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1. Define thinking.
2. Describe several ways in which we represent information in our minds.
3. Explain the difference between logical and natural concepts.
4. Identify and describe mental strategies we can use to solve problems more effectively.
5. Identify and describe mental roadblocks that impede problem-solving and decision-making.
6. Describe the basic processes of creative thought and explain the difference between divergent and convergent thinking.
7. How can you apply skills of problem-solving to become a creative problem solver in everyday life? (Please give at least 3 examples)
8. Identify and describe the basic components of language and the milestones in language development and describe the roles of nature and nurture in language development.
9. Evaluate the linguistic relativity hypothesis and whether language is unique to humans.
10. Define intelligence, identify different tests of intelligence, and evaluate the characteristics of a good test of intelligence
11. Evaluate gender differences in cognitive abilities.
12. Describe the characteristics of the two extremes of intelligence and the misuse of intelligence tests.
13. Describe the major theories of intelligence and evaluate the roles of heredity and environment in intelligence.
This is the teacher sample, so pls do not repharse, just create new once, i want you to create
10 short SOAP note similar to this one in OB patient only. With different stages/gestations age.
·
OB patient ( different stages of pregnancy)
·
Prenatal visit
·
Please LMP (last mentrual cycle)
·
Please add EDD date ( expected due date)
SAMPLE:
S: JD, a 23-year-old female who is here today to evaluate new fetal viability at 6 weeks/days gestation, G6T0P1A4L0. LMP: 12/28/2024; EDD: 10/4/2025. She stated that she experienced bleeding this morning and is currently. The pregnancy is desired, and she reports pelvic pain when moving or lifting her legs.
O: UPT: positive urine culture: leukocytes (culture collected). LPAP: 11/2024 – different facility, WNL. Sonogram: 1/24/25; lower abdominal pain/pressure or cramping: lower pelvic pressure. Vaginal bleeding or abnormal discharge: bleeding.
A: Fundal height measures 23 cm, FHR: 148 bpm, No night sweats, no breast lumps, no nipple discharge, no axillary lump; inconclusive fetal viability affecting mother’s care.
P: Cephalexin 500 mg oral capsule; take twice daily for 5 days, no refill.
Prenatal Vitamins 27-0.8 mg oral tablet once daily f, RTC in 3 days
Essentials of Psychology:
Concepts and Applications,
6e
Chapter 7: Thinking, Language, and Intelligence
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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.
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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.
Icebreaker
Each student is asked to reflect upon the following questions to begin thinking about concepts related to thinking, language, and intelligence.
To what extent have you found brainstorming to be useful?
Do you think brainstorming inspires creativity or squelches it? Why?
What are alternative ways to generate novel ideas and solutions?
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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.
Chapter Objectives (1 of 3)
By the end of this chapter, you should be able to:
07.01 Define thinking.
07.02 Describe several ways in which we represent information in our minds.
07.03 Explain the difference between logical and natural concepts.
07.04 Identify and describe mental strategies we can use to solve problems more effectively.
07.05 Identify and describe mental roadblocks that impede problem solving and decision making.
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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.
Chapter Objectives (2 of 3)
By the end of this chapter, you should be able to:
07.06 Describe the basic processes of creative thought and explain the difference between divergent and convergent thinking.
07.07 Apply skills of problem solving to become a creative problem solver.
07.08 Identify and describe the basic components of language and the milestones in language development, and describe the roles of nature and nurture in language development.
07.09 Evaluate the linguistic relativity hypothesis and whether language is unique to humans.
‹#›
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.
Chapter Objectives (2 of 3)
By the end of this chapter, you should be able to:
07.10 Define intelligence, identify different tests of intelligence, and evaluate the characteristics of a good test of intelligence.
07.11 Evaluate gender differences in cognitive abilities.
07.12 Describe the characteristics of the two extremes of intelligence and the misuses of intelligence tests.
07.13 Describe the major theories of intelligence and evaluate the roles of heredity and environment in intelligence.
‹#›
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.
Module 7.1
Thinking
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.
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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.
6
©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.
Mental Images: In Your Mind’s Eye
Cognitive psychology is the branch of psychology that focuses on processes such as perception, thinking, problem-solving, decision making, and language.
Thinking is the process of mentally representing and manipulating information.
Mental images help us perform various cognitive functions, such as remembering directions and seeking creative solutions to problems.
Think about the route you take when traveling from your home to the grocery store.
What mental images are going through your mind?
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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 1
Top athletes frequently use mental imagery as a means to build on their strengths and reduce their weaknesses.
What are the cognitive processes by which mental imagery results in improved sports performance?
Have you used mental imagery to improve your athletic skills? How did it affect your performance?
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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 1
Students pair up and answer the following questions:
Cognitive psychology is a branch of psychology that explores processes such as perception, thinking, problem-solving, decision-making, and language.
Is “thinking” integral to all of these processes? Why or why not?
Can a person engage in any of these processes without also engaging in thinking? Why or why not?
Student pairs should then share their answers with the class.
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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.
Concepts: What Makes a Bird a Bird?
Concepts are mental categories for classifying events, objects, and ideas on the basis of their common features or properties.
There are two major types of concepts:
Logical concepts are concepts with clearly defined roles for membership.
We know these concepts by a specific set of characteristics they always exhibit, such as what defines basic shapes.
Natural concepts are concepts with poorly defined or fuzzy rules for membership.
For example, what makes a fruit a fruit? Is a pumpkin a fruit?
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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.
Knowledge Check Activity 1
Which of the following is an example of a logical concept?
Dogs
Vegetables
Snow
Triangle
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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.
Knowledge Check Activity 1: Answer
Which of the following is an example of a logical concept?
Answer: d. Triangle
The concept “triangle” is used to describe any three-sided form or figure. Dogs, vegetables, and snow are all examples of natural concepts, as they all are poorly defined concepts. For example, the concept of ”vegetable” includes items such as green beans, carrots, beetroot, and lettuce, which are dissimilar in color, shape, texture, and size.
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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.
Problem Solving:
Applying Mental Strategies to Solving Problems
Problem solving is a form of thinking focused on finding a solution to a particular problem.
Strategies for problem solving include trial-and-error, insight, algorithms, and heuristics.
An algorithm is a step-by-step set of rules that will always lead to a correct solution to a problem.
Mathematical formulas are examples of algorithms.
A heuristic is a rule of thumb for solving problems or making decisions.
Heuristics do not guarantee a solution, but may help you make a decision more quickly.
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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.
Mental Roadblocks to Problem Solving
We have a tendency to rely on strategies that previously worked well in similar situations, which is called a mental set.
While a mental set can aid in reaching an appropriate solution more quickly, it can also impede problem-solving when the new situation requires a different solution.
Another barrier to problem-solving is functional fixedness, the tendency to perceive objects as limited to the customary functions they serve.
We also tend to allow irrelevant information to distract our attention from the relevant information needed to solve a problem.
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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.
Why It Matters:
Mental Roadblocks in Decision Making (1 of 2)
We are constantly making decisions, whether they are simple everyday ones such as what to wear, or important life decisions such as what to major in.
Decision making is a form of problem solving in which we must select a course of action from among the available alternatives.
Our decision making is often influenced by underlying cognitive biases.
For example, the confirmation bias is the tendency to stick with an initial hypothesis despite strong evidence to the contrary.
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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.
Why It Matters:
Mental Roadblocks in Decision Making (2 of 2)
Heuristics can help us solve problems but they can also lead to bad decisions.
The representative heuristic is a rule of thumb for making a judgement that assumes a given sample is representative of the larger population from which it is drawn.
For example, we may assume an individual dressed in unconventional clothes with facial piercings to be an artist rather than an accountant.
The availability heuristic is the tendency to judge events as more likely to occur when information pertaining to them comes readily to mind.
We might purchase a particular brand of ice cream because we recall seeing it advertised.
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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 2
News outlets provide information – even the same news – differently from each other, frequently using sensational headlines and images.
People tend to read news or social media posts that align with their perspectives.
What are implications of this confirmation bias?
What are ways that confirmation bias can be mitigated?
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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.
Creativity: Are You Tapping Your Creative Potential? (1 of 2)
Creativity refers to originality of thought associated with the development of new, workable products or solutions to problems.
We all have the ability to think creatively.
Creativity can be measured via divergent thinking. Divergent thinking is the ability to conceive of new ways of viewing situations and new uses for familiar objects.
Conversely, convergent thinking is the attempt to narrow down a range of alternatives to ‘converge’ on the one correct answer to a problem.
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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.
Creativity: Are You Tapping Your Creative Potential? (2 of 2)
When we think creatively we use several cognitive processes:
Mental imaging, the forming of mental representations of objects or events.
Concept formation, the grouping of objects, events, and ideas on the basis of their common features.
Problem-solving, the process of arriving at a solution to a given problem.
Decision making, the process of deciding which of two or more courses of action to take.
Creativity, the generation of novel, workable products or ideas. Creativity involves the use of analogy, conceptual combination, and conceptual expansion.
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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 3
Students should form groups of 4-5.
Each group is provided the following materials: a piece of string several meters long, scissors, paper bucket, piece of cloth, rock, spoon, duct tape, and a plastic bottle filled with water.
Each group should spend 20 minutes making as many things as they can using the materials provided. They don’t have to use all of the materials, just what is needed.
Each group should then select the most interesting designs for presentation and state why they thought their design was interesting.
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Discussion Activity 3: Debrief
What approach did you use to come up with ideas on how to use the objects?
Did you observe a difference in contribution by team members in terms of divergent and convergent thinking?
Which process did you find more difficult, divergent or convergent thinking? Why?
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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 Assignment Activity 1
Why do you think some people are better at solving problems than others?
Do you think this a learned skill, or are some people just more talented in this area?
What types of mental strategies do you think people who are good at solving problems tend to use? Why?
How can you improve your own problem-solving abilities?
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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.
Module 7.2
Language
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.
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Components of Language
Language refers to a system of communication consisting of symbols arranged according to a set of rules, called grammar, to express meaning.
Language consists of four basic components:
Phonemes, the basic units of sound in a spoken language.
Morphemes, the smallest units of meaning in a language; phonemes are combined to form morphemes.
Syntax, the rules of grammar that determine how words are ordered within sentences and phrases to form meaningful expressions.
Semantics, the set of rules governing the meaning of words.
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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.
Language Development
Language development appears to be universal: children all over the world develop language in basically the same stages, which unfold at similar ages.
Noam Chomsky proposed humans have an innate, prewired mechanism in the brain that allows children to acquire language naturally. Chomsky called this concept the language acquisition device.
This is an abstract concept of how language centers in the brain work, not an actual structure in the brain.
While this does not explain the mechanisms by which language is produced, scientists are identifying specialized neural networks responsible for speech and language processing.
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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.
Culture and Language: Does the Language We Use Determine How We Think?
The linguistic relativity hypothesis (or Whorfian hypothesis ) proposes that the language we use determines how we think and how we perceive the world.
Some cultures have many different words for colors, while other cultures have only a few words. Yet, people have the capacity to recognize colors regardless of differences in the words they use to describe them.
Overall, the linguistic relativity hypothesis is a controversial viewpoint and has not been supported by scientific evidence.
However, a weaker version of this hypothesis proposes that the culture in which we are raised and the language we use are important influences that shape how we think and perceive the world.
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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 Assignment Activity 2
Assume you overheard a parent tell their young child “That’s right. That’s a dog.”
To what extent is reinforcement, like praise, important in learning language?
Do you think language acquisition can be explained by behaviorist theories? Why or why not?
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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 4
Suppose you are adopting a child who has been raised in a large group facility and as a result, has had very little interaction with adults other than essential care such as feeding. The child is now 4 years old and has very limited language skills but is believed to have normal intelligence.
What are steps you can do to help your child acquire language?
Do you think the child will be able to catch up with their language abilities? Why or why not?
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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.
Is Language Unique to Humans?
Whether apes can acquire and use language is controversial.
Koko, a gorilla, and Washoe, a chimpanzee, were trained to use American Sign Language to communicate with researchers.
Psychologist David Premack developed an artificial language in which plastic chips of different sizes, colors, and shapes symbolized different words. He trained a chimpanzee named Sarah to use these chips to communicate with researchers.
However, critics claim that these apes only learn to imitate gestures and other responses for which they were reinforced and did not learn complex syntax of a true language.
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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
Chaser is a border collie that “knows” 1,000 words. Chaser’s owner, a psychologist, claims that he understands language, as evidenced by Chaser’s ability to understand novel linguistic stimuli, such as the names of unknown toys. Critics state the Chaser has been conditioned or trained to discriminate certain sounds.
Does Chaser understand language? Why or why not?
What are key differences between human communication and that of other animals, such as dogs and nonhuman primates?
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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.
Module 7.3
Intelligence
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.
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What Is Intelligence?
Though psychologists define intelligence in different ways, a widely used and accepted definition holds that intelligence is the capacity to think and reason clearly and to act purposefully and effectively in adapting to the environment and pursuing one’s goals.
Some psychologists believe there are many different forms of intelligence, perhaps even multiple intelligences.
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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 6
What is intelligence?
What definition of intelligence makes the most sense for primary and secondary schools to use? Why?
Which tests of intelligence would be most useful for universities to consider when making admissions decisions? Why?
What definition of intelligence makes the most sense for the work environment? Why?
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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 2
Students pair up and answer the following questions:
Suppose you suddenly found yourself on the streets in a nation where the culture and language were unfamiliar to you. You know no one and do not have access to any resources, such as your smart phone.
How will your intelligence help you navigate and survive?
What type of intelligence do you think will be most useful to you in this situation? Why?
Student pairs should then share their answers with the class.
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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.
How Is Intelligence Measured? (1 of 2)
One measure of intelligence is the intelligence quotient (IQ), which is based on performance on tests of mental abilities, expressed as a ratio between one’s mental age and chronological age or derived from the norms for those of one’s age group.
Mental age is a representation of a person’s intelligence based on the age of people who are capable of performing at the same level of ability.
The Stanford-Binet Intelligence Scale is commonly used to measure intelligence in children and young adults.
The most widely used intelligence test in the United States and Canada is the Wechsler Adult Intelligence Scale. The Wechsler scales introduced the concept of deviation IQ – an IQ score based on the deviation of a person’s test score from the norms for the person’s age group.
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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.
How Is Intelligence Measured? (2 of 2)
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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.
What Are the Characteristics of a
Good Test of Intelligence? (1 of 2)
Tests of intelligence must be standardized, reliable, and valid.
Standardization is the process of establishing norms for a test by administering the test to large numbers of people who constitute a standardization sample.
The average (mean) IQ score is 100, plus or minus 15 points.
Reliability is the stability of test scores over time.
An individual should receive a similar IQ score when the test is repeated.
Validity is the degree to which a test measures what it purports to measure.
Predictive validity is the degree to which test scores accurately predict future behavior or performance.
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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.
What Are the Characteristics of a
Good Test of Intelligence? (2 of 2)
Intelligence tests can be misused by teachers and parents, if they set low expectations for children who receive low IQ scores.
Misuse also occurs when too much emphasis is placed on IQ scores. While IQ scores do predict future performance, they are not perfect predictors.
Intelligence tests may be biased against children who are not part of the White majority culture.
In response, several culture-fair tests have been developed, which are designed to eliminate cultural biases. However, these are not widely used, largely because they do not predict academic performance as well as standard IQ tests.
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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.
Gender Differences in Cognitive Abilities (1 of 2)
On average, girls outperform boys on some verbal skills, such as reading, writing and spelling.
Boys typically perform better on some visual-spatial tasks, such as map reading and mental rotation of three-dimensional images.
However, the gender differences in cognitive abilities tend to be rather small in magnitude.
Boys are more likely to have problems in reading, including dyslexia.
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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.
Gender Differences in Cognitive Abilities (2 of 2)
Traditionally, boys have performed better in math. This gender gap has narrowed in recent years, such that there is now essentially no difference in math performance between boys and girls on standardized tests, and little difference in math grades in school.
The narrowing of gender differences in math and science in recent years supports the influence of cultural and social factors on expectations and performance.
In all likelihood, both biological and psychosocial factors account for gender differences in cognitive abilities.
‹#›
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 Assignment Activity 3
How might public education be restructured to encourage full intellectual development for all children?
How could evaluation be changed to reflect broader definitions of intelligence?
What do you think would be the consequence of such restructuring?
‹#›
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.
Extremes of Intelligence:
Intellectual Disability and Giftedness (1 of 2)
Intellectual disability refers to a generalized deficit or impairment in intellectual skills and adaptive functioning.
Most people with intellectual disability are able to acquire basic reading and arithmetic skills and can learn to function relatively independently and perform productive work.
Many children with intellectual disability are taught in a regular classroom environment, a process called mainstreaming.
‹#›
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.
Extremes of Intelligence:
Intellectual Disability and Giftedness (2 of 2)
People with IQ scores of 130 are greater are generally classified as intellectually gifted.
Children may benefit from enriched educational programs that allow them to progress at a faster pace than standard programs.
Today, the concept of giftedness includes children with high IQ scores but also those with special talents, such as musical or artistic ability.
‹#›
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 7
How would you define “gifted?”
Why are such definitions important?
What are the negative consequences of defining intelligence and giftedness?
‹#›
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 Intelligence (1 of 6)
Does intelligence consist of one general ability or a cluster of different abilities?
Psychologists have been debating the nature of intelligence ever since intelligence tests were first introduced.
The major theories of intelligence are:
Spearman’s concept of general intelligence
Thurstone’s primary mental abilities
Gardner’s model of multiple intelligences
Sternberg’s triarchic theory of intelligence
‹#›
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 Intelligence (2 of 6)
British psychologist Charles Spearman observed that people who scored well on one test of mental ability tended to score well on other tests.
He reasoned there was an underlying general factor of intelligence, which he labeled “g” for general intelligence.
The Stanford-Binet Intelligence Scale and the Wechsler scales were developed to measure Spearman’s concept of general intelligence.
‹#›
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 Intelligence (3 of 6)
Psychologist Louis L. Thurstone’s research led him to conclude there were seven primary mental abilities:
Verbal comprehension
Numerical ability
Memory
Inductive reasoning
Perceptual speed
Verbal fluency
Spatial relations
‹#›
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 Intelligence (4 of 6)
Psychologist Howard Gardner believes there are different types of intelligence, termed multiple intelligences, that vary from person to person.
This model has had tremendous influence, especially in educational settings.
‹#›
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 Intelligence (5 of 6)
Psychologist Robert Sternberg’s triarchic theory of intelligence focuses on how we bring together the analytic, creative, and practical aspects of our intelligence to solve the range of problems we face in everyday situations.
‹#›
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 Intelligence (6 of 6)
A review of evidence of cognitive abilities of people from several cultures suggests that a general factor of intelligence or “g” is likely a universal human phenomenon.
Human intelligence clearly consists of multiple abilities.
We need to account for cultural contexts in which intelligent behavior occurs.
The abilities a society values determine how intelligence is defined and measured.
‹#›
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 8
An organization called the Repository for Germinal Choice in Escondido, California served as a sperm bank for Nobel Prize winners and others possessing high IQ. Dozens of babies reportedly were produced by artificial insemination from the sperm bank.
Do you regard this as wise or unwise, ethical or unethical, inspired or foolish?
What contributions do heredity and environment have on intelligence?
‹#›
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 (1 of 2)
Can you define thinking and describe the field of cognitive psychology?
What are ways that people represent information in their minds?
Can you distinguish between logical concepts and natural concepts?
What are problem solving strategies that people use?
How do mental roadblocks impair problem solving?
Can you distinguish between convergent and divergent thinking, and give an example of each?
What steps can you take to become to creative problem solver?
‹#›
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 (2 of 2)
What are the components of language? What is the typical timeline of language development?
Can you identify the key characteristics that differentiate the communication systems of humans and other animals?
What are the various definitions of intelligence? What are the characteristics of a good intelligence test?
Can you identify the gender differences in cognitive abilities and describe the factors contributing to these differences?
What are the implications of the identifying two extremes of intelligence scores?
‹#›
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 4)
Now that the lesson has ended, you should have learned how to:
Define thinking.
Describe several ways in which we represent information in our minds.
Explain the difference between logical and natural concepts.
Identify and describe mental strategies we can use to solve problems more effectively.
‹#›
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.
54
©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 (2 of 4)
Now that the lesson has ended, you should have learned how to:
Identify and describe mental roadblocks that impede problem solving and decision making.
Describe the basic processes of creative thought and explain the difference between divergent and convergent thinking.
Apply skills of problem solving to become a creative problem solver.
‹#›
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 (3 of 4)
Now that the lesson has ended, you should have learned how to:
Identify and describe the basic components of language and the milestones in language development, and describe the roles of nature and nurture in language development.
Evaluate the linguistic relativity hypothesis and whether language is unique to humans.
Define intelligence, identify different tests of intelligence, and evaluate the characteristics of a good test of intelligence.
‹#›
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.
56
©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 (4 of 4)
Now that the lesson has ended, you should have learned how to:
Evaluate gender differences in cognitive abilities.
Describe the characteristics of the two extremes of intelligence and the misuses of intelligence tests.
Describe the major theories of intelligence and evaluate the roles o f heredity and environment in intelligence.
‹#›
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.
57
©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.
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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_downChapter 1. The Science of Psychology1
keyboard_arrow_downModule 1.1. Foundations of Modern Psychology
descriptionOrigins of Psychology5
descriptionContemporary Perspectives in Psychology9
keyboard_arrow_downModule Review 1.1. Foundations of Modern Psycholog…14
descriptionRecite It14
descriptionRecall It
descriptionThink About It
keyboard_arrow_downModule 1.2. Psychologists: Who They Are and What T…15
descriptionSubfields of Psychology16
descriptionProfessional Psychology: Becoming More Diverse20
keyboard_arrow_downModule Review 1.2. Psychologists: Who They Are and…
descriptionRecite It
descriptionRecall It22
descriptionThink About It
keyboard_arrow_downModule 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_downModule 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_downChapter 2. Biological Foundations of Behavior41
keyboard_arrow_downModule 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_downModule Review 2.1. Neurons: The Body’s Wiring49
descriptionRecite It49
descriptionRecall It
descriptionThink About It
keyboard_arrow_downModule 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_downModule Review 2.2. The Nervous System: Your Body’s…54
descriptionRecite It54
descriptionRecall It
descriptionThink About It
keyboard_arrow_downModule 2.3. The Brain: Your Crowning Glory55
descriptionThe Hindbrain56
descriptionThe Midbrain
descriptionThe Forebrain57
descriptionThe Cerebral Cortex: The Brain’s Thinking, Calcula…58
keyboard_arrow_downModule Review 2.3. The Brain: Your Crowning Glory61
descriptionRecite It61
descriptionRecall It
descriptionThink About It
keyboard_arrow_downModule 2.4. Methods of Studying the Brain
descriptionRecording and Imaging Techniques62
descriptionExperimental Methods64
keyboard_arrow_downModule Review 2.4. Methods of Studying the Brain
descriptionRecite It
descriptionRecall It67
descriptionThink About It
keyboard_arrow_downModule 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_downModule Review 2.5. The Divided Brain: Specializati…
descriptionRecite It
descriptionRecall It74
descriptionThink About It
keyboard_arrow_downModule 2.6. The Endocrine System: The Body’s Other…
descriptionEndocrine Glands: The Body’s Pumping Stations75
descriptionHormones and Behavior77
keyboard_arrow_downModule Review 2.6. The Endocrine System: The Body’…
descriptionRecite It
descriptionRecall It78
descriptionThink About It
keyboard_arrow_downModule 2.7. Genes and Behavior: A Case of Nature a…79
descriptionKinship Studies: Untangling the Roles of Heredity …81
keyboard_arrow_downModule 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_downChapter 3. Sensation and Perception86
keyboard_arrow_downModule 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_downModule Review 3.1. Sensing Our World: Basic Concep…
descriptionRecite It
descriptionRecall It
descriptionThink About It
keyboard_arrow_downModule 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_downModule Review 3.2. Vision: Seeing the Light
descriptionRecite It
descriptionRecall It99
descriptionThink About It
keyboard_arrow_downModule 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_downModule Review 3.3. Hearing: The Music of Sound
descriptionRecite It
descriptionRecall It105
descriptionThink About It
keyboard_arrow_downModule 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_downModule Review 3.4. Our Other Senses: Chemical, Ski…115
descriptionRecite It115
descriptionRecall It
descriptionThink About It
keyboard_arrow_downModule 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_downModule Review 3.5. Perceiving Our World: Principle…
descriptionRecite It
descriptionRecall It131
descriptionThink About It132
descriptionChapter 3. Visual Overview: Sensation and Percepti…133
- keyboard_arrow_downChapter 4. Consciousness135
keyboard_arrow_downModule 4.1. States of Consciousness136
descriptionFocused Awareness137
descriptionDrifting Consciousness
descriptionDivided Consciousness138
keyboard_arrow_downModule Review 4.1. States of Consciousness
descriptionRecite It
descriptionRecall It141
descriptionThink About It
keyboard_arrow_downModule 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_downModule Review 4.2. Sleeping and Dreaming154
descriptionRecite It154
descriptionRecall It
descriptionThink About It
keyboard_arrow_downModule 4.3. Altering Consciousness Through Meditat…155
descriptionMeditation: Achieving a Peaceful State by Focusing…
descriptionHypnosis: “You Are Now Getting Sleepier”156
keyboard_arrow_downModule Review 4.3. Altering Consciousness Through …158
descriptionRecite It158
descriptionRecall It
descriptionThink About It
keyboard_arrow_downModule 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_downModule Review 4.4. Altering Consciousness Through …176
descriptionRecite It176
descriptionRecall It
descriptionThink About It177
descriptionChapter 4. Visual Overview: Consciousness178
- keyboard_arrow_downChapter 5. Learning180
keyboard_arrow_downModule 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_downModule Review 5.1. Classical Conditioning: Learnin…192
descriptionRecite It192
descriptionRecall It
descriptionThink About It
keyboard_arrow_downModule 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_downModule Review 5.2. Operant Conditioning: Learning …207
descriptionRecite It207
descriptionRecall It
descriptionThink About It208
keyboard_arrow_downModule 5.3. Cognitive Learning
descriptionInsight Learning209
descriptionLatent Learning210
descriptionObservational Learning211
keyboard_arrow_downModule Review 5.3. Cognitive Learning212
descriptionRecite It212
descriptionRecall It
descriptionThink About It213
descriptionChapter 5. Visual Overview: Learning214
- keyboard_arrow_downChapter 6. Memory216
keyboard_arrow_downModule 6.1. Remembering218
descriptionHuman Memory as an Information Processing System219
descriptionMemory Stages220
descriptionThe Reliability of Long-Term Memory: Can We Trust …226
keyboard_arrow_downModule Review 6.1. Remembering
descriptionRecite It
descriptionRecall It230
descriptionThink About It
keyboard_arrow_downModule 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_downModule Review 6.2. Forgetting238
descriptionRecite It238
descriptionRecall It
descriptionThink About It
keyboard_arrow_downModule 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_downModule 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_downModule Review 7.1. Thinking
descriptionRecite It
descriptionRecall It
descriptionThink About It262
keyboard_arrow_downModule 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_downModule Review 7.2. Language267
descriptionRecite It267
descriptionRecall It
descriptionThink About It
keyboard_arrow_downModule 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_downModule Review 7.3. Intelligence280
descriptionRecite It280
descriptionRecall It
descriptionThink About It281
descriptionChapter 7. Visual Overview: Thinking, Language, an…283
- keyboard_arrow_downChapter 8. Motivation and Emotion284
keyboard_arrow_downModule 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_downModule Review 8.1. Motivation: The “Whys” of Behav…293
descriptionRecite It293
descriptionRecall It
descriptionThink About It
keyboard_arrow_downModule 8.2. Hunger and Eating294
descriptionWhat Makes Us hungry?295
descriptionObesity: A National Epidemic296
descriptionEating Disorders298
keyboard_arrow_downModule Review 8.2. Hunger and Eating
descriptionRecite It
descriptionRecall It302
descriptionThink About It
keyboard_arrow_downModule 8.3. Sexual Motivation303
descriptionThe Sexual Response Cycle: How Your Body Gets Turn…304
descriptionSexual Orientation305
descriptionSexual Dysfunctions307
keyboard_arrow_downModule Review 8.3. Sexual Motivation
descriptionRecite It
descriptionRecall It309
descriptionThink About It
keyboard_arrow_downModule 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_downModule Review 8.4. Emotions324
descriptionRecite It324
descriptionRecall It325
descriptionThink About It
descriptionChapter 8. Visual Overview: Motivation and Emotion326
- keyboard_arrow_downChapter 9. Human Development328
keyboard_arrow_downModule 9.1. Prenatal Development: A Case of Nature…
descriptionStages of Prenatal Development331
descriptionThreats to Prenatal Development333
keyboard_arrow_downModule Review 9.1. Prenatal Development: A Case of…
descriptionRecite It
descriptionRecall It
descriptionThink About It
keyboard_arrow_downModule 9.2. Infant Development335
descriptionReflexes336
descriptionSensory, Perceptual, and Learning Abilities in Inf…337
descriptionMotor Development338
keyboard_arrow_downModule Review 9.2. Infant Development339
descriptionRecite It339
descriptionRecall It
descriptionThink About It340
keyboard_arrow_downModule 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_downModule Review 9.3. Years of Discovery: Emotional, …355
descriptionRecite It355
descriptionRecall It356
descriptionThink About It
keyboard_arrow_downModule 9.4. Adolescence
descriptionPhysical Development357
descriptionCognitive Development359
descriptionPsychosocial Development363
keyboard_arrow_downModule Review 9.4. Adolescence
descriptionRecite It
descriptionRecall It366
descriptionThink About It
keyboard_arrow_downModule 9.5. Early and Middle Adulthood
descriptionPhysical and Cognitive Development367
descriptionPsychosocial Development
keyboard_arrow_downModule Review 9.5. Early and Middle Adulthood369
descriptionRecite It369
descriptionRecall It
descriptionThink About It
keyboard_arrow_downModule 9.6. Late Adulthood370
descriptionPhysical and Cognitive Development371
descriptionPsychosocial Development373
descriptionThe Last Chapter: On Death and Dying375
keyboard_arrow_downModule Review 9.6. Late Adulthood376
descriptionRecite It376
descriptionRecall It
descriptionThink About It377
descriptionChapter 9. Visual Overview: Human Development380
- keyboard_arrow_downChapter 10. Psychology and Health382
keyboard_arrow_downModule 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_downModule Review 10.1. Stress: What it is and What it…
descriptionRecite It
descriptionRecall It
descriptionThink About It
keyboard_arrow_downModule 10.2. Psychological Factors in Physical Ill…404
descriptionCoronary Heart Disease405
descriptionCancer408
descriptionSexual Behavior and STDs: Are You Putting Yourself…410
keyboard_arrow_downModule Review 10.2. Psychological Factors in Physi…
descriptionRecite It
descriptionRecall It
descriptionThink About It413
descriptionChapter 10. Visual Overview: Psychology and Health415
- keyboard_arrow_downChapter 11. Personality416
keyboard_arrow_downModule 11.1. The Psychodynamic Perspective
descriptionSigmund Freud: Psychoanalytic Theory419
descriptionOther Psychodynamic Approaches424
descriptionEvaluating the Psychodynamic Perspective425
keyboard_arrow_downModule Review 11.1. The Psychodynamic Perspective
descriptionRecite It
descriptionRecall It
descriptionThink About It427
keyboard_arrow_downModule 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_downModule Review 11.2. The Trait Perspective435
descriptionRecite It435
descriptionRecall It
descriptionThink About It
keyboard_arrow_downModule 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_downModule Review 11.3. The Social-Cognitive Perspecti…
descriptionRecite It
descriptionRecall It
descriptionThink About It
keyboard_arrow_downModule 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_downModule Review 11.4. The Humanistic Perspective
descriptionRecite It
descriptionRecall It
descriptionThink About It446
keyboard_arrow_downModule 11.5. Personality Tests
descriptionSelf-Report Personality Inventories447
descriptionProjective Tests449
keyboard_arrow_downModule Review 11.5. Personality Tests
descriptionRecite It
descriptionRecall It
descriptionThink About It451
descriptionChapter 11. Visual Overview: Personality453
- keyboard_arrow_downChapter 12. Social Psychology455
keyboard_arrow_downModule 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_downModule Review 12.1. Perceiving Others464
descriptionRecite It464
descriptionRecall It
descriptionThink About It
keyboard_arrow_downModule 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_downModule Review 12.2. Relating to Others479
descriptionRecite It479
descriptionRecall It
descriptionThink About It
keyboard_arrow_downModule 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_downModule Review 12.3. Group Influences on Individual…489
descriptionRecite It489
descriptionRecall It
descriptionThink About It
descriptionChapter 12. Visual Overview: Social Psychology490
- keyboard_arrow_downChapter 13. Psychological Disorders492
keyboard_arrow_downModule 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_downModule Review 13.1. What Is Abnormal Behavior?501
descriptionRecite It501
descriptionRecall It
descriptionThink About It
keyboard_arrow_downModule 13.2. Anxiety-Related Disorders502
descriptionTypes of Disorders503
descriptionCauses of Anxiety-Related Disorders504
keyboard_arrow_downModule Review 13.2. Anxiety-Related Disorders
descriptionRecite It
descriptionRecall It506
descriptionThink About It
keyboard_arrow_downModule 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_downModule Review 13.3. Dissociative and Somatic Sympt…511
descriptionRecite It511
descriptionRecall It
descriptionThink About It
keyboard_arrow_downModule 13.4. Mood Disorders
descriptionTypes of Mood Disorders512
descriptionCauses of Mood Disorders514
descriptionSuicide518
keyboard_arrow_downModule Review 13.4. Mood Disorders
descriptionRecite It
descriptionRecall It521
descriptionThink About It
keyboard_arrow_downModule 13.5. Schizophrenia
descriptionSymptoms of Schizophrenia522
descriptionCauses of Schizophrenia523
keyboard_arrow_downModule Review 13.5. Schizophrenia
descriptionRecite It
descriptionRecall It525
descriptionThink About It
keyboard_arrow_downModule 13.6. Personality Disorders
descriptionAntisocial Personality Disorder526
descriptionBorderline Personality Disorder527
keyboard_arrow_downModule Review 13.6. Personality Disorders528
descriptionRecite It528
descriptionRecall It
descriptionThink About It529
descriptionChapter 13. Visual Overview: Psychological Disorde…530
- keyboard_arrow_downChapter 14. Methods of Therapy532
keyboard_arrow_downModule 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_downModule Review 14.1. Types of Psychotherapy554
descriptionRecite It554
descriptionRecall It555
descriptionThink About It
keyboard_arrow_downModule 14.2. Biomedical Therapies
descriptionDrug Therapy556
descriptionElectroconvulsive Therapy
descriptionPsychosurgery559
descriptionThe Movement Toward Community-Based Care560
keyboard_arrow_downModule 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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