Psychology and Life 16th Edition Richard Gerrig and Philip Zimbardo

500 Pages·2002·2.88 MB·English

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
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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
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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.
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KEEP ANTICIPATING YOUR NEEDS
GUEST LECTURERS
Contact a guest seven to ten days before his or her presentation date. Send written confirmation of the date,
time, topic, and directions to the classroom if needed. Speak to the guest personally: Ask about equipment
needs and for comments for your introduction. Provide the guest with a copy of the syllabus, an idea of
what you have covered related to the topic, the level of sophistication of the class, and any special
classroom procedures you follow. Announcements of visitors expected to be of general interest should be
posted for your colleagues’ information as well.
DEMONSTRATIONS
The major virtue of a demonstration or class experiment lies in making one point, or a few points, in a vivid,
memorable form. Other virtues are generating greater class interest with a more varied format, seeing
psychology in action, and building up a reserve of “can’t miss” demonstrations you can rely on term after
term. Nevertheless, the first time out, demonstrations take lots of planning and time. All demonstrations
should be tried at least once before you attempt them in class; if possible, they should be practiced several
times. This is the only way to accurately gauge the time you need, anticipate operational difficulties, and get
the feel of introducing the demonstration, making transitions, and concluding it. For demonstrations that
are time-consuming or demanding, videotape them so next time you are set to go through with the show if
something goes amiss in the live act.
LECTURES
Lectures should be drafted in final form several days before they are to be delivered so that you can revise
them as the ideas revolve in your mind. Lectures read verbatim are almost inevitably deadly boring. Never
read a lecture, unless you can read like Dylan Thomas.
OUTLINES
Draw up an outline on the evening or morning before the lecture date and speak from that outline, carrying
the full notes in your briefcase for reference and a sense of security. If duplicating facilities are adequate, it is
helpful to distribute copies of your outline to the students as they enter the room. Otherwise, you may want
to write the outline on the board or display it by overhead projection. Teachers who use an overhead
projector regularly during their lectures may keep their outline visible throughout, projecting it via a second
overhead projector on one side of the screen. Speaking from your outline encourages spontaneity of
expression and natural nonverbal interaction with your students, while making the outline available to
students in advance allows them to attend to the content of your presentation without simultaneously
attempting to tease out its structure. It is also a helpful gift to students who must miss a class or leave early
and so is appreciated by all. Writing the outline in advance also forces you to be organized and to avoid
last-minute rushes. When you cannot prepare an outline in advance, distribute one the next session.
AUDIT OTHER PSYCHOLOGY COURSES
If there is an introductory psychology course in progress in the term before yours, sit in on it periodically.
See how the teacher launches the course, handles testing and evaluation, and deals with disturbances.
What might you do to get the same positive results but avoid any negative ones you observe? Try to get a
sense of the time involved in routine events such as distributing and collecting papers, especially if the class
is about the size you expect your own to be. Sit in the back of the room while a class is in session in the room
you will be using to find out how the acoustics are and to see how large your writing on the chalkboard
must be in order to be clearly legible to those in the last row. Review student course evaluations to learn
what teaching qualities are viewed as desirable by administrators and students. Talk to other introductory
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psychology teachers about their experiences. Your interest will be highly rewarding to your colleagues, and
the advice you receive may be invaluable to you. Find out from students or colleagues who are the “star”
teachers in your department. Visit some of their classes to perform your own analysis of what they are doing
that works so well. Consider what you might adopt or adapt from their general style or specific performance
components.
STRATEGIES FOR SUCCESSFUL TEACHING
There is no single ideal teaching style; many styles can lead to the same positive educational outcomes. The
best style for you in a given teaching situation is not necessarily the one you feel most comfortable using at
first. The style must allow you to achieve your teaching objectives, considering the course you are teaching
and the kind of students in your class. A shy, introspective manner may work well in a small seminar of
advanced students; it will not get far in a large lecture hall filled with lower-level students.
TEACHING METHODS
The key to effective delivery of your message is variation. Although lecturing continues to be the most
common teaching method, it is most effective in small doses, particularly if you are not an outstanding
performer. Other methods include discussion, demonstration, films and other audiovisual resources, group
projects, experiments, and written or oral exercises. Keep in mind that any of these approaches can be
combined. For example, team teaching certain lectures with a colleague from your department or another
department, or giving a mini-lecture in a discussion section.
TRADITIONAL LECTURE SYSTEM
You give two or three lectures per week with an occasional film, demonstration, group activity, or guest
speaker. Examinations are taken in class and cover both lecture and text content. You provide some new
information, extend text materials, and serve as a model of enthusiasm for the subject matter. If you cannot
at least role-play being enthusiastic about psychology in general, do not lecture in the traditional form. This
format also demands an effective “acting-delivery” style; you must be on your “power spot” when up on the
stage, or else do not choose to be a traditional lecturer. In a large class, teachers are often bothered by the
impersonality of the setting. This is especially the case if the teacher lectures from a stage that creates both a
physical and a psychological separation between the lecturer-as-performer and the students-as-audience.
TEAM TEACHING
Pair up with a colleague whose interests and strengths complement yours and teach the course in tandem.
This is especially advisable for new teachers because the day-to-day workload is shared, it can be exciting
to brainstorm about teaching, and you can arrange for feedback.
DISCUSSION SECTIONS
In lecture settings, the lecturer takes control and usually runs with the ball most of the period. In small
discussion sections (from 10 to 30 students), the instructor willingly surrenders much of the control. The
discussion section is a means of providing information, usually in an informal manner, with ample time
allowed for questions, answers, demonstrations, and role-playing. The discussion leader involves the
students in decisions about the direction of the course and how they can help to implement course
objectives. Discussion sections can be valuable sources of intellectual, effective stimulation for both teacher
and student when they are well designed. One variation is to combine the lecture format with a once-weekly
class session devoted to student-led discussion about the current topic.
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