《心理学与生活》英文版

Instructor’sManualforGerrigandZimbardoPsychologyandLifeSixteenthEditionpreparedbyJohnN.BoydAllynandBaconBostonLondonTorontoSydneyTokyoSingaporeCopyright©2002byAllyn&BaconAPearsonEducationCompany75ArlingtonStreetBoston,Massachusetts02116Internet:’sManualPleasenotethatthetranscriptiontoPDFcanresultinunintendedreformatting.Pagenumbersinthetableofcontentsmaynotcorrespondtothebook'sinterior.Thepublisherregretsanyinconveniencecausedbythiserror.)TABLEOFCONTENTSPREFACEOpen-BookTestingiTeachingtheIntroductoryCourseiiWhyReadThisInstructor’sManual?xxvCHAPTERSChapter1:TheScienceofPsychologyinYourLife1Chapter2:ResearchMethodsinPsychology19Chapter3:TheBiologicalBasesofBehavior33Chapter4:Sensation51Chapter5:Perception71Chapter6:Mind,Consciousness,andAlternateStates85Chapter7:LearningandBehaviorAnalysis105Chapter8:Memory125Chapter9:CognitiveProcesses143Chapter10:IntelligenceandIntelligenceAssessment163Chapter11:HumanDevelopmentacrosstheLifeSpan181Chapter12:Motivation217Chapter13:Emotion,Stress,andHealth239Chapter14:UnderstandingHumanPersonality261Chapter15:PsychologicalDisorders289Chapter16:TherapiesforPersonalChange315Chapter17:SocialProcessesandRelationships335Chapter18:SocialPsychology,Society,andCulture357SUPPLEMENTALMATERIALExperimentsandDemonstrations(ByPhilipZimbardo)377iOPEN-BOOKTESTINGByKayBurke,Ph.D.WHYITMAKESSENSEEducatorswhoallowstudentstotakeopen-booktestsarenotteachingforthetest;theyareteachingforunderstanding.Moststudentsagreethatopen-booktestsaremorechallengingthantraditionalobjectivetestsbecausetheyrequirehigh-orderthinkingskillsratherthanrecallskills.Thegreatestbenefitfromopen-booktestingmaybethatitencouragesthetypeofthinkingthatwillbenefitstudentsintherealworld.•Open-booktestsfocusonstudentslearningimportantconceptsratherthanmemorizingfacts.•Theyencouragestudentstoutilizethelifelonglearningskillof“accessinginformation”ratherthanmemorizingdata.Inmostjobs,peopledonothavetomemorizeformulasordiscretebitsofdata;theyhavetoknowhowtofindtheimportantinformationtheyneedinordertosolveproblemsandcompleteprojects.•Open-booktestsencouragestudentstohighlightthetextandorganizetheirnotessotheycanfindtheinformationtheyneed.•Open-booktestsencouragestudentstoapplytheinformationtheyhavelearnedandtransferittonewsituations,ratherthanjustrepeatthefacts.SOURCES:Burke,K.B.TheMindfulSchool:HowtoAssessAuthenticLearning.ArlingtonHeights,IL.SkylightProfessionalDevelopmentStiggins,R.J.(1985,October).ImprovingAssessmentwhereitMeanstheMost:IntheClassroom.EducationalLeadership,pp.69-74.Wiggins,G.(1989,April).Creatingtestsworthtaking.EducationalLeadership,pp.121-127iiWiggins,G.andMcTighe,J.(1989).UnderstandingbyDesign.Alexandria,VA:AssociationforSupervisionandCurriculumDevelopmentTEACHINGTHEINTRODUCTORYCOURSELAYINGTHEFOUNDATIONFORAWELLORGANIZEDCOURSEMostofushaveexperiencedatleastonetrulyexciting,memorablecoursewithsmoothlyflowinglecturesneatlytiedtogetherbythreadsofconceptualcontinuity,audiovisualpresentationsthatbeganontimeandkepteverystudentalerteventhoughthelightswereout,reservereadingsthatwereactuallyavailableinthelibrary,anddemonstrationsthatbroughtathrillofdiscoveryintotheclassroom.Suchsuperbeducationalexperiencesdonoteruptspontaneouslyfrommysticalqualitiesfoundinafewgiftedteachers.Tomakethempossible,certainbasicingredientsmustbeassembledandorganizedwellbeforethefirstclassmeets.Wepresenthereasystematicplanningguidetopreparingfortheintroductorycourse.Themethodscouldbeappliedtojustaboutanyothercourseaswell.Forstarters,alistofsuggestedadministrativetasksandteachingaidsshouldhelpmakecoursepreparationefficientandevenpleasant.Asyouorganizeyourcourse,anessentialnotiontobearinmindisthatsmallthingsdoneatjusttherighttimecanbecrucialbothinpreventingmajordifficultiesandincreatingtheconditionsthatturnanadequatecourseintoarichencounterwithanewworldofideasandinformation.Thetimesequencingsuggestedhereshouldnotbetakenlightly.Itisintendedtomaximizeyouraccesstofirst-choiceresourcesandallowacomfortablemarginforcreativeresponsestounexpectedcontingencies.GOALSOFANINTRODUCTORYPSYCHOLOGYCOURSEIntroductorypsychologyisdesignedtopresentabroadviewofthedisciplineandisgenerallyaprerequisiteforallsubsequentcoursesinthecurriculum.Thefirststepistodetermineyourgoalsforthiscourse.Whatdoyouintendtoaccomplish?Inwhatwayswouldyoulikethiscoursetocontributetoyourstudents’education?WalkerandMcKeachie(1967)offerthesegoalsforintroductorypsychology:CommunicateelementaryconceptsCommunicatefactsinsupportofconceptsIntroducethestudenttothefullrangeofsubjectmatterIntegratecoursematerialCommunicatebasicattitudesofthedisciplineCommunicatetheintrinsicinterestofthesubjectmatterPresent