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 TJ PSYCHOLOGY SEMESTER ELECTIVE: PSYCHOLOGY: MIND, BRAIN AND BEHAVIOR Course Description Psychology is the scientific study of behavior and mental processes. However, everything psychological is simultaneously biological. Every thought, emotion and body movement has biological underpinnings. Our brain, made up of neurons that function through chemical and electrical processes, controls these activities. And yet, we are more than just a collection of neural networks. Our brains have consciousness. The brain seeks to understand itself. The brain somehow gives birth to the mind. TJ’s psychology semester elective seeks to explore the connection between the brain, the mind and behavior. Psychology: Mind, Brain and Behavior is meant to be a brief introduction to the field of psychology. It is not intended to be an introduction to neuropsychology nor the comprehensive overview a full year of Advanced Placement Psychology might offer. The instructor has the flexibility to choose from a wide variety of content standards. However, no matter which specific content is explored, students can expect the course to foster the following overarching themes: ● The development of scientific attitudes and skills, including critical thinking, problem solving, and an appreciation for scientific methodology ● A recognition of the diversity of individuals who advance the field ● A multicultural and global perspective that recognizes how diversity is important to understanding psychology ● An awareness that psychological knowledge, like all scientific knowledge, evolves rapidly as new discoveries are made ● An acknowledgement that psychology explores behavior and mental processes of both human and non­human animals ● An appreciation for ethical standards that regulate scientific research and professional practice ● An understanding that different content areas within psychological science are interconnected ● An ability to relate psychological knowledge to everyday life ● A knowledge of the variety of careers available to those who study psychology ● An appreciation that psychological science and knowledge can be useful in addressing a wide array of issues, from individual to global levels ● An awareness of the importance of drawing evidence­based conclusions about psychological phenomena The Thomas Jefferson HS semester psychology elective follows the recommendations of the Fairfax County Public Schools Psychology Program of Studies (POS). That POS document is grounded in standards developed by the American Psychological Association: National Standards: For High School Psychology Curricula.
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(2011) Retrieved from http://www.apa.org/education/k12/national­standards.aspx The APA Standards and the Fairfax County POS enable a teacher to choose the best strategy for his/her classes. All of the standards are clustered into seven content domains. A domain is a grouping of subject units that have a common theme of study. 1 I.
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Scientific Inquiry Biopsychology Development and Learning Cognition Individual Variations Sociocultural Context Applications of Psychological Science Domain The following diagram illustrates the interconnectedness of the 20 standards categorized under the seven domains. Teachers of TJ’s semester psychology course will include ​at least one standard (unit) from each of the seven domains​ so that students will gain an appreciation of the breadth of psychology. ​ ​ Additional standards can also be included according to instructor design. A sample suggested topic list might be: Domain Standard Scientific Inquiry Perspectives in Psychological Science (partial) Research Methods, Measurement and Statistics Biopsychology Biological Bases of Behavior Consciousness (partial) Development and Learning Learning Lifespan Development (partial) Cognition Sociocultural Context Individual Variations Memory Social Interactions Motivation Psychological Disorders (partial) 2 Scientific Applications Treatment of Psychological Disorders Note: In the above sample, one standard under each domain is addressed in its entirety while partial content from four other standards is integrated into instruction. Teachers do not have to follow this exact suggested topic list but must choose at least 9 topics across all seven domains to fulfil the requirements for the psychology elective. As an honors course, Psychology: Mind, Brain and Behavior goes beyond the standard FCPS semester psychology course in the following ways: ● The emphasis is on depth of coverage, not breadth ● Each of the 20 possible FCPS standard includes TJ specific Indicators which have been taken from the College Board AP Psychology course ● The basal textbook is an AP college level intro to psychology text ● Students will be expected to read widely and deeply from a variety of sources ● Students will do independent research using TJ’s databases, primarily Access Science, EBSCOhost, Gale/Cengage Learning, JSTOR, Nature, Proquest, Science, Science Direct, Scienticific American, eHRAF World Cultures and Polling the Nations ● Students will be asked to propose their own research studies to answer psychological questions ● Finally, students will be required to write longer analytical papers on topics covered in class PSYCHOLOGY STANDARDS, BENCHMARKS, AND PERFORMANCE INDICATORS What follows are the SBIs for the FCPS Psychology POS. Indicators in bold are Thomas Jefferson extensions to the FCPS POS. Standard 1: Students will know, understand, and explain the perspectives used by psychologists to understand behavior and mental processes in context, the major sub­fields that comprise psychology​ ​and the development of psychology as an empirical science.​ (​Perspectives in Psychological Science) Benchmark 1.A Students will analyze and evaluate the biological, behavioral, humanistic, psychoanalytic, cognitive, and socio­cultural perspectives. Indicator 1.A.1 Predict how each perspective would explain a concept such as aggression
Indicator 1.A.2 List the limitations of each perspective in assessing behavior and mental processes Indicator 1.A.3 Explain primary emphases of the different perspectives Indicator 1.A.4 Examine historical factors that influenced the popularity of a selected perspective TJ Indicator 1.A.5 Describe and compare different theoretical approaches in explaining behavior: structuralism, functionalism, and behaviorism in the early years; Gestalt, psychoanalytic/psychodynamic, and humanism emerging later; evolutionary, biological, cognitive, and biopsychosocial as more contemporary approaches. Benchmark 1.B Students will list and explain the major sub­fields of psychology. Indicator 1.B.1 Identify the different sub­fields of psychology, such as clinical, counseling, social, experimental, and developmental psychology 3 Indicator 1.B.2 Recognize the difference in basic and applied psychology Indicator 1.B.3 Explain the differences between a psychologist and psychiatrist Benchmark 1.C Students will examine the role of ethics in research and professional practice. Indicator 1.C.1 Describe the ethical obligations of psychologists Indicator 1.C.2 Describe ethical dilemmas related to psychology Benchmark 1.D Students will be able to discuss psychology’s roots in philosophy and natural science. Indicator 1.D.1 Describe the form psychology took before the 20th
​ ​ century, such as Aristotle and Locke Indicator 1.D.2 Summarize some 19th century physiological research findings, such as Helmholtz, Weber, and Fechner Indicator 1.D.3 Identify how philosophical issues become psychological when tested empirically Benchmark 1.E Students will be able to appraise the emergence of experimental psychology. Indicator 1.E.1 Define psychophysics and describe its impact on empirical psychology Indicator 1.E.2 Identify Wilhelm Wundt’s contributions to experimental psychology Indicator 1.E.3 Compare philosophical argument with the empirical method Benchmark 1.F Students will be able to identify the diversity of psychological theories in the 20th century. Indicator 1.F.1 Describe the major 20th century "schools" of psychology, such as behaviorism, Gestalt psychology, psychoanalysis, humanistic psychology Indicator 1.F.2 Show how different theories of psychology produce different explanations of a particular behavior, such as truancy and/or altruism Benchmark 1.G Students will be able to explain psychology’s increasing inclusiveness of diverse interests and constituents. Indicator 1.G.1 Compare the diverse topics that generate contemporary research with early research emphases Indicator 1.G.2 Identify how research biases have influenced research design and scope Indicator 1.G.3 Explore reasons why psychology had more limited participation from women and ethnic minorities in its early stages Indicator 1.G.4 Highlight contributions by women and ethnic minority psychologists Standard 2: Students will know, understand, and explain the ethical issues in research with human and other animals, the research strategies used by psychologists to explore behavior and mental processes as well as the purposes and basic concepts of statistics. (Research Methods, Measurement and Statistics) Benchmark 2.A Students will be able to identify ethical issues in psychological research. Indicator 2.A.1 Identify ethical standards psychologists must address regarding research with human participants Indicator 2.A.2 Discuss ethical issues in psychological research and use the terms, debrief, informed consent, confidentiality, etc. Indicator 2.A.3 Identify historical examples of research that may have departed from contemporary ethical standards such as Milgram, Zimbardo, etc Indicator 2.A.4 Acknowledging the importance of adhering to APA ethical standards in working with human and other animal subjects 4 Indicator 2.A.5 Identify ethical standards psychologists must address regarding research with animal participants Indicator 2.A.6 Discuss the pros and cons of the use of human and other animals in psychological research, including their ethical treatment TJ Indicator 2.A.7 Describe how ethical and legal guidelines (e.g., those provided by the American Psychological Association, federal regulations, local institutional review boards) protect research participants and promote sound ethical practice Benchmark 2.B Students will describe the elements of an experiment. Indicator 2.B.1 Identify the terms related to experimental research such as independent and dependent variables, possible confounding variables, control and experimental groups Indicator 2.B.2 Identify terms related to experimental design such as hypothesis, population, and sample Benchmark 2.C Students will explain the importance of sampling in psychological research. Indicator 2.C.1 Identify examples of sampling processes in research design Indicator 2.C.2 Define the difference between a random and representative sample Benchmark 2.D Students will differentiate between quantitative and qualitative research strategies Indicator 2.D.1 Explain the characteristics of different quantitative research methods (surveys, correlations, experiments) and describe how they are different from qualitative research methods. Indicator 2.D.2 Explain the characteristics of different qualitative research methods naturalistic observation, case studies etc.) and describe how they are different from quantitative research methods. Indicator 2.D.3 Explain the differences and uses of longitudinal studies and cross­sectional research. TJ Indicator 2.D.4 Differentiate types of research (e.g., experiments, correlational studies, survey research, naturalistic observations, case studies) with regard to purpose, strengths, and weaknesses Benchmark 2.E Students will define descriptive statistics and explain how they are used by behavioral scientists. Indicator 2.E.1 Identify situations in which descriptive statistics can be used to organize and analyze information Indicator 2.E.2 Explain how statistical analysis can add value to the interpretation of behavior Benchmark 2.F Students will be able to relate measures of central tendency to data. Indicator 2.F.1 Identify the terms mean, median, mode, and central tendency Indicator 2.F.2 Calculate the mean, median, and mode for a set of data Indicator 2.F.3 Identify the characteristics of a normal distribution (bell curve) TJ Indicator 2.F.4 Apply basic descriptive statistical concepts, including interpreting and constructing graphs and calculating simple descriptive statistics (e.g., measures of central tendency, standard deviation) Benchmark 2.G Students will be able to apply the concept of correlation and explain how it is used in psychology. Indicator 2.G.1 Name positive, negative, and zero correlations Indicator 2.G.2 Identify and providing examples of how correlations can be used to predict future behavior or performance 5 Indicator 2.G.3 Explain the difference between correlation and causation Indicator 2.G.4 Define correlation coefficients and explain their appropriate interpretation Benchmark 2.H Students will be able to understand graphs and scatterplots Indicator 2.H.1 Interpret a scatter plot and make inferences Indicator 2.H.2 Interpret graphical representations of data as used both qualitatively and quantitatively Standard 3: Students will know, understand and explain the biological bases of behavior (Biological Bases of Behavior) Benchmark 3.A Students will demonstrate how the neuron is the basis for neural communication. Indicator 3.A.1 Use diagrams, models, and/or computer programs to identify the structure and function of different parts of a neuron Indicator 3.A.2 Describe the electrochemical process that propagates the neural impulse Benchmark 3.B Students will relate how information is transmitted and integrated in the nervous system. Indicator 3.B.1 Describe the process of synaptic transmission Indicator 3.B.2 Use diagrams regarding the process of synaptic transmission Benchmark 3.C Students will analyze how the process of neurotransmission can be modified by heredity and environment. Indicator 3.C.1 Compare the effects of certain drugs or toxins with the effects of neurotransmitters in relation to synaptic transmission Indicator 3.C.2 Explain the role of neurotransmitters in human behavior Benchmark 3.D Students will classify the major divisions and subdivisions of the nervous system. Indicator 3.D.1 Identify the central nervous system and its component parts Indicator 3.D.2 Identify the peripheral nervous system and its subdivisions Benchmark 3.E Students will differentiate the functions of the various subdivisions of the nervous system. Indicator 3.E.1 Compare the functions of the somatic and autonomic nervous systems Indicator 3.E.2 Explain the function of the sympathetic and the parasympathetic nervous systems on heart rate or other physiological responses in an emotional situation Benchmark 3.F Students will break down the structure and function of the major regions of the brain. Indicator 3.F.1 Identify the regions of the brain by using diagrams and/or computer­generated diagrams Indicator 3.F.2 Summarize the functions of the major brain regions Benchmark 3.G Students will relate the specific functions that are centered in specific lobes of the cerebral cortex. Indicator 3.G.1 Describe the functions controlled by the frontal, parietal, occipital, and temporal lobes of the cerebral cortex Indicator 3.G.2 Cite examples of research on cortical functioning Benchmark 3.H Students will explain how research and technology have provided methods to analyze brain behavior and disease. 6 Indicator 3.H.1 Describe how lesions and electrical stimulation in animal research provide information about brain functions Indicator 3.H.2 Give an example of how the use of the CAT scan, PET scan, MRI, fMRI and EEG provides information about the brain TJ Indicator 3.H.3 Identify key contributors (e.g., Paul Broca, Charles Darwin, Michael Gazzaniga, Roger Sperry, Carl Wernicke) Benchmark 3.I Student s will compare and contrast the influence on brain function between the left and right hemispheres. Indicator 3.I.1 Identify the role of the corpus callosum in hemispheric communication Indicator 3.I.2 Explain the purpose and findings of split­brain research Indicator 3.I.3 Describe lateralization of brain functions Indicator 3.I.4 Discuss the mechanisms and importance of plasticity of the nervous system Benchmark 3.J Students will demonstrate how the endocrine glands are linked to the nervous system and immune system. Indicator 3.J.1 Discuss the effect of the hypothalamus on the endocrine system Indicator 3.J.2 Identify the influence of fetal hormones on sexual differentiation of the central nervous system Indicator 3.J.3 Give examples of how hormones are linked to behavior and mental processes Indicator 3.J.4 Describe hormone effects on the immune system Benchmark 3.K Students will assess the effects of heredity and environment on behavior. Indicator 3.K.1 Identify the relationships among DNA, genes, and chromosomes Indicator 3.K.2 Explain how chromosomal abnormalities can cause Down, Kleinfelter’s and Turner’s Syndrome Indicator 3.K.3 Use twin and adoption studies to assess the influence of heredity and environment on behavior TJ Indicator 3.K.4 Discuss psychology’s abiding interest in how heredity, environment, and evolution work together to shape behavior Benchmark 3.L Students will describe and discuss current biological advances Indicator 3.L.1 Describe advances made in neuroscience Indicator 3.L.2 Discuss issues related to scientific advances in neuroscience and genetics TJ Indicator 3.L.3 Discuss the role of neuroplasticity in traumatic brain injury Standard 4: Students will know, understand, and explain the basic concepts explaining the capabilities and limitations of sensory processes, the interaction of the person and the environment in determining perception and the nature of attention. (Sensation and Perception) Benchmark 4.A Students will explain the concepts of threshold, adaptation, and constancy. Indicator 4.A.1 Describe demonstrations that illustrate threshold, adaptation, and constancy Indicator 4.A.2 Provide examples of threshold, adaptation, and constancy TJ Indicator 4.A.3 Identify the major historical figures in sensation and perception (e.g., Gustav Fechner, David Hubel, Ernst Weber, Torsten Wiesel) Benchmark 4.B Students will explain the operation of sensory systems. Indicator 4.B.1 Label a diagram of the parts of the eye and ear and explain the role of each part 7 Indicator 4.B.2 Describe the operation of other sensory systems, such as gustation, olfaction and somesthesis (skin sense, kinesthesis, and vestibular sense) TJ Indicator 4.B.3 Describe sensory processes (e.g., hearing, vision, touch, taste, smell, vestibular, kinesthesis, pain), including the specific nature of energy transduction, relevant anatomical structures, and specialized pathways in the brain for each of the senses Benchmark 4.C Students will summarize forms of energy for which human and non­human animals do and do not have sensory receptors. Indicator 4.C.1 Compare the sensory capabilities of humans and other species, such as the echo­detection system in bats Indicator 4.C.2 Speculate about system limitations, such as human limits related to sensing the spectrum of light Benchmark 4.D Students will explain Gestalt concepts and principles, such as figure­ground, continuity, similarity, proximity, closure, and so on. Indicator 4.D.1 Find examples of Gestalt principles Indicator 4.D.2 Explain the significance of "the whole is greater than the sum of its parts" Benchmark 4.E Students will compare binocular and monocular depth cues. Indicator 4.E.1 Find examples of monocular depth cues Indicator 4.E.2 Identify examples of such depth cues as linear perspective and relative size, in pictures, paintings, or photographs Benchmark 4.F Students will evaluate the influence on perception of environmental variables, motivation, past experiences, culture, and expectations. Indicator 4.F.1 Analyze the factors that influence the validity of eyewitness testimony (e.g., framing of questions, cross­racial identification problems) Indicator 4.F.2 Speculate about how perceptual principles may relate to stereotypes and prejudice Indicator 4.F.3 Describe cultural similarities and differences in perception TJ Indicator 4.F.4 Challenge common beliefs in parapsychological phenomena. Benchmark 4.G Students will describe the importance of perceptual constancies Indicator 4.G.1 Define perceptual constancies to include size, shape, and brightness Benchmark 4.H Students will interpret what is meant by attention. Indicator 4.H.1 Find examples of selective attention and divided attention (feature extraction) Indicator 4.H.2 Identify variables that influence the ability to divide attention Indicator 4.H.3 Demonstrate the difference between selective attention and divided attention, such as listening to a lecture while taking notes Indicator 4.H.4 Explain how experiences and expectations influence perception Benchmark 4.I Students will show how attention differs for demanding verses simple tasks. Indicator 4.I.1 Identify best practice attention processes for studying Indicator 4.I.2 Apply knowledge of attention processes to design an ideal environment for homework Standard 5: Students will know, understand, and explain characteristics of sleep and theories that explain why we sleep, explore theories used to explain and interpret dreams, know, understand, and explain basic phenomena and uses of hypnosis, categories of psychoactive drugs and their 8 effects on the nervous system and on human behavior and the relationship between conscious and unconscious processes . (Consciousness) Benchmark 5.A Students will describe the NREM­REM sleep cycle. Indicator 5.A.1 Describe the circadian rhythm and its relation to sleep Indicator 5.A.2 Describe the sleep cycle throughout the night Indicator 5.A.3 Identify the differences between NREM and REM sleep Benchmark 5.B Students will compare theories that explain why we sleep. Indicator 5.B.1 Discuss various reasons why we sleep Indicator 5.B.2 Explain the effects of sleep deprivation Benchmark 5.C Students will explore types of sleep disorders. Indicator 5.C.1 Identify the symptoms of sleep disorders, such as narcolepsy and sleep apnea Indicator 5.C.2 Identify the negative consequences of sleep disorders on human behavior Benchmark 5.D Students will compare different theories about the use and meaning of dreams. Indicator 5.D.1 Compare different theories about the significance of dreams, such as activation­synthesis or Freudian theory Indicator 5.D.2 Analyze dream content using a Freudian framework Indicator 5.D.3 Explore differences in the significance of dreams Benchmark 5.E Students will explain possible uses of hypnosis in psychology. Indicator 5.E.1 Describe early uses of hypnosis to address psychological symptoms Indicator 5.E.2 Discuss why some people are better hypnotic subjects than others Indicator 5.E.3 Evaluate the accuracy of memories recovered by hypnosis Indicator 5.E.4 Identify the uses of hypnosis in pain control and psychotherapy Benchmark 5.F Students will characterize the major categories of psychoactive drugs and their effects. Indicator 5.F.1 Identify the major categories of psychoactive drugs Indicator 5.F.2 Discuss the potential for physiological and psychological dependence Indicator 5.F.3 Describe the short­term and potential long­term behavioral, physiological, and cognitive effects of psychoactive drugs Indicator 5.F.4 Explain how culture and expectations influence the use and experience of drugs TJ Indicator 5.F.5 Identify the major psychoactive drug categories (e.g., depressants, stimulants) and classify specific drugs, including their psychological and physiological effects. TJ Indicator 5.F.6 Discuss the influence of drugs on neurotransmitters (e.g., reuptake mechanisms, agonists, antagonists) Benchmark 5.G Students will characterize the states of consciousness and distinguish between conscious and unconscious processing Indicator 5.G.1 Identify and give an example of non conscious, preconscious, unconscious and conscious states Indicator 5.G.2 Discuss situations in which explicit or implicit processing is occurring TJ Indicator 5.G.3 Identify the major figures in consciousness research (e.g., William James, Sigmund Freud, Ernest Hilgard). 9 Standard 6: Students will know, understand, and explain development as a lifelong process, stage theories of development, issues surrounding the developmental process (nature/nurture and critical periods) and the aging process as well as research techniques used to gather data on the developmental process. (Lifespan Development) Benchmark 6.A Students will assess physical, social, and cognitive changes from the prenatal period throughout the lifespan. Indicator 6.A.1 Describe physical development from conception through birth (zygote, embryo, fetus) Indicator 6.A.2 Identify influences (positive and negative) on prenatal development (teratogens) Indicator 6.A.3 Discuss developmental changes in physical, cognitive, and social development Indicator 6.A.3 Describe early research on child development, such as Freud, Piaget, and Erikson
Indicator 6.A.4 Explain issues of continuity/discontinuity and stability/change Indicator 6.A.5 Explain how peer relationships change over time Indicator 6.A.6 Discuss the relative importance of peers’ vs. parents’ influence during adolescence TJ Indicator 6.A.7 Compare and contrast models of moral development (e.g., Kohlberg, Gilligan)
Benchmark 6.B Students will examine the nature of change over the lifespan. Indicator 6.B.1 Describe how social roles change over time Indicator 6.B.2 Examine how race, culture, gender, age, ethnicity, religion, sexual orientation, ability/disability, etc. affect our lives over the lifespan Benchmark 6.C Students will relate the complex cognitive structures found in the early development of infants and young children. Indicator 6.C.1 Discuss the capabilities of infants and young children Indicator 6.C.2 Discuss the role of the caregiver in promoting attachment, attachment styles Indicator 6.C.3 Speculate how care giving practices may influence the character of cognitive development Indicator 6.C.4 Identify and describe temperament Indicator 6.C.5 Identify Baumrind’s parenting styles Benchmark 6.D Students will describe the process of transition in the lifespan. Indicator 6.D.1 Describe transition from childhood to adolescence Indicator 6.D.2 Discuss the transition from adolescence to adulthood TJ Indicator 6.D.3 Predict the physical and cognitive changes that emerge as people age, including steps that can be taken to maximize function Benchmark 6.E Students will compile the distinguishing characteristics of the longitudinal and cross­sectional methods of study. Indicator 6.E.1 Describe key features of each research technique Indicator 6.E.2 Evaluate strengths and weaknesses of each research technique Indicator 6.E.3 Explain the advantages/disadvantages of using animals to study lifespan issues Benchmark 6.F Students will identify, outline, and explain the stages of at least two developmental theories by psychologists, such as Piaget, Erikson, Kohlberg, Gilligan, Cross, Helms, etc. 10 Indicator 6.F.1 Describe at least two developmental theories with regard to life situations Indicator 6.F.2 Identify limitations of stage theories TJ Indicator 6.F.3 Identify additional key contributors in developmental psychology (e.g., Mary Ainsworth, Albert Bandura, Harry Harlow, Lawrence Kohlberg, Konrad Lorenz, Lev Vygotsky). Benchmark 6.G Students will summarize how biological and environmental factors, linked to gender, shape the experiences of males and females. Indicator 6.G.1 Explain the differences between sex, identity, and roles Indicator 6.G.2 Cite examples of how gender expectations and bias affect male­female behavior throughout the lifespan Indicator 6.G.3 Explain how gender identity develops Indicator 6.G.4 Explore how gender expectations may differ depending on ethnicity Indicator 6.G.5 Identify biological factors that may lead to gender differences and similarities Benchmark 6.H Students will summarize the role of critical periods and nature/nurture in development. Indicator 6.H.1 Give an example of a critical period in development (e.g. Language) Indicator 6.H.2 Evaluate significance of critical periods in development Indicator 6.H.3 Explain difficulties of research in the area of critical periods, such as research ethics (reference Genie or Victor) Indicator 6.H.4 Evaluate the role of nature/nurture in development Benchmark 6.I Students will compare and contrast the physical, cognitive and emotional issues and changes associated with adulthood, elderhood and aging Indicator 6.I.1 Identify major physical changes associated with adulthood and aging (climacteric, menopause, etc.) Indicator 6.I.2 Describe cognitive changes in adulthood and aging (crystallized v. fluid intelligence, Alzheimers, dementia) Indicator 6.I.3 Discuss social, cultural, and emotional issues in aging (Right to Die, euthanasia, hospice, Kübler­Ross stages) Standard 7: Students will know, understand, and explain characteristics of learning. (Learning) Benchmark 7.A Students will discuss, understand, and explain learning from a psychological viewpoint. Indicator 7.A.1 List the important historical figures in learning (e.g. Pavlov, Skinner, Bandura) Indicator 7.A.2 Define learning as relatively permanent changes of behavior resulting from experience Indicator 7.A.3 Give an example of ​learning v. ​performance Indicator 7.A.4 Demonstrate the use of theories of learning in applied examples TJ Indicator 7.A.5 Identify additional key contributors in the psychology of learning (e.g., John Garcia, Robert Rescorla, Edward Thorndike, Edward Tolman, John B. Watson) TJ Indicator 7.A.6 Suggest how behavior modification, biofeedback, coping strategies, and self­control can be used to address behavioral problems. Benchmark 7.B Students will describe and rework the classical conditioning paradigm (model). Indicator 7.B.1 Explain how, according to Pavlov’s theory, a neutral stimulus becomes 11 capable of evoking a response through pairing with an unconditioned stimulus Indicator 7.B.2 Label elements in classical conditioning examples (unconditioned stimulus, unconditioned response, neutral stimulus, conditioned stimulus, conditioned response) Indicator 7.B.3 Design procedures to produce classically conditioned responses Indicator 7.B.4 Write a classical conditioning formula for real­life experiences TJ Indicator 7.B.5 Describe basic classical conditioning phenomena, such as acquisition, extinction, spontaneous recovery, generalization, discrimination, and higher­order learning Benchmark 7.C Students will interpret the operant conditioning paradigm (model). Indicator 7.C.1 Describing how consequences influence behavior, such as reinforcement strengthening a behavior’s occurrence (Law of Effect) Indicator 7.C.2 Identify consequences of punishment in controlling behavior Indicator 7.C.3 Predict the future strength of behavior by applying operant conditioning principles Indicator 7.C.4 Examine procedures to produce operant responses Indicator 7.C.5 Examine how operant conditioning is used to correct behavior, such as using shaping, chaining, and self­control techniques Indicator 7.C.6 Examine and discuss Skinner’s contributions to popularizing behaviorism TJ Indicator 7.C.7 Predict how practice, schedules of reinforcement, and motivation will influence quality of learning Benchmark 7.D Students will explain how observational learning works. Indicator 7.D.1 Describe examples of learning by observation, such as Bandura’s Bobo­doll study Indicator 7.D.2 Identify everyday examples of observational learning Indicator 7.D.3 Discuss the impact of role models on one’s learning Benchmark 7.E Students will identify and discuss biological and cultural contributions to learning. Indicator 7.E.1 Describe biological constraints on learning Indicator 7.E.2 Discuss the adaptive nature of learning, such as Garcia’s taste­aversion studies Indicator 7.E.3 Give examples of the role of culture in determining what one learns Indicator 7.E.4 Describe environmental constraints on learning opportunities Benchmark 7.F Students will explore how biological and cultural factors interact to impede or enhance learning. Indicator 7.F.1 Examine how teacher expectancy can influence differential achievement for members of ethnic groups or persons with disabilities Indicator 7.F.2 Discuss whether socio­economic factors can reliably predict individual success Indicator 7.F.3 Compare and contrast academic supports available for people who have learning disabilities with those who are gifted learners TJ Indicator 7.F.4 Provide examples of how biological constraints create learning predispositions 12 Standard 8: The students will know, understand and explain structural features of language, theories and developmental stages of language acquisition and links between thinking and language. (Language Development) Benchmark 8.A Students will define language as symbols and sounds that convey meaning and facilitate communication. Indicator 8.A.1 Define the basic properties of language, such as meaningfulness, structure, and reference Indicator 8.A.2 State how language is not limited to sounds, such as body language and/or American Sign Language Benchmark 8.B Students will explore the effects of development on language acquisition. Indicator 8.B.1 Trace the stages of language development from infancy to childhood Indicator 8.B.2 Recognize that a critical period for language acquisition exists by using examples, such as the isolated adolescent named Genie or Victor, the Wild Boy of Aveyron Benchmark 8.C Students will speculate on whether animals acquire and use language. Indicator 8.C.1 Describe the nature of communication in animals, such as honeybees and/or ants Indicator 8.C.2 Relating conclusions drawn from early attempts to teach language to apes Indicator 8.C.3 Discussing contemporary views on the extent to which apes use language Benchmark 8.D Students will evaluate the influence of language on thought and behavior. Indicator 8.D.1 Examine how language is relative to the environment in which one lives, such as Whorf’s linguistic relativity theory Indicator 8.D.2 Discuss how sexist language can influence thought processes TJ Indicator 8.D.3 Synthesize how biological, cognitive, and cultural factors converge to facilitate acquisition, development, and use of language Standard 9: Students will know, understand, and explain social judgment and attitudes, group processes and social influence. (Social Interactions) Benchmark 9.A Students will demonstrate an understanding of personal perception. Indicator 9.A.1 Explain the role of social schemas (expectations) in person­perception Indicator 9.A.2 State how different kinds of physical attractiveness can influence perceptions of other personal characteristics Indicator 9.A.3 Describe how socialization influences social expectations Indicator 9.A.4 Identify the term attribution and how it affects our explanations of behavior TJ Indicator 9.A.5 Identify important figures in social psychology (e.g., Solomon Asch, Leon Festinger, Stanley Milgram, Philip Zimbardo) Benchmark 9.B Students will consider sources of attitude formation. Indicator 9.B.1 Identify interpretations of attitude formation (both implicit and explicit) Indicator 9.B.2 Explain the role of expectations and stereotyped thinking as they relate to attitude and behavior TJ Indicator 9.B.3 Discuss attitude formation and change, including persuasion strategies and cognitive dissonance Benchmark 9.C: Students will assess some methods used to change attitudes. 13 Indicator 9.C.1 Describe the effects of advertising and persuasion Indicator 9.C.2 Speculate about the potential of media to influence positive/negative attitude change Indicator 9.C.3 Describe campaigns to produce social change and evaluate their effectiveness Benchmark 9.D Students will weigh the effects of the presence of others on individual behavior. Indicator 9.D.1 Describe how group dynamics can impact individual performance Indicator 9.D.2 Provide an example of the bystander effect Indicator 9.D.3 Distinguish differences in social behavior among individuals relative to their exercise of power Indicator 9.D.4 Explain social loafing as a group phenomenon Benchmark 9.E Students will explain how social structure can affect intergroup relations. Indicator 9.E.1 Discuss conflict and the processes involved in conflict resolution Indicator 9.E.2 Provide positive and negative outcomes of group polarization Benchmark 9.F Students will explore the nature of bias and discrimination. Indicator 9.F.1 Describe situations in which bias occurs Indicator 9.F.2 Examine how bias and discrimination influence behavior Indicator 9.F.3 F.4 Describe examples from research on prejudice and discrimination Indicator 9.F.5 Discuss examples of ethnocentrism Indicatory 9.F.6 Develop strategies for promoting tolerance, cooperation, and equality TJ Indicator 9.F.7 Describe processes that contribute to differential treatment of group members (e.g., in­group/out­group dynamics, ethnocentrism, prejudice) Benchmark 9.G Students will assess circumstances under which conformity and obedience are likely to occur. Indicator 9.G.1 Explain the importance of group size as a predictor of conformity Indicator 9.G.2 Discuss why obedience to authority is a common phenomenon Indicator 9.G.3 Cite examples of obedience and authority studies (Milgram) Indicator 9.G.4 Analyze the process of groupthink and group polarization Benchmark 9.H Students will be able to discuss influences upon aggression and conflict. Indicator 9.H.1 Explain aggression from several theoretical orientations such as biomedical, psychoanalytic, and social­learning perspectives Indicator 9.H.2 Consider whether media can influence aggressive acts Benchmark 9.I Students will be able to discuss factors influencing prosocial behavior, as well as attraction and relationships. Indicator 9.I.1 Describe factors influencing whether a person displays prosocial behavior Indicator 9.I.2 Describe the influence of proximity, physical attractiveness, and similarity influencing attraction and relationships. TJ Indicator 9.I.3 Describe the variables that contribute to altruism, aggression, and attraction Standard 10: Students will know, understand, and explain social and cultural diversity as well as diversity among individuals. (Sociocultural Diversity) Benchmark 10.A Students will differentiate between basic social and cultural categories. Indicator 10.A.1 Identify major social categories in the U.S. culture such as gender, race, ethnicity, age, sexual orientation, and disability 14 Indicator 10.A.2 Describe the components of culture such as symbols, language, norms, and values Indicator 10.A.3 Define culture and diversity Indicator 10.A.4 Identify how cultures change over time and vary within nations as well as internationally Indicator 10.A.5 Discuss the relationship between culture and conceptions of self and identity Indicator 10.A.6 Discuss psychological research examining race, ethnicity and socioeconomic status Indicator 10.A.7 Discuss how privilege and social power structures relate to stereotypes, prejudice and discrimination TJ Indicator 10.A.8 Describe the structure and function of different kinds of group behavior (e.g. deindividuation, group polarization) TJ Indicator 10.A.9 Articulate the impact of social and cultural categories (e.g., gender, race, ethnicity) on self­concept and relations with others. Benchmark 10.B Students will summarize diversity among individuals Indicator 10.B.1 Discuss psychological research examining gender identity and diversity in sexual orientation Indicator 10.B.2 Compare and contrast gender identity and sexual orientation Indicator 10.B.3 Discuss psychological research examining gender similarities and differences and the impact of gender discrimination Indicator 10.B.4 Discuss the psychological research on gender and how the roles of women and men in societies are perceived Indicator 10.B.5 Examine how perspectives affect stereotypes and treatment of minority and majority groups in society Standard 11: Students will know, understand, and explain encoding (getting information into memory), different types of memory systems, retrieval (getting information out of memory), the biological bases of memory and methods for improving memory. (Memory) Benchmark 11.A Students will explain the difference between surface and deep (elaborative) processing. Indicator 11.A.1 Provide examples of surface processing Indicator 11.A.2 Provide examples of deep, or effortful processing Benchmark 11.B Students will contribute other factors that influence encoding Indicator 11.B.1 Demonstrate the role of imagery in encoding Indicator 11.B.2 Give examples of dual encoding, such as encoding both semantically and visually TJ Indicator 11.B.3 Outline the principles that underlie effective encoding, storage, and construction of memories Benchmark 11.C Students will describe the sensory memory process. Indicator 11.C.1 Identify how sensory memory enables the encoding process Indicator 11.C.2 List the limitations of the sensory memory process Benchmark 11.D Students will summarize the operation of short­term memory. Indicator 11.D.1 Explain the duration and capacity of short­term memory Indicator 11.D.2 Provide examples of the use of chunking to increase the capacity of short­term memory 15 Indicator 11.D.3 Identify examples of primacy and recency effects Benchmark 11.E Students will summarize the operation of long­term memory. Indicator 11.E.1 Explain the duration and capacity of long­term memory Indicator 11.E.2 Provide examples of episodic, semantic, and procedural memories Indicator 11.E.3 Describe the differences between working memory and long­term memory Benchmark 11.F Students will analyze the importance of retrieval cues in memory. Indicator 11.F.1 Identify retrieval cues, such as contextual and state­related cues Indicator 11.F.2 Examine problems related to incomplete retrieval, such as the “on­the­tip­of­the­tongue” phenomenon Benchmark 11.G Students will explain the role that interference plays in retrieval. Indicator 11.G.1 Identify examples of interference, such as proactive and retroactive Indicator 11.G.2 Provide examples of how the concept of interference effects studying Benchmark 11.H Students will relate difficulties created by reconstructive memory processes. Indicator 11.H.1 Discuss the role of reconstruction in claims of repressed childhood memories Indicator 11.H.2 Explain the role of reconstruction in cases of eyewitness testimony Benchmark 11.I Students will explain the brain structures and the biological processes most important to memory. Indicator 11.I.1 Describe how damage to the hippocampus and its effect on memory Indicator 11.I.2 Identify how disorders, such as Alzheimer’s disease and/or a stroke, can impair memory Indicator 11.I.3 Describe the role of long­term potentiation in the storage of memories TJ Indicator 11.I.4 Describe and differentiate psychological and physiological systems of memory (e.g., short­term memory, procedural memory). Benchmark 11.J Students will develop strategies for improving memory based on our understanding of memory. Indicator 11.J.1 Develop and describe mnemonic devices to help learn academic concepts Indicator 11.J.2 List specific suggestions to enhance deep processing of information and to minimize the effect of interference Indicator 11.J.3 Describe how concepts such as massed versus distributed practice, overlearning, state and context dependence, and schemas might relate to studying Standard 12: Students will know, understand, and explain the basic elements comprising thought as well as strategies and obstacles in problem solving and decision making. (Thinking) Benchmark 12.A Students will define thinking as a mental process involved in the manipulation and understanding of information. Indicator 12.A.1 Identify mental images, schemas, and verbal symbols as elements that comprise thinking Indicator 12.A.2 Describe controversies over whether thinking is a uniquely human behavior. Indicator 12.A.3 Describe how information can be classified into categories in order to aid understanding TJ Indicator 12.A.4 Identify key contributors in cognitive psychology (e.g., Noam Chomsky, Hermann Ebbinghaus, Wolfgang Köhler, Elizabeth Loftus, George A. Miller) 16 Benchmark 12.B Students will identify problem solving as a directed and productive example of thinking. Indicator 12.B.1 Describe the steps involved in the problem­solving process Indicator 12.B.2 Identify examples of problem solving strategies, such as algorithms, heuristics, and insight TJ Indicator 12.B.3 Identify factors that influence problem solving strategies’ effectiveness Benchmark 12.C Students will explain the use of creative thinking in problem solving. Indicator 12.C.1 Discuss how creative thinking strategies, such as divergent (non­directed) thinking, brainstorming (directed thinking), and restructuring are used in problem solving Indicator 12.C.2 Describe the effects of social factors, such as culture, age, and/or gender on problem solving TJ Indicator 12.C.3 List the characteristics of creative thought and creative thinkers Benchmark 12.D Students will analyze the obstacles that inhibit problem solving and decision­making. Indicator 12.D.1 Identify examples of how mental set and functional fixedness prevent the solving of problems Indicator 12.D.2 Evaluate strategies and obstacles involved in class problem­solving Standard 13: Students will know, understand, and explain concepts related to measurement of individual differences, the influence and interaction of heredity and environment on individual differences, the nature of intelligence and the nature of intelligence testing. (Intelligence) Benchmark 13.A Students will define and understand the nature of test constructs, such as intelligence, creativity, and personality. Indicator 13.A.1 Identify test validity and reliability Indicator 13.A.2 Recount early attempts to measure human characteristics through test development history, such as Binet, Terman, Galton, Wechsler, and Sternberg Indicator 13.A.3 Compare and contrast different types of tests, such as achievement (SOL) and aptitude (SAT) Indicator 13.A.4 Identify strengths and weaknesses of various tests TJ Indicator 13.A.5 Explain how psychologists design tests, including standardization strategies and other techniques to establish reliability and validity Benchmark 13.B Students will explain how personality and intelligence may be influenced by heredity and environment. Indicator 13.B.1 Cite environmental variables that influence the development of intellectual skills Indicator 13.B.2 Characterize how studies of identical versus fraternal twins help establish the role of heredity in determining individual differences in intelligence Indicator 13.B.3 Describe correlational evidence of IQ differences and similarities of identical twins versus fraternal twins Indicator 13.B.4 Describe how nature and nurture impact individual motivation and personality Indicator 13.B.5 Explain the role and/or impact of cultural and group norms on individual thought and problem solving Indicator 13.B.6 Describe ways that intelligence testing can be detrimental 17 TJ Indicator 13.B.7 Debate the appropriate testing practices, particularly in relation to culture­fair test uses Benchmark 13.C Students will link intelligence to the use of cognitive skills and strategies. Indicator 13.C.1 Describe how the speed of thought processing is involved in intelligence Indicator 13.C.2 Discuss the role of planning and self­regulation in intelligence Indicator 13.C.3 Contrast the skills that people typically acquire in school with those that people acquire outside of school and discuss the skills most likely to be related to scores on intelligence tests Benchmark 13.D Students will describe how intelligence changes over time. Indicator 13.D.1 Explain why children’s capacity for intelligent behavior increases as they get older Indicator 13.D.2 Explain how practice and effort increase intelligence Indicator 13.D.3 Explain why education increases intelligence Benchmark 13.E Students will categorize theories of intelligence. Indicator 13.E.1 Compare traditional psychometric theories of intelligence to more recent approaches (e.g., Gardner’s multiple intelligences, Sternberg’s triarchic theory, Spearman’s “g”, Goleman’s theory of emotional intelligence) Indicator 13.E.2 Debate whether intelligence is one or several abilities Indicator 13.E.3 Describe emotional intelligence (EQ) TJ Indicator 13.E.4 Identify key contributors in intelligence research and testing (e.g., Alfred Binet, Francis Galton, Howard Gardner, Charles Spearman, Robert Sternberg, Louis Terman, David Wechsler) Benchmark 13.F Students will discuss how intelligence tests reflect differences among people. Indicator 13.F.1 Describe what changes in IQ scores over the lifespan. Indicator 13F.2 .Explain the importance of mental stimulation over the lifespan to intelligence Indicator 13.F.3 Explain the meaning of culture free and culture fair testing Benchmark 13.G Students will evaluate why intelligence tests predict achievement. Indicator 13.G.1 Cite correlations between IQ and academic achievement Indicator 13.G.2 Predict how intelligence test scores correlate with other measurable variables such as grades, supervisor ratings, etc. Indicator 13.G.3 Explain why intelligence tests and other aptitude tests correlate with ability to do a job, but tests of motivation and personality increase the ability to predict how well individuals will actually perform Indicator 13.G.4 Explore how ethnicity and gender can moderate achievement predictions based on intelligence tests TJ Indicator 13.G.5 Describe relevant labels related to intelligence testing (e.g., gifted, cognitively disabled) Benchmark 13.H Students will justify the limitations of using conventional intelligence tests. Indicator 13.H.1 Describe the abilities commonly measured by intelligence tests and other skills that may be included on tests of intelligence in other cultures Indicator 13.H.2 Identify specific examples in which conventional tests will not produce valid uses Indicator 13.H.3 Discuss the risks involved in using tests to compare different cultural groups 18 Standard 14: Students will know, understand, and explain motivational concepts, biological and environmental cues instigating basic drives and motives, the major theories of motivation and the interaction of biological and cultural factors in the development of motives. (Motivation) Benchmark 14.A Students will apply motivational concepts to the behavior of humans and other animals. Indicator 14.A.1 Describe their own motives, goals, and values Indicator 14.A.2 Analyze the goals and expectancies in a case study or vignette Indicator 14.A.3 Identify the values or motives appealed to in media advertisements Indicator 14.A.4 Describe the difference between intrinsic and extrinsic motivation and analyze factors that may increase their intrinsic motivation for academic study Indicator 14.A.5 Explain how the effect of teacher praise or punishment on student motivation depends on the student’s attribution Indicator 14.A.6 Give historic examples of how motivation has been studied in animals Benchmark 14.B Students will describe the interaction of internal cues and environmental cues determining motivation derived from basic drives. Indicator 14.B.1 Explain what causes (environmental cues) an organism to sense hunger, thirst, etc. Indicator 14.B.2 Discuss how the concepts of homeostasis and adaptation level can be applied in understanding motivated behavior Indicator 14.B.3 Discuss how environmental incentives can motivate behavior TJ Indicator 14.B.4 Discuss the biological underpinnings of motivation, including needs, drives, and homeostasis Benchmark 14.C Students will analyze the situational cues giving rise to anger and fear. Indicator 14.C.1 Describe occasions on which they became angry or afraid Indicator 14.C.2 Evaluate personal experiences of discrimination giving rise to fear and/or anger Benchmark 14.D Students will describe the situational cues and individual characteristics giving rise to curiosity and anxiety. Indicator 14.D.1 Explain why one person would be curious and another anxious in the same situation Indicator 14.D.2 Discuss how people respond differently (anxiety or no anxiety) to stereotyping Benchmark 14.E Students will summarize the theories of motivation, such as expectancy value, cognitive dissonance, Yerkes­Dodson arousal, Maslow’s hierarchy of needs, and drive reduction. Indicator 14.E.1 Apply Maslow’s theory to make predictions about meeting needs Indicator 14.E.2 List components of each of the theories Indicator 14.E.3 Compare and contrast two or more theories of motivation Benchmark 14.F Students will explain how common motives develop. Indicator 14.F.1 Describe how the development of motives is affected by parents and peers, as well as genetic and biological factors Indicator 14.F.2 Describe changes in their own motivation from the beginning of the school year to the present Indicator 14.F.3 Discuss how motives differ for those who drop out of school compared to those who stay in school 19 Benchmark 14.G Students will describe biological and environmental factors involved in eating behavior, sexual, behavior, and achievement motivation. Indicator 14.G.1 Describe the role of the hypothalamus and hormones in eating behavior, sexual behavior and sexual orientation Indicator 14.G.2 Explain psychological factors influencing eating behavior Indicator 14.G.3 Explain characteristics of people who have high achievement motivation TJ Indicator 14.G.4 Describe classic research findings in specific motivation systems (e.g., eating, sex, social) Standard 15: Students will know, understand, and explain the physiological, affective, cognitive, and behavioral aspects of emotions and the interactions among these aspects as well as the effects of motivation and emotion on perception, cognition and behavior. (​Emotion) Benchmark 15.A Students will assess theories of emotion, such as James­Lange, Cannon­Bard, or Schachter and Singer Two Factor. Indicator 15.A.1 Cite research to support a theory of emotion Indicator 15.A.2 Compare and contrast two or more theories of emotion Indicator 15.A.3 Discuss key ideas of emotional intelligence Benchmark 15.B Students will be able to explain the influence of culture and gender on emotional expression. Indicator 15.B.1 Describe research supporting the cross­cultural nature of the emotions of anger, happiness, surprise, fear, disgust, and anger (Ekman) Indicator 15.B.2 Explain what emotions/forms of emotional expression are not cross­cultural Indicator 15.B.3 Explain the influence of gender on emotional interpretation and expression TJ Indicator 15.B.4 Students will analyze how emotional life is shaped by cultural context Benchmark 15.C Students will relate how learning, memory, problem solving, and decision making are influenced by motivation and emotion. Indicator 15.C.1 Describe the effect of motivation and emotion on learning Indicator 15.C.2 Speculate about the effect of mood differences on behavior Indicator 15.C.3 Explain the relationship between level of arousal and performance Standard 16: Students will know, understand, and explain what is meant by personality and personality constructs, personality approaches and theories as well as assessment tools used in personality. (Personality) Benchmark 16.A Students will summarize personality as the individual’s unique way of thinking, feeling, and acting. Indicator 16.A.1 Identify their own thoughts, feelings, and behavior in a personal experience Indicator 16.A.2 Describe how personality can explain individual similarities and differences Indicator 16A.3 Evaluate the influence of variables such as culture, family, and genetics on personality development 20 Indicator 16.A.4 Explore the impact of sociocultural factors on personality development, including ethnicity, gender, age, sexual orientation, ability/disability, etc. TJ Indicator 16.A.5 Speculate how cultural context can facilitate or constrain personality development, especially as it relates to self­concept (e.g., collectivistic versus individualistic cultures) Benchmark 16.B Students will explain and support the role of personality as an organizing factor in human behavior. Indicator 16.B.1 Describe at least two historical examples of personality explanations Indicator 16.B.2 Differentiate between the stable characteristics of personality (traits) versus situational reactions Indicator 16.B.3 Speculate on the difficulties personality researchers have studying personality Benchmark 16.C Students will explain the characteristics of the psychoanalytic, cognitive­behavioral, humanistic, and biological approaches. Indicator 16.C.1 Compare how different personality approaches address the influence of free will and determinism Indicator 16.C.2 Analyze how each approach would assess a case history Benchmark 16.D Students will outline important contributions to the understanding of personality. Indicator 16.D.1 Diagram Freud’s structure of personality and describe his role in initiating study in the area of personality Indicator 16.D.2 Describe the influence of environment, modeling, and situations on behavior Indicator 16.D.3 Explore the significance of self­perception and needs on an individual’s thoughts, feelings, and actions, such as Bandura (self­efficacy) and Adler (self­esteem) Indicator 16.D.4 Classify primary dimensions, such as introversion or extraversion, as a way to organize behavioral phenomena TJ Indicator 16.D.5 Identify additional key contributors to personality theory (e.g. Paul Costa and Robert McCrae, Carl Jung, Abraham Maslow, Carl Rogers) Benchmark 16.E Students will distinguish between objective and projective techniques of personality assessment. Indicator 16.E.1 Name popularly used objective and projective tests Indicator 16E.2 .Explain the validity and reliability of objective and projective assessment techniques TJ Indicator 16.E.3 Describe and compare research methods (e.g., case studies and surveys) that psychologists use to investigate personality
Benchmark 16.F Students will describe tests used in personality assessment. Indicator 16.F.1 Explain key features of tests, such as the Minnesota Multiphasic Personality Inventory (MMPI­2) and the Thematic Apperception Test (TAT) Indicator 16.F.2 Identify the possible applications of personality assessment Standard 17: Students will know, understand, and explain characteristics and origins of abnormal behavior, methods used in exploring abnormal behavior, major categories of abnormal behavior and the impact of mental disorders. (Psychological Disorders) 21 Benchmark 17.A Students will distinguish the common characteristics of abnormal behavior. Indicator 17.A.1 List criteria that is used to distinguish normal from disordered behavior Indicator 17.A.2 Identify patterns of behavior that constitute abnormality Indicator 17.A.3 Describe how some abnormal behaviors may be designated as abnormal only in particular historical or cultural contexts Benchmark 17.B Students will summarize examples of abnormal behavior. Indicator 17.B.1 Describe observable symptoms of abnormal behavior Indicator 17.B.2 Distinguish disorders on the basis of severity of interference with functioning, such as psychotic versus nonpsychotic disorders Benchmark 17.C Students will relate judgments of abnormality to contexts in which those judgments occur. Indicator 17.C.1 Recognize the influence of context in designating abnormal behavior Indicator 17.C.2 Identify how judgments about abnormality have changed through history such as homosexuality or epilepsy Indicator 17.C.3 Describe some abnormal behaviors specific to particular contexts or circumstances Indicator 17.C.4 Acknowledge sociocultural implications of labeling behavior as abnormal Indicator 17.C.5 Cite examples of misdiagnosis that may result from evaluator ignorance of relevant cultural and situational norms for behavior Benchmark 17.D Students will describe major explanations for the origins of abnormality. Indicator 17.D.1 Describe how the biological approach explains the physiological factors of disorders Indicator 17.D.2 Characterize how psychological approaches explain disorders derived from psychological sources, such as emotional turmoil, distorted thinking, and learning Identify how sociocultural factors, such as class, influence diagnosis Indicator 17.D.3 Recognize that a label, such as schizophrenia, does not explain, but only describes abnormal behavior patterns Indicator 17.D.4 Explore the long­term impact of diagnostic labels even after successful treatment TJ Indicator​ ​17.D.5 Identify the positive and negative consequences of diagnostic labels (e.g., the Rosenhan study) Benchmark 17.E Students will justify the purpose, advantages, and limitations of different research methods. Indicator 17.E.1 Describe methods used in research on abnormal behavior, such as case studies, experiments, and surveys Indicator 17.E.2 Compare the use of one method over another to answer a specific research question Benchmark 17.F Students will discuss major categories of abnormal behavior. Indicator 17.F.1 Explain selected categories of abnormal behavior, such as anxiety disorders, mood disorders, personality disorders, schizophrenia, and substance abuse disorders. Indicator 17.F.2 Identify symptoms of selected categories of disorders Indicator 17.F.3 Describe abnormal behavior, such as anxiety disorders, mood disorders, personality disorders, schizophrenia, and substance abuse from multiple 22 psychological perspectives. (biological, behavioral, humanistic, psychoanalytic, cognitive, and socio­cultural) TJ Indicator 17.F.4 Recognize the use of the Diagnostic and Statistical Manual of Mental Disorders (DSM) published by the American Psychiatric Association as the primary reference for making diagnostic judgments Benchmark 17.G Students will explore the challenges associated with accurate diagnosis. Indicator 17.G.1 Examine the influence of class, gender, ethnic, or age bias on diagnosis Indicator 17.G.2 Explore how definitions of abnormality differ over time and across cultures TJ Indicator 17.G.3 Discuss the intersection between psychology and the legal system (e.g. confidentiality, insanity defense) Benchmark 17.H Students will consider factors that influence vulnerability to abnormal behavior. Indicator 17.H.1 Explore how sociocultural factors influence vulnerability to abnormal behavior Indicator 17.H.2 Describe the role of heredity as it influences risk for abnormal behavior Benchmark 17.I Students will discuss the stigma associated with abnormal behavior. Indicator 17.I.1 Describe how the label of an abnormality may create a stigma for individuals Indicator 17.H.2 Discuss the role of self­fulfilling prophecy and stereotyping as it relates to abnormal behavior Standard 18: Students will know, understand, and explain the types of practitioners who treat people with disorders, the prominent methods used to treat people with disorders as well the legal and ethical challenges involved in the delivery of treatment. (Treatment of Psychological Disorders) Benchmark 18.A Students will assess the availability and appropriateness of various modes of treatment for people with psychological disorders. Indicator 18.A.1 Identify major treatment orientations used in therapy, such as behavioral, cognitive, psychoanalytic, humanistic, feminist, and biomedical Indicator 18.A.2 Distinguish psychotherapy from medical intervention Indicator 18.A.3 Describe different treatment formats, such as individual, couples, group, and systems Indicator 18.A.4 Explain how different treatment orientations will influence the therapy plan TJ Indicator 18.A.5 Discuss how cultural and ethnic context influence choice and success of treatment (e.g., factors that lead to premature termination of treatment) TJ Indicator 18.A.6 Identify major figures in psychological treatment (e.g., Aaron Beck, Albert Ellis, Sigmund Freud, Mary Cover Jones, Carl Rogers, B. F. Skinner, Joseph Wolpe) Benchmark 18.B Students will summarize characteristics of effective treatment and prevention. Indicator 18.B.1 Characterize early attempts to reduce psychological symptoms and speculate about their likelihood of success Indicator 18.B.2 Speculate about the factors that might prompt individuals to begin, continue, or end treatment 23 Indicator 18.B.3 Identify criteria for evaluating successful treatment Indicator 18.B.4 Evaluate the efficacy of treatments for particular disorders TJ Indicator 18.B.5 Describe prevention strategies that build resilience and promote competence Benchmark 18.C Students will recognize therapists according to training. Indicator 18.C.1 Differentiate various types of intervention specialists: psychologist versus psychiatrist versus counselor versus social worker Indicator 18.C.2 Discuss the advantages and disadvantages of different types of practitioners Benchmark 18.D Students will describe the intersection between mental health and law. Indicator 18.D.1 Identify conflicts between individual rights and rights of society, as illustrated by deinstitutionalization and commitment proceedings Indicator 18.D.2 Distinguish "competent to stand trial" versus "legally insane" status Benchmark 18.E Students will examine the influence of law on the practice of psychotherapy. Indicator 18.E.1 Identify the therapist’s ethical obligation to practice competently Indicator 18.E.2 Describe how confidentiality regulations protect client privacy Indicator 18.E.3 Explain right to treatment as well as right to refuse treatment Standard 19: Students will know, understand, and explain the sources of, and reactions to, stress as well as ways to deal with stress. (Health) Benchmark 19.A Students will identify and explain major sources of stress. Indicator 19.A.1 Students will reach this Indicator when they are able to: Indicator 19.A.2 Define frustration and give examples of how it can be a source of stress Indicator 19.A.3 Explain and give examples of multiple approaches in dealing with an individual’s thought process, such as approach­approach, approach­avoidance, and avoidance­avoidance conflicts Indicator 19.A.4 Explain how the activities of contemporary life are a source of stress Indicator 19.A.5 Discuss how our cognitive appraisal of situations can cause stress Indicator 19.A.6 Examine the impact of discrimination on individual stress levels Indicator 19.A.7 Describe the impact of poverty on levels of daily stress TJ Indicator 19.A.8 Discuss theories of stress and the effects of stress on psychological and physical well­being Benchmark 19.B Students will predict possible physiological reactions to stress. Indicator 19.B.1 Students will reach this Indicator when they are able to: Indicator 19.B.2 Compare the results of initial fight or flight experiments with animals to human stress reactions Indicator 19.B.3 Describe the stages of stress development, such as Selye’s General Adaptation Syndrome (GAS) Indicator 19.B.4 Describe how stress can affect the immune system Benchmark 19.C Students will relate and explain possible psychological reactions to stress. Indicator 19.C.1 Students will reach this Indicator when they are able to: Indicator 19.C.2 Relate examples of how stress can impair psychological functioning in such areas as work, school, and relationships Indicator 19.C.3 Explain how stress can affect neurotransmitter function, mood states, and immunity to illness Indicator 19.C.4 Describe how stress may have positive outcomes 24 Indicator 19.C.5 Discuss how cultural differences can influence one’s reaction to stress, such as the importance of time across cultures Benchmark 19.D Students will identify and explain cognitive strategies to deal with stress and promote health. Indicator 19.D.1 Students will reach this Indicator when they are able to: Indicator 19.D.2 Describe how the use of problem solving and other cognitive strategies may help to cope with stress and promote health Indicator 19.D.3 Explain how personal versus situational attributions (reasonings) for life events can influence one’s response to stressors and promote health Benchmark 19.E Students will suggest and explain behavioral strategies to deal with stress and promote health. Indicator 19.E.1 Students will reach this Indicator when they are able to: Indicator 19.E.2 Distinguish between adaptive and maladaptive ways of coping with stress Indicator 19.E.3 Explain how defense mechanisms, regular exercise, relaxation, and social support can help to alleviate some negative effects of stress and promote health Indicator 19.E.4 Brainstorm ways in which changing behavior may alleviate some negative effects of stress and promote health Indicator 19.E.5 Identify behavioral strategies for coping with stress that can negatively influence health, such as smoking and substance abuse Standard 20: Students will know, understand, and explain the major sub­fields that comprise psychology and will become familiar with the vocational applications of psychological science. (Vocational Applications) Benchmark 20.A: Students will list and explain the major sub­fields of psychology. Indicator 20.A.1 Identify the different sub­fields of psychology, such as clinical, counseling, social, experimental, and developmental psychology Indicator 20.A.2 Recognize the difference in basic and applied psychology Indicator 20.A.3 Explain the differences between a psychologist and psychiatrist Indicator 20.A.4 Explore career opportunities for college graduates with psychology majors Indicator 20.A.5 Discuss ways in which psychological science addresses domestic and global issues Indicator 20.A.6 Identify careers in psychological science that have evolved as a result of domestic and global issues TJ Indicator 20.A.7 Compare the preparation necessary for, and the types of work conducted by, several of the 55 occupations into which the American Psychological Association has divided the field of psychology. Benchmark 20.B: Students will examine the role of ethics in research and professional practice. Indicator 20.B.1 Describe the ethical obligations of psychologists Indicator 20.B.2 Describe ethic dilemmas related to psychology Note: The standard numbers in this Thomas Jefferson POS differ slightly from the numbering system in the FCPS POS. The FCPS document aligns more closely with the APA nomenclature while the TJ POS aligns more closely with the other POS documents in the social studies department. 25 26