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Psychology, AP* Edition
Ciccarelli/White, 2nd Edition ©2011
To the
AP* Psychology Topics and
Learning Objectives
Psychology, AP* Edition (Ciccarelli/White), 2nd Edition ©2011
To the
AP* Psychology Topics and Learning Objectives
INTRODUCTION
This document demonstrates how Psychology, AP*Edition ©2011 meets the objectives of the AP*
Psychology Topics and Learning Objectives.
Content found in the text and ancillary package follows the American Psychological Association
recommended learning goals and assessment guidelines, with each chapter organized around detailed
learning objectives and correlated to the College Board’s Advanced Placement Learning Objectives.
Features:
•
The engaging writing style, comprehensive coverage of key research, and strong pedagogical
features help capture the interest of today’s students.
•
Concept maps and summaries illustrate how major concepts are connected.
•
Bolded terms in the text are defined in the margins, more difficult terms are defined at the bottom
of the page, and a full-text glossary is provided at the end of the book.
•
Icons integrated throughout the text lead students to MyPsychLab™ for Web-based expansion of
topics, videos, podcasts, simulations and more!
AP* Test Prep Practice Features:
•
Every chapter concludes with AP* questions and multiple-choice test prep practice to give
students consistent practice for the AP* exam. Also available is the AP* Test Prep Workbook
created specifically for Psychology AP* Edition. This comprehensive guide is linked directly to the
textbook to help students reinforce important connections between what they learn in class and
the AP* Exam.
AP* Instructor’s Resources DVD includes the following:
•
AP* Test Bank with over 3,000 questions includes rationales for the correct answer in the
multiple-choice questions to help teachers evaluate question selections for tests and provides the
option to use the rationales as an answer key for their students. The test item file includes a Total
Assessment Guide for each chapter that organizes all test items by learning objective and
questions type and that correlates the questions to the College Board’s Advanced Placement*
Learning Objectives.
•
AP* Test Gen, the easy-to-use, customizable program, includes all the multiple-choice and essay
questions from the printed test bank; enables teachers to view, edit, and add questions; transfer
questions to test; print multiple tests for each chapter; and print multiple versions of tests.
•
Instructor’s Resource Manual offers a collection of resources including lecture guides and brief
notes, plus a unique hyper-linking system that allows for easy review of relevant sections and
resources.
•
Interactive PowerPoint® slides bring the powerful design right into the classroom, drawing
students into the lecture through interactive activities, visuals, and videos. A secondary set of
PowerPoint® slides, with a more traditional format, offers excerpts of the text material, photos,
and artwork.
•
Exceptional Web Resources: Upon textbook purchase, students and teachers are given access
to MyPsychLab™. Teachers may also choose to purchase the textbook with MyPsychLab™ with
Pearson eText.
* Advanced Placement
2
Psychology, AP* Edition (Ciccarelli/White), 2nd Edition ©2011
To the
AP* Psychology Topics and Learning Objectives
Table of Contents
1. History and Approaches Chapter 1 & Appendix B..................................................................... 4
2. Research Methods Chapter 1 & Appendix A ............................................................................ 4
3. Biological Bases of Behavior Chapters 1 & 2 ........................................................................... 5
4. Sensation and Perception Chapter 3...................................................................................... 6
5. States of Consciousness Chapter 4 ....................................................................................... 6
6. Learning Chapter 5............................................................................................................. 7
7. Cognition Chapters 6 & 7..................................................................................................... 7
8. Motivation and Emotion Chapters 8 & 9 ................................................................................. 8
9. Developmental Psychology Chapters 10 & 11 ......................................................................... 8
10. Personality Chapter 11 ...................................................................................................... 9
11. Testing and Individual Differences Chapter 7 & Appendix A..................................................... 9
12. Abnormal Behavior Chapter 12 ..........................................................................................10
13. Treatment of Abnormal Behavior Chapter 13 .......................................................................10
14. Social Psychology Chapters 1, 9, & 14 ................................................................................11
3
Psychology, AP* Edition (Ciccarelli/White), 2nd Edition ©2011
To the
AP* Psychology Topics and Learning Objectives
AP* Psychology Topics and
Psychology, AP* Edition
(Ciccarelli/White), 2nd Edition, ©2011
Learning Objectives
1. History and Approaches Chapter 1 & Appendix B
Recognize how philosophical perspectives
shaped the development of psychological
thought.
p. 6
Describe and compare different theoretical
approaches in explaining behavior:
pp. 6–17
• structuralism, functionalism, and behaviorism
in the early years;
• Gestalt, psychoanalytic/psychodynamic, and
humanism emerging later;
• evolutionary, biological, and cognitive as more
contemporary approaches.
Recognize the strengths and limitations of
applying theories to explain behavior.
pp. 5–6
Distinguish the different domains of psychology:
pp. 17–18, B-5 — B-10
• biological, clinical, cognitive, counseling,
developmental, educational, experimental,
human factors, industrial-organizational,
personality, psychometric, and social.
pp. 6–11
Identify the major historical figures in
psychology (e.g., Mary Whiton Calkins, Charles
Darwin, Dorothea Dix, Sigmund Freud, G.
Stanley Hall, William James, Ivan Pavlov, Jean
Piaget, Carl Rogers, B. F. Skinner, Margaret Floy
Washburn, John B. Watson, Wilhelm Wundt).
2. Research Methods Chapter 1 & Appendix A
Differentiate types of research (e.g.,
experiments, correlational studies, survey
research, naturalistic observations, and case
studies) with regard to purpose, strengths, and
weaknesses.
pp. 22–28
Describe how research design drives the
reasonable conclusions that can be drawn (e.g.,
experiments are useful for determining cause
and effect; the use of experimental controls
reduces alternative explanations).
pp. 22–32
Identify independent, dependent, confounding,
and control variables in experimental designs.
pp. 28–31
Distinguish between random assignment of
participants to conditions in experiments and
random selection of participants, primarily in
correlational studies and surveys.
pp. 30–32
Predict the validity of behavioral explanations
based on the quality of research design (e.g.,
confounding variables limit confidence in
research conclusions).
pp. 30–32
Distinguish the purposes of descriptive statistics
and inferential statistics.
pp. 26–28, A-1—A-11
4
Psychology, AP* Edition (Ciccarelli/White), 2nd Edition ©2011
To the
AP* Psychology Topics and Learning Objectives
AP* Psychology Topics and
Psychology, AP* Edition
(Ciccarelli/White), 2nd Edition, ©2011
Learning Objectives
Apply basic descriptive statistical concepts,
including interpreting and constructing graphs
and calculating simple descriptive statistics
(e.g., measures of central tendency, standard
deviation).
pp. 26–28, A-2—A-8
Discuss the value of reliance on operational
definitions and measurement in behavioral
research.
pp. 28–30
Identify how ethical issues inform and constrain
research practices.
pp. 35–36
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.
pp. 35–36
3. Biological Bases of Behavior Chapters 1 & 2
Identify basic processes and systems in the
biological bases of behavior, including parts of
the neuron and the process of transmission of a
signal between neurons.
pp. 49–57
Discuss the influence of drugs on
neurotransmitters (e.g., reuptake mechanisms).
pp. 55–57
Discuss the effect of the endocrine system on
behavior.
pp. 79–80
Describe the nervous system and its
subdivisions and functions:
pp. 48, 59–64, 68–79
• central and peripheral nervous systems;
• major brain regions, lobes, and cortical areas;
• brain lateralization and hemispheric
specialization.
Recount historic and contemporary research
strategies and technologies that support
research (e.g., case studies, split-brain research,
imaging techniques).
pp. 65–68, 71–72, 76–79
Discuss psychology’s abiding interest in how
heredity, environment, and evolution work
together to shape behavior.
p. 16
Predict how traits and behavior can be selected
for their adaptive value.
pp. 16–17
Identify key contributors (e.g., Paul Broca,
Charles Darwin, Michael Gazzaniga, Roger
Sperry, Carl Wernicke).
pp. 16, 76–79
5
Psychology, AP* Edition (Ciccarelli/White), 2nd Edition ©2011
To the
AP* Psychology Topics and Learning Objectives
AP* Psychology Topics and
Psychology, AP* Edition
(Ciccarelli/White), 2nd Edition, ©2011
Learning Objectives
4. Sensation and Perception Chapter 3
Discuss basic principles of sensory transduction,
including absolute threshold, difference
threshold, signal detection, and sensory
adaptation.
pp. 90–92
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.
pp. 93–113
Explain common sensory disorders (e.g., visual
and hearing impairments).
pp. 99–100, 104–106
Describe general principles of organizing and
integrating sensation to promote stable
awareness of the external world (e.g., Gestalt
principles, depth perception).
pp. 115–121
Discuss how experience and culture can
influence perceptual processes (e.g., perceptual
set, context effects).
pp. 123–124
Explain the role of top-down processing in
producing vulnerability to illusion.
pp. 122–124
Discuss the role of attention in behavior.
pp. 114–115
Challenge common beliefs in parapsychological
phenomena.
pp. 125–126
Identify the major historical figures in sensation
and perception (e.g., Gustav Fechner, David
Hubel, Ernst Weber, Torsten Wiesel).
pp. 91–92, 97–98
5. States of Consciousness Chapter 4
Describe various states of consciousness and
their impact on behavior.
pp. 135–169
Discuss aspects of sleep and dreaming:
pp. 135–150, 167–169
• stages and characteristics of the sleep cycle;
• theories of sleep and dreaming;
• symptoms and treatments of sleep disorders.
Describe historic and contemporary uses of
hypnosis (e.g., pain control, psychotherapy).
pp. 151–153
Explain hypnotic phenomena (e.g.,
suggestibility, dissociation).
pp. 151–153
Identify the major psychoactive drug categories
(e.g., depressants, stimulants) and classify
specific drugs, including their psychological and
physiological effects.
pp. 156–165
Discuss drug dependence, addiction, tolerance,
and withdrawal.
pp. 154–155 (various aspects also addressed
with different substances, pp. 156–165)
Identify the major figures in consciousness
research (e.g., William James, Sigmund Freud,
Ernest Hilgard).
pp. 134, 147–150, 152–153
6
Psychology, AP* Edition (Ciccarelli/White), 2nd Edition ©2011
To the
AP* Psychology Topics and Learning Objectives
AP* Psychology Topics and
Psychology, AP* Edition
(Ciccarelli/White), 2nd Edition, ©2011
Learning Objectives
6. Learning Chapter 5
Distinguish general differences between
principles of classical conditioning, operant
conditioning, and observational learning (e.g.,
contingencies).
pp. 177–209
Describe basic classical conditioning phenomena,
such as acquisition, extinction, spontaneous
recovery, generalization, discrimination, and
higher-order learning.
pp. 177–185
Predict the effects of operant conditioning (e.g.,
positive reinforcement, negative reinforcement,
punishment, schedules of reinforcement).
pp. 186–194
Predict how practice, schedules of
reinforcement, and motivation will influence
quality of learning.
pp. 196–199
Interpret graphs that exhibit the results of
learning experiments.
pp. 181, 187, 196–199, 205
Provide examples of how biological constraints
create learning predispositions.
p. 200
Describe the essential characteristics of insight
learning, latent learning, and social learning.
pp. 204–209
Apply learning principles to explain emotional
learning, taste aversion, superstitious behavior,
and learned helplessness.
pp. 183–184, 194, 206–207
Suggest how behavior modification, biofeedback,
coping strategies, and self-control can be used
to address behavioral problems.
pp. 201–202
Identify key contributors in the psychology of
learning (e.g., Albert Bandura, John Garcia, Ivan
Pavlov, Robert Rescorla, B. F. Skinner, Edward
Thorndike, Edward Tolman, John B. Watson).
pp. 177, 183–187, 204–209
7. Cognition Chapters 6 & 7
Compare and contrast various cognitive
processes:
pp. 221–234, 262–265, 272–274
• effortful versus automatic processing;
• deep versus shallow processing;
• focused versus divided attention.
Describe and differentiate psychological and
physiological systems of memory (e.g., shortterm memory, procedural memory).
pp. 224–234
Outline the principles that underlie effective
encoding, storage, and construction of
memories.
pp. 220–222, 226–230, 239–241
Describe strategies for memory improvement.
pp. 229, 235–239
Synthesize how biological, cognitive, and cultural
factors converge to facilitate acquisition,
development, and use of language.
pp. 290–292, 294–298
7
Psychology, AP* Edition (Ciccarelli/White), 2nd Edition ©2011
To the
AP* Psychology Topics and Learning Objectives
AP* Psychology Topics and
Psychology, AP* Edition
(Ciccarelli/White), 2nd Edition, ©2011
Learning Objectives
Identify problem-solving strategies as well as
factors that influence their effectiveness.
pp. 266–269, 271–274
List the characteristics of creative thought and
creative thinkers.
pp. 272–274
Identify key contributors in cognitive psychology
(e.g., Noam Chomsky, Hermann Ebbinghaus,
Wolfgang Köhler, Elizabeth Loftus, George A.
Miller).
pp. 224, 228, 240, 246, 287–289, 294-295
8. Motivation and Emotion Chapters 8 & 9
Identify and apply basic motivational concepts to
understand the behavior of humans and other
animals (e.g., instincts, incentives, intrinsic
versus extrinsic motivation).
pp. 308–309, 315–316
Discuss the biological underpinnings of
motivation, including needs, drives, and
homeostasis.
pp. 310–312
Compare and contrast motivational theories
(e.g., drive reduction theory, arousal theory,
general adaptation theory), including the
strengths and weaknesses of each.
pp. 310–312, 313–319
Describe classic research findings in specific
motivation systems (e.g., eating, sex, social)
pp. 320–327
Discuss theories of stress and the effects of
stress on psychological and physical well-being.
pp. 348–381
Compare and contrast major theories of emotion
(e.g., James-Lange, Cannon-Bard, Schachter
two-factor theory).
pp. 332–336
Describe how cultural influences shape
emotional expression, including variations in
body language.
pp. 329–331
Identify key contributors in the psychology of
motivation and emotion (e.g., William James,
Alfred Kinsey, Abraham Maslow, Stanley
Schachter, Hans Selye).
pp. 310, 316, 320, 328, 329, 330, 332-335,
347, 358, 367
9. Developmental Psychology Chapters 10 & 11
Discuss the interaction of nature and nurture
(including cultural variations) in the
determination of behavior.
pp. 387–388
Explain the process of conception and gestation,
including factors that influence successful fetal
development (e.g., nutrition, illness, substance
abuse).
pp. 391–396
Discuss maturation of motor skills.
p. 399
Describe the influence of temperament and
other social factors on attachment and
appropriate socialization.
pp. 408–412
Explain the maturation of cognitive abilities
(e.g., Piaget’s stages, information processing).
pp. 401–406
8
Psychology, AP* Edition (Ciccarelli/White), 2nd Edition ©2011
To the
AP* Psychology Topics and Learning Objectives
AP* Psychology Topics and
Psychology, AP* Edition
(Ciccarelli/White), 2nd Edition, ©2011
Learning Objectives
Compare and contrast models of moral
development (e.g., Kohlberg, Gilligan).
p. 418
Discuss maturational challenges in adolescence,
including related family conflicts.
pp. 416–419
Characterize the development of decisions
related to intimacy as people mature.
pp. 422–423
Predict the physical and cognitive changes that
emerge as people age, including steps that can
be taken to maximize function.
pp. 420–422
Describe how sex and gender influence
socialization and other aspects of development.
pp. 413–415
Identify key contributors in 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).
pp. 401, 405, 408, 409, 410, 411, 418, 423,
437, 444, 447
10. Personality Chapter 11
Compare and contrast the major theories and
approaches to explaining personality:
psychoanalytic, humanist, cognitive, trait, social
learning, and behavioral.
pp. 436–455
Describe and compare research methods (e.g.,
case studies and surveys) that psychologists use
to investigate personality.
pp. 456–464
Identify frequently used assessment strategies
(e.g., the Minnesota Multiphasic Personality
Inventory [MMPI], the Thematic Apperception
Test [TAT]), and evaluate relative test quality
based on reliability and validity of the
instruments.
pp. 459–464
Speculate how cultural context can facilitate or
constrain personality development, especially as
it relates to self-concept (e.g., collectivistic
versus individualistic cultures).
pp. 455, 457–458
Identify key contributors to personality theory
(e.g., Alfred Adler, Albert Bandura, Paul Costa
and Robert McCrae, Sigmund Freud, Carl Jung,
Abraham Maslow, Carl Rogers).
pp. 437, 443–445, 447, 448, 449, 452, 454
11. Testing and Individual Differences Chapter 7 & Appendix A
Define intelligence and list characteristics of how
psychologists measure intelligence:
pp. 275–279
• abstract versus verbal measures;
• speed of processing.
Discuss how culture influences the definition of
intelligence.
pp. 281–283
Compare and contrast historic and contemporary
theories of intelligence (e.g., Charles Spearman,
Howard Gardner, Robert Sternberg).
pp. 275–277
9
Psychology, AP* Edition (Ciccarelli/White), 2nd Edition ©2011
To the
AP* Psychology Topics and Learning Objectives
AP* Psychology Topics and
Psychology, AP* Edition
(Ciccarelli/White), 2nd Edition, ©2011
Learning Objectives
Explain how psychologists design tests, including
standardization strategies and other techniques
to establish reliability and validity.
pp. 277–283
Interpret the meaning of scores in terms of the
normal curve.
pp. 280–281, A-2—A-8
Describe relevant labels related to intelligence
testing (e.g., gifted, cognitively disabled).
pp. 284–288
Debate the appropriate testing practices,
particularly in relation to culture-fair test uses.
pp. 281–283
Identify key contributors in intelligence research
and testing (e.g., Alfred Binet, Francis Galton,
Howard Gardner, Charles Spearman, Robert
Sternberg, Louis Terman, David Wechsler).
pp. 275–278, 287
12. Abnormal Behavior Chapter 12
Describe contemporary and historical
conceptions of what constitutes psychological
disorders.
pp. 474–476
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.
pp. 481–482
Discuss the major diagnostic categories,
including anxiety and somatoform disorders,
mood disorders, schizophrenia, organic
disturbance, personality disorders, and
dissociative disorders, and their corresponding
symptoms.
pp. 484–508
Evaluate the strengths and limitations of various
approaches to explaining psychological
disorders: medical model, psychoanalytic,
humanistic, cognitive, biological, and
sociocultural.
pp. 477–480
Identify the positive and negative consequences
of diagnostic labels (e.g., the Rosenhan study).
pp. 483–484
Discuss the intersection between psychology and
the legal system (e.g., confidentiality, insanity
defense).
p. 477
13. Treatment of Abnormal Behavior Chapter 13
Describe the central characteristics of
psychotherapeutic intervention.
pp. 516–517
Describe major treatment orientations used in
therapy (e.g., behavioral, cognitive, humanistic)
and how those orientations influence therapeutic
planning.
pp. 518–534, 541–545
Compare and contrast different treatment
formats (e.g., individual, group).
pp. 516–517, 531–534, 539, 540
Summarize effectiveness of specific treatments
used to address specific problems.
pp. 519, 523, 528, 531, 536–539, 540–545
10
Psychology, AP* Edition (Ciccarelli/White), 2nd Edition ©2011
To the
AP* Psychology Topics and Learning Objectives
AP* Psychology Topics and
Psychology, AP* Edition
(Ciccarelli/White), 2nd Edition, ©2011
Learning Objectives
Discuss how cultural and ethnic context
influence choice and success of treatment (e.g.,
factors that lead to premature termination of
treatment).
pp. 538–539
Describe prevention strategies that build
resilience and promote competence.
p. 540
Identify major figures in psychological treatment
(e.g., Aaron Beck, Albert Ellis, Sigmund Freud,
Mary Cover Jones, Carl Rogers, B. F. Skinner,
Joseph Wolpe). 536, 545
pp. 517, 518, 521, 526, 528, 530
14. Social Psychology Chapters 1, 9, & 14
Apply attribution theory to explain motives (e.g.,
fundamental attribution error, self-serving bias).
pp. 574–575
Describe the structure and function of different
kinds of group behavior (e.g., deindividuation,
group polarization).
p. 560
Explain how individuals respond to expectations
of others, including groupthink, conformity, and
obedience to authority.
pp. 557–564
Discuss attitudes and how they change (e.g.,
central route to persuasion).
pp. 566–571
Predict the impact of the presence of others on
individual behavior (e.g., bystander effect, social
facilitation).
pp. 564, 588–591
Describe processes that contribute to differential
treatment of group members (e.g., ingroup/out-group dynamics, ethnocentrism,
prejudice).
pp. 576–581
Articulate the impact of social and cultural
categories (e.g., gender, race, ethnicity) on selfconcept and relations with others.
pp. 40, 371, 579–580
Anticipate the impact of behavior on a selffulfilling prophecy.
pp. 579–580
Describe the variables that contribute to
altruism, aggression, and attraction.
pp. 582–591
Discuss attitude formation and change, including
persuasion strategies and cognitive dissonance.
pp. 566–571
Identify important figures in social psychology
(e.g., Solomon Asch, Leon Festinger, Stanley
Milgram, Philip Zimbardo).
pp. 557, 562, 570–571, 574, 583, 586-587, 590
11