Pearson Baccalaureate Psychology 2nd Edition uPDF
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Pearson Baccalaureate Psychology 2nd EditionAnnað
- Höfundar: Christian Bryan, Peter Giddens, Christos Halkiopoulos
- Útgáfa:1
- Útgáfudagur: 20-07-2020
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- Hægt að afrita 2 bls.
- Format:Page Fidelity
- ISBN 13: 9781292371764
- Print ISBN: 9781292210995
- ISBN 10: 1292371765
Efnisyfirlit
- Contents
- Introduction
- Introduction to research
- A: Biological approach to understanding behaviour
- Chapter 1: The brain and behaviour
- 1.1: Techniques used to study the brain in relation to behaviour
- 1.1.1: MRI (structural imaging)
- 1.1.2: PET scan (functional imaging)
- 1.1.3: fMRI (functional imaging)
- 1.2: Localization
- 1.2.1: Defining localization
- 1.2.2: Limitations of localization
- 1.3: Neuroplasticity
- 1.4: Neurotransmitters and their effect on behaviour
- 1.4.1: Acetylcholine
- 1.4.2: Serotonin
- 1.1: Techniques used to study the brain in relation to behaviour
- Chapter 1: The brain and behaviour
- Chapter 2: Hormones and pheromones and behaviour
- 2.1: Hormones and behaviour
- 2.1.1: Oxytocin
- 2.1.2: Testosterone
- 2.2: Pheromones and behaviour
- 2.2.1: Establishing validity
- 2.1: Hormones and behaviour
- 3.1: Genes and behaviour
- 3.1.1: Major depressive disorder
- 3.1.2: Factors that affect gene expression
- 3.2: Genetic similarities
- 3.3: Evolutionary explanations for behaviour
- 3.3.1: Attachment
- 3.3.2: Major Depressive Disorder
- 4.1: Experiments
- 4.2: Natural experiments
- 4.3: Correlations research
- 4.4: Quasi-experiments
- 5.1: The use of non-invasive techniques
- 5.2: Informed consent
- 5.3: Minor deceptions
- 5.4: Genetic research
- 6.1: The value of animal models
- 6.1.1: The manipulation and isolation of variables
- 6.1.2: The benefit of a relatively quick breeding cycle
- 6.1.3: The benefit of animal post-mortem study
- 6.1.4: Caution in using animals to understand human behaviour
- 6.2: Measuring the value of animal research
- 6.3: Ethical considerations
- Chapter 7: Cognitive processing
- 7.1: Models of memory
- 7.1.1: The multi-store model of memory
- 7.1.2: The working memory model
- 7.1.3: Long-term memory
- 7.1.4: Cross-cultural studies
- 7.2: Schema theory
- 7.2.1: Effort after meaning
- 7.2.2: Pattern recognition
- 7.2.3: Stereotyping
- 7.2.4: Evaluation of schema theory
- 7.3: Thinking and decision making
- 7.3.1: Systems of thinking
- 7.3.2: Irrational thinking and decision making
- 7.3.3: Cultural considerations
- 7.3.4: The influence of emotions on thinking and decision making
- 7.1: Models of memory
- 8.1: Reconstructive memory
- 8.1.1: Constructing and deconstructing memories
- 8.1.2: False memories
- 8.1.3: Confabulation
- 8.1.4: Schema processing and errors in memory
- 8.1.5: Implications of the unreliability of memory
- 8.2: Biases in thinking and decision making
- 8.2.1: Heuristics
- 8.2.2: Confirmation bias
- 8.2.3: The illusory correlation
- 8.2.4: Implicit personality theories
- 8.2.5: Algorithms
- 9.1: The influence of emotion on cognitive processes
- 9.1.1: Valence theory
- 9.1.2: Arousal theory
- 9.1.3: The two-factor theory of emotion
- 9.1.4: Flashbulb memory
- 10.1: Field experiments
- 10.2: Interviews and questionnaires
- 12.1: The infl uence of digital technology on cognitive processes
- 12.1.1: Attention
- 12.1.2: Memory
- 12.1.3: Thinking
- 12.2: The positive and negative effects of modern technology on cognitive processes
- 12.2.1: Positive effects of technology on memory, attention, and emotion
- 12.2.2: Negative effects of technology on memory, attention, and emotion
- 12.3: Methods to study interactions between digital technology and cognitive processes
- 12.3.1: Animal research and fMRI scans
- 12.3.2: Meta-analysis
- 12.3.3: Self-report questionnaires
- 12.3.4: Longitudinal studies
- 12.3.5: Experiments
- Chapter 13: The individual and the group
- 13.1: Social identity theory
- 13.1.1: Ingroup bias
- 13.1.2: Responses to intergroup inequality
- 13.1.3: Stereotyping
- 13.1.4: Limitations of SIT
- 13.2: Social cognitive theory
- 13.2.1: Social cognitive theory and self-efficacy
- 13.2.2: Social cognitive theory and aggression
- 13.2.3: Social cognitive theory and mass infl uence
- 13.2.4: Evaluation of social cognitive theory
- 13.3: Stereotypes
- 13.3.1: Development of stereotypes
- 13.3.2: Correspondence bias and stereotype formation
- 13.3.3: Illusory correlation and stereotype formation
- 13.3.4: Upbringing and stereotype formation
- 13.3.5: Ingroup and outgroup relations and stereotype formation
- 13.3.6: Stereotype threat
- 13.1: Social identity theory
- 14.1: Culture and its influence on behaviour
- 14.1.1: Role of culture in behaviour
- 14.1.2: Social class and behaviour
- 14.1.3: Counting and arithmetic
- 14.1.4: Surface and deep culture
- 14.2: Cultural dimensions
- 14.2.1: Chinese cultural values
- 14.2.2: Cultural dimensions
- 15.1: Enculturation
- 15.1.1: Enculturation’s effect on language
- 15.2: Acculturation
- 16.1: Quasi-experiments
- 16.2: Correlation study using a self-report questionnaire
- 16.3: Emic and etic approaches to research
- 17.1: Studies involving children
- 17.2: Cross-cultural studies and stereotypes
- 17.3: Cross-cultural studies and researcher effect
- 17.4: Unethical use of research
- 18.1: Globalization may influence culture
- 18.1.1: Bicultural identities
- 18.1.2: Self-selected cultures
- 18.2: The effect of the interaction of local and global influences on behaviour
- 18.2.1: Identity hybridisation
- 18.2.2: Identity confusion
- 18.2.3: Postponed adulthood
- 18.3: Methods used to study the influence of globalization on behaviour
- Chapter 19: Factors influencing diagnosis
- 19.1: Defining abnormality
- 19.1.1: Biological approach
- 19.1.2: Psychological approach
- 19.2: Strengths and limitations of definitions
- 19.2.1: Statistical abnormality
- 19.2.2: Individual considerations
- 19.2.3: Political and cultural considerations
- 19.2.4: Concluding comments
- 19.3: Classification systems
- 19.3.1: The Diagnostic and Statistical Manual of Mental Disorders (DSM)
- 19.3.2: The International Classifi cation of Diseases
- 19.3.3: The Chinese Classification of Mental Disorders
- 19.4: The role of clinical bias in diagnosis
- 19.4.1: Potential reasons for clinical bias
- 19.4.2: Perceived group identity
- 19.5: Validity and reliability of diagnosis
- 19.5.1: Validity
- 19.5.2: Reliability
- 19.1: Defining abnormality
- 20.1: Explanations and prevalence rates for disorders
- 20.1.1: Anorexia nervosa
- 20.1.2: Major depressive disorder
- 21.1: Biological treatments
- 21.1.1: Biological treatments for anorexia nervosa
- 21.1.2: Biological treatments for major depressive disorder
- 21.2: Psychological treatments
- 21.2.1: Cognitive-behavioural therapy
- 21.2.2: Interpersonal psychotherapy
- 21.2.3: Anorexia nervosa and CBT
- 21.2.4: Anorexia nervosa and IPT
- 21.2.5: Major depressive disorder and CBT
- 21.2.6: Major depressive disorder and IPT
- 21.3 The role of culture in treatment
- 21.3.1: The culture of the patient
- 21.3.2: The culture of the clinician
- 21.4: Assessing the effectiveness of treatment(s)
- 21.4.1: Assessing the effectiveness of treatments: macro level of analysis
- 21.4.2: Assessing the effectiveness of treatments: Micro level of analysis
- 22.1: The use of control groups
- 22.2: Being aware of participant expectations
- 22.3: The use of placebos or sham treatments
- 22.4: The use of pilot studies
- 22.5: The use of meta-analysis
- 22.6: The importance of reflexivity
- 22.7: The issue of generalization
- 23.1: Research Ethics Committee
- 23.2: Intervention
- 23.3: Cultural competence
- 23.4: Patient’s psychological state
- 23.5: Informed consen
- 23.6: Protecting participants from harm
- 23.7: Anonymity and confi dentiality
- Chapter 24: Influences on cognitive and social development
- 24.1: The role of peers and play
- 24.1.1: The role of peers in social development
- 24.1.2: Peer contagion and antisocial behaviour
- 24.1.3: The role of play on cognitive development
- 24.2: Childhood trauma and resilience
- 24.2.1: Trauma
- 24.2.2: Resilience
- 24.3: Poverty and socioeconomic status
- 24.3.1: Poverty
- 24.3.2: Diet
- 24.1: The role of peers and play
- 25.1: Attachment
- 25.1.1: Assumptions of attachment research and models
- 25.1.2: Attachment theory
- 25.1.3: Animal studies
- 25.2: Gender identity and social roles
- 25.2.1: Sociocultural factors that explain the formation of gender identity and roles
- 25.2.2: Cognitive factors that explain the formation of gender identity and roles
- 25.2.3: Biological factors that explain the formation of gender identity and social roles
- 25.3: Development of empathy and theory of mind
- 25.3.1: Mentalization
- 25.3.2: Biological determinants of mentalization and empathy
- 25.3.3: Sociocultural determinants of mentalization and empathy
- 26.1: Cognitive development
- 26.1.1: Piaget’s theory of cognitive development
- 26.1.2: Vygotsky’s theory of cognitive development
- 26.2: Brain development
- 26.2.1: Maturation and development of the brain
- 26.2.2: Brain plasticity
- 26.2.3: Learning to be social
- 27.1: Working with young children
- 27.2: Longitudinal studies
- 27.3: Correlations versus experiments
- 27.4: The use of technology to monitor cognition
- 27.4.1: Technology use for mass surveys
- 28.1: Working with children
- 28.2: Guaranteeing anonymity
- 28.3: The use of animals
- Chapter 29: Determinants of health
- 29.1: Biopsychosocial model of health and well-being
- 29.1.1: The biomedical model
- 29.1.2: A systems approach to explaining and treating health
- 29.2: Dispositional factors and health beliefs
- 29.2.1: What is addiction?
- 29.2.2: Dispositional and situational factors
- 29.2.3: Health beliefs
- 29.3: Risk and protective factors
- 29.3.1: Risk factors
- 29.3.2: Biological consequences of stress
- 29.3.3: Protective factors for coping with stress
- 29.1: Biopsychosocial model of health and well-being
- 30.1: Explanations of health problems
- 30.1.1: Biological factors
- 30.1.2: Cognitive factors
- 30.1.3: Sociocultural factors
- 30.2: Prevalence rates of health problems
- 31.1: Health promotion
- 31.1.1: The health belief model
- 31.1.2: The theory of reasoned action and the theory of planned behaviour
- 31.2: Effectiveness of health promotion programmes
- 31.2.1: What is a health promotion programme?
- 31.2.2: Considering populations
- 31.2.3: Considering outcomes
- 32.1: Researcher bias
- 32.2: Participant expectations
- 32.3: The importance of reflexivity
- 32.4: Choosing an appropriate methodology
- 32.4.1: Triangulation
- 32.4.2: Measurement
- 32.5: The issue of generalization
- 32.6: The problem of cause and effect
- 33.1: Informed consent
- 33.2: Protecting participants from (psychological or emotional) harm
- 33.3: Anonymity and confi dentiality
- 34: Personal relationships
- 34.1: Formation of personal relationships
- 34.1.1: The role of sociocultural factors in the formation of relationships
- 34.1.2: The role of biological factors in the formation of relationships
- 34.1.3: The role of cognitive factors in the formation of relationships
- 34.2: Role of communication in personal relationships
- 34.2.1: Communicating openness and assurance
- 34.2.2: Managing negativity
- 34.2.3: The role of listening
- 34.2.4: Gender differences in communication styles
- 34.3: Why relationships change or end
- 34.3.1: Communication changes
- 34.3.2: Cognitive change
- 34.3.3: Sociocultural change
- 34.1: Formation of personal relationships
- 35.1: Theoretical foundations
- 35.1.1: Biological infl uences
- 35.1.2: Social identity theory
- 35.2: Cooperation and competition
- 35.2.1: Cooperation
- 35.2.2: Competition
- 35.3: Prejudice and discrimination
- 35.3.1: Prejudice
- 35.3.2: Discrimination
- 35.4: Origins of conflict and conflict resolution
- 35.4.1: Origins of confl ict
- 35.4.2: Approaches to resolving conflict
- 36.1: Bystanderism
- 36.1.1: Diffusion of responsibility and pluralistic ignorance
- 36.1.2: Perceived similarity
- 36.1.3: Culture and geographical location
- 36.2: Prosocial behaviour
- 36.2.1: Sociocultural factors
- 36.2.2: Cognitive and emotional factors
- 36.2.3: Biological factors
- 36.3: Promoting prosocial behaviour
- 36.3.1: Sociocultural considerations
- 36.3.2: Cognitive and emotional considerations
- 36.3.3: Biological considerations
- 36.3.4: Interactive approach
- 36.3.5: Strategies for promoting prosocial behaviour
- 37.1: Participant expectations
- 37.2: The importance of refl exivity
- 37.3: Choosing an appropriate methodology
- 37.3.1: Types of triangulation
- 37.4: The issue of generalization
- 38.1: Informed consent
- 38.2: Protecting participants from (psychological or emotional) harm
- 38.3: Anonymity and confi dentiality
- Can models and theories be used to understand and predict human behaviour?
- Does a researcher’s choice of methodology affect the reliability or credibility of research?
- Is what we know about human behaviour limited by our ethical considerations?
- Are emotions universal?
- Are the methods of the natural sciences applicable in the human sciences?
- Making sure your study is ethical
- Making sure your study is an experiment
- Group work
- Organization and presentation
- How to write an internal assessment
- Question 1
- Question 2
- Question 3
- Research methods
- Sampling methods
- Ethical considerations
- Generalizing findings
- Achieving credibility
- The use of reflexivity
- The use of triangulation
- Avoiding bias
- Practice scenarios
- Developing a research question
- Analysis and evaluation
- Advice on structure and paragraphing
- Citations and referencing
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