A Correlation of
A Correlation of
Prentice Hall
Psychology
Minter, Elmhorst
©2012
[pic]
to the
Tennessee
Social Studies Curriculum Standards
Psychology
2013
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Table of Contents
Research Methods, Measurement, and Statistics 3
Biological Bases of Behavior 4
Sensation and Perception 5
Life Span Development 6
Social Interactions 8
Sociocultural Diversity 9
Memory 10
Psychological Disorders 11
Treatment of Psychological Disorders 12
|Tennessee |Prentice Hall Psychology |
|Social Studies Curriculum Standards |©2012 |
|Psychology | |
|2013 | |
|Psychology |
|Course Description: Student will study the development of scientific attitudes, and skills, including critical thinking, problem solving, |
|and an appreciation of scientific methodology. Students will also understand the structure and function of the nervous system in human and |
|non-human animals. The structure and function of the endocrine system, interaction between biological factors and experience and methods |
|and issues related to biological advances will be a major theme of study. Students will also connect the different content areas within |
|psychology science and relate psychological knowledge to everyday life. Students will gain an awareness of the importance of drawing |
|evidence-based conclusions about psychological phenomena and gain knowledge of a wide array of issues from individual and global levels. |
|Finally, students will acquire knowledge of the variety of careers available to those who study psychology. |
|Scientific Inquiry Domain |
|Research Methods, Measurement, and Statistics |
|Students will describe research methods and measurements used to study behavior and mental processes and identify ethical issues in |
|research with human and non-human animals. Students will also explain basic concepts of data analysis. |
|P.1 Describe the scientific method and its role in psychology. |SE/TE: What Is the Scientific Method? 16–17 |
|P.2 Describe and compare a variety of quantitative and qualitative research methods including: |
|Surveys |SE/TE: Survey Method, 18 |
|Correlations |SE/TE: Correlation Method, 19-20 |
|Experiments |SE/TE: Experimental Method, 20-21 |
|Interviews |SE/TE: Interviews, 391–392 |
|Narratives |SE/TE: See Case Study, 18 |
|Focus groups |SE/TE: For related material see: Understand Psychological Research |
| |Methods, 16–22 |
|P.3 Define systematic procedures used to improve the validity of |SE/TE: How Do the Concepts of Validity and Reliability Relate to |
|research findings, such as external validity. |Statistics? 33, 34 |
|P.4 Discuss how and why psychologists use non-human animals in |SE/TE: Why Do Some Researchers Study Animals Instead of People? 22–23|
|research. | |
|P.5 Identify ethical standards psychologists must address regarding |SE/TE: Consider Ethical Issues in Psychological Research, 23–24 |
|research with human participants. | |
|P.6 Identify ethical guidelines psychologists must address regarding |SE/TE: Why Do Researchers Study Animals Instead of People? 22; Are |
|research with non- human animals. |There Different Ethical Guidelines for Research with Animals? 24 |
|P.7 Define descriptive statistics and explain how they are used by |SE/TE: What Are Descriptive Statistics? 26–28 |
|psychological scientists. | |
|P.8 Define forms of qualitative data and explain how they are used by|SE/TE: What Are Descriptive Statistics? 26–28; What Types of Tables |
|psychological scientists. |and Graphs Represent Patterns in Data? 28–31 |
|P.9 Define correlation coefficients and explain their appropriate |SE/TE: What Are Correlation Coefficients? What Do They Tell |
|interpretation. |Researchers About Relationships? 31–32 |
|P.10 Interpret graphical representations of data as used in both |SE/TE: What Types of Tables and Graphs Represent Patterns in Data? |
|quantitative and qualitative methods. |28–31 |
|P.11 Explain other statistical concepts, such as statistical |SE/TE: What Are Inferential Statistics? 33 |
|significance and effect size. | |
|P.12 Explain how validity and reliability of observations and |SE/TE: How Do the Concepts of Validity and Reliability Relate to |
|measurements relate to data analysis. |Statistics? 33, 34 |
|Biopsychology Domain |
|Biological Bases of Behavior |
|Students will explore the structure and function of the nervous system in human and non-human animals and describe the interaction between |
|biological factors and experience. Students will also describe and discuss methods and issues related to biological advances. |
|P.13 Identify the major divisions and subdivisions of the human |SE/TE: Understand the Structure and Function of the Nervous System, |
|nervous system. |42–50 |
|P.14 Identify the parts of the neuron and describe the basic process |SE/TE: What Are Neurons, and How Do They Work? 42–47 |
|of neural transmission. | |
|P.15 Differentiate between the structures and functions of the |SE/TE: Understand the Structure and Function of the Nervous System, |
|various parts of the central nervous system. |42–49 |
|P.16 Describe lateralization of brain functions. |SE/TE: How Does the Left Side of the Brain Differ from the Right |
| |Side? 62–63 |
|P.17 Discuss the mechanisms and the importance of plasticity of the |SE/TE: Neuroplasticity, 56 |
|nervous system. | |
|Structure and function of the endocrine system | |
|P.18 Describe how the endocrine glands are linked to the nervous |SE/TE: Explain How the Neuroendocrine System Functions, 50–52 |
|system. | |
|P.19 Describe the effects of hormones on behavior and mental |SE/TE: How Do Hormones Affect Our Thoughts and Behavior? 51 |
|processes. | |
|P.20 Describe hormone effects on the immune system. |SE/TE: What Effects to Hormones Have on the Immune System? 51–52 |
|P.21 Describe concepts in genetic transmission. |SE/TE: How Do Genetic Factors Determine Who We Are? 66–67 |
|P.22 Describe the interactive effects of heredity and environment. |SE/TE: Discover How Biology and Experience Interact, 66–70, 71 |
|P.23 Explain how evolved tendencies influence behavior. |SE/TE: How Do Evolved Tendencies Influence Our Behavior? 69–70, 71 |
|P.24 Identify tools used to study the nervous system. |SE/TE: Learn How Scientists Study the Nervous System, 54–57 |
|P.25 Describe advances made in neuroscience. |SE/TE: What Are Some Recent Innovations in Neuroscience? 56–57 |
|P.26 Discuss issues related to scientific advances in neuroscience |SE/TE: The Nervous System, 40–53; Learn How Scientists Study the |
|and genetics. |Nervous System, 54–57; Understand the Structure and Function of the |
| |Brain, 57–65; Summary, 71; Chapter Assessment, 72–73; Concept |
| |Summary, 74–75 |
|Sensation and Perception |
|Students will explain the processes of sensation and perception and describe the interaction of the person and the environment in |
|determining perception. |
|P.27 Discuss processes of sensation and perception and how they |SE/TE: Sensation and Perception, 76–77; Sensation, 78; Understand |
|interact. |Sensation and Perception, 78–79; Explore How the Senses Work, 80–93; |
| |Perception, 94; Learn How We Perceive the World, 94–102; Summary, |
| |103; Chapter Assessment, 104–105; Concept Summary, 106–107 |
|P.28 Explain the concepts of threshold and adaptation. |SE/TE: What Is Sensory Threshold? What Is Sensory Adaptation? 78–80 |
|P.29 List forms of physical energy for which humans and nonhuman |SE/TE: What Forms of Energy Can Humans Sense? 80–81 |
|animals do and do not have sensory receptors. | |
|P.30 Describe the visual sensory system. |SE/TE: How Does the Sense of Vision Work? 81–85, 93 |
|P.31 Describe the auditory sensory system. |SE/TE: How Does the Sense of Hearing Work? 86–88, 93 |
|P.32 Describe other sensory systems, such as olfaction, gustation, |SE/TE: How Do the Senses of Taste and Smell Work, and How Are They |
|and some thesis including but not limited to skin senses, |Alike? 88–90, 93; What Other Sensory Systems Does the Human Body Use?|
|kinesthesis, and vestibular sense. |91–92, 93 |
|P.33 Explain Gestalt principles of perception. |SE/TE: What Are the Gestalt Principles of Perception? 95–96 |
|P.34 Describe binocular and monocular depth cues. |SE/TE: What Are Monocular and Binocular Depth Cues? 96–99 |
|P.35 Describe the importance of perceptual constancies. |SE/TE: What Are Perceptual Constancies, and Why Are They Important? |
| |94–95 |
|P.36 Describe perceptual illusions. |SE/TE: How Do Visual Illusions Work? 99–100 |
|P.37 Describe the nature of attention. |SE/TE: What Is the Nature of Attention? 94 |
|P.38 Explain how experiences and expectations influence perception. |SE/TE: How Do Our Experiences and Expectations Influence Perception? |
| |100–101 |
|Development and Learning Domain |
|Life Span Development |
|Students will describe and discuss methods, issues and theories in life span development as well as prenatal development and the newborn, |
|Infancy, Childhood, Adolescence, Adulthood, and aging. |
|P.40 Explain the interaction of environmental and biological factors |SE/TE: How Do Biological and Environmental Factors Influence |
|in development, including the role of the brain in all aspects of |Development? 142–143 |
|development. | |
|P.41 Explain issues of continuity/ discontinuity and |SE/TE: What Are Some Major Research Issues in Developmental |
|stability/change. |Psychology? 143 |
|P.42 Distinguish methods used to study development. |SE/TE: How Do Psychologists Study Development? 144 |
|P.43 Describe the role of sensitive and critical periods in |SE/TE: What Are Critical Periods and Sensitive Periods? 144–146 |
|development. | |
|P.44 Discuss issues related to the end of life. |SE/TE: What Are the Stages of Death and Dying? 168–169 |
|P.45 Discuss theories of cognitive development. |SE/TE: Cognitive Development, 143; How Do Infants and Children |
| |Develop Cognitive Skills, 152–155; What Social and Cognitive Changes |
| |Occur in Adulthood? 165–166 |
|P.46 Discuss theories of moral development. |SE/TE: How Do Reasoning and Morality Develop During Adolescence? |
| |163–164 |
|P.47 Discuss theories of social development. |SE/TE: How Do Babies Begin to Develop Relationships with Others? |
| |156–158; How Do Children Develop Socially and Emotionally? 158–160, |
| |161; What Social and Cognitive Changes Occur in Adulthood? 165–166 |
|P.48 Describe physical development from conception through birth and |SE/TE: How Do Humans Develop from Conception through Birth? 147–149 |
|identify influences on prenatal development. | |
|P.49 Describe newborns’ reflexes, temperament, and abilities. |SE/TE: What Reflexes and Abilities Do Newborns Have? 150–151 |
|P.50 Describe physical and motor development during infancy. |SE/TE: What Kinds of Physical Changes Take Place in Infancy and |
| |Childhood? 151–152 |
|P.51 Describe how infant perceptual abilities and intelligence |SE/TE: How Do Infants and Children Develop Cognitive Skills, 152–155 |
|develop. | |
|P.52 Describe the development of attachment and the role of the |SE/TE: Psychosocial Development, 143 |
|caregiver during infancy. | |
|P.53 Describe the development of communication and language during |SE/TE: What Are the Stages of Language Development? 155–156 |
|infancy. | |
|P.54 Describe physical and motor development. |SE/TE: What Kinds of Physical Changes Take Place in Infancy and |
| |Childhood? 151–152 |
|P.55 Describe how memory and thinking ability develops. |SE/TE: How Do Infants and Children Develop Cognitive Skills, 152–155 |
|P.56 Describe social, cultural, and emotional development through |SE/TE: How Do Babies Begin to Develop Relationships with Others? |
|childhood. |156–158; How Do Children Develop Socially and Emotionally? 158–160, |
| |161 |
|P.57 Identify major physical changes. |SE/TE: What Physical Changes Happen During Adolescence? 162–163 |
|P.58 Describe the development of reasoning and morality. |SE/TE: How Do Reasoning and Morality Develop During Adolescence? |
| |163–164 |
|P.59 Describe identity formation. |SE/TE: How Do Adolescents Form Their Identities? 164 |
|P.60 Discuss the role of family and peers in adolescent development. |SE/TE: What Role Do Family Members and Peers Play in Adolescent |
| |Development? 164–165 |
|P.61 Identify major physical changes associated with adulthood and |SE/TE: What Physical Changes Happen During Adulthood? 166–167 |
|aging. | |
|P.62 Describe cognitive changes in adulthood and aging. |SE/TE: What Social and Cognitive Changes Occur During Adulthood? |
| |165–166 |
|P.63 Discuss social, cultural, and emotional issues in aging. |SE/TE: How Do Scientists Explain Why Aging Occurs? 127; What Are the |
| |Stages of Death and Dying? 168–169 |
|Sociocultural Context Domain |
|Social Interactions |
|Students will describe and discuss social cognition, influence, and relations. |
|P.64 Describe attributional explanations of behavior. |SE/TE: How Do People Use Attribution Theory to Explain the Actions of|
| |Others? 229–230, 231 |
|P.65 Describe the relationship between attitudes (implicit and |SE/TE: What are Attitudes, and How Do They Relate to Behavior? |
|explicit) and behavior. |224–228, 231 |
|P.66 Identify persuasive methods used to change attitudes. |SE/TE: How Can Attitudes Be Changed? 228–229, 231 |
|P.67 Describe the power of the situation. |SE/TE: Do People Act Differently in Different Situations? 214–215 |
|P.68 Describe effects of others’ presence on individuals’ behavior. |SE/TE: How Does the Presence of Others Affect an Individual’s |
| |Behavior? 215–219 |
|P.69 Describe how group dynamics influence behavior. |SE/TE: How Do Group Dynamics Influence Behavior? 219–220 |
|P.70 Discuss how an individual influences group behavior. |SE/TE: How Can an Individual Change a Group’s Behavior? 220–221 |
|P.71 Discuss the nature and effects of stereotyping, prejudice, and |SE/TE: How Are Prejudice and Discrimination Different? 232–234 |
|discrimination. | |
|P.72 Describe determinants of prosocial behavior. |SE/TE: What Is Prosocial Behavior? 240–241 |
|P.73 Discuss influences upon aggression and conflict. |SE/TE: How Does Aggressive Behavior Develop? 238–240 |
|P.74 Discuss factors influencing attraction and relationships. |SE/TE: What Factors Govern Attraction and Love? 235–238 |
|Sociocultural Diversity |
|Students will discuss social and cultural diversity and diversity among individuals. |
|P.75 Define culture and diversity. |SE/TE: What Is Culture? 250–251; How Does Culture Vary Across Time |
| |and Place? 251–254 |
|P.76 Identify how cultures change over time and vary within nations |SE/TE: How Does Culture Vary Across Time and Place? 251–254 |
|and internationally. | |
|P.77 Discuss the relationship between culture and conceptions of self|SE/TE: How Does Culture Influence Our Conceptions of Self and |
|and identity. |Identity? 255–256 |
|P.78 Discuss psychological research examining race and ethnicity. |SE/TE: What Are Some Major Areas of Cross-Cultural Psychology |
| |Research? 257–259 |
|P.79 Discuss psychological research examining socioeconomic status. |SE/TE: What Are Some Major Areas of Cross-Cultural Psychology |
| |Research? 257–259 |
|P.80 Discuss how privilege and social power structures relate to |SE/TE: How Are Prejudice and Discrimination Different? 232–234 |
|stereotypes, prejudice, and discrimination. | |
|P.81 Discuss psychological research examining gender identity. |SE/TE: Gender, 261–266 |
|P.82 Discuss psychological research examining diversity in sexual |SE/TE: What Factors Motivate Sexual Behavior and Orientation? 351–354|
|orientation. | |
|P.83 Compare and contrast gender identity and sexual orientation. |SE/TE: Gender, 261–266; Sexual Orientation, 353–354 |
|P.84 Discuss psychological research examining gender similarities and|SE/TE: What Factors Motivate Sexual Behavior and Orientation? 351–354|
|differences and the impact of gender discrimination. | |
|P.85 Discuss the psychological research on gender and how the roles |SE/TE: How Do Men and Women Differ in Thinking, Social Behavior, and |
|of women and men in societies are perceived. |Personality? 264–265 |
|P.86 Examine how perspectives affect stereotypes and treatment of |SE/TE: For related material see: How Are Prejudice and Discrimination|
|minority and majority groups in society. |Different? 232–234; Closing the Math and Science “Gender Gap”, 265 |
|P.87 Discuss psychological research examining differences in |SE/TE: Cognitive Differences, 264–265 |
|individual cognitive and physical abilities. | |
|Cognition Domain |
|Memory |
|Students will analyze encoding, storage, and retrieval of memory. |
|P.89 Identify factors that influence encoding. |SE/TE: Learn How the Brain Encodes Memory, 274–280 |
|P.90 Characterize the difference between shallow (surface) and deep |SE/TE: What Are Levels of Processing? 275 |
|(elaborate) processing. | |
|P.91 Discuss strategies for improving the encoding of memory. |SE/TE: How Can We Make Encoding More Effective? 279–280 |
|P.92 Describe the differences between working memory and long-term |SE/TE: Short Term and Working Memory, 277–278; Long-Term Memory, 279 |
|memory. | |
|P.93 Identify and explain biological processes related to how memory |SE/TE: Understand How Memories Are Stored in the Brain, 280–283, 284 |
|is stored. | |
|P.94 Discuss types of memory and memory disorders (e.g., amnesias, |SE/TE: Why Do We Forget? 293–295; How Does Amnesia Occur? 296–297 |
|dementias). | |
|P.95 Discuss strategies for improving the storage of memories. |SE/TE: What Kinds of Cues Help People Remember? 285–286 |
|P.96 Analyze the importance of retrieval cues in memory. |SE/TE: What Kinds of Cues Help People Remember? 285–286 |
|P.97 Explain the role that interference plays in retrieval. |SE/TE: Interference Theory, 295–296 |
|P.98 Discuss the factors influencing how memories are retrieved. |SE/TE: What Factors Influence How Memories are Retrieved? 286–289 |
|P.99 Explain how memories can be malleable. |SE/TE: Can Memories Change? How Reliable Are They? 290–293 |
|P.100 Discuss strategies for improving the retrieval of memories. |SE/TE: How Can We Improve Our Ability to Retrieve Memories? 289–290 |
|Psychological Disorders |
|Students will discuss perspectives on abnormal behavior and categories of psychological disorders |
|P.101 Define psychologically abnormal behavior. |SE/TE: Defining Abnormal Behavior, 410–417 |
|P.102 Describe historical and cross-cultural views of abnormality. |SE/TE: How Has Mental Illness Been Explained in the Past and in Other|
| |Cultures? 410–412, 417 |
|P.103 Describe major models of abnormality. |SE/TE: What Are the Major Models of Abnormality? 413–415, 417 |
|P.104 Discuss how stigma relates to abnormal behavior. |SE/TE: What Is Stigma, and How Does It Relate to Mental Illness? |
| |415–416, 417 |
|P.105 Discuss the impact of psychological disorders on the |SE/TE: How Does Psychological Disorders Impact Individuals, Their |
|individual, family, and society. |Families, and Society? 416, 417 |
|P.106 Describe the classification of psychological disorders. |SE/TE: What Is the DSM Classification System? 418–420 |
|P.107 Discuss the challenges associated with diagnosis. |SE/TE: What Are the Challenges of Diagnosing a Mental Illness? 421 |
|P.108 Describe symptoms and causes of major categories of psychological disorders including: |
|schizophrenic |SE/TE: What Are the Main Symptoms, Types, and Causes of |
| |Schizophrenia? 430–433, 438, 439 |
|mood |SE/TE: What Are the Different Types of Mood Disorders and Their |
| |Causes? 427–430, 438, 439 |
|anxiety |SE/TE: What Are the Different Types of Anxiety Disorders and Their |
| |Causes? 421–424, 438, 439 |
|personality disorders |SE/TE: What Are the Different Types of Personality Disorders and |
| |Their Causes? 433–436, 438, 439 |
|P.109 Evaluate how different factors influence an individual’s |SE/TE: How Can Family and Social Influences Affect the Experience of |
|experience of psychological disorders. |Mental Illness? 436–437 |
|Applications of Psychological Science Domain |
|Treatment of Psychological Disorders |
|Students will explain perspectives on and categories and types of treatment and identify legal, ethical, and professional issues in the |
|treatment of psychological disorders. |
|P.110 Explain how psychological treatments have changed over time and|SE/TE: What Are the Modern Ways in Which Psychological Disorders Can |
|among cultures. |Be Treated, and How Have They Been Treated in the Past? 446–447 |
|P.111 Match methods of treatment to psychological perspectives. |SE/TE: Identify Psychological Treatments and Evaluate Their |
| |Effectiveness, 448–464 |
|P.112 Explain why psychologists use a variety of treatment options. |SE/TE: Identify Psychological Treatments and Evaluate Their |
| |Effectiveness, 448–459; What Are Biomedical Forms of Therapy, and How|
| |Effective Are They? 465–469 |
|P.113 Identify biomedical treatments. |SE/TE: What Are Biomedical Forms of Therapy, and How Effective Are |
| |They? 465–469 |
|P.114 Identify psychological treatments. |SE/TE: Identify Psychological Treatments and Evaluate Their |
| |Effectiveness, 448–459 |
|P.115 Describe appropriate treatments for different age groups. |SE/TE: Should Children and Adolescents Be Treated with the Same Drugs|
| |Used for Adults? 469–470 |
|P.116 Evaluate the efficacy of treatments for particular disorders. |SE/TE: How Effective is Psychotherapy? 459–460; What is EMDR?, |
| |462-463; Identify Biomedical Therapies and Evaluate Their |
| |Effectiveness, 465-470 |
|P.117 Identify other factors that improve the efficacy of treatment. |SE/TE: What Other Factors Influence the Effectiveness of Therapy? |
| |460–463 |
|P.118 Identify treatment providers for psychological disorders and |SE/TE: Who Can Treat Psychological Disorders, and What Training is |
|the training required for each. |Required? 447–448 |
|P.119 Identify ethical challenges involved in delivery of treatment. |SE/TE: What Ethical Challenges Do Therapists Face When They Deliver |
| |Treatment? 470–473 |
|P.120 Identify national and local resources available to support |SE/TE: What Resources Support People with Psychological Disorders and|
|individuals with psychological disorders and their families including|Their Families? 473 |
|NAMI and support groups. | |
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