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psychology

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psychology

fourth edition

SAUNDRA K. CICCARELLI

Gulf Coast State College

J. NOLAND WHITE

Georgia College

Boston Columbus Indianapolis New York San Francisco Upper Saddle RiverAmsterdam Cape Town Dubai London Madrid Milan Munich Paris

Montréal Toronto Delhi Mexico City São Paulo SydneyHong Kong Seoul Singapore Taipei Tokyo

AP® EDITION

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Acquisitions Editor: Erin MitchellProgram Manager: Judy Casillo

Editorial Assistant: Sarah Henrich Marketing Manager: Kelly May Program Manager Team Lead: Amber Mackey Project Manager Team Lead: Linda BehrensProject Manager: Crystal McCarthy Sr. Manufacturing Manager: Mary FischerSenior Operations Specialist: Diane PeiranoCover Design Manager: Maria Lange

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AP® and Advanced Placement Program are trademarks registered and/or owned by the College Board,

which was not involved in the production of, and does not endorse, this product.

We would like to thank all of the students who allowed us to use their photos in our book. Credits andacknowledgments from other sources and reproduced, with permission, in this text book appear onpages C-1–C-4.

Copyright © 2015, 2011 by Pearson Education, Inc., Upper Saddle River, NJ 07458. All rightsreserved. Printed in the United States of America. This publication is protected by Copyright andpermission should be obtained from the publisher prior to any prohibited reproduction, storage in a

retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying,recording, or likewise. To obtain permission(s) to use material from this work, please submit a writtenrequest to Pearson Education, Inc., Permissions Department, One Lake Street, Upper Saddle River,New Jersey 07458 or you may fax your request to 201-236-3290.

Library of Congress Control Number: Cataloging in Publishing Data is on record at the Library of Congress.

ISBN-13: 978-0-13-385501-2 High School BindingISBN-10: 0-13-385501-5 High School Binding

10 9 8 7 6 5 4 3 2 1

PearsonSchool.com/Advanced

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v

psychologyin action Secrets for Surviving AP Psychology: How to Improve Your

Grades PIA-2

1 The Science of Psychology 2

2 The Biological Perspective 52

3 Sensation and Perception 98

4 Consciousness 142

5 Learning 180

6 Memory 224

7 Cognition: thinking, intelligence, and language 264

8 Development Across the Life Span 308

9 Motivation and Emotion 354

10 Stress and Health 392

11 Social Psychology 426

12 Theories of Personality 474

13 Psychological Disorders 510

14 Psychological Therapies 546

appendix Applied Psychology and Psychology

Careers A-1

brief contents

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contentsPreface xii

Correlation Guide to AP PsychologyTopics xvi

About the Authors PIA-1

psychology in actionsecrets for surviving AP Psychology:how to improve your grades PIA-2

Study Skills PIA-3

Study Methods: Different Strokes for Different Folks PIA-3

When and Where Do You Fit in Time to Study? PIA-4

Mastering the Course Content PIA-5

Reading Textbooks: Textbooks Are Not Meatloaf PIA-5

Getting the Most Out of Lectures PIA-8

Demonstrating Your Knowledge: Tests and Papers PIA-10

Studying for Exams: Cramming is Not an Option PIA-10

Writing Papers: Planning Makes Perfect PIA-13

Applying Psychology to Everyday Life: Strategies for Improving

Your Memory PIA-16psychology in action summary PIA-18

Test Yourself: Preparing for the AP Exam PIA-18

1the science of psychology 2

What Is Psychology? 4

Psychology’s Goals 4

Psychology Then: The History of Psychology 6

In the Beginning: Wundt, Introspection, and the Laboratory 6

Titchener and Structuralism in America 7

William James and Functionalism 7

issues in psychology: Psychology’s African American

Roots 8

Gestalt Psychology: The Whole Is Greater Than the Sum of Its Parts 9

Sigmund Freud’s Theory of Psychoanalysis (Birth of the

Psychodynamic Approach) 10

Pavlov, Watson, and the Dawn of Behaviorism 11

Psychology Now: Modern Perspectives 13

Psychodynamic Perspective 14

Behavioral Perspective 14

Humanistic Perspective 14

Cognitive Perspective 14

Sociocultural Perspective 15

Biological Perspective 15Biopsychosocial Perspective 16

Evolutionary Perspective 16

Psychological Professionals and Areas of Specialization 17

Psychology: The Scientific Methodology 20

The Five Steps of the Scientific Method 20

Descriptive Methods 22

Correlations: Finding Relationships 27

The Experiment 29

issues in psychology: Stereotypes, Athletes, and College

Test Performance 32

statistics in psychology 33

Descriptive Statistics 34

Ethics of Psychological Research 42

The Guidelines for Doing Research With People 43

Animal Research 44

Applying Psychology to Everyday Life: Thinking Critically

About Critical Thinking 46

Chapter Summary 49 Test Yourself : Preparing for the AP Exam 51

2the biological perspective 52

Neurons and Nerves: Building the Network 54

Structure of the Neuron: The Nervous System’s Building Block 54

Generating the Message Within the Neuron: The Neural Impulse 56

Sending the Message to Other Cells: The Synapse 59

Neurotransmitters: Messengers of the Network 60

Cleaning Up the Synapse: Reuptake and Enzymes 61

An Overview of the Nervous System 64

The Central Nervous System: The “Central Processing Unit” 64

psychology in the news: Fact or Fiction: Focus on the

Brain, but Check Your Sources! 66The Peripheral Nervous System: Nerves on the Edge 68

Distant Connections: The Endocrine Glands 71

The Pituitary: Master of the Hormonal Universe 72

The Pineal Gland 73

The Thyroid Gland 73

Pancreas 73

The Gonads 73

The Adrenal Glands 73

Looking Inside the Living Brain 75Lesioning Studies 75

Brain Stimulation 75

Mapping Structure 76

Mapping Function 77

From the Bottom Up: The Structures of the Brain 79

The Hindbrain 80

Structures Under the Cortex: The Limbic System 82

The Cortex 85

The Association Areas of the Cortex 88

classic studies in psychology: Through the Looking

Glass—Spatial Neglect 89

The Cerebral Hemispheres: Are You in Your Right Mind? 90

vi

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CONTENTS vii

Applying Psychology to Everyday Life: Paying Attention to

Attention-Deficit/Hyperactivity Disorder 93


3sensation and perception 98

The ABCs of Sensation 100

What Is Sensation? 100

Sensory Thresholds 100

Habituation and Sensory Adaptation 102

The Science of Seeing 104

Perceptual Properties of Light: Catching the Waves 104

The Structure of the Eye 104

How the Eye Works 107

Perception of Color 108

The Hearing Sense: Can You Hear Me Now? 112

Perception of Sound: Good Vibrations 112

The Structure of the Ear: Follow the Vibes 113Perceiving Pitch 114

Types of Hearing Impairments 115

Chemical Senses: It Tastes Good and Smells Even Better 117

Gustation: How We Taste the World 118

The Sense of Scents: Olfaction 120

Somesthetic Senses: What the Body Knows 121

Perception of Touch, Pressure, Temperature, and Pain 121

Pain: Gate-Control Theory 122

The Kinesthetic Sense 123

The Vestibular Sense 124

The ABCs of Perception 126

The Role of Attention 126

The Constancies: Size, Shape, and Brightness 126

The Gestalt Principles 127

Depth Perception 128

classic studies in psychology: The Visual Cliff 129

Perceptual Illusions 132

Other Factors That Influence Perception 135

Applying Psychology to Everyday Life: Thinking Criticallyabout ESP 138


4consciousness 142

What Is Consciousness? 144

Altered States of Consciousness 144

Sleep 145

The Biology of Sleep 146

The Stages of Sleep 150

Sleep Disorders 154

psychol ogy in the news: Murder While

Sleepwalking 155

Dreams 158

Freud’s Interpretation: Dreams as Wish Fulfillment 159

The Activation-Synthesis Hypothesis 159

What Do People Dream About? 161

The Effects of Hypnosis 162

Steps in Hypnotic Induction 162

Fact or Myth: What Can Hypnosis Really Do? 163

Theories of Hypnosis 164

The Influence of Psychoactive Drugs 166

Dependence 166

Stimulants: Up, Up, and Away 168

Down in the Valley: Depressants 170

Hallucinogens: Higher and Higher 173

Applying Psychology to Everyday Life: Thinking Critically

About Ghosts, Aliens, and Other Things That Go Bump in the

Night 177


5learning 180

Definition of Learning 182

It Makes Your Mouth Water: Classical Conditioning 182

Pavlov and the Salivating Dogs 183

Elements of Classical Conditioning 183

Putting It All Together: Pavlov’s Canine Classic, or Tick Tock

Tick Tock 184

Conditioned Emotional Responses: Rats! 189

Biological Influences on Conditioning 190

Why Does Classical Conditioning Work? 191

What’s in It for Me? Operant Conditioning 192

Frustrating Cats: Thorndike’s Puzzle Box and the Law

of Effect 192

B. F. Skinner: The Behaviorist’s Behaviorist 193

The Concept of Reinforcement 193

Schedules of Reinforcement: Why the One-Armed Bandit is so

Seductive 196

The Role of Punishment in Operant Conditioning 200

issues in psychology: The Link Between Spanking and

Aggression in Young Children 204

Stimulus Control: Slow Down, It’s the Cops 205

Shaping and Other Concepts in Operant

Conditioning 205

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viii CONTENTS

classic studies in psychology: Biological Constraints on

Operant Conditioning 206

Using Operant Conditioning: Behavior Modification 207

Cognitive Learning Theory 211Tolman’s Maze-Running Rats: Latent Learning 211

Köhler’s Smart Chimp: Insight Learning 213

Seligman’s Depressed Dogs: Learned Helplessness 213

Observational Learning 215

Bandura and the Bobo Doll 215

The Four Elements of Observational Learning 216

Applying Psychology to Everyday Life: Can You Really Toilet

Train Your Cat? 218


6memory 224

What Is Memory? 226

Three Processes of Memory 226

Models of Memory 226

The Information-Processing Model: Three Memory

Systems 228

Sensory Memory: Why Do People Do Double Takes? 228

Short-Term Memory 231

Long-Term Memory 234

Getting It Out: Retrieval of Long-Term Memories 241

Retrieval Cues 241

Recall and Recognition 242

classic studies in psychology: Elizabeth Loftus and

Eyewitnesses 245

Automatic Encoding: Flashbulb Memories 246

The Reconstructive Nature of Long-Term Memory Retrieval:

How Reliable Are Memories? 247

Constructive Processing of Memories 248

Memory Retrieval Problems 248

What Were We Talking About? Forgetting 251

Ebbinghaus and the Forgetting Curve 252

Encoding Failure 253

Memory Trace Decay Theory 253

Interference Theory 254

Neuroscience of Memory 255

Neural Activity, Structure, and Proteins in Memory

Formation 255

The Hippocampus and Memory 255

When Memory Fails: Organic Amnesia 256

Applying Psychology to Everyday Life: Health and

Memory 260


7cognition: thinking, intelligence, andlanguage 264

How People Think 266

Mental Imagery 266

Concepts and Prototypes 268

Problem-Solving and Decision-Making Strategies 270

Problems with Problem Solving and Decision Making 274

Creativity 275

Intelligence 278Definition 278

Theories of Intelligence 278

Measuring Intelligence 280

psychology in the news: Neuropsychology Sheds Light on

Head Injuries 286

Extremes of Intelligence 289

classic studies in psychology: Terman’s

“Termites” 292

The Nature/Nurture Controversy Regarding Intelligence 294Language 298

The Levels of Language Analysis 298

The Relationship Between Language and Thought 299

Applying Psychology to Everyday Life: Mental and Physical

Exercises Combine for Better Cognitive Health 303


8development across the life span 308

Issues in Studying Human Development 310

Research Designs 310

Nature Versus Nurture 310

The Basic Building Blocks of Development 312

Chromosomes, Genes, and DNA 312

Dominant and Recessive Genes 312

Genetic and Chromosome Problems 313

Prenatal Development 316

Fertilization, the Zygote, and Twinning 316

psychology in the news: Abby and Brittany Hensel,

Together for Life 317

The Germinal Period 317

The Embryonic Period 318

The Fetal Period: Grow, Baby, Grow 319

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CONTENTS ix

Infancy and Childhood Development 320

Physical Development 321

Baby, Can You See Me? Baby, Can You Hear Me?

Sensory Development 321

Cognitive Development 323

issues in psychology: The Facts and Myths About

Immunizations 329

Psychosocial Development 331

classic studies in psychology: Harlow and Contact

Comfort 334

Adolescence 337

Physical Development 338

Sexual Development and Identity 338

Cognitive Development 339Gender Differences 340


Adulthood 343

Physical Development: Use It or Lose It 343

Cognitive Development 344


Theories of Physical and Psychological Aging 348

Stages of Death and Dying 348

Applying Psychology to Everyday Life: Cross-Cultural Views on

Death 350


9motivation and emotion 354

Approaches to Understanding Motivation 356

Instincts and the Evolutionary Approach 357

Approaches Based on Needs and Drives 357

Arousal Approaches 361

Incentive Approaches 363

Humanistic Approaches 363

What, Hungry Again? Why People Eat 367

Physiological Components of Hunger 367

Social Components of Hunger 369

Maladaptive Eating Problems 370

psychology in the news: Cartoon Characters Influence

Children’s Food and Taste Preferences 371

Emotion 375

The Three Elements of Emotion 376

Theories of Emotion 380

classic studies in psychology: The Angry/Happy

Man 384

Applying Psychology to Everyday Life: When Motivation Is Not

Enough 388


10stress and health 392

Stress and Stressors 394

Definition of Stress 394

What Are Stressors? 394

Environmental Stressors: Life’s Ups and Downs 395

Psychological Stressors: What, Me Worry? 399

Physiological Factors: Stress and Health 404

The General Adaptation Syndrome 404

Immune System and Stress 404

issues in psychology: Health Psychology and Stress 408

The Influence of Cognition and Personality on Stress 409

Social Factors in Stress: People Who Need People 415

Coping With Stress 418

Coping Strategies 419

How Culture Affects Coping 421

How Religion Affects Coping 421

Applying Psychology to Everyday Life: Becoming More

Optimistic 423


11social psychology 426

Social Influence: Conformity, Group Behavior, Compliance, and

Obedience 428Conformity 428

Group Behavior 431

Compliance 432

psychol ogy in the news: Anatomy of a Cult 434

Obedience 435

Social Cognition: Attitudes, Impression Formation, and

Attribution 439

Attitudes 439

Attitude Change: The Art of Persuasion 441

Cognitive Dissonance: When Attitudes and Behavior

Clash 442

Impression Formation 445

Attribution 447

Social Interaction: Prejudice and Discrimination 450

Defining Prejudice and Discrimination 450

How People Learn Prejudice 451

classic studies in psychology: Brown Eyes, Blue

Eyes 452

Overcoming Prejudice 453

Liking and Loving: Interpersonal Attraction 456

The Rules of Attraction 456

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x CONTENTS

psychology in the news: Facing Facebook—The Social

Nature of Online Networking 457

Love is a Triangle—Robert Sternberg’s Triangular Theory of

Love 458

Aggression and Prosocial Behavior 461

Aggression 461

Prosocial Behavior 464

Applying Psychology to Everyday Life: Peeking Inside

the Social Brain 468


12theories of personality 474

Theories of Personality 476

The Man and the Couch: Sigmund Freud and the Origins of the

Psychodynamic Perspective 477

The Unconscious Mind 478

Freud’s Divisions of the Personality 478Stages of Personality Development 480

The Neo-Freudians 482

Current Thoughts on Freud and the Psychodynamic

Perspective 483

The Behaviorist and Social Cognitive View of Personality 486

Bandura’s Reciprocal Determinism and Self-Efficacy 487

Rotter’s Social Learning Theory: Expectancies 487

Current Thoughts on the Behaviorist and Social Cognitive

Views 488

The Third Force: Humanism and Personality 488

Carl Rogers and Self-Concept 489

Current Thoughts on the Humanistic View of Personality 490

Trait Theories: Who Are You? 492

Allport 492

Cattell and the 16PF 492

The Big Five: OCEAN, or the Five-Factor Model of

Personality 493

Current Thoughts on the Trait Perspective 494

The Biology of Personality: Behavioral Genetics 495Twin Studies 496

Adoption Studies 496

Current Findings 497

classic studies in psychology: Geert Hofstede’s Four

Dimensions of Cultural Personality 497

Assessment of Personality 499

Interviews 500

Projective Tests 500

Behavioral Assessments 501

Personality Inventories 502

Applying Psychology to Everyday Life: Biological Bases of the

Big Five 505


13psychological disorders 510

What Is Abnormality? 512

A Very Brief History of Psychological Disorders 512

What Is Abnormal? 513Models of Abnormality 515

psychology in the news : A Look at Abnormality in Various

Cultures 517

Diagnosing and Classifying Disorders 518

Disorders in the DSM-5 518

How Common are Psychological Disorders? 519

The Pros and Cons of Labels 519

Disorders of Anxiety, Trauma, and Stress: What,

Me Worry? 522Phobic Disorders: When Fears Get Out of Hand 522

Panic Disorder 523

Generalized Anxiety Disorder 524

Obsessive-Compulsive Disorder 524

Acute Stress Disorder (ASD) and Posttraumatic Stress Disorder

(PTSD) 525

Causes of Anxiety, Trauma, and Stress Disorders 526

Disorders of Mood: The Effect of Affect 527

Major Depressive Disorder 527

Bipolar Disorders 528Causes of Disordered Mood 529

Dissociative Disorders: Altered Identities 532

Dissociative Amnesia and Fugue: Who Am I and How Did I Get

Here? 532

Dissociative Identity Disorder: How Many Am I? 532

Causes of Dissociative Disorders 533

psychology in the news: Was “Sybil” a True Multiple

Personality? 534

Schizophrenia: Altered Reality 536Symptoms 536

Causes Of Schizophrenia 537

Personality Disorders: I’m Okay, It’s Everyone Else

Who’s Weird 539

Antisocial Personality Disorder 539

Borderline Personality Disorder 540

Causes of Personality Disorders 540

Applying Psychology to Everyday Life: Taking the Worry

Out of Exams 542


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CONTENTS xi

14psychological therapies 546

Treatment of Psychological Disorders: Past to Present 548

Early Treatment of the Mentally Ill 548

Current Treatments: Two Kinds of Therapy 548

Psychotherapy Begins 549

Psychoanalysis 550

Evaluation of Psychoanalysis and Psychodynamic Approaches 550

Interpersonal Psychotherapy 551

Humanistic Therapy: To Err Is Human 551Tell Me More: Rogers’s Person-Centered Therapy 552

Gestalt Therapy 553

Evaluation of the Humanistic Therapies 554

Behavior Therapies: Learning One’s Way to Better Behavior 556

Therapies Based on Classical Conditioning 557

Therapies Based on Operant Conditioning 558

Evaluation of Behavior Therapies 560

Cognitive Therapies: Thinking Is Believing 560

Beck’s Cognitive Therapy 560

Ellis and Rational Emotive Behavior Therapy (REBT) 561

Evaluation of Cognitive and Cognitive–Behavioral Therapies 562

Group Therapies: Not Just for the Shy 562

Types of Group Therapies 563

Evaluation of Group Therapy 563

Does Psychotherapy Really Work? 565

Studies of Effectiveness 566

Characterist ics of Effective Therapy 566

psychol ogy in the news: Mental Health on Campus 568Cultural, Ethnic, and Gender Concerns in Psychotherapy 568

Cybertherapy: Therapy in the Computer Age 570

Biomedical Therapies 571

Psychopharmacology 571

Electroconvulsive Therapy 574

Psychosurgery 575

Emerging Techniques 576

Applying Psychology to Everyday Life: V irtual Reality

Therapies 578


appendix: Applied Psychology and Psychology Careers A-1

Answer Key AK-1

Glossary G-1

References R-1

Credits C-1

Name Index NI-1

Subject Index SI-1

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preface

Dear Reader,

Teachers and students alike experience frustration when students are unprepared forclass. One of our goals in writing this text was to focus on motivating students to

learn. We wrote in a style that draws students into an ongoing dialogue and in-troduces them to psychology—its history, its breadth, its mysteries, and its

applications. In this AP Edition, we provide some exciting new tools tohelp students prepare for and succeed on the AP Psychology Exam, in-

cluding a correlation to the College Board’s AP Psychology topics andlearning objectives, along with quizzes and chapter tests with ques-tions formatted like those students will experience on the AP Exam.

We also want to see students inspired to use the study materialsthat accompany their text. Students want to do well; they are motivated

when goals are clearly laid out, and when they know that content will “be onthe test.” By creating an integrated learning and assessment package, we encourage

students to focus on the learning objectives presented, and assist teachers in continu-ally assessing students’ progress in mastering these objectives. This integrated formatenables students to understand the content, and teachers to track progress and addressthe specific needs of their classes.

We are deeply indebted to the hundreds of reviewers who have taken the time togive insightful feedback and suggestions for this project, especially the numerous APPsychology teachers who have helped us shape this AP Edition.

Sincerely,

Sandy Ciccarelli

Noland White

xii

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Our goals with this new AP Edition were to create the most useful tool pos-sible to introduce AP students to the study of psychology and to prepare

them for success on the Advanced Placement (AP) Psychology Exam.Response from students and teachers using the fourth edition has been

very gratifying—particular ly the feedback from students who are readingour text and are excited by this introduction to the fascinating field of psy-chology. For this AP Edition, we have retained the approach of the fourth edi-tion, and we have made specific changes and additions to tailor the text to APPsychology classes. We have paid special attention to the presentation, adjusting itthroughout to be more relevant, appropriate, and clear and understandable for highschool AP students. In addition, we have created specific tools to help AP studentsprepare for the AP Psychology Exam.

Correlation to the College Board’s AP Topics and Learning Objectives

In the AP Psychology Course Description booklet (AP Central on the AP Psychologyhomepage), the College Board provides a list of 14 topics, or major content areas, thatare covered on the AP Psychology Exam. Each topic is accompanied by several learningobjectives that AP students should be able to meet in order to succeed on the AP Exam.

This new AP Edition addresses each of the topics and learning objectives described inthe AP Psychology Course Description. With AP students in mind, this text utilizes sev-eral organizational features that readily identify the specific content areas that correlate

with the key AP Psychology topics and learning objectives. These features include:

for advanced placement

psychology

Comprehensive APCorrelation Guide

On pages xvi-xix you will finda comprehensive correlation

guide that provides the pagereference indicating wherethis text addresses each ofthe 14 AP Psychology topicsand the associated learningobjectives.

AP PS YCH OLO GY TOP ICS AND LEA RNI NG OBJ ECT IVE S Cic car el li/ Whi te’ sPsychology , AP Edition, 4e

I. History and Approaches Chapters 1 & 14, Appendix

1. Recognize how philosophical and physiological perspectives shaped the development ofpsychological thought.

p. 6

2. Describe and compare different theoretical approaches in explaining behavior:— structuralism, functionalism, and behaviorism in the early years;— Gestalt, psychoanalytic/psychodynamic, and humanism emerging later;— evolutionary, biological, cognitive, and biopsychosocial as more contemporary approaches.

pp. 6–17

3. Recognize the s trengths and l imitat ions o f apply ing theor ies to expla in behav io r. pp. 5–6, A -2

4. Distinguish the different domains of psychology (e.g., biological, clinical, cognitive, counseling,developmental, educational, experimental, human factors, industrial–organizational, personality,psychometric, social).

pp. 17–18, A-2, A-5–A-6, A-9–A-10

5. Identify major historical figures in psychology (e.g., Mary Whiton Calkins, Charles Darwin, DorotheaDix, Sigmund Freud, G. Stanley Hall, William James, Ivan Pavlov, Jean Piaget, Carl Rogers,B. F. Skinner, Margaret Floy Washburn, John B. Watson, Wilhelm Wundt).

pp. 6–14, 299, 548

II. Research Methods Chapter 1

1. Differentiate types of research (e.g., experiments, correlational studies, survey research, naturalisticobservations, case studies) with regard to purpose, strengths, and weaknesses.

pp. 22–33

2. Describe how research design drives the reasonable conclusions that can be drawn (e.g.,experiments are useful for determining cause and effect; the use of experimental controls reducesalternative explanations).

pp. 27–33

3. Identify independent, dependent, confounding, and control variables in experimental designs. pp. 29–31

4. Distinguish between random assignment of participants to conditions in experiments and randomselection of participants, primarily in correlational studies and surveys.

pp. 30–31

5. Predict the validity of behavioral explanations based on the quality of research design(e.g., confounding variables limit confidence in research conclusions).

pp. 31–32

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PREFACE xiii

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Built-In Preparation and Practice for the AP Psychology Exam

AP students will benefit from plenty of practice with questions formatted and styledlike those on the AP Exam: multiple-choice questions with five-answer choices andfree-response questions. This text provides numerous opportunities for AP studentsto test their understanding and to practice and develop good test-taking skills.

AP Icons

Integrated into each chapter,these icons call out where weaddress each AP Psychologylearning objective.

AP Discuss psychology’s abid-

ing interest in how heredity, en-vironment and evolution work

together to shape behavior.

xiv PREFACE

Practice Quiz: Preparing for the AP Exam

Multiple-choice quizzes are included in eachchapter at the end of every major section tohelp students think critically and apply theirunderstanding of crucial content. These mul-

tiple-choice quizzes are presented in the samefive-answer format used on the AP Exam.

1. Which of the following techniques uses a radioactive sugar

to look at the functioning of the brain?

a. EEG d. PET

b. CT e. ESB

c. MRI

2. Which brain structure is most responsible for our balance,

posture, and muscle tone?

a. Medulla d. Pons

b. Hippocampus e. Cerebellum

c. Reticular formation

3. Which brain structure would most likely result in death if

damaged?

a. Medulla d. Pons

b. Cerebellum e. Hypothalamus

c. Reticular formation

4.

5.

PRACTICE quiz: PREPARING FOR THE AP EXAM

Directions: Read each of the questions or incomplete sentences below.

or completes the sentence.

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Test Yourself: Preparing for the AP Exam

A sample test is found at the end of every chapter. The chapter test contains multiple-choice ques-tions and a free-response question, both styledafter AP Exam format. Answers to all prac-tice quizzes and end-of-chapter tests are in the

Answer Key found in the back of the book. The Answer Key also includes criteria for a successfulfree-response essay. Use of proper psychologicalterminology is required in your answer.

PART I: MULTIPLE-CHOICE QUESTIONS

Directions for Part I: Read each of the questions or incomplete sentences bcompletes the sentence.

test YOURSELF: PREPARING FOR THE AP EXAM

Practice on MyPsychLab Ready for your test? More quizzes a i l .

1. In which sequence does a neural impulse travel through a neuron?

a. Dendrite, soma, axon d. Soma, axon, dendrite

b. Dendrite, axon, soma e. Axon, soma, dendrite

c. Soma, dendrite, axon

2. What happens when a cell’s action potential has ended?

a. Negative sodium ions enter the cell.

b. Positive potassium ions enter the cell.

c. Activated dendrites stimulate the cell.

d. The cell returns to its resting potential.

e. The cell is ready to receive another neural impulse.

3. Beta blockers serve as a(n) _________ by blocking the effects of

neurotransmitters that stimulate the heart.

a. agonist d. synaptic vesicle

b. inhibitory synapse e. reuptake

c. antagonist

4. Heather is having trouble controlling stress, and her doctor

determines that she is not producing enough cortisol. Which

endocrine gland is not functioning properly? a. Pituitary d. Gonads

b. Thyroid e. Adrenal

c. Pancreas

5. Alex, who is 2 months old, is having his picture taken. The photog-

rapher tries to sit him up, but Alex keeps sinking down. Alex cannot

sit upright yet because his __________ is not yet fully developed.

a. medulla

b. pons

c. reticular formation

d. cerebellum

e. thalamus

PART II: FREE-RESPONSE QUESTION

Directions for Part II:Read the essay question that follows. Then,respond to the question in a clear, concise essay. Do not simply list

facts. Instead, present a thorough argument based on your critical

consideration of the topic. Use of proper psychological terminology is

necessary.

Briefly describe how someone might use each of the lobes of the cortex

listed below while riding a bicycle. For each lobe, include a generaldescription of the function it performs and an example of how that

function relates to riding a bicycle:

a. Occipital lobe

b. Temporal lobe

c. Frontal lobe

d. Parietal lobe

_ _ _ _ .i

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correlation guide to

AP Psychology topics AP PS YCHOLOGY TOP ICS A ND LEAR NING OBJECT IVES Ci ccarel li /Whi te ’s Psychology , AP Edition, 4e

I. History and Approaches Chapters 1 & 14, Appendix

1. Recognize how philosophical and physiological perspectives shaped the development ofpsychological thought.

p. 6

2. Describe and compare different theoretical approaches in explaining behavior:— structuralism, functionalism, and behaviorism in the early years;— Gestalt, psychoanalytic/psychodynamic, and humanism emerging later;— evolutionary, biological, cognitive, and biopsychosocial as more contemporary approaches.

pp. 6–17

3. R ecognize the strengths and limi tations of applying theor ies to explain behav ior. pp. 5–6, A-2

4. Distinguish the different domains of psychology (e.g., biological, clinical, cognitive, counseling,developmental, educational, experimental, human factors, industrial–organizational, personality,psychometric, social).

pp. 17–18, A-2, A-5–A-6, A-9–A-10

5. Identify major historical figures in psychology (e.g., Mary Whiton Calkins, Charles Darwin, DorotheaDix, Sigmund Freud, G. Stanley Hall, William James, Ivan Pavlov, Jean Piaget, Carl Rogers,B. F. Skinner, Margaret Floy Washburn, John B. Watson, Wilhelm Wundt).

pp. 6–14, 299, 548

II. Research Methods Chapter 1

1. Differentiate types of research (e.g., experiments, correlational studies, survey research, naturalisticobservations, case studies) with regard to purpose, strengths, and w eaknesses.

pp. 22–33

2. Describe how research design drives the reasonable conclusions that can be drawn (e.g.,

experiments are useful for determining cause and effect; the use of experimental controls reducesalternative explanations).

pp. 27–33

3. Identify independent, dependent, confounding, and control variables in experimental designs. pp. 29–31

4. Distinguish between random assignment of participants to conditions in experiments and randomselection of participants, primarily in correlational studies and surveys.

pp. 30–31

5. Predict the validity of behavioral explanations based on the quality of research design(e.g., confounding variables limit confidence in research conclusions).

pp. 31–32

6. Distinguish the purposes of descriptive statistics and inferential statistics. pp. 22–28, 34–42

7. Apply basic descriptive statistical concepts, including interpreting and constructing graphs andcalculating simple descriptive statistics (e.g., measures of central tendency, standard deviation).

pp. 34–38

8. Discuss the value of reliance on operational definitions and measurement in behavioral research. p. 29

9. Identify how ethical issues inform and constrain research practices. pp. 42–44

10. Describe how ethical and legal guidelines (e.g., those provided by the American PsychologicalAssociation, federal regulations, local institutional review boards) protect research participants andpromote sound ethical practice.

pp. 43–44

III. Biological Bases of Behavior Chapters 1, 2, & 11

1. Identify basic processes and systems in the biological bases of behavior, including parts of theneuron and the process of transmission of a signal between neurons.

pp. 54–62

2. Discuss the influence of drugs on neurotransmitters (e.g., reuptake mechanisms, agonists,antagonists).

pp. 60–62

3. Discuss the effect of the endocrine system on behavior. pp. 71–73

4. Describe the nervous system and its subdivisions and functions:• central and peripheral nervous systems;• major brain regions, lobes, and cortical areas;• brain lateralization and hemispheric specialization.

pp. 64–65, 67–71, 79–92

5. Discuss the role of neuroplasticity in traumatic brain injury. pp. 67–68

6. Recount historic and contemporary research strategies and technologies that support research(e.g., case studies, split-brain research, imaging techniques).

pp. 75–79, 89–94

7. Discuss psychology’s abiding interest in how heredity, environment, and evolution work together toshape behavior.

pp. 16, 94, 461

8. Predict how traits and behavior can be selected for their adaptive value. p. 16

9. Identify key contributors (e.g., Paul Broca, Charles Darwin, Michael Gazzaniga, Roger Sperry, Carl

Wernicke).

pp. 16, 75, 88–92

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AP PSYC HOLOGY TOPICS AN D LEAR NING OBJECT IVE S Ci ccarel li /Whi te ’s Psychology , AP Edition, 4e

IV. Sensation and Perception Chapter 3

1. Discuss basic principles of sensory transduction, including absolute threshold, difference threshold,

signal detection, and sensory adaptation.

pp. 100–103

2. Describe sensory processes (e.g., hearing, vision, touch, taste, smell, vestibular, kinesthesis, pain),including the specific nature of energy transduction, relevant anatomical structures, and specializedpathways in the brain for each of the senses.

pp. 104–124

3. E xplain common sensory disorders (e.g., visual and hearing impairments). pp. 110–111, 115–116, 122

4. Describe general principles of organizing and integrating sensation to promote stable awareness ofthe external world (e.g., Gestalt principles, depth perception).

pp. 127–137

5. Discuss how experience and culture can influence perceptual processes (e.g., perceptual set, contexteffects).

pp. 134–137

6. Explain the role of top-down processing in producing vulnerability to illusion. p. 136

7. Discuss the role of attention in behavior. p. 126

8. Challenge common beliefs in parapsychological phenomena. p. 138

9. Identify the major historical figures in sensation and perception (e.g., Gustav Fechner, David Hubel,Ernst Weber, Torsten Wiesel).

pp. 100–101, 133

V. States of Consciousness Chapter 4

1. Describe various states of consciousness and their impact on behavior. pp. 144–149, 154–155, 162–175

2. Discuss aspects of sleep and dreaming:• stages and characteristics of the sleep cycle;• theories of sleep and dreaming;• symptoms and treatments of sleep disorders.

pp. 145–161

3. Describe historic and contemporary uses of hypnosis (e.g., pain control, psychotherapy). pp. 162–165

4. Explain hypnotic phenomena (e.g., suggestibility, dissociation). pp. 163–1655. Identify the major psychoactive drug categories (e.g., depressants, stimulants) and classify specific

drugs, including their psychological and physiological effects.pp. 166–175

6. Discuss drug dependence, addiction, tolerance, and withdrawal. pp. 166–175

7. Identify the major figures in consciousness research (e.g., William James, Sigmund Freud, ErnestHilgard).

pp. 144, 158–159, 164

VI. Learning Chapter 5

1. Distinguish general differences between principles of classical conditioning, operant conditioning,and observational learning (e.g., contingencies).

pp. 182–209, 215–217

2. Describe basic classical conditioning phenomena, such as acquisition, extinction, spontaneousrecovery, generalization, discrimination, and higher-order learning.

pp. 183–187

3. Predict the effects of operant conditioning (e.g., positive reinforcement, negative reinforcement,punishment).

pp. 192–205

4. Predict how practice, schedules of reinforcement, and motivation will influence quality of learning. pp. 192–200

5. Interpret graphs that exhibit the results of learning experiments. pp. 187, 193, 198, 213

6. P rovide examples of how biological constraints create learning predispositions. pp. 206–207

7. Describe the essential characteristics of insight learning, latent learning, and social learning. pp. 209, 211–212

8. Apply learning principles to explain emotional learning, taste aversion, superstitious behavior, andlearned helplessness.

pp. 189–191, 194–195, 213–215

9. Suggest how behavior modification, biofeedback, coping strategies, and self-control can be used toaddress behavioral problems.

pp. 207–209

10. Identify key contributors in the psychology of learning (e.g., Albert Bandura, John Garcia, IvanPavlov, Robert Rescorla, B. F. Skinner, Edward Thorndike, Edward Tolman, John B. Watson).

pp. 183–187, 189–194, 211–217

VII. Cognition Chapters 6 & 7

1. Compare and contrast various cognitive processes:• effortful versus automatic processing;• deep versus shallow processing;• focused versus divided attention.

pp. 226–227, 236, 246

2. Describe and differentiate psychological and physiological systems of memory (e.g., short-termmemory, procedural memory).

pp. 228–239

3. Outline the principles that underlie effective encoding, storage, and construction of memories. pp. 226, 228–250

4. Describe strategies for memory improvement. pp. 235–236, 241–244, 260–261

5. Synthesize how biological, cognitive, and cultural factors converge to facilitate acquisition,development, and use of language.

pp. 298–302, 328

6. Identi fy problem-solving strategies as well as factors that inf luence their effectiveness . pp. 270–277

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AP PS YCHOLOGY TOP ICS A ND LEAR NING OBJECT IVES Ci ccarel li /Whi te ’s Psychology , AP Edition, 4e

7. List the characteristics of creative thought and creative thinkers. pp. 275–277

8. Identify key contributors in cognitive psychology (e.g., Noam Chomsky, Hermann Ebbinghaus,

Wolfgang Köhler, Elizabeth Loftus, George A. Miller).

pp. 232–233, 245–246, 248–249, 252–253, 272, 298, 300

VIII. Motivation and Emotion Chapters 8, 9, & 10

1. Identify and apply basic motivational concepts to understand the behavior of humans and otheranimals (e.g., instincts, incentives, intrinsic versus extrinsic motivation).

pp. 356–357, 363

2. Discuss the biological underpinnings of motivation, including needs, drives, and homeostasis. pp. 357–358

3. Compare and contrast motivational theories (e.g., drive reduction theory, arousal theory, generaladaptation theory), including the strengths and weaknesses of each.

pp. 357–366, 404

4. Describe classic research findings in specific motivation systems (e.g., eating, sex, social). pp. 367–374, 415–417

5. Discuss theories of stress and the effects of stress on psychological and physical well-being. p. 404–418

6. Compare and contrast major theories of emotion (e.g., James–Lange, Cannon–Bard, Schachtertwo-factor theory).

pp. 380–386

7. Describe how cultural influences shape emotional expression, including variations in body language. pp. 379–380

8. Identify key contributors in the psychology of motivation and emotion (e.g., William James, AlfredKinsey, Abraham Maslow, Stanley Schachter, Hans Selye).

pp. 338, 363–365, 381–383, 404

IX. Developmental Psychology Chapters 7 & 8

1. Discuss the interaction of nature and nurture (including cultural variations) in the determination ofbehavior.

pp. 310–311

2. Explain the process of conception and gestation, including factors that influence successful fetaldevelopment (e.g., nutrition, illness, substance abuse).

pp. 316–319

3. Discuss maturation of motor skills. pp. 321–323

4. Describe the influence of temperament and other social factors on attachment and appropriate

socialization.

pp. 331–337

5. Explain the maturation of cognitive abilities (e.g., Piaget’s stages, information processing). pp. 323–327

6. Compare and contrast models of moral development (e.g., Kohlberg, Gilligan). pp. 339–340

7. D iscuss maturat ional challenges in adolescence, inc luding related family conflicts. pp. 337–342

8. Explain how parenting styles influence development. pp. 341–342, 345–346

9. C haracterize the development of decisions related to intimacy as people mature. pp. 345

10. Predict the physical and cognitive changes that emerge as people age, including steps that can betaken to maximize function.

pp. 344–345, 348

11. Describe how sex and gender inf luence socialization and other aspects of development. pp. 340–341

12. Identify key contributors in developmental psychology (e.g., Mary Ainsworth, Albert Bandura, DianaBaumrind, Erik Erikson, Sigmund Freud, Carol Gilligan, Harry H arlow, Lawrence Kohlberg, KonradLorenz, Jean Piaget, Lev Vygotsky).

pp. 300, 323–328 332, 334–336, 339–340, 345

X. Personality Chapter 12

1. Compare and contrast the major theories and approaches to explaining personality(e.g., psychoanalytic, humanist, cognitive, trait, social cognition, behavioral).

pp. 476–499

2. Describe and compare research methods (e.g., case studies and surveys) that psychologists use toinvestigate personality.

pp. 499–504

3. Identify frequently used assessment strategies (e.g., the Minnesota Multiphasic Personality Inventory[MMPI], the Thematic Apperception Test [TAT]), and evaluate relative test quality based on reliabilityand validity of the instruments.

pp. 500–504

4. Speculate how cultural context can facilitate or constrain personality development, especially as it

relates to self-concept (e.g., collectivistic versus individualistic cultures).

pp. 497–499, 504

5. Identify key contributors to personality theory (e.g., Alfred Adler, Albert Bandura, Paul Costa andRobert McCrae, Sigmund Freud, Carl Jung, Abraham Maslow, Carl Rogers).

pp. 477–484, 487–490, 493–494

XI. Testing and Individual Differences Chapters 1 & 7

1. Define intelligence and list characteristics of how psychologists measure intelligence:• abstract versus verbal measures;• speed of processing.

pp. 278–286

2. Discuss how culture influences the definition of intelligence. pp. 269, 276, 284–285

3. Compare and contrast historic and contemporary theories of intelligence (e.g., Charles Spearman,Howard Gardner, Robert Sternberg).

pp. 278–280

4. Explain how psychologists design tests, including standardization strategies and other techniques to

establish reliability and validity.

pp. 282–286

5. Interpret the meaning of scores in terms of the normal curve. pp. 35 –37, 40, 283

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AP PSYC HOLOGY TOPICS AN D LEAR NING OBJECT IVE S Ci ccarel li /Whi te ’s Psychology , AP Edition, 4e

6. Describe relevant labels related to intelligence testing (e.g., gifted, cognitively disabled). pp. 289–293

7. Debate the appropriate testing practices, particularly in relation to culture-fair test uses. pp. 285, 296

8. Identify key contributors in intelligence research and testing (e.g., Alfred Binet, Francis Galton,Howard Gardner, Charles Spearman, Robert Sternberg, Louis Terman, David Wechsler).

pp. 278–282, 291–293

XII. Abnormal Behavior Chapters 13 & 14, Appendix

1. Describe contemporary and historical conceptions of what constitutes psychological disorders. pp. 512–514

2. Recognize the use of the Diagnostic and Statistical Manual of Mental Disorders (DSM) published bythe American Psychiatric Association as the primary reference for making diagnostic judgments.

pp. 518–519

3. Discuss the major diagnostic categories, including anxiety and somatoform disorders, mooddisorders, schizophrenia, organic disturbance, personality disorders, and dissociative disorders, andtheir corresponding symptoms.

pp. 522–540

4. Evaluate the strengths and limitations of various approaches to explaining psychological disorders:medical model, psychoanalytic, humanistic, cognitive, biological, and sociocultural.

pp. 515–517, 549–562

5. Identify the positive and negative consequences of diagnostic labels (e.g., the Rosenhan study). pp. 519–520

6. Discuss the intersection between psychology and the legal system (e.g., confidentiality, insanitydefense).

p. 514, A-8

XIII. Treatment of Abnormal Behavior Chapter 14

1. Describe the central characteristics of psychotherapeutic intervention. pp. 548–549

2. Describe major treatment orientations used in therapy (e.g., behavioral, cognitive, humanistic) andhow those orientations influence therapeutic planning.

pp. 549–562

3. Compare and contrast different treatment formats (e.g., individual, group). pp. 562–564

4. Summarize effect iveness of specif ic treatments used to address specif ic problems. pp. 551, 557–558, 565–567, 570–577

5. Discuss how cultural and ethnic context influence choice and success of treatment (e.g., factors that

lead to premature termination of treatment).

pp. 568–570

6. D escribe prevention strategies that build resilience and promote competence. pp. 553–554, 568

7. Identify major figures in psychological treatment (e.g., Aaron Beck, Albert Ellis, Sigmund Freud, MaryCover Jones, Carl Rogers, B. F. Skinner, Joseph Wolpe).

pp. 549–550, 552–553, 556, 557, 560–562, 569

XIV. Social Psychology Chapters 1 & 11

1. Apply attribution theory to explain motives (e.g., fundamental attribution error, self-serving bias). pp. 447–449

2. Describe the structure and function of different kinds of group behavior (e.g., deindividuation, grouppolarization).

pp. 431–432

3. Explain how individuals respond to expectations of others, including groupthink, conformity, andobedience to authority.

pp. 428–437

4. Discuss attitudes and how they change (e.g., central route to persuasion). pp. 439–4425. Predict the impact of the presence of others on individual behavior (e.g., bystander effect, social

facilitation).pp. 432, 465–467

6. Describe processes that contribute to differential treatment of group members (e.g., in-group/out-group dynamics, ethnocentrism, prejudice).

pp. 450–455

7. Articulate the impact of social and cultural categories (e.g., gender, race, ethnicity) on self-conceptand relations with others.

pp. 15, 335, 452–453

8. Anticipate the impact of behavior on a self-fulfilling prophecy. pp. 453

9. Describe the variables that contribute to altruism, aggression, and attraction. pp. 456–467

10. Discuss attitude formation and change, including persuasion strategies and cognitive dissonance. pp. 441–444

11. Identify important figures in social psychology (e.g., Solomon Asch, Leon Festinger, StanleyMilgram, Philip Zimbardo). pp. 428–430, 435–437, 443, 462–463

Upon publication, this text was correlated to The College Board’s AP PsychologyCourse Description effective Fall 2013. We continually monitor The CollegeBoard’s AP Psychology Course Description for updates to exam topics.For the most current AP Psychology Exam Topic correlation for this textbook,

visit PearsonSchool.com/AdvancedCorrelations

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Success Center

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Video 1: Study Methods

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Video 4: Lecture Notes

Video 5: Exam Prep

Video 6: Paper Writing

Video 7: Improve Memory

Our goal is to awaken students’ curiosity and energize their desire to learn by having them read andengage with the material. We are delighted with the feedback from students and teachers who haveused our text and who tell us this approach is working, and we are pleased to extend that experiencein a new eText format with this edition. The new eText format helps content come alive and makesstudents active participants in their learning.

learner-centered approachCuriosity and Dialogue

learningYoshiko’s first-grade teacher started a reading contest. For every book read, a child would get a gold

star on the reading chart, and at the end of one month the child with the most stars would get a prize.

Yoshiko went to the library and checked out several books each week. At the end of the month, Yoshiko

had the most gold stars and got to stand in front of her classmates to receive her prize. Would it be

candy? A toy? She was so excited! Imagine her surprise and mild disappointment when the big prize

turned out to be another book! Disappointing prize aside, Yoshiko’s teacher had made use of a key

technique of learning called reinforcement . Reinforcement is anything that when following a response,

increases the likelihood that the response will occur again. The reinforcers of gold stars and a prize

caused Yoshiko’s reading to increase.

How have you used reinforcement to modify your own behavior or the

behavior of others?

180

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Embedded Interactive ContentInteractive content has been fully incorporated into all aspectsof the text, allowing students a more direct way to access andengage with the material

cognition: thinking, intelligence, and language 297

7.1

7.2

7.3

7.4

7.5

7.6

7.7

7.9

7.10

7.11

nature vs. nurture

individual differencesIQ tests can be usedto identify individualswho differ significantlyfrom those ofaverage intelligence

giftedness

intellectualdisability/intellectualdevelopmentaldisorder

emotionalintelligence

criteria

classifications

causal factors

awareness of and ability to manage one’s own emotions,self-motivation, empathy, and social skills

may be related to traditional intelligence but data is still being collected

typically grow up to be well-adjusted adults EXCEPTwhen “pushed” to achieve at younger and younger ages

extreme geniuses may experience socialand behavioral adjustment issues as children

environmental

biological

toxins such as lead or mercury

poverty

IQ . 130 (2 SD above mean)

IQ . 140 are called geniusescriteria

characteristics

Intelligence

current heritability estimate is about .50

correlation is not 1.00, so environment also has to play a part

IQ , 70 (2 SD below mean)

adaptive skills significantly below age-appropriate level

onset of deficits must occur during childhood or adolescence

Down syndrome

fetal alcohol syndrome

fragile X syndrome

identical twinsreared togethershow a correlationof .86 between

their IQs

heritability estimates apply withingroups of people, not betweengroups,not to individuals, and only in a general sense

range from mild to profound, depending on severity

of deficits or level of support required

7.77.6

1. Jared is 35 years old, but his cognitive abilities have never

gone beyond the level of a second-grade child. At what level

of developmental delay would Jared be classified?

a. Mild

b. Moderate

c. Severe

d. Profound

e. Adaptive

2. A male with a defective chromosome leading to severe

protein deficiency and poor brain development probably

suffers from _______________________.

a. Down syndrome

b. fetal alcohol syndrome

c. hydrocephaly

d. fragile X syndrome

e. familial retardation

3. Elizabeth was tested while in grade school and was found

to have an IQ of 134. Elizabeth’s intelligence level can be

labeled as _______________________.

a. average

b. somewhat above normal

c. moderate

d. genius

e. gifted

4. Which of the following statements about Terman’s

“Termites” is not true?

a. The successful men earned more money.

b. The successful men were more likely to be divorced.

c. The unsuccessful men were less healthy.

d. The unsuccessful men held jobs of lower prestige.

e. The successful men had a consistent sense of self.

PRACTICE quiz: PREPARING FOR THE AP EXAM ANSWERS ON PAGE AK-2.

Directions: Read each of the questions or incomplete sentences below. Then choose the response that best answers the questionor completes the sentence.

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CONCEPT MAP7.8

7.8

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topics with Interactive

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212 CHAPTER 5

5.1

5.2

5.3

5.4

5.5

5.6

5.7

5.8

5.9

5.10

5.12

5.13

5.11

certain number of trials, whereas the second and third groups seemed to wander aimlesslyaround the maze until accidentally finding their way out.

On the 10th day, however, something happened that would be dif ficult to explainusing only Skinner’s basic prin ciples. The second group of rats, upon receiving the rein-forcement for the first time, should have then taken as long as the first group to solve themaze.Instead, they began to solve the maze almost immediately (see Figure 5.10).

Tolman concluded that the rats in the second group,while wandering around in thefirst 9 days of the experiment,had indeed learned where all the blind alleys, wrong turns,and correct paths were and stored this knowledge away as a kind of “mental map,”or cog-nitive map of the physical layout of the maze. The rats in the second group had learnedand stored that learning away mentally but had not demonstrated this learning becausethere was no reason to do so.The cognitive map had remained hidden, or latent,until therats had a reason to demonstrate their knowledge by getting to the food. Tolman calledthis latent learning . The idea that learning could happen without reinforcement, andthen later affect behavior, was not something traditional operant conditioning could ex-plain.To see a real-life example of latent learning,participate in the experiment Learning.

Figure 5.9 A Typical Maze

This is an example of a maze

such as the one used in Tolman’s

experiments in latent learning.

Aratis placedinthestartbox.The

trialisoverwhentheratgetstothe

endbox.

Startbox

Endbox

Curtain

One-way door

Learning

In this experiment, you will be asked tomemorize a series of words presentedto you one at a time. Twenty words willbe flashed on the screen for a very shorttime and will be separated briefly bya blank screen. After the last word isflashed on the screen, you will be askedsome questions to test your recall.

Go to the Experiment

Simulation

Simulate the Experiment, Learning ,on MyPsychLab

.i :

Take Practice Quizzes as you read.

Simulate

experiments

right from the

narrative.

Watch Videos of topics as they are

explained. Interactive Figures walk

students through some of the more

complex processes in psychology.

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teaching and learning packageIntegration and Feedback It is increasingly true today that as valuable as a good textbook is, it is still only oneelement of a comprehensive learning package. The teaching and learning package thataccompanies Psychology , AP Edition, 4e, is the most comprehensive and integrated onthe market. We have made every effort to provide high-quality instructor resources that

will save you preparation time and will enhance the time you spend in the classroom.

MyPsychLabMyPsychLab is an online homework, tutorial, and assessment program that truly

engages students in learning. It helps students better prepare for class, quizzes, andexams—resulting in better performance in the course—and provides educators witha dynamic set of tools for gauging individual and class progress. MyPsychLab comesfrom Pearson, your partner in providing the best digital learning experience.

NEW! Dynamic Study Modules Not every student learns the same way and at thesame rate. And now, thanks to advances in adaptive learning technology, you no lon-ger have to teach as if they do. The Dynamic Study Modules in MyPsychLab con-tinuously assess student performance and activity in real time, and, using data andanalytics, personalize content to reinforce concepts that target each student’s strengths

and weaknesses.

Writing Space Better writers make great learners—whoperform better in their courses. To help you develop and as-sess concept mastery and critical thinking through writing, wecreated the Writing Space in MyPsychLab. It’s a single placeto create, track, and grade writing assignments, provide writingresources, and exchange meaningful, personalized feedback withstudents, quickly and easily, including auto-scoring for practice

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MyPsychLab Video Series. Current, comprehensive, and cut-ting edge, the six video segments for every chapter (approximately five minutes each)take the viewer from the research laboratory to inside the brain to out on the street forreal-world applications.

l l l l l . ll

l .

l l l ll. l ll

l l .

l l l l. l l ll l

l .

l ll

l ll l l l ll

. l l l l .

Watch the Video, The Basics: How Thinking Develops : Piaget’s Stages, at MyPsychLab

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To learn more about MyPsychLab visit mypsychlab.com.

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• The AP Test Bank was revised extensively, and contains multiple-choice ques-tions with five answer choices and free response questions to prepare students forthe AP Exam. The AP Test Bank includes a Total Assessment Guide that listsall of the test items in an easy-to-reference grid. The Total Assessment Guideorganizes all test items by learning objective and question type (factual, concep-

tual, or applied). Rationales for each correct answer and the key distractor in themultiple-choice questions help instructors evaluate questions and provide morefeedback to students.

• The AP Test Bank comes with TestGen, a powerful assessment generationprogram that helps teachers easily create and print quizzes and exams. Teach-ers can readily access existing questions and edit, create, and store using a simpleinterface. Data on each question provides information regarding difficulty leveland page number. In addition, each question maps to the text ’s major section andlearning objective.

Instructor’s Resource Center Access: Most of the teacher supplements and resourcesfor this text are also available electronically to qualified adopters on the Instructor Re-source Center (IRC). Upon adoption or to preview, please go to www.pearsonschool.com/access_request and select Instructor Resource Center. You will be required tocomplete a brief one-time registration subject to verification of educator status. Upon

verification, access information and instructions will be sent to you via e-mail. Oncelogged into the IRC, enter 978-0-13-385501-2 in the “Search our Catalog” box tolocate resources.

xxiv PREFACE

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PREFACE xxv

student resources Available for purchase

Ensure Student Success on the AP Exam:

Pearson Test Prep Series for AP Psychology by William Elmhorst (Marshfield High School)includes a chapter summary and AP Exam style practice exams structured around the chapterlearning objectives. An innovative Study Hints section helps students with the most difficult tounderstand concepts from every chapter. Available for purchase.

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learning outcomes and assessmentGoals and StandardsIn recent years many psychology departments have been focusing on core competenciesand how methods of assessment can better enhance students’ learning. In response, the American Psychological Association (APA) established recommended goals for theundergraduate psychology major beginning in 2008 with a set of ten goals, and revisedagain in 2013 with a new set of five goals. Specific learning outcomes were establishedfor each of the goals and suggestions were made on how best to tie assessment practicesto these goals. In writing this text, we have used the APA goals and assessmentrecommendations as guidelines for structuring content and integrating the teaching andhomework materials. For details on the APA learning goals and assessment guidelines,please see www.apa.org/.

learning objectives

Based on APA recommendations, each chapter is structured around detailed learningobjectives. All of the instructor and student resources are also organized aroundthese objectives, making the text and resources a fully integrated system of study. Theflexibility of these resources allows instructors to choose which learning objectives areimportant in their courses as well as which content they want their students to focus on.

Why study learning?If we had not been able to learn, we would have died out as a species long ago. Learning is

the process that allows us to adapt to the changing conditions of the world around us. We

can alter our actions until we find the behavior that leads us to sur vival and rewards, and we

can eliminate actions that have been unsuccessful in the past. Without learning, there would

be no buildings, no agriculture, no lifesaving medicines, and no human civilization.

l e a r n i n g o b j e c t i v e s

181

5.1 5.8

5.2 5.9

5.3 5.10

5.4 5.11

5.5 5.12

5.6 5.13

5.7

What does the term learning really mean?What are some of the problems with using

punishment?

How was classical conditioning first studied, and

what are the important elements and characteris-

tics of classical conditioning?

How do operant stimuli control behavior, and

what are some other concepts that can enhance

or limit operant conditioning?

What is a conditioned emotional response, and

how do cognitive psychologists explain classical

conditioning?

What is behavior modification, and how can

behavioral techniques be used to modify invol-

untary biological responses?

How does operant conditioning occur, and

what were the contributions of Thorndike and

Skinner?

How do latent learning, insight, and learned

helplessness relate to cognitive learning theory?

What are the important concepts in operant

conditioning?

What is observational learning, and what are

the four elements of modeling?

What are the schedules of reinforcement?What is a real-world example of the use of

conditioning?

What is punishment and how does it differ from

reinforcement?

. :

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1

1.1 Describe key concepts, principles, and overarching themes in psychology.

1.2 Develop a working knowledge of psychology’s content domains.

1.3 Describe applications that employ discipline-based problem solving.

Intro: PIA.1

Ch 1: 1.1–1.5

Ch 2: 2.1–2.11 and Applying Psychology to Everyday Life: Paying Attention toAttention-Deficit/Hyperactivity Disorder

Ch 3: 3.1–3.11

Ch 4: 4.1–4.10

Ch 5: 5.1–5.7, 5.9–5.12Ch 6: 6.1–6.13 and Applying Psychology to Everyday Life: Health and Memory

Ch 7: 7.1, 7.3, 7.4, 7.6–7.9

Ch 8: 8.2–8.5, 8.7–8.12

Ch 9: 9.1–9.11

Ch 10: 10.1–10.9 and Issues in Psychology: Health Psychology and Stress

Ch 11: 11.1–11.13

Ch 12: 12.1–12.7, 12.9 and Applying Psychology to Everyday Life: BiologicalBasis of the Big Five

Ch 13: 13.1–13.8

Ch 14: 14.1–14.10

Major concepts are reinforced with learning tools: Writing Space, ExperimentSimulations, MyPsychLab Video Series, Operation ARA, Visual Brain, and instruc-

tor’s teaching and assessment package.

Students should demonstrate fundamental knowledge and comprehension of the major concepts, theoretical perspectives, historical trends,

and empirical findings to discuss how psychological principles apply to behavioral phenomena. Foundation students should demonstrate

breadth in their knowledge and applications of psychological ideas to simple problems; baccalaureate students should show depth in their

knowledge and application of psychological concepts and frameworks to problems of greater complexity.

Knowledge Base in Psychology

2

2.1 Use scientific reasoning to interpret psychological phenomena.

2.2 Demonstrate psychology information literacy.2.3 Engage in innovative and integrative thinking and problem-solving.

2.4 Interpret, design, and conduct basic psychological research.

2.5 Incorporate sociocultural factors in scientific inquiry.

Ch 1: 1.6–1.17, 1.19

Ch 2: 2.6, 2.12 and Psychology in the News: Fact or Fiction: Focus on the Brain,but Check your Sources; Classic Studies in Psychology: Through the LookingGlass—Spatial Neglect; Applying Psychology to Everyday Life: Paying Attentionto Attention-Deficit/Hyperactivity Disorder

Ch 3: Classic Studies in Psychology: The Visual Cliff and Applying Psychology toEveryday Life: Thinking Critically About ESP

Ch 4: 4.10 and Psychology in the News: Murder While Sleepwalking; ApplyingPsychology to Everyday Life: Thinking Critically About Ghosts, Aliens, and OtherThings That Go Bump in the Night

Ch 5: 5.13 and Classic Studies in Psychology: Biological Constraints of OperantConditioning

Ch 6: Classic Studies in Psychology: Elizabeth Loftus and Eyewitnesses andApplying Psychology to Everyday Life: Health and Memory

Ch 7: 7.2–7.5 and Classic Studies in Psychology: Terman’s Termites

Ch 8: 8.1, 8.6, 8.11 and Psychology in the News: Abby and Brittany Hensel,Together for Life; Classic Studies in Psychology: H arlow and Contact Comfort

Ch 9: Psychology in the News: Cartoon Characters Influence Children’s Foodand Taste Preferences; Classic Studies in Psychology: The Angry/Happy Man

Ch 11: Psychology in the News: Anatomy of a Cult; Classic Studies in Psychol-ogy: Brown Eyes, Blue Eyes; Psychology in the News: Facing Facebook—TheSocial Nature of Online Networking

Ch 12: 12.8 and Classic Studies in Psychology: Geert Hofstede’s Four Dimen-sions of Cultural Personality

Ch 13: Current Issues in Psychology: A Look at Abnormality in Various Culturesand Current Issues in Psychology: Was “Sybil” a True Multiple Personality?

Scientific methods are reinforced with learning tools: Writing Space, ExperimentSimulations, MyPsychLab Video Series, Operation ARA, Visual Brain, and instruc-

tor’s teaching and assessment package.

The skills in this domain involve the development of scientific reasoning and problem solving, including effective research methods. Founda-

tion students should learn basic skills and concepts in interpreting behavior, studying research, and applying research design principles to

drawing conclusions about behavior; baccalaureate students should focus on theory use as well as designing and executing research plans.

Scientific Inquiry and Critical Thinking

APA UN DERGRADUATE LEARNING GOALS AN D OUTCOMES CICCAR ELLI /WHI TE, 4E CONTENT

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3

3.1 Apply ethical standards to psychological science and practice.

3.2 Build and enhance interpersonal relationships.

3.3 Adopt values that build community at local, national, and global levels.

Ch 1: 1.18

Ch 5: 5.8 and Issues in Psychology: The Link Between Spanking and Aggressionin Young Children

Ch 7: 7.10 and Psychology in the News: Neuropsychology Sheds Light on HeadInjuries

Ch 8: 8.12 and Issues in Psychology: The Facts and Myths About Immunizations

Ch 9: 9.5–9.6

Ch 10: 10.8Ch 11: 11.8–11.9

Ethics and values are reinforced with learning tools: Writing Space, ExperimentSimulations, MyPsychLab Video Series, Operation ARA, Visual Brain, and instruc-tor’s teaching and assessment package.

The skills in this domain involve the development of ethically and socially responsible behaviors for profes-sional and personal settings. Foundation students should become familiar with the formal regulations that

govern professional ethics in psychology and begin to embrace the values that will contribute to positive

outcomes in work settings and in society. Baccalaureate students should have more direct opportunities to

demonstrate adherence to professional values that will help them optimize their contributions.

Ethical and Social Responsibility

4

4.1 Demonstrate effective writing in multiple formats.

4.2 Exhibit effective presentation skills in multiple formats.

4.3 Interact effectively with others.

Intro: PIA.6

Ch 7: 7.10

Ch 8: 8.7, 8.9, 8.12 and Applying Psychology to Everyday Life: Cross-Cultural Views on Death

Ch 10: 10.2, 10.6, 10.8

Ch 11: 11.2–11.3, 11.5, 11.8–11.9, 11.11 and Psychology in the News: FacingFacebook—The Social Nature of Online Networking

Communication skills are reinforced with learning tools: Writing Space, Experi-ment Simulations, MyPsychLab Video Series, Operation ARA, Visual Brain, andinstructor’s teaching and assessment package.

Students should demonstrate competence in written, oral, and interpersonal communication skills. Founda-

tion students should be able to write a cogent scientific argument, present information using a scientific ap-

proach, engage in discussion of psychological concepts, explain the ideas of others, and express their own

ideas with clarity. Baccalaureate students should produce a research study or other psychological project,

explain scientific results, and present information to a professional audience. They should also develop flex-

ible interpersonal approaches that optimize information exchange and relationship development.

Communication

APA UNDERG RADUAT E LEAR NING GOAL S AND OUTCOME S CICCAR EL LI /WHITE, 4E CON TENT

5

5.2 Exhibit self-efficacy and self-regulation.

5.3 Refine project management skills.

5.4 Enhance teamwork capacity.

5.5 Develop meaningful professional direction for life after graduation.

Intro: PIA.1–PIA.7

Ch 1: 1.5, 1.19

Ch 4: 4.6

Ch 7: Applying Psychology to Everyday Life: Mental and Physical ExercisesCombine for Better Cognitive Health

Ch 9: 9.1, 9.3–9.4, 9.11 and Applying Psychology to Everyday Life: WhenMotivation Is Not Enough

Ch 10: 10.6–10.9 and Applying Psychology to Everyday Life: Becoming MoreOptimistic

Ch 11: 11.1–11.3, 11.8–11.9

Ch 13: 13.9

Ch 14: Psychology in the News: Mental Health on Campus

Appendix: Applied Psychology and Psychology CareersProfessional development opportunities are reinforced with learning tools:Writing Space, Experiment Simulations, MyPsychLab Video Series, OperationARA, Visual Brain, and instructor’s teaching and assessment package.

The skills in this domain refer to abilities that sharpen student readiness for post-baccalaureate employment,

graduate school, or professional school. The emphasis in the domain involves application of psychology-spe-

cific content and skills, effective self-reflection, project management skills, teamwork skills, and career prep-

aration. These skills can be developed and refined both in traditional academic settings and extracurricular

involvement. In addition, career professionals can be enlisted to support occupational planning and pursuit.

5.1 Apply psychological content and skills to professional work.

Professional Development

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development story

Insight and Collaboration The creation of the Ciccarelli/White Psychology and the components for the variouseditions is the result of the most extensive development investment in a textbookthat this discipline has ever experienced. Over 1,000 educators and students haveparticipated. Over 250 manuscript reviewers provided invaluable feedback. Expertreviewers contributed to decisions regarding text organization and content coverageas well as pedagogical innovation. Student reviewers were involved in evaluating theclarity of the writing style and the value of the in-text learning tools and assessment

features—you will see many of these student reviewers in the photos included withthe student voice questions in the text.

For the AP Edition, 4e, we are particularly grateful to reviewers Rachel Rosenbaum(Kingsborough Community College) and Mary Spilis (AP Psychology Consultant;Sylvania Public Schools, retired).

We are grateful to all who provided feedback on changes for the AP Edition, 4e,including:

Jeanne Blakeslee, St. Paul’s School for Girls

Alan Feldman, Glen Rock High SchoolMike Hamilton, Hopkinton High SchoolKent Korek, Germantown High SchoolLarry Stombaugh, Career Center/Winston-Salem Forsyth Schools

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I have to thank my husband, Joe Ciccarelli, for his love andsupport while I spent many long hours writing this textbook.My children, Al and Liz, also put up with my odd workinghours and frequent trips and deserve my thanks as well.

There are so many people to thank for their support!Erin Mitchell, Amber Mackey, Dickson Musslewhite, Yolandade Rooy, Sarah Henrich, Sharon Geary, Judy Casillo, LindaBehrens, Sherry Lewis, Barbara Mack, and Lindsay Bethoneyof the editorial team supported and advised me—thank you all

so much. Ben Ferrini and Brittani Hall got us excellent pho-tos, thanks! Special thanks to Brandy Dawson and Kelly Mayfor a fantastic marketing campaign.

The design is the collaborative work of Aptara, BlairBrown, John Christiana, Kathryn Foot, and Mike Molloy.

The great student videos were the efforts of DebbieConiglio, Stephanie Ruland, Joshua Paul Johnson,

and Paul Sauline—marvelous work. Thanksalso to Laura Chadwick, Haydee Hidalgo, and

Peggy Davis for their permissions work, andBrian Hyland, Tom Scalzo, and Lisa Dotson for

their work on MyPsychLab. A big, heartfelt thank you to Crystal McCarthy and Kate Cebik, supplement

managers, and my supplement authors Rocky Buckley, AlisaDiop, John Gambon, Don Lucas, Holly Schofield, JasonSpiegelman, Jason Warnick, Fred Whitford, and Tomas Yufik.

You are fantastic! We are grateful to all of the instructors and students who

have contributed to the development of this text and packageover the last four editions. Please see www.pearsonhighered.com/ciccarelli4einfo for a complete list of those who have re-

viewed content, participated in focus groups, evaluated learn-ing tools, appeared in videos, and offered their feedback andassistance in numerous other ways. We thank you.

Special thanks to Julie Swasey, our new developmenteditor, who fits us like a glove and made the whole process ofediting this edition so much easier. We love you, Julie!

And, of course, I can’t forget Noland White, my coau-thor, pal, and Grand High Expert. His expertise in neuropsy-chology and clinical psychology is a valuable resource, and hisrevisions of half of the chapters and all of the chapter mapshave once again made this edition a real standout. Thank youfrom the bottom of my heart, buddy!

Sandy CiccarelliGulf Coast State College

Panama City, [email protected]

acknowledgments

I would like to personally thank:

My wife and best friend, Leah, and our wonderful children,Sierra, Alexis, and Landon, thank you for your love andpatience. I would not be able to do any of this without you;

My lead author and collaborator, Sandy Ciccarelli, formaking all of this possible—and for your friendship, support,assistance, advice, and continuing to be the most amazingmentor and writing partner I could ever hope to work with!

My students, for your inspiration, encouragement, andfor all of the things you continue to teach me;

The student and faculty users and reviewers of this text,for your support and ever-helpful comments and suggestions;

My friends and colleagues in the Department ofPsychological Science at Georgia College, for your encourage-ment, frequent discussions, and feedback, with special thanksto Lee Gillis, John Lindsay, Walt Isaac, and Greg Jarvie for

your individual input and support along the way;

Julie Swasey and Erin Mitchell , for your guidance, cre-ativity, collaboration, and for being so awesome!

Jessica Mosher and Leah Jewell, for being there in thebeginning and for all that you have done;

Amber Mackey, Stephen Frail , Amber Chow, BrandyDawson, Craig Campanella, Nicole Kunzmann, Paul Deluca,Beth Stoner, and all of the other Pearson and associated staff,for your contributions and for continuing to make this such agreat experience!

Noland WhiteGeorgia College

Milledgeville, [email protected]

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SAUNDRA K. CICCARELLI is a Profes-sor Emeritus of Psychology at Gulf Coast State Col-lege in Panama City, Florida. She received her Ph.D.in Developmental Psychology from George PeabodyCollege of Vanderbilt University, Nashville, Tennessee.She is a member of the American Psychological

Association and the Association for PsychologicalScience. Originally interested in a career as a researcherin the development of language and intelligence indevelopmentally delayed children and adolescents,Dr. Ciccarelli had publications in the American Journalof Mental Deficiency while still at Peabody. However,she discovered a love of teaching early on in hercareer. This led her to the position at Gulf Coast StateCollege, where she taught Introductory Psychologyand Human Development for over 30 years. Herstudents loved her enthusiasm for the field ofpsychology and the many anecdotes and examples

she used to bring psychology to life for them. Before writing this text, Dr. Ciccarelli authored numerousancillary materials for several introductory psychologyand human development texts.

J. NOLAND WHITE is an Associate Professorof Psychology at Georgia College, Georgia’s PublicLiberal Arts University, located in Milledgeville. Hereceived both his B.S. and M.S. in Psychology fromGeorgia College and joined the faculty there in 2001after receiving his Ph.D. in Counseling Psychologyfrom the University of Tennessee. He is a licensedpsychologist and has worked primarily with ado-lescents and adults, in a variety of clinical and com-munity settings. On campus, he teaches IntroductoryPsychology, Psychology of Adjustment, BehavioralNeuroscience, Advanced Behavioral Neuroscience,Senior Seminar, and a section of

Advanced Research Methodsfocusing on psychophysiol-ogy. He has an active lab and,

with his students, is investigating thepsychophysiological characteristics and neu-

ropsychological performance of adults with and without ADHD. Outside of the lab, Dr. Whiteis engaged in collaborative research examin-ing the effectiveness of incorporating vari-ous technologies in and out of the collegeclassroom to facilitate student learning. Healso serves as a mentor for other faculty

wanting to expand their use of technology with their c lasses. In April 2008 he was a

recipient of the Georgia College Excellencein Teaching Award.

about the authors

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