IB+Psychology+-+SL

IB Psychology is a course designed to study, practice, and learn three main perspectives (biological, cognitive, and sociocultural), one optional perspective (abnormal psychology), and quantitative research methods and ethics. Students will also conduct a simple experimental study (Internal Assessment). The overall aim of the course is to give students a deeper understanding of the nature and scope of psychology.

The **[|aims of the program]**, according to the IBO are to:
 * Interpret and/or conduct psychological research to apply the resulting knowledge for the benefit of human beings
 * Ensure that ethical practices and responsibilities are implemented in psychological inquiry
 * Develop an understanding of different theoretical processes that are used to interpret behavior, and to be aware of how these processes lead to the construction and evaluation of psychological theories
 * Develop an awareness of how applications of psychology in everyday life are derived from psychological theories
 * Develop an appreciation of the eclectic nature of psychology
 * Understand and/or use diverse methods of psychological inquiry

There are **nine assessment objectives** for the psychology course at SL. Students should expect questions asking them to:
 * 1) explain, where appropriate, how cultural, ethical, gender and methodological considerations may affect the interpretation of behavior
 * 2) describe, compare and evaluate the four content topics of the perspectives: development and cultural contexts, framework, methodologies, application
 * 3) describe and evaluate theories and empirical studies of the perspectives
 * 4) identify and explain the strengths and limitations of explanations of behavior of each perspective
 * 5) describe and evaluate theories related to the selected options
 * 6) identify, explain and evaluate empirical studies relevant to the selected options
 * 7) apply theories and findings of empirical studies to explanations of human behavior
 * 8) analyze and compare issues within the selected option
 * 9) demonstrate the acquisition of knowledge and skills required for experimental design, data collection, data analysis and interpretation

As a course of study, Psychology at SL is divided into five units, each with its own internal or external assessment.


 * //__ UNIT 1 – History; Research Methodology __//**

//Essential questions: // What considerations must a psychologist make when setting up a research experiment? What are the strengths and limitations of an experimental design compared to a more qualitative approach? How can statistics be applied to interpret data? What is the importance of a representative sample – and how can one be obtained?


 * //Learning objectives & content //**
 * Define the aim of a study.
 * State a research and null hypothesis of a study.
 * State the independent and dependent variable in an experiment.
 * State operational definitions of variables
 * Describe potential confounding variables: Individual difference, artificiality, order effects, demand characteristics, experimenter expectancy, maturation, placebo effect.
 * Explain the controls needed for an experiment: Random selection, counterbalancing, matched pairs design, single & double blind method.
 * Explain effects of participant and researcher expectations and bias: Rosenthal & Jacobsen, //Bright Rats/Dull Rats, //demand characteristics (Orne)
 * Discuss the strengths and limitations of experimental designs: Independent samples, repeated measures.
 * Discuss sampling techniques appropriate to quantitative research: self-selected, haphazard, opportunity, stratified, purposive, and random
 * Explain the concept of representative sampling.
 * Apply descriptive statistics to analyze data: Mean, median, mode, range, standard deviation
 * Apply an appropriately chosen statistical test: understanding the concept of statistical significance

Texts on the nature of love Brainstorming origins of behaviors Hypothesis writing activity Cialdini on airplane crash clusters Ethics activity Data interpretation worksheet Correlation or causation worksheet In-class data gathering Practice unit test In-class discussion on ethics in psychology.
 * //Activities & readings include //**

//Formative //: Precis writing of experiments assigned as homework reading. The goal is to focus on the aim, procedure, results, and implications of the studies that they have read. Online journal to interpret behaviors to be studied. Based on photographs. //Summative //: An experimental design based on an assigned topic of study.
 * //Assessments: //**

The sociocultural level of explanation centers around the effects of cultural and social factors and their impact on human behavior To what extent is our behavior determined by the society in which we live? How do psychologists study the effect of sociocultural factors on human behavior? How does our social cognition influence our behavior?
 * //__ UNIT 2 – SOCIOCULTURAL LEVEL OF ANALYSIS __//**
 * //Essential questions: //**


 * Principles **
 * Human beings are social animals that have a basic need to belong
 * Social and cultural environment influence behavior
 * Humans desire connectedness and belongingness to others
 * Humans construct conceptions of our individual and social self
 * Human beings' views of the world are resistant to change


 * Principles of the Sociocultural Level Demonstrated in Theories and Research **
 * Zimbardo's prison experiment
 * Milgram's obedience studies original footage
 * Robber's Cave experiment and Realistic Conflict Theory (Sherif //et al//., 1954/1961) and video
 * The self is contingent upon culture (Markus and Kitayama, 1991) criticized by Matsumoto (1999)


 * Research Methods **
 * Naturalistic Observation (Systematic //vs.// Casual)
 * Overt - know they're being observed
 * Covert - do not know they are being observed
 * When Prophecy Fails (Festinger //et al.//, 1956)
 * Interviews
 * Case Studies
 * Ethical Concerns
 * Use of deception in Milgram's studies
 * Humiliation and potential trauma for prisoner's in Zimbardo's experiment


 * Sociocultural cognition **
 * //Role of Situational and Dispositional Factors in Behavior//**
 * Dispositional factors - internal factors like skill, looks etc
 * Situational factors - external factors like bad luck
 * Fundamental attribution error - overvalue dispositional internal factors but undervalue situational external factors to others' behavior
 * Self-serving bias - Attribute our own success to dispositional factors but our failures to situational factors
 * I did well on the test because I'm smart (dispositional) not because the test was easy (situational)
 * //Attribution Errors//**
 * Fundamental Attribution Error
 * Illusory Correlation
 * Self-serving bias
 * Modesty bias


 * Evaluation of Social Identity Theory (Tajfel) **
 * Based on social categorization
 * We categorize as in-group (us) and out-group (them) even when randomly assigned to a group
 * Self-esteem is created by comparing the benefits of belonging to the in-group instead of the out-group
 * Cialdini //et al//. (1976) found college football supporters were more likely to represent their winning team by wearing team clothing and other insignia than when the team lost
 * Bias to view group actions as positive because of our human need for a positive self-concept
 * Boys randomly assigned to a group based on their preference for Klee or Kandindsky paintings rated the out-group as less-likeable even though the out-group members were never actually disliked (Tajfel //et al.//, 1974)
 * Further research has shown that group identity alone is not enough to produce intergroup conflict - there must be competition as well
 * Evaluation
 * Describes but does not predict
 * There are situations where personal identity is stronger than the group identity
 * Theory on its own is reductionist because it ignores the interaction of the environment and the self
 * Think about cultural expectations, rewards as motivators, sense of belongingness, rewards used to motivate the in-group


 * Formation of Stereotypes and their Effect on Behavior **
 * //Social cognition//**
 * Stereotyping is a naturally occurring cognitive phenomenon to conserve resources
 * Can be seen as schema processing
 * Stereotype threat** (Steele & Aronson, 1995) [|video]
 * Individuals in a situation where they could be judged can inadvertently confirm a stereotype
 * African Americans told that a test of verbal ability genuinely represented their verbal skills performed worse than European Americans
 * When African Americans were told that the test was used to study how problems are generally solved they performed as well as the European Americans
 * Steele (1997) argues that spotlight anxiety is responsible for stereotype threats because the emotional distress and pressure can undermine performance
 * Campbell (1967) two sources stereotypes
 * Personal experience with in-group members and the groups themselves
 * Gatekeepers like the media, parents, teachers and other members of our culture
 * Campbell says there is some truth to our stereotypes and that we generalize an experience with one in-group member to the entire group
 * Criticism - errors in attribution are very common
 * Hamilton and Gifford (1976) claim that illusory correlations are responsible for stereotypes
 * We see a relationship between two variables that actually have no relationship and overestimate a link between the two variables
 * A woman who is awful at driving
 * After the illusory correlation has been made we use confirmation bias to gather more evidence to support our illusory correlation
 * We will tend to find more bad female drivers but ignore female race drivers
 * General evaluation
 * Investigating stereotypes is difficult because of the social desirability effect
 * Researchers are instead using implicit measures of prejudice such as the IAT which has its own array of problems
 * Interestingly, Williams Syndrome individuals do not show racial stereotypes but do show gender stereotypes (Santos //et al//., 2010)


 * Social norms **
 * Social Learning Theory **
 * Social learning involves
 * Attention - pay attention to model
 * Retention - remember behavior observed
 * Motor reproduction - have the ability to emulate the observed action
 * Motivation - observers must want to demonstrate what they have just observed
 * Bobo Doll Studies (Bandura //et al//., 1961)
 * Huesmann & Eron (1986) longitudinal study discovered a positive correlation between number of hours of violent television watched and their levels of aggression as teenagers
 * Canadian children became more aggressive 2 years after television was introduced (Kimball & Zabrack, 1986)
 * Evaluation of Social Learning Theory
 * Helps explain how behaviors can be passed on without trial-and-error learning
 * Behavior can be acquired but not demonstrated
 * Makes it difficult to establish that the behavior is a result of socially learned behavior
 * Cannot explain why some people never learn a behavior despite observation, retention, motor reproduction and motivation
 * Compliance Techniques **
 * Foot in the door
 * Door in the face
 * Low balling


 * Evaluation of Research on Conformity to Group Norms **
 * Asch ( 1951 ; 1955 )
 * Crutchfield (1955)
 * Moscovici and Minority Influence (1969)
 * Perrin & Spencer (1980)
 * Factors Influencing Conformity **
 * Culture
 * Groupthink
 * Minority Influence


 * Cultural norms **
 * Definition of Culture and Culture Norms**
 * Three definitions of culture
 * Culture: is a shared, learned, symbolic system of values, beliefs and attitudes that shapes and influences perception and behavior
 * Culture: The system of shared beliefs, values, customs, behaviors, and artifacts that the members of society use to cope with their world and with one another, and that are transmitted from generation to generation through learning
 * Culture: all the things that make up a people's entire way of life
 * Culture Norms**
 * Cultural norms are patterns of behavior typical of a specific group normally passed down from generation to generation via observational learning.
 * They can be thought of as traditions like wedding rituals or rites of passage, ways of raising children and views on how to care for the elderly.


 * Role of Cultural Dimensions on Behavior **
 * Individualism/Collectivism
 * Masculinity/Femininity


 * Emic and Etic Concepts **
 * Emic - relates to the intrinsic values of the society that are important to its members
 * Etic - relates to extrinsic properties of a society that are important for scientific observation

To what extent do biological, cognitive and sociocultural factors influence human relationships? Evaluate psychological research (that is, theories and/or studies) relevant to the study of human relationships.
 * Human Relationships **
 * General framework**


 * Social responsibility **
 * //Distinguish between altruism and prosocial behavior//**
 * Pro-social behavior benefits others or has positive social consequences (Staub, 1978)
 * Helping behavior intentionally helps or benefits others in the spirit of making a difference
 * Altruistic behavior is helping someone else without reward and can even be at some cost to yourself
 * However, distinguish between fairness and actual altruism (List; Fehr)
 * //Contrast two theories explaining altruism in humans//**
 * Negative-state relief model (Schaller and Cialdini, 1988) - motivated to reduce distress experienced by watching others in awful situations
 * does not explain why some people who experience distress do not act
 * cannot predict behavior
 * Empathy-altruism model (Batson //et al//., 1981) - we experience either
 * personal distress - anxiety or fear which motivates us to help egoistically to relieve our fear or anxiety
 * empathetic concern - sympathy or compassion which motivates us to help where the goal is relieving the person's suffering (not your own fear or anxiety)
 * //Using one or more research studies, explain cross-cultural differences in prosocial behavior//**
 * Whiting (1979) found that nurturing behavior in children (3-11) is higher in Kenya, Mexico and the Philippines compared to US (who scored lowest)
 * Graves and Graves (1985) - family environment where you are expected to care for younger children increases prosocial behavior
 * Levine //et al//. studies
 * US population density predicts prosocial behavior (lower = more likely to help)
 * Replicated in 23 cities - Rio de janeiro and San Jose were most likely to help (role of collectivist society?)
 * Low economically productive countries are more likely to help
 * //Examine factors influencing bystanderism//**
 * Good Samaritan study (Piliavin //et al//., 1969)
 * Princeton Good Samaritan study (Darley and Batson, 1973)
 * Replication of Princeton Good Samaritan study (Keating)
 * Superordinate vs subordinate football team identities influences helping in emergencies (Levine //et al//., 2005)
 * Group size and diffusion of responsibility smoke experiment (Darley and Latane, 1968)
 * Diffusion of responsibility seizure experiment (Darley and Latane, 1968)
 * Group size and salient identity (Levine and Crowther, 2008)


 * Interpersonal relationships **
 * //Examine biological, psychological and social origins of attraction//**
 * Biological**
 * Pheromones?
 * Oxytocin and vasopressin
 * Face symmetry
 * Hormone levels (ovulation vs non-ovulation) can affect female attraction to men
 * Waist-to-hip-ratio affects male attraction to females (Johnson and Tassinary, 2005)
 * Cognitive**
 * Attraction-similarity model (Morry, 2007)  - attracted to people similar to ourselves
 * Questionnaire confirmed Morry's hypothesis but only conducted on young Americans (Markey //et al.//, 2007)
 * Sociocultural**
 * Cultural norms - //e.g//. thinness in Western culture
 * Proximity determines attraction in dorm rooms (Festinger //et al//., 1950), elderly homes and college campuses (Nahemow and Lawton, 1975)
 * Confirmation of proximity including likelihood of dislike based on proximity and probability of face-to-face contact (Ebbesen //et al//., 1976)
 * People who choose to participate in interviews are perhaps more likely to gossip and/or have more sociable personalities
 * //Discuss the role of communication in maintaining relationships//**
 * //Explain the role that culture plays in the formation and maintenance of relationships//**
 * Cross-cultural perspectives on infidelity (Druckerman, 2007)
 * Japanese do not consider it cheating if you pay for sex
 * Russians do not consider it cheating if you have extramarital sex while on vacation at a beach resort
 * South Africans consider inebriation a proper excuse for cheating - they are forgiven
 * //Analyze why relationships may change or end//**
 * MHC genes are too similar
 * Social exchange theory (Kelley and Thibaut, 1959)
 * Based on cost-benefit analysis where cost of relationship must not outweigh the benefits
 * Equity theory (Walster, 1978)
 * Equality is important in maintenance of fidelity
 * Individuals who feel deprived or under-benefited are more likely to cheat than individuals who feel fairly treated or over-benefited (Hatfield, 1979)
 * Fatal attraction theory (Felmlee, 1995)
 * Factor that caused initial attraction is also responsible for its ultimate demise
 * A musician that lives freely and day-to-day is initially attractive but long-term his partner may view him as undesirable to settle down with


 * Violence **


 * //Evaluate explanations of the origins of violence//**
 * ** Biological **
 * Testosterone
 * Psychopath gene (XYY)
 * ** Cognitive **
 * Social cognition
 * Egotism, narcissism and self-esteem (Baumeister and Bushman, 1998)
 * ** Sociocultural **
 * Power differences
 * Deindividuation
 * //Discuss the relative effectiveness of two strategies for reducing violence//**
 * Multiculturalism
 * Color blindness
 * Extended Contact
 * //Discuss the short term and long term effects of exposure to violence//**




 * //__ UNIT 3 – BIOLOGICAL LEVEL OF ANALYSIS __//**

The biological or physiological level explains behavior in terms of physiology meaning that it explains behavior in terms of the brain, genes, neurotransmitters and hormones
 * //Essential questions: //**
 * What role do our biological systems play in determining our behavior?
 * How do psychologists study the effect of biological factors on human behavior?
 * To what extent is behavior inherited?
 * Principles **
 * Behavior is biologically determined by physiological processes such as the nervous system neurotransmitters e.g. serotonin) and the endocrine system (hormones //e.g.// testosterone)
 * The above principle was expressed as "all that is psychological is first physiological" (Sperry)
 * Patterns of behavior can be inherited through genetics
 * The study of animals can inform our understanding of human behavior


 * Principles of the Biological Level Demonstrated in Theories and Research **
 * Localization of function (Broca's Area in speech production) discovered through post mortem analysis of brains
 * Genetic predisposition of schizophrenia using correlational twin research (Gottesman and Shields, 1976)
 * The dopamine hypothesis of schizophrenia - amphetamines increase positive symptoms of schizophrenia in normal patients and increases positive symptoms further in schizophrenic patients (Laruelle //et al//., 1996)
 * The monoamine hypothesis of depression


 * Research Methods **
 * Experiments
 * Observations
 * Correlational Studies
 * Twin studies
 * Adoption studies
 * Family studies
 * Ethical Concerns


 * Physiology and Behavior **
 * Localization of Function**
 * Broca's Area - Involved in speech production
 * Patients with Broca's aphasia lack fluency of speech
 * Wernicke's Area - Involved in speech comprehension
 * Patients can produce speech but not comprehend it


 * Effects of Neurotransmission on Behavior **
 * Dopamine**
 * Voluntary movement
 * Rats with lesioned nucleus accumbens show impulsive behavior (Cardinal //et al//., 2001)
 * Learning
 * Pleasure
 * Serotonin**
 * Sleep
 * Arousal Levels
 * Inhibits risk-taking behavior in rhesus monkeys (Higley //et al//., 1992)
 * Emotion
 * Happiness
 * Monks hallucinated after 48 hours of no food or water - linked to increased serotonin levels (Kasamatsu & Hirai, 1999)
 * Functions of Two Hormones on Behavior**
 * Testosterone - Aggression
 * Vasopressin - Fidelity and Love
 * Oxytocin - Trust (Damasio, 2005)


 * Effects of Environment on Physiological Processes **
 * Brain plasticity - ability to rewire connections between neurons
 * Enriching environment leads to increased cortical thickness in rats compared to boring environment (Rosenzweig & Bennett, 1972)
 * Environmental stressors at work can increase our susceptibility to disease (//e.g.// heart disease). Do Google employees have this problem? Check out this video of the work life at Google.
 * Eating disorders can disrupt the menstrual cycle - can be considered an evolutionary mechanism to prevent an unprepared woman from conceiving a child
 * Sleep deprivation in rats causes increased metabolism (210-270%) despite increased food intake and for most rats eventual death (Rechtschaffen & Bergman, 1995)
 * Menstrual Synchronicity


 * Interaction between Cognition and Physiology in Terms of Behavior **
 * Meditation produces gamma waves found using a PET scan with monks (Davidson, 2004)
 * Long term effect of increased gamma waves compared to controls who practiced meditation for 1 week


 * Brain Imaging Techniques **
 * EEG - records brain waves
 * Cannot show what is happening in deeper brain regions
 * Cannot show actual functioning of brain regions
 * PET - monitors glucose metabolism in brain via injection of radioactive glucose
 * Can record ongoing activity like thinking
 * fMRI - provides 3D image of brain
 * Easier to carry out compared to PET
 * Higher resolution than PET
 * Cannot record ongoing activity - just snapshots


 * Evaluation **
 * MRI scanners are unnatural environments for cognition - ecological validity
 * Colors in images may exaggerate activity in brain regions
 * Equipment may not be sophisticated enough to detect subtle brain activity
 * Brain areas activate for various reasons because the brain is highly interconnected so you cannot conclude that just because the amygdala is activated the patient is experiencing fear
 * All of these imaging techniques are indirect measures of neural activity
 * They measure indicators that suggest neural activity is occurring
 * Other measures like single unit recording directly measure neural activity by implanting electrodes into the brain
 * Ethical issues with using single unit recording on humans


 * Genetics and Behavior **
 * Extent of Genetic Inheritance on Behavior **
 * Huntington's - Only neurodegenerative disease with a 100% genetic cause
 * Schizophrenia - DISC1 implicated (Hennah //et al//., 2006)
 * Diathesis stress model - environment and genetics
 * Affective Disorders - Short and Long Serotonin Transporter Genes implicated in disposition to depression (Caspi //et al//., 2003) and in some cases suicide (Du //et al//., 1999)
 * Diathesis stress model is most accepted
 * //Intelligence//**
 * Both genetics and environment play crucial role
 * Poverty tends to correlate with low IQ
 * Meta-analysis of 111 studies found highest correlation for IQ was kinship (Bouchard & McGue, 1981)
 * Minnesota Twin Study (Bouchard //et al.//, 1990)
 * MZ twins raised together compared to MZ twins raised apart longitudinal study
 * Estimate that heritability accounts for about 70% of intelligence
 * Criticism
 * Media coverage to recruit participants - possible sample bias
 * Ethical concerns about how he reunited the twins who were reared apart
 * No control over how often the twins reared apart visited each other prior to study
 * Equal environment assumption - cannot assume twins raised together experience same environments (//e.g.// treatment from parents, experience with friends and peers in school and at home)
 * Adoption studies (Scarr & Weinberg, 1977; Horn //et al.//, 1979)
 * No significant difference found in correlations despite adoptive parents being wealthy, white and with high IQ and adopted children being from poor backgrounds


 * Ethical Considerations for Research into Genetic Influences **
 * Undue stress on patients being tested for Neurodegenerative diseases (Alzheimer's, Parkinson's but less with Huntington's because of reliability of prognosis)
 * Parents can feel responsible for fate of the child
 * Patient may feel less responsible for their disease and make less of an effort to recover, instead relying on medications to do the psychological work


 * Evolutionary Explanation of Behavior: Disgust **
 * Promotes survival (Fessler, 2006)
 * Confirmed by online survey that found participants had the strongest disgust reaction to stimuli which threatened the immune system (Curtis //et al.//, 2004)
 * Has also been related to biological preparedness and phobias because animals that elicit a disgust response can be poisonous and avoiding these creatures because they evoke disgust further promotes survival
 * Evaluation of Evolutionary Arguments**
 * Testing evolutionary theories of behavior is empirically difficult so researchers may be led astray by confirmation bias
 * We know little, if anything, about //Homo sapiens’// behavior - it is purely speculative
 * Disregard the role of culture in shaping behavior



First Semester Review - Unit Outlines

Unit PDFs


 * //__ COGNITIVE LEVEL OF ANALYSIS __//**

 The cognitive level focuses on how people think and how people's thinking affects their behavior
 * Principles **
 * Mental representations and processes guide behavior
 * Models of mental processes can be proposed and investigated scientifically
 * Cognitive processes are influenced by social and cultural factors


 * Principles of the Cognitive Level Demonstrated in Theories and Research **
 * Bottom-up processing
 * Top-down processing
 * Schema theory and the War of Ghosts (Bartlett, 1920)
 * Self-schema theory (Markus, 1977)
 * Reconstructive Memory and Eyewitness Testimony (Loftus & Palmer, 1974)
 * Distinction between basic cognitive research (understand fundamentals) and applied cognitive research (specific real-world issues)


 * Research Methods**
 * Experiments
 * Observations
 * Interviews
 * Ethical Considerations
 * Case study of Genie (Curtiss, 1977)


 * Cognitive processes **
 * Evaluation of Schema Theory**
 * Bartlett's Schema Theory
 * Office schema experiment (Brewer & Treyens, 1981) - degree of ecological validity
 * Self-schemas are stable and fixed in adults (Markus, 1977)
 * The Fluid Self - self-schemas are malleable (Onorato & Turner, 2004)
 * It is unclear how schemas develop and how they influence cognitive processes
 * Schema as a concept is too vague to be of any use (Cohen, 1993)
 * Models of Cognitive Processes**
 * Multi-store Memory Model (Atkinson & Schiffrin, 1968)
 * Working Memory Model (Baddeley & Hitch, 1974) Strengths
 * Decision-making
 * Heuristics
 * Representative
 * Availability
 * Illusory Correlations
 * Hindsight Bias


 * Biological Factors Affect Memory**
 * Lesions
 * Clive Wearing
 * Anterograde and retrograde amnesia
 * Implicit memory of playing piano is intact as is his emotional memory - he still loves his wife
 * Patient HM with damaged hippocampus ( Milner & Scoville, 1957 ; Corkin, 2002)
 * Alzheimer's Disease
 * Role of Hippocampus in Animals //vs//. Humans
 * Role of amygdala in emotional memories
 * Different lesions affect memory in rats and humans
 * Role of ACh in memory


 * Biological Factors Affect Decision-making**
 * Role of ventromedial prefrontal cortex in will power and moral judgments
 * Phineas Gage //vs.// Patient EVR (Eslinger & Damasio, 1985)


 * Social and Cultural Factors Influence Perception**
 * Individuals in Dominican Republic with pseudohermaphroditia //guevedoce// (='testicles at 12 years old') also called machi-embra (=male-female) viewed as a gift from god (Imperato-McGinley //et al//., 1974, 1979) compared to similar individuals in US as unfortunate or suffering)


 * Extent of Reliability of Cognitive Processes**
 * Reconstructive memory in eyewitnesses (Loftus & Palmer, 1974)
 * Yuille & Cutshall (1986) crticize Loftus's findings on the grounds of ecological validity after they found that people who witnessed a real robbery were unaffected by leading questions
 * Factors influencing recognition of eyewitness like familiarity with the subject (Burton //et al//. 1999; see Result 2)
 * Decision-making reliability
 * Hindsight bias
 * Representative bias
 * Availability bias
 * Illusory correlation
 * Confirmation bias


 * Use of Technology to Investigate Cognitive Processes**
 * PET to record live thinking by recording metabolic activity of radioactive glucose in regions of the brain
 * Used to investigate role of hippocampus in Alzheimer's
 * MRI and fMRI to detect changes in oxygen levels in the blood of brain regions
 * Has been used in marketing research and problem solving
 * Mirror neurons and imitation and social learning


 * Cognition and emotion **
 * Extent that Cognitive and Biological Factors Interact in Emotion**
 * Appraisal Theory (Lazarus, 1975)**
 * People make a cognitive evaluation of how a situation will impact them
 * Positive appraisal of a potential benefit leads to positive emotion
 * Negative appraisal of a threat or loss leads to negative emotion
 * Individual experience of stress differs (Lazarus & Folkman, 1984)
 * Depends on your resources for dealing with stress such as family and friends, beliefs about yourself (//e.g.// self-esteem and confidence) and the way you relate to the world
 * Different strategies used for coping (Folkman & Lazarus, 1988)
 * Problem-focused to change or manipulate situation
 * Emotion-focused to deal with emotions instead of changing the situation
 * Genital surgery video experiment (Speisman //et al.//, 1964)
 * Investigate if emotional reactions to events can be manipulated
 * Trauma condition - pain emphasized by soundtrack in video
 * Denial condition - participants acted happy to have the surgery
 * Intellectualization condition - soundtrack gave an objective anthropological viewpoint of the genital surgery
 * Participants respond more emotionally to trauma condition suggesting it is the individual's interpretation of the event (person in video experiencing pain, acting happy or being analyzed) that affect the emotional stress rather than the event itself
 * Evaluation
 * Artificial video study - ecological validity
 * Researchers used deception and put participants in a potentially uncomfortable situation


 * Evaluate One Theory of How Emotion May Affect One Cognitive Process **
 * //Flashbulb Memories//**
 * Brown and Kulick (1977) argue flashbulb memories are special memories not subject to decay and inaccuracy like 'normal' memories
 * Current research claims that our confidence in flashbulb memories characterizes our perceived accuracy and vividness of the events and flashbulb memories are subject to the same inaccuracies as everyday memories (Talariko & Rubin, 2003)
 * Role of amygdala affects how so-called flashbulb memories are encoded which explains why vividness of flashbulb memories remains even if the details of the memory are inaccurate
 * //Post-traumatic Stress Disorder//**
 * Trauma disturbs perception and thinking
 * Intrusive memories affect daily life
 * Use of propranolol to reduce impact of traumatic experiences (Pitman, 2005)



__//** UNIT 5 - PSYCHOLOGICAL DISORDERS **//__ · To what extent do biological, cognitive and sociocultural factors influence abnormal behavior? · Evaluate psychological research (that is, theories and/or studies) relevant to the study of abnormal behavior. · Examine the concepts of normality and abnormality · Abnormality defined by the APA as behavior that causes distress, loss of freedom, physical or emotional pain, increased risk of death or injury to self or causes a disability of some sort · 7 Criteria for Abnormal Behavior (Rosenhan & Seligman, 1984) o Suffering o Maladaptiveness o Irrationality o Unpredictability o Vividness and unconventionality o Observer discomfort o Violation of moral or ideal standards · 6 Characteristics of Mental Health (Jahoda, 1958) · Efficient self-perception · Realistic self-esteem and acceptance · Voluntary control of behavior · Accurate perception of the world · Sustaining relationships and providing affection · Self-direction and productivity · Actually applying these criteria means most people would be considered abnormal · Normalness is culturally determined · Discuss validity and reliability of diagnosis · Problems with classification · No physical signs of disorders making it difficult to diagnose · Lack of agreement using same classification system o DSM-IV - 64% agreed o ICD-10 - 36% agreed · Culture-bound Syndrome o Shenjing shuairuo accounts for over 50% of outpatient cases in China o Not included in DSM-IV but many symptoms are similar to the crtieria for a combo of mood and anxiety disorder in DSM-IV · Self-fulfilling prophecy o People who believe they are 'abnormal' may begin to act abnormal thus fulfilling the prophecy they have a psychological illness (Scheff, 1966) · Racial and ethnic (Jenkins-Hall & Sacco, 1991) o African American women rated more negatively and less socially competent than European women by therapists watching them on videos of a clinical interview o Only women were used, possible gender difference · Confirmation bias o Cognitive bias that leads practioners to assume that patients seeking help are sick and thus look for signs/symptoms that can lead to a diagnosis even if patient is 'normal' (Rosenhan, 1973) · Powerlessness and depersonalization o Makes assessing patients properly difficult o Effect of institutionalization where patient has little choice, few rights, not much privacy and a lack of constructive activities affects their 'normal' behavior · **Symptoms** o Affective - anhedonic (=inability to experience pleasure), callousness o Behavioral - flashbacks, paranoia and hypervigilance, nightmares o Cognitive - intrusive memories of traumatic event, problems concentrating, hyperarousal o Somatic - lower back pain, digestion issues, insomnia, losing ability to control bladder · **Prevalence** o US - 1-3% with lifetime prevalence of 5% in men and 10% in women o Affects 15-24% of people who experience a traumatic event (Davidson //et al//., 2007; Breslau //et al//., 1998) o Usually cooccurs with other disorders like depression andsubstance abuse · Symptoms o Affective - sadness, inability to find joy in things once found enjoyable o Behavioral - lacking desire to do any activities, extremely passive and idle o Cognitive - negative thoughts, attribute failures to self, poor self-esteem, possible suicidial thoughts, hopelessness and lack of confidence in their condition improving o Somatic - low energy levels, insomnia or hypersomnia (=sleeping all the time), lack of sex drive · Prevalence o US - lifetime prevalence of 15% (Charney & Weismann, 1988) o 2-3x more likely to occur in women o 80% diagnosed will experience a subsequent episode · Symptoms o Affective - feelings of inadequacy, guilt, shame o Behavioral - binge eating, vomiting after eating, laxative use, excessive exercising o Cognitive - distorted perception of body, perfectionism o Somatic - irregular menstrual cycle, tooth enamel erosion, gastrointestinal problems, risk of heart palpitations · Prevalence o Affects 2-3% of women o Roughly 5 million experience an eating disorder in US  o Some symptoms reported in up to 40% of college women in US (Keel //et al//., 2006) o 5.79% for women aged 15-29 in Japan · **Biological** o Twin research showed a potential genetic disposition (Hauff & Vaglum, 1994) o High levels of noradrenaline cause individuals more openly and PTSD patients had above average noradrenaline levels (Geracioti, 2001) o PTSD patients have Increased sensitivity in noradrenaline receptors (Bremner, 1998) · **Cognitive** o PTSD patients believe they have no control over their lives o Intrusive memories in the form of flashbacks occur because of cue-dependent memory § Cues in the real world are similar to the cues of the traumatic experience which cause the same level of panic as the cues in the traumatic event (Brewin //et al.//, 1996) o Recovering from child abuse may be related to the patient's tendency to think the abuse was their fault - patients who did not think it was their fault were more likely to recover · **Sociocultural** o People exposed to racism and oppression are more likely to develop PTSD § Vietnam War veterans (Roysircar, 2000) · 20.6% black developed PTSD · 27.6% hispanic developed PTSD · 13% white developed PTSD o Threat of death linked to PTSD so patients should avoid situations that cause anxiety and panic (Dyregrov) § Sarajevo, Bosnia 1998 · 35% boys had PTSD · 73% girls had PTSD o Higher rate linked to girls being threated with rape (Kaminer et al., 2000) · **Cultural Considerations** o Non-western variants of PTSD should be treated for somatic symptoms even if atypical somatic symptoms are not in the DSM o Non-westerners exhibit body memory symptoms · **Gender Considerations** · Biological o Recent research shows too much serotonin in a different serotonin receptor subtype has been linked to depression summary (Barter //et al//., 2008) · Cognitive · Sociocultural · Biological · Cognitive · Sociocultural · Biomedical · Individual · Group · Biomedical · Individual · Group
 * //General framework//**
 * //Concepts and diagnosis//**
 * //Evaluation//**
 * Discuss cultural and ethical considerations in diagnosis **
 * Ethical Considerations in Diagnosis**
 * Describe symptoms and prevalence of one disorder from two of the following groups **
 * //Anxiety disorders - PTSD//**
 * //Affective disorders - Unipolar Depression//**
 * //Eating disorders - Bulimia//**
 * Analyze etiologies (in terms of biological, cognitive and/or sociocultural factors) of one disorder from two of the following groups**
 * //Anxiety disorders - PTSD//**
 * //Affective disorders - Unipolar Depression//**
 * //Eating disorders - Bulimia//**
 * Discuss cultural and gender variations in prevalence of disorders **
 * Implementing treatment **
 * //Examine biomedical, individual and group approaches to treatment//**
 * //Evaluate the use of biomedical, individual and group approaches to the treatment of one disorder//**
 * //Discuss the use of eclectic approaches to treatment//**
 * //Discuss the relationship between etiology and therapeutic approach in relation to one disorder//**

=//**Wilson: IB Psychology SL/HL Syllabus Schedule**//= (specific dates are preliminary, tentative and subject to change)


 * //**Week/Class#**// || //**T****ext**// //**(ALL READINGS TO BE COMPLETED IN ADVANCE)**// || //**Instructional Objectives**// || //**Homework Assignments**// || //**Assessments**// ||
 * **Week 1** 8/18-8/19

1. Identify goals, expectations, and important dates of the IB Psychology SL/HL course. -Levels of Analysis -"Optional" Areas -Assessments -Research Methodology -Ethics 2. Explain different study methods, including the PRTR (Preview, Read, Think actively and critically, Review), SQ3R (survey, question, read, recite, and review), Cornell Note taking, and Flash cards. 3. Define the term "psychology." 4. Describe the relationship between psychology and physics, chemistry, biology, anthropology, and sociology. || **//REQUIRED READING //**
 * 1 ||  || **Introduction to IB Syllabus**


 * Support Reading**

Read - Crane, pp.7-11 STUDY VOCAB ||  || Crane - 11,12,13 Myers Prologue || **Psychology's Roots; Background** 1. Trace the history of psychology, including the rise of structuralism, functionalism, psychoanalysis, behaviorism, and Gestalt psychology. 2. Summarize the contributions of the schools of psychology and prominent theorists. [|Early Structuralist Research] [|Early Functionalist Research] [|Early Behavorial Research] [|Early Freudian Research] [|Early Cognitive Research] [|Gestaltist Rsearch] || i INTRO./PERSPECTIVES DIAGRAM
 * **Week 2** 8/22-8/26
 * 1) 2 and #3 || Crane - 1.1

Read Crane, pp.11-6 STUDY VOCAB ||  || Myers Prologue || **Psychology's Contemporary Perspectives and Subfields** 1. Identify and explain three major issues that cut across psychology 2. What is psychology's historic big issue? 3. What are IB Psychology's levels of analysis? [|The Core] 4. Identify and briefly describe the different contemporary perspectives of psychology. [|Contemporary Biological Research] [|Contemporary Evolutionary Research] [|Contemporary Humanistic Research] [|Contemporary Psychoanalytic Research] [|Contemporary Learning Research] [|Contemporary Sociocultural Research] 5. Explain how psychology's different perspectives contribute to a complete view of human behavior. [|An Introduction to Psychology - Part 1] [|An Introduction to Psychology - Part 2] [|An Introduction to Psychology - Part 3] 6. Identify the major subfields of psychology. 7. Differentiate between basic and applied research. || Review Notes
 * #4 and #5 || Crane, pp.11-6

Outline one principle that defines each of the following perspectives and how each might explain human aggressive behavior. - Biological perspective - Cognitive perspective - Sociocultural perspective ||  || Introduction - IB Psychology/External Assessment/Paper 1 ||  ||   ||
 * HOMEWORK**
 * #6 ||  || **Unit/Section Review**
 * Review Command terms**
 * **Week 3** 8/29-9/2

- Cumulative Vocabulary (including command terms) - Multiple Choice Quiz - Essay Question(SAQs) || Read Crane, 17-24 STUDY VOCAB || **Unit 1 Quiz** - Cumulative Vocabulary - Multiple Choice Quiz - Essay Question ||
 * 7 ||  || **Unit 1, Section 1 Quiz**
 * #8 ||  || **Revision of Unit 1, Section 1 Quiz**


 * Intro. to the IB Psychology IA and EA**

//<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%;">see the "Internal Assessment Help" link above on the left // ||  ||   ||
 * Selecting a Topic for the IA**
 * #9 || Crane 1.2-1.3

<span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Myers Ch. 1 || **Unit 1, Sec.2 - Understanding the Research Process** 1. Why are the answers that result from the scientific approach more reliable than those based on intuition and common sense? 2. How do theories advance psychological science? 3. Define the aim and target population of a study. 4. Discuss sampling techniques appropriate to research. 5. Discuss ethical considerations when carrying out research. 6. Explain the concept of generalizability. 7. Explain the concepts of validity and reliability. 8. Explain what is meant by an application of findings. || **//<span style="font-family: 'Arial Black','sans-serif'; font-size: 16px;">REQUIRED READING //**




 * Support Reading**

Read Crane, pp.25-9

STUDY VOCAB

READ NOTES ||  || 1. How do experiments, powered by random assignment, clarify cause and effect? <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;"> 2. Define the three measures of central tendency, and explain how they describe data differently. <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;"> 3. Describe two measures of variation. <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;"> 4. Discuss three important principles in making generalizations about populations on the basis of samples. <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;"> 5. Differentiate between inferential and descriptive statistics. <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;"> 6. Describe the frequency distribution. <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;"> 7. Explain standard deviation. <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;"> 8. Explain correlation coefficient. <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;"> 9. Describe how psychologists make statistical inferences about differences between groups.
 * #10 and #11 || Crane 1.2-1.3
 * Myers Ch. 1** || **cont. Understand the Research Process**

**IA Experiment Replication** **-Research design** **-Ethics** see <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%;">PowerPoints on IA || Read Crane, pp.29-37

Imagine that you are a sports psychologist interested in the usefulness of a new visualization technique that has been developed for Olympic divers. You are going to conduct an experiment to determine if the technique is effective. Discuss the importance of each of the following in regard to this experiment: - population - sample - hypothesis - independent variable - dependent variable - operational definitions - control group - random assignment - replication
 * 8 - HOMEWORK**

||  ||
 * 1) 9 - Read through, thoroughly
 * **Week 4** 9/5-9/8

cont. IA Experiment Replication -Research design -Ethics <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%;">see PowerPoints on IA || //<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%;">Select Topic for Internal Assessment (IA) // //<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%;">see the "Internal Assessment Help" link above on the left // ||  || Practice - IB Psychology/External Assessment/Paper 1 ||  ||   || - Cumulative Vocabulary (including command terms) - Multiple Choice Quiz - Essay Question(SAQs) || Read Crane, pp.101-110
 * 12 || Read Crane, pp.29-37 || **cont. Understand the Research Process**
 * #13 ||  || **Unit 1, Sections 1 & 2 Review**
 * Review Command terms**
 * #14 ||  || **Unit 1, Sections 1 & 2 Quiz**

STUDY VOCAB

READ NOTES || **Unit 1, Sections 1 & 2 Quiz** - Cumulative Vocabulary (including command terms) - Multiple Choice Quiz - Essay Question ||
 * #15 ||  || Quiz Revision - **Unit 1**

IA and EA Workshop - Timeline of IA - EA writing ||  ||   || **9/13-9/16**
 * **Week 5**

#16 || Crane4.1 <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%;">Myers Ch. 16 || **Unit 2 - Sociocultural Level of Analysis** <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">1. Explain the primacy and recency effects of social perception. <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">2. Discuss attribution theory, focusing on the fundamental attribution error, and describe some possible effects of attribution. <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">3. Differentiate between dispositional and situational attributions, and explain the biases that are found in the attribution process. || **//<span style="font-family: 'Arial Black','sans-serif'; font-size: 16px;">REQUIRED READING //**

READ KEY THEORIST/THEORY

STUDY VOCAB ||  || <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%;">Myers Ch. 16 || <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">cont. **Sociocultural Level of Analysis** <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">1. Define attitude, origins of attitudes, and identify the conditions under which attitudes predict behavior. <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">2. Describe how actions influence attitudes, and explain how cognitive dissonance theory accounts for this phenomenon. <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;"> 3. Discuss the key factors in persuasion. <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;"> 4. Describe the roles of social inequalities, ingroup bias, and scapegoating in prejudice. <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;"> 5. Discuss the cognitive roots of prejudice. || **Support Reading**
 * #17 || Crane 4.3

Read Crane, pp. 111-27

STUDY VOCAB ||  || <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%;">Myers Ch. 16 || <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">cont. **Sociocultural Level of Analysis** <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">1. Describe the results of Asch's experiments on conformity, and distinguish between normative and informational social influence. <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;"> 2. Summarize the findings from Milgram's obedience studies. || READ SOCIAL INFLUENCE
 * #18 and #19 || Read Crane, pp. 111-27

STUDY VOCAB ||  ||
 * **Week 6**
 * 9/19-9/23**

<span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">1. Discuss how the presence of others may produce social facilitation, social loafing, or deindividuation. <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;"> 2. Describe group polarization and show how it can be a source of groupthink. <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;"> 3. Discuss how personal control and social control interact in guiding behavior, and explain how a minority can influence the majority. <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;"> 4. Discuss how social exchange theory and social norms explain altruism. <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;"> 5. Describe and explain the bystander effect. || **Support Reading**
 * 20 || <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%;">Myers Ch. 16 || <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">cont. **Sociocultural Level of Analysis**

Read Crane, pp. 128-35

STUDY VOCAB ||  || <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%;">Myers Ch. 16 || <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">cont. **Sociocultural Level of Analysis** <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">1. Describe how physical appearance, schemas, stereotypes, and other factors contribute to our impressions of others. <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;"> 2. Identify the determinants of social attraction and distinguish between passionate and companionate love. || **Support Reading**
 * #21 || Read Crane, pp. 128-35

READ KEY THEORIST/THEORY

ADDITIONAL READING ||  ||
 * #22 || <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%;">Myers Ch. 16 || <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">concl. **Sociocultural Level of Analysis**

//<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%;">Work on Internal Assessment Introduction - Topic and Research // || HOMEWORK - Complete and bring to class ||  ||
 * #23 ||  || **Units 1 & 2 Review**
 * Review Command terms**

Practice - IB Psychology/External Assessment/Paper 1 || EA prep Homework Due -Write an introduction (only) for the following question: //Identify, describe and evaluate applications and relevant theories in sociocultural psychology.// A good introduction will: a. use the terms of the question. b. set the scene for the rest of the essay by identifying which theories, concepts, areas, research and/or applications will be discussed c. be four sentences in length d. use simple sentences ||  || - Cumulative Vocabulary (including command terms) - Multiple Choice Quiz - Essay Question(SAQs) || STUDY VOCAB || **Quiz -** - Cumulative Vocabulary - Multiple Choice Quiz - Essay Question || 9/26-9/30
 * #24 ||  || **Quiz - Units 1 & 2**
 * Units 1 & 2**
 * **Week 7**


 * 25 ||  || Quiz Revision - **Units 1 and 2**

IA and EA Workshop - sample IAs and EAs ||  ||   || <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%;">Myers Ch. 2 || **Unit 3 - Neuroscience/Biology**
 * #26 and #27 || Crane 2.1

1.Explain why psychologists are concerned with human biology. 2. Explain why, at every level, our existence is both part of a larger system and a combination of smaller systems. 3. Describe the structure of a neuron and the process by which an action potential is triggered. (read, and be prepared to discuss info. contained in, http://thebrain.mcgill.ca/flash/i/i_01/i_01_cr/i_01_cr_fon/i_01_cr_fon.html,in particular info. beginning after "The simplicity of the knee-jerk reflex.” ) 4. Describe how nerve cells communicate and discuss the importance of neurotransmitters for human behavior. 5. Discuss the significance of endorphins and explain how drugs influence neurotransmitters. || **//<span style="font-family: 'Arial Black','sans-serif'; font-size: 16px;">REQUIRED READING //**
 * Neural Communication**


 * Support Reading**

BIOLOGICAL BASES OF BEHAVIOR NOTES MENTAL HEALTH CRITERIA.JAHODA (1958) STUDY VOCAB ||  || <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%;">Myers Ch. 2 || **<span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Nervous System **
 * #28 and
 * 29 || Crane 2.1
 * 1) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Identify the major divisions of the nervous system and their primary functions, noting how information is carried throughout the system.
 * 2) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Describe the operation of reflexes in the spinal cord and neural networks in the brain.
 * 3) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Identify and describe various methods used in studying the brain.

//<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%;">Work on Internal Assessment Introduction - Research // || **Support Reading**

DOPAMINE HYPOTHESIS

STUDY VOCAB ||  || 10/10-10/13
 * **Week 8**

<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%;">Myers Ch. 2 || **<span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">The Cerebral Cortex **
 * 30 || Crane 2.1
 * 1) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Describe the functions of structures within the brainstem, as well as those of the thalamus and the cerebellum.
 * 2) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Describe the functions of the structures within the limbic system.
 * 3) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Describe the structure and functions of the cerebral cortex. || NUCLEUS ACCUMBENS AND IMPULSIVENESS

STUDY VOCAB ||  || <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%;">Myers Ch. 2 || **<span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">cont.The Cerebral Cortex ** ||  || <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%;">Myers Ch. 2 || **<span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">cont. The Brain ** ||  || <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%;">Myers Ch. 2 || **<span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">The Endocrine System **
 * #31 || Crane 2.1
 * 1) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Discuss how damage to one of several different cortical areas can impair language functioning, and outline the process by which the brain directs reading aloud. (read, and be prepared to discuss info contained in, http://faculty.washington.edu/chudler/lang.html - beg. fourth paragraph)
 * 2) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">more about brain injury, if you're interested, []
 * 3) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Discuss brain plasticity and what it reveals about brain reorganization.
 * 4) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">(read, and be prepared to discuss info contained in, http://faculty.washington.edu/chudler/plast.html) || Broca's Reseach
 * #32 || Crane 2.1
 * 1) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Describe research on the split brain and discuss what it reveals regarding normal brain functioning.
 * 2) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">(read, and be prepared to discuss info. contained in, http://faculty.washington.edu/chudler/split.html and, if you're interested in this topic, http://www.indiana.edu/~pietsch/split-brain.html)
 * 3) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Discuss the brain organization of left-handed people and why left-handedness seems to diminish with age. (read, and be prepared to discuss info. contained in, http://www.indiana.edu/~primate/index.html) || STUDY VOCAB
 * #33 || Crane 2.1
 * 1) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Discuss the functioning of the endocrine system.
 * 2) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Identify two important endocrine glands, and specify their functions.

<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%;">Work on Internal Assessment Introduction - Research ||  ||   || 10/17-10/21
 * **Week 9**


 * 34 ||  || **Units 1, 2 & 3A Review**
 * Review Command terms**

Practice - IB Psychology/External Assessment/Paper 1 || ||   || - Cumulative Vocabulary (including command terms) - Multiple Choice Quiz - Essay Question(SAQs) ||  ||   ||
 * #35 ||  || **Quiz - Units 1, 2 & 3A**
 * #36 ||  || Quiz Revision - **Units 1, 2 & 3A**

IA and EA Workshop

<span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Work on Internal Assessment Aims - Outline ||  ||   ||
 * #37 || Crane 2.2

<span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%;">Myers Ch. 4 || **GENES: Our Biological Blueprint and Evolutionary Psychology**
 * 1) Identify the mechanisms of heredity. (read, and be prepared to discuss info. contained in, [])
 * 2) Explain why geneticists and psychologists are interested in commonalities and variations in our genetic makeup.
 * 3) Explain the scope of the new field of evolutionary psychology, focusing on the importance of the concept of natural selection.
 * 4) Discuss gender differences in sexuality, and outline the evolutionary explanation for these differences.
 * 5) Identify several criticisms of evolutionary explanations of gender differences in sexuality. || **//<span style="font-family: 'Arial Black','sans-serif'; font-size: 16px;">REQUIRED READING //**

GENETIC PREDISPOSITION.SCHIZOPHRENIA ||  || 10/24-10/28
 * #38 || <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%;">Myers Ch. 4 || **cont. GENES: Our Biological Blueprint and Evolutionary Psychology**
 * 1) Describe the focus of behavior genetics, and explain why researchers use twin and adoption studies to study individual differences.http://ghr.nlm.nih.gov/handbook/inheritance
 * 2) Discuss the origins of temperament, and explain the concept of heritability.
 * 3) Discuss the scope of the new frontier of molecular genetics.Discuss the effect of parental behavior and the prenatal environment on person-to-person differences in children's personalities.
 * 4) Describe the role of experience on brain development and the socializing influence of peers on children and youth.
 * 5) Discuss the effect of culture on behavior and child-rearing practices.
 * 6) Explain how nature defines our gender.
 * 7) Explain how gender is also socially constructed.
 * 8) Summarize the results and implications of research on the nature-nurture issue. ||   ||   ||
 * **Week 10**


 * 39 ||  || **UNITS 1, 2 & 3 REVIEW**
 * Review Command terms**

Practice - IB Psychology/External Assessment/Paper 1 || NEUROSCIENCE/BIOLOGICAL BASES OF BEHAVIOR REVIEW ||  || - Cumulative Vocabulary (including command terms) - Multiple Choice Quiz - Essay Question(SAQs) || STUDY VOCAB || **Quiz - Units 1, 2, & 3** - Cumulative Vocabulary (including command terms) - Multiple Choice Quiz - Essay Question ||
 * #40 ||  || **Quiz - Units 1, 2, & 3**
 * #41 ||  || Quiz Revision - **Units 1, 2, & 3**

IA and EA Workshop Completed Introduction Due ||  ||   ||
 * ||  || ** Second Semester Year One – HL and SL Class Schedule ** ||   ||   ||
 * #1 || Myers Ch.6 || **UNIT 4 - Cognitive LOA**
 * #1 || Myers Ch.6 || **UNIT 4 - Cognitive LOA**


 * Sensation and Perception**
 * 1) Contrast the processes of sensation and perception, and explain the difference between bottom-up and top-down processing.
 * 2) Distinguish between absolute and difference thresholds, and discuss whether we can sense and be affected by subliminal or unchanging stimuli (sensory adaptation). || **//<span style="font-family: 'Arial Black','sans-serif'; font-size: 16px;">REQUIRED READING //**


 * Support Reading**

Sensation and Perception Outline ||  || ||   ||
 * #2 || <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%;">Myers Ch. 6 || **cont. Sensation and Perception**
 * 1) Describe the characteristics of visible light, and explain the process by which the eye converts light energy into neural messages.
 * 2) Discuss the different levels of processing that occur as information travels from the retina to the brain’s cortex.
 * 3) Define //parellel processing//, and discuss how visual information is processed in parallel (through the eye's retina and brain) and at increasingly abstract levels.
 * 4) Discuss how both the Young-Helmholtz and the opponent-process theories contribute to our understanding of color vision. || Sensation and Perception Visuals and Notes
 * #3 || <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%;">Myers Ch. 6 || **cont. Sensation and Perception**
 * 1) Explain the auditory process, including the stimulus input and the structure and function of the ear.
 * 2) Discuss how both the place and frequency theories contribute to our understanding of pitch perception.
 * 3) Explain how sounds are located and discuss the nature and causes of hearing loss. ||   ||   ||
 * || <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%;">Myers Ch. 6 || **cont. Sensation and Perception**
 * 1) Describe the sense of touch, focusing on pain and the gate-control theory of pain.
 * 2) Describe taste, smell, kinesthesis, and the vestibular sense.
 * 3) Discuss the nature of sensory interaction. ||   ||   ||
 * #4 || <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%;">Myers Ch. 6 || **cont. Sensation and Perception**
 * 1) Explain the concept of selective attention; give an effective example.
 * 2) Explain how illusions help us to understand perception (identify various illusions)
 * 3) Discuss Gestalt psychology's contribution to our understanding of perception, including the figure-ground relationship and principles of perceptual grouping in form perception.
 * 4) Discuss research on depth perception involving the use of the visual cliff.
 * 5) Explain how 3-D movies are made, and describe the binocular cues in depth perception.
 * 6) Describe the perception of motion || Support Reading

Perception Activity

Perception: An introduction to the //<span style="font-family: 'Calibri','sans-serif';">Gestalt-theorie ////<span style="font-family: 'Calibri','sans-serif';">. // Kurt Koffka (1922) ||  ||
 * || <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%;">Myers Ch. 6 || **cont. Sensation and Perception**
 * 1) Describe perceptual constancies, and show how they operate in visual illusions.
 * 2) Briefly describe the nature-nurture debate on the origins of perception.
 * 3) Discuss research findings on sensory deprivation and restored vision.
 * 4) Explain what the use of distorting goggles indicates regarding the adaptability of perception.
 * 5) Discuss the experiences, assumptions, expectations, schemas, and contexts on our perceptions. ||   ||   ||
 * #5 || <span style="font-family: 'Calibri','sans-serif'; font-size: 11pt; line-height: 115%;">Myers Ch. 6 || **cont. Sensation and Perception**
 * 1) Describe what Stratton's research reveals about vision and perceptual adaptation.
 * 2) Explain how our individual expectations, contexts, and emotions influence our perceptions.
 * 3) Discuss how our perceptions are influenced by our emotions.
 * 4) Explain how perceptions are a biopsychosocial phenomenon.
 * 5) State the claims of ESP, and explain why most research psychologists remain skeptical. ||   ||   ||
 * ||  || **UNITS 1, 2, 3, and 4, Sec.1 REVIEW**
 * Review Command terms**

Practice - IB Psychology/External Assessment/Paper 1 ||  ||   || - Cumulative Vocabulary (including command terms) - Multiple Choice Quiz - Essay Question(SAQs) ||  || **Quiz - Units 1, 2, 3, and 4, Sec.1** - Cumulative Vocabulary (including command terms) - Multiple Choice Quiz - Essay Question ||
 * #6 ||  || **Quiz - Units 1, 2, 3, and 4, Sec.1**
 * #7 ||  || Quiz Revision

IA and EA Workshop - IA Design - IV and DV ||  ||   ||
 * #8 || Myers Ch.3 || **Consciousness**
 * 1) Discuss the meanings of consciousness.
 * 2) Discuss the nature of consciousness and its significance in the history of psychology.
 * 3) Explain what cognitive neuroscience focuses on and what it has revealed about our conscious experience.
 * 4) Discuss the different levels of information processing and dual processing
 * 5) Explain the human phenomenon to selectively attend to or ignore aspects of our conscious awareness.
 * 6) Discuss the nature and potential functions of daydreams and fantasies. || **//<span style="font-family: 'Arial Black','sans-serif'; font-size: 16px;">REQUIRED READING //**


 * Support Reading**

Consciousness Vocab

Consciousness Notes ||  ||
 * || Myers Ch.3 || **cont. Consciousness**
 * 1) Differentiate the various biological rhythms of the human body.
 * 2) Describe the cyclical nature of sleep.
 * 3) Discuss possible functions of sleep and the effects of sleep deprivation.
 * 4) Identify and describe the major sleep disorders. ||   ||   ||
 * #9 || Myers Ch.3 || **cont. Consciousness**
 * 1) Describe the normal content of dreams.
 * 2) Discuss the possible functions of dreams as revealed in various theories.
 * 3) Define hypnosis, and discuss several popular misconceptions about hypnosis.
 * 4) Discuss hypnosis from a biopsychosocial perspective. ||   ||   ||
 * #10 || Myers Ch.3 || **cont. Consciousness**
 * 1) Discuss the physical and psychological effects common to all psychoactive drugs and state three common misconceptions about addiction.
 * 2) Describe the physiological and psychological effects of depressants, stimulants, and hallucinogens. ||   ||   ||
 * || Myers Ch.3 || **cont. Consciousness**
 * 1) Discuss the physical and psychological effects common to all psychoactive drugs and state three common misconceptions about addiction.
 * 2) Describe the physiological and psychological effects of depressants, stimulants, and hallucinogens. ||   ||   ||
 * #11 ||  || **UNITS 1, 2, 3, and 4, Sec.1 and 2 REVIEW**
 * Review Command terms**

Practice - IB Psychology/External Assessment/Paper 1 ||  ||   || - Cumulative Vocabulary (including command terms) - Multiple Choice Quiz - Essay Question(SAQs) ||  ||   ||
 * #12 ||  || **UNITS 1, 2, 3, and 4, Sec.1 and 2 REVIEW**
 * #13 ||  || Quiz Revision

IA and EA Workshop - IA Design IV, DV, and Type and Justification for Design ||  ||   || Myers Ch. 7 || **Learning**
 * #14 || Crane 3.1
 * 1) Discuss the importance of experience in learning and describe the role of association in learning.
 * 2) Describe the nature of classical conditioning, and show how it demonstrates associative learning.
 * 3) Explain the processes of acquisition, extinction, spontaneous recovery, generalization, and discrimination.
 * 4) Discuss the importance of cognitive processes and biological constraints in classical conditioning.
 * 5) Discuss the importance of Pavlov's work in classical conditioning and explain how Pavlov paved the way for the behaviorist position. || **//<span style="font-family: 'Arial Black','sans-serif'; font-size: 16px;">REQUIRED READING //**

||  || Myers Ch. 7 || **cont. Learning** ||  || Myers Ch. 7 || **cont. Learning**
 * Support Reading**
 * #15 || Crane 3.1
 * 1) Describe the process of operant conditioning, including the procedure of shaping.
 * 2) Identify the different types of reinforcers, and describe the four major schedules of partial reinforcement.
 * 3) Discuss the effects of punishment on behavior.
 * 4) Discuss evidence of the importance of cognitive and biological processes in operant conditioning.
 * 5) Describe some major applications of operant conditioning. || Learning Terms
 * #16 || Crane 3.1
 * 1) Describe the process of observational learning.
 * 2) Discuss the Bandura's experiments and the applications of observational learning. ||   ||   ||
 * #17 ||  || **UNITS 1, 2, 3, and 4, Secs.1 & 2 REVIEW**
 * Review Command terms**

Practice - IB Psychology/External Assessment/Paper 1 ||  ||   || - Cumulative Vocabulary (including command terms) - Multiple Choice Quiz - Essay Question ||  || **Quiz - Units 1, 2, 3, and 4, Sec.1 & 2** - Cumulative Vocabulary (including command terms) - Multiple Choice Quiz - Essay Question ||
 * #18 ||  || **Quiz - Units 1, 2, 3, and 4, Sec.1 & 2**
 * #19 ||  || Quiz Revision

IA and EA Workshop - IA Design - Controls ||  ||   ||
 * #20 || Crane 3.1 Myers Ch. 9 || **Memory**
 * 1) Explain memory in terms of information processing.
 * 2) Explain the process of encoding, and distinguish between automatic and effortful processing.
 * 3) Discuss the importance of rehearsal, spacing, and serial position in encoding.
 * 4) Explain the importance of meaning, imagery, and organization in the encoding process. || **//<span style="font-family: 'Arial Black','sans-serif'; font-size: 16px;">REQUIRED READING //**


 * Support Reading**

Memory Notes and Vocab ||  || ||   || - Cumulative Vocabulary (including command terms) - Multiple Choice Quiz - Essay Question ||  || **Quiz - Units 1, 2, 3, and 4, Sec.1, 2, & 3** - Cumulative Vocabulary (including command terms) - Multiple Choice Quiz - Essay Question ||
 * || Crane 3.1 Myers Ch. 9 || **cont. Memory**
 * 1) Describe the functioning of sensory memory, short-term memory, and long-term memory.
 * 2) Distinguish between iconic, echoic, and eidetic memory.
 * 3) Describe memory capacity and duration.
 * 4) Discuss research findings on the physical basis of memory.
 * 5) Discuss what research with amnesiacs and animal conditioning studies reveals about the brain mechanisms involved in the dual explicit-implicit memory system.
 * 6) Describe the importance of retrieval cues, noting the effects of priming,contexts, and moods on retrieval. ||   ||   ||
 * #21 || Crane 3.1 Myers Ch. 9 || **cont. Memory**
 * 1) Explain the types of memory tasks that are used in measuring forgetting.
 * 2) Explain and contrast recall, recognition, and relearning measures of memory.
 * 3) Describe Schacter’s seven sins of memory (3 of forgetting, 3 of distortion, and 1 of intrusion) as a categorization of the ways in which we forget.
 * 4) Discuss forgetting as either a form of encoding failure or storage decay.
 * 5) Discuss the roles of interference and motivated forgetting in the process of retrieval failure. || Read - Memory reconstruction, schema.Bartlett (1932)
 * #22 || Crane 3.1 Myers Ch. 9 || **cont. Memory**
 * 1) Describe misinformation and imagination effects.
 * 2) Describe the negative effects of source amnesia.
 * 3) What effect does suggestive interviewing techniques have on children's eyewitness recall?
 * 4) Discuss the concept of repressed memory and the controversial issue of recovered memories.
 * 5) Explain different methods of improving memory, including the SQ3R, that provide helpful study techniques. ||   ||   ||
 * #23 ||  || **UNITS 1, 2, 3, and 4, Secs.1,2, & 3 REVIEW**
 * Review Command terms** ||  ||   ||
 * #24 ||  || **Quiz - Units 1, 2, 3, and 4, Sec.1, 2, & 3**
 * #25 ||  || Quiz Revision

IA and EA Workshop ||  ||   ||
 * #26 || Crane 3.3 Myers Ch.9 || **Thinking and Language**
 * 1) Describe the nature, function, and formation of concepts and prototypes.
 * 2) Discuss the major problem-solving strategies, and describe the nature of insight.
 * 3) Identify obstacles to problem solving || **//<span style="font-family: 'Arial Black','sans-serif'; font-size: 16px;">REQUIRED READING //**


 * Support Reading**

Thinking and Language Notes and Vocab

Thinking and Language powerpoint ||  || - Cumulative Vocabulary (including command terms) - Multiple Choice Quiz - Essay Question ||  || **Quiz - Units 1, 2, 3, and 4, Sec.1, 2, 3, & 4** - Cumulative Vocabulary (including command terms) - Multiple Choice Quiz - Essay Question ||
 * || Crane 3.3 Myers Ch.9 || **cont. Thinking and Language**
 * 1) Describe the heuristics that guide decision making, and explain how overconfidence and framing can affect judgment.
 * 2) Describe how our beliefs (e.g., overconfidence, belief perseverance, rationality, fear, intuition, framing) influence our logical reasoning.
 * 3) Contrast the human mind and the computer as information processors, and describe recent advances in artificial intelligence. ||   ||   ||
 * #27 || Crane 3.3 Myers Ch.9 || **cont. Thinking and Language**
 * 1) Describe the structure of language.
 * 2) Trace the course of language acquisition, and discuss alternative theories of language development.
 * 3) Discuss the impact of early experience on language development as revealed by cognitive neuroscience.
 * 4) State the main points and perspectives related to language structure and development. ||   ||   ||
 * #28 || Crane 3.3 Myers Ch.9 || **cont. Thinking and Language**
 * 1) Discuss the relationship between thought and language (e.g., Whorf's hypothesis).
 * 2) Discuss the impact of visualization (e.g., mental practice, mental rehearsal) on learning.
 * 3) Describe the research on animal communication, and discuss the controversy over whether animals have language ||   ||   ||
 * #29 ||  || **UNITS 1, 2, 3, and 4, Secs.1,2, 3 & 4 REVIEW**
 * Review Command terms** ||  ||   ||
 * #30 ||  || **Quiz - Units 1, 2, 3, and 4, Sec.1, 2, 3, & 4**
 * #31 ||  || Quiz Revision

IA and EA Workshop ||  ||   ||
 * #32 ||  || **Intelligence**
 * 1) What is an acceptable definition of the term "intelligence"?
 * 2) Describe intelligence, and discuss two controversies regarding its nature.
 * 3) Describe the factor-analysis approach to understanding intelligence, and discuss evidence regarding intelligence as a general mental ability and/or as many specific.
 * 4) Discuss the concept of multiple intelligences. || **//<span style="font-family: 'Arial Black','sans-serif'; font-size: 16px;">REQUIRED READING //**


 * Support Reading**

Intelligence and Testing Notes

Intelligence powerpoint

Testing powerpoint ||  ||
 * #33 ||  || **cont. Intelligence**
 * 1) Identify the factors associated with creativity.
 * 2) Describe the main factors associated with emotional intelligence?
 * 3) Discuss neurological approaches to the measurement of intelligence.
 * 4) Trace the origins of intelligence tests. ||   ||   ||
 * ||  || **cont. Intelligence**
 * 1) Distinguish between aptitude and achievement tests and describe modern tests of mental abilities.
 * 2) Identify the major principles of good test construction and illustrate their application to intelligence tests.
 * 3) Discuss the stability of intelligence test scores and the two extremes of intelligence. ||   ||   ||
 * #34 ||  || **cont. Intelligence**
 * 1) Discuss evidence for genetic influences on intelligence.
 * 2) Discuss evidence for environmental influences on intelligence.
 * 3) Describe group differences in intelligence test scores.
 * 4) Discuss whether intelligence tests are biased and/or discriminatory. ||   ||   ||
 * #35 ||  || **CUMULATIVE REVIEW**


 * Review Command terms** ||  ||   ||
 * #36 ||  || **CUMULATIVE** **QUIZ**

- Cumulative Vocabulary (including command terms) - Multiple Choice Quiz - Essay Question ||  || **Quiz - Units 1, 2, 3, and 4** - Cumulative Vocabulary (including command terms) - Multiple Choice Quiz - Essay Question ||
 * #37 ||  || Quiz Revision

IA and EA Workshop ||  ||   ||
 * #38 ||  || **<span style="font-family: 'Calibri','sans-serif'; font-size: 21.3333px;">Motivation **


 * <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Motivational Concepts (Motives, Needs, Drives, Incentives) **
 * 1) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Define motives, needs, drives, and incentives.
 * 2) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Define motivation.
 * 3) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Discuss the main theories/concepts that have influenced our understanding of motivation.
 * 4) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Discuss research concerning the effort to increase or decrease the stimulation one experiences (i.e. stimulus motives, optimum arousal and sensory deprivation).
 * 5) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Discuss Maslow’s hierarchy of needs.
 * 6) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Explain balance theory.
 * 7) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Explain cognitive dissonance theory. || **//<span style="font-family: 'Arial Black','sans-serif'; font-size: 16px;">REQUIRED READING //**


 * Support Reading**

Motivation Notes and Vocab

Motivation powerpoint ||  ||
 * #39 ||  || **<span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Hunger **
 * 1) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Discuss the basis of hunger in terms of physiology and external incentives and explain how taste preferences are determined.
 * 2) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Describe the physiological, social and psychological factors that contribute to the motivation of hunger.
 * 3) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Describe the symptoms and possible causes of anorexia nervosa, bulimia nervosa, and obesity. ||   ||   ||
 * #40 ||  || **<span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Sex **
 * 1) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Identify the biological influences on human sexual motivation.
 * 2) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Discuss the basis of sexual motivation in terms of both internal physiology and external incentives.
 * 3) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Discuss the social issues of teen pregnancy and STDs.
 * 4) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Discuss cultural and historical variations in adolescent sexuality, and identify several factors that contribute to the high rate of unprotected sex.
 * 5) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Describe research findings on the nature of sexual orientation.
 * 6) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Discuss the origins of homosexuality, including both myths and recent research findings
 * 7) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Discuss the place of values in research and education about sexual behavior. ||   ||   ||
 * #41 ||  || **CUMULATIVE REVIEW**


 * Review Command terms** ||  ||   ||
 * #42 ||  || **CUMULATIVE** **QUIZ**

- Cumulative Vocabulary (including command terms) - Multiple Choice Quiz - Essay Question ||  ||   ||
 * #43 ||  || Quiz Revision

IA and EA Workshop ||  ||   ||
 * #44 ||  || **<span style="font-family: 'Calibri','sans-serif'; font-size: 21.3333px;">Emotion, Stress, and Health **


 * <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Theories of Emotions; Physiological link to Emotions **
 * 1) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">What are the components of an emotion?
 * 2) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Contrast and critique the James-Lange and Cannon-Bard theories of emotion.
 * 3) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Describe Schachter's two-factor theory of emotion.
 * 4) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Describe the physiological changes that occur during emotional arousal, noting the relationship between arousal and performance.
 * 5) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Discuss the research findings on the relationship between body states and specific emotions.
 * 6) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Cite two pieces of evidence that support Robert Zajonc's theory of emotion.
 * 7) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Discuss the effectiveness of the polygraph in detecting lies. || **//<span style="font-family: 'Arial Black','sans-serif'; font-size: 16px;">REQUIRED READING //**


 * Support Reading**

Emotion Notes and Vocab

Emotion powerpoints 1and 2 ||  ||
 * ||  || **<span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Expressing Emotions; Experiencing Emotion **
 * 1) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Discuss how humans detect and interpret emotions.
 * 2) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Discuss gender and personality differences in nonverbal communication, and describe people's varying abilities to detect deceit.
 * 3) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Discuss whether nonverbal expressions of emotion are universally understood, and describe the effects of facial expressions on emotion.
 * 4) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Discuss the significance of environmental and biological factors in the acquisition of fear.
 * 5) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Discuss the catharsis hypothesis and identify some of the advantages and disadvantages of openly expressing anger.
 * 6) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Identify some potential causes and consequences of happiness, and discuss reasons for the relativity of happiness.
 * 7) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Explain Solomon's Opponent-Process theory of emotion ||   ||   ||
 * #45 ||  || **<span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Health psychology; Sources of Stress; Stress and Illness **
 * 1) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Identify the major concerns of behavioral medicine and health psychology.
 * 2) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Describe the complex concept of "stress," and the relationship between stressors and stress reaction.
 * 3) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Define stress and describe the body's response to stress.
 * 4) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Discuss research findings on the health consequences of stressful life events, as well as the impact of perceived control and pessimism on health and our vulnerability to stress


 * <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Sociocultural Factors in Health and Illness; Promoting Health **
 * 1) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Discuss the role of stress in coronary heart disease, and contrast Type A and Type B personalities.
 * 2) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Describe how the immune system defends the body and discuss the effect of stress on the immune system.
 * 3) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Identify and discuss different strategies for coping with stress.
 * 4) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Describe the relationship between perceived control, optimism, and social support, and health.
 * 5) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Identify and discuss different strategies for managing stress.
 * 6) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Discuss the growing popularity of complementary and alternative medicine.
 * 7) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Discuss whether there is a "faith factor" in health and longevity. ||   ||   ||
 * #46 ||  || **CUMULATIVE REVIEW**


 * Review Command terms** ||  ||   ||
 * #47 ||  || **CUMULATIVE** **QUIZ**

- Cumulative Vocabulary (including command terms) - Multiple Choice Quiz - Essay Question ||  ||   ||
 * #48 ||  || **<span style="font-family: 'Calibri','sans-serif'; font-size: 21.3333px;">Personality **


 * <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Introduction; The Psychoanalytic Perspective - Exploring the Unconscious **
 * 1) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Define personality, and explain how its study differs from that of other psychological research interests.
 * 2) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Identify the two "classic" theories of personality.
 * 3) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Describe how Freud's search for the psychological roots of nervous disorders led to his study of the unconscious, and explain psychoanalysis.
 * 4) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Describe Freud's views of personality structure.
 * 5) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Outline and describe Freud's psychosexual stages of personality development.
 * 6) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Explain Freud's view of maladaptive behavior and describe how defense mechanisms operate. || **//<span style="font-family: 'Arial Black','sans-serif'; font-size: 16px;">REQUIRED READING //**


 * Support Reading**

Personality Notes and Vocab

Personality powerpoint ||  ||
 * ||  || **<span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">cont. the Psychoanalytic Perspective **
 * 1) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Explain how projective tests are used to assess personality, and describe research findings regarding their validity and reliability.
 * 2) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Discuss the major ideas of the neo-Freudians and today's psychodynamic theorists.
 * 3) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Evaluate the psychoanalytic perspective.


 * <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">The Humanistic Perspective **
 * 1) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Describe the humanistic perspective on personality, and discuss the basic ideas of Maslow and Rogers.
 * 2) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Describe recent research on the way people view themselves.
 * 3) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Discuss how culture affects ones sense of self, including research findings on stigmatized groups and differences between individualist and collectivist cultures.
 * 4) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Evaluate the humanistic perspective. ||   ||   ||
 * #49 ||  || **<span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">The Trait Perspective **
 * 1) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Discuss trait theories of personality and trace their history.
 * 2) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Identify the Big Five personality factors, and discuss recent research findings regarding them.
 * 3) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Describe the assessment techniques associated with the trait perspective.
 * 4) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Evaluate the trait perspective on personality, and describe research findings regarding the consistency of behavior over time and across various situations. ||   ||   ||
 * #50 ||  || **<span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">The Social-Cognitive Perspective **
 * 1) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Describe the social-cognitive perspective, and define reciprocaldeterminism, giving three examples.
 * 2) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Discuss research findings on personal, or "locus" of, control.
 * 3) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Describe the fundamentals, and main "pillars" of, of positive psychology.
 * 4) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Describe how social-cognitive researchers study behavior, and evaluate this perspective on personality.


 * <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Exploring the Self; Self-Esteem; Self-Serving Bias **
 * 1) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Discuss the assumption that the concept of the Self is the center of the personality.
 * 2) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Explain the Spotlight Effect and its influence on our self concept.
 * 3) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Identify and discuss the positive effects of self-worth (self esteem).
 * 4) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Identify and discuss the effects of low self esteem.
 * 5) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Discuss research findings regarding the concept of self serving bias, "our readiness to perceive ourselves favorably."
 * 6) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Discuss Jean Twenge's research regarding the today's generation, Generation Me, and a changing self concept. ||   ||   ||
 * #51 ||  || **CUMULATIVE REVIEW**


 * Review Command terms** ||  ||   ||
 * #52 ||  || **CUMULATIVE** **QUIZ**

- Cumulative Vocabulary (including command terms) - Multiple Choice Quiz - Essay Question ||  ||   ||
 * #53 ||  || **<span style="font-family: 'Calibri','sans-serif'; font-size: 21.3333px;">Psychological Disorders **


 * <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">What are Psychological Disorders?/Classifying Psychological Disorders; Perspectives on Psychological Disorders **
 * 1) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Discuss how the criteria for judging whether behavior is disordered changes over time.
 * 2) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Explain the debate concerning the diagnosis of normal high energy behavior as ADHD.
 * 3) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Explain and contrast the medical and bio-psycho-social perspectives on psychological disorders.
 * 4) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Describe the system used to classify psychological disorders, and explain the reasons for its development.
 * 5) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Discuss the controversy surrounding the use of diagnostic labels || **//<span style="font-family: 'Arial Black','sans-serif'; font-size: 16px;">REQUIRED READING //**

||  ||
 * Support Reading**
 * #54 ||  || **<span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Anxiety Disorders; Somatoform Disorders **
 * 1) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Identify and describe the various anxiety disorders.
 * 2) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Discuss anxiety disorders from the psychoanalytic, learning, and biological perspectives.
 * 3) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Describe the somatoform disorders and discuss their origins. ||   ||   ||
 * ||  || **<span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Dissociation and Multiple Personalities **
 * 1) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Describe the nature and possible causes of dissociative disorders.
 * 2) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Discuss arguments made by skeptics that DID is a cultural phenomenon ||   ||   ||
 * #55 ||  || **<span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Mood Disorders - Major Depressive Disorder; Bipolar disorder **
 * 1) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Describe two principal mood disorders.
 * 2) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Identify the main characteristics of mood disorders.
 * 3) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Discuss the psychological perspectives of mood disorders.
 * 4) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Discuss the characteristics of the average person who commits suicide, and the causes of teenage suicide ||   ||   ||
 * ||  || **<span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Schizophrenia **
 * 1) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Describe the symptoms and types of schizophrenia.
 * 2) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Discuss research on the causes of schizophrenia ||   ||   ||
 * #56 ||  || **<span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Personality Disorders; Rates of Psychological Disorders **
 * 1) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Describe the various "clusters" of personality disorders (see, also, http://www.nmha.org/go/information/get-info/personality-disorders).
 * 2) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Describe the nature and causes of personality disorders and the specific characteristics of the anti-social personality disorder.
 * 3) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Briefly discuss the prevalence of psychological disorders ||   ||   ||
 * #57 ||  || **CUMULATIVE REVIEW**


 * Review Command terms** ||  ||   ||
 * #58 ||  || **CUMULATIVE** **QUIZ**

- Cumulative Vocabulary (including command terms) - Multiple Choice Quiz - Essay Question ||  || **Quiz - Units 1, 2, 3, 4 and 5** - Cumulative Vocabulary (including command terms) - Multiple Choice Quiz - Essay Question ||
 * #59 ||  || Quiz Revision

IA and EE Workshop ||  ||   ||
 * #60 ||  || **<span style="font-family: 'Calibri','sans-serif'; font-size: 21.3333px;">Therapy **


 * <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">What is Therapy?; History of Therapy; Psychodynamic therapies **
 * 1) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Define psychotherapy.
 * 2) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Trace the history of therapy from ancient to contemporary times.
 * 3) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Briefly explain the current approach to therapy.
 * 4) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Discuss the aims and methods of psychoanalysis and psychodynamic therapy, and explain the critics’ concerns with these forms of therapy. || **//<span style="font-family: 'Arial Black','sans-serif'; font-size: 16px;">REQUIRED READING //**

||  ||
 * Support Reading**
 * ||  || **<span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Humanistic Therapies; Behavior Therapies **
 * 1) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Identify the basic themes of humanistic therapies and describe Rogers' client-centered (person-centered) approach and its goals.
 * 2) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Describe the goals and methods of Perls' Gestalt therapy.
 * 3) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Identify the basic assumptions of behavior therapy, and discuss the classical conditioning therapies.
 * 4) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Describe the premise behind operant conditioning techniques, and explain the critics' concerns with these techniques. ||   ||   ||
 * #61 ||  || **<span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Cognitive Therapies; Group and Family Therapies **
 * 1) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Identify the basic assumptions of the cognitive therapies, and describe group and family therapies.
 * 2) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Describe the goals and methods of Beck's cognitive therapy.
 * 3) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Describe the goals and methods of Ellis's rational-emotive therapy.
 * 4) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Discuss the goals and benefits of group and family therapy. ||   ||   ||
 * ||  || **<span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Evaluating Psychotherapies **
 * 1) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Discuss the findings regarding the effectiveness of the psychotherapies.
 * 2) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Identify two reasons clients' and therapists perceptions of therapy's effectiveness may be inflated.
 * 3) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Discuss the findings of outcome research, meta-analysis, regarding the effectiveness of psychotherapies.
 * 4) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Discuss the relative effectiveness of different psychotherapies.
 * 5) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Evaluate the effectiveness of three popular alternative therapies.
 * 6) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Discuss the commonalities among the psychotherapies.
 * 7) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Discuss the roles of culture and values in psychotherapy. ||   ||   ||
 * #62 ||  || **<span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">The Biomedical Therapies; Preventing Psychological Disorders **
 * 1) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Define "psychopharmacology" and discuss the method of determining the effectiveness of a particular drug.
 * 2) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Identify the common forms of drug therapy (include names and uses of specific drugs).
 * 3) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Describe the use of electroconvulsive therapy and psychotherapy in the treatment of psychological disorders.
 * 4) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Discuss the use of psychosurgery.
 * 5) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Explain the rationale and goals of preventive mental health programs. ||   ||   ||
 * #63 ||  || **CUMULATIVE REVIEW**


 * Review Command terms** ||  ||   ||
 * #64 ||  || **CUMULATIVE** **QUIZ**

- Cumulative Vocabulary (including command terms) - Multiple Choice Quiz - Essay Question ||  || **Quiz - Units 1, 2, 3, 4, 5 and Therapy** - Cumulative Vocabulary (including command terms) - Multiple Choice Quiz - Essay Question ||
 * #65 ||  || Quiz Revision

IA and EE Workshop ||  ||   ||
 * #66 ||  || **<span style="font-family: 'Calibri','sans-serif'; font-size: 21.3333px;">The Developing Person **


 * <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Prenatal Development and the Newborn **
 * 1) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Briefly describe the work of the developmental psychologist.
 * 2) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Identify and briefly describe three major issues that pervade developmental psychology.
 * 3) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Describe conception and outline the course of prenatal development.
 * 4) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Discuss the possible effects of teratogens on the developing embryo and fetus.
 * 5) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Describe the physical and cognitive capacities of the newborn. || **//<span style="font-family: 'Arial Black','sans-serif'; font-size: 16px;">REQUIRED READING //**


 * Support Reading**

||  ||
 * ||  || **<span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Infancy and Childhood **
 * 1) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Describe the brain development that occurs from infancy through childhood, including its impact on memory.
 * 2) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Describe the roles of nature and nurture in motor development through infancy and childhood.
 * 3) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Discuss Piaget’s view of how the mind develops, and describe his cognitive stages.
 * 4) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Discuss current views of Piaget's theory of cognitive development. ||   ||   ||
 * #67 ||  || <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">cont. **Infancy and Childhood**
 * 1) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Discuss the origins and effects of early attachment, and the roles of familiarity and parenting in the development of attachment.
 * 2) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Discuss how disruptions in attachment and day care affect childdevelopment.
 * 3) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Explain how children's behavior provides evidence of an emerging self-concept,
 * 4) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Discuss the possible effects of different parenting styles on children. ||   ||   ||
 * ||  || <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">cont. **Infancy and Childhood**
 * 1) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Describe physical developments during adolescence.
 * 2) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Discuss cognitive and moral reasoning during adolescence, focusing on Piaget's and Kohlberg's theories.
 * 3) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Describe how Erikson viewed adolescence and the nature of social relationships during adolescence.
 * 4) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Explain adolescents' changing relationship with parents and peers. ||   ||   ||
 * #68 ||  || **<span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Adulthood **
 * 1) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Identify the major physical changes that occur in middle adulthood and later life.
 * 2) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Describe the major cognitive changes that occur in adulthood and old age.
 * 3) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Explain why stage theories of adult social development are controversial.
 * 4) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Discuss the importance of family and career commitments in adult development.
 * 5) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Describe the sense of well-being across the life span.
 * 6) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">State current views of psychologists on the continuity versus stages issue.
 * 7) <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">State current views of psychologists on the stability versus change issue. ||   ||   ||
 * #69 ||  || **CUMULATIVE REVIEW**


 * Review Command terms** ||  ||   ||
 * #70 ||  || **CUMULATIVE** **QUIZ**

- Cumulative Vocabulary (including command terms) - Multiple Choice Quiz - Essay Question ||  || **Quiz - Units 1, 2, 3, 4, 5, Therapy, and Development** - Cumulative Vocabulary (including command terms) - Multiple Choice Quiz - Essay Question ||

<span style="display: block; height: 1px; left: -10000px; overflow-x: hidden; overflow-y: hidden; position: absolute; top: 3168px; width: 1px;"> <span style="display: block; font-family: Calibri,sans-serif; font-size: 11pt; height: 1px; left: -10000px; line-height: 115%; overflow-x: hidden; overflow-y: hidden; position: absolute; top: 17684px; width: 1px;">Select Topic for Internal Assessment (IA)