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Prentice HallInvitation to Psychology © 2008,(Wade/Tavris)

C O R R E L A T E D T O

Tennessee Social Studies Curriculum Standards for Psychology

High School

H i g h S c h o o l

Invitation to Psychology © 2008, (Wade/Tavris)Correlated to:

Tennessee Social Studies Curriculum Standards for Psychology(High School)


PAGE(S) WHERE TAUGHT(If submission is not a text, cite

appropriate resource(s))

1.1 understand the impact of diversity on the individual.

SE: Ethnic Identity, 350-351; Taking Psychology with You, 362

TR: Instructor’s Resource Manual, Test Bank, Color Transparencies

TECH: PowerPoint Presentation CD-ROM; Computerized Test Bank, Instructor’s Resource CD; MyPsychLab Program; Companion website

1.2 understand cultural biases in the field of psychology.

SE: Analyze Assumptions and Biases, 16-17; Culture and the Therapeutic Connection, 420-421; Prejudice or cultural ignorance on the part of the therapist, 425-426



o compare learned behavior across cultures; SE: Cultural Influences on Personality, 61-65; The Infant’s World, 77-78; What Causes Insecure Attachment?, 80; The Psychology of Drug Effects, 176; Taste: Savory Sensations, 205-206; Close Up on Research, 251-252; Attributions, 338; Conformity, 344-345; Cultural norms encourage you to take action, 349; Stereotypes, 352-353; Taking Psychology with You, 362; Mental disorder as a violation of cultural standards, 370; Culture and the Therapeutic Connection, 420-421; Emotion and Culture, 444-447;

Standards, Learning Expectations, and Performance Indicators

Course Description: In Psychology High School, students study the development of the individual and the personality. The six social studies standards of essential content knowledge and four process skills are integrated for instructional purposes.

Standard Number: 1.0 Culture

Standard: Culture encompasses similarities and differences among people, including their beliefs, knowledge, changes, values, and tradition. Students will explore these elements of society to develop an appreciation and respect for the variety of human cultures.

Learning Expectations:

The student will

Learning Expectation:

1.1 understand the impact of diversity on the individual.

At Level 1, the student is able to

PSYCHOLOGY HIGH SCHOOL

1SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources - TECH = Technology






(Continued)Summary, 464; Gender, Culture, and Love, 473-474; Evolution, Culture, and Sex, 477; The Cultureof Desire, 482-484; Summary, 500



o understand and recognize cultural differences. SE: Cultural Influences on Personality, 61-65; Summary, 71; The Infant’s World, 77-78; What Causes Insecure Attachment?, 80; Cognitive Influences, 95-96; The Transitions of Life, 102-103; Consciousness-Altering Drugs, 171-172; The Psychology of Drug Effects, 176; Taste: Savory Sensations, 205-206; Psychological and Cultural Influences on Perception, 213-214; Culture and Testing, 243-244; Close up on Research, 251-252; Attributions, 338; Conformity, 344-345; Cultural norms encourage you to take action, 349; Stereotypes, 352-353; Taking Psychology with You, 362; Mental disorder as a violation of cultural standards, 370; Panic Disorder, 377-378; Culture and the Therapeutic Connection, 420-421; Emotion and Culture, 444-447; Summary, 464; Gender, Culture, and Love, 473-474; Evolution, Culture, and Sex, 477; The Culture of Desire, 482-484; Cultural Attitudes, 487-488; Summary, 500



o recognize that cultural beliefs strongly influence the values and behavior of the people who grow up in the culture, often without their being fully aware of it, and that people have different responses to these influences;

SE: Cultural Influences on Personality, 61-65; The Infant’s World, 77-78; What Causes Insecure Attachment?, 80; The Transitions of Life, 102-103; Psychological and Cultural Influences on Perception, 213-214; Conformity, 344-345; Cultural norms encourage you to take action, 349; Stereotypes, 352-353; Taking Psychology with You, 362;








(Continued)Mental disorder as a violation of cultural standards, 370; Culture and the Therapeutic Connection, 420-421; Emotion and Culture, 444-447; Summary, 464; Gender, Culture, and Love, 473-474; The Culture of Desire, 482-484; Cultural Attitudes, 487-488; Summary, 500



o describe the impact of ethnic, national, and cultural influences on human behavior;

SE: Pakistani Woman Honored, 2; Cultural Influences on Personality, 61-65; Summary, 71; The Infant’s World, 77-78; What Causes Insecure Attachment?, 80; Cognitive Influences, 95-96; The Transitions of Life, 102-103; Psychological and Cultural Influences on Perception, 213-214; Close up on Research, 251-252; Conformity, 344-345; Cultural norms encourage you to take action, 349; Stereotypes, 352-353; Taking Psychology with You, 362; Mental disorder as a violation of cultural standards, 370; Panic Disorder, 377-378; Culture and the Therapeutic Connection, 420-421; Emotion and Culture, 444-447; Summary, 464; Gender, Culture, and Love, 473-474; The Culture of Desire, 482-484; Cultural Attitudes, 487-488; Summary, 500



o analyze environmental constraints on learning opportunities.

SE: Cognitive Influences, 95-96









o demonstrate why individuals often have negative responses to unknown ideas and customs;

SE: Culture and Traits, 62; Taste: Savory Sensations, 205-206; Stereotypes, 352-353; Taking Psychology with You, 362; Emotion and Culture, 444-447



o predict the behavior of people who live in diverse societies;

o interpret patterns of behavior reflecting valuesand attitudes that contribute to pose obstacles to cross-cultural understanding.

SE: Culture and Traits, 63; Summary, 71; Taste: Savory Sensations, 205-206; Stereotypes, 352-353; Taking Psychology with You, 362; Culture and the Therapeutic Connection, 420-421; Emotion and Culture, 444-447



o describe the components of culture; SE: Language, 81-85; Concepts Map, 112



o identify major social categories in U.S. culture e.g. gender, race, ethnicity, sexual orientations, and disability.

SE: Canada Legalizes Gay Marriage, 2; The Development of Personality, 44-45; Gender Development, 93-98; Gender Development, 110; Concept Map, 113; Are There “His” and “Her” Brains?, 141-142; The Riddle of Sexual Orientation, 482-484; Summary, 500; Concept Map, 502



1.2 understand cultural biases in the field of psychology.









o explain how U.S. culture is both similar to and different from cultures in other countries;

SE: Clustering Traits, 50-52; Cultural Influences on Personality, 61-63; The Infant’s World, 77-78; What Causes Insecure Attachment?, 80: CognitiveInfluences, 95-96; The Transitions of Life, 102-103; Taste: Savory Sensations, 205-206; Close Up on Research, 251-252; Attributions, 338-339; Conformity, 344-345; Stereotypes, 352-353; Mental disorder as a violation of cultural standards, 370; Panic Disorder, 377-378; Emotion and Culture, 444-447; Summary, 464; Gender, Culture, and Love, 473-474; The Culture of Desire,482-484; Cultural Attitudes, 487-488; Summary, 500



o identify situations in which bias occurs; SE: Surveys, 23; Experimenter Effects, 29; Are There “His” and “Her” Brains?, 141-142; Does the Menstrual Cycle Affect Moods?, 155-156; Signal-Detection Theory, 188-189; The Fairness Bias, 235-236; The Hindsight Bias, 236; The Confirmation Bias, 237; Culture and Testing, 243-244; Close Up On Research, 271-272; Attributions, 338-339



o list examples from early research on prejudice and discrimination;

SE: The Question of Group Differences, 248-249; Group Conflict and Prejudice, 353-356; Close-Up On Research, 356-360; The Many Targets of Prejudice, 358-359; Summary, 363-365; Prejudice or cultural ignorance on the part of the therapist, 425-426










o examine the cultural differences of Americans, including beliefs, values, accepted behaviors and environment;

SE: Close-Up on Research, 63-65; Cognitive Influences, 95-96; Neurons in the News, 121-122; Why People Obey, 335-337; Culture and the Therapeutic Connection, 420-421; Gender and Emotion, 446-447; Summary, 464; Concept Map, 466; The Culture of Desire, 482-484; Cultural Attitudes, 487-488



o relate how bias and discrimination influence behavior;

SE: Surveys, 23; Experimenter Effects, 29; Does the Menstrual Cycle Affect Moods?, 155-156; Close-Up On Research, 271-272; Prejudice or cultural ignorance on the part of the therapist, 425-426



o examine a personal example of ethnocentrism.

SE: Ethnocentrism, 352; Concept Map, 367



o role-play the nature of in-group/out-group dynamics;

SE: Individuals in Groups, 344-350; Us Versus Them: Group Identity, 350-353; Group Conflict and Prejudice, 353-360; Summary, 363-365; Concept Map, 366-367










o speculate how life would change if different social categories changed race, ethnic group, and gender;

SE: Get Involved, 97



o speculate on the sources of opposition to the 1954 Supreme Court’s decision regarding Brown vs. Board of Education of Topeka;

o predict how self-fulfilling prophecies can fuel stereotypes about ethnic groups.

SE: Culture and Testing, 243-244; Stereotypes, 352-353; Concept Map, 367; Expectations and Self-Efficacy, 493-494



2.1 understand how different socioeconomic stratifications influence personality development.

SE: 61 Cultural Influences on Personality

2.2 understand how individual values and beliefs influence economic decisions.

SE: 496 Motives, Values and Well-being

o identify the basic economic goals of individuals in American society;

Standard Number: 2.0 Economics

Standard: Globalization of the economy, the explosion of population growth, technological changes and international competition compel students to understand, both personally and globally, production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy-making versus decision-making.Learning Expectations:

The student will

Performance Indicators:

2.1 understand how different socioeconomic stratifications influence personality development.








o infer that social economic distinctions are a part of every culture, but they take many different forms (e.g. rigid classes based on parentage, gradations based on the acquisition of skill, wealth, and education.).

o recognize that people often discriminate on the basis of speech, dress, behavior, and physical features;

SE: Stereotypes, 352-353; Close-Up On Research, 356-358



o recognize that different behaviors are expected from different socioeconomic classes.

o analyze how the characteristics of the American economy such as freedom of choice, competition, private property, profit, freedom of enterprise affect personality development.

o identify the values and beliefs of the different socioeconomic stratifications.

o analyze how the difficulty of moving from one social class to another varies greatly with time, place and economic circumstances;

o describe how socioeconomic status and other group and cultural influences contribute to the shaping of a person’s identity.

SE: The Development of Personality, 44-45; The Object-Relations School, 46-48





2.2 understand how individual values and beliefs influence economic decisions.









o compare a person’s ability to purchase with what they do purchase.

3.1 understand the environmental influences on human behavior.

SE: Environmental Influences on Personality, 58-61; Learning Influences, 96-98



3.2 understand that human needs are met by the places they create.

o give examples of how people adapt their needs to their physical geography.

o demonstrate how where you live influences your interests, abilities, needs, goals and values;

SE: Close-Up on Research, 63-65



o compare and contrast how different geographical locations affect cultural values and how these become shared learned behaviors without people realizing they are different from others.

SE: Close-Up On Research, 63-65


Standard Number: 3.0 Geography

Standard: Geography enables the students to see, understand and appreciate the web of relationships between people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the use of geography.


The student will


3.1 understand the environmental influences on human behavior.











o predict how changing demographics affect human behavior;




o compare and contrast between people of varied geographic regions.

SE: Close-Up On Research, 63-65; Cognitive Influences, 95-96



o give examples of how human migration movement influences human behavior;

o illustrate how people are changing the environment by removing old structures and replacing them with structures that better meet modern human needs.

o construct a web-quest that gives examples of how people have changed their physical geographyto meet human needs.

o evaluate how the changing environment today in the American Southeast and around the globe has changed human behavior.




3.2 understand that human needs are met by the places they create.











4.1 understand conditions, actions, and motivations that contribute to conflict or to cooperation.

SE: New Orleans Evacuated, 2; Psychology in the News, 40, 330; Psychology in the news revisited, 360-361; Roles and Rules, 332-333; The Obedience Study, 333-337; Coercive Persuasion, 342-344; Reducing Conflict and Prejudice, 357-360; Taking Psychology with You, 362; Summary, 363-365



4.2 understand political current events that are relevant to the field of psychology.

SE: Psychology in the News, 2, 40, 114, 330, 404; Psychology in the news revisited, 34, 68, 143, 360-361; Neurons in the News, 121-122; Unknown long-term risks, 409-410



4.3 understand conflicts, cooperation, and interdependence among individuals, groups, and institutions.

SE: Psychology in the News, 40, 330; Psychology in the news revisited, 360-361; Roles and Rules, 332-333; The Obedience Study, 335-337; Coercive Persuasion, 342-344; Reducing Conflict and Prejudice, 357-360; Taking Psychology with You, 362; When Therapy Harms, 425-426



Standard Number: 4.0 Governance and Civics

Standard: Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.


The student will







o describe actions that can cause conflict or cooperation;

SE: New Orleans Evacuated, 2; Psychology in the News, 40, 330; Culture and Traits, 63; Psychology in the news revisited, 360-361; Roles and Rules, 332-333; The Obedience Study, 333-337; Coercive Persuasion, 342-344; Reducing Conflict and Prejudice, 357-360; Taking Psychology with You, 362



o list motivations people have to be good citizens.

SE: Why People Obey, 335



o analyze how conditions lead from conflict to cooperation;

SE: Reducing Conflict and Prejudice, 357-360



o compare and contrast individuals who gained power and examine their personality traits.

SE: Learning to Be Good, 89-90; The Many Motives of Accomplishment, 490-491




4.1 understand conditions, actions, and motivations that contribute to conflict or to cooperation.









o evaluate the various ways of thinking consistent with personal mental health and responsibility, self-esteem, and successful management of conflict.

SE: Stress and the Mind, 451-453; Stress and Emotion, 454-457; Emotions, Stress, and Health: How to Cope, 457-461; Psychology in the news revisited, 462-463; Taking Psychology with You, 463; Summary, 465; Concept Map, 467; Motives, Values, and Well-Being, 496-497; Taking Psychology with You, 499; Summary, 501; Concept Map, 503



o identify political and social issues that affect an individual’s role in a democratic society.

o evaluate, take and defend positions about the functions of leadership and the importance of public service in America.

o design a graphic organizer that illustrates positive and or negative governance of various groups.

o describe how one individual’s exercise of freedom may conflict with the freedom of others.

o explain how being a member of a group can increase a marginalization of an individual’s social power can also can increase hostile actions toward or from other groups or individuals;

SE: Psychology in the News, 40; Neurons in the News, 121-122



4.2 understand political current events that are relevant to the field of psychology.




4.3 understand conflicts, cooperation, and interdependence among individuals, groups, and institutions.










o analyze the idea that conflict between people or groups may arise from competition over ideas, resources, power, and or status;

SE: Neurons in the News, 121-122; Reducing Conflict and Prejudice, 357-360; The Scientist-Practitioner Gap, 421-422; Problems in Assessing Therapy, 422-423; Summary, 430



o explain that conflicts are especially difficult to resolve in situations in which there are few choices and little room for compromise.

SE: Neurons in the News, 121-122



o demonstrate informal ways of responding to conflict such as pamphlets, demonstrations, or cartoons.

5.1 understand psychology as an empirical science.

SE: Psychology, Pseudoscience, and Common Sense, 4-6; Critical and Scientific Thinking in Psychology, 14-19; Descriptive Studies: Establishing the Facts, 19-23; The Experiment: Hunting for Causes, 26-30; Summary, 35; Concept Map, 38-39; Evaluating Psychodynamic Theories, 48-49; Popular Personality Tests, 49-50; Clustering Traits, 50-52; Close-Up On Research, 156-158, 356-357; The Scientist-Practitioner Gap, 421-422; Close-Up On Research, 422-423


Standard Number: 5.0 History

Standard: History involves people, events, and issues. Students will evaluate evidence to develop comparative and causal analyses, and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decision in contemporary life can be based.


The student will









5.2 understand contemporary and historical data as it relates to psychology.

SE: Close-Up On Research, 63-65; What Works?, 423-424



o identify people who are part of the history of psychology;

SE: The Birth of Modern Psychology, 6-8; Concept Map, 38; Psychodynamic Theories of Personality, 42-48; Clustering Traits, 50-52; Humanist Approaches, 66-67; Summary, 70-71; Concept Map, 72; Stages and Ages, 101-106; Summary, 109-111; Concept Map, 112-113; Dreams as Unconscious Wishes, 163-164; Classical Conditioning, 300; The Birth of Radical Behaviorism, 308; Skinner: The Man and the Myth, 314-315; Summary, 326-327; The Obedience Study, 333; Psychodynamic Therapy, 412-413; Psychodynamic Therapy, 412; Cognitive Techniques, 415



o identify any historical data relative to psychology.





5.1 understand psychology as an empirical science.








o describe the form psychology took prior to the

20th century (e.g., Aristotle, Locke);

SE: The Birth of Modern Psychology, 6-8



o describe Wilhelm Wundt’s contributions to experimental psychology;

SE: The Birth of Modern Psychology, 6-8; Summary, 35; Concept Map, 38



o describe the major 20th century schools of psychology such as Behaviorism, Gestalt, Psychoanalysis, and Humanistic;

SE: Psychology’s Present, 8-10; Psychodynamic Theories of Personality, 42-49; The Modern Study of Personality, 49-53; Genetic Influences on Personality, 53-57; Environmental Influences on Personality, 58-61; Cultural Influences on Personality, 61-66; The Inner Experience, 66-67; Summary, 69-71; Concept Map, 72-73; Dreams asUnconscious Wishes, 163-164; From Perception, 197-199; Constructing the Auditory World, 204-205; Summary, 219; Concept Map, 222; Learning, 299-300; Classical Conditioning, 300-303; Classical Conditioning in Real Life, 304-307; Operant Conditioning, 308-314; Operant Conditioning in Real Life, 315-320; Summary, 326-327; Concept Map, 328-329; Approaches to Treatment and Therapy, 405-425; Table 12.2, 418; Summary, 429-431; Concept Map, 432-433



o describe historical experiences, opportunities and processes affecting minority groups.

SE: Group Conflict and Prejudice, 353-360










o determine how philosophical issues become psychological when tested empirically.

SE: Critical and Scientific Thinking in Psychology, 14-19; Descriptive Studies: Establishing the Facts, 19-23; The Experiment: Hunting for Causes, 26-30; Evaluating Psychodynamic Theories, 48-49



o recognize the impact social and political issues have on the individual.

o describe historical experiences, opportunities and processes affecting minority groups;

SE: Group Conflict and Prejudice, 353-360



o compare and contrast individual leaders who influenced history.

SE: Groupthink, 345-346; The Many Motives of Accomplishment, 490-491



o evaluate why the field of psychology is one of the youngest of the sciences;


5.2 understand contemporary and historical data as it relates to psychology.










o evaluate historical factors that influenced the popularity of the different perspectives.

6.1 understand personality approaches and theories.

SE: Psychodynamic Theories of Personality, 42-49;The Modern Study of Personality, 49-52; Genetic Influences on Personality, 53-57; Environmental Influences on Personality, 58-61; Cultural Influences on Personality, 61-65; The Inner Experience, 66-67; Summary, 69-71; Concept Map, 72-73; Approaches to Treatment and Therapy, 405-419



6.2 understand Psychological concepts, methods and theories in analyzing how humans think learn, feel and behave.

SE: Psychology’s Present, 8-10; Psychodynamic Theories of Personality, 42-49; The Modern Study of Personality, 49-52; Genetic Influences on Personality, 53-57; Environmental Influences on Personality, 58-61; Cultural Influences on Personality, 61-65; The Inner Experience, 66-67; Summary, 69-71; Concept Map, 72-73, 112-113; Behavior in Social and Cultural Context, 331-332; The Obedience Study, 333-337; Approaches to Treatment and Therapy, 405-419; Summary, 429-431; Concept Map, 432-433; The Nature of Emotion, 436-441; Emotion and Culture, 444-447; Summary, 464; Concept Map, 466



Standard Number: 6.0 Individuals, Groups, and Interactions

Standard: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals and groups work independently and cooperatively.


The student will







6.3 understand the major sub-fields and career opportunities that accompany the field of psychology.

SE: Psychology’s Present, 8-10; What Psychologists Do, 10-13; Table 1.1, 11; Help You On the Job, 34-35; Summary, 36; Development Over the Life Span, 75-76; Kinds of Psychotherapy, 412-419; Summary, 429-431; Concept Map, 432-433



6.4 understand ethical issues in the use of psychological theories and tool.

SE: The Experiment: Hunting for Causes, 26-27; Evaluating Psychodynamic Theories, 48-49; Learning to Fear, 305-306; The Obedience Study, 333-334; When Therapy Harms, 425-426; Concept Map, 433



6.5 understand the influences of heredity and environment on humans in terms of learned and inherited traits, personality and intelligence and other individual differences.

SE: Case Studies, 20-21; Genetic Influences on Personality, 53-57; Environmental Influences on Personality, 58-61; Cultural Influences on Personality, 61-65; Summary, 69-71; Concept Map, 72-73, 112-113; The Influence of Learning on Language, 84-85; Gender Development, 93-98; The Origins of Attitudes, 340-341



6.6 understand how heredity interacts with environment to influence behavior.

SE: Genetic Influences on Personality, 53-57; Environmental Influences on Personality, 58-61; Cultural Influences on Personality, 61-65; Summary, 69-71; Concept Map, 72-73, 112-113; The Influence of Learning on Language, 84-84; Gender Development, 93-98; The Origins of Attitudes, 340-341; Drug Abuse and Addiction, 387-391









6.7 understand the relationship between brain, sensory perceptions and behavior.

SE: A Tour Through the Brain, 130-135; The Two Hemispheres of the Brain, 136-139; Concept Map, 148-149; The Physiology of Drug Effects, 175; Emotion and the Brain, 439-440; The Nature of Stress, 448-453; Summary, 464; Concept Map, 466



6.8 demonstrate knowledge regarding mental disorders, theories of causality and methods of treatment.

SE: Dilemmas of Definition, 370-371; Anxiety Disorders, 376-380; Mood Disorders, 380-384; Personality Disorders, 384-387; Drug Abuse and Addiction, 387-391; Approaches to Treatment and Therapy, 405-428; Summary, 429-431; Concept Map, 432-433



6.9 analyze the role of perceptions, attitudes, values and beliefs in the psychological growth and development of humans.

SE: Clustering Traits, 50-52; Gender Development, 93-98; Why People Obey, 335-337; Attitudes, 339-344; Summary, 363-365; Concept Map, 366



6.10 apply the use of technology to explore (web-quest) the different areas of the lifespan and other topics in psychology.







o define personality and identity; SE: Theories of Personality, 41-42



o identify thoughts, feelings, and behavior in a personal experience.

o describe how personality can explain individual differences and individual consistencies;

SE: Clustering Traits, 50-52; Genetic Influences onPersonality, 53-57; Environmental Influences on Personality, 58-61; Cultural Influences on Personality, 61-65; Concept Map, 72-73



o explore the influence of variables such as culture, family, and genetics on personality development;

SE: Psychodynamic Theories of Personality, 42-49; Genetic Influences on Personality, 53-57; Environmental Influences on Personality, 58-61; Cultural Influences on Personality, 61-65; Summary, 69-71; Concept Map, 72-73; Gender Development, 93-98; Kinds of Psychotherapy, 412-419; Summary, 429-431; Concept Map, 432-433




6.1 understand personality approaches and theories.









o analyze the different personality approaches; SE: Psychodynamic Theories of Personality, 42-49;The Modern Study of Personality, 49-57; The Modern Study of Personality, 49-52; Genetic Influences on Personality, 53-57; Environmental Influences on Personality, 58-61; Cultural Influences on Personality, 61-65; The Inner Experience, 66-67; Summary, 69-71; Concept Map, 72-73; Approaches to Treatment and Therapy, 405-428; Summary, 429-431; Concept Map, 432-433



o compare and contrast the various approaches and theories of psychology.

SE: Psychology’s Present, 8-10; Summary, 35; Concept Map, 38; Psychodynamic Theories of Personality, 42-49; The Modern Study of Personality, 49-57; Environmental Influences on Personality, 58-61; Cultural Influences on Personality, 61-65; Summary, 69-71, 180; Concept Map, 72-73; Exploring the Dream World, 163-167; Drug Abuse and Addiction, 387-391; Approaches to Treatment and Therapy, 405-428; Summary, 429-431; Concept Map, 432-433



o analyze the influence of free will and determinism;

SE: The Inner Experience, 66-67



o analyze how each approach would assess a case history.

SE: Psychology’s Present, 8-10; Psychology in the news revisited, 68; Kinds of Psychotherapy, 412-419










o identify biological, behavioral, cognitive, and socio-cultural terms;

SE: Psychology’s Present, 8-9; Theories of Personality, 41-45; Cultural Influences on Personality, 61-62; Concept Map, 72-73; Gender Development, 93; The Elements of Cognition, 226-228; In Pursuit of Memory, 273; The Sensory Register: Fleeting Impressions, 276; Summary, 293-295, 326-327; Concept Map, 296-297, 328-329; Learning, 299-301; Classical Conditioning, 300-301; Operant Conditioning, 308-310; Kinds of Psychotherapy, 412-419



o analyze how each perspective would explain a concept such as aggression;

SE: Genetic Influences on Personality, 53-55; Drug Abuse and Addiction, 387-391; Approaches to Treatment and Therapy, 405-419



o evaluate the limitations of each perspective in assessing behavior and mental processes;

SE: Psychology’s Present, 8-10; Evaluating Psychodynamic Theories, 48-49; Evaluating Genetic Theories, 57; Evaluating Cultural Approaches, 65; Evaluating Humanist Approaches, 67; Concept Map, 72-73; Evaluating Dream Theories, 166-167; Summary, 180; Approaches to Treatment and Therapy, 405-428; Summary, 429-431; Concept Map, 432-433

6.2 understand Psychological concepts, methods and theories in analyzing how humans think learn, feel and behave.












o compare and contrast primary emphases of the different perspectives.

SE: Psychology’s Present, 8-10; Psychodynamic Theories of Personality, 42-49; The Modern Study of Personality, 49-57; Environmental Influences on Personality, 58-61; Cultural Influences on Personality, 61-65; The Inner Experience, 66-67; Summary, 69-71, 180; Concept Map, 72-73; Approaches to Treatment and Therapy, 405-428; Summary, 429-431; Concept Map, 432-433



o identify the different sub-fields of psychology; SE: Psychology’s Present, 8-10; Table 1.1, 11; Summary, 36; Concept Map, 38; Gender Influences on Personality, 53-57; Environmental Influences on Personality, 58-61; Cultural Influences on Personality, 61-65; The Inner Experience, 66-67; Summary, 69-71; Concept Map, 72-73; Development Over the Life Span, 75-76; Approaches to Treatment and Therapy, 405-419; Summary, 429-431; Concept Map, 432-433



o explain the differences between a psychologist and psychiatrist;

SE: Psychological Practice, 11-12; Table 1.2, 13; Approaches to Treatment and Therapy, 405-406; Psychology in the news revisited, 427-428


6.3 understand the major sub-fields and career opportunities that accompany the field of psychology.










o describe applied specializations such as cross-cultural, sports, industrial/organizational, forensic, rehabilitation.

SE: The Competent Animal: Motives to Achieve, 489-490



o consider career opportunities for college graduates with psychology majors.

SE: What Psychologists Do, 10-13; Table 1.1, 11; Summary, 35; Development Over the Life Span, 75-76; Behavior in Social and Cultural Context, 331-332; Kinds of Psychotherapy, 412-419



o define ethics and ethical issues; SE: The Experiment: Hunting for Causes, 26-27; Psychology in the News, 74, 404; Biological Influences, 94-95; Psychology in the news revisited, 107, 427-428; Neurons in the News, 121-122; Learning to Fear, 305-306; The Obedience Study, 333-334



o list situations students would find unethical. SE: The Experiment: Hunting for Causes, 26-27; Psychology in the News, 404; Psychology in the news revisited, 427-428



6.4 understand ethical issues in the use of psychological theories and tool.









o describe the ethical obligations of psychologists;

SE: The Experiment: Hunting for Causes, 26-27; Evaluating Psychodynamic Theories, 48-49; Psychology in the News, 404; When Therapy Harms, 425-426; Psychology in the news revisited,427-428



o role-play an ethical dilemma related to psychology.

o judge the importance of adhering to APA ethical standards in working with human or animal subjects;

SE: The Experiment: Hunting for Causes, 26-27; When Therapy Harms, 425-426



o appraise the pros and cons of the use of human and other animals in psychological research, including their ethical treatment.

SE: The Experiment: Hunting for Causes, 26-27











o define terms related to personality and intelligence.

SE: Tests, 22-23; Theories of Personality, 41-43; Genetic Influences on Personality, 53-55; Cultural Influences on Personality, 61-62; Concept Map, 72-73, 263; Intelligence, 240-241; Dissecting Intelligence: The Cognitive Approach, 244-247; Summary, 258-260



o explain how heredity and environment may influence personality and intelligence;

SE: Case Studies, 20-21; Genetic Influences on Personality, 53-57; Environmental Influences on Personality, 58-61; Cultural Influences on Personality, 61-65; Summary, 69-71, 258-260; Concept Map, 72-73, 112-113; The Influence of Learning on Language, 84-85; Gender Development, 93-98; Genes and Intelligence, 248-250; Motivation, Hard Work, and Intellectual Success, 250-252; The Origins of Attitudes, 340-341; Kinds of Psychotherapy, 412-419



o analyze studies demonstrating how environmental variables influence the developmentof intellectual skills;

SE: Case Studies, 20-21; Motivation, Hard Work, and Intellectual Success, 250-252



6.5 understand the influences of heredity and environment on humans in terms of learned and inherited traits, personality and intelligence and other individual differences.









o compare the differences in the behavior of individuals arising from the interaction of heredity and experience.

SE: Genetic Influences on Personality, 53-57; The Influence of Learning on Language, 84-85; Gender Development, 93-98; Concept Map, 112-113; The Origins of Attitudes, 340-341; Drug Abuse and Addiction, 387-391



o evaluate studies about twins and whether heredity is the key factor in determining individual differences. Consider the interaction between children and parents relates to differences in motivation and personality.

SE: Case Studies, 20-21; The Development of Personality, 44-44; The Object-Relations School, 47-48; Computing Heritability, 56; Summary, 70; Concept Map, 73; Genes and Individual Differences, 248; The Origins of Attitudes, 340-341; Posttraumatic Stress Disorder, 376-377; Genetic Factors, 382; Biology and Addiction, 388-389; Genetic predispositions, 396; The Genetics of Weight, 485-486



o identify the relationships among DNA, genes, and chromosomes.

SE: Genetic Influences on Personality, 53-57



o differentiate between genotype and phenotype;

o explain how chromosomal abnormalities can cause Down or Turner’s syndrome.


6.6 understand how heredity interacts with environment to influence behavior.









o analyze twin and adoption studies to assess the influence of heredity and environment on behavior;

SE: Computing Heritability, 56; Summary, 70; Concept Map, 73; Genes and Individual Differences, 248; The Origins of Attitudes, 340-341; Posttraumatic Stress Disorder, 376-377; Genetic factors, 382; Biology and Addiction, 388-389; Genetic predispositions, 396



o construct a graphic organizer showing results from inbred and out bred strains of rats and mice.

o list the five known senses; SE: The Infant’s World, 78; Sensation and Perception, 185-186; Our Sensational Senses, 186-187; Vision, 191; Constructing the Visual World, 197; Hearing, 202; Taste: Savory Sensations, 205; Smell: The Sense of Scents, 207; Senses of the Skin, 209; Summary, 219-220; Concept Map, 222-223



o label a diagram of the parts of the eye and ear and explain the role of each part.

SE: Vision, 191-193; Figure 6.2, 192; Figure 6.3, 193; Figure 6.4, 194; An Ear on the World, 203-204; Figure 6.8, 203




6.7 understand the relationship between brain, sensory perceptions and behavior.








o explain the operations of taste and touch; SE: Our Sensational Senses, 186-187; Measuring the Senses, 187-188; Taste: Savory Sensations, 205-206; Senses of the Skin, 209; Summary, 220;Concept Map, 222



o devise a demonstration that illustrates threshold, adaptation, and constancy;

SE: Measuring the Senses, 187-189; Visual Constancies: When Seeing is Believing, 200; Concept Map, 222



o analyze advertisements for the use of sensory information.

SE: Advertisements on pages 177,178, 288, 342, 480



o find examples of sensory principles in music or textbooks.

SE: Get Involved, 189, 194, 196



o list criteria that distinguish normal from abnormal behavior;

SE: Defining and Diagnosing Disorder, 370-371; Psychology in the news revisited, 397-398; Summary, 399; Concept Map, 402



6.8 demonstrate knowledge regarding mental disorders, theories of causality and methods of treatment.










o identify how judgments about abnormality have changed through history.

SE: Direct Brain Intervention, 410-411



o describe the impact of mental disorders; SE: Defining and Diagnosing Disorder, 370-371; Anxiety Disorders, 376-380; Mood Disorders, 380-384; Criminals and Psychopaths, 385-386; Schizophrenia, 394-397; Summary, 400-401; Concept Map, 402- 403



o classify major explanations for the origins of abnormality;

SE: Theories of Depression, 381-383; Close-Up on Research, 383-384; Causes of APD, 385-387; Drug Abuse and Addiction, 387-391; Origins of Schizophrenia, 395-397; Summary, 400-401; Concept Map, 402- 403; Approaches to Treatment and Therapy, 405-419; Summary, 429-431; Concept Map, 432-433



o categorize the major categories of abnormal behavior;

SE: Anxiety Disorders, 376-380; Mood Disorders, 380-384; Personality Disorders, 384-387; Drug Abuse and Addiction, 387-391; Schizophrenia, 394-397; Summary, 400-401; Concept Map, 402- 403










o cite historic or fictional examples of stigmatized behavior.

o evaluate strategies to promote support for individuals with specific mental disorders;

SE: Debating Solutions to Addiction, 391; Taking Psychology with You, 399; Approaches to Treatment and Therapy, 405-406; Biological Treatments for Mental Disorders, 406-411; Approaches to Treatment and Therapy, 405-428; Summary, 429-431; Concept Map, 432-433



o develop some characteristics for effective treatment and prevention;

SE: Debating Solutions to Addiction, 391; Taking Psychology with You, 399; Approaches to Treatment and Therapy, 405-406; Biological Treatments for Mental Disorders, 406-411; Kinds of Psychotherapy, 412-419; Evaluating Psychotherapy, 419-428; Summary, 429-431; Concept Map, 432-433



o speculate about factors that prompt ethnic minority group members to stay or leave treatment provided in state or county mental health facilities

SE: Culture and the Therapeutic Connection, 420-421










o describe physical, social, and cognitive changes from the prenatal period throughout the lifespan;

SE: From Conception Through the First Year, 76-81; Cognitive Development, 81-89; Learning to Be Good, 89-92; Gender Development, 93-98; Adolescence, 98-100; Adulthood, 101-106; Summary, 109-111; Concept Map, 112-113; Inborn Abilities, 211-212; Childhood Amnesia: The Missing Years, 288-290; The Function of Facial Expressions, 438-439; The Attachment Theory of Love, 471-472



o compare the students’ life experiences with general patterns of others from their generation.

SE: Adolescence, 98-100



o examine the nature of change over the lifespan;

SE: From Conception Through the First Year, 76-81; Cognitive Development, 81-89; Learning to Be Good, 89-92; Gender Development, 93-98; Adolescence, 98-100; Adulthood, 101-106; Summary, 109-111; Concept Map, 112-113





6.9 analyze the role of perceptions, attitudes, values and beliefs in the psychological growth and development of humans.







o identify the complex cognitive structures found in the early development of infants and young children;

SE: From Conception Through the First Year, 76-81; Cognitive Development, 81-89; Learning to Be Good, 89-92; Gender Development, 93-98; Stages and Ages, 101-102; Summary, 109; Concept Map, 112-113; Inborn Abilities, 211-212; Childhood Amnesia: The Missing Years, 288-290; The Function of Facial Expressions, 438-439; Emotion and the Mind, 441-443; The Attachment Theory of Love, 471-472



o describe transition from childhood to adolescence;

SE: Gender Development, 93-98; Stages and Ages, 101-102; Summary, 109-111; Concept Map, 112-113



o explain the transition from adolescence to adulthood;

SE: Adolescence, 98-100; Stages and Ages, 101-102; Summary, 109-111; Concept Map, 112-113



o identify limitations of stage theories; SE: Current Views of Cognitive Development, 87-88; Stages and Ages, 101-102; Summary, 109; Concept Map, 112-113



o explain the characteristics of the longitudinal and cross-sectional methods of study.

SE: Choosing the Best Explanation, 33; Summary, 37; Concept Map, 39









o appraise the stage theories of development (e.g,. Piaget, Erikson, Kohlberg, Gilligan, Cross, Helms);

SE: Thinking, 85-89; Learning to Be Good, 89-92; Adulthood, 101-107; Summary, 109-111; Concept Map, 112-113



o apply developmental theories to life situations.

o identify standard of living/quality of life idea; SE: Psychology in the News, 74,114



o discuss the effects of media violence on aggressive behavior.

SE: The Case of Media Violence, 323-324



o compare and contrast definitions of quality of life across cultures that vary in technological development;



6.10 apply the use of technology to explore (web-quest) the different areas of the lifespan and other topics in psychology.








o demonstrate an understanding of how global conflict as seen on TV can influence anxiety, depression or other disorders;

o examine the moral dilemmas surrounding assisted suicide;

SE: Psychology in the News, 114; Neurons, Hormones, and the Brain, 115-116; Psychology in the news revisited, 143



o examine cultural perspectives and values as they influence attitudes toward medical interventions.

SE: Psychology in the News, 74; Biological Influences, 94-95; Biological Treatments for Mental Disorders, 406-411; Summary, 429-431; Concept Map, 432-433



o appraise medical interventions for fertility and premature baby care.

SE: Psychology in the News, 74; Psychology in the news revisited, 107





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