| 000 | 59664cam a2212745Ii 4500 | ||
|---|---|---|---|
| 001 | 2249 | ||
| 008 | 100513s2009 si ab b 001 0 eng | ||
| 020 | _a0071270868 (paperback) | ||
| 020 | _a9780071270861 (paperback) | ||
| 040 | _erda | ||
| 049 | _aTR-IsMEF | ||
| 050 | 0 | 0 |
_aBF121 _b.P37 2009 |
| 100 | 1 |
_aPasser, Michael W., _eauthor. |
|
| 245 | 1 | 0 |
_aPsychology : _bthe science of mind and behavior / _cMichael W. Passer, University of Washington, Ronald E. Smith, University of Washington. |
| 250 | _aFourth edition. | ||
| 264 |
_aSingapore ; New York : _bMcGraw-Hill Higher Education, _c2009. |
||
| 264 | 4 | _a©2009. | |
| 300 |
_axxxvi, 665, A-1-A-10, C-1-C-3, G-1-G-20, R-1-R-53, NI-1-N-9, SI-1-SI-12 pages : _bchiefly color illustrations, color maps ; _c28 cm. |
||
| 336 |
_atext _2rdacontent |
||
| 337 |
_aunmediated _2rdamedia |
||
| 338 |
_avolume _2rdacarrier |
||
| 504 | _aIncludes bibliographical references (pages R-1 and R-53) and indexes. | ||
| 505 | 0 | _aThe science of psychology -- Studying behavior scientifically -- Genes, environment, and behavior -- The brain and behavior -- Sensation and perception -- States of consciousness -- Learning: the role of experience -- Memory -- Language and thinking -- Intelligence -- Motivation and emotion -- Development over the life span -- Personality -- Health and well-being -- Psychological disorders -- Treatment of psychological disorders -- Social thinking and behavior. | |
| 520 | _aStudying the mind and behavior can be exciting-really! Psychology: The Science of Mind and Behavior, 4th ed. offers an accurate, jargon-free look at psychology as a modern behavioral science. This fourth edition has been revised to increase emphasis on the scientific method (in Chapter 2) and take a more granular look at early childhood development (in Chapter 11). | ||
| 596 | _a1 | ||
| 650 | 0 |
_aPsychology _vTextbooks. |
|
| 700 | 1 |
_aSmith, Ronald E., _eauthor: |
|
| 900 | _aMEF Üniversitesi Kütüphane katalog kayıtları RDA standartlarına uygun olarak üretilmektedir / MEF University Library Catalogue Records are Produced Compatible by RDA Rules | ||
| 910 | _aÇağlayan. | ||
| 942 |
_2lcc _cBKS _02 |
||
| 970 | 0 | 1 |
_aPreface, _pxxvii. |
| 970 | 1 | 2 |
_tThe Science of psychology, _p1. |
| 970 | 1 | 2 |
_tThe nature of psychology, _p2. |
| 970 | 1 | 1 |
_tPsychology as a basic and applied science, _p3. |
| 970 | 1 | 1 |
_tRobber's cave and the jigsaw classroom, _p3. |
| 970 | 1 | 1 |
_tThe goals of psychology, _p4. |
| 970 | 1 | 1 |
_tPsychology's broad scope: a levels-of-analysis framework, _p4. |
| 970 | 1 | 1 |
_tMind-body and nature-nurture interactions, _p5. |
| 970 | 1 | 2 |
_tPerspectives on behavior, _p6. |
| 970 | 1 | 1 |
_tPsychology's intellectual roots, _p6. |
| 970 | 1 | 1 |
_tEarly schools: structuralism and functionalism, _p7. |
| 970 | 1 | 1 |
_tThe psychodynamic perspective: the forces within, _p8. |
| 970 | 1 | 1 |
_tPsychoanalysis: Freud's great challenge, _p8. |
| 970 | 1 | 1 |
_tModern psychodynamic theory, _p8. |
| 970 | 1 | 1 |
_tThe behavioral perspective: the power of the environment, _p9. |
| 970 | 1 | 1 |
_tOrigins of the behavioral perspective, _p9. |
| 970 | 1 | 1 |
_tBehaviorism, _p9. |
| 970 | 1 | 1 |
_tCognitive behaviorism, _p10. |
| 970 | 1 | 2 |
_tWhat do you think? are the students lazy?, _p10. |
| 970 | 1 | 1 |
_tThe humanistic perspective: self-actualization and positive psychology, _p10. |
| 970 | 1 | 1 |
_tThe cognitive perspective: the thinking human, _p11. |
| 970 | 1 | 1 |
_tOrigins of the cognitive perspective, _p11. |
| 970 | 1 | 1 |
_tRenewed interest in the mind, _p12. |
| 970 | 1 | 1 |
_tThe modern cognitive perspective, _p12. |
| 970 | 1 | 1 |
_tThe sociacultural perspective: the embedded human, _p13. |
| 970 | 1 | 1 |
_tCultural learning and diversity, _p13. |
| 970 | 1 | 2 |
_tResearch close-up love and marriage in eleven cultures, _p14. |
| 970 | 1 | 1 |
_tThe biological perspective: the brain, genes and evolution, _p15. |
| 970 | 1 | 1 |
_tBehavioral neuroscience, _p15. |
| 970 | 1 | 1 |
_tBehavior genetics, _p16. |
| 970 | 1 | 1 |
_tEvolutionary psychology, _p16. |
| 970 | 1 | 2 |
_tUsing levels of analysis to integrate the perspectives, _p18. |
| 970 | 1 | 1 |
_tAn example: understanding depression, _p18. |
| 970 | 1 | 1 |
_tSummary of major themes, _p19. |
| 970 | 1 | 2 |
_tBeneath the surface, _pwhat did you expect?, _p20. |
| 970 | 1 | 2 |
_tPsychology today, _p21. |
| 970 | 1 | 1 |
_tA global science and profession, _p21. |
| 970 | 1 | 1 |
_tPsychology and public policy, _p22. |
| 970 | 1 | 1 |
_tPsychology and your life, _p23. |
| 970 | 1 | 2 |
_tApplying psychological science how to enhance your academic performance, _p23. |
| 970 | 1 | 2 |
_tStudying behavior scientifically, _p27. |
| 970 | 1 | 2 |
_tScientific principles in psychology, _p28. |
| 970 | 1 | 1 |
_tScientific attitudes, _p29. |
| 970 | 1 | 1 |
_tGathering evidence: steps in the scientific process, _p29. |
| 970 | 1 | 1 |
_tStep 1: idetify a question of interest, _p29. |
| 970 | 1 | 1 |
_tStep 2: gather information and form hypthesis, _p29. |
| 970 | 1 | 1 |
_tStep 3: test hypothesis by conducting research, _p29. |
| 970 | 1 | 1 |
_tStep 4: analyze data, draw conclusions, and report findings, _p29. |
| 970 | 1 | 1 |
_tStep 5: build a body of knowledge, _p31 |
| 970 | 1 | 1 |
_tTwo approaches to understanding behavior, _p31. |
| 970 | 1 | 1 |
_tHindsight (after-the-fact understanding), _p31. |
| 970 | 1 | 1 |
_tUnderstanding through predictiom, control and theory building, _p32. |
| 970 | 1 | 1 |
_tDefining and measuring variables, _p33. |
| 970 | 1 | 1 |
_tSelf-reports and reports by others, _p33. |
| 970 | 1 | 1 |
_tMeasures of overt behavior, _p34. |
| 970 | 1 | 1 |
_tPyschological tests, _p35. |
| 970 | 1 | 1 |
_tPyschological measures, _p35. |
| 970 | 1 | 2 |
_tEthical principles in research, _p35. |
| 970 | 1 | 1 |
_tEthical standards in human research, _p36. |
| 970 | 1 | 1 |
_tEthical standards in animal research, _p37. |
| 970 | 1 | 2 |
_tMethods of research, _p37. |
| 970 | 1 | 1 |
_tDescriptive research: recording events, _p37. |
| 970 | 1 | 1 |
_tCase studies: the hmong sudden death syndrome, _p37. |
| 970 | 1 | 1 |
_tNaturalistic observation: bullies in the schoolyard, _p39. |
| 970 | 1 | 1 |
_tSurvey research: adolescents' exposure to abuse and violence, _p40. |
| 970 | 1 | 2 |
_tWhat do you think? Should you trust internet and pop media surveys?, _p41. |
| 970 | 1 | 1 |
_tCorrelational research: measuring associations between events, _p41. |
| 970 | 1 | 2 |
_tResearch close-up: very happy people, _p42. |
| 970 | 1 | 1 |
_tCorrelation does not establish causation, _p43. |
| 970 | 1 | 1 |
_tThe correlation coefficient, _p43. |
| 970 | 1 | 2 |
_tWhat do you think? does eating ice cream cause people to drown?, _p43. |
| 970 | 1 | 1 |
_tCorrelation as a basis for prediction, _p44. |
| 970 | 1 | 1 |
_tExperiments: examining cause and effect, _p45. |
| 970 | 1 | 1 |
_tIndependent and dependent variables, _p46. |
| 970 | 1 | 1 |
_tExperimental and control groups, _p46. |
| 970 | 1 | 1 |
_tTwo basic ways to design an experiment, _p46. |
| 970 | 1 | 1 |
_tManipulating two independent variables: effects of cell-phone use and traffic density on driving performance, _p47. |
| 970 | 1 | 2 |
_tThreats to the validity of research, _p50. |
| 970 | 1 | 1 |
_tConfounding of variables, _p50. |
| 970 | 1 | 1 |
_tPlacebo effects, _p50. |
| 970 | 1 | 1 |
_tExperimenter expectancy effects, _p51. |
| 970 | 1 | 1 |
_tReplicating and generalizing the findings, _p51. |
| 970 | 1 | 2 |
_tBeneath the surface: science, psychics, and the paranormal, _p52. |
| 970 | 1 | 2 |
_tAnalyzing and interpreting data, _p53. |
| 970 | 1 | 1 |
_tBeing a smart consumer of statistics, _p53. |
| 970 | 1 | 1 |
_tUsing statistics to describe data, _p54. |
| 970 | 1 | 1 |
_tMeasures of central tendency, _p54. |
| 970 | 1 | 1 |
_tMeasures of variability, _p55. |
| 970 | 1 | 1 |
_tUsing statistics to make inferences, _p55. |
| 970 | 1 | 1 |
_tMeta-analysis: combining the results of many studies, _p56. |
| 970 | 1 | 2 |
_tCritical thinking in science and everyday life, _p56. |
| 970 | 1 | 2 |
_tApplying psychological science evaluationg claims in research and everday life, _p57. |
| 970 | 1 | 2 |
_tGenes, environment, and behavior, _p60. |
| 970 | 1 | 2 |
_tGenetic influences on behavior, _p62. |
| 970 | 1 | 1 |
_tChromosomes and genes, _p63. |
| 970 | 1 | 1 |
_tDominant, recessive and polygenic effects, _p64. |
| 970 | 1 | 1 |
_tThe human genome, _p64. |
| 970 | 1 | 1 |
_tA genetic map of the Brain, _p64. |
| 970 | 1 | 1 |
_tBehavior genetics, _p65. |
| 970 | 1 | 1 |
_tFamily, adoption, and twin studies, _p65. |
| 970 | 1 | 1 |
_tHeriatbility: estimating genetic influence, _p66. |
| 970 | 1 | 2 |
_tAdapting to the environment: the role of learning, _p67. |
| 970 | 1 | 1 |
_tHow do we learn? the search for mechanisms, _p67. |
| 970 | 1 | 1 |
_tHow do we learn? the search for functions, _p68. |
| 970 | 1 | 1 |
_tLearning, culture, and evolution, _p69. |
| 970 | 1 | 1 |
_tShared and unshared environments, _p69. |
| 970 | 1 | 2 |
_tBehavior, genetics, intelligence, and personality, _p70. |
| 970 | 1 | 1 |
_tGenes, environment, and intelligence, _p70. |
| 970 | 1 | 1 |
_tHeritability of intelligence, _p70. |
| 970 | 1 | 1 |
_tEnvironmental determinants, _p71. |
| 970 | 1 | 1 |
_tShared family environment, _p71. |
| 970 | 1 | 1 |
_tEducational experiences, _p72. |
| 970 | 1 | 1 |
_tPersonality development, _p72. |
| 970 | 1 | 1 |
_tHeritability of personality, _p72. |
| 970 | 1 | 1 |
_tEnvironment and personality development, _p72. |
| 970 | 1 | 2 |
_tGene-environment interactions, _p73. |
| 970 | 1 | 1 |
_tHow the environment can influence gene expression, _p73. |
| 970 | 1 | 1 |
_tHow genes can influence the environment, _p75. |
| 970 | 1 | 2 |
_tGenetic manipulation and control, _p76. |
| 970 | 1 | 2 |
_tApplying psychological science thinking critically about genetic screening, _p77. |
| 970 | 1 | 2 |
_tEvolution and behavior: influences from the distant past, _p78. |
| 970 | 1 | 1 |
_tEvolution of adaptive mechanisms, _p79. |
| 970 | 1 | 1 |
_tNatural selection, _p79. |
| 970 | 1 | 1 |
_tEvolutionary adaptations, _p79. |
| 970 | 1 | 1 |
_tBrain evolution, _p80. |
| 970 | 1 | 1 |
_tEvoked culture, _p81. |
| 970 | 1 | 2 |
_tWhat do you think? natural selection and genetic diseases, _p81. |
| 970 | 1 | 1 |
_tEvolution and human nature, _p81. |
| 970 | 1 | 1 |
_tSexuality and mate preferences, _p82. |
| 970 | 1 | 2 |
_tResearch close-up sex differences in the ideal mate: evolution or social roles, _p84. |
| 970 | 1 | 1 |
_tEvolutionary approaches to personality, _p86. |
| 970 | 1 | 2 |
_tBeneath the surface how not to think about evolutionary theory, _p87. |
| 970 | 1 | 2 |
_tThe brain and behavior, _p91. |
| 970 | 1 | 2 |
_tNeurons, _p93. |
| 970 | 1 | 1 |
_tThe electrical activity of neurons, _p94. |
| 970 | 1 | 1 |
_tNerve impulses: the action potential, _p94. |
| 970 | 1 | 1 |
_tIt's all or nothing, _p95. |
| 970 | 1 | 1 |
_tThe Myelin Sheath, _p96. |
| 970 | 1 | 2 |
_tHow neurons communicate: synaptic transmission, _p96. |
| 970 | 1 | 1 |
_tNeurotransmitters, _p96. |
| 970 | 1 | 1 |
_tSpecialized neurotransmitter systems, _p97. |
| 970 | 1 | 2 |
_tApplying psychological science understanding how drugs affect your brain, _p99. |
| 970 | 1 | 2 |
_tThe nervous system, _p100. |
| 970 | 1 | 1 |
_tThe peripheral nervous system, _p100. |
| 970 | 1 | 1 |
_tThe somatic nervous system, _p101. |
| 970 | 1 | 1 |
_tThe autonomic nervous system, _p101. |
| 970 | 1 | 1 |
_tThe central nervous system, _p102. |
| 970 | 1 | 1 |
_tThe spinal cord, _p102. |
| 970 | 1 | 1 |
_tThe brain, _p103. |
| 970 | 1 | 1 |
_tUnlocking the secrets of the brain, _p103. |
| 970 | 1 | 1 |
_tNeuropsychological tests, _p103. |
| 970 | 1 | 1 |
_tDestruction and stimulation techniques, _p103. |
| 970 | 1 | 1 |
_tElectrical recording, _p104. |
| 970 | 1 | 1 |
_tBrain imaging, _p104. |
| 970 | 1 | 2 |
_tThe herarchical brain: structures and behavioral functions, _p106. |
| 970 | 1 | 1 |
_tThe hindbrain, _p106. |
| 970 | 1 | 1 |
_tThe brain stem: life-support systems, _p106. |
| 970 | 1 | 1 |
_tThe cerebellum: motor-coordination center, _p107. |
| 970 | 1 | 1 |
_tThe midbrain, _p107. |
| 970 | 1 | 1 |
_tThe reticular formation: the Brain's gatekeeper, _p108. |
| 970 | 1 | 1 |
_tThe forebrain, _p108. |
| 970 | 1 | 1 |
_tThe thalamus: the Brain's sensory switchboard, _p108. |
| 970 | 1 | 1 |
_tThe hypothalamus: motivation and emotion, _p108. |
| 970 | 1 | 1 |
_tThe limbic system: memory, emotion and goal-directed behavior, _p109. |
| 970 | 1 | 1 |
_tThe cerebral cortex: crown of the Brain, _p110. |
| 970 | 1 | 1 |
_tThe motor cortex, _p110. |
| 970 | 1 | 1 |
_tThe sensory cortex, _p111. |
| 970 | 1 | 1 |
_tSpeech comprehension and production, _p112. |
| 970 | 1 | 1 |
_tAssociation cortex, _p112. |
| 970 | 1 | 1 |
_tThe frontal lobes: the human difference, _p113. |
| 970 | 1 | 2 |
_tResearch close-up inside the brain of a killer, _p113. |
| 970 | 1 | 2 |
_tHemispheric lateralization: the left and right brains, _p115. |
| 970 | 1 | 1 |
_tThe split brain: dividing the hemispheres, _p115. |
| 970 | 1 | 2 |
_tWhat do you think? two minds in one brian, _p116. |
| 970 | 1 | 2 |
_tPlasticity in the brain: the role of experience and the recovery of function, _p117. |
| 970 | 1 | 1 |
_tHow experience influences brain development, _p118. |
| 970 | 1 | 1 |
_tHealing the nervous system, _p119. |
| 970 | 1 | 2 |
_tBeneath the surface do we really use only ten percent of our brain capacity?, _p120. |
| 970 | 1 | 2 |
_tInteractions with the endocrine and immune systems, _p120. |
| 970 | 1 | 1 |
_tInteractions with the endocrine system, _p120. |
| 970 | 1 | 1 |
_tInteractions involving the immune systems, _p121. |
| 970 | 1 | 1 |
_tSensation and perception, _p125. |
| 970 | 1 | 2 |
_tSensory processes, _p127. |
| 970 | 1 | 1 |
_tStimulus detection: the absolute threshold, _p128. |
| 970 | 1 | 1 |
_tSignal detection theory, _p128. |
| 970 | 1 | 2 |
_tBeneath the surface are subliminal self-help products effective?, _p129. |
| 970 | 1 | 1 |
_tThe difference threshold, _p130. |
| 970 | 1 | 1 |
_tSensory adaptation, _p130. |
| 970 | 1 | 2 |
_tThe sensory systems, _p131. |
| 970 | 1 | 1 |
_tVision, _p132. |
| 970 | 1 | 1 |
_tThe human eye, _p132. |
| 970 | 1 | 1 |
_tPhotorecetors: the rods and cones, _p132. |
| 970 | 1 | 1 |
_tVisual transduction: from light waves to nerve impulses, _p134. |
| 970 | 1 | 1 |
_tBrightness vision and dark adaptation, _p134. |
| 970 | 1 | 1 |
_tColor vision, _p135. |
| 970 | 1 | 1 |
_tThe trichromatic theory, _p135. |
| 970 | 1 | 1 |
_tOpponent-process theory, _p135. |
| 970 | 1 | 1 |
_tDual processess in color transduction, _p136. |
| 970 | 1 | 1 |
_tColor-deficient vision, _p137. |
| 970 | 1 | 1 |
_tAnalysis and reconstruction of visual scenes, _p138. |
| 970 | 1 | 1 |
_tAudition, _p139. |
| 970 | 1 | 1 |
_tAuditory transduction: from pressure waves to nerve impulses, _p141. |
| 970 | 1 | 1 |
_tCoding of pitch and laudness, _p142. |
| 970 | 1 | 1 |
_tSound localization, _p142. |
| 970 | 1 | 2 |
_tWhat do you think? navigating in fog: professor Mayer's Topophone, _p143. |
| 970 | 1 | 1 |
_tHearing loss, _p143. |
| 970 | 1 | 1 |
_tTaste and smell: the chemical senses, _p144. |
| 970 | 1 | 1 |
_tGustation: the sense of taste, _p144. |
| 970 | 1 | 1 |
_tOlfaction: the sense of smell, _p144. |
| 970 | 1 | 1 |
_tThe skin and body senses, _p145. |
| 970 | 1 | 1 |
_tThe tactile senses, _p145. |
| 970 | 1 | 1 |
_tThe body senses, _p146. |
| 970 | 1 | 2 |
_tApplying psychological science sensory prosthetics: "eyes" for the blind, "ears" for the hearing imparied, _p147. |
| 970 | 1 | 2 |
_tPerception: the creation of experience, _p150. |
| 970 | 1 | 1 |
_tPerception is selective: the role of attention, _p151. |
| 970 | 1 | 1 |
_tInattentional blindness, _p151. |
| 970 | 1 | 1 |
_tEnvironmental and personal factors in attention, _p151. |
| 970 | 1 | 1 |
_tPerceptions have organization and structure, _p152. |
| 970 | 1 | 1 |
_tGestalt principles of perceptual organization, _p152. |
| 970 | 1 | 1 |
_tPerception involves hypothesis testing, _p154. |
| 970 | 1 | 1 |
_tPerception is influenced by expectations: perceptual sets, _p154. |
| 970 | 1 | 1 |
_tStimuli are recognizable under changing conditions: perceptual constancies, _p155. |
| 970 | 1 | 2 |
_tWhat do you think? why does that rising moon look so big?, _p156. |
| 970 | 1 | 2 |
_tReception of depth, distance, and movement, _p157. |
| 970 | 1 | 1 |
_tDepth and distance perception, _p157. |
| 970 | 1 | 1 |
_tMonocular depth cues, _p157. |
| 970 | 1 | 1 |
_tBinocular depth cues, _p158. |
| 970 | 1 | 1 |
_tPerception of movement, _p158. |
| 970 | 1 | 2 |
_tIllusions: false perceptual hypotheses, _p159. |
| 970 | 1 | 2 |
_tWhat do you think? Explain this striking illusion, _p160. |
| 970 | 1 | 2 |
_tResearch close-up stalking a deadly illusion, _p161. |
| 970 | 1 | 2 |
_tExperience, critical periods, and perceptual development, _p163. |
| 970 | 1 | 1 |
_tCross-cultural research on perception, _p164. |
| 970 | 1 | 1 |
_tCritical periods: the role of early experience, _p165. |
| 970 | 1 | 1 |
_tRestored sensory capacity, _p166. |
| 970 | 1 | 1 |
_tSome final reflections, _p167. |
| 970 | 1 | 2 |
_tStates of consciousness, _p169. |
| 970 | 1 | 2 |
_tThe puzzle of consiciousness, _p171. |
| 970 | 1 | 1 |
_tCharacteristics of consicousness, _p171. |
| 970 | 1 | 1 |
_tMeasuring states of consciousness, _p172. |
| 970 | 1 | 1 |
_tLevels of conscilousness, _p172. |
| 970 | 1 | 1 |
_tThe freudian viewpoint, _p172. |
| 970 | 1 | 1 |
_tThe cognitive viewpoint, _p173. |
| 970 | 1 | 1 |
_tUnconscious perception and influence, _p173. |
| 970 | 1 | 1 |
_tVisual agnosia, _p173. |
| 970 | 1 | 1 |
_tBlindsight, _p174. |
| 970 | 1 | 1 |
_tPriming, _p174. |
| 970 | 1 | 1 |
_tThe emotional unconscious, _p174. |
| 970 | 1 | 1 |
_tWhy do we have consciousness?, _p174. |
| 970 | 1 | 1 |
_tThe neural basis of consciousness, _p175. |
| 970 | 1 | 1 |
_tWindows to the brain, _p175. |
| 970 | 1 | 1 |
_tConsciousness as a global workspace, _p176. |
| 970 | 1 | 2 |
_tCircadian rhytms: our daily biological clocks, _p177. |
| 970 | 1 | 1 |
_tKeeping time: brain and environment, _p177. |
| 970 | 1 | 1 |
_tEarly birds and night owls, _p177. |
| 970 | 1 | 2 |
_tWhat do you think? Early birds, climate, and culture, _p178. |
| 970 | 1 | 1 |
_tEnvironmental disruptions of circadian rhythms, _p178. |
| 970 | 1 | 2 |
_tApplying psychological science outsmarting Jet Lag, night-work disruptions, and winter depression, _p179. |
| 970 | 1 | 2 |
_tSleep and dreaming, _p180. |
| 970 | 1 | 1 |
_tStages of sleep, _p180. |
| 970 | 1 | 1 |
_tStage 1 through stage 4, _p181. |
| 970 | 1 | 1 |
_tREM sleep, _p181. |
| 970 | 1 | 1 |
_tGetting a night's sleep: from brain to culture, _p182. |
| 970 | 1 | 1 |
_tHow much do we sleep?, _p183. |
| 970 | 1 | 1 |
_tDo we need eight hours of nightly sleep?, _p184. |
| 970 | 1 | 1 |
_tSleep deprivation, _p184. |
| 970 | 1 | 1 |
_tWhy do we sleep?, _p185. |
| 970 | 1 | 1 |
_tSleep and bodily restoration, _p185. |
| 970 | 1 | 1 |
_tSleep as an evolved adaptation, _p185. |
| 970 | 1 | 1 |
_tSleep and memory consolidation, _p185. |
| 970 | 1 | 1 |
_tSleep disorders, _p186. |
| 970 | 1 | 1 |
_tInsomnia, _p186. |
| 970 | 1 | 1 |
_tNarcolepsy, _p187. |
| 970 | 1 | 1 |
_tREM-Sleep behavior disorder, _p187. |
| 970 | 1 | 1 |
_tSleepwalking, _p188. |
| 970 | 1 | 1 |
_tNightmares and night terrors, _p188. |
| 970 | 1 | 1 |
_tSleep apnea, _p188. |
| 970 | 1 | 2 |
_tThe nature of dreams, _p188. |
| 970 | 1 | 1 |
_tWhen do we dream?, _p188. |
| 970 | 1 | 1 |
_tWhat do we dream about?, _p189. |
| 970 | 1 | 1 |
_tWhy do we dream?, _p189. |
| 970 | 1 | 1 |
_tFreud's psychoanalytic theory, _p189. |
| 970 | 1 | 2 |
_tBeneath the surface when dreams come true, _p190. |
| 970 | 1 | 1 |
_tActivation-synthesis theory, _p190. |
| 970 | 1 | 1 |
_tCognitive theories, _p191. |
| 970 | 1 | 1 |
_tToward integration, _p191. |
| 970 | 1 | 1 |
_tDaydreams and waking fantasies, _p191. |
| 970 | 1 | 2 |
_tDrug-induced states, _p193. |
| 970 | 1 | 1 |
_tDrugs and the brain, _p193. |
| 970 | 1 | 1 |
_tHow drugs facilitate symaptic transmission, _p193. |
| 970 | 1 | 1 |
_tHow drugs inhibit symaptic transmission, _p194. |
| 970 | 1 | 1 |
_tDrug tolerance and dependence, _p194. |
| 970 | 1 | 1 |
_tLearning, drug tolerance, and overdose, _p195. |
| 970 | 1 | 1 |
_tDrug addiction and dependence, _p195. |
| 970 | 1 | 1 |
_tMisconceptions about substance dependence, _p195. |
| 970 | 1 | 1 |
_tDepressants, _p196. |
| 970 | 1 | 1 |
_tAlcohol, _p196. |
| 970 | 1 | 2 |
_tResearch close-up drinking and driving: decision making in altered states, _p197. |
| 970 | 1 | 1 |
_tBarbiturates and tranquilizers, _p198. |
| 970 | 1 | 1 |
_tStimulants, _p198. |
| 970 | 1 | 1 |
_tAmphetamines, _p198. |
| 970 | 1 | 1 |
_tCocaine, _p198. |
| 970 | 1 | 1 |
_tEctasy (MDMA), _p199. |
| 970 | 1 | 1 |
_tOpiates, _p200. |
| 970 | 1 | 1 |
_tHallucinogens, _p200. |
| 970 | 1 | 1 |
_tMarijuana, _p200. |
| 970 | 1 | 1 |
_tMisconceptions about marijuana, _p200. |
| 970 | 1 | 1 |
_tFrom genes to culture: determinants of drug effects, _p201. |
| 970 | 1 | 1 |
_tBiological factors, _p201. |
| 970 | 1 | 1 |
_tPsychological factors, _p201. |
| 970 | 1 | 1 |
_tEnvironmental factors, _p202. |
| 970 | 1 | 2 |
_tHypnosis, _p203. |
| 970 | 1 | 1 |
_tThe scientific study of hypnosis, _p203. |
| 970 | 1 | 1 |
_tHypnotic behaviors and experiences, _p203. |
| 970 | 1 | 1 |
_tInvoluntary control and behaving against one's will, _p203. |
| 970 | 1 | 1 |
_tAmazing feats, _p204. |
| 970 | 1 | 2 |
_tWhat do you think? hypnosis and amazing feats, _p204. |
| 970 | 1 | 1 |
_tPain tolerance, _p204. |
| 970 | 1 | 1 |
_tHypnotic amnesia, _p204. |
| 970 | 1 | 1 |
_tHypnosis, memory enhancement, and eyewitness testimony, _p205. |
| 970 | 1 | 1 |
_tTheories of hypnosis, _p205. |
| 970 | 1 | 1 |
_tDissociation theories, _p206. |
| 970 | 1 | 1 |
_tSocial-cognitive theories, _p206. |
| 970 | 1 | 1 |
_tThe hypnotized brain, _p207. |
| 970 | 1 | 2 |
_tLearning: the role of experience, _p210. |
| 970 | 1 | 2 |
_tAdapting to the environment, _p212. |
| 970 | 1 | 1 |
_tLearning as personal adaptation, _p212. |
| 970 | 1 | 1 |
_tHabituation, _p212. |
| 970 | 1 | 2 |
_tClassical conditionning: associating one stimulus with another, _p213. |
| 970 | 1 | 1 |
_tPavlov's pioneering research, _p213. |
| 970 | 1 | 1 |
_tBasic principles, _p214. |
| 970 | 1 | 1 |
_tAcqusition, _p214. |
| 970 | 1 | 1 |
_tExtinction and spntaneous recovery, _p215. |
| 970 | 1 | 2 |
_tWhat do you think? Why did Carol's Car phobia persist?, _p216. |
| 970 | 1 | 1 |
_tGeneralization and discrimination, _p216. |
| 970 | 1 | 1 |
_tHigher-order conditioning, _p217. |
| 970 | 1 | 1 |
_tApplications of classical conditionning, _p217. |
| 970 | 1 | 1 |
_tAcquiring and overcoming fear, _p217. |
| 970 | 1 | 2 |
_tWhat do you think? was the "little about" study ethical?, _p218. |
| 970 | 1 | 1 |
_tAttraction and aversion, _p218. |
| 970 | 1 | 1 |
_tSickness and health, _p218. |
| 970 | 1 | 1 |
_tAllergic reactions, _p218. |
| 970 | 1 | 1 |
_tAnticipatory nausea and vomiting, _p219. |
| 970 | 1 | 1 |
_tThe immune system, _p219. |
| 970 | 1 | 2 |
_tOperant conditioning: learning through consequences, _p220. |
| 970 | 1 | 1 |
_tThordike's law of effect, _p220. |
| 970 | 1 | 1 |
_tSkinner's analysis of operant conditioning, _p220. |
| 970 | 1 | 1 |
_tDistinguishing operant from classical conditioning, _p222. |
| 970 | 1 | 1 |
_tAntecedent conditions: identifying when to respond, _p222. |
| 970 | 1 | 1 |
_tPositive reinforcement, _p223. |
| 970 | 1 | 1 |
_tPrimary and secondary reinforcers, _p223. |
| 970 | 1 | 1 |
_tNegative reinforcement, _p224. |
| 970 | 1 | 1 |
_tOperant extinction, _p224. |
| 970 | 1 | 1 |
_tAversive punishment, _p225. |
| 970 | 1 | 2 |
_tBeneath the surface spare the rod, spoil the child?, _p225. |
| 970 | 1 | 1 |
_tResponse cost?, _p226. |
| 970 | 1 | 1 |
_tImmediate, delayed, and reciprocal consequences, _p227. |
| 970 | 1 | 2 |
_tWhat do you think? Can you explain the "supermarket tantrum"?, _p227. |
| 970 | 1 | 1 |
_tShaping and chainning: taking one step at a time, _p227. |
| 970 | 1 | 1 |
_tGeneralization and discrimination, _p228. |
| 970 | 1 | 1 |
_tSchedules of reinforcement, _p229. |
| 970 | 1 | 1 |
_tFixed-ratio schedule, _p229. |
| 970 | 1 | 1 |
_tVariable-ratio schedule, _p230. |
| 970 | 1 | 1 |
_tFixed-interval schedule, _p230. |
| 970 | 1 | 1 |
_tVariable-interval schedule, _p230. |
| 970 | 1 | 1 |
_tReinforcement schedules, learning, and extinction, _p230. |
| 970 | 1 | 1 |
_tEscape and avoidance conditioning, _p231. |
| 970 | 1 | 1 |
_tApplications of operant conditioning, _p232. |
| 970 | 1 | 1 |
_tEducation and the workplace, _p232. |
| 970 | 1 | 1 |
_tSpecializaed animal trainning, _p232. |
| 970 | 1 | 1 |
_tModifying problem behaviors, _p232. |
| 970 | 1 | 2 |
_tApplying psychological science using operant principles to modify your behavior, _p234. |
| 970 | 1 | 2 |
_tCrossroads of conditioning, _p236. |
| 970 | 1 | 1 |
_tBiological constraints: evolution and preparedness, _p236. |
| 970 | 1 | 1 |
_tConstraints on classical conditioning: learned taste aversions, _p236. |
| 970 | 1 | 1 |
_tAre we biologically prepared to fear certain things?, _p237. |
| 970 | 1 | 1 |
_tConstraints on operant conditioning: animals that "won't shape up", _p238. |
| 970 | 1 | 1 |
_tCognition and conditioning, _p238. |
| 970 | 1 | 1 |
_tEarly challenges to behaviorism: insight and cognitive maps, _p238. |
| 970 | 1 | 1 |
_tCognition in classical conditioning, _p240. |
| 970 | 1 | 1 |
_tCognition in operant conditioning, _p241. |
| 970 | 1 | 1 |
_tThe role of awareness, _p241. |
| 970 | 1 | 1 |
_tLatent learning, _p241. |
| 970 | 1 | 1 |
_tSelf-evaluations as reinforcers and punishers, _p242. |
| 970 | 1 | 2 |
_tObservational learning: when others show the way, _p243. |
| 970 | 1 | 1 |
_tBandura's social-cognitive theory, _p243. |
| 970 | 1 | 1 |
_tThe modeling process and self-efficacy, _p243. |
| 970 | 1 | 1 |
_tImitation of aggression and prosocial behavior, _p244. |
| 970 | 1 | 1 |
_tApplications of observational learning, _p244. |
| 970 | 1 | 2 |
_tResearch close-up using social-cognitive theory to prevent AIDS: a national experiment, _p245. |
| 970 | 1 | 2 |
_tThe adaptive brain, _p246. |
| 970 | 1 | 2 |
_tMemory, _p250. |
| 970 | 1 | 2 |
_tMemory as information processing, _p252. |
| 970 | 1 | 1 |
_tA three-stage model, _p252. |
| 970 | 1 | 1 |
_tSensory memory, _p253. |
| 970 | 1 | 1 |
_tWorking/short-term memory, _p253. |
| 970 | 1 | 1 |
_tMemory codes, _p254. |
| 970 | 1 | 1 |
_tCapacity and duration, _p254. |
| 970 | 1 | 1 |
_tPutting short-term memory to work, _p255. |
| 970 | 1 | 1 |
_tComponents of working memory, _p255. |
| 970 | 1 | 1 |
_tLong-term memory, _p255. |
| 970 | 1 | 2 |
_tEncoding: entering information, _p257. |
| 970 | 1 | 1 |
_tEttortful and automatic processing, _p257. |
| 970 | 1 | 1 |
_tLevels of processing: when deeper is better, _p257. |
| 970 | 1 | 1 |
_tExposure and rehearsal, _p258. |
| 970 | 1 | 1 |
_tOrganization and imagery, _p259. |
| 970 | 1 | 1 |
_tHierarchies and chunking, _p259. |
| 970 | 1 | 1 |
_tVisual imagery, _p259. |
| 970 | 1 | 1 |
_tOther mnemonic devices, _p260. |
| 970 | 1 | 1 |
_tSchemas: our mental organizers, _p260. |
| 970 | 1 | 1 |
_tSchemas, encoding, and expertise, _p260. |
| 970 | 1 | 1 |
_tEncoding and exceptional memory, _p261. |
| 970 | 1 | 2 |
_tWhat do you think? would perfect memory be a gift or a curse?, _p262. |
| 970 | 1 | 2 |
_tStorage: retaining information, _p262. |
| 970 | 1 | 1 |
_tMemory as a network, _p262. |
| 970 | 1 | 1 |
_tAssociative networks, _p262. |
| 970 | 1 | 1 |
_tNeural networks, _p263. |
| 970 | 1 | 1 |
_tTypes of long-term memory, _p264. |
| 970 | 1 | 1 |
_tExplicit and implicit memory, _p265. |
| 970 | 1 | 2 |
_tRetrieval: accessing information, _p265. |
| 970 | 1 | 1 |
_tThe value of multiple cues, _p266. |
| 970 | 1 | 1 |
_tThe value of distinctiveness, _p266. |
| 970 | 1 | 1 |
_tAruosal, emotion, and memory, _p266. |
| 970 | 1 | 2 |
_tBeneath the surface do we really remember it like it was yesterday?, _p268. |
| 970 | 1 | 1 |
_tThe effects of context, state, and mood on memory, _p269. |
| 970 | 1 | 1 |
_tContext-dependent memory: returning to the scene, _p269. |
| 970 | 1 | 1 |
_tState-dependent memory: arousal, drugs, and mood, _p270. |
| 970 | 1 | 2 |
_tForgetting, _p271. |
| 970 | 1 | 1 |
_tThe course of forgetting, _p271. |
| 970 | 1 | 1 |
_tWhy do we forget?, _p272. |
| 970 | 1 | 1 |
_tEncoding failure, _p272. |
| 970 | 1 | 1 |
_tDecay of the memory trace, _p273. |
| 970 | 1 | 1 |
_tInterference, _p273. |
| 970 | 1 | 1 |
_tMotivated forgetting, _p274. |
| 970 | 1 | 1 |
_tForgetting to do things: prospective memory, _p274. |
| 970 | 1 | 1 |
_tAmnesia, _p274. |
| 970 | 1 | 1 |
_tRetrograde and anterograde amnesia, _p274. |
| 970 | 1 | 1 |
_tDementia and Alzheimer's disease, _p275. |
| 970 | 1 | 1 |
_tInfantile (childhood) amnesia, _p276. |
| 970 | 1 | 2 |
_tMemory as a constructive process, _p276. |
| 970 | 1 | 1 |
_tMemory distortion and schemas, _p277. |
| 970 | 1 | 2 |
_tResearch close-up memory illusions: remembering things that never occurred, _p278. |
| 970 | 1 | 1 |
_tMisinformation effects and eyewitness testimony, _p279. |
| 970 | 1 | 1 |
_tSource confusion, _p280. |
| 970 | 1 | 1 |
_tThe child as eyewitness, _p280. |
| 970 | 1 | 1 |
_tAccuracy and suggestibility, _p280. |
| 970 | 1 | 1 |
_tRecall of traumatic events, _p281. |
| 970 | 1 | 1 |
_tTrue versus false reports: can professionals tell them apart?, _p281. |
| 970 | 1 | 1 |
_tThe recovered memory controversy, _p281. |
| 970 | 1 | 1 |
_tCulture and memory construction, _p282. |
| 970 | 1 | 2 |
_tMemory and the brain, _p284. |
| 970 | 1 | 1 |
_tWhere are memories formed and stored?, _p284. |
| 970 | 1 | 1 |
_tSensory and working memory, _p284. |
| 970 | 1 | 1 |
_tLong-term memory, _p285. |
| 970 | 1 | 1 |
_tDeclarative memory, _p285. |
| 970 | 1 | 1 |
_tProcedural memory, _p285. |
| 970 | 1 | 1 |
_tHow are memories forned?, _p286. |
| 970 | 1 | 1 |
_tSynaptic change and memory, _p286. |
| 970 | 1 | 1 |
_tLong-term potentiation, _p286. |
| 970 | 1 | 2 |
_tApplying psychological science improving memory and academic learning, _p287. |
| 970 | 1 | 2 |
_tLanguage and thinking, _p290. |
| 970 | 1 | 2 |
_tLanguage, _p291. |
| 970 | 1 | 1 |
_tAdaptive functions of language, _p292. |
| 970 | 1 | 1 |
_tProperties of language, _p292. |
| 970 | 1 | 1 |
_tLanguage is symbolic and structured, _p292. |
| 970 | 1 | 1 |
_tLanguage conveys meaning, _p293. |
| 970 | 1 | 1 |
_tLanguage is generatve and permits displacement, _p293. |
| 970 | 1 | 1 |
_tThe structure of language, _p293. |
| 970 | 1 | 1 |
_tSurface structure and deep structure, _p293. |
| 970 | 1 | 2 |
_tWhat do you think? discerning surface and deep structures of language, _p294. |
| 970 | 1 | 1 |
_tThe hierarchical structure of language, _p294. |
| 970 | 1 | 1 |
_tUnderstanding and producing language, _p294. |
| 970 | 1 | 1 |
_tThe role of bottom-up processing, _p295. |
| 970 | 1 | 1 |
_tThe role of top-down processing, _p295. |
| 970 | 1 | 1 |
_tPragmatics: the social context of language, _p296. |
| 970 | 1 | 2 |
_tWhat do you think? the sleeping policeman, _p297. |
| 970 | 1 | 1 |
_tLanguage functions, the brain, and sex differences, _p297. |
| 970 | 1 | 1 |
_tAcquiring a first language, _p298. |
| 970 | 1 | 1 |
_tBiological foundations, _p298. |
| 970 | 1 | 1 |
_tSocial learning processes, _p298. |
| 970 | 1 | 1 |
_tDevelopmental timetable and sensitive periods, _p299. |
| 970 | 1 | 1 |
_tCan animals acquire human language?, _p300. |
| 970 | 1 | 1 |
_tWashoe: early signs of success, _p300. |
| 970 | 1 | 1 |
_tProject nim: dissent from within, _p301. |
| 970 | 1 | 1 |
_tKanzi: chimp versus child, _p301. |
| 970 | 1 | 1 |
_tIs it language?, _p302. |
| 970 | 1 | 1 |
_tBilingualism, _p302. |
| 970 | 1 | 1 |
_tDoes bilingualism affect other cognitive abilities?, _p302. |
| 970 | 1 | 2 |
_tBeneath the surface learning a second language: is earlier better?, _p303. |
| 970 | 1 | 1 |
_tThe bilingualism brain, _p304. |
| 970 | 1 | 1 |
_tLinguistic influences on thinking, _p305. |
| 970 | 1 | 2 |
_tThinking, _p307. |
| 970 | 1 | 1 |
_tThought, brain and mind, _p307. |
| 970 | 1 | 1 |
_tConcepts and propositions, _p308. |
| 970 | 1 | 1 |
_tReasoning, _p309. |
| 970 | 1 | 1 |
_tDeductive reasoning, _p309. |
| 970 | 1 | 1 |
_tInductive reasoning, _p309. |
| 970 | 1 | 1 |
_tStumbling blocks in reasoning, _p310. |
| 970 | 1 | 1 |
_tDistraction by irrelevant information, _p310. |
| 970 | 1 | 1 |
_tBelief bias, _p310. |
| 970 | 1 | 1 |
_tEmotions and framing, _p310. |
| 970 | 1 | 1 |
_tProblem solving and decision making, _p311. |
| 970 | 1 | 1 |
_tSteps in problem solving, _p311. |
| 970 | 1 | 1 |
_tUnderstanding, or framing, the problem, _p311. |
| 970 | 1 | 1 |
_tGenerating potential solutions, _p311. |
| 970 | 1 | 1 |
_tTesting the solutions, _p312. |
| 970 | 1 | 1 |
_tEvaluating results, _p312. |
| 970 | 1 | 1 |
_tThe role of problem-solving schemas, _p312. |
| 970 | 1 | 1 |
_tAlgorithms and heuristics, _p313. |
| 970 | 1 | 1 |
_tUncertainty, heuristics, and decision making, _p313. |
| 970 | 1 | 1 |
_tThe representativeness heuristic, _p314. |
| 970 | 1 | 1 |
_tThe availability heuristic, _p315. |
| 970 | 1 | 1 |
_tConfirmation bias and overconfidence, _p315. |
| 970 | 1 | 2 |
_tApplying psychological science guidelines for creative problem solving, _p316. |
| 970 | 1 | 1 |
_tKnowledge, expertise, and wisdom, _p317. |
| 970 | 1 | 1 |
_tAcquiring knowledge: schemas and scripts, _p317. |
| 970 | 1 | 1 |
_tThe nature of expertise, _p318. |
| 970 | 1 | 1 |
_tExpert schemas and memory, _p318. |
| 970 | 1 | 1 |
_tWhat is wisdom?, _p318. |
| 970 | 1 | 1 |
_tMental imagery, _p319. |
| 970 | 1 | 1 |
_tMental rotation, _p319. |
| 970 | 1 | 1 |
_tAre mental images pictures in the mind?, _p320. |
| 970 | 1 | 1 |
_tMental imagery as perception, _p321. |
| 970 | 1 | 1 |
_tMental imagery as language, _p321. |
| 970 | 1 | 1 |
_tMental imagery and the brain, _p321. |
| 970 | 1 | 1 |
_tMetacognition: knowing your own cognitive abilities, _p322. |
| 970 | 1 | 1 |
_tRecognizing what you do and don't know, _p322. |
| 970 | 1 | 2 |
_tResearch close-up "why did i get thay wrong" improving college students' awareness of whether they understand text material, _p322. |
| 970 | 1 | 1 |
_tFurther advice on improving metacomprehension, _p324. |
| 970 | 1 | 2 |
_tIntelligence, _p328. |
| 970 | 1 | 2 |
_tIntelligence in historical perspective, _p330. |
| 970 | 1 | 1 |
_tSir Francis Galton: quantifying mental ability, _p330. |
| 970 | 1 | 1 |
_tAlfred Binet's mental tests, _p331. |
| 970 | 1 | 1 |
_tBinet's legacy: an intelligence-testing industry emerges, _p332. |
| 970 | 1 | 2 |
_tThe nature of intelligence, _p322. |
| 970 | 1 | 1 |
_tThe psychometric approach: the structure of intellect, _p332. |
| 970 | 1 | 1 |
_tFactor analysis, _p333. |
| 970 | 1 | 1 |
_tThe g factor: intelligence as general mental capacity, _p333. |
| 970 | 1 | 1 |
_tIntelligence as specific mental abilities, _p334. |
| 970 | 1 | 1 |
_tCrystallized and fluid intelligence, _p334. |
| 970 | 1 | 1 |
_tCarrol's three-stratum model: a modern synthesis, _p335. |
| 970 | 1 | 1 |
_tCognitive process approaches: the nature of intelligent thinking, _p336. |
| 970 | 1 | 1 |
_tBroader conceptions of intelligence: beyond mental competencies, _p336. |
| 970 | 1 | 1 |
_tGardner's multiple intelligences, _p337. |
| 970 | 1 | 1 |
_tEmotional intelligence, _p338. |
| 970 | 1 | 2 |
_tThe measurement of intelligence, _p340. |
| 970 | 1 | 1 |
_tIncreasing the informational yield from intelligence tests, _p341. |
| 970 | 1 | 1 |
_tTheory-based intelligence tests, _p341. |
| 970 | 1 | 1 |
_tShould we test for aptitude or achievement?, _p341. |
| 970 | 1 | 1 |
_tPsychometric standards for intelligence tests, _p342. |
| 970 | 1 | 1 |
_tReliability, _p342. |
| 970 | 1 | 1 |
_tValidity, _p343. |
| 970 | 1 | 1 |
_tIntelligence and academic performance, _p343. |
| 970 | 1 | 1 |
_tJob performance, income, and longevity, _p343. |
| 970 | 1 | 1 |
_tStandardization, _p344. |
| 970 | 1 | 1 |
_tThe flynn effect: are we getting smarter?, _p344. |
| 970 | 1 | 1 |
_tTesting conditions: static and dynamic testing, _p345. |
| 970 | 1 | 1 |
_tAssessing intelligence in non-western cultures, _p346. |
| 970 | 1 | 2 |
_tBeneath the surface brain size and intelligence, _p347. |
| 970 | 1 | 2 |
_tHeredity, environment, and intelligence, _p348. |
| 970 | 1 | 2 |
_tApplying psychological science early-childhood interventions: a means of boosting intelligence?, _p350. |
| 970 | 1 | 2 |
_tGroup differences in intelligence, _p351. |
| 970 | 1 | 1 |
_tEthnic group differences, _p352. |
| 970 | 1 | 1 |
_tAre the tests biased?, _p352. |
| 970 | 1 | 1 |
_tWhat factors underlie the differences?, _p352. |
| 970 | 1 | 1 |
_tSex differences in cognitive abilities, _p353. |
| 970 | 1 | 1 |
_tBeliefs, expectations, and cognitive performance, _p354. |
| 970 | 1 | 2 |
_tResearch close-up stereotype threat and cognitive performance, _p355. |
| 970 | 1 | 2 |
_tExtremes of intelligence, _p356. |
| 970 | 1 | 1 |
_tThe intellectually gifted, _p356. |
| 970 | 1 | 2 |
_tWhat do you think? are gifted children maladjusted?, _p357. |
| 970 | 1 | 1 |
_tMental retardation, _p357. |
| 970 | 1 | 1 |
_tA concluding thought, _p358. |
| 970 | 1 | 2 |
_tMotivation and emotion, _p362. |
| 970 | 1 | 2 |
_tMotivarion, _p363. |
| 970 | 1 | 1 |
_tPerspectives on motivation, _p364. |
| 970 | 1 | 1 |
_tEvolution, instincts and genes, _p364. |
| 970 | 1 | 1 |
_tHomeostasis and drives, _p364. |
| 970 | 1 | 1 |
_tApproach and avoidance motivation: the BAS and BIS, _p365. |
| 970 | 1 | 1 |
_tCognitive processes: incentives and expectancies, _p365. |
| 970 | 1 | 1 |
_tPsychodynamic and humanistic views, _p366. |
| 970 | 1 | 1 |
_tMaslow's need hierarchy, _p366. |
| 970 | 1 | 1 |
_tSelf-determination theory, _p366. |
| 970 | 1 | 2 |
_tWhat do you think? is Maslow's neef hierarchy valid?, _p367. |
| 970 | 1 | 1 |
_tHunger and weight regulation, _p367. |
| 970 | 1 | 1 |
_tThe physiology of hunger, _p367. |
| 970 | 1 | 1 |
_tSignals that start and terminate a meal, _p368. |
| 970 | 1 | 1 |
_tSignals that regulate general appetite and weight, _p368. |
| 970 | 1 | 1 |
_tBrain mechanisms, _p369. |
| 970 | 1 | 1 |
_tPsychological aspects of hunger, _p370. |
| 970 | 1 | 1 |
_tEnvironmental and cultural factors, _p372. |
| 970 | 1 | 1 |
_tObesity, _p372. |
| 970 | 1 | 1 |
_tGenes and environment, _p373. |
| 970 | 1 | 1 |
_tDieting and weight loss, _p373. |
| 970 | 1 | 1 |
_tEating disorders: anorexia and bulimia, _p373. |
| 970 | 1 | 1 |
_tCauses of anorexia and bulimia, _p374. |
| 970 | 1 | 1 |
_tSexual motivation, _p375. |
| 970 | 1 | 1 |
_tSexual behavior: patterns and changes, _p375. |
| 970 | 1 | 1 |
_tThe physiology of sex, _p376. |
| 970 | 1 | 1 |
_tThe sexual response cycle, _p376. |
| 970 | 1 | 1 |
_tHormonal influences, _p377. |
| 970 | 1 | 1 |
_tThe psychology of sex, _p377. |
| 970 | 1 | 1 |
_tCultural and environmental influences, _p378. |
| 970 | 1 | 1 |
_tSexual orientation, _p379. |
| 970 | 1 | 1 |
_tPrevalance of different sexual orientations, _p379. |
| 970 | 1 | 1 |
_tDeterminants of sexual orientation, _p379. |
| 970 | 1 | 2 |
_tWhat do you think? fraternal birth order and male homosexuality, _p381. |
| 970 | 1 | 1 |
_tSocial motivation, _p381. |
| 970 | 1 | 1 |
_tWhy do we affiliate?, _p381. |
| 970 | 1 | 1 |
_tAchievement motivation, _p383. |
| 970 | 1 | 1 |
_tMotive for success and fear of failure, _p383. |
| 970 | 1 | 1 |
_tAchievement goal theory, _p384. |
| 970 | 1 | 1 |
_tAchievement goal orientations, _p384. |
| 970 | 1 | 1 |
_tMotivational climate, _p385. |
| 970 | 1 | 1 |
_tFamily, culture, and achievement needs, _p386. |
| 970 | 1 | 1 |
_tMotivational conflict, _p387. |
| 970 | 1 | 2 |
_tEmotion, _p388. |
| 970 | 1 | 1 |
_tThe nature of emotions, _p388. |
| 970 | 1 | 1 |
_tThe eliciting stimuli, _p389. |
| 970 | 1 | 1 |
_tThe cognitive component, _p389. |
| 970 | 1 | 1 |
_tCulture and appraisal, _p390. |
| 970 | 1 | 1 |
_tThe physiological component, _p391. |
| 970 | 1 | 1 |
_tBrain structures and neurotransmitters, _p391. |
| 970 | 1 | 1 |
_tHemispheric activation and emotion, _p392. |
| 970 | 1 | 1 |
_tAutonomic and hormonal processes, _p392. |
| 970 | 1 | 2 |
_tBeneath the surface the lie detector controverrsy, _p393. |
| 970 | 1 | 1 |
_tThe behavioral component, _p394. |
| 970 | 1 | 1 |
_tEvolution and emotional expression, _p394. |
| 970 | 1 | 1 |
_tFacial expression of emotion, _p394. |
| 970 | 1 | 1 |
_tCultural display rules, _p396. |
| 970 | 1 | 1 |
_tInstrumental behaviors, _p397. |
| 970 | 1 | 1 |
_tTheories of emotion, _p398. |
| 970 | 1 | 1 |
_tThe James-Lange somatic theory, _p398. |
| 970 | 1 | 1 |
_tThe Cannon-bard theory, _p398. |
| 970 | 1 | 1 |
_tThe role of autonomic feedback, _p398. |
| 970 | 1 | 1 |
_tThe role of expressive behaviors, _p399. |
| 970 | 1 | 1 |
_tCognitive-affective theories, _p400. |
| 970 | 1 | 2 |
_tResearch close-up cognition-arousal relations: two classic experiments, _p400. |
| 970 | 1 | 1 |
_tHappiness, _p403. |
| 970 | 1 | 1 |
_tHow happy are people?, _p403. |
| 970 | 1 | 1 |
_tWhat makes people happy?, _p403. |
| 970 | 1 | 1 |
_tPersonal resources, _p403. |
| 970 | 1 | 1 |
_tPsychological processes, _p404. |
| 970 | 1 | 2 |
_tApplying psychological science how to be happy: guidelines from psychological research, _p405. |
| 970 | 1 | 1 |
_tA concluding thought, _p406. |
| 970 | 1 | 2 |
_tDevelopment over the life span, _p408. |
| 970 | 1 | 2 |
_tMajor issues and methods, _p409. |
| 970 | 1 | 2 |
_tPrenatal development, _p411. |
| 970 | 1 | 1 |
_tGenetics and sex determination, _p411. |
| 970 | 1 | 1 |
_tEnvironmental influences, _p412. |
| 970 | 1 | 2 |
_tInfancy and childhood, _p413. |
| 970 | 1 | 1 |
_tThe amazing newborn, _p413. |
| 970 | 1 | 1 |
_tSensory capabilities and perceptual preferences, _p413. |
| 970 | 1 | 1 |
_tReflexes and learning, _p414. |
| 970 | 1 | 1 |
_tPhysical development, _p415. |
| 970 | 1 | 1 |
_tThe young brain, _p415. |
| 970 | 1 | 1 |
_tEnvironmental and cultural influences, _p416. |
| 970 | 1 | 1 |
_tCognitive development, _p416. |
| 970 | 1 | 1 |
_tPiaget's stage model, _p416. |
| 970 | 1 | 1 |
_tSensorimotor stage, _p417. |
| 970 | 1 | 1 |
_tPreoperational stage, _p417. |
| 970 | 1 | 1 |
_tConcrete operational stage, _p419. |
| 970 | 1 | 1 |
_tFormal operational stage, _p419. |
| 970 | 1 | 1 |
_tAssessing piaget's theory: stages, ages and culture, _p419. |
| 970 | 1 | 1 |
_tThe social context of cognitive development, _p419. |
| 970 | 1 | 1 |
_tInformation-processing approaches, _p420. |
| 970 | 1 | 1 |
_tProcessing speed, attention, and response inhibition, _p420. |
| 970 | 1 | 1 |
_tWorking memory and long-term memory, _p420. |
| 970 | 1 | 1 |
_tMetacognition, _p421. |
| 970 | 1 | 1 |
_tUnderstanding the physcial world, _p421. |
| 970 | 1 | 1 |
_tTheory of mind: understanding mental states, _p422. |
| 970 | 1 | 1 |
_tSocial-emotional and personality development, _p422. |
| 970 | 1 | 1 |
_tEarly emotions and emotion regulation, _p422. |
| 970 | 1 | 1 |
_tTemperament, _p423. |
| 970 | 1 | 2 |
_tWhat do you think? shy child, shy adult?, _p424. |
| 970 | 1 | 1 |
_tErikson's psychosocial theory, _p424. |
| 970 | 1 | 1 |
_tAttachment, _p425. |
| 970 | 1 | 1 |
_tThe attachment process, _p425. |
| 970 | 1 | 1 |
_tTypes of attachment, _p426. |
| 970 | 1 | 1 |
_tAttachment deprivation, _p427. |
| 970 | 1 | 1 |
_tThe child-care contiroversy, _p427. |
| 970 | 1 | 2 |
_tApplying psychological science understanding how divorce and remarrige affect children, _p428. |
| 970 | 1 | 1 |
_tStyles of parenting, _p429. |
| 970 | 1 | 1 |
_tParenting-heredity interactions, _p430. |
| 970 | 1 | 1 |
_tGender identity and socialization, _p430. |
| 970 | 1 | 1 |
_tMoral development, _p431. |
| 970 | 1 | 1 |
_tMoral thinking, _p431. |
| 970 | 1 | 1 |
_tCulture, gender and moral reasoning, _p432. |
| 970 | 1 | 1 |
_tMoral behavior and conscience, _p432. |
| 970 | 1 | 2 |
_tAdolescence and adulthood, _p434. |
| 970 | 1 | 1 |
_tPhysical development, _p435. |
| 970 | 1 | 1 |
_tPuberty, _p435. |
| 970 | 1 | 1 |
_tThe adolescent brain, _p435. |
| 970 | 1 | 1 |
_tPhysical development in adulthood, _p435. |
| 970 | 1 | 1 |
_tThe adult brain, _p436. |
| 970 | 1 | 1 |
_tCognitive development, _p436. |
| 970 | 1 | 1 |
_tReasoning and information processing in adolescence, _p437. |
| 970 | 1 | 1 |
_tInformation processing in adulthood, _p438. |
| 970 | 1 | 1 |
_tIntellectual changes in adulthood, _p438. |
| 970 | 1 | 2 |
_tBeneath the surface aging and mental ability: use it or lose it?, _p439. |
| 970 | 1 | 1 |
_tThe growth of wisdom?, _p440. |
| 970 | 1 | 1 |
_tCognitive impairment in old age, _p441. |
| 970 | 1 | 1 |
_tSocial-emotional development, _p441. |
| 970 | 1 | 1 |
_tAdolescent's search for identity, _p441. |
| 970 | 1 | 1 |
_tRelationships with parents and peers, _p442. |
| 970 | 1 | 1 |
_tEmotional changes in adolescence, _p443. |
| 970 | 1 | 1 |
_tThe transition to adulthood, _p444. |
| 970 | 1 | 2 |
_tResearch close-up what does it take to become an adult?, _p444. |
| 970 | 1 | 1 |
_tStages versus critical events in adulthood, _p445. |
| 970 | 1 | 1 |
_tMarriage and family, _p446. |
| 970 | 1 | 2 |
_tWhat do you think? cohabitation as a "trial marriage", _p447. |
| 970 | 1 | 1 |
_tEstablishing a career, _p447. |
| 970 | 1 | 1 |
_tMidlife crisis: fact or fiction?, _p448. |
| 970 | 1 | 1 |
_tRetirement and the "golden years", _p448. |
| 970 | 1 | 1 |
_tDeath and dying, _p448. |
| 970 | 1 | 2 |
_tPersonality, _p452. |
| 970 | 1 | 2 |
_tWhat is personality?, _p454. |
| 970 | 1 | 2 |
_tThe psychodynamic perspective, _p455. |
| 970 | 1 | 1 |
_tFreud's psychoanalytic theory, _p455. |
| 970 | 1 | 1 |
_tPsyhic energy and mental events, _p456. |
| 970 | 1 | 1 |
_tConflict, anxiety, and defense, _p457. |
| 970 | 1 | 1 |
_tPsychosextual development, _p458. |
| 970 | 1 | 1 |
_tNeoanalytic and object relations approaches, _p458. |
| 970 | 1 | 1 |
_tAdult attachment styles, _p459. |
| 970 | 1 | 2 |
_tResearch close-up attachment style and abusive romantic relationships, _p461. |
| 970 | 1 | 1 |
_tEvaluating the psychodynamic approach, _p462. |
| 970 | 1 | 1 |
_tUnderstanding Charles Whitman, _p463. |
| 970 | 1 | 2 |
_tThe phenomological-humanistic perspective, _p464. |
| 970 | 1 | 1 |
_tGeorge Kelly's personal construct theory, _p464. |
| 970 | 1 | 1 |
_tCarl Rogers's theory of the self, _p465. |
| 970 | 1 | 1 |
_tThe self, _p465. |
| 970 | 1 | 1 |
_tThe need for positive regard, _p467. |
| 970 | 1 | 1 |
_tFully functioning persons, _p467. |
| 970 | 1 | 2 |
_tWhat do you think? is self-actualization a useful scientific construct?, _p467. |
| 970 | 1 | 1 |
_tResearch on the self, _p467. |
| 970 | 1 | 1 |
_tSelf-esteem, _p467. |
| 970 | 1 | 1 |
_tSelf-verification and self-enhancement motives, _p468. |
| 970 | 1 | 1 |
_tEvaluating the phenomenological-humanistic approach, _p469. |
| 970 | 1 | 1 |
_tUnderstanding Chales Whitman, _p469. |
| 970 | 1 | 2 |
_tThe trait perspective: mapping the structure of personality, _p470. |
| 970 | 1 | 1 |
_tFactor analytic approaches, _p470. |
| 970 | 1 | 1 |
_tCattell's sixteen personality factors, _p470. |
| 970 | 1 | 1 |
_tThe five factor model, _p471. |
| 970 | 1 | 1 |
_tStability of personality traits over time, _p472. |
| 970 | 1 | 2 |
_tBeneath the surface how consistent is our behavior across situations?, _p473. |
| 970 | 1 | 1 |
_tUnderstanding Charles Whitman, _p474. |
| 970 | 1 | 2 |
_tBiological foundations of personality, _p474. |
| 970 | 1 | 1 |
_tGenetics and personality, _p474. |
| 970 | 1 | 1 |
_tPersonality and the nervous system, _p475. |
| 970 | 1 | 1 |
_tEysenck's extraversions-stability model, _p475. |
| 970 | 1 | 1 |
_tTemperament: building blocks of personality, _p476. |
| 970 | 1 | 1 |
_tEvaluating the biological approach, _p477. |
| 970 | 1 | 1 |
_tUnderstanding Charles Whitman, _p478. |
| 970 | 1 | 2 |
_tBehavioral and social-cognitive theories, _p478. |
| 970 | 1 | 1 |
_tJulian Rotter: expectancy, reinforcement value, and locus of control, _p479. |
| 970 | 1 | 1 |
_tLocus of control, _p479. |
| 970 | 1 | 1 |
_tAlbert Bandura: social learning and self-efficacy, _p480. |
| 970 | 1 | 1 |
_tSelf-efficacy, _p480. |
| 970 | 1 | 2 |
_tApplying psychological science increasing self-efficacy through systemactic goal settings, _p482. |
| 970 | 1 | 1 |
_tWalter Mischel and Yuichi Shoda: the cognitive-affective personality system, _p483. |
| 970 | 1 | 1 |
_tEncondings and personal constructs, _p483. |
| 970 | 1 | 1 |
_tExpectancies and beliefs, _p484. |
| 970 | 1 | 1 |
_tGoals and values, _p484. |
| 970 | 1 | 1 |
_tAffects (emotions), _p484. |
| 970 | 1 | 1 |
_tComptencies and self-regulatory processes, _p484. |
| 970 | 1 | 1 |
_tReconciling personality coherence with behavioral inconsistency, _p485. |
| 970 | 1 | 1 |
_tEvaluationg social-cognitive theories, _p486. |
| 970 | 1 | 1 |
_tUnderstanding Charles Whitman, _p487. |
| 970 | 1 | 2 |
_tCulture, gender and personality, _p488. |
| 970 | 1 | 1 |
_tCulture differences, _p489. |
| 970 | 1 | 1 |
_tGender schemas, _p490. |
| 970 | 1 | 2 |
_tPersonality assessment, _p490. |
| 970 | 1 | 1 |
_tInterviews, _p491. |
| 970 | 1 | 1 |
_tBehavioral assessment, _p492. |
| 970 | 1 | 1 |
_tRemote behavior sampling, _p492. |
| 970 | 1 | 1 |
_tPersonality scales, _p493. |
| 970 | 1 | 1 |
_tProjective tests, _p494. |
| 970 | 1 | 2 |
_tAdjusting to life: stress, coping, and health, _p497. |
| 970 | 1 | 2 |
_tStress and well-being, _p499. |
| 970 | 1 | 1 |
_tStressors, _p499. |
| 970 | 1 | 1 |
_tMeasuring stressful life events, _p501. |
| 970 | 1 | 1 |
_tThe stress response: a mind-body link, _p501. |
| 970 | 1 | 1 |
_tCognitive appraisal, _p501. |
| 970 | 1 | 1 |
_tPhysiological responses, _p502. |
| 970 | 1 | 1 |
_tEffects of stress on well-being, _p502. |
| 970 | 1 | 1 |
_tStress and psychological well-being, _p502. |
| 970 | 1 | 2 |
_tWhat do you think? do stressful events cause psychological distress?, _p503. |
| 970 | 1 | 1 |
_tStress and illness, _p503. |
| 970 | 1 | 1 |
_tStress and aging, _p504. |
| 970 | 1 | 1 |
_tStress and age immune system, _p504. |
| 970 | 1 | 1 |
_tFactors that influence stress-health relations, _p506. |
| 970 | 1 | 1 |
_tSocial support, _p506. |
| 970 | 1 | 1 |
_tPhysiological reactivity, _p507. |
| 970 | 1 | 1 |
_tType a behavior patterns, _p507. |
| 970 | 1 | 1 |
_tMind as healer or slayer, _p508. |
| 970 | 1 | 1 |
_tCoping efficacy and control, _p508. |
| 970 | 1 | 1 |
_tOptimism and positive attitudes, _p508. |
| 970 | 1 | 1 |
_tFinding meaning in stressful life events, _p509. |
| 970 | 1 | 1 |
_tResilient children: superkids or ordinary magic?, _p509. |
| 970 | 1 | 2 |
_tCoping with stress, _p511. |
| 970 | 1 | 1 |
_tEffectiveness of coping strategies, _p512. |
| 970 | 1 | 1 |
_tControllability and coping efficacy, _p512. |
| 970 | 1 | 1 |
_tTrauma disclosure and emotional release, _p513. |
| 970 | 1 | 1 |
_tBottling up feelings: the hidden costs of emotional constraint, _p513. |
| 970 | 1 | 1 |
_tGender, culture, and coping, _p514. |
| 970 | 1 | 2 |
_tResearch close-up hold my hand and i'll be fine, _p515. |
| 970 | 1 | 1 |
_tStress management training, _p517. |
| 970 | 1 | 1 |
_tCognitive coping skills, _p517. |
| 970 | 1 | 1 |
_tRelaxation techniques, _p518. |
| 970 | 1 | 2 |
_tPain and pain management, _p518. |
| 970 | 1 | 1 |
_tBiological mechanisms of pain, _p519. |
| 970 | 1 | 1 |
_tSpinal and brain mechanisms, _p519. |
| 970 | 1 | 1 |
_tThe endorphins, _p520. |
| 970 | 1 | 1 |
_tCultural and psychological influences on pain, _p521. |
| 970 | 1 | 1 |
_tCultural factors, _p521. |
| 970 | 1 | 1 |
_tMeanings and beliefs, _p522. |
| 970 | 1 | 1 |
_tPersonality factors and social support, _p523. |
| 970 | 1 | 2 |
_tApplying psychological science psychological techniques for controlling pain and suffering, _p523. |
| 970 | 1 | 2 |
_tHealth promotion and illness prevention, _p526. |
| 970 | 1 | 1 |
_tHow people change: the reanstheoretical model, _p526. |
| 970 | 1 | 1 |
_tIncreasing behaviors that enhance health, _p528. |
| 970 | 1 | 1 |
_tExercise, _p529. |
| 970 | 1 | 1 |
_tWeight control, _p530. |
| 970 | 1 | 1 |
_tLifestyle changes and medical recovery, _p530. |
| 970 | 1 | 1 |
_tReducing behaviors that impair health, _p531 |
| 970 | 1 | 1 |
_tPsychology and the AIDS crisis, _p531. |
| 970 | 1 | 1 |
_tCombating substance abuse, _p532. |
| 970 | 1 | 1 |
_tMotivational interviewing, _p533. |
| 970 | 1 | 1 |
_tMultimodal treatment approaches, _p533. |
| 970 | 1 | 2 |
_tBenath the surface college-age drinking: harmies fun or Russian roulette?, _p534. |
| 970 | 1 | 2 |
_tPsychological disorders, _p539. |
| 970 | 1 | 2 |
_tHistorical perspectives on deviant behavior, _p541. |
| 970 | 1 | 2 |
_tDefining and classifying psychological disorders, _p543. |
| 970 | 1 | 1 |
_tWhat is "abnormal"?, _p543. |
| 970 | 1 | 1 |
_tDiagnosing psychological disorders, _p544. |
| 970 | 1 | 1 |
_tConsequences of diagnostic labeling, _p545. |
| 970 | 1 | 1 |
_tSocial and personal consequences, _p545. |
| 970 | 1 | 1 |
_tLegal consequences, _p545. |
| 970 | 1 | 2 |
_tWhat do you think? "do i have that disorder?", _p546. |
| 970 | 1 | 2 |
_tAnxiety disorders, _p546. |
| 970 | 1 | 1 |
_tPhobic disorder, _p547. |
| 970 | 1 | 1 |
_tPanic disorder, _p548. |
| 970 | 1 | 1 |
_tObsessive-compulsive disorder, _p549. |
| 970 | 1 | 1 |
_tPosttraumatic stress disorder, _p549. |
| 970 | 1 | 2 |
_tWhat do you think? growth from traume?, _p550. |
| 970 | 1 | 1 |
_tCausal factors in anxiety disorders, _p550. |
| 970 | 1 | 1 |
_tBiological factors, _p550. |
| 970 | 1 | 1 |
_tPsychological factors, _p551. |
| 970 | 1 | 1 |
_tPsychodynamic theories, _p551. |
| 970 | 1 | 1 |
_tCognitive factors, _p551. |
| 970 | 1 | 1 |
_tThe role of learning, _p552. |
| 970 | 1 | 1 |
_tSociocultural factors, _p552. |
| 970 | 1 | 2 |
_tSomatoform and dissociative disorders: anxiety inferred, _p554. |
| 970 | 1 | 1 |
_tSomatoform disorders, _p554. |
| 970 | 1 | 1 |
_tDissociative disorders, _p555. |
| 970 | 1 | 1 |
_tDissociative identity (multiple personality) disorder, _p555. |
| 970 | 1 | 1 |
_tWhat causes DID?, _p556. |
| 970 | 1 | 2 |
_tMood disorders, _p556. |
| 970 | 1 | 1 |
_tDepression, _p556. |
| 970 | 1 | 1 |
_tBipolar disorder, _p557. |
| 970 | 1 | 1 |
_tPrevalence and course of mood disorders, _p558. |
| 970 | 1 | 1 |
_tCausal factors in mood disorders, _p559. |
| 970 | 1 | 1 |
_tBiological factors, _p559. |
| 970 | 1 | 1 |
_tPsychological factors, _p560. |
| 970 | 1 | 1 |
_tCognitive processes, _p560. |
| 970 | 1 | 1 |
_tLearning and environmental factors, _p561. |
| 970 | 1 | 1 |
_tSociocultural factors, _p562. |
| 970 | 1 | 2 |
_tApplying psychological science understanding and preventing suicide, _p562. |
| 970 | 1 | 2 |
_tSchizophrenia, _p564. |
| 970 | 1 | 1 |
_tCharacteristics of schizophrenia, _p564. |
| 970 | 1 | 1 |
_tSubtypes of schizophrenia, _p565. |
| 970 | 1 | 1 |
_tBiological factors, _p566. |
| 970 | 1 | 1 |
_tGenetic predisposition, _p566. |
| 970 | 1 | 1 |
_tBrain abnormalities, _p567. |
| 970 | 1 | 1 |
_tBiochemical factors, _p567. |
| 970 | 1 | 1 |
_tPsychological factors, _p567. |
| 970 | 1 | 1 |
_tEnvironmental factors, _p568. |
| 970 | 1 | 1 |
_tSociocultural factors, _p569. |
| 970 | 1 | 2 |
_tPersonality disorders, _p570. |
| 970 | 1 | 1 |
_tAntisocial personality disorder, _p570. |
| 970 | 1 | 1 |
_tCausal factors, _p572. |
| 970 | 1 | 1 |
_tBiological factors, _p572. |
| 970 | 1 | 1 |
_tPsychological and environmental factors, _p572. |
| 970 | 1 | 2 |
_tResearch close-up fear, avoidance learning, and psychopathy, _p573. |
| 970 | 1 | 1 |
_tBorderline personality disorder, _p575. |
| 970 | 1 | 1 |
_tCausal factors, _p575. |
| 970 | 1 | 2 |
_tBeneath the surface how dangerous are people with psychological disorders?, _p576. |
| 970 | 1 | 2 |
_tChildhood disorders, _p578. |
| 970 | 1 | 1 |
_tAttention deficit/hyperactivity disorder, _p578. |
| 970 | 1 | 1 |
_tAutistic disorder, _p578. |
| 970 | 1 | 1 |
_tCausal factors, _p579. |
| 970 | 1 | 1 |
_tA closing thought, _p580. |
| 970 | 1 | 2 |
_tTreatment of psychological disorders, _p582. |
| 970 | 1 | 2 |
_tPsychological treatments, _p583. |
| 970 | 1 | 2 |
_tPsychodynamic therapies, _p584. |
| 970 | 1 | 1 |
_tPsychoanalysis, _p585. |
| 970 | 1 | 1 |
_tFree association, _p585. |
| 970 | 1 | 1 |
_tDream interpretation, _p585. |
| 970 | 1 | 1 |
_tResistance, _p586. |
| 970 | 1 | 1 |
_tTransference, _p586. |
| 970 | 1 | 1 |
_tInterpretation, _p586. |
| 970 | 1 | 1 |
_tBrief psychodynamix and interpersonal therapies, _p587. |
| 970 | 1 | 2 |
_tHumanistic psychotherapies, _p588. |
| 970 | 1 | 1 |
_tPerson-centered therapy, _p588. |
| 970 | 1 | 1 |
_tGestalt therapy, _p589. |
| 970 | 1 | 2 |
_tCognitive therapies, _p590. |
| 970 | 1 | 1 |
_tEllis's rational-emotive therapy, _p590. |
| 970 | 1 | 1 |
_tBeck's cognitive therapy, _p591. |
| 970 | 1 | 2 |
_tBehavior therapies, _p592. |
| 970 | 1 | 1 |
_tExposure: an extinction approach, _p592. |
| 970 | 1 | 1 |
_tSystematic desensitization: a counterconditioning approach, _p593. |
| 970 | 1 | 1 |
_tAversion thearapy, _p594. |
| 970 | 1 | 1 |
_tOperant conditioning treatments, _p595. |
| 970 | 1 | 1 |
_tPositive reinforcement techniques, _p595. |
| 970 | 1 | 1 |
_tTherapeutic application of punishment, _p596. |
| 970 | 1 | 1 |
_tBehavioral activation therapy, _p596. |
| 970 | 1 | 1 |
_tModeling and social skills training, _p597. |
| 970 | 1 | 2 |
_tIntegrating and combining therapies, _p597. |
| 970 | 1 | 2 |
_tGroup, family, and marital therapies, _p598. |
| 970 | 1 | 1 |
_tFamily therapy, _p599. |
| 970 | 1 | 1 |
_tMarital therapy, _p599. |
| 970 | 1 | 2 |
_tCultural and gender issues in psychotherapy, _p600. |
| 970 | 1 | 1 |
_tCultural factors in treatment utilization, _p600. |
| 970 | 1 | 1 |
_tGender issues in therapy, _p601. |
| 970 | 1 | 2 |
_tEvaluating psychotherapies, _p602. |
| 970 | 1 | 1 |
_tEyesenck's great challenge, _p602. |
| 970 | 1 | 1 |
_tPsychoterapy research methods, , _p603. |
| 970 | 1 | 1 |
_tSurvey research, _p603. |
| 970 | 1 | 2 |
_tWhat do you think? do survey results provide an accurate picture of treatment effectiveness?, _p604. |
| 970 | 1 | 1 |
_tRandomized clinical trials, _p604. |
| 970 | 1 | 1 |
_tEmpirically supported treatments, _p605. |
| 970 | 1 | 1 |
_tThe search for therapeutic principles, _p605. |
| 970 | 1 | 1 |
_tMeta-analysis: a look at the big picture, _p605. |
| 970 | 1 | 1 |
_tFactors affecting the outcome of therapy, _p606. |
| 970 | 1 | 1 |
_tClient variables, _p606. |
| 970 | 1 | 1 |
_tTherapist an tecnique variables, _p606. |
| 970 | 1 | 1 |
_tCommon factors, _p607. |
| 970 | 1 | 2 |
_tBiological approaches to treatment, _p608. |
| 970 | 1 | 1 |
_tDrug therapies, _p608. |
| 970 | 1 | 1 |
_tAntipsychotic drugs, _p609. |
| 970 | 1 | 1 |
_tAntidepressant drugs, _p609. |
| 970 | 1 | 2 |
_tBeneath the surface some depressing facts about antidepressant drugs, _p610. |
| 970 | 1 | 1 |
_tElectroconvulsive therapy, _p611. |
| 970 | 1 | 1 |
_tPsychosurgery, _p612. |
| 970 | 1 | 1 |
_tMind, body and therapeutic interventions, _p612. |
| 970 | 1 | 2 |
_tResearch close-up drugs versus psychological treatments for depression: a randomized clinical trial, _p614. |
| 970 | 1 | 2 |
_tPsychological disorders and society, _p616. |
| 970 | 1 | 1 |
_tDeinstitutionalization, _p616. |
| 970 | 1 | 1 |
_tMental health treatment in a managed-care environment, _p617. |
| 970 | 1 | 1 |
_tPreventive mental health, _p618. |
| 970 | 1 | 2 |
_tApplying psychological science when and where to seek therapy, _p620. |
| 970 | 1 | 2 |
_tSocial thinking and behavior, _p623. |
| 970 | 1 | 2 |
_tSocial thinking, _p624. |
| 970 | 1 | 1 |
_tAttribution: perceiving the causes of behavior, _p624. |
| 970 | 1 | 1 |
_tPersonal versus situational attributions, _p625. |
| 970 | 1 | 1 |
_tAttributional biases, _p625. |
| 970 | 1 | 1 |
_tCulture and attribution, _p626. |
| 970 | 1 | 1 |
_tForming and maintaining impressions, _p627. |
| 970 | 1 | 1 |
_tHow important are first impressions?, _p627. |
| 970 | 1 | 1 |
_tSeeing what we expect to see, _p627. |
| 970 | 1 | 1 |
_tCreating what we expect to see, _p628. |
| 970 | 1 | 1 |
_tAttitudes and attitude change, _p628. |
| 970 | 1 | 1 |
_tDo our attitudes influence our behavior?, _p628. |
| 970 | 1 | 1 |
_tDoes our behavior influence our attitudes?, _p629. |
| 970 | 1 | 1 |
_tCognitive dissonance, _p629. |
| 970 | 1 | 1 |
_tSelf-perception, _p630. |
| 970 | 1 | 1 |
_tPersuasion, _p631. |
| 970 | 1 | 1 |
_tThe communicator, _p631. |
| 970 | 1 | 1 |
_tThe message, _p632. |
| 970 | 1 | 1 |
_tThe audience, _p632. |
| 970 | 1 | 2 |
_tSocial influence, _p633. |
| 970 | 1 | 1 |
_tNorms, conformity, and obedience, _p633. |
| 970 | 1 | 1 |
_tWhy do people conform?, _p634. |
| 970 | 1 | 1 |
_tFactors that affect conformity, _p635. |
| 970 | 1 | 1 |
_tMinority influence, _p636. |
| 970 | 1 | 1 |
_tObedience to authority, _p636. |
| 970 | 1 | 2 |
_tResearch close-up the dilemma of obedience: when conscience confronts malevolent authority, _p636. |
| 970 | 1 | 1 |
_tFactors that influence obedience, _p638. |
| 970 | 1 | 1 |
_tWould people obey today?, _p639. |
| 970 | 1 | 2 |
_tWhat do you think? do woman differ from men in obedience?, _p639. |
| 970 | 1 | 1 |
_tLessons learned, _p639. |
| 970 | 1 | 1 |
_tDetecting and resisting compliance techniques, _p640. |
| 970 | 1 | 1 |
_tBehavior in groups, _p641. |
| 970 | 1 | 1 |
_tSocial loafing, _p641. |
| 970 | 1 | 1 |
_tGroup polarization, _p641. |
| 970 | 1 | 1 |
_tGroupthink, _p642. |
| 970 | 1 | 1 |
_tDeindividuation, _p643. |
| 970 | 1 | 2 |
_tSocial relations, _p664. |
| 970 | 1 | 1 |
_tAttraction: liking and loving others, _p644. |
| 970 | 1 | 1 |
_tInitial attraction: proximity, mere exposure, and similarity, _p644. |
| 970 | 1 | 1 |
_tSpellbound by beauty, _p645. |
| 970 | 1 | 1 |
_tAffiliating with beautiful people, _p645. |
| 970 | 1 | 1 |
_tFacial attractiveness: is "averafe" beautiful?, _p645. |
| 970 | 1 | 1 |
_tAs attraction deepens: close relationships, _p646. |
| 970 | 1 | 1 |
_tSociocultural and evolutionary views, _p647. |
| 970 | 1 | 1 |
_tLove, _p648. |
| 970 | 1 | 2 |
_tApplying psychological science making close relationships work: lessons from psychological research, _p648. |
| 970 | 1 | 1 |
_tOstracism: rejection hurts, _p650. |
| 970 | 1 | 1 |
_tPrejudice: bias against others, _p650. |
| 970 | 1 | 1 |
_tExplicit and implicit prejudice, _p651. |
| 970 | 1 | 1 |
_tCognitive roots of prejudice, _p651. |
| 970 | 1 | 1 |
_tCategorization and "us-them" thinking, _p652. |
| 970 | 1 | 1 |
_tStereotypes and attributional distortions, _p652. |
| 970 | 1 | 1 |
_tMotivational roots of prejudice, _p652. |
| 970 | 1 | 1 |
_tCompetition and conflict, _p652. |
| 970 | 1 | 1 |
_tEnhancing self-esteem, _p652. |
| 970 | 1 | 1 |
_tHow prejudice confirms itself, _p653. |
| 970 | 1 | 1 |
_tReducing prejudice, _p654. |
| 970 | 1 | 1 |
_tAn educational approach to reducing stereotype threat, _p654. |
| 970 | 1 | 1 |
_tPromoting equal states contact to reduce prejudice, _p654. |
| 970 | 1 | 1 |
_tUsing simulations to reduce "shooter bias", _p655. |
| 970 | 1 | 1 |
_tProsocial behavior: helping others, _p656. |
| 970 | 1 | 1 |
_tWhy do people help?, _p656. |
| 970 | 1 | 1 |
_tEvolution and prosocial behavior, _p656. |
| 970 | 1 | 1 |
_tSocial learning and cultural influences, _p656. |
| 970 | 1 | 1 |
_tEmpathy and alturism, _p656. |
| 970 | 1 | 2 |
_tWhat do you think? does pure alturism really exist?, _p657. |
| 970 | 1 | 1 |
_tWhen do people help?, _p657. |
| 970 | 1 | 1 |
_tWhom do people help?, _p658. |
| 970 | 1 | 1 |
_tIncreasing prosocial behavior, _p658. |
| 970 | 1 | 1 |
_tAggression: harming others, _p658. |
| 970 | 1 | 1 |
_tBiological factors in aggression, _p658. |
| 970 | 1 | 1 |
_tEnvironmental stimuli and learning, _p659. |
| 970 | 1 | 1 |
_tPsychological factors in aggression, _p659. |
| 970 | 1 | 1 |
_tMedia (and video game) violence: catharsis versus social learning, _p660. |
| 970 | 1 | 1 |
_tBeneath the surface do violent video games promote aggression?, _p662. |
| 970 | 1 | 1 |
_tA final word, _p663. |
| 970 | 0 | 1 |
_aAppendix: statistics in psychology, _pA-1. |
| 970 | 0 | 1 |
_aCredits, _pC-1. |
| 970 | 0 | 1 |
_aReferences, _pR-1. |
| 970 | 0 | 1 |
_aName index, _pNI-1. |
| 970 | 0 | 1 |
_aSubject index, _pSI-1. |
| 999 |
_c11484 _d11484 |
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| 003 | KOHA | ||