Political Science : An Introduction
by Roskin, Michael G.; Cord, Robert L.; Medeiros, James A.; Jones, Walter S.Edition: 12th
Format: Paperback
Pub. Date: 2011-02-16
Publisher(s): Pearson
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Summary
This new edition of Psychology has undergone a major revision with thousands of new references and dozens of new topics added. New co-author Linda Brannon has worked closely with Lester Lefton to rewrite, reorganize, and provide a stronger focus on gender and diversity issues, as well as a new emphasis on the process of research. Four major themes are recurrent in the book: the integration of diversity, the importance of biological/evolutionary topics, the complex relationship between nature and nurture, and the importance of readers' ability to apply and critique basic psychological principles within their own lives. For anyone interested in psychology.
Author Biography
Michael G. Roskin is Professor Emeritus of Political Science at Lycoming College.
Table of Contents
| Preface | p. xii |
| About the Authors | p. 1 |
| What Is Psychology? | p. 2 |
| How Accurate Is the Image of Psychology? | p. 4 |
| Defining Psychology | p. 5 |
| How Did Psychology Begin? | p. 5 |
| The Early Traditions | p. 6 |
| The Behaviorist Revolution | p. 8 |
| Challenges to Behaviorism | p. 8 |
| What Trends Currently Shape Psychology? | p. 10 |
| The Changing Face of Psychology | p. 10 |
| Major Perspectives in Psychology | p. 10 |
| Brain and Behavior: New Ways to Study Brain-Behavior Interactions | p. 14 |
| Current Trends in Psychology | p. 15 |
| Who Are These People Called Psychologists? | p. 17 |
| Types of Mental Health Practitioners | p. 17 |
| What Psychologists Do | p. 18 |
| Point...Counterpoint: Should Psychologists Be Allowed to Write Prescriptions? | p. 19 |
| Making Psychology a Career | p. 20 |
| Psychology in the Media: A Critical Look | p. 21 |
| How Should You Use This Textbook? | p. 23 |
| Four Recurring Themes in Psychology | p. 23 |
| Psychology in Action: Using Psychological Knowledge to Become a Better Student | p. 24 |
| Summary and Review | p. 26 |
| The Science of Psychology | p. 28 |
| What Makes Psychology a Science? | p. 30 |
| Three Principles of Scientific Endeavor | p. 30 |
| The Scientific Method in Psychology | p. 32 |
| Psychology in Action: Thinking Critically about Research Findings | p. 34 |
| What Research Methods Do Psychologists Use? | p. 35 |
| The Experimental Method | p. 35 |
| Introduction to Research Basics: Sleep and Memory-An Experimental Approach | p. 38 |
| Descriptive Research Methods | p. 38 |
| How Do Psychologists Evaluate Their Research Findings? | p. 43 |
| Using Statistics to Evaluate Research | p. 43 |
| Avoiding Bias in the Research Process | p. 47 |
| Psychology in the Media: A Critical Look | p. 49 |
| What Ethical Principles Guide Psychology Research? | p. 52 |
| Point...Counterpoint: Should Nonhuman Animals Be Used in Research? | p. 53 |
| Summary and Review | p. 54 |
| Neuroscience: The Brain and Behavior | p. 56 |
| How Is the Nervous System Organized? | p. 58 |
| The Cellular Level | p. 58 |
| Divisions of Nervous System | p. 65 |
| The Brain | p. 68 |
| How Does the Brain Function? | p. 72 |
| Monitoring Neural Activity | p. 73 |
| Brain Specialization | p. 75 |
| Introduction to Research Basics: Correlation Is Not Causation | p. 76 |
| Plasticity and Change | p. 79 |
| Psychology in the Media: A Critical Look | p. 80 |
| What Effects Do Hormones Have on Behavior? | p. 81 |
| How Do Genetic Factors Affect Behavior? | p. 83 |
| The Issue of Nature versus Nurture | p. 83 |
| The Basics of Genetics | p. 84 |
| How Genes Affect Behavior | p. 85 |
| From Genetics to Genomics | p. 87 |
| Psychology in Action: Genetic Counseling | p. 88 |
| Does Our Evolutionary History Influence Our Current Behavior? | p. 89 |
| Natural Selection | p. 89 |
| Adaptations in Humans | p. 90 |
| Controversies about Evolutionary Psychology | p. 91 |
| Point...Counterpoint: Are Men Sexually Promiscuous by Nature and Women Sexually Selective? | p. 92 |
| Summary and Review | p. 93 |
| Child Development | p. 97 |
| What Are the Central Issues of Development? | p. 98 |
| Issues in Developmental Psychology | p. 98 |
| Research Designs | p. 100 |
| How Does Physical Development Proceed? | p. 102 |
| Prenatal Development | p. 102 |
| Harmful Environmental Effects | p. 103 |
| Newborns Are Ready to Experience the World | p. 104 |
| Point...Counterpoint: Should Ritalin Use among Children Be So Widespread? | p. 105 |
| Introduction to Research Basics: Observing an Infant's Gaze | p. 109 |
| Brain and Behavior: Critical Periods in Brain Development | p. 110 |
| How Does Thought Develop? | p. 111 |
| Jean Piaget's Insights | p. 111 |
| Vygotsky's Sociocultural Theory: An Alternative to Piaget | p. 118 |
| Theory of Mind | p. 119 |
| Thought in a Social Context | p. 120 |
| How Do Social and Emotional Development Proceed? | p. 121 |
| Attachment: The Ties That Bind | p. 121 |
| Temperament | p. 125 |
| Moral Reasoning | p. 127 |
| What Environmental Factors Are Important for Social Development? | p. 130 |
| Early Social Development and Child Rearing | p. 131 |
| Psychology in the Media: A Critical Look | p. 133 |
| Gender Roles | p. 134 |
| Erik Erikson and the Beginning of the Search for Self | p. 134 |
| Psychology in Action: Gender Stereotypes | p. 135 |
| Summary and Review | p. 137 |
| Adolescence and Adulthood | p. 140 |
| How Do Adolescents Bridge the Gap to Adulthood? | p. 142 |
| Viewing Adolescence in Multiple Contexts | p. 142 |
| Introduction to Research Basics: Does Teen Gambling Predict Adult Problems with Gambling? | p. 144 |
| Physical Development in Adolescence | p. 144 |
| Brain and Behavior: The Prevalence of Eating Disorders | p. 146 |
| Cognitive Development in Adolescence | p. 147 |
| Emotional and Social Development in Adolescence | p. 149 |
| Point...Counterpoint: Should Adolescents Be Able to Make Life-or-Death Decisions about Their Own Health? | p. 151 |
| Who Am I? The Search for Gender Identity | p. 153 |
| Friendship and Sexual Behavior | p. 155 |
| Is Adulthood a Time of Stability or Change? | p. 157 |
| Physical Changes in Adulthood | p. 158 |
| Psychology in the Media: A Critical Look | p. 161 |
| Cognitive Changes in Adulthood | p. 162 |
| Social and Personality Development in Adulthood | p. 163 |
| Stage Theories of Adult Development | p. 163 |
| Psychology in Action: The Legacy of Divorce | p. 166 |
| Do We Grow Older and Wiser in Late Adulthood? | p. 168 |
| Myths, Realities, and Stereotypes about Aging | p. 170 |
| Health in Late Adulthood | p. 170 |
| The Final Transition: Dying | p. 173 |
| Summary and Review | p. 174 |
| Sensation and Perception | p. 176 |
| How Are Stimulation and Perception Linked? | p. 178 |
| The Difference between Sensation and Perception | p. 178 |
| Psychophysics | p. 179 |
| Selective Attention | p. 180 |
| Point...Counterpoint: Does Subliminal Persuasion Work? | p. 181 |
| Restricted Environmental Stimulation | p. 182 |
| Introduction to Research Basics: Have You Ever Smelled a Color? | p. 183 |
| Inattentional Blindness | p. 184 |
| How Do We See the World? | p. 185 |
| The Structures of the Visual System | p. 186 |
| The Electrochemical Basis of Perception | p. 189 |
| Psychology in the Media: A Critical Look | p. 190 |
| Brain and Behavior: Geography and Dyslexia | p. 193 |
| Color Vision | p. 194 |
| How Do We Perceive Form and Substance? | p. 198 |
| Perception of Form: Constancy | p. 198 |
| Depth Perception | p. 199 |
| Illusions | p. 202 |
| Prosopagnosia: The Inability to Recognize Faces | p. 204 |
| Gestalt Laws of Organization | p. 205 |
| How Do We Perceive Sounds? | p. 207 |
| What Is Sound? | p. 207 |
| The Structure of the Ear | p. 208 |
| Theories of Hearing | p. 210 |
| Sound Localization | p. 210 |
| Hearing Impairments | p. 211 |
| Psychology in Action: Cochlear Implants-A Spirited Debate | p. 212 |
| Which Senses Are the Least Understood? | p. 213 |
| Taste | p. 213 |
| Smell | p. 214 |
| What Is the Relationship between Touch and Pain? | p. 216 |
| Touch | p. 217 |
| Pain | p. 218 |
| How Do We Keep Our Balance? | p. 221 |
| Does Extrasensory Perception Exist? | p. 222 |
| Summary and Review | p. 223 |
| Consciousness | p. 226 |
| What Is Consciousness? | p. 228 |
| Defining Consciousness | p. 228 |
| Theories of Consciousness | p. 229 |
| What Happens When We Sleep? | p. 231 |
| The Sleep-Wakefulness Cycle: Circadian Rhythms | p. 231 |
| Sleep Stages: REM and NREM Sleep | p. 233 |
| Sleep Deprivation | p. 236 |
| Why Do We Sleep? | p. 237 |
| Is There a Sleep Switch? | p. 238 |
| Sleep Disorders | p. 239 |
| Psychology in Action: Getting a Good Night's Sleep | p. 240 |
| What Are Dreams and What Do They Mean? | p. 241 |
| What Is a Dream? | p. 241 |
| The Content of Dreams | p. 242 |
| Dream Theories | p. 242 |
| Psychology in the Media: A Critical Look | p. 244 |
| Introduction to Research Basics: The Importance of REM Sleep for Learning and Memory | p. 247 |
| Is It Possible to Control Consciousness by Using Biofeedback, Hypnosis, or Meditation? | p. 248 |
| Biofeedback | p. 249 |
| Hypnosis | p. 249 |
| Point...Counterpoint: Is Hypnosis an Altered State of Consciousness? | p. 250 |
| Mediation | p. 252 |
| How Do Drugs Alter Consciousness? | p. 253 |
| Psychoactive Drugs | p. 253 |
| Drug Use and Abuse | p. 257 |
| Brain and Behavior: Drug Addiction | p. 260 |
| Summary and Review | p. 262 |
| Learning | p. 264 |
| What Type of Learning Is Pavlovian, or Classical, Conditioning? | p. 266 |
| Terms and Procedures | p. 267 |
| Classical Conditioning in Humans | p. 269 |
| Higher-Order Conditioning | p. 270 |
| What Are the Key Variables in Classical Conditioning? | p. 271 |
| Strength, Timing, and Frequency | p. 271 |
| Predictability | p. 272 |
| Extinction and Spontaneous Recovery | p. 272 |
| Stimulus Generalization and Stimulus Discrimination | p. 274 |
| Psychology in Action: Managing Test Anxiety | p. 275 |
| Classical Conditioning in Daily Life | p. 275 |
| Brain and Behavior: Conditioning and Drug Use | p. 278 |
| Pavlov's Understanding Reinterpreted | p. 278 |
| What Type of Learning Is Operant Conditioning? | p. 279 |
| The Pioneers: E. L. Thorndike and B. F. Skinner | p. 280 |
| Reinforcement: A Consequence That Strengthens a Response | p. 280 |
| Two Reinforcement Strategies: Positive and Negative | p. 281 |
| The Skinner Box and Shaping | p. 283 |
| Punishment: A Consequence That Weakens a Response | p. 283 |
| What Are the Key Variables in Operant Conditioning? | p. 287 |
| Strength, Timing, and Frequency | p. 287 |
| Stimulus Generalization and Stimulus Discrimination | p. 290 |
| Extinction and Spontaneous Recovery | p. 290 |
| Operant Conditioning in Daily Life | p. 291 |
| Can Learning Occur through Observation? | p. 294 |
| The Power of Modeling | p. 295 |
| Key Processes in Observational Learning | p. 296 |
| Psychology in the Media: A Critical Look | p. 297 |
| Observational Learning in Daily Life | p. 298 |
| Other Types of Cognitive Learning | p. 298 |
| Point...Counterpoint: Are There Gender Differences Related to Forming Cognitive Maps? | p. 300 |
| What Is the Biological Basis for Learning? | p. 301 |
| Are Evolutionary Theory and Learning Theory Incompatible? | p. 301 |
| Electrical Brain Stimulation and Reinforcement | p. 302 |
| Brain Changes and Learning | p. 302 |
| Summary and Review | p. 304 |
| Memory | p. 306 |
| How Does the Memory Process Begin? | p. 308 |
| The Brain as Information Processor | p. 308 |
| Encoding | p. 309 |
| Levels of Processing | p. 309 |
| Neuroscience and Encoding | p. 311 |
| What Are the Types of Memory Storage? | p. 312 |
| Sensory Memory | p. 312 |
| Short-Term Storage | p. 313 |
| Long-Term Memory | p. 316 |
| Neuroscience and Storage | p. 319 |
| Brain and Behavior: The Aging Brain and Alzheimer's Disease | p. 321 |
| What Influences Memory Retrieval? | p. 323 |
| Retention: Measures of Retrieval | p. 323 |
| Retrieval Success and Failure: Encoding Specificity | p. 324 |
| Introduction to Research Basics: Mood and Memory | p. 325 |
| What Facilitates Retrieval? | p. 326 |
| Flashbulb Memories | p. 328 |
| Gender and Memory | p. 329 |
| Culture and Memory | p. 330 |
| What Causes People to Forget? | p. 331 |
| Early Studies | p. 331 |
| Key Causes of Forgetting | p. 332 |
| Special Types of Forgetting | p. 335 |
| Psychology in Action: Improving the Justice System | p. 336 |
| Point...Counterpoint: Are Recovered Memories Real? | p. 337 |
| Neuroscience and Forgetting: Studies of Amnesia | p. 338 |
| Psychology in the Media: A Critical Look | p. 339 |
| Summary and Review | p. 340 |
| Cognitive Psychology | p. 342 |
| What Is Cognitive Psychology? | p. 344 |
| How Do We Form Concepts and Solve Problems? | p. 345 |
| Concept Formation | p. 345 |
| Problem Solving | p. 346 |
| Psychology in the Media: A Critical Look | p. 348 |
| Barriers to Problem Solving | p. 348 |
| Avoid Barriers: Be a Critical Thinker | p. 350 |
| Creative Problem Solving | p. 351 |
| How Do We Reason and Make Decisions? | p. 353 |
| Uncertainty: Estimating Probabilities | p. 353 |
| Barriers to Sound Decision Making | p. 354 |
| Culture and Reasoning | p. 355 |
| Evolution and Reasoning | p. 356 |
| Brain and Behavior: Is the Ability to Acquire Knowledge Built into the Brain? | p. 357 |
| What Does Artificial Intelligence Reveal about Cognition? | p. 359 |
| The Computer as Information Processor | p. 359 |
| Point...Counterpoint: Can Computers Think? | p. 360 |
| Neural Networks | p. 360 |
| Robotics | p. 362 |
| What Is the Structure of Language? | p. 363 |
| Language and Gender Stereotypes | p. 364 |
| Thought, Culture, and Language | p. 365 |
| Linguistics | p. 366 |
| Language Structure | p. 366 |
| Introduction to Research Basics: Acquiring A First Language | p. 367 |
| The Biological and Evolutionary Basis of Language | p. 369 |
| Psychology in Action: Learing English as a Second Language | p. 370 |
| How Do We Acquire Language? | p. 372 |
| Learning Theories | p. 372 |
| Biological Theories | p. 372 |
| Do Chimpanzees Use Language? | p. 373 |
| Do Dolphins or Whales Use Language? | p. 375 |
| Social Interaction Theory: A Little Bit of Each | p. 375 |
| Summary and Review | p. 377 |
| Intelligence | p. 380 |
| What Are the Origins and History of Psychological Testing? | p. 382 |
| Binet's Intelligence Test | p. 382 |
| The Stanford-Binet Intelligence Scale | p. 382 |
| The Wechsler Scales | p. 383 |
| Group Intelligence Tests | p. 386 |
| What Is Intelligence? | p. 386 |
| Theories of Intelligence-One Ability or Many? | p. 387 |
| Brain and Behavior: Big Brains | p. 389 |
| Emotions-A Different Kind of Intelligence? | p. 392 |
| How Do Psychologists Develop Tests? | p. 394 |
| Developing an Intelligence Test | p. 394 |
| Reliability | p. 395 |
| Validity | p. 396 |
| Introduction to Research Basics: Seeing What You Expect to See | p. 398 |
| How Do Biological and Environmental Factors Contribute to Intelligence? | p. 399 |
| Point...Counterpoint: Are There Racial Differences in Intelligence? | p. 400 |
| Biological Factors and Intelligence | p. 401 |
| Environmental and Cultural Factors in Intelligence | p. 403 |
| The Interaction of Biological and Environmental Factors | p. 404 |
| Psychology in Action: How to Increase Intelligence | p. 406 |
| What Is the Impact of Having an Exceptional IQ? | p. 407 |
| Giftedness | p. 407 |
| Intellectual Disability | p. 408 |
| Special Education: The IDEA | p. 409 |
| Psychology in the Media: A Critical Look | p. 410 |
| Summary and Review | p. 412 |
| Motivation and Emotion | p. 414 |
| What Is Motivation? | p. 416 |
| Definition of Motivation | p. 416 |
| Theories of Motivation | p. 416 |
| How Does Motivation Affect Behavior? | p. 425 |
| Hunger: A Physiological Need | p. 425 |
| Sexual Behavior: Physiology plus Thought | p. 429 |
| Introduction to Resarch Basics: Sex Surveys | p. 432 |
| Point...Counterpoint: What Is the Underlying Basis of Sexual Orientation? | p. 434 |
| Psychology in the Media: A Critical Look | p. 435 |
| Social Needs | p. 435 |
| What Is Emotion? | p. 439 |
| Definition of Emotion | p. 439 |
| Theories of Emotion | p. 440 |
| Brain and Behavior: Experiencing and Recognizing Fear | p. 442 |
| How Does Emotion Affect Behavior? | p. 447 |
| Culture and Emotion | p. 447 |
| Gender and Emotion | p. 448 |
| Can We Control Emotions? | p. 449 |
| Psychology in Action: Anger Management | p. 450 |
| Summary and Review | p. 451 |
| Personality and Its Assessment | p. 454 |
| What Is Personality? | p. 456 |
| Definition of Personality | p. 456 |
| Personality in the Cultural Context | p. 456 |
| What Is the Psychodynamic Approach to Personality? | p. 458 |
| The Psychoanalytic Theory of Sigmund Freud | p. 458 |
| Point...Counterpoint: Is Freud Still Relevant to Psychology? | p. 465 |
| Adler and Individual Psychology | p. 465 |
| Jung and Analytical Psychology | p. 467 |
| Psychology in the Media: A Critical Look | p. 468 |
| Can Personality Be Learned? | p. 470 |
| The Power of Learning | p. 470 |
| Skinner and Behavioral Analysis: Acquiring a Personality | p. 470 |
| What Are Trait and Type Theories of Personality? | p. 471 |
| Introduction to Research Basics: Are Personality Traits Stable? | p. 472 |
| Allport's Personal Disposition Theory | p. 472 |
| Cattell's Trait Theory | p. 473 |
| Eysenck's Factor Theory | p. 473 |
| The Five-Factor Model | p. 474 |
| Brain and Behavior: The Genetics of Personality Traits | p. 475 |
| What Characterizes the Humanistic Approach to Personality? | p. 476 |
| Maslow and Self-Actualization | p. 476 |
| Rogers and Self Theory | p. 477 |
| Positive Psychology | p. 478 |
| What Is the Cognitive Approach to Personality? | p. 480 |
| Key Cognitive Concepts | p. 480 |
| Kelly and Personal Constructs | p. 480 |
| Rotter and Locus of Control | p. 481 |
| Bandura and Self-Efficacy | p. 482 |
| Psychology in Action: Seeing Violence, Doing Violence | p. 483 |
| Mischel's Cognitive-Affective Personality System | p. 484 |
| How Do Psychologists Assess Personality? | p. 486 |
| Projective Tests | p. 486 |
| Personality Inventories | p. 487 |
| Summary and Review | p. 490 |
| Social Psychology | p. 494 |
| What Is the Social Self? | p. 496 |
| The Self in Social Psychology | p. 496 |
| Thinking about Self and Others | p. 497 |
| Point...Counterpoint: Is High Self-Esteem Always Desirable? | p. 498 |
| How Are Attitudes Related to Behavior? | p. 502 |
| Dimensions of Attitudes | p. 502 |
| Do Attitudes Predict Behavior? | p. 503 |
| Does Behavior Determine Attitudes? | p. 503 |
| How Does Attitude Change Occur? | p. 505 |
| How Do People Relate to Each Other? | p. 508 |
| Attraction and Relationship Formation | p. 508 |
| Aggression and Violence | p. 513 |
| Prosocial Behavior | p. 517 |
| What Are the Effects of Identifying with a Group? | p. 519 |
| Group Performance | p. 520 |
| Identifying as a Group Member | p. 523 |
| Introduction to Research Basics: Stereotypes and Academic Performance | p. 525 |
| Brain and Behavior: Bias in the Brain | p. 527 |
| How Do Others Affect the Individual? | p. 528 |
| Conformity | p. 528 |
| Compliance | p. 529 |
| Obedience to Authority | p. 531 |
| Psychology in Action: Resistance is Not Futile | p. 532 |
| Psychology in the Media: A Critical Look | p. 534 |
| Summary and Review | p. 535 |
| Stress and Health Psychology | p. 538 |
| What Is Stress? | p. 540 |
| Definition of Stress | p. 540 |
| Sources of Stress | p. 545 |
| Psychology in the Media: A Critical Look | p. 547 |
| Introduction to Research Basics: Racism and Reactivity | p. 548 |
| Responses to Stress | p. 551 |
| Stress and Health | p. 552 |
| Brain and Behavior: Sick of Final Exams, or Do Final Exams Make You Sick? | p. 555 |
| How Do People Cope with Stress? | p. 556 |
| What Is Coping? | p. 556 |
| Factors That Influence Coping | p. 556 |
| Coping Strategies | p. 558 |
| Psychology in Action: Coping with Campus Life | p. 562 |
| What Is Health Psychology? | p. 563 |
| How Does Behavior Affect Health and Illness? | p. 563 |
| Point...Counterpoint: Does Dieting Lead to Better Health? | p. 565 |
| The Psychology of Being Sick | p. 567 |
| Adopting a Healtheir Lifestyle | p. 569 |
| Health Psychology and the Future | p. 571 |
| Summary and Review | p. 572 |
| Psychological Disorders | p. 574 |
| What Is Abnormal Behavior? | p. 576 |
| A Definition | p. 576 |
| Perspectives on Abnormality | p. 577 |
| Diagnosing Psychopathology: The DSM | p. 580 |
| Introduction to Research Basics: Cross-Cultural Factors in Diagnosis and Treatment | p. 583 |
| What Are Anxiety Disorders? | p. 584 |
| Defining Anxiety | p. 585 |
| Generalized Anxiety Disorder | p. 585 |
| Panic Disorder | p. 585 |
| Phobic Disorders | p. 586 |
| Obsessive-Compulsive Disorder | p. 587 |
| What Are Mood Disorders? | p. 589 |
| Depressive Disorders | p. 589 |
| Causes of Major Depressive Disorder | p. 591 |
| Bipolar Disorder | p. 594 |
| What Are Dissociative Disorders? | p. 595 |
| Dissociative Amnesia | p. 596 |
| Dissociative Identity Disorder: Multiple Personalities | p. 596 |
| Point...Counterpoint: Is Multiple Personality Disorder a Real Mental Disorder? | p. 597 |
| What Is Schizophrenia? | p. 598 |
| Essential Characteristics of Schizophrenic Disorders | p. 598 |
| Types of Schizophrenia | p. 600 |
| Psychology in the Media: A Critical Look | p. 601 |
| Brain And Behavior: "It's All in Your Head" | p. 602 |
| Causes of Schizophrenia | p. 603 |
| What Are Personality Disorders? | p. 605 |
| How Are Violence and Mental Disorders Related? | p. 608 |
| Diagnoses Associated with Violence | p. 608 |
| Violence as a Risk for Developing Mental Disorders | p. 610 |
| Psychology in Action: Preventing Suicide | p. 611 |
| Summary and Review | p. 613 |
| Therapy | p. 616 |
| What Is Psychotherapy, and What Types Are Available? | p. 618 |
| Is Psychotherapy Necessary and Effective? | p. 619 |
| Which Therapy, Which Therapist? | p. 621 |
| Are There Common Factors among Therapists? | p. 622 |
| Introduction to Research Basics: Prevention of Alcohol Abuse at College | p. 623 |
| What Roles Do Culture and Gender Play in Therapy? | p. 625 |
| Has Managed Care Changed Therapy? | p. 627 |
| Psychology In Action: Choosing a Therapist | p. 628 |
| How Do Psychodynamic Therapies Work? | p. 630 |
| Goals of Psychoanalysis | p. 630 |
| Techniques of Psychoanalysis | p. 631 |
| Psychology in the Media: A Critical Look | p. 632 |
| Criticisms of Psychoanalysis | p. 633 |
| What Do Humanistic Therapies Emphasize? | p. 634 |
| Techniques of Client-Centered Therapy | p. 635 |
| Criticisms of Client-Centered Therapy | p. 636 |
| What Are the Methods of Behavior Therapy? | p. 637 |
| Assumptions and Goals of Behavior Therapy | p. 637 |
| Operant Conditioning in Behavior Therapy | p. 638 |
| Counterconditioning in Behavior Therapy | p. 641 |
| Modeling in Behavior Therapy | p. 642 |
| Point...Counterpoint: Can Alcoholics Become Controlled Drinkers? | p. 643 |
| Why Is Cognitive Therapy So Popular? | p. 644 |
| Assumptions of Cognitive Therapy | p. 644 |
| Types of Cognitive Therapy | p. 644 |
| How Does Therapy in a Group Work? | p. 648 |
| Techniques of Group Therapy | p. 648 |
| Family Therapy | p. 648 |
| How Do Psychologists Reach Out to Communities? | p. 650 |
| How Do Biologically Based Therapies Create Change? | p. 653 |
| Drugs and the Therapeutic Process | p. 653 |
| Brain and Behavior: A Best-Selling Medication-Prozac | p. 655 |
| Psychosurgery and Electroconvulsive Therapy | p. 656 |
| Alternative Therapies | p. 658 |
| The Debate over Hospitalization | p. 658 |
| Summary and Review | p. 659 |
| Psychology in Action | p. 662 |
| How Is Behavior Affected by the Work Environment? | p. 664 |
| Definition of Industrial/Organizational Psychology | p. 664 |
| Human Resources | p. 665 |
| Point...Counterpoint: Does Monitoring Drug and Alcohol Use Violate Employees' Rights? | p. 667 |
| Introduction to Research Basics: Sex Discrimination in Job Interviews | p. 669 |
| Motivation and Job Performance | p. 672 |
| Job Satisfaction | p. 676 |
| Teams and Teamwork | p. 678 |
| Leadership | p. 679 |
| The Future of I/O Psychology | p. 683 |
| How Do Human Factors Affect Performance? | p. 684 |
| Efficiency | p. 684 |
| Behavior-Based Safety | p. 685 |
| How Do Psychology and the Law Work Together? | p. 687 |
| Table of Contents provided by Ingram. All Rights Reserved. |
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