Instructors ManualforGerrig and ZimbardoPsychology and LifeSixteenth Editionprepared byJohn N. BoydAllyn and BaconBoston London Toronto Sydney Tokyo SingaporeCopyright 2002 by Allyn & BaconA Pearson Education Company75 Arlington StreetBoston, Massachusetts 02116Internet: www.ablongman.comAll 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 0-205-34454-2Printed in the United States of America10 9 8 7 6 5 4 3 2 1 05 04 03 02PSYCHOLOGY AND LIFE, 16th Edition Instructors ManualPlease note that the transcription to PDF can result in unintended reformatting. Page numbers in the table of contents may not correspond to the books interior. The publisher regrets any inconvenience caused by this error.)TABLE OF CONTENTSPREFACEOpen-Book TestingiTeaching the Introductory CourseiiWhy Read This Instructors Manual?xxvCHAPTERSChapter 1: The Science of Psychology in Your Life1Chapter 2: Research Methods in Psychology19Chapter 3: The Biological Bases of Behavior33Chapter 4: Sensation51Chapter 5: Perception71Chapter 6: Mind, Consciousness, and Alternate States85Chapter 7: Learning and Behavior Analysis105Chapter 8: Memory125Chapter 9: Cognitive Processes143Chapter 10: Intelligence and Intelligence Assessment163Chapter 11: Human Development across the Life Span181Chapter 12: Motivation217Chapter 13: Emotion, Stress, and Health239Chapter 14: Understanding Human Personality261Chapter 15: Psychological Disorders289Chapter 16: Therapies for Personal Change315Chapter 17: Social Processes and Relationships335Chapter 18: Social Psychology, Society, and Culture357SUPPLEMENTAL MATERIALExperiments and Demonstrations (By Philip Zimbardo)377OPEN-BOOK TESTINGBy Kay Burke, Ph.D.WHY IT MAKES SENSEEducators 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 DevelopmentStiggins, 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. 121-127Wiggins, G. and McTighe, J. (1989). Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum DevelopmentTEACHING THE INTRODUCTORY COURSELAYING THE FOUNDATION FOR A WELL ORGANIZED COURSEMost 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