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[null,"Psychology, Standard 1","Q3","Q4"]
["Standard 1:","History & Scientific Method: Students discuss the history of psychology and its development as an empirical science by understanding the scientific method, explaining research strategies and identifying ethical issues."]
["P1.1","Define psychology as a discipline and identify its goals as a science.  (Social Studies Theme(s): Science, Technology, & Society; Individual Development & Identity; People, Places, & Environments; Time, Continuity, & Change; Individuals, Groups, & Institutions; Culture.)"]
["P1.2","Explain the reasons and approaches for studying the methodology of psychology; past and present.  (Social Studies Theme(s): Science, Technology, & Society; Individual Development & Identity; People, Places, & Environments; Time, Continuity, & Change; Individuals, Groups, & Institutions; Culture.)"]
["P1.3","Describe the differences between descriptive and experimental research methods.  (Social Studies Theme(s): Science, Technology, & Society; Time, Continuity, & Change; Individual Development & Identity; People, Places, & Environments.)"]
["P1.4","Explain the interaction among independent and dependent variables as well as the difference between experimental and control groups.  (Social Studies Theme(s): Science, Technology, & Society; Individual Development & Identity; Individuals, Groups, & Institutions; People, Places, & Environments.)"]
["P1.5","Distinguish between scientific and nonscientific research.  (Social Studies Theme(s): Science, Technology, & Society.)"]
["P1.6","Describe the key concepts of the ethical guidelines applied by the American Psychological Association regarding the use of human and non-human animal subjects.  (Social Studies Theme(s): Science, Technology, & Society; Individuals, Groups, & Institutions; Power, Authority, & Governance; Time, Continuity, & Change; Individual Development & Identity; Culture; People, Places, & Environments.)"]
["P1.7","Describe the differences between quantitative and qualitative research strategies.  (Social Studies Theme(s): Science, Technology, & Society.)"]
["P1.8","Define correlation coefficients and explain their appropriate interpretation.  (Social Studies Theme(s): Science, Technology, & Society.)"]
["P1.9","Analyze human behavior from modern day perspectives in psychology.  (Social Studies Theme(s): Science, Technology, & Society; Individuals, Groups, & Institutions; Individual Development & Identity; Culture; Time, Continuity, & Change; Global Connections; Power, Authority, & Governance; People, Places, & Environments.)"]
["Related A.P. Psychology Terms, Concepts, & Descriptions:"]
["I. History & Approaches"]
["A. Recognize how philosophical and physiological perspectives shaped the development of psychological thought."]
["B.  Describe and compare different theoretical approaches in explaining behavior:"]
["i.)  Structuralism, functionalism, and behaviorism in the early years;"]
["ii.)  Gestalt, psychoanalytic/psychodynamic, and humanism emerging later;"]
["iii.)  Evolutionary, biological, cognitive, and biopsychosocial as more contemporary approaches."]
["C.  Recognize the strengths and limitations of applying theories to explain behavior."]
["D. Distinguish the different domains of psychology (e.g., biological, clinical, cognitive, counseling, developmental, educational, experimental, human factors, industrial–organizational, personality, psychometric, social)."]
["E. Identify major historical figures in psychology (e.g., Mary Whiton Calkins, Charles Darwin, Dorothea Dix, Sigmund Freud, G. Stanley Hall, William James, Ivan Pavlov, Jean Piaget, Carl Rogers, B. F. Skinner, Margaret Floy Washburn, John B. Watson, Wilhelm Wundt)."]
["II. Research Methods"]
["A. Differentiate types of research (e.g., experiments, correlational studies, survey research, naturalistic observations, case studies) with regard to purpose, strengths, and weaknesses."]
["B. Describe how research design drives the reasonable conclusions that can be drawn (e.g., experiments are useful for determining cause and effect; the use of experimental controls reduces alternative explanations)."]
["C. Identify independent, dependent, confounding, and control variables in experimental designs."]
["D. Distinguish between random assignment of participants to conditions in experiments and random selection of participants, primarily in correlational studies and surveys."]
["E. Predict the validity of behavioral explanations based on the quality of research design (e.g., confounding variables limit confidence in research conclusions)."]
["F. Distinguish the purposes of descriptive statistics and inferential statistics."]
["G. Apply basic descriptive statistical concepts, including interpreting and constructing graphs and calculating simple descriptive statistics (e.g., measures of central tendency, standard deviation)."]
["H. Discuss the value of reliance on operational definitions and measurement in behavioral research."]
["I. Identify how ethical issues inform and constrain research practices."]
["J. Describe how ethical and legal guidelines (e.g., those provided by the American Psychological Association, federal regulations, local institutional review boards) protect research participants and promote sound ethical practice."]

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[null,"Psychology, Standard 2","Q3","Q4"]
["Standard 2:","Biological Bases of Behavior: Students investigate the structure, biochemistry and circuitry of the brain and the nervous system to understand their roles in affecting behavior."]
["P2.1","Describe the structure and function of the major regions of the brain; specifically the forebrain, hindbrain, midbrain, and the four lobes. (Social Studies Theme(s): Individual Development & Identity; Science, Technology, & Society; People, Places, & Environments.) "]
["P2.2","Compare and contrast between the left and right hemispheres of the brain and identify how vision, motor, language and other functions are regulated by each hemisphere.  (Social Studies Theme(s): Individual Development & Identity; Science, Technology, & Society; People, Places, & Environments.) "]
["P2.3","Describe the structure and function of the neuron and describe the basic process of neural transmission.  (Social Studies Theme(s): Individual Development & Identity; Science, Technology, & Society; People, Places, & Environments.) "]
["P2.4","Compare and contrast the methods for studying the brain.  (Social Studies Theme(s): Science, Technology, & Society; Time, Continuity, & Change.)"]
["P2.5","Identify the major divisions and subdivisions of the nervous system and describe how they function.  (Social Studies Theme(s): Science, Technology, & Society; Individual Development & Identity; People, Places, & Environments.)"]
["P2.6","Analyze the structure and function of the endocrine system and its effect on human behavior.  (Social Studies Theme(s):  Individual Development & Identity; Science, Technology, & Society; People, Places, & Environments; Culture; Individuals, Groups, & Institutions; Time, Continuity, & Change.)"]
["P2.7","Compare and contrast the effect of neurotransmitters on human behavior.  (Social Studies Theme(s):  Individual Development & Identity; Science, Technology, & Society; People, Places, & Environments; Culture; Time, Continuity, & Change.)"]
["Related A.P. Standard(s):"]
["III. Biological Bases of Behavior"]
["A.  Identify basic processes and systems in the biological bases of behavior, including parts of the neuron and the process of transmission of a signal between neurons."]
["B.  Discuss the influence of drugs on neurotransmitters (e.g., reuptake mechanisms, agonists, antagonists)."]
["C.  Discuss the effect of the endocrine system on behavior."]
["D.  Describe the nervous system and its subdivisions and fuctions:"]
["i.)  Central and Peripheral Nervous Systems;"]
["ii.)  Major brain regions, lobes, and cortical areas;"]
["E.  Discuss the role of neuroplasticity in traumatic brain injury (TBI)."]
["F.  Recount historic and contemporary research strategies and technologies that support research (e.g. case studies, split-brain research, & imaging techniques)."]
["G.  Discuss psychology's abiding interest in how heredity, environment, & evolution work together to shape behavior."]
["H. Predict how traits & behavior can be selected for their adaptive value."]
["I. Identify key contributors (e.g. Paul Broca, Charles Darwin, Michael Gazzaniga, Roger Sperry, & Carl Wernicke)."]

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[null,"Psychology, Standard 3","Q3","Q4"]
["Standard 3:","Development: Students understand the process of how humans grow, learn and adapt to their environment from conception to death."]
["P3.1","Explain the role of prenatal and post-natal development on human development.  (Social Studies Theme(s): Individual Development & Identity; Science, Technology, & Society; People, Places, & Environments; Individuals, Groups, & Institutions; Time, Continuity, & Change.)"]
["P3.2","Explain the physical, motor, and perceptual development of infants.  (Social Studies Theme(s): Individual Development & Identity; Science, Technology, & Society; People, Places, & Environments; Individuals, Groups, & Institutions; Time, Continuity, & Change.)"]
["P3.3","Understand the physical, motor and cognitive development of children.  (Social Studies Theme(s): Individual Development & Identity; Science, Technology, & Society; People, Places, & Environments; Individuals, Groups, & Institutions; Time, Continuity, & Change.)"]
["P3.4","Describe the physical, cognitive, and moral changes that occur during adolescence.  (Social Studies Theme(s): Individual Development & Identity; Science, Technology, & Society; People, Places, & Environments; Individuals, Groups, & Institutions; Time, Continuity, & Change; Culture.)"]
["P3.5","Understand the major physical, cognitive, and social issues that accompany adulthood and aging.  (Social Studies Theme(s): Individual Development & Identity; Science, Technology, & Society; People, Places, & Environments; Individuals, Groups, & Institutions; Time, Continuity, & Change; Culture; Power, Authority, & Governance.)"]
["P3.6","Explain how nature and nurture influence human development.  (Social Studies Theme(s): Individual Development & Identity; Individuals, Groups, & Institutions; Culture; People, Places, & Environments; Science, Technology, & Society; Time, Continuity, & Change.)"]
["P3.7","Describe the theories of various developmental psychologists.  (Social Studies Theme(s):  Individual Development & Identity; Science, Technology, & Society; Time, Continuity, & Change; People, Places, & Environments; Culture; Individuals, Groups, & Institutions.)"]
["Related A.P. Standard(s):"]
["IX.  Developmental Psychology"]
["A.  Discuss the interaction of nature & nurture (including cultural variations) in the determination of behavior."]
["B.  Explain the process of conception and gestation, including factors that influence successful fetal development (e.g. nutrition, illness, substance abuse)."]
["C.  Discuss maturation of motor skills."]
["D.  Describe the influence of temperatment & other social factors on attachment & appropriate socialization."]
["E.  Explain the maturation of cognitive abilities (e.g. Piaget's stages, information, & processing)."]
["F.  Compare & contrast models of moral development (e.g. Kohlberg & Gilligan)."]
["G.  Discuss maturational challenges in adolescence, including related family conflicts."]
["H.  Explain how parenting styles influence development."]
["I.  Characterize the developoment of decisions related to intimacy as people mature."]
["J.  Predict the physical & cognitive changes that emerge as people age, including steps that can be taken to maximize function."]
["K.  Describe how sex & gender traits influence socialization & other aspects of development."]
["L.  Identify key contributors in developmental psychology (e.g. Mary Ainsworth, Albert Bandura, Diana Baumrind, Erik Erikson, Sigmund Freud, Carol Gilligan, Harry Harlow, Lawrence Kohlberg, knorad Lorenz, Jean Piaget, Lev Vygotsky)."]

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[null,"Psychology, Standard 4","Q3","Q4"]
["Standard 4:","Cognition: Students understand how organisms adapt to their environment through learning, information processing and memory development."]
["P4.1","Explain the process of learning including principles of: operant, classical, and observational learning.  (Social Studies Theme(s):  Individual Development & Identity; Individuals, Groups, & Institutions; Culture; Science, Technology, & Society; People, Places, & Environments; Time, Continuity, & Change.)"]
["P4.2","Differentiate between learning, reflexes, and fixed-action patterns.  (Social Studies Theme(s):  Individual Development & Identity; Individuals, Groups, & Institutions; People, Places, & Environments; Time, Continuity, & Change.)"]
["P4.3","Explain the concept of learned helplessness.  (Social Studies Theme(s): Individual Development & Identity; People, Places, & Environments; Culture; Individuals, Groups, & Institutions.)"]
["P4.4","Describe the processes of memory, including encoding, storage, and retrieval.  (Social Studies Theme(s): Individual Development & Identity; People, Places, & Environments; Science, Technology, & Society.)"]
["P4.5","Differentiate between the three different stages of memory, including sensory, short-term, and long-term.  (Social Studies Theme(s):  Individual Development & Identity; People, Places, & Environments; Science, Technology, & Society.)"]
["P4.6","Identify the factors that interfere with memory.  (Social Studies Theme(s): People, Places, & Environments; Individual Development & Identity; Culture; Science, Technology, & Society.)"]
["P4.7","Discuss various strategies that can be used to improve memory.  (Social Studies Theme(s): Individual Development & Identity; Science, Technology, & Society; People, Places, & Environments; Time, Continuity, & Change.)"]
["P4.8","Compare and contrast between explicit and implicit memory.  (Social Studies Theme(s): Individual Development & Identity; Science, Technology, & Society; People, Places, & Environments.)"]
["P4.9","Discuss the obstacles and strategies involved in problem solving.  (Social Studies Theme(s): Individual Development & Identity; Science, Technology, & Society; People, Places, & Environments.)"]
["P4.10","Identify key psychologists in the fields of learning and cognition and explain the impact of their contributions.  (Social Studies Theme(s): Individual Development & Identity; Science, Technology, & Society; People, Places, & Environments; Individuals, Groups, & Institutions; Time, Continuity, & Change.)"]
["P4.11","Describe language development in humans.  (Social Studies Theme(s): Individual Development & Identity; People, Places, & Environments; Individuals, Groups, & Institutions; Time, Continuity, & Change.)"]
["Related A.P. Standard(s):"]
["VI.  Learning"]
["A.  Classical Conditioning"]
["i.)  Describe basic classical conditioning phenomena, such as acquisition, extinction,\nspontaneous recovery, generalization, discrimination, and higher-order learning."]
["ii.)  Distinguish general differences between principles of classical conditioning,\noperant conditioning, and observational learning (e.g., contingencies)."]
["B.  Operant Conditioning"]
["i.)  Predict how practice, schedules of reinforcement, and motivation will influence\nquality of learning."]
["ii.)  Predict the effects of operant conditioning (e.g., positive reinforcement, negative\nreinforcement, punishment).\n"]
["VII. Cognition"]
["A.  Compare & contrast various cognitive processes:"]
["i.)  Effortful versus automatic processing;"]
["ii.)  Deep versus shallow processing;"]
["iii.)  Focused versus divided attention."]
["B.  Describe & differentiate psychological & physiological systems of memory (e.g. short-term memory & procedural memory)."]
["C.  Outline the principles that underlie effective encoding, storage, & construction of memories."]
["D.  Describe strategies for memory improvement."]
["E.  Synthesize how biological, cognitive, & cultural factors converge to facilitate acquisition, development, & use of language."]
["F.  Identify problem-solving strategies as well as factors that influence their effectiveness."]
["G.  List the characteristics of creative thought & creative thinkers."]
["H.  Identify key contributors in cognitive psychology (e.g. Noam Chomsky, Hermann Ebbinghaus, Wolfgang Kohler, Elizabth Loftus, & George A. Miller)."]

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[null,"Psychology, Standard 5","Q3","Q4"]
["Standard 5:","Personality, Assessment, & Stress: Students recognize that personality is the distinctive and relatively stable pattern of behaviors, thoughts, motives and emotions. Students also identify the different types and functions of assessment instruments."]
["P5.1","Identify the major psychologists involved in the study of personality and describe the main characteristics of their theories.   (Social Studies Theme(s): People, Places, & Environments; Culture; Individual Development & Identity; Individuals, Groups, & Institutions; Production, Distribution, & Consumption; Time, Continuity, & Change.)"]
["P5.2","Distinguish between objective and projective techniques of personality assessment and give examples of each.  (Social Studies Theme(s): Science, Technology, & Society; Individual Development & Identity; People, Places, & Environments; Individuals, Groups, & Institutions.)"]
["P5.3","Distinguish between stress and distress. (Social Studies Theme(s): Individual Development & Identity; People, Places, & Environments; Culture.)"]
["P5.4","Identify environmental factors that lead to stress.  (Social Studies Theme(s): Individual Development & Identity; People, Places, & Environments; Culture; Individuals, Groups, & Institutions.)"]
["P5.5","Explain Hans Seyle’s General Adaptation Syndrome (GAS).  (Social Studies Theme(s): Science, Technology, & Society; Individual Development & Identity; People, Places, & Environments; Culture.)"]
["P5.6","Evaluate the influences of variables, such as culture, family and genetics, on personality development and identify the psychologists associated with each.  (Social Studies Theme(s):  Science, Technology, & Society: Individual Development & Identity; People, Places, & Environments; Culture; Individuals, Groups, & Institutions.)"]
["Related A.P. Standard(s):"]
["X. Personality"]
["A.  Compare & contrast the major theories & approaches to explaining personality (e.g. psychoanalytic, humanist, cognitive, trait, social cognition, & behavioral)."]
["B.  Describe & compare research methods (e.g. case studies & surveys) that psychologists use to investigate personality"]
["C.  Identify frequently used assessment strategies (e.g. Minnesota Multiphasic Personality Inventory [MMPI], the Thematic Apperception Test [TAT]), & evaluate relative test quality based on reliability and validity of the instruments."]
["D.  Speculate how cultural context can facilitate or constrain personality development, especially as it relates to self-concept (e.g. collectivistic versus individualistic cultures)."]
["E.  Identify key contributors to personality theory (e.g. Alfred Adler, Albert Bandura, Paul Costa & Robert McCrae, Sigmund Freud, Carl Jung, Abraham Maslow, & Carl Rogers)."]

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[null,"Psychology, Standard 6","Q3","Q4"]
["Standard 6:","Abnormal Psychology: Students explore the common characteristics of abnormal behavior as well as the influence culture has had on that definition. Students also identify major theories and categories of abnormal behavior. Students discuss characteristics of effective treatment and prevention of abnormal behaviors."]
["P6.1","Describe the common characteristics of abnormal behavior.  (Social Studies Theme(s):  Culture; Individuals, Groups, & Institutions; People, Places, & Environments; Individual Development & Identity.)"]
["P6.2","Explain how both cultural and historical influences have affected the definition of abnormal behavior.  (Social Studies Theme(s):  Time, Continuity, & Change; Culture; Individuals, Groups, & Institutions; People, Places, & Environments; Individual Development & Identity.)"]
["P6.3","Identify and describe the theories of abnormality.  (Social Studies Theme(s): People, Places, & Environments; Culture; Individual Development & Identity; Individuals, Groups, & Institutions; Production, Distribution, & Consumption; Time, Continuity, & Change.)"]
["P6.4","Discuss major categories of abnormal behavior and distinguish which disorders fit under which categories – DSM-IV/DSM-V.   (Social Studies Theme(s): People, Places, & Environments; Culture; Individual Development & Identity; Individuals, Groups, & Institutions; Production, Distribution, & Consumption.)"]
["P6.5","Describe availability and appropriateness of various modes of treatment and prevention for people with psychological disorders. (Social Studies Theme(s):  Science, Technology, & Society; Production, Distribution, & Consumption; Individuals, Groups, & Institutions; People, Places, & Environments; Power, Authority & Governance.)"]
["Related A.P. Standard(s):"]
["XII. Abnormal Behavior"]
["A.  Describe contemporary & historical conceptions of what constitutes psychological disorders."]
["B.  Recognize the use of the Diagnostic & Statistical Manual of Mental Disorders (DSM) published by the American Psychiatric Association as the primary reference for making diagnostic judgements."]
["C.  Discuss the major diagnostic categories including anxiety & somatoform disorders, mood disorders, schizophrenia, organic disturbance, personality disorders, & dissociative disorders, & their corresponding symptoms."]
["D.  Evaluate the strengths & limitations of various approaches to explaining pschological disorders: Medical model, psychoanalytic, humanistic, cognitive, biological, & sociocultural."]
["E.  Identify the positive & negative consequences of diagnostic labels (e.g. the Rosenhan study)."]
["F.  Discuss the intersection between psychology & the legal system (e.g. confidentiality & the insanity defense)."]
["XIII. Treatment of Abnormal Behavior"]
["A.  Describe the central characteristics of psychotherapeutic intervention."]
["B.  Describe major treatment orientations used in therapy (e.g. behavioral, cognitive, & humanistic) & how those orientations influence therapeutic planning."]
["C.  Compare & contrast different treatment formats (e.g. individual & group)."]
["D.  Summarize effectiveness of specific treatments used to address specific problems."]
["E.  Discuss how cultural & ethnic context influence choice & success of treatment (e.g. factors that lead to premature termination of treatment)."]
["F.  Describe prevention strategies that build resilience & promote competence."]
["G.  Identify major figures in psychological treatment (e.g. Aaron Beck, Albert Ellis, Sigmund Freud, Mary Cover Jones, Carl Rogers, B.F. Skinner, & Joseph Wolpe)."]

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[null,"Psychology, Standard 7","Q3","Q4"]
["Standard 7:","Socio-Cultural Dimensions of Behavior: Students discuss the socio-cultural dimensions of behavior including topics such as conformity, obedience, perception, attitudes and the influence of the group on the individual."]
["P7.1","Understand and identify social norms and how they differ across cultures.  (Social Studies Theme(s):  Culture; Individuals, Groups, & Institutions; People, Places, & Environments; Individual Development & Identity.)"]
["P7.2","Explain how perceptions and attitudes develop, including attribution theory, fundamental attribution error, Actor- observer bias, self-serving bias, central vs. peripheral route of persuasion, and cognitive dissonance.  (Social Studies Theme(s):  Culture; Individuals, Groups, & Institutions; People, Places, & Environments; Individual Development & Identity.)"]
["P7.3","Analyze the studies that lead to current understandings of conformity, obedience, nonconformity, and compliance.  (Social Studies Theme(s):  Culture; Individuals, Groups, & Institutions; People, Places, & Environments; Individual Development & Identity.)"]
["P7.4","Explain the concepts of groupthink and group polarization.  (Social Studies Theme(s):  Culture; Individuals, Groups, & Institutions; People, Places, & Environments; Individual Development & Identity.)"]
["P7.5","Discuss the various types of conflict and the processes involved in conflict resolution. (Social Studies Theme(s): Individuals, Groups, & Institutions; Individual Development & Identity; People, Places, & Environments.)"]
["P7.6","Explain how stereotypes, prejudice, and discrimination influence behavior.  (Social Studies Theme(s): Culture; Individuals, Groups, & Institutions; People, Places, & Environments; Individual Development & Identity.)"]
["Related A.P. Standard(s):"]
["XIV:  Social Psychology"]
["A.  Apply attribution theory to explain motives (e.g. fundamental attribution error & self-serving bias)."]
["B.  Describe the structure & function of different kinds of group behavior (e.g. deindividuation & group polarization)."]
["C.  Explain how individuals response to expectations of others, including groupthink, conformity, & obedience to authority)."]
["D.  Discuss attitudes & how they change (e.g. central route to persuasion)."]
["E.  Predict the impact of the presence of others on individual behavior (e.g. bystander effect & social facilitation)."]
["G.  Describe proceses that contribute to differential treatment of group members (e.g. in-group/out-group dynamics, ethnocentrism, & prejudice)."]
["H.  Articulate the impact of social & cultural categories (e.g. gender, race, & ethnicity) on self-concept & relations with others."]
["I.  Anticipate the impact of behavior on a self-fulfilling prophecy."]
["J.  Describe the variables that contribute to altruismm, aggression, & attraction."]
["K.  Discuss attitude formation & change, including persuasion strategies & cognitive dissonance."]
["L.  Identify important figures in social psychology (e.g. Solomon Asch, Leon Festinger, Stanley Milgram, & Philip Zimbardo)."]

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[null,"Psychology, Standard 8*","Q3","Q4"]
["Standard 8:","Psychological Thinking: Students explore how to think like a psychologist and expand critical thinking skills needed in the day-to-day life of a psychologist."]
["P8.1","Understand the six steps involved in critical thinking; knowledge, comprehension, application, analysis, synthesis, and evaluation."]
["P8.2","Locate and analyze primary sources of landmark experiments in psychology and other counter arguments.  (Social Studies Theme(s):  Time, Continuity, & Change; Science, Technology, & Society; Individuals, Groups, & Institutions; Culture; Individual Development & Identity; People, Places, & Environments.)"]
["P8.3","Construct a testable hypothesis and apply the principles of research design to an appropriate experiment.  (Social Studies Theme(s): Science, Technology, & Society.)"]
["* NOTE: There are no related A.P. standards for this Indiana standard."]