A Correlation of Prentice Hall Psychology, ©2012
to the Tennessee Social Studies Curriculum Standards, Psychology

2013

A Correlation of

Prentice Hall

Psychology

Minter, Elmhorst

©2012

to the

Tennessee

Social Studies Curriculum Standards

Psychology

2013

Table of Contents

Research Methods, Measurement, and Statistics 3

Biological Bases of Behavior 4

Sensation and Perception 5

Life Span Development 6

Social Interactions 8

Sociocultural Diversity 9

Memory 10

Psychological Disorders 11

Treatment of Psychological Disorders 12

Tennessee
Social Studies Curriculum Standards
Psychology
2013 / Prentice Hall Psychology
©2012 /
Psychology
Course Description: Student will study the development of scientific attitudes, and skills, including critical thinking, problem solving, and an appreciation of scientific methodology. Students will also understand the structure and function of the nervous system in human and non-human animals. The structure and function of the endocrine system, interaction between biological factors and experience and methods and issues related to biological advances will be a major theme of study. Students will also connect the different content areas within psychology science and relate psychological knowledge to everyday life. Students will gain an awareness of the importance of drawing evidence-based conclusions about psychological phenomena and gain knowledge of a wide array of issues from individual and global levels. Finally, students will acquire knowledge of the variety of careers available to those who study psychology.
Scientific Inquiry Domain

Research Methods, Measurement, and Statistics

Students will describe research methods and measurements used to study behavior and mental processes and identify ethical issues in research with human and non-human animals. Students will also explain basic concepts of data analysis.
P.1 Describe the scientific method and its role in psychology. / SE/TE: What Is the Scientific Method? 16–17
P.2 Describe and compare a variety of quantitative and qualitative research methods including:
·  Surveys / SE/TE: Survey Method, 18
·  Correlations / SE/TE: Correlation Method, 19-20
·  Experiments / SE/TE: Experimental Method, 20-21
·  Interviews / SE/TE: Interviews, 391–392
·  Narratives / SE/TE: See Case Study, 18
·  Focus groups / SE/TE: For related material see: Understand Psychological Research Methods, 16–22
P.3 Define systematic procedures used to improve the validity of research findings, such as external validity. / SE/TE: How Do the Concepts of Validity and Reliability Relate to Statistics? 33, 34
P.4 Discuss how and why psychologists use non-human animals in research. / SE/TE: Why Do Some Researchers Study Animals Instead of People? 22–23
P.5 Identify ethical standards psychologists must address regarding research with human participants. / SE/TE: Consider Ethical Issues in Psychological Research, 23–24
P.6 Identify ethical guidelines psychologists must address regarding research with non- human animals. / SE/TE: Why Do Researchers Study Animals Instead of People? 22; Are There Different Ethical Guidelines for Research with Animals? 24
P.7 Define descriptive statistics and explain how they are used by psychological scientists. / SE/TE: What Are Descriptive Statistics? 26–28
P.8 Define forms of qualitative data and explain how they are used by psychological scientists. / SE/TE: What Are Descriptive Statistics? 26–28; What Types of Tables and Graphs Represent Patterns in Data? 28–31
P.9 Define correlation coefficients and explain their appropriate interpretation. / SE/TE: What Are Correlation Coefficients? What Do They Tell Researchers About Relationships? 31–32
P.10 Interpret graphical representations of data as used in both quantitative and qualitative methods. / SE/TE: What Types of Tables and Graphs Represent Patterns in Data? 28–31
P.11 Explain other statistical concepts, such as statistical significance and effect size. / SE/TE: What Are Inferential Statistics? 33
P.12 Explain how validity and reliability of observations and measurements relate to data analysis. / SE/TE: How Do the Concepts of Validity and Reliability Relate to Statistics? 33, 34
Biopsychology Domain

Biological Bases of Behavior

Students will explore the structure and function of the nervous system in human and non-human animals and describe the interaction between biological factors and experience. Students will also describe and discuss methods and issues related to biological advances.
P.13 Identify the major divisions and subdivisions of the human nervous system. / SE/TE: Understand the Structure and Function of the Nervous System, 42–50
P.14 Identify the parts of the neuron and describe the basic process of neural transmission. / SE/TE: What Are Neurons, and How Do They Work? 42–47
P.15 Differentiate between the structures and functions of the various parts of the central nervous system. / SE/TE: Understand the Structure and Function of the Nervous System, 42–49
P.16 Describe lateralization of brain functions. / SE/TE: How Does the Left Side of the Brain Differ from the Right Side? 62–63
P.17 Discuss the mechanisms and the importance of plasticity of the nervous system.
Structure and function of the endocrine system / SE/TE: Neuroplasticity, 56
P.18 Describe how the endocrine glands are linked to the nervous system. / SE/TE: Explain How the Neuroendocrine System Functions, 50–52
P.19 Describe the effects of hormones on behavior and mental processes. / SE/TE: How Do Hormones Affect Our Thoughts and Behavior? 51
P.20 Describe hormone effects on the immune system. / SE/TE: What Effects to Hormones Have on the Immune System? 51–52
P.21 Describe concepts in genetic transmission. / SE/TE: How Do Genetic Factors Determine Who We Are? 66–67
P.22 Describe the interactive effects of heredity and environment. / SE/TE: Discover How Biology and Experience Interact, 66–70, 71
P.23 Explain how evolved tendencies influence behavior. / SE/TE: How Do Evolved Tendencies Influence Our Behavior? 69–70, 71
P.24 Identify tools used to study the nervous system. / SE/TE: Learn How Scientists Study the Nervous System, 54–57
P.25 Describe advances made in neuroscience. / SE/TE: What Are Some Recent Innovations in Neuroscience? 56–57
P.26 Discuss issues related to scientific advances in neuroscience and genetics. / SE/TE: The Nervous System, 40–53; Learn How Scientists Study the Nervous System, 54–57; Understand the Structure and Function of the Brain, 57–65; Summary, 71; Chapter Assessment, 72–73; Concept Summary, 74–75

Sensation and Perception

Students will explain the processes of sensation and perception and describe the interaction of the person and the environment in determining perception.
P.27 Discuss processes of sensation and perception and how they interact. / SE/TE: Sensation and Perception, 76–77; Sensation, 78; Understand Sensation and Perception, 78–79; Explore How the Senses Work, 80–93; Perception, 94; Learn How We Perceive the World, 94–102; Summary, 103; Chapter Assessment, 104–105; Concept Summary, 106–107
P.28 Explain the concepts of threshold and adaptation. / SE/TE: What Is Sensory Threshold? What Is Sensory Adaptation? 78–80
P.29 List forms of physical energy for which humans and nonhuman animals do and do not have sensory receptors. / SE/TE: What Forms of Energy Can Humans Sense? 80–81
P.30 Describe the visual sensory system. / SE/TE: How Does the Sense of Vision Work? 81–85, 93
P.31 Describe the auditory sensory system. / SE/TE: How Does the Sense of Hearing Work? 86–88, 93
P.32 Describe other sensory systems, such as olfaction, gustation, and some thesis including but not limited to skin senses, kinesthesis, and vestibular sense. / SE/TE: How Do the Senses of Taste and Smell Work, and How Are They Alike? 88–90, 93; What Other Sensory Systems Does the Human Body Use? 91–92, 93
P.33 Explain Gestalt principles of perception. / SE/TE: What Are the Gestalt Principles of Perception? 95–96
P.34 Describe binocular and monocular depth cues. / SE/TE: What Are Monocular and Binocular Depth Cues? 96–99
P.35 Describe the importance of perceptual constancies. / SE/TE: What Are Perceptual Constancies, and Why Are They Important? 94–95
P.36 Describe perceptual illusions. / SE/TE: How Do Visual Illusions Work? 99–100
P.37 Describe the nature of attention. / SE/TE: What Is the Nature of Attention? 94
P.38 Explain how experiences and expectations influence perception. / SE/TE: How Do Our Experiences and Expectations Influence Perception? 100–101
Development and Learning Domain

Life Span Development

Students will describe and discuss methods, issues and theories in life span development as well as prenatal development and the newborn, Infancy, Childhood, Adolescence, Adulthood, and aging.
P.40 Explain the interaction of environmental and biological factors in development, including the role of the brain in all aspects of development. / SE/TE: How Do Biological and Environmental Factors Influence Development? 142–143
P.41 Explain issues of continuity/ discontinuity and stability/change. / SE/TE: What Are Some Major Research Issues in Developmental Psychology? 143
P.42 Distinguish methods used to study development. / SE/TE: How Do Psychologists Study Development? 144
P.43 Describe the role of sensitive and critical periods in development. / SE/TE: What Are Critical Periods and Sensitive Periods? 144–146
P.44 Discuss issues related to the end of life. / SE/TE: What Are the Stages of Death and Dying? 168–169
P.45 Discuss theories of cognitive development. / SE/TE: Cognitive Development, 143; How Do Infants and Children Develop Cognitive Skills, 152–155; What Social and Cognitive Changes Occur in Adulthood? 165–166
P.46 Discuss theories of moral development. / SE/TE: How Do Reasoning and Morality Develop During Adolescence? 163–164
P.47 Discuss theories of social development. / SE/TE: How Do Babies Begin to Develop Relationships with Others? 156–158; How Do Children Develop Socially and Emotionally? 158–160, 161; What Social and Cognitive Changes Occur in Adulthood? 165–166
P.48 Describe physical development from conception through birth and identify influences on prenatal development. / SE/TE: How Do Humans Develop from Conception through Birth? 147–149
P.49 Describe newborns’ reflexes, temperament, and abilities. / SE/TE: What Reflexes and Abilities Do Newborns Have? 150–151
P.50 Describe physical and motor development during infancy. / SE/TE: What Kinds of Physical Changes Take Place in Infancy and Childhood? 151–152
P.51 Describe how infant perceptual abilities and intelligence develop. / SE/TE: How Do Infants and Children Develop Cognitive Skills, 152–155
P.52 Describe the development of attachment and the role of the caregiver during infancy. / SE/TE: Psychosocial Development, 143
P.53 Describe the development of communication and language during infancy. / SE/TE: What Are the Stages of Language Development? 155–156
P.54 Describe physical and motor development. / SE/TE: What Kinds of Physical Changes Take Place in Infancy and Childhood? 151–152
P.55 Describe how memory and thinking ability develops. / SE/TE: How Do Infants and Children Develop Cognitive Skills, 152–155
P.56 Describe social, cultural, and emotional development through childhood. / SE/TE: How Do Babies Begin to Develop Relationships with Others? 156–158; How Do Children Develop Socially and Emotionally? 158–160, 161
P.57 Identify major physical changes. / SE/TE: What Physical Changes Happen During Adolescence? 162–163
P.58 Describe the development of reasoning and morality. / SE/TE: How Do Reasoning and Morality Develop During Adolescence? 163–164
P.59 Describe identity formation. / SE/TE: How Do Adolescents Form Their Identities? 164
P.60 Discuss the role of family and peers in adolescent development. / SE/TE: What Role Do Family Members and Peers Play in Adolescent Development? 164–165
P.61 Identify major physical changes associated with adulthood and aging. / SE/TE: What Physical Changes Happen During Adulthood? 166–167
P.62 Describe cognitive changes in adulthood and aging. / SE/TE: What Social and Cognitive Changes Occur During Adulthood? 165–166
P.63 Discuss social, cultural, and emotional issues in aging. / SE/TE: How Do Scientists Explain Why Aging Occurs? 127; What Are the Stages of Death and Dying? 168–169
Sociocultural Context Domain

Social Interactions

Students will describe and discuss social cognition, influence, and relations.
P.64 Describe attributional explanations of behavior. / SE/TE: How Do People Use Attribution Theory to Explain the Actions of Others? 229–230, 231
P.65 Describe the relationship between attitudes (implicit and explicit) and behavior. / SE/TE: What are Attitudes, and How Do They Relate to Behavior? 224–228, 231
P.66 Identify persuasive methods used to change attitudes. / SE/TE: How Can Attitudes Be Changed? 228–229, 231
P.67 Describe the power of the situation. / SE/TE: Do People Act Differently in Different Situations? 214–215
P.68 Describe effects of others’ presence on individuals’ behavior. / SE/TE: How Does the Presence of Others Affect an Individual’s Behavior? 215–219
P.69 Describe how group dynamics influence behavior. / SE/TE: How Do Group Dynamics Influence Behavior? 219–220
P.70 Discuss how an individual influences group behavior. / SE/TE: How Can an Individual Change a Group’s Behavior? 220–221
P.71 Discuss the nature and effects of stereotyping, prejudice, and discrimination. / SE/TE: How Are Prejudice and Discrimination Different? 232–234
P.72 Describe determinants of prosocial behavior. / SE/TE: What Is Prosocial Behavior? 240–241
P.73 Discuss influences upon aggression and conflict. / SE/TE: How Does Aggressive Behavior Develop? 238–240
P.74 Discuss factors influencing attraction and relationships. / SE/TE: What Factors Govern Attraction and Love? 235–238

Sociocultural Diversity

Students will discuss social and cultural diversity and diversity among individuals.
P.75 Define culture and diversity. / SE/TE: What Is Culture? 250–251; How Does Culture Vary Across Time and Place? 251–254
P.76 Identify how cultures change over time and vary within nations and internationally. / SE/TE: How Does Culture Vary Across Time and Place? 251–254
P.77 Discuss the relationship between culture and conceptions of self and identity. / SE/TE: How Does Culture Influence Our Conceptions of Self and Identity? 255–256
P.78 Discuss psychological research examining race and ethnicity. / SE/TE: What Are Some Major Areas of Cross-Cultural Psychology Research? 257–259
P.79 Discuss psychological research examining socioeconomic status. / SE/TE: What Are Some Major Areas of Cross-Cultural Psychology Research? 257–259
P.80 Discuss how privilege and social power structures relate to stereotypes, prejudice, and discrimination. / SE/TE: How Are Prejudice and Discrimination Different? 232–234
P.81 Discuss psychological research examining gender identity. / SE/TE: Gender, 261–266
P.82 Discuss psychological research examining diversity in sexual orientation. / SE/TE: What Factors Motivate Sexual Behavior and Orientation? 351–354
P.83 Compare and contrast gender identity and sexual orientation. / SE/TE: Gender, 261–266; Sexual Orientation, 353–354
P.84 Discuss psychological research examining gender similarities and differences and the impact of gender discrimination. / SE/TE: What Factors Motivate Sexual Behavior and Orientation? 351–354
P.85 Discuss the psychological research on gender and how the roles of women and men in societies are perceived. / SE/TE: How Do Men and Women Differ in Thinking, Social Behavior, and Personality? 264–265
P.86 Examine how perspectives affect stereotypes and treatment of minority and majority groups in society. / SE/TE: For related material see: How Are Prejudice and Discrimination Different? 232–234; Closing the Math and Science “Gender Gap”, 265
P.87 Discuss psychological research examining differences in individual cognitive and physical abilities. / SE/TE: Cognitive Differences, 264–265
Cognition Domain

Memory