PSYCHOLOGY 2301 - HCC Learning Web
PSYCHOLOGY 2301A STUDENT SUPPLEMENTARY HANDBOOKTO ACCOMPANYThe Science of PsychologyByLaura A. KingHOUSTON COMMUNITY COLLEGE - NORTHWESTJoanne HsuIlija GallegoTerese LandryLinda Whitney1
WHAT TO KNOWABOUT STUDYING PSYCHOLOGYTEXTBOOKTo succeed in this course, you must have the appropriate textbook. There are several textbookscurrently in use by instructors of PSYC 2301 at Houston Community College. Check yourinstructor's syllabus to be certain that you have the textbook s/he has specified.THE PURPOSE OF THIS HANDBOOKAt Houston Community College, PSYC 2301: Introduction to Psychology includes a core set oftopics and concepts. This material is covered in all classes at all campuses and is tested in acomprehensive final examination at the end of the course. This Supplementary Handbook isintended as a guide to the specific concepts, terms, and objectives representing the core topicsthat will be covered on the departmental final exam. You are encouraged to use thisSupplementary Handbook as your guide to prepare for the final exam by responding to theLearning Objectives and defining the Key Terms.CLASS PREPARATION AND STUDY GUIDELINESThe study of psychology is not hard, but there is a lot of material to learn. Students are expectedto keep up with all of the assigned reading. You should understand the material and be able torelate it to real human behavior. The information presented below is designed to help you learnthe subject by providing the kinds of study hints you can employ successfully in any collegeclass you take.HOW MUCH TIME SHOULD I SPEND STUDYING PSYCHOLOGY?To be successful, a good guideline for any college class of the amount of time you need to investoutside of class is two hours for each hour you spend in class. If you can make this commitment,you should encounter no serious problems in completing all assignments and preparingcomfortably for tests. You should spend your time doing the following:Read AheadThe best starting place is the Course Schedule in your syllabus. It will specify thematerial that needs to be covered in the sequence deemed most appropriate by yourinstructor. You should always maintain a disciplined reading schedule so that you canstay current with assigned readings; falling behind in your reading can be disastrous.You should read ahead all the material that will be covered in the next class. Thisreading will acquaint you with the Learning Objective Questions and the Key Termsthat will be covered in class. With this knowledge, you will be prepared to askquestions and discuss relevant topics.Read EffectivelyCreate a comfortable reading environment for yourself. Avoid distractions andinterruptions. Be alert and attentive. Don’t rush yourself. These “little things” willincrease your comprehension of the subject. Use your Supplementary Handbook as a2
guide for your reading. Keep a dictionary by your side to look up any unfamiliar words.Remember, as in sports, music, dance, or other arts, learning takes time and effort; themore you put in, the more you will get out of the learning process.SHOULD I ATTEND CLASS?Studies indicate that students who attend their classes do better than students who do not attend.In class, you will not only cover important course-related information, but, additionally,announcements will be made, due dates assigned, and study suggestions offered. In college, youare largely responsible for your own learning. Your instructor is a facilitator. Use class time toask questions, seek clarification, and participate in discussions. The more involved you are inyour own learning, the more fruitful the activity will be, and the more you will learn.WHAT SHOULD I DO DURING CLASS TIME?There are several things you can do to improve your chances of being successful in your class.You are in control of all of them, so do the following things to maximize the benefits of being inclass.Be On TimeThe start of class is an important time. Be prepared to take notes, participate, or take atest. Tardiness is disruptive to you and your classmates.Take Good NotesGood note taking keeps your mind focused on the subject being discussed.Attentiveness should lead to better comprehension. Note taking provides you withdocumentation about what the instructor feels is the most relevant, important, difficult,or interesting information about a subject. You should couple your notes with relatedtext material for a comprehensive understanding of the subject. Use your notes toprepare for assignments and tests. Make sure your notes are legible, thorough, andorganized.Participate in Class DiscussionsWhenever you have the opportunity to participate, do so! Show off what you havelearned, but do it in a way that contributes to a positive learning environment for youand your classmates. Be involved in the learning process. Ask relevant questions.Offer insights. Give examples. Participation should be constructive and fun.Get to Know Your ClassmatesTogether you can do several things that enhance learning. Every time you explain aconcept to someone else, you increase your understanding of the material. You canshare ideas and information. You can check each other to make sure you are learningthe material. You can “bounce” ideas around. You can study together in advance oftests. If you miss a class, you’ll know someone who will share notes with you or whocan tell you about up-coming assignments or tests.You are special because you chose to pursue higher learning.Invest in yourself and you should be successful!3
The Science of PsychologyLaura A. KingLEARNING OBJECTIVES and KEY TERMSFor the FINAL EXAMINATIONStudents are responsible for the following learning objectives and key terms for the comprehensivedepartmental final exam. Learning objectives and key terms not included in this list will not be tested onthe Final Exam.I. INTRODUCTION (CH. 1 & 2)Learning Objectives1. Define psychology2. Define the scientific method andexplain how it is used in psychology.3. Describe the major schools ofthought and theoretical perspectives inpsychology.4. Define and explain the differencesbetween the various descriptiveresearch methods.5. Define representative sample andexplain why it is important.6. Describe the experimental method,state its advantages and disadvantages,and distinguish between independentand dependent variables.7. Explain the rationale behind placebocontrol experiments.Key TermspsychologyScientific methodBiological psychologyBehaviorismPsychoanalysis (Psychodynamic)Humanistic psychologyCognitive psychologyEvolutionary psychologySociocultural approachNaturalistic observationLaboratory observationsCase studySurveyCorrelationCorrelation coefficientPopulationSampleRepresentative sampleExperimental methodHypothesisRandom assignmentIndependent variableDependent variableExperimental groupControl groupExperimenter biasPlaceboPlacebo effectDouble-blind procedure8. Outline the ethical standards thatpsychological researchers must follow.4Pages426-3011-121212-13131313-141430; 4630; 4631-3230-3133-3633454545,Addendum (1)37273838-3939-4040404243434352-54
9. Explain the difference between apsychologist and a psychiatrist.PsychologistPsychiatristII. BIOLOGY AND BEHAVIOR (CH. 3)Learning ObjectivesKey Terms1. Identify the basic components of theNeuronneuron.DendritesCell bodyAxon2. Identify the basic components of theSynapsesynapse.Synaptic gap3. Define the action potential andResting potentialexplain the processes that occur when a Action potentialneuron is activated.4. Identify the major neurotransmitters Neurotransmittersand explain how neurotransmittersAcetylcholineaffect 5. Identify the medulla, pons andBrain stemcerebellum, and describe theirMedullafunctionsPonsCerebellum6. List the processes regulated by theHypothalamushypothalamus.7. Describe the limbic system, and listLimbic systemthe responses and behaviors affected by Hippocampusit.Amygdala8. Describe the components of theCerebrumcerebrum and their functions.Cerebral cortexCorpus callosumCerebral hemispheres9. Explain the functions of the frontalFrontal lobeslobes.Motor cortexAssociation areasBroca’s areaBroca’s aphasia10. Describe various methods forElectroencephalograph (EEG)studying the brain and its functions.Computerized axial tomography(CAT or CT scan)Positron emission tomography(PET scan)Magnetic resonance imaging (MRI)Functional magnetic 37378787878-7981-82808181Addendum (2)828782; 86-8784858686867576767777
11. Explain the difference between thecentral and the peripheral nervoussystems.12. Explain the functions of thesympathetic and parasympatheticnervous systems.13. Explain plasticity.14. What is the endocrine system?Describe the ways that the pituitarygland and adrenal glands affectbehavior.fIII. LEARNING (CH. 6)Learning Objectives1. Define and identify examples oflearning.2. Explain the process through whichclassical conditioning modifies anorganism’s responses to stimuli.3. Summarize the contributions ofPavlov, Watson and Skinner to thestudy of learning.4. Explain the process through whichoperant conditioning modifies anorganism’s responses to stimuli.5. Define shaping.6. Explain the difference betweenpositive and negative reinforcement7. Define punishment and summarizethe factors that influence itseffectiveness.imaging (fMRI)Central nervous systemPeripheral nervous systemSympathetic nervous systemParasympathetic nervous systemAutonomic nervous systemPlasticityEndocrine systemHormonesPituitary glandAdrenal glandsKey TermslearningClassical conditioningUnconditioned stimulusUnconditioned responseNeutral stimulusConditioned stimulusConditioned responseStimulus generalizationStimulus discriminationExtinction (in classicalconditioning)Spontaneous recovery646464646463; 187187188188184, 189, 193194Operant forcementPrimary reinforcerSecondary reinforcerShapingSuccessive approximationsPositive reinforcementNegative reinforcementPunishment by application(positive)Punishment by removal 196195-196199-200199-200
8. Define behavior modification9. Define observational learning.IV. MEMORY (CH. 7)Learning Objectives1. Explain the information-processingapproach to memory2. Describe the function andcharacteristics of short-term memory3. Describe the characteristics of longterm memory.4. Explain the differences betweenrecall, free recall, cued recall, andrecognition measures of memory.5. Explain the reasons for forgetting.6. Describe the process ofreconstructive memory7. Explain the roles of schemas inmemory.8. Describe several techniques forimproving memoryBehavior modificationToken economyObservational learningMirror neurons201-20219720266 (CH. 3)Key TermsInformation processing approachEncodingStorageRetrievalShort-term memoryWorking memoryLong-term memoryDeclarative memorySemantic memoryEpisodic memoryNondeclarative memoryProcedural memoryRecallRecognitionPages218218-219218, 222218, ing failureDecay theoryInterference theoryMotivated forgettingRetrieval failureEyewitness laborative rehearsal (elaboration)Self-referencesVisual imaginaryOrganizationOverlearningMassed practiceSpaced (distributed) practiceV. LIFESPAN DEVELOPMENT (CH. 9)Learning ObjectivesKey Terms1. Explain the differences betweenCross-sectional designcross-sectional and longitudinalLongitudinal design7231Addendum (3)220-221220221246-247Addendum (4)Addendum (5)Addendum (6)Pages291291
research designs.2. List the characteristics of tahe threestages of prenatal development.3. Explain the effects of teratogens andother negative factors on prenataldevelopment.4. Describe the relationship betweencontact comfort and attachment.5. Explain the differences between thesecure, anxious-ambivalent, avoidant,and disorganized patterns ofattachment.6. Explain the differences between thesocial-cognitive and gender schematheory explanations of gender roledevelopment.7. Describe the process of cognitivedevelopment according to Piaget.8. Summarize the characteristics ofPiaget’s four stages of cognitivedevelopment.9. Summarize the characteristics ofErikson’s eight stages of psychosocialdevelopment.10. Explain the effects of authoritarian,authoritative, and permissive parentingstyles on children’s development.11. Explain Kohlberg’s levels andstages of moral development12. Describe the symptoms andZygoteGerminal periodEmbryonic periodFetal periodTeratogenFetal alcohol (spectrum) syndromeAttachmentSeparation anxietyStranger anxietySecure xGender identitySexual orientationSchemes (schemas)AssimilationaccommodationSensorimotor stageObject permanencePreoperational stageEgocentrismConcrete operational stageConservationFormal operational stageTrust/ mistrustAutonomy/ shame & role Ego integrity/despairAuthoritarian styleAuthoritative stylePermissive stylePreconventional level & stagesConventional level & stagesPostconventional level & 294305Addendum (7)Addendum (8)305305305Addendum (9)358359376(CH. 11)298298298298-299299299-300300299, 300300299, 300-301307-308307-308307-308307-308309, 313309, 320309, 320309, 321Addendum(Table A)308-309309309310Addendum(Table B)AddendumA
proposed causes of Alzheimer’s diseaseVI. PERSONALITY (CH. 12)Learning Objective1. Define personality.2. Describe the processes that take placein the conscious, preconscious, andunconscious mind.3. Define and identify the functions ofthe id, ego, and superego.4. Explain the purpose of defensemechanisms in Freud’s theory.5. Summarize the basic assumptionsassociated with Freud’s psychosexualstages.6. Explain the Big Five personalitytraits.7. Explain the views of humanistictheorists regarding personality.8. Explain the views of AbrahamMaslow on self-actualization.9. Explain Bandura’s social-cognitiveview of personality.10. Describe the evidence for andagainst the view that personality isinherited.11. Explain the differences betweenobjective (self-report inventory) andprojective personality test.VII. STRESS AND HEALTH (CH. 17)Learning Objectives1. Describe the stages of the GeneralAdaptation Syndrome (GAS).Alzheimer’s diseaseKey EgoSuperegoDefense mechanismRepressionProjectionDisplacementReaction formationRegressionDenialPsychosexual stagesPages396396-397Addendum 98398-399398398399-400TraitBig FiveHumanistic psychology406-407407-409403-405Hierarchy of needs336-337(CH. 10)403-404414-415415414Self-actualizationSocial cognitiveSelf-efficacyReciprocal determinismBehavior geneticsSelf-report inventoryProjective testKey TermsGeneral Adaptation syndrome(GAS)Alarm stage9420421-422422-423Pages571571571
2. Describe the features of posttraumatic stress disorder (PTSD).3. Explain the differences betweenproblem-focused and emotion-focusedcoping.4. Explain the purpose and structure ofthe Social Readjustment Rating Scale(SRRS.)5. Describe the impact of daily hassleson stress and health.6. Describe the effects of stress on theimmune system.7. List the factors that influenceindividual capacity for resisting theeffects of stress.Resistence stageExhaustion stagePost-traumatic stress disorderProblem-focused copingEmotion-focused coping571511(CH. 15)574574Social Readjustment Rating Scale(SRRS)Addendum (12)HasslesAddendum (13)Biopsychosocial modelHealth psychologypsychoneuroimmunologyResilienceSocial supportHardinessMeditationBiofeedback562562572351 CH. 10568575176-178 (CH.5)Addendum (14)VIII. PSYCHOLOGICAL DISORDERS (CH. 15)Learning ObjectivesKey Terms1. List the criteria for abnormalDeviation for social/cultural sonal distress2. Describe the purpose, organization,DSM-5and content of the DSM-5.3. Define and describe the group ofGeneralized anxiety disorderdisorders called “anxiety disorders.”Panic disorderSpecific phobiasSocial anxiety disorderAgoraphobia4. Describe the features ofObsessive-compulsive disordersobsessive-compulsive disorders.5. Describe the characteristics ofDissociative identity disorderdissociative identity disorder.schizophrenia6. Describe the features ofschizophrenia.7. List the possible causes ofschizophrenia.8. Describe the features of majorMajor depressive disorderdepression.9. Summarize the features of bipolarBipolar endum (15)509516-517517-518518-520511-512514-515
disorder.10. Summarize the risk factors forsuicide.11. Summarize the features of thepersonality disorders.IX. Therapies (CH. 16)Learning Objectives1. Summarize the various approachesto therapy.Mania (manic episode)524-526Personality disordersAntisocial personalityParanoid personalityBorderline personalityNarcissistic personality521521-523521523-524521Key TermsPsychoanalysisClient-centered (person-centered)therapyBehavior therapyCognitive therapyBiomedical (biological) dendum(Table C)
ADDENDUM:Supplementary list of definitions for the key termsThis list provides the definitions of the key terms that will be covered in the PSYC2301Final Exam but are not defined in the textbook of Visualizing Psychology. They areordered by sections in which they appear in the master list.I.INTRODUCTION1. Representative Sample: a sample consists of the important subgroups (e.g., age,sex, education, income) in the same proportion as they are found in the population.II.BIOLOGY AND BEHAVIOR2. Cerebrum: The large, rounded structure of the brain occupying most of the cranialcavity, divided into two cerebral hemispheres that are joined at the bottom by thecorpus callosum. It controls and integrates motor, sensory, and higher mentalfunctions, such as thought, reason, emotion, and memory.III.LEARNINGIV. MEMORY3. Mnemonic (Devices): Strategies that can improve memory, especially for material thatis not easily organized.4. Overlearning: Continue to study the materials after you think you know them.5. Massed Practice: Time spent learning is grouped (or massed) into long,unbroken Intervals (also known as cramming).6. Spaced (or Distributed) Practice: Learning in short practice sessions with restperiods in between.7. Dementia: Age-related cognitive deterioration characterized by impaired memoryand intellect8. Alzheimer's Disease: Type of dementia caused by degeneration of brain cells(neurofibrillary tangles) characterized by progressive, irreversible, gradualdeterioration of memory, reasoning, language, and physical functioningV.LIFESPAN DEVELOPMENT12
9. Separation Anxiety: An infant’s distress when a familiar caregiver leaves; mostobvious between 9 and 14 months.10. Stranger Anxiety (or Wariness): An infant’s expression of concern – a quietstare, clinging to a familiar person, or sadness – when a stranger appears.11. Disorganized Attachment: Infant may show distress when mother leaves andalternate between happiness, indifference, and anger when mother returns; often lookaway from mother or look at her with expressionless face.12. Gender Schema Theory: gender role information learned from environment serves asschema for judging gender-related behavior of self and others; desire to maintain selfesteem directs child toward culturally defined gender rolesVI. PERSONALITY13. Preconscious: Consists of things that a person is not currently aware of, but could beretrieved or brought into consciousness if desired or needed.VII. STRESS AND HEALTH14. Social Readjustment Rating Scale (SRRS): The scale was developed by Holmes andRahe to measure stress by ranking different life events from most to least stressful andassigning a point value to each event. Life events, negative or positive, that produce thegreatest life changes and require the greatest adaptation are considered the moststressful. The 43 life events on the SRRS range from death of a spouse (100 points) togetting a traffic ticket (11 points).15. Hassles: Small problems of daily living that can accumulate and sometimes become amajor source of stress.16. Biofeedback: An involuntary bodily process (such as blood pressure or heart rate) isrecorded by an external monitoring device, and the information is fed back to anorganism to increase voluntary control over the bodily function.VIII. PSYCHOLOGICAL DISORDERS17. Agoraphobia: An extreme fear of venturing into public places. Agoraphobia oftendevelops following a panic attack. People with agoraphobia fear being in places fromwhich they cannot easily escape. In severe cases, they may refuse to leave their homebecause this is the only place they feel safe.13
V. LIFESPAN DEVELOPMENTTABLE A:ERIKSON'S PSYCHOSOCIALSTAGES ("Eight Stagesof (Hu)Man")Stage1. Trust vs.Mistrust2. Autonomyvs.Shame & Doubt3. Initiativevs. Guilt4. Industryvs.Inferiority5. Identityvs. RoleConfusionAgeInfancyBirth1 year(Table Created by Dr. Joanne Hsu)SignificantothersParents(especiallymother)Main task(Basic Virtue)Lifelong senseof trust("Hope")Good quality of care(consistency andregularity in care)Parenting-patience,tolerance, firmness,no over-protection.EarlyChildhood1 - 3 yearsParentsSense ofindependence("Will")MiddleChildhood3 -6 yearsParentsSelf startingSelf guidance("Purpose")ElementarySchool years6 -11 yearsSense ofachievement(doingprojects,making things)("Competence")ParentsTeachersAdolescence(11 - 18-22years)ParentsTeachersPeers6. Intimacyvs. IsolationYoungAdulthood(22 - ationMiddleAdulthood(35 - 65years)8. Egointegrityvs. despairLateAdulthood(65 years death)Identity - "Whoam I?" makingchoices.Lifelongprocess("Fidelity")Searching for"soul mate"("Love")NextgenerationMankind14Conditions favoringpositive resolutionParenting- same as insecond stageEncouraging goodefforts, givingpositive feedback.Freedom to exploreoptions in life.PrerequisiteSense of identityTo help andguide nextgeneration("Care")Having made gooddecisions in previousstagesReflection ofone's life("Wisdom")Having made gooddecisions in previousstages
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V. LIFESPAN DEVELOPMENTTABLE B:KOHLBERG’S LEVELS AND STAGES OF MORAL DEVELOPMENTLEVELSSTAGESPreconventionalStage 1: Right and wrong determined bypunishment; anything that is punished isMoral judgements basedwrong; anything that is not punished ison punishments andacceptable.rewards.Stage 2: Right and wrong determined byrewards; anything that results in a reward foroneself is morally acceptable.ConventionalStage 3: Right and wrong determined by socialapproval and group norms; anything that isMoral judgements based on accepted by one’s own group and results insocial concerns.approval from them is morally acceptable;anything the group condemns is morallyunacceptable.Stage 4: Right and wrong determined by needfor social order based on laws that apply toall individuals and groups; whatever is legalis morally acceptable; whatever is illegal ismorally unacceptable.PostconventionalStage 5: Right and wrong based on the need tobalance individual rights against society’sMoral judgements basedneed for laws and order as well as theon beliefs about theprinciple of the greatest good for therelationship ofgreatest number; whatever is legal isindividual andacceptable as long as it doesn’t violate asocietal prioritiesfundamental individual right; laws thatand rights.violate individual rights must be overturned;individuals can justifiably break laws thatviolate individual rights but must recognizesociety’s need to enforce its laws.Stage 6: Right and wrong based on universalethical principles; violation of universalprinciples cannot be justified in terms of thegreatest good for the greatest number;universal principles apply to all societies.(Table Created by Dr. Denise Boyd)16
IX: THERAPIESTABLE C:Perspectives on the causes and treatment of psychological disordersPerspectiveCauseTreatmentFixation (early childhood)unresolved unconscious conflict,breakdown of ego defensemechanismsPsychoanalysis(free association, dreamanalysis, analyzingresistance, analyzingtransference, interpretation)(p. 539)HumanisticBlocking of normal tendency towardgrowth and self actualizationPerson-center (or Clientcentered therapy)(Empathy, unconditionalpositive regard, congruence(genuineness), activelistening)(pp. 540)BehavioralLearned by— classical conditioning, or— reinforcement, or— observation and modelingBehavior Therapy (Exposuretherapy using systematicdesensitization procedure,token economy, modeling, etc.)(pp. 540-542)Faulty, irrational, negative andself—defeating thinkingBeck’s Cognitive Therapy,Cognitive restructuring(pp. Combination of Learned maladaptivebehavior and negative thinkingpatternHereditary factors,malfunctioning of the nervoussystem or body’s biochemistry(Table Created by Dr. Joanne Hsu)17Cognitive Behavior Therapy(CBT)(“problem focused” and“action oriented”, specificstrategies are used to addressspecific problems.)(pp. 543-544)Biomedical Therapies(Psychopharmacology or drugtherapies, ElectroconvulsiveTherapy (ECT), transcranialmagnetic stimulation (TMS) andpsychosurgery.)(pp. 546-551)
Extinction (in classical conditioning) Spontaneous recovery 183 184 184 184-185 184 184 186-187 187 188 188 3. Summarize the contributions of Pavlov, Watson and Skinner to the study of learning. 184, 189, 193- 194 4. Explain the process through which operant conditioning modifies an organism’s responses to
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Final 2022 Part C and ESRD Normalization Factors: 2020 CMS-HCC Model: 1.118 . 2017 CMS-HCC Model: 1.128 . CMS-HCC 2019 ESRD dialysis model & 2020 ESRD dialysis model: 1.077 . CMS-HCC 2019 ESRD functioning graft model & 2020 ESRD functioning graft model: 1.126 . Frailty Adjustment for Programs of All-Inclusive Care for the Elderly (PACE .
