Professional Documents
Culture Documents
CHAPTER OVERViEW
b-.
Chapter 1 explains the
fllOO sunse in reasoniog
and com
about behavior and mental
limits of intuition
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study a
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)syd ologists
rciatit is
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Object ye 10: Dt
reat ns
the
N
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ottc
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ors.
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7. \ trt xe
is
ti
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ihtx
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ur
t e do
ft
s tnt pit
8. People art r rc
d ret Ii n in
it tru i
their bc iet
that
-
this ira r
n tin ikin
jefets.
Objective 13 1 ,
dine rnd random
rxcar I lindi is
ide
to p
at d
it
flc
th kir
t a! inc
ic
rece ng a treatment
pioouce rinults a
10. Pattcr sate
caks r rardo
iy
is sad to occur.
r
When neithe the subjects nor the person collect
a.
(do /
pear random.
Experimentation
It you k
a d
hetc t
t C
(pp
6 )9
tors:tte
en dhion in
he xe
ah
thc
Objctv
12
es
C
it
t
.1
t
da
dii
ur
Csti
t dk
hi
qen
ttir
Objective 14: I x ah r
pert/c ta-i d tide
2. P
na t
tt
d
8.
11
e
i
ti
ar
atdi
n npcr
abc.
an cxperim r t is to
01
tI
m
variable,
a(n
the
x anabic and
and the
alother
4. Ihemottrqu
tion is c 11 d n
5, thc mear scir
uted s
I
the
6. The median is thc
percentile
7. 1% hen a distribntrc r is c F d
t
extreme scores
ith
ii
rariability
Objective 15: 1 xplain the inrportanc e ot statistical
principles and gh e an exampic of their use in every
day hfe.
1, Researchers use
to help
9. The measnrcs of s a at on
an
tic
it ii xc c,a
r rOtlc r
dard de
ioi
itior
nct t ke into c r d
nlrotethc
d cng
ti.
(more ac ur itc Ic s c
hon than tbc
ted I
sc r
rcp
11. Th rryt t t
crudc
uratc c
cxtrcr
hcy i inst
e
isl adbv
51)
rsc
ii
22
Chapter 1
Thinking
Science
on scores with
variability.
stresses
gain
large samples.
Objective 20: Explain how psychologists decide
whether difterences are meaningful.
are used
and
real that is, to make sure that they are not sim
variation.
on to the next.
4. Although specific attitudes and behaviors vary
across culture, the underlying
are the same. For instance, throughout the world
people diagnosed with
malfunc
sig
(simi
As an
and to a better
They wonder
should
23
Dc sci F c
I p
PROG
I
Objc ti
r
s
u
S I
t logists values
(do
mmd
ci
ioniladvite
pcic
9
is
iu I r inking c.
it
ientsts
ag cc dicag cc
i
it
II s
crstmucts,
o)mca
arid
ii
m nhether there
is
h fact m
F nkin
0 ( ititadvl Peopit uho scrxc on juries
pt ipit smmemtcases
d
tics
a dn ir
r
riavdtt
tad
ed
ts
)F
tmitr
kI
i F
24
c
et mcaure attitude in a repre
of an
s c subset or
gr rp or
puiatic r random sample
tr a r p cxpe imentai group
e a gr p or trol group
i anpe P
1 latior
0
,
2, 1, 1,3,7,6,2,0,2?
a. I
b.2
c. 3
d.7
Wa I
M
de
It us
h
e t
definitien or
fT
It
I)
a
b
b c
d
3
10
11
I
at
cur ttni
aton
ms ffet t
u
u
if
iiti
I u
tin
elatior
PROGRESS TEST 2
Pre p al,
d
nplct d during a final
4
Jay te erie
t
t following questions after
)O h ii
if
i
aid lie o r e anscrers for
th
t Ci n
saidl og ess hstl
Mi hip
1 ( teat
1 Wi
I
a.
b
2
ir
p
i
C
ci
1 iers
it
or
y
Co
if
mu r
st o s
)i
thea
r
d tic ran
C
e he
s r
f tic
dW e
3
t
g ag
t (
I
h an cur tv
r
I hird d a i c
i c
r
oratic n 0 r
j 1k cc it I i
n t
k reasoning hi I
i
L experim wt e Pt
in cnerestn at n )t i
F
n false pu pitr )
r ii if
he
at
ii dd
st
t
Ito
Ii
)Fserx stion
it
fTP
It
to
4 s
su
3 Wuhs
it
ton
lnele
ai
a Ocr
rwt usc lice
b. \Ilegatoi
t
cct a nls
Inn e
It
it
c. lie
a
thc Fit I
tn n I es
n
d Fir
e
ffe
41
a
b
d ci
ii
b
i
t
r r
C
5
5
C
C
26
Chapter
our belief.
b. talsets perceh e a
c.
6.
called:
a. variable controlling.
b. random assignment
c, representatis e sampling.
d. stratificat on.
8. lflnsory correlation refers to:
a. the perception that two negatix elf correlated
variables are nositix clv correlated.
b. the perception of a correlation where there is
none.
c. an insignificant correlation.
d. a correlation that equals I,).
9. In generalizing from a sample to the popolation,
it A important that:
a. the sample he representath e.
h. the ampie be nonrandem,
c. the -ample ran he us largc.
d. all of the chine he true.
10.
C. negative.
d. os erestimateti.
c.
d.
Pss
d.6
a. h
b.7
c. r
d.c
c. mode
rution
d. range
Is
ation
uJo.
5
d. All or the ahovc can bu :tn
Matching Items
Icnns
1. hypothesis
thtorx
3. independent x ariable
4, dependent x arable
D. experimental couditiou
6. control condition
I, case study
8. su rves
9, rephcation
10. random assignment
ii, experiment
12 double blind
difteient p
selected by chance t
experiment
bgot d 1
h. an explanation usurg r
r
pies that organizes n I pri d ts )
5 dr ti
v
1. the research strategy
or more x ariables n char or are t cd
oadition
j. the treatment prese
ment
k. the resarch strate s n which a reprc
sample of indixtiduas is quectroned
PSYCHOLOGY APPLIED
a.
b.
c.
d.
%iuItipleCIioice Questions
2.
hvpothoks: thoors
theory, ha pothusis
independent or able: dope,
i ahab
\our ntomuote a
ridra Log
tu
lx qu uodent 1
1
how mans hours the txpical ,,
ies each dcx She plans ho rta tr:f lt co shin
a
nt
naire to the memhur of icr sO win.
out that her hnding xx di hu rc, x at in a
1 to
at r
or
a. sin has not sptertiud an dc
ia
cc
28
29
3. f in c rujon iii in anthropol g is critical of
p r ic I x,ic i r search because it often ignorc s
c i it nec of cuituie on thoughb and acu ins.
3 mo it nitth t
t xc
xerx littl cx idcncc that cultural d x c
t
s a sianificant effcct on spec I leha
o s nd itt tudcs
b
c archers assign participants t cxp xi
r ent i and ontrot onditmons in such a xi a
c ai I represen the u1tura dire s
i c
f ulaticn undcr study
r ossi ak for psx hologists to coc tr P br
c cr p0 sibe xanable that riht mnlue c
r h at mcipant
ien sy c citic thoughts and ac tior s x a
d c r
cr ss c rlturcs as the often do the ur derly
in ; p occsses are much the same
xi
t
Oi
it i
Ne F
i
hc
Kro
i
mx
ticipants nor
t xc exper
it
iF
ri
vg
cisle
i m ter
ncff
egh r pcst
f
r rn
ascf t
a
i
i
ra
x swi F trca
merte ndt ir
1
cr
rc c
ceit
Heft
s
anst ntrxia
th omntngd
ontI h
ill
c
d
ia
ic
d
18
) of
Y
hat
t oh s
b
I
s 1 1
cal
nilv
I n
d n
30
(hapter
issay Question
1io has a theor that regular exercise can improve
thinking. Help him design an experiment evaluating
this theors ([se the space belou to list the points OU
n ant to make, and organize them. Then x rite the
esa\ on a separate piece of paper.)
KEY TERMS
Writing Definitions
Using your own words, on a separate piece of paper
write a brief definition or explanation of each of the
following.
1. hindsight bias
2. critical thinking
3. theory
4. hypothesis
5. operational definition
6. replication
7. case study
8. survey
9. false consensus effect
10. population
11. random sample
31
Answers
Cross-Check
-1
f--c-
1-
fff:
--
_:4
it
ACROSS
1. Scot tlatfa sattherOther
cc itIe, cutth p a distribution
r h It.
7. tacplauatiun using an integrat
e I sat of ir dp es that orga
nizes at P predicts oehar iors
Ij
I
no
u er Zrts,
ing
tix
occurr
\Iost trequen
.<or in a distribution
Descriptirt research strategy
in n nich one perso i is stud
ied hi great depth.
M asure U r ariation cumput22
cc as the different e hetn een
tit lngfest and lowest scores
in a distrihuton,
\4-asure or central tendency conputed bi adding
die scorw n a distrrbutiou and dix iding hr the
nunroer of saores.
Pcrccpton nt a or eIaton betu ecu two events
9.
14.
15.
16.
19.
.-,
tr
DOWN
2. apr nniemLn
wa
htion
arc n
It 0
hwn
p r apaUs
liar
,r,
I L
2(
.Inch mesearcl
th P depe idtnt
it
interest is withheld.
18. Who i a r starch partr inant s t xneet itions
pi oduce the reults tt an experiment, it is railed a
ofrc
ANSWERS
Chapter Review
The ,\eed for Psychological S fence
1. hhidbght bia or r on both chiidrcn ard adults
2. after the tact
a alt
hal:
a
4
P
a
t(
2(0
0 5
3.
c u tidc cc I as
4. email-
5.
iu in
12
6. en
al thir king
8. indepenc ci
dcpei dci
9. maninubte. inuependuri rcacrc dnd. it;
cont 1
r bl
Expernnentadon ha inc 1
d ionic
4 rn atna the
ins esiigatmr cc Pr ii o ho I t let nt Lid iii Icy lit
variabk s that m ph in a e I
it
r
n its
also permit the mx estlga 10 1.
He. 0 0 0 r, ,ittol
and des ipton m tic ci
Ic
1
1 m
in hehas ior
I
nption
1.
Statistical Re isoni ig
a c study
1. statistics
tic
4,
ording
it
sid
9. range stard
correlated;
negatively
correlated
tc set
4. strength;
it
13. representati
14. lou
catterplots
3 ptn eli
15, less
16. sigmfica ice
17. practical
ma x
al
in
cnnti nI;
llusor\ correlation
4 princ pies
8. uonrnn supersttnu
r at
tic
11. crude is
12, mote acenratc; take
10.
Id
lotion
rid
lip
7. skexncd mci
0, ds rib
mh P
dtli
6.
8. lou;liigh
9,
Ic
5. total um n nnL r
S.
4. iuodc
are
Corn
mp
1
a
isc cunensus effect
6. aniom population; does
3.
8,
ii
etc its
do
in
to
,m.Jit:
6. e tic
s- c
desc
7, %atecuar
p
1.
it
tzon
:cs etfect
1;
Ill
NtatiNtically
tactorn
I rn ol ing
3,
4. p ac he placebo eftec
S.
it
holding constant
ci
, d
9. can; enlipht.n
10.
11.
str cd
12 d. no
im.,
ii
p.,
to
a
-iii.
i.
sc
t
I
t 0 1
Answers
Progress Test
A4u1tip1eCIzoice Questions
1. a. is the answer. In a ease stuciv one subject is
effects of exercise.
c.
want
to
con
i:,,
UIL,00s.
is
not
wer,
is present.
33
34
b.T
r .i,.
tic
mica rc of entral tendenci.
d. 1ie ;:rjiat. and mode git e equal it eight
% t.3i
oi-: t.tfl tounts only once and its
itt!
I
\
it i
um
ton
.
&
..
1,
j;j
1
tern
L
2 rip -i
(f
6. hp 42;
7. ip
8
1
3.
10. ip 4)
.1,
tjl
11. thp.41)
12. mjp.28)
13kp24
14.np 3)
P gre
Tes
L Itipit
-.
it
I
:n
con
on the companson group,
lcJ, d.- .-xpcrniental tieatment (the treat
ii
intt.t
b.
Itll .o..ti
iLt)I
ii
o
be.jn:
35
tt.nin.
a
1
t.I
5. a. : tflt ,..,t s ip
b.IF etc
1
I
t
)
6 It
a.
7. b. ,It
Ot
-
rn
sn
ol
hi ir
in
rtt t txr a
c .i t ti C . i at. the c. red intuition
II em tidi -.uhfrds are u.ed in an
id u
arc 1 ind mh assignecl to
ifftieices dat emere
,a
mud temfrmt[eexpen
r
nil
ivc relafi r
ii
2,
>i
, t mc na
&
it
alsi.nt.
i .1
if
i f
, . d e.W (4 .h -fl. t0nhi% des 1 itt prcc..au
et I
tl[ ,., Lipi tc t4X mmciii
8. b. is the insn r. (p
9. a. is the anssstr. ,p. 42)
b. & c. large random sample aic non. ikel,
berepresenttte )
Ia
t
I
j.
thc.yan dras
ti
lc 1
12. d is the answc r Con? itic srio On
factor can be predic ted from another p 3tm;
a. Because a tase tudi focuses in ceat detail on
the behavior of an mdii idu ii ifs p tbobiv no
useful in showing cli h
rdictrn
possibk
b. \aturalistic. oh-en atton i, a mcthcd of descnil,
ing, rather than predicting. bcha ion.
c. in eperimental research he effects ot nianip
ulated Indepindent sinia 1 s
dep d
ianiablesaremeasur
It
)tc
hci n
peniment could help dcternm.te islsthei IQ tc-.t
predict academic success.
13. b. is thc. ansisin flit intnc ond rn i he ol
inisiichthc natn it i
5
)t
p
iSiOsent p.,
a. Students in the polluted r. cm iuld ti. J
experimental cenditi,,n
C. Preu naN, ill & u lent iii t h c ditior
vu rndmy si
t
r
s
o
assignr c. t is neti
to
tat m_,
)ti.
rather than a condititu.
Answers
b. his ,nsn er
dent vanahie.
9. t(p.25)
)
7
10. pip.3
11. i (p 36)
12. 1 (p. 37)
Psychology Applied
A
1, 1 -(ho, c Questions
I. b.
a c
a
s
Tic
is
cAt
uc
a.
L
&
er ho not cpu v
maP ruIat mdc urdeut and de
A ecI
35
d.
36
17.
18.
19.
20.
Essay Question
Elios hypothesis is that daily aerobic exercise for one
month will improve memory. Exercise is the indepen
dent variable. The dependent variable is memory.
Exercise could be manipulated by having people in
an experimental group jog for 30 minutes each day.
Memor could be measured by comparing the num
ber of words they recall from a test list studied before
the exercise experiment begins, and again afterward.
A control group that does not exercise is needed so
that any improvement in the experimental groups
memory can he attributed to exercise, and not to
some other factor, such as the passage of one months
time or familiarity with the memory test. The control
group should engage in some nonexercise activity for
the same amount of time each day that the experi
mental group exercises. The participants should he
randomly selected from the population at large, and
then randomly assigned to the experimental and con
trol groups.
Ansners
37
Key Terms
Writng Definitions
tp. 2b
\ oopulatior
is
variable, is
r ung and
ob
r
he 3
3
o
4
12 \atrahst,c oo3ervatuon c
npfc
thc situ t in p 29
th xt
in snrc
dat on u
13 C
rr toeturer and Au.
tx, o not, e
it
ot
to whic r
hon well
is
38
2
the inca i. B
misc
L
c
ci
c cc
the dkrrihutmen, it S ,, mccc
ccc in .saie of
x a notion than the cci ccc. p 3.2
29. Statistical sigr ifica
rcsul s h s hc
Ii
)tL
xc
lsc
eEc
Ic ix
mh
ii
,
30. Culture i tIm c nc
hax
tudes. and traditi,.n sharoct hr
people arid rranurcttcd n. n
tilo
C
Ia
,tt
is
cIIe or
-cncat;mrc
Cross-Check
ACROSS
1. median
7 theory
9. mode
14. case stud,
DOWs
tt
4. na
ist
c1
6. critical ttx,nccirmg
8 hi
glm
mean
19. mllusc
20. sun cx
21. scatterptot
10
d,
12,
13.
17
22. random
Ich 3
IrT.cie-ms
cor ac
co
uiarx of the 1
dcmp
i
nc
makcs it xc
tIc
this rtci n is
intu t ins [out r
0:
Rip ,h2Iha
ear.
frc
xxitt
ott
a
ai1,
eric
a
outc
Pa
aakm
1/
mac
Exams
Em
I.[
)
x
th
Pscrin t,c,
1
ike.
itis
predict
ciOc
1
J,iYi.t
i,
15. range
16.
hut
3m
hat r
,r.
ci
ii
i
t
fi miii
Ic,
4,
ai
t
4
;,z
1
Ii
Focus on
expressions
-;
or
hag. 21
died- cic,,it.
haed n. mont
are often
Lack/ask, origi
add sPa iOn am
rightness or to be
n
c do icmr i
dud ,f,,dnfcr us 2/cHaos Ott forecasts that are usu
ailv n rong. As \lr er notes rhoc xi ho made them
ti ose v ho r red endcd tr be r x erconfident about
fore dl a tuur Along irith hind
th i a i r
siout bras, fun ns erconfideice often leads us to
overestimate our intuit;ons.
Pa 22
Tb abeliefinsumcthing
ucs
son
at rd p
e
r at he r her o t (hId or lift after Li ath,
ho s
ton exatneitu aaniI ho ann end hr science and
tcs lot e s i! nh pio td it dispros d; it a
it
tic ass U trust and
C,
I
prst
L!/
ca,f,Jo,co alone
nbc
It
ros
1,
t
rime qnaiits
This comes
n
U
ii
2
cc t55 I IV ra tst ir
a
if ihe dt sseni ir,,,!,it;:,g; fs Irs tog
0,
cc I ti4
uen role gctes
I c 23 More often, 0
The use
idnts to the nacuiai,i of fornotten clatms.
ot scienttir inqtsits can get ti I ot n d spose tO
g /n
(ic/n fain) nr n sensi it conrrp s C u ni
to the large stack oi pde ftncu in. u or rdicu Otis I
,
\n sta
Page 23 In the anemia of romp tin id s
at
ccl
i
etit ns
d
sport
ies,
gar
is an area where
an
area
tint
in
suggesthg
is
take piace. Msers
katie
idoas
ecu
contest
xx
bet
a
is
(arena) where there
ptting ideis), ske ptca testrn, ca hci dis mc thc
truth.
.
it
raly
39
j//
P
s ea 1
x a
ght
a nat is a/ POtts
Page 23.
phrase used as a maxim or puidi ig princip em c as
from the fact that for most of the tinst half mO thr
tirentietli century psi chologi osed aniniai- in its
H e i
research (especialix n thr s udi of I i u
became a sr mhol ot this research, and its hehar ion
or performance in cxpetiinents dem.onstnated th,o
truth. If thr truth as st oxen hr the no is c tnanx to
) te
n ire i
the predict o i or hyrotl tss,
hi,unlale about it anti Irs another it as
;sit eta
H
r spot ses ( h
itise neactio s
tluiroc determd ii g r hether i ontl smor
silnplv on a suhjoctir opinion
01
51 ietO toiL
dote (a sIt IS
s ide it
i
cc;
.,
ii
fljs
At
re
sE ed
on csPa c
nnaii st 4ntd-i
cc.,
to
itt
itt
Ia
yi
pr ( tba sLientifiL
a J nqitr have ir deed disc rediif
am anpu tar presumptions.
a d
ir
t.
,a
Mi
a!
oh
toe
If
aCe
onaCRalloi sos
shoir o er and cver again.
Op
ap
it
in
at
i(a
Ian
an, a Inn,
u
and
Ibis is
at
ip
acc.Iitcd 1:
Idea that hid
rcatae tan he arcurately and reL
I
F
a
rt t and ompkte in
aa
r
1
nt nemo tes
a n
I
c
it
P a
c impa
ii
id
mi nor scnse.
licscri;tion
a ,iLn
and tar tote
F
I
arc aftc i or ear helmed
ted p,,nlasil hr the sometimes
in- Pti -orrate u-- of ta t/StlLS and numbers. X\ e are
r o
a I
ag encd (-P at) by the strange
,
1
-
--
at
Ian
tvotni
0)
01
a
n-ui
-r
i_ti
IH
a mm ran pled people, dran n
a- of
a atm pror tde a remarkablu
rae rprnions ot a nation. A ,,1r
it
r
a
d te ptures
ii.
ma. it i al\c am mcnt in time. it
a a
na a Ar ;at rr-retiiaaa
n
to air
is z q -ii tl o the
I)
t
of t
s tic
-
--
--
its
Muer note
Ito
scm
rr
kIy
hot orost people pick Ill lEt PH. 1 ,ken in ant ,eno-,
of fire playing cards ie.g a hndge or poker Iiand n
a game of card ) is )nst a lrkeh s r c tf r I nd
--
1
text, WoK and cold do not reter to temperature.
Here being Irot (or hau ing P tar
i can don p
ii eli arid domg n eli tOO N a tI
F
iii a 1
streaK I tax ing a run ot poor 1
u5
n and tteak
-J he crucial point, htm ever.
that orrr ntoition
about sequences of ci er t (- eak r
cal pa
terns) otten deceh s us ii c r
1 r cot seq m nec
often are trot rairat n t thins rh-x shmrdd he, and
thus, they dont apcar to be reaiiu rtndnu IF hen
we think were doing mci ( o P
e
-e
often not, we are mereh roti
or ret mterp clii
certanr sequences t,taki found n anu random
-
--
data.
Experinwnta P on
Papa 30: Lets Rerun. Recap is an ah-btex manna of in
pitulat, ii hich means to r peat ir
or m brie l
snmmmrize Myets ,umrm mm
rp
t
ft
ps
setiln of ne hapter.
tatfstfca1 Reasoning
Pap at I Of thu
a alP u utl hr ii
i:
a-
I a--,
Xinuh
innhrg
r pt tn
a toa dat and no ihc
tisti
guess I tIc Pg mc tr
r
nnf-I, and these grimes d -iu
it or, eat tim P a
nature of things ithemtte p a
-J
if- i ,-Oid CLa
r
seqoentit an dceei c it
I
oh
I
1
h
urea gcneied
tin mao r r ci
t
tnat Pa
a
Li-i
t
ds
I
-I
LI
01
0
a
1
i
-i---
-I
a
faangnp ibcnit
r d
t
c
t
usnalh has tire nnprint u 1 th tae I a rn-a j
c go
0
son on it---- eg.. the president or the qoeen----is called
I aid (II) and tat ot er s Jo s dh Ito
it. hr the
Corn
i a,
C,
sod,
if
0
-o
ther
ma
3
,
1
p
came
-ii
tit eau
re the
thu
Or
0
o
tam C-h
a
ol rmpi.
th
t
tr
Ii
at
is
scete
r tr
ccu;tr
(1IHI
in
zkr)inthis
us use
41
number ofh
Rn c Ion satiability), and (c) a largeif these
principles
4cr
Page
can
Neuroscience
and Behavior
CHAPTER OVERVIEW
Chapter 2 is concerned with the functions of the brain
and its component neural systems, which provide the
basis for all human behavior, Under the direchon of
the brain, the nervous and endocrine systems coordi
nate a variety of volunta rv and involuntary behaviors
and serve as the bodys mechanisms for communica
hon with the external environment.
The brain consists of the brainstem, the thalamus,
the cerebellum, the hmbic system, and the cerebral
cortex. Knowledge of the workings of the brain
has increased with advances in neuroscientific
methods. Studies of split-brain patients have also
ghen researchers a great deal of informahon about
the specialized functions of the brains right and left
hemispheres.
Many students find the technical material in this
chapter difficult to master. Not only are there many
terms tor you to remember, but you must also know
the organizahon and funchon of the various dhrisions
of the nervous system. Learning this material will
require a great deal of rehearsal. Working the chapter
review several times, drawing and labeling brain dia
grams, and mentally reciting, terms arc: all useful tech
niques br rehearsing this type of ma teriai.
NOTE: Answer guidelines for ad Chapter 2 ruestions
nrce Rh
bpcnn rn
phenomenon.
CHAPTER REVIEW
43
Neural CommunicatIon
(pp.54 61)
a i a I icc pusliin.,
4 a ncurors atcekrator
!zk pushing 11% brake: (ba 1o we .I4i iguish
gc ilk touch, from a It hug; protoplaii;ic kiss
runner s hit rhcy trigger unpleaca it fin
o
,,
Antaviiists
c.
d
a.
b.
It thU barrier
7. Ihinet alnrp se
Objecthe 2: Explain hoii dewing each person as a
b op chosocial system helps us understand human
behaior and discuss why researchers study other
miu is m e irch of clues to human neural processes.
1. We are each a
ia
bt
4
1
ar.s
., :ctticl:
interior or a
i.$Thg .wn
fit
a, fits
t
)
charged ions, whie the f Gd utside I .i a
po%tL h agtivI
thargdn.. It ft a
t ,
a
it
tj
system, corn
cy
poscdof
thatarepartsof
larger
en larger
Id
and
systems
et
lit
-r.
4. T
10. Durmgtter%tit pa
potential, Cal-ed dv
-it Ia
(.1
charged
Enn%
11. Iiordtr
tr
c,ut-,tIt
r
tIit
1ncreairga .tim1kt-
,whid
ntlin. peed thy neurons impui-4%
.-..
bi;n.
ib.
th
x
t
a je
.!
C)
t Vitflfl
45
\eural Communication
influences mor
do areu I
thcsp
tc
ennt,
emotion
mc
communicate.
co oisiscclleda
gap is called the
the
and
ins
V(
d scot en a a- ma e
n ii r ass an rs that ons c y inforrnm
14 Th -F
tim ar,oss ,he gaps hetr ten naurois are called
These chemicals untock tim
cc eptor tes all nn g eDt trica Ely
cha toe s
Ito enter the
chargto atoms t
nt uror
av
called
sc u ice ot cacuor that ccur when a
urpu;se is penerateo and transmitted from one
Outln ti
neurat
neuron
di
k nrC
0
mer tory.
17. A neurotransmtter that
ontraction s
is
impt atam
ifl iii
uscle
ean
it mar top p:odncing H t
to another.
neurotransmittt rs.
hdeceriar
an
ter
,ia
g through the
pass
n
them from 1
hr h-J ho
o t u tv nted
Obcc
ir
Ar, ad aH no the
)rp ii
ii
he
hehar
,i
itters affect
at ich
Tices
an i
icr ea s
d -c--e
d
Pooh-ic
n
)h
ii
pp
ot
tO 0
I nO)
d phrases,
h if
0 H
dn
or expressions
icc
tan
aft
if Mhiaa
I
IV
ii
Object xc
I a
bit
en
ns
dix
V nuts c us
stetr pr
it
at
phx
c ot
cal
C.c
incrpi ml is cOn
\utornatk repones
IRa h
1 mx n -hai ord trnpnse the
x
ytctn the
hnk the bra rn and -pina i cord to the
1
S
ho
list it ctphr
Oit mies, and glands form
ti
tt
5tinrnh tailed
,dln
II
2
Oct
1, di
autonenc
tU
1 a nn
I, amn
cnan
(_
that
it
a aaes
9. The
I r
in tire
e the
nc iv ins V stern
rnv
ac
h V
nd B havar
ft
Sininin
nit inc
ed hr tf e
ref es.
nt x ou
a, tis r.
sy stern
ii dx
4, t
u rr ;ti a
U xg m the central ners 005
ten t. -i hed Im els in
lix
eat
Vt-
ix
ci son reflex
ncu
gliup
taiitd
r is
Objentvc
I i
xl: 1 iexai
ti
ct
Ut
r
a t
dx
ix
it
pmmia0V00xsicin
urti
the Rotetal
iii
lp
01-11
tee
e
ii
u hr e rns s nest t t
a It ot intert al otans are
it ou xr tkn x
a in n
ny It
t I xxx g irds ph st
pi
o
in
xc
context hr xx hi ii the acorn iI the LxI, rtcr
tc pagc 0 1 t at ex ana in kit:)
I
C ti
i5
I
11
t
c/a;eaa:f/::-ar:<:.a1tn: r,UIc. a
1, lht
1
t,t
Cr
Ca
rl5
hr the
a lied
dx
tIte
rU
in
tt
if
47
The Brain
injuries or disea5es.
fl-H
Jfza
t
o rile
HL
;it;
000
at
0)1 [0?? 0
.1 ohm t
know ix
magnetic
as
apart,
the
cortex
Cal)?
00
(1)! .iaOlfOt(
dtt,, 1.1,1-?-!
H
a;t;t ni.:i:,.;
hr
in
f
,a Ia tIn hiac of Ca had
0;a,:oto
e,oek; fnntai Lho i apt arod
id. pod a 0
I i Vi rut, p rkz a
i id
when
n4lxn
c ileC ioettz6
:0, OOia 0;
epa;
i anon towo;
and
Lag
dngcr the
to
I a r )mc it
g ands rekast
hr
,.,
;inf
Objective 12: Describe the components of the brainstem and summarize the functions of the hrahxstem,
thai mmus, ard cerebellum.
48
is
and
9. The
and
fhis area also regulates
behavior by secreting
that enable it to control the
gland. Olds and Mimer discovered that this
region also contains
centers,
which animals will work hard to hax e stimulated.
17. Some researchers believe that alcoholism, drug
abuse, binge eating, and other
disorders may stem from a
genetic
in the natural brain systems for pleasure and
well-being.
and the
Objective 14: Define cerebral coitex, and explain its
importance to the human brain,
center.
Objective 15: Identify the four lobes of the erebral
cortex.
19. The non-neural cells that support, protect, and
The Brain
the cortexes flower mammals, the
20. ( rm red
c 1
thebrain
a.
C.
b.
d.
hack
attIc
of
arch-shaped
the
on
the opposite
in
area of
(smaller
needed the
21. 1 stt
recorcfim1
49
whoae
Objective
injury or illness,
23.
runt of tf
\t th
chdt
23. \ isoam
lobes
hr
lobes.
26. [rca- a ti
cS
Irs
-elui
ar Kim n as
pp
xi
brain that can der elop into any type ut brain cell.
50
Behavior
flashed ii the
herr spire mm I ae
and r ion a cut a I
36. Deal peoy
m hr
nia
me
hi
ed
!itt
ii
dI
t a
tl
amahamc
maii i,
Objective 20 l)iscuss t
a La
I
iliof limp
m a
B Ba
org mi/at
37. In alt
populotio- i
I gio
handcd,(
a
(play do not plax
h3,B,tss has
roa
handedness ha hi uOimuia B 0m aiiB
ear
us hr
sphen to proic s sg i I
in
nearest
pen eO
Oc
1
cit a
dc
C a iC
contmomcrsi l C
p1
rat
em
(up)
lent 1 Cl.
PROGRESS TEST
IlultipleUzozce Questions
34, X\ Hen the two mmdc of a split brain are at
I
t a
hemisphere tries to
hat
doent understand, 4 he
hemisphere often acts on
p k t I his phenomenon demonstrates that
mind
an / Lan not control our behax ior.
tmnanze mm
it
Circle yo m an m e
cheJr tim
m a t
to F
em , ii,LTtO P a
t
r
isnnomueataoti 1
your anmm
mmlrm ut
poe
s ot
ans s
e I
ii
at
J in
1 can
ana Bra
B
,n
ml,
1. fire axon
Ia em c I fat
irussi in,
ot e
5
trir uaau
Ii s
i
tiSsUt,
a. the giia
b. the mmcm ,bath
c atyl
Ii
d, an end mphir
II
rc
at
mu,,,i Pm
It
Progress Test 1
a.
I,.
or
c. a
mpa.aetic
nit \ tein.
ci, s nat fle
in
stem.
ncts ssstcm
neuron frer
4.
bb
tn
is
called tin
)tic
lfG.
\lRl.
e.
ci.
a. If T scat
b. tAll-il.
st
it
ts
ar
farfcd
tins
Jo
a. 7u..rwen ii dii
in
st
7, 1 iriuh tacit
nenrnu
h. interneurnn
rr ntot
neur a
neuron
ci. intemeurnn
tie rirnu
,aecttnra
irt rut
so asnrr
sic
inn
sr l-nfl
on
nec ron
rs
oe
svl usua a
9. Damage tn
lose the ahilita to conaprehond [aaguanr.
a. the angular gs ms
b. Brocas a ea
c. Werr icke s area
a. She
ulc
If c ax )fl
jst
a. drpnla wed, with mnsth negativeh chaiged
inns nutsade and pnsith eta charged inns
t side
It (Si wAy charged
t1 n
zed
b. d
iOJ c.uisdr and ;regath eli charged inns
inside
harged
run 1
c;at el.
it
I lb I
6 ha
neuron
c. sensors
sIc
51
mi nais eiaavor
accompanied ha a a):
a. increase in the size of the hrainstem,
b. deereae in the ratio or hrahi to hoda i5r giat.
c. increase r the ze n thc ron al h a
the nit tat nt assr ath ate
d. mrrcase
13. \ ciuntaaa rnrr errents,
art
I
pe ii red
uri us s. rA
i,
art.
a st in
14. A neuron
CF
IS.
ft h
o
lit
cc
the
11
id
c. Most compi
tis s t cl rc
(If One or tile other emiJN ore
d. ilust c000pie\ aeti ities emerge
gr fled dcliii x 0 I iti cii
c.
,tmt
lb
aon
ttl
dde
rd 8th vior
it
Ii 1)111
siflcps
ecU hodi
s\napse
dendrite a eH boHr
V
\ 10
m}fl ipse
ssttinrrs
produed hi
endocrint
iii
men.
h
tron 1
r
e rote
t. a mitt rs,
I i,
a
H
L
an
u er
a.
b
18.
h 10
d.
injuri
,
eti/imes
C.
cerebellum,
In
ot
ri
1K
a
b.
c.
d.
20. In
11
thd nm
o s,
called projcc on a c
called association rta
located mostly in the ar;etai iob
iota ted mosth in tht tt mpur Ult be
the brain
strengtben
lear
certain
rig
ecu
ciraectton
en
in
ccli murk
nc
groups called:
a. action potent al.
b. uenral networks.
dcndrite-.
d.
I r I Id hemispheres
C incut i r men than in
i,[t 11
or nones
,It
Stoic
hi
Junctions or Descriptions
1. o potIaL,nu
4. t\H4[
5 tern-Ha; ;rnat;on
H
6
ha nu
8.
L(i1i calosuni
riO
I
IL no
thU 1
Ia
Ha
ache nat
s
IC
beat
Ii
in c;ue it
Progress Test 2
PROGRESS TEST 2
Progress Test 2 should be completed during a final
chapter rev;ew Answer the following questions after
von thoroughly understand the correct answers for
the section reviews and Progress Test 1.
Mu1tipie.Choce Questions
1. The visual cortex is located in the:
e. frontal lobe,
a. occipital lobe.
d. parietal lobe.
h. temporal lobe.
2. Which of the following is typically controlled by
the left hemisphere?
a. spahal reasoning
b. word recognition
c, the left side of the body
d. perceptual skills
3. When Sandy scalded her toe in a tub of hot water,
the pain message was carried to her spinal cord
nervous system.
by the
c. parasympathetic
a. somatic
d. central
b. sympathetic
4. Which of the following are/is governed by the
simplest neural patinvaxs?
a, emotions
in physiological drives, such as hunger
c. reflexe,
d. movenrents, such as; walking
5. Melissa has just completed running a marathon.
She is so elated that ste feels little fatigue or dis
comfort. Her lack of pain is probably the result of
the release of:
C. uopanune.
a. ACh.
d. norepinephrine.
b. endorphins.
6. Parkinsons disease involves:
a. the death of nerve cells that nroduce a- vital
ne urotransinitter.
in impaired function in the right hemisphere
on iv.
c. impaired funchon in the left hemisphere only.
d. excess production of the neurotransmitters
ciopamme and acetylcholine.
7. The technique that uses magnetic fields and radio
waves to produce computer images of structures
within the brain is called:
c. a PET scan.
a, the PEG.
d. MRl,
b. a lesion,
53
admitted.
10. The neurotransmtter acetvlcholine (ACh) is most
likely- to be found:
a. at the junchon between sensory neurons and
muscle fibers.
b. at the junction between motor neurons- and
muscle fibers,
c. at junctions between interneurons.
d. in all of the above locations.
a.
b.
c.
d.
that
neurotransmitters; pituitary
honnones; pituitary
neurotransmitters; thyroid
hormones; adrenal
e.
thalamus.
d.
cerebellum.
54
Matching Items
1. right hemisphere
2. brainstern
3. glial cells
4, aphasia
5. plasticity
6. Brocas area
7, Wernickes area
8. limbic system
9. association areas
10. left hemisphere
11, angular gyrus
Functions or Descriptions
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
k.
Psychology Applied
Location
1.
2.
3,
4,
6.
7,
8.
9.
vision disorder
insensitivity to touch
motor paralysis
hearing problem
lack of coordination
abnormal hunger
split brain
sleep/arousal
disorder
i. altered personality
a.
b.
c.
d.
e.
f.
g.
h.
PSYCHOLOGY APPUED
Answer these questions the day before an exam as a
final check on xour understanding of the chapters
terms and concepts.
Multiple-Choice Questions
1. A biological psychologist would he more likely to
ctudv:
a. how you learn to express emotions.
b. how to help people overcome emotional dis
orders
c. life-span changes in the expression of emo
tion.
d. the chemical changes that accompany emo
tions.
2. The part of the human brain that is most like that
of a fish is the:
a. cortex,
b. limbic system.
C, brainstem,
d. right hemisphere.
p.
I.
set
9.
.3
tt
-Ic::
.1.
e-.
ft.
tt
::1:1
.3
-.
4,
-.
7
I.
C,
.1
?
0..
-3
4-
.g
3-
7
C
,f
p.
eC
fl
.0
.L
St
.3
t
re
-z
z...
1L,
C44
TV
71
p-s
ap
dd
t;r
-?
e
9.0
Ia
5
A
-t
&
cc
3
4d
-r2
ft
,
5
Cd.
z....
Z*r
3
V
4
j--7
-..1:t
59 W-
r3et
s31O-
FA
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MRI n4reticr s nan e maiig)
IMRJ (functional MRIi
28
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30.
31.
32
33.
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branstem
35
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39.
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medulla
reticulart i iatioi
thalanuis
cerebellum
limbic cystcsi
amygdala
hypothalamus
cerebral Corte\
glial cells
fron lobcs
parietal lobi.
occipital tubes
temporal lobe
noto cortex
stnsc n oitcx
association area
aphasia
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plasticity
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9. 1 x cited joI behind the forehead tlic.e Lobes are
in ci td ir ptikiv.; and mLIde univ. tncnt, and
1
juarrIrt
i.
is
59
\nswers
14.
ft
25, Lxtcr xi
a tl t
et
nds rnpnlses to
ANSWERS
neuor,
6.
DOWN
1, I anbi system structure that regnlates hunger
hirs and both emperature and contains the so
calicd reward centers of the brarn.
2. 1 arge band of neural fibers that links the right
rd
3.
4.
5.
8.
lx mispheres
tmu1us.
10. )ough rut shapcd neural stern that plays an
r po tan role x thc regulation of cmotion and
r.
I
Chapter Review
Introduc icr
1. bin ugira
2. pincnoiocx
3 ho gic
ha si tF wot
l;
h c
5 axon un hr
htatf
gic
2. hit
3 ft nxs; sx stem
so r I -r ultural
it x 5 tm,
qt
3. neurt ils
4, dendritcs
6. a.
b.
c.
d.
dendrites
cell hoda
axon
rnvcl n Ixath
( ap)
c
xi apt c
13. sir ps
Sb errin 0-on
14 nenrotransmitters has
15, cx itng rI
Sr
(harles
akc
16
dt
air
m
I
r.
att
i,
di
)tc
it
in
tar
it
ga nma
60
18. c
19.
ph
oroir
g sts
u re
cc ptc r
norpnine
stes
ntagonsts
opates;
dop,inhno; -dopa
egions of
c a
Jlsj
em
4. MRI
xous sini
I, r
3. P1-I scan
B} depicting the brains consumption of radioactively
labeled glucose. the P1 I scan allows researchers to
the brain.
2. con;ral, nerirhrai
3.nt,vts
6. brainstem
4. s
at;
near r
8. brainstem
6. a
Otic
7. autmomft
8.
si
nipathehc
11. cerebellum;
9,
H mnr
ho tic
in
spira o
Ito
I.
ii
due s
2. ,c(rcai.
3,
to; r
ton
i;cc hunt
vv;
rnnncs sio to
a longer
noiopinophrino
h 3
I,
a,
2. ft
-,
i-s
;m ,a
Ohse
:cphhararri
Pitt
21. a.
b.
frontal lobe
parietal lobe
c.
d.
occipital lobe
temporal lobe
22. motor: frontal; greater; neural prosthetics; para
lvzed: thoughts (or brains)
ii
fl..,wel-s
36. lett
37. right; play; primate
38. decreases; left
I eft-handers are more likely to har e e\perienced pre
mature or stressful births. They also have more
headaches and accidents, use more tobacco and alco
hol, and suffer more immune system problems.
Progress Test i
?s4ultipleCho ice Questions
1. b. is the answer, (p. 59)
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11
es
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hi
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ft damns s a n so a ax I.
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is
ii rs
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ot bra] n rrsrie
cc
auses the
p.
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an
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an
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nifri
i nr ttcrs
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ix
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er (p Oi
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(pp.
ft
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to
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have lxi ft d
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a a so.
d. Drug, do not hace this arm.
cf
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e If
p
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and Art
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o
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sum i it ffccr txp
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1
f Jr r
ore:prtal lobe jt ot ted 5
head and just boon the farefa p.r. ext ft bIt
s
r 1
n f
00 iprtd ib
the temporai iota. i p 701
19 d is he ans cci I ft xor r ed n t as
I xlv .1 r
PInt c ( agc, tWIa .0 hi to
diane such changes n prrsooalf p N
r
p f
a. ft nxi e t) he x r 1
font tnns nix x in foe cci ur x a
rA tout,]
h. Dana;e to the temp ra 1
hriarir
c. (lccipi(aI damoge ni
18. d.
o arrxtterthat
t or tI colltr action m uluee fibers when
tJO
tinriided hr motor neurons. Ibis function
I
inn
p Ic
ar
9.
is
ft
f1LJ)
elextruef at dx lxx
braijIs
hellunr
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x
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t
7. d
h h
am
dica
In
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fir tortex
is ft
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is
20. c
tt
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dp
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It,
3 e p 3:
4, f p. 6
Brain Damage D p
1. a
2h
3c
6.
ps
10,
11.
in pp 67 ft
3e
f
64
hapter - Neurosdente
md Delia
or
Psychology Applied
%Iultiple-Choke Questions
t.
YtOtLists
tn
t&Cw
1..
5. c
7. a. st& ins er p.
)
56
b. Because sOC has reached her threshold, shc wili
prohabh fire.
c Inc tn tory pcricd is a resting period
Because Jon has reccis ed a 1
arge number of na
tatory messages she is ill not he at rest.
d. c
sIw: snota em
8. b. is the answer. Simple rcflees such as this one.
ire gos erntd 1,) aui. ity in the autenomic ncr
.
)Lr
2
i.,
65
Answers
15 h
a
is
as
ai i
1
later mscarth clearly showed it d
16. a.
is
1
0
t
sO
sensation
uvQv short
ih a at
nus x
resp
Key Terms
fl riting Definit:ons
1. Biological psychology Is the studx of the links
hetmmeen bislog amA behavior. p. 4
the his e building
2. ftc neuron s ox r cc
3
hlo k of the nerm mu sntemri
si m e ti i Pat branch
3 lh dendri es
mng cxtenson,s ttmat a ,,tmx e riessanes from other
n rr sills md co d n t imp mdc tc mm ard the cell
,
t(oi It
e axon
4 1 5
t
l
l
1
cx
e snO
Pes toiL-nm
b t
p ie
tos r P tv ot oem.
c i
c. hi te np iral lobes a intain the prmniarx projet
mc s t r hea ng ar d, in the left side, ire
t 0
hcsi am ivsd in largoige me
ain the prmmnarr prsiiee
t
d. The oai pital lohe-. con
s f rmsr
t i
I
a ox me i
t,
nion
sends
oscoor
gland ma
s oe hmat
o 1
m
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spox d
mis
lmelpc
id
sr-.
segncna5
neural Oil. 1w ip
6 t m action p Re mrial a a 0 mm I ir pr a ger crated
rn-m cnn-nit ut p. ;ihm slm eharped atom in
mbraue p
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5.
si
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r
F sFlo s he s I
me nmro to
tl., mat l s .x dat. a.
t
1
P t n gei cot and to A ii it ide. t
66
(Ii, Or
8.
itt
ps inn so
it
lrorn nearer H
10.
opiatehke neurotrans
asked to pam rontroi and to pleasure. (p.
u
natur
Loiotf
ii
Uti5 1?
pa n.
rt f
str n
27.
28,
29
10. 9
Vot
r n
is a
tcrniac
a
11 n to. a tiot .01 i in: :catrat H
to a -J-s cod 6
a,ds, (p. 62;
1
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ix
it
ti sx tern
o i mc
cr ms s stcm tha controls tie
dod- ard the ntu-c!e of internal orpans and
t rc u m Cs ntcrna tot tic tar i; i ie uiatcs
ft 00
is cna
x
alp
t
24, Neural networks are i ntc non nec ted neu i al cells,
the specific connections of which are strength
ened as learning occurs. (p. 64)
I ido p ins
c.
22
61
neuron. (r
ronif lcurzl
21
30.
31
c rp ted tu
cil blc in hi
a d ticrtfore
p. 001
67
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na be gaa deal cut pain
)T)I
lIne
,,
iiihbit. \n
ik ti totn
5
tit. ..f.ur carnple, b
tt
ft
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it
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Liii. at im mu c Ce-i. U
tonsciou-,ly 0 ci -ici
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km automaticalh tat. c. nt c
e :Ictv i : cc
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er t Zc
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i,cating u ith thousand-.. ot etluet
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it
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69
b.
-
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70
lire B am
ikr ok
as b at a.mr beads What this means is
hat
u ubjee is s foe that the essence of your
being, your nund, resides in your brain, which is
i msdc o r head I he brai m in our head allou s us to
uI ctiou pss hologmea!lv as u eh 0
s phs sicalls [In
dad ,S It 0
tc b
d
0
,
s:irr:is.
:i.tr)
71
syste a
tasting
Pace hr. In a sense, axe /c ixax c cam /;; hi, /ack of inr
to xc iS al ortea tor
i
nmd II r etc cc xc
occipital lobed .xhmch proc c cses a sual mnformnation
and is located at th.e rear m f th hran, So, ut a xxax
ith th c e but also
t ast d re
seci ip
inyoh es spe xal ,zed am c a at th.e hack at the brain.
P up hr
I a
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a
r
a i hi Id K nursemaid and takmn can at the
ti,
1 lc ch ld needs Glial cells perform
ti I hem
s
r as ha mok ng aftcr the ncecl of neu
nm
a
hikc child remy cannot feed or insu late
huh.
xx
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ad pleasant-
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st xx
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People haxi nad thehr cindi. cam asnnx ccx ered
ar r ) c a r I
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s xci. a ix Im
Pad 5-p Pa in
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tuac cn g
tad xa x cud
72
(ha ter
ire:
(a
i7eic
3\
CHAPTER OVERVIEW
CHAPTER REVIEW
First, skim each section, noting headings and boldface
items. After you have read the section, review each
objective by answering the fill-in and essay-type
questions that follow it. As you proceed, evaluate
your performance by consulting the answers begin
ning on page 87. Do not continue with the next Sec
tion until you understand each answer. If you need
to, review or reread the section in the textbook before
continuing.
and
backgrounds.
2. Our similarities as human beings include our
common
our shared
ability to use
architecture. our
, and our
behaviors.
in psychology deals with
question
3. A fundamental
the extent to which we are shaped hx our heredi
ty, called our
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aIR1
7. Corny ared
eqnalx
amy Ic of a
ditfcrer cc
8. \len oax e a
1 lower;
higher
s oreattrac xc
ii
11. C rtr
5 -x t
o th
oiu
n
marx axplanaton of the gen
der se oalita difference argue that it otten xx erG
s
tori
sc
iou
d c
14 t c lotr ar
sycholog sts coantcr thc criticisms
hr notr rn that the sexes, has mg faced sinrilar
adaptix e prohiems, are more
tahke dittertr U than they are
alike lmfterc
i hcy alsc xote ti at cx olutionarx
mncip es ottcr testa h
.
ik v to engage in casual
mrnpulmve sex, and thca are
actix ty. fh
4,,-
410
nih
truc
cc.
pp li4R1lN)
traits.
4. Ra-enzwrag 1
od Krecia discox ered that rab raiseu
tr ma a young age in e rirhcd ens irt nments had
ta kc
tr e cort
t an ann xals n cnd ir rsoiatr n.
Describe the effects of
dcx elopment.
st
77
Cultural Intluences
3. Fptrwnce hapes the brain by pre.berving atiCOflneCtiofl% arid 4110Wo -%1
U.
to1nttiOfls
in.. uflust d
re%ults
1 lV proct%%. called
%
by
LnUS
dconnec.tkns
ii w
,
Obectvc 17.1
inwh, cs1ouldbecarc1u1
can
J%s
soaut
t
d on
to fulure generations.
n s mat culturts
ii
thc enii
r ta su h
ronment cbling. shate at home account, tor Inc
percent ot their differ
th i
Ci. C.
Objecfvezl I rd
sne p0, anm t at
time.
5. CuLh:rec ch ingc
slowl iap i,
Mar ..ancs l4 a.t n ulturn iai be ndn
6. 4
ien hi the Jixi et t ts trrn.. of
lb.. rcd ?
-ni Ii utitur..
tr .je!jttiP,r
d n K is hciic mr o in ofthe
in,.. isnids, pP rq%, or epre ski 1. I 1 flit
h th, apptar in the tet, retir
..c.ntt fl
raicqlanatmw. 1
6
r c
.dtara %rfljrg: i:.., n ,C.I% tig c ,j4
. ..cII1J: J7flJ ;ftz%1;.
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thansz.-s is much
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,ind tx..
id trar nutted Ire ii
.ittitiijes
Objecthe 22:
Itc.s,t
turo em..
B. C
sr
ft
ft
i
1
.. 1.4? it c
uali
rnanh imii id
P ti,tcul
n r cron I identit.
n .
pt
ri
1 cts
tf
alueper
b c
:1
c
o..ut ir
Ja
luns
78
C p
Natu c
9,1
a La
rso
eo n
ad
it
cu nl
10 V
ci
of
and
and
f op
a alec fur dew thea sutfer store
i
cult arcs
and
eeiawd dtseae.
Objc we _3
di;fers
iii ICdi\
11. C re
and
eninnasis on
re s
e
0 so e racy s that child rcanng
idealist and olerUvjw cultuce
leinotiona I
close
de cndcn
ft he childrcn many
Asian and ftfrcau parcnts focus on culth ating
stow
4. Aggression is defined as
12 ( aaildc n
or
women to engage in
,and
er
st
te-neisen
a
c
at \
o
it
It ix
n
U ar of ie
a d-, phrase e e\presslons in the
xci Ci Ccv ippu sit
tex,rcter
,a n
;41,,rc c,,C
Cc
to c Cli cc
1.
\;noxp a nr
1 ir
t hi
Ci e N i
a rt
ession
setTle
how naanvj
-
Fox
ur
rertaus r oltures.
10
coice icd
r r ci
r Dug
tIc
IL
t
cci
tIe
12. B
nd t c ntinues throughout
t vcars. (,irls ptay in groups that
md e
id id
tui n to c thc rs or
ci oping with
especially
d
r
err
16. Sex
nBc
e
mu so ins
t
ti
for instance in
sociehes there tends to be
.
1% (
women
cor x ersation 0
13. hr
and or ci
)ys g rps
14.
79
that
In adulthood, part of
Ia 5 mini
oh an area mx olved hi
u m y is thicker in ix omen.
lobc a key
ntro
pi
stF kcrir
20. According to
theory, children learn
behar
gender-linked
iors bt observing others and
being rewarded or punished. When their families
discourage traditional gender-typing, children
(do do not) organize them
selves into boy worlds and girl worlds.
21. Another theory called
theort, combines
theory with
According to
this theory chddnc m learn how their
x hat t mean s to be in ale or female and adjust
their beha ion accordngly.
I gg es the a ad.
sc
b
c
1. A
hnernes more and more irrelevant to poxi er and
ci.
etfctts
ix
is
it
a
[fiN.
-t;
incnts
6. Through
natut ai s
likelx to he past
are those
3lultipie-Clzoice Questions
( hale x our answers to the following questions and
chin k them with the answers beginning on page 89. If
your ansix er is incorrect, read the explanation tor
nw it is incorrect and then consult the appropriate
p igc s of the text (in parentheses folloxi ing the correct
I
C rnpcralnents.
h. per.onaiites.
a. religious beliefs.
d. emotional reactivity
b.
sun
i a
is
Ci
ta
ha
mate
taxi-
ar
at
tier
I Ic
bs n a
ii test
8. txu
sri
fcrc
mx
Iron
-\,ri
draxxi:
xxlh
a.
Pu
eputanti
I
hixe ci I Ilt
in
lb
xi ut-i
1. r
scan
:
Lafim
--
-cc
nurrunat
c. .iendr
ci. a\uitn4
-rcx
Ci
ii
tatti
cx
iacscuzr
:rnfl
10. Lnlhsc
gie
It
rt1at- S-au.
separate
a.
frIar
b. d
c.
ci
Inn
ai
C putt
a,
1,. 1
c.
ci.
b. xeutht I aril
3. ci. Pie, had cultures:
a. pit e prioriti to the goals of their groups.
b. talne the maintenance of social harmony.
c. tinter -ocial interdependence.
ci. are haracterized hr all ot the above.
tag
sex
feC ann
Dc Ii
Ia
a
.-u c-
1n
1
ci.
b. Wor
lx
c Mer
a.
d. molecular biologist.
i-L,t Nantrha
1
rtfllcla_j
a
4
ci.
,a
:1
cx
e
9
t
ci
7. \tc
der a
aM
r).
ax
called
PROGRESS TEST
-.
..
c. adopten thuor a
t a ms cx
ci. identir
n
hcn
u
1
-ii,i
a. trait rnai tW
b. ictenthJ cxx
is
.i
cci
5.l)tthsin
of
Nc
cc
tenl that
xi
in
coin erging.divergingL
ax-
i\ :tcx
lit
nil
at:!
1
a
au. I r
Progress rest 1
11
81
and female.
h. the biological definition of male and female,
c. ones sense of being male or female.
d. the extent to which one exhibits traditionally
male or female traits.
17. Ihe fertilized egg will dcx elop into a boy it, at
conception:
a. the sperm contributes an \ chromosoIne.
b. the sperm contributes a i chromosome.
c. the egg contributes an \ chromosome.
d. the egg contribute a I chromosome.
18. Which theorx states that gender becomes a lens
through which children x len their e\per iences?
b. sociocultural theory
c. cognitive theory
d. gender schema theory
XIatchi;zg Items
dcnsnption.
T
Functions or Descriptions
1. \ chranesume
heritarcl:tx
3. trcttnnh
S
5. D\i\
6. identical
7.
8.
9.
0.
11
\ chromoccinre
gender row
gender identitx
gendt r-tr cing
enx iron ment
a.
b.
c.
d.
C.
1.
g.
h.
i.
j.
Nat
EST 2
PRO
a ha
1.
; P
cinestionc after
r Cr
;ndrnrad Ode
onna!\
tin
hag
naocr
Fhit
I ct 2 tond Ia
roar-
Choice Qziatio;ic
v has a total o:
hnrnnn I
ct ott! r
)sc a
a.
re
b.
d.
3
do clapnaent ha san
oat
tens
;1;-)san
Tic On a ci
a.
ocoorne is
nce
[hat
n ra a
makes up
rent or
bust defIned
as:
genetic
iOOlcr n Ic satatning
D\ \
ni It tc
s
ton
the chromosomes.
in
h
for
u tior
ii
makm
an
OCr,
its a r
0
tr
fl(d h a sit n a <sun a
n
,nn d tar inant genes acting together.
t.
prcca Ia tue.
ci.
b
5,
\p,i it
ns
as
random errors
in
rcpli a
h tiadI
n I nah
In
a -Its
5 o
an rn-i F-
at m ng
em
sls
I a s me attitndcs
o woaklr gun lrr
F a
;an
,otlticrc on
idcnIn ii
run otr
or dttfcrc
7. 1 volutionary explanatioi
t carisr
in scruahtr has e been eritin
a. they otter atten tIn naa cxolaoauons,
h. standards of atrraetn eoe \ art a itO lion and
place.
tn i
t kcla to
sacti
iO
cgnr on
a, in
It rath
ct
t tattot
Progress Test 2
Jima
grow up with a stronger integrahon of the
sc i c of family into their self-concepts.
b cx u t grcater shxness toward strangers.
c. cxliii it grcater concern for lovaltr and social
harmonr.
d. have all of thc ahox c characteristics.
or
83
1,, DN
c. testostc tone
d. oxygen
temperan cut.
c. prexcut ncural conncctons from degenerat
ing.
d. do all of the ahox e
1,
monthoids.
3. Research on txx ins shoxxs a substantial
genetic influence on a ttitu des toxxard
organized religion and many other
TrueFalse Items
coin mun
18 C hildren
c ire raised by parents who discour
ira t ia bender typ nty
a ir Ic s ikely hi display bender-typed behax
iors t xemselx Cs.
issues.
4. As environments become less similar,
heredity as a source of differences
becomes more important.
5, Compared to identical tw us reared in
different families, fraternal txx ins recall
their earls tamxlv life more di ffercnth.
6. Parents ha cc a strt niger ,nti ounce than
di peers on xx heftier a outh starts
0 km
7. \atme setects hchax icr tcadcnies that
i rease thc
c lihood c i nding one s
gcnes mt f c uture.
8. People t on ndix idna 5 u tu es say
xx hat they feel am d xx I at they prtsume
ithers feel.
9. Parental influence on personality is
more limnitcu than popular psy ioiugr
supposes.
10. \orth Finery ns prefer inure pcrsoiuit
incikcns,
ii
OGY PPUED
SY
n ha c ax before an exam as a
un undemtanding ot the chapters
in
a
2.
to
ohs
c-
usiiain
Li
;x\
tf
11 a
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,,
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psxch ia st.
ae mei,t
Ic-i
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ii
i ii
200
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Because Karen and
ra
o or a mdcntmr a x ins, it is not surpris
s
a dmterent personalities.
a P
macb n toe most impurtart factor in person
It K, n had a .m.ter, the two of them
a I- pm ob mhix he mu lx more alike.
x ol t c ndivrdual genes and
r c
a c aunts for the em
I:
a in the same farih
r c
nIl
in
more
r. hmthr nt
a.
b.
c.
d.
biologically predisposed to
a. protcet their offspring.
b. fear laeight-.
c. be anracted to tertmleappeom hag menaher
th,e opposite sex,
d. do all ot the -hes
10, Ihe bcritability
genet ally
fa traitw
hrg
meig
mdix aduals ax ho p w up in
enx ronnac ia 5
a.
b.
c.
d.
It
ot
dissimilar; dissiaaaiiar
elissimnilai; -inailar
similar; simtlar
sinailar; dissinailar
Psychology Applied
Ii.
d with neinomtr
a. ue cons ersatjon to communicate solutions.
b. emphahie freedom and selt-reiance.
c taikrnie acniy
o
ftf i o c
d
(OT4
ftit It
b. esst an lhrercent
c approx imatt h 25 pecent
ci. approximately 40 to Sit percent
85
14,
c sa
c cn?
Swir imcrs sw m tastost during competition
aparnct other swimmers.
b. SwImmers with certain personality traits
s5 hn fastest during competition while those
ith
or or on lv traits sxs im fastest dur
sin
ug
al
c. & thc a crgo dahx temperature increases.
salm nt ice cream detrease
As
d.
the ii eragt da
x temperature increases,
0
ale f ew
li
ctac
a
86
Essay Question
KEY TERMS
Writing Definitions
Using your own words, on a piece of paper write a
2. behavior genetics
3. chromosomes
I
St.
flk
L-NtX
5. genes
6. genome
7. identical twins.
8. fraternal nvins
9. temperament
10. heritability
11. interaction
16. gender
17. culture
18. nornr
19. personal space
20. individualism
21. collectivism
22. aggression
23, X chromosome
24. is chromosome
25. testosterc,ne
26. role
29. gender-typing
30. social learning theory
31. gender schema tneorv
Ansl4 en
87
Cross-Ciiet k
s ,on lewned in the Prologue,
rex V
a V ix er earning of
matc rial arc m portant to the ]earn
jog mroce, Atter r ou hax e written
the definirons or the ker terms in
this c ap tr s( sh iu d complete
the (ross rd puizle to ensure that
iOu can rer erse the process
reLogni/e the term. given the
dour tior
.JhJ
Ii
-1
12
ACROSS
6. Parents xx hose personahties
7.
9.
10,
11,
12.
13.
14.
15.
16
19.
20.
1
b n it h des ance to their
1-cl
hildrcn s pcrsooalities.
CompLex molecule containing
14:
the genetic information that
is
r ak s ap the chromosc mes.
I I
+
is
Set of expected behaviors for
L
those n ho eccups a particular
soeiai poston.
[NT
\n ur derstood rule for expect
and cec pted hehax ior
The hrologiral and social char
H
acteristics hr which people
detine male and female.
.1
he enduring hehar iors, ideas,
thtudes, at d traditions shared
8. Ones personal sense of being female or male.
by a large gronp of people.
17. Another word for heredity.
Environmental intluences on hchax ior.
18. Segments of [)\\capable ot synthesizing
tow rd ng t the cx olutionars perspective,
proteins.
voircn are draxsn to healths hooking men who
are also
ANSWERS
Behax br geneticists often compare the traits of
a f opted ch Idren to those of their
parents.
Chapter Review
Sc u Cc t a or eti dix ersits
1 he p oportion of x ariahon among mdix iduals
Introduction
that ran he attributed to genes.
1. persenalitim. intere-ts; cultural; tamiiv
Thrradiike stiucture msdo up iargeh ot D\A
2. biological heritagc; brain, language s )cral
ii
I
3. nature; nurture
DOW\
he sndx o
n tatix c power and i mib of
n t
n
sir r mcn al h f onus on
iha
r.
2. uhtieid or pveho1ogr that uos prtnciple of nat
01 a I scitctieo to explore human trait and hohav
1.
icr I
tO nc achird pendsonanother
actor
4. Am imnuenc t
c bnrincncc,
1
kt e thrti. h
dx ehlorer ergamzo their
(f
ii orlcr ale
Ni
)fn
un
ac
ut,.
i urian Di nsa
if
1 \lt)I
hut
it
I
11
12.
epi
13.
eH!duif,
icc:
lull
d,ws
ni it
1I
1
16.
ci
21.
a
pri
n ft cHar
gtniu
inn Hal
1, culture
rient
rafern,iI :dentccal
n5es
iuI
I
Eon linen
\atzrc
.1
LI mdcrstaadzug human
PctjcIzr
0gm
0.
!l(tiO4ists
cci
5,
5. slowh
c run
,i,fidi
lo-i
alt
5t11
9.
551
rt eric
ct,,,,i,.
sft:!
10
Ii
hut
6. technology
7. faster; gene
pool
strol)
ur
mdc p d -nce
8. mdividnahsm;
W
ala
c
achesement; I inch t
Fnrope
9. collectivism; interdependeocr fra,f:nn larmw
nx; Africa; Asia
aria
a
8,
chdrearociz
4. personal cpace
23
4,
to
3. norms
wa-s
-i
manners. relinious
Cultural Influences
ci,
18
20,
erso a
7. political attitudes:
beliefs
pi rsonahty 10
9. peers; selection
In
1,
II.
on
ideper d nec; c
ser
12 lair 1k self
13
13.
en!
ci,-: a
14.
1: ;u
mailer
dfttie-us
Gerzder Dctelop;ne;zt
Inc
Pa
1, 46, 4S
2. fat muscle si
dicordem c
c5
3. suicide;
4,
I
sin
ti-
ii
ii
un
I
r nst
ii
rft
fin
atisin,
alcohohsm;
in peracfn fs, 1
nt:sct
-it,
-i
tc
fit
1 era
P
rhul
mdc
It
rr
it-f
color b-tin In 5s
-Hf dis 0 IC
Answers
6. phy sical; x erbal
/
ate
solutions
support; stress
t imboxish
schema;
social
learning;
cognition;
schema,
Reflections on
ggression does
10 Co ncctions
89
8. b. is the answer.
Omen can mncubate only oils
infant at a time. (p. lit)
c. & d. [he text does not suggest that there is a
gender difterence in the strength of the sex drix e.
9. b.istheanswer (p.IIl)
a. According to this perspectix e, women prefer
mates with the potential for longternr nurturing
mx estment in their joint oftspning.
c. While nien are draxx n to women whose waists
are roughly a third narrower than their hips, the
text does not suggest that xx omen equate muscu
larity with fertrlity.
d. Excitement xx as not mentioned as a criterion
for matmg.
Nature
and Nurture
Progress Test a.
Multiple Choice Questions
1. c. i the answer. (p. IOH
a., b., & d. Whereas cx olutionarv psychologists
attempt to explain unix ersal human tendencies,
thesc researchers mx estigate genetic differences
90
I
I ha
I !t
O\
Ii omio1ae
i
g
the
1
o
ru,
ncr.
a
es
0. &
c.
r c i
thc principat male
t
s p sent i both 1cr raic s and males.
creriIined or tOt ex chromosomes.
0.
hte
t.
a 130
icr
crc
am ng theo, gender
mitat on and reinforce
he
9 d
Jseoe
of
cltsl
isis
la)
4.
1
in
I 1.
12
8,
El
1 i2
k(
s Test 2
(ho
Tultij
inse,
fs
10
ONO
(tin J
.-
,1
Ots
6)
ci.
ton D\A.
d
i
Quest ions
ci p. Q6;
of the human body contains
-h
d
b
r ire
1 i arsuer. (p. 9N
0.
a. I i,ctcnes arc chemical messengers produced
fcc id tine pIand,
s
segincuts of DNA which are
I. C
c
if 1
k
t
-,
9. c (p. 132)
10. i(p 132)
11. g(p.96)
C)
b. i_lip. Di;
Lip
ogr
Pus
Jti_
iuti_ Plug
c cod
fo sy nthesizing
cr
c
Ic
b
ci
110
s
tics
&
re ar
d. hic 6
ar
n re
a tcpting ot casual
sex
v 1 2 113
0.
10)
-a
& d.iC.;ct it-in a raised in difrerent end
nc ei a rated dentica) twins often
nnior iiciudmg likes, dislikes,
h o
red pnmarilr by
genes.
Answers
1. t (p. iiU
2. F p. t02}
3. 302 iU(.
10Th
5. J
6. F (p. IN)
7. [(p. 108)
&E(p 122
F(pflO3)
9. 1 (p. fib)
10. F (p. 120)
11. 2 (p.IlS(
Psychology Applied
Multiple-Choice Questions
1. a. is the answer. Ip. 96
h. D\.\ js a molecule.
d. \\ hn knows?
4. c. i_theansner (pp. 9s, 102)
a. Although heredity does influence certain traits,
scie;: a )utConnnes5 an,d emotional instahilits, it
the Interaction ,if heredin and experience that
ltiniotely r ds peisor alitv
b I her s r
ngle a st important factor in
ers
ii
t
Mc
en cr tc r the samc reason tw o
r
sisters ) brot cr often hare dissimilar personal
diec, a sistcr n 1 brother may be x err much alike.
d. Karen an lohns case is not at all unusual.
5. d. is the anse er. ion, i14tiTh
a. & b. [remetu cc birth and tetal alcohol an
oronie (discussed ;n. a later chapter) usuallx do
not bar t t(u etfe t a the dis eloping, hnin.
91
I ssav Question
Key Terms
Writing Definitions
k up hc chromosomes. (p 96
Genes are the biochemkal units of hcredity that
make up the chromosomes; ther are segments of
the DNA molecules capable of cnthesizing a
protein. (p Q6)
6. \ genome is the complete set of genetic instruc
to rs for making an organism. tp. 96)
7. Identical twins deelop from a srngk tertihzed
i t splits in tu o and therefore arc gc netical
l d ntacal. (p 97)
,.
8. Fraternal hr in,
lertilized by (lit it
more genctiv1ii.
9 Tempra nent
a
i
erno
10. Heritabl t is
inclivdu l- n a I
It
p 0
crt
0
ii!1[L
to
P
th. t a-
0 0
tactorCurritJ1,L
intcliiginco at ahoai
ca
U
11, An interaction
3k ti)
oc
br (so I rs ca-s i
he
tor (s c
(p
a
Ixai
B ao
dc
erniicnr nth I
ifiunced iCtUt30a-t v
a- an interaction c UUO
hereditr
12. Molecular genetics i ii U -ia i 0
seeks to id nIHy
speuri I or ir
ogy
13. tivolutionary ps c
lution o hehax ior a- tL
pie, of natural a-lw ti
14. Natural selection a- ta- ca hat
that ttat, that c 3t1LtI
i
I 00
survir a re the
suca-edir er
15 Mutations arc
that arc hc a-u
Iar
at. a
00
OU
17. F culture a IF
tudes
people
Ira
19 Persora
I
a-I
roun
pace
Ia-
20. Individualism
lam
cr group a
term, t Pcr,3t3a- lit
identti -0101 p ha
tO a-a-
o\
21. Collecti
It
003
to r
a-Ott
,in;(w
sc
r
-
93
Cross-Check
ACROSS
6.
7.
9.
10.
11.
12.
13.
14.
15.
16.
19.
20.
DOW N
1. behavior genetics
acloptis e
D\\
role
norm
gender
culture
nurture
affluent
biological
mutation
heritability
chromosome
2.
3.
4.
5.
8.
17.
18,
evolutionars
interaction
ens ironment
gender schema
gender icldntlt\
nature
genes
twins (both
)
a
irakesesseof
with tied games
tul foist and a
c ids (tint) that
n ani Dad tart
i nm
ingcads
cx
cntc thc roff
si
bc
v me nmg
I
Sr
b tdepcndnor
in hart a ymm for
Ft kcntegc G F a
I d rcbp toughened
c ptation to tnt tion
em
I ide
v ap ily is a common
ie i t uJn of hnman
or pit! if. Vie
I ott Ii cat) homeer
refc oces tend to be
) it anous foods is
f omeonc doesnt
tt
h s feet wifl become
d iptation. If a persc n
o
hi i-et n ill bt ten
l
I r it) this is also the
i cia sr
Horrerer it is
c th difference betas een
v ad e i Ie;fot tradition
s
o
F
c
r
ci
t c
r
kr
ras
iris to ranchmg
nd s
iris
nsed to
me ett e r c or pcrsonaht is
e it ens ironment is like
I t,d silo t the rrsolt
arc of a spice snch as a
I
determmn H by mul
lb Otis ioush
ou
I
itiou bcthlcngth
j La. c nc stir sic are
r As Mycrs notes
r at dde en cs
ot g nctc
f
t c
dctcctrc [us
r nra and solve
c
so daiccu
I c ge its responsible
c bat c
r
V
Ic
S
I
Itt
it
F
c
F g
I3ut as
s s
Flu
rd mamsing bot i iope r
prrblems. M\crs i u
t
cp
ruth tiso cutting cdcc
the fact that progress has hi a cI
tire (hopeful possibil t ts r
i
ethical issues an I lit cut F be
d
t
a
cc
Hi
in
1
ic i i
5
Pogc IOh mm Ii ctrip 0
Ft
pe rate need of nionev ( i i
)
Ii
rd
researchers setec hr et i c d
y
friendliest foxe fror r c a h it 30 r c
r
r
f
40year penmod. the picscnt enccd ) to c
or
to r
tionate docile and eager to I isc
funds for the finaucialli 0 it te
I
institute they are being niarkccr i
u c e 5
Page 108. But the tight geneti a
i
ose
res r
humans Just is a dog
a strap or cord I cod g nes g en It I ci
the faints rigid a fixed oath rn of
it arc
many animals In humar s hor r en
ci mc
ci
mnftuentiab thus the usoa]s s r r
straints (tight gee It met Ii) o a. alt
cc
mined way (0
Os )
op t
Pmy 110 (Diem
among mates us lb tradi or
(Heck & others 199 licre a
ences in sexual r aluc s
reflected in dffcrcn
u
Mates ( sp ci 1Ii h
ft natcs tend I a
II
andncnchaantj
mc ttc
i
it
cittie
gric
cut
I
r
die
Au
it
I
i
mc
it
rc
I
Ii,
F
I(Mc as
e
ccii ng warn respor cc
wilt typically mount rp et a
friendly female s bch r or e
tiontoharecex(ms
a r
base stor nthat c a r
attribute a a ornar s t r d
na
irs
95
Page lie: And society reintorces such parentblaming: Believing that parents shape their children
as a potter i melds clay, people readily praise parents
for their childrens x irtues and blame them to their
childrens rices. My ers suggests that hecause some
factors that affect development are under the paremits control and others are trot, it is not appropriate
to he judgmental. We should he slower to praise
parents for their childrens achier emeim ts (childrens
virtues) and sloss er y et to be critical when the
children do not perform up to our expectations (ehil
drens sicesi. Children are nor smmpls formed by
their parents child-rearing abilities (as a pet/er mne//s
clzu) hut rather are influenced by many tactors
beyond their control.
Cnltnral Influences
Page 119 We come equipped is ith a huge eereira
hard drire re,ein te reeeiee nma;ei mn:m/:/teN a mt/tmtr,/
setaame. Myers b eomparmng our capacity to learn
and adapt through cultural tranmthsion mc that ol a
computer s ope atng syUtem ( ebra ma
irm
whi h, like
I non s cap hh ct ca sin r
large amounts ot uforniatu
tIm u I piot mmn g
(yigabn/e a
1 cIt/tat a? ita
me yeui/ ;naebnm.ru. Everm
t
PNe IA): Yet, norms amL,i-e i
society lia its oss ii rules and regulations about
accepted and appropriate mode of conduct socal
norms), and these standards differ iron culture tc
culture. I hc se p o c riph is mar mm cmii mc s set r
unjust or seuelem. but because they am e knosm u aid
nrttr
I b
I K
ot
a c
eagle
ther s
ri e the function ot
guLlet f/ic saeiiii
-on -,rnothtv (t
;eii
t
a n ix
a
it
i-Cu
1,
ii
iI
t
1
c.radn Dere1opne;it
;erdcr dtturences snifrce ear/u, in
M r s ar d ternales differ in their
hi
ng H ,d a c ta/ness), a disparity that
at
I
S
ci, a am a x ornig age (sti iees ear/n). Xhen
or
tend to engage in competitive group
1 ci
c
0 S a itS r much close, confidential, or atfec
rls ti picallv are more intimate
e
o
pla in smaller groups, fre
er at
it
h
a
,cth one trend. and the are less competi
a an.. ilOI so tpornx e and empathic.
P
sr
aar
I
______
Through
the Life Span
Developing
CHAPTER OVERVIEW
Developmental psychologists study the life cycle,
from conception to death, examining how we develop
physically, mentally, and socially. Chapter 4 covers
physical, cognitive, and social development over the
life span and introduces two major issues in develop
mental psychology: (1) whether development is best
described as gradual and continuous or as a discoin
tinuous sequence of stages and (2) whether the indh
viduals personality remains stable or changc.s over
the life span. The issue of the relative impact of genes
and experience on behavior is the subject of Chapter
Although there are not too many terms to learn in
this chapter, there are a number of important research
findings to remember. Pay particular attention to the
stage theories of Piaget, Kohlberg, and Erikson, as
well as to the discussion regarding intellectual stabili
tx dunnp du
t1
1
Xnting iretulix prepared
answers to the sectIon preview items should be espe
cially helpful in mastering the material in this chap
ter,
NDTE Answer guidelines fur all Chapter 4 questions
beg in on rage 115.
Introduction (p.
139)
CHAPTER REVIEW
First, skim this section, noting headings and boldface
items. After von have read the section, review each
ohjecth e by completing the sentences and answering
the questions that tollow it, As you proceed. evaluate
your performance by consulting the answers begin
ning on page 115. Do not continue with the next sec
tion until you understand each answer. If you need
to, review or reread the section in the textbook before
continuing.
gradual or abrupt.
4. A third controversial issue concerns the consis
tency of personality and whether development is
characterized more by
over time or by change.
97
98
)
Objectiv
and xpiai hon sear
infant sern nd ej
cr r
9,
Anmrhan
surtace
3. 1 he egg and sperm
become one.
p.
he
br
er
in t
in
beIicv
from the man that
I h len
reac.h the egg release digestix e
s
that eat an av the eggs protective cm ering. 3
eggs
the
egg
the
penetrates
SOC fl as one sperm
iii
nicn
Fn e some
horn sci s r c
4
u
al
tacilitatc s
fuse and
menta rcs a
form of learr
p cc
which involi e
nip nit
rcpclted
sI
proc clu e
can di rimi he
ii
-.
o do no kror inc
thin
on
x in
an
Ii
L
Inr.t
11
Li
sF,
,L
tic
ijt
Lii
99
because infants
memories do
1. the dcxelouingb am
m ci undur nroducc neuron,. with the number
peaking at
tuhat
At
birth the human i rx ous system
V
age?c
and
organize
concepts called
and
strengthens othc rs
4. Biological
infants
,
pass
(rnafor minor)
V
Ic e
01
dr
t n r pid develop-
a
,
etect
enccVha
associated
and knoxvin is
Oevciopnient.
activities
or
the mIlestones Of
I he
months of age.
ocOavIor.
flN
000
nVI
neon
ca
1
[ICc
ii nderestim a ted)
young
demonstrated.
01
ukthc IfeSpat
Th.
rJ.r.,
itL
tscfisibstmce
n the aape ot ts con
I.
c .n
en iv
.:a r t .r.. i-.i ailed
4 r: .it prest toolers
.r t lOt et
ne tot det eloped
iiac
in ri
20.
n
.
ab
th
rc
ii
otakc.anothcrsper
hi -acqumng a
cone
a iedi
v
nd
h.ugh tan.rete
idre icsu t Ii
4
26 Piigetbclic.seit
nd a cm t
abilities neded o om
transformations and on,eri ation hi trout
it%irs of ace. t this tuv
they enter the
stac.
27 In Piaget s final stage. mc.
stage. TCctst)flflJ expand-.
from the purely concrete to encompass
thinking liaget behuied
this.,
F a
bq
ntocntc.
mostchildren
at. \
Ia.s
;, Ln
24.
-t
-.
In
Objectivell Define
ia:
become mobile. a
ntit
rear, .alhd
cmerge
29.
tisfa
er c
a,
id en
wv
101
mg another with a
uhen distressed and a
which to explore,
33. In some animals, attachment will occur only during a restricted time called a
Konrad I oreni disc ox ered that young birds
n ould follon almost any object if it were the first
mm Ing thing they observed. fhis phenomenon is
called
34, 1 luman infants
(do/do not)
hex c a precise critical period for becoming
attached.
Objective 13: Contrast secure and insecure attachment, and disuiss the roles of parents and infants in
the development of attachment and an infants feel
ings of basic trust.
35. Placed n a research setting called the
,children
ci tix o patterns of attadinent:
aft x hment or
attachmei t,
( ontrast the espoase of secured and insecureli
attm led nfan ts to trange situations.
months, then
(gradually declines/remains
constant for about a ear). This is true of children
(in North America through
out the world).
38. According to Frikson, securely attached infants
approach life with a sense of
42,
as no
is
i,L5i)t
in
olost infants
int,,t
lii cr noise
(dx
105 1101) constitute a
der eiopment. I liglu
..a a
care
Pc
rOOssN 01
sarm, supportive
adniN
Ot
er their ih es.
c I a I mm ement of childhood is
,which
clopic ofa
raost
age
children hr
n
45. \
hr
i
cc
and
s en the ages of
is hen hildren begin to describe
is I ger der group memberS
I lop
a!
cc m ml Lb uacteristics of children who have
a in sit Sc %et;nlage.
oh!
Adolescence
is
hctsveen
C5
hfrw e 16; 1
r
c.
q an
p a
so ru
redited tc
!y
,,
d to
parents
S
c xc
arc nt;.ig.
4T
first
iag
ii
)t
dot eloping
A
as
d
ri
i
tr o gear aeriol if 1
hy
ide
Icfri ut
Adolescence
and in boy s at ab )ut the age of
[his growth spurt is marked
by thc dc c lop r nt ol the reproduc tir e organs
and extc mal geni aha, or
characteristics, as nell ashy
the duveiopnnnt of trai P such as pubic hair and
enlarged hrcats mu fenvales and facial hair in
nxales It c e nc regroductn e tr mits are known as
charac
is
the stage ot
Ihe adolcsce tin this stigc
is capable of thio king logically ab( nt
a xx eli as concrete proposi
tions, Ehis enables them to detect
in
spot by pocrisv
Objective 20: Discuss moral dcx elopmcnt troir th
perspectives ot moral thinking, moral feeling, and
moral action.
,tic.
103
called
is called
5, Ihe
pubertal m ing
(tim ng sequence) of
is mc rc predic table than their
(timing sequence)
(early/late) matura
tion can he stressful, especiahix when their bodies
are out of sync with their
This reminds us that
and
interact
7. The adolescent hra m undergoes a selective
of unused connections Also,
teens occasinna (impulsiveness and risky
behax iers may he due. in part. to the fact that
dcx ci
moralitx.
in t r biains
is
rc s
dcxc
cpmg
xc of
ness and
axvare
judgment
rc
explanation of morahtx
Research studies rising
npp u t the idc a that nir,ra l
1.1
t..
t,
-I,
a-
t,,
p.
--
a-.
..
-,-,-
p.
pp.
,,
-v
ft
p..
4.
{
C
.z
.1,J
it
4,
C,
CI.
4.
.z
Zt
P
,,
a-
;z.
ci
j
j
:s
.3
.4
.;
00
0.
>.
c,
-=
a-
ri
-
4,
Ca
:!_%
p.,,..
x..
--S
,,.
7r
fr
-:
yr
aa
C,
it
5ri
wO
7w,
C....
,.
c
4
Z.
3;
.._
.d
i
C.
a-
(r
a-
yz
F,
,,
:
C.
Sz--z
I;
C
t
e
a
a-
t..
Ft
.2.
t7
2tS
IS
J;4
SC
3
Z
=.
-F
-t
,q
17
3t2
( L
C.
p.
4dulthoud
Adulthood
f
tolic
pp.
2)
)t
tire
ni%ofawcfthe
i oid
rises
c pressio is in the
.t ii t Ithh t.e appear in tlic- teL refer
to P2C- l:- 12s ror an ep1tnation: lflncOflLc7P - .!LLil !.: :tiJCiil
:ra:: eserh
.,,
1
:
;: :;t ct .ql.gl!L; .:1:.i ;eopli
41 iou
s..
It -sec
U.t.
i os
..1
t.
may?
Lw
((
I ci H,n
I Dunn
j-e
dulthoo
i
IC
ii(
iOlIkl
1,
h affiv
.ji.
hear
nut
QiLsi UI
fptoplesircuts
e kytarsfor
1
the
a S
i)a
ow
kca a
andLevondin2iV4rn
lkoirenc Li
r iso kIt
u rsinCar
During
iqor
r
1 ht
tilt
s, ii
of
dep
r.ze
bin).
ncr
ii
Wit
..
t.
U t
.c.
iii
trio]
c
dst
i,thet
c1 \u
use sIc
.ti: L o
i. ti.mpl. t.t
cs
Ci Cs pupI
(shrinks enlarges) anti t- iCii% Lr
Its
(r
1
result, thca nurt
a
is
i reasc
nt
cr
Ii
1
.1(C
asflu
tin
ai.,
cn
no
,ouner
ce..,ition
bali s
imore,
ut
itch T
103
adul s
tO. Aing
(101%-
pla..e.inA
ped.. h
,ird .Z -4 s c z..
oF
lo. of
Jilts
1c
on
er
kt
intreacco
5,
iltlvjgF
1
rn
mciiL
r1
.p.
itfl
fl
nt,l
ulit
ci.f
dl
quialeiit C)
iring
ntthe
idsj. ed feat
ife.
I tl
t
i q
lhdisea.e abetniiilcdc
flPsITC)fl-
c.;t
U
1
that tMek
- rjj
ntt:r
11
(F
.5
it.
ii
106
with agc.
20. The ability to reason abstrattly is referred to as
intelligence, which tends to
with age.
(retail, recognize)
ahilitx to
or material,
b,
-
memory remains
\dults
during adulthood.
and
heaithx adult
is
one xx he can
anl
at ng
Rcc
a r
a
Obj
(ocp s it
orc
dno c isIt
keh
it
tics
ii
sic d
in
ia )c
35
ift
md
oul
36
eyort
well bemns
c c t r I s
arc alonc
t
ci
pcr
mar
cm r c
Wa
4 thr
isct
C)
1W
37
u Wol
aosorbtmeana n rgv
Reflections n
r m s
If
idu
e tat
n
a
r
r hc
cm
tmcrcase
riar
Issues
anon
I 5atlsfac tic n
c I
nd II t a a oman s satisfaction
c c d on hi
m
3
c iv
0
of her
c r Ic hfesrot
Objectivi
a ersns t
dent K
St S
a
slact
2.
ac
rcp
t 1 c 5
fc
urye
tic r eehngs
it
flfl(
in
Hid the
ma a m rcpamctar,
10
d by
e
Ith c d to a udli
rc
cmi a
1
1
c
1?
if
cr
Rest art
a tx shows
cd
thu somt t a
tat
ta e than otheis,
irLtant,,
suh as social
pnrtirg
PROGRESS TEST
anestions and
tn
Pucj icir ansec
;tith
5 axsnes Luninniap on Dane 115.
L0
1 ec i em
C
P a ow anat er N OLUiFctt cead the e\p nation for
ii
ct ann then insult the appropriate
pa at c I tnt text tn p arenti sec ol [owing the corret
encuci tax
a. conen ation.
b. nature.
tuihox
tu
c.
nurture.
d. continuitx
kan coo,hnac I
i. Dr
hon
nih
psx i
o]
dcx elopnicntal
ax.i ii
a.
niemora
b. ttignitixe
2. lix Pragot s s
pence, th
cr mental
tional intelh
the
oper
a
1LerDo1Ld1ng of
xx ill be slowed,
d
t
cn
b dc a
inert
r p
perman ice
5w
cha at ristic of
10,
rage
he:
a. wnsor
S r
b. preoper
c.
roncrete 0
d. tomal optia
r
development do
chi,dieo atcifuire oh
c
1
cens,onut
a.
tno:
0
b rtcnt ra
i xaence.
nncrc: onerational
a raw epeiational
c,
d.
xhrrx
,xlnrx m ikt
tc.N
-Pox
a.
.e
maer
DL his
or her
goer
-ePic ,,t
6. PLc F a
twJ,n
ew
in
monkers
a
it
Pt
to: ort
Ii,
0C.
it
1 n rnL
t w
si
we
1
0
I t
t
single niost
ittatlxinent.
utacn
I
x w the
Progress Test 1
109
is
b. parent-child conflict.
c. the concrete operational stage.
d. puberty.
23. Of the folloss mg, which is a possible cause of
dementia
a.
b.
c.
d.
stroke
brain tumor
alcoholism
All of the above are possible causes.
ti
re tc
by
ii.
irer cd.
10
In,
Inc roces
an
6.
LifS
Vin,
is mui F
same throu
,h Ut flit is odd.
1
impa
t of as tare on child d sd
Ihe
even
t it i. high qualiti. i-a
opmtnt,
ibecause:
borriadi
will pass into tin.
sal bs tile mot
h ood%twam.
b. uud;con is an inhcited pciscnalitv trait.
drug- t-.ecl bs the niither create genetic
..
detect-. ifl her hioino-.one-,.
d. the tetu-- tiood h... not vet des eloped a re-.i,.
tan. e to dru,rs
4. cF c
a. dws
I St-s
c ssw on
ire simpls r
heimet ds i
o
i icd s er-.ior
maL aging.
PROGRESS TEST 2
Progre*. Tc-.t 2 chould lx- completed during a final
chapter rcvew. Answer the folloss irig 4LLP%t otis after
sou thoroughly understand the correct answers ror
le-.tl.
, lesiess%andPr-y
the
-
pr rxiety cksel
ic
clrtn i
1m d.
ti
te
o after:
aon
cptocc
( ceptotob
ira
uiitntun c
I
VT
lit
rd
t.
otfa 1
(arailg
I
nt
c
niic
fUnK.
-t ntghout 1 ft
rice.
merit.
t
1
PeOV
eruence-.. n t
s.
age
eailit--.t
a.
b.
menk.
C.
d.
I
10
a
torn
r )toL, r
ormal 01. C
c 1
,imotn,, pit a
,i.al. totinal Ft
6
tiCI di. tflc rc te Op. a jot) 11
C. fl aperatii ma I. .en.o. not-i:, t oncreti. opc.o
ti. n-il. tul mal t)tt rat:vnai
1 .peia
t(flfltJ
iiotr
1
d. i. rt.L.rcitii)na; .CilM. r
t.al,cn...rctt ap-at id!
-.
ilast.
4.
i I ala
more likely to tc cs
2. 1k or Jiagc t pcopk isthat
a. the child-. mind J% a miniature mod&I of the
adult..
b. children think about the sicrld in ,tdicallv
diftt rent was from adults.
c. tLt child mind de claps throutth a %t.rie% of
stur
-t
8. Wi
fl
Iteas us hhen he
-4.01:
uchildhoc
r r
hoa ,itothe 4
t is at heighL
1 onai.
5. A dnA
isa
a
b e
b
a
In
b.
C.
r
Di.
lcir ii
ni n urr u
I. ren an ard
Ji,.,I
15
ittlt .tfl)flfl
1
et.un
& nlidcntlv.
1 )thtff-. Oil tilt
fttu
d.
It
SiLl
.sb tIflW.
l1i
Prersss Ies
a
015
dilco 1 as?
a. lrikoi;
h fHaccat
In
ii
it
C.
iwo croup
it
I iod It
tIre 1
itc tan
c.
Nbc
t
a
s
if
rights aertam
hiim
cxistence of fundamental
in Fr
ons
con,
on dcr eloping
pna
20
\pc
curs1
calltd
rnc,st V
srt
a.
b.
c.
d.
iteilia
ox
e,
5
Port t
21. In terms ot irudei
a
illnesses
rs h age and sosaiatn it\
long-term ailment
a.
decre ises n
reas
b. increases decr a c
c,
increases rrcreasc
a ation in rho
a.
it
h. each indit iduals en neon
oi and
5
c. each individual hitori
out
d. ice!
IP, Prahi
0
a r
or Ii
n :sa iii
l
b. 1
sH
H.
-e0
c
I
i oH
to
ii
soPli
cccti
.il se
coat n.
nH
,c
soon
or t c km
hc-hrg
of
rthles
I Inc
est
reedinn.
t.
alit
tt
s,ii
ting.
0 err iirp
b. the dirorc
wit
it
ox
n on
ri
nno
ci
H. a
ftber
f
(
ttt
a 1.
tI
i .an,
rN
c.
itt
fluid: decreases
fluid; increases
crvstaliiied cci
c
crystallized mcrca
23. Rese
Pus
a.
Ieicii.
itt
it
srtOiOflO
cantlx aftected b
mci
a. ictcntitv intrrnact
b.
nacv
r tit
d.
c.
d
d. decreases: oecrcac
age.
iaef rotors to
He
and so in,
d. age-related change n ones circle of friends.
(It
a. epmtphrioe.
b. iii epmept inc
the
r livi
or c cc tr A distribution ot us ork
su c t ne
hooc
pon b ities
:cai ages tor tarting a career manning,
it
dhea
ot people at dirierent
itclhg ncc
i
iha tho longitudina
tuds 1 inteilcctual change orer
1
b.
bin
-ntdivs th
a.
r IlsIlip
itfc
scald
Xf1
a.
b.
c.
d.
P.
11. [tie
coupic
Harlow
Kohlherg
pl
lit
c.
d.
a.
pecpl
Inc
112
PSYCHOLOGY APPLtED
\nswer these questions the das before an exani as a
tinal check on our understanding of the hapters
terms and concepts
VIultzp1eChoice Questions
1. C ompared to u hen lu vs as younger, 4n ear old
Antonio is better able to empathize with his
friend% feelings. I his growlng ability to take
anothers perspectix e indirates that Antonio is
acquiring a:
c. temperament.
a. sclf concept
d. theory of mind.
b. schena.
2. Cah in, who i, trying to impress his psi chologv
protessor with his knowledge of intant motor
development, asks whi some infants learn to roll
ox er before ther lift their heads from a prone
position. while others develop these skills in the
7. 1 ani
x ears old can use language, and hax e
trouble taking another persons perspectn e. I am
stage ot tognitix e dcv elopment.
in Piaget s
c. concrete operational
a. sensorimotor
ci. formal operational
b. preoperational
8. In
as
a.
b.
c.
d.
3 1
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22.
So
,ixNt xotaenipararr
dot iopnienh
Leiioxr that:
xhtt
a pt r
in
sonti
ti
at
C
1
fat cioIoizIcts
dii
tt
larttn
a xaa:no a nor e ait\ 000nau
aJotxae id xx oil hovonch
d. ahab wont dot op;nt hw t tn htrie impact
litv
pi
00
23
30
xg
a om
nh
icy
or
to doew t xx ant
eanoid or1a
h bad that t
5 irew
afraid at oing ht
to want hoc i0r he
ano iOecGofl e nrikson aoaid sat that
psvcF osocial
thcnlt xx ith
I xx 3
c trIos
KEY TERMS
Lsing your own xxords, on a piece ot paper write a
brief c efinition or Ixplanatron c I each of tile tolloiw
my terms.
1. d veiopnxental psvchologx
2. zrgote
3. ecniivo
4, fctis
a, t ratogc
8. habituation
9, maturation
051
SUN
liCE
10. schema
ear
24
r& tixnshw
11. assimilation
12. accomnxodatix n
bctxxce x
elf
I
1
C iploxicit
C 5
r
n do i rotw n F a ret led that
a. a ymca a hI xx orb rend to he happier.
b. w anon xx h oa i h work toad to he happier.
paNt,
a a x today arc hoppie thn in Ox
gor to
the a xxr
xxhc
as r pe once in her
xx
h
a
1 pness
role
adictix C ot ha
mon
x ira
Li an th
0 01eeflrc or ahsenio ot a given role.
13. cognition
17. conservation
18. egocentrism
csrzy
Qncction
ixth ,adeDecrbc
,c
c i liP h to be cxperi
fr
a!
hi
and F tkson.
xh!her
n to ia get,
1
in
cx
1st t
s tin Nililo hohnx ix
ne poini xoa xx ant to
nak oak a- wxnae town. I hr-n xcrito the essay on a
Ct 2
S09 SLS dx
f
1
as 1
di
29. xooleseonce
30. puhertx
31. lrinxar
e\ haracteniti
dentitr
35. ntinxacx
36.
cnopa
37
in
cr dsac
knsw is
38. crr s se
iOfl
39. longitudn
40. crs stal itch in
study
d
1
cc
CrossCheck
As ton lcarr id r In 1 it loguc,
in I ncr in n of
rexiersi
materia a c u o mt to thc
learning ro css
tc r ron hax
xi nttcn tic dcfm tic ns t the key
terms inthisctitc ,)cushou d
complcte tIc rs x )rdpclz leto
ensure that ron an rex cisc thc
process iccognizc the tc rm
gix en the definition
I
TI
ACROSS
1. In Piaget s theov changing
an existing shema to mcorpo
rate neis intoimation
5. lype ot intelligencc that
relates to reasoning speedily
and abstiactly
7. Process oy is ii h certain ani
mats torn attachments during
a critical pen )d
10, I he des clot ing pcrson from 2
weeks thr )ugt 2 months aftcr
conception
12. Mental concepts or tramc
xi orks that organize nforma
tior
14. Ihe hrst m mstrual period
15. k study i m is hich thc same people are retested
ox er a period )f yr rs
Li
Ii
[
Li
II
H
H
n4
Li
-
Lb Lb
ANSWERS
Chapter Review
Introduction
Down
2. lype
r
2.
nature nurtnrc
3. conhnnitv stages
4, stabilits
115
ri
s
ga
e
is
r
to
c
8b
Jot
1
1
10
3
33
4
3
u-I
Ira
cr
1
2o
3
4
Is 1(1
c.
Ic
It
vc
sdl
0
n
oc
I.
6rj
1w
ic 1 It
far 1 r s
9
10
ic a i
11
12 s i
13.
r Icr
14. ) 1 01
l3.s scir C
16
r re
1
dc
ad
8.
)
9
i
L
20
cc
a
c
at
ft
c
a
It.
36cc
3
3 ,a i.ia
38
r
9
40.)n
I
h
La
Ic.
aCte tranrn
lkciyt becuxe
its I ispnrts
c a
Kilt.
lOUttSs)nid
itt.
24
2
c.
c
It
iccc
CC
c.
I
ir
It
1
s
5
ct
stucc
ii ort)cc n
46
4
48
40
In
C
tcnpeicrcn
ii
0L
12
3
TI
4
c.
ott
iga
lion
wIlts
is. reasm,cnstii
c scci. clv atk bed
ac
r
cii
at
is c, r
CS)!
.d
idtl
nionh
i
ss
pc
d
da
SC
d Ii
1W
t e
il% 1
ic
cc
Hal
I
alt
tel
Icc
lai
nrc
i
LI
at
22
ci
tactel
nc
ew
icdn ts
rs
is id i
u
licisoatcd
cc
01
itd nail arem I
t.
s
I
hedmi its Whc
SC
211
c
I
c.
dr
i s ompctencc
1 tI ird fac
(3)
11
W
a
C (CI or sOCiOC
H
r I
CprCit
s
0
1
ins
cs
20 mdi
I r
21
us
22
rtirr c
23.p
dl
24. d
25 1 re
26. aCd I
dir
rr
27
tdultloc I
6
I
I
err t
cit di
Sr tcni
1.
it
2 mnscular t n t
res
aid &
agi i Itt
4. men p ns
I
ii
it
ni nt )ral
pcrn t stotcr
sstcn its
post
6
,
itia
8. shrinks I
I
9, mor
Ii
10, sb
r
cr
0
3
c
c
)
rans
p
dc
18
d r
ID
)prcit
Itor
it ncr
14. recall
a,r
Ia r
1 it
aso
ii
irl
ttp
inrcng
s ire r s al it
19. cry3
li/Cd r
20.
i s
(is
ra
sr
b gts
r att t
tn
13. 11
ng It
if
12. dcn cr t
ti in cvc
onal Stage
Ii
is
Becau
o
)nlvofdiffcr rt g
it
17. c s
on
18. 1)noitnd ral t I
al3
sc
is,trair
16. more
Ioxs
less
21 t
22
todd
118
Progress Test a.
Multiple-Choice Questions
1. c. is the answer. I )ex elopinental psi chologists
study physical, cognitn e (memory, iii this exam
pie), and social change throughout the life span.
p. 13
a. Social psi chologists stridx: how people influ
ence and are influenced by others.
b. Cognitive psi chologistc dv study memory;
because Dr. Goodman i interested in life-span
han :cs in memori she is more liked a developinc ntal psi chologist.
d. Fxp r nental ps I be ists study phxsi log,
set So r percept it Ira n ng and other aspects
o bcinnr Orly d x iprr nt I psx chologists
I anges in behax ior ar d
f)c is in dcxelopric t
mcntal p roceses
2. a.istheanssxer.p. 153
b. Deduction, or deductixe reasening. is a formal
t1perationa I ability.
c. Piagets theors is not concerned with attach
ment.
119
is
10, a.
lh
tOe
an-sc er p. lEd)
an-suer At the precons entional level,
soixing enters o s self-interest, u hether
mold op ptir
oba nw r-sxards
It
tb
oral r
c.
in
it
a tea
is
lead
;reatcr populants and self
p. 6
wIt if sturation tends to be s xaalh
& c
ads a ntagcous tor hors hut not for ails.
m
ii
ver (p 106)
fcrs to the c any adolescent period
rated groxi fir and sexual maN
i -h ac
s tl
ring
if
20b
d. F-I cl
ught
silt
n rs V abstract nasoning
c
scelllcnce t
is unrelated to Piagets theo
i-c
till
xs,r
I,
ii
opec
Fl
c-
2)
al
soar
loop
friaRs
r
-.
1
d,isthm.o C jOb
c
23. 1
24. PH- tl,essc.n 0
o is
a \ie sa w reP
r
dot
c he
I,
r o.c
ci (cncr s N r
o,snr-. p.
Is
It
soil t
nbcnfy
xc
22drtf
p
0
a
doNc
ssot c
r ark dx
nti- ,.pp a rancor cixild coodut
1
a, & B. :so rr I orbsr, adole-.cence; nei
5
mm or man on ,c
P c
tIer a thc-,e tour xs o,-
h:
ci t a con
-i t
per
Porn
i
cias
c
e se
in
-nhecc to
i-ach-. thor
n
to rca
pro
c sew
c Iatc
s,,ei
21, c s the
.Io,iftafl.oi-s
out
itt
:or
ox
Cr
s ide ma a
Chic rolm adobo-., err- t.Nrtr1,.s rxplcaiis oxioi
f-i-i tncept. i p.
porato an ira,ue-p pos;tI; 0
1.
& B.
15
t, Ii
5,
c-I
N
0
0 0, r
s ci.
.1 opc a onal I uchl
c in
a ath,rci. th:n king t- no ionger hnited to
R4
ri-h u-apo-.,tions p. 5
ihc
16
tic
i-
ii
clot
14
u lert
ii n
piec c char
1
p 1 ad n t
tI
steor s o r Ire of noral
a
0
e
13
tb,
r-.ni
n cat-.
1
tc 0 a
dci
Sal
apnaat
12. ci,
p hr
sn
& b. h
or
ii.
3, t
I-.
1,
11
lt- l)
ti,c
2
I
-.---
-h,
do ct 5,iI
r i-e -o
5
-0
S.
Progr S
1. ci.
-I-
,ciditsa
-,
120
Chaptet
a. it
Inc
cousor a
ti iOti I
its or
ci. I
4. N thu
an r i d arstand
thc
it
1. a.
Is
Ot
p 4
u tO Ouou
3. c.
ni
I t1
hao ansrr or.
a., b., & ci, .r. LiiitU s emotional ronrporanrent
atta
ut, an
cidictic I r o not been linked
is
,.
b.i
ci.
I e ann or
xig
iatcro
sir
ii
aieyiw r
141
\ critiual
must
ho exposed
were in
in th r
(
a.,
N
9. ci.
L
r t oPt
he
ri
-.
No
mr
at LNO
10. e.P.a
a. lr
it
in tai
b. P
tr io
NO tfl
for,
)n
tO
ot
a nk ot nour
ant p. 1
d cit
aniig tIn
ret a
N ml
he
ci
ne
or
t 1(0
ds to I
har
to If ir
s Non
r riM y
ar
once, tr
of in 1ff route.
acttrNto N setort.I,
It
)
a-.t,
C,5.i
tie cnswet
IF 83)
in
tkci h
w mothc
ato .o moan rim pJo enta and citron the child P
lONto
hioosirorm
devei opnrent.
c. Flar!oo N knorr n tor his studies of attachment
r infant n o her s.
12.
or
by
it
a.
4r,
to
tat,
n i,nnant(i,-r -or
search method.
Answers
6.
teiii
Psychology Applied
Multiple-Choice Questions
1. d. is the ansxser (p. 151)
7.
8.
10.
121
122
ral
pnit t of
of t dci
th orne spe
rea-oning ate icnn erai. p. 11*.
15. c. is the an%wer. Reasonig i. bj.tjjj tn fluid irtel
4)
lb.. cc.
a
cliii., i.e i dM ujr I old
ssta ted
b.
agc.
lb. c. Is the an. ci. Because .a erJ arla%in (&ccc
It ti
it
in
illi
c
i
fflu
no
s
nid ts
Ot
1
(SC
C
ii
sib to ru out t .at on or mc e of hese r tnet
than aging i. tile tJuse of the measured intellec
nail s npi tee ai d ii pftbi. tati e es
a
S
C
t :
t
11
C
3,
rest i cit
b. This rtters t. Ltnguuainal reeaitII.
17. d. the uisci. (pp. liii -1821
sc
ogi onr rio thepcr it
a &c Ix
m ceo ) rp till ho,i ii lecec ic
b. he ah,lit to ecall r. terIal. especiall; mean
ingless material, declines with age.
18. d. F, the a iswer Research ha, nut uno ewd a
K d t fo pcopeofanv ttculaagcLrnn
te [Olt r ata cErn s of s t ,fa tion C
hclrg. p. ISQ;
19. c. 1% the answer. Although some researcher%
cix thasiie con,i tent, uid others emphaswc
p e Li rtan, tFciaiiactitconistn
cli c pin. o 19
cy r rca c nc
stage
theorie. i. that developa. One crit.ctsm of
detined stage..
saarpn
occur
in
merit d. ts not
ndi idual. adult
that
b. k. searc i I as .huwx
if
thu rs
f
c
itbcprd.i
c
pro
ax,
the
Esay Quection
tis
22 c. k U anv
1 04)
fl. c. i. L!e .n1.a,er. (_ilijs cge and 4; uglt- to tonfi
a ..ics.t. rci.tonhip pIa !iint square! in this
tage
I ,eiat
S
U
I
of in
b. \utunnn er%.cs dou3t 1 Jie psvthostitial
tk n ttJdltrhcod.
Sic
thc sichoso
SLTS
0
d. Tdc titt
C
I
k
I
24 d. i t c rnsi r (p. 18)
icr
on
3r.. two it
bun
mis
,
the nost
set]
is
c?dc;nai
i t c. Li hoc c
C
xIs 7
\ithouh icr
tier,
ii
.
for
op
I a t
ge
%elf-focu%.ea,
nat
$jl!
-omen
flunking
rraoly
logical
abstrat,
becoming
of
is
.apabLc
Shtr. 1
reason
her
to
invaing
allow
Ii
thought 1 hi. is
se ic log i
B
cia
ii
h Uk aiv
ii
I
c)nsistcr.cie
et
4
to
c
es
thu nib i ,o
and
ideaL,
their
benieen
and
reasonin,.
otheractions. cheTi I and her parat mn 1w hai ing -onw
heited ,h bate. abtut non.
roba ii atth
i 1
ng o ollbcrg Sc 1
cc
ii
nc
ioi
v. Wien hc
r
on
thesiok
abided
i, tule. in
prohabi
I
flffl,cl. then
tVa
because
siznph
or
cii
social
ppru
gain
order to
that
\tm
jton%entiira1
nioreiih).
are iules
s
dii
ncreasrp
ni
lease
no
p
sic oIc She
cod )fehcsard r
rsor
l&bascc, n )f
aftnmatio i of peoples agreeirupon rights. Betause
-lie i a noinan, her moraiiti mai be more con.erned
with car mc ibout rclauonshLps
nko isy on.. k copn t
ng
\&.
a
ict s iii 1 use ona ar
s
ccci. i eght
tic1ar bjc,k. A- .n .ido.esent, Shci 1 s pi chooc al
tasic i. to dci ekp a strs of ,.eif h testing roics, then
integratin - them to torn a .:nglr :dt.iitih.. Frik-on
e sroi cnfu n.
dtl
at den
c
Key Terms
i.
C
tin
at
pri: tipe%.
1:
cdi.
)r r&us
au
a:
cai
;ltitci
2.
Na c of
s
)evt omc lal pS hol
C
s
I
c
o
lift an (r 1W
scnal iansc thou out
TIa zygote (a term dtiived horn the Creek nerd
fur C:ilt . i. the ferrtiLvd egg. that i. the luster
liii)
t
ptt
n cdu ci
fc
.
er
, p
123
t.wtec
4. 1
(ft 1l2
I
0 C in
u at to studs infant
r1
niti
iatituation decreaing responsive
s to a
i i at. that t
eatcdh presented. (p.
14
9. Maturation refer. t the biological growth pro
tesce. that enable orderis changes in beham ior
and art relati d uninthenced hi experience or
ot.mer en; iroiLniental tack rs p. 143i
ihity tc i a k depends on a certain
iii1
1
id r i,. i maturation icr this
c
t
Icr
oth is phsical1y
mdvt
k attic
Iknghashttlec.tfect.
0 Ii Iiag
theon of cgnitivt dci elopment,
chemas t. mental t oncept or tramen orks that
.)rizani?e end mte-rpret information. p 147)
11. Tn ILaget.. theon, assimilation refers to inter
ri .ting new eperitnce in terms of an exi.ting
cchtm.
IS)
Iia c
r accommodation ckrc to
tic
t
fri st ratirc.crporitenew
orir
en
Ft s milated p 148)
ognitlc r
s to all
racntal pro csses aso
cats-cl t it1 .1 Living, trio.. iag, 1
emembtnng. and
tn: (p. 13t
..
t r, ri
icr iH i-t
sis.
1 ,t
1
p
18 InT a.c sf1 on e 0
cultv t a pit operat
erinct a.othcr
sm
huIrt
se..p:. I
ws,t
1! C
f..i
.i,
tS.
k. .r%
t
operitio ; child u
ec tcntert.d i I
19. Our ide.is at-out our cntr an1 .1+,. thvi:t,s
feelmg% md ptrceptit is mud -a, J,
r Va
:
In
.,
ut thec
esu
114 a.
iiittidttiOii dr I I
21. [hiring
mmmd
un
it
about age.
j%
11
( t: 7 tj) 1! ..flkt4. 5,,; 1 t1j
Iogicalh about corn ree et nt r.. t)jt..t ip.
13)
22. In Piagct% theoi, th formal ope ionil stap
norma1l x ins ab
lii t
12 [
ii
c hep
1
peop
tF
it
tepts(
1
Mu,
Jo hc
Entilt
stt
iemembcu that ope
a ce i
t asbor
hidrtn. .e i.ick tie
niations. P1operdtionl 5,
ability to perform traa-roumath.s n
thi% dci elopmtntdl Wlltsto
(k .et- oj eru
tional cFildren can lFeratt n u.n :1 cr
ob)ett. F rival ups-rat aai iJ
n i
logicl t a i formati
ibstia
ts
23 Stranger anxiety
at
infaits sntot s
ii
A
)
(p. In
it i pci
24. Attachment us an vim
t c. d
.nn. -.honn in ou,
( r
loscnes t a carti., e ant) .h. j, .:.
Irom
,,,
..,
,,,
14. In Iii:c r
b(
fr
j.,
,j
ic
,i1_ i
epauation. (p FR
25. .
critical
birth a r
to cc
I
etc )
1
period
4,
atu n
in
1
ShilL
peruc
rcpon-i c
,rt,.i, II,,.
124
ii
marrying,
Cross-Check
ACROSS
1. accommodation
5. fluid
DOW\
2. crystallized
3. autism
4. assimilation
5. fetus
6. Lonservation
7. imprinting
embryo
schema
10.
12.
14.
15.
menarche
longitudinal
8. cross-sectional
9. zygote
11. teratogen
13. habituation
tu
were born, you had all the brain cells that you wilt
ever have. l3ut after birth there i a x cry rapid dcx el
I ye A son; n the umher of con
opmcnt (a
nections bctssecn neu us
Pay 1a6. Ir ing to access memories of those hrst
tour i ears :s (lOt fni.g is 1,7,1; Li, OIicit r,; om,m(ftd (I
a .;nnf 0 nt(o3 -m,uu;:. I hic
;n an :,; no; o
reterence is to the sminilarits between. the brain and a
computer. If computer sotare used f r creating a
n fisd) on an earlier
document x,ac prrra med
then it xvill not he eass to
read the doumnent on a n.ewer yerion. Earls
preschool memorie max not have been erased, hut
because thex ss crc programmed on a different, or
ear icr yst r (fin A Ii, thex ire Ii rd to a ccss or
wcrsftrn El m I
rctncsr I c
x ersion
of
computer
125
147
tru?
OJxr.iionai reaoning.
11)
insc
c.
vit
L I
w of
4
lit. to tearc icdfor the t When
, t t
objec permancr cc he %howc d the
c,aiid an aft atth e toi and thin a ered it i ith hi.
h round hat h ippa1 lii ye;e ifl! it). Ven
.ung babes dl) not earth for the hidden to
i kn the nt .ee it. the dont appear to think
s c,ht iso tof iii;iM
Ut it(
bout
etc
,fl,%f
t-il oidt-.
i.i:
hi
tr
ii.
Cn
hiId.
tier
...lii
let
5
tF n tr de elop n
.J te-c .b-Lt--. appear.
-eCu CC ID
(I
..c
I%L).
an
:-.,r,r t.
!.
-o.,, tin i.
it
t
.
J
un 1
iir
f 1.1%.! .iarl T iaget s
a.
thccn fla
Ut. :flttt - r%lal. hs ing both -.upportcr% and tnt.
(c...-. a Jftral r-.earth --.upport% the ba.ic --.tages
r p. .ed
s nIL n.k-. but mot re.earchers
th d -wlo mcnt i-. morc continu )u than
tO
(hctlwcmocconcptuilabil
nods hi his th on su.estcd
tre
i leh
4 mik%tone is an
it ..a-it: ante or tniportante. (Originall, a
ri j.t:Ii(
.a a IJflt stout ht the roadside
,l,
I,
tbr t:,tt
I,
;in: fit
.-
t
,
4
J
at
to te
e hcr
415
hrtten sos
itt
1k)
t,
L,_
.,
de-.ihl
f:
lv
U
It
ii
re
qt
1
ltu: the -f
a -.ott tern
cloth Thu% ihen t fc%tt.a tia .rtrac:ion pith-.! lie
Ira in; p ;j .tt ,he- 31t1c1a n- thin ti ho %upplied
i
1
more
, -it tni
lws
r
t
bent
our
WI-
xk
-,
in. ,.un..
4.-t.lnn-: i
-.:iz
arter
vrin: oo-e
bia
ft
t-,
lt- :1
ii
)Sc
C
csng
in
1.
t---o It
)t i
called
--.
ph.tt
Ihint:.,.
2[
t.,._
l 1
t
i
e
ii
it?
S.
it
hut
ril
I
and at citni it
tarn.-i u- hletd% o tti-t
old -.avnt, ten.--Ii. Frr
1-I at fliiflt.
tenti
i ffher
-orr
1,
i)I
her put
, \%
I-
-.
-.
--
%t.
ii-
lathe
-id .ttg
pt
tJCtt (,-
t
IT
dr
1-
ii
-tli
7-
._te
sF
%f-ifl I
-
t,
ti
re..yr
utgcWkti
ft
ci,
di
) 11cc
set
obje
the ec.heli- 1
imprinting.
;.ri
( F
plc
sinus.
--
normally :t u-c.- n. -
ic
-,
d
c ed
duck!
hej Ft
tentions U ard ha rnd he
I
iv
01
n kpe
hecc
liad -..lprszih!e .---rnpi...
iliiild. : tha t
Rig
what
lii
Lh
Pr
thu
It
. ft
t
1
of
to
-itt!
!-
tint
T- il,.j
-t .:,
lit
Ps-fl
.Lb,
tnt
cc
;taadc
-c
nothuns
innant. Rather, os idencc
iahli c iris
she ay inter
v are
t
est
di nun
lTit C
inn
55 130
iS
S.
ft
cso
ott If brain
Icaic
eipt! ic3cOs that occur rary in doS chip
t tot I on brain tunottonu un
moot can in sin n e
c i npr5Unons tt at
m taraoi at iN 5
it n 1
trans
si (
15
or
luja
S
1(3
I
t
S
t
lycss\
1
(l
used hidrer
1
sIc
i ulso
tcssi e tenns aId- adults,
0
t sdy ag
5
ss ha he
ii
1,-
S no parctls pal
ac/al When I
son
0
fir
nntu y sto/es),
pr
in
Tics
ing
uldue
h.
c
at some parents use strict
3 S ariahItT
1
is in L
punshtnunt sta:/r:nyl; (hj
cuntrii and pLn
to
it
S.
-1
11
tans
OtOtls
LilliA
cli
d
t
denL
5
&
tlnsc pan ntrR
0
in a-nd 0
1;
litut
trt
tare a
rpa
in
Is
3u
ia
-
--:t: :n,:,/an,
tariOri
Is
s
Myers denhfics
r /as
c a a:
h-
t
c
in
I drctutr
incins
ut th
/
c an
n,;-
1
mcd
ouch
-!
-t-o,
t
14
,-i
in
-idolast C!iiO
1
P
t
in
su
biases
i
idcr
ge
aId
c
gage 1e9
tinaw a SiLitLJl
this means to pull a
lex en Peoplac moral reasoning and judgments are
affec ted b asic emotional reactions (gut level feel
rgsL This phenomenon is e\ ident in the situation
requiring a choice hem een tis o unpleasant aherna
Ui e (a i0en:ca c Either pulling a lei er (throaiiii a
sevt. in or pushinm a person onto the tracks results in
the people hein saved and one person ding. hut
the latkr choke causes much more emotional ton
rlict tk i
i s un
z arees h it up
Page 170. Our moral thinking and feeling sureh
affect our moral talk. But sometimes tilt is cheap and
emotions are t1eting. The expression talk jc lmeai
means that it is ea-v to say i ou beliei e something or
to say that on are ,oing to do something; it costs
you nothing just to speak about it (talk is cheap).
lion ci er action, or actualh carry ing out the correct
behax ior is also mx oh ed in moralitr,
Page 170.
vmihococial task
According to
Erikson, each stage of life involves a dilemma (crisis)
that has to be resoix ed before xx e can move on to the
next stage. fhese tasks involi e interactions between
ourseli es, Our surroundings, and other people; thus,
they are social in nature, The psychosocial assign
ment (psgchosoual t k) ot adolescence involves role
confusion os, foroung in identity. (this is sometimes
called an identity crisis),
Pae 171: Erikson noticed that some adolescents
f0re
P
n pg
th year spnt nisp ag from
cO d to du t k ad les ence. the time period (gap)
bctween t u u d of childhood and the beginning of
adulthood mx oh es maui social and biological
changes the pcrron
tmnsrormed nuc[ct d from
ne ti pt of etitx a JuIch to sonu timimmu quit dtlr
crt bum ,,riv!t
127
Adulthood
1 : I he abox e statements all false are
among the misconceptions about aging exploded by
recent research on the worlds most rapidly growing
Page
Page 184.
hold thku ,e,z
Older adults compare
fax orabli xx tIc xounger aduit. them held Pue: oen
,
tlx1ng ato
general x ocahu
Integrate
information.
,hh0Od
ft,t
::
4
iaii
I I
iv
itl StIr
it
i-fiei
vter
bet me It
cxcmttr icr
aid got
range of tot iag c
-ft
it
nkelv wh
n he s,,
5
tin te
i,tga h,i
in
enootna, reiht
a -a:
canoe
In
I? flcctzo:s
1-i
0,
So
:t-
,1,,.
01
0-21
,.
tOieI(i.tO
Pt
ron
hoot
1
F
moot--. I
wm a
1
1og 194: \
into a 40-r ear-old huh it
2
0
off mean, to avoid m --L ,p
tIns
m
per in mmh bohr m
n
u Ii
Sor ie trai
p
-I
-I
hr
ble over r
a
z
it
)ti a
xx ith age
(4(niinn- 41
it
1,1
t
.
ii
in t
C.
Sensation
CHAPTER OVERVIEW
Sensation refers to the process by which we detect
phvs ical enerfv from the environment and encode it
as neural signals. This chapter describes the senses of
vi son, hearing, taste, touch, smell, kinesthesis, and
the vestibular sense. It also presents research findings
from studies of subiin ma! stimulation.
in this chapter there are many terms to learn and
several theories von must understand. Many of the
terms are related to the structure of the eve, ear, and
other sensory receptors Doing the chapter review
several hmes, labelhrg the diagrams, and rehearsing
the material frequently will help you to memorize
these structures and their functions. The theories
discussed include the signal detection, Young
Fielmholtz three-color and opponent-process theories
of color vision, and the frequency and place theories
of pitch. As von study these theories, concentrate on
understanding the strengths and weaknesses (if any)
of each.
NOTE: Answer guidelines for all Chapter 5 questions
beam on paze 145.
Introduction (pp.
197198)
CHAPTER REVIEW
First, skim each sechon, nohng headings and boldface
i.tems. After you have read the sechon, review each
ohjectn e hr answtnng the till-in and essay-type
queshons that follow it. As you proceed, evaluate
your performance by consulting the answers begin
ning on page 145. Do not contmue with the next sec
tion until on u.nderstand each answer. if you need
to. review or reread the s:ection ho the textbook before
conunu.ing.
129
e Basic Principles
r
inyof the
s ns ir the
t xt Ti Icr
g Al
ft ft
I
c
x
i
it
Ii
1 1
n a hi te md differ
v ethc ms e e rn sensc
h Id and be influ
t c n the physical
r I ur nsmchologieal
md
ot
ation
designed to focus m
changes in thc enm ironment
Lxplain why sensor adaptatior is b mcli al
tr
ati nnuessaryfora
he oncept that
r rot onk on the
ut a
on m person
r
at exposnrc to
t
e m ur ens wy
inc
sltx the
1) 5 t cn 5s the
an arc ness
e ngc or
s r tc lb
rs
g
t
mnh of our
i distinguish
mc tir c s call A the
Objective 4: Define i
i
I pc
of energy oni v snal ycterr mi e t n
messages our brain ca i te F
if
mc fc
m u
pc k
a
Vision
131
(rods/cones) of the
13. It is the
permit
the
perception
of color, whereas
that
eve
(rods cones) enable black
and white x ision.
ii
i
ii
I
cesszti and discuss its
processing
&
c
p
cr
by any
pcs of color
st stror gh to
& t
r d om to
li g IighiL as Young
vine paints sshichis
Hearing (p
224
Hearing
133
it
is
Oi
ons
pnpoin
ceands
(hapttr 5 Sensation
131
Other mport
ax
ou
aui
Sc
0.-j,
,iUx
or
coanttxt
nu
topagcs i
3
l. I )anagu to the cochlea hair cell receptoN or
thuir associated auditory nun es can canu
(Ui/Ic
3),
n:o
03,
trom
to
1, tI3
cc
regeneration.
Objective 17. [3 c
Objective 16: Describe how cochlear implants func
nd explain xx hv Deaf culture adx
t
object
tit uscdcxices,
ocates
1. Ihese
4t
It
ta-j
sensc
19
Sn
ri
t chl
\dx ocates of
object to thc use of these
npla its on
before the)
h xc learned to
thebasi
r their argument is that deafness is not a
*
--
2. lhc
intluc c
selhpre
Sign language
(isiis notj a
complete language.
with, xx ithoutl its own grammar. xx ntax, and
semantics. Those who learn only sign language
OuIna
not
-i
La;Lun000
Inane
.-
do
not
eem
conanLtmcnt
op)e
xx
bannel
in
ho bee
ot
seem
xxith sngt
their other sensory abdities.
to)
compensate
ome
;-
10
tUt ;U
5 to tnig
4. P.dn
3. Peoplubsi; n-t.. (;
be unan ale of 0 co;
of sensation
one
the hiopsvchooDi an
hearing;
22. 15
00
some( r c
n rIte.
ti D t )iot
a Ii ao r ii
tire
than
21
to
..
30
-o
4
0
ne
deaf. or xx ho bc another
semation,
otten
5. .\
e\perience
s0,,,(j/
of
cr;ed to
1
;e
in
ithei ahiliti
ctp)
yn
ild
I,
rho
-s
135
wtth or u ithout
we age. the number of taste buds
(is is not)
7. Ehe pa:n vsrem
energy.
one
of
physical
txpe
triggered hr
specilic
It e hod
(does does not)
arc spcci ilizcd ret opt w elk for pain.
th
information from
the
is a
carc situations.
sensotlont
am
anti
11, Ia tc,wh
in ed y
,p
,n .1 sidc
sense, is
e2 ( orn rc
)f
itt
onthe
Lath contai a
that arhec tood chcmic ais.
tonoie
Sensaiio
ocated in the
and
of the
if
7. The receptor 0
f the eve that func tions hest in dun
light is the:
a. foxea,
c. bipolar tell,
h. cone
d. rod,
PROGRESS TEST i
tIr
I.
1ff; Ic
(Force Orecstiorrs
a.
15
a he me na
-
Li o thin.
ii aiuiil ncignt
era :cighr
nc c,
is o h wi foi prediction.
d 4 i
4.
retnsivenes
4 wlna,,ios
c t:aen
is
9. Frequency is to pitch a
a.
b.
c.
d.
called:
depends on
a. our biological make up and tIe ype of injura
we have sustained
b. how well medical personnel deal n ith o ax
our phs siology, experiences and attention,
and oui surrounding cuiture
b. what our cultural allows us to express in
aceompa
12. The hearing losses that occur :ntn age are
eially pronounced for:
a. low-pitched sounds
b. middle-pitched ounn,
C. high-pitched sc unds,
d. chords.
en h
4 Icc
.
1
aa t,,iiin,
r-\ intcr tuin
ira
is to
C.
Il or ran pist notice the difference bohr ceo 10nd 1 i mann neghts
hich ot the following
ni H con cli Itcrentiate from a 100-porind
faa.
a.
injurt.
6. The process by xl ich thc lens changes its cnn ature is:
a. accommodation
c, teature detection.
b. sensory adaptation
d, transdu ticira.
a the:
pu
Progress Test 1
13. \ccording to the gate-control theory, a way to
allex iate chronic pain would be to stimulate the
nerve fibers that
the
a. small; open
b. small close
c.
ci.
large; open
large; close
Matching Items
1.
2.
3,
4,
5,
6.
7,
8.
9,
10.
11.
12.
13.
14.
iris
pupil
rods
cones
middle ear
inner car
large ners e fiber
small nerve fiber
scmi ircular canals
sensors in joints
acuity
farsightedness
neorsightedness
137
Functions or Descriptions
a.
b.
c,
ci.
e.
f.
g.
h.
i.
j.
k.
1.
in,
n.
amplifies sounds
closes pain gate
vestibular sense
controls pupil
accommodation
eyeball is too short
opens pam gate
admits light
eyeball is too long
vision in dim light
transduction of sound
sharpness of vision
kinesthesis
color vision
aion
TTi
P0
1 115
iii
c.
d.
110
umami
bland
cdby
ft ear.
un
Id c r because of
xhlc
t feel oursell
r scsclcsed?
S
is
iggling your
the usual
a. insca
b. optic nerve.
C.
d.
iris
cortcx
as
-,
to
Psychology Applied
16. Concermng the evidence for subliminal stimula
tion, which of the tollowiug is the best answer?
a. I he brain processes some intormation without
our awareness.
b. Stimuli too weak to cross our thresholds for
aix areness mat trigger a response in our seuse
receptors.
c. Because the absolute threshold is a statisti
cJ ax erage. we are able to detect weaker stim
uli sonic or the time.
d. Fl o ti e above are true
17, t
Whic (t tue tollowiug is the most accurate de
scription 0 how we process color?
a. I hroubhout the x isual sy stem, color process
iug is dh ided into separate red, green, aud
bluc vstems.
b. Red green, blue-yellow, and black-white op
ponent processes operate throughout the visu
al srstern.
c. Color processing occurs in two stages: f I) a
three-color si stem in the retina and (2) oppo
nent-process cells en route to the visual cortex.
d. Color processing occurs in two stages: fl) an
opponent-process vstem in the retina and (2)
a truce-color s stem en route to the visual
cortex.
18, IA hich of the tolloxi ing is the most accurate
explanation of how we discriminate pitch?
a. I or all audible frequencies, pitch is coded
according to the place of maximum vibration
on the cochleas basilar membrane.
b. For all audible frequencies, the rate of neural
actn itv in the auditory nerve matches the fre
quency of the sound wax e.
c. For x cry high frequencies. pitch i coded ac
cording to place of vibration on the basilar
membrane; for lower pitches, the rate of neur
al autix tv in the auditory nerve matches the
ound 5 trequencx
d. It r xciv high frequcncies the rate ot neural
t i i i the auditory acrve matches the fre
u c of ie bound w arc tor loiver frequen
c c p t w coded acc irding in the place of
t or n thc baslar ncmbrane.
19. On r a I i tf at rour ability to detect fine x isual
dcta s s greatest xx hen scenes are tocused on the
fox ea c f sour retina is that:
a. there are niore feature detectors in the fovea
than in the peripheral regions of the retina.
b. con. in the fox a are nearer to the optic nerve
than thow tn peripheral regions of the retina.
139
PSYCHOLOGY APPLIED
Answer these questions the day before an exam as a
final check on your understanding of the chapters
terms and concepts.
Multiple-Choice Questions
1. In shopping for a new stereo, you discover that
140
Chapter 5 Sensation
ah
a.
d
I
br
11.
a
eo
no,
0,
*Oei.
is
hr
cc t hat-arc
5
hagh.gh-ni5.hoct-ris\c.
-H.
a. his cadrt, a.
h. Oft areato C titO
00so or do teHa a
c. the 0
ci.
in ths
nit.
Xh ci of the following is an
intc
example of sensrx
12. PrI
ict on
In
comparing
waii
d he located in the
pupil
b. lci S
a.
7. xensation
is to
a. recognizing
camera,
cornea.
d.
retina
an
ci
ii.
c. Cones bare
cain
brightness than ;m
1
d. All ot the ho; tie ix
do,
-at
othc r inmals
expect Ia thc
the him
at cc
at
vi
am
or i
a ris I con
b.
ostlv rods
interpreting
stimulus
h. detectcng a stimulus; recognizing a stinnilus
c. inte prehng a stimulus; detecting a stimulus
d. seeing, hearing
nit
are 1
ie ion of tin ic
as perception is to
stimulus:
b. C nc
crcs:
c.
)ft
(
tsar
- a
-a
I:
tat;
I-
ii
1 e
c.
-cvi tigat
t
a.-
b.
ac
yr
-cy
1
y
hi oi
it
-:
it
--
ride
t nc
Cair
ninotso,
raIl ml
d.
ix
ft
thu
highc
After rtc,rtn:
c.
e
c
v
1;
a. r
b.
15,
ti c
Psychology Applied
16
17.
while his
18 Supcrman s c i Os used
hn
aed
a. perception sensation
B. lop down processing; bottom-up processing
c. bottom up processing; top-down processing
d. sensors adaptation, subliminal perception
,
or
it up
rxoolh for sexeial
ir
xx s Ic. takuig dxc cough
s rup m I
b
ids
I ress
c r r os
go pu g
141
Essay Question
dancer in a chorus line uses many sensory cues
when performing. Discuss three senses that dancers
ii n
he Lye
Key Terms
22. nearsightedness
23. farsightedness
Writing Definitions
Using your own words, on a piece of paper write a
brief definition or e-cpianation of each of the follow
ing term:-.
1. sensation
perception
3, bottom-up processing
4. top-down processing
psychophysics
6. absolute threshold
1.
8. subliminal
9. priming
10. difference threshold
11. Webers law
12. sensory adaptation
13. transduction
14. wavelength and hue
15. intensity
16. pupil
17. iris
18. lens
19. accommodation
20. retina
21. acuity
143
Jut
Sensat
II IL_J i
Ii
n the Prologue
md \erieat nmg ot
lie ipitant to the
oc rood
i
on
t 0
non
,s
\fter\ou
ettnmt1i ot
Ot
in this chapter
1piete the cross
to ensure that x on
an cm
pIOers
/c the
0 rOL 0
o
2
1
to
point or
central
that close
a. tmbcr
p in
a e that rrrIe
mation to the brain,
I ot light and sound
ed ls the ampli
elgr esaics.
isurome rt for
21
H
31
i H
21
22
\P
0 -eiUt
2.
30. Nom
pen 0mg
12r
29
2s.
6.
8.
9.
10,
ore.
0 ie m.
31.
18.
20.
23.
24.
a itches
m 01 n
01 t r
to sene pitch,
151011 aused bi a shorter-than-normal
110
ii di
231
xpenence
im ne
Li
26
i cUe energr
C
25.
26.
f31
-down processing
is information processing
27. Vi
uai rcpt n tha are
5
S
y Hubel and
r trated in the
Answers
ANSWERS
145
Chapter Review
20. sex-linked
Introduction
1. sensation; perception
2. bottom-np processing; top-down processing
3. prosopagnosia
2. loudness
3. frequency
4. decibels; 0
5. outer; middle; inner
6. eardrum
7. hammer; anvil; stirrup
1. neural; transdnction
2. electromagnetic
3. wavelength; hne
4. intensity; amplitude; brightness
6. lens; retina
7. accommodahon; acuity
8. distant; in front of; nearby; distant; nearby; in
back of; distant; nearby
9. rods; cones
12. volley
13. speed (fiming); loudness
14. harder
15. parallel processing
18. stimulate
14. sensihve; 20
Chapter 5 Sensation
14t
r 1;npoitant Senses
x
of
tc
Fri
it
docs not
)nti( I gate, spinal cord, small, large
I
P
ck or tsr o
hol
decreases
decreases, smoking,
If Icarned
17
nbi
Progress Test
be
th c
g it I
3 c 5
dill
6
8
4 c. i t
a
cr
r r
b
in h F
d Scn
sensc
5. d. i t c
a lhc
on heic
b I hc r
a I co
c T ie or m
first t
cr ters
c
6. a,isth
b her r
rtt a
c
c. I cat r
ir
a cc
tur
d. lr
nsmrc r
me r
7. d. tb
a. tIe
1.
I
t
c
F
8. a.
pr
sc m
b In
fr e
c
Answers
ci, I hc YoungJ Ielmholtz thcorv concerns only
isbn not the detection of visual detail,
col
9. B. is ti c inswer Just as n a e frequenc} deter
n ines itch so nae ampLitude determines loud
21()
plitude is tne phvs cal basis ot loudness;
gth detcrmines frcquenc and thereby
c. & d. \aeclen ,th amplitude and intensity are
p1 isical isoects of light and sound Because the
quwt r is bast d on a relationship between a
phn sic propc t (trequenc) of a stimulus and
olog ca att ibute (pitch these answers
10. c
the i rsn ci lhc biopsychosocial approach
tells us that our experiencc ot pain depends on
biol igical ps cF ological and social-c ultural fac
tors ( 2ac)
11. a. is the ansner (p 219)
B. & c Although th. locahiation of Ion pitched
sOU ids along the basilar membrane is poor that
for sounds ol middle and especially, high pitch is
good. I herd ore place theor accounts nveH for
hil. h pitched sou ids and, together with fre
quer cn tI corn, can account for middle-pitched
sounds
ci. As long ac the notes of a chord are within the
range of rcsponsiveness of the basilar membrane,
c rord per cption can be accounted for by place
theory
12. c. is the ansin er p 220)
ci, (hord perception exLept for chords comprised
exclusivel of high-frequency notes shows no
agc dependc nt decline
13 ci. is the annner. the small fibers conduct most
rain signals the largc fibers conduct most other
sens ry sig ials from the skin The gate either
1k is s pa r signals to pass on to the brain or
I ks tnc n fro r pa s ng When the large fibers
te
deDed and other
t r ar c t
acc ctyain (p 227
a
in
d. I ic
r4
s a
tic
tc
to focus
r t ic
147
Matching Items
1. e (p. 205)
2. d (p. 205)
3. h (p 205)
j (p 206)
5. n (p 206)
6.
7.
8.
9.
10.
a (p. 217)
k (p. 217)
B (p. 227)
g (p 227)
c ( 234
Cs
Pr
st
d.
.1
tI
or Ktoat hors has e identitied repr snro out Ias e oeen unable to do
ttatho kn sensos. ip. a2ri
2. c
t.n
a. 2a4
sor: inapt itio i
3 d.
o ,no e
r
r to the process by
th I a s rcsg ond to specific
I
h as movement or
I
lete
sua
t
is a
a k n ss hich the observer
hothei a
,it ignal is present.
ft c non
ge
ft rs to the diminished
ith IC hanging stnnula
that r r cor
n ,oer. o 23t
t
4. a
h I he ,,rhIna tontans reCeptors for hearing,
c n
t
e tnt e, tontalns receptors for s ision (the
d ihe .trte\ s the onto ias er ot the brain, where
itt nnitun aetoton hs the receptors is pronsss er I he ncr eai contains the recepaditon rearing) and the s estibular
tot ki
sthesis are located in the
s
247, 234)
d joints
ss or
ma lion is a ra
.
r F
2
a. F o ;doa rh it there are three tspes of colori5
Cores
sonstn C
tue hass ot me roung
t P hub. P
5 thrt-e-olor theors.
nc to th,e opponent-process theory, and
1
h. A trd
.b
i in 01 it s of onior s Isbn, the proees of
.
Pun
Is
n.f in
iii sstri
di sti
55
Se se
t
it
tissue as a reult
receptirs or the
i o kage be ause ef
st ites, sensorineural
thi rr hna,
ho
b i
mu
.C,
tti
0 eardrum impairs
t
the mechani
11. d. is the
d
e
retina.
is
ineorroot
of nn ues inn
Answers
18. c, is the ansu er. (p. 219)
a. This answer describes how pitch is sensed in
the case of high-pitched, but not low-pitched,
sounds
b. Ihi, answer describes how pitch is sensed in
the case ot low-pitched, but not high-pitched,
sounds.
d. Ehic answer i incorrect because it reverses the
range of freiuencies.
19. d. is the answer. (p. 207)
a. Feature detectors are nerx e cells located in the
isual cortex, not in the fovea of the retina.
b. The proximity of rods and cones to the optic
nerve does not influence their ability to resolve
fine detail-.
c. Rods are concentrated in the peripheral regions
of the retina, not in the fovea; moreover, several
rods share a single bipolar cell.
20. c. is the answer. The absolute threshold is the
minimum stimulation needed to detect a stimu
lus. (p. 199)
a. & I,. The difference threshold, x hich is also
known as the jnd, is the minimum difference
between two stimuli that a person can detect, In
this example, there is only one stimulusthe
sight of the flame,
d, Signal detection is a research task, not a senso
ry phenomenon.
Psychology Applied
Multiple-Choice Questions
1. d, is the answer, (p. 201)
a. The absolute threshold refers to whether a sin
gle stimulus can be detected, not to whether two
stimuli can he differentiated,
b. Signal detection is a task in which one must
determine whether or not a faint stimulus is
preent.
c. \ receptor threshold is a minimum amount of
unergx that xviii elicit a neural impulse in a recep
tor LCII,
2. d. is the an six or. Greater censitix itx to fine x isual
detail is associated with the cones, which have
their own bipolar cells to relay information to the
cOItC\. The oncs are concentrated in the fovea,
the retinas point of central focus. For this reason,
staring directI at an object maximizes sensitivity
to fine detail. p. 207)
a. [f ou stare off to one side, the image falls onto
peripheral regions of the retina where rods are
conccntated and scnsitivity to tine xisual detail
149
it
s er
208)
cues rather than the rods, that
t t wild is crc lower than the
r r sift thex would be able to
c
c detct tin colors of the
,c s cc experienced as the c om
1
timulus, (
reen, not blue is
3
ople age they lose taste
lal
tsr e
Summing Up
The Eye
3.
4.
5.
6.
an in f t nt role in balar cc
7. (o hka 1 s fluid t lied riultichambered struc
s he ha r cc I
ors that transduce
t
ccp
tur c r
o
r nrpulses
so and avcs
th fund e of hbers arrics
8. Audit rv ncr
nerx ir pulsc from tf c im er ear to the brain
Key
Terms
orgaruze, and
b
interpret sc
xxi r
5
we seP
mtormation.
Lp. i7)
3. Bottom-up processing i analysis that hegi.xs
xx ith the sensory receptorc arid: cc m s up to ti
brains integration of sensorx iiuormattoi.
(p. l7
4. Top-down processing
fs
iuformatron proressir7
relationshu
5. Psychophysics is the stud
ot tin I
between the physical ch c r
of ti
and our psschological
c.
199)
(p
slit x
6. [he absolute threshold is th r u x
c ent of I
tion needed to detect a slur ulus a
tiuxe. (p. 199)
7. Signal detection theory cxprairi preciselc Iucx
and when xx e detect the presence r a faint stim u
lus (signal). Detection depends partix on cupe
rience, e\pectations, motivatmn arid aiertuess I p.
199)
8. A stimulus that is subliminal is one that is beioxx
the absolute threshold for conscxous axx ar enes,
(p. 20(1)
Memarij aid I imca is the I atu xx )rd for thresh
old. \ stimulus that is subliminal i one that s
cab (beloxx I the linrcri cr thrchc Id
9. Priming is the actix ation of an a si ra rub r
imperceptrble stimulus the elti ct of I uh
predispose a perception memor c r respot c
(p. 200)
10. The difference threshold raiso called the just
noticeable difference, or jnd), is the mininxum irt
ference hctxveen two stimrrti that a -uhjecr can
detect 50 percent of the time. rp. 201 i
11. Webers taw states that the just not:ceahie differ
5 a constant minimum
erxce hetxveen txvo stimuli i
proportion of the stimulus p 2i C
nt in xveix,ht is
t xaeprlc. If a ditterence of 10
that a per i
noticeable Webers law
c
I xx eights
could drscrmrate 10 ar I
50 and Sa pound werghts
12. Sensory adaptation I rs
nrc
Ox ity tI it i curs uh out
unc hanging stimulus. (p. 202
5I
13. In sensation transduction ie rs ti xc urn e
which receptor cells iii the eve ca skt and nose
conx ert stimulus energies into ne us.,) rnpuisc
(p. 2(14
Writing Definitions
15
Chapteri S
on
the .uvpiitu
btiglitnc.
anS it
oared
lie wait. and
.ij,hi .nd
termite. e.i hi
iene.ed as
09
mph
ecc, rc
xcced q
,l
k, .1
18.
19.
20.
1.
22.
23.
z
hepupl
d i tahlc ) C
nters.
through wh
(2L
S*
of muscle tissuc
The iris js a
i forms lie
colored pitt u the it that onttoi. the diametei
of the pupil. 4.. 203,
1 he lens is S transparent structure of the e e
bc hind the rupil that hange shapc tc, focus
;rnag on the retina. (p. 20)
Accommodation i the prote.% b vcli the lens
ut tile Cit chances shape to lot U rns objc.ts on
the retina. (p )5
he retina
it.
ght-senit e
rit Lw ered
nersi.
a
ott ci thatc a
c c.dand
isicu
ores 5 h(
it!
in
ori.c
e
I heq.i g_vc.p. )
1cuityrcfe bthcs rpnessofs sior
206)
Lrarnpit: I
i acuity is 20/ 1(,
e able to
see clearl at c distance of 20 fat a sual detail
that most people cannot see bes and d distance of
10 feet.
4iearsightedness s a condition in is hkh neat hi
object, are seen clearly hut distant objects are
blurred beta ..C light tan retitctint trom them
cons ci ge in front of the retina. p. 2Ch,
Farsightedness s a condttior in . rich distant
objects are
irh hut nc. r
are
lunedi
tras%relc
ic
them
k., th
wfc
oni
$
C.
Y
t
F
thor
i
tint
,f the
g fall
irk.
prors th it
Im rods inc c flies .rc iu
tcan.d i.x iht ito neura impulse... ..w rod. .ri.
tolftdntrdted in die. perphen or the retut.i. the
ce:w. :i, the t..sta. ihe rods h.ne poor sensitivit:
(ItttXt nlacx, nh!tc. .and giur runtnon veIl in
din: 11t4
tt: and in needed for c.erritral s i.ion.
1
lar n.e Pa. a-ikf sensin t& cnaie tolor
1
S e.ie.r ,ri.j un tic i ii.t jj. .i F
t ot rwht
hgln : ((
ter
16
by
cn
24.
t.
cc
riddle
anibc
urn C.nG
des
aniittz ti
rqr, i nil,
upj that cor Ha the
odrunvs 5 flrat4X it. tc e. 0 hic s
ii iii
In. ip ?17;
36. Ih cochlea is the .riled, b.mi. tluid-filcd tube
.4 tk innt i ear is h iv the transduction I. I sound
1 a5C into neur&l inepulses occur.. ip. 217k
37. The inner ear c.iltan. he semici,cular canals
.iPd flit. . ... l.ka is
. tne ci. epvrs that
1
;:Llu
3
dLlet
tro
l.t)
neura
irises.
Jr
38.
39.
40.
41.
42.
43.
brrn .
s rtn b.
.pinai gi
44. Sensory interaction the pru.JpI :ha tc. rv
may intiucnce another. (p. 23fl
:r&ci .Th.j
45. Kinesthesis s the sense a tnc posin
$
(
.)
iris
2
of
thc
di
meat of thc
sit i
u lit
bod r
46 Ihe sc isc
a c.
t
iidud ir thc or
vestibular sense. (p
these opiattlike chemi
(ross.CI,eck
ACROSS
1. jid
7 large
2 optic
13 intensit
14. nanome er
15. hue
16. eardrum
17. afterimage
19. amplitude
21. conduction
22. os al
. pupil
audition
30. cornea
31. retina
DOWN
1. trequenci
2. larsghtcd
3. ci t , iagnetic
4.
t
d tei.t
5.
tht. r p
6. to
8. kints test,
9. blind$ght
10. psy choehv%!cs
11. context
18. blindi tit
20. 1 xis
23. u t
24. ix dc
25. mi
2h. place
27. rids
154
Chapter 5 Sensatioi
...
2111.
hieckmers
P
A ha s
s II r rehandise that m
he
m
o proincte and
.
is someone ix ho
dubi us alue
tages
n) ted
s ic itf
bla
I Ito (
lieu ring
kkc also arc remarkabh sensitive to tnnt
r ohxious F i for rum ancestors surxnal
or bc ing [inn / or detecting a t/O V
I Iowans are x civ good at de ectiug x cix
a
he,
,I u[
uercvi or
1
alongmud Crc mar Or jot:; iltr trec
a large, decp-toned,
short (high irtqoenct i. 0
iaras,xx hd
motf to 0 ito treuneucv
intrx
r tox ci tch rOan it cc
0 a Or
ci xtaxtr
50
i ncr
h-f
x
ads
/ a nab I
a sid
/
him ers
in
i(
/s
ret x c a mo
ad
iv
amh
mccci es a be
the xi F t ea
sonn Ito tire ii
[ott
A, a
ound
do
vol
a
tO ict ear
t tom than
00
ten
hu
1
mm ho x of he
rotc
it
0. 0
re xrai
olotu
x
r 1 Pro
ig
tdi
tsr o
nosh
1
a
ueix e
0 hmng is,,
ruetiruas he
, a!
0
irma
,Jit t ,usbis ix
1 hic
i itiotog
c-mt I
rt c
all
c
hea r
ea ch ugs.
cur
km d expoc
c r c u t e to cI anger in sc ur ds and mc
b,ittx to Jtteieutiate among thousands or
but on x oces
id
ui i
it
ear
s
d, ut
mccclx e sound
e (oate soonds
slightix cie haan x a Ptt car.
because our c its ,re hctn Ott hts cpai t and there
a
c a
al
imp.aat a.. re fore
acbo its
o aist
rat
I,
155
ni
Clime, in,purtnnt
[1
St
5
x
u,
,i
tom
or
cst
lit u and ust
fttllt
It
to k
to
156
Chanter 5
Sensation
S
in i n spt
is ntoly or the
t x
on \ y
i dom,, r yarodv of the dries from a
o-ttai IL Ti
enp in
lade, Ide rain in Spain
stats mainly to the plainS I he main point: reports
or repet,tix e strarn injurx the pu/ti in sp; ,Iin) were, in
me ase of groups ipot PaPa of ;\ustralian ker hoard
o erahors one to social and psi ehological intluences
in bs,n and n crc not the result of dam
aged ltgo i s or mustks in the hands or arms, as
usua I th ase.
\fter mplain ng heat-diffusion
p mip 5 i f nut rwolbt ig, he then joined 5evothe i otIto it a I ottere hts trooth otis, I he
exiession pot oniti tiit tier tihO lour moot/i Ls
means that r on should he xi ihing to hack or support
xorir worn or claim- with appropriate behax ior. So
ph, sicist Dat id II ilier was willing to support his
expianatton ot tirexr albing, which was based on sd
entitle tat in hi taking if t ecessary action, By actu
lv n ad r t stepping aerc ss the hot coals without
r hr
Lcd K pul his leet (fir walking)
It
ii
S
Ots 5
h s w cuLt te explanation) and
sl owee
claim
the mmd ox er matter
ro note
rt rong t tins ease,
A n eli-trained flu tsd mar ditraet needle
in n,,hccts hr hartin
0 n ith them and asking them
i,ok
na,no I or
an in in
I
n hum inertinc
nt
a: ,tr, n
t an
us
threogh
Perception
CHAPTER OVERVIEW
Chapter 6 explores hon v c select organize and
interpret our sensatic xc into meaningtu pc rceptions.
I he chapter mt )duces a xx ide range of terminologx,
especialh in thc I erceptual Organization section.
Each of the txvo sections that toilow deals with an
important issue. The first issue h the role of experi
ence, as opposed to heredity, in perception, Make
sure von understand the results of studies of recox cry
from bhndnes sensori deprivation, adaptation to
distorted enx ironmentc, and perceptual set, Note also
entor
c r c oh a
it
for
all Chapter
(m
questions
cube.
figure called a
CHAPTER REVIEW
n t og hcadrngs and boldfaca
e t
I ust skim a
react tIn section, rcxiew cach
items ktter
crmng thc ff1 in and essax tx pe
obje t xc bx a
quetionc thar to1lou t \c nu proceed, cx aluate
your pcrttrmince bx onsuitllC the anwer begin
ning on page inS Do not continue xx ith the next sec
tion until ou understand each answer. It you need
to, rex ion or reread the section in the textbook before
continuing.
fc
1, fhc phil s 1
first
tkcablit
h ioc:i
ings around u A
xxhichafter a brict
ruption xx e fail to notic
ronment
lxx o forms f th c
hauge in
hat
pimo i
5
inc on
I
d
prop ic
Another cwmiiple
is
mi
1 8
ap
6 Percepti
!; d;
lions. 1k di ti
ception in tc r.
processing r
cut tu;;i.
t it)
cholo
ther
flgs is referred to as
3 li (r estbctweenh
dc
rp r It
iatc.
Perceptual Organization
242 254)
\s.
.srding to the
vit trd
ps tnknr.
.ct(lIj. rLto
to nganLe
contribu-
it hovl ot
clu-tc: jp[ ..,n.
..
form
2. Our teuicknc to percen onnpletru ol. cS sei.O rrah-is, ir
.
rs
1
t.n
4.P
filet
it
COflflC CC it
Y C.
)tSO
tiutv,and
Cstaltrulesof
at use wr
mu
L ci
toree dimension.
s ) i i presentations on
ii
estirrate
I
idW11 lexel ,cdth
(I
t(
d ptl
te-t
c
cs
nirinfints B
a c
sr ,(cstaftpcrception
17. \siscnovc
Sunir a c e c n
xr
cfdc
ci (
h nor
tditc
18. IraIe1 in
ay
19. Dimmcr cm h
Objectn c 6 Dcs nF c trio binocular cues for pen cii
ingdp i in nLinhn tiy hnlpthehra.nio
comput distantc
For gut tions 3 1) dcnt fy th
that
I fined
8. \r
nethatreqni csbcth ye
speed of me n
snot
r
is
icrt i c on stta ni
thc nst ucti scrom
10
arc
21
id
Obje Ive
bir u
Fe
11
F
ear
d
ilownc )
I ci
is
in quick so
23 0
c
I
it
mu
xci
c sue
Objective 9 1 xp
)i st i
12. 1
ra ci
r
bc I is iresiac
tu
imagc spcr
ii
Ic
tic I rum
frghtncss
it
cd
24. Ibis
uce
tI t r
seen as
pro csscuaBe
I ic
14
ii
r anving images as
Ift roccu
r
13
I hc brain intenpnc F
phenomcn n
nsf) s nrardrrhenweniew
tic ic icr thc object
smaller object
s in
160
Chapter 6 p ception
images of them
26. excra
and
illu
sions are expla ir ed by the interpla beD cc n per
at d perceived
ccix c d
When distance cues are
remor ed, thcse illusions are
(diminished strengthenc d)
I xplain hon the size-distance relationship accounts
for the Moon illusion.
cs ar
irp
l t icss
0
i
cc
clabx t
idcpc ide t
und ng 0)1 ct
c ts rclatnc to
30 Iharls tc
c rst
Fu
at
6.
Dir s
a p d
hi k
ad pt)t
iortrf cncs
161
a
ft t aggogglcsrelir tremoxcdrrost
brief per eptual
ca
as the pcrccptual sstcn s
c
on pc isat fo the shilted visual
16
isc ts
fainh
1
c iv 14 I fi fCi cptualsct andcx
I a
s s [aacdodonotperctnc
t
4)li,
Cull
kit
nfutr
i There Ext
crc
tor
1
ptrte
ta
Id
t
Xf
as reflected in children s
nx r s tdaftcrcnt ages lhWcxplainswlr w
r )r accuratch recognize
of I
au fa es than thc se people s actual faces
C
Objectivel7 ft
ISP ani
re n
s
1 Ikrc
i
bjcc
12
c lior
tio r
sa
i
V
Ia t
I SI
bh
also influenced by
about gender and the
c ntext ot our experiences
)nsat
t
P lh
cap I
tr
a cd
r 5
a aethe
Jiic fr
a a I bc
r
tIc
IC
I
as
1
r
16
tc
Ich naif
scrf en
n
rpsy
aiacs
c
or
tidy th mlcrt nc
aciplcs
the
gr
p1 Ip
n
dcs
C
p aces and as ork settings are
4
a
sv holog st
a
sc )f kn )wledgc, ted n k gr
rat otlcr
C tao
ra
cia
dc g
I
I
5
6
6
ot
r 6
Percepto
rcpl1catt the
results.
B. relatir e motion.
c. linear perspechs e.
d.
let cu of ortorinaike1.
PROGRESS TEST
TIiiltipI(hojt c
QIILstlo;ls
a
c
d
2
r psvchoiogx.
i oral psx choogy
r
3
i r
ionrl pss hoo
C, sta t pc I ologs
i
point repre
C.
d.
ciitfcrcr
go
\ iOi mg
-cr110.
plo
sec
e0dft
ar di, sheet. each we recedes a
shith d.tr rco.i ;iage pros ichrg a cieptil 00
10
appearance.
is
automatic,
we
is
a(n):
a. interposition
b. relative height
c. linear perspechve
d. texture gradient
f.ntcnil
4. \\ie
S As
of
processing
a. I orke
B.
vIsual
B. Kant
a,
Because
ry experiences?
continuity.
Lon \eYgense
inear
pespcstne.
c. relatrs e n(11t)0
d. retinam arsparitv.
ox
toal
10
es
Pr
12. Adults ss ho are horn blind hut later have their
vision restored:
a. are almost rinmediateh able to recognize
c. are unahl t
tt
I
dies
c Paraps chological
d. Human factors
a. I opdoxx
Bottom u:
cue?
a. texture gradient
b. relatix e height
c. retinal dispariti
d. interposition
to groo id as
is to
a. night iar
b. top bottom
c. cit ud; ski
d. sensation; peiception
17. fhe study ot perception is primarih concerned
xx ith hon WC
a.
b.
c.
d.
b.
mairiration
tS- tontast
c. c
cttitio
d.
hca
nit h
uh ore perccis ed
ct
m
a bi h 1
19. lack
ate.
TriteFalse items
Indicate whether each statement
i, truc ol
1 Orcexsepecwc
is impossible to see
Hise
item
it
grour c
e n
4. Unlike other animals human
critical period for s isual Un xli vi
5. Immanuel Kant argued tha xpcncnt.
determined how xx e f rc en e the a orld
6. People who hi e in a carpentered xvoi id
are more likely than others to c\pcri
once the Mhlierj icr illusion.
7. Alter a period of thaw, humans ire able
a is r d nade
to adjust to hi ing
vi
is
inborn.
PROGRESS TEST
nn,l
Progress Test 2 -hould he completed otu og
chapter reviest Ansi or rhe toiloviiv qoestronc $tei
let t ii
in fir
( u thoroughh understand tbt
the section rn icr s and Pie res
.
)tF
ur
to o it ii
1. [he tend r
uninterrupted patterr s is ralle
c. iu,tiiaritx.
a. clo-ure
d. pi vomits.
B. continuity.
Lit
164
Chapes b Perception
of thc 1 1 is ing
3. Wh
i&t
:t.,t
LIC
b.
()ti
men
eptcr
tOflil
th
at
gc
r.t,
d%Lor
tc
tlc ad
b.
t. C
eactdy
hum
I;i.l,dfl.
C.
di c eth
c
d
itt
COil
not
b. intt.q
ti pi..alh do siot.
ada
tati.n is pcsib1e during. .rti.aI period
d. 1
. :.ltJflc% ha: riot thereafter
Ttcotcnmnrtat c I thc
a ud
uo
F Itt s 3m
rnslc
ccci i
..
a. perccptual at.
b. retwal di%paiit.
c. onvergence.
d. visual captors.
rio and
6. Ihank% to
the I retord
flRh,tsesoIsed
usod i the c r
problcr
pj
tt(Ic.
a.
b.
mdl
fl
d.
9. lhej
tin. U
(fliflilellO
....
r.
(0 ..1/t CC Stcfl
bet.
tic.
..it1
cH$ l4fl
ttn
jt
17.
s.flJLitC
p.
b 1
ed
lt.%
fl.
I..
i,
1..
18.
i
Ii
mjpe%..
.a r
for
,lS
iecloity
tiiemo
i
cn.
d. re t
C.
s.C.
it;o:i
imc
iii 1
QtX. 1
d. is ole.
urn
tie
ci
lb.
est
ft,,ClLV1ai
ides of c sisui
It hne n icid c dcns.t
ht Iflu Ii ct .itptl. p rceptioi
a. nn.%
ii. Icarnec!
jfl,%
iflflatc
al. ...
d in 1w an,.
d. nn
tic
t ot
10. W
the I
a. it
tchstabk
s.: bra.ntne.
hapc
S lit
iCV%
eler
a
b. sons
rcr. itt d
a.
b. sicdktaru
tS
IS.
we learn
.i
ui.
a-hti
oisccvcu car tpojectsadifferent
Ito in
I iou cy
c.zc
wt you do not
peceii
ha
his
b
a. tie ual d.
b. retinal disparit.
C. r ontanc
d cons ergtiice.
14
gst
tlmcr
n fat
psitlic
c. is hokinetciJ.
dl
ircnlntr
vi%LlclI
diet
4. 1 p
dc
1% s.shei cperi
eric
ptior
I proc
,f here
C. I :.e :nnd O1tfl1/t .tfl.QtIo1l% iitti iiltJflWI.,
tu iirc t pt;n.
d. Preptkn result.. di r....Jli rrtrn t. fl%dtlL ut
1%
or iF
i/ tion
a.
1.
is,
rcept
I:
C. ,si..i1illtt.
r
1
4
,
1
d.
s.l;st
rgei.se
ga
b. ink rposit on
perceive the diagram above as
three eparate ub!ec ts due to the principle of;
c. closure
a. pro\lnnc\
ci. onnectcd ness.
b. ccc tinniti
19. 4 ou p ohahh
20.
in0ce511Pi
a.
b
c tt
c Parapsi chological
ci, tin nan factors
dcix n
iv ip
PSYCHOLOGY APPLIED
\nsn er t e c q a stions ti c d v before an exam as a
tinal chc k r our nude standing if the chapters
terms an
4 c n opt.
AIultrplccCIzoicc
Qztcstwns
ci
H terpusition
texture gradient
h. percrptuai adapratnn.
olnc intract
d. I i ifs cuntant v
C.
4.
mu ii
linac
r
he
u called
cc nrc tirn,
a. reiat i disuntc
i-au
o-i con
hi- ir
u
0l
ici ht
I dpi- ti
iva?
a. a farthcr awax
b. as neater
c.
a larger
ci. I here iv not eniulgc i;uhmn,
the Nc s size 01 di ta c
tox
e
ieoti r
c
rc
,it than thc ) her objcct.
b
c.
cr I in the othi r h cct.
d. sir i icr than the other ohlec t.
.n
\riki r
.
1
3C a sc
tui
11. An
sizc
-cc;sati
ast
qua!
ace
ci
ti i-lct a
rcc orc
c rce
t
t
s
tic
Pink
rc
a. irtc o s
b. iclatisc
a.
h.
c,
d.
c
d cat
cc
tic-
cd
166
C haptcr 6
Perceptio
it
b. is u rpr dictable.
c. is influenced br cultural experiencc.
d is charrctenzed by all of the aboxe.
I ssay Question
lr inant
cx ic s Irom thc 193 s danccrs perlormed
seemingly meaningless mox cments xx hich xx hen
x icu ed tr xx i abox c xx crc transformed into intricate
patterns and dc signs. Simrlarlx the formations of
marcung ha ids t rren create pictures ano spell
words ldent t
s and describe at least four Gestalt
prmciples ci orouping I rat explain thc audience s
perception )f ti e images crcated hy these types of for
mations (Ust the space below to list the points you
want to makc and organize thc m. I hen xx rite the
essay on a sep irate piece of paper)
KEY TERMS
Writing Definitions
Using r our ow n xx ords on a separate piece of paper
xx rite a brief dehnition or explanahon of each of the
folloxx ing terms
1. sc lectn c attention
2. nattcr tional blrndncss
3.
sua c ptur
4. cs ft
5 hgucgo
6. nrc
20
11.
r
id
it
lus
ab
\n
)
aprctc
FIre
nr
7 depth p reel t
0 i
8. xnucl If
9. binocular uc
12
cr c
cc
Is
pt
167
ii
19
ti)fl
i th P olo xi.
id
ne mn ml. of
r in )rtant I th
o a tS \tteryouh xc
h inti nsotthtkev
r
t s iiptr x mshould
CO
C 10 n and pozzle
mat you an mx enso
n oy niie tin term
pro s
fmmton
I
1)5
i
c
th
nJ
Sm
S
tf
eCtn
that depCnd on
Ii xfnnboth acs
n that v teno to
AC
thitaneneam
on
i,uilftldtha
tf on Is
Jr
ma
ibn icr d h
at Sn irledge
on
it
I
f
etnnt
ytC
f
f
mm
o
r
of un
et
10
C
2
m-,ms ire
ndm I t
(C
C
H CflSlO ii
nat r maces
tn
tCn
n it
nftr
the
11
12
1 n
Ct
nl
ii
ira
0
168
Ic cplioi
(h.otc
ANSWERS
Chapter Review
1, Plato
Selectiee 3ttentioa
1, ewc U. c
2. corstii
attontton;
\eceo:
a ix ettccc
.
Perceptual Illusions
1. oramzo Interoret
3. hearing
Organization
1. (lo1t whole
27. less
28. relative to
29. relative luminance
30. color constancy
Perceptual Interpretation
1. Kant
2. locke
3. cannot
6. do not adapt
i.
iK ctedncss
isn.I .n;rt;
i5U,
tin a[;iitv to
iu
crc
tnt
per- en t-
--1
umt
Urwost-
nun n
10. onr
.
orooco
r.unoccnar
enOo-, hran,
rur.
r
p
1. expertise
16. assistix e listening
-ize
13. intnpoitiou
14. ck4r-c ci otv
-
ta. text
maw
P i,Or nt-
12. rePro o
in
hiniva! r-
LU
9. schemas; caricatures
rmntn
tie
atteiertect
8. perceptual set
2. x nuac capture
Perceptual
itt a
ad tent
extrascnsc ry perception
2 parapsnhologrsts
1)
ws
3. tclcpa
nesi
4. cha
n cxc
ii
c r nc
5. rqr dncb
6. be t
tcatith esults
1
Progress Test i.
Mult,Ie
in rrhi h obects at hf
their relatn e 05 tic n
those c losc st movinu i 10
ii
r
5. a. i, the a isrrer Pcr
ist i s
hke pc icepti n c
nomenon of pcr cptua c
t i
in Refatn motion is n a c
s
which object at Ii tcrc it 1 s
more at ditlercnt iates
)
c. I men perspccn c s rr
inwhichhiesvekrov tob are
the di,tancc thus mdi i in,
d. Cont nuity is the pcrccpti Ii
items into cc ntinuou r a
6. d. is thc ansuer (p N
t r
a., b., & c. Visual cap ui i
forming impressions h neonle
us it
attend in morc than o ic n
7. d. is the ansxrer p 263)
a. Ps chokinesis iefcis to f
perform acts of mind ox e r
b. Precognition reters o t
perceix e tuture cx cnts
c. Clairvox ance refers in t i
percen e remote cx cnts
ci
lai
m
ci
cain
iiy
ity
ou
cc
dropmff Ihc tcxtnrc gradient of t
board pattern beneath thc las I blc
s
r ic
impression of depth Ihc oth
to r
would not bc icier ant tc tic s
cxrer ient (p 215 17)
I
a
I
r
(.h.
ro
b t
hip.. pat
bjet ts
their e
i t
d. Ibis t1fl.i
s
c
eiehand
coo,dination i
d requies
1
1
much ltctttict.
13. b. 1% the an%wer. jp. _L,
a. [op dos:i p,ie;ng !t.( .5 to hO%% OUI kiios 1
edge and epeaatioris I deflte ptrctptfl.
cho!og% is the kai of perteption out
c.
side n,)nnal -eItS)fl input.
d. Human factor. p, J1oigs I. concerned slUt
h&k be.t to desL,,n niati.iii c. rid n ork .eftings to
take into ac nunt human p rception
14. c. 1% the
a Retinal cii%pantv I a !bzL; iil,i
cue all the otrt tUt incflttt;iled are mano.u1ar.
jp 2-IN
is ith
Proures Tnt a
b.
a C c t c
fi
hed
c. Sirna .
B
niird_.
againt Ih t
a.,b.,&d I
ucgrnd eatnt reters
0 the org. r 1) oftlc isis
ldt objects
fpires tia aia ou fro iei stir oi dngs
W
r.
d.isthea sver ( 2
r dwith
dyotscn o
t&b.lhc
c.
thee proces c
1 g
c. %lthough s
u 10 s a
oed ps
chologists tindet a d c d r ar wa ptual mccli
itusms, it is not the. or a , aus of the tickt S
pert eption.
18. d. is
tnt
ansss
er. (p1 34 N
ip.
n,
3. 1 (p. 23)
4 1 i 236)
3.
S. I (p 2;fl
pp. 27 p5.
lSIj
in
t ri .er. to
C.
%.rigin.
4. c.
such a
dcv
Is
a d tI
c ck n
near
bjets
lrueFalse firms
1. 1 (p. 2I)
III)
he tendet cs to perceptua lv
the suc I
)puzablc obleds
Par ips
13. a. is the
er
(p. 24Th
0. is iie ans
a. & b. Linear perspectix a which is a monocular
ue. rcfer to the tendency ot parallel lines to conS
erge m th wstance.
jrth requires onh one cx and is
c. Retain e
therefore n )nwular cue
9
p. 230 2 1
Hi r ao ar to be x critcal
th
r
10
dt r
e Laid scion nhinthatscrso
rest! LI
sex err cstr permanenth dis
o e 5
t
ette a hen it occur in infancy but not
a p
xx hen it xccn Liter n life (0. 2%
a. & d. S nerx restr icton does not hat e the same
etteew at all ages. and is more damaging to chd
5 a erita
5 because there i
dma than to adults. I his i
the
cr
is
dons of PSP
14 e is the amsx
it
se H
a
Irspont or ti tin
a tnt
reep
i r
nduota
t xc tried
b. Ltcuna dsp it mcuns tnat ur right and left
exeL card ecer xc siighdx diheren,t imap.s
0. cccx tgert is a form oi new omuscular teed
hack rn Sh th exes .xHnu in. or out. a
x ex ett:acts at rttcrrati distances,
tht ar
d xx F
15. c.
t r
esta
53
a Lorir
rgin
42)
s
tie
p .2 8
sual
stf
a.
u
t dccx hi i onto
or sense
inmate tI
ust to
1
c. iar,i pm. actepration is Fe tOt mix to ad
ox trtcd x anal
it .rrttfiaahx disptared or exert
16. b
tied
0. Dix ergerce
dix e
or
Ia nkn
it
0mg ot
243)
with the
snne thu
18 d s Fr
lr
urn
ix
itt
we i.
19 d,rcthe
C
the ter.
a at
a. Paints ty
or era e
to one another. ilrr drag, in
distinct units exen monad itS pnu an.
s tear
spa ceO
0. Continuiix a the to C idxi 4
into nxooth, unrnter rupmei ,aatern
mx
such eontm itt in the d
c
(lemro
saps im
ed no ts
lr
tead
he p
ira hi H
p cix
It
at
at x -5 1
rhamacterisucs ot stimui mISer titan 4 sin pbr_en
tual interpretation.
C. Parapvehomogx a the suadx tit ner, pu. a ott
side normal sensorx lop
d. Ho mat tactors nsx rh logi is to e eel xx rIf
ug Ic
aod x
mow be to d sign a
it!
take irt ace urth m
efe
Psychology Applied
.XIzrltijncClzozce Questions
1. 0. is the answer. The ax o a ode ; r rctP t
brietIx pemceix ed object in terra o in n not p.
a spnstot in ms mse
5
tual sets or mental pr
t5
pemien
v
hx
their
conditioned
di
xsttm
d
Vt
a Both Sm th and
i
x
t
expc tea
of
ties t ci ci I ac
I e F
us tnxx
b. Shal
ohiects it r un a instant t P ic c (1
retinal inx.ge or th
n rlr,r,a
5
dispa:t;
- a iana ear d5pt
c. Ret,nai
!nd lOcal dtrm5-c t
xx
itO
nodxinc to d
i!
r. x
F
xi,
-
I,
ecptron.
2 0. is the am sx er. \ dt.
md
eamse 0
em than it he
ins xx
I Ic
mextuu
c tF.
dc
t
5
tic
ptstr
x,
xi
(p 24c
a.&b.le
fudge the
rpe,
last dish
0 .5
,1
172
(hapte 6 Ptrceptior
9.
10.
11.
p 24
7 d.istheanswcr, p,25l
8, a. is t v ansv er Becruse vie perce ye the size of a
finular ebjcct as constar t even as its rehnal
mane grows sirafiei we perceive the object as
beng a tlerav y pp 2)0 251
b &
vssa yisac
it e
t
12.
13.
73
4.
th.
of
iflCitX.
1
COstUflie
3. Cc:t
U ut
Li
...g
Jn..
reics e
ic
.hsnictnt
srnottl.
toitinu
nCfltJQUs Oflfl,
ther
as
in a
4.
di
Li in
itrer
iser
ric .iei
ii.
,iar
a.
ca
).
iniz iii
t..e
.ie
t.a;s
..
c unplet
ti crti.e ..t
peicept..a!. ill
sic
flitI.fl
pating
1 order
n
t.. .v r
r torir
1 v are
L. cli
it.
ar
nil
it,
e. Thu.
u. tnt.
ietiseni .1a.js
he or
t peict
:i
e
4
tin
Key Terms
fl .flij%.
IVritwg Defrnitwns
ti
.s. .sfl1 et tttisCiOus
1. Selectise attention
(us cut
all of
tila ,ti
n ... ps arenc
237
ire
id
ci
ncr in
i.
pt
bI
n ter
isil.
3jECt Ft i ow
I to
.
attention .iirec tiM CC% here p 23
3. Visual capture i. the ttfl.itnt. for; I-.Iufl t domi
nate the other sQfl. :. 2421
estult
lh
1
1
Uict
n
4 C estalt
Ia
nte
d
-Ft
aripful
c
a
e
ioles
2;
5. Figure-ground rete:.. ;. i tlic . .nwatio cit the
tnt. zv
1
L
4
isuai !k
p r% etc figure, which
siixnui.dii-gi.
?rd the stir
.ii
Ire
its
.tand. ut?
-
ouiing
6 (oup g
U
i,
ide.
K H
2.
st
.i
.r
Lx
y l3eca c
s, il
iso
er
e I-u
ndor
c
e
r
t
,u
.i
b ha
1.
ui.1. ip
r,
ul
nut
eN
iclo
1.
rnc
-
iit- Jfltibo1Pic.
he
I
d a
7. Depth perception
ttU
1
1st
U
ic-i
irk..
;tc
43
ii,
it
cEe .1
ug!
:.it
1
t) s
:
1fl
t -.rrilo.
0
st: .. tF.
US
,Ji
ci
s b tier eq.
1
ir,.
U,
rrtrf.
nts
an;
ilchtf.
that
IL!enct
ri. e
iti. itS
In
t1
ai
attIcs
u ts
Li
Inc
ue
17-
Chapter 6
in
Monocular cues
depth cues that depcnd on
nformation fr r
t icr ox e alone. (p 216)
Flea; a ,nd: .1 ieee- means one; a monocle is an
ox eglass for tine ox e. \ monocular cue is one that
(s ax a (ladle to eitht r the lott or the right eve.
.
jjx h
Cross-Check
ACROSS
1. ground
8. linear
13. binocular
15. proxinritx
16.
17.
18.
19.
20.
tignre
Locke
closure
grouping
gestalt
DOWN
2. reversible
3. depth
4. cocktail party
5. selective
6. phi phenomenon
7, Mullor-Lyer
9.
10.
11.
12.
14.
interposition
relative luminance
relative clarity
connectedness
critical period
Selective :1 tten tb
I
ii
Ihis means
won in y drae n Honk
Ptipc 238.
thar x ou do not at hiex c th result you want, you
dont succeed. X\ hen x ou attend to onh one x oice
among mann tthe cocktazl party e1/ectl, xou may be
unable to sal what someone else, who was clearly
within your hcariug range, was saying (you drnv a
blank). Interestingly you would very likely hear
your 0 n namc if it xx crc spoken by this person.
*
the players.
we experience pop-out. xvhen a striking
Rpe 239:
lv distinct stimulus. such as the only smiling face in
Figure b4. draws our ey e. A very unique object or
cx cut (a stnikinglti distinc t stimulus) will automatical
ly attract our attention ( t Hums our owe). this experi
ence is called the pop-out phenomenon.
Ripe 242.. tmuch as we nerceix e a x oice trom tIn
cotton na:st I!tnnu. A x entriioquist is an enter
adieu c beiiexc his xoice is
tainer rho akes dx
inr frr
t ii
y Du t)thcphc
uoiuenon of vsual capture xx c assume tf at because
the d ds mouth i rao tug and the ventriloquist s is
not, the vcIceNcomny from the dumnxx
u tow Ii niaii met Is the ski ii, A
t xerc s none to this than meets the
i cx r ss 0 x mean ng something is
rr
5 H HP H
P
noted carlic
is :je
cxt i a (0
going on hm ond the bx bus or the apparent. ln this
x araton of the e\presston. Myers is noting that
there s a hearing phtuonnenun similar to visual cap
tire xel-0cl is he rtndencx for yiston to dominate
mci t parti pants sense
the n x i xx
I I
i
tetxersenseo touh
ddt
clx ri ,
175
Pig
in g
176
Chapter 6
Perception
cli;i
s).
l ag: 25 l iTtoure J5
L arpeatered
.\ carpenter
is omeone who constructs objects. houses, furni
ture, boats, etc., out of wood. In Western cultures
many of these objects are angutar, xx ith 0 angles
and corners rather than circular or round. Our
experiences xx ith ret tangular shapes (caipeatered cvii
text) contributes to the MO 11cr-Li ci illusion.
.
Perceptual Interpretation
Page 255: Most had been horn xxith cataracts
do ided lenses that allowed thens to see onh dif
fused light, rather as you or I might see a diffuse fog
through a Ping-Pang hail sliced in half. People born
with e.ataracts cannot see clearh because the nor
maim transparent lenes in their eves are opaque. To
understand xx hat their vision is like, imagine what
von xx ould see if ou had y our eyes covered xx ith
half of a small xx hite, plastic ball that is used in table
oc
e.
lifft; toes t
a
not i i s
the
eves at their hcboldcr. I he familiar a\ ing heaatm 5 10
the eve at tat hchaidcr Inca ns tha.t xx hat is perceix ed
Page 261. Saa
. uncaaay
People xx ho ha o dreams
that coincide, by pure han cc
IF later ox ents often
have an eerie on strange (ai a a g) teelin; aho it the
accuracs of theh appaeit precognitions.
and thou
cxperinen xx teo is
s ,eun
cx id.ne
that extiaser
rx abi
c I (be
c s i t c
panan nma nacd or
I
xx
p s
demcnstnate
s uglc iCiOc
Ic I pher. it e
non to ralute the ]amm mat tncrc s no I H this has
not happened).
ands
of
hnagi i
States of
Consciousness
flint
/J
f/c
lni,t
1. Ihestudvof
the earls x ears
it was
dDoiacod
Ft
;x
bu
1
1
qo
[it ix
5(
ant
Ix
sD
10
bin
I at
u
in
crdutad ajc
x
li,,r
to
Co iscio
Define conciousnex n a
sentence,
cc it son
re
0
[tic ttoouk hr t
id nforrration Processing
es
ci
ci
to
\l
t
a
tcno an
ii
,,
77
1P8
haptc
States of Constiousness
rcqnirc
dirot
ar
is
liLT,
Aiaiat
5w
-
a
tord
(C
It
Iii
it
.,
0111
No111
s the
iorn
ever ir
tt
H p
H :
CITI 1,1
the
at
H pest an
is
is
cdi i
it
H:
H r
usal,
sing of ins of th
xpr nsions n the
ttx
He t n a cr in the text refer
;des J
Nor ,.o uxplanation: ONo( :1
colic
inc
Ii
Irva p
P;;s neat
.11/
nterrupt
changes. rich
tti dINT
that occurs in
0111;,
es (7
hr
10
thu one
xc ork
b. Resethng of a disrnpted b c logic i1 it k i Ii I
fated hs exposurt to
10,
Objective 2: 0
rhs ft
a ft
sfto
id
1.
the
l7
aod t no ea
01
brains
the cluster of cells called thc
rna, arc
accninulate
lx
hich ft dx to
certai nc nr
t
I
01
nd
ir
ke
Ls adjusting our
iso
pen nc
cc
ti
7.
f
1
hr
The sleep cx e
1 ronsnt of
d:,tinct stagec
an in:
8. 1
unte
t;ei--
5. xc
if it-c-p.
rhvtfm tsle
ics
as
Ofl
adi
rcc
the night, he
a,
s
tap
cx Ic ti cti r rreacian
cc t Ivut t ha
ing which
9. 1 c relati
-
ar
5,10-
i-il1-,,x,,, 24 huiricn
iota ft c ilcd
I slow
am
of
its
it
SlecpaidDrcams
10.
During Stage I
oratediio
hem
11
sleep.
I
tLSlec
I
trig
ii -.%Q
1 itbtha
changes
that
accompans
RI M
it
it
miii tes. stlic r tprt
tage 3-Jeep htci.rnec
bride-i and RE \l
re. rioJ- betonie
rider p o iii tels
(hr
h
1
s
r f r
NI.
,et-
ar) from
ccurd
iccalka
179
need k
as indicattd tv tile fad
that !.leep patteni. among
(identical 11 ateit.iJi in Ii are wri %unllar. Jeep
cii
s a so in.t
1 i.
t in
eo 1 sil
18. 4iovc k c Pu I ide at no
J.cep 4 hou a night ople isto sleep less than
icet br .everal nights in a ron often shins sgfls
t
(It
Objective 6: Di cus se
sleep cprha
Ii
of
INC
(ranter
Objectis e
States of Consdousness
20. 1 r (
nrc te\ir te
C
i tate-
xdcr
Sleep also
ot the das
cnt
es and stjmuiates
0 Lii
I
sic
problems that
(run do not
to
be experienced by
idults
and
Objectix e 9: Describe the most connnon content or
d ream.
26. Dreams experienced during
S in 10 dreams ate
is omen,
marked by
tpositive. nega
tine) emodons, such as fears of being
2. a p
is it of
Sleeping
al hol max make the problem wotse
stncr
tend to
(increase/
RL\i
sleep.
cd ccc.
23. 1 he leep oisordet in which a person experiences
it is
wIn
h
II
is ni
dm
step breathing
a dc
II
drr
is
is ms,
bile
its
w t lied hr extremt
oe et eoisr rcles nf
s en xx ax
them x th
Lnlik
or
to understandine inner
is sanre is ft
retlect
xi
24 inii-,iiiserferingfron
iI
more about
fercnce
that pro
neon rtranintter
me a tb
5 d
rl,t
drennrin;a crs es
tons tine,
- the htah
anch an e 5,
S
xi
a example
th
neeIlei
natIon
is
Hypnosis
who claimed to
attributed to
hax e discovered an
181
sleep.
33. Still other theories propose that dreams are elicit
actix
ed by random bursts of
its origmatmg rn loxx er regionc ot the bruin, suih
\cording to the
as the
theory,
sense
ot
to
make
brains
attempt
drcams x e the
thls actn ty. The bursts a e behexed to be gnen
their t m )tiOnal tone by the brains
svstcm PT T scans of s ceping people rex cal
increase I attivit\ in the brains
Other
si stem, espcciads the
theorists see dreams as a natural part of brain
and
dcx eiopment.
34. Resean..hers agree that xx e
(need. do riot need) REM sleep. After being
deprix ed of REM sleep. a person spends more
time iii RFM sleep; this is the
effect.
(does/does not)
35. RI M sleep
occur in other mammals, Animals snch as fish,
whose behavior is Ic ss influenced by learning,
(do, do not) dream. 1 his finding up orts the
theors oT dreaming.
pers in egtimate
can in i c people
ot t i pc fc rr some on kelv
182
as a
hlend of the
two views.
10. tlxpnosis
(can cannot)
relies e pain. One theory of hypnotic pain relief
that hr liO5is separates. or
is
3.
Atter ceasing to ue a
drug,
sx mptt en-
ence
13. liilgard has ads anced the idea that during hvp
nosis there ft a
or split
hitsvaen ditterent levels of consciou-ness.
14. 1 he \1$enre ot a separate consciouness, which
n an are ot what takes place during hr pnosis, is
espressed :n the concept ot the
stress
i-
an
who experi
has des el
Repulat nan
xanrp(e at a
dependence A p-n 5( ;n is
has a nimpuis e r15 :ng for a anbrancc despite
state
addiction.
a person
to
183
Drugs ar d (onsciousnes
Oh ctveJ6:\an
tocciags ,.ndlis
n to Pci nlth neurotr
ategor c s of ps choaw
a
r a s thc so sv bstances can
itt cbrau.
51
r ee ht oad att
4. 1 he 1
t he
fdu scscussedin
it
\r 1
fl moe
o afco ml
9. Opia n,
hich tend
body trInronN;
ht ptec hod. tenchuns: mct
h
o5
to a
Iter perception.
bra to
ci
lng
5
entualh stops nrodu
king, sttmulartng,
5
ihee atom aLl. oUch h ntin:i
or a th:h.ttne Lee actr itt or the crams
Objective 18: td ntitv the niajor stimulants. and
eoplam hoxr thor attect neural actn ti an.d hehax br.
Psvcltobgialiv, our
also nov a nIe,
nervous
ci
bolma
ft
orvho
0
th
nc
or
itt
\s
r,
iaclccnts
i
alt
the I
no
redree
ffec t cognition
r especially in
.C nt. Alec hal also
,
a.
iccne
Ones
the
ira
ri 0 n
whet of
alcob a
nmk once
of
and
atitter
or \ID\l\.
Is b
th a
0
and t to
Di
I ects
ot
hr
tter docking rt
i toUr utransinitors
and
I cn
ingiopet
me
addictn e
Dt(flL.
r crc
and
Stimulants
and
itt
1
tue
stem
aeth
Anoon. the ad me
and
impaired
and ttl or
toni hoot
184
C :ttoeet
%tate. at C ancioU9fles.
Objetn t 19 Dc
a . I
..;
ic tsc
d
onn
ire
i
yr flit tic ha
aid
ti,
the action.
fl(_
ru..ui%r.
5. il
icd
rhc
c.pnrli
Iic ::
wijuan isab,resiat d
v j an
Len;used
whc fcrt om
is ci er, ti e e medical
ted ii ma nuana toeJcjti.
:1.
1
r
tttet C
groups.
clild.
e
1
a.
pal t t
ft
C.
bjectt
intl
n
Jr..
h.
gical si hological
.ft onthtu bO drug use.
iuss
ura. L do
!a;
\. ti
.;,.,.
-i r
rncra, an vo,.
th
4
:;ft t3c I dccl
.,flfl
hat
I
t
L
1
r t
a...
.,
itim.c
ha t
more tess
19.
diic
0)
wt
!
ncai during
ti1t c. r
it)
b.
tc sard al
iot chingec
ra ptople
tS 1 Iz.aki.fl,.
..:..zk.
..
.u
ecthk t
pcner
esidei
185
I ogress lest 1
7.
8.
2.
3. When our
lag.
age i sleep
a. t5
b. RiCh sleep
c. crcadan rhrthn
ci. Stage 4 sieep
5.
a.
ran 2
5
b.
-race
iri.
sic ics
aeon
6. 1 hc
a.
t.gt S lee
C.
rnage4
10, U hich
to:
is app 0 umatc x
do
ot
ti
fohoss hsg C
lassified as a depres
sant.
a.
c.
nscth nwhctans s
s hxpnosis is
hr mode
discovcrx
attributc ci U.
a I cci
b. Mcsrer.
12. Wine
marijuana
ci, alcohol
in
b.
c.
c iianos,
ci.
iiyaid
enerahs
ta ernents conccrning
the tolh x
hypnosis is true
Peoplc xi ill do anvtf it under hr pnosis.
si is the san e as sleeping.
p
t.
lfypr Oss S in part an extension of the dixi
s 01 etxsec s conscious as. areness and auto
nsatie bchaxi sr
ci. ifs puosis impros es mensors recall.
a.
b. 11
marulost
theorx
ontt st
b. phx siologir al
-e--int
5
inhrmattin pro
tix
cs-sr
nth.esis
at
t
h
0
ci.
c.
minutes.
5 a, ishm,
iioti
a. a -s :sholk fririllnxent
ando:n
neu nil tO hi its in tin
S. the rt u t at r
bh
pills is
a.
aroaai:
a. Cage 1
S. Stage 3
norrnonal funeth in
c Stare 4
ci. ixtAiPeep
neo e u 1cistO
ude.
phins.
11.
isp soss
ci. all ot the abox e
d mctaoo c a d
rec
creat t
p
citheab xc.
te
i c
rOil
ci. stinrularhig the bra,ns prod udion of eiidon
,
1
s nicls 01 the lohovsui
a t scrr-ed att n or
leeping
ti
vlt1lttJ?iLLlIOiCC Qtwstions
1
.
ess Os m
\s defined by
up
PROGRESS TEST
c eeC
b.
c,
ci,
brain
2. rhat the mind and both are distinct entities is the
position of the theori%ts hoc sin as
in contrast, the
usc
a
c.
d
hia s t a
ti
r
I n icr t onfi
86
is.
(.hapt r
S ats of Consciow.ness
r.- .naLtnt
1.
te
placebo effect.
th t
1
l
n u I
ti)fl
ith
it
appropriate definition or
ie%.t1 iv.
Oetj,z,ics,i
or Desci iptions
Terms
marijuana
alcohol
Stage I sleep
night teirors
manife-t content
cocaine
narcc lepsv
sbcp apnc i
Sb s r 14 CL)
j. RI Msleep
k at nt onten
4.
9.
10 ts
ri
11.
ii
20. The lou est rate-. ot drug use among high -school
seniors is reported bi:
a. white males.
b. white lemales.
c. black males.
d. I.atinos.
tchn, it
1al I e h tir
11
a.
b.
c.
d.
e.
f.
&
K
I.
Progress Test 2
PROGRESS TEST 2
Progress Test 2 should be completed during a final
chapter review. Answer the following questions after
you thoroughly understand the correct answers for
the section reviews and Progress Test t.
Multiple-Chofee Questions
1, Which of the following statements regarding
REM sleep is true?
a. Adults spend more time than infants in REM
sleep.
b. REM sleep deprivahon results in a REM
rebound,
c. People deprived of REM sleep adapt easily.
d. Sleeping medications tend to increase REM
sleep.
2. Which theorists believe that the mind and the
body are separate entihes?
a. the behaviorists
c. the duahsts
b. the monists
d. the Ereudians
3. Alcohol has the most profound effect on:
a. the transfer of experiences to long-term
memory.
b. immediate memory.
c. previously established long-term memories.
d. all of the above.
4. A person whose EEC shows a high proporhon of
alpha waves is most likely:
a. dreaming.
c. in Stage 3 or 4 sleep.
b. in Stage 2 sleep.
d. awake and relaxed.
5. Circadian rhythms are the:
a. brain waves that occur during Stage 4 sleep.
b. muscular tremors that occur during opiate
withdrawal.
c. regular body cycles that occur on a 24-hour
schedule.
d. brain waves that are indicative of Stage 2
sleep.
6. A person who requires increasing amounts of a
drug in order to feel its effect is said to have
developed:
a. tolerance.
b. physical dependency.
c. psychological dependency.
d. resistance.
7. Which of the following is not an example of a bio
logical rhythm?
a. feeling depressed during the winter months
187
188
15
d
17
I of the abox e
u
iris is
a me ital life
b selc tix e attention to ongoing perceptions,
thoughts and feelings
c
inforruauou processmg
thcs s theor
)
19. Aca iding D thc
dreaming rcpresei ts
i c ratc un dat d bursts
a. thc brains ctlo ts tc
ot actixitx m xisuil b i a cis v th thc emm
tional tom piox ided by r if
xstem acti itt.
b a inecha nsin or cOpi i, i ft I c str wses of
dailx life
in s n ulfilled
c. x sy mboiic def ict or )l a 0
xx ishes
c ss r e r han sm for
d. an informati ii
onr cit ng the da c c pe it icc into Ic ng
term mci or
20. 1 low a particula psi cI a t
d u itic ts a pcr
son depend on
a the dosagc and orr r irt ci tie drug i
taken.
ondity
b. the uaer expc tati ILd
c. the situation in which F d uy i takcn
ci, all of the abox e
Matching Items
Ierrns
a. I reud s theory
b. serotonin
C. lcstasy
d. alpha
e, dissoc ation
f. ampFctimire
g.
ccrs icro
h slecF spird
i, e dcrth is
j RIM
k. barbi ix s
ss
PsyChology \pplied
Y PLED
PS
cf rC
id
r xama
If thaptCr
ic i
Vivi
ep
IC
iheated
p1 tore
win
d.
csigesedbsthc
it
a
erre
fresestier
uai
e
1
r
tern
osts of a
sCi * tC m
and pur
Ic
se
t
If
d.
IC
or ssCciatlc
I lug
XC
cd tc
05
p upubesCent hiP
mentation
as vi
snip
nbrlCd
st d
it
b d
apcrso
r y
tth
frCmRIM
I e details and
S nCn
ak
189
d
C
Cr a crime
shC
eohe I.
8. Roberto is moderately intoxicated by
Which of thC fol ow ug Cha iges in hs behavior is
hkefs to occur?
a. It angered, he s i w re likely to beeor se agr s
sxethanwhenhe issober.
b. lie is ill be
ss self conscious abe ut his
behax 10
c If sexualh aroused I e ill be les ii h b ted
abe tenga,i gsse i at V
d 11 fth ab x ar kely
es
9J
b
Cs
Sr
u
I
cry
ox I
.y
rstas
ccl
isle
r Her s
a
I
next stage
s r I
d tvattenyt
tJllsdre n
a. rarfs
b. latest
Cr
v wig e
tI
dr
Ic
r
rtf
e
d
dss
s
sI s
cr1
ated
titnip
c\ I de
4
t cd k
oH
tY,
to
p.
at
feiiklu
d he
a. Br
r
1
Oc.
4l.ts. lit u
EtC.!
Sfl
once
a.
in
-a
c. dualist.
behas iorit.
I,, monisr.
Lc.
b.
to sleep sO hc I eonhn
h rch
.o
c. is it RI \l sleep.
d. suttcrs trom nar olepsr
d. atheist.
I he hr product
ra
i o na
a.
in
s \th
c
tI
d s cckbroker
I
pa
e tltx o e
sin: 15
piaoer
rh
tafe
imagination
in
el
100 Vies
or
005
l\ i :ci
the 1
ti
els
ina
a
c
n
\iopteci
cis
sodrn i
an d
a
e sts
cot nsoo
nolisin
13
l-
(4
ut hr
oh
I
tres
it
e_
a
I
ii
c
I
rt
tilt
sO
i
,
Ii
cot a aie
I tin
F p )Sls
3 ctirins
I.
tI an
x soot
ffcct
as
F t
neohne
\\ hich
ot
the
fohon
log
statements
concerning
imagers
are more co um nl expene n e
females than by male
di Ihey are more coma tnt e renerc
males than hr females
14
do
12
in
tOe ame.
Itenotln on a task
lo ha nn er heen able to reads inet
no hu
in on
, 1
t
are
t an are
,..
.trz:.cHep
K
20 (
)
di y
ci
a,
15
iCef
dttC
CC
CS
Cfl
C temporan
iiCCCssa
\iari nn
CIIC CiigpCntserCct.
v CS hCd bCccu,e it W
3
t
1
t dcii
dangcnis
ot mci
1
e itation
ds
c
Essay
I sin i
t
Root
si C
is
CCI
ii
CS
I 1W
I iii
ngC
n yen
ft. I me
sfl
alm
1
l
8. det
9
10,
IL
Cc
CC
T
SICCI a
icF
12.
13 din
14.
ii
fe
15,
MC
t C i
In t
al
CriCnCCs
iC
bClou t
u e
p mpc
,.
C. sas C
and orga
n a scparate pieCe of
17. hyp
18. posthy
iot
ho
aws
29. stmmul ir t
30. amphet r i nes
31. inc thai
32. 1
KEY TERMS
33
Wi
)C C
1 101
34,
m
2.
3
4,
)c,
I
t
r
C
ci
h ta
asy \IDvt \
35.P(
36
3,
nas
38.
Icrrns
19
1 Ci
ICon ciousness
os (luck
ft
ten
kin teI
nt
ctt
Lhe
eru
IaOlt/t th term
the preee
er the detinition.
gn
AC RO,S
ma e
rat occurs
dum
P
1
H
lf:tJ
ecp
ki
luc ra
1
a
w r a
I in,e of
at
t mquihzcrs.
shich thc thinking and memory of
old r adu t c
u N dm1,
22 Tir t ot dat a a ich the thinking and
ft lone students ft id to be best.
memory of
ANSWERS
Chapter Review
Consczonsness and Infor;na tion Processing
1, consciousness; hehax lot
DOW\
2. I,
x ha in ludes alcohoL
e,
e
1
P
Ti
i,
of earlier
3. D
4. )rt
2. hrain acrh
3. before: lunited
ire nttIa that dreatns help ha dciii
If tiLes dx our memories.
6. (1, ep tat dsrupts the pftcessinp of recent cape
tx Irma term memories.
Q. F vu r-llarci s term describing a hr pnotized
3,
It, hr
;
IS. Ii
20
,o that predominates in
Stage 4 sleep.
during hvpnosist.
h sPa hr u u a es of a relaxed, awake
:
16
a
;,,
u
0?
-ci
nsncs a
hat
e I
t
5
t
of euphoria.
rana
ureia- are
environment.
u: sue,esslvea
4. rcquire
appetite. leer
ii
thm
193
Answers
LiliuL
lLdLLUlfl
s cd
6. authoritatn e; context
7, posthypnotic
8. addictions, docs not
9 is
10. can dissociates, attention
11. attending sensorx; enorx
12. normal consciousness; social influence
I he behax ior of hypnotized subjects is not fundamen
tally different from that of other people. I herefore,
hypnosis ma be mainh a social phenomenon, xx ith
hypnotized subjects acting out the role of a good
hypnotic subject.
kgb tc,ru 4
you c dr
c
26, RIM c d
3 somexi hat
[hose xx ho are niost susceptib e frcquentlv become
deepls absorbed in imaginatix e actix ities fhcv also
tend to hare rich fantas lix es
4. will
5, age itgrtssuu nu more
is tniuries
25.
Hypnosis
1, social interaction Mesmer animal magnetism
2. does not, aie
rcjcctco
13. dissociation
14. hidden observer social
The social influence and dir ided consciousness views
work together to explain hypnosis as an extension
both of normal principles of social influence and of
cv cry da[ dissociations between our conscious an areness and our automatic behax iors.
Iirngs and Conscionsness
1, psvchoactn e
2. tolerance, neuroadaptation
3. withdrawal, dependencc, psy chological, addicted
I he folloxving m ths about addictior are false:
a. laking a psvchoactixc d ug automatically
Icads to addictic n
b. One ca i it ox erco r e an add cton xx ithout
profess ona elp
c. Ihe addiction as diseasc needing trc tment
model is
p1 c ibte tc a broad 5f cctrum of
plcasure seckng bcliax iors
4. depressants stimulants hallucinogcns
transmitters; expectations
neuro
34.
35. d
ml RI \
dc n
us
rc m
0
i
tic cssisg
7, sfrinki
nor icn sch av ar nes
ration futurc cm scqucm c
mmcdiatc
it
194
cocaine
Sc
r
21
is c dt ir I ethnic
inst pier
c
F
cult
ditc
uicp
uc
2 duahsts monists
PROGRESS TEST i.
s4ultipleChozu Qucstions
2I
2. b. is the answer p 23
a. The amvgdala is in nit cn ci tcr in thc un
bic sr stem
c. Xdtnosine is a brair he r cii tI t n akcs us
sleeps.
d. He pincal is a g and that p duc thc sleep
inducing hormone mclato in
3. c. is the answcr. Jet lag is cxperic d bccausc,
has ing trar eled acros ti ne )r is u c are air ake
at a time when our Hologi i I irk irs Sleep
this biological lock i the rcadian rhrthm,
(p. 273)
4. a. is the ansis er. (p 2 /
b. & c. Delta is as es predomin iti during Stages 3
and 1. Stage 3 is the transiti in beb c cn Stages 2
ittein that has
and 4 and is associated is th
elements of both stages
d. Faster nearly in aking hrai is as cs cccur dur
ing RFM slcep.
5. d. is the ansrscr. (p 8
a., b., & c. During nor RI ii C a es
c pu ar
and breatuing are sloss
tals are not aroused
1, hatlucination
1, d,istbeansner p
11
NearDeath Lrperzcnces
4 hcart rate
d H c geni
6. d.istheansrrer. p 2/)
7,
is thc ansss er. (pp 2S 8
8. a. is thi anssscr Ok I Po
the undi s rihk con eo c
ii
ri
sk ep and nar
run (p.28
b.,c. &d 51 p
dIe s
I
9.c
ttca r
serotcn n ard i c
p
a lhs irssserdcs r t ti
b. Depressants a i
C ocaine and crack ri ci is
d.\oneoltteps\ h
ti
Opiates howevc r
r
)1 endoip nr 5.
nii pPlcarra
ng RIM
I
)
Sc
ptl
c
I Si
tsr it
c asst Ti ruts
d up
a hi ttfcct
a is ircd tnin
i
nswers
r hi r Ft
s orssbdy funca
t i adp ssanLp298)
v as n
nt
Oc
c fal it nogers.
0
i
II,
ahrcfc red
Eli
sics Fr ul is bcst
Ft s c
tcraon that
193
tO
uav
suUai
datciung Items
d
r
12.
s
fp
) 9
o Ftcts
icr
t.
e
t
ii
ft
Fr
si
sc
h
F
r
rth
dr
a
15.
r contarninatcs
xrcrr rbcrdlecthanrf
ke cdd r R ct 3
r tagcs. (p 287)
Frud s m c reams as psy hit
Ici
t
e
a eptabic feelings
aetCt
i hes (p 287)
rscgidt
ri u of drcarning
s
a
r is
s
nork pr manix at
.,
e(p 286
k (p 2h7
r(p.2$)
/h)
2
)(p.
5.1
6. d tp.
7. b(p
8. a p
28t
284)
98
303
10
Of)
2E
(p.
a p 284)
PROGRESS TEST 2
Flultiple-Chozcc Questions
in
hg
c
acts
L
2.
3.
4,
cci c
ha oil
3 cs uat sleeping md
t s. r f ct, the brain
r s
d.
nc
13
si
arc
f lust ci itior
i mrsscn (p.296)
i Ftc taking
rc
a
r ther ndirid
g actuallr
f
fir
c
3
Si
i
5
ti
I
d
t dl
cpt
16.
1
C
17.
x
Foisr
2
r
r d r
as
cbscrraFle
iistcr of
r
Scm ft
6.a.
usrcs
oc crintle bserce
F plxs 1 depen
Fc
aI xaapt
r r 1
xi
(1
p
SLt
9latelnng Items
I rt asr nisloax
i aStagc 4
or
up
t
a
I
F
I
opr
I I
L
2
3.
4.
ant p 29
c(p 302
1 p 300)
J )
1
d(
h(p 27
)
26
5.J1p
k( 3((
6. 1
i(p 31
8. b(a 1
71
9
0
10 a( 29
1.
iii iii
es groauy
Psychology Applied
ii
drf or
)f a ,enlc
(C
r
a
Multiple-Choice Questions
1 bchtacs that hapno n
put
o asuorisness
I t
a
tIn e
catm
dIe ire tFan )ta
p r
an
ar r
js
aildrc
usc Iru ,s
3,F
1(5
Fr
r
) aad IIl( dc
S
II
nswers
Ii sc ft u c large aid
a,
& d. t
6. c.
a is icr.
no n
K K
it)
ti
a c
to
t o
at o
ak
5 1
ri a
uni
ly
sib
n,
g
d
a
t I
.A
sit
cal
i,
& d.
sc
i rc
ai
td
ri
cr n II ib
cac tc
u
tIes I
ed
cm
id
d
Itt
..3 i)
f thcsc is ft c
drI
lad
arc ir rc
it
I
)i5
cI
i
ic
i indicates
Icmar fefcvc
thu
d ca cs to exist. (I
s
i cuarai e.
bc)
a c
dcatt expcu
it i
tor a nontI
r II IC t ie c t m e ingredient ir
d 35 by p oducts hn ;er in tne body
more (o. 3t 3)
ies
c
cdi
cnccs
u 3ttl)
a tip cxriate
tc 4d pcrcmt
2
people who
hays tor it clost to death rc f ort ome sort c I
nta- deatiex c -ienct
c. & d. Iherc is no gendcr diffcrcnc in the prem a
I nce of near death experiences
12
raist,
tctmmc
Bcia
c.
ocator
ft
iic
r
a.
t
vt
anti
)d It
si
I c
icit
that
i
rn i
U ca i
b. In tact
RIM Ice
icthity in thc
if
c ans c
or
c
i
9. b.
bu st
c )5( ii
IS. b. is
i mr
s
t n s cc ping I
if Ri si sleep.
Ouri
tf
it)
7,
8. d
it
ft
it eased actim
ry areas of
ram
macn
t
c a) iiI ,t it
e
d do m
mc
cc
t
d td
ml
a
b c
a ac
a
ft
d
t
a
r
c
-
ar
i r
tii
1
iv
in
5
ifc
s d
d
c I t K
1r ,c
i, i
e tO
-
ingsamor ft my ncr cf c i md i ay cica e i
psicl i c ical sun rab lit tc I 1)115 n.
I
c
tt,a
I ue cc is
101
ci ,dd
st 1
Ia
,
i
c
I
c
dbIr ft
197
tr
S r
of Corscioc mess
luiot it.
g ic
or
a
ran s (II t.du
-ncr a -f alto
s(iPt t tar and p pi e
s
r-;t.- rrt peer pit
to
O
tb dm
n.
nys.
KEY TERMS
ii riti.R 1)ufi;zitioizs
chotogisu-, consciousness is our
md our environment. tp
an -t
1.
u- ,u c ot ourseis es
tp. 277i
talse sensnrx experiences that
senocr stimulus (p. 277
noning.
5
tuu
are
rtheut am
ha
is
ditficuits
is
iii, \arcnlepsv
a sleep ri 1order in which the i ic
to cr(cr sudden. urn ontroliable sleep attarks,
n.
hni terl7ea r cubs directlr into EL \l.
11
d
i
si
Answers
24
199
Me hamphetamine is i
aerfnlh addictire
sti nian hat speeds ip body functions and is
n Jed Ph enc rgx and m md hangc
i
(p. 10H
37. Dualism is the philosophical belief that the nnnci
and hods are distinct entitiesshe mind non
phsdcal. the hods phxsicai. (p. 31W
(p. 310)
f raniplc: The behef that death
CrossClzeck
ECROSS
05
thought pro
L paradoxical
7. dopamine
8. nicotine
10, lucid dreams
12. 1.50
13. serial
14. spindle
17. depressant
18. hr pnagogic
19. barbiturates
21. rnnrning
22. cx ening
DOWN
2. age regrcssic n
3
4.
5.
6.
ampheta ninc s
opiat n
intormation processing
alcohol
9. hidden ohserx er
11
15.
16.
18
20.
delta
dissociation
alpha
heroin
[HP
CL
.1
t
S
F,
C,
C
P0
IC
35
eq.
(V
.rc
C
C
itt
C,
C,
.5
1.
C.
I,
fl
fr
r;p
.4
4.
Focus on Vocabula
V
a
c
c
Pep
nj
sxhere most
rescmhfe Thi
I I I) hut there is
I irous iox and
cc air s parr lvzed
tr e t
i
d cp St ge 4 skep
d hen disnpcars As
ti
tme sut r
r jiJ rrntnaJx
n
RIPE sieo ;ets
crc iepried of
y
s oldIe frey t ecland
nstcady and dazed
I
1
Page 284
i5 I
e
at
ti
3
r
h
F
F
s
3
i
ci
ir
\s
I
radsd ai
r PIer s
IF
ore
ii
rtt
oi
m
n
c
ie
icr
id
cthnF
dift mit or
iw
sb
psxchclogis
tcmFora y
a 3
dreams ir
n portai
Freudst cc
1 Ircam
mdt)saxs
is urru
cnsiei
sw
cx
c ksaneae
tFc
e
01
i h
p op lose ow
s IA r suits n cc re
Pt rda hlcismg the
xtra heir of sleep in
cc He Morda hI
I I n,
Page $
lIe [FreudJ mrgued a b5
I that
xi ishes a drea n pros ides a
/
I hc
disc barges othersi ise nac p ta ii I e
a dis
st n line of the dream (manifest c ntent)
c i
guised xersion of the rca Fri h d c
cci
the dream (latent content Pc
d n
x
in
vmbohealiv expressi m, mc m dc
I
t
I
erotic raisFes dreams al c
ts t
I c
cousdnsesthatmightti V e
I a I
c
ni
htuo
u
tcrtodissptc
enta exp os or
mg
P an
201
a tratf c ncni e S 0
say the Sme can Ste I) c rd rs
Ocuni
e epc al
kssouatic n and those itt nar olcp
lv at risk ( Pidrkh 989 Fah ng a I u 1 0
is bile drn ing is almost a
secic
F F cr as
drinking (boo ng and d ix in
0 POF it
hi nar
,
it
nt 31
colepsy suftei from occasional p
od
3
Iahle sleepines often assou t d s h r t ona
I ge )ns
arousal and are thu in d mac r a
xshiie diii ng
rtrre
an uagc
1 S US it 3
r
shoxxn that s1ce hel
rot to
tismc (ni n i
increases mcm rya dlearr V F
}
prote Os c m c han s i thi v a e
V
our cx c tutioc arx p t
t c
ti nkinu lb sc fi idings i e sti
ccntinuh g Pu Ic i Ic rely ire r
r
83 icoioi a d sur -,c
n e e
i
c du cRFM sleep a t
ii
ti/s. He mcst pep r as
i
t
i is for nsom
reslegiI,Fi
I
c
tortunatch they an I a
(cgmri i p by suppre sinp RE I
u
d
c
dos the peismn ix ha I
i
i
i ) IA ren
t red (next d c
discontinued the ins m n a ma, g
g
gF s
at
s mdl
It
if
acrul
IM
F
t
5
Ic
202
Chapter
Stat
of Consciousness
Pa
at it Hvpr osk s not a psvchologica
(rat t s arn and to rcgard it as such has been a
sourt c c f considerable ntis hi 1. Research shows
tI at hy pnotrsts can subtly influence is hat people
recall nd they mar ads crIer thy create false mem
ories by making suggestions and asking leading
questions Ihus h pnosis is not like a so-called t ath
e a t (a drug afieged to make people tefi the truth)
bu rat icr has caused a great deal of annos ing and
p055 bit I ar ifu effects
id. a I t isc t fj
So mrht tFe sc s e ss social influe ice
and
ci usncss b brtl d Alfhougn
rd
fbi a a c
iffc ent xpla rat is s ibc ut
n n ae
hI
5 e s s ggcst tha d niv
)
s
p
ss e
t
eo t s tfcc ic
I is y o
a
c
th
o
ml
is tc ii fu
c ndr
is i s is
cd
ft
) 5 and Cc ascii usnes
9
rtri
p srrishnr, is drinks
al h
nicht get
y on c r c an of beer but an
xp r r d drnkcr nar r I yet (ii w nfl the ci
t
t
I c ired use ifafsy hacfsedrng
r
inim,i ncinaad
c f
f t
f
sh nc
ci
I
F
i
s
c
I)
I jI
g
i
let f hart
hhis neans that the
2
ptrsc n r ho has bee rsing the substanec or i regu
his I asis
hi a i in add (icc hi a a) has non
stc pped doing sc iss P ctl 1k Ft au). Mye s notes
that addccf on is n t diseasc such as drabelts and
many cc pie ohnnf try snop usir g addi t it drugs
v t ioui tncat ncnt r tfirayy.
a 2 8
)
s when ft t rcsta iran patrons
lc avc cn t a nt tips \bcoh ii c in i ic case both
barn fu arid c hpful inc Inn it ii us. I bus rt often hap
pens that restaurant clii ufele gwe a baiger gratuity
(extras agan t ups is hi n they are more intoxicated
hates en tendencies s ou have n hen sober
a itt be more otw rous is ne ry ou are drunk.
Page 2
nth larger doses, alcohol can become a
stagpcan
t F cm. My ens is usnig humor here to
make an important point I o describe a problem as
6 means that thc probhcm rs cnormous and
stayycrtn
has serious coast quences (for example a stagger ittg
dc Ft is one that is or erwhelming) One of the conse
quemes of ingc sling large amuntc of alcohol is
slowed reaction time memory toss (bitt ken(s), Ian
guagi disruptions (start d spce It), and uncoordinat
ed physical mor emeut (the person stagg. j. [bus,
drinking too mnch alcohol has serrous implications
(ml s a staggcr
p bLiP,
Pagc 300: It, as commonly belies ed liquor is the
cutcke pick a uv ret the effect lies partly in that
pots erful sex oreau the mind, Nh ohol (liquor) is
thonght by maui to speeo up thc process of meeting
members of the I posite sex and to ion c r sexual
inhibitions I ius a male may belmevi that use c f
alcc hc will frail tatc us ablnty to initiate contact
and gil n k o r a iemak a at
IC
appcr).
Mvrs fihits o t that nit cay acohol is msohr d
a
ra f Ps abc c
3 n cx
et
0
c
ii
in
tfa
n g
Botf s
inn lcisuni
i
v
r t I fit
r
nscnn hi
f r othnf
r
I is isac st a aws
for up ig drug-induced pleasc ies
i
I
rt
ad for an aodi t this ma Fe a nersisteut mum for
meat gi
t
an d an urgent, persistent desire
t y for anothi i di sm of the drug
f c.
I
fi
In cdr
C a
F
cI
nr a t
at
Page 309:
And they tend to handle stress well,
often taking [lie bit!! bii [lie horns rather than becoming
traumatized (Britton & Bootzin, 2004). The expres
203
Learning
CHAPTER OVERVIEW
N
ci 5&i & he hc art of psychology th m
3i
learni
relatix l crmanent change in an organ
Nm
F ax
du o e per ence Chapter 8 ox ers
th F a c pr nciplc c f three forms of learning. Jar i
cal
o xdc t
nditionin, in ii hich ix e learn
as urt or
etxx cci cx cots opcrant conditioning, in
r inch xx ft a ix to xgage in behar iors that are re
x r cci i id c a oic
1 oc liar ion, that are punished;
md b crvat 1
xal lear ring ii ix hich xx e learn bx
oh xi x r xx itating oh ers
h
F p ci al o ox ers xx x eral important issues,
ii Fa six e 0
uid 1 res for all (ha
3 ter 8 questio x
be o
a 2
cc
c
1
cad
1
i ,s
nd boldf e
)i a
isex
ii
ars c
If
u xc c
r in the Ic thor k bc ft e
4. 1 he tc r dine c F rg mnisms
iss c a c a
xisr
FE
a1
17
Er
2C
C)
--7
F-:
7
I
F:
-I
Er
F:
-J
-F
F-
7;
2171
It
F:
J5
C-
I.
F:
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F:
C
F
FE
7/
2/
-j
I;
:7
;:
Er
5:
SEI
El
-1/
-fl
-j
4-
I
I
Er
Er
I
I
12
:5:-Er
2)
CL7
2
77117
:1
F:
F:
I;
Er
2/
F:
1
E
)1
74;
)7
I:
I)
----a
-F
7)
aD
n
DI
1
DI
Oper
tive 6: Di
s hi las
ii
hi r an
hehax lot in x
1u
at t under-
x d
r itu e
20. Class c I
sumitlo;: ot
0
ss
C tOts
21
is
tIle I S ;r
I
-
--
;,i
nndttiontil I is as
2
-nIt in 0
the
it
the
:npn:ta:ne
nt
bel
at
d
cia
disc
noutd
rats
stimuli C
tI
Ii
tc
d bound
nd that
astc
drug
rning
I rx th
atersion
It
hen Fe
xx
ted a I
ass
pretioushgh
dc
es
that
st
r e
immune ststem
associate
ut nc
al co iditi
23 Research stud
d hat
.tidtrtortp
,;s,it
nu unto
ant
a
ntt s
d hat
con
ht
of
tudx
tnient for
I.
the
nnnorrant.
devehip
u
hr
ill
ix
I th x at s that hiolegi
I cc lean in hI c assicat
)bjective Dcscnhi
1 nredsiohhon c
Pt 1011
aptain
ha the failure of
dcntonstrateh
in human
prt1cees
.ngnitn e
s,cX
animal
that the L5
16
tl
nL
1
stucnes
Ctii
Mt
Ii
i,
-lfl
an as.e iaticri
p1
207
s conti lb t r
Objective 8: Summa 1 t Pa
understanding of learni x,
ant pro-
1 i
t C onditio ii t,
not)
be classi
Describe thc
ond
or
X4at
ti
t
ca
no,
d Rat
cond i n ning
hi ttld xtontd
Is-
nott on
5 I S
-cn h
5 CS and th
19. 10s hi -a
-t-
than
is n ore
an
nrinri
titS
red::sposithns
ot each an,i-
Operant Conditioning
hx n do
(2
iF
2
-,
4.
I-
..
x i ionnxe p
.,
ist
2.
sin
Thu
,
,1
--
St
Ciii;
hi
-i
xi-
45 hiat
ct infext ii xx hR h tin-i inns 1
ir 01
220fl
t
exniai
n.
to sa-e
hi
r
an
tab;
t 2
St:
nP,ser-,uil;utnp 5Oiiii4.\
x the no
t
kn
1ot
C.
np
Ii
u-
it ci--
--..
frC.
-a, ret:
i,-hi:
-: ii;
1--
tied
55
/;-;
C-ti
/iH;,-
,I
.h;rsta )-
rh
5;
i.
4.-
Ic
C,
;
,.,-,
C.,
Cf/
u;-
a
t
i-a
tm:
-;
-c c
208
I tarn
C iapte
t sat
C)
ti ( rn jot charact
ti
istic
iton ng fn n o erai t
rcsi
3 t
r t
associa
tr
c rcspoi ss
i Psi
ttiit
Lcnd
(5
ii
sig a
nnh
tC(
that a cutan
is i
it
trnuFthat
it
aic
d
tic crgarisn
cc
t ccnt
lthc
9.
C i
ci
at
sat bcnaxi
C p0
cal tc iditicning
bcf ax ic r
.Ss
is iso
10
spo taneots
5k ni c used I hc r idiicc
11
paratus ca
led t se
to
ix 15 it
lear
i r
hcsan vu
d g
r
I
C
tr
ts
trs
ci
e
C
at
(
cIt
i.
at
matn
yls,rc
nd
uninSsada
c icc
oslc
c
ct
matorc,
14. 0 m 3 a o r itJortmtnt
(is
orc f c the sin its lternative
c
cmforc at c it his
na t
dA ultv h t
i
I
t
rfab
as x I as
t
r
r tc
tc
S
Objccti14
uf apr a.td
ai s co npetent
pe s
it llttjUtALt s
sts
sm ofus
nim its
Itit
C.)
mc
\ sti 3
iulns ti at t
i ali
sc nt i a
rcsoi c a
ing
is
C.
ngrcf
it,
(5
g
as (
a. htuat
citi
3 cknass
t c toror t
dol a. )f partial ren
t
5
alrtcrrtt
cp
sc i in cs a u di t
forar a t.
13. II
us
s
ty
foor
ccd ten A
nt r
C,
mont tcic
5
Operant Conditioning
time is reinforced, a
schedule is in effect,
Describe the typical patterns of response under fixed
interx al, fixed-ratio, variable-interval, and variableratio schedules of reinforcement.
209
procesce have a
reinforcerni nt xx not ax
xided
is s ud to haxe occurred,
28. 1 xcesslx e mcxx amds max undermine
which is the
desire to pertonn a behax ror tor its on n sake, The
motivation to seek external mcxx ards and avoid
punishment is alled
210
Chapter 8 Learning
abilities by
used to enhance
shaping successive approximations of nen skills,
36. In boosting productivity in the workplace, posi
hi e reintorcement is
(more/less) effective when applied to specific
behax iors than when given to reward general
merit and when the desired performance is well
defined and
For such
behax iors, immediate reinforcement is
(more no more) effectix e
than delayed reinforcement.
,
d,
,
and
41. ( lassical and operant conditioning are both sub
ject to the influences of
processes and
tions.
42. Through classical conditioning, an organism
that it
associates different
does not
and responds
43, Ihrough operant conditioning, an organism asso
ciates its
xi ith their
Learning by Observation
chddren 1 lower or,
far tors mar also he
ihiUt
I xx th ccl
mr oived,
Objective 23: Discuss the impact of prosotial inodek
ing.
I,
115
:,nt a xtIx
bc ca/
ccix ed as
or
Models are also most etfectir e when their rvotds
and actions are
1.
clied
is
,or
I his form of tearnnxa
than
xp )t neuron
has not) been found n hriman hi ains.
(h
3. 1
ihex
ag
ix
and
,fnt rx
a.
It (mc
1 rcrninu
chora
O\perJ
xx
inn
ies/
aggres-ixen
-
rot
wo
ot
and
suIts mc help c
Pr
ho x eu ed on ad oft
imon-
lobe
211
V
r
I
1
t
Ixox
tfl
1
O
ic
inciudino
agression and the
sure te x iolenee o
(Os
ix
ohscn ed
tendt ncr ot prolonged c 03
Ion c
S.
-t
C.
Cr
0..
fr
(rv_
(4
C.
I,
I.
33
I,
11
Progr
I r Pa los
Pori P meat
a. (S
P. (R.
14.
cxj c i
or
itt dog
salts m
an exarag
17. X[ieh if the ix h ri g
fo cemi nt
5
is is e stinrolris aftet a ponst
1
a. presenting
b. remos tog rr unpleasant sfrmulus aff
ii sponse
c. hetng ti Id that r ou have done a good joh
d. All o the ahor e are esarrrplos
dI
15. Pannirmeirt
a tontror ersial rra of controlling
in hat or area Ue
a. debar br n not forgotten and mar return.
b. raiding somuli often create fear.
pundnna -or ol ten mureae aggressir enes.
d. of a
! of the ions e reisans
1
a. classical rondifioning
b. operant cooorton tog
c. ohserr itional learning
d. all at the atnn e
are
found
)efinitit as or DeseriI 1
a.
yi
the
nglteir
I
rr i
a. the ibject
h. thi strengi
f he timub
I an assoc abort
tire pred a
I
thu sir
r t r
taela deh
Ic terna
shooij he
presented:
20. Mirror
or conditioning is.
a forna of associatn e
16. e I
I ondtionnig ixpi rn cots dv Reseorla
and XX -gin r di morstrat that an important factor
213
a. shaping
b. ponishnaent
err
d. latent learning
C. pasSive mm roruenrent
I. negatrr c rerrforeenref
g. prmrarr Oiit- ret-i
P. geoerai:zanon
P coodittooed telnoirer
j. contineiotis reinforen1ent
k. s ariahie inferr al stnedul&
I. extrinsic rnotn ation
na. mtrio-dr na rir afioo
C.
sptinfaOeOu ret
214
Chapte8
ca
PROGRESS TEST 2
Progress lest 2 sh. Id Lx. to npletcd dunng a final
chapter res jew. Ansis cr tk e 0 lowing questions after
you thoroughis undc rstar d th c rect ansis er, tar
thi. %ection res less s and Pr s,rcs kst I.
SlultipkClwice Quections
1. During c.ttnctitn. the
6 omitted; a a
setni. to disappear.
reult, the
a. U%:LR
c. Ls:CR
ci. CS;t..R
b. CS;CR
2. In l.atson and Rat ncr s espenment. the loud
noise ssas the
and the white rat it as the
a. CS:CR
b. LS-c.S
c. CS;LS
d. CS; CR
ccinique for
occuire&
a. during acquisition. s I r the Cs isas firt
patred with the I. S.
b. during etinctjcn, nhen the CS isa firct pre
.trted in It%tIl
C. nhen the CS w... reintn <laced tolloring
e\tlflct)t ut tEe C R arc a re%t period.
d. duirg dI%rmirtion raining. sshen .eveiaI
C lciMoflcd stinui isa introduced
b.
For pcrd;Lt
nditicrqng to be mo&t effectis e.
when chould th reinforers be presented in rela
tion to thr deirtd re.-pcrr-e?
4 tetnre
a. immediatel
b. imnedi.itpl alter
C. at th same sine a
fc
d. at ire4 a ial h
of
an as ersis e stimulus.
is
a. irwn maflatrousts
b. randrnis
c. foi s cccssivc approximations of a desired
beha or
d cnlysomcofthetinie.
_____
_______
Progress Test 2
13. A cognitive map is a(n):
a. mental representation of ones environment.
b. sequence of thought processes leading from
one idea to another.
c. set of instructions detailing the most effective
means of teaching a particular concept.
d. biological predisposition to learn a particular
skill.
14. After exploring a complicated maze for several
days, a rat subsequently ran the maze with very
fev errors when food was placed in the goal box
for the first time. This performance illustrates:
a. classical conditioning.
b. discrimination learning.
c. observational learning.
d. latent learning.
15. Leons psychology instructor has scheduled an
exam every third week of the term, Leon will
probably study the most just before an exam and
the least just after an exam. This is because the
schedule of exams is reinforcing studying accord
ing to which schedule?
c. fixed-interval
a. fixed-ratio
d. variable-interval
b. variable-ratio
as classical con
16. Operant conditioning is to
ditioning is to
c. Pavlov; Skinner
a. Pavlov; Watson
d. Skinner; Pavlov
b. Skinner; Bandura
17. On-line testing systems and interactive software
are applications of the operant conditioning prin
ciples of:
a. shaping and immediate reinforcement,
b. immediate reinforcement and punishment.
c. shaping and primary reinforcement,
d. continuous reinforcement and punishment.
18. Which of the following is the best example of a
conditioned reinforcer?
a. putting on a coat on a cold day
b. relief from pain after the dentist stops drilling
your teeth
c. receiving a cool drink after washing your
mothers car on a hot day
d. receiving an approving nod from the boss for
a job well done
215
216
Chapter 8
Iearning
PSYCHOLOGY APPLIED
Answer these questions the day before an exam as a
final check on your understanding of the chapters
terms and concepts.
Multiple-Choice Questions
1. You always rattle the box of dog biscuits before
Psychology Applicd
12.
hc
i
13
di
id
i ci i i r
cieah itcn
atent k arnirig
xtncicn
ii i i
son tle
r cesti
vnn aud Susan have been stak
th a o x
snr smer games Whit h oh the tot
m
g b st a c unts ar ttscn bclsavior
di ioning
k ss cal
c latent learning
rv t u I I arr ing d shaping
14, x
a
Ta,
a ci
7
rsit
tirc
a.
ioo 2
ftc t ic s
i
( I
I
b come
Ic inc
(do
16
m
c
r
oth ,r ups
a bh tar citlscr
cloose rrt r
Bc
\rmcr r tat tocd rest u
ho rr
i I
ink
ft s
ii
It
r us emsiintotht salt
a
c an ger ai d trcnch tr es.
\ vI g
dc oh p an as c rs an to thc taste
use rr
1 rardt cnhtrics
i a
217
a
b
c.
d.
)pcrant conditioning
secondary reintorccr sent
positivc remforccincnt
all of the abose
t
cxtr rsi r sat an o rirsi
intrinsic n otis atior xti i sic n
drives; i iccrtivcs
ncntGe, dne
1
5
I,
C
1
6
8
1
0
21.
ERMS
KE
27
Lcs
tfl
C
3
I
33
34
Ii
cc
Yc
rs
I
3
C.
sw-s
C
64
210
check
4-.
ou
t
C
ri
irc
ti
IL
rS
teethe
tN cki
c m
-1
Ii
-1
kCROSS
I--
1.
-I
cit..
a re.ponst
-.trenizthen% ae Ie%pon%v.
9. T pt tt -tlrnulu% that natu
r.lh trIggers an umondi
tins ;ed repm..r.
r 1. ole irited n olunt in
r mm
r-
ung stinul
DY%
fr 4 icy .tnt-n!
2.
;. t
...cnv
nith
k.
I t
i.
1
tt.
Hn-t
!%.h
ic.pt
rC%.)n..f.
flcl,az
i sun
s.nt
;
1
tm.llo ing
to
litf
flOl(
,e
C I
1.
p :dt
i. it
1
.t;V,)
lit
tuli that
l,c rciitiurttd
j.. iaa.niflq and imitating
ieaith t
It
I9
S.....
ft )ndm
13. Stimulus that autor
c ly t iggi..
boned response.
14. The prisentation ot an at CfI t ,timdhis. ii hich
decreae% the behavior it folkis
15. 1 vpe of learning also tailed Pa lot ian condition
ing.
16. Ihe proce%% of natching and then imitedng a
beha mc,r
r
t)
ViOf
18. %toth itic n U. pertor
ults
)
obtan rewamlor
10
flrigm 1 r. al +
a cond o c .epo
..C
ANSWERS
Chapter Review
How Do lSe I an,?
1. earn
2.
the orir .1 C to
C.
11
1 reLrtmnced.
01 9nic
r
t I
cduce,r r
I_..I
3.
that spo
wet F
iii I
.ing o
-.
,tKtVs
iassic
4. neranz
5. oh.in mc
H,
220
Claptcr8 learnin
6
(lassica Conditioning
fl P3 loi; John 1%atson; lx
1.
2. .ondituntd %tnnulus; uiiconditiont stimulus
3. untonaitkned recpon%e
4. cnditioned rtsptnse
5. acquisitiin: ont -halt sttond
6. does net
I earning theori%t.. wn%ider classical conaitionrng to
he aiapthe because tonditioned responses help
organ sms to prepare for good or had ci entc iUlkOfl
ditnined stimuli) th it are about to occur.
7. sun ii c; reproduce
8. tail
9. extinction
10. spontaneou. rcxovery
ieralieation
11
12 s milar dhci imination
13 su nl
14. c. gnitor
1. prJcl. t i ntie;c t
16. ..ikoh h
17 c. ons st mulus
18 s kicsiould
19 Ft lor c.al, adapt; leve I a ialvsi
20
pt
ii.
ectively
(.1 ssical conditioning led to the disc i s of general
principles of learning that are the saint fc r all spec its
tested, including humans (ia%sical t.onditioning also
proi Itled an example to the young field of psi cholo
g ol hois umpkx internal processes could be tud
lcd obiectn ely. In addition, classical conditioning ba
to h.ive mans helpful appL.innn. tc human
hekh ad e!l l ing
22 :rai:njt tUts
23.
22.
ptjivn
Ii
s?f.
WJ
ih;nent
cuppie.seJ
s to
adinini-teicti it
1w
cx
t tiiation
Answers
it
3. 9 months; 14 months
4. Bandura
more
6. rewards; punishments
7, abusive; aggressive; genetic
8. rurosocial
9, similar; ,uccesful; admirable; consistent
atching telex ision
10.
is
11.
vioient
.1u1tip1e-CJioict Questions
1.
c. is
1. in k
Progress Test
221
222
ChapterS Learning
2.
3.
4.
5.
6.
7.
8.
9.
k (p. 332)
m (p. 335)
a (p. 328)
c (p. 319)
10. b (p. 332)
h (p. 320)
f (p. 329)
g (p. 330)
i (p. 330)
Progress Test
Multiple-Choice Questions
1. c. is the answer. (p. 319)
Answers
tune, ot t
parsage
mph rcd
It
r t ios
ix d r
on
0
1
e amoun
f work
Pa , on tommission,
crcf re prc di table.
s thc at
Br barr i a c put on your coat
I Jore nong ou(sde, r ou I us e learued to reduce
the as cult e srmulu of the cold p 32)
a. Dis. imination learning ins olves learning to
oteka a re onse in the presence of the appropri
nulus end not other timuli.
1
sr
b Puohhmer t is the suppression of an undesir
the pr nntat n of ao a crn e
rep
tr Ins
cc a s c resp nsc that operates on
B Eu tim
ens irt r r I herefc rc
is is an example of
perant. not lassical, conditi aning.
of reinforcement delivered.
knlike n t nittent reintc cement, in which the
ci ak rcemc t is ontingcnt on re
err
ing
sac m rctnforccment is delis ered
F
en Ic t cf F sub,cct s behas ior.
ns de ws ) a techniq c of shaping not inter
c
ttent reinfo cement.
11. a. ts the aosa or P on are teaching your dog by
ren arding him n hen he produces the desired
behavior. (p. 32sf
B. I h;s is om ciassital conctitioninc because the
sOc w a nr sirs reinfor cr piesented after the
ant bc
cd
i
it
!it
start
coot
u. r
13 a. O
,,
swtr
dog
c as reio)or
0
ft.
Se lie I
he
cot
a0 a
34(
15.
223
the boss
itt
2. F p. 315;
3. F p.
4 lIp. 130)
5,
p 301
6. I pp 2L 3i4(
7. PP 5170333
8. g (pp 2 122)
9, P p.. 3is
10. 1 (p.
11. Iis. 3-Ui
224
ChapterS I.earning
Psychology Applied
MultzpleChoice Questions
1. a. is the answer. Your dog had to learn to assocn
ate the rattling sound with the food. Rattling is
therefore a conditioned, or learned, stimulus, and
aiir ation in response to thi rattling i
5 a learned,
or onditioned, response. (p. 317)
2 c. s the ansn er. Reinforcement (the letter) comes
after a tixed interval, and as the likely end of the
intcrr al approaches, your behavior (glancing out
the window) becomes more frequent. (p. 332)
a & b. Ihece answers are incorrect because xvith
ratio Lhedules, reinforcement is contingent upon
the number of responses rather than on the pas
Sage of time.
d \ssuming that the mail is delivered at about
the same time each day, the interval is fixed
rather than r ariable. Your behax ior reflects this,
since \ on glance out the window more often as
the delivery time approaches.
3. h. is the answer. By taking out the garbage, Jack
termmates an aversive stimulus his fathers
nagging. (p. 2Q)
a. Positir e reinforcement would involve a desir
able stimulus that increases the likelihood of the
response that preceded it.
c. This answer would have been correct if jacks
father had rewarded Jack for taking out the
garbage by pror iding his favorite food.
d. Punishment suppresses behar ior; lack is
behar ing in order to obtain reinforcement.
.
is
itt,
etta
representation of the
334)
dod hr cc
nit
-.
a rtomaticanr
trIg
the
in
ii
iv
trrvrr.
13. b. a ti
3d.
di u, a
t ad
h
learned Ovcrsio to a ma 10 0 li or a 0
car- hut also to 5
aw thai ow gr.av p
re-pond ing
a. 1\ hercar d ficrim inotio ii
6. a. ;s the
mental
I
anie :11 1
a
a
N.
r ci
Inn;
his
225
nswe
15. a. is ti
in st c
Sr
17.
a more proforrod
329
pr
[oh
aiipk
d rrsr
d
c
ii
mintorror en
cn Lhc shap
its
Fbi
19.
a
is
as
lod of
or r a h sa
p ci rornfar cd)
x d I stortal)
Tom
: p.
20. h. is B
cast or i\inttnci t dn
soinethtlig
for its
ho
tn
Key Terms
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to mental
i
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precesses.
iu t
226
Chapter 8 1 earning
5. In
6.
7.
8.
9.
10.
1L
12.
13
14.
is an experi
mental chamber for the operant conditioning of
an animal such as a pigeon or rat. I he controlled
environment enables the investigator to present
i isual or auditory stimuli, deliver reinforcement
or punishment, and precisely measure simple
responses such as bar presses or km pecking. (p.
327)
is an cx ent
that strengthens the behax ior it follows. (p. 329)
21. in operant conditioning, positive reinforcement
strengthens a response hi presenting a typically
pleasurable stimulus after that response. (p. 329)
22, In operant conditioning, negative reinforcement
strengthens a response by remnvzn< an aversix e
stimulus after that response. (p. 329)
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Page 321:
acre Cs
kfC?idit
\\arson and
fliU?iiC
oik a
nms
r
0 honing
0 w rat I
08 Flit
ai i and Stra
4 en Ba Ii
sc ir i atc bctu
ht c
t
an. 1. 0 Bach and Stras inskr acre composers
whnst tt les it nausical composition were quite dif
Dreur. Through hapir.g (ret arding bchasiors that
tnd oscr to the target or dcsrred re
cbs
a
o t nsc I pOts hat ccii able 0 train pi
I gc ins to discrirunate or chooso hchveen the two
musical sounds, For example pigeons mat be re
preying, and
it crcied Inc pccnmg a dlk a hen Bach
ngt F n S avmskv is pla
ig Fr i Pt
Fr
I
at i tu
or
a Ott as r
I
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Page 329
ce/in eft and getting a bad exam grade
Students may score p iorlv on an exam because
they were doing sc methnng unproducth e, such as
aatching II instead of stud, ing Ither- tore goebmtg
aTh. A- a consequence. thu may decide to change
their behas ion and work hard to as omd further exani
auxiets md the uupieasant possioility of getting a
low grade. The new behas or mar he strengthened
it it avoid the at ersit e ronsequences of anxiety
negatit e reinforcenienti; in addihon, getting a good
score on the exan can positmseh reinforce good I
studs habits. Remembc r, reinforcers it either kind
(posrtixe or negatn c) alit ys cticngthen behas ion.
,
flu:
the Flair that otten ontes within seconds
[after taking drugs] ...Tne ternr inch as used here
refers to a jolt of pleasurc (not is in to kick the
ball Mt cns is in king the point that bchas iors
such a smoking, dunking. and drug taking, in gen
erai, are foliuwed bs some immediate pleasurable
crinseouence, a Bach controls the oehavmor more than
does he dc tied c usc cot e g. lung c mnccr,
con a
fl
0
los co,ntt
mcnio
F
ieadachc tI e ne\t dat F h i:r A it rir i. ri' nip],
iagc
hi stir
sri i s 4 git s ckr
and t phaih cliple tnen en a cimsroon bulletin
-a a :,ll a: cf Or, sat, th ten
heard a-n-a- (I;hut spe rs n Oc r iass, b at irtun itch, it only the
cognized
to
lIt
v s r 1
of i str c its i i lost moth a t
hc
1
u
t cm Li ti,_, iynn c their sor-Jng and
Or b tcca
r hErd her till oen t get C
thu d.ont
:ork
onrnr Os a shap:ng
mto is, 51 ens
e e
229
3 1
230
Chapter S Iearning
Pay 3 I
paid en a piecework basis
This refers to
situ iCons in n hich someone is paid for the number
of it ms produced and not by the hour or the
n eeki A ii orker gets paid only if he or she pro
Juce so the number of responses (Le.. the number
ot items produced is reinforced on a fixed-ratio
schedule. n example would he factory worker
sen mg shirts who would be paid five dollars for
finished shirt (piecework). The more shirts she
makes, the more mnone she earns, and thus the rate
of responding is usually high.
32.
thi fisiiin
This refers to a sti le of
fishing in nhich artificial insects, such as flies, are
usd as bait to catch the fish. People who fh fish are
reinforced only once in a while despite making
main responses. This variable-ratio schedule ot
reinforcement makes the target behavior very per
sistent and hard to suppress (the behavior is very
resistant to extinction) because ultimately the more
responding, the more reinforcement.
Rqi 3 2.
a hopp stop-start pattern
When rein
forcement is for the first response after a set time
period (a fixed-interval schedule), responding is
typically more frequent as the expected time for the
reinforcer gets closer (draws near) and is much less
frequent after the reward has been received. I he
pafhrn of recponding is consequentit unex en (chop
pa heca use cycles of post-reinforcement pauses
fo]ion ed hi higher levels of responding (a ctop-tart
ratter> are characteristic of the fixed-interval
schedule,
eg 33
You begot mail
h-mails can arrne
at unpredictable times, so it is best to check on-line
em em enc in while if you are expecting
e-mail
to in omcone SImm, steady responding like this,
C maci of a variable-interval schedule, may he rein
tore d m ith tie 3 on got mail announcement
a
3
the hild nho lnm. z ticat after running
into t e -tiect
Here the phrase P mm a tnat
vters to the withholding of some pleasant conse
3uenta such as a candy bar or piece of cake appeti
1 tolloxi ing some unix anted hehax ior.
tim e siimulus
Ihi s one type of punishment; it decreases the
robabilitr of the behavior being repeated. Another
esair pie H tim out, in uhich the hild is put in a sit
uch o- in the mimer) in which no reinnirce
went O\ ailatilu,
.
Page ,333:
d z La
F
m p hI n m c i
bad consequen
es. 0 m
5
mm a (a r
m LI
th
1
using punishment i
5 that the nuhm Hi mom he torn
poraril suppressed in the p estot or the rurtmsher
hut max reappear in other, semi sttnns (0 addi
tion punishme it ma ict
sSi(
f r
and apprehension ci d c a
w
in those being puni. L
As \
n
pu
m
ment teaches mm hat not to do, mm aeroas t ullttorcuivent
teaches what to no.
.
nh.
Ii
s(
so
ur
t can
so
air per. -i
aI: etrentre
bad bubam
)I.ii
vi
pul
g
t
pP of tIc )Cl(
example of i
,1mv
constraints on lea mine,
0-.
ii
to
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r
illu
,t
dI them
niammer. B 1
(.stirr
tc
ca1
ongii
1
t
s I
raft
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attac
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ant
ii
or C
to
t
(
locus on Vocabular a d I
it
s ot
(n r non d the
vol. n hate a
5 I; lte\
er
nh
1 x s s a simpk guide
i e t
crcr I. 4plving the
nnd
g to ccc omas, Al
s a gene ral principle ( i
e and
re
de
s
ta\eo toOds to 0
ci in nts on observational
23
a c
i an a
rout n pie turcs
icc! I;
s) er
IL??
oje t
1
e
ed on the screen from a
g c
as:
era
1hu the reel ,orld reter
rorks,
lies l\
world created F mor ie eor
ahie compaoiec, etc. chic en I,a;. Mr er no-e that
ted ii
0
the actual (t ni/) xx orid is not accurateir rehe
nroxies, LV shows, video ganxes, ahie program
flung, and so on (f/ia icc! a-a; ii. A ardnng tile ebes
11e rnedte
sn e aggression and v;olence repn ted in 1
tends to be correlated isith iner wed accc a cc
nd
aggressix e attituues hidiherenec a x ion t a ts
higher lex eis ol nt social I c has m
.
Memory
CHAPTER OVERVIEW
(I
IC
it
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R REV W
1)
r 5
(xci
Obec
CHAP
cxnlai
0i
t ai
rar
w u
S ruCtior
5)
uienoodin ness
alt in
OI
IC
(A
sill
ji
rCCnted p
1 ssi
Os
i uportant role Cf
Ui
I
)
IC
sin/a
mCI r
IC
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c Ii o rCtognition.
it C) tCX r i
C cXfrtSsC , r
pf
ief rto a,
thCs an ar r hC tc
forame f uton:
i tJ
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mod aiiisfli cv
n merxon
COi -1
CtCC
Cdsi
mifac
cx CI C
di
.1
rr
CI
ks
9 Mcirory
as
model.
i s mo 1 4, we first record informa
Ii
fro
v hci
which it is processed
ic i formation is
through rehearsal into
memoS
I t r ctrt al
t
in
s h ch are cooidinated by a
proces
itf the help c f the
I us
s o process images and words
tI
fc
ii
rr
ri
elfect.
c )
t know the meaning of any of the
i
is rd
asc s or expressions in the
t i v i I th
appear in the text refer
)
)
i
nvplanation. bost, flflfl
i1
nichtd stugc rro
i t
i until urn are blue
I t onlec whil 1 aining
t.
1 s
c
i
b
I
ic
t cs of information we
I rocessing rcquires
1
and
t
c uses c ffortless
is
recrred t
encoding cncoding by
233
encoding;
ounu is aiied
encoding the image ot wors is
encoding.
tO
d FuR
Crat
t
Is
asF
net
rccccti
ut
idi
ig
xl owcd dat
Ic.
is
ii
called
word
called the
is
called an
ettect
e of
c r igh
end t
based
Because thes
14
for e(
Mc n
ise
re
tS
ords.
r
not
achitatcd r hen
nd
odcti ri
epts,
Lou
n Ic set
thes aid
m mu abi
Objective 8 Cc r trast tw o
types
of sensory memory.
acariun ilustrates
mernorr
in
rccall
16
ds, c
her
1w. C
31:00
ssn is
ill
bc-:
;,
is
immediatel
on cx fortr. ng associ
ailed
imon less
mx
icc mate
abr
ms sitogr
F Ito) pu
r
Fso
gb.
s thc
to ie
tcw tenths f
3.
ts
that pm He
or
o
hrs
ta
secord
nie-rtorx hr
mud-
i5
railed
1cm
236
Chapter 9 Memory
hen
c t it men
strengthening ft c t i r e
irhich oc urs a hc
learning occurs
ifl
transmitter
greater amounts naking n mug
needs
ing to fire, and the rumhcr of
stimulates mar inctease. iThis phenomenon.
called
tats
s pirness
is
itf
enet
enharnes
it
will learn
-i inc/c
ow
1
(tmter more s
15. Drugs that boost production
of
e
5
t
it 1.
roten
a specific
engineering that causc s thc
maze.
he the
mom ethcic t
rum
u cleared
information we see.
lien
oYit
ntp
nih
d
x I
Ut remot xoern,u
at
-t
stress often
1 learning
impair
18. Tn
c
n
emotion-proccssing
10
m-tc 15,
the bra
i
the
us
bra
on
erect
19. ) u s
cir
s
S
CV
ti
of
3
r
sting s m xi
Objcctxc 13
i U Ut tur
ex I cci it c c
turc ass c ated is th 3
ac i.
xi i
c nit
at ab
d tr
tai
c c ni
ircro
to] Xf
kit n pnit
lit
vs e
anrei IV dorct
explain
fin tie c
lfosc ruth
Hr
damage to the
25 lire d
ccndit a
tionof
implicit and
237
creof
bccausetie
(is isnot)
ci st
igf a r n s
iar
ctims (pically
hx
whi
thc
dcc
r sa patier ts vpicallt
a air
II
o I
gi dscray cf
H
t re in ar s
a ra
memory,
or tIe
at
tructn
pr c xiscs
s ems o
rp
rcc gniti
i i con
its f
thcir
niro
xi
3. 1 xci 1
run
i e
labI c
i t n
c
k
0 Ii
) gra r
a
c
iccs
iacs
iancs irt
pa exg
ir
1
Ie
sprtshtle
24
it
eltnf
LiVO
earbook pr turos
itrcuvi
or
ss r ites
S rp rr
c
nd
itmi y
i
gltsideinpairsmemrl for
ti an not
1, Ihe ability to retries c niform 1
scions an areness is called
s Dar ra
f the
22.
memory systc ms
23
IItf
o
-In
1 s Icd
ich a s (a
55
238
Chapter 9 Memory
retrje\ at.
other
ii
experi
we
xx ould constantly be overwhelmed bx informa
tion,
memory.
8. Our tendency to recall experiences that are con
-istent with our current emotional state is called
forgetting.
3. The first t\pe of forgetting is caused hx
failure.
flwiriorv
I )ecribe the efleLb of mood on memorx.
)ryos
c
Ol,c
st cc )iceotofstorac an
15. Inct)
ra
at
Memory Construction
cnat?
ti
ii
n o I c 1.44
itt
Mt plir
J titie
1 q caiauscrethc
a c. cli it
di
>s 1
10.
it
si
CF
led
tat
stvtd
attiC
Icc
Ft
t
I
tI
.1
at
cscifro
a,
sUit
dii
a
)txrC
dCi
t o
xc
at
anC
I
lite
C
n t
ski.
it
cson,
deroltrateitLi
,ex b c
4
1
hcs
C S
ess
I
12
itt
tat
islic pe tilt arch uc
10 (XiS
tIes islE I
exer Cr
ic bin o nd tat
ut,ec.ts
Fr ar
ra hirrino foa
r
c a
v
(fl
wctshs
tedsruttectfcttf
a
e or tc cc llnot al
c. xx
ous1earm .or a1
n d
r
nt
Cit
a umptio I Cr
ui. tntctFe cec
eitoncsiealsoloslasa
,whi histsptcnllv
tiieousl earnsiiulai net
1
i
ft t
11
f lii
c.
a
Objective2:1co
F
miti)lcaldstc tw
OW
11
as
t ss
ti
Ct
I
cn
a c
I
I e
tied
t Cl
9 Ic
tia v
F 5.
I$lc.knct
,cttir.une
a dt
do
ii
uc
c c
ad
he ur e amnesia contribution
) r
,which
an event to
re m
ioncs to
memory
phenomenon.
391 392)
rsi t
es
rr
ra
memory
gist memo
ix i r c se confidei cc
in their memories
s 2(
,and
,
(1
di
s
t
r itn ss memory
C.
PROGRESS TEST i
Multiple-Choice Questions
rrhen
it
is a first inter
person n ho asks
e 27 1) s us
rc
mfluc r cc of h
3 pnosis or
(are are not) reliable,
Progress Test 1
10
referred to as:
is
c. photonsenuerv.
d. scm antic x onuory.
a. canc mnenur:s
riots
b. echo e
nte
Li
(
(U
Ins
law
to4seunds
n n1em
Ur,m shc
etent on than
rammu g
tjOfl
a. remil
b. reeognion
241
an i. a roximatelv
it us.
dc nonstrate
d
6. Menrors
niques auth as the method of loch
acranr rn, and thu oeg-u ord a stenu are called:
a. myelrn
c.
b. rcli htudrcs
a uapsos
( no is
c.
c nc
hisp
iso a n o ,t o I hncr,ati in
1
r up i
te argo famul ar units
efern
s
s (
3
e
a. conso r t ng.
h. organization.
d. chunking.
r. encoding.
a. .\ClL
d.
seretonuu
uorad nahnc
unpredictable.
15. \tornory for skills is e ulled
a. explicit monuory.
Oc
uost uct
ii
mrs al
that
or ror
oga-nnr t Werner
cr 1 og ten nnms ieas si tOt about
d.
u t
lou
Aer
a.
hex
a
all, t
I
s
plc
ord
re
ci te Jr
rhc bcs r Jr ution
rtnuiricr
b. I ,rned the
C,
hart 0
d
dfhr
ords
riO
is, U1
tire
.t a a
prime mcmor).
d. nnphcrt memors.
as esaLt m s of e\porit c
h. renect a gersen s brau ad asurnut.ens.
a. are ste
n;ar
b. de laratus e nuom r
a. state dependency.
b. encodng tailuoo.
c. primiro.
d. cleia
ds
d n a ords.
d. impr cd is hen p art pants or i
on n mnemonic dci ico,
C.
pod thcir
Chapter 9 Memory
242
propced by:
\tkinson and Shiffrin.
1,, Herman Fbhinghaus.
Loftus and Palmer.
c.
d. George Sperling.
a.
rtant in th
20. l\ hich area of the bra m i not ii
mcniurmc
processing of implicIt
c. h nctnaamus
a. hippocampus
d.
h. cerebellum
21. V\ hich of thu fcllou
ii ith the others?
a. misattributio
b. blocking
YlatHhing Items
Match each definition or description
priate teim
Dcliii itions
is
or Descriptions
Terms
a.
b.
c.
d.
e.
f.
g.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11,
12.
13.
tmme
14. the lingering effect of misinformation
h.
i.
j.
k.
1.
m.
n.
o.
repression
relearning
serial position etfed
persistence
peg is ord system
method of loci
proactmi e mnterterc
transience
retroactis e interfem cncc
source amnesia
suggestibility
imagers
mood-congruent mmmorm
echoic memori
encoding
Progress Test 2
PROGRESS TEST
243
244
Chapter 9 Memory
iconic memories.
d. echoic memories,
C.
c. hierarchies
d. recognizable units
hered,
Ps)chology Applied
lthou h repress o has no been con
nec
x x. Incnt 1k, nun ny ho
sI. e vc hoc c
verhy i n g matc al Di tO I tuing to
..stud t bes ond nasterv often di
L4t% recjll.
PSYCHOLOGY APPLIED
v tr
uest stheda It wan iniasa
SOUL
1 i.hecl
I erstan I i , ot flit. hapter
terms and tu-ttepts.
%Iultipk-Clioice Quectivuc
1115 C
er d
isfi torige.
b. to as s to t icodmg.
c. rnJ.gn.tu Is to retail.
d. recall is it recognition.
245
5.
16
100
priming.
(
1
10
fosizo
20
filet ii ut
mood-congruent memnv.
d.
Ii let a failure.
nut
bds
I
,i the
i h.i.Ii
soth
attts rj.luation : om c e -nted a i .J
nt lt niemoriec. lon. e L,erls fl.L iot,ed t e
8.1
mcli
si.an.
tob- )t.
a.
itc-dcp
C.
dtntmcr
n.
tt9Lt
tt
C.
t.
iii.
-rr
r
s.
q,
eat memor
10. lc h Ia
it
,
th name of someone from high
a hile looking at his or her yearbook
upl
a. -conant automatic
a--ui; actumatil
b
odin]
inn r it
nature of memory?
a. Janice keeps calling her new boyfriend by her
old boyfriends name.
h. After studying all afternoon and then getting
drunk in the cx ening, Don cant remember the
material he studied.
c. After getting some good new s, elated Kareem
has a flood ot good memoriec from his
younger I ears.
d. Although elderly Mrs. Harvex.. siho has
Alzheimers disease, has many gaps in lam
memory. she invents set sible accc unts of her
activities so that her family will not worr\
18. fo help him remember the order of ingredientc in
difficult recipes, niaster chef Giulio often as-.oci
ates them with the route he walks to work each
dal. c;iulio is rising xx hich mnemomc technique?
c. the method ot luci
a. peg-si ord system
d. chunking
b. acronyms
Key Terms
KEY TERMS
Writing Definitions
Using your own words, on a separate piece of paper
n rite i hrRt dennition r exphn ition of L1h ot the
following terms.
1. memory
2. flashbulb memory
3. encoding
247
4. storace
a
5
lctne\ 11
6 senor rnemor
7. shortterm memory
8. lonterm
memory
a
9. working memory
10
utonntic proc sm
12, rehearsal
13. spacing effect
14. serial position effect
20. chunkmg
21. iconic memory
22, echoic memory
23. long-term potentiation (LTP)
24. amnesia
25. implicit memory
26. explicit memory
27. hippocampus
28. recall
29. recognition
30. relearning
31. priming
32. dj vu
248
Chapter Memory
36. cpa
ng tnt wine:
one:
33.
in;iif.,rtnatio,a ,ftfect
37. i1
i1
it
on
38
e:c
ur
in
tross-CIccle
I r1J,
ci ov rk
e 1
ttt
inatatil o e important to the learn
in4 pwce. rtcr you ha C ii ritten
nC lwnta isir
lie 11W
aek.
ye: a inul cc
his aj
the cflsss oid puzfle iLl vibWe that
you Cdfl wi enc the prvcc.
reco iItC hetcrn,gi nth Mit
5,
It.
vin
I,
-4
--
110
mc
ig.
4. Scnsn
ACROSS
1. Euimplt or rnotivaed frget:.
fl
.timu
.
1
IL Fncnding LI information
Sift LiIe
tORu gt
7.
ti Ingas x I xi
nrdcr to retrci e a pedfa
itCfliOfl.
no asis
ic r irng irad i itmory
9. Mar
ails
ot intnn i.th a into acme: y ac trdins.
to ts ound.
enta inlesrnatio
12. Lne:ons.iou, ercoiing us 1e.i 4
tO. Encod
DOWN
-I. \mtosuie t.t rtter lion that tequires identiti irig
resic .i I ine:dniat 3t
tao
r
I
2
\n ctett in v itith ci ti.itne,e, to an etent
mzrjorc.c v%I.ad1r1 iforr ation it their
4.
.
ir
Iflit ii
at
tiat
ui
4
.1 ii ri.
that pi oteses npli.it nwmorie. Icr
jM(
p
we:
cfegrre
Brain .rea
U If
8.
ic
4$
$
1
fJ
<ii
r]
is
16. Mt rei
c
18. I ne
Lilt
}CLflk
r.t
rtn.nr
i.
g
r.
tttett
,e:
ii
it
31
A fllflt
itLiat
n.
ANSWERS
11w Phenomenon of Wnnong
liii
2.
wIt
dk
ti
7.
iii
in
Pt t ieatfl.iab.
nile fnr
:itt riere
ifl
mew-
13. hpc
Qflht)
ng
i.l.!ult
t.
tjitnted
24
3. information-processing;
retriex al
encoding;
storage
7. 2
8. unlimited limtlcs
short-
9. do not
10. Karl t ashIer tortcxcs
12. sx napses
13. seroton n
14. less receptor s res
enzyme, L I P; faster
c r p
3. rehearsal
4, I bbinghaus; fewer
5. ox erlearning
6. most; next-in-line
7, pacmg effect
9. semantic; acoustic
isual
10. semantic
1. recall
2. recall, recognize
3. relearn; more
4. priming
5. encode
6. the same
Ihe deja ru eApor1ntt
a
being in a context im
I
men in belore It uc ha e t c
situ tion though v
ni t r
crrrentsitu,t nm
c
help us tc retriexe tic ea i
-
vii
1.
ens
ea
B nks
it.
18,
beL
7. state-dependent
8. mood-congruent
Ihen happy, for examplc xc u
positise light and recall B ppy c
tions and memorie in I r Pr
Mo mds als nfl icr e i
behax icr
ib
ph
250
(hapter9 cur n
rd guilt-promoting
c ectirg pur itre
rc sulk rd dep ess on, interpret
9.
hart
Iorgett rig
I
orut
2.
c i
ti
sion
cdiig
5(
a ede
8 r
9
iemo
tw
ii
teiterene
Progress Test i
Multiple-Choice Questions
13 repres ion
14. Ic s
15 strc ss strengthen
Memorri C onstruchon
I construction
2. misinforn ation etfect can imagination inflation;
xix id imaginations
14 icn people new ed i film of a traffic accident and
we c uucd i weck later phrasing of qncstions
affected answers, thc word smashed, for instance,
made x iexx ers mistakenly think they had seen broken
glacs
3
5(
4 pcrccpti us interprctato is
S
de
icd
9, ne
lea
ii,,
rent
12
nhnti c amne
cgnfi c
i
ust
11
10
n ques
t
i
du able
ugh
r
i
ii
ultural
y
r
Rfarsc
1
ix
Answers
17.
18.
19.
20.
251
,,s
6.
3, 1
1.
(p S
4. a
5. m (p 3
(p.
(p. 3
kn
7. ep.
Fr
1:
9. i (p
10 hIp
P34(
i
Ffultiplt
F ogress Tee
eJzercn
r c
r Fe
(I
c ens nit.
ate t c I h
Horn r. pr
2. 2. 2 t
a. & to ii:, ctectt dir! not rind evidence that
n th time.
tj0e (demo 1
,n 0
P di on
an ake. there are many ncr: poten
of Vettit tt nterfctence than tt ten
3.
-\ t
t(
rt
ans. cc.
trier :1
did)
rer:et ai
H fond
4. d,istbeaimnenv3nN
3. d. P ;h. nr.c en dicerdina to the serial nontlon
it: ms at the hepnniig aard end of a list
nienh t d est (p. die)
n
P ob tm t
rt
anrn et
a.
tt r
1. 2 5 s tie
a
r
,nddl of th
t Ott
c & d tie
t m
two form
p
ai
b t m
pa
t
3
i rico c
a. & b. I ishic
n .i ante of hr
t C. lesiooing
t
9
a.
in :nn e
di
a t art
h.
ci mo,..
tIM
hem ire
p.
to :en !Hate into hiM
e.
;nf,rmatiot
(mm.
itmtnomme.
ii,,a.th ,:
ar
in
ratbe .han
cm, up: the tirmamioa, 3
F tim
tc nnr
ittri
.s
n mu r tacihta
hite
do
the
nt
rsotits
n ,r rdr
I rg) prodomes nruh
m risual o I oustrc
ts
in
ref
ft
,in
10.
-it
mme
m
nt
l e
itt
an
m L
a.
&
aam
cc
Ic
2 a I
cc
.ming
di pr
at
ni i-rend ne reotes
little a
pal
tiieaOt\
irnittait
.r mg.
on
c ssed nienon
sts that then
th time.
tan
t, c
rt
tters.
Answers
b. lconic memory does not last as long as echoic
memory in short-term recall.
d. Although context is a powerful retrieval cue.
there is no general facilitation of memory in an
unusual context.
20. c. is the answer. Loftus and Palmer found that
e ewitness testimon could easily be altered
when questions were phrased to imph mislead
ing inFormation, (pp. 382383)
a. \ithough memories are constructed during
encoding, the misinformation effect is a retries al,
rather than an encoding phenomenon.
b. & d. ln tact, just the opposite i true.
21. d. is the answer. (p. 376)
a. This defines absentmindedness.
b. This is misattribution.
c. This is bias.
TrueFalse items
1.
2.
3.
4.
5,
1 (p. 35)
1 (p. 363)
F (p. 385)
1 (p. 388)
1 (p. 377)
6. F (p.
7. F (p.
8. 1 (p.
9. F (p.
10. F (p.
385)
380)
392)
381)
354)
Psychotogy App(ied
Multiple-Choice Questions
1. d. is the answer. (p. 370)
a. & b. In order to correctly answer either type of
question. the knowledge must ha e been encoded
and stored,
c. With fill-in-the-blank questions, the answer
must he recalled with no retrieval cues other than
the question. With ni u I tip1 c-choice questions. the
correct answer merely has to he recognized from
among several alternatives.
2. d. is the answer. (p. 336)
a. & b. A serial position effect w oud presumahl
occur sshetht.r the studs and retriexal contexts
were the same or different.
c \s researchcrs found when reca I is de aved,
onlr the tint items in a list an recalled more
accurately than the others, With immediate recall,
both the first and lact items are recalled more
accurately.
3. d. is the ansis er. Phat all foLir mistakes are hasd
on a sound confusion suggests that the letters
were encoded acousticallx. (pp. 336337)
a. Memorizing a list of letters would in oh e
efturtful, rather th in automatir, proc essing.
b. I he mistakes do not mx olsc k tt rs that are
similar in apprarance
253
370)
24
I)y
iua aticrestg
Lu
bib xc nrcsarc.uiu,u
nctot If signS c i
en
CI
i0
t ff
1.
ii
Lieu ibt 3
tt.
U lx
ccl.
111
cdedand
s
3
sti
(CC.
Its ut
ht
ci
VO
ci
OfC
flc
can.
3 b
3)
c..a thc nIse md atcs
r
is
C
Id aartic.aly.
I
stheioaioncar
d
La ncracn u
vcr Lu 1)tth c.tu answer)on tectbxk
i c. s
utonaticaly
tnt (Ilk
s..15
Lswcr (J b
h a e of at iomcsoom tcacltr,
atiato ccc ado
ba
j
)i w s S KS proccssed into iremor
c)aid ii arcdtharcforson Lint
r
a
19 C S
Cc
I ct.cpe.r
tiLt
2.0.
iforta
ri t
1
ti rc
It
C
cs
silly
01
i
L. i s iuscrc
rdb
tiet
is
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hi
r tici
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so
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dcst
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c. c r
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icr OS TCCC
nt
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a & b
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a i cured IrCi
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cr r 11 V 0 . I heb r
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21 d.
p. stoi
it
s
raicd i r ,ru
akcdt
i
x37)
ix tos
ti
e
U
c
cc fFk
ic
a
ci
s
t
1
c
t
r
ci
d
i
hetendcnci, o
ii it or
ibcs niesareamotkralor
, icni
sa lemned I s
s oi
ssoCatedlsih
ike
it
a
1r&estac
mi
r
cathcrsnamc.
is
Sot r nerorvcpa I
e
rcx r
cverdjits. p.36!
rC
(yr
at 7)
)tC. Ia
C.
d gir
i
rcioz
C
C
d
C
Id
dc
1
d
16
8
c
IC.
rn
X)
Cu
SCC
pCS
cci
at
)ue
5s
ii
rt
teoC
.i
IT
car
It5
at
cci
tu
5)
crc
C
i
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Cit
4.
ii
ca
S
ott
1.
ri
to process
ssin t iniolnui
s mud (p
IN
Key Terms
p.
Vt ritinc Dcfinitwns
1. Memory is the persictence of learning over time
ia the sturape and retriei a) of information. (p.
2. A flashbulb memory is an unusuall vi id menu
or of an emotionally important moment in ones
life. (p. 331)
(p
3. Encoding is the first step in memori; information
s
translated into some form that enables it to
enter our memory si stem. (p. 331)
to maintain
onds
(p.
362)
ing
called declaratis e
y retained th
th
in tie r
iddle
art
memorot-
Of tc-teta;
must remeniser,
information iearnc m
son
30. Relearning s a
norc cc i
skills prefer
mae. and
names,
are me rorics of
29. Recognition
is
organizmna
images
1
meannoful ii1it5 p 3m
21. Iconic memory is the r uual wnom iiieflor\
consisting of a perfect photographic numorr
which lasts no more than a terv tenths of a etond, (p. 362)
or
iepesent i
Menioru aid I ci I me ins irs i
tion. iconic memory
r
ot
bidet risual
st
material into familiar
uitim
,..hc!t-
to
it-. a n easure ot
fc
t 1
t-c
in
uo
t-5is
Fir
ton Pm ,n ii
tO
.c
cm
iCr,
one
the less
more tF
fr
im c I I
itt I 1101
pit
in
isar nauSlli,
S I
thdt
tIn,
256
Chapter 9 Memory
1 O( US ON VOGABUIARYANI) LANGUAGE
11w Phcnonzenon of Memory
343. Yr ur mensory is your minds storehoase
3
Pa
ID
I S
mc
i
ii
Cross-Check
DOWN
ACROSS
1. repression
4. erhcio
1. recognition
2. sensory
3. misinformation effect
6. semantic
7. priming
4.
5.
8.
9.
10.
12.
13.
16.
17.
18.
11. imagery
14. LII
15.
19.
20.
21,
22.
conit
chunking
flashbulb
amnesia
rehearsal
ettortfut
hippocampus
nnpticit
mnemonics
acoustic
automatic
proactive
long term
usual
deja vu
feeb/e).
Paps PlO 52: instead we mIlle the flashlight bean; 0
oar
sPent/a;
not el or
certain
important
intoming
stimulioften
Id
itO
rerne;nhcra g
x ast
amounts
(.51,;;/
0.
of
nfarmaton
a as
Page .354:
One ivax to improx e and
lea-f
increase the power at our meniors is to use
rehearsal. Ehus, attis dr repeating some new infor
mation (such is a strangers name or nest torrninolo
gi ) still help trengtiIen (at oor abilits to reinein
.
...
is
based on me
ix riz r
short 10-
Pace
nord method
257
pegncord
si stem
Donatelli then
any
,.itJi aa e, a; P 1;;
X\ hen
someone
csean
258
chaptet
Niemon
tint r
wit tc
ac
\ or
sent
i;tO 0
tim
4
e
s
or cerhan norTnones. Tnese in turn
Lc do tOt [e
cigna: rh m i: that soniethin irnpurtant [mc hap
penad nd the ox enb tim r triggered the arousal
macic
r deihl
piemi
r the b H much a
tim a.re
e
Of
(1
oIler
ci
[rri
(7(l)J
Ir
ab drivers are iften
F o work ir Lon For
oe
iebici face an enormous chal
re)rirx
pr
1
t
c
rni
id 1
iCe
Paso ccssfulpc
a s
coLa
a phaizi a id Her that
ci p H fr m x ariouc cortical storage citec
Lw then with the emotional associations
vi, H
of
pact
nix alcnt
vi
no
acconxpiishznentc
in orcne
an
tzac dir
i
no-
ci
ciii,c,rax,ddh,the.wirgciaia
,
Ph.
as
um
ulaicia V
x od we a
cur
ci
iwi
hrr
in
u.
N
ci
ul I Ioweyc
re
to [iL I
Ni
ct
t
ieoirr in
ad
ii
let t u total
0 F ron
moe intermation,
s5)rn m
r our
Forgetting
Pa,.
P, H i no F (ickng fnlornzwztzon Ozzt
(5
rod h )et
cia a i t\v ut ad nd uniarpx.
ear
i use
si stem or i
1 rtti
to
(a oom at
the top
r t in g
, ii c storage can become disorga
d (Hoff
I lie neix in tormation may get in
the xx ax of recaling old material (retroactive inter
ferencei, or old material mar block or disrupt ret all
of mar ,ntormetien (proactive interference;
r
t)
situa(ion
mon
nici
259
fllO:
CHAPTER OVERVIEW
Objective 1: Define co
1.
ii
Cognition ci
can
defined as
2. Scientists xc ho studi thes menta: actix
itiCs arc
called
CHAPTER REVIEW
tic H.
example. I-
262
ci
h pos
e
xi
we fear,
a.
12 N tb rga let
ke
experspcti e hen
tncrt
a e r
set e pe bl misrefermdtc a
x. I cftis
C
et
i g stletenden
te
t e us s t
we ktd prex ie usl
ene
vu as the Jevelopmer I of
F
a
more than
.
e.
d
Objective 6:1) ser b tFe ass backs xd ads antagcs
of o r rf uen e u d ci,
waking
F ter d uc
17.
if
af their kr e
xalue
dit
Is
_______
______
263
19. When research participants are given feedback on
they know.
Objective 7: Describe how others can use framing to
elicit trom us the answers they want
20, The way an issue is posed is called
language.
1. The basic sound units of language are its
English has approximateh
of these unib. The basic
units or -ign language are detined h
6. By
and
26. intuitive reactions allow us to react
and in wIns that are
27. Smart thinkers check their intuitions against
available
stage. This
264
U ize.
1
t
.m.itt
thi. pi
lPt.ILI
ot th
ig
i ;c
that
lie
(.
bblt
4
b
natui ii
blin,.
%O
.)
iot)
re
pair.
fon.e, b
9. In b
qbe
iz4
pec
(lnt
inntk I age
emit tt cusehc
tin. th abhtyto
ccs iS
tmc
e1
15. S
I
x.encs morphemcs nords andsc tc cs it urihat(homskvc.allsthc
ot lan
guagc lhe underl mg meaning of these compo
nents & a L.inguage make up its
.1 hus, using multiple le ek
oi- uii3erstanding language development
design the mechanisms and
modifies the bram
.tage.
chiM:tii. ?fl a cimocte thought lr.ing .ingle
w oids
s tage be 1 t about
) ot abe
-
Di.
tagt
sped
tcntes or
ng
un and i-ei c, Ibis t.pe of ,peei.h jc
peech.
i
niostl -1
called
Ob
tor
aiqi.
I
nd(lcIr
i
lehtcoic intd
t shcal
,uage
lair i
al non c are niporar LO ept.
55
hi)
tur
tu
)fl.a..
J3,
-%
U .1
.jj
hiir,
t
.te.;
tCl Li
18.
ada A f ukrackforsoakinc, I
Hi tbabics oircwihatu t
,.
t)lea
s
i
.!.
.i L
ii
I.
is not
.tit
It-pn
itt
litelong. Childhood
265
is
to irrele
by
th
26
aila
(jotcl
anige
an cotlrt%hip.
n) worn one group to another.
ii rct 4
ing tne trannus%ion Ot
(an
g.oonung
uggt.&.t
LksxptLt. .
J inn rot us.ige In thimparzee% and
4
ge%t% to suit tmeatdie th it the%e
other a;
md
%e,s
d i ntarv d
mal, a
2. -\ menta ,rc;up;ng o
people k ..alkd a(n):
a. pwtoh pe.
b. coikept.
3. \ hen
ning a torn
he%t
d
b. a
:miI r thin
.
1
.ents.
01
c. .lgo :trn.
d. heunstc.
elop a
t peciph oftc
.
it&c
ci
nc
4
wndc.
et to dntrt
t
ie
on h
1 t
(untir x
a. llois
tcr
tnt
pree%ttLg
ogitii
ftr
sonit i).
n sdcmtl,
rnpk. io eybcestc
4.
cans
lft.,iun lart
uage ma h.n e evol cd from
6
icarions
tO
S r r ri.c one t
&
Cs
iC
rtsofske
n
espo 1St
,c,
it)
I
cs of tlic
I ties
ut
tot
he . %Cj
ttt an.wer
rre.
;nc
ki.e
ii I
ii
:.WOr;e
.1 i.
L..
Fn...li..h iangu ge ha
ptiorierne.
c. 41)
a. 2
b,iu
d.45
te%t 4W
(21
e..d
ing.
H4
nd
ye 2T
C.
tht.n %flt
trpropriatc
renthr.
tthot.
the mrr.t
rt
p
lair
a
tic
im)41t..:
.pt
JIC
Ii.n_
is
4. tn a
imitat
n.
4
e tra
at fldf
jr..
tm
t
nUJ
egnt
fl
,11tjtI1.
r14%orang
ti
-bat
C .zwater
I L
.Vi Li
sLit at h
a
d.
a
ry
ii
attr
it
,i._ r.
d.
it
II
mitt
Likiti
TM 0 tVpe4
..aiii.
1
ti
I.
C.
N. tr
j. proxiIndte
5. the
io
t.ti
ck LI
iste
PROGRESS TEST i
-Cl
d 4.it
11lJI.
Jflt
In
C
.fldiIt
uanc
ape- thr
,t,
Progres- Test
a. mental set.
b. functional fixedness.
c. framing.
of heuristics?
a. trxing every possible letter ordering when
unscrambling a word
b. considering each possible mos e sr hen playing
chess
c. using the formula area = length z width to
find the area of a rectangle
d. playing chess using a defensive strategi that
hac often been successful for you
13. Uhe chimpanzee Sultan used a short stick to pull
267
ascending nu s r
d
b. chimpanzees rcul r
as F
and other object as mIs in
1 fund h
fats.
c. chimps invent guom lug and oa rt- hip ns
toms and pas them tom to themr pet is
d. all of the anor t
languagc
b. learn the basic s or I hut
i to cr
thcm.
c. are unable to master c itiei the brie it ords
syntax of sign language.
d. ncr er become a fluent as those
to sign at a voungei age.
it
ho learned
that ther.
a. are qumckh ab e to r c p uz
that appear regeatc h
b. respond to chang s in the pifcr
voice.
c. par less attcnho,
d. do all of fhc abx
1(1
qu
f a peaker
cc
1
a ann.- mir
a. ch rips m car
ncous hr us
u..
c
b. peop c n.ith
w rd for a
ccc.
t ,c
sp
ho,
still perceive tIn f c or act nra
!nun.r .1
c. the Eskimo language comtcims
r ords for nut tt lit n a- F npih ha uL
one
0 romtai
p. n
d. infa.mt.. hahhiin
th.t lo not own
tin 0 it
0 :ayt
c
that th r tlietel
mntt ha
P.
.
a.
b.
c.
d.
268
C an er 10
..lie:
Matching Items
Match c id defint
r i.nt a
DefInitions 01
1 ernis
Descriptions
a. syntax
b. morphemes
c. mental -ct
d.
e.
f.
g.
h. insight
i.
franbng
j.
or erconfidence
In fixation
PROGRESS TEST
Pu s;re..s
hapte
tF
sc
slu
I n ing
I
orr
lb arcss st
tions
uc
Usc
c stand
ii
\InttpleChoicc
t
Icr
tentleucs to:
)tit
c
nih
that agree
I )flt
b
c
isic u it, U
a. sound
b. meaning
Questions
pt as it i al those
a. a
cc
us.
th
cC
C.
granmar
cC semantics
ounds in a n ord
b
c
os c ci
ten
si
s
ules of a
iguag
Progress lest 2
a mental sets,
in belief bias.
c algorithms.
d. heuristics
269
11. Complete
tollon ing
the
nor hc n
a. phone
b. ri up c r
ui
-,i
c,
to
ii
as
a r mar sntax
gi I ninar
v tax
first
standing of
vuta\
a. babbling
in one-u oid
d, three
ci.
ord
c I as ci d en understood
c thos
1 ir
a
d I a ders ood
gramir
u i.e 11 as at. s keu,
o lether r not rnu
-.rikun n tile
i..
n st np tanc u.ur F
terina the TUICs ot uarnnar
16, in eawhe s
the
a.
b.
c.
ught
hmu z e l\ an? w and
goril a K iki to
rrwni ate
usine
c irious s iu ins
plastic nih rls o a riou sl i c and olors,
ngn !anniago.
ii a tim al 0
21
1
iL
S
4. 4 hen asked most people underesti
mate the accuiacv of their judgments.
5. Studies hai e shown that even animals
ff1.11 sometimes have incight reactions.
6. lent.il set is the tendenc to repeat
)rohlenL-solsmg solutions that hai
scrked in tIC past.
toug the Lorphcmes diffcr trc m
aC to language thc phonemes tc r
eJtesame
hildren of all cultures babble using tht
anle phonemes.
9. 1 hinking tsithout using language is not
possible.
tO. Mot re..earcher, believe that we can
pet torm statmtical analyse, of language
roughout our lii Cs.
t !k.h
! nc
nt.
tetti
i.
It
II
M%P(
klt
pos
as
he
u.t
lied in a titling a
dirtith
r r.ieanilit trom is otd. .tnd .en
tents ;tti .ie,ol
t. phonemii. structure.
a. u.t.n
d. .entantics.
b. gr3fli$r
k lt...
18
fCN. t
19. \hatt
I CO
1.140
) it
r F nglist
aking adult nai hai e
.tnurt R si ntortistha.
nih rdRussiax
at
ci, iffy rtN in
.
1
op
s ot the tw Ianthe c
; Cd
hi
Si
1
b.
sl.X
:v..i;n i-;g;kii an
c.
.h,.J&
lit p
lit:
ii
a cell
; ..f
I,.!
, I...
it...
.r
1.
..iatt
e....
bi
ti.r.
r:..
it
3.
,rt
lUflkU
r6e jr
true
ft.;,
; tLh:cii
1tr.t.n 4
ing
littabi a
ngt
f
4
j
is
1. rt-t t the
..i)
01
n
ir
ii i
.i..fn
i.
,ti.iit
peo
dii.
fl)iUoL
Ldiefs
m
K rc.thei tF.
LiiiIY
ol s
..a. it
r
t;i
PSYCHOLOGY APPLIED
a thc e. lue%b0i1. thc day before an exam as a
nal check on your under.tanding of the chapters
term. and cortt.ept%.
Multipk-Choice Questions
1. 11w
and
i&
b.3
predates contains
norpher t25
c.7;2
d3;2
phonemes
2. Which of
ni erget..ralizatinn of a grammatical
a.
b.
c.
d.
t earn
0 a rccording of Japanese
rh hmc cnchildrcnbabbUn&
3 4 1 t
pa i
lOt
etoteliti tapart
a. nit
ah
tell the. apart it thei isere old
to
tc
b.
than n Ifl nth..
c. he cht. o tell diem apart it thei ii en older
tha. S 11 months.
d. be .ib to tell them apart at an age.
4 WIn
rne.
a.
ret-kin iitacteveninthcfacccf
otnec r 1 13.
iou
r f i.e In listtr o argitmet t cointer to
b.
i
I.urre..t.r...
Psychology Applied
271
and the
0,
1 strategic
Meadow n tufir ing the mcnta
ihleins.
ing
Dr Ylendoza
u
ip
sc xvhcr s x
a y n
) %is
eps
, it
expcnmenta psychologist
orgnizatonal P choiugi-r.
dcx elopmental psi choiogmst.
b. mental set.
272
16, Airline reservations typically decline alter a highiv publicized airplane crash because people over
strategies.
KEY TERMS
b.
c.
d.
hut incorrect
morphemes; phonemes
phonemes; inorphemes
semantics; syntax
sx ntax: semantics
flrttinDetinitious
-
4. algorithm
5. heuristic
6. insight
7. confirmation bias
8. tixation
9. mental set
10. functional fixedness
11. representatix ene-- heuristic
I ssay Question
lecture- of your linguistics professor, xx ho hapto he a -taunch behaviorist, clearly imply that
to hollow-s language dot elopment can he explained
-ccordng to prInciple- ot conditioning. U hat cx P
fence should x ou present to conx ince her that she is
17. language
ti
phoneme
pns
19.
morphemes
20. waninar
Key lerms
22
is r
21
r ax
23 ba hlirtg$agc
24.
ont -ss o
273
d sta?zt
crosrclieck
A. wu eamd in the Prologue.
r iciving and n erkarning ot
naterial are ;mportant tti the
learning prxe%&.. After ou ha e
is ritteci the definition ot the ke
tenr. an thj% chapter. snu %hould
ompietc the cr
)%ssvurd puzile to
t
ensure that iou can res erw the
pre
.c..__retL1gni/e the term
1 tie definition.
p--
.4
I
I-.
4CROSS
1 St ip of peech development
+
ii
iaracw 1 ed by the %ponta
II
no u ttera cc of spact
S)t 1%
stezro uchah itles
8
mi Kate witi and
k c
tara hers.
1
11 Vethod cdp obleni-so i ig
,sa y Eat guarantees s c
ess
14. h p tat was taught sign
wI ;..ago by the (a rdners.
15 r icorict who belies ed that
lans.uage des elopmertt tould
Se explained h
I-H
.
4
sor.
%flj.
t.
01
.C
t.uT
cd
L-L
L;
%fl;,
1
7. Mental actis t a%socia a! is th OW
ns
chapter
1 r
1.
ii
Is
19. does
20. framing; may not
21. belief bias
22. easier
SWERS
mr ii i3
5 v p\ s
iii
10 IsIs
soh jug
error
g oPlen
6. tic! and
x cor tI lobe
uPon t r
f
odor
I ct
10. one-word; I
resents us t
rom process
r relc ant ;nformation; because xs e overlook
fi
nfer;uation. c make judgmental errors. Ihus,
ii the te t e\anpie. the representatis eness
heuristic
to o. criook the fact that there are mans
no e trow drs
ti an Is s I eague classics protes
s u d ; a r su
0 svroogir conclude that the
x coder
c
clx to be an I league clas
st
ng
l.e
h.
c.
b.
1
15,
,,I
ig
s r
at cOt
sm. accidc ts
history hac prepared us to
ral
a
conic I control,
1. is mn ed;ate.
h;t is mos reid iii as ailable in memors.
e;ccntde;;c
*0
9. 10lost
4, semnan tics
6. 4; receptive language; prod uctis e language
u hon
1 esentatix
14 rop
s heuristic
13. a o,iohdits heuristic
H
a
3. grammar
7. babbling; 4; do not
8, hen; istics
ucoght r
0
5. syntax
i:hns
ii0i
I anguage
mn,.
imitation, reinforcement;
deaf more
enee
Ihe rate at which children acquire voahuiars and
grammar is too rapid to be explained solely by learn
ing. Children create sentences that they has e nc 5 ci
heard and therefore
uld not he imitat ig (F ild cn
learn grammatical rules in
prcdi tad
rc
(hildren s linguistic crrxrs
oft r
g al o r
tcnsio is f grammatical ru es
word breaks
16
17. grammatical rules
18. statistical anais
grammar
sis.
19, 7; never
Wi
iii
it
I apt
i no
an; mental
0.
7. -wdvina eh:th eh
probabh a uc out at one: the urn
t vpothcs 5 suggests that Ian
I
i ht I at n rds com into thc
upe
t ;e
pr s
cr
dca mdi ates that thought
tic
a o slma rs angna,
he telatrnship
is
terminism
Nflc
si
h
S c
c er
mm oi
me 4t me in
6. a is tlu
,,dnlt oeeth stoce hahhliac otaot- cc edo
phooiimes tr,ra aopeagc tIn- I :at e net he. m
and could not he indtatllcr, pa,
7. c. is the ansuem. P Ut,oite ialiI t set a
0. IA
ane
spcrtv
pr )hien
mm
ir
r
a tIm
ci,
a. & b
cs
0 ho,
of a
em
rcah,,
d Insight the sot d
Solution
Anitnal El hinking
1.
cOOcCtO
tools
anti Lnngnage
insj lit
; nIt
1
n
hid
th
ron
ru
arc
S. sgn Ia iguage
6. gestoral
Chiops hate acquired univ limited x ocahularies
and 4n cOOttd5 to cSddren have acquired these
t C cahu aries onis r th great difhsuitv. Also in conas P rhddre r, it s u rclcar that chimps can use sm
us nta ig. Pr cn simpler animals, such
to c
I
as birds, a r rapahle o learning behar moral cequences
that scene himp researchers consider langoage. The
Signing ot cnnn s ts oiten nothing more than intita
hen or the trainers actions. People tend to interpret
ueh amb moos hehat br in terms ot it hat ther want
c e. Bcl e s c itcr d that ahhough ar imals do nc I
ty I r a ,uage they hare the ahiht es
example 1% ashoe nd t o i is
t( onu ni atc. I
gn spot t neoaslt. iso pm gn r chimps UO learn t
5
o
nrprehead tik poken nuance. ot spoken Enghch
Progress Test i
V
I,
ip
C
is
c
Str(
zes
i ns
1,
hcmm is
gence.
44;
t. is thean_ner.
ion.
a. I Ins is kt nem s
s r, tI
P. \rrdtng tiC
itt t
cqoire I g agc
d
lj ti
mdc
mis
e h a s ca tic r t ith othe s
0
a
acquire Ia
rc in inporraut Wi ampe
d. C oltu rai nHoences 0
9)
iv
a. I
10.
,s
042
ic answer.
a. \ put.tx pe I the hest e\arnpie ot partico mar
mr,, t concept.
c & d hlgorithns and henritics a e problem
or l
tic tegic
2. b. s
googe
Icr Aopn c
r
b Ihis s(Io sI
Ia ii
p
des eloprnc it
I he I iegostie dde minmsm lit pothess S conc.
erned uith the content oi tlienpht, net Intel Ii
5
Ii
no
,md al,
017
ithms
rohlr
t ame
ma
nrc
on
a,,b.,&c,fhese,uaito:dm
13. d. i the ansi em. SAtan sridie:d, im, 42 at a
on el so ,tame to ils pn:em, rho.
lit i
iauot
it
1
It
P
it
Ic
c
a.
t is
i tt.ot
.1 P
h me,
t: a a.
4 1 L,
It. Hemm. am
Gist
gi
c idt icy tc t( 5k
ik
it
I
I 1 Lf
Flit.
tc r do i v ft hug tc
c h s hnsn that
r a
i
ii
ao I
d af hildron
r n birth thosewho
e tl c s r ic grammatical
lit trsirg to learn a
Match ng I ems
1.
2
3.
4
it
4
,
dr
ho r sky, belies es
di t of biological
.5
i s ot complet
shed xi htioot light
c Ft Ic e my story
q
r
I
u
I
so
c c
r
t I to infants abih
I x c ices c r distm
oices
t
Ps nec of a
i_i
Ft
-iii.
uge
.1
r It
I
vi i i
gI
x,ut
cud ntlu
ts orb 3
ip
6 j(p 40
7 k(
0
m
Sd
Progress Test
Vlultiple-Choze
Q test r ns
3
10
ii
c
-5
c
a
t
s f
r t cc
i
I vl
I
0
I d
a
fpa u
i(p 406
i(p 411)
g(p 4 11
Answers
7, b. the arswer. (p. 396)
a & d. Phonemes and morphemes are units of
eu N x N meaning in language respectix ely.
e. (to y pes are the be st examples of specitic cat
tgO e
8 a. tie answer. (p. 424
Ma mwalling and tool use ire dc ar indh
b. &
cate s if animal communication and thinking,
i e sr e tn el I lou ox er they rex cal nothing about
oui i y iu i ncr inentai status in uneself ur
i
ar otht r
d flonexbecs are insects, not primates!
9 d. the insw er tf we use the ax ailabilitv heuris
t e v base lu Igments oi the ax ailability ot in
formation in our memories and more vivid infor
mat on is often the most readily axailable. (p. 402)
a This would exemplify use of the trial-and-error
ap oach to problem soP ing.
b. F his would exemplify a mental set.
e. I his would exemplify behet persex erance.
10. b. s the answ ci. Because the4 mx oh e the s stem
atic examination of all possible solutions to a
proble m, algorithms guarantee that a solution
will be tound (p. 397)
a., e., & d. None of these methods guarantees that
r oblem s solution will be found
it. b. is the insw ci the morpheme ed changes the
e i inig of a regular verb to toim its past tense;
ihe phoneme h is a unique son id in the English
anguage. pp. 410 411
e. & d. Syntax, which specifies rules for combin
ing x ords into grammaheal scr.tences, is one
is ect ot the grammar of a language
12 d. s the answer (homsk. beliex es that the
inborn tapacity for languagc acquisition must be
ictix ated by exposure to language And, in fact,
e iildren r, ised in isolation x ill n begin to speak
a e taneouslx (p 114)
v
14
4 3,
gu
.s
swe A tf ugh tie F Ids utteran es
a ey
)ids
ds ar placed ii
g th
s r N
clv Ii frflsl I r exair pie, adjec
5 ref
v d be re ioui I 3
a.&b S it M cfes vhs or
3 twe or
aim
r r ur its n speech.
d. Ihere s no three ord state
nxer.lpp.425,4261
iasw
I P.2
277
F(p.412)
F (p. 399)
T (p. 398)
F(p.403)
1 (p.423)
6. 1 (p 400)
7. 1 (pp.410 411)
8, 1 (p. 412)
9. F (pp. 420 421)
10. F (p. 416)
Psychology Applied
Multiple-C hoice Questions
I. a. s tic answer Each sound e t the word is a
phoneme (iote tf at the sccond letter e does not
itself represent a s und), the morphemes are
and s
pro
which meaus before date
which indicates the plural. (p,
41 1)
2. a. is the answer. \dding -ed tu the irregular xorb
p results in the ungrammatical g xdan over
generalization of the rule bx which the past tense
e I regular xerbs is formed p 414)
b. I his is an exampk of telegraphic speech.
278
mx th
\
e
-
tic a
nm
ha ic
Pr
n i
ax
a ar
15. d, is the an am mx p 4
16. b. is the ax vc I
P F
ters makes su h
aI
probable thor Ray aft I
a, Ihe belief bias is F tc ci
beliefs to distort logia th a
c. IhL rcprescutairurc
we judge the Iikelhoa d a I tF
well them rapresent artc
example dries not ix ol a
I unctmonal F x di a
which effcct a n
an object in r
,
a
s af
5
l
ha m
is
Ansisers
18 a is tfr
I ssau Question
You sh mId p
rut that hr rate at which children
acqoi e ri or I a x grammar s too extraordinarx to
be explained olels aerording to principlcs of learn
ng. Children disc) utter all sorts of word forms thex
have ncr er heard and could not, theretore, he imitat
ing. Furthermore, children begin using niorphenres in
a prcciirtahie order, xx hich learning theorists would
not expect siinc each child experiences a nnique un
guis
em iror mer t. Children also make predictable
crr s that r nit trom oncruse of grammatical rules,
ratfcr h
r i rntatror h therefore seems clear
fat hildicr r bio ogitalh rc wed to acquire Ian
u ge and th tf hehax in t position is nicorrect.
Key Terms
1. Cognition refers o thc en ntai ac tix in associated
xx iii run kit
Knox ir,g emcmherina and conx
mna at r
i nxatio
p 393)
2.
2,
4.
con ept s
nts rd
proto%
ahgorr. ,
ar1ta
)u ir
of sr ni ir )b erts
30j
I
3 em .plc of
Cc 0c
90
partkular
279
problem in
up.41[
catenxea hxg
Morphemes
an
the
sun est
tori
sa nd in
oh t
n
oirgoo
3. :3 heuristic
bbtn alL
-hi, r
is a vstrnx
(1.
to
1 orate
ithi
r c
Cross-Check
ACROSS
1. babbling
8. grammar
11. algorithm
14. Washoe
15. Skinner
17. insight
20. Whorf
21. fixation
22. telegraphic
DOWN
2, linguistic determinsm
3, heuristic
4. protoh pe
5. belief bias
6. framing
7. cognition
9. ax ailahihtv
10. nxentat set
12. morphemes
13. one-word
16. syntax
18. twoxvord
19. concept
ur species is on fo
Myers notes that
I s
Oog.cal creatures related to (kin to) other
xc ar
aomais, We lxax e exceptional abilities br
.pcws
enox hut learning. rnemorx, and rational think,
100,
p-
a t
hi
Lb.
)rnas Ed n tried thousands of light
b fore stunt I n upon our flint icC ked.
ault
cots
he
used
trial-
us
to
chi)
a
i
c us
f
4 3 Ow r onfidenee p
1 zgus decisions outsidc
tf 1
atars, too. \hny factors combiuc to pro
d
t e tcndencx to oxerestimate the ac uracp of
Pan, iudgments, and lsnoxx ledge overcon
c i
f deuce) In everx dat life, as xx elI a in lab experi
rr,ants our udgments are greathr afthictcd (p1ipocdt
Lx axtieonfidtnce.
sta
tx
o
3j
more
tr ho th log
ott; ntonnatiau o
framed II fr is
d d at rc or
c use alarmin
r
d
c ics dcci
guage
2Sf
example a x mx P tt 00
d t uide hx griitd
ci moio pos;tixeh it
hxg meat tpaaial 1 x
dos rihed as TS Ic an
o ased to 4S, ta
despite the taat that exaett the aIxc into omaha,: ,s
conxered in tacIt ease,
,ai fl;t.
Pta 407: (P11; ou- axa,t. otto;: :ai stO
Our irratianaitx Olso shoxx s xx hen xx e persist ij a;
x :deoee to tite onh art
tOn) in ow x iexx s despit
m lead to ott increase nt
(belief perseverance It
strong teelings or a s r
c ttroverski issuc
tito sctie hut: I or
P
(foals -octal coal! 7
tif
the ehtecm at
those xx ho mx ish tc o tr i ( a
i
belief perse c a c arc I a
crious sOrt
t avt a x t
idera lion t )elc
tf i xv xi I
; 4u8 Ira
4
Pt
c
nIt htat 00
ide
d n
heads a
1
d s ussic
x
obtutfuri uir to Pt ni it xltt f
t
I u
i
cogi
stat that vet
axoex er, is
ci
lions that Is I I
s a
aptiinstic a id sug c ts t a x c c
c r about am
t
irrational ptc pc i i s tcnc i
oe abort to
oohish
sc t
the dangers tha i
c
c
(d:aato
p
decisions,
I an,gnaye
Ps 4!; :
ahilitx
e.
Vo P
ilnoit
to e,tw
Or
1uno
nxeR,
aCt5
pkx x oailizatbo:,
tc ate at alIx c\pa ;tdc I
cx itguistic cap citx
is xx lens,
ninati, 0
cOt
0ts
t
eta
alt or
riO Lhink,
If a
,t
ii
Usc sestencc Ihcu
otauiraiiv turrcci, but its
seN n
is dci ned horn t ic (ontext, In
N are out
\ 0 Cc 1110 EcOH that fopk
I i05 and a anot,N it could
-a-- taO re aNd a tracker sek liai:;f) ani
.1
it
;,
55
Ot
ch coat d
aiim mat
nor
f p opie
vIa
tittt.
a heing n
IA
--
a a ax
ii
ccix
an under
tnen
t
sounds
that mu
Cut
spoad
r ds
A olmon
said a U z I an at ha
1 in gurge corns su
C is Imos entUelr
tan,r:t lingmc
ii isky beliese that
\ leNs 1 is
is ni ir
hr Skinner)
i,:. lie arc;ues hsat language arqui
or t hr Unph a function of experience
n>t a-i, lie contend tsar am rnhiased
hildren i
canrlt,dc that
in
it
U
a
fr
::
Ni
is
i1NiriO
ia-ti
toe
plane-t
J U cc a
ci
humans ae
little lcw
0 I r
iv
-cc
Ja
i,tIr-r
At
-nisU
lunm r, caiic
tit m)l
htt
Ut i
it
lea!
I ,idiiooo h
I, OCr I ni o
irncd
itt
Is
the
c;aar
elri,aing
jones
ca:ciaci en
more
i-
rti-O
.ina
fir
tit
f r i ular gram
r o
hr afingi
o 0 in Uhen
ir
r
r
ir
a
ii
__
Intelligence
CHAPTER OVERVIEW
An enduring controversy in rvchologv invoix es
attempb to define and measure intelligence. Chapter
11 discues is hether intelligence is a single general
ahilitr or ses end specific ones as well as research that
attempts to assess the neurological basis of intelli
gence. It also describes the historical origins of intelli
gence tests and discusses several important issues
concerning their use, These include the methods by
which intelligence tests are constructed and whether
such tests are valid, reliable, and free of bias, The
chapter also explores the stability of intelligence and
the extent of genetic and environmental influences on
intelligence.
What Is Intelligence?
(pp. 431-442)
1 Psychologists
CHAPTER REVIEW
(do/do not)
3. Intelligence is a
constructed
283
284
(hapter Ii Intelligence
Objective 2: Present arguments for and against conside ing ink Iligence as one general mental abilih
6
,,l
k
d tsr
grades
onls modesth d s r ( t
achiex ement.
8 Opposing Spcarman
dentified sex en clusters of
9. some psychologists belies e that general intelli
genre cx oh ed as a means of helping people sohe
id I
d
atc
di
ntcl
cpc
it
ii inc c
n tel
gence also measures its co n n
bil tv
cr oti)
r f
tf ibl
her
dF s hcy
tv to
change and blend the i ti
the ic
i
cc
d it
uahons, and thc ability t
hn
cibi
rcre t C
pt f
hc
ti
in o cupation t i
cessful pec p c nsua
such is
necttd and t
Objectix e 5: Idcnt fy t
atis itv, and describc tF c rc
ity and intelligencc.
19. Ihe ahilit
I
u
c
F
ro It cc idc
andsaluable: c
rclationshi b t
folds
yn
c
scorc of about
td
lct
ta
tv
1ssesslnp nklli&ence
20
c.
.ci
22. tar e
c c
tic.
23 \
c.
t.
I a carcut to
In ) lxxiv
(did did
relation bctween head
and mteffigence score.
size)
285
412-430
cu
ut
using
,n res cal a
.mon, les
1
1 fcant correlation hetis een brain size adjustcd icr body sue) and intelligence ccore,
24. uttpsie reveal that the brains ot highly educatci people hai e more
than
less
do thcc of people with
education. Other Ciidenct. ucest. that high! inteffigent people dif
their nt ur:I
Iligher
rtciir.zcrce flfl h.ve ik.. been !i.nked i Ih
.
to
be in\ oh ed
ii
and
23.
studi
te)ligc
ice
t(
th
ix a
and
it
signiti
(lQ,
I odavs t
omonte
nental acufiti score) hr comparing the individ
o . performance to the ax erage performance of
e0PiE 0
(the same differ
Fese
tests are designed so that a
end ee(S I
Sc,) t 0
is considered aver
0
her
mmigu
-orc d
s
fl
LO
c
-
Pc
r,skt
,
287
cnce
cc
k say a t(st
xaliWtx or
21. (
enetadx sy
1
general an tiLt
If
it is s
to
hr
I lie p Pa tire
or thme tcsw
13. 11 mu a test
(increases ace:
cUt ungist
sit
Loan
no
d detcrniioioo
ro 4L an
rcianrtth.
16.
en a
person s
contest
to
tpage3cnraranespirnation:fi.mIHf:
Is being assessed.
iatiiiix
17
*017
Ob cc v
18
1, Some studi
infants x
a osed to
t ich a t(st
ea
m thc bchaun r
Ions
a st
Pv
rk,t
if
tlh c
(5
3. Poring clnlr
tar
redict
futnre st
00 to
looking
uglier
C)
lip ars
itadh
old
-rrionth
20
ti of iteigem
atapi
19.
scores ox or
teiliigence
scores
ith gc
ot age
ioteligenco scores sta 1 e 3 long-ti inn storli ot
t ahiiitx in Scottish ctttireo
menta
nah-7 that
Lceaws) ix
.i
this
hoP
oec nit
hcixeioakrxh
tOri aria
he
art
rto iae,
nrv.::pac a*orc
Oa Oh
tilt
tka
*,*
iahehd
approanatclx
pricci
pl
sic
il
ha U, sot)
ac C
tli
i t
I
u ar
r t
lassroo ns
isis gilttlthil
3. By inserti ig in txtra H re th t
receptor iorolit d n
csea I e
tertihitd monse th
sma twmi t
4. Iht inttlhgen
tI
it
it
cat
al
r
it
Li
iot
ci
[C
it
Li
ri
Ira
t
5. Studies of adopttd dhdd cc n I cli ii
and biological families de i iu t ate th t a i
genetic influenccs on intelhgt i
bet o n
(nore lcs) ippirent If
children s intelligent c scorts ar
we I Li tt s
oftheh
b 1
h af id
fri e) parents than tht h
(biological adoptix e) parents
6
nineofanyofthe
rexp ts ionsmthc
cc
in he text refer
h
I r ition bludgc ice p
thij shiaiesta
in
cc
ix iv nit
F
Li
5 (
Ervironrrental Influences on
tes s
ustall suc
ai
Li
tt
been estnnate
i g
a p
Li
t is h
ertt
Pe
1
.
t
I at
th s
n
)s
th
d
skin
it
raltsns Brnr
vn
s vnl r
a. se)Uattd
is iron
he nsn sir
superbai
in cri
9. High-quality f ix r iv
d a
den snthasthtgnt in ot
ta
tiyi
cit
cntal
289
toward learning.
10. lnte[ligci cc scores
1
(rise
all ret nn stable) during the school year and
(rise lall remain stable)
over thc summer. The }lxnn etfect of rising IQ
scores is part1 doe to the increasing years of
O\ er the last 50 x ears.
Objective 17: Describe ethnic similarities and diher
ences in intelhgence test scores, and discuss some
gc cUr and e rx ironmentai Factors that might e\piain
then,
IL Research evidence suggests that group differ
oces in intelligence mat be entirely
(genetic: environmental).
Fxpiain xshv herediti may contribute to mdix iduaf
ditferences in mte[hgence hut not necessarily con
tribute to group differences.
h:t
o,iiits
290
Chapter 11 Intelligence
PROGRESS TEST
XluitipleClioice Questions
Circle r our answers to the following questions and
check them with the answers beginning on page 29i),
It your answer is incorrect, read the explanation for
rh it is incorrect and then consult the appropriate
pages of the text (in parentheses following the correct
anwer).
11 Studies ot adopted children and their biological
and adoptive families demonstrate that with age.
genetic influences on intelligence:
a. become more apparent.
h. become less apparent
c. become more difficult to disentangle from
environmental influences.
d. become easier to disentangle from em iron
mental influences.
2 A 6-year-old child has a mental age of 9. The
childs IQ is:
c. 12.
a. 9o.
d. 150.
b. 100,
3, iVitich of the following is not true?
a. In math grades, the average girl tpicall}
equals or surpasses the a erage boy,
b. The gender gap in math and science scores is
increasing.
c. Women are better than men at detecting emo
tions.
d. Males score higher than females on tests of
spatial abilities.
4. Most psychologists belie e that racial gaps in test
scores:
a. hax e been exaggerated when they are, in fact,
insignificant
b. indicate that intelligence is in large measur
inhe ited,
c. are in large measurt caused hr environmental
factors,
good test
a. reliahilit\
h. standardization
c, ctcadon
ci. \ alicritr
it iu
b. 3
11. Sorting children into gfned and nuigiteci cdu a
tloiii groups:
a. creates a slf-fui,tilijp OfflicV
b. increases social isoii on betrrc
1o
c. promotes racial scgreg ition
ci. has all of the above c tIc ts
groups
udice.
Progress Test 1
12 \\ hid
F the mlii wing btst describis the rela
don F ip n xi een rc tivitx and intelligence?
rca ni y a t rs to depend on the ability to
a
di c ma4nll. clv and has little if any rela
tiontip to inteiillciide,
h. Cicatr at is best understood a a certain kind
of intelligence
l he more inteitigent a person s, the greater
hi, r I er crc itn tv
d
1
tcilgene. aessarv brit
lent c
s
eat vitp
13. Studies of 2- to -nionth-old babies hcm that
banns a ho quickit become bored with a picture:
a. often clot elop learning di,ahrtities later on.
h. sc ore hat er on nfant intelligence tests.
c. Sc
higher on intelligence tests sex eral years
atc
d. sc rc in on o i intelligence tests set eral
years later
14, 1 he evntenre of
reinforces the generally
accepted notion that intelligence is a multidimen
sional qualitx
a, ad pti.n ki
b mental eta lad r
genei al intelligence
d. savant sTndrome
291
percent o the
total x ariation among intelligence scorcs ca i be
attributed to gc ietic factors.
a, less than 15
c. hct eon 3d, id?,
b. appros.imateh 7S
a.
b.
c.
d.
d.
over
73
55
a. g distribution.
b. stand ardization curve.
c, bimodal distribution,
d, normal distribution.
20. Research on the effectiveness of head Start sug
11 Intellgcnce
itching Ihn
Al so
I r ental
2
t
ahiliti
score
Qs
Ironic
c anairsi
fitade test
a oer ement test
si
b
7.
H. tantord-litnet
9.
ritmion
PROGRESS TEST
Questions
2.
or Descriptions
desisedby:
a. Sternberg.
b. Bind.
c. I ernian.
d. Sterr
Progres. rest 2
6. turtent intelligence
\ks i
11 mI fouad that institutio ialwed
ildrci g c t toredlunanennchment
a. ,hc
o c iioe r i tdligcnce test ixifor
man or ared with nstltutionah ed chil
clients odid not reccne such enrichment.
b. rejvnded n n.egatn cli a a resuit of their
impo eiShed earls eperiences that he felt it
ne.ear to disband the program.
c. thris ccl intellectualli and socially on the bene
lit of nyjtjy caregli lug.
d. actue lv c eloped greater inteffigenct than
tom ft il subg.cts who had hted in foster homes
rc. t r 1
8 II
a.
b.
c.
d.
e on
c a g factor in plies that ink iligence:
is. mgle met all ability.
i sn er .pecific abilities.
cannot be defined or measured.
isbotha.andc.
lcd h.teihgence.
i..
rrati itelliince
d.
ci.
10 U;
i..jI .itt-Il
u..r
tent
101.
t on art
C.
d.
11
a.
clan
reins tic factthat.
. Ii Ic nr,c
1 hlact. irifai.ts core equall isell on
mca.at
i-n
or mtant intelligence.
12 It h
of ci
sun
lh.zei
t mian iowa.
I.
the thi1Jrn sitre nui Cflfli.MtJi ..i,.t jen
hea!th th&n .i turol .rri.p.
the child,-en were tr.trac lied hi cL.s.!natc,.
the :ridren tie haj!t ai.d t.tIlac
u-.ttd
1
and I d tit ii .icadtr 3lli
Ia
i
dolts, I
uK al i
ci grc
ca o 1 uc
stoles
a.
b.
c.
d.
C.
41
otti
acadc
skills.
d. \ll o th. .ibm e art
a.
b. so.
293
.7 1
it
d. a
I-c
)c
tIe
i
uted as cx id nu of
hr tween schooling ar d
h with fin t r
trance is con p r d
tormance of othc vs ti same age.
2. intelligence scores to tire H oted States
h roHox x
ru relations
a
\eit; tv
etft t ifluOtoC
h. I te lb at inc
st
est1 C
u,
1
t
xx ho drop out
those
-10
orrelate xx ith pr
ih zen
ink
_1
t LOU
t
F)
go d Ic
ied hr
5
I
rio tal a
nir Ii -dx 101.
hr r OlOt,K 1 rgc a d
d d hr mental age and
as
hronoingicai age
-at oxdtipiied hr
ted troni mental age
0
d. r; noto-gital age -ohtra
,iti rauitiialied hr ltiO.
ii
neaure n
vs
i-sv
lie ahnx
xc
hat
an
lo kter
tt e
nent
raid
on aptitude test
cli
h follow
21
is
--
-1- t
ar-hniion of gc
teats
fit
0 1
Itie inteihcv-oee
a i-pt
in eac-c
a at vat I
PSYCHOLOGY APPUED
argcd
iii-,
nec-, s
Ihgci c
H
d
I;
s on
rr
nra
-tH
1
a c
is
mte
Ii,
ci.
at
t:
ii-
ig
eta-nO
a-st
i tt Nt,iot
not-s
id
t-itor_
ut tr
ephooally
xerted
u sor
ras
itw
d
al
ks xitrtseni
IV xx trio
uiptres
5
s
cOet to
1
i
I r ut Is appr
s r it fi the heritahit
nxateh 5 I percent means.
a. that tones are rtopoirsihle or i pet i-nt of the
trait lix an mdix idnat and i_lie tt ir unr,lent
responsible ttn the i ch
H a nerrn xx 1
h. that the traits 1ptt-ae
5
-ru,siiuatelx
qai
gn.eto a-nti ha
reflect aol
eercnta
hoth
Lou- roni
2. I o
a. F s r,
iC C
to-
s fltfl,
a
-
5 5 agae 0
ant
i St a-
XIultipieClzoice Questions
c. ft
it
I the
i art
r c iple.
cent
group
c cd x
d. all
eahc
a
r all. ict led.
d. xx :11 r eniualh achier e seirsuppothng social
and natlonal sklls.
isa
295
vn
8. Mclx in has
ar be attributed to
Psvchoiog Applied
t 10
gence
rep
tionai abiiitr
d. xx as e\posed to 5
agh Icr eN or testan rOie
during p cr tai I
pme
C.
[he contrib on of c x in n r
t)
racial gap a nteihg r c Sc ores s d teat I
a. ci idence thar indir idnel chfterenees urntu a
rare are much creator than ritfterouro
between races
4. At ago
b
a
110
hi
d.
is conside ihh
higher than that ot most \mer i r stud
or
age which of tIc fohc v i rg is t c ar 1
is
differenr e bc txx eon \sian ann N i t i
c r i-i
students:
a. h is a recent phenoinenun.
h. It may he due to tire fact that \san students
ha. e a longer school x ear.
c It holds tnt. tot girls
d Both a and h. ar true
a fugh predcth e i
d. bcen st ndardtzc
12. \ mu xx ould
tve went
abr e
tens,
917, In 9r he 5cc ed I So on
7, bra itt
horn i
in
p icc st [1 it x s Bonito c month age
xheilc tom tic t st.
a. i
h. hi
C,
d.
I
1
tet
has:
ue
ion
c t f hr
iniellgeiice test herarts taould la. ft
a. content reiiahilin
B. predictix e rehahil iti
a predit th x ahditv,
d. rontent x
diR.
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Key Terms
KEY TERMS
Writing Definitions
Lising von r own words, write on a separate piece of
paper a brief definition or explanation of each of the
following terms,
14. standardization
1. intelligence
2. factor analysis
16. reliability
3. general intelligence )
17. validity
4. savant syndrome
5. emotional intelligence
19, criterion
6. creativrv
7. intelligence test
8, mental age
9. Stanford-Binet
CrossC heck
As you learned in the Prologue,
reviewing and overleaming of matm
rial are important to the learning
process. A fter yon have written the
definitions of the key terms hr this
chapter, you should complete the
crossword puzzle to ensure that von
can reverse the processrecognize
11
Th T1ThT1
-
LLAllJ
in
11
12
is
[19
120
21.j
DOWN
1. The age that typically correspond.s
level of performance.
tO
a given
297
Ct apt
298
1 Inteltgence
4.
6.
8.
12.
13.
14.
15.
16.
score
helen
perfonnane e
20. The extent to e hich a te-.t samples the hehas ior
s aliditv
that is of interest is its
ANSWERS
Chapter Review
What is Intelligence?
Assessing Intelligence
L do not
2. reification
1. Plato
3. socially
4. the at ditl to learn fron experience, soP e prob
hms aid use knowledg. to adapt to new itua
2. intelligence
hone
9, cm el prohlems
6. below eitnral
10.
I serhal rc
rtelhgencc
ade mc
2. r
d r
scial, is
14 eir c tiona intellibe icc
13
ClLCg
ehievemc nt
7. aptitud
svndronu
11
udeni
o y p
undcr tand
USC
15. taeia
m enotiomi
Emotioralh intelligent people are seiCaw are, They
can nanage their emotions and ther can delay giatith
ration. hey handle others emotions skill In lIe Thes
so eAhit modestir butter lob eriom nianue.
t
a
) css i
9. stidadz
est
PC r cisc
8. Weef sk r
s rs )
g s eed
)
10. norma
ihe nonnel or e dest rihes th distiibotion of nra y
pin sical phenomena and p55 ehological attributes
including iQ scores;,
ith most scores falling near
the average and ten er near the extrenses When a test
is standardized on a normnai curse, individual sc ore
are asignj u according to how much thes ties matt
ahtn or heiow the distributions rs erage.
Answers
299
18. validity
14. as well as
16. split-half
17.
17. evolutlonari
18. male sex hormones
19. social expectations
20. are
21. are not
22. stereotype threat
2. 3
Progress Test
Wultiple-Choice Questions
1. a. is the ansixer (p 46)
4. mentally retarded; 1
5. Don n syndrome
6. mainstreamed
7. healthy; adjusted; academically
Critics of ability tracking contend that it lowers
students self-esteem and sometimes creates self
fulfilling prophecies and that it promotes racial segre
gation and prejudice.
7. does not
8. do ma Inn trition; sen sorv; social isolation
9. Head Start; emotional intelligence
10. rise; fall schooling
11 ens ironmental
Bec iuse of the Impact of ens ironmental factors such
as C Jucatic n and nutrition on intelligence test perfor
group
drt-rt-inc.
300
5.
B,
9
10.
11,
12.
aritt 1
nidhg nrc
no
correiaton
creativity
13. c. is th a x r. p, 450)
14. d. is th a iswtr. that people with sas ant syn
c i in one art a hnt are hrtellectu ally
d oir e
etardcd i it rs suggests that there are ix ultiple
s (p. 433)
inteihg
a. [he abilits to adapt detines the capacity we call
inteliigenc
too
hit
,it,xx
tn or
Rtcen t
etiinates aro 0
onet
tstoipercontip
43A
ally in
dix ewe
group
ip44
mental tactors.
19. d. is the answer. (p.447)
a.,\ is Spearmans term for general intelligence,
there is no such thing as a distribution.
b. Ihere is no such thing.
c. A bimodal distrihntion is one having two (hi-)
modes, or averages. The normal distribution has
onh one mode
20. b. is the answer Enrichment programs do
improx e school readiness, create better attitudes
h (p 444
gp432i
j(p444i
i fp, 433)
5.
6.
7.
8.
ktp 3321
a(p.444)
b (p. 344)
e fp. 443)
9. f(p.448)
10. d (p 448)
11, c(p 448)
Progress Test 2
vtuitiplc-( hot
Questions
1. c.
443)
a. & b. Binets test xvas intended for children, and
Find spec ific ally rejected the idea that his test
measured inborn intelligence, which is an ab
stract aoa ity that annot be quantified
d. I his as not a purpose of the test, xvhich dealt
xx ith chh iron in the school sxsteu,
Answem
2. c. I the anwer. ip. 45fl
a., b., & d. \one of thee i true.
d.istheansiser.(p.
20.
444)
telili,
tt%t.
5.
301
6. c sth n 1 (p 14
Willia xt St n s or ginal formula for the
a 1W
ir telligenc qu )tient
b. & d. Neith r of thes In aulac is used to coinpute the s.ore on current intelligence te5ts,
7. c. is the ansiser. Enrichment led to dramatic resuits and thereb testified to the importance of
environmental factors. (p. 4;;
a. & d. fhe sttd in oh ed neither mtelligence
st no
ir p Sons s if c ntrol groups
b Ihi childr n show d
drairatk positKc
good tests.
repcnse
8. aisthe ii
)
42
(p
is
9. d. the ax s ser. (p. 4%)
a. lhe .vncpt of g.nw?al intelligence pertains
more. to ae..tttmic skilL...
1 irtefligcne
b. ltl,,ur e.m.tionj
a key com
pebert of CX Mi intelli,rence. Sal.n e and Mayer
coined th
s.r mc mm c totmonal intcl igence ti
(er to,
ch as (
ens
Ii
Pit
c
thgc
infi
equired
s
d
c
t
shah i. lsc.emc
tic ns
10. d. is thc r *er lntcll re test pcft manes
begin to h nme. pri iics e at about age 4 and
becnne stable bi about age;. (p. 41
11. c.t.thewsiset p.4itl
12. i.i the at... . (p 4;;,
%
1. T(p.444)
2. F (p. 447)
3. F (p. 449
4. T (p 441i
5. F p. 4,
6.
4
(
1
p
7. l (p. 46)
8. F p. 4;5)
9. 1 (p. 447
10. L (p 46(b
ii. I
43)
Psychology Applied
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20 d
tin answer. As n e mox e up the educational
ladder, the predic fix e validitx ot aptitude tests
1 ninishes. Eke narroxx or the range, the less pro
d
dietx o the test. ,\lso, intelligence tests hax e noth
ng to d xx ith happiness. (p. 44k-)
I sSUi! Question
Writing Definitions
rut
16. Reliability
is
r onsistent results.
t.
wo
udiac.
17. Validity
air
C ha
304
te
rtelligenc
nor eaus
Cross-C heck
DOW\
ACROSS
1.
2.
3.
4.
6
8
12
13.
14.
15.
5. academc
7. Sternherg
9, practical
t
(;ard
x
10. 1
11, lerniar
17. XV US
18, reiticata
19. WiSh
21. Binet
henomcnorx in xvhich a
ha,
prox oked
emotion lix
charged
discussions
predntix c
normal cnn e
reliability
16. Flyrm effect
mental age
factor analysis
mental retardation
Down syndrome
critenon
heritabihty
achier ement
20. content
Page 4.33:
4 3am
I i/o en
I he solution to a x cry
Assessing Intelligence
P rge 442. s heirs to Platos indir idualism, people in
e stern societies hare pondencl how and why mdi
r iduals differ, Western culture has inherited Platos
ndrr idualism. thus, we are the recipients (heirs of
F is deas ix gardmg the origins of individual differ
cnees and we think carefully and deeplr (ponder)
about how and why these differences occur The sc i
entific attempt to mx estigate this phenomenon
began seriously (in earnest) about a century ago.
Pig 44 3: On tests, therefore, a dull child should
pertorm as does a typical younger child, and a
bi iht child as does a typical older child. (hildren
dexelop intellectually at different rates and so Binet
and Simon der eloped the concept of mental age.
(h Idrer whe performed b low the ax erage icr el of
Page 447:
se or often
cal, bell-shaped dstrbu
axeragc Man
xi xi s
height nte
I
ct
when plotted )
ci
.
ft
ix
ion
ti it
c
rougi lx symmetri
st r d around the
u e (weight,
pcd urse
I
r )n rtllr
306
lit 1 geict
tcs
/i
tc, Os
thc
sr
3
a
Id
cci,
ia
Cd
u
cc
Fcc i
it
USC
Fc
a?
DCXCI
c ic
tt
a c 4,
iLO
C
I
Irt U
aM t i 61 dgara
tc
a ion f a dcs itu
Perspectives on Motivation n 47 17
Mot r atior
h( tud
f I nes that r nergrir and
dir t (U bhar rr (h tcr 12 1 scusses xarious
cent, and br ks losely at four mo
mot at rat
tir is 1 in ,er sex h u u d to eli ng and motu ation
at riork Rcsearcl in bun ,er point to the fact that
onr buke tat d rc t rat
strongly influenced by
psx hofoy rat and s uaf tuttural fador. Sexual mob
v ation men an 1 0 r r i triggered less b phvsio
logical factors a rd on by cxternal incentives Ive i
o r se r ch t i 1 s dr ) istrati that sexnal orienta
tion
i uther
lfulh host n nor easdy changed.
Res ar h on u o ker motn ati r reveals that workers
rr hr r vs the r reers a a rreaningtul calling, those
vs r ik r g n oh ha optirr i thc r skills and those
rvho bccon r cb )rbed n rctixities that result in
nd err Thing Itfecthe
fh w fnd s k situ n
leadcr r gmzc h
nd de cloy management
it I vs tI at to
vs v irkir strcngths and adapt
thur e d by styft tsr ut ion
of g t
Objective 1: Define
er
isys
the term today, and name I mr per pu u vs usef if
sturh ing motrv ated behavis s.
1. Motu stion is ddkcd
mu
2. Fourpe syectve
ti
et
th r
NOtf \s c
to
vs
ip
11 (hapter 12 fun,
ti
2
c3
k
I
t
fU(5 i
(S
t
i
can
t On
tr r vi
pig
vu
ft
t S C
CHAPTER REVIEW
F
re r
obl
by the
r
c
drg r brtdtae
r irs car
r
sa, vnc
s red rvabuate
[c 1T
vs r._r .egi
r if tienrxtse
n v or If or riced
tt t x hr )k I brr
i
Objectiv2 3 u
bc tsr ecu insti rct thco a I(S)
3. ksareut flair
b
i rv
tb
pr
i7i
rica
fri
r
1.3
.1
(t
-C
C,
-t
r
z
to
t1ic
30
fix
ti
ri
(gcr (tic
c irr d C) r r
and
Ia
nitural
ttus
nd
ii hich a per o b
cantly underweight and ret fe I a
t
i i
,r f
r
20. Amorccorrinondis rd r s
V i
ts
c ry t
di
Icnceth
vhcn
deuce of
md
itt
r
i
310
(haptu Li
am lit s of a
it
aid
Lat p. 1 sc ders
is
i d
do itt
cxu I abuse
scisccpriunn to caruig oisorders,
r Op
it i
II
it
p scd
23. \ u r e abi
its
sets tyi
ray do
(pro
t I eating disorders
phase
and the
phase.
24 Vvomcnsudcrtsin
ideal In
ci c r
ith a
is
poor
25. Slice and Shari found tha
were show i
picturcs
is
lems meludc
and
niotit ation to
biologic
i iffut nets
must eon
eat
such as the
5. Personafitr disorder
(has e have not) been linked with most of the
problenis impairing sexual funehoning. The most
effective therapies for sexual problems are
oriented.
mood and
ntluc
ott
ii
rds p
ci
ih h
apt
xrressic
ru
ttext
irh
cft
41
Li
in
dali a I
iC
a!
In
ft
ig ffai
at
if
s Pt
in!
dl
I
bitt a
credtft c ud
so rcn
are
ow
lcvels
ray
linDe,
01
u
tfc fornione
ssnrngof
Sexual Motivation
311
ir tercourse
c untrie
and
Comparcd xx ith F uro eax tec ns neri an teens
(higher k xv or) rates
hare
(increases
of intercourse
(highc r low er rates of ontracc j t x c use and
(f ighcr low er) rates
thus
cn
1
of teen pregnancr and abort
adolescent rates of
Teenage girls, because of their loner 1ev els ot
mar be espe
protective
cially x ulnerable to S fly
State several predictors ot sexual restraint (reduced
teen sexuahtx and pregnancy)
wv
n thc num
Objectire 13: So i na z
r
ber of people iv h iv
xu i iv r t iv s i nos xu
n r r mcnt ii and
al and disc uss iF c rc iv ar
cx tat o
biological r flu ncr
scx iv
Objective 12: Discuss some of the forces that intlueric e teen pregnancy and teen attitude ton ard contraception.
m.
from one
th thc passage of
to another and
llistorcallv
majority c f
domir
)rld
tc
sc
iv
I s
cxli a slight
F x e bt c n pre
scx aix
312
icr ))
1otivatioia dWork
o thinking or toemse x
as gay or Icsbran
mod age
17. Stud its in hurope and the k nited States indicate
may represent a defensive maternal
rhr approxiniatelt
cent
ri
or
inn
men ani
sncgrt
ixono-exnaiitr are
us
onenrarion
exUai
mci
ratron amomin
produced by
(male/
temalel fetuses,
27. One theors proposes that people develop a
homosexual orientation it they are segregated
with
(their own/the
other) nender at the time their sex drive matures.
The tact that earix nomosexual behavior
tdoes: does not) make
people homosexual
(supports conflicts with) this theorr.
,
response to substances
percent
19. Ca
cells in thc
that is larger
in
men than in all others,
(,a, s and lesbians differ from their straight coun
terparts in tf eir preference for sex-related
Other studies har e
found a sedron of the brains
20 M s
ccc t
21.
hi
0,ir
leans
hOt;
pcpic
oe
ido r
o oat,
1
24.
mnenlot-rs
23. ms nor-
Oi
their on n nencter.
sh/dno. on C )on,,sesuah
,ccrc
xoaH
23 l torn
ore not)
ristili i/cC
isv tu
Ss
0
pm pnlat-m is mnslodin
an I
haxcoldmr
r oft
.rr
(hem s
oe
1
sic
tc
33
eli ye that
if
d by of hers
a rd
3. Feeling a e p
or
nurture) plays
4. Much of our
pern--
loi
p.
tmnncran fatnlt:e in
non
-
tl
ani ses-reiateet
-
atitteiaes,
liLt
iJ1tla
ef
hat
motn ates
contra
1
Oetc
hehar
to
-
iOL
n/cannot) he tree ot
it
r
it
social exclusion, or
aloes,
o
which s alse aetn ated in response t
36 Researchers r al ae
ishould/shoul
a t) t
)p
ny stated
49 498)
ud
cii our
need to hr long
ererred
tn
ant trial
honai
et;oed
0000tot,
1
sr,
soeai or
9. People u ho y te ive ot e
h
better
others hr e r t
thanthese ho a kso tal suppott. Flier
hare a lower n k ot
order and prematume
tk
oi:hrorhtr
ioman
the
Frnrn cn et 0
ufs: rx
1
n 1 th if petple r h
8. Researht rs ha a
engage in
rejected are nore I keh
riot a a
b
exhibit more
behavtor such s
408rlf,
sOcifl bond in
aocj-stor
aft h thos, in
,ott ttu n ed to
uo in time
prcooininaft
2. \\ he: asked
hi o
t0iC itlentOii
tnt s
hte no ioingtol,
most
1,
\eor
and
i,
hhc d r
..
CL
-
.-
..
41
-4
I:
.1
-?
;E
tt
?.
C
L
F;
1
C
c.a
I.t
-
;.
r....
3.
:3
-.
&S
J.
.-
..
LEfe6
tt;
n
4fl
r e
--
.,
7-
:3
-t
C
A--
p.
fl
:
32
?.
I,
;z
_l
3
r
r
1;
:
rS
,
-
:3
z--
e
i
-7-
-:4-
r;;Cri
Crt
t
;
C
.tr
.;.
r
r
C
.4
.7
P.
.s
PD
:3-
;.
1
3
-)
.4
-t
-.
..,
p
..
-4
S
4,4
.1
;.
.31
p.
Vt
.4
-q
.4
S
4-
-r
-I
4-
.3
4,
t.
I L:Ij
S
r
-..
p.
,,-
,s
P5
:-
-4
-t
.3
1-
r
A
:3
:3
.
4
C
:1
tI
4
:1
p.
:3..
4.
F
- 3e4
-
3.3
r
b
3
143
Progre
the
ci
err
(do
1
most important in
to an
ambitious,
Li
01W.
cat cad
seii-c
nrdcnr
21. Effecth e leaders often posscss a t
that is a mixture of their
of some goal coupled is ith
an ahiliti to
clearh and to
others. Sinularh
leaders articulate high
standards, inspire other-, and offer personal
attention.
22. People respond more positivcls ii hen thet arc
given the opportuniti to
their opmions during the decision- making
process. I his has been called the
PROGRESS TEST a.
and
is orkers
19. \ianagers
em I iv
Mc re den c cr ith
MultipleChoice Questions
ud
Circle your answers to the foil )wing oocsti
check them with the answe s beginning c i
3)5
If your answer is incorrict cad the espla
r
why if is incorrect and thcn consult the app c
t
pages of the text (in parcnfheses following the
answer).
1, Motivation is best understood a a stah hiat
a. reduce- a drive,
b. ammt- at satisfying a hinlogical need.
c. energizes an organism to ach
d. energizes and directs heha ;or
2. A hich of tb-c fohioss ing is a orfie ntne n-ts n
drive and a need?
a. \eeds are learned. drit es a- mhented.
h. \ceds are phvsoiogica slot. s Pt-n e- ,re in-.
chnlogieal states.
c. Drives are generalh strtnge than nec
d. \eeds are generalir -troupe, than dn,e
316
C ao cr 12 MotivaC
4. So
se en dc es da te ikas pra tin mars ik
bat car hoxos xu ht rd
a atesa a matu tnn
iduat
i st era tic experi
b ft a a. c t
re
ity pica prenatil Fo mones.
at. early problems iu clatioriships isith parents
3. 1 iareases in insulin VII
r F It id igar arid triggar hur ger
a Ion 3
lx raise F lot d sr pa i id trigger hunaer
a loner blood sugar and trigger satiety
d raise blood sugar and trigger satia ti
6. F lutncal tir. I ha i
n dl cause an ar in at
a begu ea ing
b stop eati ig
c. become obece
at. begiiopula irg
tF
iT
fl
Sqfl
nndai a
VIa
at lx 51
r iii
u inxclvas
m gig
r 1
cc
o sa
lx lx
10
b.
01
damrat
at
t 055
ar
I
lx p
a.
9. Us h t t
a rphasize
a
at r
a
at. Ieptn
i\
i
V
ri
ry
rd d
rad tior thaars F ith
I at; s r r otn on
a p
ill? I
d bilf
Progress Test 1
317
18. it has been said that the bodys major sex organ is
i\Iatching Items
Terms
L organizational psychology
2. set point
3. drise
4. orexin
5, estrogen
6. horneostasis
7. sexual orientation
8. need
9. incentix e
10. personnel psychology
11. ghrelin
nal state
environmontal stimulus t vit moth ates hehasior
d. a person s attractior t mernber of a particular
.
318
PROGRESS TEST 2
g
ha
t
c r
I
7. Fxpourc
md that Faxing ar c no
d and it icr torms of ostra ir
med t hr ixth brains.
t x
x
t dt f
a
b
t
cc
c
d ax r
7, 1 n
a. I
b
d.
ul
ssr e
e xd nc
orte
tC
to
Cs
naintai x a steadx
internal
C
C
to cek xternal incentives foi
F x r
r
t W if t xc be l ix eight thermostat
x
t e dcx hopment ot sexual orier ta
to
)t
and
months after
tx
1ev 1
W xx as zot idcnhfied as a
tr ba irg f t
x the mntcrx iewer illusion?
r
x
t xat mt x iew s reveal applicants
tc x rns but not r CC essarily thc ir habitual
b r x rs
f xc n Ic xt C mntc x m m ers to think that
Cx behax Cr on
> refleCts applicants
1
I
I
aits
dcr c c
xtc x icwers to more often
I e ucCss ci careers ot applicants
r I
hcr than t rose who xv re not
x v
t r temviewcrs to rely on
t an structured intc r
orld, t c
irtc
t
a
I
c
d
x t d
clcxr
x
at
i
ICa
t r g I sorders is s I
tonsfe usena th
di
)
2
r
b
with thC
temperaturc drops be ow 98 (
b od xessels constriCt to ConsCrv
rtl
Apc
sdr
CC
tscekadnnkxxhcn his or
Progress Iest2
12. f\ h,ch ot the f Ibis ing is true concerning eating
a.
Ueneti
b.
pressures
ence teenage
am
13 S
i\ ha kground
[or
tibnness
strongis
influ
girls.
filof Ic
ci.
influence susceptibilitx.
factors max
nitur a
is a
amnt
5
re
tat
niticant tactor
nay beha rn
ones fi
tern ales
sense o idenrits as a male or
ncrs
cal ot mal
b. a person
iemnale.
c. a person s enduring exuab attraction ton ard
members of a particular pender
d. all of the abos e.
14.
vu ch or if
rolon ing r
not an aspect ot
2
M r a s det r itic n it achiest ment motiratron
t master skills
a he des
he desir for control
1
the desire to gain appros a
d. the desire to attaum a high standard
b
c.
17.
or rhase,
ron cdi
a.
b.
hi
dcstr
V ertat:o
I f
otha Ian
ess
lateral h othala
estrueioi of
ults in
ct bunco
kSs ts,ne*o\ereatimn
18 1
319
a.
b.
c.
d.
orkers
is eanesses.
320
PSYCHOLOGY APPLIED
nsix er these questions the day before an exam as a
final check on your understanding of the chapters
terms and concepts.
MultipleChoice Questions
riof
an example of
homeostasis?
amus
ing
Psychology Applied
cd h rd to minimize their
12
xp
c t
is i c
t i
is C
a
v
x
s
1
s
ici
t
vI
i gcr bruthers
as
r
t
cgas
c
rothc rs arc
m i
i
d
rir ike t b
so
s t ildcr sr,ttrs are some
let c
r
1
o n cr sisters arc
r Ii c
b
b
c
d
14
arc some
somers hat
shat more
somew hat
i ri
r F hcr cn t on the need to belong,
Rclard
a
tc
i
o o ti r
c gst our anccstors was
civ c
Ii. S
hc di, s itircurnaturc;itrsa
iv
dli a
i
Ii
Ba
t
w th others increased onr
c
ri s
at reproduction and sur
c storc
fit p t
c or biological nature.
ii
ot
u
d
Ia. 0 t
f Oi
a
b
0
c
pm
r
ir
c
d
c
sO
mightbe most
2
ngdisordcr
i
y islio is somcwhat
r opua wrthhispcers
irl I a tas poor self
c ngaalctc Ixeupto
d
i
o a wirk
c rfcs otcr
d
r us
na crrs
I rssed
c
16
t k
src dictbutcant
the r ost likely
v at i
it
cpit
aid s set
d
321
4, homeostasis
incjor theories of motix ation
and explain why they cannot
iman bchax ior. (L se the space
ts )U xant to make and orgm
c he cssa on a separate .heet ot
i i
C
C
i
5. incentn es
6. hierarch of needs
7. glucose
8. set point
9. basal metabolic rate
10. anorexia ners osa
11. butiinia neri osa
12. sexnal response cy dc
KEY TERMS
r itions
si
4 n
thnr
Answers
323
tk
(,tss
a I rologuc
1 nn i, of
) rtant to the
\ftcr you
iton.o
(
(
Hti. hioter
3d t( t ( tross
t ettatvou
i i t
Ar
at
Cr
at
i
(
tc
rd
(5
un U
eCO
( i t ie defin
nd
1*]
(R 55
In mi
II
y an
se reted
tv to nacf
(ii
n ut n hypnthala
that r I tn tlectritatls
mulated, auses an ani
ius
st
r a to eat.
13
14.
EL
Ma It a s theory the
nt Ms ii t i on phi sb
I gu a necd in order of
i cefor the
d
1 ira stag if t e sexual
(5Ot S( CUlt.
up t cited dade shi
1
a trien t I tcadcrship
a v cs a thcr on sexual bchaxior patterns.
15. Majornugyw
it
17
18.
19
21.
te
ct
s g
1 rnq
t4
er sit thcv
dt cstatc
r
ra
peatect brM
I
5
6
I d
a
)
t
ts
xi
(5
ar
ANSWERS
Chapter Review
Pcrsputiras
l.a cc I
t tt
d n great r amount by
itlc
r dc
tlit
is
tat
id
ta
(0c
\brahcc M
3. insti uts
Awordi ig to ist
itt
couldbc tgaded
a
idtt
c
Woteatzo;
r rats
itt t itrtflt t tu dtgreett
r
t
t
desrt ftrsi
on
dir tst
t
se
t
d
Cd
4 pes of
neeth
behavior.
DOW\
I I yut
a
u
*
xarao
rf
ti t t r
i
ny
t
i i
us
t
IL
Ieh
i
tr
oran 0
t ily ii trw
i
i d t
t
lie
pt r 1
Mo
tla
it c m di ii hx pothalarnus, ox ereat
r ii I
i.
i
a c y cd slon
o crc it ain
is eight
ity.
ts
c
16. all 20
17. ,or4 Ior2 hich
18. does not; womcn crotic plastuity
20. accept
6
r el
Answers
27
rs
28 d
29 hr
L I ur
cr
&
30
3,
cii
32.
33 r t
34,
er
Cs
t ttt
atu
irs
r ta
ilca
tOt
325
13. nn hc
iahzatio
reliability predicth c
35
rug
36
it
Ihi A cd
14. halt
tc
1,
r tot
ial sr iris aL belong genes
relat onships w ith
lc se sat s r in
I e ds ) r irarhc partners
3, )e I esteen
famih,
MultipleChoice Questions
1. d, is the answer, (p. 470)
a. & b Although moth ation is often aimed at
so k
ILt t
cv
eriarging capath
5
P
r auai g job 51
ic
r c lcrstard ig t i nking and communiork setting
a n
i t
e o t call ng
Ic v
nLsc
u res
1c
c.
scif- stcein
tc rg k
6
Icdp
compe
work o it
pr
c
r hology
gentnt iiman
-b
r c
10
11
i.
Progress Test i
ycholog a deatF
erits
Motication at llorc
sc
flit
i ti
Ic iicncy
cu
9,
tnt
hk ig
5 isolated c ai i migrati in
re
Betorg
2.
eror trait
1 u
s lost flit ii sit sscc
gocd
r
srvaigtanthe
this is hr no mcans airs ass the case as achievement motis ation illustrates,
c. Moth ated hehar ior not only is energized but
also is directed at a ii al,
2. b, is the answer A drire is thc psrchological con
sequcnce of phis locica need (p. 4t)
a. Net ds arc unl r ed sta s of deorn ation,
hrsrca and drnes psy
1
c & d Sncc n cds
hoogicl the s engths ca itt c cmpared
Ire t
s
TIc urcsityc achdcrrsci
3, a. ct
tiynioti
nor ppa
c itst san ranpt
I
ated hr som thn g other than a phrsiological
iced, p 4711
b. & d. So nc [char lois such as thirst and
hunger aic partially explaincd by drive reduc
tior,
ii ctl based c thc princi
c Dust rcdu t or
p oflnu -ss
326
Chapter 12
4 c.
is
a,
3.
a.
6.
2.
3.
4.
5.
6b(p4
7. d(p 487
8, h(p 4 1
9, e (p 471)
10, f(p 499
g(p 471)
j(p 475)
a (p. 4821
Progress Test
WultipleChozce
2
Questions
2, a. is the answer ( 4
b, This describes extr s
c, This describes set F i t
d. Ilomeostasis has ne th r v t
orientation,
( 49
a. The amygdala is nx
b. Thu fioiital ubi i
making and judgm
c, The ecrebelluir s r
x oluntary mos en e 1
1, d, is the answer
die
ci
Answ err
i, 4$
4. a is the ans C
I
S. a.
the ansis
.c xt tines not indicate
ii hether their metal I sa i hghc r or lower than
most p 4ti4ti
a kgr )Ot d, and cultor
b., c., & d. (,enes tori
at intiuencc lax e all bcc
F (posed as factors in
is
eating
6.
70
F 42
11. c is thc rc
ci bchaii )r presurnabix moth
p b
5 u
athcr than any brological
ne d, is in is
i tF a drn e reduction theo
of moth ah
F 42
a.. b, & d. l J if (5 xininles is cinsistent
n ith a drn c-re I
t n
fl )f a itix ation.
15. d. is
tic arsncr. i. tS
17. b. ;s tI aem,
a. r
p 475i
lobes
do not
F lp. 4761
F (p 481)
F ip. 4831
F(p.4841
F(p.4771
6.
7.
8.
9.
10.
1 Ip. 4%l
F (p. 475)
F tp. 482
FIp. 501)
1 (p.48th
Psychology Applied
Multiple-Choice Questions
the answer. (p 499)
2. d. is the ansxxer (p 309)
1, c.
is
3. c.
is
xi
hat takes
r (
18. c. Is ;a
a, & h. Its e
ors
tend n ne too i
00 1 (eC apt lie r
tains
10 d stheans
14.
liorders
327
c. Is.ei n a oncernect
i
9
5. c. P the ansix er. (p. 47
a. & b. Ihese are more tvpiral
anorexia patients.
6. b. i the an-ncr. (pp. 4554S5i
7. d. is the
5,s
a.
n
in ci aluator
or too
harsh
ith hunge.
ansixer. (p.
Pet iss.
ithr
Ii
the lamarlies
of
470;
tactors
of
empiiclcl/es
i em ironmental
bioIo
v ((ii
Ion iinandl%ork
hc
&
I
IF
ipp itampus and amx gdala are not
I d i
ulating eating behax ior.
xx r p 498)
e
n x r On pieferences for sweet and
met and unix ersal, (p. 477)
a
i
(F 189
car xx r (F 49)
c
C
If c
c
nswcrs
KEY ERMS
Wit
at: ns
M t vaton is
n ti C
icd ft
1: meostasis
ters tc he body s tendency to
a
a r a I al inccd or constant internal state. (p.
4
itentives
gl c as
ii o
catr
dat rdc haiactei
Is fx 1
crcatr xlcxxcdbvxom
c
ig c
xccss c xcr ise.
ixo,d
182
psychology is
subficld of
S
r
c
329
lsxrdcr
ft c n
5
tc
has crc le
ard or mic
t
scxo
24
I ask leadership i
scs star ads c
attcrtb c
oa
zc
u
r d edo
t
0
p h
x
ard fccr
c
dtc
ccc
itt
I
xd
ck
DOlv\
L tab
2. di is e52eduction
4. bulimia ners osa
5. basal metabolic rate
6 anorexia ners osa
S. estrogen
9. acbues ement
10. cxcitement
11. physiological
12. refractory
16. inc entis e
20 IYY
c
5)
cAnes o iMotivation
Hunger
Page 474: They talked food. They daydreamed food
They collected recipes, read cookbooks, and feacted
their eyes on delectable forbidden foods. In this experi
ment, subjects were given only half their normal
intake of food, and the men became lethargic
(listless), focused all their thoughts on thc topic of
food, and booked longingly at (feasted their cyes oa)
pictures of delicious, but unobtainable, foods (delec I
table forbidden foods). 1his behavior is consistent with
Maslows theory that there is a hierarch ot needs.
Page 475. 4 his suggests that the body is somehow
somew here, keeping tabs oa its available resources
People and other animals naturally and automatical
ly tend to control food intake in order to keep a rela
hr ely constant body weight. This indicates that
there is a mechanism, or mechanisms which moni
tor (keep tabs on) energy fluctuahor s I cs els of thc
blood sugar glucose and certain bran chemi mIs
may play a role in this process.
Pagc 4 5
rathcrhkea a crrshorunscrers M A
extra money to thc bank and rcsists takng a iy c u
One theory suggests that two parts )f the hr pothal i
mus, the lateral hypothalamuc (I H) and s entromc
dial hypothalamus (VMH), regulate hunger Stimu
lation of the Ill increases hunger is hibe actir fty in
the VMH depresses hunger. If the F MIT is destror c d
(lesioned), rats tend to create and store more fat, just
as a person who los es money more than anything
else (a mis r) will keep banking moner and use is
little of it as possiblc
I
c is ro
c
no
iii
a c
in
1F
c
r
y t,
r
i s milarlt tends to
afsf ti n is ith their own sexual
I n
h c 1
ims / I r r r 989) All films are rated by a
r
it n because )f their
c 5 is ir th se r th n
he
) t ni
e restricted to adults c nly
c
ich dc ite c r r re rnflrier cc of srrch
s
e
r
r c
some ,esearch suggests that
c
t
F
r rse hects, For air pie thes may
r als irip ess c r tI at t
emalcs enjor rape
e t
c s r e s w II ngr ess to hurt is omem
t yr r
rocscudftrnltstuueraluc
it.
t
ci
ci
) r n s
id I ci relat in I ips and they mar
cc a cf tulfrh ne it vith their
u e ) e k
e
i
hI
is
F
a s
t
repc c an fsexual
1 c Iurcpcar erctrcrsn of
V
i
hIre
is
On It.- 4
fm
y
V
5
tu
n
t
rre
c
i atthe
r
s f hr cu
c ro
F Icy darera n
I sr t arc rnr rupor
was r
c
i
rl2Os.)
c
c
x
cci
ra
331
Bcl
way
I
i,
t beon
de
plselcc,l tir,,
csthe
ci
P iit jd Yft,
5
a
e
reat
ps
r
tI
vs.
P alder
r r tc c
r tic u t tcitnuni wtl ctl ers c S aroiding
a
i 4..
csc.
yorrs it rae
clot
r d cudc
c pnond
fir b t
c
iter
r
b
F
332
;i
Page 5()4: I hese supactw
crc distim
guished not so much by their e\tranrdlnarr nafs,nl
talent as by their evtraurdinarr daii discipline.
Studies of people who were ontstandina artists,
i;:nr
entists, athletes, etc. uua; ra
tound that
they were not different because of intt hip nec or
innate skills (natural talent) hut because o
c ption
al moth ation and cry h gF c els of s
is I ne
in relation to the daily purul ot their o s
-
Emotion
Frutkrs
i
e ;c
L
1)
aid
isurs
screral c et
tronshi a r
qu
pimirl c rd
st inch s raus
timik n
m cci ss
mci I emutur
en(tol rd
tFc c) iJ) cm
the
tic
f ti
i ho e mdii idual, in
u usal expressii e behax iors
e icr c (hapter I first discusses
r t r er ies on erning the rela
o F o ip ncnts of emotion,
r h the th bod s response to a
c w )tl( n th t is felt and u hether
3 nu in st precede the experi
tc dis rib ng the physiology of
t i 1 wpr 55 r c ess. it examines
dx i n detail particularly as
t ns dx rar anger and happi
r
r
s
r
tr
es
c d rsthatareum
s. ft ii do ot knon
1 f 1k ii ing expres
d hs
tier n
(precede follow)
1 arousal.
bod
Describe two problems that Walter (annon idx ntified
with the Iamesk ange theorn
Irotin
cc
Ld C motion
pp.
3 F 523)
1 s o Ii ,gf cc thioms
g is ii in ppv left hemisphere
1 i hue hic .1 lltalecign
V\huh is the
i
i o I
Ii i pg oh Ic he tests Inj ick
a sob -t to he mmd
,
peak
t
t c
al
a
and
are accompanied by
differing
ft
teinpeiatuies
and
secretions,
9. The emotions
and
stimulate different facial
muscles,
f arousal are actn ated by the
s signal, the
e the hormones
which increase heart
s iw
more actie
right left
lobes tend to be more
eheertul than those in w hom this patte rn ) br in
actixity is reversed Ibis mar F due t t e ri F
t
suppl of
recerc
area ot the F ra n
Embodied F.motior
13. I lea. trical areas of the brains
can trigger smiling and
laughter.
U hinking Critically I he technical name for the
lie dttectoC i the
14.
king (iiti
y milk I
i
)
335
emotiorr cogni
emotion.
ci idence
25.
ti
a e
tion t 15
1 t ..upport
)inalc) sbh) av
r ck,t crcr it f
I i
theon of emotion.
20. tet iteartFer
cit
tc
c a csutoec
c t.
riot a beton.
.1o ar
complex emotions, senon input i routed
through the
for
interpretation.
nip
36
26
13 Lmotion
is
an
H ratul to our
ci ent as
heneth ial or
elihome.
2. t
and
otional people tend to
cx cuts as being directed at
al ) tcnd to
cricnces )} blots ing them out ot propor
I s pios
tw
and happiness
cm
ito!
good at interpreting
the
3, Introverts are
from
--
hereas
Experienced Emotion
pc
.
s s h professions?) seem to be
x g ) id at dt tectmg lying.
Objecti
al tini
PL s
al asp
i rc
t1 hIndu
one
337
16. lhe
etfect occurs when expressions smplifv otir emo
tions by actis ating mus les associated is ith spe
citie ststcs.
c so; cii
c has
d ft
t
(the
car
i igs in
of
Experienced Emotion
of bhod ch;idren
tare/are
not; tim s:me as those of sighted children.
12
\cca clii t
,human
cmot c iii exp cssicns csohed becausc thet
helec our ancestors communicate before lan
o_
r sL, I no_ a
Objective 12: Di c
c
cdb
he
as
the I
oa
thes are
cnn itions,
2
mi
d;
tcns
338
Chapter 13 Emotion
has
r p
and
12. The belief that uxpreshng nrntup emotion
common
xx
itt cx rms
offt r
by
a.
b.
a ur
Experienced Emotion
than
ii
pnenor
:
t
emn.
18
339
\n indivional s
I
tien cc ith
I c
ib c t
e con
s s ft reality from
h s.
it
I xplain hors this print ipk accounts for the fact that
for somc people, material deires can never be sats
fred.
enotcons
(nndereshrn c
e r c honal
21
is
\f
xpc r e c r
hr
cots
cc
rals
gain, do
am
mr presi ns degree of
happnicss.
Objective 19: cmm, Dc the tindmgs on the relation
nanrmness.
sr iivnb.
5
cth
o
c,sp
niicc
we thar
mc
o lcd pcr
29. list five fat torc that
e:t
eD-ta
fle
mc
n 1 0 ppuws
23. iZeea a h h. s
cs ham e a
)nizer/we k r
21
a strm o for
happines.
cv dcntlm unrelated to
40
te 13 Emotion
s herd ihi
1
r in r
1
ci. All emotions have the same underlx ing brad
circuits hut different body responses.
4. The Cannon-l3ard theory of emotion states tha t:
a. emotions has e txs o ingredients: phr sical arou
sal and a cognitis e label
b. the conscious expenencc of an emotion octur
at the same time as the bodi s physkal reac
(ion.
PROGRESS TEST
Eiulti1cCuzoice
5. 1 lectrical stimulation of
produce terror or rage in
a. limhic system
b. hypothalamus
Questio;zs
cats?
c. cortex
ci, cerebellum
in ansri
Ic
lie
ii
s hv
raccs
,.icji,;s lou
d.
2.
hi
ix
th ncixous sxstem is especial
r nging about emotional arousal?
lx cci
a. uuriai:t n ens stem
b. iauriliH4 ra] curt en. sx stem
cmx our x stem
iuntht
c.
unu diet ncrx em si stem
d
itt
I
or
h
iii
a.
L ci tlfl:Jen has ts
confederate?
c.
xpectir
hug
Progress Test 1
Vt
1 c
f lo
no
d. a
P thc bore
Pts
e
nr c
i ci
Ii
r asr
a.
,etar,,rmrrecs1Ons.
fit i,t
&xprtsnns
Ii
hurt
wine
gstui e
icr
Ic icer 7 ird
In Pb 1
ma r rr
a.
v
at
c.
in
nrH r:,
a
Vt
and joy:
ure sc r hcart rate
I tmer t asal a i des.
N nt rah and stnrulatc difterc xr
nruae,
..
d crease
heart rate,
341
d.
rtrrrrcv
dpcisanr
cuts
bkelr to
N istiappv
c. rect ntlv mccci ed help ti o n nother person.
d. re enth c ffercd help to r other p
iS. It ith regard to emotions, Dari in belier ed that:
a. the expression et emotions helped our an:ces
tors to survive.
riot on
Ic 13
342
xItrcIzr;zg
Itenis
each detinitnan
tern
Ia
I)
or
description
xi
ksc iptions
ens o
Terms
al red we
niot
h tei cefl x to evaluate our situation
egat xc r against that of other people
3. etuotien- consist of phi sical arousal and
cogutir e label
It. an emotion-arousing stimulus triggers
nitn and body responses simulta
8
co
r eously
L dix sum of the nen ous sy stem that
calms the bodx follori ing arousal
8. tIm dir ision of the nervous system that
a.
b.
c.
d.
adaptation-level phenomenon
two-factor theory
catharsis
sympathetic nervous sy stem
g. Cannon-Bard theory
It parasympathetic nervous system
i. relatix e deprivation principle
j. feelgood, dogood phenomenon
k. subjective well-being
activates arousal
i dcx ice that measures the physiological
orrelatcs of emotion
PROGRESS TEST
Ii
Questions
he
-J
2. S
ii
in
eiits
Liii
i.
tm-t nvnves
emphasizes that
both.
a.
b.
c.
d.
is
an example of the
relatix e deprivation.
adaptation lex el.
behavioral contrast.
opponent processes.
feeling?
a. James-Lange theori
It Cannon-Bard theory
txvo-factor theort
a
d. valence theory
xc
If the 0
ryons V stetu
in ib
e presi n
d. lml
basic emo
Pr
6. (Thsnkirghriti
a. l\ tog.
b. brain rIo thrum
12 Concerning the ca
following is true
fhdcn
s hid if nc n
is re epters for
the neuro
itt r
urns ersal;
u1turc sperifi.
facial exnressions,
a e
unn ersal
gestures
culture specific.
.se
Ic
ieO
m-
r an
dots is
l
03
d.P
stances
4
e
catharsis he
3cm-
.t
bce
i01is 1
it!
a.
mcreasc d
b.
increaccd
at o op r Stir r
blood sugar
he
st
reaction
a.
sich c
result in:
ietlc
Ps, is
ous.
a.
harsis i pet
transn
343
icss lrt2
pie
b C annon-l3aid theory
c. tivo4actor theors
ci, s aience theers
when geopi
about r
r
vfc sat
icr
e
its
6. tear ot clclfs
11, PEels
fc
if
nt else
be
f ho sir
pr
nnted
ocni c Ca
rotc
oh icc
deiihoiate rat.ioai thu chine?
a. Seosc e the
nioti
r
trc
a
is
the
tI
10
honal exper[ene.
c. the simuitanc ru e curren
r s
rd
if
P
trgeorIoa
c
riiO
phi
reicoens
pro
nc
Lmot c sal
tier ate )met sos picker
than our interurc tanenc of a situation.
c. People ran he elop an emotional preference
for sisual st muli t u hick theg have been
unknrningf cxp )scd
d. Arm I of h stiff ath
nc ri ens system
mci I triggel an chit )
iisna. I rear tic in o en
t
hen
srtcti, calls iurlut ee hr en mis. floe of -pineph
rine
a. cegnitvc abc
f a )is
experien s. of c r tie r
h. a nscninsum let el 01 art tm-al
ci. all
cit
the ao
eashr
int
rapes cannel
cr
pcsihle ca:ist s
ci. th s arc ecu.
c
inc
par
he u,ee he :enh!,ai
p s f- I
is.
ci
ci
pai
w air
V nligc;
lx
30
cc.
.7
V.
L. L
.0
.1
-:
p.r
-a
F-
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:.
e J
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5;
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rd
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4.
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$
L.
S.
.4.
Psxchologv Applied
out that
a a guilty person c in be tound innocent hi the
r oh graph.
b a nuiocent person can be found guilty.
c. these tests err one-third ot the time.
d. all of the ahox e are true.
9. \ student participating in an experiment con
cerned is ith phi sical responses that accompany
emotions Ieports that her mouth is drt, her heart
is raci ig and she feels Hushed. Can the emotion
she is experient ing be determined?
a.
al
negative enui
tions openlv
a. Paul. a game warden in AutraIia
b. \iles, a stockbroker in Belgium
c. Deborah, a phx siust in I oror t
d. Yoko, a denhst in lapai
es. it is anger.
b. les, it is tear.
a
cix it is ecstass
d. No. it cannot h
0 determined from the informa
tion iven.
TO.
re ur
of
adaptation level.
our soIogical .iroual
reiats e deprr ation.
cathrds.
a.
h.
c.
d.
345
v n ii
ti Pet
A
a. Bob. is no has lust ass akencd from a nan
b. \er nit a.. who has lust rinmshed eating a big
nch
c. Dan, tx ho has ut completed a tennis match
d. \i c a is ho ha been reading a romanhc nor et
.
I fr m is
f ix
three mn on th
b. I eon, ss ho i on bi v. as to u
c. tknnie. is ho gradoeted ti ii
before
Ltd
l,t
346
(haptcr 13 Emotion
Essay Question
and cultural influences on emo
Discuss hioloaical
0
tion. (L se the space below to list the points von want
to make, and onzantze them, Fhen write the essax on
a separate sheet of papcr)
,
KEY TERMS
Writing Definitions
Using your onn words, on a separate piece of paper
write a hrief definition or explanation of each of the
following terms.
1. emotion
2. James-Lange theor
3. Camion Bard theory
4 two-factor theory
5. polygraph
6. catharsis
7. feel-good, do-good phenomenon
8. subjective well-being
9. adaptation-Icr ci phenomenon
10. relatn e depart ation
Ansiers
Cross-Check
As ou learned in the Prologue, reviewing and
Oi erlearning of material are important to the
karnmg process. After you have written the
definitions of the Rev terms in this chapter, s ou
should complete the crossword puzzle to
-f
ACROSS
1. Device that measures se cml of the phvsiological responses accompanying emotion.
6. Phenomenon in which people tend to he
helptul when they are in a good mood.
8. Theory that the subjective experience of an
emotion occurs at the same time as the
bodys physical reaction.
DOWN
2. Principle that n e are worse off relative to
those with whom we compare ourselv es.
3 1 heorv that emotions hay e two ingredients:
phv sical arousal and a cognitive label,
4.
response of the whole organism involx
ing physical arousal, expressive behax mrs,
and consdous experience.
5. Phenomenon referring to our tendency to
judge things relative to our prior experience.
7. Theory that emotional experiences are based on
an awareness of the bodys responses to emotionarousing stimuli,
8, 1 motional release.
Theories of Emotion
d. l3reathing
e. Diestion sioxvs,
f. Pupils dilate
ANSWERS
Chapter Review
fi
347
h. Skin perspires.
iiueratelv
.
\Yis
I rnbodied Emotion
I a. He i t rate increases,
18
otor
15. toond
lb. facial feedback
17. leads
Ixp a
nt cnn
16.
WItH
17.
miataret
is;
arous
3. adaptixe
4. learning
5
ran
pernuents
St
simplt
sr
is r
3, hoP r
4.
n x rbal
s,ni uth
us
cngc
mior
inih
ttIl
,-r,,.
P 5.
rioncc
no
or r Sen
nsl
icr
owl
moo
I-k
lie
ci for
Ottr0 0
van
1. th
)t
3.
14.
a it
thci
K, fopix
net
16
r ft
17
18. s bje 1
19 iso tail
ains
rd
Wn
the nom
514cr
20. n cectiniate
21.. regain
22, do no
23 hong
u
24
acnnt;
9, e n
1(5
b.
ho-; iirern.n
6.
s.ie7e.inY,r
5.
I Finof rot
Lxpres
)nditining)
)se
P did
22. di
channels
23. teen;
ugh sti
dlmotic z
fIrst, t
that ci
ii
I
n or
god
on th ar d oat
unit xxn th
,
on
26. ad iptalion-Ic x ci
attractix eies
30.
Progress Test
Multiple-Choice Quesrzons
1, d. is the ansxx or
iv ance is optimal
easy
tasks
h rim v or
perhirmanc e
is
ophmat
aI-U ci. p 1
6. b.istheancxx r
a. &
c.
of highe
and hnnkin
lix ed m motor c
161
.
ety hoone a
5
A
oeoi
and
then
10 d.
in le. ci, pa
artms seem u
stir
since tatharsc ox oh
es
it
b. I- \pres..a n ol anoer m n
iau.t the
c:rtut 1, mIS;
Is tile
lie ortex i
fuwt Oil, suiJ r
d. Ih ccrc[cllux
hon.
c.
iting. hOst
Otteetx
eon anxiet.
itoc
It m
t.
d. Oe danmr of tsnessip
in
xi
ant
i-rn
1
aroused xx hdt ansx ering onef a ai n dot is
14. b. i
a. I
i rd
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eltia, t t
t IIS
in
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nswers
T(p.5i7)
F (p. 525)
T(p.5l6)
Tmp. 516)
[
6. F (p. 519)
7, F (pp. 539540)
8. TQp. 519520)
9. FuxS2l)
10. Pip. 5141
351
Psychology Applied
Multiple-Choice Questions
1. B. is the answer. The James-Lange theory propos
emotion.
nu
ar
352
Chapter 13 Emotion
12.
13.
14.
15.
16.
17,
_.
18.
Answers
353
Essn Qzustion
All emotions involve some degree of physiological
arousal of the sympathetic nervous system. Although
the arouai that occurs with different emotions is in
most wax s undifferentiated, there may be subtle dii
terences in the brain pathways and hormones associ
ated xvi th different emotions
Other examples of the influence of biological fan
tor on emotion are the universalitx of facial expres
ions of emotion and the fact that humans seem hio
logicallx predisposed to learn some fears more quick
ly than others,
Unlike facial e\.pressions of emotion, the meaning
of many gestures is culturally determined, Culture
also influences how people express their feelings. In
cultures that encourage individuality, for example,
emotional displays often are intense and prolonged.
In cultures that emphasize human interdependence,
negative emotions that might disrupt group harmorn
are rarely expressed, while displays of other
sensitiv e emotions such as sympathy, respect, and
shame are more common than in the West,
KEY TERMS
Writing I)efinitions
1. Emotion is a response of the whole organism
experience. (p 542)
10. The principle of relative deprivation is the per
ception that xv e arc worse off relative to those
with whom xv e compare ourseli es. (p. 543)
Cross-Check
ACROSS
1. poix graph
6. feel-good-do-good
8. Cannon-Bard
rclativ e deprivation
two-factor
emotion
adaptation level
7. James-i ange
8. catharsis
2.
3.
4,
5.
r4
3
1 rctor
I iF
\o
voiu,i/
ed
drea/ m 1
Dr. \Iyer (mill
i ct r hilt
the store his a prc
e
us
I or (
triad; Ira i It rr red
h r d a A ten3e feeling of happiness
I
stout)
ii I e r, s )t ercomc t ith poe
a I his stor; illustrate,
i
o is (no as/i
the x i a s components of cmotionphvsological
arm s ii vpi essit e debar it r, and conscrous expc ri
do
t
In an in,tan
Ft
Ate
cci in
leo
once
1/worus of Emotion
Conunon sense tell, most of u- that we crx
hetaut- ao are sad, ;ac/r or because we are angry.
hecau3e we are atraid. lhe James-lange the
ore
3 the
that phi sioIo& arousal precede
tsp
t of enretion thus icr crc first, then fee
some r c is i o it then expenen c
c r
shisci and shak (treoibl) then fed
I
or r i Ba d th ory proposes that physic
fear
I and the ext rieirce of emotion occur
s n ime hut scparat ly. One does not cause
tI
I ;;ihodic if Enotion
ens stn!o,. ,fcre/os Lztttcrf/ia
a
l\ hen ou rrc apprehenii a, fearful, and nervous,
mci hat e t iceral i internal i sensations that mat feel
a 11 ouqh 3
maii fit ing imect ittttcrt/csf are flutterI to otu stomach fi deic/tr- /ttttrdk
,
it
B sArA plot
P ski C n
faa
in
h4
cc
t
i
11
f t
hom1 b
the plm
th
the F B
I qur
c I is not a usual t art o
nxiou and s or a
e
.
,ro i
it a , n /; he
use of the attention of a
ort :n\ I ai tnt ic,if/; ni, h.e i more liked, to
io.oke t
nr:a
I. \ lmigh, let ci ot arousal is heneticial
u a ba: rtorn,tnn it eat routine tasks.
1,
Li Pm d iou twit
a a, mr clet .mn
1 eiic a
a otters t
ancre
1 y
tocuso
as t
ifl I cItiOil
ii
i
z
Pan 2
t h isc tellarither
harmlcs, )r
a g talchood i
I: P
we are
tailing to re c i I c tr a Ci ant something relaha ely
tnr ial I hc p0 a , p a i detcc the pha siologi al
srr f lseh ar sit ering control
arousal
t n so ts
it ir ic 4
qrietion it I
o ared o tea..
tions to th it ti
quc stior Mrers makes it clear
that inferring t ul r n iocei c on the asis of these
comparrsc ns
ar gjrt dir prc blems, I he innocent
arc it c rc ftc lab 1
a than ttie gudty amo
p
on s aould ncr er takc a lie
cent as \la c r srig ,cs
detcctor test if OL are nnot nt
.
I I
this means to be ill- tempered
Paq PU:
or rrrrtable I rosc subjects it ho it crc phr siologically
aroused hot did nc t knoit as hr it err affected hr
( cauh ) the apparent enrotional state of the person
thet wc re it ith I he madc different attributrons
about their aroused (at in I-au) state ( Im happy or
I m tecting tests ) or thc basis of it hether the
accomplrcc acted n a enphonc or irritated it as.
.
nI
it
Pig 2
a
di p
orbai dci Mur r r
what t look e r ir
d
a iews busin as r a r a
ad
c ific mterpre r ti ii 5 f ges
made accurate y ar ciaby I
ncs-,, at c urpar
itt
I
(htjet ig) mar hr nd ca
(bercdom or extrenre cr u
rdt
Page 83 tafe
e
othc r basic expre a icn I Ia
r Ic nt
sistenca a rass a m
ferc nt emotional exprcs o
I
world star cm Id airaH r
c
happness thr, r ut a
ta
d
again (PIta) and P rrlar resu
a
other fundament cxpre io a (e
I
tO
a
df
r
c
at
me
ii
a
a
e
a
,sarIJ.-..r..ra
Ixpenciu dtm t r
I xpressed I riotio
P
kit
cli uc ted let
mtins
i ldr
arru ac
fe rn it r words (rer
ide ki
hal a) and t are u,[ od
an page nor aerballr).
Ikitirout tcerng s igt a ret is iii a rroaic it th
arc can discern much
no seundtriek
about omc )r cs c atrc r a st ate I v obsera ing (read
ii ) his
her it
ti s ird taci
xlrcssions
Askinc
ot
hi a I
I ,egroupf
a
fee
I
at
)tec
I
a dap
or fl ght
r t
us f om P r
badln (if tac t
us anake atnn I
It can hc a detu
caati i
fo
psta
mm
f
ni
i
e
t
fe
(P
I,
Sj
a.
3
t
b.
0
.
I,
U.
______
CHAPTER OVERVIEW
I
in rn trntlinlng
rn or i o
B(fl R :I i iCtOl S h
iIlflL TT ttort to ndrstnJ
n io inc
1
h9
1 H c 1d to the I1Lrnc of the
f t
th
interd isciplinarv field of behavioral medicine. The
utions
uotielJ o no th p, holog ocus on 1
our
deter
How
ot
a
situation
as:
do
such
perceotions
emotions
How
our
and
we
teel?
the
stress
do
mine
personality influence our risk of disease? How can
psychology contribute to the prevention of illness?
Chapter 14 addresses key topics in health psy
chology. First and foremost is stressits nature, its
effects on the body, psychological factors that determine hon it affects u and how stress contributes
to heart disease, infectious diseases, and cancer, The
chapter concludes by looking at physical and psychoiooical tactors that promote good health including
ouU nppoit
and cv minm,
illness-related behaviors: smoking and obestv
-
Th
leading
1LI
dtithintheLmtcd Stik
oi
doe
0
rr ic
is
and
disease
to
health
relevant
knowledee
CHAPTER REVIEW
First skim each section notmg headings and boldface
items. After you have read the section, review each
objective by answering the fill-in and essay-type
questions that follow it. As you proceed, evaluate
your performance by consulting the answers begin
ning on page 372. Do not continue with the next sec
tion until you understand each answer. if you need
to, review or reread the section in the textbook before
continuing.
358
or a
Rather, it is the
by which we perceix e and
respond to environmental threats and challenges
3. This dc finition highlights the fact that stressors
canhixc
(only
negatix c both positix c and negatix e) eftects,
3 are perceh ed.
dept nding on how thc
Objective 3: Describe the dual track system by which
our bc d4 responds to stress, and identity the three
phases of the general adaptation si ndrome.
4. in the iPOs, ole. siologist praltcr
began tridvng the etteet
of stress on the body. He dtscox ered that the horn
and
are released into the
hioodst earn in response to stress, TI is and other
rodih Lhangc due to 4rrss are mediated hr the
neri otis system, tho
preparin,r the body for
6.
son is
able to disease.
ot cata
359
(I pe A Ix pe 13)
person is angered blood flow is diverted away
from the internal org ins, im luding the lix er
which is responsible for rcmc x ing
and fat from the blood,
thus, such people hax e dcx ated lex els of these
substances in the blood
characteristic that is most strongly
linked with c oronarv heart disease is
ciall
21. Another toxic emotion is
illnesses physical
23. In
symptoms are produced by psychological causes.
This is distinct from the misint rpretataon of nor
mal phi sic al scnsations as si mptoms of a disease,
360
ii
c be th
h
Obje
r
r c
tressandH a Si
26
t
d
27
C
ii
s u
8.
in u
I n
d
29
tr
troi gh
i
ds t
he immune system
nd cse
5
3AL
r an
rca tion Or it may
alloss ng a dormant her
cells
cr y t c r
cii
33
itt
s and
linked to c ir c
34 Whenrd
it
e in h se I i
35. Stress
in ate
emotions
(havc has e not) been
s iate of progression.
s r inoculatedssith
cells or gn en
tnmors des eloped soon
I e e also exposed to
stress
(does does not)
mci
elk
c
n
2
ik
igc
sh
ki1
c I c th
fy t e
spread prim r
it
nstance
or
(i/hi
cclcac Ic
a
3
Ic
P
Objective 11. C. ontrast problem-focused coping and
emotic I fix used coping.
1. Ie pIe learn to
Pa finding
ii ith
9. Researchers I
sti.shil tOt
I)
ents iras he
,cr%e of
,tre.s
10. One %tudv found thn c%Nert. o-eJ .rpi.
anJ mi*3
or
1% an
161
ta1th
it.i
sersec
lies turito
or belies e thn cannot
copnc,whcnthei cannot
a
at the same ap
State several po bI
health and social s
r
ink N-riiccn
%ittIeitiflfl.
rnoking, and
7. In anma! ant
1 hunbsn&. sudden lack of control is
tollctsed hi. a drop it immune re.pon.cs. an;
(i;.trease, detrea,e) in
iit
n the level. tt
pc ishohase.in
is sti Ic a Ic- hit
xpia
it,
Ct
motonal
di rsels affci.
at I
t.
I. JM.
fl
1k .jh tt it hi
1
is to t.
r ut
1
S
-i:
%t
.1.,
n
-
:-
ii
J I u.k.
heart .likl ii
est I
Ic.
C
r
e
1
Ubcftv
etc
ai
uq
q
tn
20
1r
Cat
toli
)l
Zli)t
V.
2r
ac.
it
t.
C
363
among
m e)
ii
and those at
lowerj sOciOecOnOir ic icr ci
34. Worldwide per pc
near an all time
or
et
up)
ci
St
dramatically in
t .c
ti
dmry
of smoking.
29. Sn ok ng usuallr lx ;ins during
and is espeuaih ommon
amc igtlosexrh
I h st
ho sen e
the
b.
c.
is
smoking is to make
it
morc
01
ig M
n di t y
hen
attempting to quit.
31 By terminating an aversive state, smoking pro
r les a person vs ith a powerful
)besit
sign of
s corsid red a
mid
and
mental
and of neuro
and
s a 1 rca to
rduce
32. (o isistent with the
proa I iv ir Dudies md tate
c
Sr
mc king addiction
tabihtx
liii
nkcrsalsna differ ma
that influences rc spc nsc s
smittcr
c
r
\rcr
c dec
thc smoku
is smwtproiounced
tissue loss.
39. Pcople isho arc osermie ght at
vi
than thosc ito a
r t
kt
c
I,-
late lifn
nl,rJ
364
and increase
X\ hen obese mice are
(does/does
is
nor er to mantain
eight. XVhe it eight
is
dec reascs
PROGRESS TEST
Progress Test 1
365
a. problem-focused coping.
b. em ottonfoc used coping.
c. managing rather than coping with stress.
d. hvpochondriasis
13. A study in ix hich peoplc ix ore asked to contide
that;
366
16. 1% hi
te
a.
PROGRESS TEST 2
d.
IultipIe-Choae Questions
ietcS ifllVii.flt%
tLiflrlofling
of the
unifiUfli.
n
L.R
t
s
itesci
tic
a.
b. aaietv
in
C.
d. a1
18 In
is.
sb
drug.
a. thi. animal. dci eloped tolerance for the drug
inJ immune responses returned to normal.
b. it 1
et iiater a
one triggered immune suppre.
1
0
eiuc
ie cirus cieieloped and with
1 srit s appeared when the drug
ld
1
a sithh
d. n:ris of the animals died.
C.
s..
mlrat
at as a
dictor f
lot ge .t ie,i- u un oh tmcnl:
a.
t ill fl.CfljflC?flt ctfn.t.
b. 1nLTe. ttirate br woiren than mtn.
C.
I ott
u ai. for men than womcn.
o1.sr
d.
g in I ns
ii.
is
lndardbdrierdrcfercto
a. tte final stige of the general adaptation syn
drome
b. the health-promoting liTLpaCt of hai ing a
strong st stem of social support.
c. an alternatis c to the fight-or-flight recponse
that mas he more common in women.
d the I ct it spritual people tvpkallv are not
oXc V )atcd.
.
? iich cf
follc s ig ,tatrn ants co erring
pe \ar... per.ons is true?
a. Even it hen relaxed. r pt i persons have
bights blood pre.%ure than ry-pe 13 persons.
b. When ,tres,.cd, Ti.pe - persons shins greater
outpit if stress he rmones than I> pe B per
sons.
c. I> p B rc.ons t and to suppress anger mort
than Ispe A peiscns.
d. 1. pe A persons tend to be more outgoing
than kne B persons.
Progress Test 2
6.
a.
h lvnphocs tes.
B. I i\rnph.ocxtes.
c. both rn and h.
d. antigens.
c.
rwm en
367
genetic predicpoition
childhood eating patterns.
adulthood eating patterns.
all of the ahoy e.
368
19
1 h tendency
is
9. Chronic 5th s
and hi p Ic isic
10. People is it I
ties are tin
P
tha a
tI c
ii, Ihe trim ire
condi iu cc
1
PSYCHOLOGY APPUED
\nsxier these questlo is thc
final cheek on iour und i
terms and concepts
Multiple-ehoice Questions
1, Which of the followir
Psychology Applied
4. \iaicoim report on the effects of nicotine men
tion each of the roliowing cxccpt:
a. increased heart rate.
b. appetite mtppresMon.
c. Inc rcasec circulatiun to e\trem1tie.
d. releaNe ot cod rphins triggered hr nicotine.
S
cardo ha
r ia oush
369
ritf
\\
it
ant
ac
; asha dasrounork.
1
ph
seu m
ntroi and a positive
hia r
\/1
ait
am
NOCIX
Iae aatr
a.
srmiiaunp, the
Nra t N
flifl\ OtiS
ii
reiea5e
ot dopamine
In
NLtem \\hat am I?
c.
tata
h.
asponses in check by
urself
11
tee
nicotine
d. cocaine
iii
c nearh ioentical ea
e Kenny is obese and
is t in 1 m n o-t hkelr explana
tteren n t ieir body weights is
no;
mod
I
d I r iii:
tact er
tF,tsi oieiahoh r ites.
toW a. mid b
auc 1 thu aLiovu
to
tot
a.
b.
c,
d.
Essay Question
)r
ho w do
smoking cessation
nt hat smoking is best
oF
an itt ra ti )n of psychological,
N
a,t
socia
Prances, Dr. Williams is
perspedha e.
Line t in the
101
medic,ne
ch,
FL
a
)
;
a.
ii
I
it
10
Cit
0.
rn
orift
hi
:at
0
erson s ability
Discuss ses eral factors that enhance
to cope with stress. (Use the space below to list th
points you want to make, and organize them. then
write the essay on a separate sheet of paper
ICeS Terms
371
6. Type A
KEY TERMS
7. lypeB
Writing 1)efinitions
9. Iymphocy tes
10. coping
1. behavioral medicine
2. health p chologv
3. .tres.
4. general adaptation
14. biofeedback
Crocs-Check
ACROSS
2. Ifardening of the arteries that
leads to heart disease.
7. Fat-detecting hormone.
12. Coronary-prone heha br pattern.
13. 1 he three stage bodily reaction to
stress.
15. type of exercise that may help
alle,iatc ancietj.
17. During he
stage of the
stress reaction, the boths svmpa
thetic neri ous system is %uddenlv
activated.
iS. Ik chologist is ho first described
the general adaptation syndrome.
19. l)urmg tht.
stage of the
%tress a t i tht. body ,rcserves
dql ted.
20. 1 u 3 t cr of the mmunc ss
:4
Li
I
9
J
[101
WI
.(
--4
ii
L.j
J
.1
km
0014 N
1. Friedman and Rosenman\ term for easygoing,
relawd people.
1. subtld of psvc hologv that contributes to
Id iaviora, .it.dkine.
4 11w body
eight die rostat.
1;
J
V
4.
_._
stressor.
4 SIn
x n
and Health
ii
is
brain musclc
un (111k
31. hax e
32. have
iesponsc, procti-s
Illncss
)S
22. increases
ugStr ssandllealth
Chapte Review
r t
17 do not differ
AF S VERS
tidi ,ane
Ionic a
Promoting Hcalth
N \
1
a
s
I ccpc;eno
nat
2. problcm f c
ic
cgnih c 1 1
3. emoti an tc cused
4. problem-totusc 1 ontrol c wok r locus
change
5. uncontrollable; deatf
i
vpcrtcnsion
su
1
bcixf
ed ioest rd
i,
o a
6. r i )rtaiitv birth
ft
e c
7, rrcs
res
c 6
ht
r rc
e ic
Answers
8. optimistic
9, humor
10, tone; blood flow
11. social
373
42. obese
14. writing
15. self-disclosing
16. aerobic
17. have
18. norepinephrine; serotonin; endorphins; memory
47. do
26. believe
27. predicts
50. gain
51. more
19. two
20. biofeedback; do not provide
21. meditation (relaxation); relaxation
22. park tal; frontal
Progress Test
374
13.
c.
Progress Test 2
Multiple-Choice Questions
5 chanter dea:
1. d. is the answer. Fh1
:he top
c.
inblcxelgr sit
Answers
c. Anger. both expressed and suppressed. is more
charactersrs. of i r pe \ people.
d. f no tc xt doesnt in fir ate that fype
persons
are mc rc on gc lug tt a I rpt B perso m
6. d h tt c ar s cr. Bob x crs that cntribute to the
lea dir
scs ot r ortatit 11Kb do smoking,
excessn e a hol or su nphon maladaptii e re
spouses to stress, insufficient exercise, use of illic
it drugs, and pour nutrition. p. 4)
7. c. is thc ansuer. B Ii nrplrocvtes fight bacterial
n1ections; I Ir mphocvtes attack cancer cells.
iruses, and foreign substances, ip.
d. Antigcris anse the production of antibodies
when thel s c ntroduced into the bouv.
eases. (p. 7(
the ansu er. (p. 55Th
10. b. is the ansci er. Both human and animal studies
ndcate that uncontrollable negative events trig
gei an outpouring ot stress hormones and a drop
9. d.
is
nduid at
mat
375
not
to ox creat.
20. d. is the answer. As a group, religiously actix
people are no more attluent than other peoptc.
(pp. 5735741
21. B. is the answer. (p. 5701
a. I here is no such subtielci of med icuoe.
c. (Thi is an alleged torm of eoergt. imbalances cif
1. 1 (p. 58Th
2. F (p. ;57)
3. 1 (p. 563)
4. F (p. 580)
5. F(p 585)
6. T .p. SSfl
11. I p. U0;
7. T (p 5631
8. 4 (p. 555)
9. 1 (p 556)
10. I(p 566
t,6
Psychology Applied
Multiple-Choice Questions
.-
lie an
tahohsrr
cs as ft d u take is
1. d. i. the answer.
Aiosi
e.eac
0,/ia
57S)
clrculation to tli
;.
sri
it
cslh
ans.
Rita rdo n attempting to address
!ns,tion ti noes, ante he has been unable to
oh tios diectis lp. b2
b.
ho
Ie
tin
6 a.
h.. c
so
(Ms
lstag
o I s sc is greater during the
Fr
h ses because the bodys
zcd it
icc arc nc t yet depleted.
oss
d.
it
) 330
I
tin ( is a factor in coping with
I
r
d.
a
sr
5
but it s how at event is prrreiiLd that
iiots whether ii a strecstul or not.
1
10. b
n. tiia
St
cdir tab
A i
lit
A t so
b thing as a Lope C person
5
t2. a a h,- nos or ip. 57)
\e. uha
05 are mmune agents that search
ti
rnitul ins aders,
d in t
ipi
tort i n the bone marrow and
b
it
pit b icterial infcctions.
ia
13. h
h a
Strc sful situaticns, such as
Iv. . Cs. he reae in ,n one responses. (p. S2)
1
h tnmg
0
a. Ihe text does not discuss ant so
as a
Essay Question
ci.-
1+.
a.
h & d
fl,.
s,.. C
to
5r,4
iw
ii,
a
v.ipht
ruten
ci
alP
tresso 5
the health
in
in
(ii
.n
b.
d r-
.n,i
run
ii
c tia
ii.
s.
irs
i ipses.
dir
dtte c
15
is
rr
ferent
cs n netabo
f oss nle for
eights desi itc
ci
cuts
occur, a persons
mores ulncrahle to
eliminated, aerobic
and social support
xert ire n rcducr
rl ps b r c aPr
Cross-Check
ACROSS
2. atherocclero-is
7. leptin
12. lype
13. GAS
15. aerobic
17. alarm
18, Selye
19. exhaustion
20. macrophage
1.
3.
4.
5,
6
8.
9,
10,
11,
14,
16.
IxpeB
health psycholog
set point
stress
fight or flight
perceived control
behax ioral medicine
epinephrine
mc,tabolisn
B lvmpho tec
heart disc ase
I p
; r Ill te s
a iz
Refngees and others who
r de 1) leave their homes (they are
me reas 0 rates of depression, anxiety,
s dc r ir d )ther stress srmptoms.
ealtl
pi
ri
nrpairnients
eume
astrcs
Type Ba
ir
3 is Moreox em, not one of I r
S-the most at Ii and lat I bid of tt eir gronp had
suffered a tea t itt z k Rese rmchers ha e identiti if
two pcrsonahtr types Type \s ire react i (eta j
aitci d) compe titnc ccrbally aggressh e highis
5 n p ie k
motn ated aBs , ustwd and akr
I ype Bs are less easily angered (cc it ) are easr
going (laid ba 1) pahent, nnderstanding and non
eemnpetithe. Ihe most protetpieaI i pi ) Tspe Bs
were the least hkelr to be affhcted by e renary he art
disease (heart attaifs).
Page
runt
p
it
r
I p
se
r c
land
s
1 1 it
Is
inc
r i
itl
a
b
igrih
puts
ant than
ire
es
reaith problems. If a
a c as
r
nlnerahle C diean
close together
ci
tt ale
I g
9 Ore dangn n pp
crc Is
r
d
and arcer is that cne atc it n a
thenmsehes ft r their i Inks One pr ft Ic a I
statmng (iyprnif the reP henshmp b tsr e n alt lade
and earner m that seme cincer suhmnc n i C l tI
they hare somehow e nsed the r sickncs the bit
logical factors inrelsed m the di ease camnmat e r I
be mitigated td rail d) by belier ii g good 1 a ith is
Ce
due to a healtl el ra te the
I
t
i
ts it apprcpr ale tc I rre
n
r ad
whe lerelep the In
\sM e t
a z tarhes
F Icartarhcs
is
a term that
ice hoo The aid fact is that the effect of social ties is
otlnnp to scow it. Myers is being humorous here.
I he expressjon that is nothhrg to sneeze at indi
cates that sor iething (the object, cx cut, accomplish
ment, ctc.l is not minor or insignificant, and, of
course, people a ith colds tend to sneeze a lot. In
research on resistance to cold viruses, the finding
that healthy olunteers who had the most social ties
were less iikix to catch a cold and produced less
r incus (the
d Fictl is not an insignificant result
(
h ag in
atj. In addition, research shows
th t social s P1 ort calms the cardiox ascular system,
c v crinl bloo p cssur a id stress hormones.
F agc h a: I P r g about cur t oubles can be open
Research has shown that those with
us, I ii,ennin
se suaaporux e riends and tamili tend to hat e
(cx. or health prohiens and lit e longer. One reason
this mat te th,at trusting relationships prox ide
mc unprtunm to talk about our rrohiem and toe1Os and, ju
s open lit it si rerc car s x e In e,
F ng s
c
i Salk
an cc a I nw of opcsz
LIar
Ps. \l y U th ii had, quite htc raIls, sn z
,h,s. Mar y research studies hat e
p as r
shox a the beneficial effect of aerobic exercise on
depnssion and ansiotx. In one study, women who
took up jogging (nieniig i showed a substantial
tducton
oepi esian. A Ms cr humorously puts
.:.tha had .rualit :z cUaztiairiiaittanu
p
379
Page l7:
nzolicm sz:ae. Smoking i
0
Ac
5 contin
ued because among other reasons, it itfers a pleas
ant feeling p1 asucabic lift and it oscar cs ir avoids
the unpleasant persistent desire Im nzg of deprn a
hon or withdrawal. ihe negatn e aspect of smoking,
howex er, is the increased health risk which ox or
time mas result in the death of the smoker (4cansolirin sad Pci.
,
380
Ca
otOw
he:,
sit arour
Cs)
te p
Personality
CHAPTER OVERVIEW
Personality refers to each individuals characteristic
pattern o thinking, feeling, and acting. Chapter 15
examines four perspectlves on personatity. Psycho
analytic theory emphasizes the unconscious and irra
tional aspects of personality. Trait theory led to
advances in. techniques for evaluating and describing
personality. Humanistic theory draws attention to the
concept of self and to the human potenhat for healthy
ox ii TI e s
cogs u\ naspt xc mphmsizts
t s o
r
r
mo
jh
r ronmeni
The text hrst describes and then evaluates the contri
buhons, shortcomings. and historical signihcance of
the psvchoa nalvtic and trait perspectives. Next, the
text turns to contemporary research on personality,
focusing on how the trait and social-cognitive per
spechves explore and assess traits, and the focus of
many of todays: researchers on the concept of self. A
final section explores the status of the concept of the
unconscious mind in psychology today.
NOTE: Answer guidelines for all Chapter 15 ques
tions hgin on page 399.
CHAPTER REVIEW
First, skim each sechon, noting headings and boldface
items. After von have read the section, review each
ootJ
a mnsn
g a U 9 no ssr t\ m
questions that fbliow it ,As you proceed. evaluate
your performance by consulting the answers begin
ning on page 399. Do, not contirme with the next 5cchon until you understand each answer. If you need
to, review or reread the section in the textbook before
continuing.
bumbling.
381
352
hapter 13 PcronaHt
wd s ft n in response to his
ohon that want patients had disorders that
sense.
t iak
em
(Vt
Os
Di
Lit
Oh,
lani
\.
Vu
H
HiM
m 0
I
we utn c 01
e
r x\
At
(conscious unconscious;
personalitx
ctit
n.
,ht
1i
th, r.cIti
t,
butt ci
hr
o
H
it. r
e a
aim
Ho
1f ons
tt rshes are otten reflected
iefs habts, sx mptoms, and
t
he
thc tongue or pen.
the icmemhered content of dreams
dt
fV
Oh
a
S.
c
0
tire Dc r
i
, ,
Ii t iceD
ot p isonahti
sO theid ego
tie
c.
c 0 that
c
I
V
the
ri
it
of
o personality arise
i. 1
it
d,:, Viit,st
U
it
IL
Ho
th.rn,
p
na i
and
rt
tin
sstsof three
nit ntis.
e
to
to
ix
383
and anal
respectiveh.
Objective 6: Describe the function of defensc mecha
nisms and identity six or tnem
22. Fhe ego attempts to protect itselt against anxietx
through the use of
I he process underh ing
each of these mechanisms is
with
stage.
21. Acording to Freud it is possible for a persons
icr
or ent t ) become blocked in any of the
pier
15 I trsonalit
rlttningite;ns
etc I
1 a c runt
ds
2. plolcct on
3. reactton tormatmn
4. iabonaidation
5, regresson
28 Id
mechrnisns are
is oas ni c )nscious) processes.
that
shapes personahtF, and
that we often struggle with
phalli place
itmsi emphasis on the conscious mind than
These theorists
ti
dl
b.
i-to y.
ailed the
ment technique 5
I
34
30, l ad
r yr ri
t cr
.
ix
rhetogists
i
theoi
clabiltx
Ii
b c us tic
I he Humanistic Perspective
that create
called
35, Con tram
385
is xx hat researchers
and
impu ses. Another F reudian idea that is no longer
i)
th
0
s
5
J0
1
0
.
pa hoiogsts 0
o
r
cc xx th Fre id that
id
pr cc sirgi
orcims
c lied
i5
quite sophisticated.
39. Ir oth
i
Chapter 15 Personality
386
As a pioneer in the
moement for a more humanistic psychology,
\lasloxv emphasized the wa s that healthy peo
-
and self-
im tf fi 1
uman-
ha
ist
hoic
others to be
ing the loss of their esteem.
If ou do not kn it w r c
following words phrases
ontc in it hick no
tLr cii
to pages
rsfc-d; s ed:
nctd f B:. [
spopting; 1
holing
to evaluate the
are.
humanistic psa chologists feel that questionand prefer to
naires are
Some
a e
to assess personali
dot
the can
xpi cs
JLit,Uii
in thr
a a
a. a
humanistic psychologists
o a
5. or both Maslow and Rogers, an important fecture ot personality is how an individual perceives
himself or herself; this is the persons
61
Ailpert I
detinc s pc teen t
Cordon
elope I
r
attic
2. the at cient (n
four tfe
i a
nn
on r
387
3l
according to Carl lungs
ins \lthough rccentl criticized for
icti era ue tF s test has been
lass
t
1
1es pcople
erso iti t
t ack 1
f
r
t
Objectix c IS U s nbc n n
of
ay 5
5}
cholo
tunis.
and emotional
is
rc latir I it x L I scar s rex cal an area of the
brains
lobe that is less
actix e in
(extraverts introvcrts) an
te\traxerts
introv rtsl
dcfin
h-n inc K
T
aaar attribntt Jttterence in chtldren
t
civ
t ni
act t
icc.
-tkH
I irc are
Objective 16: i.pta;r hon pvchL1iogh-ts use peronaiitx rn cut ric to esc traits, and dicus the most
ide use mx
in cflhtcfl
o-flcr ixinnr
9. Qat--ni.
adx
4, Ic rcduce
u ber ol traits to a few basic
ones. sx cho ogistr ne tI e statistical procedure
ot
the Lv enck hir k that tv o or three gent tically
nf uc icc d pc so iali v i nensions are sufficient
ttiue include
counseling.
7.
and
ailt\
.,
-:i-
hentabiliiv estimatcd at
percent or more for each dimension. Moreox er.
these traits
rclescribe do
chapter 15 Personalitx
35S
clii
06
riO e
rsar ctS
)r
th
c3lIcd iNc
ta
Ut
p rt nt influence on person-
na
ci
t ur
contt ox ersv.
16
ir d ro I
pe
rca a
that
it
Ii
eoa
s c\
ssi\t sta
/
are quite
au
onsistent inconsistent),
(does doeS- not)
-
d
a a
a
Pm
dr
cc osicten
factors Thi V
factors, and
the principle of
perceix e an
bOb iduai nba belies e
that their fate is determined ha ruts d ft r e r
said to percc ive an
.
Self
antra rat
is
ability to c antrol
ahtication, predlct
r0
good
TI-
a;
0 tartar
r
hetttr
and
suc c
promote n
about future life events
that can be unhea1th,
8 ((lose Lp) l)urmg its first century, psychology
focused primaril\ on understanding and alleviat
11(7
bl--b3b)
389
niotn ate us
to emphasize
through specific
h.
effect,
Objective 26: Give two alternative explanations br
the positix e correlation between low self-esteem and
personal problems.
5. i\ccording to self theorists, personality develop
ment hinges on ou feelings of clf-worth, or
People wno feel good
about them seli es are relatix ey
(deperdcnt on xdelen
dent of) outside pressures, while people who fall
short of their ideals are more prone to
and
9U
Chapter 13 Personaitr
1i
per ous or
of
Re Arch studie demonstrate that etic mmonre people xx ith disahihties. and women generalhave do not have)
c
1
sd
teen
\ic
h ice
esta m.
2 Re
13. \l
of On oCe
as
rr
I
I 3. F
like lx to
gress e 11cr riticism.
1
x e I cm x a
eR
cr her- d
Ic m
em
st
stin,puish
-
and sensitix e to
.
irorn
I
0
ill
Multiple-Choice Questions
tal stmuh.
a.
PROGRESS TEST i
tO 0
snr oi
cm
po
ho
hi logits
th ti art pcspectn e
c. 0
d. the psx choanah tic perspeetn e
3. Which of the following is the coi reef order or
ehosexual stages proposed hy Freudl
a.
b.
c.
d.
psx
genital
genital
phallic
phallic
am
a personality strnctur
Pwgrci.a. Test 1
6.1
.ak
it
dcp.-ndent
a.
b. flklfl ntvlii4tnt
I.. bezer ahlc P1 wpe
SiX
d. P.
t,laintcr
Pd)!
it,
it
tenct.
bcr,i
d. Rc
tenc
coi
ould
a pled t
p$ ..
a. L)r. tlopment is e,%entxaliv tied i cl:i:dL.
b. evta1itv i i poten drh t i 1 hum ii
c Icrun
in
s.
is
ri,
i% hich of I icu s
ii
)1 01 3
p
.n
iacia
ig
dii
to
tin orwcious
ci
:
moii ..ti.n ; per-ana1it.
b. ewphasie the .zmai th potential of healths
indis ittLal
,
r
anc
ilera hn
it
,tfl
10.
VL
ii
ut-a- tt it
ir
rc, t
rol..
tt
is.
n t r
of
r(.
fl.
au
pir_
r
rece
.car
t%
.h
np
y
Im,Ji .-e.ttev. .c t.tne-. dli I kceptflCt.
d. zt ilUiflefle .. Thu. ept .Fii t md empatir
.1
c.
ic
ii
b s ps.. ologists
t
etc innn,
b. thLt
ia,
t;tt
t--! r
di
tirt,
tcigt
.nLbkr t, 4
hi h
dat
Wit
idat
itt
itch
irei
rr
I i I
t...a!t. 1.
itdua
ennt1ing %4Pit_
tie
iii
i:t.
rbj
r. itt
At I e
1 iitJ
an cmphasi t.tn .ar
hood tperienct .
b. in erc,t mate. the uni,.ten.i. .11 Ltr_t air irt
dill rent sit itions
uid stir ttt i
1 i iFI c ci
d. ph cstoo eatanc phasi
p % I trait
a.
ti.iI
inc
17. d
i
1
1
mc
%i[j L
)as
pit
j.
n-I
T _( 1 ii I
C. -in. .u. rcce: iq, il; .ii_
d. --i1%1er .-- f.r-.., tjf; a-
b. i
1
tho
a. is
projc
It
b. ohseit c I CCt .0 ,.
C. UsC .1 pet-k.taLitt JflfljW
d. ut the neIhot free
a.
is
ciu*
$anple%.
cinal
ank
ip
nbet
air
tn
ci
ires
cs,ior
13. Projectn e test. such as the Rothate been t.riti:tnd bet .iuscr
a. tie siora
sstc
Inc
one
cit
ijc
).L!
a.
to
niost .fiierflpt.T0:%
9.iic.
rn
I
frcmom
a c
I c tie t md
ion
vtci
t%
sanuine
it
1
mdci
itil
1.
F 1%
I.t
i Sadlit
P, cmi asiicd
a. etra ci qtn ;iin eron and emotional
.tatiIit ir.Lil!lif%
b. nt nal e rnal It
ott irol an
tr
n
c
I
Ii
is f
rio
cmi tmonal ,iiitt v.tabiat
ancholi :hegrnatit. and choleric
1
d. rn
ird t
self
depresion.
C.
Viii
8. IVilE
spci
it B tlflIL 1
xtem
391
girt
pi
1
4
t.
U
1
.rj
4
i
fl..t.
392
Chapter 15 Personalit)
na r cut ism t
1% ig s t
8. \ ich A iC
the soda. cogrnhi c pt i.ettii &
a. It fote.e% Ia much on earl childhood eperi
f
b.
lilt
tr tsot
irr
ii
a ,their work
20. Todays er onclti isca thu
on:
a. Lait dimen$ons ot personaliti.
b. tie inttractior f pemons and cmii )nnients.
c. sridieri cbtJaor
ndL
d.
cvid I m
ci
detcn%e iach.wisrns suh a
a. di%placcment; react oi tornatk.n
nit
Pit.
r
cli
is
arrc 1k
I
ii.
(C
i%plremalt
b Lead ir. (orr ation 4
c dr.j
d. is
e.r ,sor
tmc
men prcjc on
%latching Items
ih.
dem
it
or I rpti n
it
the ppn
iat urn
fcrms
Definiticm or 1)escriptions
a. id
b cg
d. rcattiLn foimation
e. rationaliiation
1 acemcr
I. dis
g. acanalv
K projcction
I. I Al
j. Rorschw.h
k. \lLPI
dirdng r
11.
prc
Hg
r1
flit
iot:s ptLe
istir
of
514
ego
PROGRESS TEST
C ioicc
Mi itt
Q test
ons
c. F umanistic
ci. socialwognitir e
2.
nt
to
iltcts betwen
5. 1
a
ha sh
tI
c
c
c
or
a. nnrc l tIUi oF timers.
U ns nIh ,n 0 othmrs
c vu hoc ted s Pa m
e t
F as s
6.
Sn
tnd tidnais uF
bs onents
are
sd -suving hi s
It sensing bias
0-
gre
est
3)
c I
*t
it
nal
po
!uaI
asse s lot
b. People wit) h 0
h mc c K
or
drug add tction
c. People with lox eitn ch tan ten
conf nut ts,
d. Pcoplc w F Ft
Inst rnnia
cit
sc
11. 0
Tb (indipos and Flu S
roots i i the
a. anal stagc
b. oral ,tage
c.
ns nc
ci. pU:i:tca
394
Chapter
iS
Persona1it
c.
is the process by
17. \ccording to Freud,
which children incorporate their parents values
into their
a. reaction to rma tion: superegos
b. reaction formation; egos
c. identification; superegos
d. identification; egos
18. H hich of the following groups tend to sufter
from relatix ely Ion self-esteem?
a. xx omen
b. ethnic minorities
c. disabled persons
d. none of the above
19. In promoting personality growth, the person
centered perspective emphasizes all hut:
c. genuineness.
a. empathr.
d. altruism.
acceptance.
B.
20. Recent research on the Big Five personality fac
tors proxides evidence that:
a. some tendencies decrease during adulthood,
while others increase.
b. these traits only describe personality in
A estern individualist cultures,
c. the heritability of indixidual differences in
these traits generally runs about 25 percent or
Ie
s.
5
of the above are true,
all
d.
395
Psychology Applied
Matching Items
Definitions
1.
2.
3.
4.
5.
6.
projechve test
idenhfication
collective unconscious
reality principle
psychosexual stages
pleasure principle
7. empirically derived test
8. reciprocal determinism
9. personality inventory
10. Oedipus complex
11. preconscious
01
L)cscrijtions
in
o r
nr
at
interest
PSYCHOLOGY APPLIED
mc
i1mei\1
on
36
nat
6. 1 h
Ii
S.
i stoi?
as
a. t e \i\lPl
in the i Vi
c. trnf&orssh,nh
d o I ocus ot Control Scale
r
s
c
ft
)r
Ito taR
a. an npircdis dorixsci
b ne \IMPI
:
2
c
utah 15,5 0!
to
3!
ten
test
st dests cat be
p B according 0
tin ir o onalilies and conspeti
lbs
c situ
i x iJnh Pr. Gonzalez is working
perspectix e.
itin tin
Lnana\ tc
c. flumanrstic
d.
d social-cognitis e
it
b.
os
Kei (ernis
ual ita4es
ascIi
17.
rson.
i
.
ost
..c
r
ninc.
S chologist
ctJ4t
a. p.t chotnal ti
b. frait
1j
.t 1
nrj
ix ,ra., ident
a Itt. i
v hschool
1
ithin tin.
per
.an
c. humanistic.
d. social-cogmtive
Essay Question
KEY TERMS
Yvnhng Definitions
1.smgvo rownwcrd
writeabrctdfntm
folloiim,tc it.
15
3. pci thoanalvsis
4.
c hon
ulanti
r
a Inuna t
lolog \ o
his
eumcit In por
aP that utalh(C ht tinistic
psttnc.lSfl t..C ,qchrlo
a. tocmes ii asi .,ric human fulfillment.
b. i. rootej in q efl C.
c. not baste
tnt .tud ol indh idua. charac
UnCofl-CiOUs
5. Id
6. ego
7.
-rego
SU
8 psv
xtai tagv
9 (c u
10
pe
2. itt association
m;h.
rt
11.
12.
c c
ye hamsms
13. rqn-c.son
14. regrvs.ion
15. readion formation
d.
tn:st.
ia all of th.s IS
16. projection
.
h.rac.tri tws.
17. raftnaltioi.
tase
xl a
tei
38
rs
8. dip!att r
it
31.
.inconcious
19. co1ktti
r.-.t r T
22 Ront
4. exti
r
4
li-
3.3.11
lb cnndit
2b.
1
itll cone
us ate
tro
u ofcc tol
1. har. I
ul positi c.
25.
ard
37.
poJtn
pss dinIog
27. traits
28.
ial-cugnitivv per%pett e
Ot
39. eIf-eteent
per.onaiiti
ntors
un 1
40.
iLtiphas I
29. Minne
seIt-en ing
hia.
onallty ni iton
r sc-Uietk
V0L learned in the lrologue, review
ing and oscrlearnig ot matenal iTt
inip.ntant Lu the leanting prtwess. -fter
tou h,n e it rittt.n the definition, of the
Cl term, in this Stapter. you should
-,
stsurdpi.
ipletc if
%(ROSS
4. In Fmud
iflLOflS11US
-,
-
--r
-i
-r
ra,
it
the
tic
I.
i-n
dl, for
. tL
2. In
tr
ith.
Cs.
n c
.1.
toensur
etht. s
ha
Lou
itt
it
-;
-
IaN
tald,.Iv
i.
idst C
fl
f-i.
,3tft,
IC tOflsCtOU
(if
dill
.ia.r
13.
T!.-i tJ)
lthod.
it
prct tr
i?
3,lfl
Tl5
.)
iet.
D)V
hi-i
cfei
d
-4
bat
f
tJ-4
t thet
IpLJr.
cr
one ti, t
shift
malit
siraicr
2. llp i
r
ops
catel
edt s.
rs
etot
in
ode
c oa It ac.
Ansiter
\cco
ng to 1* ud
ccurs when devel
omcs ar ested in an immature psr
i1 a
h
4 \n I dual h iractenstix pattern of thinking,
feelIng and actine,
n.htt-reu u theors. the complex des eloped bs
hp in svlueis ther are sexually attracted to their
meihe :nd resect their father.
6 Ic I r
s them F process by is filch the
nnercc C
Ia
s tlops and tnt ornorates the
ts act
test e
Proji
sting of ambiguous pictures
,hout Inch oeoe.t- are aked to make up stories.
0,
\a iden teed test in xs hich people are asked to
interorei Id tnkhi. t,
14. I he must ts ideis i d personalits ins entorv.
23. regression
ANSWERS
t t
309
F lectra complex
18. identification, gendt r
d tu
si
cntts
Children eventualh cope n ith thcs tee was t n the
opposite-sex parent hr repre-sen them and h, iden
tifving w ith the rival santc-e-, prct iIi ouch th
process childrcn meorpo at man
I tneis
1
n
s alues, thereb strength r r the
19. latencs
20. gental
21. uxated; e\puisive; retents e
22. detense mechams,ne repressicu
26. rationalization
Chapter Review
27. displacement
lntrotlncsng Ik,sonaliti,i
Alatcliing Itenis
thtnki
ig Ieehng acthtg
t
ig
i ud hu
ultllic I
nsed
u
I. e
tanistic
growth; selt
3. b
toe
4. c
5. a
1. ners
28. uneonsciou
0cm
teur 1
3
4
vTh
al
a. kdler emphasized h
c aI
ual, tensions o chddho I an
behas ior is dris en hr the need
thon
heanah -is
free as )
nuct
ul
8
I
I, c
i,r ens
II ttm
)c
s, elea tm
; attm
tL:
che \
ifl)
bias
(I
fx
in
Iead the
it!
pen;
1,1
dIet
tot
tic
em elm,
serum im
e
i,,u I
eu
inner contihjs
32. proleetis e
s nt
criltfhilous
a,su citing,
malits
Inc
hat
Ot emcoir
ings of infcriorlts
6.
2. d
lilt
a e; p1.
400
Chapter 15 Personality
S jews
1111111 anzstic
Perspective
1, Masioxi; Roger-.
it
fails to
17. is not
18. animation; speaking; gestures; consistent; does
At any given imment a persons behavior is poxver
futlx influenced by the immediate situation, so that it
may appear that the person does not have a consis
4. learned h.elpitcsness
5. more
8. mre
9. personahtv inventories
2. m dane cFe; s
11,
npinm a
environmental;
b. pusitix e character
C. po-itix e groups, communities, and cultures
9. feedback; incompetent
10. past behavior in similar situations
6.
2 possible selves
b I ocus of
3 spotlight effect
4
5 selhesteem independent of; anxiety depression
6 hopes; think they ought to be
more; racial prejudice
8. do not have
I
9. a.
b.
c.
10. high
12. more
13 above
14. high
Iu!tiple-C1ioice Questions
1. b. is the answer. Personality is defined as patterns
ot responseot thinking, feeling, and acting
that are relatively consistent across a variety of
situations. (p. 595)
(p.
620)
1
o
ana ix th art-ge
)gmtl\ e p
pectim e
swLI F 1
is In
11, b. is the ansim
t xc
tha
cmphism
dual, c
ft m 1,
thinking i gener i
me (tin ref c
xii a
such thinking mcii t
selL onfidemn c nmm
mmzes depre.smon. and iaab
n- mt- to
t
err others
with compa-smon. a-nd un.iem -aammdjng therefore.
not c. unconditional pmnibr c regard tench- to
promote seit-cstecmfl and tIiu seH-atfrming
thinking thercf mre. on
ta
at
1
is
lrl( dS
13. c.
pit di
i, hal
callc
a. h c urtruc
b. Lnlmke cnlpiri a lx
ha e
t
0
bl
ml
niL n m,oaal
projec lix c tcst .-iim on ,ta ricd
d. Althouh this Iii a-- ij t 0-.,lLahoned a
rtieF-mm- ot pr jccli- c te t
Freud
tis
can
a-,
1I-fl
601)
10. e, n the
m ru
ted F in 1
n-itt
coritm
b,&c
)L
social cogniti
hon
d, Ihis
sonahtr.
9. b.
a,
c
d.
11. selhserving
Progress Test
---
ns rticim
is
rot 5
ccb. to oxolain persona litx de eiOpmeflt.
d. I rait theot x does not look on traits as heint
e,ti a or neatii e.
f the
r tr struct iw is a rLcern 1
P
mel c erspectix
us of c( fltrol 15 a rnaior locus of the social
.
b I
Or ti)CLti\
C.
I he Id is pwcumed to be unconscious.
supt , is. according to Freud, the equiv
a c ii K cc the ego is the personality
d I
ho
i
ad
8. qp
Progress Test 2
z; c Phone
ii,
lit
,i
I
98
p93
9,
10,e o00
ii.
p 602)
perspc c.tix i.
b. Through identification, hildren rLdui e conflict
ing teelings as the incorporate their parents x a!
ms.
c. lung. rather than Freud, proposed the concept
of the collectii e unconscious,
4, c is the answer. In such situations, passixe resig
1j39
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18. a. ic the answer. j
b. The text does not discuss the impact of dinJ
pline on personality.
nal rathet than
1
c. liii is ould co slitute co I hti
t ye r card and isould like
uncct t ial,
cepfrg of lien
) N
ciii
tics
sehcs a id othtr.
fs
9. c
10. b. he ansi i p
mph i
1 p, c aiali. c cr.pcc. iv
i
cx. C it iua ic
(
a (
0 CC
hurir Li pr tue nc tasizcs c.
c I
per on poter hal for calth gr sth and dl
actaahzation.
d. 11w %ocial-ogntht e perspectii e emphasize
the rcdpiocai .rif1uents of personbtt and mi
ro rrent.
icu
tied ct lears rc
1 a
t a it
ur ctCl Cr
cia
pscft
on.ue
F
11 cts. (p 39
b. A person fix ited in the oral ctage m4lit ha e a
.arcostic perc.onaliti; US child slip of the
tongue at eak nothmg about her psi tiiosexual
dci e!npiiient
c &d l..nco diionalp sitNerqa d md per n
C rolae t svcicaial cm ph
arw
cal
ah anc Na ,hid
As ot
a. & b. Ihe
notting about then senst ot pet sonCi ontro1.
13. a. 1
s the aiisirn er. Reciprocal deternairtism reteis to
the mutual intluence, among personal factors
eni ioamcnt I zactors. a I behat icr p. 623
ser
sinai cr us r
I Ofltr)
Ii
c t IF
C
cut
call
wv,
it 0
i
rtal
ihid ch ret mo oialt
nti teir dci d .ping superegos
ng hi...., Jvs,..iihes our reid
6
d. Tv wit er
fl.Ct(43is. :.-i.er ti.
En
14. c
ar
lit
to
nS
19. c. is the ansis er Suiv is tr n to ushP hei putchase hi generating maci urate explanations for
her behai ior. (p. hOc)
the redirecting of inipiilses
a. Displacement
objcc tier ft r. I e onc sponsib e
tots a ci
)l tar
b. R 11)11 Ic r if n is e transfo mation of
unacccpt bie in u ses intc tic r oppos tes
d. Projection is the attribution oi ones own unac
ceptable thought and feelings to others.
20. b. is the answei. lntroi erts do not need to seek
stimulation becau c their n umal ievd of brain
.h. (1.6 )
1
irousa s tireacy h
zht
1
c. \acn hqh leiel ) I un mrousal mi
3 but uotn e arii so.
mpl in tibiht
21. b. is the ansis or. (p. b28)
a. l3oth positis e psichoiogv and humanistic psi
chologv focus on ad. ancing human fulfillment.
c. Both nercpecli es focus, at ;east partS. on mdi
ikluai character sf s.
-
Lscay
Qutstion
S ncc o
an
16. d
p. Ix
lb.
t)flCt4\. U ti1 hi
ic.
a. & b.
(
1
5
i%yp..t...
et tl in t..1fl.
1
!Vt
ru_id..
t.npus::it
icflci
ih
F
...
17. c. tLta;t .i cpn I
ti.n
11cc
a b &d.
it
Pitt
Sn:.
theci
t..
altin
I on.. t
ac
irid
c that c
I ocri Ii cli nurtur ci En ge tine accq. twig, and
lorc recenti,
trnpathic
.arcgii c rs
Rozei,.
sc-If
is ould tl-..o tocus
t.ea. her. is h emphasize the
.
iant
the !inpc.rtare or a
po..itii e eIf-concevt.
40
F
If
rr
i
it
(d
KEY TERMS
14 rUing Definitions
ii
3 1
NE
nus(pa)l
F mud
p 59/
cud s theory the unconscious is the reposi
of nosth unacceptable thoughts wishes,
,
and ncmorcs \ccording to contempo
a vchc I agists it is a level of information pro
r e c I vI it I mc are unaware (n 597)
I
I
i-or
I 0
a v
e s
laP
Ii
c
Ii
r
8
aa)8
dc s elopmental
d hldr r f ss through during which the
ca mc ccftng ci ergies are focused on dif
ci g nau iorcs. p. 598)
di. g U I rcua boys in the phalhc stage
I lcd ngs know n as the
c
psychosexual stages are
superego is ti e d vision of
thc orscencc and
t r tIc crccned rroral
olex
it r r cxua attrac
e tr c nt of tt c father
it
(
r
I
C
17. Rationalization is tI
c I r
which one deviscs c
reasons tor onc slel ci
18. Displacement is tI e ci
a sexual or aggrcs c
more a Nptatl
N c
origir ally ar usc I
r
c
ri
)r
406
Cross-Check
ACROSS
4. preconsuous
7. external
10. id
11. trait
12. ego
DOWN
1. displacement
2. learned helplessness
3. fixation
4. personality
5. Oedipus
13. defense mechanisms 6. identification
8. TAT
9. Rorschach
14. \IMP[
n, tI ci:
others in dde
an
nailbiti
pe an
x ( r
lit
s rn
to
six
eXt
ix
d ug ed We I
I v .s I
Fm d Lcirem cci that
ci
ia at
ma
mLi just 4 r
i
d;iiii;
it
n,eci
adult per nalit
rat the
tixrCto,i
01
anti
ot
a
t
ri
jib
a
iean
staqe
I
ml,
vein
s\
the
cc
Wets of the fir t
the
( 4
xi
crc
x
anal and pIca i
J
trim
r
t
I
i
c
the grown t ri
func
i
was
cii
mx
s
(tuig)
tw tc
tIn
lion ot earls ml ldF,ood m
Page
99 In
is
researcher, q
a point
under wciM
as
Rem
it
i
cii
t in
tic
1k nts p
test
a c/it
renc and
r ost
in sc
it
I
)
et tiepartnre to
n
[the Rorsahach
mciI fl4 rnter
ci Ct
Bec,eue or pobiem
view technique
interpreting
1cm
-
mlii 1lit
era
others i C it
txe intex ren
La)
ci e(I4
3
T
IsiflS
PrOt( 5)
Li t
because ot
tu
distorting his
xamp1e, inst ad f sa
eli known
ci i
and
IF
or
u
]
h
4
c fire ii te
re the 4
0
ua
4 a I
quadranie he hd thhn
crau;e acirn out
drangle: : en i Lied mas ron hisvd nix nu, teu Iertu; ancixouiiaxe
h,,x t tasted
c9ci9e Li
wasted tu o )Ur
slip f the
s iu
two worms
ti
l1
h9
tongm Fr ici
s5 ng.
irid
(
mx
sent u icon,
through
ci
xc
i-a
f\
nxr
-ira
xxni aix eL lx
can -anu r n-unx
me r r
its iii
ix
c-ixd
ei tI-x
ix
prar
ii
lb
and aggressis e.
ztttcre;zg /l li scirma,in. If there are unre
huh 3*
sok ed conflict, at ans of the psychosexual stages,
the person may become stuck fixated) at that stage,
whim Ii still directly affect the development of a pss
chologicallv healthy personality. People fixated at
-
ci lbs ci
t ira
cud s
muts i
PLi
:
r,k
mm
a rhea to
ha
for it aciiba -b
ci
cpt-cbi,
c
seinttiail
it encixt he
he considered
cr-rx
ax)
mc
a tier
expialfi
t tic ttab!.e
able
-
by p0 reses I r
lit
t,ii
S ck(
)U
lii
408
Chapter Ii PeNonalitr
the
Ic
events
di
r c s
a s ii tog critic I rederick
08 I kens I c ud Ic Peter Sellers iambling
en a
Inspecti
useau. all Ct is ith a unique talent for
! v a: an e ttire enturs One harsh faaarng)
cnC amperes I reud iO the ceit-mnportant. blunder
ing 111101!? C inpeJor Ciouseau (rlar ed by Peter
SeVers ai ii ma P. ci Pm
ithc; movies but is ith one dit
t
terence in contrast to inc incompetent detective,
Freud I m
emarkat I abhmtv to ut mae talent) for
t Thin
d iping 3 be ding) people with his
F its c note that it is unfair to criti
e Ir
t -on I is failing to do things it nerer
Cimed
able to do in he first place.
-
Page 612: May agreed with the critics who saw peo
ple joining the humanistic movement as seekers ot
a cominunitt of like minded persons who also are
plati/ng possum to the eyds about us RoHo May, a
humanistic psychologist, disagreed with Carl
Rogers hopeful or optimistic viers point and pomted
out that adopting the humanistic perspective was
like joimung a group of people who reinforced each
others beliefs and seemed to he oblivious to, and
pretended not to notice (p/awed passznn to), the prob
lemns in the is orid.
The Trait Perspective
Page nIl f abb igasfcd.. this nieans to be shocked
with or err helnung surprise. When &Hport inter
i iewed I reud in \ienna, he was astounded and con
fused fflahbcrgasted) by I reuds mistaken suggeshon
about the tm ial stors he told him. In fact, he was
simply telling Freud about the events ciii the hits in
order to start the conversation (coneersat/otia/ gain
hit). Nevertheless, it aroused Aliports interest in
personality (-tm?rtrd a deep train of thong/it), which
finalls led to lus des elopinent ot a trait theory.
Page 616 thinking C ritica//p): ...scoff... This means
to have a contemptuously mocking attitude tow ard
something Astronomers who study the unir erse
scientitically is a at astrologers who believe that the
planets and stars determine human affairs.
Page 616 Thzuicing Ctitznn/ue
suckering method
5
To get suckered means to be easily fooled and
exploited. Psychologists, such as Ran Hyman, show
us how astrologers, palm (hand) readers, grapholo
gists (who allegedly analyze handwriting to reveal
personality), and others fool and exploit people by
use of a few simple techniques (suckering methods).
...
_mo r
-3.-.,
I cus
lane
ocab larya
09
ie
i,,
%e.(
P 6
s
...i. 1
J
L
I
often art most os ear itider i% her most ni on e
tent, rnainls. because it 15 difft tilt Ttjt tliCIL 5 l(
nize i.ntompetencc is thout hat in tCPLttePts in
tie first place.
isei i ntLt ian
ud
is 1
,
n)t reco ni/e at trcy e
as
prc
ii
oftcn astoundcd (dueltfl uisc ) tithe. i thes ird tF
are not in the top haIr ot the ciacs. (As \lvc.. POtn,
like pride. illusory or blind optmthrn n;n LCci ci
negatisc. utccr t or
)
-
tI ik e s%fr,hei
is e iii 1 N- tore c i.ihou about aLL ha and ;ceosi
lzo1:n init ijuals. Research ha slioss n that some
hehas mi can be. snt-t %pecltIt i.e.. dettrnnned tv
the .t iati r mci it b he crsona i v) and that
per or lits t t
&
por
crrdatcd viith
peoph. s aS iai tthai lot n ant ?artkular occasion.
liheJ isarn that tie %hould be e.aretul about cbs
sifvmg mdii iduah Ithi zz and conduding that
thet tIon. i i Ofl arh I r ,l t (v4.e3 1 )lifl%)
L
LU
IL.
l
c
be , h ed
c to. Pen t
e tlt has e no .trol vs is iat
Pen1 t
t;ne. IErles,cd arid reel
rtal.pnn% io :flcji) il)4
hopa ilk t k
-
tocversoi
ti
nut
ntie
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t,
thIete- otter;
n.. 1
r
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lU
:-
dt
Fr.-
:r
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t
her
1
a r is tc am
nt-is .i} mac.
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Pt-OPLP ;shc lets Uflflel
come recrsls ot nitunP %!ii as ju$ pure
4
. p:.
1
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a e t icr a c Ileng s and s an
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ie
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si hi
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i
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haIi ItS bi t:. ; I. a
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ctlrr%s
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rio
Psychological Disorders
CHAPTER OVERVIEW
ug ti
is no lcarut line between normal
md abnormal eham ior mi e can charactenie as abnon
inal thc Icham lOis that are hem jant, distressful, and
dm tuiwuonal. Chapter In discusses n pes of an\ietv,
mood dordcrs. dissociatu e disorders, schi7ophre
ma and personalitx disorders, as classified by the
I) WtI(
I StitishC ii \ Ianua Of A lental Disorders
Ir,M IV \lthough this classitic mtion system follows
a n dice I model in mm hich disorders are m iewed as ill
r c es, dir cF apter discusses psychological as well as
phi
ogml factors as advocated hm the current
hosmia I approach. Thus, psvchoana] vtic theo
rx learning theori social-cognitive theory, and other
psi rhologai peispectim es arc drawn on when rele
m t I he hapter cotmeIude ii ith a discussion ot the
ii c d mc
scrious psythological disorders in soci
dam
Your n J w task in this chapter ic to learn about
pmhoiogic dn.orders, their various subtipes and
harm tflrCtks and their possible COues. Since the
tri4rria to he earned i ustensive, t mm he helpful
P iriie rse t hi mentally ompliting the Chapter Re
and
2. Psi chiatrists and
psi
rh ilogist I e
1 hr ta,
c
begi
t, Liit
n. d
age
h sec tim
s to al (F aptcr 16 ques
3. lhis deftnit
cmpii
aLreptalitm for
4. (Thinkina LrtiraIIv, ADIID,
412
inner
and
and
circumstances.
and
irc unix ersa others such
are culture-hound,
nd
These culture-bound distirders may share an
such as
underix log
vet differ in their
.
5. Fec pie
hclb
-,
situa
in
kcs
st
Ic I u r
hio
Obiectie : Iz,iii
F
tear wo niL c\pur,nL o
6 f\ en a
ob c
nh
t ac
tior i t
is or
dcc
sp
ot
itic
sis s
m
obic in,
itt c
sc mc
ink
characterized b
The
key to differentiating anxiety disorders from nor
mal anxiety is in the
and
of the anxiety.
7, X hen a p
nized ii tl
and
mOton or
I
then
st
nrc
it
pod
,ith it it-
or p
and
toms. son c y
11.
Resean
oh
hew x to Lvi ci
(verOafl(
-ct
I:
tO
th
sub w
s
io d
r is
if
ii
thologit 1 Dsorders
irn
Pont;
conditioning
ith
20. A person who dci elops two or more distinct personal ties is suttering from
uisorder.
21. \ichoia Spanos has argued that such people
during childhood.
13
disorders a person
19. In
22. Those
xi
ro F
nd
1\
and
states,
Identify two pieces of evidence brought forth by
those who do not accept dissociative identity disorder
as a enuiIie disorder,
learning, some
ug
m
ow
i\
;Moh,
h
16. H itan 1
o a
it)
a
o
1
oret
17
cical
a C r p tIn
bob x iors tI at contributed to our
it
Th
lx
a
16
st
o Pt
cal o
J
ed.
hcoss c congu
aa
oi; o
n dx
iP
a nrw
ian
th
a a protectix
t a poic to
htorio of
c
*
1O
s-0
Pa
or, Somc antidcures-
twa
wd
lit
tjHt;
interaction,
Mood Disorders
415
ins oh ing
and include
5 \la
ass
or
ti
61 r
Ix
ac t
nse
cd cscr
sin.
a i i t rcc ner c thont thcrapv.
a rain f Ci n .n ndc
iy
br disc rd
ced in
4 6
in
--
C
U
-1
behtfsanda
21. Such belieF ma
the teciin t
is-hen the mdii idual repeateJk epert .
0
-
differences in
Mp aflplclii nh
t ulnei able
has e been twice as
tn
di par-
hi in
in-
-.
spanc
25. c odingtc
bk strikes. met
and women tcnd
IIxk,
ci
ti
SchizopFrenia
417
7. Ihe terms hi
ma
describes a
disorders).
8. Positis e
si
\egatir e
Schizophrenia
p-p
ganized
and inappropriate
and
3. the distorted, false hclicfs of schizophrenia
patients are Lallcd
4. Mans p-c cholopists attribute the disorganized
tbinkh ip at
st
mptorns
iiulude
inelucie
h:iepbrenia
hi
breakdown in the
is
imore less) likeh than
when it develops rapidly in react on to parttcuiar
life stresses (called
schizophrenia).
aaJtr tor
in me
isual auditors
seth zopbrenia
hb9oTh
mptoms or
in as
I a
dt c
become
12. Enlarged.
a correspitadince
a he
twaIn
attc its
4
illeel ameaL awe
Chapter
13.
hological
Disorders
nrc
Ofl
aicanon- such as
oi a
b77679)
cdtt
ax a role in schizophrenia
s r
scn puchoIogicaIfactors
arnins, igns of schizophrenia in
a cars t c f )
rnut be both a
pred isposi
trigger.
wi) orne
uP a the
hic,h-Hck children,
ii arning
signs of schizophrenia in
personalit dis
order, and a person who has an unstable identity
and unstable relationships is considered
Progress fest 1
6. II I sca is sf mundercr
I
s r
I ic d so de s
i i
antis ci it personality
(is is not) the
Ic c
io c stor
appear durnig
hi dhood.
PROGRESS TEST a.
%Iultiplc Choice Questions
(
cl
Ai
ic ck 1 e r
i
i
di c
thc p cx cncc of deprcs
x uc I tic ac th wlcn
b
su
soccu.
c
c r r crd t act,whlc men tcnd to think.
v
ci Icr d Ic tt nk. shue men tend to act,
i
r c
d to distract thcmsehcs b drink
xl c mcn tend to dehe into their work.
rr r
rd D dclvc into their work, while
d
atthe c c bydhnkm
1
d
r
a.
b.
c.
d.
419
It
t
a,
h.
c.
d.
of /0 igs
Os.
:riiin is to
a
h.
tie.
et
reasc ssnzo
rese
0.
urenia
sxnrptoms
depression
e
d
13
Plc nt
a.
i)
5.
d.
ii
t,
is
oosesstt
would
belier ing
be a(n)
a. obsession; compulsion
b. compulsion; obsession
c. delusion; hallucination
d. hallucination; delusion
19. In treating depression, a psy chiatrist would p robably prescribe a drug that ii ould:
a. increase levels of acetx Icholine.
b. decrease levels of dopainine.
c. increase levels of norepinephrine.
d. decrease levels of serotonin.
cm set onoers
ICCd isOio:rr
s( i-h n
dtsoroers
sO
wjw tit
disor lers.
0 t.
.rO o
o
t
oh-
and
16. Most
hit
ssI S uintoulir e
lissot i,tu
d order
ei-onli\ disorder
I dioide
disords i
Progress Test 2
ecb term
d scr ption.
is
421
1.
2.
3.
4.
dissociative disorder
medhal model
mood disorders
social rhonia
5. hiops cliosocial approach
6. mania
7. ohsessis ecomptdsive disorder
8. schizophrenia
9. hallucination
a.
b.
c.
d.
e.
f.
h.
P
j.
c. biological predispositions.
d. manifestations of self-defeating thoughts.
PROGRESS TEST 2
Progress lest 2 should be completect during a final
chapter rer iew, Ansss er the following questions after
s ou thorough Iv understand the correct answers for
the C hapter Revien and Progress Test 1.
MultipleChoice Questions
1. l\ hR h of the foi]owin
]c
si
responses h
maternal stress
a. medical
b. biopsycin soc al
, social cultural
d, psr hoanalvtic
422
model?
:t Ln part d;
his
a. In recent rear,
credited.
b. It vim. ps choiogieai isoiders i
that are diagnosable and ci tank
(or
c. It cmphasze the ele e psi -l ml rga
g
I
ii
disorders
tars.
or
1
a
ta
o that
in
k
(.
d. it focuses on Cogit:\
14. (1 hinkinp Criticalli) Prsc
theorists bot agree th
disorders arc s mptc
son s attempt dea dl
a. uncon-cioi conE
b. anxiety
c. unfulfilled vishes,
ci. unple isont respon-ihiht
15. Behavior is ciOs,tICLi
a. dci iant
b. distressful.
0
16. Manr. pvchoiogf-ts dsre
cause of its:
a. failure to cmphaciir-
the diagr stic proc e
b. learning thr orv bia
c, medical w odd hi
d. psychoanallti b
17. Which of the follon in
2
ophrenia
a. inappropriate emotions
b. disturbed percept1on
c. panic attacks
d. disorganized thinking
F
in
lke]i to r
ps
19. A c uding
ossrs e
ized anger
a. le.rned
lplcscness
flp p.
an I
ml I
1 ii Irclt
ramrod
c. d1tidsti 1ii
d. all -t kit aLmax
as irs
12
In
ci
Psychology &pplied
20.
423
accept
.1 latching Items
acti term
clatch
d escn
is
Definitions or Drscriptzons
lIen ns
1,
2.
3.
4.
5.
6.
7,
8.
9.
10.
PSYCHOLOGY APPLIED
\nwer these questions the dan before an exam as a
final check on your understanding of the chapter
terms and nncepts.
vlulti
1
cC h
fr
Qncstrons
t ise
a
cr zc anx ct discrd r
b c s ivc compulsi c d sorder
mba
c
d. in d disorder
2.
a.
b.
c.
d.
a phobia
dissoci itw schizophrc
dentrts
dissc ati
bipc tar disc r icr
ah t
ccp
3. bob as i ye Pc
in and out ot jad for clr rg su I
assault, and spousal abuse, 13 t n
Is he diagnosed as has ing:
a. a dissociatis e identity disor dci.
h. major depressive disorder,
c. schizophrenia.
d. an unnoc al ner ,irulit
lies ac
ett, serna
d most like
apte
I Psychological Disorders
r n
i i r deprcssn e disorder,
F 3
si c compulsne disorder,
r r li ed anxiety disorder,
c
d
I
I
idcnt
rder
t
It
disorder
ird
oRe ommand ng her
oci pie t. t eat ng is harmful,
a a nv inc e othc rs in a restaurant
F c psychiatrist to whom she is
s hat Sandy s thinking and speech
ir ented and incoherent, In addition,
a unrcasonable fear that someone is
t
and consequently trusts no one
r ast nd cative of
5 i
ty
a,
b
c,
d
schizophrenia.
generalized anxiety disorder,
a phobia.
obsessive-compulsiv e disorder
Key Terms
lot tot
it o think
1(I(mIifI
a
b
c
d
cs iorepncphrtnc.
e. e non pinephrme.
cluces serotonin
rica c u tyicholinc
425
Fssay Question
(liniral psyrholuisis label peopic disordered it their
behai ior is (1) dcx iant (2) distressful, and (3) dy s
function il. Demonstrate y our understanding ot the
classifucatior procc ss by gix ing examples of behavro
that might be considered dci iant, distressful, or dy s
functional but because they do not fit all three crite
na, would not necessarily be labc led disordered, (Use
the spacc below to list the points ion ii ant to make
and or ,anize them lhc n ii rite the essay on a sepa
rate piece of paper)
it
d.
ciizoyhrcnra
KEY TERMS
Writing Definitions
Using your on n words on a separate piece of paper
write a brief definition or explanation of each of the
lotion ing terms.
1. psychelogkal dIsorder
2. attention deficit hyperactivity disorder
3. medical model
4. DSM IS.
5. anxiety disorders
6. generaluzc d nxety disc nde
7, p tIc dicotder
8. phobia
9. obsessir e compu s i e dis rdcr
10. post traumatr stress disordc r
11, dissociatii e disorders
12. dissociatix e identity disorder
13.
ix
ood c usorder
1 n crc s cdi o I
14. tr
h ft gical Disorders
18. delusions
)rQ
C
I ro
c mc
t
ornirf if
t( thc
50 i
Icrvcuhasc
Ii it r
sitheke>
Ir ouhculd
iscrlpuzzle
irser,e
i
it
II
psy
n od
hordtr
Fmcverachx
irr
Hr
ccoressioi
pca hscrkr
ftc nwhchi
,tl bitucen
r
stir
s
siandiania
s I d ordcrs that
irdc
ch zophr nra in
r
is lator
rt
L I
I
F
H
14
1
E
1
1ff
t if
11
I
F1l
1
i F
HV
F
Fl [1
I F 1
I
81
[1
1
L
dsodersthat
nac
L F
dntn
ST
hefnrrn
ii
14
I
10
1 If
ist
(11 0
I i I lisnrders.
ft sc ft r haracterized by
I r c n ipe
p iration ot consc ous
so mernones
c
i
r t
ir
c
i
r
ci
Answers
ANSWERS
Chapter Review
Perspectives
on
Psychological Disorders
9. less
10. post-traumatic stress; haunting memories; night
mares; social withdrawal; jumpy anxiety; insom
nia; overdiagnosed
11. survivor resiliency; post-tra u nratic growth
17. is
427
12. repressed
1.
2.
3.
4.
10. dopamine di rc
nkage analy sis; DNA; associative
rates are higher among white Americans, the
idi
Si
ider men, the nonreligious, and those who are
id
n 1 i idon ed, or divorced, Mthough w omen more
one ttcmpt suicide, men are more likel) to succeed.
c Ic ratcs also x ary widely around the world.
norepinephrine; serotonin
16
17 i orcpinephrine norepinephrine; serotonin; reup
ki breakdown
nega ; Japan; fish; low
18
ss lett frontal, smaller; hippocampus; memo
19
es serotonin
20. elf defeating; negatw e explanator
21. c arned helplessness
22 uncontrollable stress
15.
14. support
15. placenta xirue
16. confirm
17. genetic; ps ch loai a
Such signs ma inch di
phrenia in the mother u ro
i
birth wright separ itior
span and poor musck
i
withdrawn beha c r em
poor peer relation and s o p
.
)1
prcssion is often brought on by stressful experi
c r cc Depressed people brood over such experiences
itl maladaptive explanations that produce self
b ar re and amplify their depression. which in turn
t gers other symptoms of depression. In addition,
w ng withdrawn and complaining tends to elicit
so ial rejection and other negative experiences.
PrconaIity 1)icnrdc rs
1. soua I tunctionmi
2. a oidant sch ac d m s
line
chzophrenza
hg
ti
6 f a a Ic
e itter tion
t
catatonia
u,ter of disorders
8
1.
2. higFir
Answers
429
Progress Test i
Multiple-Choice Questions
670)
5. g (p. 643)
6. b (p. 659)
7. j (p. 651)
8. i (p. 669)
9, c (p. 670)
10. e (p. 650)
Progress Test 2
Multiple-Choice Questions
1. a. is the answer. Different cultures have different
standards for behaviors that are considered
acceptable and normal. (p. 640)
b. Some abnormal behaviors are simply maladap
hve for the individual.
c. Many individuals who are deviant, such as
Olympic gold medalists, are not considered ab
normal, There are other criteria that must be met
in order for behavior to be considered abnormal,
d, Although physiological factors play a role in
the various disorders, they do not dehne abnor
mal behavior. Rather, behavior is said to be
abnormal if it is deviant, distressful, and dysfunc
tional.
2. b. is the answer. (pp. 653654)
a. This answer reflects the learning perspechve.
c. Although certain phobias are biologically pre
disposed, this could not fully explain phobias,
nor is it the explanahon offered by psychoanaly
tic theory.
Cd cii
x
ig I c
c a
c
it
x
t
15.
vcr p173
(p 642)
r pp 660 61)
e
b
i
x tx i
passn c disorder
Fl x ab sc i an active disorder
17.
18.
a
L
16.
19.
6)
5
) b i th nxxcr (p.6
c I a x a rc lc is most definitely a learned skill.
20.
fa
2
ibsen
I
1
xx
xis
xis fc ai
ci c
x
x
ational
process
learnmg
would
not,
would
be
how cx er
xx as transferred to airplanes.
i m that Joscphs phobia xx as
c for crncrt
u
I scriminati m Joseph s tear
i ra iz d from ladders to air
5
3
p6
cr f 642
ad tfw nxedital model
U
St :r t
r d bnity fiom rccent discox cries of
b xhcmcal links to some disorders.
i
dical perspcchx e tends to placc
in pf s ilog cal factors
&
si
Matching Items
t
2.
3.
4.
f(p.656)
e (p. 650)
a(p.672)
Q)
0
i(p.
5.
6.
7.
8.
c(p 677
b (p. 664)
g(p.664)
h(p.6h
9. d p 6o9
10. j (p 650
PsychoLogy AppLied
Multiple-Choice Questions
1. c. i the answer. An intense fcan of a
obiect is a phobia If 650)
pcc f
Answers
a hs Ic a is lot U ed on a specific object, not gen
c aizel
this d orde a person is troubled by repeti
b
tivc thc uj ts and ictions
d (ondi ior d fears him the basis for anxiety
t c ti a
cod disordcrs.
thcai ncr (p,636
0) ao ft cus anxietx on a specifc object athv
uaton
0
b Ut e
U Ut1L dntnder,
d r t is moo F disordc i, a person alternates
c ice fec ngs cf hopeless depression and
cx r xc ted iania.
2 c
a.
x v
c ) dirg to tic icarning xiexx
F
xc
arc nforccd bccausc ticx
th n i t r h by bsc ,six e thoughts
F
o c o
ei sfilr ,andhisdcsk
a ,r
or j s e be ax ors ap arentiy hcl
1
r
t Ith eth ugits. p.64)
b
xc sy In a a vt c perspethx e would x iew
I xx xc t oughts as a symbolic representation
c I For d Fe impu tes I hecc thoughts may
o o
I e persc n It perform c ompuisix e acts
a
c Fcc
Fui-c
I
&
d
i
fc r expianaticn it
c xax c
a cd ir thc o
a
431
rs ci p
si h P IgIcal Disorders
c.
5cc
15,
nmg depression.
17
rssser.fpp.665 6n6)
16 b
10
tHese p
r.
eg al disorders
Is
a p-s c hel
ci disorder than being
lie e
n othet people. (,ifted artists, athletes,
3
dt o e F
an.!
a tn- has e des iant capabilities, vet are not
icoh nd usc c hclogic ails disordered. Also, xi hat is
cIt r; P ;e
coHort mar riot he in another, or at
C-., (lana -cxoaitx, For example, xc as once
cc
.1 511cc 1
us h logical osorder, hut it is no
s.,iacic ne,d its i u onion in some culture
Cci.
.3
cOt
Key Terms
Writing Definitions
1. In order to be ciacsified as a psychological disor
identity.
ax tccltng Or:,
tint hIrer is xxriting about
x on. On oecanon, xcc all feel. think, and behave in
na. s imd -r to ustuibed pet pie aad becoming
ii
t I cv ahk
5
ctiw 5aic r ay help hed
s )i
a
the
I:
esse undcrlsing
?h
porsoaa)itx,
-
433
3. major depressive
16. mania
17. mood
18. bipolar
19. anxiety
DOWN
1.
2.
4.
6.
7.
8.
9.
10.
disorganized
DSM-IV
ADIID
phobia
linkage analysis
hiopsychosocial
hallucinations
medical model
Ii. catatonia
12. delusions
13. dopamine
14. negative
15. serotonin
434
Chapter 16
Psychological Disorders
v44:
-!a. itdi
u
Page 3(1 Becaue nicutind i- -ci u
doesnt IiIitcn op. (Poole tone i Ce ar tt
o a c-. now
a a:
an increased ri-.k P.
noL;nr
and
a a in
op
gn
i
So,
panic attack.
t
etc
s-or
ii
t
(ltghting i ) doen
i
t
mood( P1
ages
itrade
a C e
Pzge odd: ears latet
\l.;n a. a. rote
on him aP.itbaJa anci :pi
aaua era
ans (rttP and other-. a-. ho r\rerioac
,,
cPa a
et
fla-
tiP!
sic
I he
a.
Page odi: C aini;p a, a .10 a
biological perspectix e explaI:s Out to;Jo;w. 0
a freiotii
anxious (a;aictia-erane) in ca uP; oat
terms. A normal loehar mr tire o,.. c Ce0 .um a a
nor C
atom
value in our evolutior a past
a
i a
1
into compulsix e c or
a
m
IC
pulling may be at exa
a op
PP
grooming behavior
i
c
many psr chologists an us c
I a
i
the question of the r alit F
a genuine disorder.
*
..
ulsupf
-*
tv
.Iood Disorders
rod
.,
neix
more.
I go
9 If dcprcss on is lixmg in sloix motion
mania is fat fora
e 8 Bipolar disorder is character
1
ized hr mood sxx logs. While depression slows the
peinor dxo ii be
f fl 500 10#t?ij the hyperac
tn its and txeightened e\uberant state iLOOnIifl at the
other emotional estreme seems to speed the person
up sn ta tc the ima cs von 0
et when you press
the fast forward button on the DVD player or see a
dd
film
1
ci
P g ( 8. Mis
,o dma- in i
iv
uri)
ScliHopizre;i iii
Pact o79:
izodgt wdy
It sv npt uns of 111/
ophrenia include tragmenteci and di torte d tO ink
.
x
x c another s compani, hal
au[lu nneru. Ihe old sax ing
sOil,
..
coo
man
(coo
artist)
Page 6M:
the antisocial persona litx diumrdc r is
of biological and px choIogiral
I he
analogy h re is betxx een t ie xti o
e onality
,
:eo
s[i,iv,i.
and ho x c oth
435
ms
made fo e 1
ea
Pt th
x t clioLOcal
ar
ix f ulat x c
at
fl17
Therapy
CHAPTER REVIEW
First, skim each section, noting headings and boldface
jtems. Aftea you have read the sectjon, review each
objective b answering the fill-in and essay-type
questrons that follow it. As you proceed, evaluate
rc
e
ris
ra n
e rx
t
tn
hon until you understand each answer. If you need
to, review or reread the section in the textbook before
continuing.
Jherapies or
4herapies.
2. Psychological thera pv is more commonly called
This type of therapy is
appropriate for disorders that are
3. Biomed teal therapies include the use of
patients
4. Some therapists, particularly those who adopt a
biopsychosocial view, blend ser eral psychothera
or technique- and so are said to take an
to this approach is
which attempts to com
bine methods intoasinihe, coherent system.
437
r 17
herapy
)
99
pp. hSh6
and that
)ef r y cilia i
rr I th rap
ijec v
lpus and
discuss
the
tim
ii
hA wit
palwnt yaw
Ow
LA
je
F
the
at
to
help people
It
7 4
dc rieamug of a drcam
it strat 4 It nngs, tmilar to those experi0 a tthc iarp.rtant relationships. are devel-
thrapist,
lems.
anti
and
19. The most
ciarits wig
is
t te
er
hcIiasaec
of
439
atic desersitwat c
tir
ou
.ils
s i
hr the thcrpi
t
5
S dc
opecl
and relaxed
16. 1 bee tips for listening more attn ely in sour own
relationships are to
in c
constructon of
steina
5 tIle
U ltd
and
dcst
second ste
tilt
OOu
,O5\i
alt ts
training in
In the h
is
ith the
aroiising tinsuli
behas tors,
It
in
iSO
raid
embarrassed to do o.
t x e.
tf t cci i I
r Is
substitute a
posit e.
negative) response fcr one that is correntw
(postlve .segatn cc
tn this t csniqoc a perso s uos
steP b
s ito
beco r e associa
cd s its
1
feel wigs
Objective
)ehne
thc chr cc us
si c ndi
ng
tilt i a
Objective 8: State the main prcm:sc
l-s ad ies rhe P
1
on operant e-inditierhnpr pnr i
sic
s of pr
men s
sd cc
ct F
ita
diitc
tion
or
ot
sv,irs
nc a thl
reinton
e
5
ment for undesncd h
1 ha or
Ret
aspect of
as des etoped in Par los s
IOst
.(
e eta
Tx o cxani
-.
el
of this technique ae
is
r l aed
a. pt.
or
i; i
iitatii c
40
Oq
Iheap
settin is the
in
Lxh
Is
s ar
c s-arch.
is
1:4
filch de.irfrd
a
F )
tesc
Satasc
t atm
of npner
it.
aec.
nip
t 1fV
rm ci
cfbe
tcoo,ntn
ieno
32 Twc
ci
flu r
Cs )
,roup I rapv re
sotti
krngacusin
herip
hc
ii
onail
jr
attern s to
belictc often
by help
list
craps
ra
%tFt%%tUI
pec
illnce
Evaluating Psychotherapies pp
[I
fl
ft
rthik gi.
tur
the gal or
trainint%. student traincd
tit ii it-gal
It
1.
It
th
)t
n
c.
c
nc
y
the K relet
pt3i
tOil tin is rick. they 1
to I.ce 4ntU2 for 3 epiaz tkr. t1..tr
I.
:.il :
:tC. f. r:;n
t
if.. c J- ;.eir strEp ii.. I...
hal
Hz
)r(stu
itUcit -US 1%
to
mi 7i
ft
Ic
tim ,Jflt
it
tlwrap. tt.d.i
1% flt), pros dt-J Li
,no%t
enon called
wHn
for
:s
ft e fec c.. ix
cx cnN xx ecu
if5 Sis to
return to their
it
xc
sf ilts
it mar
f
8. Ehe debate ox er the ette
tix entss 0
5
3.
group
Straight programs
ot
higher than th
tixcctfx.-r
Icr tixo-.t
at
did not.
9. A statistical technique that nxakxx it pos-/kc to
combine
the reultc of na a
[,
xx s xc
ft
to
and 1
e
st nbc two phenomena that contribute to
clients and clinicians misperceptions in this area.
xx
par
ps:
ier.
(Hcrarx
hx c mph.sizna their
it
v rk
Another
it I
that a treat
Ihis phcnomenon is alled the
p0 nomc non
i
that
ffc
xx
in
ft t ci
x xx
therxpx pr)xtdcr
ix,
greatS, doxx. not matrer a! xx tint
thc
therapy is prom led bx ar md id u i fit
xx ithir a group
difference doe-. nit make a P ciiernt
12. ( ontrolled treatment
sfti
that depressioi na be c
and
es I
inc
ti
ct
(lx
pi
if
442
Therapy
Chapter i
and
iii\ltt
therapies and
sg have pro en cffectire (.ognith e
hehax 101 therapx has pio en ettectn e in treating
and hehax ior modtica
tra n
ioi n tr
ting
thned
therapy mar he beneficial.
Objective 16: Describe the three benetits attributed to
all psvchotherapies
19. All torns ot psychotherapy offer three benefits:
for demoralized people a
on oneself and a
new
relationship that
moNt ettective.
14. As a rule psxchotherapv is most etrectixe with
problems in t are
(sp&iiic, nonspecific).
is
and
20. 1 herapy outcomes vary with the
of thc person seeking
help.
research
denec bas d on
for u Ia therapies
nit
n
tit.
otr
tn L tnxent toi
tL
dmc rha
i just as effectn c as
triggered ci e mon ements to producine beneficial
I h kej seems to hr i x the persons
resu
t aumata m mor c arid
a
ettect
cultures.
has pros en
tc mnietelx
hat ctte t e a
pp. 71171Q1
Objecti
et ii r
To guard against
the
h
a id normal
on
reducr
k a
0
res
r rue
ml
t urn
uurg
I hese oiuns
rnri
the
effect
-
Ohjectie
I u
ufic d
I
pressart
neither the
an
is in;
11, Dru,
nih i
ruts ai x-.
traimsnm:Js-rs
ire
studx.
Objective 19: Describe the characteristics of antipsr
hotk drugs, and discuss their use in treating schizo
ph renia
-
4. One tfed of
as
drugs such
is to help those experi
encing
(positixe nega
schizophrenia hr decreacin
their responsix enes to irrelex ant stimuli; schiin
phrenia paient who are apathetic and x dIn
tive>
si mptoms of
draw ii
mat
drug
5. II cse drugs work bi blocking the reeptor sites
Ii r fbI in urotranmittors
olutarx
nun emunts
of
flu
1I
13.
r(it
iii
a-.
ti
tin nallia
444
14.
ahcrapv
(hapier (7
:
ied
Oh
s
i n i
1,,
xc s at d cffccts of mood
itiot
tO hiUi1:ze
r).
c
It n
as
ioed
Nit
inns
C
ot a opolar
cut n\
in
22
(?d,
ic
In. a nthtr
the
sI
of
treatment
18. Cl
ir
it
dcncc
nUt
20
Mr
9
A
a hes
Intl
rn
h I lllworksis
t
n
aiUrnatn
21,
\ia1ti1
cii tnt
wc.ioi
c F ctrcssoi
ti-n
ih ma- netit ail held
uI
am
tnt,- ti-jUt Ci canny.
it
Ku
1
I-
ailed
4
mental
of
4 xc ad oc
IcaifIL Ccc ge A bce. whet cs that mans social
-
us
ncd
Fr ducesno
and
-
,,tL:
-
r rk
sense ot
cUt t
cr-
im
ciii
-zn
Os
it
tel
i ci
c ii deie sed
bent
constant
Progress I est I
stenx
PROGRESS TEST i
44S
41ultiplwCIioice Questions
it
7. X\hich bion,crl xl it r xx
practiced todax.
a. psv chosurge ii
b. electroconx ulsive therapi
cv drug therapx
d. countercorxctitiorinng
8. Ihe effectn eness of p y hotb p has
n
assessed both throu h clicnts pe p t c
through controlled r search stud
WI
such assessments tound
a. Clients perceptions and Lontiolled rcc ies
alike strongly aftrni the ettectn cncs Oi
chothe rapx.
b. Whereas clients p ceptions trough at ox
the effectix eness of psvchoth r px,
a
s
point to morc modest rcs itt
c. whereas studies strony x aff mx rhe cv
ness of psi chotherapx, maui I ents tee, I,
satisfied xx ith their progress.
d. Clients perceptions and contoiied studies
alike pamt a vers mixed ptun- ci the etfe
theness of psi chothcrapx.
9. Which ot the tot ow n be t des
I
of the 30-yea folloxv u stud
if tlfl
chusetts boys who had bcen considi red red in
qrients?
a. Predelinquent box s who rdcd\ di ounsehnci
had texxer prohicms is adults ridn untI t-!
predehnq
nt boy
b. Prod ehr qu n hi
dcJ
c
sli g xxv
Ix
c
th in ho
i recc
toni
xox
cv Predeiinciuerxt 1
i,,,
,,ouIr, xax:
tberapr hao ie\iCV p ehlns
boxs who undrw cu pxcbaxxxss
d. Predelinqucnt box s xx h cinders ox p h
anxlxsis h
tent
chlem i adult
u
boswhourderxemt x xxx r
n
1 ac
146
V I ic apt
b.
the effectiveness
of meta-anaissis 01
osvchotherariies ret ea Is that:
a. no -mgle ti pe ut therapt is LOnSl..tentl\ supe
10. 1 he esu
of
b. hcltat
or
most
ettectj e mn treah
mu
C.
thetames are
d.
ci tot
hoxc
tree
s
true
d.
h. epinephnne.
12.
It
serotonin.
approac h to
n treating
disorder.
d. use a varctx of techniques, depending on the
client and the problem,
14. Thu technmqne in it huh a therapist echoes and
re-tates stat a per c i says in a r idirectis c
r ed:
uannc
tc
o.
tr
cc
r. syst
d. reta
13.
r
non
dc scm
adss,
llk
rra4
feelings.
t steinatic desensitization is
s
hased in the premit that nialadat ru c s niptonis
arc
Ithik .
t
cc in I
a
d n c c i iscs
b
ulfledw it
sc,nso
c.
the ibm c
d. a
ins of patient
ifmc
co ,r
ditterent
17.
bun
d. interpretahon,
-5
ni
d. t
scIia
Progress Test 2
447
iViatclzing Itenzs
Definitions or Descriptions
1. cognitive therapy
2. hehavicr therapy
3, systematic desensitization
4, cognihvedaehavior therapy
3. chentcentered therapy
6. regression toward the mean
7. aversive conditioning
8. psychoanalysis
9. preventive mental health
10. biomedical therapy
11. connterconditioning
PROGRESS TEST
448
(hapter i
Therapy
e rrousing wtuations
a. cognitive therapy
b. ix ersn e condit oning
c. counterconci itioning
d. svstcn ah dcstnsit zation
8, Print iples of operant condit oning underhc which
of the following techniques?
a. con ntercon diti onin g
b. cc stenratic desensitization
C. stres% inoculation training
d. the token economy
9, Vchich of the toilow in
of behax ior therapx?
irrational thinking?
a. ktlDR
b. client-centered therapr
c. cognitive therapy
d. behax br therapy
11.
Ti lhcfc
finclina
c.
the mood-stabilizing
to treat bipolar disor
\anax
lithium
4)
19.
d
r
21 (c r
a c cr
I
b
c
d
Matching Items
Definitu
1.
2.
3.
4.
5.
6.
7.
8.
9,
10.
11.
actix e listening
token economy
placebo effect
lobotomy
lithium
meta-analysus
pst chophariuacology
double-blind technique
Xanax
tree association
stress inoculation training
ii
a. vp
h. r
1
of r y
c. ix ood
d. cm
px
e. thc
tre t n
f nti
g. te r
h. i
c
i rhcst
bcf
J
k.
ix
u s
10
rI
SY H
It
as
0 YAPPUED
cc
is
ens
Qir
c. r i ntal repression.
d. resistante
r
ar in
ig
ci r
o
r b
s
aiu
icrtler
regression
d. transferente
lant
5N
cF an
tercd tl cra
3
u t six okhig, his therapist blew a
I ri
to San s facc each time Sam
d V U cc niqi. c is he therapist using
u
tArp
cdi cat
a i cscnsiti at n
litor
d
a
sc
p ss in an important
lcprcsscd and vowed
Ins athlet c ircompc
)
st haflcnged In.
t Ia Darncl
i
ct 5
spin
vas r 5
c. hc t-ccnte ed
d cognitix e
i i
11.
a. bchaxior
c. cognitix e
b. ka
d p
..ritf
3rd r t
p ncr wcrc rrc us fear of flying
Dna s crap st Ia Fin c rstruct a hi rarchv
of ixicty r gt rg stmin
d thcr earn t
ssc c tc c a h with a statc of decp relaxation.
Duanc s tber pist s using tbc technique called
a. svsten atic desc nsitizat on.
b. axersixec nd itioning.
c shaping
d. free asscciat or.
i
lied
Is
V.
thc ouR re
naming pst ho u
t hniquc that is
xvideh pradict
c. \VWh ads autos in
A opha i ma okigi pt
cno-urgerx ha
5 iarg
ix been ePa A
5
d. Although lohetoums remain popular, other
psvchosurgcal te..Jm.guc- bar c
n ab,:r
doned
18. A psychiatrist has diagnosed a n:tiext a. ha. inc
bipolar disorder It is lkelx that she xx iii prm
cr ihe:
5 Aug
a. an antipsvchoti
b. lithium.
c. an antianxiety drug.
d. a drug that blocks rec.ptor a 1.-s
ser inn
tel
7
a xv a reness
a. psschoanalv is
b. psychodynamic therao
c. cognrtne therap
d. both a andb
20, Of the fcillowing tI e i t
likelt to intcrprct a pcr r
lems in terms of reprcsscd n u
a. a behax ior th r pi
a cognitire thcrap s
c. a humanistic thcra i t
d. a psxxhoanalx cf
z ix
ilpr L
lb. .\braixan
increases
17 I a
I
a
cr
P
451
52
(mph. 17
hav
I say Qi tstion
5.rcs
6. intcrp er itiolt
0% bee.ti
depTc c
7.
tt3fltCCflti?
8. ciitnt-.e-ntei eu thtr: ;i
9. acti r litenlng
10. henai .)r tPcrap
q
indifioning
12. c ixs
13.
14
t
it
iwu
15. a crs c
apit..
c.
n%1It
mit exposu
C
tha
litioning
id therap
22.
S)
t opt
ds
tic. api
2. N medicj therap
26. p%ct
27. Jobotomi
4. pwchoanah i
rnacolog
i.
rgen
st mulation
n virs
Cross (heck
djJTH
I
Ef
I-
TT
,,
10
14.
r -:
I ii
-J
15,
16
DOWN
2. \ondirec tin e technique in which the hstener
ochoes and restates, hut does not interpret,
clients remarks.
3. Integrated therapy that focuses on changing selt
4,
5.
7,
q,
9,
II
12
cci.
I I
ci
behaviors,
ANSWERS
Chapter Review
Introducing Tlzcrapu
1. psi chologhal; hiomed ca
psi
chotherap nLgratnr
1. sell-insight
2. repressed
3. repressed; cons ic u
4. free association
5. resistance irtcrp
6. latent c Icr
ran
c rc F leni
4r
454
Chapter V
therapy
7. transfercnce
8. disprox e; expensii e
17. learning
Whereas psi choanalvsis and humanistic therapies
assume that problems dirnhiish as self-awareness
grors s, behavior therapists doubt that self-aix areness
is the key Instead of lookmg for the inner canse of
unix anted behax br, bc havior therapi applies learn
ing principles to directly attack the unix anfed behax
br itself.
18, classical conditioning; countercondifioning, sys
tematic desensitization ax ersix e conditioning
19. exposutc therapies; U olpe. anxious
1. is not
2. satisfaction
People c ften enter theraps in crisis. When the cri
sis passes they may affrrbufe their hnprovement
to the theraps Clients xx ho max need to believe
the therapy xx as worfh the effort may overesti
mate ifs effecfrx eness Clients generally find posi
fix e things to say about their therapists, cx en if
fheir problems remain.
3. did not has e; are not
4. overestimate
5. unhappiness; well-being
6. belief; placebo effect; regression toward the mean;
unusual; average
7. controlled
8. Fysenck; was not
9. mefa-anali srs; somewhaf effectix e
10. medical
Ii. no clear does not mnaffer; does not make a differ
ence
12. cognifix e; interpersonal; behavior; cognihve;
exposure; stress inoculafion; bulimia; bed welling
13. hehax inral conditioning
14. specific.
stress
16. controlled
17. trauma tic cx enfs; eve movement desensitizafion
and reprocessing (FMDRi; somexvhaf effective;
post-traumatic stress disorder; finger tapping.
18.
19.
20.
21.
22.
23.
24.
25.
inocuiaton; dhpufe
1. drug. decreased
2.
psi
chopharnacolox
b. Spout:
vi
d. in
3.
dopamine; serotonin
t.
whir h a penny
]a\ed (ato
7.
8.
9.
10,
11.
12.
antianxwtr
ventral non on. system
psychological therapy
mptoms: problems; pin siological dependence
antidepressant; norepinephrme; serotonin
tinati
in
in
tluoxetine
13. lithium
is I
-at
in
,;
5:Ihfl-
6. C. in the an-ma-i
a-f tea. dx a-na-js ,n
ale: i ;aua- -
adx a-n
are
eatinen
)tU5
d.
8. b.
is
iii
-
research
onla
9. b. js the ansir
rear inch counsa in
aaOQ-
sii
the ann
doaaaai:i-.
12. d.
at
-a
-
i-aH.
na--
at
In
1d riot
Oid
htjx7
,Ij
ppronF
fl( I C
--
;-]-.
a.: -L
11
des rib
blend of tin
frartu ii-
a a
:j-
13. d. is tIn
a. \r a- an
; i
IF
in the am
ist
a
at ot
dltnrafl t
a.tha-a-i-ro
Ia
7rini
c. & d. Th
11.
1(5
7-.
7
71at)
a. it -7 thin-v rob
I a ad fbi-jr nea.
i a
on a fliin-Oei in
10, d.
p nix e Tin
ax th it therapy
on I,
re:ardrn,
pst a-hot
Li 5
iln-af-oneJ
ieisihlr makes
dun and nith
svclosurg r
114:11
ehih e
i-it
pstchoa a
FziltipieChoice Questions
-Oi
tiis,
1
a p
slibhtlr iflS p: in
an en ad nia.7r,
hr ie
a. hors
to. natr
Progress Test
pr
in.
arup
7. c. in tIn aas
a. The tin
at
mild
it
tiieia
[-,
nnn.is.
m
ada antagea
16. Depakote
in
J I 0-
in-
a ti
-,
N tiiP ans. in
nore
prn ins
1 ii (
a a-
3, b,jsth,itsixi
3. d.
t
in
in
17
18
19.
20.
ithout tie:
-,t
a-a
a-
:7
in r inI
a Icr tie - in
in
ad
ha
tin
I:
to e
in a
ii
S
o8
r
r
I rspectisc
u peispectne.
r
v
ii
K
u
ri
19 b
0)
c o r refers to impror ement
tre t ncnt
r Pc svchoanalytrc phenome
i
icr t tran crs teelings from other
.arhranatyt.
t
th ps choanatr tic procedure
ti
na st helps the client be
r
ta es and understand thcir
a C
a s
a
t
)
r r
1
c
2
b
Po
6
7
8
1 68
r
r 2
6
66
9. (p 719)
10. i(p.686)
IL j(p.69l)
e
rc
ti
d scrip
pit herpp.
un t dcscnipti
Tes
I
of
in. a I erarchy ot
lyaccci cd
I
t
I
is c
p.694
tc r a
t icrap
u which thc
5,
t8)
tic ning.
2I.cisthe
ssr(
i9)
a c
6. big
7.
8
0
I
Psychology Applied
VIUltflC-CIiulti. Q
wstlut
c.(oliti it
tsr
pst
4 d. s Fe
,vc
classhal c a idit r
tire response is c p ted
c
(In this example tt c F S
c b1
1 c g ci c
(istherasreorr
the intended CR is as c sioi i
a. Ixposurc therap cxp ses i
nahon ( rtual reality x is
ahty to F irod ,it t c
b Betaic ned ai
opcrt t mdt in
d
s
exrp
rf
I
t
f
ii
tt
e
458
he apy
h pIer
st
sati
IC )SC CC
LI
5. d
iC
a SW
is
used to I oip
0)
pi
3 (O
Cr4
r B Irvor tiC 5)1 tsLCitbCi sos tio Liar
B i ,lt
b 5)C oa sly sts hoC u if SC )1i g patr ots air
ii
rt
Ci I
C
V CprCsscCr CCI 5)
Coutc d Li or pists a tor ip LC ii BLat
a Ole
dC
C
gr
spstl
Cliori
it)
Cti
a 5C
uSC
ac Cpt i
su I S
6. b
It
7. cisth us sor (i
a Ih s s a tatistiCat to hu quo used to CombinC
the so ults of mauv diffosont SC ssarCh studiC 5.
b. I t is dc ugn which is uot mc utiouod m the
text thCrC i5 C uls smgl osoa Ch group.
wo ld Be orroC t I thc oxpor i
d I us isis
mC utor, but uot the rcsoarCl partiupauts k toss
whiCh CC uditi )S was iu ohoCt.
8. ci, sthcar
)(
SSC
c.
nCd
SCO
tI at I MDR s olloCtixo is
hursi arso d
5 bhzu ydrugtha isolt r
t SCat Br CIa d ordcr
9, ci, 5 t C a swcr p DI
a. Psvc IC oraps Ia pros n som v hat ebteC
rid 0 C 05 ChO th tSar phys cia
C
c
C
ci or
s.
B & c Bc C vd sq ti thCr 3%
r
n
C
p
t
12 b.
an o
CI)
SC
CI SOCCC5 ii
Lu
MC
p to
(C
Ikc 5LICS
o isis use c
a. & I,, Bela 1CC her i ts akc
ird Cias ca
ccluosba BC bothC ci
ouch ru
ci, \eit cr bC sas CS thC ,n sts nor CO hit
in
scu
I apist lo SOICIC
bCh ii
nrgC
514Cr p
19
14. ci is Ii
a. lii would c LI e uspeet x S
behas 1 r thcr prst.
B Pr r cOd 5
e ci e ersac cite tie
lvsL
5 wos B PC USC ncr )od MC oh
a ID
therapist
15 a,isthc su
16. c,
hOt (p
th auswc
ad
to
iiw
CCI
d P C ora t
yts
dio
5
do Is
Ia
b
t
IS
p9
t
it
C
LI
cr1
kop
ICY
IC
oIcisCr mCrClv
cats
t iS it )
C
5
bcbax ior
SC
20 d,i L C r x
earL
t
8)
a h &
ABc
ri boy hoauavss
ic st d rCpCsodl )05C
I
ts
twa
ss
)
ci
IssavQu st
c
t
rp
21 ci
it
psithuancc
CC
go Live
10 a
b&c
)
(p,
17 c,isthoa swo p 18
b. Mthou h sth praChCc a C cctrocor x uls
tsCrapv isuoralermolpsy Fo orgcn.
1
18. b,istloarswer
a Shap
I ii
ties.
C cuss C
Cu ,i
ix
pCuIiC
8
S
i
a
sS is
1
i
saCh a
dc C 550
rc
scd a d
it
Irrr
lo
a
era
CCUS i
yc
f IDe
urrcst u ci
ml t
5C5 a
robab
v u
VI C
51
S
it
t
CC)
C used
al
C
6
bs
S
resistance during free association, the latent content
of his dreams and any einohonal feelings he might
tr insfer to the analyst.
(ogintix e thc r pists assume that a persons emo
tion i reac ions are influenced by the persons
thc ugh s in rc sponse to the cx ent in qneshon. A cog
nitn c ti c rapist would probably try to teach Willie
new end nit re onstructive w ays ot thinking in order
to rex cisc his catastrophizing beliefs about himself,
his siinatinn, nd bi% (utnie,
Bic mcdical thcrapists attempt to treat disorders
by altering the functioning of the patients brain. &
biomc dcal therapist xs ould probably prescribe an
antidc prc ssant drug such as fluoxetine to increase the
ax ailai ility ot norepinephrine and serotonin in
Willie s iervous system If Willie s depression is
especially sex crc a psy aa(ris( might treat it with sev
eral ,essions of electroconvulsn e therapy
,
Key Terms
7. Transference is thc ps ci
patient s redirecti ig t th rI
other relationships (p S
8. Client-centered therapy 1
des eloped by (art Rc
self-awareness are faa itatc
that offers genni icncss
Cc
thy (p. 689)
9. Active listening is a ncr
chc nt-centered therapy
t
if
echoes restates and s ess
does not iuterpret clieI s
i
10. Behavior therapy is thcra
h
I
pies of operant or cI issic
eliminahon of probic m it ax r
b
ci
Writing Definitions
I Psychotherapy is an c motionally charged, confid
ing interaction between a trained therapist and
someone who suffers from pst chological difficul
tics (p 685)
2. Biomedical therapy is thc use of prescribed mcd
cations or medical procedures that act on a
patients nerx ous system to treat psychological
disorders, (p 686)
3. With an eclectic approach therapists are not
locked into one form of psychotherapy, but draw
on whatcver combination seems best suited to a
clients needs, (p 686)
4. Psychoanalysis the therapx des eloped by
Sigmund I rend attcmpts to gix e clients self
insight bt bringing into aw areness and interpret
ing prc ously rcpresscd feelings (p 686)
LI
lhc iols cI thc psychoanalyst include
rc 5 ) tio the anaix sis of dreams and trans
I uc i Cs r t ic intcrpretat on ot repressc d im
14,
15.
16.
17.
d
t
691)
13. Systematic desensitization s a sac
conditioning in which a tatc
sically conditioned to a h r c s
increasing anxiety pros oking
in
I
5 Resistance
t ic psx cnoanalx tic tcrm for the
L ickn g from c insciousness of anxiety-pros ok
ne new or cs I lesitahon during tree association
a e
led rec,Ltance (p. 6)
t
Ia
cu
o ditii
Is
mai
I
I
c
t
460
Chapter i
S herapy
rapv
Mers notes
Pagc 68
.
c cd (fcgcnfi ad
the prc gress w c has e made in understanding the
physical world napping ( r irting) the solar system
(licw
d scoveri sy thc st ucture of DNA racking
ic
c.
J i dnc Lur s for ua v distases
am
c
Ic ) ras s h sc ttair mer ts s ith thc
miiny )dd rd st
r que (b
i g
r
mc h
t
i
oscdt de wthpe
r
pe u t
c
why c dicrdors seth is
p
cot
5 r Ec ml
c ug ensorattaching
lcechcs h cmo
bI o from the body I dIng)
hippim y or strmki rg people n order to force
trip H dc d at f c
demons out of If lods
p1
ordsooi,
.
Pg
85
t ins i
tsr
I r ed
p0 i
tics
s
SI
5
v
isitors paid to i ck at thc
r cv i
zoo aumals In thc
C is wcrc or
de
r i
md c
)fmcn
DOWN
2. ac tire listening
3. cognitix e-behav ior
4. client centered
5. meta-analysis
7. counterconditioning
8. interpretation
9. tamily therapy
11. electroconvulsive
12. psychoanalysis
13. behavior therapy
tO
Pa 630 Tnd tOot lust real1 knocks flu props out tnm
r 1 Jo i In Carl Rogers th rap sessions he
attempts to be genuine accepting, and empathic; he
iso mirrors (iefleets) back to the client in different
words the feelings that were expressed. The client
said he had been told that he was no good and
Rogers reflects the feelings he detects h saving that
it must seem that the clients self-worth had been
undermined (knocked the props out haul ii;ider ,ou).
lones story of Peter and the rabbit did
Pad ot3i:
not immediateh become part of psychologys lore.
Iarx Cover Jones was the first to demonstrate coun
terconditioning (replacing a tear response with an
incompatible response, such as relaxation through
dassical conditioning). This technique, how cx er
did not become part of psvLhologys tradition and
store of knowledge (lore) until Wolpe developed svs
tematk desensitization more than 30 years later.
[ages 692 693. To treat alcoholism, an aversion ther
apist offers the client appealing drinks laced with a
drug that produces secere namea, Behavior thra
ts, tousing on observable hehax iors, use a num
5
pi
ber of techniques based on well-established learning
principles. Two counterconditioning techniques
based on classical conditioning are systematic
desensitization and aversive conditioning. ln aver
thorapx, people who regularly drink too much
arc ni en enticing alcoholic beverages a hich an
infused lured) with a substance that induces i k
zseu Alcohol should now be a p tcr t
n 5
r
s
5
itioned stimulus that elk ts unpleasant feelin
)
s rcsu t the persor a ith ak tholism she d w ant
voL thes dnnks, Resear h s xc v s so we mited
U
css wit) this approach.
63. The combination of positiveix reinforc ng
desired benax iors and ignoring or punishing ogr
behaviors ,eorked a eudcrt for
-,i(siOt
t
n.e ,rni Oi
come. \rtother type of behavior therapx is based on
operant conditioning principles and mx Oh tis i olun
tart heLm ior followed hi pleasant or unpleasant
autistic 5
hildnn,
a truequem e Social R a ithdraxx
p Fated to an Intensive two-i ear program ot poslti C
reinforce
moot toe a
CL
des tiP l
arm, 0
- in
h
s!t,,,,OLLaO;,,r-,
1 pun id
one
it
fir
0
,CrsJr1tflC\
ings
,kstrt aPt
net n
ii r
learned
and re
xiem
:iormt
Ii. tlsng ,r
tO, a a th
I 553
a
r
imp d
Pagiri
tmve
0
is
pressed
fcc
bctti
p
eistortJ thin
their m p
transtom m tO. ,,tdI m ns
tOt rt a
h;:in:. I he coal P P
lives to more co-ti ft ias
tile di;k pPc, c
,
na
0
tj I
ads tc
,f,,ra
tndr
Ezaluat,n Psuchoti1eral s
Pipe
apict]
Li
went tt tO
set ad
tat
alt
States oh
for psv
poop e
I andcrs
fessio 1
in find
ml [a pm ctothot
0
m seek hel )
Is.
Men
ni-
tie n n i
a
Pope 71(i If c nts
aeld ursai, thn the of ItiCti 0curing stt e
of a trier ii
flees of pm chthsraps
isot[recap a te:t:a
5
not psv
issue, it the cmi. pwpc a
ste hoyt t,a, t, Oaf
0 itr
tat- a
0
eo trw
pr a i
a
that r
r
poits
a
ml ft oc
ad np
s ii, c
that
no, oh
Li
I a,
ox eat
iniprox C
ou trot,
mar
end r
thor rrmr
coursc I
lkaR
nN
ti
titothtraca
liii
1)
a :0
Icr
:t
,,-,s-,,
cc
-1,
tic
rr,ttnars
ihe
r
fit io
t,e
-neat <a
ipt np
to,
0
,
tt
0
462
cihapter if Therapx
a iF
pa
rc gre
1, c
i,
463
18
Social Psychology
CHAPTER OVERVIEW
C haptc r 18 dcmons ra c s the pon erful influences of
social situation
m thc behas ic r of indh iduals,
C c ntral t his topic are research studies on attitudes
and actions confc n utv Lomphance aud group and
tultural n luences The social principles that emerge
help us to undcrstand ion indh iduals are influenced
by ad rti ing p0 itical tar didates, and the rarious
groups to it hich inc oelong. Ahhough social infiu
enc c s c pun ci ful it is important to rc member the
signific i t roic I d duals iu choosing and creat
ing thc soci il situati is that influence them,
The haptc r also distusses hon people relate to
onc another from thc negatn e developing preju
dice behax ing ggr ssis eN, and pier eking conflict
to thc 05 tn c bc ing attracted to people n ho are
nearb
id or sin I and behas ing altruistically
I hc chap ci concludc s n ith a discussion of tech
niqucs tha has bce i sh mn tc promote conflict res
lu i r
\ltl c u ,h t ci
sc r c tc rr unologv for you to
Icari ii ths c alt
ou ) i iarv task is to absorb
thcfrdins I c ar rs h st idies discussed
lb F
c I
ii,
rii th findings
h
l us a
e
s e Inaddi
ii
r
c
op
or t rmitr
rf cr c
c
sk
voursclf
the
F
a
c r
)
tc thisphc
r
I cc
cic
g
tious bc in on iae 48i
ii
--Th
ur ul c. na ter To ques
30)
)out
Objective 2: Cci tr st d s
d I
ef ic
r
attributions a id exp 4 Fo
bution crier car affcct oui a a xscsot ichei
lai i c icr
t
)
n a
hec
CHAPTER REVIEW
1,
d F
s iidboldfice
c d
c tci c icw cach
cit
cxtc
ie
465
466
3 chology
C iap er 18 Social Ps
3. \k pe plc tend to
cr cr ir rate nndc restimate) the extent to ix hich
e s ada ns are influenced br sociat sitria
t c a
cruse thcir
is
c
d i thc r 3
rson I his tendency is called the
When explaining our
cha or ir that of someone we know well,
c
d
ix
t S ci i a akc r TA hen obsers ers r iew the
s d r n )thc rs perspc c tn es, attributions are
(the same rer ersed).
r pk of the practical consequences of
( ire r
ittrn tio is
the
phenomenon.
6. TA hen you follow the social presc riptic ns for how
von should act as, sax, a collegc student, r ou are
adopting a
7. Taking on a set of behar iors or acting in a certain
ay generally
(changes does not change) people s athtndcs
ix
8.
ftc ording to
theory, thonghts and feel
ings change because people aic inotn ated to jus
tif3 actions that would otheru ise seem hypocriti
cal. This theory was proposed b
I i Ic a
c
toagrec tc a small
tt
Social I ifluence
ix
467
as high
technique.
13. She ,Asch and Milgram studies demonstrate that
influences can
people
t) falsehoods and
orders to commt cruel
strong
make
acts.
9, tn one expe ment, Robert Baron and colteagues
found that psople were more liked to conform to
the groups judgments when the task was con(important /
st:ned as
ununportanti and n hen it u as
eas /ditficuiti.
10, (onlormit atcs tend to be lower in
In
mxa births-h
II, I he elasir sonal psvcbolog ,tucties ot obedience
were L nndnc ted by
vs men ordcreu uv the experimenter to electrically
f ock tf t lcamcr tIe a ajoritv of participants
tIc teac mc s r thesc studies
nip] ted cf scdh \lo c re ent studies f a e
.out.d tltt ynt ns onpliarico rates in -,milar
(higher
-tuatJons Tm re
than lowr r i han similar tel mens,
468
Ohjccti e 1 1: 1
18. 0
land usu
attitude toward a
known as
2. Like all attitudes, prejudice is a mixture of
10, 1 hr c r
and predispositions to
3. Prejudice d a negative
and
future reso,irch studies will reveal whether elec
tron c discussions on the
al 2 m nstrate this tendency.
0 l\ r r the desire for group harmony overrides
realis n thinking in individuals, the phenomenon
known as
has occurred.
Objective 12: identifx the characteristic common to
non ti positions that sw ax majorities.
21 In
canm
I
is a negative
22
or d
r!Iou
up
,and less
than men
Social Relations
Objective 15: Discuss the social factors that con
tribute to prejudice.
9. For those with money, power, and prestige, prej
udice often serves as a means of
sodal inequalities.
10. Discrimination increases prejudice through the
tendency of people to
victims for their plight.
469
turned out.
we associated ourselves
Objective 18: Explain how psychologys definition of
ayyressioii differs from e eryday usage.
while exclud
Thus, psychologists
(do/
do not) consider assertive salespeople to be
aggressive.
20. Like other behaviors, aggression emerges from
the interaction of
and
tends to heighten
as
toand
of those who differ from
them.
Objective 17: Cite four ways that cognitive processes
help create and maintain prejudice.
within a group.
17. Another factor that tosters the formation ot group
stereot\ pes and prejudice is the tendenL v to
___________
______________
_____
470
and
Among teenage
boys and adult men, high testosterone also correlates with
hard
and aggressive responsWith age, testoses to
terone levelsand aggressiveness
(increase/decrease).
Although testosterone heightens aggressiveness,
(increases /
aggression
decreases) testosterone level.
.
-.
principle, inability to
achieve a goal leads to anger, which may gener-
ate aggression.
30. Other aversive stimuli can provoke hostilit,
including
31. Aggressive behavior can he learned through
others.
32. Crime rates are higher in
in which there
is a large disparity between those who are
and those who are
High violence rates also
are tvpial of cultures and families in which there
is minimal
countries
not eroticism
Soc a Rclations
471
30,
dflcreaes decreases).
I his phenomenon is tl e
effect. Ruben /ajonr conS
tends that this phenomenon is as
for ou ancesiors. tor
whom the unfamiliar was often dangerous. One
factors such as an m
tic ase i r testosterone;
far
It rs such s ft tistration; and
such as deindiv iduation
a primitix e,
emotional
response.
or
42. Iwo destructir e cocal processes that contribute
to conflict an
remained stable).
and
3ys
dotttrmeath:ough agreedmpon
through better
and through
ot their communal
r
44
appearance, vs hereas
vsonen. judge men who anpea
and
hfliities,
Ii
a] nut as peuol
c tailed
h
a more attrat tn e.
lar are
to last,
42
xp 1
i
p
i
t
at
a
tr att
i
ix
crc
i ) i hi
1 s s t c rcx cahng of intimate
st ro
-o
ial bc
i ix
ioi a ns tc m ximizc
(i
u
lcd
f h
pr
)O5
db
xi md gixc an example.
cc,
anpk of
theory.
63. One rule of social bchax or tells us to rcturn help
to those who hare helped us this c thc
i truism
norrc
Progress Test 1
to
is
PROGRESS TEST
4u1tipleADzoice Questions
(irc c our ans sets to the following questions and
fe r i -n w th tt ansne beginnin
6 un page 483.
If
r is
cc rrec I read the cxplanation for
xxl
intt c ar I then consult the appropriate
pap s
the te I ( pa c theses tollowmg the correct
a
c
473
c.
ci
c.
d.
ox erjustilication
r formnatronal so
ror iath e sod
ill cmencc.
t
a.
h.
c.
d.
Progress Test 2
475
Matching Items
Match each term with the appropriate definition or
description.
Terms
Definitions or Descriptions
1, social facilitation
2. social loafing
3. bystander effect
4. conformity
5. ingroup bias
6. normative social influence
7. informational social influence
8. group polarization
9. stereotype
10. attribution
11, altruism
12. mere exposure effect
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
k.
1.
PROGRESS TEST
476
following is true?
and actions rarely correspond
predict behavior about half the time.
are excellent predictors of behavior.
Psychology Applied
15. Which of the following
ful moth t
ng force
1
d. All of the ahe\ e conclusions were reached.
c.
c.
irueFalse Items
Indicate whether each statement is trite or false ha
placing T or F in the blank next to the Item.
d.
of
19. i
bet at i )
xterna,
s
ua
ot
higher tatu
behavior
(acting
PSYCHOLOGY APPL4ED
Answer these questioiis te clay hct,,re an exammm as a
unal check n ur undetiod:rg or the chanter s
terms and c as cepts
cs r b s h
we xplain others
due I nt nnal dispt sitmons or
as
it
6. (ountenatttudinal
477
478
6.
r ts
o I c e ssues.
Bec is t s is the first meeting lose has
ttcod d iv fcels in ccure and not hulA com
pi tent.
11,
Psychology pplied
12.
)Ies or W
shrngton s students did very poorly
0
on the last cxam. The tendency to make the fun
dar e ital attribution error might lead her to con
c ude th t thc (lass did poorly because:
a. ic tc
as unfair.
b. ot cc oof tir u was gisen for students to
orip etc thc test.
c stuc em ts wei e distrac ted by some social func
o o ca ipus
d 0 br I a r nrnnth .td,
ct
ci.
ii
479
sterc otspes
480
KEY TERMS
18. ingroup
19. outgroup
Writing Definitions
zo.
2. attribution theory
3. fundamental attribution error
4. attitudes
5. foot-in-the-door phenomenon
6. cognitive dissonance theory
7. conformity
8. normative social influence
9. informational social influence
12. deindividuation
13. group polarization
14. groupthink
15. orejudce
16. scireotvpe
17. discrimination
ingroup bias
22 juctworld phenomenon
23
rtcs1on
25. conflict
26. social trap
27. mere exposure effect
28. pasUonate love
31. self-disclosure
32. altruism
Answers
481
Cross-Check
I I 1 1 1 1 1
Ill I I LI
II
I 1111 L
I 111 I I
ACROSS
4. A generalized belief about
a group of people.
5. A strategy of conflict reso
lution in which both
groups make conciliatory
gestures. (abbrev.)
6. Theory that proposes that
prejudice provides an out
let for anger by finding
someone to blame,
8. The tendency to change
ones attitudes to coincide
with those held by a group.
9. An unselfish regard for the welfare of others.
12. Mutual giving and receiving in a relationship.
13. Type of love that refers to an aroused state of
intense positive absorption in another person.
14. Perceived incompatibility between individuals or
groups.
15. Personal beliefs and feelings that influence our
behavior,
I II I 11
DOWN
1. A persons tendency not to offer help to someone
if others are present.
2. Type of social influence that results when one
goes along with a group when one is unsure of
what to do.
3. Psychological discomfort a e experience when
two of our thoughts conflict.
7. Phenomenon whereby people who agree to a
small request are more likely to comply later with
a larger request.
11I1
ANSWERS
Chapter Review
Social Thinking
1, social psychologists
2. attribution; dispositional attribution; situational
attribution
3. underestimate; attention; fundamental attribution
error; weaker; reversed
Our attributionsto individuals dispositions or to
situationshave important practical consequences. A
hurtful remark from an acquaintance, for example. is
more likely to be forgiven if it is attributed to a tem
porary situation than to a mean disposition.
4, attitudes
482
6. role
changes
9. justifying
10. blame
Social Influence
1. mimic; mood linkage
2. suggestibility
3. highly publicized
17. overgeneralize
4. conformity
5. Asch
6. were
21. do not
10. individualistic
11. Milgram; complied; similar to
Obedience was highest when the person giving the
orders was close at hand and perceived to be a legiti
mate authority figure, the authority figure was sup
ported by a prestigious institution, the victim was
depersonalized, and when there were no role models
for defiance.
12. foot-in-the-door
13. social; ordinary; conform; obey
14. social facilitation; easy; likely
15. amplified
22. varies
23. bred
24. do; Y; frontal lobes; impulses
25. neural; hormone,
26. testosterone; decreased
27. irritability; frustration; assertiveness; impulsive
ness; delinquency; drug use; frustration; decrease;
increases
28. alcohol
29. frustration-aggression
30. physical pain, personal insults, foul odors, hot
temperatures, cigarette smoke
31. rewards; observation (or imitation)
32. rich; poor; father care
Answers
38, hostIle; arguments; fights; grades
64. social-responsibility
65. is
483
not
ents;
it c
67. mediator
68. Graduated
Reciprocated
mit
itix c
ensioi
ncss
44. mirrar-irriace
Progress Test
43. proximity
46. increases. mete exposure; adaptive; prejudice;
a utoma tic
47. appeara cc
48 \ ra ix c cop e are pere is ed as happier, more
ser sit c r crc successful and more socially
sktlled.
49, is not; increased
50. youthful; mature; dominant; affluent
51. large; small, symmetrical
52.
Inore
56 wcre
57. equiP
I -distlo nrc
ruisri
58 al
Ar example c a truism is gix ing food and shelter to
people Cisplaceo by a hurricane or other major disa
ter v. ithuut expectance ot mu ard.
59.
60.
ii )tict
4. d.
js
ess
63 rcUpil
Multiple-Choice Questions
o partres. ht
mode
kne the
484
7, d
to i
the ansve
iP
a ni
1. a
73t1
753
t
ai
c IN phc onxcnon is known as
13. d
srondcrcffct, (p. 766)
th
a. I his ansu er is incorrect because judd iduals
are kss likely to render assrutance at all if other
are present.
b. kithough people are less likely to assume
o
hilit for helpir this docs not mean that
np
c
tbc
ansr
i
ii
Ii
14.
19. a.
psu-c
gx.
osts and
1. dp.718
2. dp7Th4l
3. k (p. 766)
5. e(p.74eu
6. Np.7Th
7. i (p. 73)
10. aipE24)
11. j (p. 765)
4 g (p. 732)
8 h (p. 40)
12. 1 (p 739)
9.
Answers
Progress Test 2
%mnltipieChzoice Questions
1. a. is the ansuer. p. 744i
b. I ns is an cx imple of prejudice.
c. & d. hese are examples o discrimination.
2. b. s t c answc (p. 746)
a. \\c ore kccnli sensiti\ e to differences within
our group. (ess so to djtterences within other
groups.
c. & d. \lthc ugh ne tend to look more favorably
on mci iber of the irigroup, the text does not sug
gest that mroup bias extends to esaluations of
ahihhe.
3. c
a))
483
2. bp,2-l)
3, Ip
4. 1
_33J
33)
6. 1 (pp. 72S29)
)
0
7. lp.74
8. F (p. 740)
9, F (p. 73S)
10. 1 (p. 739)
Psychology Applied
1.
is
the
tjks.
4. a.
the answer, Group polarization means that
the tendencies ithin a groupand therefore the
ne rnong groups grow stronger over
lit
u b aus tt e dfferences betu een the
tu4cnt Ia e nereased,
or
iii
o s
are
1W
to hate lit Ic in com
ci
k
or
Jo
Answers
487
Chapter 18
488
Social Psychology
Key Terms
Writing Definitions
1, Social psychology is the scientific studs of how
we think about influence, and relate to one
another. (p. 723)
2. Attribution theory deals with our causal expla
nations ot behas br Vh e attribute behavior to the
indis idual s disposition or to the situation, (p.
724)
4 stereotype is a e
icd bel aou a
crc
trod
i
ottin
coe
n.cr;cnwr
.
43
489
37. Superordinate
ACROSS
4. stereotype
5. GRIT
6. scapegoat
8.
9.
12.
13,
14.
conformity
altruism
equity
passionate
conflict
15. attitudes
bystander effect
informational
cognitive dissonance
foot-in-the-door
companionate
fundamental
11, attribution
1.
2.
3.
7,
8.
10.
490
Social Influence
Pagc 734: When influence supports what we
appro e, we applaud those who are open minded
and scwitiot enough to be rcsponsicc We Lan be
influenced by others because they pros ide useful
knowledge (informational influence) or because we
want them to view us favorably and not ignore us
(normative influence), Conformity that is consistent
with what we believe is true will be seen in a posi
491
Page 759:
...
bemttii
...
5 saving
Thi
492