An Introduction to Psychological Science, Second Canadian Edition

Description

An Introduction to Psychological Science......Page 3 An Introduction to Psychological Science......Page 4 Brief Contents......Page 10 Contents......Page 11 About the Authors......Page 56 About the Canadian Authors......Page 58 From the Authors......Page 60 What’s New in the Second Canadian Edition?......Page 64 Content and Features......Page 69 For Instructors......Page 76 List of Reviewers......Page 84 Chapter 1 Introducing Psychological Science......Page 86 Module 1.1 The Science of Psychology......Page 88 Learning Objectives......Page 89 The Scientific Method......Page 92 Hypotheses: Making Predictions......Page 93 Theories: Explaining Phenomena......Page 96 The Biopsychosocial Model......Page 97 Know . . .......Page 100 Analyze . . .......Page 101 Building Scientific Literacy......Page 102 What do we know about timing and studying?......Page 104 How can science explain the effect of timing on study success?......Page 105 Can we critically evaluate this evidence?......Page 106 Critical Thinking, Curiosity, and a Dose of Healthy Skepticism......Page 109 Apply . . .......Page 115 Module 1.1 Summary......Page 116 Apply Activity......Page 118 Module 1.2 How Psychology Became a Science......Page 120 Learning Objectives......Page 121 Psychology’s Philosophical and Scientific Origins......Page 123 Influences from the Ancients: Philosophical Insights into Behaviour......Page 124 Influences from Physics: Experimenting with the Mind......Page 129 Influences from Evolutionary Theory: The Adaptive Functions of Behaviour......Page 131 Influences from Medicine: Diagnoses and Treatments......Page 133 The Influence of Social Sciences: Measuring and Comparing Humans......Page 139 Know . . .......Page 141 Apply . . .......Page 142 The Beginnings of Contemporary Psychology......Page 143 Structuralism and Functionalism: The Beginnings of Psychology......Page 144 The Rise of Behaviourism......Page 149 Radical Behaviourism......Page 153 Humanistic Psychology Emerges......Page 155 The Brain and Behaviour......Page 157 The Cognitive Revolution......Page 158 Social and Cultural Influences......Page 163 Module 1.2b Quiz: The Beginnings of Contemporary Psychology......Page 166 Apply . . .......Page 167 Psychology of Women......Page 168 Comparing Cultures......Page 170 The Neuroimaging Explosion......Page 172 Psychology in the Real World......Page 174 Know . . .......Page 177 Module 1.2 Summary......Page 178 Apply Activity......Page 180 Chapter 2 Reading and Evaluating Scientific Research......Page 182 Module 2.1 Principles of Scientific Research......Page 184 Learning Objectives......Page 185 Five Characteristics of Quality Scientific Research......Page 188 Scientific Measurement: Objectivity......Page 189 Scientific Measurement: Reliability, and Validity......Page 192 Generalizability of Results......Page 195 Sources of Bias in Psychological Research......Page 198 What do we know about how bias affects research participants?......Page 202 How can science test the effects of demand characteristics on behaviour?......Page 203 How can we critically evaluate the issue of bias in research?......Page 205 Why is this relevant?......Page 206 Techniques That Reduce Bias......Page 207 Sharing The Results......Page 210 Replication......Page 212 Understand . . .......Page 214 Five Characteristics of Poor Research......Page 215 Apply . . .......Page 220 Module 2.1 Summary......Page 221 Apply Activity......Page 223 Module 2.2 Scientific Research Designs......Page 225 Learning Objectives......Page 226 Descriptive Research......Page 228 Case Studies......Page 230 What do we know about using case studies as a form of scientific research?......Page 234 How can we critically evaluate the role of case studies in research?......Page 235 Why is this relevant?......Page 237 Naturalistic Observation......Page 238 Surveys and Questionnaires......Page 239 Know . . .......Page 241 Correlational Research......Page 242 Understand . . .......Page 249 The Experimental Method......Page 250 The Quasi-Experimental Method......Page 254 Converging Operations......Page 255 Understand . . .......Page 257 Module 2.2 Summary......Page 258 Apply Activity......Page 261 Module 2.3 Ethics in Psychological Research......Page 262 Learning Objectives......Page 263 Promoting the Welfare of Research Participants......Page 265 Weighing the Risks and Benefits of Research......Page 266 Obtaining Informed Consent......Page 268 The Right to Anonymity and Confidentiality......Page 273 The Welfare of Animals in Research......Page 274 What do we know about animal models of diseases?......Page 277 How can science test animal models of diseases?......Page 278 How can we critically evaluate these models?......Page 280 Rebs for Animal-Based Research......Page 282 Know . . .......Page 283 Analyze . . .......Page 284 Ethical Collection, Storage, and Reporting of Data......Page 285 Understand . . .......Page 287 Module 2.3 Summary......Page 288 Apply Activity......Page 289 Learning Objectives......Page 291 Descriptive Statistics......Page 293 Frequency......Page 294 Central Tendency......Page 297 Variability......Page 301 Apply . . .......Page 305 Hypothesis Testing: Evaluating the Outcome of a Study......Page 306 What do we know about statistical significance?......Page 310 What can science tell us about statistical significance?......Page 311 Can we critically evaluate the use of statistical significance testing in research?......Page 313 Why is this relevant?......Page 315 Analyze . . .......Page 316 Module 2.4 Summary......Page 317 Chapter 3 Biological Psychology......Page 320 Module 3.1 Genetic and Evolutionary Perspectives on Behaviour......Page 322 Learning Objectives......Page 323 Heredity and Behaviour......Page 325 The Genetic Code......Page 326 Behavioural Genomics: The Molecular Approach......Page 332 Behavioural Genetics: Twin and Adoption Studies......Page 333 Gene Expression and Behaviour......Page 340 Know . . .......Page 344 Analyze . . .......Page 345 Evolutionary Insights into Human Behaviour......Page 346 Evolutionary Psychology......Page 349 How can science test sex differences and spatial memory?......Page 353 Can we critically evaluate this evidence?......Page 357 Why is this relevant?......Page 358 Sexual Selection and Evolution......Page 359 Module 3.1 Summary......Page 367 Apply Activity......Page 369 Module 3.2 How the Nervous System Works: Cells and Neurotransmitters......Page 372 Learning Objectives......Page 373 The Neuron......Page 375 Glial Cells......Page 381 The Neuron’s Electrical System: Resting and Action Potentials......Page 383 Know . . .......Page 388 The Chemical Messengers: Neurotransmitters and Hormones......Page 389 Types of Neurotransmitters......Page 393 Drug Effects on Neurotransmission......Page 398 Hormones and the Endocrine System......Page 401 How can science explain the relationship between testosterone and aggression?......Page 406 Can we critically evaluate this research?......Page 407 Neurons in Context......Page 410 Understand . . .......Page 411 Module 3.2 Summary......Page 412 Apply Activity......Page 416 Module 3.3 Structure and Organization of the Nervous System......Page 417 Learning Objectives......Page 418 Divisions of the Nervous System......Page 419 The Central Nervous System......Page 420 The Peripheral Nervous System......Page 422 Understand . . .......Page 426 The Brain and Its Structures......Page 427 The Hindbrain: Sustaining the Body......Page 429 The Forebrain: Emotion, Memory, and Thought......Page 432 The Cerebral Cortex......Page 438 The Four Lobes......Page 441 Left Brain, Right Brain: Hemispheric Specialization......Page 451 The Changing Brain: Neuroplasticity......Page 455 What do we know about neuroplasticity?......Page 457 How can science explain how neuroplasticity contributes to recovery from brain damage?......Page 458 Can we critically evaluate this research?......Page 461 Why is this relevant?......Page 462 Apply . . .......Page 463 Module 3.3 Summary......Page 464 Apply Activity......Page 466 Module 3.4 Windows to the Brain: Measuring and Observing Brain Activity......Page 468 Learning Objectives......Page 469 Lesioning and Brain Stimulation......Page 471 Understand . . .......Page 476 Structural and Functional Neuroimaging......Page 477 Structural Neuroimaging......Page 478 Functional Neuroimaging......Page 481 What do we know about fMRI and Behaviour?......Page 487 How can science explain how fMRI is used to examine behaviour?......Page 488 Can we critically evaluate this research?......Page 492 Why is this relevant?......Page 493 Apply . . .......Page 494 Module 3.4 Summary......Page 495 Apply Activity......Page 497 Chapter 4 Sensation and Perception......Page 499 Module 4.1 Sensation and Perception at a Glance......Page 502 Learning Objectives......Page 503 Sensing the World Around Us......Page 505 Stimulus Thresholds......Page 511 Signal Detection......Page 515 Priming and Subliminal Perception......Page 521 Know . . .......Page 522 Apply . . .......Page 523 Gestalt Principles of Perception......Page 524 What do we know about backward messages in music?......Page 530 How can science explain backward messages?......Page 531 Can we critically evaluate this research?......Page 532 Attention and Perception......Page 536 Understand . . .......Page 540 Module 4.1 Summary......Page 541 Apply Activity......Page 543 Module 4.2 The Visual System......Page 545 Learning Objectives......Page 546 The Human Eye......Page 547 How the Eye Gathers Light......Page 548 The Structure of the Eye......Page 551 The Retina: From Light to Nerve Impulse......Page 557 The Retina and the Perception of Colours......Page 559 Common Visual Disorders......Page 564 Understand . . .......Page 566 Visual Perception and the Brain......Page 567 The Ventral Stream......Page 571 What do we know about face perception?......Page 573 How can science explain how we perceive faces?......Page 574 Can we critically evaluate this evidence?......Page 577 Why is this relevant?......Page 580 The Dorsal Stream......Page 584 Depth Perception......Page 586 Understand . . .......Page 594 Module 4.2 Summary......Page 595 Apply Activity......Page 598 Module 4.3 The Auditory and Vestibular Systems......Page 599 Learning Objectives......Page 600 Sound and the Structures of the Ear......Page 601 Sound......Page 602 The Human Ear......Page 606 The Perception of Sound......Page 610 Sound Localization: Finding the Source......Page 611 Theories of Pitch Perception......Page 612 Auditory Perception and the Brain......Page 616 The Perception of Music......Page 617 What do we know about the perception of musical beats?......Page 618 How can science explain the perception of musical beats?......Page 619 Can we critically evaluate this information?......Page 621 Why is this relevant?......Page 622 Understand . . .......Page 624 The Vestibular System......Page 625 Sensation and the Vestibular System......Page 626 The Vestibular System and the Brain......Page 628 Module 4.3 Summary......Page 630 Apply Activity......Page 632 Module 4.4 Touch and the Chemical Senses......Page 633 Learning Objectives......Page 634 The Sense of Touch......Page 635 Feeling Pain......Page 642 What do we know about empathy and pain?......Page 646 How does science explain the influence of empathy on pain perception?......Page 647 Can we critically evaluate the research?......Page 648 Why is this relevant?......Page 649 Phantom Limb Pain......Page 650 Understand . . .......Page 653 The Gustatory System: Taste......Page 654 The Olfactory System: Smell......Page 659 Know . . .......Page 661 Multimodal Integration......Page 662 What Is Multimodal Integration?......Page 663 Synesthesia......Page 665 Understand . . .......Page 668 Module 4.4 Summary......Page 669 Apply Activity......Page 671 Chapter 5 Consciousness......Page 673 Module 5.1 Biological Rhythms of Consciousness: Wakefulness and Sleep......Page 675 Learning Objectives......Page 676 What Is Sleep?......Page 677 Biological Rhythms......Page 678 The Stages of Sleep......Page 683 Why Do We Need Sleep?......Page 690 Theories of Sleep......Page 691 Sleep Deprivation and Sleep Displacement......Page 693 Module 5.1b Quiz: Why Do We Need Sleep?......Page 701 Theories of Dreaming......Page 702 The Psychoanalytic Approach......Page 703 The Activation–Synthesis Hypothesis......Page 705 What do we know about dreams, REM sleep, and learning?......Page 708 How can science explain the effects of dreams and REM sleep on learning?......Page 709 Can we critically evaluate this evidence?......Page 711 Why is this relevant?......Page 713 Understand . . .......Page 714 Insomnia......Page 715 Nightmares and Night Terrors......Page 718 Movement Disturbances......Page 719 Sleep Apnea......Page 721 Narcolepsy......Page 724 Overcoming Sleep Problems......Page 725 Apply . . .......Page 728 Module 5.1 Summary......Page 729 Apply Activity......Page 731 Module 5.2 Altered States of Consciousness: Hypnosis, Mind-Wandering, and Disorders of Consciousness......Page 734 Learning Objectives......Page 735 Hypnosis......Page 737 Theories of Hypnosis......Page 739 Applications of Hypnosis......Page 743 Know . . .......Page 746 Mind-Wandering......Page 747 What is Mind-Wandering?......Page 748 Mind-Wandering and the Brain......Page 750 The Benefits of Mind-Wandering......Page 752 Know . . .......Page 754 Disorders of Consciousness......Page 755 What do we know about the assessment of consciousness in vegetative patients?......Page 760 How can science explain consciousness in vegetative patients?......Page 761 Can we critically evaluate this evidence?......Page 764 Why is this relevant?......Page 766 Module 5.2c Quiz: Disorders of Consciousness......Page 768 Module 5.2 Summary......Page 769 Apply Activity......Page 771 Module 5.3 Drugs and Conscious Experience......Page 772 Learning Objectives......Page 773 Short-Term Effects......Page 775 Long-Term Effects......Page 779 Understand . . .......Page 784 Commonly Abused “Recreational” Drugs......Page 785 Stimulants......Page 787 Hallucinogens......Page 794 Marijuana......Page 797 What do we know about the effects of marijuana on memory and cognition?......Page 801 How can science explain these effects?......Page 802 Can we critically evaluate this information?......Page 803 Why is this relevant?......Page 806 Marijuana and the Teenage Brain......Page 807 Opiates......Page 809 Know . . .......Page 810 Legal Drugs and Their Effects on Consciousness......Page 811 Sedatives......Page 812 Prescription Drug Abuse......Page 813 Alcohol......Page 816 Why are Some Drugs Legal and Others Illegal?......Page 819 Module 5.3c Quiz: Legal Drugs and Their Effects on Consciousness......Page 821 Module 5.3 Summary......Page 822 Apply Activity......Page 826 Chapter 6 Learning......Page 827 Module 6.1 Classical Conditioning: Learning by Association......Page 829 Learning Objectives......Page 830 Pavlov’s Dogs: Classical Conditioning of Salivation......Page 831 Evolutionary Function of the CR......Page 837 Classical Conditioning and the Brain......Page 840 Know . . .......Page 842 Acquisition, Extinction, and Spontaneous Recovery......Page 843 Stimulus Generalization and Discrimination......Page 846 Know . . .......Page 849 Conditioned Emotional Responses......Page 850 Evolutionary Role for Fear Conditioning......Page 856 Conditioned Taste Aversions......Page 859 How can science help explain the role of classical conditioning in negative political advertising?......Page 864 Can we critically evaluate this information?......Page 867 Why is this relevant?......Page 869 Drug Tolerance and Conditioning......Page 871 Understand . . .......Page 873 Module 6.1 Summary......Page 874 Apply Activity......Page 876 Module 6.2 Operant Conditioning: Learning through Consequences......Page 878 Learning Objectives......Page 879 Basic Principles of Operant Conditioning......Page 882 Reinforcement and Punishment......Page 883 Positive and Negative Reinforcement and Punishment......Page 888 Shaping......Page 892 Applying Operant Conditioning......Page 894 Apply . . .......Page 895 Primary and Secondary Reinforcers......Page 896 Discrimination and Generalization......Page 900 Delayed Reinforcement and Extinction......Page 901 Reward Devaluation......Page 904 Module 6.2b Quiz: Processes of Operant Conditioning......Page 905 Understand . . .......Page 906 Reinforcement Schedules and Operant Conditioning......Page 907 Schedules of Reinforcement......Page 908 How can science explain superstition?......Page 917 Can we critically evaluate these findings?......Page 919 Why is this relevant?......Page 920 Applying Punishment......Page 921 Are Classical and Operant Learning Distinct Events?......Page 923 Know . . .......Page 924 Analyze . . .......Page 925 Module 6.2 Summary......Page 926 Apply Activity......Page 928 Module 6.3 Cognitive and Observational Learning......Page 930 Learning Objectives......Page 931 Latent Learning......Page 933 S-O-R Theory of Learning......Page 937 Module 6.3a Quiz: Cognitive Perspectives on Learning......Page 938 Observational Learning......Page 939 Processes Supporting Observational Learning......Page 941 Imitation and Mirror Neurons......Page 947 What do we know about media effects on behaviour?......Page 951 How can science explain the effect of media exposure on children’s behaviour?......Page 952 Can we critically evaluate this research?......Page 954 Why is this relevant?......Page 955 Module 6.3b Quiz: Observational Learning......Page 960 Analyze . . .......Page 961 Module 6.3 Summary......Page 962 Apply Activity......Page 963 Chapter 7 Memory......Page 964 Learning Objectives......Page 966 The Atkinson-Shiffrin Model......Page 971 Sensory Memory......Page 972 Short-Term Memory and the Magical Number 7......Page 978 Long-Term Memory......Page 982 What do we know about short-term and long-term memory stores?......Page 985 How can science explain the difference between STM and LTM stores?......Page 986 Can we critically evaluate the distinction between STM and LTM?......Page 989 Why is this relevant?......Page 990 Know . . .......Page 992 The Working Memory Model: An Active STM System......Page 993 The Phonological Loop......Page 997 The Visuospatial Sketchpad......Page 998 The Episodic Buffer......Page 1000 Working Memory: Putting the Pieces Together......Page 1001 Module 7.1b Quiz: The Working Memory Model: An Active STM System......Page 1002 Long-Term Memory Systems: Declarative and Nondeclarative Memories......Page 1003 Declarative Memory......Page 1005 Nondeclarative Memory......Page 1007 Know . . .......Page 1008 The Cognitive Neuroscience of Memory......Page 1009 Memory At the Cellular Level......Page 1010 Memory, the Brain, and Amnesia......Page 1013 Stored Memories and the Brain......Page 1016 Module 7.1 Summary......Page 1019 Apply Activity......Page 1022 Module 7.2 Encoding and Retrieving Memories......Page 1024 Learning Objectives......Page 1025 Encoding and Retrieval......Page 1026 Rehearsal: The Basics of Encoding......Page 1027 Levels of Processing......Page 1030 Retrieval......Page 1032 What do we know about context-dependent memory?......Page 1034 How can science explain context-dependent memory?......Page 1037 Can we critically evaluate this evidence?......Page 1038 Why is this relevant?......Page 1042 State-Dependent Memory......Page 1043 Mood-Dependent Memory......Page 1045 Know . . .......Page 1046 Emotional Memories......Page 1047 Flashbulb Memories......Page 1052 Analyze . . .......Page 1055 The Forgetting Curve: How Soon We Forget . . .......Page 1056 Mnemonics: Improving Your Memory Skills......Page 1060 Know . . .......Page 1065 Module 7.2 Summary......Page 1066 Apply Activity......Page 1068 Module 7.3 Constructing and Reconstructing Memories......Page 1070 Learning Objectives......Page 1071 The Schema: An Active Organization Process......Page 1073 How can science explain schemas?......Page 1075 Can we critically evaluate the concept of a schema?......Page 1078 Why is this relevant?......Page 1082 Memory Reconstruction......Page 1083 The Perils of Eyewitness Testimony......Page 1085 Imagination and False Memories......Page 1093 Creating False Memories in the Laboratory......Page 1094 The Danger of False Remembering......Page 1099 Apply . . .......Page 1103 Module 7.3 Summary......Page 1104 Apply Activity......Page 1106 Chapter 8 Thought and Language......Page 1107 Module 8.1 The Organization of Knowledge......Page 1109 Learning Objectives......Page 1110 Concepts and Categories......Page 1111 Classical Categories: Definitions and Rules......Page 1112 Prototypes: Categorization by Comparison......Page 1115 Networks and Hierarchies......Page 1117 How can science explain priming effects?......Page 1122 Module 8.1a Quiz: Concepts and Categories......Page 1125 Memory, Culture, and Categories......Page 1127 Categorization and Experience......Page 1128 Categories, Memory, and the Brain......Page 1129 Categories and Culture......Page 1136 Know . . .......Page 1137 Apply . . .......Page 1138 Module 8.1 Summary......Page 1139 Apply Activity......Page 1141 Module 8.2 Problem Solving, Judgment, and Decision Making......Page 1142 Learning Objectives......Page 1144 Problem-Solving Strategies and Techniques......Page 1146 Cognitive Obstacles......Page 1150 Know . . .......Page 1157 Judgment and Decision Making......Page 1158 Conjunction Fallacies and Representativeness......Page 1159 The Availability Heuristic......Page 1162 Anchoring and Framing Effects......Page 1164 Belief Perseverance and Confirmation Bias......Page 1168 What do we know about maximizing and satisficing?......Page 1172 How can science explain maximizing and satisficing?......Page 1173 Can we critically evaluate this information?......Page 1175 Why is this relevant?......Page 1176 Understand . . .......Page 1177 Module 8.2 Summary......Page 1178 Apply Activity......Page 1180 Module 8.3 Language and Communication......Page 1182 Learning Objectives......Page 1183 Early Studies of Language......Page 1185 Properties of Language......Page 1189 Phonemes and Morphemes: The Basic Ingredients of Language......Page 1191 Syntax: The Language Recipe......Page 1195 Pragmatics: The Finishing Touches......Page 1197 Know . . .......Page 1199 The Development of Language......Page 1200 Infants, Sound Perception, and Language Acquisition......Page 1201 Producing Spoken Language......Page 1203 Sensitive Periods for Language......Page 1206 The Bilingual Brain......Page 1207 Know . . .......Page 1209 Genes, Evolution, and Language......Page 1210 What do we know about genes and language?......Page 1211 How can science explain a genetic basis of language?......Page 1212 Can we critically evaluate this evidence?......Page 1215 Why is this relevant?......Page 1216 Can Animals Use Language?......Page 1217 Understand . . .......Page 1223 Module 8.3 Summary......Page 1224 Apply Activity......Page 1225 Chapter 9 Intelligence Testing......Page 1227 Module 9.1 Measuring Intelligence......Page 1229 Learning Objectives......Page 1230 Different Approaches to Intelligence Testing......Page 1232 Intelligence and Perception: Galton’s Anthropometric Approach......Page 1235 Intelligence and Thinking: The Stanford–Binet Test......Page 1236 The Wechsler Adult Intelligence Scale......Page 1240 Raven’s Progressive Matrices......Page 1243 Understand . . .......Page 1245 The Checkered Past of Intelligence Testing......Page 1246 IQ Testing and the Eugenics Movement......Page 1247 The Race and IQ Controversy......Page 1251 Problems with the Racial Superiority Interpretation......Page 1253 What do we know about the kinds of beliefs that may affect test scores?......Page 1257 How can science test whether beliefs affect performance?......Page 1258 Can we critically evaluate this research?......Page 1261 Why is this relevant?......Page 1262 Know . . .......Page 1263 Analyze . . .......Page 1264 Module 9.1 Summary......Page 1265 Module 9.2 Understanding Intelligence......Page 1268 Learning Objectives......Page 1269 Intelligence as a Single, General Ability......Page 1271 Spearman’s General Intelligence......Page 1272 Does g Tell us the Whole Story?......Page 1276 Intelligence as Multiple, Specific Abilities......Page 1277 The Hierarchical Model of Intelligence......Page 1280 What do we know about fluid and crystallized intelligence?......Page 1281 How can science help distinguish between fluid and crystallized intelligence?......Page 1283 Can we critically evaluate crystallized and fluid intelligence?......Page 1286 Sternberg’s Triarchic Theory of Intelligence......Page 1288 Gardner’s Theory of Multiple Intelligences......Page 1292 Know . . .......Page 1298 The Battle of the Sexes......Page 1299 Do Males and Females have Unique Cognitive Skills?......Page 1301 Analyze . . .......Page 1303 Module 9.2 Summary......Page 1304 Apply Activity......Page 1305 Module 9.3 Biological, Environmental, and Behavioural Influences on Intelligence......Page 1307 Learning Objectives......Page 1308 The Genetics of Intelligence: Twin and Adoption Studies......Page 1311 The Heritability of Intelligence......Page 1314 Behavioural Genomics......Page 1316 What do we know about brain size and intelligence?......Page 1319 How can science explain the relationship between brain size and intelligence?......Page 1320 Can we critically evaluate this issue?......Page 1322 Module 9.3a Quiz: Biological Influences on Intelligence......Page 1323 Know . . .......Page 1324 Environmental Influences on Intelligence......Page 1325 Birth Order......Page 1327 Socioeconomic Status......Page 1329 Nutrition......Page 1331 Stress......Page 1332 Education......Page 1333 The Flynn Effect: IS Everyone Getting Smarter?......Page 1334 Understand . . .......Page 1336 Behavioural Influences on Intelligence......Page 1337 Brain Training Programs......Page 1338 Nootropic Drugs......Page 1339 Understand . . .......Page 1341 Module 9.3 Summary......Page 1342 Chapter 10 Lifespan Development......Page 1345 Module 10.1 Physical Development from Conception through Infancy......Page 1348 Learning Objectives......Page 1349 Methods for Measuring Developmental Trends......Page 1351 Patterns of Development: Stages and Continuity......Page 1354 Analyze . . .......Page 1355 Fertilization and Gestation......Page 1356 Fetal Brain Development......Page 1360 Nutrition, Teratogens, and Fetal Development......Page 1363 What do we know about premature birth?......Page 1371 How can science be used to help preterm infants?......Page 1372 Can we critically evaluate this research?......Page 1373 Why is this relevant?......Page 1374 Understand . . .......Page 1377 Sensory and Motor Development in Infancy......Page 1378 Motor Development in The First Year......Page 1384 Module 10.1 Summary......Page 1392 Module 10.2 Infancy and Childhood: Cognitive and Emotional Development......Page 1395 Learning Objectives......Page 1396 Cognitive Changes: Piaget’s Cognitive Development Theory......Page 1398 The Sensorimotor Stage: Living in The Material World......Page 1401 The Preoperational Stage: Quantity and Numbers......Page 1402 The Concrete Operational Stage: Using Logical Thought......Page 1407 The Formal Operational Stage: Abstract and Hypothetical Thought......Page 1408 What do we know about cognitive abilities in infants?......Page 1409 How can science help explain infant cognitive abilities?......Page 1410 Can we critically evaluate this research?......Page 1412 Why is this relevant?......Page 1413 Complementary Approaches to Piaget......Page 1414 Know . . .......Page 1416 Apply . . .......Page 1417 Social Development, Attachment, and Self-Awareness......Page 1418 What is Attachment?......Page 1419 Types of Attachment......Page 1423 Development of Attachment......Page 1427 Self Awareness......Page 1429 Understand . . .......Page 1437 Apply . . .......Page 1438 Psychosocial Development......Page 1439 Development Across The Lifespan......Page 1441 Parenting and Prosocial Behaviour......Page 1444 Parenting and Attachment......Page 1446 Module 10.2 Summary......Page 1450 Analyze . . .......Page 1451 Module 10.3 Adolescence......Page 1455 Learning Objectives......Page 1456 Physical Changes in Adolescence......Page 1458 Understand . . .......Page 1462 Emotional Challenges in Adolescence......Page 1463 Emotional Regulation During Adolescence......Page 1464 What do we know about adolescence and risky decision making?......Page 1467 How can science test the link between brain function and decision making in adolescents?......Page 1468 Can we critically evaluate this explanation for risky decision making?......Page 1470 Understand . . .......Page 1472 Cognitive Development: Moral Reasoning vs. Emotions......Page 1473 Kohlberg’s Moral Development: Learning Right From Wrong......Page 1474 Module 10.3c Quiz: Cognitive Development: Moral Reasoning vs. Emotions......Page 1481 Social Development: Identity and Relationships......Page 1482 Who am I? Identity Formation During Adolescence......Page 1483 Peer Groups......Page 1485 Romantic Relationships......Page 1487 Know . . .......Page 1489 Module 10.3 Summary......Page 1490 Apply Activity......Page 1492 Learning Objectives......Page 1493 Emerging Adults......Page 1496 Early and Middle Adulthood......Page 1498 Love and Marriage......Page 1500 Parenting......Page 1504 Module 10.4a Quiz: From Adolescence through Middle Age......Page 1506 Know . . .......Page 1507 Happiness and Relationships......Page 1508 The Eventual Decline of Aging......Page 1512 What do we know about different cognitive abilities?......Page 1516 How can science explain age-related differences in cognitive abilities?......Page 1517 Can we critically evaluate our assumptions about age-related cognitive changes?......Page 1518 Why is this relevant?......Page 1521 Understand . . .......Page 1522 Module 10.4 Summary......Page 1523 Apply Activity......Page 1525 Chapter 11 Motivation and Emotion......Page 1527 Learning Objectives......Page 1530 Physiological Aspects of Hunger......Page 1535 Food and Reward......Page 1540 Know . . .......Page 1544 Analyze . . .......Page 1545 Attention and Eating......Page 1546 Eating and Semantic Networks......Page 1550 Eating and the Social Context......Page 1552 Apply . . .......Page 1554 Disorders of Eating......Page 1555 Anorexia and Bulimia......Page 1556 What do we know about the effect of media depictions of beauty on body image?......Page 1562 How can science explain the effect of the media on people’s body image?......Page 1563 Can we critically evaluate this research?......Page 1564 Why is this relevant?......Page 1565 Module 11.1 Summary......Page 1566 Apply Activity......Page 1568 Learning Objectives......Page 1570 Human Sexual Behaviour: Psychological Influences......Page 1572 Psychological Measures of Sexual Motivation......Page 1573 Know . . .......Page 1579 Physiological Measures of Sex......Page 1580 Sexual Orientation: Biology and Environment......Page 1583 Transgender and Transsexual Individuals......Page 1593 Human Sexual Behaviour: Cultural Influences......Page 1598 Analyze . . .......Page 1599 Sex and Technology......Page 1604 What do we know about sex and advertising?......Page 1606 How can scientists explain the effect of sexual imagery on advertising success?......Page 1607 Can we critically evaluate this evidence?......Page 1609 Understand . . .......Page 1610 Analyze . . .......Page 1611 Module 11.2 Summary......Page 1612 Apply Activity......Page 1613 Module 11.3 Social and Achievement Motivation......Page 1615 Learning Objectives......Page 1616 Belonging and Love Needs......Page 1617 Belonging is a Need, Not a Want......Page 1620 Love......Page 1621 Belonging, Self-Esteem, and Our Worldview......Page 1624 What do we know about terror management theory?......Page 1626 How can scientists study terror management theory and the need to belong?......Page 1627 Can we critically evaluate this evidence?......Page 1628 Why is this relevant?......Page 1629 Understand . . .......Page 1632 Achievement Motivation......Page 1633 Self-Determination Theory......Page 1634 Extrinsic and Intrinsic Motivation......Page 1637 A Continuum of Motivation......Page 1640 Cultural Differences in Motivation......Page 1642 Know . . .......Page 1645 Module 11.3 Summary......Page 1646 Apply Activity......Page 1648 Learning Objectives......Page 1651 Physiology of Emotion......Page 1654 The Initial Response......Page 1655 The Autonomic Response: Fight or Flight?......Page 1657 Emotional Regulation......Page 1660 Know . . .......Page 1661 Experiencing Emotions......Page 1662 What do we know about the two-factor theory of emotions?......Page 1668 How can science explain the two-factor theory?......Page 1669 Can we critically evaluate these findings?......Page 1675 Why is this relevant?......Page 1676 Apply . . .......Page 1677 Expressing Emotions......Page 1678 Emotional Faces and Bodies......Page 1679 Culture, Emotion, and Display Rules......Page 1685 Culture, Context, and Emotion......Page 1688 Module 11.4c Quiz: Expressing Emotions......Page 1691 Module 11.4 Summary......Page 1692 Apply Activity......Page 1694 Chapter 12 Personality......Page 1696 Module 12.1 Contemporary Approaches to Personality......Page 1698 Learning Objectives......Page 1699 The Trait Perspective......Page 1701 Early Trait Research......Page 1703 The Five Factor Model......Page 1707 Openness......Page 1709 Conscientiousness......Page 1710 Agreeableness......Page 1711 Neuroticism......Page 1712 Know . . .......Page 1713 Apply . . .......Page 1714 Beyond the Big Five: The Personality of Evil?......Page 1715 The Dark Triad......Page 1716 Right-Wing Authoritarianism......Page 1718 How can science determine how RWA affects groups?......Page 1720 Can we critically evaluate this research?......Page 1723 Know . . .......Page 1724 Apply . . .......Page 1725 Temperaments......Page 1726 Is Personality Stable Over Time?......Page 1727 Personality Traits and States......Page 1731 Analyze . . .......Page 1733 The Behaviourist Perspective......Page 1734 The Social-Cognitive Perspective......Page 1736 Understand . . .......Page 1739 Module 12.1 Summary......Page 1740 Apply Activity......Page 1742 Module 12.2 Cultural and Biological Approaches to Personality......Page 1744 Learning Objectives......Page 1745 Culture and Personality......Page 1746 Universals and Differences Across Cultures: The Big Five......Page 1748 Personality Structures in Different Cultures......Page 1749 Comparing Personality Traits Between Nations......Page 1750 Analyze . . .......Page 1757 Twin Studies......Page 1758 How do scientists study genes and personality?......Page 1763 Why is this relevant?......Page 1766 Understand . . .......Page 1767 Animal Behaviour: The Evolutionary Roots of Personality......Page 1768 Why There are So Many Different Personalities: The Evolutionary Explanation......Page 1771 Analyze . . .......Page 1776 The Brain and Personality......Page 1777 Extraversion and Arousal......Page 1778 Contemporary Research: Images of Personality in the Brain......Page 1781 Extraversion:......Page 1782 Neuroticism:......Page 1783 Openness to Experience:......Page 1784 Module 12.2d Quiz: The Brain and Personality......Page 1785 Module 12.2 Summary......Page 1786 Module 12.3 Psychodynamic and Humanistic Approaches to Personality......Page 1789 Learning Objectives......Page 1790 The Psychodynamic Perspective......Page 1792 Unconscious Processes and Psychodynamics......Page 1795 The Structure of Personality......Page 1798 Defence Mechanisms......Page 1802 Personality Development: the Psychosexual Stages......Page 1806 The Oral Stage (0–18 months)......Page 1809 The Anal Stage (18 months–3 years)......Page 1810 The Phallic Stage (3–6 years)......Page 1811 The Genital Stage......Page 1814 Exploring the Unconscious with Projective Tests......Page 1815 What do we know about the way people perceive others?......Page 1820 How can scientists study how projection relates to personality?......Page 1821 Why is this relevant?......Page 1822 Understand . . .......Page 1823 Alternatives to the Psychodynamic Approach......Page 1824 Analytical Psychology......Page 1825 The Power of Social Factors......Page 1826 Humanistic Perspectives......Page 1828 Know . . .......Page 1829 Analyze . . .......Page 1830 Module 12.3 Summary......Page 1831 Apply Activity......Page 1833 Chapter 13 Social Psychology......Page 1836 Module 13.1 The Power of the Situation: Social Influences on Behaviour......Page 1838 Learning Objectives......Page 1839 The Person and the Situation......Page 1842 Mimicry and Social Norms......Page 1847 Group Dynamics: Social Loafing and Social Facilitation......Page 1850 Groupthink......Page 1854 Analyze . . .......Page 1857 The Asch Experiments: Conformity......Page 1858 What do we know about measuring choosing vs. perceiving?......Page 1862 How can science study people’s reasons for conforming, when they may be unaware of the reasons themselves?......Page 1863 Can we critically evaluate this evidence?......Page 1865 Why is this relevant?......Page 1866 Know . . .......Page 1869 Apply . . .......Page 1870 The Bystander Effect: Situational Influences on Helping Behaviour......Page 1871 Understand . . .......Page 1882 Social Roles and Obedience......Page 1883 The Stanford Prison Study......Page 1884 Obedience to Authority: The Milgram Experiment......Page 1888 Understand . . .......Page 1899 Module 13.1 Summary......Page 1900 Learning Objectives......Page 1904 Person Perception......Page 1909 Thin Slices of Behaviour......Page 1910 Self-Fulfilling Prophecies and Other Consequences of First Impressions......Page 1911 Know . . .......Page 1914 The Self in the Social World......Page 1915 Projecting the Self Onto Others: False Consensus and Naive Realism......Page 1917 Self-Serving Biases and Attributions......Page 1918 Ingroups and Outgroups......Page 1922 Apply . . .......Page 1925 Stereotypes, Prejudice, and Discrimination......Page 1926 Prejudice in a Politically Correct World......Page 1929 How can science study implicit prejudice?......Page 1933 Can we critically evaluate this evidence?......Page 1937 Why is this relevant?......Page 1939 Improving Intergroup Relations......Page 1941 Understand . . .......Page 1944 Module 13.2 Summary......Page 1945 Learning Objectives......Page 1949 Changing People’s Behaviour......Page 1952 Persuasion: Changing Attitudes Through Communication......Page 1954 Using the Central Route Effectively......Page 1957 Make It Personal......Page 1959 What do we know about communicating about tragedy?......Page 1963 How can science explain the identifiable victim effect?......Page 1966 Can we critically evaluate this evidence?......Page 1969 Why is this relevant?......Page 1970 Value Appeals......Page 1971 Preaching or Flip-Flopping? One-Sided vs. Two-Sided Messages......Page 1972 Emotions in the Central Route......Page 1974 Know . . .......Page 1976 Apply . . .......Page 1977 Using the Peripheral Route Effectively......Page 1978 Liking......Page 1979 Social Validation......Page 1980 Reciprocity......Page 1981 Consistency......Page 1983 Apply . . .......Page 1986 Cognitive Dissonance......Page 1987 Attitudes and Actions......Page 1992 Understand . . .......Page 1994 Module 13.3 Summary......Page 1995 Chapter 14 Health, Stress, and Coping......Page 1999 Module 14.1 Behaviour and Health......Page 2001 Learning Objectives......Page 2002 Smoking......Page 2004 What do we know about media influences on smoking?......Page 2006 How can science help us analyze the effects of smoking in the movies?......Page 2007 Can we critically evaluate this evidence?......Page 2008 Why is this relevant?......Page 2009 Efforts to Prevent Smoking......Page 2011 Know . . .......Page 2013 Obesity......Page 2014 Defining Healthy Weights and Obesity......Page 2015 Genetics and Body Weight......Page 2018 The Sedentary Lifestyle......Page 2020 Social Factors......Page 2022 Psychology and Weight Loss......Page 2023 Know . . .......Page 2026 Poverty and Discrimination......Page 2027 Family and Social Environment......Page 2030 Social Contagion......Page 2032 Know . . .......Page 2034 Module 14.1 Summary......Page 2035 Apply Activity......Page 2038 Learning Objectives......Page 2040 What Causes Stress?......Page 2043 Stress and Performance......Page 2049 Understand. . . .......Page 2051 Physiology of Stress......Page 2052 The Stress Pathways......Page 2055 Oxytocin: To Tend and Befriend......Page 2057 What do we know about hormones, relationships, and health?......Page 2060 How can science explain connections between hormones, relationships, and health?......Page 2062 Can we critically evaluate this evidence?......Page 2064 Know . . .......Page 2065 Stress, Immunity, and Illness......Page 2066 Stress, Personality, and Heart Disease......Page 2067 Stress, Food, and Drugs......Page 2072 Stress, The Brain, and Disease......Page 2073 Module 14.2c Quiz: Stress, Immunity, and Illness......Page 2075 Understand. . . .......Page 2076 Module 14.2 Summary......Page 2077 Apply Activity......Page 2079 Module 14.3 Coping and Well-Being......Page 2080 Learning Objectives......Page 2081 Coping......Page 2083 Positive Coping Strategies......Page 2084 Optimism and Pessimism......Page 2086 Resilience......Page 2089 Meditation and Relaxation......Page 2092 Exercise......Page 2100 Know . . .......Page 2103 Analyze . . .......Page 2104 Perceived Control......Page 2105 How can science explain compensatory control?......Page 2109 Can we critically evaluate this evidence?......Page 2114 Why is this relevant?......Page 2115 Know . . .......Page 2116 Module 14.3 Summary......Page 2117 Apply Activity......Page 2119 Chapter 15 Psychological Disorders......Page 2121 Module 15.1 Defining and Classifying Psychological Disorders......Page 2123 Learning Objectives......Page 2124 Defining Abnormal Behaviour......Page 2126 What is “Normal” Behaviour?......Page 2129 Psychology’s Puzzle: How to Diagnose Psychological Disorders......Page 2132 Critiquing the DSM......Page 2134 The Power of a Diagnosis......Page 2137 What do we know about how labels affect people?......Page 2139 How can science explain how labels may affect perceptions of another person’s behaviour?......Page 2140 Can we critically evaluate this information?......Page 2141 Why is this relevant?......Page 2142 Know . . .......Page 2146 Understand . . .......Page 2147 Applications of Psychological Diagnoses......Page 2148 The Mental Disorder Defence (AKA the Insanity Defence)......Page 2149 Know . . .......Page 2151 Module 15.1 Summary......Page 2152 Apply Activity......Page 2153 Module 15.2 Personality and Dissociative Disorders......Page 2155 Learning Objectives......Page 2156 Defining and Classifying Personality Disorders......Page 2158 Borderline Personality......Page 2161 Histrionic Personality......Page 2162 What do we know about antisocial personality disorder?......Page 2165 How can science explain antisocial personality disorder?......Page 2166 Can we critically evaluate this information?......Page 2170 Know . . .......Page 2171 The Biopsychosocial Approach to Personality Disorders......Page 2172 Psychological Factors......Page 2173 Sociocultural Factors......Page 2174 Know . . .......Page 2175 Dissociative Identity Disorder......Page 2176 Types of Dissociative Disorders......Page 2177 Is Dissociative Identity Disorder “Real?”......Page 2178 Know . . .......Page 2181 Module 15.2 Summary......Page 2182 Apply Activity......Page 2183 Module 15.3 Anxiety, Obsessive–Compulsive, and Depressive Disorders......Page 2185 Learning Objectives......Page 2186 Anxiety Disorders......Page 2188 Varieties of Anxiety Disorders......Page 2189 What do we know about phobias?......Page 2194 How can science explain why some people are more likely than others to develop specific phobias?......Page 2195 Why is this relevant?......Page 2198 The Vicious Cycle of Anxiety Disorders......Page 2200 Obsessive–Compulsive Disorder (OCD)......Page 2202 Understand . . .......Page 2205 Mood Disorders......Page 2206 Types of Mood Disorders......Page 2207 Cognitive Aspects of Depression......Page 2209 Biological Aspects of Depression......Page 2211 Sociocultural and Environmental Influences on Mood Disorders......Page 2215 Suicide......Page 2216 Module 15.3 Summary......Page 2221 Apply Activity......Page 2223 Learning Objectives......Page 2225 Symptoms and Types of Schizophrenia......Page 2228 Stages of Schizophrenia......Page 2229 Symptoms of Schizophrenia......Page 2230 Common Sub-Types of Schizophrenia......Page 2235 Module 15.4a Quiz: Symptoms and Types of Schizophrenia......Page 2238 Analyze . . .......Page 2239 Explaining Schizophrenia......Page 2240 Genetics......Page 2241 Schizophrenia and the Nervous System......Page 2242 What do we know about the neurodevelopmental hypothesis?......Page 2246 How can science test the neurodevelopmental hypothesis?......Page 2247 Why is this relevant?......Page 2249 Environmental and Social Influences on Schizophrenia......Page 2250 Culture and Schizophrenia......Page 2251 Understand . . .......Page 2253 Module 15.4 Summary......Page 2254 Apply Activity......Page 2256 Chapter 16 Therapies......Page 2258 Module 16.1 Treating Psychological Disorders......Page 2260 Learning Objectives......Page 2261 Barriers to Psychological Treatment......Page 2264 Stigma About Mental Illness......Page 2266 Gender Roles......Page 2267 Logistical Barriers: Expense and Availability......Page 2268 Involuntary Treatment......Page 2269 Module 16.1a Quiz: Barriers to Psychological Treatment......Page 2271 Understand . . .......Page 2272 Mental Health Providers and Settings......Page 2273 Mental Health Providers......Page 2274 Inpatient Treatment and Deinstitutionalization......Page 2276 The Importance of Community Psychology......Page 2279 Know . . .......Page 2281 Evaluating Treatments......Page 2282 Empirically Supported Treatments......Page 2283 How can science test the effectiveness of self-help treatments?......Page 2286 Can we critically evaluate this evidence?......Page 2289 Why is this relevant?......Page 2291 Understand . . .......Page 2292 Module 16.1 Summary......Page 2293 Module 16.2 Psychological Therapies......Page 2296 Learning Objectives......Page 2297 Psychoanalysis: Exploring The Unconscious......Page 2299 Modern Psychodynamic Therapies......Page 2304 Humanistic–Existential Psychotherapy......Page 2305 Evaluating Insight Therapies......Page 2308 Module 16.2a Quiz: Insight Therapies......Page 2310 Understand . . .......Page 2311 Behavioural, Cognitive, and Group Therapies......Page 2312 Systematic Desensitization......Page 2313 How can scientists study virtual reality exposure?......Page 2317 Can we critically evaluate this evidence?......Page 2320 Why is this relevant?......Page 2321 Cognitive–Behavioural Therapies......Page 2322 Mindfulness-Based Cognitive Therapy......Page 2327 Group and Family Therapies......Page 2331 Evaluating Cognitive–Behavioural Therapies......Page 2332 Know . . .......Page 2334 Analyze . . .......Page 2335 Module 16.2 Summary......Page 2336 Apply Activity......Page 2337 Module 16.3 Biomedical Therapies......Page 2341 Learning Objectives......Page 2342 Drug Treatments......Page 2344 Antidepressants......Page 2346 What have scientific studies found about St. John’s wort and depression?......Page 2351 Can we critically evaluate this evidence?......Page 2353 Mood Stabilizers......Page 2354 Antianxiety Drugs......Page 2355 Antipsychotic Drugs......Page 2356 Evaluating Drug Therapies......Page 2358 Understand . . .......Page 2361 Technological and Surgical Methods......Page 2362 Electroconvulsive Therapy......Page 2366 Repetitive Transcranial Magnetic Stimulation......Page 2368 Deep Brain Stimulation......Page 2369 Apply . . .......Page 2372 Module 16.3 Summary......Page 2373 Apply Activity......Page 2375 Glossary......Page 2377 References......Page 2488 Name Index......Page 2884 A......Page 2885 B......Page 2889 C......Page 2897 D......Page 2905 E......Page 2910 F......Page 2913 G......Page 2917 H......Page 2923 I......Page 2929 J......Page 2930 K......Page 2932 L......Page 2936 M......Page 2942 N......Page 2950 O......Page 2953 P......Page 2955 Q......Page 2960 R......Page 2961 S......Page 2966 T......Page 2975 U......Page 2978 V......Page 2979 W......Page 2981 X......Page 2987 Y......Page 2988 Z......Page 2989 Subject Index......Page 2990 A......Page 2991 B......Page 3001 C......Page 3009 D......Page 3022 E......Page 3029 F......Page 3037 G......Page 3042 H......Page 3046 I......Page 3053 J......Page 3059 K......Page 3060 L......Page 3061 M......Page 3066 N......Page 3076 O......Page 3081 P......Page 3085 Q......Page 3098 R......Page 3099 S......Page 3103 T......Page 3123 U......Page 3128 V......Page 3130 W......Page 3132 Y......Page 3134 Z......Page 3135