INSTRUCTORS MANUAL - Sylv ia S. Robb, M.S. Psychology: Core Concepts...

INSTRUCTOR’S MANUAL

Sylv ia S. Robb, M.S.

Psychology: Core

Concepts Seventh Edition Philip G. Zimbardo Ro bert L. Johnson Viv ian McCann 1 / 4

Instructor’s Manual for Zimbardo/Johnson/McCann, Psychology: Core Concepts, 7

th Edition

Chapter 1: Mind, Behavior, and Psychological Science Page

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CHAPTER 1:

MIND, BEHAVIOR, AND PSYCHOLOGICAL SCIENCE

TABLE OF CONTENTS

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LECTURE GUIDE

1.1: What is Psychology-And What Is It Not? (p. 2)

1.2: What Are Psychology's Six Main Perspectives? (p. 4)

1.3: How Do Psychologists Develop New Knowledge? (p. 7)

Chapter Summary (p. 11)

FULL CHAPTER RESOURCES

Teaching Objectives (p. 11) Key Questions (p. 12) Core Concepts (p. 12) Psychology Matters (p. 13) Songs to Launch the Lecture (p. 14) Lecture Launchers and Discu ssion Topics (p. 14) Activities and Exercises (p. 32) Handouts (p. 42) W eb Resources (p. 59) Video Resources (p. 64) Multimedia Resources (p. 61) CRS “Clicker” Questions (p. 68) PowerPoint Slides (p. 68) Accessing Resources (p. 68) 2 / 4

Instructor’s Manual for Zimbardo/Johnson/McCann, Psychology: Core Concepts, 7

th Edition

Chapter 1: Mind, Behavior, and Psychological Science Page

2

LECTURE GUIDE

1.1 WHAT IS PSYCHOLOGY—AND WHAT IS IT NOT? (TEXT P. 4)

Lecture Launchers/Discussions Topics:

How Do We Know What We Know?(p. 14) Careers in Psychology (p. 16) Psychology and Common Sense (p. 17) Are Psychologists Scientists? (p. 17) Psychologists’ Twenty Questions (p. 43) Pseudopsychology and the Mozart Effect (p. 18)

Classroom Activities, Demonstrations, and Exercises:

Misconceptions About Psychology (p. 32) Psychology’s Goals Applied to Matchmaking (p. 33)

Web Resources:

Major Professional Organizations (p. 59) Majoring in Psychology (p. 61) Careers in Psychology (p. 61)

Video Resources:

 NEW MyPsychLab Video Seri es Multimedia Resources in MyPsychLab (www.mypsychlab.com) (p. 66)

1.1 LECTURE OUTLINE: What Is Psychology—And What Is It Not? (text p.4)

1.1 KEY QUESTION

What Is Psychology and What Is It NOT?

1.1 CORE CONCEPT

Psychology is a broad field, with many specialties, but fundamentally psychology is the science of behavior and mental processes

I. Psychology: It’s

More Than You Think While psychology is most often associated with therapy, psychologists work in many

fields:

government, various types of industries, sports and ed ucation.The fields that employ psychologists depend in part upon the type of psychology being done.There are three principal ways of doing psychology, and within them, psychologists play man roles.

• Three Way

s of Doing Psychology Experimental psychologists, sometimes referred to as resear ch psychologists, create new knowledge, researching basic psychological processes, often working in universi ty or research institute settings.Teachers of psychology are traditionally found at high schools, community coll eges, college, and universities, where they teach and sometimes engage in research an d publication.Applied psychologists use the knowledge developed by experimental psychologi sts to tackle human problems of all kinds in settings and fiel ds.

• Applied P

sychological Specialties These specialties include industrial and organizational psychology , sports, schools, clinical and counseling psychology, criminal and forensic psychology, and environm ental psychology

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Instructor’s Manual for Zimbardo/Johnson/McCann, Psychology: Core Concepts, 7

th Edition

Chapter 1: Mind, Behavior, and Psychological Science Page

3 More information about careers in psychology can be found on the website of the American Psychological Association (www.apa.or g).II. Psy chology Is Not Psychiatry Psychology and psychiatry are sometimes confused, but they are d ifferent.Psychiatry is a medical specialty, not part of psychology, and psychiatrists hold M.D. degrees.oThey have specialized training in the treatment of mental and behavior problems and are licensed to prescribe drugs; they tend to treat patients with severe mental problems, such as schizophrenia, which often requires the use of drugs as part of a treatment plan.oPsychiatrists view patients through a medical perspective, while psychology is a br oader field that encompasses the whole range of human behavior and mental processes .While psychologists hold PhD. (doctoral) degrees, their training is not medical training and they are not licensed to prescribe drugs.Psychologists work in a variety of fields, all of which view people from a psyc hological perspective.III. THINKING Critically about Psychology and Pseudo-Psychology Television and movies, which base many story lines around indi viduals that possess so-called special powers, have blurred the distinction between fact-based psychology and pseudo- psychology, which has no basis in fact.Pseudo-psychology is a category of information consisting of unsupported psycho logical beliefs masquerading as scientific truth.

• What is Critical Thinking?

Critical thinking is a way of testing and evaluating information to determine if it is credible,

consisting of asking, and then answering, six critical thinking questions:

oWhat is the source? Evaluate the individual making the claim .oIs the claim reasonable or extreme? Quoting Carl Sagan, “Extraordinary clai ms require extraordinary eviden ce.” oWhat is the evidence? Testimonials a nd anecdotes are not scientific evidence.oCould bias contaminate the conclusion? Bias consists of evaluating inform ation through preset ideas, attitudes and beliefs, rather than on the presented evidence,

including these common types: emotional bias, in which fears and hopes prece

de clear thinking; and confirmation bias, in which people remember events that seem to confirm beliefs, without regard to the fa cts.oDoes the reasoning avoid common fallacies? One fallacy is acce pting “common sense” that makes statements that purport to explain both sides of an issue.oDoes the issue require multiple perspectives? Multifaceted problems often requ ire multifacet ed answers.

• Thinki

ng Critically about the Chapter Problem The chapter-opening problem, whether sugar consumption makes children h yperactive, illustrates the need to apply these questions to a given set of observations; when the situation is analyzed, competing perspectives can be identified and recognized as requiring further study.

PSYCHOLOGY MATTERS: Using Psychology to Learn Psychology

(text p. 10) Using the learning tools provided in the text – core concepts, cognitive maps, and key questions – will help students learn.▲Return to Table of Contents

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