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Advanced Review Sheet
Advanced Review Sheet 

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Advanced Review Sheet
Advanced Review Sheet 

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Georgia Virtual School's OER AP Psychology

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Georgia Virtual School's OER AP Psychology

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Georgia Virtual Learning > Resources > SS Resources > SS Shared > Shared AP Psychology

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Psychological Demonstrations How a Neuron Fires How Cocaine Works How Prozac Works Fixation: The Matchstick Problem Functional Fixedness Visual Perception 1 Visual Perception 2 Visual Perception 3 Visual Perception 4 Visual Perception 5 Visual Perception 6 Visual Perception 7 Visual Perception 8

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AP Psychology Community - A True Psychedelic AP Experience

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Psychological Demonstrations How a Neuron Fires How Cocaine Works How Prozac Works Fixation: The Matchstick Problem Functional Fixedness Visual Perception 1 Visual Perception 2 Visual Perception 3 Visual Perception 4 Visual Perception 5 Visual Perception 6 Visual Perception 7 Visual Perception 8

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26 half-hour video programs covering intro. psychology

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Teacher resources and professional development across the curriculum

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Erin Hall/Crash Course Psychology Series (You Tube)

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Erin Hall/Crash Course Psychology Series (You Tube)

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http://safeshare.tv/

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In 40 episodes, Hank Green will teach you psychology! This course is based on the 2013 AP Psychology curriculum. By the end of the course, you will be able t…

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PsychKits 28835 Herky Drive #112 Lake Bluff, IL 60044-1464

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*Perspectives in Psychology Chart is useful with this activity.

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Erin Hall/Dead Psychologist Dinner Party

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Erin Hall/Dead Psychologist Dinner Party

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32 videos of varying length focusing on all aspects of the brain.

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Teacher resources and professional development across the curriculum

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Like Mouse Party? Try Meth Mouse.
Note:

The simplified mechanisms of drug action presented here are just a small part of the story. When drugs enter the body they elicit very complex effects in many different regions of the brain. Often they interact with many different types of neurotransmitters and may bind with a variety of receptor types in a variety of different locations. For example, THC in marijuana can bind with cannabinoid receptors located on the presynaptic and/or postsynaptic cell in a synapse.

Where applicable, this presentation primarily depicts how drugs interact with dopamine neurotransmitters because this website focuses on the brain's reward pathway. Mouse Party is designed to provide a small glimpse into the chemical interactions at the synaptic level that cause the drug user to feel 'high'.

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Like Mouse Party? Try Meth Mouse. Note: The simplified mechanisms of drug action presented here are just a small part of the story. When drugs enter the body they elicit very complex effects in many different regions of the brain.

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ear, hearing, cochlea, Nobelprize.org, Nobel, Nobel Prize, medicine, Georg Bekesy, vestibular system, middle ear, eardrum, eustachian tube, ear canal, auditory nerve, game, edutainment, educational

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www.psychkits.com

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Drugs of Abuse [Internet]. Salt Lake City (UT): Genetic Science Learning Center; 2013 [cited 2018 Apr 11] Available from http://learn.genetics.utah.edu/content/addiction/abuse/

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To view this video please enable JavaScript, and consider upgrading to a web browser that supports HTML5 video

Simple Mind Game

erin.hall on November 5 2017

Peter Davison, Professional Motivator, guides you to discover the power of your mind using a homemade pendulum of a washer on a string. This thought provoking video gives proof to the adage: What you think about you bring about because your life moves in the direction of your dominant thoughts.

Launched as a beta version in 2009, SafeShare.tv has gained popularity as the safest way to Watch and Share YouTube and Vimeo videos, and is widely used all around the globe by educators so their students can watch educational material without the fear of inappropriate videos showing up.

Are you sure you want to do this?

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Peter Davison, Professional Motivator, guides you to discover the power of your mind using a homemade pendulum of a washer on a string. This thought provoking video gives proof to the adage: What you think about you bring about because your life moves in the direction of your dominant thoughts.

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Erin Hall/How the Grinch Stole Christmas

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Erin Hall/How the Grinch Stole Christmas

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"How the Grinch Stole Psychology Class" is a highly participatory activity that emphasizes the application of personality theories. The activity uses the 26-minute classic television movie, How the Grinch Stole Christmas. Students work in small groups to explain the Grinch's original evil personality as well as his transformation to the kinder, gentler Grinch at the end. To accomplish this analysis, concepts from assigned theorists are used. The activity can be accomplished in one class period.

Objectives

Students will apply theories of personality to explain the Grinch.

Students will apply four concepts from an assigned personality theorist to explain the Grinch's personality.

Students will explain the Grinch's personality transformation according to their assigned theorist.

Preparation

This teaching activity requires minimal preparation.

Necessary materials:

VHS or DVD commercial-free recording of How the Grinch Stole Christmas

Projection equipment (TV and VCR or computer with DVD and projection capabilities)

Index cards: one card per group of four to five students; each card should have the name of one theorist written on it.

Procedure

1. Assign students to groups of four to six students.

2. Make introductory remarks similar to the following: "You are about to see a short documentary. The primary individual in the documentary has a rather distinct personality. Toward the end of the documentary, you will see a drastic transformation in his personality. In a moment, each group will draw a card with the name of one of the personality theorists we have studied in this class. Your group is to explain the personality of the individual in the documentary by using at least four concepts or terms from the theorist you drew. You will also need to explain how your theorist would account for this individual's personality transformation. Be sure to note the behaviors the individual exhibits that led you to your conclusions."

3. Each group draws a card with the name of one theorist on it. The theorists that have typically been covered in class thus far include Freud, Jung, Adler, Horney, Fromm, Erikson, Maslow, and Rogers. All these theories work well for the activity.

4. Show the 26-minute tape in its entirety.

5. Tell students to select a spokesperson for their group, and allow the groups 10 minutes to discuss the applications of their assigned theory.

6. Have each group report which four concepts they used, how the concepts apply to the Grinch, and how his personality was transformed - all according to their assigned theorist.

7. Assist groups as needed to cite specific Grinch behaviors that fit each concept. If time permits, provide applications of additional concepts from the same theorist or prompt the class to do so.

8. Point out that it was possible to "analyze" the Grinch with each and every theory, and that the explanations for his personality and its transformation varied greatly depending on the theory being used.

9. Draw comparisons to other possible assignments that students may be required to do for this class. For example, students may have to analyze the personality of someone they know well according to one theorist.

Freud
Sigmund Freud's Psychoanalytic Approach Applied to the Grinch

Freudian Concepts:

Possible Explanation for the Grinch's Personality Transformation:

The Grinch's unconscious motives became conscious. Freud would say that the Grinch gained insight into his desire for destruction. Perhaps he also developed a stronger superego that led him to rescue the sled before it toppled off the mountain.

Alfred Adler's Individual Psychology Approach Applied to the Grinch

Adlerian Concepts:

Possible Explanation for the Grinch's Personality Transformation:

Adler posited that we all have the innate potential to cooperate with others and to work toward societal goals (social interest). Adler also believed that environmental influences were stronger than biological influence; therefore, only when the Grinch encountered the "socially useful" environmental influences of the Whos did his potential for social interest become activated. Conversely, it may have been that his heart grew three sizes that day, thus compensating for his original source of organic inferiority.

Karen Horney's Neopsychoanalytic Approach Applied to the Grinch

Horneyan Concepts:

Basic Anxiety - pervasive feeling of helplessness and loneliness. The Grinch most likely experienced a great deal of basic anxiety as a result of living alone (except for his dog Max) on Mount Crumpit for 50-some years.

Self-Protective Mechanism of Attaining Power - this was the Grinch's way of ensuring that no one would hurt him: "If I have power, no one can hurt me."

Aggressive Personality - characterized by dominating and controlling others. The Grinch demonstrates this personality trend by trying to control the Whos by taking away their Christmas. He also tries to control Max by making him into a reindeer.

Neurotic Needs for Power and Exploitation - The Grinch's need to feel powerful and to exploit Max are efforts to lessen the discomfort of basic anxiety.

Need for a Dominant Partner - neurotic need associated with the compliant personality. This need fits Max and explains why Max fit the Grinch like a hand in a glove.

Possible Explanation for the Grinch's Personality Transformation:
The Whos provided the Grinch with a feeling of safety and acceptance that he had never known. His feeling of basic anxiety was alleviated, and as a result his need to use the self-protective mechanisms to defend against the anxiety was eliminated. In the absence of this need to defend against basic anxiety, the Grinch was able to follow his intrinsic tendency toward self-realization.

Abraham Maslow's Humanistic Approach Applied to the Grinch

Maslow's Humanistic Concepts:
Possible Explanation for the Grinch's Personality Transformation:
The Grinch experienced from the Whos a sense of belongingness and love that he had never known. It allowed him to proceed up the hierarchy, possibly to becoming self-actualized at the end when he gives back all the decorations and presents and functions harmoniously with the Whos.

Carl Roger's Humanistic Approach Applied to the Grinch

Rogerian Concepts:
Possible Explanation for the Grinch's Personality Transformation:
The Whos provided the Grinch with a curative relationship. They were genuine and empathic, and they provided the Grinch and his dog Max with unconditional positive regard. Roger believed that experiencing such a relationship could be curative and that it was not necessary to enter therapy to experience this acceptance. The Whos' acceptance of the Grinch allowed him to accept himself and become fully functioning.

Resources

Jones, C., and T. Geisel. 2000. How the Grinch Stole Christmas. Burbank, C.A.: Warner Home Video.

Schultz, D. P., and S. E. Schultz. 2001. Theories of Personality (7th ed.). Belmont, CA: Wadsworth/Thomson Learning.

This article originally appeared in the fall 2003 issue of the Psychology Teacher Network newsletter, published by the American Psychological Association. It is reprinted on AP Central through a collaboration agreement between the College Board and the APA.

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"How the Grinch Stole Psychology Class" is a highly participatory activity that emphasizes the application of personality theories. The activity uses the 26-minute classic television movie, How the Grinch Stole Christmas. Students work in small groups to explain the Grinch's original evil personality as well as his transformation to the kinder, gentler Grinch at the end.

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From the College Board

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"How the Grinch Stole Psychology Class" is a highly participatory activity that emphasizes the application of personality theories. The activity uses the 26-minute classic television movie, How the Grinch Stole Christmas. Students work in small groups to explain the Grinch's original evil personality as well as his transformation to the kinder, gentler Grinch at the end. To accomplish this analysis, concepts from assigned theorists are used. The activity can be accomplished in one class period.

Objectives

Students will apply theories of personality to explain the Grinch.

Students will apply four concepts from an assigned personality theorist to explain the Grinch's personality.

Students will explain the Grinch's personality transformation according to their assigned theorist.

Preparation

This teaching activity requires minimal preparation.

Necessary materials:

VHS or DVD commercial-free recording of How the Grinch Stole Christmas

Projection equipment (TV and VCR or computer with DVD and projection capabilities)

Index cards: one card per group of four to five students; each card should have the name of one theorist written on it.

Procedure

1. Assign students to groups of four to six students.

2. Make introductory remarks similar to the following: "You are about to see a short documentary. The primary individual in the documentary has a rather distinct personality. Toward the end of the documentary, you will see a drastic transformation in his personality. In a moment, each group will draw a card with the name of one of the personality theorists we have studied in this class. Your group is to explain the personality of the individual in the documentary by using at least four concepts or terms from the theorist you drew. You will also need to explain how your theorist would account for this individual's personality transformation. Be sure to note the behaviors the individual exhibits that led you to your conclusions."

3. Each group draws a card with the name of one theorist on it. The theorists that have typically been covered in class thus far include Freud, Jung, Adler, Horney, Fromm, Erikson, Maslow, and Rogers. All these theories work well for the activity.

4. Show the 26-minute tape in its entirety.

5. Tell students to select a spokesperson for their group, and allow the groups 10 minutes to discuss the applications of their assigned theory.

6. Have each group report which four concepts they used, how the concepts apply to the Grinch, and how his personality was transformed - all according to their assigned theorist.

7. Assist groups as needed to cite specific Grinch behaviors that fit each concept. If time permits, provide applications of additional concepts from the same theorist or prompt the class to do so.

8. Point out that it was possible to "analyze" the Grinch with each and every theory, and that the explanations for his personality and its transformation varied greatly depending on the theory being used.

9. Draw comparisons to other possible assignments that students may be required to do for this class. For example, students may have to analyze the personality of someone they know well according to one theorist.

Freud
Sigmund Freud's Psychoanalytic Approach Applied to the Grinch

Freudian Concepts:

Possible Explanation for the Grinch's Personality Transformation:

The Grinch's unconscious motives became conscious. Freud would say that the Grinch gained insight into his desire for destruction. Perhaps he also developed a stronger superego that led him to rescue the sled before it toppled off the mountain.

Alfred Adler's Individual Psychology Approach Applied to the Grinch

Adlerian Concepts:

Possible Explanation for the Grinch's Personality Transformation:

Adler posited that we all have the innate potential to cooperate with others and to work toward societal goals (social interest). Adler also believed that environmental influences were stronger than biological influence; therefore, only when the Grinch encountered the "socially useful" environmental influences of the Whos did his potential for social interest become activated. Conversely, it may have been that his heart grew three sizes that day, thus compensating for his original source of organic inferiority.

Karen Horney's Neopsychoanalytic Approach Applied to the Grinch

Horneyan Concepts:

Basic Anxiety - pervasive feeling of helplessness and loneliness. The Grinch most likely experienced a great deal of basic anxiety as a result of living alone (except for his dog Max) on Mount Crumpit for 50-some years.

Self-Protective Mechanism of Attaining Power - this was the Grinch's way of ensuring that no one would hurt him: "If I have power, no one can hurt me."

Aggressive Personality - characterized by dominating and controlling others. The Grinch demonstrates this personality trend by trying to control the Whos by taking away their Christmas. He also tries to control Max by making him into a reindeer.

Neurotic Needs for Power and Exploitation - The Grinch's need to feel powerful and to exploit Max are efforts to lessen the discomfort of basic anxiety.

Need for a Dominant Partner - neurotic need associated with the compliant personality. This need fits Max and explains why Max fit the Grinch like a hand in a glove.

Possible Explanation for the Grinch's Personality Transformation:
The Whos provided the Grinch with a feeling of safety and acceptance that he had never known. His feeling of basic anxiety was alleviated, and as a result his need to use the self-protective mechanisms to defend against the anxiety was eliminated. In the absence of this need to defend against basic anxiety, the Grinch was able to follow his intrinsic tendency toward self-realization.

Abraham Maslow's Humanistic Approach Applied to the Grinch

Maslow's Humanistic Concepts:
Possible Explanation for the Grinch's Personality Transformation:
The Grinch experienced from the Whos a sense of belongingness and love that he had never known. It allowed him to proceed up the hierarchy, possibly to becoming self-actualized at the end when he gives back all the decorations and presents and functions harmoniously with the Whos.

Carl Roger's Humanistic Approach Applied to the Grinch

Rogerian Concepts:
Possible Explanation for the Grinch's Personality Transformation:
The Whos provided the Grinch with a curative relationship. They were genuine and empathic, and they provided the Grinch and his dog Max with unconditional positive regard. Roger believed that experiencing such a relationship could be curative and that it was not necessary to enter therapy to experience this acceptance. The Whos' acceptance of the Grinch allowed him to accept himself and become fully functioning.

Resources

Jones, C., and T. Geisel. 2000. How the Grinch Stole Christmas. Burbank, C.A.: Warner Home Video.

Schultz, D. P., and S. E. Schultz. 2001. Theories of Personality (7th ed.). Belmont, CA: Wadsworth/Thomson Learning.

This article originally appeared in the fall 2003 issue of the Psychology Teacher Network newsletter, published by the American Psychological Association. It is reprinted on AP Central through a collaboration agreement between the College Board and the APA.

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"How the Grinch Stole Psychology Class" is a highly participatory activity that emphasizes the application of personality theories. The activity uses the 26-minute classic television movie, How the Grinch Stole Christmas. Students work in small groups to explain the Grinch's original evil personality as well as his transformation to the kinder, gentler Grinch at the end.

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I adapted this activity to introduce Motivation to students. It can also be referenced for intelligence and cognition. http://marshmallowchallenge.com/Instructions.html