APA National Standards for High School Psychology Curricula

IVA-1. Characteristics of learning
IVA-2. Principles of classical conditioning
IVA-3. Principles of operant conditioning
IVA-4. Components of cognitive learning
IVA-5. Roles of biology and culture in determining learning

IVA-1.1 Discuss learning from a psychological viewpoint.

Students may indicate this by (performance indicators): Examining key contributors to learning theory Defining learning as relatively permanent changes of behavior resulting from experience Distinguishing learning from performance Demonstrating the use of theories of learning in applied examples

IVA-1.2 Recognize learning as a vehicle to promote adaptation through experience.

Students may indicate this by (performance indicators): Articulating how changes in adaptation can result from genetic factors or learned experiences Comparing how cultures differ in promoting learned behavior

IVA-2.1 Describe the classical conditioning paradigm.

Students may indicate this by (performance indicators): Explaining how, using Pavlovian conditioning procedures, a neutral stimulus becomes capable of evoking a response through pairing with an unconditioned stimulus Labeling elements in classical conditioning examples Designing procedures to produce classically conditioned responses

IVA-3.1 Describe the operant conditioning paradigm.

Students may indicate this by (performance indicators): Describing how consequences influence behavior, such as reinforcement strengthening a behavior’s occurrence Identifying consequences of punishment in controlling behavior Predicting future strength of behavior by applying operant conditioning principles Designing procedures to produce operant responses Applying operant conditioning to correcting behavior, such as using shaping, chaining, and self-control techniques Discussing Skinner’s contributions to popularizing behaviorism Translating emotional responses related to stereotyping, prejudice, and discrimination in operant terminology

IVA-4.1 Explain how observational learning works.

Students may indicate this by (performance indicators) Describing examples of learning by observation, such as Bandura’s bobo doll study and studies involving other animals (e.g., chimpanzees) Identifying everyday examples of observational learning Discussing impact of role models

IVA-4.2 Describe cognitive learning approaches.

Students may indicate this by (performance indicators): Comparing learned behavior across cultures Exploring the role of expectation in promoting learning Differentiating insight learning from other forms of learning Describing how cognitive approaches differ from classical and operant conditioning Explaining the concept of latent learning (e.g., cognitive mapping)

IVA-5.1 Identify biological contributions to learning.

Students may indicate this by (performance indicators): Describing biological constraints on learning Discussing adaptive value of one-trial learning, such as Garcia’s taste-aversion studies

IVA-5.2 Speculate on the role of culture in determining what behaviors will be learned.

Students may indicate this by (performance indicators): Comparing learned behavior across cultures Describing environmental constraints on learning opportunities

IVA-5.3 Explore how biological and cultural factors interact to impede or enhance learning.

Students may indicate this by (performance indicators): Examining factors affecting academic performance that may differ for males and females (e.g., stereotype threat) Predicting how teacher expectancy can influence differential achievement for members of ethnic groups Debating whether sociocultural factors can reliably predict individual success Contrasting academic supports available for people who have learning disabilities with those who are gifted learners

IVA-5.4 Describe the collaborative nature of some forms of learning within cultures.

Students may indicate this by (performance indicators): Giving examples of group learning in different cultures Contrasting Vygotsky’s approach to collaborative learning with individualistic theories

IVB-1. Encoding, or getting information into memory
IVB-2. Sensory, working or short-term, and long-term memory systems
IVB-3. Retrieval, or getting information out of memory
IVB-4. Biological bases of memory
IVB-5. Methods for improving memory
IVB-6. Memory constructions

IVB-1.1 Characterize the difference between surface and deep (elaborate) processing.

Students may indicate this by (performance indicator): Providing several examples of surface and deep processing

IVB-1.2 Identify other factors that influence encoding.

Students may indicate this by (performance indicators): Demonstrating the role of imagery in encoding Discussing the role of context and meaning on encoding (e.g., semantic encoding, surface processing, context dependent) Discussing the role of rote rehearsal, imagery, and organization on memory

IVB-2.1 Describe the operation of sensory memory

Students may indicate this by (performance indicators) Discussing the role of iconic memory through everyday examples Describing Sperling’s research on iconic memory

IVB-2.2 Describe the operation of short-term memory and working memory.

Students may indicate this by (performance indicators): Explaining the duration and capacity of short-term memory Providing examples of the use of chunking to increase the capacity of short-term memory Conducting a demonstration that uses short-term memory Providing examples of primacy and recency effects Discussing the concept of working memory as it relates to short-term memory (e.g., Baddeley) Examining the concept of serial position effect

IVB-2.3 Describe the operation of long-term memory.

Students may indicate this by (performance indicators): Charting the duration and capacity of long-term memory Providing examples of different types of memory (e.g., episodic, semantic, implicit, explicit and procedural memories) Reporting the primary findings of Ebbinghaus’ nonsense-syllable studies or Bahrick’s more recent research examining very long term memory Distinguishing between implicit and explicit memory

IVB-3.1 Analyze the importance of retrieval cues in memory.

Students may indicate this by (performance indicators): Identifying contextual and state-related cues (e.g., encoding specificity, state dependent memory, mood congruence) Examining problems related to retrieval, such as the tip-of-the-tongue phenomenon and context effects

IVB-3.2 Explain the role that interference plays in retrieval.

Students may indicate this by (performance indicators): Providing examples of proactive and retroactive interference Relating the concept of interference to studying school-related material

IVB-3.3 Relate difficulties created by reconstructive memory processes.

Students may indicate this by (performance indicators): Discussing the role of reconstruction in claims of repressed childhood memories Hypothesizing about the role of reconstruction in cases of eyewitness testimony

IVB-4.1 Identify the brain structures most important to memory.

Students may indicate this by (performance indicators): Relating case studies of damage to the hippocampus and its effect on memory Reporting on conditions, such as Alzheimer’s and stroke, that can impair memory

IVB-5.1 Identify factors that interfere with memory.

Students may indicate this by (performance indicators): Generating examples of interference that reduce academic performance Describing case studies that involve memory loss Exploring the false memory/recovered memory controversy, as it relates to child abuse Explaining cross-racial eyewitness identification

IVB-5.2 Describe strategies for improving memory based on our understanding of memory.

Students may indicate this by (performance indicators): Developing and describing mnemonic devices to help learn psychological concepts Listing specific suggestions to enhance deep processing of information and to minimize the effect of interference Describing how concepts such as massed versus distributed practice, overlearning, state and context dependence, and schemas might relate to studying

IVB-6.1 Describe the processes that lead to inaccuracies in memory.

Students may indicate this by (performance indicators): Describing research (e.g., Loftus) on the tendency to construct memories Discussing the misinformation effect Describing the implications constructed memories have on courtroom testimonies

IVC-1. Basic elements comprising thought
IVC-2. Strategies and obstacles involved in problem solving and decision-making
IVC-3. Structural features of language
IVC-4. Theories and developmental stages of language acquisition
IVC-5. Links between thinking and language

IVC-1.1 Define thinking as a mental process involved in the manipulation and understanding of information.

Students may indicate this by (performance indicators): Identifying mental images and verbal symbols as elements that comprise thinking Describing controversies related to the role of thinking in behavior

IVC-1.2 Recognize that information is classified into categories containing similar properties known as concepts

Students may indicate this by (performance indicators): Describing the process of concept formation Analyzing a group of words, phrases, or images and identifying the unifying concept Discussing how researchers study concept formation Discussing examples of prototypes Examining the role of hierarchies in organizing concepts

IVC-2.1 Identify problem solving as a directed and productive example of thinking.

Students may indicate this by (performance indicators): Describing the steps involved in the problem-solving process Providing examples of how algorithms, heuristics, and insight are used in problem solving

IVC-2.2 Explain the use of creative thinking in problem solving.

Students may indicate this by (performance indicators): Discussing how creative thinking strategies, such as divergent thinking, and restructuring, are used in problem solving Describing the effects of social factors on problem solving

IVC-2.3 Analyze the obstacles that inhibit problem solving and decision-making.

Students may indicate this by (performance indicators): Providing examples of how mental set and functional fixedness prevent the solving of a problem Evaluating strategies and obstacles involved in a class problem-solving activity Providing examples of how framing, risk avoidance, and overconfidence can affect decision-making Determining the effects of hindsight bias, confirmation bias and belief perseverance Explaining how availability and representativeness heuristics hinder problem solving

IVC-3.1 Define language as symbols and sounds that convey meaning and facilitate communication.

Students may indicate this by (performance indicators): Defining the properties of meaningfulness, structure, and reference in language Demonstrating that language is not limited to sounds by using American Sign Language

IVC-3.2 Recognize that language is organized in a hierarchical structure.

Students may indicate this by (performance indicators): Identifying the basic unit of language as phonemes that are combined in meaningful strings known as morphemes Providing examples of how morphemes combine to form words, phrases, and sentences Describing the role of grammar in language systems

IVC-4.1 Discuss the effects of development on language acquisition.

Students may indicate this by (performance indicators): Tracing the stages of language development from infancy to childhood Contrasting the language development of multilingual children to the development of children who speak only one language (e.g., code switching) Using case studies such as Genie or the Wild Boy of Aveyron to examine language development

IVC-4.2 Evaluate the theories of language acquisition.

Students may indicate this by (performance indicators): Comparing the views of Chomsky and Skinner on language development Describing current theories of language acquisition Discussing the effect of culture on language acquisition Debating the advantages and disadvantages of bilingual education

IVC-4.3 Speculate on whether animals acquire and use language.

Students may indicate this by (performance indicators): Describing the nature of communication in honeybees Relating conclusions drawn from early attempts to teach language to primates Discussing contemporary views on whether animals can acquire language

IVC-5.1 Examine the influence of language on thought and behavior.

Students may indicate this by (performance indicators): Evaluating Whorf’s linguistic relativity theory that language determines or only influences thought Providing examples, such as how sexist language can influence thought processes Comparing differing cultural practices regarding expressions of respect or formal pronoun use

IVD-1. Understand the nature of consciousness
IVD-2. Characteristics of sleep and theories that explain why we sleep
IVD-3. Theories used to explain and interpret dreams
IVD-4. Basic phenomena and uses of hypnosis
IVD-5. Categories of psychoactive drugs and their effects

IVD-1.1 Define states of consciousness

Students may indicate this by (performance indicator): Discussing various states of consciousness

IVD-1.2 Describe levels of consciousness

Students may indicate this by (performance indicator): Differentiating among nonconscious, conscious, preconscious, and conscious awareness

IVD-2.1 Describe the sleep cycle.

Students may indicate this by (performance indicators): Drawing and labeling a graph that shows the sleep cycle throughout the night Charting the differences between REM and Non-REM (NREM) sleep

IVD-2.2 Compare theories that explain why we sleep.

Students may indicate this by (performance indicators): Comparing restorative theories with evolutionary theories Explaining the effects of sleep deprivation Evaluating evidence to support various theories

IVD-2.3 Assess types of sleep disorders.

Students may indicate this by (performance indicators): Providing possible solutions for insomnia Listing the symptoms of narcolepsy and sleep apnea

IVD-3.1 Demonstrate an understanding of individual differences in dream content and recall.

Students may indicate this by (performance indicators): Collecting and analyzing data about dream content and recall with an informal survey Exploring cross-cultural differences in the significance of dreams

IVD-3.2 Compare different theories about the use and meaning of dreams.

Students may indicate this by (performance indicator): Comparing different theories about the significance of dreams (e.g., activation-synthesis, psychodynamic, and cognitive theories)

IVD-4.1 Describe several hypnotic phenomena.

Students may indicate this by (performance indicators): Discussing why some people are better hypnotic subjects than others Explaining hypnotic induction, suggestibility, and amnesia Explaining the relationship of healing practices that use trance induction and altered states of consciousness to hypnosis

IVD-4.2 Explain possible uses of hypnosis in psychology.

Students may indicate this by (performance indicators): Describing early uses of hypnosis to address psychological symptoms Evaluating the accuracy of memories recovered by hypnosis Identifying the uses of hypnosis in pain control and psychotherapy

IVD-5.1 Characterize the major categories of psychoactive drugs and their effects.

Students may indicate this by (performance indicators): Charting the names, sources, and uses of narcotic, depressant, stimulant, and hallucinogenic drugs Classifying drugs, such as tobacco, alcohol, and marijuana Discussing cultural and historical influences on making value judgments

IVD-5.2 Evaluate the effects of narcotic, depressant, stimulant, and hallucinogenic drugs.

Students may indicate this by (performance indicators): Identifying the potential for physiological and psychological dependence Describing the short-term behavioral, physiological, and cognitive effects Identifying the neurochemical mechanisms of drugs, such as nicotine or cocaine

IVE-1. Concepts related to measurement of individual differences
IVE-2. Influence and interaction of heredity and environment on individual differences
IVE-3. Nature of intelligence
IVE-4. Nature of intelligence testing

IVE-1.1 Define and understand the nature of test constructs, such as intelligence, personality, and creativity.

Students may indicate this by (performance indicators): Recounting early attempts to measure human characteristics and develop tests Comparing and contrasting personality characteristics of two persons

IVE-1.2 Describe basic statistical concepts in testing

Students may indicate this by (performance indicators): Describing how test validity and reliability are established and related Determining which of two tests would be more useful for a particular purpose when given relevant data about validity and reliability

IVE-2.1 Explain how intelligence and personality may be influenced by heredity and environment.

Students may indicate this by (performance indicators): Citing one or more studies demonstrating how environmental variables influence the development of intellectual skills Characterizing how studies of identical versus fraternal twins help establish the role of heredity in determining individual differences in intelligence Predicting which of two correlations will be higher: the correlation between the IQs of identical twins or the correlation between the IQs of fraternal twins Describing how the interaction between children and parents relates to differences in motivation and personality Explaining the role of cultural and group norms in establishing the frames of reference we use in thinking about individual differences Describing the link between intelligence testing and the eugenics movement

IVE-3.1 Link intelligence to the use of cognitive skills and strategies.

Students may indicate this by (performance indicators): Explaining how cognitive processes, such as analogical reasoning and speed of processing, are involved in intelligence Discussing the role of planning and self-regulation in intelligence 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 Describing how intelligence test scores are derived Discussing the relationship between intelligence and musical, artistic, and other special abilities

IVE-3.2 Describe theories of intelligence.

Students may indicate this by (performance indicators): Comparing traditional psychometric theories of intelligence to more recent approaches (e.g., Gardner’s multiple intelligences, Sternberg’s triarchic theory) Debating whether intelligence is one or several abilities Describing emotional intelligence

IVE-4.1 Explain why intelligence tests predict achievement.

Students may indicate this by (performance indicators): Citing correlations between IQ and academic achievement and explaining the correlation Predicting how intelligence test scores correlate with other measurable variables (e.g., grades, supervisor ratings, etc.) 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 Exploring how ethnicity and gender can moderate achievement predictions based on intelligence tests

IVE-4.2 Explain issues of using conventional intelligence tests.

Students may indicate this by (performance indicators): Describing the abilities commonly measured by intelligence tests Identifying valid uses of conventional tests Discussing the research on the cultural context of intelligence tests. Exploring the consequences of using labels derived from testing, such as genius, normal, or developmentally delayed Evaluating research on stereotype threat Explaining the meaning of culture and gender fair testing