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Psychology and Life 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 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 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: Memory 125 Chapter 9: Cognitive Processes 143 Chapter 10: Intelligence and Intelligence Assessment 163 Chapter 11: Human Development across the Life Span 181 Chapter 12: Motivation 217 Chapter 13: Emotion, Stress, and Health 239 Chapter 14: Understanding Human Personality 261 Chapter 15: Psychological Disorders 289 Chapter 16: Therapies for Personal Change 315 Chapter 17: Social Processes and Relationships 335 Chapter 18: Social Psychology, Society, and Culture 357 SUPPLEMENTAL MATERIAL Experiments and Demonstrations (By Philip Zimbardo) 377 OPEN-BOOK TESTING By Kay Burke, Ph.D. WHY IT MAKES SENSE Educators who allow students to take open-book tests are not teaching for the test; they are teaching for understanding. Most students agree that open-book tests are more challenging than traditional objective tests because they require high-order thinking skills rather than recall skills. The greatest benefit from open-book testing may be that it encourages the type of thinking that will benefit students in the real world. · Open-book tests focus on students learning important concepts rather than memorizing facts. · They encourage students to utilize the lifelong learning skill of “accessing information” rather than memorizing data. In most jobs, people do not have to memorize formulas or discrete bits of data; they have to know how to find the important information they need in order to solve problems and complete projects. · Open-book tests encourage students to highlight the text and organize their notes so they can find the information they need. · Open-book tests encourage students to apply the information they have learned and transfer it to new situations, rather than just repeat the facts. SOURCES: Burke, K. B. The Mindful School: How to Assess Authentic Learning. Arlington Heights, IL. Skylight Professional Development Stiggins, R. J. (1985, October). Improving Assessment where it Means the Most: In the Classroom. Educational Leadership, pp. 69-74. Wiggins, G. (1989, April). Creating tests worth taking. Educational Leadership, pp. 121-127 Wiggins, G. and McTighe, J. (1989). Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development i TEACHING THE INTRODUCTORY COURSE LAYING THE FOUNDATION FOR A WELL ORGANIZED COURSE Most of us have experienced at least one truly exciting, memorable course with smoothly flowing lectures neatly tied together by threads of conceptual continuity, audiovisual presentations that began on time and kept every student alert even though the lights were out, reserve readings that were actually available in the library, and demonstrations that brought a thrill of discovery into the classroom. Such superb educational experiences do not erupt spontaneously from mystical qualities found in a few gifted teachers. To make them possible, certain basic ingredients must be assembled and organized well before the first class meets. We present here a systematic planning guide to preparing for the introductory course. The methods could be applied to just about any other course as well. For starters, a list of suggested administrative tasks and teaching aids should help make course preparation efficient and even pleasant. As you organize your course, an essential notion to bear in mind is that small things done at just the right time can be crucial both in preventing major difficulties and in creating the conditions that turn an adequate course into a rich encounter with a new world of ideas and information. The time sequencing suggested here should not be taken lightly. It is intended to maximize your access to first-choice resources and allow a comfortable margin for creative responses to unexpected contingencies. GOALS OF AN INTRODUCTORY PSYCHOLOGY COURSE Introductory psychology is designed to present a broad view of the discipline and is generally a prerequisite for all subsequent courses in the curriculum. The first step is to determine your goals for this course. What do you intend to accomplish? In what ways would you like this course to contribute to your students’ education? Walker and McKeachie (1967) offer these goals for introductory psychology: q Communicate elementary concepts q Communicate facts in support of concepts q Introduce the student to the full range of subject matter q Integrate course material q Communicate basic attitudes of the discipline q Communicate the intrinsic interest of the subject matter q Present the newest developments in the field q Provide individual guidance and monitoring q Develop selected intellectual skills q Provide a suitable identification model for the students THREE MONTHS BEFORE THE FIRST CLASS MEETING DRAFT A WORKING SYLLABUS DETAILING THE FOLLOWING: q The sequence of topics to be covered, with approximate time blocks allocated to each q Readings to be assigned for each topic q New lectures you plan to prepare, with a brief summary of major points to be included in each q Old lectures you want to improve q Demonstrations and discussions you expect to conduct ii q Guest speakers you hope to schedule, with alternates in case your first choices are unavailable q Films and other audiovisual aids, with their intended use (e.g., films will be scheduled for class time, while some audio and video tapes may be put on reserve in the library and recommended in conjunction with appropriate topics) FINALIZE COURSE PLANS Finalize the syllabus except for specific dates for guest lecturers not yet committed and other details yet unknown. It is OK to note that plans for some class periods are “in preparation.” ONE TO TWO WEEKS BEFORE THE FIRST CLASS q Confirm that texts have been received by the bookstore and that reserve readings will be available. Check for yourself. q Review all class materials and be sure that they are in fact duplicated, satisfactory, and located where they can be found when needed. q If any uncertainty remains about audiovisual materials or items needed for demonstrations, send out final orders and adapt your plans accordingly. q Finalize the syllabus and have it duplicated on three-hole paper in a quantity about 25 percent larger than your anticipated need (students often take more than one). Also, distribute copies to your colleagues. They need to know what you are doing in the basic course if it is a prerequisite for their courses, and they may well have comments and suggestions you will find valuable. THE FIRST CLASS DON’T TALK ABOUT PSYCHOLOGY: SHOW ME Introductory psychology differs from other classes because the students will be able to relate to much of the material on a personal level. As you explain to the students that this psychology course speaks to contemporary personal and social issues, you are on the spot to show them rather than just proclaim it. Starting the class with a demonstration can be a first-day relief to both you and your students. If you start the class with a brief “Candid Camera” film or a demonstration of the kind outlined in the Experiments and Demonstrations section of this manual, you are not talking the whole time, and you and your class together are relating to the same material. For the students, a demonstration will be a welcome relief from all of their other first-day-of-the-term courses, which typically are “very talky” and full of logistics. To avoid the latter, come early and follow these guidelines: q Post on the blackboard your course title, the course number, and your name. Also note on the board: “Please look over the syllabus; we will discuss it at the end of the class hour.” q Arrange to have the syllabus distributed at the entrance to the classroom, with extra copies available at the front and rear of the room. q Do not begin the course with a proclamation of the usual details about course organization. These details are in the syllabus. q Avoid the “Psychology Is a Science” routine, so typical in many first classes. It makes you defensive, often antagonizes some “hard science” majors, and is unnecessary. Students should discover the scientific foundations of psychology through their reading and your general exposition. For a demonstration to be especially suitable for the first class, it should be intrinsically intriguing, require no advance knowledge by students, and be a take-off point for introducing some of the basic questions of psychology. Several of the demonstrations suggested in the Experiments and Demonstrations section of this manual fit these criteria. iii KEEP ANTICIPATING YOUR NEEDS GUEST LECTURERS Contact a guest seven to ten days before his or her presentation date.
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