Grade 11 · printable course

Psychology: Mind, Brain, and Behavior (Part 1)

Grade 11, Units 1-4 · 338 pages · 36 lessons · PDF, print at home

A full-year survey of psychology as an empirical science. Students learn how psychologists ask and answer questions about behavior and mental processes, then apply that methodological lens to biological foundations, sensation and perception, learning, cognition, development, and mental health. Throughout, students distinguish claims that replicate under scrutiny from popular claims that do not, and they practice reading primary research alongside media coverage of it. Mental health content is taught at an educational level, what conditions are, how they are studied and classified, and why diagnosis and treatment require licensed professionals, never as a self-diagnosis tool. The course is evidence-based and excludes human sexuality content entirely. This volume holds units 1 to 4: Thinking Like a Psychologist: Research Methods and the Replication Crisis; Biological Foundations of Behavior; Sensation and Perception; Learning: Conditioning and Beyond.

Delivered by email within minutes as a PDF stamped with your name. Print any part as often as you need for the children in your household; the link never expires.

$21.99

one household licence

Want every Grade 11 subject at once? Letters & Devotion Grade 11: The Complete Year is one PDF for $129.99.

What is inside

Every unit and lesson in this book, in order. The same lessons are taught online at lettersanddevotion.com, so a family can move between paper and screen.

Psychology: Mind, Brain, and Behavior

36 lessons · try a lesson online free

Unit 1: Thinking Like a Psychologist: Research Methods and the Replication Crisis8 lessons
  1. 1.Operational definitions of abstract psychological constructs
  2. 2.Experimental, correlational, and case study research designs and their tradeoffs
  3. 3.The distinction between correlation and causation, and third-variable/confound reasoning
  4. 4.The relationship between statistical significance and effect size
  5. 5.The replication crisis and the methodological features that predict replicability (using the Open Science Collaboration 2015 project as the anchor case)
  6. 6.The link between research ethics (informed consent, debriefing, coercion) and data validity in classic psychological studies
  7. 7.Warrant judgments and methodological critique applied to unfamiliar research write-ups
  8. 8.The generalized standard for evaluating trustworthiness of any claim about mind or behavior
Unit 2: Biological Foundations of Behavior9 lessons
  1. 9.The neuron action potential as an all-or-none electrochemical event
  2. 10.Neurotransmitter action (reuptake, agonist/antagonist effects) at the synapse
  3. 11.Brain structure-function correspondence
  4. 12.Structure-function inference from lesion evidence
  5. 13.Capabilities and limits of lesion studies, EEG, and fMRI as brain-research methods
  6. 14.Causal versus correlational support for brain-behavior claims in media reporting
  7. 15.The biopsychosocial model applied to a specific behavior
  8. 16.Heritability estimates and gene-environment interaction, distinguished from genetic determinism
  9. 17.Appropriately hedged causal language for brain-behavior claims
Unit 3: Sensation and Perception9 lessons
  1. 18.The transduction sequence from physical energy to neural signal to cortical interpretation
  2. 19.Absolute threshold and difference threshold as distinct, definable concepts
  3. 20.The interaction of bottom-up sensory data and top-down expectation in producing a single perceptual experience
  4. 21.Inattentional blindness as a consequence of limited attentional capacity applied to a novel real-world scenario
  5. 22.Categories of visual illusion (depth, motion, constancy) defined by underlying perceptual mechanism
  6. 23.Cross-cultural research on the Müller-Lyer illusion as evidence that experience shapes perception
  7. 24.A student-generated mini-experiment testing a selective-attention or illusion effect
  8. 25.Methodological limitations (sample size, confound) applied to a novel student-designed perception study
  9. 26.Results of the student's own selective-attention or illusion mini-study
Unit 4: Learning: Conditioning and Beyond10 lessons
  1. 27.The four-term structure of classical conditioning (US, UR, CS, CR)
  2. 28.The extinction/spontaneous recovery pattern in classical conditioning
  3. 29.Biological constraints on conditioning: taste aversion and preparedness (Garcia effect)
  4. 30.The four-quadrant operant contingency table (reinforcement/punishment x positive/negative)
  5. 31.Schedules of reinforcement and their characteristic response patterns
  6. 32.Documented limitations of punishment as a behavior-change strategy
  7. 33.Bandura's observational learning model (modeling, and the attention-retention-reproduction-motivation sequence)
  8. 34.Integrated application of classical conditioning, operant conditioning, and observational learning to a novel real-world scenario, including evaluation of claims against research limits
  9. 35.The terms extinction, generalization, and discrimination across both conditioning types
  10. 36.Popular misuse of 'positive reinforcement' and 'conditioned' versus the technical operant/classical definitions

More for Grade 11

Everything for Grade 11 · All printable books