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Randolph Township Schools Randolph High School Human Behavior Curriculum “Behavior is a mirror in which everyone displays his own image.” Johann Wolfgang von Goethe Department of Social Studies Lisa DiAgostino Supervisor Curriculum Committee Linda Wagner Lena Wasylyk Date of Board Approval: July 2011 1 Randolph Township Schools Department of Social Studies Human Behavior Curriculum Table of Contents Section Page Mission Statement and Education Goals – District 3 Affirmative Action Compliance Statement 3 Educational Goals – District 4 Introduction 5 Curriculum Pacing Chart 7 Appendix A: Resources 40 Appendix B: Sample lessons 42 2 Randolph Township Schools Mission Statement It is the mission of the Randolph Township Schools to help prepare all our students for further education, productive work, responsible leadership, and personal fulfillment. Toward that end, we will provide students with educational experiences that enable them to acquire the knowledge and develop the thinking and problem–solving skills necessary for a lifelong process of learning. We will guide all students in discovering, valuing, and development their unique talents in order to realize their potential. Randolph Township Schools Affirmative Action Statement Equality and Equity in Curriculum The Randolph township School district ensures that the district’s curriculum and instruction are aligned to the State’s Core Curriculum Content Standards. The curriculum addresses the elimination of discrimination and the achievement gap, as identified by underperforming school-level AYP reports for State assessment. The Curriculum provides equity in instruction, educational programs and provides all students the opportunity to interact positively with others regardless of race, creed, color, national origin, ancestry, age, marital status, affectional or sexual orientation, gender, religion, disability or socioeconomic status. N.J.A.C. 6A:7-1.7(b): Section 504, Rehabilitation Act of 1973; N.J.S.A. 10:5; Title IX, Education Amendments of 1972 3 RANDOLPH TOWNSHIP BOARD OF EDUCATION EDUCATIONAL GOALS VALUES IN EDUCATION The statements represent the beliefs and values regarding our educational system. Education is the key to self-actualization which is realized through achievement and self-respect. We believe our entire system must not only represent these values, but also demonstrate them in all that we do as a school system. We believe: • The needs of the child come first. • Mutual respect and trust are the cornerstones of a learning community. • The learning community consists of students, educators, parents, administrators, educational support personnel, the community and Board of Education members. • A successful learning community communicates honestly and openly in a non-threatening environment. • Members of our learning community have different needs at different times. There is openness to the challenge of meeting those needs in professional and supportive ways. • Assessment of professionals (i.e., educators, administrators and educational support personnel) is a dynamic process that requires review and revision based on evolving research, practices and experiences. • Development of desired capabilities comes in stages and is achieved through hard work, reflection and ongoing growth. 4 HUMAN BEHAVIOR COURSE OVERVIEW/OBJECTIVES This is a semester course in Human Behavior that prepares students for further study in Psychology. COURSE GOAL The course in Human Behavior is a semester elective designed as an enrichment course offering by the Department of Social Studies. Upon completion of the course, students will earn 2 ½ credits toward graduation. This study of Human Behavior is centered on the following thematic strands: biology and behavior, human growth and development, human learning, psychological function and dysfunction and how humans adapt to and interact with a variety of environments. The class will engage in an exploration of the background of human behavior, the determinants of human behavior, and the personality characteristics of individuals. COURSE OBJECTIVES • This semester course in Human Behavior will prepare students for further study of Psychology at the AP and college levels. • Students will explore the genesis of the field and science of psychology. • Students will study the core concepts and theories of psychology. • Students will recognize the difference between hypothetical and theoretical perspectives as they become efficient in the application of the Scientific Method to the study of behavior. • Students will continually explore the fundamental question embedded in the study of behavioral science known as the “nature versus nurture” controversy. • Students will gain understanding of four basic theoretical orientations in the study of psychology: Behavioral, Humanistic, Biological, and Psychoanalytical. • Students will improve their own meta-cognitive processes and in doing so will better understand their own thoughts, feelings, actions, reactions, emotions and motivations. • Students will develop critical thinking skills. ESSENTIAL LEARNING • Philosophical objectives shaping psychological thought. • The strengths and limitations of applying theories to explain behavior. • Differentiation of the domains within psychology. 5 • • • • • • • • • • • • • • • • The details regarding the use of the scientific method. Types of research including experiments, correlational studies, survey research, naturalistic observations and case studies. Basic principles of research design. Interpretation of graphs that exhibit the results of experiments. Ethical requirements and guidelines in research and research design. All basic processes and systems in the biological bases of behavior. Sensory processes and basic principles of sensory transduction. General differences between principles of learning including classical conditioning, operant conditioning and observational learning. Differentiation between psychological and physiological systems of memory The interaction of nature and nurture including cultural variations, in the determination of behavior. The development and maturation of all human processes. The major theories and approaches in explaining personality. Contemporary and historical conceptions of what constitutes psychological disorders. The strengths and limitations of various approaches to explaining psychological disorders. The central characteristics of psychotherapeutic intervention. The major treatment orientations used in therapy. 6 RANDOLPH TOWNSHIP SCHOOL DISTRICT Curriculum Pacing Chart Human Behavior SUGGESTED TIME ALLOTMENT UNIT NUMBER 3 Weeks Unit I METHODS DOMAIN: An Introduction to Methods, Approaches and History (Introduction and Research Methods) 3 Weeks Unit II BIOPSYCHOLOGICAL DOMAIN: Biological Basis of Behavior and Sensation and Perception 2 Weeks Unit III COGNITIVE AND BEHAVIORAL DOMAIN: Learning and Memory 3 Weeks Unit IV DEVELOPMENTAL DOMAIN: Lifespan Development 4 Weeks Unit V SOCIOCULTURAL DOMAIN: Personality and Psychological Function and Dysfunction and Emerging Treatment Options 2 Weeks Unit VI CONTENT - UNIT OF STUDY SPECIAL TOPICS: Forensic Psychology, Health Psychology, Social Psychology Timeline and Curricula will be contingent upon class time and student interest. 7 RANDOLPH TOWNSHIP SCHOOL DISTRICT Human Behavior UNIT I, PART I: History and Approaches ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS Psychology initially developed as a combination of biology and philosophy. • What makes something scientific? The introduction of the use of the scientific method to the study of psychology transformed the field into a true science. • What is the difference between nature and nurture? The four goals of psychology are to describe, explain predict and control behavior • Why study psychology? • How can we begin to study behavior? Historical perspectives in Psychology include structuralism, functionalism, behaviorism, humanism, and psychoanalysis. The three main levels of analysis are biological, psychological and social-cultural. The different approaches to the study of behavior include biological, evolutionary, psychodynamic, behavioral, cognitive, humanistic and social-cultural. There are many sub-fields within the field of psychology. KNOWLEDGE SKILLS Students will know: Students will be able to: In ancient Greece, philosophers derived principles by logic. Socrates and his student Plato concluded that mind is separate from body and continues after the body dies and that knowledge is innate. Describe how philosophical perspectives shaped the development of psychological thought. Identify the major historical figures in the field of psychology and their contributions to the science. Plato’s student Aristotle derived principles from careful observations 8 NJCCCS 5.1.12.A.1 5.1.12A.2 5.1.12A.3 5.1.12.B.2 5.1.12.B.3 5.1.12.B.4 5.1.12.C.1 5.1.12.C.3 and concluded that knowledge is not preexisting but instead grows from experiences and stored memories. Explain the rationale behind the sequence of the four goals of psychology. The combination of Francis Bacon’s scientific approach and John Locke’s concept of “tabula rasa” or blank slate helped form modern empiricism, the view that knowledge originates in experience and that science should therefore rely on observation and experimentation. Explain the importance of the scientific method. In 1892, Wilhelm Wundt and his student Edward Titchener introduced structuralism, whose aim was to discover the structural elements of the mind . As a functionalist, William James (1890) thought it would be more useful to consider the evolved functions of human thoughts and emotions Compare and contrast many sub-fields within the field of psychology. In the early 1900’s Sigmund Freud developed the influential psychoanalytical theory of personality where he introduced the concept of the “unconscious mind.” Distinguish between the different domains of psychology. Describe the psychological constructs of structuralism and functionalism. Explain the contributions of Freud, Skinner, Watson, Maslow, Rogers to the field of psychology. Compare and contrast the purpose and approaches that psychologists use. From the 1920’s into the 1960’s American psychologists and behaviorists led by John B. Watson and B.F. Skinner redefined psychology as “the science of observable behavior.” Humanist psychologists Carl Rogers and Abraham Maslow emphasized the importance of current environmental influences on human growth potential. Each individual is a complex system that is part of a larger social system. Analysis operates as a three tiered system which considers different influences: biological (physiological), psychological (learned, emotional and cognitive), and social-cultural (peer and group influences). Psychologists do not attempt to cure behaviors but rather to describe, explain, predict and control behavior. 9 Different approaches to the field of psychology utilize specific variables as their focus, they include: Biological, Evolutionary; Psychodynamic, Behavioral, Cognitive, Humanistic, Social-cultural Different fields of psychology include research, developmental, educational, counseling, clinical, and industrial-organizational. 10 RANDOLPH TOWNSHIP SCHOOL DISTRICT Human Behavior UNIT I, PART II: RESEARCH METHODS ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS Critical thinking examines assumptions, discerns hidden values, evaluates evidence and assesses conclusions. • How do psychologists draw appropriate conclusions about behavior from research? The scientific method is a systematic self-correcting process for asking questions and observing answers. • What makes data reliable? • What methods can we use to study behaviors? • How do you know an experiment is valid? • How can we find cause and effect relationships? • How can you describe a relationship between variables? • Why might ethics be important when conducting research? Independent, dependent, confounding and controlling variables must all be carefully considered in order to design a valid experiment. Concise measures of variation offer answers about correlation and cause and effect relationships. Measures of central tendency and variation are used to describe data and interpret relationships between variables. Many professional associations and funding agencies set guidelines ensuring humane treatment of experimental subjects because of ethical reasons but also because pain and stress would distort behavior during experiments. KNOWLEDGE Students will know: SKILLS Students will be able to: Letting facts speak for themselves is known as the empirical approach. Differentiate between types of research. A scientific theory explains through an integrated set of principles that organized observations can predicts behaviors or events. Describe how research design drives the reasonable conclusions that can be drawn. 11 NJCCCS 5.1.12A.1 5.1.12.A.2 5.1.12.A.3 5.1.12.B.1 5.1.12.B.2 5.1.12.B.3 5.1.12.B.4 A good theory produces testable predictions called hypotheses. An operational definition is a statement of the procedures used to define measurable research variables. There are three different types of research methods: descriptive, correlational and experimental. The experimental group is the group exposed to the treatment, that is, to one version of the independent variables. The control group is the group not exposed to the treatment; contrasts to the experimental group and serves as a comparison for evaluating the effect of the treatment. The independent variable is the experimental factor that is manipulated; the variable whose effect is being studied. The dependent variable or the outcome factor is the variable that may change in response to manipulations of the independent variable. Ethical principles were developed by the American Psychological Association (1992), the British psychological Association (1993) and by psychologists internationally urge investigators to follow particular standards in performing research. Identify independent, dependent, confounding and control variables in experimental designs. Predict the validity of behavioral explanations based on the quality of research design. Distinguish the purposes of descriptive statistics and inferential statistics. Apply basic descriptive statistical concepts, including interpreting and constructing graphs and calculating simple descriptive statistics. Construct operational definitions that allow measurement in behavioral science. Evaluate how ethical issues inform and constrain research practices. Describe how ethical and legal guidelines protect research participants and promote sound ethical practice. 12 5.1.12.C.1 5.1.12.C.2 5.1.12.C.3 5.1.12.D.1 5.1.12.D.2 5.1.12.D.3 RANDOLPH TOWNSHIP SCHOOL DISTRICT Human Behavior UNIT II, Part I: Biological Bases of Behavior ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS Specific brain systems serve specific functions; humans integrate information processed in these different brain systems to construct experience of sights and sounds, meanings and memories, pain and passion. Our adaptive brain is wired by our experience. The brain and spinal cord form the body’s central nervous system which communicates with the body’s sensory receptors, muscles and glands via the peripheral nervous system via electric and chemical messages. • How do biological processes relate to behavior? • How does the brain communicate with itself? • How does the brain communicate with the body? • How does the brain communicate with the world? • What influences shape the way a person behaves? Interconnected with the nervous system is a second communication system called the endocrine system. The glands of that system secrete hormones which travel through the bloodstream and affect other tissues including the brain. Brain imaging technology has made it possible for today’s scientists to electrically, chemically and magnetically stimulate various parts of the brain and note the effects. Heredity, environment and evolution work together adaptively and shape behavior. KNOWLEDGE SKILLS Students will know: Students will be able to: A neuron is the basic building block of the nervous system; sensory neurons carry incoming messages from the sensory receptors to the brain and spinal cord and motor neurons carry outgoing messages Identify basic processes and systems in the biological bases of behavior including parts of the neuron and the process of transmission of a signal. 13 NJCCCS 5.1.12.D.1 5.1.12.D.2 5.1.12.D.3 5.2.4.C.5 5.3.4.A.3 5.3.6.A.1 from the brain and spinal cord to the muscles and glands Describe the effect of the endocrine system on behavior. Interneurons within the brain and spinal cord communicate internally and intervene between the sensory inputs and motor outputs. Dendrites are bushy branching extensions of a neuron that receive messages and conduct impulses toward the cell body. The axon is the extension of the neuron, ending in branching terminal fibers through which messages pass to other neurons or to muscles or glands. Differentiate the subdivisions and functions of the nervous system. Construct a model of each major section of the brain. Compare and contrast the function of each section of the brain. Evaluate how heredity, environment, and evolution work together to shape behavior. The myelin sheath is a layer of fatty tissue segmentally encasing the fibers of many neurons; it enables vastly greater transmission speed Predict how traits and behavior can be selected for their adaptive value. of neural impulses as the impulse hops from one node to the next. Action potential is a neural impulse, a brief electrical charge that travels down the axon. Distinguish between the structure and function of chromosomes, genes and DNA. The threshold is the level of stimulation required to trigger a neural impulse. Identify key contributors to the study of the biological bases of behavior (e.g., Paul Broca, Carl Wernicke, Charles Darwin, Michael Gazzaniga, Roger Sperry). The synapse is the junction between the axon tip of the sending neuron and the dendrite and cell body of the receiving neuron. The tiny gap at this junction is called the synaptic gap or synaptic cleft. Describe various brain scan technologies and the manner in which they work to illustrate brain function. Neurotransmitters are chemical messengers that cross the synaptic gaps between neurons. When released by the sending neuron, neurotransmitters travel across the synapse and bind to receptor sites on the receiving neuron, thereby influencing whether the neuron will generate a neural impulse. The nervous system is the body’s speedy electrochemical communication network, consisting of all the nerve cells of the peripheral and central nervous systems. 14 5.3.12.A.3 5.3.12.A.4 5.3.12.A.5 5.3.8.B.1 5.3.8.D.1 5.3.8.D.3 5.3.12.D.1 5.3.12.D.2 5.3.12.D.3 5.3.12.E.3 5.3.12.E.4 The central nervous system is made up of the brain and the spinal cord. The peripheral nervous system is made up of the sensory and motor neurons that connect the central nervous system to the rest of the body. The somatic nervous system is the division of the peripheral nervous system that controls the body’s skeletal muscles. The autonomic nervous system is the part of the part of the peripheral nervous system that controls the glands and the muscles of the internal organs. Its sympathetic system arouses; its parasympathetic system calms. The endocrine system is the body’s slow chemical communication system; a set of glands that secrete hormones or chemical messengers into the blood stream. Current Brain Scan Technology includes electroencephalogram (EEG), PET (positron emission tomography), MRI (magnetic resonance imaging), FMRI (functional magnetic resonance imaging). The medulla lies at the base of the brain stem and controls heartbeat and breathing. The reticular activating system is a nerve network in the brainstem that plays an important role in controlling arousal. The thalamus is the brain’s sensory switchboard, located on the top of the brainstem; it directs messages to the sensory receiving areas in the cortex and transmits replies to the cerebellum and medulla. The cerebellum or “little brain” is located at the rear of the brainstem. Its functions include processing sensory input and coordinating movement output and balance. 15 The limbic system includes the hippocampus, the amygdala and the hypothalamus and is linked to emotion. The hypothalamus is a neural structure lying below the thalamus. It directs several maintenance activities (eating, drinking, body temperature) and helps govern the endocrine system via the pituitary gland. It is linked to emotion and reward. The cerebral cortex is the intricate fabric of interconnected neural cells covering the cerebral hemispheres: the body’s ultimate control and information processing center. Glial cells are cells in the nervous system that support, nourish, and protect neurons. The frontal lobes portion of the cerebral cortex lying just behind the forehead is involved in speaking and muscle movement, and higher order thinking such as making plans and judgments. The parietal lobes portion of the cerebral cortex lying at the top of the head and toward the rear receives sensory input for touch and body position. The occipital lobes of the cerebral cortex lying at the back of the head include areas that receive information from the visual fields. The temporal lobes portion of the cerebral cortex lying roughly above the ears, includes auditory areas, each receiving information primarily from the opposite ear. The sensory cortex area at the front of the parietal lobes registers and possesses body touch and movement sensations. Plasticity is the brains ability to change, especially during childhood, by reorganizing after damage or by building new pathways based on experience. 16 The corpus collosum is a large band of neural fibers connecting the two brain hemispheres and carrying messages between them. Behavioral genetics is the study of the relative power and limits of genetic and environmental influences on behavior. Chromosomes are threadlike structures made of DNA molecules and contain the genes. DNA (deoxyribonucleic acid) is a complex molecule containing the genetic information that makes up the chromosomes. Genes are the biochemical units of heredity that make up the chromosomes; a segment of DNA capable of synthesizing a protein. Genome is the complete instructions for making an organism consisting of all of the genetic material in that organism’s chromosomes. X Chromosome is the sex chromosome found in both men and woman. Females have two x chromosomes, males have one. An x chromosome from each parent produces a female child. Y Chromosome is the sex chromosome found only in males. When paired with a y chromosome from the mother it produces a male child. Natural selection is the principle that traits leading to survival will most likely be passed on to succeeding generations. 17 RANDOLPH TOWNSHIP SCHOOL DISTRICT Human Behavior UNIT II, PART II: Sensation and Perception ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS Sensation and perception blend into one continuous process, it starts with sensory receptors and works up through higher levels of processing. • What is the difference between a sensation and a perception? Our ability to detect stimuli is dependent upon our threshold. • How does subliminal stimulation affect us? The conscious and unconscious minds are affected by stimuli sensation and perception. • What is light? • How do humans process visual information? • What is sound? The ears transform vibrating air into nerve impulses. • How do we experience pain, taste, and smell? Touch is essential to human development, touch sensations involve more than tactile sensation. • How do we perceive motion? • What influences perception? • How might you know something that cannot be accounted for through physical senses? Two physical characteristics of light, wavelength and intensity, help determine our sensory experience of them. Kinesthesis enables the sense of the position and movement of body parts. There is no one type of stimulus that triggers pain but different receptors that detect pain. Taste and smell are chemical senses. The brain perceives movement in a rapid series of slightly varying images. Expectation can affect perception. Claim of paranormal phenomena include astrological predictions, psychic messages and healing, communications with the dead and out of body experiences. 18 KNOWLEDGE SKILLS Students will know: Students will be able to Sensation is the process by which our sensory receptors and nervous system receive and represent stimulus energies from our environment. Discuss basic principles of sensory transduction, including absolute threshold, difference threshold, signal detection and sensory adaptation Perception is the process of organizing and interpreting stimulus information. Describe sensory processes (e.g. .hearing, vision, taste, touch, smell, vestibular, kinesthesis, and pain) including the specific nature of energy transduction, relevant anatomical structures, and specialized pathways in the brain for each of the senses. Absolute threshold is the minimum stimulation necessary for us to be consciously aware of it 50 percent of the time. Signal Detection Theory demonstrates that individual absolute thresholds vary depending on the strength of the signal, our individual experiences, expectations, motivations and alertness. Explain common sensory disorders (e.g. hearing and visual impairments). Difference threshold is the barely noticeable difference we discern between two stimuli 50 percent of the time. Describe general principles of organizing and integrating sensation to promote stable awareness of the external world (e.g. gestalt principles, depth perception). Sensory adaptation focuses our attention on informative changes in our environment. Discuss how experience and culture can influence perceptual processes (e.g. perceptual set, context effects). In vision, light energy particles form slice of the broad spectrum of electromagnetic radiation. Explain the role of top down processing in producing vulnerability in illusion. The hue we perceive in a light depends on its wavelength; brightness depends on its intensity. Debate common beliefs in parapsychological phenomena. After entering the eye and being focused by a lens, light energy particles strike the eye’s inner surface called the retina. The retina’s light sensitive rods and color sensitive cones convert the light energy into nerve impulses which travel through the optic 19 NJCCCS 5.1.8.A.1 5.1.12.A.1 5.1.12.A.2 5.1.12.A.3 5.1.8.B.2 5.1.8.B.3 5.1.12.B.3 5.1.12.B.4 5.1.12.C.1 5.1.12.C.2 5.1.12.C.3 5.1.12.D.3 5.2.4.C.3 5.3.4.A.3 5.3.12.A.3 nerve to the brain. Visual impulses travel along the optic nerve to the thalamus and then on to the visual cortex. Other neural teams integrate results comparing them with stored information and enabling perceptions. The Young-Helmboltz Trichromatic Theory proposed that the retina contains three types of color receptors. Hering’s Opponent Process Theory proposed three additional color processes; red versus green, blue versus yellow, black versus white Sound waves are bands of compressed and expanded air. Our ears detect changes in air pressure and transform them into neural impulses, which the brain decodes as sound. Sound waves vary in frequency which we experience as different pitch and amplitude which we experience as loudness Place Theory proposes that our brain interprets a particular pitch by decoding the place where a sound wave stimulates the cochlea’s basilar membrane. Frequency Theory proposes that the brain deciphers the frequency of the pulses traveling to the brain. Our sense of touch involves several senses; pressure, warmth, cold and pain that combine to produce other sensations such as “hot”. Through a process called “kinesthesis” we sense the position and movement of body parts. Taste, a chemical sense is a combination of five basic sensations; sweet, sour, salty, bitter and unami, and of the aromas that interact with information from the taste receptor cells of the taste buds. 20 Smell is a chemical sense involving 5 million olfactory receptor cells with their approximately 350 million receptor proteins recognizing individual odor molecules. Depth perception is our ability to see the world in three dimensions. A perceptual set is a mental predisposition that functions as a lens through which we perceive the world. The three most testable forms of extrasensory perception are telepathy (mind to mind communication), clairvoyance (perceiving remote events) and precognition (perceiving future events. 21 RANDOLPH TOWNSHIP SCHOOL DISTRICT Human Behavior UNIT III, PART I: Learning ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS Learning is a relatively permanent behavior change due to experience. • What is learning? Learning enables animals to adapt to their environments. • What are the benefits of learning? Associative learning and learning through reinforcement are basic forms of learning. • How do people learn? Classical conditioning is learning through association. • What influences learning? The discovery of biological constraints affirms the value of different levels of analysis, including the biological and cognitive when we seek to understand phenomena such as learning. • What things can reinforce behaviors? Operant conditioning is learning through reinforcements, the basic types of which are; positive reinforcement, negative reinforcement and punishment. Schedules of reinforcement affect how rapidly a behavior is elicited, as well as how permanent the elicit behavior will be. Observational learning is social learning where we observe and imitate others. KNOWLEDGE Students will know: Learning is a relatively permanent change in behavior due to an animal’s experience. Learning is adaptive; each species learns behaviors that will aid in survival. SKILLS NJCCCS 5.1.4.B.4 5.1.8.B.1 Students will be able to: 5.1.8.B.4 Distinguish the differences between principles of 5.1.12.B.1 classical conditioning, operant conditioning, and 5.1.12.B.2 observational learning. 5.1.12.B.3 5.1.12.B.4 Describe basic classical conditioning phenomena, such as 5.1.8.C.1 acquisition, extinction, spontaneous recovery, 5.1.8.C.2 22 Biological constraints influence learning predispositions. generalization, discrimination, and higher-order learning. In associative learning, we learn to associate two stimuli, or a response and its consequence. Predict the effects of operant conditioning including those related to positive reinforcement, negative reinforcement, punishment and schedules of reinforcement. In observational learning we learn by watching others’ experiences and examples. Classical conditioning is a type of learning in which organisms come to associate stimuli. Predict how practice, schedules of reinforcement, and motivation will influence quality of learning. Interpret graphs that exhibit the results of learning Ivan Pavlov’s work on classical conditioning laid the foundation for experiments. behaviorism, the view that psychology should be an objective science that studies behavior without reference to mental processes. Provide examples of how biological constraints create learning dispositions. In classical conditioning, acquisition is associating the conditioned Describe the essential characteristics of insight learning, stimulus with the unconditioned stimulus. latent learning and social learning. Basic classical conditioning phenomenon includes acquisition, extinction, spontaneous recovery, generalization, discrimination and spontaneous recovery. Classical conditioning has many clinical applications including use in treatment programs for drug abuse, to condition more appropriate responses in therapy and for treatment of emotional disorders. In operant conditioning an organism learns associations between its own behavior and resulting events; this form of conditioning involves operant behavior, behavior that operates on the environment producing consequences. Operant conditioning involves respondent behavior, automatic responses to some stimulus Expanding on Edward Thorndike’s law of effect, B.F. Skinner found that the behavior of rats and pigeons placed in an operant chamber or Skinner Box can be shaped by using reinforcers to guide 23 5.1.8.C.3 5.1.12.D.1 5.1.12.D.2 5.1.12.D.3 close rand closer approximations of the desired behavior. Primary reinforcers are innately satisfying, no learning is required, secondary or conditioned reinforcers are satisfying because we have learned to associate them with more basic rewards. There are 3 types of reinforcement, positive, negative and punishment. Immediate reinforcers offer immediate payback and are optimum for training; delayed reinforcers require the ability to delay gratification and are optimum for lasting behavior. Both ratio and interval schedules of reinforcement are carefully utilized to encourage initial learning and lasting behavior. Children tend to imitate what a model says and does whether the behavior being modeled is prosocial (positive and constructive) or antisocial (destructive). 24 RANDOLPH TOWNSHIP SCHOOL DISTRICT Human Behavior UNIT III, PART II: Memory ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS Cognition refers to all the mental activities associated with thinking, knowing remembering and communicating. The different types of cognitive processes include effortful, automatic, parallel processing. Memory is learning that has persisted over time. • How do we know when something is true? • What is memory? • What makes us remember some things and forget others? • How does the brain store memories? Memory is an information processing system that consists of encoding, storage and retrieval. • What is creativity? Long- term potentiation (LTP) provides a neural basis for learning and remembering. • What are problem solving skills? We form concepts to think about the countless events, objects and people in our world. • What influences judgment? We use algorithms, heuristics and insight to assist with problem solving. • How are language and thinking related? Creativity is the ability to produce novel and valuable ideas. • How and why is memory limited? KNOWLEDGE SKILLS Students will know: Students will be able to: The Atkinson-Shiffron 3 stage memory model suggests that we register fleeting sensory memories, some of which are processed into short term memories, a fraction of which are encoded for long term memory and possibly later retrieval. Compare and contrast various cognitive processes. Describe psychological and physiological systems of memory. 25 NJCCCS 5.1.8.A.1 5.1.8.A.3 5.1.12.A.1 5.1.12.A.2 5.1.12.A.3 5.1.12.B.1 5.1.12.B.2 5.1.12.B.3 With parallel processing the brain handles many aspects of problem solving simultaneously. Autonomic processing happens unconsciously, effortful processing requires conscious attention and deliberate effort. The spacing effect is our tendency to retain information if we practice it repeatedly than if we practice it in one long session. The serial position effect is the tendency to recall the first (primacy effect) and the last item (recency effect) in a long list. Visual encoding and acoustic encoding engage shallower processing than semantic encoding. Differentiate between systems of memory including short 5.1.12.B.4 5.1.12.C.1 term, long term and procedural memory. 5.1.12.C.2 5.1.12.C.3 Outline principles that underlie effective encoding, 5.3.8.D.3 storage, and construction of memories. Synthesize how biological, cognitive, and cultural factors 5.3.12.E.3 5.3.12.E.4 converge to facilitate acquisition, development and use of language. Identify problem solving strategies as well as factors that influence their effectiveness. List the characteristics of creative thought and creative thinkers. We process verbal information best when we make it meaningful. Encoding imagery, as when we use mnemonic devices supports memory because images are memorable. Explain how and why memory can be limited or improved. Chunking and hierarchies help organize information for easy retrieval. Sensory memory involves registering information through our senses. We briefly register and store visual images through iconic memory ,we register and store sounds through echoic memory. We can process only about seven items of information. Our capacity for storing information in long-term memory is essentially unlimited. Long-term potential (LTP) appears to be the neural basis of learning and memory. 26 Stress triggers hormonal changes that arouse brain areas and produce indelible memories. We have two memory systems, explicit and implicit. Retrieval cues catch our attention and alert out web of associations helping us move information into conscious awareness. Cognition is the term covering all mental processes associated with thinking, knowing, remembering and communicating. An algorithm is a thorough set of rules or procedures that guarantees a solution to a problem. A heuristic is a simpler thinking strategy that may allow us to solve problems more quickly but can sometimes lead to incorrect conclusions. Thinking in images (nondeclarative, procedural memory) can increase our skills when we mentally practice upcoming events. 27 RANDOLPH TOWNSHIP SCHOOL DISTRICT Human Behavior UNIT IV: Developmental Psychology ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS Developmental psychologists study physical, mental and social changes throughout the lifespan. • How can developmental psychology be of use in the world? Newborns are born with sensory equipment and reflexes that facilitate their survival and their social interactions with adults. • What are some newborn capabilities? • The brain’s nerve cells are sculpted by heredity and experience; their interconnectedness multiplies rapidly after birth. • How do parent-infant attachment bonds grow? How do children’s self concepts develop? Infants form attachments not just because parents gratify biological needs but, more important, because they are comfortable, familiar and responsive. • How might children’s traits be related to parenting styles? Adult relationships seem to reflect the attachment styles of early childhood, lending support to Erikson’s idea that basic trust is formed in infancy by our experiences with responsive caregivers. • In what ways might males and females differ in their patterns of development? • To what extent is our development shaped by early stimulation, by parents and by peers? • What affect does aging have on the body and mind? Self concept, a sense of one’s own identity and personal worth emerges gradually and are correlated with parenting styles; authoritarian, permissive or authoritative. Biological sex is determined by the twenty third pair of chromosome. We also learn gender roles, which vary with culture across place and time. We learn gender identity as we learn other things, through reinforcement, punishment and observation. A child’s brain changes as neural connections increase in areas associated with stimulating activity, and unused synapses degenerate. Parents and peers influence early development through exposure of activities. During adolescents, both primary and secondary sex characteristics develop dramatically. 28 Muscular strength, reaction time, sensory abilities and cardiac output begin to decline in the late twenties and continue throughout middle and late adulthood. KNOWLEDGE SKILLS Students will know: Students will be able to: The life cycle begins at conception, when one sperm unites with an egg to form a zygote. The developing embryo’s body organs begin to form and function, by nine weeks the fetus is a recognizable as human. Evaluate the interaction of nature and nurture in the determination of behavior. Newborns are born with sensory equipment and reflexes that facilitate their survival and social interactions. Track the maturation of motor skills. Our complex motor skills, sitting, standing, walking, develop in a predictable sequence whose timing is a function of individual maturation and culture. Piaget proposed the formation of schemas (mental representations) that help children organize their experiences. Explain the process of conception and gestation. Describe the influence of temperament and other social factors on attachment and appropriate socialization. Explain the maturation of cognitive abilities. Compare and contrast models of moral development. Characterize maturational challenges in adolescents, Assimilation in the interpreting of new information according to our included related family conflicts and social markers of adulthood. current experiences. Accommodation is the incorporation of new information in accordance with new experiences. Predict the physical and cognitive changes that emerge as people age. Piaget’s theory of cognitive development includes 4 stages where thinking changes qualitatively not just quantitatively. They include: Organize steps that can be taken to maximize function. the sensorimotor stage, the pre-operational stage, the concrete operational stage, and the formal operational sage. Describe how sex and gender influence socialization and other aspects of development. Vygotsky’s emphasis is on how the child’s mind grows through interaction with the social environment. Vygotsky noted that language, an important ingredient of social mentoring, provides the Identify leaders in the field of psychology and describe 29 NJCCCS 5.1.12.A.1 5.1.12.B.3 5.1.12.B.4 5.1.8.C.1 5.1.8.C.2 5.1.8.C.3 5.1.12.C.1 5.1.12.C.2 5.1.12.C.3 5.1.12.D.1 5.1.12.D.2 5.3.8.B.1 5.3.12.B.1 5.3.12.B.2 5.3.12.C.2 5.3.12.E.1 5.3.12.E.2 5.3.12.E.3 5.3.12.E.4 5.3.12.A.3 building blocks for thinking. The attachment bond is a powerful survival impulse that keeps infants close to their caregivers. Contact is one key to attachment. Another is familiarity. In many animals attachments must form during a critical period. their contributions to developmental psychology (e.g., Mary Ainsworth, Albert Bandura, Diana Baumrind, Erik Erikson, Sigmund Freud, Carol Gilligan, Harry Harlow, Lawrence Kohlberg, Konrad Lorenz, Jean Piaget, Lev Vygotsky). Mary Ainsworth, who designed the “strange person experiment”, noted that sensitive responsive mothers, had infants who exhibited secure attachments. Harry Harlow’s monkey studies, with unresponsive artificial mothers, produced striking effects. When put in strange situations without their artificial mothers, the deprived infants were terrified. Developmental theorist Erik Erikson working in collaboration with his wife Joan Erikson proposed that securely attached children approach life with a sense of basic trust, a sense that the world id predictable and reliable. They attributed basic trust not to environment or inborn temperament, but to early parenting. A critical period of development is an optimal period when certain events must take place to facilitate proper development. Konrad Lorenz explored a rigid attachment process called imprinting. Attaching to the first moving object an animal observes. Temperament is a person’s characteristic emotional reactivity and intensity. Childhood’s major social achievement is a positive self concept. Children who develop a positive self concept are more confident, independent, optimistic, assertive and sociable. The most heavily researched aspect of parenting has been how and to what extent, parents seek to control their children. Investigators have identified three parenting styles; authoritarian , permissive 30 and authoritative Our biological sex helps to define our gender, the biological and social characteristics by which people define male or female. Gender roles are heavily influenced by culture. Adolescence, the years spent morphing form child to adult, starts with the physical beginnings of sexual maturity and ends with the social achievement of independent social status. Lawrence Kohlberg sought to describe the development of moral development in stages; preconventional, conventional and post conventional. Aging levies a tax on the brain by slowing down neural processing. Exercising feeds the brain and helps to compensate for cell loss. 31 RANDOLPH TOWNSHIP SCHOOL DISTRICT Human Behavior UNIT V: Personality ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS The major theories and approaches to explaining personality are psychoanalytical, humanistic, cognitive, trait, social learning, and behavioral Sigmund Freud referred to his theory and techniques as psychoanalysis. A Neo-Freudian is a psychodynamic theorist who shares Freud’s view that unconscious mental processes, inner conflicts, and childhood experiences are important influences on personality. Frequently used personality assessment strategies include; the Minnesota Multiphasic Personality inventory (MMPI) and the Thematic Apperception Test (TAT). Humanistic psychologists turn their attention toward the growth potential of healthy people. Trait theorists attempt to describe our stable and enduring characteristics. The big five personality dimensions-conscientiousness, agreeableness, neuroticism, openness, and extroversion offer a reasonable comprehensive picture of personality. The social-cognitive perspective applies principles of learning, cognition and social behavior to the development of personality. . Individualist or collectivist cultural influences affect personality development through variation in social values. 32 • What’s “personality”? • How do people develop their personalities? • What traits account for a good personality? • Why do personalities of people differ widely? • How might culture influence personality traits? • What is a “sense of self”? KNOWLEDGE SKILLS NJCCCS 5.1.12.A.1 Students will know: Students will be able to: Sigmund Freud saw personality as composed of pleasure seeking psychic impulses (the id), a reality oriented executive (the ego), and an internalized set of ideals (the superego). Compare and contrast the major theories and approaches to explaining personality: psychoanalytical, humanistic, cognitive, trait, social learning, and behavioral. Freud believed children develop through psychosexual stages, and that failure to resolve conflicts associated with a particular stage may result in a fixation at that stage. Describe and compare research methods (e.g., case studies and surveys) that psychologists use to investigate personality. Tensions between the demands of id and superego cause anxiety. The ego copes by using defense mechanisms. Compare and contrast frequently used assessment strategies. Basic to Freud’s theory was the belief that the mind was mostly hidden. Our conscious awareness is like the part of an iceberg that floats above the surface, beneath the surface is the larger unconscious mind, with its thoughts, wishes, feelings and memories. Speculate how cultural context can facilitate or constrain personality development. Analyze the effect of culture as it relates to self- concept. Freud used projective measures such as word association; dream analysis and hypnosis are used to uncover aspects of the unconscious mind.Projective tests aim to provide a psychological X-ray by asking test takers to describe ambiguous stimuli or to tell a story about it. Henry Murray introduced the Thematic Apperception Test (TAT), in which people view ambiguous pictures and then make up stories about them. The most widely used projective measure is the famous Rorshach inkblot test, in which people describe what they see in a series of ambiguous inkblots. 33 5.1.12.A.2 5.1.12.A.3 5.1..12.B.1 5.1.12.B.2 5.1.12.B.3 5.1.12.B.4 5.1.12.C.1 5.1.12.C.2 5.1.12.C.3 5.1.12.D.1 5.1.12.D.1 5.1.12.D.2 5.1.12.D.3 Neo-Freudians Alfred Adler, Karen Horney and Carl Jung accepted many of Freud’s ideas particularly that childhood is important in the determination of personality. Adler focused on the effect of feelings of inferiority, Horney on anxiety, and Jung added the concept of a collective unconscious. Today’s developmental psychologists see development as lifelong, not just fixed in childhood. Humanistic psychologists sought to turn people’s attention to human potential. Humanistic psychologists assess personality through self report methods such as questionnaires on which people report on self concept. Abraham Maslow believed that id basic human needs were fulfilled; people would strive toward self actualization, the actualization of one’s true and unique potential. Trait theorists attempt to describe our stable and enduring characteristics. Through factor analysis, researchers have isolated important dimensions of personality. Personality inventories like the Minnesota Multiphasic Personality Inventory (MMPI) are designed to gauge a wide range of feelings and behaviors. Items on the test are empirically derived and objectively scored. Genetic predispositions influence traits. The Big Five Personality dimensions, conscientiousness, agreeableness, neuroticism, emotional stability versus instability, openness and extraversion, offer a reasonable comprehensive picture of personality The social cognitive perspective applies principles of learning, 34 cognition, and social behavior to personality, with particular emphasis on the ways in which our personality influences and is influenced by our interaction with our environment. A sense of personal control helps people to cope with life. Cultures based on self reliant individualism value personal independence and individual achievement. Cultures based on socially connected collectivism value interdependence, tradition and harmony. Within any culture the degree of individualism and collectivism varies from person to person. 35 RANDOLPH TOWNSHIP SCHOOL DISTRICT Human Behavior UNIT VI: Functional and Dysfunctional Psychological Behavior & Treatment Options ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS Psychologists and psychiatrists consider behavior disordered when it is deviant, distressful and dysfunctional. • How should we draw the line between normality and disorder? Different perspectives help us to understand the genesis of psychological disorders. The two most pervasive perspectives today are the medical model and the biopsychosocial perspective. • What is the difference between a functional and dysfunctional disorder? • Why do we classify psychological disorders? • When is anxiety normal? When is it abnormal? • Anxiety is classified as a psychological disorder only when it becomes distressing or persistent or is characterized by maladaptive behaviors intended to reduce it. When are stress and sadness a normal part of the human experience? • When are stress and sadness clinically diagnosable? Mood disorders are characterized by emotional extremes. • What is the difference between a cure and a therapy? Personality disorders are enduring, maladaptive patterns of behavior that impair social functioning. • How do culture and values influence therapy? • What therapeutic options exist? • What is a rationale for preventive mental health programs? The fourth edition (text revised) of the American Psychiatric Association’s Diagnostic and Statistical Manual of Mental Disorders (DSM IV-TR) provides diagnostic labels and descriptions that aid mental health professionals by providing a common language and shared concepts for communication and research. Mental health surveys in many countries provide varying estimates of the rates of psychological disorders. The major psychotherapies include psychoanalytic, humanistic, behavioral and cognitive perspectives No one type of psychotherapy is found to be superior to all others. Therapy is most effective for those with clear cut specific problems. Preventive mental health programs are based on the idea that many psychological 36 disorders could be prevented by changing oppressive, esteem destroying environments into more nurturing environments that foster self growth and build resilience. KNOWLEDGE SKILLS Students will know: Students will be able to: The definition of deviant varies with context and culture. It also varies with time. Describe contemporary and historical conceptions of what constitutes psychological disorders. The medical model assumes that psychological disorders are mental Recognize the use of the Diagnostic and Statistical Manual of Mental Disorders (DSM) published by the illnesses that can be diagnosed on the basis of their symptoms and American Psychiatric Association as the primary cured through therapy. references for making diagnostics judgments. The biopsychosocial perspective assumes that disordered behavior Compare perspectives regarding the geneses of arises from genetic predispositions, physiological states, inner psychological disorders. psychological dynamics and social-cultural circumstances. The fourth edition (text revised) of the American Psychiatric Association’s Diagnostic and Statistical Manual of Mental Disorders (DSM IV-TR)provides diagnostic labels and descriptions that aid mental health professionals by providing a common language and shared concepts for communication and research Evaluate the strengths of various approaches to explaining psychological disorders. Describe major treatment orientations used in therapy. Compare and contrast different treatment formats. People with generalized anxiety disorder feel persistently, uncontrollably tense and apprehensive, for no apparent reason. In the more extreme panic disorder, anxiety escalates into episodes of intense dread. Freud viewed anxiety disorders as the manifestation of mental energy associated with the discharge of repressed impulses. Discuss how cultural and ethnic context influence choice and success of treatment. Describe prevention strategies that build resilience and promote competence. 37 NJCCCS 5.1.12.A.1 5.1.12.A.2 5.1.12.A.3 5.1.12.B.1 5.1.12.B.2 5.1.12.B.3 5.1.12.B.4 5.1.12.C.1 5.1.12.C.2 5.1.12.C.3 5.1.12.D.1 5.1.12.D.2 5.2.12.D.5 5.3.12.A.3 5.3.12.A.6 5.1.12.B.3 5.1.12.C.1 5.1.12.C.2 5.1.12.C.3 5.1.12.D.1 5.3.12.A.6 5.3.8.B.1 5.3.12.C.1 5.3.12.C.2 Psychologists working from the learning perspective view anxiety disorders as a product of fear conditioning, stimulus generalization, reinforcement fearful behaviors, and observational learning of others’ fear. Increased rates of depression among young Westerners may be due to the rise of individualism, and the decline of a commitment to religion and family, but this is a correlational finding so the cause and effect relationship is not yet clear. Poverty is a predictor of mental illness. Some mental disorders can drive people into poverty. Among Americans who have experiences a psychological disorder, the three most common are phobias, alcohol dependency and mood disorder. Today many therapists combine aspects of varying perspectives in an eclectic approach or psychotherapy integration, sometimes in a group setting. The humanistic and psychoanalytical therapies are known as insight therapies. Behavior therapies seek to counter condition behaviors through exposure therapies, such as systematic desensitization, virtual reality exposure therapy or aversive conditioning. They may apply operant conditioning principles with behavior modification and token economies. Cognitive- behavioral therapy focus is on helping clients find new ways of thinking and talking. Group therapy sessions can help more people and cost less. Clients may benefit from knowing that others have similar problems and from feedback and reassurance. 38 Family therapy views a family as an interactive system and attempts to help members discover the roles they play and to learn to communicate more openly and directly. Cultural differences and values can create problems when therapists work with clients with different cultural or religious beliefs. Clients seeking therapy may want to ask about the therapist’s treatment approach, values, credentials, and fees. Drug therapy is the most widely used biomedical therapy. The antipsychotic drugs block dopamine activity. Anti-anxiety drugs, which depress central nervous system activity, are used to treat anxiety disorders Anti-depressant drugs, which increase the availability serotonin and norepinephrine, are used to treat depression. A healthy mind usually lives in a healthy body. Depressed people who undergo a regiment of aerobic exercise, adequate sleep, light exposure, social engagement, negative, thought reduction and better nutrition often gain relief. Preventive mental health programs are also based on this idea. 39 APPENDIX A Student Textbooks: Kasschau, Richard A. Glencoe Understanding Psychology: with Features from Time. New York, NY: Glencoe/McGraw-Hill, 2001. Print. Teacher Resources: Kasschau, Richard A. Glencoe Understanding Psychology: with Features from Time. New York, NY: Glencoe/McGraw-Hill, 2001. Print. RESOURCE BOOKS: Crane, William. Theories of Development: Concepts and Applications. Englewood cliffs, New Jersey: Prentice Hall, 1992 DSM IV-TR; Diagnostic and Statistical Manual of Mental Disorders, 4th ed. Washington D.C.: American Psychological Association, 2000. McBurney, Donald H; White, Theresa L. Research Methods, 7th ed. CA: Thomson Learning Inc, 2000 Milton, Julie; Wiseman, Richard. Wiseman. Guidelines for Extrasensory Perception Research. Great Britain: University of Hertfordshire Press, 1997. Ridley, Matt. Genome. U.S.A: Harper Collins, 2000. Rathus, Spencer A. Psychology, Principles in Practice. Austin, [Tex.: Holt, Rinehart and Winston, 1998. Print. Sacks, Oliver. The Man Who Mistook His Wife for a Hat and Other Clinical Tales. New York: Simon and Shuster, 1998. PsychARTICLES. www.apa.org/psycharticles. This database of articles published in 60 journals and chapters from books published by the APA is available by subscription. The articles and chapters may be purchased individually, however, and the abstracts may be viewed free of charge. 40 VIDEOS "Alien Hand." Alien Hand. The Learning Channel. 1994. Television. Zimbardo, Philip. "Resource: Discovering Psychology: Updated Edition." Learner.org. WGBH Boston with the American Psychological Association, 2001. Web. 02 June 2011. <http://www.learner.org/resources/series138.html>. MANIPULATIVES: Giant 4-Part Brain Model: 130 features coded with accompanying key. Visu Medical, Inc., 2010. 41 APPENDIX B: SAMPLE LESSON PLANS LESSON PLAN LINDA WAGNER & LENA WASYLYK SOCIAL STUDIES RANDOLPH HIGH SCHOOL SUBJECT: HUMAN BEHAVIOR: Brain Function OBJECTIVE: Students apply what they have learned about functional systems of the brain to a real life example. ESSENTIAL QUESTIONS: • What is each part of the brain responsible for in terms of function? • What real life applications can you provide for each part within each section? ACTIVITIES: The students will: • Complete guided notes on the functions of the brain • Research the different functions of systems and lobes in the brain • Create a two sided brain mobile outlining these functions pictorially. • Present their brain mobiles to the class and will be graded with a rubric based on accuracy and creativity MATERIALS • Student notes • Text reading, Computer Research • Art Supplies ASSESSMENT: • Student examples and assessments NEW JERSEY CONTENT STANDARDS: 5.3.12.A.3/4/5 5.3.12.D.1/2/3 HOMEWORK: N/A 42 LESSON PLAN LENA WASYLYK & LINDA WAGNER SOCIAL STUDIES RANDOLPH HIGH SCHOOL SUBJECT: Classical Conditioning OBJECTIVE: Students will replicate Ivan Pavlov’s famous classical conditioning experiment. ESSENTIAL QUESTIONS: • What is learning? • What are the benefits of learning? • How do people learn? • What influences learning? • What things can reinforce behaviors? ACTIVITIES: The students will: • Complete guided notes • Watch a clip from “The Office” in which Jim classically conditions Dwight • Receive a cup of lemonade powder to taste in response to the bell (this will continue for about 20 minutes) • Discover if they have a response to the sound of the bell alone (experiment will continue if no response) • Reflect on the experiment through a journal response. • Create a similar experiment with 3 other members of class MATERIALS: • premeasured lemonade powder in Dixie cups • a bell • YouTube video segment of “The Office” (Episode: Phyllis’ Wedding, Season 3) • Journals ASSESSMENT: • Class Discussion • Journal Entries • Self created experiment NEW JERSEY CONTENT STANDARDS: 5.1.12.B.3/4 5.1.12/C.1/2/3 HOMEWORK: Students read Piaget’s theoretical evaluation of the impact of cognitive development on moral development 43