Invitation To Psychology, 3rd Edition 2005
Grades 9-12Prentice HallInvitation to Psychology,3rd Edition 2005C O R R E L A T E DT OAmerican Psychological Associations National Standardsfor High School Psychology CurriculaGrades 9-12
Invitation to Psychology, 3rd Edition 2005, (Wade, Tavris)Correlated to:American Psychological Association National Standards for High School PsychologyCurricula(Grades 9-12)AMERICAN PSYCHOLOGICAL ASSOCIATIONNATIONAL STANDARDSPAGE(S) WHERE TAUGHT(If submission is not a text, cite appropriateresource(s))I. METHODS DOMAINSTANDARD AREA IA: INTRODUCTION AND RESEARCH METHODSCONTENT STANDARD IA-1: Contemporary perspectives used by psychologists to understand behaviorand mental processes in context.Students are able to (performance standards):IA-1.1 Describe and compare the biological,behavioral, cognitive, sociocultural, humanistic,and psychodynamic perspectives.a. Analyzing how each perspective would explainconcepts, e.g., aggression, altruismSE: 6-8, 34TR: In-Class Activities and Demonstrations:22; Handout 1.4: 41SE: 6-8b. Evaluating the limitations of each perspective in SE: 6-8assessing behavior and mental processesc. Comparing primary emphases of the differentperspectivesd. Examining historical factors that influenced thepopularity of a selected perspectiveSE: 6-8, 34SE: 6-8, 34CONTENT STANDARD IA-2: Major subfields and career opportunities that comprise psychology.Students are able to (performance standards):IA-2.1 List and explain the major subfields ofSE: 9-12, 34psychology.CONTENT STANDARD IA-3: Research strategies used by psychologists to explore behavior and mentalprocesses.Students are able to (performance standards):IA-3.1 Describe the elements of an experiment.Students may indicate this by (performance indicators):a. Identifying the independent and dependentSE: 24-28, 35, 484variables, possible confounding variables, andcontrol and experimental groups in a description ofan experimentTR: Additional Lecture Ideas: 15-17; In-ClassActivities and Demonstrations: 24-25, 35;Handout 1.14: 53SE: 24-27, 35, 484b. Designing an experiment in which thehypothesis, population, sample, independentvariable, dependent variable, random assignment,and experimental and control groups are properlyidentifiedTR: Additional Lecture Ideas: 15-17; In-ClassActivities and Demonstrations: 31-331SE 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 PsychologyCurricula(Grades 9-12)AMERICAN PSYCHOLOGICAL ASSOCIATIONNATIONAL STANDARDSPAGE(S) WHERE TAUGHT(If submission is not a text, cite appropriateresource(s))IA-3.2 Explain the importance of sampling and random assignment in psychological research.Students may indicate this by (performance indicators):a. Identifying examples of representative andbiased samples in research designsSE: 20-21, 27, 35b. Specifying how random assignment permitscausal inferencesSE: 26-27, 35TR: In-Class Activities and Demonstrations:29-30c. Explaining the importance of being able togeneralize results of researchSE: 9, 31-32, 35SE: 20-21, 35d. Describing how sample selection (e.g.,representation of gender, ethnicity, age, etc.)influences resultsIA-3.3 Describe and compare quantitative and qualitative research strategies.Students may indicate this by (performance indicators):SE: 17-21, 24-28, 35a. Explaining the characteristics of surveys,naturalistic observation, case studies, longitudinalstudies, cross-sectional research, and experimentsTR: In-Class Activities and Demonstrations:28-29, 35; Handout 1.12: 51-52b. Identifying the suitability of a given method fortesting a given hypothesisc. Specifying the populations to which a particularresearch result may be generalizedSE: 18-28SE: 20-21, 27CONTENT 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):a. Providing examples of situations in whichSE: 29-30, 35descriptive statistics can be used to organize andanalyze informationb. Explaining how statistical analysis can add value SE: 29-32, 491-493to the interpretation of behaviorSE: 29-32, 35, 491-493c. Citing a statistical finding to strengthen anargumentIA-4.2 Explain and describe measures of central tendency and variability.Students may indicate this by (performance indicators):a. Calculating the mean, median, and mode for a SE: 29, 486-487set of datab. Explaining the characteristics of a normalSE: 229, 489-490distribution2SE 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 PsychologyCurricula(Grades 9-12)AMERICAN PSYCHOLOGICAL ASSOCIATIONNATIONAL STANDARDSc. Providing examples of psychological variablesthat tend to be normally distributedPAGE(S) WHERE TAUGHT(If submission is not a text, cite appropriateresource(s))SE: 229, 489-490SE: 29-30, 487-488d. Applying the concepts of variability, such asrange and standard deviation to supplementinformation about central tendency in a normaldistributionIA-4.3 Describe the concept of correlation and explain how it is used in psychology.Students may indicate this by (performance indicators):a. Differentiating between positive, negative, andzero correlationsSE: 22-23SE: 23b. Identifying and providing examples of howcorrelations can be used to predict future behavioror performanceTR: Additional Lecture Ideas: 15-16; In-ClassActivities and Demonstrations: 24; Handout1.6: 43c. Explaining the difference between correlationand causationSE: 23, 35TR: Additional Lecture Ideas: 15-16IA-4.4 Recognize how inferential statistics are used in psychological research.Students may indicate this by (performance indicators):a. Recognizing the basic process that psychologists SE: 29-32, 35, 490-493use to draw statistical inferencesb. Defining statistical significance as a statementSE: 30, 490-493of probabilityc. Recognizing limitations in interpretation ofSE: 31-32, 35-36, 490-493statistical significanceCONTENT STANDARD IA-5: Ethical issues in research with human and other animals that areimportant to psychologistsStudents are able to (performance standards):IA-5.1 Identify ethical issues in psychological research.Students may indicate this by (performance indicators):a. Discussing ethical issues in psychologicalresearchSE: 24, 35b. Identifying historical examples of research thatmay have departed from contemporary ethicalstandardsc. Acknowledging the importance of adhering toAPA and government ethical standards andprocedures (i.e., Institutional Review Boards) forworking with humans and other animalsSE: 318-321SE: 24, 35TR: Additional Lecture Ideas: 14-163SE 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 PsychologyCurricula(Grades 9-12)AMERICAN PSYCHOLOGICAL ASSOCIATIONNATIONAL STANDARDSd. Explaining the use and value of humans andother animals in behavioral research, includingtheir ethical treatmentPAGE(S) WHERE TAUGHT(If submission is not a text, cite appropriateresource(s))SE: 24, 75, 115-116, 202-203, 239-243, 286288, 292, 409-410TR: Additional Lecture Ideas: 14-16CONTENT STANDARD IA-6: Development of psychology as an empirical scienceStudents are able to (performance standards):IA-6.1 Discuss psychology’s roots in philosophy and natural science.Students may indicate this by (performance indicators):a. Describing the form psychology took before the SE: 5-620th century (e.g., Aristotle, Locke)b. Summarizing some 19th century scientificresearch findings (e.g., Helmholtz, Weber, andFechner)c. Analyzing how philosophical issues becomepsychological when tested empiricallySE: 5-6SE: 4-5, 34IA-6.2 Describe the emergence of experimental psychology.Students may indicate this by (performance indicators):a. Defining psychophysics and describing itsimpact on empirical psychologyb. Identifying Wilhelm Wundt’s contributions toexperimental psychologySE: 6SE: 6TR: Additional Lecture Ideas: 11-12c. Comparing philosophical argument with theempirical methodSE: 4-6, 34IA-6.3 Recognize the diversity of psychological theories in the 20th and 21st centuries.Students may indicate this by (performance indicators):a. Describing the 20th and 21st centuries "schools" SE: 6-8, 34of psychology (e.g., behaviorism, Gestaltpsychology, psychoanalysis, humanisticpsychology, cognitive psychology)SE: 6-8b. Showing how different theories of psychologyproduce different explanations of a particularbehavior (e.g., truancy, altruism)c. Explaining the growing influence of newSE: 51-54, 59-62, 64approaches to psychology(e.g., positivepsychology, behavioral genetics, or the study andpractice of psychology at the beginning of the 21stcentury)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 PsychologyCurricula(Grades 9-12)AMERICAN PSYCHOLOGICAL ASSOCIATIONNATIONAL STANDARDSPAGE(S) WHERE TAUGHT(If submission is not a text, cite appropriateresource(s))IA-6.4 Describe psychology’s increasing inclusiveness of diverse interests and constituents.Students may indicate this by (performance indicators):a. Comparing the diverse topics that generatecontemporary research with early researchemphasesSE: 47-56, 59-62, 64, 82-84, 86, 131-137,230-236, 290-293, 301-306, 309-310, 321323, 431-432, 456-460, 471-474b. Identifying how research biases have influencedresearch design and scopec. Exploring reasons why psychology had morelimited participation from women and ethnicminorities in its early stagesd. Highlighting contributions by ethnic minoritypsychologistse. Describing historical events and processesaffecting the experiences and opportunities ofminority groupsII. BIOPSYCHOLOGICAL DOMAINSE: 14-15, 222-227, 335-338SE: 27SE: 405-406SE: 235-236STANDARD AREA IIA: BIOLOGICAL BASES OF BEHAVIORCONTENT STANDARD IIA-1: Structure and function of the neuronStudents are able to (performance standards):IIA-1.1 Identify the neuron as the basis for neural communication.Students may indicate this by (performance indicators):a. Using diagrams, models, and/or computerprograms to identify the structure and function ofdifferent parts of a neuronb. Discussing how internal and external stimuliinitiate the communication process in the neuronSE: 114-115, 138c. Describing the electrochemical process thatpropagates the neural impulseSE: 6, 117-118, 138SE: 116-118IIA-1.2 Describe how information is transmitted and integrated in the nervous system.Students may indicate this by (performance indicators):a. Describing the process of synaptic transmission SE: 6, 116-118, 138TR: In-Class Activities and Demonstrations:141b. Contrasting excitatory and inhibitorytransmissionSE: 116-1185SE 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 PsychologyCurricula(Grades 9-12)AMERICAN PSYCHOLOGICAL ASSOCIATIONNATIONAL STANDARDSPAGE(S) WHERE TAUGHT(If submission is not a text, cite appropriateresource(s))IIA-1.3 Analyze how the process of neurotransmission can be modified by heredity and environment.Students may indicate this by (performance indicators):a. Comparing the effects of certain drugs or toxins SE: 118-119, 162-166with the effects of neurotransmitters in relation tosynaptic transmissionTR: Additional Lecture Ideas: 137SE: 118-119, 136, 138b. Discussing the role of neurotransmitters inParkinson’s disease, hyperactivity, and/or multiplesclerosisc. Describing how learning affects neuralSE: 116transmission (e.g., Eric Kandel’s work)CONTENT STANDARD IIA-2: Organization of the nervous systemStudents are able to (performance standards):IIA-2.1 Classify the major divisions and subdivisions of the nervous system.Students may indicate this by (performance indicators):a. Describing how views of the nervous systemSE: 5-6, 110have evolvedb. Identifying the central nervous system and itsSE: 110-111, 123-128, 139component partsTR: Additional Lecture Ideas: 134-136; InClass Activities and Demonstrations: 142147; Handouts 4.2, 4.3: 149-153c. Identifying the peripheral nervous system andSE: 111-112, 138its subdivisionsIIA-2.2 Differentiate the functions of the various subdivisions of the nervous system.Students may indicate this by (performance indicators):SE: 111-112, 138, 422-423a. Comparing the functions of the somatic andautonomic nervous systemsb. Explaining the function of the sympathetic and SE: 112, 422-423, 431-432the parasympathetic nervous systems on heartrate or other physiological responses in anemotional situationCONTENT 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):a. Identifying the regions of the brain by usingSE: 123-128diagrams and/or computer-generated diagramsb. Summarizing the functions of the major brainregionSE: 94, 123-128, 139, 370, 421-422, 4326SE 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 PsychologyCurricula(Grades 9-12)AMERICAN PSYCHOLOGICAL ASSOCIATIONNATIONAL STANDARDSPAGE(S) WHERE TAUGHT(If submission is not a text, cite appropriateresource(s))IIA-3.2 Recognize that specific functions are centered in specific lobes of the cerebral cortex.Students may indicate this by (performance indicators):a. Describing the functions controlled by thefrontal, parietal, occipital, and temporal lobes ofthe cerebral cortexb. Relating examples of research on corticalfunctioningIIA-3.3 Describe lateralization of brain functionsSE: 126-128, 139SE: 94, 127-132, 370Students may indicate this by (performance indicators):a. Identifying the role of the corpus callosum inhemispheric communicationb. Identifying how vision, motor, language, andother functions are regulated by the hemispheresSE: 123-126, 129-131, 139SE: 126-127, 129-135TR: In-Class Activities and Demonstrations:147; Handout 4.4: 154c. Explaining the purpose and findings of splitSE: 129-132, 139brain researchd. Analyzing critically popular conceptions ofSE: 131-135, 139hemispheric specializationCONTENT 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 anddisease.Students may indicate this by (performance indicators):a. Describing how lesions and electrical stimulation SE: 202-203in animal research provide information about brainfunctionsSE: 121-122, 134, 138-139b. Discussing how the use of the CT scan, PETscan, MRI, fMRI, and EEG provides informationabout the brainCONTENT 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):a. Discussing the effect of the hypothalamus onSE: 6, 124-125, 432the endocrine systemb. Identifying the influence of fetal hormones onsexual differentiation of the central nervoussystemSE: 133-135c. Giving examples of how hormones are linked to SE: 119-120, 138behavior and behavioral problems7SE 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 PsychologyCurricula(Grades 9-12)AMERICAN PSYCHOLOGICAL ASSOCIATIONNATIONAL STANDARDSPAGE(S) WHERE TAUGHT(If submission is not a text, cite appropriateresource(s))CONTENT STANDARD IIA-6: How heredity interacts with environment to influence behaviorStudents are able to (performance standards):IIA-6.1 Assess the effects of heredity and environment on behavior.Students may indicate this by (performance indicators):a. Identifying the relationships among DNA, genes, SE: 51and chromosomesb. Differentiating between genotype andSE: 51phenotypec. Explaining how chromosomal abnormalities cancause Down and/or Turner’s syndromed. Using twin and adoption studies to assess theSE: 53-54, 235, 380-381, 467influence of heredity and environment on behaviore. Comparing results from inbred and outbredstrains of rats and miceSE: 467CONTENT STANDARD IIA-7: How psychological mechanisms are explained by evolutionStudents are able to (performance standards):IIA-7.1 Explain how evolved tendencies interact with the present environment and culture todetermine behavior.Students may indicate this by (performance indicators):a. Describing how the environment selects traitsand behaviors that increase the survival rate oforganismsSE: 7, 458-460b. Comparing and contrasting sleeping behavior in SE: 152-153animals and humansSTANDARD AREA IIB: SENSATION AND PERCEPTIONCONTENT STANDARD IIB-1: Basic concepts explaining the capabilities and limitations of sensoryprocessesStudents are able to (performance standards):IIB-1.1 Explain the concepts of threshold,SE: 177-180, 189-190, 209adaptation, and constancy.Students may indicate this by (performance indicators):a. Devising demonstrations that illustratethreshold, adaptation, and constancySE: 177-180, 189-190b. Providing real-life examples of threshold,adaptation, and constancySE: 177-180, 189-190c. Describing classical examples of psychophysical SE: 176, 184-188research8SE 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 PsychologyCurricula(Grades 9-12)AMERICAN PSYCHOLOGICAL ASSOCIATIONNATIONAL STANDARDSPAGE(S) WHERE TAUGHT(If submission is not a text, cite appropriateresource(s))IIB-1.2 Describe the operation of sensory systems.Students may indicate this by (performance indicators):a. Identifying the physiological features commonacross all sensory systems (e.g., receptors,pathways to the brain, transduction)SE: 175-176, 181-184, 193-199, 209b. Labeling a diagram of the parts of the eye andear and explaining the role of each partSE: 181-184, 193-195TR: Additional Lecture Ideas: 209c. Explaining the operation of other sensorysystems, such as taste and touchSE: 196-199, 210TR: Additional Lecture Ideas: 209-210; InClass Activities and Demonstrations: 216,219; Handout 6.8: 230d. Discussing how to protect sensory systems(e.g., avoiding prolonged loud voices)SE: 194IIB-1.3 List forms of energy for which we do and do not have sensory receptors.Students may indicate this by (performance indicators):a. Comparing the sensory capabilities of humansand other species, such as the echo-detectionsystem in batsSE: 177-178, 186, 197-198TR: Additional Lecture Ideas: 208b. Hypothesizing about system limitations, such as SE: 177-180, 193, 197-198human limits related to sensing the spectrum oflightTR: In-Class Activities and Demonstrations:214-215; Handout 6.1: 221IIB-1.4 Relate knowledge of sensory processes to applications in areas such as engineeringpsychology, advertising, music, architecture, and so on.Students may indicate this by (performance indicators):a. Analyzing
Prentice Hall Invitation to Psychology, 3rd Edition 2005 CORRELATED TO American Psychological Associations National Standards for High School Psychology Curricula
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1999-2005 Assistant Professor of Psychology Berry College Responsible for teaching several undergraduate courses including Introduction to Women’s Studies, Introduction to Psychology, Abnormal Psychology, Advanced Abnormal Psychology, Psychology of Women, Orientation to Psychology, Health Psychology, and Women’s Studies Seminar. Other
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