Unit 2:  Cognition

This section of the course introduces students to differences between learned and unlearned behavior . The primary focus is how humans convert sensory input into kinds of information . They examine how humans remember, and retrieve information . This part of the course also addresses problem solving, language, and creativity .  An understanding of intelligence and assessment of individual differences is also highlighted in this portion of the course . Students must understand issues related to test construction and fair use.

Objectives
• Investigate perception and how biases/errors influence thinking, creativity, problem-solving
• Analyze memory processes: encoding, storage, retrieval, forgetting, and memory errors
• Learn about intelligence—definition, measurement, and tests.
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Exam Weight: 15–25% 

College Board Expects Students To:
  • Explain how internal and external factors influence perception.
  • Explain how visual perceptual processes produce correct or incorrect interpretations of stimuli.
  • Explain how psychological concepts and theories account for thinking, problem-solving, judgment, and decision-making.
  • Explain how the types, structures, and processes of memory work.
  • Explain how different encoding processes work to get information into memory.
  • Explain how memory storage processes retain information in memory.
  • Explain how memory retrieval processes get information out of memory.
  • Explain possible reasons why memory failure or errors may occur.
  • Explain how modern and historical theories describe intelligence.
  • Explain how intelligence is measured.
  • Explain how systemic issues relate to the quantitative and qualitative uses of intelligence assessments.
  • Explain how academic achievement is measured and experienced as compared to intelligence.​

Memory

Objectives:
• Compare and contrast various cognitive processes:
— effortful versus automatic processing; — deep versus shallow processing;
— focused versus divided attention .
• Describe and differentiate psychological and physiological systems of memory (e .g ., short-term memory, procedural memory) .
• Outline the principles that underlie effective encoding, storage, and construction of memories .
• Describe strategies for memory improvement .

Resources
Remembering and Forgetting -DISCOVERING PSYCHOLOGY
How We Make Memories - Crash Course Psychology #13
Remembering and Forgetting - Crash Course Psychology #14
​Cognition: How Your Mind Can Amaze and Betray You - Crash Course Psychology #15



Mr. Sinn's AP Psychology Unit 2 Review [Everything You NEED to Know] Video

Intelligence and Achievement

Objectives:
• Define intelligence and list characteristics of how psychologists measure intelligence:
— abstract versus verbal measures;
— speed of processing .
• Discuss how culture influences the definition of intelligence .
• Compare and contrast historic and contemporary theories of intelligence (e .g ., Charles Spearman, Howard Gardner, Robert Sternberg) .
• Explain how psychologists design tests, including standardization strategies and other techniques to establish reliability and validity .
• Interpret the meaning of scores in terms of the normal curve .
• Describe relevant labels related to intelligence testing (e .g ., gifted, cognitively disabled) .
• Debate the appropriate testing practices, particularly in relation to culture-fair test uses .
• Identify key contributors in intelligence research and testing (e .g ., Alfred Binet, Francis Galton, Howard Gardner, Charles Spearman, Robert Sternberg, Louis Terman, David Wechsler) .

Resources
Testing and Intelligence- DISCOVERING PSYCHOLOGY
Controversy of Intelligence: Crash Course Psychology #23
Brains Vs. Bias: Crash Course Psychology #24
Beautiful Minds: Stephen Wiltshire