A01 CICC0578 02 SE FM.indd 1 25/11/14 8:52 PMassets.pearsonschool.com/asset_mgr/pending/Premedi… · · 2016-06-14A01_CICC0578_02_SE_FM.indd 3 25/11/14 8:52 PM. ... Applied Psychology

A01_CICC0578_02_SE_FM.indd 1 25/11/14 8:52 PM


William J. ElmhorstMarshfield High School, Wisconsin

Katherine P. MinterWestwood High School, Texas

Mary SpilisSylvania City Schools, Ohio (retired)

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Library of Congress Cataloging-in-Publication DataMinter, Katherine P. Psychology / Katherine P. Minter, William J. Elmhorst. — 2nd edition. pages cm Includes bibliographical references and index. ISBN 978-0-13-398057-8—ISBN 0-13-398057-X 1. Psychology. I. Elmhorst, William J. II. Title. BF121.M5776 2014 150—dc23 2014043397

High School BindingISBN-13: 978-0-133-98057-8ISBN-10: 0-133-98057-Xwww.PearsonSchool.com


v

Brief Contents

Scientific Inquiry Domain Chapter 1: The Science of Psychology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Module 1: Psychology: Historical Development and Perspectives. . . . . . . . . . . . . . . . . . 4

Module 2: Research Methods and Ethics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Module 3: Statistics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Biopsychology Domain Chapter 2: The Biological Perspective . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 Module 4: The Nervous System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42

Module 5: The Brain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55

Module 6: Heredity, Environment, and Adaptation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68

Chapter 3: Sensation and Perception . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78 Module 7: Sensation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80

Module 8: Perception . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102

Chapter 4: Consciousness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120 Module 9: Sleep and Dreams . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122

Module 10: Hypnosis and Drugs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135

Developmental and Learning Domain Chapter 5: Development Across the Life Span . . . . . . . . . . . . . . . . . . . . . . . . . . . 152 Module 11: Topics in Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154

Module 12: Prenatal, Infant and Childhood Development . . . . . . . . . . . . . . . . . . . . . . 159

Module 13: Adolescence and Adulthood . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 176

Chapter 6: Learning and Language Development . . . . . . . . . . . . . . . . . . . . . . . . 192 Module 14: Classical Conditioning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 194

Module 15: Operant Conditioning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201

Module 16: Cognitive Learning and Observational Learning . . . . . . . . . . . . . . . . . . . 211

Module 17: Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 216

Social Context Domain Chapter 7: Social Psychology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 228 Module 18: Social Influence ........................................................................................230

Module 19: Social Cognition .......................................................................................238

Module 20: Social Interaction .....................................................................................244


vi brief contents

Chapter 8: Sociocultural Diversity and Gender . . . . . . . . . . . . . . . . . . . . . . . . . . 262 Module 21: Sociocultural Diversity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 264

Module 22: Gender . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 277

Cognition Domain Chapter 9: Memory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 286 Module 23: Encoding and Storage . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 288

Module 24: Retrieval and Retrieval Failure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 296

Chapter 10: Cognition: Thinking and Intelligence . . . . . . . . . . . . . . . . . . . . . . . 312 Module 25: Thinking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 314

Module 26: Intelligence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 325

Individual Variations Domain Chapter 11: Motivation and Emotion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 344 Module 27: Motivation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 346

Module 28: Emotion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 359

Chapter 12: Theories of Personality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 372 Module 29: Perspectives on Personality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 374

Module 30: Assessment and Issues in Personality. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 395

Chapter 13: Psychological Disorders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 408 Module 31: Defining Abnormal Behavior . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 410

Module 32: Types of Psychological Disorders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 418

Applications of Psychological Science Domain Chapter 14: Psychological Therapies and Treatments . . . . . . . . . . . . . . . . . . . 438 Module 33: Psychological Treatments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 440

Module 34: Biomedical Treatments and Issues in Treatments . . . . . . . . . . . . . . . . . . . 455

Chapter 15: Stress and Health . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 472 Module 35: Stress and Stressors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 474

Module 36: Coping with Stress and Promoting Wellness . . . . . . . . . . . . . . . . . . . . . . . 486

Chapter 16: Applied Psychology and Psychology Careers . . . . . . . . . . . . . . . 500 Module 37: Careers in Psychology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 502


vii

Contents

PREFACE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xxvii

TIMELINE OF IMPORTANT DATES IN PSYCHOLOGY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xxx

Scientific Inquiry Domain

Chapter 1: The Science of Psychology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Module 1: Psychology: Historical Development and Perspectives. . . . . . . . . . . . . . . . . . 4Trace the Development of Psychology as a Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Define psychology as a field of study, and identify psychology’s four primary goals as a science. . . 4Describe how psychology developed as a science. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Describe the perspectives used to understand psychology today. . . . . . . . . . . . . . . . . . . . . . . . 10Explain how psychology developed as a scientific discipline. . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Identify Psychology’s Subfields . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Describe the important subfields of psychology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Discuss the value of research with human and nonhuman animals. . . . . . . . . . . . . . . . . . . . . . 14Describe the role psychology plays in improving both society and people’s lives. . . . . . . . . . . 14

Practice Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Module 2: Research Methods and Ethics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16Understand Research Methods and Measurements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Describe the scientific method and how it is applied to psychology. . . . . . . . . . . . . . . . . . . . . 16Describe and compare the various research methods. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Define procedures used to improve the validity of research findings. . . . . . . . . . . . . . . . . . . . . 23

Consider Ethical Issues in Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25Identify ethical standards for research in psychology with human participants. . . . . . . . . . . . . 25Discuss the purpose of nonhuman animal research in psychology. . . . . . . . . . . . . . . . . . . . . . . 26Identify ethical guidelines for research in psychology with nonhuman animals. . . . . . . . . . . . . 26

Practice Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Module 3: Statistics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28Learn the Basic Concepts of Data Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Define descriptive statistics and explain how they are used to analyze data. . . . . . . . . . . . . . . 28Interpret graphical representations of data. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30Define correlation coefficients and explain how they are interpreted. . . . . . . . . . . . . . . . . . . . 33Explain inferential statistics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33Explain how validity and reliability relate to data analysis. . . . . . . . . . . . . . . . . . . . . . . . . . . . 33Describe forms of qualitative data and explain how they are used by research psychologists. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

Practice Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34ChAPTER SUMMARy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35ASSESSMEnT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36ConCEPT SUMMARy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38


viii contents

Biopsychology Domain

Chapter 2: The Biological Perspective . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

Module 4: The Nervous System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42Understand the Structure and Function of the nervous System . . . . . . . . . . . . . . . . . . . . . . . . . . . 42

Describe the parts of the neuron and understand the basic process of neural transmission. . . 42Describe the major divisions of the human nervous system. . . . . . . . . . . . . . . . . . . . . . . . . . . . 46Identify the mechanisms of, and the importance of, plasticity of the nervous system, and describe advances made in neuroscience. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48

Understand the Structure and Function of the Endocrine System . . . . . . . . . . . . . . . . . . . . . . . . . 50Explain how the endocrine glands interact with the nervous system . . . . . . . . . . . . . . . . . . . . 51outline how hormones influence behavior and mental processes. . . . . . . . . . . . . . . . . . . . . . . 52Explain how hormones interact with the immune system. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53

Practice Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54

Module 5: The Brain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55Understand how the Brain Is Studied . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55

Describe tools used to study the brain and nervous system. . . . . . . . . . . . . . . . . . . . . . . . . . . . 55Describe the Functions of the Parts of the Brain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58

Understand the structures and functions of the various parts of the central nervous system. . 58Explain how lateralization differentiates the hemispheres of the brain. . . . . . . . . . . . . . . . . . . 64Describe various issues and advances in neuroscience and genetics. . . . . . . . . . . . . . . . . . . . . 66

APPLyInG PSyChoLoGy To EVERDAy LIFE: Paying Attention to the Causes of Attention-Deficit/hyperactivity Disorder. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66Practice Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67

Module 6: Heredity, Environment, and Adaptation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68Understand the Interaction between Biological Factors and Experience . . . . . . . . . . . . . . . . . . . . 68

Explain the relationship between heredity and environmental factors in determining development. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68Understand the role of chromosomes and genes in determining the transmission of traits and the inheritance of disorders. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69Describe the influence of evolved tendencies on behavior. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71

Practice Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72ChAPTER SUMMARy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73ASSESSMEnT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74ConCEPT SUMMARy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76

Chapter 3: Sensation and Perception . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78

Module 7: Sensation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80Understand the Process of Sensation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80

Discuss the differences between sensation and perception. . . . . . . . . . . . . . . . . . . . . . . . . . . . 80Explain the process of sensation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80Discuss the concepts of threshold and adaptation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81

Learn the Capabilities and Limitations of Sensory Processes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83Identify physical energy forms for which humans and nonhumans have sensory receptors. . . 83


contents ix

Explain how the visual sensory system works. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84Explain how the auditory sensory system works. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90outline other sensory systems, such as olfaction, gustation, and somesthesis. . . . . . . . . . . . . 94

Practice Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101

Module 8: Perception . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102Understand how We Perceive the World . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102

Explain the nature of attention. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102Discuss the importance of perceptual constancies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102Describe the Gestalt principles of perception. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103Distinguish between binocular and monocular depth cues. . . . . . . . . . . . . . . . . . . . . . . . . . . 105

CLASSIC STUDIES In PSyChoLoGy: The Visual Cliff . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105Describe the various types of perceptual illusions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108outline how experiences and expectations influence perception. . . . . . . . . . . . . . . . . . . . . . . 110

APPLyInG PSyChoLoGy To EVERDAy LIFE: Beyond “Smoke and Mirrors” —The Psychological Science and neuroscience of Magic . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112Practice Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114

ChAPTER SUMMARy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115ASSESSMEnT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116ConCEPT SUMMARy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118

Chapter 4: Consciousness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120

Module 9: Sleep and Dreams . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122Understand the Relationship Between Conscious and Unconscious Processes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122

Describe the various states of consciousness. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122Distinguish between explicit and implicit processing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123

Describe the Characteristics of Sleep and Theories that Explain Why We Sleep and Dream . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124

Understand the circadian rhythm and its relation to sleep. . . . . . . . . . . . . . . . . . . . . . . . . . . . 124outline theories about the functions of sleep. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125Describe the characteristics of the sleep cycle. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126Identify the types of sleep disorders. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129Compare perspectives on the functions of dreams. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131

Practice Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134

Module 10: Hypnosis and Drugs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135Describe other States of Consciousness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135

Describe hypnosis and issues surrounding its nature and use. . . . . . . . . . . . . . . . . . . . . . . . . 135Understand meditation and relaxation and their effects. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137PSyChoLoGy In ThE nEWS: The Benefits of Meditation . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137Describe the nature of flow states. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138

Understand the Categories of Psychoactive Drugs and Their Effects . . . . . . . . . . . . . . . . . . . . . . 138Explain how psychoactive drugs act at the synaptic level. . . . . . . . . . . . . . . . . . . . . . . . . . . . 139Evaluate the physiological and psychological effects of psychoactive drugs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139


Describe the major categories of psychoactive drugs and their effects. . . . . . . . . . . . . . . . . . 140Describe how culture and expectations influence the use and experience of drugs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145

Practice Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146ChAPTER SUMMARy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147ASSESSMEnT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148ConCEPT SUMMARy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150

Developmental and Learning Domain Chapter 5: Development Across the Life Span . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152

Module 11: Topics in Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154Describe Methods and Issues in Life Span Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154

Understand methods used to study development. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154Describe the issues of continuity/discontinuity and stability/change. . . . . . . . . . . . . . . . . . . . 155Describe how environmental and biological factors interact in development. . . . . . . . . . . . . 156

Practice Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158

Module 12: Prenatal, Infant and Childhood Development . . . . . . . . . . . . . . . . . . . . . . 159Learn about Prenatal and newborn Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159

Trace physical development from conception through birth and identify influences on prenatal development. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159Explain the role of sensitive and critical periods in development. . . . . . . . . . . . . . . . . . . . . . . 161

Describe Development During Infancy and Childhood . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162Learn about childhood physical and motor development. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162Explain how cognitive abilities develop during childhood. . . . . . . . . . . . . . . . . . . . . . . . . . . . 165outline the development of communication and language. . . . . . . . . . . . . . . . . . . . . . . . . . . 168

ISSUES In PSyChoLoGy: Autism Spectrum Disorder. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169Explain temperament, the development of attachment, and the role of the caregiver. . . . . . 170

CLASSIC STUDIES In PSyChoLoGy: harlow and Contact Comfort . . . . . . . . . . . . . . . . . . . . . . . 172Describe social, cultural, and emotional development through childhood. . . . . . . . . . . . . . . . 173

Practice Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175

Module 13: Adolescence and Adulthood . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 176Describe Development During Adolescence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 176

Trace major physical changes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 176outline the development of cognition and morality. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 177Consider the role of family and peers in adolescent development. . . . . . . . . . . . . . . . . . . . . . 179Explain identity formation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 180

Understand Development during Adulthood and Aging . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 180Describe major physical changes associated with adulthood and aging. . . . . . . . . . . . . . . . . 180Understand cognitive changes in adulthood and aging. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 182Learn about social, cultural, and emotional issues in aging. . . . . . . . . . . . . . . . . . . . . . . . . . . 182Discuss issues related to the end of life. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183

APPLyInG PSyChoLoGy To EVERyDAy LIFE: Cross-Cultural Views on Death . . . . . . . . . . . . . . 184

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Chapter 6: Learning and Language Development . . . . . . . . . . . . . . . . . . . . . . . . . 192

Module 14: Classical Conditioning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 194Learn about the Process of Classical Conditioning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 194

outline the principles of classical conditioning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 194Understand clinical and experimental examples of classical conditioning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 198Explain how classical conditioning applies to everyday life. . . . . . . . . . . . . . . . . . . . . . . . . . . 199

Practice Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 200

Module 15: Operant Conditioning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201Learn About the Process of operant Conditioning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201

Understand the Law of Effect. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201Explain the principles of operant conditioning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 202Describe specialized examples of operant conditioning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 203Describe how operant conditioning applies to everyday life. . . . . . . . . . . . . . . . . . . . . . . . . . 207

CLASSIC STUDIES In PSyChoLoGy: Biological Constraints on operant Conditioning . . . . . . . . . 207Practice Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 210

Module 16: Cognitive Learning and Observational Learning . . . . . . . . . . . . . . . . . . . 211Identify the Aspects of Cognitive and observational Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . 211

Understand the principles of cognitive learning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 211Learn how cognitive learning applies to everyday life. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 213Understand the principles of observational learning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 213Learn how observational learning applies to everyday life. . . . . . . . . . . . . . . . . . . . . . . . . . . 214

Practice Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 215

Module 17: Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 216Identify the Structural Features of Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 216

Learn about the structure and function of language. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 216Understand the relationship between language and thought. . . . . . . . . . . . . . . . . . . . . . . . . 217

Understand the Process and the Theories of Language Acquisition . . . . . . . . . . . . . . . . . . . . . . . 219Describe the process of language acquisition. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 219Consider the theories of language acquisition. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 219

Learn about Language and the Brain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 220Describe the brain structures associated with language and understand how damage to the brain may affect language. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 220


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Social Context Domain Chapter 7: Social Psychology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 228

Module 18: Social Influence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 230Explore how Social Influence Affects Behavior . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 230

Understand the power of the situation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 230Explain how the presence of others affects conformity in an individual’s behavior. . . . . . . . . 230Trace how group dynamics influence an individual’s behavior. . . . . . . . . . . . . . . . . . . . . . . . 232Describe how an individual influences group behavior. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 234Explain how the presence of others affects compliance in an individual’s behavior. . . . . . . . 234Explain how the presence of others affects obedience in an individual’s behavior. . . . . . . . . 235

Practice Quiz. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 237

Module 19: Social Cognition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 238Understand the Effects of Social Cognition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 238

Explain the relationship between attitudes and behavior. . . . . . . . . . . . . . . . . . . . . . . . . . . . 238Discuss persuasive methods used to change attitudes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 240Explain attributional explanations of behavior.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 241

Practice Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 243

Module 20: Social Interaction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 244Describe Different Kinds of Social Relations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 244

Discribe the nature and effects of stereotyping, prejudice, and discrimination. . . . . . . . . . . . 244CLASSIC STUDIES In PSyChoLoGy: Brown Eyes, Blue Eyes . . . . . . . . . . . . . . . . . . . . . . . . . . . . 246

Explain factors that influence attraction and relationships. . . . . . . . . . . . . . . . . . . . . . . . . . . 248PSyChoLoGy In ThE nEWS: Facing Facebook—The Social nature of online networking . . . . . 249

Explain influences upon aggression and conflict. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 251Discuss determinants of prosocial behavior. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 253


Chapter 8: Sociocultural Diversity and Gender . . . . . . . . . . . . . . . . . . . . . . . . . . . 262

Module 21: Sociocultural Diversity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 264Understand Culture’s Role in Psychology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 264

Describe culture and diversity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 264Explain how culture varies across time and place . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 265outline how culture influences our conceptions of self and identity . . . . . . . . . . . . . . . . . . . . 268Describe the major areas of cross-cultural psychology research . . . . . . . . . . . . . . . . . . . . . . . 269

CLASSIC STUDIES In PSyChoLoGy: Geert hofstede’s Four Dimensions of Cultural Personality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 269

Explain psychological research that examines socioeconomic status . . . . . . . . . . . . . . . . . . . 274Explain how privilege and social power structures relate to stereotypes, prejudice, and discrimination. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 274

Practice Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 276

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Module 22: Gender . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 277Learn about Gender Identity Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 277

Define gender and discuss the development of gender roles. . . . . . . . . . . . . . . . . . . . . . . . . . 277Describe theories of gender role development. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 277Describe gender differences. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 278Discuss how the roles of women and men in societies are perceived. . . . . . . . . . . . . . . . . . . 279


Cognition Domain

Chapter 9: Memory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 286

Module 23: Encoding and Storage . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 288Explain how the Brain Encodes Memories . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 288

Explain how memories are encoded. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 288Characterize the different levels of processing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 289Understand strategies for improving the encoding of memory. . . . . . . . . . . . . . . . . . . . . . . . 291

Understand how Memories are Stored in the Brain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 292Describe the roles of working memory and long-term memory. . . . . . . . . . . . . . . . . . . . . . . . 292Explain how memory is stored. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 292Learn strategies for improving the storage of memories. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 293

Practice Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 295

Module 24: Retrieval and Retrieval Failure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 296Learn how Memories are Retrieved from the Brain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 296

Explain the importance of retrieval cues in memory. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 296Explain how memories can change. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 297

CLASSIC STUDIES In PSyChoLoGy: Elizabeth Loftus and Eyewitnesses . . . . . . . . . . . . . . . . . . . 299Explain why we forget and how we can improve memory retrieval. . . . . . . . . . . . . . . . . . . . . 301Discuss interference and other factors that influence how memories are retrieved. . . . . . . . . 303Describe types of memory and memory disorders. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 305


Chapter 10: Cognition: Thinking and Intelligence . . . . . . . . . . . . . . . . . . . . . . . . 312

Module 25: Thinking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 314Understand the Basic Elements of Thought . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 314

Explain cognitive processes involved in understanding information. . . . . . . . . . . . . . . . . . . . 314Explain processes involved in problem solving and decision making. . . . . . . . . . . . . . . . . . . . 317Explain nonhuman problem-solving abilities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 321

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Learn About obstacles Related to Thought . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 322Describe obstacles to problem solving, making good judgments, and making good decisions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 322

Practice Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 324

Module 26: Intelligence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 325Compare and Contrast Perspectives on Intelligence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 325

Explain intelligence as a general factor. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 325Describe alternative conceptualizations of intelligence. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 326Discuss the extremes of intelligence. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 326

Learn how Intelligence is Measured . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330Explain the history of intelligence testing, including historical use and misuse in the context of fairness. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330Describe current methods of assessing human abilities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 331Explain measures of and data on reliability and validity for intelligence test scores. . . . . . . . 331

Consider Key Issues in Intelligence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 334Describe the influences of biological, cultural, and environmental factors on intelligence. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 334Explain issues related to the consequences of intelligence testing. . . . . . . . . . . . . . . . . . . . . 335

APPLyInG PSyChoLoGy To EVERDAy LIFE: Mental and Physical Exercises Combine for Better Cognitive health? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 337Practice Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 338


Individual Variations Domain

Chapter 11: Motivation and Emotion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 344

Module 27: Motivation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 346Explain Major Theories of Motivation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 346

Understand biologically based theories of motivation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 346Learn about cognitively based theories of motivation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 349Discuss humanistic theories of motivation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 350

Describe Motivated Behaviors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 352Understand eating behavior and the influence of culture. . . . . . . . . . . . . . . . . . . . . . . . . . . . 352Learn about sexual behavior and orientation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 354Understand achievement motivation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 355Describe other ways in which humans and nonhuman animals are motivated. . . . . . . . . . . . 356

Practice Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 358

Module 28: Emotion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 359Understand Perspectives on Emotion and Emotional Behavior . . . . . . . . . . . . . . . . . . . . . . . . . . 359

Identify the biological and cognitive components of emotion. . . . . . . . . . . . . . . . . . . . . . . . . 359

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Explain how culture, environment, and gender influence emotional expression, interpretation, and behavior. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 360Describe research and theories of emotional experience. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 361


Chapter 12: Theories of Personality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 372

Module 29: Perspectives on Personality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 374Understand Personality Perspectives and Issues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 374

Explain stability and change. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 374Discuss psychodynamic theories. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 375Describe social-cognitive theories. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 381Explore self-concept. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 382Learn about humanistic theories. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 383Understand trait theories. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 385Describe biological and situational influences. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 388Consider how individualistic and collectivistic cultural perspectives relate to personality. . . . 390Trace connections to health and work. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 391

Practice Quiz. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 394

Module 30: Assessment and Issues in Personality. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 395Learn about Personality Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 395

Describe different personality assessment techniques and evaluate their reliability and validity. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 395

APPLyInG PSyChoLoGy To EVERyDAy LIFE: Becoming More optimistic . . . . . . . . . . . . . . . . . 400Practice Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 401


Chapter 13: Psychological Disorders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 408

Module 31: Defining Abnormal Behavior . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 410Learn About Perspectives on Abnormal Behavior . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 410

Discuss historical and cross-cultural views of abnormality. . . . . . . . . . . . . . . . . . . . . . . . . . . . 410Explain psychologically abnormal behavior. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 411Describe the challenges associated with diagnosis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 412Explain major models of abnormality. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 412Explain the classification of psychological disorders. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 414Explain how stigma relates to abnormal behavior. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 415Describe the impact of psychological disorders on the individual, family, and society. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 416

Practice Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 417

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Module 32: Types of Psychological Disorders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 418Learn About the Types of Psychological Disorders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 418

Describe symptoms and causes of anxiety disorders. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 418Describe symptoms and causes of dissociative disorders. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 422Describe symptoms and causes of mood disorders. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 423Describe symptoms and causes of eating disorders. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 425Describe symptoms and causes of schizophrenia. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 427Describe symptoms and causes of personality disorders. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 430Discuss how different factors influence an individual’s experience of psychological disorders. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 431


Applications of Psychological Science Domain

Chapter 14: Psychological Therapies and Treatments . . . . . . . . . . . . . . . . . . . . 438

Module 33: Psychological Treatments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 440Understand Perspectives on Treating Psychological Disorders . . . . . . . . . . . . . . . . . . . . . . . . . . . 440

Discuss how psychological treatments have changed over time and among cultures. . . . . . . 440Discuss why psychologists use a variety of treatment options. . . . . . . . . . . . . . . . . . . . . . . . . 441Discuss treatment providers for psychological disorders and the training required for each. . 441

Identify Psychological Treatments and Evaluate Their Effectiveness . . . . . . . . . . . . . . . . . . . . . . 442Understand approaches to psychological treatments. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 442 Evaluate the effectiveness of psychological treatments. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 451Identify other factors that improve the effectiveness of treatment. . . . . . . . . . . . . . . . . . . . . 452

Practice Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 454

Module 34: Biomedical Treatments and Issues in Treatments . . . . . . . . . . . . . . . . . . . 455Identify Biomedical Treatments and Evaluate Their Effectives . . . . . . . . . . . . . . . . . . . . . . . . . . . 455

Understand approaches to biomedical treatments and evaluate their effectiveness. . . . . . . . 455Consider appropriate treatments for different age groups. . . . . . . . . . . . . . . . . . . . . . . . . . . . 460

Consider Legal, Ethical, and Professional Challenges in the Treatment of Psychological Disorders . . 461Learn about ethical challenges involved in delivery of treatment. . . . . . . . . . . . . . . . . . . . . . 461Describe national and local resources available to support individuals with psychological disorders and their families. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 463

APPLyInG PSyChoLoGy To EVERDAy LIFE: Virtual Reality Therapies . . . . . . . . . . . . . . . . . . . . 464Practice Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 465


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Chapter 15: Stress and Health . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 472

Module 35: Stress and Stressors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 474Understand the Causes and Consequences of Stress . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 474

Define stress. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 474Identify and explain sources of stress. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 475Discuss psychological and physiological consequences of stress. . . . . . . . . . . . . . . . . . . . . . . 479

ISSUES In PSyChoLoGy: health Psychology and Stress . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 483Practice Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 485

Module 36: Coping with Stress and Promoting Wellness . . . . . . . . . . . . . . . . . . . . . . . 486Learn Behaviors and Attitudes that Promote health . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 486

Explain ways to promote mental health and physical fitness. . . . . . . . . . . . . . . . . . . . . . . . . . 486Discuss the characteristics of and factors that promote resilience and optimism. . . . . . . . . . 489

APPLyInG PSyChoLoGy To EVERDAy LIFE: Put on a happy Face: Thinking Like an optimist . . 490Explain the differences between effective and ineffective means of dealing with stressors and other health issues. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 491


Chapter 16: Applied Psychology and Psychology Careers . . . . . . . . . . . . . . . . 500

Module 37: Careers in Psychology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 502Identify Educational Requirements for Careers in Psychology . . . . . . . . . . . . . . . . . . . . . . . . . . . 502

Explain degree requirements for psychologists and psychology-related careers. . . . . . . . . . . 503Identify resources to help programs for further study in psychology. . . . . . . . . . . . . . . . . . . . 507

Explore Psychology Career options in a Global World . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 507Identify careers in psychology and psychology-related fields. . . . . . . . . . . . . . . . . . . . . . . . . . 507

Learn About Vocational Applications of Psychological Science . . . . . . . . . . . . . . . . . . . . . . . . . . 510Explain ways in which psychological science addresses domestic and global issues. . . . . . . . 510

ISSUES In PSyChoLoGy: Workplace Violence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 512APPLyInG PSyChoLoGy To EVERDAy LIFE: Techniques Used by Sports Psychologists . . . . . . . 513


Glossary/Glosario . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Gl-1

reFereNCes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . r-1

Credits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Cr-1

NaMe iNdex . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ni-1

subjeCt iNdex . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . si-1

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Prentice Hall Psychology 2nd Edition celebrates the fascinating field of psychology—its science, its history, its mysteries, its applications—by fo-cusing on today’s students. This learner-centered approach encourages

dialogue and recognizes the importance of active engagement inside and outside the classroom. The second edition of Prentice Hall Psychology is uniquely in-tegrated textbook with a media program that awakens students’ curiosity and energizes their desire to learn and succeed.

Learner-Centered, Achievement-Driven Approach

Chapter opening prologues are designed to capture student interest immediately. Taken from a case study or recent events in the news, these open-ers engage students in the material from the very start. The design truly captures students’ imagination and adds to the appeal of the chapter content.

Chapter opening student Voice Videos Chapters now open with vid-eos in which psychology students share personal stories about how the chapter theme directly applies to their lives.

Each module is structured around detailed Module Goals and learning objectives based on APA recommendations. These goals and objectives, which correspond to the APA’s newest National Standards for High School Psy-chology Curricula, provide students and teach-ers with an overview of the major concepts and questions they will encounter. The phrasing of the learning objectives encourages students to think critically about key concepts. Teach-ers can refer to the module goals and learning objectives to determine which sections of the text to emphasize in their courses.

consciousness 135

Module

Describe Other States of Consciousness

10.1 describe hypnosis and issues surrounding its nature and use.

Like sleep, hypnosis and meditation are other examples of states of conscious-ness. Although a lot of misunderstandings exist about hypnosis, it can be a useful tool when properly managed.

how hypnosis Works Hypnosis is a state of consciousness in which a person is especially susceptible to suggestion. There are four key steps in inducing hyp-nosis ( Druckman & Bjork, 1994 ):

1. The hypnotist tells the person to focus on what is being said.

2. The person is told to relax and feel tired.

3. The hypnotist tells the person to “let go” and accept suggestions easily.

4. The person is told to use vivid imagination.

The real key to hypnosis seems to be a heightened state of suggestibility. * People can be hypnotized when active and alert, but only if they are willing to be hypnotized. Only 80 percent of all people can be hypnotized, and only 40 per-cent are good hypnotic subjects. The ability to be hypnotized may lie in the way the brain functions. Using brain-scanning techniques, researchers found that two areas in the brains of highly hypnotizable people, areas associated with decision-making and attention, seem to be more active and connected when compared to people who cannot be hypnotized ( Hoeft et al., 2012 ).

Module Goals

Describe other states of consciousness.

Understand the categories of psychoactive drugs and their effects.

Hypnosis and Drugs 10 Learning Objectives

10.1 Describe hypnosis and issues surrounding its nature and use.

10.2 Understand meditation and relaxation and their effects.

10.3 Describe the nature of flow states.

10.4 Explain how psychoactive drugs act at the synaptic level.

10.5 Evaluate the physiological and psychological effects of psychoactive drugs.

10.6 Describe the major categories of psychoactive drugs and their effects.

10.7 Describe how culture and expectations influence the use and experience of drugs.

hypnosis state of consciousness in which the person is especially susceptible to suggestion.

* suggestibility: being readily influenced.

78 chapter 3

C H A P T E R

Sensation and Perception

Taria Camerino is a pastry chef who experiences music, colors, shapes, and emotions as taste; Jamie Smith is a sommelier, or wine steward, who experiences smells as colors and shapes; and James Wannerton is an information technology consultant who experiences sounds, words, and colors as tastes and textures (Carlsen, 2013, March 18). All three of these individuals have a condition known as synesthesia, a disorder in which the signals from the various sensory organs are processed in the wrong cortical areas, resulting in the sense information being interpreted as more than one sensation. “Synesthesia” literally means “joined sensation.” Recent studies suggest roughly 2%–4% of the population may experience some form of synesthesia. Although the causes of synesthesia are still being in-vestigated, it appears in some forms that signals that come from the sensory organs, such as the eyes or the ears, go to places in the brain where they weren’t originally meant to be or are processed differently. Overall, there is increased communication between sensory regions that results in synesthetes experiencing the world differently than others.

Which of your sensory abilities do you rely on most during a typical day? Are certain senses more important than others depending on the social context or setting?

3

sensation and perception 79

MODULE 7 ▸ SENSATION MODULE 8 ▸ PERCEPTION

Without sensations to tell us what is outside our own mental

world, we would live entirely in our own minds, separate from one

another and unable to find food or any other basics that sustain life.

Sensations are the mind’s window to the world that exists around us.

Without perception, we would be unable to understand what all

those sensations mean—perception is the process of interpreting the

sensations we experience so that we can act upon them.

Why Study

Sensation and Perception?

Watch the Video , at MyPsychLab

CC

Watch the Video on MyPsychLab.com

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student Voice Questions encourage students to stop, to clarify, and to think critically. Written by students for students, these questions create a dialogue between the text and the reader and encourage students to ask similar questions.

thinking Critically discussion prompts are new to the second edition. These prompts encourage students to take what they’ve learned from the text and think about it in more depth, creating a deeper understanding of the topic covered.

6 chapter i

Control: How Can It Be Changed? The focus of control , or the modification of some behavior, is to change a behavior from an undesirable one (such as women avoiding a certain academic major) to a desirable one (such as more equality in career choices).

Professor Cheryan suggests that changing the image of computer program-ming may help increase the number of women choosing to go into this field. Not all psychological investigations will try to meet all four of these goals. In some cases, the main focus might be on description and prediction, as it would be for a personality theorist who wants to know what people are like (description) and what they might do in certain situations (prediction). Some psychologists are interested in both description and explanation, as is the case with experimental psychologists who design research to find explanations for observed (described) behavior. Therapists may be more interested in controlling or influencing behav-ior and mental processes, although the other three goals would be important in achieving this objective.

Although these goals have not really changed over the years since psychol-ogy’s beginnings, the methods of achieving them certainly have changed. In the next section, we’ll take a look at the early pioneers in psychology.

Psychology is a relatively new field in the realm of the sciences; it is only about 130 years old. It’s not that no one thought about what makes people tick before then; on the contrary, many philosophers, * medical doctors, and physi-ologists † thought about little else. Famous philosophers such as Plato, Aristotle, and Descartes wrote about the relationship of the soul (or mind) and the body ( Durrant, 1993 ; Everson, 1995 ; Jackson, 2001 ; Kenny, 1968, 1994 ). Medical doctors and physiologists wondered about the physical connection between the body and the brain. For example, physician Hermann von Helmholtz ( von Helmholtz, 1852, 1863 ) performed groundbreaking experiments in visual and auditory (hearing) perception.

1.2 describe how psychology developed as a science.

in the beginning: Wundt, titchener, and james The efforts to under-stand human behavior actually began in several different places around the world, and the people who were psychology’s pioneers came from very different backgrounds. Eventually these varied ideas were recognized as the beginnings of a new field of inquiry, psychology.

It really all started to come together in a laboratory in Leipzig, Germany, in 1879. It was here that Wilhelm Wundt (VILL-helm Voont, 1832–1920), a physi-ologist, attempted to apply scientific principles to the study of the human mind. In his laboratory, students from around the world were taught to study the structure of the human mind. Wundt believed that consciousness, the state of being aware of external events, could be broken down into thoughts, experiences, emotions, and other basic elements. To inspect these nonphysical elements, students had to learn to think objectively about their own thoughts—after all, they could hardly read someone else’s mind. Wundt called this process objective introspection (the prefix intro means inside and the root word spect means to look), the process of objectively examining and measuring one’s own thoughts and mental activities ( Rieber & Robinson, 2001 ). For example, Wundt might place an object, such as a rock, into a student’s hand and have the student tell him everything that he

◀How long has psychology

been around?

* philosophers: people who seek wisdom and knowledge through thinking and discussion. † physiologists: scientists who study the physical workings of the body and its systems.

268 chapter 8

21.3 outline how culture influences our conceptions of self and identity.

Which is more important to you, your independence or your role as a member of your family? Do you think of yourself as an individual, or do you see yourself as the “third child” of a family? Is it more important for you to meet your own personal goals or to help your friends and family meet their goals?

Whatever your answers to these questions are, it is likely that your answers have been shaped by cultural influences. Some cultures value individualism, meaning that they prioritize individual rights and responsibilities, independence, personal needs and goals, and accepting consequences of personal choices. Other cultures, however, value collectivism. These cultures emphasize the interdepen-dence of all people in a group, and they tend to value group goals and needs more highly than individual goals and needs.

Most cultures are not 100 percent individualist or 100 percent collectivist. It makes sense to think about a scale with pure individualism on one end and pure collectivism on the other end, and most cultures falling somewhere in the middle. It is evident that Western cultures tend to be more individualist, and Eastern (and some developing cultures) tend to be more collectivist.

individualism, Collectivism, and self-Concept Psychologists have found that the degree to which a culture is individualist or collectivist can influence how people in that culture think of themselves. Two prominent re-searchers in cross-cultural psychology, Hazel Markus and Shinobu Kitayama, have spent years comparing how people think and act in individualist countries like the United States and in collectivist countries like Japan. Their research ( 1991 ) strongly supports the idea that people in the United States have an independent self-concept , meaning that Americans view themselves as generally independent from their friends, family members, classmates, and coworkers. They are more likely to describe themselves through references to their indi-vidual goals or desires; for example, an American might say, “I am a scien-tist” or “I am creative.” In contrast, people in Japan have an interdependent self-concept , meaning that Japanese people view themselves in terms of their social roles and relationships. They see themselves as fundamentally connected to their friends, family members, classmates, and coworkers, and they are more likely to describe themselves through references to their social roles. Although an American might say, “I am a scientist,” a Japanese person might say, “I am a daughter and a sister.”

Being brought up in an individualist or collectivist culture can also influ-ence how people think of others. In the United States, we tend to attribute other people’s behavior to their personalities and other internal characteristics rather than to their social positions and other external situations. (Remember the fundamental attribution error Westerners tend to make.) to Chap-ter Seven: Social Psychology, p.242 . But people raised in more collectivist cul-tures are more likely to attribute others’ behavior to situational factors ( Miller, 1984 ). For example, imagine that a man is walking quickly down the sidewalk, pushing aside people who stand in his way and not pausing to excuse himself or apologize. How would you explain this behavior? People from individualist cultures might say that the man is a rude, thoughtless person, whereas people from collectivist cultures would be more likely to consider external reasons for the man’s behavior: They may think that he is late for an important meeting, or he is about to miss his train, or his wife is giving birth and he is trying to get to the hospital before the baby arrives.

Which cultures are individualist, and

which are collectivist?

◀

interdependent self-concept an individual's perception of self as fundamentally connected to others.

independent self-concept an individual's perception of self as entirely independent from others.

collectivism emphasis on the interdependence of all people in a group.

individualism emphasis on individuality, independence, and personal needs.

the biological perspective 63

Somatosensory CortexMotor Cortex

Swallowing

Tongue

Jaw

LipsFace

Eye

Brow

Neck

Thumb

FingersH

andW

ristElb

ow

Arm

Sho

uld

erTru

nk

Hip

Kn

ee

Toes

Intra-abdominalPharynx

TongueJaw

GumsTeeth

LipsFace

NoseEye

Thum

b

Fing

ers

Han

d

Fore

arm

Elbo

wA

rmH

ead

Nec

kTr

un

kH

ipLe

g

Genitals

FIGURE 5.6 the Motor and somatosensory Cortex The motor cortex in the frontal lobe controls the voluntary muscles of the body. Cells at the top of the motor cortex control muscles at the bottom of the body, whereas cells at the bottom of the motor cortex control muscles at the top of the body. Body parts are drawn larger or smaller according to the number of cortical cells devoted to that body part. The somatosensory cortex, located in the parietal lobe just behind the motor cortex, is organized in much the same manner and receives information about the sense of touch and body position.

of the population, this area is in the right frontal lobe.) More specifi cally, this area allows a person to speak smoothly and fl uently. It is called Broca’s area after nineteenth-century neurologist Paul Broca, who fi rst provided widely ac-cepted clinical evidence that defi cits in fl uent and articulate speech result from damage to this area ( Finger, 1994 ). Damage to Broca’s area causes a person to be unable to get words out in a smooth, connected fashion. You can remember this by noting that damage to Broca’s area causes “broken” speech. People with this condition may know exactly what they want to say and understand what they hear others say, but they cannot control the actual production of their own words. Speech is halting and words are often mispronounced, such as say-ing “cot” instead of “clock” or “non” instead of “nine.” Some words may be left out entirely, such as “the” or “for.” This is called Broca’s aphasia . Aphasia refers to an inability to use or understand either written or spoken language ( Goodglass et al., 2001 ).

Wernicke’s Area In the left temporal lobe (again, in most people) is an area called Wernicke’s area , named after the physiologist and Broca’s contemporary, Carl Wernicke, pronounced like ver-ne- (as in necter) -ka, who fi rst studied prob-lems arising from damage in this location. This area of the brain appears to be in-volved in understanding the meaning of words ( Goodglass et al., 2001 ). A person

thinking Critically Phineas Gage went from a mild-mannered railroad worker to a short-tempered and highly aggressive individual after a steel rod was driven through his frontal lobe. Discuss the extent to which his injuries and subsequent behavior change were a result of the biological changes or if they could be due to other “social” causes.

liNK feature It is often difficult for students to make connections from one chapter to topics in other chapters. To help students identify interrelated concepts, through each chapter, whenever one topic has a relationship to another within the text, a symbol is shown, followed by specific chapter and page number cross references. These links refer to content covered within the same chapter, in earlier chapters, or in subsequent chapters—giving students a real sense of the connections throughout the text material.

learner-centered, achievement-driven approach xix

Vocabulary terms and running Glossary To help students rec-ognize and understand the important terms introduced in each chapter, Vocabulary terms are set in bold at first use and ex-plained in the text. Additionally, the terms appear in a running Glossary in the margin of the same page on which they are intro-duced; the term appears in bold along with its definition. In addi-tion, support Vocabulary definitions for tricky terms are provided as footnotes throughout the text.

274 chapter 8

21.5 explain psychological research that examines socioeconomic status.

It is important to take into account other back-ground and culturally influential factors such as socioeconomic status and education level. Another area of awareness should be primary language and, if applicable, degree of acculturation (adapting to or merging with another culture). Psychosocial functioning has been part of the diagnostic pro-cess for some time now, but traditionally, greater attention has been paid to specifically identifying symptoms of pathology * rather than focusing on the environmental factors that influence an indi-vidual’s overall level of functioning ( Ro & Clark, 2009 ). For example, in one recent study, college students of Mexican heritage with migrant farming backgrounds reported more symptoms of anxiety and depression as compared to nonmigrant college students of Mexican heritage ( Mejía & McCarthy, 2010 ). A migrant farming background has been found to be related to increased symptoms of anxi-

ety and depression among college students of Mexican heritage when compared to those without a migrant background.

21.6 explain how privilege and social power structures relate to stereotypes, prejudice, and discrimination.

We’ve seen how stereotypes, a set of characteristics that people believe is shared by all members of a particular social category or group, can be formed by using only superficial information about that person or group of people. When a person holds an unsupported and often negative stereotyped attitude about the members of a par-ticular social group, it is called prejudice . The video In the Real World: Are Stereo-types and Prejudices Inevitable?: Defining Prejudice explains the connection between stereotypes and prejudice.

When prejudicial attitudes cause members of a particular social group to be treated differently than others in situations that call for equal treatment, it is called discrimination . Prejudice is the attitude and discrimination is the behavior that can result from that attitude.

While laws exist to prevent discriminatory behavior, the laws do not prevent some people from holding discriminatory attitudes. Efforts to control or, even eliminate, discrimination have been effective, but what cannot be so easily ad-dressed are the prejudicial attitudes that are the basis of the discrimination.

types of prejudice and discrimination Prejudice and discrimination come in many forms. There’s bullying, negative racial or ethnic attitudes, prejudice against different faith-based perspectives, even against those who don’t have the ideal body weight or shape.

Groups vary in the likelihood that they will be prejudiced against. Outgroups (people you don’t identify with) versus in-groups (people you do identify with) and beliefs about “our team” versus “their team” put others in a position of be-ing a likely target for prejudice ( Brewer, 2001 ; Hewstone et al., 2002 ; Tajfel & Turner, 1986 ).

▲ A migrant farming background has been found to be related to increased symptoms of anxiety and depression among college students of Mexican heritage when compared to those without a migrant background.

stereotype a set of characteris-tics that people believe is shared by all members of a particular social category; a concept held about a person or group of people that is based on superficial, irrelevant characteristics.

prejudice negative attitude held by a person about the members of a particular social group.

discrimination treating people differently because of prejudice toward the social group to which they belong.

Watch the Video , In the Real World: Are Stereotypes and Prejudices Inevitable?: Defining Prejudice , at MyPsychLab

* pathology: the causes of diseases and disorders.


the biological perspective 73

Summary

Listen to an Audio File of your chapter at MyPsychLab

Module 4: The Nervous System understand the structure and function of the nervous system. 4.1 describe the parts of the neuron and understand the

basic process of neural transmission. • Neurons have four primary components: dendrites that

receive input, a soma or cell body, axons that carry the neural message to other cells, and axon terminals that are the site of neurotransmitter release.

4.2 describe the major divisions of the human nervous system. • The central nervous system consists of the brain and the

spinal cord. • There are two systems within the peripheral nervous

system, the somatic nervous system, and the autonomic nervous system.

4.3 identify the mechanisms of, and the importance of, plas-ticity of the nervous system, and describe advances made in neuroscience. • Neuroplasticity refers to the brains ability to modify its structure and function as the result of experience or injury.

understand the structure and function of the endocrine system. 4.4 explain how the endocrine glands interact with the

nervous system. • Endocrine glands secrete chemicals called hormones

directly into the bloodstream, influencing the activity of the muscles and organs.

4.5 outline how hormones influence behavior and mental processes. • Hormones regulate growth, sleep, metabolism, blood

sugar levels, stress reactions, and other physical functions. 4.6 explain how hormones interact with the immune system.

• As the stress continues or increases, the immune system can begin to fail.

Module 5: The Brain understand how the brain is studied. 5.1 describe tools used to study the brain and nervous system.

• Early scientists examined brains of people who had died. Modern scientists perform tests on people with brain scan and imaging technology.

describe the functions of parts of the brain. 5.2 understand the structures and functions of the various

parts of the central nervous system. • Structures of the hindbrain control life-sustaining

functions, sleep, arousal, and movement. • The structures of the limbic system are involved in

emotions, motivation, and learning. • The cortex processes sensory information, controls vol-

untary muscles, and performs higher mental functions. 5.3 explain how lateralization differentiates the hemispheres

of the brain. • Studies with split-brain patients reveal that the left side

of the brain controls language, writing, logical thought, analysis, and mathematical abilities.

• The right side of the brain controls emotional expres-sion, spatial perception, and recognition of faces.

5.4 describe various issues and advances in neuroscience and genetics.

applying psychology to everyday life: paying attention to attention-deficit/hyperactivity disorder

• ADHD is often diagnosed in children. Multiple causes are possible including genetic, environmental, and sev-eral differences in brain structure and function.

Module 6: Heredity, Environment, and Adaptation understand the interaction between biological factors and experience. 6.1 explain the relationship between heredity and

environmental factors in determining development. • Our thoughts and behaviors are affected not only by

biological predispositions but also by the infl uence of our parents, our peers, and the cultures in which we participate.

6.2 understand the role of chromosomes and genes in determining the transmission of traits and the inheritance of disorders. • DNA molecules form genes, which interact to determine

many of our physical traits and predispositions. 6.3 describe the infl uence of evolved tendencies on behavior.

• Charles Darwin’s theory of natural selection can explain human behaviors like avoiding dangerous animals.

C H A P T E R 2

Vocabulary terms neuron p. 42 dendrites p. 42 soma p. 42 axon p. 43 myelin p. 43 action potential p. 43 neurotransmitters p. 44 synapse p. 44 central nervous system p. 47 neuroplasticity p. 48 peripheral nervous system p. 48 autonomic nervous system p. 49

sympathetic division p. 49 parasympathetic division p. 50 hormones p. 51 pituitary gland p. 51 adrenal gland p. 51 lesioning p. 55 electroencephalograph p. 57 medulla p. 58 pons p. 58 reticular formation (RF) p. 58 cerebellum p. 59 thalamus p. 60

hypothalamus p. 60 homeostasis p. 60 hippocampus p. 60 amygdala p. 60 cortex p. 61 occipital lobe p. 62 parietal lobe p. 62 somatosensory cortex p. 62 temporal lobe p. 62 frontal lobe p. 62 motor cortex p. 62

association areas p. 62 nature p. 68 nurture p. 68 gene p. 69 chromosome p. 69 dominant p. 69 recessive p. 69 natural selection p. 71

Each chapter contains a content summary and a comprehensive list of Vocabulary terms used in that chapter, allowing students to review key terms quickly and locate each term within the text.

practice Quizzes are included at the end of each module. Each quiz features 10 multiple-choice ques-tions designed to assess students’ comprehension of module material. Practice quizzes encourage students to stop, review, and reinforce their learning before moving on to a new module. Answers are provided in the Teacher Edition of this text.

the science of psychology 15

Practice Quiz

Study Help Note: These practice quizzes are spaced throughout each chapter to give you an opportunity to check your understanding of the material in each section and provide practice for exams.

Pick the best answer.

6. Which perspective offers the best explana-tion for schizophrenia?

a. psychodynamic b. behavioral c. biopsychological d. humanistic

7. Wesley has learned that if he cries with his mother in public, she will often get him a new toy or a piece of candy to quiet him. Which of the following perspectives is as-sociated with john Watson’s ideas to explain Wesley’s behavior?

a. psychodynamic b. cognitive c. behavioral d. biopsychological

8. Which perspective would a researcher be taking if she were studying a client’s early childhood experiences and his resulting development of self?

a. psychodynamic b. cognitive c. behavioral d. evolutionary

9. Which of the following professionals in psychology has no medical training but has a doctoral degree?

a. psychiatrist b. psychiatric nurse c. psychiatric social worker d. psychologist

10. if dr. swasey is like most psychologists, where does she probably work?

a. university/college b. self-employed c. federal government d. state or local government

1. in the definition of psychology, mental processes means

a. internal, covert processes b. unconscious processes c. outward or overt actions and reactions d. only human behavior

2. dr. baker designs an experiment for studying lab rats’ reactions to energy drinks in rela-tion to problem solving. dr. baker is most interested in the goal of

a. description b. explanation c. prediction d. control

3. Who was the first woman to complete the coursework for a doctorate at harvard university?

a. Mary Whiton Calkins b. Mary Cover Jones c. Margaret Washburn d. Eleanor Gibson

4. Which of the following early psychologists would have been most likely to agree with the statement, “the study of the mind should focus on how it functions in everyday life”?

a. Wilhelm Wundt b. William James c. John Watson d. Sigmund Freud

5. Which of the following perspectives focuses on the biological bases of universal mental characteristics?

a. humanistic b. behavioral c. psychodynamic d. evolutionary

GL-1

Glossary/Glosario A absolute threshold: the lowest level of stimulation that a

person can consciously detect 50 percent of the time the stimulation is present. 81 umbral absoluto: nivel más bajo de estimulación que puede percibir la persona de manera consciente el 50 por ciento de las veces que la estimulación está presente.

acculturation: the process of adapting to a new or different culture. 267 aculturación: proceso de adaptación a una cultura nueva o diferente.

acculturative stress: stress resulting from the need to change and adapt a person’s ways to the majority culture. 478 estrés cultural: estrés que resulta de la necesidad de cam-biar y adaptar la manera de ser de una persona a la cultura mayoritaria.

acquired (secondary) drives: those drives that are learned through experience or conditioning, such as the need for money or social approval. 347 impulsos adquiridos (secundarios): impulsos que se apren-den mediante la experiencia o el condicionamiento como, por ejemplo, la necesidad de tener dinero o la aprobación social.

action potential: the release of the neural impulse, consisting of a reversal of the electrical charge within the axon. 43 potencial de acción: liberación del impulso neural consis-tente en la inversión de la carga eléctrica dentro del axón.

action therapy: therapy in which the main goal is to change disordered or inappropriate behavior directly. 441 terapia activa: tipo de terapia cuyo fin principal es cambiar directamente una conducta desordenada o inapropiada.

activation-information-mode model AIM hypothesis (AIM): revised version of the activation-synthesis explanation of dreams in which information that is accessed during waking hours can have an influence on the synthesis of dreams. 133 modelo activación-información-modulación: versión re-visada de la explicación de los sueños “activación-síntesis”, según la cual la información que se recibe durante las horas de vigilia puede tener influencia en la síntesis de los sueños.

activity theory: theory of adjustment to aging that assumes older people are happier if they remain active in some way, such as volunteering or developing a hobby. 181 teoría de la actividad: teoría de adaptación al envejeci-miento que supone que las personas mayores son más felices si permanecen activas de alguna manera, como, por ejemplo, haciendo servicios de voluntariado o desarrol-lando algún pasatiempo.

acute stress disorder (ASD): a disorder resulting from expo-sure to a major stressor, with symptoms of anxiety, disso-ciation, recurring nightmares, sleep disturbances, problems in concentration, and moments in which people seem to “relive” the event in dreams and flashbacks for as long as one month following the event. 421

trastorno de estrés agudo: trastorno que se produce tras someterse a un factor estresante mayor, y que produce síntomas de ansiedad, disociación, pesadillas recurrentes, perturbaciones del sueño, problemas de concentración y momentos en los que la persona parece “revivir” el suceso en sueños y reviviscencias durante periodos de hasta un mes después de ocurrido el evento.

adaptive theory: theory of sleep proposing that animals and humans evolved sleep patterns to avoid predators by sleep-ing when predators are most active. 125 teoría de adaptación: teoría del sueño que propone que los animales y los seres humanos desarrollaron patrones de sueño para evitar a los depredadores, al dormir cuando los depredadores están más activos.

adolescence: the period of life from about age 13 to the early 20s, during which a young person is no longer physically a child but is not yet an independent, self-supporting adult. 176 adolescencia: periodo de la vida comprendido, más o me-nos, entre los 13 y pasados los 20 años de edad, en el que la persona deja de ser físicamente un niño, pero no se ha convertido aún en un adulto independiente que se mantiene a sí misma.

adrenal gland: endocrine glands located on top of each kid-ney that secrete over 30 different hormones to deal with stress, regulate salt intake, and provide a secondary source of sex hormones affecting the sexual changes that occur during adolescence. 51 glándulas suprarrenales: glándulas endocrinas ubicadas en la parte superior de cada riñón y que secretan más de 30 hormonas distintas para afrontar el estrés, regular la in-gesta de sal y suministrar una fuente secundaria de hormo-nas sexuales que intervienen en los cambios sexuales que se producen en la adolescencia.

affect: in psychology, a term indicating “emotion” or “mood.” 424 afecto: en psicología, término que indica “emoción” o “estado de ánimo”.

aggression: behavior intended to hurt or destroy another person. 251, 491 agresión: acciones destinadas a dañar o destruir a otra persona.

agoraphobia: fear of being in a place or situation from which escape is difficult or impossible. 419 agorafobia: temor a estar en un lugar o en una situación de la cual es imposible o muy difícil escapar.

algorithms: very specific, step-by-step procedures for solving certain types of problems. 318 algoritmos: procedimientos muy específicos, paso a paso, para resolver determinados tipos de problemas.

alpha waves: brain waves that indicate a state of relaxation or light sleep (drowsing). 126 ondas alfa: ondas cerebrales que indican un estado de rela-jación o sueño ligero (somnolencia).

All vocabulary terms set in bold in the text also appear in a Glossary at the end of the book. To provide further support for students, including those whose first language is Spanish, the Glossary/Glosario at the end of the book lists key terms and definitions in English along with those same key terms and definitions in Spanish.

Mypsychlab icons indicate that students can find related video, podcasts, simulations, practice quizzes, and more within MyPsychLab to expand their learning. There are many more resources available within MyPsychLab than those highlighted in the book, but the icons draw attention to some of the most high interest materials available at www.mypsychlab.com.

For a complete overview of Mypsychlab, see pages xxiv-xxv.

Study and Review at mypsychlab

Listen to the Audio File at mypsychlab

Watch the Video at mypsychlab

Map the Concepts at mypsychlab

Complete the Survey at mypsychlab

Participate in the Experiment at mypsychlab

xx learner-centered, achievement-driven approach


other features of each chapter include special sections covering interesting topics related to the material, especially topics of diversity and cultural interest: Classic Studies in Psychology, Psychology in the News, and Issues in Psychol-ogy. These are not set off from the text in boxes, making it more likely that students will read the enriching material. Questions for Further Study allow students to think critically about the content they have just read.

assessments are also found at the end of each chapter. These end-of-chapter tests assess students’ comprehension of key points and provide students a variety of opportunities to strengthen their analytical skills. Each test features a vocabulary review section; a proj-ect assignment that allows students to participate in a hands-on project or experiment related to the chapter mate-rial; a tech alternative that integrates technology into assessing and applying the content; a short essay question that encourage students to think critically about psychology topics; and an ex-tensive multiple-choice assessment aligned to the chapter learning objectives.

116 chapter 3

Study and Review at MyPsychLab

Assessment C H A P T E R 3

1. sensation 2. perception 3. cones 4. pinna 5. olfaction 6. pitch 7. accommodation 8. bottom-up processing 9. contiguity

10. linear perspective

Vocabulary review Match each vocabulary term to its definition.

a. The method by which the sensations experienced at any given moment are interpreted and organized in some meaningful fashion.

b. As a monocular clue, the brain’s use of information about the changing thickness of the lens of the eye in response to looking at objects that are close or far away.

c. The tendency for parallel lines to appear to converge on each other. d. Visual sensory receptors found at the back of the retina, responsible for color vision and

sharpness of vision. e. The visible part of the ear. f. The analysis of the smaller features to build up to

a complete perception. g. The sensation of smell. h. The process that occurs when special receptors in the sense organs are activated, allowing

various forms of outside stimuli to become neural signals in the brain. i. Psychological experience of sound that corresponds to the frequency of the sound waves. j. The tendency to perceive two things that happen close together in time as being related.

psychology project How important are binocular depth cues? Perform this experiment to see what happens to your sense of depth perception when you close one eye.

Materials: • a partner • a beanbag or a small, soft ball • a pencil and paper

instructions: 1. Determine which partner will be the pitcher and which

partner will be the catcher. 2. Stand several feet away from your partner in a clear area. 3. Have the pitcher throw the beanbag gently to the catcher

ten times in a row. The catcher should keep both of his or her eyes open. Count how many throws are caught, and record that number on the paper.

4. Have the catcher close one eye. The pitcher should throw the beanbag gently to the catcher ten more times while the catcher’s eye remains closed. Count how many throws are caught, and record that number on the paper.

5. Switch roles and repeat the experiment. Compare your results to your partner’s.

6. Discuss the results. Was it easier to catch the beanbag with two eyes open or with one eye open? What mon-ocular and binocular depth cues did you use during the activity? Which cues were not?

tech alternative Go to the following web site and try the online depth percep-tion test: http://www.mediacollege.com/3d/depth-perception/test.html

How difficult was it to see the images that were described? Describe a situation in which depth perception would be very important. What would you say to a friend that had difficulty with the online test and found they had no depth perception?

essay Question Jonah, his wife Alana, and their son Rory are on a family road trip. The trip is difficult for all of them: Jonah needs to wear glasses when he drives because he cannot see objects clearly from a distance. Alana is unable to drive because she has difficulty distinguishing red traffic lights from green traffic lights. Both Jonah and Alana complain that Rory’s loud music is making their ears ring. After a few hours in the car, Rory feels nauseated and dizzy. In an essay, give detailed explana-tions of potential biological causes for two of the following:

a. Jonah’s poor eyesight b. Alana’s difficulty distinguishing red from green c. Jonah’s and Alana’s ringing ears d. Rory’s nausea and dizziness

sensation and perception 117

1. you notice that you have to add 1 onion to your pot of chili that already has 5 onions mixed in it to notice a dif-ference. according to Weber’s law, how many onions would you have to add to notice a difference if you are making twice as much chili with 10 onions?

a. 1 b. 2

c. 4 d. 5

2. a study purportedly conducted by james Vicary teaches us what about the power of subliminal perception and its effect on advertising?

a. Subliminal advertising can profoundly affect a consumer’s decision-making process.

b. Subliminal advertising affects a consumer’s decision-making process but only when it involves comfort foods such as popcorn and soda.

c. Subliminal advertising is effective. d. Subliminal advertising was never supported. 3. you detect the strong smell of cedar when you enter

a furniture store. however, after a short while in the store, you no longer can detect the smell. this process is known as

a. sensory adaptation. b. habituation.

c. perceptual constancy. d. accommodation.

4. Which of the following terms refers to the amplitude of a light wave?

a. color b. brightness

c. pitch d. hue

5. surgically correcting a patient’s vision through lasiK is making adjustments to the patient’s

a. cornea. b. lens.

c. retina. d. iris.

6. What part of the eye hardens as we age? a. rods b. cones

c. lens d. vitreous humor

7. a deer’s inability to quickly respond to the headlights of an approaching car is due to what sensory phenomenon?

a. dark adaptation b. light adaptation

c. afterimage d. opponent-process theory

8. the hammer, the anvil, and the stirrup are part of the a. outer ear. b. middle ear.

c. inner ear. d. cochlea.

9. john has played his music loudly for years. Now he has a continuous ringing in both of his ears. What would john probably be diagnosed with?

a. Tinnitus b. Conduction-based hearing impairment c. Damage to the pinna d. Regardless of the disorder, John will ultimately require a

cochlear implant. 10. studies show that taste preference can typically begin a. before a baby is born. b. in the first 3–6 months.

c. by age 1. d. during preschool.

11. jude’s nose has been stopped up for several days. What effect, if any, might his cold have on his sense of taste?

a. His sense of taste will be increased. b. His sense of taste will be dulled.

c. His sense of taste will get better. d. His sense of taste will be no better or worse. 12. if a child suffers from congenital analgesia, why must he

or she be careful when playing outside? a. The child often cannot hear sounds. b. The child cannot feel pain. c. The child cannot react to a dangerous situation. d. The child’s sense of smell does not work properly. 13. if tabitha closes her eyes when she rides in her parent’s

car, she can still tell that the car is moving. this is because of the movement of tiny crystals in the

a. outer ear. b. inner ear.

c. pinna. d. middle ear.

14. When a child stops spinning, he or she often feels like his or her head is still spinning. What is responsible for this sensation?

a. fluid still rotating in the semicircular canals b. proprioceptors c. compression of the otolith organs d. disruption of the otolith crystals 15. little Karla is with her mother at the docks waiting for

her daddy to return from his naval deployment. While the boat is still a ways out, her mother says, “there is daddy’s boat.” Karla is confused. she cannot understand how her dad can be on a boat that is so small. it’s safe to assume that Karla does not yet understand

a. size constancy. b. shape constancy.

c. brightness constancy. d. color constancy.

16. xx xx xx xxxxxx xx xx xx xxxxxx xx xx xx xxxxxx seeing three columns of xs on the left versus three rows

of xs on the right can be explained by the Gestalt prin-ciple of __________.

a. closure b. similarity

c. proximity d. contiguity

17. as you watch a jet fly high overhead, it seems to slowly pass by. What monocular depth cue best explains this?

a. motion parallax b. linear perspective

c. overlap d. texture gradient

18. the Müller–lyer illusion is influenced greatly by one’s a. age. b. gender.

c. level of intellect. d. culture.

19. allison opened her new jigsaw puzzle but soon realized that she had the same puzzle when she was a child. With her past experience to rely upon, allison will probably use __________ to help her reassemble the puzzle.

a. bottom-up processing b. top-down processing

c. perceptual expectancy d. perceptual set

20. Kip enjoys watching a friend run with a sparkler and the momentary trail of light that seems to be left behind. Which aspect of our visual system best explains this trail of light?

a. lateral inhibition b. microsaccades

c. persistence of vision d. achromatopsia

test yourselfReady for your test? More quizzes and a customized plan. Study and Review at MyPsychLab

Pick the best answer.

342 chapter 10

10C H A P T E R

Concept Summary: Cognition:

Learning Objectives

Understand the Basic Elements of Thought

conceptsare ideas that represent a class or category of objects, events, or activities.

problem solving

mental imagesare picture-like mental representations that stand in for objects or events.

thinking (cognition)is mental activity that goes on in the brain when a person is organizing and attempting to understand information and communicating information.

pp. 314–321

• creativity: divergent thinking

• a mechanical solution relies on trial-and-error and may involve solving by rote, or a learned set of rules.

• a heuristic is a simple “rule of thumb” that is intended to apply to many situations

• insight is an instance when the solution to a problem seems to come to mind suddenly.

• to human and to an extent nonhuman animals

Learning Objectives

Learn about Obstacles Related to Thought

obstacles to problem solving

pp. 322–323

• functional fixedness

• mental set

• confirmation bias

The solution to the string problem is to use the pliers as a pendulum toswing the second string closer to you.

25.2 25.325.1

25.4

512 chapter i6

issues in psychology: Workplace Violence

Acts of violence in the workplace have increased dramatically in the past few decades—nearly tripling in the 1980s alone ( Baron, 1993 ). Psycholo-gists are devoting time and energy to studying the reasons for this vio-lence and are looking for ways to recognize and prevent future incidents. Some highlights from research in workplace violence show that people in some types of jobs face a higher probability of becoming a victim of a crime because of the characteristics of the job. For example, three of the most likely occupations are police officers, corrections officers, and taxi drivers ( Centers for Disease Control and Prevention, 2009 ). For taxi drivers (along with convenience-store clerks), it is the availability of cash and the solitary nature of the job that entices many criminals to attempt robbery. In the case of police and correctional officers, violence is part of the very nature of their job. Consider the following statistics:

• Between 1992 and 2006, there were 11,613 workplace homicide victims reported.

• Of those homicides, 11.6 police officers out of every 100,000 were killed on the job compared to the national average for all occupa-tions of 4.0 out of every 100,000.

• From 2004 to 2008 there was an average of 564 work-related homi-cides each year—10 percent of all fatal work injuries.

• Four out of every 5 homicide victims in 2008 were male.

• Men were more likely to be killed by a stranger, whereas women were more likely to be killed by a relative or personal acquaintance.

▲ The aftermath of workplace violence: A somber crowd gathers at a candlelight vigil Sunday, August 8, 2010, in honor of the victims of a workplace shooting at a Connecticut beer distribution company, which took place on August 3, 2010. Less than one week prior to this vigil, Omar Thornton killed eight coworkers and wounded two others before killing himself at the Hartford Distributors building.

learner-centered, achievement-driven approach xxi

Concept summaries, at the end of each chapter, provide students with a graphic summary of the chapter’s content. By pulling the content together in this highly visual manner, students will better understand the connections and grasp how the chapter material fits together.

cognition: thinking and intelligence 343

Map the Concepts at Mypsychlab

Learning Objectives

Compare and Contrast Perspectives on Intelligence

Gardner (1990s)proposed a theory of multiple intelligences

spearman (1904): g-factorrefers to general intelligence, s-factor refers to task-specific intelligence in a general area.

intelligenceis the ability to learn from one’s experiences, acquire knowledge, and use resources effectively in adapting to new situations or solving problems.

pp. 325–329

sternberg’s triarchic theory (1980s):analytical intelligence, creative intelligence, and practical intelligence

intellectual disabilityis a condition in which a person’s behavioral and cognitive skills exist at an earlier devel-opmental stage than the skills of others who are the same chronological age.

giftedis a term used to describe the population falling on the upper end of the normal curve and typically possessing an IQ of 130 or above.

Learning Objectives

Learn How Intelligence Is Measured

pp. 330–334

• stanford-binet intelligence scales: IQ was originally determined by dividing mental age by chronological age and multiplying by 100.

• the Wechsler intelligence tests, designed for specific age groups, use scores derived from both verbal and nonverbal subtests to determine an overall score

• a good test must be both reliable and valid.

Learning Objectives

Consider Key Issues in Intelligence Research

heredity and environment can both affect intelligence.

cultural bias is the tendency of IQ tests to reflect, in language, dialect, and content, the culture of the test designer(s).

pp. 334–337

intelligence testing

Thinking and Intelligence

26.2 26.326.1

26.5 26.626.4

26.826.7


The Teacher’s Edition of Prentice Hall Psychology 2nd Edition contains teaching tips, classroom activities, and other valuable materials designed to support teachers as they use this program in the classroom. Each page of the Student Edition is reproduced in this wraparound edition and annotated with additional information developed by high school teachers for high school teachers—including lesson-plan ideas, discussion questions, background information that expands on the material presented in the Student Edition, and strategies for adapting instruction to meet the needs of diverse learners. The supplementary information and creative teaching ideas in the Teacher’s Edition help teachers save valuable time before, during, and after class.

Teaching and Learning Package

Teacher’s Resource DVD with Interactive PowerPoint Slides The Teacher’s Resource Manual, Test Bank, TestGen®, and PowerPoint Slides, are available on the Teacher Resource DVD, which provides a convenient way for teachers to access key supplementary materials at home or at school. The DVD includes Interactive PowerPoint Slides. The slides are designed to bring the text’s powerful design right into the classroom, drawing students into the lesson and providing wonderful interactive activities, visuals, and videos.

The Teacher’s Resource Manual offers an in-depth collection of resources. For each module, you’ll find activities, exercises, assignments, and handouts for in-class use, as well as guidelines on integrating the many Pearson media resources into your classroom and syllabus. The electronic format features click-and-view hot links that allow teachers to quickly review or print any resource from a particular chapter. This resource saves prep work and helps maximize classroom time.

xxii

2 Chapter 1 The Science of Psychology

CHAPTER 1 • Module 1

2 chapter i

C H A P T E R

The Science of Psychology

Most people think of psychology as the study of weird people and odd behavior. But in reality, psychology is much, much more: the study of how each of us thinks, feels, and acts in our everyday life. You may not realize it, but you use psychology every day: when you correct a child’s behavior, teach a pet a new trick, get a salesperson to give you what you want, or fall victim to a spam email come-on. It’s psychology in action when you talk with a friend or relative when he or she is feeling down. Psychology is involved in both the tragedy of a person who commits an act of violence or terrorism for no apparent reason—and in our reaction to that horrifying act, from everyday actions and interactions to the rarer triumphs and tragedies of life, psychology is all around us.

How would you define psychology? What do you hope to learn about psychology, yourself, and others after taking this course?

1

CORRELATION TO APA STANDARDS FOR CHAPTER 1 IA: PERSPECTIVES IN PSYCHOLOGICAL SCIENCE IA-1. Development of psychology as an empirical science pp. 4 – 13 IA-2. Major subfields within psychology pp. 13 – 14

IB: RESEARCH METHODS, MEASUREMENT AND STATISTICS IB-1. Research methods and measurements used to

study behavior and mental processes pp. 16 – 26 IB-2. Ethical issues in research with human and

non-human animals pp. 25 – 26 IB-3. Basic concepts of data analysis pp. 28 – 34

Launch the Chapter CHAPTER GOALS AND LEARNING OBJECTIVES

Module 1 Psychology: Historical Development and Perspectives

Trace the development of psychology as a field of study, and identify psychology’s four primary goals as a science.

1.1 Defi ne psychology as a fi eld of study, and identi-fy psychology’s four primary goals as a science.

1.2 Describe how psychology developed as a science.

1.3 Describe the perspectives used to understand psychology today.

1.4 Explain how psychology developed as a scientifi c discipline.

Identify psychology’s subfields.

1.5 Describe the important subfi elds of psychology.

1.6 Discuss the value of research with human and nonhuman animals.

1.7 Describe the role psychology plays in improving both society and people’s lives.

Module 2 Research Methods and Ethics

Understand research methods and measurements.

2.1 Describe the scientifi c method and how it is applied to psychology.

2.2 Describe and compare the various research methods.

2.3 Defi ne procedures used to improve the validity of research fi ndings.

Consider ethical issues in research.

2.4 Discuss the purpose of nonhuman animal re-search in psychology.

2.5 Identify ethical standards for research in psychol-ogy with human participants.

2.6 Identify ethical guidelines for research in psy-chology with nonhuman animals.

Module 3 Statistics

Learn the basic concepts of data analysis.

3.1 Defi ne descriptive statistics and explain how they are used to analyze data.

3.2 Interpret graphical representations of data.

3.3 Defi ne correlation coeffi cients and explain how they are interpreted.

3.4 Explain inferential statistics.

3.5 Explain how validity and reliability relate to data analysis.

3.6 Describe forms of qualitative data and explain how they are used by psychological scientists.

CHAPTER 1 • Module 1

the science of psychology 3

Psychology not only helps you understand why other people do the things they do, it also helps you better understand yourself and your reactions to other people. Psychology can help you understand how your brain and body are connected, how to improve your learning abilities and memory, and how to deal with the stresses of life, both ordinary and extraordinary. In studying psychology, an understanding of the methods psychologists use is important because research can be flawed, and knowing how research should be done can bring those flaws to light. Finally, psychology and its research methods promote critical thinking, which can be used to evaluate not just research but also claims of all kinds, including those of advertisers and politicians.

Why Study Psychology?

MODULE 1 ▸ PSYCHOLOGY: HISTORICAL DEVELOPMENT AND PERSPECTIVES

MODULE 2 ▸ RESEARCH METHODS AND ETHICS MODULE 3 ▸ STATISTICS

Watch the Video , at MyPsychLab

CC

Chapter 1 The Science of Psychology 3

Teacher Prep Psychology is defined as the scientific study of behavior and mental processes. The goals of psychol-ogy are to describe, explain, predict, and control the behaviors and mental processes of both humans and animals. The goals of psychology can be thought of in terms of what, why, when, and how behaviors and mental processes occur.

The field of psychology is relatively new (around 125 years old) but has its origins in the much older fields of physiology and philosophy.

Today there are eight major perspectives within the field of psychology: (1) psychodynamic, (2) behavior-ism, (3) humanistic, (4) cognitive, (5) sociocultural, and (6) biopsychological, (7) biopsychosocial, and (8) evolutionary.

Psychologists use the scientific method to reduce bias and error in their observations. The steps of the scientific method include asking a question, turning the question into a hypothesis (a statement about what someone believes is the actual answer), testing the hypothesis, drawing a conclusion, and report-ing the findings. The findings can then be further strengthened if other researchers conduct a study and draw the same conclusions as you did—in other words, if other researchers replicate your findings. The method used to test the hypothesis depends on which of the four goals of psychology you are at-tempting to achieve.

Psychology also plays in important role in benefiting society and improving people’s lives through re-search and the application of research findings to address problems that individuals and groups are facing.

SCHEDULING 1 Period = 50 min. 1 Block = 90 min.

Semester Course (18 weeks/90 days) Periods/Blocks

Full-Year Course (36 weeks/180 days) Period/Blocks

Module 1 2 1 4 2

Module 2 2 1 4 2

Module 3 2 1 4 2

Total Days for Chapter 6 3 12 6

DIFFERENTIATED INSTRUCTION KEY

Look for these symbols to help you adjust steps in each lesson to meet your students’ needs.

L1 Special Needs

L2 Basic

ELL English Language Learners

LPR Less Proficient Readers

L3 All Students

L4 Advanced Students

A01_CICC0578_02_SE_FM.indd 22 11/26/14 12:50 AM

The Test Bank contains a primary test bank with more than 3,000 questions. Each chapter includes a Total Assessment Guide that lists all of the test items in an easy-to-reference grid. The Total Assessment Guide organizes all test items by learning objective and question type (remem-ber the facts, understand the concepts, and ap-ply what you know).

An additional feature of this test bank is the inclusion of rationales for the correct answer and the key distracter in the multiple-choice ques-tions. The rationales help teachers further evalu-ate the questions they are choosing for their tests, giving them the option to use the ratio-nales as an answer key for their students.

The Prentice Hall Psychology test bank comes with TestGen®, a powerful assessment-generation program that allows teachers to create and print quizzes and exams. This easy-to-use, customizable program enables teachers to view, edit, and add questions; transfer ques-tions to test; print multiple tests for each chap-ter; and print multiple versions of tests.

Interactive PowerPoint Slides bring the text’s powerful design right into the classroom, drawing students into the lesson and providing wonderful interactive activities, visuals, and videos. The slides are built around the program learn-ing objectives and offer multiple pathways or links between content areas.

How to Access Resources

Most of the teacher supplements and resources for this text are available electronically for download to qualified adopters from the Pearson Instructor Resource Center (IRC). Upon adoption or to preview, please go to www .pearsonschool.com/access_ request, select “We need IRC Access”, then complete the form under Option 1. Teachers will be required to complete a brief one-time registration subject to verification of educator status. Upon verification, access information and instructions will be sent via email. Once logged into the IRC, enter 9780133980578 in the “Search our Catalog” box to locate these resources.

teaching and learning package xxiii

A01_CICC0578_02_SE_FM.indd 23 11/26/14 12:50 AM

MyPsychLabEngage, Assess, Succeed

What is Mypsychlab? Mypsychlab is a dynamic, easy-to-use learning and assessment tool that provides a wealth of resources for Pren-

tice Hall Psychology 2nd Edition geared to meet the diverse needs of today’s students and teachers. Mypsychlab offers many accessible tools that encourage students to read their text and help them improve results. It combines original online materials with powerful online assessments to engage students, assess their learning, and help them succeed. Mypsychlab helps ensure students are always learning and always improving.

pearson etext and audio textbook

• pearson etext offers a complete inter-active student text online. Students can navigate page-by-page, move directly to a chapter or section, or use the search feature to locate all references throughout the entire book. Pearson’s interactive eText allows students to highlight, add study notes, bookmark pages, and access multi-media—videos, simulations, glossary—all at the point of use.

• audio textbook provides the complete Prentice Hall Psychology text in audio format.

• The audio text can be used stand-alone or in conjunction with the print textbook to help students read and understand each concept.

interactive study tools and assignments

MyPsychLab provides a wealth of interactive study tools to support a variety of student learning styles. Students will find video clips, simulations, animations, podcasts, flash cards, and more.

• downloadable Flash Cards are another quick and easy way for students to quiz themselves on key content.

• psychology library offers numerous student tools and resources, including study skills and plagiarism tutorials, an APA documentation guide, and more.

xxiv


NeW! dynamic study Modules, which assess student performance and activity in real time, and using data and analytics, personalize content to reinforce concepts that target each student’s strengths and weaknesses.

NeW! Writing space, a single place to create, track, and grade writ-ing assignments, provide writing resources, and exchange meaning-ful, personalized feedback with students, quickly and easily, including autoscoring for practice writing prompts. Plus, Writing Space has inte-grated access to Turnitin, the global leader in plagiarism prevention.

assessments and pearson Gradebook

For each chapter of the book, MyPsychLab offers a pre-test, post-test, and chapter exam. Based on the results of the pre-test, MyPsychLab creates a customized study plan for each student, identifying areas of strength and weakness and providing extra support where needed. With the Pearson GradeBook, students can follow their own progress and teachers can monitor the work of the entire class. Automated grading of these tests and assignments helps both students and teachers save time and improve results.

how to access Mypsychlab

MyPsychLab with Pearson eText is an online homework, tutorial, and assessment system that improves results by help-ing students better master concepts and by providing educators a dynamic set of tools for gauging individual and class performance. Its immersive experiences truly engage students in learning, helping them to understand course material and improve their performance. And MyPsychLab comes from Pearson—your partner in providing the best digital learning experiences.

Upon textbook purchase, students and teachers are granted access to MyPsychLab with Pearson eText. High school teachers can obtain preview or adoption access for MyPsychLab in one of the following ways:

preview access

• Teachers can request preview access by visiting pearsonschool.com/access_request. Select Initial Access then using Option 2, select your discipline and title from the drop-down menu and complete the online form. Preview Access information will be sent to the teacher via e-mail.

adoption access

• With the purchase of a textbook program that offers a media resource, a Pearson Adoption Access Card, with student and teachers codes and a complete Instructor’s Manual, will be delivered with your textbook purchase. ISBN 9780133540871

• Ask your sales representative for an Adoption Access Code Card/Instructor Manual package ISBN: 9780133540871

or

• Visit pearsonschool.com/access_request. Select Initial Access then using Option 3, select your discipline and title from the drop-down menu and complete the online form. Access information will be sent to the teacher via e-mail.

students, ask your teacher for access.

mypsychlab xxv


WILLIAM ELMHORST is a psychology teacher at Marshfield High School in Marshfield, Wis-consin. He received his Master of Arts in Education from Viterbo University in La Crosse, Wisconsin, and his Master of Science in Education Administration from the University of Wisconsin-Superior in Supe-rior, Wisconsin. Will has been teaching Psychology for 24 years and is also a reader for the College Board’s AP Psychology exam. He served as the National Chair of the APA affiliate board TOPSS in 2009, has pub-lished several articles on best practices in teaching psy-chology, and has authored Pearson Education’s AP* Test Prep Series: AP Psychology workbook. Will also teaches an online Introduction to Psychology class for the University of Wisconsin Colleges. His research in-terests are diverse, and he is currently researching late 19th century science fiction, with a focus on psychol-ogy in the works of H. G. Wells. During time off from teaching, he enjoys travel with his sons and spending time outdoors.

KATHERINE MINTER, BS, MA, served as National Chair of the American Psychological Asso-ciation’s Teachers of Psychology in Secondary Schools (APA-TOPSS) in 2010 and has shared her knowledge and ideas with fellow teachers since 1992. Experi-enced in classroom teaching at high schools and com-munity colleges, she currently teaches at Westwood High School, Round Rock Independent School Dis-trict, near Austin, Texas. Katherine has taught Psy-chology, Advanced Placement (AP) Psychology, and International Baccalaureate (IB) Psychology at both the Standard Level and Higher Level. She has been a College Board Consultant since 1994, an AP Reader for many years, and an IB Trainer and IB Examiner. Katherine has been recipient of the College Board “Teaching Excellence Award” (1996), named “West-wood Teacher of the Year” (2001), and selected for the 2008 APATOPSS National Award for “Excellence in Teaching.” She is also author of a teacher’s manual for AP Psychology. In addition to teaching and writ-ing, Katherine enjoys spending time with her family, as well as reading, traveling, and gardening.

MARY SPILIS is a retired high school teacher of 31 years in Sylvania, Ohio. During her tenure as an educator, she taught Psychology I & II and AP Psy-chology. She served as Chair of TOPSS, a member committee of the American Psychological Associa-tion. Mary has received numerous accolades during her career, and is a recipient of the National High School Psychology Teacher of the Year (awarded by the American Psychological Association), Teacher of the Year (Sylvania City Schools), Outstanding Teacher award (Miami University). She is a designated Mas-ter Teacher of the National Science Foundation, and authored the Treatment Unit, a lesson plan designed specifically for high school psychology teachers. Mary has been a consultant for the College Board for more than 20 years, has served as a reader for the AP Psy-chology exam for many years, and continues to teach AP Psychology teachers at workshops throughout the country. She also served as the AP Psychology content editor for the 4th edition of AP Psychology (Prentice Hall).

About the Authors

xxvi


From beginning to end, Prentice Hall Psychology 2nd Edition was devel-oped with high school students’ and teachers’ unique goals and concerns in mind. An engaging, clearly written textbook can motivate students to

learn, so we wrote in a style that draws students to an ongoing dialogue and in-troduces them to psychology—its history, its breadth, its mysteries, and its appli-cations. Examples and explanations are tailored to high school students’ interests and needs to help them understand the fundamental concepts of psychology and show them that psychology is a current, relevant, and endlessly fascinating field. In Prentice Hall Psychology 2nd Edition, students will find the academic support they need to succeed in class—and the current references, accessible language, and humor that will motivate them to explore how psychological principles play a role in their everyday lives.

Organization and Curriculum StandardsWe understand, too, that high school teachers value a flexible curriculum that addresses key learning objectives and standards. Prentice Hall Psychology is orga-nized around and collated to the latest National Standards for High School Psy-chology Curricula, put forth by the American Psychological Association (APA). To ensure that Prentice Hall Psychology 2nd Edition reflects the current concerns of high school educators and the larger psychology community, each Learning Objective in this text is linked to a specific national standard. In fact, the organi-zation of our text mirrors the organization of the standards. Like the standards, this book is divided into seven domains, and each chapter of this book addresses one or two standards from the 20 Standards Areas, providing complete and com-prehensive coverage. Teachers can feel comfortable knowing that when they use Prentice Hall Psychology 2nd Edition in their classrooms, they are addressing key standards in a way that is both academically rigorous and student friendly.

The modular design of Prentice Hall Psychology 2nd Edition provides teach-ers the flexibility they need to structure their courses around their unique class-room goals. Every effort has been made to ensure that each module stands alone and may be taught in any order. Students do not need to read earlier modules to fully understand later modules. Because these modules are much shorter than traditional textbook chapters, they help students focus on a few pages of text at a time without feeling overwhelmed with information. Learning Objectives at the beginning of each module give students and teachers at-a-glance information about the topics covered within, and practice quizzes at the end of each module encourage students to review frequently and retain the material they’ve learned.

These carefully crafted features, along with the others described, make Prentice Hall Psychology 2nd Edition an innovative and invaluable resource for students and teachers alike. We are deeply indebted to the reviewers who have taken the time to give insightful feedback and sug-gestions for this program, especially the numerous high school psychology teachers who have helped us shape this book.

Preface

xxvii


Acknowledgements

This program reflects the input and feedback of many educators and stu-dents who shared their thoughts with us. We are especially grateful to the many high school teachers who contributed to decisions about text

organization, content coverage, and pedagogical innovation, helping us keep fo-cused on what is most important to teachers and students in the classroom. We are indebted to the teachers who gave us their time, their energy, and their in-valuable feedback as we developed this text and its supplementary materials. We are gratified with the results and hope that you find this text as inviting as we do!

Ruth Anderson, Clovis West High School

Alan Feldman, Glen Rock High School

Michael Hamilton, Hopkinton High School

Rachel Rosenbaum, Mercy College; Kingsborough Community College

Reviewers

xxviii

In addition to the many reviewers who guided this book, we would like to ex-tend our grateful acknowledgment to our extraordinary content advisors, Saundra Ciccarelli and Noland White, the authors of Psychology, a college-level introduc-tory psychology course. Sandy and Noland’s love of psychology, their dedication to students, and their humor inspired us and this book in countless ways.

Without the dedicated team at Pearson, this book would not have been pos-sible. We would like to extend our thanks to Erin Mitchell, Executive Editor; Amber Mackey, Program Team Lead; and Linda Behrens, Project Manager Team Lead for their support of this project. Reena Dalal, Program Manager and Crystal McCarthy, Project Manager, managed the project with the help of edito-rial assistant Sarah Henrich. Elaine Shema, Product Management/Marketing for Humanities School, guided the project with expertise. Brandy Dawson, Sacha Laustsen, Caroline Fenton, and Pamela Weldin all contributed greatly to making the book the best that it could be. Sherry Lewis, Senior Production Project Man-ager, expertly directed the project through the production process, along with Diane Peirano, Operations Specialist. Blair Brown, Kathryn Foot, and Lumina Datamatics provided art direction for the book’s wonderful design.

Will elmhorst: I would like to thank the team at Pearson and Lumina Datamat-ics for their guidance and support, especially Abigail Perrine, for her wonderful leadership and kindness during the project, and Sherry Todd for her wisdom and excellent “coaching” that kept the tasks at hand moving forward success-fully. I would also like to extend my thanks to my fellow psychology teachers for sharing their insights. Heartfelt thanks go to Kay Minter and Mary Spilis for


giving so very generously from their experience and expertise toward the goal of making our final product such a student and teacher friendly textbook. Special thanks to my sons Noah, Taylor and Collin for all the love and support they gave their sometimes frazzled dad this past year. Finally, and most importantly, my love and thanks to my co- adventurer in life, Carla, for being there, at my side every step of the way on this journey. (URW!:))

Katherine Minter: My heartfelt gratitude goes to my students, who have been my greatest teachers over many years. Special thanks to my colleagues Will El-mhorst and Mary Spilis for being easy to work with, incredibly knowledgeable, and lovers of psychology just like me. For giving a public school teacher an op-portunity to contribute to the broader teaching of the science of psychology, my thanks go to the whole team at Pearson and Lumina Datamatics, especially Abigail Perrine and Sherry Todd, who helped us navigate through the intricacies of a second edition. My deep appreciation particularly goes to Amber Mackey, who encouraged me to take on this project and who, with expertise, flexibility, and good humor, skillfully guided this project to its conclusion. Finally, my love goes to my husband, Larry, my children, Sarah and Andrew, and my grandson, Jedidiah, for always supporting my adventures.

Mary spilis: Psychology has always been my passion; I deeply appreciate the opportunity to be a member of this team. The leadership at Pearson and Lumina Datamatics are amazing. Abigail Perrine continues to be the best project director on the planet; her knowledge and dedication in the production of an outstanding high school textbook as always is appreciated! Sherry Todd, also a member of Lumina Datamatics, kept us moving ever so forward and her advice was always just an email away! Heartfelt thanks to both of them! Thank you goes to Will Elmhorst for his gifted writing and insight into the needs of high school psychol-ogy teachers. Kay Minter continues to be a tremendous asset to the team. Her wisdom and understanding of high school psychology teachers, is exemplary. A special thank you to my most ardent supporter in the adventures of my life, Michael, my in-house editor and love of my life!

Katherine MinterWestwood High SchoolAustin, Texas

Mary spilisSylvania City Schools (retired)Sylvania, Ohio

William elmhorstMarshfield High SchoolMarshfield, Wisconsin

acknowledgement xxix


xxx

Important Dates in PsychologyUse this timeline to get a better understanding of key dates in the history of psychology.

1859 Charles Darwin publishes the theory of natural selection, which influences the field of evolutionary psychology.

1860 Gustav Fechner is often credited with performing the first scientific experiments that would form the basis for experimentation in psychology.

1861 Broca’s Area and its role in speech production is discovered.

1848 Phineas Gage suffers brain damage and provides a famous case study of the effects of brain damage.

1650C.E.400B.C.E. 1860

350 Aristotle writes De Anima about the relationship of the soul to the body.

1649 Descartes publishes The Passion of the Soul, outlining the pineal gland as the seat of the soul.

430 Hippocrates proposes that mental illnesses are caused by an imbalance of four major fluids in the human body.

360 Plato writes the Theaetetus examining theories of perception, knowledge, and truth.

1874 Wernicke’s Area and its role in language comprehension is discovered.

1879 Wilhelm Wundt establishes the first laboratory of psychology in Leipzig, Germany.


important dates in psychology xxxi

1884 James-Lange theory of emotion proposed.

1900 Freud publishes The Interpretation of Dreams.

1905 Freud proposes his psychosexualtheory of personality development.

1905 The first widely used IQ test, the Binet-Simon, was created.

1906 Ramon y Cajal discovers that the nervous system is composed of individual cells.

1908 Yerkes-Dodson law proposed to explain relationship between performance and arousal.

1920 Francis Sumner becomes the first African American to receive a PhD in psychology at Clark University.

1920 Watson and Rayner publish the “Little Albert” experiment.

1921 The first neurotransmitter, acetylcholine, is discovered.

1921 The Rorschach Inkblot Test is developed.

1921 Allport proposes a trait theory of personality.

1912 Gestalt psychology first developed by Max Wertheimer.

1913 Carl Jung develops his theory of the collective conscious.

1912 The intelligence quotient is developed by William Stern.

1915 Freud first proposes the concept of defense mechanisms.

1911 Thorndike proposes the Law of Effect.

1906 Ivan Pavlov publishes his findings on classical conditioning.

1905 Mary Whiton Calkins becomes the first female president of the APA.

1890 William James publishes his book, Principles of Psychology.

1892 American Psychological Association (APA) founded and G. Stanley Hall elected first president.

1894 Margaret Floy Washburn is the first woman to receive a PhD in psychology at Cornell University.

19201904 Spearman proposes a general factor of intelligence.

1900


xxxii important dates in psychology

a.

b. c.

1930 Tolman and Honzik demonstrate latent learning in rats.

1934 Lev Vygotsky proposes concept of zone of proximal development.

1935 Henry Murray creates the Thematic Apperception Test.

1935 Prefrontal lobotomy developed by Dr. Antonio Egas Moniz.

1938 B.F. Skinner introduces the concept of operant conditioning.

1938 Electroconvulsive shock first used on a human patient.

1939 Clark and Clark classic study on prejudice conducted.

1942 The Minnesota Multiphasic Personality Inventory is created.

1942 Carl Rogers develops client-centered therapy.

1961 Carl Rogers creates the concepts of ideal self, real self, conditional positive regard, and unconditional positive regard.

1961 Muzafer Sherif conducts the “Robber’s Cave” study.

1967 Seligman demonstrates learned helplessness in dogs.

1967 Holmes and Rahe create the Social Readjustment Rating Scale.

1967 Beck proposes a cognitive theory for explaining depression.

1962 Cognitive arousal theory of emotion proposed by Schachter and Singer.

1968 Roger Sperry demonstrates hemispheric specialization with split-brain patients.

1956 Hans Selye proposes the General Adaptation Syndrome to describe responses to stress.

1955 Albert Ellis proposes rational emotive behavioral therapy.

1966 Masters and Johnson introduce four stages of sexual response cycle.

1963 Stanley Milgram conducts his classic study on obedience.

1963 Lawrence Kohlberg creates his theory of moral development.

1959 Harlow and Zimmerman demonstrate the importance of contact comfort with their study on infant monkeys.

1948 Alfred Kinsey begins survey research on sexual behavior.

1933 Sigmund Freud proposes the concepts of id, ego, and superego.

1950 Erik Erikson proposes his psychosocial stages of personality development.

1951 Soloman Asch’s classic study on conformity conducted.

1952 The first edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM) is published.

1952 Chlorpromazine first drug treatment introduced for the treatment of schizophrenia.

1953 The American Psychological Association publishes the first edition of Ethical Standards in Psychology.

1929 Hans Berger introduces EEG method for studying the human brain.

1954 Abraham Maslow proposes a hierarchy of needs to describe human motivation.

Self-actualization needs:to �nd self-ful�llment and

realize one’s potential

Transcendenceneeds: to

�nd spiritualmeaning beyond

one’s immediate self

Aesthetic needs:to appreciate symmetry, order, and beauty

Cognitive needs:to know, understand, and explore

Esteem needs: to achieve,be competent, gain approval and recognition

Belongingness and love needs: to bewith others, be accepted, and belong

Safety needs:to feel secure and safe, out of danger

Physiological needs:to satisfy hunger, thirst, fatigue, etc.

1963 Albert Bandura’s “Bobo doll” study is conducted.

19601940 1970

1930 Jean Piaget proposes four stages of cognitive development.

1959 Festinger and Carlsmith publish their study on cognitive dissonance.


1974 The PET scan is first introduced as a brain imaging technique.

1974 Friedman and Rosenman discover link between heart disease and Type-A personality.

1977 The stress-vulnerability model of schizophrenia proposed by Zubin and Spring.

1977 Thomas and Chess conduct studies of different types of infant temperament.

1979 Mary Ainsworth uses the Strange Situation experiment to study infant attachment styles.

1983 Gardner first proposes his theory of multiple intelligences.

1985 Robert Sternberg proposes the triarchic theory of intelligence.

1989 Albert Bandura proposes the concept of reciprocal determinism.

2005 FDA mandates black box warnings of increased suicide risk on antidepressants.

2008 Law passed requiring insurance companies to provide equal coverage for mental health services.

2009 US President Barack Obama lifts federal funding limits on scientific research involving human stem cells.

2013 DSM-5 published.

1994 Herrnstein and Murray publish The Bell Curve.

1995 Goleman proposes idea of emotional intelligence.

2002 New Mexico is the first state to allow licensed psychologists to prescribe drug treatments for psychological disorders.

1997 Elisabeth Kubler-Ross publishes On Grief and Grieving, exploring the process of grieving through expansion of her theory of the five stages of death from On Death and Dying (1969)

2000 Genetic researchers finish mapping human genome.

2002 Steven Pinker publishes The Blank Slate arguing the concept of tabula rasa.

1978 Elizabeth Loftus puts into question the validity of eyewitness testimony with discovery of misinformation effect.

1979 Thomas Bouchard begins the Minnesota study of twins reared apart to identify the influence of genetics and the environment on personality traits.

a.

b. c.

1990 20102004 Alexander Storch presents possibility of obtaining stem cells from adults to repair damaged neural tissue.

1996 McCrae and Costa propose the Big Five Personality dimensions.

1981 David Wechsler begins to devise IQ tests for specific age groups.

important dates in psychology xxxiii


Correlation to apa’s National Standards for High School Psychology CurriculaPrentice Hall Psychology 2nd Edition provides complete and comprehensive coverage of the APA’s National Standards for High School Psychology Curricula.* The chart below lists the standards and shows which pages in Prentice Hall Psychology 2nd Edition focus on each standard.

xxxiv correlation to apa’s national standards for hs psychology curricula

apa NatioNal staNdards For hiGh sChool CurriCula se paGe(s)

I. SCIENTIFIC INQUIRY DOMAIN

ia: perspeCtiVes iN psyCholoGiCal sCieNCe

ia-1: development of psychology as an empirical science

I-A-1.1 Define psychology as a discipline and identify its goals as a science. 4-6

I-A-1.2 Describe the emergence of psychology as a scientific discipline. 6-10

I-A-1.3 Describe perspectives employed to understand behavior and mental processes. 10-12

I-A-1.4 Explain how psychology evolved as a scientific discipline. 12-13

ia-2: Major subfields within psychology

I-A-2.1 Discuss the value of both basic and applied psychological research with human and non-human animals. 14

I-A-2.2 Describe the major subfields of psychology. 13-14

I-A-2.3 Identify the important role psychology plays in benefiting society and improving people’s lives. 14

ib: researCh Methods, MeasureMeNt aNd statistiCs

ib-1: research methods and measurements used to study behavior and mental processes

IB-1.1 Describe the scientific method and its role in psychology. 16-18

IB-1.2 Describe and compare a variety of quantitative (e.g., surveys, correlations, experiments) and qualitative (e.g., interviews, narratives, focus groups) research methods.

18-23

IB-1.3 Define systematic procedures used to improve the validity of research findings, such as external validity. 23-25

IB-1.4 Discuss how and why psychologists use non-human animals in research. 26

ib-2: ethical issues in research with human and non-human animals

IB-2.1 Identify ethical standards psychologists must address regarding research with human participants. 25-26

IB-2.2 Identify ethical guidelines psychologists must address regarding research with non-human animals. 26

ib-3: basic concepts of data analysis

IB-3.1 Define descriptive statistics and explain how they are used by psychological scientists. 28-29

IB-3.2 Define forms of qualitative data and explain how they are used by psychological scientists. 34

IB-3.3 Define correlation coefficients and explain their appropriate interpretation. 33

IB-3.4 Interpret graphical representations of data as used in both quantitative and qualitative methods. 30-32

IB-3.5 Explain other statistical concepts, such as statistical significance and effect size. 33

IB-3.6 Explain how validity and reliability of observations and measurements relate to data analysis. 33-34

II. BIOPSYSCHOLOGICAL DOMAIN

iia: bioloGiCal bases oF behaVior

iia-1. structure and function of the nervous system in human and non-human animals

IIA-1.1 Identify the major divisions and subdivisions of the human nervous system. 46-48

IIA-1.2 Identify the parts of the neuron and describe the basic process of neural transmission. 42-46

IIA-1.3 Differentiate between the structures and functions of the various parts of the central nervous system. 58-64

IIA-1.4 Describe lateralization of brain functions. 64-65

IIA-1.5 Discuss the mechanisms of, and the importance of, plasticity of the nervous system. 48-50

*American Psychological Association (APA) 750 First St. NE, Washington, DC 20002-4242 National Standards for High School Curricula dated August 2011



iia-2. structure and function of the endocrine system

IIA-2.1 Describe how the endocrine glands are linked to the nervous system. 51

IIA-2.2 Describe the effects of hormones on behavior and mental processes. 52-53

IIA-2.3 Describe hormone effects on the immune system. 53

iia-3. the interaction between biological factors and experience

IIA-3.1 Describe concepts in genetic transmission. 69-71

IIA-3.2 Describe the interactive effects of heredity and environment. 68

IIA-3.3 Explain how evolved tendencies influence behavior. 71

iia-4. Methods and issues related to biological advances

IIA-4.1 Identify tools used to study the nervous system. 55-58

IIA-4.2 Describe advances made in neuroscience. 48-50

IIA-4.3 Discuss issues related to scientific advances in neuroscience and genetics. 66

iib: seNsatioN aNd perCeptioN

iib-1. the processes of sensation and perception

IIB-1.1 Discuss processes of sensation and perception and how they interact. 80-91, 102

IIB-1.2 Explain the concepts of threshold and adaptation. 81-83

iib-2. the capabilities and limitations of sensory processes

IIB-2.1 List forms of physical energy for which humans and non-human animals do and do not have sensory receptors.

83-84

IIB-2.2 Describe the visual sensory system. 84-90

IIB-2.3 Describe the auditory sensory system. 90-94

IIB-2.4 Describe other sensory systems, such as olfaction, gustation, and somesthesis (e.g., skin senses, kines-thesis, and vestibular sense).

94-100

iib-3. interaction of the person and the environment in determining perception

IIB-3.1 Explain Gestalt principles of perception. 103-105

IIB-3.2 Describe binocular and monocular depth cues. 105-108

IIB-3.3 Describe the importance of perceptual constancies. 102-103

IIB-3.4 Describe perceptual illusions. 108-110

IIB-3.5 Describe the nature of attention. 102

IIB-3.6 Explain how experiences and expectations influence perception. 110-113

iiC: CoNsCiousNess

iiC-1. the relationship between conscious and unconscious processes

IIC-1.1 Identify states of consciousness. 122-123

IIC-1.2 Distinguish between processing which is conscious (i.e., explicit) and other processing which happens without conscious awareness (i.e., implicit).

123-124

iiC-2. Characteristics of sleep and theories that explain why we sleep and dream

IIC-2.1 Describe the circadian rhythm and its relation to sleep. 124-125

IIC-2.2 Describe the sleep cycle. 126-129

IIC-2.3 Compare theories about the functions of sleep. 125-126

IIC-2.4 Describe types of sleep disorders. 129-131

IIC-2.5 Compare theories about the functions of dreams. 131-133

correlation to apa’s national standards for hs psychology curricula xxxv

(continued)



iiC-3. Categories of psychoactive drugs and their effects

IIC-3.1 Characterize the major categories of psychoactive drugs and their effects. 140-144

IIC-3.2 Describe how psychoactive drugs act at the synaptic level. 139

IIC-3.3 Evaluate the biological and psychological effects of psychoactive drugs. 139

IIC-3.4 Explain how culture and expectations influence the use and experience of drugs. 145

iiC-4. other states of consciousness

IIC-4.1 Describe meditation and relaxation and their effects. 137-138

IIC-4.2 Describe hypnosis and controversies surrounding its nature and use. 135-137

IIC-4.3 Describe flow states. 138

III. DEVELOPMENT AND LEARNING DOMAIN

iiia. liFe spaN deVelopMeNt

iiia-1. Methods and issues in life span development 154-158

IIIA-1.1 Explain the interaction of environmental and biological factors in development, including the role of the brain in all aspects of development.

156-156

IIIA-1.2 Explain issues of continuity/discontinuity and stability/change. 155-156

IIIA-1.3 Distinguish methods used to study development. 154-155

IIIA-1.4 Describe the role of sensitive and critical periods in development. 161-162

IIIA-1.5 Discuss issues related to the end of life. 183-184

iiia-2. theories of life span development 159-183

IIIA-2.1 Discuss theories of cognitive development. 163-168

IIIA-2.2 Discuss theories of moral development. 177-178

IIIA-2.3 Discuss theories of social development. 173-174

iiia-3. prenatal development and the newborn 159-162

IIIA-3.1 Describe physical development from conception through birth and identify influences on prenatal development.

159-161

IIIA-3.2 Describe newborns’ reflexes, temperament, and abilities. 162-172

iiia-4. infancy (i.e., the first two years of life) 159-175

IIIA-4.1 Describe physical and motor development. 162-165

IIIA-4.2 Describe how infant perceptual abilities and intelligence develop. 165-168

IIIA-4.3 Describe the development of attachment and the role of the caregiver. 170-173

IIIA-4.4 Describe the development of communication and language. 168-170

iiia-5. Childhood 159-175

IIIA-5.1 Describe physical and motor development. 162-165

IIIA-5.2 Describe how memory and thinking ability develops. 165-168

IIIA-5.3 Describe social, cultural, and emotional development through childhood. 173-174

iiia-6. adolescence 176-180

IIIA-6.1 Identify major physical changes. 176-177

IIIA-6.2 Describe the development of reasoning and morality. 177-179

IIIA-6.3 Describe identity formation. 180

IIIA-6.4 Discuss the role of family and peers in adolescent development. 179-180

xxxvi correlation to apa’s national standards for hs psychology curricula



iiia-7. adulthood and aging 180-185

IIIA-7.1 Identify major physical changes associated with adulthood and aging. 180-182

IIIA-7.2 Describe cognitive changes in adulthood and aging. 182

IIIA-7.3 Discuss social, cultural, and emotional issues in aging. 182-183

iiib. learNiNG

iiib-1. Classical conditioning 194-200

IIIB-1.1 Describe the principles of classical conditioning. 194-197

IIIB-1.2 Describe clinical and experimental examples of classical conditioning. 198-199

IIIB-1.3 Apply classical conditioning to everyday life. 199

iiib-2. operant conditioning 201-210

IIIB-2.1 Describe the Law of Effect. 201-202

IIIB-2.2 Describe the principles of operant conditioning. 202-203

IIIB-2.3 Describe clinical and experimental examples of operant conditioning. 203-207

IIIB-2.4 Apply operant conditioning to everyday life. 207-209

iiib-3. observational and cognitive learning 211-215

IIIB-3.1 Describe the principles of observational and cognitive learning. 211-213

IIIB-3.2 Apply observational and cognitive learning to everyday life. 214

iiiC. laNGuaGe deVelopMeNt

iiiC-1. structural features of language 216-219

IIIC-1.1 Describe the structure and function of language. 216-217

IIIC-1.2 Discuss the relationship between language and thought. 217-219

iiiC-2. theories and developmental stages of language acquisition 219

IIIC-2.1 Explain the process of language acquisition. 219

IIIC-2.2 Discuss how acquisition of a second language can affect language development and possibly other cognitive processes.

219

IIIC-2.3 Evaluate the theories of language acquisition. 219

iiiC-3. language and the brain 219-221

IIIC-3.1 Identify the brain structures associated with language. 219-220

IIIC-3.2 Discuss how damage to the brain may affect language. 219-220

IV. SOCIOCULTURAL CONTEXT DOMAIN

iVa. soCial iNteraCtioNs

iVa-1. social cognition 238–242

IVA-1.1 Describe attributional explanations of behavior. 241–242

IVA-1.2 Describe the relationship between attitudes (implicit and explicit) and behavior. 238–240

IVA-1.3 Identify persuasive methods used to change attitudes. 240–241

iVa-2. social influence 230–237

IVA-2.1 Describe the power of the situation. 230

IVA-2.2 Describe effects of others’ presence on individuals’ behavior. 230–232

IVA-2.3 Describe how group dynamics influence behavior. 232–234

IVA-2.4 Discuss how an individual influences group behavior. 234

correlation to apa’s national standards for hs psychology curricula xxxvii

(continued)



iVa-2. social relations 244–254

IVA-3.1 Discuss the nature and effects of stereotyping, prejudice, and discrimination. 244–248

IVA-3.2 Describe determinants of prosocial behavior. 253–254

IVA-3.3 Discuss influences upon aggression and conflict. 251–253

IVA-3.4 Discuss factors influencing attraction and relationships. 248–251

iVb. soCioCultural diVersity

iVb-1. social and cultural diversity 264–275

IVB-1.1 Define culture and diversity. 264–265

IVB-1.2 Identify how cultures change over time and vary within nations as well as internationally. 265–267

IVB-1.3 Discuss the relationship between culture and conceptions of self and identity. 268

IVB-1.4 Discuss psychological research examining race and ethnicity. 269–273

IVB-1.5 Discuss psychological research examining socioeconomic status. 274

IVB-1.6 Discuss how privilege and social power structures relate to stereotypes, prejudice, and discrimination. 274–275

iVb-2. diversity among individuals 277–279

IVB-2.1 Discuss psychological research examining gender identity. 277

IVB-2.2 Discuss psychological research examining diversity in sexual orientation. 354–355

IVB-2.3 Compare and contrast gender identity and sexual orientation. 355

IVB-2.4 Discuss psychological research examining gender similarities and differences and the impact of gen-der discrimination.

278–279

IVB-2.5 Discuss the psychological research on gender and how the roles of women and men in societies are perceived.

277

IVB-2.6 Examine how perspectives affect stereotypes and treatment of minority and majority groups in society.

274–275

IVB-2.7 Discuss psychological research examining differences in individual cognitive and physical abilities. 278

V. COGNITION DOMAIN

Va. MeMory

Va-1. encoding of memory 288–293

VA-1.1 Identify factors that influence encoding. 288

VA-1.2 Characterize the difference between shallow (surface) and deep (elaborate) processing. 289–291

VA-1.3 Discuss strategies for improving the encoding of memory. 291

Va-2. storage of memory 292–294

VA-2.1 Describe the differences between working memory and long-term memory. 292

VA-2.2 Identify and explain biological processes related to how memory is stored. 292–293

VA-2.3 Discuss types of memory and memory disorders (e.g., amnesias, dementias). 305

VA-2.4 Discuss strategies for improving the storage of memories. 293–294

Va-3. retrieval of memory 296–305

VA-3.1 Analyze the importance of retrieval cues in memory. 296–297

VA-3.2 Explain the role that interference plays in retrieval. 303–305

VA-3.3 Discuss the factors influencing how memories are retrieved. 297–301

VA-3.4. Explain how memories can be malleable. 301

VA-3.5 Discuss strategies for improving the retrieval of memories. 297

xxxviii correlation to apa’s national standards for hs psychology curricula



Vb. thiNKiNG

Vb-1. basic elements comprising thought 314–321

VB-1.1 Define cognitive processes involved in understanding information. 314–317

VB-1.2 Define processes involved in problem solving and decision making. 317–321

VB-1.3 Discuss non-human problem-solving abilities. 321

Vb-2. obstacles related to thought 322–323

VB-2.1 Describe obstacles to problem solving. 322

VB-2.2 Describe obstacles to decision making. 323

VB-2.3 Describe obstacles to making good judgments. 322

VC. iNtelliGeNCe

VC-1. perspectives on intelligence 325–337

VC-1.1 Discuss intelligence as a general factor. 325

VC-1.2 Discuss alternative conceptualizations of intelligence. 326

VC-1.3 Describe the extremes of intelligence. 326–329

VC-2. assessment of intelligence 330-333

VC-2.1 Discuss the history of intelligence testing, including historical use and misuse in the context of fairness.

330

VC-2.2 Identify current methods of assessing human abilities. 331–337

VC-2.3 Identify measures of and data on reliability and validity for intelligence test scores. 331–334

VC-3. issues iN iNtelliGeNCe 334–447

VC-3.1 Discuss issues related to the consequences of intelligence testing. 335

VC-3.2 Discuss the influences of biological, cultural, and environmental factors on intelligence.

334–335

VI. INDIVIDUAL VARIATION DOMAIN

Via. MotiVatioN

Via-1. perspectives on motivation 346–357

VIA-1.1 Explain biologically based theories of motivation. 346–348

VIA-1.2 Explain cognitively based theories of motivation. 349–350

VIA-1.3 Explain humanistic theories of motivation. 350–352

VIA-1.4 Explain the role of culture in human motivation. 352–353

Via-2. domains of motivated behavior in humans and non-human animals 352–357

VIA-2.1 Discuss eating behavior. 352–354

VIA-2.2 Discuss sexual behavior and orientation. 354–355

VIA-2.3 Discuss achievement motivation. 355–356

VIA-2.4 Discuss other ways in which humans and non-human animals are motivated. 356–357

Vib. eMotioN

Vib-1. perspectives on emotion 359–365

VIB-1.1 Explain the biological and cognitive components of emotion. 359–360

VIB-1.2 Discuss psychological research on basic human emotions. 361–365

VIB-1.3 Differentiate among theories of emotional experience. 361–365

correlation to apa’s national standards for hs psychology curricula xxxix

(continued)



Vib-2. emotional interpretation and expression 361–361

VIB-2.1 Explain how biological factors influence emotional interpretation and expression. 364

VIB-2.2 Explain how culture and gender influence emotional interpretation and expression. 360–361

VIB-2.3 Explain how other environmental factors influence emotional interpretation and expression.

361–364

Vib-3. domains of emotional behavior 361–365

VIB-3.1 Identify biological and environmental influences on the expression and experience of negative emotions, such as fear.

365

VIB-3.2 Identify biological and environmental influences on the expression and experience of positive emotions, such as happiness.

365

ViC. persoNality

ViC-1. perspectives on personality 374–393

VIC-1.1 Evaluate psychodynamic theories. 375–381

VIC-1.2 Evaluate trait theories. 385–388

VIC-1.3 Evaluate humanistic theories. 383–385

VIC-1.4 Evaluate social-cognitive theories. 381–382

ViC-2. assessment of personality 395–400

VIC-2.1 Differentiate personality assessment techniques. 395–400

VIC-2.2 Discuss the reliability and validity of personality assessment techniques. 397–398

ViC-3. issues in personality 374–393

VIC-3.1 Discuss biological and situational influences. 388–389

VIC-3.2 Discuss stability and change. 374–375

VIC-3.3 Discuss connections to health and work. 391–393

VIC-3.4 Discuss self-concept. 382–383

VIC-3.5 Analyze how individualistic and collectivistic cultural perspectives relate to personality. 390–391

Vid. psyCholoGiCal disorders

Vid-1. perspectives on abnormal behavior 410–416

VID-1.1 Define psychologically abnormal behavior. 411-412

VID-1.2 Describe historical and cross-cultural views of abnormality. 410–411

VID-1.3 Describe major models of abnormality. 412–414

VID-1.4 Discuss how stigma relates to abnormal behavior. 415–416

VID-1.5 Discuss the impact of psychological disorders on the individual, family, and society. 416

Vid-2. Categories of psychological disorders 418–431

VID-2.1 Describe the classification of psychological disorders. 418

VID-2.2 Discuss the challenges associated with diagnosis. 418–419

VID-2.3 Describe symptoms and causes of major categories of psychological disorders (including schizophrenic, mood, anxiety, and personality disorders).

419–431

VID-2.4 Evaluate how different factors influence an individual’s experience of psychological disorders.

431

xl correlation to apa’s national standards for hs psychology curricula



VII. APPLICATIONS OF PSYCHOLOGICAL SCIENCE DOMAIN

Viia. treatMeNt oF psyCholoGiCal disorders

Viia-1. perspectives on treatment 440–441

VIIA-1.1 Explain how psychological treatments have changed over time and among cultures. 440–441

VIIA-1.2 Match methods of treatment to psychological perspectives. 442–451

VIIA-1.3 Explain why psychologists use a variety of treatment options. 441

Viia-2. Categories of treatment and types of treatment providers 440–461

VIIA-2.1 Identify biomedical treatments. 455–460

VIIA-2.2 Identify psychological treatments. 442–451

VIIA-2.3 Describe appropriate treatments for different age groups. 460–461

VIIA-2.4 Evaluate the efficacy of treatments for particular disorders. 451–452

VIIA-2.5 Identify other factors that improve the efficacy of treatment. 452–453

VIIA-2.6 Identify treatment providers for psychological disorders and the training required for each. 441–442

Viia-3. legal, ethical, and professional issues in the treatment of psychological disorders 461–464

VIIA-3.1 Identify ethical challenges involved in delivery of treatment. 461–463

VIIA-3.2 Identify national and local resources available to support individuals with psychological disorders and their families (e.g., NAMI and support groups).

463

Viib. health

Viib-1. stress and Coping 474–484

VIIB-1.1 Define stress as a psychophysiological reaction. 474–475

VIIB-1.2 Identify and explain potential sources of stress. 465–479

VIIB-1.3 Explain physiological and psychological consequences for health. 479–484

VIIB-1.4 Identify and explain physiological, cognitive, and behavioral strategies to deal with stress. 491–492

Viib-2. behaviors and attitudes that promote health 489–491

VIIB-2.1 Identify ways to promote mental health and physical fitness. 493

VIIB-2.2 Describe the characteristics of and factors that promote resilience and optimism. 490–491

VIIB-2.3 Distinguish between effective and ineffective means of dealing with stressors and other health issues. 491–493

ViiC. VoCatioNal appliCatioNs

ViiC-1. Career options 502–506

VIIC-1.1 Identify careers in psychological science and practice. 503–506

VIIC-1.2 Identify careers related to psychology. 507–510

ViiC-2. educational requirements 502–503

VIIC-2.1 Identify degree requirements for psychologists and psychology-related careers. 502

VIIC-2.2 Identify resources to help select psychology programs for further study. 507

ViiC-3. Vocational applications of psychological science 510–514

VIIC-3.1 Discuss ways in which psychological science addresses domestic and global issues. 512–514

VIIC-3.2 Identify careers in psychological science that have evolved as a result of domestic and global issues. 513

correlation to apa’s national standards for hs psychology curricula 1


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