2015 mastery work book

Psychology 111 General Psychology Mastery Workbook

Name: ___________________________

Instructor: _______________________

DEPARTMENT OF PSYCHOLOGY WICHITA STATE UNIVERSITY WICHITA, KANSAS

2015 edition

Interactive General Education

An Interactive General Education Psychology System

Designed by Paul D. Ackerman

For use with the Textbook PSYCHSMART, McGraw-Hill, Publisher

Department of Psychology Wichita State University

Copyright 2015, All rights reserved.

Contents

The Justification for a University ............................................................................................. 4 Getting to Know Yourself ......................................................................................................... 5

Hand-in Page: Connecting Knowledge and the Zest of Life... ............................................. 6 Hand-in Page: My Top-Three Interesting Topics ................................................................. 7

Hand-in Page: Student Biographical Information .......................................................... 8 FOR YOUR RECORDS: ....................................................................................................... 9 Why the Mastery Workbook ................................................................................................... 10 How to use the Mastery Workbook ........................................................................................ 11

GENERAL PSYCHOLOGY MASTERY SECTIONS Research Statistics ............................................................................................................... 12 Methodology ........................................................................................................................ 15 History of Psychology.......................................................................................................... 18 Cumulative Review 1: ........................................................................................................... 21 Biological Foundations ........................................................................................................ 22 Sensation, Perception and Consciousness............................................................................ 24 Cumulative Review 2: ........................................................................................................... 27 Learning ............................................................................................................................... 28 Memory and Cognition ........................................................................................................ 31 Cumulative Review 3: ........................................................................................................... 34 Motivation and Emotion ...................................................................................................... 36 Developmental Psychology and Personality ........................................................................ 38 Cumulative Review 4: ........................................................................................................... 41 Abnormal Psychology and Therapy..................................................................................... 43 Social Psychology ................................................................................................................ 46 Final Cumulative Review: .................................................................................................... 49

Careers in Psychology........................................................................................................... 63 Employment Outlook for Psychology Majors .................................................................... 64

WSU Psychology and its varied programs ......................................................................... 65 Appreciating your WSU Psychology Department ............................................................... 65 WSU Community Psychology Certificate Program ............................................................ 66 WSU Clinical Psychology Doctoral Program...................................................................... 67 WSU Community Psychology Doctoral Program ............................................................... 68 WSU Human Factors Doctoral Program ............................................................................. 69 Career opportunities in Quantitative Psychology ................................................................ 70

Core Concepts Mastery List ................................................................................................ 71

Written Mastery History/Methods Essay Questions (From Text Chapter 1)........................ 72

Introduction 4

The justification for a university

The justification for a university is that it preserves the connection between knowledge and the zest of life, by uniting the young and the old in the imaginative consideration of learning. The university imparts information, but it imparts it imaginatively.... This atmosphere of excitement, arising from imaginative consideration, transforms knowledge. A fact is no longer a bare fact: it is invested with all its possibilities. It is no longer a burden on the memory: it is energizing as the poet of our dreams, and the architect of our purposes. Alfred North Whitehead

Introduction 5

Getting to Know Yourself

The mind-body problem is a timeless issue in human thought and the study of psychology. How does the body of chemical and physical processes relate to the mind of information, language, intention, and awareness? The issue has scientific, philosophical, and religious implications. Consider the two following motifs for thinking about this problem.

One motif gives priority to matter and energy and thus views mind in both its cosmic origin and current operation as the product of interacting physical and chemical laws. This motif might be called the materialist-naturalist motif. An alternative motif gives priority to Divine purpose, action, and design. In this view, mind is given priority in the cosmic origin of the material world as well as determining the laws by which the psychological, organic, and inorganic worlds operate. This motif might view the human mind as dependent on physical and chemical processes in the brain for its operation while viewing a Divine Mind as ultimately accounting for both. Consider your presuppositions on this matter and keep them in mind as you think about the knowledge you are learning as you study the fascinating discipline of psychology. Consider how ones understanding and interpretation of the facts you are learning might differ based on which motif you regard as more valid. How might ones persuasion regarding one motif or the other influence the sense in which physics and chemistry are regarded as more basic than biology and psychology? How might ones persuasion influence his/her view of art, literature, music, and theater? Can you think of other motifs?

Getting Connected 6

Connecting Knowledge and the Zest of Life... By getting to know your textbook

What is the title of your textbook?

Who is the publisher and what is the copyright date for the text?

By considering the content of your textbook Spend some time viewing the table of contents for your text.

What two chapters are most interesting to you?

In the space below briefly state why you prefer these two chapters. Tear out the sheet along the perforation and hand in to your instructor.

Getting Connected 7

My Top-Three Interesting Topics

Name: _________________________

Scan through the table of contents of your textbook and indicate three topics of special interest to you.

My three interesting topics are: Topic: ___________________________________ Page: ______ Topic: ___________________________________ Page: ______ Topic: ___________________________________ Page: ______

In the space below write a brief statement of why you are interested in these topics. Tear out the sheet along the perforation and hand in to your instructor.

Getting Connected 8

Student Biographical Information Please fill out information below and then turn in this sheet to your

instructor.

NAME

GENDER [ ] Male [ ] Female

PHONE NUMBERS (Home) (Other) (Only include your work number if it is allowed to call you at work.)

E-Mail: ________________________________________________________________________

CLASSIFICATION [ ] Freshman [ ] Sophomore

[ ] Junior [ ] Senior

MAJOR FIELD MINOR FIELD ______________________

IS ENGLISH YOUR FIRST LANGUAGE? [ ] Yes [ ] No

IF YOU ARE AN INTERNATIONAL STUDENT, WHAT IS YOUR HOME COUNTRY?

Getting Connected 9

FOR YOUR RECORDS:

Write in the important names, dates and other information below:

Important Information:

Your Instructor: Office:

Phone: E-Mail:

Psychology 111 Section Number: Room: _____________

Psychology Department Office: 437 Jabara Hall

Remember to check your Blackboard site often for announcements and other information as directed by your instructor.

Please make sure your email is set to receive messages via your wichita.edu address.

Last day to drop with a "W":

Date of Final Exam! Date: Time:

About Your Mastery Workbook 10

Why the Mastery Workbook

The purpose of this mastery workbook is to help you get the most out of your general education or psychology major experience. Psychology is a vast discipline covering more than anyone could possibly do justice to in a one-semester summary. Yet the Wichita State University faculty wants a coherent core of general education knowledge for all WSU students. Similarly, the Psychology Department faculty wants an identifiable core of content across all sections of General Psychology. This Mastery Workbook is designed to facilitate meeting these university and departmental goals. Each instructor and student brings unique interests and perspectives to the study of psychology. This Mastery Workbook does not cover everything in your textbook or everything your instructor will cover. It does not cover everything you will be tested on in your individual section. Rather, this workbook identifies basic material that all sections will cover. This core knowledge for all Psychology 111 sections emphasizes the historical roots of psychology, research statistics and methods, as well as key persons, experiments, and concepts in the various research domains. All of the matters covered are deemed to be particularly relevant to the General Education mission of the university.

The Psychology 111 Mastery Workbook was constructed to assist students in learning general concepts relative to psychology. The mastery list of concepts was developed in conjunction with state standards, research literature, and faculty input.

About Your Mastery Workbook 11 How to use the Mastery Workbook

In order to master the workbook material you will need to be mentally engaged and actively

trying to learn and remember the concepts. It is possible to look up the answers and write

them in the workbook blanks in a rather mechanical and mindless way. You need to be

mentally active in thinking about the questions and concepts. Here are the suggested steps in

gaining mastery of the concepts.

1. Read each fill-in-the-blank question and find the correct answer in your textbook if

you dont know it.

2. Write the answer using the blank near the right margin of the page.

Example:

Psychology is the ________ study of behavior and mental processes. scientific

IMPORTANT: DO NOT WRITE ON THE BLANK WITHIN THE QUESTION.

3. After you enter the answers into the right margin blank, check with classmates and/or

your teacher to make sure your answers are correct.

4. Use your Mastery Workbook to study the mastery concepts by covering the right side

of the workbook page and learning to state the concept from memory.

5. Work with classmates to drill one another on the mastery concepts to enhance

learning.

6. Learn the terms to such a level of mastery that you can generate definitions and

explanations for them.

Now you are ready to learn your first set of mastery terms.

Section 1: Research Statistics (Supplement to Text) 12 Research Statistics

As part of your general education and psychology course experience you need to understand the basic functions and principles of research statistics in order that you might conduct yourself wisely in an advanced technological society. In their research, scientists generate massive quantities of data. Scientists employ statistical techniques to help organize and make sense of these data. Statistical procedures also enable scientists to describe and communicate their findings. Since this function of research statistics enables researchers to describe and communicate research findings, it is called descriptive statistics. After scientists have a sense of what the data look like, they use additional statistical procedures to make judgements about the causes and correlates of what they are investigating. Making such judgements is called inference, so this function of research statistics is called inferential statistics. To infer means to deduce, conclude, or judge. For example, a scientist might use research statistics to conclude (or infer) that smoking causes lung cancer.

If your textbook does not have an appendix devoted to statistical terms use the internet to help you learn their meaning.

NEW TERMS: Mode Standard Deviation Median Correlation Coefficient Mean Scatter Plot Range Normal Curve

1. The arithmetic average is also called the __________.

1. __________________

2. Plotting a normal distribution of a graph yields a/an __________.

2. __________________

3. The point that divides a set of numbers in half is called the __________.

3. __________________

4. The difference between the highest and lowest scores in a distribution is the __________.

4. __________________

5. A __________ is used to help us visualize the correlation or association between two variables.

5. __________________

6. The sums of all the scores divided by the number of scores is a measure called __________.

6. __________________

Section 1: Research Statistics (Supplement to Text) 13

7. The most frequently occurring score in a set of scores is called the __________.

7. __________________

8. In the set of scores 90, 80, 70, the number 80 is the mean and also the __________.

8. __________________

9. The __________ for the sample of scores(17, 12, 8, 5, 9, 2, 15) is 9.

9. __________________

10. A pattern of dots plotting two variables is called a__________.

10. _________________

11. For the set of scores (2, 3, 3, 2) the number 2.5 is the __________.

11. _________________

12. A __________ can range in value from +1 to 1. It indicates the relationship between two variables.

12. _________________

13. The number that tells us the most about how the scores in a frequency distribution are dispersed around the mean is called the __________.

13. _________________

14. The number 17 is the __________ for the following set of scores: 6, 7, 21, 17, 2, 17.

14. _________________

15. If the dots on a _________ form a circle or a random pattern, then there is no correlation between variables.

15. _________________

16. About 99% of scores fall between 3 __________ above and 3 below the mean in a normal distribution.

16. _________________

17. A number that indicates both the strength and the direction of a relationship is the ____________.

17. ________________

18. A perfect negative correlation occurs when the dots on a __________ form a straight line from upper left to lower right.

18. ________________

19. Mean, mode, and __________ are all measures of central tendency.

19. ________________

Section 1: Research Statistics (Supplement to Text) 14

20. A hypothetical bell-shaped distribution curve that occurs when a normal distribution is plotted as a frequency polygon is called a(n) __________.

20. ______________

Example: CALCULATING STANDARD DEVIATION

Data: 2, 7, 6, 4, 8, 15, 14

Step 1. Calculate the mean and determine the N (number of scores). Mean = (2+7+6+4+8+15+14) / 7 = 8 N = 7

Step 2. Calculate the standard deviation as illustrated below:

Score mean deviation (score-mean) squared deviation (Note: the importance of this 2 8 -6 36 operation is that it eliminates 7 8 -1 1 negative numbers from the 6 8 -2 4 calculation.) 4 8 -4 16 8 8 0 0 15 8 +7 49 14 8 +6 36

Sum of squared deviations = 142

Standard Deviation = Square root (Sum of squared deviations / N) = Square root(142/7)

= Square root (20.29) = 4.50

PRACTICE CALCULATIONS: Find the mean, median, mode, range, and standard deviation using the following data.

4, 2, 2, 6, 16, 15, 1, 15, 2

Mean = 7

Median = 4

Mode = 2

Range = 14

Standard Deviation = 6.06

Section 2: Research Methods (Text Chapter 1) 15

Methodology

Psychologists use scientific research methods to discover facts and develop theories about human behavior and mental processes. As students of psychology and responsible members of society you will have to evaluate many conflicting claims that have the potential to impact you, your family, and your community. Understanding the various methods used by psychologists and other scientists will help you to discern between scientific claims that are founded on valid research and those which are not. Many people are deceived by bogus scientific claims, in part, because they lack knowledge of the scope and limitations of the various methods you will learn about as part of this course. As you may suspect, the Psychology Department faculty believes that the concepts contained in this section are among the most important you will encounter in your general education experience.

NEW TERMS: Naturalistic Observation Independent Variable Case Study Dependent Variable Survey Research Experimental Group Correlational Research Control Group Experimental Research Random Sample

1. The method of research known as __________ is one in which findings are based on the intense description and analysis of a single individual or a few individuals.

1. _______________

2. Asking predetermined questions of a carefully selected group of people through interviews or questionnaires is a method of research known as __________.

2. _______________

3. The type of research known as __________ can demonstrate a cause-and-effect relationship between variables.

3. _______________

4. Studying behavior in its natural context is known as __________.

4. _______________

5. The method of research known as __________ identifies relationships between variables, but does not determine cause and effect.

5. _______________

6. When everyone in a population has an equal chance of being selected, the sample is known as a/an__________.

6. _______________


7. In an experiment to test the effects of a new allergy medication, two groups are used. One group receives the actual drug, while the other receives a placebo. The group who receives the actual drug is known as the __________.

7. _______________

8. In the scenario above, the group that receives the placebo is known as the __________.

8. _______________

9. In an experiment to test the effects of varying levels of light on performance, the __________ is the amount of light.

9. _______________

10. In an experiment, the measurable aspect of the behavior of a participant is known as the__________.

10. _______________

11. In an experiment, a researcher manipulates one variable to see how it affects a second variable known as the __________.

11. _______________

12. Observing behavior as it happens in real-life natural settings without imposing laboratory controls is known as __________.

12. _______________

13. It is impossible to draw generalized conclusions from the results of the research method known as the __________.

13. _______________

14. __________ is a type of research that allows psychologists to describe the relationship between two or more variables without inferring causation.

14. _______________

15. Political polls taken before major elections are examples of the type of research known as__________.

15. _______________

16. In the type of research known as __________, the investigator manipulates selected events or circumstances and then measures the effects of those manipulations on subsequent behavior.

16. _______________


17. In an experiment, the variable that is observed for any possible effects of the independent variable is known as the __________.

17. _______________

18. Research techniques that merely examine the relationship between two or more variables are known as __________.

18. _______________

19. In a controlled experiment, the group not subjected to a change in the independent variable, and used for comparison with the group receiving experimental change, is the __________.

19. _______________

20. In a controlled experiment, the group that is subjected to a change in the independent variable is known as the __________.

20. _______________

21. In an experiment, a researcher manipulates a variable known as the __________ to see how it affects a second variable.

21. _______________

22. A psychologist studying education picks teachers who will be participating in her study by selecting every fourth name on a list of available teachers. She is selecting a/an __________.

22. _______________

23. The method of research which utilizes a control group, dependent variable and an independent variable is known as __________.

23. _______________

24. If you studied eating behaviors by watching people in a restaurant, your study would be classified as __________.

24. _______________

25. If a researcher wished to study the relationship between high school grades and college grades, the most appropriate research method would be__________.

25. _______________

Section 3: History of Psychology (Text Chapter 1) 18

History of Psychology

The term psychology appears to have originated in the early sixteenth century. The German philosopher, Rudolf Goclenius, used the term in 1590 defining it as the science of the soul. The word psychology is derived from the Greek words Psyche (breath) and logos (knowledge of). Greek philosophers used the term psyche to refer to the vital principle in man. By the eighteenth century, an approach called faculty psychology focused on the mind considered as an entity containing active powers (faculties) such as self-preservation, judgment, and memory. Psychology as a scientific discipline is usually considered to have begun with Wilhelm Wundt (1832-1920). In 1868 Wundt published a book on perception in which he outlined his plan for an experimental psychology which he carried out over the span of his career. As the founder of scientific psychology, he was also its most prolific writer. He published an average of 2 words per minute for sixty-eight years. He also established the first experimental psychology laboratory in 1879. Wundt defined psychology as the natural science of immediate experience. All other natural sciences are based on experience mediated by special instruments such as scales and microscopes. Psychologists, by contrast, study the contents of the mind by introspecting (looking within) immediately the contents of their own mind. In 1913 John Watson created a rival definition of psychology as the scientific study of behavior and founded an influential system of psychology known as behaviorism. Today, psychologists view both mind and behavior as legitimate subject matter and define psychology as the science of behavior and mental processes.

NEW TERMS: Names Theories Wilhelm Wundt Structuralism William James Functionalism Sigmund Freud Psychodynamic Psychology John B. Watson Behaviorism Margaret Floy Washburn Gestalt Psychology Mary Calkins

1. The first American-born psychologist associated with

functionalism was __________ (1842-1910). He viewed the human stream of consciousness as permitting us to adapt to our environment.

1. _______________

2. A procedure called introspection was the primary method of investigation used by proponents of the school of thought known as __________.

2. _______________


3. __________ (1832-1920) founded the first formal psychological lab in 1879 at the University of Leipzig in Germany.

3. _______________

4. According to __________ (1856-1939), free will is an illusion since much of our behavior is determined by unconscious drives.

4. _______________

5. B.F. Skinner (1904-1990) is associated with the school of thought known as __________.

5. _______________

6. __________ was the school of thought founded by Freud.

6. _______________

7. __________ (1878-1958), the founder of behaviorism, based his school of psychology on the studies of Ivan Pavlov (1849-1936).

7. _______________

8. The school of thought known as __________ means whole in German. This perspective says that the whole is different from the sum of its parts. This perspective made substantial contributions to the field of perception.

8. _______________

9. Much of our behavior is controlled by unconscious desires according to __________. He argued that behavior is motivated by inner forces and conflicts over which we have little control. Within each person there is a seething cauldron of unconscious psychic activity.

9. _______________

10. _________ (1863-1930) studied memory in the early part of the 20th century, and became the first female president of the American Psychological Association.

10. _______________

11. The school of thought known as __________ attempted to break down perception and thought into their basic components or parts. It contrasts with functionalism which focused on what the mind does rather than what it is made of.

11. _______________

12. The first woman to receive a doctorate in psychology was _________.

12. _______________


13. ______ and B.F. Skinner were American pioneers in the perspective known as behaviorism. They studied ways by which controlling the environment could control behavior. They made important contributions in treating mental disorders, curbing aggression, and ending addictions.

13. _______________

14. Functionalism was founded by ___________. He was an American Psychologist and published an early and highly acclaimed psychology textbook, Principles of Psychology, in 1890.

14. _______________

15. Psychologists that promote _________ examine only behavior that is observable and measurable.

15. _______________

16. ____________ is the perspective that attempts to break down experience into their basic units using the procedure of introspection.

16. _______________

17. __________, as a school of psychology, is concerned with studying the mind from the perspective of its usefulness to the organism. Focus is on what the mind does, not the parts it is made of.

17. _______________

18. Psychological conflicts and unacceptable impulses lie deep within the unconscious mind according to the perspective in psychology known as __________.

18. _______________

19. __________ was a Viennese physician in the early 1900s whose ideas about unconscious determinants of behavior had a revolutionary effect on 20th century thinking in social science fields and even more so in the popular culture. Research psychologists today are highly critical of many of his ideas.

19. _______________

20. The primary experimental interest of __________ was the perceptional organization of whole forms. This perspective seeks to learn the principles that describe how we organize bits and pieces of information into meaningful wholes.

20. _______________

Cumulative Review 1 (Text Chapters 1) 21

Cumulative Review 1: Test Your Recall

1. In a controlled experiment, the group not subjected to a change in the independent variable, and used for comparison with the group receiving experimental change, is the __________.

1. _______________


2. _______________


3. _______________


4. _______________

5. Psychological conflicts and unacceptable impulses lie deep within the unconscious mind according to the perspective of psychology known as __________.

5. _______________


6. _______________

7. The method of research which utilizes a control group, dependent variable and an independent variable is known as __________.

7. _______________

8. The school of thought known as __________ means whole in German. The perspective says that the whole is different from the sum of its parts.

8. _______________

9. A pattern of dots plotting two variables is called a __________.

9. _______________

10. The first woman to receive a doctorate in psychology was _________.

10. _______________

Section 4: Biological Foundations (Text Chapter 2) 22

Biological Foundations

Upon considering the intricacies of the body human, the Hebrew psalmist exclaimed, I am fearfully and wonderfully made. In similar vein, the molecular biologist, Michael Denton, has described the fantastic complexity and adaptive design of the living cell. If we could enter into a living cell we would observe something similar to a vast space ship with millions of portholes on its surface. These portholes would open and close to allow an endless stream of materials to flow in and out in orderly, assembly-line fashion. The in-coming materials would move along countless branching conduits to various assembly plants. As we gazed around we would observe robot-like molecular machines engaged in all sorts of strangely purposeful activities. From our vantage point inside the cell, we would be witnessing what appeared like an immense automated factory larger than a city and carrying out almost as many functions as all the manufacturing activities of man on earth. What is more, this factory would have the capability of replicating its entire structure within a few hours. To witness the interior world of the cell would be, as Michael Dentons put it, an awe-inspiring spectacle. Psychologists who devote themselves to understanding the marvelous structure of the body and how it provides a foundation for our mental processes and behavior are called psychobiologists.

NEW TERMS: Neuron Brain Lateralization Neurotransmitter Biofeedback Synapse Endocrine System Central Nervous System Neuroplasticity Peripheral Nervous System

1. The division of the nervous system that consists of the brain and spinal cord is the __________.

1. _______________

2. _________ is a procedure in which a person learns to control through conscious thought internal physiological processes such as blood pressure, heart and respiration rate, etc.

2. _______________

3. Although there is overlap between the tasks of the two hemispheres of the brain, each one specializes in certain functions. This phenomenon is known as __________.

3. _______________

Section 4: Biological Foundations (Text Chapter 2) 23

4. The system which coordinates and integrates behavior by secreting chemicals into the bloodstream is called the __________.

4. _______________

5. The smallest unit in the nervous system is the ______.

5. _______________

6. Chemicals released by the synaptic vesicles that travel across the synaptic space and affect adjacent neurons are called __________.

6. _______________

7. The division of the nervous system that connects the brain and spinal cord to the rest of the body is the __________.

7. _______________

8. The ability of the brain to adapt by adding neurons, making new connections between neurons, and other biological functions is called __________.

8. _______________

9. The cell which underlies the activity of the entire nervous system is the __________.

9. _______________

10. Split-brain patients whose corpus callosums are severed allow researchers to better understand __________.

10. _______________

11. __________ typically have one axon and many dendrites.

11. _______________

12. The entire area composed of the axon terminal of one neuron, the synaptic cleft, and the dendrite or cell body of the next neuron is called the __________.

12. _______________

13. When a neural impulse reaches the end of an axon it causes tiny oval sacs at the end of the axon to release chemicals called __________.

13. _______________

14. A nerve impulse from one neuron affects the activity of a neighboring neuron at a point of interaction called the __________.

14. _______________

Section 5: Sensation/Perception/Consciousness (Text Chapters 3-4) 24 Sensation, Perception and

Consciousness

When Worlds Collide: A continual river of light-wave borne images flows into our eyes from the physical world. At the retina the river of light waves is transformed to a river of nerve-borne information known as sensation. In this transformation we move from the level of the physical world to that of the biological. As the nerve-borne river of information flows deep into the processing centers of the brain, it is transformed again, this time into a river of meaning and consciousness known as perception. In this transformation, we have moved from the biological to the psychological level. As the great river from the physical and biological worlds flows in, a continual river of understanding, interpretation and expectation flows out from the world of mind and psychology further transforming the incoming river of energy and sensation. Such is the body human, where worlds collide. To put the matter less poetically, sensation is a message regarding physical stimulation impacting our bodies from the external world. Sense organs receive a particular kind of physical stimulation and translate it into a language the brain can understand. As the message from a sense organ enters the brain, it organizes, integrates, processes, and interprets the message into meaningful consciousness or perception. Finally, the perception of the world at one-moment influences the brains translation of subsequent messages arriving from the senses.

NEW TERMS: Sensation Trichromatic Theory Perception Opponent Process Theory Perceptual Constancy REM Sleep Gestalt Laws of Organization Psychoactive Drugs Psychophysics Addictive Drugs Sensory Adaptation Circadian Rhythms

1. The idea that the eye contains separate receptors for red, green, and blue (i.e. there specific wavelengths) is known as the __________.

1. _______________

2. An adjustment in sensory capacity after prolonged exposure to unchanging stimuli is called ___________.

2. _______________

3. __________ is the tendency to perceive objects as stable and unchanging despite changes in sensory stimulation. When you walk around a table it does not perceptually change its shape. When you walk away you do not perceive it as getting smaller.

3. _______________

Section 5: Sensation/Perception/Consciousness (Text Chapters 3-4) 25

4. Most vivid dreaming occurs during __________.

4. _______________

5. __________ is the psychological interpretation of sensation. Sensory stimuli are sorted out, interpreted, analyzed, and meaningfully integrated.

5. _______________

6. __________ is activation of the sense organs by a source of physical energy.

6. _______________

7. The theory that receptor cells for color are linked in pairs, working in opposition to each other is called __________.

7. _______________

8. The ___________ are a series of principles that describe how we organize bits and pieces of information into meaningful wholes.

8. _______________

9. The physiological fluctuations that occur on approximately a 24-hour cycle are called __________.

9. _______________

10. The process of creating meaningful patterns from raw sensory information is __________.

10. _______________

11. The stable and unchanging perception of size, shape, and brightness are all instances of __________.

11. _______________

12. _________ is the study of the relationship between the physical aspects of stimuli and our psychological experience of them.

12. _______________

13. Drugs that influence a persons emotions, perceptions, and behavior are called ______________.

13. _______________

14. The color vision system whereby both red and green information cannot be sent at the same time is best explained by the __________.

14. _______________

15. __________ differ from sensations in that they depend as much on prior experience as they do on neural cues traveling between receptors and the brain.

15. _______________

Section 5: Sensation/Perception/Consciousness (Text Chapters 3-4) 26

16. The perceptual law of similarity, the law of proximity, and the law of figure-ground are part of the set of laws known as the _____________.

16. _______________

17. Drugs that produce a physiological or psychological dependence in the user so that withdrawal from them leads to a craving for the drug that, in some cases, may be nearly irresistible.

17. _______________

18. The initial result of the external environment stimulating our sense receptors is __________.

18. _______________

19. According to ____________, perception of color is influenced by the relative strength with which each of the three kinds of cones is activated.

19. _______________

20. Paradoxical sleep refers to __________ sleep. The paradox is that although the sleepers eyes move rapidly behind closed lids as though watching an action movie, the large muscles of the body appear to be paralyzed.

20. _______________

Cumulative Review (Text Chapters 1-4) 27 Cumulative Review 2:

Test Your Recall


1. _______________


2. _______________

3. Chemicals released by the synaptic vesicles that travel across the synaptic space and affect adjacent neurons are called __________.

3. _______________

4. _________ (1863-1930) studied memory in the early part of the 20th century, and became the first female president of the American Psychological Association.

4. _______________

5. Psychologists that promote _________ examine only behavior that is observable and measurable.

5. _______________

6. In an experiment, a researcher manipulates a variable known as the __________ to see how it affects a second variable.

6. _______________


7. _______________

8. __________ is the tendency to perceive objects as stable and unchanging despite changes in sensory stimulation. When you walk around a table it does not perceptually change its shape. When you walk away you do not perceive it as getting smaller.

8. _______________


9. _______________

10. Paradoxical sleep refers to __________ sleep. The paradox is that although the sleepers eyes move rapidly behind closed lids as though watching an action movie, the large muscles of the body appear to be paralyzed.

10. _______________

Section 6: Learning (Text Chapter 5) 28

Learning

The word experience refers to the process of sensation and perception as we interact with the world around us. Learning is defined as a relatively permanent change in the way we think, feel, and behave as a result of experience. Some aspects of learning are more related to the biological, body, or sensation side of the experience process. Other aspects of learning are related to the psychological, mind, or perception side. Of course, as with perception, what is being learned is influenced by what has already been learned. Years ago, one of your authors was teaching a class about the principles of conditioned-learning which you will study in this section. Having learned the principles at the psychological level of conscious understanding, some students proceeded to put them into practice using your author as their guinea pig. They conspired to condition his behavior during lecture. When he walked to the left side of the lectern, the students greeted him with rapt attention. However, when he wondered to the right side he was greeted with yawns, looking away, and restlessness. Even though consciously unaware of the relation between his position in the room and the students behavior, your author was soon spending almost all his time on the side that was greeted with rapt attention. The learning of the students, as they applied the principles of conditioning and observed the effects on their instructors behavior, was primarily in the psychological, mind, or perceptual domain of experience. Your authors learning to avoid yawns and restlessness was nearer the biological, body, or sensation domain of experience.

NEW TERMS: Ivan Pavlov Extinction B.F. Skinner Shaping Classical Conditioning Behavior Modification Operant Conditioning Latent Learning Punishment/Punisher Learned Helplessness Reinforcer Observational Learning

1. Learning in which a voluntary response is strengthened

or weakened, depending on its favorable or unfavorable consequences.

1. _______________

2. By pairing the ringing of a bell with the presentation of meat, the Russian physiologist __________ trained dogs to salivate at the sound of a bell even when no meat was presented.

2. _______________

Section 6: Learning (Text Chapter 5) 29 3. Any stimulus that follows a behavior and decreases the

likelihood that the behavior will be repeated is called a __________.

3. _______________

4. _________ is a state in which people conclude that unpleasant or aversive stimuli cannot be controlled. This view of the world becomes so ingrained that they cease trying to remedy the aversive circumstances, even if they actually can exert some influence.

4. _______________

5. A child learns that whenever he eats all of his dinner he gets a cookie for dessert. This is best explained by what type of learning: __________.

5. _______________

6. The type of learning in which reflexive behaviors which automatically follow one stimulus come to be elicited by a different, formerly neutral stimulus, is called __________.

6. _______________

7. To teach a tiger to jump through a flaming hoop, the tiger is first reinforced for jumping up on a certain pedestal, then for leaping from that pedestal to another. Next, the tiger has to jump through a hoop between pedestals to get the reward. Finally the hoop is set afire and the tiger must jump through it to get the reward. This is an example of __________.

7. _______________

8. A basic phenomenon of learning that occurs when a previously conditioned response decreases in frequency and eventually disappears.

8. _______________

9. A formalized technique for promoting the frequency of desirable behaviors and decreasing the incidence of unwanted ones.

9. _______________

10. The formal theory of operant conditioning was proposed by __________.

10. _______________

11. Operant conditioning works on the principle that behaviors occur more often when they are followed by a(n) __________.

11. _______________

Section 6: Learning (Text Chapter 5) 30

12. Learning in which a new behavior is acquired but is not demonstrated until some incentive is provided for displaying it.

12. _______________

13. Learning by observing the behavior of another person, or model.

13. _______________

14. Any stimulus that follows a behavior and increases the likelihood that the behavior will be repeated is called a __________.

14. _______________

15. Reinforcement of successive approximations to a desired behavior is known as __________.

15. _______________

16. A stimulus that decreases the probability that a previous behavior will occur again is called __________.

16. _______________

17. __________ is the person most closely associated with classical conditioning.

17. _______________

18. Sara is a good student. She studies hard, because when she does, she gets the teachers approval. Her studying behavior was probably learned through __________.

18. _______________

19. When one fails to take steps to avoid or escape from an aversive stimulus that occurs as a result of previous exposure to unavoidable painful stimuli, he is exhibiting __________.

19. _______________

20. The psychologist __________ was the inventor of a special laboratory box used for operant conditioning of laboratory pigeons, rats, etc.

20. _______________

21. Identifying target behaviors, designing a data-recording system, selecting a behavior change strategy, implementing the program, keeping careful records, and evaluating the ongoing program are all part of the procedure known as ______________.

21. _______________

Section 7: Memory and Cognition (Text Chapters 6-7)

31

Memory and Cognition (Thinking)

One evening your phone rings and, mysteriously, a friend instructs you to remember these letters: E S L C M F I RV. She insures you they are important and hangs up. To remember the letters you act quickly. While looking for paper and pencil, you keep repeating them to yourself. In this way you keep them in what psychologists refer to as short-term memory, or STM. Since memories last for only a few moments in STM, you must keep repeating the list until you can provide for its long-term storage. If something interrupts your attention and repeating of the list, it will be lost. After writing the letters down you start thinking about how to remember them in a more permanent way that psychologists call long-term memory, or LTM. You notice that the first two letters match the initials of a close friend, so you use that insight to remember the first two letters. The last four letters, F I R V, can be phonetically pronounced, so you group them. Psychologists call this grouping of list items in a meaningful way chunking. With only the letters, L C M, remaining in the list you hit upon an easy way to remember the whole list. You realize you can remember E S L C M F I R V by saying your friends name followed by the phase, Love calls me fervently. Psychologists call memory tricks such as this mnemonics, pronounced new monics. The entire process of acquiring and using knowledge is called cognition. The word derives from a Latin word meaning to become acquainted or come to know.

NEW TERMS: Sensory Memory Functional Fixedness Short-term Memory (STM) Confirmation Bias

Long-term Memory (LTM) Reliability (in tests) Working Memory Validity (in tests) Rehearsal Means-Ends Analysis Levels of Processing Theory Crystallized Intelligence Interference Fluid Intelligence

1. When a persons score on a test is deemed dependable and consistent, the test is said to have __________.

1. _______________

2. Information will be quickly lost from __________ memory if it is not rehearsed or processed.

2. _______________

3. Intelligence that reflects information-processing capabilities, reasoning, and memory.

3. _______________


32

4. The repetition of information that has entered short-term memory: ____________.

4. _______________

5. Becoming accustomed to thinking of only a limited number of uses for something is known as __________.

5. _______________

6. The theory of memory that emphasizes the degree to which new material is mentally analyzed: __________.

6. _______________

7. The accumulation of information, skills, and strategies that are learned through experience and can be applied in problem-solving situations: ____________.

7. _______________

8. The portion of memory that is more or less permanent and corresponds to what one knows is called __________.

8. _______________

9. The tendency to favor information that supports ones initial hypotheses and ignore contradictory information that supports alternative hypotheses or solutions.

9. _______________

10. The initial, momentary storage of information, lasting only an instant.

10. _______________

11. The ability of a test to measure what it sets out to measure is the tests __________.

11. _______________

12. The phenomenon by which information in memory disrupts the recall of other information.

12. _______________

13. Repeated testing for differences between the desired outcome and what currently exists.

13. _______________

14. A set of active, temporary memory stores that actively manipulate and rehearse information.

14. _______________

15. The ability of a test to produce consistent and stable scores is its __________.

15. _______________

16. The meaning of the word democracy would be stored in __________.

16. _______________


33

17. Most psychologists believe that information in _______ is lost after 15 to 20 seconds unless it is transferred to LTM.

17. _______________

18. A test that measures something different from what is intended has poor __________.

18. _______________

19. Heath is upset because his papers keep blowing around and he cant find a paperweight. He complains to Rich and then Rich places Heaths coffee mug on the papers. Heaths inability to solve his blowing paper problem was due to __________.

19. _______________

20. If a problem requires indirect steps that temporarily increase the discrepancy between a current state and the solution, then a ___________ problem solving strategy can be counterproductive.

20. _______________

21. ________ can be proactive and it can also be retroactive.

21. _______________

22. If we were asked to solve an analogy or rapidly solve a puzzle we would be using ________ intelligence.

22. _______________

23. If information in STM is simply repeated then it probably wont be transferred into LTM. However, if one uses what is called elaborative _________ the information is likely to be stored in LTM.

23. _______________

24. We tend to notice evidence that supports what we believe, but overlook or forget evidence that contradicts what we believe. This tendency is called __________.

24. _______________

Cumulative Review 3 (Text Chapters 1-7) 34

Cumulative Review 3: Test Your Recall

1. The school of thought known as __________ attempted to break down perception and thought into their basic components or parts. It contrasts with functionalism which focused on what the mind does rather than what it is made of.

1. _______________

2. Reinforcement of successive approximations to a desired behavior is known as __________.

2. _______________


3. _______________

4. A basic phenomenon of learning that occurs when a previously conditioned response decreases in frequency and eventually disappears.

4. _______________


5. _______________


6. _______________

7. The stable and unchanging perception of size, shape, and brightness are all instances of __________.

7. _______________


8. _______________

9. Information will be quickly lost from __________ memory if it is not rehearsed or processed.

9. _______________

Cumulative Review 3 (Text Chapters 1-7) 35

10. _________ is a state in which people conclude that unpleasant or aversive stimuli cannot be controlled. This view of the world becomes so ingrained that they cease trying to remedy the aversive circumstances, even if they actually can exert some influence.

10. _______________


11. _______________

12. The ability of a test to produce consistent and stable scores is its __________.

12. _______________

13. The tendency to favor information that supports ones initial hypotheses and ignore contradictory information that supports alternative hypotheses or solutions.

13. _______________

14. The cell which underlies the activity of the entire nervous system is the __________.

14. _______________

15. In an experiment, the variable that is observed for any possible effects of the independent variable is known as the __________.

15. _______________

16. Learning in which a voluntary response is strengthened or weakened, depending on its favorable or unfavorable consequences.

16. _______________

17. Most vivid dreaming occurs during __________.

17. _______________

Section 8: Motivation and Emotion (Text Chapter 8) 36

Motivation and Emotion

Last week when you were studying Section 7 of this mastery workbook a friend called you with the cryptic message to remember the letters, E S L C M F I R V. You were puzzled as to what the letters might mean, and your friends statement that the letters were important further increased your motivation to solve the mystery. One benefit of the riddle was that you were, at least for a time, distracted from the somewhat anxious emotions you had been feeling because of all the terms you have to learn for this psychology course. You may have noticed that the topic for this section, Motivation and Emotion, is somehow related to motion. Motivation is the study of that which moves us. The word emotion derives from a literal meaning of moving out of oneself. We see a reflection of this idea in the word, emote. When a director sees an actor not putting enough feeling into the role, he/she may admonish the actor to emote. Psychologists define emotion as the feelings of fear, joy, surprise, etc. that underlies behavior (motion). Motivation, on the other hand, refers to the specific needs, desires, or wants, such as hunger, thirst, or achievement that causes us to move towards particular goals.

NEW TERMS: Instinct Approaches Need for Achievement Drive-Reduction Approaches Need for Affiliation Arousal Approaches Need for Power Incentive Approaches James-Lange Theory of Emotion Cognitive Approaches Cannon-Bard Theory of Emotion Maslows Hierarchy of Needs Schachter-Singer Theory of Emotion

1. A tendency to seek impact, control, or influence over

others is called the need for ________.

1. _______________

2. The _______ approach to motivation states that biologically determined, inborn patterns of behavior rather than learning are the root cause.

2. _______________

3. Theories suggesting that motivation stems from the desire to obtain valued external goals are called _________ approaches to motivation.

3. _______________

4. I feel sad because I am crying. This statement reflects the __________ theory of emotion.

4. _______________

Section 8: Motivation and Emotion (Text Chapter 8) 37 5. A stable, learned characteristic in which a person obtains

satisfaction by striving for and attaining a level of excellence is called need for ____________.

5. _______________

6. Theories suggesting that a lack of a basic biological requirement such as water produces a drive to obtain that requirement are called _____________ approaches to motivation.

6. _______________

7. The psychologist famous for the idea of a hierarchy of needs ranging from primary drives to the need for self-actualization is ______________.

7. _______________

8. The idea that emotions are determined jointly by a nonspecific kind of physiological arousal and its interpretation, based on environmental cues is the ___________ theory of emotion.

8. _______________

9. The belief that we try to maintain certain levels of stimulation and activity, increasing or decreasing them to maintain an optimal level represents the _________ approach to motivation.

9. _______________

10. The stimulus that makes me cry also makes me feel sad at the same time. This statement reflects the ________ theory of emotion.

10. _______________

11. Theories suggesting that motivation is a product of peoples thoughts and expectations are called _______ approaches to motivation.

11. _______________

12. A person intentionally loses a game of checkers because he wants to be friends with his opponent. This action indicates a person is high in need for _________.

12. _______________

13. The approach to explaining emotions that says we identify the emotion we are experiencing by observing our environment and comparing ourselves with others is called the ____________ theory of emotion.

13. _______________

14. If shipwrecked you first concern yourself with finding food & water, then shelter, and later an animal pet to keep you company. This order of motivations would correspond with the approach _________.

14. _______________

Section 9: Developmental Psy./Personality (Text Chapters 9-10)

38

Developmental Psychology and Personality

The philosopher, Rene Descartes, is famous for the logical argument, I think, therefore, I am. A more cautious argument in the context of modern psychology might be, I am thinking, therefore, I am, since one might question in what sense the adult is the same I am as the child. Many things seem to raise questions about the unbroken unity of I am over the course of life. Sleep, anesthesia, and coma, for example, interrupt the conscious stream of I think. People who suffer from amnesia cannot remember who they are. Finally, there is the moral dimension: when I behave badly, I seem to have forgotten or betrayed who I am. From the examples above, we see that a persons sense of self is complex. The term personality actually refers to relatively peripheral aspects of I am, for the word person derives from persona, which is the mask worn by actors in ancient Greek theatre. Brain injury and disease can sometimes result in dramatic changes in personality, yet most would agree that the I am remains the same.

Within psychology, personality is defined as the unique pattern of thoughts, feelings, and behaviors that persists over time and across situations. Psychologists have identified five basic traits, called The Big Five, that best describe most differences in personality. These are, following the acronym OCEAN:

(1) Openness; (2) Conscientiousness; (3) Extraversion; (4) Agreeableness; and (5) Neuroticism (emotional stability)

The research issues for developmental psychologists include questions such as whether these traits and other personality characteristics stem primarily from genetic or environmental factors (the nature versus nurture issue), whether they are universal across cultures, and how stable they are across time and circumstance.

NEW TERMS: Big Five Personality Dimensions

Approaches to

Understanding Personality:

Erik Erikson Cross-Sectional Research -Psychodynamic Jean Piaget Longitudinal Research -Trait Diana Baumrind Authoritative Parenting Style -Learning Lawrence Kohlberg Self-Efficacy -Biological/Evolutionary Nature-Nurture Issue Projective Personality Tests -Humanistic


39

1. Belief in ones _________ underlies peoples faith in their ability to carry out a particular behavior or produce a desired outcome.

1. _______________

2. __________ is noted for his theory of cognitive development from what he called Sensory Motor to Formal Operational intelligence.

2. _______________

3. __________ is known for his theory of moral development from Preconventional to Postconventional morality.

3. _______________

4. The acronym OCEAN refers to the ______________. OCEAN stands for Openness, Conscientiousness, Extraversion, Agreeableness, and Neuroticism.

4. _______________

5. The Developmental Psychology research method that compares people of different ages at the same point in time is called _________ Research.

5. _______________

6. The Psychologist who is famous for her research identifying the Authoritarian, Permissive, Authoritative, and Uninvolved styles of parenting is ___________.

6. _______________

7. The approach to understanding personality that postulates innate goodness and desire to achieve higher levels of functioning is the _________ approach.

7. _______________

8. The Developmental Psychology research method that investigates behavior of people over time as they age is called ____________ research.

8. _______________

9. The Big Five factors of personality provide a good example of the _________ approach to understanding personality.

9. _______________

10. Authoritarian parents are rigid, punitive, and value unquestioning obedience from their children. In contrast __________ parents are firm, set clear limits, reason with their children, and explain things to them.

10. _______________


40

11. __________ approaches to personality assume that personality is motivated by inner forces and conflicts about which people have little awareness and over which they have no control.

11. _______________

12. The question of whether personality and development are influenced more by ones environment or by ones inherited genetic make-up is referred to as the ______.

12. _______________

13. ________ approaches to understanding personality focus on the way in which peoples genetic heritage affects personality.

13. _______________

14. ________ personality tests involve a person being shown an ambiguous picture or stimulus and being asked to describe or tell a story about it.

14. _______________

15. ________ viewed the developmental changes occurring throughout life as a series of eight stages of psychosocial development, of which four occur during childhood. The stage-issues begin with Trust vs. Mistrust and end with Ego-Integrity vs. Despair.

15. _______________

16. Two important ________ approaches to understanding personality are B. F. Skinners Behaviorist approach and Albert Banduras Social Cognitive Approach.

16. _______________

Cumulative Recall 4 (Text Chapters 1-10) 41 Cumulative Review 4:

Test Your Recall

1. The division of the nervous system that connects the brain and spinal cord to the rest of the body is the __________.

1. _______________


2. _______________


3. _______________

4. __________ is activation of the sense organs by a source of physical energy.

4. _______________

5. The sums of all the scores divided by the number of scores is a measure called __________.

5. _______________

6. _________ is the study of the relationship between the physical aspects of stimuli and our psychological experience of them.

6. _______________


7. _______________


8. _______________


9. _______________

10. The entire area composed of the axon terminal of one neuron, the synaptic cleft, and the dendrite or cell body of the next neuron is called the __________.

10. _______________

Cumulative Recall 4 (Text Chapters 1-10) 42

11. Intelligence that reflects information-processing capabilities, reasoning, and memory.

11. _______________

12. The psychologist famous for the idea of a hierarchy of needs ranging from primary drives to the need for self-actualization is ______________.

12. _______________

13. Authoritarian parents are rigid, punitive, and value unquestioning obedience from their children. In contrast __________ parents are firm, set clear limits, reason with their children, and explain things to them.

13. _______________

14. The type of learning in which reflexive behaviors which automatically follow one stimulus come to be elicited by a different, formerly neutral stimulus, is called __________.

14. _______________

15. The theory of memory that emphasizes the degree to which new material is mentally analyzed: __________.

15. _______________

16. Operant conditioning works on the principle that behaviors occur more often when they are followed by a(n) __________.

16. _______________

17. A stable, learned characteristic in which a person obtains satisfaction by striving for and attaining a level of excellence is called need for ____________.

17. _______________

18. Two important ________ approaches to understanding personality are B. F. Skinners Behaviorist approach and Albert Banduras Social Cognitive Approach.

18. _______________

Section 10: Abnormal Psych. & Therapy (Text Chapters 11-12) 43

Abnormal Psychology and Therapy

On a fine summer day you relax at the side of a swimming pool soaking up the sun. Not realizing you cant swim, a mischievous friend pushes you into the pool. After your initial alarm, you begin to struggle for life and breath. A nearby lifeguard quickly sizes up the situation. Preparing to rescue you, she knows it is vital to accurately access your state of mind. You are obviously frightened and stressed. If your fear is within the bounds of self-control, you will be able to cooperate and assist in your own rescue. However, if your fear is extreme, you may well grab and grasp for the lifeguard with mindless panic and put both your lives in jeopardy. The drowning-rescue scenario provides an apt analogy for a preliminary understanding of mental disorder and the process of therapy. All of us have to cope with the stresses of life. For most of us, the stress and coping do not cross over to the abnormal state of mental disturbance. Just across the border between normal and abnormal is what psychologists call neurosis. Neurosis is a mild mental disorder characterized by inner-conflict, anxiety, some personality disturbance, and incomplete insight about the source of the conflict and anxiety. Neurosis may also involve phobias, digestive disturbance, and obsessive-compulsive behaviors. Persons diagnosed with neurosis are able to cooperate with a therapist and assist in their own rescue. Sometimes medications may be useful in helping the person to cope.

As we move deeper into the realm of mental disturbance, the situation becomes much more serious and we arrive at a condition psychologists call psychosis. Psychosis is characterized by disorganization of thought; disturbances in emotionality; and disorientation as to space, time, and person. Psychosis can also entail hallucinations and delusions. Often times, persons diagnosed with psychosis cannot communicate with the therapist in a constructive and intelligent manner so as to aid in their own rescue. Usually, medications are required to allow the person to cooperate with psychotherapy and function in society.

NEW TERMS: Abnormal Behavior Narcissistic Personality Disorder

DSM Cognitive Treatment Health Psychology Phobia Systematic Desensitization Psychophysiological disorders Obsessive-Compulsive Humanistic Therapy Selyes GAS Schizophrenia Deinstitutionalization Type A and Type B Borderline Personality Community Psychology

1. Carl has an intense and irrational fear of pancakes such that it causes him distress and interferes with his daily life. Carl is suffering from a ___________.

1. _______________


2. Dr. Jones is a psychologist who encouragers her clients to assume control of their own behavior, make choices about their lives, and be responsible for solving their own problems. Dr. Johns is practicing __________.

2. _______________

3. Fred falls from his boat into a lake. He is immediately alarmed because he cannot swim. He begins to resist by flailing his arms in attempt to get air. Finally he becomes so exhausted he can no struggle. He gives up and would have drowned except for a life-guard who arrives just in time. Fred has exhibited the syndrome know as __________.

3. _______________

4. Mustafa is known to be a man who is patient, cooperative, noncompetitive, and nonaggressive. Mustafas personality would be classified as Type _____.

4. _______________

5. Community psychologists initially favored the process known as __________ whereby former mental patients are transferred from institutions to the community. The downside is that some mental patients found themselves in the community but with little support.

5. _______________

6. Behavior that causes people to experience distress and prevents them from functioning in their daily lives is called _________ behavior.

6. _______________

7. Lisette has an exaggerated sense of her own importance. She expects special treatment for herself but disregards the feelings and needs of others. Lisette could be thought of as having a _________ personality disorder.

7. _______________

8. Sally can often be hostile and she is very competitive, usually in a hurry, and feels driven to succeed. Sallys personality would be classified as Type _____.

8. _______________

9. _________ refers to a class of disorders in which severe distortion of reality occurs. Thinking, perception, and emotion may deteriorate; the individual may withdraw from social interaction; and the person may display bizarre behavior.

9. _______________


10. A treatment growing out of classical conditioning is called __________. With this treatment a patient learns relaxation techniques and then works through a hierarchy of fears related to a phobic stimulus.

10. _______________

11. _______ is the acronym for the manual used to classifying abnormal behavior. It was developed by the American Psychiatric Association and has undergone updating and revision with developments in the field.

11. _______________

12. The branch of psychology that investigates the factors related to wellness and illness, including prevention, diagnosis, and treatment is called ___________.

12. _______________

13. Treatment approaches that teach people to think in more adaptive ways by changing their dysfunctional cognitions about the world and themselves are called ________ treatment.

13. _______________

14. People diagnosed with __________ have difficulty developing a secure sense of who they are. As a consequence, they tend to rely on relationships with others to define their identity. The problem with this strategy is that rejections are devastating.

14. _______________

15. Medical problems that are influenced by an interaction of psychological, emotional, and physical difficulties. Common examples would include high blood pressure and tension related headaches.

15. _______________

16. ___________ is the branch of psychology that focuses on the prevention and minimization of psychological disorders in the community. Among its contributions has been the development of community hot-lines and crisis centers.

16. _______________

17. Joe is tormented by the thought that if he doesnt keep his room in a precisely ordered way his parents will die. It sounds like Joe has a/an __________ disorder.

17. _______________

Section 11: Social Psychology (Test Chapter 13) 46 Social Psychology

Social Psychology is the scientific study of how our thoughts, feelings, and behavior are influenced by the real, imagined, or implied presence of others. How are your thoughts, feelings, and behavior different in public as opposed to being alone and unobserved? How are you different when surrounded by people you know as opposed to strangers? How might your thoughts, feelings, and behavior be different if you were in a room surrounded by full-length mirrors versus one with no mirrors? Studies have found that students are less likely to cheat on tests and children less likely to steal candy when they are in front of a mirror. How do you account for successes and failures in your life? People tend to take personal credit for their successes and accomplishments, but blame failures and setbacks on circumstances beyond their control. One driver filled out an accident report by stating, A pedestrian hit me and went under my car. Students who get good grades typically give credit to intelligence and good study habits, but those who fail typically place the blame on the instructor. Such things as these are examples of questions and findings from the fascinating science of social psychology. Although some of the interests of social psychologists involve amusing human foibles, many areas of research deal with serious and pressing social problems such as the study of aggression and violence, prejudice and discrimination, and pro-social behavior in crisis situations. It is little wonder that students view social psychology as one of the most interesting and relevant segments of the course.

NEW TERMS: Central route processing Fundamental Attribution Error Peripheral route processing Halo Effect Cognitive Dissonance Asch Conformity Experiment Social Cognition Milgrims Obedience Experiment Attribution Theory Diffusion of Responsibility Self-Serving Bias Bystander Helping Process 1. When you are happy you say, I had a good day. When

you see someone else happy you say, He is a happy person. This is an example of the _________.

1. _______________

2. You find Harry to be intelligent, kind, and loving. Is he also conscientious? If you were to guess, you would most likely say, Yes. Your guess reflects the ______.

2. _______________

Section 11: Social Psychology (Test Chapter 13) 47 3. ________ processing occurs when people are persuaded

on the basis of factors unrelated to the nature or quality of the content of a persuasive message. They look instead to such things as who made the argument and emotional appeals related to the argument.

3. _______________

4. Whenever a person has two contradictory thoughts (such as Smoking is bad for my health, and I love smoking,) at the same time, a state of ________ exists.

4. _______________

5. NOTICING a person, event, or situation that may require help; INTERPRETING the event as one that requires help; ASSUMING RESPONSIBILITY for help; and DECIDING ON & IMPLEMENTING the form of helping is what Latan and Darley would call the ____.

5. _______________

6. ________ theory seeks to explain how we decide, on the basis of samples of an individuals behavior, what the specific causes of that persons behavior are. We may decide that the cause is the persons disposition or character, or we may decide that something about the situation caused the behavior.

6. _______________

7. This psychologists research on obedience was motivated in part by his desire to explain the behavior of everyday Germans during World War II. It raises the question of whether we would be able to withstand intense power of authority demanding we hurt innocent persons.

7. _______________

8. ______ processing occurs when a person thoughtfully considers the issues and arguments involved in persuasion. In this process people are swayed in their judgments by the logic, merit, and strength of arguments.

8. _______________

9. Participants think they are taking part in a test of perceptual skills with six other people. Actually the six others are not participants but confederates of the experiment. Over several trials the participant and six confederates are asked to pick which of three lines matches a standard line. The task is easy and all agree on the matching line. But, then a trial occurs where all the confederates agree on an obviously non-matching line. This study is the ___________.

9. _______________

Section 11: Social Psychology (Test Chapter 13) 48 10. When a student gets an A on a test they tend to think

the grade was caused by their hard work and ability. When they get an F they tend to blame the instructor as being inadequate. This tendency is called the _____.

10. _______________

11. The more people who are present in an emergency, the less personally responsible each individual feelsand therefore the less help he or she provides. This is due to what psychologist call the __________.

11. _______________

12. Social psychologists interested in the way people understand and make sense of others and themselves, do research on what is called Social ________.

12. _______________

13. A person you encounter for the first time is short tempered and rude to you. As a result, you conclude that the person has a mean personality, even though his response is due to receiving some very bad news. Your misdiagnosis of the person is an example of the _________.

13. _______________

14. An emergency situation becomes evident to you. However, there are a number of other witnesses standing about so you feel less personal responsibility to help and dont get involved. This is an example of the ______________.

14. _______________

15. The ________ bias is reflected in one taking credit for his or her good behavior and denying responsibility for his or her bad behavior.

15. _______________

Final Cumulative Review (Text Chapters 1-13) 49

Final Cumulative Review: Core Concepts


1. _______________

2. Plotting a normal distribution of a graph yields a/an __________.

2. _______________

3. The point that divides a set of numbers in half is called the __________.

3. _______________

4. The difference between the highest and lowest scores in a distribution is the __________.

4. _______________

5. A __________ is used to help us visualize the correlation or association between two variables.

5. _______________


6. _______________


7. _______________


8. _______________


9. _______________

10. Asking predetermined questions of a carefully selected group of people through interviews or questionnaires is a method of research known as __________.

10. _______________


11. _______________


12. Studying behavior in its natural context is known as __________.

12. _______________


13. _______________


14. _______________

15. In an experiment to test the effects of a new allergy medication, two groups are used. One group receives the actual drug, while the other receives a placebo. The group who receives the actual drug is known as the __________.

15. _______________

16. In the scenario above, the group that receives the placebo is known as the __________.

16. _______________


17. _______________

18. In an experiment, a researcher manipulates one variable to see how it affects a second variable known as the __________.

18. _______________

19. The first American-born psychologist associated with functionalism was __________ (1842-1910). He viewed the human stream of consciousness as permitting us to adapt to our environment.

19. _______________

20. A procedure called introspection was the primary method of investigation used by proponents of the school of thought known as __________.

20 _______________

21. __________ (1832-1920) founded the first formal psychological lab in 1879 at the University of Leipzig in Germany.

21. _______________



22. _______________


23. _______________

24. __________ (1878-1958), the founder of behaviorism, based his school of psychology on the studies of Ivan Pavlov (1849-1936).

24. _______________


25. _______________

26. According to __________ (1856-1939), free will is an illusion since much of our behavior is determined by unconscious drives.

26. _______________

27. _________ (1863-1930) studied memory in the early part of the 20th century, and became the first female presi

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