Readings And Case Studies In Psychology
G L E N C O EU N D E R S TA N D I N GPsychologyReadings and Case Studiesin Psychology
To the TeacherReadings and Case Studies serve as a supplement to material in the textbookand provide an in-depth look at important issues, experiments, and concepts in psychology. They also encourage students to develop their critical thinking abilities.Customize Your ResourcesNo matter how you organize your teaching resources, Glencoe has what you need.The Teacher’s Classroom Resources for Understanding Psychology provides youwith a wide variety of supplemental materials to enhance the classroom experience.The booklets are designed to open flat so that pages can be easily photocopied without removing them from their booklet. However, if you choose to create separatefiles, the pages are perforated for easy removal.The individual booklets supplied in Teacher’s Classroom Resources give you theflexibility to organize these resources in a combination that best suits your teachingstyle. Below are several alternatives. Organize all resources by category(all tests, all enrichment and extension activities, etc., filed separately) Organize all resources by category and chapter(all Chapter 1 activities, all Chapter 1 tests, etc.) Organize resources sequentially by lesson(activities, quizzes, readings, etc., for Chapter 1, Chapter 2, and so on)Copyright by The McGraw-Hill Companies, Inc. All rights reserved. Permission is granted toreproduce the material contained herein on the condition that such materials be reproduced only forclassroom use; be provided to students, teachers, and families without charge; and be used solelyin conjunction with the Understanding Psychology program. Any other reproduction, for sale orother use, is expressly prohibited.Send all inquiries to:Glencoe/McGraw-Hill8787 Orion PlaceColumbus, Ohio 43240-4027ISBN: 978-0-07-875367-1MHID: 0-07-875367-8Printed in the United States of America.1 2 3 4 5 6 7 8 9 10 047 10 09 08 07ii
ContentsReading 1: Ethics in Psychology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Case Study 1: Early Investigations into Psychological Oddities . . . . . . . . . . . . . . . 3Reading 2: Falsifiability. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Case Study 2: First Impressions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Reading 3: American Child Care Today. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11Case Study 3: Body Image and Dieting in Children . . . . . . . . . . . . . . . . . . . . . . . 14Reading 4: Teenagers in Crisis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Case Study 4: Hormones and Depression. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Reading 5: Creativity and Aging . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21Case Study 5: Generativity Among Refugees and Survivors . . . . . . . . . . . . . . . . . 23Reading 6: Reversing Stroke and Spinal Cord Damage . . . . . . . . . . . . . . . . . . . . . 26Case Study 6: Dual-Brain Psychology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28Reading 7: Cross-Cultural Studies of Sleep . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31Case Study 7: Self-Hypnosis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34Reading 8: Weightlessness and Perception . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36Case Study 8: Perfect Pitch . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39Reading 9: Different Outlooks. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41Case Study 9: Conditioning Aggression . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44Reading 10: Remembering Details . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46Case Study 10: Eyewitness Testimony . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48Copyright by The McGraw-Hill Companies, Inc.Reading 11: Sound Patterns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51Case Study 11: Peacekeeping with Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54Reading 12: The Excited Brain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56Case Study 12: Facial Expressions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59Reading 13: Change in Japanese College Admissions Policies . . . . . . . . . . . . . . . 61Case Study 13: Who Is Intelligent? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63Reading 14: Type T Personalities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65Case Study 14: Can Personality Traits Predict Adult Career Success? . . . . . . . . . . 68Reading 15: Stress Out of Place . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71Case Study 15: Juror Stress . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73Reading 16: The Hunt for Mood Genes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75Case Study 16: Panic Disorder . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77Reading 17: Modifying Orangutan Behavior. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79Case Study 17: Family Therapist and School Counselor Work as a Team . . . . . . . 81iii
Reading 18: What Makes a Good Marriage? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84Case Study 18: Culture and Conflict Resolution . . . . . . . . . . . . . . . . . . . . . . . . . . 87Reading 19: Who’s Steering the Ship? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89Case Study 19: Parental Involvement and Students’ Aggressive Behaviors. . . . . . 92Reading 20: Folklore, Gossip, and the Internet . . . . . . . . . . . . . . . . . . . . . . . . . . . 95Case Study 20: “The Jury Will Disregard That!” . . . . . . . . . . . . . . . . . . . . . . . . . . . 98Reading 21: Steve Blass Disease . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100Case Study 21: “Can I Get Some Service Here?” . . . . . . . . . . . . . . . . . . . . . . . . . 102Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105Copyright by The McGraw-Hill Companies, Inc.iv
NameREADINGDate1ClassEthics inPsychologyDirections: Read the following selection, then answer the questions that follow.Psychology, like most professions, has a code of professional conduct that governs the actions ofmembers of the profession. Would the ethical conduct of a psychologist be an important factor in yourdecision to seek advice from him or her? It should be. Psychologists who operate unethically may do youmore harm than good.What does it mean to be ethical? People who are ethical use a set of moral values to guide theirdecision making. Ethical psychologists use the Ethical Principles of Psychologists and Code of Conductdeveloped by the American Psychological Association (APA) as a basis for their professional conduct.Although this document does not address every possible ethical and unethical action, it does providea framework in which psychologists can make decisions about their conduct. According to GeraldKoocher and Patricia Keith-Spiegel, the main principles that should guide a psychologist’s ethicalbehavior include the following:1.Copyright by The McGraw-Hill Companies, Inc.2.3.4.5.Doing no harm (nonmaleficence). Throughcommission or omission, psychologists striveto benefit those with whom they work, at thesame time taking care to ensure that thepotential for damage is eliminated or minimized to the greatest extent possible.Respecting autonomy. The rights of individuals to decide how to live their lives as long astheir actions do not interfere with the welfareof others is accepted by psychologists as anultimate goal of clients, students, researchparticipants, and others with whom psychologists work. Members of our profession areoften in the business of moving those withwhom we work toward greater independenceand self-reliance.Benefiting others. All decisions that psychologists make should have the potential for apositive effect on others. Often, this principlemust be balanced against doing no harm,respect for autonomy, available resources,and utility.Being just. Actions should be fair and equitable. Others should be treated as psychologists would want to be treated under similarcircumstances.Being faithful. Issues of fidelity, loyalty, truthfulness, and respect for those with whom psychologists work converge to form the delicate6.7.8.9.standards necessary in fiduciary [based ontrust] relationships. When psychologists arestraightforward, sincere, candid, and withoutintent to mislead or deceive anyone, ethicalaction is more likely.According dignity. Psychologists view othersas worthy of respect. This enhances the probability that decisions will be ethical.Treating others with caring and compassion.Psychologists should be considerate and kindto those with whom they work, yet maintainprofessional boundaries.Pursuit of excellence. Maintaining competence, doing one’s best, and taking pride inone’s work are important in ensuring highquality professional services, as well as providing hedges against unprofessional andunethical actions.Accepting accountability. Psychologists whoact with a consideration of possible consequences, who accept responsibility foractions and inactions, and who avoid shiftingblame or making excuses are acting withintegrity. Putting principles over expediency issometimes the longer and more arduous [difficult] route, but in the long run it is the onethat ensures self-respect.Source: Koocher, G., & Keith-Spiegel, P. (1998). Ethics in Psychology.London: Oxford University Press, 4–5.(continued)1
NameDateClassUnderstanding the ReadingDirections: Answer the following questions in the space provided.1. What do psychologists use to identify ethical and unethical behavior?2. What is ethical behavior?3. In what two ways do the principles say psychologists could do harm?Thinking CriticallyDirections: Answer the following questions in the space provided.4. Which of the items on the list could be viewed as general ethical principles that could apply toeveryone, not just psychologists?5. What factors may cause a psychologist to act unethically?7.2According to the nine items on the list, what is an ultimate goal of psychologists regarding clients,students, or experiment participants?Copyright by The McGraw-Hill Companies, Inc.6. Psychologists who disregard moral values in their personal lives can still maintain the ethical standards required by the Ethical Principles of Psychologists and Code of Conduct. Do you agree with thisstatement? Explain.
NameCASE STUDY1DateClassEarly Investigationsinto PsychologicalOdditiesDirections: Read the following case study, then answer the questions that follow.IntroductionEarly psychologists recognized the need forthe scientific study of every facet of humanbehavior. Although they did not have theresearch tools and the technology of modernpsychology, they did attempt to apply the scientific method rigorously to their research.In the late 1800s the psychological community became embroiled in a debate about psychic phenomena. The Society of PsychicalResearch was formed in 1882 for the specificpurpose of bringing science and psychic phenomena together. The society had two purposes:“. . . first, to carry on systematic experimentationwith hypnotic subjects, mediums, clairvoyants,and others; and, secondly, to collect evidenceconcerning apparitions, haunted houses, andsimilar phenomena which are incidentallyreported, but which, from their fugitive character, admit of no deliberate control.” The societywanted to either debunk these mystical phenomena or find a scientific explanation for theirexistence.Copyright by The McGraw-Hill Companies, Inc.HypothesisWilliam James, a leading psychologist at thetime, explained the difficulty of the task facingthe Society of Psychical Research when he wrote:“In psychology, physiology, and medicine, wherever a debate between the mystics and the scientifics has been once for all decided, it is themystics who have usually proved to be rightabout the facts, while the scientifics had the better of it in respect to the theories.”MethodThe society faced a difficult task. First, manypeople who practiced psychic phenomena hadno interest in being subjected to rigorous scientific study; they did not see the need. They werealso suspicious of intellectuals whose only goalseemed to be to discredit them. The society, ledby Professor Henry Sidgwick, tried to reassurethese people. Sidgwick was widely regarded forhis impartiality and his unwillingness to drawhasty conclusions. Other members of the societyalso had reputations for fairness and for honestly seeking answers to seemingly unexplainablephenomenon.The society’s second challenge was to findthe financial resources to adequately fund itsresearch. James urged the society to continueeven with meager resources. He challengedthem to continue to gather facts by conductingextensive interviews with the participants andwitnesses in every reported case of psychic phenomenon. He believed that by carefully documenting these cases, the society would eventually have enough evidence to form some type oftheory. James expressed his concern as follows:“Its [the Society of Psychical Research] sustainers, therefore, should accustom themselves tothe idea that its first duty is simply to exist fromyear to year and perform this recording functionwell, though no conclusive results of any sortemerge at first.”For two years, the society focused primarilyon thought transference, or telepathy. They studied 30 people who claimed to have the power toidentify an object thought of by another person.Although one of the cases, involving two sisters,was found to be a hoax, many other cases couldnot be explained by random chance or by thedeceitful action of the participants.Another area of research for the society wasthe phenomenon of hypnotic suggestion. Theresearchers observed various subjects underhypnotic trances or performing actions as aresult of posthypnotic suggestion. EdmundGurney performed one set of experiments thatinvolved the automatic writing of subjects as aresult of posthypnotic suggestion.“For example, a subject during a trance istold that he will poke the fire in six minutes afterwaking. On being waked he has no memory of(continued)3
Namethe order, but while he is engaged in conversation his hand is placed on a planchette, [a devicethat when lightly touched is believed to produceautomatic writing] which immediately writes thesentence, ‘P., you will poke the fire in six minutes.’ Experiments like this, which were repeatedin great variety, seem to prove that below theupper consciousness the hypnotic consciousness persists, engrossed with the suggestion andable to express itself through the involuntarilymoving hand.”Gurney became the most tireless worker forthe society. He also researched witchcraft,apparitions, and mental telepathy. His study ofwitchcraft involved reviewing the accounts ofhundreds of witch trials. He found that there was“no first-hand evidence recorded in the trialsexcept the confessions of the victims themselves;and these, of course, are presumptively due toeither torture or hallucination.”His exploration of apparitions and mentaltelepathy involved collecting about 700 cases ofreported experiences. In these experiences, oneperson would get a mental image of a person indistress. He found many of these cases to behonest reports and concluded that “the mind ofthe person undergoing the calamity was at thatmoment able to impress the mind of the percipient [sic] with an hallucination.” Further researchinto this phenomenon in both England and theUnited States led the society to find that suchexperiences happen too frequently to beDateexplained by mere chance. In fact, they calculated that such occurrences happen 440 timesmore often than can be attributed to chance.ConclusionsThe Society of Psychical Research failed toimpress many in the scientific community withits findings. Much of their research is consideredcrude by modern standards. Their efforts, however, do indicate that they did apply the scientific method consistently. James responded to critics of the society by saying “ most of thewould-be critics of the Proceedings have beencontented to oppose to [sic] the phenomenarecorded the simple presumption that in someway or other the reports must be fallacious[false], . . .” He criticized scientists who dismissthings that are not easily explained and categorized simply because they do not fit into the waythey think things should be.The Society of Psychical Research produceda great body of evidence, but developed no concrete theories. The exploration into unexplainedphenomena continues to the present. Of all thephenomena explored, only hypnosis has beenbrought into the mainstream of psychologicalresearch and practice. The other areasresearched by the society remain in the realm ofparapsychology.Source: James, W. (1897/1956). The Will to Believe and OtherEssays in Popular Philosophy. New York: Dover Publications, Inc.,299–327.Directions: Answer the following questions in the space provided.1. What was the purpose of the Society of Psychical Research?2. What two reasons are cited for the difficulty of the society’s research task?Copyright by The McGraw-Hill Companies, Inc.Understanding the Case Study4Class
NameDateClass3. What areas of psychic phenomena were studied by the society?4. What did William James say about the critics of the society?Thinking CriticallyDirections: Answer the following questions in the space provided.5. Do you think the Society of Psychical Research accomplished its goals? Why or why not?Copyright by The McGraw-Hill Companies, Inc.6. Do you think William James supported the work and findings of the society? Why or why not?7.As a functionalist, why would William James have been interested in the work of the society?8. Why do you think the society failed to produce any theories to explain psychic phenomena?5
NameREADING2DateClassFalsifiabilityDirections: Read the following selection, then answer the questions that follow.Psychology, like other sciences, is advanced when psychologists propose new theories. The theoriesare tested by various research methods. The results of the tests may support or refute the theory. A theory that is supported by one study will be examined and tested by other researchers. These additionalstudies may provide additional confirmation of the theory or may find flaws in the original theory.Testable theories, then, are stated in such a way that they can be proved false.In 1793 a severe epidemic of yellow fever struckPhiladelphia. One of the leading doctors in the cityat the time was Benjamin Rush, a signerof the Declaration of Independence. During theoutbreak Rush was one of the few physicians whowere available to treat literally thousands of yellow fever cases. Rush adhered to a theory of medicine that dictated that illnesses accompanied byfever should be treated by vigorous bloodletting.He administered this treatment to many patients,including himself when he came down with theillness. Critics charged that his treatments weremore dangerous than the disease. However, following the epidemic, Rush became even moreconfident of the effectiveness of his treatment,even though several of his patients had died.Why? . . .Theories and the Falsifiability CriterionThe Theory of Knocking RhythmsA hypothetical example will show how the falsifiability criterion works. A student knoc
Directions: Answer the following questions in the space provided. 1. What do psychologists use to identify ethical and unethical behavior? 2. What is ethical behavior? 3. In what two ways do the principles say psychologists could do harm? Thinking Critically Directions: Answer the following questions in the space provided. 4.
Psalm 84 Friday, 20 May Readings: Acts 3 Psalm 85 Saturday, 21 May Readings: Acts 4:1-22 Psalm 86 MAY 2022 Sunday, 1 May (Labour Day) Readings: Psalm 67 . Readings: 1 Corinthians 7 Psalm 68:1-18 Saturday, 8 Oct Readings: 1 Corinthians 8 Psalm 68:19-35 Sunday, 9 Oct Readings: Psalm 69 Psalm 70 Monday, 10 Oct Readings:
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