Ch 8 Summary Discussion, no one word answers, Please use complete sentences

1. Define the concept of motivation and describe several major theories of motivation.

2. Identify different types of psychosocial needs.

3. Describe Maslow’s hierarchy of needs and identify the needs at each level in the hierarchy.

4. Explain how hunger and appetite are regulated.

5. Identify causal factors in obesity.

6. Identify and describe the types and causes of eating disorders.

7. Identify and describe the four phases of the sexual response cycle.

8. Describe how researchers characterize the continuum of sexual orientation.

9. Describe the causes of sexual dysfunctions.

10. Identify the three components of emotions and the six basic emotional expressions.

11. Describe the roles of gender and cultural factors in emotions. 

12. Identify factors involved in human happiness.

13. Explain how the brain processes emotions.

14. Describe the major theories of emotion and identify the major theorists.

15. Define emotional intelligence and evaluate its importance.

16. Describe the polygraph technique and evaluate its reliability.

17. Apply techniques of anger management for controlling anger.

Essentials of Psychology:
Concepts and Applications,
6e
Chapter 8: Motivation and Emotion

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Icebreaker
Each student is asked to reflect upon the following questions to begin thinking about concepts related to motivation and emotion.

Why did you come to class today?
Were there other things you wanted to do instead?
What ultimately influenced your decision to be in class?

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Chapter Objectives (1 of 4)
By the end of this chapter, you should be able to:

08.01 Define the concept of motivation and describe several major theories of motivation.
08.02 Identify different types of psychosocial needs.
08.03 Describe Maslow’s hierarchy of needs and identify the needs at each level in the hierarchy.
08.04 Explain how hunger and appetite are regulated.

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Chapter Objectives (2 of 4)
By the end of this chapter, you should be able to:

08.05 Identify causal factors in obesity.
08.06 Identify and describe the types and causes of eating disorders.
08.07 Identify and describe the four phases of the sexual response cycle.
08.08 Describe how researchers characterize the continuum of sexual orientation.

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Chapter Objectives (3 of 4)
By the end of this chapter, you should be able to:

08.09 Describe the causes of sexual dysfunctions.
08.10 Identify the three components of emotions and the six basic emotional expressions.
08.11 Describe the roles of gender and cultural factors in emotions.
08.12 Identify factors involved in human happiness.
08.13 Explain how the brain processes emotions.

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Chapter Objectives (4 of 4)
By the end of this chapter, you should be able to:

08.14 Describe the major theories of emotion and identify the major theorists.
08.15 Define emotional intelligence and evaluate its reliability.
08.16 Describe the polygraph technique and evaluate its reliability.
08.17 Apply techniques of anger management for controlling anger.

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Module 8.1
Motivation: The “Whys” of Behavior

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Biological Sources of Motivation (1 of 4)
Motivation refers to factors that activate, direct, and sustain goal-directed behavior.
Motives are the “whys” of behavior – the needs or wants that drive goal-directed behavior.
We infer motives from behavior, as we cannot directly observe them.
Instinct theory proposes that behavior is motivated by instincts.
Instinctive behaviors are genetically programmed, innate patterns of response that are specific to members of a particular species.

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Biological Sources of Motivation (2 of 4)
Examples of instinctive behavior in other species include:
Chicks open their mouths wide when the mother returns to the nest.
A kangaroo rat performs an escape jump when it hears the sound of a striking rattlesnake.
Do instincts motivate human behavior?
Sigmund Freud, William James, and William McDougall all believed that aspects of human behavior were motivated by physical and mental instincts.
However, psychologists today recognize that human behavior is much more variable and flexible than would be if it were determined by instinct.

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Biological Sources of Motivation (3 of 4)
By the early 1950s, drive theory replaced instinct theory as the major model of human motivation.
Drive theory posits that behavior is motivated by drives that arise from biological needs that demand satisfaction. Drive theory is based on the principles of homeostasis, the tendency of the body to maintain a steady internal state.
A need is a state of deprivation or deficiency.
A drive is a state of bodily tension, such as hunger or thirst, that arises from an unmet need.
The satisfaction of a drive is called drive reduction.

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Biological Sources of Motivation (4 of 4)
Harry Harlow’s research suggested that humans and many other animals have innate, biologically based needs for exploration and activity.
He termed these internal states stimulus motives.
Arousal theory proposes that whenever the level of stimulation dips below an organism’s optimal level, the organism seeks ways of increasing it.
The optimal level of arousal varies from person to person.
Some people need to engage in highly stimulating activities, such as bungee jumping and snowboarding, while others prefer to read a book or work in the garden.

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Psychological Sources of Motivation (1 of 3)
According to incentive theory, out attraction to particular goals or objects motivates much of our behavior. In contrast with drive theory, incentive theory proposes that incentives motivate us by pulling us toward them.
Incentives are rewards or other stimuli that motivate us to act.
The strength of the ”pull” that a goal or reward exerts on our behavior is its incentive value.
Cultural influences play a large role in determining incentive values.
Some cultures place emphasis on individual achievement; others place emphasis on meeting obligations to one’s family.

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Psychological Sources of Motivation (2 of 3)
Psychosocial needs reflect interpersonal aspects of motivation, such as the need for friendship or achievement.
One of the most widely studied psychosocial needs is the need for achievement. Achievement motivation develops early in life and is strongly influenced by parents.
The need for achievement is driven by extrinsic motivation, intrinsic motivation, or a combination of both.
Extrinsic motivation refers to the desire for external rewards, such as money.
Intrinsic motivation refers to a desire for internal gratification, such as self-satisfaction upon reaching a goal.

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Psychological Sources of Motivation (3 of 3)
In achievement situations, we may be pulled in opposite directions by achievement motivation (desire to achieve success) and avoidance motivation (the desire to avoid failure).
Achievement motivation leads us to undertake challenges that run the risk of failure but may also lead to success.
Avoidance motivation may reduce the chance of failure, but at the cost of limiting the likelihood of success.

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Discussion Activity 1
Which theory of motivation best explains why students work hard to receive good grades? Why?
What motivates you to attend classes, study, and try to perform well in your courses?

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Think-Pair-Share Activity 1
Students pair up and answer the following questions:

When are extrinsic rewards effective? Provide examples from your life.
When are intrinsic rewards likely to be effective? Provide examples from your life.
Do you think you are more driven by extrinsic motivation or intrinsic motivation?
Student pairs should then share their answers with the class.

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The Hierarchy of Needs (1 of 3)
Humanistic psychologist Abraham Maslow proposed a model of motivation that is called the hierarchy of needs. This model proposes that there is an order to human needs, which starts with basic biological needs and progresses to self-actualization.
Maslow’s hierarchy of basic needs consists of five levels:
Physiological needs
Safety needs
Love and belongingness needs
Esteem needs
The need for self-actualization

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The Hierarchy of Needs (2 of 3)

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The Hierarchy of Needs (3 of 3)
While Maslow’s hierarchical model has an intuitive appeal, our needs may not be ordered in as fixed a manner as the hierarchy suggests.
Another concern with this model is that the same behavior may reflect multiple needs.
You may be attending university to satisfy all five needs.
Later in his career, Maslow proposed other needs motivate human behavior, including cognitive needs, aesthetic needs, and self-transcendence.
Despite the limitations, Maslow’s model leads us to recognize that human behavior is motivated by both satisfying basic needs and higher pursuits.

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Written Assignment Activity 1
Maslow expanded his hierarchy of five basic needs to include three other needs that serve to motivate human behavior: cognitive needs, aesthetic needs, and self-transcendence.
Where do these other needs fit in the hierarchy?
How can the revised hierarchy of needs be used to enhance education and learning?

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Module 8.2
Hunger and Eating

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What Makes Us Hungry? (1 of 2)
Hunger is one of the most basic drives.
While you may think that hunger pangs arise from stomach grumblings, specific structures in the brain regulate hunger.
The lateral hypothalamus is a region of the hypothalamus that is involved in initiating, or “turning on,” eating.
The ventromedial hypothalamus is a region of the hypothalamus that signals satiety and works like the “off switch” for eating.
Neurotransmitters and hormones involved in regulating hunger and appetite include neuropeptide Y and leptin.

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What Makes Us Hungry? (2 of 2)

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Discussion Activity 2
What is the difference between hunger and appetite?
How can you differentiate between “brain hunger” and “stomach hunger?”
How do your eating habits and schedule impact hunger?

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Obesity: A National Epidemic (1 of 4)
An imbalance between calories consumed and calories burned leads to the accumulation of body weight.
More Americans are either overweight or obese than ever before, largely due to eating too much and getting too little exercise.
Obesity is a major health risk factor for morbidity and mortality.
Causal factors contributing to obesity include ready access to high-calorie foods, reduced demands for physical activity in the workplace, increased sedentary activities, and genetics.

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Obesity: A National Epidemic (2 of 4)
Body weight is influenced by a person’s basal metabolic rate (BMR), the rate at which the body burns calories while at rest.
Genetic variations help explain why some people have a slower metabolic rate than others, which leads to the accumulation of more fat in their bodies.
The set point theory proposes that brain mechanisms regulate body weight around a genetically predetermined “set point.”
This theory states that when we gain or lose weight, the brain adjusts its basal metabolic rate to keep the body weight around a set point.
This may explain why people find it hard to continue to lose more weight or maintain the weight they have lost.

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Obesity: A National Epidemic (3 of 4)
In addition to biological factors, other factors that contribute to being overweight or obese include:
Behavioral factors, such as eating larger portions, eating until feeling stuffed, and habits such as eating quickly.
Environmental factors such as exposure to food advertisements.
Emotional states, such as anger, fear, and depression, which can lead to excessive eating.

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Obesity: A National Epidemic (4 of 4)
Suggestions for maintaining a healthy weight:
Watch your fat intake.
Control portion size.
Slow down your eating.
Count your bites.
Beware of hidden calories.
Make physical activity a part of your lifestyle.

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Written Reflection Activity 1
Students are asked to brainstorm a list of activities that are best performed on an empty or full stomach, and why.
For example, it is best to eat before going grocery shopping. Research has shown people make more junk food impulse purchases if they are hungry while shopping.
Students should compile a list of three activities and provide a rationale for their choices.
Students should then discuss how these behavioral choices contribute to maintaining a healthy weight.

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Eating Disorders (1 of 2)
Anorexia nervosa affects between 1-2 percent of women in the U.S. at some point in their lifetimes. Prevalence rates among men are lower, about 0.12 percent.
Anorexia nervosa involves self-starvation resulting in an unhealthy and potentially dangerously low body weight.
Anorexia nervosa is a dangerous medical condition and can lead to serious health complications, including cardiovascular and gastrointestinal problems . Between 5-20 percent of cases result in death.

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Eating Disorders (2 of 2)
Bulimia nervosa affects slightly less than 0.5 percent of women in the U.S. Prevalence rates among men are lower, about 0.08 percent.
Bulimia nervosa is characterized by a repetitive pattern of binge-eating followed by purging through self-induced vomiting or the use of laxatives.
Repeated purging, especially self-induced vomiting, can lead to serious health complications, including esophageal damage, decay of tooth enamel, and gastrointestinal disorders.

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Causal Factors in Eating Disorders
A principal factor is social pressure to achieve an unrealistic standard of thinness, especially for women. Body dissatisfaction in men is often linked to a desire to have a more muscular build.
Social media use is a risk factor for disordered eating behavior in young women.
Women who compare themselves to others on social media sites show greater body dissatisfaction.
Eating disorders are less common in non-Western countries that do not have Western culture’s emphasis on thinness.
Genetics and disturbances in brain mechanisms regulating hunger and satiety may also contribute to eating disorders.

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Discussion Activity 3
The global pandemic disrupted people’s daily routines, creating new eating challenges for many. Some people engaged in more comfort eating than usual, while others experienced cooking fatigue. And many people developed anxieties associated with job and financial insecurities, which may have led to food insecurity or restricted dietary choices.
Do you think these pandemic-associated eating problems will lead to disordered eating patterns? Why or why not?
How do you think these factors will contribute to the prevalence of eating disorders in the short term and long term?

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Module 8.3
Sexual Motivation

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Sexual Motivation
Sexuality is an important source of motivation, and our experiences of ourselves as sexual beings has bearing on our sense of self.
Gender identify (sense of maleness or femaleness) and sexual orientation (direction of erotic attraction) are essential parts of our self-identity.
Each society defines masculinity and femininity by imposing a set of gender-based expectations, called gender roles, that designate the behaviors and roles deemed appropriate for men and women.

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The Sexual Response Cycle (1 of 3)
William Masters and Virginia Johnson conducted pioneering research into the physical response of the body to sexual stimulation.
The sexual response cycle is the term they used to refer to the characteristic stages of physiological responses in the body to sexual stimulation.
There are four phases of the sexual response cycle in men and women:
Excitement
Plateau
Orgasm
Resolution

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The Sexual Response Cycle (2 of 3)

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The Sexual Response Cycle (3 of 3)
Vasocongestion, the swelling of tissues with blood, is the process that accounts for penile erection and vaginal lubrication during sexual arousal.
Overall, the sexual responses of men and women are similar.
One important difference is that unlike women, men enter a refractory period following orgasm. During this time men are physiologically incapable of achieving another orgasm or ejaculation. Women do not experience a refractory period.

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Written Assignment Activity 2
People frequently want to know what is “normal” when it comes to sexual behavior. Although Masters and Johnson described the four phases of the sexual response cycle, this model is entirely physiological and assumes a linear progression from excitement to resolution. Additionally, the sexual response cycle does not consider psychosocial factors in the sexual response.

Must the phases of the sexual response cycle occur in a linear fashion? Why or why not?
How can relationship factors and cultural attitudes influence the sexual response?

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Sexual Orientation
Sexual orientation is generally conceptualized as a continuum ranging from exclusive homosexuality on one end to exclusive heterosexuality on the other end.
The Centers for Disease Control and Prevention reports:
96.6 percent of adult Americans (18 and older) identified as heterosexual.
1.6 percent as gay or lesbian, and 0.7 percent as bisexual. The remaining
1.1 percent were divided between answering ”something else,” or said they didn’t know the answer, or didn’t provide an answer.
Another survey found adults under age 30 were more likely than older adults to self-identify with varying degrees of bisexuality.

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Theories of Sexual Orientation
The underlying causes of sexual orientation remain unclear.
Early theories of sexual orientation focused largely on possible psychological roots; researchers today place a greater emphasis on biological factors, such as genetics and the possible role of prenatal hormonal influences on the developing brain.
Contemporary scholars believe sexual orientation is not explained by any single factor, but rather by a combination of genes, hormones, and psychosocial factors interacting throughout the lifespan.

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Think-Pair-Share Activity 2
Students pair up and discuss the following questions:

Do lawmakers pay too much attention to sexual orientation? Why or why not?
What are ways that researchers could educate lawmakers about the continuum of sexual orientation?

Student pairs should then share their answers with the class.

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Sexual Dysfunctions (1 of 2)
Occasional problems with sexual interest, arousal, or response are quite common. When such problems become persistent and cause distress, they are classified as sexual dysfunctions.
Women are more likely than men to experience lack of sexual interest or desire, and difficulty achieving orgasm.
Men may also lack sexual desire or have problems with erectile dysfunction or premature ejaculation.

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©2019 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Sexual Dysfunctions (2 of 2)
Most cases of sexual dysfunction can be treated successfully through biological or psychological approaches, or a combination of these approaches.
During sex therapy, individuals, or usually couples, meet with a therapist to learn specific behavioral techniques to overcome their sexual difficulties.
Biological therapies may include testosterone replacement (to help in cases of loss of sexual interest or desire associated with low testosterone levels), or antidepressant medications (to help delay ejaculation in men with premature ejaculation).

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©2019 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Discussion Activity 4
Why is so much stigma attached to sexual dysfunction?
Does the extent of stigma vary by gender? Why or why not?

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©2019 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Module 8.4
Emotions

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What Are Emotions?
Emotions are feeling states that have three basic components:
Bodily arousal, nervous system activation.
Cognitions, the subjective or felt experience of the emotion, and also the accompanying thoughts or judgments about people or situations that evoke the feeling.
Expressed behaviors, outward expression of the emotion, such as moving toward a loved one or avoiding an unpleasant person.

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Nevid, Essentials of Psychology, 6th Edition. © 2022 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

©2019 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Emotional Expression:
Read Any Good Faces Lately? (1 of 3)
Charles Darwin believed that emotions evolved because they have an adaptive purpose in helping species survive and flourish.
Fear mobilizes animals to defend themselves in the face of a predator.
Anger can be adaptive in provoking aggression that helps secure territory or a mating partner.
Darwin was the first to link specific facial expressions to particular emotions.
The linking of emotions to bodily postures or facial expression has communicative value.

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Nevid, Essentials of Psychology, 6th Edition. © 2022 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

©2019 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Emotional Expression:
Read Any Good Faces Lately? (2 of 3)
Cross-cultural research by Paul Ekman and colleagues has identified six basic facial expressions of emotions:
anger, fear, disgust, sadness, happiness, and surprise.
These basic emotional expressions may be universally recognized across diverse cultures, though recent research has raised questions due to differences in how people from diverse cultures read emotions in facial expressions.

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Nevid, Essentials of Psychology, 6th Edition. © 2022 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

©2019 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Emotional Expression:
Read Any Good Faces Lately? (3 of 3)
Cultural differences play an important role in how people express emotions.
For example, when Americans smile they tend to draw the corners of their lips up, showing their upper teeth. People from Great Britain tend to draw their lips back as well as up, displaying their lower teeth.
Research also indicates there are cultural differences in how accurately emotions are recognized and how they are experienced and displayed.
Display rules refer to cultural customs and norms that govern the display of emotional expressions.

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Nevid, Essentials of Psychology, 6th Edition. © 2022 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

©2019 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Discussion Activity 5
Emoticons are pictorial representations of facial expressions using characters and are used to express a person’s feelings, mood, or reaction.

Do you think there are universal emoticons, similar to the proposed six basic facial expressions? Why or why not?
Do you think emoticons are understood similarly across contexts and cultures?
How would you design a study to investigate this question?

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Nevid, Essentials of Psychology, 6th Edition. © 2022 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

©2019 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Happiness: What Makes You Happy? (1 of 3)
Although happiness has been neglected by psychologists, it is a primary human emotion. Promoting happiness is a key goal of positive psychology.
What factors make people happy?
Having monetary resources to meet basic needs.
Engaging in rewarding or meaningful activities.
Having strong social support from friends and loved ones.
Being fortunate enough to be healthy.

‹#›
Nevid, Essentials of Psychology, 6th Edition. © 2022 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

©2019 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Happiness: What Makes You Happy? (2 of 3)
Positive psychology founder Martin Seligman suggests people can do these things daily to increase their personal happiness:
Gratitude visit. Expressing gratitude is a key component of happiness.
Three blessings. At the end of each day, write down three things went well and reflect on them.
One door closes, another opens. Appreciate the ebbs and flows of your life experiences.
Savorings. Plan a perfect day and share it with another person. Or, relieve two positive experiences you had during the day.

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Nevid, Essentials of Psychology, 6th Edition. © 2022 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

©2019 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Happiness: What Makes You Happy? (3 of 3)
According to the facial-feedback hypothesis, mimicking the facial movements associated with a particular emotion will produce the corresponding emotional state.
However, this has its limitations. A smile you “put on” for the sake of a photo is not the equivalent of a genuine smile and is not accompanied by feelings of enjoyment.
A genuine smile is called a Duchenne smile, which involves contraction of a particular set of facial muscles.

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Nevid, Essentials of Psychology, 6th Edition. © 2022 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

©2019 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Think-Pair-Share Activity 3
Students pair up and answer the following questions:
Imagine a time when you have “faked” a smile.
Did it feel different than a real smile? If so, in what ways?
Can you tell the difference between a fake smile and a genuine smile in someone else? How?
Student pairs should then share their answers with the class.

‹#›
Nevid, Essentials of Psychology, 6th Edition. © 2022 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

©2019 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

How Your Brain Does Emotions
Emotions are regulated by complex brain networks located primarily in the limbic system and cerebral cortex.
The amygdala evaluates threat potential and triggers fear responses to threatening objects or stimuli.
The hippocampus processes information relating to the context in which fear responses have been experienced.
The cerebral cortex is connected to the limbic system and plays a key role in processing fear and other emotions. It evaluates the meaning of emotionally arousing stimuli and plans and directs the response.

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Nevid, Essentials of Psychology, 6th Edition. © 2022 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

©2019 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Think-Pair-Share Activity 4
Students pair up and answer the following questions:
If you could not see people’s facial expressions, how would you identify their emotions?
What sorts of challenges might this cause?
Student pairs should then share their answers with the class.

‹#›
Nevid, Essentials of Psychology, 6th Edition. © 2022 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

©2019 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Theories of Emotion: Which Comes First –
Feelings or Bodily Reponses? (1 of 6)
The James-Lange theory proposes that emotions occur after people become aware of their physiological responses to the triggering stimuli.
Emotions follow bodily reactions.
We experience fear because we tremble.
We experience sadness because we cry.
James argued that distinct bodily changes are associated with each emotion.

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Nevid, Essentials of Psychology, 6th Edition. © 2022 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

©2019 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Theories of Emotion: Which Comes First –
Feelings or Bodily Reponses? (2 of 6)
The Cannon-Bard theory proposes that the subjective experience of an emotion and the bodily reactions associated with it occur virtually simultaneously.
Our emotions accompany our bodily responses but are not caused by then.

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Nevid, Essentials of Psychology, 6th Edition. © 2022 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

©2019 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Theories of Emotion: Which Comes First –
Feelings or Bodily Reponses? (3 of 6)
The two-factor model proposes that the combination of physiological arousal and cognitive appraisal (labeling) of the source of the arousal produces the specific emotion.
When we experience bodily arousal, we look for cues in the environment to explain why we feel excited or aroused.

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Nevid, Essentials of Psychology, 6th Edition. © 2022 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

©2019 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Theories of Emotion: Which Comes First –
Feelings or Bodily Reponses? (4 of 6)
The dual-pathway model of fear proposes that the brain uses two pathways (a “high road” and a “low road”) to process fear messages.
The “high road” leads to the cerebral cortex and evaluates the threat more carefully.
The ‘low road” leads directly to the amygdala, allowing for an immediate response to the danger stimulus.

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Nevid, Essentials of Psychology, 6th Edition. © 2022 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

©2019 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Theories of Emotion: Which Comes First – Feelings or Bodily Reponses? (5 of 5)

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©2019 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Theories of Emotion: Which Comes First –
Feelings or Bodily Reponses? (6 of 6)

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Written Assignment Activity 3
Think about a specific time in your life when you were absolutely elated and a specific time when you were quite fearful.
Describe the physiological arousal you experienced with each emotional state.
Were there marked differences in physiological arousal associated with each emotional state? Explain.
How would each theory of emotion explain your emotional state?

‹#›
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©2019 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Emotional Intelligence:
How Well Do You Manage Your Emotions?
Emotional intelligence is the ability to recognize emotions in yourself and others and to manage your own emotions effectively.
Emotional intelligence has five main characteristics:
Knowing your emotions.
Managing your emotions.
Motivating yourself.
Recognizing emotions in others.
Helping others handle their emotions.

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Nevid, Essentials of Psychology, 6th Edition. © 2022 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

©2019 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Written Reflection Activity 2
Do you consider yourself to be more emotional or less emotional than average?
What role has learning played in the development of your emotional life?
Consider the influence of family, friends, and culture.

‹#›
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The Polygraph: Does It Work?
The polygraph is used to detect if someone is lying by comparing a person’s responses to control (neutral) and test questions.
The polygraph measures patterns of bodily arousal (increases in heart rate or sweating) that are believed to accompany lying.
However, many scientists say the polygraph cannot accurately distinguish lying from the emotional reactions of honest people put into pressure situations.
Another problem is that seasoned liars can lie without any signs of bodily arousal.
Most sophisticated methods of detecting lying are in development, including the use of brain imaging.

‹#›
Nevid, Essentials of Psychology, 6th Edition. © 2022 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

©2019 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Think-Pair-Share Activity 5
Students will pair up and answer the following questions:

Suppose you were asked to take a lie detector test regarding a situation in which you are innocent.
Would you take the test? Why or why not?
Should lie detector tests be admissible in court? Why or why not?

Student pairs should then share their answers with the class.

‹#›
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Managing Anger (1 of 2)
By identifying and correcting anger-inducing thoughts, people can gain better control over their anger and develop more effective ways of handling conflicts.
Suggestions for identifying and controlling anger include:
Become aware of your emotional reactions in anger-provoking situations.
Review the evidence, to be sure you are not overreacting.
Practice more adaptive thinking.
Practice competing responses.
Don’t get steamed – take charge of your emotional responses.

‹#›
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©2019 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Managing Anger (2 of 2)
Additional suggestions for identifying and controlling anger include:
Oppose anger with empathy.
Congratulate yourself for responding assertively rather than aggressively.
Scale back your expectations of others.
Modulate verbal responses.
Learn to express positive feelings.

‹#›
Nevid, Essentials of Psychology, 6th Edition. © 2022 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

©2019 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Discussion Activity 6
Everyone experiences anger. It is a normal emotion and it is healthy within limits.
However, anger can become problematic when it gets out of control.
When is anger healthy, and when does it become unhealthy or harmful?

‹#›
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©2019 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Self-Assessment (1 of 4)
Can you compare and contrast the major theories of motivation?
Can you give examples of psychosocial needs?
Can you describe Maslow’s hierarchy of needs?
What are the psychological and neurological factors influencing hunger and appetite?

‹#›
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©2019 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Self-Assessment (2 of 4)
What factors contribute to obesity?
Can you discuss the types of eating disorders and their causes?
What are the phases of the human sexual response?
Can you distinguish between sexual orientation and sexual behavior?

‹#›
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©2019 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Self-Assessment (3 of 4)
What are the causes of sexual dysfunction?
Can you identify the six basic emotional expressions?
What factors are involved in happiness?
What are the brain regions involved in processing emotions?

‹#›
Nevid, Essentials of Psychology, 6th Edition. © 2022 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

©2019 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Self-Assessment (4 of 4)
How do the different theories of emotion explain emotional response?
What is the relevance of emotional intelligence?
Is the polygraph a valid and reliable method of assessing when one lies?
What steps can you take to manage your anger?

‹#›
Nevid, Essentials of Psychology, 6th Edition. © 2022 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

©2019 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Summary (1 of 3)
Now that the lesson has ended, you should have learned how to:

Define the concept of motivation and describe several major theories of motivation.
Identify different types of psychosocial needs.
Describe Maslow’s hierarchy of needs and identify the needs at each level in the hierarchy.
Explain how hunger and appetite are regulated.
Identify causal factors in obesity.

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Summary (2 of 3)
Now that the lesson has ended, you should have learned how to:

Identify and describe the types and causes of eating disorders.
Identify and describe the four phases of the sexual response cycle.
Describe how researchers characterize the continuum of sexual orientation.
Describe the causes of sexual dysfunctions.
Identify the three components of emotions and the six basic emotional expressions.
Describe the roles of gender and cultural factors in emotions.

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Summary (3 of 3)
Now that the lesson has ended, you should have learned how to:

Identify factors involved in human happiness.
Explain how the brain processes emotions.
Describe the major theories of emotion and identify the major theorists.
Define emotional intelligence and evaluate its importance.
Describe the polygraph technique and evaluate its reliability.
Apply techniques of anger management for controlling anger.

‹#›
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eTextbook: Essentials of Psychology: Concepts and Applications

• descriptionCover Page
• descriptionTitle Page
• descriptionCopyright Page
• descriptionDedicationi
• descriptionAbout the Authorsiii
• descriptionPrefaceiv
• descriptionAcknowledgmentsxxii
• descriptionThe IDEA Model of Course Assessment: Mapping Acqui…xxiii
• descriptionA Message to Studentsxxx
• keyboard_arrow_rightChapter 1. The Science of Psychology1

  keyboard_arrow_rightModule 1.1. Foundations of Modern Psychology

  descriptionOrigins of Psychology5

  descriptionContemporary Perspectives in Psychology9

  keyboard_arrow_rightModule Review 1.1. Foundations of Modern Psycholog…14

  descriptionRecite It14

  descriptionRecall It

  descriptionThink About It

  keyboard_arrow_rightModule 1.2. Psychologists: Who They Are and What T…15

  descriptionSubfields of Psychology16

  descriptionProfessional Psychology: Becoming More Diverse20

  keyboard_arrow_rightModule Review 1.2. Psychologists: Who They Are and…

  descriptionRecite It

  descriptionRecall It22

  descriptionThink About It

  keyboard_arrow_rightModule 1.3. Research Methods in Psychology23

  descriptionThe Scientific Method: How We Know What We Know24

  descriptionResearch Methods: How We Learn What We Know25

  descriptionThe Experimental Method28

  descriptionEthical Principles in Psychological Research33

  keyboard_arrow_rightModule Review 1.3. Research Methods in Psychology

  descriptionRecite It

  descriptionRecall It

  descriptionThink About It35

  descriptionChapter 1. Visual Overview: The Science of Psychol…39

• keyboard_arrow_rightChapter 2. Biological Foundations of Behavior41

  keyboard_arrow_rightModule 2.1. Neurons: The Body’s Wiring

  descriptionThe Structure of the Neuron43

  descriptionHow Neurons Communicate45

  descriptionNeurotransmitters: The Nervous System’s Chemical M…46

  keyboard_arrow_rightModule Review 2.1. Neurons: The Body’s Wiring49

  descriptionRecite It49

  descriptionRecall It

  descriptionThink About It

  keyboard_arrow_rightModule 2.2. The Nervous System: Your Body’s Inform…50

  descriptionThe Central Nervous System: Your Body’s Master Con…

  descriptionThe Peripheral Nervous System: Your Body’s Link to…52

  keyboard_arrow_rightModule Review 2.2. The Nervous System: Your Body’s…54

  descriptionRecite It54

  descriptionRecall It

  descriptionThink About It

  keyboard_arrow_rightModule 2.3. The Brain: Your Crowning Glory55

  descriptionThe Hindbrain56

  descriptionThe Midbrain

  descriptionThe Forebrain57

  descriptionThe Cerebral Cortex: The Brain’s Thinking, Calcula…58

  keyboard_arrow_rightModule Review 2.3. The Brain: Your Crowning Glory61

  descriptionRecite It61

  descriptionRecall It

  descriptionThink About It

  keyboard_arrow_rightModule 2.4. Methods of Studying the Brain

  descriptionRecording and Imaging Techniques62

  descriptionExperimental Methods64

  keyboard_arrow_rightModule Review 2.4. Methods of Studying the Brain

  descriptionRecite It

  descriptionRecall It67

  descriptionThink About It

  keyboard_arrow_rightModule 2.5. The Divided Brain: Specialization of F…

  descriptionThe Brain at Work: Lateralization and Integration68

  descriptionHandedness: Why Are People Not More Even-Handed?70

  descriptionSplit-Brain Research: Can the Hemispheres Go It Al…71

  descriptionBrain Damage and Psychological Functioning73

  keyboard_arrow_rightModule Review 2.5. The Divided Brain: Specializati…

  descriptionRecite It

  descriptionRecall It74

  descriptionThink About It

  keyboard_arrow_rightModule 2.6. The Endocrine System: The Body’s Other…

  descriptionEndocrine Glands: The Body’s Pumping Stations75

  descriptionHormones and Behavior77

  keyboard_arrow_rightModule Review 2.6. The Endocrine System: The Body’…

  descriptionRecite It

  descriptionRecall It78

  descriptionThink About It

  keyboard_arrow_rightModule 2.7. Genes and Behavior: A Case of Nature a…79

  descriptionKinship Studies: Untangling the Roles of Heredity …81

  keyboard_arrow_rightModule Review 2.7. Genes and Behavior: A Case of N…

  descriptionRecite It

  descriptionRecall It83

  descriptionThink About It

  descriptionChapter 2. Visual Overview: Biological Foundations…84

• keyboard_arrow_rightChapter 3. Sensation and Perception86

  keyboard_arrow_rightModule 3.1. Sensing Our World: Basic Concepts of S…

  descriptionAbsolute and Difference Thresholds: Is Something T…89

  descriptionSignal Detection: More Than a Matter of Energy90

  descriptionSensory Adaptation: Turning the Volume Down91

  keyboard_arrow_rightModule Review 3.1. Sensing Our World: Basic Concep…

  descriptionRecite It

  descriptionRecall It

  descriptionThink About It

  keyboard_arrow_rightModule 3.2. Vision: Seeing the Light

  descriptionLight: The Energy of Vision92

  descriptionThe Eye: The Visionary Sensory Organ93

  descriptionFeature Detectors: Getting Down to Basics

  descriptionColor Vision: Sensing a Colorful World96

  keyboard_arrow_rightModule Review 3.2. Vision: Seeing the Light

  descriptionRecite It

  descriptionRecall It99

  descriptionThink About It

  keyboard_arrow_rightModule 3.3. Hearing: The Music of Sound

  descriptionSound: Sensing Waves of Vibration100

  descriptionThe Ear: A Sound Machine

  descriptionPerception of Pitch: Perceiving the Highs and Lows101

  descriptionHearing Loss: Are You Protecting Your Hearing?103

  keyboard_arrow_rightModule Review 3.3. Hearing: The Music of Sound

  descriptionRecite It

  descriptionRecall It105

  descriptionThink About It

  keyboard_arrow_rightModule 3.4. Our Other Senses: Chemical, Skin, and …

  descriptionOlfaction: What Your Nose Knows106

  descriptionTaste: The Flavorful Sense109

  descriptionThe Skin Senses: Your Largest Sensory Organ110

  descriptionThe Kinesthetic and Vestibular Senses: Of Grace an…114

  keyboard_arrow_rightModule Review 3.4. Our Other Senses: Chemical, Ski…115

  descriptionRecite It115

  descriptionRecall It

  descriptionThink About It

  keyboard_arrow_rightModule 3.5. Perceiving Our World: Principles of Pe…117

  descriptionAttention: Did You Notice That?118

  descriptionPerceptual Set: Seeing What You Expect to See

  descriptionModes of Visual Processing: Bottom-Up Versus Top-D…

  descriptionGestalt Principles of Perceptual Organization119

  descriptionGestalt Laws of Grouping121

  descriptionPerceptual Constancies

  descriptionCues to Depth Perception122

  descriptionMotion Perception

  descriptionVisual Illusions: Do Your Eyes Deceive You?124

  descriptionControversies in Perception: Subliminal Perception…127

  keyboard_arrow_rightModule Review 3.5. Perceiving Our World: Principle…

  descriptionRecite It

  descriptionRecall It131

  descriptionThink About It132

  descriptionChapter 3. Visual Overview: Sensation and Percepti…133

• keyboard_arrow_rightChapter 4. Consciousness135

  keyboard_arrow_rightModule 4.1. States of Consciousness136

  descriptionFocused Awareness137

  descriptionDrifting Consciousness

  descriptionDivided Consciousness138

  keyboard_arrow_rightModule Review 4.1. States of Consciousness

  descriptionRecite It

  descriptionRecall It141

  descriptionThink About It

  keyboard_arrow_rightModule 4.2. Sleeping and Dreaming

  descriptionSleep and Wakefulness: A Circadian Rhythm142

  descriptionThe Stages of Sleep143

  descriptionWhy Do We Sleep?145

  descriptionDreams and Dreaming146

  descriptionSleep Deprivation: Getting By on Less148

  descriptionSleep–Wake Disorders: When Normal Sleep Eludes Us151

  keyboard_arrow_rightModule Review 4.2. Sleeping and Dreaming154

  descriptionRecite It154

  descriptionRecall It

  descriptionThink About It

  keyboard_arrow_rightModule 4.3. Altering Consciousness Through Meditat…155

  descriptionMeditation: Achieving a Peaceful State by Focusing…

  descriptionHypnosis: “You Are Now Getting Sleepier”156

  keyboard_arrow_rightModule Review 4.3. Altering Consciousness Through …158

  descriptionRecite It158

  descriptionRecall It

  descriptionThink About It

  keyboard_arrow_rightModule 4.4. Altering Consciousness Through Drugs159

  descriptionDrug Abuse: When Drug Use Causes Harm

  descriptionDrug Dependence: When the Drug Takes Control160

  descriptionDepressants162

  descriptionStimulants167

  descriptionHallucinogens171

  keyboard_arrow_rightModule Review 4.4. Altering Consciousness Through …176

  descriptionRecite It176

  descriptionRecall It

  descriptionThink About It177

  descriptionChapter 4. Visual Overview: Consciousness178

• keyboard_arrow_rightChapter 5. Learning180

  keyboard_arrow_rightModule 5.1. Classical Conditioning: Learning Throu…182

  descriptionPrinciples of Classical Conditioning183

  descriptionA Cognitive Perspective on Classical Conditioning187

  descriptionWhy It Matters: Examples of Classical Conditioning…188

  descriptionConditioning the Immune System191

  keyboard_arrow_rightModule Review 5.1. Classical Conditioning: Learnin…192

  descriptionRecite It192

  descriptionRecall It

  descriptionThink About It

  keyboard_arrow_rightModule 5.2. Operant Conditioning: Learning Through…193

  descriptionThorndike and the Law of Effect194

  descriptionB. F. Skinner and Operant Conditioning195

  descriptionPrinciples of Operant Conditioning196

  descriptionEscape Learning and Avoidance Learning

  descriptionPunishment201

  descriptionWhy It Matters: Applications of Operant Conditioni…204

  keyboard_arrow_rightModule Review 5.2. Operant Conditioning: Learning …207

  descriptionRecite It207

  descriptionRecall It

  descriptionThink About It208

  keyboard_arrow_rightModule 5.3. Cognitive Learning

  descriptionInsight Learning209

  descriptionLatent Learning210

  descriptionObservational Learning211

  keyboard_arrow_rightModule Review 5.3. Cognitive Learning212

  descriptionRecite It212

  descriptionRecall It

  descriptionThink About It213

  descriptionChapter 5. Visual Overview: Learning214

• keyboard_arrow_rightChapter 6. Memory216

  keyboard_arrow_rightModule 6.1. Remembering218

  descriptionHuman Memory as an Information Processing System219

  descriptionMemory Stages220

  descriptionThe Reliability of Long-Term Memory: Can We Trust …226

  keyboard_arrow_rightModule Review 6.1. Remembering

  descriptionRecite It

  descriptionRecall It230

  descriptionThink About It

  keyboard_arrow_rightModule 6.2. Forgetting

  descriptionDecay Theory: Fading Impressions231

  descriptionInterference Theory: When Learning More Leads to R…232

  descriptionRetrieval Theory: Forgetting as a Breakdown in Ret…234

  descriptionMotivated Forgetting: Memories Hidden from Awarene…

  descriptionMeasuring Memory: How It Is Measured May Determine…236

  descriptionAmnesia: Of Memories Lost or Never Gained237

  keyboard_arrow_rightModule Review 6.2. Forgetting238

  descriptionRecite It238

  descriptionRecall It

  descriptionThink About It

  keyboard_arrow_rightModule 6.3. The Biology of Memory

  descriptionBrain Structures in Memory: Where Do Memories Resi…239

  descriptionStrengthening Connections Between Neurons: The Key…240

  descriptionGenetic Bases of Memory242

  keyboard_arrow_rightModule Review 6.3. The Biology of Memory245

  descriptionRecite It245

  descriptionRecall It

  descriptionThink About It

  descriptionChapter 6. Visual Overview: Memory246

• keyboard_arrow_downChapter 7. Thinking, Language, and Intelligence249

  keyboard_arrow_downModule 7.1. Thinking

  descriptionMental Images: In Your Mind’s Eye251

  descriptionConcepts: What Makes a Bird a Bird?252

  descriptionProblem Solving: Applying Mental Strategies to Sol…254

  descriptionCreativity: Are You Tapping Your Creative Potentia…258

  keyboard_arrow_rightModule Review 7.1. Thinking

  descriptionRecite It

  descriptionRecall It

  descriptionThink About It262

  keyboard_arrow_rightModule 7.2. Language

  descriptionComponents of Language263

  descriptionLanguage Development264

  descriptionCulture and Language: Does the Language We Use Det…265

  descriptionIs Language Unique to Humans?266

  keyboard_arrow_rightModule Review 7.2. Language267

  descriptionRecite It267

  descriptionRecall It

  descriptionThink About It

  keyboard_arrow_rightModule 7.3. Intelligence

  descriptionWhat is Intelligence?268

  descriptionHow is Intelligence Measured?269

  descriptionWhat are the Characteristics of a Good Test of Int…270

  descriptionGender Differences in Cognitive Abilities272

  descriptionExtremes of Intelligence: Intellectual Disability …273

  descriptionTheories of Intelligence274

  keyboard_arrow_rightModule Review 7.3. Intelligence280

  descriptionRecite It280

  descriptionRecall It

  descriptionThink About It281

  descriptionChapter 7. Visual Overview: Thinking, Language, an…283

• keyboard_arrow_rightChapter 8. Motivation and Emotion284

  keyboard_arrow_rightModule 8.1. Motivation: The “Whys” of Behavior286

  descriptionBiological Sources of Motivation287

  descriptionPsychological Sources of Motivation290

  descriptionThe Hierarchy of Needs: Ordering Needs from the Lo…292

  keyboard_arrow_rightModule Review 8.1. Motivation: The “Whys” of Behav…293

  descriptionRecite It293

  descriptionRecall It

  descriptionThink About It

  keyboard_arrow_rightModule 8.2. Hunger and Eating294

  descriptionWhat Makes Us hungry?295

  descriptionObesity: A National Epidemic296

  descriptionEating Disorders298

  keyboard_arrow_rightModule Review 8.2. Hunger and Eating

  descriptionRecite It

  descriptionRecall It302

  descriptionThink About It

  keyboard_arrow_rightModule 8.3. Sexual Motivation303

  descriptionThe Sexual Response Cycle: How Your Body Gets Turn…304

  descriptionSexual Orientation305

  descriptionSexual Dysfunctions307

  keyboard_arrow_rightModule Review 8.3. Sexual Motivation

  descriptionRecite It

  descriptionRecall It309

  descriptionThink About It

  keyboard_arrow_rightModule 8.4. Emotions

  descriptionWhat Are Emotions?310

  descriptionEmotional Expression: Read Any Good Faces Lately?311

  descriptionHappiness: What Makes You Happy?314

  descriptionHow Your Brain Does Emotions316

  descriptionTheories of Emotion: Which Comes First—Feelings or…317

  descriptionEmotional Intelligence: How Well Do You Manage You…

  descriptionThe Polygraph: Does It Work?321

  keyboard_arrow_rightModule Review 8.4. Emotions324

  descriptionRecite It324

  descriptionRecall It325

  descriptionThink About It

  descriptionChapter 8. Visual Overview: Motivation and Emotion326

• keyboard_arrow_rightChapter 9. Human Development328

  keyboard_arrow_rightModule 9.1. Prenatal Development: A Case of Nature…

  descriptionStages of Prenatal Development331

  descriptionThreats to Prenatal Development333

  keyboard_arrow_rightModule Review 9.1. Prenatal Development: A Case of…

  descriptionRecite It

  descriptionRecall It

  descriptionThink About It

  keyboard_arrow_rightModule 9.2. Infant Development335

  descriptionReflexes336

  descriptionSensory, Perceptual, and Learning Abilities in Inf…337

  descriptionMotor Development338

  keyboard_arrow_rightModule Review 9.2. Infant Development339

  descriptionRecite It339

  descriptionRecall It

  descriptionThink About It340

  keyboard_arrow_rightModule 9.3. Years of Discovery: Emotional, Social,…

  descriptionTemperament: The “How” of Behavior341

  descriptionAttachment: Binding Ties342

  descriptionChild-Rearing Influences344

  descriptionErikson’s Stages of Psychosocial Development348

  descriptionCognitive Development349

  keyboard_arrow_rightModule Review 9.3. Years of Discovery: Emotional, …355

  descriptionRecite It355

  descriptionRecall It356

  descriptionThink About It

  keyboard_arrow_rightModule 9.4. Adolescence

  descriptionPhysical Development357

  descriptionCognitive Development359

  descriptionPsychosocial Development363

  keyboard_arrow_rightModule Review 9.4. Adolescence

  descriptionRecite It

  descriptionRecall It366

  descriptionThink About It

  keyboard_arrow_rightModule 9.5. Early and Middle Adulthood

  descriptionPhysical and Cognitive Development367

  descriptionPsychosocial Development

  keyboard_arrow_rightModule Review 9.5. Early and Middle Adulthood369

  descriptionRecite It369

  descriptionRecall It

  descriptionThink About It

  keyboard_arrow_rightModule 9.6. Late Adulthood370

  descriptionPhysical and Cognitive Development371

  descriptionPsychosocial Development373

  descriptionThe Last Chapter: On Death and Dying375

  keyboard_arrow_rightModule Review 9.6. Late Adulthood376

  descriptionRecite It376

  descriptionRecall It

  descriptionThink About It377

  descriptionChapter 9. Visual Overview: Human Development380

• keyboard_arrow_rightChapter 10. Psychology and Health382

  keyboard_arrow_rightModule 10.1. Stress: What It Is and What It Does t…

  descriptionSources of Stress385

  descriptionThe Body’s Response to Stress394

  descriptionStress and the Immune System397

  descriptionPsychological Moderators of Stress398

  keyboard_arrow_rightModule Review 10.1. Stress: What it is and What it…

  descriptionRecite It

  descriptionRecall It

  descriptionThink About It

  keyboard_arrow_rightModule 10.2. Psychological Factors in Physical Ill…404

  descriptionCoronary Heart Disease405

  descriptionCancer408

  descriptionSexual Behavior and STDs: Are You Putting Yourself…410

  keyboard_arrow_rightModule Review 10.2. Psychological Factors in Physi…

  descriptionRecite It

  descriptionRecall It

  descriptionThink About It413

  descriptionChapter 10. Visual Overview: Psychology and Health415

• keyboard_arrow_rightChapter 11. Personality416

  keyboard_arrow_rightModule 11.1. The Psychodynamic Perspective

  descriptionSigmund Freud: Psychoanalytic Theory419

  descriptionOther Psychodynamic Approaches424

  descriptionEvaluating the Psychodynamic Perspective425

  keyboard_arrow_rightModule Review 11.1. The Psychodynamic Perspective

  descriptionRecite It

  descriptionRecall It

  descriptionThink About It427

  keyboard_arrow_rightModule 11.2. The Trait Perspective

  descriptionGordon Allport: A Hierarchy of Traits

  descriptionRaymond Cattell: Mapping the Personality428

  descriptionHans Eysenck: A Simpler Trait Model429

  descriptionThe Five-Factor Model of Personality: The “Big Fiv…430

  descriptionEvaluating the Trait Perspective434

  keyboard_arrow_rightModule Review 11.2. The Trait Perspective435

  descriptionRecite It435

  descriptionRecall It

  descriptionThink About It

  keyboard_arrow_rightModule 11.3. The Social-Cognitive Perspective436

  descriptionJulian Rotter: The Locus of Control

  descriptionAlbert Bandura: Reciprocal Determinism and the Rol…437

  descriptionWalter Mischel: Situation versus Person Variables438

  descriptionEvaluating the Social-Cognitive Perspective439

  keyboard_arrow_rightModule Review 11.3. The Social-Cognitive Perspecti…

  descriptionRecite It

  descriptionRecall It

  descriptionThink About It

  keyboard_arrow_rightModule 11.4. The Humanistic Perspective440

  descriptionCarl Rogers: The Importance of Self441

  descriptionAbraham Maslow: Scaling the Heights of Self-Actual…

  descriptionCulture and Self-Identity442

  descriptionEvaluating the Humanistic Perspective443

  keyboard_arrow_rightModule Review 11.4. The Humanistic Perspective

  descriptionRecite It

  descriptionRecall It

  descriptionThink About It446

  keyboard_arrow_rightModule 11.5. Personality Tests

  descriptionSelf-Report Personality Inventories447

  descriptionProjective Tests449

  keyboard_arrow_rightModule Review 11.5. Personality Tests

  descriptionRecite It

  descriptionRecall It

  descriptionThink About It451

  descriptionChapter 11. Visual Overview: Personality453

• keyboard_arrow_rightChapter 12. Social Psychology455

  keyboard_arrow_rightModule 12.1. Perceiving Others456

  descriptionImpression Formation: Why First Impressions Count …457

  descriptionAttributions: Why the Pizza Guy Is Late459

  descriptionAttitudes: How Do You Feel About …?461

  descriptionPersuasion: the Fine Art of Changing People’s Mind…463

  keyboard_arrow_rightModule Review 12.1. Perceiving Others464

  descriptionRecite It464

  descriptionRecall It

  descriptionThink About It

  keyboard_arrow_rightModule 12.2. Relating to Others465

  descriptionAttraction: Getting to Like (Or Love) You466

  descriptionLove: The Deepest Emotion468

  descriptionHelping Behavior: Lending a Hand to Others in Need469

  descriptionPrejudice: Attitudes that Harm472

  keyboard_arrow_rightModule Review 12.2. Relating to Others479

  descriptionRecite It479

  descriptionRecall It

  descriptionThink About It

  keyboard_arrow_rightModule 12.3. Group Influences on Individual Behavi…480

  descriptionOur Social Selves: “Who Are We?”481

  descriptionConformity: Bending the “I” to Fit the “We”482

  descriptionObedience to Authority: When Does It Go Too Far?485

  descriptionSocial Facilitation and Social Loafing: When Are Y…487

  keyboard_arrow_rightModule Review 12.3. Group Influences on Individual…489

  descriptionRecite It489

  descriptionRecall It

  descriptionThink About It

  descriptionChapter 12. Visual Overview: Social Psychology490

• keyboard_arrow_rightChapter 13. Psychological Disorders492

  keyboard_arrow_rightModule 13.1. What Is Abnormal Behavior?

  descriptionCharting the Boundaries Between Normal and Abnorma…495

  descriptionModels of Abnormal Behavior497

  descriptionWhat Are Psychological Disorders?499

  keyboard_arrow_rightModule Review 13.1. What Is Abnormal Behavior?501

  descriptionRecite It501

  descriptionRecall It

  descriptionThink About It

  keyboard_arrow_rightModule 13.2. Anxiety-Related Disorders502

  descriptionTypes of Disorders503

  descriptionCauses of Anxiety-Related Disorders504

  keyboard_arrow_rightModule Review 13.2. Anxiety-Related Disorders

  descriptionRecite It

  descriptionRecall It506

  descriptionThink About It

  keyboard_arrow_rightModule 13.3. Dissociative and Somatic Symptom and …

  descriptionDissociative Disorders507

  descriptionCauses of Dissociative Disorders508

  descriptionSomatic Symptom and Related Disorders509

  descriptionCauses of Somatic Symptom and Related Disorders510

  keyboard_arrow_rightModule Review 13.3. Dissociative and Somatic Sympt…511

  descriptionRecite It511

  descriptionRecall It

  descriptionThink About It

  keyboard_arrow_rightModule 13.4. Mood Disorders

  descriptionTypes of Mood Disorders512

  descriptionCauses of Mood Disorders514

  descriptionSuicide518

  keyboard_arrow_rightModule Review 13.4. Mood Disorders

  descriptionRecite It

  descriptionRecall It521

  descriptionThink About It

  keyboard_arrow_rightModule 13.5. Schizophrenia

  descriptionSymptoms of Schizophrenia522

  descriptionCauses of Schizophrenia523

  keyboard_arrow_rightModule Review 13.5. Schizophrenia

  descriptionRecite It

  descriptionRecall It525

  descriptionThink About It

  keyboard_arrow_rightModule 13.6. Personality Disorders

  descriptionAntisocial Personality Disorder526

  descriptionBorderline Personality Disorder527

  keyboard_arrow_rightModule Review 13.6. Personality Disorders528

  descriptionRecite It528

  descriptionRecall It

  descriptionThink About It529

  descriptionChapter 13. Visual Overview: Psychological Disorde…530

• keyboard_arrow_rightChapter 14. Methods of Therapy532

  keyboard_arrow_rightModule 14.1. Types of Psychotherapy

  descriptionPsychodynamic Therapy535

  descriptionHumanistic Therapy538

  descriptionBehavior Therapy540

  descriptionCognitive Therapy543

  descriptionEclectic Therapy

  descriptionGroup, Family, and Couple Therapy547

  descriptionIs Psychotherapy Effective?548

  keyboard_arrow_rightModule Review 14.1. Types of Psychotherapy554

  descriptionRecite It554

  descriptionRecall It555

  descriptionThink About It

  keyboard_arrow_rightModule 14.2. Biomedical Therapies

  descriptionDrug Therapy556

  descriptionElectroconvulsive Therapy

  descriptionPsychosurgery559

  descriptionThe Movement Toward Community-Based Care560

  keyboard_arrow_rightModule Review 14.2. Biomedical Therapies562

  descriptionRecite It562

  descriptionRecall It

  descriptionThink About It563

  descriptionKey to Sample Rational Alternatives in Try This Ou…

  descriptionChapter 14. Visual Overview: Methods of Therapy564

• descriptionAppendix C. Statistics in Psychology566
• descriptionReferencesA-16

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