CHAPTER 11: INTELLIGENCE
Part A: MAKE VOCAB CARDS FOR CH.11 TERMS LISTED ON P.467.*
Define and give details only - don't worry about examples :)
Part B: MAKE A CARD FOR EACH NAME BELOW.*
ON THE BACK OF EACH CARD, DESCRIBE THE PERSON'S THEORY OF INTELLIGENCE OR THEIR CONTRIBUTION.
-Alfred Binet
-Lewis Terman
-David Wechsler
-Robert Sternberg
-Howard Gardner
-Thurstone
-Spearman
*NOTE: YOU MAY CHOOSE TO WRITE ON NOTEBOOK PAPER IN YOUR BINDER INSTEAD OF ON INDEX CARDS.
EXTRA CREDIT: PREPARE FOR FAMILY NIGHT!
The Health Pavilion Family Night will be on Tuesday January 12. You are invited to present on a psychology topic and earn extra credit, community service hours, and prizes. Over break, review your "Sensation Fair" project or think about other topics that have interested you this semester. You may work in a group to prepare a poster/board and an activity to demonstrate some psycholgy concept to parents. It's an opportunity to show off what you've learned! Feel free to email me if you have any questions.
HAVE A WONDERFUL BREAK!
Mrs. H
Lara.Herrera@BrowardSchools.com
Friday, December 18, 2009
Monday, November 9, 2009
Ch. 5 Sensation Fair!!!
The 2nd Annual Stranahan Classic Sensation Fair 2009
You and your group will be assigned a station based on one of the senses. You will design your station with each member bringing in one tangible item to assist the activity/activities at your station. The purpose of each station is to give a better perspective on sensation.
Projects are due on
Wednesday November 18 for periods 1 and 3 and on
Thursday November 19 for periods 4 and 6.
Sensation Fair Rubric for Individual and Group Grade!
I. Create a fun ‘sensory experience’ or demonstration of some sort that demonstrates the biological principles associated with the sense. The demonstration should be one that people can participate in or try when they come to your booth at the sensation fair! It should only take two minutes to complete your demonstration. Directions for each station are recommended; please print them out so that fair-goers can travel through your station quicker.
II. Create labeled visuals that show how your sense works and display them at your booth. Include:
a. a visual that shows how the sensation is detected (sense organ) as well as
b. one that shows how the sense is perceived (pathway/structures involved in brain).
III. Research two questions regarding your assigned sense.
Display the question and your research findings at your station.
The first question for all groups should be: How is the development of (your sense) affected by nature and how is it affected by nurture?
The second question is anything related to the sense that is of interest to you.
Below are sample questions to research - you may use one of these or choose your own.
SIGHT
- Why do some people need glasses? How do glasses improve vision?
- What causes nearsightedness? How is it different from farsightedness?
- How does corrective laser eye surgery work? How does it improve vision? What risks are involved?
- Why are some people colorblind?
- How do optical illusions work? How do they “fool” your brain?
- How do red-and-blue “3D glasses” work?
HEARING
- How do sounds reach the brain?
- Why do some sounds have a low pitch, while others have a high pitch?
- Why are animals such as dogs able to hear sounds that humans cannot?
- When someone is “hard of hearing,” what are some possible causes?
SMELL
- Why do certain smells instantly evoke specific memories or feelings?
- How are the senses of smell and taste related?
- If you hold your nose while eating, how are tastes affected? Why?
TASTE
- How do taste buds work? How does the tongue recognize different tastes, such as the bitterness of a lemon or the sweetness of sugar?
- Which taste cannot be detected by the tip of your tongue: bitter, sour, salty, or sweet? Why?
TOUCH
- How does your hand tell the difference between hot and cold surfaces?
- How do blind people use braille to read?
Projects are due on
Wednesday November 18 for periods 1 and 3 and on
Thursday November 19 for periods 4 and 6.
You and your group will be assigned a station based on one of the senses. You will design your station with each member bringing in one tangible item to assist the activity/activities at your station. The purpose of each station is to give a better perspective on sensation.
Projects are due on
Wednesday November 18 for periods 1 and 3 and on
Thursday November 19 for periods 4 and 6.
Sensation Fair Rubric for Individual and Group Grade!
I. Create a fun ‘sensory experience’ or demonstration of some sort that demonstrates the biological principles associated with the sense. The demonstration should be one that people can participate in or try when they come to your booth at the sensation fair! It should only take two minutes to complete your demonstration. Directions for each station are recommended; please print them out so that fair-goers can travel through your station quicker.
II. Create labeled visuals that show how your sense works and display them at your booth. Include:
a. a visual that shows how the sensation is detected (sense organ) as well as
b. one that shows how the sense is perceived (pathway/structures involved in brain).
III. Research two questions regarding your assigned sense.
Display the question and your research findings at your station.
The first question for all groups should be: How is the development of (your sense) affected by nature and how is it affected by nurture?
The second question is anything related to the sense that is of interest to you.
Below are sample questions to research - you may use one of these or choose your own.
SIGHT
- Why do some people need glasses? How do glasses improve vision?
- What causes nearsightedness? How is it different from farsightedness?
- How does corrective laser eye surgery work? How does it improve vision? What risks are involved?
- Why are some people colorblind?
- How do optical illusions work? How do they “fool” your brain?
- How do red-and-blue “3D glasses” work?
HEARING
- How do sounds reach the brain?
- Why do some sounds have a low pitch, while others have a high pitch?
- Why are animals such as dogs able to hear sounds that humans cannot?
- When someone is “hard of hearing,” what are some possible causes?
SMELL
- Why do certain smells instantly evoke specific memories or feelings?
- How are the senses of smell and taste related?
- If you hold your nose while eating, how are tastes affected? Why?
TASTE
- How do taste buds work? How does the tongue recognize different tastes, such as the bitterness of a lemon or the sweetness of sugar?
- Which taste cannot be detected by the tip of your tongue: bitter, sour, salty, or sweet? Why?
TOUCH
- How does your hand tell the difference between hot and cold surfaces?
- How do blind people use braille to read?
Projects are due on
Wednesday November 18 for periods 1 and 3 and on
Thursday November 19 for periods 4 and 6.
Tuesday, November 3, 2009
Choose ONE active reading option for Ch.5/6
Beginning with chapter 5, you may opt to create either an outline or flashcards, instead of both. However, carefully read the options below to be sure you are doing what is required.
OPTION 1: FLASHCARDS ONLY
Read the chapter actively and create a card for each of the following:
-bold vocab term
-italicized term
-theory
-concept (The objectives state concepts sometimes that are not bold, be sure to read the objective carefully and include these concepts!)
Each card must include
1. DEFINITION: a clear definition from the book
2. DESCRIPTION: details and related info from the book, and anything you want to add in your own words
3. EXAMPLE OR LINK: clear examples are provided in the text for almost every term. Use the textbook examples first! Then try to think of your own if possible.
4. Leave a little room for class notes, and bring extra blank cards to class.
You may still need paper in class sometimes, and you are still expected to keep a binder for other chapter activities.
OPTION 2: OUTLINE ONLY
Read the chapter actively and create an outline just as you have been doing.
Continue to leave space in the right hand column for class notes.
ADDITIONALLY, include each vocabulary term that is in bold or italics within your outline.
All vocab terms in your outline must be underlined or highlighted and include
1. DEFINITION: a clear definition from the book
2. DESCRIPTION: details and related info from the book, and anything you want to add in your own words
3. EXAMPLE OR LINK: clear examples are provided in the text for almost every term. Use the textbook examples first! Then try to think of your own if possible.
OPTION 3: CONTINUE DOING BOTH FLASHCARDS AND OUTLINE. BE SURE THAT FLASHCARDS INCLUDE ALL THREE ELEMENTS.
HAPPY ACTIVE PROCESSING!
OPTION 1: FLASHCARDS ONLY
Read the chapter actively and create a card for each of the following:
-bold vocab term
-italicized term
-theory
-concept (The objectives state concepts sometimes that are not bold, be sure to read the objective carefully and include these concepts!)
Each card must include
1. DEFINITION: a clear definition from the book
2. DESCRIPTION: details and related info from the book, and anything you want to add in your own words
3. EXAMPLE OR LINK: clear examples are provided in the text for almost every term. Use the textbook examples first! Then try to think of your own if possible.
4. Leave a little room for class notes, and bring extra blank cards to class.
You may still need paper in class sometimes, and you are still expected to keep a binder for other chapter activities.
OPTION 2: OUTLINE ONLY
Read the chapter actively and create an outline just as you have been doing.
Continue to leave space in the right hand column for class notes.
ADDITIONALLY, include each vocabulary term that is in bold or italics within your outline.
All vocab terms in your outline must be underlined or highlighted and include
1. DEFINITION: a clear definition from the book
2. DESCRIPTION: details and related info from the book, and anything you want to add in your own words
3. EXAMPLE OR LINK: clear examples are provided in the text for almost every term. Use the textbook examples first! Then try to think of your own if possible.
OPTION 3: CONTINUE DOING BOTH FLASHCARDS AND OUTLINE. BE SURE THAT FLASHCARDS INCLUDE ALL THREE ELEMENTS.
HAPPY ACTIVE PROCESSING!
Wednesday, October 28, 2009
CH 4 Teen Brain Video Assignment
You will watch six very interesting short videos about the teen brain and answer the questions below. Go to http://www.pbs.org/wgbh/pages/frontline/shows/teenbrain/ and click on "View the Full Program Online" to watch the entire 6 segments in order. The whole thing will take less than one hour.
As you watch, think about the following questions. Please answer each question using complete sentences and turn this in to me next class.
1. Compare and contrast your behavior and your relationships with those of the teens in the videos. (choose at least three examples)
2. Describe two recent findings by psychologists and neuroscientists regarding the teen brain and how these findings apply to your brain and life.
3. a. What are your current sleep habits?
b. How can you apply the research on teens' sleep needs to yourself?
4. a. Discuss your opinion of the advice given for parents.
b. Also, how can this advice be applied in your own family?
c. What parts would you like to discuss with them?
d. Do you think these videos would be helpful for your family to watch and discuss? Why?
As you watch, think about the following questions. Please answer each question using complete sentences and turn this in to me next class.
1. Compare and contrast your behavior and your relationships with those of the teens in the videos. (choose at least three examples)
2. Describe two recent findings by psychologists and neuroscientists regarding the teen brain and how these findings apply to your brain and life.
3. a. What are your current sleep habits?
b. How can you apply the research on teens' sleep needs to yourself?
4. a. Discuss your opinion of the advice given for parents.
b. Also, how can this advice be applied in your own family?
c. What parts would you like to discuss with them?
d. Do you think these videos would be helpful for your family to watch and discuss? Why?
Monday, September 28, 2009
Build a Brain Assignment Chapter 2
You will be building a 3D model brain using the material of your choice.
-Your brain can be made out of anything you want (clay, ceramic, foam) EXCEPT FOR FOOD. You may NOT use food or anything that is perishable to build your brain.
-You may work with a partner. You may work with someone who has AP psych another period.
-You may create a standing 3D model or a hanging 3D model.
-Your goal is to develop a model that identifies specific structures of the human brain. The structures that you must identify are listed below.
-You may either number the parts of your model and make a key, or you may label them directly on the model.
-Your model should be approximately life-sized and split in half so that we can see the inner sides of both hemispheres.
-Check some of my chapter 2 links online for reference, use your textbook, and use the other books I have in class.
This should be fun!!!
(2 points per structure. 5 points extra credit for the 3 best brains in your class!)
1. Frontal lobe
2. Parietal lobe
3. Temporal lobe
4. Occipital lobe
5. Cerebellum
6. Motor cortex
7. Sensory cortex
8. Corpus callosum
9. Thalamus
10. Hypothalamus
11. Pituitary gland
12. Medulla
13. Hippocampus
14. Limbic system
15. Brain stem
16. Reticular Formation
17. Amygdala
18. Broca’s Area
19. Wernicke’s Area
20. Pons
21. Left hemisphere
22. Right hemisphere
23. Visual cortex
24. Auditory cortex
25. Angular gyrus
-Your brain can be made out of anything you want (clay, ceramic, foam) EXCEPT FOR FOOD. You may NOT use food or anything that is perishable to build your brain.
-You may work with a partner. You may work with someone who has AP psych another period.
-You may create a standing 3D model or a hanging 3D model.
-Your goal is to develop a model that identifies specific structures of the human brain. The structures that you must identify are listed below.
-You may either number the parts of your model and make a key, or you may label them directly on the model.
-Your model should be approximately life-sized and split in half so that we can see the inner sides of both hemispheres.
-Check some of my chapter 2 links online for reference, use your textbook, and use the other books I have in class.
This should be fun!!!
(2 points per structure. 5 points extra credit for the 3 best brains in your class!)
1. Frontal lobe
2. Parietal lobe
3. Temporal lobe
4. Occipital lobe
5. Cerebellum
6. Motor cortex
7. Sensory cortex
8. Corpus callosum
9. Thalamus
10. Hypothalamus
11. Pituitary gland
12. Medulla
13. Hippocampus
14. Limbic system
15. Brain stem
16. Reticular Formation
17. Amygdala
18. Broca’s Area
19. Wernicke’s Area
20. Pons
21. Left hemisphere
22. Right hemisphere
23. Visual cortex
24. Auditory cortex
25. Angular gyrus
Tuesday, September 8, 2009
Ch. 1 Assignment for BAT week (9/9 - 9/11)
You have three assignments for the week. If you miss class you are still responsible for these and they will be DUE on your chapter 1 test day.
Remember that your test is next week (Periods 2&4 test Monday 9/14, Periods 1&3 test Tuesday 9/15)!!!
ASSIGNMENT 1: ETHICS
I gave notes about ethical considerations for research in class, which you'll need to complete this assignment. If you missed the notes, here are the basics:
All research studies must abide by the following guidelines.
1. Participants must give informed consent
2. Participation is voluntary
3. Participants may withdraw from experiment at any time
4. Participants must be debriefed about the nature, results, and conclusions of the research (often done at the end of the experiment)
5. Information about research participants must remain confidential
6. All research proposals must be approved by a review board who will consider, among other things, whether the potential benefits of the research in terms of new knowledge and human welfare outweigh any potential harm to the participants.
For a more detailed explanation, check out the complete American Psychological Association's Ethical Principles:
http://www.apa.org/ethics/code2002.html
Ethics in Psychology Discussion & Application Exercise
Directions: For each scenario, consider the ethical consequences of the proposal writing down key points. Decide whether or not you would approve the study indicating why.
Proposal #1: Researchers are interested in testing the hypothesis that invasion of personal space can bring on a change in physiological arousal.
Procedure: Male lavatory users entering a 3-urinal lavatory will be randomly assigned to 1 of 3 levels of interpersonal distance and their micturation times will be recorded. A confederate will stand either immediately adjacent to the participant, one urinal away, or will be absent. An experimenter will be in the stall recording micturation times. The findings would provide objective evidence that personal space invasions produce physiological changes associated with arousal.
Proposal #2: Researchers are interested in seeing the effect of stress on intelligence test performance.
Procedure: Forty college students will take a bogus pretest and will be given “results.” The experimental group will be told that they failed the test and that it is surprising that they were able to do well enough in high school to get into college. The control group will be told that they passed the test with flying colors. All of the students will then be given a real intelligence test to see which group did better. At the end of the experiment, all students will be debriefed and told that the pretest was not real and explained the true purpose of the study.
Proposal #3: Can babies be conditioned to fear an item that they originally had no fear for?
Procedure: Babies would be acquired from a local orphanage, eliminating the need for parental permission. The babies would first play with white rats and bunnies, which they enjoy. During the conditioning process, whenever the baby would pet the furry small animal, an assistant would bang a hammer on a steel bar creating an extremely loud noise. The babies would cry and cringe with fear whenever they heard the bang. This will be continued until just the site alone of the animals would cause the babies extreme fear.
ASSIGNMENT 2: DESIGN AN EXPERIMENT
You may work alone or with a partner to design an experiment. Be creative (and funny if you want to) and design an interesting psychological experiment. An example of what I want is a hypothesis like: Third graders who wear purple socks are more likely to be hyperactive.
Explain the idea for your experiment in a brief paragraph. Then identify the following parts of your experiment:
1. Hypothesis:
2. Control Group:
3. Experimental Group:
4. Independent variable:
5. Dependent variable:
6. Ethical considerations:
7. A potentially confounding variable:
8. Explain three controls (random selection, random assignment, single/double blind)you will have in place to control for extraneous variables (aka potentially confounding variables)or bias:
... The funniest/ most interesting experiment in your class will earn you 5 extra credit points! (All parts must be correct to get the bonus)
ASSIGNMENT 3: STATISTICS (REQUIRES INTERNET CONNECTION)
First, go to
http://bcs.worthpublishers.com/hspsych8e/pages/bcs-main.asp?v=category&s=00080&n=99000&i=99080.01&o=|00510|00520|00660|00530|00540|00550|00560|00570|00580|00590|00600|00610|00620|00630|00640|00650|00010|00020|00030|00040|00050|00060|00070|00080|00090|00100|00110|00120|00130|00140|00150|00160|00180|00190|00000|01000|02000|03000|04000|05000|06000|07000|08000|09000|10000|11000|12000|13000|14000|15000|16000|17000|18000|19000|20000|21000|99000|
to download and print the following handout:
Descriptive statistics
Next, go to http://bcs.worthpublishers.com/hspsych8e/pages/bcs-main.asp?v=category&s=00060&n=01000&i=01060.01&o=|00510|00520|00660|00530|00540|00550|00560|00570|00580|00590|00600|00610|00620|00630|00640|00650|00010|00020|00030|00040|00050|00060|00070|00080|00090|00100|00110|00120|00130|00140|00150|00160|00180|00190|00000|01000|02000|03000|04000|05000|06000|07000|08000|09000|10000|11000|12000|13000|14000|15000|16000|17000|18000|19000|20000|21000|99000|&ns=0
scroll down, and click on Descriptive Statistics. Complete the tutorial as you complete the corresponding worksheet you printed.
Remember that your test is next week (Periods 2&4 test Monday 9/14, Periods 1&3 test Tuesday 9/15)!!!
ASSIGNMENT 1: ETHICS
I gave notes about ethical considerations for research in class, which you'll need to complete this assignment. If you missed the notes, here are the basics:
All research studies must abide by the following guidelines.
1. Participants must give informed consent
2. Participation is voluntary
3. Participants may withdraw from experiment at any time
4. Participants must be debriefed about the nature, results, and conclusions of the research (often done at the end of the experiment)
5. Information about research participants must remain confidential
6. All research proposals must be approved by a review board who will consider, among other things, whether the potential benefits of the research in terms of new knowledge and human welfare outweigh any potential harm to the participants.
For a more detailed explanation, check out the complete American Psychological Association's Ethical Principles:
http://www.apa.org/ethics/code2002.html
Ethics in Psychology Discussion & Application Exercise
Directions: For each scenario, consider the ethical consequences of the proposal writing down key points. Decide whether or not you would approve the study indicating why.
Proposal #1: Researchers are interested in testing the hypothesis that invasion of personal space can bring on a change in physiological arousal.
Procedure: Male lavatory users entering a 3-urinal lavatory will be randomly assigned to 1 of 3 levels of interpersonal distance and their micturation times will be recorded. A confederate will stand either immediately adjacent to the participant, one urinal away, or will be absent. An experimenter will be in the stall recording micturation times. The findings would provide objective evidence that personal space invasions produce physiological changes associated with arousal.
Proposal #2: Researchers are interested in seeing the effect of stress on intelligence test performance.
Procedure: Forty college students will take a bogus pretest and will be given “results.” The experimental group will be told that they failed the test and that it is surprising that they were able to do well enough in high school to get into college. The control group will be told that they passed the test with flying colors. All of the students will then be given a real intelligence test to see which group did better. At the end of the experiment, all students will be debriefed and told that the pretest was not real and explained the true purpose of the study.
Proposal #3: Can babies be conditioned to fear an item that they originally had no fear for?
Procedure: Babies would be acquired from a local orphanage, eliminating the need for parental permission. The babies would first play with white rats and bunnies, which they enjoy. During the conditioning process, whenever the baby would pet the furry small animal, an assistant would bang a hammer on a steel bar creating an extremely loud noise. The babies would cry and cringe with fear whenever they heard the bang. This will be continued until just the site alone of the animals would cause the babies extreme fear.
ASSIGNMENT 2: DESIGN AN EXPERIMENT
You may work alone or with a partner to design an experiment. Be creative (and funny if you want to) and design an interesting psychological experiment. An example of what I want is a hypothesis like: Third graders who wear purple socks are more likely to be hyperactive.
Explain the idea for your experiment in a brief paragraph. Then identify the following parts of your experiment:
1. Hypothesis:
2. Control Group:
3. Experimental Group:
4. Independent variable:
5. Dependent variable:
6. Ethical considerations:
7. A potentially confounding variable:
8. Explain three controls (random selection, random assignment, single/double blind)you will have in place to control for extraneous variables (aka potentially confounding variables)or bias:
... The funniest/ most interesting experiment in your class will earn you 5 extra credit points! (All parts must be correct to get the bonus)
ASSIGNMENT 3: STATISTICS (REQUIRES INTERNET CONNECTION)
First, go to
http://bcs.worthpublishers.com/hspsych8e/pages/bcs-main.asp?v=category&s=00080&n=99000&i=99080.01&o=|00510|00520|00660|00530|00540|00550|00560|00570|00580|00590|00600|00610|00620|00630|00640|00650|00010|00020|00030|00040|00050|00060|00070|00080|00090|00100|00110|00120|00130|00140|00150|00160|00180|00190|00000|01000|02000|03000|04000|05000|06000|07000|08000|09000|10000|11000|12000|13000|14000|15000|16000|17000|18000|19000|20000|21000|99000|
to download and print the following handout:
Descriptive statistics
Next, go to http://bcs.worthpublishers.com/hspsych8e/pages/bcs-main.asp?v=category&s=00060&n=01000&i=01060.01&o=|00510|00520|00660|00530|00540|00550|00560|00570|00580|00590|00600|00610|00620|00630|00640|00650|00010|00020|00030|00040|00050|00060|00070|00080|00090|00100|00110|00120|00130|00140|00150|00160|00180|00190|00000|01000|02000|03000|04000|05000|06000|07000|08000|09000|10000|11000|12000|13000|14000|15000|16000|17000|18000|19000|20000|21000|99000|&ns=0
scroll down, and click on Descriptive Statistics. Complete the tutorial as you complete the corresponding worksheet you printed.
Monday, August 24, 2009
Your syllabus is posted here:
http://docs.google.com/fileview?id=0B4xdTlrmZTl3ZWZkOWY1YjAtMDBhMC00N2EyLWIxMDUtZGYzNWI0YzllMTEx&hl=en
Remember to bring your syllabus, a book cover, and your flashcards from summer assignment #3!
Mrs. H
http://docs.google.com/fileview?id=0B4xdTlrmZTl3ZWZkOWY1YjAtMDBhMC00N2EyLWIxMDUtZGYzNWI0YzllMTEx&hl=en
Remember to bring your syllabus, a book cover, and your flashcards from summer assignment #3!
Mrs. H
Monday, August 3, 2009
Summer Assignment 3: Vocabulary Flash Cards
This year you will be learning the language of psychology. As with learning any language, one must learn the meaning of words, then learn how to use them correctly, but the key to true learning is PRACTICE. Get started on learning some vocab that you'll need in the first week of school. I will check this assignment on the second day of class. I ONLY ACCEPT HAND-WRITTEN FLASHCARDS.
Materials:
1. You will need a package of 3"x5" index cards (We use these all year, so feel free to buy them in bulk if you can find them on sale. Also, if you cannot purchase cards, you may cut paper into 3x5 pieces to make flash cards.)
2. Blue or Black Pen
3. Internet access
Instructions:
1. On the front (blank side) of each card, copy the terms and names listed below. There should be only one term per card. (You are making flashcards to study from!)
2. Right click here. and open this link in a new tab. Click on "Psychology Timeline" in blue in the center of the page. A simulation will open for you to read through that includes the first 29 of the terms in the word list. Read carefully!
Terms 30 to 40 can be found on APA's website here.
2. On the back (lined side) of each card, you use the above links to:
a. DEFINE/IDENTIFY the term or person.
b. EXPLAIN the term in your own words or write any IMPORTANT DETAILS about the term/person. Don't worry about complete sentences. (Leave room to add class notes)
c. (optional) Write related EXAMPLES or LINKS to real life, TV, or movies that you can think of.
Word List:
From "Psychology's Timeline"
1. psychology
2. Plato
3. Aristotle
4. nativist
5. empiricist
6. Rene Descartes
7. dualism
8. John Locke
9. Herman von Helmholtz
10. Charles Darwin
11. Wilhelm Wundt
12. G. Stanley Hall
13. APA (American Psychological Association)
14. introspection
15. Edward Tichener
16. William James
17. Hermann Ebbinghause
18. Mary Whiton Calkins
19. Sigmund Freud
20. Edwin Thorndike
21. Margaret Washburn
22. Ivan Pavlov
23. John Watson
24. behaviorism
25. B.F.Skinner
26. Jean Piaget
27. Noam Chomsky
28. Abraham Maslow
29. Carl Rogers
from APA website:
30. Clinical Psychologists
31. Cognitive Psychologists
32. Counseling Psychologists
33. Developmental Psychologists
34. Educational Psychologists
35. Engineering Psychologists
36. Evolutionary Psychologists
37. Experimental Psychologists
38. Forensic Psychologists
39. Health Psychologists
40. Industrial/Organizational Psychologists
41. Neuropsychologists
42. Rehabilitation Psychologists
43. Social Psychologists
44. School Psychologists
45. Sports Psychologists
While you're online, go to www.ikeepbookmarks.com/Lara_Herrera to view all of the interesting websites I've found over the years. Feel free to poke around; any of the folders that begin with the word "Psych" contain interesting links relevant to this class.
Materials:
1. You will need a package of 3"x5" index cards (We use these all year, so feel free to buy them in bulk if you can find them on sale. Also, if you cannot purchase cards, you may cut paper into 3x5 pieces to make flash cards.)
2. Blue or Black Pen
3. Internet access
Instructions:
1. On the front (blank side) of each card, copy the terms and names listed below. There should be only one term per card. (You are making flashcards to study from!)
2. Right click here. and open this link in a new tab. Click on "Psychology Timeline" in blue in the center of the page. A simulation will open for you to read through that includes the first 29 of the terms in the word list. Read carefully!
Terms 30 to 40 can be found on APA's website here.
2. On the back (lined side) of each card, you use the above links to:
a. DEFINE/IDENTIFY the term or person.
b. EXPLAIN the term in your own words or write any IMPORTANT DETAILS about the term/person. Don't worry about complete sentences. (Leave room to add class notes)
c. (optional) Write related EXAMPLES or LINKS to real life, TV, or movies that you can think of.
Word List:
From "Psychology's Timeline"
1. psychology
2. Plato
3. Aristotle
4. nativist
5. empiricist
6. Rene Descartes
7. dualism
8. John Locke
9. Herman von Helmholtz
10. Charles Darwin
11. Wilhelm Wundt
12. G. Stanley Hall
13. APA (American Psychological Association)
14. introspection
15. Edward Tichener
16. William James
17. Hermann Ebbinghause
18. Mary Whiton Calkins
19. Sigmund Freud
20. Edwin Thorndike
21. Margaret Washburn
22. Ivan Pavlov
23. John Watson
24. behaviorism
25. B.F.Skinner
26. Jean Piaget
27. Noam Chomsky
28. Abraham Maslow
29. Carl Rogers
from APA website:
30. Clinical Psychologists
31. Cognitive Psychologists
32. Counseling Psychologists
33. Developmental Psychologists
34. Educational Psychologists
35. Engineering Psychologists
36. Evolutionary Psychologists
37. Experimental Psychologists
38. Forensic Psychologists
39. Health Psychologists
40. Industrial/Organizational Psychologists
41. Neuropsychologists
42. Rehabilitation Psychologists
43. Social Psychologists
44. School Psychologists
45. Sports Psychologists
While you're online, go to www.ikeepbookmarks.com/Lara_Herrera to view all of the interesting websites I've found over the years. Feel free to poke around; any of the folders that begin with the word "Psych" contain interesting links relevant to this class.
Friday, May 29, 2009
AP Psych Summer Assignment 2009!!!
Welcome to AP Psych!!! I look forward to a very interesting year with you, and there are a few things you need to do to prepare for that. Below are the summer assignments for this course, each of which has a specified due date. There is a penalty for any assignment turned in late. In order to complete and turn in these assignments, you will need internet access and you will have to obtain a book from the list below.
The assignments below are intended to prepare you for the school year ahead and to spark some thoughts about psychology. Be sure to take your time and do these assignments with care. If you have any questions at all, feel free to e-mail me as soon as possible. If you turn an assignment in late for ANY REASON, there is a penalty of one letter grade off per day late. Please turn assignments on time or early!
If you ever have ANY questions, you can e-mail me at Lara.Herrera@BrowardSchools.com
ASSIGNMENT #1 DUE FRIDAY, JUNE 13 BY 10:00 P.M. (Do this right now!!!)
E-MAIL SETUP (5 POINTS)
It is necessary for you to have a working e-mail address for this course that you check regularly. (If you do not have one, go to www.hotmail.com , www.yahoo.com , or www.gmail.com to set up a free account.) To earn these five points, simply email me at
Lara.Herrera@BrowardSchools.com
and introduce yourself. Please include the following info in your e-mail:
• your first and last name, and what you prefer to be called
• your grade level next school year
• why you chose to take AP Psychology
• which SLC you will be in (Health Pavilion, Sci-Tech, Downtown, or Studio)
• any other info you would like to share
IF YOU DO NOT HEAR BACK FROM ME WITHIN 48 HOURS, I DID NOT RECEIVE YOUR EMAIL! CHECK MY E-MAIL ADDRESS CAREFULLY AND TRY AGAIN UNTIL YOU HEAR BACK FROM ME.
ASSIGNMENT #2 DUE AUGUST 1 BY 10:00 PM
READ BOOK OF CHOICE BELOW AND WRITE REACTION PAPER (50 PTS.)
E-mail your completed assignment to Mrs. Herrera by 10PM on August 1st.. If the assignment is not completed, you may be asked to WITHDRAW from A.P. Psychology.
The objective of this assignment is to introduce you to many areas that we will be discussing throughout the year...development, disorders, addiction, treatment, motivation, emotion, neuroscience, etc.
2A. READ ONE OF THE THREE books on the following list. Used and new copies can be found on amazon.com, half.com, or bn.com, but do find a copy of what you want right away so that you can have the summer to work on this.
(Option 1) Ramachandran, V.S. (2005) A Brief Tour of Human Consciousness: From Imposter Poodles to Purple Numbers. (ISBN-13: 9780131872783) How can people come to believe that their poodle is an impostor? Or see colors in numbers? Francis Crick, co-discoverer of DNA, said of V. S. Ramachandran's first book, "The patients he describes are fascinating, and his experiments on them are both simple and ingenious." With his unique energy and style Ramachandran now shares his insights into the mind from such everyday human experiences as pain, sight, and the appreciation of beauty to the ultimate philosophical conundrums of consciousness. (This is an excellent and easy to understand intro to neuroscience, which you will really need to understand in the first quarter.)
(Option 2) Pipher, M. (1994) Reviving Ophelia. Random House Books: New York. (ISiBN: 0-345-39282-5) The phenomenal #1 New York Times bestseller. More than 1.5 million copies sold.
This is the groundbreaking work that poses one of the most provocative questions of a generation: Why are American adolescent girls falling prey to depression, eating disorders, suicide attempts, and dangerously low self-esteem? Dr. Pipher posits that it's America's sexist, look-obsessed "girl-poisoning" culture-one in which girls are constantly struggling to find their true selves. In Reviving Ophelia, these girls' uncensored voices are heard from the front lines of adolescence. Personal and painfully honest, this is a compassionate call to arms, offering strategies with which to revive these Ophelias' lost senses of self. (Even though this book was written a few years ago, people your age are surprised at how much they connect with the stories in the book. It is still very up-to-date.)
(Option 3) Covey, Sean. (2006) The Six Most Important Decisions You'll Ever Make. (ISBN-10: 0743265041) In this practical and lively self-help title, the author argues that teens have six key decisions to make, and that their choices will make or break their futures. The decisions involve getting a good education, choosing true friends, getting along with parents, dating and sex, avoiding addictions, and establishing a healthy sense of self-worth. Covey provides tips for making and following through on each of these areas and delivers concise sound bites of advice peppered with colorful graphics, cartoons, and movie quotes... For example, regarding school, he gives tips on dealing with stress, time management, learning disabilities, and preparing for college. He is frank in discussing sex and dating myths and the dangers of STDs and teenage pregnancy... its quick and easy tips will appeal to most readers.—Jane Cronkhite
2B. Upon finishing the book, you will TYPE a three page reaction paper, DUE BY EMAIL ON AUGUST 1ST BY 10:00 P.M. TO LARA.HERRERA@BROWARDSCHOOLS.COM. This MUST be typed, double-spaced, Times New Roman, 12 font, in essay form, and three pages long. You MUST incorporate the following ideas into your paper:
1. Identify a "common thread" or theme of the book. Use specific examples from the book to illustrate the theme.
2. In what ways does any part of the book reflect/connect with your own experiences, or the experiences of the others in your life? Use AT LEAST 3 specific examples.
3. In what ways do the experiences of the people featured in the book differ from your own experiences, or the experiences of the others in your life? Use specific examples.
4. What is your general reaction to this book? (Were you surprised? What did you learn? Was it interesting? Did any parts have special significance to you? etc.) Explain.
ASSIGNMENT #3 DUE (FIRST DAY OF SCHOOL): ONLINE VOCABULARY ACTIVITY: I will post assignment #3 on this blog site August 2. It will be due on the first day of class.
EMAIL ME IF YOU HAVE ANY QUESTIONS! LARA.HERRERA@BROWARDSCHOOLS.COM
The assignments below are intended to prepare you for the school year ahead and to spark some thoughts about psychology. Be sure to take your time and do these assignments with care. If you have any questions at all, feel free to e-mail me as soon as possible. If you turn an assignment in late for ANY REASON, there is a penalty of one letter grade off per day late. Please turn assignments on time or early!
If you ever have ANY questions, you can e-mail me at Lara.Herrera@BrowardSchools.com
ASSIGNMENT #1 DUE FRIDAY, JUNE 13 BY 10:00 P.M. (Do this right now!!!)
E-MAIL SETUP (5 POINTS)
It is necessary for you to have a working e-mail address for this course that you check regularly. (If you do not have one, go to www.hotmail.com , www.yahoo.com , or www.gmail.com to set up a free account.) To earn these five points, simply email me at
Lara.Herrera@BrowardSchools.com
and introduce yourself. Please include the following info in your e-mail:
• your first and last name, and what you prefer to be called
• your grade level next school year
• why you chose to take AP Psychology
• which SLC you will be in (Health Pavilion, Sci-Tech, Downtown, or Studio)
• any other info you would like to share
IF YOU DO NOT HEAR BACK FROM ME WITHIN 48 HOURS, I DID NOT RECEIVE YOUR EMAIL! CHECK MY E-MAIL ADDRESS CAREFULLY AND TRY AGAIN UNTIL YOU HEAR BACK FROM ME.
ASSIGNMENT #2 DUE AUGUST 1 BY 10:00 PM
READ BOOK OF CHOICE BELOW AND WRITE REACTION PAPER (50 PTS.)
E-mail your completed assignment to Mrs. Herrera by 10PM on August 1st.. If the assignment is not completed, you may be asked to WITHDRAW from A.P. Psychology.
The objective of this assignment is to introduce you to many areas that we will be discussing throughout the year...development, disorders, addiction, treatment, motivation, emotion, neuroscience, etc.
2A. READ ONE OF THE THREE books on the following list. Used and new copies can be found on amazon.com, half.com, or bn.com, but do find a copy of what you want right away so that you can have the summer to work on this.
(Option 1) Ramachandran, V.S. (2005) A Brief Tour of Human Consciousness: From Imposter Poodles to Purple Numbers. (ISBN-13: 9780131872783) How can people come to believe that their poodle is an impostor? Or see colors in numbers? Francis Crick, co-discoverer of DNA, said of V. S. Ramachandran's first book, "The patients he describes are fascinating, and his experiments on them are both simple and ingenious." With his unique energy and style Ramachandran now shares his insights into the mind from such everyday human experiences as pain, sight, and the appreciation of beauty to the ultimate philosophical conundrums of consciousness. (This is an excellent and easy to understand intro to neuroscience, which you will really need to understand in the first quarter.)
(Option 2) Pipher, M. (1994) Reviving Ophelia. Random House Books: New York. (ISiBN: 0-345-39282-5) The phenomenal #1 New York Times bestseller. More than 1.5 million copies sold.
This is the groundbreaking work that poses one of the most provocative questions of a generation: Why are American adolescent girls falling prey to depression, eating disorders, suicide attempts, and dangerously low self-esteem? Dr. Pipher posits that it's America's sexist, look-obsessed "girl-poisoning" culture-one in which girls are constantly struggling to find their true selves. In Reviving Ophelia, these girls' uncensored voices are heard from the front lines of adolescence. Personal and painfully honest, this is a compassionate call to arms, offering strategies with which to revive these Ophelias' lost senses of self. (Even though this book was written a few years ago, people your age are surprised at how much they connect with the stories in the book. It is still very up-to-date.)
(Option 3) Covey, Sean. (2006) The Six Most Important Decisions You'll Ever Make. (ISBN-10: 0743265041) In this practical and lively self-help title, the author argues that teens have six key decisions to make, and that their choices will make or break their futures. The decisions involve getting a good education, choosing true friends, getting along with parents, dating and sex, avoiding addictions, and establishing a healthy sense of self-worth. Covey provides tips for making and following through on each of these areas and delivers concise sound bites of advice peppered with colorful graphics, cartoons, and movie quotes... For example, regarding school, he gives tips on dealing with stress, time management, learning disabilities, and preparing for college. He is frank in discussing sex and dating myths and the dangers of STDs and teenage pregnancy... its quick and easy tips will appeal to most readers.—Jane Cronkhite
2B. Upon finishing the book, you will TYPE a three page reaction paper, DUE BY EMAIL ON AUGUST 1ST BY 10:00 P.M. TO LARA.HERRERA@BROWARDSCHOOLS.COM. This MUST be typed, double-spaced, Times New Roman, 12 font, in essay form, and three pages long. You MUST incorporate the following ideas into your paper:
1. Identify a "common thread" or theme of the book. Use specific examples from the book to illustrate the theme.
2. In what ways does any part of the book reflect/connect with your own experiences, or the experiences of the others in your life? Use AT LEAST 3 specific examples.
3. In what ways do the experiences of the people featured in the book differ from your own experiences, or the experiences of the others in your life? Use specific examples.
4. What is your general reaction to this book? (Were you surprised? What did you learn? Was it interesting? Did any parts have special significance to you? etc.) Explain.
ASSIGNMENT #3 DUE (FIRST DAY OF SCHOOL): ONLINE VOCABULARY ACTIVITY: I will post assignment #3 on this blog site August 2. It will be due on the first day of class.
EMAIL ME IF YOU HAVE ANY QUESTIONS! LARA.HERRERA@BROWARDSCHOOLS.COM
Thursday, April 30, 2009
From Mrs. Herrera, With Love :)
Here are some simple review sheets for you to use to study for the AP Psych Exam!
Perspectives Chart
http://docs.google.com/Doc?id=ddxvq7tz_0dzbwnsf8
Confusing Pairs
http://docs.google.com/Doc?id=ddxvq7tz_2gvnxfvdx
Famous Contributors
http://docs.google.com/Doc?id=ddxvq7tz_153n7xmg4
Research Methods Chart
http://docs.google.com/Doc?id=ddxvq7tz_3gbbr83hn
Perspectives Chart
http://docs.google.com/Doc?id=ddxvq7tz_0dzbwnsf8
Confusing Pairs
http://docs.google.com/Doc?id=ddxvq7tz_2gvnxfvdx
Famous Contributors
http://docs.google.com/Doc?id=ddxvq7tz_153n7xmg4
Research Methods Chart
http://docs.google.com/Doc?id=ddxvq7tz_3gbbr83hn
Wednesday, April 22, 2009
After School Review Schedule
Here are the dates and chapters for the review. We will meet on these dates after school from 2:50pm to 4:50pm.
Wednesday, April 22: Ch. P, 1, 2, 3
-Prologue: History of psych
-Ch 1: Research methods
-Ch 2: Neuroscience
-Ch 3: Nature Nurture
Monday, April 27: Ch. 4, 5, 6
-Ch 4: Development
-Ch 5: Sensation
-Ch 6: Perception
Wednesday, April 29: Ch. 7, 8, 9
-Ch 7: Consciousness
-Ch 8: Learning
-Ch 9: Memory
Monday, May 4: Ch. 10, 11, 14
-Ch 10: Thinking & Language
-Ch 11: Intelligence
-Ch 14: Stress & Health
Wednesday, May 6: Ch. 12, 13, 15
-Ch 12: Motivation & Work
-Ch 13: Emotion
-Ch 15: Personality
Monday, May 11: Ch. 16, 17, 18
-Ch 16: Disorders
-Ch 17: Therapy
-Ch 18: Social Psych
Exam is Tuesday May 12 at noon!
You are welcome to make an appointment with me to review anything you feel you need if these times don't work for you. I am available after school every day and on Saturday mornings. E-mail me at lara.herrera@browardschools.com
Wednesday, April 22: Ch. P, 1, 2, 3
-Prologue: History of psych
-Ch 1: Research methods
-Ch 2: Neuroscience
-Ch 3: Nature Nurture
Monday, April 27: Ch. 4, 5, 6
-Ch 4: Development
-Ch 5: Sensation
-Ch 6: Perception
Wednesday, April 29: Ch. 7, 8, 9
-Ch 7: Consciousness
-Ch 8: Learning
-Ch 9: Memory
Monday, May 4: Ch. 10, 11, 14
-Ch 10: Thinking & Language
-Ch 11: Intelligence
-Ch 14: Stress & Health
Wednesday, May 6: Ch. 12, 13, 15
-Ch 12: Motivation & Work
-Ch 13: Emotion
-Ch 15: Personality
Monday, May 11: Ch. 16, 17, 18
-Ch 16: Disorders
-Ch 17: Therapy
-Ch 18: Social Psych
Exam is Tuesday May 12 at noon!
You are welcome to make an appointment with me to review anything you feel you need if these times don't work for you. I am available after school every day and on Saturday mornings. E-mail me at lara.herrera@browardschools.com
Friday, April 3, 2009
AP Psychology Disorders Spring Break Assignment
Create either a SHORT PLAY OR a CHILDREN’S BOOK to share the facts about a psychological disorder.Guidelines:
- You may work alone or with one other person.
- You must use at least THREE SOURCES to research your disorder of choice and include a typed, APA style list of Sources. (Your textbook can be one source.)
- You must include the following:
o A description of the disorder’s symptoms
o An explanation of all possible causes and links
o A description of treatment methods, especially indicate which is most current and popular today
o Expectations for dealing with the disorders
EMAIL ME IF YOU HAVE ANY QUESTIONS! LARA.HERRERA@BROWARDSCHOOLS.COM
CHECK WWW.IKEEPBOOKMARKS.COM/LARA_HERRERA IN THE PSYCH DISORDERS FOLDER FOR MORE SOURCES
Free Online AP Exam Reviews
AP Test Reviews -- Free for all Florida students!
FLVS provides test reviews to help you prepare for the Spring AP exams.
Push the envelope on student success! Florida Virtual School offers test
reviews to prepare students for the spring AP* Exams.
The reviews arm students with—
Test taking strategies specific to the AP exams
Real student work samples with explanations for graded entries
Grading rubrics, along with opportunities to apply them to student work
In addition, students have access to—
Practice tests
Essay prompts
Multiple-choice assessments
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New users may register at
(https://aptestreview.flvs.net/FLVSAPReview/registration/Registration.aspx)
for the AP Test Reviews.
(You will have access within 24 hours. )
Returning students who already have an account may login
at
https://aptestreview.flvs.net/FLVSAPReview/home/login.aspx?c=1.
For technical assistance please visit http://help.flvs.net
For more information, call 407-513-3587 or email aptestreviews@flvs.net
Barbara Cavanagh
Public Affairs Liaison
Florida Virtual School
2145 MetroCenter Blvd.
Orlando, FL 32835
FLVS phone #: 407.513.FLVS
Office phone # 561.420.3315
bcavanagh@flvs.net
FLVS provides test reviews to help you prepare for the Spring AP exams.
Push the envelope on student success! Florida Virtual School offers test
reviews to prepare students for the spring AP* Exams.
The reviews arm students with—
Test taking strategies specific to the AP exams
Real student work samples with explanations for graded entries
Grading rubrics, along with opportunities to apply them to student work
In addition, students have access to—
Practice tests
Essay prompts
Multiple-choice assessments
Study resources
AP Test Reviews are available for the following AP courses:
United States History
Calculus AB
English Language and Composition
English Literature and Composition
European History
Spanish Language
Biology
Macroeconomics
Art History
US Government and Politics
Start Here!
New users may register at
(https://aptestreview.flvs.net/FLVSAPReview/registration/Registration.aspx)
for the AP Test Reviews.
(You will have access within 24 hours. )
Returning students who already have an account may login
at
https://aptestreview.flvs.net/FLVSAPReview/home/login.aspx?c=1.
For technical assistance please visit http://help.flvs.net
For more information, call 407-513-3587 or email aptestreviews@flvs.net
Barbara Cavanagh
Public Affairs Liaison
Florida Virtual School
2145 MetroCenter Blvd.
Orlando, FL 32835
FLVS phone #: 407.513.FLVS
Office phone # 561.420.3315
bcavanagh@flvs.net
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