ATKINSON & HILGARD’S
INTRODUCTION TO
PSYCHOLOGY
15TH EDITION
INSTRUCTORS MANUAL
For use with Atkinson & Hilgard’s Introduction to Psychology 15th edition (9781844807284)
© Cengage Learning EMEA, 2009
,Introduction
Goals of the Instructor’s Manual
We are pleased to introduce you to the Instructor’s Manual to accompany the fifteenth
edition of Atkinson & Hilgard’s Introduction to Psychology by Susan Nolen-Hoeksema, Barbara
Fredrickson, Geoffrey Loftus, and Willem Wagenaar.
The main goal of the Instructor’s Manual is to provide the instructor of an introductory
psychology course with an array of additional teaching tools with which to help students develop
an understanding of the concepts presented in the chapter. We have provided lecture ideas, class
activities, and writing assignments that we have used in the past and have found successful.
A Word About Sources
Many of the ideas for this manual were developed by former authors of this Manual. In
other cases, we have tried to give credit to any source from which we gathered our materials
when we have not created them ourselves. As many of the ideas mentioned in this manual come
from lecture notes, there may be activities and/or lecture ideas that do not have a reference
citation attached to them. This approach was used because an activity or lecture may have been
developed in the classroom, or through updates in lecture notes, and that information therefore is
irretrievably lost.
Overview of Subsections
Chapter Objectives
This section, which is mainly self–explanatory, provides a set of additional “Learning
Objectives”, that based around the content of each chapter.
Notable Quotes
Oftentimes there are quotes that really bring a point home. Students remember and enjoy
these pieces of trivia. We think it will also help students remember that psychology is all around
them. We have included quotes that try to make a point. Each chapter has quotes from
psychologists as well as nonpsychologists. We have found that quotes make the subject and the
researchers “real” to the student. Using quotes as a discussion starter also helps get into material
from an especially interesting perspective. The quotes can be used to begin coverage of a chapter
by telling the students “This is what certain people believe about this topic.” Other quotes may
be included appropriately in lectures related to specific concepts. We have tried not to show our
own biases and beliefs in our choice of quotes. We hope we were successful.
2
, Chapter Terms
This is a list of terms the student will encounter in this chapter and will need to have
defined in order for the material to make sense. Terms may appear in more than one chapter. The
overlap should help assure that students will learn key vocabulary in cases where terms have
multiple applications.
Lecture Ideas
These lecture ideas are intended as suggestions of other directions the instructor can choose to
follow, time permitting. We have given a brief discussion of the area with some references to
further reading and websites if the instructor would like to develop the lecture more. (We have
tried to include references to journals and/or books that most college and university libraries
would have in their holdings.) Without gathering further information, the lecture ideas as they
stand would give the instructor enough information for approximately a five– to ten–minute
presentation of the idea.
Student Involvers: Essay Questions
These are questions that can be used for short answer essay tests or when encouraging
student participation. They were developed such that the answer for the question can be found in
the book. There are no short answer questions for the lecture ideas included here. (Note also that
the Study Guide “Ideas and Concepts” section for each chapter contains numerous other short
answer and essay–style questions that could be used for Student Involvers.)
Student Involvers: Discussion Questions and Critical Thinking
These are “thought” or critical thinking questions to which answers cannot wholly be
found in the book. In some cases, there is no right answer. Students will have to apply or
“stretch” their comprehension of the material to answer these questions. Also included are CD-
ROM Psyk.Trek-dependent questions. These questions are designed to be used as in–class
discussion or writing activities in which the instructor has the class take 15 minutes or so to talk
or write about the question. This activity is intended to give the students a chance to explore
thinking creatively and freely.
Student Involvers: Class Activities and Assignments
This section may contain anywhere from 1–5 activities depending on the topic covered.
We have done our best to communicate how to run the activity so that it is not confusing. We
also have done our best to inform you when the activity was taken in whole or part from another
source. For many activities, a related web site is included to aid in clarification and provide
information related to the activity. Although it would be nice to include activities that are from
the lecture ideas, we feel it would create additional work for the instructor to always need to
check if an activity is related to information covered in the book or from the lecture ideas.
Additional Websites
This section gives additional internet resources related to each chapter. Typically these
are large web sites with multiple links that relate to the chapter topic as a whole.
3
, Quizzes
There are six short (10–item) multiple–choice quizzes and an answer key for each
chapter which can be used in their current format or combined into longer examinations. (See the
discussion of the quizzes below.)
Handouts/Transparencies
Within some of the chapters in the Manual, you will find content related handouts and/or
transparencies. These correspond to either the lecture ideas or the suggested activities. The
handouts and transparencies may be copied and distributed.
4
INTRODUCTION TO
PSYCHOLOGY
15TH EDITION
INSTRUCTORS MANUAL
For use with Atkinson & Hilgard’s Introduction to Psychology 15th edition (9781844807284)
© Cengage Learning EMEA, 2009
,Introduction
Goals of the Instructor’s Manual
We are pleased to introduce you to the Instructor’s Manual to accompany the fifteenth
edition of Atkinson & Hilgard’s Introduction to Psychology by Susan Nolen-Hoeksema, Barbara
Fredrickson, Geoffrey Loftus, and Willem Wagenaar.
The main goal of the Instructor’s Manual is to provide the instructor of an introductory
psychology course with an array of additional teaching tools with which to help students develop
an understanding of the concepts presented in the chapter. We have provided lecture ideas, class
activities, and writing assignments that we have used in the past and have found successful.
A Word About Sources
Many of the ideas for this manual were developed by former authors of this Manual. In
other cases, we have tried to give credit to any source from which we gathered our materials
when we have not created them ourselves. As many of the ideas mentioned in this manual come
from lecture notes, there may be activities and/or lecture ideas that do not have a reference
citation attached to them. This approach was used because an activity or lecture may have been
developed in the classroom, or through updates in lecture notes, and that information therefore is
irretrievably lost.
Overview of Subsections
Chapter Objectives
This section, which is mainly self–explanatory, provides a set of additional “Learning
Objectives”, that based around the content of each chapter.
Notable Quotes
Oftentimes there are quotes that really bring a point home. Students remember and enjoy
these pieces of trivia. We think it will also help students remember that psychology is all around
them. We have included quotes that try to make a point. Each chapter has quotes from
psychologists as well as nonpsychologists. We have found that quotes make the subject and the
researchers “real” to the student. Using quotes as a discussion starter also helps get into material
from an especially interesting perspective. The quotes can be used to begin coverage of a chapter
by telling the students “This is what certain people believe about this topic.” Other quotes may
be included appropriately in lectures related to specific concepts. We have tried not to show our
own biases and beliefs in our choice of quotes. We hope we were successful.
2
, Chapter Terms
This is a list of terms the student will encounter in this chapter and will need to have
defined in order for the material to make sense. Terms may appear in more than one chapter. The
overlap should help assure that students will learn key vocabulary in cases where terms have
multiple applications.
Lecture Ideas
These lecture ideas are intended as suggestions of other directions the instructor can choose to
follow, time permitting. We have given a brief discussion of the area with some references to
further reading and websites if the instructor would like to develop the lecture more. (We have
tried to include references to journals and/or books that most college and university libraries
would have in their holdings.) Without gathering further information, the lecture ideas as they
stand would give the instructor enough information for approximately a five– to ten–minute
presentation of the idea.
Student Involvers: Essay Questions
These are questions that can be used for short answer essay tests or when encouraging
student participation. They were developed such that the answer for the question can be found in
the book. There are no short answer questions for the lecture ideas included here. (Note also that
the Study Guide “Ideas and Concepts” section for each chapter contains numerous other short
answer and essay–style questions that could be used for Student Involvers.)
Student Involvers: Discussion Questions and Critical Thinking
These are “thought” or critical thinking questions to which answers cannot wholly be
found in the book. In some cases, there is no right answer. Students will have to apply or
“stretch” their comprehension of the material to answer these questions. Also included are CD-
ROM Psyk.Trek-dependent questions. These questions are designed to be used as in–class
discussion or writing activities in which the instructor has the class take 15 minutes or so to talk
or write about the question. This activity is intended to give the students a chance to explore
thinking creatively and freely.
Student Involvers: Class Activities and Assignments
This section may contain anywhere from 1–5 activities depending on the topic covered.
We have done our best to communicate how to run the activity so that it is not confusing. We
also have done our best to inform you when the activity was taken in whole or part from another
source. For many activities, a related web site is included to aid in clarification and provide
information related to the activity. Although it would be nice to include activities that are from
the lecture ideas, we feel it would create additional work for the instructor to always need to
check if an activity is related to information covered in the book or from the lecture ideas.
Additional Websites
This section gives additional internet resources related to each chapter. Typically these
are large web sites with multiple links that relate to the chapter topic as a whole.
3
, Quizzes
There are six short (10–item) multiple–choice quizzes and an answer key for each
chapter which can be used in their current format or combined into longer examinations. (See the
discussion of the quizzes below.)
Handouts/Transparencies
Within some of the chapters in the Manual, you will find content related handouts and/or
transparencies. These correspond to either the lecture ideas or the suggested activities. The
handouts and transparencies may be copied and distributed.
4
