___________________________________________________________________________________________________________________________

Unit 1

For Chapter 1:

• Define empiricism. (see The World of Psychology)
• Define critical thinking. Be able to assess claims by using the five-step process presented in the text. (see Thinking Critically About Psychology )
• Define and give an example of a hypothesis, operational definition, and variable. (see Thinking Critically About Psychology)
• Discuss the importance of reliability and validity in evaluating the quality of evidence. (see Thinking Critically About Psychology)
• Describe the evolution of a theory. (see Thinking Critically About Psychology)
• Describe the following research methods, and discuss the advantages and disadvantages of each: naturalistic observation, case studies, and surveys. (see Research Methods in Psychology)
• Define correlation. Give an example using schizophrenia of a positive correlation and a negative correlation. Explain how correlation coefficients are interpreted. Explain why correlation does not guarantee causation. (see Research Methods in Psychology)
• Define and give an example of an experiment. Explain why experiments can establish cause-and-effect relationships, but other research methods cannot. (see Research Methods in Psychology)
• Define and explain the role of independent and dependent variables, and of experimental and control groups in an experiment. (see Research Methods in Psychology)
• Define confounding variables. Discuss the problems associated with the following confounding variables: random variables, placebo effect, and experimenter bias. (see Research Methods in Psychology)
• Define random assignment, placebo, and double-blind design. Explain the purpose of each in an experiment. (see Research Methods in Psychology)
• Define sampling, random sample, and biased sample. Discuss the importance of sampling in data collection. (see Research Methods in Psychology)
• Give examples of the questions and issues associated with the field of behavioral genetics. Explain how family, twin, and adoption studies are used to explore the relative roles of genetics and environmental variables in human development. (see Linkages: Psychological Research and Behavioral Genetics)
• Bonus: Define Hypothetical Construct and Reification.

For Chapter 2:

• Compare and contrast neurons and glial cells with other body cells. (see Cells of the Nervous System)
• Name and describe the features of neurons that allow them to communicate with one another. (see Cells of the Nervous System)
• Define and describe action potentials. Define refractory period. Discuss the effect of myelin on action potentials. (see Cells of the Nervous System)
• Define neurotransmitter and synapse and describe their roles in nervous system activity. (see Cells of the Nervous System)
• Describe the role of receptors in the process of neural communication. Explain the role of postsynaptic potentials in the creation of an action potential in the postsynaptic cell. (see Cells of the Nervous System)
• Discuss what fMRI research has revealed about behavior and mental processes. (see Thinking Critically: What Can fMRI Tell Us about Behavior and Mental Processes?)
• Define hindbrain. Name the structures of the hindbrain, and describe their functions. (see The Central Nervous System)
• Define midbrain. Describe the functions associated with the midbrain. (see The Central Nervous System)
• Define forebrain. Name the structures of the forebrain, and describe their functions. (see The Central Nervous System)
• Define and describe the cerebral cortex. Name the four lobes that make up the cortex and state their locations.
• Define corpus callosum. (see The Central Nervous System)
• Define and describe the functions and locations of the sensory cortex, motor cortex, and association cortex.
• Explain the roles of Broca's area and Wernicke's area in language production and comprehension.
• Explain how split-brain studies provide insight into the specialized functions of the brain's two hemispheres.
• Define plasticity. Explain why the brain has difficulty repairing itself after it has been damaged.
• Describe the methods used to promote recovery from brain damage today.
• Describe the changes that occur in the nervous system throughout development.
• Describe the three main classes of neurotransmitters.
• Name the various neurotransmitters within each class and discuss the behaviors and mental processes associated with each.
• Define the fight-or-flight response.

____________________________________________________________________________________________________

Unit 2

Chapter 5

• Define learning. (see Introductory section)
• Define classical conditioning. Give an example that illustrates the process of classical conditioning and identify the unconditioned stimulus, unconditioned response, conditioned stimulus, and conditioned response in your example. (see introductory section; see also Classical Conditioning: Learning Signals and Associations)
• Describe and give examples of the processes of extinction, reconditioning, and spontaneous recovery. (see Classical Conditioning: Learning Signals and Associations)
• Define and give examples of stimulus generalization and stimulus discrimination. (see Classical Conditioning: Learning Signals and Associations)
• Describe the role that timing, predictability, intensity, and attention play in the development of conditioned responses. (see Classical Conditioning: Learning Signals and Associations)
• Define and give examples of biopreparedness. Explain why conditioned taste aversion is a special case of classical conditioning. (see Classical Conditioning: Learning Signals and Associations)
• Define and give an example of second-order conditioning. (see Second-Order Conditioning)
• Discuss the application of classical conditioning in the development and treatment of phobias.
• Describe law of effect and operant conditioning. Explain how operant conditioning differs from classical conditioning. (see Instrumental and Operant Conditioning: Learning the Consequences of Behavior)
• Define and give examples of operant, reinforcer, positive reinforcers, and negative reinforcers. (see Instrumental and Operant Conditioning: Learning the Consequences of Behavior)
• Define and give examples of escape conditioning and avoidance conditioning. (see Instrumental and Operant Conditioning: Learning the Consequences of Behavior)
• Define discriminative stimuli. Explain how the concepts of stimulus generalization and stimulus discrimination complement each other. (see Instrumental and Operant Conditioning: Learning the Consequences of Behavior)
• Define and give an example of shaping. (see Instrumental and Operant Conditioning: Learning the Consequences of Behavior)
• Compare and contrast primary and secondary reinforcers. Discuss how the timing and size of a reinforcer influences its effectiveness. (see Instrumental and Operant Conditioning: Learning the Consequences of Behavior)
• Explain the difference between continuous and partial reinforcement schedules. Compare and contrast fixed-ratio, variable-ratio, fixed-interval, and variable-interval schedules. Describe how the various schedules affect response patterns. Describe the partial reinforcement extinction effect. (see Instrumental and Operant Conditioning: Learning the Consequences of Behavior)
• Define punishment and describe its role in operant conditioning. Explain how punishment differs from negative reinforcement. Discuss the disadvantages of and guidelines for using punishment. (see Instrumental and Operant Conditioning: Learning the Consequences of Behavior)
• Discuss how operant conditioning can be used to treat problematic behavior. (see Instrumental and Operant Conditioning: Learning the Consequences of Behavior)
• Define and give an example of learned helplessness. Discuss the experiments investigating learned helplessness. (see Cognitive Processes in Learning; see also Focus on Research: The "I Can't Do It" Attitude)

Chapter 8 (Pg 324 - 325; 326 - 332)

• Describe the brain's role in emotion and facial expressions. Describe how the parasympathetic and sympathetic nervous systems are involved in emotional experience. Define and describe the fight-or-flight syndrome. (see The Nature of Emotion)
• Describe James's peripheral theory of emotion. Use the theory to explain an emotional experience. (see Theories of Emotion)
• Discuss the research that evaluates James's theory. Describe the facial feedback hypothesis. Describe the various types of lie-detection tests and the problems associated with them. (see Theories of Emotion)
• Describe Cannon's central theory of emotion. Discuss the updates to Cannon's theory. (see Theories of Emotion)
• Describe the Schachter-Singer theory of emotion. Define attribution and give an example. (see Theories of Emotion)
• Discuss the research that evaluates the Schachter-Singer theory of emotion. Define and give an example of excitation transfer. Describe Lazarus's cognitive appraisal theory of emotion. (see Theories of Emotion)
• Compare and contrast the various theories of emotion. (see Theories of Emotion)

__________________________________________________________________________________________________________________________

Unit 3

Chapter 6 (whole chapter)

• Define encoding, storage, and retrieval and discuss the role of each in our ability to remember. Define and give examples of acoustic, visual, and semantic codes. Explain the difference between recall and recognition. (see The Nature of Memory)
• Define and give examples of episodic, semantic, and procedural memories. (see The Nature of Memory)
• Define and give examples of explicit and implicit memories. (see The Nature of Memory)
• Describe the levels-of-processing model of memory. Define maintenance and elaborative rehearsal and explain how these concepts relate to the levels-of-processing model. (see The Nature of Memory)
• Describe the transfer-appropriate processing model of memory. (see The Nature of Memory)
• Describe the parallel distributed processing (PDP) model of memory. (see The Nature of Memory)
• Describe the information-processing model of memory. Name the three stages of processing. (see The Nature of Memory)
• Define sensory memory and sensory registers. Discuss the capacity and duration of sensory memory. Discuss the relationship between selective attention and memory. (see Storing New Memories)
• Define short-term memory (STM). Discuss the relationship between short-term memory and working memory. Describe the various ways in which information is encoded in short-term memory. (see Storing New Memories)
• Discuss the storage capacity of short-term memory. Define immediate memory span and chunks. (see Storing New Memories)
• Discuss the duration of short-term memory. Define and describe the Brown-Peterson procedure. Describe the importance of rehearsal in maintaining information in short-term memory. (see Storing New Memories)
• Define long-term memory (LTM). Describe the ways in which information is encoded in long-term memory. Describe the storage capacity of long-term memory. Discuss the studies illustrating the distortion of long-term memories. (see Storing New Memories)
• Describe primacy and recency effects, and explain how these effects support a distinction between short-term memory and long-term memory. (see Storing New Memories)
• Define retrieval cues and explain why their use can increase memory efficiency. Define the encoding specificity principle. (see Retrieving Memories)
• Define context-dependent and state-dependent memories and give examples of each. Explain the mood congruency effect. (see Retrieving Memories)
• Describe the semantic network theory of memory and explain the principle of spreading activation. (see Retrieving Memories)
• Describe incomplete knowledge and the tip-of-the-tongue phenomenon and explain how it relates to the semantic network theory of memory. (see Retrieving Memories)
• Discuss the research examining constructive memories. (see Constructing Memories)
• Describe how PDP memory models explain the formation of constructive memories. Explain how PDP networks can produce spontaneous generalizations, and how they explain the operation of schemas. (see Constructing Memories)
• Discuss the problems associated with eyewitness testimony in the courtroom. (see Constructing Memories)
• Define and describe Ebbinghaus's method of savings. Explain his discoveries and indicate why they are important to memory research. (see Forgetting)
• Explain how the processes of decay and interference account for the forgetting of information in short-term and long-term memory. Define retroactive interference and proactive interference and give an example of each. (see Forgetting)
• Discuss the controversy surrounding repressed memories. Describe the research on motivated forgetting, false memories, and flashbulb memories. (see Forgetting)
• Describe the synaptic activity associated with the formation and storage of new memories. Describe the role of the hippocampus in memory formation. Discuss the location of stored memories within the brain, and the brain activity associated with the retrieval of memories. (see Biological Bases of Memory)
• Define and give examples of anterograde and retrograde amnesia. (see Biological Bases of Memory)
• Define mnemonics and explain why they improve memory. Give an example of the method of loci. (see Improving Your Memory)
• Explain why distributed practice is more effective than massed practice for learning and retaining information. Describe the PQ4R method of reading textbooks. Describe the best method of taking notes in a lecture. (see Improving Your Memory)

Chapter 7 (pgs, 248--268)

• Define information-processing system and thinking. Discuss the role of attention and memory in each stage of the information-processing model. (see Basic Functions of Thought)
• Define concepts. Describe the differences between formal and natural concepts, and give examples of each. Define and give an example of a prototype. (see Mental Representations: The Ingredients of Thought)
• Define and give examples of a proposition, schemas, scripts, and mental models. Describe the role of each in the thinking process. (see Mental Representations: The Ingredients of Thought)
• Define and give examples of images and a cognitive map. (see Mental Representations: The Ingredients of Thought)
• Define formal reasoning, algorithms, and rules of logic. Discuss the causes of errors in logical reasoning. (see Thinking Strategies)
• Define informal reasoning and heuristics. Describe and give examples of the anchoring, representativeness, and availability heuristics. (see Thinking Strategies)
• Describe the following problem-solving strategies: incubation, means-end analysis, working backward, and analogies. (see Problem Solving)
• Describe how comparative case studies can be used to identify the strategies employed by successful problem solvers. (see Focus on Research: Problem-Solving Strategies in the Real World)
• Describe and give examples of the following obstacles to problem solving: multiple hypotheses, mental set, functional fixedness, ignoring negative evidence, and confirmation bias. (see Problem Solving)

___________________________________________________________________________________________________________________________

Unit 4

Chapter 9

• Define developmental psychology. (see introductory section)
• Describe the history of the nature-nurture debate. Discuss the different views of development held by Gesell, Watson, and Piaget. Define maturation. (see Exploring Human Development)
• Define behavioral genetics. Describe how nature and nurture operate together to influence development. Explain the difficulty in applying the results of behavioral genetics research to a given individual. (see Exploring Human Development)
• Define chromosomes, genes, and deoxyribonucleic acid (DNA). Describe the processes of mitosis and meiosis. (see Beginnings)
• Define and give examples of teratogens. Define critical period and name the stage associated with it. Describe the types of birth defects that can be caused by teratogens, including the pattern of defects known as fetal alcohol syndrome. (see Beginnings)
• Describe the sensory capacities of a newborn. Define reflexes, and name and describe three reflexes exhibited by newborns. Discuss how motor development is influenced by experimentation. (see Beginnings)
• Describe Piaget's theory of cognitive development. Define and give examples of schemas, assimilation, and accommodation. (see Infancy and Childhood: Cognitive Development)
• Describe the development of mental abilities during the sensorimotor period. Define object permanence. (see Infancy and Childhood: Cognitive Development)
• Explain how research has led psychologists to modify Piaget's description of infants in the sensorimotor period. Discuss the experiments on object permanence and the role of experience in developing knowledge during infancy. (see Focus on Research: What Do Infants Know About Physics; see also Infancy and Childhood: Cognitive Development)
• Describe the cognitive changes that occur during the preoperational period. Discuss the ability to use symbols and the tendency to make intuitive guesses during this period. (see Infancy and Childhood: Cognitive Development)
• Define conservation. Describe the cognitive changes that occur during Piaget's stage of concrete operations. (see Infancy and Childhood: Cognitive Development)
• Describe the cognitive changes that occur during the formal operational period. (see Infancy and Childhood: Cognitive Development)
• Discuss the criticisms of Piaget's theory of cognitive development, and discuss the information processing approach as an alternative to Piaget's theory. (see Infancy and Childhood: Cognitive Development)
• Describe infantile amnesia, and discuss the possible explanations for the phenomenon. (see Linkages: Development and Memory; see also Infancy and Childhood: Cognitive Development)
• Describe the impact of culture and early childhood experiences on cognitive development. (see Infancy and Childhood: Cognitive Development)
• Define temperament. Describe the different behaviors exhibited by easy, difficult, and slow-to-warm-up babies. (see Infancy and Childhood: Social and Emotional Development)
• Define attachment. Describe Harlow's studies of motherless monkeys. Discuss the development of attachment in humans. (see Infancy and Childhood: Social and Emotional Development)
• Explain how the Strange Situation test is used to study attachment. Describe how secure attachment patterns differ from avoidant, ambivalent, and disorganized attachment patterns. Discuss the question of whether day care damages the formation of a healthy mother-infant attachment. (see Thinking Critically: Does Day Care Harm the Emotional Development of Infants?; see also Infancy and Childhood: Social and Emotional Development)
• Define socialization. Compare and contrast the parenting styles of authoritarian, permissive, and authoritative parents. Describe the characteristics of children raised by each type of parent, and discuss the limitations of the research in this area. (see Infancy and Childhood: Social and Emotional Development)
• Describe the development of social relationships and social skills in children. Describe the development of gender roles. (see Infancy and Childhood: Social and Emotional Development)
• Define puberty. Describe the physical and psychological changes that occur during adolescence and discuss the problems adolescents face. Describe the relationships adolescents have with their parents and peers. (see Adolescence)
• Describe the development of both the personal and the ethnic identity. Define identity crisis. (see Adolescence)
• Describe the stages of moral reasoning suggested by Kohlberg. Define preconventional, conventional, and postconventional moral reasoning and give examples of statements that illustrate reasoning at each of these stages. Discuss the cultural and gender-related limitations of Kohlberg's theory. (see Adolescence)

Chapter 11

• Define personality. (see introductory section)
• Describe the assumptions of Freud's psychodynamic approach to personality. (see The Psychodynamic Approach)
• Define and describe the nature of the id, ego, and superego. Define the pleasure principle and reality principle. (see The Psychodynamic Approach)
• Define defense mechanism. Name and give examples of specific defense mechanisms. (see The Psychodynamic Approach)
• Name and describe the psychosexual stages in Freud's theory of personality development. Compare and contrast the Oedipus and Electra complexes. (see The Psychodynamic Approach)
• Discuss some of the variations on Freud's personality theory, including the approaches of Jung and Horney. (see The Psychodynamic Approach)
• Discuss the emphasis on object relations in contemporary psychodynamic theories of personality development. (see The Psychodynamic Approach)
• Describe the applications and criticisms of Freud's psychodynamic theory. (see The Psychodynamic Approach)

 ___________________________________________________________________________________________________________________________

Unit 5

Chapter 11

• Name and describe the psychosexual stages in Freud's theory of personality development. Compare and contrast the Oedipus and Electra complexes. (see The Psychodynamic Approach)
• Discuss some of the variations on Freud's personality theory, including the approaches of Jung and Horney. (see The Psychodynamic Approach)
• Discuss the emphasis on object relations in contemporary psychodynamic theories of personality development. (see The Psychodynamic Approach)
• Describe the applications and criticisms of Freud's psychodynamic theory. (see The Psychodynamic Approach)
• Describe the three basic assumptions of the trait approach to personality. (see The Trait Approach)
• Describe Allport's trait theory, giving examples of central and secondary traits. Define and describe the components of the big-five or five-factor model of personality. (see The Trait Approach)
• Describe the problems and weaknesses associated with the trait approach to personality. (see The Trait Approach)
• Describe the basic assumptions of the social-cognitive approach to personality. (see The Social-Cognitive Approach)
• Describe Rotter's expectancy theory. Discuss Bandura's concepts of reciprocal determinism and perceived self-efficacy. Describe Mischel's cognitive/affective theory. (see The Social-Cognitive Approach)
• Describe the applications and criticisms of the social-cognitive approach to personality. (see The Social-Cognitive Approach)
• Describe the humanistic approach to personality. (see The Humanistic Approach)
• Describe Rogers's self theory. Define actualizing tendency, self-concept, and conditions of worth. Describe Maslow's growth theory. Compare and contrast deficiency orientation and growth orientation. (see The Humanistic Approach)
• Describe the applications and criticisms of the humanistic approach. (see The Humanistic Approach)
• Describe the four general methods of personality assessment. Compare and contrast objective and projective personality tests. Describe the following personality tests: NEO-PI-R, MMPI, TAT, and Rorschach Inkblot Test. (see Assessing Personality)

Ch. 12

• Describe the statistical infrequency, norm violation, and personal suffering criteria for abnormality, and discuss the limitations of each criterion. Describe the practical approach and define impaired functioning. (see Defining Psychological Disorders)
• Discuss how each of the following explains psychological disorders: neurobiological model, psychological model, and sociocultural model. Explain how each of these models fits into the biopsychosocial model of mental disorder. (see Explaining Psychological Disorders)
• Describe and give an example illustrating the diathesis-stress approach to mental disorder. (see Explaining Psychological Disorders)
• Discuss the purposes of diagnosis. Describe the contents of the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV). List the five axes of the DSM-IV used in diagnosis. (see Classifying Psychological Disorders)
• Discuss the reliability and validity of diagnostic labels. Describe the problems associated with diagnosis. Discuss the research examining diagnostic biases. (see Classifying Psychological Disorders; see also Thinking Critically: Is Psychological Diagnosis Biased?)
• Define anxiety disorder. Specify what disorders are classified as anxiety disorders. (see Anxiety Disorders)
• Define phobia. Describe the symptoms of specific phobia, social phobia, and agoraphobia. (see Anxiety Disorders)
• Describe the symptoms of generalized anxiety disorder, panic disorder, and obsessive-compulsive disorder. Explain the difference between obsessions and compulsions. (see Anxiety Disorders)
• Discuss the biological and psychological factors that may contribute to anxiety disorders. (see Anxiety Disorders)
• Discuss the learning principles that may be involved in the acquisition and maintenance of phobias. Discuss how humans are biologically prepared to learn certain phobias. (see Linkages: Anxiety Disorders and Learning)
• Define somatoform disorder. Describe the symptoms of conversion disorder, hypochondriasis, somatization disorder, and pain disorder. (see Somatoform Disorders)
• Discuss the various theoretical explanations of how somatoform disorders develop. (see Somatoform Disorders)
• Define dissociative disorder. Compare and contrast dissociative fugue and dissociative amnesia. Describe the symptoms of dissociative identity disorder. (see Dissociative Disorders)
• Discuss the various theoretical explanations of how dissociative disorders develop. (see Dissociative Disorders)
• Define schizophrenia. Describe the disorganized thought, language, and behavior associated with schizophrenia. Give examples of neologisms, loose associations, and word salad. (see Schizophrenia)
• Describe the following delusions: ideas of reference, delusions of grandeur, thought broadcasting, thought blocking, thought withdrawal, and thought insertions. Define hallucinations. (see Schizophrenia)
• Describe the symptoms of the following DSM-IV categories of schizophrenia: paranoid, disorganized, catatonic, undifferentiated, and residual. Discuss alternative ways of categorizing schizophrenic symptoms. (see Schizophrenia)
• Discuss the biological, neurodevelopmental, psychological, and sociocultural factors that may contribute to the development of schizophrenia. Describe the vulnerability theory of schizophrenia. (see Schizophrenia)

Ch. 14

• Define attribution. Discuss the importance of attributions, and give examples of internal and external attributions. (see Social Perception)
• Define and give examples illustrating the fundamental attribution error, ultimate attribution error, actor-observer bias, and self-serving bias. (see Social Perception)
• Compare and contrast conformity and compliance and give examples of each. Describe the role of norms in conformity and compliance. (see Social Influence)
• Describe the factors that lead to conformity. Describe the strategies for inducing compliance, including the foot-in-the-door technique, the door-in-the-face procedure, and the low-ball approach. (see Social Influence)
• Define obedience. Describe Milgram's study and his findings on obedience. Name and describe the factors that influence obedience. Discuss the ethical considerations in carrying out an experiment like Milgram's. (see Obedience)
• Define attitude. Describe the cognitive, affective, and behavioral components of attitudes and give an example of each. Discuss the factors that influence whether attitude-consistent behavior will occur. (see Attitudes)
• Discuss how attitudes are formed and changed. Be sure to describe the mere exposure effect and the elaboration likelihood model of attitude change. (see Attitudes)
• Describe cognitive dissonance theory, and discuss the research supporting the theory. (see Attitudes)
• Define and give examples of stereotypes, prejudice, and discrimination. (see Prejudice and Stereotypes)
• Describe the contact hypothesis. Discuss the specific conditions necessary for the contact hypothesis to hold true. (see Prejudice and Stereotypes)

___________________________________________________________________________________________________________________________