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Social Studies (2010) Grade(s): 09-12 - Psychology

SS10.P.6

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
Social Studies (2010) Grade(s): 09-12 - Psychology

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.

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

Aligned Learning Resources

How We Make Memories: Crash Course Psychology #13
Social Studies (2010) Grade(s): 09-12 - Psychology

SS10.P.8

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
Social Studies (2010) Grade(s): 09-12 - Psychology

SS10.P.9

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
Social Studies (2010) Grade(s): 09-12 - Psychology

SS10.P.10

Describe the qualities and development of language.

Unpacked Content

Knowledge

Students know:
  • Some defining features of language.
  • How language is different between children and adults.
  • Some basic differences between their native language and other languages.

Skills

Students are able to:
  • Summarize complex ideas related to language and its acquisition into simpler, but still accurate, terms.
  • Evaluate the ways in which language influences our thinking, considering the different theories on how language is acquired.
  • Evaluate the importance of physical or cognitive limitations on language acquisition, including hearing loss and learning a second language later in life.

Understanding

Students understand that:
  • All language is structured.
  • There are specific ways that language develops.
  • There are differences among languages, both spoken and expressed.
  • There are differences between written and spoken/expressed language.
  • There are ways in which physical limitations can affect language development and expression.
  • There are specific uses of language in different contexts.

Vocabulary

  • language
  • morpheme
  • phoneme
  • grammar
  • semantics
  • syntax
  • babbling
  • one-word stage
  • two-word stage
  • telegraphic speech
  • linguistic determinism
  • nerve deafness
  • conduction deafness
Social Studies (2010) Grade(s): 09-12 - Psychology

SS10.P.11

Compare various states of consciousness evident in human behavior, including the process of sleeping and dreaming.

Unpacked Content

Knowledge

Students know:
  • The role of neurotransmitters in neural communication.
  • The role of sleep in one's daily life.
  • The effects of psychoactive drugs on behavior and mental processes.

Skills

Students are able to:
  • Summarize complex concepts related to sleep, dreams, drug use and misuse, and hypnosis into simpler, yet still accurate, terms.
  • Argue in favor of or against a theory of sleep, dreams, and/or hypnosis using research-based evidence to support claims.
  • Develop a plan for getting enough sleep, using evidence-based strategies derived from theories and information presented in the text.
  • Create a public awareness campaign that discourages children from misusing psychoactive drugs, using evidence-based strategies and information derived from the text.

Understanding

Students understand that:
  • Sleep is important in one's daily life.
  • There are ways to improve one's sleep experience.
  • There are positive and negative affects of psychoactive drugs on behavior and mental processes.
  • There are ways in which hypnosis can be helpful for alleviating pain.
  • There are unsupported uses of hypnosis as a therapeutic technique.

Vocabulary

  • consciousness
  • depressants
  • stimulants
  • hallucinogens
  • opiates
  • addiction
  • tolerance
  • withdrawal
  • manifest content
  • latent content
  • activation synthesis
  • hypnosis
  • suggestibility
  • divided consciousness
  • dissociation
  • adaptive theory of sleep
  • restorative theory of sleep
  • REM
  • non-REM
  • Stage 1
  • Stage 2
  • Stages 3 and 4
  • insomnia
  • sleep apnea
  • narcolepsy
  • night terrors
  • restless leg syndrome
  • somnambulism
  • circadian rhythm
  • REM rebound

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