Advanced Placement Psychology

Transcription

1 Title Advanced Placement Psychology Type Individual Document Map Authors Aristea Theodoropoulos Subject Social Studies Course AP Psychology Grade(s) 11, 12 Location Roxbury High School Curriculum Writing History Notes Attachments Page: 1 of 32

2 September/Week 1 - September/Week 3 September October November December January February March April May June Unit I History, Approaches, and Research Methods September/Week 4 - October/Week 6 Unit II - Biological Bases for Behavior October/Week 7 - November/Week 9 Unit III- Sensation and Perception November/Week 10 Unit IV- States of Consciousness November/Week 11 - December/Week 13 Unit V- Learning December/Week 14 - December/Week 15 Unit VI- Memory December/Week 16 - January/Week 17 Unit VII- Thinking and Language January/Week 18 - January/Week 19 Unit VIII- Intelligence January/Week 20 - February/Week 21 Unit IX- Motivation and Emotion February/Week 22 - February/Week 24 Unit X- Developmental Psychology March/Week 25 - March/Week 26 Unit XI- Personality March/Week 27 - April/Week 29 Unit XII- Abnormal Psychology April/Week 30 - April/Week 31 Unit XIII- Treatment of Psychological Disorders April/Week 32 - May/Week 34 Unit XIV- Social Psychology Page: 2 of 32

3 Duration: September/Week 1 - September/Week 3 UNIT NAME: Unit I History, Approaches, and Research Methods Enduring Understandings Essential Questions Knowledge Skills Standards -Distinguish the roots of psychology -Explain how psychology develops as a science -Discuss the controversiality in nature versus nuture debates -Understand the need for a scientific method and scientific attitude when performing and dissecting psychological research -Examine which research method is appropriate for obtaining certain data -Conclude how we use statistical reasoning in everyday life -Explain how psychology is applied in the real world -Justify what makes for ethical versus nonethical research -How did psychology develop from its prescientific roots in early understandings of the mind to the beginnings of modern science? -How is psychology continuing to evolve today? -What are psychology's historic "big issues?" -What are psychology's levels of analysis and their related perspectives?? -What are psychology's main subfields and how do they assist people? -Why are the answers that develop from the scientific approach more reliable than those based on intuition and common sense? -How do psychologists collect and analyze data? -How do experiements clarify cause and effect? -How can measures of central tendency and variation describe data? -What makes for an unethical study? 1. History of Psychology develop an understanding of the development of psychology as a discipline and a science a. Origins of the science and it s major contributors b. Role of philosophy in early psychology 1. Approaches a. Influence of various perspectives in psychology i. Biological ii. Behavioral iii. Cognitive iv. Humanistic v. Psychodynamic vi. Sociocultural 1. Methods a. Experimental - i. Defining the scientific method b. Correlational i. Case study ii. Survey 1. Wording effects iii. Random sampling iv. Naturalistic Observation c. Statistical reasoning i. Measures ii. Making inferences d. Ethics i. Milgrim Experiment ii. Watson - Little Albert Exp. -Trace the views of prescientific thinkers regarding the origins of knowledge and how the mind and body relate, discuss early psychologists efforts to understand the structure and function of the mind, and identify the nature and scope of contemporary psych -Analyze concerns on stability and change, rationality and irrationality, and nature and nurture -Differentiate the perspectives from which psychologists examine behavior and mental processes -Illustrate hindsight bias and confirmation bias in relation to one's own personal experience -Discuss how overconfidence contaminates our everyday judgements -Compare and contrast case studies, surveys and naturalistic observation, and explain the importance of proper sampling -Distinguish positive from negative correlations and explain why correlational research fails to provide evidence of cause-effect relationships describe the relationship between psychological theories and scientific research and identify the basic elements of an experiment Page: 3 of 32

4 -Discuss how experimental control contributes to causal explanation Key Concepts and People Franz Gall- Phrenology Wilhelm Wundt Charles Darwin William James Aristotle Plato Scientific Method Hypothesis Operational definition Replication Independent/dependent variable Freud Piaget Mode Mean Median Range Standard deviation Difference reliable Difference significant Milgrim Watson -Describe the measures of central tendency and variation -Discuss three important principles in making generalizations from samples, and describe how psychologists make inferences about differences between groups -Explain why psychologists study animals, and evaluate the ethics of experimentation -Describe how personal values can influence psychologists research Plans: Page: 4 of 32

5 Duration: September/Week 4 - October/Week 6 UNIT NAME: Unit II - Biological Bases for Behavior Enduring Understandings Essential Questions Knowledge Skills Standards -Explain how neurons communicate and how this communication influences our behavior and thoughts -Compare and contrast the workings of the central nervous system and the peripheral nervous system on our behavioral and mental functions -Examine how neurotransmitters and hormones play a role in our behavioral and mental functions -Explain how we can identify structural or functional damage within the brain -Decribe how each part of the brain has its own specific function -Discuss how the brain has evolved from our primitive ancestors and how it differentiates from lower-level species -Conclude how one might function with only one hemipshere of the brain, noting the roles of the left versus right side -What is a neuron and how does it transmit and receive information? -How do drugs and other chemicals affect neurotransmission? -What are the functions of the nervous system's main divisions? -How does the endocrine system transmit its messages? -How do neuroscientists study the brain's connections to behavior and the mind? -How do the functions of lowerlevel brain structures differ from those of the cerebral cortex regions? -What about the brain separates human cognitive processes from all other living creatures'? -What do split brains reveal about the functions of our two hemispheres? 1. Structures and functions of the human brain 1. Nervous system and parts of the human brain 2. Recent developments in brain research 3. Function of the brain i. Emotion ii. Senses iii. Sleep iv. Memory 1. Neuroanatomy 1. Functions of neurons and synapses 2. Process of transmission of motor movements, emotions, and learning 1. Endocrine System 1. Role of the thyroid gland 2. Impact of hormones on behavior 1. Genetics 1. Nature-Nurture debate 2. Twin and Adoption Studies 3. Heredity Schizophrenia, Depression Key Concepts DNA (deoxyribonucleic acid) Genotype Phenotype Siblings Thyroid Gland -Identify the basic anatomy of the neuron and describe how neurotransmitters affect the function of neurons -Identify the functions and malfunctions of various neurotransmitters comprehend neural networking -Analyze the functional divisions of the human nervous system and familiarize themselves with the tools used to manipulate and measure the brain -Evaluate the importance of the lower-level brain structures -Describe the functions of the various regions of the cerebral cortex -Discuss the major causes of brain disorders and witness how the brain is often capable of recovering after its been damaged -Distinguish the functions of the two hemispheres of the brain -Predict how structures of the endocrine system will play a role on our behavior if stimulated Page: 5 of 32

6 Plans: Neurons Synapse Axon Neurotransmitter Dendrites Action potential Myelin Sheath Frontal Lobe Temporal Lobe Occipital Lobe Parietal Lobe Corpus Callosum Cerbral Cortex Thalamus Medula Oblongata Amygdala Hippocampus Pituitary Gland Hypothalamus Cerebellum Limbic System Sensory (afferent) neurons Motor (efferent) neurons Interneurons CAT (computer axial tomography) EEG (electroencephalography) PET (positron emission tomography) MRI (magnetic resonance imaging) FMRI (functional magnetic resonance imaging) Page: 6 of 32

7 Duration: October/Week 7 - November/Week 9 UNIT NAME: Unit III- Sensation and Perception Enduring Understandings Essential Questions Knowledge Skills Standards -Examine how we sense the world around us using selective attention -Explain the purpose of sensory adaptation -Compare and contrast the mechanical processes of the eye, ear, nose, mouth, and skin in their effort to trasmit information to the brain -Explain how we organize the information we receive from our senses into perceptions -Describe how our perceptions can be altered, biased, and/or flawed. -Discuss the possibility of extrasensory perception -What is the difference between bottom-up processing and topdown processing? -How are we affected by selective attention? -What are absolute and difference thresholds? -What is the function of sensory adaptation? -What are the stimuli for each of the the five senses? -How does each sense transform energy into neural messages? -How does the brain process stimuli from the outside world? -What are the common causes of damage to each of the five senses? -How is Gestalt psychology relative to understanding perceptual organization? -How do we see the world in three dimensions? -How do our expectations, contexts, and emotions influence our perceptions? 1. Vision 1. Functions and parts of the eye 2. Information processing 3. Structure of color vision 1. Hearing 1. Sound 2. Functions and parts of the ear 1. The other senses 1. Touch i. Role of cutaneous sensation b. Taste i. Functions of the parts of the tongue c. Smell i. Functions of the parts of the olfactory system d. Kinesthetic & Vestibular senses i. Roles of these senses in one s body position and muscle movement 1. Perceptual organization 1. Perceptual processes i. Depth ii. Motion iii. Constancy -Contrast the processes of sensation and perception -Distinguish between absolute and difference thresholds, and discuss research findings on subliminal stimulation -Explain the visual process, including the stimulus input, the structure of the eye, and the transduction of light energy -Discuss the levels of visual info processing and the value of parallel processing -Explain the Young-Helmholtz and opponent-process theories of color vision, and describe the nature of color constancy -Explain the auditory process, including stimulus input and structure and function of the ear and explain place and frequency theories of pitch perception -Discuss the nature and causes of hearing loss, and describe the effects of noise on hearing and behavior -Describe the sense of touch, and explain the basis of pain -Describe the senses of taste and smell, and the nature of sensory interaction Page: 7 of 32

8 -What are the claims of ESP, and what has most research concluded after putting these claims to the test? 1. Illusions 1. Causes of both physical and perceptual illusions Key Concepts Absolute threshold Just Noticeable Difference (JND) Weber s law Cornea Pupil Retina Rods & cones Ganglion cells Blind spot Opponent process theory Frequency Pitch Amplitude Decibels Hammer Anvil Stirrup Cochlea Figure-ground Monocular cues Binocular cues Interposition Linear perspective Aerial perspective Elevation Texture gradient Shadowing Motion parallax Retinal disparity Convergence Basilar Membrane Place theory Frequency theory Olfactory nerve Olfactory bulb Gustatory receptors -Distinguish between kinesthesis and the vestibular sense -Describe how the process of perception is directed and limited by selective attention -Summarize how Gestalt psychology, the figure-ground relationship, and principles of perceptual grouping all play into perception -Describe perceptual constancies and show how the perceived sizedistance relationship operates in visual illusions -Debate over the role of nature and nurture in perception, using research findings on sensory deprivation and restored vision -Evaluate the claims of ESP, and explain why most research psychologists remain skeptical Page: 8 of 32

9 Plans: Diagram of tongue Page: 9 of 32

10 Duration: November/Week 10 UNIT NAME: Unit IV- States of Consciousness Enduring Understandings Essential Questions Knowledge Skills Standards -Discuss the importance of sleep and what functions it serves -Identify disorders that may contribute to sleep deprivation -Explain the function of dreaming -Conclude what is fact and what is falsehood regarding hypnosis -How do our biological rhythms influence our daily functioning? -How does sleep deprivation affect us? -What are the major sleep disorders and the causes for each? -What are the main theories for why we dream? 1. Sleep & Dreams 1. Significance of biorhythms 2. Stages of sleep 3. Sleep disorders 4. Theories of the purpose of dreaming 1. Hypnosis 1. Varying facts and falsehoods -Discuss the nature of consciousness and its significance in the history of psychology -Analyze the content and functions of daydreams and fantasies, and the importance of biological rhythms -Describe the cyclical nature and possible functions of sleep and identify the major sleep disorders -Explain why hynosis can work for some -Differentiate between drug dependence and addiction -Explain how psychoactive drugs alter consciousness via neurological influence -Distinguish the main effects of depressants, stimulants, hallucinogens, and opiates of the central nervous system -Is hypnosis an extension of normal consciousness or an altered state? -Why is addiction called neuroadaptation? -What are so common misconceptions about addiction? -What are the effects of depressants, stimulants, hallucinogens, and opiates on the mind and body? -Using the bio-psycho-social model, what is the reason individuals become regular users of drugs? 1. Psychoactive Drugs 1. Psychoactive drugs 2. States of dependence and addiction 3. Influences of drug use Key Concepts Circadian rhythm REM sleep Alpha waves Beta waves Hallucinations Delta waves Insomnia Narcolepsy Sleep apnea Night terrors Manifest vs. latent content REM rebound Hypnosis Posthypnotic amnesia Posthypnotic suggestion Dissociation Hidden observer Social-Influence Theory -Discuss the content and possible functions of dreams -Evaluate hypnosis, noting the behavior of hypnotized people and claims regarding its uses, and the controversy over whether hypnosis is an altered state of consciousness -Examine the nature of drug dependence and addiction -Differentiate the physiological and psychological effects of depressants, stimulants, and hallucinogens Page: 10 of 32

11 Plans: Psychoactive drug Tolerance Depressants stimulant Hallucinogens Barbiturates Opiates Amphetamines MDMA Dualism Monism Page: 11 of 32

12 Duration: November/Week 11 - December/Week 13 UNIT NAME: Unit V- Learning Enduring Understandings Essential Questions Knowledge Skills Standards -Describe the principles of classical conditioning. -Describe clinical and experimental examples of classical conditioning. -Explain how classical conditioning can apply to everyday life. -Describe the Law of Effect. -Describe the principles of operant conditioning. -Describe clinical and experimental examples of operant conditioning. -Explain how operant conditioning can apply to everyday life. -Appraise Skinner's legacy. -Describe the principles of observational and cognitive learning. -Explain how observational and cognitive learning can apply to everyday life. -How did Pavlov's work influence behaviorism? -How does a neutral stimulus become a conditioned stimulus? -How are the classical conditioning processes of acquisition, extinction, spontaneous recovery, generalization, and discrimination formed? -What are some applications of classical conditioning in the real world? -How does operant conditioning differ from classical conditioning? -What are basic types of reinforcers? -How do different reinfoecement schedules affect behavior? -How does punishment affect behavior? -What are some applications of operant conditioning in the real world? -What influence does observational learning have on children? 1. Biological and Environmental Factors of learning a. Impact of making association b. Effect of Behaviorism 1. Classical conditioning a. Importance of Pavlov s dog experiment b. Factors of classical conditioning i. Acquisition ii. Extinction iii. Spontaneous Recovery iv. Generalization v. Discrimination 1. Operant conditioning a. Impact of Skinner s experiments b. Role of shaping c. Principles of reinforcement d. Schedules of reinforcement i. Fixed-interval ii. Fixed-ratio iii. Variable-interval iv. Variable-ratio e. Impact of punishment -Discuss the importance of learning and the process of learning associations -Evaluate the importance of Pavlov s work, describing how classical conditioning might apply to human health and well-being -Apply the procedure of Skinner s shaping-identify the different types of reinforcers and describe major schedules of partial reinforcement, and discuss the effects of punishment on behavior. -Describe the process of Bandura s observational learning as demonstrated, and discuss the impact of antisocial and prosocial modeling Page: 12 of 32

13 1. Social Learning a. Role of observation b. Importance of Bandura s Bobo doll exp. c. Impact of television on children 1. Cognitive Process in Learning a. Function of Latent Learning i. Cognitive maps Plans: Key Concepts and People Unconditioned response Unconditioned stimulus Conditioned response Conditioned stimulus Acquisition Extinction Generalization Discrimination Primary reinforcers Conditioned reinforcers Continuous reinforcers Positive reinforcement Negative reinforcement Fixed-ratio schedule Variable-ratio schedule Fixed-interval schedule Variable-interval schedule Punishment Cognitive map Modeling Page: 13 of 32

14 Duration: December/Week 14 - December/Week 15 UNIT NAME: Unit VI- Memory Enduring Understandings Essential Questions Knowledge Skills Standards -Identify factors that influence encoding. -Characterize the difference between shallow (surface) and deep (elaborate) processing. -Discuss strategies for improving the encoding of memory. -Describe the differences between working memory and long-term memory. -Identify and explain biological processes related to how memory is stored. -Discuss types of memory and memory disorders (e.g., amnesias, dementias). -Discuss strategies for improving the storage of memories. -Analyze the importance of retrieval cues in memory. -Explain the role that interference plays in retrieval. -Discuss the factors influencing how memories are retrieved. -Explain how memories can be malleable. -Discuss strategies for improving -How do psychologists describe the human memory system? -What information do we encode automatically and what information do we encode effortfully? -What processing methods aid in forming memories? -What is the difference between sensory, short-term, and working memory? -How does the brain store our memories? -How do we retrieve information from memory? -How do external contexts and internal emotions influence memory retrieval? -Why do we forget? -How do misinformation, imagination, and source amnesia influence our memory construction? -What is the controversy related to claims of repressed and recovered memories? -How can an understanding of memory contribute to more effective memory techniques? 1. Role of Memory a. Examine the information processes of memory i. Encoding process 1. Describe various types of encoding 2. Importance of organization of encoded information ii. Storage process 1. Identify the stages of memory 2. Describe different kinds of memories 3. Malfunctions of memory iii. Retrieval process 1. Ways to retrieve stored information 2. Identify various retrieval cues iv. Forgetting process 1. Affects of encoding failure 2. Storage decay 3. Types of retrieval Failure 4. Different kinds of forgetting b. Attempts to improve memory Key Concepts Sensory memory Short-term memory Long-term memory Working memory Rehearsal -Describe memory in terms of information processing -Distinguish between automatic and effortful processing, and discuss the importance of rehearsal -Explain the limited nature of sensory and short-term memory -Contrast recall and recognition measures of memory -Assess the importance of retrieval cues and the impact of environmental contexts and internal emotional states on retrieval -Discuss the effects of interference and motivated forgetting on retrieval -Analyze the biological changes that may underlie memory formation and storage -Distinguish between implicit and explicit memory, identifying the different brain structures associated with each -Explain why the capacity to forget can be beneficial, and discuss the role of encoding failure and storage decay -Describe the evidence for the constructive nature of memory, the impact of imagination and reliability of eyewitness recall Page: 14 of 32

15 the retrieval of memories. Plans: Spacing effect Serial position effect Semantic encoding Acoustic encoding Visual encoding Mnemonic Chunking Iconic memory Echoic memory Short-term memory Long-term memory Implicit memory Explicit memory Recall Recognition Relearning Proactive interference Retroactive interference Repression Amnesia -Debate the validity and accuracy of memory formed under emotional circumstances -Evaluate various memorization methods and how they can contribute to effective studying techniques Page: 15 of 32

16 Duration: December/Week 16 - January/Week 17 UNIT NAME: Unit VII- Thinking and Language Enduring Understandings Essential Questions Knowledge Skills Standards -Define cognitive processes involved in understanding information -Explain processes involved in problem solving and decision making -Discuss non-human problemsolving abilities -Indicate obstacles to problem solving and decision making -Describe obstacles to making sound judgments -Describe the structure and function of language. -Discuss the relationship between language and thought. -Explain the process of language acquisition -Discuss how acquisition of a second language can affect language development and possibly other cognitive processes -What are the functions of concepts and prototypes? -What strategies assist in our problem solving? -What obstacles hinder our problem solving? -How do heuristics, overconfidence, framing and belief perseverance influence our decisions and judgements? -What are the structural components of language? -What are the milestones in language development? -How do we learn language? -What is the relationship between language and thinking? 1. Examine the basic structure of language a. Outline the stages of language development b. Examine the critical period for learning a foreign language c. Compare human language and animalistic forms of communication 1. Thinking a. Identify the foundation of thought b. Describe the cognitive revolution in psychology c. Explain the processes related to making decisions and forming judgments d. Identify the impact of artificial intelligence 1. Problem Solving and Creativity a. Examine the methods of problem solving b. Identify the components of creativity -Relate the role of prototypes to concept formation -Discuss how we use trial and error, algorithms, heuristics, and insight to solve problems -Describe how confirmation bias and fixation can interfere with problem solving -Describe the structure of language in terms of sounds, meanings, and grammar -Trace the course of language acquisition from the babbling stage through the two-word stage -Explain how the nature-nurture debate is illustrated in the various theories of languagedevelopment -Appraise Whorf s linguistic determinism theory and the relationship between thought and language -Evaluate the theories of language acquisition -Identify the brain structures associated with language. -Discuss how damage to the brain Key Concepts Concepts Prototypes Algorithm Heuristics Fixation Page: 16 of 32

17 may affect language. Plans: Phonemes Morpheme Semantics Syntax Babbling stage One-word stage Two-word stage Telegraphic speech Page: 17 of 32

18 Duration: January/Week 18 - January/Week 19 UNIT NAME: Unit VIII- Intelligence Enduring Understandings Essential Questions Knowledge Skills Standards -Discuss intelligence as a general factor. -Discuss alternative conceptualizations of intelligence. -Describe the extremes of intelligence. -Discuss the history of intelligence testing, including historical use and misuse in the context of fairness. -Identify current methods of assessing human abilities. -Identify measures of and data on reliability and validity for intelligence test scores. -Discuss issues related to the consequences of intelligence testing. -Discuss the influences of biological, cultural, and environmental factors on intelligence. -What arguments support intelligence as one general mental ability, and what arguments support the idea of multiple distinct abilities? -How do Gardner's and Sternberg's theories of multiple intelligence differ? -What constitutues emotional intelligence? -To what extent is intelligence related to brain anatomy and neural processing speed? -Why were intelligence tests created? -What is the difference between an aptitude and achievement test, and how can we develop and evaluate them? -How stable are intelligence scores over the lifespan? -What are the traits of those at the low and high intelligence extremes? -What does evidence reveal about hereditary and environmental influences on intelligence? -How and why do gender and racial groups differ in mental ability scores? -Are intelligence tests culturally 1. The Nature and Nurture of Intelligence 2. Multiple intelligences a. Howard Gardner s Eight Intelligences b. Robert Sternberg s Triarchic Theory of I ntelligence c. Charles Spearman s General Intelligence d. Emotional Intelligence 3. Intelligence Testing a. Alfred Binet i. Mental age b. Lewis Terman i. Stanford-Binet Intelligence Test ii. Intelligence quotient (IQ=MA/CA X 100) c. David Wechsler i. WISC and WAIS d. Group intelligence tests 4. Test Construction a. Achievement tests b. Aptitude tests c. Reliability i. Test-retest reliability ii. Split-half reliability iii. Scorer/Interscorer reliability d. Validity -Trace the origins of intelligence testing, IQ, and standardization. -Evaluate the importance of standardized samples. -Distinguishing between reliability and validity. -Debate the nature of intelligence, evaluating whether it should be considered a general mental ability or many specific abilities. -Analyze the stability of intelligence scores and describe the two extremes of the normal distribution of intelligence. -Identify the factors associated with creativity and describe the relationship between creativity and intelligence. -Describe efforts to correlate intelligence with brain anatomy, brain function, and speed of cognitive processing. -Argue evidence for both genetic and environmental influences on intelligence. -Explain group differences in intelligence test scores in terms of environmental factors and conclude whether intelligence tests are culturally biased. Page: 18 of 32

19 biased? 5. Group Differences in Intelligence Test Scores a. Heritability Plans: Key Concepts and People Normal curve Content validity Predictive validity Alfred Binet Lewis Terman David Wechsler Page: 19 of 32

20 Duration: January/Week 20 - February/Week 21 UNIT NAME: Unit IX- Motivation and Emotion Enduring Understandings Essential Questions Knowledge Skills Standards -Explain biologically based, cognitively based, and humantistic theories of motivation. -Explain the role of culture in human motivation. -Discuss eating behavior. -Discuss sexual behavior and orientation. -Explain the biological and cognitive components of emotion. -Discuss psychological research on basic human emotions. -Differentiate among theories of emotional experience. -Explain how biological factors influence emotional interpretation and expression. -Explain how culture, gender, and other environmental factors influence emotional interpretation and expression. -Identify biological and environmental influences on the expression and experience of both negative and positive emotions. -What perspectives explain motivation? -What physiological, psychological, and cultural factors produce hunger? -How do anorexia nervosa, bulimia nervosa, and binge-eating disorder demonstrate the influence of psychological forces on physiologically motivated behaviors? -What factors predisopose some people to become obese? -What stages mark the human response cycle? -What internal and external stimuli influence sexual motivation? -What has research taught us about sexual orientation? -What are the theories of how we experience emotion? -What is the link between emotional arousal and the autonomic nervous system? -Do different emotions activate different physiological and brainpattern responses? -To experience emotion, must we consciously interpret and label 1. Motivational Concepts a. Understand and explain why people have drives, define what drives are and, why drives cause them to act. b. Describe the difference between a need and drive c. Understand the role of instincts 2. Motivational Theories a. Identify and describe the major motivational theories such as instinct theory, drive-reduction theory and intrinsic versus extrinsic motivation b. Define Maslow s Hierarchy of Motives. 3. Social Motives a. Describe the concepts associated with the need to belong and the need for achievement 4. Theories of emotion a. Identify and describe the major theories of emotion, such as James- Lange, opponentprocess theory, and Cannon- Bard theories of emotion b. Identify the two dimensions of emotion c. Describe the connection -Explain motivation and identify several theories of motivated behavior. -Analyze the role of Maslow s Hierarchy of Needs in motivation. -Describe the physiological, psychological, and cultural influences on hunger. -Describe the causes and symptoms of anorexia nervosa, bulimia nervosa, and obesity. -Describe the human sexual response cycle, and discuss the impact of both hormones and psychological factors on sexual motivation and behavior. -Identify factors contributing to increased rates of pregnancy and STD s among today's adolescents. -Evaluate research findings on the nature and dynamics of sexual orientation. -Describe some nonverbal indicators of emotion, and discuss the how people from different cultures display and interpret facial expressions. -Describe the effects of facial expressions on emotional experience. Page: 20 of 32

21 them? -What emotional expression are universally understood? -What emotions have an adaptive value and how so? -What are the causes and consequences of opposite emotions such as anger and happiness? between cognition and emotion 5. Physiology of emotion a. Explain the process of arousal in experiencing emotion. b. Understand the formation of stress and identify ways in which it impacts one s life -Determine the significance of biological and environmental factors in the acquisition of fear. -Practice catharsis and identify some potential causes and consequences of anger and happiness. Key Concepts Drive-Reduction Theory Homeostasis Set-point Intrinsic and extrinsic motivation Incentives Needs Drives (primary and secondary) Achievement motive Abraham Maslow Albert Bandura Display rules Social motives Yerkes-Dodson law James-Lange theory Cannon Bard theory Cognitive theory Plans: Page: 21 of 32

22 Duration: February/Week 22 - February/Week 24 UNIT NAME: Unit X- Developmental Psychology Enduring Understandings Essential Questions Knowledge Skills Standards -Explain the interaction of environmental and biological factors in development, including the role of the brain in all aspects of development. -Explain issues of continuity/ discontinuity and stability/change. -Distinguish methods used to study development. -Describe the role of sensitive and critical periods in development. -Describe physical development from conception through birth and identify influences on prenatal development. -Describe newborns reflexes, temperament, and abilities. -Describe how infant perceptual abilities and intelligence develop. -Describe the development of attachment and the role of the caregiver. -Discuss theories of cognitive, moral, sexual, and social development in children. -Describe identity formation in adolescents. -Identify major physical, cognitive, -How does life develop in the womb? -What are some newborn mental abilities, and how do researchers assess these abilities? -From the perspective of Piaget, how does a child's cognition develop? -How do various parent-infant attachment bonds form and what are the effects of these attachments later on? -How are children's traits related to parenting styles? -What abilities do males and females share and what abilities do they differ in? -What physical changes mark adolescence? -How does Piaget's theory of cognitive development intergrate with Kohlberg's description of moral development? -What physical, cognitive, social, and emotional changes emerge during middle and late adulthood? -How does the typical person 1. Life Span Approach 2. Heredity-Environment issues 3. Developmental theories a. Identify how the following theorists attempted to explain development: 1. Piaget 2. Kohlberg 3. Chomsky 4. Lorenz 5. Harlow 6. Bandura 7. Elkind 8. Marcia 9. Erikson 10. Kubler-Ross 4. Dimensions of development a. Describe how each of the above theorists apply to the following dimensions 1. Physical (eg. motor development) 2. Sexual (eg. Freud) 3. Cognitive (eg. Binet, Piaget) 4. Social (eg. Marcia, Elkind, Harlow) 5. Moral (eg. Kohlberg) 5. Sex roles and sex differences a. Understand current theories, which identify the differences between men and women -Discuss the course of prenatal development and the destructive impact of teratogens -Describe the capacities of the newborn and the use of habituation for assessing infant cognition -Appraise the impact of body contact, familiarity, and responsive parenting on attachment, listing the benefits of a secure attachment and the impact of parental neglect and separation -Describe Piaget s view of how the mind develops, discussing his theory of cognitive development -Predict the possible effects of different parenting styles on children -Identify the major physical changes that occur during adolesence and discuss the search for identity and the development of intimate social relationships -Relate Erikson s psychosocial stages to that of Freud s psychosexual stages and debate the practicality of its application -Discover specific ways in which moral behavior is affected by moral reasoning, emotional intuitions, and social influences Page: 22 of 32

23 social, and emotional changes associated with adulthood and aging. deal with loss? Key Concepts Embryo Fetus placenta Rooting reflex Sucking reflex Swallowing reflex Grasping reflex Stepping reflex Developmental norms Maturation Piaget s Cognitive Theory of Development Kohlberg s theory of Moral Development Imprinting Attachment Gender-role awareness Gender stereotypes Adolescence Growth spurt Marcia s Theory of Identity Development Identity crisis Midlife crisis Senile dementia Alzheimer s disease Kubler-Ross s 5 stages of dying -Identify the major physical changes that occur in middle and older adulthood -Describe the impact of aging on adult memory and intelligence -Explain why the path of adult development need not be tightly linked to one s chronological age -Find ways to support the importance of family and work in adulthood -Identify the order of emotions that people experience in their reaction to death Plans: Page: 23 of 32

24 Duration: March/Week 25 - March/Week 26 UNIT NAME: Unit XI- Personality Enduring Understandings Essential Questions Knowledge Skills Standards -Evaluate psychodynamic theory, trait theory, humanistic theory, and social-cognitive theory. -Differentiate personality assessment techniques. -Discuss the reliability and validity of personality assessment techniques. -Discuss biological and situational influences on personality. -Evaluate the idea of stability versus change. -Discuss self-concept. -Analyze how individualistic and collectivistic cultural perspectives relate to one's personality. -What was Freud's view of personality and its development? -What mechanisms of the psyche cause anxiety and how do defense mechanisms protect our ego against it? -Who are Freud's followers and which ideas did they accept? -What are projective tests and how are they used? -How did humanistic psychologists view personality, and what was their goal in studying personality? -How did the humanistic psychologists assess a person's sense of self? -How do psychologists use traits to describe personality? -What are personality inventories, and what are their strengths and weaknesses as trait-assessment tools? -Which traits seem to provide the most useful information about personality variation? -In the view of social-cognitive psychologists, what mutual influences shape an individual's personality? 1. Psychoanalytic Perspective a. Evaluate and asses the psychoanalytic view of personality b. Outline and evaluate Freud s psychosexual stages of development and their theorized relations to adult personality c. Analyze and describe Jung s, Horney s and Adler s revisions of Freud s theories 2. Trait Perspective a. Outline and evaluate trait theories of personalities 3. Humanistic Perspective a. Outline and evaluate Roger s and Maslow s humanistic perspectives of personality development 4. Biological Perspective a. Discuss the strengths and the weaknesses of the biological approach to personality 5. Testing a. Describe the MMPI, 16PF, Rorschach Inkblot and TAT personality tests -Describe personality structure in terms of the id, ego, and superego, and identify the psychosexual stages of development and fixation. -Discuss how defense mechanisms serve to protect the individual from anxiety. -Explain how projective tests are used to assess personality. -Discuss the contributions of the neo-freudians, while describing the shortcomings of Freud s ideas. -Describe the social-cognitive perspective on personality, and discuss consequences of personal control, learned helplessness, and optimism. -Describe how social-cognitive researchers assess behavior in real situations. -Describe the humanistic perspective on personality in terms of Maslow s focus on selfactualization and Rogers emphasis on potential for growth. -Describe humanistic psychologists approach to personality assessment and debate criticisms. -Discuss psychologists Page: 24 of 32

25 Plans: -What are the criticisms of each of the personality theories? -How are we helped and hindered by high self-esteem? -How does living in an individualist versus collectivist culture affect ones identity? Key Concepts Freud Adler Horney Jung Id, ego, superego Libido Fixation Freud s five developmental stages Oedipus and Electra complex Personal and collective unconscious Introverts and extroverts Inferiority complex Anxiety Karen Horney Erik Erikson Carl Rogers Actual and Ideal Self Congruency Self-actualization Unconditional positive regard Personality traits The Big Five Expectancies Loci of control Self-efficacy descriptions of personality types, and describe research efforts to identify fundamental personality traits. -Explain how personality inventories are used to assess traits, and identify the Big Five personality dimensions. -Analyze ones own personality using the four personality theories -Debate the benefits of self-esteem and self-serving pride. -Assess the impact of individualism and collectivism on self-identity and social relations. Page: 25 of 32

26 Duration: March/Week 27 - April/Week 29 UNIT NAME: Unit XII- Abnormal Psychology Enduring Understandings Essential Questions Knowledge Skills Standards -Define psychologically abnormal behavior. -Describe historical and crosscultural views of abnormality. -Describe major models of abnormality. -Discuss how stigma relates to abnormal behavior. -Discuss the impact of psychological disorders on the individual, family, and society. -Describe the classification of psychological disorders. -Discuss the challenges associated with diagnosis. -Describe symptoms and causes of major categories of psychological disorders. -Evaluate how different factors influence an individual s experience of psychological disorders. -How should we draw the line between normality and disorder? -What perpectives can help us understand psychological disorders? -How and why do clinicians classify psychological disorders? -Why do some psychologists criticize the use of diagnostic labels? -What are anxiety disorders, and how do they differ from ordinary worries and fears? -What produces the thoughts and feelings that mark anxiety disorders? -What are somatoform disorders? -What are dissociative disorders, and why are they so controversial? -What are mood disorders, and what forms do they take? -What are the factors that lead to depression and maintain its cycle? -What patterns of thinking, perceiving, feeling, and behaving characterize schizophrenia? -What are the bio-psycho-social 1. Definitions of abnormality 1. Evaluate the medical model of abnormal behavior 2. Identify the criteria associated with abnormal behavior 2. Examine how disorders are classified 1. Discuss the use of the DSM-IV 2. Identify the pros and cons of the DSM-IV 3. Discuss how disorders are diagnosed and patients are labeled 4. Identify the four types of anxiety disorders, their symptoms and possible causes 1. Generalized anxiety disorder 2. Panic disorder 3. Phobias 4. Obsessive-Compulsive disorder 5. Identify the two somatoform disorders, their symptoms, and possible causes 1. Conversion disorder 2. Hypochondriasis 6. Identify the two forms of mood disorders, their symptoms and possible causes 1. Major depressive disorder 2. Bipolar disorder 7. Describe schizophrenia, its symptoms, types and possible causes -Identify the criteria for judging whether behavior is psychologically disordered -Describe the aims of DSM-IV, discussing the potential dangers associated with the use of diagnostic labels -Describe the symptoms of generalized anxiety disorder, phobias, and obsessive-compulsive disorder and explain the development of anxiety disorders from both a learning and a biological perspective -Describe the characteristics and possible causes of dissociative identity disorder -Describe major depressive disorder and bipolar disorder and explain the development of mood disorders, paying special attention to the biological and social-cognitive perspectives -Describe the various symptoms and types of schizophrenia, and discuss the neurological research on its causes -Describe the nature of personality disorders, focusing on the characteristics of antisocial personality disorder -Analyze various case studies which describe the client s Page: 26 of 32

27 factors of schizophrenia? -What characterizes a personality disorder, and how does antisocial personality disorder stand out from the rest? 8. Discuss the nature of the three types of personality disorders 1. Avoidant 2. Schizoid 3. Impulsive behaviors 9. Discuss the symptoms of the three dissociative disorders 1. Dissociative identity disorder 2. Dissociative fugue 3. Dissociative amnesia 10. Discuss between the legal concepts of insanity and incompetency symptoms and in doing so, identify the specific disorder associated with each. Key Concepts Medical model Bio-psycho-social perspective DSM-IV Generalized anxiety disorder Phobia Obsessive-compulsive disorder Major depressive disorder Bipolar disorder Mania Dissociative disorders Schizophrenia Delusions Hallucinations Personality disorders Antisocial Personality Disorder Plans: Page: 27 of 32

28 Duration: April/Week 30 - April/Week 31 UNIT NAME: Unit XIII- Treatment of Psychological Disorders Enduring Understandings Essential Questions Knowledge Skills Standards -Explain how psychological treatments have changed over time and among cultures. -Match methods of treatment to psychological perspectives. -Explain why psychologists use a variety of treatment options. -Contrast psychological treatments from biomedical treatments. -Evaluate the efficacy of treatments for particular disorders. -Identify ethical challenges involved in delivery of treatment. -What are the aims and methods of psychoanalysis, and how have they been adapted in psychodynamic therapy? -What are the basic themes of humanistic therapy, such as Rogers' client-centered approach? -What are the assumptions and the techniques of behavior therapies? -What are the goals and techniques of cognitive therapies? -What are the aims and benefits of group and family therapy? -Is psychotherapy effective? How do we know? -Are some therapies more effective than others for specific disorders? -What does drug therapy involve? -What are the drawback to each therapeutic approach? -How effective is electroconvulsive shock therapy and when is it used? -What is psychosurgery and when is it used? 1. Explain why people seek therapy 2. Describe the three major approaches to therapy a. Discuss the logic, goals, techniques, and effectiveness of the insight approaches (Psychoanalysis/ Humanistic) b. Discuss the logic, goals, techniques and effectiveness of the behavioral approach c. Discuss the logic, goals, techniques and effectiveness of the cognitive approach 3. Examine the Biomedical approach to therapy 4. Describe the various therapy modes 5. Discuss the community health movement 6. Discuss the deinstitutionalization trend and its effects Key Concepts Psychoanalysis Transference Resistance Client-centered therapy Behavior therapy -Discuss the aims and methods of psychoanalysis, and evaluate the critics concerns. -Identify basic characteristics of the humanistic therapies and the specific goals and techniques of client-centered therapy -Describe the assumptions and goals of the cognitive therapies and their application to the treatment of depression. -Describe the rationale and benefits of group therapy, including family therapy. -Identify the basic assumptions of behavior therapy and apply systematic desensitization and aversive conditioning to ones own personal fears/habits. -Describe therapeutic applications of operant conditioning principles, and explain the critics concerns within this process. -Discuss the findings regarding the effectiveness of the psychotherapies, and explain why ineffective therapies are often mistakenly perceived to be of value. -Depict commonalities among the therapies and discuss the role of values and cultural differences in the process. Page: 28 of 32

29 Counterconditioning Systematic desensitization Aversive conditioning Token economy Cognitive therapy Cognitive-behavior therapy Family therapy Meta-analysis Psychopharmacology Lithium Electroconvulsive therapy Psychosurgery -Identify the common forms of drug therapy and describe the use of ECT and psychosurgery in the treatment of psychological disorders. E -Apply ones knowledge of psychotherapy to real life scenarios by reading several case studies and assigning individuals to specific treatments based on their symptoms. Plans: Page: 29 of 32

30 Duration: April/Week 32 - May/Week 34 UNIT NAME: Unit XIV- Social Psychology Enduring Understandings Essential Questions Knowledge Skills Standards -Describe attributional explanations of behavior. -Describe the relationship between attitudes (implicit and explicit) and behavior. -Identify persuasive methods used to change attitudes. -Describe the power of the situation. -Describe effects of others presence on individuals behavior. -Compare and contrast how group dynamics and individuals influence behavior. -Discuss the nature and effects of stereotyping, prejudice, and discrimination. -Describe determinants of prosocial behavior. -Identify influences upon aggression and conflict. -Discuss factors influencing attraction and relationships. -How do we tend to explain others' behavior versus our own? -Does what we think affect what we do, or does what we do affect what we think? -What do experiments on conformity and compliance reveal about the power of social influence? -How is our behavior affected by the presence of others or by being part of a group? -What are group polarization and groupthink? -What are the cognitive, social, and emotional roots of prejudice? -What are the bio-psycho-social factors involved in aggressive behavior? -Why are we attracted to some people and not others? -How and why does romantic love typically change as time passes? -When are we most likely to help? Least likely? 1. Group Dynamics 1. Describe how physical appearance, schemas, stereotypes and other factors contribute to our impressions of others 2. Attribution Processes 1. Explain what attributions are 2. Discuss why we make attributions and their effects 3. Discuss internal and external attributions, and attribution bias 3. Interpersonal Perception 1. The key factors of attraction 1. Proximity 2. Physical attractiveness 3. Similarity 2. Discuss altruism 3. Examine the bystander effect 4. Discuss social influence on in the individual 1. Self-fulfilling prophecies 2. Minority influence 4. Conformity, Compliance, Obedience 1. Role of group pressure on conformity 2. Describe Asch s work with conformity 3. Describe Milgrim s obedience experiment -Describe the importance of attribution in social behavior and the dangers of the fundamental attribution error. -Illustrate the foot-in-the-door phenomenon in a negotiations task -Discuss the results of experiments on conformity, and distinguish between normative and informational social influence. -Debate the controversy of Milgrim's and Zimbardo s experiments on obedience, and analyze their implications for understanding our susceptibility to social influence. -Describe conditions in which the presence of others is likely to result in social facilitation, social loafing, or deindividuation. -Predict how group interaction can facilitate group polarization and groupthink. -Formulate the social, emotional, and cognitive factors that contribute to the persistence of cultural, ethnic, and gender prejudice and discrimination. -Describe the impact of biological factors, aversive events, and learning experiences on aggressive behavior. Page: 30 of 32

31 -How do social traps and mirrorimage perceptions fuel social conflict? -How can we transform tension into a peaceful interaction? 5. Attitudes and Attitude change 1. Describe the components of attitudes 2. Discuss the relation between attitudes and behavior 1. Foot-in-the-door phenomenon 2. Role playing 3. Examine four theories of attitude formation and change 1. Balance theory (Fritz Heider) 2. Congruity theory (Osgood and Tannenbaum) 3. Cognitive Dissonance Theory (Leon Festinger) 6. Organizational Behavior 1. Describe the dynamics of group behavior in terms of productivity and decisionmaking 2. Examine various aspects relative to group influence 1. Social facilitation 2. Social Loafing 3. Deindividuation 4. Group polarization 5. Group think -Analyze how social traps and mirror-image perceptions fuel social conflict. -Explain the bystander effect and altruistic behavior in terms of the social exchange theory and social norms. -Conjure up effective ways of encouraging peaceful cooperation and reducing social conflict. -Describe the influence of proximity, physical attractiveness, and similarity on attraction. -Discern what makes each type of love distinct from one another. Page: 31 of 32

32 7. Aggression/Antisocial Behavior 1. Discuss the meaning and examples of prejudice 2. Evaluate possible cognitive roots of prejudice 3. Examine the definitions of ingroup and outgroup 4. Identify the biological background of aggression 1. Genetic/Biochemical influences 2. Psychological influences 3. Social/ Cultural influences 5. Discuss the media s impact on aggression in society Key Concepts Attribution theory Fundamental attribution error Normative social influence Informational social influence Mere exposure effect Passionate love Companionate love Equity Self-disclosure Stereotypes In-group bias Scapegoat theory Just-world phenomenon Frustration-aggression principle Conflict Social Trap Plans: Page: 32 of 32