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Book Details
Abstract
For courses in Introductory Psychology
The most learner-centered and assessment-driven text available
Throughout Psychology, Fifth Edition, Saundra Ciccarelli and J. Noland White employ a learner-centered, assessment-driven approach that maximizes student engagement, and helps educators keep students on track. The authors draw students into the discipline by showing how psychology relates to their own lives. Clear learning objectives, based on the recommended APA undergraduate learning outcomes, guide students through the material. And assessment tied to these learning objectives lets students check their understanding, while allowing instructors to monitor class progress and intervene when necessary to bolster student performance.
MyLab™ Psychology not included. Students, if MyLab is a recommended/mandatory component of the course, please ask your instructor for the correct ISBN and course ID. MyLab should only be purchased when required by an instructor. Instructors, contact your Pearson representative for more information.
MyLab Psychology is an online homework, tutorial, and assessment product designed to personalize learning and improve results. With a wide range of interactive, engaging, and assignable activities, students are encouraged to actively learn and retain tough course concepts.
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| Cover | Cover | ||
| Title Page | 1 | ||
| Copyright Page | 2 | ||
| Brief Contents | 3 | ||
| Contents | 5 | ||
| Teaching and Learning Package | 11 | ||
| Acknowledgments | 17 | ||
| About the Authors | 20 | ||
| Psychology in Action Secrets for Surviving College and Improving Your Grades | 22 | ||
| Study Skills | 24 | ||
| Managing Time | 25 | ||
| Reading the Text: Textbooks Are Not Meatloaf | 27 | ||
| Getting the Most Out of Lectures | 30 | ||
| Studying for Exams: Cramming Is Not an Option | 31 | ||
| Improving Your Memory | 35 | ||
| Writing Papers | 37 | ||
| Your Ethical Responsibility as a Student | 39 | ||
| Psychology in Action Summary | 40 | ||
| Test Yourself | 41 | ||
| Chapter 1: The Science of Psychology | 42 | ||
| The History of Psychology | 44 | ||
| In the Beginning: Wundt, Titchener, and James | 45 | ||
| Three Influential Approaches: Gestalt, Psychoanalysis, and Behaviorism | 47 | ||
| The Field of Psychology Today | 51 | ||
| Modern Perspectives | 51 | ||
| Psychological Professionals and Areas of Specialization | 55 | ||
| Scientific Research | 58 | ||
| The Scientific Approach | 58 | ||
| Descriptive Methods | 63 | ||
| Correlations: Finding Relationships | 66 | ||
| The Experiment | 68 | ||
| Experimental Hazards and Controlling for Effects | 71 | ||
| APA Goal 2: Scientific Inquiry and Critical Thinking: A Sample Experiment | 74 | ||
| Ethics of Psychological Research | 75 | ||
| The Guidelines for Doing Research with People | 75 | ||
| Animal Research | 77 | ||
| Applying Psychology to Everyday Life: Thinking Critically About Critical Thinking | 78 | ||
| Chapter Summary | 81 | ||
| Test Yourself | 82 | ||
| Chapter 2: The Biological Perspective | 84 | ||
| Neurons and Nerves: Building the Network | 86 | ||
| Structure of the Neuron: The Nervous System’s Building Block | 86 | ||
| Generating the Message within the Neuron: The Neural Impulse | 88 | ||
| Neurotransmission | 90 | ||
| An Overview of the Nervous System | 95 | ||
| The Central Nervous System: The “Central Processing Unit” | 96 | ||
| The Peripheral Nervous System: Nerves on the Edge | 99 | ||
| Distant Connections: The Endocrine Glands | 103 | ||
| The Pituitary: Master of the Hormonal Universe | 104 | ||
| Other Endocrine Glands | 105 | ||
| Looking Inside the Living Brain | 107 | ||
| Methods for Studying Specific Regions of the Brain | 107 | ||
| Neuroimaging Techniques | 108 | ||
| From the Bottom Up: The Structures of the Brain | 113 | ||
| The Hindbrain | 113 | ||
| Structures Under the Cortex: The Limbic System | 115 | ||
| The Cortex | 117 | ||
| The Association Areas of the Cortex | 120 | ||
| Classic Studies in Psychology: Through the Looking Glass—Spatial Neglect | 121 | ||
| The Cerebral Hemispheres: Are You in Your Right Mind? | 122 | ||
| APA Goal 2: Scientific Reasoning and Critical Thinking: Phineas Gage and Neuroplasticity | 125 | ||
| Applying Psychology to Everyday Life: Paying Attention to Attention-Deficit/Hyperactivity Disorder | 127 | ||
| Chapter Summary | 128 | ||
| Test Yourself | 131 | ||
| Chapter 3: Sensation and Perception | 132 | ||
| The ABCs of Sensation | 134 | ||
| Transduction | 134 | ||
| Sensory Thresholds | 134 | ||
| Habituation and Sensory Adaptation | 136 | ||
| The Science of Seeing | 137 | ||
| Light and the Eye | 137 | ||
| The Visual Pathway | 141 | ||
| Perception of Color | 142 | ||
| The Hearing Sense: Can You Hear Me Now? | 147 | ||
| Sound Waves and the Ear | 147 | ||
| Perceiving Pitch | 149 | ||
| Types of Hearing Impairments | 150 | ||
| Chemical Senses: It Tastes Good and Smells Even Better | 151 | ||
| Gustation: How We Taste the World | 152 | ||
| The Sense of Scents: Olfaction | 154 | ||
| The Other Senses: What the Body Knows | 156 | ||
| Somesthetic Senses | 156 | ||
| Body Movement and Position | 158 | ||
| The ABCs of Perception | 160 | ||
| How We Organize Our Perceptions | 160 | ||
| Depth Perception | 163 | ||
| Perceptual Illusions | 165 | ||
| APA Goal 2: Scientific Inquiry and Critical Thinking: Perceptual Influences on Metacognition | 170 | ||
| Applying Psychology to Everyday Life: Beyond “Smoke and Mirrors”—The Psychological Science and Neuroscience of Magic | 171 | ||
| Chapter Summary | 172 | ||
| Test Yourself | 174 | ||
| Chapter 4: Consciousness | 176 | ||
| What Is Consciousness? | 178 | ||
| Definition of Consciousness | 178 | ||
| Altered States of Consciousness | 178 | ||
| Sleep | 180 | ||
| The Biology of Sleep | 180 | ||
| Why We Sleep | 182 | ||
| The Stages of Sleep | 185 | ||
| Sleep Disorders | 188 | ||
| APA Goal 2: Scientific Inquiry and Critical Thinking: Weight Gain and Sleep | 193 | ||
| Dreams | 194 | ||
| Why Do We Dream? | 194 | ||
| What Do People Dream About? | 196 | ||
| Hypnosis | 198 | ||
| How Hypnosis Works | 198 | ||
| Theories of Hypnosis | 199 | ||
| The Influence of Psychoactive Drugs | 201 | ||
| Dependence | 201 | ||
| Stimulants: Up, Up, and Away | 203 | ||
| Down in the Valley: Depressants | 206 | ||
| Hallucinogens: Higher and Higher | 208 | ||
| Applying Psychology to Everyday Life: Thinking Critically About Ghosts, Aliens, and Other Things That Go Bump in the Night | 212 | ||
| Chapter Summary | 213 | ||
| Test Yourself | 214 | ||
| Chapter 5: Learning | 216 | ||
| Definition of Learning | 218 | ||
| It Makes Your Mouth Water: Classical Conditioning | 218 | ||
| Pavlov and the Salivating Dogs | 218 | ||
| Classical Conditioning Applied to Human Behavior | 224 | ||
| What’s In It for Me? Operant Conditioning | 228 | ||
| The Contributions of Thorndike and Skinner | 228 | ||
| The Concept of Reinforcement | 229 | ||
| Schedules of Reinforcement: Why the One-Armed Bandit Is So Seductive | 232 | ||
| The Role of Punishment in Operant Conditioning | 236 | ||
| Other Aspects of Operant Conditioning | 240 | ||
| Applications of Operant Conditioning: Shaping and Behavior Modification | 241 | ||
| Classic Studies in Psychology: Biological Constraints on Operant Conditioning | 242 | ||
| APA Goal 2: Scientific Inquiry and Critical Thinking: Spare the Rod, Spoil the Child? | 247 | ||
| Cognitive Learning Theory | 248 | ||
| Tolman’s Maze-Running Rats: Latent Learning | 248 | ||
| Köhler’s Smart Chimp: Insight Learning | 249 | ||
| Seligman’s Depressed Dogs: Learned Helplessness | 250 | ||
| Observational Learning | 253 | ||
| Bandura and the Bobo Doll | 253 | ||
| The Four Elements of Observational Learning | 255 | ||
| Applying Psychology to Everyday Life: Can You Really Toilet Train Your Cat? | 256 | ||
| Chapter Summary | 258 | ||
| Test Yourself | 260 | ||
| Chapter 6: Memory | 262 | ||
| What Is Memory? | 264 | ||
| Three Processes of Memory | 264 | ||
| Models of Memory | 264 | ||
| The Information-Processing Model: Three Memory Systems | 267 | ||
| Sensory Memory: Why Do People Do Double Takes? | 267 | ||
| Classic Studies in Psychology: Sperling’s Iconic Memory Test | 268 | ||
| Short-Term Memory | 270 | ||
| Long-Term Memory | 273 | ||
| Getting It Out: Retrieval of Long-Term Memories | 279 | ||
| Retrieval Cues | 279 | ||
| Recall and Recognition | 281 | ||
| Classic Studies in Psychology: Elizabeth Loftus and Eyewitnesses | 284 | ||
| Automatic Encoding: Flashbulb Memories | 284 | ||
| The Reconstructive Nature of Long-Term Memory Retrieval: How Reliable Are Memories? | 285 | ||
| APA Goal 2: Scientific Inquiry and Critical Thinking: Effects of Supplements on Memory | 289 | ||
| What Were We Talking About? Forgetting | 291 | ||
| Ebbinghaus and the Forgetting Curve | 292 | ||
| Reasons We Forget | 293 | ||
| Neuroscience of Memory | 295 | ||
| The Biological Bases of Memory | 295 | ||
| When Memory Fails: Organic Amnesia | 297 | ||
| Applying Psychology to Everyday Life: Health and Memory | 300 | ||
| Chapter Summary | 302 | ||
| Test Yourself | 303 | ||
| Chapter 7: Cognition: Thinking, Intelligence, and Language | 306 | ||
| How People Think | 308 | ||
| Mental Imagery | 308 | ||
| Concepts and Prototypes | 309 | ||
| Problem-Solving and Decision-Making Strategies | 311 | ||
| Problems with Problem Solving and Decision Making | 314 | ||
| Creativity | 315 | ||
| Intelligence | 318 | ||
| Theories of Intelligence | 318 | ||
| Measuring Intelligence | 322 | ||
| Test Construction: Good Test, Bad Test? | 324 | ||
| Individual Differences in Intelligence | 328 | ||
| Classic Studies in Psychology: Terman’s “Termites” | 331 | ||
| The Nature/Nurture Issue Regarding Intelligence | 333 | ||
| Language | 338 | ||
| The Levels of Language Analysis | 338 | ||
| Development of Language | 339 | ||
| The Relationship between Language and Thought | 340 | ||
| Animal Studies in Language | 342 | ||
| APA Goal 2: Scientific Inquiry and Critical Thinking: A Cognitive Advantage for Bilingual Individuals? | 344 | ||
| Applying Psychology to Everyday Life: Mental and Physical Exercises for Better Cognitive Health | 345 | ||
| Chapter Summary | 347 | ||
| Test Yourself | 348 | ||
| Chapter 8: Development across the Life Span | 350 | ||
| Studying Human Development | 352 | ||
| Research Designs | 352 | ||
| Nature and Nurture | 352 | ||
| The Basic Building Blocks of Development | 354 | ||
| Prenatal Development | 358 | ||
| Fertilization | 358 | ||
| Three Stages of Development | 359 | ||
| Infancy and Childhood Development | 362 | ||
| Physical Development | 362 | ||
| Classic Studies in Psychology: The Visual Cliff | 365 | ||
| Cognitive Development | 366 | ||
| Psychosocial Development | 371 | ||
| Classic Studies in Psychology: Harlow and Contact Comfort | 373 | ||
| APA Goal 2: Scientific Reasoning and Critical Thinking: The Facts About Immunizations | 377 | ||
| Adolescence | 378 | ||
| Physical Development | 378 | ||
| Cognitive Development | 379 | ||
| Psychosocial Development | 380 | ||
| Adulthood and Aging | 382 | ||
| Physical Development: Use It or Lose It | 382 | ||
| Cognitive Development | 384 | ||
| Psychosocial Development | 384 | ||
| Theories of Physical and Psychological Aging | 386 | ||
| Stages of Death and Dying | 387 | ||
| Applying Psychology to Everyday Life: Cross-Cultural Views on Death | 389 | ||
| Chapter Summary | 390 | ||
| Test Yourself | 393 | ||
| Chapter 9: Motivation and Emotion | 394 | ||
| Approaches to Understanding Motivation | 396 | ||
| Defining Motivation | 396 | ||
| Early Approaches to Understanding Motivation | 397 | ||
| Different Strokes for Different Folks: Psychological Needs | 399 | ||
| Arousal and Incentive Approaches | 400 | ||
| Humanistic Approaches | 403 | ||
| APA Goal 2: Scientific Inquiry and Critical Thinking: Cultural Differences in the Use of Praise as a Motivator | 407 | ||
| What, Hungry Again? Why People Eat | 408 | ||
| Physiological and Social Components of Hunger | 408 | ||
| Obesity | 411 | ||
| Emotion | 413 | ||
| The Three Elements of Emotion | 413 | ||
| Early Theories of Emotion | 418 | ||
| Cognitive Theories of Emotion | 421 | ||
| Classic Studies in Psychology: The Angry/Happy Man | 421 | ||
| Applying Psychology to Everyday Life: When Motivation Is Not Enough | 426 | ||
| Chapter Summary | 427 | ||
| Test Yourself | 429 | ||
| Chapter 10: Sexuality and Gender | 430 | ||
| The Physical Side of Human Sexuality | 432 | ||
| The Primary and Secondary Sex Characteristics | 432 | ||
| The Development of Sex Characteristics | 433 | ||
| The Psychological Side of Human Sexuality: Gender | 435 | ||
| Gender Identity | 435 | ||
| Gender-Role Development | 439 | ||
| Gender Differences | 442 | ||
| Human Sexual Behavior | 444 | ||
| Sexual Response | 444 | ||
| Classic Studies in Psychology: Masters and Johnson’s Observational Study of the Human Sexual Response | 445 | ||
| Different Types of Sexual Behavior | 446 | ||
| Sexual Orientation | 449 | ||
| APA Goal 2: Scientific Reasoning and Critical Thinking | 453 | ||
| Sexual Health | 454 | ||
| Sexually Transmitted Infections | 454 | ||
| Applying Psychology to Everyday Life: The AIDS Epidemicin Russia | 457 | ||
| Chapter Summary | 457 | ||
| Test Yourself | 459 | ||
| Chapter 11: Stress and Health | 460 | ||
| Stress and Stressors | 462 | ||
| The Relationship between Stress and Stressors | 462 | ||
| Environmental Stressors: Life’s Ups and Downs | 463 | ||
| Psychological Stressors: What, Me Worry? | 467 | ||
| Physiological Factors: Stress and Health | 472 | ||
| The General Adaptation Syndrome | 472 | ||
| The Immune System and Stress | 473 | ||
| Health Psychology | 477 | ||
| Cognitive Factors in Stress | 478 | ||
| Personality Factors in Stress | 480 | ||
| Social and Cultural Factors in Stress: People Who Need People | 483 | ||
| APA Goal 2: Scientific Reasoning and Critical Thinking: Homeopathy: An Illusion of Healing | 487 | ||
| Coping with Stress | 488 | ||
| Coping Strategies | 488 | ||
| How Social Support Affects Coping | 491 | ||
| How Culture Affects Coping | 492 | ||
| How Religion Affects Coping | 492 | ||
| Applying Psychology to Everyday Life: Coping with Stress Through Mindfulness Meditation | 494 | ||
| Chapter Summary | 495 | ||
| Test Yourself | 496 | ||
| Chapter 12: Social Psychology | 498 | ||
| Social Influence | 500 | ||
| Conformity | 500 | ||
| Group Behavior | 502 | ||
| Compliance | 504 | ||
| Obedience | 506 | ||
| APA Goal 2: Scientific Inquiry and Critical Thinking: Cults and the Failure of Critical Thinking | 510 | ||
| Social Cognition | 511 | ||
| Attitudes | 511 | ||
| Attitude Change: The Art of Persuasion | 514 | ||
| Cognitive Dissonance: When Attitudes and Behavior Clash | 515 | ||
| Impression Formation | 517 | ||
| Attribution | 518 | ||
| Social Interaction | 522 | ||
| Prejudice and Discrimination | 522 | ||
| How People Learn and Overcome Prejudice | 524 | ||
| Classic Studies in Psychology: Brown Eyes, Blue Eyes | 524 | ||
| Interpersonal Attraction | 527 | ||
| Love Is a Triangle—Robert Sternberg’s Triangular Theory of Love | 529 | ||
| Aggression | 530 | ||
| Prosocial Behavior | 534 | ||
| Applying Psychology to Everyday Life: Peeking Inside the Social Brain | 539 | ||
| Chapter Summary | 540 | ||
| Test Yourself | 542 | ||
| Chapter 13: Theories of Personality | 544 | ||
| Psychodynamic Perspectives | 546 | ||
| Freud’s Conception of Personality | 546 | ||
| Stages of Personality Development | 549 | ||
| The Neo-Freudians | 551 | ||
| Current Thoughts on Freud and the Psychodynamic Perspective | 552 | ||
| The Behavioral and Social Cognitive View of Personality | 555 | ||
| Learning Theories | 555 | ||
| Current Thoughts on the Behavioral and Social Cognitive Learning Views | 557 | ||
| The Third Force: Humanism and Personality | 558 | ||
| Carl Rogers and the Humanistic Perspective | 558 | ||
| Current Thoughts on the Humanistic View of Personality | 560 | ||
| Trait Theories: Who Are You? | 561 | ||
| Allport and Cattell: Early Attempts to List and Describe Traits | 561 | ||
| Modern Trait Theories: The Big Five | 563 | ||
| Current Thoughts on the Trait Perspective | 564 | ||
| Personality: Genetics and Culture | 566 | ||
| The Biology of Personality: Behavioral Genetics | 566 | ||
| Current Findings on the Heritability of Personality | 568 | ||
| Classic Studies in Psychology: Geert Hofstede’s Four Dimensions of Cultural Personality | 568 | ||
| APA Goal 2: Scientific Inquiry and Critical Thinking: Personality, Family, and Culture | 570 | ||
| Assessment of Personality | 571 | ||
| Interviews, Behavioral Assessments, and Personality Inventories | 571 | ||
| Projective Tests | 575 | ||
| Applying Psychology to Everyday Life: Biological Bases of Personality | 577 | ||
| Chapter Summary | 579 | ||
| Test Yourself | 581 | ||
| Chapter 14: Psychological Disorders | 582 | ||
| What Is Abnormality? | 584 | ||
| Changing Conceptions of Abnormality | 584 | ||
| Models of Abnormality | 586 | ||
| Diagnosing and Classifying Disorders | 588 | ||
| Disorders of Anxiety, Trauma, and Stress: What, Me Worry? | 593 | ||
| Anxiety Disorders | 593 | ||
| Other Disorders Related to Anxiety | 595 | ||
| Causes of Anxiety, Trauma, and Stress Disorders | 597 | ||
| Dissociative Disorders: Altered Identities | 600 | ||
| Types of Dissociative Disorders | 600 | ||
| Causes of Dissociative Disorders | 601 | ||
| Disorders of Mood: The Effect of Affect | 603 | ||
| Major Depressive Disorder and Bipolar Disorders | 603 | ||
| Causes of Disordered Mood | 605 | ||
| Eating Disorders and Sexual Dysfunction | 607 | ||
| Eating Disorders | 607 | ||
| Sexual Dysfunctions and Problems | 610 | ||
| Schizophrenia: Altered Reality | 612 | ||
| Symptoms of Schizophrenia | 612 | ||
| Causes of Schizophrenia | 614 | ||
| Personality Disorders: I’m Okay, It’s Everyone Else Who’s Weird | 617 | ||
| Categories of Personality Disorders | 617 | ||
| Causes of Personality Disorders | 618 | ||
| APA Goal 2: Scientific Inquiry and Critical Thinking: Learning More: Psychological Disorders | 619 | ||
| Applying Psychology to Everyday Life: Taking the Worry Out of Exams | 620 | ||
| Chapter Summary | 622 | ||
| Test Yourself | 624 | ||
| Chapter 15: Psychological Therapies | 626 | ||
| Treatment of Psychological Disorders: Past to Present | 628 | ||
| Insight Therapies: Psychodynamic and Humanistic Approaches | 630 | ||
| Psychotherapy Begins: Freud’s Psychoanalysis | 630 | ||
| Humanistic Therapy: To Err Is Human | 632 | ||
| Action Therapies: Behavior Therapies and Cognitive Therapies | 636 | ||
| Behavior Therapies: Learning One’s Way To Better Behavior | 636 | ||
| Cognitive Therapies: Thinking Is Believing | 641 | ||
| Group Therapies: Not Just for the Shy | 645 | ||
| Types of Group Therapies | 645 | ||
| Evaluation of Group Therapy | 646 | ||
| Does Psychotherapy Really Work? | 647 | ||
| Studies of Effectiveness | 648 | ||
| Characteristics of Effective Therapy | 649 | ||
| APA Goal 2: Scientific Inquiry and Critical Thinking: Does It Work? Psychological Treatment | 653 | ||
| Biomedical Therapies | 655 | ||
| Psychopharmacology | 655 | ||
| Ect and Psychosurgery | 659 | ||
| Emerging Techniques | 661 | ||
| Applying Psychology to Everyday Life: Virtual Reality Therapies | 663 | ||
| Chapter Summary | 664 | ||
| Test Yourself | 666 | ||
| Appendix A: Statistics in Psychology | 669 | ||
| Appendix B: Applied Psychology and Psychology Careers | 683 | ||
| Glossary | 697 | ||
| References | 713 | ||
| Credits | 763 | ||
| Name Index | 767 | ||
| A | 767 | ||
| B | 767 | ||
| C | 769 | ||
| D | 770 | ||
| E | 770 | ||
| F | 771 | ||
| G | 771 | ||
| H | 772 | ||
| I | 773 | ||
| J | 773 | ||
| K | 774 | ||
| L | 774 | ||
| M | 775 | ||
| N | 777 | ||
| O | 777 | ||
| P | 777 | ||
| Q | 778 | ||
| R | 778 | ||
| S | 779 | ||
| T | 780 | ||
| U | 781 | ||
| V | 781 | ||
| W | 781 | ||
| X | 782 | ||
| Y | 782 | ||
| Z | 782 | ||
| Subject Index | 783 | ||
| A | 783 | ||
| B | 784 | ||
| C | 785 | ||
| D | 787 | ||
| E | 788 | ||
| F | 788 | ||
| G | 789 | ||
| H | 789 | ||
| I | 790 | ||
| J | 791 | ||
| K | 791 | ||
| L | 791 | ||
| M | 792 | ||
| N | 793 | ||
| O | 793 | ||
| P | 794 | ||
| Q | 796 | ||
| R | 796 | ||
| S | 797 | ||
| T | 799 | ||
| U | 800 | ||
| V | 800 | ||
| W | 800 | ||
| X | 800 | ||
| Y | 800 | ||
| Z | 800 |