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Instructor’s Manual
for
Gerrig and Zimbardo
Psychology and Life
Sixteenth Edition
prepared by
John N. Boyd
Allyn and Bacon
Boston London Toronto Sydney Tokyo Singapore
Copyright . 2002 by Allyn & Bacon
A Pearson Education Company
75 Arlington Street
Boston, Massachusetts 02116
Internet: ablongman
All 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 0-205-34454-2
Printed in the United States of America
10 9 8 7 6 5 4 3 2 1 05 04 03 02
PSYCHOLOGY AND LIFE, 16th Edition
Instructor’s Manual
Please note that the transcription to PDF can result in unintended reformatting. Page numbers in the table of contents
may not correspond to the book's interior. The publisher regrets any inconvenience caused by this error.)
TABLE OF CONTENTS
PREFACE
Open-Book Testing i
Teaching the Introductory Course ii
Why Read This Instructor’s Manual? xxv
CHAPTERS
Chapter 1: The Science of Psychology in Your Life 1
Chapter 2: Research Methods in Psychology 19
Chapter 3: The Biological Bases of Behavior 33
Chapter 4: Sensation 51
Chapter 5: Perception 71
Chapter 6: Mind, Consciousness, and Alternate States 85
Chapter 7: Learning and Behavior Analysis 105
Chapter 8: Memory 125
Chapter 9: Cognitive Processes 143
Chapter 10: Intelligence and Intelligence Assessment 163
Chapter 11: Human Development across the Life Span 181
Chapter 12: Motivation 217
Chapter 13: Emotion, Stress, and Health 239
Chapter 14: Understanding Human Personality 261
Chapter 15: Psychological Disorders 289
Chapter 16: Therapies for Personal Change 315
Chapter 17: Social Processes and Relationships 335
Chapter 18: Social Psychology, Society, and Culture 357
SUPPLEMENTAL MATERIAL
Experiments and Demonstrations (By Philip Zimbardo)
OPEN-BOOK TESTING
By Kay Burke, Ph.D.
WHY IT MAKES SENSE
Educators 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 Development
Stiggins, 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. 121-127
Wiggins, G. and McTighe, J. (1989). Understanding by Design. Alexandria, VA:
Association for Supervision and Curriculum Development
i
TEACHING THE INTRODUCTORY COURSE
LAYING THE FOUNDATION FOR A WELL
ORGANIZED COURSE
Most 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 the conditions that turn an adequate course into a rich
encounter with a new world of ideas and information. The time sequencing suggested here should not be
taken lightly. It is intended to maximize your access to first-choice resources and allow a comfortable
margin for creative responses to unexpected contingencies.
GOALS OF AN INTRODUCTORY PSYCHOLOGY
COURSE
Introductory psychology is designed to present a broad view of the discipline and is generally a prerequisite
for all subsequent courses in the curriculum. The first step is to determine your goals for this course. What
do you intend to accomplish?