{"product_id":"psychnote-isbn-9781118460092","title":"PsychNote","description":"\u003cb\u003e\u003ci\u003ePsychNote Binder Ready Version\u003c\/i\u003e\u003c\/b\u003e is an innovative new learning program for Intro to Psych which addresses two of the most important course issues: student study skills and textbook affordability.  Each chapter contains a condensed overview of important concepts (organized into modules with companion learning objectives) supported by photos, charts, graphs and tables. Each chapter also includes a section containing a concept outline designed to be taken to lecture and used for student note-taking. This outline provides a skeleton view of the important concepts discussed in the chapter and space for a student to write notes from the instructor's lecture. This text is an unbound, binder-ready version. \u003cp\u003e\u003cb\u003eCHAPTER 1 \u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePSYCHOLOGY: THE STUDY OF MENTAL PROCESSES AND BEHAVIOR 1 \u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eBOUNDARIES AND BORDERS OF PSYCHOLOGY 1\u003c\/p\u003e \u003cp\u003eBoundary with Biology 1 Boundary with Culture 2\u003c\/p\u003e \u003cp\u003eFrom Philosophy to Psychology 2\u003c\/p\u003e \u003cp\u003ePERSPECTIVES IN PSYCHOLOGY 4\u003c\/p\u003e \u003cp\u003ePsychodynamic Perspective 4\u003c\/p\u003e \u003cp\u003eBehaviorist Perspective 5\u003c\/p\u003e \u003cp\u003eCognitive Perspective 6\u003c\/p\u003e \u003cp\u003eEvolutionary Perspective 7\u003c\/p\u003e \u003cp\u003eCommentary: Making Sense of Psychological Perspectives 8\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 2 \u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eRESEARCH METHODS IN PSYCHOLOGY 19 \u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eCHARACTERISTICS OF GOOD PSYCHOLOGICAL RESEARCH 19\u003c\/p\u003e \u003cp\u003eTheoretical Framework 20\u003c\/p\u003e \u003cp\u003eStandardized Procedures 20\u003c\/p\u003e \u003cp\u003eGeneralizability from a Sample 20\u003c\/p\u003e \u003cp\u003eObjective Measurement 21\u003c\/p\u003e \u003cp\u003eDESCRIPTIVE RESEARCH 22\u003c\/p\u003e \u003cp\u003eFocus on Methodology: What to do with Descriptive Research 22\u003c\/p\u003e \u003cp\u003eEXPERIMENTAL RESEARCH 23\u003c\/p\u003e \u003cp\u003eLogic of Experimentation 23\u003c\/p\u003e \u003cp\u003eSteps in Conducting an Experiment 23\u003c\/p\u003e \u003cp\u003eLimitations of Experimental Research 25\u003c\/p\u003e \u003cp\u003eFocus on Methodology: Testing the Hypothesis—Inferential Statistics 25\u003c\/p\u003e \u003cp\u003eCORRELATIONAL RESEARCH 26\u003c\/p\u003e \u003cp\u003eHOW TO EVALUATE A STUDY CRITICALLY 27\u003c\/p\u003e \u003cp\u003eONE STEP FURTHER: ETHICAL QUESTIONS COME IN SHADES OF GRAY 27\u003c\/p\u003e \u003cp\u003eDeception in Psychological Research 28\u003c\/p\u003e \u003cp\u003eEthics and Animal Research 28\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 3 \u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eBIOLOGICAL BASES OF MENTAL LIFE AND BEHAVIOR 41 \u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eNEURONS: BASIC UNITS OF THE NERVOUS SYSTEM 41\u003c\/p\u003e \u003cp\u003eAnatomy of a Neuron 42\u003c\/p\u003e \u003cp\u003eFiring of a Neuron 42\u003c\/p\u003e \u003cp\u003eTransmission of Information between Cells 44\u003c\/p\u003e \u003cp\u003ePeripheral Nervous System 45\u003c\/p\u003e \u003cp\u003eSomatic Nervous System 47\u003c\/p\u003e \u003cp\u003eAutonomic Nervous System 47\u003c\/p\u003e \u003cp\u003eSTUDYING THE BRAIN 47\u003c\/p\u003e \u003cp\u003eCENTRAL NERVOUS SYSTEM 48\u003c\/p\u003e \u003cp\u003eSpinal Cord 48\u003c\/p\u003e \u003cp\u003eHindbrain 48\u003c\/p\u003e \u003cp\u003eMidbrain 49\u003c\/p\u003e \u003cp\u003eSubcortical Forebrain 49\u003c\/p\u003e \u003cp\u003eCerebral Cortex 51\u003c\/p\u003e \u003cp\u003eGENETICS AND EVOLUTION 54\u003c\/p\u003e \u003cp\u003eInfluence of Genetics on Psychological Functioning 54\u003c\/p\u003e \u003cp\u003eBehavioral Genetics 54 Evolution 55\u003c\/p\u003e \u003cp\u003eEvolution of the Central Nervous System 56\u003c\/p\u003e \u003cp\u003eTHE FUTURE: GENETIC ENGINEERING 57\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 4 \u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eSENSATION AND PERCEPTION 72 \u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eBASIC PRINCIPLES 72\u003c\/p\u003e \u003cp\u003eSENSING THE ENVIRONMENT 73\u003c\/p\u003e \u003cp\u003eTransduction 73\u003c\/p\u003e \u003cp\u003eAbsolute Thresholds 73\u003c\/p\u003e \u003cp\u003eDifference Thresholds 74\u003c\/p\u003e \u003cp\u003eSensory Adaptation 74\u003c\/p\u003e \u003cp\u003eVISION 75\u003c\/p\u003e \u003cp\u003eNature of Light 75\u003c\/p\u003e \u003cp\u003eEye 75\u003c\/p\u003e \u003cp\u003eNeural Pathways 78\u003c\/p\u003e \u003cp\u003ePerceiving in Color 80\u003c\/p\u003e \u003cp\u003eHEARING 81\u003c\/p\u003e \u003cp\u003eNature of Sound 82\u003c\/p\u003e \u003cp\u003eEar 82\u003c\/p\u003e \u003cp\u003eNeural Pathways 85\u003c\/p\u003e \u003cp\u003eOTHER SENSES 85\u003c\/p\u003e \u003cp\u003eSmell 85\u003c\/p\u003e \u003cp\u003eTaste 87\u003c\/p\u003e \u003cp\u003eSkin Senses 87\u003c\/p\u003e \u003cp\u003eProprioceptive Senses 89\u003c\/p\u003e \u003cp\u003ePERCEPTION 89\u003c\/p\u003e \u003cp\u003eOrganizing Sensory Experience 90\u003c\/p\u003e \u003cp\u003eInterpreting Sensory Experience 93\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 5 \u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eLEARNING 111 \u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eINTRODUCTION 111\u003c\/p\u003e \u003cp\u003eCLASSICAL CONDITIONING 111\u003c\/p\u003e \u003cp\u003eStimulus Generalization and Discrimination 112\u003c\/p\u003e \u003cp\u003eExtinction 112\u003c\/p\u003e \u003cp\u003eFactors Affecting Classical Conditioning 112\u003c\/p\u003e \u003cp\u003eWhat Do Organisms Learn in Classical\u003c\/p\u003e \u003cp\u003eConditioning? 114\u003c\/p\u003e \u003cp\u003eOPERANT CONDITIONING 114\u003c\/p\u003e \u003cp\u003eReinforcement 114\u003c\/p\u003e \u003cp\u003ePunishment 115\u003c\/p\u003e \u003cp\u003eExtinction 117\u003c\/p\u003e \u003cp\u003eOperant Conditioning of Complex\u003c\/p\u003e \u003cp\u003eBehaviors 117\u003c\/p\u003e \u003cp\u003eONE STEP FURTHER: WHY ARE REINFORCERS REINFORCING? 120\u003c\/p\u003e \u003cp\u003eReinforcers as Drive Reducers 120\u003c\/p\u003e \u003cp\u003ePrimary and Secondary Reinforcers 120\u003c\/p\u003e \u003cp\u003eRole of Feelings 120\u003c\/p\u003e \u003cp\u003eCOGNITIVE–SOCIAL THEORY 121\u003c\/p\u003e \u003cp\u003eLearning and Cognition 121\u003c\/p\u003e \u003cp\u003eSocial Learning 122\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 6 \u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eMEMORY 137 \u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eMEMORY AND INFORMATION PROCESSING 137\u003c\/p\u003e \u003cp\u003eMental Representations 137\u003c\/p\u003e \u003cp\u003eInformation Processing: An Evolving Model 138\u003c\/p\u003e \u003cp\u003eWORKING MEMORY 140\u003c\/p\u003e \u003cp\u003eProcessing Information in Working Memory: The Central Executive 140\u003c\/p\u003e \u003cp\u003eVisual and Verbal Storage 140\u003c\/p\u003e \u003cp\u003eRelation between Working Memory and Long-Term Memory 141\u003c\/p\u003e \u003cp\u003eVARIETIES OF LONG-TERM MEMORY 141\u003c\/p\u003e \u003cp\u003eDeclarative and Procedural Memory 142\u003c\/p\u003e \u003cp\u003eExplicit and Implicit Memory 142\u003c\/p\u003e \u003cp\u003eEveryday Memory 143\u003c\/p\u003e \u003cp\u003eENCODING AND ORGANIZATION OF LONG-TERM MEMORY 144\u003c\/p\u003e \u003cp\u003eEncoding 144\u003c\/p\u003e \u003cp\u003eMnemonic Devices 145\u003c\/p\u003e \u003cp\u003eNetworks of Association 146\u003c\/p\u003e \u003cp\u003eSchemas 147\u003c\/p\u003e \u003cp\u003eREMEMBERING, MISREMEMBERING, AND FORGETTING 148\u003c\/p\u003e \u003cp\u003eHow Long is Long-Term Memory? 148\u003c\/p\u003e \u003cp\u003eHow Accurate is Long-Term Memory? 149\u003c\/p\u003e \u003cp\u003eWhy Do People Forget? 149\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 7 \u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eTHOUGHT AND LANGUAGE 160 \u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eUNITS OF THOUGHT 160\u003c\/p\u003e \u003cp\u003eManipulating Mental Representations 160\u003c\/p\u003e \u003cp\u003eConcepts and Categories 161\u003c\/p\u003e \u003cp\u003eREASONING, PROBLEM SOLVING, AND DECISION MAKING 163\u003c\/p\u003e \u003cp\u003eReasoning 163\u003c\/p\u003e \u003cp\u003eProblem Solving 164\u003c\/p\u003e \u003cp\u003eDecision Making 166\u003c\/p\u003e \u003cp\u003eIMPLICIT AND EVERYDAY THINKING 167\u003c\/p\u003e \u003cp\u003eHow Rational Are We? 167\u003c\/p\u003e \u003cp\u003eImplicit Cognition 168\u003c\/p\u003e \u003cp\u003eEmotion, Motivation, and Decision Making 168\u003c\/p\u003e \u003cp\u003eConnectionism 169\u003c\/p\u003e \u003cp\u003eLANGUAGE 170\u003c\/p\u003e \u003cp\u003eLanguage and Thought 170\u003c\/p\u003e \u003cp\u003eTransforming Sounds and Symbols into Meaning 171\u003c\/p\u003e \u003cp\u003eUse of Language in Everyday Life 172\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 8 \u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eINTELLIGENCE 184 \u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eDEFINING INTELLIGENCE 184\u003c\/p\u003e \u003cp\u003eIntelligence Is Multifaceted, Functional, and Culturally Defined 184\u003c\/p\u003e \u003cp\u003eINTELLIGENCE TESTING 185\u003c\/p\u003e \u003cp\u003eBinet’s Scale 185\u003c\/p\u003e \u003cp\u003eIntelligence Testing Crosses the Atlantic 186\u003c\/p\u003e \u003cp\u003eValidity and Reliability of IQ Tests 187\u003c\/p\u003e \u003cp\u003eAPPROACHES TO INTELLIGENCE 189\u003c\/p\u003e \u003cp\u003ePsychometric Approach 189\u003c\/p\u003e \u003cp\u003eInformation-Processing Approach 190\u003c\/p\u003e \u003cp\u003eTheory of Multiple Intelligences 191\u003c\/p\u003e \u003cp\u003eHEREDITY AND INTELLIGENCE 192\u003c\/p\u003e \u003cp\u003eIndividual Differences in IQ 193\u003c\/p\u003e \u003cp\u003eGroup Differences: Race and Intelligence 195\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 9 \u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCONSCIOUSNESS 204 \u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eNATURE OF CONSCIOUSNESS 204\u003c\/p\u003e \u003cp\u003eFunctions of Consciousness 204\u003c\/p\u003e \u003cp\u003eConsciousness and Attention 205\u003c\/p\u003e \u003cp\u003ePERSPECTIVES ON CONSCIOUSNESS 206\u003c\/p\u003e \u003cp\u003ePsychodynamic Unconscious 206\u003c\/p\u003e \u003cp\u003eCognitive Unconscious 207\u003c\/p\u003e \u003cp\u003eSLEEP AND DREAMING 208\u003c\/p\u003e \u003cp\u003eNature and Evolution of Sleep 208\u003c\/p\u003e \u003cp\u003eStages of Sleep 210\u003c\/p\u003e \u003cp\u003eThree Views of Dreaming 211\u003c\/p\u003e \u003cp\u003eALTERED STATES OF CONSCIOUSNESS 212\u003c\/p\u003e \u003cp\u003eMeditation 212\u003c\/p\u003e \u003cp\u003eHypnosis 212\u003c\/p\u003e \u003cp\u003eDrug-Induced States of Consciousness 213\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 10 \u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eMOTIVATION AND EMOTION 224 \u003c\/b\u003e\u003c\/p\u003e \u003cp\u003ePERSPECTIVES ON MOTIVATION 224\u003c\/p\u003e \u003cp\u003ePsychodynamic Perspective 224\u003c\/p\u003e \u003cp\u003eBehaviorist Perspective 225\u003c\/p\u003e \u003cp\u003eCognitive Perspective 226\u003c\/p\u003e \u003cp\u003eEvolutionary Perspective 227\u003c\/p\u003e \u003cp\u003eApplying the Perspectives on Motivation 228\u003c\/p\u003e \u003cp\u003eEATING 229\u003c\/p\u003e \u003cp\u003eHomeostasis 229\u003c\/p\u003e \u003cp\u003eWhat Turns Hunger On? 230\u003c\/p\u003e \u003cp\u003eWhat Turns Hunger Off? 231\u003c\/p\u003e \u003cp\u003eObesity 231\u003c\/p\u003e \u003cp\u003eSEXUAL MOTIVATION 232\u003c\/p\u003e \u003cp\u003eSexual Response Cycle 232\u003c\/p\u003e \u003cp\u003eSexual Orientation 233\u003c\/p\u003e \u003cp\u003ePSYCHOSOCIAL MOTIVES 234\u003c\/p\u003e \u003cp\u003eNeeds for Relatedness 234\u003c\/p\u003e \u003cp\u003eAchievement and Other Agency Motives 234\u003c\/p\u003e \u003cp\u003eNATURE AND CAUSES OF HUMAN MOTIVES 235\u003c\/p\u003e \u003cp\u003eEmotion 235\u003c\/p\u003e \u003cp\u003ePhysiological Components 235\u003c\/p\u003e \u003cp\u003eSubjective Experience 236\u003c\/p\u003e \u003cp\u003eEmotional Expression 236\u003c\/p\u003e \u003cp\u003eTaxonomy of Emotions 238\u003c\/p\u003e \u003cp\u003eEmotion Regulation 239\u003c\/p\u003e \u003cp\u003ePerspectives on Emotion 239\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 11 \u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eHEALTH, STRESS, AND COPING 249 \u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eHEALTH PSYCHOLOGY 249\u003c\/p\u003e \u003cp\u003eHistory of Health Psychology 249\u003c\/p\u003e \u003cp\u003eTheories of Health Behavior 250\u003c\/p\u003e \u003cp\u003eHealth-Compromising Behaviors 253\u003c\/p\u003e \u003cp\u003eBarriers to Health Promotion 259\u003c\/p\u003e \u003cp\u003eSTRESS 262\u003c\/p\u003e \u003cp\u003eStress as a Psychobiological Process 262\u003c\/p\u003e \u003cp\u003eStress as a Transactional Process 263\u003c\/p\u003e \u003cp\u003eSources of Stress 263\u003c\/p\u003e \u003cp\u003eStress and Health 264\u003c\/p\u003e \u003cp\u003eCOPING 266\u003c\/p\u003e \u003cp\u003eCoping Mechanisms 266\u003c\/p\u003e \u003cp\u003eSocial Support 267\u003c\/p\u003e \u003cp\u003eFUTURE OF HEALTH PSYCHOLOGY 267\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 12 \u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePERSONALITY 275 \u003c\/b\u003e\u003c\/p\u003e \u003cp\u003ePSYCHODYNAMIC THEORIES 275\u003c\/p\u003e \u003cp\u003eFreud’s Models 276\u003c\/p\u003e \u003cp\u003eObject Relations Theories 278\u003c\/p\u003e \u003cp\u003eContributions and Limitations of Psychodynamic Theories 279\u003c\/p\u003e \u003cp\u003eCOGNITIVE–SOCIAL THEORIES 279\u003c\/p\u003e \u003cp\u003eEncoding and Personal Relevance 280\u003c\/p\u003e \u003cp\u003eExpectancies and Competences 281\u003c\/p\u003e \u003cp\u003eSelf-Regulation 281\u003c\/p\u003e \u003cp\u003eContributions and Limitations of Cognitive–Social Theories 281\u003c\/p\u003e \u003cp\u003eTRAIT THEORIES 282\u003c\/p\u003e \u003cp\u003eEysenck’s Theory 282 Five-Factor Model 283\u003c\/p\u003e \u003cp\u003eIs Personality Consistent? 283\u003c\/p\u003e \u003cp\u003eContributions and Limitations of Trait Theories 285\u003c\/p\u003e \u003cp\u003eHUMANISTIC THEORIES 285\u003c\/p\u003e \u003cp\u003eRogers’s Person-Centered Approach 285\u003c\/p\u003e \u003cp\u003eExistential Approaches to Personality 286\u003c\/p\u003e \u003cp\u003eContributions and Limitations of Humanistic Theories 287\u003c\/p\u003e \u003cp\u003eGENETICS AND PERSONALITY 287\u003c\/p\u003e \u003cp\u003ePERSONALITY AND CULTURE 288\u003c\/p\u003e \u003cp\u003eLinking Personality and Culture 288\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 13 \u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eLIFE-SPAN DEVELOPMENT 297 \u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eISSUES IN DEVELOPMENTAL PSYCHOLOGY 297\u003c\/p\u003e \u003cp\u003eNature and Nurture 297\u003c\/p\u003e \u003cp\u003eImportance of Early Experience 298\u003c\/p\u003e \u003cp\u003eStages or Continuous Change? 298\u003c\/p\u003e \u003cp\u003eSOCIAL DEVELOPMENT AND ATTACHMENT 299\u003c\/p\u003e \u003cp\u003eAttachment in Infancy 299\u003c\/p\u003e \u003cp\u003eIndividual Differences in Attachment Patterns 299\u003c\/p\u003e \u003cp\u003eImplications of Attachment for Later Development 300\u003c\/p\u003e \u003cp\u003eSOCIAL DEVELOPMENT ACROSS THE LIFE SPAN 301\u003c\/p\u003e \u003cp\u003eErikson’s Theory of Psychosocial Development 301\u003c\/p\u003e \u003cp\u003eDevelopment from Adolescence through Old Age 303\u003c\/p\u003e \u003cp\u003ePHYSICAL DEVELOPMENT AND ITS PSYCHOLOGICAL CONSEQUENCES 304\u003c\/p\u003e \u003cp\u003ePrenatal Development 304\u003c\/p\u003e \u003cp\u003eInfancy 305\u003c\/p\u003e \u003cp\u003eChildhood and Adolescence 305\u003c\/p\u003e \u003cp\u003eAdulthood and Aging 306\u003c\/p\u003e \u003cp\u003eCOGNITIVE DEVELOPMENT IN INFANCY, CHILDHOOD, AND ADOLESCENCE 306\u003c\/p\u003e \u003cp\u003ePerceptual and Cognitive Development in Infancy 306\u003c\/p\u003e \u003cp\u003ePiaget’s Theory of Cognitive Development 308\u003c\/p\u003e \u003cp\u003eInformation-Processing Approach to Cognitive Development 311\u003c\/p\u003e \u003cp\u003eIntegrative Theories of Cognitive Development 311\u003c\/p\u003e \u003cp\u003eCOGNITIVE DEVELOPMENT AND CHANGE IN ADULTHOOD 312\u003c\/p\u003e \u003cp\u003eCognitive Changes Associated with Aging 312\u003c\/p\u003e \u003cp\u003eAging and “Senility” 314\u003c\/p\u003e \u003cp\u003eLANGUAGE DEVELOPMENT 314\u003c\/p\u003e \u003cp\u003eA Critical Period for Language Development? 314\u003c\/p\u003e \u003cp\u003eWhat Infants Know about Language 315\u003c\/p\u003e \u003cp\u003eFrom Babbling to Bantering 316\u003c\/p\u003e \u003cp\u003eMORAL DEVELOPMENT 316\u003c\/p\u003e \u003cp\u003eRole of Cognition 317\u003c\/p\u003e \u003cp\u003eRole of Emotion 319\u003c\/p\u003e \u003cp\u003eNature of Development 320\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 14\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePSYCHOLOGICAL DISORDERS 330 \u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eCULTURAL CONTEXT OF PSYCHOPATHOLOGY 330\u003c\/p\u003e \u003cp\u003eCulture and Psychopathology 330\u003c\/p\u003e \u003cp\u003eIs Mental Illness Nothing but a Cultural Construction? 330\u003c\/p\u003e \u003cp\u003eCONTEMPORARY APPROACHES TO PSYCHOPATHOLOGY 331\u003c\/p\u003e \u003cp\u003ePsychodynamic Perspective 331\u003c\/p\u003e \u003cp\u003eCognitive–Behavioral Perspective 332\u003c\/p\u003e \u003cp\u003eBiological Approach 332\u003c\/p\u003e \u003cp\u003eSystems Approach 333\u003c\/p\u003e \u003cp\u003eEvolutionary Perspective 334\u003c\/p\u003e \u003cp\u003eDESCRIPTIVE DIAGNOSIS: DSM-5 AND PSYCHOPATHOLOGICAL SYNDROMES 334\u003c\/p\u003e \u003cp\u003eDSM-5 334\u003c\/p\u003e \u003cp\u003eDisorders Usually First Diagnosed in Infancy, Childhood, or Adolescence 335\u003c\/p\u003e \u003cp\u003eSubstance-Related and Addictive Disorders 336\u003c\/p\u003e \u003cp\u003eSchizophrenia 336 Depressive Disorders 339\u003c\/p\u003e \u003cp\u003eAnxiety Disorders 341\u003c\/p\u003e \u003cp\u003eObsessive-Compulsive and Related Disorders 343\u003c\/p\u003e \u003cp\u003eTrauma- and Stressor-Related Disorders 343\u003c\/p\u003e \u003cp\u003eEating Disorders 344\u003c\/p\u003e \u003cp\u003eDissociative Disorders 345\u003c\/p\u003e \u003cp\u003ePersonality Disorders 345\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 15 \u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eTREATMENT OF PSYCHOLOGICAL DISORDERS 361 \u003c\/b\u003e\u003c\/p\u003e \u003cp\u003ePSYCHODYNAMIC THERAPIES 361\u003c\/p\u003e \u003cp\u003eTherapeutic Techniques 362\u003c\/p\u003e \u003cp\u003eVarieties of Psychodynamic Therapy 363\u003c\/p\u003e \u003cp\u003eCOGNITIVE–BEHAVIORAL THERAPIES 363\u003c\/p\u003e \u003cp\u003eBasic Principles 364\u003c\/p\u003e \u003cp\u003eClassical Conditioning Techniques 364\u003c\/p\u003e \u003cp\u003eOperant Conditioning Techniques 365\u003c\/p\u003e \u003cp\u003eModeling and Skills Training 365\u003c\/p\u003e \u003cp\u003eCognitive Therapy 366\u003c\/p\u003e \u003cp\u003eHUMANISTIC, GROUP, AND FAMILY THERAPIES 366\u003c\/p\u003e \u003cp\u003eHumanistic Therapies 366\u003c\/p\u003e \u003cp\u003eGroup Therapies 367\u003c\/p\u003e \u003cp\u003eFamily Therapies 368\u003c\/p\u003e \u003cp\u003eBIOLOGICAL TREATMENTS 369\u003c\/p\u003e \u003cp\u003ePsychotropic Medications 369\u003c\/p\u003e \u003cp\u003eAntipsychotic Medications 370\u003c\/p\u003e \u003cp\u003eAntidepressant and Mood-Stabilizing Medications 371\u003c\/p\u003e \u003cp\u003eAntianxiety Medications 371\u003c\/p\u003e \u003cp\u003eElectroconvulsive Therapy and Psychosurgery 372\u003c\/p\u003e \u003cp\u003eEVALUATING PSYCHOLOGICAL TREATMENTS 372\u003c\/p\u003e \u003cp\u003ePharmacotherapy 373\u003c\/p\u003e \u003cp\u003ePsychotherapy 373\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 16 \u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eSOCIAL COGNITION 385 \u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eSOCIAL COGNITION 385\u003c\/p\u003e \u003cp\u003ePerceiving Other People 385\u003c\/p\u003e \u003cp\u003eStereotypes and Prejudice 386\u003c\/p\u003e \u003cp\u003eAttribution 390\u003c\/p\u003e \u003cp\u003eBiases in Social Information Processing 391\u003c\/p\u003e \u003cp\u003eApplications 392\u003c\/p\u003e \u003cp\u003eATTITUDES 392\u003c\/p\u003e \u003cp\u003eNature of Attitudes 393\u003c\/p\u003e \u003cp\u003eAttitudes and Behavior 394\u003c\/p\u003e \u003cp\u003ePersuasion 395\u003c\/p\u003e \u003cp\u003eCognitive Dissonance 396\u003c\/p\u003e \u003cp\u003eTHE SELF 397\u003c\/p\u003e \u003cp\u003eSelf-Esteem 398\u003c\/p\u003e \u003cp\u003eSelf-Consistency 399\u003c\/p\u003e \u003cp\u003eSelf-Presentation 399\u003c\/p\u003e \u003cp\u003eViews of the Self 400\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCHAPTER 17 \u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eINTERPERSONAL PROCESSES 411 \u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eRELATIONSHIPS 411\u003c\/p\u003e \u003cp\u003eFactors Leading to Interpersonal Attraction 411\u003c\/p\u003e \u003cp\u003eLove 413\u003c\/p\u003e \u003cp\u003eDark Side of Relationships 415\u003c\/p\u003e \u003cp\u003eALTRUISM 415\u003c\/p\u003e \u003cp\u003eTheories of Altruism 415\u003c\/p\u003e \u003cp\u003eBystander Intervention 416\u003c\/p\u003e \u003cp\u003eAGGRESSION 418\u003c\/p\u003e \u003cp\u003eViolence and Culture 418\u003c\/p\u003e \u003cp\u003eViolence and Gender 418\u003c\/p\u003e \u003cp\u003eRoots of Violence 418\u003c\/p\u003e \u003cp\u003eSOCIAL INFLUENCE 421\u003c\/p\u003e \u003cp\u003eObedience 421\u003c\/p\u003e \u003cp\u003eConformity 422\u003c\/p\u003e \u003cp\u003eGroup Processes 422\u003c\/p\u003e \u003cp\u003eEveryday Social Influence 424\u003c\/p\u003e \u003cp\u003eGLOSSARY 436\u003c\/p\u003e \u003cp\u003eREFERENCES 445\u003c\/p\u003e \u003cp\u003eINDEX 499\u003c\/p\u003e \u003cp\u003e\u003cb\u003eDr. Robin Kowalski\u003c\/b\u003e is a professor of psychology at Clemson University. She has received a host of awards including SEPA Professional Paper Award, Association of Women in Psychology (AWP)\/Division 35 Research Award, SEPA\/CEPO Research Award, and the Phi Beta Kappa Award. Dr. Kowalski is a a member of several organizations including the Southeastern Psychology Association, Society for Personality and Social Psychology, American Psychological Association, and the International Society for Self and Identity. Her research interests include Cyber Bullying, Aversive Interpersonal Behaviors, especially teasing and complaining, Health Psychology, and Courage.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eLisa Cravens-Brown\u003c\/b\u003e is a triple alumna of The Ohio State University, having earned her B.A., M.A., and Ph.D. in child clinical psychology. After her internship at the University of North Carolina, Chapel Hill, she returned to Columbus to work fulltime as a therapist for sex offending youth at a local community mental health center. Several years ago, she became re-involved with the University, first as a contract instructor, then as full-time teaching faculty in the Department of Psychology, where she holds a senior lecturer position. In addition to teaching several large undergraduate classes each quarter, Lisa gives multiple lectures and talks around campus and has recently taken on the role of faculty adviser to a new student sexuality discussion group.\u003c\/p\u003e","brand":"Wiley","offers":[{"title":"Default Title","offer_id":47989883011301,"sku":"NP9781118460092","price":53.0,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9781118460092.jpg?v=1761785782","url":"https:\/\/k12savings.com\/products\/psychnote-isbn-9781118460092","provider":"K12savings","version":"1.0","type":"link"}