Updated 03-27-12
PSYCHOLOGY II
Developers: High School Social Studies Staff
Development Date: 2012
Instructional Level: High School
Credit: .5 elective credit
Grade: 11, 12
Pre-requisite:
U.S. History I/II or AP U.S. History
Course Description: Psychology is the scientific study of what it means to be
human; it gives students an opportunity to delve into the intricacies of their own lives.
This elective course covers the basic concepts of psychology, including learning,
memory, thinking and language, states of consciousness, individual differences,
psychological disorders, treatment of psychological disorders, and social and cultural
dimensions of behavior. This course is designed for students pursuing a postsecondary education.
Definitions:
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Essential Learning Outcomes: The big idea; major skills, knowledge or attitudes that tell students what they will need to learn; Begin the
competency with an action verb.
State Standards: These are the state performance standards that are addressed in this competency.
Assessment Expectation: indicates what the student will be able to do because of what they know or can demonstrate.
Vocabulary & Strategies – The vocabulary words listed with each competency are necessary for understanding and learning. The
strategies are supportive of the learning.
Updated 03-27-12
Linked State Performance
Standards
A. Geography:
B. History:
C. Political Science:
D. Economics:
E. Behavioral Science: 12.1; 12.2;
12.4; 12.5; 12.7; 12.14; 12.15;
12.16
Competency Topic #1: Individual Differences in Personality and
Intelligence and Assessment
Essential Questions/Enduring Understandings
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Are personalities constant over time or do they change with each new experience?
How do psychologists define and study personality?
What advantages and limitations exist for each theory’s description of personality?
How do psychologists reliably measure personality and interpret personality’s role
in behavior?
Are intelligence tests culturally biased?
What accounts for the group differences in intelligence scores?
How do psychologists define and study intelligence?
Student Assessment Expectations – Students meet Psychology II expectations when they:
Describe Sigmund Freud’s psychodynamic perspective on personality.
Explain how later psychodynamic theorists assessed personality and the new concepts added to psychodynamic
theory by the neo-Freudians.
Evaluate the validity of Freud’s theory using contemporary research findings.
Describe the humanistic perspective on personality.
Evaluate the validity of the humanistic perspective on personality using contemporary research findings.
Describe the development of trait theories proposed by Gordon Allport, Raymond Cattell, and Hans Eysenck.
Discuss the dimensions of the “Big Five” trait theory.
Explain how traits theorists assess personality.
Critique the strengths and weaknesses of the trait theory of personality.
Discuss the social-cognitive theory of personality and how it explains the relationship among personality, the
environment, and behavior.
Critique the strengths and weaknesses of the social-cognitive theory of personality.
Discuss the theory of the single intelligence versus the theory of multiple intelligences.
Explain the historical development of intelligence tests.
Contrast the different purposes of aptitude and achievement tests.
Explain how tests are evaluated using the concepts of reliability and validity
Discuss the causes of group differences in intelligence quotient scores.
Vocabulary
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personality
psychoanalysis
psychodynamic
perspective
free association
defense
mechanisms
psychosexual
stages
inferiority complex
collective
unconscious
social-cognitive
perspective
personality
inventories
external locus of
control
Hans Eysenck
intelligence
emotional
intelligence
Howard Gardner
David Wechsler
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preconscious
unconscious
id
superego
ego
projective
test
Thematic
Apperception
Test (TAT)
Rorschach
inkblot test
trait
validity
Gordon
Allport
Raymond
Cattell
reliability
aptitude test
Alfred Binet
Lewis
Terman
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humanistic psychology
self-actualization
unconditioned positive regard
self-concept
Sigmund Freud
Alfred Adler
Carl Jung
Karen Horney
Abraham Maslow
Carl Rogers
Minnesota Multiphasic Personality
Inventory (MMPI)
reciprocal determinism
positive psychology
Martin Seligman
learned helplessness
Albert Bandura
internal locus of control
general intelligence (g)
mental age (MA)
intelligence quotient (IQ)
achievement tests
Charles Spearmen
Robert Sternberg
Strategies
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reading guide
discussion
unit quiz
unit exam
Discovering Psychology
Personality tests
Who Am I? paper
IQ test
Updated 03-27-12
Linked State Performance
Standards
A. Geography:
B. History:
C. Political Science:
D. Economics:
E. Behavioral Science: 12.1;
12.7; 12.9; 12.14;
Competency Topic #2: Learned and Unlearned Behavior and Memory
Essential Questions/Enduring Understandings
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Is punishment effective in deterring unwanted behavior?
Do rewards influence behavior?
How do psychologists define learning?
How do principles of classical conditioning work to create learning?
How do principles of operant conditioning work to create learning?
How do principles of observational learning work to create learning?
Is memory accurate?
Are repressed memories valid?
How do humans encode, store, and retrieve information from memory?
Student Assessment Expectations – Students meet Psychology II expectations when they:
Use the classical conditioning model to explain an example of a classically conditioned response.
Describe the sequence of the classical conditioning processes: acquisition, extinction, and spontaneous
recovery.
Describe how Ivan Pavlov discovered classical conditioning.
Define the concepts of generalization and discrimination.
Explain the behaviorist perspective, as described by John Watson.
Discuss recent research findings indicating that cognition and biological predispositions are involved in some
classically conditioned responses.
Define operant conditioning.
Define the law of effect, and explain the different kinds of reinforcement.
Describe the effects of punishment and disadvantages of using punishment to control behavior.
Explain how behaviors are influenced through shaping, discrimination, and extinction.
Contrast the effects of different schedules of reinforcement.
Discuss how cognition and biology influence the operant conditioning process.
Define observational learning, and discuss the implications of Albert Bandura’s experiments.
Discuss how observational learning can lead to prosocial and antisocial behaviors.
Evaluate the effects of viewing violence in the media on aggressive behaviors and attitudes.
Discuss the factors and techniques that influence whether information is encoded into memory
Explain how memories pass through the sensory, short-term, and long-term memory stages.
Identify and explain biological processes related to how memories are stored in the brain.
Discuss the factors influencing how memories are retrieved.
Explain how encoding failure leads to forgetting.
Discuss the forgetting curve and how decay relates to forgetting.
Describe how interference and motivated forgetting can cause forgetting though retrieval failure.
Discuss how the misinformation effect can lead to false, constructed memories.
Vocabulary
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learning
classical
conditioning
unconditioned
stimulus (UCS)
unconditioned
response (UCR)
conditioned
stimulus (CS)
conditioned
response (CR)
partial
reinforcement
schedule
fixed-interval
schedule
variable-interval
schedule
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stimulus
response
acquisition
extinction
generalization
discrimination
behaviorism
cognition
reinforcement
primary
reinforcement
punishment
shaping
latent
learning
cognitive map
observational
Strategies
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spontaneous recovery
Ivan Pavlov
John Watson
Rosalie Rayner
Robert Rescoria
John Garcia
operant conditioning
positive reinforcement
negative reinforcement
secondary reinforcement
continuous reinforcement
overjustification effect
Edward Throndike
B.F. Skinner
Albert Bandura
antisocial behavior
prosocial behavior
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reading guide
discussion
unit quiz
unit exam
Discovering Psychology
Updated 03-27-12
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fixed-ratio
schedule
semantic
encoding
implicit memory
context effect
state-dependent
memory
Hermann
Ebbinghaus
Elizabeth Loftus
Sigmund Freud
repression
retroactive
interference
explicit memory
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learning
model
modeling
vicarious
learning
encoding
storage
retrieval
rehearsal
overlearning
chunking
recall
recognition
permastore
memory
proactive
interference
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variable-ratio schedule
mirror neurons
automatic processing
effortful processing
serial position effect
self-reference effect
mnemonic device
method of loci
peg-word system
sensory memory
short-term memory
long-term memory
flashbulb memory
long-term potentiation
misinformation effect
Updated 03-27-12
Linked State Performance
Standards
A. Geography:
B. History:
C. Political Science:
D. Economics:
E. Behavioral Science: 12.1;
12.2; 12.4; 12.6; 12.7;
12.9; 12.12; 12.14;
12.15; 12.16
Competency Topic #3: Psychological Disorders and Treatments
Essential Questions/Enduring Understandings
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How does society view the mentally ill?
How do psychologists measure and define abnormal behavior?
How are the various psychological disorders identified and studied?
What impact do these psychological disorders have on individuals, families,
communities, and society?
Why do therapists use an eclectic approach when testing patients?
How are the various psychological disorders treated?
What impact do treatment options have on individuals, families, and society?
What are legal, ethical, and professional issues in the treatment of psychological
disorders?
Student Assessment Expectations – Students meet Psychology II expectations when they:
Define what a psychological disorder is and the criteria used to judge psychologically disordered behaviors.
Explain the development and influence of the medical model of psychological disorders.
Discuss the different components of the bio psychosocial approach to psychological disorders.
Explain the purpose, uses, and criticisms of the DSM Manual.
Discuss the benefits and potential dangers of diagnostic labels.
Define anxiety and describe the different types of anxiety disorders.
Discuss the biological factors and the learning factors that may contribute to anxiety disorders.
Describe the different types of mood disorders.
Discuss the biological factors and the social cognitive factors that may contribute to mood disorders.
Describe the symptoms and causes of dissociative disorders.
Describe the delusions, hallucinations, and inappropriate emotions or behaviors that are common to
schizophrenic disorders.
Discuss the biological factors and the psychological factors that interact to produce schizophrenia.
Describe the different types of personality disorders.
Define psychotherapy in general and Sigmund Freud’s psychoanalytic theory in particular.
Discuss the assumptions of humanistic therapy.
Explain how behavior therapy applies the principles of classical conditioning and operant conditioning.
Discuss the basis of cognitive therapy and cognitive-behavior therapy.
Explain the advantages of group therapy and when group therapy is most often used.
Define the biomedical therapies, and describe their history.
Explain how drug therapies are used to treat certain psychological disorders.
Discuss the use and effectiveness of electroconvulsive therapy.
Describe the history and effect of the use of lobotomies.
Vocabulary
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psychological
disorder
bio-psycho-social
model
Diagnostic and
Statisical Manual of
Mental Disorders
(DSM-IV-TR)
dissociative identity
disorder
hallucinations
psychotherapy
eclectic approach
psychoanalysis
client-centered
therapy
systematic
desensitization
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Philippe Pinel
anxiety
generalized
anxiety disorder
panic disorder
phobia
obsessivecompulsive
disorder
hypochondriasis
schizophrenia
delusions
resistance
interpretation
transference
token economy
cognitive
therapy
Strategies
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posttraumatic
stress
disorder
major depressive disorder
bipolar disorder
dissociative disorders
dissociative amnesia
dissociative fugue
medical model
personality disorders
antisocial personality
disorder
somatoform disorders
active listening
behavior therapy
cognitive-behavior therapy
family therapy
Sigmund Freud
Carl Rogers
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reading guide
discussion
unit quiz
unit exam
Discovering Psychology
Psychological Disorders
Project
Updated 03-27-12
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aversive
conditioning
deinstitutionalization
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antipsychotic
drugs
antianxiety
drugs
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biomedical therapy
antidepressant drugs
lobotomy
electroconvulsive
therapy
(ECT)
Updated 03-27-12
Linked State Performance
Standards
A. Geography:
B. History:
C. Political Science:
D. Economics:
E. Behavioral Science: 12.1;
12.2; 12.3; 12.5; 12.6;
12.9; 12.12; 12.15
Competency Topic #4: Social and Cultural Dimensions of Behavior
Essential Questions/Enduring Understandings
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How do attitudes influence actions?
Why is conformity valued so highly in society?
Why are people attracted to each other?
How are individuals affected by groups?
How do attitudes and actions influence individual and group behavior?
How do psychologists define culture? What influence does culture have on
individuals and groups?
Student Assessment Expectations – Students meet Psychology II expectations when they:
Describe how attribution theory predicts the way we explain the behavior of others.
Discuss how attitudes can affect actions and how actions can affect attitudes.
Explain research findings related to conformity and obedience.
Describe how being in the presence of others can affect performance, self-awareness, and self-restraint.
Discuss how group membership affects thinking and decision-making.
Explain the factors that influence attractiveness.
Distinguish between passionate love and companionate love.
Explain the factors that influence altruistic behavior.
Discuss how stereotypes are formed and how they can lead to prejudice and discrimination.
Discuss the biological and learning factors that cause aggressive behavior.
Explain how shared goals can help resolve conflicts between groups.
Define culture, and describe factors that influence how cultures develop.
Discuss the effects of individualist cultures and collectivist cultures on sense of self, achievement motivation,
and emotional perceptions.
Describe the goals of cross-cultural research.
Explain how culture influences the concepts of personality, development, and parent child attachment.
Describe the effect of ethnocentrism.
Vocabulary
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social psychology
attribution theory
fundamental
attribution error
foot-in-the-door
phenomenon
cognitive dissonance
theory
self-fulfilling prophecy
just-world
phenomenon
cross-cultural research
culture specific
locus of control
individualism
ethnocentrism
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attitude
conformity
obedience
deindividuation
groupthink
equity
self-disclosure
altruism
prejudice
stereotype
discrimination
ingroup
outgroup
ingroup bias
aggression
culture
Strategies
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social facilitation
social loafing
group polarization
Solomon Asch
Stanley Milgram
mere exposure effect
passionate love
compassionate love
bystander effect
scapegoat theory
superordinate goals
John Darley
Bibb Latane
Muzafer Sherif
David Matsumoto
collectivism
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reading guide
discussion
unit quiz
unit exam
Discovering Psychology