REVISIONS TO THE GENERAL PSYCHOLOGY STANDARDS AND BENCHMARKS
Standard I: Recognize how changes in time, continuity, and environment can affect perspectives and relationships
Compare and contrast the basic assumptions that define the three approaches to psychological phenomena: biological, cognitive, and social/cultural
Describe and evaluate theories and empirical studies of the approaches
Explain how cultural, ethical, gender and methodological considerations may affect the interpretation of behavior
Standard II: Examines cultural practices and human interactions
Develop an understanding of the biological, social and cultural influences on human behavior
Develop an understanding of different theoretical processes that are used to interpret behavior, and to be aware of how these processes lead to the construction and evaluation of psychological theories
Develop an awareness of how applications of psychology in everyday life are derived from psychological theories
Assess the extent to which social psychology findings and studies allow predictions to be made about individual and group behavior
Standard III: Introduction to Research Methodology
Understand the importance of triangulation using qualitative and quantitative methods.
Recognise the strengths and limitations of different methods
Justify the use of certain methods in the context of the situation
Demonstrates an awareness and sensitivity to ethical considerations in research
Be able to use basic inferential statistics to determine the reliability of the null hypothesis.
Demonstrates the ability to show the results of psychological research in written format.
An SAS graduate exiting a Psychology course should:
have a natural curiosity about human behavior.
be familiar with the language of academic psychology.
have a basic understanding of psychological theories as they apply to human behavior.
be able to appreciate and evaluate research methodology.
understand the interaction between culture and behavior.
Aims Of a General Psychology course
develop an understanding of the diversity of applications, language, methods and major ideas of psychology;
understand the importance of ethics in academic research and in subsequent theory creation.
understand the ways that biological, cognitive and social perspectives are used to organise and extend knowledge in psychology;
develop skills in the conduct of empirical research including data collection, analysis and critical evaluation of conclusions;
interpret results in terms of models and theories;
identify and assess the reliability and validity of research methods and their related ethical considerations;
understand current issues and theories in psychology;
communicate effectively the results of their research.
Skills
Analytical
Analyze and interpret information from sources including, but not limited to, graphical representations of data in psychological research, quantitative and qualitative data, journal studies
Identify the main factors influencing behavior
Identify the key questions and issues within each level of analysis
Critically evaluate the strengths and limitations of theories, models and studies
Compare and contrast theories, models and arguments
Decision-making
develop problem-solving strategies
formulate clear, valid and sound arguments, make balanced judgments on the application of theories and models, and draw conclusions
make well-substantiated decisions
Investigative
Investigate null and experimental hypotheses
Collect both quantitative and qualitative data
Plan, carry out and present individual and group investigations
Organization and Presentation
Organize information in a logically sequenced manner, appropriate to the format used (graphical representations of data, oral presentations/debate, visual displays, critiques of academic research, psychological report)
Present and express information and ideas in a clear and concise manner, using appropriate language, style and/or visual representation
Document sources of information through referencing and a bibliography, using APA format
Assessments
These could include, but are not limited to:
critical review of current research (research paper)
visual displays
multimedia presentation;
empirical research activity;
test – multiple choice, short answer and extended response;
summary of research findings in at least two related studies.
I. Methods Domain A. Introduction and Research Methods II. Biopsychological Domain A. Biological Bases of Behavior B. Sensation and Perception C. Motivation and Emotion D. Stress, Coping and Health III. Developmental Domain A. Lifespan Development B. Personality and Assessment IV. Cognitive Domain A. Learning B. Memory C. Thinking and Language D. States of Consciousness E. Individual Differences V. Variations in Individual and Group Behavior Domain A. Psychological Disorders B. Treatment of Psychological Disorders C. Social and Cultural Dimensions of Behavior
Content Standards
Content standards are more explicit and are grouped within each standard area. For example, the Standard Area Biological Bases of Behavior contains the following content standards: IIA-1. Structure and function of the neuron IIA-2. Organization of the nervous system IIA-3. Hierarchical organization of the structure and function of the brain IIA-4. Technologies and clinical methods for studying the brain IIA-5. Structure and function of the endocrine system IIA-6. How heredity interacts with the environment to influence behavior IIA-7. How psychological mechanisms are influenced by evolution
Therefore, a curriculum designed to meet the Biological Bases of Behavior standard area would include instruction in the aforementioned seven content standards.
Performance Standards
Within each of the content standards, students should receive instruction that would enable them to meet specific performance standards. For example, three performance standards are included in Content Standard IIA-1: Structure and function of the neuron: IIA-1.1 Identify the neuron as the basis for neural communication IIA-1.2 Describe how information is transmitted and integrated in the nervous system IIA-1.3 Analyze how the process of neurotransmission can be modified by heredity and environment.
Performance Indicators
Finally, assessment of student learning can entail a variety of techniques and specific content. Hence, each performance standard includes examples of potential ways that a student can demonstrate mastery of the material—labeled performance indicators. Performance indicators throughout this document function merely as examples and are not meant to be all inclusive.
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REVISIONS TO THE GENERAL PSYCHOLOGY STANDARDS AND BENCHMARKS
Standard I: Recognize how changes in time, continuity, and environment can affect perspectives and relationships
Standard II: Examines cultural practices and human interactions
Standard III: Introduction to Research Methodology
An SAS graduate exiting a Psychology course should:
Aims Of a General Psychology course
Skills
Analytical
Decision-making
Investigative
Organization and Presentation
Assessments
These could include, but are not limited to:
APA Standards for High School
http://www.apa.org/education/k12/national-standards.aspx
I. Methods Domain
A. Introduction and Research Methods
II. Biopsychological Domain
A. Biological Bases of Behavior
B. Sensation and Perception
C. Motivation and Emotion
D. Stress, Coping and Health
III. Developmental Domain
A. Lifespan Development
B. Personality and Assessment
IV. Cognitive Domain
A. Learning
B. Memory
C. Thinking and Language
D. States of Consciousness
E. Individual Differences
V. Variations in Individual and Group Behavior Domain
A. Psychological Disorders
B. Treatment of Psychological Disorders
C. Social and Cultural Dimensions of Behavior
Content Standards
Content standards are more explicit and are grouped within each standard area. For example, the Standard Area Biological Bases of Behavior contains the following content standards:
IIA-1. Structure and function of the neuron
IIA-2. Organization of the nervous system
IIA-3. Hierarchical organization of the structure and function of the brain
IIA-4. Technologies and clinical methods for studying the brain
IIA-5. Structure and function of the endocrine system
IIA-6. How heredity interacts with the environment to influence behavior
IIA-7. How psychological mechanisms are influenced by evolution
Therefore, a curriculum designed to meet the Biological Bases of Behavior standard area would include instruction in the aforementioned seven content standards.
Performance Standards
Within each of the content standards, students should receive instruction that would enable them to meet specific performance standards. For example, three performance standards are included in Content Standard IIA-1: Structure and function of the neuron:
IIA-1.1 Identify the neuron as the basis for neural communication
IIA-1.2 Describe how information is transmitted and integrated in the nervous system
IIA-1.3 Analyze how the process of neurotransmission can be modified by heredity and environment.
Performance Indicators
Finally, assessment of student learning can entail a variety of techniques and specific content. Hence, each performance standard includes examples of potential ways that a student can demonstrate mastery of the material—labeled performance indicators. Performance indicators throughout this document function merely as examples and are not meant to be all inclusive.