Chapter 11 Questions

2e

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Table of Contents
Preface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Chapter 1: Introduction to . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

1.1 What Is ? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
1.2 History of . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
1.3 Contemporary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
1.4 Careers in . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 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 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 421
12.1 What Is Social ? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 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 . . . . . . . . . . . . . . . . . . . . . . . . . 471
13.1 What Is Industrial and Organizational ? . . . . . . . . . . . . . . . . . . . 472
13.2 Industrial : Selecting and Evaluating Employees . . . . . . . . . . . . . . 481
13.3 Organizational : The Social Dimension of Work . . . . . . . . . . . . . . 493
13.4 Human Factors 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 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 it’s our mission to improve student access to
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scaled to over 35 books for college and AP® courses used by hundreds of thousands of students. OpenStax
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Through our partnerships with philanthropic foundations and our alliance with other educational
resource organizations, OpenStax is breaking down the most common barriers to learning and
empowering students and instructors to succeed.

ABOUT OPENSTAX RESOURCES
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Preface 1

ABOUT PSYCHOLOGY 2E

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. 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 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 psychology’s foundational concepts while adding current and
meaningful coverage in specific areas. 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

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

Chapter 13: Industrial-Organizational

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 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

This OpenStax book is available for free at http://cnx.org/content/col31502/1.4

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 book’s 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 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 2e.

Accessibility improvements

As with all OpenStax books, the first edition of 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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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

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. 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

We’ve 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 …