|
Standard Title |
Standard(s) |
Topic(s) |
Standard Title |
Standard(s) |
Topic(s) |
| I | Background/History | VIII | 13a, 13b, 13c | Intelligence |
|
| II | Research Methods | IX | 14a, 14b, 19b, 15a, 15b, 15c | Motivation & Emotion | |
| III |
Biological Bases of
Behavior |
X | 6a, 6b, 6c, 6d, 6e, 6f, 6g, 19a, 19b | Developmental |
|
| IV |
Sensation and Perception |
XI | 16a, 16b, 19a, 19b | Personality |
|
| V |
States of Consciousness |
XII | 17a, 17b, 18a, 18b, 18c | Abnormal (Disorders) | |
| VI | Learning |
XIII | 9a, 9b, 9c, 10a, 10b | Social |
|
| VII | Memory & Thought | P | Critical Thinking | Investigation/Experimentation, Lab Reports, etc. | |
| P | Class Preparedness | Participation, Journal, Homework, Materials, Planner |
Students are able to (performance
standards):
1.1 Define psychology
as a discipline and identify its goals as a science.
1.2 Describe the
emergence of psychology as a scientific discipline.
1.3 Describe
perspectives employed to understand behavior and mental
processes.
1.4 Explain how
psychology evolved as a scientific discipline.
Content Standard 1B: Major subfields within psychology
Students are able to (performance
standards):
2.1 Discuss the value
of both basic and applied psychological research with human and
non-human animals.
2.2 Describe the
major subfields of psychology.
2.3 Identify the
important role psychology plays in benefiting society and
improving people’s lives.
Students are able to (performance
standards):
1.1 Identify careers
in psychological science and practice.
1.2 Identify careers
related to psychology.
Students are able to (performance
standards):
2.1 Identify degree
requirements for psychologists and psychology-related careers.
2.2 Identify
resources to help select psychology programs for further study.
Content Standard 20C:
Vocational applications of psychological science
Students are able to (performance
standards):
3.1 Discuss ways in
which psychological science addresses domestic and global
issues.
3.2 Identify careers in
psychological science that have evolved as a result of domestic
and global issues.
Students are able to (performance
standards):
1.1 Describe the
scientific method and its role in psychology.
1.2 Describe and
compare a variety of quantitative (e.g., surveys, correlations,
experiments) and qualitative (e.g., interviews, narratives,
focus groups) research methods.
1.3 Define systematic
procedures used to improve the validity of research findings,
such as external validity.
1.4 Discuss how and
why psychologists use non-human animals in research.
Content Standard 2B: Ethical
issues in research with human and non-human animals
Students are able to (performance
standards):
2.1 Identify ethical
standards psychologists must address regarding research with
human participants.
2.2 Identify ethical
guidelines psychologists must address regarding research with
non-human animals.
Content Standard 2C: Basic
concepts of data analysis
Students are able to (performance
standards):
3.1 Define
descriptive statistics and explain how they are used by
psychological scientists.
3.2 Define forms of
qualitative data and explain how they are used by psychological
scientists.
3.3 Define
correlation coefficients and explain their appropriate
interpretation.
3.4 Interpret
graphical representations of data as used in both quantitative
and qualitative methods.
3.5 Explain other
statistical concepts, such as statistical significance and
effect size.
3.6 Explain how validity and
reliability of observations and measurements relate to data
analysis.
Content Standard 3A: Structure and
function of the nervous system in human and non-human animals
Students are able to
(performance standards):
1.1 Identify the
major divisions and subdivisions of the human nervous system.
1.2 Identify the
parts of the neuron and describe the basic process of neural
transmission.
1.3 Differentiate
between the structures and functions of the various parts of the
central nervous system.
1.4 Describe
lateralization of brain functions.
1.5 Discuss the
mechanisms of, and the importance of, plasticity of the nervous
system.
Content Standard 3B: Structure and function of the
endocrine system
Students are able to
(performance standards):
2.1 Describe how the
endocrine glands are linked to the nervous system.
2.2 Describe the
effects of hormones on behavior and mental processes.
2.3 Describe hormone
effects on the immune system.
Content Standard 3C: The
interaction between biological factors and experience
Students are able to
(performance standards):
3.1 Describe concepts in genetic transmission.
3.2 Describe the
interactive effects of heredity and environment.
3.3 Explain how
evolved tendencies influence behavior.
Content Standard 3D: Methods and
issues related to biological advances
Students are able to (performance
standards):
4.1 Identify tools
used to study the nervous system.
4.2 Describe advances
made in neuroscience.
4.3 Discuss issues related to scientific advances in neuroscience and genetics.
Students are able to (performance
standards):
3.1 Identify the
brain structures associated with language.
3.2 Discuss how damage to the
brain may affect language.
Content Standard 4A: The process of
sensation and perception
Students are able to (performance standards):
1.1 Discuss processes
of sensation and perception and how they interact.
1.2 Explain the
concepts of threshold and adaptation.
Content Standard 4B: The
capabilities and limitations of sensory processes
Students are able to (performance
standards):
2.1 List forms of
physical energy for which humans and non-human animals do and do
not have sensory receptors.
2.2 Describe the
visual sensory system.
2.3 Describe the
auditory sensory system.
2.4 Describe other
sensory systems, such as olfaction, gustation, and somesthesis
(e.g., skin senses, kinesthesis, and vestibular sense).
Content Standard 4C: Interaction of
the person and the environment in determining perception
Students are able to
(performance standards):
3.1 Explain Gestalt
principles of perception.
3.2 Describe
binocular and monocular depth cues.
3.3 Describe the
importance of perceptual constancies.
3.4 Describe
perceptual illusions.
3.5 Describe the
nature of attention.
3.6 Explain how
experiences and expectations influence perception.
Content Standard
5A: The relationship
between conscious and unconscious processes
Students are able to (performance
standards)
1.1 Identify states
of consciousness.
1.2 Distinguish
between processing which is conscious (i.e., explicit) and other
processing which happens without conscious awareness (i.e.,
implicit).
Content Standard 5B:
Characteristics of sleep and theories that explain why we
sleep and dream
Students are able to
(performance standards)
2.1 Describe the
circadian rhythm and its relation to sleep.
2.2 Describe the
sleep cycle.
2.3 Compare theories
about the functions of sleep.
2.4 Describe types of
sleep disorders.
2.5 Compare theories
about the functions of dreams.
Content Standard 5C: Categories of
psychoactive drugs and their effects
Students are able to
(performance standards):
3.1 Characterize the
major categories of psychoactive drugs and their effects.
3.2 Describe how
psychoactive drugs act at the synaptic level.
3.3 Evaluate the
biological and psychological effects of psychoactive drugs.
3.4 Explain how
culture and expectations influence the use and experience of
drugs.
Content Standard 5D: Other
states of consciousness
Students are able to
(performance standards)
4.1 Describe
meditation and relaxation and their effects.
4.2 Describe hypnosis
and controversies surrounding its nature and use.
4.3 Describe flow states.
Students are able to (performance
standards):
1.1 Define stress as
a psychophysiological reaction.
1.2 Identify and
explain potential sources of stress.
1.3 Explain
physiological and psychological consequences for health.
1.4 Identify and
explain physiological, cognitive, and behavioral strategies to
deal with stress.
Students are able to (performance
standards):
2.1 Identify ways to
promote mental health and physical fitness.
2.2 Describe the
characteristics of and factors that promote resilience and
optimism.
2.3 Distinguish
between effective and ineffective means of dealing with
stressors and other health issues.
Content Standard 7A: Classical
conditioning
Students are able to (performance
standards):
1.1 Describe the
principles of classical conditioning.
1.2 Describe clinical
and experimental examples of classical conditioning.
1.3 Apply classical
conditioning to everyday life.
Students are able to (performance
standards):
2.1 Describe the Law
of Effect.
2.2 Describe the
principles of operant conditioning.
2.3 Describe clinical
and experimental examples of operant conditioning.
2.4 Apply operant
conditioning to everyday life.
Students are able to (performance
standards):
3.1 Describe the
principles of observational and cognitive learning.
3.2 Apply
observational and cognitive learning to everyday life.
Students are able to (performance
standards):
1.1 Identify factors
that influence encoding.
1.2 Characterize the
difference between shallow (surface) and deep (elaborate)
processing.
1.3 Discuss
strategies for improving the encoding of memory.
Students are able to (performance
standards):
2.1 Describe the
differences between working memory and long-term memory.
2.2 Identify and
explain biological processes related to how memory is stored.
2.3 Discuss types of
memory and memory disorders (e.g., amnesias, dementias).
2.4 Discuss
strategies for improving the storage of memories.
Students are able to (performance
standards):
3.1 Analyze the
importance of retrieval cues in memory.
3.2 Explain the role
that interference plays in retrieval.
3.3 Discuss the
factors influencing how memories are retrieved.
3.4. Explain how
memories can be malleable.
3.5 Discuss
strategies for improving the retrieval of memories.
Students are able to (performance
standards):
1.1 Define cognitive
processes involved in understanding information.
1.2 Define processes
involved in problem solving and decision making.
1.3 Discuss non-human
problem-solving abilities.
Students are able to (performance
standards):
2.1 Describe
obstacles to problem solving.
2.2 Describe
obstacles to decision making.
2.3 Describe
obstacles to making good judgments.
Students are able to (performance
standards):
1.1 Discuss
intelligence as a general factor.
1.2 Discuss
alternative conceptualizations of intelligence.
1.3 Describe the
extremes of intelligence.
Students are able to (performance
standards):
2.1 Discuss the
history of intelligence testing, including historical use and
misuse in the context of fairness.
2.2 Identify current
methods of assessing human abilities.
2.3 Identify measures
of and data on reliability and validity for intelligence test
scores.
Students are able to (performance
standards):
3.1 Discuss issues
related to the consequences of intelligence testing.
3.2 Discuss the influences of
biological, cultural, and environmental factors on
intelligence.
Students are able to (performance
standards):
1.1 Explain
biologically based theories of motivation.
1.2 Explain
cognitively based theories of motivation.
1.3 Explain
humanistic theories of motivation.
1.4 Explain the role
of culture in human motivation.
Students are able to (performance
standards):
2.1 Discuss eating
behavior.
2.2 Discuss sexual
behavior and orientation.
2.3 Discuss
achievement motivation.
2.4 Discuss other
ways in which humans and non-human animals are motivated.
Students are able to (performance
standards):
1.1 Explain the
biological and cognitive components of emotion.
1.2 Discuss
psychological research on basic human emotions.
1.3 Differentiate
among theories of emotional experience.
Students are able to (performance
standards):
2.1 Explain how
biological factors influence emotional interpretation and
expression.
2.2 Explain how
culture and gender influence emotional interpretation and
expression.
2.3 Explain how other
environmental factors influence emotional interpretation and
expression.
Students are able to (performance
standards):
3.1 Identify
biological and environmental influences on the expression and
experience of negative emotions, such as fear.
3.2 Identify biological and environmental influences on the expression and experience of positive emotions, such as happiness.
Students are able to (performance
standards):
2.1 Identify ways to
promote mental health and physical fitness.
2.2 Describe the
characteristics of and factors that promote resilience and
optimism.
Students are able to (performance
standards):
1.1 Explain the
interaction of environmental and biological factors in
development, including the role of the brain in all aspects of
development.
1.2 Explain issues of
continuity/discontinuity and stability/change.
1.3 Distinguish
methods used to study development.
1.4 Describe the role
of sensitive and critical periods in development.
1.5 Discuss issues
related to the end of life.
Students are able to (performance
standards):
2.1 Discuss theories
of cognitive development.
2.2 Discuss theories
of moral development.
2.3 Discuss theories
of social development.
Students are able to (performance
standards):
3.1 Describe physical
development from conception through birth and identify
influences on prenatal development.
3.2 Describe
newborns’ reflexes, temperament, and abilities.
Content Standard 6D: Infancy (i.e., the
first two years of life)
Students are able to (performance
standards):
4.1 Describe physical
and motor development.
4.2 Describe how
infant perceptual abilities and intelligence develop.
4.3 Describe the
development of attachment and the role of the caregiver.
4.4 Describe the
development of communication and language.
Students are able to (performance
standards):
5.1 Describe physical
and motor development.
5.2 Describe how
memory and thinking ability develops.
5.3 Describe social,
cultural, and emotional development through childhood.
Students are able to (performance
standards):
6.1 Identify major
physical changes.
6.2 Describe the
development of reasoning and morality.
6.3 Describe identity
formation.
6.4 Discuss the role
of family and peers in adolescent development.
Students are able to (performance
standards):
7.1 Identify major
physical changes associated with adulthood and aging.
7.2 Describe
cognitive changes in adulthood and aging.
7.3 Discuss social,
cultural, and emotional issues in aging.
Students are able to (performance
standards):
1.1 Define stress as
a psychophysiological reaction.
1.2 Identify and
explain potential sources of stress.
1.3 Explain
physiological and psychological consequences for health.
1.4 Identify and
explain physiological, cognitive, and behavioral strategies to
deal with stress.
Students are able to (performance
standards):
2.1 Identify ways to
promote mental health and physical fitness.
2.2 Describe the
characteristics of and factors that promote resilience and
optimism.
Students are able to (performance
standards):
1.1 Evaluate
psychodynamic theories.
1.2 Evaluate trait
theories.
1.3 Evaluate
humanistic theories.
1.4 Evaluate
social-cognitive theories.
Students are able to (performance
standards):
2.1 Differentiate
personality assessment techniques.
2.2 Discuss the
reliability and validity of personality assessment techniques.
Students are able to (performance
standards):
3.1 Discuss
biological and situational influences.
3.2 Discuss stability
and change.
3.3 Discuss
connections to health and work.
3.4 Discuss
self-concept.
3.5 Analyze how
individualistic and collectivistic cultural perspectives relate
to personality.
Students are able to (performance
standards):
1.1 Define stress as
a psychophysiological reaction.
1.2 Identify and
explain potential sources of stress.
1.3 Explain
physiological and psychological consequences for health.
1.4 Identify and
explain physiological, cognitive, and behavioral strategies to
deal with stress.
Students are able to (performance
standards):
2.1 Identify ways to
promote mental health and physical fitness.
2.2 Describe the
characteristics of and factors that promote resilience and
optimism.
Content Standard
17A.
Perspectives on abnormal behavior
Students are able to (performance
standards):
1.1 Define
psychologically abnormal behavior.
1.2 Describe
historical and cross-cultural views of abnormality.
1.3 Describe major
models of abnormality.
1.4 Discuss how
stigma relates to abnormal behavior.
1.5 Discuss the
impact of psychological disorders on the individual, family, and
society.
Students are able to (performance
standards):
2.1 Describe the
classification of psychological disorders.
2.2 Discuss the
challenges associated with diagnosis.
2.3 Describe symptoms
and causes of major categories of psychological disorders
(including schizophrenic, mood, anxiety, and personality
disorders).
2.4 Evaluate how different factors
influence an individual’s experience of psychological disorders.
Students are able to (performance
standards):
1.1 Explain how
psychological treatments have changed over time and among
cultures.
1.2 Match methods of
treatment to psychological perspectives.
1.3 Explain why
psychologists use a variety of treatment options.
Students are able to (performance
standards):
2.1 Identify
biomedical treatments.
2.2 Identify
psychological treatments.
2.3 Describe
appropriate treatments for different age groups.
2.4 Evaluate the
efficacy of treatments for particular disorders.
2.5 Identify other
factors that improve the efficacy of treatment.
2.6 Identify
treatment providers for psychological disorders and the training
required for each.
Content Standard
18C: Legal, ethical, and professional issues in the treatment
of psychological disorders
Students are able to (performance
standards):
3.1 Identify ethical
challenges involved in delivery of treatment.
3.2 Identify national
and local resources available to support individuals with
psychological disorders and their families (e.g., NAMI and
support groups).
Students are able to (performance
standards):
1.1 Describe
attributional explanations of behavior.
1.2 Describe the
relationship between attitudes (implicit and explicit) and
behavior.
1.3 Identify
persuasive methods used to change attitudes.
Students are able to (performance
standards):
2.1 Describe the
power of the situation.
2.2 Describe effects
of others’ presence on individuals’ behavior.
2.3 Describe how
group dynamics influence behavior.
2.4 Discuss how an
individual influences group behavior.
Students are able to (performance
standards):
3.1 Discuss the
nature and effects of stereotyping, prejudice, and
discrimination.
3.2 Describe
determinants of prosocial behavior.
3.3 Discuss
influences upon aggression and conflict.
3.4 Discuss factors
influencing attraction and relationships.
Students are able to (performance
standards):
1.1 Define culture
and diversity.
1.2 Identify how
cultures change over time and vary within nations as well as
internationally.
1.3 Discuss the
relationship between culture and conceptions of self and
identity.
1.4 Discuss
psychological research examining race and ethnicity.
1.5 Discuss
psychological research examining socioeconomic status.
1.6 Discuss how
privilege and social power structures relate to stereotypes,
prejudice, and discrimination.
Students are able to (performance
standards):
2.1 Discuss
psychological research examining gender identity.
2.2 Discuss
psychological research examining diversity in sexual
orientation.
2.3 Compare and
contrast gender identity and sexual orientation.
2.4 Discuss
psychological research examining gender similarities and
differences and the impact of gender discrimination.
2.5 Discuss the
psychological research on gender and how the roles of women and
men in societies are perceived.
2.6 Examine how
perspectives affect stereotypes and treatment of minority and
majority groups in society.
2.7 Discuss psychological research
examining differences in individual cognitive and physical
abilities.
*some of these links may or may not be valid based on empirical
research. Remember that just because it's online, doesn't mean it
has to be true. However, these are here as added sources from
which to get potential information.
