Test Bank Psychology Around Us 4th Canadian Edition by Nancy Ogden
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Test Bank Psychology Around Us 4th Canadian Edition by Nancy Ogden
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Test Bank Psychology Around Us 4th Canadian Edition by Nancy Ogden
Psychology Around Us, Fourth Canadian Edition offers students a wealth of tools and content in a structured learning environment that is designed to draw students in and hold their interest in the subject
ISBN: 978-1-119-64537-5
Michael Boyes, Nancy Ogden, Elizabeth Gould, Ronald Comer, Evelyn Field
Table of Contents
1 Psychology: Yesterday and Today 1
What is Psychology? 2
Psychology’s Roots in Philosophy 6
Psychology’s Roots in Physiology and Psychophysics 8
The Early Days of Psychology 9
The Founding of Psychology 9
Structuralism: Looking for the Components of Consciousness 11
Functionalism: Toward the Practical Application of Psychology 12
Gestalt Psychology: More than Putting Together the Building Blocks 12
Twentieth-Century Approaches 13
Psychoanalysis: Psychology of the Unconscious 14
Behaviourism: Psychology of Adaptation 15
Humanistic Psychology: A New Direction 17
Cognitive Psychology: Revitalization of Study of the Mind 18
Psychobiology/Neuroscience: Exploring the Origins of the Mind 18
Psychology Today 21
Branches of Psychology 22
Shared Values 24
Current Trends in Psychology 25
2 Psychology as a Science 32
What is a Science? 34
Scientific Principles 34
The Scientific Method 34
Is Psychology a Science? 36
Goals of Psychology 38
Values and the Application of Psychology 39
Misrepresentation of Psychology 39
How Do Psychologists Conduct Research? 41
State a Hypothesis 41
Choose Participants 43
Pick a Research Method 43
How Do Psychologists Make Sense of Research Results? 49
Correlations: Measures of Relationships 51
Experimental Analyses: Establishing Cause and Effect 53
Using Statistics to Evaluate and Plan Research 55
What Ethical Research Guidelines Do Psychologists Follow? 56
3 Neuroscience 62
How Do Scientists Study the Nervous System? 64
How is the Nervous System Organized? 71
The Peripheral Nervous System (PNS) 71
The Central Nervous System (CNS) 73
Spinal Cord Injuries 74
Structures of the Brain 76
The Hindbrain 76
The Midbrain 77
The Forebrain 78
How Does the Nervous System Work? 85
Neurons and Glia 85
How Do Neurons Work? 88
The Resting Potential 89
The Action Potential 92
Communication Across the Synapse 94
Neural Networks 98
Neuroplasticity 99
CNS Injury and Brain Lateralization 100
Main Types of Brain Injury 100
Treatments for Brain Injury 103
Differences in Brain Lateralization 104
The Integrated Brain 106
Evolution and the Nervous System 107
The Age of Earth 107
The Theory of Evolution and the Organization of Life 107
The Evolution of the Brain 112
4 Human Development 116
How is Developmental Psychology Studied? 118
Understanding How We Develop 121
What Drives Change? Nature and Nurture 121
Qualitative versus Quantitative Shifts in Development 122
Do Early Experiences Matter? Critical Periods and Sensitive Periods 122
Heredity and Prenatal Development 124
In the Beginning: Genetics 124
Prenatal Development 126
Prior to Birth 127
Infancy and Childhood 129
Physical Development 130
Cognitive Development 136
Social and Emotional Development in Infancy and Childhood 143
Parenting Styles 148
Adolescence 151
Physical Development 151
Cognitive Development 152
Moral Development 153
Social and Emotional Development 156
Adulthood 159
Physical and Cognitive Development 160
Social and Emotional Development 161
5 Sensation and Perception 167
Common Features of Sensation and Perception 168
The Limits of the Senses: Thresholds 169
Surrounded by Stimuli: Sensory Adaptation 170
Processing Sensory Information 171
The Senses 171
The Chemical Senses: Smell and Taste 172
Smell and Taste: How They Work 172
How the Brain Processes Smell and Taste 174
The Development of Smell and Taste 174
Individual Differences in Smell and Taste 175
Smell and Taste Disorders 176
Migraines, Epilepsy, and the Sensory Systems 177
The Tactile or Cutaneous Senses: Touch, Pressure, Pain, Vibration 178
Tactile Senses and the Brain 179
The Development of Tactile Senses 180
Tactile Senses: Individual Differences 181
Disorders of the Tactile Senses 182
The Auditory Sense: Hearing 185
From Sound Waves to Sounds 185
Identifying Frequency and Pitch 187
Drowning Out the Noise 188
Sounds in Space 189
Development of Hearing 190
Hearing Loss 190
The Visual Sense: Sight 191
Seeing the Lights 192
Seeing in Colour 194
The Brain and Sight 196
Visual Perceptual Organization: From the Top Down 198
How Sight Develops 203
Visual Loss 203
The Other Senses: Vestibular and Kinesthetic Senses 205
6 Consciousness 211
When We Are Awake: Conscious Awareness 213
When We Are Awake 214
Development and Consciousness 217
When We Are Awake: Preconscious and Unconscious States 218
Cognitive Views of the Unconscious 219
Freud’s Views of the Unconscious 220
When We Are Asleep 221
Why Do We Sleep? 221
Rhythms of Sleep 222
“Owls” and “Larks” 223
When We Sleep 224
Dreams 227
Nightmares, Lucid Dreams, and Daydreams 230
Sleep Pattern Changes Over Development 230
Sleep Deprivation and Sleep Disorders 231
Altered States of Consciousness: Hypnosis 237
Hypnotic Procedures and Effects 237
Why Does Hypnosis Work? 238
What Happens in the Brain During Hypnosis 239
Altered States of Consciousness: Psychoactive Drugs 240
Depressants 242
Opioids 246
Stimulants 248
Hallucinogens 251
The Effect of Psychoactive Drugs on the Brain 256
7 Learning 260
What is Learning? 261
Non-Associative Learning 262
Habituation 262
Sensitization 264
Associative Learning 264
Classical Conditioning 265
How Does Classical Conditioning Work? 266
Processes of Classical Conditioning 268
Classical Conditioning and Drug Dependency 270
Classical Conditioning and Fears 271
Classical Conditioning and Taste Aversions 272
Operant Conditioning 275
How Does Operant Conditioning Work? 276
Using Operant Conditioning to Teach New Behaviours 282
Observational Learning 285
Observational Learning and Aggression 287
Learning and Cognition 289
Spatial Navigation Learning 289
Insight Learning 290
Factors that Facilitate Learning 290
Timing 291
Context 291
Awareness and Attention 291
Social Networking and Multi-Tasking 293
Sleep 293
Prenatal and Postnatal Learning 294
Specific Learning Disorder 295
8 Memory 302
What is Memory? 303
How Do We Encode Information into Memory? 307
Using Automatic and Effortful Processing to Encode 307
Encoding Information into Working Memory: Transferring from Sensory Memory into Working Memory 308
Encoding Information into Long-Term Memory: Transferring Working Memory into Long-Term Memory 309
In What Form is Information Encoded? 309
How Do We Store Memories? 313
Storage in Working Memory 313
Storage in Long-Term Memory 314
How Do We Retrieve Memories? 317
Priming and Retrieval 319
Context and Retrieval 319
Specific Retrieval Cues 320
Why Do We Forget and Misremember? 324
Theories of Forgetting 324
Distorted or Manufactured Memories 326
Memory and the Brain 329
What is the Anatomy of Memory? 330
What is the Biochemistry of Memory? 331
Memories in the Young and Old 332
Disorders of Memory 336
Organic Memory Disorders 336
9 Language and Thought 345
Language 347
What is Language 347
Language Structure 348
How Language Develops 349
Language and the Brain 354
Differences in Language Acquisition 357
The Relationship Between Language and Thought 363
Thinking Without Words: Mental Imagery and Spatial Navigation 363
The Influence of Language on Thought 364
Thought 366
Thinking and Effort: Controlled and Automatic Processing 367
Thinking to Solve Problems 368
Thinking to Make Decisions 372
Metacognition 376
Problems with Thought Processes 378
10 Intelligence 383
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