ADOPT UT Invitation to Psychology 2008 Final - Pearson · PDF filebetween the two major theories of personality. SE: Genetic Influences on Personality, 53-57; ... Computerized Test

Invitation to Psychology © 2008, (Wade/Tavris)Correlated to:

Utah Core Curriculum for Psychology

Utah Core Curriculum for PsychologyPAGE(S) WHERE TAUGHT

(If submission is not a text, cite appropriate resource(s))

o Observe peoples' body language by charting or taking notes.

SE: 446, 464, 466

o Compare the attitudes of siblings to one another and to other people.

SE: 56, 248, 341

o Create and maintain a journal; e.g., ideas, impressions, memories.

NA

o Create an original paper showing the differences between the two major theories of personality.

SE: Genetic Influences on Personality, 53-57; Environmental Influences on Personality, 58-61; Cultural Influences on Personality, 61-65; Summary, 69-71, 260, 363, 399-401; Concept Map, 72-73, 263, 366, 402-403; Influences on Gender Development, 94-98; The Origins of Intelligence, 247-252; Attitudes, 339-340; Theories of Depression, 381-382; Genetic Influences, 387; Drug Abuse and Addiction, 387-390

TR: Instructor’s Resource Manual, Test Bank, Color Transparencies

TECH: PowerPoint Presentation CD-ROM; Computerized Test Bank, Instructor’s Resource CD; MyPsychLab Program; Companion website

Social Studies Course Description

Social Studies - 6340 - Psychology [1996]

Course Description

This course introduces the student to the study of the behavior of individuals. It emphasizes the manner in which the individual can apply various psychological theories and concepts to better understand self, personal motives, and relationships with other people.

Core Standards of the Course

TOPIC: Process Skills

STANDARD: 6340 - 01

Students will demonstrate through individual group processes a variety of creative, critical, causal, interpretive, and reflective thinking skills through observing, reading, writing, listening, speaking, andproblem solving.

OBJECTIVES:

6340-0101

Develop observation skills to foster inquiry in psychology.

Example

6340-0102

Develop writing skills in psychology.

1SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources - TECH = Technology





o Review daily newspapers and bimonthly magazines and write a summary of how each treats the discipline of psychology.

SE: Chapter opening In the News feature and In the News Revisited summary at the end of each chapter. 2-3 and 34, 40-41 and 68, 74-75 and 107, 114-115 and 150-151 and 178, 184-185 and 21, 224-225 and 257, 264-265 and 291, 298-299 and 324, 330-331 and 360, 368-369 and 397, 404-405 and 427, 434-435 and 462, 468-469 and 498

o Identify a current problem in the treatment of a mood disorder.

SE: Some Cautions about Drug Treatments, 408-410; Direct Brain Intervention, 410-411; Evaluating Psychotherapy, 419-427; Summary, 429-431; Concept Map, 432-433



o Understand subject-appropriate vocabulary. SE: Vocabulary Words (in margins on following pages), 4,7,8-9,15,20-23, 42,43,53,54,61, 78, 93, 300-301,308-310, 376-381, 384-385, 412-416; Summary, 35-37, 69-71, 109-111, 326-327, 399-401, 429-431; Key Terms, 37, 71, 111, 327, 401, 431; Concept Map, 38-39, 72-73, 112-113, 328-329, 402-403, 432-433



o Define key words according to subject matter. SE: Vocabulary Words (in margins on following pages), 4,7,8-9,15,20-23, 42,43,53,54,61, 78, 93, 300-301, 308-310, 376-381, 384-385, 412-416; Summary, 35-37, 69-71, 109-111, 326-327, 399-401, 429-431; Key Terms, 37, 71, 111, 327, 401, 431; Concept Map, 38-39, 72-73, 112-113, 328-329, 402-403, 432-433



6340-0103

Develop reading skills in psychology.






o Compare and contrast a variety of written materials; e.g., magazines, newspapers, books, primary and secondary sources.

SE: Taking Psychology With You, 428-429

TR: Instructor’s Resource Manual, Test Bank, Color TransparenciesTECH: PowerPoint Presentation CD-ROM; Computerized Test Bank, Instructor’s Resource CD; MyPsychLab Program; Companion website

o Analyze charts, graphs, and almanacs. SE: Figure 1.2, 25; Figure 1.3, 27; Table 1.3, 30; Figure 3.6, 105; Table 6.1, 193; Graph on page 271; Figure 10.2, 341; Figure 11.2, 386; Table 12.2, 418; Graph on page 423; Figure 12.3, 426; Figure 13.3, 450; Figure 14.1, 478; Appendixes, A1-A-10



o Find the main and supporting ideas from lectures, discussions, and forums.

SE: Concept Maps 38-39, 72-73, 112-113, 148-149, 182-183, 222-223, 262-263, 296-297, 328-329, 366-367, 402-403, 432-433, 466-467

o Use visualization to assist in conceptualizing or problem solving.

SE: Concept Maps 38-39, 72-73, 112-113, 148-149, 182-183, 222-223, 262-263, 296-297, 328-329, 366-367, 402-403, 432-433, 466-467

o Participate in group discussions dealing with factors that influence personality.

SE: Genetic Influences on Personality, 53-57; Environmental Influences on Personality, 58-61; Cultural Influences on Personality, 61-65; The Inner Experience, 66-67; Summary, 69-71, 260, 363, 399-401; Concept Map, 72-73, 263, 366, 402-403; Influences on Gender Development, 94-98; The Origins of Intelligence, 247-252; Attitudes, 339-341; Theories of Depression, 381-382; Genetic Influences, 387; Drug Abuse and Addiction, 387-390


6340-0104

Develop listening skills in psychology.

6340-0105

Develop speaking skills in psychology.







o Defend a psychologist's point of view when giving an oral presentation.

SE: Psychology’s Present, 8-9; Summary, 35, 326-327; Concept Map, 38, 328-329; Psychodynamic Theories of Personality, 42-49; Thinking, 85-89; Adulthood, 101-102; Exploring the Dream World, 163-167; Classical Conditioning, 300-303; Operant Conditioning, 308-315



o Participate in oral questions and examinations. SE: critical thinking questions integrated within the chapter quizzes (highlighted with an icon) can be used for classroom discussions, debates or tests, see page 31, question B as an example

o Separate fact from fiction when dealing with certain psychological hypotheses.

SE: Thinking, 85-89; Close-Up On Research, 156-158; The Riddle of Hypnosis, 167-171; Summary, 180-181, 294-295, 326-327, 500; Concept Map, 182-183, 297, 328-329, 502; The Repression Controversy, 287-288; Classical Conditioning, 300-303; Classical Conditioning in Real Life, 304-307; Operant Conditioning, 308-315; Operant Conditioning in Real Life, 315-320; Dilemmas of Measurement, 374-375; Debating Solutions to Addiction, 391; Dissociative Identity Disorder, 392393; The Riddle of Sexual Orientation, 482-484

o Explain the pros and cons of psychological philosophies; e.g., Freud’s ideas on dream analysis, Piaget's developmental theory, Pavlov's theory of conditioning, Maslov's theory of self-actualization.

SE: Psychodynamic Theories of Personality, 42-49; The Inner Experience, 66-67; Summary, 71, 109-111, 326-327; Thinking, 85-89; Adulthood, 101-102; Concept Map, 112-113, 183, 328-329; Exploring the Dream World, 163-167; Classical Conditioning, 300-303; Classical Conditioning in Real Life, 304-307; Operant Conditioning, 308-315; Operant Conditioning in Real Life, 315-320


6340-0106

Develop causal reasoning skills in the study of psychology.







o Predict outcomes based on studies and/or surveys dealing with behavior.

SE: Chapter 10 Behavior in Social and Cultural Context, 333 The Obedience Study, 334 The Prison Study, 335 Why People Obey, 337-344 Social Influences on Beliefs, Individuals in Groups 344-350, Us Versus Them: Group Identity 350-353, Group Conflict and Prejudice 353-360, see especially Close-Up on Research 356

o Determine the credibility of a source. SE: Close Up on Research Feature in every chapter, Eight Principles of Critical Thinking 15-19, Evaluating the Findings, 31-34

o Analyze data on specific disorders in humans and animals.

SE: Close-Up On Research, 156-158


o Infer the motivation and bias of theorists in psychology; e.g., Skinner, Rogers, Maslow, Watson.

SE: Skinner: The Man and the Myth, 314-315


6340-0107

Develop critical analysis skills in psychology.

6340-0108

Develop interpretive skills in psychology.






o Compare, contrast, and analyze differing perceptions of theorists.

SE: Psychology’s Present, 8-9; Summary, 35, 69-71, 109-111, 180, 260, 363, 399-401; Concept Map, 38, 72-73, 112-113, 183, 263, 366, 402-403; Genetic Influences on Personality, 53-57; Environmental Influences on Personality, 58-61; Cultural Influences on Personality, 61-65; The Inner Experience, 66-67; Thinking, 85-89; Influences on Gender Development, 94-98; Exploring the Dream World, 163-167; The Origins of Intelligence, 247-252; Attitudes, 339-341; Theories of Depression, 381-382; Drug Abuse and Addiction, 387-391



o Identify mental disorders, causes and cures; e.g., obsessive-compulsive, panic disorders, eating disorders, depression, character disorders.

SE: Table 11.1, 372; Anxiety Disorders, 376-380; Mood Disorders, 380-384; Personality Disorders, 384-387; Dissociative Identity Disorder, 392-393; Schizophrenia, 394-397; Psychology in the News revisited, 397, 498; Taking Psychology With You, 399; Summary, 399-401, 429-431, 465, 500; Concept Map, 402-403, 432-433, 467, 503; Biological Treatments for Mental Disorders, 406-412; Kinds of Psychotherapy, 412-419; EvaluatingPsychotherapy, 419-428; Stress and Emotion, 454-457; Psychology in the News, 468; Culture, Psychology, and Weight, 486-488; Weight and Health: Biology Versus Culture, 488-489



o Brainstorm strategies to discuss problems and potential solutions in today’s world.

SE: Psychology in the News, 114, 368; Psychology in the News revisited, 143, 397


6340-0109

Develop creative thinking in psychology.







o Explain how media influences thinking and behavior.

SE: The Case of Media Violence, 323-324; The Sociocognitive Explanation, 393








o Recognize communication styles, both globally and regionally.

SE: Culture and Traits, 63; Language, 81-84; Summary, 109; Concept Map, 112



o Understand the effect that observational learning has on behavior; e.g., aggression, violence, age appropriate relationships, coping skills, grief and loss.

SE: Close-up on Research, 63-65; Learning to Be Good, 89-92; The Wellsprings of Resilience, 106-107; The Pros and Cons of Punishment, 316-317; The Problems with Reward, 317-320; Summary, 327, 363-364; Concept Map, 329, 367; Individuals in Groups, 344-348; Communicating Emotions, 445-446



o Understand the effect of temperature, altitude and pollution on behavior.

SE: 249-250 The Environment and Intelligence

o Analyze the effect of external stimulation on behavior; e.g., noise, crowding, traffic.

SE: Noise, 450


TOPIC: Geography

STANDARD: 6340 – 02

Students will understand a comprehensive geographical view of the human and physical worlds and how and why they influence and relate to the environment, societies, and to global interconnectedness and interdependence.

OBJECTIVES:

6340-0201

The student will be able to understand the impact of the human and physical environment on personality development.

Example

6340-0202

Develop, plan, and evaluate alternative uses of environments and resources.







o Recognize factors that contribute to suicide; e.g., culture, substance abuse, physical and emotional stress.

SE: Coercive Persuasion, 342-344; Mood Disorders, 380-384; Psychology in the News revisited, 398-399; Taking Psychology With You, 399



o Compare and contrast major schools of thought in psychology from 1800 to the present.

SE: The Birth of Modern Psychology, 6-7; Psychology’s Present, 8-9; Summary, 35, 69-71, 109-111, 326-327, 429-431; Concept Map, 38, 7273, 112-113, 328-329, 432-433; Psychodynamic Theories of Personality, 42-49; Genetic Influences on Personality, 53-57; Environmental Influences on Personality, 58-61; Cultural Influences on Personality, 61-65; The Inner Experience, 66-67; Thinking, 85-89; Influences on Gender Development, 94-98; Adulthood, 101-102; Exploring the Dream World, 163-167; Constructing the Visual World, 197-198; Classical Conditioning, 300-303; Classical Conditioning in Real Life, 304-307; Operant Conditioning, 308-315; Operant Conditioning in Real Life, 315-320; Kinds of Psychotherapy, 412-419; Evaluating Psychotherapy, 419-421



TOPIC: History


Students will demonstrate why and how ideas, attitudes, events, people and documents have influenced the study of behavior over time.

OBJECTIVES:

6340-0301

Identify and describe selected major trends or movements in the development of psychology.

Example






o Evaluate the contributions of selected philosophers and psychologists to the field of psychology and how they have influenced thinkingtoday.

SE: The Birth of Modern Psychology, 6-7; Psychodynamic Theories of Personality, 42-49; The Inner Experience, 66-67; Summary, 69-71, 109-111, 259, 326-327, 430; Concept Map, 72-73, 112-113, 183, 328-329, 432; Thinking, 85-89; Adulthood, 101-102; Dreams as Unconscious Wishes, 163-164; Constructing the Visual World, 197-198; The Invention of IQ Test, 241-243; Classical Conditioning, 300-303; Classical Conditioning in Real Life, 304-307; Operant Conditioning, 308-315; Operant Conditioning in Real Life, 315-320; Projective Tests, 374-375; Kinds of Psychotherapy, 412-419



o Outline the four basic goals of psychology. SE: Chapter 1 What is Psychology, 4-6, Close Up on Research 5

o Compare and contrast different methods used in psychological research.

SE: Critical and Scientific Thinking in Psychology, 14-19; Descriptive Studies: Establishing the Facts, 19-23; Correlational Studies: Looking for Relationships, 24-26; The Experiment: Hunting for Causes, 26-30; Table 1.3, 30; Evaluating the Findings, 31-33; Summary, 36-37, 145, 259, 326-327; Concept Map, 39, 148, 328-329; Mapping the Brain, 128-130; Measuring Intelligence: The Psychometric Approach, 241-244; Classical Conditioning, 300-303; Classical Conditioning in Real Life, 304-307; Operant Conditioning, 308-315; Operant Conditioning in Real Life, 315-320; The Obedience Study, 333-334; The Prison Study,334-335; Dilemmas of Measurement, 374-375



6340-0302

Examine the growth and development of the goals and methods of psychology.






o Explore the influence that culture, race, and gender of the researcher have on psychological research.

SE: Culture and Testing, 243-244



o Evaluate the strengths and limitations of basic and applied research.

SE: Descriptive Studies: Establishing the Facts, 19-23; Advantages and Limitations of Experiments, 29-30; Table 1.3, 30; Summary, 36-37, 259, 500; Culture and Testing, 243-244; Concept Map, 263, 502; The Dilemmas of Measurement, 374-375; Dissociative Identity Disorder, 392-393; Problems in Assessing Therapy, 422; The Riddle of Sexual Orientation, 482-484TR: Instructor’s Resource Manual, Test Bank, Color Transparencies


o Articulate various ethical issues in psychological research.

SE: The Experiment: Hunting for Causes, 26-27; Culture and Testing, 243-244; Summary, 259; Concept Map, 263; Learning to Fear, 305-306; Dissociative Identity Disorder, 392-393



o Explain the guidelines governing treatment of research subjects, both human and non-human.

SE: The Experiment: Hunting for Causes, 26-27; Learning to Fear, 305-306; When Therapy Harms, 425-426








o Describe various sub-areas of study in the field of psychology.

SE: What Psychologists Do, 10-13; Table 1.1, 11; Table 1.2, 13; Summary, 36



o Gather information on various careers in psychology.

SE: What Psychologists Do, 10-13; Table 1.1, 11; Table 1.2, 13



o Investigate possible areas of expansion for using psychology to enhance our lives.

SE: Psychology in the Community, 13; Classical Conditioning in Real Life, 304-307



o Describe the rights, roles and responsibilities of citizens in several world societies.

SE: Cultural Influences on Personality 61-63; Close Up on Research 63; Evaluation Cultural Approaches 65; Ethnic Identity 350-351; Ethnocentricism 352; Attitudes Toward Achievement 252

o Evaluate the status of work force hierarchies; i.e., women, men, children, the disabled, elderly, minorities.

SE: The Effects of Work on Motivation 494-496

6340-0303

Trace the development of specialty fields in psychology.

TOPIC: Political Science


Students will demonstrate why people in diverse societies create and adopt systems of government and how each addresses human rights and citizen responsibilities.

OBJECTIVES:

6340-0401

Identify and examine persisting issues involving the rights, roles, and status of the individual in relation to society.

Example






o Debate 20th century issues relating to individual rights.

SE: Psychology in the News, 74,114, 150, 330; Development over the Life Span, 75-76; Psychology in the News revisited, 107, 143, 178, 360-361; The Riddle of Sexual Orientation, 482-484; Summary, 500; Concept Map, 502



o Examine the influence that political parties, election processes, taxes, and the media have on issues.

SE: Psychology in the News, 114



o Compare and contrast the positions of psychologists in various conflicts of the 20th century.

SE: Group Conflict and Prejudice, 353-357; Summary, 364; Concept Map, 367; Debating Solutions to Addiction, 391



o Evaluate the social and organizational effects of conflict using current examples in our state; e.g., smoking in public places, laws governing alcohol, separation of church and state, hosting the 2002 Olympics.

SE: Chapter 10 Behavior in Social and Cultural Context

6340-0402

Compare and contrast different political systems, their ideologies, institutions, processes, and political cultures as they pertain to psychology.

6340-0403

Compare and contrast the ways individuals respond to conflict between forces of unity and forces of diversity.






o Identify several behaviors associated with local traditions.

SE: Emotion and Culture, 444-447; Summary, 464; Concept Map, 466



o Compare and contrast different socioeconomic levels in urban and rural areas.

SE: Cultural Influences on Personality 61-63

o Determine major influences made by historic and contemporary people in psychology.

SE: The Birth of Modern Psychology, 6-7; Summary, 35, 69-71, 109-111, 326-327, 429-431; Concept Map, 38, 72-73, 112-113, 328-329, 432-433; Psychodynamic Theories of Personality, 42-49; Thinking, 85-89; Adulthood, 101-102; Constructing the Visual World, 197-198; Classical Conditioning, 300-303; Operant Conditioning, 308-315; Kinds of Psychotherapy, 412-419


o Trace the evolution of how societies have perceived and treated mental illness.

SE: Defining and Diagnosing Disorder, 370-374



TOPIC: Culture (Anthropology, Sociology, Psychology)


Students will demonstrate why and how commonalities and differences of ideas, attitudes, choices, and technologies influence the interaction and behavior of individuals, groups, institutions, and cultures.

OBJECTIVES:

6340-0501

Apply an understanding of human behavior that relates to traditions, beliefs, and behavioral patterns.

Example

6340-0502

Identify and describe both current and historic examples of the interaction and interdependence of individuals and society in a variety of cultural settings.






o Investigate and hypothesize behavioral challenges in the next decade.

NA

o Predict changes faced by individuals as a result of contact with others.

SE: Environmental Influences on Personality, 58-61; Cultural Influences on Personality, 61-65; Summary, 69-71, 109-111, 363-365; Concept Map, 73, 112-113, 366-367; Attachment, 78-80; Cognitive Development, 81-84; Learning to Be Good, 89-92; Cognitive Influences, 95-98; Adulthood, 101-102; Roles and Rules, 332-337; Attitudes, 339-344; Individuals in Groups, 344-350; Stereotypes, 352-353; The Benefits of Confession, 456; Drawing on Social Support, 459-461



o Collect and organize information about ways people have dealt with change.

NA

o Evaluate technologies that are being used today in the study of human behavior.

SE: Mapping the Brain, 128-130; Summary, 145; Concept Map, 148



o Describe why responses to change differ based on points of view.

SE: Optimism and Pessimism, 451-452



6340-0503

Explain why human behavior responds to change in a particular way on the basis of shared assumptions, beliefs, and technologies.






o Explain how institutions and organizations influence cultural values; e.g., media, family, school, religion, peer groups.

SE: Environmental Influences on Personality, 58-61; Summary, 70, 464; Concept Map, 73, 466; The Transitions of Life, 102-103; Psychology in the News, 150; Motivation, Hard Work, and Intellectual Success, 252; The Origins of Attitudes, 340-341; Learning, Culture, and Addiction, 389-390; Emotion and Culture, 444-447TR: Instructor’s Resource Manual, Test Bank, Color TransparenciesTECH: PowerPoint Presentation CD-ROM; Computerized Test Bank, Instructor’s Resource CD; MyPsychLab Program; Companion website

o Collect and organize information about the roles institutions have played in furthering change in the treatment of mental illness.

SE: Dilemmas of Diagnosis, 371-374


o Identify how positive coping strategies impact the work environment. Compare and contrast the economic significance positive and negative stress has on individuals.

SE: The Effects of Work on Motivation, 494-495


6340-0504

Describe the various forms and roles institutions take in furthering both continuity and change.

TOPIC: Economics

STANDARD: 6340 - 06

Students will demonstrate why societies organize available resources for the production, distribution, and consumption of goods and services.

OBJECTIVES:6340-0601Evaluate economic benefits derived from psychological wellness.

Example






o Identify and provide a plan for the personal and economic cost of stressful incidents in one's life; e.g., death, divorce, violence, change of residence, illness.

SE: Chapter 13 Emotion; Stress and Health 448-462

o Describe the implications of mental illness on society; e.g., homelessness, abuse, crime, welfare.

SE: Chapter 11 Psychological Disorders, 389-391

o Identify the economic impact of mental illness on the work force and productivity.

NA

o Calculate the cost of various treatments for mental illness; e.g., in-patient, outpatient, drug, electroshock.

NA

o Use appropriate strategies to identify and meet needs and goals.

SE: The Importance of Goals, 491-494; Close-Up on Research, 492-493; Taking Psychology With You, 499



o Organize resources and time efficiently. SE: Taking Psychology with You, 179; Subconscious Thinking, 228



o Explore the philosophical views of others. SE: Taking Psychology with You, 362


6340-0602

Describe and evaluate the economic impact of mental illness on society.

TOPIC: Life Skills


Students will demonstrate why and how lifelong learning, collaboration, and responsible citizenship are necessary to promote the personal and public good.

OBJECTIVES:

6340-0701

Demonstrate the characteristics of lifelong learning in school activities.

Example







o Use the scientific method to test a hypothesis. SE: Define Your Terms, 15-16; Appendix, A-8



o Understand how learning strategies facilitate individual learning.

SE: How We Remember, 280-282; Taking Psychology with You, 292-293



o Show respect for ideas, possessions, and work of self and others.

SE: Taking Psychology with You, 362



o Describe why supporting and dissenting communication is important to scientific inquiry and a productive society.

SE: Critical and Scientific Thinking section 14-19 and use of Critical Thinking Icons throughout the text

o Demonstrate understanding of a group's needs and goals.

SE: 344-348

o Demonstrate respect and willingness to participate in problem-solving activities while serving in a variety of roles.

NA

o Resolve conflicts positively. SE: Taking Psychology With You, 399, 463



6340-0702

Demonstrate collaboration in working with others to achieve specified results.






o Use resources efficiently and effectively. NA






o Demonstrate respect for other humans, animals, and all living and non-living things.

NA

o Use contemporary and historical data to analyze cases in which human behavior demonstrates respect and support for the rights and dignity of people.

SE: Reducing Conflict and Prejudice, 357-360



o Explain the necessity for people to abide by rules and laws.

SE: Roles and Rules, 332



o Classify rules and laws that impact society; e.g.,family, school, community, nation.

NA

o Practice responsible citizenship. NA

6340-0703

Demonstrate an understanding of, and a reasoned commitment to, the rule of law.


Utah State Instructional Materials Commission Utah State Office of Education 250 East 500 South Salt Lake City, Utah 84111 (801) 538-7783 (801) 538-7588 FAX www.usoe.org/curr/material

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10/01/2007________________ Date of Objective Alignment

Title of Material Aligned

ISBN:

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Qualifications Invitation to Psychology © 2008 SE: 0131347446

Utah Core Curriculum for Psychology.

Kimberly Berkey 212 Yosemite Drive Bear, DE 19701 (302) 836-8767

12+ years Teaching Experience, Psychology, Social Studies, Economics, Delaware Certified in Delaware - History Education, Grades 6-12 Ed.M., Guidance Counseling, Salisbury State University BA, History Education, University of Delaware

I hereby certify that the information listed above is accurate to the best of my knowledge. Johanna Wetmore, Associate Editor, Correlations Signature of Company Signee & Position of Authority

http://www.usoe.org/curr/material

ADOPT UT Invitation to Psychology 2008 Final - Pearson · PDF filebetween the two major theories of personality. SE: Genetic Influences on Personality, 53-57; ... Computerized Test

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