To the Student
STUDY GUIDE
to accompany
PSYCHOLOGY
These questions have been provided by the instructor to help you
learn the textbook material. There are correct and incorrect ways to
use these questions. The instructor believes that the following
suggestions will allow you to use these questions in the most
beneficial manner.
1.
You should read the text material with the question you are
seeking to answer in mind.
2.
You should not simply search for the answers to these
questions in single paragraphs or sentences in the textbook.
Doing this will not allow you to gain the understanding you
need in order to answer test questions. Therefore, you
should read the material fully when there is a question
relating to the material.
3.
You may want to write the answers to these questions in a
notebook or highlight the pertinent material in the textbook.
If you write the answers, do not write them directly beneath
the question in the study guide. There is rarely enough space
beneath a question to adequately answer the question.
Therefore, use a separate notebook or note cards.
4.
After you have written or highlighted the answers – study,
study, study; review, review, review! Do not leave your
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5.
If you know and understand the answers to these questions
you should do well on test questions that are taken from
textbook material. Most of the multiple-choice questions
will be related to these questions.
9th Edition
by
David Myers
Compiled by
Jerry D. Lehman
University of South Carolina Upstate
placebo effect, experimental group, control group, independent variable,
and dependent variable. (30-33)
Chapter 1: Thinking Critically with Psychological Science
1.
2.
Explain why scientists cannot rely on intuition and common sense. (1516) Specify what is meant by hindsight bias. Give some examples of this
bias. (16-17)
13.
In the examples used in the text concerning experimentation, what was the
independent variable and the dependent variable in these studies and how
were extraneous variables controlled? (32)
Give some examples of how overconfidence influences our thinking.
What is the point to remember concerning hindsight bias and
overconfidence? (18)
14.
What are the frequently asked questions about psychology that the author
discusses? Briefly discuss these questions and the answers the author
gives to them. (38-43)
15.
Review the critical thinking questions under “CHAPTER REVIEW:
Thinking Critically With Psychological Science” on pages 44-45.
3.
What characterizes the scientific attitude? (18-20)
4.
What surprising findings has psychology’s critical inquiry produced?
What popular assumptions have been debunked? (20)
5.
Define and discuss the following: theory, hypothesis, operational
definitions and replication. (21-22)
6.
Discuss each of the following methods of descriptive observation: the case
study method, the survey, and naturalistic observation. (22-25)
7.
In regard to survey research, what are the wording effect? What is a
random sample? Why is it important to have a random sample if you are
doing survey research? Before believing survey findings, what should you
do? What are the points to remember in regard to survey research? (2324)
8.
What research strategy is used to predict behavior? Define correlation and
correlational coefficient. What characterizes a positive correlation? What
characterizes a negative correlation? (25-27)
9.
What is the point to remember regarding correlation and causation? (2728)
10.
What is an illusory correlation? Give some examples of illusory
correlations. Why might people continue to perceive correlations that do
not exist? What is the point to remember associated with the concept of
illusory correlation? (28-29)
11.
Give an example of how one might perceive order in random events. (2930)
12.
Discuss how psychologists conduct experiments. Explain how
experiments help researchers isolate cause and effect. Define the
following terms: experiment, randomly assigning, double blind procedure,
Chapter 2: The Biology of the Mind
15.
Define the role of the limbic system, including the amygdala and the
hypothalamus. Describe James Olds experiments on the “pleasure
centers”. (65-67)
In the early 1800s Franz Gall developed a theory known as phrenology.
How did this theory explain brain functioning? Even though this theory
was incorrect, what correct assumption did Gall make? (47-48)
16.
Define the cerebral cortex and describe the structure and function of the
cortex. What are the different lobes of the brain? Specify the function of
each of these lobes. (68-73)
3.
Describe the structure of the neuron. As you do so, indicate an
understanding of the following: dendrites, axon, myelin sheath, action
potential, resting potential, threshold, excitatory inputs, inhibitory inputs,
and all-or-none response. (49-51)
17.
What did Fretsch and Hitzig discover in 1870? What is the motor cortex?
Where is the motor cortex located? Explain what it means to “map” the
motor cortex. (69-70)
18.
4.
How do neurons communicate with each other at the synapse or synaptic
gap? Define the following terms: synapse, neurotransmitter. (51)
Explain the functioning of the sensory cortex. Where is this region and
what does it mean to “map” the sensory cortex? (71-72)
19.
5.
What effect do acetylcholine and the endorphins have on behavior?
Specify some other neurotransmitters and their functions? (51-54)
Explain the functioning of the association areas. There is a widespread
falsehood that we use only 10% of our brain. What did the creator of this
myth fail to understand? (72-73)
6.
What does it mean to say that neurons function electrochemically? (49-54)
20.
7.
How do drugs alter the neurotransmission process and how might an
understanding of this process help researchers alleviate conditions like
depression and schizophrenia? (53-54)
Describe the case of Phineas Gage. What does this case illustrate in
regard to the abilities and behaviors associated with the frontal lobe
association areas? (72-73)
21.
What is plasticity? How easily does the brain reorganize functions?
Discuss the brain reorganization process. (73-75)
Define the following terms: nervous system, central nervous system,
peripheral nervous system, and nerves. (55)
22.
Describe the research on the split brain. Indicate what this research
reveals about normal brain functioning and hemispheric specialization.
What other research supports hemispheric specialization? What is the role
of the corpus callosum? (75-78)
16.
Review the critical thinking questions under “CHAPTER REVIEW: The
Biology of the Mind” on pages 82-83.
1.
Explain the statement: “Everything psychological is simultaneously
biological.” (47)
2.
8.
9.
What are the three types of neurons and their functions? (55-56)
10.
What is a neural network? (57)
11.
What is the role of the spinal cord? Explain the pain reflex using the three
types of neurons in your explanation. How is it possible for you to jerk
your hand away from a hot stove before your brain receives and responds
to the information that causes you to feel pain? (57-58)
12.
What tools of discovery have helped enhance our understanding of how
the brain works? (61-62)
13.
Define and describe the function of the following: the brainstem, the
medulla, and the reticular formation. (63-64)
14.
Define and describe the function of the thalamus and the cerebellum. (64)
Chapter 3: Consciousness and the Two-Track Mind
1.
Define consciousness. What does it mean to say that at mid-century
psychology had nearly lost consciousness? (85-86)
2.
Describe the biological rhythm of sleep – the five distinct sleep stages.
What is a typical nights sleep like in terms of how individuals progress
through the five sleep stages? (92-96)
3.
Define REM sleep. Specify how REM sleep is different from other sleep.
Why is REM sleep called paradoxical sleep? How does the body seem
both aroused and at rest during REM sleep? (95-96)
4.
What are some of the costs and effects of sleep deprivation? (97-100)
5.
How might a sleep researcher respond to the question: Why do we sleep?
Identify five theories of why we sleep. (100-101)
6.
Describe the major sleep disorders – insomnia, narcolepsy, sleep apnea,
and night terrors. What would sleep experts suggest concerning
insomnia? During what stages of sleep do sleep walking, night terrors,
and nightmares usually occur? (101-103)
7.
What characterizes the content of dreams? (103-105)
8.
According to Freud, why do we dream? How did Freud define manifest
content and latent content? (105)
9.
What are some other perspectives concerning why we dream? What is
REM rebound? (105-107)
10.
Define hypnosis. (108)
11.
Can hypnosis work for everyone? What distinguishes good hypnotic
subjects from those who are not so hypnotically susceptible? (108)
12.
Can hypnosis enhance recall of forgotten events? What is age regression
and what does research suggest about age regression claims? (109)
13.
Discuss the evidence concerning whether hypnosis can force someone to
act against their will. (109)
14.
Discuss whether hypnosis can be therapeutic, alleviate pain, and block
sensory input. (109-110)
15.
Discuss hypnosis as a social phenomenon. (110)
16.
What does it mean to say that hypnosis involves dissociation or a divided
consciousness? How did Hilgard come to his conclusion about
dissociation and the hidden observer? (111-112)
17.
What characterizes near-death experiences? How are these experiences
explained? (126-128)
18.
Review the critical thinking questions under “CHAPTER REVIEW:
Consciousness and the Two-Track Mind” on pages 129-130.
Chapter 7: Learning
1.
Define learning. What is associative learning? What association is made
in classical conditioning? Operant conditioning? (291-293)
2.
What three forms of learning are discussed in this chapter? (293)
3.
Describe Pavlov’s original classical conditioning experiments with dogs.
What were the conditioned stimulus, the unconditioned stimulus, the
conditioned response, and the unconditioned response in these
experiments? Be able to define the above terms. (294-296)
15.
Distinguish between primary and secondary reinforcers. Give examples of
each. Discuss immediate and delayed reinforcement. (307-308)
16.
Distinguish between continuous reinforcement and partial reinforcement.
(308-309)
17.
Describe and give examples of the following partial schedules of
reinforcement: fixed- ratio, variable-ratio, fixed-interval, and variableinterval. (309)
18.
Define punishment. Distinguish between punishment and reinforcement.
Specifically, what is the difference between punishment and negative
reinforcement? (310-311)
19.
Discuss the drawbacks to punishment which may undermine its
effectiveness (310-311)
20.
Discuss the importance of cognitive and biological processes in operant
conditioning. Define the following terms: cognitive map and latent
learning. Explain how unnecessary rewards sometimes carry hidden costs.
(311-313)
21.
How has operant conditioning been applied in the classroom, sports, the
workplace, and in the home? (314-315)
22.
Compare classical and operant conditioning. (See Table 7.4, 316)
23.
Describe the process of observational learning. What do Bandura’s
research findings suggest? When are models most effective? What
determines whether someone will imitate a model? (317-319)
4.
Define and briefly discuss the following terms: acquisition, extinction,
spontaneous recovery, generalization, and discrimination. (296-299)
5.
How have Pavlov’s findings been extended in relation to the following: 1)
cognitive processes, and 2) biological predispositions? (299-302)
6.
How was learning researcher Gregory Kimble wrong in 1956 concerning
what could be conditioned? What were John Garcia’s findings? Why did
Garcia’s rats become conditioned only to tastes and not to sights and
sounds? (299-301)
7.
Summarize Pavlov’s contributions to our understanding of learning. (302)
8.
Describe Watson’s experiment with Little Albert. In this experiment what
were the CS, UCS, UCR, and CR? (302-303)
9.
How can classical conditioning be used to explain trauma such as the
behavior of a rape victim? (304)
10.
Define operant conditioning. Why is the word “operant” used to describe
this type of learning? How is this learning different from classical
conditioning? (304)
24.
Discuss the application of observational learning including (1) prosocial
behavior and (2) television and observational learning. What has research
found regarding television and observational learning? (319-323)
11.
Define the following terms: operant behavior and law of effect. (304-305)
25.
Review the critical thinking questions under “CHAPTER REVIEW:
Learning” on pages 324-325.
12.
Define and explain shaping. (305-307)
13.
Describe how parents at times reward a child for engaging in behavior that
is annoying to the parent. (306)
14.
Define reinforcer/reinforcement. Distinguish between positive
reinforcement and negative reinforcement. Give examples of each. (307)
Chapter 8: Memory
1.
Define memory. (327)
2.
What three information processing steps are involved in both memory and
computer memory? Distinguish between encoding, storage, retrieval, longterm memory, short-term memory and working memory. (328-329)
3.
Define and give an example of automatic processing. (330)
4.
Define and discuss effortful processing. What did Ebbinghaus discover about
rehearsal (time spent learning)? (331)
16.
What evidence (Kandel and Schwarts experiments) suggests that synaptic
changes provide an important physiological basis for memory? What is longterm potentiation (LTP)? (340-341)
17.
What influence do stress hormones have on memory? What is the point to
remember about strong emotional experiences? (341-342)
18.
Distinguish between implicit and explicit memory. What part of the brain
plays a vital role in the processing of our explicit memories? What part of the
brain plays an important role in certain implicit memories? (343-345)
19.
To a psychologist studying memory, what is memory? Distinguish between
recall and recognition. What is the evidence for the statement: “We remember
more than we can recall.” (345)
20.
What role do retrieval cues play in memory? Give an example of the
importance of retrieval cues. (346-347)
5.
Define the spacing effect. Give some examples of this effect. (332)
6.
Define and give examples of the serial position effect. (332-333)
7.
Distinguish between visual, acoustic, and semantic encoding. Compare the
types of encoding in regard to memory in the Craik and Tulving experiment.
(333-335)
21.
Specify how the context in which something is learned influences recall. (347348)
8.
What did Ebbinghaus conclude about the learning of meaningful material?
What did Wickelgren note? (334)
22.
9.
Give examples of how researchers have documented the benefits of the selfreference effect and the benefits of using mental imaging. (334-335)
Specify how one’s mood may influence memory. What is state-dependent
memory? What does it mean to say that our memories are somewhat mood
congruent? (348-349)
23.
Give examples of ways our memory fails us. (349-350)
24.
Discuss encoding failure, storage decay and retrieval failure. (350-355)
25.
Give examples of retrieval failure caused by interference. (353)
26.
Discuss motivated forgetting and repression. When does repression
supposedly occur? (354-355)
27.
Explain how memory construction influences recall. How did Loftus and
Palmer illustrate how post-event information can influence recall? What is the
misinformation effect and source amnesia? (356-358)
28.
How reliable are children’s eyewitness accounts? (360-361)
29.
Discuss the repressed memory of abuse debate. What do those interested in
protecting children and wrongly accused adults agree upon? (361-364)
30.
What suggestions does the author make for improving memory? (364-365)
31.
Review the critical thinking questions under “CHAPTER REVIEW: Memory”
on pages 366-367.
10.
What is a mnemonic device and how is visual imagery used by mnemonic
experts? (335)
11.
Define and give an example of chunking. Give examples of how memory is
aided when we can organize material into personal meaningful arrangements.
(335-337)
12.
13.
14.
15.
Define sensory memory. (351) Discuss Sperling’s research involving sensory
memory. What were his findings? What is iconic memory? (337-338)
Specify the time limits and capacity associated with short-term memory. (338339)
In regard to memory capacity, describe the characteristics of long-term
memory. Is everything we learn permanently stored? What did Loftus
conclude? (339-341)
What research did Karl Lashley do in order to find where memories are
stored? What were his findings? (340)
Chapter 6: Sensation and Perception
1.
Define perception. (notes) How is perception different from sensation? (notes)
2.
What does the word gestalt mean? What do gestalt psychologists emphasize?
(263-264)
3.
What is the Necker cube? What gestalt principle can be illustrated using the
Necker cube? (264)
4.
Describe the figure-ground relationship. (264)
5.
Explain the five principles of perceptual grouping identified by gestalt
psychologists?(265)
6.
Discuss the depth perception research that utilizes the visual cliff. What are the
findings of this research? (266)
7.
Distinguish between monocular and binocular cues. (266-268)
8.
Describe the binocular cues of retinal disparity. (267)
9.
What monocular cues help us judge depth and distance? (267-268)
10. Discuss motion perception and the phi phenomenon. (269)
11. What is meant by perceptual constancies? Describe shape and size constancy.
(269-270)
12. Discuss the size distance relationship. (270)
13. What are the research findings pertaining to sensory restriction and restored
vision? (273-274)
14. Describe the research on perceptual adaptation. What does the use of distorting
goggles indicate regarding the adaptability of perception? (274-275)
15. Define perceptual set. Give examples of how perceptual set can influence
behavior? (275-276)
16. Give examples of how context can influence perceptions. (277-278)
17. Define extrasensory perception. Is there perception without sensation? Why
do research psychologists remain skeptical of ESP? (282-285)
18. Review the critical thinking questions under “CHAPTER REVIEW: Sensation
and Perception” numbers 16-25 on pages 286-288.
Chapter 13: Personality
13.
Discuss what is known about biology and personality. (569-570) What are
the “Big Five” personality factors? What has research on the “Big Five”
discovered? (571-572)
Discuss what Freud believed about the following: free association, the
unconscious, the preconscious, how the unconscious can be explored.
(554-555)
14.
What does the social cognitive perspective emphasize? What is reciprocal
determinism? Describe three ways individuals and environments interact.
(576-578)
3.
How did Freud view the structure of personality? Define the following
terms: id, ego superego, pleasure principle, and reality principle. (555556)
15.
Discuss the concept of locus of control. What is the difference between an
internal and external locus of control? (578)
16.
Discuss the concept of learned helplessness. (579-580)
4.
Discuss Freud’s belief about personality development. Describe the
psychosexual stages and indicate how maladaptive behavior in adulthood
can result from a fixation. (556)
17.
What does research suggest about the effect of optimism on behavior and
health? Discuss how excessive optimism may influence us. (580-583)
18.
What do social-cognitive theorists emphasize when they assess
personality? What do these psychologists believe is the best predictor of
future behaviors? (584)
19.
Review the critical thinking questions under “CHAPTER REVIEW:
Personality” on pages 590-591.
1.
Define personality. (553) What four perspectives on personality are
discussed in this chapter? (553)
2.
5.
What purpose do defense mechanisms serve? What structure of
personality utilizes defense mechanisms? Be able to define and recognize
examples of the defense mechanisms mentioned in the textbook. (557558)
6.
How do psychoanalysts attempt to assess the unconscious? What is a
projective test? Give examples of projective tests. What are the criticisms
of projective tests like the Rorschach Inkblot Test? (559-560)
7.
What is the central focus of Maslow’s humanistic perspective? What is
self-actualization? (564-565)
8.
What did Carl Rogers emphasize in his person-centered approach? What
three things make up a growth producing climate? (565-566)
9.
How might humanistic psychologists assess personality? (566)
10.
Define trait. Describe the trait perspective. What does this perspective
emphasize? (567-568)
11.
Eysenck believes that many of our individual differences in personality
can be reduced to two genetically influenced dimensions. Describe the
dimensions of extroversion-introversion and emotional stability-instability
and Eysenck's beliefs about them. (569-570)
12.
How do trait theorists assess personality? Describe the Minnesota
Multiphasic Personality Inventory and how it was developed. What does
it mean to say that the MMPI was empirically derived? (570)
Chapter 14: Psychological Disorders
1.
How do mental health workers view psychological disorders? What
criteria are used to label a person’s behavior as psychologically
disordered? (594-595)
2.
How did people in “earlier times” explain puzzling behavior? (596)
3.
Describe the medical model. What discoveries led health reformers and
medical workers
to focus on physical causes for disease or disorders?
What recent discoveries have helped the medical model gain credibility?
(596)
16. Define schizophrenia. Describe the symptoms, which characterize
schizophrenic disorders. What percentage of the population will develop
this disorder? (621-624)
17. Define and give examples of delusions and hallucinations. (621-624)
18. What brain abnormalities are associated with schizophrenia? What
evidence suggests that a maternal virus during midpregnancy may cause
schizophrenia? (624-626)
19. What evidence suggests that genetic factors play a role in schizophrenia?
(626-627)
4.
Describe the biopsychosocial approach to understanding mental illness.
(596-597)
20. What appear to be some of psychological warning signs associated with
the development of schizophrenia? (627-628)
5.
Describe what the reader would find in the DSM IV. (597-598)
21. Describe the characteristics, which are typical of personality disorders.
What characterizes the antisocial personality? (628-629)
6.
Describe the problems that may result from the labeling of psychological
disorders. (599-600)
7.
What happened when David Rosenhan and seven of his friends went to be
admitted to mental hospitals? (599-600)
8.
Describe the following anxiety disorders: generalized anxiety disorder,
panic disorder, phobia, and obsessive compulsive disorder. (601-603)
9.
Define post-traumatic stress disorder. Describe the types of things that
contribute to the development of this disorder. (604-605)
10. Discuss how the biological perspective and the learning perspective
explain anxiety disorders? (606-608)
11. What characterizes the dissociative disorders? Why are some
psychologists skeptical about dissociative identity disorder? (609-611)
12. Discuss the two principal forms of mood disorders. (611-613)
13. What are the facts that any theory of depression must explain? (614-615)
14. What evidence indicates that genetic factors and brain abnormalities cause
depression? (615-618)
15. How does the social-cognitive perspective explain depression? (618-621)
22. Review the critical thinking questions under “CHAPTER REVIEW:
Psychological Disorders” on pages 634-635.
14.
Discuss the four types of drugs used in therapy. What specific disorders
and symptoms are each of these drugs used to treat? (660-664)
What are the two main categories of treatment? What determines the
approach, which a therapist favors? (637)
15.
What is electroconvulsive therapy? When is it used? How effective is it
thought to be? (664-665)
What does it mean to take an eclectic approach to therapy? (637) Define
psychotherapy. (638)
16.
Define psychosurgery. Why is the surgical operation known as lobotomy
no longer performed? When might psychosurgery be performed today?
(667)
17.
Review the critical thinking questions under “CHAPTER REVIEW:
Therapy” on pages 670-671.
Chapter 15: Therapy
1.
2.
3.
Discuss the aims and methods of psychoanalysis. (6638-639)
4.
Describe the basic focus of humanistic therapy. What would Carl Rogers
do in client-centered therapy to help promote client growth? (641-642)
5.
What do behavior therapists believe is important in the treatment process?
(642)
6.
Describe the therapies based on classical conditioning. What is
counterconditioning? Discuss exposure therapies including systematic
desensitization and virtual reality therapy. What is aversive conditioning
and when would it be used in the treatment process? (643-644)
7.
Describe the operant conditioning approach that utilizes a token economy.
What are two concerns that critics have about behavior modification?
(645-646)
8.
What are the assumptions and goals of cognitive therapies? (646-647)
9.
Describe Beck’s cognitive therapy for depression. (647-648) How is
cognitive therapy and behavior therapy often combined? (648-649)
10.
Discuss the question – Is psychotherapy effective? What are the reasons
why client testimonials and clinician perceptions do not persuade
psychotherapy’s skeptics? What were the findings of Joan McCord’s
study of delinquents? (651-652) What is the placebo effect and regression
toward the mean? (652)
11.
What are the results of outcome research in the area of psychotherapy?
(653-654)
12.
Discuss the commonalties among different psychotherapies. (657-658)
13.
What are the three approaches to biomedical therapy? What assumptions
do these approaches have in common? (660)
Chapter 16: Social Psychology
1.
What do social psychologists study? (673)
2.
Define attribution theory. What is the fundamental attribution error? Give
some examples of this error. How do we sometimes explain our behavior
differently from that of others? (673-675)
3.
Give some examples of the effects of attribution. How might political
liberals and conservatives explain poverty and unemployment differently?
(675)
4.
Define attitudes. Under what conditions are attitudes most likely to
predict behavior? (675-676)
5.
What evidence supports the hypothesis that how we behave affects our
attitudes? What is the foot-in-the-door phenomenon? Specify how the
foot-in-the-door phenomenon illustrates how actions influence attitudes.
(676-677)
6.
Give examples of how role-playing influences attitudes. (677-678)
Describe what happened in the Zimbardo prison experiment. (677-678)
7.
Specify how cognitive dissonance theory explains why our actions affect
our attitudes. (678-679)
8.
Define the chamelean effect. Give examples of this effect. (680-681)
9.
Define conformity. In regard to group pressure and conformity, describe
the Asch conformity experiment. What were the findings? What
conditions strengthen conformity? (681-683)
10.
Describe Milgram’s obedience experiment. What were his findings?
What conditions have been found to influence obedience? (683-685)
11.
What are the lessons from the conformity and obedience studies?
According to Milgram, what was the most fundamental lesson of his
studies? (686)
12.
In regard to group influence on behavior, define and discuss the following:
social facilitation, social loafing, and deindividuation. (687-688)
13.
In regard to the effects of group interaction, define and discuss group
polarization and groupthink. (688-690)
14.
In regard to the power of individuals, discuss situations where individuals
have made a difference. How do minorities best influence the majority?
(690-691)
15.
Define prejudice, stereotype and discrimination. (691)
16.
Be familiar with the following social, cognitive, and emotional factors that
contribute to the persistence of prejudice and discrimination: social
inequality, ingroup bias, scapegoating, categorization, vivid cases, and the
just-world phenomenon. (694-697)
17.
How do psychologists define aggression? Aggressive behavior emerges
from the interaction between what two influences? (698)
18.
What are the three levels of biological influence on aggression? (698-699)
19.
In regard to psychological factors that influence aggression, discuss the
following: aversive events, learning that aggression is rewarding,
observing models of aggression, and acquiring social scripts. (700-703)
20.
Do video games teach or release violence? (703-705)
21.
Discuss the importance of proximity, physical attractiveness, and
similarity on interpersonal attraction. (705-710)
22.
How does the two factor theory of emotion facilitate arousal, which can be
labeled passionate love? (710)
23.
What is companionate love? How do equity and self-disclosure contribute
to companionate love? (710-712)
24.
Define altruism. (712)
25.
Discuss the Darley and Latane experiment in which they simulated an
epileptic seizure. What were their findings? (712-713)
26.
What is the bystander effect? When is helping most likely to occur? (712714)
27.
Review the critical thinking questions under “CHAPTER REVIEW:
Social Psychology” on pages 720-721.
Chapter 4: Nature, Nurture and Human Diversity
1.
Define behavior genetics? (134)
2.
Distinguish between identical and fraternal twins. What are the findings
of twin study research? (135-137)
3.
To what extent are identical twins reared apart similar? Cite some
examples. (137-138)
4.
What are the surprise findings of adoption studies? In what way does
parenting matter? (138-139)
5.
Define temperament. How do difficult and easy babies differ from each
other? Discuss the research findings on the importance of temperament.
(139-140)
6.
What are the author’s conclusions about the gene-environment
interaction? (142)
7.
Briefly discuss the following in regard to the effect of parents and early
experience on development: the prenatal environment, experience and
brain development, how much credit or blame parents deserve, peer
influence, and culture. (149-158)
8.
Review the critical thinking questions under “CHAPTER REVIEW:
Nature, Nurture, and Human Diversity” numbers 1-3 and 7-9 on pages
170-171.
Chapter 5: Developing Through the Life Span
1.
What do developmental psychologists study? Identify and discuss three
major issues that are of interest to developmental psychologists. (173)
2.
Discuss the course of prenatal development. As you do so define the
following terms: zygote, embryo, fetus, teratogen, fetal alcohol syndrome.
(173-175)
3.
Describe the reflexes and sensory abilities of the newborn. (175-176)
4.
Briefly discuss the following in regard to the physical development of
infants and young children: brain development, motor development,
maturation and infant memory. (177-179)
5.
Define cognition. What did Piaget mean when he used the following
terms: schemas, assimilation, and accommodation? (179-181)
6.
List and describe Piaget’s stages of cognitive development. What abilities
characterize each stage and at what age do these stages typically appear?
(181-185)
7.
Define object permanence. (181-182) How do present day researchers see
the infant differently than Piaget? (182-183)
8.
What characterizes the child during the sensorimotor and preoperational
stage? What did Piaget mean when he used the terms egocentric and
conservation when discussing the preoperational child? (181-183)
9.
Describe the child during the concrete operational and formal operational
stages. How do present day researchers see development differently than
Piaget? (185)
10.
In regard to social development define and discuss the following terms:
stranger anxiety, attachment, critical period and imprinting. (188-190)
11.
Discuss the origins of attachment. What were Harlow’s findings in his
monkey studies? (188-189)
12.
How did Mary Ainsworth study attachment in mother-infant pairs? What
were her findings? (190-191)
13.
Discuss the following in regard to their effects on development: secure
attachment, deprivation of attachment, disruption of attachment. (190193)
14.
What does research indicate in regard to day care and attachment? (193194)
15.
Describe the three parenting styles. What characterizes children exposed
to these styles? Why must we be cautious about these findings? (195-196)
16.
Identify and briefly discuss the first five stages of Erikson’s psychosocial
theory. (202-203)
17.
Discuss the problems of adolescence and young adults in regard to
forming an identity and developing intimacy. (203-206)
18.
Review the critical thinking questions under “CHAPTER REVIEW:
Developing Through the Life Span” numbers 1-12 on pages 226-227.