Download Psychology Mod Assignment

Psychology
Unit Guides & Mod
Assignments Semester II
Directions:
Paste the unit guide into your Psychology notebook after your unit title page and then
use it for the MOD assignment (see below):
Psychology Mod Assignment
Mod (Textbook) Assignments: MUST be handwritten (blue or black ink)
Required with every unit, the textbook assignment is a vocabulary assignment. You are to complete
vocabulary definitions for the MUST KNOW terms/concepts for each module assigned. These will be found on
your UNIT GUIDES which are handed out at the beginning of each unit. Create three columns on your paper.
Column one will contain the number and term. Column two will contain the definition. Column three will
contain a real world application/personal example. Please skip lines between terms. These will be legibly
handwritten (not word-processed).
Sample Assignment:
Joe Student Name
Mod #
Term:
1. Psychology
Definition:
The scientific study of behavior
and mental processes.
Real world/personal example:
I love studying psychology
because it helps me to better
understand why my son throws tantrums.
2. Mrs. Moyd
ARHS teacher, mother, wife,
friend
Mrs. Moyd, my psychology teacher,
loves a 2 pump white chocolate
Americano!
Intro/history/research Mods 1 & 2
National Standards for High School Psychology---After concluding this unit, students will understand:
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Major subfields within psychology
Research methods and measurements used to study behavior and mental processes
Learning Outcomes---Upon unit completion, students will be able to:
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Define psychology as a discipline and identify its goals.
Describe psychological perspectives used to understand behavior and mental processes.
Describe and compare a variety of quantitative (e.g., surveys, correlations, experiments) and qualitative (e.g.,
interviews, narratives, focus groups) research methods.
Essential Questions:
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What is psychology?
What are the ways in which we can study how and why people behave the way they do?
Must Know Terms:
Psychology
Psychoanalytic perspective
Behaviorist perspective
Humanistic perspective
Psychological perspective
Cognitive perspective
Biological perspective
Social-cultural perspective
Scientific method
Critical thinking
Naturalistic observation
Case study
Correlation study
Survey method
Longitudinal study
Cross sectional study
Experiment
Hypothesis
Evolutionary Psychology
Good to Know Terms:
Structuralism
Functionalism
Behavior genetics
E.B. Titchener
G. Stanley Hall
Mary Whiton Calkins
Margaret Floy Washburn
Francis Cecil Sumner
Inez Beverly Prosser
Operational definition
Hypothesis
Jean Piaget
Carl Rogers
Identical twins
Fraternal twins
Heritability
Replication
Genes
Environment
Gestalt psychology
Researcher bias
Basic research
Applied research
Population
Random sample
Independent variable-IV
Dependent variable-DV
Experimental group
Confounding variable
Double-blind procedure
Chromosomes
DNA
Genome
Mutation
Culture
Norms
Individualism
Collectivism
Wilhelm Wundt
William James
Natural selection
Control group
Random assignment
Placebo
Replication
Genes
Environment
Participant bias
Abraham Maslow
John B. Watson
B.F. Skinner
Ivan Pavlov
Sigmund Freud
Personality Unit Mods 28 & 29
National Standards for High School Psychology---After concluding this unit, students will understand:

Perspectives on personality

Issues in personality
Learning Outcomes---Upon unit completion, students will be able to:
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Evaluate psychodynamic theories.
Evaluate trait theories.
Evaluate humanistic theories.
Evaluate social-cognitive theories.
Discuss biological and situational influences.
Discuss self-concept.
Essential Questions:
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What is personality?
Who are key personality theorists?
What are various perspectives on personality development?
What are key issues related to personality theory and development?
Must Know Terms:
Personality
Psychoanalysis
Psychodynamic perspective
Free association
Preconscious
Unconscious
Id
Superego
Ego
Defense mechanisms
Psychosexual stages
Inferiority complex
Collective unconscious
Projective tests
Humanistic psychology
Self-actualization
Unconditional positive regard
Self concept
Sigmund Freud
Alfred Adler
Carl Jung
Abraham Maslow
Carl Rogers
Trait
Social cognitive perspective
Personality inventories
Reciprocal determinism
External locus of control
Internal locus of control
Learned helplessness
Gordon Allport
Raymond Cattell
Hans Eysnck
Positive psychology
Good to know Terms:
Thematic Apperception Test (TAT)
Rorschach inkblot test
Martin Seligman
Validity
Reliability
MMPI
Albert Bandura
Karen Horney
Motivation and Emotion Mods 26 & 27
National Standards for High School Psychology---After concluding this unit, students will understand:
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Perspectives on motivation
Domains of motivated behavior in humans
Perspectives on emotion
Emotional interpretation and expression
Learning Outcomes---Upon unit completion, students will be able to:
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Explain biological, cognitive and humanistic based theories of motivation.
Discuss achievement motivation.
Discuss other ways in which humans are motivated.
Explain the biological and cognitive components of emotion.
Explain how behavioral and other environmental factors influence emotional interpretation and expression
Essential Questions:
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What is motivation?
What are biological, cognitive, humanistic and other methods of motivation?
What is the hierarchy of needs as created by Abraham Maslow?
How is achievement motivation developed?
What are the theories of emotion?
How are emotions interpreted and expressed?
Must Know Terms:
Motivation
Instinct
Homeostasis
Extrinsic motivation
Intrinsic motivation
Hierarchy of needs
Self-actualization
Achievement motivation
Set point
Anorexia Nervosa
Bulimia nervosa
Abraham Maslow
Henry Murray
David McClelland
TAT test (notes)
Karen Horney (notes)
Emotions
James-Lange theory
Cannon-Bard theory
Two factor theory
Display rules
Good to Know Terms:
Drive reduction theory
Yerkes-Dodson law
Task leadership
Social leadership
Basal metabolic rate
Autonomic nervous system
Polygraph
William James
Carl Lange
Walter Cannon
Stanley Schachter
Robert Zajonc
Richard Lazarus
Psychology Disorders Mods 30, 31, 32
National Standards for High School Psychology---After concluding this unit, students will understand:
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Perspectives on abnormal behavior
Categories of psychological disorders
Learning Outcomes---Upon unit completion, students will be able to:
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Define psychologically abnormal behavior.
Describe major models of abnormality.
Discuss the impact of psychological disorders on the individual, family, and society.
Describe the classification of psychological disorders.
Discuss the challenges associated with diagnosis.
Describe symptoms and causes of major categories of psychological disorders (including schizophrenic,
mood, anxiety, and personality disorders).
Essential Questions:
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What is abnormal behavior?
How are psychological disorders diagnosed and what are the challenges and implications
of a diagnosis?
What are the symptoms and causes of major categories of psychological disorders?
Must Know Terms:
Psychological disorder
Medical model
Models of diagnosis (notes)
Bio-psycho-social perspective
DSM 5 (notes)
Anxiety
Generalized Anxiety Disorder
Panic disorder
Phobia
Obsessive-compulsive disorder
Posttraumatic stress disorder
Major depressive disorder
Bipolar disorder
Dissociative disorders
Dissociative amnesia
Dissociative fugue
Dissociative identity disorder
Somatoform disorders
Schizophrenia--also know types
Delusions
Hallucinations
Personality disorders
Antisocial personality disorder
Sigmund Freud (notes)
Good to Know Terms:
Hyperchondraisis
Philippe Pinel
Therapy and Change Mods 33 & 34
National Standards for High School Psychology---After concluding this unit, students will understand:
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Perspectives on treatment
Categories of treatment and types of treatment providers
Learning Outcomes---Upon unit completion, students will be able to:
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Explain why psychologists use a variety of treatment options.
Identify biomedical treatments.
Identify psychological treatments.
Essential Questions:
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What is psychotherapy and is it effective?
What are the different types of treatments used to treat psychological disorders?
Must Know Terms:
Psychotherapy
Eclectic approach
Psychoanalysis
Client centered therapy
Active listening
Behavior therapy
Systematic desensitization
Virtual reality exposure therapy
Aversive conditioning
Cognitive therapy
Cognitive behavior therapy
Family therapy
Sigmund Freud
Carl Rogers
Albert Ellis (PTA packet)
Biomedical therapy
Deinstitutionalization
Antipsychotic drugs
Anti-anxiety drugs
Antidepressant drugs
Electroconvulsive therapy
Lobotomy
Good to Know Terms:
Resistance
Interpretation
Transference
Token economy
Social Psychology Mods 18 & 19 (*21 good to know)
National Standards for High School Psychology---After concluding this unit, students will understand:
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Social cognition
Social influence
Social relations
Social and cultural diversity
Learning Outcomes---Upon unit completion, students will be able to:
 1.1 Describe attributional explanations of behavior.
 1.2 Describe the relationship between attitudes (implicit and explicit) and behavior.
 2.1 Describe the power of the situation.
 2.2 Describe effects of others’ presence on individuals’ behavior.
 3.1 Discuss the nature and effects of stereotyping, prejudice, and discrimination.
 3.4 Discuss factors influencing attraction and relationships.
 1.1 Define culture and diversity.
Essential Questions:
 What is the difference between a dispositional attribution and a situational attribution?
 How do our attitudes and our actions interact?
 Under what conditions are we most likely to conform and obey?
 How does the presence of others influence our actions?
 How do self fulfilling prophecies impact our behavior?
 What role does attraction play in our relationships?
 How is love defined?
 Under what conditions are we more likely to help others?
 How do prejudice, stereotypes and discrimination differ and how do our thought processes foster

these concepts?
What is culture and how does it develop?
Must Know Terms:
Social Psychology
Attribution theory
Fundamental attribution error
Attitude
Foot in the door phenomenon
Cognitive dissonance theory
Conformity
Passionate love
Companionate love
Self-disclosure
Good to Know Terms:
Social facilitation
Social loafing
Deindividuation
Group polarization
Groupthink
Equity
Mere exposure effect
Ingroup
Just world phenomenon
Aggression
Superordinate goals
John Darley
Bibb Latane
Muzafer Sherif
Individualism
Collectivism
Cross cultural research
Culture specific
Locus of control
David Matsumoto
Outgroup
Mere exposure effect
Culture
Ethnocentrism
Altruism (notes)
Obedience
Self-fulfilling prophecy
Solomon Asch
Stanley Milgram
Bystander effect
Prejudice
Stereotype
Discrimination
Consciousness Mods 8 & 10 (*9 good to know)
National Standards for High School Psychology---After concluding this unit, students will understand:
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The relationship between conscious and unconscious processes
Characteristics of sleep and theories that explain why we sleep and dream
Other states of consciousness
Learning Outcomes---Upon unit completion, students will be able to:
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Identify states of consciousness.
Describe the sleep cycle
Compare theories about the functions of sleep.
Describe types of sleep disorders
Compare theories about the functions of dreams
Describe meditation and relaxation and their effects.
Describe hypnosis and controversies surrounding its nature and use.
Essential Questions:
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What is Consciousness and how can it be altered?
What is the sleep cycle and why do we dream?
What are various sleep disorders?
What are meditation and hypnosis?
Must Know Terms:
Pseudoscientific claim
Consciousness
Biological rhythms
Circadian rhythms
Melatonin
EEG
Spindles
Delta sleep
N-REM sleep
REM sleep
Insomnia
Sleep apnea
Narcolepsy
Somnambulism
Night terrors
Hypnosis
Divided consciousness theory
Posthypnotic suggestion
Good to Know Terms:
Ultradian rhythms
Infradian rhythms
William Dement
Posthypnotic amnesia
Divided consciousness theory
Social influence theory
Ernest Hilgard
All terms mod 9
Stress & Health Mods 35 & 36
National Standards for High School Psychology---After concluding this unit, students will understand:
1. Stress and coping
2. Behaviors and attitudes that promote health
Learning Outcomes---Upon unit completion, students will be able to:
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.
2.1 Identify ways to promote mental health and physical fitness.
2.3 Distinguish between effective and ineffective means of dealing with stressors and other
health issues.
Essential Questions:
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What is stress?
What are effective and ineffective ways of coping with stress?
How can health be promoted?
Must Know Terms:
Stress
Health psychology
General adaptation syndrome-GAS
Type A
Type B
Walter Cannon
Hans Selye
Wellness
Positive psychology
Good to Know Terms:
Flow
Explanatory style
Nicotine
Withdrawal
Body mass index
Set point
Martin Seligman