Psychology Early 1 st Quarter

Transcription

1 Early 1 st Quarter Strand Intro. To Psych Content Statement Why Study? Expectations for Learning People discover psychological principles and life enrichment. Days Clear Learning Target 2 Describe topics covered in an intro. psychology course. Vocabulary Physiological Cognitive Hypothesis Theory Basic science Applied science Scientific method Core Chapter 1 Additiona l Assessment Intro. To Psych. History of Questions, theories, methods, and answers that have been passed down through generations. 2 Explain trends and approaches in psychology. Structuralist Introspection Functionalist Psychoanalyst Behaviorist Humanist Cognitivist Psychobiologist Chapter 1 Intro. To Psych. as a Profession Psychologists are trained to observe, analyze, evaluate behavior patterns, develop theories, and make applications. 1 Explain the work of a psychologist. Summarize the careers and specialized fields in psychology. Psychologist Psychiatry Clinical Counseling Developmental Educational Community Industrial Experimental Chapter 1 Common Assessments will be implemented daily.

2 Research Methods and Statistics Methods and Statistics Methods and Statistics Present and Future What is Research? Problems and Solutions in Research Statistical Evaluation Careers in Psychologists approach, research, and test a hypothesis. Recognize and resolve errors while doing research. Collection and evaluation of evidence to support their hypotheses. Studying psychology can prepare you for many career opportunities. 2 Describe psychological research and the scientific method. 1 Summarize methodological hazards of doing research. Examine experimental procedures and avoid bias. 2 Recognize and describe descriptive and inferential statistics. 1 Outline the requirements to be a psychologist. List several careers available in psychology. Sample Naturalistic observation Case study Survey Longitudinal study Cross- sectional study Correlation Hypothesis Variable Experimental group Control group Self- fulfilling prophecy Single- blind experiment Double- blind experiment Placebo effect Statistics Descriptive statistics Frequency distribution Normal curve Central tendency Variance Standard deviation Correlation coefficient Inferential statistics Crisis Intervention Program Chapter 2 Chapter 2 Chapter 2 Chapter 21 Section1 End Early 1 st Quarter (4.5 Weeks) Common Assessments will be implemented daily. District Benchmark Assessment

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4 Late 1 st Quarter Strand Biopsychological Content Statement The Nervous System Expectations for Learning Learning about the nervous system tells us how messages are sent to and from the brain causing behavior. Clear Days Learning Target 4 Identify parts and function of the nervous system. Vocabulary Central Nervous System Spinal Cord Peripheral Nervous System Neurons Synapse Neurotransmitters Somatic Nervous System Autonomic Nervous System Core g Chapter 6 Additional Assessmen t Biopsychological Studying the Brain Parts of the human brain work together to coordinate movement, thinking, and emotion. 4 Identify the structure and function of the human brain. Discuss different ways psychologists study the human brain. Hindbrain Midbrain Forebrain Lobes Electroencephalograph Computerized Axial Tomography Magnetic Resonance Imaging g Chapter 6 Biopsychological Biopsychological The Endocrine System Heredity and Environment The endocrine system controls growth and affects emotions and behavior. Heredity and the environment affect your body and behavior. 2 Describe the endocrine system, hormones, and their function. 3 Give examples of the effects of heredity and environment on behavior. Endocrine system Hormones Pituitary Gland Heredity Identical Twins Genes Fraternal Twins g Chapter 6 g Chapter 6 Section 4 Common Assessments will be implemented daily.

5 Biopsychological Sensation Sensations occur anytime a stimulus activates a receptor. 4 Describe the field of Psychophysics. Define and discuss threshold, Weber s Law, and signal- detection theory. Sensation Perception Psychophysics Absolute Threshold Difference Threshold Weber s Law Signal- detection Theory g Chapter 8 Biopsychological The Senses The sense organs, eyes, ears, tongue, nose, skin and others are the receptors of sensation. 3 Describe the functioning of the sense organs. Identify the skin and body senses and their functioning. Pupil Lens Retina Optic nerve Binocular Fusion Retinal Disparity Auditory Nerve Vestibular System Olfactory Nerve Kinesthesis g Chapter 8 Biopsychological Perception The way we interpret and organize sensation and place them into meaningful experiences is called perception. 2 Outline the principles involved in perception. Describe how we learn to perceive and what illusions are. Gestalt Subliminal Messages Motion Parallax Constancy Illusions ESP g Chapter 8 Common Assessments will be implemented daily.

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7 Early 2 nd Quarter Strand Biopsychological Content Statement Theories of Motivation Expectations for Learning Psychologists explain motivation through instinct, drive- reduction, incentive, and cognitive theories. Days Clear Learning Target 3 Describe 4 theories of motivation. Discuss the difference between intrinsic and extrinsic motivation. Vocabulary Motivation Instincts Need Drive Homeostasis Incentive Extrinsic motivation Intrinsic motivation Core Chapter 12 Additional Assessment Biopsychological Biological and Social Motives Life is spent trying to satisfy needs. Biological needs are physiological requirements for survival. Social needs are learned through experience. 3 Describe the biological and social needs of humans. Explain Maslow s hierarchy of needs. Lateral hypothalamus Ventromedial hypothalamus Fundamental needs Psychological needs Self- actualization needs Chapter 12 Biopsychological Emotions Emotions consist of physical, cognitive, and behavioral aspects. Theories of emotion propose changes in physical and mental processes. 3 Give examples of physiological theories of emotion. Explain the cognitive theories of emotion. Emotion Chapter 12 Common Assessments will be implemented daily.

8 Biopsychological Sources of Stress Stress results from our perceptions placed on us and our evaluation of situations. 2 Define stress. Identify sources of stress. Stress Stressor Stress reaction Distress Eustress Conflict situation Chapter 15 Biopsychological Reactions to Stress People can react differently to stressors. These reactions can be beneficial or harmful. 2 Give examples of the psychological, physical, and behavioral reactions to stress. Identify stages of the stress reaction. Anxiety Anger Fear Social support Chapter 15 Biopsychological Coping with Stress People deal with stress by employing defensive and active coping strategies. 2 Describe and explain defensive and coping strategies of coping with stress. Cognitive appraisal Denial Intellectualization Progressive relaxation Meditation Biofeedback Chapter 15 Biopsychological Stress in Your Life College and work involve adjustment and stress. 1 Identify issues related to adjustment to college like. Describe issues related to starting a first job. Autonomy Developmental friendship Resynthesis Career Comparable worth Chapter 15 Section 4 End Early 2 nd Quarter (4.5 Weeks) District Benchmark Assessment Common Assessments will be implemented daily.

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10 Late 2 nd Quarter Strand Cognitive Content Statement Classical Conditioning Expectations for Learning Certain behaviors are acquired through classical conditioning. Classical conditioning are associations made between a neutral stimulus and an unconditional stimulus. Days Clear Learning Target 3 Describe the principles and techniques of classical conditioning. Vocabulary Classical Conditioning Neutral Stimulus Unconditioned Stimulus Unconditioned Response Conditioned Stimulus Conditioned Response Generalization Discrimination Extinction Core g Chapter 9 Additiona l Assessment Cognitive Operant Conditioning Operant conditioning occurs when the consequences that follow a behavior increase or decrease the likelihood of the behavior repeating. 3 Outline the principles of operant conditioning. Describe the applications of operant conditioning. Operant Conditioning Reinforcement Primary Reinforcer Fixed Ratio Schedule Variable Ratio Schedule Fixed Interval Schedule Variable Interval Schedule Shaping Response Chain Aversive Control Negative Reinforcement Escape Conditioning Avoidance Conditioning g Chapter 9 Common Assessments will be implemented daily.

11 Cognitive Social Learning Social learning, consisting of cognitive learning and modeling, involves how people make decisions and act upon information available to them. Lorain City School District 1 Cite the principle involved in cognitive learning and modeling. Identify the principles of learning used in behavior modification. Social Learning Cognitive Learning Cognitive Map Latent Learning Learned Helplessness Modeling Behavior Modification Token Economy g Chapter 9 Cognitive Taking in and Storing Information There are three processes in memory: encoding, storage and retrieval. 5 Explain the three processes of memory. Describe the information- processing model of memory. Memory Encoding Storage Retrieval Sensory Memory Short- term Memory Maintenance Rehearsal Chunking Semantic Memory Episodic Memory Declarative Memory Procedural Memory g Chapter 10 Cognitive Retrieving Information Stored memory can be retrieved by recognition, recall and relearning. 5 Identify several memory retrieval processes. Explain the processes involved in forgetting. Recognition Recall Reconstructive Processes Confabulation Schemas Eidetic Memory Decay Interference Elaborative Rehearsal Mnemonic Devices g Chapter 10 Common Assessments will be implemented daily.

12 Cognitive Thinking and Problem Solving Thinking involves changing and reorganizing the information stored in memory to create new or transformed information, such as, creative problem- solving strategies. Lorain City School District 5 Identify the units of thought and the kinds of thinking. Explain strategies for the obstacles to problem solving. Thinking Image Symbol Concept Prototype Rule Metacognition Algorithm Heuristic Mental Set Functional Fixedness Creativity Flexibility Recombination Insight g Chapter 11 Cognitive Language Language requires the learning of a set of complex rules and symbols, yet people have little difficulty learning their language. 5 Explain the structure of language. Describe how children develop language. Language Phoneme Morpheme Syntax Semantics g Chapter 11 End Early 1 st Quarter (9 Weeks) District Benchmark Assessment Common Assessments will be implemented daily.

13 Early 3 rd Quarter Strand Cognitive Content Statement Sleep and Dreams Expectations for Learning Sleep involves four stages and a period of dreaming. Days Clear Learning Target 3 Describe the research related to sleep and dreams. List and discuss sleep disorders. Vocabulary Consciousness REM sleep Circadian rhythm Insomnia Sleep apnea Narcolepsy Nightmares Night terrors Sleepwalking Core Chapter 7 Additiona l Assessment Cognitive Hypnosis, Biofeedback, and Meditation Hypnosis, biofeedback, and meditation are altered states of consciousness that can occur when we are awake. 3 Determine how hypnosis relates to consciousness. Describe research into biofeedback and meditation. Hypnosis Posthypnotic suggestion Biofeedback meditation Chapter 7 Cognitive Drugs and Consciousnes s Psychoactive drugs interact with the central nervous system to alter consciousness. 3 Describe the effects drugs have on consciousness. Define drug abuse. Psychoactive drugs Marijuana Hallucinations Hallucinogens LSD Chapter 7 Common Assessments will be implemented daily.

14 Developmenta l Physical, Perceptual, and Language Development Infants are born equipped to experience the world. As infants grow physically, they also develop cognitive skills, perceptions, and language. 3 Describe the physical and perceptual development of newborns and children. Developmental psychology Grasping reflex Rooting reflex Maturation Telegraphic speech Chapter 3 Developmenta l Cognitive and Emotional Development As the thought process of children develop, they begin to think, communicate and relate with others, and solve problems. 3 Summarize the cognitive- development theory. Discuss how children develop emotionally. Schema Assimilation Accommodation Object permanence Representational Thought Conservation egocentric Chapter 3 Developmenta l Parenting Styles and Social Development Children face various social decisions as they grow and progress through the stages of life. 3 Describe theories of social development. Outline Kohlberg s stages of moral development. Authoritarian family Democratic family Permissive family Socialization Identification Sublimation Role taking Chapter 3 End Early 3 rd Quarter (4.5 Weeks) District Benchmark Assessment Common Assessments will be implemented daily.

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16 Late 3 rd Quarter Strand Developmenta l Content Statement Adolescent Physical and Sexual Development Expectations for Learning All adolescents change in their physical size, shape, and capacities, as well as their ability to reproduce. Days Clear Learning Target 3 Describe the physical changes in adolescence. Describe research related to sexual attitudes and roles of adolescents. Vocabulary Initiation Rites Puberty Menarche Spermarche Asynchrony Core Chapter 4 Additional Assessment Developmenta l Adolescent Personal Development The transition from childhood to adulthood involves changes in patterns of reasoning and moral thinking, as well as the development of one s identity. 3 Describe the cognitive and ideological changes that characterize adolescence. Outline the process by which adolescence find a personal identity. Rationalization Identity Crisis Social Learning Theory Chapter 4 Developmenta l Adolescent Social Development Adolescents undergo many changes in their social relationships, adjusting to new relationships with parents and 3 Describe the role of family and peers during adolescence. Discuss difficulties that some adolescents Clique Conformity Anorexia Nervosa Bulimia Nervosa Chapter 4 Common Assessments will be implemented daily.

17 the influence with peers. encounter. Developmenta l Adulthood Adulthood is a time of transition; it involves shifting priorities and outlooks on life from adolescence and throughout the remainder of life. 2 Characterize the physical changes that take place during adulthood. Describe the social and emotional changes that occur during adulthood. Menopause Generativity Stagnation Chapter 5 Developmenta l Old Age As we age, our priorities and expectations change to match realities, as we experience losses, as well as gains. 1 Identify changes that occur in health and life situation during old age. Summarize how people physically, mentally, and socially adjust to old age. Ageism Senile Dementia Alzheimer s Disease Decremental Model of Aging Chapter 5 Developmenta l Dying and Death Death is 1 Identify the Thanatology inevitable. Most stages of dying. Hospice people face death by going through Describe the stages or an services of Common Assessments will be implemented daily. Chapter 5

18 adjustment process. hospices. Characteristic s of Psychological Tests To be useful, tests have to be standardized and exhibit reliability and validity. 3 Identify three ways of measuring reliability. Explain test standardization and how test validity is assessed. Reliability Validity Percentile System Norms Chapter 13 Intelligence Testing Several IQ tests are used to measure intelligence, although there are many views about what constitutes intelligence. 3 Explain the various views of intelligence. Identify two kinds of intelligence. Intelligence Two- factor Theory Triarchic Theory Emotional Intelligence Intelligence Quotient Heritability Cultural Bias Chapter 13 Measuring Achievement, Abilities, and Interests Psychologists have developed tests to assess special abilities and experiences. 3 Identify widely used aptitude, achieve and interest tests. Explain the application of aptitude, achievement and Aptitude Test Achievement Test Interest Test Chapter 13 Common Assessments will be implemented daily.

19 interest tests. End Late 3rd Quarter (9 Weeks) District Benchmark Assessment Common Assessments will be implemented daily.

20 Early 4 th Quarter Strand Content Statement Expectations for Learning Days Clear Learning Target Vocabulary Core Additional Assessmen t The Purpose of Personality Theories Personality theories provide a way of organizing the many characteristics that people have. 3 Describe the major purposes of personality theories. List the major schools of personality theory. Personality g Chapter 14 Psychoanalyti c Theories Freud s psychoanalytic theory proposes that personality is made up of three components: id, ego, and super ego. 2 Explain Freud s structural components of personality. Describe Jung s theory of personality. Unconscious Id Ego Super ego Defense mechanisms Collective unconscious Archetype Inferiority complex g Chapter 14 Learning Theories Behaviorists are interested in how aspects of personality are learned. 2 Describe Skinner s concept of personality. Explain Bandura s social cognitive theory of personality. Behaviorism Contingencies of Reinforcement g Chapter 14 Common Assessments will be implemented daily.

21 Humanistic and Cognitive Theories Humanistic and cognitive theories of personality stress the positive aspects of human nature. 2 Explain Maslow s idea of self- actualization. Describe Carl Roger s view of human behavior. Humanistic Self- actualization Self- positive Regard Conditions of Worth Fully Functioning Unconditional Positive Regard g Chapter 14 Section 4 Trait Theories Trait theorists believe that traits account for consistency of behavior in different situations. 2 Explain the main features of trait personality. Describe Allport s, Cattell s and Eysenck s theories. Trait Cardinal Trait Factor Analysis Surface Trait Source Trait Extravert Introvert g Chapter 14 Section 5 What are Psychological Disorders? Anxiety Disorders Psychologists draw the line between normal and abnormal behavior in practice by looking at various attempts to define abnormal behavior, adjustments, and psychological health. Anxiety disorders are marked by excessive fear, caution, and attempts to avoid anxiety. 2 Define psychological disorder. Distinguish between the concepts of normality and abnormality. 2 Identify the behavioral patterns that psychologists label as anxiety disorders and DSM- IV Anxiety Phobia Panic disorder Post- traumatic stress disorder Common Assessments will be implemented daily. g Chapter 16 g Chapter 16

22 their causes. Somatoform and Dissociative Disorders The inability to deal with stress can lead to somatoform and dissociative disorders. 2 Identify the behavioral patterns of somatoform and dissociative disorders. Somatoform Disorder Conversion Disorder Dissociative Disorder Dissociative Amnesia Dissociative Fugue Dissociative Identity Disorder g Chapter 16 Schizophrenia and Mood Disorders Schizophrenia involves disordered thoughts. Mood disorders involve disturbances in the experiences and the expressions of depression. 2 Describe schizophrenia and the mood disorders. Schizophrenia Delusions Hallucinations Major depressive disorder Bipolar disorder g Chapter 16 Section 4 Personality Disorder and Drug Addiction Personality disorders and drug addiction prohibit normal relationships and normal functioning. 2 Describe how personality disorders differ from other disorders. Explain how drug abuse is a psychological problem. Personality Disorders Anti- social Personality Psychological Dependence Addiction Tolerance Withdrawal g Chapter 16 Section 5 Common Assessments will be implemented daily.

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24 Late 4 th Quarter Strand Content Statement What is Psychotherapy? Expectations for Learning Psychotherapy is a general term for the several approaches used by mental health professionals to treat psychological disorders. Days Clear Learning Target 2 Explain the nature of psychotherapy. Describe the role of the psychotherapist. Vocabulary Psychotherapy Eclectic Approach Placebo Effect Empathy Group Therapy Core Chapter 17 Additiona l Assessmen t Psychoanalysi s and Humanistic Therapy Psychoanalysis is the conscious and the unconscious mind based on the theories of Sigmund Freud. Humanistic therapy helps people reach their full potential. 2 Describe psychoanalysis and its aims. Explain humanistic therapy and its goals. Psychoanalysis Insight Free Association Resistance Dream Analysis Transference Humanistic Therapy Client- centered Therapy Nondirective Therapy Active Listening Unconditional Positive Regard Chapter 17 Cognitive and Behavior Therapies Cognitive and behavioral therapies help clients develop ways of thinking and behaving. 2 Describe cognitive therapies and their aims. Explain the Behavior Modification Cognitive Therapy Rational- emotive Therapy Behavior Therapy Systematic Desensitization Aversive Conditioning Chapter 17 Common Assessments will be implemented daily.

25 processes and goals of behavior therapy. Contingency Management Token Economy Cognitive- behavior Therapy Biological Approaches to Treatment Biological approaches to treatment rely on methods such as medications, electric shock, and surgery. 2 Explain biological approaches to treatment. Give examples of treatment medicines and their effects on patients. Drug Therapy Anti- psychotic Drugs Antidepressants Lithium Carbonate Anti- anxiety Drugs Electroconvulsive Therapy Psychosurgery Prefrontal Lobotomy Chapter 17 Section 4 Interpersonal Attraction We depend on others to survive. We are attracted to other people because of such factors such as proximity, reward values, physical appearance, approval, similarity, and complementarity. 1 Discuss why we need friends. List and explain the factors involved in choosing friends. Social Social Cognition Physical Proximity Stimulation Value Utility Value Ego- support Value Complementarily Chapter 18 Social Perception We explain behavior by making judgments. Our judgments are influenced by our perceptions of 1 Explain how we use first impressions and schemas. Describe factors that influence Primacy Effect Stereotype Attribution Theory Fundamental Attribution Error Actor- observer Bias Self- serving Bias Chapter 18 Common Assessments will be implemented daily.

26 others. how we interpret others behavior. Nonverbal Communication Personal Relationships People experience different types of relationships throughout their lives. 1 Describe sources of parent- adolescent conflict. Generational Identity Chapter 18 Describe different types of love. Group Behavior A group- a collection of people who interact, share common goals, and influence how members think and act- is unified by the attitudes and standards members share and by their commitment to those beliefs. 2 Define and explain different types of groups. Describe the interactive patterns within groups. Group Task Functions Social Functions Norms Ideology Social Facilitation Social Inhibition Group Polarization Group Think Socio- gram Chapter 19 Conformity and Obedience You may engage in 1 Identify ways Conformity behavior because that groups can Obedience of direct or influence an indirect group individual s pressure or in behavior. response to orders given by Explain why Common Assessments will be implemented daily. Chapter 19

27 authorities. most people tend to obey authority figures. Conflict and Cooperation Conflicts between groups are a fact of everyday life. Individuals perceive and respond to situations differently in a group, sometimes giving up responsibility for their actions. 1 Explain causes of group conflict and cooperation. Summarize how group dynamics promote or restrain altruism and aggression. Aggression Catharsis Altruism Diffusion of Responsibility Bystander Effect Social Loafing Deindividuation Chapter 19 Attitude Formation Attitudes are the result of conditioning, observational learning, and cognitive evaluation. 1 Trace the origins of attitudes. Describe the functions of attitudes. Attitude Self- concept Chapter 20 Our attitudes help us define ourselves and our place in society, evaluate people and events, and Common Assessments will be implemented daily.

28 guide our behavior. Attitude Change and Prejudice Attitudes are formed through compliance, identification, and internalization. Attitudes may be changed as a result of cognitive dissonance. 2 Cite the sources of attitude change. Describe prejudice and its relationship to stereotypes and roles. Compliance Identification Internalization Cognitive Dissonance Counter- attitudinal Behavior Self- justification Self- fulfilling Prophecy Prejudice Discrimination Chapter 20 Persuasion Persuasion is a direct attempt to influence attitudes. We evaluate when, where, and how a message is presented, as well as the message itself, when determining the credibility of the message. 2 Describe the factors involved in the communication process. Explain the different types of persuasion processes. Persuasion Boomerang Effect Sleeper Effect Inoculation Effect Brainwashing Chapter 20 Common Assessments will be implemented daily.

29 End Late 4 th Quarter (9 Weeks) District Benchmar k Assessmen t Common Assessments will be implemented daily.