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Table of Contents
Preface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Chapter 1: Introduction to Psychology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
1.1 What Is Psychology? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
1.2 History of Psychology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
1.3 Contemporary Psychology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
1.4 Careers in Psychology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Chapter 2: Psychological Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
2.1 Why Is Research Important? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
2.2 Approaches to Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
2.3 Analyzing Findings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
2.4 Ethics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
Chapter 3: Biopsychology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
3.1 Human Genetics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
3.2 Cells of the Nervous System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83
3.3 Parts of the Nervous System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89
3.4 The Brain and Spinal Cord . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92
3.5 The Endocrine System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104
Chapter 4: States of Consciousness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115
4.1 What Is Consciousness? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116
4.2 Sleep and Why We Sleep . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122
4.3 Stages of Sleep . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124
4.4 Sleep Problems and Disorders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129
4.5 Substance Use and Abuse . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134
4.6 Other States of Consciousness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143
Chapter 5: Sensation and Perception . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155
5.1 Sensation versus Perception . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156
5.2 Waves and Wavelengths . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 160
5.3 Vision . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163
5.4 Hearing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171
5.5 The Other Senses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175
5.6 Gestalt Principles of Perception . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179
Chapter 6: Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 191
6.1 What Is Learning? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 192
6.2 Classical Conditioning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193
6.3 Operant Conditioning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 203
6.4 Observational Learning (Modeling) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 214
Chapter 7: Thinking and Intelligence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 225
7.1 What Is Cognition? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 226
7.2 Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 230
7.3 Problem Solving . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 234
7.4 What Are Intelligence and Creativity? . . . . . . . . . . . . . . . . . . . . . . . . . . 241
7.5 Measures of Intelligence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 245
7.6 The Source of Intelligence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 252
Chapter 8: Memory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 263
8.1 How Memory Functions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 264
8.2 Parts of the Brain Involved with Memory . . . . . . . . . . . . . . . . . . . . . . . . . 272
8.3 Problems with Memory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 276
8.4 Ways to Enhance Memory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 286
Chapter 9: Lifespan Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 295
9.1 What Is Lifespan Development? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 296
9.2 Lifespan Theories . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 300
9.3 Stages of Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 310
9.4 Death and Dying . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 331
Chapter 10: Emotion and Motivation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 341
10.1 Motivation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 342
10.2 Hunger and Eating . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 348
10.3 Sexual Behavior . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 354
10.4 Emotion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 362
Chapter 11: Personality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 379
11.1 What Is Personality? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 380
11.2 Freud and the Psychodynamic Perspective . . . . . . . . . . . . . . . . . . . . . . . 383
11.3 Neo-Freudians: Adler, Erikson, Jung, and Horney . . . . . . . . . . . . . . . . . . . 389
11.4 Learning Approaches . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 395
11.5 Humanistic Approaches . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 399
11.6 Biological Approaches . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 400
11.7 Trait Theorists . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 401
11.8 Cultural Understandings of Personality . . . . . . . . . . . . . . . . . . . . . . . . . 406
11.9 Personality Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 408
Chapter 12: Social Psychology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 421
12.1 What Is Social Psychology? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 422
12.2 Self-presentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 428
12.3 Attitudes and Persuasion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 432
12.4 Conformity, Compliance, and Obedience . . . . . . . . . . . . . . . . . . . . . . . . 438
12.5 Prejudice and Discrimination . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 446
12.6 Aggression . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 452
12.7 Prosocial Behavior . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 455
Chapter 13: Industrial-Organizational Psychology . . . . . . . . . . . . . . . . . . . . . . . . . 471
13.1 What Is Industrial and Organizational Psychology? . . . . . . . . . . . . . . . . . . . 472
13.2 Industrial Psychology: Selecting and Evaluating Employees . . . . . . . . . . . . . . 481
13.3 Organizational Psychology: The Social Dimension of Work . . . . . . . . . . . . . . 493
13.4 Human Factors Psychology and Workplace Design . . . . . . . . . . . . . . . . . . 503
Chapter 14: Stress, Lifestyle, and Health . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 511
14.1 What Is Stress? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 512
14.2 Stressors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 522
14.3 Stress and Illness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 528
14.4 Regulation of Stress . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 541
14.5 The Pursuit of Happiness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 548
Chapter 15: Psychological Disorders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 563
15.1 What Are Psychological Disorders? . . . . . . . . . . . . . . . . . . . . . . . . . . . 564
15.2 Diagnosing and Classifying Psychological Disorders . . . . . . . . . . . . . . . . . . 568
15.3 Perspectives on Psychological Disorders . . . . . . . . . . . . . . . . . . . . . . . . 571
15.4 Anxiety Disorders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 575
15.5 Obsessive-Compulsive and Related Disorders . . . . . . . . . . . . . . . . . . . . . 581
15.6 Posttraumatic Stress Disorder . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 585
15.7 Mood Disorders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 588
15.8 Schizophrenia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 598
15.9 Dissociative Disorders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 603
15.10 Disorders in Childhood . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 604
15.11 Personality Disorders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 611
Chapter 16: Therapy and Treatment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 629
16.1 Mental Health Treatment: Past and Present . . . . . . . . . . . . . . . . . . . . . . 630
16.2 Types of Treatment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 636
This OpenStax book is available for free at http://cnx.org/content/col31502/1.4
16.3 Treatment Modalities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 648
16.4 Substance-Related and Addictive Disorders: A Special Case . . . . . . . . . . . . . 652
16.5 The Sociocultural Model and Therapy Utilization . . . . . . . . . . . . . . . . . . . . 655
Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 759
This OpenStax book is available for free at http://cnx.org/content/col31502/1.4
Preface
Welcome to Psychology 2e, an OpenStax resource. This textbook was written to increase student access to
high-quality learning materials, maintaining highest standards of academic rigor at little to no cost.
ABOUT OPENSTAX
OpenStax is a nonprofit based at Rice University, and its our mission to improve student access to
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empowering students and instructors to succeed.
ABOUT OPENSTAX RESOURCES
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Visit the Instructor Resources section of your book page on openstax.org for more information.
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within the caption. Because the art is openly licensed, anyone may reuse the art as long as they provide the
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Preface 1
ABOUT PSYCHOLOGY 2E
Psychology 2e is designed to meet scope and sequence requirements for the single-semester introduction to
psychology course. The book offers a comprehensive treatment of core concepts, grounded in both classic
studies and current and emerging research. The text also includes coverage of the DSM-5 in examinations
of psychological disorders. Psychology 2e incorporates discussions that reflect the diversity within the
discipline, as well as the diversity of cultures and communities across the globe.
Coverage and scope
The first edition of Psychology has been used by thousands of faculty and hundreds of thousands of
students since its publication in 2015. OpenStax mined our adopters extensive and helpful feedback to
identify the most significant revision needs while maintaining the organization that many instructors had
incorporated into their courses. Specific surveys, pre-revision reviews, and customization analysis, as well
as analytical data from OpenStax partners and online learning environments, all aided in planning the
revision.
The result is a book that thoroughly treats psychologys foundational concepts while adding current and
meaningful coverage in specific areas. Psychology 2e retains its manageable scope and contains ample
features to draw learners into the discipline.
Structurally, the textbook remains similar to the first edition, with no chapter reorganization and very
targeted changes at the section level.
Chapter 1: Introduction to Psychology
Chapter 2: Psychological Research
Chapter 3: Biopsychology
Chapter 4: States of Consciousness
Chapter 5: Sensation and Perception
Chapter 6: Learning
Chapter 7: Thinking and Intelligence
Chapter 8: Memory
Chapter 9: Lifespan Development
Chapter 10: Motivation and Emotion
Chapter 11: Personality
Chapter 12: Social Psychology
Chapter 13: Industrial-Organizational Psychology
Chapter 14: Stress, Lifestyle, and Health
Chapter 15: Psychological Disorders
Chapter 16: Therapy and Treatment
CHANGES TO THE SECOND EDITION
OpenStax only undertakes second editions when significant modifications to the text are necessary. In the
case of Psychology 2e, user feedback indicated that we needed to focus on a few key areas, which we have
done in the following ways.
Content revisions for clarity, accuracy, and currency
The revision plan varied by chapter based on need. Some chapters were significantly updated for
conceptual coverage, research-informed data, and clearer language. In other chapters, the revisions
2 Preface
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focused mostly on currency of examples and updates to statistics.
Over 210 new research references have been added or updated in order to improve the scholarly
underpinnings of the material and broaden the perspective for students. Dozens of examples and feature
boxes have been changed or added to better explain concepts and/or increase relevance for students.
Research replication and validity
To engage students in stronger critical analysis and inform them about research reproducibility,
substantial coverage has been added to the research chapter and strategically throughout the textbook
whenever key studies are discussed. This material is presented in a balanced way and provides instructors
with ample opportunity to discuss the importance of replication in a manner that best suits their course.
Diversity, representation, and inclusion
With the help of researchers and teachers who focus on diversity- and identity-related issues, OpenStax
has engaged in detailed diversity reviews to identify opportunities to improve the textbook. Reviewers
were asked to follow a framework to evaluate the books terminology, research citations, key contributors
to the field, photos and illustrations, and related aspects, commenting on the representation and
consideration of diverse groups. Significant additions and revisions were made in this regard, and the
review framework itself is available among the OpenStax Psychology 2e instructor resources.
Art and illustrations
Under the guidance of the authors and expert scientific illustrators, especially those well versed in creating
accessible art, the OpenStax team made changes throughout the art program in Psychology 2e.
Accessibility improvements
As with all OpenStax books, the first edition of Psychology was created with a focus on accessibility.
We have emphasized and improved that approach in the second edition. Our goal is to ensure that all
OpenStax websites and the web view versions of our learning materials follow accessible web design best
practices, so that they will meet the W3C-WAI Web Content Accessibility Guidelines (WCAG) 2.0 at Level
AA and Section 508 of the Rehabilitation Act. The WCAG 2.0 guidelines explain ways to make web content
more accessible for people with disabilities and more user-friendly for everyone.
To accommodate users of specific assistive technologies, all alternative text was reviewed and
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All illustrations were revised to improve the color contrast, which is important for some visually
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Overall, the OpenStax platform has been continually upgraded to improve accessibility.
To learn more about our commitment and progress, please view our accessibility statement
(https://openstax.org/accessibility-statement) .
A transition guide will be available on openstax.org to highlight the specific chapter-level changes to the
second edition.
Pedagogical foundation
Psychology 2e engages students through inquiry, self-reflection, and investigation. Features in the second
edition have been carefully updated to remain topical and relevant while deepening students relationship
to the material. They include the following:
Everyday Connection features tie psychological topics to everyday issues and behaviors that
students encounter in their lives and the world. Topics include the validity of scores on college
Preface 3
https://openstax.org/accessibility-statement
https://openstax.org/accessibility-statement
entrance exams, the opioid crisis, the impact of social status on stress and healthcare, and cognitive
mapping.
What Do You Think? features provide research-based information and ask students their views
on controversial issues. Topics include Brain Dead and on Life Support, Violent Media and
Aggression, and Capital Punishment and Criminals with Intellectual Disabilities.
Dig Deeper features discuss one specific aspect of a topic in greater depth so students can dig more
deeply into the concept. Examples include discussions on the distinction between evolutionary
psychology and behavioral genetics, recent findings on neuroplasticity, the field of forensic
psychology, and a presentation of research on strategies for coping with prejudice and
discrimination.
Connect the Concepts features revisit a concept learned in another chapter, expanding upon it
within a different context. Features include Emotional Expression and Emotional Regulation,
Tweens, Teens, and Social Norms, and Conditioning and OCD.
Art, interactives, and assessments that engage
Our art program is designed to enhance students understanding of psychological concepts through
simple, effective graphs, diagrams, and photographs. Psychology 2e also incorporates links to relevant
interactive exercises and animations that help bring topics to life. Selected assessment items touch directly
on students lives.
Link to Learning features direct students to online interactive exercises and animations that add a
fuller context to core content and provide an opportunity for application.
Personal Application Questions engage students in topics at a personal level to encourage
reflection and promote discussion.
ADDITIONAL RESOURCES
Student and Instructor Resources
Weve compiled additional resources for both students and instructors, including Getting Started Guides,
an instructor solution guide, a test bank, and PowerPoint slides. Instructor resources require a verified
instructor account, which you can apply for when you log in or create your account on openstax.org. Take
advantage of these resources to supplement your OpenStax book.
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to offer Community Hubs on OER Commonsa platform for instructors to share community-created
resources that support OpenStax books, free of charge. Through our Community Hubs, instructors can
upload their own materials or download resources to use in their own courses, including additional
ancillaries, teaching material, multimedia, and relevant course content. We encourage instructors to join
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To reach the Community Hubs, visit www.oercommons.org/hubs/openstax.
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4 Preface
This OpenStax book is available for free at http://cnx.org/content/col31502/1.4
ABOUT THE AUTHORS
Senior contributing authors
Rose M. Spielman (Content Lead)
Dr. Rose Spielman has been teaching psychology and working as a licensed clinical psychologist for
20 years. Her academic career has included positions at Quinnipiac University, Housatonic Community
College, and Goodwin College. As a licensed clinical psychologist, educator, and volunteer director, Rose
is able to connect with people from diverse backgrounds and facilitate treatment, advocacy, and education.
In her years of work as a teacher, therapist, and administrator, she has helped thousands of students
and clients and taught them to advocate for themselves and move their lives forward to become more
productive citizens and family members.
William J. Jenkins, Mercer University
Marilyn D. Lovett, Spelman College
Contributing Authors
Mara Aruguete, Lincoln University
Laura Bryant, Eastern Gateway Community College
Barbara Chappell, Walden University
Kathryn Dumper, Bainbridge State College
Arlene Lacombe, Saint Josephs University
Julie Lazzara, Paradise Valley Community College
Tammy McClain, West Liberty University
Barbara B. Oswald, Miami University
Marion Perlmutter, University of Michigan
Mark D. Thomas, Albany State University
Reviewers
Patricia G. Adams, Pitt Community College
Daniel Bellack, Trident Technical College
Christopher M. Bloom, Providence College
Jerimy Blowers, Cayuga Community College
Salena Brody, Collin College
David A. Caicedo, Borough of Manhattan Community College, CUNY
Bettina Casad, University of MissouriSt. Louis
Sharon Chacon, Northeast Wisconsin Technical College
James Corpening
Frank Eyetsemitan, Roger Williams University
Tamara Ferguson, Utah State
SHOW MORE…
bipolar
see attached
DO NOT WRITE A PAPER JUST ON BIPOLAR Follow the instructions
MUST BE MAX 10 PAGES!!!!
Assignment Criteria:
1. Collecting the Demographic Data: Interview the patient and obtain a thorough medication history from a patient that provides adequate information to conduct a comprehensive medication review. This information will include patients demographics, past and current medical history, and social history. -MAKE UP THIS PATIENT
2. Identifying the Drug Record: The drug record is a comprehensive record of the patients medications (prescription and nonprescription medications, herbal products, illicit drugs, and other dietary supplements). Care should be made to identify and list all the patients medications.
GOES with Patient above
3. Identifying and Analyzing Potential Drug-Related Problems: Use the tool to identify potential drug related problems. Responses should be detailed enough to demonstrate the students thorough and detailed analysis of the patients problems. Use scholarly references to support your findings.
a. Adherence/Non-adherence issues
b. Indications/Therapeutic goals
c. Safety concerns
d. Effectiveness of the medication
4. Developing a Drug-Related Action Plan: The medication-related action plan (MAP) is a patient-centric document containing a list of actions for the patient to use in tracking progress for self-management and shared goals.
5. Formulating an Intervention and/or Referral: The PMHNP provides consultative services and intervenes to address drug-related problems. The PMHNP refers the patient to a physician or other healthcare professional, as needed. Referrals are expected when the patients needs are outside of the PMHNPs scope of practice, or the practitioner lacks adequate skills to address them.
6. Include a title page.
7. The paper does not need an introductory paragraph, purpose statement, or conclusion. Students will follow the tool as a guide to structure the paper.
8. Include level 1 headings to organize the paper.
9. As this is a reflective paper,
first person may be used.
10. Include a
minimum of five (5) professional peer-reviewed scholarly journal references to support the paper (review in Ulrich Periodical Directory) and be less than five (5) years old.
11. APA format is required (attention to spelling/grammar, a title page, a reference page, and in-text citations).