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Prentice Hall
Invitation to Psychology,
3rd Edition ©2005
C O R R E L A T E D T O
American Psychological Associations National Standards for High School Psychology Curricula
Grades 9-12
G r a d e s 9 - 1 2
Invitation to Psychology, 3rd Edition © 2005, (Wade, Tavris)Correlated to:
American Psychological Association National Standards for High School Psychology Curricula
(Grades 9-12)
AMERICAN PSYCHOLOGICAL ASSOCIATION NATIONAL STANDARDS
PAGE(S) WHERE TAUGHT(If submission is not a text, cite appropriate
resource(s))
IA-1.1 Describe and compare the biological, behavioral, cognitive, sociocultural, humanistic, and psychodynamic perspectives.
SE: 6-8, 34
TR: In-Class Activities and Demonstrations: 22; Handout 1.4: 41
a. Analyzing how each perspective would explain concepts, e.g., aggression, altruism
SE: 6-8
b. Evaluating the limitations of each perspective in assessing behavior and mental processes
SE: 6-8
c. Comparing primary emphases of the different perspectives
SE: 6-8, 34
d. Examining historical factors that influenced the popularity of a selected perspective
SE: 6-8, 34
IA-2.1 List and explain the major subfields of psychology.
SE: 9-12, 34
a. Identifying the independent and dependent variables, possible confounding variables, and control and experimental groups in a description of an experiment
SE: 24-28, 35, 484
TR: Additional Lecture Ideas: 15-17; In-Class Activities and Demonstrations: 24-25, 35; Handout 1.14: 53
b. Designing an experiment in which the hypothesis, population, sample, independent variable, dependent variable, random assignment, and experimental and control groups are properly identified
SE: 24-27, 35, 484
TR: Additional Lecture Ideas: 15-17; In-Class Activities and Demonstrations: 31-33
I. METHODS DOMAIN
STANDARD AREA IA: INTRODUCTION AND RESEARCH METHODS
CONTENT STANDARD IA-1: Contemporary perspectives used by psychologists to understand behavior and mental processes in context.
Students are able to (performance standards):
CONTENT STANDARD IA-2: Major subfields and career opportunities that comprise psychology.
Students are able to (performance standards):
CONTENT STANDARD IA-3: Research strategies used by psychologists to explore behavior and mental processes.Students are able to (performance standards):
IA-3.1 Describe the elements of an experiment.
Students may indicate this by (performance indicators):
1SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources - TECH = Technology
Invitation to Psychology, 3rd Edition © 2005, (Wade, Tavris)Correlated to:
American Psychological Association National Standards for High School Psychology Curricula
(Grades 9-12)
AMERICAN PSYCHOLOGICAL ASSOCIATION NATIONAL STANDARDS
PAGE(S) WHERE TAUGHT(If submission is not a text, cite appropriate
resource(s))
a. Identifying examples of representative and biased samples in research designs
SE: 20-21, 27, 35
b. Specifying how random assignment permits causal inferences
SE: 26-27, 35
TR: In-Class Activities and Demonstrations: 29-30
c. Explaining the importance of being able to generalize results of research
SE: 9, 31-32, 35
d. Describing how sample selection (e.g., representation of gender, ethnicity, age, etc.) influences results
SE: 20-21, 35
a. Explaining the characteristics of surveys, naturalistic observation, case studies, longitudinal studies, cross-sectional research, and experiments
SE: 17-21, 24-28, 35
TR: In-Class Activities and Demonstrations: 28-29, 35; Handout 1.12: 51-52
b. Identifying the suitability of a given method for testing a given hypothesis
SE: 18-28
c. Specifying the populations to which a particular research result may be generalized
SE: 20-21, 27
a. Providing examples of situations in which descriptive statistics can be used to organize and analyze information
SE: 29-30, 35
b. Explaining how statistical analysis can add value to the interpretation of behavior
SE: 29-32, 491-493
c. Citing a statistical finding to strengthen an argument
SE: 29-32, 35, 491-493
a. Calculating the mean, median, and mode for a set of data
SE: 29, 486-487
b. Explaining the characteristics of a normal distribution
SE: 229, 489-490
IA-3.2 Explain the importance of sampling and random assignment in psychological research.
Students may indicate this by (performance indicators):
IA-3.3 Describe and compare quantitative and qualitative research strategies.
Students may indicate this by (performance indicators):
CONTENT STANDARD IA-4: Purposes and basic concepts of statistics.
Students are able to (performance standards):
IA-4.1 Define descriptive statistics and explain how they are used by behavioral scientists.
Students may indicate this by (performance indicators):
IA-4.2 Explain and describe measures of central tendency and variability.Students may indicate this by (performance indicators):
2SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources - TECH = Technology
Invitation to Psychology, 3rd Edition © 2005, (Wade, Tavris)Correlated to:
American Psychological Association National Standards for High School Psychology Curricula
(Grades 9-12)
AMERICAN PSYCHOLOGICAL ASSOCIATION NATIONAL STANDARDS
PAGE(S) WHERE TAUGHT(If submission is not a text, cite appropriate
resource(s))
c. Providing examples of psychological variables that tend to be normally distributed
SE: 229, 489-490
d. Applying the concepts of variability, such as range and standard deviation to supplement information about central tendency in a normal distribution
SE: 29-30, 487-488
a. Differentiating between positive, negative, and zero correlations
SE: 22-23
b. Identifying and providing examples of how correlations can be used to predict future behavior or performance
SE: 23
TR: Additional Lecture Ideas: 15-16; In-Class Activities and Demonstrations: 24; Handout 1.6: 43
c. Explaining the difference between correlation and causation
SE: 23, 35
TR: Additional Lecture Ideas: 15-16
a. Recognizing the basic process that psychologists use to draw statistical inferences
SE: 29-32, 35, 490-493
b. Defining statistical significance as a statement of probability
SE: 30, 490-493
c. Recognizing limitations in interpretation of statistical significance
SE: 31-32, 35-36, 490-493
a. Discussing ethical issues in psychological research
SE: 24, 35
b. Identifying historical examples of research that may have departed from contemporary ethical standards
SE: 318-321
c. Acknowledging the importance of adhering to APA and government ethical standards and procedures (i.e., Institutional Review Boards) for working with humans and other animals
SE: 24, 35
TR: Additional Lecture Ideas: 14-16
IA-4.3 Describe the concept of correlation and explain how it is used in psychology.
Students may indicate this by (performance indicators):
IA-4.4 Recognize how inferential statistics are used in psychological research.
Students may indicate this by (performance indicators):
CONTENT STANDARD IA-5: Ethical issues in research with human and other animals that are important to psychologists
Students are able to (performance standards):
IA-5.1 Identify ethical issues in psychological research.
Students may indicate this by (performance indicators):
3SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources - TECH = Technology
Invitation to Psychology, 3rd Edition © 2005, (Wade, Tavris)Correlated to:
American Psychological Association National Standards for High School Psychology Curricula
(Grades 9-12)
AMERICAN PSYCHOLOGICAL ASSOCIATION NATIONAL STANDARDS
PAGE(S) WHERE TAUGHT(If submission is not a text, cite appropriate
resource(s))
d. Explaining the use and value of humans and other animals in behavioral research, including their ethical treatment
SE: 24, 75, 115-116, 202-203, 239-243, 286-288, 292, 409-410
TR: Additional Lecture Ideas: 14-16
a. Describing the form psychology took before the 20th century (e.g., Aristotle, Locke)
SE: 5-6
b. Summarizing some 19th century scientific research findings (e.g., Helmholtz, Weber, and Fechner)
SE: 5-6
c. Analyzing how philosophical issues become psychological when tested empirically
SE: 4-5, 34
a. Defining psychophysics and describing its impact on empirical psychology
SE: 6
b. Identifying Wilhelm Wundt’s contributions to experimental psychology
SE: 6
TR: Additional Lecture Ideas: 11-12
c. Comparing philosophical argument with the empirical method
SE: 4-6, 34
a. Describing the 20th and 21st centuries "schools"of psychology (e.g., behaviorism, Gestalt psychology, psychoanalysis, humanistic psychology, cognitive psychology)
SE: 6-8, 34
b. Showing how different theories of psychology produce different explanations of a particular behavior (e.g., truancy, altruism)
SE: 6-8
c. Explaining the growing influence of new approaches to psychology(e.g., positive psychology, behavioral genetics, or the study and practice of psychology at the beginning of the 21st century)
SE: 51-54, 59-62, 64
CONTENT STANDARD IA-6: Development of psychology as an empirical science
Students are able to (performance standards):
IA-6.1 Discuss psychology’s roots in philosophy and natural science.
Students may indicate this by (performance indicators):
IA-6.2 Describe the emergence of experimental psychology.
Students may indicate this by (performance indicators):
IA-6.3 Recognize the diversity of psychological theories in the 20th and 21st centuries.
Students may indicate this by (performance indicators):
4SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources - TECH = Technology
Invitation to Psychology, 3rd Edition © 2005, (Wade, Tavris)Correlated to:
American Psychological Association National Standards for High School Psychology Curricula
(Grades 9-12)
AMERICAN PSYCHOLOGICAL ASSOCIATION NATIONAL STANDARDS
PAGE(S) WHERE TAUGHT(If submission is not a text, cite appropriate
resource(s))
a. Comparing the diverse topics that generate contemporary research with early research emphases
SE: 47-56, 59-62, 64, 82-84, 86, 131-137, 230-236, 290-293, 301-306, 309-310, 321-323, 431-432, 456-460, 471-474
b. Identifying how research biases have influenced research design and scope
SE: 14-15, 222-227, 335-338
c. Exploring reasons why psychology had more limited participation from women and ethnic minorities in its early stages
SE: 27
d. Highlighting contributions by ethnic minority psychologists
SE: 405-406
e. Describing historical events and processes affecting the experiences and opportunities of minority groups
SE: 235-236
a. Using diagrams, models, and/or computer programs to identify the structure and function of different parts of a neuron
SE: 114-115, 138
b. Discussing how internal and external stimuli initiate the communication process in the neuron
SE: 116-118
c. Describing the electrochemical process that propagates the neural impulse
SE: 6, 117-118, 138
a. Describing the process of synaptic transmission SE: 6, 116-118, 138
TR: In-Class Activities and Demonstrations: 141
b. Contrasting excitatory and inhibitory transmission
SE: 116-118
IA-6.4 Describe psychology’s increasing inclusiveness of diverse interests and constituents.
Students may indicate this by (performance indicators):
II. BIOPSYCHOLOGICAL DOMAIN
STANDARD AREA IIA: BIOLOGICAL BASES OF BEHAVIOR
CONTENT STANDARD IIA-1: Structure and function of the neuron
Students are able to (performance standards):
IIA-1.1 Identify the neuron as the basis for neural communication.
Students may indicate this by (performance indicators):
IIA-1.2 Describe how information is transmitted and integrated in the nervous system.
Students may indicate this by (performance indicators):
5SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources - TECH = Technology
Invitation to Psychology, 3rd Edition © 2005, (Wade, Tavris)Correlated to:
American Psychological Association National Standards for High School Psychology Curricula
(Grades 9-12)
AMERICAN PSYCHOLOGICAL ASSOCIATION NATIONAL STANDARDS
PAGE(S) WHERE TAUGHT(If submission is not a text, cite appropriate
resource(s))
a. Comparing the effects of certain drugs or toxins with the effects of neurotransmitters in relation to synaptic transmission
SE: 118-119, 162-166
TR: Additional Lecture Ideas: 137
b. Discussing the role of neurotransmitters in Parkinson’s disease, hyperactivity, and/or multiple sclerosis
SE: 118-119, 136, 138
c. Describing how learning affects neural transmission (e.g., Eric Kandel’s work)
SE: 116
a. Describing how views of the nervous system have evolved
SE: 5-6, 110
b. Identifying the central nervous system and its component parts
SE: 110-111, 123-128, 139
TR: Additional Lecture Ideas: 134-136; In-Class Activities and Demonstrations: 142-147; Handouts 4.2, 4.3: 149-153
c. Identifying the peripheral nervous system and its subdivisions
SE: 111-112, 138
a. Comparing the functions of the somatic and autonomic nervous systems
SE: 111-112, 138, 422-423
b. Explaining the function of the sympathetic and the parasympathetic nervous systems on heart rate or other physiological responses in an emotional situation
SE: 112, 422-423, 431-432
a. Identifying the regions of the brain by using diagrams and/or computer-generated diagrams
SE: 123-128
b. Summarizing the functions of the major brain region
SE: 94, 123-128, 139, 370, 421-422, 432
IIA-1.3 Analyze how the process of neurotransmission can be modified by heredity and environment.
Students may indicate this by (performance indicators):
CONTENT STANDARD IIA-2: Organization of the nervous system
IIA-2.1 Classify the major divisions and subdivisions of the nervous system.Students may indicate this by (performance indicators):
IIA-2.2 Differentiate the functions of the various subdivisions of the nervous system.Students may indicate this by (performance indicators):
CONTENT STANDARD IIA-3: Hierarchical organization of the structure and function of the brainStudents are able to (performance standards):IIA-3.1 Identify the structure and function of the major regions of the brain.Students may indicate this by (performance indicators):
Students are able to (performance standards):
6SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources - TECH = Technology
Invitation to Psychology, 3rd Edition © 2005, (Wade, Tavris)Correlated to:
American Psychological Association National Standards for High School Psychology Curricula
(Grades 9-12)
AMERICAN PSYCHOLOGICAL ASSOCIATION NATIONAL STANDARDS
PAGE(S) WHERE TAUGHT(If submission is not a text, cite appropriate
resource(s))
a. Describing the functions controlled by the frontal, parietal, occipital, and temporal lobes of the cerebral cortex
SE: 126-128, 139
b. Relating examples of research on cortical functioning
SE: 94, 127-132, 370
a. Identifying the role of the corpus callosum in hemispheric communication
SE: 123-126, 129-131, 139
b. Identifying how vision, motor, language, and other functions are regulated by the hemispheres
SE: 126-127, 129-135
TR: In-Class Activities and Demonstrations: 147; Handout 4.4: 154
c. Explaining the purpose and findings of split-brain research
SE: 129-132, 139
d. Analyzing critically popular conceptions of hemispheric specialization
SE: 131-135, 139
a. Describing how lesions and electrical stimulation in animal research provide information about brain functions
SE: 202-203
b. Discussing how the use of the CT scan, PET scan, MRI, fMRI, and EEG provides information about the brain
SE: 121-122, 134, 138-139
a. Discussing the effect of the hypothalamus on the endocrine system
SE: 6, 124-125, 432
b. Identifying the influence of fetal hormones on sexual differentiation of the central nervous system
SE: 133-135
c. Giving examples of how hormones are linked to behavior and behavioral problems
SE: 119-120, 138
IIA-3.2 Recognize that specific functions are centered in specific lobes of the cerebral cortex.
Students may indicate this by (performance indicators):
IIA-3.3 Describe lateralization of brain functions
Students may indicate this by (performance indicators):
CONTENT STANDARD IIA-4: Technologies and clinical methods for studying the brainStudents are able to (performance standards):IIA-4.1 Explain how research and technology have provided methods to analyze brain behavior and disease.
Students may indicate this by (performance indicators):
CONTENT STANDARD IIA-5: Structure and function of the endocrine systemStudents are able to (performance standards):IIA-5.1 Describe how the endocrine glands are linked to the nervous system.Students may indicate this by (performance indicators):
7SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources - TECH = Technology
Invitation to Psychology, 3rd Edition © 2005, (Wade, Tavris)Correlated to:
American Psychological Association National Standards for High School Psychology Curricula
(Grades 9-12)
AMERICAN PSYCHOLOGICAL ASSOCIATION NATIONAL STANDARDS
PAGE(S) WHERE TAUGHT(If submission is not a text, cite appropriate
resource(s))
a. Identifying the relationships among DNA, genes,and chromosomes
SE: 51
b. Differentiating between genotype and phenotype
SE: 51
c. Explaining how chromosomal abnormalities can cause Down and/or Turner’s syndrome
d. Using twin and adoption studies to assess the influence of heredity and environment on behavior
SE: 53-54, 235, 380-381, 467
e. Comparing results from inbred and outbred strains of rats and mice
SE: 467
a. Describing how the environment selects traits and behaviors that increase the survival rate of organisms
SE: 7, 458-460
b. Comparing and contrasting sleeping behavior in animals and humans
SE: 152-153
IIB-1.1 Explain the concepts of threshold, adaptation, and constancy.
SE: 177-180, 189-190, 209
a. Devising demonstrations that illustrate threshold, adaptation, and constancy
SE: 177-180, 189-190
b. Providing real-life examples of threshold, adaptation, and constancy
SE: 177-180, 189-190
c. Describing classical examples of psychophysical research
SE: 176, 184-188
CONTENT STANDARD IIA-6: How heredity interacts with environment to influence behavior
Students are able to (performance standards):
IIA-6.1 Assess the effects of heredity and environment on behavior.
Students may indicate this by (performance indicators):
CONTENT STANDARD IIA-7: How psychological mechanisms are explained by evolution
Students are able to (performance standards):
IIA-7.1 Explain how evolved tendencies interact with the present environment and culture to determine behavior.
Students may indicate this by (performance indicators):
STANDARD AREA IIB: SENSATION AND PERCEPTION
CONTENT STANDARD IIB-1: Basic concepts explaining the capabilities and limitations of sensory processes
Students are able to (performance standards):
Students may indicate this by (performance indicators):
8SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources - TECH = Technology
Invitation to Psychology, 3rd Edition © 2005, (Wade, Tavris)Correlated to:
American Psychological Association National Standards for High School Psychology Curricula
(Grades 9-12)
AMERICAN PSYCHOLOGICAL ASSOCIATION NATIONAL STANDARDS
PAGE(S) WHERE TAUGHT(If submission is not a text, cite appropriate
resource(s))
a. Identifying the physiological features common across all sensory systems (e.g., receptors, pathways to the brain, transduction)
SE: 175-176, 181-184, 193-199, 209
b. Labeling a diagram of the parts of the eye and ear and explaining the role of each part
SE: 181-184, 193-195
TR: Additional Lecture Ideas: 209
c. Explaining the operation of other sensory systems, such as taste and touch
SE: 196-199, 210
TR: Additional Lecture Ideas: 209-210; In-Class Activities and Demonstrations: 216, 219; Handout 6.8: 230
d. Discussing how to protect sensory systems (e.g., avoiding prolonged loud voices)
SE: 194
a. Comparing the sensory capabilities of humans and other species, such as the echo-detection system in bats
SE: 177-178, 186, 197-198
TR: Additional Lecture Ideas: 208
b. Hypothesizing about system limitations, such as human limits related to sensing the spectrum of light
SE: 177-180, 193, 197-198
TR: In-Class Activities and Demonstrations: 214-215; Handout 6.1: 221
a. Analyzing advertisements for their use of sensory information
SE: 205-206, 324-328
b. Finding examples of sensory principles in an area other than advertising, such as in music or textbooks
SE: 174-176, 188-192, 195, 206-208, 291
a. Finding examples of Gestalt principles SE: 187-188, 209
TR: Additional Lecture Ideas: 210
IIB-1.2 Describe the operation of sensory systems.
Students may indicate this by (performance indicators):
IIB-1.3 List forms of energy for which we do and do not have sensory receptors.
Students may indicate this by (performance indicators):
IIB-1.4 Relate knowledge of sensory processes to applications in areas such as engineering psychology, advertising, music, architecture, and so on.
Students may indicate this by (performance indicators):
CONTENT STANDARD IIB-2: Interaction of the person and the environment in determining perception
Students are able to (performance standards):
IIB-2.1 Explain Gestalt concepts and principles, such as figure-ground, continuity, similarity, proximity, closure, and so on.
Students may indicate this by (performance indicators):
9SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources - TECH = Technology
Invitation to Psychology, 3rd Edition © 2005, (Wade, Tavris)Correlated to:
American Psychological Association National Standards for High School Psychology Curricula
(Grades 9-12)
AMERICAN PSYCHOLOGICAL ASSOCIATION NATIONAL STANDARDS
PAGE(S) WHERE TAUGHT(If submission is not a text, cite appropriate
resource(s))
b. Constructing demonstrations of Gestalt principles
SE: 187-188
c. Explaining the significance of "the whole is greater than the sum of its parts"
SE: 187
a. Analyzing how three-dimensional viewers or random dot stereograms use stereopsis to create depth
SE: 188-189
b. Finding examples of monocular depth cues, such as linear perspective and relative size, in pictures, paintings, or photographs
SE: 189, 210
a. Analyzing the factors that influence the validity of eyewitness testimony(e.g., framing of questions, cross-racial identification problems)
SE: 255-258, 279
b. Hypothesizing why students from different schools disagree about an official’s call in a footballgame
SE: 187-192, 203-204
c. Comparing perceptions of school violence in urban, suburban, and rural communities from the standpoint of race/ethnicity, class, or gender
SE: 61-62
d. Hypothesizing about how perceptual principles may relate to stereotypes and prejudice
SE: 204
e. Describing cross-cultural studies that illustrate cultural similarities and differences in perception
SE: 204
f. Discriminating between bottom-up and top-down processing and how those interact when we encounter new stimuli.
a. Finding examples of selective attention and divided attention
SE: 181, 356
b. Identifying variables that draw attention to a particular event
SE: 181, 187-192, 195, 289-290, 295-296, 299-300
c. Identifying variables that influence the ability to divide attention
SE: 187-188, 195
IIB-2.2 Describe binocular and monocular depth cues.
Students may indicate this by (performance indicators):
IIB-2.3 Describe the influence on perception of environmental variables, motivation, past experiences, culture, and expectations.
Students may indicate this by (performance indicators):
CONTENT STANDARD IIB-3: Nature of attentionStudents are able to (performance standards):IIB-3.1 Explain what is meant by attention.Students may indicate this by (performance indicators):
10SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources - TECH = Technology
Invitation to Psychology, 3rd Edition © 2005, (Wade, Tavris)Correlated to:
American Psychological Association National Standards for High School Psychology Curricula
(Grades 9-12)
AMERICAN PSYCHOLOGICAL ASSOCIATION NATIONAL STANDARDS
PAGE(S) WHERE TAUGHT(If submission is not a text, cite appropriate
resource(s))
d. Designing a demonstration that illustrates the difference between selective attention and divided attention, such as listening to a lecture while taking notes
SE: 181
e. Relating signal detection theory to an everyday example
SE: 178-179
a. Analyzing the amount of attention required for demanding versus simple tasks
SE: 179-181
b. Applying knowledge of attentional processes to design an ideal environment for homework
SE: 280
a. Describing their own motives, goals, and values SE: 451, 471-474, 477-478, 480, 482
b. Analyzing the goals and expectancies in a case study or vignette
SE: 450-451, 472-473, 479
c. Identifying the values or motives appealed to in political campaigns or television advertisements
SE: 324-328, 461, 468-470
TR: Additional Lecture Ideas: 495-496
d. Analyzing factors that may increase their intrinsic motivation for studying psychology
SE: 452, 473, 475
e. Explaining how the effect of teacher praise or punishment on student motivation depends on the student’s attribution
SE: 295-297, 304
f. Giving examples of how motivation has and can be studied
SE: 453, 456-457, 466-467, 471
a. Explaining why one becomes hungry when one smells bread baking or hears an ice cream truck
SE: 468
b. Discussing how the concepts of homeostasis and adaptation level can be applied in understanding motivated behavior
SE: 466-467
c. Describing how addiction and tolerance to drugs are modified by learning
SE: 166-168, 473, 475
IIB-3.2 Describe how attention differs for demanding verses simple tasks.
Students may indicate this by (performance indicators):
STANDARD AREA IIC: MOTIVATION AND EMOTION
CONTENT STANDARD IIC-1: Motivational concepts
Students are able to (performance standards):
IIC-1.1 Apply motivational concepts to the behavior of humans and other animals.
Students may indicate this by (performance indicators):
CONTENT STANDARD IIC-2: The role of biology and learning in motivation and emotion
Students are able to:
IIC-2.1 Describe the interaction of internal cues and learning on basic drives.
Students may indicate this by (performance indicators):
11SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources - TECH = Technology
Invitation to Psychology, 3rd Edition © 2005, (Wade, Tavris)Correlated to:
American Psychological Association National Standards for High School Psychology Curricula
(Grades 9-12)
AMERICAN PSYCHOLOGICAL ASSOCIATION NATIONAL STANDARDS
PAGE(S) WHERE TAUGHT(If submission is not a text, cite appropriate
resource(s))
a. Analyzing occasions on which they became angry or afraid
SE: 417-425, 446-447
b. Evaluating personal experiences of discrimination giving rise to fear and/or anger
SE: 337-344, 417-425
a. Explaining why one person would be curious andanother anxious in the same situation
SE: 423-425, 447
b. Discussing why one person responds to stereotyping without anxiety and another person responds with anxiety
SE: 423-427
a. Applying Maslow’s theory to make predictions about meeting needs
SE: 63-64, 478, 482
b. Citing research to support a theory of motivation
SE: 478, 482
c. Comparing and contrasting two theories of motivation
SE: 478, 482
a. Describing how the development of their own motives was affected by their parents, peers, as well as genetic and biological factors
SE: 56-59, 453-455, 458-460, 462-470
b. Describing changes in their own motivation fromthe beginning of the school year to the present
SE: 477, 478
c. Identifying how motivation for food develops SE: 466-470
d. Discussing how motives differ for those who drop out of school compared to those who stay in school
SE: 471-476
IIC-2.2 Describe the situational cues giving rise to anger and fear.
Students may indicate this by (performance indicators):
IIC-2.3 Describe the situational cues and individual characteristics giving rise to curiosity and anxiety.
Students may indicate this by (performance indicators):
CONTENT STANDARD IIC-3: Major theories of motivation
Students are able to (performance standards):
IIC-3.1 Describe one or more theories of motivation, such as expectancy value, cognitive dissonance, arousal, Maslow’s hierarchy of needs, and drive reduction.
Students may indicate this by (performance indicators):
CONTENT STANDARD IIC-4: Interaction of biological and cultural factors in emotions and motivations
Students are able to (performance standards):
IIC-4.1 Explain how common motives and emotions develop.
Students may indicate this by (performance indicators):
12SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources - TECH = Technology
Invitation to Psychology, 3rd Edition © 2005, (Wade, Tavris)Correlated to:
American Psychological Association National Standards for High School Psychology Curricula
(Grades 9-12)
AMERICAN PSYCHOLOGICAL ASSOCIATION NATIONAL STANDARDS
PAGE(S) WHERE TAUGHT(If submission is not a text, cite appropriate
resource(s))
e. Describing how expectations about menstruation affect “premenstrual symptoms” and emotions
SE: 147-149, 170-171
a. Analyzing how expectancy-value theory explainshow they spent their time the previous evening
SE: 474-478
b. Using strategies for motivating themselves for desired behaviors, such as studying
SE: 452, 471-478, 480, 482
a. Citing research to support a theory of emotion SE: 419-425, 447
b. Comparing and contrasting two theories of emotion
SE: 419-425, 447
c. Discussing key ideas of emotional intelligence SE: 233
TR: In-Class Activities and Demonstrations: 463; Handouts 13.4, 13.5: 469-472
a. Describing how emotions related to non-verbal communication
SE: 418-420, 427-428
b. Identifying components of the emotional experience
SE: 418, 422-426, 445-447
TR: In-Class Activities and Demonstrations: 457-459; Handout 13.1: 466
a. Explaining how supporters of opposing football or basketball teams differ in their perceptions of possible fouls
SE: 423-425
CONTENT STANDARD IIC-5: Role of values and expectancies in determining choice and strength of motivation
Students are able to (performance standards):
IIC-5.1 Use expectancy-value theory to explain their own and others’ behavior.
Students may indicate this by (performance indicators):
CONTENT STANDARD IIC-6: Physiological, affective, cognitive, and behavioral aspects of emotions and the interactions among these aspects
Students are able to (performance standards):
IIC-6.1 Describe theories of emotion, such as James-Lange, Cannon-Bard, or cognitive theories.
Students may indicate this by (performance indicators):
IIC-6.2 Explaining how emotions and behaviors are related
Students may indicate this by (performance indicators):
CONTENT STANDARD IIC-7: Effects of motivation and emotion on perception, cognition, and behavior
Students are able to (performance standards):
IIC-7.1 Describe differences in perception between individuals differing in motivation.
Students may indicate this by (performance indicators):
13SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources - TECH = Technology
Invitation to Psychology, 3rd Edition © 2005, (Wade, Tavris)Correlated to:
American Psychological Association National Standards for High School Psychology Curricula
(Grades 9-12)
AMERICAN PSYCHOLOGICAL ASSOCIATION NATIONAL STANDARDS
PAGE(S) WHERE TAUGHT(If submission is not a text, cite appropriate
resource(s))
b. Comparing reactions of individuals to literary and artistic works
SE: 423-425
a. Describing the effect of motivation and emotion on their learning from the assignment for today’s class
SE: 473-475
b. Hypothesizing about the effect of mood differences on behavior between Wednesday and Friday
SE: 420
c. Gathering examples of advertisements or political appeals designed to motivate choice or behavior
SE: 324-328, 461, 468-470
d. Explaining the relationship between level of arousal and performance.
SE: 422-423, 432
a. Defining frustration and giving examples of how it can be a source of stress
SE: 436-438
TR: In-Class Activities and Demonstrations: 463-464; Handout 13.6: 473
b. Relating results of research about stress effects on animalsc. Explaining and giving examples of approach-approach, approach-avoidance, and avoidance-avoidance conflicts
SE: 477-478
TR: In-Class Activities and Demonstrations: 502; Handout 14.5: 507
d. Explaining how the hassles of contemporary life are a source of stress
SE: 432-433, 447
TR: Additional Lecture Ideas: 452
e. Discussing how our cognitive appraisal of situations can cause stress
SE: 434
TR: In-Class Activities and Demonstrations: 459-461; Handout 13.2: 467
f. Exploring how challenges in work environments, such as violence, harassment, and downsizing, can increase stress reactions
SE: 432-433
TR: Additional Lecture Ideas: 454-455
IIC-7.2 Explain how learning, memory, problem solving, and decision-making strategies are influenced by motivation and emotion.Students may indicate this by (performance indicators):
STANDARD AREA IID: STRESS, COPING, AND HEALTHCONTENT STANDARD IID-1: Sources of stressStudents are able to (performance standards):IID-1.1 Identify and explain major sources of stress.Students may indicate this by (performance indicators):
14SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources - TECH = Technology
Invitation to Psychology, 3rd Edition © 2005, (Wade, Tavris)Correlated to:
American Psychological Association National Standards for High School Psychology Curricula
(Grades 9-12)
AMERICAN PSYCHOLOGICAL ASSOCIATION NATIONAL STANDARDS
PAGE(S) WHERE TAUGHT(If submission is not a text, cite appropriate
resource(s))
g. Examining the impact of discrimination from sexism, heterosexism, racism, ageism, and so on
SE: 337-338, 341-346, 433
h. Examining the impact of discrimination on people with accents or distinguishing phenotypes
SE: 339-346
i. Describing the impact of poverty on levels of daily stress
SE: 433
a. Comparing the results of initial fight or flight experiments with animals to human stress reactions
SE: 431-432
b. Describing Selye’s General Adaptation Syndrome (GAS)
SE: 430-432, 447
TR: In-Class Activities and Demonstrations: 465; Handout 13.7: 474
c. Describing how stress can affect the immune system
SE: 431-438
d. Explaining models of stress such as learned helplessness
SE: 367
a. Relating personal examples of how stress can impair psychological functioning in such areas as work, school, and relationships
SE: 432-439
b. Explaining how stress can affect neurotransmitter function, mood states, and immunity to illness
SE: 431-438
c. Describing how stress may have positive outcomes
SE: 431, 438-444
d. Discussing how cultural differences can influence one’s reaction to stress
SE: 433-436
a. Describing how the use of problem solving and other cognitive strategies may help to cope with stress and promote health
SE: 440-444, 448
TR: In-Class Activities and Demonstrations: 465; Handout 13.8: 475
CONTENT STANDARD IID-2: Physiological reactions to stress
Students are able to (performance standards):
IID-2.1 List and explain possible physiological reactions to stress.
Students may indicate this by (performance indicators):
CONTENT STANDARD IID-3: Psychological reactions to stress
Students are able to (performance standards):
IID-3.1 List and explain possible psychological reactions to stress.
Students may indicate this by (performance indicators):
CONTENT STANDARD IID-4: Cognitive and behavioral strategies for dealing with stress and promoting healthStudents are able to (performance standards):
IID-4.1 Identify and explain cognitive strategies to deal with stress and promote health.
Students may indicate this by (performance indicators)
15SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources - TECH = Technology
Invitation to Psychology, 3rd Edition © 2005, (Wade, Tavris)Correlated to:
American Psychological Association National Standards for High School Psychology Curricula
(Grades 9-12)
AMERICAN PSYCHOLOGICAL ASSOCIATION NATIONAL STANDARDS
PAGE(S) WHERE TAUGHT(If submission is not a text, cite appropriate
resource(s))
b. Explaining how person versus situation attributions for life events can influence one’s response to stressors and promote health
SE: 324-325, 349, 432-436
c. Discussing the sources and beneficial effects of hope and optimism
SE: 434
a. Explaining how defense mechanisms, regular exercise, relaxation, spiritual practices, and social support can help to alleviate some negative effects of stress and promote health
SE: 42-43, 440-444, 448
TR: In-Class Activities and Demonstrations: 464-465
b. Brainstorming ways in which changing behavior may alleviate some negative effects of stress and promote health
SE: 438-443, 448
c. Identifying behavioral strategies for coping with stress that can negatively influence health, such assmoking and substance abuse
SE: 374-375
d. Discussing the pros and cons of seeking professional help to cope with stress
SE: 392-394, 404-410, 412
a. Illustrating developmental changes in physical, cognitive, and social development
SE: 74-84, 88-91, 92-101, 104-106
TR: Additional Lecture Ideas: 211-212, 278-279
b. Describing research on child development SE: 81-91, 104-105TR: Additional Lecture Ideas: 100-101, 105-106
c. Hypothesizing on the interaction of physical, cognitive, and/or social changes in behavior
SE: 74-84, 88-91, 92-101, 104-106
d. Inferring how peer relationships change over time
SE: 58-59
e. Describing similarities and differences in development across cultures
SE: 75, 78, 83-87, 90
f. Discussing the relative importance of peers’ versus parents’ influence in different cultural groups
SE: 56-59
IID-4.2 Identify and explain behavioral strategies to deal with stress and promote health.Students may indicate this by (performance indicators):
III. DEVELOPMENTAL DOMAINSTANDARD AREA IIIA: LIFESPAN DEVELOPMENTCONTENT STANDARD IIIA-1: Development as a lifelong processStudents are able to (performance standards):IIIA-1.1 Describe physical, social, and cognitive changes from the prenatal period throughout the lifespan.
Students may indicate this by (performance indicators):
16SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources - TECH = Technology
Invitation to Psychology, 3rd Edition © 2005, (Wade, Tavris)Correlated to:
American Psychological Association National Standards for High School Psychology Curricula
(Grades 9-12)
AMERICAN PSYCHOLOGICAL ASSOCIATION NATIONAL STANDARDS
PAGE(S) WHERE TAUGHT(If submission is not a text, cite appropriate
resource(s))
g. Examining the role of psychology in enhancing the life of older adults
SE: 95-101, 106
a. Describing how social roles change over time SE: 91-92, 96-101
b. Examining how culture, ethnicity, race, age, religion, gender, social class, ability/disability, and sexual orientation, and so on affect our lives over the lifespan
SE: 75-76, 78-80, 82-91, 92-101, 475-476
c. Discussing quality of life issues related to aging SE: 96-103, 106
a. Citing research on the capabilities of infants and young children
SE: 74-84, 86-91, 104, 201-203
b. Comparing contemporary research on early views of infant capabilities with current understanding
SE: 81-84, 104
c. Discussing the role of the caregiver in promotingchild development
SE: 75-80, 86-91, 103-104
TR: In-Class Activities and Demonstrations: 108-110; Handout 3.1: 116
d. Explaining how cultural practices in child-rearingmay influence cognitive development
SE: 83-84, 104
a. Comparing their own life experiences with general patterns of others from their generation
SE: 81-84, 88-89, 91-94, 96-100, 104-106, 326
b. Predicting their own developmental changes over time
SE: 92-94, 96-100 104-106
c. Describing transition from childhood to adolescence
SE: 82-88, 92-95, 105
d. Explaining the transition from adolescence to adulthood
SE: 95-98, 105
e. Projecting themselves into late life adulthood (i.e., post 65)
SE: 98-102, 106
TR: In-Class Activities and Demonstrations: 114-115; Handout 3.3: 118
IIIA-1.2 Examine the nature of change over the lifespan.
Students may indicate this by (performance indicators):
IIIA-1.3 Identify the complex cognitive structures found in the early development of infants and young children.Students may indicate this by (performance indicators):
IIIA-1.4 Apply lifespan principles to personal experience.
Students may indicate this by (performance indicators):
17SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources - TECH = Technology
Invitation to Psychology, 3rd Edition © 2005, (Wade, Tavris)Correlated to:
American Psychological Association National Standards for High School Psychology Curricula
(Grades 9-12)
AMERICAN PSYCHOLOGICAL ASSOCIATION NATIONAL STANDARDS
PAGE(S) WHERE TAUGHT(If submission is not a text, cite appropriate
resource(s))
a. Describing key features of each research technique
SE: 31, 35
b. Evaluating strengths and weaknesses of each research technique
SE: 31, 35
c. Demonstrating how certain research techniques relate to specific developmental issues
SE: 31, 35
d. Identifying behaviors and characteristics across generations
SE: 74-84, 85-88, 91-101, 104-106, 453-454
e. Explaining the advantages of using animals to study lifespan issues
SE: 75
f. Relating details of a specific longitudinal or cross-sectional study and its impact for understanding human development
SE: 73, 76-77, 98, 100
a. Explaining components of various developmental models (e.g. Piaget, Erikson, Kohlberg).
SE: 81-86, 96-97, 104-105
TR: Additional Lecture Ideas: 103-105; In-Class Activities and Demonstrations: 112-113, 115; Handout 3.4: 119
b. Applying developmental theories to life situations
SE: 81-88, 96-97
c. Identifying limitations of stage theories SE: 82-87, 97
a. Explaining the differences between sex, identity,and roles
SE: 86, 88-92, 105, 341, 428-429, 462-463, 475-476TR: In-Class Activities and Demonstrations: 111
b. Exploring effects of gender discrimination on development throughout the lifespan
SE: 88-92, 341
c. Explaining how gender identity develops SE: 88-89, 105
d. Exploring how gender expectations may differ depending on ethnicity and acculturation
SE: 90-91
e. Identifying biological factors that may lead to gender differences and similarities
SE: 89
CONTENT STANDARD IIIA-2: Research techniques used to gather data on the developmental processStudents are able to (performance standards):IIIA-2.1 Explain the distinguishing characteristics of the longitudinal and cross-sectional methods of Students may indicate this by (performance indicators):
CONTENT STANDARD IIIA-3: Theories of developmentStudents are able to (performance standards):IIIA-3.1 Explain various developmental models.Students may indicate this by (performance indicators):
IIIA-3.2 Recognize how biological and cultural notions of gender shape the experiences of men and women.Students may indicate this by (performance indicators):
18SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources - TECH = Technology
Invitation to Psychology, 3rd Edition © 2005, (Wade, Tavris)Correlated to:
American Psychological Association National Standards for High School Psychology Curricula
(Grades 9-12)
AMERICAN PSYCHOLOGICAL ASSOCIATION NATIONAL STANDARDS
PAGE(S) WHERE TAUGHT(If submission is not a text, cite appropriate
resource(s))
a. Analyzing case studies that illustrate ethnic identity development
SE: 335-337, 349
b. Exploring effects of ethnic discrimination on development
SE: 335-345, 349
TR: In-Class Activities and Demonstrations: 349
c. Identifying commonalties across racial and ethnic boundaries
SE: 344-345, 349
d. Examining theories on multiracial and multiethnic identity and the contexts in which they were developed
SE: 337, 349
a. Identifying how cultural differences affect development, such as in collectivist versus individualist cultures
SE: 59-60, 331
b. Evaluating strengths and weaknesses of developmental theories, such as Erikson’s stage of identity versus role confusion, from the perspective of different cultures
SE: 83-86, 96-97, 105
TR: Additional Lecture Ideas: 103-105
c. Exploring effects of discrimination on the basis of sexual orientation on the understanding of human development
SE: 464-465, 481
a. Giving an example of a critical period in development
SE: 18, 80, 202-203
b. Evaluating significance of critical periods in development
SE: 80, 202-203
c. Explaining difficulties of research in the area of critical periods
SE: 18
d. Linking cortical development to enriched environments during critical periods
SE: 116-117, 202-203
a. Giving an example to illustrate continuity or discontinuity in development
SE: 81-82, 85, 96
b. Citing research concerning stability or instability of traits over time
SE: 39, 50, 60
IIIA-3.3 Examine the development of ethnic identity.Students may indicate this by (performance indicators):
IIIA-3.4 Explore developmental theories as they relate to cultural bias.
Students may indicate this by (performance indicators):
CONTENT STANDARD IIIA-4: Issues surrounding the developmental process(nature/nurture, continuity/discontinuity, stability/instability, critical periods)
Students are able to (performance standards):
IIIA-4.1 Describe the role of critical periods in development.
Students may indicate this by (performance indicators):
IIIA-4.2 Explain the issues of continuity/discontinuity and stability/instability in development.
Students may indicate this by (performance indicators):
19SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources - TECH = Technology
Invitation to Psychology, 3rd Edition © 2005, (Wade, Tavris)Correlated to:
American Psychological Association National Standards for High School Psychology Curricula
(Grades 9-12)
AMERICAN PSYCHOLOGICAL ASSOCIATION NATIONAL STANDARDS
PAGE(S) WHERE TAUGHT(If submission is not a text, cite appropriate
resource(s))
a. Identifying their own thoughts, feelings, and behavior in a personal experience
SE: 39
b. Describing how personality can explain individual differences and individual consistencies
SE: 41, 44-46, 48-50, 55-56, 59-61, 64-64, 67-68, 331
c. Evaluating the influence of variables such as culture, family, and genetics on personality development
SE: 51-54, 56-62, 67-68, 331
d. Exploring the impact of sociocultural factors on personality development, including ethnicity, gender, sexual orientation, ability/disability, and so on
SE: 59-62, 68, 331
TR: Additional Lecture Ideas: 69-70
a. Describing a historical example of personality explanations
SE: 40-45, 67
b. Differentiating the situational basis for personality versus enduring aspects of personality
SE: 47-50, 55-59, 67-68
c. Identifying their personal constructs for explaining behavioral phenomena
SE: 39-41, 44-50, 55-56, 59-61, 63-64, 67-68
d. Describing how personality constructs can guide research
SE: 39-41, 44-54, 55-61, 63-64, 67-68
e. Hypothesizing on the difficulties personality researchers have studying personality
SE: 46-48, 50, 54, 60-62, 64, 67-68
f. Discussing how bicultural and multicultural individuals may express different personality dimensions (e.g., "code-switching") depending on the cultural context
SE: 59-62, 331
a. Comparing how different personality approaches address the influence of free will and determinism
SE: 40-42, 48-50, 55-59, 63-64, 67-68, 301
STANDARD AREA IIIB: PERSONALITY AND ASSESSMENTCONTENT STANDARD IIIB-1: Distinguish between personality and personality constructsStudents are able to (performance standards):IIIB-1.1 Define personality as the individual’s unique way of thinking, feeling, and acting.Students may indicate this by (performance indicators):
IIIB-1.2 Explain the role of personality constructs as a framework for organizing behavioral phenomena.Students may indicate this by (performance indicators):
CONTENT STANDARD IIIB-2: Personality approaches and theories
Students are able to (performance standards):
IIIB-2.1 Explain the characteristics of the psychodynamic, cognitive behavioral, humanistic, and trait approaches.Students may indicate this by (performance indicators):
20SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources - TECH = Technology
Invitation to Psychology, 3rd Edition © 2005, (Wade, Tavris)Correlated to:
American Psychological Association National Standards for High School Psychology Curricula
(Grades 9-12)
AMERICAN PSYCHOLOGICAL ASSOCIATION NATIONAL STANDARDS
PAGE(S) WHERE TAUGHT(If submission is not a text, cite appropriate
resource(s))
b. Analyzing how each approach would assess a case history
SE: 39-41, 44-54, 55-61, 63-64, 67-68
TR: Additional Lecture Ideas: 67-69; In-Class Activities and Demonstrations: 72-75; Handouts 2.1, 2.2, 2.3: 77-79
a. Diagramming Freud’s structure of personality and describing his role in initiating study in the area of personality
SE: 40-44, 67
b. Describing the influence of external stimuli, modeling, and situational context on behavior
SE: 55-62, 68
c. Exploring the significance of self-perception and needs on an individual’s thoughts, feelings, and actions
SE: 63-65, 68
d. Classifying primary dimensions, such as emotional stability or extraversion, as a way to organize behavioral phenomena
SE: 48-50, 67
a. Naming popularly used self-report measures and projective tests
SE: 47-49, 358-360, 384, 471
TECH: www. prenhall.com/divisions/hss/app/social/chap5_1.html; www. prenhall.com/divisions/hss/app/social/chap5_2.html; www. prenhall.com/divisions/hss/app/social/chap5_3.html; www. prenhall.com/divisions/hss/app/social/chap5_4.html; www. prenhall.com/divisions/hss/app/social/chap7_2.html; www. prenhall.com/divisions/hss/app/social/chap9_1.html
b. Comparing the validity and reliability of objective and projective assessment techniques
SE: 358-360
TR: In-Class Activities and Demonstrations: 76; Handout 2.5: 81
IIIB-2.2 Identify important contributions to the understanding of personality.Students may indicate this by (performance indicators):
CONTENT STANDARD IIIB-3: Assessment tools used in personality
Students are able to (performance standards):
IIIB-3.1 Distinguish between objective and projective techniques of personality assessment.
Students may indicate this by (performance indicators):
21SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources - TECH = Technology
Invitation to Psychology, 3rd Edition © 2005, (Wade, Tavris)Correlated to:
American Psychological Association National Standards for High School Psychology Curricula
(Grades 9-12)
AMERICAN PSYCHOLOGICAL ASSOCIATION NATIONAL STANDARDS
PAGE(S) WHERE TAUGHT(If submission is not a text, cite appropriate
resource(s))
a. Explaining key features of tests, such as the Minnesota Multiphasic Personality Inventory (MMPI-2), the Thematic Apperception Test(TAT), the NEO-PI-R, California Psychological Inventory, and 16 Personality Factors (16PF)
SE: 47-49, 358-360, 471
b. Identifying the possible applications of personality assessment
SE: 47-48, 358-360, 471
a. Examining key contributors to learning theory SE: 286-288, 290-292, 294-301, 307, 312-314
b. Defining learning as relatively permanent changes of behavior resulting from experience
SE: 7, 285
c. Distinguishing learning from performance SE: 307-308d. Demonstrating the use of theories of learning in applied examples
SE: 290-293, 301-306, 309-310, 398
a. Articulating how changes in adaptation can result from genetic factors or learned experiences
SE: 51-59, 289-293, 301-306, 308-310, 312-314
b. Comparing how cultures differ in promoting learned behavior
SE: 59-62, 331
a. Explaining how, using Pavlovian conditioning procedures, a neutral stimulus becomes capable of evoking a response through pairing with an unconditioned stimulus
SE: 286-290, 312-313
b. Labeling elements in classical conditioning examples
SE: 286-289
TR: In-Class Activities and Demonstrations: 305, 311-312; Handouts 9.1, 9.4: 313, 316
IIIB-3.2 Describe tests used in personality assessment.Students may indicate this by (performance indicators):
IV. COGNITIVE DOMAINSTANDARD AREA IVA: LEARNINGCONTENT STANDARD IVA-1: Characteristics of learningStudents are able to (performance standards):IVA-1.1 Discuss learning from a psychological viewpoint.Students may indicate this by (performance indicators):
IVA-1.2 Recognize learning as a vehicle to promote adaptation through experience.
Students may indicate this by (performance indicators):
CONTENT STANDARD IVA-2: Principles of classical conditioning
Students are able to (performance standards):
IVA-2.1 Describe the classical conditioning paradigm.
Students may indicate this by (performance indicators):
22SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources - TECH = Technology
Invitation to Psychology, 3rd Edition © 2005, (Wade, Tavris)Correlated to:
American Psychological Association National Standards for High School Psychology Curricula
(Grades 9-12)
AMERICAN PSYCHOLOGICAL ASSOCIATION NATIONAL STANDARDS
PAGE(S) WHERE TAUGHT(If submission is not a text, cite appropriate
resource(s))
c. Designing procedures to produce classically conditioned responses
SE: 286-290, 312-313
TR: Additional Lecture Ideas: 300-301; In-Class Activities and Demonstrations: 307
a. Describing how consequences influence behavior, such as reinforcement strengthening a behavior’s occurrence
SE: 295-297, 304-306, 311-313
TR: Additional Lecture Ideas: 303-304
b. Identifying consequences of punishment in controlling behavior
SE: 295, 302-304, 313
c. Predicting future strength of behavior by applying operant conditioning principles
SE: 295-300, 311-312
d. Designing procedures to produce operant responses
SE: 294-301, 313
TR: Additional Lecture Ideas: 301-302; In-Class Activities and Demonstrations: 306; Handout 9.2: 314
e. Applying operant conditioning to correcting behavior, such as using shaping, chaining, and self-control techniques
SE: 299-300, 313
TR: In-Class Activities and Demonstrations: 307-308
f. Discussing Skinner’s contributions to popularizing behaviorism
SE: 294-301
g. Translating emotional responses related to stereotyping, prejudice, and discrimination in operant terminology
SE: 295-297, 304-306
a. Describing examples of learning by observation, such as Bandura’s bobo doll study and studies involving other animals (e.g., chimpanzees)
SE: 308-310
b. Identifying everyday examples of observational learning
SE: 308-310
c. Discussing impact of role models SE: 308-310TR: In-Class Activities and Demonstrations: 310
CONTENT STANDARD IVA-3: Principles of operant conditioning
Students are able to (performance standards):
IVA-3.1 Describe the operant conditioning paradigm.
Students may indicate this by (performance indicators):
CONTENT STANDARD IVA-4: Components of cognitive learningStudents are able to (performance standards):IVA-4.1 Explain how observational learning works.Students may indicate this by (performance indicators):
23SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources - TECH = Technology
Invitation to Psychology, 3rd Edition © 2005, (Wade, Tavris)Correlated to:
American Psychological Association National Standards for High School Psychology Curricula
(Grades 9-12)
AMERICAN PSYCHOLOGICAL ASSOCIATION NATIONAL STANDARDS
PAGE(S) WHERE TAUGHT(If submission is not a text, cite appropriate
resource(s))
a. Comparing learned behavior across cultures SE: 59-60, 84, 426-428
b. Exploring the role of expectation in promoting learning
SE: 308
c. Differentiating insight learning from other forms of learning
SE: 216
d. Describing how cognitive approaches differ from classical and operant conditioning
SE: 308-310, 314
TR: Additional Lecture Ideas: 298-300
e. Explaining the concept of latent learning (e.g., cognitive mapping)
SE: 307-308, 313-314
a. Describing biological constraints on learning SE: 287, 291-293, 295-296, 300, 313b. Discussing adaptive value of one-trial learning, such as Garcia’s taste-aversion studies
SE: 292-293
a. Comparing learned behavior across cultures SE: 59-60, 84, 331, 426-428
b. Describing environmental constraints on learning
SE: 286-310, 313-314
a. Examining factors affecting academic performance that may differ for males and females (e.g., stereotype threat)
SE: 338, 341-344
b. Predicting how teacher expectancy can influencedifferential achievement for members of ethnic groups
SE: 58-59
c. Debating whether sociocultural factors can reliably predict individual success
SE: 7, 308-309
d. Contrasting academic supports available for people who have learning disabilities with those who are gifted learners
SE: 268-270, 280, 302
a. Giving examples of group learning in different cultures
SE: 59-60, 331
b. Contrasting Vygotsky’s approach to collaborative learning with individualistic theories
SE: 83-84
IVA-4.2 Describe cognitive learning approaches.
Students may indicate this by (performance indicators):
CONTENT STANDARD IVA-5: Roles of biology and culture in determining learningStudents are able to (performance standards):IVA-5.1 Identify biological contributions to learning.Students may indicate this by (performance indicators):
IVA-5.2 Speculate on the role of culture in determining what behaviors will be learned.Students may indicate this by (performance indicators):
IVA-5.3 Explore how biological and cultural factors interact to impede or enhance learning.Students may indicate this by (performance indicators):
IVA-5.4 Describe the collaborative nature of some forms of learning within cultures.Students may indicate this by (performance indicators):
24SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources - TECH = Technology
Invitation to Psychology, 3rd Edition © 2005, (Wade, Tavris)Correlated to:
American Psychological Association National Standards for High School Psychology Curricula
(Grades 9-12)
AMERICAN PSYCHOLOGICAL ASSOCIATION NATIONAL STANDARDS
PAGE(S) WHERE TAUGHT(If submission is not a text, cite appropriate
resource(s))
a. Providing several examples of surface and deep processing
SE: 269, 282
a. Demonstrating the role of imagery in encoding SE: 215, 280
b. Discussing the role of context and meaning on encoding (e.g., semantic encoding, surface processing, context dependent)
SE: 264-266, 269, 280
c. Discussing the role of rote rehearsal, imagery, and organization on memory
SE: 215, 261, 264-266, 268-270, 280, 282
a. Discussing the role of iconic memory through everyday examples
SE: 260, 262, 281
Describing Sperling’s research on iconic memory SE: 262
a. Explaining the duration and capacity of short-term memory
SE: 260, 262-264, 281
TR: In-Class Activities and Demonstrations: 286
b. Providing examples of the use of chunking to increase the capacity of short-term memory
SE: 263-264, 281
TR: In-Class Activities and Demonstrations: 286
c. Conducting a demonstration that uses short-term memory
SE: 262-264
TR: In-Class Activities and Demonstrations: 284-285
d. Providing examples of primacy and recency effects
SE: 266-267, 282
e. Discussing the concept of working memory as it relates to short-term memory (e.g., Baddeley)
SE: 263, 281
f. Examining the concept of serial position effect SE: 266-267, 282
STANDARD AREA IVB: MEMORYCONTENT STANDARD IVB-1: Encoding, or getting information into memoryStudents are able to (performance standards):IVB-1.1 Characterize the difference between surface and deep (elaborate) processing.Students may indicate this by (performance indicator):
IVB-1.2 Identify other factors that influence encoding.Students may indicate this by (performance indicators):
CONTENT STANDARD IVB-2: Sensory, working or short-term, and long-term memory systemsStudents are able to (performance standards):IVB-2.1 Describe the operation of sensory memoryStudents may indicate this by (performance indicators):
IVB-2.2 Describe the operation of short-term memory and working memory.Students may indicate this by (performance indicators):
25SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources - TECH = Technology
Invitation to Psychology, 3rd Edition © 2005, (Wade, Tavris)Correlated to:
American Psychological Association National Standards for High School Psychology Curricula
(Grades 9-12)
AMERICAN PSYCHOLOGICAL ASSOCIATION NATIONAL STANDARDS
PAGE(S) WHERE TAUGHT(If submission is not a text, cite appropriate
resource(s))
a. Charting the duration and capacity of long-term memory
SE: 260, 264-266, 282
b. Providing examples of different types of memory (e.g., episodic, semantic, implicit, explicit and procedural memories)
SE: 259, 266, 281
c. Reporting the primary findings of Ebbinghaus’ nonsense-syllable studies or Bahrick’s more recent research examining very long term memory
SE: 270-271
d. Distinguishing between implicit and explicit memory
SE: 259, 281
a. Identifying contextual and state-related cues (e.g., encoding specificity, state dependent memory, mood congruence)
SE: 274
b. Examining problems related to retrieval, such asthe tip-of-the-tongue phenomenon and context effects
SE: 264-266
a. Providing examples of proactive and retroactive interference
SE: 273-274
b. Relating the concept of interference to studying school-related material
SE: 273-274, 280
a. Discussing the role of reconstruction in claims of repressed childhood memories
SE: 252-254, 282
b. Hypothesizing about the role of reconstruction in cases of eyewitness testimony
SE: 250-258, 278-279, 281
TR: In-Class Activities and Demonstrations: 281-283; Handout 7.1: 287
a. Relating case studies of damage to the hippocampus and its effect on memory
SE: 125-126, 252-253, 262-264, 266
b. Reporting on conditions, such as Alzheimer’s and stroke, that can impair memory
SE: 118
IVB-2.3 Describe the operation of long-term memory.Students may indicate this by (performance indicators):
CONTENT STANDARD IVB-3: Retrieval, or getting information out of memoryStudents are able to (performance standards):IVB-3.1 Analyze the importance of retrieval cues in memory.Students may indicate this by (performance indicators):
IVB-3.2 Explain the role that interference plays in retrieval.Students may indicate this by (performance indicators):
IVB-3.3 Relate difficulties created by reconstructive memory processes.Students may indicate this by (performance indicators):
CONTENT STANDARD IVB-4: Biological bases of memoryStudents are able to (performance standards):IVB-4.1 Identify the brain structures most important to memory.Students may indicate this by (performance indicators):
26SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources - TECH = Technology
Invitation to Psychology, 3rd Edition © 2005, (Wade, Tavris)Correlated to:
American Psychological Association National Standards for High School Psychology Curricula
(Grades 9-12)
AMERICAN PSYCHOLOGICAL ASSOCIATION NATIONAL STANDARDS
PAGE(S) WHERE TAUGHT(If submission is not a text, cite appropriate
resource(s))
a. Generating examples of interference that reduceacademic performance
SE: 273-274, 280
b. Describing case studies that involve memory loss
SE: 125-126, 252-253, 262-264, 266
c. Exploring the false memory/recovered memory controversy, as it relates to child abuse
SE: 274-276
d. Explaining cross-racial eyewitness identification SE: 250-251, 255-256, 278-279
a. Developing and describing mnemonic devices to help learn psychological concepts
SE: 269-270, 280, 282
TR: In-Class Activities and Demonstrations: 283
b. Listing specific suggestions to enhance deep processing of information and to minimize the effect of interference
SE: 269-270, 273, 280
TR: Additional Lecture Ideas: 275-277
c. Describing how concepts such as massed versus distributed practice, overlearning, state and context dependence, and schemas might relate to studying
SE: 264-266, 269-270, 274, 280
TR: Additional Lecture Ideas: 275-277
a. Describing research (e.g., Loftus) on the tendency to construct memories
SE: 252-254, 281-282
b. Discussing the misinformation effect SE: 252-254c. Describing the implications constructed memories have on courtroom testimonies
SE: 255-258
a. Identifying mental images and verbal symbols as elements that comprise thinking
SE: 214-215, 245
b. Describing controversies related to the role of thinking in behavior
SE: 307-308
CONTENT STANDARD IVB-5: Methods for improving memoryStudents are able to (performance standards):IVB-5.1 Identify factors that interfere with memory.Students may indicate this by (performance indicators):
IVB-5.2 Describe strategies for improving memory based on our understanding of memory.Students may indicate this by (performance indicators):
CONTENT STANDARD IVB-6: Memory ConstructionsStudents are able to (performance standards):IVB-6.1 Describe the processes that lead to inaccuracies in memory.Students may indicate this by (performance indicators):
STANDARD AREA IVC: THINKING AND LANGUAGECONTENT STANDARD IVC-1: Basic elements comprising thoughtStudents are able to (performance standards):IVC-1.1 Define thinking as a mental process involved in the manipulation and understanding of Students may indicate this by (performance indicators):
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Invitation to Psychology, 3rd Edition © 2005, (Wade, Tavris)Correlated to:
American Psychological Association National Standards for High School Psychology Curricula
(Grades 9-12)
AMERICAN PSYCHOLOGICAL ASSOCIATION NATIONAL STANDARDS
PAGE(S) WHERE TAUGHT(If submission is not a text, cite appropriate
resource(s))
a. Describing the process of concept formation SE: 214-215
b. Analyzing a group of words, phrases, or images and identifying the unifying concept
SE: 214-215, 245
c. Discussing how researchers study concept formation
SE: 214-215
d. Discussing examples of prototypes SE: 214,426e. Examining the role of hierarchies in organizing concepts
SE: 214-215
a. Describing the steps involved in the problem-solving process
SE: 217-221, 245-246
TR: Additional Lecture Ideas: 246-250
b. Providing examples of how algorithms, heuristics, and insight are used in problem solving
SE: 216-218, 245
a. Discussing how creative thinking strategies, such as divergent thinking, and restructuring, are used in problem solving
SE: 244-245
b. Describing the effects of social factors on problem solving
SE: 218-227
a. Providing examples of how mental set and functional fixedness prevent the solving of a problem
SE: 223, 246
b. Evaluating strategies and obstacles involved in a class problem solving activity
SE: 222-227
c. Providing examples of how framing, risk avoidance, and overconfidence can affect decision-making
SE: 222-223, 246
d. Determining the effects of hindsight bias, confirmation bias and belief perseverance
SE: 224-227, 246
e. Explaining how availability and representativeness heuristics hinder problem solving.
SE: 222, 246
TR: In-Class Activities and Demonstrations: 256-257
IVC-1.2 Recognize that information is classified into categories containing similar properties known as Students may indicate this by (performance indicators):
CONTENT STANDARD IVC-2: Strategies and obstacles involved in problem solving and decision-Students are able to (performance standards):IVC-2.1 Identify problem solving as a directed and productive example of thinking.Students may indicate this by (performance indicators):
IVC-2.2 Explain the use of creative thinking in problem solving.Students may indicate this by (performance indicators):
IVC-2.3 Analyze the obstacles that inhibit problem solving and decision-making.Students may indicate this by (performance indicators):
28SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources - TECH = Technology
Invitation to Psychology, 3rd Edition © 2005, (Wade, Tavris)Correlated to:
American Psychological Association National Standards for High School Psychology Curricula
(Grades 9-12)
AMERICAN PSYCHOLOGICAL ASSOCIATION NATIONAL STANDARDS
PAGE(S) WHERE TAUGHT(If submission is not a text, cite appropriate
resource(s))
a. Defining the properties of meaningfulness, structure, and reference in language
SE: 78-80
b. Demonstrating that language is not limited to sounds by using American Sign Language
SE: 80
a. Identifying the basic unit of language as phonemes that are combined in meaningful strings known as morphemes
SE: 78
b. Providing examples of how morphemes combine to form words, phrases, and sentences
SE: 78
c. Describing the role of grammar in language systems
SE: 79
a. Tracing the stages of language development from infancy to childhood
SE: 78-80, 104
b. Contrasting the language development of multilingual children to the development of children who speak only one language (e.g., code switching)
SE: 78
c. Using case studies such as Genie or the Wild Boy of Aveyron to examine language development
SE: 18, 80
a. Comparing the views of Chomsky and Skinner on language development
SE: 79-80
b. Describing current theories of language acquisition
SE: 79-80
c. Discussing the effect of culture on language acquisition
SE: 78-80
d. Debating the advantages and disadvantages of bilingual education
CONTENT STANDARD IVC-3: Structural features of language
Students are able to (performance standards):
IVC-3.1 Define language as symbols and sounds that convey meaning and facilitate communication.
Students may indicate this by (performance indicators):
IVC-3.2 Recognize that language is organized in a hierarchical structure.Students may indicate this by (performance indicators):
CONTENT STANDARD IVC-4: Theories and developmental stages of language acquisition
Students are able to (performance standards):
IVC-4.1 Discuss the effects of development on language acquisition.
Students may indicate this by (performance indicators):
IVC-4.2 Evaluate the theories of language acquisition.Students may indicate this by (performance indicators):
29SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources - TECH = Technology
Invitation to Psychology, 3rd Edition © 2005, (Wade, Tavris)Correlated to:
American Psychological Association National Standards for High School Psychology Curricula
(Grades 9-12)
AMERICAN PSYCHOLOGICAL ASSOCIATION NATIONAL STANDARDS
PAGE(S) WHERE TAUGHT(If submission is not a text, cite appropriate
resource(s))
a. Describing the nature of communication in honeybees
SE: 241-243
b. Relating conclusions drawn from early attempts to teach language to primates
SE: 241-242
c. Discussing contemporary views on whether animals can acquire language
SE:241-242
a. Evaluating Whorf’s linguistic relativity theory that language determines or only influences thought
TR: Additional Lecture Ideas: 242-244
b. Providing examples, such as how sexist language can influence thought processes
SE: 341-345
c. Comparing differing cultural practices regarding expressions of respect or formal pronoun use
SE: 427-428
a. Discussing various states of consciousness SE: 150-168, 170-172, 215-216
a. Differentiating among nonconscious, conscious, preconscious, and conscious awareness
SE: 215-216
a. Drawing and labeling a graph that shows the sleep cycle throughout the night
SE: 152-153
b. Charting the differences between REM and Non-REM (NREM) sleep
SE: 152-153, 171
a. Comparing restorative theories with evolutionary theories
SE: 150-153
b. Explaining the effects of sleep deprivation SE: 150-151
IVC-4.3 Speculate on whether animals acquire and use language.
Students may indicate this by (performance indicators):
CONTENT STANDARD IVC-5: Links between thinking and language
Students are able to (performance standards):
IVC-5.1 Examine the influence of language on thought and behavior.
Students may indicate this by (performance indicators):
STANDARD AREA IVD: STATES OF CONSCIOUSNESSCONTENT STANDARD IVD-1: Understand the nature of consciousnessStudents are able to (performance standards)IVD-1.1 Define states of consciousnessStudents may indicate this by (performance indicator):
IVD-1.2 Describe levels of consciousnessStudents may indicate this by (performance indicator):
CONTENT STANDARD IVD-2: Characteristics of sleep and theories that explain why we sleepStudents are able to (performance standards):IVD-2.1 Describe the sleep cycle.Students may indicate this by (performance indicators):
IVD-2.2 Compare theories that explain why we sleep.Students may indicate this by (performance indicators):
30SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources - TECH = Technology
Invitation to Psychology, 3rd Edition © 2005, (Wade, Tavris)Correlated to:
American Psychological Association National Standards for High School Psychology Curricula
(Grades 9-12)
AMERICAN PSYCHOLOGICAL ASSOCIATION NATIONAL STANDARDS
PAGE(S) WHERE TAUGHT(If submission is not a text, cite appropriate
resource(s))
c. Evaluating evidence to support various theories SE: 150-154
a. Providing possible solutions for insomnia SE: 169-170TR: Additional Lecture Ideas: 172-173
b. Listing the symptoms of narcolepsy and sleep apnea
SE: 151
TR: Additional Lecture Ideas: 172-173
a. Collecting and analyzing data about dream content and recall with an informal survey
SE: 154-157
TR: In-Class Activities and Demonstrations: 177-178; Handouts 5.1, 5.3: 181-182, 184
b. Exploring cross-cultural differences in the significance of dreams
SE: 154-157
a. Comparing different theories about the significance of dreams (e.g., activation-synthesis, psychodynamic, and cognitive theories)
SE: 154-157, 171
a. Discussing why some people are better hypnotic subjects than others
SE: 159
b. Explaining hypnotic induction, suggestibility, and amnesia
SE: 158-160
TR: In-Class Activities and Demonstrations: 178-180
c. Explaining the relationship of healing practices that use trance induction and altered states of consciousness to hypnosis
a. Describing early uses of hypnosis to address psychological symptoms
SE: 160
b. Evaluating the accuracy of memories recovered by hypnosis
SE: 159, 171
IVD-2.3 Assess types of sleep disorders.Students may indicate this by (performance indicators):
CONTENT STANDARD IVD-3: Theories used to explain and interpret dreamsStudents are able to (performance standards):IVD-3.1 Demonstrate an understanding of individual differences in dream content and recall.Students may indicate this by (performance indicators):
IVD-3.2 Compare different theories about the use and meaning of dreams.Students may indicate this by (performance indicator):
CONTENT STANDARD IVD-4: Basic phenomena and uses of hypnosisStudents are able to (performance standards):IVD-4.1 Describe several hypnotic phenomena.Students may indicate this by (performance indicators):
IVD-4.2 Explain possible uses of hypnosis in psychology.Students may indicate this by (performance indicators):
31SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources - TECH = Technology
Invitation to Psychology, 3rd Edition © 2005, (Wade, Tavris)Correlated to:
American Psychological Association National Standards for High School Psychology Curricula
(Grades 9-12)
AMERICAN PSYCHOLOGICAL ASSOCIATION NATIONAL STANDARDS
PAGE(S) WHERE TAUGHT(If submission is not a text, cite appropriate
resource(s))
c. Identifying the uses of hypnosis in pain control and psychotherapy
SE: 160
a. Charting the names, sources, and uses of narcotic, depressant, stimulant, and hallucinogenic drugs
SE: 163-165, 172
TR: Additional Lecture Ideas: 174-175; In-Class Activities and Demonstrations: 177; Handout 5.2: 183
b. Classifying drugs, such as tobacco, alcohol, and marijuana
SE: 163-165
c. Discussing cultural and historical influences on making value judgments
SE: 85-88
a. Identifying the potential for physiological and psychological dependence
SE: 371-372
b. Describing the short-term behavioral, physiological, and cognitive effects
SE: 163-168, 172
c. Identifying the neurochemical mechanisms of drugs, such as nicotine or cocaine
SE: 166
a. Recounting early attempts to measure human characteristics and develop tests
SE: 47-48, 67, 228-229, 246
b. Comparing and contrasting personality characteristics of two persons
SE: 41-46, 47-50, 59-61, 63-64, 331
a. Describing how test validity and reliability are established and related
SE: 20,35
b. Determining which of two tests would be more useful for a particular purpose when given relevant data about validity and reliability
SE: 20
CONTENT STANDARD IVD-5: Categories of psychoactive drugs and their effectsStudents are able to (performance standards):IVD-5.1 Characterize the major categories of psychoactive drugs and their eStudents may indicate this by (performance indicators):
IVD-5.2 Evaluate the effects of narcotic, depressant, stimulant, and hallucinogenic drugs.Students may indicate this by (performance indicators):
STANDARD AREA IVE: INDIVIDUAL DIFFERENCESCONTENT STANDARD IVE-1: Concepts related to measurement of individual differencesStudents are able to (performance standards):IVE-1.1 Define and understand the nature of test constructs, such as intelligence, personality, and Students may indicate this by (performance indicators):
IVE-1.2 Describe basic statistical concepts in testingStudents may indicate this by (performance indicators):
32SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources - TECH = Technology
Invitation to Psychology, 3rd Edition © 2005, (Wade, Tavris)Correlated to:
American Psychological Association National Standards for High School Psychology Curricula
(Grades 9-12)
AMERICAN PSYCHOLOGICAL ASSOCIATION NATIONAL STANDARDS
PAGE(S) WHERE TAUGHT(If submission is not a text, cite appropriate
resource(s))
a. Citing one or more studies demonstrating how environmental variables influence the development of intellectual skills
SE: 236-239
b. Characterizing how studies of identical versus fraternal twins help establish the role of heredity indetermining individual differences in intelligence
SE: 234-235, 247
c. Predicting which of two correlations will be higher: the correlation between the IQs of identicaltwins or the correlation between the IQs of fraternal twins
SE: 234-235, 246-247
d. Describing how the interaction between children and parents relates to differences in motivation and personality
SE: 55-58, 462-463, 468-469
e. Explaining the role of cultural and group norms in establishing the frames of reference we use in thinking about individual differences
SE: 59-62, 318-319, 331-332
f. Describing the link between intelligence testing and the eugenics movement
a. Explaining how cognitive processes, such as analogical reasoning and speed of processing, are involved in intelligence
SE: 100-101, 232
b. Discussing the role of planning and self-regulation in intelligence
SE: 232, 238-239
c. Contrasting the skills that people typically acquire in school with those that people acquire outside of school and discussing the skills most likely to be related to scores on intelligence tests
SE: 230-234, 238, 246
d. Describing how intelligence test scores are derived
SE: 228-229
e. Discussing the relationship between intelligence and musical, artistic, and other special abilities
SE: 232-233, 246
CONTENT STANDARD IVE-2: Influence and interaction of heredity and environment on individual Students are able to (performance standards):IVE-2.1 Explain how intelligence and personality may be influenced by heredity and environment.Students may indicate this by (performance indicators):
CONTENT STANDARD IVE-3: Nature of intelligence
Students are able to (performance standards):
IVE-3.1 Link intelligence to the use of cognitive skills and strategies.
Students may indicate this by (performance indicators):
33SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources - TECH = Technology
Invitation to Psychology, 3rd Edition © 2005, (Wade, Tavris)Correlated to:
American Psychological Association National Standards for High School Psychology Curricula
(Grades 9-12)
AMERICAN PSYCHOLOGICAL ASSOCIATION NATIONAL STANDARDS
PAGE(S) WHERE TAUGHT(If submission is not a text, cite appropriate
resource(s))
a. Comparing traditional psychometric theories of intelligence to more recent approaches (e.g., Gardner’s multiple intelligences, Sternberg’s triarchic theory)
SE: 228, 232-234, 246
b. Debating whether intelligence is one or several abilities
SE: 228, 232-234, 246
c. Describing emotional intelligence SE: 233-234
a. Citing correlations between IQ and academic achievement and explaining the correlation
SE: 228-231
b. Predicting how intelligence test scores correlate with other measurable variables (e.g., grades, supervisor ratings, etc.)
SE: 230-231
c. Explaining why intelligence tests and other aptitude tests correlate with ability to do a job, but tests of motivation and personality increase the ability to predict how well individuals will actually perform
SE: 230-231, 471
d. Exploring how ethnicity and gender can moderate achievement predictions based on intelligence tests
SE: 230-231
a. Describing the abilities commonly measured by intelligence tests
SE: 228-230
b. Identifying valid uses of conventional tests SE: 228-231, 246
c. Discussing the research on the cultural context of intelligence tests.
SE: 230-231
d. Exploring the consequences of using labels derived from testing, such as "genius," "normal," or "developmentally delayed"
SE: 356-357
e. Evaluating research on stereotype threat SE: 231, 246
f. Explaining the meaning of culture and gender fair testing
SE: 230-231
IVE-3.2 Describe theories of intelligence.Students may indicate this by (performance indicators):
CONTENT STANDARD IVE-4: Nature of intelligence testingStudents are able to (performance standards):IVE-4.1 Explain why intelligence tests predict achievement.Students may indicate this by (performance indicators):
IVE-4.2 Explain issues of using conventional intelligence tests.Students may indicate this by (performance indicators):
34SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources - TECH = Technology
Invitation to Psychology, 3rd Edition © 2005, (Wade, Tavris)Correlated to:
American Psychological Association National Standards for High School Psychology Curricula
(Grades 9-12)
AMERICAN PSYCHOLOGICAL ASSOCIATION NATIONAL STANDARDS
PAGE(S) WHERE TAUGHT(If submission is not a text, cite appropriate
resource(s))
a. Listing criteria that distinguish normal from disordered behavior
SE: 353-355, 384
TR: In-Class Activities and Demonstrations: 346, 392; Handouts 10.3, 11.2: 354-355, 395
b. Identifying patterns of behavior that constitute abnormality
SE: 353-355, 384
c. Describing how some abnormal behaviors may be designated as abnormal only in particular historical or cultural contexts
SE: 354, 358
TR: Additional Lecture Ideas: 339-342
a. Describing observable symptoms of abnormal behavior
SE: 355-356
b. Distinguishing disorders on the basis of severity of interference with functioning, such as psychotic versus nonpsychotic disorders
SE: 354-355, 360-365, 368-369, 376-380
a. Recognizing the influence of context in designating abnormal behavior
SE: 354, 358
b. Identifying how judgments about abnormality have changed through history (e.g., epilepsy)
SE: 356-358
c. Describing some abnormal behaviors specific to particular contexts or circumstances
SE: 354, 358, 362, 373, 384
d. Acknowledging sociocultural implications of labeling behavior as abnormal
SE: 356-358
TR: Additional Lecture Ideas: 378-379
e. Citing examples of misdiagnosis that may result from evaluator ignorance of relevant cultural and situational norms for behavior
SE: 356-358
a. Describing biological approaches as explaining disorders arising from physiological sources
SE: 361-362, 365-366, 369-372, 375, 380-382
V. VARIATIONS IN INDIVIDUAL AND GROUPBEHAVIOR DOMAINSTANDARD AREA VA: PSYCHOLOGICAL DISORDERSCONTENT STANDARD VA-1: Characteristics and origins of abnormal behaviorStudents are able to (performance standards):VA-1.1 Distinguish the common characteristics of abnormal behavior.Students may indicate this by (performance indicators):
VA-1.2 Cite examples of abnormal behavior.Students may indicate this by (performance indicators):
VA-1.3 Relate judgments of abnormality to contexts in which those judgments occur.Students may indicate this by (performance indicators):
VA-1.4 Describe major explanations for the origins of abnormality.Students may indicate this by (performance indicators):
35SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources - TECH = Technology
Invitation to Psychology, 3rd Edition © 2005, (Wade, Tavris)Correlated to:
American Psychological Association National Standards for High School Psychology Curricula
(Grades 9-12)
AMERICAN PSYCHOLOGICAL ASSOCIATION NATIONAL STANDARDS
PAGE(S) WHERE TAUGHT(If submission is not a text, cite appropriate
resource(s))
b. Characterizing psychological approaches as explaining disorders derived from psychological sources, such as emotional turmoil, distorted thinking, and learning
SE: 361-362, 365-367, 373-375, 377
TR: Additional Lecture Ideas: 379-381, 384-385
c. Identifying sociocultural approaches as explaining how sociocultural factors, such as class and gender, influence diagnosis
SE: 356-358, 364-365, 369-370, 373-375, 377
d. Defending spiritually-based explanations for abnormal behavior (e.g., soul loss, transgression against ancestor)
SE: 357-358
TR: Additional Lecture Ideas: 381-383
e. Recognizing that a label, such as schizophrenia, does not explain, but only describes abnormal behavior patterns
SE: 356
f. Exploring the long-term impact of diagnostic labels even after successful treatment
SE: 356
a. Describing methods used in research on abnormal behavior, such as case studies, experiments, and surveys
SE: 18-28, 35
b. Justifying the use of one method over another to answer a specific research question
SE:18-28
c. Discussing how animal models of abnormality offer insight into human problems
SE: 75, 286-288, 369
a. Evaluating the quality of research conclusions derived in a specific study
SE: 18-28, 35
b. Hypothesizing about the preferred method for answering a specific research question
SE: 18-28, 35
c. Discussing validity of findings of research methods with different cultural groups
SE: 18-28, 354-358, 426-428
CONTENT STANDARD VA-2: Methods used in exploring abnormal behaviorStudents are able to (performance standards):VA-2.1 Identify the purpose of different research methods.Students may indicate this by (performance indicators):
VA-2.2 Characterize the advantages and limitations of different research methods for studying abnormal behavior.Students may indicate this by (performance indicators):
36SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources - TECH = Technology
Invitation to Psychology, 3rd Edition © 2005, (Wade, Tavris)Correlated to:
American Psychological Association National Standards for High School Psychology Curricula
(Grades 9-12)
AMERICAN PSYCHOLOGICAL ASSOCIATION NATIONAL STANDARDS
PAGE(S) WHERE TAUGHT(If submission is not a text, cite appropriate
resource(s))
a. Explaining selected psychological disorders as classified in the Diagnostic and Statistical Manual
SE: 354-358
TR: Additional Lecture Ideas: 391; In-Class Activities and Demonstrations: 393; Handout 11.4: 397-398
b. Identifying symptoms of selected categories of disorders
SE: 355-356, 360-365, 368-369, 371-374, 376-380, 384-386
a. Examining the influence of cultural, ethnic, racial, age, religious, gender, social class, ability/disability, or sexual orientation bias on diagnosis
SE: 356-358, 364-365, 369-370, 372
b. Explaining how psychologists with different orientations produce different diagnostic conclusions about the same case example
SE: 354-359, 376-377
c. Exploring how definitions of abnormality differ over time and across cultures
SE: 356-358, 373
a. Exploring how sociocultural factors influence vulnerability to abnormal behavior
SE: 356-358, 365-367, 369-370, 373-375, 377, 385-386
b. Describing the role of heredity as it influences risk for abnormal behavior
SE: 365-366, 369-372, 380-381, 385-386
c. Identifying sociocultural factors that can help to explain the higher incidence of depression in women than in men (e.g., workplace discrimination, family violence, and poverty)
SE: 365-367
a. Citing historic or fictional examples of stigmatized behavior
SE: 356-358
b. Hypothesizing about how abnormal conditions might influence acceptance in contemporary life
SE: 356-358
CONTENT STANDARD VA-3: Major categories of abnormal behavior
Students are able to (performance standards):
VA-3.1 Discuss major categories of abnormal behavior.
Students may indicate this by (performance indicators):
VA-3.2 Explore the challenges associated with accurate diagnosis
Students may indicate this by (performance indicators):
CONTENT STANDARD VA-4: Impact of mental disordersStudents are able to (performance standards):VA-4.1 Consider factors that influence vulnerability to abnormal behavior.Students may indicate this by (performance indicators):
VA-4.2 Discuss the stigma associated with abnormal behavior.Students may indicate this by (performance indicators):
37SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources - TECH = Technology
Invitation to Psychology, 3rd Edition © 2005, (Wade, Tavris)Correlated to:
American Psychological Association National Standards for High School Psychology Curricula
(Grades 9-12)
AMERICAN PSYCHOLOGICAL ASSOCIATION NATIONAL STANDARDS
PAGE(S) WHERE TAUGHT(If submission is not a text, cite appropriate
resource(s))
a. Describing historic efforts to promote tolerance of those stigmatized by mental disorder
SE: 357-358
b. Developing a strategy to promote support for individuals (e.g., children, adolescents, and adults)with specific mental disorders
SE: 383-384
a. Describing major treatment orientations used in therapy, such as behavioral, cognitive, psychoanalytic, humanistic, feminist, and biomedical
SE: 396-404, 413
b. Distinguishing psychotherapy from medical intervention and spiritual support
SE: 390-395, 396-404, 413, 443-444
c. Describing different treatment formats, such as individual, couple therapy or group therapy
SE: 396-404, 413
TR: In-Class Activities and Demonstrations: 423-427; Handout 12.5: 432-433
d. Explaining how different treatment orientations will influence the therapy plan
SE: 390-395, 396-404
e. Discussing how theoretical orientations may promote specific treatment biases
SE: 390-395, 396-404
a. Characterizing early attempts to reduce psychological symptoms and speculate about their likelihood of success
SE: 406-410, 414
TR: Additional Lecture Ideas: 414, 416-417
b. Discussing credibility of treatment based upon cultural explanations or beliefs about abnormality or causation of illness
SE: 405-406, 409, 414
c. Hypothesizing about factors that prompt ethnic minority group members to stay or leave treatment (sometimes characterized as “premature termination") provided in state or county mental health facilities
SE: 405-406, 409, 414
VA-4.3 Speculate about means for promoting greater understanding of abnormal behavior.Students may indicate this by (performance indicators):
STANDARD AREA VB: TREATMENT OF PSYCHOLOGICAL DISORDERSCONTENT STANDARD VB-1: Prominent methods used to treat individuals with disordersStudents are able to (performance standards):VB-1.1 Describe availability and appropriateness of various modes of treatment for individuals (e.g., children, adolescents, and adults) with psychological disorders.
Students may indicate this by (performance indicators):
VB-1.2 Describe characteristics of effective treatment and prevention.
Students may indicate this by (performance indicators):
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Invitation to Psychology, 3rd Edition © 2005, (Wade, Tavris)Correlated to:
American Psychological Association National Standards for High School Psychology Curricula
(Grades 9-12)
AMERICAN PSYCHOLOGICAL ASSOCIATION NATIONAL STANDARDS
PAGE(S) WHERE TAUGHT(If submission is not a text, cite appropriate
resource(s))
d. Identifying criteria for evaluating successful treatment
SE:405-406, 414
TR: Additional Lecture Ideas: 418; In-Class Activities and Demonstrations: 421-422; Handout 12.1: 428
e. Discussing the validity of treatments for different cultural groups
SE: 405-406, 414
f. Citing evidence for success of a treatment intervention
SE: 405-408, 414
g. Describing prevention strategies that build resilience and promote competence
SE: 397-400
a. Differentiating various types of intervention specialists (e.g., psychologist, psychiatrist, counselor, social worker)
SE: 9-12
b. Debating the advantages and disadvantages of different types of practitioners
SE: 9-12
c. Exploring how credibility of treatment professionals or healers varies among diverse groups of people
SE: 404-412
a. Locating care providers through established systems, such as local mental health associations, hospitals, and mental health clinics
SE: 9-12
b. Incorporating the idea of matching the presenting problem to the orientation and expertise of the care provider
SE: 404-411, 414
c. Hypothesizing about why disenfranchised group members might mistrust mental health professionals in traditional settings
SE: 409-410
d. Discussing validity of findings of research methods with different cultural groups
SE: 405-406
a. Identifying conflicts between individual rights and rights of society, as illustrated by deinstitutionalization and commitment proceedings
CONTENT STANDARD VB-2: Types of practitioners who implement treatmentStudents are able to (performance standards):VB-2.1 Identify therapists according to training.Students may indicate this by (performance indicators):
VB-2.2 Describing strategies for locating appropriate therapists.Students may indicate this by (performance indicators):
CONTENT STANDARD VB-3: Legal and ethical challenges involved in delivery of treatmentStudents are able to (performance standards):VB-3.1 Describe the intersection between mental health and law.Students may indicate this by (performance indicators):
39SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources - TECH = Technology
Invitation to Psychology, 3rd Edition © 2005, (Wade, Tavris)Correlated to:
American Psychological Association National Standards for High School Psychology Curricula
(Grades 9-12)
AMERICAN PSYCHOLOGICAL ASSOCIATION NATIONAL STANDARDS
PAGE(S) WHERE TAUGHT(If submission is not a text, cite appropriate
resource(s))
b. Distinguishing "competent to stand trial" versus "legally insane" status
SE: 352-354, 382-383
c. Identifying historic or fictional examples involving mental health judgments in legal settings
SE: 352-353, 382-383
a. Identifying the therapist’s ethical obligation to practice competently
SE: 9-12, 388-389, 405-406, 410-411
b. Describing how confidentiality protect client privacyc. Explaining “right to treatment” as well as “right to refuse treatment”
SE: 405-407
a. Explaining the role of social schemas in person perception
SE: 89-90, 215
b. Stating how different kinds of physical attractiveness can influence perceptions of other personal characteristics
SE: 452-455, 456-465
c. Describing how cultural socialization determines social schema development
SE: 337-338
a. Explaining differences between internal and external attributions and the role that culture playsin assigning such attributions
SE: 324-325, 348
b. Drawing conclusions about the effect of actor-observer bias and the formation of fundamental attribution errors
SE: 324-325, 348
TR: In-Class Activities and Demonstrations: 348
a. Providing learning-based interpretations of attitude formation (e.g., Asch)
SE: 326-327, 330-331, 348
b. Explaining the role of expectations and stereotyped thinking as they relate to attitude and behavior (e.g., Milgram)
SE: 318-323, 335-345, 348
c. Discussing the contribution of role-playing to attitude formation (e.g., Zimbardo’s prison experiment)
SE: 320-321
VB-3.2 Examine the influence of ethics and professional practice.Students may indicate this by (performance indicators):
STANDARD AREA VC: SOCIAL AND CULTURAL DIMENSIONS OF BEHAVIORCONTENT STANDARD VC-1: Social judgment and attitudesStudents are able to (performance standards):VC-1.1 Demonstrate an understanding of person perception.Students may indicate this by (performance indicators):
VC-1.2 Describe how attributions affect our explanations of behavior.Students may indicate this by (performance indicators):
VC-1.3 Identify sources of attitude formation.Students may indicate this by (performance indicators):
40SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources - TECH = Technology
Invitation to Psychology, 3rd Edition © 2005, (Wade, Tavris)Correlated to:
American Psychological Association National Standards for High School Psychology Curricula
(Grades 9-12)
AMERICAN PSYCHOLOGICAL ASSOCIATION NATIONAL STANDARDS
PAGE(S) WHERE TAUGHT(If submission is not a text, cite appropriate
resource(s))
a. Citing research on the effects of advertising and persuasion
SE: 216, 327-328
TR: Additional Lecture Ideas: 334-335
b. Hypothesizing about the potential of media to influence positive attitude change
SE: 327-328
c. Creating campaigns to produce social change and evaluate their effectiveness
SE: 327-328
a. Identifying major social categories in the U.S. culture (e.g., gender, race, ethnicity, sexual orientation, and disability)
SE: 462-465
b. Describing the components of culture (e.g., symbols, language, norms, and values)
SE: 77-80, 318-319, 336-338, 426-428
TR: In-Class Activities and Demonstrations: 346; Handout 10.3: 354-355
c. Differentiating between culture and society or social structure
SE: 317-318, 348
d. Describing and differentiating between rural and urban social structures and diverse populations
SE: 336-337
a. Explaining how U.S. culture is both similar to and different from culture in other countries
SE: 59-60, 85-87, 331, 338-340, 357-358, 426-428, 463-464
TR: In-Class Activities and Demonstrations: 349; Handout 10.4: 356-359
b. Discussing how membership in particular social categories (e.g., gender, age, and sexual orientation) can affect how individuals are treated, and how that treatment can change over time and differ across cultures
SE: 337-345, 475-476
c. Hypothesizing about how lives would change if magically transformed into a different social category (e.g., other gender)
SE: 86, 428-429, 454-455, 475-476
VC-1.4 Assess some methods used to change attitudes.Students may indicate this by (performance indicators):
CONTENT STANDARD VC-2: Social and cultural categoriesStudents are able to (performance standards):VC-2.1 Identify basic social and cultural categories.Students may indicate this by (performance indicators):
VC-2.2 Discuss how social and cultural categories affect behavior.Students may indicate this by (performance indicators):
41SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources - TECH = Technology
Invitation to Psychology, 3rd Edition © 2005, (Wade, Tavris)Correlated to:
American Psychological Association National Standards for High School Psychology Curricula
(Grades 9-12)
AMERICAN PSYCHOLOGICAL ASSOCIATION NATIONAL STANDARDS
PAGE(S) WHERE TAUGHT(If submission is not a text, cite appropriate
resource(s))
d. Discussing the types of misunderstandings (both verbal and nonverbal) that can occur between people of different cultures (e.g., differences in interpersonal space, attitude toward silence in a conversation)
SE: 59-62, 318-319, 331, 336-337, 425-427
TR: Additional Lecture Ideas: 335-336
a. Applying the concept of social facilitation to performance at a track meet
SE: 344-345
b. Providing an example of the bystander effect SE: 332, 349
c. Distinguishing differences in social behavior among individuals relative to their exercise of power (e.g., persons with less power may show greater awareness of persons with more power)
SE: 319-323
a. Discussing conflict and the processes involved inconflict resolution
SE: 337, 340 344-345, 349
b. Describing Sherif’s research and explaining its implications about superordinate goals
SE: 337
c. Giving examples of creating social structures that would foster competition between groups
SE: 337-340
d. Differentiating between American and Japanese business models
SE: 59-62
e. Providing positive and negative outcomes of group polarization
SE: 336-337
f. Giving examples of how a superordinate goal can increase cooperation between groups
SE: 337
a. Describing how social biases create a world where one kind of person is considered to be normative, and other kinds of persons are “different” (e.g., males are normative, whereas females are different; European Americans are normative, whereas other ethnic groups are different)
SE: 324-325, 335-338
VC-3.2 Describe how social structure can affect intergroup relations.Students may indicate this by (performance indicators):
CONTENT STANDARD VC-3: Social influence and relationshipsStudents are able to (performance standards):VC-3.1 Describe effects of the presence of others on individual behavior.Students may indicate this by (performance indicators):
VC-3.3 Explore the nature and effects of bias and discrimination.Students may indicate this by (performance indicators):
42SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources - TECH = Technology
Invitation to Psychology, 3rd Edition © 2005, (Wade, Tavris)Correlated to:
American Psychological Association National Standards for High School Psychology Curricula
(Grades 9-12)
AMERICAN PSYCHOLOGICAL ASSOCIATION NATIONAL STANDARDS
PAGE(S) WHERE TAUGHT(If submission is not a text, cite appropriate
resource(s))
b. Examining how bias and discrimination influencebehavior
SE: 222-227, 324-325, 335-338, 349
TR: In-Class Activities and Demonstrations: 350-351; Handout 10.5: 360
c. Describing examples from early research on prejudice and discrimination
SE: 339-345
d. Relating a personal example of ethnocentrism SE: 337
e. Exploring the nature of in-group/out-group dynamics
SE: 335-338
f. Describing the sources of opposition to the 1954 Supreme Court’s decision regarding Brown vs. Board of Education of Topeka
g. Predicting how the self-fulfilling prophecy can fuel stereotypes about ethnic groups and gender
SE: 337-338
h. Developing strategies for promoting tolerance, cooperation, and equality
SE: 344-345, 349
TR: Additional Lecture Ideas: 337-339
a. Explaining the importance of group size as a predictor of conformity
SE: 330-331
b. Discussing why obedience to authority is a common phenomenon
SE: 319-323
c. Citing examples of disobedience to authority SE: 321-323
d. Analyzing disasters from the perspective of the groupthink hypothesis(e.g., space shuttle disaster, Bay of Pigs)
SE: 331-332
a. Delineating the arguments for and against the labeling of a given human behavior as altruistic
b. Debating whether specific actions qualify as altruistic
SE: 334-335
c. Discussing the factors that increase or decrease altruism
SE: 334-335, 349
a. Explaining aggression from several theoretical orientations (e.g., biomedical, psychodynamic, andsocial-learning perspectives)
SE: 41, 48-52, 55-56, 87, 457
Students may indicate this by (performance indicators):
VC-3.5 Discuss the nature of altruism in society.Students may indicate this by (performance indicators):
VC-3.6 Discuss the significance of aggression.
Students may indicate this by (performance indicators):
VC-3.4 Describe circumstances under which conformity and obedience are likely to occur.
43SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources - TECH = Technology
Invitation to Psychology, 3rd Edition © 2005, (Wade, Tavris)Correlated to:
American Psychological Association National Standards for High School Psychology Curricula
(Grades 9-12)
AMERICAN PSYCHOLOGICAL ASSOCIATION NATIONAL STANDARDS
PAGE(S) WHERE TAUGHT(If submission is not a text, cite appropriate
resource(s))
b. Debating whether media can influence aggressive acts
SE: 309-310
c. Discussing ways to reduce aggression and violence in schools and/or in society at large
SE: 87, 309-310
d. Describing examples of aggression in animals, other than humans
a. Identifying the important factors that help or hinder the forming and maintaining of close relationships
SE: 452-455, 480-481
b. Discussing gender and cultural differences in thecriteria for, and the process of, mate selection
SE: 458-460, 480-481
c. Explaining how gender and culture may influence attraction
SE: 454-455, 480-481
VC-3.7 Discuss factors influencing attractionStudents may indicate this by (performance indicators):
44SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources - TECH = Technology
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