1. Sleep Record
Create a CHART and record the following data for at least THREE (3) nights (be sure to record data from at least one non-school night where you can get up whenever you want in the morning):
Time you fall asleep
Time you woke up
Number of hours you slept total
Number of times you woke up during the night and why
Amount of caffeine in the hours before bed, and at what time(s) (one cola, etc.)
How you woke up: on your own or by alarm/other person
If you remember having any dreams on this night
2. Dream Journal
Be sure to write down at least ONE dream from this week in detail, then write five explanations for your one dream using each of the five dream theories. You may choose to use five different dreams, if you have that many.
Even people who claim they never dream will recall a dream if awakened during the REM sleep stage. Everyone dreams every night. You may have greater success remembering your dreams if you use these tips:
Keep a pen and paper next to your bed
At night before bed, tell yourself that you'll remember and write your dream in the morning
When you wake up, stay laying down with your eyes closed(remember context-dependent memory!) and think about what you were just dreaming
With the lights still dim, write whatever pieces of your dream you are remembering on the paper you have next to your bed
If you try the above one night and it doesn't work, try setting you alarm for ten minutes before you normally wake up the next day. You might be able to catch yourself in a the REM (dream) stage that way.
Sweet dreams!
Other HW: Read/cards Unit 7 pages 175-191 (the section on sleep, sleep disorders, and dreams!) by Monday
Thursday, December 8, 2011
Thursday, November 17, 2011
Ch. 5/6 SENSATION FAIR... it's sensational!!!
The 3rd Annual Stranahan Classic Sensation Fair 2011
ANNOUNCEMENT: 2ND PERIOD WILL HAVE BOTH SENSATION FAIR AND TEST ON THE SAME DAY THIS FRIDAY DEC. 1. WE HAVE AN EXTENDED PERIOD SO BE PREPARED FOR SENSATION FAIR AND TEST 5/6. DO YOUR ONLINE QUIZZES AND BRING COMPLETED FLASHCARDS WITH YOU!
SENSATION FAIR INFO:
You and your group will be assigned a station based on one of the senses. The purpose of each station is to give a better perspective on sensation and perception.
Projects are due on Wednesday, November 30 for period 3
and Friday, December 2 for period 2. On this day we will hold the Sensation Fair! You will have 10 minutes for setup and the fair will run for the rest of the period. Feel free to invite teachers or other faculty members to participate!
Sensation Fair Instructions for Individual and Group Grades:
Group responsibilities: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).
c. visual(s) that are useful to understand your research (optical illusions if your question is about optical illusions, etc)
Individual responsibilities:
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 maximum to complete your demonstration. Directions for each station are recommended; please print them out so that fair-goers can travel through your station quicker. Two people in a group may work together to prepare a demo. There must be at lease two activities per group.
III. Research a question regarding your assigned sense. Ideally your question and demonstration will match.
Display the question and your research findings at your station, along with two (2) sources you use to answer your question!
Research must be typed, cite sources APA style, and be at least one page. (times, double spaced, 1 inch margins)
One good question for all senses could be: How is the development of (your sense) affected by nature and how is it affected by nurture?
Your question can be anything related to the sense that is of interest to you.
Below are more 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?
-What does it mean to be a "super taster"?
TOUCH
- How does your hand tell the difference between hot and cold surfaces?
- How do blind people use braille to read?
Note
If you need a laptop at your station for your visual or for your demo, please let me know in advance! If your demo involves sound, please bring headphones that go outside of the ears for your peers to use :)
Other announcements:
-Notecards (Vocab cards and concept cards for each objective) for ch. 5 & 6 are due on Monday when we return from TG break.
-Test Chs. 5 & 6:
per. 3 on Thursday Dec. 1
per. 2 on Monday Dec. 5
HAVE FUN! PLEASE POST YOUR FIRST NAME, PERIOD, AND IDEA BELOW, I WILL CHECK PERIODICALLY AND COMMENT! THIS WAY WE WILL AVOID TWO PEOPLE IN A GROUP HAVING THE SAME QUESTION.
ANNOUNCEMENT: 2ND PERIOD WILL HAVE BOTH SENSATION FAIR AND TEST ON THE SAME DAY THIS FRIDAY DEC. 1. WE HAVE AN EXTENDED PERIOD SO BE PREPARED FOR SENSATION FAIR AND TEST 5/6. DO YOUR ONLINE QUIZZES AND BRING COMPLETED FLASHCARDS WITH YOU!
SENSATION FAIR INFO:
You and your group will be assigned a station based on one of the senses. The purpose of each station is to give a better perspective on sensation and perception.
Projects are due on Wednesday, November 30 for period 3
and Friday, December 2 for period 2. On this day we will hold the Sensation Fair! You will have 10 minutes for setup and the fair will run for the rest of the period. Feel free to invite teachers or other faculty members to participate!
Sensation Fair Instructions for Individual and Group Grades:
Group responsibilities: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).
c. visual(s) that are useful to understand your research (optical illusions if your question is about optical illusions, etc)
Individual responsibilities:
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 maximum to complete your demonstration. Directions for each station are recommended; please print them out so that fair-goers can travel through your station quicker. Two people in a group may work together to prepare a demo. There must be at lease two activities per group.
III. Research a question regarding your assigned sense. Ideally your question and demonstration will match.
Display the question and your research findings at your station, along with two (2) sources you use to answer your question!
Research must be typed, cite sources APA style, and be at least one page. (times, double spaced, 1 inch margins)
One good question for all senses could be: How is the development of (your sense) affected by nature and how is it affected by nurture?
Your question can be anything related to the sense that is of interest to you.
Below are more 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?
-What does it mean to be a "super taster"?
TOUCH
- How does your hand tell the difference between hot and cold surfaces?
- How do blind people use braille to read?
Note
If you need a laptop at your station for your visual or for your demo, please let me know in advance! If your demo involves sound, please bring headphones that go outside of the ears for your peers to use :)
Other announcements:
-Notecards (Vocab cards and concept cards for each objective) for ch. 5 & 6 are due on Monday when we return from TG break.
-Test Chs. 5 & 6:
per. 3 on Thursday Dec. 1
per. 2 on Monday Dec. 5
HAVE FUN! PLEASE POST YOUR FIRST NAME, PERIOD, AND IDEA BELOW, I WILL CHECK PERIODICALLY AND COMMENT! THIS WAY WE WILL AVOID TWO PEOPLE IN A GROUP HAVING THE SAME QUESTION.
Monday, October 31, 2011
Chapter 4 Info
The chapter 4 TEST will be on Tuesday 11/8 and Wednesday 11/9.
On that day, the assignment below will be due along with vocab cards, concept cards, and the Piaget chart (from class). Also remember to do online quizzes before the test day!
Teen Brain Video HW 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. a. Describe how your behavior compares with the teens in this video.
b. Describe how your behavior contrasts with the teens in this video.
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 watch/discuss with your family? Why?
On that day, the assignment below will be due along with vocab cards, concept cards, and the Piaget chart (from class). Also remember to do online quizzes before the test day!
Teen Brain Video HW 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. a. Describe how your behavior compares with the teens in this video.
b. Describe how your behavior contrasts with the teens in this video.
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 watch/discuss with your family? Why?
Friday, October 21, 2011
Chapter 3 Announcements
The chapter 3 "quest" will be on Monday 10/24 (odd) and Tuesday 10/25.
Notecards are due on your "quest" day. You must have a total of 62 notecards to earn your 30 points.
31 of the cards are your vocab terms with the 5 things you always do:
1. defintion
2. detail
3. example
4. example
5. class note or another example/detail
The other 31 cards are for each of the 31 objectives. On the front, number and state the basic objective. On the back, write a list of 5 important details from that section that answer the objective question.
Grades close next week 10/27 and will include chapter 3. If you notice an issue with your grade, please email me right away so that we can correct it.
Lara.Herrera@BrowardSchools.com
Thanks!
Mrs. H
Notecards are due on your "quest" day. You must have a total of 62 notecards to earn your 30 points.
31 of the cards are your vocab terms with the 5 things you always do:
1. defintion
2. detail
3. example
4. example
5. class note or another example/detail
The other 31 cards are for each of the 31 objectives. On the front, number and state the basic objective. On the back, write a list of 5 important details from that section that answer the objective question.
Grades close next week 10/27 and will include chapter 3. If you notice an issue with your grade, please email me right away so that we can correct it.
Lara.Herrera@BrowardSchools.com
Thanks!
Mrs. H
Thursday, October 6, 2011
Chapter 2 Brain Model Assignment!
Chapter 2 Brain Model Assignment!
You will be building a 3D model brain using the material of your choice.
Your model will be due on your test day.
TEST DAYS AND BRAIN DUE DATES ARE:
FRIDAY 10/14 FOR PERIOD 3 AND MONDAY 10/17 FOR PERIOD 2
-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 (www.ikeeepbookmarks.com/lara_herrera), use your textbook, and use the other books I have in class.
Also, if you have an iPhone, you can download the 3D Brain app free. It's from the DANA Foundation.
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
You will be building a 3D model brain using the material of your choice.
Your model will be due on your test day.
TEST DAYS AND BRAIN DUE DATES ARE:
FRIDAY 10/14 FOR PERIOD 3 AND MONDAY 10/17 FOR PERIOD 2
-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 (www.ikeeepbookmarks.com/lara_herrera), use your textbook, and use the other books I have in class.
Also, if you have an iPhone, you can download the 3D Brain app free. It's from the DANA Foundation.
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 27, 2011
Chapter 2 Notecards are DIFFERENT!
For chapter 2, some terms can be done the way you normally do your cards, but others are anatomical parts that you might not find two examples for. If you have an anatomical term that you can't find two real-life examples for, like "axon," use the format below. You need to have 5 things on each card still. *
1. Definition
2. SKETCH! If the term can be sketched (if it's a part of a neuron or a part of the brain), do a little sketch. Otherwise, write a detail from the book that is important.
3. Normal Function (what this thing does for you in your life)
4. Possible Malfunction (what could go wrong related to this thing, or describe any possible related disorders)
5. Class notes
*Make a card for each of the neurotransmitters in the neurotransmitter chart in the first section. You must add a card for every term that is in italics in the reading and for all terms in charts.
Also be sure to add a concept card for any section in the reading that doesn't have a vocab card. You need to know EVERYTHING in the textbook!
The reading for chapter 2 will be broken up into four homework assignments. Be sure to keep up in case I spot check cards!
1. Definition
2. SKETCH! If the term can be sketched (if it's a part of a neuron or a part of the brain), do a little sketch. Otherwise, write a detail from the book that is important.
3. Normal Function (what this thing does for you in your life)
4. Possible Malfunction (what could go wrong related to this thing, or describe any possible related disorders)
5. Class notes
*Make a card for each of the neurotransmitters in the neurotransmitter chart in the first section. You must add a card for every term that is in italics in the reading and for all terms in charts.
Also be sure to add a concept card for any section in the reading that doesn't have a vocab card. You need to know EVERYTHING in the textbook!
The reading for chapter 2 will be broken up into four homework assignments. Be sure to keep up in case I spot check cards!
Tuesday, September 20, 2011
Format for Flashcards!
FORMAT FOR FLASHCARDS (EVERY CHAPTER WILL BE THIS WAY)
FRONT OF CARD:
-VOCAB TERM
-YOUR INITIALS
BACK OF CARD:
1. DEFINITION
2. DETAIL (ANYTHING IMPORTANT THAT’S NOT IN THE DEFINITION, OR ANYTHING THAT HELPS YOU CLARIFY/REMEMBER)
3. AN EXAMPLE FROM BOOK
4. A SECOND EXAMPLE FROM BOOK OR A PERSONAL EXAMPLE
5. CLASS NOTES IF APPLICABLE
*ALWAYS BRING EXTRA CARDS TO CLASS BECAUSE I ADD TERMS THAT ARE ON THE AP EXAM BUT AREN’T IN YOUR BOOK.
Wednesday, September 14, 2011
Test Chapter 1 Announcement
Just a reminder: period 3 will have chapter 1 test on Thursday, Sept. 15th.
Period 2 will have the test on Tuesday, Sept. 20th, because Thurs, Fri, and Mon are all ODD days.
Be sure to check Pinnacle and have all chapter 1 work ready to turn in by test day!
Period 2 will have the test on Tuesday, Sept. 20th, because Thurs, Fri, and Mon are all ODD days.
Be sure to check Pinnacle and have all chapter 1 work ready to turn in by test day!
Thursday, September 1, 2011
HW Ch. 1 Day 1 (Due in class Fri/Mon)
FORMAT FOR FLASHCARDS (EVERY CHAPTER WILL BE THIS WAY)
FRONT OF CARD:
-VOCAB TERM
-YOUR INITIALS
BACK OF CARD:
1. DEFINITION
2. DETAIL (ANYTHING IMPORTAINT THAT’S NOT IN THE DEFINITION, OR ANYTHING THAT HELPS YOU CLARIFY/REMEMBER)
3. AN EXAMPLE FROM BOOK
4. A SECOND EXAMPLE FROM BOOK OR A PERSONAL EXAMPLE
5. CLASS NOTES IF APPLICABLE
*ALWAYS BRING EXTRA CARDS TO CLASS BECAUSE I ADD TERMS THAT ARE ON THE AP EXAM BUT AREN’T IN YOUR BOOK.
*FOR CHAPTER ONE, ADD A CARD FOR “OVERCONFIDENCE.” TONIGHT YOU ARE RESPONSIBLE FOR THE VOCAB TERMS THROUGH OBJECTIVE 11. CARDS FOR OBJECTIVES 12-24 WILL BE HW NEXT CLASS.
Monday, June 6, 2011
Summer Assignment 2011-2012
Welcome to AP Psychology!!!
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.
If you ever have ANY questions, you can e-mail me at Lara.Herrera@BrowardSchools.com. Be sure to include your name and ap psych in the subject.
Assignment 1 is due by email to Lara.Herrera@BrowardSchools.com by Wednesday, August 10 at 10pm.
Assignments 2-4 will be due on the FIRST day of class. Late assignments will earn a maximum of half credit.
Assignment 1:
4. Conclusion: What is your general reaction to this book? (For example: Were you surprised; why? Why was it interesting? Did any parts have special significance to you? Did it change your perspective; how? etc.) Explain.
Assignment #4:
Print your syllabus to bring with you on the first day of class. It will be posted here by August 20.
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.
If you ever have ANY questions, you can e-mail me at Lara.Herrera@BrowardSchools.com. Be sure to include your name and ap psych in the subject.
Assignment 1 is due by email to Lara.Herrera@BrowardSchools.com by Wednesday, August 10 at 10pm.
Assignments 2-4 will be due on the FIRST day of class. Late assignments will earn a maximum of half credit.
Assignment 1:
READ ONE of the books FROM THE LIST BELOW, and type your reaction for the book you read that discusses ALL FOUR of the following things:
1. Introduction: Identify a "common thread" or theme of the book. Use specific examples from the book to illustrate the theme.
2. Describe THREE (3) concepts that you learned from this book. For EACH concept:
-identify the concept
-explain how it is used in the book
-link the concept to another real-life situation that you can think of that's not in the book
3. In what ways does any part of the book reflect/connect with your personal experiences, or the experiences of the others in your life? Use AT LEAST TWO(2) specific examples from your life.
4. Conclusion: What is your general reaction to this book? (For example: Were you surprised; why? Why was it interesting? Did any parts have special significance to you? Did it change your perspective; how? etc.) Explain.
Your reaction paper is DUE BY EMAIL ON or BEFORE AUGUST 10th BY 10:00 P.M. to LARA.HERRERA@BROWARDSCHOOLS.COM.
It MUST be typed, double-spaced, Times New Roman, 12 font, in essay form, and two to four pages long.
Please attach it to the email AND copy/paste it into the body of the email, just in case your attachment doesn't work.
Used and new copies of these books can be found on amazon.com, and you can read summaries of the books there. Also try half.com, or bn.com, and other book-selling sites to get the best price, or go to the local public library, where you can check out books for FREE! :)
BOOK LIST (Choose one):
Odd Girl Speaks Out: Girls Write about Bullies, Cliques, Popularity, and Jealousy, by Rachel Simmons
ADHD & Me: What I Learned from Lighting Fires at the Dinner Table, by Blake E. S. Taylor
Born on a Blue Day, by Daniel Tammet. This is a personal story about Asperger's Syndrome, a type of autism.
The Man Who Mistook His Wife for a Hat, by Oliver Sacks. This is a collection of stories about patients with unusual neurological disorders (also check out An Anthropologist on Mars, and Musicophilia, both by Oliver Sacks )
A Brief Tour of Human Consciousness: From Imposter Poodles to Purple Numbers, by V.S. Ramachandran. This is a brief intro to neuroscience by a top neuroscientist. It's very interesting, but best suited to advanced readers.
Reviving Ophelia: Saving the Selves of Adolescent Girls, by Mary Pipher. This is a therapist's collection and discussion of patient stories involving teen girls.
The Six Most Important Decisions You'll Ever Make, by Sean Covey. This is a great guide for high school students. Be sure to get the book, not the workbook.
The Lucifer Effect, by Philip Zimbardo. This book is about why good people do bad things.
The Sociopath Next Door, by Marth Stout.
The Psychology of Superheroes: An Unauthorized Exploration (Psychology of Popular Culture), by Robin S. Rosenberg
The Psychology of Harry Potter: An Unauthorized Examination Of The Boy Who Lived (Psychology of Popular Culture)
by Robin S. Rosenberg
by Robin S. Rosenberg
Feel free to check with me if you want to read another psychology or neuroscience book, or if you want me to recommend a book on a certain topic.
Assignment 2: Tutorials
Materials needed: Internet access & Printer
A. Go to www.worthpublishers.com/myers8e
Scroll down to the list titled “Student Resources” and click on “PsychSim PDF Worksheets.”
Click on and print the following two worksheets:
1. Psychology’s Timeline
2. Descriptive Statistics
B. Go back to the “Student Resources” list and click on “PsychSim Tutorials.”
On the next page that opens, click the ORANGE box that says “PsychSim 5 Tutorials.”
1. From the popup menu, choose “Psychology’s Timeline,” and use the tutorial to complete the worksheet you printed.
2. Go back to the orange menu and choose “Descriptive Statistics,” and use the tutorial to complete the second worksheet.
Bring the completed worksheets with you to turn in on the first day of class.
Assignment 3: Vocabulary Flashcards
Due on the FIRST day of class. ONLY HAND-WRITTEN FLASHCARDS WILL BE ACCEPTED.
Materials needed:
Package of one hundred 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.)
Blue or Black Pen
Internet access
Instructions:
A. Go to www.worthpublishers.com/myers8e
Scroll down to the list titled “Student Resources” and click on “Flashcards.”
You will create a flashcard for each of the terms from the Prologue and Chapter 1.
1. On the front (blank side) of each card, copy the terms/names from the flashcards, and write your first name and last initial under the term.
There are 14 terms in the Prologue and 30 terms in Chapter 1. There should be only one term per card. (You are making flashcards to study from!)
2. On the back (lined side) of each card, copy the definition.
The definition must only take up the top half of the card,
so that you have room for class notes.
Materials needed: Internet access & Printer
A. Go to www.worthpublishers.com/myers8e
Scroll down to the list titled “Student Resources” and click on “PsychSim PDF Worksheets.”
Click on and print the following two worksheets:
1. Psychology’s Timeline
2. Descriptive Statistics
B. Go back to the “Student Resources” list and click on “PsychSim Tutorials.”
On the next page that opens, click the ORANGE box that says “PsychSim 5 Tutorials.”
1. From the popup menu, choose “Psychology’s Timeline,” and use the tutorial to complete the worksheet you printed.
2. Go back to the orange menu and choose “Descriptive Statistics,” and use the tutorial to complete the second worksheet.
Bring the completed worksheets with you to turn in on the first day of class.
Assignment 3: Vocabulary Flashcards
Due on the FIRST day of class. ONLY HAND-WRITTEN FLASHCARDS WILL BE ACCEPTED.
Materials needed:
Package of one hundred 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.)
Blue or Black Pen
Internet access
Instructions:
A. Go to www.worthpublishers.com/myers8e
Scroll down to the list titled “Student Resources” and click on “Flashcards.”
You will create a flashcard for each of the terms from the Prologue and Chapter 1.
1. On the front (blank side) of each card, copy the terms/names from the flashcards, and write your first name and last initial under the term.
There are 14 terms in the Prologue and 30 terms in Chapter 1. There should be only one term per card. (You are making flashcards to study from!)
2. On the back (lined side) of each card, copy the definition.
The definition must only take up the top half of the card,
so that you have room for class notes.
Assignment #4:
Print your syllabus to bring with you on the first day of class. It will be posted here by August 20.
Monday, April 11, 2011
Review Packet HW and other Review Stuff to Download!
Hi AP Psychos! We're in review mode with less than a month to go, so get out those old index cards and outlines and start studying for May 2nd! Here are some other things you'll need.
1. Review Packet HW Assignment
DOWNLOAD, PRINT, AND COMPLETE THIS PACKET FOR HW.
http://docs.google.com/fileview?id=0B4xdTlrmZTl3MTg0MTRkY2EtMDA1Yy00MDMzLTkxOTAtZTQ2NmZhYjU5OTc4&hl=en You may have some time in class during FCAT week, otherwise, complete for HW. Due Mon/Tues April 18/19.
Notes:
For Part 1, identify which perspective or area of psychology each person is connected to in the first column, and describe what their primary contribution to psychology is in the second column, including any key vocab. For example:
Contributor: Freud; School of Association: Psychodynamic; Discoveries: father of psychoanalysis, free association, dream interpretation, psychosexual stages, defense mechanisms, iceburg theory of consiousness
If you can't find a name, you may refer to a review book or another psych textbook on the bookshelf in the classroom.
For Part 2, give a key word or two for the basis and a brief explanation for goals. For example:
Subfield: Abnormal; Basis: Disorders; Goals: to identify the symptoms, causes, and experiences of disorders
Here are some simple review sheets for you to use to study for the AP Psych Exam!
Please print the resources posted below... and use them to study!!!
2. Perspectives Chart
http://docs.google.com/Doc?id=ddxvq7tz_0dzbwnsf8
3. Confusing Pairs
http://docs.google.com/Doc?id=ddxvq7tz_2gvnxfvdx
4. Research Methods Chart
http://docs.google.com/Doc?id=ddxvq7tz_3gbbr83hn
5. Brain mnemonics (you may have copied this earlier in the year already)
http://docs.google.com/fileview?id=0B4xdTlrmZTl3NmVkZmFmODAtODA5Yi00YWNlLTk4ODMtNDBlZGUxYWZiNGM3&hl=en
6. Therapy Approach Chart
https://docs.google.com/Doc?docid=0AYxdTlrmZTl3ZGR4dnE3dHpfMThmNnc4aGZjbQ&hl=en
7. Neurotransmitter Chart
http://docs.google.com/Doc?docid=0AYxdTlrmZTl3ZGR4dnE3dHpfMTZmOTZzd2Zucg&hl=en
8. Famous Contributors to Psychology
http://docs.google.com/Doc?docid=0AYxdTlrmZTl3ZGR4dnE3dHpfMTVobmY4ZDdkNQ&hl=en
9. Pun List Famous Psychologists
http://docs.google.com/Doc?docid=0AYxdTlrmZTl3ZGR4dnE3dHpfMTdkd25qY21jOQ&hl=en
10. Operant Conditioning Consequence Matrix
http://docs.google.com/fileview?id=0B4xdTlrmZTl3M2M4ZDJlYjItM2JiNi00NDc3LWJkYmUtYmFkZDE2NzAxYmQy&hl=en
11. Examples of Negative Reinforcers (remember, a reinforcer is a reward)
http://docs.google.com/fileview?id=0B4xdTlrmZTl3YTY0NjExMmQtNjkxNy00YzNhLTk5OGEtNTNjYTJiMDliZjJh&hl=en
There are only 7 class periods before the exam, so be in class to complete the mandatory review activities. You are required to complete two full-length practice tests. These will be given in class. If you miss class, you must make them up on your own time BEFORE the exam.
1. Review Packet HW Assignment
DOWNLOAD, PRINT, AND COMPLETE THIS PACKET FOR HW.
http://docs.google.com/fileview?id=0B4xdTlrmZTl3MTg0MTRkY2EtMDA1Yy00MDMzLTkxOTAtZTQ2NmZhYjU5OTc4&hl=en You may have some time in class during FCAT week, otherwise, complete for HW. Due Mon/Tues April 18/19.
Notes:
For Part 1, identify which perspective or area of psychology each person is connected to in the first column, and describe what their primary contribution to psychology is in the second column, including any key vocab. For example:
Contributor: Freud; School of Association: Psychodynamic; Discoveries: father of psychoanalysis, free association, dream interpretation, psychosexual stages, defense mechanisms, iceburg theory of consiousness
If you can't find a name, you may refer to a review book or another psych textbook on the bookshelf in the classroom.
For Part 2, give a key word or two for the basis and a brief explanation for goals. For example:
Subfield: Abnormal; Basis: Disorders; Goals: to identify the symptoms, causes, and experiences of disorders
Here are some simple review sheets for you to use to study for the AP Psych Exam!
Please print the resources posted below... and use them to study!!!
2. Perspectives Chart
http://docs.google.com/Doc?id=ddxvq7tz_0dzbwnsf8
3. Confusing Pairs
http://docs.google.com/Doc?id=ddxvq7tz_2gvnxfvdx
4. Research Methods Chart
http://docs.google.com/Doc?id=ddxvq7tz_3gbbr83hn
5. Brain mnemonics (you may have copied this earlier in the year already)
http://docs.google.com/fileview?id=0B4xdTlrmZTl3NmVkZmFmODAtODA5Yi00YWNlLTk4ODMtNDBlZGUxYWZiNGM3&hl=en
6. Therapy Approach Chart
https://docs.google.com/Doc?docid=0AYxdTlrmZTl3ZGR4dnE3dHpfMThmNnc4aGZjbQ&hl=en
7. Neurotransmitter Chart
http://docs.google.com/Doc?docid=0AYxdTlrmZTl3ZGR4dnE3dHpfMTZmOTZzd2Zucg&hl=en
8. Famous Contributors to Psychology
http://docs.google.com/Doc?docid=0AYxdTlrmZTl3ZGR4dnE3dHpfMTVobmY4ZDdkNQ&hl=en
9. Pun List Famous Psychologists
http://docs.google.com/Doc?docid=0AYxdTlrmZTl3ZGR4dnE3dHpfMTdkd25qY21jOQ&hl=en
10. Operant Conditioning Consequence Matrix
http://docs.google.com/fileview?id=0B4xdTlrmZTl3M2M4ZDJlYjItM2JiNi00NDc3LWJkYmUtYmFkZDE2NzAxYmQy&hl=en
11. Examples of Negative Reinforcers (remember, a reinforcer is a reward)
http://docs.google.com/fileview?id=0B4xdTlrmZTl3YTY0NjExMmQtNjkxNy00YzNhLTk5OGEtNTNjYTJiMDliZjJh&hl=en
There are only 7 class periods before the exam, so be in class to complete the mandatory review activities. You are required to complete two full-length practice tests. These will be given in class. If you miss class, you must make them up on your own time BEFORE the exam.
Tuesday, March 22, 2011
Ch. 12/13 Unit Plan
Hi guys,
Here's the Ch. 12/13 unit plan:
https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0B4xdTlrmZTl3ZmYwNzFiZDctM2Q1NS00ZTY4LTgxYWEtYTI4M2IwM2UzYWVj&hl=en
Remember to sign up for the county AP review before the end of this week. See below for details!
Mrs. H
Here's the Ch. 12/13 unit plan:
https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0B4xdTlrmZTl3ZmYwNzFiZDctM2Q1NS00ZTY4LTgxYWEtYTI4M2IwM2UzYWVj&hl=en
Remember to sign up for the county AP review before the end of this week. See below for details!
Mrs. H
Monday, March 21, 2011
Baby Pics and County Psych Review News!
Baby Maya Eden Herrera says hello! Maya was born on March 8th and she has been keeping me very busy! Thank you all for your texts, she is healthy and beautiful. Yes, she is exhibiting the rooting reflex and her mirror neuron system is working well - she did stick out her tongue at me when I stuck mine out!
Now, regarding your development as a psych student... I know you are all getting ready to pass the AP exam on May 2; we're just over a month away! There is a very important review being held by the county at Western High School. This is very valuable to you, take advantage of it! Here are the schedule and the parent letter with details. Seats are first come first served, so sign up asap!
Schedule & printable form:https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0B4xdTlrmZTl3MzU3NmQyZGUtYmM1Zi00MjkzLTgwNGUtZDQwZGU3Y2EwMzkx&hl=en
Parent letter & online sign-up:
https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0B4xdTlrmZTl3ZTBlMzBlZjktNzk5ZS00YTI4LTk1NTctNjhmYjU5NTQxNWEx&hl=en
Tuesday, March 1, 2011
Chapter 10/11 Unit Plan & HW on PsychSim
Hi AP Psychers!
Here's the plan for chapters 10 and 11. You'll be able to see what you're doing and what the homework will be day-by-day up through March 22/23, your test day for this unit. Feel free to download and print the PDF.
https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0B4xdTlrmZTl3MjNmMTNhZDItZDUzOC00ZjRhLTgyOTQtMWUzZWY4YTcwNjAy&hl=en
As you can see, Mr. Benchsky will be teaching a little, he and I went over the vocab and he is prepared to explain anything you're confused about - just ask! Remember, you can feel free to contact me if you have any questions, too.
Remember to keep up with the homework and bring a textbook to class every day!
(Be sure that you have your name written in the cover of your book, you don't want to lose it!)
TONIGHT'S HOMEWORK is to go onto www.worthpublishers.com/myers8e and do a PsychSim Tutorial along with the accompanying worksheet. The tutorial and the the PDF worksheet are both titled "My Head is Spinning." Print the worksheet first, then fill it in as you complete the online tutorial.
Mr. Benchsky will collect this next class.
Here's the plan for chapters 10 and 11. You'll be able to see what you're doing and what the homework will be day-by-day up through March 22/23, your test day for this unit. Feel free to download and print the PDF.
https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0B4xdTlrmZTl3MjNmMTNhZDItZDUzOC00ZjRhLTgyOTQtMWUzZWY4YTcwNjAy&hl=en
As you can see, Mr. Benchsky will be teaching a little, he and I went over the vocab and he is prepared to explain anything you're confused about - just ask! Remember, you can feel free to contact me if you have any questions, too.
Remember to keep up with the homework and bring a textbook to class every day!
(Be sure that you have your name written in the cover of your book, you don't want to lose it!)
TONIGHT'S HOMEWORK is to go onto www.worthpublishers.com/myers8e and do a PsychSim Tutorial along with the accompanying worksheet. The tutorial and the the PDF worksheet are both titled "My Head is Spinning." Print the worksheet first, then fill it in as you complete the online tutorial.
Mr. Benchsky will collect this next class.
Thursday, February 10, 2011
CH. 16 HOMEWORK DUE NEXT CLASS 2/14 ODD OR 2/15 EVEN
1. COMPLETE READING, CARDS, AND OUTLINE FOR DISORDERS CHAPTER 16.
ALSO COMPLETE THE CLASSWORK IN THE POST BELOW IF YOU MISSED CLASS THURS 2/10 OR FRI 2/11.
2. WATCH THE FOLLOWING VIDEOS ONLINE - THERE WILL BE CH. 16 QUIZ QUESTIONS NEXT WEEK INCLUDING INFO FROM THESE!
True Life I Have Autism
http://www.mtv.com/videos/true-life-i-have-autism/1554937/playlist.jhtml
True Life I Have Schizophrenia
http://www.mtv.com/videos/true-life-i-have-schizophrenia/1586145/playlist.jhtml
Tourette's Poem Video on Russel Simmon's Brave New Voices
http://www.hbo.com/russell-simmons-presents-brave-new-voices/cast-and-crew/team-san-francisco/video/devin-murphy.html
Check out more interesting links for Ch. 16:
http://www.ikeepbookmarks.com/browse.asp?folder=2098561
Here's the rest of the True Life series, feel free to watch!
http://www.mtv.com/shows/truelife/series.jhtml
ALSO COMPLETE THE CLASSWORK IN THE POST BELOW IF YOU MISSED CLASS THURS 2/10 OR FRI 2/11.
2. WATCH THE FOLLOWING VIDEOS ONLINE - THERE WILL BE CH. 16 QUIZ QUESTIONS NEXT WEEK INCLUDING INFO FROM THESE!
True Life I Have Autism
http://www.mtv.com/videos/true-life-i-have-autism/1554937/playlist.jhtml
True Life I Have Schizophrenia
http://www.mtv.com/videos/true-life-i-have-schizophrenia/1586145/playlist.jhtml
Tourette's Poem Video on Russel Simmon's Brave New Voices
http://www.hbo.com/russell-simmons-presents-brave-new-voices/cast-and-crew/team-san-francisco/video/devin-murphy.html
Check out more interesting links for Ch. 16:
http://www.ikeepbookmarks.com/browse.asp?folder=2098561
Here's the rest of the True Life series, feel free to watch!
http://www.mtv.com/shows/truelife/series.jhtml
IF YOU WERE ABSENT... CLASSWORK FROM 2/10 AND 2/11
CLASSWORK FROM 2/10 AND 2/11
IF YOU WERE ABSENT YOU MAY COMPLETE THIS AND TURN IT IN NEXT WEEK.
Psychological Disorders Q & A Chart
DIRECTIONS: You will be working with a partner to create a chart. Your chart’s title should be the same as above. Your chart should have six (6) columns, titled as follows: DEVELOPMENTAL DISORDERS, ANXIETY DISORDERS, DISSOCIATIVE DISORDERS, MOOD DISORDERS, PERSONALITY DISORDERS, and SCHIZOPHRENIA. Cut out each of the questions below and glue or tape them in the appropriate column of your chart, leaving space to write the answers. Use pen to write in the answers to the questions and any relevant information. All of the questions can be answered using the textbook, but you may have to hunt a little!
• What is the most pervasive psychological disorder?
• The effect of drugs that block receptors for dopamine is to…
• Most of the hallucinations of schizophrenia patients involve the sense of…
• Phobias and obsessive-compulsive behaviors are classified as …
• Joe has an intense, irrational fear of snakes. He is suffering from a…
• Although he returned from war- torn Iraq six months ago, Johnny still has haunting memories and nightmares. Because he is also severely depressed, his therapist diagnoses his condition as…
• Shane is continually tense, jittery, and apprehensive for no reason. He would probably be diagnosed as suffering from …
• Nicholas Spanos believes dissociative disorders to be…
• Dysthymic disorder is…
• What are the five subtypes of schizophrenia and the symptoms of each type?
• Describe the nature and causes of personality disorders.
• What are the specific characteristics of antisocial personality disorder?
• What evidence is used by skeptics who do not accept dissociative identity disorder as ‘real?’
• What are the warning signs of schizophrenia?
• Describe the causes of schizophrenia.
• What is narcissistic personality disorder?
• While she was studying, Katie suddenly felt overwhelmed by feelings of intense apprehension. For several minutes she felt that she could not catch her breath. What was Katie probably suffering from?
• Autism is characterized by what key symptoms?
• Annie is so fearful of being overwhelmed by anxiety that she rarely goes out. What does Annie seem to be experiencing?
• What was dissociative identity disorder formerly known as?
• In which type of disorder is a person’s speech likely to be so full of unrelated words that it could be characterized as a “word salad?”
• In which disorder do people alternate between stages of lethargic hopelessness and wild overexcitement?
• Describe a manic episode.
• Which perspective suggests that depression is a reaction to loss and the internalization of unresolved anger towards parents?
• Research suggests that abnormally low levels of the neurotransmitter norepinephrine can contribute to what disorder?
• Wilma is extremely agitated because she hears voices that tell her to attack others. These voices are a symptom called:
• How would the psychoanalytic perspective view phobias?
• How would the psychoanalytic perspective view dissociative identity disorder?
• How would the learning perspective view obsessive-compulsive disorder?
• Wayne’s doctor has prescribed a drug that blocks receptors for dopamine. What is Wayne apparently diagnosed with?
• Who is most likely to succeed at a suicide attempt?
• Ella is odd and eccentric. However, her symptoms are not disturbed enough to be diagnosed as schizophrenic. How might she be diagnosed?
• Which disorder causes people to be unable to concentrate or sit still for extended periods of time?
• Jeff is 32 years old, well above average intelligence, and quite charming. He has swindled several elderly people out of their life’s savings, and he seems to have little feeling for his victims. His behavior is evidence of….
• Identify several group differences in suicide rates.
• Describe how depressed people differ from others in their explanation of failure and how these explanations lead to depression.
• What are the possible symptoms of Tourette’s Disorder?
IF YOU WERE ABSENT YOU MAY COMPLETE THIS AND TURN IT IN NEXT WEEK.
Psychological Disorders Q & A Chart
DIRECTIONS: You will be working with a partner to create a chart. Your chart’s title should be the same as above. Your chart should have six (6) columns, titled as follows: DEVELOPMENTAL DISORDERS, ANXIETY DISORDERS, DISSOCIATIVE DISORDERS, MOOD DISORDERS, PERSONALITY DISORDERS, and SCHIZOPHRENIA. Cut out each of the questions below and glue or tape them in the appropriate column of your chart, leaving space to write the answers. Use pen to write in the answers to the questions and any relevant information. All of the questions can be answered using the textbook, but you may have to hunt a little!
• What is the most pervasive psychological disorder?
• The effect of drugs that block receptors for dopamine is to…
• Most of the hallucinations of schizophrenia patients involve the sense of…
• Phobias and obsessive-compulsive behaviors are classified as …
• Joe has an intense, irrational fear of snakes. He is suffering from a…
• Although he returned from war- torn Iraq six months ago, Johnny still has haunting memories and nightmares. Because he is also severely depressed, his therapist diagnoses his condition as…
• Shane is continually tense, jittery, and apprehensive for no reason. He would probably be diagnosed as suffering from …
• Nicholas Spanos believes dissociative disorders to be…
• Dysthymic disorder is…
• What are the five subtypes of schizophrenia and the symptoms of each type?
• Describe the nature and causes of personality disorders.
• What are the specific characteristics of antisocial personality disorder?
• What evidence is used by skeptics who do not accept dissociative identity disorder as ‘real?’
• What are the warning signs of schizophrenia?
• Describe the causes of schizophrenia.
• What is narcissistic personality disorder?
• While she was studying, Katie suddenly felt overwhelmed by feelings of intense apprehension. For several minutes she felt that she could not catch her breath. What was Katie probably suffering from?
• Autism is characterized by what key symptoms?
• Annie is so fearful of being overwhelmed by anxiety that she rarely goes out. What does Annie seem to be experiencing?
• What was dissociative identity disorder formerly known as?
• In which type of disorder is a person’s speech likely to be so full of unrelated words that it could be characterized as a “word salad?”
• In which disorder do people alternate between stages of lethargic hopelessness and wild overexcitement?
• Describe a manic episode.
• Which perspective suggests that depression is a reaction to loss and the internalization of unresolved anger towards parents?
• Research suggests that abnormally low levels of the neurotransmitter norepinephrine can contribute to what disorder?
• Wilma is extremely agitated because she hears voices that tell her to attack others. These voices are a symptom called:
• How would the psychoanalytic perspective view phobias?
• How would the psychoanalytic perspective view dissociative identity disorder?
• How would the learning perspective view obsessive-compulsive disorder?
• Wayne’s doctor has prescribed a drug that blocks receptors for dopamine. What is Wayne apparently diagnosed with?
• Who is most likely to succeed at a suicide attempt?
• Ella is odd and eccentric. However, her symptoms are not disturbed enough to be diagnosed as schizophrenic. How might she be diagnosed?
• Which disorder causes people to be unable to concentrate or sit still for extended periods of time?
• Jeff is 32 years old, well above average intelligence, and quite charming. He has swindled several elderly people out of their life’s savings, and he seems to have little feeling for his victims. His behavior is evidence of….
• Identify several group differences in suicide rates.
• Describe how depressed people differ from others in their explanation of failure and how these explanations lead to depression.
• What are the possible symptoms of Tourette’s Disorder?
Tuesday, January 11, 2011
Review for Midterm Part 1: Confusing Pairs
Here are some terms that sound alike but mean different things. Review them! More to come :)
AP PSYCHOLOGY EXAM REVIEW SHEET: "Confusing Pairs"
Independent Variable (What is tested) vs. Dependent Variable (What is measured)
(Ex: Recess to test attention span; recess is independent, attention span is dependent)
Random selection (of subjects for a study) vs. Random Assignment (of subjects to experimental or control groups in a study)
Experimental Group (group that is tested) vs. Control Group (compared to the experimental, i.e. receives the placebo in a drug experiment.)
Left Brain (Language and Logic) vs. Right Brain (Creative and Spatial)
Corpus Callosum (divides the brain) vs. Cerebral Cortex (covers the brain)
Sympathetic Nervous System ("flight-or-fight") vs. Parasympathetic (calming)
Neurotransmitters (in the nervous system) vs. Hormones (in the endocrine system)
Broca's Area (makes words) vs. Wernicke’s Area (comprehends words)
Identical Twins (Same fertilized egg) vs. Fraternal Twins (Two separate eggs)
Afferent Neurons (Sensory, body to the brain) vs. Efferent Neurons Motor, brain to the body)
Assimilation (All four-legged animals are "doggies") vs. Accommodation ("Doggies are different than "Kitties")
Concrete Operations (logical thinking) vs. Formal Operations (Philosophical thinking)
Sensation (Bottom-up Processing) vs. Perception (Top-Down Processing)
Rods (night vision) vs. Cones (color vision)
Classical Conditioning (Involuntary) vs. Operant Conditioning (Voluntary)
Positive Reinforcement (any reward following a desirable behavior that increases the behavior) vs. Negative Reinforcement (ending “time-out” for bad behavior in playtime increases good behavior in playtime)
Primacy Effect (first items remembered) vs. Recency Effect (last items remembered)
Proactive Interference (loss of the new info) vs. Retroactive Interference (loss of the old info)
Implicit Memory (nondeclarative; skills) vs. Explicit Memory (declarative, facts)
Recall Memory (no cues/fill-in) vs. Recognition Memory (Some hints/multiple choice, matching)
AP PSYCHOLOGY EXAM REVIEW SHEET: "Confusing Pairs"
Independent Variable (What is tested) vs. Dependent Variable (What is measured)
(Ex: Recess to test attention span; recess is independent, attention span is dependent)
Random selection (of subjects for a study) vs. Random Assignment (of subjects to experimental or control groups in a study)
Experimental Group (group that is tested) vs. Control Group (compared to the experimental, i.e. receives the placebo in a drug experiment.)
Left Brain (Language and Logic) vs. Right Brain (Creative and Spatial)
Corpus Callosum (divides the brain) vs. Cerebral Cortex (covers the brain)
Sympathetic Nervous System ("flight-or-fight") vs. Parasympathetic (calming)
Neurotransmitters (in the nervous system) vs. Hormones (in the endocrine system)
Broca's Area (makes words) vs. Wernicke’s Area (comprehends words)
Identical Twins (Same fertilized egg) vs. Fraternal Twins (Two separate eggs)
Afferent Neurons (Sensory, body to the brain) vs. Efferent Neurons Motor, brain to the body)
Assimilation (All four-legged animals are "doggies") vs. Accommodation ("Doggies are different than "Kitties")
Concrete Operations (logical thinking) vs. Formal Operations (Philosophical thinking)
Sensation (Bottom-up Processing) vs. Perception (Top-Down Processing)
Rods (night vision) vs. Cones (color vision)
Classical Conditioning (Involuntary) vs. Operant Conditioning (Voluntary)
Positive Reinforcement (any reward following a desirable behavior that increases the behavior) vs. Negative Reinforcement (ending “time-out” for bad behavior in playtime increases good behavior in playtime)
Primacy Effect (first items remembered) vs. Recency Effect (last items remembered)
Proactive Interference (loss of the new info) vs. Retroactive Interference (loss of the old info)
Implicit Memory (nondeclarative; skills) vs. Explicit Memory (declarative, facts)
Recall Memory (no cues/fill-in) vs. Recognition Memory (Some hints/multiple choice, matching)
Monday, January 3, 2011
Ch. 18 HW
Video
You will watch this video of Philip Zimbardo talking about what makes good people do bad things.
You may use this video to help you complete your chart from class, as he reviews both the Milgram experiment and the Stanford Prison Experiment.
Be aware that it includes graphic images from Abu Graib for discussion purposes.
Take notes.
http://www.ted.com/talks/philip_zimbardo_on_the_psychology_of_evil.html
Watch for the awesome example of the African-American hero on the NY subway! Think about what makes normal people do heroic things.
Also check out the official site of the Stanford Prison Experiment for more video clips from the original study (click on "begin slideshow," and the slideshow has a bunch of video clips in it): http://prisonexp.org/
Be sure to complete your online quizzes! You should have already done each quiz for the Prologue through Ch. 9, and you will complete the two Ch. 18 quizzes for homework this week.
www.worthpublishers.com/myers8e
Check out a bunch of other cool social psych stuff online in my links: www.ikeepbookmarks.com/lara_herrera (click on the folder called Psych Ch. 18 Social Psych)
The Ch. 18 QUEST will be at the end of the period
Friday, Jan. 7 (odd)
Monday, Jan. 10 (even)
You will watch this video of Philip Zimbardo talking about what makes good people do bad things.
You may use this video to help you complete your chart from class, as he reviews both the Milgram experiment and the Stanford Prison Experiment.
Be aware that it includes graphic images from Abu Graib for discussion purposes.
Take notes.
http://www.ted.com/talks/philip_zimbardo_on_the_psychology_of_evil.html
Watch for the awesome example of the African-American hero on the NY subway! Think about what makes normal people do heroic things.
Also check out the official site of the Stanford Prison Experiment for more video clips from the original study (click on "begin slideshow," and the slideshow has a bunch of video clips in it): http://prisonexp.org/
Be sure to complete your online quizzes! You should have already done each quiz for the Prologue through Ch. 9, and you will complete the two Ch. 18 quizzes for homework this week.
www.worthpublishers.com/myers8e
Check out a bunch of other cool social psych stuff online in my links: www.ikeepbookmarks.com/lara_herrera (click on the folder called Psych Ch. 18 Social Psych)
The Ch. 18 QUEST will be at the end of the period
Friday, Jan. 7 (odd)
Monday, Jan. 10 (even)
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