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Ciccarelli and White, PSYCHOLOGY AP Edition 2/e (Pearson 2011)(RSGs) Txtbk.Doc. Pgs.Pgs.1. The Science of Psychology 2-453-52. The Biological Perspective 46-877-93. Sensation and Perception 88-13111-134. Consciousness: Sleep, Dreams, Hypnosis, and Drugs 132-17315-175. Learning 174-21719-216. Memory 218-25923-257. Cognition: Thinking and Language, Intelligence and Testing 260-30527-298. Motivation and Emotion 306-34331-339. Stress and Health 344-38335-3710. Development over a Life Span 384-43339-4211. Theories of Personality 434-47143-4512. Psychological Disorders 472-51347-5013. Psychological Therapies 514-55351-5414. Social Psychology 554-59955-57RSGs1. Outline the chapter2. Vocabulary3. Ch. Learning Outcomes (LOs)N.B. (Latin nota bene “note well,” “be well advised,” “Yo! Pay attention!”) These outcomes are nicely summarized at the end of each chapter. You may not copy these Chapter Summary bullet points. You must answer these in your own words and with significantly expanded definitions and explanations.Students should write out the Chapter/Whiteboard outlines prior to class lectures/discussions.With textbook, get Video Clips and check out MyPsychLab for online study, quizzes, …Summer Assignment1. Students Outline Textbook Introduction, p. I-1 to I-152. Ch. 1 “The Science of Psychology,” p. 2-45 Full RSG 3. Ch. 14 “Social Psychology,” p. 554-599 Full RSGAP Psychology Reading Study Guide (RSG)Mrs. WimbleyCiccarelli and White, Psychology AP Edition 2/e (Pearson, 2011)Ch. 1 “The Science of Psychology” “Watch what I can make Pavlov do. As soon as I drool, he’ll smile and write in his little book.” How do you want me to answer that question? As a member of my ethnic group, educational class, income group, or religious category?I. Chapter Outline. For each chapter, begin by taking notes on the chapter’s content in the form of a comprehensive and annotated outline. A purpose of this task is to habituate yourself to taking notes on what you read in preparation for the exponential leap in reading you will do in college. A “comprehensive and annotated” outline is not just a listing of the chapter’s headings and subsections, but rather a system of note-taking that is your own balance of efficiency and completeness. For instance, the following section headings for the first chapter provides an organizational framework, but is an example of an outline that, were you to merely copy it would demonstrate virtually no effort, thought, or learning on your part, and which coincidentally would earn a failing grade. Your task for each chapter will be to expand significantly and comprehensively on the basic organizational template like the one below. The style does not matter (Cornell, bullets, full sentences…); efficient and comprehensive does. Keep in mind that the more and better and effortfully you “frontload” notes here, the less you will need to re-read the text when exams roll around.I. What is Psychology? (p. 4)A. The Field of Psychology B. Psychology’s Goals II. Psychology Then: The History of Psychology (p. 6)A. Wundt, Introspection, and a Laboratory B. Titchener and Structuralism in America C. William James and Functionalism D. Gestalt Psychology and the “Whole” E. Sigmund Freud and a Theory of Personality F. Pavlov, Watson, and the Dawn of Behaviorism III. Psychology Now: Modern Perspectives (p. 13)A. Psychodynamic B. Behavioral C. Humanistic D. Cognitive E. Sociocultural F. Biopsychological G. Evolutionary IV. Psychological Professionals and Areas of Specialization (p. 17)V. Psychology: The Science (p. 20)A. Why Psychologists use the Scientific Method B. Descriptive MethodsC. Finding Relationships VI. Classic Study: Teresa Amabile and Extrinsic Rewards VII. Ethics of Psychological Research (p. 35)A. Human Subjects/Participants B. Non-human Animal SubjectsVIII. Critical Thinking (p. 36)A. The Criteria for Critical Thinking B. Pseudopsychologies IX. Applying Psychology to Everyday LifeN.B. (Latin nota bene: “note well,” “be well advised,” “Yo! Pay attention!”) It is not enough merely to take good notes. It is not enough merely to transfer content information from one (textbook) page to another (notebook) page. A purpose here is to learn, then overlearn, then re-learn, and so on. Please, please, please take some time every night to read over and to think about the notes you take. It doesn’t have to be much—15 minutes or so—but for meaningful learning to occur, review should be repeated and distributed, not crammed. II. Vocabulary. Psychology is a concept-driven course with unique and specialized vocabularies for its various topics. Write out complete definitions for each of the following terms. My recommendation is that after you copy the specific textbook definition, you rewrite the definition in your own words to demonstrate that you understand the meaning of the term. N.B. It is not enough to write the definitions. Please review terms nightly.psychology psychiatrist experimentintrospection psychoanalyst operational definition structuralism psychologist independent variable functionalism scientific method dependent variable Gestalt psychologyhypothesis experimental group psychoanalysisreplicatecontrol group behaviorism observer effect random assignment psychodynamic perspective participant observationplacebo effect humanistic perspective observer bias experimenter effect cognitive perspective case study single-blind study cognitive neuroscience representative sample double-blind study sociocultural perspective population informed consent biopsychological perspective correlation debriefing evolutionary perspective correlation coefficient pseudopsychology critical thinkingIII. Learning Outcomes (LOs). Each chapter is structured around learning outcomes that are correlated to both the American Psychological Association’s (APA) 10 recommended goals for an undergraduate psychology major as well as to Advanced Placement (AP) curriculum learning outcomes. The final task of the RSG is to write out comprehensive responses to each of the following chapter learning outcomes. N.B. These outcomes are nicely summarized at the end of each chapter. You may not copy these Chapter Summary bullet points. You must answer these in comprehensive paragraphs and in your own words and with significantly expanded definitions and explanations for all terms. 1.1What defines psychology as a field of study and what are psychology’s four primary goals? 1.2 How did structuralism and functionalism differ, and who were the important people in those early fields? 1.3What were the basic ideas and who were the important people behind the early approaches known as Gestalt, psychoanalysis, and behaviorism? What are the basic ideas behind the seven modern perspectives, as well as the important contributions of Skinner, Maslow, and Rogers? How does a psychiatrist differ from a psychologist, and what are the other types of professionals who work in the various areas of psychology? Why is psychology considered a science, and what are the steps in using the scientific method? How are naturalistic and laboratory settings used to describe behavior, and what are some of the advantages and disadvantages associated with these settings? How are case studies and surveys used to describe behavior, and what are some drawbacks to each of these methods? What is the correlational technique, and what does it tell researchers about relationships? How are operational definitions, independent and dependent variables, experimental and control groups, and random assignment used in designing an experiment? How do the placebo and experimenter effect cause problems in an experiment, and how can single-blind and double-blind studies control for these effects? What are the basic elements of Amabile’s creativity experiment? What are some ethical concerns that can occur when conducting research with people and animals? What are the basic principles of critical thinking, and how can critical thinking be useful in everyday life? AP Psychology Reading Study Guide (RSG)Mrs. Wimbley Ciccarelli and White, Psychology AP Edition 2/e (Pearson, 2011)Ch. 2 “The Biological Perspective” Thanks for almost everything, Dad. The title of my project is, “My brother: Nature or Nurture?”I. Chapter Outline. For each chapter, begin by taking notes on the chapter’s content in the form of a comprehensive and annotated outline. A purpose of this task is to habituate yourself to taking notes on what you read in preparation for the exponential leap in reading you will do in college. A “comprehensive and annotated” outline is not just a listing of the chapter’s headings and subsections, but rather a system of note-taking that is your own balance of efficiency and completeness. For instance, the following section headings for the first chapter provides an organizational framework, but is an example of an outline that, were you to merely copy it would demonstrate virtually no effort, thought, or learning on your part, and which coincidentally would earn a failing grade. Your task for each chapter will be to expand significantly and comprehensively on the basic organizational template like the one below. The style does not matter (Cornell, bullets, full sentences…); efficient and comprehensive does. Keep in mind that the more and better and effortfully you “frontload” notes here, the less you will need to re-read the text when exams roll around.I. An Overview of the Nervous System (p. 48)II. Neurons and Nerves: Building the Network (p. 49) A. Structure of the Neuron—the Nervous System’s Building Block B. Generating the Message within the Neuron—the Neural ImpulseC. Sending the Message to other Cells—the Synapse D. Neurotransmitters—Messengers of the Network E. Cleaning up the Synapse—Reuptake and EnzymesIII. The Central Nervous System: The “Central Processing Unit” (CPU) (p. 59)A. The Brain B. The Spinal Cord IV The Peripheral Nervous System: Nerves on the Edge (p. 61)A. The Somatic Nervous System B. The Autonomic Nervous System V. Peeking Inside the Brain (p. 65)A. Clinical Studies B. Brain Imaging VI. From the Bottom Up: The Structures of the Brain (p. 68)A. The Hindbrain B. The Midbrain: Structures under the Cortex C. The (Cerebral) Cortex D. The Association Areas of the Cortex Classic Study: Ramachandran (1998) “Through the Looking Glass: Spatial Neglect” E. The Cerebral Hemispheres: Are You in Your Right Mind? VII. The Chemical Connection: the Endocrine Glands (p. 79)A. The Pituitary: Master Hormone of the UniverseB. The Pineal Gland C. The Thyroid Gland D. The Pancreas E. The Gonads F. The Adrenal Glands VIII. Applying Psychology to Everyday Life: “Reflections on Mirror Neurons” (p. 82)N.B. (Latin nota bene: “note well,” “be well advised,” “Yo! Pay attention!”) It is not enough merely to take good notes. It is not enough merely to transfer content information from one (textbook) page to another (notebook) page. A purpose here is to learn, then overlearn, then re-learn, and so on. Please, please, please take some time every night to read over and to think about the notes you take. It doesn’t have to be much—15 minutes or so—but for meaningful learning to occur, review should be repeated and distributed, not crammed.II. Vocabulary. Psychology is a concept-driven course with unique and specialized vocabularies for its various topics. Write out complete definitions for each of the following terms. My recommendation is that after you copy the specific textbook definition, you rewrite the definition in your own words to demonstrate that you understand the meaning of the term. N.B. It is not enough to write the definitions. Please review terms nightly.nervous system agonist CTtemporal lobesneuroscience antagonistMRIfrontal lobes neuron reuptake PETmotor cortexdendrite CNSfMRIassociation areas soma spinal cord medullaBroca’s aphasia axon afferent neuronponsWernicke’s aphasia glial cells efferent neuronreticular formationspatial neglect myelin interneuron cerebellum cerebrum nerves reflex arclimbic system split brain researchresting potential neuroplasticity thalamus endocrine glands action potential stem cells olfactory bulbs hormone all-or-none law PNShypothalamus pituitary gland axon terminals somatic NS hippocampus pineal gland synaptic knob autonomic NS amygdalathyroid gland synaptic vesicles sensory pathway cerebral cortex gonadsneurotransmitter motor pathway cerebral hemispheresovaries synapse sympathetic division corpus callosum testes receptor sites parasympathetic divisionoccipital lobe adrenal glandsexcitatory synapse deep lesioning parietal lobes mirror neuronsinhibitory synapseEEG somatosensory cortexIII. Learning Outcomes (LOs). Each chapter is structured around learning outcomes that are correlated to both the American Psychological Association’s (APA) 10 recommended goals for an undergraduate psychology major as well as to Advanced Placement (AP) curriculum learning outcomes. The final task of the RSG is to write out comprehensive responses to each of the following chapter learning outcomes. N.B. These outcomes are nicely summarized at the end of each chapter. You may not copy these Chapter Summary bullet points. You must answer these in comprehensive paragraphs and in your own words and with significantly expanded definitions and explanations for all terms. 2.1What are the nervous system, neurons, and nerves, and how do they relate to one another?2.2 How do neurons use neurotransmitters to communicate with each other and with the body?2.3How do the brain and spinal cord interact?2.4How do the somatic and autonomic nervous systems allow people and animals to interact with their surroundings and control the body’s automatic functions?2.5How do psychologists study the brain and how it works?2.6What are the different structures of the bottom part of the brain and what do they do?2.7What are the structures of the brain that control emotion, learning, memory, and motivation?2.8What parts of the cortex control the different senses and the movement of the body?2.9What parts of the cortex are responsible for higher forms of thought, such as language?2.10How does the left side of the brain differ from the right side?2.11How do the hormones released by glands interact with the nervous system and affect behavior?AP Psychology Reading Study Guide (RSG)Mrs. Wimbley Ciccarelli and White, Psychology AP Edition 2/e (Pearson, 2011)Ch. 3 “Sensation and Perception” I. Chapter Outline. For each chapter, begin by taking notes on the chapter’s content in the form of a comprehensive and annotated outline. A purpose of this task is to habituate yourself to taking notes on what you read in preparation for the exponential leap in reading you will do in college. A “comprehensive and annotated” outline is not just a listing of the chapter’s headings and subsections, but rather a system of note-taking that is your own balance of efficiency and completeness. For instance, the following section headings for the first chapter provides an organizational framework, but is an example of an outline that, were you to merely copy it would demonstrate virtually no effort, thought, or learning on your part, and which coincidentally would earn a failing grade. Your task for each chapter will be to expand significantly and comprehensively on the basic organizational template like the one below. The style does not matter (Cornell, bullets, full sentences…); efficient and comprehensive does. Keep in mind that the more and better and effortfully you “frontload” notes here, the less you will need to re-read the text when exams roll around.I. The ABCs of Sensation (p. 90)A. What is Sensation? B. Sensory Thresholds C. Habituation and Sensory Adaptation II. The Science of Seeing (p. 93)A. Perceptual Properties of Light: Catching the Waves B. The Structure of the Eye C. How the Eye Works D. Perception of Color III. The Hearing Sense: Can You Hear Me Now? (p. 101)A. Perception of Sound: Good Vibrations B. The Structure of the Ear: Follow the Vibes C. Theories of Pitch D. Types of Hearing Impairments IV. Chemical Senses: It Tastes Good, but It Smells Terrible (p. 106)A. Gustation: How We Taste the World B. The Sense of Scents: Olfaction V. Somesthetic Senses: What the Body Knows (p. 110)A. Perception of Touch, Pressure, and Temperature B. Pain: Gate-Control Theory C. The Kinesthetic Sense D. The Vestibular Sense VI. The ABCs of Perception (p. 114) A. The Role of Attention B. The Constancies: Size, Shape, and Brightness C. The Gestalt Principles D. Development of Perception Classic Study: Gibson (1950s) “The Visual Cliff” E. Depth Perception F. Perceptual Illusions G. Factors that Influence Perception VII. Applying Psychology to Everyday Life: “Thinking Critically about ESP” (p. 125)N.B. (Latin nota bene: “note well,” “be well advised,” “Yo! Pay attention!”) It is not enough merely to take good notes. It is not enough merely to transfer content information from one (textbook) page to another (notebook) page. A purpose here is to learn, then overlearn, then re-learn, and so on. Please, please, please take some time every night to read over and to think about the notes you take. It doesn’t have to be much—15 minutes or so—but for meaningful learning to occur, review should be repeated and distributed, not crammed.II. Vocabulary. Psychology is a concept-driven course with unique and specialized vocabularies for its various topics. Write out complete definitions for each of the following terms. My recommendation is that after you copy the specific textbook definition, you rewrite the definition in your own words to demonstrate that you understand the meaning of the term. N.B. It is not enough to write the definitions. Please review terms nightly.synesthesia pinna figure-ground sensation auditory canal reversible figures transduction middle ear proximity just noticeable difference inner ear similarity absolute threshold cochlea closure habituation auditory nerve continuity sensory adaptation place theory contiguity brightness frequency theory depth perception color volley principle monocular cues saturation gustation binocular cues visual accommodation olfaction linear perspective rods olfactory bulbs relative size cones somesthetic senses interposition blind spot skin senses texture gradient dark adaptation kinesthetic sense convergence light adaptation vestibular sense binocular disparity trichromatic theory gate-control theory Muller-Lyer illusion afterimage sensory conflict theory perceptual set opponent-process theory top-down processing color blindness perception bottom-up processing hertz (Hz) size constancy parapsychologypitch shape constancy decibel (dB) brightness constancy outer ear Gestalt III. Learning Outcomes (LOs). Each chapter is structured around learning outcomes that are correlated to both the American Psychological Association’s (APA) 10 recommended goals for an undergraduate psychology major as well as to Advanced Placement (AP) curriculum learning outcomes. The final task of the RSG is to write out comprehensive responses to each of the following chapter learning outcomes. N.B. These outcomes are nicely summarized at the end of each chapter. You may not copy these Chapter Summary bullet points. You must answer these in comprehensive paragraphs and in your own words and with significantly expanded definitions and explanations for all terms. How does sensation travel through the central nervous system, and why are some sensations ignored?What is light, and how does it travel through the various parts of the eye?How do the eyes see, and how do the eyes see different colors?What is sound, and how does it travel through the various parts of the ear?Why are some people unable to hear, and how can their hearing be improved?How do the senses of taste and smell work, and how are they alike?What allows people to experience the sense of touch, pain, motion, and balance?What are perception and perceptual constancies?What are the Gestalt principles of perception?How do infants develop perceptual abilities, including the perception of depth and its cues?What are visual illusions, and how can they and other factors influence and alter perception?AP Psychology Reading Study Guide (RSG)Mrs. Wimbley Ciccarelli and White, Psychology AP Edition 2/e (Pearson, 2011)Ch. 4 “Consciousness: Sleep, Dreams, Hypnosis, and Drugs” “Boy, are my eyes tired! I had REM sleep all night long. I. Chapter Outline. For each chapter, begin by taking notes on the chapter’s content in the form of a comprehensive and annotated outline. A purpose of this task is to habituate yourself to taking notes on what you read in preparation for the exponential leap in reading you will do in college. A “comprehensive and annotated” outline is not just a listing of the chapter’s headings and subsections, but rather a system of note-taking that is your own balance of efficiency and completeness. For instance, the following section headings for the first chapter provides an organizational framework, but is an example of an outline that, were you to merely copy it would demonstrate virtually no effort, thought, or learning on your part, and which coincidentally would earn a failing grade. Your task for each chapter will be to expand significantly and comprehensively on the basic organizational template like the one below. The style does not matter (Cornell, bullets, full sentences…); efficient and comprehensive does. Keep in mind that the more and better and effortfully you “frontload” notes here, the less you will need to re-read the text when exams roll around.I. What is Consciousness? (p. 134) A. Definition B. Altered States of Consciousness II. Altered States: Sleep (p. 135)A. The Biology of Sleep B. The Role of the Hypothalamus: the Mighty Mite C. The Stages of Sleep: REM and Non-REM D. What Happens in REM Sleep?E. Sleep Disorders III. Dreams (p. 147)A. Freud’s Interpretation: Dreams as Wish Fulfillment B. The Activation-Synthesis Hypothesis C. What Do People Dream About? IV. Altered States: Hypnosis (p. 151)A. Steps in Hypnotic Induction B. Fact or Myth: What Can Hypnosis Really Do? C. Theories of Hypnosis V. Altered States: Psychoactive Drugs (p. 154) A. Physical Dependence B. Psychological Dependence C. Stimulants: Up, Up, and Away D. Depressants: Down in the Valley E. Narcotics: I Feel Your Pain F. Hallucinogens: Higher and Higher G. Marijuana VI. Applying Psychology to Everyday Life: “Are You Sleep Deprived?” (p. 167) A. Causes of Sleep Deprivation B. How Can You Tell? N.B. (Latin nota bene: “note well,” “be well advised,” “Yo! Pay attention!”) It is not enough merely to take good notes. It is not enough merely to transfer content information from one (textbook) page to another (notebook) page. A purpose here is to learn, then overlearn, then re-learn, and so on. Please, please, please take some time every night to read over and to think about the notes you take. It doesn’t have to be much—15 minutes or so—but for meaningful learning to occur, review should be repeated and distributed, not crammed.II. Vocabulary. Psychology is a concept-driven course with unique and specialized vocabularies for its various topics. Write out complete definitions for each of the following terms. My recommendation is that after you copy the specific textbook definition, you rewrite the definition in your own words to demonstrate that you understand the meaning of the term. N.B. It is not enough to write the definitions. Please review terms nightly.consciousness somnambulism stimulant waking consciousness night terrors depressant altered consciousness insomnia narcotic circadian rhythm sleep apnea hallucinogen microsleeps narcolepsy amphetamines sleep deprivation activation-synthesis model barbiturate adaptive theory activation-information-mode model benzodiazepine restorative theory hypnosis opium REM social-cognitive theory LSDnon-REM sleep psychoactive drugs PCP alpha waves dependence MDMA (Ecstasy)sleep spindles addiction marijuana delta waves tolerance mescaline REM paralysiswithdrawal psilocybin III. Learning Outcomes (LOs). Each chapter is structured around learning outcomes that are correlated to both the American Psychological Association’s (APA) 10 recommended goals for an undergraduate psychology major as well as to Advanced Placement (AP) curriculum learning outcomes. The final task of the RSG is to write out comprehensive responses to each of the following chapter learning outcomes. N.B. These outcomes are nicely summarized at the end of each chapter. You may not copy these Chapter Summary bullet points. You must answer these in comprehensive paragraphs and in your own words and with significantly expanded definitions and explanations for all terms. What does it mean to be conscious, and are there different levels of consciousness?Why do people need to sleep, and how does sleep work?What are the different stages of sleep, including the stage of dreaming and its importance?How do sleep disorders interfere with normal sleep?Why do people dream, and what do they dream about?How does hypnosis affect consciousness?What is the difference between a physical dependence and a psychological dependence on a drug?How do stimulants and depressants affect consciousness, and what are the dangers associated with taking them, particularly alcohol?What are some of the effects and dangers of using narcotics and hallucinogens, including marijuana?How serious is the problem of sleep deprivation?AP Psychology Reading Study Guide (RSG)Mrs. Wimbley Ciccarelli and White, Psychology AP Edition 2/e (Pearson, 2011)Ch. 5 “Learning” “Oh, not bad. The light comes on, I press the bar, “Watch what I can make Pavlov do. As soon as Ithey write me a check. How about you?” drool, he’ll smile and write in his little book.”I. Chapter Outline. For each chapter, begin by taking notes on the chapter’s content in the form of a comprehensive and annotated outline. A purpose of this task is to habituate yourself to taking notes on what you read in preparation for the exponential leap in reading you will do in college. A “comprehensive and annotated” outline is not just a listing of the chapter’s headings and subsections, but rather a system of note-taking that is your own balance of efficiency and completeness. For instance, the following section headings for the first chapter provides an organizational framework, but is an example of an outline that, were you to merely copy it would demonstrate virtually no effort, thought, or learning on your part, and which coincidentally would earn a failing grade. Your task for each chapter will be to expand significantly and comprehensively on the basic organizational template like the one below. The style does not matter (Cornell, bullets, full sentences…); efficient and comprehensive does. Keep in mind that the more and better and effortfully you “frontload” notes here, the less you will need to re-read the text when exams roll around.I. Definition (p. 176) II. Classical Conditioning: It Makes Your Mouth Water (p. 177)A. Pavlov and the Salivating Dogs B. Elements of Classical Conditioning C. Putting It All Together: Pavlov’s Canine Classic, or Ding, Dong, Bell D. John Watson and Conditioned Emotional Response: Rats! E. Other Conditioned Responses in Humans F. Why Does Classical Conditioning Work? III. Operant Conditioning: What’s In It For Me? (p. 186)A. Frustrating Cats: Thorndike’s Puzzle Box and the Law of Effect B. B.F. Skinner: The Behaviorist’s Behaviorist C. The Concept of Reinforcement D. Two Kinds of Punishment E. Problems with Punishment F. More Concepts in Operant Behavior F. Schedules of Reinforcement: Why the One-Armed Bandit is so Seductive G. Stimulus Control: Slow Down, It’s the Cops Classic Study: Breland (1961) "Biological Constraints on Operant Conditioning: Raccoons and Instinctive Drift” H. Applying Operant Conditioning: Behavior Modification IV. Cognitive Learning Theory (p. 204) A. Tolman’s Maze-Running Rats: Latent Learning and Cognitive Maps B. Kohler’s Smart Chimp: Insight Learning C. Seligman’s Depressed Dogs: Learned Helplessness V. Observational Learning (p. 207) A. Bandura and the Bobo Doll B. The Four Elements of Observational Learning VI. Applying Psychology to Everyday Life: “Can You Really Toilet Train Your Cat?” (p. 110)A. Start by Training Yourself N.B. (Latin nota bene: “note well,” “be well advised,” “Yo! Pay attention!”) It is not enough merely to take good notes. It is not enough merely to transfer content information from one (textbook) page to another (notebook) page. A purpose here is to learn, then overlearn, then re-learn, and so on. Please, please, please take some time every night to read over and to think about the notes you take. It doesn’t have to be much—15 minutes or so—but for meaningful learning to occur, review should be repeated and distributed, not crammed.II. Vocabulary. Psychology is a concept-driven course with unique and specialized vocabularies for its various topics. Write out complete definitions for each of the following terms. My recommendation is that after you copy the specific textbook definition, you rewrite the definition in your own words to demonstrate that you understand the meaning of the term. N.B. It is not enough to write the definitions. Please review terms nightly.learning operant conditioning schedule of reinforcementclassical conditioning law of effect fixed ratio schedule UCS/US operant variable ratio schedule UCR/URreinforcement fixed interval schedule NS primary reinforcer variable interval schedule CS secondary reinforcer instinctive drift CR positive reinforcement behavior modification generalization negative reinforcement token economy discrimination punishment biofeedback extinction punishment by application latent learning spontaneous recovery punishment by removal cognitive map higher-order conditioning shaping insight conditioned emotional response successive approximation learned helplessness taste aversion continuous reinforcement observational learning cognitive perspective partial reinforcement effectIII. Learning Outcomes (LOs). Each chapter is structured around learning outcomes that are correlated to both the American Psychological Association’s (APA) 10 recommended goals for an undergraduate psychology major as well as to Advanced Placement (AP) curriculum learning outcomes. The final task of the RSG is to write out comprehensive responses to each of the following chapter learning outcomes. N.B. These outcomes are nicely summarized at the end of each chapter. You may not copy these Chapter Summary bullet points. You must answer these in comprehensive paragraphs and in your own words and with significantly expanded definitions and explanations for all terms. What does the term learning really mean?How was classical conditioning first studied, and what are the important elements and characteristics of classical conditioning?What is conditional emotional response, and how do cognitive psychologists explain classical conditioning?How does operant conditioning occur, and what were the contributions of Thorndike and Skinner?What are the important concepts in operant conditioning?What are some of the problems with using punishment?What are the schedules of reinforcement?How do operant stimuli control behavior, and what kind of behavior is resistant to operant conditioning?What is behavior modification, and how can behavioral techniques be used to modify involuntary biological responses?How do latent learning, learned helplessness, and insight relate to cognitive learning theory?What occurs in observational learning, including findings from Bandura’s classic Bobo doll study and the four elements of observational learning?What is a real-world example of the use of conditioning?AP Psychology Reading Study Guide (RSG)Mrs. Wimbley Ciccarelli and White, Psychology AP Edition 2/e (Pearson, 2011)Ch. 6 “Memory” “Waiter, I’d like to order, unless I’ve eaten, in “Oh, is that today?” which case, bring me the check.” I. Chapter Outline. For each chapter, begin by taking notes on the chapter’s content in the form of a comprehensive and annotated outline. A purpose of this task is to habituate yourself to taking notes on what you read in preparation for the exponential leap in reading you will do in college. A “comprehensive and annotated” outline is not just a listing of the chapter’s headings and subsections, but rather a system of note-taking that is your own balance of efficiency and completeness. For instance, the following section headings for the first chapter provides an organizational framework, but is an example of an outline that, were you to merely copy it would demonstrate virtually no effort, thought, or learning on your part, and which coincidentally would earn a failing grade. Your task for each chapter will be to expand significantly and comprehensively on the basic organizational template like the one below. The style does not matter (Cornell, bullets, full sentences…); efficient and comprehensive does. Keep in mind that the more and better and effortfully you “frontload” notes here, the less you will need to re-read the text when exams roll around.I. Memory (p. 220) A. Putting It In: Encoding B. Keeping It In: Storage C. Getting It Out: Retrieval II. Models of Memory (p. 221) A. Craik and Tulving; Levels of Processing Model B. The Parallel Distributed Processing (PDP) Model III. The Information-Processing Model: Atkinson and Shiffrin’s Three Stages of Memory (p. 224) A. Sensory Memory: Why Do People Do Double Takes? B. Short-Term and Working Memory C. Long-Term Memory IV. Getting It Out: Retrieval of Long-Term Memories (p. 235)A. Retrieval Cues B. Recall: Hmm…Let Me ThinkC. Recognition: Hey, Don’t I Know You From Somewhere? D. Automatic Encoding: Flashbulb Memories Classic Study: Elizabeth Loftus (1974) “Leading Questions and Eyewitness Testimony”V. The Reconstructive Nature of Long-Term Memory Retrieval: How Reliable are Memories? (p. 243)A. Constructive Processing of Memories B. Memory Retrieval Problems VI. Forgetting: What Were We Talking About? (p. 246)A. Ebbinghaus and the Forgetting Curve B. Encoding Failure C. Memory Trace Decay Theory D. Interference Theory VII. Memory and the Brain: the Physical Aspects of Memory (p. 249)A. Neural Activity and Structure in Memory Formation B. The Hippocampus and Memory C. When Memory Fails: Organic Amnesia VIII. Applying Psychology to Everyday Life: “Current Research in Alzheimer’s Disease (p. 253) N.B. (Latin nota bene: “note well,” “be well advised,” “Yo! Pay attention!”) It is not enough merely to take good notes. It is not enough merely to transfer content information from one (textbook) page to another (notebook) page. A purpose here is to learn, then overlearn, then re-learn, and so on. Please, please, please take some time every night to read over and to think about the notes you take. It doesn’t have to be much—15 minutes or so—but for meaningful learning to occur, review should be repeated and distributed, not crammed.II. Vocabulary. Psychology is a concept-driven course with unique and specialized vocabularies for its various topics. Write out complete definitions for each of the following terms. My recommendation is that after you copy the specific textbook definition, you rewrite the definition in your own words to demonstrate that you understand the meaning of the term. N.B. It is not enough to write the definitions. Please review terms nightly.memory procedural memory constructive processing encoding anterograde amnesia hindsight bias storage implicit memory misinformation effect retrieval declarative memory false memory syndrome information processing model semantic memory forgetting curve levels of processing model episodic memory distributed practice parallel distributed processing model explicit memory encoding failure sensory memory semantic network model memory trace iconic memory retrieval cue decay eidetic memory encoding specificity disuse echoic memory recall proactive interference short-term memory (STM) recognition retroactive interference selective attention serial position effect consolidation working memory (WM) primacy effect retrograde amnesia chunking recency effect anterograde amnesia maintenance rehearsal false positive infantile amnesia long-term memory (LTM) automatic processing autobiographical memoryelaborative rehearsal flashbulb memory III. Learning Outcomes (LOs). Each chapter is structured around learning outcomes that are correlated to both the American Psychological Association’s (APA) 10 recommended goals for an undergraduate psychology major as well as to Advanced Placement (AP) curriculum learning outcomes. The final task of the RSG is to write out comprehensive responses to each of the following chapter learning outcomes. N.B. These outcomes are nicely summarized at the end of each chapter. You may not copy these Chapter Summary bullet points. You must answer these in comprehensive paragraphs and in your own words and with significantly expanded definitions and explanations for all terms. What are the three processes of memory and the different models of how memory works?How does sensory memory work?What is short-term memory, and how does it differ from working memory?How is long-term memory different from other types of memory?What are various types of long-term memory, and how is information stored in long-term memory organized?What kinds of cues help people remember?How do the retrieval processes of recall and recognition differ, and how reliable are our memories of events?How are long-term memories formed, and what kinds of problems do people experience as a result?What is false memory syndrome?Why do we forget?How and where are memories formed in the brain?How does amnesia occur, and what is Alzheimer’s disease?AP Psychology Reading Study Guide (RSG)Mrs. Wimbley Ciccarelli and White, Psychology AP Edition 2/e (Pearson, 2011)Ch. 7 “Cognition: Thinking, Intelligence, and Language” “Got idea. Talk better. Combine words. Make sentences.” I. Chapter Outline. For each chapter, begin by taking notes on the chapter’s content in the form of a comprehensive and annotated outline. A purpose of this task is to habituate yourself to taking notes on what you read in preparation for the exponential leap in reading you will do in college. A “comprehensive and annotated” outline is not just a listing of the chapter’s headings and subsections, but rather a system of note-taking that is your own balance of efficiency and completeness. For instance, the following section headings for the first chapter provides an organizational framework, but is an example of an outline that, were you to merely copy it would demonstrate virtually no effort, thought, or learning on your part, and which coincidentally would earn a failing grade. Your task for each chapter will be to expand significantly and comprehensively on the basic organizational template like the one below. The style does not matter (Cornell, bullets, full sentences…); efficient and comprehensive does. Keep in mind that the more and better and effortfully you “frontload” notes here, the less you will need to re-read the text when exams roll around.I. How People Think (p. 262) A. Mental Imagery B. Concepts C. Problem Solving and Decision Making D. Problems with Problem Solving E. Creativity II. Intelligence (p. 275) A. Definition B. Theories of Intelligence C. Measuring Intelligence D. Individual Differences in Intelligence Classic Study: “Terman’s Termites” (1925) E. The Nature-Nurture Controversy Regarding Intelligence: Genetic Influences III. Language (p. 294) A. The Levels of Language analysis B. The Relationship between Language and Thought IV. Applying Psychology in Everyday Life: “Mental Exercises for Better Cognitive Health A. Perceptive Ability Exercises N.B. (Latin nota bene: “note well,” “be well advised,” “Yo! Pay attention!”) It is not enough merely to take good notes. It is not enough merely to transfer content information from one (textbook) page to another (notebook) page. A purpose here is to learn, then overlearn, then re-learn, and so on. Please, please, please take some time every night to read over and to think about the notes you take. It doesn’t have to be much—15 minutes or so—but for meaningful learning to occur, review should be repeated and distributed, not crammed.II. Vocabulary. Psychology is a concept-driven course with unique and specialized vocabularies for its various topics. Write out complete definitions for each of the following terms. My recommendation is that after you copy the specific textbook definition, you rewrite the definition in your own words to demonstrate that you understand the meaning of the term. N.B. It is not enough to write the definitions. Please review terms nightly.cognition (thinking) creativitynormsmental images convergent thinking deviation IQ scores concept divergent thinking cultural bias superordinate concept intelligence developmental delay basic level concept Spearman’s g factor gifted subordinate concept s factor heritability formal concept Gardner’s multiple intelligences twin studies natural concept Sternberg’s triarchic theoryThe Bell Curve prototype analytical intelligence language schema creative intelligence grammar problem solving practical intelligence syntax trial and error Goleman’s emotional intelligence phonemes algorithm Intelligence Quotient (IQ)morphemes heuristic Stanford-Binet IQ test pragmatics means-end analysis Wechsler Tests linguistic relativity thesis functional fixedness reliability cognitive universalism mental set validity Kanziconfirmation bias standardization III. Learning Outcomes (LOs). Each chapter is structured around learning outcomes that are correlated to both the American Psychological Association’s (APA) 10 recommended goals for an undergraduate psychology major as well as to Advanced Placement (AP) curriculum learning outcomes. The final task of the RSG is to write out comprehensive responses to each of the following chapter learning outcomes. N.B. These outcomes are nicely summarized at the end of each chapter. You may not copy these Chapter Summary bullet points. You must answer these in comprehensive paragraphs and in your own words and with significantly expanded definitions and explanations for all terms. How are mental images and concepts involved in the process of thinking?What are the methods people use to solve problems and make decisions, and can a machine be made to think like a person?Why does problem solving sometimes fail, and what is meant by creative thinking?How do psychologists define intelligence, and how do various theories of intelligence differ?How is intelligence measured and how are intelligence tests constructed?What is mental retardation and what are its causes?What defines giftedness, and does being intellectually gifted guarantee success in life?What is the influence of heredity and environment on the development of intelligence?How is language defined, and what are its different elements and structure?Does language influence the way people think, and are animals capable of learning language?What are some ways to improve thinking?AP Psychology Reading Study Guide (RSG)Mrs. Wimbley Ciccarelli and White, Psychology AP Edition 2/e (Pearson, 2011)Ch. 8 “Motivation and Emotion” “What do you think? Should we get started on “Gee. I had no idea you were that motivation research, or not?” married to a supermodel.” “Fill ‘er up with testosterone.” I. Chapter Outline. For each chapter, begin by taking notes on the chapter’s content in the form of a comprehensive and annotated outline. A purpose of this task is to habituate yourself to taking notes on what you read in preparation for the exponential leap in reading you will do in college. A “comprehensive and annotated” outline is not just a listing of the chapter’s headings and subsections, but rather a system of note-taking that is your own balance of efficiency and completeness. For instance, the following section headings for the first chapter provides an organizational framework, but is an example of an outline that, were you to merely copy it would demonstrate virtually no effort, thought, or learning on your part, and which coincidentally would earn a failing grade. Your task for each chapter will be to expand significantly and comprehensively on the basic organizational template like the one below. The style does not matter (Cornell, bullets, full sentences…); efficient and comprehensive does. Keep in mind that the more and better and effortfully you “frontload” notes here, the less you will need to re-read the text when exams roll around.I. Approaches to Understanding Motivation (p. 308) A. DefinitionB. Instinct Approaches C. Drive Reduction Approaches D. Arousal Approaches E. Incentive Approaches F. Humanistic Approaches: Maslow’s Hierarchy of Needs G. Self-Determination Theory (SDT) II. What, Hungry Again?: Why People Eat (p. 320) A. Physiological Components of Hunger B. Social Components of Hunger C. Maladaptive Eating Problems III. Emotion (p. 328) A. The Three Elements of Emotion Classic Study: Schacter and Singer (1962) “The Angry/Happy Man” IV. Applying Psychology to Everyday Life: “A ‘How-to’ of Happiness” N.B. (Latin nota bene: “note well,” “be well advised,” “Yo! Pay attention!”) It is not enough merely to take good notes. It is not enough merely to transfer content information from one (textbook) page to another (notebook) page. A purpose here is to learn, then overlearn, then re-learn, and so on. Please, please, please take some time every night to read over and to think about the notes you take. It doesn’t have to be much—15 minutes or so—but for meaningful learning to occur, review should be repeated and distributed, not crammed. II. Vocabulary. Psychology is a concept-driven course with unique and specialized vocabularies for its various topics. Write out complete definitions for each of the following terms. My recommendation is that after you copy the specific textbook definition, you rewrite the definition in your own words to demonstrate that you understand the meaning of the term. N.B. It is not enough to write the definitions. Please review terms nightly.motivation arousal theory leptin extrinsic motivation stimulus motive anorexia nervosa intrinsic motivation Yerkes-Dodson law bulimia nervosa instincts sensation seeker instinct approach incentives emotion need incentive approach amygdala drive expectancy-value theories emotional expression drive reduction theory self-actualization display rules primary drive Maslow’s hierarchy of needs James-Lange theoryacquired (secondary) drive self-determination theory (SDT)Cannon-Bard theory homeostasis insulin Schacter’s cognitive arousal need for achievement (nAch) glucagons theoryneed for affiliation (nAff) weight set point facial feedback hypothesis need for power (nPow) basal metabolic rate (BMR)Lazarus’ cognitive-Dweck’s self-theory of motivation obesity mediational theoryIII. Learning Outcomes (LOs). Each chapter is structured around learning outcomes that are correlated to both the American Psychological Association’s (APA) 10 recommended goals for an undergraduate psychology major as well as to Advanced Placement (AP) curriculum learning outcomes. The final task of the RSG is to write out comprehensive responses to each of the following chapter learning outcomes. N.B. These outcomes are nicely summarized at the end of each chapter. You may not copy these Chapter Summary bullet points. You must answer these in comprehensive paragraphs and in your own words and with significantly expanded definitions and explanations for all terms. How do psychologists define motivation, and what are the key elements of the early instinct and drive-reduction approaches to motivation?What are the characteristics of the three types of needs?What are the key elements of the arousal and incentive approaches to motivation?How do Maslow’s humanistic approach and self-determination theory explain motivation?What happens in the body to cause hunger, and how do social factors influence a person’s experience of hunger?What are some problems in eating behavior, and how are they affected by biology and culture?What are the three elements of emotion?How do the James-Lange and Cannon-Bard theories of emotion differ?What are the key elements in cognitive arousal theory, the facial feedback hypothesis, and the cognitive-mediational theory of emotion?What is the positive psychology movement?AP Psychology Reading Study Guide (RSG)Mrs. Wimbley Ciccarelli and White, Psychology AP Edition 2/e (Pearson, 2011)Ch. 9 “Stress and Health” I. Chapter Outline. For each chapter, begin by taking notes on the chapter’s content in the form of a comprehensive and annotated outline. A purpose of this task is to habituate yourself to taking notes on what you read in preparation for the exponential leap in reading you will do in college. A “comprehensive and annotated” outline is not just a listing of the chapter’s headings and subsections, but rather a system of note-taking that is your own balance of efficiency and completeness. For instance, the following section headings for the first chapter provides an organizational framework, but is an example of an outline that, were you to merely copy it would demonstrate virtually no effort, thought, or learning on your part, and which coincidentally would earn a failing grade. Your task for each chapter will be to expand significantly and comprehensively on the basic organizational template like the one below. The style does not matter (Cornell, bullets, full sentences…); efficient and comprehensive does. Keep in mind that the more and better and effortfully you “frontload” notes here, the less you will need to re-read the text when exams roll around.I. Stress and Stressors (p. 346) A. Definition B. What are Stressors? C. Environmental Stressors: Life’s Ups and Downs D. Psychological Stressors: Stress and the Mind II. Physiological Factors: Stress and Health (p. 358) A. The General Adaptation Syndrome (GAS) B. The Immune System and Stress C. The Influence of Cognition and Personality on Stress D. Personality Factors in Stress E. Social Factors in Stress: People Who Need People III. Coping with Stress (p. 373) A. Problem-Focused Coping B. Emotion-Focused Coping C. Psychological Defense Mechanisms D. Meditation as a Coping Mechanism E. How Culture Affects Coping F. How Religion Affects Coping IV. Applying Psychology to Everyday Life: “Focus on Wellness” (p. 379) N.B. (Latin nota bene: “note well,” “be well advised,” “Yo! Pay attention!”) It is not enough merely to take good notes. It is not enough merely to transfer content information from one (textbook) page to another (notebook) page. A purpose here is to learn, then overlearn, then re-learn, and so on. Please, please, please take some time every night to read over and to think about the notes you take. It doesn’t have to be much—15 minutes or so—but for meaningful learning to occur, review should be repeated and distributed, not crammed.II. Vocabulary. Psychology is a concept-driven course with unique and specialized vocabularies for its various topics. Write out complete definitions for each of the following terms. My recommendation is that after you copy the specific textbook definition, you rewrite the definition in your own words to demonstrate that you understand the meaning of the term. N.B. It is not enough to write the definitions. Please review terms nightly.health psychology double approach-avoidance acculturative stressstress multiple approach-avoidance social support system stressor general adaptation syndrome (GAS)coping strategy distress alarmproblem-focused copingeustress resistance emotion-focused copingcatastrophe exhaustion defense mechanism acute stress disorder immune systemmeditationPTSD psychoimmunology denial SRRS natural killer cell repression CUSS cognitive appraisal approachrationalization hassles primary appraisal projectionpressure secondary appraisal displacement frustration Type A personality regressionaggression Type B identification displaced aggression Type C compensation displacement hardy personality sublimation withdrawal (escape) optimist concentrative meditationconflict pessimist receptive meditationapproach-approach conflict avoidance-avoidance conflict approach-avoidance conflict III. Learning Outcomes (LOs). Each chapter is structured around learning outcomes that are correlated to both the American Psychological Association’s (APA) 10 recommended goals for an undergraduate psychology major as well as to Advanced Placement (AP) curriculum learning outcomes. The final task of the RSG is to write out comprehensive responses to each of the following chapter learning outcomes. N.B. These outcomes are nicely summarized at the end of each chapter. You may not copy these Chapter Summary bullet points. You must answer these in comprehensive paragraphs and in your own words and with significantly expanded definitions and explanations for all terms. 9.1How do psychologists define stress?9.2What kinds of external events can cause stress?9.3What are some psychological factors in stress?9.4How does stress affect the physical functioning of the body and its immune system?9.5How do cognitive factors and personality differences affect the experiences of stress?9.6What social factors influence stress reactions?9.7What are some ways in which people cope with stress reactions?9.8How is coping with stress affected by culture and religion?9.9What are some ways to promote wellness?AP Psychology Reading Study Guide (RSG)Mrs. Wimbley Ciccarelli and White, Psychology AP Edition 2/e (Pearson, 2011)Ch. 10 “Development over a Life Span” “Sex brought us together. Gender drove us “Happy 40th. I’ll take the muscle tone in yourapart.” upper arms, your amazing tolerance for caffeine, and your ability to digest french fries. The rest of you can stay.I. Chapter Outline. For each chapter, begin by taking notes on the chapter’s content in the form of a comprehensive and annotated outline. A purpose of this task is to habituate yourself to taking notes on what you read in preparation for the exponential leap in reading you will do in college. A “comprehensive and annotated” outline is not just a listing of the chapter’s headings and subsections, but rather a system of note-taking that is your own balance of efficiency and completeness. For instance, the following section headings for the first chapter provides an organizational framework, but is an example of an outline that, were you to merely copy it would demonstrate virtually no effort, thought, or learning on your part, and which coincidentally would earn a failing grade. Your task for each chapter will be to expand significantly and comprehensively on the basic organizational template like the one below. The style does not matter (Cornell, bullets, full sentences…); efficient and comprehensive does. Keep in mind that the more and better and effortfully you “frontload” notes here, the less you will need to re-read the text when exams roll around.I. Issues in Studying Human Development (p. 386)A. Research Methods B. Nature vs. Nurture II. Prenatal Development (p. 388)A. Chromosomes, Genes, and DNA B. Dominant and Recessive Genes C. Genetic and Chromosome Problems D. From Conception to Birth E. The Zygote and Twinning F. The Germinal Period III. Infancy and Childhood Development (p. 397)A. Physical Development B. Cognitive Development C. Psychosocial Development Classic Study in Psychology: Harlow (1958) “Rhesis Monkeys, Surrogate ‘Mothers,’ and Contact Comfort”IV. How Sex and Gender Influence Development (p. 413)A. Gender Roles and Gender Typing V. Adolescence (p. 416)A. Physical Development B. Cognitive Development C. Moral Development D. Psychosocial Development VI. Adulthood (p. 420) A. Physical Development: Use It or Lose It B. Cognitive Development C. Psychosocial Development D. Theories of Physical and Psychological Aging E. Stages of Death and Dying VII. Applying Psychology to Everyday Life: “ADHD—Not Just for Children” (p. 427)N.B. (Latin nota bene: “note well,” “be well advised,” “Yo! Pay attention!”) It is not enough merely to take good notes. It is not enough merely to transfer content information from one (textbook) page to another (notebook) page. A purpose here is to learn, then overlearn, then re-learn, and so on. Please, please, please take some time every night to read over and to think about the notes you take. It doesn’t have to be much—15 minutes or so—but for meaningful learning to occur, review should be repeated and distributed, not crammed.II. Vocabulary. Psychology is a concept-driven course with unique and specialized vocabularies for its various topics. Write out complete definitions for each of the following terms. My recommendation is that after you copy the specific textbook definition, you rewrite the definition in your own words to demonstrate that you understand the meaning of the term. N.B. It is not enough to write the definitions. Please review terms nightly.human development sensorimotor stage sexlongitudinal study object permanence gendercross-sectional study preoperational stage gender roles cross-sequential study egocentrism gender typing nature centration gender identity nurture conservatism adolescence genetics irreversibility puberty DNA concrete operations stage personal fable gene formal operations stage imaginary audience chromosome Lev Vygotsky moral development dominant scaffolding Lawrence Kohlberg recessive zone of proximal development (ZPD)preconventional morality PKU language development conventional morality conception babbling stage postconventional morality ovum one-word stage adulthood fertilization telegraphic stage menopause zygote temperament andropause monozygotic twins attachment intimacy dizygotic twins secure generativity germinal period avoidant authoritarian parenting embryo ambivalent permissive parenting embryonic period disorganized-disorganized permissive-neglectful critical periods Erikson’s psychosocial theory permissive-indulgent teratogen trust v. mistrust authoritative parenting fetus autonomy v. shame ego integrity fetal period initiative v. guilt cellular clock theory reflex industry v. inferioritywear-and-tear theory cognitive development identity v. role confusion free radical theory Jean Piaget intimacy v. isolation activity theory schema generativity v. stagnation ego integrity v. despair III. Learning Outcomes (LOs). Each chapter is structured around learning outcomes that are correlated to both the American Psychological Association’s (APA) 10 recommended goals for an undergraduate psychology major as well as to Advanced Placement (AP) curriculum learning outcomes. The final task of the RSG is to write out comprehensive responses to each of the following chapter learning outcomes. N.B. These outcomes are nicely summarized at the end of each chapter. You may not copy these Chapter Summary bullet points. You must answer these in comprehensive paragraphs and in your own words and with significantly expanded definitions and explanations for all terms. 10.1 What are some of the special research methods used to study development?10.2 What is the relationship between heredity and environmental factors in determining development?How do chromosomes, genes, and DNA determine a person’s characteristics or disorders, and what causes multiple births?What happens during the germinal, embryonic, and fetal periods of pregnancy and what are some hazards in prenatal development?What kind of physical changes take place in infancy and childhood?What are two ways of looking at cognitive development, and how does language develop?How do infants and children develop personalities and form relationships with others, and what are Erikson’s stages of psychosocial development for children?What is gender, and how can biology and learning influence gender role development?What are the physical, cognitive, and personality changes that occur in adolescence, including concepts of morality and Erikson’s search for identity?What are the physical, cognitive, and personality changes that occur during adulthood and aging, including Erikson’s last three psychosocial stages, and patterns of parenting?How do psychologists explain why aging occurs, and what are the stages of death and dying? How does attention-deficit hyperactivity disorder affect adults?AP Psychology Reading Study Guide (RSG)Mrs. Wimbley Ciccarelli and White, Psychology AP Edition 2/e (Pearson, 2011)Ch. 11 “Theories of Personality” “Good morning, my beheaded—uh, I mean,my beloved.” I. Chapter Outline. For each chapter, begin by taking notes on the chapter’s content in the form of a comprehensive and annotated outline. A purpose of this task is to habituate yourself to taking notes on what you read in preparation for the exponential leap in reading you will do in college. A “comprehensive and annotated” outline is not just a listing of the chapter’s headings and subsections, but rather a system of note-taking that is your own balance of efficiency and completeness. For instance, the following section headings for the first chapter provides an organizational framework, but is an example of an outline that, were you to merely copy it would demonstrate virtually no effort, thought, or learning on your part, and which coincidentally would earn a failing grade. Your task for each chapter will be to expand significantly and comprehensively on the basic organizational template like the one below. The style does not matter (Cornell, bullets, full sentences…); efficient and comprehensive does. Keep in mind that the more and better and effortfully you “frontload” notes here, the less you will need to re-read the text when exams roll around.I. Theories of Personality (p. 436) II. The Man and the Couch: Sigmund Freud and the Psychodynamic Perspective (p. 437) A. Freud’s Cultural Background B. The Unconscious Mind C. The Divisions of Personality D. Stages of Personality Development E. The Neo-Freudians F. Current Thoughts on Freud and the Psychodynamic Perspective III. The Behaviorist and Social Cognitive View of Personality (p. 447) A. Bandura’s Reciprocal Determinism and Self-Efficacy B. Rotter’s Social Learning Theory: Expectancies C. Current Thoughts on the Behaviorist and Social Cognitive Views IV. The Third Force: Humanism and Personality (p. 449) A. Carl Rogers and Self-Concept B. Current Thoughts on the Humanist View of Personality V. Trait Theories: Who Are You? (p. 452)A. Gordon Allport B. Raymond Cattell and Surface Traits vs. Source Traits C. The Big Five: OCEAN, or the Five-Factor Model of Personality D. Current Thoughts on the Trait Perspective VI. The Biology of Personality: Behavioral Genetics (p. 456) A. Twin Studies B. Adoption Studies C. Current Findings Classic Studies in Psychology: “Geert Hofstede’s Four Dimensions of Cultural Personality” A. Individualism/Collectivism B. Power/Distance C. Masculinity/Femininity D. Uncertainty Avoidance VII. Assessment of Personality (p. 459)A. Interviews B. Projective Tests D. Personality Inventories VIII. Applying Psychology to Everyday Life: “Personality Testing on the Internet” (p. 465) II. Vocabulary. You know the drill!personality Alfred Adler trait-situation interaction character sibling rivalry behavioral genetics temperament Karen Horneye Geert Hofstede Sigmund Freud basic anxiety cultural personality unconscious mind neurotic personality individualism/collectivism id habits power distance pleasure principle social cognitive learning masculinity/femininity ego social cognition view uncertainty/avoidance reality principle reciprocal determination interview superego self-efficacy halo effect conscience locus of control projection defense mechanisms expectancy projective tests fixation humanistic perspective Rorschach inkblots psychosexual stages Carl Rogers Thematic Apperception Tests (TAT) oral stage self-actualizing tendency direct observation anal stage self-concept rating scale anal expulsive personality self frequency count anal retentive personality real self personality inventory phallic stage ideal self Myers-Briggs (MBTI)Oedipus complex positive regard MMPI-2identification unconditional positive regard latent stage fully functioning person genital stage trait theories psychoanalysis trait neo-Freudians surface traits Carl Jung source traits personal unconscious introversion collective unconscious five-factor model (Big Five)archetype OCEAN (explain all) III. Learning Outcomes (LOs). Each chapter is structured around learning outcomes that are correlated to both the American Psychological Association’s (APA) 10 recommended goals for an undergraduate psychology major as well as to Advanced Placement (AP) curriculum learning outcomes. The final task of the RSG is to write out comprehensive responses to each of the following chapter learning outcomes. N.B. These outcomes are nicely summarized at the end of each chapter. You may not copy these Chapter Summary bullet points. You must answer these in comprehensive paragraphs and in your own words and with significantly expanded definitions and explanations for all terms. 11.1What is personality, and how do the various perspectives in psychology view personality?11.2How did Freud’s historical view of the mind and personality form a basis for psychodynamic theory?11.3How did Jung, Adler, Horney, and Erikson modify Freud’s theory?11.4How does modern psychoanalytic theory differ from that of Freud?11.5How do behaviorists and social cognitive theorists explain personality?11.6How do humanists such as Carl Rogers explain personality?11.7What are the history and current views of the trait perspective?11.8What part do biology, heredity, and culture play in personality?11.9What are the advantages and disadvantages of the following measures of personality: interviews, projective tests, behavioral assessment, personality inventories, and online personality tests?AP Psychology Reading Study Guide (RSG)Mrs. Wimbley Ciccarelli and White, Psychology AP Edition 2/e (Pearson, 2011)Ch. 12 “Psychological Disorders” “Would it be possible to speak with the personality The Emotional Lives of Men and Women?who pays the bills?” I. Chapter Outline. For each chapter, begin by taking notes on the chapter’s content in the form of a comprehensive and annotated outline. A purpose of this task is to habituate yourself to taking notes on what you read in preparation for the exponential leap in reading you will do in college. A “comprehensive and annotated” outline is not just a listing of the chapter’s headings and subsections, but rather a system of note-taking that is your own balance of efficiency and completeness. For instance, the following section headings for the first chapter provides an organizational framework, but is an example of an outline that, were you to merely copy it would demonstrate virtually no effort, thought, or learning on your part, and which coincidentally would earn a failing grade. Your task for each chapter will be to expand significantly and comprehensively on the basic organizational template like the one below. The style does not matter (Cornell, bullets, full sentences…); efficient and comprehensive does. Keep in mind that the more and better and effortfully you “frontload” notes here, the less you will need to re-read the text when exams roll around.I. What is Abnormality? (p. 474) A. A Brief History of Psychological Disorders B. What is Abnormal? C. The Final Definition of Abnormality D. Abnormality vs. Insanity II. Models of Abnormality (p. 477) A. The Biological Model: Medical Causes for Psychological Disorders B. The Psychological Models C. Biopsychosocial Perspective: All of the Above III. The Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition, Test Revision (DSM-IV-TR)A. Categories in the DSM-IV-TR B. How Common Are Psychological Disorders? C. The Pros and Cons of Labels IV. Anxiety Disorders: What, Me Worry? (p. 485) A. Phobic Disorders: When Fears Get Out of Hand B. Panic Disorder C. Obsessive-Compulsive Disorder (OCD) D. Generalized Anxiety Disorder (GAD) E. Causes of Anxiety Disorders V. Somatoform Disorders: Sickness is a State of Mind (p. 490) A. Hypochondriasis B. Somatization Disorder C. Conversion Disorder D. Causes of Somatoform Disorders VI. Dissociative Disorders: Altered Consciousness (p. 491) A. Dissociative Amnesia: Who Am I? B. Dissociative Fugue: Who Am I and How Did I Get Here? C. Dissociative Identity Disorder: How Many Am I? D. Causes of Dissociative Disorders VII. Mood Disorders: The Effect of Affect (p. 497) A. Major Depression B. Bipolar Disorders C. Causes of Mood Disorders VIII. Schizophrenia: Altered Personality (p. 501) A. Symptoms B. Categories of Schizophrenia C. Causes of Schizophrenia IX. Personality Disorders: I’m OK, It’s Everyone Else Who’d Weird (p. 504) A. Antisocial Personality Disorder B. Borderline Personality Disorder C. Causes of Personality Disorders X. Applying Psychology to Everyday Life: “Seasonal Affective Disorder (SAD)” (p. 508) N.B. (Latin nota bene: “note well,” “be well advised,” “Yo! Pay attention!”) It is not enough merely to take good notes. It is not enough merely to transfer content information from one (textbook) page to another (notebook) page. A purpose here is to learn, then overlearn, then re-learn, and so on. Please, please, please take some time every night to read over and to think about the notes you take. It doesn’t have to be much—15 minutes or so—but for meaningful learning to occur, review should be repeated and distributed, not crammed.II. Vocabulary. Psychology is a concept-driven course with unique and specialized vocabularies for its various topics. Write out complete definitions for each of the following terms. My recommendation is that after you copy the specific textbook definition, you rewrite the definition in your own words to demonstrate that you understand the meaning of the term. N.B. It is not enough to write the definitions. Please review terms nightly.abnormal agoraphobia major depressionpsychopathology panic disorder manic trephining obsessive-compulsive disorder bipolar disorder humors generalized anxiety disorder schizophrenia deviance magnification psychotic situational context all-or-nothing thinking delusions subjective discomfort overgeneralization delusional disorder maladaptive minimization hallucinationspsychological disorders somatoform disorders flat effect biological model psychosomatic disorder disorganized aociocultural perspective psychophysiological disorder catatonic cultural relativity hypochondriasis paranoid culture-bound syndrome somatization disorder positive symptoms psychodynamic model conversion disorder negative symptoms behavioral model dissociative disorders stress vulnerability model cognitive model dissociative amnesia personality disorders biopsychosocial model dissociative fugue antisocial PD DSM-IV-TR (DSM-V) dissociative identity disorder borderline PD labeling depersonalization disorder SAD anxiety disorders affect phototherapyfree-floating anxiety mood disorders phobia dysthymia social phobia cyclothymia III. Learning Outcomes (LOs). Each chapter is structured around learning outcomes that are correlated to both the American Psychological Association’s (APA) 10 recommended goals for an undergraduate psychology major as well as to Advanced Placement (AP) curriculum learning outcomes. The final task of the RSG is to write out comprehensive responses to each of the following chapter learning outcomes. N.B. These outcomes are nicely summarized at the end of each chapter. You may not copy these Chapter Summary bullet points. You must answer these in comprehensive paragraphs and in your own words and with significantly expanded definitions and explanations for all terms. 12.1How has mental illness been explained in the past, how is abnormal behavior defined today, and what is the impact of cultural differences in defining abnormality?12.2How can psychological disorders be explained within the biological and psychological models?12.3What are the different types of psychological disorders, and how common are they?12.4What are the different types of anxiety disorders, their symptoms, and causes?12.5What are the different kinds of somatoform disorders and their causes?12.6How do the various dissociative disorders differ, and how do they develop?12.7What are the different types of mood disorders and their causes?12.8What are the main symptoms, types, and causes of schizophrenia?12.9How do the various personality disorders differ, and what is thought to be the cause of personality disorders?12.10What is seasonal affective disorder and how can it be treated?AP Psychology Reading Study Guide (RSG)Mrs. Wimbley Ciccarelli and White, Psychology AP Edition 2/e (Pearson, 2011)Ch. 13 “Psychological Therapies” “I use the best from Freud, the best from Jung, and the best from my Uncle Marty, a very smart fellow.” I. Chapter Outline. For each chapter, begin by taking notes on the chapter’s content in the form of a comprehensive and annotated outline. A purpose of this task is to habituate yourself to taking notes on what you read in preparation for the exponential leap in reading you will do in college. A “comprehensive and annotated” outline is not just a listing of the chapter’s headings and subsections, but rather a system of note-taking that is your own balance of efficiency and completeness. For instance, the following section headings for the first chapter provides an organizational framework, but is an example of an outline that, were you to merely copy it would demonstrate virtually no effort, thought, or learning on your part, and which coincidentally would earn a failing grade. Your task for each chapter will be to expand significantly and comprehensively on the basic organizational template like the one below. The style does not matter (Cornell, bullets, full sentences…); efficient and comprehensive does. Keep in mind that the more and better and effortfully you “frontload” notes here, the less you will need to re-read the text when exams roll around.I. Two Kinds of Therapy (p. 516) A. Psychotherapy B. Biomedical Therapy II. The Early Days of Therapy: Ice-Water Baths and Electric Shocks (p. 517) A. Early Treatment of the Mentally Ill B. Pinel’s Reforms III. In the Beginning: Psychoanalysis (p. 518) A. Dream Interpretation B. Free Association C. Resistance D. Transference E. Evaluation of Psychoanalysis IV. Humanistic Therapy: To Err is Human (p. 520) A. Tell Me More: Roger’s Person-Centered Therapy B. Gestalt Therapy C. Evaluation of the Humanistic Therapies V. Behavior Therapies: Learning One’s Way to Better Behavior (p. 524) A. Therapies Based on Classical Conditioning B. Therapies Based on Operant Conditioning C. Evaluation of Behavior Therapies VI. Cognitive Therapies: Thinking is Believing A. Beck’s Cognitive Therapy B. Ellis and Rational-Emotive Behavior Therapy (REBT) C. Evaluation of Cognitive and Cognitive-Behavioral Therapies VII. Group Therapies: Not for the Shy (p. 531) A. Types of Group Therapies B. Advantages of Group Therapy C. Disadvantages of Group TherapyD. Evaluation of Group Therapy Current Issues in Psychology: “What is Eye-Movement Desensitization Reprocessing (EMDR)?”VIII. Does Psychotherapy Really Work? (p. 536) A. Studies of Effectieness B. Characteristics of Effective Therapy C. Cultural, Ethnic, and Gender Concerns in Psychotherapy D. Cybertherapy: Therapy in the Computer Age IX. Psychotherapeutic Strategies and Disorder Prevention (p. 541) X. Biomedical Therapies (p. 541) A. Psychopharmacology B. Electroconvulsive Therapy C. Psychosurgery XI. Applying Psychology to Everyday Life: “Should Antidepressants be Prescribed for Children and Adolescents?” (p. 547) N.B. (Latin nota bene: “note well,” “be well advised,” “Yo! Pay attention!”) It is not enough merely to take good notes. It is not enough merely to transfer content information from one (textbook) page to another (notebook) page. A purpose here is to learn, then overlearn, then re-learn, and so on. Please, please, please take some time every night to read over and to think about the notes you take. It doesn’t have to be much—15 minutes or so—but for meaningful learning to occur, review should be repeated and distributed, not crammed.II. Vocabulary. Psychology is a concept-driven course with unique and specialized vocabularies for its various topics. Write out complete definitions for each of the following terms. My recommendation is that after you copy the specific textbook definition, you rewrite the definition in your own words to demonstrate that you understand the meaning of the term. N.B. It is not enough to write the definitions. Please review terms nightly.therapy behavior therapies self-help (support) grouppsychotherapy behavior modification EMDR biomedical therapy systematic desensitization eclectic therapies insight therapies aversion therapy therapeutic alliance action therapy flooding culture barriers Philippe Pinel modeling cyber therapy psychoanalysis participant modeling dream interpretation reinforcement biomedical therapies manifest content token economy psychopharmacology latent content contingency contract anti-psychotic drugsfree association extinction anti-anxiety drugs resistance time out anti-depressant drugs transference cognitive therapy electroconvulsive therapy (ECT)directive Beck’s cognitive therapybilateral ECT psychodynamic therapy arbitrary inference unilateral ECT nondirection selective thinking psychosurgery person-centered therapy overgeneralization prefrontal lobotomy reflection magnification and minimization bilateral cingulotomy unconditional positive regard personalization empathy cognitive-behavioral therapy authenticity rational-emotive behavior therapy Gestalt therapy group therapy empty chair technique family counseling III. Learning Outcomes (LOs). Each chapter is structured around learning outcomes that are correlated to both the American Psychological Association’s (APA) 10 recommended goals for an undergraduate psychology major as well as to Advanced Placement (AP) curriculum learning outcomes. The final task of the RSG is to write out comprehensive responses to each of the following chapter learning outcomes. N.B. These outcomes are nicely summarized at the end of each chapter. You may not copy these Chapter Summary bullet points. You must answer these in comprehensive paragraphs and in your own words and with significantly expanded definitions and explanations for all terms. 13.1What are the two modern ways in which psychological disorders can be treated, and how have they been treated in the past?13.2What were the basic elements of Freud’s psychoanalysis, and how does psychoanalysis differ today?13.3 What are the basic elements of the humanistic therapies known as person-centered therapy and Gestalt therapy?How do behavior therapists use classical and operant conditioning to treat disordered behavior?How successful are behavior therapies?13.6What are the goals and basic elements of cognitive therapies such as cognitive-behavioral therapy and rational-emotive behavior therapy?13.7What are the various types of group therapies and the advantages and disadvantages of group therapy?13.8 How effective is psychotherapy, and how is the effectiveness of psychotherapy influenced by cultural, ethnic, and gender differences?13.9 What are the various types of drugs used to treat psychological disorders?13.10 How are electroconvulsive therapy and psychosurgery used to treat psychological disorders today?13.11What are the dangers of treating children and adolescents with antidepressant drugs?AP Psychology Reading Study Guide (RSG)Mrs. Wimbley Ciccarelli and White, Psychology AP Edition 2/e (Pearson, 2011)Ch. 14 “Social Psychology” Look, I have some misgivings, but what choice do we haveexcept to stay the course?I. Chapter Outline. For each chapter, begin by taking notes on the chapter’s content in the form of a comprehensive and annotated outline. A purpose of this task is to habituate yourself to taking notes on what you read in preparation for the exponential leap in reading you will do in college. A “comprehensive and annotated” outline is not just a listing of the chapter’s headings and subsections, but rather a system of note-taking that is your own balance of efficiency and completeness. For instance, the following section headings for the first chapter provides an organizational framework, but is an example of an outline that, were you to merely copy it would demonstrate virtually no effort, thought, or learning on your part, and which coincidentally would earn a failing grade. Your task for each chapter will be to expand significantly and comprehensively on the basic organizational template like the one below. The style does not matter (Cornell, bullets, full sentences…); efficient and comprehensive does. Keep in mind that the more and better and effortfully you “frontload” notes here, the less you will need to re-read the text when exams roll around.I. Social Influence (p. 556)A. Conformity B. Compliance C. Obedience D. Task Performance II. Social Cognition/Thinking (p. 566) A. AttitudesB. Attitude Formation C. Attitude Change: Persuasion D. Cognitive Dissonance: When Attitudes and Behavior Clash E. Impression Formation F. Social Categorization G. Implicit Personality Theories H. Attribution III. Social Interaction (p. 576)A. Prejudice and Discrimination B. Types of Prejudice and Discrimination Classic Study: Jane Elliot, “Brown Eyes, Blue Eyes” C. How People Learn Prejudice D. Overcoming Prejudice IV. Liking and Loving: Interpersonal Attraction (p. 582)A. The Rules of Attraction B. Sternberg’s “Triangle Theory of Love” V. Aggression and Prosocial Behavior (p. 585)A. Aggression and Biology B. The Power of Social Roles C. Prosocial Behavior Classic Study: Latane and Darley, “The Bystander Effect” VI. Applying Psychology to Everyday Life: “Anatomy of a Cult” (p. 592)N.B. (Latin nota bene: “note well,” “be well advised,” “Yo! Pay attention!”) It is not enough merely to take good notes. It is not enough merely to transfer content information from one (textbook) page to another (notebook) page. A purpose here is to learn, then overlearn, then re-learn, and so on. Please, please, please take some time every night to read over and to think about the notes you take. It doesn’t have to be much—15 minutes or so—but for meaningful learning to occur, review should be repeated and distributed, not crammed. II. Vocabulary. Psychology is a concept-driven course with unique and specialized vocabularies for its various topics. Write out complete definitions for each of the following terms. My recommendation is that after you copy the specific textbook definition, you rewrite the definition in your own words to demonstrate that you understand the meaning of the term. N.B. It is not enough to write the definitions. Please review terms nightly.social psychology attitude dispositional causeinterpersonal attractionsocial influence ABC model fundamental attribution error proximityconformity attitude formation prejudice reciprocity of likinggroupthink persuasiondiscrimination romantic love deindividuation elaboration likelihood model in-groupscompanionate love group polarization central-route processingout-groupsaggression consumer psychology peripheral-route processing realistic conflict theory social role compliance cognitive dissonance scapegoating prosocial behaviorfoot-in-the-door technique impression formation social cognition altruism door-in-the-face technique social cognitionsocial identity theory bystander effectlowball technique social categorizationsocial identity diffusion of responsibility and-that’s-not-all technique stereotype social comparison cultobedience implicit personality theorystereotype vulnerability social facilitation attributionself-fulfilling prophesy social impairment attribution theoryequal status contact social loafing situational cause ‘jigsaw classroom”III. Learning Outcomes (LOs). Each chapter is structured around learning outcomes that are correlated to both the American Psychological Association’s (APA) 10 recommended goals for an undergraduate psychology major as well as to Advanced Placement (AP) curriculum learning outcomes. The final task of the RSG is to write out comprehensive responses to each of the following chapter learning outcomes. N.B. These outcomes are nicely summarized at the end of each chapter. You may not copy these Chapter Summary bullet points. You must answer these in comprehensive paragraphs and in your own words and with significantly expanded definitions and explanations for all terms. 14.1What factors influence people to conform to the actions of others?14.2How is compliance defined, and what are four common ways to gain the compliance of another?14.3What factors make obedience more likely?14.4What are the three components of an attitude, how are attitudes formed, and how can attitudes be changed?14.5How do people react when attitudes and behavior are not the same?14.6What are social categorization and implicit personality theories?14.7How do people try to explain the actions of others?14.8How are prejudice and discrimination different?14.9Why are people prejudiced, and how can prejudice be stopped?14.10What factors govern attraction and love, and what are some different kinds of love?14.11How is aggressive behavior determined by biology and learning?14.12What is altruism, and how is deciding to help someone related to the presence of others?14.13Why do people join cults? ................
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