  1.B Explain behavior in authentic context.

Retrieving
5.4  1.B Explain behavior in authentic context.

Forgetting and
5.5  1.B Explain behavior in authentic context.
Memory Distortion

Biological Bases of Memory


5.6  1.A Define and/or apply concepts.

Introduction to Thinking and


5.7  1.A Define and/or apply concepts.
Problem Solving

Biases and Errors in Thinking


5.8  1.B Explain behavior in authentic context.

Introduction to Intelligence
5.9  1.C Apply theories and perspectives in
authentic contexts.

Psychometric Principles and


5.10  3 Analyze psychological research studies.
Intelligence Testing

Components of Language
5.11  1.C Apply theories and perspectives in
and Language Acquisition authentic contexts.

Go to AP Classroom to assign the Personal Progress Check for Unit 5.


Review the results in class to identify and address any student misunderstandings.

AP Psychology Course and Exam Description Course Framework V.1 | 80


© 2019 College Board
UNIT
Cognitive Psychology
5
SAMPLE INSTRUCTIONAL ACTIVITIES
The sample activities on this page are optional and are offered to provide possible ways to
incorporate various instructional approaches into the classroom. Teachers do not need to use
these activities or instructional approaches and are free to alter or edit them. The examples
below were developed in partnership with teachers from the AP community to share ways
that they approach teaching some of the topics in this unit. Please refer to the Instructional
Approaches section beginning on p. 151 for more examples of activities and strategies.

Activity Topic Sample Activity

1 5.1 Ask the Expert (or Students as Experts)


Assign students as “experts” on types of memory. Students should then rotate through
stations in groups, with the experts ensuring that all other students understand the type of
memory that they are responsible for teaching. Then have students repeat the experiment
on the Sperling effect.

2 5.2 Quickwrite
Read a series of five numbers aloud and then have students recall the set of numbers from
memory. Repeat the exercise, increasing the amount of numbers each time until you reach 12.

3 5.3 Think-Pair-Share
Have students try to recall the names of the seven dwarfs in Snow White. Then show them
a list that includes the dwarfs, among other similar names, and ask them to pick out the
correct names.

4 5.4 Index Card Summaries/Questions


Have students draw the face side of a penny from memory with as much detail as possible.
Then have them read excerpts from the book Moonwalking with Einstein, by Joshua Foer.
Ask students to summarize the methods Foer describes to help memory and then discuss
the ways they remember information.

5 5.5 One-Minute Essay


Review Loftus’s study on the misinformation effect as it pertains to car accidents. Have
students reflect on the validity of eyewitness testimony and the misconception of how
it is used in criminal justice trials. Review other related eyewitness studies, such as the
weapons-focus effect and the other-race effect. Have them review studies that support
the weapons-focus effect as well as others that don’t. Have students examine the
problems associated with wrongful convictions based on eyewitness testimony.

Unit Planning Notes


Use the space below to plan your approach to the unit.

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© 2019 College Board
UNIT

5 Cognitive Psychology

SUGGESTED SKILL
Concept
TOPIC 5.1
Introduction
Understanding
1.A
Define and/or apply
concepts.
to Memory

AVAILABLE RESOURCE
§§ Classroom Resource >
LEARNING TARGET EXAMPLES
Cognition and 5.A 5.A.1
Language Compare and contrast Effortful versus automatic processing
various cognitive processes.
5.A.2
Deep versus shallow processing
5.A.3
Selective versus divided attention
5.A.4
Metacognition

5.B 5.B.1
Describe and differentiate Short-term memory
psychological and
5.B.2
physiological systems
of memory. Implicit memory (procedural)
5.B.3
Long-term memory
5.B.4
Sensory memory (echoic, iconic)
5.B.5
Prospective memory
5.B.6
Explicit memory (semantic, episodic)
5.B.7
Physiological systems

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© 2019 College Board
UNIT
Cognitive Psychology
5
LEARNING TARGET EXAMPLES
5.C 5.C.1
Identify the contributions Contributions of Noam Chomsky
of key researchers in
5.C.2
cognitive psychology.
Contributions of Hermann Ebbinghaus
5.C.3
Contributions of Wolfgang Köhler
5.C.4
Contributions of Elizabeth Loftus
5.C.5
Contributions of George A. Miller

Topic Planning Notes


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UNIT

5 Cognitive Psychology

SUGGESTED SKILL
Concept
TOPIC 5.2
Encoding
Understanding
1.B
Explain behavior in
authentic context.

LEARNING TARGET
5.D
Outline the principles that
underlie construction and
encoding of memories.

Topic Planning Notes


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UNIT
Cognitive Psychology
5
TOPIC 5.3 SUGGESTED SKILL
Concept

Storing
Understanding
1.B
Explain behavior in
authentic context.

LEARNING TARGET
5.E
Outline the principles that
underlie effective storage
of memories.

Topic Planning Notes


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© 2019 College Board
UNIT

5 Cognitive Psychology

SUGGESTED SKILL
Concept
TOPIC 5.4
Retrieving
Understanding
1.B
Explain behavior in
authentic context.

LEARNING TARGET
5.F
Describe strategies for
retrieving memories.

Topic Planning Notes


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UNIT
Cognitive Psychology
5
TOPIC 5.5 SUGGESTED SKILL
Concept

Forgetting and
Understanding
1.B
Explain behavior in

Memory Distortion authentic context.

AVAILABLE RESOURCE
LEARNING TARGET §§ Classroom Resource >
5.G Cognition and
Describe strategies for Language
memory improvement and
typical memory errors.

Topic Planning Notes


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UNIT

5 Cognitive Psychology

SUGGESTED SKILL
Concept
TOPIC 5.6
Biological Bases
Understanding
1.A
Define and/or apply
concepts.
for Memory

AVAILABLE RESOURCE
§§ Classroom Resource >
LEARNING TARGET
Cognition and 5.H
Language Describe and differentiate
psychological
and physiological
systems of short- and
long-term memory.

Topic Planning Notes


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UNIT
Cognitive Psychology
5
TOPIC 5.7 SUGGESTED SKILL
Concept

Introduction to
Understanding
1.A
Define and/or apply

Thinking and concepts.

Problem Solving

LEARNING TARGET
5.I
Identify problem-solving
strategies as well as
factors that influence their
effectiveness.

5.J
List the characteristics
of creative thought and
creative thinkers.

Topic Planning Notes


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UNIT

5 Cognitive Psychology

SUGGESTED SKILL
Concept
TOPIC 5.8
Biases and Errors
Understanding
1.B
Explain behavior in
authentic context.
in Thinking

LEARNING TARGET
5.K
Identify problem-solving
strategies as well as factors
that create bias and errors
in thinking.

Topic Planning Notes


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UNIT
Cognitive Psychology
5
TOPIC 5.9 SUGGESTED SKILL
Concept

Introduction to
Understanding
1.C
Apply theories and

Intelligence perspectives in
authentic contexts.

LEARNING TARGET EXAMPLES


5.L 5.L.1
Define intelligence and Abstract versus verbal measures
list characteristics of how
5.L.2
psychologists measure
intelligence. Speed of processing
5.L.3
Fluid intelligence
5.L.4
Crystallized intelligence
5.L.5
Flynn effect
5.L.6
Stereotype threat
5.L.7
Savant syndrome

5.M
Discuss how culture
influences the definition of
intelligence.

5.N 5.N.1
Compare and contrast Charles Spearman, intelligence theorist
historic and contemporary
5.N.2
theories of intelligence.
Howard Gardner, intelligence theorist
5.N.3
Robert Sternberg, intelligence theorist

continued on next page

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© 2019 College Board
UNIT

5 Cognitive Psychology

LEARNING TARGET EXAMPLES


5.O 5.O.1
Identify the contributions Contributions of Alfred Binet, key researcher
of key researchers in in intelligence
intelligence research
5.O.2
and testing.
Contributions of Francis Galton, key researcher
in intelligence
5.O.3
Contributions of Howard Gardner, key
researcher in intelligence
5.O.4
Contributions of Charles Spearman, key
researcher in intelligence
5.O.5
Contributions of Robert Sternberg, key
researcher in intelligence
5.O.6
Contributions of Lewis Terman, key researcher
in intelligence
5.O.7
Contributions of David Wechsler, key
researcher in intelligence

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UNIT
Cognitive Psychology
5
TOPIC 5.10 SUGGESTED SKILL
Scientific

Psychometric
Investigation
3
Analyze psychological

Principles and research studies.

Intelligence Testing

LEARNING TARGET EXAMPLES


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

5.Q
Interpret the meaning of
scores in terms of the
normal curve.

5.R 5.R.1
Describe relevant labels Gifted
related to intelligence testing.
5.R.2
Intellectual disability

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UNIT

5 Cognitive Psychology

SUGGESTED SKILL
Concept
TOPIC 5.11
Components of
Understanding
1.C
Apply theories and
perspectives in
authentic contexts. Language and
Language Acquisition
AVAILABLE RESOURCE
§§ Classroom Resource >
Cognition and
Language
LEARNING TARGET
5.S
Synthesize how biological,
cognitive, and cultural
factors converge to facilitate
acquisition, development,
and use of language.

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

Topic Planning Notes


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AP PSYCHOLOGY

UNIT 6
Developmental
Psychology

7–9%
AP EXAM WEIGHTING

~9–10
CLASS PERIODS

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© 2019 College Board
Remember to go to AP Classroom
to assign students the online
Personal Progress Check for
this unit.
Whether assigned as homework or
completed in class, the Personal
Progress Check provides each
student with immediate feedback
related to this unit’s topics and skills.

Personal Progress Check 6


Multiple-choice: ~20 questions
Free-response: 1 question
§§ Research Design

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© 2019 College Board
UNIT

6 7–9% AP EXAM WEIGHTING ~9–10 CLASS PERIODS

Developmental
Psychology

Developing Understanding
ESSENTIAL Developmental psychology encompasses the study of the behavior of organisms from
QUESTIONS conception to death. In this unit, students will learn to examine the processes that contribute to
§§ How do we perceive and behavioral change throughout a person’s life. The major areas of emphasis in the course include
understand ourselves? prenatal development, motor development, socialization, cognitive development, adolescence,
and adulthood. Developmental psychologists seek to understand how changes in our biology
and social situations over a lifespan influence our behaviors and mental processes. Development
can be studied from several different perspectives, including biological or cognitive
perspectives. Developmental psychologists may focus on one or more developmental periods
or the entire course of a lifespan, using cross-sectional and longitudinal research methods.

Building Course Skills Preparing for the AP Exam


1.A 1.B 1.C 3 Students should be able to explain physical,
Building on knowledge from earlier units, intellectual, social, and moral development,
students will pull together aspects of along with the development of personality,
physiological, cognitive, psychological, in childhood, adolescence, and adulthood.
and moral development to understand how Additionally, they should be able to explain the
behavior and mental processes change over comparison between stages of development.
the course of a person’s life. This includes A common student error on the AP Exam
the role of adolescent development and the is failure to provide specific outcomes
decline of adults as they age. about how life experience helps or hinders
development. Students should provide a
Students will reinforce biological, cognitive,
thorough explanation of the relationship
and cultural perspectives studied in earlier
between life experience and development
units while discussing theories of stage
within the given scenario. Students tend to
development and continuous development.
discuss the stages of development but fail to
Students are also introduced to cross-
expand on the concepts to show mastery. It is
sectional research and longitudinal research
important to a student’s success on the exam
designs, which build on the research
that they write complete thoughts with cogent,
methods learned in Unit 1. Students will
accurate information. Teachers can provide
further their understanding of analyzing and
students with opportunities to write about
interpreting data through these new research
development at each stage of life in real-world
designs and in relation to the specific context
contexts. Students will also answer questions
of developmental psychology.
related to research methods, including validity,
ethics, and correct method of study. They
may be asked about experimental design and
should be prepared to answer questions such
as What are the flaws in a research study?
Would this design pass IRB? What is the
appropriate method for a research question?

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UNIT

6 Developmental Psychology

UNIT AT A GLANCE

Class Periods

Topic Suggested Skill ~9–10 CLASS PERIODS

The Lifespan and Physical


6.1  3 Analyze psychological research studies.
Development in Childhood

Social Development
6.2  1.C Apply theories and perspectives in
in Childhood authentic contexts.

Cognitive Development
6.3  1.C Apply theories and perspectives in
in Childhood authentic contexts.

Adolescent Development
6.4  1.B Explain behavior in authentic context.

Adulthood and Aging


6.5  1.C Apply theories and perspectives in
authentic contexts.

6.6 Moral Development 3 Analyze psychological research studies.

Gender and Sexual Orientation


6.7  1.A Define and/or apply concepts.

Go to AP Classroom to assign the Personal Progress Check for Unit 6.


Review the results in class to identify and address any student misunderstandings.

AP Psychology Course and Exam Description Course Framework V.1 | 98


© 2019 College Board
UNIT
Developmental Psychology
6
SAMPLE INSTRUCTIONAL ACTIVITIES
The sample activities on this page are optional and are offered to provide possible ways to
incorporate various instructional approaches into the classroom. Teachers do not need to use
these activities or instructional approaches and are free to alter or edit them. The examples
below were developed in partnership with teachers from the AP community to share ways
that they approach teaching some of the topics in this unit. Please refer to the Instructional
Approaches section beginning on p. 151 for more examples of activities and strategies.

Activity Topic Sample Activity

1 6.3 Debate
Have students complete the activity Piaget Meets Santa, which can be found online.
Have them read the given statements and then match them with the appropriate
developmental stage.

2 6.6 Misconception Check


Ask students to predict if a scientific method could test whether babies as young as
three months old can tell right from wrong or have morals. Have them watch the segment
“The Baby Lab” from 60 Minutes and then ask them to identify the research method
and evaluate the ethics of the experiment. Students can then summarize the results of
the study and debate whether babies are born with morality using evidence (or the lack
thereof) from the study.

3 6.7 Quickwrite
Provide students with a published gender roles experiment and then ask them to identify
the research method and evaluate the ethics of the experiment. Have students summarize
the results of the study and then design a study that can be conducted as a follow-up.

Unit Planning Notes


Use the space below to plan your approach to the unit.

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© 2019 College Board
UNIT

6 Developmental Psychology

SUGGESTED SKILL
Scientific
TOPIC 6.1
The Lifespan and
Investigation
3
Analyze psychological
research studies.
Physical Development
in Childhood

LEARNING TARGET EXAMPLES


6.A 6.A.1
Explain the process of Nutrition
conception and gestation,
6.A.2
including factors that
influence successful Illness
pre-natal development. 6.A.3
Substance abuse
6.A.4
Teratogens

6.B
Discuss the interaction
of nature and nurture
(including cultural variations),
specifically physical
development, in the
determination of behavior.

6.C
Discuss maturation of
motor skills.

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© 2019 College Board
UNIT
Developmental Psychology
6
TOPIC 6.2 SUGGESTED SKILL
Concept

Social Development
Understanding
1.C
Apply theories and

in Childhood perspectives in
authentic contexts.

LEARNING TARGET EXAMPLES


6.D
Describe the influence of
temperament and other
social factors on attachment
and appropriate socialization.

6.E 6.E.1
Identify the contributions Contributions of Albert Bandura, key researcher
of major researchers in in the area of social development in childhood
developmental psychology
6.E.2
in the area of social
development in childhood. Contributions of Diana Baumrind, key researcher
in the area of social development in childhood
6.E.3
Contributions of Konrad Lorenz, key researcher
in the area of social development in childhood
6.E.4
Contributions of Harry Harlow, key researcher
in the area of social development in childhood
6.E.5
Contributions of Mary Ainsworth, key researcher
in the area of social development in childhood
6.E.6
Contributions of Sigmund Freud, key researcher
in the area of social development in childhood

6.F
Discuss the interaction of
nature and nurture (including
cultural variations), specifically
social development, in the
determination of behavior.

6.G
Explain how parenting styles
influence development.

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© 2019 College Board
UNIT

6 Developmental Psychology

SUGGESTED SKILL
Concept
TOPIC 6.3
Cognitive Development
Understanding
1.C
Apply theories and
perspectives in
authentic contexts. in Childhood

LEARNING TARGET EXAMPLES


6.H
Explain the maturation of
cognitive abilities (Piaget’s
stages, Information process).

6.I 6.I.1
Identify the contributions of Contributions of Lev Vygotsky, key researcher
major researchers in the area in the area of cognitive development
of cognitive development in childhood
in childhood.
6.I.2
Contributions of Jean Piaget, key researcher in
the area of cognitive development in childhood

Topic Planning Notes


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UNIT
Developmental Psychology
6
TOPIC 6.4 SUGGESTED SKILL
Concept

Adolescent
Understanding
1.B
Explain behavior in

Development authentic context.

LEARNING TARGET
6.J
Discuss maturational
challenges in adolescence,
including related
family conflicts.

Topic Planning Notes


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UNIT

6 Developmental Psychology

SUGGESTED SKILL
Concept
TOPIC 6.5
Adulthood and Aging
Understanding
1.C
Apply theories and
perspectives in
authentic contexts.

LEARNING TARGET EXAMPLES


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

6.L
Predict the physical and
cognitive changes that
emerge through the lifespan,
including steps that can be
taken to maximize function.

6.M 6.M.1
Identify the contributions of Contributions of Erik Erikson, key researcher in
key researchers in the area of the area of lifespan development
adulthood and aging.

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© 2019 College Board
UNIT
Developmental Psychology
6
TOPIC 6.6 SUGGESTED SKILL
Scientific

Moral Development
Investigation
3
Analyze psychological
research studies.

LEARNING TARGET EXAMPLES


6.N 6.N.1
Identify the contributions of Contributions of Carol Gilligan
major researchers in the area
6.N.2
of moral development.
Contributions of Lawrence Kohlberg

6.O
Compare and contrast models
of moral development.

Topic Planning Notes


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© 2019 College Board
UNIT

6 Developmental Psychology

SUGGESTED SKILL
Concept
TOPIC 6.7
Gender and
Understanding
1.A
Define and/or
apply concepts.
Sexual Orientation

LEARNING TARGET
6.P
Describe how sex and gender
influence socialization
and other aspects
of development.

Topic Planning Notes


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© 2019 College Board
AP PSYCHOLOGY

UNIT 7
Motivation,
Emotion, and
Personality

11–15%
AP EXAM WEIGHTING

~16–17
CLASS PERIODS

AP Psychology Course and Exam Description Course Framework V.1 | 107


© 2019 College Board
Remember to go to AP Classroom
to assign students the online
Personal Progress Check for
this unit.
Whether assigned as homework or
completed in class, the Personal
Progress Check provides each
student with immediate feedback
related to this unit’s topics and skills.

Personal Progress Check 7


Multiple-choice: ~30 questions
Free-response: 1 question
§§ Research Design

AP Psychology Course and Exam Description Course Framework V.1 | 108


© 2019 College Board
UNIT

7 11–15% AP EXAM WEIGHTING ~16–17 CLASS PERIODS

Motivation, Emotion,
and Personality

Developing Understanding
ESSENTIAL Psychologists use theory to categorize and explain different personalities. These explanations
QUESTIONS have been influenced by the various branches of psychology. Some psychologists study what
§§ What motivates us to motivates us and/or our emotional responses to experiences to understand our individual
think and act the way differences. Other psychologists seek to understand personality, including why different
we do? personalities exist, how they are developed, and if and how they change. Originating from
the psychodynamic perspective, the study of personality involves consideration of behavior
§§ Why do some people
and mental processes and how they interact to produce an individual’s personality. A full
respond to stress
explanation of personality also involves incorporating humanistic and social-cognitive
in a healthier way
perspectives from earlier units.
than others?
§§ Why don’t psychologists
agree? Building Course Skills Preparing for the AP Exam
1.A 1.C 2 3 Students often confuse what it means
Individual differences in various aspects to be panicked versus stressed.
of personality, motivation, and emotion are Teachers can provide students with case
the focus of this unit. Students should be studies and/or real-world opportunities that
comfortable with identifying and explaining will help them understand what it means
how biological structures and physiological to be stressed and how bodies respond
processes help explain behavior or mental to stress, as opposed to being panicked.
processes in relation to motivation, emotion, Students should be able to compare the
and personality. In addition, students will gain psychological and physiological responses
experience evaluating the strengths and to stress and panic.
weaknesses of psychological theories
Students may struggle with accurately
and perspectives relating to motivation
discussing concepts related to personality.
and emotion.
A common mistake is to describe temporary
Students should be able to identify theories aspects of a personality trait rather than
and perspectives about personality, describe personality characteristics. This can be
their strengths and weaknesses, and explain addressed by providing students with
how they apply to behavior and mental multiple opportunities throughout the course
processes. While learning about the different to write about personality, ensuring that
ways personality can be measured, students they are using terminology correctly and
will calculate the appropriate statistic for a appropriately. Questions about research
given data set. Students should also be able methodology and ethical research design in
to explain how data illustrates the different regard to this unit’s content will most likely
theories of motivation, emotion, stress, appear on the exam.
and personality.

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© 2019 College Board
UNIT

7 Motivation, Emotion, and Personality

UNIT AT A GLANCE

Class Periods

Topic Suggested Skill ~16–17 CLASS PERIODS

7.1 Theories of Motivation 3 Analyze psychological research studies.

Specific Topics in Motivation


7.2  1.A Define and/or apply concepts.

7.3 Theories of Emotion 1.C Apply theories and perspectives in


authentic contexts.

7.4 Stress and Coping 1.A Define and/or apply concepts.

7.5 Introduction to Personality 3 Analyze psychological research studies.

Psychoanalytic Theories
7.6  1.C Apply theories and perspectives in
of Personality authentic contexts.

Behaviorism and Social


7.7  1.C Apply theories and perspectives in
Cognitive Theories authentic contexts.
of Personality

Humanistic Theories
7.8  1.C Apply theories and perspectives in
of Personality authentic contexts.

Trait Theories of Personality


7.9  1.C Apply theories and perspectives in
authentic contexts.

7.10 Measuring Personality 1.C Apply theories and perspectives in


authentic contexts.

Go to AP Classroom to assign the Personal Progress Check for Unit 7.


Review the results in class to identify and address any student misunderstandings.

AP Psychology Course and Exam Description Course Framework V.1 | 110


© 2019 College Board
UNIT
Motivation, Emotion, and Personality
7
SAMPLE INSTRUCTIONAL ACTIVITIES
The sample activities on this page are optional and are offered to provide possible ways to
incorporate various instructional approaches into the classroom. Teachers do not need to use
these activities or instructional approaches and are free to alter or edit them. The examples
below were developed in partnership with teachers from the AP community to share ways
that they approach teaching some of the topics in this unit. Please refer to the Instructional
Approaches section beginning on p. 151 for more examples of activities and strategies.

Activity Topic Sample Activity

1 7.1 Debate
Provide students with a range of behaviors and have them debate which motivation theory
best explains each behavior and why (for example, running a marathon would not be well
explained by drive-reduction theory).

2 7.3 Think-Pair-Share
Have students watch the well-known clip “These pretzels are making me thirsty” from the
show Seinfeld (S3E11). In small groups, have them discuss how facial expressions and
intonation convey emotion. Provide them with other scenarios and have them discuss how
different theorists would explain the emotions conveyed in each scenario.

3 7.5 Jigsaw
Select a fictional character familiar to your students. Have them discuss that character’s
personality in terms of the different psychological perspectives. Then divide students
into groups and have each group select their own character and repeat the discussion.
Students can then share with the class or you can use the jigsaw strategy.

Unit Planning Notes


Use the space below to plan your approach to the unit.

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© 2019 College Board
UNIT

7 Motivation, Emotion, and Personality

SUGGESTED SKILL
Scientific
TOPIC 7.1
Theories of Motivation
Investigation
3
Analyze psychological
research studies.

LEARNING TARGET EXAMPLES


7.A 7.A.1
Identify and apply basic Instincts
motivational concepts to
7.A.2
understand the behavior of
humans and other animals. Incentives
7.A.3
Intrinsic versus extrinsic motivation
7.A.4
Overjustification effect
7.A.5
Self-efficacy
7.A.6
Achievement motivation

7.B 7.B.1
Compare and contrast Drive reduction theory
motivational theories,
7.B.2
including the strengths and
weaknesses of each. Arousal theory (including the Yerkes-Dodson law)
7.B.3
Evolutionary theory of motivation
7.B.4
Maslow’s theory
7.B.5
Cognitive dissonance theory

7.C 7.C.1
Describe classic Motivation system: eating
research findings in
7.C.2
specific motivations.
Motivation system: sex
7.C.3
Motivation system: social

continued on next page

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© 2019 College Board
UNIT
Motivation, Emotion, and Personality
7
LEARNING TARGET EXAMPLES
7.D 7.D.1
Identify contributions of Contributions of William James, key researcher
key researchers in the in the psychology of motivation and emotion
psychological field of
7.D.2
motivation and emotion.
Contributions of Alfred Kinsey, key researcher
in the psychology of motivation and emotion
7.D.3
Contributions of Abraham Maslow, key
researcher in the psychology of motivation
and emotion
7.D.4
Contributions of Stanley Schachter, key
researcher in the psychology of motivation
and emotion
7.D.5
Contributions of Hans Selye, key researcher in
the psychology of motivation and emotion

Topic Planning Notes


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© 2019 College Board
UNIT

7 Motivation, Emotion, and Personality

SUGGESTED SKILL
Concept
TOPIC 7.2
Specific Topics
Understanding
1.A
Define and/or apply
concepts.
in Motivation

LEARNING TARGET
7.E
Discuss the biological
underpinnings of motivation,
including needs, drives,
and homeostasis.

Topic Planning Notes


Use the space below to plan your approach to the topic.

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© 2019 College Board
UNIT
Motivation, Emotion, and Personality
7
TOPIC 7.3 SUGGESTED SKILL
Concept

Theories of Emotion
Understanding
1.C
Apply theories and
perspectives in
authentic contexts.

LEARNING TARGET EXAMPLES


7.F 7.F.1
Compare and contrast major James–Lange Theory
theories of emotion.
7.F.2
Cannon–Bard Theory
7.F.3
Schachter two-factor theory
7.F.4
Evolutionary theories (primary emotions)
7.F.5
Richard Lazarus’s appraisal theory
7.F.6
Joseph LeDoux’s theory
7.F.7
Paul Ekman’s research on cross-cultural
displays of emotion
7.F.8
Facial feedback hypothesis

7.G
Describe how cultural
influences shape emotional
expression, including
variations in body language.

Topic Planning Notes


Use the space below to plan your approach to the topic.

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© 2019 College Board
UNIT

7 Motivation, Emotion, and Personality

SUGGESTED SKILL
Concept
TOPIC 7.4
Stress and Coping
Understanding
1.A
Define and/or apply
concepts.

LEARNING TARGET EXAMPLES


7.H 7.H.1
Discuss theories of stress General adaptation theory
and the effects of stress
7.H.2
on psychological and
physical well-being. Stress-related illnesses
7.H.3
Lewin’s motivational conflicts theory
7.H.4
Unhealthy behaviors

Topic Planning Notes


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UNIT
Motivation, Emotion, and Personality
7
TOPIC 7.5 SUGGESTED SKILL
Scientific

Introduction to
Investigation
3
Analyze psychological

Personality research studies.

LEARNING TARGET EXAMPLES


7.I 7.I.1
Describe and compare Research method to investigate personality:
research methods that case studies
psychologists use to
7.I.2
investigate personality.
Research method to investigate personality:
surveys
7.I.3
Research method to investigate personality:
personalities inventories

7.J 7.J.1
Identify the contributions Contributions of Alfred Adler, key researcher in
of major researchers in personality theory
personality theory.
7.J.2
Contributions of Albert Bandura, key
researcher in personality theory
7.J.3
Contributions of Paul Costa and Robert
McCrae, key researchers in personality theory
7.J.4
Contributions of Sigmund Freud, key
researcher in personality theory
7.J.5
Contributions of Carl Jung, key researcher in
personality theory
7.J.6
Contributions of Abraham Maslow, key
researcher in personality theory
7.J.7
Contributions of Carl Rogers, key researcher in
personality theory

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UNIT

7 Motivation, Emotion, and Personality

SUGGESTED SKILL
Concept
TOPIC 7.6
Psychoanalytic
Understanding
1.C
Apply theories and
perspectives in
authentic contexts. Theories of Personality

LEARNING TARGET
7.K
Compare and contrast the
psychoanalytic theories
of personality with other
theories of personality.

Topic Planning Notes


Use the space below to plan your approach to the topic.

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UNIT
Motivation, Emotion, and Personality
7
TOPIC 7.7 SUGGESTED SKILL
Concept

Behaviorism and
Understanding
1.C
Apply theories and

Social Cognitive perspectives in


authentic contexts.

Theories of Personality

LEARNING TARGET
7.L
Compare and contrast
the behaviorist and social
cognitive theories of
personality with other
theories of personality.

Topic Planning Notes


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UNIT

7 Motivation, Emotion, and Personality

SUGGESTED SKILL
Concept
TOPIC 7.8
Humanistic Theories
Understanding
1.C
Apply theories and
perspectives in
authentic contexts. of Personality

LEARNING TARGET EXAMPLES


7.M
Compare and contrast
humanistic theories of
personality with other
theories of personality.

7.N 7.N.2
Speculate how cultural Collectivistic versus individualistic cultures
context can facilitate or
constrain personality
development, especially as it
relates to self-concept.

Topic Planning Notes


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UNIT
Motivation, Emotion, and Personality
7
TOPIC 7.9 SUGGESTED SKILL
Concept

Trait Theories of
Understanding
1.C
Apply theories and

Personality perspectives in
authentic contexts.

LEARNING TARGET
7.O
Compare and contrast trait
theories of personality with
other theories of personality.

Topic Planning Notes


Use the space below to plan your approach to the topic.

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UNIT

7 Motivation, Emotion, and Personality

SUGGESTED SKILL
Concept
TOPIC 7.10
Measuring Personality
Understanding
1.C
Apply theories and
perspectives in
authentic contexts.

LEARNING TARGET EXAMPLES


7.P 7.P.1
Identify frequently used Personality inventory
assessment strategies, and
7.P.2
evaluate relative test quality
based on reliability and Projective tests
validity of the instruments.

Topic Planning Notes


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AP PSYCHOLOGY

UNIT 8
Clinical
Psychology

12–16%
AP EXAM WEIGHTING

~17–18
CLASS PERIODS

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© 2019 College Board
Remember to go to AP Classroom
to assign students the online
Personal Progress Check for
this unit.
Whether assigned as homework or
completed in class, the Personal
Progress Check provides each
student with immediate feedback
related to this unit’s topics and skills.

Personal Progress Check 8


Multiple-choice: ~30 questions
Free-response: 1 question
§§ Research Design

AP Psychology Course and Exam Description Course Framework V.1 | 124


© 2019 College Board
UNIT

8 12–16% AP EXAM WEIGHTING ~17–18 CLASS PERIODS

Clinical Psychology

Developing Understanding
ESSENTIAL Psychologists who study psychological disorders, along with practitioners who treat
QUESTIONS disorders, often utilize a particular theoretical perspective. Each perspective attempts to
§§ Why is psychological explain the origin of a disorder and/or determine the best method for treatment. These
perspective necessary explanations and treatments build on the history, theories, and perspectives introduced in
in the treatment of the first two units as well as on cognitive psychology in particular. Through observing behavior
disorders? and engaging in discussion that illuminates a client’s thought process, psychologists gather
information and draw conclusions. For some psychologists, a single perspective cannot fully
§§ How are psychological
explain a disorder. This leads them to more integrated perspectives to understand and treat
disorders treated?
psychological disorders.

Building Course Skills Preparing for the AP Exam


1.A 1.B 1.C 3 Students often have difficulty using key
This unit provides students with the terms and phrases correctly to answer
opportunity to evaluate many of the questions posed as scenarios. Teachers
psychological concepts, theories, and can provide students with opportunities to
perspectives they learned about in earlier work with scenarios related to psychological
units through the lens of psychological disorders. Students will benefit from
disorders and their treatments. Students examples of real-world situations in which
will learn how to evaluate biological, particular disorders may be exacerbated
psychological, and sociocultural theories or subdued. Students should be able to give
in relation to abnormality. They will be the general characteristics and common
introduced to a survey of psychological treatments of the disorder. They should
disorders and dive deeper into some of the also be able to evaluate the strengths and
more common disorders and their treatment. weaknesses of each treatment and explain
Students will conduct valid research, identify why it is deemed appropriate.
ethical flaws, and use appropriate data and
Students often have difficulty articulating
data collection processes.
which psychological perspectives are
associated with which treatments. When
the scenarios involve a certain type of
research, students should be expected to
define the method and write accurately
about validity, ethics, and outcome. Students
may encounter questions about research
methodology in clinical trials on the exam.
They should be able answer questions
about the ethics of a research plan, correct
modality, and research design.

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UNIT

8 Clinical Psychology

UNIT AT A GLANCE

Class Periods

Topic Suggested Skill ~17–18 CLASS PERIODS

Introduction to
8.1  1.A Define and/or apply concepts.
Psychological Disorders

Psychological Perspectives
8.2  1.C Apply theories and perspectives in
and Etiology of Disorders authentic contexts.

Neurodevelopmental
8.3  1.B Explain behavior in authentic context.
and Schizophrenic
Spectrum Disorders

Bipolar, Depressive, Anxiety,


8.4  1.B Explain behavior in authentic context.
and Obsessive-Compulsive
and Related Disorders

Trauma- and Stressor-


8.5  1.B Explain behavior in authentic context.
Related, Dissociative, and
Somatic Symptom and
Related Disorders

Feeding and Eating,


8.6  1.B Explain behavior in authentic context.
Substance and Addictive, and
Personality Disorders

Introduction to Treatment of
8.7  1.A Define and/or apply concepts.
Psychological Disorders

Psychological Perspectives
8.8  1.C Apply theories and perspectives in
and Treatment of Disorders authentic contexts.

Treatment of Disorders from


8.9  3 Analyze psychological research studies.
the Biological Perspective

Evaluating Strengths,
8.10  3 Analyze psychological research studies.
Weaknesses, and Empirical
Support for Treatments
of Disorders

Go to AP Classroom to assign the Personal Progress Check for Unit 8.


Review the results in class to identify and address any student misunderstandings.

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UNIT
Clinical Psychology
8
SAMPLE INSTRUCTIONAL ACTIVITIES
The sample activities on this page are optional and are offered to provide possible ways to
incorporate various instructional approaches into the classroom. Teachers do not need to use
these activities or instructional approaches and are free to alter or edit them. The examples
below were developed in partnership with teachers from the AP community to share ways
that they approach teaching some of the topics in this unit. Please refer to the Instructional
Approaches section beginning on p. 151 for more examples of activities and strategies.

Activity Topic Sample Activity

1 8.2 Jigsaw
For each mental illness studied in class, students should explain the illness using
different perspectives. Divide students into groups to study a particular illness from all
perspectives. Then have students switch groups to discuss all illnesses and share the
different perspectives for each. Alternately, divide students into groups to study one
perspective for each disease and then rearrange the groups so that all perspectives
are represented in each group. Have students share with each other their assigned
perspective for each illness.

2 8.8 Construct an Argument


Use scenarios to allow students to discriminate between therapeutic approaches:
psychoanalysis, behavior therapy, humanistic therapy, and cognitive therapy.

3 8.10 Debate
Have students debate the criticisms, strengths and weaknesses, and effectiveness of
therapies for mental illness.

Unit Planning Notes


Use the space below to plan your approach to the unit.

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UNIT

8 Clinical Psychology

SUGGESTED SKILL
Concept
TOPIC 8.1
Introduction to
Understanding
1.A
Define and/or apply
concepts.
Psychological
Disorders

LEARNING TARGET EXAMPLES


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

8.B
Describe contemporary
and historical conceptions
of what constitutes
psychological disorders.

8.C 8.C.1
Discuss the intersection Confidentiality
between psychology and the 8.C.2
legal system.
Insanity defense

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UNIT
Clinical Psychology
8
TOPIC 8.2 SUGGESTED SKILL
Concept

Psychological
Understanding
1.C
Apply theories and

Perspectives and perspectives in


authentic contexts.

Etiology of Disorders

LEARNING TARGET EXAMPLES


8.D
Evaluate the strengths
and limitations of various
approaches to explaining
psychological disorders.

8.E 8.E.1
Identify the positive and The Rosenhan Study
negative consequences of
diagnostic labels.

Topic Planning Notes


Use the space below to plan your approach to the topic.

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UNIT

8 Clinical Psychology

SUGGESTED SKILL
Concept
TOPIC 8.3
Neurodevelopmental
Understanding
1.B
Explain behavior in
authentic context.
and Schizophrenic
Spectrum Disorders

LEARNING TARGET
8.F
Discuss the major diagnostic
categories, including
neurodevelopmental
disorders, neurocognitive
disorders, schizophrenia
spectrum, and other
psychotic disorders, and their
corresponding symptoms.

Topic Planning Notes


Use the space below to plan your approach to the topic.

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UNIT
Clinical Psychology
8
TOPIC 8.4 SUGGESTED SKILL
Concept

Bipolar, Depressive,
Understanding
1.B
Explain behavior in

Anxiety, and authentic context.

Obsessive-Compulsive
and Related Disorders

LEARNING TARGET
8.G
Discuss the major diagnostic
categories, including
anxiety disorders, bipolar
and related disorders,
depressive disorders,
obsessive-compulsive and
related disorders, and their
corresponding symptoms.

Topic Planning Notes


Use the space below to plan your approach to the topic.

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UNIT

8 Clinical Psychology

SUGGESTED SKILL
Concept
TOPIC 8.5
Trauma- and Stressor-
Understanding
1.B
Explain behavior in
authentic context.
Related, Dissociative,
and Somatic Symptom
and Related Disorders

LEARNING TARGET
8.H
Discuss the major diagnostic
categories, including
dissociative disorders,
somatic symptom and
related disorders, and
trauma- and stressor-
related disorders and their
corresponding symptoms.

Topic Planning Notes


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UNIT
Clinical Psychology
8
TOPIC 8.6 SUGGESTED SKILL
Concept

Feeding and Eating,


Understanding
1.B
Explain behavior in

Substance and authentic context.

Addictive, and
Personality Disorders

LEARNING TARGET
8.I
Discuss the major diagnostic
categories, including feeding
and eating disorders,
personality disorders, and their
corresponding symptoms.

Topic Planning Notes


Use the space below to plan your approach to the topic.

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UNIT

8 Clinical Psychology

SUGGESTED SKILL
Concept
TOPIC 8.7
Introduction to
Understanding
1.A
Define and/or apply
concepts.
Treatment of
Psychological Disorders

LEARNING TARGET EXAMPLES


8.J
Describe the central
characteristics of
psychotherapeutic
intervention.

8.K 8.K.1
Identify the contributions of Contributions of Aaron Beck, major figure in
major figures in psychological psychological treatment
treatment. 8.K.2
Contributions of Albert Ellis, major figure in
psychological treatment
8.K.3
Contributions of Sigmund Freud, major figure in
psychological treatment
8.K.4
Contributions of Mary Cover Jones, major
figure in psychological treatment
8.K.5
Contributions of Carl Rogers, major figure in
psychological treatment
8.K.6
Contributions of B. F. Skinner, major figure in
psychological treatment
8.K.7
Contributions of Joseph Wolpe, major figure in
psychological treatment

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UNIT
Clinical Psychology
8
TOPIC 8.8 SUGGESTED SKILL
Concept

Psychological
Understanding
1.C
Apply theories and

Perspectives and perspectives in


authentic contexts.

Treatment of Disorders

LEARNING TARGET EXAMPLES


8.L 8.L.1
Describe major treatment Treatment orientation: behavioral
orientations used in therapy 8.L.2
and how those orientations
Treatment orientation: cognitive
influence therapeutic planning.
8.L.3
Treatment orientation: humanistic
8.L.4
Treatment orientation: psychodynamic
8.L.5
Treatment orientation: cognitive-behavioral
8.L.6
Treatment orientation: sociocultural

8.M
Summarize effectiveness of
specific treatments used to
address specific problems.

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

8.O
Describe prevention
strategies that build resilience
and promote competence.

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UNIT

8 Clinical Psychology

SUGGESTED SKILL
Scientific
TOPIC 8.9
Treatment of Disorders
Investigation
3
Analyze psychological
research studies.
from the Biological
Perspective

LEARNING TARGET
8.P
Summarize effectiveness of
specific treatments used to
address specific problems
from a biological perspective.

Topic Planning Notes


Use the space below to plan your approach to the topic.

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UNIT
Clinical Psychology
8
TOPIC 8.10 SUGGESTED SKILL
Scientific

Evaluating Strengths,
Investigation
3
Analyze psychological

Weaknesses, and research studies.

Empirical Support for


Treatments of Disorders

LEARNING TARGET EXAMPLES


8.Q 8.Q.1
Compare and contrast Individual
different treatment methods. 8.Q.2
Group
8.Q.3
Rational-emotive method
8.Q.4
Psychoanalytic/psychodynamic method
8.Q.5
Client-centered method
8.Q.6
Cognitive method
8.Q.7
Behavioral method
8.Q.8
Sociocultural method
8.Q.9
Biopsychosocial method
8.Q.10
Cognitive-behavioral method

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AP PSYCHOLOGY

UNIT 9
Social
Psychology

8–10%
AP EXAM WEIGHTING

~10–11
CLASS PERIODS

AP Psychology Course and Exam Description Course Framework V.1 | 139


© 2019 College Board
Remember to go to AP Classroom
to assign students the online
Personal Progress Check for
this unit.
Whether assigned as homework or
completed in class, the Personal
Progress Check provides each
student with immediate feedback
related to this unit’s topics and skills.

Personal Progress Check 9


Multiple-choice: ~20 questions
Free-response: 1 question
§§ Concept Application

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© 2019 College Board
UNIT

9 8–10% AP EXAM WEIGHTING ~10–11 CLASS PERIODS

Social Psychology

Developing Understanding
ESSENTIAL In this final unit, psychological concepts and theoretical perspectives are pulled together
QUESTIONS from throughout the course. Social psychology is the study of how other people and groups
§§ How does the bias of influence behavior and mental processes as well as how behavior and mental processes
a researcher affect influence our experiences in social situations. Social psychology also involves the study
their conclusions? of how our perceptions of social situations impact how we interact with others and how
others interact with us. Social psychologists may focus on one aspect of social situations
or interactions and may do so from a variety of theoretical perspectives, including other
integrative perspectives.

Building Course Skills Preparing for the AP Exam


1.B 1.C 3 Students often have difficulty using social
As the course nears completion, students psychology key terms and phrases correctly
should be able to describe and explain to answer questions posed as scenarios.
behavior and mental processes within Common examples of interchanged
the context of social psychology. As they behaviors include conformity, obedience,
learn new social psychology theories, and compliance. Students often struggle
students will build on their knowledge of to provide the depth or breadth required to
psychological theories in general. These show mastery of the content. Teacher can
theories specifically build on the biological, provide opportunities for students to work
cognitive, and sociocultural theories with scenarios related to social settings and
discussed in earlier units. The history of interactions. Students should give general
social psychology is filled with studies that characteristics of the behaviors associated
are no longer considered ethical. Through with interactions and common responses
these missteps, students will learn how to social stimuli. When the scenarios
to conduct valid research, identify ethical involve a certain type of research, students
flaws, and use appropriate data and data should be expected to define the method
collection processes. and write accurately about validity, ethics,
and outcome.

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© 2019 College Board
UNIT

9 Social Psychology

UNIT AT A GLANCE

Class Periods

Topic Suggested Skill ~10–11 CLASS PERIODS

Attribution Theory and


9.1  1.C Apply theories and perspectives in
Person Perception authentic contexts.

Attitude Formation and


9.2  3 Analyze psychological research studies.
Attitude Change

Conformity, Compliance,
9.3  3 Analyze psychological research studies.
and Obedience

Group Influences on Behavior


9.4  1.B Explain behavior in authentic context.
and Mental Processes

Bias, Prejudice, and


9.5  1.B Explain behavior in authentic context.
Discrimination

Altruism and Aggression


9.6  1.B Explain behavior in authentic context.

9.7 Interpersonal Attraction 1.B Explain behavior in authentic context.

Go to AP Classroom to assign the Personal Progress Check for Unit 9.


Review the results in class to identify and address any student misunderstandings.

AP Psychology Course and Exam Description Course Framework V.1 | 142


© 2019 College Board
UNIT
Social Psychology
9
SAMPLE INSTRUCTIONAL ACTIVITIES
The sample activities on this page are optional and are offered to provide possible ways to
incorporate various instructional approaches into the classroom. Teachers do not need to use
these activities or instructional approaches and are free to alter or edit them. The examples
below were developed in partnership with teachers from the AP community to share ways
that they approach teaching some of the topics in this unit. Please refer to the Instructional
Approaches section beginning on p. 151 for more examples of activities and strategies.

Activity Topic Sample Activity

1 9.1 Quickwrite
Have students complete “The Fundamental Attribution Error Activity” from the TOPSS Unit
Lesson Plan by Allyson J. Weseley. Provide students with a card or paper that includes an
attribution scale on each side. On one side, have them circle the traits that they identify
with. On the other, have them circle the traits that describe the teacher. Have students
count the number of “depends on the situation” responses on each side and compare
the two.

2 9.3 Debate
Have students read about the Stanford Prison Experiment or watch an excerpt from the
documentary. Then ask students to identify the research methods described and evaluate
the ethics of the experiment. Students can then debate the merits, ethics, and criticism
of the experiment. Include the response to recent criticism published by Zimbardo and
other researchers.

3 9.4 Construct an Argument


Have students read the article “A Real-Life Lord of the Flies: The Troubling Legacy of the
Robbers Cave Experiment.” Then ask them to identify the research methods described
in the article and evaluate the ethics of the experiments. Ask them if the studies described
offer any insights about group dynamics and, if so, what those insights are.

Unit Planning Notes


Use the space below to plan your approach to the unit.

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© 2019 College Board
UNIT

9 Social Psychology

SUGGESTED SKILL
Concept
TOPIC 9.1
Attribution Theory and
Understanding
1.C
Apply theories and
perspectives in
authentic contexts. Person Perception

LEARNING TARGET EXAMPLES


9.A 9.A.1
Apply attribution theory to Fundamental attribution error
explain motives. 9.A.2
Self-serving bias
9.A.3
False consensus effect
9.A.4
Confirmation bias
9.A.5
Just-world hypothesis
9.A.6
Halo effect

9.B 9.B.1
Articulate the impact of Gender
social and cultural categories 9.B.2
on self-concept and relations
Race
with others.
9.B.3
Ethnicity

9.C
Anticipate the impact of
self-fulfilling prophecy
on behavior.

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© 2019 College Board
UNIT
Social Psychology
9
TOPIC 9.2 SUGGESTED SKILL
Scientific

Attitude Formation
Investigation
3
Analyze psychological

and Attitude Change research studies.

LEARNING TARGET EXAMPLES


9.D 9.D.1
Identify important figures Leon Festinger
and research in the areas
of attitude formation and
change.

9.E 9.E.1
Discuss attitude formation Central route to persuasion
and change, including 9.E.2
persuasion strategies and
Peripheral route to persuasion
cognitive dissonance.
9.E.3
Cognitive dissonance
9.E.4
Elaboration likelihood model

Topic Planning Notes


Use the space below to plan your approach to the topic.

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© 2019 College Board
UNIT

9 Social Psychology

SUGGESTED SKILL
Scientific
TOPIC 9.3
Conformity,
Investigation
3
Analyze psychological
research studies.
Compliance, and
Obedience

LEARNING TARGET EXAMPLES


9.F 9.F.1
Identify the contributions of Contributions of Solomon Asch
key researchers in the areas 9.F.2
of conformity, compliance,
Contributions of Stanley Milgram
and obedience.
9.F.3
Contributions of Philip Zimbardo

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

Topic Planning Notes


Use the space below to plan your approach to the topic.

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© 2019 College Board
UNIT
Social Psychology
9
TOPIC 9.4 SUGGESTED SKILL
Concept

Group Influences
Understanding
1.B
Explain behavior in

on Behavior and authentic context.

Mental Processes

LEARNING TARGET EXAMPLES


9.H
Describe the structure and
function of different kinds of
group behavior.

9.I 9.I.1
Predict the impact of the Bystander effect
presence of others on 9.I.2
individual behavior.
Social facilitation
9.I.3
Social inhibition
9.I.4
Group polarization
9.I.5
Deindividuation
9.I.6
Diffusion of responsibility
9.I.7
In-group/out-group bias
9.I.8
Reciprocity norms
9.I.9
Social norms
9.I.10
Social traps
9.I.11
Prisoner’s dilemma
9.I.12
Conflict resolution
9.I.13
Superordinate goals

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UNIT

9 Social Psychology

SUGGESTED SKILL
Concept
TOPIC 9.5
Bias, Prejudice, and
Understanding
1.B
Explain behavior in
authentic context.
Discrimination

LEARNING TARGET EXAMPLES


9.J 9.J.1
Describe processes that In-group/out-group dynamics
contribute to differential 9.J.2
treatment of group members.
Ethnocentrism
9.J.3
Prejudice
9.J.4
Bias
9.J.5
Discrimination
9.J.6
Scapegoat theory
9.J.7
Stereotype
9.J.1
Out-group homogeneity bias
9.J.1
Mere-exposure effect

Topic Planning Notes


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UNIT
Social Psychology
9
TOPIC 9.6 SUGGESTED SKILL
Concept

Altruism and
Understanding
1.B
Explain behavior in

Aggression authentic context.

LEARNING TARGET
9.K
Describe the variables
that contribute to altruism
and aggression.

Topic Planning Notes


Use the space below to plan your approach to the topic.

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© 2019 College Board
UNIT

9 Social Psychology

SUGGESTED SKILL
Concept
TOPIC 9.7
Interpersonal
Understanding
1.B
Explain behavior in
authentic context.
Attraction

LEARNING TARGET
9.L
Describe the variables that
contribute to attraction.

Topic Planning Notes


Use the space below to plan your approach to the topic.

AP Psychology Course and Exam Description Course Framework V.1 | 150


© 2019 College Board

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