Psychology: An Exploration (2nd ed) PDF

PSYCHOLOGY AN EXPLORATION Saundra K. Ciccarelli Gulf Coast Community College J. Noland White Georgia College & State University Boston Columbus Indianapolis New York San Francisco Upper Saddle Riv...

PSYCHOLOGY AN EXPLORATION Saundra K. Ciccarelli Gulf Coast Community College J. Noland White Georgia College & State University Boston Columbus Indianapolis New York San Francisco Upper Saddle River Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto Delhi Mexico City Sao Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo Editorial Director: Craig Campanella Text and Cover Designer: Anne DeMarinis/DeMarinis Design LLC Editor in Chief: Jessica Mosher Photographer, Student Images: Shayle Keating Photography Senior Editor: Amber Mackey Cover Art: Circle Bokeh © Loskutnikov/Shutterstock.com, Fish © Director of Marketing: Brandy Dawson Monika Wisniewska/Shutterstock.com Executive Marketing Manager: Jeanette Koskinas Media Director: Brian Hyland Marketing Manager: Brigeth Rivera Media Editor, Editorial: Beth Stoner Marketing Assistant: Jessica Warren Media Editor, Production: Pam Weldin Senior Managing Editor: Maureen Richardson Full-Service Project Management: Rebecca Dunn/Preparé Inc. Senior Project Manager/Liaison: Harriet Tellem Composition: Preparé Inc. Operations Supervisor: Mary Fischer Printer/Binder: Courier Kendallville Operations Specialist: Diane Peirano Cover Printer: Lehigh Phoenix Color Credits and acknowledgments borrowed from other sources and reproduced, with permission, in this textbook appear on pages C 1 C 2. We would like to thank all of the students who allowed us to use their photos in our book. Copyright © 2013, 2010 by Pearson Education, Inc. All rights reserved. Printed in the United States of America. This publication is protected by Copyright and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise. To obtain permission(s) to use material from this work, please submit a written request to Pearson Education, Inc., Permissions Department, One Lake Street, Upper Saddle River, New Jersey 07458 or you may fax your request to 201-236-3290. Library of Congress Cataloging-in-Publication Data Ciccarelli, Saundra K. Psychology: an exploration / Saundra K. Ciccarelli, J. Noland White. 2nd ed. p. cm. Includes bibliographical references and index. ISBN 978-0-205-25641-9 1. Psychology Textbooks. I. White, J. Noland. II. Title. BF121.C522 2013 150 dc23 2011046768 10 9 8 7 6 5 4 3 2 1 Student Edition ISBN 10: 0-205-25641-4 ISBN 13: 978-0-205-25641-9 Instructor s Review Copy: ISBN 10: 0-205-26054-3 ISBN 13: 978-0-205-26054-6 Á la Carte ISBN 10: 0-205-26052-7 ISBN 13: 978-0-205-26052-2 brief contents Psychology in Action Secrets to Surviving College: How to Improve Your Grades PIA 2 1 The Science of Psychology 2 2 The Biological Perspective 40 3 Sensation and Perception 80 4 Learning 120 5 Memory 162 6 Consciousness and Cognition 196 7 Development Across the Life Span 228 8 Motivation and Emotion 270 9 Stress and Health 310 10 Social Psychology 344 11 Theories of Personality and Intelligence 384 12 Psychological Disorders 430 13 Psychological Therapies 464 Appendix A Statistics in Psychology A 1 Appendix B Applied Psychology and Psychology Careers B 1 iii contents Psychology Now: Modern Perspectives 12 Psych dynamic P rsp ctiv 12 B havi ral P rsp ctiv 12 Preface xi Humanistic P rsp ctiv 13 About the Authors 1 C gnitiv P rsp ctiv 13 S ci cultural P rsp ctiv 13 Bi psych l gical P rsp ctiv 14 psychology ev luti nary P rsp ctiv 15 in action Psychological Professionals and Areas of Specialization 16 Ar as f Sp cializati n 16 Secrets for Surviving College: Psychology: The Scientific Methodology 18 How to Improve Your Why Psych l gists Us th Sci ntific M th d 18 D scriptiv M th ds 20 Grades PIA 2 Finding R lati nships 23 issues in psychology Study Methods: Different Strokes for Different Folks PIA-4 St r typ s, Athl t s, and C ll g T st P rf rmanc 29 Reading Textbooks: Textbooks Are Not Meatloaf PIA-6 Ethics of Psychological Research 30 How to Take Notes: Printing Out PowerPoint Slides is Not Th Guid lin s f r D ing R s arch with P pl 30 Taking Notes PIA-8 applying psychology to everyday life Taking N t s Whil R ading th T xt PIA-8 Thinking Critically ab ut Critical Thinking 32 Taking N t s During th L ctur PIA-8 Chapt r Summary 34 T st Y urs lf 36 Studying for Exams: Cramming Is Not an Option PIA-9 Co NC e P T S U MMA R Y 3 8 Writing Papers: Planning Makes Perfect PIA-12 applying psychology to everyday life 2 Strat gi s f r Impr ving Y ur M m ry PIA-14 Chapt r Summary PIA-16 T st Y urs lf PIA-17 Co NC e P T SU MMA R Y PIA-18 The Biological Perspective 40 An Overview of the Nervous System 42 1 Neurons and Nerves: Building the Network 42 Structur f th N ur n Th N rv us Syst m s Building Bl ck 43 G n rating th M ssag Within th N ur n Th N ural Impuls 44 S nding th M ssag t oth r C lls: Th Synaps 47 N ur transmitt rs, M ss ng rs f th N tw rk 48 The Science of Psychology 2 Cl aning Up th Synaps : R uptak and enzym s 49 The Central Nervous System The Central Processing What Is Psychology? 4 Unit 51 Th Fi ld f Psych l gy 4 Th Brain 51 Psych l gy s G als 4 Th Spinal C rd 51 Psychology Then: psychology in the news The History of Psychology 5 Fact r Ficti n: F cus n th Brain, but Ch ck Y ur S urc s! 52 In th B ginning: Wundt, Intr sp cti n, The Peripheral Nervous System Nerves on the Edge 54 and th Lab rat ry 5 Th S matic N rv us Syst m 54 Titch n r and Structuralism in Am rica 6 Th Aut n mic N rv us Syst m 55 William Jam s and Functi nalism 7 Distant Connections: The Endocrine Glands 57 issues in psychology Th Pituitary, Mast r f th H rm nal Univ rs 58 Psych l gy s African Am rican R ts 8 Th Pin al Gland 58 G stalt Psych l gy: Th Wh l Is Gr at r Than th Sum f Its Th Thyr id Gland 58 Parts 9 Pancr as 58 Sigmund Fr ud s Th ry f Psych analysis 9 Th G nads 59 Pavl v, Wats n, and th Dawn f B havi rism 10 Th Adr nal Glands 59 iv  CONTENTS v Looking Inside the Living Brain 60 applying psychology to everyday life L si i g St di s 60 B y d Sm k a d Mirr rs Th Psych l gical Sci c a d Brai Stim lati 60 n r sci c f Magic 112 Mappi g Str ct r 61 Chapt r S mmary 114 T st Y rs lf 115 Mappi g F cti 62 Co nC e P T S u MMA R Y 1 1 8 From the Bottom Up: The Structures of the Brain 63 Th Hi dbrai 64 4 Str ct r s d r th C rt x 65 Th C rt x 67 Th Ass ciati Ar as f th C rt x 70 Th C r bral H misph r s: Ar Y i Y r Right Mi d? 71 applying psychology to everyday life Learning 120 Payi g Att ti t th Ca s s f Att ti -D ficit/Hyp ractivity Definition of Learning 122 Dis rd r 73 It Makes Your Mouth Water: Classical Conditioning 122 Chapt r S mmary 74 T st Y rs lf 76 Pavl v a d th Salivati g D gs 123 Co nC e P T Su MMA R Y 7 8 el m ts f Classical C diti i g 123 P tti g It All T g th r: Pavl v s Ca i Classic, r Tick T ck, Tick T ck 123 3 C diti d em ti al R sp s s: Rats! 128 Wats a d Littl Alb rt 128 oth r C diti d R sp s s i H ma s 128 Why D s Classical C diti i g W rk? 129 Sensation and Perception 80 What s in It for Me? Operant Conditioning 131 Fr strati g Cats: Th r dik s P zzl B x a d th Law f The ABCs of Sensation 82 eff ct 131 What Is S sati ? 82 B. F. Ski r: Th B havi rist s B havi rist 132 S s ry Thr sh lds 82 Th C c pt f R i f rc m t 132 Habit ati a d S s ry Adaptati 83 P sitiv a d n gativ R i f rc m t 133 Th Sch d l s f R i f rc m t: Why th o -Arm d Ba dit Is The Science of Seeing 84 S S d ctiv 134 P rc pt al Pr p rti s f Light: Catchi g th Wav s 84 Variabl Rati Sch d l f R i f rc m t 137 Th Str ct r f th ey 85 Th R l f P ishm t i op ra t C diti i g 138 H w th ey W rks 87 Tw Ki ds f P ishm t 139 P rc pti fC l r 88 Pr bl ms with P ishm t 140 The Hearing Sense: Can You Hear Me Now? 91 issues in psychology P rc pti fS d: G d Vibrati s 92 Th Li k b tw Spa ki g a d Aggr ssi i Y g Childr 142 Th Str ct r f th ear: F ll w th Vib s 93 Stim l s C tr l: Sl w D w , It s th C ps 142 Typ s f H ari g Impairm ts 95 oth r C c pts i op ra t C diti i g 143 Chemical Senses: It Tastes Good and Smells classic studies in psychology Even Better 96 Bi l gical C strai ts op ra t C diti i g 144 G stati : H w W Tast th W rld 96 Applyi g op ra t C diti i g: B havi r M dificati 145 Th S s f Sc ts: olfacti 98 Cognitive Learning Theory 147 Somesthetic Senses: What the Body Knows 99 T lma s Maz -R i g Rats: Lat t L ar i g 148 P rc pti f T ch, Pr ss r , a d T mp rat r 99 Köhl r s Smart Chimp: I sight L ar i g 148 Pai : Gat -C tr l Th ry 100 S ligma s D pr ss d D gs: L ar d H lpl ss ss 149 Th Ki sth tic S s 101 Observational Learning 151 Th V stib lar S s 101 Ba d ra a d th B b D ll 151 Th F r el m ts f obs rvati al L ar i g 152 The ABCs of Perception 102 Th C sta ci s: Siz , Shap , a d Bright ss 103 applying psychology to everyday life Th G stalt Pri cipl s 103 Ca Y R ally T il t Trai Y r Cat? 154 D pth P rc pti 105 Chapt r S mmary 156 T st Y rs lf 158 P rc pt al Ill si s 108 Co nC e P T S u MMA R Y 1 6 0 oth r Fact rs That I fl c P rc pti 111 vi CO NT E NTS 5 Alt r d Stat s f C nsci usn ss 198 Altered States: Sleep 199 Th Bi l gy f Sl p 199 Th Stag s f Sl p 200 Memory 162 What Happ ns in ReM Sl p? 203 Sl p Dis rd rs 204 Three Processes of Memory 164 psychology in the news Putting It In: enc ding 164 Murd r Whil Sl pwalking 204 K ping It In: St rag 164 How People Think 207 G tting It out: R tri val 164 M ntal Imag ry 208 Models of Memory 164 C nc pts 209 The Information-Processing Model: Three Stages of Pr bl m S lving and D cisi n Making 211 Memory 166 Pr bl ms with Pr bl m S lving 215 S ns ry M m ry: Why D P pl D D ubl Tak s? 166 Cr ativity 216 Sh rt-T rm and W rking M m ry 168 Language 218 L ng-T rm M m ry 170 Th L v ls f Languag Analysis 218 Typ s f L ng-T rm Inf rmati n 172 Th R lati nship b tw n Languag and Th ught 219 Getting It Out: Retrieval of Long-Term Memories 176 applying psychology to everyday life R tri val Cu s 176 M ntal and Physical ex rcis s C mbin f r B tt r C gnitiv H alth 222 R call: Hmm...L t M Think 177 Chapt r Summary 224 T st Y urs lf 225 R c gniti n: H y, D n t I Kn w Y u fr m S m wh r ? 178 Co NC e P T S U MMA R Y 2 2 6 classic studies in psychology elizab th L ftus and ey witn ss s 179 Aut matic enc ding: Flashbulb M m ri s 180 The Reconstructive Nature of Long-Term Memory Retrieval: How Reliable Are Memories? 181 C nstructiv Pr c ssing f M m ri s 181 M m ry R tri val Pr bl ms 182 7 R liability f M m ry R tri val 182 Development Across the Life What Were We Talking About? Forgetting 184 ebbinghaus and th F rg tting Curv 185 Span 228 enc ding Failur 186 Issues in Studying Human Development 230 M m ry Trac D cay Th ry 186 R s arch D signs 230 Int rf r nc Th ry 186 Natur V rsus Nurtur 230 Neuroscience of Memory 188 The Basic Building Blocks of Development 231 N ural Activity and Structur in M m ry F rmati n 188 G n tic and Chr m s m Pr bl ms 232 Th Hipp campus and M m ry 188 Prenatal Development 234 Wh n M m ry Fails: organic Amn sia 189 F rtilizati n, th Zyg t and Twinning 234 applying psychology to everyday life Alzh im r s Dis as 190 psychology in the news Abby and Brittany H ns l, T g th r f r Lif 234 Chapt r Summary 191 T st Y urs lf 193 Th G rminal P ri d 235 Co NC e P T SU MMA R Y 1 9 4 The Embryonic Period 236 The Fetal Period: Grow, Baby, Grow 236 Infancy and Childhood Development 238 6 Physical D v l pm nt 238 Baby, Can You See Me? Baby, Can You Hear Me? Sensory Development 238 C gnitiv D v l pm nt 240 Consciousness and Cognition 196 Autism Sp ctrum Dis rd r 245 Psych s cial D v l pm nt 246 What Is Consciousness? 198 classic studies in psychology D finiti n f C nsci usn ss 198 Harl w and C ntact C mf rt 249  CONTENTS vii 9 Gender Development 251 G nd r R l s 252 Th ri s f G nd r-R l D v l pm nt 252 Adolescence 253 Physical D v l pm nt 254 Stress and Health 310 C gnitiv D v l pm nt 254 Psych s cial D v l pm nt 256 Stress and Stressors 312 Adulthood 258 D finiti n f Str ss 312 Physical D v l pm nt: Us It r L s It 258 What Ar Str ss rs? 312 C gnitiv D v l pm nt 259 envir nm ntal Str ss rs: Lif s Ups and D wns 313 Psych s cial D v l pm nt 260 Psych l gical Str ss rs: Str ss and th Mind 315 Th ri s f Physical and Psych l gical Aging 262 Physiological Factors: Stress and Health 319 Stag s f D ath and Dying 263 Th G n ral Adaptati n Syndr m 319 applying psychology to everyday life Immun Syst m and Str ss 320 Cr ss-Cultural Vi ws n D ath 264 issues in psychology Chapt r Summary 265 T st Y urs lf 266 H alth Psych l gy and Str ss 323 Th Influ nc f C gniti n and P rs nality n Str ss 324 Co NC e P T SU MMA R Y 2 6 8 P rs nality Fact rs in Str ss 325 S cial Fact rs in Str ss: P pl Wh N d P pl 330 Stress, Hunger, and Eating 332 8 Th Physi l gy f Hung r 333 S cial C mp n nts f Hung r 333 Maladaptiv eating Pr bl ms 333 Stress and Sexual Dysfunction 334 Motivation and Emotion 270 Coping with Stress 336 Pr bl m-F cus d C ping 336 Approaches to Understanding Motivation 272 em ti n-F cus d C ping 336 Instinct Appr ach s 272 M ditati n as a C ping M chanism 337 Driv -R ducti n Appr ach s 273 H w Cultur Aff cts C ping 337 P rs nality and nAch: Car l Dw ck s S lf-Th ry f H w R ligi n Aff cts C ping 338 M tivati n 275 applying psychology to everyday life Ar usal Appr ach s 276 ex rcising f r M ntal H alth 339 Inc ntiv Appr ach s 278 Humanistic Appr ach s: Masl w s Hi rarchy f N ds 279 Chapt r Summary 339 T st Y urs lf 340 S lf-D t rminati n Th ry (SDT) 281 Co NC e P T S U MMA R Y 3 4 2 Psychoactive Drugs and Addiction 282 Physical D p nd nc 282 10 Psych l gical D p nd nc 283 Sexual Motivation 288 S xual ori ntati n 290 issues in psychology What Is th ev luti nary Purp s Emotion 294 f H m s xuality? 293 Social Psychology 344 Th Thr el m nts f em ti n 294 Social Influence: Conformity, Compliance, and Obedience 346 classic studies in psychology C nf rmity 346 Th Angry/Happy Man 300 C mplianc 349 ob di nc 350 applying psychology to everyday life Wh n M tivati n Is N t en ugh 304 Social Cognition: Attitudes, Impression Formation, and Attribution 353 Chapt r Summary 305 T st Y urs lf 306 Attitud s 353 Co NC e P T SU MMA R Y 3 0 8 Th ABC M d l f Attitud s 354 Attitud F rmati n 355 Attitud Chang : Th Art f P rsuasi n 356 C gnitiv Diss nanc : Wh n Attitud s and B havi r Clash 357 viii C O NTE NT S Impr ssi n F rmati n and Attributi n 359 The Third Force: Humanism and Personality 398 S cial Cat g rizati n 359 Carl R g rs and S lf-C nc pt 399 Implicit P rs nality Th ri s 360 Curr nt Th ughts n th Humanistic Vi w f P rs nality 400 Attributi n 360 Trait Theories: Who Are You? 401 Fundam ntal Attributi n err r 361 Allp rt 401 Social Interaction: Prejudice, Love, and Aggression 363 Catt ll and th 16PF 401 Pr judic and Discriminati n 363 Th Big Fiv : oCeAN, r th Fiv -Fact r M d l f Typ s f Pr judic and Discriminati n 363 P rs nality 401 classic studies in psychology Curr nt Th ughts n th Trait P rsp ctiv 403 Br wn ey s, Blu ey s 364 Assessment of Personality 404 H w P pl L arn Pr judic 365 Int rvi ws 405 ov rc ming Pr judic 366 Pr bl ms with Int rvi ws 405 Liking and Loving: Interpersonal Attraction 367 Pr j ctiv T sts 405 Th Rul s f Attracti n 367 B havi ral Ass ssm nts 407 Wh n opp sit s Attract 368 P rs nality Inv nt ri s 407 psychology in the news Intelligence 409 Facing Fac b k Th S cial Natur f onlin N tw rking 369 D finiti n 409 L v Is a Triangl R b rt St rnb rg s Triangular Th ry f Th ri s f Int llig nc 410 L v 369 M asuring Int llig nc 410 Aggression and Prosocial Behavior 371 Individual Diff r nc s in Int llig nc : Int ll ctual Disability and Gift dn ss 415 Aggr ssi n and Bi l gy 371 Th P w r f S cial R l s 372 The Biology of Personality and Intelligence: Behavioral Vi l nc in th M dia and Aggr ssi n 373 Genetics 419 Pr s cial B havi r 374 Twin Studi s 419 Why P pl W n t H lp 375 classic studies in psychology applying psychology to everyday life G rt H fst d s F ur Dim nsi ns f Cultural P rs nality 421 Anat my f a Cult 377 applying psychology to everyday life Chapt r Summary 378 T st Y urs lf 380 Th Bi l gical Basis f th Big Fiv 423 Chapt r Summary 424 T st Y urs lf 426 Co NC e P T SU MMA R Y 3 8 2 Co NC e P T S U MMA R Y 4 2 8 11 12 Theories of Personality and Psychological Disorders 430 Intelligence 384 What Is Abnormality? 432 Theories of Personality and Intelligence 386 A V ry Bri f Hist ry f Psych l gical Dis rd rs 432 The Man and the Couch: Sigmund Freud and the What Is Abn rmal? 433 Psychodynamic Perspective 386 A W rking D finiti n f Abn rmality 434 Fr ud s Cultural Backgr und 386 issues in psychology Th Unc nsci us Mind 387 Abn rmality V rsus Insanity 435 Th Divisi ns f th P rs nality 388 Models of Abnormality 435 Sup r g : Th M ral Watchd g 388 Th Bi l gical M d l: M dical Caus s f r Psych l gical Stag s f P rs nality D v l pm nt 390 Dis rd rs 436 Th N -Fr udians 392 Th Psych l gical M d ls 436 Curr nt Th ughts n Fr ud and th Psych dynamic Bi psych s cial P rsp ctiv : All f th Ab v 437 P rsp ctiv 394 Diagnostic and Statistical Manual of Mental Disorders, Fourth The Behaviorist and Social Cognitive Views of Personality 396 Edition, Text Revision (DSM-IV-TR) 437 Bandura s R cipr cal D t rminism and S lf-efficacy 397 Cat g ri s in th DSM-IV-TR 437 R tt r s S cial L arning Th ry: exp ctanci s 397 H w C mm n Ar Psych l gical Dis rd rs? 438 Curr nt Th ughts n th B havi rist and S cial C gnitiv Th Pr s and C ns f Lab ls 439 Vi ws 398  CONTENTS ix Anxiety Disorders: What, Me Worry? 440 F ee Association 468 Phobic Diso de s: When Fea s Get O t of Hand 440 Eval ation of Psychoanalysis and Psychodynamic App oaches 468 Panic Diso de 442 Inte pe sonal Psychothe apy 469 Obsessive-Comp lsive Diso de 442 Humanistic Therapy: To Err Is Human 470 Ac te St ess Diso de (ASD) and Postt a matic St ess Diso de Tell Me Mo e: roge s s Pe son-Cente ed The apy 470 (PTSD) 443 Gestalt The apy 471 Gene alized Anxiety Diso de 444 Eval ation of the H manistic The apies 472 Ca ses of Anxiety Diso de s 444 Behavior Therapies: Learning One s Way to Better Mood Disorders: The Effect of Affect 445 Behavior 473 Majo Dep ession 446 The apies Based on Classical Conditioning 473 Bipola Diso de s 446 The apies Based on Ope ant Conditioning 474 Ca ses of Mood Diso de s 447 Eval ation of Behavio The apies 476 Eating Disorders 448 Cognitive Therapies: Thinking Is Believing 476 Ano exia Ne vosa 448 Beck s Cognitive The apy 476 B limia Ne vosa 449 Ellis and rational Emotive Behavio The apy (rEBT) 477 Schizophrenia: Altered Reality 451 Eval ation of Cognitive and Cognitive Behavio al The apies 478 Symptoms 451 Group Therapies: Not Just for the Shy 479 Catego ies of Schizoph enia 452 Types of G o p The apies 479 Ca ses of Schizoph enia 453 Advantages of G o p The apy 480 Personality Disorders 455 Disadvantages of G o p The apy 480 Antisocial Pe sonality Diso de 456 psychology in the news Bo de line Pe sonality Diso de 456 Mental Health on Camp s 481 Ca ses of Pe sonality Diso de s 456 Does Psychotherapy Really Work? 482 applying psychology to everyday life St dies of Effectiveness 482 Taking the Wo y O t of Exams 458 Cha acte istics of Effective The apy 483 Chapte S mma y 459 Test Yo self 461 C lt al, Ethnic, and Gende Conce ns in Psychothe apy 484 Cybe the apy: The apy in the Comp te Age 485 CO NC E P T Su MMA r Y 4 6 2 Biomedical Therapies 486 Psychopha macology 486 Elect oconv lsive The apy 489 13 Psychos ge y 490 applying psychology to everyday life Vi t al realities 492 Psychological Therapies 464 Chapte S mma y 493 Test Yo self 494 CO NC E P T S u MMA r Y 4 9 6 Two Kinds of Therapy 466 Psychothe apy 466 Appendix A: Statistics in Psychology A 1 Biomedical The apy 466 Appendix B: Applied Psychology and Psychology Ca ee s B 1 The Early Days: Ice-Water Baths and Electric Shocks 466 Answe Key AK 1 Ea ly T eatment of the Mentally Ill 467 Glossa y G 1 Pinel s refo ms 467 refe ences r 1 Psychotherapy Begins 467 C edits C 1 Psychoanalysis 467 Name Index NI 1 D eam Inte p etation 468 S bject Index SI 1  xi why do you need this new edition? 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Special opics delves deeper into high-interest and cutting-edge topics, showing research in action. Tinking Like a Psychologist models critical thinking and explores research methods. In the Real World ocuses on applications o psychological research. What s in It for Me? Tese clips show students the relevance o psychological research to their lives. Available in MyPsychLab and also on DVD to adopters o Pearson psychology textbooks (ISBN 0205035817). xiv  xxxviii preface PRESENTATION RESOURCES FOR INSTRUCTORS xv NEW! ClassPrep available inMyPsychLab Now available in MyPsychLabNEW MyClassPrep for teachers: Finding, sorting, organizing, and presenting your Finding, sorting, organizing, and presenting teacher resources yourthan is faster and easier instructor ever beforeresources with is aster and easier than ever be ore with MyClassPrep. MyClassPrep. This fully searchable databaseTis ully hundreds contains searchable database contains hundreds and hundreds and hundreds of our best o teacher our best teacher resources, suchresources, as lecture such launchers and discussion topics, in-class and out-of-class activities as lecture launchers andand discussion assignments,topics, handouts, in-class as well asand videoout-o -classillustra- clips, photos, activi- ties and assignments, handouts, tions, charts,as well and graphs, as video clips, animations. photos, Teachers illustrations, can search or charts, graphs, and animations. Instructors browse by topic, canto search and it is easy sort your or browse results by type,by suchtopic, as photo, Word document, or animation. You can create personalized and it is easy to sort your results by type, such as photo, document, or ani- folders to organize and store what you like, or you can download mation. You can create resources. personalized Teachersolders can eventopresent organize and material store in class whatfrom directly you like, or you can download resources. You can also upload your own content MyClassPrep! and present directly rom MyClassPrep. Upon textbook purchase, students and teachers are granted access to MyPsychLab. Or, teachers can choose to purchase the textbook with MyPsychLab with Pearson eText. High interactive PowerPoint slides school teachers can obtain preview or adoption access for (ISBN 0205256791) Tese slides bring the power ul Ciccarelli/White MyPsychLab as described above (no eText). Simply ask design right into the classroom, drawing students into the lecture and pro- your sales representative for a Preview Access Code Card viding wonder ul interactive activities and rich visuals. (ISBN 0-13-111589-8) or for an Adoption Access Code New with this edition, the Interactive PowerPoint Slides now ofer Card (ISBN embedded video clips, which allow 0-13-034391-9). instructors an easy and seamless way to show video content without leaving the slide presentation. For more information on MyPsychLab go to www.mypsychlab.com The slides are built around the text s learning objectives and offer multiple pathways or links between content areas. Icons integrated throughout the slides indicate interactive exercises, simulations, and activities that can be accessed directly from the slides.  teaching and learning package Integration and Feedback It is increasingly true today that as valuable as a good textbook is, it is still only one element o a comprehensive learning package. Te teaching and homework package that accompanies Psychology: An Exploration, second edition, is the most comprehen- sive and integrated on the market. We have made every efort to provide high-quality instructor resources that will save you preparation time and will enhance the time you spend in the classroom. Noland White has overseen the development o each compo- nent o the teaching and assessment package by working directly with the authors and reviewers to ensure consistency in quality and content. The Test Item File (ISBN 0205256422) contains a primary test bank containing The test item fle has been thousands o questions. Each TOTAL Chapter 5 thoroughly revised in response chapter includes a two-page ASSESSMENT Learning GUIDE to eedback. It has also been Total Assessment Guide that Learning Objective Factual (Multiple Conceptual (Multiple Applied (Multiple True/False Questions Short Answer Essay Questions analyzed line-by-line by a devel- categorizes all test items by learn- 5.1 What is learning? Choice) 1, 2 Choice) 3, 4, 5 Choice) 152 Questions 180 opmental editor and a copy ing objective and question type 5.2 What is classical 6, 7, 8, 9, 10, 153 editor in order to ensure clarity, conditioning and who first 11 ( actual, conceptual, or applied) studied it? accuracy, and delivery o the 5.3 What are the 13, 14, 18, 19, 12, 15, 16, 17, 154 167 181 in an easy-to-re erence grid. important concepts in classical conditioning? 20 21, 22 highest quality assessment tool. 5.4 What was Pavlov s 23, 27, 28, 30, 24, 34 25, 26, 29 155, 156, 157 169, 173 179 classic experiment in 31, 32, 33 conditioning? 5.5 What is a conditioned 35, 42, 43, 44, 45, 47 36, 37, 38, 39, 158, 159 168, 172 177, 183 emotional response? 49, 50, 51, 53, 40, 41, 46, 48, 54 52 5.6 Why does classical 55, 56, 57, 58, 60 160 175 Answer Key conditioning work? 59 5.7 What is operant 63, 64, 65 61, 62, 66 161 178 conditioning and In addition to the 1. a Explanation: Alterations due to a genetic blueprint w Definitions of Learning examples of maturation. high-quality test bank (Page 166 167, Conceptual, LO 5.1) 1. The process by which experience or practice results in a relatively permanent change in behavior or just described, a potential behavior is known as __________. 2. b Explanation: The food acted as an unconditioned stim a. learning second bank o over automatically evoked the conditioned response. Food causes one to salivate. (Page 167, Applied, LO 5.3) b. intelligence formation 1,800 questions c. imprinting 3. b Explanation: The UCS was a loud noise because it au d. cognition by Fred Whit ord is evoked a fear response. Answer a % correct 89 a= 89 b= 2 c= 5 d= 4 r =.40 available, which has (Page 167, Applied, LO 5.5) 2. Learning is a process by which experience results in __________. been class-tested 4. b Explanation: Thorndike was known for his work with a. acquisition of motivation with item analysis (Page 176, Factual, LO 5.7 b. relatively permanent behavior change c. amplification of sensory stimuli available or each d. delayed genetic behavioral contributions question. Answer b % correct 80 a= 10 b= 80 c= 10 d= 0 r =.23. Learning is a process by which An additional eature or the test bank, currently not ound in any other introductory psychology texts, is the inclusion o rationales or the correct answer and the key distracter in the multiple-choice questions. The rationales help instructors reviewing the content to urther evaluate the questions they are choosing or their tests and give instructors the option to use the rationales as an answer key or their students. Feedback rom current customers indicates that this unique eature is very use ul or ensuring quality and quick response to student queries. xvi  TEACHING AND LEARNING PACKAGE xvii Te test bank comes with Pearson My est (ISBN 0205256805), a power ul assess- ment generation program that helps instructors easily create and print quizzes and exams. Questions and tests can be authored online, allowing instructors ultimate fex- ibility and the ability to e ciently manage assessments anytime, anywhere! Instructors can easily access existing questions and edit, create, and store using simple drag-and- drop and Word-like controls. Data on each question provides in ormation on level o di culty and page number. In addition, each question maps to the text s major section and learning objective. For more in ormation go to www.PearsonMyTest.com. Instructor s Resource Manual (ISBN 0205259898) o ers an exhaustive collec- tion o resources in an easy-to-use ormat. For each chapter, you ll nd activities, exercises, assignments, handouts, and demos or in-class use, as well as guidelines on integrating the many Pearson media resources into your classroom and sylla- bus. Te electronic ormat eatures click-and-view hotlinks that allow instructors to quickly review or print any resource in a particular chapter. Tis resource saves prep work and helps you maximize your classroom time. Create a Custom Text. For enrollments o at least 25, you can create your own textbook by combining chapters rom best-selling Pearson textbooks and/or reading selections in the sequence you want. o begin building your custom text, visit www.pearsoncustomlibrary.com. You may also work with a dedicated Pearson Custom editor to create your ideal text publishing your own original content or mixing and matching Pearson content. Contact your Pearson Publisher s Representative to get started. Accessing All Resources For a list of all student resources available with Ciccarelli/White, Psychology: An Exploration, second edition, go to www.mypearsonstore.com, enter the text ISBN 0205256414, and check out the Everything Tat Goes with It section under the book cover. For access to all instructor resources or Ciccarelli/White, Psychology: An Exploration, second edition, simply go to http://pearsonhighered.com/irc and ollow the directions to register (or log in i you already have a Pearson user name and pass- word). Once you have registered and your status as an instructor is veri ed, you will be e-mailed a login name and password. Use your login name and password to access the catalog. Click on the online catalog link, click on psychology ollowed by introductory psychology and then the Ciccarelli/White Psychology: An Exploration, second edition, text. Under the description o each supplement is a link that allows you to download and save the supplement to your desktop. For technical support or any o your Pearson products, you and your students can contact http://247.pearsoned.com.  learner-centered approach Curiosity and Dialogue In recent years there has been an increased focus on a more learner-centered approach in higher education. A learner-centered approach encourages dialogue and recognizes the importance of actively engaging students. Tis textbook came about because we recognized the importance of motivating students to read. When we say read, we mean really read the text, not just skim it looking for answers to some study guide questions or trying to cram it all in the night before the exam. We set out to write in a style that draws the reader into an ongoing dialogue about psychology. We also want to see students inspired to use the study materials integrated with the text. Our goal is to awaken students curiosity and energize their desire to learn more; we are delighted with the feedback from students and instructors who have used our text and who tell us this approach is working. chapter opening prologues 78 C h ap t er 3 s ns i n n c i n 79 learning objectives How does sensation travel Seeing Sounds and Hearing Colors: Synesthesia 3 3.1 through the central nervous system, and why are some T here was a piece of music by a group called Uman. The first note was grey and sensations ignored? it was like a band of grey with a slight curve to it, and it was a gradient What is light, and how does it are designed to capture student interest sensation and perception light grey going to dark grey it had gold specks on it. The background was black 3.2 travel through the various parts but it was being broken up by other colours, moving shapes of fuchsia and there was of the eye? w y s u y s ns i n n c i n? a small sound like a click, almost like a drumbeat, something being struck, and as it was struck, a black shape appeared, and the shapes appeared from left to right, going horizontally across the bottom of this like a movie screen that I was watching. And 3.3 How do the eyes see, and how do the eyes see different colors? immediately. Taken from a case study or recent event in the news, these openers Without sensations to tell us what is outside our own mental world, we would live entirely in the shapes were so exquisite, so simple, so pure and so beautiful, I wanted somehow What is sound, and how does it our own minds, separate from one another and unable to find food or any other basics that sus- 3.4 travel through the various parts to be able to capture them, but they were moving too quickly and I couldn t remember of the ear? tain life. Sensations are the mind s window to the world that exists around us. Without them all. Carol Steen (1996), New York artist and synesthete, quoted from engage students in the material from perception, we would be unable to understand what all those sensations mean perception is ABC Radio National Transcripts, Health Report with Robin Hughes How do the senses of taste and the process of interpreting the sensations we experience so that we can act upon them. 3.5 smell work, and how are they Ms. Steen is a most unusual artist because she is able to perceive a world alike? where sounds have colors and shapes, an ability she often turns into unusual the very start of the chapter. The design What allows people to experi- and beautiful sculptures. A synesthete is a person with synesthesia, which liter- 3.6 ence the sense of touch, pain, ally means joined sensation. People with this condition are rare about 1 in motion, and balance? 25,000. In the synesthete, the signals that come from the sensory organs, such truly captures the imagination of students What are perception, percep- chapter outline as the eyes or the ears, go to places in the brain where they weren t originally 3.7 tual constancies, and the Gestalt t aBCs S ns i n meant to be, causing those signals to be interpreted as more than one sensa- principles of perception? t Sci nc S ing tion. A fusion of sound and sight is most common, but touch, taste, and even and adds to the appeal of the chapter t h ing S ns : C n Y u What is depth perception, and h M N w? smell can enter into the mix (Cytowic, 1989). 3.8 what kind of cues are important Although research on the physical causes of synesthesia is ongoing, for it to occur? C mic S ns s: I t s s G n Sm se nB some studies suggest that areas of the left side of the brain deep inside the content. What are visual illusions and S m s ic S ns s: temporal lobe and nearby in the parietal lobe may be responsible (Ramachan- 3.9 how can they and other factors W B y Kn ws influence and alter perception? t aBCs p c i n dran & Hubbard, 2003; Rouw & Scholte, 2007). to Chapter Two: applYING pSYCholoGY The Biological Perspective, pp. XX XX. to everYdaY lIfe: B y n Sm k n Mi s t psyc gic Sci nc n N u sci nc M gic synesthesia disorder in which the signals from the various sensory organs are processed in the wrong cortical areas, resulting in the sense information being interpreted as more than one sensation. student voice questions encourage students to stop, to clarify, and to think critically. Written by students for students, these questions create a dialogue between the text and the reader 90 C ha p t e r 3 and encourage students to ask similar ques- Hey, now the afterimage of the flag has normal colors! Why does this happen? tions in the classroom or online. Cited by Hey, now the afterimage of the The phenomenon of the color afterimage is explained by the second theory of students and instructors alike as a truly color perception, called the opponent-process theory (De Valois & De Valois, 1993; flag has normal Hurvich & Jameson, 1957), based on an idea first suggested by Edwald Hering in 1874 unique and key feature, this feature highlights colors! (Finger, 1994). In opponent-process theory, there are four primary colors: red, green, photographs of students who used the text Why does this blue, and yellow. The colors are arranged in pairs, red with green and blue with yellow. in their introductory class and who provided happen? If one member of a pair is strongly stimulated, the other member is inhibited and cannot be working so there are no reddish-greens or bluish-yellows. questions, comments, and invaluable So how can this kind of pairing cause a color afterimage? From the level of feedback on the book. pp t-p c th y theory of the bipolar and ganglion cells in the retina, all the way through the thalamus, and color vision that proposes visual neurons on to the visual cortical areas in the brain, some neurons (or groups of neurons) are (or groups of neurons) are stimulated by stimulated by light from one part of the visual spectrum and inhibited by light from light of one color and inhibited by light of a different part of the spectrum. For example, let s say we have a red-green ganglion another color. cell in the retina whose baseline activity is rather weak when we expose it to white xviii light. However, the cell s activity is increased by red light, so we experience the color red. If we stimulate the cell with red light for a long enough period of time, the cell becomes fatigued. If we then swap out the red light with white light, the now-tired cell responds even less than the original baseline. Now we experience the color green Figure 3.6 Th I hiha a C l T t In the circle on the left, the number 8 is visible only to those with normal color vision. In the circle on the right, people with normal vision will see the number 96, while those with LEARNER-CENTERED APPROACH xix red-green color blindness will see nothing but a circle of dots. LINKS One thing that is o ten di fcult or students to do is make connections rom Color-deficient Figure 3.6 Th I hiha vision a C involving l one set of cones is inherited in a pattern topics in one chapter to topics in other chapters. Throughout each chapter, known T t as sex-linked inheritance. The gene for color-deficient vision is recessive. when one topic has a relationship to another topic, a symbol is ToIninherit a recessive the circle trait, on the left, the you normally need two of the genes, one from each number parent. tothose 8 is visible only to ChapterwithSeven: normalDevelopment Across the Life Span, p. 154. shown that includes specifc chapter and page numbers. The links re er to color vision. In the circle on the content covered within the same chapter or in earlier chapters as well as in right,But people with normal vision will the gene for color-deficient see the number 96, while those with vision is attached to a particular chro- subsequent chapters giving students a real sense o the connections in all mosome (a package of genes) that helps to determine the sex of a person. red-green color blindness will see Men have one X chromosome and one smaller Y chromosome (named for o the material. nothing but a circle of dots. their shapes), whereas women have two X chromosomes. The smaller Y has fewer genes than the larger X, and one of the genes missing is the one that would suppress the gene for color-deficient vision. For a woman to have MyPsychLab icons color-deficient vision, she must inherit two recessive genes, one from each parent, but a man only needs to inherit one recessive gene the one passed Watch on MyPsychLab on to him on hisindicate mother s Xthat students chromosome. canarefnd His odds related greater; therefore,video, podcasts, Color-deficient femalesvision involving one vision. Listen on MyPsychLab more males thansimulations, practicesetquizzes, have color-deficient of cones is inherited in a pattern and more in MyPsychLab known as sex-linked inheritance. The gene for color-deficient vision is recessive. pToactic to expand inherit aquiz recessive youtheir trait,much How learning. normally There need two of do you remember? areonemany the genes, from eachmore resources Explore on MyPsychLab parent. available to Chapterin MyPsychLab Seven: thanthe Development Across those highlighted Life Span, p. 154. in the 3.2 3.3 Pick the best answer. Simulate on MyPsychLab book, but the icons draw attention c.toLook 1. Which of the following terms refers to the perceived effect of some o the most directly at it because the rods can see sharply at night. But the gene for color-deficient vision is attached to a particular chro- high-interest the amplitude of light waves? materials available at www.mypsychlab.com. d. Look off to the side, using the rods in the periphery of the mosome (a package of genes) that helps to determine the sex of a person. Study and Review on MyPsychLab Ready for your test? More quizzes a. color c. saturation retina. Menb. have one X chromosome andd.one brightness huesmaller Y chromosome (named