Psychology
For courses in Introductory Psychology Throughout Psychology, Saundra Ciccarelli and J. Noland White employ a learner-centred, assessment-driven approach that maximises student engagement, and helps educators keep students on track. The authors draw readers into the discipline by showing how psychol...
| Autor principal: | |
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| Otros Autores: | , |
| Formato: | Libro electrónico |
| Idioma: | Inglés |
| Publicado: |
Harlow, England :
Pearson Education, Limited
[2021]
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| Edición: | Sixth edition |
| Materias: | |
| Ver en Biblioteca Universitat Ramon Llull: | https://discovery.url.edu/permalink/34CSUC_URL/1im36ta/alma991009667027906719 |
Tabla de Contenidos:
- Front Cover
- Title Page
- Copyright Page
- Brief Contents
- Contents
- About Revel and This Course
- About the Authors
- Psychology in Action Secrets for Surviving College and Improving Your Grades
- PIA.1 Study Skills
- PIA.2 Managing Time and Tasks
- PIA.3 Reading the Text: Textbooks Are Not Meatloaf
- Survey
- Question
- Read
- Recite
- Recall/Review
- PIA.4 Getting the Most Out of Lectures
- PIA.5 Studying for Exams: Cramming Is Not an Option
- PIA.6 Improving Your Memory
- PIA.7 Writing Papers
- Pia.8 Your Ethical Responsibility as a Student
- 1 The Science of Psychology
- 1.1-1.2 the History of Psychology
- 1.1 In the Beginning: Wundt, Titchener, and James
- 1.2 Three Influential Approaches: Gestalt, Psychoanalysis, and Behaviorism
- 1.3-1.4 the Field of Psychology Today
- 1.3 Modern Perspectives
- 1.4 Psychological Professionals and Areas of Specialization
- 1.5-1.10 Scientific Research
- 1.5 Thinking Critically About Critical Thinking
- 1.6 the Scientific Approach
- 1.7 Descriptive Methods
- 1.8 Correlations: Finding Relationships
- 1.9 The Experiment
- 1.10 Experimental Hazards and Controlling for Effects
- APA Goal 2: Scientific Inquiry andCritical Thinking
- 1.11-1.12 Ethics of Psychological Research
- 1.11 the Guidelines for Doing Research with People
- 1.12 Animal Research
- Applying Psychology to Everyday Life: Critical Thinking and Social Media
- Chapter Summary
- Test Yourself
- 2 The Biological Perspective
- 2.1-2.3 Neurons and Neurotransmitters
- 2.1 Structure of the Neuron: the Nervous System's Building Block
- 2.2 Generating the Message Within the Neuron: the Neural Impulse
- 2.3 Neurotransmission
- 2.4-2.5 Looking Inside the Living Brain
- 2.4 Methods for Studying Specific Regions of the Brain
- 2.5 Neuroimaging Techniques.
- 2.6-2.10 From the Bottom Up: The Structures of the Brain
- 2.6 The Hindbrain
- 2.7 Structures Under the Cortex: The Limbic System
- 2.8 The Cortex
- 2.9 The Association Areas of the Cortex
- Classic Studies in Psychology: Through the Looking Glass-Spatial Neglect
- 2.10 The Cerebral Hemispheres
- 2.11-2.12 The Nervous System: the Rest of the Story
- 2.11 The Central Nervous System: The "Central Processing Unit"
- 2.12 The Peripheral Nervous System: Nerves on the Edge
- 2.13-2.14 the Endocrine Glands
- 2.13 the Pituitary: Master of the Hormonal Universe
- 2.14 Other Endocrine Glands
- APA Goal 2: Scientific Inquiry and Critical Thinking: Phineas Gage and Neuroplasticity
- Applying Psychology to Everyday Life: Minimizing the Impact of Adult Attention-Deficit/Hyperactivity Disorder
- Chapter Summary
- Test Yourself
- 3 Sensation and Perception
- 3.1-3.3 The Abcs of Sensation
- 3.1 Transduction
- 3.2 Sensory Thresholds
- 3.3 Habituation and Sensory Adaptation
- 3.4-3.6 The Science of Seeing
- 3.4 Light and the Eye
- 3.5 The Visual Pathway
- 3.6 Perception of Color
- 3.7-3.9 The Hearing Sense: Can You Hear Me Now?
- 3.7 Sound Waves and the Ear
- 3.8 Perceiving Pitch
- 3.9 Types of Hearing Impairments
- 3.10-3.11 Chemical Senses: It Tastes Good and Smells Even Better
- 3.10 Gustation: How We Taste the World
- 3.11 The Sense of Scents: Olfaction
- 3.12-3.13 The Other Senses: What the Body Knows
- 3.12 Somesthetic Senses
- 3.13 Body Movement and Position
- 3.14-3.16 The Abcs of Perception
- 3.14 How We Organize Our Perceptions
- 3.15 Depth Perception
- 3.16 Perceptual Illusions
- APA Goal 2: Scientific Inquiry and Critical Thinking: Perceptual Influences on Metacognition
- Applying Psychology to Everyday Life: Using Your Senses to Be More Mindful
- Chapter Summary
- Test Yourself
- 4 Consciousness.
- 4.1-4.2 What Is Consciousness?
- 4.1 Definition of Consciousness
- 4.2 Altered States of Consciousness
- 4.3-4.6 Sleep
- 4.3 The Biology of Sleep
- 4.4 Why We Sleep
- 4.5 The Stages of Sleep
- 4.6 Sleep Disorders
- APA Goal 2: Scientific Inquiry and Critical Thinking: Weight Gain and Sleep
- 4.7-4.8 Dreams
- 4.7 Why Do We Dream?
- 4.8 What Do People Dream About?
- 4.9-4.10 Hypnosis
- 4.9 How Hypnosis Works
- 4.10 Theories of Hypnosis
- 4.11-4.14 The Influence of Psychoactive Drugs
- 4.11 Dependence
- 4.12 Stimulants: Up, Up, and Away
- 4.13 Down in the Valley: Depressants
- 4.14 Hallucinogens: Higher and Higher
- Applying Psychology to Everyday Life: Can You Really Multitask?
- Chapter Summary
- Test Yourself
- 5 Learning
- 5.1 Definition of Learning
- 5.2-5.3 It Makes Your Mouth Water: Classical Conditioning
- 5.2 Pavlov and the Salivating Dogs
- 5.3 Classical Conditioning Applied to Human Behavior
- 5.4-5.9 What's in It for Me? Operant Conditioning
- 5.4 The Contributions of Thorndike and Skinner
- 5.5 The Concept of Reinforcement
- 5.6 Schedules of Reinforcement: Why the One-armed Bandit Is So Seductive
- 5.7 The Role of Punishment in Operant Conditioning
- 5.8 Other Aspects of Operant Conditioning
- 5.9 Applications of Operant Conditioning: Shaping and Behavior Modification
- Classic Studies in Psychology: Biological Constraints on Operant Conditioning
- APA Goal 2: Scientific Inquiry and Critical Thinking: Spare the Rod, Spoil the Child?
- 5.10-5.12 Cognitive Learning Theory
- 5.10 Tolman's Maze-running Rats: Latent Learning
- 5.11 Köhler's Smart Chimp: Insight Learning
- 5.12 Seligman's Depressed Dogs: Learned Helplessness
- 5.13-5.14 Observational Learning
- 5.13 Bandura and the Bobo Doll
- 5.14 The Four Elements of Observational Learning.
- Applying Psychology to Everyday Life: Conditioning in the Real World
- Chapter Summary
- Test Yourself
- 6 Memory
- 6.1-6.2 What Is Memory?
- 6.1 Three Processes of Memory
- 6.2 Models of Memory
- 6.3-6.5 The Information-processing Model: Three Memory Systems
- 6.3 Sensory Memory: Why Do People Do Double Takes?
- Classic Studies in Psychology: Sperling's Iconic Memory Test
- 6.4 Short-Term Memory
- 6.5 Long-Term Memory
- 6.6-6.9 Getting It Out: Retrieval of Long-term Memories
- 6.6 Retrieval Cues
- 6.7 Recall and Recognition
- Classic Studies in Psychology: Elizabeth Loftus and Eyewitnesses
- 6.8 Automatic Encoding: Flashbulb Memories
- 6.9 The Reconstructive Nature of Long-Term Memory Retrieval: How Reliable Are Memories?
- APA Goal 2: Scientific Inquiry and Critical Thinking: Effects of Supplements on Memory
- 6.10-6.11 What Were We Talking About? Forgetting
- 6.10 Ebbinghaus and the Forgetting Curve
- 6.11 Reasons We Forget
- 6.12-6.13 Neuroscience of Memory
- 6.12 The Biological Bases of Memory
- 6.13 When Memory Fails: Organic Amnesia
- Applying Psychology to Everyday Life: Using Elaborative Rehearsal to Make Memories More Memorable
- Chapter Summary
- Test Yourself
- 7 Cognition: Thinking, Intelligence, and Language
- 7.1-7.5 How People Think
- 7.1 Mental Imagery
- 7.2 Concepts and Prototypes
- 7.3 Problem-Solving and Decision-Making Strategies
- 7.4 Problems with Problem Solving and Decision Making
- 7.5 Creativity
- 7.6-7.10 Intelligence
- 7.6 Theories of Intelligence
- 7.7 Measuring Intelligence
- 7.8 Test Construction: Good Test, Bad Test?
- 7.9 Individual Differences in Intelligence
- 7.10 The Nature/nurture Issue Regarding Intelligence
- 7.11-7.14 Language
- 7.11 The Levels of Language Analysis
- 7.12 Development of Language
- 7.13 The Relationship Between Language and Thought.
- 7.14 Animal Studies in Language
- APA Goal 2: Scientific Inquiry and Critical Thinking: A Cognitive Advantage for Bilingual Individuals?
- Applying Psychology to Everyday Life: Recognizing Cognitive Biases
- Chapter Summary
- Test Yourself
- 8 Development Across the Life Span
- 8.1-8.3 Studying Human Development
- 8.1 Research Designs
- 8.2 Nature and Nurture
- 8.3 The Basic Building Blocks of Development
- 8.4-8.5 Prenatal Development
- 8.4 Fertilization
- 8.5 Three Stages of Development
- 8.6-8.8 Infancy and Childhood Development
- 8.6 Physical Development
- Classic Studies in Psychology: The Visual Cliff
- 8.7 Cognitive Development
- 8.8 Psychosocial Development
- Classic Studies in Psychology: Harlow and Contact Comfort
- APA Goal 2: Scientific Inquiry and Critical Thinking: The Facts About Immunizations
- 8.9-8.11 Adolescence
- 8.9 Physical Development
- 8.10 Cognitive Development
- 8.11 Psychosocial Development
- 8.12-8.17 Adulthood and Aging
- 8.12 Physical Development: Use It or Lose It
- 8.13 Cognitive Development
- 8.14 Psychosocial Development
- 8.15 Theories of Physical and Psychological Aging
- 8.16 Stages of Death and Dying
- 8.17 Death and Dying in Other Cultures
- 9 Motivation and Emotion
- 9.1-9.5 Understanding Motivation
- 9.1 Defining Motivation
- 9.2 Early Approaches to Understanding Motivation
- 9.3 Different Strokes for Different Folks: Psychological Needs
- 9.4 Arousal and Incentive Approaches
- 9.5 Humanistic Approaches
- APA Goal 2: Scientific Inquiry and Critical Thinking: Cultural Differences in the Use of Praise as a Motivator
- 9.6-9.7 What, Hungry Again? Why People Eat
- 9.6 Physiological and Social Components of Hunger
- 9.7 Obesity
- 9.8-9.10 Emotion
- 9.8 The Three Elements of Emotion
- 9.9 Early Theories of Emotion
- 9.10 Cognitive Theories of Emotion.
- Classic Studies in Psychology: The Angry/Happy Man.
