This is completed downloadable of Psychology, 3rd Edition Test Bank – Saundra Ciccarelli
Product Details:
- ISBN-10 : 0205011357
- ISBN-13 : 978-0205011353
- Author: Saundra Ciccarelli
Ciccarelli/White, Psychology, 3/e is praised for a very engaging writing style, comprehensive coverage of key research, and strong pedagogical features. This best-selling text focuses on getting students to actually read their textbook. The authors use the recommended APA undergraduate psychology learning outcomes and establish clear learning objectives for students, while tying the text assessment to these objectives. Student and instructor feedback from extremely successful first and second editions emphasize the appeal of Ciccarelli/White’s approach to teaching and learning in today’s classroom.
Table of Content:
- MICHAEL W. PASSER
- RONALD E. SMITH
- About the local authors
- FELICITY ALLEN
- SIMON BOAG
- JEROEN VAN BOXTEL
- EMILY CASTELL
- SARAH COWIE
- MARK EDWARDS
- DARREN GARVEY
- CHARINI GUNARATNE
- NICHOLAS HARRIS
- MARK KOHLER
- ANDREW J. LEWIS
- JACQUI MACDONALD
- BEN MORRISON
- NATALIE MORRISON
- KIMBERLEY NORRIS
- CON STOUGH
- MARIANNA SZABÓ
- CAROLYN WILSHIRE
- Acknowledgements
- REVIEWERS
- DIGITAL CONTRIBUTORS
- Connect
- Proven effective
- Connect support
- Visual Progress
- Adaptive learning
- SmartBook
- LearnSmart
- Digital resources
- INTERACTIVE ACTIVITIES
- VIDEO AND ANIMATION QUIZZES
- POWER OF PROCESS
- INSTRUCTOR RESOURCES
- Text at a glance
- DEVELOPED FOR AUSTRALIAN STUDENTS BY AUSTRALIAN AUTHORS
- CRITICAL EXAMINATION
- SUPPORTING STUDENT LEARNING
- Case matrix
- Chapter 1 The science of psychology
- Introduction
- LO 1.1 The nature of psychology
- Psychology’s scientific approach
- Understanding behaviour: some pitfalls of everyday approaches
- Using science to minimise everyday pitfalls
- Thinking critically about behaviour
- The jumbled-word challenge
- Of astrology and asstrology: potential costs of uncritical thinking
- Goals of psychology
- Basic and applied research
- Psychology’s broad scope: a simple framework
- Mind–body and nature–nurture interactions
- LO 1.2 Perspectives on behaviour
- Psychology’s intellectual roots
- Early schools: structuralism and functionalism
- The psychodynamic perspective: the forces within
- Psychoanalysis: Freud’s great challenge
- Modern psychodynamic theory
- The behavioural perspective: the power of the environment
- Origins of the behavioural perspective
- Behaviourism
- Cognitive behaviourism
- The humanistic perspective: self-actualisation and positive psychology
- The cognitive perspective: the thinking human
- Origins of the cognitive perspective
- Renewed interest in the mind
- The modern cognitive perspective
- The sociocultural perspective: the embedded human
- The social psychological component
- The cultural component
- The biological perspective: the brain, genes and evolution
- Behavioural neuroscience
- Behaviour genetics
- Evolutionary psychology
- LO 1.3 Using levels of analysis to integrate the perspectives
- An example: understanding depression
- Summary of major themes
- LO 1.4 Psychology today
- A global science and profession
- Psychology, society and your life
- Example 1: Fly the friendly skies … safely
- Example 2: President Obama’s ‘behavioral dream team’
- Psychology and public policy
- Applying psychology to your life
- Chapter summary
- Key terms and concepts
- Review questions
- Thinking critically solutions
- Graduate spotlight
- Chapter 2 Studying behaviour scientifically
- Introduction
- LO 2.1 Scientific principles in psychology
- Scientific attitudes
- Gathering evidence: steps in the scientific process
- Two approaches to understanding behaviour
- Hindsight (after-the-fact understanding)
- Understanding through prediction, control and theory building
- Defining and measuring variables
- Self-reports and reports by others
- Measures of overt behaviour
- Psychological tests
- Physiological measures
- LO 2.2 Ethical principles in research
- Ethical standards in human research
- Ethical standards in animal research
- LO 2.3 Methods of research
- Descriptive research: recording events
- Case studies: the Hmong Sudden Death Syndrome
- Naturalistic observation: bullies in the schoolyard
- Survey research: adolescents’ early exposure to alcohol
- Correlational research: measuring associations between events
- Correlation does not establish causation
- The correlation coefficient
- Correlation as a basis for prediction
- Experiments: examining cause and effect
- Independent and dependent variables
- Experimental and control groups
- Two basic ways to design an experiment
- Manipulating two independent variables: effects of mobile phone use and traffic density on driving performance
- LO 2.4 Threats to the validity of research
- Confounding of variables
- Placebo effects
- Experimenter expectancy effects
- Replicating and generalising the findings
- LO 2.5 Analysing and interpreting data
- Being a smart consumer of statistics
- Using statistics to describe data
- Measures of central tendency
- Measures of variability
- Using statistics to make inferences
- Meta-analysis: combining the results of many studies
- LO 2.6 Critical thinking in science and everyday life
- Chapter summary
- Key terms and concepts
- Review questions
- Thinking critically solutions
- Should you trust internet and pop media surveys?
- Does eating ice-cream cause people to drown?
- Chapter 3 Genes, environment and behaviour
- Introduction
- LO 3.1 Genetic influences on behaviour
- Chromosomes and genes
- Dominant, recessive and polygenic effects
- The human genome
- A genetic map of the brain
- Epigenetics
- Behaviour genetics
- Family, adoption and twin studies
- Heritability: estimating genetic influence
- LO 3.2 The role of learning in adapting to the environment
- How do we learn? The search for mechanisms
- Why do we learn? The search for functions
- Learning and evolution
- Shared and unshared environments
- LO 3.3 Behaviour genetics, intelligence and personality
- Genes, environment and intelligence
- Heritability of intelligence
- Environmental factors
- Heritability of personality
- Environment and personality development
- LO 3.4 Gene-environment interactions
- How the environment can influence gene expression
- How genes can influence the environment
- LO 3.5 Evolution, culture and behaviour
- Evolution of adaptive mechanisms
- Natural selection
- Evolution and human nature
- Sexuality and mate preferences
- Evolution and human individuality
- Chapter summary
- Key terms and concepts
- Review questions
- Thinking critically solutions
- Natural selection and genetic diseases
- Graduate spotlight
- Chapter 4 The brain and behaviour
- Introduction
- LO 4.1 Neurons
- The electrical activity of neurons
- Nerve impulses: the action potential
- LO 4.2 How neurons communicate: synaptic transmission
- Neurotransmitters
- Specialised neurotransmitter systems
- LO 4.3 The nervous system
- The peripheral nervous system
- The somatic nervous system
- The autonomic nervous system
- The central nervous system
- The spinal cord
- The brain
- Unlocking the secrets of the brain
- LO 4.4 Interactions with the endocrine system
- LO 4.5 Structures and behavioural functions of the brain
- The forebrain
- The cerebral cortex
- The thalamus: the brain’s sensory switchboard
- The hypothalamus: motivation and emotion
- The limbic system: memory, emotion and goal-directed behaviour
- The midbrain
- The reticular formation: the brain’s gatekeeper
- The brain stem: life-support systems
- The cerebellum: motor-coordination centre
- LO 4.6 Hemispheric lateralisation: the left and right brains
- LO 4.7 Plasticity in the brain: the role of experience and the recovery of function
- How experience influences brain development
- Healing the nervous system
- Chapter summary
- Key terms and concepts
- Review questions
- Thinking critically solutions
- Left-brained versus right-brained
- Chapter 5 Sensation and perception
- Introduction
- LO 5.1 Sensory processes
- Stimulus detection: the absolute threshold
- The difference threshold
- Sensory adaptation
- LO 5.2 Vision
- The human eye
- Photoreceptors: the rods and cones
- Visual transduction: from light waves to nerve impulses
- Brightness vision and dark adaptation
- Colour vision
- The trichromatic theory
- Opponent-process theory
- Dual processes in colour transduction
- Colour-deficient vision
- Analysis and reconstruction of visual images
- LO 5.3 Audition
- Auditory transduction: from pressure waves to nerve impulses
- Coding of pitch and loudness
- Sound localisation
- Hearing loss
- LO 5.4 Taste and smell: the chemical senses
- Gustation: the sense of taste
- Olfaction: the sense of smell
- LO 5.5 The skin and body senses
- The tactile senses
- Pain
- Spinal and brain mechanisms
- The endorphins
- The body senses
- LO 5.6 Perception: the creation of experience
- Perception is selective: the role of attention
- Inattentional blindness
- Environmental and personal factors in attention
- Perceptions have organisation and structure
- Gestalt principles of perceptual organisation
- Perception involves hypothesis testing
- Perception is influenced by expectations: perceptual sets
- Percepts are stable under changing viewing conditions: perceptual constancies
- LO 5.7 Perception of depth, distance and movement
- Depth and distance perception
- Monocular depth cues
- Binocular depth cues
- Perception of motion
- LO 5.8 Illusions: false perceptual hypotheses
- LO 5.9 Experience, critical periods and perceptual development
- Cross-cultural research on perception
- Critical periods: the role of early experience
- Restored sensory capacity
- Chapter summary
- Key terms and concepts
- Review questions
- Thinking critically solutions
- Navigating in fog: Professor Mayer’s topophone
- Why does that rising moon look so big?
- Explain this striking illusion
- Graduate spotlight
- Chapter 6 States of consciousness
- Introduction
- LO 6.1 The puzzle of consciousness
- What is consciousness?
- How to define consciousness?
- Are there different kinds of consciousness?
- Consciousness vs. self-consciousness
- Mind–body problem
- Free will
- Characteristics of consciousness
- Why do we have consciousness contents?
- Levels of consciousness
- The Freudian viewpoint
- The cognitive viewpoint
- Measuring contents of consciousness
- Behavioural measurements of unconscious influences
- Priming
- The emotional unconscious
- a
- Attention and consciousness
- The neural basis of consciousness
- Perception and action pathways in the brain
- Neural correlates of consciousness
- Consciousness as a global workspace
- Integrated information theory
- Neurophysiological disorders and consciousness
- Visual agnosia
- Blindsight
- Hemispatial neglect
- Hallucinations
- Disorders of consciousness
- Coma
- Vegetative state
- Minimally conscious state
- Locked-in syndrome
- Brain activity and disorders of consciousness
- Brain metabolism
- Brain activity in response to commands
- Response-free measures of consciousness
- LO 6.2 Sleep and dreaming
- Stages of sleep
- Stage 1 through to stage 4
- REM sleep
- Getting a night’s sleep: from brain to culture
- How much do we sleep?
- Sleep deprivation
- The use of sleep
- The nature of dreams
- When do we dream?
- What do we dream about?
- a
- Why do we dream?
- LO 6.3 Drug-induced states
- Drugs and the brain
- How drugs facilitate synaptic transmission
- How drugs inhibit synaptic transmission
- Drug tolerance and dependence
- Depressants
- Alcohol
- Barbiturates and tranquillisers
- Stimulants
- Amphetamines
- Cocaine
- Ecstasy (MDMA)
- Opiates
- Hallucinogens
- Marijuana
- Misconceptions about marijuana
- From genes to culture: determinants of drug effects
- Biological factors
- Psychological factors
- Environmental factors
- LO 6.4 Hypnosis
- The scientific study of hypnosis
- Hypnotic behaviours and experiences
- Involuntary control and behaving against one’s will
- Amazing feats
- Pain tolerance
- Hypnotic amnesia
- Theories of hypnosis
- Dissociation theories
- Social-cognitive theories
- The hypnotised brain
- Chapter summary
- Key terms and concepts
- Review questions
- Thinking critically solutions
- Hypnosis and amazing feats
- Chapter 7 Learning: the role of experience
- Introduction
- LO 7.1 Adapting to the environment
- LO 7.2 Classical conditioning: associating one stimulus with another
- Pavlov’s pioneering research
- Basic principles
- Acquisition
- Extinction and spontaneous recovery
- Generalisation and discrimination
- Higher-order conditioning
- Applications of classical conditioning
- Acquiring and overcoming fear
- Attraction and aversion
- Sickness and health
- LO 7.3 Operant conditioning: learning through consequences
- Thorndike’s law of effect
- Skinner’s analysis of operant conditioning
- Distinguishing operant from classical conditioning
- Antecedent conditions: identifying when to respond
- Consequences: determining how to respond
- Positive reinforcement
- Negative reinforcement
- Operant extinction
- Aversive punishment
- Response cost
- Immediate, delayed and reciprocal consequences
- Uncovering the principles of behaviour in the lab
- a
- Shaping and chaining: taking one step at a time
- Shaping and coaching
- Generalisation and discrimination
- Schedules of reinforcement
- Fixed-ratio schedule
- Variable-ratio schedule
- Fixed-interval schedule
- Variable-interval schedule
- Reinforcement schedules, learning and extinction
- Using extinction and reinforcers to stop challenging behaviours
- Escape and avoidance conditioning
- Applications of operant conditioning
- Specialised animal training
- Education and the workplace
- Modifying problem behaviours
- LO 7.4 Crossroads of conditioning
- Biological constraints: evolution and preparedness
- Constraints on classical conditioning: learned taste aversions
- Are we biologically prepared to fear certain things?
- Constraints on operant conditioning: animals that ‘won’t shape up’
- Cognition and conditioning
- Cognition in classical conditioning
- Cognition in operant conditioning
- LO 7.5 Observational learning: when others show the way
- Bandura’s social-cognitive theory
- The modelling process and self-efficacy
- Imitation of aggression and prosocial behaviour
- Applications of observational learning
- LO 7.6 The adaptive brain
- Chapter summary
- Key terms and concepts
- Review questions
- Thinking critically solutions
- Why did Carol’s car phobia persist?
- Was the ‘Little Albert’ study ethical?
- Identifying the consequences for sporting performance
- Can you explain the ‘supermarket tantrum’?
- Chapter 8 Memory
- Introduction
- LO 8.1 Memory as information processing
- A three-stage model
- Sensory memory
- Working/short-term memory
- Long-term memory
- LO 8.2 Encoding: entering information
- Effortful and automatic processing
- Levels of processing: when deeper is better
- Exposure and rehearsal
- Organisation and imagery
- Hierarchies and chunking
- Visual imagery
- Mnemonic devices
- How prior knowledge shapes encoding
- Schemas: our mental organisers
- Schemas, encoding and expertise
- LO 8.3 Storage: retaining information
- Memory as a network
- Associative networks
- Neural networks
- Types of long-term memory
- Declarative and procedural memory
- Explicit and implicit memory
- LO 8.4 Retrieval: accessing information
- The value of multiple cues
- The value of distinctiveness
- Arousal, emotion and memory
- The effects of context, state and mood on memory
- Context-dependent memory: returning to the scene
- State-dependent memory: arousal, drugs and mood
- LO 8.5 Forgetting
- The course of forgetting
- Why do we forget?
- Encoding failure
- Decay of the memory trace
- Interference
- Motivated forgetting
- Forgetting to do things: prospective memory
- Amnesia
- Retrograde and anterograde amnesia
- Dementia and Alzheimer’s disease
- Alcohol and memory
- Infantile (childhood) amnesia
- LO 8.6 Memory as a constructive process
- Memory distortion and schemas
- Misinformation effects and eyewitness testimony
- Source confusion
- The child as eyewitness
- Accuracy and suggestibility
- True versus false reports: can professionals tell them apart?
- The recovered-memory controversy
- Culture and memory construction
- LO 8.7 Memory and the brain
- Where are memories formed and stored?
- Sensory and working memory
- Long-term memory
- How are memories formed?
- Synaptic change and memory
- Long-term potentiation
- Chapter summary
- Key terms and concepts
- Review questions
- Thinking critically solutions
- Would perfect memory be a gift or a curse?
- Chapter 9 Language and thinking
- Introduction
- LO 9.1 The structure of language
- Phonemes
- Morphemes
- Words, phrases and sentences
- Discourse
- The generativity of human language
- LO 9.2 Understanding and producing speech
- Understanding speech
- Perceiving phonemes
- Segmenting the speech signal
- Recognising words and extracting meaning
- Brain regions involved in speech comprehension
- Producing speech
- Retrieving and producing words
- Constructing sentences
- LO 9.3 Acquiring a first language
- Developmental timetable
- Is there a critical period for acquiring a first language?
- LO 9.4 Reading
- Dyslexia
- LO 9.5 Bilingualism and second language acquisition
- How important is age when it comes to learning a second language?
- What impact does bilingualism have on a child?
- When should we teach a second language?
- Language and thought
- LO 9.6 Thinking and cognition
- Thought and cognition
- Thinking and reasoning
- LO 9.7 The limits of reasoning
- Why do we sometimes make mistakes?
- Heuristics
- LO 9.8 Expertise and automaticity
- Schemas and scripts
- Is there a cost to expertise?
- People with special expertise
- LO 9.9 The role of emotion in decision-making
- Metacognition: knowing your own cognitive abilities
- Wisdom
- Chapter summary
- Key terms and concepts
- Review questions
- Thinking critically solutions
- Speaking two languages: a blessing or a curse?
- Chapter 10 Intelligence
- Introduction
- LO 10.1 Intelligence from a historical perspective
- Sir Francis Galton: quantifying mental ability
- Alfred Binet’s mental tests
- Binet’s legacy: an intelligence-testing industry emerges
- LO 10.2 The nature of intelligence
- The psychometric approach: the structure of intellect
- Factor analysis: an essential tool
- The g factor: intelligence as general mental capacity
- Intelligence as specific mental abilities
- Crystallised and fluid intelligence
- Carroll’s three-stratum model: a modern synthesis
- Cognitive process approaches: the nature of intelligent thinking
- Broader conceptions of intelligence: beyond mental competencies
- Gardner’s multiple intelligences
- Personal and emotional intelligence
- LO 10.3 The measurement of intelligence
- Increasing the informational yield from intelligence tests
- Should we test for aptitude or achievement?
- Psychometric standards for intelligence tests
- Reliability
- Validity
- Standardisation
- Assessing intelligence in non-Western cultures
- LO 10.4 Heredity, environment and intelligence
- LO 10.5 Group differences in intelligence
- Ethnic group differences
- Are the tests biased?
- What factors underlie the differences?
- Sex differences in cognitive abilities
- Beliefs, expectations and cognitive performance
- LO 10.6 Extremes of intelligence
- The intellectually gifted
- Intellectual disability
- Chapter summary
- Key terms and concepts
- Review questions
- Thinking critically solutions
- Are gifted children maladjusted?
- Graduate spotlight
- Chapter 11 Motivation and emotion
- Introduction
- LO 11.1 Motivation
- Perspectives on motivation
- Evolution, instincts and genes
- Homeostasis and drives
- Approach and avoidance motivation: the BAS and BIS
- Cognitive processes: incentives and expectancies
- Psychodynamic views
- Maslow’s need hierarchy
- Self-determination theory
- LO 11.2 Hunger and weight regulation
- The physiology of hunger
- Signals that start and terminate a meal
- Signals that regulate general appetite and weight
- Brain mechanisms
- Psychological aspects of hunger
- Environmental and cultural factors
- Obesity
- Genes and environment
- Dieting and weight loss
- Eating disorders: anorexia and bulimia
- Causes of anorexia and bulimia
- LO 11.3 Sexual motivation
- Sexual behaviour: patterns and changes
- The physiology of sex
- The sexual response cycle
- Hormonal influences
- The psychology of sex
- Cultural and environmental influences
- Arousing environmental stimuli
- Sexual orientation
- Prevalence of different sexual orientations
- Determinants of sexual orientation
- LO 11.4 Achievement motivation and motivational conflict
- Motive for success and fear of failure
- Achievement goal theory
- Achievement goal orientations
- Motivational climate
- Family, culture and achievement needs
- Motivational conflict
- LO 11.5 Emotion
- The nature of emotions
- Eliciting stimuli
- The cognitive component
- The physiological component
- The behavioural component
- LO 11.6 Theories of emotion
- The James-Lange somatic theory
- The Cannon-Bard theory
- The role of autonomic feedback
- The role of expressive behaviours
- Cognitive-affective theories
- LO 11.7 Happiness
- Chapter summary
- Key terms and concepts
- Review questions
- Thinking critically solutions
- Is Maslow’s need hierarchy valid?
- Chapter 12 Development over the life span
- Introduction
- LO 12.1 Major issues and methods
- Life-span development: a guiding model
- LO 12.2 Prenatal development
- Genetics and sex determination
- Environmental influences
- LO 12.3 Infancy and childhood
- The amazing newborn
- Sensory capabilities and perceptual preferences
- Reflexes
- Learning
- Physical development
- The young brain
- Environmental and cultural influences
- Cognitive development
- Piaget’s stage model
- Assessing Piaget’s theory: stages, ages and culture
- The social context of cognitive development
- Information-processing approaches
- Social-emotional and personality development
- Early emotions and emotion regulation
- Social skill development
- Temperament
- Erikson’s psychosocial theory
- Attachment
- Attachment deprivation
- The childcare controversy
- Styles of parenting
- Interactions between parenting and genetic makeup
- Gender identity and socialisation
- Moral development
- Moral thinking
- Culture, gender and moral reasoning
- Moral behaviour and conscience
- LO 12.4 Adolescence and adulthood
- Physical development
- Puberty
- The adolescent brain
- Physical development in adulthood
- The adult brain
- Cognitive development
- Reasoning and information processing in adolescence
- Information processing in adulthood
- Intellectual changes in adulthood
- The growth of wisdom?
- Cognitive impairment in old age
- Social-emotional development
- Adolescents’ search for identity
- Relationships with parents and peers
- The transition to adulthood
- Emerging adulthood beliefs across cultures
- Stages versus critical events in adulthood
- Marriage and family
- Establishing a career
- Midlife crisis: fact or fiction?
- Retirement and the ‘golden years’
- Death and dying
- Chapter summary
- Key terms and concepts
- Review questions
- Thinking critically solutions
- Can you describe your personal ecology?
- Advice to a friend with young children regarding divorce
- Do Erikson’s stages describe your psychosocial development accurately?
- Chapter 13 Personality
- Introduction
- LO 13.1 What is personality?
- LO 13.2 The psychodynamic perspective
- Freud’s psychoanalytic theory
- Conscious, preconscious and unconscious mental events
- The structure of personality
- Conflict, anxiety and defence
- Psychosexual development
- Neoanalytic and object relations approaches
- Adult attachment styles
- Evaluating the psychodynamic approach
- LO 13.3 The phenomenological-humanistic perspective
- George Kelly’s personal construct theory
- Carl Rogers’s theory of the self
- The self
- The need for positive regard
- Fully functioning persons
- Research on the self
- Self-esteem
- Self-verification and self-enhancement motives
- Evaluating the phenomenological-humanistic approach
- LO 13.4 The trait perspective: mapping the structure of personality
- Factor analytic approaches
- Cattell’s 16 personality factors
- The Five Factor Model
- Stability of personality traits over time
- Consistency across situations
- Evaluating the trait approach
- LO 13.5 Biological foundations of personality
- Genetics and personality
- Personality and the nervous system
- Eysenck’s extraversion-stability model
- Temperament: building blocks of personality
- Evaluating the biological approach
- LO 13.6 The social-cognitive perspective
- Julian Rotter: expectancy, reinforcement value and locus of control
- Locus of control
- Albert Bandura: social learning and self-efficacy
- Self-efficacy
- Walter Mischel and Yuichi Shoda: the cognitive-affective personality system
- Encodings and personal constructs
- Expectancies and beliefs
- Goals and values
- Affects (emotions)
- Competencies and self-regulation processes
- Reconciling personality coherence with behavioural inconsistency
- Evaluating social-cognitive theories
- LO 13.7 Culture, gender and personality
- Culture differences
- Gender schemas
- LO 13.8 Personality assessment
- Interviews
- Behavioural assessment
- Remote behaviour sampling
- Personality scales
- Projective tests
- Chapter summary
- Key terms and concepts
- Review questions
- Thinking critically solutions
- Is self-actualisation a useful scientific construct?
- Chapter 14 Health and well-being
- Introduction
- LO 14.1 Behavioural foundations of health
- Exercise
- Obesity
- Health-threatening behaviours
- Type A behaviour pattern
- Risky sexual behaviours
- Sexually transmitted diseases
- Substance abuse
- Interventions for substance abuse
- How people change: the transtheoretical model
- Maintaining positive change: relapse prevention
- LO 14.2 Stress and well-being
- Stressors
- Measuring stressful life events
- The stress response: a mind–body link
- Cognitive appraisals
- Physiological responses
- Effects of stress on well-being
- Stress and psychological well-being
- Stress and illness
- Stress and the immune system
- LO 14.3 Resilience: facing down adversity
- Social support
- Coping self-efficacy and perceived control
- Optimism and positive attitudes
- Trauma disclosure and emotional expressiveness
- Finding meaning in stressful life events
- Coping strategies
- Gender, culture and coping
- Effectiveness of coping strategies
- Beyond resilience: post-traumatic growth
- LO 14.4 Pain and illness
- Psychological influences on pain
- Cultural factors
- Meanings and beliefs
- Personality factors
- Controlling pain and suffering
- Cognitive strategies
- Hospital interventions: giving patients informational control
- A key behavioural strategy: stay active
- Lifestyle changes and medical recovery
- LO 14.5 Happiness
- How happy are people?
- What makes people happy?
- Biological and psychological processes
- Chapter summary
- Key terms and concepts
- Review questions
- Thinking critically solutions
- Do stressful events cause psychological distress?
- Chapter 15 Psychological disorders
- Introduction
- LO 15.1 The nature of psychological disorders
- What is ‘abnormal’?
- LO 15.2 Historical perspectives on abnormal behaviour
- LO 15.3 Anxiety and related disorders
- Phobic disorders: specific phobias, social phobia (social anxiety disorder) and agoraphobia
- a
- Panic disorder
- Generalised anxiety disorder
- Obsessive-compulsive disorder
- Post-traumatic stress disorder
- Causal factors in anxiety and related disorders
- Biological factors
- a
- LO 15.4 Somatic symptom and dissociative disorders: anxiety inferred
- Somatic symptom and related disorders
- Dissociative disorders
- Dissociative identity (multiple personality) disorder
- What causes DID?
- LO 15.5 Depressive and bipolar disorders
- Depression
- Bipolar disorder
- Prevalence and course of mood disorders
- Causal factors in depressive and bipolar disorders
- Biological factors
- Psychological factors
- Sociocultural factors
- LO 15.6 Schizophrenia
- Characteristics of schizophrenia
- Subtypes of schizophrenia
- Causal factors in schizophrenia
- Biological factors
- Psychological factors
- Environmental factors
- Sociocultural factors
- LO 15.7 Personality disorders
- Antisocial personality disorder and psychopathy
- Causal factors
- Borderline personality disorder
- Causal factors
- Categorical and dimensional approaches to personality disorders
- LO 15.8 Childhood disorders
- Attention-deficit/hyperactivity disorder
- Autism spectrum disorder
- Causal factors
- LO 15.9 Scientific and social issues in diagnosis
- Consequences of diagnostic labelling
- Social and personal consequences
- Legal consequences
- A closing thought
- Chapter summary
- Key terms and concepts
- Review questions
- Thinking critically solutions
- ‘Do I have that disorder?’
- Graduate spotlight
- Chapter 16 Treatment of psychological disorders
- Introduction
- LO 16.1 Psychological treatments
- LO 16.2 Psychodynamic therapies
- Psychoanalysis
- Free association
- Dream interpretation
- Resistance
- Transference
- Interpretation
- Brief psychodynamic and interpersonal therapies
- LO 16.3 Humanistic psychotherapies
- Person-centred therapy
- Gestalt therapy
- LO 16.4 Cognitive therapies
- Ellis’s rational–emotive therapy
- Beck’s cognitive therapy
- LO 16.5 Behaviour therapies
- Exposure: an extinction approach
- Systematic desensitisation: a counterconditioning approach
- Aversion therapy
- Operant conditioning treatments
- Positive reinforcement techniques
- Therapeutic application of punishment
- Behavioural activation therapy for depression
- Modelling and social skills training
- LO 16.6 The ‘third wave’ of cognitive-behavioural therapies
- Mindfulness-based treatments
- Acceptance and commitment therapy
- Dialectical behaviour therapy
- LO 16.7 Group, family and couples therapies
- Family therapy
- Couples therapy
- LO 16.8 Cultural and gender issues in psychotherapy
- Cultural factors in treatment usage
- Gender issues in therapy
- LO 16.9 Biological approaches to treatment
- Drug therapies
- Antipsychotic drugs
- Antianxiety drugs
- Antidepressant drugs
- Electroconvulsive therapy
- Other non-surgical treatments
- Psychosurgery
- Mind, body and therapeutic interventions
- LO 16.10 Evaluating treatments
- Psychotherapy research methods
- Randomised clinical trials
- Meta-analysis: a look at the big picture
- Survey research
- Factors affecting the outcome of therapy
- Client variables
- Therapist and technique variables
- Common factors
- LO 16.11 Psychological disorders and society
- Deinstitutionalisation
- Mental health treatment in today’s health-care environment
- Preventive mental health
- Chapter summary
- Key terms and concepts
- Review questions
- Thinking critically solutions
- Do survey results provide an accurate picture of treatment effectiveness?
- Chapter 17 Social thinking and behaviour
- Introduction
- LO 17.1 Social thinking
- Attribution: perceiving the causes of behaviour
- Personal versus situational attributions
- Attributional biases
- Culture and attribution
- Forming and maintaining impressions
- How important are first impressions?
- Seeing what we expect to see
- Creating what we expect to see
- Attitudes and attitude change
- Do our attitudes influence our behaviour?
- Does our behaviour influence our attitudes?
- Persuasion
- LO 17.2 Social influence
- Norms, conformity and obedience
- Norm formation and culture
- Why do people conform?
- Factors that affect conformity
- Minority influence
- Obedience to authority
- Factors that influence obedience
- Would people obey today?
- Lessons learned
- Detecting and resisting compliance techniques
- Behaviour in groups
- Social loafing
- Group polarisation
- Groupthink
- Deindividuation
- LO 17.3 Social relations
- Attraction: liking and loving others
- Initial attraction: proximity, mere exposure and similarity
- Spellbound by beauty
- As attraction deepens: close relationships
- Sociocultural and evolutionary views
- Ostracism: rejection hurts
- Prejudice: bias against others
- Explicit and implicit prejudice
- Cognitive roots of prejudice
- Motivational roots of prejudice
- How prejudice confirms itself
- Reducing prejudice
- Why do people help?
- When do people help?
- Whom do people help?
- Increasing prosocial behaviour
- Aggression: harming others
- Biological factors in aggression
- Environmental stimuli and learning
- Psychological factors in aggression
- Media violence and aggression
- Chapter summary
- Key terms and concepts
- Review questions
- Thinking critically solutions
- Do women differ from men in obedience?
- Does pure altruism really exist?
- Chapter 18 Indigenous and cross-cultural psychology
- Introduction
- LO 18.1 Introducing this chapter
- Structure of the chapter
- LO 18.2 Defining cross-cultural psychology
- Describing ‘critical reflection’
- Cultural competence
- Developing cultural competence
- Considering ‘power’
- Describing ‘culture’
- Psychology in China
- Enculturation, acculturation and cultural adaptation
- Enculturation
- Acculturation
- Cultural adaptation
- LO 18.3 Multiculturalism and race
- Policy approaches to managing difference
- Fact or fantasy?
- Unpacking ‘Indigenous’
- Race and culture
- Do ‘races’ exist?
- LO 18.4 Cross-cultural psychology
- Cultural differences in communication: ‘An academic walks into a cafeteria . . .’
- Considering differences across the world
- Implications of working multiculturally
- Implications for clinical practice: a need to examine systemic and therapeutic assumptions
- Implications for research: considering methodology, power and the framing of questions
- Cultural differences, racism and mental illness: where social justice issues have been negated
- LO 18.5 Indigenous psychology
- The role of psychologists with Indigenous Australians: ‘But it’s all too much!’
- Cultural consultants
- LO 18.6 Indigenous research
- Social research and knowledge production: by whom, how and for what purpose?
- Methodology: yarning as an emerging method in Indigenous and cross-cultural research
- LO 18.7 Levels of analysis
- Chapter summary
- Key terms and concepts
- Review questions
- Thinking critically solutions
- Locating yourself
- The object of fantasy
- Appendix (online)
- Statistics in psychology
- Measures of variability
- The normal curve
- Statistical methods for data analysis
- Accounting for variance in behaviour
- Correlational methods
- The correlation coefficient
- Correlation and prediction
- Factor analysis
- Inferential statistics and hypothesis testing
- Chapter summary
- Key terms and concepts
- Glossary
- Glossary
- a
- A
- B
- C
- D
- E
- Reference
- References
- Index
- Index
- A
- B
- C
- D
- E
- F
- G
- H
- I
- J
- K
- L
- M
- N
- O
- P
- Q
- R
- S
- T
- U
- V
- W
- Y
- Z
