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Ciccarelli and White, PSYCHOLOGY AP Edition 2/e (Pearson 2011)(RSGs)

Txtbk. Doc. Pgs. Pgs.

1. The Science of Psychology 2-45 3-5

2. The Biological Perspective 46-87 7-9

3. Sensation and Perception 88-131 11-13

4. Consciousness: Sleep, Dreams, Hypnosis, and Drugs 132-173 15-17

5. Learning 174-217 19-21

6. Memory 218-259 23-25

7. Cognition: Thinking and Language, Intelligence and Testing 260-305 27-29

8. Motivation and Emotion 306-343 31-33

9. Stress and Health 344-383 35-37

10. Development over a Life Span 384-433 39-42

11. Theories of Personality 434-471 43-45

12. Psychological Disorders 472-513 47-50

13. Psychological Therapies 514-553 51-54

14. Social Psychology 554-599 55-57

RSGs1. Outline the chapter2. Vocabulary3. Ch. Learning Outcomes (LOs)

N.B. (Latin nota bene “note well,” “be well advised,” “Yo! Pay attention!”) These outcomes are nicely summarized at the end of each chapter. You may not copy these Chapter Summary bullet points. You must answer these in your own words and with significantly expanded definitions and explanations.

Students should write out the Chapter/Whiteboard outlines prior to class lectures/discussions.

With textbook, get Video Clips and check out MyPsychLab for online study, quizzes, …

Summer Assignment1. Students Outline Textbook Introduction, p. I-1 to I-152. Ch. 1 “The Science of Psychology,” p. 2-45 Full RSG 3. Ch. 14 “Social Psychology,” p. 554-599 Full RSG

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AP Psychology Reading Study Guide (RSG)Mrs. WimbleyCiccarelli and White, Psychology AP Edition 2/e (Pearson, 2011)

Ch. 1 “The Science of Psychology”

“Watch what I can make Pavlov do. As soon as I drool, he’ll smile and write in his little book.”

How do you want me to answer that question? As a member of my ethnic group, educational class, income group, or religious category?

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I. Chapter Outline. For each chapter, begin by taking notes on the chapter’s content in the form of a comprehensive and annotated outline. A purpose of this task is to habituate yourself to taking notes on what you read in preparation for the exponential leap in reading you will do in college. A “comprehensive and annotated” outline is not just a listing of the chapter’s headings and subsections, but rather a system of note-taking that is your own balance of efficiency and completeness. For instance, the following section headings for the first chapter provides an organizational framework, but is an example of an outline that, were you to merely copy it would demonstrate virtually no effort, thought, or learning on your part, and which coincidentally would earn a failing grade. Your task for each chapter will be to expand significantly and comprehensively on the basic organizational template like the one below. The style does not matter (Cornell, bullets, full sentences…); efficient and comprehensive does. Keep in mind that the more and better and effortfully you “frontload” notes here, the less you will need to re-read the text when exams roll around.

I. What is Psychology? (p. 4)A. The Field of Psychology B. Psychology’s Goals

II. Psychology Then: The History of Psychology (p. 6)A. Wundt, Introspection, and a Laboratory B. Titchener and Structuralism in America C. William James and Functionalism D. Gestalt Psychology and the “Whole” E. Sigmund Freud and a Theory of Personality F. Pavlov, Watson, and the Dawn of Behaviorism

III. Psychology Now: Modern Perspectives (p. 13)A. Psychodynamic B. Behavioral C. Humanistic D. Cognitive E. Sociocultural F. Biopsychological G. Evolutionary

IV. Psychological Professionals and Areas of Specialization (p. 17)V. Psychology: The Science (p. 20)

A. Why Psychologists use the Scientific Method B. Descriptive MethodsC. Finding Relationships

VI. Classic Study: Teresa Amabile and Extrinsic Rewards VII. Ethics of Psychological Research (p. 35)

A. Human Subjects/Participants B. Non-human Animal Subjects

VIII. Critical Thinking (p. 36)A. The Criteria for Critical Thinking B. Pseudopsychologies

IX. Applying Psychology to Everyday Life

N.B. (Latin nota bene: “note well,” “be well advised,” “Yo! Pay attention!”) It is not enough merely to take good notes. It is not enough merely to transfer content information from one (textbook) page to another (notebook) page. A purpose here is to learn, then overlearn, then re-learn, and so on. Please, please, please take some time every night to read over and to think about the notes you take. It doesn’t have to be much—15 minutes or so—but for meaningful learning to occur, review should be repeated and distributed, not crammed.

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II. Vocabulary. Psychology is a concept-driven course with unique and specialized vocabularies for its various topics. Write out complete definitions for each of the following terms. My recommendation is that after you copy the specific textbook definition, you rewrite the definition in your own words to demonstrate that you understand the meaning of the term. N.B. It is not enough to write the definitions. Please review terms nightly.psychology psychiatrist experimentintrospection psychoanalyst operational definition structuralism psychologist independent variable functionalism scientific method dependent variable Gestalt psychology hypothesis experimental group psychoanalysis replicate control group behaviorism observer effect random assignment psychodynamic perspective participant observation placebo effect humanistic perspective observer bias experimenter effect cognitive perspective case study single-blind study cognitive neuroscience representative sample double-blind study sociocultural perspective population informed consent biopsychological perspective correlation debriefing evolutionary perspective correlation coefficient pseudopsychology

critical thinking

III. Learning Outcomes (LOs). Each chapter is structured around learning outcomes that are correlated to both the American Psychological Association’s (APA) 10 recommended goals for an undergraduate psychology major as well as to Advanced Placement (AP) curriculum learning outcomes. The final task of the RSG is to write out comprehensive responses to each of the following chapter learning outcomes. N.B. These outcomes are nicely summarized at the end of each chapter. You may not copy these Chapter Summary bullet points. You must answer these in comprehensive paragraphs and in your own words and with significantly expanded definitions and explanations for all terms.

1.1 What defines psychology as a field of study and what are psychology’s four primary goals? 1.2 How did structuralism and functionalism differ, and who were the important people in those early fields? 1.3 What were the basic ideas and who were the important people behind the early approaches known as

Gestalt, psychoanalysis, and behaviorism? 1.4 What are the basic ideas behind the seven modern perspectives, as well as the important contributions of

Skinner, Maslow, and Rogers? 1.5 How does a psychiatrist differ from a psychologist, and what are the other types of professionals who work

in the various areas of psychology? 1.6 Why is psychology considered a science, and what are the steps in using the scientific method? 1.7 How are naturalistic and laboratory settings used to describe behavior, and what are some of the advantages

and disadvantages associated with these settings? 1.8 How are case studies and surveys used to describe behavior, and what are some drawbacks to each of these

methods? 1.9 What is the correlational technique, and what does it tell researchers about relationships? 1.10 How are operational definitions, independent and dependent variables, experimental and control groups,

and random assignment used in designing an experiment? 1.11 How do the placebo and experimenter effect cause problems in an experiment, and how can single-

blind and double-blind studies control for these effects? 1.12 What are the basic elements of Amabile’s creativity experiment? 1.13 What are some ethical concerns that can occur when conducting research with people and animals? 1.14 What are the basic principles of critical thinking, and how can critical thinking be useful in everyday

life? 5

AP Psychology Reading Study Guide (RSG)Mrs. Wimbley Ciccarelli and White, Psychology AP Edition 2/e (Pearson, 2011)

Ch. 2 “The Biological Perspective”

Thanks for almost everything, Dad. The title of my project is, “My brother: Nature or Nurture?”

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I. An Overview of the Nervous System (p. 48)II. Neurons and Nerves: Building the Network (p. 49)

A. Structure of the Neuron—the Nervous System’s Building Block B. Generating the Message within the Neuron—the Neural ImpulseC. Sending the Message to other Cells—the Synapse D. Neurotransmitters—Messengers of the Network E. Cleaning up the Synapse—Reuptake and Enzymes

III. The Central Nervous System: The “Central Processing Unit” (CPU) (p. 59)A. The Brain B. The Spinal Cord

IV The Peripheral Nervous System: Nerves on the Edge (p. 61)A. The Somatic Nervous System B. The Autonomic Nervous System

V. Peeking Inside the Brain (p. 65)A. Clinical Studies B. Brain Imaging

VI. From the Bottom Up: The Structures of the Brain (p. 68)A. The Hindbrain B. The Midbrain: Structures under the Cortex C. The (Cerebral) Cortex D. The Association Areas of the Cortex

Classic Study: Ramachandran (1998) “Through the Looking Glass: Spatial Neglect” E. The Cerebral Hemispheres: Are You in Your Right Mind?

VII. The Chemical Connection: the Endocrine Glands (p. 79)A. The Pituitary: Master Hormone of the UniverseB. The Pineal Gland C. The Thyroid Gland D. The Pancreas E. The Gonads F. The Adrenal Glands

VIII. Applying Psychology to Everyday Life: “Reflections on Mirror Neurons” (p. 82)


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II. Vocabulary. Psychology is a concept-driven course with unique and specialized vocabularies for its various topics. Write out complete definitions for each of the following terms. My recommendation is that after you copy the specific textbook definition, you rewrite the definition in your own words to demonstrate that you understand the meaning of the term. N.B. It is not enough to write the definitions. Please review terms nightly.

nervous system agonist CT temporal lobesneuroscience antagonist MRI frontal lobes neuron reuptake PET motor cortexdendrite CNS fMRI association areas soma spinal cord medulla Broca’s aphasia axon afferent neuron pons Wernicke’s aphasia glial cells efferent neuron reticular formation spatial neglect myelin interneuron cerebellum cerebrum nerves reflex arc limbic system split brain researchresting potential neuroplasticity thalamus endocrine glands action potential stem cells olfactory bulbs hormone all-or-none law PNS hypothalamus pituitary gland axon terminals somatic NS hippocampus pineal gland synaptic knob autonomic NS amygdala thyroid gland synaptic vesicles sensory pathway cerebral cortex gonadsneurotransmitter motor pathway cerebral hemispheres ovaries synapse sympathetic division corpus callosum testes receptor sites parasympathetic division occipital lobe adrenal glandsexcitatory synapse deep lesioning parietal lobes mirror neuronsinhibitory synapse EEG somatosensory cortex


2.1 What are the nervous system, neurons, and nerves, and how do they relate to one another?2.2 How do neurons use neurotransmitters to communicate with each other and with the body?2.3 How do the brain and spinal cord interact?2.4 How do the somatic and autonomic nervous systems allow people and animals to interact with their surroundings

and control the body’s automatic functions?2.5 How do psychologists study the brain and how it works?2.6 What are the different structures of the bottom part of the brain and what do they do?2.7 What are the structures of the brain that control emotion, learning, memory, and motivation?2.8 What parts of the cortex control the different senses and the movement of the body?2.9 What parts of the cortex are responsible for higher forms of thought, such as language?2.10 How does the left side of the brain differ from the right side?2.11 How do the hormones released by glands interact with the nervous system and affect behavior?

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Ch. 3 “Sensation and Perception”

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I. The ABCs of Sensation (p. 90)A. What is Sensation? B. Sensory Thresholds C. Habituation and Sensory Adaptation

II. The Science of Seeing (p. 93)A. Perceptual Properties of Light: Catching the Waves B. The Structure of the Eye C. How the Eye Works D. Perception of Color

III. The Hearing Sense: Can You Hear Me Now? (p. 101)A. Perception of Sound: Good Vibrations B. The Structure of the Ear: Follow the Vibes C. Theories of Pitch D. Types of Hearing Impairments

IV. Chemical Senses: It Tastes Good, but It Smells Terrible (p. 106)A. Gustation: How We Taste the World B. The Sense of Scents: Olfaction

V. Somesthetic Senses: What the Body Knows (p. 110)A. Perception of Touch, Pressure, and Temperature B. Pain: Gate-Control Theory C. The Kinesthetic Sense D. The Vestibular Sense

VI. The ABCs of Perception (p. 114) A. The Role of Attention B. The Constancies: Size, Shape, and Brightness C. The Gestalt Principles D. Development of Perception

Classic Study: Gibson (1950s) “The Visual Cliff” E. Depth Perception F. Perceptual Illusions G. Factors that Influence Perception

VII. Applying Psychology to Everyday Life: “Thinking Critically about ESP” (p. 125)


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synesthesia pinna figure-ground sensation auditory canal reversible figures transduction middle ear proximity just noticeable difference inner ear similarity absolute threshold cochlea closure habituation auditory nerve continuity sensory adaptation place theory contiguity brightness frequency theory depth perception color volley principle monocular cues saturation gustation binocular cues visual accommodation olfaction linear perspective rods olfactory bulbs relative size cones somesthetic senses interposition blind spot skin senses texture gradient dark adaptation kinesthetic sense convergence light adaptation vestibular sense binocular disparity trichromatic theory gate-control theory Muller-Lyer illusion afterimage sensory conflict theory perceptual set opponent-process theory top-down processing color blindness perception bottom-up processing hertz (Hz) size constancy parapsychologypitch shape constancy decibel (dB) brightness constancy outer ear Gestalt


3.1 How does sensation travel through the central nervous system, and why are some sensations ignored?3.2 What is light, and how does it travel through the various parts of the eye?3.3 How do the eyes see, and how do the eyes see different colors?3.4 What is sound, and how does it travel through the various parts of the ear?3.5 Why are some people unable to hear, and how can their hearing be improved?3.6 How do the senses of taste and smell work, and how are they alike?3.7 What allows people to experience the sense of touch, pain, motion, and balance?3.8 What are perception and perceptual constancies?3.9 What are the Gestalt principles of perception?3.10 How do infants develop perceptual abilities, including the perception of depth and its cues?3.11 What are visual illusions, and how can they and other factors influence and alter perception?

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Ch. 4 “Consciousness: Sleep, Dreams, Hypnosis, and Drugs”

“Boy, are my eyes tired! I had REM sleep all night long.

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http://ebooks.bfwpub.com/myersAP1e/sections/figure','5','UN11


I. What is Consciousness? (p. 134) A. Definition B. Altered States of Consciousness

II. Altered States: Sleep (p. 135)A. The Biology of Sleep B. The Role of the Hypothalamus: the Mighty Mite C. The Stages of Sleep: REM and Non-REM D. What Happens in REM Sleep?E. Sleep Disorders

III. Dreams (p. 147)A. Freud’s Interpretation: Dreams as Wish Fulfillment B. The Activation-Synthesis Hypothesis C. What Do People Dream About?

IV. Altered States: Hypnosis (p. 151)A. Steps in Hypnotic Induction B. Fact or Myth: What Can Hypnosis Really Do? C. Theories of Hypnosis

V. Altered States: Psychoactive Drugs (p. 154) A. Physical Dependence B. Psychological Dependence C. Stimulants: Up, Up, and Away D. Depressants: Down in the Valley E. Narcotics: I Feel Your Pain F. Hallucinogens: Higher and Higher G. Marijuana

VI. Applying Psychology to Everyday Life: “Are You Sleep Deprived?” (p. 167) A. Causes of Sleep Deprivation B. How Can You Tell?


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consciousness somnambulism stimulant waking consciousness night terrors depressant altered consciousness insomnia narcotic circadian rhythm sleep apnea hallucinogen microsleeps narcolepsy amphetamines sleep deprivation activation-synthesis model barbiturate adaptive theory activation-information-mode model benzodiazepine restorative theory hypnosis opium REM social-cognitive theory LSDnon-REM sleep psychoactive drugs PCP alpha waves dependence MDMA (Ecstasy)sleep spindles addiction marijuana delta waves tolerance mescaline REM paralysis withdrawal psilocybin


4.1 What does it mean to be conscious, and are there different levels of consciousness?4.2 Why do people need to sleep, and how does sleep work?4.3 What are the different stages of sleep, including the stage of dreaming and its importance?4.4 How do sleep disorders interfere with normal sleep?4.5 Why do people dream, and what do they dream about?4.6 How does hypnosis affect consciousness?4.7 What is the difference between a physical dependence and a psychological dependence on a drug?4.8 How do stimulants and depressants affect consciousness, and what are the dangers associated with taking them,

particularly alcohol?4.9 What are some of the effects and dangers of using narcotics and hallucinogens, including marijuana?4.10 How serious is the problem of sleep deprivation?

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Ch. 5 “Learning”

“Oh, not bad. The light comes on, I press the bar, “Watch what I can make Pavlov do. As soon as Ithey write me a check. How about you?” drool, he’ll smile and write in his little book.”

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I. Definition (p. 176) II. Classical Conditioning: It Makes Your Mouth Water (p. 177)

A. Pavlov and the Salivating Dogs B. Elements of Classical Conditioning C. Putting It All Together: Pavlov’s Canine Classic, or Ding, Dong, Bell D. John Watson and Conditioned Emotional Response: Rats! E. Other Conditioned Responses in Humans F. Why Does Classical Conditioning Work?

III. Operant Conditioning: What’s In It For Me? (p. 186)A. Frustrating Cats: Thorndike’s Puzzle Box and the Law of Effect B. B.F. Skinner: The Behaviorist’s Behaviorist C. The Concept of Reinforcement D. Two Kinds of Punishment E. Problems with Punishment F. More Concepts in Operant Behavior F. Schedules of Reinforcement: Why the One-Armed Bandit is so Seductive G. Stimulus Control: Slow Down, It’s the Cops

Classic Study: Breland (1961) "Biological Constraints on Operant Conditioning: Raccoons and Instinctive Drift”

H. Applying Operant Conditioning: Behavior Modification

IV. Cognitive Learning Theory (p. 204) A. Tolman’s Maze-Running Rats: Latent Learning and Cognitive Maps B. Kohler’s Smart Chimp: Insight Learning C. Seligman’s Depressed Dogs: Learned Helplessness

V. Observational Learning (p. 207) A. Bandura and the Bobo Doll B. The Four Elements of Observational Learning

VI. Applying Psychology to Everyday Life: “Can You Really Toilet Train Your Cat?” (p. 110)A. Start by Training Yourself


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learning operant conditioning schedule of reinforcementclassical conditioning law of effect fixed ratio schedule UCS/US operant variable ratio schedule UCR/UR reinforcement fixed interval schedule NS primary reinforcer variable interval schedule CS secondary reinforcer instinctive drift CR positive reinforcement behavior modification generalization negative reinforcement token economy discrimination punishment biofeedback extinction punishment by application latent learning spontaneous recovery punishment by removal cognitive map higher-order conditioning shaping insight conditioned emotional response successive approximation learned helplessness taste aversion continuous reinforcement observational learning cognitive perspective partial reinforcement effect


5.1 What does the term learning really mean?5.2 How was classical conditioning first studied, and what are the important elements and characteristics of classical

conditioning?5.3 What is conditional emotional response, and how do cognitive psychologists explain classical conditioning?5.4 How does operant conditioning occur, and what were the contributions of Thorndike and Skinner?5.5 What are the important concepts in operant conditioning?5.6 What are some of the problems with using punishment?5.7 What are the schedules of reinforcement?5.8 How do operant stimuli control behavior, and what kind of behavior is resistant to operant conditioning?5.9 What is behavior modification, and how can behavioral techniques be used to modify involuntary biological

responses?5.10 How do latent learning, learned helplessness, and insight relate to cognitive learning theory?5.11 What occurs in observational learning, including findings from Bandura’s classic Bobo doll study and the four

elements of observational learning?5.12 What is a real-world example of the use of conditioning?

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Ch. 6 “Memory”

“Waiter, I’d like to order, unless I’ve eaten, in “Oh, is that today?” which case, bring me the check.”

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I. Memory (p. 220) A. Putting It In: Encoding B. Keeping It In: Storage C. Getting It Out: Retrieval

II. Models of Memory (p. 221) A. Craik and Tulving; Levels of Processing Model B. The Parallel Distributed Processing (PDP) Model

III. The Information-Processing Model: Atkinson and Shiffrin’s Three Stages of Memory (p. 224) A. Sensory Memory: Why Do People Do Double Takes? B. Short-Term and Working Memory C. Long-Term Memory

IV. Getting It Out: Retrieval of Long-Term Memories (p. 235)A. Retrieval Cues B. Recall: Hmm…Let Me ThinkC. Recognition: Hey, Don’t I Know You From Somewhere? D. Automatic Encoding: Flashbulb Memories

Classic Study: Elizabeth Loftus (1974) “Leading Questions and Eyewitness Testimony”V. The Reconstructive Nature of Long-Term Memory Retrieval: How Reliable are Memories? (p. 243)

A. Constructive Processing of Memories B. Memory Retrieval Problems

VI. Forgetting: What Were We Talking About? (p. 246)A. Ebbinghaus and the Forgetting Curve B. Encoding Failure C. Memory Trace Decay Theory D. Interference Theory

VII. Memory and the Brain: the Physical Aspects of Memory (p. 249)A. Neural Activity and Structure in Memory Formation B. The Hippocampus and Memory C. When Memory Fails: Organic Amnesia

VIII. Applying Psychology to Everyday Life: “Current Research in Alzheimer’s Disease (p. 253)


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memory procedural memory constructive processing encoding anterograde amnesia hindsight bias storage implicit memory misinformation effect retrieval declarative memory false memory syndrome information processing model semantic memory forgetting curve levels of processing model episodic memory distributed practice parallel distributed processing model explicit memory encoding failure sensory memory semantic network model memory trace iconic memory retrieval cue decay eidetic memory encoding specificity disuse echoic memory recall proactive interference short-term memory (STM) recognition retroactive interference selective attention serial position effect consolidation working memory (WM) primacy effect retrograde amnesia chunking recency effect anterograde amnesia maintenance rehearsal false positive infantile amnesia long-term memory (LTM) automatic processing autobiographical memoryelaborative rehearsal flashbulb memory


6.1 What are the three processes of memory and the different models of how memory works?6.2 How does sensory memory work?6.3 What is short-term memory, and how does it differ from working memory?6.4 How is long-term memory different from other types of memory?6.5 What are various types of long-term memory, and how is information stored in long-term memory organized?6.6 What kinds of cues help people remember?6.7 How do the retrieval processes of recall and recognition differ, and how reliable are our memories of events?6.8 How are long-term memories formed, and what kinds of problems do people experience as a result?6.9 What is false memory syndrome?6.10 Why do we forget?6.11 How and where are memories formed in the brain?6.12 How does amnesia occur, and what is Alzheimer’s disease?

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Ch. 7 “Cognition: Thinking, Intelligence, and Language”

“Got idea. Talk better. Combine words.

Make sentences.”

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I. How People Think (p. 262) A. Mental Imagery B. Concepts C. Problem Solving and Decision Making D. Problems with Problem Solving E. Creativity

II. Intelligence (p. 275) A. Definition B. Theories of Intelligence C. Measuring Intelligence D. Individual Differences in Intelligence

Classic Study: “Terman’s Termites” (1925) E. The Nature-Nurture Controversy Regarding Intelligence: Genetic Influences

III. Language (p. 294) A. The Levels of Language analysis B. The Relationship between Language and Thought

IV. Applying Psychology in Everyday Life: “Mental Exercises for Better Cognitive Health A. Perceptive Ability Exercises


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cognition (thinking) creativity normsmental images convergent thinking deviation IQ scores concept divergent thinking cultural bias superordinate concept intelligence developmental delay basic level concept Spearman’s g factor gifted subordinate concept s factor heritability formal concept Gardner’s multiple intelligences twin studies natural concept Sternberg’s triarchic theory The Bell Curve prototype analytical intelligence language schema creative intelligence grammar problem solving practical intelligence syntax trial and error Goleman’s emotional intelligence phonemes algorithm Intelligence Quotient (IQ) morphemes heuristic Stanford-Binet IQ test pragmatics means-end analysis Wechsler Tests linguistic relativity thesis functional fixedness reliability cognitive universalism mental set validity Kanziconfirmation bias standardization


7.1 How are mental images and concepts involved in the process of thinking?7.2 What are the methods people use to solve problems and make decisions, and can a machine be made to

think like a person?7.3 Why does problem solving sometimes fail, and what is meant by creative thinking?7.4 How do psychologists define intelligence, and how do various theories of intelligence differ?7.5 How is intelligence measured and how are intelligence tests constructed?7.6 What is mental retardation and what are its causes?7.7 What defines giftedness, and does being intellectually gifted guarantee success in life?7.8 What is the influence of heredity and environment on the development of intelligence?7.9 How is language defined, and what are its different elements and structure?7.10 Does language influence the way people think, and are animals capable of learning language?7.11 What are some ways to improve thinking?

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Ch. 8 “Motivation and Emotion”

“What do you think? Should we get started on “Gee. I had no idea you were that motivation research, or not?” married to a supermodel.”

“Fill ‘er up with testosterone.”

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I. Approaches to Understanding Motivation (p. 308) A. DefinitionB. Instinct Approaches C. Drive Reduction Approaches D. Arousal Approaches E. Incentive Approaches F. Humanistic Approaches: Maslow’s Hierarchy of Needs G. Self-Determination Theory (SDT)

II. What, Hungry Again?: Why People Eat (p. 320) A. Physiological Components of Hunger B. Social Components of Hunger C. Maladaptive Eating Problems

III. Emotion (p. 328) A. The Three Elements of Emotion

Classic Study: Schacter and Singer (1962) “The Angry/Happy Man” IV. Applying Psychology to Everyday Life: “A ‘How-to’ of Happiness”


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motivation arousal theory leptin extrinsic motivation stimulus motive anorexia nervosa intrinsic motivation Yerkes-Dodson law bulimia nervosa instincts sensation seeker instinct approach incentives emotion need incentive approach amygdala drive expectancy-value theories emotional expression drive reduction theory self-actualization display rules primary drive Maslow’s hierarchy of needs James-Lange theoryacquired (secondary) drive self-determination theory (SDT) Cannon-Bard theory homeostasis insulin Schacter’s cognitive arousal need for achievement (nAch) glucagons theoryneed for affiliation (nAff) weight set point facial feedback hypothesis need for power (nPow) basal metabolic rate (BMR) Lazarus’ cognitive-Dweck’s self-theory of motivation obesity mediational theory


8.1 How do psychologists define motivation, and what are the key elements of the early instinct and drive-reduction approaches to motivation?

8.2 What are the characteristics of the three types of needs?8.3 What are the key elements of the arousal and incentive approaches to motivation?8.4 How do Maslow’s humanistic approach and self-determination theory explain motivation?8.5 What happens in the body to cause hunger, and how do social factors influence a person’s experience of

hunger?8.6 What are some problems in eating behavior, and how are they affected by biology and culture?8.7 What are the three elements of emotion?8.8 How do the James-Lange and Cannon-Bard theories of emotion differ?8.9 What are the key elements in cognitive arousal theory, the facial feedback hypothesis, and the cognitive-

mediational theory of emotion?8.10 What is the positive psychology movement?

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Ch. 9 “Stress and Health”

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I. Stress and Stressors (p. 346) A. Definition B. What are Stressors? C. Environmental Stressors: Life’s Ups and Downs D. Psychological Stressors: Stress and the Mind

II. Physiological Factors: Stress and Health (p. 358) A. The General Adaptation Syndrome (GAS) B. The Immune System and Stress C. The Influence of Cognition and Personality on Stress D. Personality Factors in Stress E. Social Factors in Stress: People Who Need People

III. Coping with Stress (p. 373) A. Problem-Focused Coping B. Emotion-Focused Coping C. Psychological Defense Mechanisms D. Meditation as a Coping Mechanism E. How Culture Affects Coping F. How Religion Affects Coping

IV. Applying Psychology to Everyday Life: “Focus on Wellness” (p. 379)


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health psychology double approach-avoidance acculturative stressstress multiple approach-avoidance social support system stressor general adaptation syndrome (GAS) coping strategy distress alarm problem-focused copingeustress resistance emotion-focused copingcatastrophe exhaustion defense mechanism acute stress disorder immune system meditationPTSD psychoimmunology denial SRRS natural killer cell repression CUSS cognitive appraisal approach rationalization hassles primary appraisal projectionpressure secondary appraisal displacement frustration Type A personality regressionaggression Type B identification displaced aggression Type C compensation displacement hardy personality sublimation withdrawal (escape) optimist concentrative meditationconflict pessimist receptive meditationapproach-approach conflict avoidance-avoidance conflict approach-avoidance conflict


9.1 How do psychologists define stress?9.2 What kinds of external events can cause stress?9.3 What are some psychological factors in stress?9.4 How does stress affect the physical functioning of the body and its immune system?9.5 How do cognitive factors and personality differences affect the experiences of stress?9.6 What social factors influence stress reactions?9.7 What are some ways in which people cope with stress reactions?9.8 How is coping with stress affected by culture and religion?9.9 What are some ways to promote wellness?

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Ch. 10 “Development over a Life Span”

“Sex brought us together. Gender drove us “Happy 40th. I’ll take the muscle tone in your

apart.” upper arms, your amazing tolerance for caffeine, and your ability to digest french fries. The rest

of you can stay.

39


I. Issues in Studying Human Development (p. 386)A. Research Methods B. Nature vs. Nurture

II. Prenatal Development (p. 388)A. Chromosomes, Genes, and DNA B. Dominant and Recessive Genes C. Genetic and Chromosome Problems D. From Conception to Birth E. The Zygote and Twinning F. The Germinal Period

III. Infancy and Childhood Development (p. 397)A. Physical Development B. Cognitive Development C. Psychosocial Development

Classic Study in Psychology: Harlow (1958) “Rhesis Monkeys, Surrogate ‘Mothers,’ and Contact Comfort”IV. How Sex and Gender Influence Development (p. 413)

A. Gender Roles and Gender Typing V. Adolescence (p. 416)

A. Physical Development B. Cognitive Development C. Moral Development D. Psychosocial Development

VI. Adulthood (p. 420) A. Physical Development: Use It or Lose It B. Cognitive Development C. Psychosocial Development D. Theories of Physical and Psychological Aging E. Stages of Death and Dying

VII. Applying Psychology to Everyday Life: “ADHD—Not Just for Children” (p. 427)


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human development sensorimotor stage sexlongitudinal study object permanence gendercross-sectional study preoperational stage gender roles cross-sequential study egocentrism gender typing nature centration gender identity nurture conservatism adolescence genetics irreversibility puberty DNA concrete operations stage personal fable gene formal operations stage imaginary audience chromosome Lev Vygotsky moral development dominant scaffolding Lawrence Kohlberg recessive zone of proximal development (ZPD) preconventional morality PKU language development conventional morality conception babbling stage postconventional morality ovum one-word stage adulthood fertilization telegraphic stage menopause zygote temperament andropause monozygotic twins attachment intimacy dizygotic twins secure generativity germinal period avoidant authoritarian parenting embryo ambivalent permissive parenting embryonic period disorganized-disorganized permissive-neglectful critical periods Erikson’s psychosocial theory permissive-indulgent teratogen trust v. mistrust authoritative parenting fetus autonomy v. shame ego integrity fetal period initiative v. guilt cellular clock theory reflex industry v. inferiority wear-and-tear theory cognitive development identity v. role confusion free radical theory Jean Piaget intimacy v. isolation activity theory schema generativity v. stagnation

ego integrity v. despair

41


10.1 What are some of the special research methods used to study development?10.2 What is the relationship between heredity and environmental factors in determining development?10.3 How do chromosomes, genes, and DNA determine a person’s characteristics or disorders, and what

causes multiple births?10.4 What happens during the germinal, embryonic, and fetal periods of pregnancy and what are some

hazards in prenatal development?10.5 What kind of physical changes take place in infancy and childhood?10.6 What are two ways of looking at cognitive development, and how does language develop?10.7 How do infants and children develop personalities and form relationships with others, and what are

Erikson’s stages of psychosocial development for children?10.8 What is gender, and how can biology and learning influence gender role development?10.9 What are the physical, cognitive, and personality changes that occur in adolescence, including concepts

of morality and Erikson’s search for identity?10.10 What are the physical, cognitive, and personality changes that occur during adulthood and aging,

including Erikson’s last three psychosocial stages, and patterns of parenting?10.11 How do psychologists explain why aging occurs, and what are the stages of death and dying? 10.12 How does attention-deficit hyperactivity disorder affect adults?

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Ch. 11 “Theories of Personality”

“Good morning, my beheaded—uh, I mean,

my beloved.”

43


I. Theories of Personality (p. 436) II. The Man and the Couch: Sigmund Freud and the Psychodynamic Perspective (p. 437)

A. Freud’s Cultural Background B. The Unconscious Mind C. The Divisions of Personality D. Stages of Personality Development E. The Neo-Freudians F. Current Thoughts on Freud and the Psychodynamic Perspective

III. The Behaviorist and Social Cognitive View of Personality (p. 447) A. Bandura’s Reciprocal Determinism and Self-Efficacy B. Rotter’s Social Learning Theory: Expectancies C. Current Thoughts on the Behaviorist and Social Cognitive Views

IV. The Third Force: Humanism and Personality (p. 449) A. Carl Rogers and Self-Concept B. Current Thoughts on the Humanist View of Personality

V. Trait Theories: Who Are You? (p. 452)A. Gordon Allport B. Raymond Cattell and Surface Traits vs. Source Traits C. The Big Five: OCEAN, or the Five-Factor Model of Personality D. Current Thoughts on the Trait Perspective

VI. The Biology of Personality: Behavioral Genetics (p. 456) A. Twin Studies B. Adoption Studies C. Current Findings

Classic Studies in Psychology: “Geert Hofstede’s Four Dimensions of Cultural Personality” A. Individualism/Collectivism B. Power/Distance C. Masculinity/Femininity D. Uncertainty Avoidance

VII. Assessment of Personality (p. 459)A. Interviews B. Projective Tests D. Personality Inventories

VIII. Applying Psychology to Everyday Life: “Personality Testing on the Internet” (p. 465)

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II. Vocabulary. You know the drill!

personality Alfred Adler trait-situation interaction character sibling rivalry behavioral genetics temperament Karen Horneye Geert Hofstede Sigmund Freud basic anxiety cultural personality unconscious mind neurotic personality individualism/collectivism id habits power distance pleasure principle social cognitive learning masculinity/femininity ego social cognition view uncertainty/avoidance reality principle reciprocal determination interview superego self-efficacy halo effect conscience locus of control projection defense mechanisms expectancy projective tests fixation humanistic perspective Rorschach inkblots psychosexual stages Carl Rogers Thematic Apperception Tests (TAT) oral stage self-actualizing tendency direct observation anal stage self-concept rating scale anal expulsive personality self frequency count anal retentive personality real self personality inventory phallic stage ideal self Myers-Briggs (MBTI)Oedipus complex positive regard MMPI-2identification unconditional positive regard latent stage fully functioning person genital stage trait theories psychoanalysis trait neo-Freudians surface traits Carl Jung source traits personal unconscious introversion collective unconscious five-factor model (Big Five)archetype OCEAN (explain all)


11.1 What is personality, and how do the various perspectives in psychology view personality?11.2 How did Freud’s historical view of the mind and personality form a basis for psychodynamic theory?11.3 How did Jung, Adler, Horney, and Erikson modify Freud’s theory?11.4 How does modern psychoanalytic theory differ from that of Freud?11.5 How do behaviorists and social cognitive theorists explain personality?11.6 How do humanists such as Carl Rogers explain personality?11.7 What are the history and current views of the trait perspective?11.8 What part do biology, heredity, and culture play in personality?11.9 What are the advantages and disadvantages of the following measures of personality: interviews,

projective tests, behavioral assessment, personality inventories, and online personality tests?45


Ch. 12 “Psychological Disorders”

“Would it be possible to speak with the personality The Emotional Lives of Men and Women?

who pays the bills?”

47


I. What is Abnormality? (p. 474) A. A Brief History of Psychological Disorders B. What is Abnormal? C. The Final Definition of Abnormality D. Abnormality vs. Insanity

II. Models of Abnormality (p. 477) A. The Biological Model: Medical Causes for Psychological Disorders B. The Psychological Models C. Biopsychosocial Perspective: All of the Above

III. The Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition, Test Revision (DSM-IV-TR)A. Categories in the DSM-IV-TR B. How Common Are Psychological Disorders? C. The Pros and Cons of Labels

IV. Anxiety Disorders: What, Me Worry? (p. 485) A. Phobic Disorders: When Fears Get Out of Hand B. Panic Disorder C. Obsessive-Compulsive Disorder (OCD) D. Generalized Anxiety Disorder (GAD) E. Causes of Anxiety Disorders

V. Somatoform Disorders: Sickness is a State of Mind (p. 490) A. Hypochondriasis B. Somatization Disorder C. Conversion Disorder D. Causes of Somatoform Disorders

VI. Dissociative Disorders: Altered Consciousness (p. 491) A. Dissociative Amnesia: Who Am I? B. Dissociative Fugue: Who Am I and How Did I Get Here? C. Dissociative Identity Disorder: How Many Am I? D. Causes of Dissociative Disorders

VII. Mood Disorders: The Effect of Affect (p. 497) A. Major Depression B. Bipolar Disorders C. Causes of Mood Disorders

VIII. Schizophrenia: Altered Personality (p. 501) A. Symptoms B. Categories of Schizophrenia C. Causes of Schizophrenia

IX. Personality Disorders: I’m OK, It’s Everyone Else Who’d Weird (p. 504) 48

A. Antisocial Personality Disorder B. Borderline Personality Disorder C. Causes of Personality Disorders

X. Applying Psychology to Everyday Life: “Seasonal Affective Disorder (SAD)” (p. 508)



abnormal agoraphobia major depressionpsychopathology panic disorder manic trephining obsessive-compulsive disorder bipolar disorder humors generalized anxiety disorder schizophrenia deviance magnification psychotic situational context all-or-nothing thinking delusions subjective discomfort overgeneralization delusional disorder maladaptive minimization hallucinationspsychological disorders somatoform disorders flat effect biological model psychosomatic disorder disorganized aociocultural perspective psychophysiological disorder catatonic cultural relativity hypochondriasis paranoid culture-bound syndrome somatization disorder positive symptoms psychodynamic model conversion disorder negative symptoms behavioral model dissociative disorders stress vulnerability model cognitive model dissociative amnesia personality disorders biopsychosocial model dissociative fugue antisocial PD DSM-IV-TR (DSM-V) dissociative identity disorder borderline PD labeling depersonalization disorder SAD anxiety disorders affect phototherapyfree-floating anxiety mood disorders phobia dysthymia social phobia cyclothymia

49


12.1 How has mental illness been explained in the past, how is abnormal behavior defined today, and what is the impact of cultural differences in defining abnormality?

12.2 How can psychological disorders be explained within the biological and psychological models?12.3 What are the different types of psychological disorders, and how common are they?12.4 What are the different types of anxiety disorders, their symptoms, and causes?12.5 What are the different kinds of somatoform disorders and their causes?12.6 How do the various dissociative disorders differ, and how do they develop?12.7 What are the different types of mood disorders and their causes?12.8 What are the main symptoms, types, and causes of schizophrenia?12.9 How do the various personality disorders differ, and what is thought to be the cause of personality

disorders?12.10 What is seasonal affective disorder and how can it be treated?

50


Ch. 13 “Psychological Therapies”

“I use the best from Freud, the best from Jung, and the best from my

Uncle Marty, a very smart fellow.”

51

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I. Two Kinds of Therapy (p. 516) A. Psychotherapy B. Biomedical Therapy

II. The Early Days of Therapy: Ice-Water Baths and Electric Shocks (p. 517) A. Early Treatment of the Mentally Ill B. Pinel’s Reforms

III. In the Beginning: Psychoanalysis (p. 518) A. Dream Interpretation B. Free Association C. Resistance D. Transference E. Evaluation of Psychoanalysis

IV. Humanistic Therapy: To Err is Human (p. 520) A. Tell Me More: Roger’s Person-Centered Therapy B. Gestalt Therapy C. Evaluation of the Humanistic Therapies

V. Behavior Therapies: Learning One’s Way to Better Behavior (p. 524) A. Therapies Based on Classical Conditioning B. Therapies Based on Operant Conditioning C. Evaluation of Behavior Therapies

VI. Cognitive Therapies: Thinking is Believing A. Beck’s Cognitive Therapy B. Ellis and Rational-Emotive Behavior Therapy (REBT) C. Evaluation of Cognitive and Cognitive-Behavioral Therapies

VII. Group Therapies: Not for the Shy (p. 531) A. Types of Group Therapies B. Advantages of Group Therapy C. Disadvantages of Group TherapyD. Evaluation of Group Therapy

Current Issues in Psychology: “What is Eye-Movement Desensitization Reprocessing (EMDR)?”VIII. Does Psychotherapy Really Work? (p. 536)

A. Studies of Effectieness B. Characteristics of Effective Therapy C. Cultural, Ethnic, and Gender Concerns in Psychotherapy D. Cybertherapy: Therapy in the Computer Age

IX. Psychotherapeutic Strategies and Disorder Prevention (p. 541) X. Biomedical Therapies (p. 541)

A. Psychopharmacology 52

B. Electroconvulsive Therapy C. Psychosurgery

XI. Applying Psychology to Everyday Life: “Should Antidepressants be Prescribed for Children and Adolescents?” (p. 547)



therapy behavior therapies self-help (support) grouppsychotherapy behavior modification EMDR biomedical therapy systematic desensitization eclectic therapies insight therapies aversion therapy therapeutic alliance action therapy flooding culture barriers Philippe Pinel modeling cyber therapy psychoanalysis participant modeling dream interpretation reinforcement biomedical therapies manifest content token economy psychopharmacology latent content contingency contract anti-psychotic drugsfree association extinction anti-anxiety drugs resistance time out anti-depressant drugs transference cognitive therapy electroconvulsive therapy (ECT)directive Beck’s cognitive therapy bilateral ECT psychodynamic therapy arbitrary inference unilateral ECT nondirection selective thinking psychosurgery person-centered therapy overgeneralization prefrontal lobotomy reflection magnification and minimization bilateral cingulotomy unconditional positive regard personalization empathy cognitive-behavioral therapy authenticity rational-emotive behavior therapy Gestalt therapy group therapy empty chair technique family counseling

53


13.1 What are the two modern ways in which psychological disorders can be treated, and how have they been treated in the past?

13.2 What were the basic elements of Freud’s psychoanalysis, and how does psychoanalysis differ today?13.3 What are the basic elements of the humanistic therapies known as person-centered therapy and

Gestalt therapy?13.4 How do behavior therapists use classical and operant conditioning to treat disordered behavior?13.5 How successful are behavior therapies?13.6 What are the goals and basic elements of cognitive therapies such as cognitive-behavioral

therapy and rational-emotive behavior therapy?13.7 What are the various types of group therapies and the advantages and disadvantages of group therapy?13.8 How effective is psychotherapy, and how is the effectiveness of psychotherapy influenced by

cultural, ethnic, and gender differences?13.9 What are the various types of drugs used to treat psychological disorders?13.10 How are electroconvulsive therapy and psychosurgery used to treat psychological disorders today?13.11 What are the dangers of treating children and adolescents with antidepressant drugs?

54


Ch. 14 “Social Psychology”

Look, I have some misgivings, but what choice do we haveexcept to stay the course?

55


I. Social Influence (p. 556)A. Conformity B. Compliance C. Obedience D. Task Performance

II. Social Cognition/Thinking (p. 566) A. AttitudesB. Attitude Formation C. Attitude Change: Persuasion D. Cognitive Dissonance: When Attitudes and Behavior Clash E. Impression Formation F. Social Categorization G. Implicit Personality Theories H. Attribution

III. Social Interaction (p. 576)A. Prejudice and Discrimination B. Types of Prejudice and Discrimination

Classic Study: Jane Elliot, “Brown Eyes, Blue Eyes” C. How People Learn Prejudice D. Overcoming Prejudice

IV. Liking and Loving: Interpersonal Attraction (p. 582)A. The Rules of Attraction B. Sternberg’s “Triangle Theory of Love”

V. Aggression and Prosocial Behavior (p. 585)A. Aggression and Biology B. The Power of Social Roles C. Prosocial Behavior

Classic Study: Latane and Darley, “The Bystander Effect” VI. Applying Psychology to Everyday Life: “Anatomy of a Cult” (p. 592)


56


social psychology attitude dispositional cause interpersonal attractionsocial influence ABC model fundamental attribution error proximityconformity attitude formation prejudice reciprocity of likinggroupthink persuasion discrimination romantic love deindividuation elaboration likelihood model in-groups companionate love group polarization central-route processing out-groups aggression consumer psychology peripheral-route processing realistic conflict theory social role compliance cognitive dissonance scapegoating prosocial behaviorfoot-in-the-door technique impression formation social cognition altruism door-in-the-face technique social cognition social identity theory bystander effectlowball technique social categorization social identity diffusion of responsibility and-that’s-not-all technique stereotype social comparison cultobedience implicit personality theory stereotype vulnerability social facilitation attribution self-fulfilling prophesy social impairment attribution theory equal status contact social loafing situational cause ‘jigsaw classroom”


14.1 What factors influence people to conform to the actions of others?14.2 How is compliance defined, and what are four common ways to gain the compliance of another?14.3 What factors make obedience more likely?14.4 What are the three components of an attitude, how are attitudes formed, and how can attitudes be

changed?14.5 How do people react when attitudes and behavior are not the same?14.6 What are social categorization and implicit personality theories?14.7 How do people try to explain the actions of others?14.8 How are prejudice and discrimination different?14.9 Why are people prejudiced, and how can prejudice be stopped?14.10 What factors govern attraction and love, and what are some different kinds of love?14.11 How is aggressive behavior determined by biology and learning?14.12 What is altruism, and how is deciding to help someone related to the presence of others?14.13 Why do people join cults?

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