Review for your Midterm!!!

Hey AP Psychos! I'm having some tech issues with Google Docs, so I'm just copy/pasting the essentials for you below.

I will choose one of the three Free Response Questions below to be on your midterm. Prepare an answer for all three and you will gain valuable info for both the essay and the multiple choice parts of the exam!

QUESTION #1

Describe a specific example that clearly demonstrates an understanding of how each of the following concepts can lead to an inaccurate perception, cognition, or conclusion. Each example must include an explanation of the relationship between the concept and the inaccuracy.

Afterimage effect (chapter 5)

Lack of object permanence (chapter 4)

Nonrandom assignment of research participants (chapter 1)

Proactive interference (chapter 9)

QUESTION #2

Psychologists conduct research to investigate controversial issues. Consider the following:

Nature and Nurture

Continuity versus Stages: The belief of continuous development versus stage theories (Erikson, Piaget) of development (chapter 4)

Dreaming (chapter 7)

Explanations of hypnosis (chapter 7)

Part A. Describe opposing points of view on each of the psychological issues listed above. If there are more than two theories for an issue, choose two to describe.

Part B. For each issue, choose one point of view to support. Using evidence from psychological research, justify why you think this point of view is correct.

QUESTION #3

Time is an important variable in many psychological concepts. Describe a specific example that clearly demonstrates an understanding of each of the following concepts and how it relates to or is affected by time. Use a different example for each concept.

Critical period (chapter 4)

Fluid intelligence (chapter 4)

Refractory period in neural firing (chapter 2)

Sound localization (chapter 5)

Next, here are some useful charts and simple lists to help you study:

Research Data and Methods

	Key Concepts	Advantages	Disadvantages
Research	Scientific Method Theory Hypotheses Operational definitions Replication Validity/reliability	Dispel “Belief Bias” Dispel illusory correlations Informs Basic Research (knowledge) and Applied (practical solutions) Research Longitudinal/Cross-sectional design	Ethical or methodological breaches
Descriptive Methods	Case Studies Surveys Correlational Studies – how two or more factors relate to each other Direct correlation Indirect (inverse) correlation	Detailed study of 1 or more cases in great depth to suggest hypotheses to test, i.e Freud’s cases, Piaget’s children A method to describe and make correlations; many “cases, ” less depth compared to case studies; data based on individual reports/opinions Some “economy” reaching larger numbers of respondents, perhaps using mailouts. May be used to predict tendencies, never causal (cause and effect) relationships	Given cases may be atypical, limited generalizability to larger groups (external validity) Wording effects/”framing” issues, i.e. “aid to the needy” or “welfare;” Sampling errors like sample size (too small) or sample selection (not random)
Experimental Methods	Experiments	Clearest way to determine cause and effect relationship by manipulating a variable (IV) and recording changes in the dependent variable (DV) Control – random selection of subjects and random assignment to experimental and control groups; Single/double blind to control placebo Objective (statistical data) comparisons, i.e. central tendency (means/medians) and variability (standard deviation)	Confounding/extraneous (uncontrolled) variables bias results. Laboratory presents an “artificial” situation that may reduce real-world application or generalizability (external validity). Methodological Errors (internal validity) Experimenter Bias/Expectancy effects Conditional bias (physical) – temperature, time of day Order effects

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AP PSYCH EXAM REVIEW SHEET: Famous Contributors and Experiments

Roger Sperry = The first to propose "split-brain surgery" to help epileptic patients.

Jean Piaget = Proposed four stages of cognitive development. (Remember the acronym Socks Pulled Over Cold Feet to remember these in order.) Sensorimotor, Preoperational, Concrete, and Formal Stages.

Erik Erikson = Proposed eight stages of psychosocial development. (KNOW THESE!!)

Lawrence Kohlberg = Proposed three stages of MORAL development. (all framed around the word conventional.) This theory was criticized as it only tested young children by framing hypothetical situations for them and their responses to these. It did not test cross-culturally and between the genders.

Konrad Lorentz = Imprinting studies. Showed how baby animals would follow the first object they saw after birth. Believed to be a built-in survival mechanism.

Jerome Kagan = Studies to indicate that in-born temperament may explain many behaviors.

Harry Harlow = Showed importance of physical touch over nourishment in infant monkeys.

Mary Ainsworth = Secure infants have good bonds with mothers. Reverse is also true.

Elenor Gibson = The "visual cliff experiment". Showed that depth perception cues are innate.

Hubel and Weisel = Studies with monkeys to show that they had specific FEATURE DECECTORS to aid them in visual processing. (Some for lines, bars, edges, shapes, etc.)

Ernest Hilgard = Studies showing that a hypnotic trance includes a "hidden observer' suggesting that there is some subconscious control during hypnosis.

Ivan Pavlov = Famous for his classical conditioning experiments.

Robert Rescorla = Proposed that there is conscious connection between the CS and the DCS in classical conditioning experiments. (A smoker is aware that a nausea-producing drug will affect his behavior.)

John B. Watson = Famous for the controversial Little Albert classical conditioning experiment.

B.F. Skinner = Famous for me "Skinner Box to demonstrate operant conditioning in low level animals.

Albert Bandura = “Bo-Bo Doll" Experiment to demonstrate how children imitate anti-social behavior.

Wolfgang Kohler = Demonstrated the use of "insight" in apes when they used sticks to reach a banana that was out of reach.

Stanford-Binet = Modern IQ formula. MA divided by CA times 100.

David Wechsler = modern IQ tests with specialized subtests and use of factor analysis.

Abraham Maslow = The humanistic perspective

Elizabeth Loftus - ''Misinformation Effect" shown in memory studies.

Martin Seligman = "Learned Helplessness Experiment" with dogs. Showed the external locus affect in animals (generalized to depression with humans.)

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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)

Lateral Hypothalamus (stimulates hunger) vs. Ventromedial Hypothalamus (suppresses hunger)

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 (removal of an undesireable stimulus as a reward to increase desired behavior)

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)

Latent content (what your dream means) vs. Manifest content (the actual storyline of the dream)

Fluid Intelligence ("Brain power") vs. Crystallized Intelligence (Acquired knowledge)

Validity (test measure what it should) vs. Reliability (Same scores on a retest)

Achievement test (What you've learned) vs. Aptitude test (what y6u can do)

Intrinsic Motivation (for personal satisfaction) vs. Extrinsic Motivation (for rewards or to avoid punishment)

Internal Locus (controlling the environment) vs. External Locus (the environment controls you.)

WINTER BREAK CHAPTER 11 ASSIGNMENT

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

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.

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!