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Psychology, 3rd Edition Test Bank – Saundra Ciccarelli

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  • ISBN-10 ‏ : ‎ 0205011357
  • ISBN-13 ‏ : ‎ 978-0205011353
  • Author: Saundra Ciccarelli

Ciccarelli/White, Psychology, 3/e is praised for a very engaging writing style, comprehensive coverage of key research, and strong pedagogical features. This best-selling text focuses on getting students to actually read their textbook. The authors use the recommended APA undergraduate psychology learning outcomes and establish clear learning objectives for students, while tying the text assessment to these objectives. Student and instructor feedback from extremely successful first and second editions emphasize the appeal of Ciccarelli/White’s approach to teaching and learning in today’s classroom.

 

Table of Content:

  1. MICHAEL W. PASSER
  2. RONALD E. SMITH
  3. About the local authors
  4. FELICITY ALLEN
  5. SIMON BOAG
  6. JEROEN VAN BOXTEL
  7. EMILY CASTELL
  8. SARAH COWIE
  9. MARK EDWARDS
  10. DARREN GARVEY
  11. CHARINI GUNARATNE
  12. NICHOLAS HARRIS
  13. MARK KOHLER
  14. ANDREW J. LEWIS
  15. JACQUI MACDONALD
  16. BEN MORRISON
  17. NATALIE MORRISON
  18. KIMBERLEY NORRIS
  19. CON STOUGH
  20. MARIANNA SZABÓ
  21. CAROLYN WILSHIRE
  22. Acknowledgements
  23. REVIEWERS
  24. DIGITAL CONTRIBUTORS
  25. Connect
  26. Proven effective
  27. Connect support
  28. Visual Progress
  29. Adaptive learning
  30. SmartBook
  31. LearnSmart
  32. Digital resources
  33. INTERACTIVE ACTIVITIES
  34. VIDEO AND ANIMATION QUIZZES
  35. POWER OF PROCESS
  36. INSTRUCTOR RESOURCES
  37. Text at a glance
  38. DEVELOPED FOR AUSTRALIAN STUDENTS BY AUSTRALIAN AUTHORS
  39. CRITICAL EXAMINATION
  40. SUPPORTING STUDENT LEARNING
  41. Case matrix
  42. Chapter 1 The science of psychology
  43. Introduction
  44. LO 1.1 The nature of psychology
  45. Psychology’s scientific approach
  46. Understanding behaviour: some pitfalls of everyday approaches
  47. Using science to minimise everyday pitfalls
  48. Thinking critically about behaviour
  49. The jumbled-word challenge
  50. Of astrology and asstrology: potential costs of uncritical thinking
  51. Goals of psychology
  52. Basic and applied research
  53. Psychology’s broad scope: a simple framework
  54. Mind–body and nature–nurture interactions
  55. LO 1.2 Perspectives on behaviour
  56. Psychology’s intellectual roots
  57. Early schools: structuralism and functionalism
  58. The psychodynamic perspective: the forces within
  59. Psychoanalysis: Freud’s great challenge
  60. Modern psychodynamic theory
  61. The behavioural perspective: the power of the environment
  62. Origins of the behavioural perspective
  63. Behaviourism
  64. Cognitive behaviourism
  65. The humanistic perspective: self-actualisation and positive psychology
  66. The cognitive perspective: the thinking human
  67. Origins of the cognitive perspective
  68. Renewed interest in the mind
  69. The modern cognitive perspective
  70. The sociocultural perspective: the embedded human
  71. The social psychological component
  72. The cultural component
  73. The biological perspective: the brain, genes and evolution
  74. Behavioural neuroscience
  75. Behaviour genetics
  76. Evolutionary psychology
  77. LO 1.3 Using levels of analysis to integrate the perspectives
  78. An example: understanding depression
  79. Summary of major themes
  80. LO 1.4 Psychology today
  81. A global science and profession
  82. Psychology, society and your life
  83. Example 1: Fly the friendly skies … safely
  84. Example 2: President Obama’s ‘behavioral dream team’
  85. Psychology and public policy
  86. Applying psychology to your life
  87. Chapter summary
  88. Key terms and concepts
  89. Review questions
  90. Thinking critically solutions
  91. Graduate spotlight
  92. Chapter 2 Studying behaviour scientifically
  93. Introduction
  94. LO 2.1 Scientific principles in psychology
  95. Scientific attitudes
  96. Gathering evidence: steps in the scientific process
  97. Two approaches to understanding behaviour
  98. Hindsight (after-the-fact understanding)
  99. Understanding through prediction, control and theory building
  100. Defining and measuring variables
  101. Self-reports and reports by others
  102. Measures of overt behaviour
  103. Psychological tests
  104. Physiological measures
  105. LO 2.2 Ethical principles in research
  106. Ethical standards in human research
  107. Ethical standards in animal research
  108. LO 2.3 Methods of research
  109. Descriptive research: recording events
  110. Case studies: the Hmong Sudden Death Syndrome
  111. Naturalistic observation: bullies in the schoolyard
  112. Survey research: adolescents’ early exposure to alcohol
  113. Correlational research: measuring associations between events
  114. Correlation does not establish causation
  115. The correlation coefficient
  116. Correlation as a basis for prediction
  117. Experiments: examining cause and effect
  118. Independent and dependent variables
  119. Experimental and control groups
  120. Two basic ways to design an experiment
  121. Manipulating two independent variables: effects of mobile phone use and traffic density on driving performance
  122. LO 2.4 Threats to the validity of research
  123. Confounding of variables
  124. Placebo effects
  125. Experimenter expectancy effects
  126. Replicating and generalising the findings
  127. LO 2.5 Analysing and interpreting data
  128. Being a smart consumer of statistics
  129. Using statistics to describe data
  130. Measures of central tendency
  131. Measures of variability
  132. Using statistics to make inferences
  133. Meta-analysis: combining the results of many studies
  134. LO 2.6 Critical thinking in science and everyday life
  135. Chapter summary
  136. Key terms and concepts
  137. Review questions
  138. Thinking critically solutions
  139. Should you trust internet and pop media surveys?
  140. Does eating ice-cream cause people to drown?
  141. Chapter 3 Genes, environment and behaviour
  142. Introduction
  143. LO 3.1 Genetic influences on behaviour
  144. Chromosomes and genes
  145. Dominant, recessive and polygenic effects
  146. The human genome
  147. A genetic map of the brain
  148. Epigenetics
  149. Behaviour genetics
  150. Family, adoption and twin studies
  151. Heritability: estimating genetic influence
  152. LO 3.2 The role of learning in adapting to the environment
  153. How do we learn? The search for mechanisms
  154. Why do we learn? The search for functions
  155. Learning and evolution
  156. Shared and unshared environments
  157. LO 3.3 Behaviour genetics, intelligence and personality
  158. Genes, environment and intelligence
  159. Heritability of intelligence
  160. Environmental factors
  161. Heritability of personality
  162. Environment and personality development
  163. LO 3.4 Gene-environment interactions
  164. How the environment can influence gene expression
  165. How genes can influence the environment
  166. LO 3.5 Evolution, culture and behaviour
  167. Evolution of adaptive mechanisms
  168. Natural selection
  169. Evolution and human nature
  170. Sexuality and mate preferences
  171. Evolution and human individuality
  172. Chapter summary
  173. Key terms and concepts
  174. Review questions
  175. Thinking critically solutions
  176. Natural selection and genetic diseases
  177. Graduate spotlight
  178. Chapter 4 The brain and behaviour
  179. Introduction
  180. LO 4.1 Neurons
  181. The electrical activity of neurons
  182. Nerve impulses: the action potential
  183. LO 4.2 How neurons communicate: synaptic transmission
  184. Neurotransmitters
  185. Specialised neurotransmitter systems
  186. LO 4.3 The nervous system
  187. The peripheral nervous system
  188. The somatic nervous system
  189. The autonomic nervous system
  190. The central nervous system
  191. The spinal cord
  192. The brain
  193. Unlocking the secrets of the brain
  194. LO 4.4 Interactions with the endocrine system
  195. LO 4.5 Structures and behavioural functions of the brain
  196. The forebrain
  197. The cerebral cortex
  198. The thalamus: the brain’s sensory switchboard
  199. The hypothalamus: motivation and emotion
  200. The limbic system: memory, emotion and goal-directed behaviour
  201. The midbrain
  202. The reticular formation: the brain’s gatekeeper
  203. The brain stem: life-support systems
  204. The cerebellum: motor-coordination centre
  205. LO 4.6 Hemispheric lateralisation: the left and right brains
  206. LO 4.7 Plasticity in the brain: the role of  experience and the recovery of function
  207. How experience influences brain development
  208. Healing the nervous system
  209. Chapter summary
  210. Key terms and concepts
  211. Review questions
  212. Thinking critically solutions
  213. Left-brained versus right-brained
  214. Chapter 5 Sensation and perception
  215. Introduction
  216. LO 5.1 Sensory processes
  217. Stimulus detection: the absolute threshold
  218. The difference threshold
  219. Sensory adaptation
  220. LO 5.2 Vision
  221. The human eye
  222. Photoreceptors: the rods and cones
  223. Visual transduction: from light waves to nerve impulses
  224. Brightness vision and dark adaptation
  225. Colour vision
  226. The trichromatic theory
  227. Opponent-process theory
  228. Dual processes in colour transduction
  229. Colour-deficient vision
  230. Analysis and reconstruction of visual images
  231. LO 5.3 Audition
  232. Auditory transduction: from pressure waves to nerve impulses
  233. Coding of pitch and loudness
  234. Sound localisation
  235. Hearing loss
  236. LO 5.4 Taste and smell: the chemical senses
  237. Gustation: the sense of taste
  238. Olfaction: the sense of smell
  239. LO 5.5 The skin and body senses
  240. The tactile senses
  241. Pain
  242. Spinal and brain mechanisms
  243. The endorphins
  244. The body senses
  245. LO 5.6 Perception: the creation of experience
  246. Perception is selective: the role of attention
  247. Inattentional blindness
  248. Environmental and personal factors in attention
  249. Perceptions have organisation and structure
  250. Gestalt principles of perceptual organisation
  251. Perception involves hypothesis testing
  252. Perception is influenced by expectations: perceptual sets
  253. Percepts are stable under changing viewing conditions: perceptual constancies
  254. LO 5.7 Perception of depth, distance and movement
  255. Depth and distance perception
  256. Monocular depth cues
  257. Binocular depth cues
  258. Perception of motion
  259. LO 5.8 Illusions: false perceptual hypotheses
  260. LO 5.9 Experience, critical periods and perceptual development
  261. Cross-cultural research on perception
  262. Critical periods: the role of early experience
  263. Restored sensory capacity
  264. Chapter summary
  265. Key terms and concepts
  266. Review questions
  267. Thinking critically solutions
  268. Navigating in fog: Professor Mayer’s topophone
  269. Why does that rising moon look so big?
  270. Explain this striking illusion
  271. Graduate spotlight
  272. Chapter 6 States of consciousness
  273. Introduction
  274. LO 6.1 The puzzle of consciousness
  275. What is consciousness?
  276. How to define consciousness?
  277. Are there different kinds of consciousness?
  278. Consciousness vs. self-consciousness
  279. Mind–body problem
  280. Free will
  281. Characteristics of consciousness
  282. Why do we have consciousness contents?
  283. Levels of consciousness
  284. The Freudian viewpoint
  285. The cognitive viewpoint
  286. Measuring contents of consciousness
  287. Behavioural measurements of unconscious influences
  288. Priming
  289. The emotional unconscious
  290. a
  291. Attention and consciousness
  292. The neural basis of consciousness
  293. Perception and action pathways in the brain
  294. Neural correlates of consciousness
  295. Consciousness as a global workspace
  296. Integrated information theory
  297. Neurophysiological disorders and consciousness
  298. Visual agnosia
  299. Blindsight
  300. Hemispatial neglect
  301. Hallucinations
  302. Disorders of consciousness
  303. Coma
  304. Vegetative state
  305. Minimally conscious state
  306. Locked-in syndrome
  307. Brain activity and disorders of consciousness
  308. Brain metabolism
  309. Brain activity in response to commands
  310. Response-free measures of consciousness
  311. LO 6.2 Sleep and dreaming
  312. Stages of sleep
  313. Stage 1 through to stage 4
  314. REM sleep
  315. Getting a night’s sleep: from brain to culture
  316. How much do we sleep?
  317. Sleep deprivation
  318. The use of sleep
  319. The nature of dreams
  320. When do we dream?
  321. What do we dream about?
  322. a
  323. Why do we dream?
  324. LO 6.3 Drug-induced states
  325. Drugs and the brain
  326. How drugs facilitate synaptic transmission
  327. How drugs inhibit synaptic transmission
  328. Drug tolerance and dependence
  329. Depressants
  330. Alcohol
  331. Barbiturates and tranquillisers
  332. Stimulants
  333. Amphetamines
  334. Cocaine
  335. Ecstasy (MDMA)
  336. Opiates
  337. Hallucinogens
  338. Marijuana
  339. Misconceptions about marijuana
  340. From genes to culture: determinants of drug effects
  341. Biological factors
  342. Psychological factors
  343. Environmental factors
  344. LO 6.4 Hypnosis
  345. The scientific study of hypnosis
  346. Hypnotic behaviours and experiences
  347. Involuntary control and behaving against one’s will
  348. Amazing feats
  349. Pain tolerance
  350. Hypnotic amnesia
  351. Theories of hypnosis
  352. Dissociation theories
  353. Social-cognitive theories
  354. The hypnotised brain
  355. Chapter summary
  356. Key terms and concepts
  357. Review questions
  358. Thinking critically solutions
  359. Hypnosis and amazing feats
  360. Chapter 7 Learning: the role of experience
  361. Introduction
  362. LO 7.1 Adapting to the environment
  363. LO 7.2 Classical conditioning: associating one stimulus with another
  364. Pavlov’s pioneering research
  365. Basic principles
  366. Acquisition
  367. Extinction and spontaneous recovery
  368. Generalisation and discrimination
  369. Higher-order conditioning
  370. Applications of classical conditioning
  371. Acquiring and overcoming fear
  372. Attraction and aversion
  373. Sickness and health
  374. LO 7.3 Operant conditioning: learning through consequences
  375. Thorndike’s law of effect
  376. Skinner’s analysis of operant conditioning
  377. Distinguishing operant from classical conditioning
  378. Antecedent conditions: identifying when to respond
  379. Consequences: determining how to respond
  380. Positive reinforcement
  381. Negative reinforcement
  382. Operant extinction
  383. Aversive punishment
  384. Response cost
  385. Immediate, delayed and reciprocal consequences
  386. Uncovering the principles of behaviour in the lab
  387. a
  388. Shaping and chaining: taking one step at a time
  389. Shaping and coaching
  390. Generalisation and discrimination
  391. Schedules of reinforcement
  392. Fixed-ratio schedule
  393. Variable-ratio schedule
  394. Fixed-interval schedule
  395. Variable-interval schedule
  396. Reinforcement schedules, learning and extinction
  397. Using extinction and reinforcers to stop challenging behaviours
  398. Escape and avoidance conditioning
  399. Applications of operant conditioning
  400. Specialised animal training
  401. Education and the workplace
  402. Modifying problem behaviours
  403. LO 7.4 Crossroads of conditioning
  404. Biological constraints: evolution and preparedness
  405. Constraints on classical conditioning: learned taste aversions
  406. Are we biologically prepared to fear certain things?
  407. Constraints on operant conditioning: animals that ‘won’t shape up’
  408. Cognition and conditioning
  409. Cognition in classical conditioning
  410. Cognition in operant conditioning
  411. LO 7.5 Observational learning: when others show the way
  412. Bandura’s social-cognitive theory
  413. The modelling process and self-efficacy
  414. Imitation of aggression and prosocial behaviour
  415. Applications of observational learning
  416. LO 7.6 The adaptive brain
  417. Chapter summary
  418. Key terms and concepts
  419. Review questions
  420. Thinking critically solutions
  421. Why did Carol’s car phobia persist?
  422. Was the ‘Little Albert’ study ethical?
  423. Identifying the consequences for sporting performance
  424. Can you explain the ‘supermarket tantrum’?
  425. Chapter 8 Memory
  426. Introduction
  427. LO 8.1 Memory as information processing
  428. A three-stage model
  429. Sensory memory
  430. Working/short-term memory
  431. Long-term memory
  432. LO 8.2 Encoding: entering information
  433. Effortful and automatic processing
  434. Levels of processing: when deeper is better
  435. Exposure and rehearsal
  436. Organisation and imagery
  437. Hierarchies and chunking
  438. Visual imagery
  439. Mnemonic devices
  440. How prior knowledge shapes encoding
  441. Schemas: our mental organisers
  442. Schemas, encoding and expertise
  443. LO 8.3 Storage: retaining information
  444. Memory as a network
  445. Associative networks
  446. Neural networks
  447. Types of long-term memory
  448. Declarative and procedural memory
  449. Explicit and implicit memory
  450. LO 8.4 Retrieval: accessing information
  451. The value of multiple cues
  452. The value of distinctiveness
  453. Arousal, emotion and memory
  454. The effects of context, state and mood on memory
  455. Context-dependent memory: returning to the scene
  456. State-dependent memory: arousal, drugs and mood
  457. LO 8.5 Forgetting
  458. The course of forgetting
  459. Why do we forget?
  460. Encoding failure
  461. Decay of the memory trace
  462. Interference
  463. Motivated forgetting
  464. Forgetting to do things: prospective memory
  465. Amnesia
  466. Retrograde and anterograde amnesia
  467. Dementia and Alzheimer’s disease
  468. Alcohol and memory
  469. Infantile (childhood) amnesia
  470. LO 8.6 Memory as a constructive process
  471. Memory distortion and schemas
  472. Misinformation effects and eyewitness testimony
  473. Source confusion
  474. The child as eyewitness
  475. Accuracy and suggestibility
  476. True versus false reports: can professionals tell them apart?
  477. The recovered-memory controversy
  478. Culture and memory construction
  479. LO 8.7 Memory and the brain
  480. Where are memories formed and stored?
  481. Sensory and working memory
  482. Long-term memory
  483. How are memories formed?
  484. Synaptic change and memory
  485. Long-term potentiation
  486. Chapter summary
  487. Key terms and concepts
  488. Review questions
  489. Thinking critically solutions
  490. Would perfect memory be a gift or a curse?
  491. Chapter 9 Language and thinking
  492. Introduction
  493. LO 9.1 The structure of language
  494. Phonemes
  495. Morphemes
  496. Words, phrases and sentences
  497. Discourse
  498. The generativity of human language
  499. LO 9.2 Understanding and producing speech
  500. Understanding speech
  501. Perceiving phonemes
  502. Segmenting the speech signal
  503. Recognising words and extracting meaning
  504. Brain regions involved in speech comprehension
  505. Producing speech
  506. Retrieving and producing words
  507. Constructing sentences
  508. LO 9.3 Acquiring a first language
  509. Developmental timetable
  510. Is there a critical period for acquiring a first language?
  511. LO 9.4 Reading
  512. Dyslexia
  513. LO 9.5 Bilingualism and second language acquisition
  514. How important is age when it comes to learning a second language?
  515. What impact does bilingualism have on a child?
  516. When should we teach a second language?
  517. Language and thought
  518. LO 9.6 Thinking and cognition
  519. Thought and cognition
  520. Thinking and reasoning
  521. LO 9.7 The limits of reasoning
  522. Why do we sometimes make mistakes?
  523. Heuristics
  524. LO 9.8 Expertise and automaticity
  525. Schemas and scripts
  526. Is there a cost to expertise?
  527. People with special expertise
  528. LO 9.9 The role of emotion in decision-making
  529. Metacognition: knowing your own cognitive abilities
  530. Wisdom
  531. Chapter summary
  532. Key terms and concepts
  533. Review questions
  534. Thinking critically solutions
  535. Speaking two languages: a blessing or a curse?
  536. Chapter 10 Intelligence
  537. Introduction
  538. LO 10.1 Intelligence from a historical perspective
  539. Sir Francis Galton: quantifying mental ability
  540. Alfred Binet’s mental tests
  541. Binet’s legacy: an intelligence-testing industry emerges
  542. LO 10.2 The nature of intelligence
  543. The psychometric approach: the structure of intellect
  544. Factor analysis: an essential tool
  545. The g factor: intelligence as general mental capacity
  546. Intelligence as specific mental abilities
  547. Crystallised and fluid intelligence
  548. Carroll’s three-stratum model: a modern synthesis
  549. Cognitive process approaches: the nature of intelligent thinking
  550. Broader conceptions of intelligence: beyond mental competencies
  551. Gardner’s multiple intelligences
  552. Personal and emotional intelligence
  553. LO 10.3 The measurement of intelligence
  554. Increasing the informational yield from intelligence tests
  555. Should we test for aptitude or achievement?
  556. Psychometric standards for intelligence tests
  557. Reliability
  558. Validity
  559. Standardisation
  560. Assessing intelligence in non-Western cultures
  561. LO 10.4 Heredity, environment and intelligence
  562. LO 10.5 Group differences in intelligence
  563. Ethnic group differences
  564. Are the tests biased?
  565. What factors underlie the differences?
  566. Sex differences in cognitive abilities
  567. Beliefs, expectations and cognitive performance
  568. LO 10.6 Extremes of intelligence
  569. The intellectually gifted
  570. Intellectual disability
  571. Chapter summary
  572. Key terms and concepts
  573. Review questions
  574. Thinking critically solutions
  575. Are gifted children maladjusted?
  576. Graduate spotlight
  577. Chapter 11 Motivation and emotion
  578. Introduction
  579. LO 11.1 Motivation
  580. Perspectives on motivation
  581. Evolution, instincts and genes
  582. Homeostasis and drives
  583. Approach and avoidance motivation: the BAS and BIS
  584. Cognitive processes: incentives and expectancies
  585. Psychodynamic views
  586. Maslow’s need hierarchy
  587. Self-determination theory
  588. LO 11.2 Hunger and weight regulation
  589. The physiology of hunger
  590. Signals that start and terminate a meal
  591. Signals that regulate general appetite and weight
  592. Brain mechanisms
  593. Psychological aspects of hunger
  594. Environmental and cultural factors
  595. Obesity
  596. Genes and environment
  597. Dieting and weight loss
  598. Eating disorders: anorexia and bulimia
  599. Causes of anorexia and bulimia
  600. LO 11.3 Sexual motivation
  601. Sexual behaviour: patterns and changes
  602. The physiology of sex
  603. The sexual response cycle
  604. Hormonal influences
  605. The psychology of sex
  606. Cultural and environmental influences
  607. Arousing environmental stimuli
  608. Sexual orientation
  609. Prevalence of different sexual orientations
  610. Determinants of sexual orientation
  611. LO 11.4 Achievement motivation and motivational conflict
  612. Motive for success and fear of failure
  613. Achievement goal theory
  614. Achievement goal orientations
  615. Motivational climate
  616. Family, culture and achievement needs
  617. Motivational conflict
  618. LO 11.5 Emotion
  619. The nature of emotions
  620. Eliciting stimuli
  621. The cognitive component
  622. The physiological component
  623. The behavioural component
  624. LO 11.6 Theories of emotion
  625. The James-Lange somatic theory
  626. The Cannon-Bard theory
  627. The role of autonomic feedback
  628. The role of expressive behaviours
  629. Cognitive-affective theories
  630. LO 11.7 Happiness
  631. Chapter summary
  632. Key terms and concepts
  633. Review questions
  634. Thinking critically solutions
  635. Is Maslow’s need hierarchy valid?
  636. Chapter 12 Development over the life span
  637. Introduction
  638. LO 12.1 Major issues and methods
  639. Life-span development: a guiding model
  640. LO 12.2 Prenatal development
  641. Genetics and sex determination
  642. Environmental influences
  643. LO 12.3 Infancy and childhood
  644. The amazing newborn
  645. Sensory capabilities and perceptual preferences
  646. Reflexes
  647. Learning
  648. Physical development
  649. The young brain
  650. Environmental and cultural influences
  651. Cognitive development
  652. Piaget’s stage model
  653. Assessing Piaget’s theory: stages, ages and culture
  654. The social context of cognitive development
  655. Information-processing approaches
  656. Social-emotional and personality development
  657. Early emotions and emotion regulation
  658. Social skill development
  659. Temperament
  660. Erikson’s psychosocial theory
  661. Attachment
  662. Attachment deprivation
  663. The childcare controversy
  664. Styles of parenting
  665. Interactions between parenting and genetic makeup
  666. Gender identity and socialisation
  667. Moral development
  668. Moral thinking
  669. Culture, gender and moral reasoning
  670. Moral behaviour and conscience
  671. LO 12.4 Adolescence and adulthood
  672. Physical development
  673. Puberty
  674. The adolescent brain
  675. Physical development in adulthood
  676. The adult brain
  677. Cognitive development
  678. Reasoning and information processing in adolescence
  679. Information processing in adulthood
  680. Intellectual changes in adulthood
  681. The growth of wisdom?
  682. Cognitive impairment in old age
  683. Social-emotional development
  684. Adolescents’ search for identity
  685. Relationships with parents and peers
  686. The transition to adulthood
  687. Emerging adulthood beliefs across cultures
  688. Stages versus critical events in adulthood
  689. Marriage and family
  690. Establishing a career
  691. Midlife crisis: fact or fiction?
  692. Retirement and the ‘golden years’
  693. Death and dying
  694. Chapter summary
  695. Key terms and concepts
  696. Review questions
  697. Thinking critically solutions
  698. Can you describe your personal ecology?
  699. Advice to a friend with young children regarding divorce
  700. Do Erikson’s stages describe your psychosocial development accurately?
  701. Chapter 13 Personality
  702. Introduction
  703. LO 13.1 What is personality?
  704. LO 13.2 The psychodynamic perspective
  705. Freud’s psychoanalytic theory
  706. Conscious, preconscious and unconscious mental events
  707. The structure of personality
  708. Conflict, anxiety and defence
  709. Psychosexual development
  710. Neoanalytic and object relations approaches
  711. Adult attachment styles
  712. Evaluating the psychodynamic approach
  713. LO 13.3 The phenomenological-humanistic perspective
  714. George Kelly’s personal construct theory
  715. Carl Rogers’s theory of the self
  716. The self
  717. The need for positive regard
  718. Fully functioning persons
  719. Research on the self
  720. Self-esteem
  721. Self-verification and self-enhancement motives
  722. Evaluating the phenomenological-humanistic approach
  723. LO 13.4 The trait perspective: mapping the structure of personality
  724. Factor analytic approaches
  725. Cattell’s 16 personality factors
  726. The Five Factor Model
  727. Stability of personality traits over time
  728. Consistency across situations
  729. Evaluating the trait approach
  730. LO 13.5 Biological foundations of personality
  731. Genetics and personality
  732. Personality and the nervous system
  733. Eysenck’s extraversion-stability model
  734. Temperament: building blocks of personality
  735. Evaluating the biological approach
  736. LO 13.6 The social-cognitive perspective
  737. Julian Rotter: expectancy, reinforcement value and locus of control
  738. Locus of control
  739. Albert Bandura: social learning and self-efficacy
  740. Self-efficacy
  741. Walter Mischel and Yuichi Shoda: the cognitive-affective personality system
  742. Encodings and personal constructs
  743. Expectancies and beliefs
  744. Goals and values
  745. Affects (emotions)
  746. Competencies and self-regulation processes
  747. Reconciling personality coherence with behavioural inconsistency
  748. Evaluating social-cognitive theories
  749. LO 13.7 Culture, gender and personality
  750. Culture differences
  751. Gender schemas
  752. LO 13.8 Personality assessment
  753. Interviews
  754. Behavioural assessment
  755. Remote behaviour sampling
  756. Personality scales
  757. Projective tests
  758. Chapter summary
  759. Key terms and concepts
  760. Review questions
  761. Thinking critically solutions
  762. Is self-actualisation a useful scientific construct?
  763. Chapter 14 Health and well-being
  764. Introduction
  765. LO 14.1 Behavioural foundations of health
  766. Exercise
  767. Obesity
  768. Health-threatening behaviours
  769. Type A behaviour pattern
  770. Risky sexual behaviours
  771. Sexually transmitted diseases
  772. Substance abuse
  773. Interventions for substance abuse
  774. How people change: the transtheoretical model
  775. Maintaining positive change: relapse prevention
  776. LO 14.2 Stress and well-being
  777. Stressors
  778. Measuring stressful life events
  779. The stress response: a mind–body link
  780. Cognitive appraisals
  781. Physiological responses
  782. Effects of stress on well-being
  783. Stress and psychological well-being
  784. Stress and illness
  785. Stress and the immune system
  786. LO 14.3 Resilience: facing down adversity
  787. Social support
  788. Coping self-efficacy and perceived control
  789. Optimism and positive attitudes
  790. Trauma disclosure and emotional expressiveness
  791. Finding meaning in stressful life events
  792. Coping strategies
  793. Gender, culture and coping
  794. Effectiveness of coping strategies
  795. Beyond resilience: post-traumatic growth
  796. LO 14.4 Pain and illness
  797. Psychological influences on pain
  798. Cultural factors
  799. Meanings and beliefs
  800. Personality factors
  801. Controlling pain and suffering
  802. Cognitive strategies
  803. Hospital interventions: giving patients informational control
  804. A key behavioural strategy: stay active
  805. Lifestyle changes and medical recovery
  806. LO 14.5 Happiness
  807. How happy are people?
  808. What makes people happy?
  809. Biological and psychological processes
  810. Chapter summary
  811. Key terms and concepts
  812. Review questions
  813. Thinking critically solutions
  814. Do stressful events cause psychological distress?
  815. Chapter 15 Psychological disorders
  816. Introduction
  817. LO 15.1 The nature of psychological disorders
  818. What is ‘abnormal’?
  819. LO 15.2 Historical perspectives on abnormal behaviour
  820. LO 15.3 Anxiety and related disorders
  821. Phobic disorders: specific phobias, social phobia (social anxiety disorder) and agoraphobia
  822. a
  823. Panic disorder
  824. Generalised anxiety disorder
  825. Obsessive-compulsive disorder
  826. Post-traumatic stress disorder
  827. Causal factors in anxiety and related disorders
  828. Biological factors
  829. a
  830. LO 15.4 Somatic symptom and dissociative disorders: anxiety inferred
  831. Somatic symptom and related disorders
  832. Dissociative disorders
  833. Dissociative identity (multiple personality) disorder
  834. What causes DID?
  835. LO 15.5 Depressive and bipolar disorders
  836. Depression
  837. Bipolar disorder
  838. Prevalence and course of mood disorders
  839. Causal factors in depressive and bipolar disorders
  840. Biological factors
  841. Psychological factors
  842. Sociocultural factors
  843. LO 15.6 Schizophrenia
  844. Characteristics of schizophrenia
  845. Subtypes of schizophrenia
  846. Causal factors in schizophrenia
  847. Biological factors
  848. Psychological factors
  849. Environmental factors
  850. Sociocultural factors
  851. LO 15.7 Personality disorders
  852. Antisocial personality disorder and psychopathy
  853. Causal factors
  854. Borderline personality disorder
  855. Causal factors
  856. Categorical and dimensional approaches to personality disorders
  857. LO 15.8 Childhood disorders
  858. Attention-deficit/hyperactivity disorder
  859. Autism spectrum disorder
  860. Causal factors
  861. LO 15.9 Scientific and social issues in diagnosis
  862. Consequences of diagnostic labelling
  863. Social and personal consequences
  864. Legal consequences
  865. A closing thought
  866. Chapter summary
  867. Key terms and concepts
  868. Review questions
  869. Thinking critically solutions
  870. ‘Do I have that disorder?’
  871. Graduate spotlight
  872. Chapter 16 Treatment of psychological disorders
  873. Introduction
  874. LO 16.1 Psychological treatments
  875. LO 16.2 Psychodynamic therapies
  876. Psychoanalysis
  877. Free association
  878. Dream interpretation
  879. Resistance
  880. Transference
  881. Interpretation
  882. Brief psychodynamic and interpersonal therapies
  883. LO 16.3 Humanistic psychotherapies
  884. Person-centred therapy
  885. Gestalt therapy
  886. LO 16.4 Cognitive therapies
  887. Ellis’s rational–emotive therapy
  888. Beck’s cognitive therapy
  889. LO 16.5 Behaviour therapies
  890. Exposure: an extinction approach
  891. Systematic desensitisation: a counterconditioning approach
  892. Aversion therapy
  893. Operant conditioning treatments
  894. Positive reinforcement techniques
  895. Therapeutic application of punishment
  896. Behavioural activation therapy for depression
  897. Modelling and social skills training
  898. LO 16.6 The ‘third wave’ of cognitive-behavioural therapies
  899. Mindfulness-based treatments
  900. Acceptance and commitment therapy
  901. Dialectical behaviour therapy
  902. LO 16.7 Group, family and couples therapies
  903. Family therapy
  904. Couples therapy
  905. LO 16.8 Cultural and gender issues in psychotherapy
  906. Cultural factors in treatment usage
  907. Gender issues in therapy
  908. LO 16.9 Biological approaches to treatment
  909. Drug therapies
  910. Antipsychotic drugs
  911. Antianxiety drugs
  912. Antidepressant drugs
  913. Electroconvulsive therapy
  914. Other non-surgical treatments
  915. Psychosurgery
  916. Mind, body and therapeutic interventions
  917. LO 16.10 Evaluating treatments
  918. Psychotherapy research methods
  919. Randomised clinical trials
  920. Meta-analysis: a look at the big picture
  921. Survey research
  922. Factors affecting the outcome of therapy
  923. Client variables
  924. Therapist and technique variables
  925. Common factors
  926. LO 16.11 Psychological disorders and society
  927. Deinstitutionalisation
  928. Mental health treatment in today’s health-care environment
  929. Preventive mental health
  930. Chapter summary
  931. Key terms and concepts
  932. Review questions
  933. Thinking critically solutions
  934. Do survey results provide an accurate picture of treatment effectiveness?
  935. Chapter 17 Social thinking and behaviour
  936. Introduction
  937. LO 17.1 Social thinking
  938. Attribution: perceiving the causes of behaviour
  939. Personal versus situational attributions
  940. Attributional biases
  941. Culture and attribution
  942. Forming and maintaining impressions
  943. How important are first impressions?
  944. Seeing what we expect to see
  945. Creating what we expect to see
  946. Attitudes and attitude change
  947. Do our attitudes influence our behaviour?
  948. Does our behaviour influence our attitudes?
  949. Persuasion
  950. LO 17.2 Social influence
  951. Norms, conformity and obedience
  952. Norm formation and culture
  953. Why do people conform?
  954. Factors that affect conformity
  955. Minority influence
  956. Obedience to authority
  957. Factors that influence obedience
  958. Would people obey today?
  959. Lessons learned
  960. Detecting and resisting compliance techniques
  961. Behaviour in groups
  962. Social loafing
  963. Group polarisation
  964. Groupthink
  965. Deindividuation
  966. LO 17.3 Social relations
  967. Attraction: liking and loving others
  968. Initial attraction: proximity, mere exposure and similarity
  969. Spellbound by beauty
  970. As attraction deepens: close relationships
  971. Sociocultural and evolutionary views
  972. Ostracism: rejection hurts
  973. Prejudice: bias against others
  974. Explicit and implicit prejudice
  975. Cognitive roots of prejudice
  976. Motivational roots of prejudice
  977. How prejudice confirms itself
  978. Reducing prejudice
  979. Why do people help?
  980. When do people help?
  981. Whom do people help?
  982. Increasing prosocial behaviour
  983. Aggression: harming others
  984. Biological factors in aggression
  985. Environmental stimuli and learning
  986. Psychological factors in aggression
  987. Media violence and aggression
  988. Chapter summary
  989. Key terms and concepts
  990. Review questions
  991. Thinking critically solutions
  992. Do women differ from men in obedience?
  993. Does pure altruism really exist?
  994. Chapter 18 Indigenous and cross-cultural psychology
  995. Introduction
  996. LO 18.1 Introducing this chapter
  997. Structure of the chapter
  998. LO 18.2 Defining cross-cultural psychology
  999. Describing ‘critical reflection’
  1000. Cultural competence
  1001. Developing cultural competence
  1002. Considering ‘power’
  1003. Describing ‘culture’
  1004. Psychology in China
  1005. Enculturation, acculturation and cultural adaptation
  1006. Enculturation
  1007. Acculturation
  1008. Cultural adaptation
  1009. LO 18.3 Multiculturalism and race
  1010. Policy approaches to managing difference
  1011. Fact or fantasy?
  1012. Unpacking ‘Indigenous’
  1013. Race and culture
  1014. Do ‘races’ exist?
  1015. LO 18.4 Cross-cultural psychology
  1016. Cultural differences in communication: ‘An academic walks into a cafeteria . . .’
  1017. Considering differences across the world
  1018. Implications of working multiculturally
  1019. Implications for clinical practice: a need to examine systemic and therapeutic assumptions
  1020. Implications for research: considering methodology, power and the framing of questions
  1021. Cultural differences, racism and mental illness: where social justice issues have been negated
  1022. LO 18.5 Indigenous psychology
  1023. The role of psychologists with Indigenous Australians: ‘But it’s all too much!’
  1024. Cultural consultants
  1025. LO 18.6 Indigenous research
  1026. Social research and knowledge production: by whom, how and for what purpose?
  1027. Methodology: yarning as an emerging method in Indigenous and cross-cultural research
  1028. LO 18.7 Levels of analysis
  1029. Chapter summary
  1030. Key terms and concepts
  1031. Review questions
  1032. Thinking critically solutions
  1033. Locating yourself
  1034. The object of fantasy
  1035. Appendix (online)
  1036. Statistics in psychology
  1037. Measures of variability
  1038. The normal curve
  1039. Statistical methods for data analysis
  1040. Accounting for variance in behaviour
  1041. Correlational methods
  1042. The correlation coefficient
  1043. Correlation and prediction
  1044. Factor analysis
  1045. Inferential statistics and hypothesis testing
  1046. Chapter summary
  1047. Key terms and concepts
  1048. Glossary
  1049. Glossary
  1050. a
  1051. A
  1052. B
  1053. C
  1054. D
  1055. E
  1056. Reference
  1057. References
  1058. Index
  1059. Index
  1060. A
  1061. B
  1062. C
  1063. D
  1064. E
  1065. F
  1066. G
  1067. H
  1068. I
  1069. J
  1070. K
  1071. L
  1072. M
  1073. N
  1074. O
  1075. P
  1076. Q
  1077. R
  1078. S
  1079. T
  1080. U
  1081. V
  1082. W
  1083. Y
  1084. Z

 

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