Table of Contents

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 Book 1 Answer Key
Unit 1 the spinal cord. The brain is the large organ in the skull.
The spinal cord is a bundle of nerves that extends
1 Suggested Answers
down the back. The spinal cord allows the brain to
1 In a psychology program, students learn about the
communicate with the rest of the body.
brain. They learn about the different functions of the
2 The CNS controls a lot of the body's behavior. The
brain. They also learn how the brain works. In addition,
spinal cord sends the brain sensory information from
they learn about the scientific method. Some programs
the environment. Then, the brain integrates and
teach how to design experiments, as well.
processes this information. It uses the information to
2 Psychologists do many different kinds of work. Some
direct behavior. Much of the behavior of humans is
psychologists work directly with people. They help
directed by the CNS.
people who have mental disorders. They also help
people who just want to feel better. Other psychologists
2 1A 2D 3C
work in labs. They do experiments to learn more about
the mind.
3 1B 2E 3C 4D 5F 6A

2 1B 2A 3D
4 1 spinal cord 3 reflex
2 integrate 4 central nervous system
3 1D 2H 3E 4A 5C 6F 7G 8B

4 1B 2A 5 Suggested Answer
Reflexes do not go through the brain. The behavior takes
5 Suggested Answer place without any input from the brain.
The program includes a clinical psychology plan and an
academic plan. 6 1F 2F 3T

6 1T 2F 3F 7 1 main structures 4 sensory information

2 spinal cord 5 Where does
7 1 interesting 4 psychology 3 you know 6 I’m not sure
2 a lot 5 boring
3 helping 6 Research 8 Suggested Answer
A: I'm still not clear on the CNS.
8 Suggested Answer B: Let's go over it again. What are its two main parts?
A: I’m thinking about majoring in psychology. A: The brain and spinal cord?
B: What do you like about it? B: That's right. And what does the spinal cord do?
A: I'm interested in conducting research. A: It sends messages to the brain, right?
B: That's a good start. What else? B: That's right. And what else?
A: I think that the human mind is really interesting. A: I'm not sure.
B: You'll learn about that. But what makes you hesitate? B: It also receives messages from the brain.
A: I don't think I'll like working with patients.
B: That's pretty important. You'd better think about it some 9 Suggested Answer
more.
Describe the functions of the following structures.
1. The brain is responsible for processing and integrating
9 Suggested Answer
sensory information. It also sends messages to the spinal
Student Name: Jason Gibson
cord.
Possible Major: Psychology 2. The spinal cord is responsible for sending information
The student is interested in conducting research and the from the body to the brain. It also receives messages from
human mind. the brain.
The student is not interested in working with patients.
As a result, I recommend that Jason think some more
about the program before he decides.

Unit 2
1 Suggested Answers
1 The CNS has two main parts. These are the brain and

4 Answer Key
 Book 1 Answer Key

Unit 3 Unit 4
1 Suggested Answers 1 Suggested Answers
1 The CNS is made of the brain and spinal cord. The 1 The cerebrum is the largest part of the brain. And it has
PNS, on the other hand, is made of all the nerves smaller parts, too. It has five main lobes. These are the
outside of the brain and spinal cord. The PNS's main occipital, frontal, insular, parietal, and temporal lobes.
purpose is to connect the body to the CNS. The nerves The cerebrum is also divided in halves, called
of the PNS do not have any protection, but the CNS is hemispheres.
protected. 2 Different parts of the brain have different functions. For
2 It is helpful to divide up the nervous system into smaller example, some parts of the brain are responsible for
systems for several reasons. For one thing, it can make talking, reading, and understanding speech. Other parts
it easier to study. For another thing, it can help of the brain are responsible for interpreting visual
scientists understand disorders of the nervous system stimuli. And other parts of the brain control problem
more easily. Finally, it allows people to better solving and critical thinking.
understand how the systems work.
2 1B 2D 3D
2 1B 2C 3D
3 1C 2B 3E 4D 5H 6G 7F 8A
3 1F 2D 3B 4A 5C 6E
4 1 cerebrum 3 motor cortex
4 1 peripheral nervous system 3 autonomic nervous system 2 auditory cortex 4 somatosensory cortex
2 involuntary 4 voluntary
5 Suggested Answer
5 Suggested Answer
The corpus callosum is what connects the left and the right
The sympathetic division is most active when the body is
hemispheres.
under stress. The parasympathetic division is most active
when the body is resting.
6 1T 2F 3T
6 1T 2F 3T
7 1 patient 4 occipital lobe
7 1 voluntary 4 autonomic 2 brain 5 vision problems
2 somatic 5 in control 3 injured 6 could cause
3 involuntary behavior 6 parasympathetic
8 Suggested Answer
8 Suggested Answer A: How is the patient?
A: Let's review the PNS. What part of the PNS controls B: The one with the head injury? He's still the same.
involuntary behavior? A: Where exactly was he injured?
B: It's the somatic nervous system. No, wait. It's the B: Near the temple. I'm worried that his temporal lobe is
autonomic nervous system. damaged.
A: Good catch. And what are the two divisions of the A: That could lead to hearing problems, right?
autonomic nervous system? B: Exactly. The patient could even be deaf.
B: The sympathetic division and the parasympathetic A: Hopefully, that isn't the case.
division, right? B: Of course. We won't know until he wakes up.
A: That's it. What do they do?
B: The sympathetic is active when the body is stressed out. 9 Suggested Answer
A: Good. And the parasympathetic division? Green Town Hospital Patient Notes
B: It's active when the body is calm or resting. Name: Kevin Johnson
Injury: The patient experienced a head injury.
9 Suggested Answer We suspect there is damage to his temporal lobe.
Two main divisions: the somatic nervous system and the This could lead to hearing problems. If the damage is
autonomous nervous system extensive enough, he could even be deaf.
1. The somatic nervous system: Controls voluntary
behavior / movements.
2. The autonomic nervous system – has two divisions:
a. The sympathetic division: Active when the body is
threatened or stressed.
b. The parasympathetic division: Active when the body is
resting or calm.

Answer Key 5
 Book 1 Answer Key

Unit 5 Function: This is a gland below the brain. It controls

growth and other functions.
1 Suggested Answers
1 Various parts of the brain help control the body's Unit 6
different sense. For instance, the brain stem's midbrain
helps control vision and hearing. In contrast, one of the 1 Suggested Answers
functions of the limbic system's amygdalae is to help 1 Neurotransmitters and neuromodulators are both
control the sense of smell. responsible for transmitting signals from neurons to
2 The brain stem and the cerebellum are two different other cells in the body. However, a neurotransmitter is
parts of the brain, with different functions. Parts of the a simple process that transmits a single signal to one
brain stem control senses such as vision and hearing. area of the body. A neuromodulator, on the other hand,
Others control involuntary functions, such as breathing transmits information using multiple neurotransmitters.
and blood pressure. The cerebellum, however, mostly So, it sends a complex network of signals to different
controls the body's voluntary movements. areas at once.
2 One example of a hormone is insulin. It regulates the
2 1F 2T 3F body's blood sugar levels. An organ called the
pancreas produces and releases insulin. Then, the
3 1 pons 3 brain stem hormone travels through the bloodstream. If insulin is
2 limbic system 4 hypothalamus present, cells will not absorb and store sugar. Instead,
the sugar will leave the body.
4 1 A amygdala B midbrain
2 A cerebellum B pituitary gland 2 1T 2T 3F
3 A medulla B thalamus
3 1 endocrine system 3 regulate 5 norepinephrine
5 Suggested Answer 2 acetylcholine 4 Insulin 6 endorphins
The parts of the brain that control involuntary functions are
the midbrain, medulla, and pons. These make up the brain 4 1 A hormone B neuromodulator
stem. 2 A gland B neurotransmitter

6 1B 2C 5 Suggested Answer
Norepinephrine and endorphins are both hormones and
7 1 brain stem 4 of the senses neurotransmitters that are released in the brain.
2 Do you remember 5 pons does
3 medulla, pons 6 run between 6 1C 2A

8 Suggested Answer 7 1 endorphins 4 are both

A: Excuse me. I'm having trouble understanding the parts 2 neurotransmitters 5 don’t hormones
that release hormones. 3 were hormones 6 of neuromodulators
B: Do you remember what the parts are?
A: Let's see. There's the thalamus, hypothalamus, and 8 Suggested Answer
pituitary gland, right? A: Did you understand what insulin is?
B: Exactly. Now, the thalamus controls sleep and B: Yes, I think so. Why?
consciousness. A: I'm not sure that I understand what type of chemical it is.
A: Right. Now, do you remember what the pituitary gland Can you explain it to me?
does? B: It's a hormone. It regulates blood sugar.
B: Does it run between the thalamus and the A: I thought it's like an endorphin.
hypothalamus? B: Actually, yes and no. Both insulin and endorphins are
A: Actually, no. It's a gland below the brain that controls hormones.
growth and other functions. A: But then how are they different?
B: Endorphins are also neurotransmitters, but insulin is not.
9 Suggested Answer
Part of the brain: Brain Stem 9 Suggested Answer
The brain stem’s parts include the medulla, pons, and Part Three:
midbrain. Compare and contrast two chemical messengers.
Functions include regulation of movement and involuntary Insulin is a type of hormone.
functions. Similarly, an endorphin is also a hormone.
Part of the brain: Pituitary gland However, an endorphin is a type of neurotransmitter, but

6 Answer Key
 Book 1 Answer Key

insulin is not. 9 Suggested Answer

Purpose of experiment:
Unit 7 To study the effects of sensory adaptation on difference
1 Suggested Answers thresholds.
Steps of experiment:
1 Absolute and difference thresholds are measurements
1. The subjects are required to listen to a humming noise
of different abilities. An absolute threshold is the
for fifteen minutes.
smallest level of stimulation that a person can detect.
2. The researchers will examine their ability to distinguish
For example, an absolute threshold can be the quietest
between sounds.
sound a person can hear. A difference threshold, on the
other hand, is the smallest change a person can detect.
Unit 8
For example, it can be the smallest difference between
sounds that a person can hear. 1 Suggested Answers
2 Sensory adaptation and sensory deprivation are 1 Alpha waves and delta waves are both types of brain
completely different processes. Sensory deprivation is waves. They are associated with different parts of a
a state in which a person is deprived of normal levels of person's day. Alpha waves occur when someone is
sensory information. Sensory adaptation, on the other awake and relaxed. Alpha waves are relatively slow
hand, is a process that occurs when a source of and large. In contrast, delta waves are short and
stimulation does not change or is repetitive. regular. They occur when someone is in deep sleep.
2 Three basic types of biological rhythm are circadian,
2 Concept Abilities Tested infradian, and ultradian rhythms. Circadian rhythms are
biological rhythms that last for about twenty-four hours.
Sensory Adaption 1. Perceiving variations in Infradian rhythms are biological rhythms that last
colors
longer than circadian rhythms. Ultradian rhythms, on
2. Difference Thresholds Distinguishing a quiet
sound from a louder one the other hand, are shorter than circadian rhythms.
Selective Attention 3. Focusing in one image
from a group 2 1D 2B 3D

3 1C 2F 3D 4B 5A 5E 3 1C 2A 3E 4B 5F 6D

4 1 sense 2 sensation 3 transduction 4 perception 4 1 A sleep stage B biological rhythm

2 A circadian rhythm B internal desynchronization
5 Suggested Answer
Students examined absolute thresholds by measuring 5 Suggested Answer
subjects’ abilities to hear quiet sounds. The sleep cycle is a circadian rhythm because it occurs
once per day. The different stages in the sleep cycle are
6 1T 2F 3T ultradian rhythms because they occur multiple times per
day.
7 1 psychophysics 4 in perception
2 Which test 5 to focus on 6 1F 2T 3F
3 selective attention 6 something else
7 1 feeling tired 4 at a time
8 Suggested Answer 2 plenty of sleep 5 internal desynchronization
3 any changes 6 you’re disrupting
A: Can you help me set up an experiment tomorrow?
B: Sure. What will it study?
8 Suggested Answer
A: Perception. Specifically, it will examine sensory
A: You're feeling tired?
adaptation.
B: Yes. But I'm getting plenty of sleep.
B: Will it test one of the senses?
A: Are there any changes in your sleeping habits?
A: Yes, hearing. I'll have volunteers listen to a continuous
B: Yes, actually. It's my new job. I have to be awake for
sound for a long time. Then, I'll measure their ability to
twenty-four to thirty-six hours at a time.
distinguish between sounds.
A: It sounds like you're suffering from internal
B: So, you think that sensory adaptation will affect their
desynchronization.
difference thresholds?
B: Really? But I'm still sleeping the same number of total
A: Precisely. I bet they won't even hear the sound after a
hours.
while.
A: Perhaps. But you're disrupting your circadian rhythm.

Answer Key 7
 Book 1 Answer Key

B: What does that mean? B: Yes. In fact, I sleep about eight hours per night. But I
A: You're supposed to go through the sleep stages once wake up feeling tired.
per day. A: So, you sleep normally at night. But during the day, you
cannot stay awake?
9 Suggested Answer B: Exactly. What do you think the problem is?
Patient: Tim Welles A: You probably have a sleep disorder.
Notes: The patient feels very tired. Recently, the patient B: What should we do next?
experienced this change in sleeping habits: his new job A: I'd like to run a sleep analysis. I'll examine your brain's
allows him to sleep only two or three hours at a time. state while you're asleep.
Diagnosis: I believe the problem is internal
desynchronization caused by a disruption to the ultradian 9 Suggested Answer
rhythms. Patient: Crystal Lloyd
Recommendation: I suggest that the patient try to sleep Symptoms: The patient is having trouble staying aroused
for six to eight hours at a time. This may require finding a during the day, but she says she gets plenty of sleep at
new job. night.
Test Results: According to the sleep analysis, the patient
Unit 9 enters an altered state after falling asleep. She sleepwalks.
1 Suggested Answers Diagnosis: The problem is that the patient is performing
active automatic behaviors when she is asleep. Therefore,
1 The preconscious and unconscious are different areas
she is not entering the relaxed state needed to get enough
of the mind where thoughts exist. In general, people
rest.
are fully unaware of the thoughts in their unconscious.
Similarly, they are unaware of the thoughts in the
preconscious. However, unlike those in the Unit 10
unconscious, thoughts in the preconscious are easy to 1 Suggested Answers
recall and become part of the consciousness at any 1 The mind can store memories for three types of
time. durations. These are long-term, short-term, and sensory
2 Automatic behaviors are actions that people perform memory. Long-term memory stores information
without being aware of them. People perform many of indefinitely, sometimes for the rest of a person's life.
these behaviors every day. They include normal bodily Short-term memory, however, only stores information
functions, such as respiration and muscle movement. for about thirty seconds. Finally, sensory memory only
They also include learned behaviors that become so lasts for a few seconds at a time.
familiar that someone no longer needs to think about 2 There are three basic steps in the information
them. processing model of memory. The first step is encoding.
This changes information so that the mind can store it.
2 1T 2T 3F The next step is retention. This is the step where the
mind actually stores the information. Finally, the last
3 1D 2F 3B 4E 5C 6A step is retrieval. This is when the mind recalls the
memory.
4 1 subconscious 3 aware 5 relaxed
2 altered state 4 aroused 3 1T 2F 3T

5 Suggested Answer 2 1D 2B 3E 4C 5A
When people sleepwalk, they are in an altered stare of
consciousness. They are neither relaxed nor aroused. 4 1 information processing 3 duration 5 retention
2 memory 4 short-term
6 1C 2D
5 Suggested Answer
7 1 staying awake 4 stay aroused Without rehearsal, short-term memory stores information
2 become relaxed 5 my problem for up to thirty seconds at a time.
3 In fact 6 unconscious
6 1C 2B
8 Suggested Answer
7 1 information processing 4 Do you remember
A: What's the trouble?
2 encoding 5 retrieval
B: I'm having trouble staying awake during the day.
3 for storage 6 Retention
A: Do you become relaxed at night?

8 Answer Key
 Book 1 Answer Key

8 Suggested Answer 5 Suggested Answer

A: Do you remember the information processing steps? Staring at a picture helps a person remember it because it
B: Of course. It begins with the retention of information, keeps the image on the visuo-spatial sketchpad longer.
right?
A: Actually, that's not correct. 6 1T 2F 3T
B: You're right. It starts with encoding.
A: That’s right. Then, it stores the information in sensory, 7 1 losing my 4 to improve
short-term, or long-term memory. 2 implicit memory 5 rote rehearsal
B: Exactly. Once it's in storage, the information is ready for 3 explicit memory 6 do it out loud
retrieval.
8 Suggested Answer
9 Suggested Answer A: Am I losing my memory?
Compare and contrast the flowing concepts. B: Yes and no. Your implicit memory is fine. You easily
The difference between short-term memory and sensory perform normal tasks.
memory is that short-term memory lasts thirty seconds, or A: Yes. But I can't remember things I see.
more with rehearsal. Sensory memory, on the other hand, B: It's your short-term, explicit memory. You're not
only lasts a few seconds. maintaining iconic memory very well.
The difference between retention and retrieval is that A: Is there any way to improve it?
retention keeps memory in the brain, while retrieval B: Yes. I recommend keeping things on your visuo-spatial
transfers memory. sketchpad a little longer.
A: That's staring at something for a while, right?
Unit 11 B: Yes. That will help you retain details in your memory.

1 Suggested Answers 9 Suggested Answer

1 Echoic memory and iconic memory both refer to Hello Ken,
information that is retained for a short period. However, I’m sorry to hear about the trouble with your memory. If I
they are each associated with different senses. Echoic understand correctly, your problem is that you can’t
memory is the brief retention of information that a remember things you see. But you don’t have a problem
person heard. It repeats this information in a phonetic with performing everyday tasks. Therefore, I think the
loop. Iconic memory, on the other hand, is the brief cause is deterioration of your iconic memory. You can
retention of what a person saw. It stores information on improve this by keeping things on your visuo-spatial
a visuospatial sketchpad. sketchpad a little longer. In other words, by staring at
2 Chunking is a method of remembering groups of something for a while.
information. It involves splitting a large group into I hope that helps!
smaller groups. For instance, a person can use Dr. Stevens
chunking to remember a phone number, such as
1234567890. The person would split this into three
Unit 12
sections, making it 123-456-7890. Each division of the
phone number is easier to remember than the whole. 1 Suggested Answers
1 People learn in many different ways. Sometimes,
2 Method Why it works people learn by performing an action over and over.
This is how most people learn to ride a bicycle, for
1. Chunking Smaller groups of example. People can't effectively learn this skill by
information are easier to
studying or reading about it. However, other types of
remember
Rote rehearsal 2. Repetition helps store knowledge, such as facts and concepts, can be
information. learned through study.
Watching something for a 3. Staring at an image 2 Memorization can be a useful tool, but it is not always
long time. maintains it in iconic the most effective learning method. Memorization
memory. allows a person to recall information accurately.
However, the person may not have an understanding
3 1 visuo-spatial sketchpad 4 acoustic code of the ideas behind the material. He or she may only
2 Chunking 5 rote rehearsal remember the words, or another system of coding,
3 phonetic loop without knowing what they mean.

4 1 A explicit memory B implicit memory 2 1B 2A 3C

2 A echoic memory B iconic memory
3 1D 2E 3B 4C 5F 6A

Answer Key 9
 Book 1 Answer Key

4 1 psychomotor 3 cognitive 3 1B 2H 3F 4D 5C 6E 7A 8G
2 enculturation 5 associative learning
4 1 A body-kinesthetic B logical-mathematical
2 A general intelligence B Theory of Multiple Intelligences
5 Suggested Answer
Memorization is the voluntary cognitive retention of specific 5 Suggested Answer
words or messages. Conditioning, on the other hand, is an
According to the Theory of Multiple Intelligences, spatial
involuntary response to a stimulus.
intelligence and body-kinesthetic intelligence are related to
movement and physical space.
6 1T 2F 3T
6 1T 2F 3T
7 1 associative learning 4 don’t we
2 I’d prefer 5 Conditioning
7 1 really well 4 logical-mathematical
3 suggestion 6 sensory
2 types of intelligence 5 with language
3 Multiple Intelligences 6 solving problems
8 SuggestedAnswer
A: For our next experiment, I'd like to study associative 8 Suggested Answer
learning. What do you think? A: You did really well on that geometry test. But my score
B: I'd prefer to have a narrower focus. was terrible!
A: What do you suggest?
A: Yes, but you did better at the band audition. We have
B: Why don't we study habituation?
different types of intelligence.
A: Good idea. That's a form of associative learning, right?
B: I thought all intelligence was the same.
B: Exactly. We can see how long it takes for someone to
A: Not according to the Theory of Multiple Intelligences.
involuntarily ignore a stimulus.
B: What does that mean?
9 Suggested Answer A: You have higher musical intelligence. And I have higher
spatial intelligence.
Hi George,
B: I think I get it. So, I'm better with sounds and rhythm.
Here’s what I think we should study in our next learning
And you're better at understanding physical concepts.
experiment: habituation.
A: Right. It's nothing to be ashamed of.
I think this is an interesting topic because I am interested in
associative learning. Habituation is a form of associative
learning. But it’s more targeted and we can see how long it 9 Suggested Answer
takes for someone to involuntarily ignore a stimulus. Someone with a high linguistic intelligence is usually good
Let me know what you think. at using and understanding language.
Frances Someone with a high logical-mathematical intelligence is
usually good at performing calculations and solving
Unit 13 problems.
Someone with a high body-kinesthetic intelligence is
1 Suggested Answers
usually good at using his or her whole body to do or make
1 There are many different ways to measure intelligence.
something.
The most popular way is with IQ tests. These tests are
supposed to give a good estimate of a person's general
Unit 14
intelligence. Some other tests are more specific. They
might examine a person's ability to solve math 1 Suggested Answers
problems, or predict patterns. 1 People use language for nearly all interaction. The
2 According to the theory of multiple intelligences, people purpose of language is to communicate. And language
can have intelligence in different areas. People with an is capable of communicating an infinite number of
aptitude for math and reasoning have logical- ideas and concepts. So, people use language to
mathematical intelligence. Spatial intelligence describes develop relationships and create an understanding
a person's ability to understand physical space. Some with other people.
people have special musical intelligence. Interpersonal 2 There are many reasons to study language. For one
intelligence governs how someone relates to other thing, understanding the parts that make up a
people, while intrapersonal intelligence governs self- language can help someone learn a second or third
awareness. language. Studying one's first language can give
someone better tools to communicate. A familiarity
2 1C 2D 3A with concepts like phonemes and morphemes can help

10 Answer Key
 Book 1 Answer Key

someone understand words that he or she has never 2 There are many types of dispositions. Two major types
heard. are optimists and pessimists. Optimistic people are
hopeful, and expect to be happy and successful in the
2 1D 2A 3A future. Pessimistic people, however, do not expect
good things. They approach most situations expecting
3 1C 2F 3E 4D 5B 6A events to turn out badly.
2 Personality Trait Corresponding Statement
4 1 language 3 connote 5 psycholinguistics
2 denote 4 grammar Extroverted 1. “I prefer going to a party
over reading a book”.
5 Suggested Answer 2. Optimistic “I think the future will be
Dr. Francis is interested in learning about how individual good”.
Passive 3. “I solve problems by
sounds denote meaning.
waiting until they go away”.
6 1T 2F 3T
3 1 personalities 2 pattern 3 extrovert 4 introverts
7 1 linguistics 4 have to do
4 1 A optimistic B passive 3 A response B disposition
2 communicate with 5 psycholinguistics
2 A Pessimistic B aggressive
3 psychology major 6 studying grammar

8 Suggested Answer 5 Suggested Answer

The term ‘extrovert’ and ‘introvert’ describe a person’s
A: I don't understand why we study semantics.
interest in interacting with others. The way someone
B: Language is very important! After all, it's how we
addresses conflicts with others is described as
identify the world around us.
‘aggressive’ or ‘passive’.
A: But I already speak English. Besides, I'm a psychology
major.
6 1B 2B
B: Psychologists examine how people interact with each
other, right? 7 1 personality test 4 you’re an extrovert
A: Of course. What does that have to do with it? 2 disposition 5 you answer
B: The way words denote and connote meaning is a big 3 Doesn’t that mean 6 I expect
part of how we communicate.
8 Suggested Answer
A: I didn’t think of it like that. So, studying morphemes will
help me understand people? A: What did your personality test say?
B: Absolutely. B: Not what I expected. It said I have an aggressive
personality.
9 Suggested Answer A: That surprises you?
Dr. Richardson, B: Yes. I have a hopeful disposition. Doesn't that mean I'm
Thanks for meeting with me. I didn’t understand why we’re passive?
studying language in the psychology department. But A: That means you're optimistic. You could still be
now I know that language is important because it’s aggressive.
related to how we people communicate and interact. It’s B: Are you sure?
also important because the way words denote and A: Of course. How did you answer number three?
connote meaning is a big part of how we communicate. B: I put that I sometimes tell people what to do.
Thanks again for your help. A: That's what caused those results. It has nothing to do
Eric Kelvin with your hopefulness.
B: That makes sense.
Unit 15
9 Suggested Answer
1 Suggested Answers
The subject answered that the future will be good to the
1 Extroverts and introverts have opposite personality
question ‘What will the future be like?’ That means she is
types. An extrovert especially likes the company of
optimistic rather than pessimistic.
other people. He or she is likely to have many friends,
The subject answered that she sometimes tells people
and spend time in groups. An introvert, on the other
what to do to the question ‘How do you solve problems?’
hand, prefers to be alone. He or she is likely to engage
in solitary activities, and not participate in group That means she is an aggressive person rather than a
events. passive person.

Answer Key 11
 Audioscripts

Unit 1 Unit 4
Student: Thanks for meeting with me. I'm thinking about Psychologist 1: How is the patient today?
majoring in Psychology. But I'm not sure yet. Psychologist 2: No changes. We still don’t know the extent of
Advisor: Well, what do you like about it? his brain damage.
Student: I think the human mind is really interesting. Psychologist 1: Where was he injured again?
Advisor: You’d definitely learn a lot about that. Psychologist 2: Right on the back of his head. The occipital
Student: Yeah, and I’m also really interested in helping lobe may be damaged.
people. Psychologist 1: Oh no! That could lead to vision problems,
Advisor: You can do that with a psychology degree. Why right?
aren’t you sure yet? Psychologist 2: Yes. An injury like this could cause blindness.
Student: I think research is really boring. Psychologist 1: Hopefully, that isn’t the case.
Advisor: Research is pretty important for a psychology Psychologist 2: Of course. We won’t know until he wakes up.
degree. You’d better think about it.
Unit 5
Unit 2
Student: Excuse me. I’m having trouble understanding the
Student: Professor Nielson? I’m still not clear on the central parts of the brain stem.
nervous system. Professor: All right. Do you remember what the parts are?
Professor: Okay. Let’s go over it again. What are the two main Student: Let’s see. There’s the medulla, pons, and midbrain,
structures? right?
Student: The brain and spinal cord? Professor: Exactly. Now, the midbrain governs several of the
Professor: That’s right. Now, do you know what the brain senses.
does? Student: Okay, so the medulla must be the one that controls
Student: It receives sensory information, right? involuntary functions.
Professor: That’s right. Where does it receive that information Professor: Right. Now, do you remember what the pons
from? does?
Student: Um, I’m not sure. Student: Does it run between the midbrain and medulla?
Professor: The information comes from the rest of the body. Professor: Actually, no. It connects the cerebrum and the
Student: Oh, that’s right. And the spinal cord sends that medulla. Then it continues on to the thalamus.
information to the brain.
Unit 6
Unit 3
Student 1: Hey, did you understand the lecture on
Student 1: Let’s review for the quiz. What part of the PNS neurotransmitters?
controls voluntary movements? Student 2: Yes, I think so. Are you having trouble with
Student 2: That would be the somatic nervous system, I think. something?
Student 1: You’re right. Now, what controls involuntary Student 1: I’m confused about endorphins. Can you explain
behavior? them to me?
Student 2: The, um, autonomic system? Student 2: They’re neurotransmitters in the brain. They send
Student 1: Right again. So that’s what’s in control when you’re signals about pain and emotions.
under stress. Student 1: See, I thought that endorphins were hormones.
Student 2: Yeah. More specifically, it’s the parasympathetic Student 2: Well, actually, they are. Endorphins are both
division. No, wait. It’s the sympathetic division. hormones and neurotransmitters.
Student 1: Let me check. Yes, that’s it. So, what is the Student 1: Really? But don’t hormones need multiple
parasympathetic division? neurotransmitters?
Student 2: It’s in control when you’re resting. Student 2: No, you’re thinking of neuromodulators.

12 Answer Key
 Audioscripts

Unit 7 Unit 10
Psychologist: Can you help me set up a psychophysics Student 1: Do you remember the steps of information
experiment? processing?
Assistant: Sure. Which test is this? Student 2: Um, it begins with encoding, I think.
Psychologist: It’s examining selective attention. Student 1: And that prepares the memory for storage, right?
Assistant: Interesting. Will it test failures in perception? Student 2: Exactly. Do you remember what happens next?
Psychologist: Yes. The subjects will watch a video. I’ll tell Student 1: Well, next is retrieval in the brain. That’s when it’s
them to focus on athletes throwing a ball. stored.
Assistant: But something else will also happen in the video? Student 2: Actually, that’s not it. Think again.
Psychologist: That's right. A car will crash into a wall in the Student 1: Oh, you’re right. Retention is the storage process.
distance. Student 2: Yes. And then retrieval happens. That's when the
Assistant: Ah, so you're testing if they notice the car. conscious mind is ready to use the information.
Psychologist: Precisely. I bet they won't notice it at all.
Unit 11
Unit 8
Patient: So, Doctor. Am I losing my memory?
Psychologist: So, Tim. You’re feeling tired? Psychologist: Yes and no. Your implicit memory is fine. You
Patient: Yes, it’s terrible. But I’m getting plenty of sleep. easily perform normal tasks such as driving.
Psychologist: Are there any changes in your sleeping habits? Patient: Yes. But I can’t remember dates and phone numbers.
Patient: Yes, actually. It’s my new job. I only sleep for two or Psychologist: Right. That’s common at your age. It’s your
three hours at a time.
short-term, explicit memory.
Psychologist: Hmm. It sounds like you’re suffering from
Patient: Is there any way to improve it?
internal desynchronization.
Psychologist: Yes. I recommend rote rehearsal.
Patient: Really? But I’m still sleeping the same number of
Patient: That’s repeating information over and over, right?
hours per day.
Psychologist: Yes. And it’s best to do it out loud. That will
Psychologist: Perhaps. But you’re disrupting your ultradian
help you retain details in your memory.
rhythms.
Patient: What does that mean, exactly?
Unit 12
Psychologist: You're not going through all five sleep stages.
You might need to change your schedule. Psychologist 1: For our next experiment, I’d like to study
associative learning. What do you think?
Unit 9 Psychologist 2: Associative learning is great, but I’d prefer to
Psychologist: What's the trouble today? have a narrower focus.
Patient: I’m having trouble staying awake during the day. Psychologist 1: Okay, what’s your suggestion?
Psychologist: Hmm. Do you become relaxed at night? Psychologist 2: Why don’t we study conditioning?
Patient: Yes. In fact, I sleep about eight hours per night. But I Psychologist 1: That’s a good idea. Conditioning is a kind of
wake up feeling tired. associative learning, isn’t it?
Psychologist: So you sleep normally at night. But during the Psychologist 2: Exactly. We can focus on a particular sensory
day, you cannot stay aroused? perception.
Patient: Exactly. What do you think my problem is? Psychologist 1: Right. And then we'll see how the body
Psychologist: Hmm. Something in your unconscious might be responds to it repeatedly.
disturbing you. Psychologist 2: I like this idea. And it will let us examine
Patient: What should we do? habituation as well.
Psychologist: I'd like to run a sleep analysis. I'll examine your
brain's state while you're asleep. Unit 13
Student 1: You did really well on that English test. But my
score was terrible!
Student 2: Yeah, but you did better on your math test. We just

Answer Key 13
 Audioscripts

have different types of intelligence.

Student 1: I thought all intelligence was the same.
Student 2: Not according to the Theory of Multiple
Intelligences.
Student 1: What does that mean?
Student 2: You have higher logical-mathematical intelligence.
And I have higher linguistic intelligence.
Student 1: Oh, I think I get it. So I’m better with numbers. And
you’re better with language.
Student 2: Right. And you’re also good at solving problems.
It’s nothing to be ashamed of.

Unit 14
Student: Professor Richardson? I don’t understand why we
study linguistics.
Professor: Language is very important! After all, it’s how we
communicate with each other.
Student: But I can speak English just fine. Besides, I’m a
psychology major.
Professor: Well, psychologists examine the brain, right?
Student: Sure, of course. What does that have to do with it?
Professor: The brain processes information using language.
To understand it, you have to study psycholinguistics.
Student: Hmm. I didn’t think of it like that. So studying
grammar will help me understand the brain?
Professor: Absolutely.

Unit 15
Student 1: Hey, Della. What did your personality test say?
Student 2: Not what I expected. It said my disposition is
pessimistic.
Student 1: That surprises you?
Student 2: Yes, I’m a nice person, and have lots of friends.
Doesn’t that mean I’m optimistic?
Student 1: That means you’re an extrovert. You could still be
pessimistic.
Student 2: Are you sure?
Student 1: Of course. How did you answer number two?
Student 2: I put that I expect bad things to happen.
Student 1: See, that's what caused those results. It has
nothing to do with your friends.
Student 2: Oh, I get it now. That makes sense.

14 Answer Key
 Book 2 Answer Key

Unit 1 emotions worse.

B: I see. I shouldn't let my emotions have such an effect
1 Suggested Answers
on me.
1 The events in people's lives are largely responsible for
their emotions. When people are successful and 9 Suggested Answer
surrounded by other people they like, they are likely to Patient: Eliza Simmons
be happy. This is often referred to as “joy” when Date: 12/10
discussing emotions academically. When events go Patient’s feelings: The patient is feeling unpleasant
badly, people feel anger or sadness. The loss of an
surprise.
important person in someone's life can cause him or
Changes from last week: The patient feels worse than
her to feel grief.
last week. This is because she talked to her husband
2 People experience emotions because they help us
about their problems. They both got angry and she let
understand how to act in certain situations. If a person
anger and disgust determine her behavior.
is in a dangerous situation, it's good for him or her to
experience fear. It might help the person stay safe. If a
Unit 2
person is in a situation that makes him or her sad, the
sadness is a good way to learn to avoid that situation. 1 Suggested Answers
For the most part, emotions should help us behave in a 1 Talking about feelings can be extremely beneficial for
healthy, productive manner. many people. People sometimes do not realize what
they are feeling. And feelings can influence behavior.
2 1F 2F 3T Talking about feelings can help people understand the
causes, and perhaps subtle effects, of their feelings. If
3 1E 2B 3D 4F 5A 6C 7G someone is experiencing negative feelings, this
process can help overcome them. Also, discussing
4 1 A Happiness B anticipation feelings can help other people understand why a
2 A sadness B emotion person is behaving in a particular way.
3 A surprise B Trust 2 Emotions are a major driver of human behavior. When
people are feeling happiness and optimism, they are
5 Suggested Answer
usually cheerful and active. On the other hand,
Surprise and anticipation both relate to a person’s remorse and disappointment can make people
expectations about future events. Anticipation has to do withdraw from others and avoid participating in
with the feeling before an event happens. Surprise, activities. Aggressiveness can cause someone to harm
however, occurs after the event happens and wasn’t as another person, while submission causes someone to
expected. accept harm from another person.

6 1T 2F 3T 2 1A 2B 3A

7 1 pleasant surprise 4 about yourself 3 1D 2E 3F 4B 5C 6H 7A 8G

2 what does this 5 I let anticipation
3 do you mean 6 as it turns out 4 1A 2B 3B 4A

8 Suggested Answer 5 Suggested Answer

A: Let's talk about your feelings today. Feelings can be difficult to identify because they are often
B: I feel worse than I did last week. made up of multiple emotions. Some feelings also interfere
A: And why is that? with effective communication.
B: I finally talked to my husband about our problems.
A: I remember you had some anger towards him. 6 1T 2T 3F
B: Yes. I thought this would clear up the problem. But I
was too angry, and then he got angry, too. 7 1 this argument 4 any different
A: So, you experienced some unpleasant surprise. What 2 he got angry 5 so surprised
3 did you feel 6 pretty disappointed
does this tell you?
B: What do you mean? 8 Suggested Answer
A: I mean, what went wrong?
A: Tell me more about the argument with your mom.
B: I guess I let my anger and disgust determine my
B: She asked me to clean the kitchen. I told her I'd do it
behavior.
later. But she wanted me to do it right then.
A: Right. And as it turns out, that only made those

Answer Key 15
 Book 2 Answer Key

A: I see. How did you feel about that? 8 Suggested Answer

B: I got angry and yelled at her. A: So, what do you think of the different motivation
A: How do you feel now? theories?
B: I feel awful. I'm so surprised I reacted that way! B: I think that drive theory is the best theory of motivation.
A: It sounds like you're disappointed in yourself. A: Really? Why?
B: Yes, I am. I feel ashamed. B: It explains why people do everything. It shows how our
A: Maybe if you apologize to her, it will help. You can't bodies' needs influence our behavior.
change your actions now. A: Can you give me an example?
B: You're right. I can only try to do better in the future. B: Sure. Hunger and sex drive explain how people stay
alive and reproduce.
9 Suggested Answer A: But those aren't the only types of drives we have.
Lloyd, Surely, you perform actions that aren't related to your
Per your request, here is an account of what we talked survival.
about today.
B: What do you mean?
You told me about the argument you had with your mom.
You said it made you feel ashamed. A: Sometimes, you seek entertainment, right?
I suggested that you apologize to her, since you can’t B: I didn't think of that. I guess that requires another
change your actions. theory. Theory of needs might cover that.
See you next week. A: Definitely. The hierarchy of needs places those
Dr. Carson biological needs first, then secondary needs like
entertainment.
Unit 3
9 Suggested Answer
1 Suggested Answers Theory #1: Drive theory
What it covers: This theory does a good job of explaining
1 Motivation is a major area of study in psychology, and
why people do things to stay alive and reproduce.
there are many theories explaining it. According to
What it doesn’t cover: This theory does not address
drive theory, people act in order to fulfill particular
matters of emotion.
physical needs. The theory of needs is similar, but also
Theory #2: Theory of needs
includes social and emotional needs. Particular needs What it covers: This theory breaks down needs into more
have their own theories. Arousal theory focuses on the basic and more complex. It addresses emotional issues as
need for excitement, while opponent-process theory is well.
about seeking positive emotions. What it doesn’t cover: This theory does not necessarily
2 Different types of behaviors respond to different explain why some needs are more important than others,
motivations. The motivation to eat when hungry is unless it uses a hierarchy of needs.
much different than the motivation to listen to music,
for example. All people are born with some
motivations, like hunger and sex drive. On the other Unit 4
hand, some behaviors are only motivating because 1 Suggested Answers
people learn to do them. Earning money isn't 1 Stress can be caused by many different factors, and
necessarily motivating until a person learns what he or the triggers are different for each person. However,
she can do with money. some events are common to many people. Money can
be a major stress trigger. People worry about how
2 1C 2D 3D much money they earn, and whether it is enough to
support themselves or their families. Marriages can go
3 1E 2G 3B 4D 5A 6C 7H 8F through periods of stress in which spouses experience
conflict with each other. Health problems can also
4 1 Sex drive 3 homeostatic-regulation theory
cause stress, especially when the outlook of a
2 Arousal theory 4 theory of needs
particular illness is uncertain.
5 Suggested Answer 2 The body goes through a particular sequence of
Hunger and sex drive are two examples of biological responses when stress occurs. First, it experiences
needs. the alarm stage. This is a period of heightened energy
when the body is preparing to fight the stressor. It
6 1T 2F 3T eventually gives way to the resistance stage. This is
when the body is starting to feel tired from the stress.
7 1 makes sense 4 you’re not hungry If the stressor persists, then the body enters the
2 an example 5 homeostatic-regulation theory exhaustion stage. At this point, the individual is
3 really motivated 6 think of that

16 Answer Key
 Book 2 Answer Key

completely tired out and has little energy to fight the 1 Suggested Answers
stressor further. 1 The main focus of structuralism is breaking mental
processes down into their component parts. For
2 Cause Effect
instance, when structuralists consider the senses, they
A person experiences a 1. The person feels stress. try to break them down into elementary sensations.
major life event. For instance, if a person puts his or her hand near a
2. The stressor persists The body enters the fire, the person would describe one of the elementary
after the alarm stage. resistance stage. sensations as “heat.” Structuralists believe that by
A person makes an 3. The person makes a comparing elementary sensations of different people,
accurate primary realistic secondary they can find empirical data about the senses.
appraisal. appraisal.
2 Structuralism was the earliest school of psychology,
and has experienced much criticism since its
3 1B 2E 3G 4H 5D 6F 7A 8C
inception. One major criticism addresses the
objectivity of the school. Structuralism relies heavily on
4 1 secondary appraisal 3 deal with
the process of introspection. However, psychologists
2 stress response 4 Stress
generally regard self-observation as a subjective
process. As a result, it cannot be a reliable way to
5 Suggested Answer
gather empirical evidence.
The three stages of the stress response are alarm,
resistance, and exhaustion.
2 1T 2T 3F
6 1T 2T 3F 3 1D 2B 3F 4A 5E 6C 7G

7 1 What’s going on 4 stress response 4 1 A structuralism B self-observation

2 there’s a lot 5 how I felt 2 A rigid B empirical
3 very stressful 6 stress persists
5 Suggested Answer
8 Suggested Answer
After finding elementary sensations, structuralists used a
A: What's going on in your life right now?
dialectic method to compare them.
B: I'm feeling pretty stressed out.
A: Why is that?
6 1C 2C
B: We just had a baby. She's great, but there's so much
to do! 7 1 elementary sensations 4 they didn’t
A: I see. Life events are always somewhat stressful. You 2 a dialectic method 5 be objective
need to step back and make a primary appraisal. 3 sensory experiences 6 feelings and beliefs
B: What do you mean?
A: Well, first you need to determine the cause and extent 8 Suggested Answer
of your stress. A: Can you clarify something about structuralism for me?
B: That’s not difficult. I hardly have any time to sleep or B: What are you having trouble with?
relax. A: I was wondering, how did structuralists find elementary
A: Good. Then, you make a secondary appraisal. That's sensations?
when you decide what to do about it. B: Structuralists tried to find elementary sensations
B: So, I need to find some time to take it easy. through introspection.
A: Yes, it's important to deal with the stress appropriately. A: So, they gathered empirical data through self-
Otherwise, it'll reach the point of exhaustion. observation.
B: Exactly. They thought this would reveal something
9 Suggested Answer about sensory experiences.
Patient Name: Cindy McSpadden A: So, they discovered important facts about senses.
The patient’s condition: The patient is feeling stressed B: Actually, they didn’t. The process wasn't objective
as a result of recent life events. She recently had a baby. enough.
Recommendations: The patient needs to find time to A: That makes sense. I can see why many psychologists
relax. Otherwise, she will experience exhaustion and abandoned the theory.
possible negative effects to her health.
9 Suggested Answer
Unit 5 Goal of structuralism: The goal of structuralism was to
break mental processes down into their components.

Answer Key 17
 Book 2 Answer Key

For instance, it broke senses down into elementary 8 Suggested Answer

sensations. A: I'm confused about functionalism.
Example: ‘Rough’ is an elementary sensation when B: What's confusing you?
touching sand. A: You said it was a bad approach to psychology, but it
Methods of structuralism: Structuralists used made sense to me.
introspection to determine what processes occurred when B: Really? What about it made sense to you?
people had certain thoughts. A: It makes sense that every psychological process has
Criticism of structuralism: Most psychologists believed usefulness in an environment.
that structuralism was not objective because it relied on B: Okay. So, what's the function of, say, indifference to
introspection. your surroundings?
A: I don't see that here. What did the functionalists say?
Unit 6 B: That’s the trouble. They only looked at active
processes.
1 Suggested Answers
A: So, they couldn't explain passive processes like
1 The focus of functionalism is to determine the indifference?
purposes of psychological processes and structures. B: Exactly.
Functionalists believe that every psychological
process serves a specific function. According to them, 9 Suggested Answer
these functions are useful in a person's environment, A focus of functionalism: The main focus of
and help people survive. In this way, the approach to functionalism is to find the purpose of each psychological
psychology is related to theories about evolution and process and structure which analyzes behavior and
natural selection. Because of this, functionalism is consciousness.
primarily interested in the purposes of behaviors and One criticism against functionalism: One criticism
consciousness. against functionalism is that it stresses that each
2 One of the primary criticisms of functionalism is that it psychological process has a purpose. It does not give a
focuses too heavily on active psychological reason why purposeless processes cannot exist.
processes. Since functionalists are mainly interested Another criticism against functionalism: Another major
in the purposes of psychological processes, they only criticism against functionalism is that it overemphasizes
consider the ones with observable effects. This leaves active processes. Functionalism barely pays any attention
out all of the psychological processes that do not have to passive biological processes.
observable effects. In other words, it completely
disregards passive thought processes. Another
Unit 7
criticism of functionalism is that it lacks specific
theories and has insufficient methods of research. 1 Suggested Answers
1 Behaviorism is a school of psychology that focuses on
2 1T 2F 3T the idea that people and animals learn behaviors
through conditioning. Behaviorists believe that it is
3 1D 2A 3E 4C 5B possible to measure, train, and change these
behaviors. They also believe that behaviors are only
4 1 process 4 passive 7 insufficient caused by stimuli in the environment. According to
2 function 5 active behaviorists, internal factors such as thoughts or
3 surroundings 6 overemphasis physiological events do not affect the behaviors of
people or animals. One of the main criticisms of
5 Suggested Answer behaviorism is that it fails to account for these factors.
According to the author of the blog, functionalism is not 2 The two main forms of conditioning, according to
widely used today because it overemphasized the behaviorism, are operant conditioning and classical
importance of active psychological processes. conditioning. Operant conditioning is a form of learning
that involves seeking rewards and avoiding
6 1B 2C punishments. For example, if an animal is given a
piece of food every time that it flips a switch, it will
7 1 approach to 4 in the textbook probably learn to flip the switch to get food. Classical
2 psychological process 5 active processes conditioning is different. It involves linking two stimuli,
3 what’s the function 6 passive process so a person or animal will learn to have the same
response to one as the other. The experiments
involving Pavlov's dogs are examples of this.

18 Answer Key
 Book 2 Answer Key

2 1F 2T 3T organizes sensory information. The mind constantly

receives a large amount of information, so the mind
3 1B 2D 3E 4G 5C 6F 7A organizes it into patterns. This allows the mind to
handle the information in a meaningful way. For
4 1 stimuli 3 ignored 5 respondent behavior instance, according to Gestalt psychology, people
2 speculation 4 Skinner box perceive objects as more than just the sum of their
elements. This helps process information faster, since
5 Suggested Answer people don't have to assess each small component
According to behaviorists, thoughts cannot be observed, individually.
so their analysis relies on unscientific speculation. 2 Gestalt psychology features several laws that describe
tendencies and processes that occur in the human
6 1B 2D mind. For instance, the laws of proximity and similarity
both explain ways that people perceive objects as
7 1 classical conditioning 4 they received food being in groups. According to the law of proximity,
2 most famous example 5 kind of behavior people think that objects that are close together are
3 fed the dogs 6 respondent behavior part of a group. Likewise, the law of similarity says that
people perceive objects that resemble each other as
8 Suggested Answer being part of the same group.
A: I'm not sure I understand operant conditioning. Can you
give me an example of an experiment? 2 1B 2A 3C
B: Perhaps the most famous example is the Skinner box.
Do you know what that is? 3 1B 2D 3A 4E 5G 6C 7F
A: That sounds familiar. That involved animal
experimentation, right? 4 1 holistic 3 sum 5 law of closure
B: Yes, it did. The animal was placed in a box with 2 element 4 whole 6 multistability
different levers.
A: I remember now. Each lever either rewarded or 5 Suggested Answer
punished the animal. Sometimes, people see shapes that are not actually there
B: Yes. Every time the animal chose one lever, it received because the brain naturally adds information to create
familiar structures. This is called reification.
a painful shock. When it chose the other lever, it
received food. 6 1T 2F 3T
A: Right. Eventually, the animal learned to choose only the
food lever. 7 1 law of proximity 4 complicated than
B: That’s exactly right. And that's operant conditioning. 2 nearby objects 5 does the brain know
3 law of closure 6 Okay, think about
9 Suggested Answer
8 Suggested Answer
Describe one of the forms of conditioning below.
A: Do you understand the laws of Gestalt psychology?
Type of conditioning: Operant conditioning is a form of
B: I think I understand the basics, at least.
learning that involves changing behaviors based on their
A: Maybe you can help me. I think I'm misunderstanding
outcomes.
the concept of reification.
Example experiment: Some experiments involving
B: That one’s easy. People add information to perceptions
operant conditioning used Skinner boxes for testing
to create something familiar.
animals. For example, one had two devices that the
A: Wait, that's reification? I thought that was emergence.
animals were able to use. Using one of them rewarded the
B: No. Emergence is different. It's about taking in a whole
animal, while the other one punished it.
before perceiving individual parts.
Result: Over time, the animals learned to only use the
A: I don't quite understand that. How does the brain know
device that gave them the rewards, and avoid the
what parts belong to a particular whole?
punishment.
B: Think about a painting. It has many brushstrokes in
different colors. But instead of seeing those first, you
Unit 8 see the holistic image.
1 Suggested Answers A: I see. My brain automatically looks for the sum of the
1 Gestalt psychology is a school of psychology that parts.
focuses on the way that people perceive patterns. As B: Exactly. That's emergence.
such, part of this school focuses on how the mind

Answer Key 19
Book 2 Answer Key

9 Suggested Answer B: For one, its experiments seem too artificial. Like their
Principle: Law of Closure conditions wouldn't happen in nature.
Meaning: People tend to perceive objects as whole even A: I think I know what you're referring to. You think that
when the objects are missing parts. cognitivism lacks scientific rigor.
Principle: Law of Similarity B: Exactly. Without naturalistic observation, you can't
Meaning: People tend to perceive objects as a group collect reliable data.
when the objects have similar qualities in common. A: I think it provides a useful framework for studying
Principle: Law of Proximity thinking.
Meaning: People tend to perceive objects as a group B: But you can't observe thoughts. You can only observe
when the objects are close to each other in space. the results.
A: That's why I study things like social interaction. It's a
Unit 9 good way to analyze thought processes through
behavior.
1 Suggested Answers
B: Hmm. That actually makes a lot of sense.
1 The main focus of cognitivism is to understand the
role of thought on mental processes. It provides a 9 Suggested Answer
basic framework for studying how people perceive, Dear Steve,
learn, remember and solve problems. Cognitivism is a I am interested in teaching a seminar on cognitivism.
reductionist theory of psychology, and as such the These are some of my ideas:
people who study it believe that they can understand This is a benefit of cognitivism: It provides a good
the act of thinking by understanding each of its framework for understanding very complex processes:
individual processes. Cognitivists believe that many human thoughts. By taking a reductionist approach, it
different actions make up the thought process and breaks down difficult ideas into simpler ones.
each action can be described. This is a common criticism: This type of study is
2 Psychologists first developed cognitivism as a difficult to perform through naturalistic observation. For
response to behaviorism. Cognitivists believed that this reason, some believe the theory lacks scientific rigor.
behaviorist theories were inaccurate because they did This is something else I want to cover: To address the
not account for the role of thought on behaviors. criticisms, I want to talk about the beneficial relationship
According to behaviorism, thinking was a behavioral between cognitivism and behaviorism.
response to stimuli, not something that actually Let me know what you think.
affected the actions of an individual. Despite its Allison
history, cognitivism does not refute behaviorism.
Rather, it builds upon the existing theories and adds a Unit 10
framework for understanding how thinking affects
mental processes. 1 Suggested Answers
1 The id is the part of the mind that seeks pleasure
2 1F 2F 3T above all else. It wants instant gratification. The id is
the part of the mind that makes a person seek
3 1C 2E 3D 4B 5F 6G 7A pleasure. The superego governs the conscience. It
wants to do the right, moral thing. It is also concerned
4 1 A thinks B fails 2 A lack B response with other people's opinions. The ego is in the middle.
It is based in reality and tries to balance the superego
5 Suggested Answer and id.
One of the main criticisms of early cognitivist experiments 2 The unconscious mind is incredibly important to
was that they lacked scientific rigor. psychodynamic psychology. According to the theory,
most emotional conflicts arise as a result of
6 1C 2C dissonance between different levels of the psyche.
The part of the mind that is already conscious, or the
ego, does not require extensive analysis. A person is
7 1 reductionist approach 4 think I know already aware of the ego, and can control it in a
2 developing experiments 5 do you observe rational way. However, the unconscious parts, like the
3 lacks scientific rigor 6 exactly the problem id and superego, are more difficult for a person to
understand. The goal of psychoanalysis is to uncover
8 Suggested Answer the activities in these areas of the psyche.
A: What do you think of cognitivism?
B: In general, I think I like it, but I have some criticisms of it. 2 1D 2D 3C
A: Like what?
3 1B 2D 3C 4E 5A

20 Answer Key
 Book 2 Answer Key

4 1 A psyche B defense mechanism difficult for animals to survive. Over time, these traits
2 A Psychoanalysis B psychodynamic psychology become less common in a population. This results in
3 A Dissonance B conscience the evolution of one living thing into another living
thing, which might possess very different qualities.
5 Suggested Answer 2 Some critics of evolutionary psychology argue that its
The three parts of the human psyche are the id, the principles lack testability. Since evolutionary events
superego, and the ego. occur over long periods and can be affected by many
factors, it is difficult to isolate the cause of a change.
6 1T F 3T However, evolutionary psychologists point to various
trends to support their ideas. These include cross-
cultural consistency and universal human behaviors.
7 1 a little about 4 with the ego
According to evolutionary psychologists, these prove
2 two major 5 unconscious thoughts
that humans developed the same beneficial traits over
3 the id governs 6 element of the psyche
time.
8 Suggested Answer
2 1A 2B 3A
A: Today, we're talking to psychologist James Lee. So, you
practice psychoanalysis. What does that mean, exactly? 3 1C 2F 3A 4G 5B 6E 7H 8D
B: I help patients resolve conflicts between areas of the
psyche. 4 1 function to form 3 form to function
A: I know a little about that. The psyche includes the id 2 evolve 4 cross-cultural consistency
and the superego, right?
B: Yes, those are two major elements. 5 Suggested Answer
A: And if I remember correctly, the superego governs
Evolutionary psychologists develop hypotheses by
conscience. making observations about human behavior. They also try
B: Yes. And that makes it tricky. It often has conflicts with to find solutions to common human problems.
the id. But since the id is unconscious, people often feel
guilt and don't know why. 6 1F 2T 3F
A: I see. So, you have to bring those unconscious thoughts
to a conscious level. 7 1 evolutionary psychologists 4 with an observation
B: I try. But there's another element of the psyche at work, 2 a hypothesis 5 what next
too. That’s the ego. 3 I’m confused about 6 filling a need
A: And what does that do?
B: That's the part we're aware of. We use it to make 8 Suggested Answer
conscious decisions. A: I have a question, Professor. How do evolutionary
psychologists conduct research?
9 Suggested Answer B: First, researchers develop a hypothesis.
Host: Peter White A: See, that's what I'm confused about. How do you
Guest: Dr. James Lee develop an evolutionary hypothesis?
Topic: Psychoanalysis B: The same way you establish any other hypothesis.
The guest discussed his work in psychoanalysis. He You start with an observation.
helps patients resolve conflicts between different A: Can you give me an example?
divisions of the psyche. According to Dr. Lee, this is B: Sure. All human societies gossip, right? Now, that's an
challenging because so much of the psyche is observation. So, we want to know what problem
unconscious. In order to identify dissonance between the gossiping solves, right?
id and ego, the unconscious drives of the id must be A: So, how do we find that out?
brought to a conscious level. B: Well, we could listen to gossip. Or we could write up a
questionnaire about gossiping.
Unit 11 A: So, we'd compare people who gossip with people who
1 Suggested Answers don't. Then, we'd see how the gossipers benefit.
B: Right. And we can infer that those benefits applied to
1 Natural selection is a process in which certain
our early ancestors, too.
biological traits become more or less common over
time. Some traits cause animals to be better able to
9 Suggested Answer
survive. Over time, these traits become more
1. Identify a puzzling or strange behavior: Gossiping
common in a population. Other traits make it more
2. Form a question about the behavior: I want to

Answer Key 21
Book 2 Answer Key

understand why gossiping seems to be a universal You weren’t sure why the behavioral geneticists had to use
human behavior. identical twins for their study.
3. Think of a way to gather information about the Here’s an explanation: Behavioral geneticists have to use
question: I could observe people gossiping. I could also the scientific method, just like any other researcher. Since
ask people to take a survey about their gossiping life experiences can never be identical, ‘nurture’ can never
behavior. be the independent variable. However, twins have identical
genes, so any differences between them indicate a causal
Unit 12 relationship in the environment.
1 Suggested Answers Hope that helps!
1 Genes hold all the information and the characteristics Dr. Wilson
of a person.
2 Scientists look at the effects of genes by studying Unit 13
people with a particular characteristic. 1 Suggested Answers
1 The goal of humanistic psychology is to help people
2 1F 2T 3T
become self-actualized and reach their fullest
potential. It emphasizes the roles of individuals in
3 1D 2H 3F 4C 5B 6G 7E 8A determining the course of their own lives. In other
words, humanistic psychologists believe that people
4 1 genetics 3 quantitative trait loci have free will. Because of this, people can make
2 reductionist approach 4 identical choices that help them succeed at self-actualizing.
According to this branch of psychology, once people
achieve self-actualization, they will reach the final
5 Suggested Answer
level of psychological fulfillment.
The nature versus nurture debate tries to determine
2 Humanistic psychology has many strengths, but there
whether the environment (nurture) or genetics (nature)
are also a number of valid criticisms against it. For
has a stronger influence on people.
one, the branch of psychology is very subjective. It
cannot be viewed objectively because it is dependent
6 1C 2A
on an individual person's experiences. In other words,
it relies heavily on personal beliefs about what a
7 1 test subjects 4 has their own person's true potential is. Another criticism of
2 identical twins 5 result of nurture humanistic psychology is that its observations are
3 I’m confused about 6 can’t be sure unverifiable. For instance, it is impossible to objectively
measure or determine how self-actualized a person is.
8 Suggested Answer
A: Did you read that case study for Behavioral Genetics? 2 1F 2F 3T
B: I thought the twin study was really interesting.
3 1A 2C 3D 4B
A: So, did I. But something really confused me.
According to researchers, the trait was caused by
4 1 A actualize B succeed
nurture.
2 A reality B strength
B: Right. They found a causal relationship between the
3 A limitations B unconditional positive regard
trait and the subjects' environments.
A: That's what I'm confused about. How can they be sure?
5 Suggested Answer
B: Because they studied identical twins. The trait often
appeared in one twin, but not the other. Humanistic psychologists practice unconditional positive
A: Wait, I think I get it. Twins have identical genes. So, if regard to support the patient’s acceptance of his or her
the trait were caused by nature, both of them would own strengths and limitations.
have it.
6 1A 2A
B: Right. Otherwise, it has to be nurture.

7 1 start your therapy 4 I have no idea

9 Suggested Answer
2 I understand 5 make yourself
Hi Simon, 3 self-actualization 6 I want to be
I got your email about the behavioral genetics study. Let me
answer your question. As I understand it, this is what 8 Suggested Answer
confused you: . A: Before we start your therapy, do you have any

22 Answer Key
 Book 2 Answer Key

questions about humanistic psychology? 4 1 cortisol 3 healthcare 5 illness

B: I do. What is it exactly? 2 smoking 4 Health Psychology
A: It's a branch of psychology that tries to help people
achieve self-actualization. 5 Suggested Answer
B: Do humanistic psychologists believe in free will? Stress is a cultural factor that can affect the body’s health.
A: Yes. In general, humanistic psychologists believe that In response to stress, the body releases cortisol, which
people have free will. has negative effects over long periods.
B: So, you believe that people can control their fates?
A: Yes. First, you must accept that you have free will. 6 1F 2T 3T
Then you're free to actualize your potential.
B: This sounds interesting. Let’s get started. 7 1 about health psychology 4 psychological processes affect
2 to biological processes 5 that I understand
9 Suggested Answer 3 biological cause 6 depression for instance
Dear Mr. Kendall,
8 Suggested Answer
Thank you for your interest in my humanistic psychology
program. I believe you will benefit from this therapy. Let A: I have a question about health psychology. Physical
me tell you a little more about my methods. illnesses are usually related to biological processes,
In humanistic psychology, we believe that everyone has right?
the potential to succeed through self-actualization. B: That’s right. Any effect on the body has a biological
In our method, the first step toward success is identifying cause.
your strengths and acknowledging your limitations. After A: Then how can social processes affect a patient's health?
that, you are able to exercise free will, and accomplish B: Basically, social processes produce biological
anything you desire! processes.
I hope you decide to sign up for the program. Let me A: I'm not sure that I understand. Can you give an
know if you have further questions. example?
Sincerely, B: Take competition for instance. It's a social process. But it
Dr. Fleming can cause stress in an individual.
A: And stress releases cortisol, which can have negative
physical effects over time.
B: Right. So, now the person's biological processes are
Unit 14
affected.
1 Suggested Answers A: I see what you're saying. That's why it's important to
1 The field of health psychology has multiple goals. One examine biopsychosocial causes and effects.
of these is to understand the relationship between
biological, psychological, and social processes, and 9 Suggested Answer
how they affect health. This is related to one of health
Definition of health psychology: Health psychology is a
psychology's other goals, which is to use knowledge
field of psychology that studies the relationship between
of these relationships to prevent illness. Yet another
biopsychosocial factors and health.
goal of health psychology is to study the effects that
Example of how a psychological factor can affect a
illnesses have on a person's psychological well-being.
patient’s health: Stress is an example of psychological
Finally, health psychologists examine healthcare
factor that can affect a person’s health. During stress, the
policies and ensure that they are psychologically
body releases cortisol, which can produce negative effects
beneficial.
2 One example of a psychological factor that can affect in the body.
someone's health is stress. When people experience Example of how a social factor can affect a patient’s
a stressful situation, such as responding to a threat, health: A social factor such as peer pressure can affect a
the body releases a hormone called cortisol. This person by encouraging him or her to smoke. Smoking will
hormone causes the body to experience a quick burst put the person at a higher risk of developing lung cancer.
of energy and a lower sensitivity to pain, among other
effects. However, over time, it also has negative Unit 15
effects on a person's health. It can cause body aches, 1 Suggested Answers
as well as issues such as high blood pressure.
1 The scientific method is a way to ensure accurate and
reliable results in an experiment. It isolates one
2 1D 2B 3A
particular quality, so experimenters can be sure that
the quality is responsible for any observed changes.
3 1C 2D 3B 4A 5E
Without the scientific method, the results of an

Answer Key 23
Book 2 Answer Key

experiment could be due to multiple factors. This

would mean that experimenters could not state with
certainty what caused the results.
2 The scientific method typically involves observing the
effects of an independent variable. This factor must be
a testable substance or quality. The experimental
group receives or contains the independent variable.
The control group is identical to the experimental
group in every way except one: it does not receive or
contain the independent variable. Therefore, any
difference between the results from each group must
be related to the independent variable.

2 1F 2F 3T

3 1A 2F 3B 4D 5C 6E

4 1 problem 3 observation 5 experimental group

2 results 4 conclusion

5 Suggested Answer
A scientist develops a hypothesis by making observations
about a problem.

6 1B 2A

7 1 noticed how quickly 4 control group

2 actually helped 5 a higher dose
3 how I determined 6 if the results

8 Suggested Answer
A: Let's go over the setup for our experiment.
B: Good idea. So, I developed a hypothesis. A higher
dose of the drug will act faster than a lower dose.
A: How did you come up with that?
B: I made some observations. One of my patients
accidentally took too much of her medication. But then
I noticed how quickly her condition improved.
A: Ah, so it seemed like the extra dose actually helped.
B: Exactly. And that's how I determined the hypothesis.
A: Okay. So, we'll need a control group. They'll get the
original lower dose. And then the experimental group
will get a higher dose.
B: Then we'll see if the results are the same. I hope they
are.

9 Suggested Answer
Date: June 11
Hypothesis: Higher doses of the drug will cause the
condition to improve faster.
Setup: The control group received the normal dose. The
experimental group 25% more of the active ingredient per
dose.
Results: The experimental group experienced more
rapid improvements without any adverse side effects.
Conclusion: Higher doses of the drug are more effective
than lower doses.

24 Answer Key
 Audioscripts
Unit 1 that’s because my body needs food to survive.
Professor: That’s good. But surely you eat when you’re not
Psychologist: Okay, Tanya. Let's talk about your feelings
hungry, too.
today.
Patient: Okay. I feel better than I did last week. Student: What do you mean?
Psychologist: And why is that? Professor: Sometimes, you eat just for the taste, right? How
Patient: Well, I finally got the results of my final exams. does homeostatic-regulation theory address that?
Psychologist: Oh, right. I remember you had some fear Student: Hmm. I didn’t think of that. I guess that requires
about those. another theory.
Patient: Yes. I thought I would fail out of school. But I did all Professor: Right. Can you think of a theory that might explain
right. it?
Psychologist: That’s great. So you experienced pleasant Student: Let's see. I guess I often eat because I'm bored. So,
surprise? arousal theory might cover that.
Patient: Yes, that’s right. I’m sleeping much better, too. Professor: Absolutely. Food can be fun or interesting. That
Psychologist: Good, good. Now, Tanya, what does this tell satisfies your need for excitement.
you?
Patient: What do you mean? Unit 4
Psychologist: I mean, what did you learn about yourself? Psychologist: Have a seat, Cindy. How was your week?
Patient: Hmm. I guess I let anticipation control my feelings. Patient: I don't know. I feel really tired for some reason.
Psychologist: Right. And as it turns out, there was no need. Psychologist: What’s going on in your life right now?
Patient: I see. I shouldn't let these situations have such an Patient: I just started a new job. I like it, but there’s a lot to
effect on my happiness. learn.
Psychologist: That can be a very stressful life event. You’re
Unit 2 experiencing a normal stress response.
Psychologist: Tell me more about this argument with your Patient: What do you mean?
boss. Psychologist: The stress response is a three-stage process.
Patient: He asked me to work on Saturday. But I refused, and First, you have heightened energy.
he got angry. Patient: Oh, that’s how I felt last week.
Psychologist: I see. And how did you feel about that? Psychologist: Right. But if the stress persists, you really feel
Patient: At the time, I was angry. I yelled and slammed the the pressure.
office door. Patient: And that's what makes me tired?
Psychologist: What about now? Do you feel any different? Psychologist: Right. Now, it's important to deal with the
Patient: Yes. My behavior was totally unprofessional. I’m so stress appropriately. Otherwise, it'll reach the point of
surprised I reacted that way! exhaustion.
Psychologist: It sounds like you’re pretty disappointed in Patient: I see. I need to find some time to relax.
yourself.
Patient: I feel really ashamed. Disgusted, even. Unit 5
Psychologist: Ah, so you actually feel some remorse. Are Student: Excuse me, professor. I have a question about
you ready to apologize to your boss? structuralism. Hopefully you can clarify it.
Patient: I guess I'd better. But I'm worried about his contempt Professor: Sure. What are you having trouble with?
for me now. Student: I was wondering, what is the purpose of finding
Psychologist: Well, you're not going to change that by elementary sensations?
staying silent. The sooner you apologize, the better. Professor: Well, structuralists believed that they could
compare different individuals’ sensations.
Unit 3 Student: They compared two similar sensations with a
Professor: So now you know about the different theories of dialectic method, right?
motivation. What do you think of them? Professor: Exactly. They hoped this would reveal something
Student: I'd say homeostatic-regulation theory best explains about sensory experiences.
motivation. Student: So the structuralists discovered important facts
Professor: And why is that? about senses.
Student: Well, it just makes sense. It explains that people do Professor: Actually, they didn’t. They found that the process
things to keep their bodies healthy. relied too much on introspection.
Professor: Can you give me an example? Student: Oh, I think I get it. Self-observation can’t be
Student: Sure. Sometimes, I feel really motivated to eat. And objective.
Professor: Precisely. People’s feelings and beliefs influenced

Answer Key 25
 Audioscripts
their senses too much. Unit 8
Student: That makes sense. I can see why many
Student 1: Hey, Mark. Do you understand the laws of Gestalt
psychologists abandoned the theory.
psychology?
Professor: Yes. It's hard to study something without reliable,
Student 2: Yeah, I think I understand the basics, at least.
empirical evidence.
Student 1: Great! Maybe you can help me. I think I’m
misunderstanding the law of proximity.
Unit 6 Student 2: Oh, that one’s easy. People perceive nearby
Student: Do you have a moment, professor? I'm confused objects as a group.
about functionalism. Student 1: Wait, that’s the law of proximity? I thought that
Professor: Sure. What do you find confusing? was the law of closure.
Student: You made it seem like a bad approach to Student 2: No. The law of closure is more complicated than
psychology. But it seems logical to me. the law of proximity. It’s about filling in incomplete images.
Professor: Well, let’s talk about it. Why does it seem logical? Student 1: Oh, right. I don’t quite understand that. How does
Student: Um, for one, it makes sense that each psychological the brain know what to add?
process has a function. Student 2: Okay, think about three lines in the shape of a
Professor: Okay. So what’s the function of, say, boredom? triangle. But the three lines don’t touch each other.
Student: Hmm. I don’t see that in the textbook. What did the Student 1: So, their general positioning just suggests the
functionalists say? shape?
Professor: See, that’s the trouble. The functionalists really Student 2: That's right. It's not actually a triangle. But you
only looked at active processes. automatically see a triangle anyway.
Student: Oh, right. They observed behaviors. But boredom is Student 1: Oh, I see. A triangle's a familiar shape, so that's
a passive process. what I interpret.
Professor: Exactly. So, you could observe a person laughing. Student 2: Exactly. It's called reification, and it explains the
Then you might conclude, "That person is happy." law of closure.
Student: But a bored person doesn't perform any particular
action. Unit 9
Professor: Right. That overemphasis on activity meant
Psychologist 1: Hey, Allison. What are you teaching next
functionalism was pretty limited.
term?
Psychologist 2: The department asked me to develop a
Unit 7 seminar on cognitivism.
Student: That was an interesting lecture on behaviorism, Psychologist 1: That's interesting. What do you think of
Professor Klein. But I'm confused about something. cognitivism?
Professor: Sure. How can I help you? Psychologist 2: In general, I think it provides a useful
Student: I’m not sure I understand classical conditioning. Can framework for studying mental processes.
you give me an example of an experiment? Psychologist 1: The reductionist approach doesn’t bother
Professor: Definitely. Perhaps the most famous example you?
involved Pavlov’s dogs. Do you know that one? Psychologist 2: No. I think that it’s good foundation for
Student: That sounds familiar. That involved feeding the developing experiments. Why?
dogs, right? Psychologist 1: It seems to me like cognitivism is too
Professor: Yes, it did. Pavlov fed the dogs while ringing a narrow. It lacks scientific rigor.
bell. Psychologist 2: I think I know what you’re talking about.
Student: Oh, I remember now. The dogs salivated when they You’re referring to the methods of experimentation.
received food. Psychologist 1: Exactly. For reliable data, you need more
Professor: Precisely. Do you know what that kind of behavior naturalistic observation.
is called? Psychologist 2: Sure. But that’s tough with cognitivism. How
Student: That’s a respondent behavior, isn’t it? do you observe thinking in a natural environment?
Professor: Yes. But every time the dogs received food, they Psychologist 1: That’s exactly the problem. You can only
also heard a bell ringing. observe behaviors, not thoughts.
Student: Ah, right. Eventually, they learned to salivate when Psychologist 2: I agree. That's why I accept some
they heard the bell. Even without any food. behaviorist and cognitivist ideas. You really have to
Professor: That's exactly right. They associated the two incorporate both to get the full picture.
stimuli. And that's classical conditioning. Psychologist 1: Hmm. That actually makes a lot of sense.

26 Answer Key
 Audioscripts
Unit 10 Unit 12
Interviewer: Today, we're talking to psychologist Wendy Student 1: Did you read that case study for Behavioral
Sullivan. Welcome to the program, Dr. Sullivan. Genetics?
Psychologist: Thank you, Peter. Glad to be here. Student 2: Yeah, I thought the twin study was really
Interviewer: So, you practice psychoanalysis. What does that interesting.
mean, exactly? Student 1: So, did I. But something really confused me.
Psychologist: I help patients resolve conflicts between areas Student 2: Oh, yeah? What was that?
of the psyche. Student 1: Well, the researchers discussed their difficulty
Interviewer: I know a little about that. The psyche includes finding test subjects.
the id and the ego, right? Student 2: Right. They had to find identical twins. But the
Psychologist: Yes, those are two major elements. twins had to be raised in different environments.
Interviewer: And if I remember correctly, the id governs Student 1: That’s what I’m confused about. Why did they
unconscious drives. have to be twins?
Psychologist: Yes. And that makes it tricky. When it has Student 2: Because only twins have identical genes.
conflicts with the ego, the problem is hard to recognize. Everyone else has their own unique set of genes.
Interviewer: I see. So you have to bring those unconscious Student 1: Wait, I think I get it! That means any differences
thoughts to a conscious level. have to be the result of nurture.
Psychologist: I try. But there’s another element of the Student 2: You got it. Otherwise, you can’t be sure there’s a
psyche at work, too. That’s the superego. causal relationship. A twin study is the only way to do it.
Interviewer: And what does that do? Student 1: I see. After all, no two people can possibly have
Psychologist: It governs the conscience. And that frequently identical life experiences.
leads to dissonance with the drives of the id. Student 2: Exactly.
Interviewer: Okay. Well, we'll be right back with more from
Dr. Sullivan. Unit 13

Unit 11 Psychologist: Before we start your therapy, do you have any

questions?
Student: I have a question, Professor Greene. How do
Patient: Actually, I do. I understand you practice humanistic
evolutionary psychologists conduct research?
psychology. What is that, exactly?
Professor: That’s a really good question. First, researchers
Psychologist: Well, it’s a branch of psychology that
develop a hypothesis.
promotes self-actualization.
Student: See, that’s what I’m confused about. How do you
Patient: I’m afraid that I have no idea what that means. What
develop an evolutionary hypothesis?
is self-actualization?
Professor: The same way you establish any other
Psychologist: I believe you have the power to shape your
hypothesis. You start with an observation.
Student: Can you give me an example? reality. You can make yourself succeed.
Professor: Sure. All human societies gossip, right? Now, Patient: So basically, it’ll help me become who I want to be.
that’s an observation. So, what next? Psychologist: Yeah, that's a good way of putting it.
Student: We want to know what problem gossiping solves, Patient: Hmm. But there are factors in my life that I can't
right? control. How will we address those?
Professor: Exactly. The behavior is clearly filling a need. But Psychologist: I'm glad you asked. It's important that we
we don’t know what need. identify your limitations. Acceptance is the first step.
Student: So how do we find that out? Patient: Okay. And then what?
Professor: Well, we could listen to gossip. Or we could write Psychologist: Then, you can choose to focus on your
up a questionnaire about gossiping. strengths. Those determine your potential.
Student: But how does that fit in with evolution? Patient: This sounds interesting. Let's give it a try.
Professor: We have to identify how gossiping benefits
people. Unit 14
Student: So, we'd compare people who gossip with people Student: Do you have a minute? I have a question about
who don't. Then, we'd see how the gossipers benefit. health psychology.
Professor: Right. And we can infer that those benefits Professor: Sure. What’s up?
applied to our early ancestors, too. Student: Well, physical illnesses are usually related to
biological processes, right?
Professor: That’s right. Any effect on the body has a
biological cause.

Answer Key 27
Audioscripts
Student: Then, how can psychological processes affect a
patient’s health?
Professor: Basically, psychological processes produce
biological processes.
Student: I’m not sure that I understand. Can you give an
example?
Professor: Well, take depression for instance. It’s often the
result of a psychological process. But it makes the body
release hormones.
Student: And those hormones have biological effects, like
pain and fatigue.
Professor: Right. So, depression is a biopsychosocial
condition. Now, what about a social process?
Student: What do you mean?
Professor: Think about how people share germs through
interaction. How might that have a biological effect?
Student: Oh, I see what you're saying. Social interaction
helps people develop biological immunities to illness.
Professor: Right.

Unit 15
Psychologist 1: Let's go over the setup for our experiment.
Psychologist 2: Good idea. So, I developed a hypothesis. A
higher dose of the drug will act faster than a lower dose.
Psychologist 1: How did you come up with that?
Psychologist 2: I made some observations. One of my
patients accidentally took too much of her medication.
Psychologist 1: That could be dangerous.
Psychologist 2: Sure. And I told her that. But then I noticed
how quickly her condition improved.
Psychologist 1: Ah, so it seemed like the extra dose actually
helped.
Psychologist 2: Exactly. And that’s how I determined the
hypothesis.
Psychologist 1: Okay. So we’ll need a control group. They’ll
get the original lower dose.
Psychologist 2: Right. And then the experimental group will
get a higher dose.
Psychologist 1: And then we’ll see if the results are the
same.
Psychologist 2: I hope they are. That would be great news
for lots of patients.

28 Answer Key
 Book 3 Answer Key

Unit 1 you should have her evaluated.

1 Suggested Answers
9 Suggested Answer
1 A human passes through many stages during his or her
Diagnostic Notes
physical development. The first stages occur during the
Patient: Jessica Smith
prenatal period of the person's life. During this time, the
Parent: Todd Smith
person grows from a single cell into a baby. After birth, a
Problem: Mr. Smith is worried that his four-year-old daughter
person passes through the stages that make up a
Jessica is not developing at the right pace.
person's childhood. This includes infancy, toddlerhood,
Condition: According to Mr. Smith, his daughter has trouble
and early childhood. Eventually, a human reaches
using writing tools. For example, she cannot use crayons
adolescence and puberty, and then finally adulthood.
effectively. Mr. Smith is concerned because a few other
2 Hand-eye coordination is the control of the link between
children are already using crayons, and he feels his daughter
visual stimuli and hand movements. Whenever a person
may be behind.
performs an activity that involves both looking at
Assessment: The patient’s daughter seems to be developing
something and physically interacting with it with the
at a normal rate. Children usually do not develop the motor
hands, he or she is using this ability. Hand-eye
skills required to use writing tools effectively until at least five
coordination is involved with innumerable everyday
years of age. I am recommending that Mr. Smith monitor the
tasks. Writing, driving, and using a computer are just a
child and have her evaluated if she does not develop these
few examples of common activities requiring effective
motor skills in the next year.
hand-eye coordination.

Unit 2
2 1T 2F 3F
1 Suggested Answers
3 1D 2A 3F 4B 5E 6C 1 The four Piagetian stages are the sensorimotor,
preoperational, concrete operational, and formal
4 1 A hand-eye coordination B infancy operational stages. During the sensorimotor stage, a
2 A motor skill B old age child leans motor skills and how to interpret sensory
3 A adolescence B toddler information. Then, in the preoperational stage, the child
learns how to communicate verbally and form his or her
5 Suggested Answer own ideas. Next, in the concrete operational stage, the
Adulthood lasts for many years. Early adulthood occurs in a child learns how to think logically and imagine
person’s twenties or thirties. Middle age occurs between representations of real objects. Finally, in the formal
about forty-five and sixty-five. After that, a person is operational stage, the child learns how to think
generally considered to be in old age. abstractly.
2 The four environments of the Ecological Systems
6 1C 2D Theory are the microsystem, mesosystem, exosystem,
and macrosystem. The microsystem consists of the
factors that directly influence a child's life. For example,
7 1 his physical development 4 his motor skills
it includes the child's family and school. The
2 for eighteen months 5 when should I mesosystem represents the interactions between the
3 crawls by now 6 still not walking child's microsystems, such as the relationship between
home and school. The exosystem consists of the
8 Suggested Answer factors that affect a child's life, but not directly. For
example, the daily lives of the child's parents are part of
A: Good afternoon. How can I help you today?
the exosystem. Finally, the macrosystem represents the
B: I want to talk about my daughter. I'm afraid that her child's cultural influences, such as socioeconomic status
physical development is not normal. and ethnicity.
A: Why do you think she is developing irregularly?
B: She is four years old and she has trouble using objects 2 1F 2T 3T
like crayons.
A: That's actually normal. Some children don't learn to use 3 1C 2E 3F 4D 5A 6G 7B
those motor skills until they're about five or older.
B: I didn’t know that. So, I shouldn't worry then? 4 1 microsystem 3 Piagetian stage
A: No, don't worry. Your child is developing completely 2 Attachment theory 4 macrosystem
normally.
B: That’s good. Just to be sure, though, at what point 5 Suggested Answer
should I start to worry? The main focus of the Attachment Theory is the importance
A: If your child still can't use writing tools in a year or so, of the relationship between children and parents.

Answer Key 29
 Book 3 Answer Key

6 1B 2D psychologists look for differences, while cross-cultural

psychologists look for similarities.
7 1 the concrete operational 4 second Piagetian stage 2 Cultures differ from each other in many general and
2 manipulate imaginary objects 5 develop ideas significant ways. For instance, monochronic cultures
3 The preoperational stage 6 the formal operational place a great deal of importance on time, whereas
polychronic cultures do not. Similarly, the members of
8 Suggested Answer high-context cultures pay close attention to nonverbal
A: Do you want to review the Ecological Systems Theory methods of communication and assume that people
together? have shared histories and attitudes. They differ from the
B: Sure. Name an environment and I'll tell you what it members of low-context cultures, who emphasize the
includes. importance of verbal communication and assume that
A: What happens in an exosystem? people come from different cultural backgrounds.
B: A child is affected by indirect influences, like a parent's
friends or workplace. 2 1T 2F 3T
A: Correct. Now it's my turn.
3 1B 2D 3C 4E 5G 6F 7A
B: What does a microsystem refer to?
A: I think the child's direct influences, right?
4 1 A high-context cultures B stereotypes
B: Yes, it refers to the child's immediate surroundings. Just
2 A monochronic culture B prejudice
remember, it sounds similar to 'macrosystem', but they're
very different.
5 Suggested Answer
A: I'll try to remember that. But there's another environment,
right? What are we missing? Individualist cultures define people by their personality
B: Mesosystems. Those are relationships between traits, while collectivist cultures define people by their role in
microsystems. communities.
A: These environments can be a little confusing.
6 1C 2B
9 Suggested Answer
7 1 polychronic cultures 4 pretty weird
Piaget’s theory of cognitive development
2 who don’t worry 5 cultural prejudice
I’m currently studying Piaget’s theory of cognitive
3 What do you think 6 an objective study
development. According to this theory, the mental
processes of children develop through four stages. These
8 Suggested Answer
stages, in order, are the sensorimotor, preoperational,
A: Psychologists from one culture often misunderstand the
concrete operational, and formal operational stages. The
behaviors of another.
sensorimotor stage involves learning how to interpret
B: Sorry to interrupt, but why is that? Isn't psychological
sensory information and developing basic motor skills. The
analysis a universal science?
preoperational stage involves the formation of ideas and
A: Not exactly. I’ll give you an example. Remember our
learning how to talk. Next is the concrete operational stage.
discussion about low-context cultures?
During this stage, children start to learn how to reason
B: They're the ones who don't use gestures to
logically and think about imaginary representations of
communicate.
objects from the real world. Finally, during the formal
A: Right. What do you think of that practice?
operational stage, children learn how to think about
B: Not using gestures? It's pretty weird. I mean, those
abstract ideas and problems, including hypothetical
people must have pretty unsophisticated communication
situations.
skills.
Unit 3 A: See, that's a cultural prejudice. You just made a
1 Suggested Answers stereotype about a whole group.
B: I see what you're getting at. With that attitude, I can't
1 Cultural psychology and cross-cultural psychology both
possibly conduct an objective study.
study how cultures affect the behaviors and mental
A: Exactly. What would people from a low-context culture
processes of their members. However, the two
think of you?
branches of psychology have different objectives. The
B: That's a good question. They'd probably think I'm being
main goal of cultural psychology is to find out how
unclear in my communication.
different cultures affect their members differently. The
goal of cross-cultural psychology is the opposite. Cross-
9 Suggested Answer
cultural psychologists examine how all cultures affect
Cultural Psychology Notes
their members in the same ways. So, cultural
Cultural psychologists sometimes have difficulty studying

30 Answer Key
 Book 3 Answer Key

other cultures because they apply their own culture’s marriage.

values. This leads to prejudice and ethnocentrism. For B: Right. I just feel like I'm not living in a supportive
instance, a psychologist from a monochronic culture might environment.
have a negative opinion of a polychronic culture. It might be A: I believe there are a couple of factors affecting you. For
difficult to get past the idea that the polychronic culture does one, you're experiencing the actor-observer effect.
not value something that seems important. But if a B: What does that mean?
psychologist imagines the situation from the other culture’s A: You always blame your husband's behavior on poor
perspective, this can help break down those prejudices. personality traits. But you attribute your own behavior
to the environment.
Unit 4 B: But my husband is behaving in such a selfish and
inconsiderate way.
1 Suggested Answers
A: Blaming it all on his personality isn't helping. Maybe
1 Person-positivity bias is an attitude that affects the you need to look at how your behavior is influencing
process of impression formation. This bias is observed the situation.
when people form contradictory attitudes about B: I guess you have a point. If he affects me, then I must
individuals and groups. As a result of the bias, people affect him.
generally form better opinions of people than they do of A: Right. Now, the other problem is a little trickier. I think I
groups. So, a person might form a negative opinion of a see some cognitive dissonance in your attitude.
particular group. But when regarding members of the B: Cognitive dissonance? You mean, I'm having
group as individuals, the person will likely form more conflicting thoughts?
positive opinions. A: That's exactly right. You say that you don't want to live
2 In social psychology, there are several biases that with your husband anymore. But you also clearly still
affect attribution. One of these is the fundamental love him very much.
attribution error. This bias causes people to generally
overemphasize the role that an individual's personality 9 Suggested Answer
plays in his or her behavior. At the same time, people
Patient: Nancy Callahan
underemphasize the role of the situation that the person
Today, we continued the discussion of the patient’s
was in. Another attribution bias is the actor-observer
dissatisfaction with her marriage. I advised her that I
effect. This causes someone to attribute the behaviors
believe she is experiencing the actor-observer effect. I
of others to their personalities, but more likely to
recommended that she stops blaming her husband,
attribute his or her own behaviors to outside
especially since she doesn’t look at her own behavior.
circumstances.
Also, I advised her to observe the cognitive dissonance
in her attitude.
2 1T 2F 3T

3 1C 2G 3D 4F 5E 6A 7B Unit 5
1 Suggested Answers
4 1 self-handicapping 4 social cognition 1 A group is a collection of people gathered together.
2 cognitive dissonance 5 social comparison Many times, groups have shared interests or
3 Impression formation 6 attitude characteristics. In such groups, it is common for
members to have similar tendencies as well. The more
5 Suggested Answer time they spend together, the more likely they are to
Social comparison is an important psychological process, think and act alike. These thoughts and actions might
but it can sometimes cause problems. Each person’s even be different from a member's natural inclination.
individual circumstances are different, and social Groups also may make decisions collectively. In that
comparison could give someone a false sense of what he case, the group's best interest is usually the primary
or she should have or do. consideration, rather than any particular individual's
thoughts.
6 1B 2A 2 Certain situations are impacted by the existence of a
group. In fact, this doesn't have to be a group with any
7 1 social comparison 4 I don’t understand shared characteristics. The existence of multiple people
2 does that mean 5 helping you right now is what's significant. Studies and criminal cases have
3 compare your success 6 have a point shown that an individual is less likely to help a victim of
a crime when in a group. Each bystander thinks the next
8 Suggested Answer person will do something. In the end, no one does
A: Last week, we discussed your dissatisfaction with your anything. This tendency is known as diffusion of

Answer Key 31
 Book 3 Answer Key

responsibility. The larger the group, the less likely an order to understand or predict these changes, scientists
individual is to act. apply different methods. One method involves a study
of different factors or variables. Some factors may be
2 1B 2C 3A dependent on others or exhibit a direct relationship.
Another method focuses on the situations that
3 1F 2C 3B 4D 5A 6E populations experience. Determining if there is a causal
relationship for those situations is helpful. It can
4 1 A group B altruism illustrate why or how something happened. Also, this
2 A social facilitation B obedience type of analysis can produce useful information for
3 A bystander effect B deindividuation preventing negative events in the future.
2 Different information is gained by researchers
5 Suggested Answer depending on the type of data collected. Actually, not all
Conformity is the tendency of people in a group to think or data are useful in all situations. Qualitative data are
behave similarly. For example, someone might wear certain most instructive, so researchers often gather a high
clothing because it is popular among his or her social peers. quantity of descriptive data. The type of study also
determines what data will be most helpful. Studies that
6 1F 2T 3F intend to analyze historical information require
retrospective data. Prospective data will not be as
7 1 What do you think 4 don’t want to be useful in that case. Ultimately, the primary intention of
2 the bystander effect 5 any other suggestions the study determines which type of data is best.
3 They’d just watch 6 as an example
2 1T 2F 3F
8 Suggested Answer
A: What did you think about the lecture on group behavior? 3 1C 2E 3A 4B 5G 6D 7F
B: I enjoyed it! Take, for example, when he spoke about a
person getting robbed on a busy street. Most people 4 1 population 3 data 5 retrospective
believed they would take action. 2 qualitative 4 quantitative
A: Right. But the studies show that the bystander effect is
very powerful. 5 Suggested Answer
B: I know. Our actual behavior might be different. We might Correlational research focuses on dependent or related
just watch the crime occur. factors. It instructs researchers about the relationships of
A: Exactly. In emergency situations, there's a diffusion of variables operating together.
responsibility. Most people don't want to be held
accountable. 6 1A 2D
B: Yes, it was very interesting.
7 1 plan to conduct 4 beneficial in that case
9 Suggested Answer 2 to attend the 5 most important
Psych Lecture Evaluation 3 Will the study be 6 That makes sense
Professor: Pam Archer
Lecture Topic: The Dynamics of Groups 8 Suggested Answer
Overall Assessment: Professor Archer’s lecture was very A: Are you conducting any new research?
enjoyable. We discussed the impact groups have on B: I plan to conduct a cohort study, but I need approval first.
behaviors and decisions. We were presented with an A: What population will be your focus?
example of a person getting mugged on a busy street. B: Psychology students.
Then, we were asked how we’d react to that situation. A: That's interesting. Will the study be retrospective?
Everyone agreed that someone should help the victim. B: Yes, I prefer retrospective studies. I'm focusing on the
However, no one knew whether they’d actually do students' backgrounds and choice to study psychology.
something. I think the lecture was interesting and A: I see. I think you might encounter a causal relationship.
informative. I never knew the existence of a group impacted B: I think so, too.
behavior so much. It’d be interesting to discuss other
examples to understand more. 9 Suggested Answer
From: Larry Gold
Unit 6 To: Ariel Spencer
Re: Research Assistance Needed
1 Suggested Answers
Hello, Ariel,
1 Populations experience various changes over time. In

32 Answer Key
 Book 3 Answer Key

I finished the planning process and I am ready to start 8 Suggested Answer

research. You mentioned that you’d like to help me out. I’ll A: I'm about ready to start my experiment. Do you have
definitely require extra help. As I told you before, this is a experience with children?
cohort study. We’ll interview the students in the department B: Yes. The ethical guidelines are quite strict and research
and record their statements. Since all the students are in with minors requires parental consent. That's difficult to
the psychology department, they’ll share some acquire at times.
experiences. That’s essential for this study. I’ll need you to
A: Exactly. Hey, you work with children a lot. How do you
help me conduct the statistical research. That process will
deal with parents?
be a lot quicker with two people. After that, I’ll analyze the
B: I discuss the entire experiment with them beforehand.
data and write my report. Hopefully, you’re still available
And I always update them before I make any changes.
and we can get started next week.
Thanks. A: That sounds reasonable.

9 Suggested Answer
Unit 7
Research/Experiment Proposal Intended
1 Suggested Answers Research/Experiment: Twin Study
1 An animal study is research that focuses exclusively on Subject(s): Ben and Jake Miller (10 year-old boys)
animals rather than humans. Animals are often the Description: I plan to observe the interactions of 10 year-
subject of observational studies. In these situations, old twin boys. Since they are human subjects as well as
researchers monitor the behavior of animals with and minors, there are a number of ethical considerations. I
without interference. Depending on the type of study, already held interviews with the boys’ parents. They gave
the location of observation may differ. Some studies their consent and agreed to come to every meeting. If I
that require strict settings are located in a controlled make any changes to my plan, I’ll discuss it with them
laboratory. Studies focused on behavior and natural immediately. Currently, all preliminary details are in place.
stimuli are usually located out in the field. Approval of this proposal is the final step. A quick response
2 In my country, research and experiments involving is appreciated. I would like to start my research before the
minors are heavily regulated. For starters, children end of the month. Thank you.
cannot choose to participate in a study by themselves.
Their parents must give consent. Typically, parents or
guardians are informed of all aspects of the study Unit 8
before anything begins. Any changes to the research
must be cleared with the parents as well. As a human 1 Suggested Answers
subject, certain ethical guidelines must be followed as 1 After data are collected, they need to be characterized
well. These usually relate to the types of experiments before analysis begins. There are various ways to
that can and cannot be performed. characterize data. A common way is based on levels of
measurement. There are four levels of measurement.
2 1C 2A 3B Nominal measurement characterizes data by name
only. Ordinal measurement ranks or lists data in
3 1C 2A 3F 4G 5H 6B 7D 8E chronological or numerical order. Interval and ratio
measurement highlight the order and size of gaps
4 1 field experiment 3 animal study 5 ethical between data points. Interval measurement does not
2 interview 4 Consent 6 regulations include a zero starting point, while ratio measurement
does.
5 Suggested Answer 2 A survey is a questionnaire used to gain information
Ethical regulations are the rules or guidelines that govern about a particular subject. A self-report is very similar to
research. These types of regulations are necessary a survey. The two differ in their administration.
because they protect subjects. Without them, some Typically, a survey is presented to respondents by a
experiments may not be safe or properly conducted. researcher. The researcher explains the survey, its
purpose, and asks the questions. The respondent
6 1F 2T 3T answers the questions and the survey is filled out by the
researcher. A self-report may or may not be explained
7 1 to have experience 4 But the ethical prior to administration. There is little to no researcher
2 there are too many 5 dealing with human subjects interference. Usually, the respondent reads the
3 easy to accomplish 6 parental consent instructions and completes the survey, then returns it on
his or her own.

Answer Key 33
 Book 3 Answer Key

2 1T 2F 3F Unit 9
1 Suggested Answers
3 1D 2B 3C 4A 5E
1 Mental health professionals diagnose mental disorders
4 Collection Examination Characterizations of according to very strict criteria. They usually must take
Methods Methods Data time to get to know patients very well. They typically ask
archival search content analysis ordinal measurement patients many questions and, as much as possible,
survey meta-analysis interval measurement
observe their behavior. If a patient is particularly
self-report ratio measurement
disturbed or prone to falsehoods, a mental health
professional may interview other people in the patient's
5 Suggested Answer
life to get a clearer picture. Once the clinician feels that
Meta-analysis is advantageous because it reveals
he or she has enough information, he or she consults
relationships between data. Traditional analysis typically
the DSM to make a diagnosis.
focuses on a singular study, where meta-analysis
2 The most important information for making a diagnosis
compares various results.
is the set of symptoms a person is experiencing. A
mental health professional cannot diagnose a person
6 1A 2C
unless he or she understands what the patient is
feeling. It's also important to know how long the
7 1 reviewed your application 4 good to know
symptoms have occurred, and how severe they are.
2 I was responsible for 5 Can you explain that
Clinicians also need information about a person's family
3 However, for our 6 with all types
background and personal habits. All of this information
is gathered by asking the right questions.
8 Suggested Answer
A: I reviewed your application. Could you talk about your 2 1F 2T 3F
experience in more detail?
B: I previously worked for a consulting firm. We performed 3 1D 2B 3G 4E 5C 6H 7A 8F
data collection for private companies.
A: Was analysis part of your job? 4 1 symptom 2 condition 3 diagnose 4 identify
B: Yes, I was involved in research and analysis. But I
primarily focused on characterization of data post- 5 Suggested Answer
collection. The multi-axial system was the DSM’s system of
A: So, you're familiar with different levels of measurement? classifying symptoms for many years. It separated
different symptoms into different axes.
B: Yes. I'm most comfortable with nominal measurement
and ordinal measurement.
6 1D 2D
A: This position requires interval and ratio measurement.
Do you think you can handle those?
7 1 do you know 4 use the DSM
B: I believe so.
2 recognize patterns 5 standardized diagnoses
A: That's great to hear. You're definitely a strong candidate.
3 drawing different conclusions 6 match the criteria

9 Suggested Answer
8 Suggested Answer
Applicant Evaluation
A: How can clinicians diagnose mental disorders? It seems
Applicant’s Name: Shawn Spencer
difficult.
Position: Research Assistant/Field Team
B: Yes. Identifying a psychological condition often depends
Would you hire the applicant? Y / N
on getting reliable information from the patient.
Why or why not? The research assistant position will be
A: How do you know when you have the right information?
an integral part of the field team. He or she will perform
B: It's tricky. But at some point, a good psychologist will
research and administer surveys. From time to time,
uncover the root causes of behavior.
analysis may be required. The ideal candidate must have
A: I see. I guess I'd be concerned about a psychologist
experience in this field, and be able to take on new tasks
mistaking a set of symptoms for the wrong condition.
when requested. Shawn is a very qualified candidate. He
B: That's why clinicians use the DSM.
has experience in research, collection, and analysis. He
A: Oh, of course! That provides standardized diagnoses for
won’t need much characterization training since he’s
each set of symptoms.
already familiar with the levels. I think he’ll be a great
B: Yes. And it's updated to reflect the latest changes in
addition to the field team.
psychological healthcare.

34 Answer Key
 Book 3 Answer Key

9 Suggested Answer 8 Suggested Answer

The DSM is an important tool for mental health professionals. A: I'm sending you another patient this week.
It is a manual that includes information, including diagnostic B: What's the story with this one?
criteria, for a variety of mental disorders. Mental health A: He came to the hospital last month with an anxiety
professionals, like psychiatrists and psychologists can use the disorder. We treated him for panic attacks.
DSM to diagnose their patients. First, a clinician evaluates a B: But you're ready to release him now?
patient’s symptoms. Then, the clinician consults the DSM. A: Yes. The medication really helped. But he needs regular
Finally, the clinician determines if the patient’s symptoms care.
match up with any mental disorders in the DSM. Other B: I see. So, you think it's a standard case of a panic
industries, such as insurance companies and drug disorder?
manufacturers, also rely on the DSM. A: Actually, I don't. I think you should also explore the
possibility of PTSD.
Unit 10 B: He must have a traumatic event in his past.
A: Yes. It happened during his time in the military. But it's
1 Suggested Answers
difficult to get him to talk about it.
1 Everyone worries from time to time, and some people B: That does sound like a stress disorder. I'll look into it. All
worry more than others. Low levels of anxiety are part this will be in your notes, right?
of normal human life. However, at a certain level, A: Yes, of course. And feel free to call me if you have any
anxiety can become disabling. For example, if someone questions.
is too anxious to go to the store or spend time with
friends, he or she most likely has a problem. Some 9 Suggested Answer
people cannot make progress in their lives because
Patient: Kevin Fischer
they are too anxious to try new things. When a person's
Referred by: Dr. Kingston
life is consumed by this level of anxiety, a clinician is
Referred to: Dr. Simmons
likely to identify a disorder.
The patient was hospitalized for anxiety disorder. We
2 Depression is probably the most commonly known
treated him with medication and reduced the number and
mood disorder. When people are depressed, they feel
severity of his panic attacks. I conducted several therapy
tired, sad, and disinterested in activities. They don't
sessions with the patient, and it looks like he definitely
want to leave home or engage with others. They might
suffers from a severe mood disorder. However, I don’t think
have trouble sleeping. Or, they might sleep too much.
it’s just anxiety. In our sessions, he mentioned periods of
People who are depressed also have very low self-
irrational stress, brought on by various triggers. This
esteem. They may have a poor image of themselves.
indicated PTSD. He has a military background, so I doubt
Another mood disorder is bipolar disorder. People with
that it’s generalized anxiety disorder. But PTSD might be
this disorder also suffer from depression. However, the
worth exploring.
depression alternates with extreme activity, sometimes
to an uncontrollable and destructive degree.
Unit 11
2 1D 2D 3B 1 Suggested Answers
1 Schizophrenia is a highly variable disorder. Some of the
3 1H 2F 3A 4B 5G 6E 7D 8C most common symptoms are delusions, hallucinations,
and disturbed thinking. Delusions are beliefs that are
4 1 compulsion 3 stress disorder not true. The patient believes that they are true,
2 anxiety disorder 4 mood disorder however. Hallucinations are perceptions of visible,
audible, or other stimuli that do not exist. Disturbed
5 Suggested Answer thinking also occurs, and involves changes or problems
An obsession is an idea that an OCD sufferer cannot get with the way a person with schizophrenia views the
out of his or her mind. A compulsion is a repetitive activity world. He or she might have trouble making rational
that he or she engages in to temporarily control the decisions or reasoning through an entire process.
obsession. 2 One important way to spot mental disorders in children
is to look at developmental milestones. For example,
6 1T 2F 3T there is an average age at which most children learn to
sit up, walk, and talk. If a child is behind other children
7 1 with a mood disorder 4 bipolar disorder
in just one of these areas, there may be nothing to
2 ready to release 5 major mood swings
worry about, as people progress at varying rates.
3 stabilized her mood 6 goes through periods
However, if a child fails to achieve multiple milestones
in a timely manner, the parents might want to have the

Answer Key 35
 Book 3 Answer Key

child evaluated. 1 Suggested Answers

1 It can be hard to treat certain personality disorders
2 1T 2T 3F because people often cannot recognize their own
disorders. Many, if not most, personality disorders include
3 1H 2B 3D 4E 5F 6A 7C 8G
some degree of self-absorption. This means that it might
be very difficult for a person to realize that he or she even
4 1 dissociative identity disorder
has a problem. In these cases, the person will have no
2 schizophrenic disorder
reason to seek treatment. Even if he or she did enter
3 dissociative amnesia
treatment, he or she would likely resist any criticism of his
4 undifferentiated schizophrenia
or her personality. This resistance makes a patient very
5 dissociative disorders
difficult to treat.
2 One disorder that often has harmful effects on others is
5 Suggested Answer antisocial personality disorder. People with antisocial
Dissociative disorders all involve a loss of memory of personality disorder do not care about others. They are
some kind. People with dissociative disorders lose contact focused on manipulating other people to perform
with reality and create an alternate reality in their minds. particular behaviors. Antisocial individuals often have no
sympathy or compassion. In addition, they aren't
6 1B 2C motivated by notions of guilt or shame. They may,
however, be afraid of punishments, which makes them
7 1 disorganized schizophrenia 4 by disturbed speech dangerously deceptive. Antisocial people are very unlikely
2 that causes delusions 5 catatonic schizophrenia to seek treatment. They don't recognize a problem with
3 think you’re describing 6 in the same position their behavior.

8 Suggested Answer 2 1A 2D 3C
A: Do you want to review for tomorrow's exam? 3 1D 2B 3C 4A
B: Yes. I keep mixing up the dissociative disorders.
A: So, do I. Let's start with dissociative amnesia. 4 1 A personality disorder B antisocial personality disorder
B: Isn't that the one that causes the person to wander off 2 A narcissistic personality disorder B Avoidant personality
somewhere? disorder
A: That doesn't sound right. I think you're describing a 3 A schizoid personality disorder B Schizotypal personality
dissociative fugue. disorder
B: You're right. Dissociative amnesia is memory loss, 5 Suggested Answer
when someone can't remember his or her identity. It Some symptoms of histrionic personality disorder are
often occurs along with a fugue state. exaggerated emotions, being self-centered, and being
A: That’s it. So, what is dissociative identify disorder? deceitful.
B: I definitely know that one. That's when a person has
more than one personality in his or her mind. 6 1T 2F 3T
A: We should probably go over these again.
B: Sure. Let's start from the beginning. 7 1 personal relationships 4 a paranoid case
2 most personality disorders 5 that explain why
9 Suggested Answer 3 also suspicious 6 exaggerate the importance
Two major types of dissociative disorders are dissociative
amnesia and dissociative identity disorder. They both 8 Suggested Answer
involve problems with memory and identity. Patients with A: I have a new patient and I could use some help with a
these disorders often have trouble maintaining diagnosis.
relationships with others. However, the two conditions B: Sure. What are his symptoms?
present different symptoms. Dissociative amnesia is A: He's got serious relationship problems.
characterized by loss of memory following a traumatic B: That's pretty common. What else is there?
event. Dissociative identity disorder is often very A: He has very low self-esteem. He doesn't think anyone
pronounced, causing a patient to have distinctly separate likes him.
personalities which they can switch between. B: That narrows it down. We could be looking at a borderline
Often the patient cannot remember what they did in an case.
alternate personality. A: Would that explain why he can't be at home alone?
B: Not really. Tell me, does he constantly seek your
Unit 12 approval?
A: Yes. In fact, he seems to need everyone's approval.

36 Answer Key
 Book 3 Answer Key

antipsychotic ECT free association

2 Patient’s Needs Available Services antidepressant psychosurgery psychodynamic
tranquilizer therapy
Medication 1. Prescriptions for
antipsychotics,
antidepressants, 5 Suggested Answer
tranquilizers Family therapy can help resolve conflicts within families, or
2. Psychosurgery and Referral to a specialist help family members support each other through mental
electroconvulsive therapy facility
and emotional challenges.
3. Resolution for problems Cognitive Therapy
with negative thinking and
self-esteem 6 1C 2B
Resolutions to family 4. Family Therapy
conflicts 7 1 understand what’s causing 4 have any other
B: I bet even from people he barely knows. 2 don’t want to feel 5 family therapy
A: Yes! 3 will accomplish 6 How would that
B: It sounds to me like he has dependent personality
disorder. 8 Suggested Answer
A: Oh, of course! I'll check it out. Thanks for your help. A: Let's discuss your treatment.
B: What do you have in mind?
9 Suggested Answer A: Since you're experiencing undesirable behavior, we'll
Patient: Herman Cahill focus on behavioral therapy. It deals with the thoughts
Mr. Cahill is exhibiting a number of symptoms of a and feelings that cause those behaviors.
personality disorder. Primarily, he has very low self-esteem. B: And that will help with the anxiety I'm feeling?
He often assumed others don’t like him. He can’t be home A: Yes. We'll focus on cognitive therapy to resolve your
alone and he constantly seeks other people’s approval. I negative thinking and self-esteem issues.
now think this is a case of dependent personality disorder. B: Do you have any other recommendations?
A: I'd like you to consider group therapy at a later stage.
Unit 13 B: Is that really necessary?
1 Suggested Answers A: If I observe your interactions in group, I'll be able to
understand your situation better. If we can resolve it
1 Non-therapeutic psychoanalytic treatments include
without tranquilizers, we should.
drugs and surgical procedures. Typically, only severe
B: Alright.
mental or emotional issues are treated in this manner.
Psychoanalysts with MDs are able to prescribe
9 Suggested Answer
medication, depending on a patient's illness.
Westview Treatment Center – Treatment Plan
Antipsychotics treat mental psychoses like
Patient: Samantha Franklin
schizophrenia and paranoia. Antidepressants
Psychoanalyst: Dr. Ted Mercer
counteract or prevent depression. Tranquilizers are
Overview of Plan: Ms. Franklin suffers from depression
used to relax or calm the body. Psychosurgery and ECT
and social anxiety. Neither emotional disorder is severe
are radical, invasive procedures, and they are only used
enough for invasive procedures. I recommended behavioral
in extreme cases.
therapy and cognitive therapy. There seems to be
2 All psychoanalytic therapies have a similar background.
something hidden that’s causing her anxiety. The therapy
However, each type is used to treat varied levels of
should unlock her unconscious and uncover that issue.
similar disorders or distinctly different illnesses.
We’ll begin weekly sessions in a few days. Depending on
Behavioral and cognitive therapy both focus on
the speed of her improvement, I would like to put her in
behaviors and negative thinking. Cognitive therapy,
group therapy. If she doesn’t seem to improve, I might
though, has a narrower focus than behavioral therapy.
consider prescribing a mild tranquilizer. That’s a last resort,
Humanistic and existential therapies involve discussion
though. I believe regular therapy and occasional group
of the role of the individual. Humanistic therapy is
sessions are all she’ll need.
concerned with personal growth, and focuses mostly on
the isolated self. Existential therapy focuses more on
Unit 14
the individual's place in the world.
1 Suggested Answers
3 1B 2A 3F 4D 5E 6C 7G 1 There are many opportunities for psychologists to be
involved in the community. One outlet is community
4 Medications Medical Therapy psychology. This is the study of relationships between
Procedures Techniques individuals and communities. There are also more

Answer Key 37
 Book 3 Answer Key

specific opportunities within the community itself. School and you are a people-person. I think community psychology
and educational psychology offer the chance to improve would be a great choice for you. You’d have the opportunity
the educational system. Both focus on learning to help people improve their communities. Another field you
techniques and effective methods for treating might consider is school psychology. That would let you
psychological issues within schools. School psychology help children improve their performance and general well-
includes aspects of diagnosis and treatment from clinical being. There’s a great education psychology course, if that
psychology as well. interests you.
2 As with other fields, psychology plays a major role in the Hope that helps!
average workplace. There are a number of ways this Professor Calhoun
occurs. From everyday office equipment to the structure
of an organization, psychology is involved. Industrial and Unit 15
organizational psychologies apply psychology to
1 Suggested Answers
business decisions, personnel, and ergonomics. The
1 In my country, there are different professional
purpose is to make the workplace more efficient and
requirements for each type of psychologist. Universities
organized. When combined with health concepts, these
typically offer a bachelor's, master's, or doctoral
fields work to make the workplace less hazardous to
program in psychology. Some companies require their
workers. Hazards include physical injuries and health
psychologists possess advanced, doctoral degrees.
issues, as well as psychosocial issues such as stress.
Others allow psychologists to work while attaining their
2 1D 2A 3A degree. While it is rare, it is possible to work as a
psychologist with only a bachelor's degree. Some
3 1A 2E 3C 4F 5B 6D people attain specialist licenses for very particular
psychologist positions. They cannot perform other
4 1B 2B 3A services unless they possess more advanced training
and qualification.
5 Suggested Answer 2 In practice, many psychologists remain in academics or
Occupational health psychology is important because it education. There are career options in all levels of
works to prevent and eliminate work-related injuries and education. Some specialize in scholarly or scientific
stress. research at the university level. Others work at
elementary or high school levels as counselors or
6 1F 2T 3T behavioral therapists. They're able to diagnose and
treat behavioral and learning issues for students. One of
7 1 familiar with that 4 human factors
the most common fields, yet not well-known, is
2 psychology to business 5 ergonomic equipment
3 That doesn’t sound 6 might also use psychometrics. A psychometrician specializes in the
psychological measurement of certain abilities. They
8 Suggested Answer assess evaluation programs, such as standardized tests
A: I'm concerned about my options. What can I do with a and personality quizzes.
psychology degree? 4 2 Position Duties Qualifications
B: You can do a lot with it. What are your interests? Academic 1. Perform PsyD, PhD, or
A: I actually like being involved in my community. I'm a Psychologist empirical research doctoral degree
people-person. and publish in progress
B: In that case, I recommend community psychology. journal articles
A: I'm not familiar with that. What is it? 2. School Help students 3. MA or
B: It's about the relationship of individuals and their Psychologist achieve specialist
communities. and performance license
A: Would I get to work with children? Psychometrician goals
B: Possibly. But school psychology and educational Consulting 4. Assess 5. Experience in
psychology might have more opportunities for that.
Psychologist educational clinical or
A: That sounds interesting to me. Can you give me more
structure in counseling psy-
information on it?
schools chology, EdD
B: Sure. I'll send you an email.
3 1B 2E 3F 4A 5D 6C 7H 8G
9 Suggested Answer
4 1 MA 4 consumer psychologist
Hi Maxine,
2 military psychologist 5 engineering psychologist
I’m happy to give you some ideas for a career path. You 3 PsyD
mentioned that you liked being involved in the community

38 Answer Key
 Book 3 Answer Key

5 Suggested Answer
A consulting psychologist specializes in assessment and
intervention on professional or educational environments, and
is likely to have a background in clinical or counseling
psychology.

6 1F 2T 3T

7 1 I understand that 4 employee behavioral assessments

2 consulting psychologist 5 school psychologist
3 were your responsibilities 6 aware of that

8 Suggested Answer
A: Thank you for coming in on such short notice.
B: No problem. I'm really interested in working for a
government agency. Especially in the educational field.
A: That’s good to hear. What were your responsibilities in
your previous position?
B: I was a school psychologist for a public district after I got
my EdD and I'm a licensed psychometrician.
A: That should be helpful in this position.
B: I hope so. I enjoy working in education.

9 Suggested Answer
Applicant Evaluation Form
Applicant: Daniel Banks
Position: Psychometrician
Would you hire this person? Y/N
Why or why not? Daniel is a very qualified candidate. He’s
most recently worked as a licensed psychometrician. He’s
conducted evaluations of various personality and IQ testing
programs. He has more than the required education and
experience. He has a PhD and an up-to-date license. Prior
to his current position, he worked as a school psychologist
and clinical psychologist. We requested this type of
experience in our posting. I believe he’s the best candidate
and will be a great fit for our team.

Answer Key 39
 Audioscripts
Unit 1 Unt 3
Psychologist: Good afternoon, Mr. Smith. How can I help you? Professor: Okay, where were we? Oh, yes. The challenges of
Parent: I want to talk about my son, James. I'm afraid that he's cross-cultural psychology. So, psychologists from one culture
not developing at the right pace. often misunderstand the behaviors of another.
Psychologist: Okay. How old is he? Student: Sorry to interrupt, but why is that? Isn't psychological
Parent: He's about fourteen months old. analysis a universal science?
Psychologist: And why do you think his physical development is Professor: Not exactly. Cultural prejudices affect psychology
impaired? more than other sciences.
Parent: Well, he doesn’t know how to walk yet. But other children Student: I don't see why. Psychologists just need to apply
his age already do. objective reasoning, right?
Psychologist: Actually, he’s fairly normal. Some children don’t Professor: Well, I’ll give you an example. Remember our
learn to walk for eighteen months. discussion about polychronic cultures?
Parent: Oh, that’s quite a relief. Student: Yeah, they’re the ones who don’t worry about time.
Psychologist: Your son probably crawls by now, right? Professor: Right. What do you think of that practice?
Parent: Yes. He started crawling about three months ago. Student: A disregard for schedules? It’s pretty weird. I mean, how
Psychologist: In that case, don’t worry. Your child is developing does anyone get anything done?
his motor skills just fine. Professor: See, that’s a cultural prejudice. You just applied your
Parent: That’s great. Just to be sure, though, when should I start own ethnocentrism to another culture.
to worry? Student: Oh, I see what you’re getting at. With that attitude, I
Psychologist: Give it another four months or so. If he’s still not can’t possibly conduct an objective study.
walking, bring him in. Professor: Exactly. Now, what would people from a polychronic
Parent: What could that indicate? culture think of you?
Psychologist: Any number of factors could cause a Student: Hmm, that's a good question. They'd probably think I'm
developmental delay. But please don't worry. I'm sure he's unnaturally obsessed with time.
just fine. Professor: Right. Their ways may seem strange to you. But your
Parent: All right. Thanks for the information. ways are just as strange to them.

Unit 2 Unit 4
Student 1: Hey, Rachel. Do you want to review the Piagetian Psychologist: Okay, Nancy. Last week, we discussed your
stages together? dissatisfaction with your job.
Student 2: Sure. Name one and I'll tell you what happens during Patient: Right. I just feel like I can't do well in that environment.
it. Then, we'll switch. Psychologist: I believe there are a couple of factors affecting
Student 1: Okay. How about the concrete operational stage? you. For one, you’re relying too much on social comparison.
Student 2: That’s the third one. Children learn logical thinking Patient: What does that mean?
during that stage. Psychologist: You always compare your success to your
Student 1: Correct. It’s also when they learn how to manipulate coworkers’ success. In particular, you focus too much on
imaginary objects. Tim.
Student 2: Great. Now it’s your turn. What occurs during the Patient: But Tim always does so well. I don’t understand why he
preoperational stage? gets so much attention.
Student 1: The preoperational stage is the last – wait, no. It’s the Psychologist: Well, analyzing Tim isn’t helping you right now.
second stage, right? You need to focus on your own work.
Student 2: Yes, the preoperational stage is the second Piagetian Patient: Okay, I guess you have a point. After all, he doesn’t even
stage. work in my department.
Student 1: Let’s see. That’s when the child learns to Psychologist: Right. Now, the other problem is a little trickier. I
communicate verbally and develop ideas. think I see some self-handicapping in your behavior.
Student 2: You’re right. Just remember that it’s the Patient: Self-handicapping? You mean, I'm stopping myself from
preoperational, not the formal operational, stage. succeeding?
Student 1: I'll try to remember that. But there are four stages, Psychologist: That's exactly right. You keep saying that you
right? What stage are we missing? don't care about this job.
Student 2: The sensorimotor stage. It's when a child develops Patient: I don't. How is that preventing my success?
sensory awareness and motor skills. Psychologist: I believe it's a self-fulfilling prophecy. If you
Student 1: Right. These stages can be a little confusing, huh? change your attitude, it might improve your performance.
Student 2: They sure can. We should go over them again. Patient: Hmm. That's a lot to think about.

40 Answer Key
 Audioscripts
Unit 5 Unit 7
Professor: We're discussing the dynamics of groups next week. Psychologist 1: Hey, Marvin. I'm about to test a new drug. Do
Did you prepare something yet? you have experience with animal studies?
Student: I came up with some scenarios to present. Psychologist 2: No. I only deal with human subjects.
Professor: Oh, great! Tell me about them. Psychologist 1: Why is that? Isn’t it beneficial to have
Student: Take, for example, a person getting robbed on a busy experience with animals and humans?
street. What would you do in that situation? Psychologist 2: Of course. However, there are too many
Professor: What do you think the students will say? variables working with animals.
Student: I think we’ll see a lot of altruism. Most people believe theyPsychologist 1: You could eliminate those variables in a
would take action. laboratory.
Professor: Right. However, studies show that the bystander Psychologist 2: I prefer a field experiment. That’s easy to
effect is very powerful. accomplish with human subjects.
Student: So, you’re saying their actual behavior might be different. Psychologist 1: Issues with human subjects can arise as well.
They’d just watch the crime occur? The ethical guidelines are much stricter.
Professor: Exactly. In emergency situations, there’s a diffusion Psychologist 2: I realize that. But the ethical regulations prevent
of responsibility. Most people don’t want to be held many complications.
accountable. Psychologist 1: I actually prefer dealing with human subjects as
Student: Hmm. That’ll be interesting, then. well. But this is a drug for minors.
Professor: I agree. Did you have any other suggestions? Psychologist 2: What’s the significance of that?
Student: Yes. I wanted to use a fraternity as an example. Psychologist 1: Research with minors requires parental
Professor: Good. That's very familiar to college students too. consent. That’s difficult to acquire at times.
And members often experience deindividuation. Psychologist 2: I see what you're saying. The regulations are
Student: I see it in some of my friends in those organizations. especially strict.
They dress, act, and think alike. Psychologist 1: Exactly. Hey, you work with children a lot. How
Professor: And that's actually an example of conformity. Good do you deal with parents?
job. You prepared well. Psychologist 2: I discuss the entire experiment with them
beforehand. And I always update them before I make any
Unit 6 changes.
Psychologist 1: That sounds reasonable.
Professor 1: I’m submitting a proposal to the university
tomorrow. I plan to conduct a cohort study, but I need Unit 8
approval first.
Professor 2: What population will be your focus? Interviewer: Welcome to Content Industries. We appreciate your
Professor 1: Students who received scholarships to attend the interest in the research assistant position.
university. Applicant: Thank you for inviting me in today.
Professor 2: That’s interesting. Will the study be retrospective? Interviewer: Of course. I reviewed your application. Could you
Professor 1: No, prospective. I’m focusing on how their talk about your experience in more detail?
scholarships relate to their futures. Applicant: Sure. I previously worked as a research assistant for
Professor 2: I’d think correlational research would be beneficial an advertising firm. I was responsible for administering
in that case. surveys and self-reports.
Professor 1: It would be, but I prefer longitudinal studies. Interviewer: Was analysis part of your job?
Changes over time are the most important to me. Applicant: Not specifically. However, for our large projects, I
Professor 2: That makes sense. I hope your research supports performed some meta-analysis.
your hypothesis. Interviewer: It’s good to know you have some experience
Professor 1: I hope so as well. Are you conducting any new performing post-survey tasks.
research? Applicant: I also have experience with pre-survey tasks.
Professor 2: Not yet. I'm still completing the analysis of my last Interviewer: Oh, really? Can you explain that?
study. Applicant: Well, I typically performed the archival searches as
Professor 1: Oh, I thought you finished that already. well.
Professor 2: The statistical research is completed. I just need to Interviewer: So, you’re familiar with historical data?
analyze the data now. Applicant: Yes. I’m comfortable with all types of data collection.
Professor 1: Ah, I see. Well, contact me if you need help. I'm Interviewer: Hmm. Often, young research assistants aren't
always happy to double-check calculations. comfortable with the older databases.
Professor 2: Thanks! I'll contact you later in the week. Applicant: My old firm had a lot of large projects. I had many
opportunities to learn.

Answer Key 41
 Audioscripts
Interviewer: I see. You're definitely a strong candidate. Let's talk Unit 11
about your experience with data characterization.
Student 1: Do you want to review for tomorrow's exam?
Student 2: Yeah, I keep mixing up the types of schizophrenic
Unit 9
disorders.
Student: How can clinicians diagnose mental disorders? Student 1: So do I. Let’s start with disorganized schizophrenia.
Professor: It's similar to the way a medical doctor diagnoses an Student 2: Isn’t that the one that causes delusions?
illness. Student 1: That doesn’t sound right. I think you’re describing
Student: Yes, but that seems much more difficult with mental paranoid schizophrenia.
disorders. Student 2: Oh, yeah, you’re right. So, disorganized
Professor: I'm glad you brought that up. Why do you think so? schizophrenia is indicated by disturbed speech and strange
Student: Well, let's say I want to know if I have diabetes. I can behavior.
just get a simple blood test. But that's not an option if I'm Student 1: That’s it. So, what is catatonic schizophrenia?
suffering from depression. Student 2: I definitely know that one. That’s when a person stays
Professor: That's very true. Diagnosing a mental disorder is a in the same position for a long time. What about
more complex process. undifferentiated schizophrenia?
Student: I know it requires asking a lot of questions. How do you Student 1: That happens after a patient gets treatment. The
know when you have enough information? symptoms are reduced, but not completely gone.
Professor: That can be tricky. But at some point, a good Student 2: No, that's not it. I think you just described residual
psychologist will start to recognize patterns. schizophrenia.
Student: I see. I guess I’d be concerned about one psychologist Student 1: Wait, really? So, undifferentiated schizophrenia must
drawing different conclusions than another. be that general category.
Professor: That’s why clinicians use the DSM. Student 2: Right. That's the classification when one of the other
Student: Oh, of course! That provides standardized diagnoses types doesn't fit.
for each set of symptoms. Student 1: Wow, these are confusing. We should probably go
Professor: Yes, it does. And the DSM criteria match the criteria over them again.
in the ICD, too. Student 2: Sure. Let's start from the beginning.
Student: So, diagnoses are the same all over the world?
Professor: Yes, for the most part. Unit 12
Psychologist 1: Hey, Terrence. I could use some help with a
Unit 10
diagnosis.
Psychologist 1: Hey, Helen. I'm sending you another patient this Psychologist 2: Of course, Lisa. What's up?
week. Psychologist 1: I know you specialize in personality disorders.
Psychologist 2: Oh, yeah? What's the story with this one? Clearly, my patient has one.
Psychologist 1: She came to the hospital last month with a Psychologist 2: Okay. What are his symptoms?
mood disorder. We treated her for severe depression. Psychologist 1: He has trouble maintaining personal
Psychologist 2: But you’re ready to release her now? relationships.
Psychologist 1: Yes. The medication really stabilized her mood. Psychologist 2: That’s the case with most personality disorders.
But she needs regular care. What else is there?
Psychologist 2: I see. So, you think it’s a standard case of Psychologist 1: Well, he’s also suspicious of other people.
depression? Psychologist 2: Hmm. That narrows it down a little bit. We could
Psychologist 1: Actually, I don’t. I think you should explore the be looking at a paranoid case.
possibility of bipolar disorder. Psychologist 1: Would that explain why he has emotional
Psychologist 2: Oh, she must be exhibiting some major mood outbursts?
swings. Psychologist 2: Not necessarily. Tell me, does he exaggerate
Psychologist 1: Yes, she is. She goes through periods of the importance of events in his life?
extreme energy. Then she’s back to deep depression again. Psychologist 1: Yes, he’s very dramatic. He interprets
Psychologist 2: Hmm. That does sound like bipolar disorder. insignificant actions as major attacks or offenses.
Psychologist 1: Right. Oh, and she also shows signs of an Psychologist 2: Ah, now we're getting somewhere. I bet he
anxiety disorder. Sometimes, she has sudden attacks of fear demands a lot of attention, too.
and anxiety. Psychologist 1: Oh, sure. His emotional episodes usually
Psychologist 2: Could be panic disorder. I'll look into it. All this happen in public.
will be in your notes, right? Psychologist 2: Well, I can't say for sure. But you should
Psychologist 1: Yes, of course. And feel free to call me if you definitely look into histrionic personality disorder.
have any questions. Psychologist 1: Oh, of course! I'll check it out. Thanks for your
help.

42 Answer Key
 Audioscripts
Unit 13 Unit 15
Psychologist: Okay, Rhonda. Let's discuss your treatment. Interviewer: Thank you for coming in on such short notice.
Patient: Sure. What are my options? Applicant: No problem. I’m really interested in working for a
Psychologist: I think you'll benefit from standard government agency. Especially in the educational field.
psychoanalysis. Interviewer: I’m glad to hear it. Now, I understand that your
Patient: And that will help with the anxiety I'm feeling? experience is actually with private firms.
Psychologist: I believe so. We'll focus mostly on psychodynamic Applicant: Right. I was a consulting psychologist at a large
therapy. It opens up your unconscious mind. corporation for a few years.
Patient: Oh, I see. I thought you'd prescribe some medication. Interviewer: What were your responsibilities there?
Psychologist: Well, we need to understand what’s causing the Applicant: I managed employee behavioral assessments. I also
issue. If we can resolve it without tranquilizers, we should. performed some duties of a counseling psychologist.
Patient: Okay. I really just don’t want to feel this way anymore. Interviewer: Do you have any other specialized experience?
Psychologist: I completely understand. I hope that’s what this Applicant: Yes. I did my clinical internship assisting a school
treatment plan will accomplish. psychologist. I helped with performance improvement.
Patient: Do you have any other recommendations? Interviewer: Oh, really! I wasn’t aware of that. Did you work with
Psychologist: I’d like you to consider family therapy. psychometrics?
Patient: How would that help me? Applicant: Yes. In fact, that was a major component of my
Psychologist: Family dynamics can be the cause of social doctoral dissertation.
anxiety. If I observe your family, I'll be able to understand Interviewer: I’m glad you mentioned that. That experience
your situation better. should be really helpful in this position.
Patient: I'm not too comfortable with that. Is that really Applicant: I hope so. I enjoyed working in the private sector. But
necessary? I’m ready to get back to an education focus.
Psychologist: No, it's just one method. Maybe I can observe Interviewer: That’s excellent.
your interactions in group therapy instead.
Patient: Yeah, that sounds better.

Unit 14
Student: Thanks for meeting with me. I want to talk about career
options with a psychology degree.
Advisor: You can do a lot with that degree. What are your
particular interests?
Student: Hmm. Well, I'm very creative. I really like improving
systems and processes.
Advisor: Great! For starters, there's industrial psychology.
Student: I’m not familiar with that. What is it?
Advisor: It’s the application of psychology to business and
industrial issues.
Student: Really? That doesn’t sound creative at all.
Advisor: Actually, it is. One major component is human factors.
Are you familiar with that?
Student: I think so. That’s the design of ergonomic equipment,
right?
Advisor: Exactly. You might also use organizational psychology.
That’s where you’d analyze and improve employees’
workplace experiences.
Student: Huh. Actually, that sounds perfect for me!
Advisor: I figured you'd like that. See, there are more options
than you might realize.
Student: Do you suggest any particular courses?
Advisor: I recommend our course in occupational health
psychology. It combines some of those other fields I
mentioned.
Student: I'll sign up for that. Thanks for your help!

Answer Key 43