psychology - test bank 360testbank360.eu/sample/test-bank-psychology-1-edition-lilienfeld.pdf ·...

Instructor’s Classroom Kit, Volume I for

Lilienfeld, Lynn, Namy, and Woolf

PsychologyFrom Inquiry to Understanding

prepared by

Managing Editor: Amy Hackney-Hansen Georgia Southern University

Dave Alfano Community College of Rhode Island

Jennifer Sage University of California, San Diego

Valerie Smith Collin County Community College

Brian A. Johnson University of Tennessee at Martin

Heidi Shaw Yakima Valley Community College

James M. Stringham University of Georgia

Keith B. Williams Richard Stockton College of New Jersey

Boston New York San Francisco Mexico City Montreal Toronto London Madrid Munich Paris

Hong Kong Singapore Tokyo Cape Town Sydney

Full file at http://testbank360.eu/test-bank-psychology-1-edition-lilienfel

Copyright © 2009 Pearson Education, Inc.

All rights reserved. The contents, or parts thereof, may be reproduced with Psychology: From Inquiry to Understanding, by Scott O. Lilienfeld, Steven Jay Lynn, Laura L. Namy, and Nancy J. Woolf, provided such reproductions bear copyright notice, but may not be reproduced in any form for any other purpose without written permission from the copyright owner.

To obtain permission(s) to use the material from this work, please submit a written request to Allyn and Bacon, Permissions Department, 75 Arlington Street, Boston, MA 02116 or fax your request to 617-848-7320.

ISBN-13: 978-0-205-60752-5 ISBN-10: 0-205-60752-7

Printed in the United States of America

10 9 8 7 6 5 4 3 2 1 11 10 09 08 07


TABLE OF CONTENTS

INTRODUCTORY MATERIALSNUMBERED TEXT LEARNING OBJECTIVES vii

OVERVIEW OF SUPPLEMENTS PROGRAM BY AMY HACKNEY-HANSEN xi

APA LEARNING OUTCOMES CORRELATION GUIDE xiii

SAMPLE SYLLABI xlv

INSTRUCTOR’S CLASSROOM KIT RESOURCESPROLOGUE HOW PSYCHOLOGY BECAME A SCIENCE Instructor’s Manual 1 Chapter-At-a-Glance 1 From Your Author… 2 Chapter Preview 2 Chapter Outline 3 Lecture Ideas 4 In-Class Activities and Discussion Topics 5 Out-of-Class Activities 6 MyPsychLab Resources 7 Media Resources 8 Handouts 9 Test Bank for the Prologue 13 PowerPoint® Lecture Slides for the Prologue 27

CHAPTER 1 SCIENCE AND PSEUDOSCIENCE IN PSYCHOLOGY: SKILLS FOR THINKING SCIENTIFICALLY IN EVERYDAY LIFE

Instructor’s Manual 37 Chapter-At-a-Glance 37 From Your Author… 38 Chapter Preview 38 Chapter Outline 40 Lecture Ideas 54 In-Class Activities and Discussion Topics 58 Out-of-Class Activities 59 MyPsychLab Resources 61 Media Resources 61 Handouts 63

Test Bank for Chapter 1 69 PowerPoint® Lecture Slides for Chapter 1 103

CHAPTER 2 RESEARCH METHODS: SAFEGUARDS AGAINST ERRORInstructor’s Manual 115

Chapter-At-a-Glance 115 From Your Author… 115 Chapter Preview 116 Chapter Outline 116 Lecture Ideas 118


In-Class Activities and Discussion Topics 123 Out-of-Class Activities 125 MyPsychLab Resources 128 Media Resources 130 Handouts 132


CHAPTER 3 BIOLOGICAL PSYCHOLOGY: THE BRAIN-BODY COMMUNICATION SUPERHIGHWAYInstructor’s Manual 183

Chapter-At-a-Glance 183 From Your Author… 184 Chapter Preview 184 Chapter Outline 185 Lecture Ideas 191 In-Class Activities and Discussion Topics 194 Out-of-Class Activities 196 MyPsychLab Resources 197 Media Resources 198 Handouts 200


CHAPTER 4 SENSATION AND PERCEPTION: HOW WE SENSE AND CONCEPTUALIZE THE WORLDInstructor’s Manual 261

Chapter-At-a-Glance 261 From Your Author… 262 Chapter Preview 262 Chapter Outline 264 Lecture Ideas 270 In-Class Activities and Discussion Topics 275 Out-of-Class Activities 278 MyPsychLab Resources 280 Media Resources 281


CHAPTER 5 CONSCIOUSNESS: EXPANDING THE BOUNDARIES OF PSYCHOLOGICAL INQUIRYInstructor’s Manual 337

Chapter-At-a-Glance 337 From Your Author 338 Chapter Preview 338 Chapter Outline 340 Lecture Ideas 343 In-Class Activities and Discussion Topics 345 Out-of-Class Activities 346 MyPsychLab Resources 348 Media Resources 348 Handouts 350



CHAPTER 6 LEARNING: HOW NURTURE CHANGES USInstructor’s Manual 399



CHAPTER 7 MEMORY: CONSTRUCTING AND RECONSTRUCTING OUR PASTSInstructor’s Manual 485



CHAPTER 8 LANGUAGE, THINKING, AND REASONING: GETTING INSIDE OURTALKING HEADS

Instructor’s Manual 575 Chapter-At-a-Glance 575 From Your Author… 576 Chapter Preview 576 Chapter Outline 578 Lecture Ideas 582 In-Class Activities and Discussion Topics 584 Out-of-Class Activities 587 MyPsychLab Resources 589 Media Resources 590 Handouts 592


MIDTERM EXAM 641


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NUMBERED TEXT LEARNING OBJECTIVES

Even though the chapter learning objectives are not numbered in the text, we have provided a numbered list to make referencing them throughout this workbook much more convenient.

CHAPTER 11.1 Distinguish common from uncommon sense 1.2 Describe naive realism and its perils 1.3 Differentiate popular psychology information from misinformation 1.4 Describe the importance of science as a set of safeguards against biases 1.5 Identify the key features of scientific skepticism and distinguish it from pathological

skepticism 1.6 Identify and explain six key principles of critical thinking that will be used throughout the

text1.7 Describe pseudoscience and its differences from science and metaphysics 1.8 Describe the prevalence of pseudoscientific beliefs 1.9 Identify seven key warning signs of pseudoscience 1.10 Describe the motivational factors that predispose us to pseudoscientific beliefs 1.11 Describe the role that scientific illiteracy may play in the public’s acceptance of

pseudoscience1.12 Explain the importance of cognitive factors as contributors to pseudoscientific thinking 1.13 Identify key logical fallacies in psychological thinking that can predispose us to

pseudoscientific beliefs 1.14 Describe the dangers of pseudoscience

CHAPTER 22.1 Explain what research designs accomplish that we can’t discover by intuition alone 2.2 Identify heuristics and biases that prevent us from thinking clearly about psychology 2.3 Distinguish the types of designs and the conclusions that we can draw from each 2.4 Identify the potential pitfalls of each design that can lead to faulty conclusions 2.5 Explain the ethical obligations of researchers toward their research participants 2.6 Describe both sides of the debate on the use of animals as research subjects 2.7 Explain how to calculate measures of central tendency 2.8 Identify uses of various measures of central tendency and dispersion 2.9 Show how statistics can be misused for purposes of persuasion 2.10 Identify flaws in research designs 2.11 Identify skills for evaluating psychological claims in the popular media

CHAPTER 33.1 Identify the parts of the nervous system that play a role in sensation and perception 3.2 Track the parts of the nervous system that play a role in motor functions 3.3 Clarify the relationship between the nervous system and the body 3.4 Identify the parts of the brain that play a role in emotion 3.5 Clarify how the autonomic nervous system works in emergency and everyday situations 3.6 Describe what hormones are and how they affect behavior 3.7 Distinguish the parts of neurons and what they do


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3.8 Describe electrical responses of neurons and what makes them possible 3.9 Explain how neurons use neurotransmitters to communicate with each other 3.10 Describe the relationship between mind and brain 3.11 Identify the different brain stimulating, recording, and imaging techniques 3.12 Evaluate results demonstrating the brain’s localization of function 3.13 Describe genes and how they influence observable traits 3.14 Explain the concept of heritability and the misconceptions surrounding it 3.15 Recognize when the brain changes most and least

CHAPTER 44.1 Identify the basic principles that apply to all senses 4.2 Track how our minds build up perceptions 4.3 Analyze the scientific support for and against ESP 4.4 Explain how the eye starts the visual process 4.5 Identify the different kinds of visual perception 4.6 Describe different visual problems 4.7 Explain how the ear starts the auditory process 4.8 Identify the different kinds of auditory perception 4.9 Identify how we sense and perceive tastes and odors 4.10 Describe the three different body senses 4.11 Explain how pain perception differs from touch perception

CHAPTER 55.1 Identify the different stages of sleep and the neural activity and dreaming behaviors that

occur in each 5.2 Identify the features and causes of sleep disorders 5.3 Determine how Freud’s theory of dreams relate to research evidence on dreaming 5.4 Explain how theories of brain activation attempt to account for dreaming 5.5 Determine how scientists explain seemingly “mystical” alterations in consciousness 5.6 Evaluate the benefits of meditation 5.7 Distinguish myths from realities concerning hypnosis 5.8 Distinguish different types of drugs and their effects on consciousness

CHAPTER 66.1 Describe examples of classical conditioning and discriminate conditioned stimuli and

responses from unconditioned stimuli and responses 6.2 Explain how conditioned responses are acquired, maintained, and extinguished 6.3 Explain how complex behaviors can result from classical conditioning and how they

emerge in our daily lives 6.4 Describe how behaviors are acquired through operant conditioning 6.5 Identify the similarities and differences between operant and classical conditioning 6.6 Describe reinforcement and its effects on behavior 6.7 Distinguish negative reinforcement from punishment as influences on behavior 6.8 Outline the evidence that supports learning in the absence of conditioning 6.9 Explain how learning can occur through observation 6.10 Identify evidence of insight learning


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6.11 Explain how biological predispositions can facilitate learning of some associations 6.12 Evaluate popular techniques marketed to enhance learning 6.13 Determine whether individuals’ learning ability depends on how well the instructional

style matches their learning styles

CHAPTER 77.1 Identify the ways that memories do and do not accurately reflect experiences 7.2 Explain the function, span, and duration of each of the three memory systems 7.3 Differentiate the subtypes of long-term memory 7.4 Determine methods for connecting new information to existing knowledge 7.5 Distinguish ways of measuring memory 7.6 Describe how the relation between encoding and retrieval conditions influences

remembering 7.8 Describe the role of long-term potentiation in memory 7.9 Explain how amnesia helps to clarify the distinction between explicit and implicit

memory 7.10 Distinguish different types of amnesia and the relevance of amnesia to the brain’s

organization of memory 7.11 Identify the key impairments of Alzheimer’s disease 7.12 Identify how children’s memory abilities change with age 7.13 Examine why we fail to remember experiences from early childhood 7.14 Explain how suggestions can shape children’s memories 7.15 Identify factors that influence people’s susceptibility to false memories and memory

errors

CHAPTER 88.1 Describe the four levels of analysis that comprise language 8.2 Discover the developmental trajectory of language acquisition in children 8.3 Compare human and nonhuman animal communication 8.4 Determine how sign language in deaf individuals relates to spoken language acquisition

in hearing people 8.5 Identify the pros and cons of bilingualism 8.6 Identify the ways in which our language may influence our thinking 8.7 Describe the challenges associated with reading and reading strategies 8.8 Identify the skills required to learn to read 8.9 Analyze the relationship between reading speed and reading comprehension 8.10 Identify types of cognitive economy and the pros and cons of economizing 8.11 Describe the challenges that humans face when attempting to solve problems or make

decisions


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OVERVIEW OF THE SUPPLEMENTS PACKAGE FOR PSYCHOLOGY: FROM INQUIRY TO UNDERSTANDING

Whether for the first or thirtieth time, teaching the introductory psychology course can be challenging. Psychology is such a diverse field that many instructors find it difficult to “cover” all of the material, let alone master it. Sometimes supplemental packages can make this task more daunting—the instructor’s manual adds even more material to be covered, PowerPoint® slides use terminology that is inconsistent with the text, and the content of test bank questions don’t seem to match the content of the text—all of this making the instructor’s job even harder! This Classroom Kit material (Instructor’s Manual, Test Bank, PowerPoints®) and the GradeAid Student Workbook with Practice Tests provide a cohesive package that truly helps the instructor reinforce the mission of the text: to teach students that psychology is a science and to help students think critically in their everyday lives.

Instructor’s Manual. The instructor’s manual is designed to help instructors reinforce the critical thinking emphasis of the text. A Chapter-at-a-Glance Grid appears at the start of each chapter, allowing instructors to see how resources from the Instructor’s Manual, Test Bank, PowerPoints®, and MyPsychLab correspond to each of the chapter’s sections. Each chapter begins with a “From Your Author…” section written by main text author Scott Lilienfeld, in which he offers advice on how to approach the chapter and coach students on specific critical thinking skills. Each chapter also includes a brief prose overview of the chapter and a detailed chapter outline with bolded key terms. The chapter outlines were designed to correspond to the Power Point lecture outlines and portions of them appear in the “notes” field of the PowerPoints®. Lecture ideas are provided for every section of the chapter and are designed to reflect the core principles of scientific and critical thinking and to provide a springboard into the text content. Every section of the chapter also has in-class activities and discussion topics and out-of-class activities (some with accompanying handouts), which were created to both emphasize scientific and critical thinking and to complement the Grade Aid activities. A detailed list of media resources and a special section on integrating MyPsychLab into your course rounds out the chapter.

Test Bank. All of the questions in the test bank were created to test understanding of the process and content of psychology, not the memorization of trivial details. Throughout each chapter you will find questions that reflect not just research findings, but also questions that test knowledge of the scientific thinking process and application of critical thinking skills. The Test Bank contains 100 multiple-choice questions, some of which address myths or factoids addressed in the text and some from the MyPsychLab pre-tests, and 25 fill-in-the-blank questions. Each of these questions has an answer justification with page reference, a numeric difficulty rating (1=easy/2=medium/3= difficult), topic, and skill type (conceptual/factual/applied). In addition, these questions have all been correlated to both the text’s learning objectives and the APA learning outcomes enabling instructors to assess students’ knowledge of specific skill types. Essay questions and short answer questions that deal specifically with critical thinking skills are also included along with sample answers for each. A Midterm and a Final Exam offer instructors a way to test students on their cumulative knowledge of the text. In addition to the print version, the complete Test Bank is also available in the TestGen Computerized Testbank version for use in creating tests in the classroom.


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PowerPoint® Presentations. A complete Lecture Presentation highlights major topics from the chapter, pairing them with select art images. To assist you in delivering the lectures, additional examples and explanations from the Instructor’s Manual appear in the “notes” section. A condensed version of the lecture presentation, with briefer outlines and none of the instructor notes, is available for those instructors who would like to provide highlights from their classroom lectures to students. Finally, we offer a PowerPoint® collection of the complete art files from the text so that instructors can customize their lectures with any of the figures from the book.

For those instructors using clickers in their classroom, we offer a text-specific lecture questions for each chapter of the book. These questions can be used to evaluate your students’ knowledge of material or to enhance classroom discussions. Many of the clicker questions address specific critical thinking skills from the book.

GradeAid Student Workbook with Practice Tests. I recommend requiring students to complete the GradeAid as a daily homework assignment. This valuable study tool was carefully constructed to help students understand the process and content of psychology, not just memorize a set of facts. The GradeAid is filled with review material, in-depth activities, and self-assessment. The Grade Aid is organized into three main sections: “Before You Read,” “As You Read,” and “After You Read.” Each chapter includes a wealth of information and activities for students to sharpen their understanding of the chapter. “Before you Read” offers a brief chapter overview list of learning objectives, and key terms. “As you Read” contains a variety of hands-on activities for students to complete while working through the chapter (all of which are tied to specific learning objective). This section also has Concept Map Activities, Myth or Reality sections, which provide examples of common myths and realities and ask students to evaluate them using the skills learned in the chapter, and Putting Your Critical Thinking Skills to the Test sections, which teach students how to apply their critical thinking skills to real-world problems. Finally, the After you Read section houses special activities teach students how to incorporate the MyPsychLab resources into their study plan for each chapter. Student can round out their studying by taking the two 20 multiple-choice question chapter practice tests that appear at the end of the chapter.

Overall, the supplemental materials reflect the core value of this book: psychology is a fascinating discipline that requires scientific methods to safeguard against human errors in thinking and decision making. A mastery of psychological scientific thinking will prepare students to recognize the difference between scientific and pseudoscientific claims in the real world.

- Amy Hackney-Hansen


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APA LEARNING OUTCOMES CORRELATION GUIDE

TO ACCOMPANYPSYCHOLOGY: FROM INQUIRY TO UNDERSTANDING, 1/E – LILIENFELD, LYNN, NAMY, & WOOLF

The APA Undergraduate Learning Goals and Outcomes were developed to guide program development. The ten goals and associated outcomes assist faculty in ensuring that students leave a program with the knowledge, skills and values consistent with the discipline and with a liberal arts education. The goals and outcomes outline what is needed if students are to learn to think and behave like scientists. Aligning the curriculum with such goals is consistent with current best practices.

These goals and outcomes are meant to cover an entire program, not a single course within the curriculum. Thus, the Introduction to Psychology course should not purport to meet all goals and outcomes. Nor will each outcome be addressed in the Introduction to Psychology course. The introductory course will present students with some of the knowledge, skills and values they will continue to develop in upper-level courses. This chart will help you identify where this text links to specific goals and outcomes. For many of the goals, particularly 3–10, the instructor should include activities designed to help the student begin to develop these skills and values. All Instructor Manuals (IM) and Study Guides (SG) that accompany the text have many suggestions for such activities. Also, many of the available ancillaries can help with this development.

1. Knowledge Base of Psychology Demonstrate familiarity with the major concepts, theoretical perspectives, empirical findings, and historical trends in psychology.

The basic tenets of Psychology are reinforced in every chapter and through the use of the Grade Aid Study Guide, the Instructor’s Manual, and available online homework tools for students such as MyPsychLab. All major terminology is in bold black type within the text as well as in the margins.

1.1 Characterize the nature of psychology as a discipline. Prologue, page 2 What Is Psychology?, page 3 Ten things that make psychology challenging, pages 6–9 Psychology: From Séance to Science, pages 9–10 Psychology Today, pages 10–13 The Great Theoretical Frameworks of Psychology, pages 14–18 describe the basic versus applied research, applications of psychology to everyday life, and the various psychologists: clinical, counseling, school, developmental, experimental, biopsychologists, forensic, and I/O psychologists. Chapter 1, pages 24–34 Science Versus Popular Psychology: Common Versus Uncommon Sense, pages 29–32 Psychology as a Science. Chapter 13, discussion of Social Psychology for a career as a social psychologist. Chapter 14, pages 615–616 Criminal Profiling. Chapter 15,


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discussion of the psychological disorders for a career in Clinical Psychology. Chapter 16, discussion of the various mental health professionals in Table 16.1 page 674.

1.2 Demonstrate knowledge and understanding representing appropriate breadth and depth in selected content areas of psychology, theory and research representing general domains, the history of psychology, relevant levels of analysis, overarching themes, and relevant ethical issues.

Prologue, page 2 What Is Psychology?, page 3 Ten things that make psychology challenging, pages 6–9 Psychology: From Séance to Science, pages 9–10 Psychology Today, pages 10–13 The Great Theoretical Frameworks of Psychology, pages 18–21 The Great Debates of Psychology. Chapter 2, pages 90–93 Ethical Issues in Research Design. Chapter 3, discusses neuronal activity and neurotransmitters, CNS and PNS, brain development, and the endocrine system. Chapter 4, Sensation and Perception: auditory and visual systems as well as the other three senses of smell, taste, and touch. Chapter 5, consciousness, sleep stages, sleep deprivation, dreams, hypnosis and meditation, drugs and alcohol. Chapter 6, Classical and Operant Conditioning, Cognitive and Social Learning. Chapter 7, Formation of Memories, Short- and Long-Term Memories, Biology and Memory, False Memories, and The Seven Sins of Memory. Chapter 8, Language Acquisition, Communication, The Stroop Effect, Thinking and Reasoning, Functional Fixedness, Problem Solving. Chapter 9, Intelligence, Mental Retardation, Creativity, Stereotype Threat, and Down Syndrome. Chapter 10, discussion of prenatal development, the newborn, infancy and childhood, social, language, emotional development, discussion of adolescence and adulthood and aging. Chapter 11, explains motivation, primary drives of hunger and thirst, social motives, emotion, love, discussion of sex, gender, and sexual roles, gender differences, sexual attitudes, behavior, and sexual orientation. Chapter 12, stress, disease, and health, the General Adaptation Syndrome, the immune system, strategies for coping with stress, Type A, B, and D Personality, diet, exercise, smoking and health, alcohol


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abuse. Chapter 13, discussion of obedience, conformity, bystander effect, prejudice and discrimination. Chapter 14, discussion of the major theories of personality: Psychodynamic, Humanistic, Social-Cognitive, and Trait, Personality and Temperament, Ego Defenses, and the Big Five Personality Traits. Chapter 15, discussion of the major psychological disorders per the DSM-IV-TR criteria. Differences between the medical and biopsychosocial models. Chapter 16, discussion of the current psychological and, in brief, psychopharmacological therapeutic interventions.

1.3 Use the concepts, language, and major theories of the discipline to account for psychological phenomena.

Chapter 1, pages 33–34 What a Scientific Theory Is and What It Isn’t. Chapter 3, page 113 Figure 3.6 Selected Areas of the Cerebral Cortex, page 121 Figure 3.15 The Autonomic Nervous System, pages 134–136 Split-Brain Subjects, pages 110–112 Broca and Wernicke’s Aphasias. Chapter 4, pages 175–176 LASIK Surgery: The Pros and Cons, page 187 Psychic Healing of Chronic Pain, pages 153–154 Absolute Thresholds, page 175 color blindness, page 170 monocular depth cues, page 187 Body Position and Balance, page 157 Perception: When Our Senses Meet Our Minds, page 156 Subliminal Perception, page 159 Extrasensory Perception, pages 161–162 Tricks of the Psychics. Chapter 5, pages 197–200 Circadian Rhythms, Sleep Stages, and REM, page 201 Dreaming, pages 202–204 Disorders of Sleep, pages 205–207 Theories and Psychology of Dreams, pages 208–212 Other Alterations of Consciousness and Unusual Experiences, pages 213–218 Hypnosis, pages 218–225 Drugs and Consciousness, pages 211–212 Demystifying Mystical Experiences, pages 215–216 Age Regression and Past Lives. Chapter 6, pages 232–241 Classical Conditioning, pages 242–254 Operant Conditioning, pages 255–264 Observational Learning and Modeling. Chapter 7, page 278 The Three Systems of Memory, page 281 The Magic Number, page 281 Chunking, page 282


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Rehearsal, pages 284–285 Primacy and Recency Effect, pages 286–287 Semantic and Episodic Memory, page 289 The Method of Loci and the Keyword Method, page 290 Memory Boosters, page 294 Distributed Versus Massed Practice, page 295 State-Dependent Learning, pages 304–305 Flashbulb Memories, page 306 Using Medication to Erase Memories, pages 309–310 Eyewitness Testimony, pages 310–311 The Seven Sins of Memory. Chapter 8, pages 319–334 How Does Language Work?, page 323 How Do Children Learn Language?, pages 330–333 Special Cases of Language Learning, pages 333–334 Do Twins Have Their Own Language?, pages 340–341 Speed Reading—A Hoax in Sheep’s Clothing?, pages 345–347 Problem Solving and Functional Fixedness. Chapter 9, pages 354–363 What Is Intelligence?, page 357 General Intelligence, page 358 Fluid and Crystallized Intelligence, pages 366–369 IQ Testing Today, pages 374–379 Genetic and Environmental Influences on IQ, pages 387–389 Creativity, page 390 Emotional Intelligence. Chapter 10, page 409 Object Permanence, page 409 Egocentrism, page 410 conservation, page 418 Attachment, page 418 Imprinting, page 420 The Strange Situation, imaginary audience, pages 427–428 Kohlberg’s Theories of Moral Development, page 429 Gender Identity. Chapter 11, pages 451–452 the James-Lange Theory, the Somatic Marker Theory, the Cannon-Bard Theory, the Schacter-Singer Two-Factor Theory of Emotion, pages 458–459 Lying and Lie Detection, pages 464–465 What Makes Us Happy: The Myths, the Realities, pages 476–479 Sexual Motivation, pages 479–481 Sexual Orientation. Chapter 12, page 499 The General Adaptation Syndrome, page 503 The Brain-Body Reaction to Stress, page 504 Brain Studies Reveal Placebos Are “Strong Medicines,” pages 507–508 Type A, B, and D Personality, pages 511–515 strategies for coping with stress, pages


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516–527 Promoting Good Health—Less Stress! Chapter 13, discussion of Asch’s, Milgram’s, and Zimbardo’s pivotal social experiments, bystander effect, prejudice and discrimination, relationships. Chapter 14, discussion of the major theories of personality: Psychodynamic, Humanistic, Social-Cognitive, and Trait, Personality and Temperament, page 588 Defense Mechanisms, pages 605–606 Five-Factor Model. Chapter 15, discussion of the DSM-IV-TR major disorders using proper clinical terminology, classification and threat of labeling issues. Chapter 16, discussion of the current psychological and, in brief, psychopharmacological therapeutic interventions.

1.4 Explain major perspectives of psychology (e.g., behavioral, biological, cognitive, evolutionary, humanistic, psychodynamic, and sociocultural).

Prologue page 2 What Is Psychology?, page 3 Ten things that make psychology challenging, pages 6–9 Psychology: From Séance to Science, pages 9–10 Psychology Today, pages 10–13 The Great Theoretical Frameworks of Psychology. Chapter 3, pages 137–142 Nature and Nurture: Did Your Genes—or Parents—Make You Do It? Chapter 4, pages 153–154 Absolute Thresholds, page 175 color blindness, page 170 monocular depth cues, page 187 Body Position and Balance, page 157 Perception: When Our Senses Meet Our Minds, page 156 Subliminal Perception, page 159 Extrasensory Perception, pages 161–162 Tricks of the Psychics. Chapter 5, pages 197–200 Circadian Rhythms, Sleep Stages, and REM, page 201 Dreaming, pages 202–204 Disorders of Sleep, pages 205–207 Theories and Psychology of Dreams, pages 208–212 Other Alterations of Consciousness and Unusual Experiences, pages 213–218 Hypnosis, pages 218–225 Drugs and Consciousness, pages 211–212 Demystifying Mystical Experiences, pages 215–216 Age Regression and Past Lives.Chapter 6, pages 232–241 Classical Conditioning, pages 242–254 Operant Conditioning, pages 255–264 Observational Learning and Modeling, page 245 Punishment. Chapter 7, page


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278 The Three Systems of Memory, page 281 The Magic Number, page 281 Chunking, page 282 Rehearsal, pages 284–285 Primacy and Recency Effect, pages 286–287 Semantic and Episodic Memory, page 289 The Method of Loci and the Keyword Method, page 290 Memory Boosters, page 294 Distributed Versus Massed Practice, page 295 State-Dependent Learning, pages 304–305 Flashbulb Memories, page 306 Using Medication to Erase Memories, pages 309–310 Eyewitness Testimony, pages 310–311 The Seven Sins of Memory. Chapter 8, pages 319–334 How Does Language Work?, page 323 How Do Children Learn Language?, pages 330–333 Special Cases of Language Learning, pages 333–334 Do Twins Have Their Own Language?, pages 340–341 Speed Reading—A Hoax in Sheep’s Clothing?, pages 345–347 Problem Solving and Functional Fixedness. Chapter 9, pages 354–363 What Is Intelligence?, page 357 General Intelligence, page 358 Fluid and Crystallized Intelligence, pages 366–369 IQ Testing Today, pages 374–379 Genetic and Environmental Influences on IQ, pages 387–389 Creativity, page 390 Emotional Intelligence. Chapter 10, page 410 conservation, pages 408–411 Piaget’s Theory of Development, pages 411–412 Theories of Language Development, pages 418–423 Stranger Anxiety, Attachment, Critical Periods, Parenting Styles, pages 427–429 Kohlberg’s Theory of Moral Development, pages 433–434 Erikson’s Psychosocial Stages of Development. Chapter 11, pages 451–452 the James–Lange Theory, the Somatic Marker Theory, the Cannon–Bard Theory, the Schacter–Singer Two-Factor Theory of Emotion, pages 458–459 Lying and Lie Detection, pages 464–465 What Makes Us Happy: The Myths, the Realities, pages 476–479 Sexual Motivation, pages 479–481 Sexual Orientation. Chapter 12, page 499 The General Adaptation Syndrome, page 503 The Brain–Body Reaction to Stress, page 504 Brain


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Studies Reveal Placebos Are “Strong Medicine,” pages 507–508 Type A, B, and D Personality, pages 511–515 strategies for coping with stress, pages 516–527 Promoting Good Health—Less Stress! Chapter 13, discussion of why we conform, groupthink, and cognitive dissonance. Chapter 14, discussion of the major theories of personality: Psychodynamic, Humanistic, Social-Cognitive, and Trait, Personality and Temperament, page 588 Defense Mechanisms, pages 605–606 Five-Factor Model. Chapter 15, discussion of the DSM-IV-TR major disorders, classification and threat of labeling issues. Chapter 16, discussion of the current psychological (cognitive-behavioral, psychodynamic, etc.) and, in brief, psychopharmacological therapeutic interventions, historical treatments and approaches, current treatment, and current limitations of treatment.

2. Research Methods in Psychology Understand and apply basic research methods in psychology, including research design, data analysis, and interpretation.

Every chapter in the text discusses the major studies that helped to shape the field of psychology as well current applicable studies that enrich our everyday lives.

2.1 Describe the basic characteristics of the science of psychology. Chapter 1, pages 33–34 What a Scientific Theory Is and What It Isn’t. Chapter 2, pages 71–90 The Scientific Method: Toolbox of Skills, pages 72–80 Naturalistic Observation, Case Study Designs, Correlational Designs, Illusory Correlation, and The Experimental Method, pages 80–84 Placebo, Nocebo, and Hawthorne Effects.

2.2 Explain different research methods used by psychologists.Chapter 2, pages 71–90 The Scientific Method: Toolbox of Skills, pages 72–80 Naturalistic Observation, Case Study Designs, Correlational Designs, Illusory Correlation, and The Experimental Method, pages 80–84 Placebo, Nocebo,


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and Hawthorne Effects.Chapter 6, pages 232–241 Classical Conditioning, pages 242–254 Operant Conditioning, pages 255–264 Observational Learning and Modeling. Chapter 9, pages 366–369 IQ Tests Today. Chapter 14, pages 609–614 use of the TAT, Rorschach, and MMPI-2. Chapter 16, discussion of the various forms of psychotherapies.

2.3 Evaluate the appropriateness of conclusions derived from psychological research.

Chapter 1, pages 33–34 What a Scientific Theory Is and What It Isn’t. Chapter 2, pages 71–90 The Scientific Method: Toolbox of Skills, pages 72–80 Naturalistic Observation, Case Study Designs, Correlational Designs, Illusory Correlation, and The Experimental Method, pages 80–84 Placebo, Nocebo, and Hawthorne Effects, pages 90–93 Ethical Issues in Research Design. Chapter 3, page 113 Figure 3.6 Selected Areas of the Cerebral Cortex, page 121 Figure 3.15 The Autonomic Nervous System, pages 134–136 Split-Brain Subjects, pages 110–112 Broca and Wernicke’s Aphasias. Chapter 6, page 239 Watson’s Conditioning of Little Albert, pages 257–258 Bandura’s Observational Learning. Chapter 9, page 372 Mental Retardation. Chapter 10, page 410 conservation, pages 408–411 Piaget’s Theory of Development, pages 411–412 Theories of Language Development, pages 418–423 Stranger Anxiety, Attachment, Critical Periods, Parenting Styles, pages 427–429 Kohlberg’s Theory of Moral Development, pages 433–434 Erikson’s Psychosocial Stages


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of Development. Chapter 13, explains why Milgram’s and Zimbardo’s experiments could not be replicated in their original forms today.

2.4 Design and conduct basic studies to address psychological questions using appropriate research methods.

Chapter 2, pages 71–90 The Scientific Method: Toolbox of Skills, pages 72–80 Naturalistic Observation, Case Study Designs, Correlational Designs, Illusory Correlation, and The Experimental Method, pages 80–84 Placebo, Nocebo, and Hawthorne Effects, pages 90–93 Ethical Issues in Research Design. Chapter 3, page 113 Figure 3.6 Selected Areas of the Cerebral Cortex, page 121 Figure 3.15 The Autonomic Nervous System, pages 134–136 Split-Brain Subjects, pages 110–112 Broca and Wernicke’s Aphasias.

2.5 Follow the APA Code of Ethics in the treatment of human and nonhuman participants in the design, data collection, interpretation, and reporting of psychological research.

Chapter 2, pages 71–90 The Scientific Method: Toolbox of Skills, pages 72–80 Naturalistic Observation, Case Study Designs, Correlational Designs, Illusory Correlation, and The Experimental Method, pages 80–84 Placebo, Nocebo, and Hawthorne Effects, pages 90–93 Ethical Issues in Research Design. Chapter 6, page 239 Watson’s Conditioning of Little Albert. Chapter 13, explains why Milgram’s and Zimbardo’s experiments could not be replicated in their original forms today.

2.6 Generalize research conclusions appropriately based on the parameters of particular research methods.

Chapter 2, pages 71–90 The Scientific Method: Toolbox of Skills, pages 72–80 Naturalistic Observation, Case Study Designs, Correlational Designs, Illusory Correlation, and The Experimental Method, pages 80–84 Placebo, Nocebo, and Hawthorne Effects, pages


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90–93 Ethical Issues in Research Design. Chapter 6, page 239 Watson’s Conditioning of Little Albert, pages 257–258 Bandura’s Observational Learning.

3. Critical Thinking Skill in Psychology

Respect and use critical and creative thinking, skeptical inquiry, and, when possible, the scientific approach to solve problems related to behavior and mental processes.

3.1 Use critical thinking effectively. Critical thinking skills are reinforced through the use of the Grade Aid Study Guide, the Instructor’s Manual, questions at the beginning of each chapter, PsychoMythology, New Frontiers, Apply Your Thinking, and Think Again sections, and the available online homework tools for students. Prologue, pages 18–21 The Great Debates of Psychology. Chapter 1, page 34 Critical Thinking: Sorting the Wheat from the Chaff, page 35 Attitudes of Scientific Skepticism, Hazards of Excessive Skepticism, page 36 The Role of Authority, pages 37–43 Basic Principles of Critical Thinking, page 44 What Is Pseudoscience?, pages 45–48 The Seven Deadly Sins of Pseudoscience: Useful Warning Signs, page 50 Terror Management Theory and Its Implications for Pseudoscientific Beliefs, pages 54–55 Logical Fallacies in Psychological Thinking. Chapter 2, pages 89–90 Laboratory Research Doesn’t Apply to the Real World, Right?, pages 98–99 Becoming a Peer Reviewer of Psychological Research.


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Chapter 3, pages 136–137 Right-Brained versus Left-Brained Persons. Chapter 4, pages 175–176 LASIK Surgery: The Pros and Cons, page 187 Psychic Healing of Chronic Pain, pages 153–154 Absolute Thresholds, page 175 color blindness, page 170 monocular depth cues, page 187 Body Position and Balance, page 157 Perception: When Our Senses Meet Our Minds, page 156 Subliminal Perception, page 159 Extrasensory Perception, pages 161–162 Tricks of the Psychics. Chapter 5, pages 211–212 Demystifying Mystical Experiences, pages 215–216 Age Regression and Past Lives. Chapter 6, page 239 Watson’s Conditioning of Little Albert, pages 257–258 Bandura’s Observational Learning, page 241 Are We What We Eat?, pages 259–260 Mirror Neurons and Observational Learning. Chapter 7, page 290 Memory Boosters, page 294 Distributed Versus Massed Practice, page 295 State-Dependent Learning, pages 304–305 Flashbulb Memories, page 306 Using Medication to Erase Memories, pages 309–310 Eyewitness Testimony, pages 310–311 The Seven Sins of Memory. Chapter 8, pages 333–334 Do Twins Have Their Own Language?, pages 340–341 Speed Reading—A Hoax in Sheep’s Clothing? Chapter 11, pages 451–452 the James-Lange Theory, the Somatic Marker Theory, the Cannon-Bard Theory, the Schacter-Singer Two-Factor Theory of Emotion, pages 458–459 Lying and Lie Detection, page


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461 Is Truth Serum Really a Truth Serum?, pages 464–465 What Makes Us Happy: The Myths, the Realities, pages 476–479 Sexual Motivation, pages 479–481 Sexual Orientation. Chapter 12, page 502 Almost All People Are Traumatized by Highly Aversive Events, page 504 Brain Studies Reveal Placebos Are “Strong Medicine,” Chapter 13, explains why Milgram’s and Zimbardo’s experiments could not be replicated in their original forms today, page 554 Is Brainstorming in Groups a Good Way to Generate Ideas?, pages 567–568 Implicit Measures of Prejudice. Chapter 14, discussion of the major theories of personality: Psychodynamic, Humanistic, Social-Cognitive, and Trait, Personality and Temperament, page 588 Defense Mechanisms, pages 605–606 Five-Factor Model. Chapter 15, page 632 Is There an Autism Epidemic? Chapter 16, page 697 Are Self-Help Books Always Helpful?, pages 701–702 Psychotherapy and the Brain.

3.2 Engage in creative thinking. PsychoMythology, New Frontiers, Apply Your Thinking, and Think Again sections, the Study Guide, and Instructor’s Manual contain many activities to stimulate critical thinking. In addition, the learning goals at the beginning of each chapter are highlighted throughout to assist the student with actively thinking about the subject material.

3.3 Use reasoning to recognize, develop, defend, and criticize The Study Guide and Instructor’s Manual contain many activities to stimulate


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arguments and other persuasive appeals. creative thinking along with PsychoMythology, New Frontiers, Apply Your Thinking, Think Again sections, and the available online homework tools for students. Chapter 1, page 34 Critical Thinking: Sorting the Wheat from the Chaff, page 35 Attitudes of Scientific Skepticism, Hazards of Excessive Skepticism, page 36 The Role of Authority, pages 37–43 Basic Principles of Critical Thinking, page 44 What Is Pseudoscience?, pages 45–48 The Seven Deadly Sins of Pseudoscience: Useful Warning Signs, page 50 Terror Management Theory and Its Implications for Pseudoscientific Beliefs, pages 54–55 Logical Fallacies in Psychological Thinking. Chapter 2, pages 89–90 Laboratory Research Doesn’t Apply to the Real World, Right?Chapter 3, page 113 Figure 3.6 Selected Areas of the Cerebral Cortex, page 121 Figure 3.15 The Autonomic Nervous System, pages 134–136 Split-Brain Subjects, pages 110–112 Broca and Wernicke’s Aphasias, pages 136–137 Right-Brained versus Left-Brained Persons. Chapter 4, pages 175–176 LASIK Surgery: The Pros and Cons, page 187 Psychic Healing of Chronic Pain, pages 153–154 Absolute Thresholds, page 175 color blindness, page 170 monocular depth cues, page 187 Body Position and Balance, page 157 Perception: When Our Senses Meet Our Minds, page 156 Subliminal Perception, page 159 Extrasensory Perception,


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pages 161–162 Tricks of the Psychics. Chapter 5, pages 211–212 Demystifying Mystical Experiences, pages 215–216 Age Regression and Past Lives.Chapter 6, page 241 Are We What We Eat?, pages 259–260 Mirror Neurons and Observational Learning. Chapter 7, page 290 Memory Boosters, page 294 Distributed Versus Massed Practice, page 295 State-Dependent Learning, pages 304–305 Flashbulb Memories, page 306 Using Medication to Erase Memories, pages 309–310 Eyewitness Testimony, pages 310–311 The Seven Sins of Memory. Chapter 8, pages 333–334 Do Twins Have Their Own Language?, pages 340–341 Speed Reading—A Hoax in Sheep’s Clothing? Chapter 9, page 361 How Aware Are We of Our Intellectual Limitations?, pages 368–369 Do Standardized Tests Predict Grades? Chapter 13, explains why Milgram’s and Zimbardo’s experiments could not be replicated in their original forms today, page 554 Is Brainstorming in Groups a Good Way to Generate Ideas?, pages 567–568 Implicit Measures of Prejudice. Chapter 15, page 632 Is There an Autism Epidemic? Chapter 16, page 697 Are Self-Help Books Always Helpful?, pages 701–702 Psychotherapy and the Brain.

3.4 Approach problems effectively. Every chapter has a review test online, a Summary and Review section, and a Study Guide at the end of each chapter, as well as periodic


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checks for understanding in the form of Think Again sections.

4. Application of Psychology Understand and apply psychological principles to personal, social, and organizational issues.

4.1 Describe major applied areas of psychology (e.g., clinical, counseling, industrial/organizational, school, health).

Prologue, pages 14–18 describes the basic versus applied research, applications of psychology to everyday life, and the various psychologists: clinical, counseling, school, developmental, experimental, biopsychologists, forensic, and I/O psychologists.

4.2 Identify appropriate applications of psychology in solving problems.

Chapter 1, page 34 Critical Thinking: Sorting the Wheat from the Chaff, page 35 Attitudes of Scientific Skepticism, Hazards of Excessive Skepticism, page 36 The Role of Authority, pages 37–43 Basic Principles of Critical Thinking, page 44 What Is Pseudoscience?, pages 45–48 The Seven Deadly Sins of Pseudoscience: Useful Warning Signs, page 50 Terror Management Theory and Its Implications for Pseudoscientific Beliefs, pages 54–55 Logical Fallacies in Psychological Thinking. Chapter 2, pages 71–90 The Scientific Method: Toolbox of Skills, pages 72–80 Naturalistic Observation, Case Study Designs, Correlational Designs, Illusory Correlation, and The Experimental Method, pages 80–84 Placebo, Nocebo, and Hawthorne Effects, pages 89–90 Laboratory Research Doesn’t Apply to the Real World, Right?, pages 90–93 Ethical Issues in Research Design. Chapter 3, page 113 Figure 3.6 Selected Areas of the Cerebral Cortex, page 121


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Figure 3.15 The Autonomic Nervous System, pages 134–136 Split-Brain Subjects, pages 110–112 Broca and Wernicke’s Aphasias, pages 136–137 Right-Brained versus Left-Brained Persons. Chapter 4, pages 175–176 LASIK Surgery: The Pros and Cons, page 187 Psychic Healing of Chronic Pain, pages 153–154 Absolute Thresholds, page 175 color blindness, page 170 monocular depth cues, page 187 Body Position and Balance, page 157 Perception: When Our Senses Meet Our Minds, page 156 Subliminal Perception, page 159 Extrasensory Perception. Chapter 5, pages 211–212 Demystifying Mystical Experiences, pages 215–216 Age Regression and Past Lives.Chapter 7, page 290 Memory Boosters, page 294 Distributed Versus Massed Practice, page 295 State-Dependent Learning, pages 304–305 Flashbulb Memories, page 306 Using Medication to Erase Memories, pages 309–310 Eyewitness Testimony, pages 310–311 The Seven Sins of Memory. Chapter 8, pages 333–334 Do Twins Have Their Own Language?, pages 340–341 Speed Reading—A Hoax in Sheep’s Clothing? Chapter 9, page 361 How Aware Are We of Our Intellectual Limitations?, pages 368–369 Do Standardized Tests Predict Grades? Chapter 10, page 410 conservation, pages 408–411 Piaget’s Theory of Development, pages 411–412 Theories of Language Development, pages 418–423


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Stranger Anxiety, Attachment, Critical Periods, Parenting Styles, pages 427–429 Kohlberg’s Theory of Moral Development, pages 433–434 Erikson’s Psychosocial Stages of Development. Chapter 11, pages 451–452 the James-Lange Theory, the Somatic Marker Theory, the Cannon-Bard Theory, the Schacter-Singer Two-Factor Theory of Emotion, pages 458–459 Lying and Lie Detection, pages 464–465 What Makes Us Happy: The Myths, the Realities, pages 476–479 Sexual Motivation, pages 479–481 Sexual Orientation. Chapter 12, pages 511–515 strategies for coping with stress, pages 516–527 Promoting Good Health—Less Stress! Chapter 13, explains why Milgram’s and Zimbardo’s experiments could not be replicated in their original forms today, page 554 Is Brainstorming in Groups a Good Way to Generate Ideas?, pages 567–568 Implicit Measures of Prejudice. Chapter 15, page 632 Is There an Autism Epidemic? Chapter 16 page 697 Are Self-Help Books Always Helpful?, pages 701–702 Psychotherapy and the Brain.

4.3 Articulate how psychological principles can be used to explain social issues and inform public policy.

Chapter 6, pages 244–248 Reinforcement and Punishment, pages 248–250 Reinforcement Schedules.

4.4 Apply psychological concepts, theories, and research findings as these relate to everyday life.

Chapter 1, page 50 Terror Management Theory and Its Implications for Pseudoscientific Beliefs, pages 54–55 Logical Fallacies in Psychological Thinking. Chapter 2, pages 89–90 Laboratory Research Doesn’t Apply to the Real World,


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Right? Chapter 4, pages 161–162 Tricks of the Psychics. Chapter 5, pages 211–212 Demystifying Mystical Experiences, pages 215–216 Age Regression and Past Lives. Chapter 6, page 241 Are We What We Eat?, pages 259–260 Mirror Neurons and Observational Learning, page 238 Applications of Classical Conditioning to Daily Life. Chapter 7, page 290 Memory Boosters, page 294 Distributed Versus Massed Practice, page 306 Using Medication to Erase Memories, pages 309–310 Eyewitness Testimony, pages 310–311 The Seven Sins of Memory. Chapter 8, pages 333–334 Do Twins Have Their Own Language?, pages 340–341 Speed Reading—A Hoax in Sheep’s Clothing? Chapter 9, page 361 How Aware Are We of Our Intellectual Limitations?, pages 368–369 Do Standardized Tests Predict Grades? Chapter 10, page 412 The Mozart Effect, Baby Einstein, and Creating “Superbabies.” Chapter 12, page 502 Almost All People Are Traumatized by Highly Aversive Events, page 504 Brain Studies Reveal Placebos Are “Strong Medicine,” pages 511–515 strategies for coping with stress, pages 516–527 Promoting Good Health—Less Stress! Chapter 13, page 554 Is Brainstorming in Groups a Good Way to Generate Ideas?, pages 567–568 Implicit Measures of Prejudice. Chapter 15, page 632 Is There an Autism Epidemic? Chapter 16, page 697 Are Self-Help Books Always Helpful?, pages 701–702 Psychotherapy and the Brain.


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4.5 Recognize that ethically complex situations can develop in the application of psychological principles.

Prologue, pages 18–21 The Great Debates of Psychology. Chapter 2, pages 90–93 Ethical Issues in Research Design.Chapter 7, pages 309–310 Eyewitness Testimony, pages 310–311 The Seven Sins of Memory. Chapter 9, pages 364–365 The Eugenics Movement: Misuses and Abuses of IQ Testing, pages 374–380 Genetic and Environmental Influences on IQ, page 378 Poverty and IQ, page 380 Sex Differences in IQ and Mental Abilities, pages 382–387 Racial Differences in IQ. Chapter 11, pages 479–481 Sexual Orientation. Chapter 13, explains why Milgram’s and Zimbardo’s experiments could not be replicated in their original forms today, page 554 Is Brainstorming in Groups a Good Way to Generate Ideas?, pages 567–568 Implicit Measures of Prejudice.

5. Values in Psychology Value empirical evidence, tolerate ambiguity, act ethically, and reflect other values that are the underpinnings of psychology as a science.

Emphasized throughout the text, highlighted in Chapter 1 with discussions on ethics and bias.

5.1 Recognize the necessity for ethical behavior in all aspects of the science and practice of psychology.

Chapter 2, pages 90–93 Ethical Issues in Research Design. Chapter 6, page 239 Watson’s Conditioning of Little Albert, pages 257–258 Bandura’s Observational Learning. Chapter 9, pages 364–365 The Eugenics Movement: Misuses and Abuses of IQ Testing, pages 374–380 Genetic and Environmental Influences on IQ, page 378 Poverty and IQ, page 380 Sex Differences in


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IQ and Mental Abilities, pages 382–387 Racial Differences in IQ. Chapter 11, pages 479–481 Sexual Orientation. Chapter 13, explains why Milgram’s and Zimbardo’s experiments could not be replicated in their original forms today, page 554 Is Brainstorming in Groups a Good Way to Generate Ideas?, pages 557–558 Aggression: Individual, Gender, and Cultural Differences, pages 567–568 Implicit Measures of Prejudice.

5.2 Demonstrate reasonable skepticism and intellectual curiosity by asking questions about causes of behavior.

Prologue, pages 18–21 The Great Debates of Psychology. Chapter 1, page 34 Critical Thinking: Sorting the Wheat from the Chaff, page 35 Attitudes of Scientific Skepticism, Hazards of Excessive Skepticism, page 36 The Role of Authority, pages 37–43 Basic Principles of Critical Thinking, page 44 What Is Pseudoscience?, pages 45–48 The Seven Deadly Sins of Pseudoscience: Useful Warning Signs, page 50 Terror Management Theory and Its Implications for Pseudoscientific Beliefs, pages 54–55 Logical Fallacies in Psychological Thinking. Chapter 2, pages 98–99 Becoming a Peer Reviewer of Psychological Research. Chapter 3, page 113 Figure 3.6 Selected Areas of the Cerebral Cortex, page 121 Figure 3.15 The Autonomic Nervous System, pages 134–136 Split–Brain Subjects, pages 110–112 Broca and Wernicke’s Aphasias.

5.3 Seek and evaluate scientific evidence for psychological claims. Chapter 1, page 34 Critical Thinking: Sorting the Wheat from the Chaff, page 35 Attitudes of Scientific


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Skepticism, Hazards of Excessive Skepticism, page 36 The Role of Authority, pages 37–43 Basic Principles of Critical Thinking, page 44 What Is Pseudoscience?, pages 45–48 The Seven Deadly Sins of Pseudoscience: Useful Warning Signs, page 50 Terror Management Theory and Its Implications for Pseudoscientific Beliefs, pages 54–55 Logical Fallacies in Psychological Thinking. Chapter 2, pages 71–90 The Scientific Method: Toolbox of Skills, pages 72–80 Naturalistic Observation, Case Study Designs, Correlational Designs, Illusory Correlation, and The Experimental Method, pages 80–84 Placebo, Nocebo, and Hawthorne Effects, pages 90–93 Ethical Issues in Research Design, pages 98–99 Becoming a Peer Reviewer of Psychological Research. Chapter 7, pages 309–310 Eyewitness Testimony. Chapter 9, pages 364–365 The Eugenics Movement: Misuses and Abuses of IQ Testing, pages 374–380 Genetic and Environmental Influences on IQ, page 378 Poverty and IQ, page 380 Sex Differences in IQ and Mental Abilities, pages 382–387 Racial Differences in IQ. Chapter 10, page 410 conservation, pages 408–411 Piaget’s Theory of Development, pages 411–412 Theories of Language Development, page 412 The Mozart Effect, Baby Einstein, and Creating “Superbabies,” pages 418–423 Stranger Anxiety, Attachment, Critical Periods, Parenting Styles, pages 427–429 Kohlberg’s Theory of Moral


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Development, pages 433–434 Erikson’s Psychosocial Stages of Development. Chapter 12, page 502 Almost All People Are Traumatized by Highly Aversive Events, page 504 Brain Studies Reveal Placebos Are “Strong Medicine,” pages 511–515 strategies for coping with stress, pages 516–527 Promoting Good Health—Less Stress!Chapter 16, page 697 Are Self-Help Books Always Helpful?, pages 701–702 Psychotherapy and the Brain.

5.4 Tolerate ambiguity and realize that psychological explanations are often complex and tentative.

Prologue, pages 18–21 The Great Debates of Psychology. Chapter 3, pages 136–137 Right-Brained versus Left-Brained Persons. Chapter 4, pages 175–176 LASIK Surgery: The Pros and Cons, page 187 Psychic Healing of Chronic Pain. Chapter 5, pages 211–212 Demystifying Mystical Experiences, pages 215–216 Age Regression and Past Lives. Chapter 9, pages 364–365 The Eugenics Movement: Misuses and Abuses of IQ Testing, pages 374–380 Genetic and Environmental Influences on IQ, page 378 Poverty and IQ, page 380 Sex Differences in IQ and Mental Abilities, pages 382–387 Racial Differences in IQ.

5.5 Recognize and respect human diversity and understand that psychological explanations may vary across populations and contexts.

Chapter 5, pages 211–212 Demystifying Mystical Experiences, pages 215–216 Age Regression and Past Lives.Chapter 9, pages 364–365 The Eugenics Movement: Misuses and Abuses of IQ Testing, pages 374–380 Genetic and Environmental Influences on IQ, page 378 Poverty and IQ,


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page 380 Sex Differences in IQ and Mental Abilities, pages 382–387 Racial Differences in IQ. Chapter 11, pages 479–481 Sexual Orientation. Chapter 13, explains why Milgram’s and Zimbardo’s experiments could not be replicated in their original forms today, page 554 Is Brainstorming in Groups a Good Way to Generate Ideas?, pages 567–568 Implicit Measures of Prejudice.

5.6 Assess and justify their engagement with respect to civic, social, and global responsibilities.

Chapter 1, pages 45–48 The Seven Deadly Sins of Pseudoscience: Useful Warning Signs, page 50 Terror Management Theory and Its Implications for Pseudoscientific Beliefs, pages 54–55 Logical Fallacies in Psychological Thinking. Chapter 2, pages 90–93 Ethical Issues in Research Design, pages 98–99 Becoming a Peer Reviewer of Psychological Research. Chapter 6, page 239 Watson’s Conditioning of Little Albert.

5.7 Understand the limitations of their psychological knowledge and skills.

Chapter 2, pages 90–93 Ethical Issues in Research Design, pages 98–99 Becoming a Peer Reviewer of Psychological Research. Chapter 6, page 239 Watson’s Conditioning of Little Albert.

6. information and Technological Literacy Demonstrate information competence and the ability to use computers and other technology for many purposes.

6.1 Demonstrate information competence at each stage in the following process: formulating a researchable topic, choosing and evaluating relevant resources, and reading and accurately summarizing scientific literature that can be supported by database search strategies.

Chapter 6, pages 244–248 Reinforcement and Punishment, pages 248–250 Reinforcement Schedules. Use of MyPsychLab.

6.2 Use information and technology ethically and responsibly. Chapter 1, pages 45–48 The Seven Deadly Sins of


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