Quarter 2
Chapter 7: Memory
Chapter 7: Memory
Essential Questions:
Essential Questions:
- How does information get into the memory system?
- Why do we forget?
- How can I improve my memory?
"I Can"
"I Can"
- Define memory, and explain how information-processing models help us study memory.
- Describe the three-stage information-processing model of memory, and identify how later research has updated this model.
- Contrast explicit and implicit memories.
- Identify what information we automatically process.
- Explain how sensory memory works.
- Assess the capacity of our short-term and working memory.
- Categorize effortful processing strategies that can help remember new information.
- Explain why cramming is ineffective.
- Describe the testing effect.
- Identify the capacity of long-term memory.
- Indicate whether our long-term memories are processed and stored in specific locations.
- Distinguish the role of the hippocampus and frontal lobes in memory processing.
- Distinguish the roles of the cerebellum and basal ganglia in memory processing.
- Describe how emotions affect our memory processing.
- Describe how changes at the synapse level affect our memory processing.
- Analyze how psychologists assess memory with recall, recognition, and relearning.
- Discriminate how external events, internal moods, and order of appearance affect memory retrieval.
- Discuss why we forget.
- Identify how misinformation, imagination, and source amnesia influence our memory construction.
- Assess how reliable young children's eyewitness descriptions.
- Discuss why reports of repressed and recovered memories are so hotly debated.
- Appraise how I can use memory research findings to do better in school.
Wisconsin Standards for Social Studies
Wisconsin Standards for Social Studies
- SS.BH1.a.h
- SS.BH1.b.h
- SS.BH2.a.h
Chapter 8: Thinking, Language, and Intelligence
Chapter 8: Thinking, Language, and Intelligence
Essential Questions:
Essential Questions:
- How do we think and solve problems?
- How are thinking and language related?
- What is intelligence?
"I Can"
"I Can"
- Define 'cognition'.
- Describe strategies that help us solve problems and what tendencies work against us.
- Define intuition.
- Explain how the availability heuristic, overconfidence, belief perseverance, and framing influence our decisions and judgments.
- Analyze how smart thinkers use intuition.
- Define creativity and identify what fosters it.
- Distinguish what we know about thinking in other species.
- Define the milestones in language development.
- Describe how we acquire language.
- Identify what brain areas are involved in language processing and speech.
- Distinguish how thinking in images can be useful.
- Indicate what we know about other species' capacity for language.
- Define 'intelligence' as used in psychology.
- Analyze the arguments for 'general intelligence' (g).
- Contrast the two theories of multiple intelligences and appraise the criticisms of each.
- Explain the four abilities that make up emotional intelligence.
- Explain when and why intelligence tests were created.
- Contrast contemporary intelligence tests from early intelligence tests.
- Describe the 'normal curve' and explain what it means to say that a test has been standardized and it reliable and valid.
- Summarize the traits of those at the low and high intelligence extremes.
- Discuss how intelligence is influenced by nature and nurture.
- Assess what it means when we say that a trait it 'heritable'.
- Analyze how stable intelligence scores are across the lifespan.
- Define 'crystallized' and 'fluid' intelligence and summarize how aging affects each.
- Appraise how and why the geners differ in mental ability scores.
- Discuss how and why racial and ethnic groups differ in mental ability scores.
- Assess whether intelligence tests are biased and/or discriminatory.
Wisconsin Standards for Social Studies
Wisconsin Standards for Social Studies
- SS.BH1.a.h
- SS.BH1.b.h
- SS.BH2.a.h
Chapter 9: Motivation and Emotion
Chapter 9: Motivation and Emotion
Essential Questions:
Essential Questions:
- What motivates behavior?
- How do emotions, cognition, and behaviors interact?
"I Can"
"I Can"
- Define motivation and identify three key perspectives that help us understand motivated behavior.
- Identify the physiological factors that cause us to feel hungry.
- Discuss how psychological, biological, cultural, and situational factors affect our taste preferences and eating habits.
- Indicate what factors predispose some people to become and remain obese.
- Analyze what evidence points to our human need to belong.
- Assess how social networking influences behavior.
- Identify the three parts of an emotion.
- Discuss what theories help us to understand our emotions.
- Indicate some basic emotions.
- Assess the link between emotional arousal and the autonomic nervous system.
- Explain how our body states relate to specific emotions.
- Indicate how effective polygraph testing is in using body states to detect lies.
- Summarize how we communicate nonverbally.
- Contrast how men and women differ in nonverbal communication skills.
- Differentiate how nonverbal expressions of emotion are understood within and across cultures.
- Appraise how facial expressions influence our feelings.
Wisconsin Standards for Social Studies
Wisconsin Standards for Social Studies
- SS.BH1.a.h
- SS.BH1.b.h
- SS.BH2.a.h
Chapter 10: Stress, Health, and Human Flourishing
Chapter 10: Stress, Health, and Human Flourishing
Essential Questions:
Essential Questions:
- How does stress affect health?
- What are effective ways to cope with stress?
"I Can"
"I Can"
- Discuss how our appraisal of an event affects our stress reaction.
- Identify three main types of stressors.
- Express how stress influences our immune system.
- Appraise the relationship between stress and the risk of coronary heart disease.
- Summarize the two basic ways that people cope with stress.
- Evaluate how our sense of control influences stress and health.
- Contrast optimists and pessimists.
- Assess how social support and finding meaning in life influence health.
- Appraise how well aerobic exercise helps to manage stress and improve well-being.
- Describe the ways in which relaxation and meditation may influence stress and health.
- Assess how religious involvement may relate to health.
- Discuss the causes and consequences of happiness.
Wisconsin Standards for Social Studies
Wisconsin Standards for Social Studies
- SS.BH1.a.h
- SS.BH1.b.h
- SS.BH2.a.h
Chapter 11: Personality
Chapter 11: Personality
Essential Questions:
Essential Questions:
- What determines personality?
"I Can"
"I Can"
- Explain how Sigmund Freud's treatment of psychological disorders lead to his view of the unconscious mind.
- Describe Freud's view of personality
- Summarize the developmental stages proposed by Freud.
- Indicate how Freud thought people defended themselves against anxiety.
- Categorize which Freudian ideas his followers accepted and rejected.
- Describe projective tests and identify how they are used what how they are criticized.
- Assess how today's psychologists view Freudian psychoanalysis.
- Identify how modern research has developed our understanding of the unconscious.
- Summarize how humanistic psychologists view personality.
- Identify how humanistic psychologists assess a person's sense of self.
- Distinguish how humanistic theories how influenced psychology and the criticisms they have faced.
- Explain how psychologists use traits to describe personality.
- Describe personality inventories.
- Appraise what traits seem to provide the most useful information about personality variation.
- Appraise if research supports the consistency of personality traits over time and across situations.
- Explain how social-cognitive theorists view personality development and explore behavior.
- Summarize the criticisms social-cognitive theorists have faced.
- Identify why psychology has generated so much research on the self.
- Assess the importance of self-esteem to psychology and our well-being.
- Evaluate what evidence reveals self-serving bias.
- Contrast defensive self-esteem and secure self-esteem.
- Summarize how individualist and collectivist cultures influence people.
Wisconsin Standards for Social Studies
Wisconsin Standards for Social Studies
- SS.BH1.a.h
- SS.BH1.b.h
- SS.BH2.a.h