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HW#1
Due date: 9/4/08
Rd. Pg.1-Pg.8
Q2. Explain John’s Locke’s argument that the mind at birth is a blank
slate, and how did that contradict some of the earlier philosophers
such as Plato and Renee Descartes.
Q4. Explain how the two early schools of psychology, structuralism and
functionalism differed from each other, and which psychologists
pioneered these schools of psychology?
Q5. What were the contributions to psychology by the first two American
women psychologists, Mary Calkins, and Margaret Floy Wasburn?
Q7. Which American school of psychology and psychologists, led the way
from the 1920s to the 1960s, and what were the particular criticisms?
Q10. How do you think psychology might change as more people from non-
Western countries contribute their ideas to the field?
Q10. When you signed up for this course, what did you think psychology
would be all about?
;olpNavneet Kaur PD 1 AP
Psychology
Q1. Based on the readings, should we trust our intuition, and why?
Q3. Provide and explain your true/false answers on the eight issues in
table 1.1
Q4. Describe the research done by Robert Vallone on how people are at
predicting human behavior?
Q5. What were the results of Ohio State psychologists Phillip Tetlock’s
experiment when he collected expert’s predictions of
political,economic, and military situations.
Q6. How did Magician James Randi disprove aura-seers, and what was his
objective in doing so?
Q11. How might the scientific method help us understand the roots of
terrorism?
Navneet Kaur PD1 AP Psychology
Q4. What do PET scan “hot spots” show? Brain areas are most active as
the person performs mathematical calculations, listens to music, or
daydreams.
Q6. How does the fMRI reveal the brain’s functioning as well as its
structure? Where the brain is especially active, blood goes. fMRI
machine detects blood rushing to the back of the brain, which processes
visual information.
Q7. How did fMRI locate increased brain activity with lying?
Q2. Describe the role of the reticular formation within the brainstem?
Inside the brainstem, between your ears, lies a the reticular
information, a finger-shaped network of neurons that extends from the
spinal cord right up to the thalamus. As the spinal cord’s sensory
input travels up to the thalamus, some of it travels through the
reticular formation, which filters incoming stimuli and relays
important to other areas of the brain.
Q4. How does David Beckham’s cerebellum aid him in becoming a great
soccer player? If you injured your cerebellum, you would have
difficulty walking, keeping your balance, or shaking hands. Your
movements would be jerky and exaggerated.
Q6. How did some experiments confirm the amygdala’s role in rage and
fear? Given that amygdala lesions can transform violent monkeys into
mellow ones, might such lesions do the same in violent humans? The
brain is not neatly organized into structures that correspond to our
categories of behavior.
Animal research has revealed both a general reward system that triggers
the release of the neurotransmitter dopamine and specific centers
associated with the pleasures of eating, drinking and sex. Animals, it
seems, come equipped with built-in systems that reward activities
essential to survival.
Q10. Define reward deficiency syndrome?
A genetically disposed deficiency in the natural brain systems for
pleasure and well-being that leads people to crave whatever provides
that missing pleasure or relives negative feelings.
Navneet Kaur AP Psychology
Q3. What did neuroscientist Holstege and his colleagues discover about
men and women describing orgasm
Q4. List some sexual disorders and some therapeutic methods to correct
them
Q8. Describe the correct analogy between sex hormones and fuel in a car
Q9. Describe the effects of erotica on males and females, and how
habituation occurs
Q11. Why do people who do not have genital sensation, still feel sexual
desire?
Q13. What are the rates of premarital sex amongst American adolescents
compared to adolescents from other nations?
Q14. Describe the five reasons of why American adolescents have lower
rates of contraceptive us, and higher rates of teen pregnancy
Q1. Why is this one the most widespread falsehoods that “we use 10
percent of our brain”? Implies that if we could activate our whole
brain, we would be far smarter than those who drudge along on 10
percent brain power.
Q2. Describe Phineas Gage’s classic case of frontal lobe damage and
personality? Frontal lobe damage also can alter personality, removing
a person’s inhibitions. A spark ignited the gunpowder, shooting the rod
up through his left cheek and out the top of his skull, leaving his
frontal lobes massively damaged. Gage was immediately able to sit up
and speak, and after the wound healed he returned to work. His mental
abilities and memories were intact, his personality was not.
Q3. What dilemma occurs if the underside of the right temporal lobe was
damaged due to stroke? Still be able to describe facial features and to
recognize someone’s gender and approximate age, yet be strangely unable
to identify the person.
Q7. How is the brain’s plasticity good news for those blind or deaf?
If a blind person uses one finger to read Braille, the brain area
dedicated to that finger expands as the sense of touch invades the
visual cortex that normally helps people see. In deaf people whose
native language is sign, the temporal lobe area normally dedicated to
auditory information waits in vain for stimulation.
Q9. How may the regeneration of brain cells impact the success of
biotech companies? Today’s biotech companies work hard on such
possibilities regarding generate new brain cells.
Experiments revealed that this broad band of more than 200 million
nerve fibers, capable of transferring more than a billion bits of
information per second between the hemispheres, has a more significant
purpose. Their studies of split-brain people-“the most fascinating
people on Earth”-provided a key to understanding the two hemispheres
complementary functions.
Q2. How could a split-brain patient identify a hidden spoon with the
left hand, but not identify a picture of a spoon verbally?
Visual wiring enabled the researchers to send information to the
patient’s left or right brain-by having the patient stare at a spot and
then flashing a stimulus to its right or left. When a picture of a
spoon was flashed to their right hemisphere, the patients could not say
what they had viewed. But when asked to identify what they had viewed
by feeling an assortment of hidden objects with their left hand, they
readily selected the spoon.
Q3. What conclusions are drawn about the relationship of the left
hemisphere and right hemisphere? The experiments demonstrate that the
left hemisphere is more active when a person deliberates over
decisions. The right hemisphere understands simple requests, easily
perceives objects, and is more engaged when quick, intuitive responses
are needed.
Q8. What are some hypotheses that are accepted and rejected in
according to this correlation? Perhaps, Coren and Halpern first
thought, childhood coercion causes natural leftie to become right
handed as they age. Today parents and teachers are accepting more young
left-handers. And they think that left handed die younger. More health
risks, more likely to have experienced birth stress, headaches and more
accidents.
Q11. How might you feel with two separate brain hemispheres, both of
which controlled your thought and action but one of which dominated
your consciousness and speech? How might that affect your sense of
self, as one indivisible person? I think each hemisphere will not make
unique contributions to the integrated functioning of the brain.
Navneet Kaur PD1 AP Psychology
Q3. What were the greatest culture shocks to the U.S. Peace Corps
volunteers in adjusting to their host countries?
Q4. What were some negative cultural changes to the United States since
1960?
Q8. As members of different ethnic and cultural groups, how are humans
similar?
Navneet Kaur PD1 AP Psychology
Q2. Describe the relevance of gender and aggression, and gender and social Power.
In surveys, men admit to more aggression than do women, and experiments confirm that men tend to
behave more aggressively, such as administering what they believe are more painful electric shocks. The
aggression gender gap appears in many cultures and at various ages, especially for physical aggression.
In most societies, men are socially dominant and are perceived as such. Men tend to occupy more
leadership positions, and their leadership style is more directive than women’s.
Q3. How does Gilligan believe females differ from males I viewing themselves as separate individuals?
Gilligan believes females differ from males both in being less concerned with viewing themselves as
separate individuals and in being more concerned with making connections.
Q4. How do males biologically differentiate from females during development in pregnancy? From your
father, you received the one chromosome out of 46 that is not unisex. This was either an X chromosome,
making you a girl, or a Y chromosome making you a boy. The Y chromosome includes a single gene that
throws a master switch triggering the testes to develop and produce the principle male hormone,
testosterone, which about the seventh week starts the development of external male sex organs.
Q5. What happens when glandular malfunction or hormone injections expose a female embryo to excess
tester one? These genetically female infants are born with masculine-appearing genitals, which can be
corrected surgically. Until puberty, such females tend to act in more aggressive tomboyish ways than do
most girls, and they dress and play in ways more typical of boys than girls.
As we began the last century, only one country-New Zealand- granted women the right to vote. As we
ended it, only one democracy-Kuwait-did not.
With the flick of an apron, the number of U.S. college women hoping to be fulltime homemakers plunged
during the late 1960’s and early 1970s. In 1960, one in 30 entering U.S. law students were women; by the
early 21 century, half were.
Over decades women’s assertiveness has increased and decreased with their social status.
Once they grasp that two sorts of people exist and they are of one sort they search for cues about gender.
Girls they may decide are the ones with long hair.
Yes experiences form us by our hopes, goals and expectations influence our future and make decisions in
the future and enable cultures to vary and to change so quickly.
Researchers can discover some of what preverbal infants sense and think
by observing how they react to novel stimuli (such as colors, shapes,
and forms) and grow bored with (habituate to) familiar stimuli. To
recognize a new stimulus as different, an infant must remember the old
stimulus, which indicates a simple form of learning.
Q13. Why do our earliest memories seldom predate our third birthdays?
An infantile amnesia-an inability to consciously recall events that
happened before age 3-results from a change in the way the brain
organizes memories at about that age. As the cortex matures, long-term
storage increases; in addition, young children’s preverbal memories are
not easily transformed into language.
Q14. Explain, “What the conscious mind does not know and cannot express
in words, the nervous system somehow remembers”?
Yet their physiological responses (measured as skin perspiration) are
greater to their former classmates, whether or not they consciously
recognize them.
Navneet Kaur PD1 AP Psychology
To this end, the maturing brain builds concepts, which Piaget called
schemas. Schemas are mental molds into which we pour our experiences.
By adulthood we have built countless schemas, ranging from cats and
dogs to our concept of love.
Q2. To understand how we use and adjust our schema, Piaget proposed
which two processes?
First, we assimilate new experiences-we interpret them in terms of our
current understandings(schemas). Having a simple schema for dog, for
example, a toddler may call all four legged animals doggies. But we
also adjust, or accommodate, our schemas to fit the particulars and new
experiences.
Q9. During the concrete operational stage, which mental ability do the
children comprehend. They comprehend to mathematical transformations
and conservation.
Q10. At age 12, how does our reasoning expand?
Our reasoning expands from the purely concrete (involving actual
experience) to encompass abstract thinking (involving imagined
realities and symbols).
Q5. Describe the evidence that indicates that fathers are more than
just mobile sperm banks
But evidence increasingly indicates that fathers are more than just
mobile sperm banks. Across nearly 100 studies worldwide, a father’s
love and acceptance have been comparable to a mother’s love in
predicting offspring’s health and well being. In one mammoth British
study following 7259 children from birth to adulthood, those whose
fathers were most involved in parenting tended to achieve more in
school, even after controlling for many other factors such as parental
education and family wealth.
Q6. How did Erik Erikson describe how securely attached children
approach life? Erikson said that securely attached children approach
life with a sense of basic trust-a sense that the world is predictable
and reliable. He attributed trust to early parenting.
He theorized that infants blessed with sensitive, loving caregivers
form a lifelong attitude of trust rather than fear.
Q9. Why are there increased debates between adolescents and their
parents? Adolescents may think their private experiences are unique.
They assume their parents just can’t understand what it feels like to
be dating or to hate school. Adolescent’s ability to reason
hypothetically and deduce consequences also enables them to detect
inconsistencies in other’s reasoning and to spot hypocrisy and never to
lose sight of their own ideals.
Q10. How is Lawrence Kohl berg’s development of moral reasoning like a
moral ladder? Kohlberg’s claim was that these levels form a moral
ladder from the bottom rung of a young child’s immature,
preconventional morality, to the top rung of an adult’s self –defined
ethical principles, which only some attain. As our thinking matures,
our behavior also becomes less selfish and more caring.
Q11. Explain the social intuitionist approach of morality
Social intuitionist account of morality, moral feelings precede moral
reasoning. Moral reasoning is our mind’s press secretary-aims to
convince others of what we intuitively feel. The social intuitionist
explanation of morality finds support from a study of moral paradoxes.
Q15. How does positive relations with parents support positive peer
relations?
High school girls who have most affectionate relationships with their
mothers tend also to enjoy the most intimate friendships with
girlfriends. And teens who feel close to their parents tend to be
healthy and happy and to do well in school.
Q1. What are the reasons skeptics question age-linked stages such as
the “mid-life crisis”? The social clock, cultural prescription of “the
right time” to leave home, get a job, marry, have children, and retire-
varies from culture to culture and era to era.
Q2. Give examples of how chance events affect us down the road? Even
chance events can have lasting significance because they often deflect
us down one road rather than another. Romantic attraction, for example,
is often influenced by chance encounters. Albert Bandura recalls the
ironic true story of a book editor who came to one of his lectures on
the psychology of chance encounters and life paths and ended up
marrying the woman who happened to sit next to him.
Q7. Why do positive feelings grow after mid-life and negative feelings
subside? Older adults increasingly use words that convey positive
emotions. They attend less and less to negative information. For
example, they are slower than younger adults to perceive negative
faces. Their amygdale, a neural processing center for emotions, shows
diminishing activity in response to negative events while maintaining
its responsiveness to positive events.
Q8. How does life become less an emotional roller coaster, and more
like paddling a canoe? Adult moods are less extreme but more enduring.
For most people, old age offers less intense joy but greater
contentment and increased spirituality, especially for those who remain
socially engaged. As we age, life becomes less an emotional roller
coaster, more like paddling a canoe.
Q9. When is grief especially severe for the death of a loved one?
Grief is especially severe when the death of a loved one comes
suddenly and before its expected time on the social clock. The
accidental death of a child or the sudden illness that claims a 45 year
old partner may trigger a year or more of mourning flooded with
memories, eventually subsiding to a mild depression that sometimes
continues for several years.
Q10. Give three examples of a range of reactions to a loved one’s
death. Those who express the strongest grief immediately do not purge
their grief more quickly. For most people, bereavement therapy and
self-help groups do little to enhance the healing power of time and
supportive friends. Grieving spouses who talk often with others or who
receive grief counseling adjust no better than those who grieve more
privately. Some people grieve hard and long, others more lightly and
briefly.
Q3. Provide an example of how animals detect the world that lies beyond
human experience
Birds use their magnetic compass. Bats and dolphins locate prey with
sonar (bouncing echoing sound off objects).
Q12. How does Weber’s law work well for non extreme sensory stimuli,
and parallel some of our life expectancies?
Cuts, edits, zooms, pans, and sudden noises demand attention. Even
television researchers marvel at the attention-grabbing power of TV.
During interesting conservations, notes media researcher that he cannot
stop watching the T.V
Navneet Kaur PD1 AP Psychology
HW#28: 11/13
Rd. Pg. 204-08
Q1. Describe the electromagnetic spectrum and how it strikes our eyes
The electromagnetic spectrum ranges from imperceptibly short
waves of gamma rays, to the narrow band that we see as visible light,
to the long waves of radio transmission.
Q3. Describe the process of an incoming ray of light from a candle lit
as it reaches the eye’s receptor cells (Detail each step)
Light enters the eye through the cornea, a protective covering that
bends the light ray. The iris, a ring of muscle, controls the size of
the pupil, through which light enters. The lens changes shape to focus
light rays on the retina, the inner surface of the eye, where receptor
cells convert the light energy into neural impulses.
Q4. If the retina receives an upside-down image, how can we see the
world right side up? Psychologists discovered that the retina doesn’t
read the image as a whole. Rather its millions of receptor cells
convert light energy into neural impulses. These impulses are sent to
the brain and constructed there into a perceived, a upright seeming
image.
Q5. Why do children with farsightedness do not need glasses until they
reach middle age? People only mildly farsighted often do not discover
their condition until middle age, as the lens becomes less flexible and
loses its ability to change shape rapidly and they need glasses,
especially for reading and seeing other nearby objects.
HW#29: 11/14
Rd. Pg. 208-214
Chapter 5: Sensation
HW#28: 11/13
Rd. Pg. 204-08
Q1. Describe the electromagnetic spectrum and how it strikes our eyes
Q2. Explain two physical characteristics of light that help determine
our
sensory experience
Q3. Describe the process of an incoming ray of light from a candle lit
as it
reaches the eye’s receptor cells (Detail each step)
Q4. If the retina receives an upside-down image, how can we see the
world
right side up?
Q5. Why do children with farsightedness do not need glasses until they
reach
middle age?
Q6. How do neural signals carry information to the brain?
Q7. How does a blind spot occur?
Q8. Describe five differences between rods and cones
Q9. Describe adaptation in a dark theater
HW#29: 11/114
Rd. Pg. 208-214
Q1. How do retinal cell fire messages?
Q2. Describe Hubel and Wiesel’s discovery regarding feature detectors
Q3. Explain “vast visual encyclopedia”
Q4. What is the effect of the Necker cube?
Q5. Using parallel processing, how does the brain recognize a face?
Q6. What were the effects of stroke damage on “Mrs. M”
Q7. Describe the phenomenon known as blindsight
Q8. Provide a simplified summary of visual information processing
Q9. “If no one sees a tomato, is it red?”
Q10. How low is our difference threshold for colors?
Q11. How does Young and Von Helmholtz describe additive color mixing
vs.
subtractive color mixing?
Q12. Describe how people are “color-blind”?
Q13. How is it that those blind to red and green can often still see
yellow,
and why does yellow appear to b ea pure color, and not a mixture of red
and
green?
Q14. Provide an example of color constancy?
Q15. In a context that does not vary, we maintain color constancy, but
what
if the context changes?
Navneet Kaur PD1 AP Psychology
HW#30: 11/17
Rd. Pg. 215-223
Q1. How are sound waves like a shove being transmitted through a
concert’s hall crowded exit tunnel?
Q3, How do we transform sound waves into nerve impulses that our brain
interests?
Q4. How are hair cells like “quivering bundles that let us hear”?
Q7. Describe the two theories that explain how we hear high pitched
sounds and low pitched sounds
Q9. Provide two reasons why two ears are better than one ear
Q10. How well do we locate sound that is equidistant from our two ears,
such
as those that come from directly ahead, behind, overhead, or beneath
us?
Q11. Contrast the two types of hearing loss
Q12. How do hearing aids function?
Q13. Explain the debate concerning the use of cochlear implants
Q14. Explain this statement by Helen Keller “found deafness to be a
much
greater handicap than blindness”
Q15. Provide example of how deafness is like “visual enhancement”
Q16. If you were afflicted with aphasia, what abilities would you be
more
proficient at?
HW#31: 11/18
Rd. Pg-224-.234
Q7. How did Ohio State university player Jay Burns on play a basketball
game with a broken neck? People who carry a gene that boosts the
availability of the body’s natural painkillers the endorphins, are less
bothered by pain, and their brains are less responsive to it.
Q12. Why is it no fun to eat when you have bad cold? We normally
breathe the aroma through our nose , people may think lose sense of
smell and also taste.
Q13. Describe the phenomenon synasthesia. One sort of sensation (such
as hearing sound) produces another (such as seeing color). Thus hearing
music or seeing a specific number may activate color-sensitive cortex
regions and triggers a sensation of color.
Q14. How do olfactory receptors recognize odors individually? Odor
cannot be separated into more elemental odors.
Q15. How do odors have the power to evoke memories and feelings? A
hotline runs between the brain area that gets information from the
nose and the brain’s ancient limbic centers associated with memory and
emotion.
Q16. Describe what happened to Ian Waterman of Hampshire, England. He
contracted a rare viral infection that destroyed the nerves that
enabled his sense of light touch and of body position and movement.
Q17. How do we sense our body position and maintain balance
This movement stimulates hairlike receptors, which send messages to the
cerebellum at the back of the brain, thus enabling you to sense your body position and to
maintain your balance.
Q1. How do sensation and perception blend into one continuous process?
Processing, progressing upward from specialized detector cells
and downyard from our assumptions.
Q2. Describe the fundamental truth that gestalt psychologists
illustrate? Our brains do more than merely register information about
the world. Perception is not just opening a shutter and letting a
picture print itself on the brain. WE CONSTANTLY FILTER SENSORY
INFORMATION AND INFER PERCEPTION IN WAYS THAT MAKE SENSE TO OUS, MIND
MATTERS.
Q3. Describe reversible figure and ground illustrations?
Reversible figure and ground illustrations demonstrate again
that the same stimulus can trigger more than perception.
Q4. Describe the 5 rules identified by Gestalt psychologists for
grouping stimuli together. Proximity- group nearby figures together.
Similarity- we group together figures that are similar to each other.
Continuity- we perceive smooth, continuous patterns rather than
discontinuous ones. Connectedness-b/c they are uniform and linked.
Closure- we fill in gaps to create a complete, the whole object.
Q5. Eleanor Gibson and Richard Walk devised the visual cliff to provide
what principles about infants? To determine whether crawling infants
and newborn animals can perceive depth.
Q6. How do the creators of three-dimensional movies stimulate retinal
disparity? The process begins with depth cues, some that depend on the
use of two eyes, and others that are available to each eye separately.
Q7. Describe the 8 monocular cues and examples. Relative size,
interposition, relative clarity, texture gradient, relative height,
relative motion (motion parallax), linear perspective, light and shadow.
Q8. Using motion perception, how does a softball player catch a fly
ball? They want to achieve a collision. By keeping the ball at a
constant angle of gaze, a fielder will run through the point of its
return vas it arrives.
Rd. Pg.254-Pg.263
Q5. List some of the stunning coincidences that occur, after events
imagined? Six months after comic writer john byrne’s spider man story
about a NewYork blackout appeared, New York suffered its massive
blackout.
Q6. Seeking reproducible phenomenon, how might we test ESP claims in a
controlled experiment? Experimenter controls what psychic sees and
hears. One controlled procedure has invited senders to telepathically
transmit one of four visual images to receivers deprived of sensation
in nearby chambers.
Q7. Why has magician Randi’s offered one million dollars to prove what
claim? To refute those who say there is no ESP, one need only produce a
single person who can demonstrate a single, reproducible ESP phenomenon.
Q8. Why are so many people predisposed to believe that ESP exists?
In part, such beliefs may stem from understandable
misperceptions, misinterpretations, and selective call. Having lost
their religious faith, began searching for a scientific basis for
believing in the meaning of life and in life after death.
Navneet Kaur
Q3. Describe some facts some specific details about the content of
dreams? People commonly dream of repeatedly failing in an attempt to do
something; of being attacked, pursued, or rejected; or of experiencing
misfortune. When awakened during REM sleep, people report dreams with
sexual imagery less often than you might think. More commonly, we dream
of events in our daily lives, a meeting at work, taking an exam, or
relating to a family member or friend. Across the world, people of all
ages show an unexplainable gender difference in dream content.
Navneet Kaur
Q6. Describe the dangerous act researchers Martin Orne and Fredrick
Evans demonstrated that hypnotized people could be induced to perform
and why?
Q8. Describe the two theories of hypnotic pain relief such as when
hypnotized people put their arms in an ice bath for 25 minutes and feel
no pain?
Q9. What do PET scans reveal about hypnosis and pain stimuli?
Q10. How do people begin to feel and behave in ways appropriate the
role of the “good hypnotic subject”?
Navneet Kaur
Navneet Kaur
Q2. List the four leading deaths in the United States in 1900, and in
the year 2000? 1900- tuberculosis, pneumonia, diarrhea/ enteritis,
heart disease. 2000- heart disease, cancer, strokes, chronic lung
disease.
Q7. What do studies of MRI brain scans of people who have experienced a
prolonged flood of stress hormones show? Due to sustained child abuse,
combat, or an endocrine disease. MOST HAVE SHRUNKEN HIPPOCAMPUS, THE
inner brain structure vital to laying down explicit memories.
Q8. List the evidence how 9/11 affected Americans and New Yorkers in
terms of stress. They had trouble concentrating and sleeping. Sleeping
pill prescriptions rose by a reported 28 percent in the NEW York area.
Q14. What is the current view on the relationship between stress and
cancer? Cancer rate progress. Immune system weakened by stress, tumors
developed soone ad grew larger. Increase risk of cancer.
Navneet Kaur
They gave people sets of three words such as pine, crab, sauce, and
asked them to think of another word that could form a compound word or
phrase with each. When solutions occurred with sudden insight, both
methods showed a burst of activity in the right temporal lobe, just
above the ear.
12. Describe the four influences on our intuitions about risk, and how
does it affect us irrationally fear 9/11?
13. How does the framing effect influence economic and business
decisions? Merchants mark up their regular prices to appear to offer
huge savings on sale prices.
6. What is the bilingual advantage, and how did Wallace lambert apply
this concept with Canadian children? Bilingual children, who learn to
inhibit one language while using their other language, are also better
able to inhibit their attention to irrelevant information. Helped
devise a Canadian program that immerses English speaking children in
French.
9. How did the relationship between Washoe and the foster infant
Louilis, quiet skeptics?
11. What did Descartes and other philosophers argue about animals?
Q1. Describe the four perspectives psychologists have used in their attempt to understand
motivated behaviors.
These include instinct theory(now replaced by the evolutionary perspective), drive
reduction theory ( emphasizing the interaction between inner pushes and external pulls), and
arousal theory (emphasizing the urge for an optimum level of stimulation). The fourth
perspective, Abraham Maslow’s hierarchy of needs, describes how some motives are, if
unsatisfied, more basic and compelling than others.
Q4. “The food-deprived person who smells baking bread feels a strong human drive”. What
is the incentive in this statement, and why? The baking bread becomes a compelling
incentive because the person smell the bread and feel a stronger hunger drive.
Q5. List two examples of how curiosity drives organisms.
Curiosity drives monkeys to monkey around trying to figure out how to unlock a
latch that opens nothing or how to open a window that allows them to see outside their
room.
Q6. A lack of stimulation will increase arousal to some optimal level. What will occur if there
is too much of stimulation? Comes stress and then we look for a way to decrease arousal.
Q7. Describe the stages from the base to the apex, of Abraham Maslow’s
hierarchy of needs. Maslow’s hierarchy of needs proposes a pyramid-shaped sequence in
which lower-level needs, such as hunger and thirst, are more compelling than high-level
needs, such as the need to love, to belong, or to be respected. Although critics note that
Maslow’s sequence of needs is not universal, his hierarchy provides a framework for thinking
about motivated behaviors.
Q8. What are the differences in the priority of needs between poor nations and wealthy
nations. In poorer nations that lack easy access to money and the food and shelter it buys,
financial satisfaction more strongly predicts subjective wellbeing. In wealthy nations, where
most are able to meet basic needs, home-life satisfaction is a better predictor.
Q1. Describe how the experiment conducted by Ancel Keys proved the needs hierarchy for
food. Fed 36 male volunteers-all conscientious objectors to the war enough to maintain their
initial weight. Then for six months they cut this food level in half. Men began conserving
energy, body weights dropped rapidly, stabilizing at about 25 percent below their start
weight. Consistent with Maslow’s idea of a needs hierarchy, the men became obsessed with
food. They became preoccupied with their unfulfilled basic need. Lose interest in sex and
social activities.
Q2. How did Washburn’s experiment prove there is a physiological source of hunger?
Washburn swallows balloon, which measures stomach contractions. Washburn
presses key each time he feels hungry.
Q7. Why did some volunteers in Key’s reverse experiment in which they were
Over fed 1000 calories a day for 8 days gain less weight then the other volunteers.
They tend to spend extra caloric energy by fidgeting more. Under normal circumstances,
those who fidget most (and burn more calories) weigh less than more inactive obese people.
Q8. Why do some researchers argue that there is not a true set point, but
instead a settling point? They prefer the term settling point to indicate the level at which
a person’s weight settles in response to caloric intake and expenditure (which is influenced
environment as well as biology).
Q9. What did Paul Rozin’s experiment conclude about memory and appetite?
This suggests that part of knowing when to eat is our memory of our last meal. As
time accumulates since we last ate, we anticipate eating again and start feeling hungry.
Q12. How does food aversion protect the fetus during pregnancy?
Food aversions stemming from this nausea peak about the tenth week, when the
developing embryo is most vulnerable to toxins.
Q14. Who are the most vulnerable to eating disorder, and why?
Those who most idealize thinness and have the greatest body dissatisfaction.
Q16. How did Eric Stice and heather Shaw demonstrate the “thin-ideal”
exemplified in fashion magazines, advertisements and even in some toys?
Women feel shame, depressed and dissatisfied with their own bodies-the very
attitudes that predispose eating disorders.
Q17. Describe the consequences of the statement “fat is bad” on women’s
motivation concerning dieting?
Motivates millions of women to be always dieting, and that encourages eating
binges by pressuring women to live in a constant state of semistarvation. As compelling as
our biological motives are, eating behavior is clearly also affected by psychological and
social-cultural factors.
Q2. Explain each phase of the sexual response cycle described by Masters and Johnson
Excitement phase- genital areas become engorged with blood, a women’s vagina
expands and secretes lubricant, and her breasts and nipples may enlarge. Plateau phase-
excitement peaks as breathing, pulse, and blood pressure rates continue to increase.
Orgasms- muscle contractions all over the body- these were accompanied by further
increases in breathing, pulse, and blood pressure rates. Resolution phase- the male enters a
refractory period, lasting from a few minutes to a day or more, during which he is incapable
of another orgasm.
Q3. What did neuroscientist Holstege and his colleagues discover about men and women
describing orgasm.
They discovered that when men and women undergo PET Scans while having
orgasms, the same subcortical brain regions glow. And when people who are passionately in
love undergo fMRI scans while viewing photos of their beloved or of a stranger, men’s and
women’s brain responses to their partner are pretty similar.
Q4. List some sexual disorders and some therapeutic methods to correct them
Some involve sexual motivation, especially lack of sexual energy and arousability.
Others include, for men, premature ejaculation and erectile disorder (inability to have or
maintain an erection),and, for women, orgasmic disorder (infrequently or never experiencing
orgasm). Men or women with sexual disorders can often be helped by receiving behaviorally
oriented therapy where, for example, men may learn ways to control their urge to ejaculate,
and women are trained to bring themselves to orgasm.
Q6. Describe the effect of abnormal estrogen and testosterone levels on males and
females.
If a woman’s natural testosterone level drops, as happens with removal of the
ovaries or adrenal glands, her sexual interest may wane. But testosterone-replacement
therapy can often restore diminished sexual appetite, as it did for 549 naturally menopausal
women who found that a testosterone-replacement patch restored sexual activity, arousal,
and pleasure more than did a placebo. In men, normal fluctuations in testosterone levels,
from man to man and hour to hour, have little effect on sexual drive.
Q8. Describe the correct analogy between sex hormones and fuel in a car
The analogy correctly suggests that biology is necessary but not sufficient
explanation of human sexual behavior. The hormonal fuel is essential, but so are the
psychological stimuli that turn on the engine, keep it running, and shift it into high gear.
Q9. Describe the effects of erotica on males and females, and how habituation occurs.
Many studies confirm that men become aroused when they see, hear, or read
erotic material. Surprising to many is that most women-at least the less inhibited women
who volunteer to participate in such studies-report or exhibit nearly as much arousal to the
same stimuli. Those who find it disturbing often limit their exposure to such materials, just
as those wishing to control hunger limit their exposure to tempting cues. With repeated
exposure, the emotional response to any erotic stimulus often habituates (lessens).
Q13. What are the rates of premarital sex amongst American adolescents
compared to adolescents from other nations? Among American women born before 1900, a
mere 3 percent had experienced premarital sex by age 18. In United States today, ½ ninth
to 12th graders report having sexual intercourse, as do 42 percent of Canadian 16 years
olds. Teen intercourses lower in Arab and Asian countries and higher in Western Europe.
Only 2.5 percent of 4688 unmarried Chinese students in Hong Kong’s six Universities
reported having had sexual intercourse.
Q14. Describe the five reasons of why American adolescents have lower rates of
contraceptive use, and higher rates of teen pregnancy.
Ignorance, guilt related to sexual activity. Minimal communication about birth
control, alcohol use, mass media norms of unprotected promiscuity.
Chapter 6: Perception
Everyone has a favorite color, but no color affects us as strongly as red. Here's how to make the hue work
for you.
Play Better
Putting on a red jersey could give you a competitive edge at the gym or in a pickup basketball game.
According to a study from Durham University in England, Olympians wearing red uniforms perform better
than those wearing blue uniforms in combat sports. Be careful, though: You may be adversely affected by
the guy next to you on the treadmill if he has a red shirt. Wearing red may not make you play better as much
as seeing red may make your opponent play worse, says lead study author and anthropologist Russell Hill.
Work Better
The X's your grade school teacher scrawled in red pen might have left indelible marks on your brain.
German and American study participants who viewed a flash of red had more difficulty solving anagrams
and completing analogies compared with those who saw green or neutral colors like black. We probably
associate red with mistakes or danger, says lead study author Andrew Elliot, a psychologist at the University
of Rochester. (Consider blood and fire engines.) Similarly, subjects working on difficult tasks in a red room
performed worse than those in a blue room, according to a study by Nancy Stone, a psychologist at Missouri
University of Science and Technology. Think twice about that scarlet lamp shade on your desk.
Stand Out
Wearing red can get you noticed, and not just because it's a vivid color. When you see bright red, it may
actually speed up your heart rate, says Barbara Drescher, a researcher at the University of California, Santa
Barbara. Bright green can do the same, even though green is seen as the most pleasant hue while red is
rated least pleasant. People may pay attention to you with these colors, but Drescher isn't sure how long the
arousal lasts. "We adapt very, very quickly," she says.
Q3. Describe the common struggles that homosexual people have to face
on today's society, and how do psychologists view sexual orientation.
They may at first try to ignore or deny their desires, hoping
they will go away, but they don’t. Psychologists view it as neither
willfully chosen nor willfully chosen.
Q5. How does the APA view homosexuality compared to 3 decades ago?
Most people, whether straight or gay, accept their orientation,
enter into a commited long term love relationship often made by
lesbians and gays,
Q6. Describe the cause of homosexuality regarding the four questions
presented at the bottom of page 488. Homosexuals were no more likely
than heterosexuals to have been smothered by maternal love, neglected
by their father, or sexually abuse.
Q7. Describe the rate of homosexuality in certain populations, and the
reason behind the phenomenon the fraternal birth-order effect.
Biographies of 1004 eminent people found homosexual and bisexual
people overpresented (11 percent of the sample), poets 24 percent,
fiction writer (21 percent), and artists and musicians (15 percent).
Unclear and Blanchard suspects defensive material immune response to
foreign substances produced by male fetuses.
Q10. Describe Simon Levay's research concerning the brain and sexual
Orientation.
He did the study blind, without knowing which donors were gay.
For nine months be peered through his microscope at a cell cluster he
thought might be important. The cell cluster was reliably larger in
heterosexual men than in women and homosexual men.
Q12. What were Laura Allen's and Roger Gorski's discovery on brain
anatomy influencing sexual orientation? Section of anterior commissure
is 1/3 larger in homosexual men than heterosexual men.
Q14. What does a recent Italian study suggest about "gay genes"?
Q18. What are some attitudes that support a more accepting view of
homosexuality?
Q4. How did Mary Tenopyr select which hires were ill-matched to the
demands of their new job? Personnel selection aims to match people’s
strengths with work that enables them and their organizations to
flourish. Marry the strengths of people with tasks of organizations and
the result is often prosperity and profit.
Q9. Describe Halo errors, leniency and severity errors, and recency
errors.
Halo errors occur when one’s overall evaluation of an employee,
or of a trait such as their friendliness, reliability. Leniency and
severity errors reflect evaluator’s tendencies to be either too easy or
too harsh on everyone. Recency errors occur when raters focus only on
easily remembered recent behavior.
Q10. Describe the study on the 1528 California children whose
intelligence scores were in the top 1 percent? 40 years later,
researchers compared those who were most and least successful
professionally, they found motivational difference. Those most
successful were more ambitious, energetic, and persistent. As children
more active hobbies and as adults, they participated in more groups and
favored being a sports participant to being a spectator.
Q2. Imagine that your brain could not sense your heart pounding on your
stomach churning. According to the James-Lange theory, and the Cannon-
Bard theory, how would this affect your experienced emotions?
Q3. How is Schachter and Singer?s two factor theory similar and
different to the two previous theories on emotions?
Q5. How does prolonged physical arousal, and too little arousal affect
particular tasks?
Q7. Provide example of how emotions affect different areas of the brain
cortex?
Q11. How did Schachter and Singer prove the spillover effect?
Q12. How does a lie detector or polygraph work, and what are the two
problems that make it a flawed test?
Q14. How did Paul Whalen and his colleagues describe the role of the
amygdala?
HW: 57
Rd Pg. 513- Pg.523
Q1. Describe the two controversies, over the interplay of our physiology, expressions, and
experience in emotions.
The first, a chicken-and egg debate, is old: Does your physiological arousal
precede or follow your emotional experience?(Did I first notice my heart racing and my
faster step, and then feel anxious dread about losing Peter? Or did my sense of fear come
first, stirring my heart and legs to respond?) The second controversy concerns the
interaction between thinking and feeling: Does cognition always precede emotion? (Was I
required to make a Conscious appraisal of the kidnapping threat before I could react
emotionally?).
Q2. Imagine that your brain could not sense your heart pounding on your
stomach churning. According to the James-Lange theory, and the Cannon-Bard theory, how
would this affect your experienced emotions?
Cannon and Bard would have expected you to experience emotions normally,
because they believed emotions occur separately from (though simultaneously with) the
body’s arousal. James and Lange would have expected greatly diminished emotions because
they believed that to experience emotion you must first perceive your body’s arousal.
Q3. How is Schachter and Singer?s two factor theory similar and different to the two
previous theories on emotions?
In their two-factor theory, emotions therefore have two ingredients: physical
arousal and a cognitive label. Like James and Lange, Schachter and Singer presumed that
our experience of emotion grows from our awareness of our body’s arousal. Yet like Cannon
and Bard, Schachter and Singer also believed that emotions are physiologically similar. Thus,
in their view, an emotional experience requires a conscious interpretation of the arousal.
Q4. How do the sympathetic division and parasympathetic division of the
autonomic nervous system control our arousal?
The autonomic nervous system controls arousal. Its sympathetic division mobilizes
us for action by directing adrenals to release stress hormones, which in turn increase heart
rate, blood pressure, and blood sugar levels, and by triggering other defensive physical
reactions. The parasympathetic division calms us after a crisis has passed, though arousal
diminishes gradually.
Q5. How does prolonged physical arousal, and too little arousal affect
particular tasks? Very high or very low arousal can be disruptive. We perform best when
arousal is moderate, though this varies with the difficulty of the task. For easy or well-
learned tasks, best performance is linked to high arousal. For difficult tasks, performance
peaks at lower levels.
Q7. Provide example of how emotions affect different areas of the brain
cortex? Negative emotions(disgust, for example) trigger more activity in the right
prefrontal cortex, whereas positive moods(enthusiasm, for example) register in the left
frontal lobe, which has a rich supply of dopamine receptors.
Q8. Describe the importance of the nucleus accumbens regarding to emotion. A neural
pathway that increases dopamine levels runs from the frontal lobes to a nearby cluster of
neurons, the nucleus accumbens. This small region lights up when people experience natural
or drug induced pleasures.
Q9. What evidence did psychologist George Hohmann provide supporting the James-Lange
theory? Hohmann interviewed 25 soldiers who suffered such injuries in World War II. He
asked them to recall emotion-arousing incidents that occurred before and after their spinal
injuries. Those with lower-spine injuries, who had lost sensation only in their legs, reported
little change in their emotions. Those who could feel nothing below the neck reported a
considerable decrease in emotional intensity. But emotions expressed mostly in body areas
above the neck are felt more intensely by those with high increases in weeping, lumps in the
throat, and getting choked up when saying good-bye, worshipping, or watching a touching
movie.
Q10. What evidence supports the Cannon-Bard theory?
Our experienced emotions also involve cognition, there is more to the experience
of emotion than reading our body’s responses.
Q11. How did Schachter and Singer prove the spillover effect?
They aroused college men with injections of the hormone epinephrine. Picture
yourself as one of their participants: After receiving the injection, you go to a waiting room,
where you find yourself with another person who is acting either euphoric or irritated.
Schachter’s and singer’s volunteers felt little emotion-because they attributed their arousal
to the drug. This discovery-that a stirred-up state can be experienced as one emotion or
another very different one, depending on how we interpret and label it-has been replicated
in dozens of experiments.
Q12. How does a lie detector or polygraph work, and what are the two
problems that make it a flawed test? Lie detectors measure several physical responses
that accompany emotion, such as changes in breathing, cardiovascular activity, and
perspiration. First problem is as you have seen, our physiological arousal is much the same
from one emotion to another-anxiety, irritation, and guilt all prompt similar physiological
reactivity. Second, these tests err about one-third of the time, especially when innocent
people respond with heightened tension to the accusations implied by the relevant questions.
Good advice, then, would be never to take a lie detector test if you are innocent.
Q13. Provide evidence how we experience emotion unconsciously before
cognition? A subliminally flashed smiling or angry face can also prime us to feel better or
worse about a follow-up stimulus. Like speedy reflexes that operate apart from the brain’s
thinking cortex, some emotions take the low road, via neural pathways that bypass the
cortex (which offers the alternative high road pathway). One low road pathway runs from
the eye or ear via the thalamus to the amygdala, an emotional control center. This amygdala
shortcut, bypassing the cortex, enables our greased-lightning emotional response before our
intellect intervenes. So speedy is the amygdala response that we may be unaware of what’s
transpired.
Q14. How did Paul Whalen and his colleagues describe the role of the
amygdala? In one fascinating experiment, Paul Whalen and his colleagues used fMRI scans
to observe the amygdala’s response to subliminally presented fearful eyes. Compared with a
control condition that presented the whites of happy eyes, the fearful eyes triggered
increased amygdala activity (despite no one’s being aware of seeing them).
Q15. How does Richard Lazarus explain cognition plays a role in emotional responses without
conscious awareness?
Concede that our brains process and react to vast amounts of information without
our conscious awareness, and he willingly granted that some emotional responses do not
require conscious thinking. The appraisal may be effortless and we may not be conscious of
it, but it is still a mental function.
Q16. Describe the two routes of emotions, demonstrated by Zajonc and LeDoux compared
to Lazarus, Schachter, and Singer.
Zajonc and LeDoux emphasize that some emotional responses are immediate,
before any conscious appraisal. Lazarus, Schachter, and Singer emphasized that our
appraisal and labeling of events also determines our emotional responses.
Q1. Describe the research study conducted by Joan Kellerman, James Lewis, and James
Laird.
They wondered if intimate gazes would stir such feelings between strangers. To
find out, they asked unacquainted male-female pairs tro gaze intently for two minutes
either at one another’s hands or into one another’s eyes. After separating, the eye-gazers
reported feeling a tingle of attraction and affection.
Q2. How did Robet Kesterbaum, explain how we read nonverbal cues?
By exposing different parts of emotion-laden faces, Kestenbaum discovered that
we read fear and anger mostly from the eyes, and happiness from the mouth.Fleeying
changes in expression also help us read a face.
Q3. How does experience sensitize us to particular emotions?
Experience can sensitize us to particular emotions. Shown a series of faces that
morphed from sadness or fear to anger, physically abused children are much quicker than
other children to see anger.Shown a face that is 60 percent fear and 40 percent anger,
they are as likely to perceive anger as fear. Their perceptions become sensitively attuned to
glimmers of danger signals that nonabused children miss.
Q4. How did womans intuition apply to Jackie Larsen?s encounter with
Chrisotpher Bono? Larsen felt that something was wrong with Bono and need to have talk as
a mother, call police and check his license plates, but this mother was found dead in bathtub
and Bono was charged with first degree murder.
Q6. How did Paul Ekman and Maureen O? Sullivan explain the difficulty to detect deceiving
smiles? University students,U.S. secret service agents, CIA agents, psychiatrists , court
judges and others watched for tell-tale signs of lying. With experience-trained intuition-
people can often catch the liar’s leaking microexpressions of guilt, despair, and fear.
Q7. Provide examples of nonverbal body language, and subtle expressions in revealing
feelings of individuals towards others.
Popular guidebooks and articles offer advice on how to interpret nonverbal signals
when negotiating a business deal, selling product, or flirting. It pays to be able to read
feelings that leak through via subtle facial expressions, body movements, and postures.
Fidgeting, for example may reveal anxiety or boredom. Such gestures, facial expressions,
and tones of voices are all absent in Computer-based communication. But e-mail letters and
internet discussions otherwise lack nonverbal cues to status, personality, and age and judge
solely on words.
Q8. How did Justin Kruger and his colleagues explain that communication via email is
ambiguous regarding emotions? It’s easy to misread e-mailed communications, where
the absence of expressive e-motion can make for ambiguous emotion. So can the absence of
those vocal nuances by which we signal that a statement is serious, kidding, or sarcastic.
Communicators often think they are kidding which is clear, whether e-mailed or spoken.
Q11. How did Charles Darwin explain how people share universal facial
explanations? He speculated that in prehistoric times, before our ancestors communicated
in words, their ability to convey threats, greetings, and submission with facial expressions
helped them survive. That shared heritage, he believed, is why all humans express the basic
emotions with similar facial expressions.
Q12. Provide examples of how cultures differ in how much emotions they
Express. In Western Europe, Australia, New Zealand, and North America, people focus on
their own goals and attitudes and express themselves accordingly. Japanese viewers hide
their emotions when in the presence of others.
Q13. Describe the research findings relevant to the facial feedback effect.
If manipulated into furrowing their brows people feel sadder while looking at sad
photos. Saying the phonemes which activates smiling muscles and activates muscles
associated with negative emotions. Activate one of the smiling muscles but raised cheeks
that crinkle the eyes enhances positive feelings even more when you are reacting to
something pleasant or funny.
Q14. How did Sara Snodgrass demonstrate the behavior feedback phenomenon while
walking? If we move our body as we would when experiencing some emotion (shuffling along
with downcast eyes, as when sad),we are likely to feel that emotion to some degree.
Q15. How did Kathleen Burns Vaugn and John Lanzetta, provide evidence that there is a
neural basis for empathy?
Asked some students but not others to make a pained expression when ever an
electric shock was apparently delivered to someone they were watching. Just seeing a loved
one wince at a light electrical shock also activates a pain related brain region. This suggests
a neural basis for empathy-for literally feeling the other’s pain.
Q1. How many distinct emotions Carroll Izard isolated 10 such basic emotions?
Carroll Izard (1977) isolated 10 such basic emotions (joy, interest-excitement,
surprise, sadness, anger, disgust, contempt, fear, shame, and guilt), most of which are
present in infancy.
Q2. Describe and provide examples of arousal and valence as two dimensions of emotion.
Emotions can be placed along two basic dimensions: arousal (high versus low) and
valence (pleasant, or positive, versus unpleasant, or negative).Successful Olympic gymnasts
and high-performing students taking exams label arousal as energizing, as giving them an
edge. For them arousal has positive valence, while for those suffering stage fright it has
negative valence. On the valence and arousal dimensions, terrified is more frightened (more
unpleasant and aroused) than afraid, enraged is angrier than angry, delighted is happier than
happy.
Q3. Provide examples of how fear is harmful and adaptive
Fear is harmful, can be poisonous, it can torment us, rob us of sleep, and
preoccupy our thinking. Fire broke out in Chicago Iroquois Theater and the comedian on
stage, Eddie Foy, reassured the crowd by calling out, “Don’t get excited. There’s no danger.
Take it easy!” but it resulted more than 500 people perished and most of the bodies were
piled 7 or 8 feet deep in the stairways, and many of the faces bore heal marks.
Q4, How did Susan Mineka explain why nearly all monkeys reared in the wild fear snakes,yet
lab-reared monkeys do not? Mineka experimented with 6 monkeys reared in the wild (all
strongly fearful of snakes) and their lab-reared offspring (virtually none of which feared
snakes). After repeatedly observing their parents or peers refusing to reach for food in
the presence of a snake, the younger monkeys developed a similar strong fear of snakes.
When retested 3 months later, their learned fear persisted, suggesting that our fears may
reflect not only our own past traumas but also the fears we learn from our parents and
friends.
Q5. How did children in the New York City school system become more fearful after
observing the trauma of 9/11? Within New York City, a school system study found tens of
thousands of children experiencing nightmares and fears of public places.
Q6. How does the amygdala play a key role in associating fear, certain situations?
The amygdala receives input from regions such as the anterior cingulated cortex,
a higher-level center for processing emotion. And it sends output to all the parts of the
brain that produce the bodily symptoms of extreme fear, such as diarrhea and shortness of
breath. If rats have their amygdala deactivated by a drug that blocks the strengthening of
neural connections, they, too, show no fear learning.
Q7. Describe an individuals response to fear if there is damage to the amygdala and
hippocampus?If they have suffered damage to the nearby hippocampus, they still show the
emotional reaction but won’t be able to remember why. If they have suffered amygdala
damage, they will remember the conditioning but will show no emotional effect of it.
Q8. Describe individuals who have a short version of a gene that influences the amygdala's
response to frightening situations. People with a short version of this gene have less of a
protein that speeds the reuptake of the neurotransmitter serotonin. With more serotonin
available to activate their amygdala neurons, people with this short gene exhibit a revved-up
amygdala response to frightening pictures.
Q10. Describe how anger is maladaptive to us, and yet beneficial. When anger fuels
physically or verbally aggressive acts we later regret, it becomes maladaptive. And anger
can harm us-chronic hostility is linked to heart disease. But controlled expressions of anger
are more adaptive than either hostile outbursts or pent-up angry feelings.
Q11. Describe the short-term advantages and long-term disadvantages of venting our anger.
Venting rage may calm us temporarily, but in the long run it does not reduce anger
and may actually amplify it. Anger is better handled by waiting until the level of physical
arousal diminishes, calming oneself, and expressing grievances in ways that promote
reconciliation rather than retaliation. When reconciliation fails, forgiveness can reduce
one’s anger and its physical symptoms.
Q12. Describe the two suggestions in the text to handle our anger.
First, wait. You can bring down the level of physiological arousal of anger by
waiting. “It is true of the body as of arrows,” noted Carol Tavris(1982), “what goes up must
come down. Any emotional arousal will simmer down if you just wait long enough.” Second,
deal with anger in a way that involves neither being chronically angry over every little
annoyance nor passively sulking, merely rehearsing your reasons for your anger.
Q13. How does anger communicate strength and competence?
It can benefit a relationship when it expresses a grievance in ways that promote
reconciliation rather than retaliation. Civility means not only keeping silent about trivial
irritations but also communicating important ones clearly and assertively.
Q1. Provide facts of how negative emotions have been the focus of psychology throughout
its history.
There is a good reason to focus and negative emotions, they can make our lives
miserable and drive us to seek help. But researchers are becoming increasingly interested
in Subjective well-being, self perceived happiness or satisfaction with life.
Q2. Provide evidence of how our ups and downs tend to balance according to David Watson
and Daniel Kaheman and his colleagues.
Apart from prolonged grief over the loss of a loved one or lingering anxiety after
a trauma (such as child abuse, rape, or the terrors of war), even tragedy is not permanently
depressing. Kidney dialysis patients recognize that their health is relatively poor, yet in
their moment-to-moment experiences they report being just as happy as healthy
nonpatients.
Q3. How did the reports of Daniel Gilbert and colleagues prove the statement that we
overestimate the duration of emotions and underestimate our capacity to adapt.
In less life-threatening contexts, the pattern continues. Faculty members up for
tenure expect their lives would be deflated by a negative decision. Actually, 5 to 10 years
later, those denied are not noticeably less happy than those who were awarded tenure,
report Daniel Gilbert and colleagues. The same is true of breakups, which feel devastating.
Q4. What are the research findings that substantiate people’s view that they would be
more happier if they had more money? Within most affluent countries, people with lots of
money are somewhat happier than those who struggle to afford life’s basic needs. People in
rich countries are also somewhat happier than those in poor countries. Those who have
experienced a recent windfall from a lottery, an inheritance, or a surging economy typically
feel some elation.
Q5. Describe how wealth is like health,and the effects of growing up rich.
Its utter absence can breed misery, yet having it is no guarantee of happiness.
Growing up poor puts one at risk for certain problems, but so does growing up rich. Children
of affluence are at greater than normal risk for substance abuse, anxiety, and depression.
Q6. Explain why those of us who enjoy the abundance of the affluent Western world not
happier, and how has it influenced the wealthier but no happier phenomenon in China?
Regarding the doubled divorce and teen suicide, depression and Americans seem to
be more often miserable. Economic growth in affluent countries has provided no apparent
boost to morale or social well-being. This dramatic growth in income and consumption,
nationwide Gallup surveys revealed that the proportion of Chinese expressing satisfaction
with their lives simultaneously declined. Moreover, the better-off urban Chinese were more
likely to feel dissatisfaction than were the poorer rural Chinese.
Q7. Based on research studies of Richard Ryan, Tim Kasser, and H.W . Perkins, what
predicts a higher life satisfaction? Those who instead strive for intimacy, personal
growth, and contribution to the community experience a higher quality of life. Among college
and university students worldwide, those who report high life satisfaction give priority to
love over money.
Q9. Provide examples of how relative deprivation leads to the effect of comparison.
Despite a relatively rapid promotion rate for the group, many soldiers were
frustrated about their own promotion rates. Apparently, seeing so many others being
promoted inflated the soldier’s expectations. And when expectations soar above
attainments, the result is disappointment.
Q10. Describe the five predictors of happiness, and five factors that are not related to
happiness. Having high self-esteem, be optimistic, outgoing, and agreeable, have close
friendships or a satisfying marriage, have work and leisure that engage their skills, have a
meaningful religious faith, sleep well and exercise. Factors not related to happiness are age,
gender, education levels, parenthood, physical attractiveness.
Q1. Describe how the sea snail and seal exhibit associative learning?
The sea snail associates the squirt with impending shock; the seals associate
slapping and barking with receiving a herring. In both cases, animals learned something
important to their survival: to predict the immediate future.
Q2. Describe the two types of associative learning involving the Japanese rancher and the
cattle.
A clever Japanese rancher reportedly herds cattle by outfitting them with
electronic pages, which he calls from his cell phone. After a week of training, the animals
learn to associate two stimuli-the beep on their pager and the arrival of food (classical
conditioning). But they also learn to associate their hustling to the food trough with the
pleasure of eating (operant conditioning).
Q3. What aspects of psychology did Pavlov and Watson has a disdain for, and why? Both
shared a disdain for mentalistic concepts such as consciousness and a belief that the basic
laws of learning were the same for all animals-whether dogs or humans.
Q4. Describe Pavlov’s experiments regarding a dog and a neutral stimulus? Pavlov presented
a neutral stimulus(a tone) just before an unconditioned stimulus (food in mouth). The neutral
stimulus then became a conditioned stimulus, producing a conditioned response.
Q6. Provide an original example, and describe the US, UR, CS, CR?
US (unconditioned stimulus)-in classical conditioning, a stimulus that
unconditionally-naturally and automatically-triggers a response. UR(Unconditioned
response)- in classical conditioning, the unlearned, naturally occurring response to
the unconditioned stimulus, such as salivation when food is in the mouth. CS (conditioned
stimulus)- in classical conditioning, an originally irrevelant stimulus that, after association
with an US, comes to trigger a conditioned response. CR(in classical conditioning, the
learned response to a previously neutral (but now conditioned) stimulus (CS).
Q8. Describe how Michael Domjan showed how the CS signals an important
biological event by conditioning the sexual arousal of male Japanese quail. Researchers
turned on red light and it caused male quail to become excited and to copulate with her
more quickly when she arrived. Exposure to sexually conditioned stimuli also caused them to
release more semen and sperm. This illustrates the larger lesson that conditioning serves a
function: it helps an animal survive and reproduce-by responding to cues that help it gain
food, avoid dangers, defeat rivals, locate mates, and produce offspring.
Q9. In Michael Tirrell’s example of acquisition, what is the US, UR, CS, CR? US-
passionate kiss, UR- sexual arousal, CS- onion breath, CR- sexual arousal.
Q10. After conditioning, what happens if the CS occurs repeatedly without the US? Will the
CS continue to elicit the CR? Onion breath does not usually produce sexual arousal. But when
repeatedly paired with a passionate kiss, it can become a CS and do just that.
Q1. Why do classical conditioning treatments that ignore cognition often have limited
success? In classical conditioning, humans and other animals learn when to expect a US, and
their awareness of the link between stimuli and responses can weaken associations.
Q2. Describe the findings of Garcia and Koelling regarding the rat’s aversion to drinking
water from the plastic bottles in the radiation chambers. Was classical conditioning the
reason?
The sickened rats developed aversions to tastes but not to sights or sounds. This
contradicted the behaviorist’s idea that any perceivable stimulus could serve as a CS. But it
made adaptive sense, because for rats the easiest way to identify tainted food is to taste
it. If sickened after sampling a new food, they thereafter avoid the food-which makes it
difficult to eradict a population of “bait-shy- rats by poisoning.
Q3. Explain why human taste aversion is more biologically predisposed than classically
conditioned.
Nature prepares the members of each species to learn those things crucial to
their survival. Someone who readily learns a taste aversion is unlikely to eat the same toxic
food again and is more likely to survive and leave descendants. Indeed, all sorts of bad
feelings, from nausea to anxiety to pain, serve good purposes. Biology prepares us to learn
taste aversions to toxic foods.
Q4. Provide an example of how learning enables animals to adapt to their environment.
Adaptation shows us why animals would be responsive to stimuli that announce
significant events, such as food or pain.
Q7. How did Watson and Rayner show how specific fears might be conditioned?
Watson and Rayner presented 11 month old Albert with a white rat and as he
reached to touch it, struck a hammer against a steel bar just behind his head. After 7
repetitions of seeing the rat and then hearing the frightening noise, Albert burst into tears
at the mere sight of the rat (an ethically troublesome study by today’s standards). 5 days
later Albert showed generalization of his conditioned response by reacting to the fear to a
rabbit, a dog, and a seal skin coat, but not to dissimiliar objects such as toys.
Q2. What was the impact of Skinner’s behavioral technology, and explain the Skinner box?
Using Thorndike’s law of effect as a starting point, Skinner developed a
“behavioral technology” that revealed principles of behavior control. These principles also
enabled him to teach pigeons such unpigeonlike behaviors as walking, playing Ping-Pong, and
keeping a missile on course by pecking at a target on a screen. Skinner designed an operant
chamber, popularly known as a Skinner box. The box has a bar or key that an animal presses
or pecks to release a reward of food or water, and a device that records these responses.
Q3. Describe the method of successive approximation
You reward responses that are ever closer to the final desired behavior, and you
ignore all other responses. By making rewards contingent on desired behaviors, researchers
and animal trainers gradually shape complex behaviors.
Q4. What the discriminative stimulus is in the pigeon pecking experiment and why is
considered shaping?
A face is a discriminative stimulus it signals that a response will be reinforced. It
is considered shaping because after seeing a human face but not after seeing other images,
the pigeon will learn to recognize human faces.
Q11. Describe the finding that Robert Larzelere noted with human punishment studies.
Often find that spanked children are at increased risk for aggression, depression,
and low self-esteem. Just as people who have received radiation treatments are more likely
to die of cancer, and people who have undergone psychotherapy are more likely to suffer
depression-because they had preexisting problems that triggered the treatments. Physical
punishment is followed by bad behavior.
Q2. Provide a personal example applying the differences of intrinsic and extrinsic
motivation.
Eager for rewards that depend on your doing well.
Q3. How did Keller Breland and Marian Breland observe biological
predispositions while using operant conditioning? While using Operant procedures to train
animals for circuses, TV shows and movies. The Brelands originally assumed that operant
principles would work on almost any response that any animal could make. They concluded
biological predispositions were more important than they supposed.
Q4. Describe the criticism of Skinner’s view on human behavior
Skinner underestimating importance of cognition and a biological constraints on
learning. They also engaged in a vigorous intellectual debate with him over the nature of
human freedom and the strategies and ethics of managing people.
Q5. How did Skinner believe operant conditioning could be used effectively in the
classroom? The use of teaching machines and textbooks that would shape learning in small
steps and provide immediate reinforcement for correct responses. Such machines and
texts, they said, would revolutionize education and free teachers to concentrate on their
student’s special needs.
Q6. How did Thomas Simek and Richard O’Brien demonstrate that reinforcement principles
be used in teaching golf and baseball?
They started with easily reinforced responses. Compared with children taught by
conventional methods, those trained by this behavioral method show,in both testing and
game situations, faster improvement in their skill.
Q7. How do reinforcers influence productivity in the workplace? Provide an example. When
worker’s productivity boosts rewards for everyone, their motivation, morale, and
cooperative spirit often increase. Reinforcement for a job well done is especially effective
in boosting productivity when the desired performance is well defined and achievable.
Q9. What are the four steps in reinforcing our most desired behaviors and extinguishing
those undesired behaviors? State your goal, Monitor, Reinforce, Reduce the incentives.
Q2. What did mean when phrasing humans as the supreme memes machines?
Our catch-phrases, hem lengths, ceremonies, foods, traditions, vices, and fads all
spread by one person copying other.
Q6. Describe three examples of prosocial models and their prosocial effects.
People who exemplify nonviolent, helpful behavior can prompt similar behavior in
others. India’s Mahatma Gandhi and America’s Martin Luther King,JR., both drew on the
power of modeling, making nonviolent action a powerful force for social change in both
countries. Parents are also powerful model and U.S. civil rights activists.
Q9. Describe the four correlation studies that link television violence
viewing with violent behavior.
The more hours elementary school children spend engaged with media violence the more
often they get in fights when restudied 2 to 6 months later. The more hours children spend
watching violent programs, the more at risk they also are for aggression and crime as teens
and adults. The heavy viewer group committed 5 times as many aggressive acts.
Q10. Why do these correlation studies not prove viewing violence causes
aggression? Correlation does not imply causation. Maybe aggressive children prefer violent
programs or children neglectful or abusive parents are both more aggressive and more often
left in front of the T.V.
Q4. How is building a memory like information processing in creating a text book?
Include countless items of information, 100,000 journal article titles. Most of it
is temporary storage in my briefcase for more detailed processing later, most items
discard. Articles and news items get organized and filed for long term storage. Important
current events jump into long term mental storage and draw fresh examples of psychology
in everyday life.
Q6. Describe the three stage processing model of memory proposed by Richard Atkinson
and Richard Shiffrin.
Sensory memory from which it is processed into short term memory bin, where we
encode it through rehearsal for long term memory and later retrieval.
Q8. Why is it so difficult to try to remember the melody for one song while we are listening
to another?
Working memory’s limited capacity.
Q7. What was the discovery made by Harry Bahrick regarding foreign language
word translations?
The longer the space between practice sessions, the better their retention up to
5 years later. Restudying the material will enhance lifelong retention. Spreading out learning
over a semester or a year should also help.
Q8.How does the serial positioning effect interfere with you rehearsing all
your classmates names.
As you meet each one, you repeat (rehearse) all their names, starting from the
beginning. By the time you meet the last person, you will have spent more time rehearsing
the earlier names than the later ones; thus, the next day you will probably more easily recall
the earlier names. Also, learning the first few names may interfere with your learning the
later ones.
Q9. How are our minds like theater directors who, given a raw script,
imagine a finished stage production?
Our memory system processes information by encoding its significant features.
Q2. How did Lloyd Peterson and Margaret Peterson show how quickly
short-term memory will disappear
Q6. How did Ralph Gerad test the memory trace, using hamsters?
Q7. Describe the findings based on the observed changes by Eric Kandel
and James Schwartz in the sending neurons of a simple animal, Aplysia.
Q8. How does increased synaptic efficiency make for more efficient
neural circuits?
Q10. What can a blow to the head, and ECT therapy do people’s recent
memory?
Q5. How do we explain forgetting curves, and what example did Harry Bahrick
demonstrate?
Q6. If two people give you their numbers, why will each successive number be more difficult
to recall? How did this phenomenon affect Ebbinghaus.
Q9. How did Michael Ross and his colleagues find that people unknowingly
revise their own histories?
Q5. How did Debra Poole and Stephen Lindsay replicate Piaget’s source
amnesia? Preschoolers interact with Mr. Science who engaged them in demonstrations
such as blowing up a balloon with baking soda and vinegar. Three months later, their parents
on 3 successive days read them a story about themselves and Mr. Science. Stories
described things they had experienced and had not experienced.4 in 10 children
spontaneously recalled Mr. Science doing things that were only in the story.
Q9. What were the “memory wars” in the decade of the 1990’s
Concerned claims of repressed and recovered memories of childhood sexual abuse.
More credible accusations of sexual abuse by some priests.
Q10. Describe the seven problems children’s witness accounts
Injustice happens, incest and other sexual abuse happen, forgetting happens,
recovered memories are commonplace, memories ”recovered” under hypnosis or the
influence of drugs are especially unreliable, memories of things happening before age 3 are
also unreliable, memories, whether real or false, can be emotionally upsetting.
Q2. How did Freud explain the loss of feeling in one’s hand if there is no physiological
explanation?
Observing patients led Freud to his discovery of the unconscious. He decided that the
peculiar loss of feeling in one’s hand might be caused by a fear of touching one’s genitals;
that unexplained blindness or deafness might be caused by not wanting to see or hear
something that aroused intense anxiety.
Q4. How did Freud believe he could glimpse into the unconscious mind?
He believed he could glimpse the unconscious seeping not only into people’s free
associations, beliefs, habits, and symptoms but also into slips of the tongue and pen.
Q8. How does the superego relate to the ego and id?
Because the superego’s demands often oppose the id’s, the ego struggles to
reconcile the two. It is the personality “executive”, mediating the impulsive demands of the
id, the restraining demands of the superego, and the real-life demands of the external
world.
Q2. How has modern evidence contradicted Freud’s theories on gender identity, parental
influence, and childhood sexuality?
Some think that Freud overestimated parental influence and underestimated peer influence
(and abuse). They also doubt that conscience and gender identity form as the child resolves
the Oedipus complex at age 5 or 6. We gain our gender identity earlier and become strongly
masculine or feminine even without a same-sex parent present. And they note that Freud’s
ideas about childhood sexuality arose from his rejection of stories of childhood sexual
abuse told by his female patients-stories that some scholars believe he suggested, coerced,
or later misremembered and then attributed to their own childhood sexual wishes and
conflicts. Today, we understand how Freud’s questioning might have created false memories,
and we also know that childhood sexual abuse does happen.
Q3. Describe the evidence that the human mind does not repress bad thoughts?
A study of sixteen 5-to 10 year old children who had this horrific experience
found that not one repressed the memory. Survivors of Nazi death camps remember all too
well-although many do benefit from disclosing and talking through their experiences. In one
neurological unit in a British hospital, 35 percent of military patients arrived with amnesia
after severe combat during World War II. But such cases often appear to be either
concussion-related or a false amnesia tactic for escaping intolerable situations.
Q5. Describe the 7 pieces of evidence from the text that the modern researchers view
compared to Sigmund Freud’s view of the unconscious.
The unconscious also involves the schemas that automatically control our perceptions and
interpretations. The priming by stimuli to which we have not consciously attended. The
right-hemisphere activity that enables the split-brain patient’s left hand to carry out an
instruction the patient cannot verbalize. The parallel processing of different aspects of
vision and thinking. The implicit memories that operate without conscious recall, even among
those with amnesia. The emotions that activate instantly, before conscious analysis. The
self-concept and stereotypes that automatically and unconsciously influence how we process
information about ourselves and others.
Q6. Based on the terror management theory, how would people act facing a
threatening world?
Faced with a threatening world, people act not only to enhance their self-esteem
but also to adhere more strongly to worldviews that answer questions about life’s meaning.
Moreover, they cleave close relationships. The events of 9/11- a striking experience of the
terror of death-led trapped World Trade Center occupants to spend their last moments
calling loved ones, and led most Americans to reach out to family and friends.
Q1. How did Abraham Maslow develop his idea for self-actualization?
Maslow developed his ideas by studying healthy, creative people rather than
troubled clinical cases. Her based his description of self-actualization on a study of those
who seemed notable for their rich and productive lives-among them, Abraham Lincoln,
Thomas Jefferson, and Eleanor Roosevelt.
Q2. What did Abraham Lincoln, Thomas Jefferson, and Eleanor Roosevelt share
as common characteristics that allowed them to achieve self-actualization?
They were self-aware and self-accepting, open and spontaneous, loving and caring
and not paralyzed by other’s opinions. Secure in their sense of who they were, their
interests were problem-centered rather than self-centered. They focused their energies on
a particular task, one they often regarded as their mission in life. Most enjoyed a few deep
relationships rather than many superficial ones. Many had been moved by spiritual or
personal peak experiences that surpassed ordinary consciousness.
Q3. What did Maslow’s work with college students lead him to speculate about
self-actualization?
That those likely to become self-actualizing adults were likeable, caring, “privately
affectionate to those of their elders who deserve it”, and “ secretly uneasy about the
cruelty, meanness, and mob spirit so often found in young people.”
Q5. Rogers believed that these three conditions could be nurtured in which
relationships between people?
Relationship between therapist and client, between parent and child, leader and
group, teacher and student, administrator and staff member-in fact, between any two
human beings.
Q7. What is the changed item on the MMPI that humanistic psychologists can
take satisfaction in?
Q9. Why did critics object to the statement made by Carl Rogers “Am I living
in a way which is deeply satisfying to me, and which truly expresses me?”
Q10. How does humanistic psychology fail to appreciate the reality of our
human capacity for evil?
Q4. How did British psychologists Hans Eysenck and Sybil Eysenk believe
that we can reduce many of our normal individual variations to two or
three dimensions?
(extraversion-introversion and emotional stability-instability).
People in 35 countries around the world, from China to Uganda to
Russia, have taken the Eysenck Personality Questionnaire, and when
their answers are analyzed, extraversion (temperament and typical
behaviors) and emotionality factors inevitably emerged as basic
personality dimensions. The Eysencks believed that these factors are
genetically influenced and recent research support this belief. Varying
combinations define other, more specific traits.
Q7. Do animals have personalities, and provide examples from the text?
Yes, personality differences among dogs (in energy,
affection, reactivity, and curious intelligence) are as evident, and as
consistently judged, as personality differences among humans. Even
birds have stable personalities Even birds have stable personalities.
Among a European relative of the chickadee, bold birds more quickly
inspect new objects and explore trees.
Q4. List the five traits dimensions of the big five personality factors
Q7. Why does inconsistency in behavior make personality test scores weak
predictors of behaviors?
Q9. Describe the three studies reported by Sammuel Gossling and his
colleague demonstrating how our traits are socially significant
Q10. Describe the studies of Nalini Ambady and Robert Rosenthal in video
taping 13 Harvard University graduate students teaching undergraduate courses
Q12. What were the conclusions derived from Bella DePaulo and her colleagues
concerning people’s voluntary controls over their expressiveness
Q13. Based on the experiments conducted by Maurice Levesque and David Kenny,
and Peter Brorkena and his coworkers, could we size up how outgoing someone
within seconds and why?
Q1. How does Hazel Markus and her colleagues describe the concept of the possible selves?
Your possible selves include your visions of the self your dream of becoming-the
rich self, the successful self, the loved and admired self. They also include the self you fear
becoming-the unemployed self, the lonely self, the academically failed self. Such possible
selves motivate us by laying out specific goals and calling forth the energy to work toward
them.
Q2. How does the spotlight effect attribute of people’s fear of public speaking?
Spotlight effect helps public speakers to understand that their natural
nervousness is not so apparent to their audience and their speaking performance improves.
Q5. Describe the results of the experiments that reveal an effect of low self-esteem
Those who are negative about themselves also tend to be thin-skinned and
judgmental. Those made to feel insecure often become excessively critical, as if to impress
others with their own brilliance. Accept yourself and you’ll find it easier to except others,
said more simply, people who are down on themselves tend to be down on other things and
people.
Q6. How do members of stigmatized groups that have faced discrimination and lower
status, maintain self-esteem?
They value the things at which they excel, they attribute problems to prejudice,
they do as everyone does-they compare themselves to those in their own group.
Q7. Describe the numerous findings in the text regarding our self-serving bias
People accept more responsibility for good deeds than for bad, and for successes
than for failures, most people see themselves are better than average,
.
Q8. Describe Bushman’s and Baumeister’s experiment with the dark-side of self-esteem
They had 540 undergraduate volunteers write a paragraph in response to which
another supposed student gave them either praise (great essay or one of the worst essay I
have read). Baumeister concludes , conceited, self important individuals turn nasty toward
those who punctured their bubbles of self love. Despite the demonstrated perils of pride,
many people reject the idea of self-serving bias, insisting it overlooks those who feel
worthless and unlovable and seem to despise themselves.
Q4. How did Philipe Pinel reform the perceptions of understanding psychological disorders?
For Pinel and other reformers, moral treatment included boosting patient’s morale
by unchaining them and talking with them, and by replacing brutality with gentleness,
isolation with activity, and filth with clean air and sunshine.
Q9. How has the movement of positive psychology help identify positive aspects of human
strengths and virtues, and list the six clusters?
A manual that orders and defines harmful dysfunctions has been helpful., these
researchers note. Like DSM-IV, The Values in action Classification of strengths draws
insights from many researchers in proposing common vocabulary that lends itself to cross
cultural understanding and budding science of strengths. The strength manual offers
assessment strategies and questionnaires that help researchers, six clusters are Wisdom
and Knowledge, Courage (overcoming opposition), love, Justice, Temperance, Transcendence.
Q10. Describe the experiment in which David Rosehan demonstrated the biasing power of
diagnostic labels?
David Rosenhan and seven others went to mental hospital admissions offices,
complaining of hearing voices that were saying empty, hollow, and thud. Apart from this
complaint and giving false names and occupations, they answered questions truthfully. All
eight were diagnosed as mentally ill. That these normal people were misdiagnosed.
Q11. Should criminals driven by insanity or have a history of mental illness be jailed or
hospitalized for their crimes? Who is held responsible, the people who commit the crimes,
or the ?madness? that clouds their vision?
All of these people were sent to jails not hospitals, following their arrests. For
example in 2002 when Andrea Yates after being taken off her antipsychotic medication was
tried in Texas for drowning her 5 children. From generosity to vandalism-society would still
wish to hold people responsible for actions.
Q12. How did a female associate of Stewart Page demonstrate the stigmatizing powers of
labels? Called 180 people in Toronto who were advertising furnished rooms for rent. When
she merely asked if the room was still available, the answer was nearly always yes. When
instead said she was about to be released from a mental hospital, the answer 3times out of
four was no.
Q13. How do stereotypes of mentally individuals stigmatize them? How violent are people
with psychological disorders?
Q2. Describe the symptoms of a panic disorder and how it escalates into a panic attack
Panic disorder is an anxiety disorder marked by a minutes long episode of intense
fear that something horrible is about to happen. Heart palpitations, shortness of breath,
choking sensations, trembling, or dizziness typically accompany the panic, which may be
misperceived as a heart attack or other serious physical ailment.
Q4. Describe how phobias could become incapacitating and provide an example of a specific
phobia.
Some specific phobias can lead to incapacitating efforts to avoid the feared
situation. Marilyn, a 28 year old homemaker is otherwise healthy and happy, but she so fears
thunderstorms that she feels anxious as soon as a weather forecaster mentions possible
storms later in the week. If her husband is away and a storm is forecast, she may stay with
a close relative. During a storm, she hides from windows and buries her head to avoid seeing
the lightning. Potentially embarrassing social situations are difficult for those with a social
phobia, an intense fear of being scrutinized by others. The anxious person may avoid
speaking up, eating out, or going to parties-or will sweat, tremble, or have diarrhea when
doing so.
Hughes compulsively dictated the same phrases over and over again. Under stress, he
developed a phobic fear of germs which led to compulsive behaviors. Hughes became
reclusive and insisted his assistants carryout elaborate hand-washing rituals and wear white
gloves when handling any document he would later touch.
Q6. Describe the symptoms of post-traumatic-stress disorder, and its impact amongst
Vietnam veterans.
Symptoms including haunting memories and nightmares, a numbed social
withdrawal, jumpy anxiety, and insominia.The more frequent and severe the assault
experiences are, the more adverse the longterm outcomes tend to be. The U.S. centers for
disease control compared 7000 Vietnam Combat veterans with 7000 noncombat veterans
who served during the same years. Combat stress more than doubled a veteran’s risk of
alcohol abuse, depression, or anxiety.. On average, 15 percent of all Vietnam Veteran’s
reported PTSD symptoms, but this rate was halved among those who had never seen combat
and tripled among those who had experienced heavy combat. And among soldiers held
captive in Vietnam, the more torture they suffered, the greater its psychological toll.
Q14. How do Dr. Jekyll and Mr. Hyde explain dissociative identity disorder, and describe
the criticisms that this disorder is manufactured, and a valid disorder?
Q3. Describe dysthmyic disorder and the symptoms of major depressive disorder
People with dysthmic disorder tend to experience chronic low energy and self
esteem, have difficulty concentrating or making decisions, and sleep and eat too much or
little. Symptoms of major depressive disorder aresigns of depression (including lethargy,
feelings of worthlessness, or loss of interest in family, friends, and activities) last two
weeks or more and are not caused by drugs or a medical condition.
Q4. List maladaptive symptoms of bipolar disorder and it’s many example of creative bipolar
people.
One of mania’s maladaptive symptoms is grandiose optimism and self-esteem,
which may lead to reckless investments, spending sprees, and unsafe sex. Although people in
a manic state find advice irritating, they need protection from their own poor judgment.
Q5. Describe the six facts that Peter Lewinsohn and his colleagues summarized about
depression.
Many behavioral and cognitive changes accompany depression. Depression is
widespread, compared with men, women are nearly twice as vulnerable to major depression.
Most major depressive episodes of self-terminate, stressful events related to work,
marriage, and close relationships often precede depression, with each new generation, the
rate of depression is increasing, and the disorder is striking earlier (now often in the late
teens).
Q1. What are the chances of depression amongst fraternal and identical twins?
If one identical twin is diagnosed with major depressive disorder, the chances are
about 1 in 2 that at sometime the other twin will be, too. If one identical twin has bipolar
disorder, the chances are 7 in 10 that the other twin will at point be diagnosed similarily.
Among fraternal twins, the corresponding odds are just under 2 in 10. The greater similarity
of identical twins depressive tendencies also occurs among twins reared apart.
Q2. Describe linkage analysis and association studies in the search for genes of depression.
To tease out which genes are implicated, researchers use linkage analysis. First,
they find families that have had the disorder across several generations. Then they draw
blood from both affected and unaffected family members and examine their DNA, looking
for differences. Linkage analysis points us to a chromosome neighborhood. Association
studies search for correlations between more specific DNA variation and a population trait.
The anticipated outcome of linkage and association studies in research on depression is a
complex picture; Many genes have small effects that can combine with one another and with
nongenetic factors to put some people at greater risk.
Q6. Why did Martin Seligman argue depression is common amongst young Westerners?
Because of epidemic hopelessness stemming from the rise of individualism and the
decline of commitment to religion and family. When facing failure or rejection, contends
Segliman, the self-focused individual takes on personality responsibility for problems and
has nothing to fall back on for hope.
Q3. Describe how delusions, hallucinations, the flat effect, and catatonia affect
schizophrenics.
The thinking of a person with schizophrenia is fragmented, bizarre, and distorted
by false beliefs, called delusions. Jumping from one idea to another may occur even within
sentences, creating a sort of a word salad.
Q6. What are some explanations for schizophrenics and their shrinking brains?
Many studies have found enlarged, fluid-filled areas and a corresponding
shrinkage of cerebral tissue in people with schizophrenia. The greater the shrinkage, the
more severe the thought disorder. One smaller than normal area is the cortex. Another is
the thalamus, which may explain why people with schizophrenia have difficulty filtering
sensory input and focusing attention. Schizophrenia involves not one isolated brain
abnormality but problems with several brain regions and their interconnections.
Q7. List the facts that support schizophrenia as a virus affecting women during
midpregnancy.
Midpregnancy viral infection that impairs fetal brain development. Mothers who
report being sick with influenza during pregnancy more likely to bear children who develop
schizophrenia during second trimester. Blood drawn from pregnant women whose offspring
develop schizophrenia show higher than normal levels of antibodies that suggest a viral
infection.
Q8. Is there enough of evidence to prove that genetics influence the development of
schziophrenia, and support your argument?
It remains true, as Nicol and Gottesman noted more than two decades ago, that
“no environmental causes have been discovered that will invariably, or even with moderate
probability, produce schizophrenia in persons who are not related to” a person with
schizophrenia.