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Dietz [fTp. Dattoli [gDA. Scheinberg [gRQ. Gabbard, Gleno Gabbard [gSM. Orion [Gxa. Pangrazi, Aaron Beighle, Deb Pangrazi [h2p. Driscoll [HDM. Woolf [hRF. Levitzky [HRg. Harbinson [IjL. Silverman [ijp. Nelson [iKQ. Scheinberg [iZX. Griggs [jDo. Adams By Paul Kleinman [jhY. Crowther [K2u. Quenzer [kUc. Portny [l0v. O'Donnell [l7d. Gazzaniga [lip. Byrne [Mkn. Giles [mvJ. Oberg [MzX. Richardson [Nur. Weed [nYS. Reber [O Lewis [oas. Lucas II [OpS. Scopes [OW7.
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Page Inborn Abilities and Critical Periods Page Psychological and Cultural Influences Page 7 Learning and Conditioning Page New Reflexes from Old Page Principles of Classical Conditioning Page Learning to Like Page Learning to Fear Page Accounting for Taste Page Reacting to Medical Treatments Page The Birth of Radical Behaviorism Page The Consequences of Behavior Page The Importance of Responses Page Skinner: The Man and the Myth Page The Pros and Cons of Punishment Page The Problems with Reward Page Latent Learning Page Social-Cognitive Learning Theories Page 8 Behavior in Social and Cultural Context Page Roles and Rules Page The Obedience Study Page The Prison Study Page Why People Obey Page Attributions Page Attitudes Page Individuals in Groups Page Conformity Page Groupthink Page The Wisdom and Madness of Crowds Page Altruism and Dissent Page Ethnic Identity Page Ethnocentrism Page Stereotypes Page Group Conflict and Prejudice Page The Origins of Prejudice Page Defining and Measuring Prejudice Page The Many Targets of Prejudice Page Reducing Conflict and Prejudice Page The Question of Human Nature Page 9 Thinking and Intelligence Page The Elements of Cognition Page How Conscious Is Thought?
Page Problem Solving and Decision Making Page Reasoning Rationally Page Exaggerating the Improbable and Minimizing the Probable Page Biases and Mental Sets Page The Need for Cognitive Consistency Page Overcoming Our Cognitive Biases Page Measuring the Invisible Page Elements of Intelligence Page Animal Intelligence Page Animals and Language Page Thinking about the Thinking of Animals Page 10 Memory Page Reconstructing the Past Page The Manufacture of Memory Page The Conditions of Confabulation Page The Eyewitness on Trial Page Measuring Memory Page Models of Memory Page Changes in Neurons and Synapses Page Where Memories Are Made Page Hormones, Emotion, and Memory Page Encoding, Rehearsal, and Retrieval Page Mechanisms of Forgetting Page The Repression Controversy Page 11 Emotion, Stress, and Health Page Emotion and the Face Page Emotion and the Brain Page Emotion and the Mind Page Emotion and Culture Page Communicating Emotions Page Gender and Emotion Page Stress and the Body Page Stress and the Mind Page Stress and Emotion Page Emotional Inhibition and Expression Page Solving the Problem Page Rethinking the Problem Page Drawing on Social Support Page 12 Motivation Page The Biology of Weight Page Environmental Influences on Weight Page The Biology of Love Page The Psychology of Love Page Gender, Culture, and Love Page The Biology of Desire Page The Psychology of Desire Page Gender, Culture, and Sex Page The Effects of Motivation on Work Page The Effects of Work on Motivation Page Imagining and Attaining Happiness Page 13 Development over the Lifespan Page Prenatal Development Page Attachment Page Language Page Thinking Page Early Views of Moral Development Page Getting Children to Be Good Page Gender Identity Page Influences on Gender Development Page The Physiology of Adolescence Page The Psychology of Adolescence Page Adulthood Page Stages and Ages Page The Transitions of Life Page Old Age Page 14 Theories of Personality Page Freud and Psychoanalysis Page Other Psychodynamic Approaches Page Evaluating Psychodynamic Theories Page Popular Personality Tests Page Core Personality Traits Page Rate Your Traits Page Heredity and Temperament Page Heredity and Traits Page Evaluating Genetic Theories Page Situations and Social Learning Page Parental Influence—and Its Limits Page The Power of Peers Page Culture, Values, and Traits Page Evaluating Cultural Approaches Page The Inner Experience Page Humanist Approaches Page Narrative Approaches Page Evaluating Humanist and Narrative Approaches Page 15 Psychological Disorders Page Dilemmas of Definition Page Dilemmas of Diagnosis Page Dilemmas of Determination Page Anxiety Disorders Page Anxiety and Panic Page Fears and Phobias Page Trauma and Obsessive—Compulsive Disorders Page Posttraumatic Stress Disorder Page Obsessions and Compulsions Page Depression Page Origins of Depression Page Borderline Personality Disorder Page Antisocial Personality Disorder Page Psychopathy: Myths and Evidence Page Biology and Addiction Page Learning, Culture, and Addiction Page Debating the Causes of Addiction Page Putting the Pieces Together Page Symptoms of Schizophrenia Page Origins of Schizophrenia Page 16 Approaches to Treatment and Therapy Page The Question of Drugs Page Direct Brain Intervention Page Psychodynamic Therapy Page Behavior and Cognitive Therapy Page Humanist and Existential Therapy Page Family and Couples Therapy Page The Scientist—Practitioner Gap Page When Therapy Helps Page When Therapy Harms Page Glossary Page References Page Credits Page Index Page All Rights Reserved.
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Tavris, Carol, author. Swinkels, Alan, author. Description: Twelfth edition. Carole Wade For Ronan, in loving memory. Positive Emotions: Do They Help? A textbook is not a laundry list of items, and its writers are not simply reporters. For us, the most important job of an introductory textbook in psychology is to help students learn to think like a psychologist, and to understand why scientific and critical thinking is so important to the decisions they make in their own lives.
Today, for example, the public in general, and students in particular, need to learn about the astonishing new developments in neuroscience, but they also need to learn to think intelligently about them. Not all of these developments are as dramatic or applicable as they are often made to appear in the popular press. Not all of the findings that are reported are based on good science, no matter how fancy the tools that produced them.
As always, in every chapter, we have updated the research to reflect progress in the field and cutting-edge discoveries. In addition, all chapter content is mapped to revised learning objectives, which highlight the major concepts throughout each chapter. The Test Bank items are also keyed to these learning objectives. Goals and Principles From the first edition of this book, five goals and principles have guided our writing. Here they are. Thinking Critically about Critical Thinking In a textbook, true critical thinking cannot be reduced to a set of rhetorical questions, a short boxed feature, or a formula for analyzing studies; it is a process that must be woven seamlessly into the narrative.
The first step is to define what critical thinking is and what it is not. Chapter 1 introduces Eight Guidelines to Critical Thinking, which we draw on throughout the text as we evaluate research and popular ideas.
The second step is to model these guidelines in our evaluations of research and popular ideas. Photo captions, writing prompts, and of course the narrative itself offer opportunities for students to sharpen their critical thinking skills to become active readers and active learners of psychology.
We have changed the Quick Quiz feature that was in previous editions to incorporate new end of module and end of chapter assessment. Many quiz questions include critical-thinking items that invite the students to reflect on the implications of findings and consider how psychological principles might illuminate real-life issues. Exploring New Research in Biology and Neuroscience Findings from the Human Genome Project, studies of behavioral genetics and epigenetics, discoveries about the brain, technologies such as fMRI, and the proliferation of medications for psychological disorders—all have had a profound influence on our understanding of human behavior and on interventions to help people with chronic problems.
This work cannot be confined to a single chapter. Accordingly, we report new findings from biology and neuroscience wherever they are relevant throughout the book: in discussions of neurogenesis in the brain, memory, emotion, stress, child development, aging, mental illness, personality, and many other topics. To further emphasize the integration of biology with other areas of research in understanding human problems, many chapters also have a feature called Biology and.
Our goal is to provide students with a structure for interpreting research they will hear or read about in the future. Mainstreaming Culture and Gender At the time of our first edition, some considered our goal of incorporating research on gender and culture into introductory psychology to be quite radical, either a sop to political correctness or a fluffy and superficial fad.
Today, the issue is no longer whether to include these topics, but how best to do it. From the beginning, our own answer has been to include studies of gender and culture in the main body of the text, wherever they are relevant to the larger discussion, rather than relegating these studies to an intellectual ghetto of separate chapters or boxed features. We discuss gender differences—and similarities—in many areas, from the brain, emotion, and motivation to heroism, sexuality, love, and eating disorders.
Over the years, most psychologists have come to appreciate the influence of culture on all aspects of life, from nonverbal behavior to the deepest attitudes about how the world should be. We present empirical findings about culture and ethnicity as topics warrant throughout the book. Thus, we try to apply critical thinking to our own coverage of culture, avoiding the twin temptations of ethnocentrism and stereotyping. Facing the Controversies Psychology has always been full of lively, sometimes angry, debates, and we feel that students should not be sheltered from them.
They are what make psychology so interesting! In this book, we candidly address controversies in the field of psychology, try to show why they are occurring, and suggest the kinds of questions that might lead to useful answers in each case.
Applications and Active Learning Finally, throughout this book, we have kept in mind one of the soundest findings about learning: It requires the active encoding of material. Several pedagogical features in particular encourage students to become actively involved in what they are reading.
You Are about to Learn. Other pedagogical features designed to help students study and learn better include review tables; a running glossary that defines boldfaced technical terms on the pages where they occur for handy reference and study; a cumulative glossary at the back of the book; a list of key terms at the end of each chapter that includes page numbers so that students can find the sections where the terms are covered; chapter outlines; and chapter summaries in paragraph form to help students review.
Taking Psychology with You, a feature that concludes each chapter, illustrates the practical implications of psychological research for individuals, groups, institutions, and society. This feature tackles topics of personal interest and relevance to many students: Does watching media violence or playing violent video games increase violence? How much control do we have over our emotions and our health? How can we motivate ourselves to reach our goals? Do not try to read this textbook the way you might read a novel, taking in large chunks at a sitting.
If you are like most students, your favorite strategy is to read the textbook and your notes, and then simply read them again, but this is not really the best way to learn. Test yourself again and again until you learn the material. At the end of Chapter 1, we provide you with some other proven techniques to help you learn. To get the most from your studying we recommend that you read only a part of each chapter at a time.
We have never gotten over our own initial excitement about psychology, and we have done everything we can think of to make the field as lively and absorbing for you as it is for us. However, what you bring to your studies is as important as what we have written. This text will remain only a collection of pages unless you choose to read actively, using the many active-learning and critical-thinking features we have provided.
Psychology can make a real difference in your own life, and we hope you will enjoy studying about it in this book. Welcome to psychology! Carole Wade Carol Tavris Overview of Critical Thinking One of the greatest benefits of studying psychology is that you learn not only about the findings of the field but also how to think critically.
The following eight guidelines, which are emphasized throughout this book, will help you separate good psychology from pseudoscience. For a full description, see Chapter 1. Chapter 13 2 Define your terms. Is feeling uncomfortable around unfamiliar members of another group the same as being prejudiced toward them?
Is having an unconscious negative association with a stereotyped group the same as being overtly bigoted? Is it good to believe that you can control everything? Chapter 11 3 Examine the evidence. Do these interventions help, make no difference, or sometimes make matters worse? Does the evidence support his memory? Can Jim speak fourteenth-century French and report accurate details of a life in a Parisian palace? Chapter 5 4 Analyze assumptions and biases.
Are they right? Chapter 11 5 Avoid emotional reasoning. How might their emotions and differing values affect their ability to assess the evidence for or against those beliefs? Are they kidding themselves?
But might excessive alcohol cause brain abnormalities? Or could a third factor be involved? Chapters 2 and 7 8 Tolerate uncertainty. Do they have deep hidden meanings or are they random signals of a sleeping brain? We at Pearson Publishers have made every effort to provide high-quality instructor and student supplements that will save you preparation time and will enhance the classroom experience.
After you have registered and your status as an instructor is verified, you will be emailed a login name and password. Use your login name and password to access the catalogue. Under the description of each supplement is a link that allows you to download and save it to your computer. You can request hard copies of the supplements through your Pearson sales representative.
For technical support for any of your Pearson products, you and your students can contact This immersive educational technology boosts student engagement, which leads to better understanding of concepts and improved performance throughout the course.
An additional feature for the test bank is the inclusion of rationales for the conceptual and applied multiple-choice questions. The rationales help instructors to evaluate the questions they are choosing for their tests and give instructors the option to use the rationales as an answer key for their students. A Total Assessment Guide chapter overview makes creating tests easier by listing all of the test items in an easy-to-reference grid. Instructors can write questions and tests online, allowing them flexibility and the ability to efficiently manage assessments at any time, anywhere.
How does the biological perspective explain thoughts, feeling and behaviours? What are the topics of study? They focus on how bodily events affect responses. The topics of study are: The nervous system, hormones, brain chemistry, hereditry, evolutionary influences. Eg Sample finding on violence: Brain damage caused by birth complications or child abuse might incline some people towards violence.
How does the learning perspective explain thoughts, feeling and behaviours? They focus on how the enviroment and experience affect an organism's actions. The topics of study are: a: Behaviorial - enviromental determinants of observable behaviour. Eg Sample finding on violence: a: Violence increases when it pays off. How does the cognitive perspective explain thoughts, feeling and behaviours? They emphaize what goes on in people's heads. The topics of study are: Thinking, memory, language, problem solving, perceptions.
Eg Sample finding on violence: Violent people are often quick to percieve provocation and insult. How does the sociocultural perspective explain thoughts, feeling and behaviours?
This focuses on social and cultural forces outside the individual. The topics of study are: a: Social Psychology: social rules and roles, groups and relationships b: Cultural Psychology: cultural norms, values and expectations.
Eg Sample finding on violence: a: People are often more aggressive in a crowd than they would be on their own. How does the psychodynamic perspective explain thoughts, feeling and behaviours? This deals with unconscious dynamics within individulas such as inner forces, conflicts or instinctual energy. The topics of study are: unconscious thoughts,desires and conflicts. Eg Sample finding on violence: A man who murders a prostitute may have unconscious conflicts about his mother and about sexuality.
What role did humanism and feminism play in shaping the development of modern psychology? The approaches do not fit into the five perspectives, but they have: 1: Influenced the questions researchers ask. What are the main differences between basic and applied psychology? Cram has partnered with the National Tutoring Association Claim your access.
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