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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: 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: 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: 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: Evaluate psychodynamic theories. Evaluate trait theories. Evaluate humanistic theories. Evaluate social-cognitive theories. Discuss biological and situational influences. Discuss self-concept. Essential Questions: 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: 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: 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: 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: Perspectives on abnormal behavior Categories of psychological disorders Learning Outcomes---Upon unit completion, students will be able to: 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: 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: Perspectives on treatment Categories of treatment and types of treatment providers Learning Outcomes---Upon unit completion, students will be able to: Explain why psychologists use a variety of treatment options. Identify biomedical treatments. Identify psychological treatments. Essential Questions: 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: 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: 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: 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: 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: 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