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Prentice HallUnderstanding Psychology, 8th Edition (Morris/Maisto) © 2008

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

Indiana Academic Standards - Social Studies – Psychology

High School

Prentice Hall Understanding Psychology, 8th Edition (Morris/Maisto) © 2008 Correlated to:

Indiana Academic Standards - Social Studies – Psychology (High School)

SE = Student Edition IG = Instructor’s Guide TR = Teaching Resources TECH = Technology 1

INDIANA ACADEMIC STANDARDS - SOCIAL STUDIES – PSYCHOLOGY

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Standard 1 – The Scientific Method

Students 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 List and explain the reasons for studying the methodology of psychology.

SE: What is Psychology?, 3; Applying Psychology, 11; Chapter Review, 39

IRM: 2 (Each chapter has the following sections: Chapter Outline, Learning Objectives, Lecture Suggestions, Discussion Topics, Demonstrations and Activities, Student Assignments, Video Section, Multimedia Section, Web Links, and Transparencies)

TR: Test Bank, Total Assessment Guide Chapter Overview; Color Transparencies

TECH: Computerized Test Banks; PowerPoint Presentation CD-ROM; Video Classics in Psychology CD-ROM; Instructor’s Resource; MyPsychLab Program CD; Psychology Teaching Films; Lecture Launcher Video; Companion Website

P.1.2 Differentiate between descriptive and experimental research methods.

SE: Research Methods in Psychology, 26-30; Summary Table, 31; Chapter Review, 40-41, 383; How Drug Effects Are Studied, 144; Personality Assessment, 375-378; Appendix A, 514

IRM: 2,12,13 (Each chapter has the following sections: Chapter Outline, Learning Objectives, Lecture Suggestions, Discussion Topics, Demonstrations and Activities, Student Assignments, Video Section, Multimedia Section, Web Links, and Transparencies)









P.1.3 List and describe key concepts in descriptive and experimental research.

SE: Research Methods in Psychology, 26-30; Summary Table, 31; Chapter Review, 40-41, 383; How Drug Effects Are Studied, 144; Personality Assessment, 375-378; Appendix A, 514

IRM: 2,12,13 (Each chapter has the following sections: Chapter Outline, Learning Objectives, Lecture Suggestions, Discussion Topics, Demonstrations and Activities, Student Assignments, Video Section, Multimedia Section, Web Links, and Transparencies)



P.1.4 Explain the relationship among independent and dependent variables and experimental and control groups.

SE: Experimental Research, 29-30; Chapter Review, 40-41; How Drug Effects Are Studied, 144










P.1.5 Distinguish between scientific and nonscientific research.

SE: Psychology as Science, 8-11; The Rise of Cognitive Psychology, 17; Experimental Research, 29-30; Chapter Review, 40-41, 270-271; How Drug Effects Are Studied, 144; What Makes a Good Test?, 253-254; Appendix A, 514

IRM: 2, 10-11 (Each chapter has the following sections: Chapter Outline, Learning Objectives, Lecture Suggestions, Discussion Topics, Demonstrations and Activities, Student Assignments, Video Section, Multimedia Section, Web Links, and Transparencies)



P.1.6 List and 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.

SE: Ethics and Psychology: Research on Humans and Animals, 34-36; Chapter Review, 41

IRM: 2, 6, 7, 13, 14 (Each chapter has the following sections: Chapter Outline, Learning Objectives, Lecture Suggestions, Discussion Topics, Demonstrations and Activities, Student Assignments, Video Section, Multimedia Section, Web Links, and Transparencies)









P.1.7 Identify ethical issues in psychological research.

SE: Ethics and Psychology: Research on Humans and Animals, 34-36; Chapter Review, 41; Stability-Change: Neural Plasticity, 52; The Human Genome, 73-74; Social Implications, 77-78

IRM: 2, 6, 7, 13, 14, 396 (Each chapter has the following sections: Chapter Outline, Learning Objectives, Lecture Suggestions, Discussion Topics, Demonstrations and Activities, Student Assignments, Video Section, Multimedia Section, Web Links, and Transparencies)



P.1.8 Apply the principles of research design to an appropriate experiment.

P.1.9 Describe and compare quantitative and qualitative research strategies.

SE: Research Methods in Psychology, 26-30; Summary Table, 31; Chapter Review, 40-41; Measuring Performance on the Job, 527-528:



P.1.10 Create a testable hypothesis and design and carry out appropriate research.

P.1.11 Discuss the problems of attributing cause and effect to the outcomes of descriptive research.

SE: Correlational Research, 28-29; Measures of Correlation, 520-521







IRM: 12, 300 (Each chapter has the following sections: Chapter Outline, Learning Objectives, Lecture Suggestions, Discussion Topics, Demonstrations and Activities, Student Assignments, Video Section, Multimedia Section, Web Links, and Transparencies)



Standard 2 – Development

Students will explain the process of how humans grow, learn and adapt to their environment.

P.2.1 Explain the role of prenatal, perinatal and post-natal development in human behavior.

SE: Prenatal Development, 309-310; The Newborn, 311-314; Infancy and Childhood, 315-330; Chapter Review, 349-350

IRM: 235,236, 243 (Each chapter has the following sections: Chapter Outline, Learning Objectives, Lecture Suggestions, Discussion Topics, Demonstrations and Activities, Student Assignments, Video Section, Multimedia Section, Web Links, and Transparencies)



P.2.2 Discuss aspects of life span development (infancy, childhood, adolescence, adulthood, later years, dying and death).

SE: The Newborn, 311-314; Infancy and Childhood, 315-330; Adolescence, 331-336; Adulthood, 337-342; Late Adulthood, 343-347; Chapter Review, 349-351







IRM: 235,236, 240-241, 244, 245-246, 247, 248-249, 250-251, 263 (Each chapter has the following sections: Chapter Outline, Learning Objectives, Lecture Suggestions, Discussion Topics, Demonstrations and Activities, Student Assignments, Video Section, Multimedia Section, Web Links, and Transparencies)



P.2.3 Compare the different ways in which people develop, including physical, social, moral, cognitive, emotional and language development.

SE: Evolutionary Psychology, 78-79: Cognitive Learning, 186-191; Chapter Review, 195, 269-270, 349-351, 381-383; Language, Thought, and Culture, 233-234; The Newborn, 311-314; Infancy and Childhood, 315-330; On The Cutting Edge, 323; Adolescence, 331-336; Adulthood, 337-342; Late Adulthood, 343-347

IRM: 161, 162, 173, 234, 235, 238, 240, 244, 245-246, 247, 263 (Each chapter has the following sections: Chapter Outline, Learning Objectives, Lecture Suggestions, Discussion Topics, Demonstrations and Activities, Student Assignments, Video Section, Multimedia Section, Web Links, and Transparencies)









P.2.4 Describe the theories of Piaget, Erikson and Kohlberg regarding development.

SE: Cognitive Development, 318-320; Moral Development, 320-321; Social Development, 324-328; Summary Table, 318, 325; Cognitive Changes, 333; Love, Partnerships, and Parenting, 337-338; Chapter Review, 349-351, 382; Erik Erikson, 362-363; Figure 10-3, 363

IRM: 244-245, 272 (Each chapter has the following sections: Chapter Outline, Learning Objectives, Lecture Suggestions, Discussion Topics, Demonstrations and Activities, Student Assignments, Video Section, Multimedia Section, Web Links, and Transparencies)



P.2.5 Compare children’s thinking at different stages of cognitive development.

SE: Cognitive Development, 318-320; Cognitive Changes, 333; Chapter Review, 349



P.2.6 Identify and compare the level of moral reasoning from Kohlberg’s stages of moral development.

SE: Moral Development, 320-321; Chapter Review, 349










P.2.7 Design and conduct experiments related to cognitive, emotional, motor, moral and language development.

Standard 3 – Cognition

Students will understand how organisms adapt to their environment through learning, information processing and memory.

P.3.1 Explain learning, including operant, classical, associational and social learning.

SE: Redefining Psychology: The Study of Behavior, 14-16; Chapter Review, 40, 193-195, 382-383, 480; Chapter Introduction, 163; Classical Conditioning, 164-168; Operant Conditioning, 168-176; Factors Shared by Classical and Operant Conditioning, 177-185; Cognitive Learning, 186-192; Cognitive-Social Learning Theories, 372-374; Behavior Therapies, 457-460; Motivating Employees, 531-532

IRM: 105, 106, 107, 108, 109-110, 111-112, 112-113, 114, 115, 116, 119, 120, 129, 130, 132, 351, 352 (Each chapter has the following sections: Chapter Outline, Learning Objectives, Lecture Suggestions, Discussion Topics, Demonstrations and Activities, Student Assignments, Video Section, Multimedia Section, Web Links, and Transparencies)









P.3.2 Differentiate between learning, reflexes and fixed-action patterns.

SE: Chapter Introduction, 163; Cognitive Learning, 186-192; Chapter Review, 195; Hunger and Thirst, 278-280; Reflexes, 311-312; Chapter Review, 349

IRM: 105, 106, 108-109, 110-111, 112-113, 129 (Each chapter has the following sections: Chapter Outline, Learning Objectives, Lecture Suggestions, Discussion Topics, Demonstrations and Activities, Student Assignments, Video Section, Multimedia Section, Web Links, and Transparencies)



P.3.3 Describe the characteristics and operation of short-term and long-term memory.

SE: Chapter Introduction, 197-198; Short-Term Memory, 201-203; Long-Term Memory, 203-210; Summary Table, 208; Chapter Review, 225-226

IRM: 133,134, 141, 142, 143, 144, 148, 158 (Each chapter has the following sections: Chapter Outline, Learning Objectives, Lecture Suggestions, Discussion Topics, Demonstrations and Activities, Student Assignments, Video Section, Multimedia Section, Web Links, and Transparencies)









P.3.4 Identify factors that interfere with memory.

SE: On the Cutting Edge, 213; Forgetting, 215-217; Chapter Review, 226

IRM: 133,134, 136-137, 147-148 (Each chapter has the following sections: Chapter Outline, Learning Objectives, Lecture Suggestions, Discussion Topics, Demonstrations and Activities, Student Assignments, Video Section, Multimedia Section, Web Links, and Transparencies)



P.3.5 Describe mnemonic techniques for improving memory.

SE: Chapter Introduction, 197-198; Elaborative Rehearsal, 205-206; Extraordinary Memory, 220; Chapter Review, 226

IRM: 8, 134, 139, 140 (Each chapter has the following sections: Chapter Outline, Learning Objectives, Lecture Suggestions, Discussion Topics, Demonstrations and Activities, Student Assignments, Video Section, Multimedia Section, Web Links, and Transparencies)









P.3.6 Identify the brain structures related to memory.

SE: The Cerebral Cortex, 56; The Biology of Memory, 211-213; Chapter Review, 226



P.3.7 Explain cognition from both developmental and information processing perspectives.

SE: Cognitive Learning, 186-192; Chapter Review, 195



P.3.8 Examine the roles of reinforcement and punishment as ways of understanding and modifying behavior.

SE: Redefining Psychology: The Study of Behavior, 14-16; Classical Conditioning, 164-166; Operant Conditioning, 168-176; New Learning Based on Original Learning, 184; Learning by Observing; Chapter Review, 193-195, 480; Intrinsic and Extrinsic Motivation, 276; Therapies Based on Operant Conditioning, 459; Motivating Employees, 531-532

IRM: 105, 106, 109, 116-117, 118, 131, 132 (Each chapter has the following sections: Chapter Outline, Learning Objectives, Lecture Suggestions, Discussion Topics, Demonstrations and Activities, Student Assignments, Video Section, Multimedia Section, Web Links, and Transparencies)









P.3.9 Explain the principles of classical conditioning, operant conditioning, observational learning and associational learning to daily life.

SE: Redefining Psychology: The Study of Behavior, 14-16; Classical Conditioning, 164-167; Operant Conditioning, 168-176; ; Factors Shared by Classical and Operant Conditioning, 177-185; Cognitive Learning, 186-192; Chapter Review, 193-195, 480; Behavior Therapies, 457-460; Motivating Employees, 531-532

IRM: 105, 106, 107, 108, 109-110, 111-112, 112-113, 114, 115, 116, 119, 120, 129, 130, 132, 351, 352 (Each chapter has the following sections: Chapter Outline, Learning Objectives, Lecture Suggestions, Discussion Topics, Demonstrations and Activities, Student Assignments, Video Section, Multimedia Section, Web Links, and Transparencies)



P.3.10 Create and carry out a plan for changing one’s own behavior.

SE: Applying Psychology, 171










P.3.11 Provide examples of learning from daily life.

P.3.12 Apply mnemonics techniques to learning situations.

IRM: 8, 134, 139, 140 (Each chapter has the following sections: Chapter Outline, Learning Objectives, Lecture Suggestions, Discussion Topics, Demonstrations and Activities, Student Assignments, Video Section, Multimedia Section, Web Links, and Transparencies)

Standard 4 – Personality, Assessment and Mental Health

Students will 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 Identify the factors that may influence the formation of personality.

SE: The Fields of Psychology, 4-8; Culture, 24-25; Chapter Review, 39-41, 381-383; Psychodynamic Theories, 354-365; Humanistic Personality Theories, 365-367; Trait Theories, 368-371; Cognitive-Social Learning Theories, 372-374; Summary Table, 375

IRM: 264, 265, 269 (Each chapter has the following sections: Chapter Outline, Learning Objectives, Lecture Suggestions, Discussion Topics, Demonstrations and Activities, Student Assignments, Video Section, Multimedia Section, Web Links, and Transparencies)









P.4.2 Identify and describe the characteristics of the major personality theories.

SE: The Fields of Psychology, 4-8; Chapter Review, 39-41, 381-383; Psychodynamic Theories, 354-365; Humanistic Personality Theories, 365-367; Trait Theories, 368-371; Cognitive-Social Learning Theories, 372-374; Summary Table, 375

IRM: 264, 265, 269, 271, 272, 274, 286 (Each chapter has the following sections: Chapter Outline, Learning Objectives, Lecture Suggestions, Discussion Topics, Demonstrations and Activities, Student Assignments, Video Section, Multimedia Section, Web Links, and Transparencies)



P.4.3 Distinguish between objective and projective techniques of personality assessment.

SE: Personality Assessment, 375-380; Summary Table, 375; Table 10-2, 378; Chapter Review, 383

IRM: 264, 265, 272, 273, 289-290, 291-293 (Each chapter has the following sections: Chapter Outline, Learning Objectives, Lecture Suggestions, Discussion Topics, Demonstrations and Activities, Student Assignments, Video Section, Multimedia Section, Web Links, and Transparencies)









P.4.4 Describe tests used in personality assessment.

SE: Personality Assessment, 375-380; Summary Table, 375; Table 10-2, 378; Chapter Review, 383




P.4.5 Distinguish between stress and distress. SE: On the Cutting Edge, 213; Chapter Introduction, 385; Sources of Stress, 386-390; Extreme Stress, 406-409; Chapter Review, 411-413

IRM: 294, 295, 301-302, 314 (Each chapter has the following sections: Chapter Outline, Learning Objectives, Lecture Suggestions, Discussion Topics, Demonstrations and Activities, Student Assignments, Video Section, Multimedia Section, Web Links, and Transparencies)









P.4.6 Identify environmental factors that lead to stress.

SE: On the Cutting Edge, 213; Chapter Introduction, 385; Sources of Stress, 386-390; Table 11-1, 387; Socioeconomic and Gender Differences in Coping With Stress, 396-397; Extreme Stress, 406-409; Chapter Review, 411-413




P.4.7 Describe the common characteristics of abnormal behavior.

SE: Chapter Introduction, 415; Perspectives on Psychological Disorders, 415-416; Chapter Review, 447

IRM: 317, 318, 326-327, 328, 332-333, 345-347 (Each chapter has the following sections: Chapter Outline, Learning Objectives, Lecture Suggestions, Discussion Topics, Demonstrations and Activities, Student Assignments, Video Section, Multimedia Section, Web Links, and Transparencies)









P.4.8 Explain how culture influences the definition of abnormal behavior.

SE: Enduring Issues, 155-156, 434; Cultural Differences, 446; Cultural Influences, 501-502




P.4.9 Identify and describe the theories of abnormality.

SE: Perspectives on Psychological Disorders, 415-419; Chapter Review, 447-448










P.4.10 Discuss major categories of abnormal behavior.

SE: Chapter Introduction, 415; Classifying Abnormal Behavior, 420; Table 12-2, 421; Mood Disorders, 422-426; Applying Psychology, 423; Anxiety Disorders, 427-429; Psychosomatic and Somatoform Disorders, 430-431; Dissociative Disorders, 432-433; Sexual and Gender-Identity Disorders, 434-436; Personality Disorders, 437-439; Schizophrenic Disorders, 440-441; Childhood Disorders, 442-444; Chapter Review, 447-449

IRM: 317, 318, 319, 320-321, 323-324, 325-326, 329-330, 331, 345-348, 349-350 (Each chapter has the following sections: Chapter Outline, Learning Objectives, Lecture Suggestions, Discussion Topics, Demonstrations and Activities, Student Assignments, Video Section, Multimedia Section, Web Links, and Transparencies)



P.4.11 Describe availability and appropriateness of various modes of treatment for people with psychological disorders.

SE: Careers in Psychology, 36-38; Chapter Review, 41, 479-481; Enduring Issues, 408-409; Insight Therapies, 451-457; Behavior Therapies, 457-460; On the Cutting Edge, 456; Cognitive Therapies, 461-462; Group Therapies, 463-465; Applying Psychology, 465; Effectiveness of Psychotherapy, 466-468; Biological Therapies, 468-472; Summary Table, 472; Institutionalization and Its Alternatives, 473-476; Client Diversity and Treatment, 477-478







IRM: 351-366, 375-376 (Each chapter has the following sections: Chapter Outline, Learning Objectives, Lecture Suggestions, Discussion Topics, Demonstrations and Activities, Student Assignments, Video Section, Multimedia Section, Web Links, and Transparencies)



P.4.12 Describe characteristics of effective treatment and prevention.

SE: Effectiveness of Psychotherapy, 466-468; Chapter Review, 480-481

IRM: 356-357 (Each chapter has the following sections: Chapter Outline, Learning Objectives, Lecture Suggestions, Discussion Topics, Demonstrations and Activities, Student Assignments, Video Section, Multimedia Section, Web Links, and Transparencies)



P.4.13 Explain the relationship between mental health categories and the law.

SE: Mental Illness and the Law, 420; Chapter Review, 448










P.4.14 Evaluate the influence of variables, such as culture, family and genetics, on personality development.

SE: Physiological Psychology, 5; Physiological Psychology, 5-6; Nature-Nurture, 7; Culture, 24-25; Chapter Review, 39-41, 271, 305, 381-383; Heredity, Environment, and Intelligence, 256-259; Aggression, 290-292; Culture and Emotions, 301-303; Enduring Issues, 361-362, 368-369



P.4.15 Explore the impact of socio-cultural factors on personality development.

SE: Social Psychology, 6-7; Culture, 24-25; Chapter Review, 40, 271, 305, 381-383; Heredity, Environment, and Intelligence, 256-261; Aggression, 290-292; Culture and Emotions, 301-303; Enduring Issues, 361-362, 368-369



P.4.16 Compare and contrast the validity and reliability of objective and projective assessment techniques.

SE: What Makes a Good Test?, 253-255; Chapter Review, 269-270, 383; Personality Assessment, 375-380; Summary Table, 375










P.4.17 Develop a strategy to promote support for individuals with specific mental disorders.

SE: Summary Table, 472



P.4.18 Locate sources of mental health care providers.

SE: Applying Psychology, 465



P.4.19 Explain how one’s outlook (positive or negative) can influence mental health.

SE: Staying Healthy, 401-405; Chapter Review, 412-413









P.4.20 Develop a plan for raising a child with a healthy personality.

SE: Enduring Issues, 155-156; Punishment, 173-174; Learning by Observing, 189-191; Aggression, 290-291; Parent-Child Relationships in Childhood, 326-327; Television and Children, 329-330; Chapter Review, 350; Karen Horney, 361; Erik Erikson, 362-363; Carl Rogers, 366-367; Chapter Review, 381-382; Personality Disorders, 437-439; Childhood Disorders, 442-443

IRM: 242-243, 248, 249 (Each chapter has the following sections: Chapter Outline, Learning Objectives, Lecture Suggestions, Discussion Topics, Demonstrations and Activities, Student Assignments, Video Section, Multimedia Section, Web Links, and Transparencies)



P.4.21 Explain anti-social behavior using major personality theories.

SE: Personality Disorders, 437-439









Standard 5 - Socio-Cultural Dimensions of Behavior

Students will 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 Understand how cultural socialization determines social schema development.

SE: Psychology as Science, 8-10; Gender, 22-23; Chapter Review, 40, 305, 449; Is Language Male Dominated?, 234; Mental Abilities and Human Diversity: Gender and Culture, 260-261; Gender and Aggression, 291-292; Gender and Emotion, 300-301; Sex-Role Development, 328-329; Enduring Issues, 361-362, 426; On The Cutting Edge, 396; Gender and Cultural Differences in Psychological Disorders, 444-446

IRM: 172, 174-175, 192, 250, 269, 381, 391, 397-398 (Each chapter has the following sections: Chapter Outline, Learning Objectives, Lecture Suggestions, Discussion Topics, Demonstrations and Activities, Student Assignments, Video Section, Multimedia Section, Web Links, and Transparencies)



P.5.2 Describe the components of culture, such as symbols, language, norms and values. (Geography)

SE: Culture, 24-25; Chapter Review, 40, 305, 512; Experience and Culture, 123; Language, Thought, and Culture, 233-234; Culture, 261; Aggression and Culture, 291; Body Language, Personal Space, and Gestures, 299; Culture and Emotion, 301-303; Cultural Influences, 501-502









P.5.3 Explain how perceptions and attitudes develop.

SE: The Cognitive Revolution, 16-17; Perception, 111-124; Chapter Review, 126-127, 512; Attitudes, 492-493; Applying Psychology, 497-498; Changing Attitudes in the Workplace, 530-531

IRM: 52, 53, 54-55, 66-67, 68-69, 377, 378 (Each chapter has the following sections: Chapter Outline, Learning Objectives, Lecture Suggestions, Discussion Topics, Demonstrations and Activities, Student Assignments, Video Section, Multimedia Section, Web Links, and Transparencies)



P.5.4 Describe factors that lead to conformity, obedience and nonconformity.

SE: Ethics and Psychology: Research on Humans and Animals, 34-35; Social Influence, 501-505; Social Behavior, 506-509; Chapter Review, 512-513

IRM: 377, 378, 381-383, 392-393 (Each chapter has the following sections: Chapter Outline, Learning Objectives, Lecture Suggestions, Discussion Topics, Demonstrations and Activities, Student Assignments, Video Section, Multimedia Section, Web Links, and Transparencies)









P.5.5 Discuss the role of altruism in society. SE: Religion and Altruism, 402-403; Biases, 486-487; Helping Behavior, 507-508; Chapter Review, 512-513

IRM: 378,379 (Each chapter has the following sections: Chapter Outline, Learning Objectives, Lecture Suggestions, Discussion Topics, Demonstrations and Activities, Student Assignments, Video Section, Multimedia Section, Web Links, and Transparencies)



P.5.6 Describe circumstances under which conformity and obedience are likely to occur.

SE: Ethics and Psychology: Research on Humans and Animals, 34-35; Social Influence, 501-505; Chapter Review, 512-513

IRM: 377, 378, 381-383, 392-393 (Each chapter has the following sections: Chapter Outline, Learning Objectives, Lecture Suggestions, Discussion Topics, Demonstrations and Activities, Student Assignments, Video Section, Multimedia Section, Web Links, and Transparencies)









P.5.7 Explain how attributions affect our explanations of behavior.

SE: Attribution, 486-488; Prejudice, 493-494; Chapter Review, 511

IRM: 377, 378, 388, 389-390 (Each chapter has the following sections: Chapter Outline, Learning Objectives, Lecture Suggestions, Discussion Topics, Demonstrations and Activities, Student Assignments, Video Section, Multimedia Section, Web Links, and Transparencies)



P.5.8 List and assess some methods used to change attitudes. Example: team building, knowledge and learning, peer group influence, coercion, and economic reward

SE: New Learning Based on Original Learning, 184; Therapies Based on Operant Conditioning, 459; Chapter Review, 480, 512; Strategies for Reducing Prejudice and Discrimination, 495-496; Changing Attitudes, 496, 498-500; Applying Psychology, 497-498; Changing Attitudes in the Workplace, 530-531










P.5.9 Explain how economic, social and cultural factors affect behavior. (Economics, Geography)

SE: Experience and Culture, 123; Culture, 261; Aggression and Culture, 291; Body Language, Personal Space, and Gestures, 299; Culture and Emotion, 301-303; Chapter Review, 305




P.5.10 Understand how social structure can affect inter-group relations.

SE: Social Action, 506-509; Chapter Review, 512-513










P.5.11 Identify differences between internal and external attributions.

SE: Attribution, 486-488; Chapter Review, 511




P.5.12 Discuss conflict and the processes involved in conflict resolution.

SE: Applying Psychology, 497-498









P.5.13 Explain how bias and discrimination influence behavior.

SE: Naturalistic Observation, 26-27; Unintended Biases in Research, 33; Decision-Making Heuristics, 245; Chapter Review, 270, 481; Client Diversity and Treatment, 477-478; Forming Impressions, 484-485; Biases, 486-487; Prejudice and Discrimination, 493-496; Applying Psychology, 497-498; Chapter Review, 512; Issues of Fairness in Employment, 529

IRM: 169, 178, 328-329, 377, 378, 380, 388, 389-390 (Each chapter has the following sections: Chapter Outline, Learning Objectives, Lecture Suggestions, Discussion Topics, Demonstrations and Activities, Student Assignments, Video Section, Multimedia Section, Web Links, and Transparencies)



P.5.14 Provide positive and negative outcomes of group polarization.

SE: Prejudice and Discrimination, 493-496; Applying Psychology, 497-498; Groups and Decision Making, 508-509; Chapter Review, 513










P.5.15 Compare the factors that lead to conformity and nonconformity.

SE: Social Influence, 501-505; Social Action, 506-509; Chapter Review, 512-513




P.5.16 Describe how a social group can influence the behavior of an individual or another group.

SE: Applying Psychology, 497-498; Social Action, 506-509; Chapter Review, 512-513










P.5.17 Explore the nature of bias and discrimination.

SE: Naturalistic Observation, 26-27; Unintended Biases in Research, 33; Decision-Making Heuristics, 245-246; Criticisms of IQ Tests, 254-255; Chapter Review, 270, 481, 512; Client Diversity and Treatment, 477-478; Forming Impressions, 484-485; Biases, 486-487; Prejudice and Discrimination, 493-496; Applying Psychology, 497-498; Issues of Fairness in Employment, 529

IRM: 169, 178, 328-329, 377, 378, 380, 388, 390-391 (Each chapter has the following sections: Chapter Outline, Learning Objectives, Lecture Suggestions, Discussion Topics, Demonstrations and Activities, Student Assignments, Video Section, Multimedia Section, Web Links, and Transparencies)



P.5.18 Explain the role of expectations and stereotypes as they relate to attitude and behavior.

SE: Forming Impressions, 484-48; Biases, 486-487; Prejudice and Discrimination, 493-496; Chapter Review, 512










P.5.19 Give examples of the bystander effect*. SE: Helping Behavior, 507-508; Chapter Review, 512-513




* bystander effect: the phenomenon in which someone is less likely to intervene in an emergency when others are present than when alone

P.5.20 Compare the effects of cooperation and competition on individuals and groups.

SE: Social Action, 506-509; Chapter Review, 512-513










P.5.21 Identify and explain sources of attitude formation.

SE: Attitudes, 492-493; Applying Psychology, 497-498; Chapter Review, 512




Standard 6 - Biological Bases of Behavior

Students will 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 List and describe the structure and function of the major regions of the brain.

SE: Chapter Introduction, 43; Neurons: The Messengers, 44-52; The Central Nervous System, 53-61; Summary Table, 54; Chapter Review, 81-83, 226; The Biology of Memory, 211-213; On The Cutting Edge, 299

IRM: 26, 27, 28, 40, 204-205 (Each chapter has the following sections: Chapter Outline, Learning Objectives, Lecture Suggestions, Discussion Topics, Demonstrations and Activities, Student Assignments, Video Section, Multimedia Section, Web Links, and Transparencies)









P.6.2 Identify the role of the corpus callosum. SE: Hemispheric Specialization, 58-61; Chapter Review, 82



P.6.3 Describe the structure and function of the neuron in relation to how the brain works.

SE: Neurons: The Messengers, 44-52; The Spinal Cord, 64-65; The Peripheral Nervous System, 66-67; On The Cutting Edge, 75-76, 418; Chapter Review, 81-83, 226; The Nature of Sensation, 86; From Eye to Brain, 93-94; Neural Connections, 100; Theories of Hearing, 102; Circadian Cycles: The Biological Clock, 132-133; The Biology of Memory, 211; Biological and Emotional Factors, 278-279; Neurological Development, 315-316; Drug Therapies, 468-471

IRM: 26, 27, 34, 38, 39 (Each chapter has the following sections: Chapter Outline, Learning Objectives, Lecture Suggestions, Discussion Topics, Demonstrations and Activities, Student Assignments, Video Section, Multimedia Section, Web Links, and Transparencies)









P.6.4 Identify the major divisions and subdivisions of the nervous system.

SE: The Central Nervous System, 53-61; Summary Table, 54; The Spinal Cord, 64-65; The Peripheral Nervous System, 66-67; Chapter Review, 81-83




P.6.5 List the methods for studying the brain. SE: Tools for Studying the Brain, 62-64; Summary Table, 62; Chapter Review, 82; How Drug Effects Are Studied, 144; On The Cutting Edge, 418

IRM: 26, 29-30, 31-32, 320 (Each chapter has the following sections: Chapter Outline, Learning Objectives, Lecture Suggestions, Discussion Topics, Demonstrations and Activities, Student Assignments, Video Section, Multimedia Section, Web Links, and Transparencies)









P.6.6 Understand the structure and function of the endocrine system.

SE: The Endocrine System, 68-70; Chapter Review, 82



P.6.7 Explain how heredity interacts with the environment to influence behavior.

SE: Physiological Psychology, 5-6; Nature-Nurture, 7; Chapter Review, 39-40, 82-83, 271, 304, 447-449; Genes, Evolution, and Behavior, 71-79; Explaining Abuse and Addiction, 154-155; Heredity, Environment, and Intelligence, 256-261; Enduring Issues, 275-276, 361-362, 368-369, 419, 426; Sexual Orientation, 287-288; On The Cutting Edge, 370; Stress and Heart Disease, 399-400; Causes of Mood Disorders, 425-426; Causes of Anxiety Disorders, 429; Personality Disorders, 437-439; Causes of Schizophrenia, 441; Childhood Disorders, 442-444

IRM: 26, 27, 40, 41, 50-51, 89, 161, 162, 239-240 (Each chapter has the following sections: Chapter Outline, Learning Objectives, Lecture Suggestions, Discussion Topics, Demonstrations and Activities, Student Assignments, Video Section, Multimedia Section, Web Links, and Transparencies)









P.6.8 Distinguish between conscious and unconscious perception.

SE: Chapter Introduction, 129; Chapter Review, 160

IRM: 52, 53, 54-55, 57-58, 66-67, 68-69 (Each chapter has the following sections: Chapter Outline, Learning Objectives, Lecture Suggestions, Discussion Topics, Demonstrations and Activities, Student Assignments, Video Section, Multimedia Section, Web Links, and Transparencies)



P.6.9 List and describe the location and function of the major brain regions.

SE: The Central Nervous System, 53-61; Summary Table, 54; Chapter Review, 81-83, 226; The Biology of Memory, 211-213; On The Cutting Edge, 299

IRM: 26, 27-28, 40, 204-205 (Each chapter has the following sections: Chapter Outline, Learning Objectives, Lecture Suggestions, Discussion Topics, Demonstrations and Activities, Student Assignments, Video Section, Multimedia Section, Web Links, and Transparencies)









P.6.10 Describe the relationship among DNA, genes and chromosomes.

SE: Genetics, 71-74; Chapter Review, 82-83




P.6.11 Compare and contrast the influence of the left and right hemispheres on the function of the brain.

SE: Chapter Introduction, 43; Stability-Change: Neural Plasticity, 49-52; Hemispheric Specialization, 58-61; Chapter Review, 81-82; From Eye to Brain, 93-94

IRM: 26, 31, 35, 37, 38, 56-57 (Each chapter has the following sections: Chapter Outline, Learning Objectives, Lecture Suggestions, Discussion Topics, Demonstrations and Activities, Student Assignments, Video Section, Multimedia Section, Web Links, and Transparencies)









P.6.12 Explain sensory adaptation, sensory deprivation and the importance of selective attention.

SE: Sensory Thresholds, 86-88; Adaptation, 93; Sound, 99-100; Taste, 105,107; The Skin Senses, 107-109; Chapter Review, 125-127; Conscious Experience, 130; Attention, 199-200

IRM: 52, 53, 59, 63-64, 69 (Each chapter has the following sections: Chapter Outline, Learning Objectives, Lecture Suggestions, Discussion Topics, Demonstrations and Activities, Student Assignments, Video Section, Multimedia Section, Web Links, and Transparencies)



P.6.13 List and explain the psychological influences and experiences on perception.

SE: Chapter Introduction, 85; Perception, 111-124; Chapter Review, 126-127

IRM: 52, 53, 54-55, 66-67, 68-69 (Each chapter has the following sections: Chapter Outline, Learning Objectives, Lecture Suggestions, Discussion Topics, Demonstrations and Activities, Student Assignments, Video Section, Multimedia Section, Web Links, and Transparencies)



P.6.14 Compare the effects of certain drugs or toxins with the effects of neurotransmitters in relation to synaptic transmission.

SE: Neurotransmitters, 48-49; Applying Psychology, 50; Nicotine, 150-151; Amphetamines, 151; Cocaine, 151-152; Drug Therapies, 469-471










P.6.15 Identify how vision, motor, language and other functions are regulated by each hemisphere.

SE: Chapter Introduction, 43; Hemispheric Specialization, 58-61; Chapter Review, 81-82

IRM: 26, 31, 35, 37, 38, 56-57 (Each chapter has the following sections: Chapter Outline, Learning Objectives, Lecture Suggestions, Discussion Topics, Demonstrations and Activities, Student Assignments, Video Section, Multimedia Section, Web Links, and Transparencies)



P.6.16 Give examples of how hormones are linked to behavior.

SE: The Endocrine System, 68-70; Chapter Review, 82









P.6.17 Give examples of how the environment selects traits and behaviors that increase the survival rate of organisms.

SE: Evolutionary Psychology, 78-79; Chapter Review, 83



P.6.18 Discuss the possible effects of heredity and environment on behavior.

SE: Physiological Psychology, 5-6; Nature-Nurture, 7; Chapter Review, 39-40, 82-83, 271, 304, 447-449; Genes, Evolution, and Behavior, 71-79; Explaining Abuse and Addiction, 154-155; Heredity, Environment, and Intelligence, 256-261; Enduring Issues, 275-276, 361-362, 368-369, 419, 426; Sexual Orientation, 287-288; On The Cutting Edge, 370; Stress and Heart Disease, 399-400; Causes of Mood Disorders, 425-426; Causes of Anxiety Disorders, 429; Personality Disorders, 437-439; Causes of Schizophrenia, 441; Childhood Disorders, 442-444

IRM: 26, 27, 40, 41, 50-51, 89, 161, 162, 239-240 (Each chapter has the following sections: Chapter Outline, Learning Objectives, Lecture Suggestions, Discussion Topics, Demonstrations and Activities, Student Assignments, Video Section, Multimedia Section, Web Links, and Transparencies)









P.6.19 Explain the function of the sympathetic and parasympathetic nervous system on heart rate or other physiological responses in an emotional situation.

SE: The Peripheral Nervous System, 66-67; Meditation, 157; How Stress Affects Health, 398-399



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