PSYCHOLOGY 2301

A STUDENT SUPPLEMENTARY HANDBOOK

TO ACCOMPANY

The World of Psychology

(5^th Ed.)

By

Samuel E. Wood

Ellen Green Wood

Denise Boyd

Karen Saenz

Jane Cirillo

Denise Boyd

HOUSTON COMMUNITY COLLEGE SYSTEM

2005

WHAT TO KNOW

ABOUT STUDYING PSYCHOLOGY

TEXTBOOK

To succeed in this course, you must have the appropriate textbook.  There are several textbooks currently in use by instructors of PSYC 2301 at Houston Community College.  Check your instructor's syllabus to be certain that you have the textbook s/he has specified.

THE PURPOSE OF THIS HANDBOOK

At Houston Community College, PSYC 2301: Introduction to Psychology includes a core set of topics and concepts. This material is covered in all classes at all campuses and is tested in a comprehensive final examination at the end of the course. This Supplementary Handbook is intended as a guide to the specific concepts, terms, and objectives representing the core topics that will be covered on the departmental final exam. You are encouraged to use this Supplementary Handbook as your guide to prepare for the final exam by answering the Learning Objective Questions and defining the Key Terms.

CLASS PREPARATION AND STUDY GUIDELINES

The study of psychology is not hard, but there is a lot of material to learn.  Students are expected to keep up with all of the assigned reading.  You should understand the material and be able to relate it to real human behavior.  The information presented below is designed to help you learn the subject by providing the kinds of study hints you can employ successfully in any college class you take.

HOW MUCH TIME SHOULD I SPEND STUDYING PSYCHOLOGY?

To be successful, a good guideline for any college class of the amount of time you need to invest outside of class is two hours for each hour you spend in class.  If you can make this commitment, you should encounter no serious problems in completing all assignments and preparing comfortably for tests.  You should spend your time doing the following:

Read Ahead

The best starting place is the Course Schedule in your syllabus.  It will specify the material that needs to be covered in the sequence deemed most appropriate by your instructor.  You should always maintain a disciplined reading schedule so that you can stay current with assigned readings; falling behind in your reading can be disastrous.  You should read ahead all the material that will be covered in the next class.  This reading will acquaint you with the Learning Objective Questions and the Key Terms that will be covered in class.  With this knowledge, you will be prepared to ask questions and discuss relevant topics.

Read Effectively

Create a comfortable reading environment for yourself.  Avoid distractions and interruptions.  Be alert and attentive.  Don’t rush yourself.  These “little things” will increase your comprehension of the subject.  Use your Supplementary Handbook as a guide for your reading.  Keep a dictionary by your side to look up any unfamiliar words.  Remember, as in sports, music, dance, or other arts, learning takes time and effort; the more you put in, the more you will get out of the learning process.

SHOULD I ATTEND CLASS?

Studies indicate that students who attend their classes do better than students who do not attend.  In class, you will not only cover important course-related information, but, additionally, announcements will be made, due dates assigned, and study suggestions offered.  In college, you are largely responsible for your own learning.  Your instructor is a facilitator.  Use class time to ask questions, seek clarification, and participate in discussions.  The more involved you are in your own learning, the more fruitful the activity will be, and the more you will learn.

WHAT SHOULD I DO DURING CLASS TIME?

There are several things you can do to improve your chances of being successful in your class.  You are in control of all of them, so do the following things to maximize the benefits of being in class.

Be On Time

The start of class is an important time.  Be prepared to take notes, participate, or take a test.  Tardiness is disruptive to you and your classmates.

Take Good Notes

Good note taking keeps your mind focused on the subject being discussed.  Attentiveness should lead to better comprehension.  Note taking provides you with documentation about what the instructor feels is the most relevant, important, difficult, or interesting information about a subject.  You should couple your notes with related text material for a comprehensive understanding of the subject.  Use your notes to prepare for assignments and tests.  Make sure your notes are legible, thorough, and organized.

Participate in Class Discussions

Whenever you have the opportunity to participate, do so!  Show off what you have learned, but do it in a way that contributes to a positive learning environment for you and your classmates.  Be involved in the learning process.  Ask relevant questions.  Offer insights.  Give examples.  Participation should be constructive and fun.

Get to Know Your Classmates

Together you can do several things that enhance learning.  Every time you explain a concept to someone else, you increase your understanding of the material.  You can share ideas and information.  You can check each other to make sure you are learning the material.  You can “bounce” ideas around.  You can study together in advance of tests.  If you miss a class, you’ll know someone who will share notes with you or who can tell you about up-coming assignments or tests.

These suggestions are offered to assist you in making the most of your study of psychology, and indeed, of your college experience.  You are special because you chose to pursue higher learning.  Invest in yourself and you should be successful.

The World of Psychology (5^th Edition)

Samuel E. Wood, Ellen Green Wood, & Denise Boyd

LEARNING OBJECTIVE QUESTIONS

and KEY TERMS for the FINAL EXAMINATION

Students are responsible for the following Learning Objective Questions and Key Terms for the comprehensive departmental final exam.  Learning Objective Questions and Key Terms not included in this list will not be tested on the Final Exam.

CHAPTER 1:  INTRODUCTION TO PSYCHOLOGY

PSYCHOLOGY: AN INTRODUCTION

1.1a      What is psychology?

psychology.

DESCRIPTIVE RESEARCH METHODS

1.4        How do psychological researchers use naturalistic and laboratory observation?

1.5        What are the advantages and disadvantages of the case study?

1.6        How do researchers ensure that survey results are useful?

naturalistic observation; laboratory observation; case study; survey; population; sample; representative sample.

THE EXPERIMENTAL METHOD

1.7        Why do researchers use experiments to test hypotheses about cause-effect relationships?

1.8        How do independent and dependent variables differ?

1.9               Why are experimental and control groups necessary?

1.10            What kinds of factors introduce bias into experimental studies?

experimental method; hypothesis; independent variable; dependent variable; experimental group; control group; confounding variables; selection bias; random assignment, placebo effect; placebo; experimenter bias; double-blind technique.

THE CORRELATIONAL METHOD

1.12      What is a correlation coefficient, and what does it mean?

correlational method; correlational coefficient.

PARTICIPANTS IN PSYCHOLOGICAL RESEARCH

1.15      What ethical rules must researchers follow when humans are involved in studies?

CHAPTER 2:  BIOLOGY AND BEHAVIOR

THE NEURONS AND NEUROTRANSMITTERS

2.1               How are messages transmitted through the nervous system?

2.2               What are neurotransmitters, and what do they contribute to nervous system functioning?

2.3               What are the functions of some of the major neurotransmitters?

neuron; cell body; dendrites; axon; glial cells; synapse; permeability; resting potential; action potential; myelin sheath; neurotransmitter; receptors; reuptake; acetylcholine; dopamine; norepinephrine; epinephrine; serotonin; glutamate; GABA; endorphins.

THE CENTRAL NERVOUS SYSTEM

2.5        What are the crucial functions handled by the brainstem?

2.6        What are the primary functions of the cerebellum?

2.8        What are the functions of the thalamus and the hypothalamus?

2.9        How does the limbic system influence mental processes and behavior?

brainstem; medulla; reticular formation; cerebellum; thalamus; hypothalamus; limbic system; amygdala; hippocampus.

THE CEREBRUM

2.10      What are the components of the cerebrum?

2.11      Which psychological functions are associated with the frontal lobes?

cerebrum; cerebral hemispheres; corpus callosum; cerebral cortex; association areas; frontal lobes; motor cortex; plasticity; Broca's area; Broca's aphasia; aphasia.

DISCOVERING THE BRAIN’S MYSTERIES

2.19      What does the electroencephalogram (EEG) reveal about the brain?

2.20      How are the CT scan and MRI helpful in the study of brain structure?

2.21      How are the PET scan and newer imaging techniques used to study the brain?

electroencephalogram (EEG); beta wave; alpha wave; delta wave; microelectrode; CT scan (computerized axial tomography); MRI (magnetic resonance imaging); PET scan (positron-emission tomography); functional MRI (fMRI).

THE PERIPHERAL NERVOUS SYSTEM

2.24      What is the difference between the sympathetic and parasympathetic nervous systems?

peripheral nervous system (PNS); sympathetic nervous system; parasympathetic nervous system.

THE ENDOCRINE SYSTEM

2.25      What functions are associated with the various glands of the endocrine system?

endocrine system; hormone; pituitary gland; adrenal glands.

GENES AND BEHAVIORAL GENETICS

2.27      What kinds of studies are done by behavioral geneticists?

            behavioral genetics.

CHAPTER 5:  LEARNING

INTRODUCTION

5.1a      What is leaning?

            learning.

CLASSICAL CONDITIONING:  THE ORIGINAL VIEW

5.2               How is classical conditioning accomplished?

5.3               What kinds of changes in stimuli and learning conditions lead to changes in conditioned responses?

5.4               How did Watson demonstrate that fear could be classically conditioned?

classical conditioning; stimulus; reflex; conditioned reflex; unconditioned response (UR); unconditioned stimulus (US); conditioned stimulus (CS); conditioned response (CR); higher-order conditioning; extinction; spontaneous recovery; generalization; discrimination.

CLASSICAL CONDITIONING:  THE CONTEMPORARY VIEW

5.7        What types of everyday responses can be subject to classical conditioning?

OPERANT CONDITIONING

5.11      What is the process by which responses are acquired through operant conditioning?

5.12      What is the goal of both positive reinforcement and negative reinforcement, and how is that goal accomplished with each?

5.15      How does punishment differ from negative reinforcement?

5.17      What are some applications of operant conditioning?

operant conditioning; reinforcer; shaping; Skinner box; successive approximations; extinction; generalization; discriminative stimulus; reinforcement; positive reinforcement; negative reinforcement; primary reinforcer; secondary reinforcer; punishment; biofeedback; behavior modification; token economy.

COGNITIVE LEARNING

5.20      How do we learn by observing others?

observational learning; modeling; model; modeling effect; elicitation effect; disinhibitory effect; inhibitory effect.

CHAPTER 6:  MEMORY

REMEMBERING

6.1a      What three processes are involved in the act of remembering?

6.1b      What are the characteristics of each component of memory in the Atkinson-Shiffrin model?

6.3        What are the three methods used by psychologists to measure memory?

encoding; storage; consolidation; retrieval; sensory memory; short-term memory (STM); displacement; chunking; rehearsal; elaborative rehearsal; long-term memory (LTM); declarative memory; episodic memory; semantic memory; nondeclarative memory; priming; recall; retrieval cue; recognition; relearning method; savings score.

THE NATURE OF REMEMBERING

6.4        What is meant by the statement “Memory is reconstructive in nature”?

reconstruction; schemas.

FACTORS INFLUENCING RETRIEVAL

6.9        What happens when information must be recalled in a particular order?

serial position effect; primacy effect; recency effect.

BIOLOGY AND MEMORY

6.12      What roles do the hippocampus and hippocampal region play in memory?

hippocampal region; anterograde amnesia.

FORGETTING

6.16      What causes forgetting?

encoding failure; decay theory; interference; consolidation failure; retrograde amnesia; motivated forgetting; repression; amnesia; prospective forgetting.

IMPROVING MEMORY

6.17      How can organization, overlearning, spaced practice, and recitation improve memory?

overlearning; massed practice.

CHAPTER 9: CHILD DEVELOPMENT

DEVELOPMENTAL PSYCHOLOGY:  BASIC ISSUES AND METHODOLOGY

9.1a      What is developmental psychology?

developmental psychology.

PRENATAL DEVELOPMENT

9.3        What happens in each of the three stages of prenatal development?

9.5        What are some negative influences on prenatal development, and when is their impact greatest?

prenatal development; zygote; embryo; fetus; teratogens; critical period; fetal alcohol syndrome; low birth weight.

INFANCY

9.10      What did the research of Harlow, Bowlby, and Ainsworth reveal about the process of infant-caregiver attachment?

            attachment; separation anxiety; stranger anxiety.

PIAGET’S THEORY OF COGNITIVE DEVELOPMENT

9.13      What occurs during each of Piaget’s stages of cognitive development?

sensorimotor stage; object permanence; preoperational stage; centration; concrete operations stage; reversibility; conservation; formal operations stage.

SOCIALIZATION OF THE CHILD

9.20      What are the three parenting styles identified by Baumrind, and which did she find most effective?

socialization; authoritarian parents; authoritative parents; permissive parents; neglecting parents.

GENDER-ROLE DEVELOPMENT (Chapter 12, pp. 410-413)

9.24      What is the difference between gender and sex?

9.25      How do the various theoretical perspectives explain gender role development?

sex chromosomes; biological sex; gonads; androgens; genitals; primary sex characteristics; secondary sex characteristics; gender; gender roles; gender typing; gender identity; gender stability; gender constancy; gender schema theory.

CHAPTER 10: ADOLESCENCE AND ADULTHOOD

THE LIFESPAN PERSPECTIVE

10.1      How does Erikson’s theory of psychosocial development differ from other developmental theories?

10.2      What does research suggest about the accuracy of Erikson’s theory?

psychosocial stages; identity crisis.

ADOLESCENCE

10.3a    What is adolescence?

10.5      What are the differences among Kohlberg’s three levels of moral reasoning?

adolescence; preconventional level; conventional level; postconventional level.

LATER ADULTHOOD

10.15    How does Alzheimer’s disease affect the brain?

dementias; Alzheimer’s disease.

CHAPTER 13: HEALTH AND STRESS

SOURCES OF STRESS

13.1      What was the Social Readjustment Rating Scale designed to reveal?

13.2      What roles do hassles and uplifts play in the stress of life, according to Lazarus?

13.3      How do approach-approach, avoidance-avoidance, and approach-avoidance conflicts differ?

13.6      How do people typically react to catastrophic events?

stress; fight-or-flight response; stressor; Social Readjustment Rating Scale (SRRS); hassles; uplifts; approach-approach conflict; avoidance-avoidance conflict; approach-avoidance conflict; posttraumatic stress disorder (PTSD).

RESPONDING TO STRESS

13.8      What is general adaptation syndrome?

13.10    What is the difference between problem-focused and emotion-focused coping?

general adaptation syndrome (GAS); alarm stage; resistance stage; exhaustion stage; coping; problem-focused coping; emotion-focused coping; proactive coping.

HEALTH AND ILLNESS

13.14    What are the effects of stress on the immune system?

13.15    What four personal factors are associated with health and resistance to stress?

lymphocytes; psychoneuroimmunology; hardiness; social support.

SEXUALLY TRANSMITTED DISEASES (Chapter 12, pp. 430-435)

13.21    What are the major bacterial sexually transmitted diseases, and how are they treated?

13.22    What viral diseases are transmitted through sexual contact?

13.23    In what ways can HIV/AIDS affect an individual’s physical and psychological health?

13.24    What are the most effective methods of protection against sexually transmitted diseases?

sexually transmitted diseases (STDs); chlamydia; pelvic inflammatory disease (PID); gonorrhea; syphilis; genital warts; human papillomavirus (HPV); genital herpes; acquired immune deficiency syndrome (AIDS); human immunodeficiency virus (HIV).

CHAPTER 14: PERSONALITY THEORY AND ASSESSMENT

INTRODUCTION

14.1a    What is personality?

            personality.

SIGMUND FREUD AND PSYCHOANALYSIS

14.1b    What are the three levels of awareness in consciousness?

14.2      What are the roles of the id, the ego, and the superego?

14.3      What is the purpose of defense mechanisms?

14.4      What are the psychosexual stages, and why did Freud consider them important in personality development?

psychoanalysis; conscious; preconscious; unconscious; id; ego; superego; defense mechanism; repression; projection; denial; rationalization; regression; reaction formation; displacement; sublimation; psychosexual stages; fixation; Oedipus complex.

LEARNING THEORIES AND PERSONALITY

14.7      What are the components of Bandura’s concept of reciprocal determinism and Rotter’s locus of control?

            reciprocal determinism; self-efficacy; locus of control.

HUMANISTIC PERSONALITY THEORIES

14.8a    What are the contributions of humanistic theorists to the study of personality?

14.8b    What is Maslow’s hierarchy of needs? (Chapter 11, p. 379)

self-actualization; conditions of worth; unconditional positive regard.

TRAIT THEORIES

14.11    What do factor theorists consider to be the most important dimensions of personality?

            trait; five-factor theory.

PERSONALITY ASSESSMENT

14.17    How do psychologists use observations, interviews, and rating scales?

14.18    What is an inventory, and what are the MMPI-2 and the CPI designed to reveal?

14.19    How do projective tests provide insight into personality, and what are some of the most commonly used projective tests?

inventory; Minnesota Multiphasic Personality Inventory (MMPI); MMPI-2; California Psychological Inventory (CPI); Myers-Briggs Type Indicator (MBTI); projective test; Rorschach Inkblot Method; Thematic Apperception Test (TAT).

CHAPTER 15: PSYCHOLOGICAL DISORDERS

WHAT IS ABNORMAL?

15.3      What are the theoretical approaches that attempt to explain the causes of psychological disorders?

DSM-IV.

ANXIETY DISORDERS

15.4a    When is anxiety normal, and when is it considered a serious psychological disorder?

15.5      How does panic disorder affect the lives of those who suffer from it?

15.6      What are the characteristics of the three categories of phobias?

15.7      What thought and behavior patterns are associated with obsessive-compulsive disorder?

anxiety disorders; panic attack; panic disorder; phobia; agoraphobia; social phobia; specific phobia; obsessive compulsive disorder (OCD); obsession; compulsion.

MOOD DISORDERS

15.8      What are the symptoms of major depressive disorder?

15.10    What are the extremes of mood suffered by those with bipolar disorder?

15.12    What are some of the risk factors for suicide?

mood disorders; major depressive disorder; bipolar disorder; manic episode.

SCHIZOPHRENIA

15.13    What are the major positive symptoms of schizophrenia?

15.14    What normal functions are reduced or absent in schizophrenics?

15.16    What are the four types of schizophrenia?

schizophrenia; psychosis; hallucination; delusion; delusion of grandeur; delusion of persecution; paranoid schizophrenia; disorganized schizophrenia; catatonic schizophrenia; undifferentiated schizophrenia.

SOMATOFORM AND DISSOCIATIVE DISORDERS

15.19    How do the various dissociative disorders affect behavior?

dissociative disorders; dissociative amnesia; dissociative fugue; dissociative identity disorder (DID).

OTHER PSYCHOLOGICAL DISORDERS

15.21    What behaviors are associated with personality disorders in Clusters A, B, and C?

personality disorder.