Review and preview resources

http://quizlet.com/subject/psychology/

Post-Winter Break HW--Get started!!!!!!!

New Unit--Disorders--Chapter 16--expect reading quizzes for all readings--come in prepared with notes

For Monday 1/5--read 532-540

Wednesday 1/7--541-549

Friday 1/9--549-558

Tues 1/13--558-566

TR 1/15--Unit Exam on Ch 16, Psychological Disorders

Review resources

The textbook website--includes quizzes for each chapter
http://www.wadsworth.com/cgi-wadsworth/course_products_wp.pl?fid=M20b&product_isbn_issn=9780495091554&discipline_number=24

Mr. Shea's flashcards from his psych classes
http://quizlet.com/subject/shea/

Another online review site with flashcards
http://www.flashcardexchange.com/tag/psychology-mamel

My site has links to each unit--there are practice exams for each of the chapters
http://www.sbhsd.k12.ca.us/~cschallhorn/psy/psyindex.html

The PPTs for you

http://www.sbhsd.k12.ca.us/~cschallhorn/psy/AP_PowerPoint_Lectures/

you can download each individually

Fall 2008 Semester Review Terms/Phrases

AP Psychology Semester Review Fall 2008

1. Absolute thresholds
2. Abstract definition
3. Action potential
4. Adler's key views
5. Adolescence
6. Adolescence
7. Adrenal gland
8. Adulthood
9. Aggressiveness
10. Agreeableness
11. Allport
12. Ambiguous stimuli
13. Amplitude
14. Amplitude of light
15. Amygdala
16. Anterograde amnesia
17. Anxiety
18. Aphasia
19. Archetype
20. Attention and wakefulness (brain)
21. Audition
22. Audition sequences of parts
23. Authoritarian parenting
24. Authoritative parenting
25. Autonomy (personal freedom)
26. Axon terminals
27. Axon terminals
28. Basic color categories
29. Behavioral
30. Behavioral medicine
31. Behavioral signs of stress
32. Behaviorist theories
33. Behaviorist theory
34. Bf skinner
35. Biased sample
36. Biological predisposition
37. Brain damage
38. Broca's area
39. Burnout
40. Camouflage
41. Capacity to laugh at oneself
42. Cardinal traits
43. Case study
44. Causal relationship
45. Central traits
46. Cerebellum
47. Cerebral cortex
48. Character/personality/temperament
49. Childhood
50. Children’s type of home environment and effects
51. Chomsky
52. Chronic stress on the job
53. Cochlea
54. Cognitive psychologist
55. Common region
56. Common traits
57. Communication between neurons
58. Communication within a neuron
59. Comparative psychology
60. Competence in children
61. Compression
62. Cones
63. Conscientious
64. Consolidation of memory
65. Contextual memory
66. Control
67. Control group
68. Corpus callosum
69. Correlation
70. Corticoids
71. Critical thinking
72. CT scan
73. Cue-dependent forgetting
74. Decay as a cause of forgetting
75. Decay of memory traces
76. Decision-making skills
77. Defense mechanisms
78. Defining characteristics
79. Dendrites
80. Dependent variable
81. Descriptive statistics
82. Developmental medicine
83. Developmental psychologist
84. Dimensions of the "big five" factor model of personality
85. Discontinuous figures
86. Disease-prone personality
87. Displacement
88. Divided attention
89. Double-blind experiment
90. Eardrum
91. EEG
92. Ego
93. Ego ideal
94. Egocentrism
95. Eidetic imagery
96. Electroconvulsive therapy
97. Emotion-focused coping
98. Emotional signs of stress
99. Epinephrine
100. Erikson
101. Experiment
102. Experimental group
103. Experimenter effect
104. Extract information
105. Extraneous control
106. Extraneous variable
107. Extrasensory perception
108. Extroversion
109. Feeling physically, emotionally, and mentally drained
110. Fixated
111. Focused threat assessment
112. Free choice
113. Free will and self-determination
114. Frequency
115. Freud, Sigmund
116. Fully functioning person
117. Functional MRI
118. Generalize from small samples
119. Genetics and environment
120. Graphical statistics
121. Growth hormone
122. Gustation
123. Habituation
124. Hair cells
125. Hallucinations
126. Hippocampus
127. Homeopathic psychology
128. Hue
129. Human experience, problems, potentials, and ideals
130. Humanistic psychologists
131. Humanistic theories
132. Hunger and thirst (brain)
133. Hypnogogic state
134. Hypothalamus
135. Iconic memory
136. Id
137. Ideal self
138. Idealized self-image
139. Identification with peer groups
140. Incongruence
141. Independent variable
142. Infancy
143. Inferential statistics
144. Information retrieval
145. Insecure-avoidant attachment
146. Intelligence
147. Interference theory of forgetting
148. Internal motives, conflicts, and unconscious forces
149. Intra-uterine factors
150. Introversion
151. Ion potential
152. Izard, Carroll
153. James, William
154. Job stress
155. John Watson
156. Justice
157. Keys to successful aging
158. Kinesthesis
159. Kohlberg
160. Korsakoff's syndrome
161. Lack of competence
162. Learning set
163. Learning theorist
164. Legalistic parenting
165. Long-term memory
166. Long-term potentiation
167. Loudness
168. Love and acceptance
169. LTM
170. Management coping
171. Maslow, Abraham
172. Measures of central tendency
173. Measures of variability
174. Medical psychology
175. Medulla
176. Melatonin
177. Memory decay
178. Memory is an active system that does what?
179. Mode of interaction (toward, away, or against others)
180. Moments of self-actualization
181. Moral development
182. Moral dilemmas
183. Morality principle
184. Motion parallax
185. Motor cortex
186. Mri scan
187. Narcissistic
188. Necker's cube
189. Negative correlation
190. Neonatal stage of the growth sequence
191. Neural circuits
192. Neuroticism
193. Neurotransmitters
194. Newborn infants -characteristics
195. Nirvana
196. Normal distribution
197. Occipital lobes
198. Olfaction
199. Openness to experience
200. Operational definition
201. Ossicles
202. Overly permissive parenting
203. Patterns of physical development from conception to death
204. Pavlov, Ivan
205. Peak experiences
206. Pearson r correlation coefficient
207. People's expectations
208. Perceived level of control
209. Perception of meaningful patterns
210. Perceptual set
211. Perceptual thresholds
212. Persona (or "mask")
213. Personality psychology
214. Personality traits
215. Phosphenes
216. Physical development
217. Physical signs of stress
218. Physiological development
219. Physiological psychologist
220. Piaget's four cognitive stages
221. Pineal gland
222. Pitch
223. Pituitary gland
224. Placebos
225. Pleasure and punishment (brain)
226. Pleasure principle
227. Positive correlation
228. Preoperational stage
229. Primary appraisal
230. Problem-focused coping
231. Problem-focused coping
232. Projection
233. Psychoanalytic theory
234. Psychodynamic
235. Psychodynamic theories
236. Psychologist studying sensation and perception
237. Psychosomatic disorder
238. Pureness of color
239. Random assignment
240. Range
241. Rarefaction
242. Reaction formation
243. Real self
244. Reality principle
245. Recall
246. Receptor sites
247. Recognition
248. Redintegration
249. Relearning
250. Repetition of stimuli without variation
251. Representative sample
252. Repression
253. Repression
254. Resting discharge
255. Reticular activating system
256. Reticular formation (rf)
257. Retinal disparity
258. Retrieval of stored memory
259. Retroactive inhibition
260. Retrograde amnesia
261. Reversibility (piaget)
262. Rods
263. Rogers
264. Rorschach inkblots
265. Secondary appraisal
266. Secondary risk factors
267. Selective attention
268. Self acceptance
269. Self-actualizers
270. Self-concept
271. Self-esteem
272. Self-worth
273. Seligman
274. Sensation and perception
275. Sense of displacement
276. Sense of identity
277. Sensitive periods
278. Sensory and perceptual psychologist
279. Sensory conflict theory
280. Sensory localizations
281. Sensory memory
282. Sensory systems
283. Sensory systems and limits of detection
284. Separation anxiety
285. Serial position effect
286. Sex, rage, and emotion (brain)
287. Short-term memory
288. Social anxiety
289. Social learning theories
290. Social psychologist
291. Social referencing
292. Somatosensory cortex
293. Source traits
294. Stability
295. Stable enduring characteristics
296. Standard deviation
297. State of sublimation
298. State-dependent learning
299. Stereocilia
300. Stimulus and response connections determine behavior
301. STM
302. Stress
303. Style of caregiving of mothers
304. Style of life
305. Subject replication
306. Sublimation
307. Superego
308. Superiority
309. Suppression
310. Survey guidelines
311. Synapse
312. Synaptic vesicles
313. Telegraphic readiness
314. Temperament
315. Temperance
316. The age of reason
317. Thyroid gland
318. Tip-of-the-tongue phenomenon
319. Trait
320. Trait theory
321. Transcendence
322. Transcendental state
323. Transducer limits
324. Trichromatic theory of color vision
325. Types of rods
326. Unconscious fear
327. Unconscious forces within one's psyche
328. Use of rewards and punishments to shape behavior
329. Vestibular system
330. View of human nature
331. Vision
332. Vision sequence of parts
333. Visual association area
334. Visual images and process
335. Visual receptors
336. Watson, john
337. Well-being and life satisfaction
338. Wernicke's are
339. Why is it important to study psychology?
340. Wilhelm Wundt
341. Z-score

Links from 12/5

http://www.youtube.com/watch?v=ZnW5pUW3JBc

http://www.youtube.com/watch?v=IBzYqM1tyes

http://www.psychic-experiences.com/psychic-tests/zener-cards.php

HW for week of 12/1/08--Sensation-Perception

Hope you enjoyed your long weekend--just two weeks and a week of finals to end the semester.

There is lots of vocab for this unit--you need to find a way that works for your brain to take it all in!!!!!!!!!

For Monday 12/1--read 189-198--quiz in the morning
189-198—perceptual constancies; perceptual organization; Gestalt principles; depth perception and cues

For Wed 12/3
199-208—Depth cues; perceptual learning and habits; illusions;

For Fri 12/5
209-220—Motives and perception; attention; ESP—a scientific look
Secrets of the Psychics video

Tuesday 12/9
Review and Exam—Sensation and Perception Chapters 4 & 5

We then have two days of semester review and then the semester exam

Semester Exam Tuesday 12/16
100 MC and one FRQ

Sensation and Perception

You MUST try these sites and demos on your own time--not enough time in class to do them!

Psychophysics basics—java demonstrations--do them--they illustrate the concepts very well!!!!!
http://psych.hanover.edu/JavaTest/Media/Chapter02.html

The Stimulus and Anatomy of the Visual System
http://psych.hanover.edu/JavaTest/Media/Chapter03.html

The visual spectrum link (not available at school anymore-booooo)
http://photo.net/photo/edscott/vis00010.htm

Color Space
http://photo.net/photo/edscott/vis00020.htm

Neuroscience for Kids—Vision
http://faculty.washington.edu/chudler/bigeye.html
http://icreatewisdom.com/illusion/optical.html

Cool Stress Video

http://killerstress.stanford.edu/

Check this out--take notes and the video and the accompanying Q/A sectgions and it can become extra credit--due by December 12, 2008

Fascinating Psych Blog-mental biases

http://www.spring.org.uk/2008/05/how-to-choose-happiness-combat-5.php

This is the link-it has links to many more psych blogs--great stuff if you ask me--even if you did not!

HW for Thursday 11/13

Just a reminder that there will be two quizzes on Thursday--the first two readings for the unit. Also, I have a number of demonstrations on memory. Also, there is an exam on this chapter on Monday, 11/17. Then we begin Sensation and Perception--more eye and ear anatomy and figuring out how we actually perceive this world.

Brain and Neuroscience Exam Friday 10/24

We will be reviewing the material during the first half of class and testing the second half of class. Our next unit after that is health and stress.

Be sure to use your review guide (Barron's or Princeton's) and use your workbook.

Some review sites include:

Animated Neurons:
http://icarus.med.utoronto.ca/neurons/index.swf

Textbook Student Companion Web Site:
http://www.wadsworth.com/cgi-wadsworth/course_products_wp.pl?fid=M20b&product_isbn_issn=9780495091554&discipline_number=24

http://www.brainaneurysm.com/

Brain Week 10/20-10/24

For Wednesday's class, please review the chapter and refamiliarize yourself with all the terms and functions of the brain parts, neurons, and the endocrine system--much of your learning will take place outside the classroom--you need to spend extra time studying for this unit. We will be watching the brain surgery video and working on case studies.

The exam is Friday, 10/24

Mad Cow/Bovine Spongiform Encephalopathy

Some links about Mad Cow Disease

http://www.fda.gov/oc/opacom/hottopics/bse.html

http://en.wikipedia.org/wiki/Bovine_spongiform_encephalopathy


Definition of Creutzfeldt-Jakob disease (CJD) (mad cow in humans)
http://www.emedicinehealth.com/script/main/art.asp?articlekey=2863

http://www.cdc.gov/ncidod/dvrd/cjd/
http://www.cdc.gov/ncidod/diseases/submenus/sub_bse.htm

Some Brain Links

The Man Who Mistook His Wife for a Hat

http://www.pbs.org/wgbh/nova/teachers/programs/2020_mirror.html
o http://shop.wgbh.org/webapp/wcs/stores/servlet/ProductDisplay?productId=10806&storeId=11051&catalogId=10051&langId=-1


Brain Links
o http://faculty.washington.edu/chudler/what.html
o http://faculty.washington.edu/chudler/introb.html
o http://www.vh.org/adult/provider/anatomy/BrainAnatomy/TOC.html
o http://brainmuseum.org/Sections/index.html

o Interactive link about the brain from MSNBC—it’s excellent

http://www.msnbc.msn.com/id/6719954/

Brain and drug information

NIDA resources
http://www.drugabuse.gov/drugpages.html

Neuroscience for Kids
http://faculty.washington.edu/chudler/neurok.html

Drug Effects
http://faculty.washington.edu/chudler/introb.html#dr

3-D Brain
http://www.pbs.org/wnet/brain/3d/index.html

Brain Scans
http://www.pbs.org/wnet/brain/scanning/index.html

Scientific American Mind--my favorite sci magazine
http://www.sciam.com/sciammind/

Great Monthly Newsletter

Check it out--this is the archived versio of Neuroscience for Kids--it is a tremendously helpful source that, if you use it regularly, will assist in your memory and understanding of the brain and neuroscience. This is a huge topic on the AP test.

http://faculty.washington.edu/chudler/news129.html
This is the September issue of the newsletter

The primary site is: http://faculty.washington.edu/chudler/neurok.html

For extra credit on your homework section, check out the site, find something that relates to the babysitter assignment and include it in your presentation next week-mention it by name!

Extra Credit--Due Fri 9/25

Applying Personality Theories to TV Characters
Think of a potentially interesting television character to focus upon (a favorite character or one with a particularly vivid or unique personality. Select your character. Focus upon a specific episode of the show that features the character.
Write a two to three page essay in which you briefly describe the circumstances and plot of the episode. Devote the remainder of your essay explaining your character’s behavior in terms of one of the major personality theories (e.g. Psychodynamic, Humanistic, Trait, or Learning).
Additional Points:
· You may use more than one theoretical perspective
· You are not restricted to characters with negative or maladaptive personalities (healthy characters are interesting too!)
· Feel free to be creative and original in your application of the theory

Personality Theories

As promised, here are some links that you may want to check out related to personality theories and online personality tests. I want to caution you about the validity of the online tests--be careful when interpreting the results. Proceed with caution.

http://webspace.ship.edu/cgboer/perscontents.html
This link is contains links to all aspects to studying personality theories

http://www.humanmetrics.com/cgi-win/jungtype.htm
This contains information about and a link to a Jung-based personality test

http://www.bbc.co.uk/science/humanbody/mind/index_surveys.shtml
the BBC has a collection of a variety of different kinds of tests including personality tests

http://www.freud.org.uk/
The Freud Museum in London

http://davideck.com
contains a variety of different kinds of online tests

http://www.vanguard.edu/faculty/ddegelman/amoebaweb/index.aspx?doc_id=850
A giant list of online personality tests--be careful, you could spend a lot of time on these links

http://www.vanguard.edu/faculty/ddegelman/amoebaweb/index.aspx?doc_id=869
Links to all things personality theory-based--an incredible resource

For Tues 9/16/08--Psychodynamic Personality Theory

I was gone last class and will be gone next class. We will examine Trait Theories in class with a brief Q/A. I will also be going over Psychodynamic Theories as well on Tuesday. We will examine Freud's theories and focus on defense mechanisms. We will have practice quizzes next week when I return.

HW for Wed 9/4--Stats

Read the pages on Statistics--691-699. It covers all the basics that you need to know about stats that you need for this course. I will have some practice work for you in class. Check the comments from the previous blog for some hints on dealing with stats. I will post some more here. In terms of content:

• descriptive stats
• inferential stats
• measures of central tendency
• normal curve
• standard deviation
• graphing stats
• correlation--more detail

Remember that Stats are simply a way for researchers to quantify and understand the results from the research that they do.

A great website overall:
http://www.vanguard.edu/faculty/ddegelman/amoebaweb/
it has links to so many wonderful psych web sites

Stats link on amoebaweb
http://www.vanguard.edu/faculty/ddegelman/amoebaweb/index.aspx?doc_id=876

Podcasts--some recommendations

If you like psychology and there are more ideas that you want to learn about in greater depth, go to: http://www.thepsychfiles.com/

Michael Britt does a great job of exploring psychological ideas that go beyond what we have time for during our classes. You can also find him on iTunes.

Post #3 8/28/08--has an assignment

For reviewing for this first exam--please use your review books and the built in chapter quizzes--both text-based and on the computer using the CD-ROM--there are also questions in the study guide book that you were given--they will help a great deal as well--use them both and use them well.

Your additional homework is this. Ask at least one question you had this unit that was not answered. Do this by commenting on this blog--follow the instructions below. Sign it with your first name and last initial only--do not put in your entire name please.

Happy 3-day weekend! I'll be working too.

08-09 Blog #2 8/26/08

Today we spent a great deal of time on both perspectives and beginning on methodologies. My biggest concern is that you are able to distinguish the various methods from each other. My second concern is that you are able to identify which situations that you would use each method for. Thirdly is the ability to differentiate among the different parts of the experimental method.

Your assignment is this:
Email me (psydways@gmail.com) with your description of the strengths and weaknesses of the experimental method. See you on Thursday. Be sure to sign with your first name and last initial.

First Post of 2008-2009

28-45—Methods of Psychology; Scientific Method

That is your homework for Tuesday.

I also wanted to let you know that there was some missing concepts from our discussion today over the perspectives. The list from the the agenda today is below.

§ Psychodynamic/Psychoanalytic (childhood experiences and unconscious conflicts)
§ Behavioral (reinforced depressive behavior/modeled and imitated behavior)
§ Humanistic (View of self is negated by negative view of others—conflict changes self-perception)
§ Biological (genetically predisposed and/or neurotransmitters-chemical imbalance)
§ Cognitive (negative thinking needs to be adjusted)
§ Socio-cultural (age, culture, sub-culture, gender issues related to depression)

If you email me at the email address I sent you this tab from, I will give you some extra credit. If you read this far and are this detailed, you deserve to get extra credit. Be sure to copy this paragraph and put it in the email :-)
This offer expired at 8:22 am on 8/28/08

More flash cards--a link

http://www.flashcardexchange.com/tag/psychology-mamel

psych text web site

http://www.wadsworth.com/cgi-wadsworth/course_products_wp.pl?fid=M20b&product_isbn_issn=9780495091554&discipline_number=24

The terms to know--here's the list

AP Psychology
Core Concepts Listed Alphabetically

Absolute threshold
Accommodation (perceptual)
Accommodation (Piaget)
Acetylcholine (Ach)
Action potential
Activation synthesis hypothesis
Adolescence
Aggression
Agoraphobia
Algorithms
All or none law
Altruism
Alzheimer's disease
Amnesia
Amygdala
Anal stage
Anorexia nervosa
Anterograde amnesia
Antidepressant drugs
Antipsychotic drugs
Antisocial personality disorder
Anxiety disorders
Archetypes
Assimilation
Association areas
Attachment
Attitude
Attribution
Autonomic nervous system
Availability heuristic
Aversion therapy
Axon
Basilar membrane
Behavior therapy
Behavioral genetics
Behaviorism
Big five
Binocular cues
Biofeedback
Biopsychosocial model
Bipolar disorder
Blind spot
Bottom up processing
Bulimia nervosa
Cannon Bard theory
Case study
Cell body
Central nervous system (CNS)
Cerebellum
Cerebral cortex
Chromosomes
Chunking
Circadian rhythms
Classical conditioning
Client centered therapy
Cochlea
Cognition
Cognitive dissonance
Cognitive map
Cognitive psychology
Cognitive therapy
Collective unconscious
Concept
Concrete operational stage
Conditioned response (CR)
Conditioned stimulus (CS)
Cones
Confirmation bias
Conformity
Consciousness
Conservation
Continuous reinforcement
Control group
Convergence
Conversion disorders
Cornea
Corpus callosum
Correlation coefficient
Correlational research
Creativity
Critical period
Cross sectional study
Crystallized intelligence
CT (computed tomography) scan
Dark adaptation
Decay theory
Declarative memory
Defense mechanisms
Deindividuation
Delusions
Dendrites
Deoxyribonucleic acid (DNA)
Dependent variable
Depressants
Descriptive statistics
Developmental psychology
Difference threshold
Diffusion of responsibility
Discrimination (social behavior)
Discriminative stimulus
Displacement (defense mechanism)
Dissociative amnesia
Dissociative disorders
Dissociative fugue
Dissociative identity disorder
Divergent thinking
Double blind study
Drive
DSM-IV
Eardrum
Ego
Egocentrism
Elaborative rehearsal
Electroconvulsive therapy (ECT)
Electroencephalogram (EEG)
Embryo
Emotion
Emotional intelligence
Encoding
Encoding specificity principle
Endocrine system
Endorphins
Episodic memory
Evolutionary psychology
Experiment
Experimental group
Explicit memory
Extinction (classical conditioning)
Extinction (operant conditioning)
Extrinsic motivation
Facial feedback hypothesis
Factor analysis
Family therapy
Feature detector
Fetal alcohol syndrome
Fetus
Fixation (Freudian)
Fixed interval schedule
Fixed ratio schedule
Flashbulb memories
Fluid intelligence
Forebrain
Formal operational stage
Fovea
Fraternal twins
Free association
Frequency theory
Frontal lobes
Frustration aggression hypothesis
Functional fixedness
Functional magnetic resonance imaging (fMRI)
Functionalism
Fundamental attribution error
g factor
Gate control theory
Gender
Gender identity
Gender roles
Gene
General adaptation syndrome (GAS)
Generalized anxiety disorder
Genital stage
Genotype
Gestalt psychology
Glial cells
Group polarization
Group therapy
Groupthink
Habituation
hallic stage
Hallucinations
Hallucinogens
haping
Health psychology
Heritability
Heuristic
Hierarchy of needs
Hindbrain
Hippocampus
Homeostasis
Hormones
Hue
Humanistic psychology
Hypnosis
Hypochondriasis
Hypothalamus
Hypothesis
Id
Identical twins
Implicit memory
Imprinting
Incentive
Independent variable
Inferential statistics
Informed consent
Insight (learning)
Insomnia
Instinct
Intelligence
Intelligence quotient (IQ)
Interneurons
Intrinsic motivation
Introspection
Inventory (MMPI)
Iris
James-Lange theory
Language
Latency stage
Latent content
Latent learning
Law of effect
Learned helplessness
Learning
Lens
Limbic system
Locus of control
Long term memory (LTM)
Long term potentiation (LTP)
Longitudinal study
Magnetic resonance imaging (MRI)
Maintenance rehearsal
Major depressive disorder
Mania
Manifest content
Maturation
Mean
Median
Meditation
Medulla
Memory
Menarche
Menopause
Mental age
Mental retardation
Mental set
Meta analysis
Midbrain
Minnesota Multiphasic Personality Inventory (MMPI)
Mnemonic devices
Mode
Monocular cues P
Mood disorders
Morpheme
Motivation
Motor cortex
Motor neurons
Myelin sheath
Narcolepsy
Natural selection
Naturalistic observation
Need for achievement
Negative reinforcement
Neurons
Neurotransmitters
Norm (testing)
Normal distribution
Obedience
Object permanence
Observational learning
Obsessive compulsive disorder (OCD)
Occipital lobes
Oedipus complex
Olfaction
Operant conditioning
Operational definition
Opiates
Opponent process theory (color)
Optic nerve
Oral stage
Panic disorder
Parasympathetic nervous system
Parietal lobes
Partial reinforcement
Perception
Perceptual constancy
Peripheral nervous system
Personality
Personality disorders
Phenotype
Pheromones
Phobia
Phoneme
Physical dependence
Pitch
Pituitary gland
Place theory
Placebo
Placebo effect
Pleasure principle
Polygraph
Pons
Population
Positive reinforcement
Positron emission tomography (PET)
Posttraumatic stress disorder (PTSD)
Prejudice
Preoperational stage
Primacy effect
Primary reinforcers
Priming
Proactive interference
Procedural memory
Projection
Projective tests
Prototype
Psychoactive drugs
Psychoanalysis
Psychodynamic theories
Psychology
Psychoneuroimmunology
Psychophysics
Psychosexual stages
Psychosurgery
Psychotherapy
Puberty
Punishment
Pupil
Random assignment
Range
Rational emotive behavior therapy (REBT)
Rationalization
Reaction formation
Reality principle
Recall
Receptors
Reciprocal determinism
Recognition
Reflex S
Reinforcement
Reliability
REM sleep
Replication
Representativeness heuristic
Repression
Resistance
Resting potential
Reticular formation
Retina
Retinal disparity
Retrieval
Retroactive interference
Retrograde amnesia
Rods
Rorschach Inkblot Test
Sample
Schedule of reinforcement
Schemas
Schizophrenia
Scientific method
Secondary reinforcers
Self actualization
Self concept
Self efficacy
Self fulfilling prophecy
Self serving bias
Semantic memory
Semantics
Sensation
Sensorimotor stage
Sensory adaptation
Sensory memory
Sensory neurons
Serial position effect
Set point (weight)
Sexual orientation
Shape constancy
Signal detection theory
Size constancy
Sleep apnea
Social facilitation
Social loafing
Social norms
Social phobia
Social psychology
Social support
Somatic nervous system
Somatoform disorders
Specific phobia
Spinal cord
Spontaneous recovery
Standard deviation
Standardization
State dependent memory
Stereotype
Stimulants
Stimulus discrimination
Stimulus generalization
Storage
Stress
Stressors
Structuralism
Subliminal perception
Superego Zygote
Survey
Sympathetic nervous system
Synapse
Syntax
Systematic desensitization
Taste buds
Telegraphic speech
Temperament
Temporal lobes
Teratogens
Thalamus
Thematic Apperception Test (TAT)
Theory
Token economy
Tolerance
Top down processing
Trait
Transduction
Transference
Triarchic theory of intelligence
Trichromatic theory
Two factor theory of emotion
Type A behavior pattern
Type B behavior pattern
Unconditional positive regard
Unconditioned response (UCR)
Unconditioned stimulus (UCS)
Unconscious
Validity

Variable interval schedule
Variable ratio schedule
Variables
Vestibular sense
Weber's law
Working memory

Review terms and occurance in texts

Check out this link--notice it will open a .pdf file in your browser. Very helpful resource

http://teachpsych.org/otrp/resources/proctor06.pdf

Are you studying your terms/review sheets daily???

Are you doing what is necessary to earn yourself a high score????????

Psych Review Site

Check out:
http://quizlet.com/tag/shea/

There are over 400 terms using electronic flashcards to help you prepare for the AP exam.

Exam 3/20--Thursday--States of Consciousness

For those of you who will be in class (fewer and fewer I'm guessing), there will be an exam and an extra credit opportunity for those who are in attendance--remember, you miss school, you miss out.

Operant Conditioning

Please describe at least one example of operant conditioning (as separate from classical conditioning in the real world) that you have experienced or witnessed. Label the desired behavior, the consequence that increased or decreased the behavior and how the behavior changed.

Classical Conditioning

Describe and label at least one classical conditioning example that you have experienced or seen.