A Correlation of

Psychology, AP* Edition Ciccarelli/White, 2nd Edition ©2011

To the

AP* Psychology Topics and Learning Objectives

Psychology, AP* Edition (Ciccarelli/White), 2nd Edition ©2011 To the AP* Psychology Topics and Learning Objectives INTRODUCTION This document demonstrates how Psychology, AP*Edition ©2011 meets the objectives of the AP* Psychology Topics and Learning Objectives. Content found in the text and ancillary package follows the American Psychological Association recommended learning goals and assessment guidelines, with each chapter organized around detailed learning objectives and correlated to the College Board’s Advanced Placement Learning Objectives. Features: • The engaging writing style, comprehensive coverage of key research, and strong pedagogical features help capture the interest of today’s students. • Concept maps and summaries illustrate how major concepts are connected. • Bolded terms in the text are defined in the margins, more difficult terms are defined at the bottom of the page, and a full-text glossary is provided at the end of the book. • Icons integrated throughout the text lead students to MyPsychLab™ for Web-based expansion of topics, videos, podcasts, simulations and more! AP* Test Prep Practice Features: • Every chapter concludes with AP* questions and multiple-choice test prep practice to give students consistent practice for the AP* exam. Also available is the AP* Test Prep Workbook created specifically for Psychology AP* Edition. This comprehensive guide is linked directly to the textbook to help students reinforce important connections between what they learn in class and the AP* Exam. AP* Instructor’s Resources DVD includes the following: • AP* Test Bank with over 3,000 questions includes rationales for the correct answer in the multiple-choice questions to help teachers evaluate question selections for tests and provides the option to use the rationales as an answer key for their students. The test item file includes a Total Assessment Guide for each chapter that organizes all test items by learning objective and questions type and that correlates the questions to the College Board’s Advanced Placement* Learning Objectives. • AP* Test Gen, the easy-to-use, customizable program, includes all the multiple-choice and essay questions from the printed test bank; enables teachers to view, edit, and add questions; transfer questions to test; print multiple tests for each chapter; and print multiple versions of tests. • Instructor’s Resource Manual offers a collection of resources including lecture guides and brief notes, plus a unique hyper-linking system that allows for easy review of relevant sections and resources. • Interactive PowerPoint® slides bring the powerful design right into the classroom, drawing students into the lecture through interactive activities, visuals, and videos. A secondary set of PowerPoint® slides, with a more traditional format, offers excerpts of the text material, photos, and artwork. • Exceptional Web Resources: Upon textbook purchase, students and teachers are given access to MyPsychLab™. Teachers may also choose to purchase the textbook with MyPsychLab™ with Pearson eText.

* Advanced Placement

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Psychology, AP* Edition (Ciccarelli/White), 2nd Edition ©2011 To the AP* Psychology Topics and Learning Objectives

Table of Contents

1. History and Approaches Chapter 1 & Appendix B..................................................................... 4 2. Research Methods Chapter 1 & Appendix A ............................................................................ 4 3. Biological Bases of Behavior Chapters 1 & 2 ........................................................................... 5 4. Sensation and Perception Chapter 3...................................................................................... 6 5. States of Consciousness Chapter 4 ....................................................................................... 6 6. Learning Chapter 5............................................................................................................. 7 7. Cognition Chapters 6 & 7..................................................................................................... 7 8. Motivation and Emotion Chapters 8 & 9 ................................................................................. 8 9. Developmental Psychology Chapters 10 & 11 ......................................................................... 8 10. Personality Chapter 11 ...................................................................................................... 9 11. Testing and Individual Differences Chapter 7 & Appendix A..................................................... 9 12. Abnormal Behavior Chapter 12 ..........................................................................................10 13. Treatment of Abnormal Behavior Chapter 13 .......................................................................10 14. Social Psychology Chapters 1, 9, & 14 ................................................................................11

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Psychology, AP* Edition (Ciccarelli/White), 2nd Edition ©2011 To the AP* Psychology Topics and Learning Objectives AP* Psychology Topics and

Psychology, AP* Edition (Ciccarelli/White), 2nd Edition, ©2011

Learning Objectives

1. History and Approaches Chapter 1 & Appendix B Recognize how philosophical perspectives shaped the development of psychological thought.

p. 6

Describe and compare different theoretical approaches in explaining behavior:

pp. 6–17

• structuralism, functionalism, and behaviorism in the early years; • Gestalt, psychoanalytic/psychodynamic, and humanism emerging later; • evolutionary, biological, and cognitive as more contemporary approaches. Recognize the strengths and limitations of applying theories to explain behavior.

pp. 5–6

Distinguish the different domains of psychology:

pp. 17–18, B-5 — B-10

• biological, clinical, cognitive, counseling, developmental, educational, experimental, human factors, industrial-organizational, personality, psychometric, and social. pp. 6–11

Identify the 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). 2. Research Methods Chapter 1 & Appendix A Differentiate types of research (e.g., experiments, correlational studies, survey research, naturalistic observations, and case studies) with regard to purpose, strengths, and weaknesses.

pp. 22–28

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).

pp. 22–32

Identify independent, dependent, confounding, and control variables in experimental designs.

pp. 28–31

Distinguish between random assignment of participants to conditions in experiments and random selection of participants, primarily in correlational studies and surveys.

pp. 30–32

Predict the validity of behavioral explanations based on the quality of research design (e.g., confounding variables limit confidence in research conclusions).

pp. 30–32

Distinguish the purposes of descriptive statistics and inferential statistics.

pp. 26–28, A-1—A-11

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Psychology, AP* Edition (Ciccarelli/White), 2nd Edition ©2011 To the AP* Psychology Topics and Learning Objectives AP* Psychology Topics and

Psychology, AP* Edition (Ciccarelli/White), 2nd Edition, ©2011

Learning Objectives Apply basic descriptive statistical concepts, including interpreting and constructing graphs and calculating simple descriptive statistics (e.g., measures of central tendency, standard deviation).

pp. 26–28, A-2—A-8

Discuss the value of reliance on operational definitions and measurement in behavioral research.

pp. 28–30

Identify how ethical issues inform and constrain research practices.

pp. 35–36

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.

pp. 35–36

3. Biological Bases of Behavior Chapters 1 & 2 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.

pp. 49–57

Discuss the influence of drugs on neurotransmitters (e.g., reuptake mechanisms).

pp. 55–57

Discuss the effect of the endocrine system on behavior.

pp. 79–80

Describe the nervous system and its subdivisions and functions:

pp. 48, 59–64, 68–79

• central and peripheral nervous systems; • major brain regions, lobes, and cortical areas; • brain lateralization and hemispheric specialization. Recount historic and contemporary research strategies and technologies that support research (e.g., case studies, split-brain research, imaging techniques).

pp. 65–68, 71–72, 76–79

Discuss psychology’s abiding interest in how heredity, environment, and evolution work together to shape behavior.

p. 16

Predict how traits and behavior can be selected for their adaptive value.

pp. 16–17

Identify key contributors (e.g., Paul Broca, Charles Darwin, Michael Gazzaniga, Roger Sperry, Carl Wernicke).

pp. 16, 76–79

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Psychology, AP* Edition (Ciccarelli/White), 2nd Edition ©2011 To the AP* Psychology Topics and Learning Objectives AP* Psychology Topics and

Psychology, AP* Edition (Ciccarelli/White), 2nd Edition, ©2011

Learning Objectives 4. Sensation and Perception Chapter 3 Discuss basic principles of sensory transduction, including absolute threshold, difference threshold, signal detection, and sensory adaptation.

pp. 90–92

Describe sensory processes (e.g., hearing, vision, touch, taste, smell, vestibular, kinesthesis, pain), including the specific nature of energy transduction, relevant anatomical structures, and specialized pathways in the brain for each of the senses.

pp. 93–113

Explain common sensory disorders (e.g., visual and hearing impairments).

pp. 99–100, 104–106

Describe general principles of organizing and integrating sensation to promote stable awareness of the external world (e.g., Gestalt principles, depth perception).

pp. 115–121

Discuss how experience and culture can influence perceptual processes (e.g., perceptual set, context effects).

pp. 123–124

Explain the role of top-down processing in producing vulnerability to illusion.

pp. 122–124

Discuss the role of attention in behavior.

pp. 114–115

Challenge common beliefs in parapsychological phenomena.

pp. 125–126

Identify the major historical figures in sensation and perception (e.g., Gustav Fechner, David Hubel, Ernst Weber, Torsten Wiesel).

pp. 91–92, 97–98

5. States of Consciousness Chapter 4 Describe various states of consciousness and their impact on behavior.

pp. 135–169

Discuss aspects of sleep and dreaming:

pp. 135–150, 167–169

• stages and characteristics of the sleep cycle; • theories of sleep and dreaming; • symptoms and treatments of sleep disorders. Describe historic and contemporary uses of hypnosis (e.g., pain control, psychotherapy).

pp. 151–153

Explain hypnotic phenomena (e.g., suggestibility, dissociation).

pp. 151–153

Identify the major psychoactive drug categories (e.g., depressants, stimulants) and classify specific drugs, including their psychological and physiological effects.

pp. 156–165

Discuss drug dependence, addiction, tolerance, and withdrawal.

pp. 154–155 (various aspects also addressed with different substances, pp. 156–165)

Identify the major figures in consciousness research (e.g., William James, Sigmund Freud, Ernest Hilgard).

pp. 134, 147–150, 152–153

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Psychology, AP* Edition (Ciccarelli/White), 2nd Edition ©2011 To the AP* Psychology Topics and Learning Objectives AP* Psychology Topics and

Psychology, AP* Edition (Ciccarelli/White), 2nd Edition, ©2011

Learning Objectives 6. Learning Chapter 5 Distinguish general differences between principles of classical conditioning, operant conditioning, and observational learning (e.g., contingencies).

pp. 177–209

Describe basic classical conditioning phenomena, such as acquisition, extinction, spontaneous recovery, generalization, discrimination, and higher-order learning.

pp. 177–185

Predict the effects of operant conditioning (e.g., positive reinforcement, negative reinforcement, punishment, schedules of reinforcement).

pp. 186–194

Predict how practice, schedules of reinforcement, and motivation will influence quality of learning.

pp. 196–199

Interpret graphs that exhibit the results of learning experiments.

pp. 181, 187, 196–199, 205

Provide examples of how biological constraints create learning predispositions.

p. 200

Describe the essential characteristics of insight learning, latent learning, and social learning.

pp. 204–209

Apply learning principles to explain emotional learning, taste aversion, superstitious behavior, and learned helplessness.

pp. 183–184, 194, 206–207

Suggest how behavior modification, biofeedback, coping strategies, and self-control can be used to address behavioral problems.

pp. 201–202

Identify key contributors in the psychology of learning (e.g., Albert Bandura, John Garcia, Ivan Pavlov, Robert Rescorla, B. F. Skinner, Edward Thorndike, Edward Tolman, John B. Watson).

pp. 177, 183–187, 204–209

7. Cognition Chapters 6 & 7 Compare and contrast various cognitive processes:

pp. 221–234, 262–265, 272–274

• effortful versus automatic processing; • deep versus shallow processing; • focused versus divided attention. Describe and differentiate psychological and physiological systems of memory (e.g., shortterm memory, procedural memory).

pp. 224–234

Outline the principles that underlie effective encoding, storage, and construction of memories.

pp. 220–222, 226–230, 239–241

Describe strategies for memory improvement.

pp. 229, 235–239

Synthesize how biological, cognitive, and cultural factors converge to facilitate acquisition, development, and use of language.

pp. 290–292, 294–298

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Psychology, AP* Edition (Ciccarelli/White), 2nd Edition ©2011 To the AP* Psychology Topics and Learning Objectives AP* Psychology Topics and

Psychology, AP* Edition (Ciccarelli/White), 2nd Edition, ©2011

Learning Objectives Identify problem-solving strategies as well as factors that influence their effectiveness.

pp. 266–269, 271–274

List the characteristics of creative thought and creative thinkers.

pp. 272–274

Identify key contributors in cognitive psychology (e.g., Noam Chomsky, Hermann Ebbinghaus, Wolfgang Köhler, Elizabeth Loftus, George A. Miller).

pp. 224, 228, 240, 246, 287–289, 294-295

8. Motivation and Emotion Chapters 8 & 9 Identify and apply basic motivational concepts to understand the behavior of humans and other animals (e.g., instincts, incentives, intrinsic versus extrinsic motivation).

pp. 308–309, 315–316

Discuss the biological underpinnings of motivation, including needs, drives, and homeostasis.

pp. 310–312

Compare and contrast motivational theories (e.g., drive reduction theory, arousal theory, general adaptation theory), including the strengths and weaknesses of each.

pp. 310–312, 313–319

Describe classic research findings in specific motivation systems (e.g., eating, sex, social)

pp. 320–327

Discuss theories of stress and the effects of stress on psychological and physical well-being.

pp. 348–381

Compare and contrast major theories of emotion (e.g., James-Lange, Cannon-Bard, Schachter two-factor theory).

pp. 332–336

Describe how cultural influences shape emotional expression, including variations in body language.

pp. 329–331

Identify key contributors in the psychology of motivation and emotion (e.g., William James, Alfred Kinsey, Abraham Maslow, Stanley Schachter, Hans Selye).

pp. 310, 316, 320, 328, 329, 330, 332-335, 347, 358, 367

9. Developmental Psychology Chapters 10 & 11 Discuss the interaction of nature and nurture (including cultural variations) in the determination of behavior.

pp. 387–388

Explain the process of conception and gestation, including factors that influence successful fetal development (e.g., nutrition, illness, substance abuse).

pp. 391–396

Discuss maturation of motor skills.

p. 399

Describe the influence of temperament and other social factors on attachment and appropriate socialization.

pp. 408–412

Explain the maturation of cognitive abilities (e.g., Piaget’s stages, information processing).

pp. 401–406

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Psychology, AP* Edition (Ciccarelli/White), 2nd Edition ©2011 To the AP* Psychology Topics and Learning Objectives AP* Psychology Topics and

Psychology, AP* Edition (Ciccarelli/White), 2nd Edition, ©2011

Learning Objectives Compare and contrast models of moral development (e.g., Kohlberg, Gilligan).

p. 418

Discuss maturational challenges in adolescence, including related family conflicts.

pp. 416–419

Characterize the development of decisions related to intimacy as people mature.

pp. 422–423

Predict the physical and cognitive changes that emerge as people age, including steps that can be taken to maximize function.

pp. 420–422

Describe how sex and gender influence socialization and other aspects of development.

pp. 413–415

Identify key contributors in developmental psychology (e.g., Mary Ainsworth, Albert Bandura, Diana Baumrind, Erik Erikson, Sigmund Freud, Carol Gilligan, Harry Harlow, Lawrence Kohlberg, Konrad Lorenz, Jean Piaget, Lev Vygotsky).

pp. 401, 405, 408, 409, 410, 411, 418, 423, 437, 444, 447

10. Personality Chapter 11 Compare and contrast the major theories and approaches to explaining personality: psychoanalytic, humanist, cognitive, trait, social learning, and behavioral.

pp. 436–455

Describe and compare research methods (e.g., case studies and surveys) that psychologists use to investigate personality.

pp. 456–464

Identify frequently used assessment strategies (e.g., the Minnesota Multiphasic Personality Inventory [MMPI], the Thematic Apperception Test [TAT]), and evaluate relative test quality based on reliability and validity of the instruments.

pp. 459–464

Speculate how cultural context can facilitate or constrain personality development, especially as it relates to self-concept (e.g., collectivistic versus individualistic cultures).

pp. 455, 457–458

Identify key contributors to personality theory (e.g., Alfred Adler, Albert Bandura, Paul Costa and Robert McCrae, Sigmund Freud, Carl Jung, Abraham Maslow, Carl Rogers).

pp. 437, 443–445, 447, 448, 449, 452, 454

11. Testing and Individual Differences Chapter 7 & Appendix A Define intelligence and list characteristics of how psychologists measure intelligence:

pp. 275–279

• abstract versus verbal measures; • speed of processing. Discuss how culture influences the definition of intelligence.

pp. 281–283

Compare and contrast historic and contemporary theories of intelligence (e.g., Charles Spearman, Howard Gardner, Robert Sternberg).

pp. 275–277

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Psychology, AP* Edition (Ciccarelli/White), 2nd Edition ©2011 To the AP* Psychology Topics and Learning Objectives AP* Psychology Topics and

Psychology, AP* Edition (Ciccarelli/White), 2nd Edition, ©2011

Learning Objectives Explain how psychologists design tests, including standardization strategies and other techniques to establish reliability and validity.

pp. 277–283

Interpret the meaning of scores in terms of the normal curve.

pp. 280–281, A-2—A-8

Describe relevant labels related to intelligence testing (e.g., gifted, cognitively disabled).

pp. 284–288

Debate the appropriate testing practices, particularly in relation to culture-fair test uses.

pp. 281–283

Identify key contributors in intelligence research and testing (e.g., Alfred Binet, Francis Galton, Howard Gardner, Charles Spearman, Robert Sternberg, Louis Terman, David Wechsler).

pp. 275–278, 287

12. Abnormal Behavior Chapter 12 Describe contemporary and historical conceptions of what constitutes psychological disorders.

pp. 474–476

Recognize the use of the Diagnostic and Statistical Manual of Mental Disorders (DSM) published by the American Psychiatric Association as the primary reference for making diagnostic judgments.

pp. 481–482

Discuss the major diagnostic categories, including anxiety and somatoform disorders, mood disorders, schizophrenia, organic disturbance, personality disorders, and dissociative disorders, and their corresponding symptoms.

pp. 484–508

Evaluate the strengths and limitations of various approaches to explaining psychological disorders: medical model, psychoanalytic, humanistic, cognitive, biological, and sociocultural.

pp. 477–480

Identify the positive and negative consequences of diagnostic labels (e.g., the Rosenhan study).

pp. 483–484

Discuss the intersection between psychology and the legal system (e.g., confidentiality, insanity defense).

p. 477

13. Treatment of Abnormal Behavior Chapter 13 Describe the central characteristics of psychotherapeutic intervention.

pp. 516–517

Describe major treatment orientations used in therapy (e.g., behavioral, cognitive, humanistic) and how those orientations influence therapeutic planning.

pp. 518–534, 541–545

Compare and contrast different treatment formats (e.g., individual, group).

pp. 516–517, 531–534, 539, 540

Summarize effectiveness of specific treatments used to address specific problems.

pp. 519, 523, 528, 531, 536–539, 540–545

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Psychology, AP* Edition (Ciccarelli/White), 2nd Edition ©2011 To the AP* Psychology Topics and Learning Objectives AP* Psychology Topics and

Psychology, AP* Edition (Ciccarelli/White), 2nd Edition, ©2011

Learning Objectives Discuss how cultural and ethnic context influence choice and success of treatment (e.g., factors that lead to premature termination of treatment).

pp. 538–539

Describe prevention strategies that build resilience and promote competence.

p. 540

Identify major figures in psychological treatment (e.g., Aaron Beck, Albert Ellis, Sigmund Freud, Mary Cover Jones, Carl Rogers, B. F. Skinner, Joseph Wolpe). 536, 545

pp. 517, 518, 521, 526, 528, 530

14. Social Psychology Chapters 1, 9, & 14 Apply attribution theory to explain motives (e.g., fundamental attribution error, self-serving bias).

pp. 574–575

Describe the structure and function of different kinds of group behavior (e.g., deindividuation, group polarization).

p. 560

Explain how individuals respond to expectations of others, including groupthink, conformity, and obedience to authority.

pp. 557–564

Discuss attitudes and how they change (e.g., central route to persuasion).

pp. 566–571

Predict the impact of the presence of others on individual behavior (e.g., bystander effect, social facilitation).

pp. 564, 588–591

Describe processes that contribute to differential treatment of group members (e.g., ingroup/out-group dynamics, ethnocentrism, prejudice).

pp. 576–581

Articulate the impact of social and cultural categories (e.g., gender, race, ethnicity) on selfconcept and relations with others.

pp. 40, 371, 579–580

Anticipate the impact of behavior on a selffulfilling prophecy.

pp. 579–580

Describe the variables that contribute to altruism, aggression, and attraction.

pp. 582–591

Discuss attitude formation and change, including persuasion strategies and cognitive dissonance.

pp. 566–571

Identify important figures in social psychology (e.g., Solomon Asch, Leon Festinger, Stanley Milgram, Philip Zimbardo).

pp. 557, 562, 570–571, 574, 583, 586-587, 590

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