Download Reading Study Guide

Ciccarelli and White, PSYCHOLOGY AP Edition 2/e (Pearson 2011)
(RSGs)
1. The Science of Psychology
Txtbk.
Pgs.
2-45
Doc.
Pgs.
3-5
2. The Biological Perspective
46-87
7-9
3. Sensation and Perception
88-131
11-13
4. Consciousness: Sleep, Dreams, Hypnosis, and Drugs
132-173
15-17
5. Learning
174-217
19-21
6. Memory
218-259
23-25
7. Cognition: Thinking and Language, Intelligence and Testing
260-305
27-29
8. Motivation and Emotion
306-343
31-33
9. Stress and Health
344-383
35-37
10. Development over a Life Span
384-433
39-42
11. Theories of Personality
434-471
43-45
12. Psychological Disorders
472-513
47-50
13. Psychological Therapies
514-553
51-54
14. Social Psychology
554-599
55-57
RSGs
1. Outline the chapter
2. Vocabulary
3. Ch. Learning Outcomes (LOs)
N.B. (Latin nota bene “note well,” “be well advised,” “Yo! Pay attention!”) These outcomes are nicely
summarized at the end of each chapter. You may not copy these Chapter Summary bullet points. You must
answer these in your own words and with significantly expanded definitions and explanations.
Students should write out the Chapter/Whiteboard outlines prior to class lectures/discussions.
With textbook, get Video Clips and check out MyPsychLab for online study, quizzes, …
Summer Assignment
1. Students Outline Textbook Introduction, p. I-1 to I-15
2. Ch. 1 “The Science of Psychology,” p. 2-45 Full RSG
3. Ch. 14 “Social Psychology,” p. 554-599 Full RSG
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AP Psychology
Mrs. Wimbley
Ciccarelli and White, Psychology AP Edition 2/e (Pearson, 2011)
Reading Study Guide (RSG)
Ch. 1 “The Science of Psychology”
“Watch what I can make Pavlov do. As soon as I drool,
he’ll smile and write in his little book.”
How do you want me to answer that question?
As a member of my ethnic group, educational
class, income group, or religious category?
3
I. Chapter Outline. For each chapter, begin by taking notes on the chapter’s content in the form of a
comprehensive and annotated outline. A purpose of this task is to habituate yourself to taking notes on what
you read in preparation for the exponential leap in reading you will do in college. A “comprehensive and
annotated” outline is not just a listing of the chapter’s headings and subsections, but rather a system of notetaking that is your own balance of efficiency and completeness. For instance, the following section headings
for the first chapter provides an organizational framework, but is an example of an outline that, were you to
merely copy it would demonstrate virtually no effort, thought, or learning on your part, and which
coincidentally would earn a failing grade. Your task for each chapter will be to expand significantly and
comprehensively on the basic organizational template like the one below. The style does not matter (Cornell,
bullets, full sentences…); efficient and comprehensive does. Keep in mind that the more and better and
effortfully you “frontload” notes here, the less you will need to re-read the text when exams roll around.
I. What is Psychology? (p. 4)
A. The Field of Psychology
B. Psychology’s Goals
II. Psychology Then: The History of Psychology (p. 6)
A. Wundt, Introspection, and a Laboratory
B. Titchener and Structuralism in America
C. William James and Functionalism
D. Gestalt Psychology and the “Whole”
E. Sigmund Freud and a Theory of Personality
F. Pavlov, Watson, and the Dawn of Behaviorism
III. Psychology Now: Modern Perspectives (p. 13)
A. Psychodynamic
B. Behavioral
C. Humanistic
D. Cognitive
E. Sociocultural
F. Biopsychological
G. Evolutionary
IV. Psychological Professionals and Areas of Specialization (p. 17)
V. Psychology: The Science (p. 20)
A. Why Psychologists use the Scientific Method
B. Descriptive Methods
C. Finding Relationships
VI. Classic Study: Teresa Amabile and Extrinsic Rewards
VII. Ethics of Psychological Research (p. 35)
A. Human Subjects/Participants
B. Non-human Animal Subjects
VIII. Critical Thinking (p. 36)
A. The Criteria for Critical Thinking
B. Pseudopsychologies
IX. Applying Psychology to Everyday Life
N.B. (Latin nota bene: “note well,” “be well advised,” “Yo! Pay attention!”) It is not enough merely to take
good notes. It is not enough merely to transfer content information from one (textbook) page to another
(notebook) page. A purpose here is to learn, then overlearn, then re-learn, and so on. Please, please, please take
some time every night to read over and to think about the notes you take. It doesn’t have to be much—15
minutes or so—but for meaningful learning to occur, review should be repeated and distributed, not crammed.
4
II. Vocabulary. Psychology is a concept-driven course with unique and specialized vocabularies for its various
topics. Write out complete definitions for each of the following terms. My recommendation is that after you
copy the specific textbook definition, you rewrite the definition in your own words to demonstrate that you
understand the meaning of the term. N.B. It is not enough to write the definitions. Please review terms nightly.
psychology
psychiatrist
experiment
introspection
psychoanalyst
operational definition
structuralism
psychologist
independent variable
functionalism
scientific method
dependent variable
Gestalt psychology
hypothesis
experimental group
psychoanalysis
replicate
control group
behaviorism
observer effect
random assignment
psychodynamic perspective
participant observation
placebo effect
humanistic perspective
observer bias
experimenter effect
cognitive perspective
case study
single-blind study
cognitive neuroscience
representative sample
double-blind study
sociocultural perspective
population
informed consent
biopsychological perspective
correlation
debriefing
evolutionary perspective
correlation coefficient
pseudopsychology
critical thinking
III. Learning Outcomes (LOs). Each chapter is structured around learning outcomes that are correlated to
both the American Psychological Association’s (APA) 10 recommended goals for an undergraduate psychology
major as well as to Advanced Placement (AP) curriculum learning outcomes. The final task of the RSG is to
write out comprehensive responses to each of the following chapter learning outcomes. N.B. These outcomes
are nicely summarized at the end of each chapter. You may not copy these Chapter Summary bullet points. You
must answer these in comprehensive paragraphs and in your own words and with significantly expanded
definitions and explanations for all terms.
1.1 What defines psychology as a field of study and what are psychology’s four primary goals?
1.2 How did structuralism and functionalism differ, and who were the important people in those early fields?
1.3 What were the basic ideas and who were the important people behind the early approaches known as
Gestalt, psychoanalysis, and behaviorism?
1.4 What are the basic ideas behind the seven modern perspectives, as well as the important contributions of
Skinner, Maslow, and Rogers?
1.5 How does a psychiatrist differ from a psychologist, and what are the other types of professionals who work
in the various areas of psychology?
1.6 Why is psychology considered a science, and what are the steps in using the scientific method?
1.7 How are naturalistic and laboratory settings used to describe behavior, and what are some of the advantages
and disadvantages associated with these settings?
1.8 How are case studies and surveys used to describe behavior, and what are some drawbacks to each of these
methods?
1.9 What is the correlational technique, and what does it tell researchers about relationships?
1.10 How are operational definitions, independent and dependent variables, experimental and control groups,
and random assignment used in designing an experiment?
1.11
How do the placebo and experimenter effect cause problems in an experiment, and how can singleblind and double-blind studies control for these effects?
1.12
What are the basic elements of Amabile’s creativity experiment?
1.13
What are some ethical concerns that can occur when conducting research with people and animals?
1.14
What are the basic principles of critical thinking, and how can critical thinking be useful in everyday
life?
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AP Psychology
Mrs. Wimbley
Ciccarelli and White, Psychology AP Edition 2/e (Pearson, 2011)
Reading Study Guide (RSG)
Ch. 2 “The Biological Perspective”
Thanks for almost everything, Dad.
The title of my project is, “My brother: Nature or Nurture?”
7
I. Chapter Outline. For each chapter, begin by taking notes on the chapter’s content in the form of a
comprehensive and annotated outline. A purpose of this task is to habituate yourself to taking notes on what
you read in preparation for the exponential leap in reading you will do in college. A “comprehensive and
annotated” outline is not just a listing of the chapter’s headings and subsections, but rather a system of notetaking that is your own balance of efficiency and completeness. For instance, the following section headings
for the first chapter provides an organizational framework, but is an example of an outline that, were you to
merely copy it would demonstrate virtually no effort, thought, or learning on your part, and which
coincidentally would earn a failing grade. Your task for each chapter will be to expand significantly and
comprehensively on the basic organizational template like the one below. The style does not matter (Cornell,
bullets, full sentences…); efficient and comprehensive does. Keep in mind that the more and better and
effortfully you “frontload” notes here, the less you will need to re-read the text when exams roll around.
I. An Overview of the Nervous System (p. 48)
II. Neurons and Nerves: Building the Network (p. 49)
A. Structure of the Neuron—the Nervous System’s Building Block
B. Generating the Message within the Neuron—the Neural Impulse
C. Sending the Message to other Cells—the Synapse
D. Neurotransmitters—Messengers of the Network
E. Cleaning up the Synapse—Reuptake and Enzymes
III. The Central Nervous System: The “Central Processing Unit” (CPU) (p. 59)
A. The Brain
B. The Spinal Cord
IV The Peripheral Nervous System: Nerves on the Edge (p. 61)
A. The Somatic Nervous System
B. The Autonomic Nervous System
V. Peeking Inside the Brain (p. 65)
A. Clinical Studies
B. Brain Imaging
VI. From the Bottom Up: The Structures of the Brain (p. 68)
A. The Hindbrain
B. The Midbrain: Structures under the Cortex
C. The (Cerebral) Cortex
D. The Association Areas of the Cortex
Classic Study: Ramachandran (1998) “Through the Looking Glass: Spatial Neglect”
E. The Cerebral Hemispheres: Are You in Your Right Mind?
VII. The Chemical Connection: the Endocrine Glands (p. 79)
A. The Pituitary: Master Hormone of the Universe
B. The Pineal Gland
C. The Thyroid Gland
D. The Pancreas
E. The Gonads
F. The Adrenal Glands
VIII. Applying Psychology to Everyday Life: “Reflections on Mirror Neurons” (p. 82)
N.B. (Latin nota bene: “note well,” “be well advised,” “Yo! Pay attention!”) It is not enough merely to take
good notes. It is not enough merely to transfer content information from one (textbook) page to another
(notebook) page. A purpose here is to learn, then overlearn, then re-learn, and so on. Please, please, please take
some time every night to read over and to think about the notes you take. It doesn’t have to be much—15
minutes or so—but for meaningful learning to occur, review should be repeated and distributed, not crammed.
8
II. Vocabulary. Psychology is a concept-driven course with unique and specialized vocabularies for its various
topics. Write out complete definitions for each of the following terms. My recommendation is that after you
copy the specific textbook definition, you rewrite the definition in your own words to demonstrate that you
understand the meaning of the term. N.B. It is not enough to write the definitions. Please review terms nightly.
nervous system
neuroscience
neuron
dendrite
soma
axon
glial cells
myelin
nerves
resting potential
action potential
all-or-none law
axon terminals
synaptic knob
synaptic vesicles
neurotransmitter
synapse
receptor sites
excitatory synapse
inhibitory synapse
agonist
antagonist
reuptake
CNS
spinal cord
afferent neuron
efferent neuron
interneuron
reflex arc
neuroplasticity
stem cells
PNS
somatic NS
autonomic NS
sensory pathway
motor pathway
sympathetic division
parasympathetic division
deep lesioning
EEG
CT
MRI
PET
fMRI
medulla
pons
reticular formation
cerebellum
limbic system
thalamus
olfactory bulbs
hypothalamus
hippocampus
amygdala
cerebral cortex
cerebral hemispheres
corpus callosum
occipital lobe
parietal lobes
somatosensory cortex
temporal lobes
frontal lobes
motor cortex
association areas
Broca’s aphasia
Wernicke’s aphasia
spatial neglect
cerebrum
split brain research
endocrine glands
hormone
pituitary gland
pineal gland
thyroid gland
gonads
ovaries
testes
adrenal glands
mirror neurons
III. Learning Outcomes (LOs). Each chapter is structured around learning outcomes that are correlated to
both the American Psychological Association’s (APA) 10 recommended goals for an undergraduate psychology
major as well as to Advanced Placement (AP) curriculum learning outcomes. The final task of the RSG is to
write out comprehensive responses to each of the following chapter learning outcomes. N.B. These outcomes
are nicely summarized at the end of each chapter. You may not copy these Chapter Summary bullet points. You
must answer these in comprehensive paragraphs and in your own words and with significantly expanded
definitions and explanations for all terms.
2.1
2.2
2.3
2.4
2.5
2.6
2.7
2.8
2.9
2.10
2.11
What are the nervous system, neurons, and nerves, and how do they relate to one another?
How do neurons use neurotransmitters to communicate with each other and with the body?
How do the brain and spinal cord interact?
How do the somatic and autonomic nervous systems allow people and animals to interact with their surroundings
and control the body’s automatic functions?
How do psychologists study the brain and how it works?
What are the different structures of the bottom part of the brain and what do they do?
What are the structures of the brain that control emotion, learning, memory, and motivation?
What parts of the cortex control the different senses and the movement of the body?
What parts of the cortex are responsible for higher forms of thought, such as language?
How does the left side of the brain differ from the right side?
How do the hormones released by glands interact with the nervous system and affect behavior?
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10
AP Psychology
Mrs. Wimbley
Ciccarelli and White, Psychology AP Edition 2/e (Pearson, 2011)
Ch. 3 “Sensation and Perception”
11
Reading Study Guide (RSG)
I. Chapter Outline. For each chapter, begin by taking notes on the chapter’s content in the form of a
comprehensive and annotated outline. A purpose of this task is to habituate yourself to taking notes on what
you read in preparation for the exponential leap in reading you will do in college. A “comprehensive and
annotated” outline is not just a listing of the chapter’s headings and subsections, but rather a system of notetaking that is your own balance of efficiency and completeness. For instance, the following section headings
for the first chapter provides an organizational framework, but is an example of an outline that, were you to
merely copy it would demonstrate virtually no effort, thought, or learning on your part, and which
coincidentally would earn a failing grade. Your task for each chapter will be to expand significantly and
comprehensively on the basic organizational template like the one below. The style does not matter (Cornell,
bullets, full sentences…); efficient and comprehensive does. Keep in mind that the more and better and
effortfully you “frontload” notes here, the less you will need to re-read the text when exams roll around.
I. The ABCs of Sensation (p. 90)
A. What is Sensation?
B. Sensory Thresholds
C. Habituation and Sensory Adaptation
II. The Science of Seeing (p. 93)
A. Perceptual Properties of Light: Catching the Waves
B. The Structure of the Eye
C. How the Eye Works
D. Perception of Color
III. The Hearing Sense: Can You Hear Me Now? (p. 101)
A. Perception of Sound: Good Vibrations
B. The Structure of the Ear: Follow the Vibes
C. Theories of Pitch
D. Types of Hearing Impairments
IV. Chemical Senses: It Tastes Good, but It Smells Terrible (p. 106)
A. Gustation: How We Taste the World
B. The Sense of Scents: Olfaction
V. Somesthetic Senses: What the Body Knows (p. 110)
A. Perception of Touch, Pressure, and Temperature
B. Pain: Gate-Control Theory
C. The Kinesthetic Sense
D. The Vestibular Sense
VI. The ABCs of Perception (p. 114)
A. The Role of Attention
B. The Constancies: Size, Shape, and Brightness
C. The Gestalt Principles
D. Development of Perception
Classic Study: Gibson (1950s) “The Visual Cliff”
E. Depth Perception
F. Perceptual Illusions
G. Factors that Influence Perception
VII. Applying Psychology to Everyday Life: “Thinking Critically about ESP” (p. 125)
N.B. (Latin nota bene: “note well,” “be well advised,” “Yo! Pay attention!”) It is not enough merely to take
good notes. It is not enough merely to transfer content information from one (textbook) page to another
(notebook) page. A purpose here is to learn, then overlearn, then re-learn, and so on. Please, please, please take
some time every night to read over and to think about the notes you take. It doesn’t have to be much—15
minutes or so—but for meaningful learning to occur, review should be repeated and distributed, not crammed.
12
II. Vocabulary. Psychology is a concept-driven course with unique and specialized vocabularies for its various
topics. Write out complete definitions for each of the following terms. My recommendation is that after you
copy the specific textbook definition, you rewrite the definition in your own words to demonstrate that you
understand the meaning of the term. N.B. It is not enough to write the definitions. Please review terms nightly.
synesthesia
sensation
transduction
just noticeable difference
absolute threshold
habituation
sensory adaptation
brightness
color
saturation
visual accommodation
rods
cones
blind spot
dark adaptation
light adaptation
trichromatic theory
afterimage
opponent-process theory
color blindness
hertz (Hz)
pitch
decibel (dB)
outer ear
pinna
auditory canal
middle ear
inner ear
cochlea
auditory nerve
place theory
frequency theory
volley principle
gustation
olfaction
olfactory bulbs
somesthetic senses
skin senses
kinesthetic sense
vestibular sense
gate-control theory
sensory conflict theory
perception
size constancy
shape constancy
brightness constancy
Gestalt
figure-ground
reversible figures
proximity
similarity
closure
continuity
contiguity
depth perception
monocular cues
binocular cues
linear perspective
relative size
interposition
texture gradient
convergence
binocular disparity
Muller-Lyer illusion
perceptual set
top-down processing
bottom-up processing
parapsychology
III. Learning Outcomes (LOs). Each chapter is structured around learning outcomes that are correlated to
both the American Psychological Association’s (APA) 10 recommended goals for an undergraduate psychology
major as well as to Advanced Placement (AP) curriculum learning outcomes. The final task of the RSG is to
write out comprehensive responses to each of the following chapter learning outcomes. N.B. These outcomes
are nicely summarized at the end of each chapter. You may not copy these Chapter Summary bullet points. You
must answer these in comprehensive paragraphs and in your own words and with significantly expanded
definitions and explanations for all terms.
3.1 How does sensation travel through the central nervous system, and why are some sensations ignored?
3.2 What is light, and how does it travel through the various parts of the eye?
3.3 How do the eyes see, and how do the eyes see different colors?
3.4 What is sound, and how does it travel through the various parts of the ear?
3.5 Why are some people unable to hear, and how can their hearing be improved?
3.6 How do the senses of taste and smell work, and how are they alike?
3.7 What allows people to experience the sense of touch, pain, motion, and balance?
3.8 What are perception and perceptual constancies?
3.9 What are the Gestalt principles of perception?
3.10 How do infants develop perceptual abilities, including the perception of depth and its cues?
3.11 What are visual illusions, and how can they and other factors influence and alter perception?
13
14
AP Psychology
Mrs. Wimbley
Ciccarelli and White, Psychology AP Edition 2/e (Pearson, 2011)
Reading Study Guide (RSG)
Ch. 4 “Consciousness: Sleep, Dreams, Hypnosis, and Drugs”
“Boy, are my eyes tired! I had REM
sleep all night long.
15
I. Chapter Outline. For each chapter, begin by taking notes on the chapter’s content in the form of a
comprehensive and annotated outline. A purpose of this task is to habituate yourself to taking notes on what
you read in preparation for the exponential leap in reading you will do in college. A “comprehensive and
annotated” outline is not just a listing of the chapter’s headings and subsections, but rather a system of notetaking that is your own balance of efficiency and completeness. For instance, the following section headings
for the first chapter provides an organizational framework, but is an example of an outline that, were you to
merely copy it would demonstrate virtually no effort, thought, or learning on your part, and which
coincidentally would earn a failing grade. Your task for each chapter will be to expand significantly and
comprehensively on the basic organizational template like the one below. The style does not matter (Cornell,
bullets, full sentences…); efficient and comprehensive does. Keep in mind that the more and better and
effortfully you “frontload” notes here, the less you will need to re-read the text when exams roll around.
I. What is Consciousness? (p. 134)
A. Definition
B. Altered States of Consciousness
II. Altered States: Sleep (p. 135)
A. The Biology of Sleep
B. The Role of the Hypothalamus: the Mighty Mite
C. The Stages of Sleep: REM and Non-REM
D. What Happens in REM Sleep?
E. Sleep Disorders
III. Dreams (p. 147)
A. Freud’s Interpretation: Dreams as Wish Fulfillment
B. The Activation-Synthesis Hypothesis
C. What Do People Dream About?
IV. Altered States: Hypnosis (p. 151)
A. Steps in Hypnotic Induction
B. Fact or Myth: What Can Hypnosis Really Do?
C. Theories of Hypnosis
V. Altered States: Psychoactive Drugs (p. 154)
A. Physical Dependence
B. Psychological Dependence
C. Stimulants: Up, Up, and Away
D. Depressants: Down in the Valley
E. Narcotics: I Feel Your Pain
F. Hallucinogens: Higher and Higher
G. Marijuana
VI. Applying Psychology to Everyday Life: “Are You Sleep Deprived?” (p. 167)
A. Causes of Sleep Deprivation
B. How Can You Tell?
N.B. (Latin nota bene: “note well,” “be well advised,” “Yo! Pay attention!”) It is not enough merely to take
good notes. It is not enough merely to transfer content information from one (textbook) page to another
(notebook) page. A purpose here is to learn, then overlearn, then re-learn, and so on. Please, please, please take
some time every night to read over and to think about the notes you take. It doesn’t have to be much—15
minutes or so—but for meaningful learning to occur, review should be repeated and distributed, not crammed.
16
II. Vocabulary. Psychology is a concept-driven course with unique and specialized vocabularies for its various
topics. Write out complete definitions for each of the following terms. My recommendation is that after you
copy the specific textbook definition, you rewrite the definition in your own words to demonstrate that you
understand the meaning of the term. N.B. It is not enough to write the definitions. Please review terms nightly.
consciousness
waking consciousness
altered consciousness
circadian rhythm
microsleeps
sleep deprivation
adaptive theory
restorative theory
REM
non-REM sleep
alpha waves
sleep spindles
delta waves
REM paralysis
somnambulism
night terrors
insomnia
sleep apnea
narcolepsy
activation-synthesis model
activation-information-mode model
hypnosis
social-cognitive theory
psychoactive drugs
dependence
addiction
tolerance
withdrawal
stimulant
depressant
narcotic
hallucinogen
amphetamines
barbiturate
benzodiazepine
opium
LSD
PCP
MDMA (Ecstasy)
marijuana
mescaline
psilocybin
III. Learning Outcomes (LOs). Each chapter is structured around learning outcomes that are correlated to
both the American Psychological Association’s (APA) 10 recommended goals for an undergraduate psychology
major as well as to Advanced Placement (AP) curriculum learning outcomes. The final task of the RSG is to
write out comprehensive responses to each of the following chapter learning outcomes. N.B. These outcomes
are nicely summarized at the end of each chapter. You may not copy these Chapter Summary bullet points. You
must answer these in comprehensive paragraphs and in your own words and with significantly expanded
definitions and explanations for all terms.
4.1
4.2
4.3
4.4
4.5
4.6
4.7
4.8
What does it mean to be conscious, and are there different levels of consciousness?
Why do people need to sleep, and how does sleep work?
What are the different stages of sleep, including the stage of dreaming and its importance?
How do sleep disorders interfere with normal sleep?
Why do people dream, and what do they dream about?
How does hypnosis affect consciousness?
What is the difference between a physical dependence and a psychological dependence on a drug?
How do stimulants and depressants affect consciousness, and what are the dangers associated with taking them,
particularly alcohol?
4.9 What are some of the effects and dangers of using narcotics and hallucinogens, including marijuana?
4.10 How serious is the problem of sleep deprivation?
17
18
AP Psychology
Mrs. Wimbley
Ciccarelli and White, Psychology AP Edition 2/e (Pearson, 2011)
Reading Study Guide (RSG)
Ch. 5 “Learning”
“Oh, not bad. The light comes on, I press the bar,
they write me a check. How about you?”
“Watch what I can make Pavlov do. As soon as I
drool, he’ll smile and write in his little book.”
19
I. Chapter Outline. For each chapter, begin by taking notes on the chapter’s content in the form of a
comprehensive and annotated outline. A purpose of this task is to habituate yourself to taking notes on what
you read in preparation for the exponential leap in reading you will do in college. A “comprehensive and
annotated” outline is not just a listing of the chapter’s headings and subsections, but rather a system of notetaking that is your own balance of efficiency and completeness. For instance, the following section headings
for the first chapter provides an organizational framework, but is an example of an outline that, were you to
merely copy it would demonstrate virtually no effort, thought, or learning on your part, and which
coincidentally would earn a failing grade. Your task for each chapter will be to expand significantly and
comprehensively on the basic organizational template like the one below. The style does not matter (Cornell,
bullets, full sentences…); efficient and comprehensive does. Keep in mind that the more and better and
effortfully you “frontload” notes here, the less you will need to re-read the text when exams roll around.
I. Definition (p. 176)
II. Classical Conditioning: It Makes Your Mouth Water (p. 177)
A. Pavlov and the Salivating Dogs
B. Elements of Classical Conditioning
C. Putting It All Together: Pavlov’s Canine Classic, or Ding, Dong, Bell
D. John Watson and Conditioned Emotional Response: Rats!
E. Other Conditioned Responses in Humans
F. Why Does Classical Conditioning Work?
III. Operant Conditioning: What’s In It For Me? (p. 186)
A. Frustrating Cats: Thorndike’s Puzzle Box and the Law of Effect
B. B.F. Skinner: The Behaviorist’s Behaviorist
C. The Concept of Reinforcement
D. Two Kinds of Punishment
E. Problems with Punishment
F. More Concepts in Operant Behavior
F. Schedules of Reinforcement: Why the One-Armed Bandit is so Seductive
G. Stimulus Control: Slow Down, It’s the Cops
Classic Study: Breland (1961) "Biological Constraints on Operant Conditioning: Raccoons and Instinctive
Drift”
H. Applying Operant Conditioning: Behavior Modification
IV. Cognitive Learning Theory (p. 204)
A. Tolman’s Maze-Running Rats: Latent Learning and Cognitive Maps
B. Kohler’s Smart Chimp: Insight Learning
C. Seligman’s Depressed Dogs: Learned Helplessness
V. Observational Learning (p. 207)
A. Bandura and the Bobo Doll
B. The Four Elements of Observational Learning
VI. Applying Psychology to Everyday Life: “Can You Really Toilet Train Your Cat?” (p. 110)
A. Start by Training Yourself
N.B. (Latin nota bene: “note well,” “be well advised,” “Yo! Pay attention!”) It is not enough merely to take
good notes. It is not enough merely to transfer content information from one (textbook) page to another
(notebook) page. A purpose here is to learn, then overlearn, then re-learn, and so on. Please, please, please take
some time every night to read over and to think about the notes you take. It doesn’t have to be much—15
minutes or so—but for meaningful learning to occur, review should be repeated and distributed, not crammed.
20
II. Vocabulary. Psychology is a concept-driven course with unique and specialized vocabularies for its various
topics. Write out complete definitions for each of the following terms. My recommendation is that after you
copy the specific textbook definition, you rewrite the definition in your own words to demonstrate that you
understand the meaning of the term. N.B. It is not enough to write the definitions. Please review terms nightly.
learning
classical conditioning
UCS/US
UCR/UR
NS
CS
CR
generalization
discrimination
extinction
spontaneous recovery
higher-order conditioning
conditioned emotional response
taste aversion
cognitive perspective
operant conditioning
law of effect
operant
reinforcement
primary reinforcer
secondary reinforcer
positive reinforcement
negative reinforcement
punishment
punishment by application
punishment by removal
shaping
successive approximation
continuous reinforcement
partial reinforcement effect
schedule of reinforcement
fixed ratio schedule
variable ratio schedule
fixed interval schedule
variable interval schedule
instinctive drift
behavior modification
token economy
biofeedback
latent learning
cognitive map
insight
learned helplessness
observational learning
III. Learning Outcomes (LOs). Each chapter is structured around learning outcomes that are correlated to
both the American Psychological Association’s (APA) 10 recommended goals for an undergraduate psychology
major as well as to Advanced Placement (AP) curriculum learning outcomes. The final task of the RSG is to
write out comprehensive responses to each of the following chapter learning outcomes. N.B. These outcomes
are nicely summarized at the end of each chapter. You may not copy these Chapter Summary bullet points. You
must answer these in comprehensive paragraphs and in your own words and with significantly expanded
definitions and explanations for all terms.
5.1
5.2
What does the term learning really mean?
How was classical conditioning first studied, and what are the important elements and characteristics of classical
conditioning?
5.3 What is conditional emotional response, and how do cognitive psychologists explain classical conditioning?
5.4 How does operant conditioning occur, and what were the contributions of Thorndike and Skinner?
5.5 What are the important concepts in operant conditioning?
5.6 What are some of the problems with using punishment?
5.7 What are the schedules of reinforcement?
5.8 How do operant stimuli control behavior, and what kind of behavior is resistant to operant conditioning?
5.9 What is behavior modification, and how can behavioral techniques be used to modify involuntary biological
responses?
5.10 How do latent learning, learned helplessness, and insight relate to cognitive learning theory?
5.11 What occurs in observational learning, including findings from Bandura’s classic Bobo doll study and the four
elements of observational learning?
5.12 What is a real-world example of the use of conditioning?
21
22
AP Psychology
Mrs. Wimbley
Ciccarelli and White, Psychology AP Edition 2/e (Pearson, 2011)
Reading Study Guide (RSG)
Ch. 6 “Memory”
“Waiter, I’d like to order, unless I’ve eaten, in
which case, bring me the check.”
“Oh, is that today?”
23
I. Chapter Outline. For each chapter, begin by taking notes on the chapter’s content in the form of a
comprehensive and annotated outline. A purpose of this task is to habituate yourself to taking notes on what
you read in preparation for the exponential leap in reading you will do in college. A “comprehensive and
annotated” outline is not just a listing of the chapter’s headings and subsections, but rather a system of notetaking that is your own balance of efficiency and completeness. For instance, the following section headings
for the first chapter provides an organizational framework, but is an example of an outline that, were you to
merely copy it would demonstrate virtually no effort, thought, or learning on your part, and which
coincidentally would earn a failing grade. Your task for each chapter will be to expand significantly and
comprehensively on the basic organizational template like the one below. The style does not matter (Cornell,
bullets, full sentences…); efficient and comprehensive does. Keep in mind that the more and better and
effortfully you “frontload” notes here, the less you will need to re-read the text when exams roll around.
I. Memory (p. 220)
A. Putting It In: Encoding
B. Keeping It In: Storage
C. Getting It Out: Retrieval
II. Models of Memory (p. 221)
A. Craik and Tulving; Levels of Processing Model
B. The Parallel Distributed Processing (PDP) Model
III. The Information-Processing Model: Atkinson and Shiffrin’s Three Stages of Memory (p. 224)
A. Sensory Memory: Why Do People Do Double Takes?
B. Short-Term and Working Memory
C. Long-Term Memory
IV. Getting It Out: Retrieval of Long-Term Memories (p. 235)
A. Retrieval Cues
B. Recall: Hmm…Let Me Think
C. Recognition: Hey, Don’t I Know You From Somewhere?
D. Automatic Encoding: Flashbulb Memories
Classic Study: Elizabeth Loftus (1974) “Leading Questions and Eyewitness Testimony”
V. The Reconstructive Nature of Long-Term Memory Retrieval: How Reliable are Memories? (p. 243)
A. Constructive Processing of Memories
B. Memory Retrieval Problems
VI. Forgetting: What Were We Talking About? (p. 246)
A. Ebbinghaus and the Forgetting Curve
B. Encoding Failure
C. Memory Trace Decay Theory
D. Interference Theory
VII. Memory and the Brain: the Physical Aspects of Memory (p. 249)
A. Neural Activity and Structure in Memory Formation
B. The Hippocampus and Memory
C. When Memory Fails: Organic Amnesia
VIII. Applying Psychology to Everyday Life: “Current Research in Alzheimer’s Disease (p. 253)
N.B. (Latin nota bene: “note well,” “be well advised,” “Yo! Pay attention!”) It is not enough merely to take
good notes. It is not enough merely to transfer content information from one (textbook) page to another
(notebook) page. A purpose here is to learn, then overlearn, then re-learn, and so on. Please, please, please take
some time every night to read over and to think about the notes you take. It doesn’t have to be much—15
minutes or so—but for meaningful learning to occur, review should be repeated and distributed, not crammed.
24
II. Vocabulary. Psychology is a concept-driven course with unique and specialized vocabularies for its various
topics. Write out complete definitions for each of the following terms. My recommendation is that after you
copy the specific textbook definition, you rewrite the definition in your own words to demonstrate that you
understand the meaning of the term. N.B. It is not enough to write the definitions. Please review terms nightly.
memory
encoding
storage
retrieval
information processing model
levels of processing model
parallel distributed processing model
sensory memory
iconic memory
eidetic memory
echoic memory
short-term memory (STM)
selective attention
working memory (WM)
chunking
maintenance rehearsal
long-term memory (LTM)
elaborative rehearsal
procedural memory
anterograde amnesia
implicit memory
declarative memory
semantic memory
episodic memory
explicit memory
semantic network model
retrieval cue
encoding specificity
recall
recognition
serial position effect
primacy effect
recency effect
false positive
automatic processing
flashbulb memory
constructive processing
hindsight bias
misinformation effect
false memory syndrome
forgetting curve
distributed practice
encoding failure
memory trace
decay
disuse
proactive interference
retroactive interference
consolidation
retrograde amnesia
anterograde amnesia
infantile amnesia
autobiographical memory
III. Learning Outcomes (LOs). Each chapter is structured around learning outcomes that are correlated to
both the American Psychological Association’s (APA) 10 recommended goals for an undergraduate psychology
major as well as to Advanced Placement (AP) curriculum learning outcomes. The final task of the RSG is to
write out comprehensive responses to each of the following chapter learning outcomes. N.B. These outcomes
are nicely summarized at the end of each chapter. You may not copy these Chapter Summary bullet points. You
must answer these in comprehensive paragraphs and in your own words and with significantly expanded
definitions and explanations for all terms.
6.1
6.2
6.3
6.4
6.5
6.6
6.7
6.8
6.9
6.10
6.11
6.12
What are the three processes of memory and the different models of how memory works?
How does sensory memory work?
What is short-term memory, and how does it differ from working memory?
How is long-term memory different from other types of memory?
What are various types of long-term memory, and how is information stored in long-term memory organized?
What kinds of cues help people remember?
How do the retrieval processes of recall and recognition differ, and how reliable are our memories of events?
How are long-term memories formed, and what kinds of problems do people experience as a result?
What is false memory syndrome?
Why do we forget?
How and where are memories formed in the brain?
How does amnesia occur, and what is Alzheimer’s disease?
25
26
AP Psychology
Mrs. Wimbley
Ciccarelli and White, Psychology AP Edition 2/e (Pearson, 2011)
Reading Study Guide (RSG)
Ch. 7 “Cognition: Thinking, Intelligence, and Language”
“Got idea. Talk better. Combine words.
Make sentences.”
27
I. Chapter Outline. For each chapter, begin by taking notes on the chapter’s content in the form of a
comprehensive and annotated outline. A purpose of this task is to habituate yourself to taking notes on what
you read in preparation for the exponential leap in reading you will do in college. A “comprehensive and
annotated” outline is not just a listing of the chapter’s headings and subsections, but rather a system of notetaking that is your own balance of efficiency and completeness. For instance, the following section headings
for the first chapter provides an organizational framework, but is an example of an outline that, were you to
merely copy it would demonstrate virtually no effort, thought, or learning on your part, and which
coincidentally would earn a failing grade. Your task for each chapter will be to expand significantly and
comprehensively on the basic organizational template like the one below. The style does not matter (Cornell,
bullets, full sentences…); efficient and comprehensive does. Keep in mind that the more and better and
effortfully you “frontload” notes here, the less you will need to re-read the text when exams roll around.
I. How People Think (p. 262)
A. Mental Imagery
B. Concepts
C. Problem Solving and Decision Making
D. Problems with Problem Solving
E. Creativity
II. Intelligence (p. 275)
A. Definition
B. Theories of Intelligence
C. Measuring Intelligence
D. Individual Differences in Intelligence
Classic Study: “Terman’s Termites” (1925)
E. The Nature-Nurture Controversy Regarding Intelligence: Genetic Influences
III. Language (p. 294)
A. The Levels of Language analysis
B. The Relationship between Language and Thought
IV. Applying Psychology in Everyday Life: “Mental Exercises for Better Cognitive Health
A. Perceptive Ability Exercises
N.B. (Latin nota bene: “note well,” “be well advised,” “Yo! Pay attention!”) It is not enough merely to take
good notes. It is not enough merely to transfer content information from one (textbook) page to another
(notebook) page. A purpose here is to learn, then overlearn, then re-learn, and so on. Please, please, please take
some time every night to read over and to think about the notes you take. It doesn’t have to be much—15
minutes or so—but for meaningful learning to occur, review should be repeated and distributed, not crammed.
28
II. Vocabulary. Psychology is a concept-driven course with unique and specialized vocabularies for its various
topics. Write out complete definitions for each of the following terms. My recommendation is that after you
copy the specific textbook definition, you rewrite the definition in your own words to demonstrate that you
understand the meaning of the term. N.B. It is not enough to write the definitions. Please review terms nightly.
cognition (thinking)
mental images
concept
superordinate concept
basic level concept
subordinate concept
formal concept
natural concept
prototype
schema
problem solving
trial and error
algorithm
heuristic
means-end analysis
functional fixedness
mental set
confirmation bias
creativity
convergent thinking
divergent thinking
intelligence
Spearman’s g factor
s factor
Gardner’s multiple intelligences
Sternberg’s triarchic theory
analytical intelligence
creative intelligence
practical intelligence
Goleman’s emotional intelligence
Intelligence Quotient (IQ)
Stanford-Binet IQ test
Wechsler Tests
reliability
validity
standardization
norms
deviation IQ scores
cultural bias
developmental delay
gifted
heritability
twin studies
The Bell Curve
language
grammar
syntax
phonemes
morphemes
pragmatics
linguistic relativity thesis
cognitive universalism
Kanzi
III. Learning Outcomes (LOs). Each chapter is structured around learning outcomes that are correlated to
both the American Psychological Association’s (APA) 10 recommended goals for an undergraduate psychology
major as well as to Advanced Placement (AP) curriculum learning outcomes. The final task of the RSG is to
write out comprehensive responses to each of the following chapter learning outcomes. N.B. These outcomes
are nicely summarized at the end of each chapter. You may not copy these Chapter Summary bullet points. You
must answer these in comprehensive paragraphs and in your own words and with significantly expanded
definitions and explanations for all terms.
7.1
7.2
7.3
7.4
7.5
7.6
7.7
7.8
7.9
7.10
7.11
How are mental images and concepts involved in the process of thinking?
What are the methods people use to solve problems and make decisions, and can a machine be made to
think like a person?
Why does problem solving sometimes fail, and what is meant by creative thinking?
How do psychologists define intelligence, and how do various theories of intelligence differ?
How is intelligence measured and how are intelligence tests constructed?
What is mental retardation and what are its causes?
What defines giftedness, and does being intellectually gifted guarantee success in life?
What is the influence of heredity and environment on the development of intelligence?
How is language defined, and what are its different elements and structure?
Does language influence the way people think, and are animals capable of learning language?
What are some ways to improve thinking?
29
30
AP Psychology
Mrs. Wimbley
Ciccarelli and White, Psychology AP Edition 2/e (Pearson, 2011)
Reading Study Guide (RSG)
Ch. 8 “Motivation and Emotion”
“What do you think? Should we get started on
that motivation research, or not?”
“Gee. I had no idea you were
married to a supermodel.”
“Fill ‘er up with testosterone.”
31
I. Chapter Outline. For each chapter, begin by taking notes on the chapter’s content in the form of a
comprehensive and annotated outline. A purpose of this task is to habituate yourself to taking notes on what
you read in preparation for the exponential leap in reading you will do in college. A “comprehensive and
annotated” outline is not just a listing of the chapter’s headings and subsections, but rather a system of notetaking that is your own balance of efficiency and completeness. For instance, the following section headings
for the first chapter provides an organizational framework, but is an example of an outline that, were you to
merely copy it would demonstrate virtually no effort, thought, or learning on your part, and which
coincidentally would earn a failing grade. Your task for each chapter will be to expand significantly and
comprehensively on the basic organizational template like the one below. The style does not matter (Cornell,
bullets, full sentences…); efficient and comprehensive does. Keep in mind that the more and better and
effortfully you “frontload” notes here, the less you will need to re-read the text when exams roll around.
I. Approaches to Understanding Motivation (p. 308)
A. Definition
B. Instinct Approaches
C. Drive Reduction Approaches
D. Arousal Approaches
E. Incentive Approaches
F. Humanistic Approaches: Maslow’s Hierarchy of Needs
G. Self-Determination Theory (SDT)
II. What, Hungry Again?: Why People Eat (p. 320)
A. Physiological Components of Hunger
B. Social Components of Hunger
C. Maladaptive Eating Problems
III. Emotion (p. 328)
A. The Three Elements of Emotion
Classic Study: Schacter and Singer (1962) “The Angry/Happy Man”
IV. Applying Psychology to Everyday Life: “A ‘How-to’ of Happiness”
N.B. (Latin nota bene: “note well,” “be well advised,” “Yo! Pay attention!”) It is not enough merely to take
good notes. It is not enough merely to transfer content information from one (textbook) page to another
(notebook) page. A purpose here is to learn, then overlearn, then re-learn, and so on. Please, please, please take
some time every night to read over and to think about the notes you take. It doesn’t have to be much—15
minutes or so—but for meaningful learning to occur, review should be repeated and distributed, not crammed.
32
II. Vocabulary. Psychology is a concept-driven course with unique and specialized vocabularies for its various
topics. Write out complete definitions for each of the following terms. My recommendation is that after you
copy the specific textbook definition, you rewrite the definition in your own words to demonstrate that you
understand the meaning of the term. N.B. It is not enough to write the definitions. Please review terms nightly.
motivation
extrinsic motivation
intrinsic motivation
instincts
instinct approach
need
drive
drive reduction theory
primary drive
acquired (secondary) drive
homeostasis
need for achievement (nAch)
need for affiliation (nAff)
need for power (nPow)
Dweck’s self-theory of motivation
arousal theory
stimulus motive
Yerkes-Dodson law
sensation seeker
incentives
incentive approach
expectancy-value theories
self-actualization
Maslow’s hierarchy of needs
self-determination theory (SDT)
insulin
glucagons
weight set point
basal metabolic rate (BMR)
obesity
leptin
anorexia nervosa
bulimia nervosa
emotion
amygdala
emotional expression
display rules
James-Lange theory
Cannon-Bard theory
Schacter’s cognitive arousal
theory
facial feedback hypothesis
Lazarus’ cognitivemediational theory
III. Learning Outcomes (LOs). Each chapter is structured around learning outcomes that are correlated to
both the American Psychological Association’s (APA) 10 recommended goals for an undergraduate psychology
major as well as to Advanced Placement (AP) curriculum learning outcomes. The final task of the RSG is to
write out comprehensive responses to each of the following chapter learning outcomes. N.B. These outcomes
are nicely summarized at the end of each chapter. You may not copy these Chapter Summary bullet points. You
must answer these in comprehensive paragraphs and in your own words and with significantly expanded
definitions and explanations for all terms.
8.1
8.2
8.3
8.4
8.5
8.6
8.7
8.8
8.9
8.10
How do psychologists define motivation, and what are the key elements of the early instinct and drivereduction approaches to motivation?
What are the characteristics of the three types of needs?
What are the key elements of the arousal and incentive approaches to motivation?
How do Maslow’s humanistic approach and self-determination theory explain motivation?
What happens in the body to cause hunger, and how do social factors influence a person’s experience of
hunger?
What are some problems in eating behavior, and how are they affected by biology and culture?
What are the three elements of emotion?
How do the James-Lange and Cannon-Bard theories of emotion differ?
What are the key elements in cognitive arousal theory, the facial feedback hypothesis, and the cognitivemediational theory of emotion?
What is the positive psychology movement?
33
34
AP Psychology
Mrs. Wimbley
Ciccarelli and White, Psychology AP Edition 2/e (Pearson, 2011)
Ch. 9 “Stress and Health”
35
Reading Study Guide (RSG)
I. Chapter Outline. For each chapter, begin by taking notes on the chapter’s content in the form of a
comprehensive and annotated outline. A purpose of this task is to habituate yourself to taking notes on what
you read in preparation for the exponential leap in reading you will do in college. A “comprehensive and
annotated” outline is not just a listing of the chapter’s headings and subsections, but rather a system of notetaking that is your own balance of efficiency and completeness. For instance, the following section headings
for the first chapter provides an organizational framework, but is an example of an outline that, were you to
merely copy it would demonstrate virtually no effort, thought, or learning on your part, and which
coincidentally would earn a failing grade. Your task for each chapter will be to expand significantly and
comprehensively on the basic organizational template like the one below. The style does not matter (Cornell,
bullets, full sentences…); efficient and comprehensive does. Keep in mind that the more and better and
effortfully you “frontload” notes here, the less you will need to re-read the text when exams roll around.
I. Stress and Stressors (p. 346)
A. Definition
B. What are Stressors?
C. Environmental Stressors: Life’s Ups and Downs
D. Psychological Stressors: Stress and the Mind
II. Physiological Factors: Stress and Health (p. 358)
A. The General Adaptation Syndrome (GAS)
B. The Immune System and Stress
C. The Influence of Cognition and Personality on Stress
D. Personality Factors in Stress
E. Social Factors in Stress: People Who Need People
III. Coping with Stress (p. 373)
A. Problem-Focused Coping
B. Emotion-Focused Coping
C. Psychological Defense Mechanisms
D. Meditation as a Coping Mechanism
E. How Culture Affects Coping
F. How Religion Affects Coping
IV. Applying Psychology to Everyday Life: “Focus on Wellness” (p. 379)
N.B. (Latin nota bene: “note well,” “be well advised,” “Yo! Pay attention!”) It is not enough merely to take
good notes. It is not enough merely to transfer content information from one (textbook) page to another
(notebook) page. A purpose here is to learn, then overlearn, then re-learn, and so on. Please, please, please take
some time every night to read over and to think about the notes you take. It doesn’t have to be much—15
minutes or so—but for meaningful learning to occur, review should be repeated and distributed, not crammed.
36
II. Vocabulary. Psychology is a concept-driven course with unique and specialized vocabularies for its various
topics. Write out complete definitions for each of the following terms. My recommendation is that after you
copy the specific textbook definition, you rewrite the definition in your own words to demonstrate that you
understand the meaning of the term. N.B. It is not enough to write the definitions. Please review terms nightly.
health psychology
stress
stressor
distress
eustress
catastrophe
acute stress disorder
PTSD
SRRS
CUSS
hassles
pressure
frustration
aggression
displaced aggression
displacement
withdrawal (escape)
conflict
approach-approach conflict
avoidance-avoidance conflict
approach-avoidance conflict
double approach-avoidance
multiple approach-avoidance
general adaptation syndrome (GAS)
alarm
resistance
exhaustion
immune system
psychoimmunology
natural killer cell
cognitive appraisal approach
primary appraisal
secondary appraisal
Type A personality
Type B
Type C
hardy personality
optimist
pessimist
acculturative stress
social support system
coping strategy
problem-focused coping
emotion-focused coping
defense mechanism
meditation
denial
repression
rationalization
projection
displacement
regression
identification
compensation
sublimation
concentrative meditation
receptive meditation
III. Learning Outcomes (LOs). Each chapter is structured around learning outcomes that are correlated to
both the American Psychological Association’s (APA) 10 recommended goals for an undergraduate psychology
major as well as to Advanced Placement (AP) curriculum learning outcomes. The final task of the RSG is to
write out comprehensive responses to each of the following chapter learning outcomes. N.B. These outcomes
are nicely summarized at the end of each chapter. You may not copy these Chapter Summary bullet points. You
must answer these in comprehensive paragraphs and in your own words and with significantly expanded
definitions and explanations for all terms.
9.1
9.2
9.3
9.4
9.5
9.6
9.7
9.8
9.9
How do psychologists define stress?
What kinds of external events can cause stress?
What are some psychological factors in stress?
How does stress affect the physical functioning of the body and its immune system?
How do cognitive factors and personality differences affect the experiences of stress?
What social factors influence stress reactions?
What are some ways in which people cope with stress reactions?
How is coping with stress affected by culture and religion?
What are some ways to promote wellness?
37
38
AP Psychology
Mrs. Wimbley
Ciccarelli and White, Psychology AP Edition 2/e (Pearson, 2011)
Reading Study Guide (RSG)
Ch. 10 “Development over a Life Span”
“Sex brought us together. Gender drove us
apart.”
39
“Happy 40 th. I’ll take the muscle tone in your
upper arms, your amazing tolerance for caffeine,
and your ability to digest french fries. The rest
of you can stay.
I. Chapter Outline. For each chapter, begin by taking notes on the chapter’s content in the form of a
comprehensive and annotated outline. A purpose of this task is to habituate yourself to taking notes on what
you read in preparation for the exponential leap in reading you will do in college. A “comprehensive and
annotated” outline is not just a listing of the chapter’s headings and subsections, but rather a system of notetaking that is your own balance of efficiency and completeness. For instance, the following section headings
for the first chapter provides an organizational framework, but is an example of an outline that, were you to
merely copy it would demonstrate virtually no effort, thought, or learning on your part, and which
coincidentally would earn a failing grade. Your task for each chapter will be to expand significantly and
comprehensively on the basic organizational template like the one below. The style does not matter (Cornell,
bullets, full sentences…); efficient and comprehensive does. Keep in mind that the more and better and
effortfully you “frontload” notes here, the less you will need to re-read the text when exams roll around.
I. Issues in Studying Human Development (p. 386)
A. Research Methods
B. Nature vs. Nurture
II. Prenatal Development (p. 388)
A. Chromosomes, Genes, and DNA
B. Dominant and Recessive Genes
C. Genetic and Chromosome Problems
D. From Conception to Birth
E. The Zygote and Twinning
F. The Germinal Period
III. Infancy and Childhood Development (p. 397)
A. Physical Development
B. Cognitive Development
C. Psychosocial Development
Classic Study in Psychology: Harlow (1958) “Rhesis Monkeys, Surrogate ‘Mothers,’ and Contact Comfort”
IV. How Sex and Gender Influence Development (p. 413)
A. Gender Roles and Gender Typing
V. Adolescence (p. 416)
A. Physical Development
B. Cognitive Development
C. Moral Development
D. Psychosocial Development
VI. Adulthood (p. 420)
A. Physical Development: Use It or Lose It
B. Cognitive Development
C. Psychosocial Development
D. Theories of Physical and Psychological Aging
E. Stages of Death and Dying
VII. Applying Psychology to Everyday Life: “ADHD—Not Just for Children” (p. 427)
N.B. (Latin nota bene: “note well,” “be well advised,” “Yo! Pay attention!”) It is not enough merely to take
good notes. It is not enough merely to transfer content information from one (textbook) page to another
(notebook) page. A purpose here is to learn, then overlearn, then re-learn, and so on. Please, please, please take
some time every night to read over and to think about the notes you take. It doesn’t have to be much—15
minutes or so—but for meaningful learning to occur, review should be repeated and distributed, not crammed.
40
II. Vocabulary. Psychology is a concept-driven course with unique and specialized vocabularies for its various
topics. Write out complete definitions for each of the following terms. My recommendation is that after you
copy the specific textbook definition, you rewrite the definition in your own words to demonstrate that you
understand the meaning of the term. N.B. It is not enough to write the definitions. Please review terms nightly.
human development
longitudinal study
cross-sectional study
cross-sequential study
nature
nurture
genetics
DNA
gene
chromosome
dominant
recessive
PKU
conception
ovum
fertilization
zygote
monozygotic twins
dizygotic twins
germinal period
embryo
embryonic period
critical periods
teratogen
fetus
fetal period
reflex
cognitive development
Jean Piaget
schema
sensorimotor stage
object permanence
preoperational stage
egocentrism
centration
conservatism
irreversibility
concrete operations stage
formal operations stage
Lev Vygotsky
scaffolding
zone of proximal development (ZPD)
language development
babbling stage
one-word stage
telegraphic stage
temperament
attachment
secure
avoidant
ambivalent
disorganized-disorganized
Erikson’s psychosocial theory
trust v. mistrust
autonomy v. shame
initiative v. guilt
industry v. inferiority
identity v. role confusion
intimacy v. isolation
generativity v. stagnation
ego integrity v. despair
41
sex
gender
gender roles
gender typing
gender identity
adolescence
puberty
personal fable
imaginary audience
moral development
Lawrence Kohlberg
preconventional morality
conventional morality
postconventional morality
adulthood
menopause
andropause
intimacy
generativity
authoritarian parenting
permissive parenting
permissive-neglectful
permissive-indulgent
authoritative parenting
ego integrity
cellular clock theory
wear-and-tear theory
free radical theory
activity theory
III. Learning Outcomes (LOs). Each chapter is structured around learning outcomes that are correlated to
both the American Psychological Association’s (APA) 10 recommended goals for an undergraduate psychology
major as well as to Advanced Placement (AP) curriculum learning outcomes. The final task of the RSG is to
write out comprehensive responses to each of the following chapter learning outcomes. N.B. These outcomes
are nicely summarized at the end of each chapter. You may not copy these Chapter Summary bullet points. You
must answer these in comprehensive paragraphs and in your own words and with significantly expanded
definitions and explanations for all terms.
10.1
10.2
10.3
What are some of the special research methods used to study development?
What is the relationship between heredity and environmental factors in determining development?
How do chromosomes, genes, and DNA determine a person’s characteristics or disorders, and what
causes multiple births?
10.4 What happens during the germinal, embryonic, and fetal periods of pregnancy and what are some
hazards in prenatal development?
10.5 What kind of physical changes take place in infancy and childhood?
10.6 What are two ways of looking at cognitive development, and how does language develop?
10.7 How do infants and children develop personalities and form relationships with others, and what are
Erikson’s stages of psychosocial development for children?
10.8 What is gender, and how can biology and learning influence gender role development?
10.9 What are the physical, cognitive, and personality changes that occur in adolescence, including concepts
of morality and Erikson’s search for identity?
10.10 What are the physical, cognitive, and personality changes that occur during adulthood and aging,
including Erikson’s last three psychosocial stages, and patterns of parenting?
10.11 How do psychologists explain why aging occurs, and what are the stages of death and dying?
10.12 How does attention-deficit hyperactivity disorder affect adults?
42
AP Psychology
Mrs. Wimbley
Ciccarelli and White, Psychology AP Edition 2/e (Pearson, 2011)
Reading Study Guide (RSG)
Ch. 11 “Theories of Personality”
“Good morning, my beheaded—uh, I mean,
my beloved.”
43
I. Chapter Outline. For each chapter, begin by taking notes on the chapter’s content in the form of a
comprehensive and annotated outline. A purpose of this task is to habituate yourself to taking notes on what
you read in preparation for the exponential leap in reading you will do in college. A “comprehensive and
annotated” outline is not just a listing of the chapter’s headings and subsections, but rather a system of notetaking that is your own balance of efficiency and completeness. For instance, the following section headings
for the first chapter provides an organizational framework, but is an example of an outline that, were you to
merely copy it would demonstrate virtually no effort, thought, or learning on your part, and which
coincidentally would earn a failing grade. Your task for each chapter will be to expand significantly and
comprehensively on the basic organizational template like the one below. The style does not matter (Cornell,
bullets, full sentences…); efficient and comprehensive does. Keep in mind that the more and better and
effortfully you “frontload” notes here, the less you will need to re-read the text when exams roll around.
I. Theories of Personality (p. 436)
II. The Man and the Couch: Sigmund Freud and the Psychodynamic Perspective (p. 437)
A. Freud’s Cultural Background
B. The Unconscious Mind
C. The Divisions of Personality
D. Stages of Personality Development
E. The Neo-Freudians
F. Current Thoughts on Freud and the Psychodynamic Perspective
III. The Behaviorist and Social Cognitive View of Personality (p. 447)
A. Bandura’s Reciprocal Determinism and Self-Efficacy
B. Rotter’s Social Learning Theory: Expectancies
C. Current Thoughts on the Behaviorist and Social Cognitive Views
IV. The Third Force: Humanism and Personality (p. 449)
A. Carl Rogers and Self-Concept
B. Current Thoughts on the Humanist View of Personality
V. Trait Theories: Who Are You? (p. 452)
A. Gordon Allport
B. Raymond Cattell and Surface Traits vs. Source Traits
C. The Big Five: OCEAN, or the Five-Factor Model of Personality
D. Current Thoughts on the Trait Perspective
VI. The Biology of Personality: Behavioral Genetics (p. 456)
A. Twin Studies
B. Adoption Studies
C. Current Findings
Classic Studies in Psychology: “Geert Hofstede’s Four Dimensions of Cultural Personality”
A. Individualism/Collectivism
B. Power/Distance
C. Masculinity/Femininity
D. Uncertainty Avoidance
VII. Assessment of Personality (p. 459)
A. Interviews
B. Projective Tests
D. Personality Inventories
VIII. Applying Psychology to Everyday Life: “Personality Testing on the Internet” (p. 465)
44
II. Vocabulary. You know the drill!
personality
character
temperament
Sigmund Freud
unconscious mind
id
pleasure principle
ego
reality principle
superego
conscience
defense mechanisms
fixation
psychosexual stages
oral stage
anal stage
anal expulsive personality
anal retentive personality
phallic stage
Oedipus complex
identification
latent stage
genital stage
psychoanalysis
neo-Freudians
Carl Jung
personal unconscious
collective unconscious
archetype
Alfred Adler
sibling rivalry
Karen Horneye
basic anxiety
neurotic personality
habits
social cognitive learning
social cognition view
reciprocal determination
self-efficacy
locus of control
expectancy
humanistic perspective
Carl Rogers
self-actualizing tendency
self-concept
self
real self
ideal self
positive regard
unconditional positive regard
fully functioning person
trait theories
trait
surface traits
source traits
introversion
five-factor model (Big Five)
OCEAN (explain all)
trait-situation interaction
behavioral genetics
Geert Hofstede
cultural personality
individualism/collectivism
power distance
masculinity/femininity
uncertainty/avoidance
interview
halo effect
projection
projective tests
Rorschach inkblots
Thematic Apperception Tests (TAT)
direct observation
rating scale
frequency count
personality inventory
Myers-Briggs (MBTI)
MMPI-2
III. Learning Outcomes (LOs). Each chapter is structured around learning outcomes that are correlated to
both the American Psychological Association’s (APA) 10 recommended goals for an undergraduate psychology
major as well as to Advanced Placement (AP) curriculum learning outcomes. The final task of the RSG is to
write out comprehensive responses to each of the following chapter learning outcomes. N.B. These outcomes
are nicely summarized at the end of each chapter. You may not copy these Chapter Summary bullet points. You
must answer these in comprehensive paragraphs and in your own words and with significantly expanded
definitions and explanations for all terms.
11.1
11.2
11.3
11.4
11.5
11.6
11.7
11.8
11.9
What is personality, and how do the various perspectives in psychology view personality?
How did Freud’s historical view of the mind and personality form a basis for psychodynamic
theory?
How did Jung, Adler, Horney, and Erikson modify Freud’s theory?
How does modern psychoanalytic theory differ from that of Freud?
How do behaviorists and social cognitive theorists explain personality?
How do humanists such as Carl Rogers explain personality?
What are the history and current views of the trait perspective?
What part do biology, heredity, and culture play in personality?
What are the advantages and disadvantages of the following measures of personality: interviews,
projective tests, behavioral assessment, personality inventories, and online personality tests?
45
46
AP Psychology
Mrs. Wimbley
Ciccarelli and White, Psychology AP Edition 2/e (Pearson, 2011)
Reading Study Guide (RSG)
Ch. 12 “Psychological Disorders”
“Would it be possible to speak with the personality
who pays the bills?”
The Emotional Lives of Men and Women?
47
I. Chapter Outline. For each chapter, begin by taking notes on the chapter’s content in the form of a
comprehensive and annotated outline. A purpose of this task is to habituate yourself to taking notes on what
you read in preparation for the exponential leap in reading you will do in college. A “comprehensive and
annotated” outline is not just a listing of the chapter’s headings and subsections, but rather a system of notetaking that is your own balance of efficiency and completeness. For instance, the following section headings
for the first chapter provides an organizational framework, but is an example of an outline that, were you to
merely copy it would demonstrate virtually no effort, thought, or learning on your part, and which
coincidentally would earn a failing grade. Your task for each chapter will be to expand significantly and
comprehensively on the basic organizational template like the one below. The style does not matter (Cornell,
bullets, full sentences…); efficient and comprehensive does. Keep in mind that the more and better and
effortfully you “frontload” notes here, the less you will need to re-read the text when exams roll around.
I. What is Abnormality? (p. 474)
A. A Brief History of Psychological Disorders
B. What is Abnormal?
C. The Final Definition of Abnormality
D. Abnormality vs. Insanity
II. Models of Abnormality (p. 477)
A. The Biological Model: Medical Causes for Psychological Disorders
B. The Psychological Models
C. Biopsychosocial Perspective: All of the Above
III. The Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition, Test Revision (DSM-IV-TR)
A. Categories in the DSM-IV-TR
B. How Common Are Psychological Disorders?
C. The Pros and Cons of Labels
IV. Anxiety Disorders: What, Me Worry? (p. 485)
A. Phobic Disorders: When Fears Get Out of Hand
B. Panic Disorder
C. Obsessive-Compulsive Disorder (OCD)
D. Generalized Anxiety Disorder (GAD)
E. Causes of Anxiety Disorders
V. Somatoform Disorders: Sickness is a State of Mind (p. 490)
A. Hypochondriasis
B. Somatization Disorder
C. Conversion Disorder
D. Causes of Somatoform Disorders
VI. Dissociative Disorders: Altered Consciousness (p. 491)
A. Dissociative Amnesia: Who Am I?
B. Dissociative Fugue: Who Am I and How Did I Get Here?
C. Dissociative Identity Disorder: How Many Am I?
D. Causes of Dissociative Disorders
VII. Mood Disorders: The Effect of Affect (p. 497)
A. Major Depression
B. Bipolar Disorders
C. Causes of Mood Disorders
VIII. Schizophrenia: Altered Personality (p. 501)
A. Symptoms
B. Categories of Schizophrenia
C. Causes of Schizophrenia
IX. Personality Disorders: I’m OK, It’s Everyone Else Who’d Weird (p. 504)
48
A. Antisocial Personality Disorder
B. Borderline Personality Disorder
C. Causes of Personality Disorders
X. Applying Psychology to Everyday Life: “Seasonal Affective Disorder (SAD)” (p. 508)
N.B. (Latin nota bene: “note well,” “be well advised,” “Yo! Pay attention!”) It is not enough merely to take
good notes. It is not enough merely to transfer content information from one (textbook) page to another
(notebook) page. A purpose here is to learn, then overlearn, then re-learn, and so on. Please, please, please take
some time every night to read over and to think about the notes you take. It doesn’t have to be much—15
minutes or so—but for meaningful learning to occur, review should be repeated and distributed, not crammed.
II. Vocabulary. Psychology is a concept-driven course with unique and specialized vocabularies for its various
topics. Write out complete definitions for each of the following terms. My recommendation is that after you
copy the specific textbook definition, you rewrite the definition in your own words to demonstrate that you
understand the meaning of the term. N.B. It is not enough to write the definitions. Please review terms nightly.
abnormal
psychopathology
trephining
humors
deviance
situational context
subjective discomfort
maladaptive
psychological disorders
biological model
aociocultural perspective
cultural relativity
culture-bound syndrome
psychodynamic model
behavioral model
cognitive model
biopsychosocial model
DSM-IV-TR (DSM-V)
labeling
anxiety disorders
free-floating anxiety
phobia
social phobia
agoraphobia
panic disorder
obsessive-compulsive disorder
generalized anxiety disorder
magnification
all-or-nothing thinking
overgeneralization
minimization
somatoform disorders
psychosomatic disorder
psychophysiological disorder
hypochondriasis
somatization disorder
conversion disorder
dissociative disorders
dissociative amnesia
dissociative fugue
dissociative identity disorder
depersonalization disorder
affect
mood disorders
dysthymia
cyclothymia
49
major depression
manic
bipolar disorder
schizophrenia
psychotic
delusions
delusional disorder
hallucinations
flat effect
disorganized
catatonic
paranoid
positive symptoms
negative symptoms
stress vulnerability model
personality disorders
antisocial PD
borderline PD
SAD
phototherapy
III. Learning Outcomes (LOs). Each chapter is structured around learning outcomes that are correlated to
both the American Psychological Association’s (APA) 10 recommended goals for an undergraduate psychology
major as well as to Advanced Placement (AP) curriculum learning outcomes. The final task of the RSG is to
write out comprehensive responses to each of the following chapter learning outcomes. N.B. These outcomes
are nicely summarized at the end of each chapter. You may not copy these Chapter Summary bullet points. You
must answer these in comprehensive paragraphs and in your own words and with significantly expanded
definitions and explanations for all terms.
12.1
How has mental illness been explained in the past, how is abnormal behavior defined today, and what is
the impact of cultural differences in defining abnormality?
12.2
How can psychological disorders be explained within the biological and psychological models?
12.3 What are the different types of psychological disorders, and how common are they?
12.4 What are the different types of anxiety disorders, their symptoms, and causes?
12.5 What are the different kinds of somatoform disorders and their causes?
12.6 How do the various dissociative disorders differ, and how do they develop?
12.7 What are the different types of mood disorders and their causes?
12.8 What are the main symptoms, types, and causes of schizophrenia?
12.9 How do the various personality disorders differ, and what is thought to be the cause of personality
disorders?
12.10 What is seasonal affective disorder and how can it be treated?
50
AP Psychology
Mrs. Wimbley
Ciccarelli and White, Psychology AP Edition 2/e (Pearson, 2011)
Reading Study Guide (RSG)
Ch. 13 “Psychological Therapies”
“I use the best from Freud, the best from Jung, and the best from my
Uncle Marty, a very smart fellow.”
51
I. Chapter Outline. For each chapter, begin by taking notes on the chapter’s content in the form of a
comprehensive and annotated outline. A purpose of this task is to habituate yourself to taking notes on what
you read in preparation for the exponential leap in reading you will do in college. A “comprehensive and
annotated” outline is not just a listing of the chapter’s headings and subsections, but rather a system of notetaking that is your own balance of efficiency and completeness. For instance, the following section headings
for the first chapter provides an organizational framework, but is an example of an outline that, were you to
merely copy it would demonstrate virtually no effort, thought, or learning on your part, and which
coincidentally would earn a failing grade. Your task for each chapter will be to expand significantly and
comprehensively on the basic organizational template like the one below. The style does not matter (Cornell,
bullets, full sentences…); efficient and comprehensive does. Keep in mind that the more and better and
effortfully you “frontload” notes here, the less you will need to re-read the text when exams roll around.
I. Two Kinds of Therapy (p. 516)
A. Psychotherapy
B. Biomedical Therapy
II. The Early Days of Therapy: Ice-Water Baths and Electric Shocks (p. 517)
A. Early Treatment of the Mentally Ill
B. Pinel’s Reforms
III. In the Beginning: Psychoanalysis (p. 518)
A. Dream Interpretation
B. Free Association
C. Resistance
D. Transference
E. Evaluation of Psychoanalysis
IV. Humanistic Therapy: To Err is Human (p. 520)
A. Tell Me More: Roger’s Person-Centered Therapy
B. Gestalt Therapy
C. Evaluation of the Humanistic Therapies
V. Behavior Therapies: Learning One’s Way to Better Behavior (p. 524)
A. Therapies Based on Classical Conditioning
B. Therapies Based on Operant Conditioning
C. Evaluation of Behavior Therapies
VI. Cognitive Therapies: Thinking is Believing
A. Beck’s Cognitive Therapy
B. Ellis and Rational-Emotive Behavior Therapy (REBT)
C. Evaluation of Cognitive and Cognitive-Behavioral Therapies
VII. Group Therapies: Not for the Shy (p. 531)
A. Types of Group Therapies
B. Advantages of Group Therapy
C. Disadvantages of Group Therapy
D. Evaluation of Group Therapy
Current Issues in Psychology: “What is Eye-Movement Desensitization Reprocessing (EMDR)?”
VIII. Does Psychotherapy Really Work? (p. 536)
A. Studies of Effectieness
B. Characteristics of Effective Therapy
C. Cultural, Ethnic, and Gender Concerns in Psychotherapy
D. Cybertherapy: Therapy in the Computer Age
IX. Psychotherapeutic Strategies and Disorder Prevention (p. 541)
X. Biomedical Therapies (p. 541)
A. Psychopharmacology
52
B. Electroconvulsive Therapy
C. Psychosurgery
XI. Applying Psychology to Everyday Life: “Should Antidepressants be Prescribed for Children and
Adolescents?” (p. 547)
N.B. (Latin nota bene: “note well,” “be well advised,” “Yo! Pay attention!”) It is not enough merely to take
good notes. It is not enough merely to transfer content information from one (textbook) page to another
(notebook) page. A purpose here is to learn, then overlearn, then re-learn, and so on. Please, please, please take
some time every night to read over and to think about the notes you take. It doesn’t have to be much—15
minutes or so—but for meaningful learning to occur, review should be repeated and distributed, not crammed.
II. Vocabulary. Psychology is a concept-driven course with unique and specialized vocabularies for its various
topics. Write out complete definitions for each of the following terms. My recommendation is that after you
copy the specific textbook definition, you rewrite the definition in your own words to demonstrate that you
understand the meaning of the term. N.B. It is not enough to write the definitions. Please review terms nightly.
therapy
psychotherapy
biomedical therapy
insight therapies
action therapy
Philippe Pinel
psychoanalysis
dream interpretation
manifest content
latent content
free association
resistance
transference
directive
psychodynamic therapy
nondirection
person-centered therapy
reflection
unconditional positive regard
empathy
authenticity
Gestalt therapy
empty chair technique
behavior therapies
behavior modification
systematic desensitization
aversion therapy
flooding
modeling
participant modeling
reinforcement
token economy
contingency contract
extinction
time out
cognitive therapy
Beck’s cognitive therapy
arbitrary inference
selective thinking
overgeneralization
magnification and minimization
personalization
cognitive-behavioral therapy
rational-emotive behavior therapy
group therapy
family counseling
53
self-help (support) group
EMDR
eclectic therapies
therapeutic alliance
culture barriers
cyber therapy
biomedical therapies
psychopharmacology
anti-psychotic drugs
anti-anxiety drugs
anti-depressant drugs
electroconvulsive therapy (ECT)
bilateral ECT
unilateral ECT
psychosurgery
prefrontal lobotomy
bilateral cingulotomy
III. Learning Outcomes (LOs). Each chapter is structured around learning outcomes that are correlated to
both the American Psychological Association’s (APA) 10 recommended goals for an undergraduate psychology
major as well as to Advanced Placement (AP) curriculum learning outcomes. The final task of the RSG is to
write out comprehensive responses to each of the following chapter learning outcomes. N.B. These outcomes
are nicely summarized at the end of each chapter. You may not copy these Chapter Summary bullet points. You
must answer these in comprehensive paragraphs and in your own words and with significantly expanded
definitions and explanations for all terms.
13.1
13.2
13.3
13.4
13.5
13.6
13.7
13.8
13.9
13.10
13.11
What are the two modern ways in which psychological disorders can be treated, and how have they been treated
in the past?
What were the basic elements of Freud’s psychoanalysis, and how does psychoanalysis differ today?
What are the basic elements of the humanistic therapies known as person-centered therapy and
Gestalt therapy?
How do behavior therapists use classical and operant conditioning to treat disordered behavior?
How successful are behavior therapies?
What are the goals and basic elements of cognitive therapies such as cognitive-behavioral
therapy and rational-emotive behavior therapy?
What are the various types of group therapies and the advantages and disadvantages of group therapy?
How effective is psychotherapy, and how is the effectiveness of psychotherapy influenced by
cultural, ethnic, and gender differences?
What are the various types of drugs used to treat psychological disorders?
How are electroconvulsive therapy and psychosurgery used to treat psychological disorders today?
What are the dangers of treating children and adolescents with antidepressant drugs?
54
AP Psychology
Mrs. Wimbley
Ciccarelli and White, Psychology AP Edition 2/e (Pearson, 2011)
Reading Study Guide (RSG)
Ch. 14 “Social Psychology”
Look, I have some misgivings, but what choice do we have
except to stay the course?
55
I. Chapter Outline. For each chapter, begin by taking notes on the chapter’s content in the form of a
comprehensive and annotated outline. A purpose of this task is to habituate yourself to taking notes on what
you read in preparation for the exponential leap in reading you will do in college. A “comprehensive and
annotated” outline is not just a listing of the chapter’s headings and subsections, but rather a system of notetaking that is your own balance of efficiency and completeness. For instance, the following section headings
for the first chapter provides an organizational framework, but is an example of an outline that, were you to
merely copy it would demonstrate virtually no effort, thought, or learning on your part, and which
coincidentally would earn a failing grade. Your task for each chapter will be to expand significantly and
comprehensively on the basic organizational template like the one below. The style does not matter (Cornell,
bullets, full sentences…); efficient and comprehensive does. Keep in mind that the more and better and
effortfully you “frontload” notes here, the less you will need to re-read the text when exams roll around.
I. Social Influence (p. 556)
A. Conformity
B. Compliance
C. Obedience
D. Task Performance
II. Social Cognition/Thinking (p. 566)
A. Attitudes
B. Attitude Formation
C. Attitude Change: Persuasion
D. Cognitive Dissonance: When Attitudes and Behavior Clash
E. Impression Formation
F. Social Categorization
G. Implicit Personality Theories
H. Attribution
III. Social Interaction (p. 576)
A. Prejudice and Discrimination
B. Types of Prejudice and Discrimination
Classic Study: Jane Elliot, “Brown Eyes, Blue Eyes”
C. How People Learn Prejudice
D. Overcoming Prejudice
IV. Liking and Loving: Interpersonal Attraction (p. 582)
A. The Rules of Attraction
B. Sternberg’s “Triangle Theory of Love”
V. Aggression and Prosocial Behavior (p. 585)
A. Aggression and Biology
B. The Power of Social Roles
C. Prosocial Behavior
Classic Study: Latane and Darley, “The Bystander Effect”
VI. Applying Psychology to Everyday Life: “Anatomy of a Cult” (p. 592)
N.B. (Latin nota bene: “note well,” “be well advised,” “Yo! Pay attention!”) It is not enough merely to take
good notes. It is not enough merely to transfer content information from one (textbook) page to another
(notebook) page. A purpose here is to learn, then overlearn, then re-learn, and so on. Please, please, please take
some time every night to read over and to think about the notes you take. It doesn’t have to be much—15
minutes or so—but for meaningful learning to occur, review should be repeated and distributed, not crammed.
56
II. Vocabulary. Psychology is a concept-driven course with unique and specialized vocabularies for its various
topics. Write out complete definitions for each of the following terms. My recommendation is that after you
copy the specific textbook definition, you rewrite the definition in your own words to demonstrate that you
understand the meaning of the term. N.B. It is not enough to write the definitions. Please review terms nightly.
social psychology
social influence
conformity
groupthink
deindividuation
group polarization
consumer psychology
compliance
foot-in-the-door technique
door-in-the-face technique
lowball technique
and-that’s-not-all technique
obedience
social facilitation
social impairment
social loafing
attitude
ABC model
attitude formation
persuasion
elaboration likelihood model
central-route processing
peripheral-route processing
cognitive dissonance
impression formation
social cognition
social categorization
stereotype
implicit personality theory
attribution
attribution theory
situational cause
dispositional cause
fundamental attribution error
prejudice
discrimination
in-groups
out-groups
realistic conflict theory
scapegoating
social cognition
social identity theory
social identity
social comparison
stereotype vulnerability
self-fulfilling prophesy
equal status contact
‘jigsaw classroom”
interpersonal attraction
proximity
reciprocity of liking
romantic love
companionate love
aggression
social role
prosocial behavior
altruism
bystander effect
diffusion of responsibility
cult
III. Learning Outcomes (LOs). Each chapter is structured around learning outcomes that are correlated to
both the American Psychological Association’s (APA) 10 recommended goals for an undergraduate psychology
major as well as to Advanced Placement (AP) curriculum learning outcomes. The final task of the RSG is to
write out comprehensive responses to each of the following chapter learning outcomes. N.B. These outcomes
are nicely summarized at the end of each chapter. You may not copy these Chapter Summary bullet points. You
must answer these in comprehensive paragraphs and in your own words and with significantly expanded
definitions and explanations for all terms.
14.1
14.2
14.3
14.4
14.5
14.6
14.7
14.8
14.9
14.10
14.11
14.12
14.13
What factors influence people to conform to the actions of others?
How is compliance defined, and what are four common ways to gain the compliance of another?
What factors make obedience more likely?
What are the three components of an attitude, how are attitudes formed, and how can attitudes be
changed?
How do people react when attitudes and behavior are not the same?
What are social categorization and implicit personality theories?
How do people try to explain the actions of others?
How are prejudice and discrimination different?
Why are people prejudiced, and how can prejudice be stopped?
What factors govern attraction and love, and what are some different kinds of love?
How is aggressive behavior determined by biology and learning?
What is altruism, and how is deciding to help someone related to the presence of others?
Why do people join cults?
57