Common Planner
K–12 Standards

§113.45. Psychology (2020)

Other Texas Social Studies sets

History

  • 1

    The student understands the development of the field of psychologyP.C.1

    1. a

      identify characteristics that differentiate the field of psychology from other related social sciencesP.C.1.a

    2. b

      trace the historical development of the contemporary perspectives in psychology, including biological, behavioral, cognitive, sociocultural, humanistic, and psychodynamicP.C.1.b

    3. c

      explore subfields and career opportunities available in the science of psychologyP.C.1.c

Science of psychology

  • 2

    The student differentiates the processes of theory development and validationP.C.2

    1. a

      define and differentiate the concepts of theory and principleP.C.2.a

    2. b

      identify and describe the basic methods of social scientific reasoningP.C.2.b

    3. c

      apply the standards of the American Psychological Association (APA) for ethical decision making regarding the collection, storage, and use of psychological dataP.C.2.c

    4. d

      define and interpret measures of central tendency (mean, median, and mode) and dispersion (range and standard deviation)P.C.2.d

  • 3

    The student understands the relationship between biology and behaviorP.C.3

    1. a

      describe the anatomy of the central and peripheral nervous systems and the endocrine systemP.C.3.a

    2. b

      explain the effects of the endocrine and nervous systems on development and behaviorP.C.3.b

  • 4

    The student understands how sensations and perceptions influence cognition and behaviorP.C.4

    1. a

      explain the capabilities and limitations of sensory systems and individual perceptionsP.C.4.a

    2. b

      understand the interaction of the individual and the environment in determining sensation and perceptionP.C.4.b

Individual development

  • 5

    The student understands that development is a life-long processP.C.5

    1. a

      critique the various perspectives presented in the nature versus nurture debateP.C.5.a

    2. b

      trace the influence of physical development on the individualP.C.5.b

    3. c

      discuss the role of the caregiver on individual developmentP.C.5.c

    4. d

      explain factors involved in cognitive development according to Jean PiagetP.C.5.d

    5. e

      describe Erik Erikson's stages of psychosocial developmentP.C.5.e

    6. f

      evaluate the predicted outcomes of given courses of actions in particular situations based on an understanding of the development of moralityP.C.5.f

    7. g

      evaluate the presented theories of human development and specify the strengths and weaknesses of eachP.C.5.g

  • 6

    The student understands behavioral and social learning theoriesP.C.6

    1. a

      demonstrate an understanding of the principles of operant and classical conditioning and of social learningP.C.6.a

    2. b

      describe the processes of learning using typical classroom situationsP.C.6.b

Individual identity

  • 7

    The student understands the principles of motivation and emotionP.C.7

    1. a

      compare predominant theories of motivation and emotionP.C.7.a

    2. b

      explore the interaction of biological and cultural factors in emotion and motivationP.C.7.b

  • 8

    The student understands the nature of intelligence. The student is expected to differentiate the various types of intelligenceP.C.8

  • 9

    The student understands the basic principles of tests and measurementsP.C.9

    1. a

      describe statistical concepts used in testingP.C.9.a

    2. b

      differentiate among aptitude, achievement, and Intelligence Quotient (IQ) testsP.C.9.b

  • 10

    The student understands the development and assessment of personalityP.C.10

    1. a

      define personalityP.C.10.a

    2. b

      compare and evaluate various theories of personality, including psychodynamic, trait, humanistic, and socioculturalP.C.10.b

    3. c

      describe personality assessment toolsP.C.10.c

Individual experience

  • 11

     The student understands basic elements of cognitionP.C.11

    1. a

      define and identify the basic elements of thought;P.C.11.a

    2. b

      identify strategies and obstacles associated with problem solving and decision making;P.C.11.b

    3. c

      explore the structural features of language;P.C.11.c

    4. d

       discuss theories of language acquisition and development;P.C.11.d

    5. e

      evaluate the limitations and capabilities of the information processing model;P.C.11.e

    6. f

      understand the states and levels of consciousness.P.C.11.f

  • 12

    The student understands the multifaceted aspects of mental healthP.C.12

    1. a

      explain stress and the individual's physiological, behavioral, and psychological responses to stressors;P.C.12.a

    2. b

      evaluate cognitive and behavioral strategies for dealing with stress;P.C.12.b

    3. c

      analyze the challenges inherent in defining abnormal behavior and acknowledge the sociocultural stigma of labeling behavior as abnormal;P.C.12.c

    4. d

      recognize the biological, social, and cognitive origins of abnormal behavior;P.C.12.d

    5. e

       discuss major categories of abnormal behaviors and identify their respective characteristics as classified in the Diagnostic and Statistical Manual (DSM);P.C.12.e

    6. f

      evaluate the effectiveness of past and present methods of therapy.P.C.12.f

The individual in society

  • 13

    The student will understand the influence of society and culture on behavior and cognitionP.C.13

    1. a

      describe how attributions affect explanations of behaviorP.C.13.a

    2. b

      explore the nature and effects of bias and discriminationP.C.13.b

    3. c

      describe circumstances in which conformity and obedience are likely to occurP.C.13.c

    4. d

      describe the effects of the presence of others on individual behaviorP.C.13.d

    5. e

      discuss the nature of altruismP.C.13.e

    6. f

      discuss the factors influencing attractionP.C.13.f

    7. g

      identify sources of attitude formation and assess methods used to influence attitudesP.C.13.g

Social studies skills

  • 14

    The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technologyP.C.14

    1. a

      create a product on a contemporary psychology-related issue or topic using critical methods of inquiryP.C.14.a

    2. b

      draw and evaluate conclusions from qualitative informationP.C.14.b

    3. c

      apply evaluation rules to quantitative informationP.C.14.c

    4. d

      analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusionsP.C.14.d

  • 15

    The student communicates in written, oral, and visual formsP.C.15

    1. a

       use psychology-related terminology correctlyP.C.15.a

    2. b

      use standard grammar, spelling, sentence structure, and punctuationP.C.15.b

    3. c

      transfer information from one medium to another, including written to visual and written or visual to statistical, using computer software as appropriateP.C.15.c

    4. d

      create written, oral, and visual presentations of social studies informationP.C.15.d

  • 16

    The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settingsP.C.16

    1. a

      use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution;P.C.16.a

    2. b

      use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision;P.C.16.b

    3. c

      participate in conflict resolution using persuasion, compromise, debate, and negotiation.P.C.16.c

  • 17

    The student develops long-term and short-term goal-setting skills for individual and community problem solvingP.C.17

    1. a

      illustrate the relationship and sequence between intermediate goals and terminal goalsP.C.17.a

    2. b

      monitor and evaluate self-directed inquiry or projects for timelines, accuracy, and goal attainmentP.C.17.b

Science and technology

  • 18

    The student understands the relationship of changes in technology to personal growth and developmentP.C.18

    1. a

      analyze examples of attitudes, beliefs, and behaviors related to changes in available technologyP.C.18.a

    2. b

      evaluate the impact of changes in technology on personal growth and developmentP.C.18.b

Frequently asked questions

What grade levels do these standards cover?
Grade 12, Grade 11, Grade 9, and Grade 10

Keep exploring

Keep exploring Social Studies standards

Sibling grade bands, other subjects in this jurisdiction, and the same subject across other states.

Other Texas subjects

Texas