INSTRUCTOR’S RESOURCE MANUAL Peter Papadogiannis University of Guelph—Humber
An Introduction to Psychological Science Third Canadian Edition Mark Krause Daniel Corts Stephen Smith
TABLE OF CONTENTS Preface ........................................................................................................................................... iii Chapter 1
Introducing Psychological Science ..................................................................... 1
Chapter 2
Reading and Evaluating Scientific Research ................................................... 31
Chapter 3
Biological Psychology ..................................................................................... 87
Chapter 4
Sensation and Perception ............................................................................... 148
Chapter 5
Consciousness ................................................................................................ 223
Chapter 6
Learning ......................................................................................................... 282
Chapter 7
Memory .......................................................................................................... 352
Chapter 8
Thought and Language ................................................................................... 408
Chapter 9
Intelligence Testing ........................................................................................ 456
Chapter 10
Lifespan Development ................................................................................... 498
Chapter 11
Motivation and Emotion ................................................................................ 567
Chapter 12
Personality ...................................................................................................... 623
Chapter 13
Social Psychology .......................................................................................... 677
Chapter 14
Health, Stress, and Coping ............................................................................. 732
Chapter 15
Psychological Disorders ................................................................................. 790
Chapter 16
Therapies ........................................................................................................ 852
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INSTRUCTOR’S RESOURCE MANUAL PREFACE Why this format for the Instructor’s Resource Manual? The Krause/Corts/Smith Instructor’s Resource Manual is delivered in a format created with direct feedback from teachers. We spoke with a range of instructors—from those who have been teaching only a couple of semesters, to those who have been teaching for many years. Overwhelming the response we received around potential changes to an instructor’s manual involved accessibility and ease of use. Many instructors lamented the “telephone books” they have received from various publishers and how these large volumes make it difficult to know what exactly rests inside. Concerns arose around paper usage— printing thousands of these manuals which end up sitting on shelves seems a waste when we are all trying to conserve resources. With these concerns in mind we asked a number of instructors what the ideal instructor’s manual would be like. Here is what they said: Integration of resources—what goes where? We created Lecture Guides for each chapter—using the chapter outlines to integrate the suggested lecture discussions, activities, and other resources directly into the appropriate sections. In addition, we included notes synthesizing the key information for that section. Instructors can easily see the key points of each section of the text, as well as the resources they have available. Click and view—seeing the resources The advantage to reviewing the Instructor’s Resource Manual on your computer is the ability to link to specific sections/documents. Lecture discussions, activities, and other resources are integrated in the Lecture Guide. By clicking on the hyperlinks, you can easily jump to the section/page you want to review (note with the Word document, press CTRL + click). Hotlinks are provided at the send of each section, ► Return to Lecture Guide so you can easily jump back to where you were, or back to the start of the chapter ▲Return to Table of Contents.
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1/ INTRODUCING PSYCHOLOGICAL SCIENCE TABLE OF CONTENTS To access the resource listed, click on the hot linked title or press CTRL + click To return to the Table of Contents, click on click on ▲Return to Table of Contents
MODULE 1.1: The Science of Psychology ➢ Lecture Guide: The Science of Psychology (p. 2) ➢ Resources Available (p. 7) MODULE 1.2: How Psychology Became a Science ➢ Lecture Guide: How Psychology Became a Science (p. 8) ➢ Resources Available (p. 18) FULL CHAPTER RESOURCES ➢ Lecture Launchers and Discussion Topics (p. 18) ➢ Classroom Activities, Demonstrations, and Exercises (p. 25) ➢ APS: Readings from the Association of Psychological Science (p. 27) ➢ Forty Studies that Changed Psychology (p. 28) ➢ Web Resources (p. 28)
IRM for Krause/Corts/Smith, An Introduction to Psychological Science
LECTURE GUIDE
I. MODULE 1.1: THE SCIENCE OF PSYCHOLOGY (Text p. 2) ▲Return to Table of Contents Learning Objectives ✓ Know the key terminology of the scientific method module. o See bold, italicized terms below. ✓ Understand the steps of the scientific method. o The basic model is in Figure 1.1. Basically, scientific theories generate hypotheses. If a hypothesis is confirmed, new hypotheses may stem from in, and the original theory receives added support. If a hypothesis is rejected, the original hypothesis may be modified and retested, or the original theory may be modified or rejected. ✓ Understand the concept of scientific literacy. o Scientific literacy refers to the process of how we think about and understand scientific information (Figure 1.3). Working the model involves answering a set of questions: ▪ What do we know about the phenomenon? ▪ How can science explain it? ▪ Can we critically evaluate the evidence? ▪ Why is this relevant? ✓ Apply the biopsychosocial model to behaviour. o Psychologists examine behaviour through three main perspectives: biological (e.g., brain and genetics), psychological (e.g., thinking, learning, and emotion), and sociocultural (e.g., family, gender, and social context). ✓ Apply the steps in critical thinking. o It is important learn how to use and apply these steps, versus just memorizing them. Remember, critical thinking involves (1) being curious, (2) examining evidence, (3) examining assumptions and biases, (4) avoiding emotional thinking, (5) tolerating ambiguity, and (6) considering alternative viewpoints. ✓ Analyze the use of the term scientific theory. o The term theory is often used interchangeably with opinion in casual talk, but not in science. A scientific theory is an explanation for a broad range of observations, integrating numerous findings into a coherent whole. Over-arching goals of psychology: o Understanding how brain structures and function work to produce different behaviours. o Understanding the nature vs. nurture interaction and its effect on personality and behaviour. o Understanding how past experiences can influence our thoughts and behaviour. o Understanding how group environment and interactions can affect the individual. o Understanding how feelings of control can influence happiness and health. o Understanding that each factor listed can influence both well-being and/or contribute to disorders. 1) Many of students’ assumptions will be challenged in this course. i) Many people envision psychologists in lab coats watching rats run through mazes. ii) Other assumptions are based on “pop” psychology (e.g., self-help gurus on TV, books, etc.).
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