SOLUTION MANUAL FOR Psychology, 7th edition Saundra K. Ciccarelli J Noland White Chapter 1-15
Ciccarelli/White Psychology, 7e
TABLE OF CONTENTS Transition Guide Revel Multimedia Resources General Class Activities About the APA Integrative Themes
TEXTBOOK CHAPTERS Chapter 1
The Science of Psychology
Chapter 2
The Biological Perspective
Chapter 3
Sensation and Perception
Chapter 4
Consciousness
Chapter 5
Learning
Chapter 6
Memory
Chapter 7
Cognition: Thinking, Intelligence, and Language
Chapter 8
Development Across the Life Span
Chapter 9
Motivation and Emotion
Chapter 10
Sexuality and Gender
Chapter 11
Stress and Health
Chapter 12
Social Psychology
Chapter 13
Theories of Personality
Chapter 14
Psychological Disorders
Chapter 15
Psychological Therapies
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Ciccarelli/White Psychology, 7e
First Week of Class Discussion Questions 1. What do students hope to get from your class? “Why are you here, today, in this course? What can you learn about psychology?” This is a great way to start class. It gets students involved in issues and ideas that interest them and can illustrate the breadth of the course content. 2. What role does the scientific method play in contemporary psychology? What are the limitations of the scientific method, and are there any better alternatives available? Students are often skeptical of the scientific method and are eager to point out its flaws, such as the slow incremental progress it generates, its reliance on measurable phenomena, its susceptibility to experimenter biases, and its sterile methodology. Students often fail to realize, however, that the scientific method is the best tool we have to generate valid, reliable knowledge and that it has provided us with a wealth of discoveries. 3. What psychological principles do you see at work in your day-to-day life? Psychological principles permeate advertising, marketing, television, movies, sales, self-help books, fashion, politics, and folk wisdom, to name a few, but students are often unaware of this influence. Pointing out this influence is a good way to keep your students‘ interest. For example, the concept of ―psychological stress,‖ so prevalent in our culture, was rarely mentioned 50 years ago. 4. Ask your students how many of them believe in determinism. Then ask them how many of them believe in free will. Insist that they cannot have it both ways. You will be surprised to find that many, if not most, students believe in free will. This is a terrific discussion starter, because it conflicts with one of the fundamental assumptions of science and psychology, determinism. You might ask your students what science can hope to reveal if the world is not determined. You might also suggest that what feels like free will to us may be thinly disguised determinism. This simple discussion is often enough to change the way students view themselves and those around them. 5. How would a student establish an appropriate study plan? Have students consider factors related to their own study habits and see if they can develop a realistic time management (study) plan.
Final Project Ideas Many introductory courses involve a writing component, typically taking the form of ―pick a topic of interest to you that we‘ve discussed and write a 10-page research paper on it.‖ As an alternative to that kind of substantial integrative exercise, you might consider the following assignments. They are highly recommended for the greater student involvement and active learning they engender and for their ability to help students synthesize material across the entire breadth of the course. The Game Project Many instructors have adopted "The Game Project" instead of a major paper, and the response has been overwhelmingly positive. Working in groups of three, students are asked to create an original game incorporating their favorite psychological concepts. The key 3 Copyright © 2025, 2020, 2017 Pearson Education, Inc. All rights reserved.
Ciccarelli/White Psychology, 7e
requirement is that their game—which can be entirely unique or modeled after an existing game (e.g., Trivial Pursuit, Monopoly)—should be designed so that advancement or success in the game depends on knowledge of psychological concepts covered in the course. Students are asked to design the game for two, three, or four players and so that it takes approximately 20–30 minutes to play. Their games must also include clear, step-by-step instructions as well as all props needed to play (e.g., dice, cards, board, scoring sheets, and so on). Students turn in their games on the second-to-last day of class, and on the last day of class they have a pizza party/game day in which students get an opportunity to play one another's games. Students have reported that they enjoy the opportunity to review the material (without the pressure of a research paper) twice: once while creating their own game and once while playing other students' games. Overall, they felt that the project was challenging and worthwhile, and they really enjoyed the opportunity to be creative in their final projects. The creativity and ingenuity students typically display are always impressive; past semesters have seen a seven-foot putting green, Plexiglas pyramids, flaming tiki torches, and board games elaborate enough to be marketed as is! An added benefit is that many of the games can be used in future classes as a fun review for students before exams. Some criteria for grading the project: Consider the breadth or depth of material covered. Students are free to cover a broad range of information from across the course or to focus on a more defined set of principles (―Skinner Boxing,‖ based on operant principles and played in a makeshift boxing ring, was a wild success!). Regardless of the approach, reward mastery of the material. If breadth is emphasized, look for equal coverage of information. If depth is used, grade on the cohesiveness of the concepts or how they fit together as a logical unit. Effort and creativity should also be highly rewarded; a game that starts from scratch is more impressive than one that simply covers up a Monopoly board with psychology questions. Finally, presentation counts; neatness, quality of design, and visual impact should be judged. Ask students to submit a proposal several weeks before ―game day‖ so you can judge the feasibility of the project and offer suggestions early on. Media Portfolio Elizabeth Rider (1992) describes a simple but worthwhile project that helps students develop a scholarly understanding of course material and also to see the real-world relevance of psychological principles outside of the classroom. For this project, ask students to develop a ―media portfolio‖ of newspaper and magazine clippings that illustrate psychological concepts. Encourage them to include samples from a wide variety of sources, including newspapers, magazines, editorials, advice and medical columns, cartoons, and so on. Rider suggests that students collect at least 15 clippings distributed across each major unit of the course and that they should annotate each clipping by providing its source and explaining how it relates to a particular psychological concept, theory, or research finding from the text or lecture. (After you have done this project once or twice, you can show students good examples of portfolios from previous classes.) Portfolios can be collected at the end of the semester and evaluated on four major dimensions: 1. 2. 3. 4.
relevance of the clippings to the course material accuracy of students‘ descriptions breadth of coverage (i.e., across the range of course topics) originality (i.e., ability to make clever or nonobvious connections between clippings 4 Copyright © 2025, 2020, 2017 Pearson Education, Inc. All rights reserved.
Ciccarelli/White Psychology, 7e
and concepts) Additional benefits suggested by Rider are that the portfolios are easy to grade, they can be used in large classes, they promote high student interest, and perhaps most importantly, they stimulate students to continue to relate psychology to current events even after the course ends. Rider, E. A. (1992). Understanding and applying psychology through the use of news clippings. Teaching of Psychology, 19, 161–162.
Writing a Psychology Booklet Another creative alternative to a final project is to have students work in groups to create a short psychology booklet for an early high school audience. For this project, adapted from an exercise suggested by Douglas Vipond, assign your students near the end of the semester to write a booklet about psychology for a ninth-grade class. If possible, select an actual ninthgrade class from a nearby high school and, with the help of the teacher, solicit letters from the young students introducing themselves and explaining what they generally know about psychology. Specifically, the young students should include their definition of psychology; their thoughts about what psychologists are like; what they know about topics such as learning, memory, and psychological disorders; and what psychological topics they would like to know more about. These letters serve two important purposes. First, they provide students with a good starting point for ideas for topics to cover in their booklets (e.g., students may want to correct misperceptions that learning is all about listening to the teacher and studying for tests or that memory is something that a person has or doesn't have). Second, and more importantly, they usually illustrate a large gap in the beliefs between psychology students, who have begun to see psychology as a scientific enterprise, and younger students, who typically regard psychology as a helping profession (e.g., ―It's all about crazy people in institutions‖). This gap should sufficiently motivate your students to show others how interesting, multifaceted, and useful psychology can be. Depending on your class size, divide students into small groups of about three to five and explain that each group is responsible for producing a short booklet. Stress that each booklet should cover approximately 10 to 15 topics and that students in the group should distribute the work fairly and equitably. The choice of topics to cover is strictly up to the students, but they should keep two guiding principles in mind: (1) topics should be explained very clearly and should accurately represent psychology, and (2) they should be perceived as interesting and useful to a ninth-grade audience. Students should also be encouraged to use their imagination and to represent various topics with poems, puzzles, cartoons, or games in addition to brief summaries (to avoid producing a "boring" textbook) and that they should feel free to use humor in their presentations. Once groups have completed the final version of their booklet, evaluate the projects by assigning a group grade that reflects the overall quality of the booklet and individual grades that reflect the quality of the entries contributed by students individually. Before passing booklets on to your ninth-grade audience, share them with your students, who will no doubt be thrilled to see their colleagues' work. According to Vipond, both the younger readers and the psychology students are pleased with the final product. The psychology students gain, in addition to a sense of pride and accomplishment, a more thorough understanding of psychological concepts through their 5 Copyright © 2025, 2020, 2017 Pearson Education, Inc. All rights reserved.