PSYC 325 Personality Development 3 - 3 . It promotes skills in scientific research and provides insights into the influence of psychology on contemporary thoughts and professional services in educational, industrial, clinical, mental health and other fields. The APA Education Directorate and the APA Teachers of Psychology in Secondary Schools (TOPSS) have been especially active in publishing a series of unit lesson plans designed to help instructors teach a scientifically based course. 2.5 GPA in Psychology courses. Psychology Teacher Network, 28(3). This way, teachers and students can be more confident of what students have learned throughout the course. *Either Psychology 221 or 222, but not both, can count towards the three required 200-level courses. GEED 10083 Science, Technology, and Society 3 3 0. Perceptual illusions will be employed in order to encourage students to delve into the neural underpinnings of sensory perception. Written reports required. use tab and shift-tab to navigate once expanded, Covid-19 is an ongoing concern in our region, including on campus. Psychology study material includes psychology notes, book, courses, case study, syllabus, question paper, MCQ, questions and answers and available in psychology pdf form. https://www.apa.org/ed/precollege/about/undergraduate-major, American Psychological Association (2021). It encourages students to integrate and apply knowledge, and allows flexibility in course selection to help students meet their career goals. https://secure-media.collegeboard.org/digitalServices/pdf/ap/ap-psychology-course-description-2014-15.pdf, Foley, S. (2018, September). High school psychology teachers can join APA as High School Teacher Affiliates. Students will have the opportunity to integrate information from a variety of specialties in psychology. Define and explain basic psychological concepts. PSYC 310: Psychology of Personality 3 Semester Credit Hours Electives 8 Semester Credit Hours Total: 32 SCH Junior Year Humanities (GER) ENGL 303: Technical Writing 3 Semester Credit Hours Social/Behavioral Sciences (GER) Electives (excludes Psychology) 6 Semester Credit Hours Major Courses PSYC 302: Physiological Psychology 3 Semester Credit Hours The APA Board of Directors approved the final version in fall 1998, followed by the APA Council of Representatives approval in August 1999. Contrary to this history, it is imperative that high school psychology courses demonstrate that psychological science relates to all populations and that all students should see themselves in the content of the course. After concluding this unit, students understand: Content Standard 1: The nature of psychological science, 1.5 Identify ways individuals can use psychological science in any career, Content Standard 2: Research methods and measurements used to study behavior and mental processes, 2.1 Describe research methods psychological scientists use, 2.2 Compare and contrast quantitative and qualitative research methods used by psychological scientists, 2.3 Describe the importance of representative samples in psychological research and the need for replication, 2.4 Explain how and why psychologists use non-human animals in research, 2.5 Explain the meaning of validity and reliability of observations and measurements, Content Standard 3: Ethical issues in research with human and non-human animals, 3.1 Identify ethical requirements for research with human participants and non-human animals, 3.2 Explain why researchers need to adhere to an ethics review process, Content Standard 4: Basic concepts of data analysis, 4.1 Define descriptive statistics and explain how they are used by psychological scientists, 4.2 Draw appropriate conclusions from correlational and experimental designs, 4.3 Interpret visual representations of data, Content Standard 1: Structure and function of the nervous system and endocrine system in human and non-human animals, 1.1 Identify the major divisions and subdivisions of the human nervous system and their functions, 1.2 Identify the parts of the neuron and describe the basic process of neural transmission, 1.3 Describe the structures and functions of the various parts of the central nervous system, 1.4 Explain the importance of plasticity of the nervous system, 1.5 Describe the function of the endocrine glands and their interaction with the nervous system, 1.6 Identify methods and tools used to study the nervous system, Content Standard 2: The interaction between biological factors and experiences, 2.1 Describe concepts in behavioral genetics and epigenetics, 2.2 Describe the interactive effects of heredity and environment, 2.3 Explain general principles of evolutionary psychology, Content Standard 1: The functions of sensory systems, 1.1 Explain the process of sensory transduction, 1.2 Explain the basic concepts of psychophysics such as threshold and adaptation, Content Standard 2: The capabilities and limitations of sensory processes, 2.1 Identify different stimuli for which humans have sensory receptors and explain what this means for their sensory abilities, 2.4 Describe chemical and tactile sensory systems, Content Standard 1: The different states and levels of consciousness, 1.2 Distinguish between processing that is conscious (i.e., explicit) and other processing that happens without conscious awareness (i.e., implicit), 1.3 Identify the effects of meditation, mindfulness, and relaxation, 1.4 Describe characteristics of and current conceptions about hypnosis, Content Standard 2: Characteristics and functions of sleep and theories that explain why we sleep and dream, 2.1 Describe the circadian rhythm and its relation to sleep, 2.3 Compare theories about the functions of sleep and of dreaming, Content Standard 3: Categories of psychoactive drugs and their effects, 3.1 Characterize the major categories of psychoactive drugs and their effects, 3.2 Describe how psychoactive drugs work in the brain, 3.3 Describe the physiological and psychological effects of psychoactive drugs, Content Standard 1: Fundamental processes of thinking and problem solving, 1.1 Describe cognitive processes related to concept formation, 1.2 Explain processes involved in problem solving and decision making, Content Standard 2: Effective thinking processes, 2.1 Describe obstacles to effective information processing and decision making, 2.2 Describe convergent and divergent thinking in problem solving and decision making, 1.1 Explain the processes of encoding, storage, and retrieval, 1.2 Describe systems of memory (i.e., sensory, working, and long-term memory), 1.3 Differentiate types of memory (i.e., implicit and explicit), Content Standard 2: Factors influencing memory, 2.1 Explain strategies for improving the encoding, storage, and retrieval of memories, 2.2 Describe memory as a reconstructive process, 2.3 Explain kinds of forgetting or memory failures, 2.4 Identify disorders that impact the function of memory, Content Standard 1: The process of perception, 1.2 Explain the concepts of bottom-up and top-down processing, Content Standard 2: The interaction between the person and the environment in determining perception, 2.1 Explain Gestalt principles of perception, 2.2 Describe binocular and monocular depth cues, 2.5 Explain how diverse experiences and expectations influence perception, Content Standard 1: Perspectives on intelligence, 1.2 Describe various conceptualizations of intelligence, 1.3 Describe the effects of differences in intelligence on everyday functioning, Content Standard 2: Assessment of intelligence, 2.1 Analyze the history of intelligence testing, including historical use and misuse in the context of fairness, 2.2 Identify current methods of assessing human cognitive abilities, 2.3 Describe measures of and data on reliability and validity for intelligence test scores, Content Standard 3: Issues in intelligence, 3.1 Explain the complexities of interpreting scores on intelligence tests, 3.2 Describe the influences of biological, cultural, and environmental factors on intelligence, Content Standard 1: Methods and issues in life span development, 1.1 Explain the interaction of environmental and biological factors in development, including the role of the brain in all aspects of development, 1.2 Explain issues of continuity/discontinuity and stability/change, 1.3 Distinguish methods used to study development, 1.4 Describe the role of sensitive and critical periods in development, Content Standard 2: Physical, cognitive, and social development across the life span (prenatal, infancy, childhood, adolescence, emerging adulthood, adulthood, and older adulthood), 2.1 Identify key features of physical development from prenatal through older adulthood, 2.2 Identify key features of cognitive development from prenatal through older adulthood, 2.3 Identify key features of social development from prenatal through older adulthood, Content Standard 1: Classical Conditioning, 1.1 Describe the processes of classical conditioning, 1.2 Describe clinical and experimental examples of classical conditioning, 2.1 Describe the processes of operant conditioning, 2.2 Describe clinical and experimental examples of operant conditioning, Content Standard 3: Observational learning, social learning theory, and mental processes in learning, 3.1 Describe observational learning and social learning theory, 3.2 Describe the role of mental processes in learning, Content Standard 1: Structural features and development of language, 1.1 Describe the structure of language from the level of speech sounds to communication of meaning, 1.2 Describe the relationship between language and cognition, 1.3 Explain the language acquisition process and theories, Content Standard 2: Language and the brain, 2.1 Identify the brain structures associated with language, 2.2 Explain how damage to the brain may affect language, 1.1 Describe attributional explanations of behavior, 1.2 Explain how experiences shape attitudes and beliefs, 1.3 Explain how attitudes, biases, and beliefs affect behavior and relationships with others, 2.1 Explain how the presence of other people can affect behavior, 2.2 Describe how intergroup dynamics influence behavior, 2.3 Explain how persuasive methods affect behavior and beliefs, 2.4 Identify factors influencing attraction and relationships, 2.5 Identify factors influencing aggression and conflict, 2.6 Identify factors influencing altruism and helping behaviors, Content Standard 1: Empirical approaches to studying and understanding personality, 1.1 Explain how biological and environmental factors interact to influence personality, 1.2 Explain social-cognitive approaches to understanding personality, 1.3 Explain trait-based approaches to understanding personality, 1.4 Describe methods used to study personality scientifically, Content Standard 2: Assessment of personality, 2.1 Differentiate personality assessment techniques, 2.2 Describe the reliability and validity of personality assessment techniques, 2.3 Analyze how personality researchers address issues of stability and change, Content Standard 1: Psychological constructs of culture, 1.1 Define culture and describe its role in individual and group characteristics, 1.2 Describe the relationship between culture and conceptions of self and identity development, 1.3 Explain how inequality of power and resources relate to privilege, stereotypes, prejudice, and discrimination, 1.4 Describe psychological effects of privilege, stereotypes, prejudice, and discrimination based on cultural identity, Content Standard 2: Psychological constructs of gender and sexual orientation, 2.1 Compare and contrast sex, gender identity, and sexual orientation, 2.2 Describe diversity of gender identity and sexual orientation, 2.3 Describe psychological effects of privilege, stereotypes, prejudice, and discrimination based on gender and sexual orientation, Content Standard 1: Influences of motivation, 1.1 Explain biological, cognitive, and social factors that influence motivation, 1.2 Explain the role of culture in human motivation, Content Standard 2: Domains of motivated behavior in humans, 2.1 Identify factors in motivation that influence eating and sexual behaviors, 2.2 Identify motivational factors that influence achievement and affiliation, Content Standard 3: Perspectives on emotion, 3.1 Explain the biological and cognitive components of emotion, 3.2 Describe the psychological research on basic human emotions, 3.3 Differentiate among theories of emotion, Content Standard 4: Emotional interpretation and expression (interpersonal and intrapersonal), 4.1 Explain how biological factors influence emotional interpretation and expression, 4.2 Explain how culture and gender influence emotional interpretation and expression, 4.3 Explain how other environmental factors influence emotional interpretation and expression, Content Standard 5: Domains of emotional behavior, 5.1 Identify biological and environmental influences on the expression and experience ofnegative emotions, 5.2 Identify biological and environmental influences on the expression and experience ofpositive emotions, Content Standard 1: Perspectives of abnormal behavior, 1.2 Describe cross-cultural views of abnormality, 1.3 Describe major medical and biopsychosocial models of abnormality, 1.4 Explain how stigma relates to abnormal behavior, 1.5 Explain the impact of psychological disorders on the individual, family, and society, Content Standard 2: Categories of psychological disorders, 2.1 Describe the classification of psychological disorders, 2.2 Describe the challenges associated with diagnosing psychological disorders, 2.3 Describe symptoms of psychological disorders, 1.1 Define stress as a psychophysiological response to the environment, 1.2 Explain sources of stress across the life span, 1.3 Explain physiological and psychological consequences of stress for health and wellness, 1.4 Explain physiological, cognitive, and behavioral strategies to deal with stress, Content Standard 2: Psychological science promotes mental and physical health and wellness, 2.1 Describe factors that promote resilience and flourishing, 2.2 Identify evidence-based strategies that promote health and wellness, 1.1 Describe different types of biomedical and psychological treatments, 1.2 Explain why psychologists use a variety of psychological treatments, 1.3 Describe appropriate treatments for different populations, including historical use and misuse of treatment, Content Standard 2: Legal, ethical, and professional issues in the treatment of psychological disorders, 2.1 Identify differences among licensed mental health providers, 2.2 Identify legal and ethical requirements for licensed mental health providers, 2.3 Identify resources available to support individuals with psychological disorders and their families. 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