APA National Standards for High School Psychology Curricula

IIA-1. Structure and function of the neuron
IIA-2. Organization of the nervous system
IIA-3. Hierarchical organization of the structure and function of the brain
IIA-4. Technologies and clinical methods for studying the brain
IIA-5. Structure and function of the endocrine system
IIA-6. How heredity interacts with the environment to influence behavior
IIA-7. How psychological mechanisms are influenced by evolution

IIA-1.1 Identify the neuron as the basis for neural communication.

Students may indicate this by (performance indicators): Using diagrams, models, and/or computer programs to identify the structure and function of different parts of a neuron Discussing how internal and external stimuli initiate the communication process in the neuron Describing the electrochemical process that propagates the neural impulse

IIA-1.2 Describe how information is transmitted and integrated in the nervous system.

Students may indicate this by (performance indicators) Describing the process of synaptic transmission Contrasting excitatory and inhibitory transmission

IIA-1.3 Analyze how the process of neurotransmission can be modified by heredity and environment.

Students may indicate this by (performance indicators): Comparing the effects of certain drugs or toxins with the effects of neurotransmitters in relation to synaptic transmission Discussing the role of neurotransmitters in Parkinson’s disease, hyperactivity, and/or multiple sclerosis Describing how learning affects neural transmission (e.g., Eric Kandel’s work)

IIA-2.1 Classify the major divisions and subdivisions of the nervous system.

Students may indicate this by (performance indicators): Describing how views of the nervous system have evolved Identifying the central nervous system and its component parts Identifying the peripheral nervous system and its subdivisions

IIA-2.2 Differentiate the functions of the various subdivisions of the nervous system.

Students may indicate this by (performance indicators): Comparing the functions of the somatic and autonomic nervous systems Explaining the function of the sympathetic and the parasympathetic nervous systems on heart rate or other physiological responses in an emotional situation

IIA-3.1 Identify the structure and function of the major regions of the brain.

Students may indicate this by (performance indicators): Identifying the regions of the brain by using diagrams and/or computer-generated diagrams Summarizing the functions of the major brain regions

IIA-3.2 Recognize that specific functions are centered in specific lobes of the cerebral cortex.

Students may indicate this by (performance indicators): Describing the functions controlled by the frontal, parietal, occipital, and temporal lobes of the cerebral cortex Relating examples of research on cortical functioning

IIA-3.3 Describe lateralization of brain functions

Students may indicate this by (performance indicators): Identifying the role of the corpus callosum in hemispheric communication Identifying how vision, motor, language, and other functions are regulated by the hemispheres Explaining the purpose and findings of split-brain research Analyzing critically popular conceptions of hemispheric specialization

IIA-4.1 Explain how research and technology have provided methods to analyze brain behavior and disease.

Students may indicate this by (performance indicators): Describing how lesions and electrical stimulation in animal research provide information about brain functions Discussing how the use of the CT scan, PET scan, MRI, fMRI, and EEG provides information about the brain

IIA-5.1 Describe how the endocrine glands are linked to the nervous system.

Students may indicate this by (performance indicators): Discussing the effect of the hypothalamus on the endocrine system Identifying the influence of fetal hormones on sexual differentiation of the central nervous system Giving examples of how hormones are linked to behavior and behavioral problems

IIA-6.1 Assess the effects of heredity and environment on behavior.

Students may indicate this by (performance indicators): Identifying the relationships among DNA, genes, and chromosomes Differentiating between genotype and phenotype Explaining how chromosomal abnormalities can cause Down and/or Turner’s syndrome Using twin and adoption studies to assess the influence of heredity and environment on behavior Comparing results from inbred and outbred strains of rats and mice

IIA-7.1 Explain how evolved tendencies interact with the present environment and culture to determine behavior.

Students may indicate this by (performance indicators): Describing how the environment selects traits and behaviors that increase the survival rate of organisms Comparing and contrasting sleeping behavior in animals and humans

IIB-1. Basic concepts explaining the capabilities and limitations of sensory processes
IIB-2. Interaction of the person and the environment in determining perception
IIB-3. Nature of attention

IIB-1.1 Explain the concepts of threshold, adaptation, and constancy.

Students may indicate this by (performance indicators): Devising demonstrations that illustrate threshold, adaptation, and constancy Providing real-life examples of threshold, adaptation, and constancy Describing classical examples of psychophysical research

IIB-1.2 Describe the operation of sensory systems.

Students may indicate this by (performance indicators): Identifying the physiological features common across all sensory systems (e.g., receptors, pathways to the brain, transduction) Labeling a diagram of the parts of the eye and ear and explaining the role of each part Explaining the operation of other sensory systems, such as taste and touch Discussing how to protect sensory systems (e.g., avoiding prolonged loud voices)

IIB-1.3 List forms of energy for which we do and do not have sensory receptors.

Students may indicate this by (performance indicators) Comparing the sensory capabilities of humans and other species, such as the echo-detection system in bats Hypothesizing about system limitations, such as human limits related to sensing the spectrum of light

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): Analyzing advertisements for their use of sensory information Finding examples of sensory principles in an area other than advertising, such as in music or textbooks

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): Finding examples of Gestalt principles Constructing demonstrations of Gestalt principles Explaining the significance of the whole is greater than the sum of its parts

IIB-2.2 Describe binocular and monocular depth cues.

Students may indicate this by (performance indicators): Analyzing how three-dimensional viewers or random dot stereograms use stereopsis to create depth Finding examples of monocular depth cues, such as linear perspective and relative size, in pictures, paintings, or photographs

IIB-2.3 Describe the influence on perception of environmental variables, motivation, past experiences, culture, and expectations.

Students may indicate this by (performance indicators): Analyzing the factors that influence the validity of eyewitness testimony (e.g., framing of questions, cross-racial identification problems) Hypothesizing why students from different schools disagree about an official’s call in a football game Comparing perceptions of school violence in urban, suburban, and rural communities from the standpoint of race/ethnicity, class, or gender Hypothesizing about how perceptual principles may relate to stereotypes and prejudice Describing cross-cultural studies that illustrate cultural similarities and differences in perception Discriminating between bottom-up and top-down processing and how those interact when we encounter new stimuli.

IIB-3.1 Explain what is meant by attention.

Students may indicate this by (performance indicators): Finding examples of selective attention and divided attention Identifying variables that draw attention to a particular event Identifying variables that influence the ability to divide attention Designing a demonstration that illustrates the difference between selective attention and divided attention, such as listening to a lecture while taking notes Relating signal detection theory to an everyday example

IIB-3.2 Describe how attention differs for demanding verses simple tasks.

Students may indicate this by (performance indicators): Analyzing the amount of attention required for demanding versus simple tasks Applying knowledge of attentional processes to design an ideal environment for homework

IIC-1.   Motivational concepts
IIC-2.   The role of biology and learning in motivation and emotion
IIC-3.   Major theories of motivation
IIC-4.   Interaction of biological and cultural factors in emotions and motivations
IIC-5.   Role of values and expectancies in determining choice and strength of motivation
IIC-6.   Physiological, affective, cognitive, and behavioral aspects of emotions and the interactions
            among these aspects
IIC-7.   Effects of motivation and emotion on perception, cognition, and behavior

IIC-1.1 Apply motivational concepts to the behavior of humans and other animals.

Students may indicate this by (performance indicators): Describing their own motives, goals, and values Analyzing the goals and expectancies in a case study or vignette Identifying the values or motives appealed to in political campaigns or television advertisements Analyzing factors that may increase their intrinsic motivation for studying psychology Explaining how the effect of teacher praise or punishment on student motivation depends on the student’s attribution Giving examples of how motivation has and can be studied

IIC-2.1 Describe the interaction of internal cues and learning on basic drives.

Students may indicate this by (performance indicators): Explaining why one becomes hungry when one smells bread baking or hears an ice cream truck Discussing how the concepts of homeostasis and adaptation level can be applied in understanding motivated behavior Describing how addiction and tolerance to drugs are modified by learning

IIC-2.2 Describe the situational cues giving rise to anger and fear.

Students may indicate this by (performance indicators): Analyzing occasions on which they became angry or afraid Evaluating personal experiences of discrimination giving rise to fear and/or anger

IIC-2.3 Describe the situational cues and individual characteristics giving rise to curiosity and anxiety.

Students may indicate this by (performance indicators): Explaining why one person would be curious and another anxious in the same situation Discussing why one person responds to stereotyping without anxiety and another person responds with anxiety

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): Applying Maslow’s theory to make predictions about meeting needs Citing research to support a theory of motivation Comparing and contrasting two theories of motivation

IIC-4.1 Explain how common motives and emotions develop.

Students may indicate this by (performance indicators): Describing how the development of their own motives was affected by their parents, peers, as well as genetic and biological factors Describing changes in their own motivation from the beginning of the school year to the present Identifying how motivation for food develops Discussing how motives differ for those who drop out of school compared to those who stay in school Describing how expectations about menstruation affect “premenstrual symptoms” and emotions

IIC-5.1 Use expectancy-value theory to explain their own and others’ behavior.

Students may indicate this by (performance indicators): Analyzing how expectancy-value theory explains how they spent their time the previous evening Using strategies for motivating themselves for desired behaviors, such as studying

IIC-6.1 Describe theories of emotion, such as James-Lange, Cannon-Bard, or cognitive theories.

Students may indicate this by (performance indicators): Citing research to support a theory of emotion Comparing and contrasting two theories of emotion Discussing key ideas of emotional intelligence

IIC-6.2 Explaining how emotions and behaviors are related

Students may indicate this by (performance indicators): Describing how emotions related to non-verbal communication Identifying components of the emotional experience

IIC-7.1 Describe differences in perception between individuals differing in motivation.

Students may indicate this by (performance indicators): Explaining how supporters of opposing football or basketball teams differ in their perceptions of possible fouls Comparing reactions of individuals to literary and artistic works

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): Describing the effect of motivation and emotion on their learning from the assignment for today’s class Hypothesizing about the effect of mood differences on behavior between Wednesday and Friday Gathering examples of advertisements or political appeals designed to motivate choice or behavior Explaining the relationship between level of arousal and performance

IID-1. Sources of stress
IID-2. Physiological reactions to stress
IID-3. Psychological reactions to stress
IID-4. Cognitive and behavioral strategies for dealing with stress and promoting health

IID-1.1 Identify and explain major sources of stress.

Students may indicate this by (performance indicators): Defining frustration and giving examples of how it can be a source of stress Relating results of research about stress effects on animals Explaining and giving examples of approach-approach, approach-avoidance, and avoidance-avoidance conflicts Explaining how the hassles of contemporary life are a source of stress Discussing how our cognitive appraisal of situations can cause stress Exploring how challenges in work environments, such as violence, harassment, and downsizing, can increase stress reactions Examining the impact of discrimination from sexism, heterosexism, racism, ageism, and so on Examining the impact of discrimination on people with accents or distinguishing phenotypes Describing the impact of poverty on levels of daily stress

IID-2.1 List and explain possible physiological reactions to stress.

Students may indicate this by (performance indicators): Comparing the results of initial fight or flight experiments with animals to human stress reactions Describing Selye’s General Adaptation Syndrome (GAS) Describing how stress can affect the immune system Explaining models of stress such as learned helplessness

IID-3.1 List and explain possible psychological reactions to stress.

Students may indicate this by (performance indicators): Relating personal examples of how stress can impair psychological functioning in such areas as work, school, and relationships Explaining how stress can affect neurotransmitter function, mood states, and immunity to illness Describing how stress may have positive outcomes Discussing how cultural differences can influence one’s reaction to stress

IID-4.1 Identify and explain cognitive strategies to deal with stress and promote health.

Students may indicate this by (performance indicators) Describing how the use of problem solving and other cognitive strategies may help to cope with stress and promote health Explaining how person versus situation attributions for life events can influence one’s response to stressors and promote health Discussing the sources and beneficial effects of hope and optimism

IID-4.2 Identify and explain behavioral strategies to deal with stress and promote health.

Students may indicate this by (performance indicators): Explaining how defense mechanisms, regular exercise, relaxation, spiritual practices, and social support can help to alleviate some negative effects of stress and promote health Brainstorming ways in which changing behavior may alleviate some negative effects of stress and promote health Identifying behavioral strategies for coping with stress that can negatively influence health, such as smoking and substance abuse Discussing the pros and cons of seeking professional help to cope with stress