Psychology: From Inquiry To Understanding, Second Canadian Edition Class Notes

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Jason E. Warnick, Ph.D.Arkansas Tech UniversityJan WhiteCollege of the RockiesINSTRUCTOR’S RESOURCEMANUALto accompanyPSYCHOLOGYFROM INQUIRY TO UNDERSTANDINGSECOND CANADIAN EDITIONScott O. LilienfeldEmory UniversitySteven Jay LynnBinghamton UniversityLaura L. NamyEmory UniversityNancy J. WoolfUniversity of California at Los AngelesKenneth M. CramerUniversity of WindsorRodney SchmaltzGrant MacEwan UniversityLECTURE NOTES

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iiContentsPrefaceiiiIntroduction & Teaching TipsivChapter1Psychology and Scientific Thinking1Chapter2Research Methods46Chapter3Biological Psychology79Chapter4Sensation and Perception125Chapter5Consciousness172Chapter6Learning208Chapter7Memory254Chapter8Language, Thinking, and Reasoning293Chapter9Intelligence and IQ Testing320Chapter 10Human Development355Chapter 11Emotion and Motivation409Chapter 12Stress, Coping, and Health455Chapter 13Social Psychology502Chapter 14Personality546Chapter 15Psychological Disorders594Chapter 16Psychological and Biological Treatments644Appendix AThe Interactive Learning Companion687

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iiiINSTRUCTOR’SRESOURCEMANUALPREFACEWhy a New Format for the Instructor’s Manual?The Lilienfeld/Lynn/Namy/WoolfInstructor’s Resource Manualis delivered in a format created withdirect feedback from teachers. We spoke with a range of instructors—from those who have been teachingonly a couple of semesters, to those who have been teaching for many years. Overwhelming the responsewe received around potential changes to the instructor’s manual involved accessibility and ease of use.Many instructors lamented the “telephone books” they have received from various publishers and howthese large volumes make it difficult to know what exactly rests inside. Concerns arose around paperusage—printing thousands of these manuals which end up sitting on shelves seems a waste when we areall trying to conserve resources. With these concerns in mind we asked a number of instructors what theideal instructor’s manual would be like. Here is what they said:Integration of resources—what goes where?For the Lilienfeld/Lynn/Namy/Woolf/Cramer/Schmaltz text we createdLecture Guidesfor eachchapter—using the chapter outlines to integrate the suggested lecture discussions, activities and otherresources directly into the appropriate sections. In addition we included brief notes synthesizing the keyinformation for that section. Instructors can easily see the key points of each section of the text, as well asthe resources they have available.Print what you want, when you wantMany instructors expressed a desire to print off only portions of the Instructor’s Manual—not the wholething. With our new Lecture Guides and the ability to easily identify relevant resources, instructors canprint and bring to class those resources they find useful.Access to the “best of” materialsPearson Education publishes a number of introductory psychology texts and the instructors we spoke withrecommended we review all of our introductory psychology instructor’s manuals, pull the best lecture,classroom activities and assignments found in each and use these resources to ensure each Pearsonintroductory text offers instructors the “best of” experience.

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ivINTRODUCTION&TEACHINGTIPS▲ TABLE OF CONTENTS►RESOURCESTen Tips for Successful Teaching(p. viii)Accessing Resources(p. xi)Sample Syllabus #1(p. ix)Sample Syllabus #2(p. xi)Sample Syllabus #3(p. xiii)Sample Syllabus #4(p. xv)Sample Syllabus #5(p. xvii)FIRST WEEK OF CLASS ACTIVITIESIce-Breaker Activity(p. xix)First Week of Class Discussion Questions(p. xix)Assignment: Using Psychology Databases(p. xx)

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vTEACHING TIPSTeaching Tips: Ten Tips for Successful TeachingFor most students, the introductory psychology course will be the only psychology course they will evertake. While a good text and helpful ancillaries certainly contribute to a successful introductory course, itis the teacher who often makes the difference between a bad or a good class, or between a good class andan outstanding one. Personal variables such as the respect you show for the subject matter, the concernyou show for students’ understanding of psychology, and the care with which you prepare your classpresentations, are critical factors that will influence your students’ impressions of psychology throughoutthe term and beyond. Your classroom behaviour also has important practical implications since it willdetermine whether or not some of your students enroll in other psychology classes or become psychologymajors. In sum, you are a representative of psychology as both a science and a career, and as such, youractions reflect the field’s professional values and standards. Below are ten tips that we have found to behelpful in our own teaching of introductory psychology. We hope that you will find them useful in yours,too.Be organized and prepared. There is simply no substitute for knowing your subject matter.Contrary to popular opinion, freshmen and other introductory students are very perceptive. Ateacher who is ill-prepared to discuss the subject material or to field students’ questions will soonbe discovered, resulting in large-scale apathy. Beyond knowledge of the subject matter, it is alsoimportant to schedule enough time for adequate preparation. A teacher cramming for apresentation is likely to meet with the same result as a student cramming for an examinationfailure, if you plan to use audiovisual aids, get to class a few minutes early to make sure theequipment is working properly, that the slides are right side up, that the microphone is workingproperly, etc. Students resent your taking class time for such preparation. Similarly, it is unwiseto “fill” class time because you are not adequately prepared to lecture. Your presentations shouldalways be substantive and informative.Know your students. Most students appreciate and, indeed, welcome personal contact with theirinstructors. You may wish to arrive a few minutes early to class each day and visit with thestudents who are present. You will become more familiar and comfortable with them, and theywill become more familiar and comfortable with you. Even if you are teaching a very large classand cannot get to know every name, you can make efforts to get to know some of them and assurethem that you are available and concerned about their performance. You could email the studentswho performed especially well to congratulate them, or email those who failed to encourage themto come see you. The more comfortable students feel with you, the more likely they will be tomake valuable contributions to classroom discussions. Beyond knowing some (hopefully most) ofyour students personally, being aware of campus and other local issues that concern studentsallows you to incorporate meaningful examples into classroom presentations. Other than thestudents themselves, the best sources of information on these matters are campus and localnewspapers.Be consistent. Students appreciate instructors who keep their word with respect to course policiesand class assignments. If your office hours are from 10 to 12 on Tuesdays and Thursdays, youshould be there. If an emergency comes up, leave a note to that effect on the door. If a studentposes a question, and you reply with, “That’s a very good question. I don’t know the answer atpresent, but I will do some research on it today and let you know tomorrow,” be sure to keep yourpromise. Your credibility as a teacher will be enhanced by your ability to follow through.

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viAccept criticism with good grace. Each time a new teaching term begins, you acquire a new set ofcritics. Students may evaluate your style of dress, your manner of speaking, your sense of humor,and a variety of other things that may or may not relate to your ability to convey informationabout introductory psychology. If only one or two students in a class of, say, forty to fiftystudents make similar criticisms about a particular aspect of your technique, you may or may notwant to take the criticism seriously. However, if several students have similar criticisms, it wouldbe to your advantage to pay attention to their comments and take steps to remedy the situation.Express your respect for students. Students, like everyone else, appreciate being treated withcommon courtesy. They appreciate a friendly “Hi” when you pass them in the hall. Whenresponding to students’ questions in class, do so with kind regard for both the students and thequestions. If you are challenged by a student, remain calm and do your best to handle thesituation gracefully. Invite the student to stay after class for a few minutes and talk the problemover. If the situation persists, discuss the matter with a colleague.Keep your message simple. In addition to having a sound understanding of your subject matter, itis also important to know your audience. Your presentations should be geared to their level. Keepin mind that you are not delivering an address to your peers at a professional conference, but arepresenting new ideas and concepts to an audience of young people. Seek to challenge them byfirst discovering their level of understanding and then teaching slightly above that level. Inpreparing your classroom presentation, keep in mind that it is very easy to overload students withinformation. There is a definite limit to how much information students can receive andunderstand in one class period. Keep your lecture clear and simple. Build it around three or fourmajor points and use plenty of thoughtful and representative examples.Be enthusiastic. Your level of enthusiasm for the subject matter will be obvious on the first day ofclass and will determine the tone for the entire term. More importantly, your attitude will have astrong influence on your students’ attitudes about the course. Your enthusiasm for psychologycan make any topic engaging.

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viiAccessing All Resources forPsychology: From Inquiry to Understanding,Second CanadianEditionFor a list of all resourcesavailable withPsychology: From Inquiry to Understanding, Second Canadianedition go to http://catalogue.pearsoned.ca, enter the text ISBN (9780205896110) and check out the“Resources” tab under the book cover.For access to the instructor supplements forPsychology: From Inquiry to Understanding, simply gotohttp://catalogue.pearsoned.ca/pearsonhigheredca/educator/catalog/index.page?nulland follow thedirections to register (or log in if you already have a Pearson user name and password).Once you have registered and your status as an instructor is verified, you will be e-mailed a login nameand password. Use your login name and password to access the catalogue. Click on the “onlinecatalogue” link, click on “psychology” followed by “introductory psychology” and then theLilienfeld/Lynn/Namy/Woolf/Cramer/SchmaltzPsychology: From Inquiry to UnderstandingSecondCanadian Edition text. Under the description of each supplement is a link that allows you to downloadand save the supplement to your desktop.For technical support for any of your Pearson products, you and your students can contacthttp://247.pearsoned.com.

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viiiSAMPLE SYLLABUS #1Course SyllabusGeneral PsychologyPSY 1012Session 2, 2012-20133 CreditsProfessor:Office:Office Hours as postedPhone:E - mail:Textbook:Psychology: From Inquiry to Understanding, Second Canadian EditionbyLilienfeld/Lynn/Namy/Woolf/Cramer/SchmaltzCourse Description:Life orientated course in psychology, designed to give the student the factualfoundation in techniques and the vocabulary of psychology and general understanding of humanbehaviour. Surveys research and application of psychology in areas of learning, intelligence, motivation,emotion, personality, behaviour disorders, mental health and therapy. There will be three class sessionsduring the semester that class will be conducted on WebCT only. Some of your tests will be on WebCTand some will be in class.Course Objectives:Upon completion of this class, the student should be able to demonstrate knowledgeconcerning:1. The definition of psychology2. Brain function and how it affects behaviour3. Learning and memory4. Growth and development principalsCompetencies Addressed:This course addresses theXX UNIVERSITYStudent Competencies. If youare interested in which of the competencies are addressed, please review theCourse Outlineon file in theDepartmental OfficeAcademic Dishonesty:In the event that a student is caught cheating, he/she will receive a grade of zero(0) for that assignment. This is a grade that will not be dropped! If another incident occurs, that studentwill be withdrawn from class.Class Attendance:It is the policy of the college that you attend the classes that you are registered toattend. In the event of an absence, it is your responsibility to contact someone to obtain information tomake up the loss.Please note: If you have a pager or a cell phone, make sure that it is set to vibrateprior to entering the classroom…if it rings during class, I will answer it in front of the entire class!If your absences in class become excessive, you will be contacted in writing to set up a conferencedate/time. If you do not schedule an appointment, you will be withdrawn from class and a grade of "W"assigned. Withdrawal deadline for this session is March 20, 2012.There will be class sessions that willbe conducted through WebCT and it will be your responsibility to respond to discussions through

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ixWebCT for your points for those four classes. The discussions on WebCT will be worth a total of80 points towards your final grade.Evaluations:There will be 5 tests throughout the semester including the final. These tests will coverinformation presented in class and textbook material. The tests may be multiple guess, true/false and/ormatching.The tests will be scheduled as follows:Following Chapter 1, 2, 3Following Chapter 4, 5, 10Following Chapter 6, 8, 9Following Chapter 7, 11, 12Following Chapter 13, 14, 15, 16Grades:Individual test grades may be assessed on the following scale:A = 45 - 50B = 40 – 44C = 35 – 39D = 30 – 34F = 29 and belowYouwill also be required to write onecritiquecovering a journal article or an article from the Internet.This article must deal with an aspect of psychology that is of interest to you You may choose your articleout of these reserve journals or you may be able to find another article of interest to you that will meet thecriteria. The Internet offers many journals on line. There is a book at the reserve desk titledWritingPapers in Psychologythat will answer your formatting questions.You must have your name and classtime on the title page.If you have questions about the article, please see me. The article will be worth 40points. It will be due on February 18, 2012.Your paper will be due on your normal class meeting day!The paper may be turned in early. Please make sure your name and class time are on these papers. Yourpapermust be APA formatted with a works cited page!Points will be deducted if the paper is not inthis format or is turned in late!Eachtest will be worth 50 points.There are no Make - Ups.If you miss a test you will receive a scoreof 0 for the missing grade. Four test grades (possible 200 points), four response answers on WebCT(possible 80 points total) and one critique (possible 40 points) will constitute your final grade. You willdrop your lowest test score and your final test score will fill in for that test. You may not drop the finaltest unless you have an “A” going into the test and you have attended all classes.Your final grade will be determined on the following scale:A = 288 - 320B = 256 - 287C = 224 - 255D = 192 - 223F = equal to or less than 191Expected Student ConductDisabled Students:****This syllabus is subject to change****

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xSAMPLE SYLLABUS #2 (SHORT SEMESTER)Course SyllabusGeneral PsychologyPSY 1012Session 2, 2012-20133 CreditsProfessor:Office:Office Hours as postedPhone:E - mail:Textbook:Psychology: From Inquiry to Understanding, Second Canadian EditionbyLilienfeld/Lynn/Namy/Woolf/Cramer/SchmaltzCourse Description:A short semester life orientated course in psychology, designed to give the studentthe factual foundation in techniques and the vocabulary of psychology and general understanding ofhuman behaviour. We will cover the same amount of information as is covered during a normal semesterlong course. Surveys research and application of psychology in areas of learning, intelligence, motivation,emotion, personality, behaviour disorders, mental health and therapy. There will be three class sessionsduring the semester that class will be conducted on WebCT only. Some of your tests will be on WebCTand some will be in class. There is much reading for you to do and we will cover many chapters in thisshort semester – be ready to work!Course Objectives:Upon completion of this class, the student should be able to demonstrate knowledgeconcerning:1. The definition of psychology2. Brain function and how it affects behaviour3. Learning and memory4. Growth and development principalsCompetencies Addressed:Please review theCourse Outlineon file in the Departmental Office.Academic Dishonesty:In the event that a student is caught cheating, he/she will receive a grade of zero(0) for that assignment. This is a grade that will not be dropped! If another incident occurs, that studentwill be withdrawn from class.Class Attendance:It is the policy of the college that you attend the classes that you are registered toattend. In the event of an absence, it is your responsibility to contact someone to obtain information tomake up the loss.Please note: If you have a pager or a cell phone, make sure that it is set to vibrateprior to entering the classroom…if it rings during class, I will answer it in front of the entire class!If your absences in class become excessive, you will be contacted in writing to set up a conferencedate/time. If you do not schedule an appointment, you will be withdrawn from class and a grade of "W"assigned. Withdrawal deadline for this session is March 20, 2009.The discussions on WebCT will beworth a total of 80 points towards your final grade.

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xiEvaluations:There will be 5 tests throughout the semester including the final. These tests will coverinformation presented in class and textbook material. The tests may be multiple guess, true/false and/ormatching.The tests will be scheduled as follows:Following Chapter 1, 2, 3Following Chapter 4, 5, 10Following Chapter 6, 8, 9Following Chapter 7, 11, 12Following Chapter 13, 14, 15, 16Grades:Individual test grades may be assessed on the following scale:A = 45 - 50B = 40 - 44C = 35 - 39D = 30 - 34F = 29 and belowYouwill also be required to write onecritiquecovering a journal article or an article from the Internet.This article must deal with an aspect of psychology that is of interest to you. You may choose your articleout of the reserve journals or you may be able to find another article of interest to you that will meet thecriteria. The Internet offers many journals on line. There is a book at the reserve desk titledWritingPapers in Psychologythat will answer your formatting questions.You must have your name and classtime on the title page.If you have questions about the article, please see me. The article will be worth 40points. It will be due on March 18, 2012. Your paper will be due on your normal class meeting day! Thepaper may be turned in early. Please make sure your name and class time are on these papers. Your papermust be APA formatted with a works cited page!Points will be deducted if the paper is not in thisformat or is turned in late!Eachtest will be worth 50 points.There are no Make - Ups.If you miss a test you will receive a scoreof 0 for the missing grade. Four test grades (possible 200 points), four response answers on WebCT(possible 80 points total) and one critique (possible 40 points) will constitute your final grade. You willdrop your lowest test score and your final test score will fill in for that test. You may not drop the finaltest unless you have an “A” going into the test and you have attended all classes.Your final grade will be determined on the following scale:A = 288 - 320B = 256 - 287C = 224 - 255D = 192 - 223F = equal to or less than 191Expected Student ConductStudents with disabilities****This syllabus is subject to change****

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xiiSAMPLE SYLLABUS #3 (SHORT SEMESTER w/MyPsychLab)Course SyllabusGeneral PsychologyPSY 1012Session 2, 2012-20133 CreditsProfessor:Office:Office Hours as postedPhone:E - mail:Textbook:Psychology: From Inquiry to Understanding, Second Canadian EditionbyLilienfeld/Lynn/Namy/Woolf/Cramer/SchmaltzCourse Description:This is a short semester life orientated course in psychology, designed to give thestudent the factual foundation in techniques and the vocabulary of psychology and general understandingof human behaviour. However, we will cover the same information that s covered during a regularsemester long class. We will be covering a chapter every day that we meet. Surveys research andapplication of psychology in areas of learning, intelligence, motivation, emotion, personality, behaviourdisorders, mental health and therapy. Some of your tests will be on WebCT and some will be in class.Course Objectives:Upon completion of this class, the student should be able to demonstrate knowledgeconcerning:1. The definition of psychology2. Brain function and how it affects behaviour3. Learning and memory4. Growth and development principalsCompetencies Addressed:Please review theCourse Outlineon file in the Departmental Office.Academic Dishonesty:In the event that a student is caught cheating, he/she will receive a grade of zero(0) for that assignment. This is a grade that will not be dropped! If another incident occurs, that studentwill be withdrawn from class.Class Attendance:It is the policy of the college that you attend the classes that you are registered toattend. In the event of an absence, it is your responsibility to contact someone to obtain information tomake up the loss.Please note: If you have a pager or a cell phone, make sure that it is set to vibrateprior to entering the classroom…if it rings during class, I will answer it in front of the entire class!If your absences in class become excessive, you will be contacted in writing to set up a conferencedate/time. If you do not schedule an appointment, you will be withdrawn from class and a grade of "W"assigned. Withdrawal deadline for this session is March 20, 2012.The discussions on WebCT will beworth a total of 80 points towards your final grade.

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xiiiEvaluations:There will be 5 tests throughout the semester including the final. These tests will coverinformation presented in class and textbook material. The tests may be multiple guess, true/false and/ormatching.The tests will be scheduled as follows:Following Chapter 1, 2, 3Following Chapter 4, 5, 10Following Chapter 6, 8, 9Following Chapter 7, 11, 12Following Chapter 13, 14, 15, 16Grades:Individual test grades may be assessed on the following scale:A = 45 - 50B = 40 - 44C = 35 – 39D = 30 - 34F = 29 and belowYouwill also be required to write onecritiquecovering a journal article or an article from the Internet.This article must deal with an aspect of psychology that is of interest to you. You may choose your articleout of these reserve journals or you may be able to find another article of interest to you that will meet thecriteria. The Internet offers many journals on line. There is a book at the reserve desk titledWritingPapers in Psychologythat will answer your formatting questions.You must have your name and classtime on the title page.If you have questions about the article, please see me. The article will be worth 40points. It will be due on February 18, 2012.Your paper will be due on your normal class meeting day!The paper may be turned in early. Please make sure your name and class time are on these papers. Yourpapermust be APA formatted with a works cited page!Points will be deducted if the paper is not inthis format or is turned in late!You must take the quizzes for each chapter in MyPsychLabprior to coming to class the day we aregoing to discuss that chapter.The score on that quiz will count towards your final grade.If you do nottake the quiz, your final grade will suffer! These quizzes will be worth 100 points towards your finalgrade and they will help you understand the chapter material.Eachtest will be worth 50 points.There are no Make - Ups.If you miss a test you will receive a scoreof 0 for the missing grade. Four test grades (possible 200 points), four response answers on WebCT(possible 80 points total) and one critique (possible 40 points) will constitute your final grade. You willdrop your lowest test score and your final test score will fill in for that test. You may not drop the finaltest unless you have an “A” going into the test and you have attended all classes.Your final grade will be determined on the following scale:A = 388 - 420B = 356 - 387C = 324 - 355D = 292 - 323F = equal to or less than 291Expected Student ConductStudents with disabilities****This syllabus is subject to change****

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xivSAMPLE SYLLABUS # 4 w/MyPsychLabCourse SyllabusGeneral PsychologyPSY 1012Session 2, 2012-20133 CreditsProfessor:Office:Office Hours as postedPhone:E - mail:Textbook:Psychology: From Inquiry to Understanding, Second Canadian EditionbyLilienfeld/Lynn/Namy/Woolf/Cramer/SchmaltzCourse Description:Life orientated course in psychology, designed to give the student the factualfoundation in techniques and the vocabulary of psychology and general understanding of humanbehaviour. Surveys research and application of psychology in areas of learning, intelligence, motivation,emotion, personality, behaviour disorders, mental health and therapy. There will be three class sessionsduring the semester that class will be conducted on WebCT only. Some of your tests will be on WebCTand some will be in class.Course Objectives:Upon completion of this class, the student should be able to demonstrate knowledgeconcerning:1. The definition of psychology2. Brain function and how it affects behaviour3. Learning and memory4. Growth and development principalsCompetencies Addressed:Please review theCourse Outlineon file in the Departmental Office.Academic Dishonesty:In the event that a student is caught cheating, he/she will receive a grade of zero(0) for that assignment. This is a grade that will not be dropped! If another incident occurs, that studentwill be withdrawn from class.Class Attendance:It is the policy of the college that you attend the classes that you are registered toattend. In the event of an absence, it is your responsibility to contact someone to obtain information tomake up the loss.Please note: If you have a pager or a cell phone, make sure that it is set to vibrateprior to entering the classroom…if it rings during class, I will answer it in front of the entire class!If your absences in class become excessive, you will be contacted in writing to set up a conferencedate/time. If you do not schedule an appointment, you will be withdrawn from class and a grade of "W"assigned. Withdrawal deadline for this session is March 20, 2012.There will be class sessions that willbe conducted through WebCT and it will be your responsibility to respond to discussions throughWebCT for your points for those four classes. The discussions on WebCT will be worth a total of80 points towards your final grade.

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xvEvaluations:There will be 5 tests throughout the semester including the final. These tests will coverinformation presented in class and textbook material. The tests may be multiple guess, true/false and/ormatching.The tests will be scheduled as follows:Following Chapter 1, 2, 3Following Chapter 4, 5, 10Following Chapter 6, 8, 9Following Chapter 7, 11, 12Following Chapter 13, 14, 15, 16Grades:Individual test grades may be assessed on the following scale:A = 45 - 50B = 40 - 44C = 35 - 39D = 30 - 34F = 29 and belowYouwill also be required to write onecritiquecovering a journal article or an article from the Internet.This article must deal with an aspect of psychology that is of interest to you. You may choose your articleout of these reserve journals or you may be able to find another article of interest to you that will meet thecriteria. The Internet offers many journals on line. There is a book at the reserve desk titledWritingPapers in Psychologythat will answer your formatting questions.You must have your name and classtime on the title page.If you have questions about the article, please see me. The article will be worth 40points. It will be due on February 18, 2012.Your paper will be due on your normal class meeting day!The paper may be turned in early. Please make sure your name and class time are on these papers. Yourpapermust be APA formatted with a works cited page!Points will be deducted if the paper is not inthis format or is turned in late!You must take the quizzes for each chapter in MyPsychLabprior to coming to class the day we aregoing to discuss that chapter.The score on that quiz will count towards your final grade.If you do nottake the quiz, your final grade will suffer! These quizzes will be worth 100 points towards your finalgrade and they will help you understand the chapter material.Eachtest will be worth 50 points.There are no Make - Ups.If you miss a test you will receive a scoreof 0 for the missing grade. Four test grades (possible 200 points), four response answers on WebCT(possible 80 points total) and one critique (possible 40 points) will constitute your final grade. You willdrop your lowest test score and your final test score will fill in for that test. You may not drop the finaltest unless you have an “A” going into the test and you have attended all classes.Your final grade will be determined on the following scale:A = 388 - 420B = 356 - 387C = 324 - 355D = 292 - 323F = equal to or less than 291Expected Student ConductStudents with disabilities****This syllabus is subject to change****

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