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EXPERT REPORT of PHILIP G. ZIMBARDO, Ph.D
UNITED STATES DISTRICT COURT FOR THE EASTERN DISTRICT OF VIRGINIA ALEXANDRIA DIVISION SUHAIL NAJIM ) ABDULLAH AL SHIMARI et al., ) ) Plaintiffs, ) ) v. ) C.A. No. 08-cv-0827 GBL-JFA ) CACI INTERNATIONAL, INC., et. al., ) ) Defendants ) ) EXPERT REPORT OF PHILIP G. ZIMBARDO, Ph.D. jO qspgfttjpobm cbdlhspvoe boe rvbmjgjdbujpot j M M j M M O j q t v M j RZWYM q b v O j q OeO q M RZVZM z v M nOtOM RZVVM z v bOcO I J i q M t b M RZVUM c d O j x v M w M s v o k m v M t O j x q g q b q b j q q b O j d i e t M o q t d d b s f t n t O j z v IRZVXNRZWQJM o z v IRZWQN RZWXJM d v IRZWXNRZWYJ t v IRZWYNSQQTJO j v m M c M j m M t v x M q O j UQQ VQ O j N M q m RZ M N q [ d d M X O u [ C u O d s O It oO RVM p SVM RZXRJO i t oO TM d k M i s M o Nt d M g t d M q jjM qM q s q ô s [ d O x M ed[ vOtO h q p O { M qO hO IRZXRJO C t -
North American Journal of Psychology, 1999. PUB DATE 1999-00-00 NOTE 346P.; Published Semi-Annually
DOCUMENT RESUME ED 449 388 CG 029 765 AUTHOR McCutcheon, Lynn E., Ed. TITLE North American Journal of Psychology, 1999. PUB DATE 1999-00-00 NOTE 346p.; Published semi-annually. AVAILABLE FROM NAJP, 240 Harbor Dr., Winter Garden, FL 34787 ($35 per annual subscription). Tel: 407-877-8364. PUB TYPE Collected Works Serials (022) JOURNAL CIT North American Journal of Psychology; vl n1-2 1999 EDRS PRICE MF01/PC14 Plus Postage. DESCRIPTORS *Psychology; *Research Tools; *Scholarly Journals; *Social Science Research ABSTRACT "North American Journal of Psychology" publishes scientific papers of general interest to psychologists and other social scientists. Articles included in volume 1 issue 1 (June 1999) are: "Generalist Looks at His Career in Teaching: Interview with Dr. Phil Zimbardo"; "Affective Information in Videos"; "Infant Communication"; "Defining Projective Techniques"; "Date Selection Choices in College Students"; "Study of the Personality of Violent Children"; "Behavioral and Institutional Theories of Human Resource Practices"; "Self-Estimates of Intelligence:"; "When the Going Gets Tough, the Tough Get Going"; "Behaviorism and Cognitivism in Learning Theory"; "On the Distinction between Behavioral Contagion, Conversion Conformity, and Compliance Conformity"; "Promoting Altruism in Troubled Youth"; The Influence of insecurity on Exchange and Communal Intimates"; "Height as Power in Women"; "Moderator Effects of Managerial Activity Inhibition on the Relation between Power versus Affiliation Motive Dominance and Econdmic Efficiency"; -
Pathology of Imprisonment
Pathology of Imprisonment PHILIP G. ZIMBARDO Philip Zimbardo and his colleagues were interested in studying the effects of imprisonment on human behavior—in particular, the psychological impact of imprisonment. They opened a mock prison and peopled it with carefully screened college students who were “mature, emotionally stable, normal, intelligent,” and “from middle-class homes throughout the United States and Canada.” Then they observed what happened. The results of the experiment proved so shocking that the researchers aborted it after just six days. In this essay, Zimbardo reports on these results. He then comments on why prisons breed pathological behavior and what we might do to prevent what happened during the experiment. was recently released from solitary confinement after being held therein Ifor 37 months [months!]. A silent system was imposed upon me and to even whisper to the man in the next cell resulted in being beaten by guards, sprayed with chemical mace, blackjacked, stomped and thrown into a strip- cell naked to sleep on a concrete floor without bedding, covering, wash basin or even a toilet. The floor served as toilet and bed, and even there the silent system was enforced. To let a moan escape your lips because of the pain and discomfort . resulted in another beating. I spent not days, but months there during my 37 months in solitary. I have filed every writ possible against the administrative acts of brutality. The state courts have all denied the petitions. Because of my refusal to let the things die down and forget all that happened during my 37 months in solitary . -
August 12, 2013 President Barack Obama the White House 1600
August 12, 2013 President Barack Obama The White House 1600 Pennsylvania Avenue NW Washington, DC 20500 Dear Mr. President: We are health care professionals, members of human rights organizations, and others deeply concerned about the delays in closing the Guantánamo Bay detention camp and the appalling treatment of the detainees on hunger strike. The hunger strike has now passed its sixth month and up to 106 detainees have joined, with as many as 46 of them subjected to force-feeding. The President of the American Medical Association (AMA) has written to Defense Secretary Hagel that force-feeding mentally competent adults is a violation of medical ethics. The American Nursing Association (ANA) position statement, consistent with the Code of Ethics for Nurses, asserts that “acceptance or refusal of food and fluids, whether delivered by normal or artificial means must be respected.” The Guantánamo Command maintains that force-feeding the prisoners is necessary to save lives and that the procedures conform to acceptable practice. We strongly disagree. There is alarming evidence in news reports and in the new Guantánamo Standard Operating Procedures: Medical Management of Detainees on Hunger Strike (SOP) that the Guantánamo method is exceptionally brutal. When a detainee resists, he is forcefully extracted from his cell by several soldiers and strapped into a 6-point restraint chair. A mask is placed over his mouth to keep him from biting or spitting at medical personnel. He may stay strapped down for two hours while personnel make sure he does not vomit the liquid feeding. Men weakened by significant weight loss are particularly at risk for serious injury during this regimen. -
The Catholic High School of Baltimore Summer Reading List Reading
The Catholic High School of Baltimore Summer Reading List Teacher’s Name: Carolyn Marinari School Year: 2011-2012______________ Grade Level: 11 and 12 Course No.: 255 Course Name: AP Psychology Academic Level (Honors/AP/CP1/CP2/CPA): AP Reading: Understanding Psychology, Robert S. Feldman (required course textbook) Assignment 1: Read pp. xxxiv-iii and read and take notes on Chapter 1 p.3-29. This chapter covers basic information and the history of psychology. The material is pretty self-explanatory. Note any questions you have about the material. We will spend a day or two on this material which will be followed by a chapter test during the first week of school. Textbooks can be picked up from Mrs. Marinari before the end of school or in the main office during the summer. Assignment 2: Create a set of note cards on the top psychologists listed below. This will be due the Tuesday after Labor Day weekend. Cards should be 3x5 format. The top card should list your name in the upper left-hand corner and Top Psychologists in the center. Each of the psychologist cards should be numbered 1-50. The cards should be formatted as follows: FRONT OF CARD # card Person's full name BACK OF CARD Years alive (in upper right) Field: This should indicate what area of psychology the psychologist was most interested in. Contributions: This should detail (succinctly) what the major contributions/ideas/studies of the psychologist. Source: Source information of where you found your information *Avoid wikipedia *Must be handwritten and in pen *Feel free to color-code, your brain likes it-just be consistent!! Top 50 Psychologists for your cards 1. -
Psychology and Life
免费考研网www.freekaoyan.com Instructor’s Manual for Gerrig and Zimbardo Psychology and Life Sixteenth Edition prepared by John N. Boyd Allyn and Bacon Boston London Toronto Sydney Tokyo Singapore 免费考研网www.freekaoyan.com 免费考研网www.freekaoyan.com Copyright © 2002 by Allyn & Bacon A Pearson Education Company 75 Arlington Street Boston, Massachusetts 02116 Internet: www.ablongman.com All rights reserved. The contents, or parts thereof, may be reproduced for use with Psychology and Life, Sixteenth Edition, by Richard Gerrig and Philip Zimbardo, provided such reproductions bear copyright notice, but may not be reproduced in any form for any other purpose without written permission from the copyright owner. ISBN 0-205-34454-2 Printed in the United States of America 10 9 8 7 6 5 4 3 2 1 05 04 03 02 免费考研网www.freekaoyan.com 免费考研网www.freekaoyan.com PSYCHOLOGY AND LIFE, 16th Edition Instructor’s Manual Please note that the transcription to PDF can result in unintended reformatting. Page numbers in the table of contents may not correspond to the book's interior. The publisher regrets any inconvenience caused by this error.) TABLE OF CONTENTS PREFACE Open-Book Testing i Teaching the Introductory Course ii Why Read This Instructor’s Manual? xxv CHAPTERS Chapter 1: The Science of Psychology in Your Life 1 Chapter 2: Research Methods in Psychology 19 Chapter 3: The Biological Bases of Behavior 33 Chapter 4: Sensation 51 Chapter 5: Perception 71 Chapter 6: Mind, Consciousness, and Alternate States 85 Chapter 7: Learning and Behavior Analysis 105 Chapter 8: -
Psychology and Its History
2 CHAPTER 1 INTRODUCING PSYCHOLOGY'S HISTORY • Distinguish between primary and secondary sources of historical information and describe the kinds of primary source information typically found by historians in archives • Explain how the process of doing history can produce some degree of confidence that truth has been attained PSYCHOLOGY AND ITS HISTORY One hundred is a nice round number and a one-hundredth anniversary is ample cause for celebration. In recent years, psychologists with a sense of history have celebrated often. The festivities began back in 1979, with the centennial of the founding of Wilhelm Wundt's laboratory at Leipzig, Germany. In 1992, the American Psychological Associ ation (APA) created a yearlong series of events to commemorate the centennial of its founding in G. Stanley Hall's study at Clark University on July 8, 1892. During the cen tennial year, historical articles appeared in all of the APA's journals and a special issue of American Psychologist focused on history; several books dealing with APA's history were commissioned (e.g., Evans, Sexton, & Cadwallader, 1992); regional conventions had historical themes; and the annual convention in Washington featured events ranging from the usual symposia and invited addresses on history to a fancy dress ball at Union Station featuring period (1892) costumes and a huge APA birthday cake. Interest in psychology's history has not been limited to centennial celebrations, of course. Histories of psychology were written soon after psychology itself appeared on the academic scene (e.g., Baldwin, 1913), and at least two of psychology's most famous books, E. G. -
Philip Zimbardo: the Psychology of Evil
Philip Zimbardo: The psychology of evil Philosophers, dramatists, theologians have grappled with this question for centuries: what makes people go wrong? Interestingly, I asked this question when I was a little kid. When I was a kid growing up in the South Bronx, inner-city ghetto in New York, I was surrounded by evil, as all kids are who grew up in an inner city. And I had friends who were really good kids, who lived out the Dr. Jekyll Mr. Hyde scenario -- Robert Louis Stevenson. That is, they took drugs, got in trouble, went to jail. Some got killed, and some did it without drug assistance. So when I read Robert Louis Stevenson, that wasn't fiction. The only question is, what was in the juice? And more importantly, that line between good and evil -- which privileged people like to think is fixed and impermeable, with them on the good side, and the others on the bad side -- I knew that line was movable, and it was permeable. Good people could be seduced across that line, and under good and some rare circumstances, bad kids could recover with help, with reform, with rehabilitation. So I want to begin with this this wonderful illusion by [Dutch] artist M.C. Escher. If you look at it and focus on the white, what you see is a world full of angels. But let's look more deeply, and as we do, what appears is the demons, the devils in the world. And that tells us several things. One, the world is, was, will always be filled with good and evil, because good and evil is the yin and yang of the human condition. -
Organizing Knowledge and Behavior at Yale's Institute of Human Relations Author(S): J
Organizing Knowledge and Behavior at Yale's Institute of Human Relations Author(s): J. G. Morawski Source: Isis, Vol. 77, No. 2 (Jun., 1986), pp. 219-242 Published by: University of Chicago Press on behalf of History of Science Society Stable URL: http://www.jstor.org/stable/232650 Accessed: 22-12-2015 00:42 UTC Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at http://www.jstor.org/page/ info/about/policies/terms.jsp JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]. History of Science Society and University of Chicago Press are collaborating with JSTOR to digitize, preserve and extend access to Isis. http://www.jstor.org This content downloaded from 129.133.6.95 on Tue, 22 Dec 2015 00:42:52 UTC All use subject to JSTOR Terms and Conditions Organizing Knowledge and Behavior at Yale's Institute of Human Relations By J. G. Morawski* IN 1929 JAMES ANGELL, president of Yale, announced plans for a unique teaching and research center for those fields "directly concerned with the problems of man's individual and group conduct. The purpose is to correlate knowledge and coordinate technique in related fields that greater progress may be made in the understanding of human life. The time has certainly come once again to attempt a fruitful synthesis of knowledge." The New York Times described the experiment as dismantling the disciplinary "Great Wall of China" and compared it with the Renaissance transformation of knowledge.1 The Insti- tute of Human Relations (IHR), as the center was named, received over $4.5 million from the Rockefeller Foundation for its first decade of operation. -
Psychologists and Physicians in the Borderlands of Science, 1900-1942
PSYCHOLOGISTS AND PHYSICIANS IN THE BORDERLANDS OF SCIENCE, 1900-1942 By WADE EDWARD PICKREN A DISSERTATION PRESENTED TO THE GRADUATE SCHOOL OF THE UNIVERSITY OF FLORIDA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY UNIVERSITY OF FLORIDA 1995 For my mother: WILLIE MERLE PICKREN, and in memoriam, BILL PICKREN, You taught me to love and work. ACKNOWLEDGEMENTS I wish to express my deepest gratitude to the chairman of my dissertation committee, Donald A. Dewsbury. Dr. Dewsbury has, from the beginning of this long project, been a model of encouragement, kindness, and unfailing generosity. He has shared his time, his great breadth of learning, his editorial ability, and his materials with me. My understanding of the history of psychology has been greatly deepened by our conversations. I also wish to acknowledge that Dr. Dewsbury has helped me to understand that data is a plural! Dr. Wilse B. Webb has also stimulated much thought in me about what I was doing and where I was going with my ideas. Although I did not avail myself of his wisdom as oft as I would have liked, his voice and his sharp eye were always with me. I hope that, in the future, time will allow me a greater opportunity to benefit from his great knowledge and experience. Both near at hand and from afar, Dr. Toby Appel has blessed me with the keenness of her insight . Her acceptance and friendly corrections of my halting efforts to write history have been much appreciated. One of my most pleasant memories of this experience is that of sitting at a table at iii Cafe Gardens talking about the history of biology or psychology, while hoping to hear some Van Morrison on the house music system. -
John Watson Is to Introspectionism As James Berlin Is to Expressivism (And Other Analogies You Won't Find on the Sat)
JOHN WATSON IS TO INTROSPECTIONISM AS JAMES BERLIN IS TO EXPRESSIVISM (AND OTHER ANALOGIES YOU WON’T FIND ON THE SAT) Maja Wilson I was in the Yale archives for the first time, reading the correspondence of early behaviorists John B. Watson and Robert M. Yerkes, and I couldn’t stop sneezing. A venerable looking scholar next to me, inspecting ancient manu- scripts with a magnifying glass, moved to the back of the room. Apparently, I was allergic to history. My very present problems had brought me to the archives: as a high school teacher, I had felt oppressed by the system of high stakes standardized testing mandated by No Child Left Behind (NCLB). The stated intent of NCLB was to promote equity, but the effects of testing seemed to be quite the opposite. Despite the modern rhetoric of equity associated with testing, I wondered if the original intent behind the creation of standardized tests foreshadowed the disastrous effects I saw playing out in schools. I knew that the first large scale standardized test in the United States—the Army Alpha Test (AAT)—had been created by eugenicists and used to promote their causes. Robert M. Yerkes, an avowed eugenicist, had helped create and administer the AAT during both World Wars. His assistant, Carl Brigham, pub- lished A Study of American Intelligence in 1923, in which he argued for “selective breeding” to preserve the integrity of the “Nordic race.” The AAT had revealed, according to Brigham, that southern and eastern Europeans had scored lowest on the test. Brigham’s book fueled growing anti-immigrant sentiment in the United States, and was used by Harry Laughlin, appointed by a House committee as an “expert eugenics agent,” to propose and pass the Immigration Restriction Act of 1924, which targeted eastern and southern Europeans. -
Points of View in the Modern History of Psychology
Points of View in the Modern History of Psychology Edited by Claude E. Buxton Department of Psychology Yale University New Haven, Connecticut 1985 ACADEMIC PRESS, INC. (Harcourt Brace Jovanovich, Publishers) Orlando San Diego New York London Toronto Montreal Sydney Tokyo Passages from the following are reprinted by permission of the publishers: Newell, Α., Duncker on Thinking, in S. Koch & D. Leary (Eds.), A Century of Psychology as Science. Copyright 1985 by McGraw-Hill. Neisser, U., Cognitive Psychology. © 1967 by Prentice-Hall. COPYRIGHT © 1985 BY ACADEMIC PRESS, INC. ALL RIGHTS RESERVED. NO PART OF THIS PUBLICATION MAY BE REPRODUCED OR TRANSMITTED IN ANY FORM OR BY ANY MEANS, ELECTRONIC OR MECHANICAL, INCLUDING PHOTOCOPY, RECORDING, OR ANY INFORMATION STORAGE AND RETRIEVAL SYSTEM, WITHOUT PERMISSION IN WRITING FROM THE PUBLISHER. ACADEMIC PRESS, INC. Orlando, Florida 32887 United Kingdom Edition published by ACADEMIC PRESS INC. (LONDON) LTD. 24-28 Oval Road, London NW1 7DX LIBRARY OF CONGRESS CATALOGING IN PUBLICATION DATA Main entry under title: Points of view in the modern history of psychology. Includes indexes. 1. Psychology— History. I. Buxton, Claude E. BF81.P57 1985 150\9 85-4010 ISBN 0-12-148510-2 (alk. paper) PRINTED IN THE UNITED STATES OF AMERICA 85 86 87 88 9 8 7 6 5 4 3 2 1 Contributors Numbers in parentheses indicate the pages on which the authors' contributions begin. Mitchell G. Ash (295), Department of History, University of Iowa, Iowa City, Iowa 52242 William Bevan (259), John D. and Catherine T. MacArthur Foundation, Chicago, Illinois 60603 Arthur L. Blumenthal (19, 51), Department of Psychology, University of Massachusetts at Boston, Boston, Massachusetts 02125 Claude E.