|
School City of Hobart Psychology This course provides students the opportunity to explore psychology as the scientific study of mental processes and behavior. Areas of study include the scientific method, development, cognition, personality, assessment and mental health, and the socio-cultural and biological bases of behavior. |
| Pyschology |
|
The Scientific Method
The learner will be able to will understand the development of psychology as an empirical science by describing the scientific method, explaining research strategies, and identifying ethical issues.
|
|
P.1.1
The learner will be able to list and explain the reasons for studying the methodology of psychology.
|
|
P.1.2
The learner will be able to differentiate between descriptive and experimental research methods.
|
|
P.1.3
The learner will be able to list and describe key concepts in descriptive and experimental research.
|
|
P.1.4
The learner will be able to explain the relationship among independent and dependent variables and experimental and control groups.
|
|
P.1.5
The learner will be able to distinguish between scientific and non-scientific research.
|
|
P.1.6
The learner will be able to list, describe the key concepts, and follow the ethical guidelines created and supported by the American Psychological Association regarding the use of human and animal subjects.
|
|
P.1.7
The learner will be able to identify ethical issues in psychological research.
|
|
P.1.8
The learner will be able to apply the principles of research design to an appropriate experiment.
|
|
P.1.9
The learner will be able to describe and compare quantitative and qualitative research strategies.
|
|
P.1.10
The learner will be able to create a testable hypothesis, and design and carry out appropriate research.
|
|
P.1.11
The learner will be able to discuss the problems of attributing cause and effect to the outcomes of descriptive research.
|
|
Development
The learner will be able to explain the process of how humans grow, learn, and adapt to their environment.
|
|
P.2.1
The learner will be able to explain the role of prenatal, perinatal, and post-natal development in human behavior.
|
|
P.2.2
The learner will be able to discuss aspects of life span development (infancy, childhood, adolescence, adulthood, later years, dying, and death).
|
|
P.2.3
The learner will be able to compare the different ways in which people develop, including physical, social, moral, cognitive, emotional, and language development.
|
|
P.2.4
The learner will be able to describe the theories of Piaget, Erikson, and Kohlberg regarding development.
|
|
P.2.5
The learner will be able to compare children's thinking at different stages of cognitive development.
|
|
P.2.6
The learner will be able to identify and compare the level of moral reasoning from Kohlberg's stages of moral development.
|
|
P.2.7
The learner will be able to design and conduct experiments related to cognitive, emotional, motor, moral, and language development.
|
|
Cognition
The learner will be able to understand how organisms adapt to their environment through learning, information processing, and memory.
|
|
P.3.1
The learner will be able to explain learning, including operant, classical, associational, and social learning.
|
|
P.3.2
The learner will be able to differentiate between learning, reflexes, and fixed-action patterns.
|
|
P.3.3
The learner will be able to describe the characteristics and operation of short- and long-term memory.
|
|
P.3.4
The learner will be able to identify factors that interfere with memory.
|
|
P.3.5
The learner will be able to describe mnemonic techniques for improving memory.
|
|
P.3.6
The learner will be able to identify the brain structures related to memory.
|
|
P.3.7
The learner will be able to explain cognition from both developmental and information processing perspectives.
|
|
P.3.8
The learner will be able to examine the roles of reinforcement and punishment as ways of understanding and modifying behavior.
|
|
P.3.9
The learner will be able to explain the principles of classical conditioning, operant conditioning, observational learning, and associational learning to daily life.
|
|
P.3.10
The learner will be able to create and carry out a plan for changing one's own behavior.
|
|
P.3.11
The learner will be able to provide examples of learning from daily life.
|
|
P.3.12
The learner will be able to apply mnemonics techniques to learning situations.
|
|
Personality, Assessment, Mental Health
The learner will be able to recognize that personality is the distinctive and relatively stable pattern of behaviors, thoughts, motives, and emotions that characterize an individual. They will also identify the different types and functions of assessment instruments; understand the factors that contribute to mental health, stress, and mental illness, and identify approaches for treatment of mental health problems.
|
|
P.4.1
The learner will be able to identify the factors that may influence the formation of personality.
|
|
P.4.2
The learner will be able to identify and describe the characteristics of the major personality theories.
|
|
P.4.3
The learner will be able to distinguish between objective and projective techniques of personality assessment.
|
|
P.4.4
The learner will be able to describe tests used in personality assessment.
|
|
P.4.5
The learner will be able to distinguish between stress and distress.
|
|
P.4.6
The learner will be able to identify environmental factors that lead to stress.
|
|
P.4.7
The learner will be able to describe the common characteristics of abnormal behavior.
|
|
P.4.8
The learner will be able to explain how culture influences the definition of abnormal behavior.
|
|
P.4.9
The learner will be able to identify and describe the theories of abnormality.
|
|
P.4.10
The learner will be able to discuss major categories of abnormal behavior.
|
|
P.4.11
The learner will be able to describe availability and appropriateness of various modes of treatment for people with psychological disorders.
|
|
P.4.12
The learner will be able to describe characteristics of effective treatment and prevention.
|
|
P.4.13
The learner will be able to explain the relationship between mental health categories and the law.
|
|
P.4.14
The learner will be able to evaluate the influence of variables, such as culture, family, and genetics on personality development.
|
|
P.4.15
The learner will be able to explore the impact of socio-cultural factors on personality development.
|
|
P.4.16
The learner will be able to compare and contrast the validity and reliability of objective and projective assessment techniques.
|
|
P.4.17
The learner will be able to develop a strategy to promote support for individuals with specific mental disorders.
|
|
P.4.18
The learner will be able to locate sources of mental health care providers.
|
|
P.4.19
The learner will be able to explain how one's outlook (positive or negative) can influence mental health.
|
|
P.4.20
The learner will be able to develop a plan for raising a child with a healthy personality.
|
|
P.4.21
The learner will be able to explain antisocial behavior using major personality theories.
|
|
Socio-Cultural Dimensions of Behavior
The learner will be able to understand the socio-cultural dimensions of behavior including topics, such as conformity, obedience, perception, attitudes, and the influence of the group on the individual.
|
|
P.5.1
The learner will be able to understand how cultural socialization determines social schema development.
|
|
P.5.2
The learner will be able to describe the components of culture, such as, symbols, language, norms, and values. (Geography).
|
|
P.5.3
The learner will be able to explain how perceptions and attitudes develop.
|
|
P.5.4
The learner will be able to describe factors that lead to conformity, obedience, and non-conformity.
|
|
P.5.5
The learner will be able to discuss the role of altruism in society.
|
|
P.5.6
The learner will be able to describe circumstances under which conformity and obedience are likely to occur.
|
|
P.5.7
The learner will be able to explain how attributions affect our explanations of behavior.
|
|
P.5.8
The learner will be able to list and assess some methods used to change attitudes.
|
|
P.5.9
The learner will be able to explain how social and cultural factors affect behavior. (Economics; Geography).
|
|
P.5.10
The learner will be able to understand how social structure can affect inter-group relations.
|
|
P.5.11
The learner will be able to identify differences between internal and external attributions.
|
|
P.5.12
The learner will be able to discuss conflict and the processes involved in conflict resolution.
|
|
P.5.13
The learner will be able to explain how bias and discrimination influence behavior.
|
|
P.5.14
The learner will be able to provide positive and negative outcomes of group polarization.
|
|
P.5.15
The learner will be able to compare the factors that lead to conformity and non-conformity.
|
|
P.5.16
The learner will be able to describe how a social group can influence the behavior of an individual or another group.
|
|
P.5.17
The learner will be able to explore the nature of bias and discrimination.
|
|
P.5.18
The learner will be able to explain the role of expectations and stereotypes as they relate to attitude and behavior.
|
|
P.5.19
The learner will be able to give examples of the bystander effect.
|
|
P.5.20
The learner will be able to compare the effects of cooperation and competition on individuals and groups.
|
|
P.5.21
The learner will be able to identify and explain sources of attitude formation.
|
|
Biological Bases of Behavior
The learner will be able to investigate the structure, biochemistry, and circuitry of the brain and the nervous system to understand their roles in affecting behavior, including the ability to distinguish between sensation and perception.
|
|
P.6.1
The learner will be able to list and describe the structure and function of the major regions of the brain.
|
|
P.6.2
The learner will be able to identify the role of the corpus callosum.
|
|
P.6.3
The learner will be able to describe the structure and function of the neuron in relation to how the brain works.
|
|
P.6.4
The learner will be able to identify the major divisions and subdivisions of the nervous system.
|
|
P.6.5
The learner will be able to list the methods for studying the brain.
|
|
P.6.6
The learner will be able to understand the structure and function of the endocrine system.
|
|
P.6.7
The learner will be able to explain how heredity interacts with the environment to influence behavior.
|
|
P.6.8
The learner will be able to distinguish between conscious and unconscious perception.
|
|
P.6.9
The learner will be able to list and describe the location and function of the major brain regions.
|
|
P.6.10
The learner will be able to describe the relationship among DNA, genes, and chromosomes.
|
|
P.6.11
The learner will be able to compare and contrast the influence of the left and right hemispheres on the function of the brain.
|
|
P.6.12
The learner will be able to explain sensory adaptation, sensory deprivation, and the importance of selective attention.
|
|
P.6.13
The learner will be able to list and explain the psychological influences and experiences on perception.
|
|
P.6.14
The learner will be able to compare the effects of certain drugs or toxins with the effects of neurotransmitters in relation to synaptic transmission.
|
|
P.6.15
The learner will be able to identify how vision, motor, language, and other functions are regulated by each hemisphere.
|
|
P.6.16
The learner will be able to give examples of how hormones are linked to behavior.
|
|
P.6.17
The learner will be able to give examples of how the environment selects traits and behaviors that increase the survival rate of organisms.
|
|
P.6.18
The learner will be able to discuss the possible effects of heredity and environment on behavior.
|
|
P.6.19
The learner will be able to explain the function of the sympathetic and parasympathetic nervous system on heart rate or other physiological responses in an emotional situation.
|