SS10.P.3.2
Comparing the effect of drugs and toxins on the brain and neurotransmitters
Comparing the effect of drugs and toxins on the brain and neurotransmitters
SS10.P.3.2
SS10.P.3.3
Describing how different sections of the brain have specialized yet interdependent functions, including functions of different lobes and hemispheres of the cerebral cortex and consequences of damage to specific sections of the brain
Describing how different sections of the brain have specialized yet interdependent functions, including functions of different lobes and hemispheres of the cerebral cortex and consequences of damage to specific sections of the brain
SS10.P.3.4
Describing different technologies used to study the brain and nervous system
Describing different technologies used to study the brain and nervous system
SS10.P.3.5
Analyzing behavior genetics for its contribution to the understanding of behavior and mental processes, including differentiating between deoxyribonucleic acid (DNA), chromosomes, and genes; identifying effects of chromosomal abnormalities; and explaining how genetics and environmental factors work together to determine inherited traits
Analyzing behavior genetics for its contribution to the understanding of behavior and mental processes, including differentiating between deoxyribonucleic acid (DNA), chromosomes, and genes; identifying effects of chromosomal abnormalities; and explaining how genetics and environmental factors work together to determine inherited traits
SS10.P.4
Describe the interconnected processes of sensation and perception.
Describe the interconnected processes of sensation and perception.
Unpacked Content
Knowledge
Students know:
- The basic anatomy of sensory systems.
- The brain regions responsible for processing sensory information.
Skills
Students are able to:
- Summarize complex concepts in sensation and perception into simpler, but still accurate, terms.
- Demonstrate phenomena in sensation and perception using multistep procedures and taking precise measurements and analyzing the results compared to information presented in the text or in research.
- Determine the meanings of terms related to sensation and perception.
- Associate terms that specifically relate to a particular sensory systems - vision, hearing, taste, touch, smell, kinesthesis, balance, and pain detection.
- Explain how a situation is sensed and perceived using a particular sensory system and/or interaction of sensory systems.
- Evaluate how environmental cues impact the processes of sensation and perception.
Understanding
Students understand that:
- Sensation and perception are interconnected.
- Sensory systems work to get information into the brain.
- Perception is influenced by environmental cues and attention.
- Gestalt grouping principles and depth cues influence sensation and perception.
Vocabulary
- sensation
- bottom-up processing
- top-down processing
- perception
- absolute threshold
- difference threshold (just noticeable difference)
- signal detection
- sensory adaptation
- selective attention
- cornea
- iris
- pupil
- lens
- retina
- accommodation
- receptor cells
- rods
- cones
- optic nerve
- blind spot
- trichromatic theory of color vision
- opponent-process theory of color vision
- pitch
- cochlea
- hair cells
- auditory nerve
- kinesthetic sense
- vestibular sense
- gate-control theory of pain
SS10.P.4.1
Explaining the role of sensory systems in human behavior, including sight, sound, smell, touch, and pain
Explaining the role of sensory systems in human behavior, including sight, sound, smell, touch, and pain
SS10.P.4.2
Explaining how what is perceived can be different from what is sensed, including how attention and environmental cues can affect the ability to accurately sense and perceive the world
Explaining how what is perceived can be different from what is sensed, including how attention and environmental cues can affect the ability to accurately sense and perceive the world
SS10.P.4.3
Describing the role of Gestalt principles and concepts in perception
Describing the role of Gestalt principles and concepts in perception
SS10.P.5
Explain ways to promote psychological wellness.
Explain ways to promote psychological wellness.
Unpacked Content
Knowledge
Students know:
- The basic anatomy of the nervous systems.
- The role of hormones in body functions.
Skills
Students are able to:
- Summarize the complex theories and processes related to stress and coping in simpler terms.
- Assess one's own level of stress using multiple measures and following multistep procedures, analyzing the results while considering the research presented in the text.
- Synthesize information about stress and coping to explain the processes in a real-world context.
- Integrate information about eating disorders to discuss how to avoid and/or address them.
Understanding
Students understand that:
- There are physiological mechanisms for responding to stress.
- There are biopsychosocial processes for coping with stress.
- There are particular ways in which people perceive and resolve conflict.
- There are both positive and negative ways to cope with stress.
- There are many causes and treatments for eating disorders.
Vocabulary
- stress
- stressor
- stress reaction
- health psychology
- fight or flight response
- general adaptation syndrome (GAS)
- alarm reaction
- resistance
- exhaustion
- daily hassles
- burnout
- catastrophes
- perceived control
- learned helplessness
- optimism
- pessimism
- cortisol
- Type A personality
- Type B personality
- heart disease
- anorexia nervosa
- bulimia nervosa
- obesity
- problem focused coping
- emotion focused coping
- aggression
- frustration aggression hypothesis
- catharsis
- approach-approach conflict
- approach-avoidance conflict
- avoidance-avoidance conflict
SS10.P.5.1
Describing physiological processes associated with stress, including hormones associated with stress responses
Describing physiological processes associated with stress, including hormones associated with stress responses
SS10.P.5.2
Describing Hans Selye’s general adaptation syndrome (GAS)
Describing Hans Selye’s general adaptation syndrome (GAS)
SS10.P.5.3
Describing the flight-or-fight response in terms of the autonomic and somatic nervous systems
Describing the flight-or-fight response in terms of the autonomic and somatic nervous systems
SS10.P.5.4
Contrasting positive and negative ways of coping with stress related to problem-focused coping, aggression, and emotion-focused coping
Contrasting positive and negative ways of coping with stress related to problem-focused coping, aggression, and emotion-focused coping
SS10.P.5.5
Explaining approach-approach, approach-avoidance, and avoidance-avoidance conflicts
Explaining approach-approach, approach-avoidance, and avoidance-avoidance conflicts
SS10.P.5.6
Identifying various eating disorders and conditions
COS Examples
Examples: anorexia nervosa, bulimia nervosa, obesity
Identifying various eating disorders and conditions
COS Examples
Examples: anorexia nervosa, bulimia nervosa, obesity
SS10.P.6
Describe the physical, cognitive, and social development across the life span of a person from the prenatal through aging stages.
Describe the physical, cognitive, and social development across the life span of a person from the prenatal through aging stages.
Unpacked Content
Knowledge
Students know:
- The physiological processes related to pregnancy, childbirth, and growth throughout the lifespan.
- The relationship between physical, social, and cognitive factors that influence development.
Skills
Students are able to:
- Use theories of development to explain why people might make different choices at each stage of life about a particular issue or experience.
- Summarize complex theories of development into simpler, but still accurate, terms.
- Assess a person's level of physical, cognitive, and social development following a multistep procedure and analyzing the results in light of the theories described in the text.
- Explain which stages of each developmental theory apply to each stage of life.
- Synthesize the theories of development for each stage of life to explain why choices may differ throughout the lifespan.
Understanding
Students understand that:
- There are physical, cognitive, and social factors that influence development.
- Many different developmental theories apply to each stage of life.
- Many different developmental theories can be applied to their own lives.
Vocabulary
- zygote
- embryo
- fetus
- teratogens
- fetal alcohol syndrome
- rooting reflex
- habituation
- maturation
- schema
- assimilation
- accommodation
- sensorimotor stage
- pre-operational stage
- concrete operational stage
- formal operational stage
- object permanence
- conservation
- egocentrism
- attachment
- critical/sensitive period
- imprinting
- adolescence
- puberty
- menarche
- menopause
- crystallized intelligence
- fluid intelligence
- APGAR
- preconventional morality
- conventional morality
- postconventional morality
- identity crisis
- trust vs. mistrust
- autonomy vs. shame and doubt
- initiative vs. guilt
- industry vs. inferiority
- identity vs. role confusion
- intimacy vs. isolation
- generativity vs. stagnation
- integrity vs. despair
- authoritarian parenting
- permissive parenting
- authoritative parenting
- secure attachment
- anxious/ambivalent attachment
- avoidant attachment
SS10.P.6.1
Outlining the stage-of-development theories of Jean Piaget, Erik H. Erikson, Sigmund Freud, Carol Gilligan, and Lawrence Kohlberg
Outlining the stage-of-development theories of Jean Piaget, Erik H. Erikson, Sigmund Freud, Carol Gilligan, and Lawrence Kohlberg
SS10.P.7
Describe the processes and importance of memory, including how information is encoded and stored, mnemonic devices, schemas related to short-term memory, working memory, and long-term memory.
Describe the processes and importance of memory, including how information is encoded and stored, mnemonic devices, schemas related to short-term memory, working memory, and long-term memory.
Unpacked Content
Knowledge
Students know:
- The importance of good memory to everyday life.
- The techniques they rely on to improve their memory of events and information.
- The brain structures typically responsible for processing and storing memories.
Skills
Students are able to:
- Synthesize evidence from multiple sources to create an endorsement of particular memory techniques that would maximize memory retention and retrieval.
- Summarize the processes and systems of memory into simpler, but still accurate, terms.
- Assess one's own capacity for memory encoding, storage and retrieval using multistep procedures and taking precise measurements, analyzing the results in light of research presented in the text.
- Notice how hierarchical organization found in texts contributes to better memory for information contained within.
Understanding
Students understand that:
- There are ways to improve memory.
- There are methods that can be used to avoid misinformation and reconstruction of memories.
- There are ways to study more efficiently by using memory enhancement techniques.
Vocabulary
- cognition
- memory
- information processing model
- sensory memory
- working memory
- long-term memory
- encoding
- storage
- retrieval
- maintenance rehearsal
- elaborative rehearsal
- procedural memory
- declarative memory
- episodic memory
- semantic memory
- anterograde amnesia
- retrograde amnesia
- proactive interference
- retroactive interference
- flashbulb memory
- implicit memory
- explicit memory
- priming
- recall
- recognition
- encoding specificity
- mood-congruent memory
- state-dependent memory
- tip-of-the-tongue phenomenon
- serial position effect
- spacing effect
- distributed rehearsal
- massed rehearsal
- misattribution
- expectancy bias
- mnemonics
- method of loci
- peg-word list
SS10.P.7.1
Distinguishing between surface and deep processing in memory development
Distinguishing between surface and deep processing in memory development
SS10.P.7.2
Comparing ways memories are stored in the brain, including episodic and procedural
Comparing ways memories are stored in the brain, including episodic and procedural
SS10.P.7.3
Identifying different parts of the brain that store memory
Identifying different parts of the brain that store memory
SS10.P.7.4
Differentiating among different types of amnesia
Differentiating among different types of amnesia
SS10.P.7.5
Describing how information is retrieved from memory
Describing how information is retrieved from memory
SS10.P.7.6
Explaining how memories can be reconstructed and misremembered
Explaining how memories can be reconstructed and misremembered
SS10.P.8
Describe ways in which organisms learn, including the processes of classical conditioning, operant conditioning, and observational conditioning.
Describe ways in which organisms learn, including the processes of classical conditioning, operant conditioning, and observational conditioning.
Unpacked Content
Knowledge
Students know:
- What it means to learn.
- How stimuli and consequences affect behavior and mental processes.
Skills
Students are able to:
- Explain the complex procedures involved in classical and operant conditioning in simpler, yet still accurate, terms.
- Carry out multistep procedures using classical conditioning, operant conditioning, and observational learning to teach someone a new skill, analyzing the results in terms of research presented in the text.
- Decipher the meanings of jargon used with conditioning procedures.
- Analyze the more recent contributions of cognitive psychology, biopsychology, and social learning on behaviorist views of learning.
- Apply appropriate conditioning techniques to a real-world learning experience by modifying a behavior.
Understanding
Students understand that:
- There are specific characteristics of learning.
- Behavior can be modified using conditioning or observational learning techniques.
- There are ways to identify classical and operant conditioning in real-world examples.
- There are conditions under which observational learning and modeling occurs best.
- There are limitations of conditioning techniques for teaching new skills.
- Cognition has a specific role in learning.
Vocabulary
- Law of Effect
- classical conditioning
- unconditioned stimulus (UCS)
- conditioned stimulus (CS)
- unconditioned response (UCR)
- conditioned response (CR)
- extinction
- spontaneous recovery
- generalization
- discrimination
- operant conditioning
- behaviorism
- consequence
- positive reinforcement
- negative reinforcement
- continuous reinforcement
- partial reinforcement
- variable ratio schedule
- variable interval schedule
- fixed ratio schedule
- fixed interval schedule
- instinctive drift
- primary reinforcer
- secondary reinforcer
- shaping
- chaining
- modeling
- observational learning
SS10.P.8.1
Identifying unconditioned stimuli (UCS), conditioned stimuli (CS), unconditioned responses (UCR), and conditioned responses (CR)
Identifying unconditioned stimuli (UCS), conditioned stimuli (CS), unconditioned responses (UCR), and conditioned responses (CR)
SS10.P.8.2
Describing the law of effect
Describing the law of effect
SS10.P.8.3
Describing original experiments conducted by B. F. Skinner, Albert Bandura, Ivan Pavlov, John B. Watson, and Rosalie Rayner
Describing original experiments conducted by B. F. Skinner, Albert Bandura, Ivan Pavlov, John B. Watson, and Rosalie Rayner
SS10.P.8.4
Differentiating between reinforcement and punishment, positive and negative reinforcement, and various schedules of reinforcement
Differentiating between reinforcement and punishment, positive and negative reinforcement, and various schedules of reinforcement
SS10.P.8.5
Describing biological limitations on operantly conditioned learning
Describing biological limitations on operantly conditioned learning
SS10.P.8.6
Differentiating between observational learning and modeling
Differentiating between observational learning and modeling
SS10.P.8.7
Analyzing watching violent media for effects on violent behavior
Analyzing watching violent media for effects on violent behavior
SS10.P.9
Describe how organisms think and solve problems, including processes involved in accurate thinking.
Describe how organisms think and solve problems, including processes involved in accurate thinking.
Unpacked Content
Knowledge
Students know:
- The basic procedures for solving problems.
- Some basic ways in which people might struggle with solving problems.
Skills
Students are able to:
- Summarize complex concepts involved in thinking and problem solving into simpler, but still accurate, terms.
- Solve multistep problems that reveal common problem-solving errors, analyzing the data relative to the research presented in the text.
- Analyze a text for hierarchies in structure and content to demonstrate understanding of how concept hierarchies work in a real-world example.
- Propose a plan to combat errors in thinking and problem solving in a particular circumstance that synthesizes the literature on these errors.
Understanding
Students understand that:
- There is a fundamental cognitive structure of thinking.
- There are basic processes involved in thinking and solving problems.
- There are major cognitive obstacles for accurate thinking and problem solving and ways to combat them.
Vocabulary
- concept
- prototype
- schema
- algorithm
- heuristic
- availability heuristic
- representativeness heuristic
- insight
- confirmation bias
- fixation
- mental set
- functional fixedness
- overconfidence
- framing
- belief bias
- belief perseverance
SS10.P.9.1
Identifying the role of mental images and verbal symbols in the thought process
Identifying the role of mental images and verbal symbols in the thought process
SS10.P.9.2
Explaining how concepts are formed
Explaining how concepts are formed
