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mmunityy High Scchool Disstrict 1288
Course Stand
dards and
d Learnin
ng Targeets
Course Title:
anced Placcement Psyychology
Standard #1
# (Nationa
al Standard Area IA)
nds the historry and resea
arch method
ds in the field
ld of psychollogy
Learning Targets:
a. Deffines psycho
ology and traaces its histo
orical developpment
b. Com
mpares and contrasts
thee seven majo
or psychologgical perspecctives
c. Identifies basic and applied
d research su
ubfields of pssychology
ment (variablees, groups, ssampling, poopulation, etcc.)
d. Identifies basic elements off an experim
e. Com
mpares and contrasts
ressearch metho
ods (case, suurvey, and naaturalistic obbservation)
f. Exp
plains correllational studiies
g. Desscribes the th
hree measures of centrall tendency annd measuress of variationn
h. Disscusses the ethics
of anim
mal and hum
man research
Standard #2
# (Nationa
al Standard Area IIA)
nds the biolog
gical bases of
o behavior
Learning Targets:
a. Desscribes the structure of a neuron and
d explain neuural impulsess
b. Desscribes neuraal communiccation and discuss
the im
mpact of neuurotransmitteers
c. Claassifies and explains
majjor divisions of the nervoous system
d. Desscribes the functions
of the
t brain stru
uctures (thallamus, cerebbellum, limbic system, ettc.)
e. Identifies the fo
our lobes of the cerebral cortex and ttheir functioons
f. Disscusses the association
arreas of the cortex
g. Desscribes the different
metthods for imaaging the braain
h. Exp
plains brain lateralization
n and the split-brain studdies
i. Desscribes the nature
of the endocrine sy
ystem and itts interactionn with the neervous system
# (Nationa
al Standard Area IIB)
Standard #3
nds sensation
n and percep
Learning Targets:
a. Con
ntrasts the prrocesses of sensation
and perceptionn
b. Disstinguishes between
olute and diffference threesholds
c. Identifies the sttructures of the
t eye and explain
theirr function inn vision
d. Desscribes the operation
of the
t sensory systems (fivve senses)
e. Asssesses the different theorries of color vision
f. Exp
plains the mo
onocular and
d binocular cues
used inn depth perceeption
g. Claassifies theorries of form and motion perception
h. Identifies the sttructures of the
t outer earr and explainn their functiion in audition
i. Exp
w they interrrelate
plains the ch
hemical senses of olfactio
on and gustaation and how
j. Identifies the sp
pecialized ceells in pressu
ure, pain, andd temperaturre sensation
mpares kinesthesis to thee vestibular sense
k. Com
Standard #4 (National Standard Area IVD)
Understands the various states of consciousness
Learning Targets:
a. Defines the different levels of consciousness and theories of attention
b. Describes the cyclical nature and possible functions of sleep
c. Compares differences between NREM and REM sleep
d. Identifies the major sleep disorders
e. Discusses the content and possible functions of dreams
f. Discusses hypnosis, noting the behavior of hypnotized people and claims regarding its uses
g. Discusses the nature of drug dependence
h. Describes the physiological and psychological effects of depressants, stimulants, and
Standard #5 (National Standard Areas IVA, IVB)
Understands the theories of learning and the processes involved in memory
Learning Targets:
a. Explains the process of classical conditioning and its components (Pavlov’s experiments)
b. Describes the process and elements of operant conditioning (Skinner’s experiments)
c. Describes the process of observational learning (Bandura’s experiments)
d. Discusses the biological and cognitive factors in learning
e. Describes memory in terms of information processing, and distinguishes among sensory
memory, short-term memory, and long-term memory
f. Distinguishes between automatic and effortful processing
g. Explains the encoding process (including imagery, organization, etc.)
h. Distinguishes between implicit and explicit memory
i. Describes the importance of retrieval cues
j. Discusses the effects of interference and motivated forgetting on retrieval
k. Describes the evidence for the constructive nature of memory
Standard #6 (National Standard Area IVC)
Understands the processes of thinking and the development of language
Learning Targets:
a. Explains the physiological structures involved in language
b. Describes the components of language (phonemes, morphemes, and grammar)
c. Identifies the stages of language development
d. Assesses the theories of linguistic relativity
e. Classifies the kinds of thinking
f. Explains the strategies and obstacles to problem solving
g. Demonstrates an understanding of reasoning and logic
h. Evaluates the elements of creativity
Standard #7 (National Standard Areas IIC, IID)
Understands motivation and emotion, as well as the effects of stress on health
Learning Targets:
a. Compares the early theories to contemporary views on motivation
b. Discusses the theories of hunger and hunger regulation
c. Defines achievement motivation, including intrinsic and extrinsic motivation
d. Identifies the three theories of emotion (James-Lange, Cannon-Bard, Schachter-Singer)
e. Describes the physiological changes that occur during emotional arousal
f. Explains how emotions are measured and studied
g. Identifies and explains major sources of stress
h. Lists and explains possible physiological and psychological responses to stress
i. Identifies factors associated with the maintenance of good health
Standard #8 (National Standard Area IIIA)
Understands lifespan development
Learning Targets:
a. Discusses the course of prenatal development
b. Explains changes in physical, cognitive, and social development throughout the lifespan
according to Piaget, Vygotsky, Erikson, Kohlberg, and Gilligan
c. Differentiates between continuous and discrete models of development
d. Discusses the effect of body contact, familiarity, and styles of parenting on children’s
temperament and attachments
e. Describes the early development of self-concept
f. Distinguishes between cross-sectional and longitudinal studies
g. Discusses the effects of age on cognitive abilities
Standard #9 (National Standard Area IIIB)
Understands the theories and measurement of personality
Learning Targets:
a. Describes the psychodynamic theory of personality in terms of the interactions of the id, ego,
and superego
b. Identifies defense mechanisms and how they protect the individual from anxiety
c. Compares Freud’s theory to neo-Freudian theories
d. Discusses the humanistic perspective on personality
e. Traces the formation of the trait theory of personality and the methodologies used
f. Explains the role of biology in personality
g. Explains the uses of different projective and objective personality tests
h. Compares and contrasts the different theories of personality
Standard #10 (National Standard Area IVE)
Understands the theories and measurement of intelligence
Learning Targets:
a. Lists and explains the historical concepts of intelligence and intelligence testing
b. Describes the importance and types of validity and reliability
c. Evaluates the different contemporary approaches to intelligence
d. Identifies the factors that influence intelligence
e. Summarizes research on the nature/nurture debate concerning intelligence
f. Discusses the two extremes of the normal distribution of intelligence
g. Examines whether intelligence tests are culturally biased
Standard #11 (National Standard Areas VA, VB)
Understand the causes and symptoms of psychological disorders and the different types of treatment
Learning Targets:
a. Differentiates and explains the various approaches to disorders
b. Understands the aims of the DSM-IV and discuss the potential dangers of diagnostic labels
c. Describes each category of disorders and the explanations for the cause from each perspective
d. Applies the five main approaches to psychotherapy to the different classifications of disorders
e. Explains the strengths and weaknesses of each model of psychotherapy
f. Discusses eclectic approaches to psychotherapy
g. Identifies the common forms of drug therapy and the use of electroconvulsive therapy
h. Examines the ethical issues of treating individuals with disorders
Standard #12 (National Standard Area VC)
Understands social influences on human behavior
Learning Targets:
a. Explains the relationship between attitudes and behaviors and how we form and change
b. Lists and describes attributional heuristics and biases
c. Explains the concepts of obedience and conformity through the research of Asch and Milgram
d. Discusses how group interaction can facilitate group polarization and groupthink
e. Describes the social, emotional, and cognitive factors that contribute to the persistence of
cultural, ethnic, and gender prejudice and discrimination
f. Discusses the issues related to aggression
g. Assesses the different theories of attraction and love
h. Identifies the factors that may facilitate or inhibit performance
i. Traces the development of prosocial and antisocial behaviors